ENGLISH CLASS X-AA

UNIT No: 1 (LESSON No:1)

The Voice Of God.

I sought to hear the voice of God,
And climbed the topmost steeple,
But God Declared: “Go down again”,
I dwell among the people.

Louis Israel Newman.

WORD MEANING MEANING WORD MEANING MEANING
Island Piece of dry land ‫ٻيٽ‬ To Bring Out Reveal, Show ‫ظاهر ڪرڻ‬
surrounded by
water.
To Doctorate To hold the ‫ڊاڪٽري ڪرڻ‬ Bent of Mind Intellect, mind set ‫ذهني الڙو‬
degree Ph.D
Author Writer ‫ليکڪ‬ To Seek Search for, ،‫ڪوشش ڪرڻ‬
request for ،‫عرض ڪرڻ‬
‫حاصل ڪرڻ‬
Religious Belonging to ‫مذهبي‬ Sought Past of Seek ‫ڪوشش ڪئي‬،
Religion
Subject Topic ‫ موضوع‬.‫عنوان‬ To Climb To Raise, To ‫چڙهڻ‬
Mount
Topmost Highest ‫بلند ترين‬ Steeple Tower ‫منارو‬،
To Declare Announce, Assert ،‫اعالن ڪرڻ‬ To Dwell To Live ‫رهڻ‬.
‫چوڻ‬

About Author;
Louis Israel Newman,
Birth: December 20, 1893 (providence).
Death: March 9, 1972 (New-York).
Education: B.A (Brown University)
M.A (University of California)
Ph.D (University of Columbia)
Career: Lectured at Colambia

Reference: These lines have been adopted from a mystic poem “The Voice of God” versed by
Louis I Newman. It is the very first lesson of English Text Book for Class Tenth.

Context: In this poem the Poet Louis Israel Newman expresses that the might Allah is present
everywhere. One should not go anywhere to look for Him.

Explanation: In these lovely lines the Poet Louis Israel Newman tells us that he wanted to hear
Allah Almighty directly. In this connection he goes up to highest tower because it is mostly
heard that Allah Almighty lives on the seventh sky and chairs Arsh Kursi.
Reaching there, he is commanded by the divine to return to the people to meet Him,
because He is Omni present. The author then comes back and starts living among the
common men.

Substance/ Summary.
 The Poem “The Voice of God” is one of the mystic poems which leads us to find Allah
Almighty among the people. It totally denies to be alone and go through jungles and mountains to offer
prayer. Allah Almighty is Omni Present & Omni Potent. Where-ever you are The God is there. One can
please Allah Almighty & get His blessing by serving the humanity living among the common people.
Its writer is Mr. Louis Israel Newman, who was highly qualified and a religious person.
‫وڃين ڇو وڻڪار هت نه ڳولهئيئ هوت کي‬
‫لڪو ڪين لطيف چئي ٻاروچو ٻئي پار‬
‫ پرت پنهونَء سين پار‬،‫ ٻڌ سندرو‬، ‫ٿيُء ستي‬
.‫نائين نيڻ نهار تو ۾ ديرو دوست جو‬
‫شاهه‬

Questions & Answers.

Q1. Who is the author of the poem “The Voice of God”?

Ans: The poet of the poem “The Voice of God” is Louis Israel Newman.
Q 2. When & Where was he born?
Ans: He was born on 20th December, 1893 in providence Rhode Island (USA).
Q 3. When & Where was he Died?
Ans: He was died on 9th March, 1972 in New York (USA).
Q 4. Why did author climb the steeple?
Ans: It is an old saying that God live on seventh sky and to meet one who is on the sky one should
go up because the sky is up. Keeping in view this concept the author climbed the topmost
steeple to be closer to sky.
Q 5. Why did God tell him to go down again?
Ans: The God told him to go down again because God is Omni Present. One needs not to go
anywhere to look for God.
Q 6. Say in your own words what you think is the message of this poem?
Ans: The message of this poem is to live among own human race. All is there, the creation and the
creator, the anxiety & the peace, the thirst & the water, the lover and the beloved. Allah
Almighty has hidden Himself in the pains of people, to come close to Allah Almighty it is
necessary to care and cure the needy people.

Lesson No. 2
The Wise Caliph
WORD MEANING MEANING WORD MEANING MEANING
 Wise Intelligent ‫سياڻو‬ First Hand Direct ‫ سڌي‬،‫پهرين‬
‫سنئين‬
Caliph Ruler of Islamic ‫خليفو‬ Justice Fairness ‫انصاف‬
State
Popular Famous ‫مشهور‬ Hold Control, Grip ‫ پڪڙڻ‬،‫سنڀالڻ‬
Concern Worry ‫ الڳاپيل‬،‫فڪر‬ Well-Dressed Neat, well clothed ‫خوش پوش‬
Welfare Benefit ‫ڀالئي‬، Well-to-do Rick, Wealthy ‫امير‬
Disguise Hide Identity ‫ويس مٽائڻ‬، Rags Torn Clothes ‫پراڻا ڪپڙا‬
Mingle Mix ‫ملي وڃڻ‬ Seem Look, Appear ،‫ نظر اچڻ‬،‫سمجھن‬
‫محسوس ٿيڻ‬
Beggar Street Dweller ‫فقير‬ Resolve Solve, Settle ‫حل ڪرڻ‬
Approach Arrive , Method ‫پهچڻ‬ Just Fair, Correct ‫انصاف‬
Faithful Loyal , Devotee ‫ مومن‬،‫وفادار‬ Fair Just, Good ‫انصاف تي‬
‫ عمدو‬،‫مبني‬
Dispute Quarrel, Clash ‫جھڳڙو‬، Manner Way, Conduct ‫ انداز‬،‫اخالق‬
Settle Resolve ‫ حل‬،‫طئي ڪرڻ‬ Fight Conflict, Contest ‫جھيڙو‬
‫ڪرڻ‬
Certain Sure ‫يقين‬ Claim Demand, ‫دعوى‬
Swear Oath ‫قسم‬ To Ride Gallop ‫سواري ڪرڻ‬
Step Move ahead ‫اڳتي اچڻ‬ To Limp Walk lamely ‫منڊڪائڻ‬
Forward
To Beg To request, to ask ،‫معافي وٺڻ‬ Ahead Onward, Before ‫اڳيان‬
for money ‫عرض ڪرڻ‬
To believe To Trust ‫يقين ڪرڻ‬ Hoof Feet of Animal ‫ُک ُر‬
Whatever Any Thing ‫جيڪو ڪجھ‬ To Turn Twist, Rotate ‫ مڙڻ‬،‫موڙڻ‬
Presence Being There ‫موجودگي‬، To Motion Move, Signal, ‫ اشارو‬،‫حرڪت‬
To Pull Drag ‫ڇڪڻ‬ Rein Belt, Harness ‫واڳ‬
Lame Have a limp ‫منڊو‬ To Reach Arrive ‫پهچڻ‬
To Refuse To Deny ‫انڪار ڪرڻ‬ Guardian Protector, ‫سنڀاليندڙ‬
caretaker
To Get down Get Off, Come ‫هيٺ لهڻ‬ Pity Mercy ‫رحم‬
down
Instead In its place ‫بدران‬ Cruel Unkind, Brutal ‫ظالم‬
Grateful Thankful ‫شڪر گذار‬ Cruelty Brutality ‫ظلم‬
To Rob To Thieve ‫ڦرڻ‬ Injustice Unfairness ‫نا انصافي‬
Else An other ‫ٻيو‬ Mighty Powerful ‫طاقتور‬
Afford Bear, manage ‫ برداشت‬،‫سهڻ‬ To Wince Embarrass ‫ ٽهڻ‬،‫ڇرڪڻ‬
‫ڪرڻ‬
To Spend Use, consume ‫خرچ ڪرڻ‬ To Snort Through air from ‫ڦوڪاٽ ڪرڻ‬
nose
To Lend To Give ‫اڌارو ڏيڻ‬ To Neigh Bray ‫هڻڪڻ‬
Stranger Unknown ‫ اوپرو‬،‫اجنبي‬ Pleasure Happiness ‫خوشي‬
Fine Well, Good ‫عمدو‬ To Pronounce Announce, ‫اعالن ڪرڻ‬
To Get Off To Get Down ‫هيٺ لهڻ‬ Liar Untruthful ‫ڪوڙو‬
To Shout To Cry, Yell ‫رڙ ڪرڻ‬ Wicked Cruel ‫ظالم‬
To Make fun To Joke ‫مذاق ڪرڻ‬، To Deserve Be worthy of ‫ مستحق‬،‫حقدار‬
Severe Extreme, Strict, ‫شديد‬، Red-Handed During ‫رنگي هٿن‬
Harsh committing an act
Merciful Kind ‫رحمدل‬ Immediately Instantly, at once ‫فورن‬،
To Forgive Excuse ‫معاف ڪرڻ‬ Ungrateful Un thankful ‫ناشڪر‬،
Gentleman Nobleman ‫معزز ماڻهون‬ To Lie To falsify ‫ڪوڙ ڳالهائڻ‬
To Realize Comprehend ‫محسوس ڪرڻ‬ Kind-hearted Kind ‫رحم دل‬
Generous Big hearted, ‫سخي‬ To Tear Scratch, rip ‫ڦاڙڻ‬
charitable
 Readily At once ‫ هڪدم‬،‫فورن‬ Torn Ripped, ‫ڦاٽل‬
To Impress To affect deeply ‫متاثر ڪرڻ‬ Agree concur ‫راضي ٿيڻ‬
Noble Honourable, ‫عظيم‬، Agreement Accord ‫معاهدو‬
upright
Character Integrity ‫ڪردار‬ Disagreement Discord ‫نا اتفاق نامو‬
Wrong False ‫غلط‬ Sure Certain ‫ يقين‬،‫پڪ‬
To Jumble To disorder ‫اڻ ترتيب‬ To Worry Concern, fret ‫پريشان‬
To Compare To match, ‫ڀيٽڻ‬ Elicit Provoke, draw ‫ ڪڍڻ‬،‫ڇاپڻ‬،
evaluate
Partner Colleague, mate ‫ساٿي‬ Oral verbal ‫زباني‬
Strict Sever, stern ‫سخت‬، To State To Say, describe ‫بيان ڪرڻ‬
Individual Separate, ‫ اڪيلو‬،‫فرد‬ Statement Description, ‫بيان‬،
particular , single report
Individually Separately, singly ‫انفرادي‬ To Refer Denote, ‫حوالي ڪرڻ‬
Dialogue Chat , talk ‫گفتگو‬ To Behave To act ‫برتاُء ڪرڻ‬
Puzzle Confused. ‫مونجھارو‬ To Discuss Confer, argue ‫بحث ڪرڻ‬
Perplex
Disease Illness, ailment. ‫بيماري‬ Rather than Instead of, before ‫جي باوجود‬
Organise Arrange, program .‫منظم ڪرڻ‬ To Manage To handle, deal ،‫انتظام ڪرڻ‬
‫ترتيب ڏيڻ‬ with ‫سنڀالڻ‬
To Assign Give, allot, ‫ڪم ڏيڻ‬ To Waste Spoil, ‫ضايع ڪرڻ‬
To Lead To Head, Guide ‫اڳواڻي ڪرڻ‬ Proper Appropriate, ‫ صحيح‬،‫درست‬
correct
To Sense Perceive, identify ‫ ادراڪ‬،‫سمجھڻ‬ Expenses Expenditure ‫اخراجات‬
‫ڪرڻ‬
To Treat To cure, Behave ،‫عالج ڪرڻ‬ Communication Interaction, ‫مواصالت‬
‫برتاُء ڪرڻ‬ exchange
Brief Short ‫مختصر‬ To Direct To instruct, guide ‫هدايت ڏيڻ‬،
In front of Before ‫ سامهون‬،‫اڳيان‬ To Grow Produce, cultivate ‫ُاپائڻ‬
Mausoleum Tomb ‫مقبرو‬ Range Array, scale ‫حد‬
To Insert To inject, put in ‫ داخل‬،‫وجھڻ‬ To Exclaim To wonder ‫حيران ڪرڻ‬
‫ڪرڻ‬
Nevertheless Yet, however, ‫ان جي باوجود‬ To Suffer To endure, grieve ‫متاثر ٿيڻ‬
still
Surprise Wonder, shock ‫حيران ڪرڻ‬ Seaside Coastal, beach ‫ڪناري سان‬
To Haunt To visit habitually ‫اڏو بنائڻ‬، Ghost Phantom ‫ ِج ُن‬،‫ڀوت‬
Coward Timid, chicken ‫بزدل‬ Depend Based on, ‫منحصر‬
hearted contingent
Root Origin, core ‫ اصل‬،‫پاڙ‬ Prefix Start, preface ‫اڳياڙي‬
Suffix Ending letters ‫پڇاڙي‬ Logical Reasonable, ‫منطقي‬
coherent
Polite Cultured, ‫نرميَء سان‬ Usual Normal, routine ‫عام رواجي‬
Courteous
Legal Lawful ‫قانوني‬ Relevant Pertinent, ‫الڳاپيل‬
appropriate
Selfish Self-interested ‫خود سر‬ Obey Abide by ‫ تسليم‬،‫مڃڻ‬
‫ڪرڻ‬
Literate Learnt, informed ‫پڙهيل‬ Formal Official, correct ،‫رسمي‬
‫سرڪاري‬
Conscious Awareness, ‫ ضمير‬،‫هوش‬ Mortal Fatal, ‫فاني‬
awake
Bear Endure, support ‫برداشت ڪرڻ‬ Fortune Luck ‫قسمت‬
Reflect Mirror, image ‫عڪس‬ Strength Power ‫طاقت‬
Employ Hire to work ‫مالزم رکڻ‬ Accident Mishap , crash ‫حادثو‬
Response Reply, answer ‫ موٽ‬،‫جواب‬ Survive Live, outlive ‫بچي وڃڻ‬
Reject Discard, disallow ‫مسترد ڪرڻ‬ Pollute Impure, spoil ‫گدلو ڪرڻ‬
Achieve Attain, succeed. ،‫حاصل ڪرڻ‬ Product Outcome, ‫اپت‬
‫ڪامياب ٿيڻ‬ manufactured
goods
Excite Enthuse, ‫بيتاب ٿيڻ‬ Shame Disgrace, shyness ‫لڄ‬
Inform Tell, report, ‫آگاهه ڪرڻ‬ Suggest Advise ‫تجويز ڏيڻ‬
Equip Train, prepare ‫مصلح ڪرڻ‬ Comfort Ease ‫ آسائش‬،‫سڪون‬
Improve Develop, ‫بهتري آڻڻ‬ Attract Magnetize ‫ڪشش ڪرڻ‬
advance, recover
Amuse Entertain, ‫وندرائڻ‬ Relate Link, associate ‫ڳنڍڻ‬
Cheer Applaud, ‫ تاڙي‬،‫داد ڏيڻ‬ Feel Sense, think ‫محسوس ڪرڻ‬
liveliness ‫وڄائڻ‬
Often Frequently, ‫اڪثر‬ Bother Trouble, Interrupt ‫تنگ ڪرڻ‬
Horrible Terrible, ‫ خوفناڪ‬،‫ڀوائتو‬ Strategy Plan, tactic. ‫حڪمت عملي‬
Unify Unite, merge ،‫هڪ ڪرڻ‬ Cluster Bunch, collection ‫جھڳٽو‬
‫مالئڻ‬
Factor Element, part ‫ حصو‬، ‫ُج ُز‬ To Sum up Summarize, recap ‫سميٽن‬
To Acquire Obtain, get ‫حاصل ڪرڻ‬ Assess Evaluate, gauge, ‫جائزو وٺڻ‬
Collect Gather, ‫گڏ ڪرڻ‬ Shortage Dearth, ‫کوٽ‬
Garbage Trash ‫گند ڪچرو‬ Pile Mound, heap ‫ِڍ ُڳ‬
Smoke Gray & White ‫دونهون‬ Almost Nearly, ‫تقريبن‬
mixture of gas approximately
Experience Practical contact ‫تجربو‬ Scare Frighten, alarm, ‫ڊنل‬
with facts & shock
events

SUMMARY/ BRIEF NOTE

Caliph Haroon-ur-Rashid was very renowned for his justice & wisdom.
He also cared his people. For this he usually went into his people disguised as he
might know their problems directly.
Once Qazi of the state brought a typical case in his court. The case was
about the ownership of beautiful white horse. There were two claimers. One of them
appeared a wealthy man when the other seemed very poor because he was in rags.
He listened both of them one by one. The rich man told that he was
coming to the city on his horse, he saw the beggar walking towards city, listening the
hoof’s sound he motioned him to stop and requested for the lift. He obliged him, but
reaching at the city gate he refused to dismount and claimed that the horse belonged to
him. The beggar also repeated near about the same story.
The caliph thought of playing a trick : the psychology of animals; the
animal always pleases the touch of master and discomforts at the stranger, so he
ordered both of them to place their hands on the horse individually. The horse winced
at the tough of the beggar and neighed with delight at the touch of the rich man. The
caliph immediately pronounced the decision that the master of the horse was the well-
dressed man.
 The beggar was ordered to beg pardon from the rich-man and the rich-
man not only forgave him but also supported him with hand-full of gold coins. He
thought that due poverty beggar needed to do so. This was a noble action of rich man
which delighted every man, sitting in the court.
Sometimes the decisions are made using the different strategies, here the
caliph took the help of animal psyche.
That’s All
Question & Answers.
Q1. How many characters are there in this lesson?
Ans: There are 5 characters in this lesson: The caliph, the Qazi, the Beggar, The rich
man & the Horse.
Q2. What was the dispute?
Ans: The dispute was the beautiful white horse.
Q3. How did the caliph solve the case?
Ans: The Caliph solve the case by using psyche of the animal; it always likes
master’s and dislikes stranger’s.
Q 4. Why did he go through the streets of Bagdad?
Ans: he went through the streets of Baghdad, in-order to know the problems his
people first-hand.
Q 5. Why did he disguise himself?
Ans: He hid his identity, as people might share their problems without any fear of
hesitation, because Mostly people can’t share actual position with the high-ups/
rulers.
Q6. What did you learn from this lesson?
Ans: we learnt that:
1. What may come one should not cheat or fraud to any person.
2. If somebody makes mistake and afterwards excuse us, we should readily
forgive him.
3. The decision made honestly, impartially, and cleverly satisfies everyone.
Exercise 2.
Read the text again and underline the following words:
Disguise – concerned – welfare – minge – rags – dispute – resolve – certain –

claims – motioned – dismount – puzzled – winced – neighed - pronounced

 The meanings of all these words are given in a jumbled order in the exercise
below. Fill the blanks with the correct words. The first one has been done as an
example. After you have completed, compare your answers with your partner.

1. Disguise means change appearance.

2. Claim means states something as true.
3. Welfare means general well-being.
4. Mingle means mix with people.
5. Rags means old, torn clothes.
6. Dispute means disagreement about something.
7. Resolve means find a solution.
8. Certain means Know for sure.
9. Concerned means worried about.
10. Motioned means signalled.
11. Dismount means get off something.
12. Puzzled means unable to understand.
13. Winced means showed dislike.
14. Neighed means sound made by a horse.
15. Pronounced means officially said.

Exercise 3
.The following statements are incorrect. Read the text and write the correct statements.
First, discuss orally with your partner then write the correct answer.
1. The case was first brought to the Caliph by the two men.
The case was first brought to the Caliph by the Qazi.
2. The Qazi said that the case was easy so he could not solve it.
The Qazi said that the case was very difficult, so he could not solve it.
3. The Caliph asked the beggar to speak first.
The Caliph asked the rich to speak first.
4. The Caliph wanted the rich man to touch the horse first.
The caliph wanted the bigger to touch the horse first.
5. The horse belonged to the beggar.
The horse belonged to the rich man.
6. The Caliph decided to be strict.
The Caliph decided to be merciful.
7. The rich man hit the beggar.
The rich-man not only forgave the beggar but also gave him hand-full of gold coins.
Exercise 4
 When the Caliph asked the two men to state their cases, they made the following
statements. However, their statements are mixed up. Read the text and find out which
person made each statement and write 'rich man or beggar in the Speaker box, as
shown. Work individually at first, and alter completing compare your answers with
your partner.

S.No. Dialogues Speaker

1. He begged me to give him a ride. rich man

2. I swear the horse is mine. beggar
3. He said no one would believe me if I said that the horse is mine. Beggar
4. I will tell the truth. Richman
5. I have spent all my money on this horse. Beggar
6. He told me, “I was an ungrateful person.” Beggar
7. On reaching the city gate I asked him to get down. Rich man
8. He said that he wanted to reach the city quickly. Beggar
9. He said that if l did not get down, he would use force. Beggar
10.You are Just and wise. Beggar
11.He wanted to go up to the city gate. Rich man
12.Believe what I say. Beggar
13.On reaching the city gate he ordered me to get off the horse. Beggar
14.I was puzzled when he refused to get down. Rich man
15.He requested me to lend him my horse. Beggar
16.He was limping and asked me to stop. Rich man
Exercise 5
Read the text and complete the following statements in your notebook.
1. With your knowledge and wisdom, you will be able to resolve the case in a just manner.
2. He not only refused to get down, but also claimed that the horse belonged to him.
3. Have pity on me and save me from the cruelty of this rich man.
4. Whatever money I had, I spent on this horse.
5. I beg you to save me, from this robber.
6. Tell these men to place their hands on the horse.
7. You are a liar and wicked man,
8. Instead of thanking you for taking pity on me and giving me a lift, I lied and claimed that
the horse belonged to me.”
Exercise 6
Work in pairs and complete the following sentences by referring to the text. Write the
complete statements in your notebook. The first one has been done as an example.
a) The Caliph used to walk through the streets of Baghdad at night because he wanted to gain
first-hand knowledge of their difficulties and problems.
b. The Qazi went to the Caliph, because he could not settle the dispute.
c. The rich man said that he gave the beggar a lift, because he was lame.
d) The beggar refused to get off the horse because he claimed that the horse belonged to him.
e) The beggar said that he gave the rich man a lift because he was in great hurry.
f) The horse winced when the beggar touched it because he was not his master.
g) The horse snorted and neighed when the rich man touched because he was his master
h) Everyone liked the rich man because he not only forgave the beggar but also gave him
hand full of gold coins.

Unit LANGUAGE PRACTICE 1.3

Revision: Capitalization and Punctuation
Exercise 1. Rewrite the following sentences in your notebook by correcting the errors of
capitalization. After you have completed, compare the answers with your partner and make
corrections where needed.
Note: 1) Every sentence begins with a capital letter.
2) Every proper Noun begins with a capital letter.
3) Every abbreviation / short form begins with capital letter.
a. the mausoleum of shah abdul lateet bhital is in sindh.
A. The Mausoleum of Shah Abdul Latif is in Sindh.
b. sameer and ali went to quetta last July.
A. Sameer and Ali went to Quetta last July.
c. the river indus flows from gigit baltistan to the Arabian sea.
A. The river Indus flows from Gilgit Baltistan to the Arabian Sea.
d. the liaquat national hospital is on the stadium road in Karachi.
A. The Liaquat National Hospital is on the Stadium Road in Karachi.
e. are zahra and samina coming today? asked mrs Afzal.
A. Are Zahra and Samina coming today? Asked Mrs. Afzal
f. the highest peak, mount Everest, is in Himalayan ranges, in nepal.
A. The highest peak, Mount Everest, is in Himalayan ranges, in Nepal.
g. we are planning to go to islamabad in march to see the faisal mosque.
A. We are planning to got to Islamabad in March to see Faisal Mosque.
h. he said, "my uncle s name is asif shaikh and he lives in london"
A. He said, “My uncle’s name is Asif Shaikh and he lives in London.”
Exercise 2
Note: Full stop: to complete a sentence & after abbreviation / short from.
 Commas: Separate introductory words, phrases and clauses with a comma.

 Mark out non‐essential information within a sentence.

 Place commas between principal clauses joined together with a conjunction .
 Use commas in numbers with 4 or more digits.
 Show direct speech or quoted material using commas.

Exclamation Mark: In general use, exclamation marks can emphasise:

 Statements, emotions, greetings, commands & exclamatory words.

Colon: Colons draw attention to the text that follows. Only add colons that are
essential. Use them to introduce examples, contrasts, lists and block quotes.

Hyphen: Hyphens connect words and prefixes so meaning is clear

Question Mark: Direct questions and requests to end with a question mark.

Quotation Mark: Quotation marks draw attention to words and reference certain
kinds of titles. Write most direct speech in single quote marks

Insert commas, full stops, question marks, and exclamation marks in appropriate places.
Write the corrected sentences in your notebook after you have completed, Compare your
answers with your partner and make corrections where needed.
1. The helping group needs clothes, food, water, blankets and shoes for the flood victims.
2. Hurrah! Pakistan has won the world cup, we must meet, celebrate, enjoy and have fun.
3. Nevertheless, some people are talking, some are resting, some are reading and some
are having fun.
4. Have you finished your homework? His mother asked,
5. Alas! The old man is dead, he suffered a lot.
6. One teacher said, "Where is your bag?", "I don't know, said Subah, Just kept it here."
7. Moreover, I have seen his picture in magazines, on television and movies.
8. Chuck, chuck, chuck, the train began moving out of the station, therefore, the people
started running.
9. Wow! This is a pleasant surprise! Why didn't you tell me you were coming!
10.“Your book has been lying on this table for ten days." said Mr. Jawad, “when will you
read it?
Exercise 3
Insert apostrophes and quotation marks where needed. Write the corrected sentences in your
notebook. After you have completed, compare your answers with your partner and make
corrections where needed.
Note: Apostrophes show possession and contractions. Don’t use them in descriptive
phrases or to make nouns and shortened forms plural
a) This book isn’t mine, said Abdul Karim. I dont know who put it here.
 This book isn’t mine, said Abdul Karim. I don’t know who put it here.
b) Can we go to the seaside, father? the children asked. Its such a lovely day.
Can we go to the seaside, father? The children asked. It’s such a lovely day.
c) The girls father said, Ill take you to school today. Its still early and well reach in time.
The girl’s father said, I’ll take you to school today. It’s still early and well reach in
time.
d) Mother said, Wholl help me clean the house? I cant said Laila Ive got to write an
essay.
Mother said, Who’ll help me clean the house? I can’t said Laila I’ve got to write an
essay.
e) ive seen this movie before. Whats its name? said Fakhir. I don't know, replied Asad.
I’ve seen this movie before. What’s its name? Said Fakhir. I don't know, replied Asad.
f) Sabiha, said Rana, arent we going to Hyderabad today? No, said Sabiha, im not
feeling well.
Sabiha said Rana, aren’t we going to Hyderabad today? No, said Sabiha, I’m not
feeling well.
g) This is Najmas house, said Nabila. Ive been here before. However, the gates colour
has been changed.
h) This is Najma’s house, said Nabila. I’ve been here before. However, the gate’s colour
has been changed.
i) Hurry up, lets go, children, said grandfather. Put on your shoes.Were already late. I
don't want to miss the bus.
Hurry up, let’s go, children, said grandfather. Put on your shoes. We’re already late. I
don't want to miss the bus.

Exercise4
Put in the punctuation marks, including capitalization, and write the following passage in
your notebooks. When you have done the discus, your work, with your partner, and make
any corrections needed.
One day Rashid said to his friends, “you know what I read in the newspaper that yellow
house near our school is haunted.
Ghosts said Sajid, I don’t believe in ghosts.
Sara, however, said: I believe in ghosts and I’m sure that all of you believe in ghosts. Really
if you don’t believe in them I challenge you to spend the night in that house.
What you must be joking! Said Javed;
No I’m not, said Sara, I’m serious. Prove it to me that you don’t believe in ghosts by staying
there tonight or else I’ll tell everyone that you’re cowards.
All-right. Said Rashid, I’ll do it. Who’ll come with me, I can depend on you. Asad can’t, I
Will, you come Javed, can I rely on you coming with me?
Ghufran, Tahir, Asad and Javed; all agreed to go. They decided to meet at eight O’clock.
Javed said; I’ve got to complete my homework before I go. Please wait for me if I’m late!
I don’t want to go alone.
Surprise, surprise, said Rashid, when they met outside the house at 8 o clock look, who’s
here?
There’s no one else here; said Javed. What do you mean?
I mean: Shahid didn’t you just see him go in?
I didn’t see anyone. Tahir, Ghufran, Javed and Asad replied together.
Do you think we should go in? Said

Javed.
UNIT 1.3 LANGUAGE PRACTICE
Exercise No. 5: Root Word, Prefixes & Suffixes.
Root Word: A basic word to which affixes (prefixes and suffixes) are added is called a root
word.
Affixes:
Prefix: Prefixes are letters which we add to the beginning of a word to make a new
word with a different meaning.
Suffix: A suffix is a letter or group of letters added at the end of a word which makes a
new word/ words.

Common Prefixes

Prefix Definition Examples

anti- against anticlimax

de- opposite devalue

dis- not; opposite of discover

en-, em- cause to enact, empower

fore- before; front of foreshadow, forearm

in-, im- in income, impulse

in-, im-, il-, ir- not indirect, immoral, illiterate, irreverent

inter- between; among interrupt

mid- middle midfield

mis- wrongly misspell

non- not nonviolent

over- over; too much overeat

pre- before preview

re- again rewrite

semi- half; partly; not fully semifinal

sub- under subway

super- above; beyond superhuman

trans- across transmit

un- not; opposite of unusual

under- under; too little underestimate

Common Suffixes

Suffix Definition Examples

-able, -ible is; can be affordable, sensible

-al, -ial having characteristics of universal, facial

the dog walked,

-ed past tense verbs; adjectives
the walked dog

-en made of golden

one who;
-er, -or teacher, professor
person connected with

-er more taller

-est the most tallest

-ful full of helpful

-ic having characteristics of poetic

-ing verb forms; sleeping

 present participles

-ion, -tion, -ation, submission, motion,

act; process
-tion relation, edition

-ity, -ty state of activity, society

-ive, -ative, active, comparative,

adjective form of noun
-itive sensitive

-less without hopeless

-ly how something is lovely

-ment state of being; act of contentment

-ness state of; condition of openness

riotous, courageous,
-ous, -eous, -ious having qualities of
gracious

-s, -es more than one trains, trenches

-y characterized by gloomy

Exercise 6: LANGUAGE PRACTICE UNIT 1.3

Add prefixes or suffixes to the words given in the brackets and fill the blanks. Write
the complete sentences in your notebook. Next compare your answers with your partner.
1. My father was feeling uneasy due to severe pain. (easy)
2. His seat on the train was very comfortable. (comfort)
3. Mr. Moeen is very irregular and is often absent from his school. (regular)
4. His childish behavior bothered everyone. (Child)
5. There is a lot of pollution in our country. (pollute)
6. We must show kindness to everyone, especially the old and the weak. (Kind)
7. All survived in the horrible accident, but unfortunately the driver was killed.
(Fortunately)
8. Reflection of the sunlight and the mirror disturbed me when l was driving. (Reflect)
9. Rejection from the national hockey team was unbearable for me. (reject, bearable)
10. The information given by the team member was unofficial. (Inform, official).

Exercise 7: LANGUAGE PRACTICE UNIT 1.3

Sr# Form Words Sentences
1 Prefix + Root Prepay I had to prepay to get my mobile credit.
Root Pay They receive their pay on the last day of
the month.
Root + suffix Payment My father has made the payment for his
motorbike.
2 Prefix + Root Un-happy My father always remains un-happy with
 my activities.
Root Happy I am happy, what I am.
Root + suffix Happiness The great happiness is the happiness of
parents.
3 Prefix + Root Dis-agree My teacher disagreed with my idea.
Root Agree I tried my best to agree him at my view
point.
Root + suffix Agreement We could not reach at the final agreement.
4 Prefix + Root Dis-order I the hostel, I saw everything was in dis-
order.
Root Order Always try to keep our things in order.
Root + suffix Order-less He ordered me to get out of his room.
5 Prefix + Root Un-used At the death of my cousin, I saw many of
his things un-used.
Root Use Use your time correctly to achieve goal.
Root + suffix Useful The dog is a useful animal.
6 Prefix + Root Dis-respect We have no right to dis-respect anyone.
Root Respect Respect is a reward of Allah Almighty.
Root + suffix Respectfully. Behave every one respectfully, if you
want to be respectful.

UNIT No: 2

The Dignity of Work.

WORD MEANING MEANING WORD MEANING MEANING
Cross. Angry ‫ناراض‬ Jew Follower of ‫يهودي‬
Hazrat Moosa
Untidy. Muddy ‫ ميرو‬،‫گدلو‬ Charity. Aid for the sake ‫خيرات‬
of Allah.
Tidy Clean ‫صاف سٿرو‬ Grind Crush. Mince ‫ِپيهڻ‬
Happen. Occur. ‫ٿيڻ‬ Ground. PP of grind ‫پيٺو‬
Empty. Black, vacant. ‫خالي‬ Refuse. Deny, reject ‫انڪار ڪر‬
Ashamed. Feeling Guilty ‫لڄي ٿيو‬ Hire. Rent ‫ڪرائي تي‬
Softly. Mildly ‫نرميَء سان‬ Transcribe. Make copy, write ‫ اتارڻ‬، ‫لکڻ‬
Chore. Task, Assignment ‫ڪم‬ Tycoon. Magnate ‫ِڊ نُگ – وڏو‬
‫ڪاروباري‬
Odd. Un-usual, un- ‫عجيب‬، Appreciate. Raise the value, ‫تعريف ڪرڻ‬
common rise
Perhaps. Probable ‫شايد‬ Progress. Development ‫ترقي‬
Forget. Overlook- fail to ‫وسار‬ Deliver. Supply. Achieve ‫پهچائڻ‬
remember
Forgotten. Over-looked ‫وساريل‬ Indeed. Certainly ‫يقينن‬
 Mend. Repair ‫ڳنڍڻ‬ Inspire. Stimulate. Arouse ‫ حوصلو‬،‫همٿائڻ‬
‫وڌائڻ‬
Carry. Transport, Take ‫کڻڻ‬ In fact. Actually ‫در حقيقت‬
Material. Substantial ‫سامان‬ Celebrity. Renowned, ‫نامور‬
superstar
Battle. War ‫جنگ‬ Philosophy. Idea. Belief. ‫ دانائي‬، ‫فلسفو‬
Trench. Ditch, Channel. ‫ کاهي‬،‫کڏ‬ Motivate. Provoke. ‫آماده ڪرڻ‬
Stimulate
Companion. Friends, Buddy ‫ساٿي‬ Upset. Distressed. ‫پريشان‬
Disturbed
Fetch. Carry, Go & get ‫ڀري اچڻ‬ Discrimination. Distinction. ‫فرُق‬
Contrast
Widow. A woman whose ‫بيوهه‬ Motto. Slogan. Byword. ‫ مقصد‬.‫نعرو‬
husband is died
Neighbor. Near resident Needy. Poor. Deprived. ‫ضرورتمند‬
Sack. Bag. ‫ٻوري‬

UNIT 2.1 LANGUAGE PRACTICE

Exercise 1
What do you think is the central idea of the text? From the options given below, tick the
correct answer.
a. one should be ashamed of doing work
b. one should be worried when asked to do work
C. one should have respect for all people who work

Exercise 2
Match column A words with their corresponding meaning in column B and write the
answers in column C. The first one has been done as an example.
S.No. Column A Column B Column C (correct option)
1. Cross a) a leading businessperson c) angry
2. Fetch b) of low value d) bring something for someone
3. Transcribe c) angry f) put in written form
4. Tycoon d) bring something for someone a) a leading businessperson
5. Precisely e) provide reason for doing better i) exactly
6. Inspiring f) put in written form h) affecting deeply/ uplifting
7. Celebrities g) not treating everyone equally j) famous persons
8 motivating h) affecting deeply/ uplifting e) provide reason for doing better
9. Menial i) exactly b) of low value
10. Discrimination j) famous persons g) not treating everyone equally
Exercise 3
Read the text and find who did the following jobs. After completing compare your
answers with your partner.
S.No. Task Personality
1. Fetched water for old people Hazrat Abu Bakar R.A
2. Carried flour for someone Hazrat Umar R.A
3. Swept the house Hazrat Fatima R.A
4. Made caps for a living Sultan Nasir ud din
5. Served food to his guests Mamun ur Rasheed
6. Repaired his shoes Holy Prophet S.A.W
7. Transcribed the Holy Quran Emperior Aurangzeb
8. Worked in the garden of a Jew Hazrat Ali R.A
9. Carried mud and building materials Holy Prophet S.A.W
10. Mended and washed his clothes Holy Prophet S.A.W

Exercise 4
Read the text and circle the right option to fill the blanks in the following sentences.
After doing the exercise, compare your answers with your partner.
1. Akhtar was.__________ because he was asked to clean cupboards and deskS.
a. happy b. upset. C. angry d. none of these
2. The headmaster did menial work, which made Akhtar feel________
a. excited b. sad C. ashamed d. worried
3. At the time of the battle of _______ our Last Prophet Hazrat Muhammad (S.A.A.W. )
took part in digging a trench.
a. Uhad b. Badaar c. Khandaq d. Tabooq
4. Sultan Nasir Udin earned his living by making____________.
a. caps b. pots C. armours d. jewellery
5. A business tycoon did not have any _______ for work.
 a. plumber b. carpenter C. servant d. chef
6. Developed countries ________ the dignity of work.
a. plan b. request c. understand d. explain
7. In China, it is mandatory for everyone to work in the field or in a _______
a. school b. factory C. restaurant d. government office
8. The son of a high US government official used to deliver newspapers to be ______
a. useful b. independent C. dependent d. punctual
9. Successful people believe that people who do all kinds of jobs should be treated ____
a. neutrally b. unequally C. equally d. none of these
10. Akhtar realized that all workers should be respected without ________
a. discrimination b. manipulation C. supervision d. administration
Exercise 5
Read the text and mark the statements as true or false. After completing, compare your
answers with your partner and make corrections where needed.
S.No. Statements True/ False
1. Akhtar returned home from school a little late. T
2. The headmaster of the school cleaned the bathroom. T
3. The teacher did not do any work. F
4. There was a social gathering of servants and gardeners in the school. F
5. People in developed countries normally do their own work T
6. The president's son used to paint the walls in a hostel F
7 The Chinese believe that everyone should do all kinds of work. T
8. Uncle Inayat read the story of a famous businessman in a newspaper. F
9. Respect for all honest work is the slogan of Rukhsana. T
10. In the present time, it is accepted that people doing all kinds of jobs are equal T
Exercise 6
Work in pairs and find answers for the following questions. After you have discussed,
write the answers in your notebook.
1. Why was uncle Inayat liked by the children?
A. Mr. Inayat was liked by children because he told them interesting stories.
2. Why was Akhtar cross?
A. Akhtar was cross because he was made to do the work of servants at school.
3. Which chores did our last Prophet (S.A.A.W.)use to do?
A. Our Last Prophet (SAAW) repaired his shoes, repair & washed his clothes & swept
the home.
4. What is the reason for the quick progress of the Chinese?
A. The understand dignity of work and everyone has to do some work and don’t feel
ashamed by doing the work.
5. Why did the US government official deliver newspapers when his son was ill?
A. US Government official delivered newspaper for his son as his son may not lose his
customers.
6. What did Akhtar think after hearing what his uncle said?
A. He felt sorry for his dull attitude and promised not to feel work inferior and made the
motto of his life “Respect for all honest work”
7. What lesson did you learn from the text?
A. I learned from this lesson that no work is inferior. We should do our work ourselves &
never feel ashamed.
Exercise 7
Work in groups of four or five and discuss the topic assigned to your group by the
teacher. The topics are as follows:

I. How can we appreciate the work done by the support staff at School?
We can appreciate the work done by doing work with them. We can clean our
class room, dust the desks and board, and empty the dust bins. In this way we
can create the atmosphere of equality among all, whether he is supporting staff
or any other.
II. What can you do to develop awareness about dignity of work?
We should organize social service days in school as well as outside the school.
IlI. How should be children engaged in chores at home?
Children should be engaged in chores at home by motivating them, and showing
them the examples of senior students, teachers and Head Master’s as well.
IV. How should students be engaged in chores at school?
Students should be engaged in chores at schools by giving them responsibilities of
different chores and appreciating them at their good work. When they become
habitual then they would never feel odd by doing chores of all kinds.
 UNIT No: 3

King Bruce & the Spider.

WORD MEANING MEANING WORD MEANING MEANING
Spider Name of an insect ‫ڪوريئڙو‬ Cobweb Home of spider
Fling Through ‫ اڇالئڻ‬،‫ڦٽو ڪرڻ‬ Clue One end of ،‫ ڇيرو‬، ‫ِک يو‬
Violently thread. way ‫سراغ‬
Monarch King ‫بادشاهه‬ Hang Bend Down ‫لٽڪڻ‬
Crown Cap of King ‫تاج‬ Divine Guess ،‫نتيجي تي پهچڻ‬
‫اندازو ڪرڻ‬
Sink Drown ‫ٻڏڻ‬ Cling Hold ‫چنبڙڻ‬
Deed Work ‫ڪم‬ Crawl Move difficultly ‫ريڙهيون پائي‬
‫اڳتي وڏڻ‬
Despair Disappointment ‫نا اميد‬ Utter Say ‫بيان ڪرڻ‬
Grieve Sad ‫غمگين‬ Dizzy Moving head ‫مٿو چڪرائجڻ‬
around
Ponder Think ‫غور ڪر‬ Faint Unconscious ‫بيهوش‬
Give up Surrender ، ‫ترڪ ڪرڻ‬ Delicate Very thin, ‫نرم و نازڪ‬
‫ڇڏي ڏيڻ‬ sophisticated.
Silken Made of Silk ‫ ترڪڻو‬،‫ريشمي‬ Tread Walk ‫رستيو‬
Tire Lose energy ‫ٿڪجي پئو‬ Attempts try ‫ دفعا‬،‫ڀيرا‬

Ex. 1.
Answer the following questions.
1. Was the kind happy or unhappy?
The King was unhappy.
2. What attracted his attention as he was thinking?
A little insect spider attracted his attention as he was thinking.
3. What lesson did he learn from what he saw?
He learnt to keep on trying until the goal would be achieved.
Ex 2. Match the columns.
1. c 2. m 3. h 4. k 5. n 6. i 7. l
8. a 9. f 10.d 11.g 12.e 13.b 14.j
Ex3.
A B C D E F G H I J K
X V X X X V V X X X V
Ex4. Give the number of one line summary of the stanza.
1 2 3 4 5 6 7 8 9 10 11 12 13 14

Ex5. Answer the following questions:

1. Why was the king so sad?
 The kind was sad because he continuously failed to achieve his target.
2. Before he saw the spider, what did he decide to do?
He decided to give up his struggle.
3. Why did King Bruce think that the spider would not be able to reach its home?
The King himself tried hard to conquer his homeland thence he thought the spider
would also did reach its home.
4. Did the spider climb at the same speed all the time or at a different speed?
The spider travelled upward to his home at a different speed, at a very last pinch it
moved quickly.
5. How did the spider finally reach its home?
The spider finally reached its home by trying again & again. He did not lose its hope
and determined firmly.
6. Why did the Kind decide to try again?
The kind got inspiration from the spider and decided to try again.

Ex 6. Summary.
The extremely inspiring poem “King Bruce & the spider” is composed by Eliza
cook. This poem tells us the un-tiring efforts of a little spider, which encouraged King Bruce
to try again & again till success.
Bruce was the King of Scotland, but lost his kingdom. He tried many times to
get back his homeland but could not succeed. Hence he decided to give it all. During that
suddenly he caught the view of the spider who slipped down from his cobweb home. The
spider tried hard to get into his home, nine times it did get its aim so the King considered it
would not get into its home as the king himself could not get his homeland back, but he
surprised to see that spider did not lose its determination and kept on trying and in the 10 th
attempt the spider entered into its cobweb home.
The kind got inspiration from the spider and decided to try again. He collected
his people and took an offensive move towards his homeland and this time he got it back.
So, the assesse of the poem is to keep on trying with confidence, the day will
surely come when you can achieve your destiny.
LANGUAGE PRACTICE
EX.1.
Use the correct form of the past simple to fill the following blanks.
1. Ate. 2. Lived 3. Closed and locked 4. Lived – sold 5. Made --- ran
EX 2. Use the correct form of past continuous tense to fill the following blanks.
a. were flying b. Were fighting c. were shaking – were falling d. was doing – was
washing . e. was driving – was telling
Exercise 3

Use the correct form of the Past Simple or Continuous to fill the following blanks. Use the
words provided in the brackets.
When Kakenya Ntaiya, from Kenya, was fourteen, she _____________ (Request) her father
to let her finish high school. She. ____________ (dream) high as she _______ (make) good
progress and ________(achieve) good grades. Her teachers ____________ (know) that she
________(be) very intelligent and they ___________ (encourage) her to go for higher
education. She _______(promise) her father that he would be proud of her one day, if he
___________ (allow) her to continue her education. Very few Maasai girls, the tribe to
which she ____________ (belonged) ever ____________ (finish) high school, but her father
____________(accept) her request.
Ntaiya ____________ (keep) her promise to her father. She began to work even
harder, and soon she ____________ (win) a scholarship to go to the USA. The village where
she ____________ (live) was very small. However, the villagers were so proud of her that
they all ____________ (come) to see her off when she ___________ (leave). Ntaiya
____________ (cry) as she ____________ (leave). It ____________ (be) a touching
____________scene. Everyone ____________ (wave) their hands and Ntaiya ____________
(shout) that she would come back to serve the people in the village.
When she graduated, she (work) for a while at the UN and then got a doctorate degree. Then
she ____________ (return) home and ____________ (want) to set up a primary school in her
old village. At first, some villagers ____________ (refuse) to give Ntaiya the land for the
school, but many parents now ____________ (realise) how important a good education
could be for their daughters. Till last year, the school ____________ (provide) education to
more than 150 girls. The girls at the school ____________ (praise) Ntaiya. They _________
(work) hard to become teachers, doctors, or lawyers.