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Karnataka 1st PUC English Model Question Paper 3 with Answers
Time: 3 Hrs. 15 Mins.
Max. Marks: 100
- Follow the prescribed limit while answering the questions.
- Write the correct question number as it appears on the question paper.
- One mark questions attempted more than once will be awarded zero.
- For multiple-choice questions choose the correct answer and rewrite it.
I. Answer the following in a word, a phrase or a sentence each. (12 × 1 = 12)
Who was appointed the chairperson of the Commission of Enquiry in ‘The Gentlemen of the Jungle’?
In ‘The School Boy’, ‘learning’s bower’ refers to _____
What surprised the white man when he removed the bandage on Mara’s hand?
The white man was surprised that Mara’s wounded hand had got cured within a couple of hours of getting cut, just by placing the leaf of a medicinal plant on the wound and bandaging it.
What did the narrator call the man who paid the bill in the restaurant, in ‘Oru Manushyan’?
What should the people regain about money in ‘Money Madness’?
Which state government has recognized Babar Ali’s school ‘Anand Siksha Niketan’?
The tree wants to become a bier for a ________ body in ‘If I was a Tree’. (Fill in the blank)
a bier for a sinless body.
What did Mara offer to do in order to save the lake?
Mara suggested to the king that he should get him executed and make it impossible for him to return to his place.
How old was Frederick Douglass when his mother died?
About seven years old.
The old woman sticks to the speaker like a _______ (Fill in the blank)
What did Nicola and Jacopo join during the rule of the German Elite Guards in Verona?
Nicola and Jacopo joined the resistance movement which had begun to form secretly, during the rule of the German Elite Guards in Verona.
The speaker says ‘Do not ask of me, my love, that love I once had for you’ because of _______
(a) his beloved is not as beautiful as she was
(b) he has realized that there are other sorrows around him demanding his attention
(c) he has found a more beautiful lady love.
(b) he has realized that there are other sorrows around him demanding his attention
II. Answer any eight of the following choosing at least two from poetry in a paragraph of 80 – 100 words each. (8 × 4 = 32)
Why did the man finally set the newly built bigger hut on fire, in ‘The Gentlemen of the Jungle’?
After being repeatedly pushed out of his own huts, the man thinks of a plan to safeguard his rights. He knows that he cannot put up a fight against the powerful animals. Hence, he decides to give them a taste of their own medicine. He builds a hut which is big enough to accommodate all the animals. As he had expected, all animals, including Mr Lion, come to the hut and soon there ensues a fight among all. Making use of the opportunity, the man sets his hut on fire and along with the hut, all animals gathered in it are also dead. What the man couldn’t achieve by using muscle power, he achieves by using brainpower. Thus, the man gets justice by taking law into his own hands.
Bring out the contrast between the boy’s experience inside and outside the school in ‘The School Boy’.
In the poem ‘The School Boy’, the first stanza portrays the experience of the schoolboy outside the school, whereas the next three stanzas present the experience of the schoolboy inside the school.
In the first stanza, the speaker is a young boy who tells the reader that he feels joyful to rise in the fresh and delightful summer morning. He enjoys the chirping of the birds which announces the daybreak. The boy gets entertained by the company of the hunter who blows his horn from a distant field and the sweet lullabies of skylarks. Thus, the imagé of the child in the first stanza focuses on nature as free and unfettered. He is associated with the spring as a time for growth, freshness and playfulness. But, in the next three stanzas; we get a totally different picture of the young schoolboy.
Once the boy is inside the school, he loses his feeling of paradise. In the school, the birds sing no longer and the atmosphere is no longer pure or innocent. The boy is supervised by a cruel teacher and the young ones spend the day In sighing and dismay. The boy finds the school boring. He sits drooping in class. He claims that school hours are too long. He can’t find any interest in books. He describes the learning in school as a long ‘dreary shower’.
In the next stanza, the boy says that inside the school he feels like a caged bird that is forced to sing, and when he feels annoyed, he cannot but droop his tender wings. Thus, the bird imagery allows for the comparison between the schoolboy outside the school and the schoolboy inside the school.
How did Mara and the narrator think differently about tying the medicinal creeper to the tree
in ‘Around a Medicinal Creeper’?
Once the author was putting up a shade over a coffee seedbed. They needed something to tie the cane pieces placed across the frame. So, he sent Sanna to get some creepers from the forest. Sanna brought a whole bundle. Mara opened the bundle and while sifting he suddenly looked at one of the creepers and scolded Sanna for plucking it. On knowing from Sanna that there were many of these creepers in the forest, the writer along with Mara and Sanna went to the forest out of curiosity.
There he saw Mara tying the creeper to a nearby tree referring to it a thief. Mara believed that the plant would not be seen when anyone needed it urgently because it had been cursed by a sage. On the contrary, the author believed that the medicinal creeper was a seasonal plant which appeared only after the rains, put forth flowers and fruits and died quickly. That is why no one saw it until the next rainy season.
Describe the embarrassing experience of the narrator in the restaurant in ‘Oru Manushyan’.
One evening the narrator goes to a crowded restaurant to have his food and when he has to pay the bill of eleven annas, he realises that his purse with his life’s savings of fourteen rupees is missing. But, the owner of the restaurant thinks that the speaker is trying to cheat him, and threatens to gouge his eyes out. None of the others at the restaurant seem to have any kindness either.
The speaker pleads with the owner to keep his coat as surety. But, the owner guffaws and makes the speaker remove his coat, shirt, and shoes. When he wants the speaker to remove even the trousers, the speaker pleads with him for mercy saying he has nothing inside. This only invokes more laughter and the restaurant owner, along with fifty other people gathered there, forces the speaker to strip further saying mockingly, “There must be something inside.” The speaker, now resigned to his fate, starts unbuttoning his trousers, all the time imagining himself standing naked in front of others, with his eyes gouged out.
We see that the narrator is not only embarrassed but also humiliated. Since he is not a cheat, it must have been terribly embarrassing for him to have realised that he had eaten his food at the restaurant, but had no money to pay for the food. His embarrassment would have increased when the owner of the restaurant treated him as a cheat. But, to top it all, the cruel way in which not only the owner but also the people gathered there treated him would have been humiliating for the narrator.
Why does the poet fear the cruel power of money on people in ‘Money Madness’?
The poem ‘Money Madness’ makes an attempt to tell the reader how our fear of the cruel power of money will lead finally to our self-destruction. The speaker argues that if we develop a fear for the cruel power of money, then It will result in making the whole mankind develop a collective madness. This collective money madness is a result of each individual’s presumption that if he or she does not earn enough money and get society’s approval that he or she ¡s a person of worth, then he or she will be put to a great deal of humiliation.
Then society will give the individual enough food to survive, but along with the food, society will also criticize the individual for not earning enough. It is this fear of being looked down upon by society that makes people crazy for money and this way collective madness sets in.
Once this collective madness sets in, then we start killing each other and we start humiliating those who do not have enough money even to give them food, fire and shelter which ought to be available to everyone free of cast irrespéctive of whether one has enough money or not.
What motivated Babar Ali to start his own school?
Babar All is the son of Nasiruddin Sheikh, a jute seller living in Bhapta neighbourhood of Gangapur village in West Bengal’s Murshidabad. Though Babar Ah lives ¡n a thatched house like most other people in the village, yet, he is one of the privileged ones in his village because his father is able to send Babar Ah to the village government school and give him a formal education.
Babar Ah gradually learnt that there were a great number of children who could not afford to get a formal education in the village government school because they did not have enough money to pay for uniforms, books, etc,, though teaching was free. Furthermore, these children were required to support their parents with some additional income. The boys generally took up odd jobs working as mechanics, day labourers, grass cutters, livestock herders, etc., and the girls worked as maidservants in the village where they did cooking, cleaning, washing clothes and dishes for their employers and this way they earned some money and supported their parents in making a decent living.
Babar Ah, who saw this; realized that he must do something for such other children in the village. It is this inner urge to do something for the other children in the village that motivated him to start his own afternoon school which he named ‘Anand Siksha Niketan’.
How does the poem ‘If I was a Tree’ illustrate the caste system as one of the basic problems in our society?
The poem, ‘If I was a Tree’ is a veiled and a bitter attack on the cruel and inhumane practise of caste discrimination practised in Indian society. It is a social satire in which the poet by just a posing the world of nature with the human world accuses human beings of being meaner than the world of nature for practising untouchability against their own fellowmen. The speaker intends to highlight the fact that caste Is purely a man-made construct and with this diabolic idea powerful sections of society have managed to humiliate and suppress the meek for centuries.
The poet adopts a logical approach to present before the reader, the impersonal and large-hearted treatment of nature vis-a-vis the pettiness of man. The speaker speaks in the persona of an untouchable and presents some instances of untouchability that he Is subjected to. He uses the ‘tree’ as a metaphor for a representative from the plant world and highlights how agents of nature like the sunlight, the cðel breeze and the raindrops would have treated him if he were not a tree when they come in contact with him. The speaker says that if he was not a tree his shadow would feel defiled when the sunlight embraces him; his friendship with the cool breeze and the leaves would not be sweet; the raindrops taking him as an untouchable would refuse to give him water to quench his thirst and the mother earth would flee him asking for a bath if she came to know that he was branching out further from his roots.
Similarly, the bird is representative of the animal world. The speaker says that if he were not a tree the bird would have asked him what caste he was if it wanted to build its nest. Similarly, if he were not a tree the sacred cow would not scrape her body on him, scratching whenever it itched her and incidentally the three hundred thousand gods sheltering inside her would not have touched him.
The speaker concludes optimistically, hoping that because he is a tree, at least after its death, the tree would be hacked into pieces of dry wood and would be either used as fuel for the holy fire or a bier for a dead body. The pieces of wood, when they burn as fuel in the holy fire, would make him pure and if not, as a bier for a sinless body that would be borne on the shoulders of four good men. Thus, the poem expresses the anguish and desperation of the untouchables.
Why was the shrine dedicated to Mara by the king in ‘Watchman of the Lake’?
‘Watchman of the Lake’ by R.K. Narayan enacts the legendary story of the martyrdom of Mara, an innocent villager of Sakkarepatna situated in the eastern base of Baba Budan Hills, In Karnataka. It was once the capital of a king called Rukmangada.
One night Mara saw in his dream, the Goddess of the River Veda which flows down the hills throughout the year. The Goddess told Mara to meet the king and ask him to build a tank and to give her a home. Though no one believed Mara’s story and made fun of him, Mara managed to meet the king one day and narrate his story. The king, unlike the others, believed Mara’s account and eventually got a tank built and stored the waters of the river Veda. The king made Mara the watchman of the lake and saw to it that the water of the lake was properly utilized for agricultural and other useful purposes.
Many years later, one evening Mara noticed that there was going to be a thunderstorm and owing to strong winds, there were waves in the tank rising very high and hammering at the bank. Mara at once realized that it was a dangerous situation and the waters of the lake might overflow the banks and destroy his village. He feared for the lives of the people and their property in the village. Mara, at once, went down on his knees and prayed earnestly to the Goddess of the river.
The Goddess appeared before him carrying a sword in her hand and her forehead was splashed with vermilion. She told Mara to move out of his hut at once and save himself. She told him that she was going to break out of the tank and flow over the villages and the towns and the king’s capital beyond it. Mara immediately prostrated before her and begged her to give him enough time to go and inform the king about it. He requested her to wait and not do anything until he returned.
Later Mara met the king, narrated the whole story and also gave him a suggestion as to how he could save the tank and his people. He requested the king to get him executed so that he would never return to his place and the Goddess would continue to wait for Mara. Though the king was not ready to accept Mara’s suggestion, Mara persuaded the king to get him executed so that the tank and the people of his kingdom could be saved. The king agreed and as per his wish, got Mara executed. Next, he got a shrine built for Mara in which the top pedestal had the idol of the Guardian Goddess of the village and just below it was the idol of Mara. The king ordered that the villagers should worship those idols every Tuesday and Friday to commemorate the martyrdom of Mara.
How does the farmer’s wife embrace life with dignity?
‘The Farmer’s Wife’ presents the pathetic and miserable predicament of a farmer’s wife whose husband had committed suicide for not having the courage to withstand the insults and humiliation of his money lenders. The poem is in the form of a dramatic monologue ¡n which the farmer’s wife is pouring out her woes openly. In the first half of the poem, she admonishes her husband for letting her down and giving her a death blow. In the next part of the poem, the farmer’s wife declares that she would not let her children die like worm-eaten cotton pods, but with a firm heart, she would face the battle of life and not embrace death. She would teach her children to clench their fist not for begging for a handful of rice but to face the struggle for life and with courage and determination stay alive and not die like a coward.
What does Frederick Douglass tell about his mother in ‘Frederick Douglass’?
The strong sense of regret lies in the fact that he did not know who his father was and that he was sepaçated from his mother as an infant. What makes the situation worse is that there is the common speculation that his father is a white man, and that his master is his father. He knows that his mother was a black woman named Harriet Bailey from whom he was separated because it was the common custom in that part of Maryland that the children were thus separated from their mothers, hindering the natural bond between the mother and the child.
He had seen his mother only four or five times when she met him after walking twelve miles from Mr Stewart’s place where she worked as the field hand. She had to be back in the field before the sunrise if she had to escape the penalty of whipping from the slave master. This left the mother and child very little time and scope for communication. The sad outcome of this is that when he lost her when he was around seven, he didn’t feel the usual emotions of sorrow. The sudden death of the mother put an end to whatever chance the author had of knowing who his father was. Thus, we see that a slave child ¡s an emotionally deprived child.
III. Answer one of the following in about 200 words. (1 × 6 = 6)
India’s native medicinal systems are on the verge of extinction because of the superstitious ‘ beliefs of the native doctors’. Examine this with reference to ‘Around a Medicinal Creeper’.
The speaker of the poem ‘Do not ask of Me, My Love’ becomes more realistic when the harsh realities of life draw his attention. Elaborate.
‘True gentlemen are made of character, not by their appearance’. Explain with reference to ‘Two Gentlemen of Verona’.
The lesson titled ‘Around a Medicinal Creeper’, presents a few anecdotes which tell us interesting stories about Indian medicinal plants growing in their natural habitat. To cite a few examples, in the first part of the lesson the author tells us about a medicinal creeper which was plucked by Sanna so as to tie up a bundle of bamboo shoots. Incidentally, Mara, his friend, informs that the creeper has a lot of medicinal properties and they need to secure it by tying it to a nearby tree. If he does not secure it that way carefully, it will disappear because it has been cursed by a sage.
Next, he tells another story in which he had used the leaves of some plant to stop a bleeding wound. However, when he went to the doctor, there was no sign of the wound. In another incident, Mara tells us how he lost the teeth on the right side of his mouth. In the next part of the lesson, the author tells the story of a Malayali Sadhu who had given Krishna, the author’s farmhand, the bark of some tree as medicine and had cured the boils on his body. However, the next time, when Krishna went to him seeking his help to cure his piles, the godman asked Krishna himself to search for the tuberous root, mix it with milk and drink it for five days.
Finally, in the concluding part of the essay, the writer opines that Indian native medicinal systems are on the verge of extinction because of the superstitious beliefs of the native doctors who fear that if they disclosed the secrets of these medicines, the medicines would lose their potency. What the author has said is undoubtedly true because the author has given enough anecdotes which cannot withstand any logical examination.
A casual reading of the title and the first half of the poem might sometimes mislead the reader to imagine that the poet is going to describe the beauty of his beloved in romantic imagery. However, a careful close reading of the title and the whole poem will make the reader realize that though the poet expresses a great deal of love and appreciation for the beauty of his beloved, there ¡s a sudden transition in the poem from the poet’s personal love to the love of his people in general. This transition is caused by his increasing awareness and realization that there are many harsh realities besides ‘love’. This realization prompts him to abjure romantic love of the beloved for a contemplation of the misery of the world.
In the first half of the poem, the speaker declares that his life looks bright and beautiful on account of his beloved. He states that when he is ¡n her company he feels that he will enjoy eternal spring and nothing is more beautiful than the beautiful eyes of his beloved. Moreover, when he is in such a mood, if he is agonized by his love for his beloved, the misery of the world appears inconsequential to him.
However, as he became aware of the harsh realities of life like bloodshed during wars, diseases, poverty, hunger, deprivation, flesh trade, greed for money and power etc., his belief that the love for his beloved would remain eternal, suddenly undergoes a change. He realizes that such love for an individual will be an illusion because there are many other sorrows and pleasures which demand his equal attention and love. Thus, the poet gives up his romantic love of the beloved for a contemplation of the misery and other harsh realities of life.
This short story by A.J. Cronin presents before us the story of two Veronese adolescents Nicola, aged about thirteen, and Jacopo, aged about twelve. The title ‘Two Gentlemen of Verona’ has been used by the author only to redefine the meaning of the word ‘gentlemen’ and to express his admiration for two Veronese young men who are waging a relentless and epic battle to save their elder sister Lucia, aged about twenty years. She is their only relative left in their world.
Lucia is suffering from tuberculosis of the spine. She has no one el to take care of her except her two younger brothers — Nicola and Jacopo. She would have undoubtedly succumbed to her fatal disease if her two young brothers had not admitted her in a hospital and given her timely medical attention and care. Since the treatment she got in the hospital was quite expensive, and they had to make payments every week, the two young men had to work day and night to earn enough money to meet the expenses.
The brothers shined shoes, sold fruits, hawked newspapers, conducted tourists round the town, ran errands, and worked hard day and night relentlessly to earn enough money for making weekly payments to the hospital. Though, the two boys, this way earned quite a lot of money, they lived a selfless and Spartan life so as to save enough for their sister’s treatment. They did not spend anything for themselves either on their food or on clothes.
Thus, they saved a great deal, made regular payments to the hospital without complaining and helped their sister recuperate from her illness. The word ‘gentlemen’, during Shakespeare’s time, meant ‘a man of wealth and social position, especially one who does not work for a living’. But in the context of this lesson ‘gentleman’ means a man who is polite and shows consideration for the feelings of other people. It is true that “True gentlemen are made of character, not by their appearance”. It is in this sense that the author calls Nicola and Jacopo ‘gentlemen’ of Verona. Hence, we can say that the story of Nicola and Jacopo in ‘Two Gentlemen of Verona’, redefines the qualities of a gentleman.
IV. Read the following passage and answer the questions set on it. (10 × 1 = 10)
One of the greatest runners of this century, Murray Halberg, winner of the 5000-metre race at the Rome Olympic Games in 1960, was almost killed in an accident while playing football. He was only 16 then. His left arm was so badly damaged that the arm remained paralysed for the rest of his life.
Halberg was born in New Zealand. After his accident, he gave up football and took to athletics. In 1951 Arthur Lydiard became his coach. In 1956, Olympics were to be held in Melbourne in Australia and Halberg prepared seriously for the 1500-meter race. But he finished eleventh out of 12 runners. He was completely disappointed. In the end, he decided that he would make another attempt. Now 23, Halberg changed himself from a human being into a running machine.
1960 came and Lydiard took him to Rome for the Olympics. Halberg was now 27, the age at which Lydiard had said he would reach his peak as a runner. He reached the final of the 5000-meter race without much effort. As the final began, all the runners were ready. The 60,000 people in the stadium never took notice of him; he was far behind them.
Eight laps later, he began to overtake the other runners one by one. There were three laps for the end of the race, but Halberg was sprinting with unbelievable strength. The people wondered, “Doesn’t he know how many laps are left?” With two laps left, Halberg had a clear 18-metre lead. One lap to go with Halberg still in the lead. But he was clearly becoming weak. His head was rolling from side to side and his teeth were bared in pain. Hans Grodotski, a German, was catching up with Halberg. Now Halberg was not fighting the others, but only against himself. His body was crying out for rest. His body said that Grodotski or anyone else could have the race. But his mind did not allow the body to win.
He could now see the White tape at the finishing line. Halberg prepared himself for the least effort, in case Grodotski overtook him. But Grodotski never did. Halberg fell into the tape and rolled to the ground. Halberg’s friends gathered around the fallen body. Their minds were full of anxiety. But there was that faint smile on his face.
Answer the following in a word, a phrase or a sentence each:
Who won the 5000 metre race in the Olympic Games in 1960?
Murray Halberg won the 5000 metre race in the Olympic Games in 1960.
Halberg’s arm was injured in _______
(a) a car accident
(b) a football game
(c) the 5000 meter race.
(b) a football game.
Which country did Halberg belong to?
Halberg belonged to New Zealand.
Who was Halberg’s coach?
Arthur Lydiard was Halberg’s coach.
How old was Halberg when he went to the 1960 Olympics?
Halberg was only 16 when he went to the 1960 Olympics.
In which lap of the race did Halberg establish a clear lead?
Eight laps later, in the ninth lap Halberg established a clear lead.
Who was catching up with Halberg?
Hans Grodotski, a German, was catching up with Halberg.
Halberg’s _______ did not allow his body to win. (Fill in the blank)
Add a prefix to the word ‘complete’ to make its antonym.
Halberg was sprinting with unbelievable _______. (strong / strength)
V. A. Fill in the blanks with the appropriate articles and prepositions given in brackets. (1 × 4 = 4)
(the, with, into, for, a)
Mara noticed ______ man fishing in the lake. He told ______ man that it was a sacred place and no one was allowed to fish there. He warned him that if he saw him again _______ the rod and hook, he would push him _______ the water.
a, the, with, into.
B. Fill in the blanks with the suitable form of the verbs given in brackets. (1 × 4 = 4)
The elephant got busy with other ministers to appoint the Commission of Enquiry. They _______ (choose) Mr. Fox as the Chairman. But the Commission ______ (has) no one from the man’s side. So, the man _______ (protest) and ______ (ask) to include one from his side.
chose, had, protested, asked.
C. Choose the correct form of the verb that agrees with the subject. (1 × 2 = 2)
The nurse said, “Nicola and Jacopo ______ (brings/bring) their sister to this hospital. For the last twelve months, she _____ (has been/have been) our patient. There ______ (are/is) every hope that one day she will walk and sing”.
bring, has been, is.
D. Correct the following sentences and rewrite them. (1 × 2 = 2)
Ganesh waited at the bus stop since two hours.
Ganesh waited at the bus stop for two hours.
Raju and Ravi shared the work among them.
Raju and Ravi shared the work between them.
E. Rewrite as directed. (6 × 1 = 6)
Krishna dug out the tuberous _______ (route/root) of the medicinal creeper.
(Fill in the blank with the appropriate word given in brackets.)
The lion didn’t want any ______ (disturb) in his kingdom.
(Complete the sentence with the right form of the word given in brackets)
to teach / Babar Ali started / poor children / his school
(Rearrange the segments to form a meaningful sentence)
Babar Ali started his school to teach poor children.
The two boys didn’t expect any help from others. ______?
(Add a question tag)
The two boys didn’t expect any help from others, did they?
The owner asked the narrator to take off his coat.
(Change into a question beginning with the right form of ‘do’)
Did the owner ask the narrator to take off his coat?
Hanuman found Sanjeevini on the crest of the mountain.
(Frame a question so as to get the underlined word as the answer)
Where did Hanuman find Sanjeevini?
VI. A. Refer to the following invitation and answer the questions set on it: (1 × 4 = 4)
(i) What is the name of the programme?
(ii) Who is making her Rangapravesha?
(iii) Who is the chief guest of the programme?
(iv) Name the venue of the programme.
(ii) Kumari Aishwarya.
(iii) Smt. Umashree, the Minister of Culture.
(iv) Ravindra Kalakshetra, Bengaluru.
Write a letter to The Manager, Sharada Book House, Gandhinagar, Bengaluru, requesting him to send some textbooks to you. Your letter should include the following points: (1 × 5 = 5)
The course you are studying.
Name of the textbooks.
Number of copies.
Address to which books are to be sent.
36, B.H. Road
25 May 2019
Sharada Book House
This is with regard to the textbooks I need for P.U.C. first year language English. We have two separate books – a textbook and a workbook. They are titled Reflections and Articulation, both published by Cambridge Press. I would be grateful if you could send the books to my address through courier. Hope it wouldn’t take more than a week as our classes begin on the 1st of June 2019.
Please let me know the cost of the books and the delivery charges if any.
I reiterate that the books should be sent within a week.
VII. A. Match the expressions under column A with their corresponding language functions under B: (1 × 5 = 5)
|1. It’s very kind of you.
|2. Wow! Looking attractive.
|3. That’s great! Keep it up.
|4. Yes, that’s a good idea.
|5. Sorry, you are disturbing me.
1 – Expressing gratitude
2 – Complimenting
3 – Congratulating
4 – Agreeing
5 – Complaining.
B. Complete the dialogue: (1 × 4 = 4)
Ramya: Hi, when are your exams?
Sneha: Hello, I have my exams ______
Ramya: Fine, _____ for the exams?
Sneha: _______. See you after the exams.
Ramya: ______. Bye.
Ramya: Hi, when are your exams?
Sneha: Hello, my exams will probably be in the second week of the coming month.
Ramya: Fine. How are you preparing for the exams?
Sneha: I am preparing well. See you after the exams.
Ramya: All the best for your exams. Bye.
C. Dialogue Writing: (1 × 4 = 4)
Anand has met the Principal of the college in which his son is studying to enquire about his performance. Write a dialogue between Anand and the Principal.
Anand: Good morning, sir.
Principal: Good morning. What can I do for you?
Anand: My son Ashwin is studying in first P.U.C. I want to know about his performance.
Principal: Ashwin is doing well in his studies. I am proud of him.
Anand: Thank you for the information, sir.
Principal: You are welcome.