English book

BY

MUHAMMAD ANAS PROFESSOR

Table of Contents
Hazrat Muhammad ‫ ﷺ‬The Model Of Tolerance ........................................................................................ 2
The Daffodils............................................................................................................................................... 6
Hope Is The Thing With Feathers .............................................................................................................. 8
Nasiruddin................................................................................................................................................. 10
The Fantastic Shoe Maker ....................................................................................................................... 14
Iqbal’s Message To Youth ........................................................................................................................ 18
Quaid – A Great Leader ............................................................................................................................ 22
 English book
UNIT
Hazrat Muhammad ‫ ﷺ‬the Model of Tolerance
1
After reading the unit the students will be able to:

 Use pre-reading strategies to predict the content of a text from topic / picture
/title / headings, key woeds and visuals etc. by using prior knowledge, asking
question and contextual clues.
 analyze passages in the text to identify the theme/general subject, key
idea/central thought (a statement about general subject), and supporting details.
 apply critical thinking to interact with text and use intensitive reading stratigies
to scan to answer short questions.
 Use summary skills to extract salient points and develop a mind map to
summarize a text.
 use dictionary to:
 choose appropriate word definition.
 Identify part of speech.
 Recognize abreviation used in a dictionary.
 Locate synonyms in a thesaurus.
 Translate passages from English to urdu:
 Use the knowledge of literal and figurative meaning,
Grammaatically gender and syntax to translate passage from
English to Urdu.
 Understand that most phrases amsd idioms do not translate
Literally from one language to another.
 Demonstate use of more collective, countable and uncountable nouns,mafterial
and abstract nouns.
 Apply the rules of change of number of nouns learnt earlier.
 Recignise and demonstrate use of some nouns that change meaning in the
plural form e.g. arm-arms-arm(a part of body), arms (weapons).
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Pre-reading
Look at the mind map below to predict the content of the lesson.

Reading
“O you who have believed, seek help through patience and prayer. Indeed,
Allah is with the patient.”(Al-Baqarah 2:153)
By tolerance we mean a fair and objective attitude towards those whose lifestyle
differs from ours. Tolerance is the virtue which enables a person to forbear the
attitude, negative remarks and action with patience and calmness. The life of
Hazrat Muhammad ‫ ﷺ‬is a superb example of tolerance. It is his tolerance that let him
forgive his worst enemies. Truly, he is an epitome of tolerance, forgiveness, patience
and compassion. The Holy Quran describes him as Rahmatul-lil-Alameen, (a mercy
unto the whole mankind and the universe.)

While preaching Islam in Makah, the Quraish ostracized him and his family Banu-
Hashim. They lived in a valley called Shab-Abi-Talib. There was scarcity of food and
water. The believers had no means of income and they were leading a very though
life for a period of three years. During this situation Hazrat Muhammad ‫ﷺ‬
remained calm and tolerant and never thought about taking any sort of revenge.
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Even after he had conquered Makah, Hazrat Muhammad ‫ ﷺ‬taught his followers
to remain tolerant. After the conquest of Makkah, the Muslim army entered
Makkah humbly and peacefully. No house was robbed; no man or woman was
Insulted. Hazrat Muhammad ‫ ﷺ‬granted a general amnesty to the entire
Population of Makkah.

After conquest of Makkah, when everybody gathered in Khana-e-Kaaba, Hazrat

Muhammad ‫ ﷺ‬asked the people of Quraish, “What do you expect at my hands?”

They all shouted in one voice, “Kindness and pity, gracious brother, gracious
nephew.”__ They were not disappointed.

Hazrat Muhammad ‫ ﷺ‬said the same forgiving words as Hazrat Yousuf (AS) had
said to his brothers, “Have no fear this day, May Allah forgive you, and He is the
most Merciful to those who show mercy”.

Hazrat Muhammad ‫ ﷺ‬even forgave Abu Sufyan and his wife who were the
worst enemies of Hazrat Muhammad ‫ ﷺ‬and Islam. He plotted many times
against the Rasool ‫ ﷺ‬but Hazrat Muhammad ‫ ﷺ‬never did so.
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Similarly, the story of the Rabbi Zaid is one such epitome of learning from
Muhammad ‫ ﷺ‬practices, which reflects tolerance towards others. Once Hazrat Abu
Bakr RA, Hazrat Umar RA, Hazrat Usman RA, and some other companions were
with him. After the funeral prayer the Rasool ‫ ﷺ‬sat down close to a wall, and a
edges of his cloak, looked at him in a harsh way, and said, “O Muhammad! Will you
not pay me back by loan? I have not known the family of Abdul-Mutlib to delay in
repaying debts.” After seeing what the Rabbi did to Hazrat Muhammad ‫ﷺ‬
Hazrat Umar’s eyes swelled with anger, he looked at the Rabbi and said: “O enemy
Of Allah, do you talk to the Rasool of Allah and behave towards him in this
manner?” The Rabbi turned away and Hazrat Muhammad ‫ ﷺ‬said to Hazrat Umar,
“You should have given us sincere counselling, rather than act as you did!
Go and repay him his loan, and give him twenty Sa’a (a measurement of weight)
extra because you scared him.”

Hazrat Umar RA went to the Rabbi, repaid him the debt, and gave him an extra
twenty Sa’a of dates. The Rabbi asked Hazrat Umar RA why and he replied, “The
Rasool of Allah ordered me to give it to you because I frightened you.”
The fact was that Hazrat Muhammad ‫ ﷺ‬was not late in repaying the debt, the
Rabbi was asking for the repayment days before the loan was due because he
wanted to test Hazrat Muhammad ‫ ﷺ‬tolerance. The Rabbi Zaid found that
tolerance and perseverance took precedence over anger and that harsh
treatment was repaid with kindness. The Rabbi Zaid immediately renounced his
religion and testified before Hazrat Muhammad ‫ ﷺ‬, “There is none worthy of
Worship but Allah alone and that Hazrat Muhammad ‫ ﷺ‬is his Rasool.”

The tolerance of Hazrat Muhammad ‫ ﷺ‬knew no bounds. He always treated people

with kindness and compassion. Violence, anger and redness were never
part of his personality. He showed tolerance in the adversity and kindness
in the face of harsh treatment.
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UNIT
The Daffodils
2
After reading the unit the students will be able to:

 Identify line and stanza.

 Read poem and give orally or in writing:
 main idea
 theme and its development
 summary
 personal response with justification
 paraphrase
 use paraphrasing skills to paraphrase stanzas:
 mark thought groups in the stanza
 restate the message in simple prose
 replace poetic words with simple ones
 analyze how the poet uses language to appeal to the senses through
use of figurative language including similes.
 recognize literary technique such as personification.
 describe the object being personified.
 Deduce meaning of difficult words from context.
 Demonstrate use of question words.
 Make and use present and past participles.
 Illustrate use of infinitive and infinitive phrases.
 Illustrate use of gerund and gerund phrases.
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Pre-reading
 What is nature?
 How do you enjoy the beauty of nature?
 Would you like to visit a place of natural beauty?
Reading
I wandered lonely as a cloud
That floats on high over vales and hills,
When all at once I saw a crowd,
A host, of golden daffodils;
Beside the lake, beneath the trees,
Fluttering and dancing in the breeze

Continuous as the stars that shine

And twinkle on the Milky way,
.They stretched in never-ending line
Along the margin of a bay:
Ten thousands saw I at a glance,
Tossing their heads in sprightly dance.

The waves beside them danced, but they

Out-did the sparkling waves in glee:
A Poet cloud not but be gay,
In such a jocund company:
I gazed—and—gazed but little thought
What wealth the show to me had brought:

For oft, when on my couch I lie

In vacant or in pensive mood,
They flash upon that inward eye
Which is the bliss of solitude;
And then my heart with pleasure fills,
And daces with the daffodils.
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UNIT
Hope Is The Thing With Feathers
3
After reading the unit the students will be able to:

 identify line and stanza.

 read poem and give orally or in writing:
 main idea.
 theme and its development.
 summary.
 personal response with justification.
 paraphrase.
 use paraphrasing skills to paraphrase stanzas:
 mark thought groups in the stanza.
 restate the message in simple prose.
 replace poetic words with simple ones.
 read and analyze how the poet uses languages to:
 appeal to the senses through use of figurative language including
similes and metaphors
 affect meaning through use of synonyms with different
connotation and denotation.
 create imagery.
 describe the object being personified.
 deduced meaning of difficult words from context.
 illustrate use of preposition of position, time, movement and direction.
 use prepositional phrases and clauses.
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Reading
“Hope” is the thing with feathers.
That perches in the soul.
And sings the tune without the words.
And never stops-at all.

And sweetest-in the Gale-is heard.

And sore must be the storm.
That could abash the little Bird.
That kept so many warm.

I’ve heard it in the chilliest land.

And on the strangest Sea.
Yet-never-in Extremity,
It asked a crumb-of me.

About the Poet

Emily Dickinson is considered as one of the most original 19th century American poet.
She was born in Amherst, Massachusetts, to a family, well known for educational and
political activity. Her father was a lawyer and treasurer of the local college. Her mother
was a religious, hardworking housewife. Emily was educated at Amherst academy.
She lived a secluded life. Her works have been a source of much comfort to the
distressed hearts. Hope is such an example. She died at the age of fifty five.

Teacher’s Guideline

Tell the students that poet uses language to appeal to the senses through use of
figurative language and literary technique such as personification and metaphor.
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UNIT
NASIRUDDIN
4
After reading the unit the students will be able to:

 use pre-reading strategies to predict the content of a text from topic

/ picture / title / headings, key words and visuals etc. By using prior
knowledge, asking questions and contextual clues.
 apply critical thinking to interact with text and use intensive reading
strategies to scan to answer short questions.
 read a text to:
 make connection between their own lives and the characters,
events, motives and causes of conflict in texts.
 make inferences and draw conclusion about character using
supportive evidence from the text.
 compare characters in the literary selection to near similar
ones in real life.
 classify adjectives into different types.
 change and use degrees of adjectives.
 follow adjective from nouns and verbs.
 translate passages from English to Urdu:
 use the knowledge of literal and figurative meaning,
grammatical gender and syntax to translate passage from
English to Urdu.
 understand that most phrases and idioms do not translate
literally from one language to another.
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Pre-reading
 Do you like humorous stories?
 Have you ever heard about Nasiruddin?

Reading

Every year Nasiruddin Day is celebrated in Turkey

with great pomp and show. The age in which he lives
is not exactly known. There are even doubts about
the country of his birth. The Iranians claim that he
was an Iranian. The Turks have their own claim. The
latest claim is that of the Russians who say that he
was born in Bukhara. Whatever his place of birth, and
nationality night have been, the fact remains that his anecdotes are famous all over
the world. Several volumes of stories about Nasiruddin have been published in
England. A translation of stories relating to the funny situations of his life his been
published in chinese. In Russia a novel has been published about the life of
Nasiruddin. Several volumes of his stories have been published in Urdu and
Pashto. They are often repeated by the people.

The stories of Nasiruddin are popular because they deal with the experiences of
day to day life. He had been a tailor, a merchant, a doctor and a judge. He had
travelled widely. Here are a few amusing stories about Nasiruddin.

1. Nasiruddin requested a friend named Jalal to accompany him on a journey.

“Only on one condition”, said Jalal “that you lend me your cloak because mine
is worn out”. Nasiruddin gave a new and very fine cloak to Jalal. On the way
Nasiruddin met another friend and said to him, “Sir, meet my friend Jalal, The
cloak that he is wearing is mine,” When the friend had left, Jalal protested,
“Why did you tell that man that the cloak was yours?” Nasiruddin promised
that he would not repeat the mistake.
As they proceeded further and visited another
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friend at his house, Nasiruddin introduced his
friends thus, “Here is Jalal, an old friend of mine.
the cloak that he is wearing is his own.” Jalal
became furious and warned Nasiruddin not to
speak a word about the cloak. When they visited
another of Nasiruddin friends, he introduced his
friend. “Meet my friend Jalal. The cloak that he
is wearing – OH! I’m not supposed to say a word
about it.”
2. A farmer brought a letter to Nasiruddin and requested him to read it for him.
Nasiruddin wanted to be excused saying that he could not do so because he
was illiterate. The farmer said, “You are wearing such a big turban and still
cannot read a letter”. Nasiruddin placed his turban on the head of the farmer
and said, “Now you have the turban on tour head. Read the letter”.
3. Nasiruddin had two daughters. One was married to a farmer; the other to a
brick-maker. One day both of them came to see him. The farmer’s wife said,
“My husband has just sown a crop of wheat. If it rains, he will buy me an
ornament”. The other said, “I hope it does not. My husband has just made a
large number of bricks which are ready for baking. If it does not rain, he will
buy me an ornament”. Nasiruddin said, “I can pray for either of you, but I do
not know for which one I should pray”.
4. Once thieves entered Nasiruddin house. He hid himself in a cupboard. The
thieves, after ransacking the house, reached the cupboard and opened it.
They asked him why he was hiding himself here. Nasiruddin answered,
“Because of shame that there is nothing worthy of you in my house.”
5. One day Nasiruddin was riding his horse. The horse took fright and started to
gallop. A person asked Nasiruddin where was he going so fast. “Do not ask
me, ask my horse”, he replied.
6. Once Nasiruddin was very angry with his wife. His wife asked him to go out
and walk on the road. When he had walked for two days, he met a man going
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towards his house. Nasiruddin said to him, “When you reach my house,
please ask my wife whether I should continue walking”.
7. Someone asked Nasiruddin about his age. He answered, “Three years older
than my brother.” “How”, the man asked. “My brother told someone that I was
two years older than him. Since one year has passed when he said that, it
means that now I am three years older than him. If I grow at this rate, I shall
soon be his grandfather”.
8. Nasiruddin went to see a rich man, “Give me some money,” he requested.
The rich man asked, “Why?” Nasiruddin said, “I want to buy an elephant”. “if
you have no money, you can’t afford to keep an elephant,” replied the rich
man. “I came here,” said Nasiruddin, “to get money, not advise”.
9. Nasiruddin climbed into someone’s Kitchen garden and started filling a sack
with everything that he could lay his lands on. The gardener saw him and
came running, “What are you doing here?” he asked. “I was blown here by a
wind,” replied Nasiruddin. “And who uprooted the vegetables?” Asked the
gardener. “I caught hold of them to stop myself being swept along”. “And how
comes that there are vegetables in that sack?” “That is just what I was
wondering about when you interrupted me”, Nasiruddin said.
10. A neighbor called on Nasiruddin and said, “I want to borrow your donkey.” “I
am sorry,” said Nasiruddin, “but I have already lent it out”. As soon as he had
spoken, the donkey brayed. The sound came from Nasiruddin’s stable. “But
Nasiruddin, I can hear the donkey in there,” the man said. As he shut the door
in the man’s face, Nasiruddin said with dignity, “A man, who believes the
words of a donkey in preference to my words, does not deserve to be lent
anything”.
 English book
UNIT
The Fantastic Shoemaker
5 After reading the unit the students will be able to:

 read text to make prediction about story knowledge line / content,

characters, using contextual clues and prior knowledge.
 analyze story elements: characters, events, setting, plot, theme, tone, point
of view.
 recognize the author’s purpose and point of view.
 classify use convert and make declarative (affirmative and negative),
interrogative, exclamatory and imperative sentences.
 identify and differentiate between simple, compound and complex
sentences.
 use summary skills to extract salient points and develop a mind map to
summarize a text.
 use dictionary to:
 choose appropriate word definition.
 identify part of speech.
 recognize abbreviation used in a dictionary.
 locate synonyms in a thesaurus.
 translate passages from English to Urdu.
 analyze story elements: characters, events, setting, plot, theme, tone, point
of view.
 identify the speaker or narrator in a selection.
 recognize the author’s purpose and point of view.
 analyze to use in their own writing features of an expository composition
showing comparison and contrast between things, events, situations,
places, action, idea or a problem.
 select and use appropriate expression for various function to ask and
express preferences, emotions, whishes needs and requirements by
giving reasons.
 identify and differentiate between simple, compound and complex
sentences.
 English book
Pre-reading
 What are the things that you should keep in mind before buying shoes?
 What kind of shoes do you like?
 Where do you buy your shoes from?

Reading
I first met him in my youthful days in the holy month of Ramadan, when my father took
me to his shop for ordering a pair of new shoes for the coming Eid. His shop was in a
small but busy street of Qisa Khawani Bazar. A monstrous size black “Peshawari
Chappal” overhung on the faint coloured wooden door of his shop. The inside if the
shop was as quiet and serene as that of a scared holy place. There were some old
wooden stools and in the window some pairs of shoes were visible. A big smooth
square shaped stone, a heavy wooden mallet, an awl and three legged anvil, can be
observed in the right side of the shop. The rest of the shop was as barren as desert
because he made only those pairs of shoes that were ordered. At the far end of wall
of the shop was hanging a small signboard, showing Zarin Gul & Brothers.

The shoes that Zarin Gul made never failed to fit in the feet and they lasted
extraordinarily longer than usual. To make shoes – such shoes as he made – seemed
to me then and seems to
me now, mysterious and
wonderful. I still remember
my hesitant remarks, while
stretching out to him my
youthful foot. “Isn’t it
awfully hard to make shoes
in such tough conditions?”
The serpentine wrinkles
wriggled on his smiling face
and he answered, “It is an
art”.
 English book
Zarin Gul remarks about shoes making and their suitability to different people were so
authoritative and final that nobody dared reject them. My father, though chieftain of
the area, would accept his views about a particular pair of shoes with brisk nod.

It was not possible to go to him often because there was something in his shoes that
was beyond the temporary. It would not be wrong to say that durability was stitched
into them. I cannot forget that day on which I had to say to him, “Zarin Gull kaka, my
last pair of shoes makes a creating sound, you know”. He looked at me with strange
looks as if expecting me to withdraw the statement and then said, “It shouldn’t have
creaked”. “It did, I am afraid,” I said with quivering tone. At that he lowered his eyes,
as if hunting for the memory of those pair of shoes. I really felt sorry that I mentioned
this petty thing, which looked to him so serious and grave. “Send them back,” he said,
“I will look at them”. “Some shoes are bad from birth. If I can do nothing with them, I
will give back the amount you paid for them.”

Then I went abroad to pursue my higher studies and career and could not have the
opportunity to meet Zarin Gul. the fantastic shoe-maker for several years.
After several years I returned to Peshawar. And the first shop I went to was my old
friend, Zarin Gul’s. I had left a man of fifty; I came back to one of sixty five, worn and
torn like an overused pair of shoes. He shook his bony hand with me, but the grip of
his hand was as tight as it was many years ago. At first, he did not know me. But when
I got myself introduced, his brooded eyes sparkled with smile. “Do you want any
shoes?” he asked. “I can make them quickly, because I have plenty of free time.” Then
he looked at my ‘branded shoes’ and said, “Those are not my shoes.” His tone was
not one of anger, or of sorrow, not even of contempt, but there was in it something
quiet that froze my blood. He put his hand down and pressed a finger on the place
where my left shoes was not quite comfortable. “It hurts you there,” he said, “Do the
big shoe-making companies have no self-respect?”And then he spoke bitterly against

Teacher’s Guideline

 Ask the students to identify the speaker or narrator in the story

 English book
the big multi-nationals have extended their tentacles to the shoe-making trade.
He told me how these companies hired the craftsman of shoemaking trade. “These
big firms use their hands not their brain or experience.” I asked Zarin Gul kaka why
he didn’t join these big firms of his trade was not doing well. His reply was crisp and
blunt, “I am an artist not machine who well blindly follow their irrational and stupid
dictations.” “They get it all,” he continues, “by advertisement, not by work.” “They took
it away from us and presently we have no work.” Looking at his crumbled leathered
face, I saw things I had not noticed before, bitter thing and bitter struggles. His face
and voice made so deep an impression on me that during the next few minutes I
ordered many pairs. I wanted to make him advance payment but he refused, though
he badly needed money, by saying, “Pay it when the shoes are ready to deliver.”

A week later, I came to where his shop had been, I was surprised to see that the
monstrous size black ‘Peshawari Chappal’ was no more hanging on the wooden door
of his shop. A big size sign board, displaying the name of a famous brand was hanging
on his shop. I went in and said, “Zarin Gul kaka.” “No sir,” a smartly dressed young
man replies, “No, but we can attend to anything with pleasure, we’ve taken the shop
over.” “Yes, Yes,” I said, “but where is Zarin Gul kaka?”

“Oh!” he answered, “dead.”

“Dead! but I have to receive the shoes that I ordered last week.”

“Ah!” he said, “Poor old man starved himself. Slow starvation, the doctor called it! He
never gave himself time to eat; never had a penny in the house. All went it rent and
leather.” As I know coming back with heavy heart, the words of Zarin Gul kaka, the
fantastic shoemaker was tinkling in my mind, “Do the big shoe-making companies
have no self-respect?.”
 English book
UNIT
Iqbal Message To Youth
6
After reading the unit the students will be able to:

 analyze passages in the to identify the theme / general subject, key idea / central
thought (a statement about general subject), and supporting details.
 apply critical thinking to interact with text and use intensive reading strategies
to scan to answer short questions.
 illustrate use of pronouns learned earlier.
 identify and demonstrate use of relative pronouns.
 recognize the rules of using indefinite pronouns.
 illustrate the use of pronouns antecedent agreement.
 translate passage from English to Urdu:
 use the knowledge of literal and figurative meaning, grammatically gender
and syntax to translate passage from English to Urdu.
 understand that most phrases and idioms do not translate literally from
one language another.
 identify and recognize the functions of:
 pronouns – antecedent relationships.
 anaphoric and cataphoric references.
 transitional devices used for coherence and cohesion at discourse level.
 analyze and understand common prefixes and suffixes and use that knowledge
to determine the meaning of the unfamiliar words.
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Pre-reading
Iqbal wants to see the qualities of an eagle (shaheen) in his young nation. What are
the qualities of an eagle that makes it superior to other birds?

Reading
Iqbal message to youth:

Iqbal in one of most outstanding Muslim poets and philosophers of the Indian sub-
continent. His intellectual genius has reigned supreme in the area of Islamic
philosophy during the 20th century and will direct and influence the Islamic intellectual
tradition in the 21st century as well. His sublime poetry and philosophy inspired million
of Muslims to wake up to the reality of time and forge a destiny for themselves. He
was very much aware of the fact that if youth of the Ummah Continent out of the pit
of subjugation earlier than they did.

Young generation is the

standard bearers of any nation.
If their energy is channelized in
proper direction, it can bring sea
change in the social, political
and economic fabric of the
nation. Keeping this view in
mind, Iqbal focused on the
creative energy of the youth in
his poetry.
 English book
Iqbal’s Noujawan is Mard-e-Momin, Mujahid, Shaheen, an explorer, an adventurer,
and seer, whose aim is going higher and deeper like an eagle (Shaheen) to explore
new world in uncharted waters of creativity and intellectual pursuit. The youth of Iqbal
is a strong believer in Ishq, a creative and dynamic energy that helps the youth to
discover and subdue new stars of originality and individuality. Moreover, Iqbal’s
Noujawan is a man of Khudi. The absolute Khudi is infinitely creative, “Know thyself
and success shall be thine”. Iqbal expresses if man becomes emperor of himself then
he can lead the world in his own direction. And such a person can find out with his
sagacity the pearl of future for the coming generation.

But the youth of Iqbal is not contented with what he has created or invented. The spirit
of “Ishq”, another name for perpetual struggle, spurs him to go beyond the star that
he has discovered with his foresight. The motive of Iqbal’s youth is to pursue his
intellectual and spiritual goals and then continue his journey beyond these goals.

The life of Iqbal’s youth is dynamic and not confined to limited material achievement
and enjoyment of it. He enjoys the creative journey of exploration, discovery,
inventions and innovations.

The youth of Iqbal is a seer and he soars from his discovered star to new nova of
brilliance and inspiration.
 English book

These are the views of Iqbal about the youth of the nation. Iqbal wants to set higher
benchmark for the new generation. He wants to inculcate in them the spirit of
innovation and discovery, because youth are to lead and take the nation to the height
of self-sufficiency and independence. The youth of Iqbal is not a thinking Hamlet but
a man of action, mild in speech but enthusiastic in action, whether he is in the battle
field or in the company of friend, he is pure in head and heart.

It can be concluded that youth was the main focus of Iqbal. He declares youth a
symbol of hope and future of the nation. If young generation is ready to contribute to
the progress and prosperity of the Ummah, the day is not for off when the whole
Muslim community will rise as mighty power which no nation of the world will be able
to subdue.
 English book
UNIT
Quaid - A Great Leader
7
After reading the unit the students will be able to:

 use pre – reading strategies to predict the content of a text from topic / picture
/ title / headings, key words and visuals etc. by using prior knowledge, asking
questions and contextual clues.
 analyze passages in the text to identify the theme / general subject, key idea /
central thought (a statement about general subject), and supporting details.
 apply critical thinking to interact with text and use intensive reading strategies
to scan to answer short questions.
 use summary skills to extract salient points and develop a mind map to
summarize a text.
 apply rules for use of articles (a / an / the) wherever applicable in speech and
writing.
 illustrate use and functions of all model verbs.
 illustrate use of regular and irregular verbs in speech and writing.
 illustrate use of transitive and intransitive verbs.
 use dictionary to:
 choose appropriate word definition.
 identify part of speech.
 locate synonyms in a thesaurus.
 translate passages from English to Urdu:
 use the knowledge of literal and figurative meaning, grammatically
gender and syntax to translate passage from English to Urdu.
 understand that most phrases and idioms so not translate literally from
one language to another.
 English book
Pre-reading
 Who do you think a leader is?
 Why do you think Quaid-e-Azam is a great leader?

Reading
It was August 7th 1947, when a silver aircraft circled over the airport at Mauripur,
Karachi. It was watched by a vast, excited crowd while smoothly landing. First to
step out of the aero plane was a tall and dignified man wearing a pure white
Sherwani. As soon as he appeared, the whole crowd roared with one voice,
“Pakistan Zindabad! Pakistan Zindabad!” And every one pushed forward to welcome
him, to get as close to him as possible in order to see him clearly. For here was their
great leader, Quaid-e-Azam, the founder and first Governor General of their new
country. Here was their leader who had won Pakistan for them-Muhammad Ali
Jinnah.
As he drove through the great sea of people that stretched from the air port to the
city, through all the cheers and tears of
joy and the never ending slogans of
“Pakistan Zindabad”, the Quaid
showed no signs of his feelings. He
rarely did so. If he felt pride or joy in
what he had done, he did no let
anybody see it.
Through all the excitement of those
first days in the life of the young nation,
the man who had made it possible
remained calm, serious and sober.
Perhaps he was thinking of the millions
of people who had become home less
when India and Pakistan became separate countries.

Teacher’s Guideline

 Conduct pre – reading and while reading activities effectively to develop

student’s interest in the lesson. Encourage them to share their ideas and
views.
 English book
Perhaps he was thinking of the thousands who were being attacked and killed on
the roads and railways as they tried to reach their homeland. There was much in
those days of violence to sadden Jinnah who was a man of very strong feelings
although he rarely showed it. Yet those who were close to him on independent Day
sometimes saw for a few moments a happier man. Once he went to the balcony of
the Governor House, from where he could see without being seen, and as he looked
on the crowd still cheering in the streets outside, he smiled. In that smile could be
seen the warm hearted man behind the stern Quaid-e-Azam.
Muhammad Ali Jinnah was at this time tired and far from well but he had the
satisfaction of knowing that the greater part
of his work was done. By the force of his
determination and leadership, a people
who had once been a defeated group, with
little to hope for, in an empire ruled by a
foreign power, had become the greatest of
the Muslim States and the 5th largest nation
in the world. Seventy million people, who
once had no country to call their own, had
became a nation – with great ideals and a
great faith. A few days after he laded in
Karachi, Muhammad Ali Jinnah told his
people, “You are free to go to your
temples: you are free to go to your
mosques or to any other place of worship
in this state of Pakistan. You may belong to
any religion or caste – we are all citizens of
one state.” He was, of course reminding
them of the Prophet’s teaching that all
men are equal in the eyes of Allah.

Teacher’s Guideline

 Help students to recognize the difference between hyphen and dash. Hyphen is
used to divide a word such as Quaid-e-Azam.
 Dash us used to indicate that a sentence has been broken off e.g. you may
belong to any religion or cast – we are all citizens of one state.
 Encourage students to share more information about the personality of Quaid-
e-Azam.