CBSE Class 11 English Note-making and Summarization Questions (with model answers) from previous years question papers
Note-making and Summarization Previous Year Questions with answers – Note-making and summarization topic for class 11 English students carries total weightage of 8 marks Out of this, note-making is for 5 marks and summary writing for 3 marks. So we realize that students must check out the following questions of note-making and summarizing to understand the technique of making notes in the exam and score full marks in the upcoming exams 2025-2026
Q1. Read the passage given below and answer the questions that follow:
1. To take ahead the ‘Life-Lifestyle for Environment’ movement announced by the Hon’ble Prime Minister in 2021, the Ministry of Environment, Forest and Climate Change has introduced two pioneering initiatives that indicate the country’s proactive approach to climate change, sustainability and promotion of eco-conscious practices. These initiatives, the Green Credit Program (GCP) and the Ecomark Scheme, seek to encourage environmentally friendly practices rooted in tradition and conservation; reflecting the ideas of LIFE concept.
2. Green Credit Program (GCP) notified on 13th October, 2023 is an innovative market-based mechanism designed to incentivize voluntary environmental actions across diverse sectors, by various stakeholders like individuals, communities, private sector industries, and companies. The GCP’s governance framework is supported by an inter-ministerial Steering Committee and The Indian Council of Forestry Research and Education (ICFRE) serves as the GCP Administrator, responsible for program implementation, management, monitoring, and operation. In its initial phase, the GCP focuses on two key activities water conservation and afforestation.
3. Draft methodologies for awarding Green Credits have been developed and will be notified for stakeholder consultation. These methodologies set benchmarks for each activity to ensure environmental impact and fungibility across sectors. A user-friendly digital platform will streamline the processes for registration of projects, such as verification and issuance of Green Credits.
4. The Green Credit Registry and trading platform, being developed by ICERE along with experts, would facilitate the registration and thereafter, the buying and selling of Green Credits. To obtain Green Credits, individuals and entities must register their activities through the central government’s dedicated app/website www.moefee-gep.in. The Administrator will verify the activity through a designated agency, with self verification for small projects. Once verification is complete, the Administrator will grant a Green Credit certificate which will be tradable on the green credit platform.
a) On the basis of your reading of the above passage make notes on it using recognizable abbreviations wherever necessary. Supply a suitable title.
b) Write a summary of the above passage in about 50 words.
Ans. India’s Environmental Initiatives
1. intro.
1.1 ‘Life-Lifestyle for Environment’ movement (2021)
1.2 Ministry of Environment, Forest & Climate Change initiatives
1.2.1 GCP
1.2.2 Ecomark Scheme
1.3 goals
1.3.1 climate change mitigation
1.3.2 sustainability
1.3.3 eco-conscious practices
1.3.4 rooted in tradition & conservation
2. GCP
2.1 notification: 13th October, 2023
2.2 market-based mechanism
2.3 incentivizes voluntary environmental actions
2.3.1 individuals
2.3.2 communities
2.3.3 private sector industries
2.3.4 companies
2.4 governance
2.4.1 inter-ministerial Steering Committee
2.4.2 ICFRE – GCP Administrator
2.5 administrator’s responsibilities
2.5.1 implementation
2.5.2 management
2.5.3 monitoring
2.5.4 operation
2.6 initial phase focus
2.6.1 water conservation
2.6.2 afforestation
3. Green Credit Methodologies & Platform
3.1 draft methodologies
3.1.1 benchmarks for environmental impact
3.1.2 fungibility across sectors
3.1.3 stakeholder consultation
3.2 digital platform
3.2.1 streamlines project registration
3.2.2 verif.
3.2.3 Green Credit issuance
3.3 Green Credit Registry & trading platform
3.3.1 developed by ICERE & experts
3.3.2 facilitates registration, buying, & selling of Green Credits.
3.4 obtaining Green Credits
3.4.1 reg. via www.moefcc-gcp.in (app/website)
3.4.2 verif. by designated agency (self-verification for small projects)
3.4.3 Green Credit certificate issuance (tradable)
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| GCP | Green Credit Program |
| & | and |
| ICFRE | Indian Council of Forestry Research & Education |
| verif. | verification |
| reg. | registration |
Summary
India’s Environmental Initiatives
The Ministry of Environment, Forest and Climate Change has launched the Green Credit Program (GCP) and the Ecomark Scheme as part of the ‘Life-Lifestyle for Environment’ movement initiated by the Prime Minister in 2021. Green Credit Program (GCP) launched on October 13, 2023, GCP encourages voluntary environmental actions focused on water conservation and afforestation. An inter-ministerial Steering Committee oversees the GCP, with the Indian Council of Forestry Research and Education (ICFRE) managing implementation and monitoring. Draft methodologies for awarding Green Credits will be consulted upon, and a digital platform will enable project registration and verification. A Green Credit Registry will be created for trading credits. Activities must be registered via a government app/website and verified to obtain tradable certificates.
Q2. Read the following passage carefully and answer the questions that follow.
1. Leadership does not exist without followership. A leader has to be accepted by the group which the former is supposed to lead. To gain acceptability the leader should cause an emotive impact on the group members.
2. The characters exhibited by leaders make them dear to their followers. A leader is one who effectively inspires employees to achieve worthwhile things. What character of the leader motivates the followers? It is not pomp and show nor flattery nor sanctioning more incentives. Pomp and show create a sense of awe and the leader is deified rather than emulated. Flattery is unrealistic, and cannot serve as a long-term motivational tool. A leader’s style should be one that can be emulated by all irrespective of cadre, class and calibre. Simplicity in one’s day-to-day conduct is the only thing that can be adopted by all. When the leader is simple, he is counted as one belonging to the group of which he is the leader. That’s enough to motivate the people. Motivation is the innate quality that enables an individual or group, to contribute unlimitedly with limited means. It is the proud prerogative of enlightened human beings.
3. A leader needs to assume the role of a guide: quintessential to fulfilling the role is knowledge ability. Technical and administrative knowledge of the guide in balanced quantity and of right kind are essential. The technical knowledge is too vast to acquire a leader. At best he is either ‘Jack of all’ or ‘Master of few’. But he has to master the human relations aspect of administration in all details. And when the leader is good at this, his guidance is sought and accepted, and then he fulfils the role of a guide. The leader is a negotiator within and outside the organization.
4. The leader shapes people and moulds character. To achieve this, the leader should maintain equanimity.
5. Equanimity is keeping oneself poised and balanced at all times. A leader is simply great, if he can mould his followers with this frame of mind. He does this by his own example.
a) On the basis of your reading of the above passage, make notes on it in points only, using headings and sub-headings. Also use the recognizable abbreviations, wherever necessary (minimum 4). Give a suitable title to it.
b) Write a summary of the above passage in about 50 words.
Ans. Leadership and Followership
1. Core Principle
1.1 leadership is contingent on followership
1.2 acc. by the group is essential
1.3 emotional connection is crucial for gaining acc.
2. Effective Leadership Characteristics
2.1 inspiration is the key to motivating followers
2.2 ineffective motivators
2.2.1 pomp & show
2.2.2 flattery
2.2.3 excessive incentives
2.3 effective motivators
2.3.1 simplicity
2.3.2 emulatable by all
2.3.3 creates a sense of belonging
2.4 motivation
2.4.1 innate quality
2.4.2 enables unlimited contribution with limited resources
2.4.3 prerogative of enlightened indiv.
3. Leadership Roles
3.1 guide
3.1.1 requires balanced technical & administrative knowledge
3.1.2 mastery of human relations is paramount
3.1.3 facilitates guidance acc.
3.2 negotiator
3.2.1 internal & external to the organization
4. Char. Development
4.1 leaders shape people & mold char.
4.2 equanimity is essential for this role
5. Equanimity
5.1 maintaining poise & balance
5.2 leading by eg.
Key to Abbreviations
| Abbreviations | Words |
| acc. | acceptance |
| char. | character |
| & | and |
| eg. | example |
Summary
Leadership and Followership
Leadership relies on followership; a leader must be accepted by the group, which requires making an emotive impact. A leader’s character inspires followers; simplicity and genuine conduct motivate rather than pomp, flattery, or incentives. A leader’s role includes guiding people, requiring balanced technical and administrative knowledge, with a focus on mastering human relations. Leaders shape individuals and mold character while maintaining equanimity. Equanimity involves staying poised and balanced, with leaders setting a strong example for their followers.
Q3. Read the following passage carefully and answer the questions that follow.
Watermelon, scientifically known as Citrullus lanatus, is a beloved fruit cherished for its juicy, sweet flesh and refreshing taste. Watermelons belong to the Cucurbitaceae family, which includes cucumbers, pumpkins, and squash. These large, vine-like plants produce fruits that vary in size from small to incredibly large, often weighing several kilograms. The typical watermelon has a thick, smooth rind that can be dark green with lighter or darker stripes, encasing a vibrant, juicy interior ranging from deep red to pink.
Watermelon’s composition is predominantly water, making it an excellent choice for hydration, particularly in hot climates or during vigorous exercise. Beyond its hydrating properties, watermelon is rich in essential vitamins and minerals. It contains significant amounts of vitamins A and C, vital for maintaining healthy skin, vision, and immune function. Additionally, watermelon provides potassium and magnesium.
Watermelon is most commonly enjoyed fresh and chilled, sliced into wedges or cubes for easy consumption. Its juicy sweetness makes it a favorite for picnics, barbecues, and summer gatherings worldwide. In many cultures, watermelon holds symbolic value and is a staple during festive occasions. It is also versatile in culinary applications, featured in fruit salads, smoothies, and juices.
The health benefits of watermelon extend beyond its refreshing taste. Its high water content helps maintain hydration levels. Lycopene, a powerful antioxidant responsible for the fruit’s red color, has been linked to reducing the risk of certain cancers and promoting overall heart health. Furthermore, the fiber content in watermelon aids in digestion and contributes to a healthy gut.
a) On the basis of your reading of the above passage make notes on it, using headings and subheadings. Also use recognizable abbreviations, wherever necessary (minimum 4). Supply an appropriate title to it.
b) Write a summary of the above passage in about 80 words.
Ans. Watermelon (Citrullus lanatus)
1. Intro.
1.1 scientific name: $Citrullus\ lanatus$
1.2 family: Cucurbitaceae (Cucumbers, pumpkins, squash)
1.3 characteristics
1.3.1 large, vine-like plant
1.3.2 fruit size: small to large
1.3.3 rind: thick, smooth, dark green
1.3.4 interior: juicy, red to pink
2 Comp. & Nutrition
2.1 high water content
2.2 vit.
2.2.1 Vit. A (skin, vision)
2.2.2 Vit. C (immune function)
2.3 Minerals
2.3.1 K
2.3.2 Mg.
3. Consumption & Uses
3.1 common
3.1.1 fresh, chilled
3.1.2 picnics, BBQ, gatherings
3.2 cultural significance
3.3 culinary
3.3.1 fruit salads
3.3.2 smoothies
3.3.3 juices
4. Health Benefits
4.1 high water content
4.2 lycopene
4.2.1 reduced cancer risk
4.2.2 heart health
4.3 fiber
4.3.1 digestion
4.3.2 healthy gut
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| comp. | composition |
| vit. | vitamins |
| K. | Potassium |
| mg. | magnesium |
| BBQ | barbecues |
Summary
Watermelon (Citrullus lanatus)
Watermelon, or Citrullus lanatus, is a popular fruit known for its sweet, juicy flesh and hydration properties. It belongs to the Cucurbitaceae family and has a thick, smooth rind, with vibrant interior colors ranging from deep red to pink. Watermelon is rich in vitamins A and C, potassium, and magnesium, making it beneficial for skin health, vision, and immune function. Commonly enjoyed fresh, it is a favorite at summer gatherings and is also versatile in dishes like fruit salads and smoothies. Additionally, watermelon contains lycopene, an antioxidant linked to reduced cancer risk and improved heart health, and its fiber content aids digestion.
Q4. Read the passage given below and answer the questions that follow:
1. India has stood for freedom: Even before Independence we viewed our own struggle and difficulties on the larger canvas of global problems. If democracy is basically tolerance for others’ opinions, the concept of co-existence is democracy on the international plane, for it embodies tolerance of other nations and systems. Similarly non-alignment gives depth to our independence and self-reliance for it enables us to retain our freedom of judgment and action on international issues in the light of our national interests. We avoid involvement in the conflicts and disputes of others and this helps to blunt conflict between power blocs. I should like to think that it has also helped world stability.
2. A country is an extended family. When income and resources are limited, one must budget to ensure that waste is avoided, resources husbanded, priorities established, education and other social needs catered to, special provision made for those who are weaker or smaller. Industry has to be balanced with agriculture; technology with culture; state ventures with private initiative; economic growth with social justice; the large with the small. Every section of society must be stimulated to creative activity.
3. That is our planning. In no way is it totalitarian or coercive. Industrializing, modernizing and transforming an ancient society of immense size, population and diversity is a daunting venture and inevitably, a gradual one. Otherwise there will be resentment. Transformation should not cause too much dislocation or suffering for the people nor should it jettison the basic spiritual and cultural values of our civilization.
4. India’s planning experience sums up the successes and problems of our democratic development. The magnitude and significance of democracy’s operation in India are not well understood, for it is often treated as an adventitious or borrowed growth. Why has democracy worked in India? Our national leadership was dedicated to it and we wanted it to work, but, also, because in our society there were elements and traditions which supported the growth of democracy.
5. In our democratic system, there may be differences in many spheres but we rise above them. To achieve the objective of keeping the country united, we have to transcend political and party based differences, which create dissensions. If we cannot remain united and the country does not remain strong, with whom shall we have differences? Against whom shall we fight? With whom shall we be friends? Brothers and sisters, if the country falls, nobody survives. When we were fighting for the freedom of our country, it did not mean only political freedom. It also meant social justice, equality and economic justice. Only one phase is over and another one is under way. We have to cover a long and difficult path. Whereas the enemies were visible during those days; now they are in disguise. Some of them are openly our enemies, but many become unintentional pawns of others.
a) Make notes on the passage in any suitable format using recognizable abbreviations wherever necessary. Give a title to your notes.
b) Write a summary of the passage based on your notes.
Ans. India’s Stance on Freedom
1. Intro.
1.1 Pre-Ind. view: Struggle seen within global context
1.2 Dem.
1.2.1 tolerance of others’ opinions
1.2.2 co-existence = international dem.
1.2.2.1 tolerance of other nations/systems
1.3 non-alignment
1.3.1 deepens ind. & self-reliance
1.3.2 maintains freedom of judgment
1.3.3 avoids inv. in others’ conflicts
1.3.4 blunts power bloc conflicts
1.3.5 promotes world stability
2. National Dev.
2.1 Country as extended family
2.1.1 limited resources require budgeting
2.1.2 avoid waste, husband resources
2.1.3 establish priorities
2.1.4 cater to education & social needs
2.1.5 special provs. for weaker sections
2.2 Balanced Dev.
2.2.1 balance between
2.2.1.1 industry & agriculture
2.2.1.2 technology & culture
2.2.1.3 State ventures & private initiative
2.2.1.4 economic growth & social justice
2.2.1.5 large & small entities
2.2.2 stimulate all sections to be creative
3. Planning Approach
3.1 dem. planning: not totalitarian or coercive
3.2 gradual transformation
3.2.1 modernizing ancient, diverse society is daunting
3.2.2 gradual approach avoids resentment
3.2.3 minimize dislocation/suffering
3.2.4 preserve spiritual/cultural values
4. Dem. in India
4.1 planning experience: reflects successes & problems of dem. dev.
4.2 Dem. Success Factors
4.2.1 dedicated national leadership
4.2.2 supportive social elements & traditions
5. Maintaining Unity and Progress
5.1 transcend diff.
5.1.1 overcome political/party-based divisions
5.1.2 essential for national unity & strength
5.2 freedom’s broader meaning
5.2.1 not just political freedom, but social
& economic justice too
5.3 ongoing challenges
5.3.1 one phase (political freedom) is over
5.3.2 another phase (social/economic justice) is underway
5.3.3 long, difficult path ahead
5.3.4 enemies
5.3.4.1 previously visible, now disguised
5.3.4.2 some open enemies, many unintentional pawns
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| Ind. | Independence |
| dem. | Democracy |
| inv. | involvement |
| & | and |
| provs. | provision |
| diff. | differences |
Summary
India’s Stance on Freedom
India has historically viewed its struggle for freedom in the context of global issues, promoting concepts like democracy, tolerance, co-existence, and non-alignment to maintain independence and stability. A country is likened to an extended family, requiring careful budgeting and prioritization of resources, balancing industry with agriculture and technology with culture, while catering to social needs and empowering weaker sections. India’s planning for industrialization and modernization is seen as a gradual and non-coercive process, aimed at maintaining cultural values while minimizing dislocation and suffering. India’s democracy thrives due to dedicated leadership and supportive societal traditions, despite challenges in understanding its significance. Emphasizing national unity over political differences, it stresses that true freedom encompasses social and economic justice, highlighting the need to identify and combat modern challenges that threaten this unity.
Q5. Read the passage given below and answer the questions that follow:
Fasting is said to bring a host of benefits provided if done under medical supervision. Doctors explain how to go about it. Food is to the body what fuel is to a motor vehicle. It provides energy, helps repair and rejuvenation and confers many other benefits. A lot of research has been done and is being done on fasting. When one fasts, the digestive organs get rest and all body mechanisms are cleansed. While fasting, the natural process of toxin excretion continues while influx of new toxins is reduced. The energy usually used for digestion is redirected to immune function and cell growth. Fasting helps you heal with greater speed, cleanses your liver, kidneys and colon, purifies your blood, helps you lose excess weight and water, flushes out toxins, clears the eyes and tongue and cleanses the breath.
Another research says fasting, even occasionally, helps in de-toxification. Through fasting we restrict digestive activity and so energy is utilised to cleanse different systems. Fasting improves metabolism, sharpens the senses, calms the mind, helps lose weight, improves general immunity, improves concentration and mental clarity. Fasting, if understood and done under supervision, has tremendous benefits and impacts one at various planes; mental, emotional, physical and spiritual. Specifically it serves as an aid to effective detoxification, helps in repair and rejuvenation, offers rest to the gastro-intestinal system and promotes mobilisation of excess fat.
The crucial point to note is the difference between fasting and starvation. Research suggests there are major health benefits to calorie restriction. Among other things it slows down the ageing process. According to the US National Academy of Sciences, other benefits include stress resistance, increased insulin sensitivity and increased lifespan.
Glucose is the body’s primary fuel source and is essential for the brain’s functioning. When denied glucose for more than 4 – 8 hours, the body converts glycogen stored in the liver into a usable form of fuel and supplements it with small amounts of protein. This will last for upto 12 hours before the body turns to glycogen stored in muscles. If glucose is still denied at this point, the body continues to use fat for as long as it is available. If the fast is not broken, starvation occurs, as the body begins to use protein for fuel. Death can occur if fasting is pursued to the point of complete starvation.
a) On the basis of your understanding of the above passage, make notes on it using headings and subheadings. Use recognizable abbreviations (Minimum 4) and a format you consider suitable. Supply an appropriate title to it.
b) Write a summary of the passage in about 50 words.
Ans. Fasting
1. Intro.
1.1 fasting = abstaining from food
1.2 said to bring benefits if medically supervised
1.3 food = fuel for the body: energy, repair, rejuvenation
1.4 res. ongoing
2. Benefits of Fasting
2.1 physiological benefits
2.1.1 digestive organs rest
2.1.2 body mechanisms cleansed
2.1.3 toxin excretion continues; new toxins reduced
2.1.4 energy redirected: immune function, cell growth
2.1.5 faster healing
2.1.6 cleanses: liver, kidneys, colon
2.1.7 purifies blood
2.1.8 weight and water loss
2.1.9 toxin flush out
2.1.10 clears eyes & tongue
2.1.11 cleanses breath
2.2. overall benefits
2.2.1 detoxification
2.2.2 improved metabolism
2.2.3 sharpened senses
2.2.4 calms mind
2.2.5 weight loss
2.2.6 improved immunity
2.2.7 improved concentration
2.2.8 mental clarity
2.3 impacts
2.3.1 mental plane
2.3.2 emotional plane
2.3.3 physical plane
2.3.4 spiritual plane
2.4 specific benefits
2.4.1 effective detoxification
2.4.2 repair & rejuvenation
2.4.3 rest for gastro-intestinal system
2.4.4 mobilization of excess fat
3. Fasting vs. Starvation
3.1 crucial difference
3.2 res. on calorie restriction: major health benefits
3.2.1 slows aging
3.2.2 stress resistance
3.2.3 incr. insulin sensitivity
3.2.4 incr. lifespan (US National Academy of Sciences)
4. Body’s Fuel Usage During Fasting
4.1 glucose: primary fuel; essential for brain
4.2 after 4-8 hrs.
4.2.1 body converts liver glycogen → glucose
4.2.2 supplements with small amounts of protein
4.2.3 lasts up to 12 hrs.
4.3 after 12 hrs: body uses muscle glycogen
4.4 prolonged fasting: body uses fat 4.5 starvation: body uses protein for fuel
4.6 extreme fasting → death
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| vs. | versus |
| res. | research |
| incr. | increase |
| → | leads to |
| hrs. | hours |
Summary
Fasting
Fasting, when done under medical supervision, offers various health benefits such as weight loss, detoxification, improved metabolism, and better immunity. It allows the digestive organs to rest and reallocates energy towards immune function and cell growth. Distinguishing between fasting and starvation is crucial, as controlled calorie restriction can lead to advantages like slowed aging and increased lifespan. The body uses glucose for fuel, then shifts to glycogen and fat for energy. However, prolonged fasting can lead to serious health risks.
Q6. Read the passage given below and answer the questions that follow:
It is surprising that sometimes we don’t listen to what people say to us. We hear them, but we don’t listen to them. I was curious to know how hearing is different from listening. I had thought both were synonyms, but gradually, I realised there is a big difference between the two words.
Hearing is a physical phenomenon. Whenever somebody speaks, the sound waves generated reach you, and you definitely hear whatever is said to you. However, even if you hear something, it doesn’t always mean that you actually understand whatever is being said. Paying attention to whatever you hear means you are really listening. Consciously using your mind to understand whatever is being said is listening.
Diving deeper, I found that listening is not only hearing with attention but is much more than that. Listening is hearing with full attention and applying our mind. Most of the time, we listen to someone, but our minds are full of needless chatter and there doesn’t seem to be enough space to accommodate what is being spoken.
We come with a lot of prejudices and preconceived notions about the speaker or the subject on which he is talking. We pretend to listen to the speaker, but deep inside, we sit in judgment and are dying to pronounce right or wrong, true or false, yes or no. Sometimes, we even come prepared with a negative mindset of proving the speaker wrong. Even if the speaker says nothing harmful, we are ready to pounce on him with our own version of things.
What we should ideally do is listen first with full awareness. Once we have done that, we can decide whether we want to make a judgment or not. Once we do that, communication will be perfect and our interpersonal relationship will become so much better. Listening well doesn’t mean one has to say the right thing at the right moment. In fact, sometimes if words are left unspoken, there is a feeling of tension and negativity. Therefore, it is better to speak out your mind but do so with awareness after listening to the speaker with full concentration.
Let’s look at this in another way. When you really listen, you imbibe not only what is being spoken, but you also understand what is not spoken as well. Most of the time we don’t really listen even to people who really matter to us. That’s how misunderstandings grow among families, husbands and wives, brothers and sisters.
a) On the basis of your understanding of the above passage, make notes on it using headings and sub-headings. Use recognizable abbreviations (wherever necessary minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the passage in about 80 words.
Ans. Hearing Versus Listening
1. Intro.
1.1 some don’t listen to what is said
1.2 hear vs. listen: big diff.
2. Hearing
2.1 physical phenomenon
2.2 sound waves reach you
2.3 hearing ≠ understanding
3. Listening
3.1 paying attention to what you hear.
3.2 consciously uses mind to understand
3.3 more than hearing with attention
3.4 hearing with full attention & applying mind
3.5 obstacles to listening
3.5.1 mind full of chatter
3.5.2 prejudices, preconceived notions
3.5.3 pretending to listen
3.5.4 judging, wanting to pronounce right/wrong
3.5.5 negative mindset, wanting to prove the speaker wrong
3.5.6 ready to attack with its own version
4. Ideal Approach
4.1 listen first with full awareness
4.2 then decide about judgment
4.3 benefits of good listening
4.3.1 perfect communication
4.3.2 improved relationships
4.4 speaking
4.4.1 sometimes unspoken words = tension, negativity
4.4.2 speak your mind, after listening with concentration
5. Deeper Listening
5.1 imbibe spoken & unspoken
5.2 not listening to important people → misunderstandings
5.2.1 families
5.2.2 spouses
5.2.3 siblings
Keys to Abbreviations
| Abbreviations | Words |
| intro | introduction |
| vs. | versus |
| diff. | difference |
| ≠ | not equal to |
| & | and |
| = | equal to |
| → | leads to |
Summary
Hearing Versus Listening
The passage is about the difference between hearing and listening. Hearing is simply a physical phenomenon where sound waves reach us while listening involves actively paying attention and understanding what is being said. Often, our preconceived notions and mental distractions prevent us from truly listening. To improve communication and interpersonal relationships, it’s important to listen with full awareness before making judgments. Effective listening not only involves understanding spoken words but also grasping unspoken messages. Misunderstandings can arise when we fail to listen, particularly with those close to us.
Q7. Read the passage given below and answer the questions that follow:
Remember all of the things you were scared of as a kid? As adults, some of our childhood fears tell us that many of the things that terrified us in our youth did so supposedly because of our own imaginations — but it turns out that there’s a little more to it than that. A recent Ask Reddit thread asked users what they were scared of most as kids, and I couldn’t help but notice one thing about it: A lot of us had similar fears. Just take a look at the list of things that scared you as a kid — the monster under bed or in the closet, the dark, something chasing you up the stairs… the list goes on. You’re not alone. Why did so many of us experience these specific fears? Was it simply a matter of an active imagination running wild, or does it go deeper than that?
I remember my childhood as being generally happy and can recall experiencing some of the most carefree times of my life. But I can also remember, even more vividly, moments of being deeply frightened. As a child, I was truly terrified of the dark and getting lost. These fears were very real and caused me some extremely uncomfortable moments.
Maybe it was the strange way things looked and sounded in my familiar room at night that scared me so much. There was never total darkness, but a street light or passing car lights made clothes hung over a chair take on the shape of an unknown beast. Out of the corner of my eye, I saw curtains move when there was no breeze. A tiny creak in the floor would sound a hundred times louder than in the daylight and my imagination would take over, creating burglars and monsters. Darkness always made me feel helpless. My heart would pound and I would lie very still so that ‘the enemy’ wouldn’t discover me.
Another childhood fear of mine was that I would get lost, especially on the way home from school. Every morning, I got on the school bus right near my home – that was no problem. After school, though, when all the buses were lined up along the curve, I was terrified that I would get on the wrong one and be taken to some unfamiliar neighbourhood. I would scan the bus for the faces of my friends, make sure that the bus driver was the same one that had been there in the morning, and even then ask the others over and over again to be sure I was in the right bus. On a school or family trips to an amusement park or a museum, I wouldn’t let the leaders out of my sight. And of course, I was never very adventurous when it came to taking walks or hikes because I would go only where I was sure I would never get lost.
Perhaps, one of the worst fears I had as a child was that of not being liked or accepted by others. First of all, I was quite shy. Secondly, I worried constantly about my looks, thinking people wouldn’t like me because I was too fat or wore braces. I tried to wear ‘the right clothes’ and had intense arguments with my mother over the importance of wearing flats instead of saddled shoes to school. Being popular was very important to me then and the fear of not being liked was a powerful one.
While it’s true that what scares one person doesn’t necessarily scare another, it appears that many of the fears we all have in common are universal for a reason: They go back to our shared experiences, either culturally or evolutionarily (or both). Even as adults, we’re all scared of something. And there’s usually a reason why, right? For example, after a freaky experience in my childhood, I refuse to this day to pass a mirror in the dark. I also won’t have any mirrors in my bedroom. Look at your own fears, and I’d be willing to bet that something you experienced caused them to manifest. Similar to how our dreams can have meanings, so can our fears. We tend to dismiss the fears of children as nonsensical and irrational; but kids have a mind of their own, just like adults, and it turns out there’s an explanation behind some of their most common fears. Whether it’s science or folklore, these common childhood fears all exist for a reason. One of the processes of evolving from a child to an adult is being able to recognize and overcome our fears. I have learned that darkness does not have to take on a life of its own, that others can help me when I am lost and that friendliness and sincerity will encourage people to like me. Understanding the things that scared us as children help to cope with our lives as adults.
a) On the basis of your understanding of the above passage, make notes on it using headings and sub-headings. Use recognizable abbreviations (wherever necessary-minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the passage in about 80 words.
Ans. Childhood Fears
1. Intro.
1.1 childhood fears: seemingly from imagination, but may have deeper roots
1.2 shared fears among children (monster under bed, dark, etc.)
1.3 question: Imagination or deeper reason?
2. Author’s Childhood Fears
2.1 generally happy childhood, but vivid fear memories
2.2 fear of the dark
2.2.1 familiar room at night = strange sights/sounds
2.2.2 clothes on chair = unknown beast
2.2.3 curtains moving (no breeze)
2.2.4 tiny creaks = loud noises, imagined burglars/monsters
2.2.5 darkness = feeling of helplessness
2.2.6 heart pounding, lying still
2.3 fear of getting lost
2.3.1 school bus fear (wrong bus, unfamiliar place)
2.3.2 checked faces, driver; asked others repeatedly
2.3.3 clung to leaders on trips
2.3.4 avoided adventurous walks/hikes
2.4 fear of not being accepted
2.4.1 shyness
2.4.2 worried about looks
2.4.3 concern over “right clothes”
2.4.4 imp. of popularity
3. Origins of Common Fears
3.1 shared fears: universal due to cultural/evolutionary experiences
3.2 adult fears also have reasons (e.g., mirror in the dark after a bad experience)
3.3 parallels between dreams & fears (potential meanings)
3.4 dismissing childhood fears as irrational is wrong
4. Understanding and Overcoming Fears
4.1 evolving from child to adult = recognizing & overcoming fears
4.2 author’s eg. of overcoming
4.2.1 darkness isn’t alive
4.2.2 others can help when lost
4.2.3 friendliness & sincerity encourage liking
4.3 understanding childhood fears helps in adult life
Keys to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| = | equals to |
| imp. | important |
| & | and |
| eg. | example |
Summary
Childhood Fears
Childhood fears are the fears many people experienced similar terror as kids, such as fear of the dark, getting lost, and not being accepted. It reflects on personal childhood experiences, emphasizing how the darkness amplified imagination and created fears, like seeing shapes in the dark or getting on the wrong school bus. Additionally, the author shares feelings of shyness and concern about acceptance from peers. The text suggests that these fears may stem from shared cultural or evolutionary experiences and indicates that understanding childhood fears can help adults cope with their anxieties. The process of growing up often involves recognizing and overcoming these fears.
Q8. Read the passage given below and answer the questions that follow:
Governments have seized on tourism as a way of creating employment and bringing income—referably foreign exchange— into troubled economies. For years, tourism’s capacity to filter wealth through communities has been a major argument in its favour. The tourist spends money on accommodation, food and souvenirs, bringing income to the suppliers of these goods and services, whose money will, in turn, circulate through the economy.
But if the hotels are foreign-owned, local people have little to gain. Nor are they better off if tourists, though staying among them, come prepared to be self-sufficient. In both cases, tourists are strongly resented by the locals, who see huge increases in prices as the only visible result of tourism’s economic impact.
Job creation is another common advantage of tourism. Governments subsidise tourism projects in the expectation of increasing employment opportunities in the new hotels and restaurants. But such work is frequently poorly paid and is seasonal. Local people may be neither willing to do small and mean unskilled jobs nor highly trained enough to be managers or tour operators. They stand on the sidelines while foreign staff and migrants fill the vacancies. Social tensions surface all too easily in such situations.
Any kind of change brings tensions and economic development tends to increase the generation gap. The young learn new skills while the older generation finds its traditions devalued or rejected. Tourists bring with them different cultures and ideas. Their dress and behaviour may be very attractive to the younger generation, but not to the older one. On the beaches and bar strips of Asia, Africa and the Pacific, you can see how readily young people have been lured from their villages by the promise of bright lights and money.
In relation to the environment, even the most blundering tourism enthusiast is faced with the trunA that tourists destroy the very things they have come for. In Kenya, a country that depends heavily on tourism, there is a real danger of ‘tourist pollution’ in the most popular game parks. Animals in the Maasai Mara Reserve are constantly disturbed by tourist buses, their prey scattered, their feeding grounds damaged. If the animals disappear, so may tourism.
a) On the basis of your understanding of the above passage, make notes on it using headings and sub-headings. Use recognizable abbreviations (wherever necessary-minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the passage in about 80 words.
Ans. Tourism as Economic Tool
1. Intro.
1.1 govt. use tourism for
1.1.1 employment creation
1.1.2 income gen. (esp. foreign exchange)
1.2 traditional argument: tourism filters wealth
1.2.1 tourists spend on
1.2.1.1 accommodation
1.2.1.2 food
1.2.1.3 souvenirs
1.2.2 benefits suppliers; money circulates
2. Negative Economic Impacts
2.1 limited local gain: foreign-owned hotels
2.2 self-sufficient tourists
2.2.1 tourists stay among locals
2.2.2 bring own supplies
2.2.3 locals resent tourists
2.2.4 price increases are only visible result
3. Job Creation Issues
3.1 govt. subsidize projects for jobs
3.1.1 new hotels & restaurants
3.2 job problems
3.2.1 poor pay
3.2.2 seasonal work
3.2.3 locals unwilling to do unskilled jobs
3.2.4 locals lack skills for higher positions
3.2.5 foreign staff/migrants fill vacancies
3.2.6 social tensions arise
4. Social & Cultural Impacts
4.1 change brings tension
4.2 development incr. gen. gap
4.2.1 young gain new skills
4.2.2 older gen. traditions devalued
4.3 tourists bring different cultures.
4.3.1 attractive to young
4.3.2 not to the older gen.
4.4 lure of young people
4.4.1 from villages
4.4.2 promise of bright lights & money
5. Environmental Impacts
5.1. tourism destroys attractions
5.2. Kenya example
5.2.1 heavily dependent on tourism
5.2.2 ‘tourist pollution’ in game parks
5.2.3 Maasai Mara Reserve 5.2.3.1 animals disturbed by buses
5.2.3.2 prey scattered
5.2.3.3 feeding grounds damaged
5.2.4 animal loss = potential tourism loss
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| govt. | government |
| esp. | especially |
| & | and |
| incr. | increase |
| gen. | generation |
| = | equals to |
Summary
Tourism as an Economic Tool
Governments promote tourism to boost employment and income, especially foreign exchange, in struggling economies. However, local benefits can decline if hotels are foreign-owned or if tourists rely on self-sufficiency, leading to resentment among locals facing rising prices. Tourism often creates poorly paid, seasonal jobs that locals may not fill, resulting in social tensions as foreign workers take positions. It can also widen the generation gap, as younger people embrace modern influences at the expense of older traditions. Environmental concerns arise as tourism can harm attractions. For instance, in Kenya, increased tourist activity threatens wildlife in protected areas, showing how “tourist pollution” can jeopardize tourism itself.
Q9. Read the passage given below and answer the questions that follow:
The Maasai tribe live on the wide plains in southern and northern Kenya and northern Tanzania. Essentially there are twelve geographic sectors of the tribe, each one having its own customs, appearance, leadership and dialects. They can be recognized by the special red cloth they wear which is called a Shuka. They are famous fighters. They used to raid the neighbouring tribes and carry away their cattle. All the other tribes were afraid of them because of their skills in war.
The warrior is of great importance as a source of pride in the Maasai culture. To be a Maasai is to be born into one of the world’s last great warrior cultures. From boyhood to adulthood, young Maasai boys begin to learn the responsibilities of being a man and a warrior. The role of a warrior is to protect their animals from human and animal predators, to build kraals (Maasai homes) and to provide security to their families.
The Maasai in a very beautiful part of Africa. It consists of miles of rolling grassland, on which you can find thorny bushes and here and there a rocky hill. The people move from one place to another according to the seasons, looking for the grasses and other plants on which their cattle can graze.
Since the Maasai lead a semi-nomadic life, their houses are loosely constructed and semi- permanent. They are usually small, circular houses built by the women using mud, grass, wood and cow-dung. The men build the fences and sheds for the animals. When they want to settle in a place for some time, they build a kind of camp called a “Manyatta”, where a few families live for weeks or months. Then they move on again, taking their few belongings with them, and burning the old “Manyatta” to the ground.
To make a hut, they take a number of long thin wooden poles and plant them in circle. Then each pole is bent into a shape of a ‘U’, and its other end is also planted in the earth. Now the framework for the hut is ready.
Next, the space between the poles is filled with leaves, small branches of tree and mud. Then the outside of earth hut is covered or plastered with cow-dung, which quickly becomes hard in the sun. An opening is left for the door but there are no windows. The hut is about 5 feet high, so that grown-up men cannot stand up straight inside his hut. There is no furniture, except perhaps a small wooden stool for the head of the family.
The Maasai tribe has a deep, almost sacred, relationship with cattle. They are guided by a strong belief that God created cattle especially for them and that they are the sole custodians of all the cattle on earth. This bond has led them into a nomadic way of life following patterns of rainfall over vast land in search of food and water for their large herds of cattle. The Maasai tribe measures wealth by the number of cattle and children one has.
The effects of modern civilization, education and western influence have not completely spared this unique and interesting tribe. Some of the Maasai tribe’s deep-rooted culture is slowly fading away. Many practice nomadic pastoralism, while others have been absorbed into modern day jobs working in tourism where they showcase their culture to visiting tourists. Maasai children now have access to education and some have moved from their homeland to urban areas where they have secured jobs.
a) Make notes on the passage in any suitable format using recognizable abbreviations wherever necessary. Give a title to your notes.
b) Write a summary of the passage based on your notes.
Ans. Maasai Tribe
1. Overview
1.1 location
1.1.1 southern & northern Kenya
1.1.2 northern Tanzania
1.2 structure: twelve geographic sectors
1.2.1 diff. customs
1.2.2 diff. appearance
1.2.3 diff. leadership
1.2.4 diff. dialects
1.3 distinctive feature: red cloth (Shuka)
1.4 reputation: Famous fighters
1.4.1 used to raid neighboring tribes
1.4.2 carried away cattle
1.4.3 feared for war skills
2. The Warrior Culture
2.1 warrior = source of pride
2.2 Maasai identity: born into warrior culture
2.3 boyhood to adulthood: learning warrior responsibilities
2.4 warrior’s role
2.4.1 protecting animals (human & animal predators)
2.4.2 building kraals (Maasai homes)
2.4.3 providing family security
3. Lifestyle & Habitat
3.1 habitat: rolling grassland
3.1.1 thorny bushes
3.1.2 rocky hills
3.2 lifestyle: semi-nomadic
3.2.1 move acc. to seasons
3.2.2 seek grazing for cattle
4. Housing
4.1 house constr.
4.1.1 loosely constr.
4.1.2 semi-permanent
4.1.3 small, circular
4.1.4 built by women
4.1.5 materials: mud, grass, wood, cow-dung
4.2 other structures: men build fences & animal sheds
4.3 temporary settlement: “Manyatta”
4.3.1 camp for a few families
4.3.2 stay for weeks or months
4.3.3 old Manyatta is burned when moving
5. Hut Constr. Details
5.1 framework
5.1.1 long, thin poles
5.1.2 poles planted in a circle
5.1.3 poles bent into ‘U’ shape
5.1.4 other end of ‘U’ is planted in earth
5.2 walls: space b/w poles filled with leaves, branches, & mud
5.3 exterior: Covered/plastered with cow-dung
5.3.1 hardens in the sun
5.4. Features
5.4.1 opening doors
5.4.2 no windows
5.4.3 about 5 ft. high
5.4.4 minimal furniture
6. Relationship with Cattle
6.1 deep, almost sacred relationship
6.2 belief: God created cattle for them
6.3 belief: they are sole custodians of all cattle
6.4 nomadic life: driven by the search for cattle food & water
6.5 wealth measured by the no. of cattle & children
7. Impact of Modernization
7.1 effects of modern civilization, edu., & western influence
7.2 some deep-rooted culture is fading
7.3 current practices
7.3.1 many practice nomadic pastoralism
7.3.2 some work in tourism, showcasing culture
7.4 edu. access for children
7.5 some have moved to urban areas & secured jobs
Key to Abbreviations
| Abbreviations | Words |
| & | and |
| diff. | different |
| = | equals to |
| acc. | according |
| constr. | construction |
| b/w | between |
| ft. | feet |
| no. | number |
| edu. | education |
Summary
The Maasai Tribe
The Maasai tribe resides in southern and northern Kenya and northern Tanzania, divided into twelve sectors with unique customs and dialects. Known for their red Shuka cloth, they were historically fierce warriors who raided for cattle, a central aspect of their culture symbolizing wealth and security. Living a semi-nomadic lifestyle, the Maasai move based on seasonal grazing needs for their cattle. Their temporary homes, Manyattas, are small circular huts made from natural materials, reflecting their close relationship with cattle. While some Maasai maintain their traditional pastoral lifestyle, others have adapted to modern influences, engaging in tourism and pursuing education, resulting in changes to their cultural practices.
Q10. Read the passage given below and answer the questions that follow:
1. Cloud computing is computing in which large groups of remote servers are networked to allow the centralized data storage and online access to computer services or resources. Clouds can be classified as public, private or hybrid.
2. As a metaphor for the Internet, “the cloud” is a familiar cliche, but when combined with ‘computing’, the meaning gets bigger and fuzzier. Cloud computing encompasses any subscription based or pay per use service that, in real time over the Internet, extends IT’s existing capabilities.
3. In a cloud computing system, there’s a significant workload shift. Local computers no longer have to do all the heavy lifting when it comes to running applications. The network of computers that make up the cloud handles them instead. Hardware and software demands on the user’s side decrease. The only thing the user’s computer needs to be able to run is the cloud computing system’s interface software, which can be as simple as a Web browser and the cloud’s network takes care of the rest.
4. Cloud computing is typically defined as a type of computing that relies on sharing computing resources rather than having local servers or personal devices to handle applications.
5. In cloud computing, the word cloud (also phrased as “the cloud”) is used as a metaphor for ‘the Internet,’ so the phrase cloud computing means “a type of Internet-based computing.” where different services such as servers, storage and applications—are delivered to an organisation’s computers and devices through the Internet.
6. Cloud computing is comparable to grid computing, a type of computing where unused processing cycles of all computers in a network are harnessed to solve problems too intensive for any stand-alone machine.
7. The goal of cloud computing is to apply traditional supercomputing or high-performance computing power, normally used by military and research facilities, to perform tens of trillions of computations per second, in consumer-oriented applications such as financial portfolios, to deliver personalized information, to provide data storage or to power large, immersive computer games. It relies on restricting sharing of resources to achieve coherence and economies of scale, similar to a utility (like the electricity grid) over a network. At the foundation of cloud computing is the broader concept of converged infrastructure and shared services.
8. To do this, cloud computing uses networks of large groups of servers typically running low-cost PC technology with specialized connections to spread data-processing chores across them. This shared IT infrastructure contains large pools of systems that are linked together. Often, virtualization techniques are used to maximize the power of cloud computing.
9. It is only in recent years that companies have started renting servers and storage instead of purchasing hardware and running it at huge costs. And with more organizations – especially those that rely on India’s outsourcing infrastructure transferring some of their IT work onto the cloud, companies such as Tata Consultancy Services (TCS), Infosys and Wipro have stepped up to facilitate that concept. They have positioned themselves as enablers between owners and renters.
10. A report published by IT research and advisory firm Gartner estimates that in India alone the market for cloud-based services will rise by a third to $557 million this year and more than triple by 2018. Cloud computing will become even more prominent in the coming years, with the predicted rapid, continued growth of major global cloud data centres.
a) On the basis of your reading of the above passage, make notes on it using headings and sub-headings. Use recognizable abbreviations wherever necessary (minimum 4).
Supply a suitable title to it.
b) Write a summary of the above passage in about 80 words.
Ans. Cloud Computing
1. Def.
1.1 large groups of remote servers networked
1.2 centralized data storage
1.3 online access to computer services/resources
1.4 clouds classified as: public, private, or hybrid
2. “The Cloud” Metaphor
2.1 “The cloud” = metaphor for the Internet
2.2 cloud computing: subscription-based or pay-per-use service.
2.3 extends IT’s existing capabilities in real-time over the Internet
3. Workload Shift
3.1 significant workload shift in cloud computing
3.2 local computers: reduced burden of running app.
3.3 cloud networks handle app.
3.4 user-side: decreased hardware & software demands
3.5 user’s computer needs: cloud computing system’s interface software (e.g., web browser)
3.6 cloud network handles the rest
4. Core Concept
4.1 relies on sharing computing resources
4.2 not local servers or personal devices for applications
5. Cloud as the Internet
5.1 “Cloud” = metaphor for “the Internet”
5.2 cloud computing = Internet-based computing
5.3 services delivered via the Internet
5.3.1 servers
5.3.2 storage
5.3.3 applications
6. Comparison to Grid Computing
6.1 comparable to grid computing
6.2 grid computing: uses unused processing cycles of networked computers
6.3 solves problems too intensive for stand-alone machines
7. Goals and Purpose
7.1 apply supercomputing
or high-performance computing power
7.1.1 traditionally used by the military & research
7.1.2 perform tens of trillions of computations per second
7.2 consumer-oriented app.
7.2.1 financial portfolios
7.2.2 personalized information
7.2.3 data storage
7.2.4 large, immersive computer games
7.3 relies on resource sharing for
7.3.1 coherence
7.3.2 economies of scale
7.4 similar to a utility (e.g., electricity grid) over a network
7.5 foundation: converged infrastructure & shared services
8. Implementation
8.1 uses networks of large server groups
8.1.1 typically low-cost PC technology
8.1.2 specialized connections.
8.1.3 spreads data-processing chores
8.2 shared IT infrastructure: large pools of linked systems
8.3 virtualization techniques: maximize cloud computing power
9. Recent Trends
9.1 recent shift: renting servers/storage vs. purchasing hardware
9.2 increased adoption by organizations, especially those using India’s outsourcing
9.3 indian companies as enablers: TCS, Infosys, Wipro
9.4 positioned as intermediaries between owners & renters
10. Market Growth
10.1 gartner report: India’s cloud-based services market
10.1.1 est. to rise by a third to $557 million this year
10.1.2 projected to more than triple by 2018
10.2 cloud computing: predicted to become more prominent
10.3 rapid, continued growth of major global cloud data centers
Key to Abbreviations
| Abbreviations | Words |
| Def. | definition |
| = | equals to |
| app. | applications |
| vs. | versus |
| est. | estimated |
Summary
Cloud Computing
Cloud computing utilizes remote servers for centralized data storage and online resource access, classified as public, private, or hybrid. It allows local computers to minimize reliance on their own processing power through subscription-based or pay-per-use services. The term “cloud” refers to Internet-based computing that shares resources, similar to grid computing. This approach aims to leverage high-performance computing for consumer applications while offering economies of scale. The adoption of cloud services is increasing, especially in India, driven by major players in the outsourcing sector acting as intermediaries. The market for cloud-based services in India is expected to grow significantly with the rapid expansion of global cloud data centers.
Q11. Read the following passage and answer the questions that follow:
Fashion is a force – a powerful force of constantly altering patterns of change and growth. Its constant movement affects the fate of the designers and manufacturers who distribute it, and of course, the lives of the consumers, who follow what it dictates. All of its facets taken together add up to a multimillion dollar industry. Fashion today means mega bucks.
Fashion is also a science. Surprising, isn’t it? However, it is well known that it involves known facts and basic principles, and its actions and reactions can be predicted, as these are based on those facts and principles. Fashion is one of those distinct and unique trades that is highly dependent on the environment and the changes that are continuously taking place in it. These have to be understood by the designers if they want to become successful.
For one to make it to the top in the fashion business and stay there, one has to continue to discover and innovate to fulfil the needs and wants of the customers. For this, most of the top designers such as Yves Saint Laurant, Karl Lagerfeld, Clairborne etc all rely upon their creativity backed by years of invaluable experience. In this line of work, instinct and intuition play a very major role besides the knowledge of past successes and failures. As the power of fashion to influence our lives grows, a number of misconceptions about it continue to abound. The most common of these is that the designers and retailers dictate what the fashion will be, by accepting or rejecting the styles and trends that are offered. They are truly, as one ‘fashion guru’ once said, “Variety vultures”. However, it is not so – actually customers dictate the trends.
The second misconception is that fashion acts as an influence on women only. However, actually, men today are as much influenced by, and responsive to, fashion, as women. In point of fact, the male fashion industry has been growing at a dizzying rate. Yes, there was a time when menswear was not exactly worth talking about. It was staid and unimaginative. But that does not mean that men did not dress up according to the latest trends of the day. There were changes in Western dressing that followed the dictates of the designers and the fashionable elite trend-setters. These were the drainpipes in the ’60s, the popular safaris in the ’70s, the denims in the ’80s and the ethnic wear that has caught on these days.
Fashion today is more lifestyle oriented and quite practical. The modern male and female want to dress differently for office and leisure. Designers are becoming more daring so that the women as well as the men have a wide choice. There are different designs for every moment of a busy social schedule – from work, lunch to afternoon tea, cocktails, dinner and gala banquets.
Lastly, fashion is the force that causes women to raise and lower their skirt length, straighten or fizz their hair and change from sportswear to dressy clothes. Fashion is also that force which influences men to grow or shave off their moustaches and beards, choose wide or narrow ties and lapels, and change from casual jeans into three piece suits and tuxedo. It is indeed this dynamic and varied force that adds spice and colour to our life.
a) Make notes on the passage in any suitable format using recognizable abbreviations wherever necessary. Give a title to your notes.
b) Write a summary of the passage based on your notes.
Ans. Fashion as a Force
1. Intro.
1.1 powerful force of altering patterns
1.2 drives change & growth
1.3 impacts
1.3.1 designers
1.3.2 manufacturers
1.3.3 consumers
1.4. multimillion-dollar industry
1.5. fashion = “mega bucks”
2. Fashion as a Science
2.1 involves known facts & principles
2.2 actions & reactions are predictable.
2.3 dependent on environment & changes
2.4 designers must understand these changes
3. Success in the Fashion Business
3.1 continuous discovery & innovation
3.2 meeting customer needs & wants
3.3 top designers:
3.3.1 Yves Saint Laurent
3.3.2 Karl Lagerfeld
3.3.3 Clairborne
3.4 reliance on
3.4.1 creativity
3.4.2 exp.
3.4.3 instinct & intuition
3.4.4 knowledge of past successes & failures
4. Misconceptions about Fashion
4.1 misconception 1: designers or retailers dictate trends
4.1.1 reality: Customers dictate trends
4.1.2 “Variety vultures”
4.2 misconception 2: fashion influences only women
4.2.1 reality: men are also influenced & responsive
4.2.2 male fashion industry is growing rapidly
4.2.3 past menswear: staid & unimaginative
5. Historical changes in Western menswear:
5.1 drainpipes (1960s)
5.2 safaris (1970s)
5.3 denims (1980s)
5.4 ethnic wear (present)
6. Modern Fashion
6.1 lifestyle-oriented & practical
6.2 diff. dressing for
6.2.1 office
6.2.2 leisure
6.3 designers are becoming more daring
6.4 wide choice for both men & women
6.5 designs for various social occasions
6.5.1 work
6.5.2 lunch
6.5.3 afternoon tea
6.5.4 cocktails
6.5.5 dinner
6.5.6 gala banquets
7. Fashion’s Influence
7.1 women
7.1.1 skirt lengths
7.1.2 hair (straight or fizzy)
7.1.3 changes from sportswear to dressy clothes.
7.2 men
7.2.1 moustaches & beards
7.2.2 tie & lapel width
7.2.3 changes from casual jeans to three-piece suits & tuxedos
7.3 adds spice & color to life
Keys to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| & | and |
| = | equals to |
| exp. | experience |
| diff. | different |
Summary
Fashion as a Force
Fashion is a powerful and ever-changing force that significantly impacts designers, manufacturers, and consumers, contributing to a multimillion-dollar industry. It also functions as a science, relying on established facts and principles that adapt to environmental changes. Success in fashion requires continuous innovation and creativity from designers, who must listen to consumer demands rather than solely dictate trends. Both men and women are now equally influenced by fashion, with the male fashion industry experiencing notable growth. Today’s fashion is more lifestyle-oriented, offering practical designs for various social settings. Ultimately, fashion influences personal choices, from clothing styles to grooming, adding vibrancy to everyday life.
Q12. Read the following passage and answer the questions that follow:
1. Good decoration reflects the personality of the people who live in the home. It should, first of all, be distinctive, just as each person is distinctive. A home should have unity not only within each room but also throughout the house. Rooms should, to some degree, harmonize with each other. The colour and styling of each room, particularly, should fit into the colour and styling of the rooms which run out of it.
2. Attractive home furnishings set the stage for pleasant living. If they are an expression of yourself, you will have a feeling of satisfaction every time you enter your home, and friends will share your enjoyment.
3. However, furnishings and surroundings expressive of just the right note of restfulness, gay informality, or elegant simplicity are not often assembled by accident. Even enthusiasm alone is not enough. For most home decorators, it takes poring over plans, trying colour schemes, finding ingenious ways to make the best of what you have, and shopping around to search out just the right purchases at prices you can afford to pay. But there is keen pleasure in striving for the perfect result, and great satisfaction in achieving it.
4. A successful house and successful rooms will depend upon the proper relationship of each element in it to the others and to the whole. Therefore, in selecting each piece it is well to consider the background, the usage, the draperies, the floor covering, the upholstering materials, the woods, shapes, colour scheme, and the “feeling” you prefer for the room.
5. Work and plan to enjoy your house. Limit the expenditures of time, effort and money to the extent of your abilities, so that just running the house doesn’t dominate your life. Elegance and delicate things may be a drain you can afford only in a limited way. If you can’t afford outside help, select a house and furnishings that require less care. Plan your activities so that tumult and upset are limited to a few rooms-an activity room or a bedroom, or a comer of the dining room.
6. You’ll get more pleasure out of a house if you have a hobby connected with it-Today collecting glass or antiques, gardening or indoor flower growing, ceramics, art, cooking, decorating, flower arrangements, etc. And you’ll get more satisfaction and a great deal of help from studying household activities. You can select a pleasing combination of colours from a wallpaper, a fabric, a flower or scene, or even a picture in a magazine. If you don’t already have the furniture, it is a good idea to make up a colour scheme in this way. Let one colour predominate. Limit a colour scheme to two or three colours, with white or gray tones.
a) On the basis of your reading of the above passage make notes using headings and sub- headings. Use recognizable abbreviations where necessary.
b) Make a summary of the above passage in not more than 80 words using the notes made and also suggest a suitable title.
Ans. Home Decor
1. Def.
1.1 reflects personality of residents
1.2 distinctive
1.3 unity
1.3.1 within each room
1.3.2 throughout the house
1.4 harmony b/w rooms
1.5 color & styling flow b/w rooms
2. Attractive Furnishings
2.1 set the stage for pleasant living
2.2 expression of self-satisfaction
2.3 enjoyment shared with friends
3. Achieving Desired Atmosphere
3.1 Restfulness, informality, simplicity: not accidental
3.2 requires effort beyond enthusiasm
3.3 Process
3.3.1 planning
3.3.2 trying color schemes
3.3.3 making the best of existing items
3.3.4 shopping for affordable purchases
3.4 pleasure in the process & result
4. Elements of Successful Design
4.1. proper relationship of elements
4.1.1 to each other
4.1.2 to the whole
4.2 considerations when selecting pieces
4.2.1 background
4.2.2 usage
4.2.3 draperies
4.2.4 floor covering
4.2.5 upholstering materials
4.2.6 woods
4.2.7 shapes
4.2.8 color scheme
4.2.9 desired “feeling” of the room
5. Enjoying Your Home
5.1 work & plan for enjoyment
5.2 limit expenditures
5.3 prevent house mgmt from dominating life
5.4 consider affordability of upkeep 5.5 if no outside help: choose a low-maintenance house & furnishings
5.6 confine “tumult & upset” to limited areas
5.6.1 activity room
5.6.2 bedroom
5.6.3 corner of the dining room
6. Enhancing Enjoyment
6.1 have a house-related hobby
6.1.1 collecting (glass, antiques)
6.1.2 gardening/indoor flowers
6.1.3 ceramics
6.1.4 art
6.1.5. cooking
6.1.6 decorating
6.1.7 flower arrangements
6.2 study household activities for help & satisfaction
6.3 color scheme inspiration
6.3.1 wallpaper
6.3.2 fabric
6.3.3 flower
6.3.4 scene
6.3.5 magazine picture
6.4 create color scheme first
6.5 color scheme guidelines
6.5.1 one predominant color
6.5.2 limit to two or three colors
6.5.3 use white or gray tones
Key to Abbreviations
| Abbreviations | Words |
| Def. | Definition |
| b/w | between |
| & | and |
| mgmt | management |
Summary
Home Decor
Effective home decoration reflects personal style and creates unity among rooms through harmonious colors and styling. Attractive furnishings enhance the living environment and should bring satisfaction and enjoyment. Achieving a well-decorated home involves careful planning and consideration of design elements like colors and materials. Prioritize enjoyment while managing time, effort, and expenses, opting for low-maintenance options when necessary. Engaging in home decor-related hobbies can enhance enjoyment, and using a cohesive color scheme can guide furniture choices.
Q13. Read the following passage and answer the questions that follow:
1. There are two types of diabetes, insulin-dependent and non-insulin-dependent. Between 90-95% of the estimated 13-14 million people in the United States with diabetes have non- insulin-dependent, or Type II, diabetes. Because this form of diabetes usually begins in adults over the age of 40 and is most common after the age of 55, it used to be called adult-onset diabetes. Its symptoms often develop gradually and are hard to identify at first; therefore, nearly half of all people with diabetes do not know they have it. For instance, someone who has developed Type II diabetes may feel tired or ill without knowing why. This can be particularly dangerous because untreated diabetes can cause damage to the heart, blood vessels, eyes, kidneys, and nerves. While the causes, short-term effects, and treatments of the two types of diabetes differ, both types can cause the same long-term health problems.
2. Most importantly, both types affect the body’s ability to use digested food for energy. Diabetes does not interfere with digestion, but it does prevent the body from using an important product of digestion, glucose (commonly known as sugar), for energy. After a meal, the normal digestive system breaks some food down into glucose. The blood carries the glucose or sugar throughout the body, causing blood glucose levels to rise. In response to this rise, the hormone insulin is released into the bloodstream and signals the body tissues to metabolize or burn the glucose for fuel, which causes blood glucose levels to return to normal. The glucose that the body does not use right away is stored in the liver, muscle, or fat.
3. In both types of diabetes, however, this normal process malfunctions. A gland called the pancreas, found just behind the stomach, makes insulin. In people with insulin-dependent diabetes, the pancreas does not produce insulin at all. This condition usually begins in childhood and is known as Type I (formerly called juvenileonset) diabetes. These patients must have daily insulin injections to survive. People with non-insulin-dependent diabetes usually produce some insulin in their pancreas, but their bodies’ tissues do not respond well to the insulin signal and, therefore, do not metabolize the glucose properly, a condition known as insulin resistance.
4. Insulin resistance is an important factor in non- insulin-dependent diabetes, and scientists are searching for the causes of insulin resistance. They have identified two possibilities. The first is that there could be a defect in the insulin receptors on cells. Like an appliance that needs to be plugged into an electrical outlet, insulin has to bind to a receptor in order to function. Several things can go wrong with receptors. For example, there may not be enough receptors to which insulin may bind, or a defect in the receptors may prevent insulin from binding. The second possible cause of insulin resistance is that, although insulin may bind to the receptors, the cells do not read the signal to metabolize the glucose. Scientists continue to study these cells to see why this might happen.
5. There’s no cure for diabetes yet. However, there are ways to alleviate its symptoms. In 1986, the National Institute of Health panel of experts recommended that the best treatment for non-insulin dependent diabetes is a diet that helps one maintain a normal weight and pays particular attention to a proper balance of the different food groups. Many experts, including those in the American Diabetes Association, recommend that 50-60% of daily calories come from carbohydrates, 12-20% from protein, and no more than 30% from fat. Foods that are rich in carbohydrates, like breads, cereals, fruits, and vegetables, break down into glucose during digestion, causing blood glucose to rise. Additionally, studies have shown that cooked foods raise blood glucose higher than raw, unpeeled foods. A doctor or nutritionist should always be consulted for more of this kind of information and for help in planning a diet to off- set the effects of this form of diabetes.
a) Make notes on the passage in any suitable format using recognizable abbreviations wherever necessary. Give a title to your notes.
b) Write a summary of the passage in about 80 words based on your notes.
Ans. Diabetes
1. Types
1.1 insulin-dependent (Type I)
1.2 non-insulin-dependent (Type II).
1.2.1 90-95% of US diabetes cases
1.2.2 usually begins in adults over 40
1.2.3 most common after 55
1.2.4 formerly called adult-onset
1.2.5 symptoms develop gradually, hard to identify
1.2.6 nearly half unaware they have it
1.2.7 eg: feeling tired/ill without knowing why
1.2.8 untreated: damages heart, blood vessels, eyes, kidneys, nerves
1.3 both types: same long-term health problems
1.4 both affect body’s ability to use digested food for energy
2. How Digestion Works
2.1 diabetes does not interfere with digestion
2.2 prevents body from using glucose (sugar) for energy
2.3 normal process after meal
2.3.1 food breaks down into glucose
2.3.2 blood carries glucose, levels rise
2.3.3 insulin released into bloodstream
2.3.4 insulin signals tissues to metabolize glucose
2.3.5 blood glucose levels return to normal
2.3.6 excess glucose stored in liver, muscle, fat
3. Malfunction in Diabetes
3.1 pancreas makes insulin
3.2 insulin-dependent (Type I)
3.2.1 pancreas produces no insulin
3.2.2 begins in childhood (formerly juvenile-onset)
3.2.3 requires daily insulin injections
3.3 non-insulin-dependent (Type II):
3.3.1 pancreas produces some insulin
3.3.2 body tissues don’t respond well to insulin (IR)
3.3.3 glucose not metabolized properly
4. Causes for IR
4.1 important factor in Type II diabetes
4.2 defect in insulin receptors on cells
4.3 insulin needs to bind to a receptor to function
4.4 receptor problems: not enough or defective
4.5 cells don’t read insulin signal
4.6 scientists studying why cells don’t read signal
5. Treatment
5.1 no cure yet
5.2 symptoms can be alleviated
5.3 1986 NIH panel recommendation (for Type II)
5.3.1 diet to maintain normal weight
5.3.2 proper balance of food groups
5.4 American Diabetes Association recommendation
5.4.1 50-60% daily cal. from carbohydrates
5.4.2 12-20% from protein
5.4.3 no more than 30% from fat
5.5 carbohydrate-rich foods break down into glucose
5.6 cooked foods raise blood glucose higher than raw, unpeeled foods
5.7 consult doc.for diet planning
| Abbreviations | Words |
| eg. | example |
| IR | Insulin Resistance |
| cal. | calories |
| doc. | doctor |
Summary
Diabetes
There are two types of diabetes: Type I (insulin-dependent) and Type II (non-insulin-dependent). About 90-95% of U.S. diabetes cases are Type II, typically occurring in adults over 40. Diabetes impairs the body’s ability to utilize glucose for energy. After meals, blood glucose rises and insulin is released for metabolism. Type I diabetes requires daily insulin injections as the pancreas doesn’t produce insulin, whereas Type II involves insulin resistance despite production. Although there’s no cure, diabetes symptoms can be managed through a balanced diet, focusing on carbohydrates (50-60%), protein (12-20%), and fat (no more than 30%). Consulting healthcare professionals for diet planning is recommended.
Q14. Read the following passage and answer the questions that follow:
A republic is essentially a nation-state in which supreme political power vests in the people and in elected representatives given a mandate to govern by those people. Most importantly, this is the principal point of difference from a monarchy-republics have an elected or nominated head of state, usually a President, not a hereditary monarch. In effect, all sovereignty, power and authority in a republic are vested in the people.
The word ‘republic’ is derived from the Latin phrase ‘res publica’, meaning ‘a public thing’. Ancient Romans used this to describe the wellspring of their governance system for their city-state by about 500 BC. Inspired by notions of Athenian democracy, Rome’s republic was a noble experiment. The inscription ‘SPQR’, emblazoned on all Roman standards and public buildings, expanded to ‘The Senate and People of Rome’. It touted to the world that Roman political power was vested in a great many, not concentrated in one ruler or family.
Rome’s republican tryst, sustained by public elections and classical debate, lasted until Julius Caesar seized control in 44 BC. Being succeeded by his wily nephew, Augustus, who founded a famous empire that lasted a while longer, consigned the republican ideal to the dustbin of the world. Rome took much of its republican template from Greece. In particular, from Athens, most luminous of ancient Greece’s many city-states. The notion of moving political power away from an individual to the masses sprang from the need to safeguard the new notion of personal and individual freedom. It meant citizens would willingly join any battle to safeguard this freedom from any aggressor. But it was a troubled ideal. Athens ran on slave labour and democracy became limited to narrower sections as time went by. Tyranny and mob rule reared their ugly heads; Athenian imperialism overstretched the city-state so much so that even Plato and Aristotle, in effect, argued for enlightened oligarchies in their political philosophy.
Besides the many obvious fruits of the Renaissance and Reformation, Europe’s two most epochal events in the second millennium, the republican ideal owes much to Niccolo Machiavelli and John Locke. Machiavelli, a 15th century Italian statesman-writer, located sovereignty in a collective exercise of power.
The governed would guide actions of their ideal governor, he argued forcefully. Little wonder that Rousseau later referred to Machiavelli’s ‘The Prince’ as a handbook for Republicans. The rise of England’s parliament soon after injected a strong republican element into its body politic. Modern liberalism, which sprang from Locke’s work, did the same in most of the western world.
Two revolutions, one decade and two continents apart, brought forth two republican models the world still looks to: the American in 1776 and the French in 1789. The first saw England lose its earliest colony. Monarchy was sternly repudiated and the ideas behind the Declaration of Independence exploded onto the Western world as a serious alternative whose time had come.
The declaration laid the basis for much republican-democratic ideation. The US’s new Constitution firmly located power with the people by stating that government derived their just powers from the consent of the governed.
The French Revolution brought French monarchy, and all its attendant power structures, to a violent end, sending shockwaves through European kingdoms. The new republic’s bloody convulsions and military campaigns for liberty, equality, and national self-aggrandisement spread the spirit of revolution. Even under Napoleon Bonaparte, France would flirt with monarchy again but remained firmly democratic and republican in spirit ever after.
(a) On the basis of your reading of the above passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
(b) Write a summary of the above passage.
Ans. Republic
1. Def.
1.1 nation-state
1.2 supreme political power vests in
1.2.1 the people
1.2.2 elected rep.
1.3 rep. have a mandate to govern from the people
1.4 key diff. from monarchy
1.4.1 elected/nominated head of state (President)
1.4.2 not a hereditary monarch
1.5 all sovereignty, power, & authority are vested in the people
2. Origin of the Term “Republic”
2.1 derived from Latin: “res publica” = “a public thing”
2.2 ancient Romans used it for their governance system
2.3 Roman Republic: around 500 BC
2.4 inspired by Athenian democracy
2.5 “SPQR” (Senatus Populusque Romanus)
2.5.1 on Roman standards & public buildings
2.5.2 meant “The Senate & People of Rome”
2.5.3 showed political power vested in many, not one ruler
3. The Roman Republic’s Fate
3.1 sustained by public elections & classical debate
3.2 ended when Julius Caesar seized control (44 BC)
3.3 Augustus succeeded him
3.3.1 founded a long-lasting empire
3.3.2 consigned the republican ideal
4. Greek Influence
4.1 Rome’s template from Greece, especially Athens
4.2 Athenian city-state was most prominent of ancient Greece
4.3 notion of moving power away from an individual to masses
4.3.1 to safeguard personal/individual freedom
4.3.2 citizens would fight for this freedom
4.4 challenges in Athens
4.4.1 reliance on slave labor
4.4.2 democracy became limited
4.4.3. Tyranny & mob rule.
4.4.4. Athenian imperialism.
4.5. Plato & Aristotle: advocated for enlightened oligarchies.
5. European Influences
5.1 besides the Renaissance & Reformation
5.2 Republican ideal influenced by:
5.2.1. Niccolo Machiavelli (15th century Italian)
5.2.2. John Locke
5.3 rise of England’s Parliament: injected a republican element
6. The American & French Rev.
6.1 two rev., one decade & two continents apart.
6.2. Created models the world still looks to.
7. American Rev.: 1776
7.1 England lost its earliest colony
7.2 monarchy strongly rejected
7.3 declaration of Independence’s ideas spread
7.4 provided an alternative model
7.5 US Constitution: Power with the people (consent of the governed)
8. French Rev.: 1789
8.1 the French monarchy ended violently
8.2 shockwaves through European kingdoms
8.3 new republic’s bloody campaigns
8.3.1 liberty
8.3.2 equality
8.3.3 national self-aggrandisement
8.3.4 spirit of revolution spread
8.3.5 Napoleon Bonaparte flirted with monarchy
8.3.6 France became firmly democratic and republican in spirit
| Abbreviations | Words |
| def. | definition |
| rep. | representatives |
| diff. | difference |
| & | and |
| = | equals to |
| rev. | revolution |
Summary
Republic
A republic is a nation-state where political power rests with the people and their elected representatives, unlike monarchies with hereditary rulers. The term ‘republic’ comes from the Latin ‘res publica’, rooted in ancient Rome around 500 BC and inspired by Athenian democracy. Though Rome’s republican government emphasized collective power, it eventually transitioned to monarchy under Julius Caesar and Augustus. The republican ideal faced challenges as Athenian democracy became exclusive and tyrannical. During the Renaissance, thinkers like Machiavelli and Locke revived republican ideas, stressing the governed’s role in guiding leaders. The American Revolution in 1776 and the French Revolution in 1789 created modern republican models based on the consent of the governed, spreading democratic ideals in the Western world. Despite challenges, France upheld its republican spirit even under Napoleon.
Q15. Read the following passage and answer the questions that follow:
Smoking is the major cause of mortality, with bronchogenic carcinoma of the lung, and is one of the factors causing death due to malignancies of larynx, oral cavity, oesophagus, bladder, kidney, pancreas, stomach and uterine cervix, as well as coronary heart diseases. Nicotine is the major substance present in the smoke that causes physical dependence. The additives do produce damage to the body. For instance, ammonia can result in a hundred-fold increase in the ability of nicotine to enter into the smoke.
Levulinic acid, added to cigarettes to mask the harsh taste of the nicotine, can increase the binding of nicotine to brain receptors, which increases the ‘kick’ of nicotine. Smoke from the burning end of a cigarette contains over 4000 chemicals and 40 cancer-causing chemicals, also known as carcinogens. It has long been known that tobacco smoke is cancer-causing.
The lungs of smokers collect an annual deposit of one to one-and-a-half pounds of the gooey black material. The invisible gas phase of cigarette smoke contains nitrogen, oxygen and toxic gases like carbon monoxide, formaldehyde, hydrogen cyanide and nitrogen oxides. These gases are poisonous and in many cases interfere with the body’s ability to transport oxygen. Like many carcinogenic compounds, these gases can act as tumour promoters or tumour initiators by acting directly on the genetic make-up of cells of the body, leading to the development of cancer. During smoking, within the first 8 – 10 seconds, nicotine is absorbed through the lungs and quickly moved into the bloodstream and circulated throughout the brain. Nicotine can also enter the bloodstream through the mucous membranes that line the mouth (if tobacco is chewed) or nose (if snuff is used) and even through the skin.
Our brain is made up of billions of nerve cells. They communicate with each other by chemical messengers called neuro-transmitters. Nicotine is one of the most powerful nerve poisons and binds stereo-selectively to nicotinic receptors located in the brain, autonomic ganglia, the medulla and neuro-muscular junctions. Located throughout the brain, they play a critical role in cognitive processes and memory.
The nicotine molecule is shaped like a neuro-transmitter called acetylcholine which is involved in many functions including muscle movement, breathing, heart-rate, learning and memory. Nicotine, because of the similar structure with acetylcholine when it gets into the brain, attaches itself to acetylcholine sites and produces a toxic effect. In high concentrations, nicotine is more deadly. In fact one drop of purified nicotine on the tongue will kill a person. It has been used as a pesticide for centuries.
Recent research studies suggest that acute nicotine administration would result in increased dopamine release from the brain, producing perceptions of pleasure and happiness, increased energy and motivation, increased alertness, as well as an increased feeling of vigour during the early phase of smoking.
However, notwithstanding these superficial effects, research shows that the relationship between smoking and memory loss is strongest in people who smoke more than 20 cigarettes each day and this is not specific to the socio-economic status, gender or a range of associated medical conditions. Smoking may speed up age-related memory loss, but the details are not yet clear. Some studies suggest that repeated exposure to high nicotinic smoke related to the ‘brain-wiring’ is nothing but
neuron-biochemistry that deals with complex interaction among genetic experience and bio-chemistry of brain-cells.
(a) On the basis of your reading of the given passage make notes on it using headings and sub-headings. Use recognisable abbreviations wherever necessary. Supply an appropriate title to it.
(b) Write a summary of the given passage.
Ans. Smoking as a Health Hazard
1. Intro.
1.1 major cause of mortality
1.2 causes
1.2.1 bronchogenic carcinoma of the lung
1.2.2. death due to malignancies of
1.2.2.1 larynx
1.2.2.2 oral cavity
1.2.2.3 esophagus
1.2.2.4 bladder
1.2.2.5 kidney
1.2.2.6 pancreas
1.2.2.7 stomach
1.2.2.8 uterine cervix
1.2.3 coronary heart diseases
2. Harmful Substances in Smoke
2.1 nic.
2.1.1 causes physical dependence
2.2 additives: cause damage
2.2.1 ammonia: increases nicotine’s ability to enter smoke (100-fold)
2.2.2 levulinic acid
2.2.2.1 masks nicotine’s harsh taste
2.2.2.2 incr. nicotine binding to brain receptors
2.2.2.3 incr. nicotine “kick”
2.3 smoke composition
2.3.1 from burning end: over 4000 chemicals
2.3.2 40 carcinogens (cancer-causing chemicals)
2.3.3 tobacco smoke = cancer-causing
2.4 lung damage
2.4.1 1 to 1.5 pounds of black material deposited annually
2.5 invisible (g) phase
2.5.1 nitrogen
2.5.2 oxygen
2.5.3 toxic (g)
2.5.3.1 carbon monoxide
2.5.3.2 formaldehyde
2.5.3.3 hydrogen cyanide
2.5.3.4 nitrogen oxides
2.5.4 (g) are poisonous
2.5.5 (g) interfere with oxygen transport
2.5.6 (g) can act as tumour promoters
2.5.7 (g) can act as tumour initiators
2.5.8 (g) affect the genetic make-up of cells
3. Nic. Absorption & Effects
3.1 absorption time: within 8-10 seconds of smoking
3.2 absorption route
3.2.1 lungs
3.2.2 mucous membranes (mouth, nose)
3.2.3 skin
3.3 circulation: quickly moves into bloodstream, throughout brain
3.4 brain and nerve cells
3.4.1 brain has billions of nerve cells
3.4.2 communicate via neurotransmitters
3.4.3 nic. = powerful nerve poison
3.4.4 binds to nic. receptors
3.4.5 receptors located in: brain, autonomic ganglia, medulla, neuromuscular junctions
3.4.6 receptors critical for cognitive processes & memory
3.5 mechanism of action
3.5.1 nic. molecule similar to acetylcholine
3.5.2 acetylcholine functions: muscle movement, breathing, heart rate, learning, memory
3.5.3 nic. attached to acetylcholine sites.
3.5.4 produces a toxic effect
3.5.5 high concentrations of nic. are deadly
3.5.6 nic. used as pesticide
4. Recent Research
4.1 acute nic. administration
4.1.1 incr. dopamine release
4.1.2 perceptions of pleasure & happiness
4.1.3 incr. energy & motivation
4.1.4 incr. alertness
4.1.5 incr. feeling of vigour
4.2 smoking & memory loss
4.2.1 strongest in people who smoke >20 cigarettes/day
4.2.2 not specific to socio-economic status or gender
4.2.3 not specific to range of associated medical conditions
4.3 smoking may speed up age-related memory loss
4.4 ‘Brain-wiring’
4.4.1 repeated exposure to high nic. smoke
4.4.2 neuron-biochemistry
4.4.3 complex interaction among genetic experience & biochemistry of brain-cells
| Abbreviations | Words |
| intro. | introduction |
| nic. | nicotine |
| incr. | increase |
| (g) | gas |
| & | and |
Summary
Smoking as a Health Hazard
Smoking is a leading cause of death, primarily from lung cancer and coronary heart diseases. Nicotine, a highly addictive component of tobacco, creates physical dependence and exerts toxic effects. Additives like ammonia enhance nicotine’s impact on the brain. Cigarette smoke contains over 4,000 chemicals, many of which are carcinogenic, damaging the lungs and introducing harmful gases like carbon monoxide and formaldehyde that can affect cell genetics. Nicotine is quickly absorbed into the bloodstream, impacting brain function by binding to critical receptors for cognition. While smoking may offer immediate pleasure, it is associated with memory loss, especially in heavy smokers, and may accelerate age-related cognitive decline. Ongoing research is investigating the connection between nicotine and brain chemistry.
Q16. Read the following passage and answer the questions that follow:
Although stupidity is commonly defined as ‘a lack of normal intelligence’, stupid behaviour is not the behaviour of a person lacking in intelligence but the behaviour of a person not using good judgement or sense. In fact, stupidity comes from the Latin word that means ‘senseless’. Therefore, stupidity can be defined as the behaviour of a person of normal intelligence who acts in a particular situation as if he or she isn’t very bright. Stupidity exists at three levels of seriousness.
First is the simple, relatively harmless level. Behaviour at this level is often amusing.
It is humorous when someone places the food from a fast food restaurant on the roof of the car while unlocking the door and then drives away with the food still on the roof. We call this absent-minded. The person’s good sense or intelligence was temporarily absent. At this level, other than passing inconvenience or embarrassment, no one is injured by the stupid behaviour.
The second type-serious stupidity-is more dangerous. Practical jokes such as putting sugar in the salt shakers are at this level.
The intention is humorous, but there is a chance of harm. Irresponsible advice given to others is also serious stupidity. An example is the person who plays psychiatrist on the basis of an introductory psychology course or doing a TV program on psychiatry. The intention may be to help, but if the victim really needs psychiatric help, an amateur will only worsen the situation.
Even worse is the third kind of stupidity. Kind people, who would never injure another living being, stupidly throw away a box of six-week-old kittens along a country road. Lacking the heart to kill the poor things, they sentence them to almost certain death from wild animals, infections, exposure or the wheels of a passing vehicle.
Yet, they are able to tell themselves that ‘they will find nice homes’ or ‘animals can get along in the wild’. Another example of this kind of stupidity is the successful local businessman who tries to have as many office affairs as he can get away with. He risks the loss of his business and his home. He fails to see that what he is doing is wrong. His is the true moral stupidity of a person not willing to think about the results of his actions or take responsibility for them. The common defence of a person guilty of stupidity is – ‘But I didn’t think…..”! ‘This, however, is not a proper excuse, especially when serious or harmful stupidity is involved.
a) On the basis of your reading of the above passage, make notes on it using headings and sub-headings. Use recognisable abbreviations, wherever necessary. Also supply an appropriate title to it.
b) Write a summary of the above passage.
Ans. Stupidity
1. Def.
1.1 common def.: lack of normal intel
1.2 actual def.: not lack of intel., but lack of good judgment/sense
1.3 Latin origin: “senseless”
1.4 stupidity = behavior of a person of normal intel. acting as if not bright
2. Levels of Stupidity
2.1 first level: simple, relatively harmless
2.1.1 often amusing
2.1.2 eg: placing food on car roof & driving off.
2.1.3 absent-mindedness: temporary absence of good sense
2.1.4 conseq.: inconvenience, embarrassment
2.2 second level: serious stupidity
2.2.1 more dangerous
2.2.2 eg: practical jokes like sugar in salt shakers.
2.2.3 intention humorous, but risk of harm
2.2.4 irresponsible advice
2.2.5 eg: amateur psychiatrist worsening a victim’s sit.
2.3 third level: worst kind of stupidity
2.3.1 kind people doing harmful things
2.3.2 eg: abandoning kittens.
2.3.3 rationalization: “they will find homes”
2.3.4 rationalization: “animals can get along in the wild”
2.3.5 conseq.: death from animals, infection, exposure
2.3.6 eg: businessman having affairs
2.3.7 risks loss of business and home
2.3.8 fails to see the wrongness of actions
2.3.9 true moral stupidity: unwilling to consider conseq. or take responsibility
3. The Common Defense
3.1 “but I didn’t think…”
3.2 not a proper excuse
3.3 esp. when stupidity is serious or harmful
| Abbreviations | Words |
| def. | definition |
| intel. | intelligence |
| eg. | example |
| & | and |
| sit. | situation |
| conseq. | consequences |
| esp. | especially |
Summary
Stupidity
The text explores the concept of stupidity, distinguishing it from a lack of intelligence. It defines stupidity as the behaviour of normally intelligent individuals who fail to use good judgment, categorized into three levels. First, Simple Stupidity is Harmless, often amusing actions, like leaving food on the car roof. Second, Serious Stupidity is Potentially harmful actions, such as irresponsible jokes or advice, that can have negative effects. Third, Worst Stupidity is the actions by well-meaning individuals that lead to severe harm, like abandoning animals or reckless behaviour, a failure to think about consequences or take responsibility. It highlights that the excuse “I didn’t think…” is inadequate, especially when serious harm is involved.
Q17. Read the following passage and answer the questions that follow:
The Great Wall of China was built to link existing fortifications into a united defense system and better keep invading Mongol tribes out of China. It is the largest man-made monument ever to have been built and it is said that it is the only one visible from space. Thousands of people must have given their lives to build this huge construction.
The Great Wall of China is a series of towers made of stone, brick, earth, wood and other materials, generally built along an East-to-West line across the historical Northern borders of China to protect the Chinese states and empires against the raids and invasions of the various nomadic groups of the Eurasian Steppe. Several walls were being built as early as the 7th century BCE; these, later joined together and made bigger and stronger, are now collectively referred to as the Great Wall. Especially famous is the wall built (220-206 BCE) by Qin Shi Huang, the first Emperor of China. Little of that wall remains. Since then, the Great Wall has on and off been rebuilt, maintained and enhanced; the majority of the existing wall is from the Ming Dynasty (1368-1644).
Other purposes of the Great Wall have included border controls, allowing the imposition of duties on goods transported along the Silk Road, regulation or encouragement of trade and the control of immigration and emigration. Furthermore, the defensive characteristics of the Great Wall were enhanced by the construction of watch towers, troop barracks, garrison stations, signaling capabilities through the means of smoke or fire and the fact that the path of the Great Wall also served as a transportation corridor.
The Great Wall stretches from Dandong in the East to Lop Lake in the West, along an arc that roughly delineates the Southern edge of Inner Mongolia. A comprehensive archaeological survey, using advanced technologies, has concluded that the Ming walls measure 8,850 km. This is made up of 6,259 km sections of actual wall, 359 km of trenches and 2,232 km of natural defensive barriers such as hills and rivers. Another archaeological survey found that the entire wall with all of its branches measures out to be 21,196 km.
King Zheng of Qin conquered the last of his opponents and unified China as the First Emperor of the Qin dynasty (“Qin Shi Huang”) in 221 BCE. Intending to impose centralised rule and prevent the resurgence of feudal lords, he ordered the destruction of some sections of the walls, however, he ordered building of new walls to connect the remaining fortifications along the empire’s Northern frontier. Transporting the large quantity of materials required for construction was difficult, so builders always tried to use local resources. Stones from the mountains were used over mountain ranges, while earth was used for construction in the plains. The Great Wall concept was revived under the Ming dynasty in the 14th century, to gain a clear upper hand over the Mongolian tribes.
a) On the basis of your reading of the above passage, make notes on it, using headings and subheadings. Use recognisable abbreviations (wherever necessary, minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the passage.
Ans. The Great Wall of China
1. Purpose of the Great Wall
1.1 link existing fort.
1.2 unite defense sys.
1.3 keep Mongol tribes out of China
1.4 largest man-made monument
1.5 only monument visible from space
1.6 thousands died during constr.
2. Description of the Great Wall
2.1 series of towers
2.2 materials: stone, brick, earth, wood, etc
2.3 built along an East-to-West line
2.4 protected Chinese states & empires
2.5 protected against nomadic groups of the Eurasian Steppe
2.6 several walls built as early as 7th century BCE
2.6.1. later joined & strengthened
2.6.2. collectively called the Great Wall
2.7 wall built by Qin Shi Huang (220-206 BCE) is famous
2.7.1 little of that wall remains
2.8 rebuilt, maintained, & enhanced over time
2.8.1 majority of existing wall from Ming Dynasty (1368-1644)
3. Additional Purposes
3.1 border controls
3.2 imposition of duties on Silk Road goods
3.3 trade regulation/encouragement
3.4 control of immigration & emigration
3.5 enhanced defensive characteristics
3.5.1 watch towers
3.5.2 troop barracks
3.5.3 garrison stations
3.5.4 signaling capabilities (smoke/fire)
3.5.5 served as a transportation corridor
4. Extent of the Great Wall
4.1 stretches from Dandong (East) to Lop Lake (West)
4.2 follows southern edge of Inner Mongolia
4.3 Ming walls: 8,850 km
4.3.1. 6,259 km: actual wall sections
4.3.2. 359 km: trenches
4.3.3. 2,232 km: natural barriers (hills, rivers)
4.4. entire wall (with branches): 21,196 km
5. Constr. History
5.1 King Zheng of Qin unified China as Qin Shi Huang (221 BCE)
5.2 aims
5.2.1 impose centralised rule
5.2.2 prevent resurgence of feudal lords
5.3 ordered
5.3.1 destruction of some wall sections
5.3.2 building of new walls to connect the remaining fort.
5.4 constr. challenges: Transporting materials
5.5 constr. solution: use local resources
5.5.1 stones from mountains
5.5.2 earth in the plains
5.6 great Wall concept revived under Ming Dynasty (14th Century)
5.6.1 to gain upper hand over Mongolian Tribes
Key to Abbreviations
| Abbreviations | Words |
| fort. | fortifications |
| sys. | system |
| constr. | construction |
| & | and |
Summary
The Great Wall of China
The Great Wall of China was built to create a unified defense system against invading Mongol tribes and is considered the largest man-made structure on Earth. Its construction began as early as the 7th century BCE, with significant contributions from the Qin Dynasty under Emperor Qin Shi Huang, though most of the existing wall is from the Ming Dynasty (1368-1644). The wall served various purposes, including border control, trade regulation along the Silk Road, and enhanced defense through watch towers and troop barracks. Stretching approximately 21,196 km, it runs from Dandong in the East to Lop Lake in the West. The construction utilized local materials, with a focus on connecting existing fortifications to strengthen the Northern frontier.
Q18. Read the following passage and answer the questions that follow:
1. Physical education which is commonly part of the curriculum at school level includes training in the development and care of the human body and maintaining physical fitness. Physical education is also about sharpening overall cognitive abilities and motor skills via athletics, exercise and various other physical activities like martial arts and dance.
2. Physical education promotes the importance of inclusion of a regular fitness activity in the routine. This helps the students to maintain their fitness, develop their muscular strength, increase their stamina and thus, stretch their physical abilities to an optimum level. Physical fitness helps them to inculcate the importance of maintaining a healthy body, which in turn keeps them happy and energised.
3. Participating in sports, be it team sports or dual and individual sports, leads to a major boost in self-confidence. The ability to go on the field and perform instills a sense of self-confidence, which is very important for the development of a person’s character. Every victory achieved on the field, helps to boost a person’s self-confidence. Moreover, the ability to accept defeat on the field and yet believe in your capabilities brings a sense of positive attitude as well.
4. Physical education classes are about participating in the physical fitness and recreation activities, but they are also about learning the overall aspects of physical health. For example, in today’s world the problem of obesity, or anaemia and bulimia are common amongst teenagers. Physical education provides an excellent opportunity for teachers to promote the benefits of healthy and nutritious food and warn against the ill effects of junk food. Promoting sound eating practices and guidelines for nutrition are some of the most valuable lessons that can be taught through physical education classes at school level.
5. Participation in team sports and even dual sports helps to imbibe a sense of team spirit amongst the students. While participating in team sports, the children have to function as an entire team, and hence they learn how to organise themselves and function together. This process of team building hones a person’s overall communication skills and the ability to get along with different people.
6. Participation in sports and physical education activities help to sharpen the reflexes of the students. It also brings order and discipline to the body movements and helps in development of a sound body posture. The hand-eye coordination improves as well.
7. Physical education classes also include lessons about the importance of personal hygiene and importance of cleanliness. Thus, these classes help the students to know the important hygiene practices that must be practised in order to maintain health and wellness throughout life.
8. Physical education classes help to enhance the overall cognitive abilities of the students, since they get a knowledge of the different kinds of sports and physical activities that they participate in. For example, a person who is participating in a specific type of martial arts class, will also gain knowledge of the origins of the martial arts, and the other practices and historical significance associated with it.
a) On the basis of your understanding of the above passage, make notes on it using headings and subheadings. Use recognisable abbreviation (wherever necessary – minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the above passage.
Ans. Importance of Physical Education
1. Def. of Phys. Ed.
1.1 part of school curriculum
1.2 training in
1.2.1 dev. of the human body
1.2.2 care of the human body
1.2.3 maintaining phys. fitness
1.3 sharpens cogn. abilities & motor skills via
1.3.1 athletics
1.3.2 exercise
1.3.3 phys. activities (martial arts, dance)
2. Phys. Fitness Promotion
2.1 promotes regular fitness activity
2.2 helps students
2.2.1 maintain fitness
2.2.2 dev. of muscular strength
2.2.3 incr. stamina
2.2.4 stretch phys. abilities
2.3 inculcates imp. of healthy body
2.4 leads to happiness & energy
3. Self-Confidence Boost
3.1 participating in sports (team, dual, individual)
3.1.1 boosts self-confidence
3.2 performing on the field instills self-confidence
3.3 important for character dev.
3.4 victory on the field boosts self-confidence
3.5 accepting defeat promotes a +ve attitude
4. Learning About Phys. Health
4.1 classes cover
4.1.1 phys. fitness activities
4.1.2 recreation activities
4.1.3 overall aspects of phys. health
4.2 addresses common teenage problems
4.2.1 obesity
4.2.2 anaemia
4.2.3 bulimia
4.3 promotes
4.3.1 benefits of healthy food
4.3.2 warns against junk food
4.4 teaches
4.4.1 sound eating practices
4.4.2 guidelines for nutrition
5. Team Spirit Dev.
5.1 participating in team & dual sports
5.2 imbibes a sense of team spirit
5.3 team sports require functioning as a team
5.4 students learn
5.4.1 organization
5.4.2 team work
5.5 hones
5.5.1 communication skills
5.5.2 ability to get along with diff. people
6. Reflexes & Posture
6.1 sharpens reflexes
6.2 brings order & discipline to body movements
6.3 develops sound body posture
6.4 improves hand-eye coordination
7. Personal Hygiene
7.1 includes lessons on
7.1.1 imp. of personal hygiene
7.1.2 imp. of cleanliness
7.2 teaches hygiene practices
7.3 promotes health & wellness
8. Enhancement of Cogn. Abilities
8.1 enhances overall cogn. abilities
8.2 students gain knowledge of
8.2.1 diff. kinds of sports
8.2.2 diff. phys. activities
8.3 eg: martial arts
8.3.1 knowledge of origins
8.3.2 other practices
8.3.3 historical significance
Key to Abbreviations
| Abbreviations | Words |
| phys. | physical |
| ed. | education |
| def. | definition |
| dev. | development |
| incr. | increase |
| cogn. | cognitive |
| +ve | positive |
| imp. | importance |
| diff. | different |
| eg. | example |
Summary
Importance of Physical Education
Physical education promotes the development and care of the human body, enhancing fitness and cognitive abilities through various activities. Regular physical activity fosters muscular strength, stamina, and the importance of a healthy lifestyle, leading to increased happiness and energy. Participation in sports boosts self-confidence and character development, teaching the value of both victory and accepting defeat positively. Physical education addresses health issues like obesity and promotes sound nutritional practices while raising awareness about the dangers of junk food. Team sports cultivate team spirit, communication skills, and the ability to collaborate with others. Engaging in sports enhances reflexes, body movement discipline, and overall posture and coordination. Lessons in personal hygiene and cleanliness are integral to physical education, promoting lifelong health and wellness. Physical education enhances cognitive abilities by providing knowledge about various sports and their historical significance.
Q19. Read the following passage and answer the questions that follow:
1. Getting enough sleep is as important as taking time out to relax. A good night’s sleep is essential for preserving the health of your brain and gives you the best chance to meet the coming day with a razor sharp mind. An average person needs about six to eight hour sleep a night–although it is also true that you need slightly less than this as you grow older-another advantage of aging. Stress and sleep deprivation often feed on each other, since stress tends to make it harder for you to fall asleep at night and sleep deprivation in itself causes stress.
2. Eventually, too little sleep can dramatically interfere with the performance of your memory–something you obviously want to prevent. If you are not getting enough sleep, try going to bed 30 to 60 minutes earlier than your normal bed time for a few days. Lie down on the bed and try to relax by dissociating yourself from your daily routine work. This is normally enough to catch up on any sleep deprivation.
3. If, however, you suffer from insomnia, you should seek the advice of your doctor. The chances are it is already affecting your ability to remember and recall information–and if you are struggling to improve your memory scores, this could be at the root of your problem. Prolonged periods of insufficient sleep can deplete your immune system, make you more accident prone and even cause depression–this can also reinforce a more negative outlook on life, which can contribute to your stress burden. The good news is that your memory and mood should automatically improve once you improve your sleep patterns. Tackle your sleep issues and everything else should fall into place.
4. Because stress management is so essential to maximise your brain power, if you are not in the habit of setting aside time to relax. Make it a priority to do so. Even a minute or two of deep breathing can start to work wonders. Often the best ideas and memories can come to you when you are in a state of relaxation, as it is during these moments that your brain stores, processes and plays with the information it has received.
5. Meditation has long been part of religious and spiritual life, specially in Asia. Today, more and more people are adopting it in Western countries too, for its value in developing peace of mind and lowering stress. There is some evidence that regular meditation can have real sleep gain and health benefits, particularly in terms of protecting your brain against aging.
a) On the basis of your understanding of the above passage, make notes on it using headings and subheadings. Use recognisable abbreviations (wherever necessary-minimum four) and a format you consider suitable. Also supply an appropriate title to it.
b) Write a summary of the passage.
Ans. Importance of Sleep
1. Imp.
1.1 as important as relaxation
1.2 essential for brain health
1.3 optimizes mental sharpness
1.4 avg. sleep need: six to eight hrs.
1.5 sleep decreases with age
1.6 stress & sleep deprivation
1.6.1 stress hinders sleep
1.6.2 sleep deprivation causes stress
2. Consequences of Sleep Deprivation
2.1 impaired memory perf.
2.2 remedy for insufficient sleep
2.2.1 earlier bedtime (30-60 minutes)
2.2.2 relax & disconnect from work
3. Insomnia & Its Effects
3.1 seek medical advice for insomnia
3.2 insomnia affects
3.2.1 memory & recall
3.3 prolonged sleep loss
3.3.1 depletes immune sys.
3.3.2 incr. accident risk
3.3.3 causes depression
3.3.4 promotes -ve outlook
3.3.5 incr. stress
3.4 improving sleep improves
3.4.1 memory
3.4.2 mood
4. Imp. of Relaxation
4.1 essential for brain power
4.2 prioritize relaxation time
4.3 deep breathing is beneficial
4.4 relaxation facilitates
4.4.1 idea generation
4.4.2 memory consolidation
4.4.3 info. processing
5. Meditation
5.1 historical ctx: religious & spiritual practice (Asia)
5.2 incr. adoption in Western countries
5.3 benefits
5.3.1 developing peace of mind
5.3.2 lowering stress
5.3.3 improved sleep
5.3.4 protection vs. brain aging
Key to Abbreviations
| Abbreviations | Words |
| imp. | importance |
| avg. | average |
| hrs. | hours |
| & | and |
| perf. | performance |
| sys. | system |
| incr. | increases |
| -ve | negative |
| info. | information |
| ctx. | context |
| vs. | versus |
Summary
Importance of Sleep
Adequate sleep is crucial for brain health and cognitive function, with adults requiring approximately six to eight hours per night. Aging may reduce sleep needs. Lack of sleep can negatively affect memory and increase stress, creating a cycle of sleep deprivation and stress. To combat insufficient sleep, consider going to bed earlier and relaxing to recover from sleep deficits. For insomnia, consult a doctor, as it can impact memory and overall health. Stress management is key to enhancing brain power; setting aside time for relaxation and deep breathing can facilitate better cognitive processing and memory retention. Meditation is gaining popularity for its mental health benefits and may help improve sleep quality and protect against brain aging.
Q20. Read the following passage and answer the questions that follow:
Fasting is said to bring a host of benefits, provided it is done under medical supervision. Doctors explain how to go about it. Food is to the body what fuel is to a motor vehicle. It provides energy, helps repair and rejuvenates and confers many other benefits. A lot of research has been done and is being done on fasting. When one fasts, the digestive organs get rest and all body mechanisms are cleansed.
While fasting, the natural process of toxin removal continues, while the entry of new toxins is reduced. The energy usually used for digestion is redirected to immune system and cell growth. Fasting helps you lose excess weight and water, flushes out toxins, helps you heal at greater speed, cleanses your liver, kidney and colon, purifies your blood, clears the eyes and tongue and cleanses the breath.
Another research says fasting, even occasionally, helps in de-toxification. Through fasting we restrict digestive activity and so energy is utilised to cleanse different systems. Fasting improves metabolism, sharpens the senses, calms the mind, improves general immunity, improves concentration and mental clarity. Fasting has tremendous benefits and impacts one at various planes: mental, emotional, physical and spiritual. Specifically it helps in de-toxification, repair and rejuvenation, gives rest to the gastro-intestinal system and promotes mobilisation of excess fat. The crucial point to note is the difference between fasting and starvation. Research suggests there are other benefits of fasting. It slows down the aging process, stress resistance, increased insulin sensitivity and increases lifespan. On the other hand, starvation occurs when the body begins to use protein for fuel and may lead to death in some cases.
a) On the basis of your reading of the above passage, make notes on it in points only, using abbreviations wherever necessary (minimum four). Supply a suitable title.
b) Write a summary of the above passage.
Ans. Importance of Fasting
1. Intro.
1.1 fasting benf. depend on the medical superv.
1.2 food = fuel for the body
1.2.1 provides energy
1.2.2 helps repair
1.2.3 rejuvenates
1.2.4 confers other benefits
1.3 ongoing research on fasting
1.4 during fasting
1.4.1 digestive organs rest
1.4.2 body mechanisms are cleansed
1.4.3 natural toxin removal continues
1.4.4 new toxin’s entry is reduced.
1.4.5 energy redirected to immune system & cell growth
2. Benf. of Fasting
2.1 weight and water loss
2.2 flushes out toxins
2.3 speeds healing
2.4 cleanses liver, kidneys, & colon
2.5 purifies blood
2.6 clears eyes and tongue
2.7 cleanses breath
2.8 detoxification (even occasional fasting)
2.9 improves metabolism
2.10 sharpens the senses
2.11 calms the mind
2.12 improves general immunity
2.13 improves concentration & mental clarity
2.14 impacts various planes
2.14.1 mental
2.14.2 emotional
2.14.3 physical
2.14.4 Spiritual
2.15 specific benf.
2.15.1 detoxification
2.15.2 repair and rejuvenation
2.15.3 rest for the gastro-intestinal system
2.15.4 promotes mobilisation of excess fat
3. Fasting vs. Starvation
3.1 imp. dist.
3.2 research on calorie restriction
3.2.1 slows aging
3.2.2 incr. stress resistance
3.2.3 incr. insulin sens.
3.2.4 incr. lifespan
3.3 starvation
3.3.1 body uses protein for fuel
3.3.2 may →death
Key to Abbreviations
| Abbreviations | Words |
| intro. | introduction |
| benf. | benefits |
| superv. | supervision |
| & | and |
| dist. | distinction |
| imp. | important |
| incr. | increases |
| sens. | sensitivity |
| → | lead to |
Summary
Importance of Fasting
Fasting, when done under medical supervision, offers various benefits including detoxification, weight loss, and improved healing. It allows the digestive system to rest and redirects energy towards the immune system and cell growth. Fasting helps cleanse the liver, kidneys, and colon, purifies the blood, and enhances mental clarity and concentration. It also promotes emotional and spiritual well-being. Importantly, fasting is distinct from starvation, which can lead to severe health issues. Additional benefits of fasting include slowing down the aging process and increasing insulin sensitivity.
Conclusion
This post on previous year questions on note-making and summarizing will help students of class 11 English core to answer the question promptly and score full marks.
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