PAPER QUESTION NO. 1
(ESSAYS)
1. YEAR 2004 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Muslim Unity
(ii) Social Evils in Pakistan
(iii) Music Addiction
(iv) Elementary Education
2. YEAR 2004 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) An Ideal College
(ii) Science and Arts
(iii) Muslims' Backwardness
(iv) Health Care in Pakistan
(v) Role of Electronic Media
3. YEAR 2005 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Reading for Pleasure
(ii) Ills of Smoking
(iii) Literacy Campaign
(iv) An Ideal Student
(v) How to Make Pakistan Strong and Stable
4. YEAR 2005 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Mobile Phone
(ii) Drug Addiction
(iii) An Ideal College
(iv) Social Evils in Pakistan
(v) Character is Destiny
5. YEAR 2006 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Punjab: The Land of Five Rivers
(ii) Dreams of a College Student
(iii) Information Technology
(iv) Terrorism and Image of Pakistan Abroad
(v) Role of Women in Society
6. YEAR 2006 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Importance of Newspapers
(ii) Female Education
(iii) Democracy in Theory and Practice
(iv) My Childhood
(v) Some Problems Facing Pakistan Today
7. YEAR 2007 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Life of a Doctor's Wife
(ii) Our Educational Problems
(iii) Sports as a Pastime
(iv) Science without Conscience is a Ruin of Nature
(v) Place of Religion in the Modern World
8. YEAR 2007 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Growing Trends of Drug-Addiction among the Students
(ii) Cell Phones - A Social Bane
(iii) Problems Faced by Working Women
(iv) The Role of Films in Our Society
(v) The New District System in Pakistan
9. YEAR 2008 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) A Model Citizen
(ii) The Age of Machines
(iii) Importance of Advertising
(iv) Our Economic Planners
(v) Scope of Tourism in Pakistan
10. YEAR 2008 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Pleasures of Childhood
(ii) Interest Free Banking System
(iii) Iran's Nuclear Programme
(iv) Village Uplift
(v) Features of a Pakistani Wedding
11. YEAR 2009 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Why I Love Pakistan?
(ii) An Excursion Trip
(iii) Life is Struggle
(iv) Importance of Reading
(v) Life in a Big City
12. YEAR 2009 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) An Ideal Student
(ii) Security Measures at Public Places
(iii) Drug Addiction
(iv) Inflation - Rising Prices
(v) The Power of Electronic Media
13. YEAR 2010 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Difficulties of a B.A. Student
(ii) How to Spend Your Spare Time
(iii) Noise Pollution
(iv) Human Rights in Pakistan
(v) Old Parents
14. YEAR 2010 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Good Manners
(ii) Energy Crisis
(iii) Mobile Phone - A Curse
(iv) Culture of Tolerance
(v) A Rescue Operation
15. YEAR 2011 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Pleasures of Childhood
(ii) Village Uplift
(iii) Literacy Campaign
(iv) Money is Not Everything
(v) Features of a Pakistani Weeding
16. YEAR 2011 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Drug Addiction Among Students
(ii) Importance of Advertising
(iii) Noise Pollution
(iv) Problems of Working Women
(v) Old Parents
17. YEAR 2012 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Media and Society
(ii) Internet - A Tool of Modern Age
(iii) Dignity of Work
(iv) Challenges for Pakistan
(v) Adverse Effects of Politics in Colleges
18. YEAR 2012 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Importance of Women Education
(ii) Festivals in Pakistan
(iii) Village Life
(iv) Computer Revolution
(v) Charm in T - 20 Cricket
19. YEAR 2013 (GROUP I)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) College Memories
(ii) Your Favourite English Drama
(iii) Corruption in Society
(iv) Role of Laptop in Education
(v) Freedom of Media
20. YEAR 2013 (GROUP II)
Write an essay, with an outline, of 300-350 words on ONE of the following topics:
(i) Spring Season
(ii) National Unity
(iii) Childhood
(iv) Elections
(v) Problems of Pakistan
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21. Year 2014 (Group 1)
Write an essay, with outline, of 300-350 words on ONE of the following topics.
(i) Impact of College Life on Character
(ii) National Unity
(iii) Childhood Joys
(iv) Problems of Pakistan
(v) Students Role in Nation Building
(i) Impact of College Life on Character
(ii) National Unity
(iii) Childhood Joys
(iv) Problems of Pakistan
(v) Students Role in Nation Building
22. Year 2014 (Group II)
Write an essay, with outline, of 300-350 words on ONE of the following topics.
(i) Education for All
(ii) A Pakistani Wedding
(iii) Modern Youth
(iv) Poverty and its Evil
(v) Importance of Social Justice
(ii) A Pakistani Wedding
(iii) Modern Youth
(iv) Poverty and its Evil
(v) Importance of Social Justice
PAPER QUESTION NO. 2
(COMPREHENSIONS)
1. YEAR 2004 (GROUP I)
Read the following passage and answer the questions given at the end.
Fortunately, however, the growth of industrialism has coincided in the west with the growth of democracy. It is possible now, if the population of the world does not increase too fast, for one man's labour to produce much more than is needed to provide a bare subsistence for himself and his family. Given an intelligent democracy not misled by some dogmatic creed, this possibility will be used to raise the standard of life. It has been so used to a limited extent, in Britain and America, and would have been so used more effectively but for war. Its use in raising the standard of life has depended mainly upon three things; democracy, trade unionism, and birth control. All three, of course, have incurred hostility from the rich. If these three things can be extended to the rest of the world as it becomes industrialized, and if the danger of great wars can be eliminated, poverty can be abolished throughout the whole world, and excessive hours of labour will no longer be necessary anywhere. But without these three things industrialism will create a regime like that in which the Pharaohs build the pyramids. In particular, if the world population continues to increase at the present rate, the abolition if poverty and excessive work will be totally impossible.
Questions:
(i) What connection does the writer show between industrialism and democracy?
(ii) How can the standard of life be raised?
(iii) How can poverty be abolished?
(iv) What will be the impact of increase in population at the present rate?
(v) Suggest a suitable title for the passage.
2. YEAR 2004 (GROUP II)
Read the following passage and answer the questions given at the end.
Real beauty is as much an affair of the inner as of the outer self. The beauty of a porcelain jar is a matter of shape, of colour, of surface texture. The jar may be empty or tenanted by spiders, full of honey or stinking slime - it makes no difference to its beauty or ugliness. But a woman is live, and her beauty is therefore not skin deep. The surface of the human vessel is affected by the nature of its spiritual contents. I have seen women who, by the standards of a connoisseur of porcelain, were ravishingly lovely. Their shape, their colour, their surface texture were perfect. And yet they were not beautiful. For the lovely vase was either empty or filled with some corruption. Spiritual emptiness or ugliness shows through. And conversely, there is an interior light that can transfigure forms that the pure aesthetician would regard as imperfect or downright ugly. There are numerous forms of psychological ugliness. There is an ugliness of stupidity, for example, of unawareness (distressingly common among pretty women). An ugliness also of greed, of lasciviousness, of avarice. All the deadly sins, indeed, have their own peculiar negation of beauty. On the pretty faces of those especially who are trying to have a continuous good time, one sees very often a kind of bored sullenness that ruins all their charm.
Questions:
(i) What does real beauty signify?
(ii) Where does the beauty of a porcelain jar lie?
(iii) Differentiate between inner beauty and outer beauty.
(iv) Point out some forms of psychological ugliness.
(v) Make a precis of the passage.
3. YEAR 2005 (GROUP I)
Read the following passage and answer the questions given at the end.
A person who is aware of his duties and rights in his society in a good citizens. He knows that he is a member of a group with which he is associated by a thousand and one ties. He realizes that he should live in harmony with other members of society.
Man cannot live without a society. He cannot live alone. He must live with his fellow human beings. But living in a society means cooperation with other members of that society. When you live in a society, you have to live as others live. You have to accept the conditions and traditions that a society prescribes for its members. These conditions and standards of behaviour are for the common good and welfare of the society and individuals. Society gives you some rights and some duties.
A good citizen does his best to do his duty to the society. He always keeps in view the interests of his society and state. He lives a clean and honest life. He keeps away from such activities that may harm the interests of his fellow citizens.
A good citizen is aware of the fact that his is indebted to his society in many ways. He knows that the labour and work of countless persons have enriched his life. His life, to a very great extent, depends on others. He has received much in material and spiritual benefits from others. It is only just and right that he should pay his debts.
How does a good citizen pay his debts to the society? By living a useful and fruitful life. He lives not for himself alone. He lives for others. He pays his taxes. He takes keen interest in the affairs of his state. He does not live in isolation. He is not selfish. He is tolerant, kind and virtuous.
Questions:
(i) Give a suitable title to passage.
(ii) Who is a good citizen?
(iii) Why is society formed?
(iv) What are the duties of a good citizen?
(v) Give other words for:
(a) Harmony (b) Prescribe (c) Indebted (d) Isolation
(vi) Make a precis of the passage in about 100 words.
Man cannot live without a society. He cannot live alone. He must live with his fellow human beings. But living in a society means cooperation with other members of that society. When you live in a society, you have to live as others live. You have to accept the conditions and traditions that a society prescribes for its members. These conditions and standards of behaviour are for the common good and welfare of the society and individuals. Society gives you some rights and some duties.
A good citizen does his best to do his duty to the society. He always keeps in view the interests of his society and state. He lives a clean and honest life. He keeps away from such activities that may harm the interests of his fellow citizens.
A good citizen is aware of the fact that his is indebted to his society in many ways. He knows that the labour and work of countless persons have enriched his life. His life, to a very great extent, depends on others. He has received much in material and spiritual benefits from others. It is only just and right that he should pay his debts.
How does a good citizen pay his debts to the society? By living a useful and fruitful life. He lives not for himself alone. He lives for others. He pays his taxes. He takes keen interest in the affairs of his state. He does not live in isolation. He is not selfish. He is tolerant, kind and virtuous.
Questions:
(i) Give a suitable title to passage.
(ii) Who is a good citizen?
(iii) Why is society formed?
(iv) What are the duties of a good citizen?
(v) Give other words for:
(a) Harmony (b) Prescribe (c) Indebted (d) Isolation
(vi) Make a precis of the passage in about 100 words.
4. YEAR 2005 (GROUP II)
Read the following passage and answer the questions given at the end.
Ought women to have the same rights as men? A hundred year ago, the answer in every country in the world would have been, "No". If you had asked, "Why not?" you would have been told, scornfully and pityingly, that women were weaker and less clever than men, and had worse characters. Even now, in the Twentieth Century, there are many countries where women are still treated almost like servants, or even slaves.
It is certainly true that the average woman has weaker muscles that the average man. Thousands of years ago, when men lived in caves and hunted animals for food, strength of body was the most important thing; but now, in the Twentieth Century, brains are more important. Strength of body is still needed for a few kinds of work, but the fact that such kinds of work are not well paid shows that the Twentieth Century does not think that muscles are of very great importance.
What about women's brains? Of course, in countries where girls are not given so good an education as boys they know less. But in countries where there is the same education for both, it has been clearly shown that there is no difference at all between the brain of the average woman and that of the average man. There have been women judges in Turkey, women ambassadors in America, women ministers in the British government and women University professors in many countries. And among the greatest and strongest rulers of England were Queen Elizabeth and Queen Victoria.
But women can do one thing that men cannot: they can produce children. Because they, and not men, do this, they usually love their children more, and are better able to look after them, since they are more patient and understanding with small children. For this reason, many women are happier if they stay at home and look after their house and family than if they go out and do the same work as men do. It is their own choice, and not the result of being less clever than men.
Questions:
(i) Why would you have been told a hundred years ago that women ought not to have the same rights as men?
(ii) Why was strength of body important thousands of years ago?
(iii) How can we see that it is no longer so important?
(iv) What work does the writer mention that women have done as well as men?
(v) What is particular about women that men can't do?
(vi) Make a precis of the passage in not more than 120 words.
What about women's brains? Of course, in countries where girls are not given so good an education as boys they know less. But in countries where there is the same education for both, it has been clearly shown that there is no difference at all between the brain of the average woman and that of the average man. There have been women judges in Turkey, women ambassadors in America, women ministers in the British government and women University professors in many countries. And among the greatest and strongest rulers of England were Queen Elizabeth and Queen Victoria.
But women can do one thing that men cannot: they can produce children. Because they, and not men, do this, they usually love their children more, and are better able to look after them, since they are more patient and understanding with small children. For this reason, many women are happier if they stay at home and look after their house and family than if they go out and do the same work as men do. It is their own choice, and not the result of being less clever than men.
Questions:
(i) Why would you have been told a hundred years ago that women ought not to have the same rights as men?
(ii) Why was strength of body important thousands of years ago?
(iii) How can we see that it is no longer so important?
(iv) What work does the writer mention that women have done as well as men?
(v) What is particular about women that men can't do?
(vi) Make a precis of the passage in not more than 120 words.
5. YEAR 2006 (GROUP I)
Read the following passage and answer the questions given at the end.
When the time for a general election approaches, candidates who wish to be elected travel around with loudspeakers and hold meetings.
They hold meetings before the elections because they wish to appeal the electorate. They wish to present to the public what they consider to be suitable programme for legislation when and if they are elected, and they seek to show why their programme should be chosen in preference to that their opponents. The candidates are in this way seeking to influence public opinion.
Holding a meeting is probably the simplest form in influencing public opinion, but it is still a very important method. The speaker faces his audience, which is then able to gauge his honesty and sincerity. In these days of political parties, it is more the political party that wields the greater influence, rather than the individual speaker and what he has to say. Nevertheless if, as a speaker, he is unimpressive he may do a lot to reduce his party's chances in the election.
But public meetings are not the only means of influencing public opinion. Every time people assemble in a group and discuss some matters, they are employing a method of forming and persuading opinion. In a democracy it is important that there should always be this attempt to get some expression of opinion even among the humblest people. When people meet and formulate opinion they are really helping to govern themselves. So this method of assessing and gauging public opinion and thereby arriving at an agreement is of the greatest importance.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is the importance of holding public meetings?
(iii) What is meant by "electorate"?
(iv) Why does an unimpressive speaker reduce his party's chances?
(v) What are the means of influencing public opinion?
(vi) Make a precis of the passage in about 1/3 of the whole.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is the importance of holding public meetings?
(iii) What is meant by "electorate"?
(iv) Why does an unimpressive speaker reduce his party's chances?
(v) What are the means of influencing public opinion?
(vi) Make a precis of the passage in about 1/3 of the whole.
6. YEAR 2006 (GROUP II)
Read the following passage and answer the questions given at the end in your own words.
Great progress has been made by America in the field of mechanization. It is spending lavishly on labour-saving machines. Efficient organization of highly mechanized system has resulted in maximum productivity in America. With mass production, the amenities of life are available to almost every citizen. On the contrary Europe subordinates the use of machines to human happiness and welfare. It encourages man's reliance on his own faculties and realizes the dangers inherent in the American scheme. However great the advantages of mechanization, it crushes the creative faculty of man and makes a machine out of him. His individual liberty and personality suffer on irretrievable loss. In his moments of leisure the worker finds it difficult to turn his hands to creative work, because the machine-made goods do not inspire him in the direction of refinement. These goods also lose their fascination because mass production has given a setback to the individuality of the articles produced. The Europeans, therefore, contend that it is better to sacrifice a few material comforts than crush the aesthetic and spiritual urge in the individual which large-scale mechanization is doing in America.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is the result of progress in the field of mechanization in America?
(iii) How has it affected the citizens?
(iv) What is the case in Europe?
(v) Why do Europeans sacrifice a few material comforts?
(vi) Make a summary of the passage.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is the result of progress in the field of mechanization in America?
(iii) How has it affected the citizens?
(iv) What is the case in Europe?
(v) Why do Europeans sacrifice a few material comforts?
(vi) Make a summary of the passage.
7. YEAR 2007 (GROUP I)
Read the following passage and answer the questions given at the end. The answers must be in your own words.
Pakistanis are sometimes treated as suspects as they enter Saudi Arabia. They procedures for search and investigation are aggressive, and naturally, time-consuming may be a humiliating experience for a self-respecting Pakistani. Lately, another trend is developing which can hurt as still more as injury is being added to insult. Quite a few Saudis are now unwilling to employ Pakistanis as they used to do in the Seventies. One main reason cited is the incidence of drug-trafficking (business) through expatriate Pakistanis who, at times, collaborate with drug-traffickers. Thus, the channel of employment of our labour in Saudi Arabia is drying up, partly owing to our failing as a people.
Pakistan is a victim as drugs produced in Afghanistan pass through our territory. It cannot be denied that drugs are produced in Pakistan, but the Government is trying to curtail their production. However, with an estimated indigenous (native) population of just over three million addicts the local production of drugs does not appear enough to meet the home demand. Thus, having started as a producer of heroine in 1979, thanks to the transfer of such technology by a western adventurer, it is now the major consumer. However, in the western countries, the treatment meted out to Pakistani nationals is humiliating.
Questions:
(i) Why is the treatment humiliating for Pakistanis on entering Saudi Arabia?
(ii) What is the main reason for the reduction of employment opportunities in Saudi Arabia?
(iii) How much is Pakistan responsible for drug-trafficking?
(iv) Who is technologically responsible for the production of heroin?
(v) Suggest a suitable title to the passage.
(vi) Make a precis of the above passage.
Pakistan is a victim as drugs produced in Afghanistan pass through our territory. It cannot be denied that drugs are produced in Pakistan, but the Government is trying to curtail their production. However, with an estimated indigenous (native) population of just over three million addicts the local production of drugs does not appear enough to meet the home demand. Thus, having started as a producer of heroine in 1979, thanks to the transfer of such technology by a western adventurer, it is now the major consumer. However, in the western countries, the treatment meted out to Pakistani nationals is humiliating.
Questions:
(i) Why is the treatment humiliating for Pakistanis on entering Saudi Arabia?
(ii) What is the main reason for the reduction of employment opportunities in Saudi Arabia?
(iii) How much is Pakistan responsible for drug-trafficking?
(iv) Who is technologically responsible for the production of heroin?
(v) Suggest a suitable title to the passage.
(vi) Make a precis of the above passage.
8. YEAR 2007 (GROUP II)
Read the following passage and answer the questions at the end. The answers must be in your own words.
One of the main objectives of Imam Khomeini's foreign and domestic policy was the propagation of the humanitarian principles of Islam. The Islamic Republic of Iran took a bold stand on the basis of this objective. Iran explained this stand at every international forum. The divine commands that have shaped the Iranian policies are perhaps common to every major religion.
The revered Imam tried to associate the masses in his own and other Muslim countries with his objective. He addressed them directly, had a silent dialogue of the heart with them even when he could not meet them personally. The people in almost all the Muslim countries, and even in others whether they were inhabited by Muslims or followers of other faiths, listened to his speeches and talks attentively and devotedly. Thus, instead of appealing to the unpopular and reactionary governments of the day, he established durable and lasting contacts with the common people and their true representatives.
The great leader demanded the common people's presence, through their representatives, at important meetings and participation in his decision-making. In this way he wanted to ensure the achievement of the aims of the Islamic Revolution. This policy was instantly successful in winning the support of the Muslim masses even in the countries that were being ruled by the so called representatives.
Questions:
(i) Explain the main objective of Imam Khomeini.
(ii) What was his mode of achievement towards his goal?
(iii) How can you call The Iranian Revolution a "people's revolution"?
(iv) Comment on the success of The Iranian Revolution.
(v) Suggest a suitable title to the passage.
(vi) Make a precis of the above passage.
The revered Imam tried to associate the masses in his own and other Muslim countries with his objective. He addressed them directly, had a silent dialogue of the heart with them even when he could not meet them personally. The people in almost all the Muslim countries, and even in others whether they were inhabited by Muslims or followers of other faiths, listened to his speeches and talks attentively and devotedly. Thus, instead of appealing to the unpopular and reactionary governments of the day, he established durable and lasting contacts with the common people and their true representatives.
The great leader demanded the common people's presence, through their representatives, at important meetings and participation in his decision-making. In this way he wanted to ensure the achievement of the aims of the Islamic Revolution. This policy was instantly successful in winning the support of the Muslim masses even in the countries that were being ruled by the so called representatives.
Questions:
(i) Explain the main objective of Imam Khomeini.
(ii) What was his mode of achievement towards his goal?
(iii) How can you call The Iranian Revolution a "people's revolution"?
(iv) Comment on the success of The Iranian Revolution.
(v) Suggest a suitable title to the passage.
(vi) Make a precis of the above passage.
9. YEAR 2008 (GROUP I)
Read the following passage and answer the questions at the end. The answers must be in your own words.
It is common in our day, as it has been in many other periods of the world's history to suppose that those among us who are wise have seen through all the enthusiasms of earlier times and have become aware that there is nothing left to live for. The men who hold this view are genuinely unhappy but they are proud of their unhappiness which they attribute to the nature of the universe and consider to the only rational attitude for an enlightened man. Their pride on their unhappiness makes people suspicious of its genuineness: they think that man who enjoys being miserable is not miserable. This view is too simple; undoubtedly there is some slight compensation in the feeling of superiority and insight which these sufferers have, but it is not sufficient to make up for the loss of simple pleasure. I do not myself think that there is any superiority rationality in being unhappy. The wise man will be as happy as circumstances permit and if he finds the contemplation of the universe painful beyond a point, he will contemplate something instead. I am persuaded that those who quite sincerely attribute their sorrows to their views about the universe are putting the cart before the horse: the truth is that they are unhappy for some reasons of which they are not aware.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is common with the wise today to suppose?
(iii) What is the result of pride on unhappiness?
(iv) How can a wise man be happy?
(v) Explain the meanings of the following words:
(a) Enthusiasms (b) Contemplation
(vi) Make a summary of the passage.
Questions:
(i) Suggest a suitable title for the passage.
(ii) What is common with the wise today to suppose?
(iii) What is the result of pride on unhappiness?
(iv) How can a wise man be happy?
(v) Explain the meanings of the following words:
(a) Enthusiasms (b) Contemplation
(vi) Make a summary of the passage.
10. YEAR 2008 (GROUP II)
Read the following passage and answer the questions given at the end. (The answer must be in your own words.
Space travel is by far the most expensive type of exploration ever undertaken by man. The vast expenditure of money and human effort now being devoted to projects for putting man into space might well be applied to ends more practically useful and more conducive to human happiness. It is a strange world in which tens of millions of pounds are spent to give one man a ride round the earth at thousands of miles an hour, while beneath him in his orbit live millions for whom life is a daily struggle to win a few coins to buy their daily bread. The money and effort that go into the development and construction of a single type of space-rocket would more than suffice to rid several countries of such scourge as malaria or typhoid fever, to name only two of the diseases that medical science has conquered but still persist in the world simply because not enough money and effort are devoted to their eradication.Why should the richer countries of the world be pouring their resources into space when poverty and disease on the earth are crying out of relief? One could give a cynical answer to this question and assert that man's expensive adventures into space are merely the by-products of the struggle between great powers for prestige and possible military advantage.
Questions:
(i) Why is it a strange world?
(ii) Why do malaria and typhoid still exist in the world?
(iii) Why is man pouring his resources into space?
(iv) Explain the meanings of the following words:
(a) Scourge (b) Eradication
(v) Suggest a suitable title of the passage.
(vi) Make a summary of the passage.
Questions:
(i) Why is it a strange world?
(ii) Why do malaria and typhoid still exist in the world?
(iii) Why is man pouring his resources into space?
(iv) Explain the meanings of the following words:
(a) Scourge (b) Eradication
(v) Suggest a suitable title of the passage.
(vi) Make a summary of the passage.
11. YEAR 2009 (GROUP I)
Read the following passage and answer the questions given at the end. (The answers must be in your own words.)
Advertising is essentially the art of communication. As such, its origin can be traced right back to the origin of the species. "Advertising colouration" is a familiar biological phrase denoting the colours developed by certain animals to make them stand out against their natural background. It is the direct opposite of camouflage. There is always a message in these colours, such as; "keep away, "mind your step", "darling won't you care for a dance?" While camouflage is tricky and timed, "advertising" is honest, confidant, and forthright, as far as the world of nature goes. In human life, advertising through the mouth must have begun with the beginning of commerce. The tradition is still kept alive by hawkers and street vendors in our towns and villages. As regards advertising through the written word there is archaeological evidence that it was being practiced at least 3,000 years ago. An advertisement offering a gold coin as a reward to anyone tracing out a runaway slave was unearthed in the ruins of Thebes and is computed to be as old as the third millennium B.C. It was the prototype of our "lost and found" classified ad that was painted on a wall.
Questions:
(i) What was advertising?
(ii) What does the phrase "advertising colouration" mean?
(iii) What is the difference between camouflage and advertising?
(iv) When did verbal and written advertising begin in human life?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
Questions:
(i) What was advertising?
(ii) What does the phrase "advertising colouration" mean?
(iii) What is the difference between camouflage and advertising?
(iv) When did verbal and written advertising begin in human life?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
12. YEAR 2009 (GROUP II)
Read the following passage and answer the questions given at the end. (The answers must be in your own words.)
Fortunately, however, the growth of industrialism has coincided in the West with the growth of democracy. It is possible now, if the population of the world does not increase too fast, for one man's labour to produce much more than is needed to provide a bare subsistence for himself and his family. Given an intelligent democracy not misled by some dogmatic creed, this possibility will be used to raise the standard of life. It has been so used to a limited extent, in Britain and America, and would have so used more effectively but for war. Its use in raising the standard of life has depended mainly upon three things: democracy, trade unionism, and birth control. All three, of course, have incurred hostility from the rich. If these three things can be extended to the rest of the world as it becomes industrialized, poverty can be abolished throughout the whole world, and excessive hours of labour will no longer be necessary anywhere. But without these three things industrialism will create a regime like that in which the Pharaohs built the pyramids. In particular, if world population continues to increase at the present rate, the abolition of poverty and excessive work will be totally impossible.
Questions:
(i) What connection does the writer show between industrialism and democracy?
(ii) How can the standard of life be raised?
(iii) How can poverty be abolished?
(iv) What will be the impact of increase in population at the present rate?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
Questions:
(i) What connection does the writer show between industrialism and democracy?
(ii) How can the standard of life be raised?
(iii) How can poverty be abolished?
(iv) What will be the impact of increase in population at the present rate?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
13. YEAR 2010 (GROUP I)
Read the following passage and answer the questions given at the end. (The answers must be in your own words)
Recently the mass media, formerly subservient to the medical profession, have become increasingly restive and occasionally hostile. In Germany, in particular the newspaper and television have given a great deal of time and space to the complaints against the medical profession. In Britain on BBC radio and television, the medical practices have come under sharp and aggressive criticism. Is this antagonism to the profession justified? And if so, why? I have tried to answer that question by looking at the way it deals with some of the diseases of our civilization, including the most lethal, heart-attacks and cancer. If what emerges is an indictment of the profession, then I would rebut the charge that I am anti-doctor. What is required in the relationship between the doctor and the patient? The trust and unshakable trust, I would say. Montaigne said; "I honour physicians not for their services but for themselves". That goes for me too.
Questions:
(i) What do you understand by the mass media?
(ii) What is the writer's stance towards the medical profession?
(iii) What is a lethal disease? Explain.
(iv) Is there a radical change in the presentation of the art of healing by the mass media?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
14. YEAR 2010 (GROUP II)
Read the following passage and answer the questions given at the end. (The answers must be in your own words.)
Moral self-control, and external prohibition of harmful acts, are not adequate methods of dealing with our anarchic instincts. The reason they are inadequate is that these instincts are capable of many disguises as the Devil in medieval legend, and some of these disguises deceive even the elect. The only adequate method is to discover what are the needs of our instinctive nature, and then to search for the least harmful way of satisfying them. Since spontaneity is what is most thwarted by machine, the only thing that can be provided is opportunity, the use made of opportunity must be left to the initiative of the individual. No doubt, considerable expense would be involved but it would not be comparable to the expense of war. Understanding of human nature must be the basis of any real improvement in human life. Science has done wonders in mastering the laws of the physical world, but our own nature is much less understood, as yet than the nature of stars and electrons. When science learns to understand human nature, it will be able to bring happiness into our lives which machines and the physical science have failed to create.
Questions:
(i) Why are moral self-control, and external prohibition inadequate to deal with our anarchic instincts?
(ii) What is the adequate method of anarchic instincts?
(iii) What should be the basis of any real improvement in human life?
(iv) How can science help humanity to achieve happiness?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
Questions:
(i) Why are moral self-control, and external prohibition inadequate to deal with our anarchic instincts?
(ii) What is the adequate method of anarchic instincts?
(iii) What should be the basis of any real improvement in human life?
(iv) How can science help humanity to achieve happiness?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the passage.
15. YEAR 2011 (GROUP I)
Read the following passage and answer the questions given at the end. (The answers must be in your own words.)
Poverty is almost as widely shared as Islam in Afghanistan. Except for a small number of wealthy traders, nomadic tribal leaders, and the Royal family and its retainers, few Afghans have lived far from the basic level of subsistence. Throughout the century their diet consists of coarse bread, tea, and dairy products, supplemented by fruits and vegetables in season and an occasional serving of mutton or chicken. Though the food is never plentiful, the Afghan diet during good crop years appears to be sufficient to support a vigorous population, but the precariousness of the food supply is obvious from the drastic and continuing erosion of the soil and the creeping desertization of its landscape. The poverty of most Afghan farmers and herders has imposed an elemental quality on their culture. Values are oriented toward social survival. Loyalty to the primary group ultimately takes precedence over self-assertion, despite the great importance given to personal independence. The conflict between these competing values is a major feature of Afghan life, but in-group loyalty has necessarily played the paramount role in the shaping of the attitudes toward fellow Afghans and outsiders.
Questions:
(i) What is the economic condition of the people of Afghanistan?
(ii) What does the diet of Afghan people consist of?
(iii) Why is the food supply becoming so precarious?
(iv) What is the major feature of Afghan life?
(v) Make a suitable title of the passage.
(vi) Make a precis of the above passage.
Questions:
(i) What is the economic condition of the people of Afghanistan?
(ii) What does the diet of Afghan people consist of?
(iii) Why is the food supply becoming so precarious?
(iv) What is the major feature of Afghan life?
(v) Make a suitable title of the passage.
(vi) Make a precis of the above passage.
16. YEAR 2011 (GROUP II)
Read the following passage and answer the questions given at the end. (The answers must be in your own words.)
Great progress has been made by America in the field of mechanization. It is spending lavishly on labour-saving machines. Efficient organization of highly mechanized system has resulted in maximum productivity in America. With mass production, the amenities of life are available to almost every citizen. On the contrary Europe subordinates the use of machines to human happiness and welfare. It encourages man's reliance on his own faculties and realizes the dangers inherent in the American scheme. However great the advantages of mechanization, it crushes the creative faculty of man and makes a machine out of him. His individual liberty and personality suffer on irretrievable loss. In his moments of leisure the worker finds it difficult to turn his hands to creative work, because the machine-made goods do not inspire him in the direction of refinement. These goods also lose their fascination because mass production has given a setback to the individuality of the articles produced. The Europeans, therefore, contend that it is better to sacrifice a few material comforts than crush the aesthetic and spiritual urge in the individual which large-scale mechanization is doing in America.
Questions:
(i) What is the result of progress in the field of mechanization in America?
(ii) How has it affected the citizens?
(iii) What is the case in Europe?
(iv) Why do Europeans sacrifice a few material comforts?
(v) Make a suitable title of the passage.
(vi) Make a precis of the above passage.
17. YEAR 2012 (GROUP I)
Read the following passage and answer the questions given at the end. (Your own constructed answers will fetch you better marks.)
The rich nations have made adjustments after the 1973 oil crisis, but the poor nations, who cannot afford the continue using oil, have to look for alternatives in order to keep up the pace of their development. The sun, therefore, offers a free supply of thermo-dynamically high-quality fuel -- sunshine -- to countries that are located in the earth's solar belt (35N, 35S of the Equator), where the sun comes out every day, keeping its radiant energy undiminished. What, however, stand in the way, are a series of institutional and economic barriers which must be overcome if solar energy is to have an impact on the energy scene. The solar energy plan requires new ways of thinking. It calls for a shift from centralized energy supply systems to on-site decentralized distribution of energy. The term 'on-site' derives from the limited areas within which the energy produced by a system is consumed. It rests its emphasis on the social benefits rather than the cost benefits of a system.
Questions:
(i) What is the effect of 1973 oil crisis on poor nations?
(ii) What are the obstacles in the way of acquiring solar energy?
(iii) What system of distribution does the author recommend for solar energy?
(iv) What does the term "on-site" mean?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
Questions:
(i) What is the effect of 1973 oil crisis on poor nations?
(ii) What are the obstacles in the way of acquiring solar energy?
(iii) What system of distribution does the author recommend for solar energy?
(iv) What does the term "on-site" mean?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
18. YEAR 2012 (GROUP II)
Read the following passage and answer the questions given at the end. (Your own constructed answers will fetch you better marks.)
The grand strategy for his campaign against Muslim backwardness envisaged two main activities, namely; a weekly periodical to propagate progressive social and religious ideas among the intelligentsia and an institution of higher learning to impart modern education to the new generation. The two projects in his mind were closely interlinked; for without an enlightened public opinion adequate support for the educational institution could not be ensured and, obversely, without modern education the new generation would never outgrow its elders' prejudices and misconceptions. Syed Ahmad addressed himself to the periodical first. He had tentatively proposed it in a letter, dated 22 April 1870, to Mehdi Ali as the organ of an association which he wanted organized before his return to India for "the uplift and reform of the Muslim", but with which his connection was not to be divulged. He had a block prepared in England for the title page of the periodical, which was to be called the Tahzib-ul-Akhlaq in Urdu and the Mohammedan Social Reformer in English.
Questions:
(i) What was the strategy against Muslim backwardness?
(ii) Why were the two projects interlinked in his mind?
(iii) What was Syed Ahmed's proposal about the periodical?
(iv) When did he propose the establishment of the periodical?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
Questions:
(i) What was the strategy against Muslim backwardness?
(ii) Why were the two projects interlinked in his mind?
(iii) What was Syed Ahmed's proposal about the periodical?
(iv) When did he propose the establishment of the periodical?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
19. YEAR 2013 (GROUP I)
Read the following passage and answer the questions given at the end. (Your own constructed answers will fetch you better marks.)
Teaching more even than most other professions, has been transformed during the last hundred years from a small, highly skilled profession concerned with a minority of the population, to a large and important branch of the public service. The profession has a great and honorable tradition extending from the dawn of history until recent times, but any teacher in the modern world who allows himself to be inspired by the ideals of his predecessors is likely to be made sharply aware that it is not his function to teach what he thinks, but instill such beliefs and prejudices as are thought useful by his employers. In former days, a teacher was expected to be a man of exceptional knowledge or wisdom to whose words men would do well to attend. In antiquity, teachers were not an organized profession and no control was exercised over what they taught. It is true they were often punished afterwards for their subversive doctrines. Socrates was put to death and Plato is said to have been thrown into prison, but such incidents did not interfere with the spread of their doctrines.
Questions:
(i) What changes have occured in the profession of teaching during the last hundred years?
(ii) What were the teachers supposed to be in golden days?
(iii) What is the function of a teacher nowadays?
(iv) Write a note on the rewards that a teacher gets nowadays.
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
20. YEAR 2013 (GROUP II)
Read the following passage and answer the questions given at the end. (Your own constructed answers will fetch you better marks.)
This brings me along to democracy, even love the beloved Republic which feed upon freedom. Democracy is not a Beloved Republic really and never will be. But it is less hateful than other contemporary forms of Government and to that extent it deserves our support. It does start from the assumption that the individual is important and that all types are needed to make a civilization is does not divide its citizens into bossers and bossed as an efficiency regime tends to do. The people I admire most are those who are sensitive and want to create something or discover something and do not see life in terms of power and such people get more of a chance under a democracy than elsewhere. They find religions great or small or they produce literature and art or they do disinterested scientific research or they may be what is called ordinary people who are creative in their private lives, bring up their children decently for instance or help their neighbours. All those people need to express themselves; they cannot do so unless society allows them liberty to do so and the society which allows them most liberty is democracy.
Questions:
(i) What other advantages of democracy can you think of in addition to the fact that it allows most liberty?
(ii) Summarize the writer's definition of creative persons.
(iii) Why does the writer call democracy a less hateful form of Government?
(iv) What type of people does the writer like?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
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21. Year 2014 (Group 1)
Read the following passage and answer the questions given at the end. Your own constructed answers will fetch you better marks.
The chief causes of large-scale violence are love of power, competition, hate and fear. Love of power will have not national outlet when all serious military force is concentrated in the international army. Competition will be effectively regulated by law, and mitigated by governmental controls. Fear -- in the acute form in which we know it -- will disappear when war is no longer to be expected. There remains hate and malevolence. This has a deep hold on human nature. The wide diffusion of malevolence is one of the most unfortunate things in human nature, and it must be lessened if a world State is to be stable. It can be lessened, and be very quickly. If peace becomes secure there will be a very rapid increase of material prosperity, and this tends more than anything else to provide a mood of kindly feeling. Consider the immense diminution of cruelty in Britain during the Victorian Age; this was mainly due to rapidly increasing wealth in all classes. I think we may confidently expect a similar effect throughout the world owing to the increased wealth that will result from the elimination of war. A great deal, also, is to be hoped from a change in propaganda. Nationalist propaganda, in any violent form, will have to be illegal, and children in school will not be taught to hate and despise foreign nations.
Questions:
(i) What are the chief causes of large-scale violence in the world?
(ii) How can hate be lessened?
(iii) How can material prosperity be achieved?
(iv) How can nationalist propaganda be controlled?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
22. Year 2014 (Group II)
Read the following passage and answer the questions given at the end. Your own constructed answers will fetch you better marks.
The man who is perpetually hesitating which of the two things he will do first, will do neither. The man who resolves but suffers his resolution to be changed by the first counter suggestion of a friend who fluctuates from opinion to opinion, from plan, and veers like a weather-cook to every point of the compass, with every breath of caprice that blows-can never accomplish anything great or useful instead of being progressive to any thing, he will be at best stationary, and more probably retrograde in all. It is only the man who first consults wisely, then resolves firmly and then executes his purpose with inflexible perseverance undismayed by those difficulties which daunt a weaker spirit that can advance to eminence in any time. Take your course wisely, but firmly, and haven taken it, hold upon it with heroic resolution and the Alps and Pyrenees will sink before you. Wavering and fickleness of the mind are not only signs of a weak personality but also symptoms of inferiority complex. Taking a decision promptly and then sticking to it firmly may be the quality found rarely in the selected few but average human beings are quite capable of developing the habit of thinking deeply and wisely and then executing the plans efficiently. It can be achieved through guidance, will power and psychological treatment.
Questions:
(i) What is the result of indecisiveness?
(ii) Why should a man refrain from changing his plans after taking a firm decision?
(iii) What are the conditions of successful accomplishment of a task?
(iv) What do repeated change in plans show about a man's personality?
(v) Suggest a suitable title for the passage.
(vi) Make a precis of the above passage.
PAPER QUESTION NO. 3
(LETTERS/APPLICATIONS)
1. YEAR 2004 (GROUP I)
Write a letter to the Editor of a newspaper about the acute traffic problem on city roads.
OR
Write an application in response to the following advertisement.
WANTED
Accounts Clerks in a well established
Multi National Firm, P.O. Box No.
2. YEAR 2004 (GROUP II)
Write a letter to the Health Minister about the lack of medical facilities in Government Hospitals/Dispensaries.
OR
Write a letter to the editor of a newspaper about the problems faced by commuters in the city.
3. YEAR 2005 (GROUP I)
Write a letter to the editor of a newspaper about smoking among students.
OR
Write an application to the secretary of higher education for grand of scholarship for higher studies abroad.
4. YEAR 2005 (GROUP II)
Write a letter to the editor of a newspaper about traffic mess on city roads.
OR
Write an application to the director of education for the post of an English teacher.
5. YEAR 2006 (GROUP I)
Write a letter to the Editor of a Newspaper about the corruption by the WAPDA meter readers.
OR
Write an application in response to the following advertisement.
6. YEAR 2006 (GROUP II)
Write a letter to the Editor of a Newspaper about over-loading of passengers and over-charging of fares in the public transport.
OR
Write an application to the director of a theatre to case to in his stage drama as a hero/heroine.
7. YEAR 2007 (GROUP I)
Write a letter to the Inspector General Police about the discriminating attitude of the Police towards the civilians.
OR
Write an application to a landlord to hire you as a manager of his farm servants.
8. YEAR 2007 (GROUP II)
Write a letter to the editor of a newspaper about the problems created by the beggars in the busy streets and markets of your city.
OR
Write an application to the General Manager of a Cement Factory for a job of a Mechanical Engineer.
9. YEAR 2008 (GROUP I)
Write a letter to the Editor of a Newspaper suggesting him certain conditions under which a person can take part in General Elections.
OR
Write an application to the Inspector General of Police complaining against the ever deteriorating condition of law and order in the city.
10. YEAR 2008 (GROUP II)
Write an application to the District Health Officer about the absence as well as the maltreatment of doctors of the rural areas with the patients.
OR
Write a letter to the Nazim of your city regarding the poor sanitary conditions and broken sewerage line of your area.
11. YEAR 2009 (GROUP I)
Write a letter to the Editor of a Newspaper on the evils of street begging.
OR
Write an application to the Director of Education for the post of an English Teacher.
12. YEAR 2009 (GROUP II)
Write a letter to the Editor of a Newspaper about the lack of medical facilities in Government Hospitals.
OR
Write an application to the Finance Manager of a Multinational Firm for the appointment of an Account Clerk.
13. YEAR 2010 (GROUP I)
Write a letter to the Editor of a Newspaper protesting against the corruption that prevails in the offices.
OR
Write an application to the Finance Manage of a Multinational Firm for the appointment of an Audit Officer.
14. YEAR 2010 (GROUP II)
Write a letter to the Editor of a newspaper expressing the need for opening a girls' college in your city.
OR
Write an application to the General Manager of a Multinational Firm for the appointment of a Medical Representative.
15. YEAR 2011 (GROUP I)
Write a letter to the Editor of a newspaper, criticizing the dress and habits of students at college.
OR
Write an application to the Director of Education for the post of an English Teacher. Also provide your C.V.
16. YEAR 2011 (GROUP II)
Write a letter to the Editor of a newspaper protesting against the corruption of WAPDA lower staff.
OR
Write an application to the Finance Manager of a Multinational Firm for the appointment of an Audit Officer.
17. YEAR 2012 (GROUP I)
Write a letter to the Editor of a newspaper, complaining about unscheduled load-shedding.
OR
Write an application to the Director Education (Schools) for the appointment of a teacher.
18. YEAR 2012 (GROUP II)
Write a letter to the Editor of a newspaper about the missing Health Facilities in the Hospital of your area.
OR
Write a job application to the District Coordinating Officer for the post of a Computer Operator.
19. YEAR 2013 (GROUP I)
Write a letter to the Managing Director, Pakistan Railways, complaining about the late arrival of trains.
Write a letter to the Managing Director, Pakistan Railways, complaining about the late arrival of trains.
OR
Write a job application to the Accountant General for the Post of and Assistant.
20. YEAR 2013 (GROUP II)
Write a letter to the District Police Officer about the increasing street crimes.
Write a letter to the District Police Officer about the increasing street crimes.
OR
Write a job application to the Director of a Private Firm for the post of and Accountant.
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21. Year 2014 (Group 1)
Write a letter to the District Police Officer complaining about the increasing occurrences of street crimes.
OR
Write a job application to the General Manager of Multi-National company for the post of Accountant.
22. Year 2014 (Group II)
Write a letter to the editor of a newspaper expressing your grave concern on current wave of terrorism.
OR
Write a job application to the manager of a mobile phone franchise for the post of Office Assistant.
PAPER QUESTION NO. 4
(CORRECTION OF SENTENCES)
1. YEAR 2004 (GROUP I)
Correct any FIVE of the following sentences:
(i) Climbing down the stairs, he fell head long.
(ii) Tell me the last news of war.
(iii) They decided for starting on their journey.
(iv) He denied to accept the invitation.
(v) The jury were unanimous in their verdict.
(vi) Whom was she talking?
(vii) The population of Karachi is greater than any other town in Pakistan.
(viii) I went there with a view to get first hand information.
(ix) Though he has enough money, but he will not purchase a house.
2. YEAR 2004 (GROUP II)
Correct any FIVE of the following sentences.
(i) Open this knot.
(ii) He does not care for his money.
(iii) He behaved cowardly.
(iv) I am ill since three months.
(v) Send this letter on my home address.
(vi) There is nothing such as chance.
(vii) My friend told me that he is not to blame.
(viii) The judge disposed the case at once.
(ix) No sooner I had fallen than they ran away.
(x) What to speak of French, he does not know even English.
3. YEAR 2005 (GROUP I)
Correct any FIVE of the following sentences.
(i) He or she is a thief.
(ii) Certificates are attached herewith.
(iii) She died from cancer.
(iv) No sooner he left than the storm broke.
(v) I would sooner quit than to do it.
(vi) Slower you move, greater the time you take.
(vii) They considered him as a great fool.
(viii) She was too pleased to hear the news.
(ix) He walks as if he is lame.
(x) One can learn his lesson if he applies his mind to it.
4. YEAR 2005 (GROUP II)
Correct any FIVE of the following sentences.
(i) For goodness's sake leave my alone.
(ii) She is more intelligent of the two.
(iii) Who do you want to see?
(iv) Let Sabiha and I go there.
(v) We saw much less films than last years.
(vi) Between you and I, he is a cheat.
(vii) The climate of Multan is better than Lahore.
(viii) I only did two sums.
(ix) Latest part of the book is very difficult.
(x) There is a little truth in your statement.
5. YEAR 2006 (GROUP I)
Correct any FIVE of the following sentences.
(i) They found that the ship is leaking.
(ii) He was arrested under the charge of stealing.
(iii) He is sitting besides his mother.
(iv) So nice a man I have never seen.
(v) Faisalabad is Manchester of Pakistan.
(vi) The gold is more costly than the silver.
(vii) He is a man of words.
(viii) What is this book's price?
(ix) His hairs have turned white.
(x) Either he or I are right.
6. YEAR 2006 (GROUP II)
Correct any FIVE of the following sentences.
(i) I met him prior than his departure for Karachi.
(ii) He is the ablest and efficient teacher.
(iii) They did their duty should be rewarded.
(iv) It is no doubt that the man is dead.
(v) I doubt that he will come.
(vi) No sooner he left than the storm broke.
(vii) He likes me reading the novel.
(viii) I asked him what he ate.
(ix) He ran as fast as he could run.
(x) I said it in his face.
7. YEAR 2007 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempt will be marked.)
(i) He made three goals in the last match.
(ii) When Amjad or his brother visits us we are delighted.
(iii) He asked me where I came from.
(iv) There is little to do in such a hopeless case as this.
(v) He always had hatred against inefficiency.
(vi) You ought to have treated him you equal.
(vii) He enjoys the most worldwide reputation.
(viii) The boy who was promoted, he was my brother.
(ix) He availed of the opportunity.
(x) I would sooner quit than to do it.
8. YEAR 2007 (GROUP II)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) He is M.A. while his friend is B.A.
(ii) He has been died today.
(iii) He is hardly hit by the bank's failure.
(iv) This is another side of the question.
(v) The debate was now coming to a close.
(vi) He ran three hundred meters race.
(vii) My tooth is paining very badly.
(viii) Najma eats like Salma does.
(ix) He has lit up the fire of reform.
(x) I did not know that honesty was the best policy.
9. YEAR 2008 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked)
(i) Our parents may be resembled to a tree which gives us cool shade.
(ii) I do not know where was he at that time.
(iii) I request you not to cut jokes in class.
(iv) If I fail in this examination I will give the next.
(v) We met at the house of a mutual friend to make peace.
(vi) Have you heard of your son's robbery?
(vii) The downfall of the king is to be attributed to nothing else than pride.
(viii) If you do not come, then I shall not help you.
(ix) Scarcely had he gone than a policeman knocked at the door.
(x) Have you seen her latest photograph.
10. YEAR 2008 (GROUP II)
Correct any FIVE of the following sentences. (In case of over attempt only the First Five will be marked.)
(i) Poetries have their appeal to the heart.
(ii) This poultry belongs to him.
(iii) Unless you don't work hard, you cannot secure good marks.
(iv) I hate those sorts of men.
(v) He has been operated.
(vi) He is such a man who is linked by everyone.
(vii) He said to them if can you help me.
(viii) The rotten mangoes smell badly.
(ix) Please, do the needful.
(x) Leave was availed at once.
11. YEAR 2009 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) Saleem and I am enemies.
(ii) He has often beat me at tennis.
(iii) He was born in nineteen hundred eighteen.
(iv) I have not seen you since a long time.
(v) The time passed off quickly.
(vi) I cannot pull on my work.
(vii) Write with ink.
(viii) I do not care for these sorts of things.
(ix) She is not clever to do it.
(x) He is a coward boy.
12. YEAR 2009 (GROUP II)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) My brother's only help were his friends.
(ii) These two boys hate one another.
(iii) We should pray God every morning.
(iv) It is half past five in my watch.
(v) He availed of the leave.
(vi) He visited many worth-seeing places.
(vii) Neither he comes, nor he writes.
(viii) Why he wrote that foolish letter?
(ix) I shall stay at Murree for few days.
(x) He only is responsible for this act.
13. YEAR 2010 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) There is a best teacher in that class.
(ii) These all pears are ripe.
(iii) He is reading at the medical college.
(iv) Few people attended the meeting.
(v) The man is selfish by nature.
(vi) I seldom or ever take medicine.
(vii) The child died at three year old.
(viii) Not a line of the lectures were written.
(ix) He is bent to do it.
(x) It is much hot today.
14. YEAR 2010 (GROUP II)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) He made a goal against our college.
(ii) I shot the bear but missed.
(iii) They pay no attention to their old father.
(iv) He is the student whom I think deserves praise.
(v) Is not he your brother?
(vi) A darkest cloud has a silver lining.
(vii) Aslam has been ill from five days.
(viii) Please tell me where is your brother?
(ix) No less than twenty people died in the accident.
(x) Himalayas lie in the North of India.
15. YEAR 2011 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) The wages of sin are death.
(ii) Eight miles are a long distance.
(iii) I believe your are better now.
(iv) I am studying the newspaper.
(v) He aims to please everybody.
(vi) She came here for singing.
(vii) I felt the cold air to strike my face.
(viii) Alarmed at the news, the police was informed.
(ix) Rose is the sweetest of all flowers.
(x) I am much glad that you are here.
16. YEAR 2011 (GROUP II)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) His friend and benefactor have left the room.
(ii) Every one of them want to go to sea.
(iii) He is reading at the medical college.
(iv) Few people attended the meeting.
(v) Either of these two houses are to let.
(vi) The teacher took a test of the students.
(vii) He insisted to do it.
(viii) He has no money for giving you.
(ix) I bade him to do it.
(x) It is much hot today.
17. YEAR 2012 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) He had come yesterday.
(ii) Ahmad plays good.
(iii) She is angry on me.
(iv) Neither of these ten boys has failed.
(v) We enjoyed at the concert.
(vi) I reached prior than him.
(vii) Such students who don't work hard fail.
(viii) He requested me to say little more.
(ix) She is cooking the meal for 30 minutes.
(x) He goes there never.
18. YEAR 2012 (GROUP II)
Correct and FIVE of the following sentences. (No extra attempts will be marked.)
(i) The poor is neglected.
(ii) One of the players is injured.
(iii) I am senior than him in service.
(iv) I read the same book which you purchased.
(v) Lahore is a worth-seeing city.
(vi) He has any books.
(vii) None of the boys were naughty.
(viii) His hairs are brown.
(ix) The lion attacked at him.
(x) She is more cleverer than he.
19. YEAR 2013 (GROUP I)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) Mr. Zahis with his wife and children live here.
(ii) A number of boys is absent.
(iii) We should avail of this chance.
(iv) They went to the fair and enjoyed.
(v) The murdered was hung.
(vi) You are very kind on me.
(vii) You need not to go there.
(viii) He has visited Lahore yesterday.
(ix) If you will come to me, I will help you.
(x) He swore of God.
20. YEAR 2013 (GROUP II)
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) She sings good.
(ii) He comes often late.
(iii) Do you know to cook?
(iv) I had not written any letter last night.
(v) He did nothing but played.
(vi) He is suffering from fever for ten days.
(vii) He said that he can help me.
(viii) She was married with her cousin.
(ix) Although he is old but active.
(x) Tariq as well as Asad are my friends.
Correct any FIVE of the following sentences. (No extra attempts will be marked.)
(i) She sings good.
(ii) He comes often late.
(iii) Do you know to cook?
(iv) I had not written any letter last night.
(v) He did nothing but played.
(vi) He is suffering from fever for ten days.
(vii) He said that he can help me.
(viii) She was married with her cousin.
(ix) Although he is old but active.
(x) Tariq as well as Asad are my friends.
Click Here to Watch the Video of These Notes
21. Year 2014 (Group 1)
Correct any FIVE of the following sentences. (No extra attempts will be marked).
(i) He was failed in B.A.
(ii) I am sick with his company.
(iii) Bring me any water to drink.
(iv) He congratulated him for his success.
(v) Many a men was present there.
(vi) Either he or his friends helps me.
(vii) None of the two brothers is intelligent.
(viii) I object to his go there.
(ix) I shall not let him to go there.
(x) Such careless students who do not work hard seldom pass.
22. Year 2014 (Group II)
Correct any FIVE of the following sentences. (No extra attempts will be marked).
(i) We all did not go.
(ii) One should not waste his time.
(iii) This is not such weather which was expected.
(iv) You need not to worry.
(v) He is more better than I.
(vi) This book is superior than that.
(vii) We had have nice tea.
(viii) Either he or his brother are at fault.
(ix) What makes you to look so happy?
(x) Both Nazia as well as Nazish are intelligent.
PAPER QUESTION NO. 5
(IDIOMS AND PHRASAL VERBS)
1. YEAR 2004 (GROUP I)
Use any FIVE of the following idiomatic expressions in sentences of your own:
(i) Bear up
(ii) Die out
(iii) Come to
(iv) Vest in
(v) Damocles' sword
(vi) Feather in one's cap
(ii) Die out
(iii) Come to
(iv) Vest in
(v) Damocles' sword
(vi) Feather in one's cap
(vii) Gift of the gab
(viii) A fishy story
(ix) Stand of ceremony
(x) Make a bee line for
(viii) A fishy story
(ix) Stand of ceremony
(x) Make a bee line for
2. YEAR 2004 (GROUP II)
Use any FIVE of the following idiomatic expressions in sentences of your own.
(i) Do up
(ii) Get away with
(iii) Live by
(iv) At loggerheads
(v) Out of bounds
(vi) Play upon
(vii) As the crow flies
(viii) The under dog
(ix) The school master is abroad
(x) A blue stocking
(i) Do up
(ii) Get away with
(iii) Live by
(iv) At loggerheads
(v) Out of bounds
(vi) Play upon
(vii) As the crow flies
(viii) The under dog
(ix) The school master is abroad
(x) A blue stocking
3. YEAR 2005 (GROUP I)
Use any FIVE of the following idiomatic expressions in sentences.
(i) Bring forth
(ii) Die down
(iii) Go against
(iv) Knock about
(v) House of cards
(vi) Laughing stock
(vii) Nip in the bud
(viii) Play truant
(ix) Keep one's fingers crossed
(x) Have a bee in one's bonnet
(i) Bring forth
(ii) Die down
(iii) Go against
(iv) Knock about
(v) House of cards
(vi) Laughing stock
(vii) Nip in the bud
(viii) Play truant
(ix) Keep one's fingers crossed
(x) Have a bee in one's bonnet
4. YEAR 2005 (GROUP II)
Use any FIVE of the following idiomatic phrases in sentences of your own.
(i) Stick to
(ii) Stand out
(iii) Run out
(iv) Carry weight
(v) Cut a sorry figure
(vi) Bury the hatchet
(vii) Do up
(viii) Turn coat
(ix) A dark horse
(x) By and large
(i) Stick to
(ii) Stand out
(iii) Run out
(iv) Carry weight
(v) Cut a sorry figure
(vi) Bury the hatchet
(vii) Do up
(viii) Turn coat
(ix) A dark horse
(x) By and large
5. YEAR 2006 (GROUP I)
Use any FIVE of the following idiomatic phrases in sentences.
(i) Bear away
(ii) Accede to
(iii) Act for
(iv) Make at
(v) A dog in the manger
(vi) A labour of love
(vii) The Old Adam
(viii) Boil over
(ix) Do away with
(x) Fall in with
(i) Bear away
(ii) Accede to
(iii) Act for
(iv) Make at
(v) A dog in the manger
(vi) A labour of love
(vii) The Old Adam
(viii) Boil over
(ix) Do away with
(x) Fall in with
6. YEAR 2006 (GROUP II)
Use any FIVE of the following idiomatic phrases in sentences.
(i) A bull in a china shop
(ii) Brevity is the soul of wit
(iii) Get at the bottom of
(iv) A cat and dog life
(v) Speak daggers
(vi) Cut off
(vii) Cry out
(viii) Bear up
(ix) Call God to witness
(x) Fall across
(i) A bull in a china shop
(ii) Brevity is the soul of wit
(iii) Get at the bottom of
(iv) A cat and dog life
(v) Speak daggers
(vi) Cut off
(vii) Cry out
(viii) Bear up
(ix) Call God to witness
(x) Fall across
7. YEAR 2007 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked)
(i) Look back
(ii) Freudian slip
(iii) Get at
(iv) Drop a line
(v) Deliver the goods
(vi) Cut in
(vii) Cry down
(viii) Bolt from the blue
(ix) Around the corner
(x) At a stretch
(i) Look back
(ii) Freudian slip
(iii) Get at
(iv) Drop a line
(v) Deliver the goods
(vi) Cut in
(vii) Cry down
(viii) Bolt from the blue
(ix) Around the corner
(x) At a stretch
8. YEAR 2007 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked)
(i) Go back upon
(ii) Get into a scrape
(iii) Break away
(iv) Buy off
(v) Confide to
(vi) Hold off
(vii) Throw cold water upon
(viii) Fall out with
(ix) Cast about
(x) Hold water
(i) Go back upon
(ii) Get into a scrape
(iii) Break away
(iv) Buy off
(v) Confide to
(vi) Hold off
(vii) Throw cold water upon
(viii) Fall out with
(ix) Cast about
(x) Hold water
9. YEAR 2008 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked)
(i) Take down(ii) Take in
(iii) Throw up
(iv) Stand for
(v) Strike down
(vi) Stand for
(vii) Ring out
(viii) Become a byword
(ix) Fall foul of
(x) Have no touch with
10. YEAR 2008 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Stick to the point(ii) Hush up
(iii) Bring through
(iv) Beat back
(v) Die away
(vi) Go about
(vii) Run down
(viii) Broken reed
(ix) Face the music
(x) Flog a dead horse
11. YEAR 2009 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Come about(ii) Fix up
(iii) Look up
(iv) Turn up
(v) Run up against
(vi) Root and branch
(vii) Hang fire
(viii) Kick the bucket
(ix) On the cards
(x) Pull up
12. YEAR 2009 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Bear out(ii) Fall out
(iii) Make off with
(iv) Set up for
(v) Round up
(vi) Thumbnail sketch
(vii) Fishy deal
(viii) In the pipeline
(ix) Rule out
(x) Sit back
13. YEAR 2010 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Blow out(ii) Bear up
(iii) Bear with
(iv) Back out
(v) Drop in
(vi) Compare notes
(vii) Crocodile tears
(viii) Follow suit
(ix) Feather in one's cap
(x) In a mess
14. YEAR 2010 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Blind in(ii) Back away
(iii) Be up to
(iv) Give up
(v) Go back on
(vi) Fall short of
(vii) Every inch
(viii) For good
(ix) Through thick and thin
(x) The under dog
15. YEAR 2011 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Buy off(ii) Break away
(iii) Turn away
(iv) Hold on
(v) Bear out
(vi) Get into a scrape
(vii) Confide to
(viii) At a stretch
(ix) Dutch courage
(x) Lame duck
16. YEAR 2011 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Stick to
(ii) Stand out
(iii) Bear with
(iv) Back out
(v) Run out
(vi) Compare notes
(vii) Carry weight
(viii) Follow suit
(ix) In cold blood
(x) A block head
17. YEAR 2012 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Fall out(ii) Break out
(iii) Get through
(iv) Get over
(v) Make for
(vi) Apple pie order
(vii) At a loss
(viii) Face the music
(ix) Small talk
(x) Work wonders
18. YEAR 2012 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Break down(ii) Bring up
(iii) Pass away
(iv) Make up for
(v) Look down upon
(vi) Oily tongue
(vii) French leave
(viii) Carry the day
(ix) Cat's paw
(x) Out of elbows
19. YEAR 2013 (GROUP I)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Give up the ghost
(ii) Die in harness
(iii) Cold comfort
(iv) Cock and bull story
(v) Cut to the quick
(vi) Come of age
(vii) Get over
(viii) Fall in with
(ix) Make out
(x) Put up with
20. YEAR 2013 (GROUP II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Put in
(ii) Make over
(iii) Look into
(iv) Go over
(v) Keep down
(vi) Cat's paw
(vii) For good
(viii) Hard nut to crack
(ix) Give the devil his due
(x) In black and white
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked.)
(i) Put in
(ii) Make over
(iii) Look into
(iv) Go over
(v) Keep down
(vi) Cat's paw
(vii) For good
(viii) Hard nut to crack
(ix) Give the devil his due
(x) In black and white
Click Here to Watch the Video of These Notes
21. Year 2014 (Group 1)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked)
(i) Creature comforts
(ii) A chip of the old block
(iii) Under a cloud
(iv) Between two fires
(v) A bull in China shop
(vi) Come by
(vii) Bring under
(viii) Break out
(ix) Bear out
(x) Turn up
22. Year 2014 (Group II)
Use any FIVE of the following phrases in sentences. (No extra attempts will be marked)
(i) Bring under
(ii) Kick the bucket
(iii) Jed wood justice
(iv) Off hand
(v) In hot water
(vi) To hold water
(vii) Get away
(viii) Go over
(ix) Look for
(x) To let the cat out of the bag
PAPER QUESTION NO. 6
(TRANSLATION/DIALOGUES)
1. YEAR 2004 (GROUP I)
Translate the following into English:
OR
Write a dialogue between a student and a police sergeant on one wheeling.
2. YEAR 2004 (GROUP II)
Translate the following into English.
OR
Write a dialogue between a teacher and a student who is a habitual late comer.
3. YEAR 2005 (GROUP I)
Translate the following into English.
OR
Write a dialogue between a student and a teacher on the importance of discipline.
4. YEAR 2005 (GROUP II)
Translate the following into English.
OR
Write a dialogue between two friends on some TV programme.
5. YEAR 2006 (GROUP I)
Translate the following into English.
OR
Write a dialogue between two friends about Black-marketing of food items.
6. YEAR 2006 (GROUP II)
Translate the following into English.
OR
Write a dialogue between a traffic sergeant and a student about violation of traffic rules which the latter has committed.
7. YEAR 2007 (GROUP I)
Translate the following into English.
OR
Write a dialogue between a daughter and a mother about the modern trends in dressing.
8. YEAR 2007 (GROUP II)
Translate the following into English.
OR
Write a dialogue between a mother and her daughter on the advantages and disadvantages of an arranged marriage.
9. YEAR 2008 (GROUP I)
Translate the following into English.
OR
Write a dialogue between a student and a canteen manager about the bad food items and their high prices in the canteen.
10. YEAR 2008 (GROUP II)
Translate the following into English.
OR
Write a dialogue between two friends about the waywardness among the youth.
11. YEAR 2009 (GROUP I)
Translate the following into English.
OR
Write a dialogue between the Manager and the customer about the stale food items of the bakery.
12. YEAR 2009 (GROUP II)
Translate the following into English.
OR
Write a dialogue between two close friends on the ill effects of smoking.
13. YEAR 2010 (GROUP I)
Translate the following into English.
OR
Write a dialogue between two friends about the waywardness among the youth.
14. YEAR 2010 (GROUP II)
Translate the following into English.
OR
Write a dialogue between a student and a teacher on the importance of discipline.
15. YEAR 2011 (GROUP I)
Translate the following into English.
OR
Write a dialogue between two friends about the waywardness among the youth.
16. YEAR 2011 (GROUP II)
Translate the following into English.
OR
Write a dialogue between father and son on the choice of profession.
17. YEAR 2012 (GROUP I)
Translate the following into English.
OR
Write a dialogue between a student and a teacher on the importance of Book Reading.
18. YEAR 2012 (GROUP II)
Translate the following into English.
OR
Write a dialogue between two men on dearness.
19. YEAR 2013 (GROUP I)
Tranlsate the following into English.
OR
Write a dialogue between two friend on upcoming elections.
20. YEAR 2013 (GROUP II)
Translate the following into English.
Translate the following into English.
OR
Write a dialogue between two persons about change in weather.
Click Here to Watch the Video of These Notes
21. Year 2014 (Group 1)
Translate the following into English.
OR
Write a dialogue between the teacher and a graduate student on the choice of career.
22. Year 2014 (Group II)
Translate the following into English.
OR
Write a dialogue between two friends discussing B.A. Paper A.
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