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Class 9 English Guess Paper
Q.2 (a) — Answer any THREE of the following questions
From “Life of the Holy Prophet (S.A.W)”
Q2. What does the emphasis on the Arabs’ memory and eloquence suggest about their culture before Islam?
It shows that pre-Islamic Arabs had a rich oral tradition and valued poetry and speech, which reflects their intellectual and expressive culture.
Q4. What parallels can you draw between the state of civilization described here and other historical periods of decline and renewal?
Like other fallen civilizations such as the Romans, humanity was in moral and social darkness until divine guidance revived them.
Q5. What challenges did the Rasoolullah (S.A.W) face in proclaiming the Oneness of Allah (Tauheed) and the unity of mankind?
He faced rejection, threats, and social resistance, as the pagans feared losing control over society.
Q6. In what ways did the Rasoolullah (S.A.W) elevate mankind to a higher level in both spiritual and worldly domains?
He spread justice, morality, and unity, which transformed society intellectually and politically.
Q1. What kind of competition was held at Ukaz every year?
A poetical competition was held at Ukaz every year.
Q2. At what age did Hazrat Muhammad (ﷺ) start spending time in solitude and meditation in the cave of Hira?
Hazrat Muhammad (ﷺ) began spending time in solitude and meditation in the cave of Hira at the age of thirty-eight.
From “Patriotism” (personal-response questions)
Q1. How do you personally define patriotism? Can you provide an example from your own life or community that illustrates your definition?
Patriotism is the deep devotion and selfless love for one’s country. In my community, people celebrate Independence Day with great zeal, participate in cleanliness drives, and plant trees, which shows practical patriotism.
Q2. Why do you think Quaid-e-Azam Muhammad Ali Jinnah’s efforts were crucial in securing a separate homeland for the Muslims?
Quaid-e-Azam’s untiring struggle was essential to safeguard Muslim identity, culture, and political rights. His visionary leadership united the Muslims and led to the creation of Pakistan.
Q3. Why do you think the soldiers, mentioned in the text, are considered heroes? What qualities do they show?
These soldiers are heroes because of their bravery, sacrifice, and unwavering loyalty. They defended the country with courage and selflessness.
Q6. How can schools teach students about patriotism? Why is it important for students to learn about it?
Schools can teach patriotism through national history, role models, cultural activities, and civic duties. It builds national unity, responsibility, and respect for sacrifices.
Q7. Can you think of a small act of patriotism that someone could do every day? How does this help the country?
A small act like not littering, saving electricity, or respecting national symbols promotes order and responsibility, which helps in national development.
Q8. What did you learn about patriotism from this text?
I learned that patriotism is not just love but action. True patriots like Quaid-e-Azam and our martyrs prove their loyalty through sacrifice and service.
Why did Quaid-e-Azam Muhammad Ali Jinnah want to secure a separate homeland?
Quaid-e-Azam Muhammad Ali Jinnah wanted a separate homeland for Muslims to preserve their distinct identity, culture, and traditions.
From the poem “Daffodils”
Q1. What is the central idea of the poem “Daffodils”?
The central idea is that nature has the power to heal and uplift the human spirit. The memory of daffodils brings lasting joy to the poet even in solitude.
Q3. How does the poet describe the daffodils? What imagery does he use to bring them to life?
He describes them as golden flowers, shining like stars, dancing in the breeze. The vivid imagery brings life and movement to the scene.
Q5. What is the effect of the rhyme scheme on the poem’s rhythm and flow?
The poem has a regular rhyme scheme, which creates musical rhythm and a flowing structure. It enhances the joyful and uplifting tone.
Q6. Why do you think the poet describes the daffodils as “jocund company”? What impact do they have on him?
He calls them “jocund” because their presence made him feel happy and less lonely. Their joyful company lifted his spirits.
Q7. The poet mentions the “bliss of solitude.” What do you think he means by this, and how do the daffodils contribute to this feeling?
“Bliss of solitude” means peaceful joy felt alone. The memory of daffodils in quiet moments brings that lasting joy.
From “Hazrat Asma (R.A)”
1. How did Hazrat Asma’s (R.A) actions during the migration demonstrate her resourcefulness and courage?
She prepared food and tied it with her own belt when nothing else was available, showing her resourcefulness. She bravely carried food to Cave Thawr at night, risking her life, proving her courage.
2. How can the qualities of Hazrat Asma (R.A) be applied to the contemporary situations of trust and integrity?
Her honesty and bravery teach us to fulfil responsibilities with sincerity even in danger. For example, whistleblowers who reveal truth despite threats reflect her integrity today.
4. In what ways did Hazrat Asma (R.A) handle the trust placed in her by her father and the Rasoolullah (ﷺ)?
She never disclosed their hiding place, even under pressure. Her smart replies and food delivery ensured the migration remained safe and successful.
6. How did Hazrat Asma (R.A) show respect for herself and others throughout the events described in the text?
She faced Abu Jahl firmly without disrespect or lies, showing self-respect and wisdom. Her polite but brave reply protected the secret and her dignity.
7. In what ways did Hazrat Asma (R.A) demonstrate respect for her grandfather, even though he was a disbeliever at that time?
She respected his feelings and calmed his fear with wisdom by placing pebbles to reassure him. This showed her care and upheld family values despite differences.
What title was given to Hazrat Asma for her service during the migration, and why?
Hazrat Asma (R.A) was given the title of Zaat-un-Nitaqain for her service during the migration preparation. She was given this title because she tied the food with her own belt (chadar) as nothing else could be found.
What did Hazrat Asma (R.A) do when Abu Jehl demanded to know the whereabouts of her father?
When Abu Jehl demanded to know the whereabouts of Hazrat Asma’s father, she remained indifferent. She simply posed a counter question and did not make any statement that would give him even a minor clue.
How did Hazrat Asma (R.A) alleviate her blind grandfather’s concern about the family’s wealth?
Hazrat Asma (R.A) alleviated her blind grandfather’s concern about the family’s wealth by making him touch the cloth which he thought was full of gold and jewels.
From “Taseer” (Time Management story)
1. How had Taseer wasted his time before he visited his grandfather?
Taseer wasted his time by procrastinating, spending hours playing video games, chatting with friends, and daydreaming, while neglecting his schoolwork and chores.
2. In what way did the poor time management affect Taseer’s performance?
Poor time management led to rushed assignments and incomplete tasks. Taseer’s teachers and parents were concerned, and he often felt overwhelmed by his workload.
3. How did Taseer fill the jar?
Initially, Taseer filled the jar with sand, followed by pebbles, but couldn’t fit the big rocks. Later, his grandfather showed him the proper method: placing the big rocks first, followed by pebbles and sand.
4. Why did his grandfather decide to help Taseer?
His grandfather noticed Taseer’s struggle with time management and decided to help him by teaching him an important lesson about prioritising tasks.
From the poem “If” (Rudyard Kipling)
1. What message does the poem give about dreams and aspirations?
The poem advises having dreams but not allowing them to control or dominate you. It encourages practical action inspired by dreams rather than becoming enslaved by them.
2. How should a person handle twisted truths and personal losses?
The poem suggests remaining strong when your words are twisted by others, and to accept personal losses gracefully, rebuild with persistence, and never complain about the loss.
3. What is the message of the poem regarding integrity and humility in life?
The poem stresses maintaining integrity and humility, regardless of success or social status, and staying grounded and virtuous while interacting with both common people and kings.
From “Quality Education”
How has quality education been defined in the text?
In the text, quality education is defined as an education that provides knowledge, skills, values, and attitudes needed to succeed in a changing world, promoting growth, equality, and sustainability.
Name three benefits of quality education mentioned in the essay.
Quality education fosters economic growth, reduces poverty, and promotes gender equality. It empowers individuals and communities to contribute to sustainable development.
Describe the role of education in reducing inequality and poverty.
Education serves as a leveller, providing equal opportunities regardless of socio-economic background, helping marginalized groups break the poverty cycle and fostering inclusive growth.
How does quality education promote understanding and tolerance?
Quality education teaches students about different cultures, religions, and perspectives, fostering mutual respect and understanding. It reduces social divides and promotes peaceful coexistence.
How does teaching entrepreneurship in schools promote economic growth?
Teaching entrepreneurship in schools encourages students to think creatively and solve problems, fostering innovation and creating new economic opportunities that drive growth and prosperity.
What does STEM stand for?
STEM stands for Science, Technology, Engineering, and Mathematics.
Q.2 (b) — Answer any ONE of the following questions (The Dear Departed)
How does the conflict over Mr. Merryweather’s possessions drive the plot of the play? What does this conflict reveal about the characters’ values and priorities?
The conflict over Mr. Merryweather’s possessions reveals the characters’ materialism and selfishness, focusing on wealth rather than family bonds.
In what ways does Stanley Houghton use satire to criticize family dynamics and social values in the play? How effective is this approach in conveying his message?
Houghton uses satire to expose the characters’ greed and hypocrisy, effectively criticizing materialism and how it damages family relationships.
How does the play challenge the traditional idea of family unity and affection? What does “The Dear Departed” suggest about the nature of family ties when material wealth is involved?
The play challenges family unity, showing that wealth can overshadow affection, causing family bonds to break when materialism is involved.
How does Stanley Houghton organize the sequence of events in “The Dear Departed” to build tension and reveal the characters’ true motives?
Houghton builds tension through rapid dialogue and escalating conflicts, gradually revealing the characters’ selfish motives.
What role does the clock on the mantelpiece play in the story? How might it symbolize the characters’ attitude towards time, routine, or even inheritance?
The clock symbolizes the passage of time and death, reflecting the characters’ preoccupation with inheritance rather than true mourning.
How does Victoria’s character differ from the adults’ around her? What does her perspective tell us about the younger generation’s view of the family’s behaviour?
Victoria shows innocence and honesty, contrasting with the adults’ greed and hypocrisy, suggesting the younger generation disapproves of such selfishness.
How do the characters display hypocrisy throughout the play? What are some examples where their words contradict their actions?
The characters display hypocrisy by pretending to mourn while secretly scheming for the inheritance, showing the contradiction between their words and actions.
Q.3 — Translate any TWO of the following paragraphs into Urdu
1. Arabia is the land of unparalleled charm and beauty, with its trackless deserts of sand dunes in the dazzling rays of the tropical sun. Its starry sky has excited the imagination of poets and travellers. It was in this land that the Rasoolullah (S.A.W) was born in the city of Makkah Mukarramah which is about fifty miles from the Red Sea.
عرب، بے مثال دلکشی اور خوبصورتی کی سرزمین ہے، جہاں ریت کے بے کنار صحرا گرم اور روشن اشعاعوں میں دمکتے ہیں۔ اس کے تارے بھرے آسمان نے شاعروں اور مسافروں کے تخیل کو مہمیز کیا ہے۔ یہی وہ سرزمین تھی جہاں رسول اللہ (ﷺ) تقریباً پچاس میل بحیرہ احمر سے دور مکہ مکرمہ شہر میں پیدا ہوئے۔
2. The Arabs possessed a remarkable memory and were an eloquent people. Their eloquence and memory found expression in their poetry. Every year a fair was held for poetical competitions at Ukaz. It is narrated that Hammad said to Caliph Walid bin Yazid: “I can recite to you, for each letter of the alphabet, one hundred long poems, without taking into account short pieces, and all of that was composed exclusively by poets before the promulgation of Islam.”
عرب باشندے غیر معمولی حافظے کے مالک اور فصیح و بلیغ لوگ تھے۔ ان کی فصاحت اور حافظہ ان کے اظہار کا ذریعہ ان کی شاعری میں ہوتا تھا۔ ہر سال عکاظ میں شاعری کے مقابلوں کا میلہ منعقد ہوتا تھا۔ بیان کیا جاتا ہے کہ حماد نے خلیفہ ولید بن یزید سے کہا: “میں آپ کو حروفِ تہجی کے ہر حرف کے بدلے، چھوٹے ٹکڑوں کو شمار کیے بغیر، ایک سو طویل نظمیں سنا سکتا ہوں، اور یہ سب کچھ اسلام سے قبل کے شعراء کا مرتب کردہ ہے۔”
3. In the fifth and sixth centuries, mankind stood on the verge of chaos. It seemed that the civilization, which had taken four thousand years to grow had started crumbling. At this point in time, Allah raised a Rasool among themselves to lift humanity from ignorance into the light of faith.
پانچویں اور چھٹی صدی میں، انسانیت افراتفری کے دہانے پر کھڑی تھی۔ ایسا لگتا تھا کہ تہذیب، جسے پروان چڑھنے میں چار ہزار سال لگے تھے، ٹوٹ پھوٹ کا شکار ہونے لگی تھی۔ عین اس وقت اللہ نے خود انہی میں سے ایک رسول مبعوث فرمایا تاکہ انسانیت کو جہالت سے نکال کر ایمان کی روشنی میں لایا جا سکے۔
4. When Hazrat Muhammad (S.A.W) was thirty-eight years of age, he (S.A.W) spent most of his time in solitude and meditation. In the cave of Hira, he (S.A.W) used to retire with food and water and spend days and weeks in the remembrance of Allah.
جب حضرت محمد (ﷺ) کی عمر اڑتیس برس کی ہوئی، تو آپ (ﷺ) اپنا زیادہ تر وقت تنہائی اور غور و فکر میں گزارتے تھے۔ غارِ حرا میں، آپ (ﷺ) کھانے پینے کا سامان لے کر جاتے اور دنوں اور ہفتوں تک اللہ کی یاد میں گزار دیتے تھے۔
5. The period of waiting had come to a close. His (S.A.W) heart was overflowing with profound compassion for humanity. He (S.A.W) had a pressing urge to eradicate wrong beliefs, social evils, cruelty and injustice. The moment had arrived when he was to be bestowed with ‘Nabuwat’.
انتظار کا دور ختم ہو چکا تھا۔ آپ (ﷺ) کا دل انسانیت کے لیے گہری ہمدردی سے لبریز تھا۔ آپ (ﷺ) کے اندر غلط عقائد، سماجی برائیوں، ظلم اور ناانصافی کو جڑ سے اکھاڑ پھینکنے کی شدید خواہش موجود تھی۔ وہ لمحہ آ چکا تھا جب آپ (ﷺ) کو نبوت سے سرفراز کیا جانا تھا۔
6. The revelation of the divine message, which continued for the next twenty-three years, had begun, and the Rasoolullah (S.A.W) had arisen to proclaim the Oneness of Allah (Tauheed) and the unity of mankind. His (S.A.W) mission was to destroy the nexus of superstition, ignorance, and disbelief, and set up a noble conception of life and lead mankind to the light of faith and divine bliss.
خدائی پیغام (وحی) کا نزول، جو اگلے تئیس سال تک جاری رہا، شروع ہو چکا تھا، اور رسول اللہ (ﷺ) نے اللہ کی وحدانیت (توحید) اور انسانیت کے اتحاد کا اعلان کرنے کے لیے کھڑے ہو گئے تھے۔ آپ (ﷺ) کا مقصد توہم پرستی، جہالت اور کفر کے گٹھ جوڑ کو ختم کرنا اور زندگی کا ایک اعلیٰ تصور قائم کر کے انسانیت کو ایمان اور روحانی خوشی کی اعلیٰ نعمت کی طرف رہنمائی کرنا تھا۔
7. Since this belief was threatening their dominance in the society, the pagan Arabs started to mount pressure on the Rasoolullah (S.A.W) and his followers. They wanted them to renounce their cause and take to idol-worshipping. On one occasion, they sent a delegation to the Rasoolullah’s (S.A.W) kind and caring uncle, Hazrat Abu Talib. They told him either to restrain the Rasoolullah (S.A.W) from preaching Allah’s message or face their enmity.
چونکہ یہ عقیدہ معاشرے میں ان کے غلبے کے لیے خطرہ بن رہا تھا، کافر عربوں نے رسول اللہ (ﷺ) اور آپ کے پیروکاروں پر دباؤ بڑھانا شروع کر دیا۔ وہ چاہتے تھے کہ وہ (مسلمان) اپنا مقصد ترک کر دیں اور بت پرستی اختیار کر لیں۔ ایک موقع پر، انہوں نے رسول اللہ (ﷺ) کے مہربان و شفیق چچا حضرت ابو طالب کے پاس ایک وفد بھیجا۔ انہوں نے ان سے کہا کہ رسول اللہ (ﷺ) کو اللہ کے پیغام کو پھیلانے سے روکیں یا ان کی دشمنی کا سامنا کریں۔
8. The Rasoolullah’s (S.A.W) uncle was so much impressed with his nephew’s firm determination that he replied: “Son of my brother, go thy way; none will dare touch thee. I shall never forsake thee.”
رسول اللہ (ﷺ) کے چچا اپنے بھتیجے کے پختہ عزم سے اس قدر متاثر ہوئے کہ انہوں نے جواب دیا: “میرے بھائی کے بیٹے، تم اپنے راستے پر چلتے رہو، کوئی تمہیں ہاتھ لگانے کی ہمت نہیں کرے گا۔ میں تمہیں کبھی تنہا نہیں چھوڑوں گا۔”
9. And the Rasoolullah (S.A.W) did go the way Allah had chosen for him. Imbued with divine guidance and firm resolve, the Rasoolullah encountered all the challenges with grace and dignity. In no time, he elevated man to the highest possible level in both spiritual and worldly domains. He (S.A.W) was also a driving force behind the Arab conquests, which have created an everlasting impression on human history.
اور رسول اللہ (ﷺ) اسی راستے پر چل پڑے جو اللہ نے ان کے لیے چنا تھا۔ الٰہی رہنمائی اور پختہ عزم سے سرشار، رسول اللہ (ﷺ) نے تمام چیلنجوں کا مقابلہ وقار اور متانت سے کیا۔ بہت کم وقت میں، آپ (ﷺ) نے انسان کو روحانی اور دنیاوی دونوں میدانوں کی اعلیٰ ترین سطح پر پہنچا دیا۔ آپ (ﷺ) نے عرب فتوحات کے پیچھے بھی ایک محرک قوت کا کردار ادا کیا، جس نے انسانی تاریخ پر لازوال نقش چھوڑے ہیں۔
10. Such a thorough transformation of man and society owes to the Rasoolullah’s (S.A.W) deep faith in Allah, to his (S.A.W) love for humanity, and to the nobility of his (S.A.W) character. Indeed, his life is a perfect model to follow. In reply to a question about the life of the Rasoolullah (S.A.W), Hazrat Ayesha (R.A) said: “His (S.A.W) morals and character are an embodiment of the Holy Quran.”
انسان اور معاشرے کی ایسی مکمل تبدیلی رسول اللہ (ﷺ) کے اللہ پر پختہ ایمان، انسانیت سے محبت، اور آپ (ﷺ) کے کردار کی عظمت کی مرہونِ منت ہے۔ بلاشبہ، آپ (ﷺ) کی زندگی پیروی کرنے کے لیے ایک کامل نمونہ ہے۔ رسول اللہ (ﷺ) کی زندگی کے بارے میں ایک سوال کے جواب میں، حضرت عائشہ (رضی اللہ عنہا) نے فرمایا: “آپ (ﷺ) کے اخلاق و کردار قرآن پاک کا عملی نمونہ ہیں۔”
11. Patriotism means love for the motherland or devotion to one’s country. A patriot loves his country and is willing to sacrifice when the need arises. The word patriot comes from the Latin word ‘patriota’ which means countryman. It is considered a commendable quality.
حبِ وطنی کا مطلب مادرِ وطن سے محبت یا اپنے ملک سے عقیدت ہے۔ ایک محبِ وطن اپنے وطن سے محبت کرتا ہے اور ضرورت پڑنے پر قربانی دینے کے لیے تیار رہتا ہے۔ لفظ ‘محبِ وطن’ (patriot) لاطینی لفظ ‘patriota’ سے نکلا ہے جس کا مطلب ہم وطن ہے۔ اسے ایک قابلِ تعریف خوبی سمجھا جاتا ہے۔
12. Patriotism gives people the strength and courage to safeguard the interests of the country and nation. For a patriot, the sovereignty, integrity, and honour of the country are of supreme values on which no compromise can be made. Patriots render great sacrifice for the preservation and protection of these values.
حبِ وطنی لوگوں کو ملک و قوم کے مفادات کے تحفظ کے لیے طاقت اور حوصلہ دیتی ہے۔ ایک محبِ وطن کے لیے، ملک کی خودمختاری، سالمیت، اور عزت سب سے اعلیٰ اقدار ہیں جن پر کوئی سمجھوتہ نہیں کیا جا سکتا۔ محبِ وطن ان اقدار کی حفاظت کے لیے عظیم قربانیاں دیتے ہیں۔
13. Quaid-e-Azam Muhammad Ali Jinnah was a nation builder and great patriot. He wanted to protect the values, culture, and traditions of the Muslims of the subcontinent. He gave the Muslims a sense of identity by securing a separate homeland for them. He said: “We must develop a sense of patriotism which galvanizes us all into a united and strong nation.”
قائدِ اعظم محمد علی جناح ایک عظیم قوم ساز اور محبِ وطن تھے۔ وہ برصغیر کے مسلمانوں کی اقدار، ثقافت، اور روایات کا تحفظ چاہتے تھے۔ انہوں نے مسلمانوں کے لیے ایک علیحدہ وطن حاصل کر کے انہیں شناخت دی۔ آپ نے فرمایا: “ہمیں حبِ وطنی کا ایسا احساس پیدا کرنا چاہیے جو ہم سب کو ایک متحدہ اور مضبوط قوم میں ڈھال دے۔”
14. The spirit of patriotism makes us stay alert in case of foreign invasion. In the history of Pakistan, there are many instances when people laid down their lives for the defence of the country. In the wars of 1965, 1971, and the Kargil War 1999, many brave soldiers laid their lives in an attempt to protect the homeland.
حبِ وطنی کا جذبہ ہمیں غیر ملکی حملے کی صورت میں چوکس رکھتا ہے۔ پاکستان کی تاریخ میں ایسی بہت سی مثالیں موجود ہیں جب لوگوں نے ملک کے دفاع کے لیے اپنی جانیں قربان کیں۔ 1965، 1971 اور 1999 کی کارگل جنگ میں، بہت سے بہادر سپاہیوں نے مادرِ وطن کی حفاظت کی کوشش میں اپنی جانیں نچھاور کر دیں۔
15. Patriotism, therefore, is not just a feeling rather it is a live spirit that continuously inspires and guides a nation. In the words of S.W. Scott, a man devoid of patriotic spirit is like the one who: “Breathes there the man, with soul so dead, Who never to himself hath said, This is my own, my native land!”
اس لیے، حبِ وطنی محض ایک احساس نہیں بلکہ ایک زندہ روح ہے جو کسی قوم کو مسلسل رہنمائی اور تحرک فراہم کرتی ہے۔ ایس ڈبلیو اسکاٹ کے الفاظ میں، حبِ وطنی کے جذبے سے محروم شخص ایسا ہے جیسا کوئی ایسا شخص ہو جو کبھی خود سے یہ نہ کہہ سکا ہو: “کیا کوئی ایسا مردہ روح والا شخص جیتا ہے، جس نے کبھی خود سے نہ کہا ہو، یہ میری اپنی، میری آبائی سرزمین ہے!”
16. The Rasoolullah (S.A.W) and his close companion, Hazrat Abu Bakr Siddique (R.A), migrated from Makkah Mukarramah to Madinah Munawwarah in the year 622 A.D. When the chiefs of various tribes of Makkah Mukarramah came to know about the migration of the Rasoolullah (S.A.W) and his close companion, Hazrat Abu Bakr Siddique (R.A) they got furious.
رسول اللہ (ﷺ) اور آپ کے قریبی ساتھی، حضرت ابوبکر صدیق (رضی اللہ عنہ) نے 622 عیسوی میں مکہ مکرمہ سے مدینہ منورہ کی طرف ہجرت کی۔ جب مکہ مکرمہ کے مختلف قبائل کے سرداروں کو رسول اللہ (ﷺ) اور آپ کے قریبی ساتھی، حضرت ابوبکر صدیق (رضی اللہ عنہ) کی ہجرت کا علم ہوا تو وہ سخت غضبناک ہو گئے۔
17. The preparation for this journey was made at Hazrat Abu Bakr Siddique’s house. Hazrat Asma (R.A) rendered useful services in this regard. She prepared food for this journey. She tied the food on the camel’s back with her own belt as nothing else could be found. For this service, she was given the title of Zaat-un-Nitaqain by Rasoolullah (S.A.W).
اس سفر کی تیاری حضرت ابوبکر صدیق (رضی اللہ عنہ) کے گھر پر کی گئی۔ حضرت اسماء (رضی اللہ عنہا) نے اس سلسلے میں مفید خدمات انجام دیں۔ انہوں نے اس سفر کے لیے کھانا تیار کیا۔ کھانا باندھنے کے لیے، انہیں اور کوئی چیز نہ ملی تو انہوں نے اسے اپنی کمر کے پٹے (چادر) سے باندھ کر اونٹ کی پیٹھ پر باندھ دیا۔ اس خدمت کے عوض، انہیں رسول اللہ (ﷺ) کی طرف سے “ذاتِ نطاقین” کا خطاب دیا گیا۔
18. During the perilous journey, it was very difficult for anyone to supply food to Hazrat Muhammad (S.A.W). The situation was so delicate that even the slightest mistake could have endangered the life of the Rasoolullah (S.A.W). This grand task was nicely undertaken by Hazrat Asma (R.A), the daughter of Hazrat Abu Bakr Siddique (R.A). Every night, with the pack of food, she ventured quietly towards the rugged mountains where the cave of Thawr.
اس خطرناک سفر کے دوران، کسی کے لیے بھی حضرت محمد (ﷺ) کو کھانا پہنچانا بہت مشکل تھا۔ صورتحال اتنی نازک تھی کہ معمولی سی غلطی بھی رسول اللہ (ﷺ) کی زندگی کو خطرے میں ڈال سکتی تھی۔ یہ عظیم کام حضرت ابوبکر صدیق (رضی اللہ عنہ) کی صاحبزادی حضرت اسماء (رضی اللہ عنہا) نے نہایت خوبی سے انجام دیا۔ ہر رات، کھانے کی گٹھری لے کر، وہ خاموشی سے ان ناہموار پہاڑوں کی طرف جاتیں جہاں غارِ ثور واقع تھا۔
19. On the night of the migration, a tribal chief of the disbelievers, Abu Jehl, in a fit of fury headed towards Hazrat Abu Bakr Siddique’s (R.A) home. He began to knock at the door violently. Addressing Hazrat Asma (R.A), he demanded, “Where is your father?” She politely replied, “How would I know?” This response shows the wisdom and courage of Hazrat Asma (R.A).
ہجرت کی رات، کافروں کا ایک قبائلی سردار، ابوجہل، شدید غصے کے عالم میں حضرت ابوبکر صدیق (رضی اللہ عنہ) کے گھر کی طرف بڑھا۔ اس نے زور زور سے دروازہ کھٹکھٹانا شروع کر دیا۔ حضرت اسماء (رضی اللہ عنہا) کو مخاطب ہو کر اس نے مطالبہ کیا، “تمہارا باپ کہاں ہے؟” انہوں نے جواب دیا، “میں کیسے جان سکتی ہوں؟” یہ جواب حضرت اسماء (رضی اللہ عنہا) کی دانائی اور بہادری کو ظاہر کرتا ہے۔
20. Her grandfather, Hazrat Abu Quhafaa (R.A) was a disbeliever at that time. He was very old and blind. He said to her, “Asma, I think Abu Bakr has taken all the wealth, leaving you and children empty-handed and helpless.” At this, she instantly ran to a corner of the home and put them at the place where her father used to keep his money and jewels.
ان کے دادا، حضرت ابوقحافہ (رضی اللہ عنہ) اس وقت کافر تھے۔ وہ بہت بوڑھے اور نابینا تھے۔ انہوں نے ان سے کہا، “اسماء، میرا خیال ہے ابوبکر تمام دولت لے گیا ہے، تمہیں اور بچوں کو خالی ہاتھ اور بے یار و مددگار چھوڑ گیا ہے۔” اس پر، وہ فوراً گھر کے ایک کونے کی طرف بھاگیں اور کچھ کنکریاں اس جگہ رکھ دیں جہاں ان کے والد اپنے پیسے اور زیورات رکھتے تھے۔
21. Hazrat Asma (R.A) was amongst the early few ones who had accepted Islam. She was the daughter of Hazrat Abu Bakr Siddique (R.A) and the stepsister of Hazrat Ayesha Siddiqa (R.A). She was Hazrat Zubair bin al-Awwam’s (R.A) wife and the mother of Hazrat Abdullah bin Zubair (R.A). She died at the old age of about a hundred years.
حضرت اسماء (رضی اللہ عنہا) ان چند ابتدائی لوگوں میں سے تھیں جنہوں نے اسلام قبول کیا۔ وہ حضرت ابوبکر صدیق (رضی اللہ عنہ) کی صاحبزادی اور حضرت عائشہ صدیقہ (رضی اللہ عنہا) کی سوتیلی بہن تھیں۔ وہ حضرت زبیر بن العوام (رضی اللہ عنہ) کی اہلیہ اور حضرت عبداللہ بن زبیر (رضی اللہ عنہ) کی والدہ تھیں۔ انہوں نے تقریباً سو سال کی عمر میں وفات پائی۔
22. Hazrat Asma (R.A) will always be remembered for her courage, generosity and wisdom. She had resolute faith in Allah. Her life would always be a beacon of light for all of us.
حضرت اسماء (رضی اللہ عنہا) کو ہمیشہ ان کی بہادری، سخاوت اور دانائی کے لیے یاد رکھا جائے گا۔ انہیں اللہ پر پختہ ایمان تھا۔ ان کی زندگی ہمیشہ ہم سب کے لیے ایک مشعلِ راہ رہے گی۔
23. Taseer was well known for his cheerful nature and kind-heartedness. He was adored by all but despite these admirable qualities, he had one flaw, and that was his time management. He was terribly weak in managing his time.
تاثیر اپنی خوش مزاجی اور رحم دلی کی وجہ سے مشہور تھا۔ سب اسے پسند کرتے تھے لیکن ان قابلِ تعریف خوبیوں کے باوجود، اس میں ایک خامی تھی، اور وہ تھی اس کا وقت کا انتظام (ٹائم مینجمنٹ)۔ وہ اپنا وقت منظم کرنے میں بہت کمزور تھا۔
24. One day, his grandfather, who was a wise old man, noticed his struggle. He decided to impart a valuable lesson. He specially invited Taseer to his home. Taseer was warmly greeted by his grandfather. He led him to the kitchen table. There was an empty glass jar and a basket filled with big rocks, pebbles, and sand. Taseer looked intrigued.
ایک دن، اس کے دادا، جو ایک عقلمند بوڑھے آدمی تھے، نے اس کی جدوجہد کو محسوس کیا۔ انہوں نے ایک قیمتی سبق سکھانے کا فیصلہ کیا۔ انہوں نے تاثیر کو اپنے گھر خاص طور پر بلایا۔ تاثیر کا اپنے دادا نے پرجوش استقبال کیا۔ وہ اسے باورچی خانے کی میز پر لے گئے۔ وہاں ایک خالی شیشے کا جار اور بڑے پتھروں، کنکریوں اور ریت سے بھری ہوئی ٹوکری تھی۔ تاثیر متجسس نظر آیا۔
25. “Taseer, I want you to fill this jar with everything in the basket,” his grandfather instructed. Taseer eagerly began by pouring the sand into the basket, followed by the pebbles. When he tried to fit the big rocks in, they didn’t fit. Taseer frowned and looked at his grandfather. He was puzzled.
“تاثیر، میں چاہتا ہوں کہ تم اس ٹوکری میں موجود ہر چیز سے جار کو بھر دو،” اس کے دادا نے ہدایت کی۔ تاثیر نے شوق سے ریت جار میں ڈال کر، پھر کنکریاں ڈال کر شروعات کی۔ جب اس نے بڑے پتھروں کو ڈالنے کی کوشش کی، تو وہ نہ سما سکے۔ تاثیر نے تیوری چڑھائی اور اپنے دادا کی طرف دیکھا۔ وہ الجھن میں پڑ گیا تھا۔
26. “Let me show you something,” his grandfather replied with a smile. He emptied the jar and methodically placed the large rocks inside first. Later, he added the pebbles, which fit in the spaces between the rocks. Finally, he poured the sand, which filled the gaps left by the pebbles. To Taseer’s amazement, everything fitted perfectly.
“مجھے تمہیں کچھ دکھانے دو،” اس کے دادا نے مسکراتے ہوئے جواب دیا۔ انہوں نے جار خالی کیا اور باقاعدہ طریقے سے پہلے بڑے پتھر اندر رکھے۔ بعد میں، انہوں نے کنکریاں ڈالیں، جو پتھروں کے درمیان خالی جگہوں میں سما گئیں۔ آخر میں، انہوں نے ریت ڈالی، جس نے کنکریوں سے بچی ہوئی جگہیں بھر دیں۔ تاثیر کی حیرت کے لیے، سب کچھ بالکل ٹھیک سما گیا۔
27. “Taseer, this jar represents you and your time,” his grandfather elucidated. “The big rocks are the significant things in your life, like your schoolwork, family, and health. The pebbles are other priorities, like your hobbies and friendships. The sand represents the small, trivial things.”
“تاثیر، یہ جار تمہیں اور تمہارے وقت کی نمائندگی کرتا ہے،” اس کے دادا نے وضاحت کی۔ “بڑے پتھر تمہاری زندگی کی اہم چیزیں ہیں، جیسے تمہارا اسکول کا کام، خاندان، اور صحت۔ کنکریاں دیگر ترجیحات ہیں، جیسے تمہارے مشاغل اور دوستیاں۔ ریت چھوٹی، معمولی چیزوں کی نمائندگی کرتی ہے۔”
Q.4 — Write down the summary of the poem
Write down the summary of the poem “If” by Rudyard Kipling and Daffodils by William Wordsworth.
Q.5 — Use any FIVE of the following words / phrases / idioms in your sentences
| Sr. | Idiom | Urdu Meaning | Sentence |
| 1 | Bestow | عطا کرنا | Allah has bestowed many gifts on us. |
| 2 | Chaos | انتشار / افراتفری | The room was in complete chaos after the party. |
| 3 | Compassion | ہمدردی / رحم دلی | We must show compassion to animals. |
| 4 | Crumble | ٹوٹ پھوٹ جانا | The old building started to crumble. |
| 5 | Dazzling | خیرہ کن / چمکدار | The dazzling lights of the city were beautiful. |
| 6 | Dispensation | نظام / الہامی پیغام | Islam is the final dispensation from Allah. |
| 7 | Eloquence | فصاحت / خوش بیانی | The speaker was known for his eloquence. |
| 8 | Embodiment | مجسمہ / عملی نمونہ | He is the embodiment of kindness. |
| 9 | Eradicate | جڑ سے اکھاڑنا / ختم کرنا | We must work to eradicate poverty. |
| 10 | Everlasting | لازوال / ہمیشہ رہنے والا | Good deeds have an everlasting reward. |
| 11 | Meditation | مراقبہ / غور و فکر | He sat in silent meditation. |
| 12 | Nexus | گٹھ جوڑ / تعلق | Police found a nexus between the criminals. |
| 13 | Proclaim | اعلان کرنا | The king proclaimed a holiday. |
| 14 | Promulgation | نفاذ / اشاعت | The promulgation of the new law was announced. |
| 15 | Renounce | ترک کرنا / چھوڑ دینا | He had to renounce his old habits. |
| 16 | Theology | علم الہیات / دینیات | He is a student of Islamic theology. |
| 17 | Transformation | تبدیلی / انقلاب | Education brings a great transformation in life. |
| 18 | Tropical | گرم مرطوب (علاقہ) | Mango is a tropical fruit. |
| 19 | Unparalleled | بے مثال / بے نظیر | Arabia has unparalleled charm. |
| 20 | Charm | دلکشی / سحر | She has a natural charm. |
| 21 | Verge | کنارہ | Mankind stood on the verge of chaos. |
| 22 | Faith | ایمان / عقیدہ | We have strong faith in Allah. |
| 23 | Solitude | تنہائی | He likes to study in solitude. |
| 24 | Dilemma | کشمکش / الجھن | He was in a dilemma about what to do. |
| 25 | Guidance | رہنمائی | We all need divine guidance. |
| 26 | Dominance | غلبہ / برتری | The team showed its dominance in the match. |
| 27 | Migration | ہجرت | The Holy Prophet (PBUH) made a migration to Madinah. |
| 28 | Devoid | محروم / خالی | His speech was devoid of any meaning. |
| 29 | Embrace | قبول کرنا / گلے لگانا | He decided to embrace Islam. |
| 30 | Commendable | قابلِ تعریف | Your efforts are commendable. |
| 31 | Devotion | عقیدت / لگن | Patriotism is a devotion to one’s country. |
| 32 | Instances | مثالیں | There are many instances of his bravery. |
| 33 | Native | مقامی / آبائی | English is not my native language. |
| 34 | Preservation | تحفظ / حفاظت | The preservation of historical buildings is important. |
| 35 | Spirit | جذبہ | We must work with a true spirit. |
| 36 | Supreme | سب سے بڑا / اعلیٰ | The supreme commander visited the army. |
| 37 | Martyrdom | شہادت | He embraced martyrdom in the war. |
| 38 | Motherland | مادرِ وطن | We all love our motherland, Pakistan. |
| 39 | Nationalism | قوم پرستی | Nationalism unites the people of a country. |
| 40 | Prosperity | خوشحالی | We should pray for the prosperity of Pakistan. |
| 41 | Rendered | پیش کی / دیں | He rendered great services to his country. |
| 42 | Responsible | ذمہ دار | You are responsible for this task. |
| 43 | Sacrifice | قربانی | Soldiers sacrifice their lives for the country. |
| 44 | Separate | علیحدہ | Quaid-e-Azam wanted a separate homeland. |
| 45 | Sovereignty | خودمختاری | We must protect the sovereignty of our country. |
| 46 | Values | اقدار | We should not forget our cultural values. |
| 47 | Courage | ہمت / جرأت | The soldier fought with great courage. |
| 48 | Galvanized | متحرک کیا / جوش دلایا | The speech galvanized the crowd. |
| 49 | Integrity | سالمیت | We must protect the integrity of our country. |
| 50 | Invasion | حملہ | The army stopped the foreign invasion. |
| 51 | Alert | چوکس / ہوشیار | A soldier must always stay alert. |
| 52 | Bliss | ابدی خوشی / نعمت | Solitude is a bliss for a poet. |
| 53 | Continuous | مسلسل | The continuous rain flooded the streets. |
| 54 | Milky way | کہکشاں | The stars twinkle in the milky way. |
| 55 | Vales | وادیاں | The cloud floats over vales and hills. |
| 56 | Breeze | ٹھنڈی ہوا | The daffodils were dancing in the breeze. |
| 57 | Couch | صوفہ | He was lying on his couch. |
| 58 | Crowd | ہجوم | He saw a large crowd of people. |
| 59 | Fluttering | پھڑ پھڑانا | The flags were fluttering in the wind. |
| 60 | Gay | خوش | A poet feels gay in such a company. |
| 61 | Gaze | گھورنا / ٹکٹکی باندھ کر دیکھنا | He continued to gaze at the stars. |
| 62 | Glance | ایک نظر دیکھنا | He took a quick glance at the watch. |
| 63 | Glee | خوشی / مسرت | The children shouted with glee. |
| 64 | Host | ہجوم / بڑی تعداد | I saw a host of golden daffodils. |
| 65 | Jocund | خوش / مسرور | He was in a jocund mood. |
| 66 | Oft | اکثر | I oft remember my childhood days. |
| 67 | Pensive | اداس / سوچ میں گم | He was in a pensive mood. |
| 68 | Sparkling | چمکتے ہوئے | The sparkling waves looked beautiful. |
| 69 | Sprightly | زندہ دلی سے | The old man walked in a sprightly manner. |
| 70 | Stretched | پھیلے ہوئے | The flowers stretched in a long line. |
| 71 | Tossing | جھومنا / ہلانا | The trees were tossing their heads in the wind. |
| 72 | Twinkle | ٹمٹمانا | Stars twinkle at night. |
| 73 | Vacant | خالی / غائب دماغ | He was sitting in a vacant mood. |
| 74 | Wandered | آوارہ پھرنا | I wandered lonely as a cloud. |
| 75 | Alleviate | کم کرنا | This medicine will alleviate your pain. |
| 76 | Bounties | انعامات | They offered bounties for his capture. |
| 77 | Detect | سراغ لگانا | The machine can detect metal. |
| 78 | Infuriated | غصہ دلایا | His rude answer infuriated Abu Jehl. |
| 79 | Migrate | ہجرت کرنا | Many birds migrate in winter. |
| 80 | Perilous | خطرناک | It was a perilous journey. |
| 81 | Reveal | ظاہر کرنا / فاش کرنا | She did not reveal the secret. |
| 82 | Traverse | عبور کرنا / طے کرنا | He had to traverse the desert. |
| 83 | Venture | خطرہ مول لینا | She ventured out in the dark. |
| 84 | Beacon | مشعلِ راہ | Her life is a beacon of light for us. |
| 85 | Calamity | آفت / مصیبت | The flood was a great natural calamity. |
| 86 | Capture | پکڑنا | The police offered a reward for his capture. |
| 87 | Clue | سراغ / اشارہ | The police found no clue. |
| 88 | Companion | ساتھی | Hazrat Abu Bakr (RA) was his close companion. |
| 89 | Constant | مسلسل | He faced constant danger. |
| 90 | Delicate | نازک | The situation was very delicate. |
| 91 | Furious | بہت غصہ | The teacher was furious at the students. |
| 92 | Generosity | سخاوت / فیاضی | Hazrat Asma (RA) was known for her generosity. |
| 93 | Hardships | مشکلات | We must face the hardships of life. |
| 94 | Instantly | فوراً | She instantly replied to the question. |
| 95 | Quietly | خاموشی سے | She left the room quietly. |
| 96 | Refuge | پناہ | They took refuge in a cave. |
| 97 | Refuse | انکار کرنا | He refused to take the money. |
| 98 | Resolute | پختہ عزم / ثابت قدم | She had a resolute faith in Allah. |
| 99 | Cherished | عزیز / پیارا | He shared a cherished tale from his past. |
| 100 | Elucidate | واضح کرنا | The teacher tried to elucidate the point. |
| 101 | Gratification | تسکین / خوشی | He was seeking immediate gratification. |
| 102 | Intrigued | متجسس / دلچسپی | I was intrigued by his story. |
| 103 | Methodically | باقاعدگی سے / طریقے سے | He methodically arranged his books. |
| 104 | Perpetually | مسلسل / ہمیش | His parents were perpetually worried about him. |
| 105 | Reliable | قابلِ اعتبار | He is a reliable friend. |
| 106 | Significant | اہم | Your family is a significant part of your life. |
| 107 | Cheerful | خوش مزاج | Taseer was known for his cheerful nature. |
| 108 | Adored | بہت پسند کیا جانا | He was adored by his family. |
| 109 | Prioritising | ترجیح دینا | You must start prioritising your homework. |
| 110 | Trivial | معمولی / غیر اہم | Do not waste time on trivial matters. |
| 111 | Terrible | خوفناک / بہت برا | He was terrible at managing his time. |
| 112 | Procrastinating | ٹال مٹول کرنا | He always found himself procrastinating. |
| 113 | Concerned | فکر مند | His teachers were concerned about his grades. |
| 114 | Approach | رویہ / انداز | His approach to the problem was wrong. |
| 115 | Newfound | نیا | He used his newfound skills wisely. |
| 116 | Frowned | تیوری چڑھائی | The grandfather frowned at his grandson. |
| 117 | Sinew | عضلہ / پٹھا | We must force our heart and sinew to work. |
| 118 | Stoop | جھکنا | He had to stoop to enter the small door. |
| 119 | Virtue | نیکی / خوبی | Honesty is a great virtue. |
| 120 | Worn-out | بوسیدہ / گھسا ہوا | He was using worn-out tools. |
| 121 | Blaming | الزام لگانا | Stop blaming others for your mistakes. |
| 122 | Doubt | شک کرنا | Do not doubt yourself. |
| 123 | Master | آقا / مالک | Do not make dreams your master. |
| 124 | Triumph | فتح / کامیابی | We must face both triumph and disaster. |
| 125 | Disaster | تباہی / ناکامی | The flood was a terrible disaster. |
| 126 | Impostors | دھوکے باز / بہروپیے | Triumph and Disaster are two impostors. |
| 127 | Unforgiving | بے رحم / نہ معاف کرنے والا | The unforgiving minute has sixty seconds. |
| 128 | Twisted | توڑ مروڑا | His words were twisted by the media. |
| 129 | Knaves | بدمعاش / عیار لوگ | Knaves twist the truth to trap fools. |
| 130 | Conflict | تنازعہ / تصادم | Education helps to reduce conflicts. |
| 131 | Crucial | بہت اہم | The next match is crucial for the team. |
| 132 | Curiosity | تجسس | Curiosity is the key to learning. |
| 133 | Emphasis | زور | Our teacher puts emphasis on discipline. |
| 134 | Enhance | بڑھانا | Good vocabulary will enhance your writing. |
| 135 | Essential | لازمی / ضروری | Hard work is essential for success. |
| 136 | Formidable | زبردست / مشکل | He is a formidable opponent. |
| 137 | Holistic | مجموعی / ہمہ جہت | They take a holistic approach to education. |
| 138 | Inclusive | جامع / شمول | We need an inclusive education system. |
| 139 | Literacy | خواندگی | The literacy rate in our country is low. |
| 140 | Prosperity | خوشحالی | Education brings prosperity to a nation. |
| 141 | Marginalized | پسماندہ | We must help the marginalized people. |
| 142 | Critical | تنقیدی | Education helps in critical thinking. |
| 143 | Hygiene | صفائی ستھرائی | We must maintain personal hygiene. |
| 144 | Accumulate | جمع کرنا | He wants to accumulate wealth. |
| 145 | Evolving | ترقی پذیر / ارتقا پذیر | The world is constantly evolving. |
| 146 | Undermine | کمزور کرنا | Do not undermine his efforts. |
| 147 | Disparities | تفاوت / فرق | Education can reduce economic disparities. |
| 148 | Bureau | تحریری میز (درازوں والی) | She put the clock on the bureau. |
| 149 | Shabby | خستہ حال / پرانا | He was wearing a shabby coat. |
| 150 | Mourning | سوگ / ماتم | The family was in mourning after his death. |
Q.6 — Write a letter to your… (Multiple Letter template)
Examination Hall,
City A.B.C.
December 26, 2026.
My dear ——————,
I hope this letter finds you in the best of health and spirits. I received your kind letter yesterday and was delighted to read its contents. I am always grateful to Allah Almighty for His countless blessings and for the well-being of our family.
[ —————————————————————————————————————————- ]
I am eagerly looking forward to your reply. Please convey my deepest regards to everyone at home and love to the young ones.
Yours Obediently,
X.Y.Z.
Replace the bracketed section above with the appropriate answer below:
| # | Topic | Body Content |
| 1 | Mother worried about health | I could not reply sooner because I was down with a bad cold. I could not attend school for four days. However, I am perfectly fine now. You need not worry about my health. |
| 2 | Asking Father about Mother’s health | I have come to know that Mother is suffering from a high fever. I am very worried as she is already quite weak. I request you to get her checked by a specialist and inform me of her condition by return of post. |
| 3 | Importance of Science to Brother | I advise you to study science subjects. As you know, the world has progressed immensely in all walks of life. Modern life depends on scientific knowledge, and the miracles of science are visible everywhere. |
| 4 | Birthday Congratulation | I am very sorry that I cannot participate in your birthday ceremony due to my Send-up Examinations starting tomorrow. Anyhow, I heartily congratulate you. I have bought a special gift for you and will send it by post soon. |
| 5 | Inviting for Spring Holidays | You mentioned that your school would close for spring holidays next week. I request you to spend your holidays with us. We shall have a great time together, and my parents will be glad to see you. |
| 6 | Borrowing books from a friend | You once mentioned that you have a fine collection of books on Islamiyat. Since my examinations are over, I want to study the history of Islam. Please lend me a few books for a week or two. |
| 7 | Thanking for Hospitality | I spent a wonderful time with you. I shall always remember the trip to Murree that you arranged. I am extremely thankful to you and your parents for your kind treatment and hospitality. |
| 8 | Thanking Sister for a Gift | I have received the watch you sent me. I am very thankful to you for such a beautiful gift. It keeps correct time and will help me manage my time during the upcoming examinations. |
| 9 | Congratulating Sister on Success | I am overjoyed to know that you have secured a first division in your exams. I congratulate you on your brilliant success. May you continue to succeed in every sphere of life. |
| 10 | Mother asking about a test | I am sorry for not writing earlier; I was busy preparing for my Physics test. The test was held yesterday, and I attempted my paper very well. I hope to stand first in my class. |
| 11 | Requesting extra funds from Father | I am concentrating my entire attention on my studies. However, I have run short of money because I have to pay my hostel dues and purchase some new books. Kindly send me Rs. 2000/- at your earliest convenience. |
| 12 | Friend’s Sister’s Marriage | I am pleased to learn about the marriage ceremony of your sister. Please accept my heartiest congratulations. I am sorry I could not attend the ceremony as I was busy with my exams. |
| 13 | Condolence on Mother’s death | I have just received the news of your mother’s sudden death. It is a great loss for your whole family. Since the laws of nature are absolute, we must submit to His will. May Allah grant her a high place in Jannah. |
| 14 | Advising Brother on Health | I have come to know that you are working too hard and studying late into the night. You look weak due to overwork. I advise you to take care of your health, eat proper food, and participate in healthy activities. |
| 15 | Thanking friend for lent books | I received the books you lent me yesterday. I am very thankful to you for this kindness. You have always been a very sincere and helpful friend. |
Q.7 — Reading Comprehension Passages (with questions)
Passage 1 — The Wolf and the Sheep
One day a wolf felt very hungry. He wandered here and there in search of food but he could not find anything to eat. At last he saw a flock of sheep grazing in a pasture, he wanted to eat one but they were guarded by a hound. The shepherd’s son was also tending the flock vigilantly. The wolf found himself helpless. At last he hit upon a plan. He hid himself in the skin of a sheep and safely went into the flock. The hound could not find out the wolf in disguise. He killed a sheep and ate it without being caught. In this way he ate up many sheep and their number began to fall every day. The shepherd was greatly worried but could not find out the thief.
Questions:
- Why did the wolf wander about?
- Did he find anything to eat?
- Why was the wolf helpless?
- How did he get into the flock?
- Why was the shepherd worried?
Passage 2 — The Fox and the Well
On a hot summer day, a fox felt very thirsty. He went about in search of water but could find water nowhere. At last he reached a well. He peeped into it. Unfortunately, he slipped and fell into the well. A goat happened to pass by the well and looked into it. She said to the fox, “What are you doing here?” The cunning fox replied, “Dear niece, I am enjoying a swim down here. It is very pleasant, come down jumped into the well.”
Questions:
- What happened to the thirsty fox?
- Who passed by the well just then?
- What did the goat do?
- What did the goat say to the fox?
- What did the fox say in reply?
Passage 3 — King Robert Bruce and the Spider
King Robert Bruce ruled over Scotland. He had been defeated many times by the English. He ran for his life and hid himself in a cave. He had lost all hope to win. As he lay there thinking if he should give up his struggle or not, he saw a spider trying to reach its cobweb in the ceiling of the cave. It fell down again and again but did not give up its attempt. At last the little insect reached its ninth attempt. This gave courage to King Bruce. He made up his mind to fight and this time he won the battle.
Questions:
- By whom had Robert Bruce been defeated many times?
- Where did he hide himself?
- What did he see in the cave?
- After how many attempts did the spider succeed?
- What lesson did king Bruce learn from the spider?
Passage 4 — Khalid’s Kindness
Khalid was extremely kind hearted and just to the people. His army had strict orders not to do any harm to the farmers, aged persons, women, children and other civilians. “They are the real strength of society,” he said. “They should always be treated with kindness and respect.” This was something new for the conquered people, who felt very happy now. The Iranian and Byzantine officers were very harsh on them. Khalid’s treatment won their hearts so much they began to hate their cruel old masters.
Questions:
- How did Khalid treat the people?
- What were the orders given to the Army?
- What did he say about the farmers and civilians?
- How had their former masters treated them?
- How did Khalid win the hearts of the conquered people?
Passage 5 — A Man is Known by the Company He Keeps
A man is known by the company he keeps. A good student should avoid the company of those who keep playing all the time. Many students miss their classes and seldom do their home work because fellow students do the same. There are hardworking students also who work while others play. They know when to study and when to play. They play when it is time to play. They enjoy the game of their choice because they know that playing games is essential for health. A sickly student is not so quick in learning his lesson as a healthy one.
Questions:
- What kind of company should a good student keep?
- Why do some students miss their classes?
- Why do good students enjoy good health?
- Why are games necessary for students?
- In what does the success of a student lie?
Passage 6 — Newspapers
Newspapers keep us constantly in touch with the whole of mankind. In olden days, a man’s world consisted of his own village and one or two neighbouring villages. It was difficult for him to know what was going on in the other parts of the country. But today, the press assisted by rapid means of communications brings us news from the farthest corner of the globe. The press is also responsible for educating public opinion. The laws of a nation are really shaped by its press. In fact, the public receives guidance from the newspapers. Thus, their power in modern times is really great.
Questions:
- What good do the newspapers do to us?
- Why in olden days, could man not know what was going on in far off places?
- What is the responsibility of press today?
- How are the laws of a country shaped now a days?
- How are newspapers a source of public guidance?
Passage 7 — Making Pottery
Making pottery on the potter’s wheel is called “throwing”. The thrower is a very skilful workman. But there is another method of shaping articles out of clay-moulding. A plaster mould is made and the clay is pressed into it. This is a quicker and less difficult way and must be used to make things like handles, but all the most beautiful pottery is thrown. When the piece of pottery is taken off the wheel, it is put aside to dry, after which it may be painted on with special colours that will stand great heat. It is then ready to be fired. This is done in a large oven, or kiln. The pieces of pottery are placed in earthenware tubs called ‘Saggers’ so that the flames cannot touch the pottery.
Questions:
- What is throwing?
- What is the other method of shaping articles?
- What is the advantage of moulding?
- How does the potter make designs on the pieces of pottery?
- How is pottery baked in fire?
Passage 8 — Early Rising
Early rising is a good habit as it gives us an early start of our day’s work. We gain time while the late risers are asleep. The early risers have another advantage also and that is that they enjoy good and sound health. Those who are out of bed early have plenty of time to do their work carefully, steadily and completely. They do not have to put off anything to the next day. The early riser is always happy, fresh and smart. He enjoys his work while those who get up late find their duty dull and dry and do it unwillingly. Early rising is therefore, a key to success in life.
Questions:
- What kind of habit is early rising?
- Why can an early riser do more work than the late riser?
- Why does an early riser enjoy good health?
- Why does a late riser find his work dull and dry?
- What is the key to success in life?
Passage 9 — Iqbal
Iqbal is not only the greatest poet of our age, but also one of the greatest poets of all times. There are not many poets who wrote so many great poems as he did. He did not write poetry for poetry’s sake. He was, in fact, much more than a mere poet. He was a learned man. He was a great scholar. He was a great philosopher. He was a political leader of great importance. But more than anything he was Muslim who had great love for Allah and his prophet (Peace Be Upon Him). He wrote poetry to express the great and everlasting truth of philosophy, history and Islam. He wanted to wake the Muslims from their deep sleep. He asked the Muslims of the whole world to unite.
Questions:
- Why is Iqbal considered to be one of the greatest poets of all times?
- Did he write poetry for poetry’s sake?
- How can you say that Iqbal was much more than a mere poet?
- What kind of Muslim was Iqbal?
- With what aim did he write poetry?
Passage 10 — The Girl and the Coin
One day the girl found a coin. It rolled away before the broom when she was sweeping the yard, and fell with a little clatter against the wall. Someone had dropped it while crossing the yard, perhaps had not even troubled to look for it. She ran and picked it up. It was worth little. But it seemed a whole fortune to her who never had anything of her own before. She rubbed it clean on the sleeve of her blue cotton jacket and put it into her pocket.
Questions:
- What did the girl find?
- When did she find it?
- How had the coin been there?
- What was the worth of the coin?
- Why was it a whole fortune for her?
Passage 11 — Indian National Congress
Indian National Congress was founded in 1885 by a liberal Englishman Mr. A.O. Hume. He had joined the Indian Civil Service in 1849 and retired from service after shouldering different responsibilities. He had been watching ugly law and order situations in the country quite frequently. He was of the opinion that the high handed rule of the Britishers was paving way for an unexpected outburst of violence. His plan was to put a safety valve to minimise the mounting sentiments against the British rule. It was meant to provide an outlet which could ventilate the revolutionary spirit. Mr. Hume put his plan before Lord Duffrin.
Questions:
- Who founded the Indian National Congress?
- Who was Mr. A.O. Hume?
- When was the Indian National Congress founded?
- Why did Hume think of founding this political organisation?
- With whom did he discuss his plan?
Passage 12 — The Camel
Camel is rightly called the “Ship of Desert”. It is the best means of transport in deserts. Camels go slow. But they go on walking for hours on the burning sand and in the blazing sun. Camels carry heavy loads, much more in weight than any other beast of burden can. While other animals’ feet sink into the sand, nature has made the feet of camel so that it is not at all difficult for it to walk on sand. The camel is superior to all other animals because it can go without food and drink for days and weeks together. It can store food and water. Its hump is also a store of food which the camels use when they get nothing to eat and drink for many days. In deserts, only bushes grow here and there and the camel can live on these.
Questions:
- Why is camel called the “ship of desert”?
- Is it for its speed that it is called the “ship of desert”?
- What difficulty have other beasts of burden to face while walking on the sand?
- Why does a camel walk easily on sand?
Q.8 — Translate any FIVE of the following sentences into English
| No. | Urdu Sentence | English Translation |
| 1 | آج سخت گرمی ہے۔ | It is very hot today. |
| 2 | پنجرے میں شیر نہ تھا۔ | There was no lion in the cage. |
| 3 | ہال میں کتنے امیدوار تھے؟ | How many candidates were in the hall? |
| 4 | کیا جگ میں تھوڑا سا دودھ ہے؟ | Is there a little milk in the jug? |
| 5 | کیا باہر تیز ہوا چل رہی ہے؟ | Is it blowing hard outside? |
| 6 | کل موسم بہت سہانا تھا۔ | It was very pleasant weather yesterday. |
| 7 | پرچہ حل کرنے میں تقریباً تین گھنٹے لگیں گے۔ | It will take about three hours to solve the paper. |
| 8 | اب پچھتائے کیا ہوت جب چڑیاں چگ گئیں کھیت۔ | It is no use crying over spilt milk. |
| 9 | یہ سفید جھوٹ ہے۔ | It is a white lie. |
| 10 | سڑک کے کنارے کوئی درخت نہ تھا۔ | There was no tree along the roadside. |
| 11 | کیا وہ اسکول سے غیر حاضر تھے؟ | Were they absent from school? |
| 12 | وہ کتابیں دلچسپ تھیں۔ | Those books were interesting. |
| 13 | میں بوڑھا آدمی نہیں ہوں۔ | I am not an old man. |
| 14 | کیا دھوپ تیز ہے؟ | Is the sun hot? |
| 15 | کیا میں وفادار نہیں ہوں؟ | Am I not faithful? |
| 16 | احمد دلیر سپاہی ہے۔ | Ahmed is a brave soldier. |
| 17 | کتا اور گھوڑا وفادار جانور ہیں۔ | The dog and the horse are faithful animals. |
| 18 | کیا امیر آدمی غریبوں پر مہربان تھا؟ | Was the rich man kind to the poor? |
| 19 | وہ آپ کا کیا لگتا ہے؟ | What is he to you? |
| 20 | ایک درجن انڈے خراب تھے۔ | One dozen eggs were rotten. |
| 21 | کیا سب سوال آسان تھے؟ | Were all the questions easy? |
| 22 | ٹیپو سلطان عادل حکمران تھا۔ | Tipu Sultan was a just ruler. |
| 23 | کیا اس شہر میں کوئی ہائی سکول ہے؟ | Is there any high school in this city? |
| 24 | کیا تمام سوال مشکل تھے؟ | Were all the questions difficult? |
| 25 | فقیر کے پاس لاٹھی نہیں ہے۔ | The beggar has no stick. |
| 26 | پھل فروش کے پاس سیب نہیں ہیں۔ | The fruit seller has no apples. |
| 27 | کیا سپاہی کے پاس تیز تلوار ہے؟ | Does the soldier have a sharp sword? |
| 28 | امیر آدمی کے پاس کتنی کاریں ہیں؟ | How many cars does the rich man have? |
| 29 | میرے بٹوے میں کچھ نہیں ہے۔ | I have nothing in my wallet. |
| 30 | کیا ہرن کی چار ٹانگیں نہیں ہوتیں؟ | Does the deer not have four legs? |
| 31 | کیا طوطے کی سرخ چونچ نہیں ہوتی؟ | Does the parrot not have a red beak? |
| 32 | اس کے ہاتھ میں چھڑی تھی۔ | He had a stick in his hand. |
| 33 | فقیر کے پاس پیالہ تھا۔ | The beggar had a bowl. |
| 34 | نوکر کے پاس دس روپے تھے۔ | The servant had ten rupees. |
| 35 | کیا ان کے پاس کچھ شہد تھا؟ | Did they have some honey? |
| 36 | کھلاڑیوں کے پاس سامان نہ تھا۔ | The players did not have the luggage. |
| 37 | نسیمہ ہمیشہ سچ بولتی ہے۔ | Nasima always speaks the truth. |
| 38 | میں صبح سویرے اٹھتا ہوں۔ | I get up early in the morning. |
| 39 | میں نئے کپڑے پہنتی ہوں۔ | I wear new clothes. |
| 40 | نجمہ کپڑے اچھے طریقے سے دھوتی ہے۔ | Najma washes the clothes clean. |
| 41 | میں اپنے بھائی سے پیار کرتا ہوں۔ | I love my brother. |
| 42 | ہم ہر روز اخبار پڑھتے ہیں۔ | We read the newspaper every day. |
| 43 | اسلم عید پر نئے جوتے خریدتا ہے۔ | Aslam buys new shoes on Eid. |
| 44 | مرغیاں سارا سال انڈے دیتی ہیں۔ | Hens lay eggs all year round. |
| 45 | آپ دسویں جماعت کو انگریزی پڑھاتے ہیں۔ | You teach English to the 10th class. |
| 46 | میں تیرنا جانتا ہوں۔ | I know how to swim. |
| 47 | خدا ان کی مدد کرتا ہے جو اپنی مدد آپ کرتے ہیں۔ | God helps those who help themselves. |
| 48 | تم جھوٹے بہانے بناتے ہو۔ | You make lame excuses. |
| 49 | ڈوبتے کو تنکے کا سہارا۔ | A drowning man catches at a straw. |
| 50 | سورج مغرب میں غروب ہوتا ہے۔ | The sun sets in the west. |
| 51 | ہم کبھی کبھی عجائب گھر جاتے ہیں۔ | We sometimes go to the museum. |
| 52 | بچے چڑیا گھر کی سیر سے لطف اٹھاتے ہیں۔ | Children enjoy the visit to the zoo. |
| 53 | یہ قصاب کم تولتا ہے۔ | This butcher gives short measure. |
| 54 | یہ دکاندار گھٹیا مال بیچتا ہے۔ | This shopkeeper sells substandard goods. |
| 55 | لالچی آدمی کالا دھن کماتا ہے۔ | The greedy man earns black money. |
| 56 | غریب ڈاکیا بڑی مشکل سے گزر بسر کرتا ہے۔ | The poor postman lives from hand to mouth. |
| 57 | ڈاکٹر مریض کو آرام کا مشورہ دیتا ہے۔ | The doctor advises the patient to rest. |
| 58 | کسان آج کل گندم کی فصل کاٹتا ہے۔ | The farmer is harvesting the wheat crop nowadays. |
| 59 | وہ اچھے آدمیوں میں اٹھتا بیٹھتا ہے۔ | He keeps company with good people. |
| 60 | وہ باقاعدہ ورزش نہیں کرتا۔ | He does not take exercise regularly. |
| 61 | وہ اپنا کام آپ نہیں کرتے۔ | They do not do their work themselves. |
| 62 | آپ شام کو سیر کے لیے نہیں جاتے۔ | You do not go for a walk in the evening. |
| 63 | وہ کسی سے نفرت نہیں کرتا۔ | He does not hate anyone. |
| 64 | ہم یہ کارخانہ نہیں چلاتے۔ | We do not run this factory. |
| 65 | اچھے لڑکے دوسروں کو گالی نہیں دیتے۔ | Good boys do not abuse others. |
| 66 | اچھے دوست دھوکہ نہیں دیتے۔ | Good friends do not deceive. |
| 67 | آپ اپنی غلطی تسلیم نہیں کرتے۔ | You do not admit your mistake. |
| 68 | دانا آدمی ایسی غلطی نہیں کرتا۔ | A wise man does not make such a mistake. |
| 69 | کیا وہ اپنے کیے پر شرم محسوس کرتا ہے؟ | Does he feel ashamed of what he did? |
| 70 | یہ طلبہ وقت کیوں ضائع کرتے ہیں؟ | Why do these students waste time? |
| 71 | مرغا کب اذان دیتا ہے؟ | When does the cock crow? |
| 72 | کیا آپ کی بیٹی بزرگوں کا احترام کرتی ہے؟ | Does your daughter respect the elders? |
| 73 | پرندے کب چہچہاتے ہیں؟ | When do the birds chirp? |
| 74 | پہاڑوں پر کس موسم میں برف باری ہوتی ہے؟ | In which season does it snow on the mountains? |
| 75 | میں پاکستان کا نقشہ بنا رہا ہوں۔ | I am drawing a map of Pakistan. |
| 76 | گوالا دودھ دوہ رہا ہے۔ | The milkman is milking the cow. |
| 77 | پولیس قاتل کے پیچھے بھاگ رہی ہے۔ | The police are running after the murderer. |
| 78 | بوندا باندی ہو رہی ہے۔ | It is drizzling. |
| 79 | کنواں چل رہا ہے۔ | The well is working. |
| 80 | چولہے سے دھواں اٹھ رہا ہے۔ | Smoke is rising from the hearth. |
| 81 | ہم پرانے سکے جمع کر رہے ہیں۔ | We are collecting old coins. |
| 82 | وہ دریا میں غوطہ لگا رہا ہے۔ | He is diving into the river. |
| 83 | بچے سخت شور مچا رہے ہیں۔ | The children are making a great noise. |
| 84 | حکومت نئے سکول کھول رہی ہے۔ | The government is opening new schools. |
| 85 | پاکستان دن دگنی رات چگنی ترقی کر رہا ہے۔ | Pakistan is progressing by leaps and bounds. |
| 86 | میں اس کو راز نہیں بتا رہا ہوں۔ | I am not telling him the secret. |
| 87 | میں وقت ضائع نہیں کر رہا ہوں۔ | I am not wasting time. |
| 88 | مزدور کام سے جی نہیں چرا رہے ہیں۔ | The labourers are not shirking work. |
| 89 | وہ اپنے گناہ پر شرمندہ نہیں ہو رہا۔ | He is not feeling ashamed of his sin. |
| 90 | لوگ کہاں ناچ رہے ہیں؟ | Where are the people dancing? |
| 91 | مہمان کب یہاں پہنچ رہے ہیں؟ | When are the guests arriving here? |
| 92 | مجھے رات کے کھانے پر کون دعوت دے رہا ہے؟ | Who is inviting me to dinner tonight? |
| 93 | کیا دکاندار گاہک سے زیادہ پیسے وصول کر رہا ہے؟ | Is the shopkeeper overcharging the customer? |
| 94 | دروازہ کون کھٹکھٹا رہا ہے؟ | Who is knocking at the door? |
| 95 | اس لڑکے نے سبق یاد کر لیا ہے۔ | This boy has learnt his lesson. |
| 96 | آپ اپنا کام ختم کر چکے ہیں۔ | You have finished your work. |
| 97 | لڑکوں نے گھونسلوں سے انڈے چرا لیے ہیں۔ | The boys have stolen eggs from the nests. |
| 98 | موسم برسات شروع ہو چکا ہے۔ | The rainy season has set in. |
| 99 | موسم سرما ختم ہو چکا ہے۔ | The winter season has ended. |
| 100 | ہم نے دعوت قبول کر لی ہے۔ | We have accepted the invitation. |
| 101 | امیدوار پرچہ حل کر چکے ہیں۔ | The candidates have solved the paper. |
| 102 | مہمانِ خصوصی نے انعامات تقسیم کر دیے ہیں۔ | The chief guest has given away the prizes. |
| 103 | عدالت نے میرے حق میں فیصلہ دے دیا ہے۔ | The court has decided in my favour. |
| 104 | بورڈ نے نتیجے کا اعلان کر دیا ہے۔ | The board has announced the result. |
| 105 | مرغی نے انڈا نہیں دیا ہے۔ | The hen has not laid an egg. |
| 106 | سورج نہیں ڈوبا ہے۔ | The sun has not set. |
| 107 | مریض نے دوائی نہیں پی ہے۔ | The patient has not taken the medicine. |
| 108 | مزدوروں نے ہڑتال نہیں کی ہے۔ | The labourers have not gone on strike. |
| 109 | آپ نے میری درخواست قبول نہیں کی ہے۔ | You have not accepted my application. |
| 110 | سپاہی نے افسر کا حکم نہیں مانا ہے۔ | The soldier has not obeyed the officer. |
| 111 | پولیس نے اسے رنگے ہاتھوں نہیں پکڑا ہے۔ | The police have not caught him red-handed. |
| 112 | کیا یہ لڑکا امتحان پاس کر چکا ہے؟ | Has this boy passed the examination? |
| 113 | کیا شکاری نے پرندے پکڑ لیے ہیں؟ | Has the hunter caught the birds? |
| 114 | آپ کے دوست نے کب شادی کی ہے؟ | When has your friend got married? |
| 115 | کیا تمہارا بھائی پہاڑ کی چوٹی پر پہنچ چکا ہے؟ | Has your brother reached the top of the mountain? |
| 116 | کیا تم بازی جیت چکے ہو؟ | Have you won the match? |
| 117 | کیا تمہارے ساتھی بھاگ چکے ہیں؟ | Have your companions run away? |
| 118 | ڈاکوؤں نے امیر آدمی کو کہاں لوٹا ہے؟ | Where have the dacoits robbed the rich man? |
| 119 | لڑکی نے بوتل کیوں توڑی ہے؟ | Why has the girl broken the bottle? |
| 120 | کیا تالاب میں پانی جم چکا ہے؟ | Has the water frozen in the lake? |
| 121 | آپ نے روپیہ کہاں رکھا ہے؟ | Where have you kept the money? |
| 122 | لوگ صبح سے سیر گاہ میں آ رہے ہیں۔ | People have been coming to the resort since morning. |
| 123 | کھلاڑی چار بجے سے فٹ بال کھیل رہے ہیں۔ | The players have been playing football since four o’clock. |
| 124 | ہم کئی گھنٹوں سے آپ کا انتظار کر رہے ہیں۔ | We have been waiting for you for many hours. |
| 125 | اسلم دوپہر سے پتنگ اڑا رہا ہے۔ | Aslam has been flying a kite since noon. |
| 126 | اکبر کئی گھنٹے سے پہاڑے یاد کر رہا ہے۔ | Akbar has been learning the multiplication tables for many hours. |
| 127 | لڑکیاں سات بجے سے ہار بنا رہی ہیں۔ | The girls have been making garlands since seven o’clock. |
| 128 | تمام مسلمان یکم رمضان سے روزے رکھ رہے ہیں۔ | All Muslims have been fasting since the 1st of Ramadan. |
| 129 | وہ دو دن سے ورزش نہیں کر رہا۔ | He has not been taking exercise for two days. |
| 130 | ڈاکٹر تین دن سے مریضوں کا علاج نہیں کر رہے ہیں۔ | The doctors have not been treating the patients for three days. |
| 131 | لاہور میں کل سے بارش نہیں ہو رہی۔ | It has not been raining in Lahore since yesterday. |
| 132 | مریض دو دن سے دوائی نہیں پی رہا۔ | The patient has not been taking medicine for two days. |
| 133 | کیا بارش شام سے ہو رہی ہے؟ | Has it been raining since evening? |
| 134 | کیا مریض چار دن سے نہیں نہا رہا؟ | Has the patient not been taking a bath for four days? |
| 135 | 14 اگست کو سکولوں میں جلسے کیے جاتے ہیں۔ | Meetings are held in schools on 14th August. |
| 136 | شریف آدمی کی عزت کی جاتی ہے۔ | An honest man is respected. |
| 137 | اس سکول میں یتیم بچوں کو وظائف دیے جاتے ہیں۔ | Scholarships are given to orphans in this school. |
| 138 | کمزور لڑکے کو انعام نہیں دیا جاتا۔ | The weak boy is not given a prize. |
| 139 | ایسی افواہیں کیوں پھیلائی جاتی ہیں؟ | Why are such rumours spread? |
| 140 | بری صحبت کیسے اختیار کی جاتی ہے؟ | How is bad company adopted? |
| 141 | آپ کی درخواست پر غور کیا جا رہا ہے۔ | Your application is being considered. |
| 142 | گرم کپڑوں کو رفو کیا جا رہا ہے۔ | The warm clothes are being mended. |
| 143 | اس بازار میں چیزیں مہنگی بک رہی ہیں۔ | Things are being sold dear in this bazaar. |
| 144 | پلوں کی مرمت کی جا رہی ہے۔ | The bridges are being repaired. |
| 145 | مجھے دوائی کیوں نہیں پلائی جا رہی؟ | Why am I not being given the medicine? |
| 146 | مجھے بہت تحفے وصول ہو چکے ہیں۔ | I have received many gifts. |
| 147 | کیا چھٹی کا اعلان نہیں کیا گیا؟ | Has the holiday not been announced? |
| 148 | غریبوں کو کہاں کھلایا یا کھانا دیا گیا؟ | Where have the poor been fed? |
| 149 | کیا شیر پنجرے میں بند کیا جا چکا ہے؟ | Has the lion been locked in the cage? |
Q.9 — Change the Voice of the Following
Present Tense
| No. | Active Voice | Passive Voice |
| 1 | The goat gives milk. | Milk is given by the goat. |
| 2 | Have you finished your work? | Have your work been finished by you? |
| 3 | We have not taken tea. | Tea has not been taken by us. |
| 4 | The train has not started. | The train has not been started. |
| 5 | That girl has written the story. | The story has been written by that girl. |
| 6 | I have taken my breakfast. | My breakfast has been taken by me. |
| 7 | He has not thrown rotten eggs. | Rotten eggs have not been thrown by him. |
| 8 | The dog has caught the rabbit. | The rabbit has been caught by the dog. |
| 9 | They have gained nothing. | Nothing has been gained by them. |
| 10 | Khurshid helps Naushaba. | Naushaba is helped by Khurshid. |
| 11 | We are buying this picture. | This picture is being bought by us. |
| 12 | The mother loves the children. | The children are loved by the mother. |
| 13 | She likes apples. | Apples are liked by her. |
| 14 | She does not speak the truth. | The truth is not spoken by her. |
| 15 | We use milk for making cheese. | Milk is used for making cheese by us. |
| 16 | The boy makes a picture. | A picture is made by the boy. |
| 17 | You deal in sugar. | Sugar is dealt by you. |
| 18 | He does not take exercise regularly. | Exercise is not taken regularly by him. |
| 20 | We do not run this factory. | This factory is not run by us. |
| 21 | They have won the match. | The match has been won by them. |
| 22 | They are buying this house. | This house is being bought by them. |
| 23 | She is buying five video films. | Five video films are being bought by her. |
| 24 | The boy is climbing the wall. | The wall is being climbed by the boy. |
| 25 | Why is he mending the chair? | Why is the chair being mended by him? |
| 26 | When is he mending the chair? | When is the chair being mended by him? |
| 27 | Who is asking questions? | By whom are questions being asked? |
| 28 | Peon is ringing the bell. | The bell is being rung by the peon. |
| 29 | This cloth is selling cheap. | This cloth is being sold cheap. |
| 30 | Are you listening to the news? | Is news being listened to by you? |
| 31 | They are killing the mad dogs. | The mad dogs are being killed by them. |
| 32 | We are printing a new book. | A new book is being printed by us. |
| 33 | They have taught the poem. | The poem has been taught by them. |
| 34 | They have bought a horse. | A horse has been bought by them. |
| 35 | They have not done their job/duty. | Their job has not been done by them. |
| 37 | They have bought a house. | A house has been bought by them. |
| 38 | She has not beaten the dog. | The dog has not been beaten by her. |
| 39 | Why is he mending the chair? | Why is the chair being mended by him? |
Past Tense
| No. | Active Voice | Passive Voice |
| 40 | She was teaching the students. | The students were being taught by her. |
| 41 | We had seen him. | He had been seen by us. |
| 42 | You were telling a story. | A story was being told by you. |
| 43 | He had told me to do it. | I had been told to do it by him. |
| 44 | They had not done their home task. | Their home task had not been done by them. |
| 45 | They had not done their home task. | Their home task had not been done by them. |
| 46 | They had gained nothing. | Nothing had been gained by them. |
| 47 | Nadir had read the book. | The book had been read by Nadir. |
| 48 | He praised the boy for his courage. | The boy was praised by him for his courage. |
| 49 | She had not beaten the dog. | The dog had not been beaten by her. |
| 50 | Why did she write such a letter? | Why was such a letter written by her? |
| 51 | She gave me five films. | I was given five films by her. |
| 54 | Amjad was winding the watch. | The watch was being wound by Amjad. |
| 55 | A car ran over an old man. | An old man was run over by a car. |
| 56 | He took away my books. | My books were taken away by him. |
| 57 | The doctor asked her to stay in bed. | She was asked to stay in bed by the doctor. |
| 58 | They caught the thief. | The thief was caught by them. |
| 59 | Hamid won a prize. | A prize was won by Hamid. |
| 60 | Who brought the apples? | By whom were the apples brought? |
| 61 | She did not tell a lie. | A lie was not told by her. |
| 62 | I posted the letter. | The letter was posted by me. |
| 63 | Our team won the match. | The match was won by our team. |
| 64 | They caught birds. | Birds were caught by them. |
| 65 | He gave me a prize. | I was given a prize by him. |
| 66 | Why did she write a letter? | Why was a letter written by her? |
| 67 | Why were they beating the thief? | Why was the thief being beaten by them? |
| 68 | Why were they beating the boy? | Why was the boy being beaten by them? |
| 69 | The teacher was helping the students. | The students were being helped by the teacher. |
| 70 | They were playing football. | Football was being played by them. |
| 71 | The sudden noise frightened the child. | The child was frightened by the sudden noise. |
| 72 | The doctor asked her to stay in the bed. | She was asked to stay in the bed by the doctor. |
| 73 | They caught the thief. | The thief was caught by them. |
| 74 | He took away my book. | My book was taken away by him. |
Future Tense
| No. | Active Voice | Passive Voice |
| 77 | We shall win the match. | The match will be won by us. |
| 78 | We shall have killed the snake. | The snake shall have been killed by us. |
| 79 | I shall see off my friends. | My friends will be seen off by me. |
| 80 | You will have taken breakfast. | Breakfast will have been taken by you. |
| 83 | He will write a letter. | A letter will be written by him. |
| 84 | I shall see off my friends. | My friends will be seen off by me. |
| 85 | Who will oppose you? | By whom will you be opposed? |
| 86 | We shall win the match. | The match will be won by us. |
| 87 | He will give me a cup of tea. | A cup of tea will be given me by him. |
| 88 | Girls will sing songs. | Songs will be sung by the girls. |
| 89 | He will give you a box of chocolates. | You will be given a box of chocolates by him. |
| 90 | He will write a letter. | A letter will be written by him. |
Additional voice-change sentences from the paper (numbered as in the original):
| No. | Active/Original Sentence | Notes |
| 150 | Hameed won a prize. | Passive: A prize was won by Hameed. |
| 151 | The boys made a noise. | Passive: A noise was made by the boys. |
| 152 | Grandmother told us a strange story. | Passive: We were told a strange story by grandmother. |
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Guess Papers for Class 9
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Frequently Asked Questions
Are these guess papers helpful to get more than average marks?
Yes, if you solve it all carefully, then no matter what, you will reach 90%. Inshallah.
Have you added important questions?
Yes, all questions included are important according to the board point of view.
