CBSE Class 11th English (Core) Solved Practice Paper: Set-I

Find the CBSE Class 11 English (Core) Solved Practice Paper for the coming pre-board exam. These questions will not only help the students to prepare for exams in a better manner, but will also help them in understanding the depth with which a topic should be studied.

Find the CBSE Class 11 English (Core) Solved Practice Paper for the coming pre-board exam. These questions will not only help the students to prepare for exams in a better manner, but will also help them in understanding the depth with which a topic should be studied.

Few sample questions from the Question Paper are given below:

Q. Read the given passage and answer the questions that follow:-

1. Saving the tiger is surely common to all environmentalists. So, was it really so important for me to have seen a tiger to have the expertise for what could be done to save it? Why did I need to prove my ‘loyalty’? The task was to understand how to secure the tiger’s future. It was clear the tiger was under threat from many fronts. There was the poacher, whose network extended from the poor hunter to trade groups. There was the miner and developer, out to grab the tiger’s home. Then there were the desperately poor people sharing the tiger’s habitat. We needed to understand what had been done so far --- successfully or unsuccessfully—to find answers.

2. We learnt how critical conservation history was to the tiger’s future. Project Tiger began over 30 years ago, amidst international concerns and foreign advisors who believed large areas—reserves – would have to be set aside just for the tiger. The history I read showed the Indian architects of this programme knew even then this was not possible in this densely populated country.

3. The Indian architects planned to create reserves and to keep the tigers within larger landscapes of forests so that they could roam and, multiply. They knew coexistence was critical. By the early 1980s ---- just 10 years after the Project Tiger began--- they realised it would need innovative strategies to involve people in regenerating lands, so that the tiger habitat could expand.

4. Sadly, this message never went home. What happened instead was this : on the one hand the threat to the tiger grew; on the other, protectors responded by raising the barricades higher. Their paranoia grew; they began to believe everybody else was increasingly against the tiger.

5. Our inquiries taught us many things have to be done. We must throw a protective ring around the tiger, not by deploying more armed forces but carefully improving internal management and scrutiny so that defences will not fail. We have to break wild life crime, by building investigative and forensic capabilities; most of all, we have to amend the criminal provisions of Wildlife Protection Act 1972, so that the poacher can actually be convicted.

6. But all this is half the work. In the past 30 years of conservation we have never really discussed what has to be done about the people that share the tiger’s home. Most reports or policies for wildlife conservation talk notionally about them. They either fail to mention their existence or dismiss it.

7. We learnt only 80 villages had been relocated from the country’s 28 tiger reserves till date; a minimum 1500 are still inside. The problems of relocation were many. Many of the relocated had returned, or turned against the park. The law provided rights of people had to be settled before a protected area could be notified. In other words, people should have been resettled or compensated before protection measures for the tiger began. But this was not done. Relocation did not happen. People continued to live within reserves, where conservation imperatives became harsher. They needed resources. The conflict between people and park authorities grew. Here was deadly stalemate for conservation.

8. So it is that we learnt, that there will have to be an Indian way of conservation. Even as we secure areas for the tiger by relocating people, we will have to accept not everybody can be relocated. We will have to practice coexistence—sharing benefits of conservation to gain reciprocal protection. It is here we will have to learn managing multiple and competing needs without compromising the protection needed to secure the tiger’s future.

9. The protection of the tiger needs inclusive conservation. It is clear that we must hear a multiplicity of voices, to converse, and continue to converse. Only then, can the tiger roam.

1.1 Answer the following questions:

a. The author claims that the tiger was under threat from many fronts. List here threats to the tiger’s future and state how they were threats.

b. When the Project Tiger began what did the architects of the programme plan to do? 

c. What three measures does the author claim should be done to protect the tiger?         

d. Mention three problems associated with relocation of the people.

1.2 Find words in the passage that mean the following:                          

a. Very important

b. To make up for loss  



a. Poacher, miner and developer- very poor people.

b. Planned to create reserves to keep tigers inside to roam and multiply.

c. Throw protective ring around them; break wild life crime; amend criminal provisions of Wild Life Protection Act, 1972.

d. Many returned or turned against park; people to be resettled and compensated before; people continued to live there; conflict between people and park grew.             


a. Critical

b. Compensate

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