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GNDU Question Paper-2024
B.A 1
st
Semester
ENGLISH LANGUAGE SKILLS-I
Time Allowed: Three Hours Max. Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. (A) Put the verb into the correct form, past continuous or past simple:
(i) Jenny _________ (wait) for me when I ___________ (arrive).
(ii) 'What '_____________ . (you/do) at this time yesterday?' 'I was asleep.
(iii) ______________ (you/go) out last night?' 'No, I was too tired.'
(iv) How fast __________ (you/drive) when the accident __________ (happen)?
(v) Sam___________ (take) a picture of me while I_____________ (not/look).
(B) Have you arranged to do anything at these times? Write sentences about yourself:
(i) (this evening) I __________
(ii) (tomorrow morning) I ___________
(iii) (tomorrow evening) I __________
(iv) (next Sunday) I _________
(v) (another day or time) I __________
(C) Put the verb into the correct form, will be (do) ing or will have (done):
(i) Don't phone between 7 and 8. _________ (we/eat) then.
(ii) Sarah will meet you at the station. __________ (she/wait) for you when you arrive.
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(iii) Do you think __________ in the same place in ten years' time?
(you/still/live)
(iv) If you need to contact me, ____________ (I/Stay) at the Lion Hotel until Friday.
(v) I am fed up with my job. I hope __________ (I/not/do) it much longer.
(D) Write for or since:
(i) Paul has lived in Brazil ________ ten years.
(ii) I'm tired of waiting. We have been sitting here _____________ an hour.
(iii) Jaya is away. She's been away __________ Friday.
(iv) The weather is dry. It hasn't rained ___________ a few weeks.
(v) I wonder where Joe is. I haven't seen him ___________ last week.
II (A) Complete the sentences using might + the following:
Need rain slip wake spill
(i) Take an umbrella with you when you go out. It __________ later.
(ii) Don't make too much noise. You __________ the baby.
(iii) Be careful with your coffee. You ___________ it.
(iv) Don't forget your phone. You _________ it.
(v) Be careful. The footpath is very icy. You _________
(B) Complete the sentences with have to/has to/ had to:
(i) Bill starts work at 5 a.m.___________ at four. (he/get up)
(ii) 'The bus was late this morning. How long _________ ?'
(you/wait)
(iii) There was a lot on noise from the street _________ the window.
(we/close)
(iv) Was the exhibition free, or ________ to go in?
(you/pay)
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(v) How old ______________ to have a driving licence?
(you/be)
(C) Complete the sentences. Use wouldn't + a suitable verb:
(i) I tried to warn him, but he ___________ to me
(ii) I asked Amrita what had happened, but she ____________ me.
(iii) Paul was very angry about what I'd said and _____________ to me for two weeks.
(iv) Martina insisted on carrying all her luggage. She __________ me help her.
(D) Read the situations and write sentences with just, already or yet:
(i) After lunch you go to see a friend at her house. She says,
'Would you like something to eat?' You say: No thank you__________ (have lunch)
(ii) Joe goes out. Five minutes later, the phone rings and the caller says, "Can I speak to
Joe?"
You say: I'm afraid_________(go out)
(iii) You are eating in a restaurant. The waiter thinks you have finished and starts to take
your plate away.
You say: Wait a minute! ____________. (not/finish)
(iv) You plan to eat at a restaurant tonight. You phoned to reserve a table. Later your
friend says, 'Shall I phone to reserve a table?'
You say : No, _____________. (do it)
(v) You know that a friend of yours is looking for a place to live.
Perhaps she has been successful.
You ask her: ___________? (find)
(vi) You are still thinking about where to go for your holiday. A friend asks, 'Where are you
going for your holiday?"
You say: ___________(not/decide)
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SECTION-B
III (A) Write a paragraph on One of the following topics:
(i) Travel as a Means of Learning
(ii) The Problem of Growing Population.
(B) Write sentences with supposed to + the following verbs. Use the negative where
necessary:
Depart park phone start put
(i) You _________ here. It's private parking only.
(ii) We __________ work at 8:15, but we rarely do anything before 8:30.
(iii) Oh ,I __________Helen last night, but I completely forgot (mm)
(iv) This door is a 'fire exit. We ________ anything in front of it.
(v) My flight ________ at 10:15, but it didn't leave until 11:30.
(C) Complete the sentences with say or tell (in the correct form):
(i) Ann __________ goodbye to me and left.
(ii) __________ us about your holiday. Did you have a nice time?
(iii) Don't just stand there! ___________ something!
(iv) I wonder where Sue is. She _________ she would be here at 8 o'clock
(v) Dan _____________ me that he was bored with his job.
IV. (A) Write a paragraph on One of the following topics:
(i) Value of Leisure
(ii) Noise Pollution.
(B) Write question using the passive. Some are present and some are past:
(i) Ask about glass. (how/make?)
(ii) Ask about television. (when/invent?)
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(iii) Ask about mountains. (how/form?)
(iv) Ask about silver. (what/use for?)
(v) Ask about DNA. (when/discover?)
(C) Put in wish(ed) or hope(d):
(i) I __________ you a pleasant stay here.
(ii) Enjoy your holiday. I __________ you have a great time.
(iii) Goodbye. I ___________ you all the best for the future.
(iv) Good luck in your new job. I ___________ it works out well for you.
(v) We said goodbye to each other and __________ each other luck.
SECTION-C
V. What are A.S. Hornby's views on democracy in "A Dialogue on Democracy"?
VI. Define the relevance of Universal Declaration of Human Rights.
SECTION-D
VII. Justify the title "With a Song on their Lips" as used by Hugh and Colleen Gantzer. 20
VIII. Bring out the element of humour in the essay "My Financial Career."
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GNDU Answer Paper-2024
B.A 1
st
Semester
ENGLISH LANGUAGE SKILLS-I
Time Allowed: Three Hours Max. Marks: 100
Note: Attempt Five questions in all, selecting at least One question from each section. The
Fifth question may be attempted from any section. All questions carry equal marks.
SECTION-A
1. (A) Put the verb into the correct form, past continuous or past simple:
(i) Jenny _________ (wait) for me when I ___________ (arrive).
(ii) 'What '_____________ . (you/do) at this time yesterday?' 'I was asleep.
(iii) ______________ (you/go) out last night?' 'No, I was too tired.'
(iv) How fast __________ (you/drive) when the accident __________ (happen)?
(v) Sam___________ (take) a picture of me while I_____________ (not/look).
Ans: (i) Jenny was waiting for me when I arrived.
(ii) "What were you doing at this time yesterday?" "I was asleep."
(iii) Did you go out last night?" "No, I was too tired."
(iv) How fast were you driving when the accident happened?
(v) Sam took a picture of me while I was not looking.
(B) Have you arranged to do anything at these times? Write sentences about yourself:
(i) (this evening) I __________
(ii) (tomorrow morning) I ___________
(iii) (tomorrow evening) I __________
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(iv) (next Sunday) I _________
(v) (another day or time) I __________
Ans: (i) (this evening) I am watching a movie.
(ii) (tomorrow morning) I am going to the market.
(iii) (tomorrow evening) I am meeting my friend.
(iv) (next Sunday) I am visiting my grandparents.
(v) (another day or time) I am playing cricket on Saturday.
(C) Put the verb into the correct form, will be (do) ing or will have (done):
(i) Don't phone between 7 and 8. _________ (we/eat) then.
(ii) Sarah will meet you at the station. __________ (she/wait) for you when you arrive.
(iii) Do you think __________ in the same place in ten years' time?
(you/still/live)
(iv) If you need to contact me, ____________ (I/Stay) at the Lion Hotel until Friday.
(v) I am fed up with my job. I hope __________ (I/not/do) it much longer.
Ans: (i) Don't phone between 7 and 8. We will be eating then.
(ii) Sarah will meet you at the station. She will be waiting for you when you arrive.
(iii) Do you think you will still be living in the same place in ten years' time?
(iv) If you need to contact me, I will be staying at the Lion Hotel until Friday.
(v) I am fed up with my job. I hope I will not be doing it much longer.
(D) Write for or since:
(i) Paul has lived in Brazil ________ ten years.
(ii) I'm tired of waiting. We have been sitting here _____________ an hour.
(iii) Jaya is away. She's been away __________ Friday.
(iv) The weather is dry. It hasn't rained ___________ a few weeks.
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(v) I wonder where Joe is. I haven't seen him ___________ last week.
Ans: (i) Paul has lived in Brazil for ten years.
(ii) I'm tired of waiting. We have been sitting here for an hour.
(iii) Jaya is away. She's been away since Friday.
(iv) The weather is dry. It hasn't rained for a few weeks.
(v) I wonder where Joe is. I haven't seen him since last week.
II (A) Complete the sentences using might + the following:
Need rain slip wake spill
(i) Take an umbrella with you when you go out. It __________ later.
(ii) Don't make too much noise. You __________ the baby.
(iii) Be careful with your coffee. You ___________ it.
(iv) Don't forget your phone. You _________ it.
(v) Be careful. The footpath is very icy. You _________
Ans: (i) Take an umbrella with you when you go out. It might rain later.
(ii) Don't make too much noise. You might wake the baby.
(iii) Be careful with your coffee. You might spill it.
(iv) Don't forget your phone. You might need it.
(v) Be careful. The footpath is very icy. You might slip.
(B) Complete the sentences with have to/has to/ had to:
(i) Bill starts work at 5 a.m.___________ at four. (he/get up)
(ii) 'The bus was late this morning. How long _________ ?'
(you/wait)
(iii) There was a lot on noise from the street _________ the window.
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(we/close)
(iv) Was the exhibition free, or ________ to go in?
(you/pay)
(v) How old ______________ to have a driving licence?
(you/be)
Ans: (i) Bill starts work at 5 a.m. He has to get up at four.
(ii) "The bus was late this morning. How long did you have to wait?"
(iii) There was a lot of noise from the street. We had to close the window.
(iv) Was the exhibition free, or did you have to pay to go in?
(v) How old do you have to be to have a driving licence?
(C) Complete the sentences. Use wouldn't + a suitable verb:
(i) I tried to warn him, but he ___________ to me
(ii) I asked Amrita what had happened, but she ____________ me.
(iii) Paul was very angry about what I'd said and _____________ to me for two weeks.
(iv) Martina insisted on carrying all her luggage. She __________ me help her.
Ans: (i) I tried to warn him, but he wouldn’t listen to me.
(ii) I asked Amrita what had happened, but she wouldn’t tell me.
(iii) Paul was very angry about what I'd said and wouldn’t speak to me for two weeks.
(iv) Martina insisted on carrying all her luggage. She wouldn’t let me help her.
(D) Read the situations and write sentences with just, already or yet:
(i) After lunch you go to see a friend at her house. She says,
'Would you like something to eat?' You say: No thank you__________ (have lunch)
(ii) Joe goes out. Five minutes later, the phone rings and the caller says, "Can I speak to
Joe?"
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You say: I'm afraid_________(go out)
(iii) You are eating in a restaurant. The waiter thinks you have finished and starts to take
your plate away.
You say: Wait a minute! ____________. (not/finish)
(iv) You plan to eat at a restaurant tonight. You phoned to reserve a table. Later your
friend says, 'Shall I phone to reserve a table?'
You say : No, _____________. (do it)
(v) You know that a friend of yours is looking for a place to live.
Perhaps she has been successful.
You ask her: ___________? (find)
(vi) You are still thinking about where to go for your holiday. A friend asks, 'Where are you
going for your holiday?"
You say: ___________(not/decide)
Ans: (i) No thank you, I’ve just had lunch.
(ii) I’m afraid he’s just gone out.
(iii) Wait a minute! I haven’t finished yet.
(iv) No, I’ve already done it.
(v) Have you found a place yet?
(vi) I haven’t decided yet.
SECTION-B
III (A) Write a paragraph on One of the following topics:
(i) Travel as a Means of Learning
(ii) The Problem of Growing Population.
Ans: (i) Travel as a Means of Learning
It was a bright morning when I sat near my window, watching a group of birds fly together
across the sky. I wondered, “Do they also learn something when they travel from one place
to another?” And then it struck me — yes, they do. They learn where to find food, where to
escape from harsh weather, and where to rest safely. Just like birds, we humans too gather
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knowledge when we travel. This thought made me realize that traveling is not just about
going from one place to another, it is one of the greatest teachers in life.
When we open a book, we read about history, geography, culture, and science. But when
we travel, the same subjects come alive in front of our eyes. Imagine reading about the Taj
Mahal in your textbook — white marble, built by Shah Jahan, one of the wonders of the
world. Now imagine standing in front of it, seeing the soft glow of moonlight reflect on the
marble, feeling the calmness of the Yamuna river nearby, and hearing the guide narrate the
story of love behind its creation. Which one do you think will stay longer in your memory —
the lines in the book or the experience of being there? Without doubt, the experience. That
is the magic of travel as a means of learning.
Travel teaches us lessons that no classroom ever can. For example, when you travel to a
new city, you automatically start learning how to read maps, how to manage time, how to
communicate with strangers, and even how to handle unexpected problems. Suppose you
miss your train or your bus gets delayed. At first, you may feel stressed, but slowly you learn
patience, problem-solving, and confidence. These lessons are never printed in books, but
they shape your personality and prepare you for life.
Another beautiful aspect of travel is how it connects us with people. When you visit a
village, you may meet people who live very differently from you — their food, clothing,
language, and even their way of smiling may not be the same as yours. But when you sit
with them, share a meal, or listen to their stories, you realize that despite all the differences,
humans share the same emotions of love, care, and kindness. This makes us more open-
minded and respectful toward others. In a world where conflicts often arise due to
misunderstanding and prejudice, travel becomes a bridge that brings hearts closer.
Travel is also the best way to learn geography. When you move from the hot deserts of
Rajasthan to the cold mountains of Himachal Pradesh, you do not just memorize “climate
zones” — you feel them. You taste the dryness of the desert wind and the freshness of the
mountain air. You touch the burning sand and the freezing snow. These are living lessons
that will stay with you forever. Even history, which sometimes feels boring in the classroom,
becomes exciting while traveling. Standing inside a fort, looking at the old cannons, and
imagining the sound of battles that once took place there — doesn’t that make history more
real and thrilling?
Moreover, travel encourages creativity. Writers, painters, and thinkers often travel to find
inspiration. When you walk through a forest and see sunlight filtering through green leaves,
or when you sit by the sea listening to the sound of waves, your mind becomes calm and full
of new ideas. Even if you are not an artist, such experiences make you more observant and
thoughtful. They teach you to appreciate beauty and value nature.
Travel also gives practical lessons in independence and responsibility. A student who always
depends on parents at home suddenly learns to pack his own bag, plan his journey, and
manage money while traveling. These small acts of responsibility build confidence and
prepare one to face bigger challenges in life. Many parents today encourage their children
to go on educational tours, not just for fun but to make them stronger and wiser.
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Let me share a small personal example. Once, during a school trip to Jaipur, I was
responsible for keeping track of my group’s tickets. At first, it felt like a burden. But when
everything went smoothly because I was careful, I felt proud. It was not a “lesson” in any
textbook, but it taught me management and accountability better than any lecture. That
day, I realized how powerful learning through travel can be.
Even failures during travel are great teachers. Suppose you order food in a restaurant where
nobody speaks your language, and you accidentally end up with something you didn’t want.
At that moment, you may feel embarrassed, but later you laugh at the memory and learn to
communicate better next time. These small mistakes build character, patience, and
adaptability — qualities much needed in real life.
Most importantly, travel teaches humility. When you stand at the edge of a vast ocean or
look at the tall mountains touching the clouds, you realize how small you are compared to
the wonders of nature. This realization makes you grateful for life and respectful towards
the world we live in.
To sum up, travel is not just movement from one place to another. It is a living classroom, a
silent teacher, and a lifelong guide. It teaches geography more vividly, history more
realistically, and life more practically than any book can. It builds qualities of patience,
creativity, independence, and humility. Every journey — whether short or long, near or far
— leaves us wiser than before.
So, the next time someone asks, “Why do you love traveling so much?” just smile and say,
“Because every road is a teacher, every journey is a lesson, and every destination is a new
chapter of learning in the book of life.”
(ii) The Problem of Growing Population.
Ans: Travel as a Means of Learning
Last year, one of my closest friends told me about his first train journey to Rajasthan. He
was excited not because he was going on a holiday, but because it was the first time he was
stepping outside his hometown. When he returned, his face was glowing with new
experiences. He talked about the colorful clothes of the people, the majestic forts, the spicy
food, and even the way the locals greeted him with “Padharo Mhare Des.” Listening to him,
I realized something important: travel is more than just moving from one place to another;
it is one of the greatest teachers in life.
Books, classrooms, and teachers give us knowledge in a structured way, but travel gives us
something different—learning through real experiences. For example, when you read
about the Taj Mahal in your history book, you learn about its architecture, who built it, and
why. But when you actually visit it, you not only see its beauty but also feel the emotions
behind it—the love story of Shah Jahan and Mumtaz Mahal. That emotional connection
stays in your heart forever, and you never forget the lesson.
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Travel teaches us in many ways. First of all, it teaches us geography without maps. When
you visit a hill station like Shimla or Manali, you understand how mountains are different
from plains. You experience the cold weather, the snow, the tall pine trees, and the winding
roads. This is something no map or picture can give you. Similarly, if you visit Kerala, you get
to know about backwaters, coconut trees, and the humid climate. Suddenly, geography
becomes alive in front of your eyes.
Second, travel makes us understand history better. Reading about forts, monuments, or
temples is one thing, but standing inside them gives a completely different feeling. Imagine
walking through the corridors of the Red Fort where emperors once walked, or climbing the
steps of Hampi where great kingdoms once flourished. You can almost feel the presence of
the past. History, which might feel boring in books, becomes a thrilling adventure when you
travel.
Third, travel is a great teacher of culture and diversity. India itself is like a big book of
cultures. If you go to Punjab, you see people dancing to Bhangra, eating makki di roti with
sarson da saag, and speaking in a lively tone. If you go to Tamil Nadu, you see classical dance
forms, taste dosa and idli, and listen to people speaking Tamil. Through travel, you learn
how people live, what they eat, how they dress, and how they celebrate festivals. These
lessons cannot be taught inside classrooms; they have to be lived.
Another important lesson that travel gives is confidence and independence. When you step
outside your home, you face new situations. Sometimes trains get late, sometimes you lose
your way, and sometimes you meet strangers who help you. All these experiences make you
stronger and wiser. You learn how to talk to new people, how to solve problems, and how
to adjust in unknown places. This is a kind of education that no exam can test but life always
values.
Travel also teaches us respect and empathy. When you visit different regions, you realize
that people may look different, speak different languages, or follow different customs, but
at heart, they are all human beings like you. This realization removes narrow thinking and
makes you more open-minded. You start respecting diversity and accepting differences.
One of the most beautiful things about travel is that it teaches us to connect with nature.
When you stand on a beach and listen to the sound of waves, or when you climb a mountain
and look at the valleys below, you feel small in front of nature’s greatness. You learn to
respect the environment and understand why protecting it is so important. No classroom
lecture can give the same powerful message that a sunrise over the Himalayas can give.
Travel also improves our creativity. Many great poets, writers, and painters have admitted
that their best works came from their travels. When you see new places, your mind opens
up, and fresh ideas come naturally. Even for students, travel makes learning more
imaginative. For example, if you are asked to write an essay about a festival, your writing
will be much richer if you have actually attended that festival in another state or country.
Most importantly, travel makes learning enjoyable. Students sometimes feel that studies
are a burden because they are restricted to books and exams. But when learning happens
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through travel, it feels like an adventure. Imagine learning about volcanoes by visiting one,
or about marine life by snorkeling in the sea. Such learning is not only fun but also
unforgettable.
To sum up, travel is not just about packing bags and visiting new places; it is about gaining
wisdom, understanding the world, and growing as a person. It teaches geography without
maps, history without textbooks, and culture without lectures. It builds confidence, respect,
empathy, and creativity. In short, travel is a complete form of education—one that is
practical, enjoyable, and everlasting.
So, the next time we think about learning, we should remember that schools and colleges
are not the only classrooms in life. The world itself is the biggest classroom, and travel is the
teacher who makes learning colorful, lively, and unforgettable.
(B) Write sentences with supposed to + the following verbs. Use the negative where
necessary:
Depart park phone start put
(i) You _________ here. It's private parking only.
(ii) We __________ work at 8:15, but we rarely do anything before 8:30.
(iii) Oh ,I __________Helen last night, but I completely forgot (mm)
(iv) This door is a 'fire exit. We ________ anything in front of it.
(v) My flight ________ at 10:15, but it didn't leave until 11:30.
Ans: (i) You are not supposed to park here. It's private parking only.
(ii) We are supposed to start work at 8:15, but we rarely do anything before 8:30.
(iii) Oh, I was supposed to phone Helen last night, but I completely forgot.
(iv) This door is a 'fire exit.' We are not supposed to put anything in front of it.
(v) My flight was supposed to depart at 10:15, but it didn't leave until 11:30.
(C) Complete the sentences with say or tell (in the correct form):
(i) Ann __________ goodbye to me and left.
(ii) __________ us about your holiday. Did you have a nice time?
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(iii) Don't just stand there! ___________ something!
(iv) I wonder where Sue is. She _________ she would be here at 8 o'clock
(v) Dan _____________ me that he was bored with his job.
Ans: (i) Ann said goodbye to me and left.
(ii) Tell us about your holiday. Did you have a nice time?
(iii) Don't just stand there! Say something!
(iv) I wonder where Sue is. She said she would be here at 8 o'clock.
(v) Dan told me that he was bored with his job.
IV. (A) Write a paragraph on One of the following topics:
(i) Value of Leisure
(ii) Noise Pollution.
Ans: (i). Imagine a busy little town where everyone seemed to be in a constant rush. People
woke up before sunrise, hurried to work, rushed through meals, and went straight back
home, exhausted. In this town lived a young man named Arjun, who, like everyone else, was
always busy. He thought success meant working day and night, and he often mocked his
friend Ria, who spent a few hours each week painting or reading by the river. “Why waste
time?” he would ask. “Time is money!”
But one day, Arjun noticed something unusual. Ria always seemed happier, more energetic,
and less stressed than he was. Curious, he asked her how she managed it. Ria smiled and
said, “I make time for leisure. I rest, explore my hobbies, and enjoy life. It may seem
unproductive, but it actually helps me perform better in everything else.” Arjun was
puzzled. How could taking time off make someone better at life?
This question brings us to the heart of the topic: the value of leisure. Leisure is not just a
luxury; it is an essential part of life. It is the time we spend away from work, chores, and
responsibilities, allowing ourselves to rest, reflect, and enjoy simple pleasures. In a world
where speed and productivity are often celebrated above all else, leisure may seem like a
small, almost selfish indulgence. Yet, it is incredibly valuable, both for mental health and for
achieving success in the long run.
First, leisure provides mental relaxation. The human mind is like a computer that needs a
break to prevent overheating. Constant work or study without breaks can lead to stress,
fatigue, and even burnout. Leisure activities—such as reading a novel, walking in the park,
listening to music, or painting—allow the mind to unwind. They create space for creativity
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and imagination. For example, famous inventors like Albert Einstein often credited their
breakthroughs to moments of relaxation and daydreaming. Leisure gives the brain time to
process information, solve problems, and generate fresh ideas.
Second, leisure strengthens physical health. Many people think leisure is only about doing
nothing, but it can also include activities like sports, yoga, or dancing. These activities
improve cardiovascular health, flexibility, and strength while also releasing endorphins—the
body’s natural “feel-good” chemicals. When Ria painted or walked by the river, she was not
just entertaining herself; she was maintaining her body and mind, building energy that she
could use for work or study later. In contrast, Arjun, who spent all his hours working without
breaks, often felt tired, sluggish, and stressed, even though he was achieving more on
paper.
Third, leisure enhances social connections. Spending time with family and friends, sharing
hobbies, or participating in community activities strengthens relationships. Humans are
social beings, and healthy relationships are crucial for happiness and emotional well-being.
When Arjun finally joined Ria for a weekend picnic, he realized how much joy he had been
missing. Conversation, laughter, and shared experiences during leisure time helped him feel
connected and supported, which in turn reduced stress and increased his overall satisfaction
in life.
Another important aspect is personal growth. Leisure allows people to explore their
passions and talents beyond the pressures of work or study. Someone might discover a
hidden love for painting, writing, or gardening, which adds meaning to life. These moments
of self-expression contribute to a sense of identity and purpose. They remind us that life is
not just about deadlines, grades, or promotions; it is also about growth, enjoyment, and
fulfillment.
Moreover, leisure improves productivity and performance. This might sound surprising at
first, but studies in psychology and neuroscience show that short breaks and leisure
activities make people more focused, creative, and efficient when they return to work.
Arjun, after spending a few hours painting with Ria, found that he could solve problems
faster and think more clearly than if he had kept working non-stop. Leisure acts as a mental
recharge, ensuring that when we return to our tasks, we can give our best.
Leisure also teaches balance and perspective. Life is not meant to be a constant race. By
valuing leisure, we learn to prioritize what truly matters, enjoy the moment, and avoid being
consumed by endless ambition. Arjun began to understand that without leisure, life felt like
a treadmill—fast and exhausting but going nowhere. With leisure, life gained depth, color,
and a sense of joy that work alone could never provide.
Finally, leisure fosters happiness and well-being. In the modern world, people often equate
success with long hours, money, or achievements, but research shows that happiness comes
from experiences, relationships, and moments of relaxation. Leisure is the time when
people truly live, laugh, and appreciate life. Even small acts—like watching the sunset,
listening to birds, or enjoying a cup of tea—can bring immense joy if we allow ourselves to
experience them fully.
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In conclusion, the value of leisure cannot be overstated. It is essential for mental and
physical health, personal growth, creativity, social connection, and overall happiness.
Arjun’s story teaches us a simple but profound lesson: life is not just about working harder;
it is about working smarter, resting well, and enjoying the journey. Leisure is not wasted
time; it is an investment in ourselves, ensuring that we live balanced, fulfilled, and
meaningful lives. The next time you rush through life without a pause, remember Ria’s smile
by the river and understand that taking time for leisure is taking time for life itself.
(ii) Noise Pollution.
Ans: Imagine waking up on a bright Sunday morning, hoping for a peaceful day. Birds are
supposed to be chirping, the sun is gently spilling through the window, and the air feels
fresh. But instead of calm, your ears are immediately bombarded with the blaring horns of
cars, the roar of motorcycles, and the shrill sound of construction machinery from the street
below. You feel irritated, your head starts to throb, and even your thoughts become
jumbled. What you are experiencing is noise pollution, a problem that is invisible yet
everywhere, affecting millions of lives across the world.
Noise pollution is essentially unwanted or harmful sounds that disturb the natural balance
of life. Unlike air or water pollution, which we can often see or smell, noise pollution silently
seeps into our daily environment, causing stress and discomfort without warning. It is
created by human activities and is a by-product of our fast-paced, industrialized lives. The
city streets, which are supposed to be a hub of activity and energy, become arenas of
constant sound chaos. Vehicles honking, trains rumbling, airplanes flying overhead, factories
operating non-stop, and even loudspeakers blaring music all contribute to this invisible
pollutant.
The most immediate effect of noise pollution is on human health. Our ears are delicate
organs, designed to catch sounds but also protect us from extreme noise. Prolonged
exposure to high levels of noise can cause hearing loss, ringing in the ears (tinnitus), and
even permanent damage to the auditory system. But the impact is not limited to hearing
alone. Continuous exposure to noise increases stress levels in the body, raising blood
pressure and heart rate. People living near busy roads, airports, or industrial areas often
find it difficult to sleep, leading to fatigue, irritability, and decreased productivity. In
children, noise pollution can affect concentration, learning abilities, and even emotional
development. Adults may experience anxiety, depression, or difficulty focusing at work due
to relentless background noise.
Animals, too, suffer from noise pollution. In natural habitats, animals rely on sound for
communication, mating, hunting, and avoiding predators. Loud human-made noises can
disrupt these essential activities, causing confusion and behavioral changes. For example,
birds may abandon their nests if construction noise is too loud, and marine animals like
whales and dolphins struggle to communicate in oceans crowded with ship engines and
sonar signals. This disturbance in wildlife affects ecosystems, demonstrating that noise
pollution is not just a human problem but an environmental one.
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The sources of noise pollution are both urban and industrial. In cities, traffic is the biggest
culprit. Cars, buses, motorbikes, and trucks, when combined, produce a constant hum that
often surpasses safe noise levels. Markets and commercial zones add to the cacophony,
with loudspeakers advertising products and vendors calling out to attract customers.
Industrial zones contribute with heavy machinery, drills, and generators. Even
entertainment sources, such as concerts or firecrackers during festivals, add to the noise
burden. What makes noise pollution particularly challenging is its persistence—there is
rarely a moment of true silence, especially in densely populated areas.
Noise pollution doesn’t only create immediate discomfort; it has long-term social and
economic consequences. For instance, people living in noisy areas often experience reduced
productivity, frequent illnesses, and lower quality of life, which indirectly impacts society
and the economy. Hospitals, schools, and offices located near airports or highways struggle
to maintain a calm environment for patients, students, and employees. Cities around the
world are beginning to recognize that controlling noise is essential for sustainable living.
Efforts to reduce noise pollution involve both individual responsibility and governmental
regulation. Urban planners can design cities with noise barriers, green belts, and
soundproofing measures to shield residents from excessive noise. Vehicle regulations, like
limiting honking and enforcing emission standards for engines, help control traffic noise.
Industries can adopt quieter machinery and restrict operation hours to minimize
disturbance. On a personal level, individuals can contribute by avoiding unnecessary
honking, keeping music at moderate volumes, and supporting policies that aim to reduce
noise. Even planting trees around homes can act as a natural sound barrier, absorbing and
deflecting noise.
Raising awareness is equally crucial. Many people underestimate the dangers of noise
pollution, considering it just an annoyance rather than a serious health threat. Educating
communities about safe noise levels, the importance of ear protection, and creating “quiet
zones” around schools and hospitals can make a significant difference. Noise pollution,
unlike other forms of environmental damage, is reversible if addressed proactively. Simple
changes in behavior and policy can bring back the calm that our senses crave.
Ultimately, noise pollution reminds us that the world is not just about visible beauty or
material development; it is also about the quality of our surroundings and the health of our
minds and bodies. Peace and silence are as important as clean air and water for a fulfilling
life. By recognizing the sources, understanding the impacts, and taking steps to minimize
excessive noise, we can restore balance to our daily lives and ensure that our cities remain
vibrant yet livable spaces.
In conclusion, noise pollution is more than just a background annoyance; it is a pervasive
problem that affects humans, animals, and the environment. From hearing loss to stress,
sleep disorders to disrupted ecosystems, the consequences are profound. But the solution is
within our reach. Through responsible urban planning, stricter regulations, technological
innovations, and individual mindfulness, we can reduce noise and reclaim our peaceful
mornings and quiet nights. Imagine returning to that Sunday morning: birds chirping, sun
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shining, and a sense of calm in the air. That is the future we can achieve if we understand
and act against noise pollution.
(B) Write question using the passive. Some are present and some are past:
(i) Ask about glass. (how/make?)
(ii) Ask about television. (when/invent?)
(iii) Ask about mountains. (how/form?)
(iv) Ask about silver. (what/use for?)
(v) Ask about DNA. (when/discover?)
Ans: (i) Ask about glass. (how/make?)
• How is glass made? (Present passive)
(ii) Ask about television. (when/invent?)
• When was the television invented? (Past passive)
(iii) Ask about mountains. (how/form?)
• How are mountains formed? (Present passive)
(iv) Ask about silver. (what/use for?)
• What is silver used for? (Present passive)
(v) Ask about DNA. (when/discover?)
• When was DNA discovered? (Past passive)
(C) Put in wish(ed) or hope(d):
(i) I __________ you a pleasant stay here.
(ii) Enjoy your holiday. I __________ you have a great time.
(iii) Goodbye. I ___________ you all the best for the future.
(iv) Good luck in your new job. I ___________ it works out well for you.
(v) We said goodbye to each other and __________ each other luck.
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Ans: (i) I wish you a pleasant stay here.
(ii) Enjoy your holiday. I hope you have a great time.
(iii) Goodbye. I wish you all the best for the future.
(iv) Good luck in your new job. I hope it works out well for you.
(v) We said goodbye to each other and wished each other luck.
SECTION-C
V. What are A.S. Hornby's views on democracy in "A Dialogue on Democracy"?
Ans: Imagine yourself sitting in a cozy room on a rainy afternoon, with a cup of warm tea in
your hand. Across from you sits a wise old scholar named A.S. Hornby. You are curious, and
you ask him about democracy, wondering what makes it truly special. With a gentle smile,
he begins to explain, not in a lecture-like tone, but as if he is sharing a fascinating story that
could change how you think about the world.
Hornby starts by painting a picture. He asks you to imagine a large garden. In this garden,
every plant is unique, each flower and tree having its own charm. In the same way, a
democracy is a society where every person has a voice, and each individual’s ideas matter.
Hornby stresses that democracy is not just a system of government—it is a living, breathing
entity that thrives when people participate actively, respect each other’s opinions, and
value freedom. According to him, democracy is about “people power,” not just about
leaders or rules.
He shares a story about a town that had always been ruled by a single family. Decisions
were made behind closed doors, and most people didn’t get to express their thoughts. The
town looked orderly, but beneath the surface, dissatisfaction brewed. When the
townspeople were finally given a chance to vote and discuss matters openly, the change
was profound. Hornby points out that this story reflects the essence of democracy—it
empowers ordinary people to shape their lives and communities. He believes that
democracy is only meaningful when people are informed, aware, and willing to engage, not
when they blindly follow leaders.
Hornby also emphasizes the role of dialogue in democracy. He says democracy is like a
conversation, where each participant listens and speaks respectfully. Just as a good
conversation requires patience, empathy, and understanding, a thriving democracy requires
citizens to engage in discussions, debate issues calmly, and appreciate differing viewpoints.
He warns that without dialogue, democracy becomes hollow—it may exist in name, but it
loses its spirit. This is why he calls for education, critical thinking, and awareness as the
backbone of democratic life.
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In addition to participation and dialogue, Hornby addresses the value of freedom. He likens
freedom to the air we breathe: invisible, yet essential. In a democracy, people are free to
express their opinions, practice their beliefs, and pursue their dreams, but Hornby reminds
us that freedom comes with responsibility. One cannot simply shout their ideas without
considering the impact on others. Democracy, according to Hornby, balances freedom with
responsibility, ensuring that the rights of one person do not trample the rights of another.
He even compares it to a symphony, where every instrument plays its part harmoniously—
no sound dominates, yet every note contributes to the beauty of the music.
Hornby is also realistic about democracy. He does not romanticize it as a perfect system. He
acknowledges that democracy can be messy, slow, and full of disagreements. Decisions take
time, conflicts arise, and not everyone will be satisfied. Yet, he insists that these challenges
are signs of democracy’s strength, not its weakness. A system that allows criticism, debate,
and even failure is far better than one where people are silenced or ignored. Through this
perspective, Hornby teaches that democracy is less about perfection and more about
fairness, inclusion, and continuous improvement.
Furthermore, Hornby highlights the importance of moral values in a democracy. He believes
that democracy cannot thrive on rules alone; it needs honesty, integrity, and a sense of
justice. Leaders must be accountable, and citizens must act ethically. He uses the metaphor
of a garden again, saying that laws are like fences that protect the garden, but the real
beauty comes from care, respect, and nurture—the values that people bring to society.
Democracy is, therefore, both a system and a way of life, guided by ethical principles.
Another point Hornby passionately makes is the significance of equality. Democracy, he
explains, is meaningless if only a few voices are heard while others are silenced. Everyone—
regardless of age, gender, wealth, or background—deserves an equal opportunity to
contribute. Hornby tells a simple story: in a classroom, when the teacher allows only one
student to speak, the class cannot learn effectively. Similarly, in a democracy, all voices must
be valued. Equality, in Hornby’s view, is the foundation on which democracy rests; without
it, the entire system becomes unstable.
Finally, Hornby reflects on the long-term vision of democracy. He believes that a successful
democracy nurtures informed, responsible, and compassionate citizens who understand
that their actions affect others. Democracy is not just about voting in elections; it is about
cultivating a mindset that values cooperation, respects differences, and works for the
common good. Hornby encourages everyone, especially the youth, to actively engage in
society, educate themselves, and embrace the spirit of participation.
As your tea finishes and the rain taps gently on the window, you realize that Hornby’s
thoughts on democracy are much more than political ideas—they are a philosophy of life.
Democracy, in his view, is a journey, not a destination. It requires patience, effort, and
respect for human dignity. It thrives when people speak, listen, and act with responsibility. It
is imperfect but immensely valuable, because it places power, freedom, and responsibility in
the hands of ordinary people.
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In conclusion, A.S. Hornby’s views on democracy in “A Dialogue on Democracy” can be
summarized as follows: democracy is about active participation, dialogue, and informed
choice; it requires freedom balanced with responsibility; it is grounded in moral values and
equality; it accepts challenges as part of growth; and, ultimately, it is a living, evolving
system that empowers citizens to shape their own destiny. He presents democracy not
merely as a political framework but as a vibrant, ethical, and inclusive way of life—a story in
which every individual has a role to play.
VI. Define the relevance of Universal Declaration of Human Rights.
Ans: Imagine a world where every person, regardless of where they were born, how they
looked, or what they believed in, could live freely, safely, and with dignity. A world where no
one had to live in fear of being silenced, oppressed, or treated unfairly simply because of
who they were. This vision, though simple, was not always a reality. In the mid-20th century,
the world had just witnessed one of the darkest periods in human history—World War II.
Millions of people had suffered immense cruelty, wars had destroyed nations, and humanity
had witnessed horrors that left an indelible mark on collective conscience.
In response to this devastating reality, the United Nations took a historic step in 1948. They
introduced the Universal Declaration of Human Rights (UDHR)—a document that was more
than just words on paper. It was a promise, a beacon of hope for every individual across the
globe. But what makes this document relevant even today, more than 75 years later? To
understand that, let’s step back and explore its significance through a story of human
aspiration and justice.
Think of the UDHR as a compass in the turbulent sea of life. Every country, community, and
individual navigating challenges like inequality, discrimination, or oppression can look at this
compass and find direction. It lays out a universal standard, telling the world: every person
is entitled to certain rights simply because they are human. These rights are not privileges
granted by governments; they are inherent to being human. They cover every aspect of
life—from the right to education and freedom of speech to the right to work, rest, and
participate in cultural life.
The relevance of the UDHR is best understood when we consider why it was created.
Before 1948, the idea of human rights existed, but it was often inconsistent and largely
ignored in practice. Empires, governments, and rulers decided the rights of their people.
There was no global agreement that every individual deserved basic freedoms and
protections. The horrors of World War II, including the Holocaust, revealed the catastrophic
consequences of ignoring human dignity. The UDHR emerged as a unifying answer to these
injustices—a universal promise that no one should ever endure such suffering again.
Now, you might wonder, how does a document created decades ago matter to us today? Its
relevance can be seen in several concrete ways. First, the UDHR provides a moral and legal
benchmark. When countries create laws, constitutions, or policies, they often refer to the
principles enshrined in the UDHR. For instance, the right to freedom of expression inspires
democracies to protect free speech, even when opinions are unpopular or controversial.
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The right to education motivates governments to ensure schools are accessible to all
children, regardless of their background. This shows that the UDHR is not just historical—it
actively shapes modern governance and law.
Second, the UDHR acts as a shield for individuals and communities. Think about activists
fighting for gender equality, minority rights, or refugee protection. When they face
oppression, the UDHR provides a universal argument for justice. It reminds governments,
societies, and even individuals that basic human rights are non-negotiable. It empowers
people to stand up against injustice, fostering courage and hope. In a way, it gives everyone
a voice in a world that sometimes tries to silence the vulnerable.
Third, the UDHR promotes global understanding and cooperation. In a world connected by
trade, travel, and technology, human rights violations in one country can affect others. For
example, conflicts leading to refugee crises have ripple effects across borders. The UDHR
creates a common language—a shared understanding of what is just and fair. It encourages
nations to collaborate in addressing global challenges like poverty, climate change, and
human trafficking, ensuring that solutions respect human dignity.
Moreover, the UDHR’s relevance is seen in its ability to inspire change. While it is not a
binding treaty, its principles have paved the way for numerous legally binding international
human rights instruments. The International Covenant on Civil and Political Rights, the
Convention on the Rights of the Child, and the Convention on the Elimination of All Forms of
Discrimination Against Women are all built on the foundation of the UDHR. This shows that
its ideas are alive, dynamic, and continuously shaping international norms.
Let’s humanize this further. Imagine a young girl in a rural village dreaming of becoming a
doctor. In her village, tradition may say women should stay at home. But the UDHR
guarantees the right to education. Activists and policymakers, inspired by this principle,
work to provide schools, scholarships, and safe learning environments. Because of this, her
dream doesn’t remain just a fantasy; it becomes achievable. Similarly, consider a journalist
reporting on government corruption. In a society respecting the UDHR, she is protected
under the right to freedom of expression, ensuring she can perform her duty without fear.
Finally, the UDHR is relevant because it reminds humanity of our shared responsibility.
Rights are not only about freedom; they come with duties. The right to life and security asks
us to protect others. The right to equality demands we challenge discrimination. Every
article of the UDHR is a call to action, urging us to create a world where every human being
can live with dignity. It’s not just a set of rules—it’s a vision of a just, compassionate, and
inclusive world.
In conclusion, the Universal Declaration of Human Rights remains deeply relevant today
because it continues to guide societies, inspire movements, and protect individuals. It
stands as a moral compass, a legal benchmark, and a symbol of hope. Its relevance is not
confined to the past; it permeates our daily lives, shaping laws, policies, and even personal
choices. By understanding and embracing its principles, we ensure that every individual—
regardless of race, gender, religion, or nationality—can enjoy the basic rights that make life
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meaningful. The UDHR reminds us that humanity is strongest when dignity, equality, and
freedom are universal, not optional.
So, every time we fight injustice, speak for the voiceless, or demand fairness, we are living
the legacy of the UDHR. It is a living story, written by humanity for humanity, and its
relevance will endure as long as we continue to strive for a world that honors the rights and
dignity of all people.
SECTION-D
VII. Justify the title "With a Song on their Lips" as used by Hugh and Colleen Gantzer.
Ans: Justifying the Title “With a Song on their Lips”
A Different Beginning:
Imagine walking through the golden sands of Rajasthan on a cool evening. The desert wind
brushes past your face, carrying with it the faint sound of music. As you follow the sound,
you see two figures—a man playing a stringed instrument called the Ravanhatta and a
woman holding a painted scroll that glows in the light of a small lamp. Together, they are
narrating the story of a hero named Pabuji. Their voices rise and fall like waves, their music
filling the silence of the desert night.
This is not just entertainment. It is history, culture, and faith—kept alive not in books, but in
songs. And that is why Hugh and Colleen Gantzer chose the title “With a Song on their Lips.”
It perfectly captures the spirit of the Bhopa bards of Rajasthan, who carry centuries of
tradition not in their hands, but on their lips, through their songs.
The Essence of the Title
The phrase “With a Song on their Lips” is more than poetic—it is symbolic. It reflects:
• The resilience of tradition: Even in the face of poverty and hardship, the Bhopas
continue to sing.
• The power of oral history: Their songs are not ordinary tunes; they are epics that
preserve the memory of their hero, Pabuji, for over 700 years.
• The joy of expression: Despite the struggles of life, they carry music in their voices,
showing that art can be a source of strength and dignity.
Thus, the title is not just about singing—it is about living with hope, courage, and pride,
expressed through song.
The Story of the Bhopas and Pabuji
To understand the title fully, we must step into the world of the Bhopas.
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• The Bhopas are wandering minstrels of Rajasthan.
• They sing the ballads of Pabuji, a local hero of the Rathore clan.
• Pabuji is remembered for his bravery—especially for sacrificing his life while trying to
recover an old woman’s stolen cattle from dacoits.
• His story is not written in textbooks but lives in the voices of the Bhopas.
When the Bhopas sing, their wives unfurl a painted scroll called a Phad. This scroll is like a
moving stage, with colorful images of Pabuji’s life. As the Bhopa sings, the wife points to the
pictures, making the story come alive.
Now think about it: these people have no grand theatres, no printed books, no digital
screens. Yet, with only a song on their lips, they keep alive a legend that has lasted for
centuries. Isn’t that powerful?
Why the Title Fits Perfectly
Let’s break down why the title is so apt:
1. Songs as Carriers of History
o The Bhopas do not write down their stories. They pass them orally, from one
generation to the next.
o Their lips are the library, their songs the books.
o Without their songs, the story of Pabuji would vanish into the sands of time.
2. Songs as Symbols of Resilience
o Life in the desert is harsh. The Bhopas are not wealthy; they depend on the
generosity of villagers and tourists.
o Yet, they never complain. Instead, they sing. Their songs are their strength,
their way of facing life with dignity.
3. Songs as a Bridge Between Past and Present
o When the Bhopas sing, they connect the modern listener with a 700-year-old
story.
o The title reminds us that culture survives not through monuments alone, but
through living voices.
4. Songs as a Celebration of Faith
o For the Bhopas, singing about Pabuji is not just performance—it is devotion.
o They believe they are serving their hero by keeping his memory alive.
o Thus, the song on their lips is also a prayer in their hearts.
A Human Touch: The American Tourist Incident
The essay also narrates an interesting moment when an American tourist wanted to buy the
Phad painting. But the Bhopa refused. Why? Because the Phad was not just art—it was
sacred. It was their temple, their stage, their identity.
This shows that for the Bhopas, their songs and scrolls are not commodities to be sold. They
are treasures to be preserved. The title “With a Song on their Lips” reflects this deep sense
of pride and devotion.
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The Deeper Meaning of the Title
If we look beyond the literal, the title also teaches us a life lesson.
• To live “with a song on your lips” means to live with optimism, even when life is
difficult.
• It means to face challenges with courage, just as the Bhopas face poverty but still
sing.
• It means to believe that stories, culture, and faith can survive as long as someone is
willing to sing them.
So, the title is not only about the Bhopas. It is about the human spirit itself.
Making It Examiner-Friendly
Now, if you were an examiner reading this answer, wouldn’t you enjoy the imagery of
desert winds, glowing scrolls, and voices rising in song? That’s the beauty of this title—it
allows us to see the Bhopas not as poor wanderers, but as guardians of culture, carrying
history “with a song on their lips.”
Conclusion
The title “With a Song on their Lips” by Hugh and Colleen Gantzer is beautifully justified
because it captures the essence of the Bhopa bards of Rajasthan. These humble singers
keep alive the legend of Pabuji through their songs, despite hardships. Their lips carry not
just music, but history, faith, and resilience.
In a world where stories are often forgotten, the Bhopas remind us that as long as someone
sings, no hero truly dies. Their songs are their strength, their devotion, and their gift to the
world.
So, when we think of the title, we should imagine those desert nights where voices rise
against the silence, carrying hope, courage, and memory—always, with a song on their lips.
VIII. Bring out the element of humour in the essay "My Financial Career."
Ans: The Humour in My Financial Career
A Fresh Beginning
Have you ever walked into a place where you felt completely out of place—like stepping
into a five-star hotel in your everyday clothes, or entering a library where everyone seems
to know the rules except you? That nervousness, that awkwardness, that fear of doing
something wrong—Stephen Leacock captures exactly this feeling in his essay My Financial
Career. But instead of making it tragic, he turns it into comedy.
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The essay is not about money, really. It is about human nature—how ordinary people often
feel nervous in formal institutions like banks, and how their nervousness makes them act in
the funniest ways.
The Core of the Humour
The humour in My Financial Career comes from three main things:
1. Exaggeration of Nervousness
o Leacock admits right at the start that banks “rattle” him.
o He is so nervous that even before entering the bank, he feels like a criminal.
o This exaggeration is funny because most of us feel a little nervous in banks,
but Leacock takes it to an extreme.
2. Irony and Misunderstanding
o The bank manager mistakes him for a rich man or a detective when he asks
for privacy.
o In reality, he only wants to deposit a small sum of fifty-six dollars.
o The contrast between the manager’s expectation and the truth creates
situational irony, which makes us laugh.
3. Self-Deprecation
o Leacock constantly makes fun of himself.
o He portrays himself as clumsy, foolish, and incapable of handling simple
banking tasks.
o By laughing at his own mistakes, he invites the reader to laugh with him.
The Story in Simple Words
Let’s retell the essay like a short comic tale:
• Leacock decides to open a bank account because he has saved fifty-six dollars.
• He enters the bank with great fear, as if he is entering a courtroom.
• The moment he meets the manager, he blurts out that he wants to see him “alone.”
• The manager, thinking this is a matter of great secrecy, takes him to a private room.
• Leacock, trembling, explains that he just wants to open an account.
• The manager, disappointed, sends him to the accountant.
• At the counter, Leacock tries to deposit his money but becomes so nervous that he
announces his intention too loudly, drawing attention.
• Later, when he tries to withdraw money, he makes another blunder—he writes the
cheque wrongly and ends up withdrawing all his money instead of a small amount.
• Embarrassed, he closes the account immediately and runs out of the bank, never to
return.
Now, if you look at this sequence, nothing tragic happens. But the way Leacock narrates it—
with exaggeration, irony, and self-mockery—turns an ordinary bank visit into a hilarious
adventure.
Why It Makes Us Laugh
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1. Relatability
o Many people feel nervous in banks, especially when they don’t understand
the procedures.
o Readers laugh because they see a reflection of their own small fears in
Leacock’s big blunders.
2. Contrast Between Expectation and Reality
o The manager expects a millionaire or a detective; instead, he gets a man with
fifty-six dollars.
o The seriousness of the bank contrasts with the silliness of Leacock’s
behaviour.
3. The Domino Effect of Mistakes
o One mistake leads to another.
o His nervousness makes him act foolishly, and his foolishness increases his
nervousness.
o This chain reaction is what keeps the humour alive till the end.
Techniques of Humour in the Essay
• Exaggeration: His fear of banks is blown out of proportion.
• Irony: The manager’s misunderstanding creates comic irony.
• Self-deprecation: He laughs at himself, making the reader laugh too.
• Situational comedy: The whole essay is like a scene from a comedy play, where the
setting (a bank) is serious, but the actions are ridiculous.
A Human Touch: Why This Humour Still Works Today
Even though the essay was written more than a century ago, it still feels fresh. Why?
Because the humour is not about money or banking rules—it is about human behaviour.
• We all know what it feels like to be nervous in formal places.
• We all have moments when we say the wrong thing at the wrong time.
• We all laugh at ourselves later for being silly.
Leacock’s essay reminds us that it is okay to laugh at our mistakes. In fact, humour is the
best way to deal with nervousness.
Making It Examiner-Friendly
If you were the examiner reading this answer, you would enjoy the storytelling style. Instead
of a dry analysis, the essay is explained like a funny incident you can imagine happening in
real life. The examiner will appreciate that the answer is not only correct but also enjoyable
to read—just like Leacock’s essay itself.
Conclusion
The element of humour in My Financial Career lies in Stephen Leacock’s ability to turn a
simple, everyday experience into a comedy of errors. Through exaggeration, irony, and self-
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deprecating humour, he shows how an ordinary man’s nervousness in a bank can lead to a
series of ridiculous blunders.
The essay teaches us that humour is hidden in the most ordinary situations—if only we look
at them with honesty and a smile. Leacock’s genius lies in making us laugh at him, and at the
same time, at ourselves.
So, the next time you walk into a bank and feel nervous, remember Stephen Leacock.
Instead of panicking, maybe you’ll smile—because life, after all, is easier to face with a little
humour on your lips.
“This paper has been carefully prepared for educational purposes. If you notice any mistakes or
have suggestions, feel free to share your feedback.”
