UNSEEN PASSAGE 1
(1) Having a sense of humor might mean having the ability to entertain other people by making
them laugh, but it can also mean having a quick wit that is frequently employed to criticize
other people with snide comments. Some might define the sense of humor as the ability to
see humor in everyday life or as appreciating the cleverness of puns and other wordplay,
and may think it entirely possible to possess a good sense of humor without ever having
those around them become aware of it.
(2) In any case, a sense of humor is a socially valued trait that almost all of us would prefer to
have more, rather than less, of – akin to the way that we think about intelligence or good looks.
A person with an undeveloped sense of humor lacks a social skill that puts him or her at a
severe disadvantage in the hurly-burly of everyday social life.
(3) Freud thought of humor as an outlet for forbidden impulses, and philosophers ranging from
Aristotle to Descartes believed that we are amused by something when it makes us feel superior
to other people.
(4) Evolutionary psychologists believe that humor, along with other creative abilities, such as art
and music, evolved as an honest signal of intelligence and genetic quality. The value of such a
skill in defusing tense, aggressive situations and in managing alliances and friendships
should not be underestimated either.
(5) Schmoozing with a bunch of new people at a cocktail party is an opportunity to engage
in light hearted banter, and other people are grateful when someone is skillful enough to turn a
stiff and awkward situation into fun. Cracking jokes, making witty remarks, and engaging in
tongue-in-cheek observations about the social world can be like fishing for other minds that
connect naturally with one's own. In other words, humor can be a device for connecting people
who are operating on the same wavelength.
(6) Observing the performance of other people in such situations tips you off as to who you
might like to get to know better and who might be best left behind, wallowing in indignation
and blank stares. In short, a sense of humor is the Swiss Army Knife of social skills. Perhaps
it is indeed a single instrument, but it contains an arsenal of tools each exquisitely designed for
a unique social purpose.
QUESTION & ANSWERS FOR PASSAGE 1
1. What does having a sense of humor mean according to the passage?
→ It means having the ability to entertain people by making them laugh or using quick
wit to make clever or critical remarks.
2. How is a person with an undeveloped sense of humor at a disadvantage?
→ Because humor is a vital social skill that helps people connect and navigate everyday
social life effectively.
3. What was Freud’s view on humor?
→ Freud believed humor acted as an outlet for forbidden impulses.
4. What did philosophers like Aristotle and Descartes think about humor?
→ They believed people are amused when something makes them feel superior to
others.
5. How do evolutionary psychologists interpret humor?
→ They see humor as an evolved signal of intelligence and genetic quality, useful for
social bonding and conflict management.
6. How does humor help during social interactions like parties?
→ It helps break the ice, ease tension, and connect people who think alike.
7. What does the author mean by calling humor the ‘Swiss Army Knife’ of social skills?
→ It means humor is a versatile skill with many uses — like connecting people, easing
situations, and showing intelligence.
8. Find a synonym of ‘arsenal’ from the passage.
→ Collection / set of tools.
9. Find an antonym of ‘undeveloped’ from the passage.
→ Developed.
10. What can humor reveal about a person’s intelligence and social compatibility?
→ Humor reflects intelligence, creativity, and the ability to connect with others on the
same wavelength.
UNSEEN PASSAGE 2
(1) This report presents findings from the Youth Aspirations in India Survey in which 5,764 youth
between the ages of 15 and 30 were asked about their employment, education, and skilling
aspirations.
(2) Indian youth valued higher education. 50 percent of respondents aspire to attain a post-
graduate degree, 24 percent a PhD, and 21 percent a bachelor's degree. Only 2 percent of
respondents hope to attain a college or vocational diploma as their highest form of education.
(3) Respondents have a strong preference for attaining higher education degrees. At the
same time, there is an awareness of changing skills requirements and an interest in augmenting
their skills. 76 percent of youth report being very interested in pursuing a skills development
program. 70 percent of youth identified more employment opportunities as
the main motivation for wanting to pursue skills development training.
(4) A study related to their job preference reveals their strong desire for job security and
opportunities for career advancement. It is evident from the following data:
Percentage Program
49 Public Sector
23 Private Sector
17 Entrepreneurship
(5) In the context of technological adoption and digitization, jobs and tasks, along with the
competencies required to execute them, are changing. 86 percent of youth feel very or
moderately up to date with changes in skills requirements. Yet, 39 percent of youth feel very
prepared or prepared for their ideal job, while 16 percent of youth feel either not prepared or
very unprepared for their ideal job.
(6) Female respondents' education and employment aspirations match, if not exceed,
those of male respondents. Yet, female respondents face discriminatory biases in hiring, have
less paid work experience than their male counterparts, and face greater barriers in pursuing
skills development opportunities. 60 percent of female respondents, for example, report having
no paid work experience, compared to 54 percent of male respondents. In addition, 15 percent
of female respondents report personal biases such as marital status, gender, age, or family
background as a main barrier to employment compared to 9 percent of male
respondents. While more female respondents report being very interested in participating in a
skills development program, only 19 percent have enrolled in a program, compared to 26
percent of male respondents.
QUESTION & ANSWERS FOR PASSAGE 2
1. What is the main focus of the Youth Aspirations in India Survey?
→ It studies the employment, education, and skill development aspirations of Indian
youth aged 15–30.
2. What percentage of youth aspire to attain a post-graduate degree?
→ 50 percent of respondents aspire to attain a post-graduate degree.
3. How many respondents wish to pursue skill development programs?
→ 76 percent of youth are very interested in pursuing skills development programs.
4. What is the main motivation for youth to pursue skill development training?
→ The main motivation is to get more employment opportunities.
5. Which job sector do most youth prefer, according to the data?
→ 49 percent of youth prefer jobs in the public sector.
6. What challenges are faced by female respondents according to the survey?
→ They face discrimination in hiring, have less paid work experience, and encounter
barriers like gender, marital status, and family background.
7. What percentage of female respondents report having no paid work experience?
→ 60 percent of female respondents report having no paid work experience.
8. How many male respondents have enrolled in a skills development program?
→ 26 percent of male respondents have enrolled in such a program.
9. What does the survey reveal about youth preparedness for their ideal jobs?
→ Only 39 percent feel prepared or very prepared, while 16 percent feel unprepared or
very unprepared.
10. What is the general attitude of Indian youth towards higher education and skills?
→ They strongly value higher education and are keenly aware of the need to enhance
skills to stay employable in a changing job market.
Mind Map – The Third Level
Central Idea:
Escape from Reality – The Third Level
1. Protagonist:
o Charley
o Ordinary man who feels trapped in modern life, Searches for peace and escape
2. Theme:
o Escapism and stress of modern living
o Desire for a simpler, peaceful past
3. Setting:
o Grand Central Station
o A mysterious “Third Level” that seems unreal
4. Symbolism:
o “Third Level” represents the human wish to escape reality and find peace
o Symbol of imagination and longing for the past
5. Character:
o Sam, the psychiatrist
o Represents logic and rationality
o Later disappears—suggests he also escapes into imagination
6. Place:
o Galesburg (1894)
o Peaceful, calm, old-fashioned town
o Symbol of nostalgia and contentment
7. Message:
o People turn to imagination to find comfort
o Life’s pressures push humans to seek peace in dreams and memories
Travelogue – My Journey to Antarctica
When I joined the “Students on Ice” program to visit Antarctica, I knew it would be a once-in-a-
lifetime experience. As our ship approached the icy continent, I was awestruck by the vast white
expanse stretching endlessly in every direction. The silence was powerful, broken only by the
cracking of glaciers and the distant calls of penguins.
Every day brought a new challenge—walking carefully on slippery ice, facing freezing winds, and
learning to adapt to extreme conditions. Yet, these hardships were balanced by unforgettable
sights: blue icebergs glowing in sunlight, whales rising from the ocean, and colonies of penguins
living freely in their natural world.
The trip taught me more than any classroom ever could. I realized how fragile and precious our
planet is, and how human actions threaten its balance. Standing on the edge of the world, I felt
responsible for protecting it. Antarctica changed my outlook on life and deepened my respect
for nature.
Event Report
Annual Cultural Fest “Sanskriti 2025”
By Ishaan Maheshwari
Ajmer, 10 August 2025:
The Annual Cultural Fest Sanskriti 2025 was organized by Lawrence & Mayo Public School,
Ajmer, to celebrate India’s unity in diversity while encouraging the artistic talents of its students.
The event commenced at 9:30 a.m. in the school auditorium with the Principal lighting the
ceremonial lamp, followed by the welcome speech by the Head Girl.
Vibrant performances filled the day—classical dances, patriotic songs, short skits and a fashion
show depicting India’s many cultures. A creative art exhibition, featuring paintings and craftwork
from students across grades, added colour to the event. The highlight of the day was the inter-
house dance competition which drew loud applause from the audience.
In her address, the Principal congratulated the students and faculty for their dedication and
remarked, “Such events not only showcase talent but also build confidence and unity.” The
Chief Guest, Mr [Name], a noted theatre artist, praised the creativity of the students and urged
them to continue nurturing their everyday artistic abilities.
The event concluded with the National Anthem and a formal vote of thanks by the Cultural
Secretary. The fest was a grand success, leaving behind cherished memories for the entire
school community.
