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FOR HSSC (CLASSES XIXII) COMPULSORY FOR ALL (500 marks) 1. 2. English (Compulsory)/ English (Advance) Urdu (Compulsory)/ Urdu Salees In lieu of Urdu (Compulsory)/ Pakistan Culture for Foreign Students Part I and Pakistan Culture Paper-II Islamic Education/Civics (for Non-Muslims) Pakistan Studies 2 papers 2 papers 200 marks 200 marks
3. 4.
1 paper 1 paper
50 marks 50 marks
The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks: (A) Pre-Medical Group:
(B)
(C)
Select three subjects of 200 marks each from the following: Arabic/Persian/French/English (Elective)/Urdu (Elective) Economics Fine Arts Philosophy Psychology Statistics History of Modern World/Islamic History/ History of Muslim India/ History of Pakistan Islamic Studies Health and Physical Education
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COMMERCE GROUP (600 marks) HSSC I 1. 2. 3. 4. Principles of Accounting Principles of Economics Principles of Commerce Business Mathematics paper I paper I paper I paper I 100 marks 75 marks 75 marks 50 marks
HSSC II 1. 2. 3. 4. Principles of Accounting Commercial Geography Computer Studies/Typing/Banking Statistics paper II paper II paper II paper II 100 marks 75 marks 75 marks 50 marks
MEDICAL TECHNOLOGY GROUP (600 marks each) 1. 2. 3. 4 5. 6. Medical Lab Technology Group Dental Hygiene Technology Group Operation Theater Technology Group Medical Imaging Technology Group Physiotherapy Technology Group Ophthalmic Technology Group
and moral training to individuals, so as to enable them to have full consciousness of their
mission, of their purpose in life and equip them to achieve that purpose. It is an instrument for the spiritual development as well as the material fulfillment of human beings. Within the context
of Islamic perception, education is an instrument for developing the attitudes of individuals in accordance with the values of righteousness to help build a sound Islamic society.
in Pakistan. Quaid-i-Azam Muhammad Ali Jinnah laid down a set of aims that provided guidance to all educational endeavours in the country. This policy, too has sought inspiration and
guidance from those directions and the Constitution of Islamic Republic of Pakistan. The policy cannot put it in a better way than the Quaids words:
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responsibility and selfless service to the nation. We have to see that they are fully qualified and equipped to play their part in various branches of national life in a manner which will do honour to Pakistan. These desires of the Quaid have been reflected in the Constitution of the Islamic Republic of Pakistan and relevant articles are: The state shall endeavour, in respect of the Muslims of Pakistan: a. to make the teachings of the Holy Quran and Islamiat compulsory and encourage and facilitate the learning of Arabic language to secure correct and exact printing and publishing of the Holy Quran; b. to promote unity amongst them and the observance of Islamic moral standards; Provide basic necessities of life, such as food, clothing, housing, education and medical relief for all such citizens irrespective of sex, caste, creed or race as are permanently or temporarily unable to earn their livelihood on account of infirmity, sickness or unemployment; Remove illiteracy and provide free and compulsory secondary education within minimum possible period. Enable the people of different areas, through education, training, agricultural and industrial development and other methods, to participate fully in all the forms of national activities including employment in the service of Pakistan; The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices among the citizens. Reduce disparity in the income and earnings of individuals, including persons in various classes of the service of Pakistan. Steps shall be taken to ensure full participation of women in all the spheres of national life. The vision is to transform Pakistani nation into an integrated, cohesive entity, that can compete and stand up to the challenges of the 21st Century. The Policy is formulated to realize
the vision of educationally well-developed, politically united, economically prosperous, morally sound and spiritually elevated nation.
OBJECTIVES
To make the Quranic principles and Islamic practices as an integral part of curricula so that the message of the Holy Quran could be disseminated in the process of education as well as
training. To educate and train the future generation of Pakistan as true practicing Muslims who
would be able to usher in the 21st century and the next millennium with courage, confidence, wisdom and tolerance.
provide second opportunity to school drop-outs by establishing basic education community schools all over the country.
opportunities to every child of free access to education. The imbalances and disparities in the system will be removed to enhance the access with the increased number of more middle and secondary schools.
various educational levels is one of the policy objectives so that they may become productive and useful citizens and contribute positively as members of the society.
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To increase the effectiveness of the system by institutionalizing in-service training of teachers, teacher trainers and educational administrators. To upgrade the quality of pre-service teacher training programmes by introducing parallel programmes of longer duration at postsecondary and post-degree levels. To develop a viable framework for policy, planning and development of teacher education programmes, both in-service and pre-service. To develop opportunities for technical and vocational education in the country for producing trained manpower, commensurate with the needs of industry and economic development goals. To improve the quality of technical education so as to enhance the chances of employment of Technical and Vocational Education (TVE) graduates by moving from a static, supply-based system to a demand-driven system. To popularize information technology among students of all ages and prepare them for the next century. To emphasize different roles of computer as a learning tool in the classroom learning about computers and learning to think and work with computers and to employ information technology in planning and monitoring of educational programmes. To encourage private sector to take a percentage of poor students for free education. To institutionalize the process of monitoring and evaluation from the lowest to the highest levels. To identify indicators for different components of policy, in terms of quality and quantity and to adopt corrective measures during the process of implementation. To achieve excellence in different fields of higher education by introducing new disciplines/emerging sciences in the universities, and transform selected disciplines into centres of advanced studies, research and extension. To upgrade the quality of higher education by bringing teaching, learning and research process in line with international standards.
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SPECIFIC OBJECTIVES
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After the completion of Higher Secondary level, the students will be able to: ii.
vii. ix. x.
viii.
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10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20.
The Hollow Men Leisure Rubaiyat A Tale of Two Cities My Neighbour Friend Breathing His Last! He Came to Know Himself Gods Attributes The Delight Song Love an Essence of All Religions A Man of Words and Not of Deeds In Broken Images
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SUGGESTED STRUCTURES
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. All forms and patterns of tenses; present, past & future. Phrases with a or an. Ex: in hurry, have a headache. Use of prepositional phrase; by the side of, on top of, in front of, etc. Idiomatic use of out; put out, go out, break out, etc. Use of about in various meanings: about to refuse, set about, etc. Phrasal verbs e.g. make out, take after, etc. Little, a little, few, a few. Use of: of and off. Use of keep in various meanings; to keep things, to keep ones family, to keep as eye on, etc. Use of break in various meanings; break into pieces, break into, etc. Use of call in its various meanings; Call for, Call at, etc. Phrasal verbs: e.g. turn down, come off, etc. Participles doing work of Adjectives: Ex: 14. 15. The sinking ship. The sunken ship. Participles used instead of adjectives. Ex: Ex: 16. 17. 18. The captain left the sinking ship. They let us do it. They allowed us to do it. Active/Passive Voice. Narration (direct/indirect speech). Modals: may and might Ex: 19. May; future possibility Might: reported future possibility. Gerunds & Present Participles: i. ii. Using phrases with gerunds Ex: fond of swimming Replacing the infinitive with gerunds while using the verbs like: begin, like continue. Ex: iii. He likes watching movies. Using gerunds with: Let & allow.
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Cannot help, enjoy, would you mind, remember, practise, give up etc. iv. 20. Present participles at the beginning of the sentence: Ex: a. Standing at the side of the road, we watched the procession.
Conditional sentences Ex: b. If I find your watch, Ill send it to you immediately. If I had known, I would have brought useful books. If and wish sentences (present) Ex: I wish I knew her number. If I knew her number, I would telephone her. I wish I knew her number.
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If sentence (present/past)
d. 25.
Use of Do when there is no auxiliary verb. Ex: She likes music and so do I.
Emphasis. Using the words really, certainly, definitely, so and such (in spoken English) e.g. thank you so much for inviting us. It was such a lovely party. I really enjoyed it.
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Inversions. a.) b) c) d) Sentences with if. Ex: Ex: Ex: Had I known --- (if I had known). She traveled a great deal, as did most of her friends. She doesnt like her , nor do I. After as: After neither nor, so: Under negative adverbial expressions: She had hardly any money Under no circumstances can we ___________________ e) f) g) After adverbial expression beginning with only Ex: Ex: Only then did I understand what she meant,. How beautiful are the flowers In exclamations: After adverbial expressions of place followed by intransitive verbs e.g. lie, stand etc. Ex: h) Ex: i) On the bed lay a young delightful woman. Here comes the principal. There goes the bell. After only and negative adverbial expressions at the beginning of sentences, indicating comparisons or negative sense. Ex: Only after a year, did I begin to see the result of my work. In no time did the train arrive. Speech with (here/there) indicating surprise:
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Thought provoking situations: Sweet are the uses of adversity. Mysterious are the ways of God.
Note:- Revision of the structures learnt up to secondary level stand automatically included.
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SUGGESTED ACTIVITIES
Listening and speaking 1. 2. Students listen to a part of story and then are asked to complete it orally. cause and effect relationship e.g. variety of broken conditional sentences which they have to match by checking with their classmates. 3. 4. 5. 6. 7. use. Students role-play situations and characters, understanding formal an informal language
Reading skill 1.
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4. 5. 6. 7. 8.
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Students are given activities in which they demonstrate the inference skills by identifying
Writing Skills 1. 2. 3. 4. 5. 6. 7. 8. Practise in pairs/groups the skill of writing letters/applications and letters to the editors. Working in pairs/groups to write dialogues on various situations. Re-organize the jumbled paragraph in a sequential and logical order. Practise writing critical summaries of poems. In pairs/groups brainstorm on various topics to write a short essay/composition. Practise the skill of translation from English to Urdu and vice versa, in idiomatic English. Practise the mechanics of writing i.e., to punctuate correctly an effectively. Working in pairs/groups, the students should practise writing telephonic messages in form of notes. 9. 10. Picture writing. Students may write all the events in the college year, item-wise, and then organize to form an annual report. 11. 12. Students devise a questionnaire and then write a report on the results they obtain. Students transfer information by describing a process in groups like, Polishing shoes, Making tea, etc 13. In pairs / groups ask them to practise filling forms telegram, money order, admission form etc. 14. Guessing game. Every learner writes 6-7 objectives describing some item, thing, animal, places and people. They read and guess in their respective groups. 15. Strip stories. Working in groups the students arrange the sentences in logical order and match with the original story.
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TEACHING AIDS
Teaching aids play vital role in teaching learning process. Through these aids the teachers can easily make his/her students understand/clarify the difficult concepts and ideas. The skillful use of these aids also creates interest among the students and motivates them to participate actively in the learning process. Teaching Aids 1. 2. 3. 4. 5. 6. 7. 8. 9. Flash Cards Charts
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TEACHING METHODOLOGY
Latest research in English language teaching has resulted in revolutionizing the whole concept of language teaching and learning. It has now become very organized and methodical. The natural sequence of language acquisition is to give listening practice before speaking followed by reading and writing. Language is learnt through meaningful contexts and not through structures and vocabulary items. Instead of following one approach for method, eclectic teaching should be practised: the teaching methods should be selected according to the needs of the learners. A functional communicative approach is focused upon but the practice of structure is also given due consideration. Listening and Speaking The skills of listening and speaking can be practised by providing maximum opportunities to the students to share and discuss the ideas either from the content of the prescribed texts or involve them in topics of their interest. Picture talk, newspapers items/articles and related prompts can be extremely useful to stimulate conversation in the classroom. At this stage, stress on pronunciations is essential and errors made in pronunciation must be corrected with reference to the symbols in dictionary. Reading At the Intermediate level the students have to read and comprehend a variety of texts for various purposes such as reading for relevant information, understanding and for pleasure. Sufficient practice must be given to make the student independent and effective readers through skill based exercises. Silent reading must be preferred. Contest clues to find the meanings of familiar and unfamiliar vocabulary items must be encouraged. The use of dictionary skills must be taught and practised. Writing The habit of memorizing and rote learning of essays and letters must be discouraged and writing should be taught as a skill. Let the students think for themselves, compose their thoughts on a given topic and express themselves adequately. In order to write good composition the following steps are necessary (a) Brian storming to elicit ideas from the students, (b) generate a class discussion on the topic, (c) making
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an outline from the discussion/mind mapping, (d) writing the first draft, (e) editing it and then writing the final draft after needful feedback and correction. At the Intermediate level the students should master the art of letter/application writing and precise-writing. It is a technical writing and can be mastered by constant practice. The teacher should guide the students and correct them. Language structures/Applied Grammar
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Learning grammar by heart should be discouraged. The teacher should use a variety of
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evaluated through questions based on: who, when, where, what, list, define, describe, identify, label, tabulate, quote, name, state, etc. Understanding:
This requires understanding information, grasping meaning, interpreting facts, comparing, contrasting, grouping, inferring causes/reasons, seeing patterns, organizing parts, making links,
summarizing, solving, identifying motives, finding evidence, etc. It can be taught and evaluated
through questions based on: how, show, demonstrate, paraphrase, interpret, summarize, explain, prove, identify the main idea/theme, predict, compare, differentiate, discuss, chart the course/direction, report, solve, etc. Application:
This requires using information or concepts in new situations, solving problems, organizing information and ideas, using old ideas to create new ones, generalizing from given facts,
analyzing relationships, relating knowledge from several areas, drawing conclusions, evaluating worth, etc. It can be taught and evaluated through questions based on: differentiate, analyse,
show relationship, propose an alternative, prioritize, give reasons for, categorize, illustrate, corroborate, Compare and Contrast, create, design, formulate, integrate, rearrange,
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Complete forms:
Conduct:
Construct:
Deduce:
Deploy: Describe:
Devise:
Discuss:
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Draft:
Provide a brief outline of required material in appropriate order. Need not be written in complete sentences. Clarify or enrich given statements or definitions, by providing relevant details or examples. Give a clear and detailed account of related information with reasons or justification. Quote selectively using the relevant words from the text. The candidate is not expected to respond in your own words. Demonstrate an understanding of the information given especially the required sequence of events.
Elaborate:
Explain:
Give directions:
Identify:
Infer:
Interpret:
Paraphrase:
Predict/anticipate:
Rearrange/ Reorganize:
Recapitulate: Recognize:
Relate/recount:
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Reproduce:
Give an accurate version of a message in a different medium, spoken, written or graphical. There is no room here for imaginative reconstruction: literal translation is rather what is required. Identify intended thoughts and feelings deduced from choice of language, tone and expression. To read quickly to search for key information. Apply knowledge in a given situation to give a rational opinion. Write a shorter version of a given text capturing the main points and eliminating detail. The writing must be grammatical and the reference of each statement must be clear. Convert an oral message to a written form. Deploy the required attribute in a constructed response. Implies full sentences of continuous prose, not abbreviated text.
Respond:
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FBISE
WE WORK F OR EXCELL ENCE
Roll No:
____________
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent. Deleting/overwriting is not allowed. Do not use lead pencil. Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. The Piece of String depicts A. B. C. D. ii. Urban life Rural life Joys of life Hard facts of life
Martin Luther King, Jr. championed A. B. C. D. Human Rights Animal Rights Peasants Rights Black Americans Rights
iii.
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viii. We sat by the lake while the sun set. The underlined word is a/an A. B. C. D. ix. Verb Adverb Conjunction Interjection
Pick out the sentence that contains an infinitive A. B. C. D. Do we get credit for trying? We began to walk down the road. I caught them stealing goods. The phone is ringing.
x.
Choose the correct sentence A. B. C. D. Everyone raised their hands. Everyone raised ones hands. Everyone raised his/her hands. Everyone raised theirs hands.
xi.
Ali painted the garage last Saturday. The underlined word is a/an A. B. C. D. Indirect object Direct object Subject complement Adjective
xii.
She walked through the woods and found an interesting fossil, is a A. B. C. D. Complex sentence Compound sentence Simple sentence Compound-complex sentence
xiii. Discipline is the responsibility of parents not teachers. The verb in the sentence is a/an A. B. C. D. Helping verb Transitive verb Linking verb Intransitive verb
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xiv.
On hearing the bad news, the lady passed A. B. C. D. away out through off
xv.
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xx.
We gave him a bunch of flowers on his wedding. Choose the word that exactly replaces the underlined expression: A. B. C. D. Garland Twig Wreath Bouquet ____________________
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FBISE
WE WORK F OR EXCELL ENCE
Note: Sections B and C comprise pages 1-4 and questions therein are to be answered on the separately provided answer book. Answer all the questions from section B and section C. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly. SECTION B (40 marks)
Note: Attempt all the questions. Answer questions 2 8 in about 40 to 50 words each. Q.2 In the story Button, Button, Norma and Arthur were on the opposite sides of the fence with regard to stewards offer. What were their respective points of view? How did the people stranded on Mars in the story Dark They Were and Golden Eyed, become different from the people on the Earth?
Q.3
Q.4
Q.5
Q.6
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Total Marks: 80
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(4)
Q.7
What do you gather about Sheikh Sadi from your study of the story Gulistan of Sadi? (OR) Do you think that the punishment of the quack, in the story The Foolish Quack, after the old womans death, was justified? Give reasons for your answer.
(4)
(4)
Q.8
What do you make out of Martin Luther Kingss dream in I have a Dream? (OR) Point out the salient features of Martin Luthers speech.
(4) (4)
Note: Choice may or may not be from the same story. Q.9 A. Read the following stanza carefully and answer the questions given at the end: And since to look at things in bloom Fifty Springs are little room About the woodland I will go To see the cherry hung with snow Questions: i. Why does A.E Houseman think that Fifty Springs are not enough to enjoy the beauties of nature? (2) ii. What is woodland? Why does the poet want to go there? (2) iii. Write two words that rhyme with SNOW. (2) (OR) Loves madness has departed: in The Muslims veins the blood runs thin; Ranks broken, hearts perplexed, prayers cold, No feeling deeper than skin. Questions: i. How far is it true that the Muslims have departed from the true spirit of Islam and that they are just following its rituals? (2) ii. What is the present state of the Muslims as given in the stanza? (2) iii. What does the phrase Ranks broken refer to in the stanza? (2)
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B.
Answer the following question in about 60 to 75 words. How far is it true that there is time for everything and nothing happens out of time? Elaborate in the light of the poem Times. (6)
Q.11 A.
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(6)
(OR) Why do you think Henry Davies, in his poem Leisure, talks about the importance of leisure in human life when he himself admits that it is full of cares with no time to stand and stare?
C.
Punctuate the following paragraph: does your brother still work in a bank Sarah asked me yes i said he s an assistant manager now he was promoted after he passed the final exam of the institute of bankers oh that s a good news
(4)
Note: Examiner shall include any three grammatical items out of: change of narration (Para and not sentences), punctuation, use of correct form of verb/tense, pair of words and phrasal verbs. Q.12 Write an application to the District Nazim of your area drawing his attention to the rapid increase in water-borne diseases in your area and request him to issue orders for the immediate installation of a water filtration plant there. Note: Either formal letter or application will be included. Q.13 Translate the following passage into English: (5)
(8)
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2.
A passage of fairly advanced prose followed by: a. b. A series of comprehension questions A precis of all parts of the passage
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1.
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A New Anthology of Essays Publishers: Punjab Textbook Board, Lahore The Magic Casement, Book-II Publishers: Oxford University Press, Karachi
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FBISE
WE WORK F OR EXCELL ENCE
Note: Section-A is compulsory and comprises pages 1-5. All parts of this section are to be answered on the question paper itself. It should be completed in the first 20 minutes and handed over to the Centre Superintendent. Deleting/overwriting is not allowed. Do not use lead pencil. Q.1 Insert the correct option i.e. A/B/C/D in the empty box opposite each part. Each part carries one mark. i. The song Blow, Blow, Thou winter wind is an expression of Mans love for his fellow beings Mans ingratitude and infidelity Cruelty of Nature Abiding importance of friendship in human life
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iii.
Oliver Goldsmith in The Deserted Village laments over A. B. C. D. mass exodus of village population to cities desertification of English villages as a result of Enclosure Acts unemployment and hardships faced by the rural population tremendous increase in farm produce
iv.
The substance of Miltons complaint to God is A. B. C. D. strange are the ways of God to men they also serve who only stand and stare. God expects him to do the work of a man who can see. his blindness prevents him from using his God-given talents
v.
The poem Break, Break, Break expresses A. B. C. D. immortality of human life indifference of the world of Nature to the fate of man interdependency of man and Nature prevalence of evil in the World
vi.
The theme of Paradise Lost is A. B. C. D. infallibility of Adam and Eve mans first disobedience wrath and power of God creation of universe
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vii.
The poem Dover Beach is an eloquent but painful expression of A. B. C. D. religious fanaticism interfaith harmony agonies of religious doubt Darwins theory of evolution by natural selection
viii. Requiem is a music to A. B. C. D. welcome the spring herald war victory celebrate New Year commemorate the dead
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xiii. Dorothy L Sayers in her essay Are Women Human? tries to prove that A. B. C. D. xiv. all human beings inherently dislike work only men like to work willingly only women like to work willingly women prefer their home and family to their job
G.B. Shaws essay Landlords and Industrial Employers exposes A. B. C. D. exploitation of the poor country folk by the rich landlords exploitation of the working class by the industrialists exploitation of the poor both by the landlords and the industrialists evils of proletariat class
xv.
According to William Plomer the Englishmen show particular attitude for A. B. C. D. commerce and trade vegetables and fruit mechanical invention and literature jogging and exercising
xvi.
xvii. Dolorous means A. B. C. D. slow dreamy vain full of pain and grief
xviii. Clich means A. B. C. D. wise saying common place saying exaggerated talk lengthy saying
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xix.
xx.
Keats calls nightingale an immortal bird because he thinks that A. B. C. D. it never dies its song goes on unchanged from age to age its an unreal bird its is a very beautiful bird ____________________
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FBISE
WE WORK F OR EXCELL ENCE
Note: Sections B and C comprise pages 1-4 and questions therein are to be answered on the separately provided answer book. Answer all the questions from section B and section C. Use supplementary answer sheet i.e., sheet B if required. Write your answers neatly and legibly. SECTION B (46 marks) Note: Attempt ALL the questions. Q.2 Answer the following parts in about 50 to 60 words each. (6 4 = 24) i. According to W.R. Inge, there is a general slackness and dislike of unnecessary exertion among our youth. How far is he true in his assertion? (4) ii. Man, however scientific he may be, is not omnipotent. Comment in the light of the essay The Limits of Human Power. (4) Dorothy L Sayers in her essay Are Women Human? contends that there are very few men and women who put their job before every earthly consideration. How far is her argument valid? (4) How is it that it is practically impossible to travel without being sometimes bored? Explain in the light of Huxleys essay Why Not Stay at Home? (4) With reference to the essay On Not Answering the Telephone do you subscribe to the writers view that telephone is more of a nuisance than a facility?
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vi.
How, according to E.M Forster, can we promote culture? Briefly explain. (OR) The colliers lived in a different world than that of their wives. Elaborate in the light of D.H Lawrences essay My Early Home.
(4)
Q.3 a.
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Answer any TWO of the following parts in about 70 to 75 words each. (2 6 = 12) i. Why is it necessary to love men if we love God? Explain with reference to the poem The Divine Image. (6)
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SECTION C (34 marks) Note: Attempt ALL the questions. Q.4 Write an essay of about 300350 words on one of the following topics: (15) i. Attending college is a challenging but rewarding experience ii. The impact of technology on the environment Combine seven of the following pair of simple sentences into a complex sentence. Use a subordinating conjunction: and/or a relative pronoun. (7) i. Management refused to increase salaries. Workers went on strike. ii. Shahid finished painting the room. He cleaned the brushes. iii. We arrived at the theater. We saw a queue of people. iv. Nighat drank two glasses of water. She was still thirsty. v. The locksmith made us a new key. We wanted a spare key for emergencies. vi. Afzal took in the mail during our vacation. Afzal is our tenant. vii. You were away. I missed you. viii. A group of mountain climbers flew to the Himalayas. The Himalayas are located in Asia. Read the following passage carefully and answer the questions appended to it: It is usual to identify flattery with false praise. But this seems to offer a poor definition of flattery, for false commendation is easily detectable and, therefore, incapable of achieving the result while flattery is that praise which is too fine and artistic to fail in its effect. Flattery may, therefore, be defined as the art of praising which aims at magnifying the virtues to the exclusion of vices. But then the person flattered must have some qualities, in fact or in his fancy, which can be praised and amplified. Thus one who made a fairly good speech can be flattered by saying that he presented an excellent piece of oratory. But one who was laughed down by the audience cannot be said to have delivered a good speech at all. If any attempt is made to say that he did so, he will feel ridiculed and the effect of the art, at once, lost. Flattery being an art of commendation requires for its proper understanding to be compared with a kindred art appreciation. Both emanate from the same motive of
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Q.6
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pleasing the others self-esteem. But the former is largely vitiated by the tinge of falsehood and often aims at the realization of some self-interest but the latter is based on truth and is without any motive. Questions: i. How does the writer define flattery? ii. What are the preconditions for flattery to succeed? iii. How does the author compare flattery and appreciation? iv. Summarize the passage in about 1/3 of its length and give it a suitable title. ____________________
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(2) (2) (2)