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About this booklet

This booklet is prepared exclusively to cater the needs of 11th grade students
who aspire to obtain maximum marks with least effort. The booklet is
compiled by a seasoned teacher, Prof. Naeem Haider, who has taught in
various colleges and universities and served at multiple leadership posts. This
booklet will be sufficient enough to score 90+ in Urdu, if studied thoroughly
under the guidance of the author.
The theme of this booklet is based on the new model paper as practiced in
Fbise exams. The question to question material enables the students to get a
grip on the paper and it gives them confidence on their preparation.
For questions and queries, feel free to contact at 0311-1537563

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HSSC-1 Crash Course EnglishKeys Academy

Topic 01: Grammar Based MCQs
1. Emphatic and reflexive pronoun 17. Adjective clause
difference 18. Adverbial clause
2. Order of adjective 19. Simple sentence, Compound,
3. Transitive and intransitive verb Complex, Compound complex
difference sentence
4. Linking & Action, Main & Helping 20. Declarative, Interrogative,
Verb Imperative, Exclamatory sentence,
5. Tense chart with formulas Optative sentence
6. Phrase Vs Clause 21. How to differentiate when a certain
7. Noun phrase pronoun is used as pronoun or
8. Prepositional phrase adjective/determiner
9. Adjective phrase 22. 0, 1st, 2nd, 3rd conditional sentence
10. Adverbial phrase 23. Anaphoric, Cataphoric, Exophoric
11. Gerund phrase reference
12. Participle phrase 24. Transitional device of addition,
13. Infinitive phrase comparison, contrast, conclusion
14. Appositive Noun/phrase 25. How to tell whether a sentence is fact
15. Main clause VS Subordinate clause or opinion
16. Noun clause 26. Gloss (Synonyms/Antonyms)
Concept Walkthrough of Topics
1. Emphatic pronouns emphasize the subject, while reflexive pronouns reflect back to the
subject. Example: "He himself finished the task" (emphatic), "She hurt herself" (reflexive).
2. Adjectives usually follow a specific order: opinion, size, age, shape, color, origin, material,
purpose (1QSASHCOMP). Example: "the lovely little old round red Japanese silk umbrella."
3. Transitive verbs require a direct object to complete their meaning, while intransitive verbs
do not. Example: "She ate (transitive) an apple" vs. "He sleeps (intransitive) peacefully."
4. Linking Verb: Be form, acting as main verb. He is a boy. He is intelligent.
Action Verb Expresses an action performed by the subject.
- Examples: "run," "jump," "eat," "write," "dance," "sing," "play." Trick to tell the difference:
substitute test
Main Verb Carries the main meaning of the sentence and can stand alone. - Example: "She
sings beautifully."
Helping Verb: is, are, am, was, were, has, have, had + Main Verb. Example: She is (linking
verb) singing (action verb) a song.
5. Tense Chart:
Past Present Future
Simple An action that ended at a point An action that exists , A plan for future
in the past. is usual, or is repeated. action.
cooked cook / cooks will cook
(time clue)* e.g. He cooked yesterday. e.g. He cooks dinner e.g. He will cook
every Friday. tomorrow.
Progressive An action was happening (past An action that is An action that will be
be + main verb progressive) when another happening now. happening over time, in
+ing action happened (simple past). the future, when

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something else
happens.
was / were cooking am / is / are cooking will be cooking
(time clue)* e.g. He was cooking when the e.g. He is cooking now. e.g. He will be cooking
phone rang. when you come.
Perfect An action that ended before An action that An action that will end
have + main another action in the past. happened at an before another action in
verb unspecified time in the the future.
past.
had cooked has / have cooked will have cooked
(time clue)* e.g. He had cooked the dinner e.g. He has cooked e.g. He will have
when the phone rang. many meals. cooked dinner by the
time you come.
Perfect An action that happened in the An action occurring An action occurring
Progressive past, before another time or over time that started in over time, in the future,
have + be + action in the past. the past and continues before another action or
main verb + ing into the present. time in the future.
had been cooking has / have been will have been cooking
cooking
(time clue)* e.g. He had been cooking for a e.g. He has been e.g. He will have been
long time before he took cooking for over an cooking all day by the
lessons. hour. time she gets home.
6. A phrase is a group of words without a subject-verb combination. Example: "behind the tree,"
"on the table."
7. A clause is a group of words containing a subject and a predicate (Verb). Example: "She is
reading a book."
8. A noun phrase is a phrase centered around a noun. Example: "the big red apple."
9. A prepositional phrase starts with a preposition and ends with a noun or pronoun. Example:
"in the house," "on the table."
10. An adjective phrase is a group of words that function as an adjective. Example: "very tall,"
"extremely beautiful."
11. An adverbial phrase is a group of words that functions as an adverb. Example: "in a hurry,"
"with great care."
12. A gerund phrase consists of a gerund and its modifiers and complements. Example:
"Swimming in the lake is her favorite hobby." Always acts as Noun
13. A participle phrase consists of a participle and its modifiers and complements. Example:
"Shouting loudly, she ran down the street." Mostly acts as adjective, occasionally as adverb
Trick: When ing/3rd form of verb is used without helping verb, it is not a verb. Ving acting as
noun is gerund, Ving, Ed acting as adjective is participle
14. An infinitive phrase consists of an infinitive and its modifiers and complements. Example:
He loves to swim in the ocean.
15. An appositive noun/phrase renames or explains another noun. Example: "My brother, a
doctor, is coming to visit."
16. A main clause can stand alone as a sentence and contains a subject and a predicate.
Example: "She sings beautifully."
17. A subordinate clause cannot stand alone as a sentence and is dependent on a main clause.
Example: "After she finishes her homework, she can go outside."

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18. A noun clause functions as a noun within a sentence. Example: "What he said surprised
everyone."
19. An adjective clause functions as an adjective within a sentence. Example: "The book that
she is reading is interesting."
20. An adverbial clause functions as an adverb within a sentence. Example: "He left the party
because he was tired."
21. Sentences:
 simple: one independent clause. Example: "She dances."
 compound: two or more independent clauses joined by coordinating conjunctions. Example:
"She sings, and he dances."
 Complex: one independent clause and at least one subordinate clause. Example: "Although
she was tired, she worked
 compound-complex: two or more independent clauses and at least one subordinate clause.
Example: "She sings, and he dances while I play the piano."
 Declarative sentences make statements, interrogative ask questions, imperative give
commands, and exclamatory express strong emotions.
 An optative sentence expresses a wish or hope. Example: "May you have a wonderful day!"
22. Pronouns used as pronouns replace nouns, while when used as adjectives/determiners, they
modify nouns. Example: "He is tall" (pronoun), "His book is on the table" (adjective/determiner).
23. Conditional
 The Zero Conditional sentence expresses a fact, habit or scientific principle.
Example: "If/When we heat rubber, it melts." (Present Simple + Present simple)
 The 1st conditional: a possible future event with a condition. Example: "If it rains, I will
bring an umbrella." (Present Simple + Future simple)
 The 2nd conditional: an unreal or hypothetical situation in the future. Example: "If I were
rich, I would buy a yacht." (Past Simple + Future (Would)
 The 3rd conditional: a hypothetical situation in the past with a different outcome. Example:
"If I had studied harder, I would have passed the exam." (Past Perfect + Future (would have)
24. Reference
 Anaphoric reference refers to something mentioned earlier in the text. Example: "John went
to the party. He enjoyed himself" (anaphoric)
 Cataphoric reference refers to something mentioned later "The party was great. John
enjoyed himself" (Cataphoric).
 Exophoric reference refers to something outside the text. Example: "They are late again. Can
you believe that?"
25. Transitional devices like addition (also, furthermore), comparison (similarly, likewise),
contrast (however, on the other hand), conclusion (therefore, thus) help organize and connect
ideas.
27. Facts can be proven or verified, while opinions are personal beliefs. Example: "The Earth
orbits the Sun" (fact), "Chocolate ice cream is the best" (opinion).
Topic 02: Comprehension Passages
Important Chapters
1. Responsibilities of Youth
2. Its Country for me
3. Choice of Career
4. School Vs Education

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5. Drug Abuse in the Youth of Pakistan

6. How to take a Job interview?
Note: Keeping in view the nature of comprehension question, there chapters are the most
important. But if the examiner is dumb or makes a crazy paper, the passage can be from
anywhere.
Comprehension Hacks by EnglishKeys
1. Reading the Text:
- Start by skimming through the passage quickly to get a sense of its topic and structure.
- Then, read the passage carefully, paying attention to details such as names, dates, and key
terms.
- Try to understand the main idea or central theme of the passage, as well as any supporting
points or arguments.
2. Writing Answers to Short Questions:
- Carefully read each question and underline or highlight any keywords or instructions.
- Scan the passage to locate the relevant information needed to answer the question.
- Answer each question concisely and directly, using complete sentences where required.
- Make sure to support your answers with evidence or examples from the passage, if necessary.
3. Writing the Summary:
- Begin by identifying the main idea or central theme of the passage.
- Highlight the key points or main arguments presented in the passage.
- Write a concise summary that captures the main points of the passage in your own words.
- Focus on the most important information and avoid including minor details or examples.
- Aim to keep your summary within the specified word limit, typically 100-120 words for
SSC/HSSC exams. It shouldn’t be more than 50 percent of the original text.
- Make sure your summary is well-organized and flows logically from one point to the next.
4. Giving a Title to the Summary:
- Review the main idea or central theme of the passage.
- Choose a title that accurately reflects the content and focus of the passage.
- Keep the title brief yet descriptive, using keywords or phrases from the passage.
- Avoid using vague or generic titles and aim for something specific and relevant to the passage.
5. Reviewing and Revising:
- Take some time to review your answers and summary before submitting.
- Check for any spelling or grammatical errors, and make corrections as needed.
- Ensure that your answers are clear, concise, and well-supported by evidence from the passage.
- Verify that your summary accurately captures the main points of the passage and is within the
specified word limit.
- Make any necessary revisions or edits to improve the clarity and coherence of your responses.
By following these detailed steps, you can effectively approach and tackle an unseen
comprehension passage in SSC/HSSC exams. Remember to stay focused, manage your time
wisely, and practice regularly to enhance your reading comprehension skills.

Topic 03: Literature Based Questions

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Literary Forms
• drama – a story told in action by actors who impersonate the characters
o comedy – marked by happy endings and less exalted styles
o tragedy – presents the downfall of a dignified character involved in historically/socially
significant events
o allegory – form of extended metaphor in which objects, persons, and action are equated with
meanings that lie outside the narrative; it represents one thing in the guise of another
o anecdote – a short narrative detailing particulars of an event; lacks complicated plot
o character sketch – a short essay describing a person; literary profile
o fable – a brief tale told to point a moral; the characters are frequently animals (ex. Aesop)
o Gothic – a novel with magic, mystery, and chivalry; horrors abound
o legend – a narrative/tradition handed down from the past; different from myth by having more
of a historical truth and perhaps less of the supernatural
o myth – an anonymous story that presents supernatural episodes as a means of interpreting
natural events
o novel – any extended fictional narrative almost always in prose
o play – a composition of any length to be performed by actors
o romance – any imaginative adventure concerned with gallant love, a chivalric code of honor,
daring deeds, and supernatural events; noble heroes are on a quest
o short story – relatively brief fictional narrative in prose with a definite formal development
• narrative nonfiction
o autobiography – writer’s account of his/her own life
o biography – an account of a person’s life written by another person
• poetry
o ballad – narrative poem originally intended to be sung, usually in quatrains with strong rhythm
o elegy – sustained and formal poem setting forth meditations on death or another solemn theme
o epic – long narrative poem on a serious subject, following the adventures of a great hero (has
many distinct characteristics (ex. hero represents the ideal of his culture)
o haiku – Japanese poetry in three lines of five, seven, and five syllables
o lyric – short poem in which a speaker expresses personal thoughts and feelings
o ode – complex lyric that develops a serious theme; many commemorate events or praise people
o sonnet – 14-line poem with a set rhyme scheme, traditionally in iambic pentameter
o free verse – a poem that does not have a regular pattern of rhyme or rhythm
o blank verse – a poem written in iambic pentameter but does not rhyme
Play/Novel Elements
• dramatic/narrative structure
o exposition – lays the groundwork for the novel
o narrative hook/initiating event – identifies the conflict
o rising action – complications arise causing difficulties for the main characters
o climax – turning point of the action; the moment when interest or intensity reach its peak
o falling action – events occur after the climax
o resolution/denouement – conflict resolved / tangles of plot untied and mysteries solved
• dynamic character – characters that change
• round character – have many characteristics
• narrator – the person or voice that tells the story in a literary work
• plot – sequence of actions and events in a narrative

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• point of view – method of narrating

o first person – narrator is a character
o third person limited – narrator tells story from perspective of only one of the characters
o third person omniscient – narrator is all-knowing and can see into the mind of more than one
character
• protagonist – central character
• setting – time and place of the action in a narrative;
• Conflict: opposing force between characters; internal and external conflict
• speaker – the voice that “talks” to the reader in a poem
• static character – characters that stay the same
• flat character – have one character trait
• stereotype – simplified or stock characters who conform to a fixed pattern
• theme – central idea or message in a work of literature; needs to be a statement, not an idea
• tone vs. mood – author’s feelings vs. reader’s emotional response
Figurative Language – descriptive language
• allusion – makes a brief reference to a historical or literary figure, event, or object
• analogy – a comparison of two things, alike in certain aspect; it is explained or described
• apostrophe –some abstract quality, or a nonexistent personage is addressed directly
• conceit – an elaborate analogy with a striking parallel between dissimilar things; it may be a
brief metaphor or the framework of an entire poem
• imagery – sensory language; descriptions that recall the five senses
• epithet – figurative phrase used as a synonym for a simple noun repeatedly (a nickname)
• metaphor – comparison of two objects, usually an idea being expressed through an image
o extended – a metaphor in which the comparison is lengthy
• motif – a recurring subject, theme, idea, etc., especially in a literary, artistic, or musical work
• oxymoron – self-contradictory combination of words or smaller verbal units
• paradox – statement that although seemingly contradictory or absurd may actually be well
founded or true
• personification – an animal, idea, abstraction, or inanimate object is endowed with human form
• simile – comparison is expressed directly using like or as
• symbolism – something that is itself and also stands for something else
• sound devices
o alliteration – repetition of initial identical consonant sounds
o assonance – same or similar vowel sounds in stressed syllables
o cacophony – a harsh, unpleasant combination of sounds
o caesura – pause or break in a line of verse
o consonance – the recurrence of similar-sounding consonants in close proximity
o euphony – pleasing sounds
o onomatopoeia – words that by their sound suggest their meaning
o parallelism – one element of equal importance with another is similarly developed and
phrased; coordinate ideas should have coordinate presentation
o repetition – reiteration of a word, sound, phrase, or idea
• rhythm and rhyme
o blank verse – unrhymed but otherwise regular verse, usually iambic pentameter
o free verse – no rhyme or rhythm; no verse is truly free as it still utilizes other conventions
o meter – the recurrence in poetry of a rhythmic pattern; established rhythm

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o refrain – one or more words repeated at intervals in a poem, usually at the end of a stanza
o rhyme – correspondence of terminal sound between accented syllables
o rhyme scheme – the pattern of end rhyme in a poem
o rhythm – the recurrence of specific sounds or kinds of sounds
Structuring Techniques
• flashback – a device by which a work presents material that occurred prior to the opening scene
• foreshadowing – writer’s use of hints or clues that suggest what events will occur later in a
narrative
• in media res – literary technique of opening the story in the middle of the action and then
supplying information about the beginning
• multiple story lines – feature more than one main storyline
• parallel plots – plots in which each main character has a separate but related story line that
merges in the end
• stanza forms – a unit in poetry (similar to a paragraph in prose)
o couplet – a pair of rhymed lines
o quatrain – 4-line stanza
o sestet – 6-line stanza
o octet (octave) – 8-line stanza
• subplot – subordinate or minor story in a piece of fiction; if handled well has a direct relation to
the main plot, contributing to it in interest and in complication
Author’s Diction and Syntax
• cliché – an overused expression, which wears off its freshness and clarity
• colloquialism/vernacular – expression used in informal conversation but not accepted
universally in formal speech or writing
• connotation – emotional implications and associations that words may carry
• denotation – basic meaning of a word, independent of its emotional association
• dialect – particular variety of language spoken in one place by a distinct group of people
• diction – word choice
• hyperbole – exaggeration used to heighten effect or for humor
• irony – the recognition of a reality different from appearance
o dramatic – knowledge held by the audience but hidden from the characters
o situational – character/reader expects one thing to happen but something else actually happens
o verbal – actual intent is expressed in words that carry the opposite meaning (usually less harsh
than sarcasm)
• pun – a play on words based on the similarity of sound between two words with different
meanings
• rhetorical question – question used for effect and not requiring a reply or intended to induce a
reply, usually because its answer is obvious
• understatement – what is said falls detectably short of the magnitude of what is being talked
about
• voice – style of a writer/narrator
Topic 04: Poetry Based Questions
Question 03: Paraphrase & QAs of Unseen Stanza (Baluchistan & KPK)
Good Timber
01.

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The tree that never had to struggle for sunlight, sky, air, and light, and always received its fair share of rain,
never achieved greatness and remained a small and insignificant plant until its death.
02.
Similarly, the man who never had to work hard to cultivate and own his piece of land, and never had to
strive for the basic necessities of life like sunlight, sky, light, and air, never developed into a strong and
accomplished individual and remained unchanged until his death.
03.
High-quality timber does not grow without facing challenges. The stronger the wind, the stronger the trees
become. The higher the sky, the taller the trees grow. The more storms they endure, the stronger they
become. Trees and men alike grow into strong individuals through exposure to the sun, cold, rain, and snow.
04.
In the thickest part of the forest, we find the oldest and most experienced trees. They have weathered many
storms and bear the scars of past struggles. These trees, like wise elders, seek guidance from the stars. Their
broken branches tell the story of their resilience and the battles they have faced. This is the universal law
of life.
Questions
Stanza 1:
1. What poetic device is used to describe the tree's struggle for survival?
 Personification is used to portray the tree as actively fighting for its needs.
2. What is the theme conveyed in this stanza?
 The theme is the importance of struggle and adversity in personal growth and development.
3. What is the central idea of this stanza?
 The central idea is that without challenges and hardships, growth and success are limited.
Stanza 2:
1. What poetic device is employed to emphasize the man's lack of effort?
 Repetition is used to emphasize the man's passive existence by repeating the phrase "lived and
died."
2. What is the theme explored in this stanza?
 The theme is the significance of hard work and effort in shaping one's character and achievements.
3. What is the central idea conveyed in this stanza?
 The central idea is that without the necessity to strive and work hard, personal growth and
fulfillment are hindered.
Stanza 3:
1. What poetic device is used to illustrate the relationship between challenges and growth?
 The use of parallelism in phrases like "the stronger wind, the stronger trees" and "the more the
storm, the more the strength" highlights the connection between adversity and growth.
2. What theme is evident in this stanza?
 The theme is the idea that resilience and strength are forged through enduring and overcoming
difficult circumstances.
3. What is the central idea presented in this stanza?
 The central idea is that facing and surviving challenges is essential for personal and emotional
growth.
Stanza 4:
1. What poetic device is used to create a connection between the forest and human life?
 Symbolism is used to connect the wisdom and strength of the forest's oldest trees with the wisdom
gained through life experiences.
2. What is the theme explored in this stanza?

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 The theme is the wisdom and resilience acquired through overcoming struggles and hardships.
3. What is the central idea conveyed in this stanza?
 The central idea is that scars and struggles are an integral part of life, and they contribute to personal
growth and wisdom.
Mother to Son
Paraphrase:
Listen, my son, I will tell you the truth about my life. It has not been an easy journey; it has been filled with
difficulties and obstacles. There have been sharp tacks and splinters, torn-up boards, and places where the
floor was bare, with no carpet to cushion my steps.
But despite all the challenges, I have kept moving forward, steadily climbing upward. I have reached
different levels and turned corners, sometimes venturing into darkness where there was no light to guide
me. So, my son, I urge you not to give up or turn away.
Do not sit down on the steps just because you find them hard to climb. Do not stumble and fall now, for I
am still pressing on, my dear. I am still striving and struggling, and my life has been far from perfect.
Questions
Stanza 1:
1. Which poetic device is used in the line "Life for me ain't been no crystal stair"?
 The poet uses a double negative to emphasize the lack of ease in their life, employing the
poetic device of litotes.
2. What is the effect of the repetition of "And" at the beginning of multiple phrases in the stanza?
 The repetition of "And" creates a cumulative effect, emphasizing the accumulation of
hardships and challenges in the speaker's life.
3. What is the central idea conveyed in the stanza?
 The central idea is that the speaker's life has been difficult, filled with obstacles and
hardships, rather than a smooth and easy journey.
Stanza 2:
1. Which poetic device is used in the line "I'se been a-climbin' on"?
 The poet employs the contraction "I'se" to reflect the speaker's dialect, using it as a form
of colloquialism.
2. What does the phrase "turnin' corners" symbolize in the context of the poem?
 "Turnin' corners" symbolizes progress and navigating through life's challenges and
uncertainties.
3. What is the significance of the contrast between "the dark" and "no light" in the stanza?
 The contrast emphasizes the speaker's willingness to venture into unknown and difficult
situations, even when there is no clear path or guidance.
Stanza 3:
1. What is the purpose of the repetition of the phrase "Don't you" in the stanza?
 The repetition of "Don't you" serves as a strong, emphatic plea from the speaker to their
son, urging him not to give up or become discouraged.
2. Which poetic device is used in the line "I'se still goin', honey"?
 The poet employs the contraction "I'se" and the term of endearment "honey" to add a
personal touch and express affection while conveying the speaker's determination to keep
moving forward.
3. What is the overall theme of the poem?
 The theme of the poem revolves around resilience, perseverance, and the endurance
required to overcome life's challenges, as conveyed through the speaker's personal
experiences.

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The World is too much with us

Stanza 01
The modern world consumes us excessively, both in the present and the future. We waste our energies on
acquiring material possessions. We fail to appreciate the natural world around us, finding little connection
with it. We have surrendered our emotions for a selfish and materialistic gain. The sea, which reveals its
beauty to the moon, the winds that will relentlessly howl, and the flowers that have closed for the night do
not inspire us or resonate with our souls. We are out of harmony with everything in existence.
Stanza 02
This indifference does not move us. I would prefer to be a pagan, brought up in an outdated belief system,
rather than be part of this modern society. By standing in this pleasant meadow, I could catch glimpses of
enchanting scenes that would alleviate my loneliness. I could witness Proteus, the shape-shifting sea god,
emerging from the ocean, or listen to the sound of old Triton blowing his coiled horn.
Questions and Answers:
Stanza 1:
1. What poetic device is used in the line "This Sea that bares her bosom to the moon"? Answer: The
poetic device used in this line is personification. The sea is personified as a woman who exposes
her chest (bosom) to the moon.
2. What is the theme conveyed in the first stanza? Answer: The theme of the first stanza is the
disconnect between humanity and nature caused by the materialistic and consumeristic tendencies
of the modern world.
3. What is the central idea of the first stanza? Answer: The central idea of the first stanza is that human
beings, consumed by worldly pursuits and material possessions, fail to appreciate and connect with
the natural world, leading to a sense of disharmony and loss.
Stanza 2:
1. What is the speaker expressing through the phrase "a creed outworn"? Answer: The speaker is
expressing a desire to be nurtured in an old and outdated belief system, suggesting a preference for
a simpler and more spiritually connected way of life.
2. What is the significance of the phrase "this pleasant lea" in the context of the stanza? Answer: "This
pleasant lea" refers to a delightful meadow or grassy area. It symbolizes a place of tranquility and
natural beauty where the speaker could find solace and relief from their loneliness.
3. Which mythological figures are mentioned in the stanza? Answer: The stanza mentions Proteus, a
shape-shifting sea god, and Triton, a sea god often depicted with a coiled horn. The speaker desires
to witness their appearances, which would bring enchantment and joy to their life.
Ozymandias
Stanza 1: A traveler from a distant and ancient land crossed my path. He recounted a sight he had
witnessed—a pair of enormous legs made of stone, detached from any supporting structure, standing alone
in the vast desert. Near these legs, partly buried in the sand, lies the shattered face of a statue. The expression
on the face, with its frown, wrinkled lip, and sneering command, reveals that the sculptor possessed a deep
understanding of the passions that still endure, even in these lifeless objects. The statue's creator mocked
those passions through his art, but he also found inspiration and sustenance from them.
1. What is the significance of the "trunkless legs of stone" in the poem?
Answer: The "trunkless legs of stone" symbolize the remnants of a once-great statue or monument that has
been eroded or destroyed over time. They serve as a visual representation of the transience and
impermanence of human achievements and power.
2. Identify the poetic devices used in describing the shattered visage.

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Answer: The poetic devices used in describing the shattered visage include personification (attributing
human qualities to the face), imagery (describing the frown, wrinkled lip, and sneer), and symbolism (the
face represents the hubris and eventual downfall of a powerful ruler).
3. What does the phrase "stamped on these lifeless things" imply?
Answer: The phrase suggests that the passions and emotions depicted in the statue's face are so vividly
captured that they seem to be imprinted or permanently marked on the lifeless stone, as if they were still
alive and active.
Stanza 2:
On the pedestal of the statue, there are inscribed words that declare the identity and grandiosity of the figure
it once represented. The inscription reads, "My name is Ozymandias, King of Kings; Look on my Works,
ye Mighty, and despair!" These words convey a sense of immense pride, as Ozymandias claims to be the
ruler of all rulers and challenges others, especially the powerful, to observe his accomplishments and feel
overwhelmed by their own insignificance. However, the traveler observes that nothing remains of
Ozymandias' supposed greatness. The vast and barren sands that stretch out around the decaying wreckage
of the statue exemplify the eternal emptiness and desolation that now surround the forgotten king.
4. What is the effect of the inscription on the pedestal?
Answer: The inscription on the pedestal serves to emphasize the arrogance and hubris of Ozymandias. It
highlights his belief in his own superiority and power, as well as his desire to intimidate and dominate
others.
5. How does the description of the "colossal Wreck" contribute to the theme of the poem?
Answer: The description of the "colossal Wreck" symbolizes the inevitable decline and ultimate
insignificance of even the most powerful rulers and their achievements. It reinforces the theme of the
fleeting nature of human glory and the eventual decay of all things.
6. Which poetic devices are employed in the phrase "the lone and level sands"?
Answer: The phrase "the lone and level sands" utilizes alliteration (repetition of the "l" sound), assonance
(repetition of the long "o" sound), and imagery (conveying the vastness and uniformity of the desert
landscape) to create a sense of emptiness and desolation.

The Road Not Taken

Stanza 1: In a yellow wood, there were two paths that went in different directions. I felt sorry because I
couldn't choose both paths and be two travelers at once. I stood there for a long time, examining one path
as far as my eyes could see until it curved amidst the bushes.
Questions:
1. What is the poetic device used in the line "Two roads diverged in a yellow wood"?
Answer: The poetic device used in this line is a metaphor. The two roads symbolize the choices or paths in
life.
2. What is the theme conveyed in this stanza?
Answer: The theme of this stanza revolves around the dilemma of making choices and the feeling of regret
for not being able to explore all options.
3. What is the central idea presented in this stanza?
Answer: The central idea presented in this stanza is the protagonist's struggle to make a decision when faced
with two equally enticing choices and the subsequent contemplation of the path not taken.
Stanza 2: Then, I decided to take the other path, which seemed just as appealing. It had a slight advantage
because it was covered in grass and looked less traveled. However, upon closer observation, I realized that
both paths had been worn down by previous travelers to almost the same extent.
Questions:
1. What is the poetic device employed in the line "And that has made all the difference"?

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Answer: The poetic device used in this line is an epiphora or epistrophe. The repetition of "and that"
emphasizes the significance of the chosen path.
2. What is the underlying message conveyed in this stanza?
Answer: The underlying message in this stanza is that the initial distinction between the two paths was
merely an illusion, as both were equally traveled. It highlights the difficulty of predicting outcomes based
on appearances alone.
3. How does the speaker justify choosing the second path?
Answer: The speaker justifies choosing the second path by emphasizing its attractive features, such as the
grass and its seemingly unexplored nature. However, the speaker later realizes that the choice itself, rather
than the specific qualities of the path, is what truly matters.
Stanza 3: Both paths appeared undisturbed that morning, covered in leaves that no one had stepped on.
Even though I saved the first path for another day, I knew that once a way is chosen, it leads to more paths,
and I doubted whether I would ever have the opportunity to return.
Questions:
1. What is the poetic device used in the line "Oh, I kept the first for another day!"?
Answer: The poetic device employed in this line is an exclamation. The exclamation "Oh" adds emphasis
to the speaker's intention to keep the first path for future exploration.
2. What is the significance of the phrase "knowing how way leads on to way"?
Answer: The phrase "knowing how way leads on to way" suggests that once a decision is made, it sets off
a chain of events and choices. It conveys the idea that choices have consequences and shape one's future.
3. What is the overall message conveyed in this stanza?
Answer: The overall message in this stanza is the realization that life is a continuous journey with countless
choices and possibilities. It reflects the speaker's doubts about the likelihood of returning to the initial path
and underscores the significance of the chosen path's impact on their life.
Stanza 4: In the future, I will recount this story with a sigh, long after many years have passed. There will
come a time when I will speak of the two paths diverging in the wood. I will proudly declare that I took the
less-traveled path, and that decision has made all the difference in my life.
Questions:
1. What is the poetic device used in the line "I shall be telling this with a sigh"?
Answer: The poetic device used in this line is personification. The speaker attributes human emotion
(sighing) to the act of recounting the story, adding a sense of nostalgia and reflection.
2. What is the underlying theme conveyed in this stanza?
Answer: The underlying theme in this stanza revolves around the significance of individual choices and
their long-term impact on one's life. It emphasizes the idea that taking the less-traveled path, symbolizing
uniqueness and embracing one's own decisions, can lead to a meaningful and fulfilling journey.
3. What is the central idea presented in this stanza?
Answer: The central idea presented in this stanza is the retrospective reflection on the decision made at the
crossroads and the belief that choosing the path less traveled has brought about a significant and positive
change in the speaker's life. It highlights the importance of embracing personal choices and their
consequences.
A dream within a dream
Stanza 1: Accept this kiss on your forehead! And now, as I depart, let me confess this much — you are not
mistaken in thinking that my days have felt like a dream. Even if hope has vanished, whether it happened
during the night or day, in a vision or without one, does that mean it has disappeared any less? Everything
we perceive or appear to be is merely a dream within a dream.
Questions about Stanza 1:
1. What poetic device is used in the line "And, in parting from you now"?

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Answer: The poetic device used in this line is enjambment, where the thought or sentence continues without
a pause beyond the end of the line.
2. What is the central idea conveyed in this stanza?
Answer: The central idea of this stanza is the ephemeral and illusory nature of reality, emphasizing the
fleetingness of life and the intangible quality of hope.
3. What does the speaker mean by "All that we see or seem is but a dream within a dream"?
Answer: The speaker suggests that our perception of reality and the things we perceive are akin to dreams
within a larger dream. It implies that our experiences and existence may not be as solid or tangible as they
appear.
Stanza 2: I stand amidst the tumultuous noise of a shore tormented by the crashing waves, and I hold in
my hand tiny grains of golden sand. How few they are! Yet, they slip through my fingers and descend into
the deep, while I weep — I weep! Oh God! Can't I hold onto them more tightly? Oh God! Can't I rescue
even one from the merciless wave? Is everything we see or appear to be nothing more than a dream within
a dream?
Questions about Stanza 2:
1. What is the poetic device used in the line "And I hold within my hand/Grains of the golden sand"?
Answer: The poetic device used in these lines is imagery, as it creates a vivid sensory experience by
describing the speaker holding grains of golden sand.
2. What theme is explored in this stanza?
Answer: The theme explored in this stanza is the transience of time and the inability to hold onto or control
fleeting moments or experiences.
3. How does the speaker's use of the phrase "while I weep — while I weep!" contribute to the overall
meaning of the stanza?
Answer: The repetition of "while I weep" intensifies the speaker's emotional state and emphasizes their
despair and helplessness in the face of the passing moments. It underscores the fleeting nature of time and
the inability to halt its progress.
Overall Theme and Central Idea:
The poem explores the ephemeral nature of existence and the illusory quality of reality. It questions the
solidity of our experiences and the futility of trying to hold onto or control fleeting moments. The central
idea is that everything we perceive or appear to be is ultimately transient, akin to dreams within a larger
dream.
Baluchistan Text Book
The Patriot
Paraphrase:
Stanza I: The path I walked on was adorned with roses and myrtle, creating a surreal atmosphere. The
rooftops of houses appeared to be moving and swaying, while the church spires were adorned with vibrant
flags. This same day, exactly one year ago.
Stanza II: The air was filled with the sound of bells, causing a mist-like effect. The old walls trembled with
the noise and commotion of the crowds. If I had asked the people to quiet down, they would have replied,
"But what more do you want? Give us the sun from the skies!" They were eager for something beyond mere
noise.
Stanza III: Alas, it was I who ambitiously reached out for the sun, wanting to keep it for my beloved
friends. I have spared no effort in my endeavors, and now you can witness the fruits of my labor, as this
very day marks the completion of a year.
Stanza IV: There is nobody left on the rooftops; only a few weak individuals remain at the windows.
Everyone agrees that the best view is from the Shambles' Gate or, even better, from the foot of the scaffold.

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Stanza V: I walk in the rain, enduring more hardship than necessary. A rope tightly binds both my wrists
behind my back, causing me pain. I can feel blood trickling down my forehead, as those who wish can hurl
stones at me as punishment for my deeds throughout the year.
Stanza VI: This is how I entered, and this is how I depart! In such moments of triumph, people have fallen
dead. If the world were to ask me, "What do you owe me?" God would be the one to answer. Instead, I trust
in God to repay me. This way, I am safer.
Questions and Answers:
Stanza I:
1. What is the poetic device used in the line "With myrtle mixed in my path like mad"?
 The poetic device used in this line is simile, as it compares the mixing of myrtle in the path
to someone being mad.
2. What is the central idea conveyed in this stanza?
 The central idea is that the surroundings were filled with roses and myrtle, creating a
vibrant and lively atmosphere.
3. What is the significance of the phrase "A year ago on this very day"?
 The phrase "A year ago on this very day" indicates that the events being described in the
poem took place exactly one year before the current moment.
Stanza II:
1. Which poetic device is employed in the line "The air broke into a mist with bells"?
 The poetic device used in this line is personification, as it gives the air the ability to break
into a mist.
2. What does the speaker mean by "mere noise repels"?
 The speaker is expressing that they are not interested in the mere noise of the crowd and
are seeking something more meaningful.
3. What is the response of the people to the speaker's request for the sun?
 The people ask, "And afterward, what else?" implying that they are willing to fulfill the
speaker's request, but they want to know what will happen next.
Stanza III:
1. What does the speaker mean by saying, "it was I who leaped at the sun"?
 The speaker means that they were the one who ambitiously reached out for something
extraordinary or unattainable.
2. What does the speaker refer to as their "harvest"?
 The speaker refers to the results of their efforts and actions throughout the year as their
"harvest."
3. What is the tone of the speaker in this stanza?
 The tone of the speaker in this stanza can be interpreted as regretful or disappointed. They
express a sense of having done everything they could, yet the outcome may not have been
as successful as they had hoped.
Stanza IV:
1. What is the significance of the phrase "the best of the sight is, all allow"?
 The phrase suggests that the most captivating or significant view is agreed upon by
everyone. In this case, it refers to the Shambles' Gate or the scaffold, indicating a public
execution or some form of punishment.
2. Which poetic device is used in the line "Just a palsied few at the windows set"?
 The poetic device used in this line is imagery, as it creates a visual image of a small number
of trembling individuals positioned at the windows.
3. What is the atmosphere or mood conveyed in this stanza?

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 The atmosphere is one of emptiness and desolation, with the absence of people on the
rooftops. The mood can be interpreted as eerie or unsettling due to the reference to the
execution site.
Stanza V:
1. What poetic device is employed in the line "A rope cuts both my wrists behind"?
 The poetic device used in this line is hyperbole, as it exaggerates the severity of the
situation by suggesting that the rope cuts both of the speaker's wrists.
2. What does the speaker imply by saying, "Stones at me for my year's misdeeds"?
 The speaker suggests that they are being stoned by others as a punishment for their actions
or wrongdoings throughout the year.
3. How does the speaker describe their physical condition in this stanza?
 The speaker mentions walking in the rain, feeling a rope cutting into their wrists, and
sensing blood trickling down their forehead. These descriptions convey physical pain and
suffering.
Stanza VI:
1. What is the effect of the rhetorical question "Paid by the World, what dost thou owe Me?"?
 The rhetorical question emphasizes the idea that the speaker is accountable to the world
and prompts reflection on what the world expects in return for its payment.
2. What change in perspective does the speaker express in this stanza?
 The speaker shifts from relying on the world for repayment to trusting in God to provide
justice and recompense. It reflects a shift from worldly concerns to a higher power.
3. What is the central message or theme conveyed in this stanza?
 The central message suggests that the speaker finds solace and security in leaving matters
of repayment and justice to God rather than relying on worldly expectations. It reflects a
surrendering of control and a belief in divine justice.
Sympathy
Stanza 1: A nightingale sat alone and sorrowful on a tree branch. The night was approaching, and the bird
reflected on how it had spent the day, flying around and feeding itself. It wondered how it would reach its
nest now that darkness had enveloped everything.
Questions:
1. What is the poetic device used in the line "Perched on the branch of a tree"?
 The poetic device used here is imagery, as it creates a visual image of the nightingale sitting
on a tree branch.
2. What is the theme conveyed in the stanza?
 The theme in this stanza revolves around the feeling of loneliness and the challenges of
navigating through darkness.
3. What is the central idea of this stanza?
 The central idea of this stanza is the nightingale's concern about the approaching darkness
and its difficulty in finding its way to the nest.
Stanza 2: Upon hearing the nightingale's lament, a glow-worm, hidden nearby, offered its assistance. The
glow-worm humbly acknowledged its small size and insignificance but expressed its willingness to help. It
assured the nightingale that it would illuminate the way despite the darkness.
Questions:
1. What is the poetic device used in the line "A glow-worm lurking nearby spoke thus"?
 The poetic device used here is personification, as the glow-worm is given the human
characteristic of speaking.
2. What does the glow-worm symbolize in the poem?

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 The glow-worm symbolizes a source of guidance or assistance in times of darkness.

3. How does the glow-worm's response reflect the theme of the poem?
 The glow-worm's response reflects the theme of kindness and selflessness, as it offers help
to the nightingale despite its own limitations.
Stanza 3: The glow-worm claimed that it was ready to assist with its whole heart and soul, even though it
was merely a small insect. It reassured the nightingale that it need not worry about the darkness, as it would
provide light to illuminate the way. The glow-worm believed that God had bestowed upon it the ability to
shine brightly like a torch or a lamp.
Questions:
1. What is the poetic device used in the line "He has given a shining lamp to me"?
 The poetic device used here is a simile, as the glow-worm compares its brightness to that
of a shining lamp.
2. How does the use of religious imagery enhance the meaning of the stanza?
 The use of religious imagery enhances the meaning by emphasizing that the glow-worm's
ability to provide light is a divine gift, suggesting a higher purpose and significance to its
assistance.
3. What message about goodness and helpfulness does this stanza convey?
 This stanza conveys the message that true goodness lies in being willing to help others,
regardless of one's own limitations or status. It highlights the value of selflessness and the
positive impact it can have on others.
Stanza 4: The glow-worm believed that those who are truly good in the world are the ones who are ready
and willing to be useful to others. It implied that selflessness and being of service to others are the qualities
that define goodness. The glow-worm's response highlighted the importance of empathy and kindness in a
world where helping one another is essential.
Questions:
1. What is the poetic device used in the line "The good in the world only those are"?
 The poetic device used here is repetition, specifically anaphora, as the phrase "The good in
the world" is repeated for emphasis.
2. How does the glow-worm's perspective contrast with the nightingale's initial state of sadness and
loneliness?
 The glow-worm's perspective contrasts by offering a solution and embodying a selfless and
helpful nature. It serves as a contrast to the nightingale's initial feelings of sadness and
isolation.
3. What is the central idea conveyed through the glow-worm's response in this stanza?
 The central idea conveyed through the glow-worm's response is that true goodness lies in
being of service to others and that those who possess such qualities are the ones who make
the world a better place.
To the Skylark
Stanza 1 (Paraphrase): Oh, unearthly singer! You who are like a pilgrim of the sky! Do you despise the
earthly realm filled with worries and troubles? Or, as your wings aspire to great heights, do your heart and
eyes remain connected to your nest on the dewy ground? Your nest, which you can drop into whenever you
wish, with your wings at rest and your music silenced.
Questions about Stanza 1:
1. What is the poetic device used in the line "Ethereal minstrel! pilgrim of the sky!"?
Answer: The poetic device used is an apostrophe, addressing the minstrel as if it were a person.
2. What is the theme conveyed through the stanza?

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Answer: The theme is the contrast between the minstrel's heavenly aspirations and its connection to its
earthly home.
3. What is the central idea of this stanza?
Answer: The central idea is that the minstrel possesses the ability to soar to great heights but remains
grounded and connected to its nest.
Stanza 2 (Paraphrase): Let the nightingale keep her shady wood, a place of seclusion for her. You, on the
other hand, have a privacy filled with glorious light. From this place, you pour forth a flood of harmonious
music upon the world, guided by an instinct that is more divine. You are a symbol of the wise individuals
who aim high but never wander far from the points of heaven and home that are inherent to their nature.
Questions about Stanza 2:
1. What poetic device is employed in the line "A privacy of glorious light is thine"?
Answer: The poetic device used is a metaphor, comparing the privacy of the minstrel to a space filled with
glorious light.
2. What is the theme depicted in this stanza?
Answer: The theme is the minstrel's ability to bring divine harmony into the world from its private abode.
3. What is the central idea conveyed in this stanza?
Answer: The central idea is that the minstrel represents those who possess wisdom and remain true to their
heavenly and domestic origins.
Sonnet 116
Paraphrase:
I will not allow anything to hinder the union of two true minds. True love is not affected by changes or
yields to the person who tries to end it. Oh no! True love is a constant point of reference that remains steady
even during storms. It is the guiding star for every lost ship, whose value cannot be measured even though
its height can be determined. Love is not controlled by time, although it may encounter the effects of aging.
Love does not change with the passing of mere hours and weeks, but endures even until the brink of death.
If I am proven wrong about this, then I have never written anything, and no one has ever experienced true
love.
Questions and Answers:
Stanza 1:
1. What is the poetic device used in the line "Let me not to the marriage of true minds"?
 The poetic device used in this line is a metaphor. The marriage of true minds represents
the union of two individuals in a loving relationship.
2. What is the central idea conveyed in the first stanza?
 The central idea of the first stanza is that true love remains constant and unchanging,
unaffected by external circumstances or attempts to separate it.
3. What is the significance of the phrase "an ever-fixed mark" in the context of the poem?
 The phrase "an ever-fixed mark" signifies the unwavering nature of true love. It suggests
that love serves as a steadfast point of reference that endures through turbulent times.
Stanza 2:
1. Which poetic device is used in the line "Love's not Time's fool"?
 The poetic device used in this line is personification. Time is given the human quality of
being a fool, which implies that love is not subject to the whims and limitations of time.
2. What does the phrase "within his bending sickle's compass come" symbolize?
 The phrase "within his bending sickle's compass come" symbolizes the passage of time and
the effects of aging. It suggests that love is not influenced by the fleeting nature of physical
beauty.
3. What is the significance of the phrase "the edge of doom" in the context of the poem?

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 The phrase "the edge of doom" emphasizes the enduring nature of love. It suggests that
love persists until the very end, even in the face of death and finality.
Stanza 3:
1. What is the effect of the repetition of the word "never" in the line "I never writ, nor no man ever
lov'd"?
 The repetition of the word "never" creates a sense of emphasis and certainty. It reinforces
the speaker's conviction that if their understanding of love is proven wrong, then their entire
existence and the concept of true love itself would be invalidated.
2. What is the overall theme of the poem?
 The overall theme of the poem is the enduring nature of true love. It explores the idea that
genuine love remains constant and unwavering, despite the passage of time and the
challenges it may face.
3. How does the poet challenge conventional notions of love in this poem?
 The poet challenges conventional notions of love by presenting it as an unchanging force
that surpasses physical beauty and resists the influence of time. The poem suggests that
true love is not based on superficial qualities or fleeting emotions, but on a deep and
unwavering connection between two individuals.
A Psalm of Life
Stanza 01.
Do not tell me, in sad and melancholy verses, that life is merely a meaningless dream! Because a person
who sleeps through life is spiritually dead, and things are not as they appear.
Stanza 02.
Life is real! Life is serious! And death is not its ultimate destination; it is a reminder that we all Stanza 03.
come from dust and will return to dust, but it does not define our soul.
Neither pleasure nor sorrow is the ultimate purpose or path of our lives; rather, it is our duty to take action
so that each new day finds us further along than the previous one.
Stanza 04.
Art requires time and time is fleeting, and even though our hearts may be strong and courageous, they still
beat like muffled drums, reminding us of the inevitability of death.
Stanza 05.
In this vast battlefield of the world, in the temporary camp of life, do not be like silent and directionless
cattle! Be a hero in the struggle!
Stanza 06.
Do not trust a promising future! Let the past, which is no longer alive, bury its own dead! Act—act in the
present moment, with your heart and with the guidance of God above!
Stanza 07.
The lives of great men remind us that we can make our own lives extraordinary and leave behind a lasting
impact on the course of history, like footprints on the ever-shifting sands of time.
Stanza 08.
These footprints may inspire another person, sailing through the solemn sea of life, feeling lost and
shipwrecked, to find hope and courage again.
Stanza 09.
So, let us rise and take action, with a determined spirit to face any fate that comes our way. Keep striving,
keep pursuing, and learn the art of both hard work and patience.
Questions and Answers:
Stanza 1:
1. What poetic device is used in the line "Life is but an empty dream"? Poetic device: Metaphor

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Answer: The line uses metaphor to compare life to an empty dream, emphasizing its lack of meaning.
2. What is the central idea of this stanza?
Answer: The central idea of this stanza is that if someone remains ignorant and unaware of the true essence
of life, their soul becomes lifeless.
3. How does the speaker perceive the nature of reality?
Answer: The speaker believes that things are not as they seem and that the true nature of life goes beyond
appearances.
Stanza 2:
1. What message does the poet convey through the line "Dust thou art, to dust returnest, Was not
spoken of the soul"? Poetic device: Contrast
Answer: Through the contrast between the physical body returning to dust and the soul's immortality, the
poet suggests that the soul is distinct from the perishable body.
2. What is the main theme explored in this stanza? Theme: The purpose of life
Answer: The main theme explored in this stanza is the purpose of life, emphasizing that it goes beyond
mere enjoyment or sorrow.
3. What does the phrase "to act" imply in the context of the stanza? Poetic device: Anaphora
Answer: The phrase "to act" is repeated to emphasize the importance of taking action and making progress
each day.
Stanza 3:
1. What is the significance of the simile "like muffled drums"? Poetic device: Simile Answer: The
simile "like muffled drums" is used to describe the beating of hearts, creating a somber and funereal
atmosphere.
2. What does the phrase "Funeral marches to the grave" suggest? Theme: Mortality Answer: The
phrase suggests that even though our hearts may be courageous, they still remind us of our mortality
and the inevitability of death.
3. What is the speaker's advice regarding life in the stanza? Theme: Embracing heroism and
individuality Answer: The speaker advises against being passive and blindly following others,
urging the reader to be heroic and stand out in the struggles of life.
Stanza 4:
1. What is the significance of the phrase "Trust no Future, howe’er pleasant!"? Poetic device:
Cautionary statement
Answer: The phrase serves as a cautionary statement, advising against blindly trusting or relying on a
promising future without considering the present actions and decisions.
2. What does the speaker mean by "Let the dead Past bury its dead"? Theme: Letting go of the past
Answer: The speaker suggests leaving the past behind, allowing it to remain in the past and not have a hold
on one's present actions and decisions.
3. How does the speaker emphasize the importance of action? Poetic device: Repetition
Answer: The repetition of the word "act" highlights the speaker's emphasis on taking action in the present
moment rather than dwelling on the past or relying on an uncertain future.
Stanza 5:
1. What is the main message conveyed through the line "Lives of great men all remind us"? Poetic
device: Allusion
Answer: The line makes an allusion to the impactful lives of great men, serving as a reminder that ordinary
individuals have the potential to make their lives extraordinary and leave a lasting legacy.
2. What is the central idea of this stanza? Central idea: Leaving a meaningful legacy
Answer: The central idea of this stanza is that one should strive to live a remarkable life that inspires and
leaves a positive impact, symbolized by the metaphorical footprints on the sands of time.

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3. How does the speaker describe those who may find inspiration from the footprints? Theme: Finding
hope in others' experiences
Answer: The speaker portrays those who may find inspiration from the footprints as individuals who may
feel lost and broken, but upon witnessing the example of others, they regain hope and courage.
Stanza 6:
1. What is the speaker urging the readers to do in this stanza? Theme: Taking action and perseverance
Answer: The speaker urges the readers to be active and persistent in their pursuits, regardless of the
challenges they may face, and to develop the qualities of hard work and patience.
2. What is the significance of the phrase "Learn to labor and to wait"? Poetic device: Parallelism
Answer: The phrase uses parallelism to convey the importance of both working diligently and patiently
waiting for the results, suggesting that success requires a combination of effort and perseverance.
3. What is the speaker's attitude towards fate and destiny? Theme: Defying fate through action
Answer: The speaker's attitude is to face any fate with a determined spirit and take proactive steps to shape
one's own destiny, rather than being passively resigned to it.
Stanza 7:
1. What does the phrase "sailing o'er life’s solemn main" symbolize? Poetic device: Metaphor
Answer: The phrase "sailing o'er life's solemn main" uses a metaphor to symbolize navigating through the
journey of life, which is often serious and profound.
2. What is the central idea conveyed through the line "Seeing, shall take heart again"? Central idea:
Finding inspiration in others' struggles
Answer: The central idea is that witnessing the challenges and resilience of others can inspire someone who
feels lost and hopeless to regain courage and optimism.
3. What is the speaker encouraging the readers to do in this stanza? Theme: Perseverance and
resilience
Answer: The speaker encourages the readers to take inspiration from the footprints left by great individuals,
continue their own journey despite difficulties, and find hope in the examples of others.
Stanza 8:
1. What is the significance of the phrase "be up and doing"? Poetic device: Vivid expression
Answer: The phrase "be up and doing" vividly expresses the speaker's call to action and encourages the
readers to be active and engaged in pursuing their goals.
2. What does the speaker mean by "with a heart for any fate"? Theme: Acceptance and determination
Answer: The speaker suggests having a mindset of acceptance and readiness to face any outcome or
circumstance, while also maintaining determination and resolve.
3. What is the recurring message in this stanza? Theme: Continuous effort and pursuit of goals
Answer: The recurring message is the importance of ongoing effort, achievement, and the ability to adapt
to circumstances while striving towards personal growth and success.
Stanza 9:
1. What is the central idea conveyed through the line "Learn to labor and to wait"? Central idea:
Diligence and patience in achieving goals
Answer: The central idea is that success requires both hard work and patience, emphasizing the importance
of consistent effort and the ability to wait for the desired results.
2. What is the speaker encouraging the readers to do regarding their aspirations? Theme: Persistence
and dedication
Answer: The speaker encourages the readers to continue their pursuit of goals, persistently striving and
persevering, regardless of the challenges they may encounter.
3. How does the speaker describe the process of achieving greatness? Theme: Leaving a lasting
impact

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Answer: The speaker describes the process of achieving greatness as an ongoing journey of making one's
life meaningful and inspiring others, creating a legacy that endures beyond one's own lifetime.
Topic 05: Play Based Questions
Summary
"Progress" by St. John Greer Ervine is a play that speaks out against war. It tells the story of
Professor Corrie, who invents a destructive bomb, and his sister Mrs. Meldon, who has lost her
son in the war. Professor Corrie is excited about his experiment, which has been successful.
Meanwhile, Mrs. Meldon is deeply saddened by the loss of her son and husband in the war. Corrie
advises her to forget about the past.
Corrie is proud of his invention, believing it will end future wars quickly. He plans to sell it to the
government for a lot of money. Mrs. Meldon worries about the young lives that will be lost because
of the bomb, but Corrie ignores her concerns. When Mrs. Meldon realizes that her brother won't
stop his invention, she decides to destroy his formula papers. However, Corrie isn't bothered
because he remembers the formula in his head. Mrs. Meldon, feeling helpless and angry, decides
to take drastic action. She kills Corrie, seeing it as revenge for her son's death. In simple terms, the
play shows how war affects families and explores the moral implications of creating weapons that
cause destruction.
Professor Corrie: Character Sketch
Professor Corrie, around sixty years old, lives in a secluded village in North England, where he
dedicates himself to secret research.
Qualities of Professor Corrie
Appearance: Corrie has cold, humorless eyes and harsh lines on his face hidden by a thick beard.
Though dangerous, he doesn't appear so at first glance. He symbolizes tyranny, destruction,
selfishness, and materialism.
Intelligence: A highly educated scientist with a D.Sc., Corrie is deeply engrossed in his research.
After years of effort, he successfully discovers a devastating bomb formula that can wipe out entire
districts with a deadly, odorless gas.
Materialistic personality: Corrie represents today's materialistic world. Despite knowing his
bomb will cause massive destruction, he's proud of it, seeking fame and wealth. His greed renders
him unpatriotic, willing to sell his invention to the highest bidder.
Antisocial and antihuman: Corrie is antisocial, neglecting social obligations. On the anniversary
of Mrs. Meldon's son's death, he callously discusses his bomb instead of comforting her. He's cruel
and selfish, urging her to overlook her feelings for his gain.
Hatred for Women: Corrie lacks appreciation for finer aspects of life and despises women,
including his sister. He believes women lack the qualities to excel in arts or science.
Proud and Arrogant: Corrie boasts about his destructive invention, showing no concern for its
consequences. He's indifferent to poverty and hunger, focusing solely on his selfish pursuits.
Despite Mrs. Meldon's pleas to abandon his invention, Corrie dismisses her concerns, mocking her
sentiments. In a desperate attempt to prevent catastrophe, Mrs. Meldon fatally stabs him. Corrie
represents vice, destruction, and enmity towards humanity, meeting a deserved end.
Mrs. Meldon: Character sketch
Mrs. Meldon is a widow at around forty-three, she carries herself with a sense of sensitivity and
grace despite deep emotional pain. Her son Eddie died in the war, and her husband passed away

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from heart failure, leaving her to grapple with immense loss. Despite her sorrow, she maintains a
dignified demeanor throughout the play.
Qualities of the Mrs. Meldon
A Dignified Lady: Mrs. Meldon embodies dignity and grace, portraying a woman who has
weathered the storms of life with compassion and patience. Clad in black as a widow, she carries
herself with elegance, even as she reflects on the horrors of war.
A Bereaved Widow and Mother: Eddie, Mrs. Meldon's only son, was killed in the war, a
devastating blow for a mother who had raised him with love and care. She experienced a mixture
of emotions, from pride in his enlistment to heartbreak at his loss, compounded by the sudden
death of her husband. Her grief is palpable, yet she endures it with remarkable strength.
Her Hatred for War: Mrs. Meldon harbors a deep-seated aversion to war, viewing it as nothing
but organized slaughter of the young. She condemns the destruction and loss it brings, yearning
for peace and calling for an end to the production of deadly weapons. Her words echo the anguish
of a mother who has lost everything to the brutality of war.
A Brave Woman: Despite her profound sorrow, Mrs. Meldon faces her tragedies with courage
and resilience. She bears the weight of her memories stoically, refusing to succumb to despair or
bitterness. Her quiet strength serves as a beacon of hope amidst darkness.
A Friend of Humanity: When confronted with her brother's invention of a destructive bomb, Mrs.
Meldon reacts with profound grief and vehement opposition. She condemns his actions and
advocates for peace, driven by her desire to spare other mothers the agony she has endured. Her
stance against war reflects her unwavering commitment to humanity and the pursuit of love and
peace.
In a nutshell, Mrs. Meldon emerges as a character of depth and integrity, navigating the tumultuous
waters of loss and suffering with grace, courage, and a steadfast commitment to peace.
Repeated SLO Based Questions
Question 01.
Explain the elements of the plot in the context of the play you have recently read.
Answer.
There are five elements of a plot as represented by the given blob which are exposition, rising
action, climax, falling action and resolution. The play which I have read is “Progress”. In
exposition the author introduces the study of professor Corrie where he seems very excited for his
invention. Corrie rejoices over his invention as it can destroy a vast city in a few seconds. Rising
actions denote the introduction of the formula to Mrs. Meldon who is already in a state of sorrow
and grief. Mrs. Meldon gently reminds him that his invention will lead to the death of hundreds of
young men like her son Eddie. But he ignores her words and gloats over his invention and the fame
and wealth. Climax of the play happens at the moment when Mrs. Meldon tries to convince him
to destroy his formula. As it can cause much damage to humanity but he doesn’t get convinced.
Falling actions appear in the form of a strong debate between Professor Corrie and Mrs. Meldon.
It paves way to the resolution in the play in which Mrs. Meldon couldn’t control herself and killed
Professor Corrie by stabbing him with a knife. Though she doesn’t want to do so but she finds it
essential to save the humanity. She feels that this is a justifiable revenge against murderer of her
son on the occasion of the death anniversary of her son.

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Question 02.
Recall the theme of a play you have read and explain whether it is of individual or universal
significance.
Answer.
I have read the play “Progress” which has a universal theme. It reveals anti-war theme. It signifies
that we should not favor war and weapons of mass destruction as it causes destruction to mankind
on a large scale. We should not give rise to the feelings of hatred and enmity through wars.
Basically the play is written after World War I which had perished a number of families all over
the world. The writer wants to spread the message of humanism through this play as he believes
that anything that is against humanity should be abolished for the peaceful living of all human
beings. In the play “Progress” Professor Corrie has invented a formula which will make war in
future over in a few hours. He will sell it to the country which will offer him the best incentive for
it. Blinded by the lust for money, Professor Corrie forgot all about humanity and peace of the
world. Mrs. Meldon wants her brother to destroy his formula only to save humanity. She kills him
by the end of the play as she fails to convince Professor to destroy it.
Question 03.
What are the main elements of a play? Elaborate any one of them.
Answer.
The elements of a play include setting, plot, characters, dialogue, monologue/soliloquy, theme,
conflict, language, spectacle and rhythm. Plot is a very important element of a play. It consists of
the main events of the story on which play is based. It can be termed as the skeleton of the play. It
is composed of clearly defined problems for the characters to solve. The plot of a play should be
both astonishing and credible. A typical plot consists of the following phases: exposition, which
is introduction to main characters, setting and beginning of the conflict; rising action, when conflict
gradually intensifies; climax, which is the peak of tension, anticlimax/falling action, when situation
reverses and moves towards the final resolution. A good plot is vital to a good play.
Question 04
Critically analyze conflict in any play you have recently read. Explain how it resolves.
Answer. The play “Progress” exemplifies both external and internal conflicts. The external
conflict is between Professor Corrie, an agent of destruction, and Mrs. Meldon an ambassador of
peace. Professor Corrie is excited that he has invented the formula for an extremely deadly bomb
which could wipe millions as if they never existed. He shares his triumph with his sister Mrs.
Meldon and expects that she would be equally happy. Mrs. Meldon, on the other hand, is not happy
at all. Already in mourning for her husband and son-the war victims, she tries to convince Professor
Corrie that he should destroy his formula as it will destroy life, but he rejects her appeal
disdainfully. Mrs. Meldon now undergoes an internal conflict. She has to choose between her
brother and humanity. Finally, she resolves to save the humanity and thus stabs her own brother
to death as it was the only means left to destroy the deadly formula.
Topic 06: Letter/Application
Format

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Examination Hall,
City (A.B.C.)
23 February, 2024.
(Leave one line)
The Manager/The Editor/ The Principal,
Company (X.Y.Z)/ The Dawn News/ School (X.Y.Z.),
Islamabad.
Subject: _______________
Respected/Dear (Sir/Madam),
Introduction (2-3 Lines): Purpose of Writing
Body (7-10 Lines): Detailed explanation of the issue
Conclusion (1-2 Lines): Expected outcome/Action
Yours Sincerely/Truly,
X.Y.Z.
Universal Job Application
Examination Hall,
City (A.B.C)
19 March, 2024
(Leave One Line Space)
The Manager,
Company XYZ,
City (A.B.C)
Subject: Application for the post of………….
Dear Manager,
Through the columns of a local newspaper, I have come to know about the vacancy of……...in
your prestigious organization. I have carefully read the criteria and I find myself suitable for the
said post.
Throughout my career, I have honed my skills in [mention relevant skills or experiences]. I am a
dedicated and detail-oriented professional, committed to delivering high-quality work and
collaborating effectively with colleagues. I am eager to become a part of your team and contribute
to the continued growth and success of the organization.
Please find attached my resume for your consideration. I welcome the opportunity to discuss how
my background, skills, and enthusiasm align with the needs of your company. Thank you for
considering my application.
Sincerely,
XYZ
Expected Topics:

1. Write a comprehensive Job application/CV for the position of 'sales representative' at a

multinational company.
2. Create a Job application/CV highlighting your qualifications and experiences for the role
of 'graphic designer' in a creative agency.
3. Craft a Job application/CV tailored to the position of 'customer service executive' in a
renowned telecommunications company.

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4. Prepare a Job application/CV demonstrating your skills and achievements suitable for the
position of 'financial analyst' in a reputable investment firm.
5. Develop a Job application/CV showcasing your educational background and
extracurricular activities for the role of 'marketing intern' in a leading advertising
agency.
6. Design a Job application/CV presenting your leadership abilities and volunteer work for
the role of 'event coordinator' in a prominent event management company.
7. Build a Job application/CV showcasing your linguistic proficiency and teaching
experience for the role of 'English language instructor' at a reputable language institute.
8. Draft a Job application/CV demonstrating your project management skills and previous
work experience for the position of 'project manager' in a well-established construction
company.

Universal Letter to Editor

Examination Hall,
City (A.B.C)
19 March, 2024
(Leave One Line Space)
The Editor,
The Dawn News,
City (A.B.C)
Subject: Letter to Editor about………………….
Dear Sir,
Through the columns of your esteemed newspaper, I would like to draw the attention of
concerned authorities towards a very serious issue of………. . Due to……, the residents
of our area are facing numerous problems. As a responsible citizen, I feel the urge to
highlight this issue and request for immediate response from the concerned office.
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
I expect that my concerns will be taken as positive criticism and the concerned authorities
will take immediate actions to resolve this issue so that everyone can enjoy a peaceful and
productive lifestyle.
Sincerely,

XYZ
Samples
1. Letter to the editor regarding increasing pollution levels
Dear Sir/Madam,
I am writing this letter to express my concern about the increasing pollution levels in our city. It
has become a matter of serious concern, as it is not only affecting the environment but also our

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health. The air quality index in our city has been worsening day by day, and it has become difficult
to breathe.
I request you to take this matter seriously and urge the authorities to take immediate action to curb
pollution levels. We need more public transport and restrictions on the use of private vehicles.
Also, we need to promote the use of renewable energy sources and reduce waste generation.
I hope you will take the necessary steps to improve the quality of life in our city.
Yours sincerely,
X.Y.Z.
2. Letter to NHA for improvement of roads
Dear Sir/Madam,
I am writing this letter to bring to your notice the poor condition of the roads in our area. The roads
are filled with potholes and it is causing a lot of inconvenience to the commuters. We have been
facing this issue for a long time, and despite several complaints, no action has been taken yet.
I request you to intervene and take necessary steps to repair the roads in our area. This will not
only ease the commute but also prevent accidents. I hope you will take immediate action and
improve the infrastructure in our area.
Yours sincerely,
X.Y.Z.
3. Letter to the Municipal Corporation about Improper Garbage Disposal
Dear Sir/Madam,
I am writing this letter to bring to your attention the issue of improper garbage disposal in our area.
The garbage bins are overflowing, and the garbage is scattered all around, which is causing a lot
of health hazards for the residents. This has been a persistent problem, and despite several
complaints, no action has been taken yet.
I request you to take immediate action and increase the frequency of garbage collection in our area.
Also, the garbage bins need to be placed at a proper location and should be regularly cleaned. This
will not only improve the cleanliness of our area but also prevent the spread of diseases.
I hope you will take this matter seriously and take the necessary steps to ensure the proper disposal
of garbage in our area.
Thank you.
Yours sincerely,
X.Y.Z.

Just Body (Use the Universal Intro/Conclusion

The Importance of Sports in School Curriculum:
Dear Editor,
I would like to highlight the significance of sports in school curriculum. It is crucial to incorporate
sports into our education system as it helps in developing physical fitness, teamwork, and
leadership skills. Sports also help in building a healthy and competitive spirit among students.
Therefore, schools should prioritize sports education and provide necessary infrastructure and
resources to promote sports activities.
Sincerely, X.Y.Z.
The Need for Cleanliness and Sanitation in Our Neighborhoods:

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 EnglishKeys Academy

Dear Editor,
I am concerned about the lack of cleanliness and sanitation in our neighborhoods. This problem
not only affects the health and well-being of individuals but also harms the environment. We
should all take responsibility for keeping our surroundings clean and adopt proper waste
management practices. The authorities should also take necessary steps to ensure proper waste
disposal and maintain cleanliness in our neighborhoods.
Sincerely, X.Y.Z.
Rising Cyberbullying: How to Combat it:
Dear Editor,
The rising cases of cyberbullying are alarming and require immediate attention. It is essential to
spread awareness about the negative effects of cyberbullying and educate individuals about
responsible online behavior. Parents, educators, and authorities should work together to combat
cyberbullying and ensure a safe and healthy online environment.
Sincerely, X.Y.Z.
The Rising Problem of Air Pollution in Our City:
Dear Editor,
I am deeply concerned about the rising problem of air pollution in our city. It not only poses serious
health risks but also harms the environment. The authorities should take necessary steps to curb
air pollution by promoting the use of public transport, implementing strict emission norms, and
increasing awareness about sustainable practices.
Sincerely, X.Y.Z.
The Importance of Reading Books in Today's Digital Age:
Dear Editor,
In today's digital age, reading books has become more important than ever. Reading helps in
improving language skills, critical thinking, and creativity. It also helps in reducing stress and
expanding knowledge. Therefore, we should encourage individuals, especially children, to read
books and make it a habit.
Sincerely, X.Y.Z.
The Growing Issue of Child Marriage: Why it Should be Stopped:
Dear Editor,
The growing issue of child marriage is a matter of concern and needs urgent action. Child marriage
not only violates human rights but also harms the health and well-being of children. We should
work together to create awareness about the negative effects of child marriage and implement strict
laws to prevent it.
Sincerely, X.Y.Z.
Exam Pressure: How to Cope with It:
Dear Editor,
Exam pressure is a common issue faced by students and can have serious consequences on their
mental health. It is crucial to adopt healthy study habits, take breaks, and seek support from
teachers and counselors. Parents should also encourage their children to prioritize their well-being
over grades.
Sincerely, X.Y.Z.
The Need for Gender Equality in All Spheres of Life:

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 EnglishKeys Academy

Dear Editor,
Gender equality is a fundamental human right and should be promoted in all spheres of life. It is
important to create awareness about gender stereotypes and promote equal opportunities for all.
We should work together to eliminate gender discrimination and create a society where everyone
is treated with respect and dignity.
Sincerely, X.Y.Z.
The Role of Social Media in Spreading Awareness about Social Issues:
Dear Editor,
Social media has become an important tool for spreading awareness about social issues. It provides
a platform for individuals to express their views and opinions and reach a wider audience.
Therefore, we should use social media responsibly and promote positive messages to create a better
society.
Sincerely, X.Y.Z.
The Need for Mental Health Counselling in Schools:
Dear Editor,
Mental health issues among students are on the rise and require immediate attention. It is essential
to provide mental health counselling in schools to help students cope with stress and anxiety. We
should also create awareness.

Universal CV/Resume
CV Universal Format
Name: ABC (Bold with Marker)
DOB: 01-01-0000
CNIC: 0000-0000000-0 Photo
Email: [email protected]
Phone No: 0000-0000000
Address: Examination Hall
Objective:
To utilize my skills and experience in [industry/field] to contribute effectively to a dynamic team,
while continuously learning and growing within the organization.
Education
Name of Degree Board/University Percentage
Masters Punjab University 80%
Bachelors Punjab University 95%
FSC FBISE 85%
Matric FBISE 90%
Experience
Post From To
Team Leader 2022 2024
Project Supervisor 2021 2022
Internee 2020 2021

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Skills:
 Expert in MS Office
 Problem-Solving
 Adaptability
 Teamwork
 Time Management
 Attention to Detail
 Leadership
 Technical Proficiency
 Continuous Learning
Hobbies:
 Reading
 Cycling
 Painting
References:
Will be furnished on demand

Topic 07: Grammar Portion

Phrasal Verb
Worksheets No 01
1. His father always taught him not to _____ those people with less. (look up to / look down on)
2. Stop complaining and _____ your work! (get on with / get over)
3. The boss wants you to _____ your figures for this month to him. (hand out / hand in)
4. We're going to have to _____ our trip to Spain until September. (put up/ put off)
5. I _____ Amir today at the supermarket. It was great to see him. (ran out of / ran into)
6. I'm so tired of Sophie _____ her engagement ring all the time. (showing off, showing up)
7. The police would not _____ to the kidnapper's demands. (give up/ give in)
8. I thought I would _____ for a cup of coffee. Is that okay? (drop off/ drop in)
9. Have you ever _____ such an unusual piece of art? (come forward/come across)
10. It’s important to _____ on time. (show up / show off)
11. _____ your feet when walking; you don’t want to trip! (uplift / lift up)
12. The tree was _____ by the wind. (blown up / blown over)
13. He _____ his hat to show me his new haircut. (took off / took up)
14. I just can’t seem to _____ this book. (get off / get into )
Answers:
1. look down on 7. give in 13. took off
2. get on with 8. drop in 14. get into
3. hand in 9. come across
4. put off 10. show up
5. ran into 11. lift up
6. showing off 12. blown over
Worksheets No 02
1. The truth finally __________ me. (dawned on/dawned about)
2. He __________ as if nothing had happened. (carried on, carried through)

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3. He __________ all struggle. (gave up / gave out)

4. __________ the light, please. (Switch on, switch for)
5. She __________ her mother. (takes in, takes after)
6. Children __________ whatever they hear. (blurt out, blurt about)
7. Junoon has just __________ a new winter collection. (brought up, brought out)
8. The Panda is in danger of __________. (drying out, drying in)
9. All the tickets of the Barcelona Cup have been __________. (sold away, sold out)
10. Why are you __________. (looking around, looking for)
11. Please, __________ your shoes. (take off, take out)
12. Have the factory workers __________ the strike? (called of, called off)
13. He did not __________ my request. (accede to, accede for)
14. He __________ drinking after his failure in love. (took to, took in)
15. You can __________ this deficiency. (make out, make up)
16. Girls __________ to greet their favorite teacher. (turned on, turned out)
17. He __________ book of all kinds. (deals in, deals of)
18. The government has __________ all projects. (cast by, cast aside)
19. All the fruit in the basket has __________. (gone off, gone out)
20. His oratory __________ the feelings of the crowd. (worked up, worked out)
Answers 7. brought out 14. took to
1. dawned on 8. drying out 15. make up
2. carried on 9. sold out 16. turned out
3. gave up 10. looking around 17. deals in
4. Switch on 11. take off 18. cast aside
5. takes after 12. called off 19. gone off
6. blurt out 13. accede to 20. worked up
Worksheet No 03.
1. The reality __________ her. (hit upon, hit about)
2. He __________ the project despite the challenges. (pressed on, pressed through)
3. She __________ her bad habits. (broke off, broke away)
4. Please __________ the music. (turn up, turn for)
5. He __________ his father in terms of appearance. (takes on, takes up)
6. The secret was __________ during the meeting. (let out, let in)
7. The fashion brand has __________ a new summer collection. (rolled out, rolled up)
8. The river is __________ due to the drought. (drying up, drying off)
9. All the concert tickets have been __________. (snapped up, snapped away)
10. Why are you __________ the old photographs? (going through, going around)
11. Please __________ your coat before entering. (put on, put off)
12. Have they __________ their plan to expand? (called back, called up)
13. He did not __________ my suggestions. (give in to, give out for)
14. She __________ writing after her retirement. (took up, took over)
15. You can __________ this equation with the right formula. (figure out, figure up)
16. The students __________ their teacher's farewell party. (turned up, turned to)
17. He __________ antique furniture. (deals with, deals on)
18. The government has __________ the previous policies. (cast off, cast aside)
19. All the fireworks have __________. (gone out, gone away)
20. His speech __________ the audience. (stirred up, stirred about)
Answers:

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1. hit upon 8. drying up 15. figure out

2. pressed on 9. snapped up 16. turned up
3. broke off 10. going through 17. deals in
4. turn up 11. put off 18. cast aside
5. takes after 12. called off 19. gone out
6. let out 13. give in to 20. stirred up
7. rolled out 14. took up
Form of Verb
Q1. I __________ working all afternoon and have just finished the assignment.
A have been
B had been
C shall be
D am
Q2. Rohan __________ the movie before he read the review.
A watches
B have watched
C had watched
D was watching
Q3. He __________ in the States but he still does not have a command over the English language.
A have been living
B has been living
C have lived
D living
Q4. By the next month, we shall __________ the project.
A has completed
B completing
C completed
D have completed
Q5. Every boy and girl __________ in the class today.
A are present
B is present
C have present
D had present
Q6. He __________ daily for a year now.
A exercises
B was exercising
C has been exercising
D have been exercising
Q7. I __________ this book since morning.
A had been reading
B has been reading
C have had read
D shall be reading
Q8. Which tense is used to express general truths and facts?
A Present continuous tense
B Present perfect tense
C Past perfect tense
D Present indefinite tense
Q9. According to the prevailing rate, two dozen __________ rupees one hundred.
A costs

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B cost
C costing
D costed
Q10. The Council __________ made its decision.
A have
B have had
C has
D having
Q11. What do tenses as the form of a verb help to determine?
A The time of the action
B The state of the action
C Both (A) and (B)
D The number of action
Q12. Which tense is used to show the completion of an action by a certain time in the future?
A Future perfect tense
B Present indefinite tense
C Future perfect continuous tense
D Both (A) and (C)
Q13. Identify the tense used in the following sentence. “When I reached the bookstore, all the
copies had already been sold.”
A Past perfect tense
B Past indefinite tense
C Present perfect tense
D Present indefinite tense
Q14. The wise leader and politician __________ assassinated.
A are
B has been
C have been
D have had been
Q15. Neither of the paintings __________ sold.
A have been
B were
C are
D was
Q16. Sita or her brothers __________ to be blamed.
A is
B has
C are
D was
Q17. The Chief guest, with his wife, __________.
A has left
B are leaving
C have left
D left
Q18. The quality of products __________ over time.
A are degrading
B have been degrading
C have degrading
D were degraded
Q19. The news __________ not updated timely.
A were

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B have
C is
D are
Q20. They __________ into their cars and drove away.
A has got
B have got
C gets
D got
Q21. Choose the sentence with the future perfect tense.
A They shall have arrived by then.
B They shall be arriving by then.
C They shall arrive by then.
D They shall have been arriving by then.
Q22. Identify the tense used in the following sentence. “We are going to reach the destination as
scheduled.”
A Present continuous tense
B Future perfect continuous tense
C Future continuous tense
D Present perfect continuous tense
Q23. Which tense is used to express an action going at some point in the past?
A Past indefinite tense
B Past perfect continuous tense
C Past continuous tense
D Past perfect continuous tense
Q24. Each of the four army soldiers __________ for the mission.
A were ready
B are ready
C was ready
D have been ready
Q25. The thief and the eye-witness __________.
A has escaped
B has been escaping
C was escaping
D have escaped
Q26. Back in my native place, I __________ a smartphone.
A did not have
B do not have
C did not had
D do not had
Q27. Choose the correct sentence.
A When I woke up, he has already eaten breakfast.
B When I woke up, he had already eaten breakfast.
C When I had woken up, he had already ate breakfast.
D When I had woken up, he has already ate breakfast.
Q28. I __________ the medicine as prescribed by the doctor for a week now.
A takes
B have been taking
C would have taken
D have had been taking
Q29. You and I __________ the obligations.
A am fulfilled

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B has been fulfilling

C have fulfilled
D has fulfilled
Q30. Identify the tense used in the sentence. “Her brother will walk her down the aisle.”
A Future indefinite tense
B Future perfect tense
C Present indefinite tense
D Present perfect tense
Q31. Choose the past perfect continuous tense form of the sentence. “The children played in the
park throughout the evening.”
A The children played in the park throughout the evening.
B The children have been playing in the park throughout the evening.
C The children had played in the park throughout the evening.
D The children had been playing in the park throughout the evening.
Q32. Identify the tense used in the sentence. “Here comes the soon-to-be bride!”
A Present continuous tense
B Present indefinite tense
C Future indefinite tense
D Present perfect tense
Q33. Identify the tense used in the underlined phrase. “The weatherman forecasted that it’s going
to rain.”
A Present indefinite tense
B Future indefinite tense
C Future perfect continuous tense
D Present continuous tense
Q34. Two-thirds of the food supply __________ for the month.
A has been used
B were used
C have been using
D has been using
Q35. The technique of paraphrasing __________.
A are practised
B has to be practised
C have to be practised
D is practising
Q36. “Shyam and his brothers” __________ a famous sweet shop in our neighbourhood.
A are
B have been
C is
D have
Q37. Which tense is used to express that an action started in the past and is continuing till now?
A Present perfect tense
B Past perfect continuous tense
C Past continuous tense
D Present perfect continuous tense
Q38. Identify the tense used in the sentence. “While he was in the military, he still regularly wrote
to me.”
A Past indefinite tense
B Past perfect tense
C Present indefinite
D Past perfect continuous tense

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Q39. Identify the tense used in the underlined phrase. “He is always found reading the newspaper.”
A Present indefinite tense
B Present perfect continuous tense
C Present continuous tense
D Present perfect tense
Q40. Fill in the blank with the present perfect tense form of the verb given in the bracket. “James
___________ to visit her grandmother.” (go)
A have been going
B had gone
C has gone
D has been going
Q41. Fill in the blank with the future perfect continuous tense form of the verb given in the bracket.
“We __________ for an hour now.” (wait)
A shall have been waiting
B have been waiting
C shall be waiting
D had been waiting
Q42. Choose the present indefinite tense form of the sentence. “He had been sleeping.”
A He has been sleeping.
B He had slept.
C He has slept.
D He sleeps.
Q43. Identify the tense used in the underlined phrase. “He joined the cooking school late but only in
a few months had mastered the recipes.”
A Past indefinite tense
B Past perfect tense
C Present perfect tense
D Present indefinite tense
Q44. By the time she was fifteen, she __________ a beautiful singer.
A shall become
B become
C had become
D has becoming
Q45. Fill in the blank with the present perfect continuous tense form of the verb given in the
bracket. “Adam __________ a health regime everyday.” (follow)
A follows
B have been following
C has been following
D has followed
Q46. Neither she nor I __________ at home.
A were
B was
C has been
D be
Q47. My friends and I __________ stuck there.
A had been
B was
C has been
D have had been
Q48. Choose the correct sentence.
A Sam have gone to buy some groceries.

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B Sam had going to buy some groceries.

C Sam be going to buy some groceries.
D Sam is going to buy some groceries.
Q49. Which tense is used to express an action taking place in the future?
A Future perfect tense
B Future perfect continuous tense
C Future indefinite tense
D Future continuous tense
Q50. Chris __________ to attend the programme.
A did not wanted
B did not want
C do not wanted
D does not wanted
Q51. Meera __________ for the charitable cause.
A came to contribute
B come to contributed
C came to contributed
D comes to contributed
Q52. Fill in the blank with the past continuous tense form of the verb given in the bracket. “Monica
__________ since last week.” (plan)
A did plan
B has been planning
C had been planning
D was planning
Q53. The crowd that __________ due to the quarrel has dispersed now.
A have gathered
B has been gathered
C had gathered
D has been gathering
Q54. Identify the tense used in the sentence. “Nick has purchased a new laptop.”
A Present perfect tense
B Past indefinite tense
C Past perfect tense
D Present indefinite tense
Q55. The stars __________ bright at night.
A shines
B shine
C has shine
D shining
Q56. Identify the tense used in the sentence. “When shall our application be approved?”
A Future perfect tense
B Present indefinite tense
C Past perfect tense
D Future indefinite tense
Q57. Which tense is used to express an action completed in the immediate past?
A Past indefinite tense
B Present indefinite tense
C Present perfect tense
D Past perfect tense
Q58. Choose the past perfect continuous tense form of the sentence. “George travels around the
world.”

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A George has been travelling around the world.

B George had been travelling around the world.
C George shall have been travelling around the world.
D George was travelling around the world.
Q59. You should not __________ back with your teacher.
A talk
B talks
C had talked
D talked
Q60. Pentagon __________ five sides.
A have had
B had
C has
D have
Q61. Identify the tense used in the given sentence. “My father’s shop has been sold out.”
A Past perfect tense
B Present perfect tense
C Past indefinite tense
D Present indefinite tense
Q62. Identify the tense used in the given sentence. “I am visiting her now.”
A Present indefinite tense
B Future perfect continuous tense
C Future perfect tense
D Present continuous tense
Q63. Fill in the blank with the future perfect tense form of the verb given in the bracket. “Peter
__________ had it been possible.” (adjust)
A would adjust
B would have adjusted
C has adjusted
D had adjusted
Q64. Choose the future perfect tense form of the given sentence. “He has a lot of experience.”
A He had a lot of experience.
B He will have a lot of experience.
C He will have had a lot of experience.
D He will be having a lot of experience.
Q65. I probably __________ left.
A should have
B will
C has
D having
Q66. Fill in the blank with the present perfect tense form of the verb given in the bracket. “I
__________ here for a month now.” (be)
A had been
B would have been
C have been
D have had been
Q67. Identify the tense used in the underlined phrase. “By the time I was informed,
the registrations had been closed.”
A Past perfect tense
B Present perfect tense
C Past indefinite tense

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D Present indefinite tense

Q68. Choose the correct sentence.
A Harry inviting me to his farmhouse once.
B Harry shall invited me to his farmhouse once.
C Harry had invited me to his farmhouse once.
D Harry has been inviting me to his farmhouse once.
Q69. Has the itinerary __________ yet?
A been deciding
B been decided
C decided
D be decided
Q70. It is a tradition that __________ ever since.
A have been celebrated
B had been celebrated
C has been celebrated
D has been celebrating
Q71. Jackson and Kate __________ all this time.
A have been collaborating
B have to collaborate
C collaborate
D collaborates
Q72. Identify the tense used in the given sentence. “Welcome to the ceremony.”
A Present perfect tense
B Present indefinite tense
C Past indefinite tense
D Past perfect tense
Q73. Fill in the blank with the past perfect continuous tense form of the verb given in the bracket.
“The area __________ from an earthquake.” (recover)
A is recovering
B has been recovering
C had been recovering
D has recovered
Q74. Choose the present perfect tense form of the given sentence. “The manager shall be on leave.”
A The manager is on a leave.
B The manager had been on leave.
C The manager was on leave.
D The manager has been on leave.
Q75. Mathematics __________ difficult by many students.
A is found
B has found
C has been founding
D are found
Q76. I __________ you my last year’s books.
A have had lend
B shall lend
C lends
D lending
Q77. Identify the tense used in the underlined phrase. “As soon as I was ready to leave, it started to
pour.”
A Present perfect tense
B Past perfect tense

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C Past indefinite tense

D Present indefinite tense
Q78. Identify the tense used in the given sentence. “Someone picked my pocket.”
A Present indefinite tense
B Past indefinite tense
C Past perfect tense
D Present perfect tense
Q79. Choose the future perfect tense form of the given sentence. “Charlie is the headboy of our
school.”
A Charlie will be the headboy of our school.
B Charlie has been the headboy of our school.
C Charlie have had been the headboy of our school.
D Charlie would have been the headboy of our school.
Q80. Which tense is used to express a person’s habitual or regular activities?
A Present perfect tense
B Present perfect continuous tense
C Present indefinite tense
D Present continuous tense
Q81. Joey __________ from the vacation just now.
A has returned
B had returned
C had been returning
D returns
Q82. You should not __________ the worst.
A assumed
B assuming
C assume
D assumes
Q83. Choose the future indefinite tense form of the given sentence. “The parcel has been delivered.”
A The parcel had been delivered.
B The parcel will be delivered.
C The parcel was delivered.
D The parcel would have been delivered.
Q84. Fill in the blank with the present perfect continuous tense form of the verb given in the
bracket. “Workers __________ day and night.” (work)
A had been working
B have been working
C has been working
D are working
Q85. Fill in the blank with the past perfect tense form of the verb given in the bracket. “Vikram
__________ his job.” (do)
A did
B was doing
C had done
D had been doing
Q86. Choose the correct sentence.
A I did not accompanied them.
B I do not accompanied them.
C I does not accompany them.
D I do not accompany them.
Q87. Identify the tense used in the given sentence. “Sasha scolds and asks her to go away.”

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 EnglishKeys Academy

A Past indefinite tense

B Past perfect tense
C Present indefinite tense
D Present perfect tense
Q88. Identify the tense used in the given sentence. “John met the officer in the evening.”
A Past continuous tense
B Past perfect continuous tense
C Past perfect tense
D Past indefinite tense
Q89. The whole family __________ for the ceremony.
A has been invited
B have been invited
C invites
D invited
Q90. Fill in the blank with the past indefinite tense form of the verb given in the bracket. “After a
long day at work, Rachel _________ tired.” (be)
A is
B are
C had been
D has been
Q91. Which tense is used to express an action that is taking place at the time of speaking?
A Present perfect continuous tense
B Present indefinite tense
C Present continuous tense
D Present perfect tense
Q92. Identify the tense used in the underlined phrase. “She has decided to distribute the duties
after everyone completes their work.”
A Past perfect tense
B Present perfect tense
C Present indefinite tense
D Past indefinite tense
Q93. Identify the tense used in the given sentence. “Everyone shall be reaching by tomorrow.”
A Future indefinite tense
B Present continuous tense
C Future perfect continuous tense
D Future continuous tense
Q94. Joseph __________ by everyone after he won the competition.
A was congratulated
B congratulate
C shall be congratulated
D have been congratulated
Q95. Choose the correct sentence.
A He visit the temple frequently.
B He visits the temple frequently.
C He had visiting the temple frequently.
D He have had visited the temple frequently.
Q96. Fill in the blank with the future perfect tense form of the verb given in the bracket. “Mary
__________ seats for us.” (save)
A ought to save
B should save
C would have saved

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D would save
Q97. Identify the tense used in the underlined phrase. “She speaks less but has strong opinions.”
A Present indefinite tense
B Present perfect tense
C Past perfect tense
D Past indefinite tense
Q98. Identify the tense used in the given sentence. “You are always working on your laptop.”
A Present indefinite tense
B Present perfect tense
C Present continuous tense
D Present perfect continuous tense
Q99. Jack and John __________ helpful.
A be
B have been
C was
D had been
Q100. Which tense is used to express an action that began in the past before some point and
continued up to that point?
A Past indefinite tense
B Past perfect tense
C Past perfect continuous tense
D Past continuous tense
Answer key

Q. No. Ans. Q. No. Ans. 16 C 66 C

1 B 51 A 17 A 67 A

2 C 52 D 18 B 68 C

3 B 53 C 19 C 69 B

4 D 54 A 20 D 70 C

5 B 55 B 21 A 71 A

6 C 56 D 22 A 72 B

7 A 57 D 23 C 73 C

8 D 58 B 24 C 74 D

9 B 59 A 25 D 75 A

10 C 60 C 26 A 76 B

11 C 61 B 27 B 77 C

12 C 62 D 28 B 78 B

13 A 63 B 29 C 79 D

14 B 64 C 30 A 80 C

15 D 65 A 31 D 81 A

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 EnglishKeys Academy

32 B 82 C 42 D 92 B

33 D 83 B 43 B 93 D

34 A 84 B 44 C 94 A

35 B 85 C 45 C 95 B

36 C 86 D 46 B 96 C

37 D 87 C 47 A 97 A

38 A 88 C 48 D 98 C

39 C 89 A 49 C 99 D

40 C 90 C 50 B 100 C

41 A 91 C

Punctuation
1. Full Stop (.): Used to end declarative sentences or statements. Also used in abbreviations.
- Trick: Check if the sentence expresses a complete thought and add a period at the end if
necessary.
- Rule: Always use a period at the end of a declarative sentence.
2. Commas (,): Used to separate items in a list, set off introductory phrases, join independent
clauses with coordinating conjunctions, and set off non-essential information.
- Trick: Look for lists, introductory phrases, or places where a pause is needed for clarity.
- Rule: Use commas to separate items in a list, after introductory phrases, before coordinating
conjunctions joining independent clauses, and around non-essential information.
3. Semicolons (;): Used to join closely related independent clauses or to separate items in a list
when the items contain commas.
- Trick: Check if the clauses are closely related and can stand alone as sentences.
- Rule: Use semicolons to join closely related independent clauses or to separate items in a list
when the items contain commas.
4. Colons (:): Used to introduce a list, explanation, or quotation.
- Trick: Consider if what follows the colon expands on or explains what comes before it.
- Rule: Use colons to introduce lists, explanations, or quotations.
5. Question Marks (?): Used to end direct questions.
- Trick: Determine if the sentence is asking a direct question.
- Rule: Use question marks at the end of direct questions.
6. Exclamation Marks (!): Used to convey strong emotion or emphasis.
- Trick: Consider the tone of the sentence and if it expresses excitement, surprise, or emphasis.
- Rule: Use exclamation marks to convey strong emotion or emphasis.
7. Quotation Marks (" "): Used to indicate direct speech, quotations, or titles of shorter works.
- Trick: Identify where someone is speaking directly or quoting someone else's words.
- Rule: Use double quotation marks for direct speech, quotations, or titles of shorter works.
8. Apostrophes ('): Used to show possession or to indicate contractions.
- Trick: Determine if something belongs to someone or if words are being combined.
- Rule: Use apostrophes to show possession ('s) or to indicate contractions.

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Topic 08: Translation

1. Vocabulary
2. Tense
3. Sense
Topic 09: Dialogue
1. Give scene/background
2. Start with greetings. Ice breaker must introduce the topic
3. Give at least 8 pairs of conversation
4. Use formal language. Avoid yo-bro language
Sample Dialogues

Dialogue 1: The importance of extracurricular activities in a student's life

Participant 1: Assalamu Alaikum, how are you doing?
Participant 2: Wa Alaikum Assalam, I am doing well. How about you?
Participant 1: I am doing great. I was thinking about how important extracurricular activities are
for students in Pakistan.
Participant 2: Yes, extracurricular activities help students develop a well-rounded personality
and enhance their academic performance.
Participant 1: Exactly. In Pakistan, students should have access to a wide range of
extracurricular activities, such as sports, arts, and cultural events.
Participant 2: I agree. Extracurricular activities provide opportunities for students to explore
their interests, develop leadership skills, and learn teamwork.
Participant 1: Moreover, extracurricular activities can help students relieve stress and maintain a
healthy lifestyle.
Participant 2: That's true. However, there is often a lack of resources and funding for such
activities in schools in Pakistan.
Participant 1: Yes, it's essential for schools and the government to prioritize and invest in
extracurricular activities to ensure students have access to these opportunities.
Participant 2: Absolutely. It's vital for students to have a well-balanced education that includes
both academic and extracurricular activities.
Dialogue 2: The impact of social media on the lives of teenagers
Participant 1: Assalamu Alaikum, how are you?
Participant 2: Wa Alaikum Assalam, I am doing well. How can I assist you today?
Participant 1: I am concerned about the impact of social media on teenagers in Pakistan.
Participant 2: Yes, social media has become an integral part of our daily lives, and it's essential
to discuss its impact on teenagers.
Participant 1: However, social media can have negative effects such as addiction, cyberbullying,
and social isolation.
Participant 2: Absolutely. Parents, schools, and the government need to work together to raise
awareness and educate teenagers about the responsible use of social media.
Participant 1: I think it's essential to teach teenagers about online privacy, security, and digital
citizenship.
Participant 2: Yes, by organizing workshops and seminars on social media literacy, schools can
help students understand the positive and negative aspects of social media.
Participant 1: Moreover, parents should monitor their children's social media usage and set
limits to ensure they don't become addicted.

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Participant 2: That's right. It's crucial to teach teenagers to use social media for learning,
networking, and self-expression while being mindful of its potential risks.
Dialogue 3: The role of education in building a better society
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What's on your mind?
Participant 1: I was thinking about the role of education in building a better society in Pakistan.
Participant 2: Education plays a crucial role in the social, economic, and cultural development
of a society.
Participant 1: Exactly. In Pakistan, there are still many areas where education is not accessible
or of poor quality.
Participant 2: That's true. It's important for the government and private sector to invest more in
education to ensure that every child has access to quality education.
Participant 1: Moreover, education should focus on developing critical thinking, problem-
solving, and other essential skills that prepare students for the workforce and contribute to the
development of the society.
Participant 2: Yes, education should aim to create responsible and ethical citizens who can
contribute to the betterment of society.
Participant 1: I think it's crucial to promote gender equality and inclusivity in education to
ensure
that every child has equal opportunities to learn and grow.
Participant 2: Absolutely. It's also important to ensure that education is accessible to
marginalized
and underprivileged communities in Pakistan.
Participant 1: By investing in education, we can create a more prosperous and peaceful society
in Pakistan.
Participant 2: That's right. Education is the foundation of a better future for our country.
Dialogue 4: The importance of preserving cultural heritage in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What brings you here today?
Participant 1: I am concerned about the loss of cultural heritage in Pakistan.
Participant 2: Yes, preserving cultural heritage is essential to maintain our identity and promote
cultural diversity.
Participant 1: Exactly. In Pakistan, there are many cultural sites and traditions that are in danger
of being lost forever.
Participant 2: It's important for the government and private sector to work together to preserve
and promote our cultural heritage.
Participant 1: I think it's important to raise awareness among the public about the value of our
cultural heritage and the need to protect it.
Participant 2: Yes, by organizing cultural events and festivals, we can promote and preserve our
cultural heritage.
Participant 1: Moreover, schools should include cultural education in their curriculum to ensure
that future generations learn about their cultural heritage.
Participant 2: That's right. By preserving our cultural heritage, we can also promote tourism and
create economic opportunities in Pakistan.
Participant 1: I think it's essential to recognize the importance of our cultural heritage and take
action to protect it for future generations.

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Dialogue 5: The impact of climate change on Pakistan

Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What's on your mind?
Participant 1: I am concerned about the impact of climate change on Pakistan.
Participant 2: Yes, climate change is a global challenge that requires immediate action to
mitigate its effects.
Participant 1: In Pakistan, climate change has resulted in natural disasters, such as floods and
droughts, and has also affected agriculture and food security.
Participant 2: It's important for the government and private sector to work together to reduce
greenhouse gas emissions and promote sustainable development.
Participant 1: I think it's important to raise awareness among the public about the impact of
climate change and the need to take action to mitigate its effects.
Participant 2: Yes, by promoting sustainable practices such as renewable energy, water
conservation, and waste reduction, we can help reduce our carbon footprint and mitigate the
effects of climate change.
Participant 1: Moreover, schools should include climate change education in their curriculum to
ensure that future generations understand the importance of environmental sustainability.
Participant 2: That's right. By taking action on climate change, we can create a more resilient
and sustainable future for Pakistan.
Participant 1: I think it's essential to recognize the urgency of the climate change challenge and
take action to protect our planet and our future.
Dialogue 6: The importance of physical fitness and healthy living in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What's on your mind?
Participant 1: I wanted to discuss the importance of physical fitness and healthy living in
Pakistan.
Participant 2: Yes, leading a healthy lifestyle is essential for maintaining physical and mental
well-being.
Participant 1: In Pakistan, there is a growing trend of unhealthy eating habits and sedentary
lifestyles, which can lead to various health issues.
Participant 2: It's important to encourage healthy eating habits and physical activity, such as
sports and exercise, to promote a healthier lifestyle.
Participant 1: I think it's important to raise awareness among the public about the benefits of
physical fitness and healthy living.
Participant 2: Yes, by promoting healthy living through schools, communities, and workplaces,
we can encourage people to adopt healthier lifestyles.
Participant 1: Moreover, the government should invest in public facilities such as parks and
recreational centers to promote physical activity.
Participant 2: That's right. By promoting physical fitness and healthy living, we can improve
the overall health and well-being of the Pakistani people.
Participant 1: I think it's essential to recognize the importance of leading a healthy lifestyle and
take action to promote it.
Dialogue 7: The importance of interfaith harmony in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What brings you here today?
Participant 1: I wanted to discuss the importance of interfaith harmony in Pakistan.

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Participant 2: Yes, promoting religious tolerance and peaceful coexistence is crucial for
creating a harmonious and inclusive society.
Participant 1: In Pakistan, there have been instances of religious intolerance and discrimination,
which have led to conflict and division.
Participant 2: It's important to promote interfaith Dialogue and respect for diversity to foster
mutual understanding and acceptance among different religious communities.
Participant 1: I think it's important to raise awareness among the public about the value of
interfaith harmony and the need to promote it.
Participant 2: Yes, by organizing interfaith events and activities, we can promote mutual
understanding and respect among different religious communities.
Participant 1: Moreover, schools should include interfaith education in their curriculum to
ensure that future generations learn about the importance of religious tolerance and peaceful
coexistence.
Participant 2: That's right. By promoting interfaith harmony, we can create a more inclusive and
cohesive society in Pakistan.
Participant 1: I think it's essential to recognize the importance of interfaith harmony and take
action to promote it.
Dialogue 8: The importance of civic engagement and political participation in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What brings you here today?
Participant 1: I wanted to discuss the importance of civic engagement and political participation
in Pakistan.
Participant 2: Yes, being an active and informed citizen is crucial for promoting democracy and
ensuring accountability in government.
Participant 1: In Pakistan, there is a need for greater civic engagement and political participation
to strengthen democracy and improve governance.
Participant 2: It's important to encourage people to participate in civic activities such as voting,
advocacy, and community service to promote social and political change.
Participant 1: I think it's important to raise awareness among the public about the value of civic
engagement and political participation.
Participant 2: Yes, by promoting civic education and community involvement, we can empower
people to be active citizens and make a positive impact on their communities.
Participant 1: Moreover, political parties and government institutions should provide
opportunities for citizens to participate in decision-making processes and hold their elected
officials accountable.
Participant 2: That's right. By promoting civic engagement and political participation, we can
strengthen democracy and ensure that the voices of all citizens are heard.
Participant 1: I think it's essential to recognize the importance of civic engagement and political
participation and take action to promote it.
Dialogue 9: The importance of environmental conservation and sustainability in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What's on your mind?
Participant 1: I wanted to discuss the importance of environmental conservation and
sustainability in Pakistan.
Participant 2: Yes, protecting our natural resources and promoting sustainable practices is
essential for the well-being of both people and the planet.

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Participant 1: In Pakistan, there are many environmental challenges, such as air and water
pollution, deforestation, and climate change.
Participant 2: It's important to raise awareness about these issues and promote sustainable
practices such as renewable energy, conservation of resources, and responsible waste
management.
Participant 1: I think it's important to encourage individuals and communities to take action to
protect the environment and promote sustainability.
Participant 2: Yes, by promoting environmentally-friendly practices in homes, schools, and
businesses, we can reduce our impact on the environment and create a more sustainable future
for Pakistan.
Participant 1: Moreover, the government should prioritize environmental conservation and
sustainability by implementing policies and regulations that promote conservation and
sustainable development.
Participant 2: That's right. By working together to promote environmental conservation and
sustainability, we can ensure a healthy and prosperous future for Pakistan.
Participant 1: I think it's essential to recognize the importance of environmental conservation
and sustainability and take action to promote it.
Dialogue 10: The importance of mental health and well-being in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What brings you here today?
Participant 1: I wanted to discuss the importance of mental health and well-being in Pakistan.
Participant 2: Yes, mental health is essential for our overall well-being and is just as important
as physical health.
Participant 1: In Pakistan, mental health issues such as depression, anxiety, and trauma are often
stigmatized and not given enough attention.
Participant 2: It's important to raise awareness about mental health issues and promote a culture
of acceptance and understanding towards those who suffer from mental illness.
Participant 1: I think it's important to encourage individuals to seek help and support for mental
health issues, and for the government to prioritize mental health services and resources.
Participant 2: Yes, by promoting mental health awareness and providing accessible mental
health services, we can improve the quality of life for millions of Pakistanis.
Participant 1: Moreover, schools and workplaces should prioritize mental health and well-being
by providing resources and support for individuals who may be struggling.
Participant 2: That's right. By recognizing the importance of mental health and well-being, we
can create a more compassionate and supportive society in Pakistan.
Participant 1: I think it's essential to prioritize mental health and well-being and take action to
promote it.
Dialogue 11: The impact of social media on youth in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Subscribe EnglishKeys Academy on YouTube for complete solution of textbooks from 6th to Masters
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What do you want to discuss
today?
Participant 1: I wanted to discuss the impact of social media on youth in Pakistan.
Participant 2: Yes, social media has become a ubiquitous part of our lives, especially for young
people.
Participant 1: In Pakistan, social media has both positive and negative effects on youth, such as

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increased connectivity, but also cyberbullying and misinformation.

Participant 2: It's important to educate young people about responsible social media use and the
dangers of cyberbullying and fake news.
Participant 1: I think it's important for parents, teachers, and community leaders to be aware of
the impact of social media on youth and to encourage safe and responsible social media use.
Participant 2: Yes, by providing resources and support for young people, we can help them
navigate the complex world of social media and avoid the negative consequences.
Participant 1: Moreover, social media companies should take responsibility for the content on
their platforms and work to promote a positive online environment.
Participant 2: That's right. By promoting responsible social media use and holding companies
accountable, we can create a safer and more beneficial online environment for young people in
Pakistan.
Participant 1: I think it's essential to recognize the impact of social media on youth and take
action to promote responsible use.
Dialogue 12: The importance of education in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What's on your mind?
Participant 1: I wanted to discuss the importance of education in Pakistan.
Participant 2: Yes, education is essential for the development and progress of any society.
Participant 1: In Pakistan, there are many challenges to education, such as lack of resources and
access to education, especially for girls and marginalized communities.
Participant 2: It's important to prioritize education and provide opportunities for all individuals
to access quality education.
Participant 1: I think it's important for the government to invest in education and prioritize
policies
and programs that promote access to education, especially for underprivileged communities.
Participant 2: Yes, by providing resources and support for education, we can empower
individuals and communities to reach their full potential and contribute to the progress of
Pakistan.
Participant 1: Moreover, schools and universities should prioritize quality education and provide
resources and support for students to succeed.
Participant 2: That's right. By prioritizing education and providing resources and support, we
can create a more educated and prosperous society in Pakistan.
Participant 1: I think it's essential to recognize the importance of education and take action to
promote it.
Dialogue 13: The impact of tourism on Pakistan's economy
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What do you want to discuss
today?
Participant 1: I wanted to discuss the impact of tourism on Pakistan's economy.
Participant 2: Yes, tourism can be a significant source of revenue for countries and can
contribute
to the growth and development of local communities.
Participant 1: In Pakistan, there is tremendous potential for tourism, with its diverse culture,
natural beauty, and historical significance.
Participant 2: It's important to invest in tourism infrastructure and promote Pakistan as a safe

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 EnglishKeys Academy

and welcoming destination for tourists.

Participant 1: I think it's important for the government and private sector to work together to
promote tourism and provide resources and support for tourism development.
Participant 2: Yes, by investing in tourism, we can create jobs, support local businesses, and
contribute to the overall economic growth of Pakistan.
Participant 1: Moreover, by promoting sustainable tourism, we can protect our natural resources
and cultural heritage for future generations.
Participant 2: That's right. By prioritizing sustainable tourism practices and responsible tourism,
we can ensure that the benefits of tourism are maximized while minimizing negative impacts.
Participant 1: I think it's essential to recognize the potential of tourism and take action to
promote its development in Pakistan.
Dialogue 14: The importance of water conservation in Pakistan
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What do you want to discuss
today?
Participant 1: I wanted to discuss the importance of water conservation in Pakistan.
Participant 2: Yes, water is a precious resource, and it's essential to conserve it to ensure its
availability for future generations.
Participant 1: In Pakistan, there are many challenges to water conservation, such as water
scarcity and inefficient use of water resources.
Participant 2: It's important to promote water conservation practices and increase awareness
about the importance of water conservation.
Participant 1: I think it's important for the government and communities to work together to
prioritize water conservation and provide resources and support for water conservation efforts.
Participant 2: Yes, by promoting efficient use of water resources and implementing water
conservation measures, we can ensure that water is available for all individuals and communities
in Pakistan.
Participant 1: Moreover, by prioritizing water conservation, we can protect our natural resources
and contribute to sustainable development.
Participant 2: That's right. By recognizing the importance of water conservation and taking
action to promote it, we can create a more sustainable and prosperous future for Pakistan.
Participant 1: I think it's essential to prioritize water conservation and take action to protect this
precious resource.
Dialogue 15: The role of women in Pakistan's workforce
Participant 1: Assalamu Alaikum, how are you doing today?
Participant 2: Wa Alaikum Assalam, I am doing well, thank you. What do you want to discuss
today?
Participant 1: I wanted to discuss the role of women in Pakistan's workforce.
Participant 2: Yes, women are an important part of the workforce and can contribute
significantly to the economic growth and development of Pakistan.
Participant 1: However, there are many challenges that women face in the workplace, such as
discrimination and unequal pay.
Participant 2: It's important to promote gender equality in the workplace and provide
opportunities for women to succeed.
Participant 1: I think it's important for the government and private sector to work together to
promote women's participation in the workforce and provide resources and support for women's

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 EnglishKeys Academy

career development.
Participant 2: Yes, by empowering women and promoting their participation in the workforce,
we can unlock their potential and contribute to the progress of Pakistan.
Participant 1: Moreover, by promoting gender equality in the workplace, we can create a more
inclusive and diverse workforce.
Participant 2: That's right. By recognizing the importance of women's participation in the
workforce and taking action to promote it, we can create a more prosperous and equitable society
in Pakistan.
Participant 1: I think it's essential to prioritize gender equality in the workforce and take action
to empower women.

Regards,
Naeem Haider
M.Phil. English (Gold medalist)
M.A. English (Silver Medalist)
Lead Instructor EnglishKeys Academy
+92 311 1537563

EnglishKeys Academy Crash Course +92 311 1537563