{"id":161251,"date":"2022-05-13T08:30:28","date_gmt":"2022-05-13T03:00:28","guid":{"rendered":"https:\/\/www.aakash.ac.in\/blog\/?p=161251"},"modified":"2023-03-25T17:38:48","modified_gmt":"2023-03-25T12:08:48","slug":"cbse-class-12-term-ii-english-sample-paper-check-paper-pattern-cbse-marking-scheme","status":"publish","type":"post","link":"https:\/\/www.aakash.ac.in\/blog\/cbse-class-12-term-ii-english-sample-paper-check-paper-pattern-cbse-marking-scheme\/","title":{"rendered":"CBSE Class 12 English Sample Paper with Solutions for Term 2 Exam: Check Paper Pattern & Marking Scheme"},"content":{"rendered":"

Students to appear in the exam are advised to solve the CBSE Class 12 English Core Term 2 Sample Paper which is provided here on the page. Solving the CBSE Class 12 English Sample Paper will help candidates to understand the level of difficulty, the pattern of questions, and the scoring system of the CBSE Class 12th<\/sup> 2022 English Core Test.<\/p>\n

CBSE has released Sample Papers for Class 12th<\/sup> English Core Term 2 on its official website- cbseacademic.nic.in. For the ease of students, we have provided the CBSE Class 12<\/a> Sample Paper of English Core here on this page. Additionally, students are also provided the link to CBSE Class 12th<\/sup> English Core Marking Scheme.<\/p>\n

Also See: CBSE Class 12 Syllabus<\/a><\/p>\n

CBSE Class 12th<\/sup> English Core Sample Paper is provided below. To know about CBSE Class 12th<\/sup> English Core Marking Scheme, Click Here<\/a>!<\/p>\n

Also See: CBSE Class 12 English Preparation<\/a><\/p>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0TERM II<\/h4>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0SAMPLE QUESTION PAPER (2021-22) ENGLISH \u2013 CORE <\/strong>\u00a0 <\/strong><\/h3>\n

\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0CLASS-XII<\/strong><\/h3>\n

 <\/p>\n\n\n\n\n
<\/td>\n<\/tr>\n
<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Time allowed: 2 Hrs.\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Maximum Marks: 40<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n\n\n\n\n\n\n\n\n
<\/td>\nSECTION A \u2013 READING (14 marks)<\/strong><\/td>\nMarks<\/strong><\/td>\n<\/tr>\n
1.<\/strong><\/td>\nRead<\/strong><\/p>\n

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5<\/td>\n

the passage given below.<\/strong><\/p>\n

I saw \u2018Jaws\u2019, <\/em>the popular shark movie, the summer it came out, in 1975 and became paranoid about sharks. Though I kept swimming after Jaws<\/em>, it was always with the vague fear that a shark\u2019s teeth could\u00a0 tug on\u00a0 my\u00a0 leg\u00a0 at\u00a0 any moment. Never mind that there\u2019d been only two shark bites since 1900 on the Connecticut coast, where I lived.<\/td>\n

<\/td>\n<\/tr>\n
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10<\/td>\n

So, when I got this assignment for the National Geographic <\/em>magazine, I decided to accept and do what I\u2019d 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\u2014which meant it would be my first dive anywhere other than a swimming pool or a quarry\u2014and without a diver\u2019s cage. Most people who got wind of this plan thought I was either very brave or very stupid.<\/td>\n<\/tr>\n
15<\/td>\nBut 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\u2019t man-eaters any more than dogs are.<\/td>\n<\/tr>\n
20<\/p>\n

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25<\/td>\n

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, \u201cSeriously, I really can\u2019t believe this is your first dive.\u201d 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.<\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

30<\/td>\n

I think it would be unfair not to mention that though tiger sharks are apex predators.\u00a0\u00a0\u00a0\u00a0 They act\u00a0\u00a0\u00a0\u00a0 as\u00a0\u00a0\u00a0\u00a0 a\u00a0\u00a0\u00a0\u00a0 crucial\u00a0\u00a0\u00a0\u00a0 balancing\u00a0\u00a0\u00a0\u00a0 force\u00a0\u00a0\u00a0\u00a0 in\u00a0\u00a0\u00a0\u00a0 ocean<\/p>\n

ecosystems, constraining the numbers of animals like sea turtles and limit<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n
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i.<\/strong><\/p>\n

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ii. iii. iv.<\/strong><\/p>\n

v.<\/strong><\/p>\n

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vi.<\/strong><\/p>\n

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vii.<\/strong><\/p>\n

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viii.<\/strong><\/p>\n

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ix.<\/strong><\/td>\n

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.<\/p>\n

\u00a0<\/strong><\/p>\n

Based on your understanding of the passage, answer ANY EIGHT<\/u> questions from the nine given below.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

Cite a point in evidence, from the text, to suggest that the writer’s post-Jaws <\/em>fear was not justified.<\/p>\n

\u00a0<\/strong><\/p>\n

State any one trait of the writer that is evident from lines 5-10 and provide a reason for your choice.<\/p>\n

\u00a0<\/strong><\/p>\n

People thought the writer was \u2018either brave or very stupid\u2019. Why did some people think that he was \u2018very stupid\u2019?<\/p>\n

\u00a0<\/strong><\/p>\n

Why does the writer say that people who know sharks intimately tend to be least afraid of them?<\/p>\n

\u00a0<\/strong><\/p>\n

Rewrite the given sentence by replacing the underlined phrase with another one, from lines 10 \u2013 20.<\/p>\n

Some academicians think that reward, as a form of discipline, is a simple right or<\/u> wrong<\/u> issue.<\/em><\/p>\n

\u00a0<\/strong><\/p>\n

What does the use of the phrase \u2018benign light\u2019 suggest in the context of the writer\u2019s<\/p>\n

viewpoint about the tiger sharks?<\/p>\n

\u00a0<\/strong><\/p>\n

Select a suitable phrase from lines 15-25 to complete the following sentence appropriately.<\/p>\n

I agree the team will find this experience tough, but competing will be easier next time after they get this tournament \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/u>.<\/em><\/p>\n

\u00a0<\/strong><\/p>\n

Apex predators serve to keep prey numbers in check. How can we say that tiger sharks are apex predators?<\/p>\n

\u00a0<\/strong><\/p>\n

Analyse why having a large litter is one of the features that empowers tiger sharks to emerge winners if global warming persists.<\/td>\n

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1*8<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/td>\n<\/tr>\n

2<\/strong>.<\/strong><\/td>\nRead the passage given below<\/strong>.<\/p>\n

\u00a0<\/strong><\/p>\n

Changing food preferences have brought about rapid changes in the structure of the Indian diet. The rapid proliferation of multinational fast- food companies and the influence of Western culture have replaced traditional home-cooked\u00a0 meals\u00a0 with\u00a0 ready-to-eat, processed\u00a0 foods thus<\/p>\n

5\u00a0\u00a0 \u00a0increasing the risk of chronic diseases in urban Indians. Therefore, nurturing<\/td>\n

6<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n
<\/td>\n<\/td>\nhealthy eating habits among Indians from an early age would help to reduce health risks.<\/td>\n<\/td>\n<\/tr>\n
\u00a0<\/strong><\/p>\n

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10<\/p>\n

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15<\/td>\n

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.<\/p>\n

\u00a0<\/strong><\/p>\n

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\u201316 years) attending private, English-speaking schools in Kolkata completed the survey.<\/p>\n

\u00a0<\/strong><\/p>\n

A sample percentage of the food consumption pattern is displayed (Fig. 1)<\/strong><\/td>\n<\/tr>\n

<\/td>\n<\/tr>\n
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20<\/td>\n

\u00a0<\/strong><\/p>\n

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.<\/td>\n<\/tr>\n

\u00a0<\/strong><\/p>\n

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25<\/td>\n

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.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n
<\/td>\nAdapted from: https:\/\/nutritionj.biomedcentral.com\/articles\/10.1186\/s12937-017-0272-3<\/p>\n

\u00a0<\/strong><\/p>\n

Based on your understanding of the passage, answer ANY SIX<\/u> out of the seven questions given below.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>What does the researcher mean by \u2018changing food preferences\u2019?<\/p>\n

\u00a0<\/strong><\/p>\n

ii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>Why was this survey on the food consumption of adolescents undertaken?<\/p>\n

\u00a0<\/strong><\/p>\n

iii.\u00a0\u00a0\u00a0\u00a0 <\/strong>With reference to fig.1, write one conclusion about students’ consumption of energy-dense drinks.<\/p>\n

FOR THE VISUALLY IMPAIRED CANDIDATES<\/strong><\/p>\n

What do you understand by the term food frequency<\/em>, as stated in lines 12-13?<\/p>\n

\u00a0<\/strong><\/p>\n

iv.\u00a0\u00a0\u00a0\u00a0 <\/strong>What can be concluded by the \u2018no intake\u2019 data of fruit consumption versus energy dense snacks, with reference to fig.1?<\/p>\n

FOR THE VISUALLY IMPAIRED CANDIDATES<\/strong><\/p>\n

Comment on the significance of incorporating food literacy concepts into student curriculum.<\/p>\n

\u00a0<\/strong><\/p>\n

v.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>There were no gender differences observed in the consumption of healthy foods, according to the survey. Substantiate.<\/p>\n

\u00a0<\/strong><\/p>\n

vi.\u00a0\u00a0\u00a0\u00a0 <\/strong>Why is \u2018affordability\u2019 recommended as a significant feature of a school<\/p>\n

canteen policy?<\/p>\n

\u00a0<\/strong><\/p>\n

vii.\u00a0\u00a0\u00a0 <\/strong>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.<\/td>\n

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1*6<\/strong><\/p>\n

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1<\/strong><\/p>\n

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1<\/strong><\/td>\n<\/tr>\n

<\/td>\nSECTION B \u2013 WRITING<\/strong><\/td>\n8<\/strong><\/td>\n<\/tr>\n
3.<\/strong><\/td>\nYou are Natasha, residing in Pune. Your cousin, from the same city is hosting your grandmother\u2019s 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.<\/td>\n\u00a0<\/strong><\/p>\n

3<\/strong><\/td>\n<\/tr>\n

\u00a0<\/strong><\/p>\n

4.<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

A.<\/strong><\/td>\n

\u00a0<\/strong><\/p>\n

Attempt ANY ONE<\/u> <\/strong>from A <\/strong>and B <\/strong>given below.<\/p>\n

\u00a0<\/strong><\/p>\n

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 <\/em>campaign.<\/td>\n

\u00a0<\/strong><\/p>\n

5<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n\n\n\n
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B.<\/strong><\/td>\n

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SITUATION VACANT<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

WANTED <\/strong>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 necessary. All volunteers to receive training. Contact Nethra N, Coordinator (Each One Teach One<\/em>), 4Literacy<\/em>, Ambaguda, Malkangiri, Odisha -764045<\/p>\n

OR<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

The efforts of 400 volunteers working with the NGO, 4Literacy<\/em>, in the district of Malkangiri, Odisha, was lauded by the District Collector, Shri V. Singh (IAS). As a staff reporter of \u2018The Odisha Bhaskar\u2019, write a report about this in 120-150 words covering all the details of the event, such as training, teaching and infrastructure involved in the \u2018Each One Teach One<\/em>\u2019 campaign, initiated by the district administration in association<\/p>\n

with the NGO.<\/td>\n

<\/td>\n<\/tr>\n
<\/td>\nSECTION C – LITERATURE<\/strong><\/td>\n18<\/strong><\/td>\n<\/tr>\n
5.<\/strong><\/td>\nAttempt ANY FIVE<\/u> <\/strong>of the six questions given below, within 40 words each.<\/p>\n

\u00a0<\/strong><\/p>\n

i.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>A mistaken identity led to a discovery of a new one for the rattrap peddler. How did this impact him?<\/p>\n

\u00a0<\/strong><\/p>\n

ii.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>As the host of a talk show, introduce Rajkumar Shukla to the audience by stating any two of his defining qualities.<\/p>\n

You may begin your answer like this:<\/p>\n

Meet Rajkumar Shukla, the man who played a pivotal role in the Champaran<\/em><\/p>\n

Movement. He \u2026\u2026<\/em><\/p>\n

\u00a0<\/strong><\/p>\n

iii.\u00a0\u00a0\u00a0\u00a0 <\/em><\/strong>Adrienne Rich chose to express her silent revolt through her poem, Aunt<\/em><\/p>\n

Jennifer\u2019s Tigers<\/em>, just as Aunt Jennifer did with her embroidery. Explain.<\/p>\n

\u00a0<\/strong><\/p>\n

iv.\u00a0\u00a0\u00a0\u00a0 <\/strong>Rationalize why Keats uses the metaphor \u2018an endless fountain of immortal drink\u2019 in his poem, A Thing of Beauty<\/em>.<\/p>\n

\u00a0<\/strong><\/p>\n

v.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>How do you think Derry\u2019s mother contributes to his sense of alienation and<\/p>\n

isolation? (On the Face of It<\/em>)<\/p>\n

\u00a0<\/strong><\/p>\n

vi.\u00a0\u00a0\u00a0\u00a0 <\/strong>Validate John Updike\u2019s open-ended title, \u2018Should Wizard Hit Mommy<\/em>?\u2019.<\/td>\n

2×5=10<\/strong><\/p>\n

\u00a0<\/strong><\/p>\n

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2<\/strong><\/p>\n

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2<\/strong><\/p>\n

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2<\/strong><\/p>\n

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2<\/strong><\/p>\n

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2<\/strong><\/p>\n

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2<\/strong><\/td>\n<\/tr>\n

6.<\/strong><\/td>\nAnswer ANY TWO of the following in about 120-150 words each.<\/strong><\/td>\n4*2<\/strong><\/td>\n<\/tr>\n
i.<\/strong><\/td>\nHow does Keats\u2019 poem, A Thing of Beauty <\/em>appeal richly to the senses, stimulating the reader\u2019s inner sight as well as the sense of touch and smell? Write your answer in about 120-150 words.<\/td>\n\u00a0<\/strong><\/p>\n

4<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n\n\n\n\n
\u00a0<\/strong><\/p>\n

ii.<\/strong><\/td>\n

Colin Dexter, the author of Evans Tries an O-level <\/em>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.<\/td>\n\u00a0<\/strong><\/p>\n

4<\/strong><\/td>\n<\/tr>\n

iii.<\/strong><\/td>\nBiographies include features of non-fiction texts \u2013 factual information and different text structures such as description, sequence, comparison, cause and effect, or problem and solution. Examine Indigo <\/em>in the light of this statement, in about 120-150 words.<\/td>\n\u00a0<\/strong><\/p>\n

4<\/strong><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Also See:<\/p>\n

CBSE Class 12 Term 2 English Examination 2023: Check Paper Pattern & Detailed Exam Analysis here!<\/a><\/p><\/blockquote>\n