Report Writing — [Class 12]

 

Questions for Practice:

  1. You are Sweety/Suresh of L.M. Jain School, Ajmer. As Secretary of your School Co-curricular Activities Club, you visited a slum area in your city where the people suffered a great loss of life and property in a massive fire. The students of your school rendered their services and material help to the victims. Write a report in 100-125 words for your school magazine. 
  2. Recently your school held a Seminar on Conservation of Water as a part of World Water Day celebrations. As the School Pupil Leader of Maryland School, Gurgaon, write a report in 100-125 words for a local daily. Sign as Pritham/Preeti. 
  3. Your school organized an exhibition-cum-sale of the items prepared under Work Experience Certificate by your school students. There was an overwhelming response from the public. Prepare a report in 100-125 words for a local daily. You are the Coordinator, S.U.P.W. activities, Nita School, Gurgaon. 
  4. You visited a Job Fair organized by Ability Foundation at Chennai recently. You were impressed to see that nearly 55 companies from various sectors such as information technology, telecommunication, electronics etc. offered jobs to the final year students of colleges. As a reporter of ‘The Deccan Times’, Chennai, prepare a report in 100-125 words. You are Peeyush/Priya. 
  5. Write a report as an eyewitness to the fire accident that occurred in your neighborhood. Your report should be within 100-125 words. Invent the necessary details. You are Rashi/ Raman of 15, Ballimaran, Delhi. 
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A Tiger in the Zoo– [Class 10]

Q. Answer the following questions:

  1. Why does the tiger express his rage quietly?
  2. Where should the tiger have been according to the poet?
  3. How does the tiger make his presence felt in the village? 
  4. Why should the tiger snarl around houses at the edge of the forest?’.
  5. What is the tiger doing? Why is he ignoring the visitors?
  6. Why do you think the tiger looks at the stars?
  7. What does the poet convey through the poem?
  8. Is it right to confine wild animals into cages? Why or why not?
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From The Diary of Anne Frank—Class 10 [Questions & Grammar]

Q. Answer the following questions:

  1. What does Anne Frank tell about her family in her diary?
  2. Describe your views about Mr Keesing as a teacher.
  3. What does Anne write in her first essay to support her habit of talking so much?
  4. Describe Anne’s love for her grandmother.
  5. Anne called 26th July a ‘tumultous’ day. Explain the reasons behind it.
  6. Why did Anne think that she could confide more in her diary than in the people?
  7. Who helped Anne in writing the essay and how?
  8. Write the character sketch of Anne Frank.

Q. Do as Directed:

  1. WRITING in a diary is a really strange experience for someone like me. [Make it Negative]
  2. I’ve never written anything before.  [Make it Affirmative]
  3. ‘Paper has more patience than people.’ [ Change the degree]
  4. I was feeling a little depressed and was sitting at home.  [Make it Complex]
  5. I can call friends.  [Change the Voice]
  6. I started right away at the Montessori nursery school.    [Make it Interrogative]

Q. Write in your diary about your feelings as you are fed up of staying at home

Q. Write a letter to your friend describing about Covid situation in your city

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The Lost Spring— [Class 12]

Answer the following questions:

1.Why had the ragpickers come to live in Seemapuri? 

2. Garbage to them is gold; why does the author say so about the ragpickers? 

3. How is Mukesh different from the other bangle makers of Firozabad? 

4. Is it possible for Mukesh to realise his dream? Justify your answer.

5. Give a brief account of life and activities of the people like Saheb-e-Alam settled in
Seemapuri. 

6. Lost Spring’ explains the grinding poverty and traditions that condemn thousands of
people to a life of abject poverty. Do you agree? Why/Why not?

7. The bangle makers of Firozabad make beautiful bangles and make everyone happy
but they live and die in squalor. Elaborate.

Q.2. Rewrite the sentences into indirect narration:

  1. “I have nothing else to do,” he mutters, looking away.
    “Go to school,” I say glibly, realising immediately how
    hollow the advice must sound. “There is no school in my neighbourhood. When they
    build one, I will go.”
    “If I start a school, will you come?” I ask, half-joking.
    “Yes,” he says, smiling broadly.
    A few days later I see him running up to me. “Is your
    school ready?”
  2. “I now work in a tea stall down
    the road,” he says, pointing in the distance. “I am paid
    800 rupees and all my meals.” Does he like the job? I ask.
  3. Mukesh insists on being his
    own master. “I will be a motor
    mechanic,” he announces.
    “Do you know anything about cars?”. I ask
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The Black Aeroplane –[Class 10]

Q. Answer the following questions:

  1.  “I’ll take the risk.” What is the risk? Why does the narrator take it?
  2. Describe the narrator’s experience as he flew the aeroplane into the storm.
  3. A pilot is lost in the storm clouds. Does he arrive safe? Who helps him?
  4. From the beginning to the end of the lesson the black aeroplane is a mystery. How?

Q.2. Do as Directed: 

  1. There wasn’t a cloud in the sky. [Make it affirmative]
  2. I was dreaming of my holiday and looking forward to being with my family. [Make it compound]
  3. I knew I could not fly up and  over them. [Make it Simple]
  4. He turned his aeroplane slowly to the north, in front of my Dakota. [Make it Complex]
  5. I landed and was not sorry to walk away from the old Dakota near the control tower.[Make it Complex]

Q.3. Rewrite the sentences into indirect narration:

  1. I switched on the radio and said, “Paris Control, Dakota DS 088
    here. Can you hear me? I’m on my way to England.
    Over.” The voice from the radio answered me immediately:
    “DS 088, I can hear you. You ought to turn twelve
    degrees west now, DS 088. Over.”
  2. “I ought to go back to Paris,” I thought, but I
    wanted to get home. I wanted that breakfast.
    ‘I’ll take the risk,’ I thought, and flew that old
    Dakota straight into the storm.
  3. “Follow me,” he was saying. “Follow me.”
    ‘He knows that I am lost,’ I thought. ‘He’s trying
    to help me.’
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The Last Lesson— Class 12 [Questions & Grammar]

Q. Answer the following questions:

  1. What tempted Franz to stay away from school? 
  2. What was unusual about M Hamel’s dress on his last day in the school?
  3. Who were sitting on the back benches during M Hamel’s last lesson? Why?
  4. Why does M Hamel reproach himself for his students, unsatisfactory progress in
    Studies? 
  5. What words did M Hamel write on the blackboard before dismissing the last class?
    What did they mean? 
  6. What made M Hamel cry towards the end of his last lesson?
  7. What was the mood in the classroom when M Hamel gave his last French lesson?
  8. What changes did the narrator find in the school when the order from Berlin came?
  9. What message is given through the story?

The Summary of  The Last Lesson

Q.2. Do as Directed:

  1. I started for school very late that morning and was in great dread of a scolding. [Make it Simple]
  2. I thought of running away and spending the day out of doors. [Make it Complex]
  3. When I passed the town hall there was a crowd in front of the bulletin-board. Make it Compound]
  4. I jumped over the bench and sat down at my desk. [Make it Simple]
  5. The whole school seemed so strange and solemn. {Make it Simple]
  6. I had never listened so carefully. [Make it Affirmative]
  7. He had the courage to hear every lesson to the very last. [Make it Compound]

Q.3. Rewrite the sentences into indirect narration:

  1. I heard M. Hamel say to me, “I won’t scold you, little
    Franz; you must feel bad enough. See how it is! Every day
    we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll
    learn it tomorrow.’ 
  2.  He said, “My children, this is the last lesson
    I shall give you. The order has come from Berlin to teach
    only German in the schools of Alsace and Lorraine. The
    new master comes tomorrow. This is your last French
    lesson. I want you to be very attentive.”
  3. But nothing happened. M. Hamel saw me and said
    very kindly, “Go to your place quickly, little Franz. We were
    beginning without you.”
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His First Flight — Grammar

Do as Directed:

  1. The young seagull was alone on his ledge. [Make it Negative]
  2. He felt certain that his wings would never support him. [Make it Compound]
  3. He failed to muster up courage to take that plunge. [Make it negative]
  4. Since then nobody had come near him. [Make it Affirmative]
  5. He had watched his parents flying. [ Change the voice]
  6. He felt the heat and he had not eaten since the previous nightfall. { Make it Complex]
  7. He saw his two brothers and his sister lying on the plateau. [Change the voice]
  8. His father was preening the feathers on his white back. [Change the voice]
  9. His mother had picked up a piece of the fish and was flying across to him. [Make it Simple]
  10. He could hear nothing. [Make it Affirmative]

Q.2. Write a notice to inform the students about a Webinar on “Learning Online”

Q.3. Write a letter to your friend describing your experience as you were caught in Lockdown

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His First Flight–

Q. Answer the Following questions:

1.How did the mother make the young seagull come out of his fear and teach him the art of flying?

2. Do you think that the seagull’s family loved him? Justify their attitude towards him?

3.Why was the young seagull pretending to be asleep? What did he actually observe while doing so?

4.How did the young seagull get over his fear of sea water and what was his family’s reaction on it?

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Fire & Ice [Questions]

Questions:

1.To say that for destruction ice is also great for the poet, what does ‘ice’ stand for? How is it sufficient to bring destruction?   

2.‘But if it had to perish twice’. How will the world perish twice?

3.Discuss how extreme behaviour can hasten the end of the world with respect to ‘Fire and Ice’.
Answer:
‘Fire’ symbolises desire and ‘Ice’ symbolises hatred. Desire is a kind of intense love or want that focuses people on getting and possessing and acquiring. Our society is full of people who spend their lives working to get a bigger and better TV, a more stylish car or a more extravagant house. This kind of desire can lead people to destruction in the form of bankruptcy or even broken relationships. Frost’s poem speaks on the issue of greed corrupting people and even society. The power of hate, which is symbolised by ice is just as great as desire. While desire consumes quickly hate produces shy yet restrained devastation. For instance, Kate is the root cause of racism and war. It can linger in people’s mind for lifetimes. Moreover, it consumes the hater even more than the person hated. It thus, ruins lives.

4.The poem ‘Fire and Ice’, carries with it very deep thematic ideas. Elaborate on these darkest traits of humanity.
Answer:
Frost presents the two of the darkest traits of humanity; the capacity to hate and the capacity to be consumed by lust or desire. Of the two, he attributes the greater of the two evils, is desire. In giving desire the foremost position with regard to the destruction of the world, Frost is providing a powerful statement on the subject of greed and jealousy, saying that above all trait of humanity that is most likely to lead to its demise. Desire represents the greatest problem that attributes to the cause of the war. Frost then attributes hatred with the same capacity to do harm. However, he lessens the relative importance of hatred but still presents it as having the ability to lead to the destruction of the world if it were to happen for a second time.

5.The poet presents two reasons which will lead to the destruction of the humanity. What values do you garner from the two possible causes provided by him?
Answer:
The poet provides and deals with two possible causes for the end of the world. He points more towards the emotional and sentimental side of the issue. As for him, fire denotes deep passion and burning desire, while ice is highlighted for its icy cold and hatred side of the emotions. He favours both the arguments and says that either the deep burning passion or the cold hatred and jealousy factor will push the people to walk on the path of destruction. The poet is sure of this destruction of humanity. He first talks about the destruction because of fire and in case this fails, then ice will end the world. The love that people have for one another will turn into hatred. In race of climbing up and out do one another, people will tend to hate each other. These negative emotions will become so strong that it will surpass all the love and lead to the destruction of humanity.

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A Long Walk to Freedom— Grammar

 

Q.1. Do as Directed:

  1. I had been pleasantly besieged by dignitaries. [ Change the voice]
  2. The inauguration would be the largest gathering ever. [Change the degree]
  3. The ceremonies took place in the lovely amphitheater formed by the Union Buildings. [Make it Compound]
  4. He was accompanied by his daughter. [Change the Voice]
  5. I pledged to obey and uphold the constitution. [Make it interrogative]
  6. I was not unmindful. [Make it Affirmative]
  7. The day was symbolized for me by the playing of two national anthems. Make it Complex]
  8. They created the structure and it was harshest. {Make it Complex]
  9. I was simply the sum of all African patriots who had gone before me. [Make it Compound]
  10. The policy created a deep and lasting wound in my country. [ Change the Voice]
  11. No one is born hating another person. [Make it Affirmative]
  12. I found that I was prevented from fulfilling my obligations. [Make it Compound]
  13. I began to learn that my boyhood freedom was an illusion. [Add question tag]

Q.2. Write a letter to your friend expressing your thoughts on this chapter.

Q.3. Write a notice to inform the students about elocution competition. Write it as a head boy/head girl 

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