English Compulsory Model Paper

SCHEME OF STUDIES FOR HSSC (CLASSES XI–XII) COMPULSORY FOR ALL (500 marks) 1.

English (Compulsory)/ English (Advance)

2 papers

200 marks

2.

Urdu (Compulsory)/ Urdu Salees In lieu of Urdu (Compulsory)/ Pakistan Culture for Foreign Students Part – I and Pakistan Culture Paper-II

2 papers

200 marks

3.

Islamic Education/Civics (for Non-Muslims)

1 paper

50 marks

4.

Pakistan Studies

1 paper

50 marks

SCIENCE GROUP (600 marks) The students will choose one of the following (A), (B) and (C) Groups carrying 600 marks: (A)

Pre-Medical Group: Physics, Chemistry, Biology

(B)

Pre-Engineering Group: Physics, Chemistry, Mathematics

(C)

Science General Group: 1. 2. 3. 4. 5.

Physics, Mathematics, Statistics Mathematics, Economics, Statistics Economics, Mathematics, Computer Science Physics, Mathematics, Computer Science Mathematics, Statistics, Computer Science

HUMANITIES GROUP (600 marks) Select three subjects of 200 marks each from the following: S. No. Subject 1. Arabic/Persian/French/English (Elective)/Urdu (Elective) 2. Economics 3. Fine Arts 4. Philosophy 5. Psychology 6. Statistics 7. History of Modern World/Islamic History/ History of Muslim India/ History of Pakistan 8. Islamic Studies 9. Health and Physical Education COMMERCE GROUP (600 marks)

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S. No. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19.

Subject Sindhi (Elective) Civics Education Geography Sociology Mathematics Computer Science Islamic Culture Library Science Outlines of Home Economics

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

paper – II paper – II paper – II paper – II

100 marks 75 marks 75 marks 50 marks

HSSC – II 1. 2. 3. 4.

Principles of Accounting Commercial Geography Computer Studies/Typing/Banking Statistics

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

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AIMS AND OBJECTIVES OF EDUCATION POLICY (1998 – 2010) AIMS Education is a powerful catalyzing agent which provides mental, physical, ideological 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. After independence in 1947 efforts were made to provide a definite direction to education 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 Quaid’s words: “You know that the importance of Education and the right type of education, cannot be overemphasized. Under foreign rule for over a century, sufficient attention has not been paid to the education of our people and if we are to make real, speedy and substantial progress, we must earnestly tackle this question and bring our people in consonance with our history and culture, having regard for the modern conditions and vast developments that have taken place all over the world.” “There is no doubt that the future of our State will and must greatly depend upon the type of education we give to our children, and the way in which we bring them up as future citizens of Pakistan. Education does not merely mean academic education. There is immediate and urgent need for giving scientific and technical education to our people in order to build up our future economic life and to see that our people take to science, commerce, trade and particularly well-planned industries. We should not forget, that we have to compete with the world which is moving very fast towards growth and development.” “At the same time we have to build up the character of our future generation. We should try, by sound education, to instill into them the highest sense of honour, integrity,

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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.

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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 Qur’anic 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. To achieve universal primary education by using formal and informal techniques to provide second opportunity to school drop-outs by establishing basic education community schools all over the country. To meet the basic learning needs of a child in terms of learning tools and contents. To expand basic education qualitatively and quantitatively by providing the maximum 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. To ensure that all the boys and girls, desirous of entering secondary education, get their basic right through the availability of the schools. To lay emphasis on diversification of curricula so as to transform the system from supplyoriented to demand-oriented. To attract the educated youth to world-of-work from 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. To make curriculum development a continuous process; and to make arrangements for developing a uniform system of education. To prepare the students for the world of work, as well as pursuit of professional and specialized higher education.

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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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OBJECTIVES OF ENGLISH COMPULSORY SYLLABUS GENERAL OBJECTIVES The broad aims of the English syllabus are to: i.

provide the students with opportunities of listening to good English with proper pronunciation, stress, accent and information;

ii.

enable them to converse correctly and fluently to express themselves on a given subject for a limited duration;

iii.

inculcate in them a habit of reading with interest and comprehension;

iv.

enable them to write correctly and creatively;

v.

give equal emphasis on reading and writing specific texts in other areas (especially scientific and technological areas);

vi.

enable them to think for themselves to organize their ideas on a given subject and to write them in correct English;

vii.

help them participate in co-curricular activities related to self expression (discussions, debates, declamations, essay writing competition, quiz, seminars, etc);

viii. introduce the literature of English, giving them a chance to develop a habit of reading; ix.

develop an understanding English learning;

x.

enable the students to become a responsible, confident and patriot towards the Ideology of Pakistan.

SPECIFIC OBJECTIVES After the completion of Higher Secondary level, the students will be able to: i.

speak clearly and distinctly with correct pronunciation, proper stress and intonation;

ii.

foster and develop the desire to express orally his thoughts and feelings;

iii.

ask and respond to questions with increased confidence in a range of situations;

iv.

be able to apprise himself in situational moods (happiness, anger, wonder, etc);

v.

listen attentively to stories and poems and converse about them;

vi.

participate as a speaker and listener in group activities;

vii.

undertake role performance in co-curricular activities;

viii. describe an event, real or imaginary, to the teacher or a peer; ix.

contribute and respond in a constructive manner in discussion or debate, advocating and justifying a particular point of view;

x.

contribute in tutorial groups (peer counseling / guidance).

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CONTENTS OF ENGLISH SYLLABUS For Class XI Short Stories 1.

Button, Button

2.

Clearing in the Sky

3.

Dark they were, and Golden Eyed

4.

Thank you, M’am

5.

The Piece of String

6.

The Reward

7.

The Use of Force

8.

The Gulistan of Sadi

9.

The Foolish Quack

10.

A Mild Attack of Locusts

11.

I Have a Dream

12.

The Gift of Magi

13.

God be Praised

14.

Overcoat

15.

The Angel and The Author and Others

Plays 1.

Heat Lightning

2.

Visit to a Small Planet

3.

The Oyster and the Pearl

Poems 1.

The Rain

2.

Night Mail

3.

Loveliest of Trees, the Cherry Now

4.

O Where are You Going?

5.

In the Street of the Fruit Stalls

6.

Sindhi Women

7.

Times

8.

Ozymandias

9.

The Feed

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10.

The Hollow Men

11.

Leisure

12.

Ruba’iyat

13.

A Tale of Two Cities

14.

My Neighbour Friend Breathing His Last!

15.

He Came to Know Himself

16.

God’s Attributes

17.

The Delight Song

18.

Love – an Essence of All Religions

19.

A Man of Words and Not of Deeds

20.

In Broken Images

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SUGGESTED STRUCTURES 1.

All forms and patterns of tenses; present, past & future.

2.

Phrases with ‘a’ or ‘an’. Ex: in hurry, have a headache.

3.

Use of prepositional phrase; by the side of, on top of, in front of, etc.

4.

Idiomatic use of out; put out, go out, break out, etc.

5.

Use of ‘about’ in various meanings: about to refuse, set about, etc.

6.

Phrasal verbs e.g. make out, take after, etc.

7.

Little, a little, few, a few.

8.

Use of: of and off.

9.

Use of ‘keep’ in various meanings; to keep things, to keep one’s family, to keep as eye on, etc.

10.

Use of ‘break’ in various meanings; break into pieces, break into, etc.

11.

Use of ‘call’ in its various meanings; Call for, Call at, etc.

12.

Phrasal verbs: e.g. turn down, come off, etc.

13.

Participles doing work of Adjectives: Ex:

The sinking ship. The sunken ship.

14.

Participles used instead of adjectives. Ex:

15.

The captain left the sinking ship.

Let & allow. Ex:

They let us do it. They allowed us to do it.

16.

Active/Passive Voice.

17.

Narration (direct/indirect speech).

18.

Modals: may and might Ex:

May; future possibility Might: reported future possibility.

19.

Gerunds & Present Participles: i.

Using phrases with gerunds Ex:

ii.

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:

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Cannot help, enjoy, would you mind, remember, practise, give up etc. iv.

Present participles at the beginning of the sentence: Ex:

20.

Standing at the side of the road, we watched the procession.

Conditional sentences a. If sentence (present/past) Ex:

If I find your watch, I’ll send it to you immediately. If I had known, I would have brought useful books.

b. If and wish sentences (present) Ex:

I wish I knew her number. If I knew her number, I would telephone her.

c.

If and wish sentences (past). Ex:

I wish I knew her number.

d. Unless, until, as along as, provided/providing that Ex: 21.

Unless you work harder, you aren’t going to pass the exam.

Although, though, even, In spite of, despite. Ex:

In spite of the traffic, I arrived on time. I couldn’t sleep despite being tired.

22.

Quite, rather Ex:

It’s rather cold, so you’d wear a coat. She is quite intelligent but rather lazy.

23.

24.

Discourse markers. a)

Liking:

your know, you see, etc

b)

Focusing:

as regards, as far as, etc.

c)

Structuring division

firstly, secondly, etc.

d)

Contrasts

all the same, as yet, etc.

e)

Logical sequencing

so, therefore, thus, because

f)

Amplifying and expecting

for instance, for example, such as, etc.

g)

Dismissal of previous discourse

Anyhow, any way, etc.

h)

Change of subject

By the way, incidentally, etc.

Ellipsis: a. after auxiliary verbs. Ex:

I haven’t phoned her yet, but I will.

b. Ellipsis of subject/Aux. Verb at the beginning of a sentence: Ex:

seen Aslam

c. After Be & HAVE Ex:

I am tired: ‘I am, too.

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d. Use of “Do” when there is no auxiliary verb. Ex: 25.

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.

26.

Inversions. a.)

Sentences with ‘if’. Ex:

b)

After as: Ex:

c)

She traveled a great deal, as did most of her friends.

After neither – nor, so: Ex:

d)

Had I known --- (if I had known).

She doesn’t like her , nor do I.

Under negative adverbial expressions: She had hardly any money……… Under no circumstances can we ___________________

e)

After adverbial expression beginning with ‘only’ Ex:

f)

In exclamations: Ex:

g)

Only then did I understand what she meant,. How beautiful are the flowers

After adverbial expressions of place followed by intransitive verbs e.g. lie, stand etc. Ex:

h)

On the bed lay a young delightful woman.

Speech with (here/there) indicating surprise: Ex:

Here comes the principal. There goes the bell.

i)

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.

27.

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.

Students listen to a part of story and then are asked to complete it orally.

2.

Students are given activities in which they demonstrate the inference skills by identifying cause and effect relationship e.g. variety of broken conditional sentences which they have to match by checking with their classmates.

3.

Students role-play situations and characters, understanding formal an informal language use.

4.

Students listen to stories/texts and respond verbally their reaction, e.g. likes/dislikes, preferences, characters, story etc.

5.

Students listen to oral presentation on familiar topics and check their comprehension making true/false statements.

6.

Picture talk.

7.

Students listen to cassettes depicting different moods, attitudes, reactions an guess the mental attitude through tone, intonation, etc.

Reading skill 1.

Present the title of the lesson by writing on the board. Elicit anticipatory responses by asking leading questions e.g.

2.

i.

What do you expect to find in the text?

ii.

What do you think would be the end of the lesson?

iii.

Have you read anything related to the topic, elsewhere?

Use vocabulary blubbles to elicit words having similar meaning or connotations. Beautiful Lovely

3.

Pretty

Students are given the meanings of the difficult words by the teacher and asked to find the corresponding words in the text. To help the learners, the teacher may point the paragraph number where they can find the word e.g. i.

Successive

Para 1

ii.

Introductory

Para 3

4.

Re-arrange the jumbled sentences in right order.

5.

Practise skills of scanning and skimming.

6.

Matching exercise.

7.

Learners’ multiple choice questions for their inferential ability.

8.

In pairs/groups ask students to read intensively for making a mind map.

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Writing Skills 1. Practise in pairs/groups the skill of writing letters/applications and letters to the editors. 2. Working in pairs/groups to write dialogues on various situations. 3. Re-organize the jumbled paragraph in a sequential and logical order. 4. Practise writing critical summaries of poems. 5. In pairs/groups brainstorm on various topics to write a short essay/composition. 6. Practise the skill of translation from English to Urdu and vice versa, in idiomatic English. 7. Practise the mechanics of writing i.e., to punctuate correctly an effectively. 8. Working in pairs/groups, the students should practise writing telephonic messages in form of notes. 9. Picture – writing. 10. Students may write all the events in the college year, item-wise, and then organize to form an annual report. 11. Students devise a questionnaire and then write a report on the results they obtain. 12. 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.

Flash Cards

2.

Charts

3.

Pictures

4.

Audio Cassettes

5.

Realia

6.

Puppets

7.

Booklets on different topics

8.

Reading speed cards

9.

Over-head projector

10.

Computer

11.

Pronunciation Cards

12.

Video Cassettes

13.

Tape-Recorders

14.

Language laboratory, if possible.

15.

Slide projector

16.

Posters.

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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 Grammar should be presented in the context to make it meaningful and interesting. Learning grammar by heart should be discouraged. The teacher should use a variety of tasks and activities to involve students in the class and make them active partners in the teaching process.

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ASSESSMENT AND EVALUATION Assessment, appraisal, or evaluation is a means of determining how far the objectives of the curriculum have been realized. What really matters is the methodology employed for such determination. As is now recognized, performance on the basis of content-oriented tests alone does not provide an adequate measure of a student’s knowledge and ability to use information in a purposeful or meaningful way; the implication, then, is that effective and rewarding techniques should be developed for evaluating the kind and content of teaching and learning that is taking place and for bringing about improvement in both. The following points, while developing the tests/questions may be kept in view: 1. Proper care should be taken to prepare the objective-type and constructed-response questions relating to knowledge, comprehension, application, analysis and synthesis, keeping in view the specific instructional objectives of the syllabus and the command words for the questions. 2. There should be at least two periodic/monthly tests in addition to routine class/tests. Teachers are expected to develop and employ assessment strategies which are dynamic in approach and diverse in design. When used in combination, they should properly accommodate every aspect of a student’s learning. 3. In addition to the final public examination, two internal examinations should be arranged during the academic year for each class. 4. Classroom examinations offer the best and most reliable evaluation of how well students have mastered certain information and achieved the course objectives. Teachers should adopt innovative teaching and assessment methodologies to prepare the students for the revised pattern of examination. The model papers, instructional objectives, definitions of cognitive levels and command words and other guidelines included in this book must be kept in view during teaching and designing the test items for internal examination.

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DEFINITION OF COGNITIVE LEVELS Knowledge: This requires knowing and remembering facts and figures, vocabulary and contexts, and the ability to recall key ideas, concepts, trends, sequences, categories, etc. It can be taught and 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, reconstruct/recreate, reorganize, predict consequences etc.

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DEFINITION OF COMMAND WORDS The purpose of command words given below is to direct the attention of the teachers as well as students to the specific tasks that students are expected to undertake in the course of their subject studies. Same command words will be used in the examination questions to assess the competence of the candidates through their responses. The definitions of command words have also been given to facilitate the teachers in planning their lessons and classroom assessments. Compare and Contrast:

Involves (a) listing the main points or characteristics of two distinct entities (in English these will normally be texts) and (b) clearly identifying similarities and differences between

characteristics. Complete forms:

Give information precisely as specified. The inclusion of irrelevant information may be penalized.

Conduct:

Perform in accordance with appropriate conventions or instructions to achieve a specified outcome.

Construct:

Bring together required elements in a connected or coherent response. The invitation to construct indicates that the structure of the response as well as its content will be evaluated and given marks.

Deduce:

Go beyond the information given to draw a conclusion which is not explicitly stated in the stimulus material.

Demonstrate an understanding of:

Respond in a manner appropriate to a given text. Candidates will not be expected to go beyond the text itself. Imported material, even though relevant to the topic, will tend to be penalized as indicative of incomplete understanding of the given text.

Deploy:

use or apply appropriately in context.

Describe:

Attempt to capture the distinguishing features of a scene, object or event. The connotation as well as the denotation of words will usually be important and these connotative meanings should be consistent with each other. Describe is usually an invitation to use figurative language.

Devise:

The information or devices asked for should be emphasized in the response. Candidates are expected to draw heavily on their own experience to meet the task requirement.

Discuss:

Requires candidates to give a critical account of the issue raised. There should be an introductory paragraph setting out the issue, related points should be drawn together in paragraphs in the body of the text and lead to the conclusion explicitly stated in the final paragraph.

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Draft:

Provide a brief outline of required material in appropriate order. Need not be written in complete sentences.

Elaborate:

Clarify or enrich given statements or definitions, by providing relevant details or examples.

Explain:

Give a clear and detailed account of related information with reasons or justification.

Extract Information:

Quote selectively using the relevant words from the text. The candidate is not expected to respond “in your own words”.

Follow instructions:

Demonstrate an understanding of the information given especially the required sequence of events.

Give directions:

Provide precise and relevant information without undue repetition. Use the imperative voice.

Identify:

Select the most appropriate from many possibilities on the basis of relevant characteristics. It will not normally be expected that the candidate justifies the choice unless specifically asked to do so.

Infer:

Go beyond the information given to identify what is implied but not stated.

Interpret:

Clarify both the explicit meaning and the implications of given information.

Organize their text:

use paragraph markers, side headings, bullet points as appropriate to structure their writing.

Paraphrase:

Rewrite in their own words, simplifying the expression.

Predict/anticipate:

Make inferences about probable/possible turns of event from the information given so far.

Rearrange/ Reorganize:

Reorder given information in accordance with a given criterion e.g. rearrange in alphabetical order. Marks will depend upon meeting the required criteria. Accuracy of the transcription of information will not normally be rewarded.

Recapitulate:

Retell in their own words selecting only significant information.

Recognize:

Involves looking at a given example and stating what it most probably is.

Relate/recount:

Retell in spoken form. It is not necessary to sustain a formal register.

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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.

Respond:

Identify intended thoughts and feelings deduced from choice of language, tone and expression.

Skim:

To read quickly to search for key information.

Suggest:

Apply knowledge in a given situation to give a rational opinion.

Summarize:

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.

Transcribe:

Convert an oral message to a written form.

Use:

Deploy the required attribute in a constructed response.

Write:

Implies full sentences of continuous prose, not abbreviated text.

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RECOMMENDED REFERENCE BOOK 1.

Intermediate English Book 1 & 3 Punjab Textbook Board, Lahore

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FBISE WE WORK F OR EXCELL ENCE

Federal Board HSSC-I Examination English Compulsory Model Question Paper

Roll No: Answer Sheet No:

____________

Signature of Candidate: ___________ Signature of Invigilator: ___________

SECTION – A Time allowed: 20 minutes

Marks: 20

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.

Martin Luther King, Jr. championed A. B. C. D.

iii.

Urban life Rural life Joys of life Hard facts of life

Human Rights Animal Rights Peasants’ Rights Black Americans’ Rights

In the poem “Times”, to everything there is a A. B. C. D.

Reason Season Time Condition Page 1 of 5

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Turn Over

DO NOT WRITE ANYTHING HERE

iv.

The humans according to the poem “The Hollow Men” have become A. B. C. D.

v.

The setting of the play “Heat Lightning” is A. B. C. D.

vi.

The interior of a railway station Police station Interior of a bus-station Airport

The flying object in the play “Visit to a Small Planet” is a A. B. C. D.

vii.

Thoughtful Soulless Thoughtless Spineless

Meteor An optical illusion Weather balloon Space ship

‘Inspite of starting late, he arrived on time.’ State whether the underlined word is A. B. C. D.

Present participle Gerund Infinitive Past participle Page 2 of 5

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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.

Pick out the sentence that contains an infinitive A. B. C. D.

x.

Everyone raised their hands. Everyone raised one’s hands. Everyone raised his/her hands. Everyone raised theirs hands.

‘Ali painted the garage last Saturday.’ The underlined word is a/an A. B. C. D.

xii.

Do we get credit for trying? We began to walk down the road. I caught them stealing goods. The phone is ringing.

Choose the correct sentence A. B. C. D.

xi.

Verb Adverb Conjunction Interjection

Indirect object Direct object Subject complement Adjective

‘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 Page 3 of 5

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xiv.

‘On hearing the bad news, the lady passed A. B. C. D.

xv.

away out through off

The correct synonym of ‘evasively’ is A. B. C. D.

xvi.

.’

Directly Evadingly Shrewdly Secretively

“The atom bomb will fix the earth”, means A. B. C. D.

It will permanently destroy the earth. It will make the earth more fertile. It will revolutionize life on earth. It will make the earth safer.

xvii. Replace the underlined phrase in the following sentence with one of the given options which has the same meaning. “It is said that a great flood in its wrath carried away the people and all their belongings. A. B. C. D.

Angrily Heavily Forcefully Swiftly

xviii. Choose the correct spellings: A. B. C. D. xix.

Astringent Estringent Astringant Extringent

A parable is a story based on A. B. C. D.

Science fiction Explicit moral lesson Village life Sea journey Page 4 of 5

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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 ____________________

For Examiner’s use only Q. No.1: Total Marks: Marks Obtained:

Page 5 of 5

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FBISE WE WORK F OR EXCELL ENCE

Federal Board HSSC-I Examination English Compulsory Model Question Paper Time allowed: 2.40 hours

Total Marks: 80

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

Q.3

In the story “Button, Button”, Norma and Arthur were on the opposite sides of the fence with regard to steward’s offer. What were their respective points of view?

(4)

How did the people stranded on Mars in the story “Dark They Were and Golden Eyed”, become different from the people on the Earth?

(4)

Q.4

In the story “Thank You M’am”, the boy had a chance to run away from Mrs. Jones but he didn’t. Why? (4)

Q.5

How was Mr. Huberts’ innocence proved in the story “The Piece of String”?

(4)

(OR) Would you support opportunity or determination? Comment in the light of the story “The Reward”. (4) Q.6

Sometimes it becomes inevitable to use force against a person to help him or her. Elaborate by keeping in mind the story ‘The Use of Force’. Page 1 of 4

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(4)

Q.7

What do you gather about Sheikh Sadi from your study of the story “Gulistan of Sadi”?

(4)

(OR)

Q.8

Do you think that the punishment of the quack, in the story “The Foolish Quack”, after the old woman’s death, was justified? Give reasons for your answer.

(4)

What do you make out of Martin Luther Kings’s dream in ‘I have a Dream’?

(4)

(OR) Point out the salient features of Martin Luther’s speech.

(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) Love’s madness has departed: in The Muslim’s 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)

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iii.

What does the phrase “Ranks broken” refer to in the stanza? (2) Page 2 of 4

B.

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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)

(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?

(6) SECTION – C (Marks: 40)

Note: Attempt all the questions. Q.10 Answer the following questions in 50 to 60 words each. i.

Can the play “Heat Lightning” be termed as a melodrama? Justify. (5)

ii.

In what way is the play “Visit to a Small Planet” a satire on modern civilization? (5)

iii.

What is Harry Van Duson’s philosophy of life? Does it really work in general? Elaborate. (5)

Q.11 A.

Use any FOUR of the following phrasal verbs in sentences: i. iii. v.

B.

Break down Taken aback Let off

ii. iv. vi.

Come across Give away Fall out

Use the correct form of verbs in parenthesis in any four of the following sentences: i.

If she (like) to be taught by me, I shall teach her.

ii.

The bus driver stopped the bus and the passengers (get) down.

iii.

When I got home last night, I (be) very tired and I went straight to bed.

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(4)

(4)

iv.

Be fair and (did not) criticize unjustly.

v.

Every year we (votes) for a new student council.

vi.

All night the puppy (lie) in our bed.

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C.

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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.

(8)

Note: Either formal letter or application will be included. Q.13 Translate the following passage into English:

(5)

(OR) Write a paragraph on “Tolerance”. ____________________

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(5)

Page 4 of 4

CONTENTS OF ENGLISH ADVANCE/ELECTIVE SYLLABUS For Class XI Section “A” Functional English 1.

Any essay of relatively advanced nature

2.

A passage of fairly advanced prose followed by: a.

A series of comprehension questions

b.

A precis of all parts of the passage

Section “B” Text 3.

Poetry:

The Magic Casement: Book-II

4.

Prose:

A new Anthology of Essays

5.

Grammar:

Synthesis/Idioms

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RECOMMENDED REFERENCE BOOKS In contrast to the previous practice the examination will not be based on a single textbook, but will now be curriculum based to support the examination reforms. Therefore, the students and teachers are encouraged to widen their studies and teaching respectively to competitive textbooks and other available material. Following books are recommended for reference and supplementary reading for Class XI:

1.

A New Anthology of Essays Publishers: Punjab Textbook Board, Lahore

2.

The Magic Casement, Book-II Publishers: Oxford University Press, Karachi

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English Advance

35

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FBISE WE WORK F OR EXCELL ENCE

Federal Board HSSC-I Examination English Advance/Elective Model Question Paper

Roll No: Answer Sheet No:

____________

Signature of Candidate: ___________ Signature of Invigilator: ___________

SECTION – A Time allowed: 20 minutes

Marks: 20

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 A. B. C. D.

ii.

Man’s love for his fellow beings Man’s ingratitude and infidelity Cruelty of Nature Abiding importance of friendship in human life

In the poem “All But Blind” Walter De La Mare tells the readers about A. B. C. D.

soundness of human senses and judgment injustices prevailing in the society incapacity of human faculties to know the whole truth about the universe gifted intelligence of the mole, the bat and the owl

Page 1 of 5

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DO NOT WRITE ANYTHING HERE

iii.

Oliver Goldsmith in ‘The Deserted Village’ laments over A. B. C. D.

iv.

The substance of Milton’s complaint to God is A. B. C. D.

v.

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

The poem “Break, Break, Break” expresses A. B. C. D.

vi.

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

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

The theme of “Paradise Lost” is A. B. C. D.

infallibility of Adam and Eve man’s first disobedience wrath and power of God creation of universe Page 2 of 5

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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 Darwin’s theory of evolution by natural selection

viii. “Requiem” is a music to A. B. C. D. ix.

The essay ‘Spoon Feeding’ severely criticizes A. B. C. D.

x.

literacy level governmental patronage ingenious touting aristocratic patronage

In his essay ‘The Limits of Human Power’ Russell discusses A. B. C. D.

xii.

savage and selfish nature of man advance of civilization and modern ways of living social and moral evils irreligiousness of modern man

According to E.M Forster culture in the past was mainly dependant upon A. B. C. D.

xi.

welcome the spring herald war victory celebrate New Year commemorate the dead

advantages and disadvantages of science omnipotence of human power limitation of human power non-stop exploitation of natural resources

According to Huxley, we read and travel to A. B. C. D.

broaden and enrich our minds pleasantly forget the existence of our minds satisfy our curiosity None of these Page 3 of 5

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xiii. Dorothy L Sayers in her essay ‘Are Women Human?’ tries to prove that A. B. C. D. xiv.

G.B. Shaw’s essay ‘Landlords and Industrial Employers’ exposes A. B. C. D.

xv.

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

According to William Plomer the Englishmen show particular attitude for A. B. C. D.

xvi.

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

commerce and trade vegetables and fruit mechanical invention and literature jogging and exercising

‘Ennui’ means A. B. C. D.

interest boredom magic strange

xvii. ‘Dolorous’ means A. B. C. D.

slow dreamy vain full of pain and grief

xviii. ‘Cliché’ means A. B. C. D.

wise saying common place saying exaggerated talk lengthy saying Page 4 of 5

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xix.

‘Hemlock’ is a A. B. C. D.

xx.

poison Greek god wine English village

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 it’s an unreal bird it’s is a very beautiful bird ____________________

For Examiner’s use only Q. No.1: Total Marks: Marks Obtained:

Page 5 of 5

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20

FBISE WE WORK F OR EXCELL ENCE

Federal Board HSSC-I Examination English Advance/Elective Model Question Paper Time allowed: 2.40 hours

Total Marks: 80

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)

iii.

Dorothy L Sayers in her essay ‘Are Women Human?’ contends that there are very few men and women who put their job before earthly consideration. How far is her argument valid?

every (4) iv.

How is it that it is practically impossible to travel without being sometimes bored? Explain in the light of Huxley’s essay ‘Why Stay at Home?’

Not (4)

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v.

With reference to the essay ‘On Not Answering the Telephone’ do you subscribe to the writer’s view that telephone is more of a nuisance than a facility? Page 1 of 4

vi.

(4)

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How, according to E.M Forster, can we promote culture? Briefly explain. (4) (OR) “The colliers lived in a different world than that of their wives.” Elaborate in the light of D.H Lawrence’s essay My Early

Home.

(4)

Q.3 a.

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) ii.

Do you agree with Alexander Pope when he says “True ease in writing comes from art not chance.” Give your point of view in this respect.

personal (6) iii. of

Briefly show how the mortality of the poet and the immortality of the nightingale are contrasted in stanzas six and seven ‘Ode to a Nightingale’?

(6) b.

Keeping in mind their context explain any TWO of the following stanzas: (2 × 5 = 10) i. With wide – embracing love Thy Spirit animates eternal years, Pervades and broods above, Changes, sustains, dissolves, creates, and rears. ii.

The woods are lovely, dark and deep But I have promises to keep, And miles to go before I sleep And miles to go before I sleep

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iii.

Blow, blow though winter wind, Thou art not so unkind As man’s ingratitude; Thy tooth is not so keen, Because thou are not seen Although thy breath be rude

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SECTION – C (34 marks) Note: Attempt ALL the questions. Q.4

Write an essay of about 300–350 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

Q.5

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.

Q.6

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

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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 Page 3 of 4

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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? (2) ii. What are the preconditions for flattery to succeed? (2) iii. How does the author compare flattery and appreciation? (2) iv. Summarize the passage in about 1/3 of its length and give it a suitable title. (6) ____________________

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