Online Tution   »   Sample Papers   »   CBSE Class 12 English Core Term...

CBSE Class 12 English Core Term 2 Sample Paper with Solution

Class 12 English Core Term 2 Sample Paper

Class 12 English Core Term 2 Sample Paper: The Central Board of Secondary Education will conduct the CBSE Class 12 English Core Term 2 Exam on 13th May 2022. The students appearing in the CBSE Term 2 exam must solve the Class 12 English Core Term 2 Sample Paper given on this page. Class 12 English Core Term 2 Sample Paper will help candidates to understand the difficulty level, question pattern and marking scheme of CBSE Class 12 Term 2 English Core Exam 2022. Go through the whole article and bookmark this page to get all the latest updates from CBSE.

Click Here: Class 12 English Term 2 Answer key & Question papers(All Sets)

CBSE Class 12 English Core Sample Paper 2022 Term-2: Exam Pattern

According to CBSE Class 12 English Core Sample Paper 2022 Term 2, the question paper of CBSE Class 12 English Core is divided into three sections Reading, Writing and Literature. The students will get 2 hours to solve the CBSE Term 2 Class 12 English Core question paper. The CBSE Class 12 English Core consists of 40 marks. We have given CBSE Class 12 English Core Sample Paper 2022 Term 2 with solutions on this page.

Check: CBSE Class 12 English Term 2 Important Questions

Check: CBSE Class 12 English Previous Year Questions

Check: CBSE Class 12 English Deleted Syllabus 2021-22

Check: CBSE Class 12 English Syllabus 2021-22

CBSE Class 12 English Term 2 Practice Sample Paper 2021-22 with Solutions

Check: CBSE Class 12 Chemistry Term 2 Answer key 2022

Check: CBSE Class 12 History Term 2 Additional Practice Questions

Check: CBSE Class 12 Hindi Term 2 Answer Key 2022

Check: CBSE Launch Additional Question papers for Class 12 Physics

Check: CBSE Class 12 Biology Term 2 Additional Practice Questions

Class 12 English Core Term 2 Sample Paper 2021-22 Based Question

Class 12 English Core Term 2 Sample Paper 2021-22 with Solution

Q.1 Read the passage given below.
I saw ‘Jaws’, the popular shark movie, the summer it came out, in 1975 and became paranoid about sharks. Though I kept swimming after Jaws, it was always with the vague fear that a shark’s teeth could tug on my leg at any moment. Never mind that there’d been only two shark bites since 1900 on the Connecticut coast, where I lived.

So, when I got this assignment for the National Geographic magazine, I decided to accept and do what I’d never wanted to do: swim with the sharks. I had to go to a place in the Bahamas known as Tiger Beach and dive with tiger sharks, the species responsible for more recorded attacks on humans than any shark except the great white. It was to be my first dive after getting certified—which meant it would be my first dive anywhere other than a swimming pool or a quarry—and without a diver’s cage. Most people who got wind of this plan thought I was either very brave or very stupid.

But I just wanted to puncture an illusion. The people who know sharks intimately tend to be the least afraid of them, and no one gets closer to sharks than divers. The divers who run operations at Tiger Beach speak lovingly of the tiger sharks the way people talk about their children or their pets. In their eyes, these sharks aren’t man-eaters any more than dogs are.

The business of puncturing illusions is never just black and white. My fellow divers had hundreds of dives under their belt and on the two-hour boat ride to the site in the morning of our first dive, they kept saying things like, “Seriously, I really can’t believe this is your first dive.” All this was okay with me until I reached the bottom and immediately had to fend off the first tiger shark, I had ever laid eyes on. However, when I watched the other divers feeding them fish and steering them gently, it became easy to see the sharks in a very benign light.

I think it would be unfair not to mention that though tiger sharks are apex predators. They act as a crucial balancing force in ocean ecosystems, constraining the numbers of animals like sea turtles and limit their behaviour by preventing them from overgrazing the sea grass beds. Furthermore, tiger sharks love warm water, they eat almost anything, have a huge litter and are the hardiest shark species. If the planet and its oceans continue to warm, some species will be winners and others will be losers, and tiger sharks are likely to be winners.

Based on your understanding of the passage, answer ANY EIGHT questions from the nine given below.
1. Cite a point in evidence, from the text, to suggest that the writer’s post-Jaws fear was not justified.

Value Points Guidance
Not justified as stated in the text that there were only 2 shark attacks reported in 75 years i.e., from 1900 – 1975, so it was highly unlikely that he had anything to fear. The learner is required to look for evidence in the passage supporting/proving that the writer’s fear of sharks (after the movie) was a bit irrational.

  1. Award maximum 1 mark for the complete correct answer.
  2. There is no partial credit

2. State any one trait of the writer that is evident from lines 5-10 and provide a reason for your choice.

Value Points Guidance
Adventurous/ Courageous/ Bold/Experimental

Because he feared the tiger sharks/ was aware of the fact that they were dangerous, yet accepted, as his very first assignment, that required him to face them.

The learner is required to infer the writer’s trait from lines 5-10. The reason/ evidence for the choice of trait is to be stated too.

  1. Award maximum 1 mark for the trait and
    reason.
  2. Partial credit for either trait or reason
  3. No credit for just quoting from text without an impression of an answer.

3. People thought the writer was ‘either brave or very stupid’. Why did some people think that he was ‘very stupid’?

Value Points Guidance
because he was risking his life and could be bitten by the sharks as other people were/ side-lined the popular notion that tiger sharks are dangerous/ did not pay due attention to the fact that he was walking into obvious danger without the required expertise The learner is required to answer to just the ‘very stupid’ part. The ‘brave’ part hasn’t been asked, and there is no credit for explanation of that.

  1. Accept any 1 point.
  2. Award 1 mark for the complete correct answer
  3. Accept a relevant complete response along the same lines.
  4. There is no partial credit

4. Why does the writer say that people who know sharks intimately tend to be least afraid of them?

Value Points Guidance
because they find the sharks to be harmless/ as docile as pets—the sharks feed on the food they offer and seem as docile as pets The learner is required to answer to why familiarity with the sharks makes the people less/least afraid of them.

  1. Award maximum 1 mark for the complete correct answer
  2. Award partial credit of ½ mark if just ‘harmless’/ ‘as docile as pets’ is the response, without substantiation

5. Rewrite the given sentence by replacing the underlined phrase with another one, from lines 10 – 20.

Some academicians think that reward, as a form of discipline, is a simple right or wrong issue.

Value Points Guidance
1. Some academicians think that reward, as a form of discipline, is a simple black and white issue. 1. Award 1 mark for the correct answer

2. No partial credit
Learners are expected to write the full sentence with the answer, however, no marks to be deducted if they just write the phrase only.

6. What does the use of the phrase ‘benign light’ suggest in the context of the writer’s viewpoint about the tiger sharks?

Value Points Guidance
1. Benign light – viewed as benevolent/ gentle/ friendly

2. Tiger sharks did not seem to be that harmful/dangerous/ They seemed fairly docile/less dangerous than the other
sharks

1. Award maximum 1 mark for the complete
correct answer.2. Award partial credit of ½ mark if just the meaning of ‘benign light’ is explained, without the context of tiger sharks and vice versa. Accept any other similar interpretations that are complete, with reference to the given passage.

7. Select a suitable phrase from lines 15-25 to complete the following sentence appropriately.

I agree the team will find this experience tough, but competing will be easier next time after they get this tournament __________________________.

Value Points Guidance
I agree the team will find this experience tough, but competing will be easier next time after they get this tournament under their belt.
(line 21)
1. Award 1 mark for the correct answer

2. No partial credit
Learners are expected to write the full sentence with the answer filled in, however, no marks to be deducted if they just write the phrase only.

8. Apex predators serve to keep prey numbers in check. How can we say that tiger sharks are apex predators?

Value Points Guidance
Because tiger sharks restrict the number of sea turtles (by feeding on them), and act as a balancing force in the ecosystem. If the numbers weren’t constrained, it would result in the depletion of sea-grass which supports other marine life forms The learner is required to answer how tiger sharks serve to keep prey numbers in check. Here, sea turtles are stated as the prey. There is also a suggestion that there are other marine creatures like the sea turtles.

  1. Award maximum 1 mark for the complete correct answer
  2. Award partial credit of ½ mark if just ‘balancing force’/constraining number of sea turtles/ ‘overgrazing the sea grass beds’ / ‘anchoring the ecosystem’ is the response, without substantiation.

9. Analyse why having a large litter is one of the features that empowers tiger sharks to emerge winners if global warming persists.

Value Points Guidance
Reduces possibility of extinction or destruction due to
harsh conditions, as large numbers would ensure that
some definitely survive.
The learner is required to examine how the
tiger sharks would continue to survive despite
warming of oceans if they have a large litter.
▪ Award maximum 1 mark for the
complete correct answer
▪ No partial credit

Q.2 Read the passage given below.
Changing food preferences have brought about rapid changes in the structure of the Indian diet. The rapid proliferation of multinational fastfood companies and the influence of Western culture have replaced traditional home-cooked meals with ready-to-eat, processed foods thus increasing the risk of chronic diseases in urban Indians. Therefore, nurturing healthy eating habits among Indians from an early age would help to reduce health risks.

To date, little is known about the quality and quantity of foods and beverages consumed by urban Indian adolescents. This lack of evidence is a significant barrier to the development of effective nutrition promotion and disease prevention measures.

Therefore, a self-administered, semi-quantitative, 59-item meal-based food frequency questionnaire (FFQ) was developed to assess the dietary intake of adolescents. A total of 1026 students (aged 14–16 years) attending private, English-speaking schools in Kolkata completed the survey.

A sample percentage of the food consumption pattern is displayed (Fig. 1)

The survey results report poor food consumption patterns and highlights the need to design healthy eating initiatives. Interestingly, while there were no gender differences in the consumption of legumes and fried snacks, the survey found more females consumed cereals, vegetables and fruits than their male counterparts.

In conclusion, the report suggested that schools ought to incorporate food literacy concepts into their curriculum as they have the potential of increasing the fruit and vegetable intake in teenagers. Additionally, healthy school canteen policies with improved availability, accessibility, variety and affordability of healthy food choices would support the consumption of nutritious food in students.

Based on your understanding of the passage, answer ANY SIX out of the seven questions given below.
i. What does the researcher mean by ‘changing food preferences’?

Value Points Guidance
Urban population’s transition from healthy home-cooked meals to ready-to-eat-processed foods The learner is required to include the change in food habits/preferences as indicated in the text

  1. Award 1 mark for the complete answer.
  2. No partial credit

ii. Why was this survey on the food consumption of adolescents undertaken?

Value Points Guidance
1. understand the food consumption pattern of urban adolescents and

2. make recommendations based on the data.

The learner needs to draw on the objectives listed.

  1. Award ½ mark for each point, to a maximum of 1 mark
  2. ½ mark partial credit if one point is stated

iii. With reference to fig.1, write one conclusion about students’ consumption of energy-dense drinks.

Value Points Guidance
Close to 47% drink three or more servings of energy dense beverages while a mere 5% said ‘no’ to more than one serving of the beverage. The learner needs to analyse the energy dense drinks’ graph and compare consumption trend, to analyse.

  1. Award ½ mark each, for a maximum of 1 mark, for both aspects.
  2. ½ mark as partial credit for only one
    aspect

FOR THE VISUALLY IMPAIRED CANDIDATES
What do you understand by the term food frequency, as stated in lines 12-13?

Value Points Guidance
Refers to the rate of intake of food and beverages (drinks) consumed over a specified period of time. It could even refer to portion size. The learner needs to explain, from context, the meaning of the term ‘food frequency’.

  1. Award ½ mark each, for ‘rate of intake’ and ‘over a period of time’.
  2. ½ mark as partial credit if only ‘rate of intake’ or ‘over a period of time’ is alluded to. The vocabulary used to explain the term may vary and the explanation is to be accepted if the two main aspects of the term have been addressed.

iv. What can be concluded by the ‘no intake’ data of fruit consumption versus energy dense snacks, with reference to fig.1?

Value Points Guidance
Nearly half the respondents (45%) did not consume any servings of fruit in contrast to 95% that had some form of energy dense snack. The learner needs to analyse the fruit consumption graph for ‘no intake’ with energy dense snacks’ graph for ‘no intake’ and compare to analyse.

  1. Award ½ mark for each to a maximum of 1 mark
  2. ½ mark as partial credit for only one aspect

FOR THE VISUALLY IMPAIRED CANDIDATES
Comment on the significance of incorporating food literacy concepts into student curriculum.

Value Points Guidance
It is important because reading about the advantages of a healthy diet would assist an increased intake of fruits and vegetables in teenagers The learner needs to explain the importance of this recommendation, based on the study.

  1. Award ½ mark for each to a maximum of 1 mark
  2. ½ mark as partial credit for only one aspect
  3. Quoting the textual line in response, without explaining how it works, carries no credit.

v. There were no gender differences observed in the consumption of healthy foods, according to the survey. Substantiate.

Value Points Guidance
Females had more nutritious dietary intake as they consumed more cereals, vegetables and fruits compared to their male counterparts. The learner needs correctly substantiate the statement with reference to the graph.

  1. Award 1 mark for complete answer
  2. No partial credit

vi. Why is ‘affordability’ recommended as a significant feature of a school canteen policy?

Value Points Guidance
The consumers are school children and therefore food should be affordable The learner needs to infer the reason why school canteen fare needs to be affordable.

  1. Award 1 mark for a valid reason.
  2. No partial credit

vii. Identify a word from lines 9 – 18 indicating that the questionnaire was specifically designed to be completed by a respondent without the intervention of the researcher collecting the data.

Value Points Guidance
Self-administered 1. Award 1 mark for the correct answer

2. No partial credit

SECTION B – WRITING

Q.3 You are Natasha, residing in Pune. Your cousin, from the same city is hosting your grandmother’s eightieth birth anniversary and has extended an invite to you. He has also requested your assistance for arrangements needed. Draft a reply of acceptance, in not more than 50 words.

Value Points

  1. Reference to invitation
  2. Acceptance of invitation
  3. Confirmation of date, time and venue
  4. Comment on extending assistance
  • Content (as listed in value points)
  • Expression- use of appropriate functional language to show
    (i) acknowledgement/ gratitude for invite- thank you
    (ii) acceptance- would love to / delighted to/nothing can stop me from attending etc.
    (iii) confirming assistance- gladly/ goes without saying/ just let me know how I can help/ goes without saying etc.
    ✓ full credit of 1 mark to be allotted if the functional language/ expressions has/ have been used consistently, throughout.
    ✓ Partial credit of ½ mark to be allotted if the functional language/ expressions has/have been used generally, in most places.
    ✓ No credit of marks if the functional language/ expressions has/ have been used sporadically/ not at all.
  • Accuracy* – Deductions up to 1 mark from overall score
    ✓ Deduct ½ mark from total marks if all or either one of the following apply:
    • the reply is not formatted correctly as an informal letter/ largely in informal letter format
    • has a few inaccurate spellings and grammatical structures
    ✓ Deduct 1 mark from total marks if all or either one of the following apply:
    • the reply is not in informal letter format/ has a fair number of format inaccuracies
    • has a total of 3 or more spelling/ grammatical errors

Q.4 Attempt ANY ONE from A and B given below.
A. You are Shantanu, residing at Ghar B-94, Balimela Road, Malkangiri. You come across the following classified advertisement in a local daily. Write a letter, in about 120-150 words, applying for the position of a volunteer for the Each One Teach One campaign.

SITUATION VACANT

WANTED committed volunteers, aged 18 years and above, to teach underprivileged children, for one hour a week, in the district of Malkangiri. Ability to speak, read and write Odiya fluently, important. Experience not required. All volunteers to receive training. Contact Nethra N, Coordinator (Each One Teach One), 4Literacy, Ambaguda, Malkangiri, Odisha -764045

Value points- Content

  • Covering Letter
  • Reference to the advertisement
  • Conveying suitability for the position
  • Submission of application
  • Resume / Bio data as separate enclosure
  • Profile of self
  • Educational Qualifications
  • Any other relevant information

Descriptors for Content
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more descriptors do not match, the marks are awarded at a level lower.

2 marks
✓ All points included
✓ Well-developed with sustained clarity
1½ marks
✓ Almost all points incorporated
✓ Reasonably well-developed
1 mark
✓ Some points incorporated
✓ Fair attempt at developing ideas with some impact on clarity of response
½ mark
✓ Most of the points of the given task not incorporated
✓ Limited awareness of task development

Descriptors for Expression

NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more descriptors do not match, the marks are awarded at a level lower.

  • Highly effective style capable of conveying the ideas convincingly with appropriate layout of a formal letter viz. addresses,salutation,subscription, and ending.
  • Carefully structured content with organised paragraphing presented cohesively.
  • Highly effective register (formal tone and vocabulary), relevant and appropriate sentences for conveying the ideas precisely and effectively.
  •  Frequent clarity of expression most of the times, layout of a formal letter largely accurate.
  • Ideas generally well sequenced and related to the given topic maintaining overall cohesion of ideas.
  • Range of vocabulary is mostly relevant and conveys the overall meaning and the purpose of the writing.
  • Inconsistent style, expression sometimes awkward, layout of a formal letter basically accurate.
  • Sequencing of ideas is somewhat clear and related to the given topic attempting to maintain a general overall cohesion.
  • Range of vocabulary is limited but manages to convey the overall meaning and the purpose of the writing.
  • Expression unclear, layout partially followed affecting the format of the letter.
  • Poor sequencing of ideas but ideas are related to the given topic in a disjointed manner exhibiting a lack of coherence of ideas.
  • Very limited vocabulary or copying from the question

Accuracy 

✓ Spelling, punctuation and grammar consistently/largely accurate, with occasional minor errors, that do not impede communication.
✓ Spelling, punctuation and grammar display some errors spread across, causing minor impediments to the message communicated.
No credit
✓ Frequent errors in spelling, punctuation and grammar, impeding communication

B. The efforts of 400 volunteers working with the NGO, 4Literacy, in the district of Malkangiri, Odisha, was lauded by the District Collector, Shri V. Singh (IAS). As the staff reporter of ‘The Odisha Bhaskar’, write a report in 120-150 words covering all details of the event, such as the training, teaching and infrastructure involved in the ‘Each One Teach One’ campaign, initiated by the district administration in association with the NGO.

Value Points

  • what – the efforts of 400 volunteers in the Each One Teach One campaign lauded by the District Collector
  • who were taught and what was taught
  • when & where
  • details of the volunteer work
  • training received by the volunteers by the NGO and district administration
  • the infrastructure – classrooms, blackboard etc.
  • Any other valid relevant information

Descriptors for Content
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more descriptors do not match, the marks are awarded at a level lower.
✓ All points included
✓ Well-developed with sustained clarity
✓ Almost all points incorporated
✓ Reasonably well-developed
✓ Some points incorporated
✓ Fair attempt at developing ideas with some impact on clarity of response
✓ Most of the points of the given task not incorporated
✓ Limited awareness of task development
Expression –
Marks Descriptors for Expression
NOTE-Dedicated marks at a level are to be awarded only if ALL descriptors match. If one or more descriptors do not match, the marks are awarded at a level lower.

  • Highly effective style capable of conveying the ideas convincingly with appropriate layout of a newspaper report viz. headline and by-line, place, date.
  • Carefully structured content with organised paragraphing presented cohesively.
  • Highly effective register (formal tone, tense, and vocabulary), relevant and appropriate sentences for conveying the ideas precisely and effectively
  • Frequent clarity of expression most of the times, layout of a newspaper report largely accurate.
  • Ideas generally well sequenced and related to the given topic maintaining overall cohesion of ideas.
  • Range of vocabulary is mostly relevant and conveys the overall meaning and the purpose of the writing.
  • Inconsistent style, expression sometimes awkward, layout of a newspaper report basically accurate.
  • Sequencing of ideas is somewhat clear and related to the given topic attempting to maintain a general overall cohesion
  • Range of vocabulary is limited but manages to convey the overall meaning and the purpose of the writing.
  • Expression unclear, layout partially followed affecting the format of the newspaper report.
  • Poor sequencing of ideas but ideas are related to the given topic in a disjointed manner exhibiting a lack of coherence of ideas.
  • Very limited vocabulary or copying from the question.

Accuracy –
Descriptors for Accuracy
✓ Spelling, punctuation and grammar consistently/largely accurate, with occasional minor errors, that do not impede communication.
✓ Spelling, punctuation and grammar display some errors spread across, causing minor impediments to the message communicated.
No credit
• Frequent errors in spelling, punctuation and grammar, impeding communication.

SECTION C – LITERATURE

Attempt ANY FIVE of the six questions given below, within 40 words each.
i. A mistaken identity led to a discovery of a new one for the rattrap peddler. How did this impact him?

Value Points Guidance
  • Gave him the power to clear his conscience
  • Brought out his latent goodness
  • Lent him conviction to become a better human/ a chance at elevating himself from being a thief
  • Allowed him the opportunity to behave in a dignified manner befitting that of a Captain
The examiner knows about the mistaken identity, hence that requires no elaboration here. The response needs to address how the
mistaken identity effected/ influenced him.
Content – Award 1 mark for inclusion of any one impact with explanation. Award ½ mark if the impact is listed without
explanation.
Expression –
1 mark when both given aspects are included.
✓ Answer organised effectively
✓ usage of words for effect-cause (due to, as a result, owing to, therefore etc.) ½ mark when either aspect is missing Deduct ½ mark from the overall score if the error density is high (more than a total of 2 spellings and/or grammatical errors).

ii. As the host of a talk show, introduce Rajkumar Shukla to the audience by stating any two of his defining qualities. You may begin your answer like this: Meet Rajkumar Shukla, the man who played a pivotal role in the Champaran Movement. He ……

Value Points Guidance
• Determined/ Resolute
• Persevering
• Dedicated
• Any other valid quality
The examiner knows the sequence of incidents that transpired, and the role of Gandhi, hence that requires no elaboration here. The question requires characteristics of
Rajkumar Shukla, as inferred from the text
written as introductory lines to be spoken.
Content –
Award 1 mark for 2 valid qualities.
Award ½ mark for one valid.
Expression –
1 mark when both given aspects are included
✓ Answer organised effectively
✓ The language usage needs to display a
semi-formal tone + language for introduction
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the
error density is high (more than a total of 2
spellings and/or grammatical errors).

iii. Adrienne Rich chose to express her silent revolt through her poem, Aunt Jennifer’s Tigers, just as Aunt Jennifer did with her embroidery. Explain.

Value Points Guidance
Adrienne Rich, through her poem, criticizes the traditional institution of marriage, in her times, suggesting that it oppresses women. Similarly, Aunt Jennifer, a victim of an unhappy marriage, under a domineering husband, chooses embroidery to vent her angst.
Both use their creative outlet as a form of protest against societal expectations.
Both the poet’s and Aunt Jennifer’s point of view to be expressed.
Content –
Award 1 mark for both aspects compared.
Award ½ mark for elaboration on only one aspect.
Expression –
1 mark when both given aspects are included
✓ Answer organised effectively
✓ The language usage needs to display
comparison (similarly/ just like etc.)
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the error density is high (more than a total of 2 spellings and/or grammatical errors).

iv. Rationalize why Keats uses the metaphor ‘an endless fountain of immortal drink’ in his poem, A Thing of Beauty.

Value Points Guidance
  • Things of beauty are just like the immortal drink of the gods that flow continuously and never die
  • Just as the endless fountain of immortality is an elixir of life, similarly things of beauty are constant/ perennial in providing everlasting joy/motivation/bliss
The question requires an answer to how beauty is perennial.
Content –
Award 1 mark for stating the reason with valid explanation.
Award ½ mark for just stating minus
explanation.
Expression –
1 mark when both given aspects are included
✓ Answer organised effectively
✓ The language usage needs to display
rationalisation via comparison (just as/similarly/ like)
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the error density is high (more than a total of 2 spellings and/or grammatical errors).

v. How do you think Derry’s mother contributes to his sense of alienation and isolation? (On the Face of It)

Value Points Guidance
  • Mother is overprotective and doesn’t understand her son’s longing for companionship.
  • She treats him with a sense of pity and robs him of his dignity by perpetually treating him like a helpless victim
The question requires inferring how the actions of Derry’s mother led to the development of feelings of alienation and isolation in her son. The learner would be required to draw upon textual evidence to infer.
ContentAward 1 mark for 2 valid points.
Award ½ mark for 1 valid point.
Expression –
1 mark when both given aspects are included
✓ Answer organised effectively
✓ The language usage needs to display
stating of inference (based on…I believe that/…. reveals that…. etc.)
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the error density is high (more than a total of 2 spellings and grammatical errors).

vi. Validate John Updike’s open-ended title, ‘Should Wizard Hit Mommy?’.

Value Points Guidance
  • The story title is a question that suggests agreeing with Jo, who believes in justice for the skunk, or the father, who believes that mothers cannot err.
  • Both seem right. The author leaves it open-ended for the reader to allow flexibility and creative insight (any other valid purpose)
The question requires an opinion from the learner in favour of leaving the title openended (‘validate’)
Content –
Award 1 mark for identification of the title as a question that could have varying answers + likely purpose of writer. Award ½ mark for either aspect.
Expression –
1 mark when both given aspects are included
✓ Answer organised effectively
✓ The language usage needs to display
justification
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the
error density is high (more than a total of 2
spellings and grammatical errors).

Q.6 Answer ANY TWO of the following in about 120-150 words each.

Answer:

Content 2 Expression & Accuracy 2
Note-
✓ Use the given descriptors to mark the LQs. For CONTENT (refer to Value points) and EXPRESSION
✓ If the response does not justify all points of a level, the response is marked down.
DESCRIPTORS FOR CONTENT (with reference to value points) 
• Sustained, clear, well-developed personal response to the task
• Well-developed and justified arguments/evidence for the characters
• Largely, a reasonably well-developed personal response to the task
• Clear justification with arguments/evidence for the characters
• Fairly competent personal response to the task 1
• Clear justification with restricted arguments/evidence for the characters
• Limited awareness of the task
• Limited justification or relevant arguments/evidence for the characters

DESCRIPTORS FOR EXPRESSION (Coherence & Cohesion + Accuracy) MARKS
• Carefully structured content with a beginning, middle and end with highly relevant ideas presented cohesively.
• Highly effective vocabulary usage, relevant and appropriate sentences for conveying the ideas precisely and effectively.
• Spelling, punctuation and grammar are almost always accurate
• Ideas generally well sequenced and related to the given topic maintaining overall cohesion of ideas.
• Range of vocabulary suffices in large parts to convey the overall idea and meaning
• Spelling, punctuation and grammar mostly accurate, with occasional minor errors but does not impede communication
• Ideas sequenced fairly well and related to the given topic, sometimes maintaining cohesion of ideas.
• Range of vocabulary is limited and conveys a basic idea of the overall meaning
• Spelling, punctuation and grammar fairly accurate, with occasional minor errors but does not impede communication
• Poor sequencing of ideas; though related to the given topic, expressed in a disjointed manner exhibiting a lack of coherence of ideas.
• Very limited expected/ topical vocabulary as per question asked
• A lot of errors in spelling, punctuation and grammar that impede
communication.

i. How does Keats’ poem, A Thing of Beauty appeal richly to the senses, stimulating the reader’s inner sight as well as the sense of touch and smell? Write your answer in about 120-150 words.
Value Points
Introduction
Keats’ descriptions allow for a deeper perception of the imaginary, converting it into a life like experience stimulating the reader’s inner sight as well as the sense of touch and smell. Justification (any 2-3)

  • Keats establishes this with powerful imagery and word play
  • The cooling comfort of the bower, dancing daffodils in its green environs, the babbling stream and the midforest brake with the musk rose blooms evoke our imagination, sense of hearing, touch and smell.
  • The stories of mighty and the doom that befalls them appeals to our intellect
  • The endless fountain may be an allusion of the fountain of youth however it has a sublimating effect on the reader.
  • Keats poetic descriptions presents beauty that appeals to our senses and gives delight. (Accept associated relevant points)

ii. Colin Dexter, the author of Evans Tries an O-level employs the red herring technique of intentionally misleading readers by placing false clues to keep the plot enigmatic. Substantiate with reference to text, in about 120-150 words.

Value Points
Introduction
The stage is set – a maximum security prison and a kleptomaniac with a record of breaking out of prison

Analysis (any 3-4)

  • Evans’ grubby appearance, jovial manner and friendly banter distracts from sharp intelligence and extraordinary talent for deception
  • The silly but filthy looking bobble hat (a knit beanie with a pom-pom on top) distracts, giving readers the appearance of a comical character
  • ‘Number two Handkerchief’ neatly placed on the bed, where’s number one?
  • The first mention of Reverend Stuart McLeery exiting his bachelor flat in Broad Street.
  • Mention of the nail file and then reference to McLeery’s meticulously manicured finger
  • Illusion of Mc Leery having grown thinner and then ‘Mc Leery’ slumped in a chai
  • Clues in the question paper, a chase all over town
    (Accept similar relevant points)

Conclusion
Colin Dexter’s Evan’s Tries an O-level – a creative and highly complicated prison break interspersed with twists in the plot.

iii. Biographies include features of non-fiction texts – factual information and different text structures such as description, sequence, comparison, cause and effect, or problem and solution. Examine Indigo in the light of this statement, in about 120-150 words.

Introduction
Focus on Indigo being an excerpt of a biography and thus having features of fiction as well as non-fiction texts.

Examination

Substantiation to support the point that it includes—

  • Factual information (any 2)
  • Text structures (examples of any 2 different features)
    ✓ explanation;
    ✓ content recorded in order of occurrence;
    ✓ points of comparison between people;
    ✓ action and impact;
    ✓ problem-solution/ conflIct resolution
    (The learner is expected to elaborate on both aspects—factual information + text structure)

Conclusion
Reiterating that Indigo does include features of a non-fiction text.

Class 12 English Term 2 Most Important 10 Questions

 

Related Post:

CBSE Class 10 Computer Applications Term 2 Sample Paper & Solutions CBSE Class 10 English Term 2 Sample Paper & Solutions
CBSE Class 10 Science Term 2 Sample Paper & Solutions CBSE Class 10 Maths Term 2 Sample Paper & Solutions
CBSE Class 10 Hindi Term 2 Sample Paper & Solutions CBSE Class 10 Social Science Term 2 Sample Paper & Solutions
CBSE Class 12 Mathematics Term 2 Sample Paper With Solutions CBSE Class 12 Computer Science Term 2 Sample Paper & Solutions
CBSE Class 12 History Sample Paper 2022 For Term 2 With Solutions CBSE Class 12 Geography Term 2 Sample Paper & Solutions 2022
CBSE Class 12 Chemistry Term 2 Sample Paper & Solutions CBSE Class 12 Business Studies Term 2 Sample Paper And Solutions
CBSE Class 12 Biology Term 2 Sample Paper & Solutions CBSE Class 12 Physics Term 2 Sample Paper & Solutions
CBSE Class 12 Physical Education Term 2 Sample Paper & Solutions CBSE Class 12 Accountancy Term 2 Sample Paper & Solutions

CBSE Term 2 Class 12 English Core Sample Paper 2022: FAQs

Q. Where can I get CBSE Class 12 English Core Sample Paper 2022?

On this page, you can get CBSE Class 12 English Core Sample Paper 2022.

Q. What is the marking scheme of CBSE Class 12 Term 2 English Core?

The CBSE Class 12 Term 2 English Core question paper consists of 40 marks. The students will get 2 hours to solve the question paper.

Q. What is the subject code of CBSE Class 12 Term 2 English Core?

The subject code of CBSE Class 12 Term 2 English Core is 301.

 

Sharing is caring!

Thank You, Your details have been submitted we will get back to you.
Was this page helpful?

Leave a comment

Your email address will not be published. Required fields are marked *