HAMZA ARMY PUBLIC SCHOOL & COLLEGE (BOYS)

ENGLISH NOTES HSSC-II

2021-2022
(KHYBER PUKHTUNKHWA TEXTBOOK BOARD PESHAWAR)

PREPARED BY

ENGLISH DEPARTMENT
 Unit 01: Seerat-e-Tayyiba and the Muslim Youth
Q1. How was the youth given a great esteem by the beloved Rasool (S.A.W.W) in the battle
of
Uhud?
Answer: The Rasool (S.A.W.W) valued the youth and placed great confidence in them. For
example, in the preparation for the Battle of Uhud, Rasool (S.A.W.W) went even against his own
opinion and decided to face the enemy in the open field as youth insisted that they would fight
the enemy outside the city. The Rasool(S.A.W.W.) did this in reverence to the passions and
emotions of the youth. Now it is the responsibility of the youth that they must take the Rasool
(S.A.W.W) as their role model and mould their lives in accordance with his teachings and
practices.

Q2. Narrate the Hadith in which the beloved Rasool (S.A.W.W) resembles Himself with the
last brick of the otherwise complete house of Prophet hood.
Answer: AsperHadithinSahihAl-
Bukhari,theRasool(S.A.W.W)ischaracterizedasthelastbrickofotherwisecompleteandnicelybuiltho
useofProphethood.Hecamewithamessagethatwasuniversalandperfect, covering all
thepossibleaspects of humanlife.WithProphet
Muhammad,thebuildingofprophethoodwascompletedandfinalizedasnootherApostleorprophetwill
come afterhim.TheHadithisnarratedbyImamBukhari, KitabulManaqib, Chapter,
HatimunNabieen, and Hadithno.3342.

Q3. How did Hazrat Muhammad (S.A.W.W) spend his youth?

Answer: The Rasool (S.A.W.W) spent his youth in a dignified and sublime way. Even before his
Prophet-hood, he never indulged himself in evil practices of those days. When he was very
young, He was given the titles of Al-Amin (the trustworthy) and Al-Sadiq (the true). His
qualities included nobility of soul, purity of heart, his strict devotion to truth and honesty and his
strong sense of duty. Thus he set an example for the youth of the coming generation to follow the
right path and lead a pious and pure life.
Q4. Evaluate in brief of the character of present day youth in the light of the teachings of
the beloved Rasool (S.A.W.W).
Answer: The present day Muslim youth is more capable and talented. He has better opportunities
to achieve and utilize his knowledge. They are well informed and well aware of the current
affairs. In the time of crisis, they raise their voice against cruelty and injustice. Although some of
them have become victims of the modern technology in a negative way and they are more likely
losing moral values but they are in minority. Prophet (S.A.W.W) invested a lot of confidence in
youth. Therefore, it necessitates that young generations should be concerned about their activities
and how do they spend their lives because the future of Muslim Ummah depends upon the youth.

Q5. What social activities did Hazrat Muhammad (S.A.W.W) participate in his youth?
Answer: The Rasool (S.A.W.W) lived an active and meaningful social life as youth. When he
wasonly twelve, he took part in trade activities and accompanied his uncle Abu Talib in a
business tour to Syria. When energetic youths of Arab tribes came together to form a peace
committee under the name of Hulf-ul-Fuzul (The League of Virtue), the Rasool (S.A.W.W) did
not lag behind and became an active member of the committee. Similarly, when once strife had
arisen among various Arab clans over the setting of the Black Stone, Al-Hijr e-Aswad, in its
place, Hazrat Muhammad (S.A.W.W) who was thirty five years of age, resolved a serious
conflict by resolving the issue very sagaciously. It is a lesson to Muslim youth to play a vibrant
and dynamic part, utilize their vigour in the betterment and uplift of the society.

Q6. What did the Holy Prophet (S.A.W.W) say about modesty (Haya)? What is the
importance of modesty in the life of the youth?
Answer: The Rasool (S.A.W.W) himself was the embodiment of modesty and chastity. He
emphasized the same upon his followers. He did not let it go even in his very private life. He
declared modesty to be the integral part of faith. Once emphasizing upon the significance of
modesty, he said, “If you do not feel ashamed, then do whatever you like." Therefore, a chaste,
modest and a civilized Muslim youth is the ideal of the teachings of Hazrat Muhammad
(S.AW.W).

Q7. Cite an instance from the text showing that the beloved Rasool (S.A.W.W) led simple
andaustere life.
Answer: The beloved Prophet (S.AW.W) disliked vanity and ostentation and always adhered
tosimplicity and austerity. Often for months, no fire could be lighted in his house because of lack
of means. Allah Almighty had put before him keys to the treasures of this world but he rejected
it, preferring an extremely simple life. He was the embodiment of simplicity and contentment.

Q8. What type of youth did the Holy Prophet (S.A.W.W) want to see?
Answer: The Holy Prophet (S.A.W.W) wants the Muslim youth to be dignified. They should
havenobility of soul, purity of heart, strict adherence to truth and honesty. They should have
strong sense of duty. They should lead active and meaningful lives and play a vibrant and
dynamic role for the improvement of the society. A chaste, modest and a civilized Muslim youth
is the ideal of the teachings of Hazrat Muhammad (S.A.W.W).

ADDITIONAL QUESTIONS:

1. Describe the social conduct of the Prophet(S.A.W.W)

 Answer.: The Prophet(S.A.W.W)was very approachable and always greeted people with
peace and gave them a warm welcome. He was humorous with his companions and cared
for his neighbours. He would ensure others were never hurt by his behavior, conduct or
speech. When he would speak all the audience would feel included. He spent a lot of time
with his family and children. He gave a listening ear to the elders and the women too and
played with the children. The Prophet (S.A.W.W)never discriminated against anyone and
condemned racism.

2. What are the foundational sources of Islamic beliefs and practices?

Answer: The primary sources of knowledge about Islam are the Qur’an, which adherent
Muslims believe is the divinely revealed word of God, and the Sunnah, which refers to the
example or precedent of the Prophet Muhammad (i.e., what he said, did, approved, disapproved,
caused, ordered, or allowed to happen). Much of what is known about the Sunnah is from the
collection of sayings or reports known as Hadith, or prophetic tradition. The Hadith describes
actions of the Prophet Muhammad or actions that his companions attributed to his teachings.

Activity:
A. Read the phonetic transcription of the words given in the table below and write
their spellings in front of them.

Body Parts: Things used in the bathroom:

1. arm 1. comb
2. ear 2. shampoo
3. eye 3. nail file
4. face 4. perfume
5. foot 5. towel
6. hair 6. shaver
7. hand 7. soap
8. mouth 8. Hair dryer
9. nose 9. Tooth paste
10. shoulder 10. spray

Things used in home: Numbers:

1. floor 1. five
2. bathroom 2. one
3. kitchen 3. nine
4. cellar 4. three
5. upstairs 5. four
6. ceiling 6. two
7. chimney 7. eight
8. roof 8. fourteen
9. stairs 9. fifteen
10. attic 10. Thirteen

B. Complete the sentences by using the opposite of the verb in brackets at the end of
each sentence. Use the words in the box. You may need to change the forms of these
verbs.
1. Laughed 11. Admitted
 2. Empties 12. Rejected
3. Forget 13. Received
4. Succeeded 14. Lend
5. Leave 15. Taught
6. Spend 16. Banned
7. Fallen 17. Loosened
8. Missed 18. Defend
9. Failed 19. Destroyed
10. Lose 20. Punished

Unit 02: Jinnah's Vision of Pakistan

Q1. What were the two main functions of the first constituent Assembly of Pakistan
asmentioned by Muhammad Ali Jinnah in his speech?
Answer: M.A Jinnah focused on the two main functions of the Constituent Assembly. The first
one is to outline the future constitution of Pakistan and the second function is to perform the
responsibility as a complete and absolute sovereign body as the Federal legislature of the state.

Q2. What is the unprecedented cyclonic revolution which Quaid e Azam has talked about
inhis speech? Why did he call it as unprecedented?
Answer: The unprecedented (unparalleled) cyclonic revolution is the plan of creating
andestablishing two independent and sovereign states in the subcontinent. The Quaid-e-Azam
called it unprecedented because there is no parallel of it in the history of the world. Quaid- e-
Azam declared it a cyclonic because of its magnanimous impact, not only on the people of sub-
continent but also on the neighbouring countries and other parts of the world. It encouraged so
many other nations to stand against the injustice of colonizers and finally got freedom. The
partition of sub-continent was a historical achievement and its impact was very broad. That’s
why Quaid called it a cyclonic revolution.

Q3. How did Quaid –e-Azam Muhammad Ali Jinnah express his feelings about bribery,
Corruption,nepotism and jobbery?
Answer: Quaid-e-Azamdeclared all these evils as poisonous. He warned his subordinates not to
indulge in any sort of malpractice. He pronounced that he will not tolerate if any of these vices
are in practice even in a very small ratio. He talked about the negative effects of these evils on
the fate of nations. He declared transparency and impartiality as the only code of conduct to be
followed in Pakistan. He hoped that this Assembly would take enough measures to eliminate
these social evils.

Q4. What were Muhammad Ali Jinnah's views about the partition of India? Describe in a
fewlines.
Answer: According to Muhammad AliJinnah, partition of India was inevitable. It was vital to
protect the rights of the Muslims who were in minority in the sub-continent. He said that as the
decision had been taken so it is the responsibility of the citizens of India and Pakistan to serve
their states diligently. They must follow the rules and regulations sincerely so as to be the true
citizens of either Pakistan or India.

Q5. What, in the eyes of Quaid e Azam , was the biggest hindrance in the way of the India
toattain freedom of the foreign occupation?
Answer: According to Quaid-e-Azam, the people of subcontinent were divided into groups
because of religious, ethnic, ideological and political problem. It weakened the overall strength
of India and encouraged foreign invaders to occupy the Indian lands. The internal conflicts and
lack of unity among the natives of sub-continent was the biggest hindrance in the way of India to
attain freedom of the foreign occupation.

06. Describe Quaid e Azam's views about the minorities as expressed in his address to the
first constituent assembly.
Answer: The Quaid-e-Azam said that the minorities that would comprise the land of
Pakistanwould not take a long time to erase the differences between the majority and minority
community. He asserted that the minorities will not have to face the same hardships as they had
experienced before. He further stated that they would be free to go to their temples or to mosques
or any other place of worship. Caste, colour, creed or religion would never come in the way of
the success of Pakistan. Therefore, it is the responsibility of newly born state to provide equal
privileges, and rights to both minorities and majorities.

Q7. What kind of freedom did Muhammad Ali Jinnah envision for the people of Pakistan
ingeneral?
Answer: The kind of freedom does MA Jinnah envision for the people of Pakistan was not
onlyfreedom from the rule of Hindus and the British but it is the:
1. Freedom to practice religious beliefs.
2. Freedom from bribery, corruption, nepotism and jobbery.
3. Freedom to observe law and order.
5. Freedom from discrimination on the basis of caste, colour, or creed.
6. Freedom to enjoy equal rights, privileges, and obligations.

Q8. What did Muhammad Ali Jinnah mean by “Hindus would cease to be Hindus and
Muslims would cease to be Muslims?
Answer: By saying this, Quaid-e-Azam wanted to make it clear to all the people belonging to
any religion or having a difference of opinion that they would never face any subjugation
according to the constitutional framework of Pakistan. Hindus would never be asked to alter their
religion nor would they be forced to modify their political thoughts. In the same way, he believed
in the Muslims of Pakistan. He believed in the equality of mankind and declared the freedom of
rights, justice, and privileges for every inhabitant of Pakistan.
Q9. After reading this important speech of the Quaid e Azam Muhammad Ali Jinnah, what
do you think, was his vision of Pakistan?
Answer: Jinnah's vision of Pakistan possessed a number of fundamental principles on which
thefoundation of Pakistan was laid. His vision can be described in following points:
1. Every citizen of the state has to contribute positively in the progress of the state.
2. The citizens of Pakistan would follow and practice law and order.
3. There will be no discrimination on the basis of caste, colour, creed or religion.
4. The religious beliefs or the political affiliation of any citizen will not be a hurdle in the
development of the state.
5. The country will be free from evils like bribery, corruption, nepotism, jobbery.
6. Every citizen will enjoy equal rights, civil liberties, and obligations.

Q10. Read the last paragraph of this speech and state as to what were the guiding
principles ofthe Quaid- e-Azam Muhammad Ali Jinnah. Also, elaborate the significance of
these principles?
Answer: Quaid-e-Azam said that his guiding principle would be justice and complete
impartiality. He was against any prejudice of any sort. The significance of these principles is that
the life, property and the religious beliefs of every citizen would be protected by the state. Law
and order will rule. All people will lead a free and secure life and the nation would be able to
prosper.

Additional Questions:
1. Why does the Quaid stress on youth to be continuously vigilant?
Answer:Quaid stresses on youth to be continuously vigilant because he believes that after
getting freedom great responsibility rests on the shoulders of youth. In order to fight against
the challenges of within and foreign enemies, the youth must be vigilant and beware all the
times. Keeping in view such unfavorable circumstances, the youth need to be more vigilant
and alert to overcome the difficulties and to stop our enemies from causing damage to the
image of the newly established state of Pakistan.

2. What, according to the Quaid, is the prime responsibility of youth?

Answer: According to the Quaid, the prime responsibility of the youth is to pay attention
to their studies and to equip themselves with higher education to serve their nation in a much
better way. He says that they must have a constructive spirit. Quaid gives the advice to the youth
that, your main occupation should be fairness to yourself, your parents and definitely fairness to
the State. He says that the youth must prepare themselves for the upcoming battle of life that lies
ahead of them. Quaid has a firm belief that youth can only be a source of pride and strength to
the nation only if they follow his advice with honesty and sincerity.

3. Compare and contrast the youth of today with ideal youth of Quaid-e-Azam in
his speech.
Answer: Today’s youth is quite different from the ideal youth of Quaid-e-Azam. Lack of
ethics, low moral values, dishonesty, attitude problem, poor work ethic, more inclination towards
fashion trends and excessive use of social media are some of the things that are of great concern
with respect to the modern youth of Pakistan. The youth of present times, also takes less interest
in their studies. On the other hand, while talking about ideal youth in his speech, the Quaid says
that they should be honest, hardworking, truthful, fearless, disciplined, and serious in their
approach towards education.
 4. Where did we go astray as regard to achieving the Pakistan that Jinnah wanted
for us?
Answer: Regrettably, we all Pakistanis are responsible for taking Pakistan to this stage
where it is standing nowadays. Corruption, bribery, nepotism, negligence towards Islamic
principles is all the aspects which should be held responsible. In my point of view, the first and
the foremost thing which forced us to go astray as regard to achieving the Pakistan which Jinnah
wanted for us is no doubt the “SELFISH ATTITUDE: of all the citizens of this State.

5. What have we achieved and what not with regard to Jinnah’s vision of Pakistan?
Answer: With a heavy heart, we have to admit that we have failed to a great extent to
achieve the vision which our Great Father of Nation imagined for us. There is a list of those
principles which we have not achieved whereas what we achieved so far can easily be counted
on our fingertips.

6. What should we do to make Pakistan a stable and prosperous country?

Answer:Pakistan is a geographic land of emerging talent, a sea of opportunities, wealthy
in natural resources, gifted with rivers and web of forests but the need of the hour is to
make it stable on sound grounds and to see it stand among the prosperous nations of the
world. It cannot be done until and unless each and every citizen of the land feel it a
responsibility on his/her shoulders to redefine the description of Pakistan in the eyes of
the foreign nations.

Vocabulary and Grammar:

Activity:
A. How are the given phonetic transcriptions of the words spelled correctly? Write
down in the given brackets.

Fruits: Colours:
1. pear 1. green

2. cherry 2. gold
3. orange 3 blue
4. grape 4. black
5. peach 5. orange
6. cranberry 6. brown
7. grapefruit 7. yellow
8. apple 8. grey
9. alum 9. purple
10. strawberry 10. white

Family Relations: Clothes:

1. sister 1. jacket
2. brother 2. shirt
 3. cousin 3. blouse
4. aunt 4. cap
5. father 5. jeans
6. mother 6. scarf
7. daughter 7. trainers
8. niece 8. skirt
9. nephew 9. sweater
10. uncle 10. coat

B: There are at least four kinds of context clues that are quite common: synonym,
antonym, explanation and example clues. Read the following sentences and identify which
of the four types of clues is used.

1. Antonym 7. Synonym
2. Example 8. Explanation
3. Example 9. Synonym
4. Synonym 10. Antonym
5. Antonym 11. Explanation
6. Example 12. Example

Unit 03: Solitary Reaper (Poem) (William Wordsworth)

Q1. What is the theme of the poem “Solitary Reaper "?

Answer: “Solitary Reaper" is a poem by the English poet, William Wordsworth. It is based on a
real experience of his life. Many themes run in this poem. One theme is the blessings of solitude
as we notice the girl who is alone and singing a song.
Another theme is the relationship of Man and Nature. The poem also expresses that even very
simple incidents in life can satisfy our souls and stays long in our memory because of their
beauty. One major theme is the power of imagination and its connection with emotion and
intuition. The poet cannot understand the words of the reaper but her song moves him. He carries
it with him everywhere, imagining the words.
The dominant theme of “Solitary Reaper" is actually how art and poetry work. Wordsworth was
moved by the singing of the solitary reaper. He stored the event in his memory and later
recollected the event and turned it into a song (lyric) of his own. This poem is an example of his
definition of poetry. Poetry is powerful emotions recollected in tranquility.

Q2. How does Wordsworth describe the song of the solitary reaper?
Answer: “Solitary Reaper" is a poem about the song a Scottish girl who is singing whilecutting
hay with a sickle. Though the poet cannot understand what the girl is actually singing about, the
girl's song is stored in his memory. The melancholic beauty of the song echoes in his head long
after" its sound has faded. William Wordsworth describes the power and magic of the girl's song.
He compares it with the song of a Nightingale and that of a cuckoo. Even though the narrator
cannot understand the words of the reaper, her song influences him. He carries it with him
everywhere, imagining the meaning of its words.

Q3. What the poet’s feelings about the song are as expressed in the second stanza of the
poem “Solitary Reaper"?
Answer: While touring in the hilly area of Scotland, the poet, William Wordsworth saw a
highland girl reaping and singing by herself. He was greatly charmed by the sweet and sad music
of the song. He felt that the song of the reaper girl was as sweet as that of a nightingale heard by
the weary travellers in the Arabian Desert. It seemed to him even sweeter and more thrilling than
that of a Cuckoo in the Islands of Hebrides at the advent of the spring. The poet could not
understand the theme of the song. He, however, thought it was about some unhappyincident of
the past or a battle fought long ago or about some misfortunes of our daily life like loss, pain or
death. He listened to the song motionlessly. He then left the place carrying the sweet and sad
music of the song in his heart as a source of joy forever.

04. Describe in your own words the visual images depicted in the first stanza of the poem
“Solitary Reaper"
Answer: In this form of poetic imagery, the poet appeals to the reader's sense of sight by
describing something the narrator of the poem sees. It may include colours, brightness, shapes,
sizes, and patterns. “Solitary Reaper" is rich in visual imagery. The poet establishes a
comparison between the song of a beautiful lady and the singing of birds. He talks about the
impact of songs on tired travelers when they reach an oasis in the Arabian sands. He gives
example of how the Cuckoo’s melodies break the silence of Hebrides. He makes the reader
visualize all these scenes with his powerful language. Visual imagery is a strong tool applied by
William Wordsworth in the first stanza of Solitary Reaper.

Q5. Give the example of alliteration from “Solitary Reaper"

Answer: Alliteration is the repetition of consonant sounds in the same line in quick succession
such as the sound /p/ in “perhaps the plaintive numbers flow”. The Alliteration from the poem
“Solitary Reaper” is…..
1. No Nightingale
2. Welcome notes to weary bands.
3. The silence of the seas
4. Saw her singing
5. Sings a melancholy strain
6. Perhaps the plaintive numbers flow
7. Some natural sorrow loss or pain.

06. Have you read the third stanza of “Solitary Reaper”? What pictures of the situation do
you make in your mind?
Answer: In the third stanza, the poet expresses his unfamiliarity with the language of the song
sung by the solitary reaper. He wonders if there is anyone who will be able to tell him what she
is singing. He makes different guesses about the theme of the song i.e. the song may be about
unhappy past or lost things or some old battles or about ordinary nature and day to day matters.
We can picture the poet is listening to girl’s song with pleasure and lost in thoughts.

07. Explain the last stanza of the poem The Solitary Reaper" in your own words.
Answer: In the last stanza, the poet says that whatever may be the theme of the song sung by the
maiden (solitary reaper), she sang so sweetly and profoundly that the poet wished it would never
end. The poet repeats the beginning scene. According to him, he saw her singing at her work
(reaping the crops) and while she was bending her sickle over the crops. The poet could not
understand the theme of the song. He, however, thought it was about some unhappy incident of
the past or a battle fought long ago or about some misfortunes of our daily life like loss, pain or
death. He listened to the song motionlessly. He then left the place carrying the sweet and sad
music of the song in his heart as a source of joy forever.

08. What is the dominant theme of the poem “The Solitary Reaper"?
Answer: Everlasting beauty and sorrow are the major themes of this poem. The poem presents
two things; the labour of that girl and her expressions of sorrow. She is working and singing at
the same time without being bothered about her surroundings. She does not notice that the
speaker is listening and enjoying the beauty of her song. She just continues as if she is
outpouring her heart out in the lap of nature. The speaker, on the other hand seems enchanted by
her song as he claims that the song’s beauty is matchless. Thus, he stops and enjoys the beauty of
song, knowing that it will not last forever.

Idea of Poem:
This is a delightful poem by Wordsworth. During his tour of Scotland he came across a lovely
maiden at work in the fields all alone. Her lovely presence and her song in a foreign language
local dialect had a deep impression and moved the poet to compose these verses. The lovely
singer appeared to be a part of the beauty of Nature representing its sweetness, joy and mystery.
The recollection of this happy experience became a pleasure giving permanent possession.

PARAPHRASING OF THE POEM

Reference:

These lines have been taken from the poem “Solitary Reaper” written by Wordsworth.

Context:

In this poem the poet tells us the story of a Highland Girl, who is working in a field and singing a
song. He is deeply impressed by her song and remembers the melody of her song even after he
has left the place. He cannot understand the language of the song but the sad beauty of her voice
goes straight to his heart. The atmosphere of the poem and the song of the girl as a part of the
beauty of Nature leave a lasting impression on the mind of the poet.

Stanza 1:

In the First stanza of “The Solitary Reaper,” Wordsworth describes how the Reaper was singing
all alone. During one of his journeys in the countryside of Scotland, he saw a Highland girl
working in the field all alone. She had no one to help her out in the field. So she was singing to
herself. She was singing without knowing that someone was listening to her song. The poet
doesn’t want to disturb her solitude so requests the passersby go without disturbing her. She was
immersed in her work of cutting and binding while singing a melancholy song. For the poet, he
is so struck by the sad beauty of her song that the whole valley seems to overflow with its sound.

Stanza 2:
In the second stanza of “The Solitary Reaper,” the poet compares the young woman’s song with
‘Nightingale’ and ‘Cuckoo’ – the most celebrated birds by the writers and poets for the
sweetness of voice. But, here he complains that neither ‘Nightingale’ nor the ‘Cuckoo’ sang a
song that is as sweet as hers. He says that no nightingale has sung the song so soothing like that
for the weary travelers. For, the song of the girl has stopped him from going about his business.
He is utterly enchanted that he says that her voice is so thrilling and penetrable like that of the
Cuckoo Bird, which sings to break the silence in the ‘Hebrides’ Islands. He symbolically puts
forth that her voice is so melodious and more than that of the two birds, known for their voice.

Stanza 3:
In the third stanza of “Solitary Reaper,” the poet depicts his plight over not understanding the
theme or language of the poem. The poet couldn’t understand the local Scottish dialect in which
the reaper was singing. So tries to imagine what the song might be about. Given that it is a
‘plaintive number’ and a ‘melancholy strain’. He speculates that her song might be about some
past sorrow, pain or loss ‘of old, unhappy things‘ or battles fought long ago. Or perhaps, he says,
it is a humbler, simpler song about some present sorrow, pain, or loss, a ‘matter of to-day.’ He
further wonders if that is about something that has happened in the past or something that has
reoccurred now.

Stanza 4:
In the fourth stanza, the poet decides not to probe further into the theme. He comes to the
conclusion that whatever may be the theme of her song; it is not going to end. Not only her song
but also her suffering sounds like a never-ending one. He stays there motionless and listened to
her song quite some times. Even when he left and mounted up the hill he could still hear her
voice coming amongst the produce, she was cutting and binding. Though the poet left that place,
the song remained in his heart, long after he heard that song.

Summary:
The poet orders his listener to behold a “Solitary Highland Lass” reaping and singing by herself
in a field. He says that anyone passing by should either stop here, or “gently pass” so as not to
disturb her. As she “cuts and binds the grain” she “sings a melancholy strain,” and the valley
overflows with the beautiful, sad sound. The speaker says that the sound is more welcome than
any chant of the nightingale to weary travelers in the desert, and that the cuckoo-bird in spring
never sang with a voice so thrilling.

Impatient, the poet asks, “Will no one tell me what she sings?” He speculates that her song might
be about “old, unhappy, far-off things, / And battles long ago,” or that it might be humbler, a
simple song about “matter of today.” Whatever she sings about, he says, he listened “motionless
and still,” and as he traveled up the hill, he carried her song with him in his heart long after he
could no longer hear it.

Vocabulary and Grammar:

Activity:
A. How are the following phonetic transcriptions of the words spelled correctly? Write
down in the given brackets.

Animals: Character:

1. tiger 1. serious
2. rabbit 2. careful
3. hamster 3. confused
4. beetle 4. generous
5. goose 5. determined
6. cow 6. strange
7. monkey 7. brave
8. mouse 8. gentle
9. sheep 9. honest
10. spider 10. curious

Miscellaneous Words:

1. that 11. under

2. difficult 12. problem
3. you 13. never
4. witch 14. service
5. there 15. something
6. about 16. place
7. photo 17. point
8. should 18. provide
9. people 19. large
10. also 20. General

B. Use the correct form of the verbs given in brackets:

1. Waited
2. Paying
3. Left/had left
4. Visited
5. Attacked
6. Sought
7. Forsook
8. Fled
9. Left
10. Struck
 Unit 04: Truck Art
Q1. Explain the connection which the writer makes between the camel caravans of past
andmodern decoration of trucks.
Answer: The writer establishes a connection between the camel caravans of the past and modern
decoration of trucks. In the past, there was a tradition of dressing up camels for the caravans. In
order to show gratitude for the services provided, camel owners used to decorate them as a
gesture of thankfulness. In this way, the traders represented their ethnic groups. In modern times
too, the art on the truck shows from where the truck has come from.

Q2. Which point is the writer illustrating when she gives examples of the decoration on
trucks from Peshawar and Rawalpindi?
Answer: By giving examples of different styles and cultural variations in the decoration designs,
the writer wants to explain that people have strong association with their cultural and historical
backgrounds as well as the ongoing trends for example, a Peshawar truck has pictures of Bab-e-
Khyber, ShahidAfridi and some lines of Pashto poetry are written on it. A truck from Rawalpindi
has side panels painted with F-16 jets, Shaheen missile, peacocks, portraits of General Ayub
Khan and film star Shan.

Q3. Which point is the writer illustration in the lesson Truck Art" by giving examples of
the specialists’ work?
Answer: The writer wants to convey that truck art is a big business in Pakistan. The
Pakistaniworkshops hire skilled craftsmen such as electricians, carpenters, upholsterers, master
painters and poets. It is considered as a highly specialized work. Almost six to eight weeks are
spent on truck decoration.

04. Why do truckers spend so much money on decorating their trucks?

Answer: The truck drivers spend a lot of money on their trucks for many reasons. The first
reason is that, they love their trucks because they are their source of income. Secondly they
decorate their trucks in competition with other truck drivers. Thirdly, they do so because it
makes good impression on the customer and lastly, because a decorated truck is less likely to be
stopped by the traffic police.

05. Briefly describe how truck art developed from the 1940s to the 1970s?
Answer: In 1940s, trucks were painted with logos. After partition in 1947, the paintings on trucks
showed expression of solidarity with nation. In 1950s, Haji Hussain brought an innovation when
he started painting horse carriages and trucks with floral borders in Karachi. During 1960s and
1970s, the economic prosperity contributed in making truck art more elaborate.

Q6. Why are truck drivers' nostalgic about the old Bedford trucks?
Answer: For Pakistani drivers, the Bedford truck is their first choice. It is British built. Pakistani
drivers are nostalgic about it because of its indestructability. It can carry up to twenty tons for
twenty five years or more. Moreover, a painted Bedford truck became a representative of artistic
taste of Pakistani truck drivers at Smithsonian Folk life Festival in America.

Q7. Explain how truck art at the present time can be seen as having reached some kind of
apogee'?
Answer: In the present times, truck art has reached some kind of apogee. The use of brilliant
colours and the choice of painting patterns has taken truck art to new heights. It has become a
source of permanent joy and has an eternal impact on human mind. In addition to that truck
decoration has embraced all kinds of art in the past and the present. It has made truck decoration
as a diverse genre of aesthetic art. Therefore, truck decoration has reached to some kind of
apogee because of the explosion of brilliant colours and its execution with great sills and
inventiveness.

Additional Questions:

1. What makes Pakistan’s Truck Décor Unusual?

Answer: The Decoration of vehicles is a common practice in a number of countries
inaddition to Pakistan. Similar techniques and materials are employed in truckand (more
frequently) bus decoration in the Philippines, Indonesia and severalcounties in Central and South
America. What makes the case ofPakistan unusual, however, is the pervasiveness of vehicle
decoration, sincedecoration is heavily used on virtually all private and fleet-owned
commercialvehicles, from the well-known trucks and buses.

2. What is the message of truck art?

Answer: Truck art, as popular culture is an attempt to examine and unlock deeper significance of
metaphors that are accepted by people in dissimilar ways. Analysis of frequently conveyed
messages through skillfully employed epigraphy and poetic interpretations leave ironic effect
and make it more fun than its aesthetic value.

3. What is the importance of truck art of Pakistan?

Answer: Pakistani "truck art" has become a global phenomenon, inspiring gallery exhibitions
abroad and prompting art and craft vendors to sell flamboyant miniature pieces. For the truck
drivers, the designs that turn decades-old vehicles into moving murals are often about local pride.

4. What is the essence of truck art in Pakistan?

Answer: Cargo trucks painted in bright colors, with an extremely intricate level of detail, are a
common sight on the highways of Pakistan. The paintings -- often coupled with lines of poetry,
religious calligraphy or common phrases -- represent the truck driver's identity and regional
background.

Vocabulary and Grammar:

A. Consult a dictionary and write the phonetic transcription of the following words.
1. /pɜːsən / 11. /els/ 21./paʊə/ 31./ʌnˈtɪl/
2. /wʌnts/ 12. /sɛntɚ/ 22./tʃeɪndʒ/ 32. /kənˈtrəʊl/
3. /pəˈliːs/ 13./ɪˈnʌf/ 23. /muːv/ 33./ɪnˈkluːd/
4. /luːz/ 14./kɑːm/ 24./bʊk/ 34./bɪˈliːv/
5. /pəˈliːs/ 15./kʌlə/ 25./dɪˈveləpmənt/
6. /ɪndəstri/ 16. /ljʊə/ 26./jʌŋ/
7. /meɪdʒə/ 17. /naɪf/ 27./næʃn̩ əl/
8. /bɪld/ 18. /ɪnfɔːˈmeɪʃən/ 28./wɔːtə/
9. /læŋɡwɪdʒ/ 19./kweʃtʃən/ 29./jet/
10. /ɪntəˈnæʃn̩ əl/ 20./bɪzɪnɪs/ 30./pəˈhæps/

B. Complete these sentences with an opposite of the verb in BOLD. Use the words from
the box. Make sure that you see the correct form of each verb.
1. catch 11. punish
2. save 12. receive
3. departs 13. bright
4. filled 14. defend
5. borrowed 15. permanent
6. forbids 16. guilty
7. denied 17. absent
8. set 18. optional/ voluntary
9. public 19. minor
10. failed 20. weak
C. Read each word below. Match it to its clue and then write each word on the next line
to its clues.
1. urbanite 8. dentist
2. revive 9. dual
3. fraternity 10. victim
4. union 11. novennial
5. decapitate 12. popular
6. patriotism 13. quadruped
7. homonym 14. Neolithic
 05 The Last Leaf
Q1. What is the main theme of the story “The Last Leaf"?
Answer: The story is based on the theme that life is precious and faith and hope should never be
lost. We come across many hindrances in life and they should be overcome by fighting back in
high spirits. Depression can lead to disaster even when the situation is not bad. Love,
compassion, sacrifice and care are also the themes of the story. The story revolves around hope,
love and sacrifice.
Q2. How did Sue and Johnsy become friends?
Answer: Sue and Johnsy were young artists. They lived at the top of a building with three floors.
Sue had come from Maine, Johnsy from California. They had met at a restaurant on Eighth Street
in Greenwich Village. There they discovered that they liked the same kind of art, the same kind
of food, and the same kind of clothes. So they decided to live and work together.

Q3. “She has a chance if she wants to live. If people don't want to live, I can't do much
forthem." What do these words of the doctor about Johnsy mean?
Answer: The doctor says that before getting recovered with the help of medicine, it is important
that the patient believe in personal will power and look for the brighter side of the image. If a
person has lost hope of recovery and loses interest in life, a doctor simply cannot do anything.

04. Why did Johnsy keep asking Sue to open the curtains?
Answer: Johnsy was suffering from pneumonia and lost all hope. She was counting the leaves
left behind on tree in front of her window. She believed that when the last one falls, she would
also die. When there was only one left, she was eager to see when it would fall. That was the
reason she kept asking Sue to open the curtains.

Q5. How did Johnsy's life saved?

Answer: Behrman had gone into the icy night, climbed a ladder, and painted aleaf, so
Johnsy will not know all the real leaves are gone. Behrman's leaf restored hope in Johnsy and
made her determined to get well. Behrman had sacrificed his life for the life of young Johnsy.

06. What made Johnsy's views change about life? How do you know it?
Answer: The incident that led Johnsy to change her mind is the last leaf not falling from tree in
strong storm also. “The last leaf” by O’ Henry,Johnsy was convinced that when the last leaf from
the tree falls off, she will also lose her life. She had also told this to her friend Sue. But the
existence of the last leaf on a vine tree led to change of mind. It created a positive thought in her
mind for life.

07. Write a short character sketch of the character Behrman in the story “The Last Leaf”.
Answer: An old somewhat cantankerous artist who lives downstairs from Sue and Johnsy. He
has been painting for four decades without any commercial success, but still hopes to paint what
he calls his “masterpiece”. He is an alcoholic and earns money by posing as a model for artists in
the neighbourhood. Despite his gruff exterior, he has a soft spot for Sue and Johnsy. He is
initially dismissive of the idea that leaves on a tree could have anything to do with Johnsy’s
death, but ultimately goes outside on a cold and rainy night to paint a realistic looking leaf onto
the wall outside her window. So that she will think one last leaf has miraculously survived the
storm. As a result of this sacrifice, he catches pneumonia and dies- but Sue remarks that he had
finally painted his masterpiece.

Q8 Describe the plot of this short story in your own words.

Answer: A plot is the sequence of events that make up a story. It consists of various parts.
Exposition: Characters are introduced and the locality is described,
Rising Action: Johnsy gets pneumonia; the doctor tells Sue that Johnsy needs something to live
for. Johnsy says she will die when the last leaf falls. Sue tells Behrman about Johnsy's plan. The
next morning, after a storm, there is one leaf left. The following morning, the last leaf is still
there.
Climax: Johnsy sees the last leaf and says she will live.
Falling Action: The doctor tells Sue that Behrman is dying of pneumonia.
Resolution: Sue tells Johnsy that Behrman painted the last leaf.

09. What lesson do we get from the story ' The Last Leaf?
Answer: The story expresses the power of mind in changing our attitude towards life. Life is
acombination of positive and negative aspects. It depends upon us how we take it. The teenagers
very easily get depressed because of high competition in modern age. On the other hand, a
majority of teenagers who take life positively and face difficulties boldly never lose hope and go
well in life.

Q10. Suggest an alternate ending for" The Last Leaf ".

Answer: We can have an alternate ending “The Last Leaf ". Though Behrman has a severe
attack of pneumonia, the doctors at the hospital are able to save him. Johnsy writes an
inspirational story of her healing on social media and Behrman becomes famous for the
masterpiece he painted. In the end, we see him and Johnsy travelling to Italy to paint the Bay of
Naples.

Additional Questions:

1. How pneumonia is personified in the story the last leaf?

 Answer: Pneumonia is personified with a capital "P" and described as a stranger, an alien
invader who arrives and ravages the quiet, haphazard, artsy streets of Greenwich Village.
He is depicted as man and as a bully who comes after the fragile Johnsy, who is not used
to cold weather.

2. What is the conflict in the story the last leaf?

Answer: The main conflict in the story is less of a conflict between characters, and more
the suspense created through Johnsy's declaration that as soon as the last leaf falls off, she
too will fallaway, fade, and die. Shestates ominously, "When the last one falls I must go,
too.

3. Why did Sue pour out her worries to Behrman?

Answer: Sue poured out her worries to Behrman because she was alarmed at her friend,
Johnsy's deteriorating condition and wanted guidance and support from the elderly well-
wisher.

4. What is the author's purpose in the last leaf?

Answer: "The Last Leaf" is a short story by O. Henry published in 1907 in his collection
The Trimmed Lamp and Other Story. The story is set in Greenwich Village during a
pneumonia epidemic. It tells the story of an old artist who saves the life of a young
neighboring artist, dying of pneumonia, by giving her the will to live.

5. What is the importance of sacrifice in the story the last leaf?

Answer: Henry's "The Last Leaf" is a story of hope, friendship, and sacrifice because Sue
and Mr. Behrman do not give up on restoring Johnsy's will to live. Instead, they offer
their loving efforts to help Johnsy regain her health, and Mr. Behrman even sacrifices his
life for Johnsy.

6. How did Sue try to revive Johnsy’s interest in life?

Answer:Sue talked to her about clothes and fashions. Then she brought her drawing
board into Johnsy’s room and started painting. She also started singing while painting,
hoping to distracting Johnsy’s mind from her illness.

7. How did the sight of the last leaf affect Johnsy?

Answer:The sight of the last leaf clinging on to the creeper in spite of the wind and snow
revived Johnsy and gave her the faith that she would survive. She realised how much she
had troubled Sue by her gloom and depression, and also thought of the fact that it was a
sin to want to die.

Vocabulary and Grammar:

A. Consult a dictionary and write the phonetic transcription of the following words.

Activity:
1. /baɪk/
2. /bʌs/
3. /kɑː/
4. /taɪə/
5. /tɪkɪt/
6. /trʌk/
7. /spiːd/
8. /pəˈtrəʊl/
9. /rəʊd/
10. /ɡærɑːdʒ/

B. Consult Dictionary and mark which syllable is to stress in the following words.
1. Beautiful (1st)
2. Between (2nd)
3. Management (1st)
4. Campaign (2nd)
5. Financial (2nd)
6. Candidate (1st)
7. Certainly (1st)
8. Material (2nd)
9. Newspaper (1st)
10. Character (1st)

C. Identify the root words for the following words.

1. mount 9. complete
2. rescue 10. spell
3. nature 11. migrate
4. storm 12. act
5. loan 13. champ
6. kind 14. nerve
7. answer 15. serve
8. respect

D. Which part of speech are the underlined words in the following sentences.
1. Thought (verb) 9. Stupid (adjective)
2. Now (adverb) 10. Under (preposition)
3. You (pronoun) 11. White( adjective/ noun)
4. Gives (verb) 12. Quickly (adverb)
5. Best (adjective) 13. To (preposition)
6. Bought (verb) 14. Because ( adverb)
7. Lovely (adjective) 15. It (pronoun)
8. Factory (noun)
Unit No. 06:If (Poem) by Rudyard Kipling
Introduction:
It is an inspirational poem written in second-person narrative. The narrator directly addresses
his reader throughout the poem in order to inspire him with what he is saying. It has a positive
and motivating tone. It consists of four stanzas, each one having eight lines. It is written in
Iambic Pentameter.

This poem is about a father addressing his son to have faith in himself. The father reveals the
secret to his son to become a better human being. He motivates him to adopt certain traits in
order to succeed in life. The son is told by the father to never give up after failure but to get up,
reunite his soul and begin his struggle again.

Rudyard Kipling took inspiration from the life of Leander Starr Jameson for writing this poem.
Jameson was a British colonial and later on the 10th Prime Minister of Cape Colony. He was
best known for his “Jameson Raid” (Dec 1895-Jan 1896), on Transvaal after assembling a private
army, to overthrow the Boer Government of Paul Krauger because they were occupying large
parts of South Africa that contained riches and resources. In the beginning, the British
Government supported the raid but it disowned him after the plan failed. Jameson was kept in
prison in Africa for fifteen months. He stayed firm in hard situations and took all the blames on
himself.

Stanza wise Explanation of the Poem:

Stanza-01 (Lines 1-8):

The poem begins with the narrator, being a father, addressing his son saying that he should
keep calm in the situation of crisis when all the others around him are panicking and blaming
him. He should trust himself when all the people around him discourage him. Though he has
confidence in himself and his decision, he should also listen to the opinions people give him.

He should learn to be patient and not feel irritated by waiting. If someone does any bad to him
or speaks lies about him, he should not do bad in return. If he is hated by people, he should not
be hateful in return but rather stay positive. He then advises his son neither to show off to
people nor act arrogant but to stay modest.

Stanza-02 (Lines 9-16):

The narrator continues advising his son that it is good to dream high, have ambitions and goals
but he must not allow his dreams to rule him. He should not lose connection with reality.If he
thinks about his future and plans for it, he should not just sit and keep thinking. He needs to act
upon the plans. If he achieves success or face failure, he should treat them equally. He neither
should dwell in success if he achieves it and nor should he let himself collapse if he faces failure.
He must not allow them to distract him because both of them are not long-lasting. He must
have the courage and patience to listen to the things said by him but are modified by some
dishonest men. He needs to be strong enough to see the most important things in his life to be
broken, he must gather the courage to fix them and start trying again.

Stanza-03 (Lines 17-24):

The narrator keeps advising his son that if he can take a chance in life and risk everything even
if he loses. He should start trying again after losing and must not quit or give up. He must not
complain about his loss to other people. He needs to be self-sufficient and must not look up to
people when things go wrong. He should keep trying even though he is too exhausted to
continue. He should stay strong and firm even if he has no strength left in him except for the
inner voice in him that keeps him moving.

Stanza-04 (Lines 25-32):

The advice continues as the father says to his son to be social and keep in touch with his social
group but not to lose his individual goodness and integrity so that people may not be able to
misguide him. He says that when he becomes successful in life and his status rises. He should
not lose connection with his roots and the people where he has come from because that is his
reality.

He advises him not to allow anyone to hurt him, be they friends or enemies. He advises him to
let people depend on him but not to take too much advantage of him. He also asks him to make
good use of his time and if he acts upon the given advice, the world, and everything herein, will
belong to him. It will make him a Man.

Critical Analysis of the Poem:

Main Theme

The poem mainly focuses on advises for living a successful and virtuous life based on values
pertaining to integrity, rightful behavior and self-development.

GENRE

The poem “If” is a dramatic monologue where the narrator speaks continuously, providing
guidance and advice to the reader. The narrator, being a father, addresses his son and guides
him how to become a perfect man. The narrator, while advising his son, is not interrupted by
any other person.

POINT OF VIEW

Second-person point of view is used in the poem in order to make a direct connection with the
reader. The poem is a list of advice that a father gives to his son so it makes the reader able to
put himself in the position of the son. Second-person narrative is also important in a sense that
it creates an interest in the mind of the reader to listen to the advice and act upon them. While
reading the poem, a reader feels it as a direct address to him.

TONE

The tone of the poem is advisory, didactic and fatherly. Since the poem is a long list of advices
its tone remains the same throughout the poem. It guides the reader to live a lifefull of faith
and dignity. The reader is advised to have faith in himself and lead an honorable life.

Symbolism in the Poem:

WALK WITH KINGS

“Or walk with kings-nor lose the common touch,” (line 26)

In the above line, walk with kings is a symbol for high status and success. A person must not
lose connection with common people in his life after achieving high status and success, he
should rather keep a balance.

CROWDS
“If you can talk with crowds and keep your virtue,” (line 25)

Here crowds symbolize common people. The reader is advised here to keep his personal
goodness and individual dignity in the midst of a crowd so that people may not misguide him.

COMMON TOUCH

“Or walk with kings-nor lose the common touch,”

In the above line, common touch is a symbol for humility and modesty. A person after achieving
success must not lose the connection with common people. He is advised to stay modest.

MAN

“And-which is more-you will be a Man, my son!” (line 32)

Here the “Man” is a symbol of good qualities that the father wants his son to adopt.

METAPHORS in the Poem:

IMPOSTERS

“If you can meet with Triumph and Disaster (line 11)

And treat those imposters just the same;” (line 12)

In the above lines Triumph and Disaster are compared to imposters using a metaphor. The
reader is told to treat them equally. He should not dwell in his success as it is not long-lasting.
He must also not lose heart after facing failure because it is not permanent. They both do not
stay permanently in a person’s life but come and go.

KNAVES

“If you can bear to hear the truth you’ve spoken” (line 13)

Twisted by knaves to make a trap for fools,” (line 14)Here the metaphor knaves is used for
dishonest people.

GAMBLING

“If you can make one heap of all your winnings,” (line 17)

In the above line taking a chance or risk in life is compared to the game of gambling. A person
while taking risks may win or lose just like the game of gambling.

DREAM

“If you can dream-and not make dreams your master,” (line 9)
Here, the metaphor dream is used to talk about one’s goals in life. It refers to one’s ambitions
and goals that one wants to achieve but while dreaming about achieving that goal one should
be rational and realistic as well.

PERSONIFICATION
TRIUMPH AND DISASTER

“If you can meet with Triumph and Disaster,

And treat those imposters just the same;”

Triumph and Disaster are personified to imposters. It is said that if you meet these two, never
believe them to be real and long-lasting but temporary.

WILL

“Expect the Will which says to them Hold on!” (line 24)

Will is personified here by giving it the human quality of speaking. The narrator says that those
who are exhausted and tired of trying, their will power motivates them to keep moving.

ANTITHESIS

It is the use of two contrasting things in a line.

“If neither foes nor loving friends can hurt you,” (line 27)

Here foes and friends are two opposite words.

ALLITERATION

“And-which is more-you’ll be a Man my son!” (line 32)

“Twisted by knaves to make a trap for fools” (line 14)

The above two lines show the repetition of the consonant “m”, “t” and “f” respectively, at the
beginning of the neighbouring words.

ASSONANCE

“And yet don’t look too good, nor talk too wise:” (line 8)

The above line shows the repetition of the vowel “o”.

METER

The poem follows the metrical pattern of iambic pentameter. Each line of the poem has five
feet. Each foot consists of one stressed and unstressed syllable.

If you | can keep | you head | when all | about | you

RHYME SCHEME

The poem has an “ababcdcd” rhyme scheme except for the first stanza of the poem which has
“aaaabcbc”.

Reading Comprehension Exercise:

Q.No.01: What is the main theme of the poem “IF” ?
Ans. Main Theme

The poem mainly focuses on advises for living a successful and virtuous life based on values
pertaining to integrity, rightful behavior and self-development.

Q.No.02: Make a list of all the qualities of a perfect man as mentioned by the
poet in stanza 02 of the poem “If”?
Ans. Following are the attributes of a perfect man as described in stanza 02 of the poem:

1. Ambitious
2. Victorious
3. Courageous
4. Truthful
5. Able to face failures graciously

Q.No.03: Explain the line, “Or walk with kings ----- nor lose the common touch”.
Ans. In this line the poet has used literary device Synecdoche where one word represents the
whole class. Here the word Kingsrepresents the whole higher/ elite class. The poet tells his
readers not to be arrogant and egoistic while living with the people belonging to rich class. One
should not forget his real identity.

The words “common touch”mean the ability to move along common people. The poet tells his
readers that even if your living standards are improved and you belong to elite class you should
have the ability to move along the common people. As it is said byThomas Merton: “Pride
makes us artificial and humility makes us real”.

Q.No.04: Cite an example of the use of personification in the poem “If”?

Ans. Examples of Personification:

TRIUMPH AND DISASTER

“If you can meet with Triumph and Disaster,

And treat those imposters just the same;”

Triumph and Disaster are personified to imposters. It is said that if you meet these two, never
believe them to be real and long-lasting but temporary.

WILL

“Expect the Will which says to them Hold on!” (line 24)

Will is personified here by giving it the human quality of speaking. The narrator says that those
who are exhausted and tired of trying, their will power motivates them to keep moving.

Q.No.05: What is the significance of the title of the poem?

Ans. The poem is titled as “if” because at first the poet tells us about the moral values and at
the end the poet tells about the outcomes. So, all the lines in the poem begin with “if” and this
is the conditional clause. This is the basic idea of Kipling's poem. It is 32 lines of things that the
speaker's listener hasn't done yet (learned to be strong, patient, wise, etc.). If he does them,
but only if, then he will basically have possession of the entire world (a metaphor for power, a
fulfilling life, and other things). What's more, the listener will be a man. In short, the title tells
us that "If" is a poem about how certain things must be done. Only if those things are done, will
certain other things happen.

Q.No.06: What does this poem say about the value of time?
Ans. In this poem, the poet refers to time as “unforgiving minute”. It suggests that according to
Rudyard’s point of view time is cruel and merciless. Time waits for none. The poet tells his
readers to value time as a precious thing and do everything on time only then they will achieve
success in life. It is said:

“Time is free, but its priceless

You can't own it, but you can use it

You can't keep it, but you can spend it

Once you've lost it, you can never get it back.”

― Harvey MacKay
Q.No.07: Explain the meaning of this line in your own words, “And - which is
more – you’ll be a Man, my son.”
Ans. The poet Rudyard Kipling throughout the poem describes the moral values and their
outcomes if these moral values are adopted by someone. In the last stanza the poet tells his
readers that after spending your life with all virtues that he had already mentioned, one can
become successful and conquer the whole world. As he says, “Yours is the Earth and
everything that’s in it”. Right after this line the poet says that: “And - which is more – you’ll be
a Man, my son.”It suggests that the poet wants to convey to his readers that adopting all the
virtuous values and secrets of successful life is more important because it will make you a
“Man” – a pious, virtuous, morally upright, kind, affectionate courageous and a perfect man.
He is of the view that becoming a good human being is more significant than gaining any kind of
success in life.

Q.No.08: What is the rhyme scheme of this poem?

Ans. Rhyme Scheme:

The poem has an “ababcdcd” rhyme scheme except for the first stanza of the poem which has
“aaaabcbc”.

Q.No.09: State some qualities other than the ones mentioned in the poem “If”
that make a successful man.
Ans. It is a well-known quote that says: “If you live your life as most people do, you will get
what most people get. If you settle, you will get a settled life. If you give yourself your best,
every day, your best will give back to you.”

Here are some traits that the highly successful people cultivate:

 Drive - You have the determination to work harder than most and make sure things get
done.
 Self-reliance - You can shoulder responsibilities and be accountable.
 Willpower - You have the strength to see things through–you don’t vacillate or
procrastinate.
 Patience - You are willing to be patient, and you understand that, in everything, there
are failures and frustrations.
 Optimism - Optimism is a strategy for making a better future–unless you believe that
the future can be better, you’re unlikely to step up and take responsibility for making it
so.
 Unit 7:Hub le
because of the immense distances between them. They pass through each other
safely.
Q.No.4 What is hubble deep field?

Ans. Hubble was used to study the apparently empty space of the sky for ten
days. About 10,000 galaxies were discovered. It covered a very small patch of sky..
to photograph the entire shy in detail, would require 13 million Hubble images
with comparable exposure. The stunning image was called Hubble Deep Field.

Q.No.5 How does the formation of stars take place in stars nurseries?

Ans. Stars are born within the clouds of dust and scattered throughout most of
the galaxies. A familiar example of this is the Orion Nebula. Turbulence form deep
within these clouds creates density regions, called knots. These knots contain
huge amount of gas and dust which begin to collapse from gravitational force, the
pressure increases which cause the material to heat up and thus the stars are
formed.

Q.No.6 How do the scientists study the atmosphere of an exoplanet through

“fingerprint” technique?

Ans. Whenever a planet passes between its star and us, a small amount of light
from the star is absorbed by the gas in the planet’s atmosphere, leaving chemical
‘fingerprints’ in the star’s light. Through these fingerprints, the scientists study the
atmosphere of exoplanets, the distance of exoplanets and gases present in the
atmospheres of various exoplanets.

Q.No.7 How will you explain in astronomical terms the statement, “what you
see is not always what you get”?

Ans. “What you see is not always what you get” can be elaborated in
astronomical terminologies easily as it refers to the first impression of the
atmosphere through our eyes. It is not possible to detect what we see. For
example, if we see a far away tiny particle in the atmosphere with our naked eyes,
it would turn into a gigantic mass with the help of hubble that would contain a
complete world inside the same tiny particle. It means observation of the objects,
present in the atmosphere cannot reflect a true picture only with naked eyes.
 Vocabulary and Grammar
A. Ans.

Column A Column B
To brighten up To become more cheerful
To take a shine to To develop a liking for
To make hay when the sun shines To make the most of an opportunity
while it lasts
Come rain or shine Whatever the weather/situation
To chase rainbow To have an unrealistic…..
To save for rainy day To put something aside…..
To wait for a raindrop…. To pursue….
Right as rain Fit and healthy
To take a rain check To refuse….
Into each life…. Everyone must exoeriencce….
To rain on someone’s parade To spoil someone’s plan….
It never rains…. Misfortune….
Raining cats… Raining heavily
Dry spell A period in which…..
Windfall A large amount of money…
To shoot the breeze To have a casual conversation
To get wind of something To hear a rumour about something
To know which way the wind blows To understand……
To sail close to the wind A state of great happiness
To throw caution to the wind To take great risk…
Cloud/storm on the horizon Approaching problem
Every dark cloud has…. To wait…..
Cloud nine A state of great happiness
To have your head in the clouds To verge on the limit….
I don’t have the foggiest I don’t have a clue….

B. Ans.

Dissatisfied, Misspell, Unacceptable, re election, interrelated, prepay,

Nonsense, Superscript, Submerge, Antibacterial
Remaining Parts: Students’ own effort

Conceptual Questions
Q. No. 1 Our knowledge, regarding the universe is still at the initial
stage. Why couldn’t technology cover the universe?

Q. No. 2 What is the need of discovering the universe?

Q. No.3 What is hubble? Describe its achievements?

Q. No.4 Briefly highlight the contributions of NASA for discovering

space.

Q. No.5 How do the astronomers examine the properties of galaxies?

Q. No.6 What is “Supernova”?

Q. No.7 How and when did the composition of the cosmos came into
focus?

Q. No.8 Compare and contrast three types of galaxies.

Q. No.9 How is the age of an object of the universe is estimated?

Q. No.10 The scientists estimate the distance of an object of the

universe from the other object. How?
Unit No 08:Lesson from the Battle of Uhud

Reading Comprehension Exercise

Q.No.01: What was the composition of the army of the Qureish that marched to
Madina to attack the muslims?
Ans. The army of Qureish was composed of 3,000 persons including every adult that marched
towards Madina to avenge their crushing defeat which they met in the battle of Badar. The
warriors were fully equipped with war weapons and led by Abu Sufyan. They were also
accompanied by a number of women who sang songs to inspire the warriors.

Q.No.02: Why did the Holy Rasool (SAW) suggest the defensive strategy in the
battle of Uhud?
Ans. In the opinion of Holy Rasool (SAW), the best course of action with regard to the strength
of enemy for the Muslims was to remain in Madina and let the enemy besiege the city. In fact,
his idea was that if the enemy besieged the city, its force would have to be dispersed in a
number of sectors which will give an open chance to the Muslims to easily strike a blow at the
enemy where the enemy’s concentration was the weakest.

Q.No.03: What was the opinion of youth with respect to facing the army of the
Qureish?
Ans. The youngsters who were eager and enthusiastic to face the enemy and fight for the
dignity and honour of Muslims, they wanted to confront the enemy in a battle in an open field
away from Madina.

Q.No.04: Why did the Holy Rasool (SAW) prefer the opinion of youths regarding
facing the enemy in the battle of Uhud?
Ans. The Holy Rasool (SAW) preferred the opinion of the youth to honour their enthusiasm and
passion. They were young and energetic. They were seething with intense desire to make their
enemy face defeat.

Q.No.05: How did the course of the battle of Uhud change for a time in favour of
the Qureish of Mecca?
Ans. Contrary to the instructions of Rasool (SAW), the contingent of the Muslim archers left
their positions in order to plunder the camp of the retreating Qureish. Seeing this, Khalid Bin
Waleed, who had not yet converted to Islam and was commanding the contingent of Qureish,
rushed with his cavalry and occupied the positions after killing ten of the Muslim archers who
had stayed behind. This exposed Muslims to an attack from the rear as well as from the front.
This changed the course of the battle for a time in favour of the Qureish of Mecca.

Q.No.06: What happened after the false rumour about the martyrdom of the
Holy Rasool was spread by the infields?
Ans. The confusion regarding one of the companions Mas’ab bin Omair (RA) who bore
resemblance to the Holy Rasool (SAW), he fell fighting. Seeing his dead body, the Qureish
shouted that Muhammad (SAW) had been killed. This rumour quickly swept the battlefield. It
confused the Muslims. A withdrawal and panic started in the Islamic army. Everybody started to
leave the battlefield in different directions. Meanwhile, the Holy Prophet was wounded, and he
fell in a pit over the dead bodies of his followers. However, he escorted to a safe place by his
companions later on.

Q.No.07: What lesson does lie in the battle of Uhud for the Muslims in general?
Ans.The message that all Muslims can learn from the Battle of Uhud in general is that they must
obey the commandments of Holy Prophet (SAW) in order to achieve success in all domains of
life. Following the guidelines of Rasool (SAW) and the Holy Quran is the only way for Muslims to
achieve success in this world as well as in eternity.

Q.No.08: What would have been the result of the battle had the archers not left
their high post?
Ans. If the archers had not left their designated high post the result of the battle would have
been entirely different. Muslims would not have lost precious lives and they could have won
the battle easily without any material or life loss.

Q.No.09: How would you relate the battle of Uhud to battle of Badar?
Ans. The battle of Badar was first battle fought between Muslims and Qureish. In this battle
Muslims gave hard time to the Qureish and defeated them by killing seventy of their members.
The Qureish were burning over their defeat. They wanted to take revenge of their humiliating
defeat. Therefore, they launched a war against Muslims that was fought at the mount of Uhud.
Battle of Uhud is related with balle of Badar as it was initiated by Qureish to avenge their defeat
in Battle of Badar.
Unit No. 09:“The Toys” (Poem) by Coventry Patmore
Introduction:
“The Toys” is one of the most beautiful poems written by Coventry Patmore. He was born in
London in 1823. He associates his poems with the everyday happenings of life and has a deep
concern for religion. His publications are, ‘The Angel in the House’, ‘The Unknown Eros’ and
other odes. Patmore died in 1896.

The poem, ‘The Toys’ is highly religious. The poem relates the story of a father and son. The
father treats his son harshly but later realizes his mistake and asks God to forgive him for his
foolish behaviour.

Historical Context:
“The Toys” was written in the 19th century by the Victorian poet Coventry Patmore. He was
one of the least-known poets from the Victorian period. After the death of his first wife, the
grief of loss became an important theme of his work. In this poem, Patmore also uses this
theme in the line “His mother, who was patient, being dead.” Here, the poet alludes to the
death of his wife. Besides, he describes one incident that injects pathos into his heart. His
child’s sadness made him realize the fact that he had also committed mistakes by not obeying
his divine father, God. He wished that God might forgive the childishness of humankind.

Line-by-Line Critical Analysis & Explanation

Lines 1-6

“My little Son, who look’d from thoughtful eyes…….His Mother, who was patient, being
dead.”

Coventry Patmore’s poem “The Toys” begins with a reference to his son. Patmore capitalizes
the first letter of “Son” for the sake of emphasis. The child looked at his father with thoughtful
eyes. He moved and spoke quietly. Listening to him, it appeared to the speaker that he had
grown up and became wise. From the phrase “grown-up wise”, it becomes clear that the
speaker was angry with his son.

The following line describes why he was angry. His son disobeyed him for the seventh time. He
thought the boy might have become wise to not follow his orders. So, he rebuked him and
refused to give him a kiss before he went to sleep. Patmore uses the term “struck” in order to
reflect the impact of his words and his rudeness on his son’s mind. He did not beat him but his
words had struck his heart. Besides, his mother was no more. So, there was none to co

Lines 7-11

“Then, fearing lest his grief should hinder sleep, ………From his late sobbing wet.”
The speaker, being aware of the fact, feared that his son could not sleep because of the pain he
inflicted on his heart. So, he went to his room and found that he was already asleep. He was
slumbering deep for his mental weariness after being rudely treated by his father. His eyes had
become dark from sobbing and his eyelashes were still wet. This image of his son evoked a
sense of guilt in his heart. Besides, Patmore makes use of organic imagery in order to convey
the internal feelings of the father and son.

Lines 12-21

“And I, with moan, …………To comfort his sad heart.”

The darkened eyelids of the boy made the father so sad that he could not help but cry and
moan. He kissed on his wet cheek and left his own on his face. In this way, the poet describes
the soft side of the father’s heart. He indeed reacted cruelly yet he commiserated with his son.
The realization of his mistake made him return the kiss which he refused to give.

In the following lines, readers find a number of toys that the boy treasured. There was a table
near his head. He had put several objects that he collected on the table. There was a box of
counters, a red-vein’d stone, a piece of abraded glass, some shells, a bottle with bluebell
flowers, and two French copper coins.

Everything was arranged carefully. It showed how valuable the toys were to the boy. These
things were not extremely rare or precious. But for the boy, they had immense value. He had
given several hours to find these items. Whenever he was sad, he sought solace in his toys.
That’s why, when he went to bed on that night, he kept them close. He knew others might
cause pain to his heart but these things would never do that.

In these lines, Patmore describes how children take pleasure in simple things that adults would
find meaningless. When they were kids, they did the same. As grown-ups, they forgot how to
cherish the simplicity and how to be content with less. Hence, they cannot even understand
what is less valuable for them, is precious for children.

Lines 22-27

“So when that night I pray’d ……..We made our joys,”

In the last section of “The Toys”, Patmore describes the impression of the incident on his mind.
On that night, he returned from his son’s room. He wept for his mistake and prayed to God for
forgiveness. This incident made him so moved that he thought of dying from the pain. The poet
insinuates the fact in the line “when at last we lie with tranced breath”. When one person is in a
half-conscious state without having the ability to move or react, he is in the state of trance. It
occurs at the time of death.

The poetic persona did not wish to vex or complain to God in death. God, being aware of the
acts of his children, knows what “toys” made their “joys”. Here, the term “toys” is used to
metaphorically hint at the materialism of mankind. Fame, money, and earthly success become
the “toys” of adults. As long as they have these things they remain happy. By referring to the
child’s toys and the toys of adults, Patmore presents the theme of innocence vs worldliness.

Lines 28-33

“How weakly understood ………..I will be sorry for their childishness.”

Whatsoever, the speaker describes his ignorance in emotive terms. According to him, he weakly
understood God’s commands. He disobeyed his commandments throughout his life for not
realizing their importance. God’s words are for the collective good of humankind. But, very few
of them are able to understand it.

He became aware of his mistake after the incident. So, he said that God is the father of
humankind just like him. But, God is greater than him. He was the one who molded him from
the clay and provided him spiritual nourishment to grow both inwardly and outwardly. Yet, he
preferred the outward growth more than the internal one.

Like the speaker was angry with his son, he thinks God might be the same with him as well as
others. So, he wished that he would not be angry with him. He would be sorry for the
childishness of humankind. The last line of the poem contains an allusion to a biblical passage.

Poetic Devices & Figures of Speech

Patmore makes use of the following poetic devices in “The Toys”.

Metaphor: In this poem, the “toys” is an important metaphor. On the first hand, it hints at the
toys of the boy. At the same time, it refers to the earthly joys human beings are attracted to.
Besides, this device is also used in the lines “I struck him, and dismiss’d/ With hard words and
unkiss’d”. Here, Patmore compares hard words to an object that is used to beat someone.

Synecdoche: It occurs in the expression “thoughtful eyes”. Here, the poet refers to the boy as
being thoughtful and wise.

Personification: It is used in “red-vein’d stone” and “sad heart”. Patmore describes the stone
with human attributes. In the second expression, he invests the heart with the emotion of
sadness. Besides, this expression also contains synecdoche.

Irony: The last line “I will be sorry for their childishness” contains situational irony. Patmore’s
speaker could not forgive his child’s mistake but he was thinking the opposite of what he had
done.

Enjambment: Patmore uses this device throughout the poem to internally connect the lines. It
makes readers go through the lines at a go in order to grasp the overall idea. For example, it
occurs in the first six lines.
Themes
Patmore’s “The Toys” taps on several themes. The most important themes of this piece are the
father-son relationship and worldliness. It also explores the themes of childishness,
commiseration, craving, the benevolence of God, and forgiveness. In this poem, Patmore
shares an incident that happened with him. One day, he rebuked his son for not listening to him
a couple of times. He became sad and wept alone. After discovering his child in grief, he
realized that he had reacted harshly. While he prayed to God on that night, he implicitly atoned
for his fault. He became thoughtful of the fact that he was also attracted to the earthly joys.
Hence, he wished God to forgive their childishness just like he forgave his son.

Reading Comprehension Exercise

Q.No.01: What is the theme of the poem “The Toys”?
Ans. As the saying goes ‘To err is human; to forgive is divine’. The main theme of the poem is
that we should forgive the mistakes of people and live friendly with all. God is merciful on us
and he forgives those people who forgive the mistakes of human beings.

The poet “Coventry Patmore” gave us the message of God’s mercy and His forgiveness. He
explained the fatherly relationship of God to a man. He enlightened that God always shows His
pity and mercy on His mankind in spite of all sort of disobedience. He always keeps open the
option of the forgiveness for everyone and welcomes His mankind if the person calls Him for
the forgiveness because of great love for His human beings. The poet conveyed that message
by explaining his own incident which had been occurred in his daily life between his younger
son and him.

“I have always found that mercy bears richer fruits than strict justice.” - Abraham Lincoln

Q.No.02: The story behind the poem “The Toys” is a homely one. Narrate the
story in your own words.
Ans. “The Toys” begins with a reference to an incident that happened with a speaker or the
poet. Patmore’s poetic persona describes how one day he rebuked his son for disobeying his
orders. He struck him with unkind words and refused to give him a goodnight kiss. The boy’s
mother, being dead, could not comfort him when he went to bed with a heavy heart. Later, the
speaker went to his room and discovered the toys of the boy kept close to his bed. These toys
included a variety of objects that his son collected. He treasured them and took solace in times
of need.

On the same night when the speaker went to bed, the toys reminded him of mundane things
such as wealth, earthly success, and fame. Humans do chase after these things without heeding
the ultimate truth. According to the speaker, God might not be angry with their ignorance.
Rather, he would forgive their “childishness”.

Q.No.03: What verse style has been adopted by the poet in the poem “The
toys”?
Ans. “The Toys” consists of a total of 33 lines, grouped into a single stanza. Patmore shifts from
one idea to the other by using end-stopped lines. He uses both the alternative rhyme scheme
and the rhyming couplet form. The first two lines of each section begin with a rhyming couplet.
For example, in the beginning, “eyes” rhyme with “wise”. In the following four lines, the rhyme
scheme is ABBA. Each section similarly ends with two rhyming lines. Besides, there is not any
set syllable count per line. That’s why the text does not have a set meter. Patmore mostly uses
iambic feet for metrically structuring the lines.

My lit/-tle Son,/ who look’d/ from thought/-ful eyes

And moved/ and spoke/ in quiet/ grown-up wise,

Hav-ing/ my law/ the se/-venth time/ dis-obey’d,

I struck/ him, and/ dis-miss’d

With hard/ words and/ un-kiss’d,

His Mo/-ther, who/ was pa/-tient, be/-ing dead.

In this excerpt:

 The first, third, and last lines are in iambic pentameter.

 The second line is in iambic tetrameter.
 The fourth and fifth lines are in iambic trimeter.

Q.No.04: Does this style suit the mood of the poem and how?
Ans. This verse style exactly suits the mood of the poem. The continuity of the lines expresses
the continuous overflow of the thoughts and feelings of the poem. It was a roller coaster of
feelings for the poet as in a short time span he feels angry, sad, sympathetic, affectionate,
regretful and hopeful as well. So, just like the continuous change of feelings of the father, the
poet continues to change ideas throughout the lines of the poem.

Q.No.05: What is the symbolic significance of the word “Toys” in light of the
poem “The toys”?
Ans. In this poem, the word toys acts as a metaphor. Firstly, it refers to the simple things that
make a child happy. Then, the poet uses it as a metaphor of worldly “toys” that adults take
pleasure in. By this reference, he contrasts the innocence of children with the worldliness of
adults. In this way, the “toys” become an important element that helps readers to know the
difference between spiritual need and mental greed.

Q.No.06: How does the poet relate his own action to the mercy of God?
Ans. After the incident, when the poet badly rebuked his son and did not forgive him for his
mistake, the poet realized the mistakes human beings including him commit as adults by not
heeding the advice of God. They chase after the worldly “toys” without caring much about the
spiritual lessons taught by the almighty. However, in the end, he wished God to forgive his
flaws just as he did with his son. And he believes that God is kind & merciful, He forgets and
forgives all mistakes/sins made by all of his children (all human beings). Whereas, ordinary men
like the poet himself don’t easily forget and forgive the mistakes made by their fellow beings.

Q.No.07: What is the tone of the poem “The toys”? Do you think it is in
conformity with the theme of the poem?
Ans. The overall tone of the poem is sad and grieved. The poet feels sad for his son as his
mother had already died and there is no one other than his father to comfort him or to make
him relaxed. He feels sad and regretful for himself as well for the merciless act of punishing his
son. This tone and mood of the poem confirms or goes well with the theme of the poem.

Q.No.08: What feelings does the poem “The Toys” evoke in you?
Ans. The poem “The Toys” evoke the feelings of sympathy, mercy and forgiveness for others in
us.

What is the significance of the toys in the poem?

In this poem, the toys act as a metaphor. Firstly, it refers to the simple things that make a child
happy. Then, the poet uses it as a metaphor of worldly “toys” that adults take pleasure in. By
this reference, he contrasts the innocence of children with the worldliness of adults. In this
way, the “toys” become an important element that helps readers to know the difference
between spiritual need and mental greed.

Do you justify the father’s action in the poem “The Toys”? Why?
To judge another person’s fault, even after being aware of the fact we also do make mistakes, is
nothing but a way to show hypocrisy. In this poem, the father’s action can be justifiable on
three terms. Firstly, he was kind to the child when he made mistakes. Secondly, it is a father’s
duty to guide his child. Thirdly, he was there to console his son. Even though he had to rebuke
his son for his attitude, he realized that he was too harsh with him. This realization justifies the
fact that he did the right thing.

What is the substance of the poem “The Toys”?

This poem describes an incident that happened with the poet. One day, he rebuked his son for
disobeying him. His sad son’s face brought about pathos in him. It reminded him of the faults
humans commit by not listening to God’s commandments.

What was the child’s mistake in the poem “The Toys”?

The child disobeyed his father. It seems his father had some issues regarding the toys he
collected. He might have warned him not to waste his time in finding such meaningless items.

What message does Coventry Patmore give us in the poem “The Toys”?
Through this poem, Patmore advises grown-up readers to focus on the things God, the father of
all, told them to do. He commanded men to follow his path for their good. Besides, this piece
also conveys the message of being kind to children and forgiving their silly mistakes.

What incident did the poet describe in the poem “The Toys”?
In this poem, Patmore describes how one day he rebuked his son for disobeying his words. The
child’s grief caused pain to his heart. It reminded him of his own fault of being disobedient to
God’s words.

What religious lesson did the poet draw from the incident in “The Toys”?
After the incident, the poet realized the mistakes human beings including him commit as adults
by not heeding the advice of God. They chase after the worldly “toys” without caring much
about the spiritual lessons taught by the almighty. However, in the end, he wished God to
forgive his flaws just as he did with his son.

What religious ideas does the poem “The Toys” convey to its reader?
This poem conveys the spiritual ideas of mercy, forgiveness, and benevolence to the readers.

How did the little child get himself consoled?

The child kept his toys within his reach in order to console himself.

What is the poet’s character in “The Toys”?

In this poem, the poet’s character is that of the father.

How many times does the son disobey the father in the poem “The Toys”?
The son disobeyed his father seven times.

Why did the speaker punish his son?

The speaker punished his son as he disobeyed him seven times in a row. Even though his father
warned him before, he made the same mistake. Even after disobeying him, he spoke to his
father in a wise and thoughtful tone. It made the speaker angry so he punished him.

How did the poem “The Toys” portray the father’s love?
Patmore portrays fatherly love in “And I, with moan,/ Kissing away his tears, left others of my
own”. Through these lines, the poet describes how much the father cared for his son.
Unit No 10:Gender Inequality and Its Implications
Q.No.01: Do you agree or disagree with view of the writer as stated in the third
paragraph of the text?
Ans.I agree to the writer’s point of view regarding unequal opportunities of education for
women and men of Pakistan. As, even now in the 21 st century, when the whole world is
revolutionized, in some particular regions of Pakistan we have different approach towards male
and female education due to cultural boundaries and gender specific roles. Women of these
particular regions have access to limited options of fields and courses.

Q.No.02: Give a brief account of the plight of woman in Pakistan with respect to
their healthcare issues.

Ans. Unfortunately, women all over Pakistan, particularly in the rural areas of Pakistan face a
terrible situation with respect to their health issues. Women of rural areas do not have enough
resources and availability of latest facilities that are crucial for their health related issues. Many
women lose their lives or their infants during child birth because of long distanced hospitals or
due to lack of good health facilities. Most of them do not have access to highly qualified and
experienced doctors.

Q.No.03: What factors are responsible for economic backwardness of women in

Pakistan?
Ans. Mostly women in Pakistan are dependent on the male members of their family for money
matters. Due to poor academics and some other factors like marriage, cultural taboos and
stereotypes women remain jobless and financially dependent. Therefore, in a world full of
strong, independent and power women, Pakistani women are considered economically
backward.

Q.No.04: What does Islam say about woman’s rights? Explain your answer in
the light of Quran and Hadith.
Ans.Islam provides equal rights in all fields of life to women. The Holy Quran says, “For men
there is share of what they earned and for women there is share of what they earned”.

Al-Nisa:32.

Similarly, in Hadith the Holy Prophet said, “Indeed you have rights over your wives and your
wives have rights over you.”
In the farewell sermon the Holy Prophet (SAW) declared and told the Muslim Men that their
women are partners of their life not slaves or under commands. It clearly shows that being
partner pf life they have equal rights and opportunities.

Q.No.05: State any incidence of gender inequality in any sector which you have
ever observed.
Ans. I have observed gender inequality in girl’s education. Mostly girls belonging to poor
families are pulled out from school earlier than boys due to financial crisis. It is still believed in
the society of Pakistan that education is not as much important for girls as it is important for
boys. Therefore, when education becomes unaffordable for any family they prefer to
discontinue the education of girls rather than boys.

Q.No.06: What seems to be motive behind writing this text?

Ans. The motive behind this text is to highlight and discourage gender based discrimination
against women in all walks of life. It is written to improve women’s access to economic, civil and
political participation in Pakistan.

Q.No.07: What would you suggest for the eradication of gender inequality?
Ans. The best way to tackle the issue of gender discrimination is that we must follow the Islamic
teachings as Islam has given equal rights to men and women. We should acknowledge that
women have a share in property; they should have the right to get education, equal work
opportunities and right to marry according to their own choice.
Unit 11 Jahangir Khan, The Conquerer
Q1. Why did Jahangir Khan go against his Doctor's Advice of refraining from
taking part in any physical activity?
Ans. In childhood Jahangir khan was physically very weak and had undergone two surgical
procedures. His doctors advised him not to take part in any sort of physical activities.
However, his high determination and courage excel him to go against his doctors.
Q2. Read paragraph 6 of the text and say what Jahangir Khan do to
maintain his physical fitness?
Ans. In order to maintain his physical fitness Jahangir khan used to take regular physical
exercise. He started his day with doing fourteen kilometer jogging in sixty to one twenty
minutes followed by a quick running. He took body exercise and went for swimming. He
used to follow this routine five day a week.
Q3. Give a brief detail of Jahangir khan's achievement s in the light of the
text Jahangir Khan — the conqueror".
Ans. Jahangir khan achieved a lot of success in the field of squash. In the age of fifteen he
became the first ever winner in the world amateur individual championship. In the age of
seventeen he became world's number one Geoff hunt of Australia. He won five hundred
fifty-five matches. He also won world open championship six times in his career.
Q4. Keeping in view the achievement of Jahangir khan, compare any other
national hero in sports with him?
Ans. At the end of 1986, another Pakistani athlete named Jan Sher khan appeared on the
horizon of squash. He was number one Pakistani squash player. During his career he won
world open record eight times and British open six
times while Jahangir khan won world open six times and British open ten times.
Q5. An idiom is the expression whose meaning cannot be inferred from the
meanings of the words that make it up. Find out three idiomatic
expressions from the text and explain their meaning.
Ans. 1) Two sides of the coin are an idiom which means two things are the two sides of the
same coin, they are closely related to each other.
2) Toe-to toe means a direct conflict or competition between two persons or groups.
3) Win one's spurs means to prone one's skill in a particular area.
Q6. What inspiration do you get from the life of Jahangir khan?
Ans. The inspirations that we get from the life of Jahangir khan is that when it comes to
achieve our goals we must not give up in front of hardships.
Vocabulary and Grammar:
A) Fill in the blanks with appropriate transitional word/phrase:
1. Nearby
2. Similarly
3. Even if
4. Ultimately
5. In the meantime
6. Consequently
7. Furthermore
8. In the other words

B) Use the Correct Transition Words:

1. Likewise
2. Although
3. Therefore
4. Likewise
5. Meanwhile
6. Therefore
7. For Example
8. Consequently
C) Second Conditionals:
1. Were...would get
2. Were...would travel
3. Weren’t...would be
4. Had...would buy
5. Weren’t...would be
6. Won...would travel
7. Had...would be
8. Spoke...would have
9. Lived...would speak
10. Passed...would be
11. Would be...had
12. Would buy...decided
13. Would have...didn’t buy
14. Would come...had
15. Would call...knew
16. Would go...liked
17. Would pass...studied
18. Would marry...were
19. Would never be...bought
20. Would lose...ate
Unit 12 All The World’s a Stage
Poem’s Explanation
Line 1-6 (Explanation):
In this stanza the poet declares that "the entire world's a stage" and that the people living in
it are "merely players." Every person, no matter who they are, where they were born, or
what they want to do with their lives, wakes up every day with a role. They enter; they exit,
just like performers. Every player plays seven roles during his life. The first stage is that of
an infant when he is helpless in his mother's arms. He merely pukes in the nurse's arms.
Line 7-18 (Explanation):
In these lines the poet tries to tell his readers about different stages of man's life. He says in
the second role; he is a child who goes "creeping like a snail unwillingly to school". He is
innocent. He is not willing to learn. He wants freedom. For learning, he must lose his
childish liberty. We may notice that man keeps on losing one quality and blessing while
qualifying for another one. The third stage brings before us the lover who sings woeful
ballads for his beloved. In the youthful age when man is full of energy and might, he does
everything to please his beloved. Even this shift of life, filled with merrymaking and joyous
songs, passes so quickly as well. Soldier, the fourth stage arrives swiftly; here man seeks
fame though it is temporary and short lived. He endangers his life for it. It alludes how man
goes to every extreme for temporary success, because success is always temporary. Fifth
role is of a middle aged man. He has round belly. He cites modem instances.
Line 19-28 (Explanation):
In the sixth stage of the man's life, he moves into the "pantaloons" or comfortable clothes
worn by old men. His youthful clothes are too loose because he's lost weight with age. He's
also lost his deep voice. It reverted back to something that's closer to what he had in one of
the earlier stages of his life. The last stage of a man's life is his "second childishness and
mere oblivion." This is when he loses control of everything that made him an adult. Now,
he's helpless and dependent on others, as he was when he was a child. He is "sans," or
without, "taste," "eyes," and "teeth." The final image is the man without "everything." His life,
all its intricate memories, and details, are lost.
Reading Comprehension
Q1. This
poem is an extended metaphor. What are the two things being
compared?
Ans. An extended metaphor is a metaphor that is developed over several lines of text,
over an entire poem, or throughout an entire text. Sometimes in an extended metaphor, the
writer comes out and says that one thing is the other, and then develops the metaphor
further by comparing characteristics of the two things. Shakespeare develops an extended
metaphor comparing life to a drama performed on stage: "All the world's a stage and all the
men and women merely players. One man in his time plays may parts."
Q2. There are seven stages of acts of a man listed in this poem. What are
they?
Ans. Following are the seven stages of man. The first role or stage is that of an infant or
baby. In the second stage of life man plays the role of a small boy or child. He holds a
school bag, has a shiny face and walks as slowly as he can because he does not like
school and is reluctant to leave home. The role of the lover is the third stage of life. He is
young and foolish and falls passionately in love, singing a sad song about love in which he
describes the beauty of a girl's eyebrows. In the fourth stage of life the man plays the role of
the soldier. He has a beard, swears oaths and is ambitious to seek out honor. He is so keen
to improve his reputation he is willing to risk dangers. In the fifth stage of life man plays the
role of a justice or judge. He has grown fat from eating expensive meats. He uses his
experience of life and the knowledge he has gained to offer what he thinks are wise sayings
and advice and good decisions. In the sixth stage of life the man becomes a pantaloons or
weak old man. He is so thin, his stockings become loose. The speech compares this stage
of life to a return to being like a baby or child. Old men and small children both have high
voices and are dependent on adults. The seventh and final stage is extreme old age or a
second childhood. Like babies very old men are dependent on others and have no teeth.
The old man loses his memory, hearing and control of his senses before dying.
Q3. What is meant by word "oblivion" in the context of the poem? What are
they?
Ans. In the context of the poem the word oblivion means that in last stage of man's life he
forgets too many things. Here an old man is referred to a person who forgets too many
things because of an old age.
Q4. Then a soldier. Full of strange oaths and bearded like a pard, jealous in
honor, sudden and quick in quarrel, seeking the bubbles reputation even in
the cannon's mouth.
a. What is the soldier ready to do?

Ans. The soldier is ready to take strange oaths. He has a beard like a tiger or a leopard. He
is fierce like these animals. During this stage of life, man is jealous of honor of others.
b. What is the poetic device used in the second line?

Ans. The poetic device simile has been used in the second line when a man has beard like
a leopard.
c. What does "bubble reputation' means?

Ans. Bubble reputation means temporary reputation and fame.

Q5. What is the significance of the words "entrances" and exists in the
poem “The Seven Ages”?
Ans. The words exists and entrances signify that they refer to birth and death respectively.
Q6: Identify various figures of speech in the poem.
All the world's a stage = metaphor
And all the men and women merely players:
They have their exits and their entrances;
And one man in his time plays many parts, = metaphor
His acts being seven ages.
At first the infant, Mewling and
puking in the nurse's arms.
And then the whining school-boy, with his satchel
And shining morning face, creeping like snail = simile
Unwillingly to school. And then the lover,
Sighing like furnace, with a woeful ballad = simile
Made to his mistress' eyebrow. Then a soldier,
Full of strange oaths and bearded like the pard, = simile
Jealous in honor, sudden and quick in quarrel,
Seeking the bubble reputation
Even in the cannon's mouth. = metaphor
And then the justice,
In fair round belly with good capon lined,
With eyes severe and
beard of formal cut, = imagery
Full of wise saws and modem instances;
And so he
plays his part. The sixth age shifts
Into the lean and slipper'd pantaloons,
With spectacles on nose and pouch on side, = imagery
His youthful hose,
well saved, a world too wide
For his shrunk shank; = alliteration
and his big manly voice,
Turning again toward childish treble, pipes
And whistles in his
sound. Last scene of all,
That ends this strange eventful history,
Is
second childishness and mere oblivion,
Sans teeth, sans eyes, sans taste, sans everything = repetition
Q7. Write
a well — integrated essay on different stages of human life as
mentioned in the above poem, using above prewriting strategies?
Ans. Students’ Effort
Vocabulary and Grammar
A. Following words have been taken from the above poem. Circle the word
that closely matches the relevant word
1) Crying
2) Bag for book
3) Sad
4) Leopard
5) Fat chicken
6) Sayings
7) Judgements
8) Pants
9) Legs
10) High pitch sound
11) Forgetfulness
12) Without

B. Complete the second conditional

1) Were...would be
2) Had...would give
3) Won...would buy
4) Had...would love
5) Wouldn’t drive...were
6) Wouldn’t ride…were
7) Told...would be
8) Would spend...were
9) Would help...knew
10) Felt...could
11) Went...wouldn’t be
12) Wouldn’t call...didn’t want
C. State whether the following sentences are simple complex or compound
1) Complex Sentence
2) Simple Sentence
3) Simple Sentence
4) Complex Sentence
5) Compound Sentence
6) Simple Sentence
7) Complex Sentence
8) Compound Sentence
9) Compound Sentence
10) Complex Sentence
11) Complex Sentence
12) Complex Sentence
13) Complex Sentence
14) Compound Sentence
15) Simple Sentence
16) Complex Sentence
17) Simple Sentence
18) Compound Sentence
19) Compound Sentence
20) Complex Sentence
21) Simple Sentence
22) Compound Sentence
Unit 13 Technical Education
Exercise Solution
Reading Comprehension
Q1. Why do we need more technical education then general education in
Pakistan?
Ans. We need more technical education than general education because technical
education is the need of an hour. Vocational education and training is required at all levels
in order to raise employability and productivity.
Q2. How did technical education help Japan and Germany recover their
economy after World War II?
Ans. Technical education helped both Germany and Japan to recover from worst economic
downfall after World War II. Japan became a role model in the field of technology and
developed its economy. On the other hand Germany, the fourth largest economy in the
world today, takes pride in its vocational education system.
Q3. Why is a linkage between the industries and the technical education
training centers necessary?
Ans. Industry linkages with technical education training centers are extremely important for
effective work related education such as align graduate skills with industry demand. Due to
lack of technical education, there is mismatch between the skilled man required and the
skilled man available. Majority of the workers have never been to vocational training
institutes.
Q4. What measure do you suggest for improving the technical education
structure of Pakistan?
Ans. There are certain measures we can adopt to improve technical education structure in
Pakistan. Firstly, we need to expand and upgrade existing system of education. Technical
education should be subsidized and scholarships should be
awarded to deserving students. Proper teaching material should be developed. Government
should actively work on the promotion of education industry.
Q5. How can technical education help in strengthening the economy of
Pakistan?
Ans. The key to economic and industrialization is a skilled and well-trained workforce. This
aspect will be opening up many employment opportunities for people. Skilled and well
trained workforce will promote the economic growth of the country. Technical education is
thought to be a solution to terrorism, crimes and all other social evils that exist in the
society.
Vocabulary and Grammar
A. Following are some words related to economics. Place each word in the
given blank that best define this word
1) Customer...Client
2) Job...Career
3) Colleague…Coworkers
4) Expensive...overpriced...top-of-the-line...premium
5) Common...standard...run-of-the-mill ordinary...familiar...well-known
6) Rich...wealthy...well-to-do...well-off
7) Scheme...plot...strategy...approach
8) Factory...manufacturing...sweatshop...factory...workshop
9) Warranty...guarantee
10) Ashamed...embarrassed...mortified
11) Boss...manager...supervisor...manager
12) Cost...price...expensive...investment
13) Sufficient...adequate...adequate....sufficient...plenty
14) Fail...come up short...to miss the mark
15) Young...youthful...immature
16) To look...to watch...to stare...to glare
17) Honest...sincere
18) Cheap...thrifty...frugal...cheap...stingy
19) Unusual...odd strange...weird...unique

B. Put the correct third conditional verb form

1) Hadn’t been...wouldn’t have missed
2) Had studied...would have passed
3) Had arrived...would have seen
4) Had gone...wouldn’t have woken
5) Had become...would have recorded
6) Had gone...would have become
7) Had been...would have learnt
8) Had gone...would have studied
9) Hadn’t gone...wouldn’t have met
10) Had taken...would not have gone
11) Would have been...had stayed
12) Would have passed...had studied
13) Wouldn’t have got.... hadn’t gone
14) Would have been...hadn’t taken
15) Wouldn’t have met...hadn’t come
16) Would have taken.... had
17) Wouldn’t have called...hadn’t forgotten
18) Would have come...had been
19) Wouldn’t have done...had known
20) Would have been.... had left

C. Match the two halves of the conditional sentences given in column A & B
Column A Column B
I wouldn't have overslept If my alarm clock had gone off
If she had gone to bed earlier She wouldn't have been so tired
I could have lent you the money If you 'd asked
They wouldn't have found out If you hadn't have told them
You could have been a doctor If you had studied medicine
If you'd been more organized You wouldn't have been so stressed at
the last minute.
If they 'd taken my advice They wouldn't have had so many
problems
Unit 16: Tourists Attractions in Pakistan
Q. No.1: What is the world’s view of tourism potential in Pakistan?

Ans. The importance of Pakistan, tourism point of view, is already

worldwide accepted due to the unparalleled mesmerizing natural scenarios,
historical and religious attractions, present abundantly in its every part. It is
a kaleidoscope of some most diverse natural beauty. The World
Economic Forum placed Pakistan among the top 25 percent of global
destinations for its UNESCO ‘World Heritage Sites’. Being Number 1 on
Conde Nast Traveler’s list of 20 best holiday destinations for 2020, one of
the 10 Coolest Places to go in 2019 as per Forbes, the world’s third best
potential adventure’s destination for 2020 as per BBS (British Backpacker
Society), Pakistan has become the tourists’ focus. Or

Q. No.2 : What are the natural attractions for the tourists in Pakistan?

Ans. The territory of Pakistan is God gifted, regarding its eye catching
attractions for the tourists. The Northern areas of Khyber Pakhtunkhwa
include Kaghan, Naran and Swat valleys as well as Khyber Pass are the
sources of attractions. Mountain ranges of Balochistan, mines, coastal belt
and Gawadar Port, Juniper Shaft Cave, Shahrah e Roghan, the Murghagull
Gharra Cave, Mughal Saa Cave and Pakistan naturally decorated cave and
Mangochar cave are full of natural beauty. Moenjo-Daro, Commercial hub
of Karachi, Seaports with beaches of extended coastlines are fs the amous
in Sindh. Shrines, ancient forts, gardens of Mughal eras, salt mines, rich
agricultural lands with extensive network of rivers and channels are worth
seeing. Gilgit Baltistan and AJK are considered to be worldly paradise.

Q. No. 3: What is the historical importance of ‘Karakoram Valley’?

Ans. The world’s highest trade route is Karakoram highway. Highway

constructed along the ancient silk road is the highest trade route that links
Pakistan and China. Additionally, the nearby Mintaka Pass lies along the
fabulous ancient Silk Road that linked Europe to Asia and over which
history’s most famous tourists, once travelled. These include the Venetian
trader Marco Polo, the Chinese Monk Fe Hien and Arab historian Al Beruni.

Q. No. 4: Which religious sites the tourists to Pakistan? What is their

significance?
Ans. Pakistan, being a land of saints and Sufis attracts the concentration of
followers. These saints and Sufis preached amity, peace and universal
love. Their preaching promoted religious co-existence, communal harmony
and tolerance in the society. The shrines of Data Ganj Bakhsh Hajveri,
Hazrat Abdullah Shah Ghazi, Hazrat Lal Shahbaz Qalandar, Sachal
Sarmast and Bahauddin Zakria are worth a visit for spiritual solace and
eternal peace. Beside these, shrines of saints of other religions are
present as well.
Q. No. 5: How is Baluchistan important for tourism?
Ans. Baluchistan is the largest province of Pakistan in terms of
area. It has immense natural beauty comprising mountain ranges,
mines and a very long coastal belt including the under progress
Gawadar port. Juniper Shaft cave, Shahrah e Roghan, the
Murghagull Gharra cave, Mughal Saa cave, Pakistan naturally
decorated cave and Mangocher cave are caves which are the
spots of attraction for the tourists across the world.
Q. No. 6: How can we improve the global image of Pakistan
to attract tourists from around the world?
Ans. Tourism has got the status of an industry around the world
as it is an important source of foreign exchange. However, it
needs certain requisites to attract the tourists. Global image of
Pakistan can be improved by ensuring life security to the foreign
tourists as a first priority. They must feel at home in this regard.
Secondly, they must be provided emergency medical facilities in
the hours of need. Adherence to hygiene and cleanliness at
restaurants, eateries, washrooms and hotels at tourist spots must
be ensured. Availability of affordable accommodation and food
essentials must be prioritized. Public response and attitude must
be based on respectable norms and charms. The seasonal as
well as other unavoidable transitions must be addressed
positively. The government and the relevant stakeholders must be
alert to facilitate the tourists in every regard.
Q.No.7: Highlight Pakistan as a tourist destination for
‘Buddhist’ and ‘Sikh’ tourists.
Ans. Buddhism found avid followers, supporters and patrons in
Gandhara. Pakistan became the custodian of rich collections of
sacred relics and superb specimens of art and architecture from
Buddhist civilization. For example, the Buddhist ruins of Texila are
priceless treasures of immense interest to Buddhists and
researchers around the world Texila became the center of
excellence when the first ever university was found in the 10 th
century BC.
Sikh Gurus and their related political powers influenced Punjab.
They worked for their sacred sites. Gardawara Darbar sahib,
Kartarpur near Lahore is visited by thousands of pilgrims from all
over the world.

Vocabulary and Grammar (Answers)

A. 1.solemnity 2.tolerate 3.sufficiently 4.familiarity
5.rebilious 6.inauguration 7.patriot 8.patriotism
9.glorious
10.stimulants
B. 1.accordingly 2.neverthless 3.otherwise 4.however
5.further 6.although 7.since 8.until 9.as soon as
10.moreover 11.actually 12.in order to 13.whenever
14.therfore
15.meanwhile
C. Anaphoric(A)/Cataphoric(C)
1.A 2.A 3.C 4.A 5.C 6.A 7.A 8.A 9.A 10.A 11.A
12.A 13.A 14.C 15.C 16.A 17.A
D. subject-verb inversion
1. Should you see John, please give him my best regards?
2. Were you to earn a huge salary, what would you do with the
money?
3. Had he not squandered all his savings, he would not be poor
now?
4. Were you to get wind of the situation, she would definitely be
devastated.
5. Should you need assistance, please let us know?
6. Should he be accepted for the job, he would go out and
celebrate?
7. Had I not chosen to learn English, I wouldn’t be doing this
exercise now?
8. Had I not been so strange, I would have remembered it?
9. Were I in your shoes, I would tell her the truth?
10. Were he promoted, his salary would double?

Conceptual Questions

1. Compare the tourism of all the provinces of Pakistan.

2. Illustrate the historical background of Attaabad Lake.
3. Highlight the myth related to Kaghan valley.
4. Highlight the historical background of Karakoram valley.
5. ‘Neelum Valley has spectacular views to present.’ How?
 6. Where and how is wildlife protected in Pakistan?
7. ‘To seek spiritual solace, comfort can be achieved in
Pakistan.’ Justify.
8. To preserve historical sites, hard work and strategies are
required on the part of the government. Has Pakistan
remained successful in this regard? Why or why not?
9. Explain briefly vegetation and fauna
of Pakistan.
10.God has gifted this country a lot but we haven’t utilized these
gifts so far. Why?
11. What is volcano? Which volcano is famous in Pakistan?
12. Pakistan is the custodian of rich collections of superb art and
architecture. Highlight with reference to the essay.
13. Which areas in Pakistan attract you as per tourism point of
view? Elaborate.
14. Give an estimate of picnic spots you have visited. What are
the pros and cons of these places?
15. Do you think the tourism department has fulfilled its
obligations? Why or why not?
Unit 17: Desiree’s Baby

Q. No. 1: Write down the central idea of the lesson,

‘Desiree Baby’.
Ans. The central idea of this lesson is racism, gender and
hypocrisy. Armand’s cruelty both towards Desiree and those
he enslaves, is based on entrenched ideas of race. On the
other side, misogyny of the society, Chopin depicts is clear
from Desiree’s experiences both before and after the birth of
her child. Hypocrisy reveals throughout the story. It marks
race, gender and class hierarchies, further leading to the
exposition of its harshness.
Q. No. 2: Why did Armand not consider Desiree’s origin
before marrying him?
Armund was infatuated with Desiree from the moment, he
saw her for the first time. So, his decision to marry her was
impulsive. She was attractive, beautiful, gentle and sincere.
He fall in love with her. He thought it useless to consider her
origin in the presence of these features. The relation of love
doesn’t require any origin, rather, this feeling blinds a person
even the slight notions of wisdom becomes hazy.
Q. No. 3: Write a brief character sketch of Armand
Aubigny?
Ans. Arman Aubigny is the central character of this story. He
fell in love with Desiree and didn’t compromise whatever the
sacrifices required. He presented her precious presents and
at last, married her. After becoming father of a baby, his love
turns upside down as his bay was black in appearance. He
is a strict master and manager of his plantation. The end of
the story reveals that the mother of Arman was black as well
and he realized that the colour of his baby was due to his
own inheritance not of his wife.
Q. No. 4: Why did the behavior of Armand Aubigny
change towards Desiree as the story proceeds?
Ans. The start of the story tells us that the central character
of the story, Armand is involved in undaunted and
passionate love with Desiree. He presents her precious
presents and works hard to secure a brilliant future for her.
But tragic flaw appears in the form of a black baby’ birth that
changes his feelings for Desiree. Even he asks her to go to
her foster mother’s home with the baby. Actually, he
expected a white baby from Desiree but his expectations
confronted havoc that’s why his attitude changed as well.
Q. No. 5: Why was Desiree assumed a reason for his
child not being white?
Ans. Desiree was assumed a reason because of her own
mysterious and unknown origin. He had been found sleeping
against a stone pillar on the Valmonde estate. The
Valmonde family adopted her. So when she gave birth to a
baby, her husband came to know that she had given birth to
a black baby because she herself belonged to a mixed race.
That’s why Armand’s behavior changed.
Q. No. 6: What is the meaning of the phrase, ‘he was
reminded that he was nameless’ in the context of
Desiree’s Baby?
Ans. This phrase has a symbolical significance with
reference to the theme of racism. It foreshadows what
occurs later in the story when Armand tells Desiree, ‘it
means that the child is not white.’ It means that you are not
white. The phrase means that Armand was reminded of the
fact that the father and mother of Desiree were unknown.
Her origin was mysterious and obscure and she was the
adopted child of Valmonde. But later on, it is this
 namelessness that makes him believe that Desiree is
responsible for the darker skin of their son.
Q. No. 7: Suggest another ending for the story, ‘Desiree’
Baby’.
Ans. Students’ own effort.

Conceptual Questions
Q.No.1: How did Armand become blind in love with Desiree?
Q.No.2: Estimate the sacrifices presented by Armand for the
cause of his love.
Q.No.3: What does Madame Valmonde do with the baby when
she first time sees?
Q.No.4: What is the reason of Desiree’s killing herself?
Q.No.5: Why was Desiree assumed the reason for the baby’s
black colour?
Q.No.6: Point out symbolism from the story.
Q.No.7: Reflect the thematic background of the story.
Q.No.8: Discuss the plot of the story.
Q.No.9:What do you think the end of the story is justified or not?
Support your answer with a logical reason.
Q.No.10: Why is the fate of Desiree kept obscure in the story?
Q.No. 11: Who is responsible for the turmoil in the story? Why?
Q.No. 12: Often in life, innocent children are the real sufferers as
they have to cultivate the deeds of their elders. Explain with
reference to the story.
Q.No. 13: Bring out a brief story of the same context from your
surroundings as the story you have read.
Q.No. 14: ‘Namelessness itself is havoc’, how?
Q.No. 15: Before taking a step, critically view the circumstances.
Has Armand followed this principle?

Unit 18: Lines from the Deserted Village (Poem)

Q.No.1: Write in your own words the significance of the title, ‘Lines
from the Deserted Village’.

Ans. The poet of the poem, ‘Lines from the Deserted Village’
is
nostalgic for life in the village. Actually, he has pondered
upon the life that was in his village in the south of
England during his childhood. Gradually, most of the
inhabitants shifted to the nearby urban areas to earn
their bread and butter and became the parts and parcels
of the mechanism of urban life. The simplicity of life in
his village was badly distorted and the poet has mourned
about the same.
Q.No.2: Describe in your own words the picture of the village
portrayed by the poet in the first six lines of the poem, ‘Lines from the
Deserted Village’.

Ans. The poet has portrayed the picture of an ideal village in the poem,
‘Lines from the Deserted Village’. According to the poet,
his village was the most beautiful place in that area. It
had alluring views and fantastic scenery. Spring came
earlier and summer lasted for long. Lush green fields,
running mills, streams and the decent church provided a
soothing impact to the minds. The poet used to sit with
other villagers under the shadowy trees and enjoy the
activities of the youngsters.
Q.No.3: What does the poet mean by the following words and
phrases?

a) Loitered over thy green: lavishing upon lush green scenario

b) talking age: old age; a person just involved in talking rather in

physical activities

c) seats of my youth: places where the poet sought comfort is during

his youth

d) the village train: the crowd of the villagers

Q.No.4 What verse form is used by the poet in the poem, ‘Lines from
the Deserted Village’?

Ans. Augustan verse is used in this poem and is composed in heroic

couplet. A heroic couplet consists of a rhyming pair of lines in iambic
pentameter.
Q.No.5: Give an example of alliteration from the poem, ‘Lines from the Deserted Village’.

Ans. Smiling spring, humble happiness, endeared each, succeeding sports, sweet
succession and where wealth are some examples of alliteration from the poem.

Conceptual Questions

Q. No.1 Why is the poet lamenting for the charms of village life?

Q. No.2 Compare and contrast the life in the village during his youth
and with that of today.

Q. No.3 Lush green fields relieve the minds. How?

Q. No.4 The mechanical urban life has fulfilled the needs of mankind
but deprived him of the peace of mind. Do you agree?

Q. No.5 Actual life is the social life. What kind of social life, the poet
had during his youth?

Q. No.6 Do you think that the people of cities are hollow men? Why
or why not?

Q. No.7 What are the blessings of rural life that bring man closers to
nature?

Q. No.8 Critically appreciate the poem.

Q. No.9 Give instances of imagery from the poem.

Q. No. 10 Do you thing this poem has the artistic perfection in regard to
its structure? How?

Q. No. 11 Estimate the metrical beauty of the poem.

Q. No. 12 The poem has a number of depictions based on visual
imagery. Which are these?

Q. No. 13 Why has the poet regarded his village to be deserted?

Q. No. 14 How has Oliver Goldsmith followed the pattern of the poets
of nature?

Q.No. 15 ‘Where wealth accumulates and men decay’, how is the line
refer to material chase?
 Unit 19: Lord of the Flies (Novel)
Q.No.1 How did the boys come to the jungle island?

Ans. In the midst of a war, a plane was carrying a group of English boys.
It was short down over the ocean and was crashed in a thick jungle on a
deserted island. Summoned by the blast of sound from the shell, the
boys started to straggle onto the beach. They were escaping from an
atomic war in their country. Their plane crashed in the Pacific Ocean
and thus they reached to the jungle island.

Q.No.2 What did Ralph do to attract other boys on the island?

Ans. Ralph finds a conch shell in the lagoon and after some prompting
from Piggy, he manages to blow it and produce a loud booming note
which attracts other boys to the location. He declares that they must
light a fire to attract the attention of the passing by ships. In this way,
they would be able to get rescued.

Q.No.3 Describe the scene of the arrival of Jack and his band at the
place where the boys were assembled.

Ans. It was a very fascinating scene when Jack arrived with a group of
boys, wearing black cloaks. He was leading other boys. Jack himself was
wearing the same uniform but his cape badge was golden that granted
him distinction from other boys. He shouted an order and all the boys
halted gasping, sweating and swaying in the fierce light.

Q.No.4 What was the first issue that arose before the boys and how
was that tackled?

Ans. The first issue that arose before the boys, was the selection of
their leader and a chief. As in a groom society, the decisions are carried
on in a very democratic way through mutual harmony under the
supervision of a leader, here; the boys confronted the same problem.
The process of electing the chief was completed by show of hand and
ralph was the person who got majority and was elected as chief.

Q.No.5 How did Ralph think that they would be rescued?

Ans. Ralph thought that they would be rescued as the passengers of a

passerby ship will be able to divert their attentions due to the lit fire
and they would rescue them. Ralph’s father was in the Navy. He was
thinking that his dad would endeavor to find them out as well.

Q.No.6 What rule regarding the conch was made and why?

Ans. It was agreed upon by the stranded boys, regarding the conch that
anyone holding the conch during the assembly will have the platform to
speak without being interrupted. This rule granted the holder freedom
of speech without being interrupted or interfered or even being
disturbed by anyone.

Q.No.7 Briefly describe the role of hallucinations scene from ‘Lord of

the Flies’.

Ans. After seeing the hunters kill the wild ram and fix its head on a
stick, Simon has a hallucination in which the ram’s head seems to talk
and threaten him. After going through that horrible experience, he
faints. Actually, Simon is not interested in hunting as he considers it a
bloody game. He stays hidden and other boys hunt the wild ram and kill
it.

Q.No.8 What is the significance of the title, ‘Lord of the Flies’?

Ans. Lord of the Flies refers to Beelzibub, another name for the Satan.
He is also called the lord of the Filth and Dung. Throughout the novel,
the children grow dirtier and dirtier, an outward reflection of their
inner state. As their savagery and evil increases, they seek a symbol, a
god to worship. Lord of the flies, metaphorically refers to the rot and
decay of society represented by the breakdown of the boys’ civilization

Q.No.9 What happened to the conch and Piggy and what does it
suggest?

Ans. A huge rock was rolling down towards the boys. Ralph, being the
smarter one, enables himself to dive aside and prevent himself from
being crushing down. The boulder strikes Piggy and he was crushed
under it and the conch, being in his hand, shatters into pieces. It
symbolizes the end of not only an innocent life in a cruel way but
eradication of law and order from the island and ultimately the start of
a wild and barbaric era that would crush the civilization.

Q.No.10 How are the boys rescued at the end?

Ans. A British battleship anchors off the shore of the tropical island
after witnessing the entire island on fire. Actually, Jack and his hunters
set the whole island on fire to search and chase Ralph and his
companions. Seeing this huge smoke, an officer in a ship came to the
island and rescued them all.

Q.No.11 How were Ralph’s priorities different from Jack’s?

Ans. Ralph and Jack are the two opposite sides of the same coin. Ralph
wants himself and his fellows to be rescued as soon as possible and lit
fire for the same purpose but Jack wants to be stranded on the same
island, unattended. He wanted to play, hunt and enjoy. Ralph wants his
fellow to be led systematically and in a civilized way while Jack hated
law and order, rules and regulation, discipline as well as restraints.

Q.No.12 What does Simon represent in the novel?

Ans. Simon is the symbolic presentation of piety, purity and saintliness.

Being a kind innate, spiritual human goodness that is deeply connected
with nature and its own way, such a figure finds out a way for itself in a
unique way, difficult to be understood in ordinary situations.

Q.No.13 Compare and contrast the characters of Ralph and Piggy?

Ans. Ralph is an active boy of an athletic physique. He is slim and smart

with an attractive height and personality. He is full of wisdom and
possesses leadership qualities as well. He has the inspirational features
to impress others. On the other hand, Piggy is a short heighted round
boy and visibly overweight. He suffers from asthma and has to wear
glasses. He doesn’t have the confidence to lead even his own case.

Q.No.14 What is the purpose of mock-hunts in the novel?

Ans. Primitivism and barbarism engulf a society where rule of law fails.
Similar is the case with the Lord of the Flies where the stranded boys
get involve in the lawlessness and love for freedom from restrains of
positivity. Mock hunts represent the same ideals in the novel. The mock
hunt begins as a pure sport for the sake of fun but gradually it turns
into savagery and cruelty. There are three mock hunts in the novel.

Q.No.15 “Listen all of you….., we are living along the beach by a flat
rock. We hunt and feast and have fun, if you want to join my tribe,
come and see us. Perhaps I will let you join perhaps not”. Whose
words are these and what was the occasion?

Ans. These are the words of Jack – the leader of the hunts. These words
occur in chapter 8, on the occasion when his companions attack Ralph
camp and take away burnt branches and race away along the beach. On
that moment, Jack addresses them through these words.

Q.No.16 “Authority set on his shoulder and chattered in his ear like an
ape”. Explain this statement of William Golding with reference to the
context.
Ans. The words show the position of Jack in the novel. He is
overpowered by arrogance, pride, dictatorship and authoritative
attitude towards others. He wanted himself to be the chief and his
orders must be obeyed without a slight appearance of wrinkle on
forehead. He became the victim of superiority complex.

Q.No.17 “The fire is the most important thing and without the fire, we
can’t be rescued”. Whose words are these? What do you say about
this statement?

Ans. These are words, used by Ralph. He feels that fire would enable
them to be rescued as it would be noticed from a faraway distance. He
might know the importance of the fire signal in navigation. Besides, he
might feel the warmth of fire on a stranded and lonely island as well.

Q.No.18 What is the dominant theme of the novel, ‘Lord of the Flies’?

Ans. The dominant theme of the novel is that man is all evil from inside
and outside. The outlet of his actual nature exposes when an
opportunity is provided. Barbarism and savagery dominate when it
doesn’t used to be check and balance with iron hand. The boys, in the
novel deviate from the right path after getting stranded on the island
and remaining exclusive from the wise elders supervision.

Q.No.19 What general idea about the psychology of small children do

you derive from the novel, ‘Lord of the Flies’?

Ans. The novel is actually a psychological depiction of children.

Basically, the children used to be innocent unless they are corrupted by
the evil circumstances. The children, in the novel have the same kind of
stature. They were horrified in the start but gradually got adoptability
with the circumstances and felt at home on the stranded island. They
played, enjoyed, hunted in the start but became brutal with the
passage of time.
Q.No.20 Explain the following symbols, used in the novel:

The conch shell---symbol of authority

Piggy’s glasses, ---symbol of life

the signal fire, ---symbol of life and safety

the beast, --- symbol of inner barbarism and savagery of boys

Vocabulary and Grammar

A) Students’ own effort

B) Answers
1.Complex 2.Compound 3. Complex
4. Simple 5. Simple 6. Simple
7. Simple 8. Compound 9. Simple
10. Complex
C) Answers
1. pretty 2. Delicious 3. Crashed 4. Said
5.starving 6. Hard 7. Dash 8. Furious
D) Students’ own effort

Conceptual Questions
Q.No.1 In the novel, ‘Lord of the Flies’, how was Ralph an effective and
ineffective leader?

Q.No.2How does Jack’s appearance and behavior in chapter 1 of the

novel foreshadow the evil he will cause?

Q.No.3How does the first fire foreshadow the destructive forces that
overwhelm the boys in the novel?

Q.No.4 Jack went through the exposition of real nature. How?

Q.No.5How do evil forces dominate gradually in the novel?

Q.No.6 What is the significance of breaking Piggy’s glasses?

Q.No.7What is the dramatic ironyin the fact that Samneric identify the
dead parachutist as the beast in ‘Lord of the Flies’

Q.No.8What is the symbolic significance of dancing and chanting in the

novel?

Q.No.9Dictatorship proves to be unjustified at the end. Evaluate in the

light of the novel.

Q.No.10Human being requires positive supervision to avoid deviation

from the right track. Justify in the light of the novel.

Q.No.11What is the historical context of the novel, “Lord of the Flies”?

Q.No.12 Evaluate critically the character of the protagonist from the

novel.

Q.No.13 Evaluate critically the character of the antagonist from the

novel.

Q.No.14 What does the wild ram’s head symbolize in the novel?
Q.No.15 What are the reasons that created hatred in Jack’s heart for
Ralph?

Q.No.16 Sir William Gerald Golding gives contemporary touches in the

novel. How?

Q.No.17 Sir William Gerald Golding has a deep insight into the
psychology of children. Elaborate in the light of the novel.

Q.No.18 Howhasthe novelist;Sir William Gerald Golding proved the

artistic presentation of characterization in the novel?

Q.No.19 Justify the end of the novel.

Q.No.20 Luxurious life often leads to catastrophe. wHighlight in the

light of the novel.