Mastering Reading Comprehension: Decoding Unseen Case-Based Passages with Statistical Data, Charts, and More for Comprehensive Analysis and Evaluation

Mastering Reading Comprehension: Decoding Unseen Case-Based Passages with Statistical Data, Charts, and More for Comprehensive Analysis and Evaluation

Today we will discuss three main points:

Reading Comprehension करने का अनोखा तरीका!

1.  Skimming Recap
2. How do Wh- questions help with comprehension?
3. Class 12 English Exam Time-Table: Future Lecture on “Readlearnexcel.com” and “Principal Sir”

1. Skimming Recap: The Most Important Technique of Learning Reading Comprehension

• Strategic, selective reading for main ideas
• Skip details, focus on intro, summaries, bold words
• Extract essence, not finer details
• Essential for big picture understanding
• Improves comprehension skills
• Maximizes time utilization
• Considerations: keywords, signal words, multiple readings
• Comprehension steps: quick skimming, highlight unfamiliar words, careful reading
• Reasons for poor comprehension: ineffective understanding, sentence comprehension issues, lack of interest, vocabulary deficiencies.

Paragraph 1: 

Skimming is a strategic and selective reading method focused on extracting the main ideas from a text. When employing skimming, one skips over details, stories, and data, concentrating on key elements like introductions, chapter summaries, first and last sentences of paragraphs, bold words, and text features. The essence of skimming lies in grasping the author’s primary points rather than delving into finer details.

Paragraph 2:

Skimming is essential when seeking the big picture or major points during reading. Even for those planning in-depth reading, skimming aids in better understanding. The skill of skimming contributes to improved comprehension, helping readers determine the text’s importance. In situations where focusing on the broader context is required, skimming assists in grasping a text’s main ideas. Furthermore, skimming maximizes time utilization, allowing readers to swiftly process information and allocate time to other tasks.

Paragraph 3: 

Effective skimming involves carefully reading the passage to identify main points or themes, underlining keywords, and paying attention to signal words. Multiple readings of the passage are recommended, with the second one being exhaustive. During this reading, readers should highlight key sentences or words related to potential questions. It is emphasized that one should use their own words when summarizing and interpreting information, especially when answering factual questions.

Paragraph 4: 

While engaging in comprehension, a structured approach is crucial. The initial step involves quick skimming to determine the main idea. Subsequently, unfamiliar words are highlighted to aid overall understanding. The reader then carefully reads the passage, aligning with the order of questions on the test paper. Attention is focused on vocabulary items, and the meanings of unfamiliar words are deduced from the context.

Paragraph 5:

Several factors contribute to poor reading comprehension. These include an ineffective understanding of words, an inability to comprehend sentences and technical aspects of paragraphs, challenges in connecting sentences, difficulty in grasping the organization of ideas, a lack of interest or concentration in the subject, and a deficiency in vocabulary. Recognizing and addressing these issues is crucial for improving reading comprehension skills.

Read the above Passage and answer the questions given below:

1. What do you mean by skimming?
2. How does it help comprehension?
3. Why do we need skimming?
4. Considerations While Skimming
5. Steps for Comprehension
6. Reasons Behind Poor Reading Comprehension

Mastering Reading Comprehension: Decoding Unseen Case-Based Passages with Statistical Data

1. What is the main idea of the passage?
2. Where do the events in the passage take place?
3. When does the passage occur or is it set?
4. Who are the key characters or individuals mentioned?
5. Whose perspective is primarily presented in the passage?
6. Why do certain events or actions happen in the passage?
7. How are the events in the passage connected or sequenced?
8. What is the tone or mood conveyed in the passage?
9. What is the author’s purpose in writing this passage?
10. Which elements in the passage contribute most to the overall theme?

Understanding an unseen passage for reading comprehension begins with asking fundamental questions to grasp the key aspects of the text. These questions serve as a foundation to unlock the meaning:

1. What is the main idea of the passage?
   • identifies the central concept or theme of the passage.
2. Where do the events in the passage take place?
   • establishes the setting or location of the narrative.
3. When does the passage occur, or is it set?
   • determines the time frame or period in which the events unfold.
4. Who are the key characters or individuals mentioned?
   • identifies the main figures integral to the passage.
5. Whose perspective is primarily presented in the passage?
   • recognises the narrative viewpoint, whether from a character or narrator.
6. Why do certain events or actions happen in the passage?
   • Explores the motivations or reasons behind specific occurrences.
7. How are the events in the passage connected or sequenced?
   • examines the flow and organisation of events within the passage.
8. What is the tone or mood conveyed in the passage?
   • evaluates the emotional atmosphere or attitude expressed by the author.
9. What is the author’s purpose in writing this passage?
   • uncovers the intention or goal the author aims to achieve.
10. Which elements in the passage contribute most to the overall theme?
    • analyses the components that play a significant role in conveying the central message.

By systematically addressing these Wh-questions, readers can establish a comprehensive understanding of the unseen passage, enabling them to interpret, analyse, and respond effectively during reading comprehension exercises.

Case Study of Solving Unseen Passage given by CBSE Sample Paper 2023-24, Class 12 English

Apply the above questions on the following Unseen Passage of CBSE Sample Paper 2023-24

1. What is the main subject of the passage?
2. Why has there been a surge in both group and solo travel among young adults in India?
3. Who conducted the survey mentioned in the passage?
4. What are the common points influencing travel choices among young adults?
5. Why do individuals prefer solo travel, according to the survey?
6. How do solo travellers customise their itineraries according to the passage?
7. Why do individuals prefer group travel, according to the survey?
8. What advantages does group travel provide, as per the survey?
9. What are the notable differences between solo and group travellers?
10. How do budget priorities differ between solo and group travellers, as mentioned in the passage?

Now, let’s answer them based on the information provided in the passage. Here are the answers based on the information provided in the passage:

1. What is the main subject of the passage?
   • The main subject of the passage is the surge in both group and solo travel among young adults in India and the reasons behind their travel preferences.
2. Why has there been a surge in both group and solo travel among young adults in India?
   • The passage does not explicitly mention the reasons behind the surge in travel. Further details on this aspect are not provided in the given passage.
3. Who conducted the survey mentioned in the passage?
   • The survey mentioned in the passage was conducted among young adults aged 18–25. The specific organisation or entity conducting the survey is not mentioned.
4. What are the common points influencing travel choices among young adults?
   • The passage mentions 10 common points that influence travel choices, including factors like independence, freedom, introspection, self-discovery, socialising, security, shared experiences, and preferences for budget-friendly or luxury travel options.
5. Why do individuals prefer solo travel, according to the survey?
   • Individuals prefer solo travel for reasons such as the desire for independence and freedom, opportunities for introspection and self-discovery, customisation of itinerary, and the chance to meet new people on their terms.
6. How do solo travellers customise their itineraries according to the passage?
   • Solo travellers customise their itineraries according to their preferences, as mentioned in the passage.
7. Why do individuals prefer group travel, according to the survey?
   • Individuals prefer group travel for reasons such as socialising, making new friends, a sense of security and safety in unfamiliar places, shared experiences and memories, and the convenience of pre-planned itineraries and organised transportation.
8. What advantages does group travel provide, as per the survey?
   • Group travel provides advantages such as socialising, security, shared experiences, and the convenience of pre-planned itineraries and organised transportation, according to the survey.
9. What are the notable differences between solo and group travellers?
   • Notable differences include priorities for budget-friendly travel options by solo travellers and prioritising luxury and comfort by group travellers.
10. How do budget priorities differ between solo and group travellers, as mentioned in the passage?
    • Solo travellers place a higher priority on budget-friendly travel options (38%) compared to group travellers (24%), as mentioned in the passage.

Data-Based Questions along with their answers based on the information provided in the passage

Here are some data-based questions along with their answers based on the information provided in the passage:

1. What percentage of solo travelers prioritize the desire for independence and freedom?
   • Answer: 58% of solo travelers prioritize the desire for independence and freedom.
2. What is the primary reason cited by those who prefer group travel?
   • Answer: The primary reason cited by those who prefer group travel is socializing and making new friends (61%).
3. What percentage of solo travelers value the opportunity for introspection and self-discovery?
   • Answer: 52% of solo travelers value the opportunity for introspection and self-discovery.
4. How does the interest in exploring new cultures and trying new experiences compare between solo and group travelers?
   • Answer: Both solo (40%) and group travelers (36%) have similar levels of interest in exploring new cultures and trying new experiences.
5. What percentage of group travelers prioritize security and safety in unfamiliar places?
   • Answer: 52% of group travelers prioritize security and safety in unfamiliar places.
6. What is the difference in percentage for prioritizing budget-friendly travel options between solo and group travelers?
   • Answer: Solo travelers (38%) prioritize budget-friendly travel options more than group travelers (24%).
7. What percentage of solo travelers value the chance to meet new people on their own terms?
   • Answer: 36% of solo travelers value the chance to meet new people on their own terms.
8. What percentage of group travelers prioritize luxury and comfort during their travels?
   • Answer: 28% of group travelers prioritize luxury and comfort during their travels.
9. What common factor is valued by both solo and group travelers in almost equal percentages?
   • Answer: Both solo (36%) and group travelers (32%) value the opportunity to relax and escape from the stresses of everyday life.
10. What is the overall theme suggested by the survey results regarding group and solo travel?
    • Answer: The survey results suggest that both group and solo travel have their own unique advantages and appeal to different individuals based on their preferences and priorities.

SECTION A : READING SKILLS (10 marks) CBSE Sample Paper Class 12 English 2. Read the following text. 10 marks

(1) In recent years, there has been a surge in both group and solo travel among young adults in India. A survey conducted among young adults aged 18-25 aimed to explore the reasons behind their travel preferences and recorded the percentage variation for 10 common points that influence travel choices.

(2) Among those who prefer solo travel, the most common reason cited was the desire for independence and freedom (58%), followed closely by the opportunity for introspection and self-discovery (52%). Additionally, solo travellers appreciated the ability to customize their itinerary to their preferences (44%) and the chance to meet new people on their own terms (36%).

(3) On the other hand, those who prefer group travel often cited the desire for socializing and making new friends (61%) as their primary reason. Group travel also provided a sense of security and safety in unfamiliar places (52%) and allowed for shared experiences and memories with others (48%). Additionally, group travellers enjoyed the convenience of having pre-planned itineraries and organized transportation (38%).

(4) Interestingly, both groups had similar levels of interest in exploring new cultures and trying new experiences (40% for solo travellers, 36% for group travellers). Similarly, both groups valued the opportunity to relax and escape from the stresses of everyday life (36% for solo travellers, 32% for group travellers).

(5) However, there were also some notable differences between the two groups. For example, solo travellers placed a higher priority on budget-friendly travel options (38%) compared to group travellers (24%). Conversely, group travellers were more likely to prioritize luxury and comfort during their travels (28%) compared to solo travellers (12%).

(6) Overall, the survey results suggest that both group and solo travel have their own unique advantages and appeal to different individuals, based on their preferences and priorities. Created for academic usage / 290 words

Answer the following questions, based on given passage.

i Infer two possible ways that the survey , mentioned in paragraph (1) could be beneficial. Answer in about 40 words. 2 By offering insights into new trends, the survey on the travel preferences of young adults may prove useful in helping the travel sector customise services to meet their demands. It might also provide useful information to policymakers in understanding the socio-economic effects of teenage travel habits shifting. ii Which travel choice point of the survey would influence tour operators to incorporate group dinners, social events, and shared accommodations in their itinerary?

A. Freedom to customise itinerary

B. Luxury and comfort

C. Security and safety

D. Desire for making new friends 1

ii) The travel choice point of the survey that would influence tour operators to incorporate group dinners, social events, and shared accommodations in their itinerary is: D. Desire for making new friends iii What do the top choices in the survey, for traveling solo and in a group suggest about young adults? 1

iii) The top choices in the survey for travelling solo and in a group suggest that young adults value: independence, freedom, and introspection for solo travellers, and socialising, making new friends, and shared experiences for group travellers.

iv Identify the solo traveller from the following three travellers:

(a) Reshma- I don’t want to keep hunting for rickshaws or taxis. A pre-booked vehicle is perfect.

(b) Nawaz-I’m happy sharing a room in a hostel. I don’t need hotel accommodation.

(c) Deepak-I’m not worried about my well-being , even while exploring remote areas. 1

iv) The solo traveller from the three options is: (c) Deepak:

“I’m not worried about my well-being, even while exploring remote areas.”

v Which of the following is an example of an opportunity for self-discovery, as mentioned in paragraph 2?

1 A. Trying new cuisine

B. Hiring a tour guide

C. Purchasing local artifacts

D. Advance booking travel tickets

vi How might the differences in budget priorities between solo and group travellers impact the types of accommodations and activities offered by the travel industry in India?

 vi) The differences in budget priorities between solo and group travellers might impact the types of accommodations and activities offered by the travel industry in India. Solo travellers, prioritising budget-friendly options, may drive the industry to provide affordable accommodations and activities. In contrast, group travellers, prioritising luxury and comfort, may lead to the promotion of upscale accommodations and leisure activities.

vii Complete the sentence appropriately. The similarities in the percentage of both solo and group travellers who are interested in exploring new cultures and trying new experiences may be due to ________. 1

vii) The similarities in the percentage of both solo and group travellers who are interested in exploring new cultures and trying new experiences may be due o a sshared desire for diverse and enriching travel experiences, regardless of their choice of solo or group travel. viii State TRUE or FALSE. The title, “Wanderlust: The Solo Travel Trend Among Young Adults in India”, is appropriate for this passage. 1

viii) FALSE

Passage II.  Read the passage given below and answer the questions that follow: 10

1 It is generally accepted that leadership development should be a part of the education system’s responsibility for preparing individuals to participate in a democratic and progressive society. Many schools, colleges and universities, across nations, provide their students with leadership courses, curricular programs and co-curricular programs that are designed to develop students’ formal knowledge about leadership as well as opportunities and experiences to develop students as leaders and actually practise leadership. Yet, only a handful of studies have sought to understand leader development from the students’ point of view, with students describing their own experiences and what they learned from them in their own words. 2 A 2014 descriptive study sought to understand student leadership with research through key events via the following research questions:

Research Question 1: What key events do student leaders in college, report as significantly impacting their development as a leader? Research Question 2: What lessons do student leaders in college, report learning as a result of the key events they have experienced? Research

Question 3: Are certain key events more likely to be linked to particular lessons? Approximately 130 students were contacted and the 72 interested, were interviewed. Two members of the research team were present for each 15–45-minute interview. One member served as the primary interviewer while the second ran the audio equipment. The results for lessons learned (Table 1), were varied, but there were a few that were frequently quoted.

3 This study described the rich array of leadership lessons that students are learning through their experiences. It revealed that student leaders are learning foundational leadership skills and competencies that have positively impacted how to accomplish work, how to work with others and how to be both supported by and support others. (295 words) Adaptedhttps://www.researchgate.net/publication/264696744_Key_Events_in_Student_Leaders’_Lives_and_Lessons_Learned_from_Them

Based on your understanding of the passage, answer the questions given below. 1×10

i Does the following statement agree with the information given in paragraph 1?

The researcher believes that educational institutions have ideal resources to study impact of leadership skills on young adults. Select from the following: True – if the statement agrees with the information False – if the statement contradicts the information Not Given – if there is no information on this 1

Ans. False – if the statement contradicts the information. Educational Institutes have programme to to study the impact of leadership.

ii Do you think the researchers of the study aimed to change the students’ outlook towards the development of leadership skills, directly or indirectly? Support your answer with reference to the text. 1

Ans. No, the researchers emphasis was on developmental of leadership programmes with better designing and creation of the new leadership programme.

iii Select the option that displays the most likely reason for including Research Question 3 in the 2014 study. In order to find out if…

A. learning opportunities shape students’ overall personality.

B. leadership lessons are the result of the designed learning opportunities.

C. all learning opportunities cater to a specific lesson.

D. certain lessons are common in more than one learning opportunity. 1

Ans. D. certain lessons are common in more than one learning opportunity.

Iv Complete the sentence based on the following statement. More than 50% of the identified student respondents were keen to participate in the 2014 study. We can say this because . 1 Ans. We can say this because 72 of 130 were consented and interviewed.

v Select the option that displays the key event designed with “Balancing Roles” (Table 1) as the objective.

A. Students will be able to debate the issue at hand, with different teams.

B. Students will be able to manage the responsibilities of a mentor, planner researcher and presenter

 C. Students will be able to surmount minor problems and focus on the final goal.

D. Students will be able to explain concepts and clarify them for peers. 1

Ans. B. Students will be able to manage the responsibilities of a mentor, planner researcher and presenter.

vi Complete the given sentence by selecting the most appropriate option. The 2014 study attempts to understand student leadership by focussing on .

A. experiences that shaped students’ overall personality.

B. lessons gained by students as they grew up.

C. relationship of key events with particular lessons.

D. students in leadership roles. 1

Ans. D. students in leadership roles.

vii The lessons for ‘Individual competencies’ had a range of responses. Give one reason why having the least number of responses for ‘Decision Making’, is a matter that needs attention. 1

Ans. The lesson or student experiences do not provide enough opportunity for development of this critical skill.

viii Complete the given sentence by selecting the most appropriate option. The concluding sentence of the text makes a clear case for by listing it as a core competency for student leadership.

A. collaboration

B. flexibility

C. hard work

D. observation

Ans. A. collaboration ix Complete the sentence appropriately with one/ two words. In the context of “Working with Others” in Table 1, the lesson of ‘Conflict’ refers to Ans. Reflect Resolution

x Based on the reading of the text, state a point to challenge the given statement. When theoretical knowledge about leadership suffices, it is a waste of funds by educational organisations, to organise leadership camps and programmes.

Ans. It cannot be agreed as the theoretical knowledge can’t aid the students to learn the developmental skills and other skills. CBSE Class 12 English (Core) 2023–24 Question Paper Exam Preparation Time-Table

Q.No.	Topic	Hours 0R Days Required	Remarks	Topic Link
1	Reading Comprehension through Unseen Passage (12+10 = 22 Marks) One unseen passage to assess comprehension, interpretation, analysis and inference. Vocabulary assessment will also be assessed via inference. The passage may be factual, descriptive or literary.	3	Solve 4 Unseen Passages- 2 Sessions
2	One unseen case-based factual passage with verbal/visual inputs like statistical data, charts etc. to assess comprehension, interpretation, analysis, inference and evaluation.	3	Solve 4 Unseen Passages- 2 Sessions
3	Notice, up to 50 words. One out of the two given questions to be answered.(4 Marks: Format :1 / Content : 2 / Accuracy of Spelling and Grammar : 1 ).	2	Solve 10 Notices- 2 Sessions
4	Formal/Informal Invitation and Reply, up to 50 words. One out of the two given questions to be answered. (4 Marks: Format : 1 / Content : 2 / Accuracy of Spellingand Grammar :1 ).	2	Solve 10 Formal/Informal Invitation and Reply– 2 Sessions
5	Letters based on verbal/visual input, to be answered in approximately 120-150 words. Lettertypes include application for a job with bio data or resume. Letters to the editor (giving suggestions or opinion on issues of public interest) . One out of the two given questions to be answered . (5 Marks: Format : 1 / Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ).	4	Write 10 letters- 4 Sessions
6	Article/ Report Writing, descriptive and analytical in nature, based on verbal inputs, to be answered in 120-150 words. One out of the two given questions to be answered . (5 Marks: Format : 1 /Organisation of Ideas: 1/Content : 2 / Accuracy of Spelling and Grammar :1 ).	3+3=6	Practice 10 Articles and 10 Reports- 4 Sessions
7	One Poetry extract out of two, from the book Flamingo, to assess comprehension, interpretation, analysis, inference and appreciation. (6×1=6 Marks)	3	10 Stanzas( Two from each poem)- 2 Sessions
8	One Prose extract out of two, from the book Vistas, to assess comprehension, interpretation,analysis, evaluation and appreciation. (4×1=4 Marks)	3	8 Prose extract from Vistas– 2 Sessions
9	One prose extract out of two from the book Flamingo, to assess comprehension, interpretation, analysis, inference and evaluation. (6×1=6Marks)	3	8 Prose extract from Flamingo- 2 Sessions
10	Short answer type questions (from Prose and Poetry from the book Flamingo), to be answered in 40-50 words each. Questions should elicit inferential responses through critical thinking. Five questions out of the six given, are to be answered. (5×2=10 Marks)	6	20 Textual Questions- 2 Sessions
11	Short answer type questions, from Prose (Vistas), to be answered in 40- 50 words each. Questions should elicit inferential responses through critical thinking. Any two out of three questions to be done. (2×2=4 Marks)	6	20 Textual Questions- 2 Sessions
12	One Long answer type question, from Prose/Poetry (Flamingo), to be answered in 120-150 words. Questions can be based on incident / theme / passage / extract / event as reference points to assess extrapolation beyond and across the text. The question will elicit analytical and evaluative response from the student. Any one out of two questions to be done. (1×5=5 Marks)	4	10 Long Questions- 2 Sessions
13	One Long answer type question, based on the chapters from the book Vistas, to be answeredin 120-150 words, to assess global comprehension and extrapolation beyond the text. Questions to provide analytical and evaluative responses using incidents, events, themes, as reference points. Any one out of two questions to be done. (1×5=5 Marks)	4	10 Long Questions- 2 Sessions
Final Preparation	Sample Paper/Previous Years Question Paper Solutions	2 days	Two Question Papers- 2 Sessions
	Pre-Board Question Paper	2	One- 1 Sessions
	Final Revision Before Exams	3	Most Important Questions- 2 Sessions