· english (compulsory)/ english (advance) 2 papers 200 marks ... 2 commerce group (600 marks)...

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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 2 papers 200 marks

(Compulsory)/ Pakistan Culture for Foreign

Students Part – I and Pakistan Culture Paper-II

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. Physics, Mathematics, Statistics

2. Mathematics, Economics, Statistics

3. Economics, Mathematics, Computer Science

4. Physics, Mathematics, Computer Science

5. Mathematics, Statistics, Computer Science

HUMANITIES GROUP (600 marks)

Select three subjects of 200 marks each from the following:

S. No. Subject S. No. Subject

1. Arabic/Persian/French/English (Elective)/Urdu

(Elective)

10.

11.

Sindhi (Elective)

Civics

2. Economics 12. Education

3. Fine Arts 13. Geography

4. Philosophy 14. Sociology

5. Psychology 15. Mathematics

6. Statistics 16. Computer Science

7. History of Modern World/Islamic History/

History of Muslim India/ History of Pakistan

17.

18.

Islamic Culture

Library Science

8. Islamic Studies 19. Outlines of Home

Economics 9. Health and Physical Education

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COMMERCE GROUP (600 marks)

HSSC – I

1. Principles of Accounting paper – I 100 marks

2. Principles of Economics paper – I 75 marks

3. Principles of Commerce paper – I 75 marks

4. Business Mathematics paper – I 50 marks

HSSC – II

1. Principles of Accounting paper – II 100 marks

2. Commercial Geography paper – II 75 marks

3. Computer Studies/Typing/Banking paper – II 75 marks

4. Statistics paper – II 50 marks

MEDICAL TECHNOLOGY GROUP (600 marks each)

1. Medical Lab Technology Group

2. Dental Hygiene Technology Group

3. Operation Theater Technology Group

4 Medical Imaging Technology Group

5. Physiotherapy Technology Group

6. 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.

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

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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

supply-oriented 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 post-

secondary 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

PART – I

1. The Dying Sun by Sir James Jeans

2. Using the Scientific Method by Darrel Barnard & Lon Edwards

3. Why Boys Fail in College by Herbet E. Hawkes

4. End of Term by David Daiches

5. On Destroying Books by J.C. Squaire

6. The Man Who Was a Hospital by Jerome K. Jerome

7. My Financial Career by Stephen Leacock

8. China’s Way to Progress by Galeazzo Santini

9. Hunger and Population Explosion by Anna McKenzie

10. The Jewel of the World by Philip K. Hitti

PART – II

11. First Year at Harrow by Sir Winston S. Churchill

12. Hitch – Hiking Across the Sahara by G.F. Lamb

13. Sir Alexander Fleming by Patrick Pringle

14. Louis Pasteur by Margaret Avery

15. Mustafa Kamal by Wilfrid F. Castle

NOVEL

Goodbye Mr. Chips

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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: The captain left the sinking ship.

15. 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: fond of swimming

ii. Replacing the infinitive with gerunds while using the verbs like: begin, like

continue.

Ex: He likes watching movies.

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

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

21. 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. 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.

24. 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: She likes music and so do I.

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

b) After as:

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

c) After neither – nor, so:

Ex: She doesn’t like her , nor do I.

d) Under negative adverbial expressions:

She had hardly any money………

Under no circumstances can we ___________________

e) After adverbial expression beginning with ‘only’

Ex: Only then did I understand what she meant,.

f) In exclamations:

Ex: How beautiful are the flowers

g) After adverbial expressions of place followed by intransitive verbs e.g. lie,

stand etc.

Ex: On the bed lay a young delightful woman.

h) 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.

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?

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

Beautiful

Lovely Pretty

3. 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 Involves (a) listing the main points or characteristics of two

Contrast: 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 Respond in a manner appropriate to a given text. Candidates

understanding of: 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 Quote selectively using the relevant words from the text. The

Information: candidate is not expected to respond “in your own words”.

Follow Demonstrate an understanding of the information given

instructions: 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/ Reorder given information in accordance with a given criterion

Reorganize: 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.



22

RECOMMENDED REFERENCE BOOK

Intermediate English Book 2 & Goodbye Mr Chips

Punjab Textbook Board, Lahore

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FBISEWE WORK FOR EXCELLENCE

Federal Board HSSC-II 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. What was the thing that pressed heavily upon David Daiches’

mind as a school boy?

A. Waking up early in the morning

B. Non-fulfillment of his childhood wishes

C. The daily grind of school

D. Mythical nature of summer holidays

ii. Why, according to JC Squire, are non-bookish people usually very

reluctant to destroy books?

A. They love reading books

B. They cannot afford to buy new books

C. They consider it against public interest

D. They want to pretend themselves as voracious readers

Page 1 of 5 Turn Over



24

DO NOT WRITE ANYTHING HERE

iii. Whose mindset, out of the following, does ‘The Man Who Was a

Hospital’ describe in a light humorous vein?

A. A teetotaller

B. A Hypochondriac

C. A Hypocrate

D. A Psychotherapist

iv. Why did Churchill hold Mr. Weldon, the headmaster, in the

highest esteem?

A. He was a very efficient headmaster

B. He introduced revolutionary changes at Harrow

C. He had the capability of spotting hidden talent of students

D. He was a very strict disciplinarian

v. What estimate did Mr. Chips form of the small boy Linford after

their first meeting?

A. ‘Bright but mischievous’

B. Witty but shy

C. Clever and impudent

D. ‘Nice boy who would do well’


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vi. On which occasion did Katherine Bridges use the phrase

“Good-bye, Mr. Chips”?

A. A few moments before her death

B. On the eve of her wedding-day

C. When Mr. Chips left for Germany for treatment of bronchitis

D. In her speech in the farewell dinner for Mr. Chips

vii. “An icy hand wrapped itself around my quivering shoulders.”

Which part of speech are the underlined words?

A. Nouns

B. Objects

C. Adverbs

D. Adjectives

viii. “We should have thanked him for the gift.” The underlined part

of the sentence is a/an:

A. Direct object

B. Adverb

C. Adverb prepositional phrase

D. Object complement

ix. “Neither of the flight attendants was busy.” Which part of

speech is the underlined word?

A. Relative pronoun

B. Indefinite pronoun

C. Correlative conjunction

D. Sub-ordinate conjunction

x. “The tree with red leaves is very old.” What is the underlined part

of the sentence?

A. Adjective phrase

B. Adverb phrase

C. Participial phrase

D. Appositive phrase




26

xi. “After we eat our dinner, we will play at cards.” The underlined

part of the sentence is a/an:

A. Noun clause

B. Adjective clause

C. Adverb clause

D. Adverb phrase

xii. “What she does is not your concern.” The underlined portion of

the sentence is a/an:

A. Noun phrase

B. Noun clause

C. Adjective clause

D. Participial phrase

xiii. “Have you ever met Mr. Qureshi, Salma’s father?” What is the

underlined part?

A. Possessive adjective

B. Direct object

C. Appositive phrase

D. Gerund phrase

xiv. Which one of the following conditionals is correctly structured?

A. If he stops smoking he would gain weight.

B. If he had stopped smoking he will have gained weight.

C. If he stopped smoking he would gain weight.

D. He would have gained weight if he stopped smoking.

xv. “My grandpa sent felicitations on my success in the final exams.”

What does the underlined word exactly mean?

A. Facilities

B. Gifts

C. Happiness

D. Congratulations

xvi. “No longer did he feel diffident about his own work and worth.”


A. Timid

B. Worried

C. Lacking self confidence

D. Pessimistic


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xvii. My younger brother is given to much talking. Which of the

following words can exactly replace the underlined portion?

A. Outspoken

B. Dilly – Dallying

C. Garrulous

D. Reticent

xviii. “Some cheekier boy of Brookfield sent Linford to Mr. Chips.”


A. Sagacious

B. Intelligent

C. Senior

D. Impudent

xix. “Many unfortunate Kashmiris are still suffering from the

destructive effects of the October 8 Earthquake.” Which of the

following words can exactly replace the underlined portion?

A. Remnants

B. Ravages

C. Succour

D. Galore

xx. Choose the correct spelling:

A. Reminescence

B. Remenescience

C. Reminiscence

D. Rameniscence

____________________

For Examiner’s use only

Q. No.1: Total Marks:

Marks Obtained:

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English Compulsory


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 After going through the essay “Using the Scientific Method”, do you

think that science has actually brought about broad-mindedness in our

society? (4)

Q.3 Why does Herbert E. Hawke in “Why Boys Fail in Colleges” recommend

for college Dean to have the diagnostic ability like that of a physician? (4)

Q.4 How would you compare David Daiches ideas about fulfillment of

childhood wishes with those of your own? (4)

(OR)

After reading “On Destroying Books”, don’t you think that J.C. Squire

made a simple task of destroying his worthless books look awfully difficult

and dangerous? Comment. (4)

Q.5 “My Financial Career” is a fine example of humorous exaggeration. Write

down at least two instances of humour that pleased you much. (4)

(OR)

It is said about Spanish gardens that they still retain some of their Moorish

Character. Elaborate in the light of “The Jewel of the World”. (4)




30

Q.6 Do you think that the size of the population of a country has a direct

bearing on the living standard of its people? Argue in favour or against

keeping Anna McKenzie’s essay “Hunger and Population Explosion”

in mind. (4)

Q.7 Examinations often fail to test the true ability of a person. Comment. (4)

Q.8 Robert Christopher showed tremendous spirit for adventure by deciding

to cross the Sahara through Hitch-Hiking. Why does this spirit usually

lack in most of us. (4)

(OR)

What role did educational reforms introduced by Mustafa Kamal play in the

development of Modern Turkey? (4)

Q.9 Answer the following questions on “Good-Bye Mr. Chips” in about 60 to 75

words each:

i. Why has Katherine Bridges been called the “astonishing girl wife” of

Mr. Chips? Explain briefly. (6)

(OR)

One of the essential traits of Mr. Chips’ character was his humbleness.

Discuss with examples. (6)

ii. “Good-Bye Mr. Chips” has an antiwar theme. Explain by giving

examples from the text. (6)

SECTION – C

(Marks: 40)

Note: Attempt all the questions.

Q.10 Suppose you work as a research officer with the Police department. In view

of the growing incidents of car-lifting in the city during the last six months,

the Senior Superintendent of Police (SSP) has asked you to investigate and

write a report on it. Your report should cover the following aspects: (8)

a. Number of such incidents during the period under review.

b. Causes of rise in such incidents.

c. Some measures to control such incidents.

Note: Candidates are required to write short, formal reports.


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Q.11 a. Correct the following paragraph for the kinds of errors listed in the

bracket. There are six errors in all. Then rewrite the paragraph as you

have revised it. (6)

(incorrect preposition, error in subject-verb agreement, incorrect noun,

incorrect adverbs, error in verb, incorrect pronoun)

“Honey bees are called ‘Social Insects” because they live all his lives

on great colonies containing sometimes as many as 50,000

individuals. Each hive is like an independent, democratic state where

all citizens do their duties with great sense of responsibility. The head

of the hive’s is the Queen-bee. She works hard and long than any of

her subjects. The entire community is dividing into three classes: the

queen, the workers and the drones. Each class do its duty for the

whole community.”

b. Use any FOUR of the following phrasal verbs/idioms in sentences: (4)

i. Jeer at ii. Blow over

iii. Cry up iv. To hang boots

v. Cheek by Jowl vi. A stag party

vii. Get off

Q.12 Read the following passage and answer the questions appended to it:

“Reports on terrorist attacks seem to be an almost regular affair. The killing

of innocent men and women, ordinary passengers and peace–loving

residents of an area, for example, is testimony to barbarism that has taken

bizarre forms today. An embassy is devastated by a car bomb, another car

bomb obliterates a place of worship, different political and religious leaders

are gunned down by assassins. Committing terrorism is equated with an

achievement worthy of honour. And many are scrambling to be the most

militant.

True, terrorism generates terror; but one wonders if it would serve a purpose.

The terrorists do not want the restoration of normalcy or negotiations leading

to a peaceful settlement of issues. Acts of terrorism make rapprochement

impossible. Countries today have adopted counter–terrorist measures, but

terrorism continues to plague countries. Terrorists find the acts to win their

cause, whether it is religious or political, a low cost and high gain

alternative. But the aim should not be to avenge terrorism but to stop. Force

begets force and doing nothing is a sure way to invite more atrocities. What

is required is for the nations to sink their differences and come to an

agreement that no country will encourage terrorism in any part of the world

and that all nations will together combat this international evil.




32

For this, the initiative should come from the United Nations. Perhaps the

effective intervention of the United Nations and the strict implementation of

the international laws in force will enable the world to see the end of

international terrorism.”

Questions:

i. Find a similar word from the passage that means the same as the

phrases given below:

a. Remove all signs. (1)

b. Cause suffering or discomfort. (1)

ii. ‘Acts of terrorism make rapprochement impossible.’ Explain how? (2)

iii. Write a précis of the passage in about one-third of its length and

also suggest a suitable title for it. (6)

Q.13 Write an essay in about 250 – 300 words on one of the following topics: (12)

i. Value of Determining/Setting Right Priorities in Life.

Outline: What is meant by priorities? � Value/importance of

setting right priorities in life at individual and group level

� Need for change/adjustment in priorities with age and

circumstances � your priorities � what happens if we

don’t plan and set priorities in life? Is setting of priorities

enough or it should be followed up with right kind of

effort � summing up.

ii. Strength of a Nation Lies in its Economy.

Outline: Every nation wants to be strong � Real strength of a

nation lies in its economic power � strong and viable

economy results in higher standard of living and greater

satisfaction and solidarity among its people � weak

economy results in serious socio-economic and political

problems. � World turned into a global village where

only economically strong nations can survive honourably

� summing up.

____________________

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ENGLISH ADVANCE/ELECTIVE



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CONTENTS OF ENGLISH ADVANCE/ELECTIVE SYLLABUS

Section “A” Functional English

1. An essay of relatively advanced nature

2. Precis writing of fairly advanced English passage followed by comprehension

question

Section “B” Text

3. Play: Merchant of Venice by William Shakespeare

4. Novel: Mayor of Caster Bridge by Thomas Hardy

5. Grammar: (Synthesis/Idioms)



36

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:

1. Merchant of Venice by Shakespeare

Publishers: Oxford University Press, Karachi

2. Mayor of Caster Bridge by Thomas Hardy

Publishers: Hardy University Press, Karachi

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English Advance/Elective


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. How much time had passed since the auction when Susan and

Elizabeth-Jane returned to Weydon-Priors?

A. Eighteen months

B. Twenty one years

C. Fifteen years

D. Eighteen years

ii. How much money did Antonio ask Bassanio to borrow from

shylock?

A. Five thousand pounds

B. Three thousand liras

C. Two thousand ducats

D. Three thousand ducats




38

DO NOT WRITE ANYTHING HERE

iii. Which casket did the Moroccan prince choose?

A. Golden

B. Silver

C. Leaden

D. Iron

iv. When and where did Michael want to meet Susan?

A. At his home that afternoon

B. At the Ring that night

C. At the three Mariners in two days

D. At her cottage next week

v. What was Farfrae’s plan for releasing the lady in Jersey from her

commitment?

A. That Michael should write a letter telling her that his wife had

returned

B. That Farfrae should write a letter telling her that Michael’s wife

had returned

C. That Farfrae should marry her to find a wife

D. That Michael should marry her and honour the commitment


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vi. What is the name of Shylock’s servant who wishes to leave

Shylock and work for Bassanio?

A. Lorenzo

B. Tubal

C. Leonardo

D. Launcelot

vii. How much money did Bassanio offer Shylock to repay his debt

and release Antonio from the bond?

A. Six thousand liras

B. Nine thousand ducats

C. Six thousand ducats

D. Eight thousand liras

viii. What does Lucetta, the mysterious lady from Jersey, want from

Michael?

A. A share in his property

B. His hand in marriage

C. Her old love letters

D. Her old house

ix. Where does the fashionable young woman meet Elizabeth-Jane?

A. At her father’s house

B. At her mother’s grave

C. At the Ring

D. At the Mayor’s house

x. After the court’s decision, what does Portia in the guise of the

doctor of civil law ask Bassanio to give her?

A. Nine thousand ducats

B. His gloves and wedding ring

C. His cap and wedding ring

D. His half property




40

xi. Finally, how many ships of Antonio come to port loaded with

merchandise?

A. One

B. Two

C. Three

D. Four

xii. Whom has Lucetta inherited her estate from?

A. Her father, Monsieur Le Sueur

B. Michael Henchard

C. Donald Farfrae

D. Her aunt, miss Templeman

xiii. The government should make strict laws to keep crime within

limits. Replace the underlined part with a suitable idiom.

A. At loggerheads

B. At bay

C. At a snail’s pace

D. At sixes and sevens

xiv. After its ouster from the world cup, the captain of the team

must be ready to bear criticism. Replace the underlined part

with a suitable idiom.

A. Add insult to injury

B. Hit below the belt

C. Break the ice

D. Face the music

xv. Confiscate means:

A. Admit

B. Take away

C. Control

D. Confer


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xvi. There is no need to explain it orally; I need your explanation in

the written form. Replace the underlined part with the right idiom.

A. In the red

B. In the pink

C. In letter and spirit

D. In black and white

xvii. He speaks authoritatively. He thinks he is the boss. How can these

two sentences can be combined to make a complex sentence?

A. He speaks authoritatively although he is the boss.

B. He speaks authoritatively as if he were the boss.

C. He speaks authoritatively so that he were the boss.

D. He speaks authoritatively as if he is the boss.

xviii. Choose the subordinate clause for the one given below:

“Unless tougher measures are taken.”

A. Corruption will remain unchecked

B. Corruption will be checked

C. Nevertheless corruption will grow

D. Whenever corruption is on the rise

xix. Choose the correct spellings:

A. Conscientous

B. Concientious

C. Conciencious

D. Conscientious

xx. This pen is expensive. I cannot buy it.

Join the two sentences by using infinitive.

A. This pen is so expensive that I cannot buy it.

B. This pen is too expensive to buy it.

C. This pen is too expensive for me to buy it.

D. This pen is too expensive so that I cannot buy it.

____________________

For Examiner’s use only

Q. No.1: Total Marks:

Marks Obtained:

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English Advance/Elective


Time allowed: 2.40 hours Total Marks: 80

Note: Sections ‘B’ and ‘C’ comprise pages 1-3 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

(45 marks)

Note: Attempt ALL the questions.

Q.2 Explain any two of the following extracts from the play, “The Merchant of

Venice” with reference to the context: (2 × 5 = 10)

i. He seeks my life. His reason well I know:

I oft delivered from his forfeitures

Many that have at times made moan to me;

Therefore he hates me.

ii. You must take your chance,

And either not attempt to choose at all,

Or swear before you choose, if you choose wrong,

Never to speak to a lady afterward

In way of marriage.

iii. Good cheer, Antonio! What, man, courage yet!

The Jew shall have my flesh, blood, bones, and all

Ere thou shalt lose for me one drop of blood.

Q.3 a. Answer any TWO of the following parts from the play, “The

Merchant of Venice” in about 65-75 words each. (2 × 7 = 14)

i. Is Shylock justified in his hatred for Antonio?

ii. What superior values does mercy have over justice?

iii. What is Portia’s role in the play?




44

b. Answer any THREE of the following parts from the novel, “The

Mayor of Casterbridge” in 65-75 words each: (3 × 7 = 21)

i. Give Hardy’s philosophy of life as reflected in The Mayor of

Casterbridge.

ii. Explain how Hardy uses contrast in developing his characters in

The Mayor of Casterbridge.

iii. In the novels of Hardy chance, accident, and coincidence play a

very important part. Illustrate this in the context of The Mayor

of Casterbridge.

iv. To what extent is Character and to what extent is Fate

responsible for the tragedy in The Mayor of Casterbridge?

SECTION – C

(35 marks)

Note: Attempt ALL the questions.

Q.4 Write an essay of about 300–350 words on any one of the following

topics: (15)

i. Favouritism

ii. Inter-faith Harmony

Q.5 Use each of the following idioms to make sentences of your own: (5)

i. Bear the palm ii. Better half

iii. Blow the gaff iv. Curry favour

v. Face the music

Q.6 Read the following passage carefully and answer the questions appended

at the end:

“The need for money originates from the fact that different

people in society produce different things. This means that

people depend on each other for goods and services. Let us take

the case of a farmer who produces more food than he requires

and a carpenter who lives by selling the tables and chairs that he

has made. It will be obvious that unless some means of

exchange is found the farmer will not be able to get rid of his

surplus food and the carpenter will starve! Clearly the simple

means of exchange will be for them to use the barter – in other

words to exchange a certain amount of one kind of goods (let’s

say flour) for a certain amount of another (table, or chairs in

this case). Obviously, barter can work in a very simple society.


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In an advanced society one cannot go around carrying things in

the hope that we can exchange them for the things we need. So,

we need something that will stand for the goods and services,

which we want to exchange. Hence the origin of money. It

follows that anything can act as money or currency, provided

that all the people using it agree on its value. We are not

surprised to find therefore, the use of very many different kinds

of money at one time or another. Examples of ‘currencies’ that

have been used in the past are cowrie shells, coconuts, whales’

teeth, and salt. As one might expect, things used as money have

certain qualities, namely that they should be firstly convenient,

secondly, durable and lastly of some rarity value. Thus we

would not expect large stones to be used as money (because

they are too inconvenient), fruit or plants (because they go bad

eventually), nor pebbles (because they are too common).

Questions: i. How would you explain barter? (2)

ii. Why is barter impracticable in an advanced society? (2)

iii. How did ‘currency’ come into practice? (2)

iv. Make a précis (or summary of the passage in 1/3 of its

length) and give it a suitable title. (9)

____________________

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