English Sample papers for Class 10 with Solutions
MARKING SCHEME
CLASS-X-(2026-27)
1. The Marking Scheme carries only suggested value points for the answers. These are in the
nature of Guidelines only and do not constitute the complete answer. The students can have
their own expression and if the expression is correct, then due marks should be awarded
accordingly.
2. If a student has attempted an extra question, answer of the question deserving more marks
should be retained and the other answer scored out with a note “Extra Question”.
3. If more than one option is mentioned in the answer of multiple choice questions, then no
marks to be awarded.
| SECTION A: READING SKILLS (22 MARKS) | ||
| 1. | Answer the following questions, based on the passage above. | 12 |
| I | c) it leads to transformation of one’s outlook and self. | 1 |
| II | a broader and more inclusive sense of identity | 1 |
| III | c) questions fixed identities formed by habit and familiarity | 1 |
| IV | Encountering unfamiliar cultures transforms a traveller’s worldview because it exposes them to different traditions, beliefs, and lifestyles. These experiences challenge existing assumptions and encourage reflection, helping travellers develop a broader, more open-minded understanding of the world. | 2 |
| V | a) reflection revealing one’s inner self | 1 |
| VI | c) humility, empathy, and growth through travel | 1 |
| VII | observation | 1 |
| VIII | ‘Even within one’s own country’ | 1 |
| IX | The writer describes travel as inspiring growth because it pushes individuals beyond their comfort zones. Facing unfamiliar situations builds adaptability, broadens thinking, and deepens understanding of oneself and others, leading to emotional and intellectual development. | 2 |
| X | The author suggests that travel builds empathy and resilience by placing individuals in unfamiliar situations where they must adapt, negotiate differences, and understand diverse ways of life, leading to greater emotional strength and compassion. | 1 |
| 2. | Answer the following questions, based on given passage. | 10 |
| I | (b) competitive individual pursuit | 1 |
| II | (c) reinforced and conceptually deeper | 1 |
| III | False | 1 |
| IV | (b) classmates supporting each other to achieve shared academic growth | 1 |
| V | The initiative helps the student-teacher develop patience, leadership, and empathy. By teaching others, they also discover gaps in their own understanding and gain deeper self-awareness, which strengthens both their character and confidence. | 2 |
| VI | (b) comprehensive emotional and academic inclusion within the classroom | 1 |
| VII | shared responsibility | 1 |
| VIII | The initiative challenges traditional ideas of academic success by shifting the focus from marks and competition to cooperation and collective growth. Success is measured not only by personal achievement but by the ability to help others learn and grow, creating a supportive learning community | 2 |
| SECTION B- WRITING SKILLS (22 MARKS) | ||
| 3. | Format – 1 Content -1 Accuracy -1 | 3 |
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Suggested Content Points: ● State the purpose of the application and seek permission to set up a Reading Corner. ● Explain how it will improve students’ reading habits, vocabulary and concentration. ● Suggest one effective method to manage it (student in-charge / book register / rotation system). |
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| 4. | Content – 2 Organisation – 1 Accuracy -1 | 4 |
| Content Points:
· Describe the physical layout of the library (space, seating arrangement, workstations). · Mention the variety of genre available · Talk about resources and facilities |
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| 5. | Format -1 Content -3 Organisation -2 Accuracy -1 | 1×7=7 |
| A. | Suggested Content Points:
· Highlight concern about the growing misuse of medication for minor illnesses. · Explain causes such as self-medication and lack of medical advice. · Describe harmful effects like antibiotic resistance and weakened immunity. · Emphasise long-term risks to human health. · Stress the need for awareness and responsible usage. · Appeal to authorities, doctors and the public. |
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| B. | ● Refer to the rise of coaching centres, online tutors and AI platforms.
● Highlight the unique role of schools in value education. ● Explain how schools teach discipline, empathy and social responsibility. ● Emphasise importance of human interaction and peer learning. ● Mention teachers as role models. ● Stress holistic development beyond academics. |
| 6. | Format – 1 Content – 3 Organisation – 3 Accuracy -1 | 8 |
| A. | Suggested Content Points:
· Define social harmony in a diverse society. · Highlight key values such as respect, tolerance and cooperation. · Explain its importance for national integration. · Emphasise unity in diversity as a national strength. · Suggest small acts that promote harmony. · Describe the role of students in daily life. · Provide practical steps for peaceful coexistence. · Conclude with the benefits of social harmony. |
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| B. | Suggested Content Points:
· Define renewable energy. · Mention major sources such as solar, wind, hydro and biomass. · Highlight benefits to environment and society. · Explain reduction in pollution and fossil fuel dependence. · Refer to recent innovations and technological developments. · Discuss challenges in adoption (cost, infrastructure, awareness). · Suggest actionable steps to promote clean energy use. · Conclude with the need for a sustainable future. |
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| SECTION C-GRAMMAR (10 MARKS) | ||
| 7 | Fill in the blanks with the appropriate option: | 1×3=3 |
| i | promoting | |
| ii | are seen | |
| iii | recognise | |
| 8 | Identify the missing word in each line | 1×4=4 |
| S No. Text Word Before Omission Word After
e.g. When travelling most regions of India, travelling in most i you find local restaurants serving you will find ii a platter offering choicest dishes specific offering the choicest iii to that region. However it is more than is much More iv just a part the country’s dining-out culture. part of the |
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| 9 | Do as directed. | 1X3=3 |
| I. | Rohan: (i) I agree that people connect and share ideas easily but at the same time it causes stress. | 1 |
| II |
(i) if he had seen the art exhibition at the city museum the previous day. (ii) that the paintings and sculptures had been amazing. |
1 |
| 10. | Read the given extracts and answer the questions briefly, for any two extracts, of the three, given | 2×4=8 |
| A | ||
| I | The speaker expresses strong regret and bitterness towards her past, suggesting that the suffering she endured was so intense that even painful situations later seemed preferable in comparison. | 1 |
| II | She gave it up because her earlier work caused emotional exhaustion and dissatisfaction. This reveals that she was mentally drained, disillusioned, and seeking stability and self-preservation at that stage of her life. | 1 |
| III | The sighing and rubbing of her nose suggest nostalgia mixed with pain, indicating that recalling the past stirs lingering emotional discomfort and weary reflection. | 1 |
| IV | The resolve shows a shift from passive endurance to active self-determination, reflecting her desire to redefine herself and take control of her present identity and future direction. | 1 |
| B | ||
| I | The phrase “wasteful war” highlights how human conflicts are destructive and indiscriminate, erasing physical achievements and cultural creations over time. | 1 |
| II | “The living record of your memory” suggests that poetry preserves memory more permanently than physical monuments, making it timeless and immune to decay. | 1 |
| III | The references emphasise the power of war to destroy material things, while contrasting it with poetry’s ability to grant immortality beyond physical violence. | 1 |
| IV | The poet conveys that human achievements like poetry outlast time and destruction, while wars and monuments eventually fade into oblivion. | 1 |
| C | ||
| I | Antony means that Caesar, though physically destroyed, was once the greatest and most honourable man, now reduced to a tragic remnant of former glory. | 1 |
| II | The line gives Caesar’s wounds a human voice, intensifying grief and evoking pity, thereby strengthening Antony’s emotional appeal to the crowd. | 1 |
| III | It reveals Antony’s awareness that Caesar’s murder will lead to chaos, revenge, and widespread civil war in Rome. | 1 |
| IV | The image shows a complete moral collapse, where violence becomes so normalised that even maternal instincts are destroyed by war. | 1 |
| 11. | Answer any FIVE of the following SIX questions in 30-40 words each: | 5×2=10 |
| I | In Ozymandias, the ‘cold’ heart symbolises the king’s arrogance and lack of compassion. It reflects Ozymandias’s cruel pride and emotional emptiness, suggesting that his power was rooted in tyranny rather than humanity. | 2 |
| II | In A Shady Plot, humour arises through the ghost Helen’s casual behaviour and the narrator’s confusion. This light treatment of supernatural elements reduces fear and presents the clash between logic and imagination in a playful, entertaining manner. | 2 |
| III | In Mrs Packletide’s Tiger, the villagers compromise their morals for money. They know the tiger is old and harmless, yet they help arrange an easy hunt by tying it up and staying silent about the truth. Their main concern is the reward Mrs Packletide promises. Thus for financial gain, they willingly become part of the deception, showing how money can overpower moral values. | 2 |
| IV | In Two Gentlemen of Verona, Nicola and Jacopo are young boys but shoulder adult responsibilities to fund their sister’s treatment. This contrast highlights their maturity, selflessness, and the depth of their sacrifice at such a tender age. | 2 |
| V | In The Rime of the Ancient Mariner, the vast, icy Antarctic landscape and endless sea create a sense of desolation. The crew feels trapped in a hostile environment, reinforcing their physical isolation and spiritual helplessness. | 2 |
| VI | The Frog uses his status and experience to dominate the Nightingale, exploiting her insecurity and talent to control her, assert authority, and maintain power in the bog. | 2 |
| 12. | Answer ANY ONE of the following two questions, in about 150 words | 1×8=8 |
| A.
Content Points: · Silent sacrifice of Nicola and Jacopo for their sister · Coachman Ali’s patience and unconditional love for his daughter · Love shown through endurance, not words · Selfless devotion without expectation of reward · Message: true love is sincere, loyal, and enduring |
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| B.
Content Points: · Greed and self-interest of Mrs Slater and Mrs Jordan · Mrs Packletide driven by jealousy and desire for social prestige · Hypocrisy and moral weakness exposed · Human values ignored for personal gain · Message: selfishness leads to moral downfall |
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