Class X English Language and Literature – Code 184

Preparatory Examination 1 | Academic Session 2026–27

General Instructions

1. This question paper contains 11 questions. All questions are compulsory.
2. The paper is divided into three sections: A – Reading Skills (20 marks), B – Grammar and Creative Writing Skills (20 marks), and C – Literature Textbook (40 marks).
3. Attempt questions according to the instructions given with each question.
4. Internal choices are provided in selected questions. Answer only one alternative wherever an OR is given.
5. Adhere to the prescribed word limits. Marks are indicated against each question.

SECTION A – READING SKILLS (20 Marks)

Q1. Read the following passage carefully and answer the questions that follow. (10 marks)

In a world where information travels instantly, the ability to pay attention has become a valuable skill. Many students believe that studying for long hours is the only route to success. However, research and classroom experience suggest that the quality of attention often matters more than the number of hours spent with a book. A learner who studies with a clear purpose, takes short breaks and revisits ideas at regular intervals may remember more than someone who reads continuously while checking notifications.

Attention is not simply the absence of distraction; it is the deliberate choice to direct the mind towards a task. This choice can be strengthened through small habits. Keeping a phone away during study time, setting a realistic target for each session and writing a brief summary after reading can make learning more active. Sleep and physical activity also support concentration because the brain needs rest and healthy routines to process information.

Technology, of course, is not the enemy of learning. Digital libraries, educational videos and online discussions can make knowledge accessible to students who may not have many printed resources. The challenge is to use these tools with intention. A student who opens a device to find one explanation should avoid drifting into unrelated content. In this sense, digital discipline is as important as digital access.

Schools and families can help by creating environments where curiosity is encouraged and mistakes are treated as part of learning. Instead of praising only the amount of time spent studying, adults can ask what a student understood, what remains confusing and what strategy might help next. Such conversations shift attention from appearance to progress. Ultimately, effective learning is not a race to finish pages; it is a process of building understanding, one thoughtful step at a time.

1. According to the passage, what is more important than merely studying for long hours? (1)
   (A) Buying more books (B) Quality of attention (C) Memorising without breaks (D) Avoiding all technology
2. Which habit is suggested to make learning more active? (1)
   (A) Keeping notifications on (B) Reading without a target (C) Writing a short summary after reading (D) Skipping sleep
3. Why does the writer say technology is not the enemy of learning? (1)
4. Choose the option that best expresses the meaning of “with intention” in the context of the passage. (1)
   (A) Randomly (B) Purposefully (C) Hurriedly (D) Secretly
5. State whether the following statement is True or False: The passage recommends avoiding all digital devices while learning. (1)
6. Mention any two habits that can strengthen a student’s attention. (2)
7. How can schools and families help students focus on meaningful progress? (2)
8. Find a word from the passage that means “to make something stronger”. (1)

Q2. Read the following case-based passage and answer the questions that follow. (10 marks)

A school surveyed 200 students to understand how they travelled to school. The results were used by the student council to suggest safer and more sustainable travel choices. The survey found that 80 students used school buses, 50 walked, 40 travelled by bicycle and 30 came by private cars. Students who walked or cycled said that safe footpaths, shaded routes and secure bicycle stands would encourage more children to choose these options. Those using buses requested better route information and punctual services. The council also noted that some students lived too far away to walk or cycle, so any plan would need to recognise different family circumstances.

1. What was the main purpose of the survey? (1)
   (A) To compare examination marks (B) To understand students’ travel choices (C) To count school vehicles (D) To plan a sports event
2. Which mode of travel was used by the largest number of students? (1)
3. What percentage of students walked or cycled to school? (1)
   (A) 25% (B) 35% (C) 45% (D) 55%
4. Which facility would directly support students who cycle? (1)
   (A) Secure bicycle stands (B) More car parking (C) Longer lunch breaks (D) Extra classrooms
5. Why should the council consider different family circumstances while planning? (1)
6. Calculate the difference between the number of students using buses and private cars. (1)
7. Give two practical suggestions from the passage that could make walking or cycling safer. (2)
8. Choose a suitable title for the passage and justify it in one sentence. (2)