std. 10 marathi and semi english medium, model … std notes...no. board question paper subject page...

Solutions with relevant marking scheme to Board Question papers available

in downloadable PDF format at www.targetpublications.org/tp10450

25 Model Question Papers 12 Board Question Papers

Salient Features

• Comprises a total of 37 Test Papers:

(25 Model Question Papers + 12 Board Question Papers)

• Provides 3 Model Question Papers with solutions and 2 Additional Practice

Question Papers without solutions for each subject for better preparation.

• Consists Board Question Papers of 2015 and 2016.

• Provides Maps, Graphs and Diagrams, wherever applicable.

Printed at: India Printing Works, Mumbai

P.O. No. 35936

10450_11091_JUP

© Target Publications Pvt. Ltd. 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

including photocopying; recording or by any information storage and retrieval system without permission in writing from the Publisher.

Preface

“SSC Question Paper Set” is a penultimate weapon, designed to facilitate thorough preparation for

the students appearing for the SSC Board Examination. The book includes 25 Model Questions Papers across five subjects – 3 Solved Question Papers and 2

Practice Question Papers for each subject. These Question Papers are in tune with the changed syllabus and

are prepared based on the latest paper pattern. Additionally, 12 Board Question Papers (2015 and 2016) have

been included to gear up the students for the Examination. The Model Answer Papers offer complete answers

for every question with the relevant marking scheme to make sure the students encounter no scope for error.

Note: The Board papers pertaining to Hindi and Marathi are not inserted. The reason being, the paper

pattern for the said subjects has been changed. Solutions to Board Question Papers of 2015 and 2016 examinations are available in downloadable

PDF format at our website www.targetpublications.org. The purpose behind this is to make students familiar

with the current question paper pattern and marking schemes. It also gives them a holistic understanding of

the exact nature of the board question papers.

As the old adage goes, “Practice makes a man Perfect”, students will find here, a goldmine of

Question Papers to practice, before they are up for their final battle. We are sure these Question Papers will

prove to be extremely instrumental in achieving monumental scores in the Board Examinations.

The journey to create a complete book is strewn with triumphs, failures and near misses. If you think

we’ve nearly missed something or want to applaud us for our triumphs, we’d love to hear from you.

A book affects eternity; one can never tell where its influence stops.

We wish the students all the best for their examinations.

Yours faithfully,

Publisher.

Index

Subject Page No.

Marking Scheme

English 1

Hindi 3

Marathi 5

History and Political Science

8

Geography and Economics

10

No. Subject Test Page No.

Question Papers Model Answers

1. English

1 12 207

2 21 212

3 30 217

4 38 For Additional Practice

5 46

2. Hindi

1 54 222

2 61 231

3 68 239


5 82

3. Marathi

1 89 248

2 97 259

3 105 269


5 121

4. History-Political

Science

1 129 280

2 131 286

3 133 291


5 137

5. Geography -Economics

1 139 296

2 142 304

3 145 313


5 151

No. Board Question

Paper Subject

Page No.

Question Papers Model Answers

1. March 2015

English 154

Solutions in downloadable

PDF format available at

www.targetpublications.org

History and Political

Science 162

Geography and

Economics 164

2. July 2015

English 167


Science 174

Geography and

Economics 176

3. March 2016

English 179


Science 187

Geography and

Economics 189

4. July 2016

English 192


Science 201

Geography and

Economics 203

1

English

ENGLISH : MARKING SCHEME

Marking Scheme (for March 2014 exam and onwards)

Marks : 80 SECTION I: Reading Skills, Vocabulary and Grammar Q.1 (A) A1. Activity for testing factual understanding (2) Textual Passage A2. Activity for testing comprehension / question/s (2) A3. Activity for testing contextual meaning of words (2) A4. Activity for testing grammar in context (2) A5. Personal response / Thinking skill based question (2)

Total: 10 Marks Q.1 (B) B1 Activity for testing factual understanding (2) Textual Passage B2 Activity for testing comprehension / question/s (2) B3 Activity for testing contextual meaning of words (2) B4 Activity for testing grammar in context (2) B5 Personal response / Thinking skill based question (2)

Total: 10 Marks Q.2 (A) A1 Activity for testing factual understanding (2)

Non-Textual Passage A2 Activity for testing comprehension / question/s (2) A3 Activity for testing contextual meaning of words (2) A4 Activity for testing grammar in context (2) A5 Personal response / Thinking skill based question (2)

Total: 10 Marks Q.2 (B) B1 Activity for testing factual understanding (2) Non-Textual Passage B2 Activity for testing comprehension / question/s (2) B3 Activity for testing contextual meaning of words (2) B4 Activity for testing grammar in context (2) B5 Personal response / Thinking skill based question (2)

Total: 10 Marks SECTION II: Poetry Q.3 (A) A1 Activity for testing factual understanding (2) Extract from a Textual poem A2 Question on understanding Interpretative / Complex factual / Inference (2) A3 Activity for testing meaning of a word/s in context / Poetic Devices (1)

Total: 05 Marks Q.3 (B) B1 Activity for testing factual understanding (2) Extract from a Textual poem B2 Question on understanding Interpretative / Complex factual / Inference (2) B3 Activity for testing meaning of a word/s in context / Poetic Devices (1)

Total: 05 Marks

2

Marking Scheme

2

SECTION III: Rapid Reading

Q.4

A1 Activity for testing factual understanding (1)

Extract from Rapid Reading Section

A2 Comprehension activity (2) A3 Question testing Personal response / Thinking skill (2)

Total: 05 Marks SECTION IV: Writing Skills Q.5 (A) Letter writing (5) A1 Informal OR A2 Formal (4 marks for Writing and 1 mark for Grammar) Q.5 (B) (5) B1 Description OR B2 Narration (4 marks for Writing and 1 mark for Grammar) Q.6 (A) (5) A1 Report Writing OR A2 Dialogue Writing (4 marks for Writing and 1 mark for Grammar) Q.6 (B) (5) B1 Information Transfer (Non–verbal to verbal) OR B2 Verbal to Non verbal (4 marks for Writing and 1 mark for Grammar) Total: 20 Marks SECTION V: Translation (5) Grand Total: 80 Marks

3

Hindi

HINDI : MARKING SCHEME

Marking Scheme (for March 2017 exam and onwards) efJeYeeie 1 : ieod³e

ke=À.1. (keÀ) Heefþle Heefj®íso (ueieYeie 100 mess 120 Meyo) (1) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heefj®íso (2) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (3) J³eekeÀjCe (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 DeLeJee MeyomebHeoe (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) (4) DeefYeJ³eeqkeÌle (ueieYeie, 8 mes 10 JeekeÌ³e) 2

8 DebkeÀ ke=À.1. (Ke) Heefþle Heefj®íso (ueieYeie 100 mes 120 Meyo) (1) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heefj®íso (2) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (3) J³eekeÀjCe (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 DeLeJee MeyomebHeoe (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) (4) DeefYeJ³eeqkeÌle (ueieYeie, 8 mes 10 JeekeÌ³e) 2

8 DebkeÀ ke=À.1. (ie) DeHeefþle Heefj®íso (ueieYeie 60 mes 80 Meyo) (1) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heefj®íso (2) DeefYeJ³eeqkeÌle (ueieYeie, 8 mes 10 JeekeÌ³e) 2

4 DebkeÀ efJeYeeie 2 : Heod³e ke=À.2. (®e) Heefþle Heod³eebMe (ueieYeie 6 mes 8 HebefkeÌle³eeB) (1) DeekeÀueve ke=Àefle (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heod³eebMe (2) DeekeÀueve ke=Àefle (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

(3) MeyomebHeoe (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (4) YeeJeeLe& 2

8 DebkeÀ ke=À.2. (í) Heefþle Heod³eebMe (ueieYeie 6 mes 8 HebefkeÌle³eeB) (1) DeekeÀueve ke=Àefle (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heod³eebMe (2) DeekeÀueve ke=Àefle (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

(3) MeyomebHeoe (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (4) YeeJeeLe& 2

8 DebkeÀ efJeYeeie 3 : HetjkeÀ Heþve ke=À.3. Heefþle Heefj®íso (ueieYeie 80 mes 120 Meyo) (1) DeekeÀueve ke=Àefle (4 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

Heefj®íso

Marking Scheme

4

(2) DeefYeJ³eeqkeÌle (ueieYeie 6 mes 8 JeekeÌ³e) 2

4 DebkeÀ efJeYeeie 4 : J³eekeÀjCe ke=À.4. (1) MeyoYeso (2 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 1

(2) JeekeÌ³e MegodefOekeÀjCe (2 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 1

(3) mene³ekeÀ ef¬eÀ³ee (2 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 1

(4) ÒesjCeeLe&keÀ ef¬eÀ³ee (2 IeìkeÀ, 1/2 DebkeÀ Òel³eskeÀ kesÀ efueS) 1

(5) DeJ³e³e (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (6) keÀeue HeefjJele&ve (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2 (7) cegneJejs (2 IeìkeÀ, 1 DebkeÀ Òel³eskeÀ kesÀ efueS) 2

10 DebkeÀ efJeYeeie 5 : j®evee efJeYeeie ke=À.5. (1) He$e-uesKeve (J³eeJemeeef³ekeÀ / keÀe³ee&ue³eerve) 5

(2) keÀneveer-uesKeve ( Heefj®íso Hej DeeOeeefjle ÒeMve lew³eej keÀjvee) (ueieYeie 80 mes 100 Meyo) 5

(3) ieod³e DeekeÀueve ( Heefj®íso Hej DeeOeeefjle ÒeMve lew³eej keÀjvee) (Heefj®íso ueieYeie 80 mes 100 Meyo) 5

15 DebkeÀ ke=À.6. Òel³eskeÀ kesÀ efueS 5 DebkeÀ (1) Òemebie-JeCe&ve (ueieYeie 60 mes 80 Meyo)

(2) efJe%eeHeve (ueieYeie 50 mes 60 Meyo) (3) mJecele (ueieYeie 60 mes 80 Meyo)

(4) efveyebOe (ueieYeie 80 mes 100 Meyo)

15 DebkeÀ (keÀ#ee 9 JeeR kesÀ Heeþd³e¬eÀce ceW efveyebOe kesÀ HeeB®e ÒekeÀej efoS ieS nwb, GvneR kesÀ Devegmeej Hejer#ee ceW oes ÒekeÀej kesÀ efveyebOe Hetís peeSBies~ íe$eeW keÀes

GvneR ceW mes SkeÀ efveyebOe efueKevee nw~) (ke=Àefle ¬eÀ. 6 ceW 5 DebkeÀ kesÀ 3 ke=Àefle³eeB Hetíer peeSBieer, He³ee&³e veneR nesiee)

ueeskeÀYeejleer DebkeÀefJeYeepeve

efJeYeeie efJeOee DebkeÀ 1 ieod³e 20

2 Heod³e 16

3 HetjkeÀ Heþve 04

4 J³eekeÀjCe 10

5 j®evee efJeYeeie 30

kegÀue DebkeÀ 80

efueefKele Hejer#ee 80

ceewefKekeÀer 20

ceewefKekeÀer ceW keÀesF& Yeer HeefjJele&ve veneR nw~

met®evee: ke=Àefle 4.1 ceW DeJ³e³e kesÀ DeueeJee Dev³e MeyoYeso DeHesef#ele nQ, keÀejCe ke=Àefle 4.5 ceW mJeleb$e ªHe mes DeJ³e³e keÀe meceeJesMeefkeÀ³ee ie³ee nw~ ke=Àefle 4.3 ceW mene³ekeÀ Hen®eevevee leLee Òe³eesie keÀjvee oesveeW ceW mes efkeÀmeer SkeÀ Hej ner ke=Àefle Hetíer peeSieer~ke=Àefle 4.4 ceW ÒesjCeeLe&keÀ ef¬eÀ³ee kesÀ ªHe efueKevee leLee Hen®eevevee oesveeW ceW mes efkeÀmeer SkeÀ Hej ner ke=Àefle Hetíer peeSieer~

met®evee: `MeyomebHeoe' ke=Àefle ceW DeveskeÀeLeea Meyo, Meyo³egice, He³ee&³eJee®eer Meyo, meceeveeLeea Meyo, efJe©odOeeLeea Meyo,DeveskeÀ MeyoeW kesÀ efueS SkeÀ Meyo, keÀefþve MeyoeW kesÀ DeLe&, efuebie, Je®eve, efJejeceef®endve Deeefo Hetís pee mekeÀles nQ~

5

Marathi

MARATHI : MARKING SCHEME

ke=ÀefleHeef$ekeÀe DeejeKe[e-iegCeefJeYeeieCeermen (cee®e& 2017 Je Heg{erue Hejer#eebmeeþer) efJeYeeie 1 : ieoîe SketÀCe iegCe 20 ke=À.1. (De) ieoîe Gleeje (Heefþle) (130 les 150 Meyo) (Jee®eve, DeekeÀueve, J³eekeÀjCe, DeefYeJ³ekeÌleer ³eebJej DeeOeeefjle) 1 DeekeÀueve ke=Àleer 2 2 DeekeÀueve ke=Àleer 2 3 J³eekeÀjCeeOeeefjle ke=Àleer 2 4 DeefYeJ³ekeÌleer (8 les 10 JeekeÌ³e) 2 8 iegCe ke=À.1. (ye) ieoîe Gleeje (Heefþle) (130 les 150 Meyo) (Jee®eve, DeekeÀueve, J³eekeÀjCe, DeefYeJ³ekeÌleer ³eebJej DeeOeeefjle) 1 DeekeÀueve ke=Àleer 2 2 DeekeÀueve ke=Àleer 2 3 J³eekeÀjCeeOeeefjle ke=Àleer 2 4 DeefYeJ³ekeÌleer (8 les 10 JeekeÌ³e) 2 8 iegCe ke=À.1 (keÀ) ieoîe Gleeje (DeHeefþle) (80 les 100 Meyo) (Jee®eve, DeekeÀueve DeeefCe DeefYeJ³ekeÌleer ³eebJej DeeOeeefjle) 1 DeekeÀueve ke=Àleer 2 2 DeefYeJ³ekeÌleer (8 les 10 JeekeÌ³e) 2 4 iegCe ìerHe – (ieoîe efJeYeeie `De' Je `ye' ceOeerue J³eekeÀjCeeOeeefjle ke=Àleer cnCepes®e ke=Àleer ¬eÀ. 3 nîee F. 1 ueer les F. 9 Jeer ®³ee

DeY³eeme¬eÀceeleerue J³eekeÀjCeIeìkeÀebJej DeeOeeefjle Demeleerue.) efJeYeeie 2 : Heoîe SketÀCe iegCe 16 ke=À.2. (De) keÀefJelee (Heefþle) (8 les 10 DeesUer) (Jee®eve, DeekeÀueve, keÀeJ³e: YeeJeeLe&, jmeemJeeo ³eebJej DeeOeeefjle) 1 DeekeÀueve ke=Àleer 2 2 DeekeÀueve ke=Àleer 2 3 keÀeJ³emeeQo³ee&Jej DeeOeeefjle ke=Àleer 2 4 keÀeJ³emeeQo³ee&Jej DeeOeeefjle ke=Àleer 2 8 iegCe ke=À.2. (ye) keÀefJelee (Heefþle) (8 les 10 DeesUer) (Jee®eve, DeekeÀueve, keÀeJ³e: YeeJeeLe&, jmeemJeeo ³eebJej DeeOeeefjle) 1 DeekeÀueve ke=Àleer 2 2 DeekeÀueve ke=Àleer 2 3 keÀeJ³emeeQo³ee&Jej DeeOeeefjle ke=Àleer 2 4 keÀeJ³emeeQo³ee&Jej DeeOeeefjle ke=Àleer 2 8 iegCe

6

Marking Scheme

6

efJeYeeie 3 : mLetueJee®eve ke=À.3. 2/2 iegCeeb®³ee 2 ke=Àleer 4 iegCe (DeekeÀueve / GHe³eespeve / DeefYeJ³ekeÌleer / efJe®eej#ecelee F. #eceleeb®³ee cetu³eceeHeveemeeþer ke=Àleer) (®eej HeeþebHewkeÀer keÀesCel³eener leerve HeeþebJej ke=ÀefleHeef$ekesÀle ke=Àleer osC³eele ³esleerue, l³eebHewkeÀer oesve ke=Àleer mees[efJeCes DeHesef#ele Deens.)

efJeYeeie 4 : J³eekeÀjCe SketÀCe iegCe 10 ke=À.4. (F. 10 Jeer ®³ee DeY³eeme¬eÀceeleerue J³eekeÀjCeIeìkeÀebJej DeeOeeefjle.) (De) DeuebkeÀej ke=Àleer 2 (ye) meceeme ke=Àleer 2 (keÀ) MeyomebHelleer ke=Àleer 1 ([) HeeefjYeeef<ekeÀ Meyo ke=Àleer 1 (F) efJejeceef®evns ke=Àleer 1 (F&) uesKeveefve³eceebvegmeej uesKeveke=Àleer 1 (HeÀ) JeekedÀÒe®eej ke=Àleer 2 10 iegCe efJeYeeie 5 : GHe³eesefpele uesKeve SketÀCe iegCe 30 ke=À.5. efJeYeeie – De 1. He$euesKeve (2 HewkeÀer 1) (ceeieCeer / efJevebleer / le¬eÀej) 5 2. yeesueerYee<esleerue Gleeje (50 les 60 Meyo) 5 (ÒeceeCeYee<esle Yee<eeblej efkebÀJee 1-1 iegCeeb®³ee 5 ke=Àleer) 3. keÀLeeuesKeve (keÀLeeHetleea / MeyoebJeªve keÀLeeuesKeve / Meer<e&keÀeJeªve / cegodoîeebJeªve / keÀLes®eer meg©Jeele keÀjCes /

keÀLes®ee MesJeì keÀjCes F.) (80 les 100 Meyo) 5 15 iegCe ke=À.5. efJeYeeie – ye Keeueerue leerve uesKeveÒekeÀejebHewkeÀer keÀesCel³eener oesve uesKeveke=Àleer osC³eele ³esleerue Je oesvener ke=Àleer mees[efJeCes DeHesef#ele Deens. (2 HewkeÀer 2) Òel³eskeÀer 5 iegCe

1. (ieoîe DeekeÀueve – Gleeje) (100 les 120 Meyo) * efouesu³ee GleeN³ee®es YeeJeeLe& uesKeve keÀjCes (40 les 50 Meyo) (GleeN³eeleerue DeeMe³ee®ee YeeJeeLe& mJele:®³ee Meyoeble efueefnCes DeHesef#ele) 2. DeefYeÒee³e (60 les 80 Meyo) 3. efJe®eejefJemleej (60 les 80 Meyo) Jejerue leervener IeìkeÀ efJekeÀuHeeves ke=ÀefleHeef$ekesÀle meceeefJe<ì keÀjeJesle. 10 iegCe

ke=À.5. efJeYeeie – keÀ Keeueerue uesKeveÒekeÀejebHewkeÀer keÀesCeleerner SkeÀ ke=Àleer mees[Jee. (2 HewkeÀer 1) (Keeueer efouesu³ee efve³eesefpele leerve uesKeveÒekeÀejebHewkeÀer keÀesCelesner oesve uesKeveÒekeÀej ke=ÀefleHeef$ekesÀle osC³eele ³esleerue Je SkeÀ

mees[efJeCes DeHesef#ele Deens.) (80 les 100 Meyo) 1. ÒemebieuesKeve (DevegYeJeuesKeve) 2. DeelcekeÀLeve 3. Jew®eeefjkeÀuesKeve 5 iegCe ìerHe – Ghe³eesefpele uesKeve efJeYeeie * efJeYeeie De ceOeerue meJe& ke=Àleer mees[efJeCes DeefveJee³e&. * efJeYeeie ye ceOeerue efve³eesefpele leerve uesKeveÒekeÀejebHewkeÀer keÀesCel³eener oesve uesKeveÒekeÀejebJejerue ke=Àleer ke=ÀefleHeef$ekesÀle

osC³eele ³esleerue Je oesvener mees[efJeCes DeHesef#ele. * efJeYeeie keÀ ceOeerue efve³eesefpele leerve uesKeveÒekeÀejebHewkeÀer keÀesCel³eener oesve uesKeveÒekeÀejebJejerue ke=Àleer ke=ÀefleHeef$ekesÀle

osC³eele ³esleerue Je SkeÀ mees[efJeCes DeHesef#ele.

7

Marathi

IeìkeÀefvene³e iegCe efJeYeeieCeer Deveg. ¬eÀ efJeYeeie iegCe

1 ieoîe 202 Heoîe 16 uesKeer Hejer#ee 80 iegCe 3 mLetueJee®eve 04 leeW[er Hejer#ee 20 iegCe 4 J³eekeÀjCe 105 GHe³eesefpele uesKeve 30

SketÀCe iegCe 80

8

Marking Scheme

8

HISTORY & POLITICAL SCIENCE : MARKING SCHEME

ÒeMveHeef$ekeÀe DeejeKe[e-iegCeefJeYeeieCeermen (cee®e& 2014 Je Heg{erue Hejer#eebmeeþer)

met®evee: i. meJe& ÒeMve mees[efJeCes DeeJeM³ekeÀ Deens. ii. GpeJeerkeÀ[erue DebkeÀ HetCe& iegCe oMe&efJeleele. iii. 1 les 5 ÒeMve Fefleneme Je 6 les 9 ÒeMve jep³eMeem$e ³ee efJe<e³eeJejerue Deensle.

Òe.1. (De) kebÀmeele efouesu³ee He³ee&³eebHewkeÀer ³eesi³e He³ee&³e efveJe[tve efJeOeeves HetCe& keÀje Je GllejHeef$ekesÀle efuene:

3 efJeOeeves efoueer peeleerue. (Òel³eskeÀer 1 iegCe)

(3)

(ye) `De' mlebYeeleerue IeìkeÀeb®³ee `ye' mlebYeeleerue IeìkeÀebyejesyej ³eesi³e pees[îee ueeJee:

3 ³eesi³e pees[îee pegUJeCes. (Òel³eskeÀer 1 iegCe)

(3)

Òe.2. Keeueerue ÒeMveeb®eer Gllejs 25 les 30 Meyoeble efuene:

3 ÒeMve efoues peeleerue. l³eeHewkeÀer 2 ÒeMveeb®eer Gllejs efueefnCes. (Òel³eskeÀer 2 iegCe)

(4)

Òe.3. Keeueerue efJeOeeveeb®eer keÀejCes Òel³eskeÀer 25 les 30 Meyoeble efuene:

3 efJeOeeves efoueer peeleerue. l³eeHewkeÀer 2 efJeOeeveeb®eer keÀejCes efueefnCes. (Òel³eskeÀer 2 iegCe)

(4)

Òe.4. Keeueerue ÒeMveeb®eer Gllejs Òel³eskeÀer 30 les 40 Meyoeble efuene:


(6)

Òe.5. Keeueerue ÒeMveeb®eer Gllejs Òel³eskeÀer 60 les 80 Meyoeble efuene:


(8)

jep³eMeem$e

(3)

Òe.6. kebÀmeele efouesu³ee He³ee&³eebHewkeÀer ³eesi³e He³ee&³e efveJe[tve efJeOeeves HetCe& keÀje:

3 efJeOeeves efoueer peeleerue. (Òel³eskeÀer 1 iegCe)

Òe.7. Keeueerue ÒeMveeb®eer SkeÀe JeekeÌ³eele Gllejs efuene:


(3)

Òe.8. Keeueerue efJeOeeves ®etkeÀ keÀer yejesyej les mekeÀejCe mHe<ì keÀje:

3 efJeOeeves efoueer peeleerue. l³eeHewkeÀer 2 efJeOeeveeb®eer Gllejs efueefnCes. (Òel³eskeÀer 2 iegCe)

(4)

Òe.9. KeeueerueHewkeÀer keÀesCel³eener SkeÀe ÒeMvee®es Gllej 25 les 30 Meyoeble efuene:

2 ÒeMve efoues peeleerue. l³eeHewkeÀer SkeÀe ÒeMvee®es Gllej efueefnCes. (2 iegCe)

(2)

SketÀCe iegCe: 40

9

History and Political Science

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10

Marking Scheme

10

GEOGRAPHY & ECONOMICS : MARKING SCHEME

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11

Geography and Economics

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12

S.S.C. Question Paper

12

S.S.C. Preliminary Examination 1 ENGLISH

Time: 3 Hours Total Marks: 80

Section – I (Prose)

(Reading skills, Vocabulary, Grammar) Q.1. (A) Read the passage and complete the activities given below: [10 marks] A1. True or False (2) State whether the following statements are true or false.

(i) The old gentleman was on the lookout for a job. (ii) The old gentleman was an English teacher. (iii) The boys had to change the train at Bardhaman. (iv) The old gentleman started selling mangoes to the boys. At Bardhaman the train was to stop for an hour. They had to change the train. The old

gentleman said, “I won’t trouble you any more. I can find a seat in another compartment of this train.”

“Oh no. You’ll travel with us. If there’s anything left in your bundle, we’ll watch it together and nothing will go missing.”

The gentleman said, “All right, boys. You get on the train, I’ll come in a minute.” They got on the trian. In short while, a sweet vendor, accompanied by the old man, came to

their window pushing his cart. He handed everyone a packet of sweets, saying, “This time the rats won’t go hungry.”

The boys let out a hurrah and started jumping about. The mango-seller came along with his basket of mangoes which were added to the feast.

The boys said to the gentleman, “Tell us where you are going and to do what…?” “I’m on the look out for a job,” said he. “I’ll get off wherever I find a suitable one.” They asked, “What do you do?” He said, “I’m a Sanskrit teacher.” They all clapped and said, “In that case, it will be great to have you in our school.” “Why would the management engage me?” “They’ll have to! We won’t let Black Pumpkin Fresh Chilli set foot in the neighbourhood.” “You’re making things hard for me. What if the Secretary doesn’t like me?” “He’ll have to – or else, all of us will leave the school.” “Very well. My boys, take me to your school.” The train arrived at the station. The Secretary himself was waiting. Seeing the old gentleman,

he said, “Welcome Sir, Mr Tarkalankar! Your rooms are ready.” And he bent down to touch his feet. A2. Answer in only one word or phrase. (2)

(i) Who accompanied the old man? (find the person) (ii) What did the mango seller come along with? (find the thing) (iii) What were added to the feast? (find the thing) (iv) Who bent down to touch the feet of Mr.Tarlankar? (Find the person) A3. Match the following words with their correct meanings. (2)

Column A Column B i. Vendor a. Locality ii. Neighbourhood b. Person selling things on cart iii. Engage c. Very hungry iv. Famished d. To employ someone

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English

A4. Language Study (2) Do as Directed (i) They got on the train. (Add a question tag) (ii) You are making things hard for me. (Choose the correct alternative which is the present perfect tense of the above statement

and rewrite) (a) You have made things hard for me. (b) You had made things hard for me. (c) You made things hard for me. (d) You make things hard for me. A5. Personal Response (2) Is it correct to make fun of elderly people? Support your answer with proper reasoning. (B) Read the passage and complete the activities given below: [10 marks] B1. Complete Glance through the passage and complete the sentences. (2) (i) At one time, Rahul Dravid was_______. (ii) Rahul had a chance over the last three weeks to_______. (iii) For Rahul, it was fantastic to_______. (iv) Rahul Dravid has given joy to a lot of people by_______. To the BCCI, former Indian players, members of the Indian cricket team, my various

other colleagues, ladies and gentlemen…. At one time, I was like any other kid in the street, any other kid in India, with a love for

this game and a desire to play for India. I feel so blessed that I have been able to live that dream for over 16 years. Obviously, like some of the other guys have mentioned, for the next couple of months [when the IPL will be on] it does not feel like I have retired in some ways. It is still time to stay fit – it is getting harder and harder, I’m not enjoying going to gym, but I am still being forced to, at least for the next two months.

I have had a chance over the last three weeks to try and think about what playing for India meant to me. What was this dream? What it has given me? Playing for India gave me the opportunity to travel the world, to play on some of the greatest grounds in the world. In cities and countries that I had only heard of on the radio, listening to radio commentary with my father on waking up in the morning and picking up the newspaper to see what Sunil Gavaskar, Kapil Dev, G.R. Viswanath had done the next day. For me to have the opportunity to play on these great grounds, to play against some of these greatest of players – players that I had been growing up looking up to, it was fantastic. Cricket has given a lifetime of experiences.

It has made me give joy to a lot of people by just playing a sport that I love. I have experienced some unbelievable victories and crushing defeats in my career as a first-class cricketer. What I have realized with it is everything does pass, and we can endure and we can survive. Playing for India humbled me. It made me appreciate how lucky I was to be able to do what I did for so long.

When I look back on this long journey….you recognize that you have been very fortunate, very lucky. You have had the support of so many who have made this dream possible. I truly feel that I have been in some ways at the right place, at the right time. For me to be able to stand here in front of some of my heroes, people whom I admire, people whom I respect, and to be able to talk to you all….I think it has not been culmination of my efforts but the efforts of so many people which have gone into making this wonderful day possible.

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B2. Web (2) Complete the web. B3. Write from the passage synonyms of (2) (i) Wish (ii) Loss (iii) Chance (iv) Bear B4. Language Study (2) Do as directed. (i) I played on some of the greatest grounds in the world.

(Change into comparative degree) (ii) It is still time to stay fit. (Select the correct question tag and rewrite) (a) Is it? (b) Isn’t it? (c) It is? (d) It isn’t? B5. Personal Response (2) What do you learn about Rahul Dravid from the passage? Q.2. (A) Read the passage and complete the activities given below: [10 marks] A1. Multiple Choice Questions (2) Choose the correct alternative from the options given below: (i) The first computer were: (a) Phones (b) Personal computers (c) Humans (d) Calculators (ii) Computers have given rise to: (a) Advanced age (b) Information technology age (c) Smart phones age (d) Personal computer age (iii) Nowadays computers are replaced by: (a) Mobile phones (b) Calculators (c) Humans (d) Information highways (iv) One advancement interconnected with computers: (a) E-commerce (b) Retail shops (c) Highways (d) Manufacturing The humans are the first computers before machines were invented to carry out computational

tasks. Computers in the beginning were as big as a large room. Then later on with technological advancements, it got smaller and smaller. Now the world runs on computers. It has a significant effect on every part of our life.

It has given rise to the age known as information technology. It has speeded up the flow of information. Information can be easily accessed from anywhere. It is the most efficient means to access information. Information technology deals with acquiring, storing, processing and distributing information. Information technology has transformed the way people do things. It has influenced society and people’s life. Nowadays mobile phones are replacing computers. Smart phones have increased the ease with which we get information.

It consists of various interconnected advancements like websites, surfing, e-mail, e-commerce etc. it has created an information superhighway. It opens a highway for us to a world of technology and information thereby presenting us with immense possibilities.

Playing cricket forIndia gave Dravid

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English

A2. Give reasons. (2) (i) The computers got smaller and smaller _______. (ii) Computers have given rise to information age _______. (iii) Nowadays phones are replacing computers _______. (iv) Information technology has presented us with immense possibilities _______. A3. Give a word from the passage which means: (2) (i) Development (ii) Important (iii) Obtained (iv) Huge A4. Language Study (2) (i) Choose the correct positive degree of the given statement from the following

alternatives. Information technology is the most efficient means to access information. (a) Information technology is as efficient as the other means to access information. (b) No other way is as efficient as information technology to access information. (c) Information technology is more efficient that other means to access information. (d) Information technology is an efficient means to access information. (ii) Choose a correct ‘Wh’ question from the given alternatives to get the underlined part as

the answer. Information technology deals with acquiring, storing, processing and distributing

information. (a) What does Information technology deal with? (b) What do information technology deal with? (c) Who does information technology deal with? (d) Why does information technology deal with?

A5. Personal Response (2) Explain in what way computers and information technology have influenced your life? (B) Read the passage and complete the activities given below: [10 marks] B1. Web (2) Complete the web with the information from the passage highlighting the importance of

wildlife. ‘Wild life’ is a term that traditionally refers to animals that are not domesticated but it also

includes plant life and other organisms that grow in the wild without being introduced by humans. It is an important part of an ecosystem. It balances and provides stability to the environment. Wild life is also considered vital for its beauty, economic, scientific and survival value. It helps maintain the food chain.

Humans largely depend on the wild life to meet their various requirements. It provides a variety of substances like ivory, leather, medicines, honey etc. However, humans are exploiting the wildlife at such an alarming rate that it has led to problems of grave concern. It has led to extinction of various wildlife species. Extinction is a natural phenomenon but human activities have increased the rate of extinction of various species.

Destruction of the natural habitat, large scale deforestation, killing of wild life, pollution of air and water are some of the factors contributed by humans towards speeding up of the extinction process. Necessary steps need to be taken urgently to prevent the damage to the eco-system.

Importance ofWildlife

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B2. Glance through the passage and complete the sentences: (2) (i) The term ‘Wildlife’ covers_______. (ii) Wildlife is an important part of the environment because_______. (iii) Humans depend on wildlife for_______. (iv) Human activities have_______. B3. Find the antonyms of the following words from the passage: (2) (i) Imbalance x (ii) Domestic x (iii) Artificial x (iv) Non-essential x B4. Language Study (2) (i) Humans largely depend on the wild life to meet their various requirements.

(Add a question tag) (ii) Necessary steps need to be taken urgently to prevent the damage to the eco-system.

(Choose the correct alternative which shows the future perfect tense of the above statement)

(a) Necessary steps has to be taken urgently to prevent the damage to the eco-system (b) Necessary steps will be taken urgently to prevent the damage to the eco-system (c) Necessary steps had been taken urgently to prevent the damage to the

eco-system. (d) Necessary steps will have to be taken urgently to prevent the damage to the

eco-system. B5. Personal Response (2) What measures according to you should be taken to conserve wildlife?

Section – II (Poetry)

Q.3. (A) Read the extract and attempt the following activities: [5 marks] A1. Choose the correct alternative and complete the sentences. (2) (i) The narrator’s father threatens to_______. (a) hang the television set from a tree (b) throw the television set away (c) break the television set (d) switch on the television set (ii) The narrator doubts his father will do it because _______. (a) the television set is too heavy (b) his father watches more television than him (c) it is impossible to remove the television (d) the television set is very expensive (iii) The narrator’s father watches _______. (a) Sports all weekend and weekday evenings (b) Sports everyday (c) Movies on weekends (d) Cartoons on weekends (iv) The room looks like a zoo because_______. (a) It is filled with animals (b) The television set is on every time (c) His father and mother shouts at the narrator every time (d) The narrator’s father munches on chips and pretzels while watching television

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English

Dad says, “if you don’t turn it off,

I’ll hang it from a tree!” I rather doubt he’ll do it,

‘cause he watches more than me.

He watches sports all weekend, and weekday evenings too,

while munching chips and pretzels― the room looks like a zoo.

So if he ever got the nerve

to hang it from a tree, he’d spend a lot of time up there―

watching it with me. A2. Why does the narrator doubt that his father would hang the TV from a tree? (2) A3. Write the pairs of rhyming words from the extract. (1) (B) Read the extract and attempt the following activities: [5 marks] B1. Matching (2) Match the sentences in Column A with appropriate words in Column B with reference

to the extract.

Column A Column B i. The famous scientist mentioned

in the extract a. Fell from a tree and landed on Newton’s

head ii. The force we can’t see b. Sir Issac Newton iii. An apple c. Exclaimed Newton iv. Eureka! d. Gravity

What’s gravity? I’d like to know A force we cannot see

Gravity affects most things from A right through to Z

Sir Issac Newton made a find

when an apple it is said, fell from a tree he sat beneath

and landed on his head!

Eureka! He exclaimed out loud Soon everyone will know

why objects dropped from way up high will end up down below!

B2. What did Sir Issac Newton discover when an apple landed on his head? (2) B3. Give the antonyms of: (1) (i) End (ii) Below

Section – III (Rapid Reading)

Q.4. Read the given passage and attempt the activities given below: [5 marks] A1. Complete (1) Complete the following sentences choosing the correct part of the sentence from the

passage. (i) Ranjan’s uncle believed that_______. (ii) Ranjan swung on the bike_______.

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Ranjan, like the rest of us, knew everything about the bike. Every screw and nut and pin. But

to ride it, actually ride it, was another story. Like all grown-ups, his uncle had this belief that fourteen-year-olds could not handle things like motorbikes. It is unfair really. They make you feel very small.

Ranjan could daydream all he wanted just like the rest of us. But ride the bike-never. Come Sunday and after lunch I remembered Ranjan’s bragging. Having nothing special to do

all afternoon, I decided to go and needle him about the bike. I gave my famous thumb and index finger ‘ring’ whistle outside his window. His head bobbed out and he held up the keys, grinning. Then he disappeared, to appear at the gate seconds later, wearing the red helmet and his yellow leather jerking, although it was a warm afternoon.

Noiselessly, he wheeled the bike out of the gate. He looked around warily, turning with his whole body because his neck was stiff with the weight of the helmet. He pushed it down the road, three houses away. He swung onto the seat, inserted the key, turned on the ignition and the petrol tap. He kicked the starter and the engine throbbed to life. He turned around stiffly and singnalled me to get on. I felt a daredevil flutter of excitement as I climbed onto the pillion but still could not believe that he would ride it.

“Ready ?”Ranjan yelled over the roar of the engine. “Yeah. What are you waiting for ?” We were off. The road was nearly empty and after a wobbly start, the bike steadied and we

were moving smoothly. We reached the corner house and swerved right onto Crescent Road. I leaned forward, hand on my knee and peered at the speedometer-30 kmph, 40, 60. Super!

We neared the traffic lights which had changed to yellow but Ranjan was in no mood to slow down. The light had already changed to red when he cleared the crossing. I heard a shrill police whistle but was too scared to turn around and look. We sped on full speed and I heard Ranjan laugh aloud.

Ranjan raced down Crescent Road, and turned at the corner. He saw, seconds too late, the old woman in his path. He stepped on the brakes and the bike screeched to a halt. In a daze I saw the old woman sprawled on the road, her bag of onions, potatoes and tomatoes scattered about.

A2. How did the bike move on the road? (2) A3. Personal Response (2) Did Ranjan do the right thing by riding the bike without permission? Why ?

Section – IV (Writing skills)

Q.5. (A) A1 or A2. Do any one of the following activities [5 marks] A1. Letter

Looking at the notice displayed in your school write a letter to your father telling him about your interest in appearing for the exam and asking him to send the required money for the fees.

OR A2. Letter

Looking at the notice displayed in your school write a letter to the Director of IME asking about more details like the topics covered, benefits, time etc about the exam.

International Maths Exam All students are hereby informed that 13th International Maths Aptitute test will be conducted

in the school on 15th October,2016. It will be an exam to test the students proficiency in the subject of maths and few selected students will be granted cash prizes.

Fees: ` 500- Last date to receive applications: 10th October Contact: The Director, IME, 22/B, S.V.Road, Mumbai.

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English

(B) B1 or B2. Do any one of the following activities. [5 marks] B1. Describing the exhibition You have visited the exhibition advertised below. Describe the exhibition in about 100 words.

OR B2. Visit to the exhibition You have recently visited the exhibition advertised here. Narrate your experience in about

100 words.

EXHIBHITION CUM SALE OF EDUCATIONAL BOOKS

Exhibition of wide variety of books under one roof. The widest range of educational and reference book. Early bird discounts!!!

So hurry and book your discount. Venue: Shastri Mangak Karyalay,

Near Municipal Ground, Karve Road. Pune.

Only for 3 days 16th, 17th and 18th September Time: 9.00 am to 8 p.m.

Q.6. (A) A1 or A2. Do any one of the following activities: [5 marks] Super Sindhu felicitated by the state Governor. Silver Olympic medal winner Sindhu was felicitated by the State Governor at a function

organized by the Maharashtra Youth Wing. The winning performance of Sindhu was applauded and appreciated. The Governor expressed his thankfulness and promised to set up more sports coaching centres in the state to encourage more sports talent. Sindhu also gave a speech inspiring participation of children in sports activities.

A1. Report Read the news and prepare a report on felicitation ceremony organized for Sindhu which you

had attended. Make use of points from the news.

OR A2. Dialogue Write a dialogue between your friend Abhay and you discussing the importance of sports in

children’s life. use the points given in the news. (B) B1 or B2. Do any one of the following activities. [5 marks] B1. Read the following pie diagram and prepare a short paragraph regarding the eating

habits of families.

Meat, fish, eggs,beans and othernon-dairy sourcesof protein (13%)

Fruit andvegetables (24%)

Bread, rice, potatoes,pasta and otherstarchy food (19%)

Milk anddairy foods(21%)

Foods and drinks high in fat and/or sugar (22%)

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OR B2. Read the following paragraph and prepare a family tree of Mr. Kapoor. There are nine members in Mr. Kapoor’s family. Mr. and Mrs. Kapoor have three sons and

one daughter. Rohan is the eldest son followed by Akshay and Ajay. Neha is their only daughter. Rohan and Akshay are doctors who work in private hospitals. Rohan is married to Priya who is also a doctor. They have a daughter Sneha. She is a second year engineering student. Akshay is married to Ananya who is a college lecturer. They have two sons: Anil and Sunil studying in 4th and 8th STD respectively. Ajay is a computer Engineer and is settled in the US. Sneha is doing her MBA from London.

SECTION V (Translation)

Q.7. Translation Translate the following information into your mother tongue for your younger brother. [5 marks] (i) Diwali is one of the most important festivals in India. (ii) It is the festival of lights. (iii) It is celebrated with great joy throughout the country. (iv) Every one decorates their houses and light firecrackers. (v) It is celebrated in the month of ‘Kartik’ according to Hindu calendar.

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English

S.S.C. Preliminary Examination 1 ENGLISH

Model Answer Paper

Section – I (Prose)

(Reading Skills, Vocabulary, Grammar) Q.1. (A) Read the passage and complete the activities given below: A1. (i) True [½] (ii) False [½] (iii) True [½] (iv) False [½] A2. (i) A sweet vendor [½] (ii) A basket of mangoes [½] (iii) Mangoes [½] (iv) The Secretary [½] A3. (i – b); (ii – a); (iii – d); (iv – c) [½ mark each] A4. (i) They got on the train, didn’t they? [1] (ii) (a) You have made things hard for me. [1] A5. No, it is not correct to make fun of elderly people. They are older in age and are more

experienced than us. We should always treat them with respect and try to help them in every possible manner.

(B) Read the passage and complete the activities given below: B1. (i) like any other kid in India with a love for cricket and a desire to play for India. [½] (ii) try and think what playing for India meant for him. [½] (iii) play against some of the greatest cricket players. [½] (iv) just playing a sport which he loves. [½] B2. (i) Opportunity to travel the world [½] (ii) Opportunity to play against some of the greatest cricket players [½] (iii) Opportunity to play on some of the greatest grounds [½] (iv) Opportunity to give joy to people [½] B3. (i) Desire [½] (ii) Defeat [½] (iii) Opportunity [½] (iv) Endure [½] B4. (i) I played on some grounds greater than many others in the world. [1] (ii) It is still time to stay fit, isn’t it? [1] B5. From the passage, we understand that Rahul Dravid is a very humble person. He has great

love for the game of cricket. He has gained a lifetime of experience from cricket. He considers both his victories as well as defeats in the game as learning experiences.

Q.2. (A) Read the passage and complete the activities given below: A1. (i) (c) Humans [½] (ii) (b) Information technology age [½] (iii) (a) Mobile phones [½] (iv) (a) e-commerce [½] A2. (i) because of the technological advancements [½] (ii) as it has speeded up the flow of information [½] (iii) as they have increased the ease with which we get information [½] (iv) by opening up a highway for us to a world of technology [½]

[2]

[2]

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A3. (i) Advancement [½] (ii) Significant [½] (iii) Accessed [½] (iv) Immense [½] A4. (i) (b) No other way is as efficient as information technology to access information. [1] (ii) (a) What does information technology deal with? [1] A5. Computers have influenced our lives. They have changed the way we access information.

Computers have made banking, socialising and tedious work like calculations much easier. (B) Read the passage and complete the activities given below. B1. (i) Balances and provides stability to the environment [½] (ii) Helps maintain the food chain [½] (iii) Vital for its beauty, economic and survival value [½] (iv) Provides a variety of substances like ivory, leather, honey, medicines, etc. [½] B2. (i) animals that are not domesticated, plant life and other organisms that grow in the wild [½] (ii) it balances and provides stability to the environment [½] (iii) variety of substances like ivory, leather, medicines, honey, etc. [½] (iv) led to the extinction of various wild life species [½] B3. (i) Stability [½] (ii) Wild [½] (iii) Natural [½] (iv) Necessary [½] B4. (i) Humans largely depend on the wildlife to meet their various requirements, don’t they? [1] (ii) (d) Necessary steps will have to be taken urgently to prevent the damage to the eco-

system. B5. We should avoid hunting to save wildlife. Strict regulations should be formulated against

killing of animals that are on the verge of extinction. Also, the activities that harm the natural habitat of wildlife should be stopped immediately.

Section – II

(Poetry) Q.3. (A) Read the extract and attempt the following activities: A1. (i) (a) hang the television set from a tree [½] (ii) (b) his father watches more television than him [½] (iii) (a) sports all weekend and weekday evenings [½] (iv) (d) the narrator’s father munches on chips and pretzels while watching television [½] A2. The narrator doubts that his father would hang the television from a tree because his father

watches more television than him. He watches sports all through the weekend and in the evenings on the rest of the days. If he would hang the television from a tree, the narrator believes that his father would have to spend a lot of time on the tree.

A3. tree-me; too-zoo [1] (B) Read the extract and attempt the following activities: B1. (i - b); (ii - d); (iii - a); (iv - c) [½ mark each] B2. The fall of the apple made Sir Issac Newton realise the power of gravity. He discovered that

gravity is the reason behind the objects falling on the ground from a height. B3. (i) Start [½] (ii) Above [½]

[2]

[1]

[2]

[2]

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Section – III (Rapid Reading)

Q.4. Read the given passage and attempt the activities given below. A1. (i) fourteen-year olds could not handle things like motorbikes [½] (ii) inserted the key, turned on the ignition and the petrol tap [½] A2. The bike, after a wobbly start, moved steadily and smoothly on the road. The speed of the

bike increased from 30kmph to 40kmph and finally to 60kmph. A3. No, Ranjan did not do the right thing by riding the bike without permission. He was a

fourteen-year-old boy and had no license to drive the bike. He should have asked for his uncle’s permission and requested an elder person to accompany him.

Section – IV

(Writing Skills) Q.5. (A) A1 or A2. Do any one of the following activities: [5] A1. 32, Greenville Girls’ Hostel, J. N. Road, Mumbai-400030. 30th September, 2016. Dear Father, I hope you are in the pink of health. I haven’t been able to write to you for a long time,

since I have been busy with my projects and submissions. I saw a notice displayed in my school, today. An International Maths Aptitude Test is

going to be conducted in my school on 15th of October. This aptitude test will check our proficiency in Math and the first few students will win cash prizes.

As you know, I’m a math geek and I wish to graduate in the subject. So, I don’t want to miss out on this opportunity. The last date of submitting the application form is 10th of October, along with ` 500 as fees. I request you to send me the required amount as early as possible.

I assure you that the test won’t affect my studies in any way because we have to attempt the questions on the spot, without any preparation beforehand. This test will not only help me to understand my proficiency in the subject, but also highlight the areas where I need to improve.

Do write to me once you receive this letter. Convey my regards to Rohan and Mom. Yours lovingly,

Meera.

OR A2. 32, Greenville Girls’ Hostel, J. N. Road, Mumbai-400030. 30th September, 2016. To, The Director, IME, 22/B, S. V. Road, Mumbai.

Subject: Information regarding the International Maths Aptitude Test Respected Sir, I study in standard 10th at Jyotibai Vidyamandir High School, Mumbai. With reference

to the notice displayed in my school, I wish to know more about the International Maths Aptitude Test.

[2]

[2]

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I am keen on appearing for the exam. I want to know the kind of topics that will be covered in the test. How will the test benefit me in the long run? Also, the notice did not mention the time that will be allotted to each of the students to solve the test. Kindly, let me know about the same.

Thanking you. Yours faithfully, Meera Nair. (B) B1 or B2. Do any one of the following activities: [5] B1. One-stop Shop for Educational Books A wide collection of educational books was recently displayed at Shastri Mangal

Karyalay, Pune. The exhibition cum sale was held for three days, between 16th of September and 18th of September, 2016. It attracted book lovers from around the city. It offered special discounts for those who arrived before noon on the first day of the sale. Reference books on varied topics were especially popular among college students. People filled up basket-full of books and lined up at the counter for hours, without losing heart. The organisers did not expect kind of the response that they received from enthusiastic Punekars.

OR

B2. A Day at a Grand Book Sale

As soon as I got to know about a massive three-day exhibition of educational books and the special early bird discount, I decided to pay a visit. I arrived at the venue at 9.30 a.m. on 16th of September, 2016. The sale had begun at nine in the morning, but Shastri Mangal Karyalay, Pune was already filled with book lovers. I bought my school textbooks, blank notebooks and some reference material. The queue at the counter was long, but it was moving fast. I spent an entire day at the sale, but I did not feel tired. The experience of browsing through the treasure of books was truly rewarding.

Q.6. (A) A1 or A2. Do any one of the following activities: [5] A1. Sindhu Felicitated for her Achievement Mumbai, 3rd October, 2016. Maharashtra Youth Wing organised a programme on 2nd October, 2016 to honour the

young achievers of India. One of them was India’s beloved champion and silver Olympic medal winner, Sindhu. She was felicitated by the State Governor and also given a token of appreciation.

The crowd welcomed her with cheers and standing ovation. She was humbled by it. Following her felicitation, she gave a short speech on the need to encourage students to participate in sport competitions. She believed that supporting a student before he / she wins anything is more important. The Governor promised to set up more coaching centres in Maharashtra to encourage young talent. Sindhu also waited after the event to talk to the media and to the people. When asked about her future plans, she said that she would begin her training soon, so she could aim for the gold medal in the upcoming Olympics.

OR

A2. Me : Hello, Abhay. How are you doing today? Abhay : I’m doing fine. Where are you headed to so early in the morning? Me : Oh, I have my cricket practice, today. I’m participating in regional championship

this year. Abhay : Is it so? That’s wonderful. All the very best. Me : Thank you so much. Abhay : When is the competition? Me : Next month. Abhay : So you must be training hard? Me : Yes. I am also encouraging my younger sister to join me in my training. But she is

not into sports.

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Abhay : That’s sad. Sports are an essential part of life. They are not only fun, but also keep us physically fit. That is the reason I rejoined my football classes.

Me : That’s true. Playing a team sport also builds our team spirit and makes us active in our regular life.

Abhay : Yes. Kids should engage in sports. At an early age, they have a lot of stamina and enthusiasm. They can channelise their excessive energy in playing field games.

Me : Exactly. Playing cricket has indirectly improved my concentration, which has ultimately brought a positive change in my pattern of study.

Abhay : Same here. Okay, then. I don’t want you to be late for your practice. I’ll see you later.

Me : Yes, sure. Bye. (B) B1 or B2. Do any one of the following activities: [5]

B1. Families get their nutrients from different food sources. Out of their total food consumption, 24% includes fruits and vegetables. 21% of their diet contains milk and dairy products. Families tend to consume little amount of meat, fish, eggs, beans and other non-dairy sources of protein. It stands at 13% only. 19% of their diet includes bread, rice, potatoes, pasta and other starchy food. They need to reduce the consumption of food and drinks that are high in fat and/or sugar, which currently constitutes 22% of their diet. A change in their eating habits would lead to a healthy and balanced a lifestyle.

OR

B2.

SECTION V (Translation)

Q.7. Translation [5] 1. efoJeeUer ne Yeejleeleerue DeefleMe³e cenllJee®³ee meCeebHewkeÀer SkeÀ meCe Deens. 2. ne efoJ³eeb®ee GlmeJe cnCetve DeesUKeuee peelees. 3. osMeYejele ceesþîee Glmeenele ne meCe meepeje kesÀuee peelees. 4. meJe&peCe DeeHeueer Iejs mepeJeleele DeeefCe HeÀìekesÀ G[Jeleele. 5. efnbot efoveoefMe&kesÀvegmeej keÀeefle&keÀ ceefnv³eele ne meCe meepeje kesÀuee peelees.

Rohan

Mr. Kapoor and Mrs. Kapoor

Son(a doctor, works in a

private hospital)

Priyaand

daughter-in-law (a doctor)

AkshaySon(a doctor,

works in a private

hospital)

Ananyaand

daughter-in-law (college lecturer)

AjaySon(computer

engineer, settled in the

US)

Neha

Daughter (studying MBA from London)

Sneha(Studying in

S.Y. B.E)

Sunil(Studying in

8th Std)

Anil(Studying in

4th Std.)

std. 10 marathi and semi english medium, model … std notes...no. board question paper subject page...

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