SCHEME OF STUDIES

FOR HSSC (CLASSES XIXII)

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)

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

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 Quaids 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,

responsibility and selfless service to the nation. We have to see that they are fully
qualified and equipped to play their part in various branches of national life in a manner
which will do honour to Pakistan.
These desires of the Quaid have been reflected in the Constitution of the Islamic Republic
of Pakistan and relevant articles are:
The state shall endeavour, in respect of the Muslims of Pakistan:
a.

to make the teachings of the Holy Quran and Islamiat compulsory and
encourage and facilitate the learning of Arabic language to secure correct and
exact printing and publishing of the Holy Quran;

b.

to promote unity amongst them and the observance of Islamic moral

standards;

Provide basic necessities of life, such as food, clothing, housing, education and medical
relief for all such citizens irrespective of sex, caste, creed or race as are permanently or
temporarily unable to earn their livelihood on account of infirmity, sickness or
unemployment;
Remove illiteracy and provide free and compulsory secondary education within minimum
possible period.
Enable the people of different areas, through education, training, agricultural and
industrial development and other methods, to participate fully in all the forms of national
activities including employment in the service of Pakistan;
The State shall discourage parochial, racial, tribal, sectarian and provincial prejudices
among the citizens.
Reduce disparity in the income and earnings of individuals, including persons in various
classes of the service of Pakistan.
Steps shall be taken to ensure full participation of women in all the spheres of national
life.

The vision is to transform Pakistani nation into an integrated, cohesive entity, that can
compete and stand up to the challenges of the 21st Century. The Policy is formulated to realize
the vision of educationally well-developed, politically united, economically prosperous, morally
sound and spiritually elevated nation.

OBJECTIVES
To make the Quranic principles and Islamic practices as an integral part of curricula so
that the message of the Holy Quran could be disseminated in the process of education as well as
training. To educate and train the future generation of Pakistan as true practicing Muslims who
would be able to usher in the 21 st 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.

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.

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).

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, Mam

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

10.

The Hollow Men

11.

Leisure

12.

Rubaiyat

13.

A Tale of Two Cities

14.

My Neighbour Friend Breathing His Last!

15.

He Came to Know Himself

16.

Gods 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

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 ones 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:

10

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, Ill 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:

d.

Unless, until, as along as, provided/providing that

Ex:

21.

I wish I knew her number.

Unless you work harder, you arent going to pass the exam.

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

Ex:

In spite of the traffic, I arrived on time.

I couldnt sleep despite being tired.

22.

Quite, rather
Ex:

Its rather cold, so youd 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:

b.

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

Ex:

c.

I havent phoned her yet, but I will.

seen Aslam

After Be & HAVE

Ex:

I am tired: I am, too.

11

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:

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 doesnt 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.

12

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.

13

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.

14

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.

15

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

16

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.

17

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 students 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 students 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.

18

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,

reconstruct/recreate, reorganize, predict consequences etc.

19

integrate,

rearrange,

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.

20

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.

21

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

1.

Intermediate English Book 1 & 3

Punjab Textbook Board, Lahore

23

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

24

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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

25

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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 ones 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

26

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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

27

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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 Examiners use only

Q. No.1: Total Marks:
Marks Obtained:

Page 5 of 5

28

20

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 stewards 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 Mam, the boy had a chance to run away from
Mrs. Jones but he didnt. 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

29

Turn Over

(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 womans death, was justified? Give
reasons for your answer.

(4)

What do you make out of Martin Luther Kingss dream in I have a

Dream?

(4)

(OR)
Point out the salient features of Martin Luthers 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)
Loves madness has departed: in
The Muslims veins the blood runs thin;
Ranks broken, hearts perplexed, prayers cold,
No feeling deeper than skin.
Questions:
i.

How far is it true that the Muslims have departed from the true
spirit of Islam and that they are just following its rituals?
(2)

ii.

What is the present state of the Muslims as given in the

stanza?
(2)

30

iii.

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

B.

Turn Over

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 Dusons 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.

31

(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.

Page 3 of 4

C.

Turn Over

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.
____________________

32

(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

33

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

34

English Advance

35

36

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.

Mans love for his fellow beings

Mans 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

37

Turn Over

DO NOT WRITE ANYTHING HERE

iii.

Oliver Goldsmith in The Deserted Village laments over

A.
B.
C.
D.

iv.

The substance of Miltons 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

mans first disobedience
wrath and power of God
creation of universe
Page 2 of 5

38

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vii.

The poem Dover Beach is an eloquent but painful expression of

A.
B.

religious fanaticism
interfaith harmony
C.
agonies of religious doubt
D.
Darwins theory of evolution by natural selection

viii. Requiem is a music to

A.
B.
C.
D.

welcome the spring

herald war victory
celebrate New Year
commemorate the dead

ix.

The essay Spoon Feeding severely criticizes

A.
B.

savage and selfish nature of man

advance of civilization and modern ways of living
C.
social and moral evils
D.
irreligiousness of modern man

x.

According to E.M Forster culture in the past was mainly

dependant upon
A.
B.
C.
D.

xi.

In his essay The Limits of Human Power Russell discusses

A.
B.
C.
D.

xii.

literacy level
governmental patronage
ingenious touting
aristocratic patronage

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

39

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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. Shaws 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. Clich means

A.
B.
C.
D.

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

40

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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
its an unreal bird
its is a very beautiful bird
____________________

For Examiners use only

Q. No.1: Total Marks:
Marks Obtained:

Page 5 of 5

41

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 Huxleys essay Why
Stay at Home?

Not
(4)

42

v.

With reference to the essay On Not Answering the Telephone

do you subscribe to the writers view that telephone is more of a
nuisance than a facility?
Page 1 of 4

vi.

(4)

Turn Over

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 Lawrences essay My Early

Home.

(4)

Q.3 a.
12)

Answer any TWO of the following parts in about 70 to 75 words each.

(2 6 =
i.

Why is it necessary to love men if we love God? Explain

with reference to the poem The Divine Image.

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.

(6)

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

43

iii.

Blow, blow though winter wind,

Thou art not so unkind
As mans ingratitude;
Thy tooth is not so keen,
Because thou are not seen
Although thy breath be rude

Page 2 of 4

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

Write an essay of about 300350 words on one of the following topics: (15)
i.
Attending college is a challenging but rewarding experience
ii.
The impact of technology on the environment

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

44

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

Turn Over

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)
____________________

45

Page 4 of 4

46