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 My English Coursebook  efnboer ueeskeÀYeejleer
cejeþer kegÀceejYeejleer
  Fefleneme Je jep³eMeem$e
 Yetieesue  Science & Technology – 1 & 2  Mathematics - I & II

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þUkeÀ JewefMe<ìîes
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• vecegvee ÒeMveHeef$ekeÀe / ke=ÀefleHeef$ekeÀe ³eeb®eer yees[& ÒeeªHeevegmeej j®evee
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• yees[e&®³ee cee®e& 2024 ®³ee meJe& efJe<e³eeb®³ee ÒeMveHeef$ekeÀe / ke=ÀefleHeef$ekeÀe DebleYet&le

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Q. R. Code mke@Àve keÀje.

ceeieerue Je<ee¥®³ee yees[e&®³ee ÒeMveHeef$ekeÀe/ke=ÀefleHeef$ekeÀe (GllejHeef$ekeÀebmen) HeenC³eemeeþer Mespeejer efouesuee

Q. R. Code mke@Àve keÀje.

Printed at: Print to Print, Mumbai

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No part of this book may be reproduced or transmitted in any form or by any means, C.D. ROM/Audio Video Cassettes or electronic, mechanical
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TEID: 4304
 ÒemleeJevee
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osC³eele Deeu³ee Deensle.

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Science and Technology Part – I & II and Mathematics Part - I & II ³ee efJe<e³eebceO³es `Smart Tips' efou³ee Deensle.
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meelel³eHetCe& mejeJeeves®e De®etkeÀlee ÒeeHle nesles. ne meb®e efJeoîeeL³ee¥vee mejeJee®³ee ceeiee&ves ³eMeeHe³e¥le Heesnes®eJeC³eemeeþer ceesuee®eer YetefcekeÀe
yepeeJesue ³ee®eer Deecnebuee Kee$eer Deens.
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Deensle. DeeHeuee DeefYeÒee³e [email protected] ³ee F-cesue Hell³eeJej HeeþJeeJee ner efJevebleer.
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efJeoîeeL³ee¥vee Hejer#esmeeþer ceve:HetJe&keÀ MegYes®íe!

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ÒekeÀeMekeÀ
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students.
 Deveg¬eÀceefCekeÀe
efJe<e³e He=<þ ¬eÀ.
My English Coursebook 1
efnboer ueeskeÀYeejleer 44
cejeþer kegÀceejYeejleer 87

ÒeMveHeef$ekeÀe/ke=ÀefleHeef$ekeÀe Fefleneme Je jep³eMeem$e 126

DeejeKe[e Yetieesue 145

Science and Technology - 1 164

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Science and Technology - 2 184
Mathematics - I Je II 202

My English Coursebook 3

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efnboer ueeskeÀYeejleer 46

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cejeþer kegÀceejYeejleer 90

ÒeMveHeef$ekeÀe/ke=ÀefleHeef$ekeÀe Fefleneme Je jep³eMeem$e 127

DeejeKe[îee®es meefJemlej efJeJes®eve Yetieesue 146
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Science and Technology - 1 165

Science and Technology - 2 185

Mathematics - I Je II 203
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vecegvee GllejHeef$ekeÀe
My English 2, 3, 4 DeeefCe 5
1. 3 22
Coursebook
DeY³eemeC³eemeeþer
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4 29 Mespeejerue Q. R. Code
mke@Àve keÀje.
5 36

1 51 257

2 58 vecegvee GllejHeef$ekeÀe
3 65 2, 3, 4 DeeefCe 5
2. efnboer ueeskeÀYeejleer
DeY³eemeC³eemeeþer
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Mespeejerue Q. R. Code
5 79 mke@Àve keÀje.
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2 101
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3. cejeþer kegÀceejYeejleer 3 107 2, 3, 4 DeeefCe 5
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5 119

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1 129 282

2 132 vecegvee GllejHeef$ekeÀe

Fefleneme Je 2, 3, 4 DeeefCe 5

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4 138 Mespeejerue Q. R. Code
5 141
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1 148 289

2 151
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5. Yetieesue 3 154 2, 3, 4 DeeefCe 5
DeY³eemeC³eemeeþer Mespeejerue
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4 157
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1 167 296
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vecegvee GllejHeef$ekeÀe
Science and
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Technology - 1
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4 176
DeY³eemeC³eemeeþer Mespeejerue
Q. R. Code mke@Àve keÀje.
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1 187 303

2 190
vecegvee GllejHeef$ekeÀe
Science and
7. 3 193 2, 3, 4 DeeefCe 5
Technology - 2
4 196
DeY³eemeC³eemeeþer Mespeejerue
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5 221

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1 226 319

2 230
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Mathematics - II 2, 3, 4 DeeefCe 5
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mke@Àve keÀje.
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My English Coursebook 328

efnboer ueeskeÀYeejleer 336

cejeþer kegÀceejYeejleer 344

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yees[& ÒeMveHeef$ekeÀe/ke=ÀefleHeef$ekeÀe 2024 ®³ee

Fefleneme Je jep³eMeem$e 350
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GllejHeef$ekeÀe DeY³eemeC³eemeeþer Mespeejerue

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Yetieesue 353
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Science and Technology

356
Part - 1
Science and Technology
360
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Part - 2

Mathematics Part - I 363

Mathematics Part - II 367

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2. Òel³eskeÀ efJe<e³ee®³ee vecegvee GllejHeef$ekeÀe 2, 3, 4 DeeefCe 5 PDF ®³ee mJeªHeele Q. R. Code odJeejs GHeueyOe keÀªve efou³ee Deensle.
 My English Coursebook

IMPORTANT INSTRUCTIONS TO FOLLOW:

t
 The answer to each question must be written on a new page.

en
 Read the question carefully before you attempt it.

 Read the passage/extract at least twice before you begin writing the

nt
answers.


Co
The answers to the web diagrams must be written within the web diagram.
Use a pen and a scale to draw the web diagram and write the answers with
a pen.
e

 Answer questions such as Fill in the Blanks, Complete the sentences, Choose
the correct alternative, etc. by writing complete sentences and underline the
pl

part which forms the answer to the question.

m

 Ensure that your handwriting is legible and that your answers look
presentable.
Sa

 Try and avoid making errors as far as possible.

 My English Coursebook
Paper Pattern

PAPER PATTERN
Time: 3 Hours MY ENGLISH COURSEBOOK Total Marks: 80

Section I: Language Study

Q.1 Language Study

(A) Do as Directed 08 Marks
(B) Do as Directed 02 Marks

10 Marks

t
en
Section II: Textual Passages
(Reading Skills, Vocabulary, Grammar)

Q.2 (A) Textual Passage for Comprehension

nt
A1. Simple Factual 02 Marks
A2. Complex Factual 02 Marks
A3. Vocabulary based 02 Marks
A4. Grammar (Language Study) based 02 Marks
Co
A5. Open-ended / Personal response 02 Marks

10 Marks

(B) Textual Passage for Comprehension

B1. Simple Factual 02 Marks
B2. Complex Factual 02 Marks
e

B3. Vocabulary based 02 Marks

B4. Grammar (Language Study) based 02 Marks
pl

B5. Open-ended / Personal response 02 Marks

10 Marks
m

Section III: Poetry

Q.3 (A) Poem for Comprehension

Sa

A1. Simple Factual 02 Marks

A2. Complex Factual 02 Marks
A3. Vocabulary / Poetic Devices 01 Mark

05 Marks

(B) Poem for Appreciation

• Title ½ Mark
• Poet ½ Mark
• Rhyme Scheme 01 Mark
• Figure of Speech 01 Mark
• Theme / Central Idea 02 Marks
05 Marks

1 1
 SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle

Section IV: Unseen / Non-textual Passages

(Reading Skills, Vocabulary, Grammar and Summary)

Q.4 (A) Unseen / Non-textual Passage for Comprehension

A1. Simple Factual 02 Marks
A2. Complex Factual 02 Marks
A3. Vocabulary based 02 Marks
A4. Grammar (Language Study) based 02 Marks
A5. Open-ended / Personal response 02 Marks
10 Marks

t
(B) Writing a summary of the Unseen passage given in Q.4 (A)
• Suggest / Write a title 01 Marks

en
• Central Idea / Theme 02 Marks
• Use of appropriate language 02 Marks
05 Marks

nt
Section V: Writing Skills
Q.5 (A) Letter Writing 05 Marks
A1. Informal
OR
Co
A2. Formal
(B) Dialogue Writing / Drafting a Speech 05 Marks
B1. Dialogue Writing
OR
B2. Drafting a Speech
e

10 Marks
pl

Q.6 (A) Information Transfer 05 Marks

A1. Non-verbal to Verbal
OR
A2. Verbal to Non-verbal
m

(B) Expand the Theme 05 Marks

B1. News Report
OR
Sa

B2. Develop a Story based on the given beginning/end

10 Marks

Section VI: Skill Development

Q.7 Translation
i. 4 words out of 6 Words (English to medium of instruction) = 02
ii. 2 out of 4 Sentences (English to medium of instruction) = 02
iii. 1 out of 2 idioms/proverbs (Marathi to medium of instruction) = 01
05 Marks

Grand Total: 80 Marks

[Maharashtra State Board of Secondary and Higher Secondary Education, Pune - 04]
2 2
 My English Coursebook
Detailed Analysis of Activity Sheet

Detailed Analysis of Activity Sheet

Time: 3 Hours MY ENGLISH COURSEBOOK Total Marks: 80

Q.1 (A)&(B) Language Study: [10]

ÒeMvee®es mJeªHe:
i. ³eeceO³es MeyomebHelleer DeeefCe J³eekeÀjCeeJej DeeOeeefjle efJeefJeOe ÒeMve efJe®eejues peeleerue.
ii. ³eeceO³es 4 iegCeebmeeþer meesHes ÒeMve, 4 iegCeebmeeþer ceO³ece mJeªHee®es ÒeMve, lej 2 iegCeebmeeþer DeeJneveelcekeÀ
ÒeMve efJe®eejues peeleerue.

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iii. ³ee®es mJeªHe KeeueerueÒeceeCes Deens.

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(A) Language Study (Simple and Medium activities): (Any 4) [8 marks]
i. ³ee GHeÒeMveeceO³es 3 meesH³ee DeeefCe 3 ceO³ece mJeªHee®³ee DeMee SketÀCe 6 ke=Àleer Demeleerue, p³eeceOetve
efJeoîeeL³ee¥veer keÀesCel³eener ®eej ke=Àleer mees[JeCes DeHesef#ele Deens.

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ii. ³ee ÒeMveeb®es ÒekeÀej Heg{erueÒeceeCes Deensle:
a. Complete the words/spellings by using correct letters – 2 marks
(Òel³eskeÀer 1/2 iegCee®es ®eej Meyo)
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b. Put the words in alphabetical order – 2 marks
(®eej Meyoeb®es oesve meb®e- Òel³eskeÀ meb®eemeeþer 1 iegCe)
c. Punctuate the given sentences – 2 marks
(My English Coursebook ceOeerue oesve Jeeke̳es efoueer peeleerue. - Òel³eskeÀer 1 iegCe)
d. Make four words (minimum 3 letters) using the letters in the given word
e

– 2 marks
(Òel³eskeÀer 1/2 iegCee®es ®eej Meyo)
pl

e. Write related words for a given word – 2 marks

(Òel³eskeÀer 1/2 iegCee®es ®eej Meyo)
f. Complete the word chain of nouns/verbs/adjectives – 2 marks
m

(Òel³eskeÀer 1/2 iegCee®es ®eej Meyo)

(B) Language Study (Challenging activities):
[2 marks]
Sa

i. ³ee GHeÒeMveeceO³es Òel³eskeÀer 2 ke=Àleer efJe®eeju³ee peeleerue. efJeoîeeL³ee¥veer (a) DeeefCe (b) ceOetve keÀesCeleerner SkeÀ
ke=Àleer mees[JeCes DeHesef#ele Deens.
a. Make a meaningful sentence by using the given phrase – 1 mark
OR
Add a clause to expand the given sentence  1 mark
b. Add Prefix or Suffix to make new words  1 mark
OR
Use any one of the following words in your own sentence’  1 mark
(prefix DeeefCe suffix meeþer cetU Meyo efoues peeleerue.)

3 3
 SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle
Q.2 (A)&(B) Textual Passages for Comprehension: [20]

ÒeMvee®es mJeªHe:
i. HeeþîeHegmlekeÀeleerue Òel³eskeÀer 15 les 16 DeesUeR®es oesve Heefj®íso efoues peeleerue.
ii. Òel³eskeÀ GleeN³eeuee 10 iegCe Demeleerue.
iii. Òel³eskeÀ GleeN³eeJej Hee®e ÒeMve efJe®eejues peeleerue.
iv. ³ee ÒeMveeb®es mJeªHe KeeueerueÒeceeCes Demesue.
(A1, B1) Simple Factual: [2 marks]
Fill in the blanks, Name the following, Who said to whom, Match the
following, Complete the Web-diagram, Complete the sentences, Choose the
correct alternatives, True or False, Arrange in the chronological sequence,

t
Correct the False statements, etc.

en
(A2, B2) Complex Factual: [2 marks]
Complete the sentences, Justify, Explain, Describe, Enlist, Give reasons,
Correct the False statements, Arrange in the chronological sequence,
Completing the web-diagram, Choose the correct alternatives, Match the
Columns, Name the following, Who said to whom, etc.

nt
(A3, B3) Vocabulary: [2 marks]
Antonyms, Synonyms, Give meanings, Form meaningful sentences from
given words/phrases, Cross the odd man out, Give one word for the
following meanings, Choose the correct option, etc.
Co
(A4, B4) Grammar: [2 marks]
Do as Directed (Voice, Direct and Indirect Speech, Phrases, Clauses,
Transformation, Word formations, Tense, Punctuations, Articles, Wh-questions,
Question Tags, Types of Sentences, Prefix/Suffix, Parts of Speech,
Gerunds/Participles/Infinitives, Subject and Predicate, Degrees of Comparison,
Spot the Errors, Frame Wh-questions, etc.)
e

(A5, B5) Open Ended / Personal Response (Expression, Creativity and

Imagination): [2 marks]
State your opinion, What do you feel…, If you were in the narrator’s
pl

place…, etc.

Q.3 (A) Poem for Comprehension: [5]

m

ÒeMvee®es mJeªHe:
i. HeeþîeHegmlekeÀeleerue SkeÀe keÀefJelesleerue Deboepes 150 Meyoeb®ee HeoîeebMe efouee peeF&ue.
Sa

ii. HeoîeebMeeJej leerve ÒekeÀej®es ÒeMve efJe®eejues peeleerue.

iii. ns ÒeMve KeeueerueÒeceeCes Deensle.
(A1) Simple Factual: [2 marks]
Name the following, Match the following, Complete the Web-diagram, Complete
the sentences, Choose the correct alternatives, True or False, Arrange in the
chronological sequence, Correct the False statements, etc.
(A2) Complex Factual: [2 marks]
Complete the sentences, Justify, Explain, Describe, Enlist, Give reasons, Correct
the False statements, Completing the web-diagram, Choose the correct
alternatives, Match the Columns, Name the following, Who said to whom, etc.
(A3) Vocabulary / Poetic Devices: [1 mark]
Rhyme Scheme, Figures of Speech, etc.

4 4
 My English Coursebook
Detailed Analysis of Activity Sheet
Q.3 (B) Poem for Appreciation: [5]

ÒeMvee®es mJeªHe:
i. ³eeceO³es mebHetCe& keÀefJelee efoueer peeF&ue.
ii. efJeoîeeL³ee¥veer keÀefJeles®es jmeûenCe cegodoîeeb®³ee mJeªHeele efueneJes.
iii. ³ee ÒeMveekeÀefjlee iegCeeb®es efJeYeepeve KeeueerueÒeceeCes Deens.
• Title ½ Mark
• Poet ½ Mark
• Rhyme Scheme 01 Mark
• Figure of Speech 01 Mark
• Theme / Central Idea 02 Marks

t
05 Marks

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Q.4 (A) Non-Textual Passage for Comprehension: [10]

ke=ÀHe³ee,– Òe. 2 (A) & (B) Textual Passages for Comprehension meeþer efouesues cegodos Hene.

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Q.4 (B) Summary of the Non-textual passage given in Q.4 (A) [5]

ÒeMvee®es mJeªHe:
Òe. 4 (A) ceO³es efouesuee DeHeefþle meejebMe efueefnCes DeHesef#ele Deens.
Co
i.
ii. efJeoîeeL³ee¥veer l³eeb®³ee®e Meyoeble meejebMe efueneJee.
iii. ³ee ÒeMveekeÀefjlee iegCeeb®es efJeYeepeve KeeueerueÒeceeCes Deens.
Points Marks allotted
i. Suggest a suitable title 1
ii. Central Idea / Theme 2
e

iii. Use of appropriate language 2

pl

Q.5 (A) Letter Writing: [5]

ÒeMvee®es mJeªHe:
m

i. ³ee ÒeMveeceO³es SkeÀ DeewHe®eeefjkeÀ He$e DeeefCe SkeÀ DeveewHe®eeefjkeÀ He$e efoues peeF&ue.
ii. ³eebHewkeÀer keÀesCelesner SkeÀ He$e mees[JeCes DeHesef#ele Deens.
Sa

iii. He$e efueefnleevee Keeueerue cegodos ue#eele þsJee.

A1. Informal Letter A2. Formal Letter
Marks Marks
Points Points
allotted allotted
Sender’s address and ½ Sender’s address and date ½
date
Salutation ½ OR Recipient’s address ½
Main body 2½ Subject
½
Closing ½ Salutation
Grammar 1 Main body 2
Subscription / closing ½
Grammar 1

5 5
 SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle
Q.5 (B) Dialogue Writing/Drafting a Speech: [5]

ÒeMvee®es mJeªHe:
i. ³eeceO³es SkeÀ mebJeeoe®ee DeeefCe SkeÀ Yee<eCee®ee efJe<e³e efouee peeF&ue.
ii. l³eebHewkeÀer keÀesCeleener SkeÀ ÒeMve mees[JeCes DeHesef#ele Deens.
iii. ne ÒeMve mees[Jeleevee Keeueerue cegodos ue#eele I³ee.
B1. Dialogue Writing
Points Marks allotted
Prepare a dialogue from the jumbled sentences (Chit-Chat) 1
Complete the dialogue 1
Write a dialogue on a given theme 3

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OR
B2. Drafting a Speech

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Points Marks allotted
Appropriate beginning and conclusion 1
Body – Use of given points and additional points, 2
appropriate use of language
Appropriate sequence and flow of language 1

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Use of appropriate grammatical structure 1

Q.6 (A) Information Transfer: [5]

ÒeMvee®es mJeªHe:
Co
³eeceO³es Non-verbal ceOetve Verbal DeeefCe Verbal ceOetve Non-verbal ceO³es ceeefnleer®³ee nmleeblejCee®ee
meceeJesMe Demeuesuee ÒeMve efJe®eejuee peelees. l³eebHewkeÀer SkeÀ ÒeMve mees[JeCes DeHesef#ele Deens.
(A1) Non-Verbal to Verbal:
i. uesDeeGìceO³es efouesueer ceeefnleer Jee®ee. leer KeeueerueHewkeÀer SkeÀe mJeªHeele Demesue.
Fact file, Leaflet, Table, Bar graph, Linear graph, Chart, Tree-Diagram, Flow
e

chart, Do’s and Don’ts, etc.

OR
pl

(A2) Verbal to Non-Verbal:

i. 1 les 2 Heefj®ísoeb®ee meceeJesMe Demeuesuee ceeefnleerHetCe& Gleeje ÒeMve cnCetve efouee peeF&ue.
ii. ÒeMveele veceto kesÀuesueer ceeefnleer table, graph, pie chart, bar graph, flowchart, tree-diagram,
m

Fl³eeoer mJeªHeele ªHeebleefjle keÀjeJeer.

iii. efouesu³ee Heefj®ísoeletve HeÀkeÌle cegK³e Meer<e&keÀ DeeefCe cegodos efveJe[e.
iv. Heseqvmeue DeeefCe Heìdìer JeeHeªve uesDeeGì keÀe{e. ceeefnleer efueefnC³eemeeþer Hesve JeeHeje.
Sa

v. uesDeeGìceO³es keÀesCeleerner DeefleefjkeÌle ceeefnleer pees[Ces ìeUe.

vi. Non-Verbal uesDeeGìceO³es ÒeMveele veceto kesÀuesueer meJe& cenllJee®eer ceeefnleer Demeu³ee®es leHeemetve Hene. ³ee
ÒeMvee®es Gllej efueefnleevee Keeueerue cegodos ue#eele þsJee.
A1. Non-Verbal to Verbal A2. Verbal to Non-Verbal
Marks Marks
Points Points
allotted allotted
Title 1 Title 1
Use of given points 2 OR Coverage of all points 2
Grammar 1 Appropriate graphic
1
layout
Appropriate language and 1 Overall presentation 1
conclusion

6 6
 My English Coursebook
Detailed Analysis of Activity Sheet
Q.6 (B) Expand the Theme: [5]

(B1) News Report

ÒeMvee®es mJeªHe:
i. ³ee ÒeMveeceO³es ceLeUe efouee peeF&ue.
ii. efouesu³ee ceLeUîeeJej DeeOeeefjle yeeleceer efueneJeer.
iii. Heevee®³ee GpeJ³ee yeepetuee, ceLeUîee®³ee Keeueer By-line efuene.
iv. Ieìvee kesÀJne Ie[ueer Deens ns oMe&JeCeejs efþkeÀeCe DeeefCe leejerKe Headline ®³ee Keeueer [eJ³ee yeepetuee efuene.
v. Heefnu³ee Heefj®ísoeceO³es JesU, efoJeme DeeefCe efþkeÀeCe, ceO³eJeleea Hee$es DeeefCe keÀe³e&¬eÀcee®es veeJe ³eebmeejK³ee leHeefMeueeb®ee
GuuesKe keÀje.
vi. Yee<ee DeewHe®eeefjkeÀ DeeefCe vescekeÀer DemeeJeer. yeeleceer Meke̳elees passive voice ceO³es efueneJeer.

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OR

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(B2) Developing a story
ÒeMvee®es mJeªHe:
i. keÀLes®eer meg©Jeele eEkeÀJee MesJeì ÒeMveele efouee peeF&ue.
ii. legcnebuee efouesu³ee meg©Jeeleer®³ee eEkeÀJee MesJe쮳ee DeeOeejeJej keÀLee efueneJeer.

nt
iii. keÀLesuee ³eesi³e Meer<e&keÀ oîeeJes.
iv. keÀLee YetlekeÀeUele efueneJeer.
v. mepe&veMeeruelee DeeefCe keÀuHeveeMekeÌleer®ee JeeHej keÀªve keÀLee efuene.
Co
vi. keÀLesceO³es 3 Heefj®íso DemeCes DeeJeM³ekeÀ Deens.
³ee ÒeMvee®es Gllej efueefnleevee Keeueerue cegodos ue#eele þsJee.
News Report OR Developing a Story
Points Marks allotted
Title and Beginning 1
e

Vocabulary and Grammar 1

Use of Appropriate points/examples/conveying the message 2
Logical order/Conclusion 1
pl

Q.7 Translation: [5]

m

ÒeMvee®es mJeªHe:
³ee ÒeMveeleerue leerve GHeYeeie KeeueerueÒeceeCes Deensle:
i. Translate the following words into your medium of instruction. (Any four)
Sa

[2 Marks]
a. ³ee ÒeMveeceO³es My English Coursebook ceOeerue keÀesCelesner 6 Meyo efoues peeleerue. l³eebHewkeÀer keÀesCel³eener 4
Meyoeb®es efJeoîeeL³ee¥veer l³eeb®³ee ceeO³ece Yee<esle Yee<eeblej keÀjCes DeHesef#ele Deens.
ii. Translate the following sentences into your medium of instruction. (Any two)
[2 Marks]
a. ³ee ÒeMveeceO³es My English Coursebook ceOeerue keÀesCeleerner 4 Jeeke̳es efoueer peeleerue. l³eebHewkeÀer keÀesCel³eener oesve
Jeeke̳eeb®es efJeoîeeL³ee¥veer l³eeb®³ee ceeO³ece Yee<esle Yee<eeblej keÀjCes DeHesef#ele Deens.
iii. Translate the following idiom/proverb into your medium of instruction. (Any one)
[1 Mark]
a. ³ee ÒeMveeceO³es keÀesCelesner 2 JeekedÀÒe®eej/ cnCeer Demeleerue p³eebHewkeÀer efJeoîeeL³ee¥veer l³eeb®³ee ceeO³ece Yee<esle keÀesCel³eener
SkeÀe®es Yee<eeblej keÀjCes DeHesef#ele Deens.

7 7
 N 000 Seat No.
2025 III 00 1100 – N 000 – ENGLISH (17) (THIRD LANGUAGE) (E)
MODEL ACTIVITY SHEET - 1
Time: 3 Hours (Pages 7) Max. Marks: 80

Section I: Language Study

Q.1 (A1) Do as Directed (Attempt any four): [08 Marks]

i. Complete the words by using correct letters. (2)
a. la_es b. grou_ c. nob_e d. hea_th

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ii. Put the words in alphabetical order. (2)

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a. calamity, perplexed, established, lucid b. brave, bolt, bright, bestowed
iii. Punctuate the following: (2)
a. yes bholi of course she replied b. in 1934 the health of marie curie failed
iv. Make four words (minimum 3 letters) using the letters in the word. (2)
‘handkerchief’

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v. Write four related words (adjectives) for the following noun: (2)
evergreen
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Tree

vi. Complete the following word chain of verbs: (2)

grow, w________, _______, _______, _______
(B) Do as Directed: [02 Marks]
e

(B1) Attempt any one of the following:

i. Make a meaningful sentence by using the following phrase: (1)
pl

‘to be afraid of’

OR
ii. Add a clause to expand the sentence meaningfully. (1)
He recollects.
m

(B2) Attempt any one of the following:

i. Add a prefix or suffix to make new words. (1)
a. place b. learn
OR
Sa

ii. Make a meaningful sentence by using any one of the following words: (1)
a. place b. learn
Section II: Textual Passages
(Reading Skills, Vocabulary, Grammar)

Q.2 (A) Read the following passage and carry out the activities. [10 Marks]
(A1) Fill in the web-diagram based on the extract. (2)

Specific
___________ ___________

SMART
stands for
___________ ___________

8 8
 My English Coursebook
2/N Model Activity Sheet - 1

Champions aren’t made in gyms. Champions are made from something they have deep
inside them- a desire, a dream, a vision. They have to have the skill and the will. But the will
must be stronger than the skill. Successful professionals thrive in the same manner. We all have
natural talents. If we use that talent to set our goal in life, we can easily get success in life. We
shall not achieve our goals if we do not take action to achieve them. Setting goals has two
valuable assets - a sense of originality and a stepping stone to illuminate the path. Goals put one
at the helm of life; pursuing them acknowledges a better future situation. They help to steer a
course of life rather than simply drifting along and letting things happen. Setting goals may
appear easy, but, for some, it is quite challenging. Fear of failure may be avoided in the absence
of any goals. After all, one has to decide what one wants to achieve in the end. To accomplish
goals, experts recommend a five step approach.
(A2) Some people find setting goals, a challenge. Give reasons. (2)

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(A3) Write the antonyms of the following from the extract: (2)
i. unsuccessful ii. imitativeness iii. darken iv. easy

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(A4) Do as Directed: (2)
i. Goals put one at the helm of life. (Change the Voice)
ii. They have to have the skill and the will. (Use ‘not only ..................... but also’).
(A5) In your opinion, what is important for success? (2)

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(B) Read the following passage and carry out the activities. [10 Marks]
(B1) Complete the following web-diagram based on the extract. (2)
Co
i. They stitch ii. They harvest
footballs, yet … cocoa yet …

Problems faced by poor children

e

iv. They are being iii. They are dying

… …
pl

We can do it ...
You may ask that - what can one person do? I would recall a story of my childhood: A
heavy fire had broken out in the forest. All the animals were running away, including lion, the
king of the forest. Suddenly, then he saw a tiny bird rushing towards the fire. He asked the bird,
m

“What are you doing?” To the lion’s surprise, the bird replied “I am going to extinguish the
fire.” The lion laughed and said, “How can you do it keeping just one drop of water, in your
beak?” The bird was adamant, and she said, “I am doing my bit.”
Eighteen years ago, millions of individuals marched across the globe. And demanded a
Sa

new international law for the abolition of worst form of child labour, and it has happened, we
did it, millions of individuals did it.
Friends! We live in an age of rapid globalisation. We are connected through high-speed
Internet. We exchange our goods and services in one single global market. Thousands of flights
every day connect us from one corner to another corner of the globe. But there is one serious
disconnect and there is a lack of compassion. Let us inculcate and transform these individuals’
compassion into a global compassion. Let us globalise compassion.
Mahatma Gandhi said, “If we are to teach real peace in this world... we shall have to
begin with the children.” I humbly add, let us unite the world through the compassion for our
children.
I ask - Whose children are they who stitch footballs, yet never played with one? Whose
children are they who harvest cocoa, yet have never tasted chocolate?
Whose children are they who are dying of Ebola?
Whose children are they who are kidnapped and held hostage?
They are all our children.

9
 3/N SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle

I remember an eight-year-old girl we rescued from intergenerational forced labour from

stone quarries. When she was sitting in my car right after her rescue, she asked me: “Why did
you not come earlier?”
Her angry question still shakes me – and has the power to shake the whole world. Her
question is for all of us. What are we doing? What are we waiting for? How many girls will we
allow to go without rescue?
Children are questioning our inaction and watching our actions.
We need collective actions with a sense of urgency. Every single minute matters, every
single child matters, every single childhood matters.
(B2) State the lesson that the story of the lion and the tiny bird teaches us. (2)
(B3) Write the verb form of the following. (2)
i. service ii. global

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(B4) Do as Directed: (2)

en
i. We can do it. (Add Question Tag)
ii. If we are to teach real peace in this world, we shall have to begin with the children.
(Identify the Clauses)
(B5) The eight-year-old girl’s question shakes Mr. Satyarthi. Give reasons. (2)

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Section III: Poetry

Q.3 (A) Read the following extract and do the activities. [05 Marks]
(A1) Match the following: (2)
Co
A B
i. We look alike a. John’s name
ii. We are confused b. Mixed
iii. Our names were c. In form and feature
iv. I got d. For each other
e

e. With different clothes

pl

In form and feature, face and limb,

I grew so like my brother,
That folks got taking me for him,
m

And each for one another.

It puzzled all our kith and kin,
It reached a fearful pitch;
For one of us was born a twin,
Sa

Yet not a soul knew which..

One day, to make the matter worse,
Before our names were fixed,
As we were being washed by nurse,
We got completely mixed;
And thus, you see, by fate’s decree,
Or rather nurse’s whim,
My brother John got christened me,
And I got christened him.

(A2) Give reasons for the following: (2)

The relatives and friends were puzzled.
(A3) Pick out two pair of rhyming words from the extract. (1)
10
 My English Coursebook
4/N Model Activity Sheet - 1
(B) Read the following poem and write an appreciation of it with the help of the given points
in a point format. [05 Marks]
The World is Mine
Today on a bus, I saw a lovely girl with silken hair
I envied her, she seemed so gay, and I wished I was so fair
When suddenly she rose to leave, I saw her hobble down the aisle
She had one leg and wore a crutch, but as she passed- a smile
O God, forgive me when I whine
I have two legs, the world is mine
And then I stopped to buy some sweets, The lad who sold them had such charm
I talked with him, he seemed so calm, and if I were late, it would do no harm,
And as I left he said to me “I thank you, you have been so kind”
It’s nice to talk with folks like you. You see, I’m blind
O God forgive me when I whine

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I have two eyes, the world is mine

en
Later walking down the street, I saw a child with eyes of blue
He stood and watched the others play; it seemed he knew not what to do
I stopped a moment, then I said, why don’t you join the others dear”
He looked ahead without a word, and then I knew he could not hear
O God forgive me when I whine

nt
I have two ears, the world is mine
With legs to take me where I’ll go
With eyes to see the sunset’s glow
With ears to hear what I would know
O God forgive me when I whine
Co
I’m blessed, indeed, the world is mine
- Joy Lovelet Crawford
You can use the following points for writing the appreciation of the given poem.
i. Title (½)
ii. Poet (½)
iii. Rhyme scheme (1)
e

iv. Figures of Speech (any one) (1)

v. Theme/central idea (At least 2 to 3 lines) (2)
pl

Section IV: Unseen / Non-textual Passages

(Reading Skills, Vocabulary, Grammar and Summary)

Q.4 (A) Read the following passage and do the activities. [10 Marks]
m

(A1) State whether you agree or disagree with these statements: (2)
i. Discipline means taking away freedom completely.
ii. Discipline is an act of love.
iii. Preventing a problem before it arises is discipline.
Sa

iv. A disciplined environment makes children responsible.

What is discipline? Is it some kind of a punishment for wrong actions? Does it mean freedom
needs to be taken away completely? The answer is neither of the above. Discipline is loving
firmness. It is giving direction. It is prevention before a problem arises. It is about utilising
energy in a positive way, for a great performance. Discipline is something you do for those
you care about. Discipline is an act of love. Not all medicines are sweet but we have to take
them. We need to learn from nature. We are all familiar with the big animal, the giraffe. A
female giraffe gives birth to a baby giraffe standing. All of a sudden, the baby falls on the
ground from the cushion of its mother’s womb and sits on the ground. The first thing that the
mother does is get behind the baby and give it a hard kick. The baby gets up but sits down
again. The mother keeps kicking till the baby gets up on its feet and starts moving. Why?
Because she knows that it will survive in the jungle only if it is on its feet. Otherwise, it will
be eaten up by wild cats. Freedom does not mean full enjoyment of our desires but
controlling and correctly balancing them. Children brought up in a loving yet disciplined
environment end up as responsible, law-abiding citizens.
11
 5/N SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle
(A2) Why does a mother giraffe kick her baby after it is born? (2)

(A3) Find the antonyms: (2)

i. bitter  ________ ii. rise  ________
iii. death  ________ iv. unfamiliar  ________

(A4) Do as Directed: (2)

i. Not all medicines are sweet but we have to take them. (Underline the conjunction)

ii. The baby will survive only if it is on its feet.

(Make the sentence negative without changing the meaning)

(A5) According to you, how can a student become disciplined? How will it help him or her? (2)

t
(B) Write a summary of the passage given in Q.4 (A) and suggest a suitable title for it. [05 Marks]

en
Section V: Writing Skills

Q.5 (A) Letter Writing: Attempt any one of the following activities:- [05 Marks]
Write any one of the letters given below after reading the news report below.

nt
HSC results | Real ‘topper’ in life: Mother lost to Covid, Kolhapur girl secures 90%
Kolhapur, July 7: Two years ago when Covid struck the world unexpectedly, many lives changed
forever. Veena Kulkarni (18), a student of Saroja Girls High School, too lost her mother to the virus. A
year after losing her mother and despite having the additional responsibility of raising her younger
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brother, Veena has still scored 90% in the Science stream, in the HSC results declared by the
Maharashtra Board. Veena wishes to become a doctor. “My father’s financial condition was never
strong. Until now my school and teachers have supported me a lot. The school provided me with all the
books, free of cost. But I have to see how money is arranged for my studies ahead. I miss my mother
because she would have never let me face any difficulty. Till her end, she was stitching clothes so that
we could study. It was her dream to see me as a medical graduate”, says Veena with tears in her eyes.
e

A1. Informal Letter A2. Formal Letter

You are Niru/Naresh Rai from 12, Swaraj You are Niru/Naresh Rai from 12, Swaraj Nagar,
pl

Nagar, Gokhale Road, Kolhapur. Imagine OR Gokhale Road, Kolhapur. Imagine that you are
that you are Veena’s neighbour. Write a Veena’s neighbour. Write a letter to the Secretary,
letter to your friend describing Veena’s Education Department, Mantralaya, Fort, Mumbai
inspiring story and what you learnt from it. – 1, for providing an educational scholarship to
m

Use the points given in the report. You may Veena for her further studies. Use the points given
add your own points. in the report. You may add your own points.
(B) Dialogue Writing/Speech Writing: Attempt any one of the following activities:- [05 Marks]
Sa

(B1) Dialogue Writing

i. Prepare a dialogue from the jumbled sentences:
a. How far is it?
b. What is the route to reach the railway station?
c. The distance from here is about 2 kilometers.
d. Take the first left and drive straight.

ii Complete the dialogue:

Chitra : Is R.K. Narayan’s book ‘Swami and friends’ available at the library?
Librarian : _____________________________________________________
Chitra : For how many days may I keep the book?
Librarian : _____________________________________________________

iii Write a dialogue between two classmates on ‘The Importance of learning English’. (3)
12
 My English Coursebook
6/N Model Activity Sheet - 1
OR
(B2) Speech Writing
On the occasion of ‘Literacy Day’, you are required to make a speech to your class on ‘Why we
must read newspapers’. Prepare your speech using the following points:
 Improves general knowledge and information on current affairs
 Better command on English language
 Advertisements
 Puzzles & Entertainment
 Speaking skills

Q.6 (A) Information Transfer: Attempt any one of the following activities:- [05 Marks]
(A1) Non-verbal to Verbal
Convert the following Dos and Don’ts Table into a paragraph.

t
When visiting a World Heritage Site

en
Dos Don’ts
i. Find out about the history and i. touch artefacts or walls at the site.
culture of the site beforehand.
ii. Use dustbins and garbage bags. ii. take photographs and pictures

nt
without permission.
iii. Observe silence. iii. eat or drink inside the premises.
iv. Wear decent clothes at religious sites. iv. throw litter and wastes around.
v. Maintain discipline and order. v. harm any plants or animals in the
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site area.

OR

(A2) Verbal to Non-verbal

Read the following paragraph carefully and prepare a tourism leaflet in the given format.
Panchgani is one of the best hill stations in Maharashtra, which attracts visitors because of its
e

natural beauty, dense forests, and the best views of Sahyadri. It is surrounded by five hill peaks
and hence the name. The nearest railway station and airport are located in Pune. Regular bus
services are available from many of the main Indian cities to Panchgani. The hill station has
pl

many villas, cottages, resorts, hotels and bungalows that can be hired for a holiday. Popular
tourist sites include Sherbaug, Parsi Point, Mapro Garden and Table Land. Sherbaug is home to
many kinds of birds, Parsi Point is a charming picnic spot with beautiful sights, Mapro Garden
is known for its fresh strawberries and Table Land is the second largest mountain plateau in
m

Asia. Adventure activities include exploring the tribal lifestyle at Devrai Art Village, boating on
the Venna Lake, paragliding or a jeep safari tour to watch the wildlife. The Space Museum and
the Wheelz Amusement Park are additional attractions. Panchgani is also a well-known
educational centre with several schools offering international quality education. The best time to
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visit this hill station is between September and April when the weather is extremely pleasant.

Points Information
i. Place
ii. How to reach
iii. Places to stay
iv. Tourist sites
v. Special features of the sites
vi. Things to do
vii. Other attractions
viii. Well-known as
ix. Best time to visit

(B) Expand the theme: Attempt any one of the following activities:- [05 Marks]
13
 7/N SSC ÒeMveHeef$ekeÀe Je ke=ÀefleHeef$ekeÀe GllejHeef$ekeÀebmeefnle
(B1) Write a report on the following headline:
‘Career fair’ organised at Tilak High School

Include the following in your news report:

● Headline ● Dateline ● Introduction
● Short continuing paragraph ● Conclusion
OR
(B2) Develop a story using the following beginning.
‘Every afternoon, as Siya walked home from school, she passed by a house from where she
could hear some beautiful music…’

Section VI: Skill Development

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Q.7 Translation: [05 Marks]

en
i. Translate the following words into your medium of instruction. (Any four) (2)
a. vegetables b. freedom c. mistake
d. silence e. energy f. city
ii. Translate the following sentences into your medium of instruction. (Any two) (2)
a. Remember, this too shall pass.

nt
b. I don’t wish to talk about it.
c. A disabled person should be respected in society.
d. As a child, I had a vision of tomorrow.
Co
iii. Translate the following idiom/proverb into your medium of instruction. (Any one) (1)
a. Man is the slave of his habits. b. No pain, no gain.
e
pl
m
Sa

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