कक्षा 12 अंग्रेजी मॉडल पेपर हल सहित | Class 12 English Model Paper Solution Up Board | 12th English Model Paper UP Board
आज के इस पोस्ट में Class 12th English Model Paper up board के बारे में बताया गया हैं यदि आप इस 12th English Model Paper को तैयार कर लेते हैं तो up board exam में अच्छा नंबर ला सकते हैं |
SHORT TYPE QUESTIONS
1. How did Sam reach Galesburg? सैम गैलेसबर्ग कैसे पहुँचा?
Ans. From Charley’s experience, Sam learnt that one can get into the third level only once, so he purchased old currency. and went to the Grand Central. He found the way to the third level, purchased ticket and reached the 1894 Galesburg, Charley’s village.
2. What work did Sam set for in Galesburg? Why? गैलेसबर्ग में सैम ने क्या काम किया? और क्यों?
Or What would Sam have done in Galesburg for his living? Why? अथवा सै म ने अपने जीवनयापन के लिए गैलेसबर्ग में क्या किया? और क्यों?
Ans. Sam set him self up in a hay, feed and grain business because he could not continue his old profession in Galesburg as at that time everyone was happy and contented so no one needed a psychiatrist.
3. What did the peddler say in his defence when it was clear that he was not the person the ironmaster had. thought he was? फेरीवाले ने अपने बचाव में क्या कहा, जब यह साफ हो गया कि वह वो व्यक्ति नहीं है जिसे आयरन मास्टर ने समझा था?
Ans. The peddler said in his defence that he had never pretended that he was the ironmaster’s friend. He made no further efforts to deceive the ironmaster. He said that it was not his fault, as he had begged to be allowed to stay on at the mill for the night. He had even declined the ironmaster’s repeated invitation. He further said that he was ready to put on his rags again and go away.
LONG TYPE QUESTIONS
1. How does Douglas make clear to the reader, the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid. डगलस पाठक को आतंक के अनुभव जिसने उसे जकड़ लिया क्योंकि वह लगभग डूब ही गया था, कैसे स्पष्ट करता है? उन वृत्तांतों का वर्णन कीजिए,
Ans. Although, panicky Douglas had his strategy in place to come popping up like a cork and then paddling to the edge of the pool. Unfortunately, his first attempt failed and terror seized him. He tried to grab a rope but his hands clutched only at water. He was suffocating and tried to yell, but no sound came out. His legs were paralysed, his lungs ached and his head throbbed.He was dizzy and trembled with fright. The only signs of life in him were his beating heart and pounding head. He attempted to come out of water a third time, but in vain. He sucked for air and got only water. Finally, he stopped.making efforts and fell unconscious. All the above details of his gripping, near-drowning experience make us feel that we are experiencing his lurking terror step by step.
POETRY STANZA
“Far far from gusty waves these children’s faces. Like rootless weeds, the hair torn round their pallor:
The tall girl with her weighed-down head. The paper
seeming boy, with rat’s eyes. The stunted, unlucky heir
Of twisted bones, reciting a father’s gnarled disease, His lesson, from his desk. At back of the dim class One unnoted, sweet and young. His eyes live in a dream,
Of squirrel’s game, in tree room, other than thish”
Reference- These lines have been taken from the poem An Elementary School Classroom in a Slum written by Stephen Spender.”
Context- In these lines poet tells us about an elementary school in slum area. It is deprived of basic facilities such as nutritional food, balanced diet, air, sunshine and potable water and children are least. interested in studies. प्रसंग इन पंक्तियों में कवि हमें मलिन बस्ती में स्थित प्रारम्भिक विद्यालय के बारे में बताता है। यह मूलभूत सुविधाओं जैसे- पौष्टिक भोजन, सन्तुलित आहार, हवा, सूर्य की रोशनी, पीने योग्य पानी से वंचित है और बच्चे यहाँ पढ़ने में बहुत कम रुचि रखते हैं।
Explanation- The poet here describes the pathetic and miserable condition of the children sitting in a classroom in a slum school. The children’s faces are unlike the usual children of schools. They are far away from the beautiful sights of nature. They look weak and hungry. Their unkempt hair looks like rootless weeds on their pale faces. Unlike other school children who are usually energetic and full of life, these children seem withered and lifeless. The children of the slum are also unwanted in society, just as weeds are unwanted in a garden.
A tall girl in the classroom is very depressed. She keeps her head down, being burdened by sad thoughts. The girl is perhaps physically and mentally exhausted due to her poverty.
The other students of the class are not in a better situation either. Just like the girl who is burdened with the problems in her life, there is a boy sitting in the class who is as thin as paper, undoubtedly because of malnutrition. He has big eyes like those of a rat. Yet another boy in the classroom has inherited his father’s arthritis. Because of the disease, he has stunted growth and his bones are twisted. He recites his lesson from his desk in a mellow but weak voice. There is another sweet boy sitting at the back of the class. He is sitting there unnoticed, and dreaming of squirrels playing in a tree. The dull and monotonous atmosphere in the classroom is perhaps unable to arrest his attention.
GRAMMAR – FIGURE OF SPEECH
- Simile (उपमा अलंकार)- In a simile, comparison is made between two distinctly different things, especially using like, or/and as
Examples – It droppeth as the gentle rain from howen.
Or from star- like eyen doth seek
- Metaphor (R)- It is a figure of speech that makes a comparison between two seemingly unlike things without using the connective words the, in than or resembles. It is an implied aime
Examples. 1. Life is a dream.
2 . I see a lily on thy brow.
- Personification ( )= Personification gives the to inanimate objects or makes animals look human Examples
- “How far that little candle throws its beams! So shines a good deed in a naughty world.” Truth sits upon the lips of dying men.
4. Apostrophe (सम्बोधक अलंकार)- In apostrophe, the speaker directly addresses an absent or dead person, an abstract quality or something non-human as it were present and capable of responding.1. Frailty, thy name is woman! 2. Little lamb, who made thee?
Dost thou know who made thee?
5. Hyperbole (अतिशयोक्ति अलंकार) – It is used as a great exaggeration.
Examples 1. River of blood flowed in the battle.
2. The waves rose mountains high.
6. Oxymoron (विरोधालंकार). It is used when two terms are combined that in ordinary usage are contradictory.
Example . He is an open secret.
7. Onomatopoeia (ध्वनि अनुकरणात्मक अलंकार) . The use of a word, whose sound imitates or suggests its meaning.
Examples .1. I chatter, chatter as I flow,To join the brimming river.
And beauty born of murmuring sound, Shall pass into her face.
