SECTION (A)
Reading
Section (30 marks)
READING COMPREHENSION
In CBSE class XII examination, there come three passages, all
of which are to be attempted by the students as there is no choice among them.
There are MCQ’s, one line answer type questions, questions based on synonyms
and antonyms, note-making and summarizing. The passages can be of three types—
a. Factual
Passages- Instructions, Descriptions, Reports etc.
b. Descriptive
Passages- Opinions, Arguments, Persuasive and Interpretative text.
c. Literary
Passages- Extract from poetry, drama, fiction, essay or biography.
The length of one passage can be between 600-700 words.
The following Dos and Don’ts can be helpful in attempting the
passages:
1. First reading
the questions can be helpful so that while reading you know what you are searching.
2. Read the
introduction and conclusion separately so that you get the central idea of thepassage.
This may help in answering the questions based on inference.
3. While reading, avoid humming and head
movement as it reduces your speed.
4. Try to read a
phrase or a clause in one go. This will enhance your eye-span and help improve
the reading speed.
5. Try
to write precise and short answers to make sure you get sufficient time to
attempt the whole paper. Remember you get only one mark whether you write the
answer in one line or five lines.
6. If you don’t
get direct answer to a question, try to answer it on the basis of the central idea
of the passage.
7. In case of MCQs compare and analyze
each option carefully.
8. To answer the
questions based on synonyms and antonyms you should have a good vocabulary. You
should try to correlate the word with the central idea and should try to
understand the context of the word used.
9. The whole
Reading Section should be completed in 45 minutes so that you can have time for
other sections and some spare time too.
10. Use the first 15 minutes in checking the
paper and reading the passage.
11. Select
and extract relevant information, using reading skills of skimming and scanning.
12. Understand the writer's attitude and bias.
13. Comprehend the difference between what is
said and what is implied.
14. Understand the language of propaganda and
persuasion.
15. Differentiate between claims and
realities, facts and opinions.
16. Comprehend technical language as required
in computer related fields.
17. Develop the ability to be original and
creative in interpreting opinion.
18. Develop the ability to be logically
persuasive in defending one's opinion.
19. Make
notes from various resources for the purpose of developing the extracted ideas
into sustained pieces of writing.
1. Read the
passage given below carefully and answer the questions that follow:
1. That
large animals require luxuriant vegetation has been a general assumption which
has passed from one work to another; but I do not hesitate to say that it is
completely false, and that it has vitiated the reasoning of geologists on some
points of great interest in the ancient history of the world. The prejudice has
probably been derived from India, and the Indian islands, where troops of
elephants, noble forests, and impenetrable jungles, are associated together in
everyone’s mind. If, however, we refer to any work of travels through the
southern parts of Africa, we shall find allusions in almost every page either
to the desert character of the country, or to the numbers of large animals inhabiting
it. The same thing is rendered evident by the many engravings which have been
published in various parts of the interior.
2. Dr.
Andrew Smith, who has lately succeeded in passing the Tropic of Capricorn,
informs me that taking into consideration the whole of the southern part of
Africa, there can be no doubt of its being a sterile country. On the southern
coasts there are some fine forests, but with these exceptions, the traveler may
pass for days together through open plains, covered
by poor and scanty vegetation. Now, if we look to the animals inhabiting these
wide plains, we shall find their numbers extraordinarily great, and their bulk
immense.
3. It
may be supposed that although the species are numerous, the individuals of each
kind are few. By the kindness of Dr. Smith, I am enabled to show that the case
is very different. He informs me, that in lat.24’, in one day’s march with the
bullock-wagons, he saw, without wandering to any great distance on either side,
between one hundred and one hundred and fifty rhinoceros- the same day he saw
several herds of giraffes, amounting together to nearly a hundred.
4. At
the distance of title more than one hour’s march from their place of encampment
on the previous night, his party actually killed at one spot eight
hippopotamuses, and saw many more. In this same river there were likewise
crocodiles. Of course, it was a case quite extraordinary, to see so many great
animals crowded together, but it evidently proves that they must exist in great
numbers. Dr. Smith describes the country passed through that day, as being
thinly covered with grass, and bushes about four feet high and still more
thinly with mimosa- trees.
5. Besides
these large animals, anyone the least acquainted with the natural history of
the cape has read of the herds of
antelopes, which can be compared only with the flocks of migratory birds. The
numbers indeed of the lion, panther, and hyena and the multitude of birds of prey, plainly speak of the
abundance of the smaller quadrupeds: one evening seven lions were counted at
the same time prowling round Dr. Smith’s encampment. As this able naturalist
remarked to me, the carnage each day in Southern Africa must indeed be
terrific! I confess it is truly surprising how such a number of animals can find
support in a country producing so little food.
6. The
larger quadrupeds no doubt roam over wide tracts in search of it; and their
food chiefly consists of underwood, which probably contains much nutriment in
small bulk. Dr. Smith also informs me that the vegetation has a rapid growth;
no sooner is a part consumed, than its place is supplied by a fresh stock.
There can be no doubt, that our ideas respecting the apparent amount of food
necessary for the support of large quadrupeds are much exaggerated. The belief
that where large quadrupeds exist, the vegetation must necessarily be
luxuriant, is the more remarkable, because the converse is far from true.
7. Mr.
Burchell observed to me that when entering Brazil, nothing struck him more
forcibly than the splendour of the South American vegetation contrasted with
that of South Africa, together with the absence of all large quadrupeds. In his
travels, he has suggested that the comparison of the respective weights (if
there were sufficient data) of an equal number of the largest herbivorous
quadrupeds of each country would be extremely curious. If we take on the one
side, the elephant hippopotamus, giraffe, bos, caffer, elan five species of
rhinoceros; and on the American side, two tapirs, the guanaco, three deer, the
vicuna, peccari, capybara (after which we must choose from the monkeys to
complete the number), and then place these two groups alongside each other it
is not easy to conceive ranks more disproportionate in size.
8. After
the above facts, we are compelled to conclude, against anterior probability
that among the mammalia there exists no close relation between the bulk of the
species, and the quantity of the vegetation, in the countries which they
inhabit. (809 words)
1.1 On the basis
of your understanding of the passage, answer the following question by choosing
the most appropriate option:
1. The
author is primarily concerned with
a. discussing
the relationship between the size of mammals and the nature of vegetation in their habitats.
b. contrasting ecological
conditions in India and Africa.
c. proving that
large animals do not require much food.
d. describing
the size of animals in various parts of the world.
2. According
to the author, the “prejudice” (para 1) has led to
a. errors in the
reasoning of the biologists.
b. false ideas
about animals in Africa.
c. incorrect
assumptions on the part of geologists.
d. doubt in the
mind of the author.
3. The
flocks of migratory birds (para 5) are mentioned to
a. describe an
aspect of the fauna of South Africa.
b. illustrate a
possible source of food for large carnivores.
c. contrast with
the habit of antelope.
d. suggest the size of antelope herds.
4. Darwin
quotes Burchell’s observation in order to
a. counter a popular misconception.
b. describe a region
of great splendour.
c. prove a
hypothesis.
d. illustrate a
well-known phenomenon.
1.2 Answer
the following questions briefly:
1. What prejudice has vitiated the reasoning of geologists?
2. Why does Dr. Smith refer to Africa as a sterile country?
3. What is the carnage referred to by Dr. Smith?
4. What does Darwin’s remark, “if there were sufficient data”
indicate?
5. To account for the “surprising number of animals in a country
producing so little food,” what partial
explanation does Darwin suggest?
6. What does the author conclude from Dr. Smith and Burchell’s
observations?
1.3 Pick out the
words/ phrases from the passage which are similar in meaning to the following:
1. Dense (para 1)
2. Barren (para 2)
Solution
1.1
1. a 2. c 3. d 4. a
1.2
1. The idea that large animals require luxuriant vegetation.
2. Because one can pass for days through
open plains, covered by poor and scanty vegetation.
3. No. of animals killed by predators.
4. Comparison of the respective weights of
an equal no. of the largest herbivorous quadrupeds of each country would be
extremely curious.
5. Food requirements are exaggerated and
the vegetation grow rapidly.
6. There is no close relation between the
bulk of species and the quantity of vegetation in the countries which they
inhabit.
1.3
1. impenetrable 2. barren
2. Read
the passage given below carefully and answer the questions that follow:
1. I’ve
always held the belief that rationale or logic has no place in faith. If you
have faith in the Supreme then you must also accept that you are not out here
to defend your faith based on any scientific evidence. Those who don’t share
your belief have an equal right to their opinion. What matters is your personal
stand. If you feel peaceful and joyous, if you feel inspired to do good deeds
by having your faith, then by all means keep it, there’ s no reason to abandon
it.
2. Einstein
once got a letter asking if he believed in the Supreme. Einstein sent a
telegram in response stating, “I believe in Spinoza’s idea of Supreme who reveals
himself in the orderly harmony of
what exists, not in someone who concerns himself with the fates and action of
human beings.” In case you are not familiar, Baruch Spinoza (1632-1677) was a
Dutch philosopher (yes, not just brilliant engineers, they have philosophers
too). An unorthodox and independent thinker, his views were revolutionary at
the time. His philosophy is thought-provoking. So, where does that leave us in
regards to faith?
3. To
me, faith is a sentiment, it’s an emotion. Just like you fall in love and you
surrender in love and you find yourself willing to do anything for the person
you love, same is with faith. Faith is love. When you have faith, you let go
off your worries of the future, you let go of your guilt of the past, because
you have surrendered to the divine will. You remain committed to a life of
goodness and action. But, you also recognize that there are other bigger forces
of immense scale, in play in the grand scheme of things and it’ll do you much
good to play along.
4. You
gain this courage, zest and zeal to work hard, to excel, to serve. Life looks
beautiful and everything looks priceless then, because it truly is. Even our
suffering is priceless. It gives you strength, it makes you reflect on you. It
is priceless because you appreciate life more,
it brings you closer to you, the real you. Don’t limit yourself by asking petty
things from the supreme. Trust the immensity of nature. Faith does not mean all
you dreams will come true, it simply means you look upon everything that is
granted to you as a blessing. Just focus on your deeds, and before long, you’ll
be filled beyond measure.
5. Accepting
the transient nature of this world, and its eternal impermanence, is the
definitive path to inner peace. Either live in complete surrender or exercise
total control. If your boat is neither anchored nor guided, it’ll just drift
then. It’ll drift in the direction of your thoughts, desires and emotions.
Here, today, there tomorrow.
6. Cosmic
intelligence is infinitely more subtle, smart, organized and selfless than individual intelligence. Anchor your ship
if you are tired of rowing. Have faith. (499 words)
2.1 On the basis
of your understanding of the passage, answer the following questions by
choosing the most appropriate option:
1. Faith
a. does not
depend on rationale and logic.
b. is a personal
stand
c. fills us with
peace and joy
d. All of the
above
2. “Here
today, there tomorrow” (para 5 refers to)
a. our thoughts
b. our faith
c. our emotions
d. our desires
2.2 Answer
the following questions briefly:
1. What was
Einstein’s belief about faith?
2. What does one
gain from having faith?
3. In what ways
does suffering become priceless?
4. Why does the
writer compare life to a birthday party?
5. What is the
definitive path to inner peace?
6. How is cosmic
intelligence superior to individual intelligence?
2.3 Find words from the passage which mean the
same as the following:
1. Proof (para 1)
2. Celestial (para
7)
Solution
2.1
1. d 2. b
2.2
1. Spinoza’s idea of the Supreme who reveals himself in the
orderly harmony of what exists, not in someone who concerns himself with the
fates and actions of human beings.
2. Courage, zest and zeal to work hard, to excel and to serve.
3. It makes one appreciate life more and brings one closer to
one’s real self.
4. As in a birthday party, some gifts offered by life we like
and some we don’t; some gifts are repeated but nothing lasts.
5. Accepting the transient nature of this world and its eternal
permanence.
6. It is more subtle, smart, organized and selfless.
2.3
1. evidence 2. cosmic
3. Read
the passage given below carefully and answer the questions that follow:
1. One of
the greatest sailing adventure of past 25 years was the conquest of the
Northwest Passage, powered by sail, human muscle, and determination. In 100
days, over three summers (1986-88), Canadians Jeff McInnis and Mike Beedel
accomplished the first wind-powered crossing of the Northwest Passage.
2. In
Jeff McInnis’s words. Our third season. We weave our way through the labyrinth
of ice, and in the distance we hear an
unmistakable sound. A mighty bowhead whale is nearby, and its rhythmic breaths
fill us with awe. Finally we see it relaxed on the surface, its blowhole
quivering like a volcanic cone, but it senses our presence and quickly sounds.
We are very disappointed. We had only good intentions- to revel in its
beautiful immensity and to feel its power. Mike thinks how foolish it would be
for this mighty beast to put any faith in us. After all, we are members of the
species that had almost sent the bowhead into extinction with our greed for
whale oil and bone. It is estimated that as many as 38000 bowheads were killed
off eastern Baffin Island in 1800s; today there are about 200 left.
3. The
fascinating and sometimes terrifying wildlife keeps us entertained during our
explorations. Bearded harp and ring seals greet us daily. The profusion of bird
life is awesome; at times we see and smell hundreds of thousands of
thick-billed murres clinging to their cliffside nests. Our charts show we are
on the edge of a huge shoal where the frigid ocean currents upswell and mix
nutrients that provide a feast for the food chain. At times these animals scare
the living daylights out of us. They have a knack of sneaking up behind us and then
shooting out of the water and belly flopping for maximum noise and splash. A
horrendous splash coming from behind has a heart-stopping effect in polar bear
country.
4. We
have many encounters with the “Lords of the Arctic,” but we are always
cautious, observant and ever so respectful that we are in their domain. In some
regions the land is totally devoid of life, while in others the pulse of life
takes our breath away. Such is the paradox of the Arctic. It’s wastelands flow
into oasis that are found nowhere else on the face of the earth. Many times we
find ancient signs of Inuit people who lived here, superbly attuned to the
land. We feel great respect for them, this landscape is a challenge at every
moment.
5. We
face a 35 mile open water passage across Prince Regent Inlet on Baffin Island
that will take us to our ultimate goal- Pond Inlet on Baffin Bay. The breakers
look huge from the water’s edge. Leaning into the hulls, like bobsledders at
the starting gate, we push as hard as we can down the gravel beach to the sea.
We catch the water and keep pushing until we have plunged waist deep, then drag
ourselves aboard. Immediately, we begin paddling with every ounce of effort.
Inch by agonizing inch, Perception moves offshore. Sweat off our bodies. Ahead
of us, looming gray-white through the fog, we see a massive iceberg riding the
current like the ghost of a battleship. There is no wind to fill our sails and
steady the boat, and the chaotic motion soon brings sea-sickness. Slowly the
wind begins to build. Prince Regent Inlet now looks ominous with wind and
waves. The frigid ocean hits us square in the face and chills us to the bone.
6. We
were on the fine edge. Everything the Arctic had taught us over the last 90
days was now being tested. We funneled all that knowledge, skill, teamwork, and
spirit into this momentous crossing... If we went over in these seas we could
not get the boat back up. Suddenly the wind speed plummeted to zero as quickly
as it had begun... Now we were being pushed by the convulsing waves toward
sheer 2000 foot cliffs. Two paddles were our only power. Sailing past glacier
capped mountains, we approached the end of our journey. At 05:08 on the morning
of our hundredth day, speeding into Baffin Bay, the spray from our twin hulls
makes rainbows in the sun as we complete the first sail powered voyage through
the Northwest Passage.
7. We
have journeyed through these waters on their terms, moved by the wind, waves
and current. The environment has always been in control of our destiny; we have
only tried to respond in the best possible way. We’ve been awake for nearly 23
hours, but we cannot sleep. The joy and excitement are too great. Our Hobie Cat
rests on the rocky beach, the wind whistling in her rigging, her bright yellow
hulls radiant in the morning sunlight. She embodies the watchword for survival
in the Arctic adaptability.
3.1 On the basis
of your understanding of the passage, answer the following questions by
choosing the most appropriate option.
1. The
passage is about the
a. author’s sailing
adventure through the Northwest Passage
b. flora and
fauna of the Arctic
c. survival
skills needed while sailing
d. saving the
Arctic
2. “Lords
of the Arctic” (para 4) refers to
a. Wind breakers
b. Icebergs
c. Polar Bears
d. Inuits
3. The
author’s sailing vessel is named
a. Prince Regent
b. Hobie Cat
c. Perception
d. Arctic
4. ‘We
were on the fine edge refers to
a. the Prince
Regent Inlet
b. the ominous
sail
c. the frigid
ocean
d. their
expedition
3.2 Answer
the following questions briefly:
1. Why does the author feel disappointed
to see the bowhead whale disappear into the ocean?
2. How does his
sailing partner rationalize it?
3. What reason
does the author give for a thriving wildlife in the Arctic?
4. What is the
paradox of the Arctic?
5. What skills
helped the author and his partner survive the adventure?
6. What is the
author’s sailing vessel an embodiment of?
3.3 Pick out the
words/phrases from the passage which are similar in the meaning to the
following:
1. Abundance (para
3)
2. Threatening
(para 5)
Solution
3.1
1. d 2. c 3. b 4. b
3.2
1. Because whale doesn’t trust humans though the author has only
good intentions. It senses their presence and quickly sounds.
2. It would be foolish for the whale to put any faith in them
after all they are the members of the species that has sent bowhead into
extinction.
3. On the edge of a huge shoal where the
frigid ocean currents upswell and mix nutrients, it provide a feast for the
food chain.
4. In some regions the land is totally
devoid of life, while in others the pulse of life takes our breath away.
5. Knowledge, skill, team work and spirit.
6. It is an embodiment of adaptability.
3.3
1. profusion 2. ominous
4. Read
the passage given below carefully and answer the questions that follow:
1. By
the time a child is six or seven she has all the essential avoidances well
enough by heart to be trusted with the care of a younger child. And she also
develops a number of simple techniques. She learns to weave firm square balls
from palm leaves, to make pinwheels of palm leaves or frangipani blossoms, to
climb a coconut with one firm well-directed blow of a knife as long as she is
tall, to play a number of group games and sing the songs which go with them, to
tidy the house by picking up the litter on the stony floor, to bring water from
the sea, to spread out the copra to dry and to help gather it in when rain
threatens to go to a neighbouring house and bring back a lighted faggot for the
chief’s pipe or the cook-house fire.
2. But
in the case of the little girls all these tasks are merely supplementary to the
main business of baby-tending. Very small boys also have some care of the
younger children, but at eight or nine years of age they are usually relieved
of it. Whatever rough edges have not been smoothed off by this responsibility
for younger children are worn off by their contact with older boys. For little
boys are admitted to interesting and important activities only so long as their
behaviour is circumspect and helpful.
3. Where
small girls are brusquely pushed aside, small boys will be patiently tolerated
and they become adept at making
themselves useful. The four or five little boys who all wish to assist at the
important, business of helping a grown youth lasso reef eels, organize
themselves into a highly efficient working team; one bo holds the bait, another
holds an extra lasso, others poke eagerly about in holes in the reef looking
for prey, while still another tucks the captured eels into his lavalava. The
small girls, burdened with heavy babies
or the care of little staggerers who are too small to adventure on the reef,
discouraged by the hostility of the small boys and the scorn of the older ones,
have little opportunity for learning the more adventurous forms of work and
play.
4. So
while the little boys first undergo the chastening effects of baby-tending and
then have opportunities to learn effective cooperation under the supervision of
older boys, the girl’s education is less comprehensive. They have a high
standard of individual responsibility, but
the community provides them with no lessons in cooperation with one another.
This is particularly apparent
in the activities of young people: the boys organize quickly; the girls waste
hours in bickering, innocent of any technique for quick and efficient
cooperation.
4.1 On the basis
of your understanding of the passage, answer the following questions by
choosing the most appropriate option.
1. The primary
purpose of the passage with reference to the society under discussion is to
a. explain some
differences in the upbringing of girls and boys
b. criticize the
deficiencies in the education of girls
c. give a
comprehensive account of a day in the life of an average young girl
d. delineate the
role of young girls
2. The
list of techniques in paragraph one could best be described as
a. household
duties
b. rudimentary
physical skills
c. important
responsibilities
d. useful social
skills
4.2 Answer
the following as briefly as possible:
1. What is the
prime responsibility of a girl child by the time she is six or seven?
2. What simple
techniques does she learn at this stage?
3. What household
chores is she responsible for?
4. In what way is
a boy’s life different?
5. What qualities
ensure that the boys move on to a higher responsibility?
6. Why do small girls have little
opportunity for learning the more adventurous forms of works and play?
7. In what way is
the girl’s education less comprehensive?
8. How is this
apparent?
4.3 Find
words from the passage which mean the same as he following:
1. brusquely (para 3)
2. scorn (para 3)
Solution
4.1
1. a 2. d
4.2
1. Take care of a younger child.
2. She learns to weave firm square balls from palm leaves, to
make pinwheels, to climb a coconut tree and to break open a coconut with one
blow
3. She is responsible for tidying the
house, to bringing water from the sea, spreading out copra to dry, going to a
neighbouring house and bringing back a lighted faggot for the chief’s pipe or
the cook-house fire.
4. At the age of nine or ten they are
relieved of bay tending and given more interesting and important activities.
5. The quality of being circumspect and
helpful.
6. They are burdened with heavy babies or
the care of little staggerers who are too small to adventure on the reef. They
are also discouraged by the hostility of small boys and the scorn of the older
ones.
7. They have a high standard of individual
responsibility but the community provides them with no lessons in cooperation
with one another.
8. The boys organize quickly whereas the
girls waste hours in bickering.
4.3
1. abruptly 2. ridicule
5. Read
the passage given below carefully and answer the questions that follow:
1. From
the ramparts of the Red Fort for some years now, our prime ministers have been promising the eradication of child labour
in hazardous industries. The truth is, if the government really wanted, child
labour in hazardous industries could have been eliminated long time ago; and
every Indian child would have been school by 2003.
2. The
government has failed to eliminate the dehumanization of childhood. It has also
failed to launch the compulsory primary education for all, despite the
rhetoric. Between 60 and 100 million children are still at work instead of
going to school and around 10 million are working in hazardous industries.
India has the biggest child population of 380 million in the world, plus the
largest number of children who are forced to earn a living.
3. We
have many laws that ban child labour in hazardous industries. According to
Child labour (Prohibition & Regulation)
Act, 1986, the employment of children, below the age of 14, in hazardous
occupations have been strictly banned. But each state has different rules
regarding the minimum age of employment; this makes implementation of these
laws difficult.
4. Also, there is no ban on child labour
in non-hazardous occupations. The act applies to the organized or factory sector and not to the unorganized or informal
sector where most children find employment as cleaners, servants, porters,
waiters among other forms of unskilled work. Thus child labour continues
because the implementation of the existing laws is lax.
5. There are industries which have a
special demand for child labour because of their nimble fingers, high level of concentration and capacity to work hard at
abysmally low wages. The carpet industry in U.P. and Kashmir employ children to
make hand-knotted carpets; there are 80000 child workers in J& K alone. In
Kashmir, because of the political unrest, children are forced to work while
many schools are shut. Industries like gem-cutting and polishing, pottery and
glass want to remain competitive by employing children.
6. The truth is that it is poverty which
is pushing children into the brutish labour market. We have 260 million people
below the poverty line in India, a large number of them are women. Poor,
vulnerable parents, especially women-headed families, have no option but to
push their little ones in this hard life in hostile conditions, with no human
or labour rights.
7. There is a lobby which argues that
there is nothing wrong with children working as long as the environment for
work is conducive for learning new skills. But the studies have shown that the children are made to do boring,
repetitive and tedious jobs and are not taught new skills as they grow older.
In these hell-holes, like the sweatshops of old there is no hope.
8. Children working in hazardous
industries are prone to debilitating diseases which can cripple them for life.
By sitting in cramped, damp, unhygienic spaces, their limbs become deformed for life. Inside
matchstick, fireworks and glass industries they are victims of bronchial diseases and TB. Their
mental and physical development is permanently impaired by long hours of work.
Once trapped, they can’t get out of the vicious circle of poverty. They remain uneducated and
powerless. Finally in later years they too are compelled to their own children
to work. Child labour perpetuates its own nightmare.
9. If the government was at all serious
about granting children their rights, an intensive effort ought to have been
made to implement the Supreme Court’s directive of 1997 which laid down
punitive actions against the employers of child labour (20000 per child to be
paid by offending employers). Only compulsory primary education can eliminate
child labour.
10. Surely, if 380 million children are given
a better life and elementary education, India’s human capital would be greatly
enhanced. But that needs as President Abdul Kalam says, “second vision.” Can
our political establishment see beyond the haze of shallow realpolitic?
5.1 On the basis
of your understanding of the passage, answer the following questions by
choosing the most appropriate option.
1. Child
labour can be eliminated if
a. compulsory
primary education is given to the poor
b. industries
are abolished
c. the poor
children are sent behind the bars
d. children are
given low wages
2. Poverty
a. enhances
creativity
b. encourages
child labour
c. kills people
d. humiliates
human beings
3. Human
capital may be greatly enhanced
a. if child
labour is abolished
b. if children
are given employment
c. if children
are educated
d. all of the
above
4. Children
working in hazardous industries are prone to
a. bronchial
diseases
b. TB
c. mental and
physical impairment
d. all of the
above
5.2 Answer
the following as briefly as possible:
1. On what two counts has the government failed with respect to
children?
2. “We have many laws that ban child
labour even then child labour continues.” What makes implementation of child
labour difficult?
3. What forces the children to work in the
hazardous industries? Why do these industries prefer child labour?
4. What are the adverse effects of
hazardous industries on the children? Give any two.
5. How can India’s
human capital be vastly enhanced?
6. How is poverty
responsible for child labour?
5.3 Find
words from the passage which mean the same as he following:
1. Complete
destruction (para 1)
2. Putting into
practice (para 3,4)
Solution
5.1
1. a 2. b 3. d 4. d
5.2
1. Eradication on child labour in hazardous
industries.
2. Providing
schooling to every Indian child.
3. Poverty is the main cause of child labour. 250
million people in India live below poverty line. They are preferred because of
their nimble fingers, high level of concentration and capacity to work hard at
extremely low wages.
4. a. They become prone to debilitating
diseases.
b. They
remain uneducated and powerless.
5. By giving 380 million children better quality of
life and elementary education we can greatly enhance India’s human capital.
6. Poverty forces
parents to get their children employed in order to get two times meal.
5.3
1. eradication 2. implementation
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