Sindh Text Book Board, Jamshoro

Secondary Stage

Book Two

For Class-X
)According to New Syllabus(
Word / Meaning

MCQs Text Book Exercise

Questions / Answers

AUTHOR BY
Sadam Hussain 0311-3195077
Javed Ahmed
Published By:
IQRA BRIGHT KIDS ENGLISH SCHOOL,
SANDOZ ROAD, JAMSHORO
ENGLISH FOR CLASS-X [1] TEACHER’S GUIDE

Sindh Text Book Board, Jamshoro

Secondary Stage

English
For class-X
Teacher’s Guide
(According to new Syllabus(

Published by:
IQRA BRIGHT KIDS ENGLISH SCHOOL,
SANDOZ ROAD, JAMSHORO

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [2] TEACHER’S GUIDE

Index
Page
S. No Topic
Number

Unit-1 - Contributions Of Notable Leaders

The Voice of God (Poem)
01 Words Meaning 04
02 About Poet, Central Idea & Summary 04-05
03 Reference to context 05-06
04 Questions-Answers with Text Book Exercise 06-07
05 MCQs and Fill In The Blanks 08-10
The Wise Caliph
06 Words Meaning 11-14
07 Summary 14
08 Reference to context 14-16
09 Questions-Answers with Text Book Exercise Unit 1.1 16-22
10 MCQs and Fill In The Blanks 23-25
11 Unit 1.2 - 1.6 (SOLVED EXERCISES) 26-33

Unit-2 - Labours And People's Right

Dignity of Work
12 Words Meaning 34-35
13 Summary 36
14 Reference to context 36-38
15 Questions-Answers with Text Book Exercise Unit 2.1 38-44
16 MCQs and Fill In The Blanks 45-47
17 Unit 2.2 - 2.6 (SOLVED EXERCISES) 47-53
Unit-3 - Practicing Positive Work Ethics
King Bruce and the Spider (Poem)
18 Words Meaning 54-55
19 About Poetess, Central Idea & Summary 55-56
20 Reference to context 56-63
21 Questions-Answers with Text Book Exercise Unit 3.1 64-69
22 MCQs and Fill In The Blanks 70-71
23 Unit 3.2 - 3.6 (SOLVED EXERCISES) 72-77

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [3] TEACHER’S GUIDE

Unit-4 - Media For Information And Reflection

Social Media
24 Words Meaning, Reference to context 78-79
25 Text Book Exercise Unit 4.1 79-84
26 Unit 4.2 - 4.6 (SOLVED EXERCISES) 85-91

Unit-5 - Respecting Self And Others

A Bad Dream
27 Words Meaning, Summary 92-93
29 Reference to context 93
30 Questions-Answers with Text Book Exercise Unit 5.1 94-98
31 MCQs 99
32 Unit 5.2 - 5.6 (SOLVED EXERCISES) 100-105

Unit-6 - Character Building

Speak Gently (Poem)
33 Words Meaning, Central Idea & Summary, Reference to context 106-110
34 Questions-Answers with Text Book Exercise Unit 6.1 110-114
35 MCQs and Fill In The Blanks 115-116
36 Solved Exercise 1-8 117-121
37 Direct & Indirect Speech Explanation 122-129

Unit-7 - Praising Nature

My Travel Diary- Journey to the Gorakh Hills Station
38 Words Meaning, Summary 130-132
39 Questions-Answers with Text Book Exercise Unit 7.1 133-138
40 MCQs and Fill In The Blanks 138
41 Solved Exercise 1-8 139-143

Unit-8 - Civic Sense And Civics Activities

Safety Measures That Can Save Your Life
42 Words Meaning 144-146
43 Summary 147
44 Questions-Answers with Text Book Exercise Unit 8.1 148-152
45 Solved Exercise 1-7 153-156

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [4] TEACHER’S GUIDE

Unit-I Contribution of Notable Leaders

The Voice of God (Poem)
(Words Meaning)

S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Among Amidst ‫چیب‬،‫درایمین‬ ‫وچ ۾‬

ُ ‫ لاڙو‬،‫ُمڙيل‬
02 Bent Tendency ‫ڑیٹا‬،‫مڑاوہا‬
‫دنلبوہان‬،‫ ُبلند ٿيڻ اورپاجان‬،‫مٿي چڙھڻ‬
Climbed (Past
03 Mounted, Went up (Go up)
tense of climb)
To say something clearly or
04 Declare ‫االعنرکان‬،‫اظرہرکان‬ ‫ظاھر ڪرڻ‬
firmly, Announce
05 Dwell To live ‫انسب‬،‫رانہ‬ ‫رھڻ‬

06 Hear Listen ‫اننس‬ ‫ٻڌڻ‬

07 Note Message ‫اشنن‬،‫العتم‬ ‫ نشاني‬،‫علامت‬

08 People Masses, Public ‫ولگ‬ ‫ماڻھو‬

The tallest part of a religious
09 Steeple ‫انیمر‬ ‫ منارو‬،‫گنبذ‬
building, Minaret
The past tense of seek, To
10 Sought ‫التشرکان‬ ‫ڳولھيو‬
search, To want, Looked for
11 Topmost The highest ‫بسےساواچن‬،‫ابالرت‬ ‫سڀني کان مٿي‬

12 Voice Sound ‫آواز‬ ‫آواز‬

The Voice of God (Poem)

(About Poet- Louis I. Newman 1893-1972)
This Poem is written by Dr. Louis I. Newman. He was a prominent American poet. He was born in 1983 in
Providence Rhode Island (USA). He studied at Brown University. After his doctorate, he joined a Columbia
University as a lecturer. He is the author of many books on religious subject. His poem "The Voice of God"
shows his religious attitude. He died in 1972. The poem "Th Voice of God" brings out his religious bent of
mind.

The Voice of God (Poem)

(Central Idea or Message)
The poem “The voice of God” gives an idea that God is omnipresent that is He is present in the whole
universe and if we want to gain nearness to God, we should love and serve the suffering humanity.

OR

If some one want to be close to God, he should not aloof himself from people. God loves those, who love
people. God is always with people.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [5] TEACHER’S GUIDE

The Voice of God (Poem)

(Summary)
In this poem Louis I. Newman says that once he wanted to hear the voice of God. So he climbed to the top of
the steeple of a church. But God declared that he lives among the people and ordered the poet to go down to
them. In this short poem, the poet actually wants to say that God is pleased with those who love and serve the
creatures of God. This poem tell us that God is present everywhere all the time.
OR
The poet Louis I Newman was desirous to hear the voice of God, so one day he climbed the tallest part of a
religious building. There he heard the voice of God, Who said to him that He dwells among the people so he
should go to there where he can fin Him. Message or theme of the poem is that God loves and lives among the
people. This poem expresses the love and closeness of God to mankind.

The Voice of God (Poem)

(Explain With Reference to Contex- Poem)
1. I sought to hear the voice of God,
And climbed the top most steeple,
But God declared: "Go down again,
I dwell among the people."\
(i) Name the poem and the poet / poetess.
(ii) What does the poet mean to that line “I dwell among the people"?
(iii) What did God declare?
(iv) What is the message of the poem?

Ans:
(i) Poem: The Voice Of God,
Poet: An American poet Louis. I. Newman

(ii) In that line Poet means that we should search God among the people because He (God) lives
among the human being. So the best way to find God is to serve humanity.
OR
The poet Lewis I. Newman wanted to hear the voice of God. He climbed the highest steeple in
order to seek the nearness to God but God told him to go down and mingle among the people.
The experience of ascending the steeple taught the poet a lesson that the search of God is
hidden in the services of mankind.
(iii) God declared him to go down because He (God) lives among the people.
(iv) Through the poem “The voice of God”, the poet conveys the message that God is present
everywhere. He (God) is all seeing and hearing. We may win His (God) happiness by serving
our fellow beings and by putting them at ease.

Reference to context:
These lines have been taken from the poem “The Voice of God” written by Louis I. Newman.
In this poem poet tells that God is present everywhere. The best way to serve God is to serve
human being.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [6] TEACHER’S GUIDE

Explanation:
In these lines poet says that he wanted to make conversation with God. In this connection he
went up the tower of church. When he reached at the top of the tower God asked him to go
down, because he (God) lives among the people. The best way to find him is to serve
humanity.

About Poet:
This poem is written by Louis I. Newman (1893-1972). He was born in Providence Rhode
Island (USA). He studied at Brown University and after his doctorate lectured at Columbia. He
is the author of many books on religious subjects. This poem brings out his religious bent of
mind

The Voice of God (Poem)

(Questions & Answers with Text Book Exercise)
1) Exercise
1- Why did author climb to the steeple? OR Why did the poet climb the steeple?
Ans. The poet climbed the steeple because he believed that God would be found of such high places.
Therefore, he climbed up in order to have the honour of being close to God and hear His voice.
OR
The poet wanted to hear the voice of God from the place as close as possible so he climbed the steeple.

2- Why did God tell him to go down again? OR Why did the God ask the poet to go down again in
the poem "The Voice of God"?
Ans: God told the poet to go down again because he does not live only in the sky. He is every where,
we may find Him by serving the suffering humanity and by removing their difficulties. The poet
is trying to say that even a common man can find Him.
OR
God told him to go down because He (God) lives among his people, if we want to get close to God we
must have faith on him and should perform good deeds and love his fellow beings.

3- Say in your own words what do you think is the message of this poem. OR Write down the main
idea of the poem "The Voice of God"?
Ans: Through the poem “The voice of God”, the poet conveys the message that God is present
everywhere. He is all seeing and hearing. We may win His happiness by serving our fellow
beings and by putting them at ease.
OR
The message of the poem is that we should be very friendly and loving to other people. This is one of
the best things that a man can do. God is happy with that person who takes care of and serves
mankind.

2) MORE QUESTION ANSWERS

1- Who has composed the poem “The voice of God” and what do you know about the poet? Or
write about the poet of the poem "The Voice Of God"
Ans: The poem “The voice of God” has been composed by “Louis I Newman )1893-1972(”. He was
an American poet. He was born in Providence Rhode Island (USA). He studied at Brown
University and after his doctorate lectured at Columbia. He is the author of many books on
religious subjects. This poem brings out his religious bent of mind

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [7] TEACHER’S GUIDE

2- “I dwell among the people” what does this line mean according to the poem” The voice of God”.
OR What did the poet mean to say "I dwell among the people”?
Ans: The poet wanted to hear the voice of God. He climbed the highest steeple in order to seek the
nearness to God but God told him to go down and mingle among the people. The experience of
ascending the steeple taught the poet a lesson that the search of God is hidden in the services of
mankind.
OR
God loves all his creature especially human being most of all. Human being are his most beloved
creation. Therefore, we should not separate our self from people.

3- What is the central idea of this poem?

Ans: The poem “The voice of God” gives an idea that God is omnipresent that is He is present in the
whole universe and if we want to gain nearness to God, we should love and serve the suffering
humanity.

4- What type of poem is this?

Ans: This is a religious and moral poem, deeply based on supreme virtues of life such as pity, peace
and love. Close relationship between God and those who obey His commands.

5- What does the poet want us to do?

Ans: The poet wants us to love and take care of each other. We must look for God within the humans
in order to be close to God, one should be close to his fellowmen. Service to man is service to
God.

6- What do you learn about the poet after reading the poet?
Ans: The poet seems to be a good and religious person and he had a natural bent towards religion. He
also seems to be very caring for people and wants others to do the same. He thinks that this is the
best way to win God's love.

7- Why did the poet climb the steeple and what happened when he reached there?
Ans: The poet Louis I Newman was desirous to hear the voice of God, so one day he climbed the
tallest part of a religious building. There he heard the voice of God, Who said to him that He
dwells among the people so he should go to there where he can fin Him. Message or theme of
the poem is that God loves and lives among the people. This poem expresses the love and
closeness of God to mankind.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [8] TEACHER’S GUIDE

The Voice of God (Poem)

(MCQs)

3) Choose the appropriate answer for each from the given options:
1- The poem Voice of God is written by ___________.
a) Louis I. Newman c) Robert Louis Stevenson
b) Julia Carney d) Ralph Waldo Emerson

2- Louis I. Newman lectured at:

a) Brown University c) Harvard University
b) Columbia University d) Blue Heaven University

3- By profession, Louis I. Newman was a/an:

a) Engineer b) Lawyer c) Businessman d) Lecturer

4- Louis I. Newman was born on ________ year.

a) 1891 b) 1892 c) 1893 d) 1894

5- Louis I. Newman was died on _______ year.

a) 1970 b) 1971 c) 1972 d) 1973

6- Louis I. Newman was died at the age of:

a) 70 b) 79 c) 80 d) 91

7- Louis I. Newman is the author of many books on __________ subjects.

a) Religious b) Atheistic c) English d) None of these

8- In poem, The Voice of God the word I in first line give us reference to:
a) Poet b) God c) Fellow beings d) None of these

9- Louis I. Newman completed the degree of __________ from ___________ .

a) Engineering , Columbia university c) M.Phil , Harvard university
b) Doctorate , Brown University d) M.A , blue heaven university

10- The message of the poem The Voice of God is:

a) Service to people is worship to God c) Serving the suffering humanity
b) Help needy people d) All of these.

11- Sought is the second form of _________.

a) See b) Seek c) Search d) Sight

12- The synonyms of topmost is ________.

a) Bottom b) Uppermost c) Ground d) Nearest

13- ___________ is the topmost part of a religious building.

a) Minaret b) Tower c) Steeple d) Spire

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [9] TEACHER’S GUIDE

14- The poem “The voice of God” based on ________ lines.

a) 2 b) 3 c) 4 d) 6

15- In the poem , The voice of God the word I in fourth line give us reference to:
a) Poet b) God c) People’s d) None of these.

16- I ______ to hear the voice of God,

And climbed the ____________,
But God declared: “ Go ______ again,
I _______ among the people.
a) Sought, topmost steeple, back, dwell c) Sought , topmost steeple , down , live
b) Seek, uppermost tower, down , live d) Sought , topmost steeple, down , dwell

17- Louis I. Newman was an inhabitant of:

a) London c) New York
b) Providence Rhode Island (USA) d) Holland

4) More MCQs
1- The poet of the poem "The Voice of God" was ________.
a) Felicia Dorothea Hemans c) Louis I. Newman
b) Anonymous d) Thomas Moore

2- Louis I. Newman was a __________ by profession.

a) Teacher b) Lecturer c) Painter d) Poet

3- The poet had a/an _______ bent of mind.

a) Religious b) Philosopher c) Artistic d) Scholarly

4- Louis I. Newman was a/an _______ poet.

a) English b) Australian c) American d) Scottish

5- Louis I. Newman was born in ____.

a) 1893 b) 1972 c) 1894 d) 1973

6- Louis I. Newman was died in ____.

a) 1893 b) 1972 c) 1894 d) 1973

7- Louis I. Newman lectured at ____.

a) Oxford b) Washington c) Wyoming d) Columbia

8- The tallest part of a religious building is called:

a) Minaret b) Steeple c) Tower d) Dome

9- "I ________ to hear the voice of God, And climbed the top most steeple,"
a) Tried b) Managed c) Sought d) Strived

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [10] TEACHER’S GUIDE

10- "But God declared: Go down again, I _____ among the people."
a) am present b) live c) am found d) dwell

11- Louis I Newman has written the poem:

a) Speak gently c) The voice of God
b) King Bruce and Spider d) The Minstrel Boy

12- The bent of mind of the poet was:

a) Religious b) Philosophic c) Artistics d) Scholarly

13- The poet climbed a:

a) Mountain b) Tree c) Tower d) Steeple

14- God declared:

a) 'go down again' c) 'Jump at once'
b) 'Pray' d) 'stay'

15- God dwells among:

a) Stars b) The people c) None d) Angels

16- The poem "The voice of God" is a:

a) Philosophical poem c) Religious poem
b) Historical poem d) Romantics

17- The poem " The voice of God" teaches to:

a) Isolate from the people c) Tie with the people
b) Nothing d) Look around

18- The bent of mind of the poet was:

a) Religious c) Artistic
b) Philosophic d) Scholarly

The Voice of God (Poem)

(Fill in the Blanks)

5) Fill In the Blanks:

1- This poem has written by Louis I. Newman.
2- The poet wanted to hear the voice of God so he climbed the topmost steeple.
3- God declared that He dwells among the people.
4- The dwell means to live.
5- The word steeple means the tower.
6- "I dwell among the people". Here the word "I" stands for God.
7- In this poem the poet says that God lives among the people.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [11] TEACHER’S GUIDE

Contribution of Notable Leaders

The Wise Caliph
(Words Meaning)

S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

Able to buy, Have the

01 Afford ‫ربداتشرکان‬ ‫برداشت ڪرڻ‬
financial means
02 Astonish Amaze ‫ریحتںیمڈاانل‬ ‫حيران ڪندڙ‬

03 Approach To come near ‫رقبیآان‬ ‫ويجھو اچڻ‬

04 Be off Go away ‫دوراجان‬ ‫پري وڃڻ‬

05 Beg Request ‫امانگن‬ ‫ مِنٿ ڪرڻ‬،‫ِپنڻ‬

06 Beggar One who begs ‫امےنگنواال‬،‫ریقف‬ ‫فقير‬

07 Caliph A Muslim ruler ‫ہفیلخ‬ ‫خليفو‬

Caught red- In the act of committing a ‫رنگي هٿان پڪڙيو‬
08
handed crime. ‫رےگناہوھتںڑکپاایگ‬ ‫ويو‬
09 Certain Sure ‫حیحص‬،‫اقِلباابتعر‬ ‫ پڪ‬،‫يقيني‬
Demand, An assertion of a
10 Claim ‫اطمہبلرکان‬،‫دوعی‬
ٰ ‫ مطالبو ڪرڻ‬،‫دعوي‬
right
11 Close Near ‫ دنرکان‬،‫رقبی‬ ‫ بند ڪرڻ‬،‫ويجھو‬

12 Cling Stick ‫انکپچ‬ ‫چنبڙڻ‬

Brutality, Ruthlessness,
13 Cruelty
Heartlessness ‫گنس ِدیل‬،‫ بي دردي ےبریمح‬،‫بي رحمي‬
14 Decision Resolution ‫ہلصیف‬،‫یعطقراےئ‬ ‫فيصلو‬
15 Deserve Worthy of something ‫یسکزیچاکدقحار‬،‫قحتسم‬ ‫لائق‬

16 Disguise Change the appearance, hide ‫سیھبدبانل‬ ‫ويس مٽائڻ‬

17 Dismount Get down, Get off ‫ےچینآان‬،‫انزلوہان‬ ‫ ھيٺ اچڻ‬،‫نازل ٿيڻ‬

18 Dispute Quarrel ‫ثحبرکان‬ ‫ بحث ڪرڻ‬،‫تڪرار‬

19 Faithful Loyal ‫اچس‬،‫وافدار‬ ‫ سچو‬،‫وفادار‬

20 First-hand Direct ‫دیساھ‬ ‫سڌو‬

21 Forgive Pardon ‫اعمفرکان‬ ‫ معاف ڪرڻ‬،‫بخشڻ‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [12] TEACHER’S GUIDE

22 Forgiveness Willingness to forgive ‫ششخب‬،‫اعمیف‬ ‫ معافي‬،‫بخشش‬

23 Generous Willing to give ‫درایدل‬،‫یخس‬ ‫ دريا دل‬،‫سخي‬

24 Gently In a gentle manner ‫دریھےےس‬،‫آہتسہ‬ ‫نرميَء سان‬

‫ن‬
25 Get off To come down ‫ابزآان‬،‫عچےآان‬ ‫ باز اچڻ‬،‫ھيٺ اچڻ‬

26 Grateful Feeling or showing gratitude ‫ااسحندنم‬،‫رکشذگار‬ ‫شڪرگذار‬

27 Guardian A person who cares ‫رسرپتس‬ ‫سنڀاليندڙ‬

ُ‫ٹ‬
‫ھ‬ ‫م‬ ‫ُمٺي ڀر‬
28 Handful In a small quantity or number ‫دنچاکی‬،‫یرھب‬
Suggest or indicate something
29 Hinted ‫ااشرہ‬ ‫اشارو‬
indirectly
30 Honourable Deserving honour oe respect ‫رتحمم‬،‫زعمز‬ ‫ محترم‬،‫عزت وارو‬
31 Hoofs Feet of an ungulate mammal ‫اننخ‬،‫رھُک‬ ‫ُکر‬

32 Hurry Speed up ‫دلجیرکان‬ ‫جلدي‬

Unfairness, Being unjust or
33 Injustice ‫انااصنیف‬ ‫ناانصافي‬
unfair
34 Instead In place of ‫دبےلںیم‬،‫اجبےئ‬ ‫بدران‬

35 Just Right, correct ‫کیھٹ‬،‫ایھبایھب‬،‫ذرا‬ ‫ھينئر‬

36 Justice Fairness ‫ااصنف‬،‫دعل‬ ‫ عدل‬،‫انصاف‬

A person who limps, Unable to
37 Lame ‫ڑگنلا‬ ‫منڊو‬
walk
38 Liar A person who tells a lie ‫وھجاٹ‬ ‫ڪوڙو‬
Walk lamely, Hobble, Walk
39 Limp ‫ڑگنلا‬،‫ڑگنلارکانلچ‬ ‫منڊڪائڻ‬
with difficultly
Loan, grant to (someone) the
40 Lend ‫اداھردانی‬،‫رقہضدانی‬ ‫قرض ڏيڻ‬
use of (something)
41 Master Owner ‫امکل‬،‫احمک‬ ‫ حاڪم‬،‫مالڪ‬

42 Mention Inform ‫ذرکرکان‬ ‫ذڪر ڪرڻ‬

43 Merciful Kind, Showing mercy ‫ردمحل‬ ‫مهربان‬

44 Mighty Have great strength ‫اطوتقر‬ ‫طاقتور‬

45 Mingle Mix ‫رتبیکدانی‬،‫المان‬ ‫ملائڻ‬

46 Motion Move, to signal ‫رحتک‬ ‫حرڪت‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [13] TEACHER’S GUIDE

47 Noble Gentle ‫اعیلاشن‬،‫زعمز‬ ‫ عزتدار‬،‫معزز‬

48 Noticed Observed ‫وسحمسایک‬،‫االعن‬ ‫اعلان‬

Horse's noise, A characteristic ‫وھگڑےیک‬،‫انہنہٹہ‬ ‫ھڻڪڻ (گھوڙن جي‬
49 Neigh high whinnying sound made
by a horse, Horse's sound ‫آواز‬ )‫ھڻڪار‬

50 Obvious Clear ‫آاکشر‬،‫اظرہ‬ ‫ ظاھر ڪرڻ‬،‫پڌرو‬

‫ مہدردی‬،‫رمح‬
The feeling of sorrow, Regret,
51 Pity ‫ ھمدردي‬،‫رحم‬
Sadness, Sympathy
Liked or admired by many
52 Popular ‫وہشمر‬ ‫مشهور‬
people
‫ بيان‬،‫ تلفظ‬،‫ُاچارڻ‬
53 Pronounce Declare-announce ‫ایبنرکان‬،‫اظرہرکان‬،‫ظفلت‬ ‫ڪرڻ‬
Confused, Unable to
54 Puzzled ‫رپاشین‬،‫ااھجلوہا‬ ‫ پريشان‬،‫حيران‬
understand
55 Rags Old and torn clothes ‫ےباکر‬،‫رپاےنڑپکے‬ ‫ بيڪار‬،‫پراڻا ڪپڙا‬

56 Readily Easily, Without hesitation ‫ابآاسین‬،‫دلجیےس‬،ً‫وفرا‬ ‫ آسانيَء سان‬،‫جلدي‬

57 Refuse Deny ‫ااکنررکان‬ ‫انڪار ڪرڻ‬

Guiding straps of a horse,
Rope for controlling an animal
58 Reins Or Long, narrow straps ‫اگلم‬ ‫لڳام‬
attached at one end to a
horse's bit
59 Resolve Find a solution to ‫لحرکان‬ ‫حل ڪرڻ‬

60 Respect Regard ‫زعترکان‬ ‫عزت ڪرڻ‬

61 Respectable Worthy of reapect ‫ابزعت‬ ‫عزت وارو‬

،‫ونساران‬،‫احبلرکان‬ ‫ مرمت‬،‫بحال ڪرڻ‬

62 Restore Reclaim
‫رمتمرکان‬ ‫ڪرڻ‬

63 Rob
Steal, Take something away by
‫اننیھچ‬،‫لوانٹ‬ ‫ ُلٽڻ‬،‫ُڦرڻ‬
force
64 Settle Solve, End a dispute ‫آابدرکان‬ ‫آباد ڪرڻ‬

65 Severe Serious, stern ‫تخس‬،‫دشدی‬ ‫ سخت‬،‫شديد‬

Make a nasal sound, Throw
66 Snort ‫رخاےٹانیل‬ ‫ڦوڪارڻ‬
out the air violently from nose
Take oath, Assert, Declare
67 Swear ‫مسقاھکان‬ ‫قسم کڻڻ‬
under oath

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [14] TEACHER’S GUIDE

68 Shiver Tremble ‫ رلزان‬،‫اکانپن‬ ‫ ڌڙڪڻ‬،‫ڏڪڻ‬

69 Stiffen Harden ‫اڑکاجان‬ ‫ سيٽڻ‬،‫سخت ڪرڻ‬

70 Utterly Completely ‫ًاعطق‬،‫ابلکل‬ ‫ مڪمل طور‬،‫بلڪل‬

71 Welfare Well-being ‫وبہبدی‬،‫وخاحشیل‬ ‫ بھبودي‬،‫خوشحالي‬

72 Well-to-do Rich ‫ایھچرطحےسرکان‬ ‫چڱيَء طرح ڪرڻ‬

73 Wicked
Evil-mannered or Morally
‫رُبا‬،‫دباکر‬ ‫ ُبرو‬،‫ُبڇڙو‬
wrong
Shrink back, Withdraw
74 Wince oneself, Make a face indicating ‫ےھچیپانٹہ‬ ‫ِڇرڪ ڀرڻ‬
disgust or dislike
75 Wisdom Intelligence, Being wise ‫مہف‬،‫داانیئ‬،‫لقع‬ ‫ دانائي‬،‫عقل‬

76 Wise Clever ‫داانء‬،‫دنملقع‬ ‫حڪمت وارو‬

The Wise Caliph

(Summary)
Caliph Haroon-ur-Rasheed was a wise Muslim king of Baghdad. He was famous for his justice and wisdom.
One day Qazi of the city brought a disputed case before him, which he could not settle.Two men claimed
ownership of a same horse? One man was rich and the other man was beggar. Caliph Haroon-ur-Rasheed
heard both the rich and the beggar.The Caliph Haroon-ur-Rasheed asked both of them to touch the horse, one
by one. At first the beggar touched the horse. On his touch the horse winced, as it did not like his touching.
The horse expressed its pleasure by neighing when the rich man touches it. The caliph gave his decision that
horse belonged to rich man. He forgave the beggar. The rich man also forgave the beggar and gave him a
handful gold coins.

The Wise Caliph

(Reference to Context)
Speakers: Caliph Haroon Rashid, Qazi, The rich man and the beggar
1- "I've brought before you a dispute which I could not settle. It is a difficult case, but I am certain
that with your knowledge and wisdom, you will pronounce a just decision."
(i) Name the speaker and the lesson?
(ii) To whom were these words spoken and why?
(iii) What was the dispute?

Ans:
(i) Lesson: The Wise Caliph, Speaker: The Qazi.
(ii) These words were spoken to the Caliph Haroon Rashid. The Qazi of the city was unable to
settle a difficult case and brought it before the Caliph.
(iii) The dispute was between the rich man and the beggar because of a horse. Both of them were
claiming the ownership of horse and accusing each other of robbery.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [15] TEACHER’S GUIDE

2- "These two men here are fighting over this horse. Each one of them claims and swears that this
horse is his."
(i) Name the speaker and the lesson and to whom were these words spoken?
(ii) Who was the real owner of horse?
(iii) How was it discovered that who is the real owner of the horse?

Ans:
(i) Lesson: The Wise Caliph, Speaker: The Qazi. These words were spoken to the Caliph Haroon
Rashid.
(ii) The Rich man was the real owner of the horse.
(iii) The Caliph, being wise, settled the dispute in a minute. He ordered both the men to touch the
horse. When the beggar touched the horse, it showed the displeasure by wincing. But when the
rich man touched the horse, it neighed and snorted with pleasure. In this manner the case was
decided and the Caliph was able to prove that the rich man was real owner and the beggar was
a liar and wicked man.
3- "I pulled the reins of my horse. He begged me to give him a ride up to the city gate. He was
lame. I felt sorry for him. So I pulled him up behind me on the horse."
(i) Name the speaker and the lesson?
(ii) When the speaker did says these words?
(iii) Where were these words spoken?
(iv) Who begged for a ride?
Ans:
(i) Lesson: The Wise Caliph, Speaker: The Rich man.
(ii) When the rich man told about the beggar to the caliph that how he begged for a ride to a city
gate.
(iii) These words were spoken in the court of Caliph Haroon Rashid.
(iv) A lame beggar in a rag begged for a ride.
4- "Now, be off and don't you mention it to anyone. And even if you do, nobody is going to believe
you. Now, Sir I beg you to save me from this robber and restore to me what is my own."
(i) Name the speaker and the lesson and correct English Text Book name from which has
this extract been taken?
(ii) To whom were these words spoken and why?
(iii) To whom speaker called a robber and why nobody believe on speaker?
Ans:
(i) Lesson: The Wise Caliph, Speaker: The Beggar, Text Book Name: Secondary Stage English
Book 2 For Class X
(ii) These words were spoken to the Caliph Haroon Rashid in the court by the beggar, when he was
lying to accuse the rich man and claiming false ownership of a horse.
(iii) Beggar called a rich man a robber and he lied that rich man told him that no body believe him
that he was a owner of a horse, which is true.
5- "I think this case is not very difficult to decide, I shall decide it in a minute. Tell these men to
place their hands on the horse, one by one. Let the beggar do it first."
(i) Name the speaker and the lesson?
(ii) Who was the next man to place his hands on the horse?
(iii) Where were these words spoken?

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [16] TEACHER’S GUIDE

Ans:
(i) Lesson: The Wise Caliph, Speaker: The Caliph Haroon Rashid
(ii) The rich man was the next person to place his hands on the horse.
(iii) The Caliph Haroon Rashid said these words to Qazi in his court to settle dispute between the
rich man and the beggar on the horse.
6- "You are a liar and a wicked man. You tried to rob an honest and respectable citizen. You
deserve severe punishment, but I shall be merciful and forgive you this time, if you, beg
forgiveness of this gentleman here."
(i) Name the speaker and the lesson?
(ii) To whom were these words spoken and why?
(iii) Who was liar and how it was proved?

Ans:
(i) Lesson: The Wise Caliph, Speaker: The Caliph Haroon Rashid.
(ii) The Caliph Haroon Rashid said these words to beggar in his court when he proved and
declared his decision that the rich man owned the horse.
(iii) A lame beggar was a liar because when he touched the horse, it winced as it did not like the
touched of his hand.

The Wise Caliph

(Questions & Answers)

1- What was caliph Haroon-ur-Rashid known and respected for? Why did he go through the streets of
Baghdad at night?
Ans: Caliph Haroon-ur-Rashid was known and respected for his wisdom and justice. At night, the Caliph
would disguise himself as a common man and go through the streets of Baghdad. He would mingle
with the common people in order to gain first-hand knowledge of their difficulties and problems.

2- What was Caliph Haroon-ur-Rashid known and respected for?

Ans: Caliph Haroon-ur-Rashid has been a great ruler and well wisher of his people. He was known and
respected for his wisdom and justice. The Caliph was a very wise and intelligent person. He
provided social justice and peace to all subjects of his country. He loved and had a good concerned
for their living.

3- Why did he go through the streets of Baghdad? OR Why did the Caliph disguise himself?
Ans. At night, the Caliph would disguise himself as a common man and go through the streets of
Baghdad. He would mingle with the common people in order to gain first-hand knowledge of their
difficulties and problems. He believed that by doing so, he can help poor and needy people. He
really wanted his people to live a trouble free life.

4- What did the Qazi say to the Caliph?

Ans. The Qazi approached to the Caliph and said, "O Leader of the faithfuls, I have brought before you a
dispute which I have not been able to settle. It is a difficult case, but I am certain that with your
knowledge and wisdom, you will be able to resolve in a just and fair manner."

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [17] TEACHER’S GUIDE

5- What was the dispute between the rich man and beggar?
Ans. The dispute between the rich man and the beggar was over a horse, each of them claimed that it
belonged to him.

6- What did the rich man tell the Caliph?

Ans. The rich man told the Caliph that he gave a ride to other man. As he was limping along the road, he
took pity on him and gave him the ride. However, he refused to dismount from the horse on reaching
the city gate and claimed that the horse belonged to him

7- What did the beggar tell the Caliph? OR How did the beggar try to rob the rich man of his horse?
Ans: The beggar told the Caliph that he gave ride to the other man because he was in a hurry to reach the
city. On reaching the city gate, he refused to dismount from the horse by saying that such a fine
horse should not belong to a beggar. And he was an in rags because of this horse, he had spent all his
money on this horse.

8- Why did the beggar refuse to go down the horse?

Ans. The beggar refused to get down the horse because he wanted to rob (snatch) the horse of rich man.
He also fabricated a false story to claim his ownership.

9- How did the Caliph prove that the beggar was a liar? OR how did the Caliph discover / Find the
real owner of horse?
Ans. As per order of the Caliph the beggar placed his hand on the horse first. When the beggar touched
the horse first, it winced as if it did not like the touch of his hand. But when the rich man touched,
the horse snorted and neighed with pleasure. In this way the Caliph discovered the real owner of the
horse and proved that the beggar was a liar.

10- What did the horse do when the rich man touched it? OR What was the reaction of horse when the
rich man touched it?
Ans. When the rich man touched the horse it neighed and snorted with pleasure and calm and
comfortable. This reaction of the horse proved that it was the hand of his real master.

11- What did the Caliph Haroon Rashid say to the beggar after the settlement of dispute? OR What
was the decision given by the Caliph? OR On what condition did the Caliph decide to forgive the
beggar?
Ans. The Caliph pronounced the beggar that he was a lair and wicked man because he wanted to rob
honest and a respectable citizen. According to the caliph, the beggar deserved punishment but could
be forgiven if he begged forgiveness of the rich man. Afterwards the rich man forgave him.

12- What did the rich man do in the end? OR What was the noble action of the rich man which pleased
every body in the court of the caliph? OR What did the rich man do in the court after the settlement
of case? OR After getting the horse how did the rich man behave?
Ans: The rich man being generous and kind immediately forgave the beggar for his cheating. He also
gave him a handful of coins thinking that he was very poor. He felt sorry for him. This noble act of
the rich man pleased everybody in the court.

13- What do you know about Caliph Haroon Rashid?

Ans: Caliph Haroon-ur-Rashid was a famous Muslim ruler. He was the Caliph of Baghdad. He was a
justice ruler. He was also wise and intelligent. He was great scholar of his time. He was a great
patron of learning. He roamed about the street of Baghdad in order to gain first hand knowledge
about the problems of masses so he could help them effectively.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [18] TEACHER’S GUIDE

14- How did the Caliph behave with the beggar in the end?
Ans: Though it was clearly prove that the beggar was a liar and the culprit, yet the Caliph did not punish
him. He felt sorry for him and warned him not to repeat such wicked act in future. His behavior
towards beggar was humble and polite. He further advised him not to repeat such evil act in future.
15- What did the horse do when the beggar touched it?
Ans: When the beggar touched the horse, it winced as if it did not like the touch of his hand.
16- How can we say that the Caliph was very wise in pronouncing the judgement?
Ans: The Caliph was very wise in pronouncing the judgement because he was gifted with wisdom. The
Caliph knew that the horse is a very faithful animal and loves its master. He used this characteristics
of horses to pronounce the judgement.
17- What did the Caliph say to the Qazi after hearing of the both?
Ans: After hearing of the both, the Caliph said to the Qazi, "I think this case is not very difficult to solve.
It can be decided in a minute. Tell these men to place their hands on the horse, one by one. Let the
beggar do it first."
18- How did the two men brought before the Caliph look like?
Ans: One day, when the Caliph Haroon Rasheed was holding court, the Qazi brought two men before
him. One of them was well-dressed and appeared to be a well-to-do, respectable citizen, while the
other was in rags and seemed to be a beggar. Along with these two men, a beautiful white horse was
also brought in.
19- On what condition did the Caliph decide to forgive the beggar?
Ans: The Caliph decided to forgive the beggar on the condition that if he begged forgiveness from the rich
man.
1) What are the some qualities of a good person?
Ans: The some qualities of a good person are:
1. They are honest 4. Help others 7. They are generous
2. They are humble 5. Forgive other mistakes easily 8. Have positive attitude
3. Always speak truth 6. They have good manners 9. Loyal
2) What are some characteristics of a bad person?
Ans: Some characteristics of a bad person are:
1. They are dishonest 4. Selfish 7. They are back biter
2. They are arrogant 5. Hurt others 8. Have negative attitude
3. Always tell a lie 6. Greedy 9. Disloyal
3) Should people who do bad things always be punished? If 'yes', why? If 'no', why not?
Ans: Depends on the nature of act a person should be punished or not.
If answer is yes:
People who do bad things should always be punished, if they do not leave their bad habit after warning
and keep continuing it. To stop them, they have to punish.
If answer is no:
People who do bad things should not always be punished. If they ashamed on their deed thn they should
not be punished but give them a chance to improve themself and appreciate them if they leave their bad
habit.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [19] TEACHER’S GUIDE

The Wise Caliph

(Text Book Exercise)
 EXERCISE-1:
Read the story and answer the following questions in your note book.
1- How many main characters are there in the story?
Ans: Altogether, there are four main characters in the story. They are the Caliph Haroon Rasheed,
Qazi, beggar and a rich man.

2- Who are they?

Ans: These charachters are:
1. The Caliph Haroon Rasheed of Baghdad 3. The Rich man who owned beautiful horse and
2. The Qazi of the city 4. The Limp beggar who wrongly claimed the horse

3- Who got the horse?

Ans: After the dispute was settled, the rich man got the horse. Because he was the real master or
owner of the horse.

4- Was the person who wrongly claimed the horse punished?

Ans: No, he (the beggar) was not punished because he was forgiven by the caliph and the rich man,
even the rich man gave handful of gold coins to him.

 EXERCISE-2:
Read the text again and underline the following words:
disguise, rags, claims, winced, concerned, dispute, motioned, neighed, welfare, resolve, dismount,
pronounced, mingle, certain, puzzled.
The meanings of all these words are given in a order in the exercise below. Fill the blanks with
the correct words. The first one has been done as an example. After you have completed,
compare your answers with your partner.
1. Disguise means change appearance 9. Concerned means worried about
2. Claims means states something as true 10. Motioned means signaled
3. Welfare means general well being 11. Dismount means get off something.
4. Mingle means mix with people 12. Puzzled means unable to understand.
5. Rags means old, torn clothes 13. Winced means showed dislike.
6. Dispute means disagreement about something 14. Neighed means sound made by a horse
7. Resolve means find a solution 15. Pronounced means officially said.
8. Certain means know for sure

 EXERCISE-3:
The following statements are incorrect. Read the text and write the correct statements.
1- The case was first brought to Caliph by two men.
Ans: The case was first brought to Caliph by Qazi.

2- The Qazi said that the case was easy so he could not solve it.
Ans: The Qazi said that the case was difficult so he could not solve it.

3- The caliph asked the beggar to speak first.

Ans: The caliph asked the rich man to speak first.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [20] TEACHER’S GUIDE

4- The caliph wanted the rich man to touch the horse first.
Ans: The caliph wanted the beggar to touch the horse first.

5- The horse belonged to the beggar.

Ans: The horse belonged to the rich man.

6- The Caliph decided to be strict.

Ans: The Caliph decided to be merciful.

7- The rich man hit the beggar.

Ans: The rich man forgave the beggar.

 EXERCISE-4:
When the Caliph asked the two men to state their cases, they made the following statements.
However their statements are mixed up. Read the text and find out which person made each
statement and write rich man or beggar in the speaker box, as shown. Work individually at first,
and after completing compare your answers with your partner.

S.NO. DIALOGUES SPEAKER

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

2. I swear the horse is mine. Beggar

3. He said no one would believe me if i said that horse is mine. Beggar

4. I will tell the truth. Rich man

5. I have spent all my money on this horse. Beggar

6. He told me I was an ungrateful person. Rich man

7. On reaching the city gate I asked him to get down. Rich man

8. He said that he wanted to reach the city quickly. Beggar

9. He said if I did not get down, he would use force. Beggar

10. You are just and wise. Beggar

11. He wanted to go up to city gate. Rich man

12. Believe what I say. Rich man

13. On reaching the city gate he ordered me to get off the horse. Beggar

14. I was puzzled when he refused to get down. Rich man

15. He requested me to lend him my horse. Beggar

16. He was limping and asked me to stop Rich man

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [21] TEACHER’S GUIDE

 EXERCISE-5:
READ THE TEXT AND COMPLETE THE FOLLOWING STATEMENTS IN YOUR
NOTEBOOK:
1. With your knowledge and wisdom, you will be able to resolve the case in just manner.

2. He not only refused to get down, but, instead, claimed that the horse belonged to him.

3. Have pity on me and save me from the cruelty and injustice of this rich man.

4. Whatever money I had, I spent on this horse.

5. I beg you to save me from this robber and give me back my horse.

6. Tell these men to place their hands on the horse one by one.

7. You are a liar and a wicked man.

8. Instead of thanking you for taking pity on me and giving me a lift I lied and claimed that the horse
belonged to me.

 EXERCISE-6:
Work in pairs and complete yjre following sentences by referring to the text. Write the complete
statements in your notebook. The first one has been done as an example.
1. The Caliph used to walk through the streets of Baghdad at night because, he wanted to gain first
hand knowledge of their difficulties and problems.

2. The Qazi went to the caliph because he was unable to solve the dispute between two men.

3. The rich man said that he gave the beggar a lift because the beggar was lame and the rich man felt
sorry for him.

4. The beggar refused to get off the horse because he wanted to rob the rich man of his horse.

5. The beggar said that he gave the rich man a lift because the rich man was in a hurry to rich the city.

6. The horse winced when the beggar touched it because it did not like the touch of the beggar.

7. The horse snorted and neighed when the rich man touched it because the horse was pleased.

8. Everyone liked the rich man because he forgave the beggar and gave him a handful of coins.

 EXERCISE-7:
Work with your partner and discuss the following questions by referring to the text. After
discussing, write the answers in your notebook.
1- What was caliph Haroon-ur-Rashid known and respected for?
Ans: Caliph Haroon-ur-Rashid has been a great ruler and well wisher of his people. He was known
and respected for his wisdom and justice. The Caliph was a very wise and intelligent person. He
provided social justice and peace to all subjects of his country. He loved and had a good
concerned for their living.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [22] TEACHER’S GUIDE

2- How did the two men brought before the Caliph look like?
Ans: One day, when the Caliph Haroon Rasheed was holding court, the Qazi brought two men before
him. One of them was well-dressed and appeared to be a well-to-do, respectable citizen, while
the other was in rags and seemed to be a beggar. Along with these two men, a beautiful white
horse was also brought in.

3- What was the dispute between the rich man and beggar?
Ans. The dispute between the rich man and the beggar was over a beautiful horse. The rich man had
given a ride to the beggar as an act of sympathy. But on reaching the city-gate the beggar refused
to get down from the horse claiming that the horse belonging to him. So the beautiful white
horse became the bone of contention between the two.

4- How did the Caliph decide who was owner of horse?

Ans. As per order of the Caliph, when the beggar touched the horse first, it winced as if it did not like
the touch of his hand. But when the rich man touched, the horse snorted and neighed with
pleasure. In this way the Caliph discovered the real owner of the horse and proved that the
beggar was a liar.

5- On what condition did the Caliph decide to forgive the beggar?

Ans: The Caliph pronounced the beggar that he was a lair and wicked man because he wanted to rob
honest and a respectable citizen. According to the caliph, the beggar deserved punishment but
could be forgiven if he begged forgiveness of the rich man. Afterwards the rich man forgave
him.

6- After getting the horse how did the rich man behave?
Ans: The rich man being generous and kind, after getting the horse immediately forgave the beggar
for his cheating. He also gave him a handful of coins thinking that he was very poor. This noble
act of the rich man pleased everybody in the court.

 EXERCISE-8:
Work in groups of five. Discuss and prepare a list of prepare a list of five things that you think a
head of the state should do and five things that she/he should not do. And five things that she/he
should not do. Each group will then have to make a presentation before the class.
Ans: Five things that a head of the state should do:
1. Provide equal justice to all people
2. Make policiess to solve difficulties and problems of common people
3. Focus to develop state
4. Have strong personality to represent nation in foreign countries
5. Should be Honest and loyal to state.

Five things that head of the state should not do:

1. Should not differentiate people on the bases of political parties.
2. Should not make laws to favour illegal power.
3. Should not declare war.
4. Should not spent federal money on personal affairs.
5. Should not impose such taxes or duties which make life of common people difficult.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [23] TEACHER’S GUIDE

The Wise Caliph

(MCQs)
1- Caliph _____ ur Rasheed was known and respected for his justice.
a) Mamoon b) Haroon c) Abdul d) Furqan

2- At night, he would _______ himself as a common man and go through the streets of Baghdad.
a) Show b) Dress c) Disguise d) Make

3- He would mingle with the common people in order to gain first-hand ________ of their difficulties
and problems.
a) Information b) Knowledge c) Report d) Details

4- The Qazi told the Caliph that he had brought before him a dispute which he could not _____.
a) Decide b) Understand c) Settle d) Pronounce

5- The two men were fighting over a _______.

a) Dog b) Horse c) Camel d) petty things

6- The rich man gave a ride to the beggar out of pity because he was ______.
a) Old b) Poor c) Lame d) Weak

7- The beggar told the Caliph that he could _______ that the horse belonged to him.
a) Confirm b) Prove c) Convince d) Swear

8- The beggar also told the Caliph whatever money he had, he _______ on the horse.
a) Wasted b) Spent c) Put d) Used

9- The beggar also said that he was _____ because of the horse.
a) Poor b) in rags c) paper d) in debt

10- The Caliph said to the Qazi, "I think this case is not very ______ to decide."
a) Complicated b) Problematic c) Difficult d) Hard

11- The Caliph told both the men to place their _____ on the horse, one by one.
a) Sticks b) Hands c) Clothes d) Legs

12- The horse _____ when the beggar touched the horse.
a) Winced b) Snorted c) Danced d) Cried

13- The horse ______ and neighed with pleasure when the rich man touched the horse.
a) Winced b) Snorted c) Danced d) Cried

14- The Caliph told the beggar that he was a ______ and a wicked man.
a) Liar b) Fool c) Cheater d) Fraud

15- The Caliph told the beggar that he tried to rob an honest and ______ man.
a) Dignified b) Good c) Worthy d) Respectable

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [24] TEACHER’S GUIDE

16- The Caliph told the beggar that he deserved severe _______.
a) Penalty b) Fine c) Punishment d) Sentence

17- The Caliph asked the beggar to beg _____ of the gentleman.
a) Pardon b) Forgiveness c) Excuse d) Favor

18- The rich man readily ____ the beggar.

a) Pardoned b) Excused c) Condoned d) Forgave

19- The rich man also gave the beggar a handful of _____.
a) Gold coins b) Currency c) Gold d) Money

20- The noble action of the rich man _______ everybody in the court.
a) Pleased b) Influenced c) Gladdened d) Cheered

21- Caliph Haroon-ur-Rasheed was known for his:

a) justice and wisdom c) economic system
b) foreign policy d) education system

22- At night, he would disguise himself as a common man and go through the streets of Baghdad.
a) Babar c) Akbar
b) Caliph Haroon Rasheed d) Jahangir

23- Caliph Haroon Rasheed would mingle himself with the common people in order to gain information
of their:
a) Progress c) Difficulties and problems
b) Conspiracy d) Economic conditions

24- He could not decide the dispute so he brought the dispute before the caliph:
a) the minister b) Caliph's brother c) the Caliph himself d) the Qazi

25- The rich man gave a ride to:

a) his friend b) Beggar c) his brother d) N.O.T

26- The beggar was:

a) Blind b) Deaf c) Lame d) Injured

27- He refused to get down the horse:

a) a stranger b) a friend c) the rich man d) the beggar

28- He pronounced the case:

a) the Caliph b) the Qazi c) the rich man d) a minister

29- The real master of the horse was:

a) the beggar b) the rich man c) a stranger d) a farmer

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [25] TEACHER’S GUIDE

30- The Caliph said, " You are a liar and wicked man." to:
a) the rich man b) the Qazi c) the beggar d) N.O.T

31- He was an honest and respectable citizen.

a) A farmer b) The rich man c) The beggar d) A merchant

32- The beggar tried to rob:

a) The Qazi b) The Caliph c) The rich man d) A trader

33- The Caliph gave the verdict in favour of:

a) A farmer b) Beggar c) A stranger d) The rich man

34- The Caliph asked the beggar to beg forgiveness of:

a) the rich man b) the Qazi c) none d) his parents

35- The rich man gave handful of gold coins to:

a) the Qazi b) the Caliph c) the Beggar d) N.O.T

36- When the beggar touched the horse it expressed its:

a) Satisfaction b) Happiness c) Nothing d) disliking

37- For the beggar, Caliph and rich man felt:

a) Sympathy b) Hatred c) Love d) Nothing

38- The action of the reach man:

a) displeased everybody c) made smile everybody
b) pleased everybody d) made sad everybody

39- When the rich touched, the horse was:

a) Angry b) Unhappy c) Happy d) Normal

The Wise Caliph

(Fill in the blanks)

1. The Caliph Haroon Rashid known and respected for his Justice and Wisdom.
2. At night he would disguise himself as a common man and go through the street of Baghdad.
3. He would mingle with the people in order to get irst hand knowledge about them.
4. There was a dispute between two persons over a white horse.
5. This horse actually belonged to the rich man and not to the beggar.
6. The rich man readily forgave the beggar.
7. He also gave him a handful of gold coins.
8. When the beggar touched the horse it winced.
9. But at the touched of the rich man's hand the horse snorted and neighed with pleasure.
10. The beggar was a liar and a wicked man.
11. The Caliph ordered the beggar to apologize to the rich man.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [26] TEACHER’S GUIDE

The Wise Caliph

(Unit 1.2-1.6 Solved Exercises)
(Unit 1.2)
(ORAL COMMUNICATION)
 Express Agreement And Disagreement
Here are some possible words that can be used to express agreement and disagreement:

Words for expressing agreement Words for expressing disagreement

I think I don't think

I believe I can’t believe / I don’t believe

I agree I can't agree / I don't agree

makes sense this doesn't make sense

that's right that’s not right

 Exercise-1:
Three friends, Amina, Hina, and Mariam, were discussing the spread of diseases in their area and
the problems that people were facing. A reporter was noting down the points but, except for the
first point, all other points got mixed up. Work in groups of three, organise these points by
assigning to the respective speakers, and write them in your notebooks.

 Amina: It is a good idea to take medicines at home rather than go to the doctor.
 Hina: Yes, I agree with you. The doctors charge you a lot of money.
 Mariam: I don't think it is always a good idea to treat yourself.
 Amina: Many illnesses can be managed at home without wasting time and money.
 Hina: ________________________
 Mariam: ______________________

The mixed up points are as follows:

a) I believe that the medicines that my parents and grandparents give me are better than those given by
doctors.
b) Well, health is the most important thing in life so we should do all we can to protect it.
c) Some people say that most illnesses go away after a while.
d) This doesn't make sense to me, but I'll go with your idea.
e) I don't agree. I think that the medicines that the doctors give us lead to other problems.
f) Yes, that makes sense.
g) I think we should see a doctor if we have any health problem for more than two or three days.
h) This doesn't make sense to me. Many diseases, if not treated properly and on time, can lead to bigger
problems and more expenses.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [27] TEACHER’S GUIDE

Ans: Dialogues to Visit doctor

 Amina: It is a good idea to take medicines at home rather than go to the doctor.
 Hina: Yes, I agree with you. The doctors charge you a lot of money.
 Mariam: I don't think it is always a good idea to treat yourself.
 Amina: Many illnesses can be managed at home without wasting time and money.
 Hina: I believe that the medicines that my parents and grandparents give me are better than those
given by doctors.
 Mariam: I think we should see a doctor if we have any health problem for more than two or three
days.
 Amina: Some people say that most illnesses go away after a while.
 Hina: Yes, that makes sense.
 Mariam: This doesn't make sense to me. Many diseases, if not treated properly and on time, can lead
to bigger problems and more expenses.
 Amina: I don't agree. I think that the medicines that the doctors give us lead to other problems.
 Hina: This doesn't make sense to me, but I'll go with your idea.
 Mariam: Well, health is the most important thing in life so we should do all we can to protect it.

 Exercise-2:
After you have written the dialogues, each one of you should take on one role, i.e., one takes the role
of Amina, one of Hina, and one of Mariam. Now, orally practise these dialogues following these
sequence:

Sequence 1: student 1 Amina | student 2 Hina | student 3 Mariam

Sequence 2: student 1 Mariam | student 2 Amina | student 3 Hina

Sequence 3: student 1 Hina | student 2 Mariam | student 4 Amina

Ans: Students will learn learn above dialogues and will practice in group mention as sequence 1,
sequence 2, and sequence 3.
 Exercise-3:
Working in the same groups of three, prepare a brief dialogue (two to three dialogues per person),
on one of the following topics, as directed by the teacher. You will have to role play your dialogue in
front of the class. Topics
1. All students should study up to the Masters' level.
2. All of us should grow our own vegetables.
3. All of us should stop eating meat.
4. All people working in offices should wear uniforms.
5. No animals should be allowed on the roads.

Ans:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [28] TEACHER’S GUIDE

The Wise Caliph

(Unit 1.3)
(LANGUAGE PRACTICE)
Revision: Capitalization and Punctuation
 Exercise-1:
Rewrite the following sentences in your notebook by correcting the errors of capitalization.
1. the mausoleum of shah abdul latif bhittai is in sindh.
Ans: The mausoleum of Shah Abdul Latif Bhittai is in Sindh.

2. sameer and ali went to quetta last july.

Ans: Sameer and Ali went to Quetta last July.

3. the river indus flows from gilgit baltistan to the arabian sea.
Ans: The river Indus flows from Gilgit, Baltistan to the Arabian sea.

4. the liaquat national hospital is on stadium road in karachi.

Ans: The Liaquat National Hospital is on Stadium road in Karachi.

5. “are zahra and samina coming today?“ asked mrs afzal.

Ans: “Are Zahra and Samina coming today?“ asked Mrs. Afzal.

6. the highest peak, mount everest, is in the himalayan ranges, in nepal.

Ans: The highest peak Mount Everest is in the Himalayan ranges in Nepal.

7. we are planning to go to islamabad in march to see the faisal mosque.

Ans: We are planning to go to Islamabad in March to see the Faisal Mosque.

8. he said, "my uncle’s name is asif sheikh and he lives in london.”

Ans: He said, "My uncle’s name is Asif Sheikh and he lives in London.”

 Exercise-2:
Insert commas, full stops, question marks and exclamation marks in appropriate places. Write the
corrected sentences in your notebook. After you have completed, compare your answers with your
partner and make corrections where needed.

1. The helping group needs clothes food water blankets and shoes for the flood victims
Ans: The helping group needs clothes, food, water, blankets and shoes for the flood victims.

2. Hurrah Pakistan has won the world cup We must meet celebrate enjoy and have fun
Ans: Hurrah! Pakistan has won the world cup. We must meet, celebrate, enjoy and have fun.

3. Nevertheless some people are talking some are resting some are reading and some are having
fun
Ans: Nevertheless, some people are talking, some are resting, some are reading and some are having
fun.

4. “Have you finished your home work” his mother asked

Ans: “Have you finished your home work?” his mother asked.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [29] TEACHER’S GUIDE

5. Alas the old man is dead He suffered a lot

Ans: Alas! The old man is dead. He suffered a lot.
6. The teacher said ”Where is your bag ” “I don’t know” said Sabah “I just keep it here”
Ans: The teacher said,”Where is your bag?” “I don’t know,” said Sabah. “I just keep it here.”
7. Moreover I have seen his picture in magazines on television and in movies
Ans: Moreover, I have seen his picture in magazines, on television and in movies.
8. Chuck chuck chuck The train began moving out of station therefore the people started running
Ans: Chuck, chuck, chuck. The train began moving out of station, therefore, the people started
running.
9. Wow This is a pleasant surprise Why didn’t you tell me you were coming
Ans: Wow! This is a pleasant surprise. Why didn’t you tell me you were coming?
10. “Your book has been lying on this table for ten days” said Mr Jawad ”When will you read it”
Ans: “Your book has been lying on this table for ten days," said Mr Jawad. ”When will you read it?”
 Exercise-3:
Insert apostrophes and quotation marks where needed. Write the corrected sentences in your
notebook. After you have completed, compare your answers with your partner and make
corrections where needed.
1. This book isn’t mine, said Abdul Karim. I dont know who put it here.
Ans: “This book isn’t mine,” said Abdul Karim. “I don’t know who put it here."
2. Can we go to sea side, father? the children asked. Its such a lovely day.
Ans: “Can we go to sea side, father? “ The children asked. “It’s such a lovely day.”
3. The girls father said, Ill take you to school today. Its still early and well reach in time.
Ans: The girl’s father said, “I’ll take you to school today. It’s still early and we’ll reach in time.”
4. Mother said, Wholl help me clean the house? I cant said Laila Ive got to write an essay.
Ans: Mother said, “Who’ll help me clean the house?” “I can’t,” said Laila. ”I’ve got to write an
essay.”
5. Ive seen this movie before. Whats its name? said Fakhir. I don’t know, replied Asad.
Ans: “I’ve seen this movie before. What’s its name?” said Fakhir. “I don’t know,” replied Asad.
6. Sabiha, said Rana, arent we going to Hyderabad today? No, said Sabiha, im not feeling well.
Ans: “Sabiha,” said Rana,”Aren’t we going to Hyderabad today?” “No, “said Sabiha, “I’m not feeling
well.”
7. This is Najmas house, said Nabila. Ive been here before. However, the gates colour has been
changed.
Ans: “This is Najma’s house,” said Nabila. ”I’ve been here before. However, the gate’s colour has
been changed.”
8. Hurry up, lets go, children, said grandfather. Put on your shoes. Were already late. I don’t want
to miss the bus.
Ans: “Hurry up, let’s go, children," said grandfather. “Put on your shoes. We’re already late. I don’t
want to miss the bus.”

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [30] TEACHER’S GUIDE

 Exercise-4:
Put in punctuation marks, including capitalization and write the following passage in your
notebooks.
one day rashid said to his friends you know what i read in the newspaper that yellow house near our
school is haunted
ghosts said sajjad i dont believe in ghosts
sara however said i believe in ghosts and im sure that all of you believe in ghosts really if you dont
believe in them i challenge you to spend the night in that house
what you must be joking said javed
no im said serious prove it to me that you dont believe in ghosts by staying there tonight or else ill
tell everyone thet youre cowards
all right said rashid ill do it wholl come with me i can depend on you asad cant i will you come javed
can i rely on you coming with me
ghufran tahir asad and javed all agreed to go they decided to meet at eight o clock javed said ive got
to complete my homework before i go please wait for me im late i dont want to go alone
surprise surprise said Rashid when they met outside the house at 8 o clock look whos here
theres no one else here said javed what do you mean
i mean shahid didnt you just see him go in
i didnt see anyone tahir ghufran javed and asad replied together
do you think we should go in said javed
Ans:
One day Rashid said to his friends,”You know what I read in the newspaper, that yellow house near our
school is haunted.”
“Ghosts!” said Sajjad,”I don’t believe in ghosts.”
Sara however, said,”I believe in ghosts and I’m sure that all of you believe in ghosts. Really, .if you
don’t believe in them, I challenge you to spend the night in that house.”
“What! You must be joking,’’ said Javed.
“No, I’m serious,” said Sara. “Prove it to me that you don’t believe in ghosts by staying there tonight or
else I’ll tell everyone that you’re cowards.”
“All right,” said Rashid. “I’ll do it. Who’ll come with me? I can depend on you Asad, can’t I? Will you
come Javed? Can I rely on you, coming with me?”
Ghufran, Tahir, Asad and Javed, all agreed to go. They decided to meet at eight o‘clock.
Javed said,” I’ve got to complete my homework before I go. Please wait for me, I’m late. I don’t want to
go alone.”
“Surprise! Surprise”! Said Rashid, when they met outside the house at 8 o’clock. ”Look, who’s here?”
“There’s no one else here,” said Javed. ”What do you mean?” “I mean, Shahid didn’t you just see him
go in?”
“I didn’t see anyone,” Tahir, Ghufran, Javed and Asad replied together.
“Do you think we should go in?” said Javed.
 PREFIXES AND SUFFIXES
ROOT WORD PREFIX SUFFIX

It is placed before the root word. Adding it It is placed after the root word. Adding it
The most basic
to the beginning of a word changes it into to the ending of a word changes it into
part of a word.
another word and meaning. another word and meaning.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [31] TEACHER’S GUIDE

 Exercise 5:
Work in pairs and form words given in the table by adding common prefixes and suffixes,
respectively. Example have been done in both the tables.

Add prefixes (dis, im, un, pre, mis, ab, non, in, ir, mis, il)

Word Prefix + word Word Prefix + word

Pay Prepay Selfish Unselfish

Order Disorder literate Illiterate

Obey Disobey Mortal Immortal

Formal Informal Easy Uneasy

Use Misuse Legal Illegal

Honest Dishonest appear Disappear

Certain Uncertain appear Disappear

Normal Abnormal Pleasant Unpleasant

Logical Illogical bearable Unbearable

Regular Irregular fortunately Unfortunately

Polite Impolite relevant Irrelevant

Understand Misunderstand Official Unofficial

Successful Unsuccessful Sense Nonsense

Conscious Unconscious Agree Disagree

Possible Impossible Happy Unhappy

Usual Unusual

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [32] TEACHER’S GUIDE

 Add suffix (ish, al,ful,en,ness,ment,able,hood,ive,ion)

Note: In most words ending in 'e' the ending 'e' is dropped before adding the suffix, as shown in the
word 'survive' in the table below:

Word Word+suffix Word Word+suffix

Child Childish / childhood Strength Strengthen

Power Powerful Response responsive

Pollute Pollution Excite Excitement

Suggest Suggestion Agree Agreement / agreeable

Mother Motherhood Relate Relation / relatable

Help Helpful Kind Kindness

Accident Accidental Survive Survival

Achieve Achievement Shame Shameful

Enjoy Enjoyment / enjoyable Comfort Comfortable

Attract Attraction Sad Sadness / Sadden

Reflect Reflection Employ Employment

Salt Saltish Reject Rejection

Product Production Inform Information

Equip Equipment Improve Improvement

Amuse Amusement Cheer Cheerful

 Exercise-6:
Add prefixes or suffixes to the words given in brackets and fill in the blanks. Write the complete
sentences in your note book:
1. My father was feeling uneasy due to severe pain. (easy)
2. His seat on the train was very comfortable. (comfort)
3. Mr. Moeen is very irregular and is often absent from his office. (regular)
4. His childish behaviour bothered everyone. (child)
5. There is a lot of pollution in our country. (pollute)
6. We must show kindness to every one, especially the old and the weak. (Kind)
7. All survived in the horrible accident, but unfortunately the driver was killed. (fortunate)
8. Reflection of the sunlight in the mirror disturbed me when I was driving. (reflect)
9. Rejection from the national hockey team was unbearable for me. (reject, bearable)
10. The information given by the team member was informal. (inform, formal)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [33] TEACHER’S GUIDE

 Exercise-7:
Work in pairs and add prefix and suffix to the same root word. Then write a sentence using each
word. The first one has been done as an example.

S.NO. Form Words Sentences

The business man promised to pay all the debt.

Root word Pay Or
They receive their pay on the last day of a month.
1.
Prefix+root Pre pay I have bought a prepaid sim for my mobile phone

Suffix+root Pay ment He has cleared all the payments before leaving the office.

Root word Happy He wants to live a happy life.

2. Prefix+root Un happy Saima is always unhappy with her circumstances.

Suffix+root Happi ness All the money of the world cannot buy happiness.

Root word Agree I agree to his plan of picnic.

Prefix+root Dis agree The government officials disagree to his suggestions.

3.
The government has reached an agreement with the members
Suffix+root Agree ment
of civil society over the electricity problem.

Root word Order We should obey the orders of our teachers

4. Prefix+root Re order He re ordered the books for his friends.

Suffix+root Dis order The whole room was in disorder.

We should use all the available resources to complete our

Root word Use
project.
5.
Prefix+root Re use The plastic bottles should be re used to avoid pollution.

Suffix+root Use less All his efforts to find his lost book were useless.

Root word Respect We should respect our elders.

6. Prefix+root Dis respect We should not disrespect anyone.

Suffix+root Respect able Mr Ahmed is a very respectable man.

Root word Comfort I take care of my Parents comfort always.

7. Prefix+root Dis comfort Steve had some discomfort, but no real pain.

Suffix+root Comfort able That chair is very comfortable, we should buy it.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [34] TEACHER’S GUIDE

Unit-2 Labours and People’s Right

Dignity of work
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Advanced Progressive ‫ایلعدرےجیک‬ ‫ترقي يافته‬

Embarrassed or guilty
02 Ashamed because of one's actions, ‫رشدنمہ‬ ‫شرمسار‬
abashed, Feeling shame
،‫ صدقو‬،‫خيرات‬
03 Charity Generosity ‫اخسوت‬،‫دصہق‬ ‫سخاوت‬
04 Celebrities Famous person ‫وہشمرایصخشت‬ ‫مشهور شخصيتون‬
05 Companion Friend ‫اسیھت‬ ‫ساٿي‬
06 Corn Cereal ‫یئکم‬ ‫ مڪئي‬،‫ان‬
07 Cross In a bad mood, Angry ‫ذگراجان‬،‫وبعررکان‬ ‫پار‬
08 Cupboard Shelved cabinet ‫ااملری‬ ‫الماڙي‬
09 Customer Client ‫رخدیار‬ ‫ گراھڪ‬،‫خريدار‬

10 Deliver Distribute ‫اچنہپان‬ ‫پهچائڻ‬

The unjust or prejudicial
11 Discrimination ‫اایتمزیولسک‬ ‫ سٺو سلوڪ‬،‫تميز‬
treatment
12 Dignity Respect, Prestige ‫تمظع‬،‫واقر‬ ‫ عظمت‬،‫وقار‬

13 Ditch Trench ‫اھکیئ‬ ‫ کاھي‬،‫کڏ‬

14 Dustbin Metal containing for rubbish ‫وکڑےدان‬ ‫ٽوڪري‬

ِ ‫ڪچري جي‬
ِ
15 Empty Vacant ‫اخیل‬ ‫خالي‬

16 Example For instance, sample ‫اثمل‬ ‫مثال‬

17 Extremely To a very great degree ‫ااہتنیئ‬ ‫انتهائي‬
Specially liked, Preferences,
18 Favourite ‫دنسپدیہ‬ ‫پسنديده‬
Dearest, Popular
Went for and brought back, to
19 Fetched ‫الای‬ ‫ کڻي آيو‬،‫آندو‬
go and bring
20 Forget Not remember ‫وھبلاجان‬ ‫وسارڻ‬

21 Ground Make powder ‫دیمان‬،‫زنیم‬ ‫ ميدان‬،‫زمين‬

22 Human beings Mankind ‫ااسنن ذات‬ ‫انسان ذات‬
23 Inferior or quality ‫رتمک‬ ‫بيڪار‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [35] TEACHER’S GUIDE

Having the act of inspiring

24 Inspiring ‫اتمرثنک‬ ‫حيرت انگيز‬
someone, Encourage
25 Labour Hard work ‫زمدور‬ ‫مزدور‬
‫ بھتر‬،‫مرمت ڪرڻ‬
26 Mended Repair ‫رتہبرکان‬،‫رمتمرکان‬ ‫ڪرڻ‬
27 Mental Lowly unskilled work ‫ذینہ‬،‫دامیغ‬ ‫ ذهني‬،‫دماغي‬
28 Motivated Give incentive for action ‫وحہلصازفایئ‬ ‫حوصله افضائي‬
29 Motto Slogan-catchword ‫اہکوت‬،‫وقل‬ ‫ چوڻي‬،‫پھاڪو‬
30 Mud Clay ‫یٹم‬ ‫مٽي‬
31 Needy Poor ‫رغبی‬،‫رضورتدنم‬ ‫ غريب‬،‫ضرورتمند‬
32 Neighbour One who lives close ‫ڑپویس‬ ‫پاڙيسري‬

33 Odd Strange ‫اوناھک‬،‫ایبنج‬ ‫ انوکو‬،‫ غير‬،‫ڌاريو‬

34 Official Government officers ‫رساکری‬ ‫سرڪاري‬

35 Philosophy A theory orb attitude ‫ہفسلف‬ ‫فلسفو‬

36 Progress Advancement ‫شیپرتف‬ ‫ بھتري‬،‫ترقي‬

37 Quietly Silently ‫اخومیشےس‬ ‫خاموشيَء سان‬

38 Repaired Past tense of repair, mended ‫رمتمدشہ‬ ‫مرمت ٿيل‬

39 Sack Bag ‫یلیھت‬،‫وبری‬ ‫ ٿيلھي‬،‫ ٻوري‬،‫ڳوٿري‬

40 Social Friendly ‫امسیج‬ ‫سماجي‬
41 Service Work ‫دختم‬ ‫خدمت‬

42 Superior High in rank, status or quality ‫اٰیلع‬ ‫اعلي‬

Past tense pf sweep, To clean,
43 Swept ‫اصفایکوہا‬ ‫صاف ٿيل‬
Broom
44 Transcribe Write ‫لقنرکان‬ ‫نقل ڪرڻ‬

45 Treat Behave towards somebody ‫ولسکرکان‬،،‫شیپآان‬ ‫سلوڪ ڪرڻ‬

46 Trench Ditch ‫دنخق‬ ‫ کاھي‬،‫کڏ‬
47 Untidy Dirty ‫دنگہ‬،‫ےبرتبیت‬ ‫ گندو‬،‫بي ترتيب‬

48 Wages Salary ‫ارجت‬ ‫ مزوري‬،‫پگھار‬

A woman whose husband is
49 Widow ‫ویبہ‬ ‫بيوه‬
dead

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [36] TEACHER’S GUIDE

Dignity of work
(Summary)
There is a physical attitude regarding manual works i.e. doing minor work is contrary to one's status or
dignity. This feeling or attitude has deeply got rooted in our society. This attitude needs to be changed. Akhtar
got angry because the teacher made him dust the cupboard and the desk, during the social service work at
school. He thought that it was servant's work to clean the cupboard and the desk. This made him cross.
However, when his uncle, Mr. Inayat came to visit his family, he was not cross any more. Mr. Inayat told him
about the dignity of work. He told that the advanced countries have learnt the dignity of work. Everybody
works there. They are not ashamed of doing work while we avoid doing work.He said that our Prophet ‫ ﷺ‬and
his companions did their work with their own hands. Akhtar understood the dignity of work and promised not
to mind working with his hands in the future.

Dignity of work
(Reference to context)
1. “Is it a matter of shame to clean what we ourselves make dirty?
(i) Name the lesson and the speaker.
(ii) To whom were these words spoken? And why?
(iii) What did the speaker tell the children?
Ans:
(i) Lesson: Dignity Of Work, Speaker: Uncle Inayat.
(ii) Mr. Inayat spoke these words to Akhtar because Akhtar was cross when he came to home as
his teacher had made him dust the cupboard and the desks.
(iii) Mr. Inayat was children's favourite uncle. He had visited many parts of the world and always
told them interesting things. But on that particular day, he told the children about the
importance of dignity of work with our own hands.

2. "Then we should treat them as we treat ourselves and should always be ready to do ourselves
what we ask them to do for us."
(i) Name the lesson and the speaker.
(ii) To whom were these words spoken? And why?
(iii) What reason did the listener give to speaker for not doing work with his /her hands?
Ans:
(i) Lesson: Dignity Of Work, Speaker: Uncle Inayat.
(ii) Mr. Inayat spoke these words to Akhtar because Akhtar came to home as his teacher had made
him dust the cupboard and the desks.
(iii) The reason Akhter told his uncle was that they were having the Social Service week at school
and they had to do work of servants and gardeners, which he did not like.
3. "But this is because we have forgotten the noble example of our Holy Prophet ‫ﷺ‬. He would
never ask anyone to do anything, which he himself would not do. He loved doing work for
himself and for others with his own hands."
(i) Name the lesson and the speaker.
(ii) To whom were these words spoken? And why?
(iii) Why did the Holy Prophet ‫ ﷺ‬love to work with his own hands? Or what lesson do we get
from the life of the Holy Prophet ‫?ﷺ‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [37] TEACHER’S GUIDE

Ans:
(i) Lesson: Dignity Of Work, Speaker: Uncle Inayat
(ii) Mr. Inayat spoke these words to Akhtar and Rukhsana to show the importance of dignity of
work with our own hands.
(iii) Holy Prophet ‫ ﷺ‬was a wonderful example of dignity of work. He loved to do the work for
himself and for others with his own hands. He would never ask anyone to do anything, which
he himself would not do. He never felt shy in repairing and mending his shoes, washing clothes
and sweeping room. He actively took part in the construction of Mosque, at Medina and
proudly joined his companions in digging ditch outside the Medina.
4. "Were his companions not like him uncle?"
(i) Name the lesson and the speaker.
(ii) To whom were these words spoken? And why?
(iii) What did the listener reply?
(iv) What did the companion of our Holy Prophet ‫ ﷺ‬do to establish the examples of dignity of
work?
Ans:
(i) Lesson: Dignity Of Work, Speaker: Rukhsana
(ii) Rukhsana asked this question to his uncle because she admitting the importance of dignity of
work by asking the noble example of the companion of the Holy Prophet (peace be upon him.
(iii) Yes, the companions of Holy Prophet ‫ ﷺ‬were like him. They always followed what the Prophet
‫ ﷺ‬said or did, and loved doing work with their hands. The Holy Prophet ‫ ﷺ‬would never ask
anyone to do anything, which he himself would not do.
(iv) Hazrat Abu Bakar � not only did his own work but also fetched water for widows and
neighbours who were very old and had no one to work for them. Hazrat Omar � once carried
on his shoulders a large sack of flour for a needy family. Hazrat Ali � laboured in the garden
of a Jew and gave away his wages in charity. Hazrat Fatima � fetched water, ground corn and
swept the house.
5. "O, no! It happens in the advanced countries even. They have learned the dignity of work while
we have forgotten it."
(i) Name the lesson and the speaker.
(ii) To whom were these words spoken?
(iii) What is meant by dignity of work and who has forgotten it?
(iv) Write about any one advance country who has established the example of dignity of
work?
Ans:
(i) Lesson: Dignity Of Work, Speaker: Uncle Inayat
(ii) Uncle Inayat told this to Akhtar and Rukhsana to show the importance of dignity of work with
our own hands.
(iii) Dignity of work means importance and value of certain form of work. One should never feel
shy in doing work. In fact, we must be proud of performing various duties for collective
benefits. Muslims has forgotten the dignity o work.
(iv) In China, everyone has to spend sometime each year working in the fields or in a factory. Even
the Prime Minister and his wife do this work. They have learnt the dignity of work and believe
that all ought to work and, no wonder, they are making such quick progress.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [38] TEACHER’S GUIDE

6. "But uncle, all these are the stories of the past."

(i) Name the lesson and the speaker and the person spoken to?
(ii) What did his uncle reply?
(iii) Why the speaker was cross?

Ans:
(i) Lesson: Dignity Of Work, Speaker: Uncle Inayat, Listener: Akhtar and uncle Inayat
(ii) His Uncle replied surprisingly and told them that It has happened in the advanced countries
even. They have learned the dignity of work while we have forgotten it.
(iii) Akhter was having the Social Service week at school and all boys of the class had to do work
of servants and gardeners. He was cross because the teacher made him dust the cupboard and
the desks.

Dignity of Work
(Questions & Answers)
1- Why did Akhter not answer his mother?
Ans: Akhter, being stubborn did not answer his mother. He was feeling cross and angry because he was
made to do the work of servants and gardeners with his own hands.

2- What did the teacher do himself?

Ans: The teacher swept the room and emptied the dustbin. The head master also took part in the activities
by cleaning bathroom.

3- What did the Holy Prophet ‫ ﷺ‬love? What work did he do? OR How did our Holy Prophet ‫ ﷺ‬set the
examples of dignity of work? OR What lesson do we get from the life of Holy Prophet ‫ ﷺ‬about the
dignity of work? OR What do we learn from the life of the Holy Prophet ‫?ﷺ‬
Ans: Holy Prophet ‫ ﷺ‬was a noble example of dignity of work. He ‫ ﷺ‬would never ask anyone to do
anything, that he ‫ ﷺ‬himself would not do. He ‫ ﷺ‬loved doing work for himself and for others with his
own hands. He ‫ ﷺ‬repaired his shoes, mended and washed his clothes and swept his room. When the
mosque was being built in Medina, He ‫ ﷺ‬carried mud and building material, just like all others.
During the battle of Khandaq, He ‫ ﷺ‬joined his companions in digging the trench outside Medina.

4- Were the companions of Holy Prophet ‫ ﷺ‬like Him?

Ans: Yes, the companions of Holy Prophet ‫ ﷺ‬were like him. They always followed what the Prophet ‫ﷺ‬
said or did, and loved doing work with their hands. The Holy Prophet ‫ ﷺ‬would never ask anyone to
do anything, which he himself would not do.

5- What did Hazrat Abu Bakar � do?

Ans: Hazrat Abu Bakar � was the founder of Caliphate-hood. Following of footsteps of Holy Prophet ‫ﷺ‬,
Hazrat Abu Bakar � did his own work. He also fetched water for widows and neighbours, who
were very old and had no one to work for them.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [39] TEACHER’S GUIDE

6- What did Hazrat Fatima � do?

Ans: Hazrat Fatima � did all her house work herself. She fetched water, ground corn and swept the
house.

7- How did Sultan Nasir uddin earn his living?

Ans: Sultan Nasir-uddin was a very pious Emperor of Muslims. He earned his living by making caps.

8- What was going on at Akhtar's school? In what way did he participate?

Ans: It was an event of Social Service week at school. Akhtar participated by dusting the cupboards and
the desks.

9- How did the different or famous Muslims rulers set the examples of dignity of work?
Ans:
 Hazrat Abu Bakar � not only did his own work but also fetched water for widows and
neighbours who were very old and had no one to do the work for them.
 Once, Hazrat Umar � carried on his shoulder a large sack of flour for a needy family.
 Hazrat Ali � laboured in the garden of a Jew and gave away his wages in charity.
 Caliph Umar Bin Abdul Aziz refused to hire a servent to help his wife.
 Caliph Mamun-ur-Rashid served not only himself but also his guests.
 Sultan Nasir-ud-Din earned his living by making caps.
 Emperor Auranzeb earned his living by transcribing the Holy Quran.

10- What do you understand by"dignity of work"?

Ans: Dignity of work means importance and value of certain form of work. One should never feel shy in
doing work. In fact, we must be proud of performing various duties for collective benefits.

11- How did the Emperor Aurangzeb earn his living?

Ans: The Mughal Emperor Aurangzeb earned his living by transcribing the holy Quran.

12- Why did Hazrat Ali � work in the garden of a Jew? What did he do with his wages?
Ans: To earn a living, Hazrat Ali � laboured in the garden of a Jew. He would give away his wages in
charity what he would get there.

13- What did the teacher and headmaster do?

Ans: The teacher swept the room and emptied the dustbin. The headmaster cleaned the bathroom.

14- How did Mr. Inayat convince Akhtar not to mind working with his own hands in future?
Ans: Mr. Inayat convinced Akhtar not to mind working with his own hands in future by giving noble
examples from Islamic history and developing countries.

15- How did Sultan Nasir-ud-Din and Emperor Aurangzeb earn their living?
Ans: Sultan Nasir-uddin earned his living by making caps. The Emperor Aurangzeb made his living by
transcribing the holy Quran. They preferred to earn their living with their hands.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [40] TEACHER’S GUIDE

Dignity of Work
(Text Book Exercise 2.1)
 PRE-READING
1. What are the two home chores you like to do, and why?
Ans: (Select any two)
1) Dusting
2) Ironing
3) Sweeping /mopping
4) Laundry / Washing clothes
5) Vacuuming
6) Washing dishes and Kitchen utensils
7) Washing or Sweeping /mopping Kitchen floor
8) Taking out trash when its full to handover Sweeper
9) Squeegeeing shower doors and walls
10) Wiping down counter tops
11) Clean Bathroom Mirrors
12) Look After Pets and clean their cages
13) Cooking or preparing meals
14) Setting the meal table
15) Cleaning Bathrooms and Toilets

2. What are the two home chores that you don't want to do, and why?
Ans: (Select any two)
1) Dusting
2) Ironing
3) Sweeping /mopping
4) Laundry / Washing clothes
5) Vacuuming
6) Washing dishes and Kitchen utensils
7) Washing or Sweeping /mopping Kitchen floor
8) Taking out trash when its full to handover Sweeper
9) Squeegeeing shower doors and walls
10) Wiping down counter tops
11) Clean Bathroom Mirrors
12) Look After Pets and clean their cages
13) Cooking or preparing meals
14) Setting the meal table
15) Cleaning Bathrooms and Toilets

3. The title of the text you are about to read is 'Dignity of work'. Guess the content of the text.
Ans: Dignity of work means we should do all work without hesitation, no matter who you are or what
kind of work you do.

 EXERCISE-1:
What do you think is the central idea of the text? From the options given below tick the correct
answer:
a) One should be ashamed of doing work
b) One should be worried when asked to do work
c) One should have respect for all people who work.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [41] TEACHER’S GUIDE

 EXERCISE-2:
Match column A words with their corresponding meaning in column B and write the answer in
column C. The first one has been done as an example.
S.NO. COLUMN A COLUMN B COLUMN C

1. Cross a) A leading business man c

2. Fetch b) Of low value d

3. Transcribe c) angry f

4. Tycoon d) Bring something for some one a

5. Precisely e) Provide reason for doing better i

6. Inspiring f) Put in written form h

7. Celebrities g) Not treating everyone equally j

8. Motivating h) Affecting deeply / uplifting e

9. Menial i) Exactly b

10. Discrimination j) Famous person g

 EXERCISE-3:
Read the text and find who did the following jobs. After completing, compare your answers with
your partner.
S.NO. TASK PERSONALITY

1. Fetched water for old people Hazrat Abu Bakar �

2. Carried flour for someone Hazrat Omar �

3. Swept the house Hazrat Fatima �

4. Made caps for a living Sultan Nasir-Ud-Din

5. Served food to his guests Caliph Mamun Ur Rashid

6. Repaired his shoes Holy Prophet ‫ﷺ‬

7. Transcribed the Holy Quran Emperor Aurangzeb

8. Worked in the garden of a Jew Hazrat Ali �

9. Carried mud and building material Holy Prophet ‫ﷺ‬

10. Mended and washed his clothes Holy Prophet ‫ﷺ‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [42] TEACHER’S GUIDE

 EXERCISE-4:
Read the text book and circle the right option to fill the blanks in the following sentences. After
doing the exercise, compare your answers with your partner.
1. Akhtar was _____ because he was asked to clean cupboards and desks.
a) Happy b) Upset c) angry d) N.O.T
2. The head master did menial work, which made Akhtar feel _____.
a) Excited b) Sad c) Ashamed d) Worried
3. At the time of battle of ____, our Last Prophet Hazrat Muhammad ‫ ﷺ‬took part in digging a trench.
a) Uhad b) Badar c) Khandaq d) Tabooq
4. Sultan Nasir Uddin earned his living by making ______.
a) Caps b) Pots c) Armours d) Jewellery
5. A business tycoon did not have any ______ for work.
a) Plumber b) Carpenter c) Servant d) Chef
6. Developed countries ______ the dignity of work.
a) Plan b) Request c) Understand d) Explain
7. In China it is mandatory for everyone to work in the field or in a ______.
a) School b) Factory c) Restaurant d) Government office
8. The son of a high US government official used to deliver news papers to be _______.
a) Useful b) Independent c) Dependent d) Punctual
9. Successful people believe that people who do all kinds of jobs should be treated _____.
a) Neutrally b) Unequally c) Equally d) N.O.T
10. Akhter realized that all workers should be respected without ______.
a) Discrimination b) Manipulation c) Supervision d) Administration

 EXERCISE-5:
Read the text and mark the statements as true or false. After completing, compare your answers
with your partner and make corrections where needed.
S.NO. STATEMENTS TRUE FALSE
1. Akhtar returned home from school a little late T -

2. The head master of the school cleaned the bathrooms. T -

3. The teacher did not do any work. - F

There was a social gathering of servants and gardeners in the

4. - F
school.

5. People in developed countries normally do their own work. T -

6. The president’s son used to paint the walls in a hostel. T -

7. The Chinese believe that everyone should do all kinds of work. T -

8. Uncle Inayat read the story of a famous business man in newspaper - F

9. Respect for all honest work is the slogan of Rukhsana - F

In the present time, it is expected that people doing all kinds of jobs
10. T -
are equal.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [43] TEACHER’S GUIDE

 EXERCISE 6
Work in pairs and find answers for the following questions. After you have discussed, write the
answers in your note book.
1. Why was Uncle Inayat liked by the children?
Ans: Mr. Inayat was children's favourite uncle. He had been to many countries and always told them
interesting things about them. But on that particular day, he told the children about the
importance of dignity of work with our own hands.

2. Why was Akhter cross?

Ans: Akhter told his uncle that they were having the social service week at school, so they all had to
do work of servants and gardeners. He was cross because the teacher made him dust the
cupboard and the desks.

3. Which chores did our last Prophet ‫ ﷺ‬use to do?

Ans: The Holy Prophet ‫ ﷺ‬loved doing work for himself and for others. He ‫ ﷺ‬repaired his shoes,
mended and washed his clothes and swept his room.

4. What is the reason for the quick progress of the Chinese?

Ans: In China, everyone has to spend sometime each year, working in the fields or in a factory. Even
the Prime Minister and his wife do this work. They have learnt the dignity of work and believe
that all ought to work, hence, no wonder, they are making such quick progress.

5. Why did the US government official deliver newspaper when his son was ill?
Ans: The US government official delivered newspapers when his son was ill so that his son would not
lose his customers.

6. What did Akhtar think after hearing what his uncle said?
Ans. After hearing what his uncle said, he realized that he was wrong to be upset about cleaning his
classroom. He learnt that all workers should be respected without discrimination, never ashamed
of doing anything. He made "Respect of all honest work" the motto of his life.

7. What lesson did you learn from the text?

Ans. We have learned from this lesson that no work is menial or low as long as it is honest. Even a
small work done honestly is worthy of respect. All workers should be respected without
discrimination. People doing all kinds of jobs are respected and treated equally and no person are
considered superior or inferior just because of their job. Never feel ashamed of doing any work.
Islam teaches us to do our own work and not to take any work lightly. It is also essential for the
development of our country.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [44] TEACHER’S GUIDE

 EXERCISE 7
Work in group of four or five and discuss the topics assigned to your group by teacher. The topic
are as follow:
I. How can we appreciate the work done by the support staff at school?
Ans: We can appreciate the work done by the staff at school by doing the following things.
 Whenever they serve us we caught to thank them.
 We respect them.
 We do not make their work more.
 We should also help them in their work.
 Listen to staff, they will feel appreciated.
 Appreciates their ideas and challenges.

II. What can you do develop awareness about dignity of work?

Ans: We can develop awareness about dignity of work by:
 Arranging seminars, sessions etc.
 Arrange activity to promote dignity of work. Like make plan to clean your area's park, publish
posters about dignity of work, arrange cooking day and distribute meal to needy people etc.
 Role plays- participate in activities to work in behalf of others to help them.

III. How should children be engaged in chores at home?

Ans: Children should be engaged in cores at home in their spare time, such as:
 Water the garden and indoor plants
 Feed pets.
 Help in hanging out clothes and folding washing.
 Trash garbage in dustbin and hand over to sweeper.
 Help in choosing meals and shopping.
 Help in meal preparation and serving, under supervision.
 Vacuum a sweep floor
 Wipe out water from bathroom after use.

IV. How should children be engaged in chores at school?

Ans: Children should be engage in chores at school as:
 Keep class room clean, always throw garbage in dustbin.
 Turn off lights before leaving classroom.
 Put everything in your backpack for tomorrow.
 Make charts for your class with the help of teacher.

Note: Exercise 7 answers are for ideas you can WRITE SIMILAR more other activities
according to the given question.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [45] TEACHER’S GUIDE

Dignity of Work
(MCQs)
1- Mr. Inayat, the children's uncle, told them ____ things about foreign countries.
a) Boring b) Interesting c) Fascinating d) Thrilling

2- Akhtar was feeling cross because the teacher made him _____.
a) eat food c) read a book
b) dust the cupboard and desks d) stand outside his class

3- The teacher himself swept the room and emptied the ____.
a) Desks b) Dustbin c) Classroom d) Bags

4- The headmaster _____.

a) cleaned the bathroom c) was teaching
b) sat in his office d) was not at school

5- The headmaster cleaned the _____.

a) Classroom b) Bathroom c) School d) Sanitary

6- Aktar was / they were having ____ at school.

a) some function c) social service work
b) a party d) nothing

7- Our Prophet ‫ ﷺ‬loved doing work for himself and for:

a) People b) Widows c) Neighbours d) Others

8- During the battle of Khandaq, The Holy Prophet ‫ ﷺ‬joined his companion in digging a trench.
a) outside Makkah b) in Makkah c) outside Madina d) inside Madina

9- The Holy Prophet ‫ ﷺ‬joined his companion in digging a ______ outside Madina on the eve of battle
of Khandaq.
a) Canal b) Hole c) Road d) Trench

10- Hazrat Abu Bakar (Razi Allah Tallah Unho) fetched water for:
a) widows and neighbours b) poors c) orphans d) relatives

11- Hazrat Ali (Razi Allah Tallah Unho) gave away his wages:
a) the jew b) a friend c) a charity d) his neighbor

12- Hazrat Fatima (Razi Allah Tallah Unha) fetched water, ground corn and ______.
a) cooked meals b) swept the house c) sewed clothes d) helped her husband

13- Caliph Mamun-ur-Rasheed served himself and his _____.

a) Friends b) Relatives c) Neighbours d) Guests

14- Sultan ___ earned his living by making caps.

a) Tameez Uddin b) Nasir Uddin c) Sharif Uddin d) Aleem Uddin

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [46] TEACHER’S GUIDE

15- Sultan Nasir Uddin earned his living:

a) selling fruits b) teaching pupils c) laboring d) making caps

16- Emperor ______ earned his living by transcribing the Quran.

a) Babar b) Aurangzeb c) Bahadur Shah Zafar d) Akber

17- Emperor Aurangzeb earned living by:

a) transcribing the Quran c) selling wood
b) teaching pupils d) making boats

18- They have learned the dignity of work:

a) The African countries c) The Asian countries
b) The advance countries d) The poor countries

19- Once _____ carried a large sack of flour for a needy family on his shoulder.
a) Hazrat Ali � c) Hazrat Omar �
b) Hazrat Abu Bakar � d) Hazrat Usman �

20- During the construction of the mosque at Madina, The Holy Prophet ‫ ﷺ‬carried:
a) Wood b) Mud c) Stone d) Bricks

21- The children and their uncle were discussing about:

a) dignity of work b) education c) politics d) hunting

22- The children were happy to see:

a) a beautiful scene b) their teacher c) neighbor d) their uncle

23- We have forgotten our Prophet's ‫ﷺ‬:

a) Way b) noble example c) Instructions d) Companions

24- The companions of the Prophet ‫ ﷺ‬were:

a) a head of him b) not like him c) weaker than him d) like him

25- Once Hazrat Omar carried a large sack of flour for a:

a) King b) Needy family c) Merchants d) Students

26- Caliph Umar Bin Abdul Aziz refused to hire a:

a) Camel b) Horse c) Servant d) House

27- They spend some time each year, working in the fields or in a factory:
a) The Bristish b) The Saudis c) The Chinese d) Japanese

28- The Prime Minister and his wife do work in:

a) Burma b) Sri Lanka c) USA d) China

29- In the USA, a high US government official's son went out early in the morning to sell:
a) Newspaper b) Fruit c) Vegetables d) Cloth

30- He took the job of white washing:

a) A high USA official c) The Canadian Prime Minister
b) USA president's son d) The Chinese president

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [47] TEACHER’S GUIDE

Dignity of Work
(MCQs)
1. Akhtar was in a bad mood because he had been made to work like a servant.
2. The Holy Prophet ‫ ﷺ‬loved to work for himself and for others.
3. Hazrat Ali � laboured in the garden of a Jew and gave away his wages in charity.
4. Hazrat Abu Bakar� fetched water for widows.
5. Hazrat Fatima � ground corn and swept the house.
6. Emperor Aurangzeb earned his living by transcribing the Holy Quran.
7. "Feeling cross" means being angry.
8. We should not be ashamed of cleaning what we ourselves have made dirty.
9. We have forgotten the dignity of work.
10. When the Mosque at Medina was being built, the Holy Prophet ‫ ﷺ‬also carried mud and building
material.
11. During the battle of the Khandaq, the Holy Prophet ‫ ﷺ‬joined his companions in digging the trench
outside Medina.
Dignity of work
(Unit 2.2-2.6 Solved Exercises)
(Unit 2.2) (ORAL COMMUNICATION)

(Unit 2.3)
(Language Practice)
3 Types of some common irregular verbs
Verbs in which all three parts are the same
Present Past Past Participle

Cost cost cost

Cut cut cut

Hit hit hit

Hurt hurt hurt

Put put put

Read read read

Shut shut shut

Spread spread spread

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [48] TEACHER’S GUIDE

Verbs in which two parts are the same

Present Past Past Participle Present Past Past Participle

Beat beat beaten Say said said

Become became become Sell sold sold

Bring brought brought Send sent sent

Build built built Sit sat sat

Burn burned/burnt burned/burnt Sleep slept slept

Buy bought bought Spell spelled/spelt spelled/spelt

Catch caught caught Spend spent spent

Come came come Stand stood stood

Dig dug dug Sweep swept swept

Feed fed fed Teach taught taught

Feel felt felt Tell told told

Fight fought fought Think thought thought

Find found found Understand understood understood

Get got got Win won won

Have had had

Hear heard heard

Hold held held

Keep kept kept

Learn learned/learnt learned/learnt

Leave left left

Lose lost lost

Make made made

Meet met met

Run ran run

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [49] TEACHER’S GUIDE

Verbs in which all three types are different

Present Past Past Participle Present Past Past Participle

Be (is, am) was been Ride rode ridden

Begin began/td> begun Ring rang rung

Break broke broken Rise rose risen

Choose chose chosen See saw seen

Do did done Shake shook shaken

Draw drew drawn Show showed shown

Drink drank drunk Sing sang sung

Drive drove driven Speak spoke spoken

Eat ate eaten Steal stole stolen

Fall fell fallen Swim swam swum

Fly flew flown Take took taken

Forget forgot forgotten Throw threw thrown

Give gave given Wear wore worn

Grow grew grown Write wrote written

Know knew known

Kinds of Verbs
There are two kinds of verbs:
1) Regular 2) Irregular

Most words in the English language are regular, i.e., their past and past participle forms both take ‘ed'.
Example:
 wash - washed — washed  play — played ~ played  call ~ called – called

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [50] TEACHER’S GUIDE

However, there are three types of irregular verbs.

1) Revision of Present Simple 2) Continuous, Perfect 3) Perfect Continuous
Revision: Present Simple & Present Continuous
 Routine or Habit
o I take a bath at seven in the morning.
Present  General Truth
o The sun rises in the east.
Simple  Near Future o The tournament starts next week.
Tense  Describing something / o Their cat has blue eyes.
someone
 Action in progress
Present o I am writing a letter.
 Temperory action
Continous o They are having a good time.
 Near future
Tense o He is leaving for Karachi next time.
 Use of am / is / are
 Action recently completed
Present
 A past situation related to o She has finished her work.
Perfect
the present o I have written three letters since morning.
Tense
 Use of has / have
 An action continuing over a
Present
period of time up to the o I have been ringing the doorbell for a while but
Perfect
present there is no answer.
Continouos
 Use of has / have + been + o The water has been boiling for twenty minutes.
Tesne
ing

 Exercise-1:
Use the correct form of the present simple to fill the following blanks. Use the words given below.
You can use one word only once. Remember that a verb use with the third person always takes’s’ or
'es' in Present Simple.

Build, remember, play, dress, forget, listen, study, get

1. Birds usually build their nests in summer.

2. I always listen carefully to parent’s advice.
3. He gets up late and dresses quickly for school.
4. We study in the afternoon and play in the evening.
5. My friend forgets name but remembers numbers.

 Exercise-2:
Use the correct form of the present Continuous to fill the following blanks. Use the words given
below. You can use one word only once. Remember that in the continuous form 'ing' is added to the
verb and am / is / are are added before the verb.

Write, sing, rain, make, explain, swim, Enjoy, learn

1. Look! It is raining so hard.

2. We are learning English these days.
3. The birds are singing and farmers are enjoying their songs
4. The teacher is explaining and the students are writing.
5. Some children are swimming in the pond and some are making clay toys.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [51] TEACHER’S GUIDE

 Exercise-3:
Use the correct form of the Present Simple and Present Continuous to fill the following blanks. Use
the words given below. You can use one word only once.

Come, sleep, behave, speak, clean, drink, understand, wash, travel, watch

1. We are travelling to Gilgit tomorrow.

2. My sister behaves nicely with everyone.
3. His brother drinks tea three times a day.
4. Our uncle is coming to our house this weekend.
5. She understands and speaks Persian very well.
6. I clean my room everyday and I also wash my clothes sometimes.
7. My mother usually watches television at this time but today she is sleeping.

 Exercise 4:
Work in pairs and fill the blanks in the following paragraph, by using the correct Present Simple
and Present Continuous form of the words given below. You can use one word only once. After you
have completed, discuss with another pair, and compare your answers.

dress, see, move, set, plan, go, take, enjoy, begin, agree, gather, wait, come, give, shout, know, hire,
inform, ask, jump, sit, look, get, reach, tell

The school holidays begin tomorrow. The children are sitting together and planning what to do.
They agree to go to the village fair on Saturday.
On Saturday morning, they all get up early, dress quickly and gather outside. They tell their mother that
they are going to the village fair with their father. As soon as father comes outside, they all shout with
joy. The father see that his children are looking forward to the trip. He hires a carriage and takes them to
the fair. As soon as they reach there the children jump from the carriage. They are moving from one stall
to another. Their father gives them some money and asks them to enjoy themselves. After some time,
although the father sees that the children are enjoying a lot, he informs everyone to gather together as the
sun sets and their mother is waiting for them to get home.

Revision: Present Perfect & Present Perfect Continuous

 Action recently completed

Present
 A past situation related to o She has finished her work.
Perfect
the present o I have written three letters since morning.
Tense
 Use of has / have
 An action continuing over a
Present
period of time up to the o I have been ringing the doorbell for a while but
Perfect
present there is no answer.
Continouos
Tesne  Use of has / have + been + o The water has been boiling for twenty minutes.
ing

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [52] TEACHER’S GUIDE

 Exercise 5:
Use the correct form of the present perfect to fill the following blanks. Use the words given below.
You can use one word only once. Remember to use 'has' with the third person singular.

Eat, throw, help, go, read, make, apply, complain, climb, complete

1. I have read the book twice already.

2. We have eaten all the mangoes.
3. My brother has applied for a job.
4. They will win this match as already they have made ninety runs.
5. Seema has completed her work as Beena has helped her throughout.
6. We have complained so many times but they have thrown the garbage here again.
7. Tariq’s little sister has climbed up the tree, now he has gone upto get her.

 Exercise 6:
Use the correct form of the present Perfect Continuous to fill the following blanks. Use the words
given below. You can use one word only once.

Jump, watch, rain, cook, drive, work, plant, talk, chase, sit

1. We have been working since twelve noon.

2. It has been raining for an hour.
3. They have been talking for an hour.
4. I have been driving all morning.
5. She has been cooking food for us without a break while we have been watching this match.
6. My grandmother has been sitting outside and my father has been planting Vegetables.
7. The dog has been chasing the cat and the cat has been jumping all around.

 Exercise 7:
Work in pairs and fill in the blanks in the following paragraph, by using the correct Present Perfect
and Present perfect continuous form of the words given below. You can use one word only once. After
you have completed, discuss with another pair, and compare your answers.

Start, Cook, Wait, Do, Work, Help, Announce, Made, Study, Pray, Manage, Complete, Struggle, Go

Our Principal has announced the date for the exams finally; we have been waiting for this announcement
since last week. My friend and I have been working since last week as we want to get good marks. We have
been studying for about six hours every day. We have completed revising English and have started with
Urdu today. We have gone to Faisal’s house to learn Mathematics from his brother. He has helped us and
we have managed to complete more than half of the course. However, since the last semester, we have
been started history and have been struggling to read more and I think we have made some progress. My
mother has been praying for us every day I have done my best, and my friend’s mother have
cooked delicious food for us to keep up our spirits. Now, we have to perform well.

 Exercise 8:

 Exercise 9:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [53] TEACHER’S GUIDE

 Exercise 10:
Look at the following sentences. Write “S” for simple and “C” for compound sentence, in the
answer column. An example has been done for you.

S.NO. Sentences Answer

1. You have been sleeping since morning. S

2. I don’t know the answer. S

3. I want to lose weight, yet I eat chocolate daily. C

4. Atif is famous, but he is very humble. C

5. You may eat a mango or have mango pickle. C

6. He is totally dependent on his parents. S

7. He was feeling sick, so he went to the doctor. C

8. No one is travelling these days. S

9. I go to the library, for I love reading. C

10. He is rich and he has a good heart. C

 Exercise 11:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [54] TEACHER’S GUIDE

Unit-3 Practicing positive work ethics

King Bruce and the Spider (Poem)
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

‫ طعي‬،‫ اٽل‬،‫پڪو‬
01 Braced his mind Determined, Decided ‫رقمر‬،‫ےطدشہ‬ ‫ٿيل‬
02 Bravo Well done ‫اشابس‬ ‫ واھ واھ‬،‫شاباس‬
A thread (according to the
03 Clue ‫اشنن‬،‫رساغ‬ ‫ نشان‬،‫سراغ‬
poem)
04 Ceiling Lower roof ‫تھچ‬ ‫ڇت‬
Fine network of single thread
05 Cobweb made by a spider, Spider's ‫ڑکمیاکاجال‬ ‫ڪوريئڙي جي ڄار‬
home
06 Crown King's head-wear ‫اتج‬ ‫تاج‬

07 Deed Action ‫اکم‬،‫لمع‬ ‫ ڪم‬،‫عمل‬

08 Delicate thread Of fine texture ‫انزکداھہگ‬ ‫نازڪ ڌاڳو‬

09 Despair Disappointment, Hopelessness ‫اموییس‬ ‫مايوسي‬

10 In a low despair Downhearted, Discourage ‫دلہتسکشرکان‬ ‫بي ھمت ڪرڻ‬

11 To divine Of God, Workout an answer ‫دخاداد‬ ‫اڳڪٿي ڪرڻ‬

Giddy, Having a feeling that
12 Dizzy ‫رکچآان‬ ‫چڪر اچڻ‬
everything is turning round
13 Dome Rounded roof ‫دبنگ‬ ‫گنبذ‬
Down in came Came slipping down along the ‫هيٺ لهي اندر آيو‬
14 with the slippery wall and hung in an awkward ‫نلسھپےکاسھتےچینآای‬ ‫ٿلهي چپليَء سان‬
sprawl position
15 Endeavour An attempt ‫وکششرکان‬ ‫ڪوشش ڪرڻ‬

16 Entirely Completely ‫ مڪمل لمکم‬،‫پوري طرح‬

17 Fine Delicate ‫کیھٹ‬ ‫ٺيڪ‬
To throw oneself violently on
To fling oneself
18 a bed or on the floor, Fall ‫اےنپآپوکےچینانکنیھپ‬ ‫پاڻ کي هيٺ لاهڻ‬
down
down.
19 Glad Happy ‫وخیشوہا‬ ‫خوش ٿيو‬

20 Grieved Sad ‫نیگمغ‬ ‫غمگين‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [55] TEACHER’S GUIDE

Gossips tell the ‫گپ شپ ڪهاڻي‬

21
tale
People talk about it ‫پگپشاہکینانسےتںیہ‬ ‫ٻڌائي‬
Came to its senses, gained ‫مٿو مضبوط ٿي‬
22 Head grew steady
balanced (according to poem) ‫رساستکوہایگ‬ ‫ويو‬
23 The last pinch The last little bit of distance ‫آرخیوچیکٹ‬ ‫آخري پنو‬

24 Lonely Alone ‫اہنت‬ ‫اڪيلو‬

25 Monarch King ‫ابداشہ‬ ‫بادشاهي‬

26 To mount To Climb, Ascend ‫وساروہان‬ ‫چڙهڻ‬

His own home, (In this poem)
27 Native cot ‫آابیئاچراپیئ‬ ‫اباڻي کٽ‬
the spider's web
28 Ponder Think ‫وغررکان‬ ‫غور ڪرڻ‬

29 Pondered Thought ‫وغرایک‬ ‫غور ڪيو‬

30 Sink Go into water ‫ڈوانب‬ ‫ٻڏڻ‬

31 To strive To struggle, to try hard ‫وکششرکان‬ ‫ڪوشش ڪرڻ‬

32 Utter To speak ‫ایبنرکان‬ ‫بيان ڪرڻ‬

33 To toil To work hard, Labour ‫تنحمرکان‬ ‫محنت ڪرڻ‬

34 Tread To walk ‫کچلنا‬،‫انلچ‬ ‫ لتاڙڻ‬،‫ھلڻ‬

35 To tumble To fall over ‫وٹانٹ‬،‫رگان‬ ِ ،‫ُٽٽڻ‬

‫ڪرڻ‬

36 Verses Poems ‫ںیمظن‬،‫آایت‬ ‫ نظم‬،‫آيتون‬

37 Wear To put on ‫اننہپ‬ ‫پائڻ‬

38 Wretched Sad ‫دیھک‬،‫امویس‬ ‫ ڏکي‬،‫نايوس‬

King Bruce and the Spider (Poem)

(About Poetess)
This poem is written by Eliza Cook (1818-1889). Born in London she was the youngest of eleven children.
She was entirely self-educated and wrote verses from the age of fourteen. Her first volume being published at
seventeen. In 1849, she edited and published "Eliza Cook's Journal." Her work is simple and highly moral. In
this poem, she teaches the reader what she always practiced in her own life: to keep on trying and never to be
discouraged.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [56] TEACHER’S GUIDE

King Bruce and the Spider (Poem)

(Central Idea)
The central idea of this poem is that we should cultivate a strong will – power and a hopeful attitude to life, be
bold through thick and thin.

King Bruce and the Spider (Poem)

(Summary)
The poetess has expressed the true sense of life in this poem. Solution to the problems of life and key to the
success are being preached in this poem in a dramatic style. This poem tells the story of the king Bruce of
Scotland. Once he was defeated by the English men. He took refuge in a cave. Due to his repeated failures, he
was very grieve. King Bruce mentally accepted his defeat from the English men. One day, he was pondering at
the point of his defeat, he watched a spider who was trying to reach to her cobweb. Thread was the only pathway
for the spider to reach her destination. Spider started her voyage with great anxiety and force. But the spider
come down to the initial stage where it had started her journey. King Bruce was showing security on the foolish
attempts to reach the destination that spider will not try again. However the spider succeeded in the 10th attempt
to reach its cobweb. After the success to spider the King Bruce sounded in a optimistic order. “All honour to
those who tries persistently.” King Bruce resolute in heart to try once more in order to get the win over on his
enemies.” At last he succeeded.

King Bruce and the Spider (Poem)

(Reference to Context)
Note: Students are advised to read whole chapters and poems thoroughly for reference to context.
1. King Bruce of Scotland flung himself down
In a lonely mood to think;
Tis true he was monarch and wore a crown,
But his heart was beginning to sink.
(i) Name the poem and the poet / poetess.
(ii) Who was King Bruce? Or what do you know about King Bruce? Or why was King Bruce
sad?
(iii) What does 'to fling oneself down' mean?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) King Bruce of Scotland was a very generous and patriotic Emperor. Once he fight with the
British Army who wants to make a British colony in Scotland, but he was defeated. As he
wanted to defeat his enemy, that’s why he made several attempts to get back his domain but he
failed.
(iii) Flung oneself down means to throw oneself violently on a bed or on the floor.
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that King Robert Bruce of Scotland had been defeated in the battle field. Flung
down himself on couch in despair, he was feeling very sad. He began to thing. No doubt he had been crowned
as a king but the pressure of difficulties faced by him made him lose the heart.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [57] TEACHER’S GUIDE

2. For he had been trying to do a great deed,

To make his people glad;
He had tried and tried, but couldn't succeed,
So became quite sad.
(i) Name the poem and the poet / poetess.
(ii) What do you know about poet?
(iii) What is meant by poetess when she says that “a great deed”?
Ans:
(i) Poem: King Bruce and the Spider Poetess: Eliza Cook.
(ii) Eliza Cook (1818-1889). Born in London she was the youngest of eleven children. She was
entirely self-educated and wrote verses from the age of fourteen. Her first volume being
published at seventeen. In 1849, she edited and published "Eliza Cook's Journal." Her work is
simple and highly moral. In this poem, she teaches the reader what she always practiced in her
own life: to keep on trying and never to be discouraged.
(iii) The poetess has used the words “a great deed” for the King Bruce. He had been trying hard to
protect his domain from the contaminated hands of enemy. As the protection of country keeps
a very high rank among the man’s priorities of life, that’s why the poetess called it “a great
deed”.
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that King Robert Bruce had been trying to gain freedom for his country. He had
fought many battles but he was defeated. He had been doing his best to make his people happy. Due to
continuous failures he was disappointed.
3. He flung himself down in a low despair,
As grieved as man could be,
And after a while, as he pondered there,
"I'll give it all up" said he.
(i) Name the poem and the poet / poetess.
(ii) What does 'in a low despair' and 'pondered' mean?
(iii) What is the message of the poem?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) In a low despair means downhearted; discouraged. Pondered means thought.
(iii) This poem give us message that one should not lose his heart if he fails in his struggle once or
twice. He should continue his struggle till success. 'Try try try again until you success."

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that King Robert Bruce threw himself down on couch in disappointment. He was
stricken with grief. He thought over again and again and decided at last to give up the struggle.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [58] TEACHER’S GUIDE

4. Now just at the moment a spider dropped,

With its silken cobweb clue,
And the King in the midst of his thinking stopped
To see what the spider would do.
(i) Name the poem and the poet / poetess.
(ii) Give the meaning of 'cobweb' and 'clue'.
(iii) What is the moral of this poem?

Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) Cobweb means fine network of single thread made by a spider. Clue here it means a thread.
(iii) This poem teaches us that we should not be disappointed or discouraged by unfavorable
circumstances. We should keep on trying again again inspite of failures. We should not forget
that failures are the pillars to success.

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells just at the moment, when King Bruce was thinking to give up struggle, a spider fell
down with his fine thread cobweb from the roof, the King stopped thinking and began to watch the
movements of the spider.

5. ‘T was a long way up to the ceiling dome,

And it hung by a rope so fine,
That how it would get to its cobweb home
King Bruce could not divine.
(i) Name the poem and the poet / poetess.
(ii) What does 'ceiling dome' mean?
(iii) Explain 'King Bruce could not divine'?

Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) Ceiling dome means rounded roof
(iii) Here divine means to make out. In above lines the poetess says that King Bruce could not fore
tell that what would happen and how would spider reach his home.

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that the distance between the spider and the round roof of cave was great and the
thread of the cobweb was very fine that King Bruce could not fore tell that what would happen and how
would spider reach his home.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [59] TEACHER’S GUIDE

6. It soon began to cling and crawl

Straight-up with strong endeavour;
But down it came with a slippery sprawl.
As near to the ground as ever.
(i) Name the poem and the poet / poetess.
(ii) Explain line 'down it came with a slippery sprawl'?
(iii) What is the message of the poem?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) In this line the poetess says that when the spider took hold of cobweb thread and began to
climb up to the roof but it came slipping down along the wall and hung in an awkward
position.
(iii) Robert Bruce was a King of Scotland. He tried many time to free his people from the
English. Due to his repeated failures, he was very grieve. He was sitting in a cave. Suddenly
he saw a spider who was trying to reach to her cobweb. Spider tried nine times but it failed.
King Bruce thought that the poor creature would try no more. However the spider succeeded in
the 10th attempt to reach its cobweb. This poem give us message that we should not be
disappointed by failures. After the success to spider the King Bruce sounded in a optimistic
order. “All honour to those who tries persistently.”
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that spider once took hold of cobweb thread and began to climb up with difficulty.
It made an effort to go right up to the roof but it slipped and fell down on the earth as close to the ground as
before its climb.
7. Up, up it ran, not a second, could stay,
To utter the least complaint,
Till it fell still lower, and there it lay,
A little dizzy and faint.
(i) Name the poem and the poet / poetess.
(ii) Give meaning of dizzy.
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) Dizzy means giddy; having a feeling that everything is turning round.
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that after falling the Spider at once rose from the ground without waiting to
complain and began to climb on. But it fell down again very badly. Its head began to whirl round and lay
there for a while. This time he became dazed and unconscious.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [60] TEACHER’S GUIDE

8. It's head grew steady again it went,

And traveled a half-yard higher;
T was a delicate thread it had to tread,
And a road where its feet would tire.
(i) Name the poem and the poet / poetess.
(ii) Give the meaning of ’head grew steady’, 'delicate thread' and 'tread'?

Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) Head grew steady means came to its senses; here it means gained balance.
Delicate thread means of fine texture
Tread means to walk

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that the spider recovered its senses and climbed half a yard higher than before. The
thread however, was very delicate and there was a constant danger of its breaking down. There fore it was
difficult and tire some for the spider to climb.

9. Again it fell and swung below,

But again it quickly mounted,
Till up and down, now fast, now slow
Nine brave attempts were counted.
(i) Name the poem and the poet / poetess.
(ii) How many attempts were made by spider?
(iii) Give the meaning of mounted.

Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) Nine brave attempt were made by spider, and it was successful on the tenth attempt.
(iii) Mounted means to climbed

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that the Spider once again fell down and it was hanging in the air. But without
losing any time it moved up again. Some times it went up, some times it fell down, some times, its progress
was fast, some times slow; and in this way, it made nine bold attempts to reach its cobweb.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [61] TEACHER’S GUIDE

10. "Sure," cried the King, "that foolish thing

Will strive no more to climb,
When it toils so hard to reach and cling,
And tumbles every time."
(i) Name the poem and the poet / poetess.
(ii) What resemblance, does the poetess find between the King Bruce and the Spider?
(iii) Give meaning of 'strive', 'toils' and 'tumbles'?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) The points of similarity between the King Bruce and the spider were that the aim was quite far
away from both of them. Both of them were having a very slightest hope to achieve success i.e.
the spider had a single thread to reach the cobweb and the King Bruce also had a very tiny
hope to win over his enemies.
(iii) To strive means to struggle, to try hard.
To toil means to work hard.
To tumble means to fall over.
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that the King Bruce said to himself that as spider had fallen for so many times. It
must have found out that it could not reach its destination and would not make a further attempt at climbing.
Because inspite of his hard labour and brave efforts it could not succeed.
11. But up the insect went once more-
Ah me! 'Tis an anxious minute
He's only a foot from his cobweb door'
Oh, say, will he lose or win it?
(i) Name the poem and the poet / poetess.
(ii) Why did King Bruce decide not to give up his efforts?
(iii) What is the message of the poem?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) After watching the struggle made by the spider, King Bruce changed his mind and decided not
to give up because the success comes up with one's will. He learnt to keep on trying till the end
(iii) This poem gives us message that we should not be disappointed or discouraged by unfavorable
circumstances. We should keep on trying again again inspite of failures. We should not forget
that failures are the pillars to success.
(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.
(Explanation)
In these lines poetess tells that the King was surprised to see that the spider was making another attempt. It
was critical time for the king, he was not certain whether the spider would succeed or fail. Although it was
only a foot away from its cobweb.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [62] TEACHER’S GUIDE

12. Steadily, steadily, inch by inch,

Higher and higher he got,
And a bold little run at the very last pinch
Put him into his native cot
(i) Name the poem and the poet / poetess.
(ii) Describe above lines?
(iii) Give meaning of 'last pinch' and 'native cot'?
(iv) What lesson did King Bruce learn from spider?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) In these lines poetess tells that the spider went on and inch by inch it covered the distance. The
spider made an attempt at last moment of extreme difficulty. Finally it succeeded in getting
into the cobweb.
(iii) The last pinch means the last little bit of distance.
Native cot means his own home; here the spider's web.
(iv) King Bruce learnt a very important lesson from the spider. He learnt that one should never lose
hope in spite of hopes and difficulties. One should always remain strong and firm in will-
power. This lesson of courage and hope brought victory to the King in the long run.

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that the spider went on gaining ground slowly and surely inch by inch. It covered
the distance and it made an attempt at last moment of extreme difficulty. At last it succeeded in getting into
the cobweb.

13. "Bravo! bravo!" the King cried out,

All honour to those who try!
The spider up there defied despair-
He conquered, and why should not I?"
(i) Name the poem and the poet / poetess.
(ii) Which insect gave courage to the King? And why?
(iii) Why did the King cry out with joy?
(iv) Why did the King Bruce or poetess call the spider “Brave”?
(v) What does Bravo! Mean?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) The Spider, gave courage to the King. Because it made to many failure attempts to reach his
destination and did not give up. Finally it was succeed and reached to its cobweb.
(iii) King was pleased very much on the success of Spider and cried out with joy, because it
encouraged the King. The King said if a spider can succeed by endurance, there is no reason
why he should fail

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [63] TEACHER’S GUIDE

(iv) The poetess call the spider brave because it was very persistent and tried hard to complete her
task. Although she suffered several failures, but she did not show any grieve on the
disappointment of its fate. It went on making attempt and at last its persistent tries put it into
the cobweb.
(v) Bravo! means well done

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that at the success of the Spider, the King was pleased very much. He appreciated
the efforts of the spider by saying well-done. He said honour and glory falls to the lot of those who are never
discouraged by failures but they try again and again. The spider did not mind disappointment and at last
succeeded in reaching his cobweb. The King said if a spider can succeed by perseverance, there is no reason
why he should fail.

14. And Bruce of Scotland braced his mind,

And gossips tell the tale
That he tried once more as he tried before
And that time did not fail.
(i) Name the poem and the poet / poetess.
(ii) Which insect gave courage to the King?
(iii) Why did King Bruce decide not to give up his efforts?
(iv) What is the message of the poem?
(v) Give the meaning of 'Braced his mind' and ’Gossips tell the tale'?
Ans:
(i) Poem: King Bruce and the Spider, Poetess: Eliza Cook.
(ii) The success of the Spider, gave courage to the King.
(iii) After watching the struggle made by the spider, King Bruce changed his mind and decided not
to give up because the success comes up with one's will. He learnt to keep on trying till the
end.
(iv) This poem gives us message that we should not be disappointed or discouraged by unfavorable
circumstances. We should keep on trying again again inspite of failures. We should not forget
that failures are the pillars to success.
(v) Braced his mind: determined.
Gossips tell the tale: people talk about it.

(Reference to Context)
These lines have been taken from the poem “King Bruce and the Spider” written by Eliza Cook. In this poem
poetess explains that one should not lose his heart if he fails in his struggle once or twice. He should continue
his struggle till success.

(Explanation)
In these lines poetess tells that King Robert Bruce resolved to fight against the enemy once more and the story
teller tell that he tried once more and this time he won a brilliant victory over his enemies.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [64] TEACHER’S GUIDE

King Bruce and the Spider (Poem)

(Questions & Answers)

1- Who has composed the poem "King Bruce and the Spider"? What does the poetess teach the reader
though this poem?
Ans: Eliza Cook has composed / written the poem "King Bruce and the Spider". The lesson the poetess
teaches to the reader is that one should never lose their hope they should keep up their struggles till
they succeed.

2- Who was King Bruce? Why did King Bruce decide not to give up his effort?
Ans: King Bruce was the king of Scotland. When the King saw a spider struggling constantly to reach its
destination and after many attempts finally succeed in it, he was impressed. So he got a lesson from
it and decided not to give up his effort.

3- Why did the spider keep trying? What did the King learn from it? OR What lesson did the King
learn from the spider?
Ans: The spider wanted to reach its destination so it kept trying and succeed at last. The King learnt from
it that never lose hopes and a man should keep up his struggle till he succeeds.

4- What did King Bruce want?

Ans: King Bruce ruled over Scotland. He wanted to do a great deed for his people to make them happy.

5- What is the message of the poem King Bruce and the Spider?
Ans: The message of the poem is that one should never lose hope in the facing of difficulties. One should
go on trying to get their aim. Those who defy despair are always successful.

6- How did the spider reach its cobweb?

Ans: The spider had fallen down from its cobweb in the ceiling. It was hanging from a fine silken thread.
It tried nine times and failed. However, it did not lose hope and in the tenth attempt it succeeded in
reaching its cobweb.

7- How did King Bruce appreciate the spider?

Ans. King Bruce cried bravo, bravo at the spider's success. He said that all honours are to those who try.
The spider defied despair and conquered. King Bruce also learnt the lesson of success from the
spider.

8- Why did King Bruce of Scotland hide himself in a cave? OR Why was King Bruce so sad?
Ans. Robert Bruce was the king of Scotland under the rule of English king. He wanted to make Scotland a
free country. He fought many battles but he failed each time. He fled from the battlefield and hid
himself in a cave to save his life. He had no more courage to fight another battle. He had given up all
hopes.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [65] TEACHER’S GUIDE

9- What do you know about King Bruce of Scotland? Or Write a short note on King Bruce of
Scotland?
Ans. King Bruce was the king of Scotland. He was a very generous and patriotic emperor. He fought with
the British Army who wanted to make a British colony in Scotland. He had been defeated by his
enemies several times. The repeated defeats had made the king greatly disappointed. He had decided
that he would try no more. But his observation of the spider filled his heart with hope and courage.
Being encouraged, he tried once again and that time he did not fail.

10- Why did King Bruce decide not to give up his efforts? OR What lesson did he learn from spider?
Ans: After watching the struggle made by the spider, King Bruce changed his mind and decided not to
give up because the success comes up with one's will. He learnt to keep on trying till the end.

11- What is meant by poetess when she says that “a great deed”?
Ans. The poetess has used the words “a great deed” for the King Bruce. He had been trying hard to protect
his domain from the contaminated hands of enemy. As the protection of country keeps a very high
rank among the man’s priorities of life, that’s why the poetess called it “a great deed”.

12- What resemblance, does the poetess find between the King Bruce and the Spider?
Ans. The points of similarity between the King Bruce and the spider were that the aim was quite far away
from both of them. Both of them were having a very slightest hope to achieve success i.e. the spider
had a single thread to reach the cobweb and the King Bruce also had a very tiny hope to win over his
enemies.

13- Why did the King Bruce or poetess call the spider “Bravo! Bravo!”? How did King Bruce
appreciate the spider?
Ans: The poetess or the King Bruce called the spider bravo because it was very persistent and tried hard
to complete her task. Although she suffered several failures, but she did not show any grievance on
the disappointment of its fate. It went on making attempt and at last it’s succeed to put it into the
cobweb. This encouraged the King Bruce and he also learnt the lesson of success from spider.

14- Write the moral of this poem?

Ans: This poem teaches us that we should not be disappointed and discouraged by unfavorable
circumstances. We should keep on trying again again inspite of failures. We should not forget that
failures are the pillars to success.

15- How many attempts were made by spider?

Ans: Nine brave attempt were made by spider, and it was successful on the tenth attempt.

16- Was the king Bruce happy or unhappy?

Ans. The king was unhappy because after the English repeatedly defeated his armies, the famed King of
Scots was forced into hiding.

17- What attracted King Bruce attention, as he was thinking?

Ans: As he was thinking, a spider attracted his attention that attempting to reach his web. The spider tried
and failed over and over.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [66] TEACHER’S GUIDE

King Bruce and the Spider (Poem)

(Text Book Exercise Unit-3.1)

1- Have you seen a spider? Are you afraid of?

Ans: Yes, I have seen it. I afraid of it.
OR
Yes, I have seen it. No, I do not afraid of it.

2- Can a spider hurt us?

Ans: Yes, if it bites, it may hurt us.

3- Can spider teach us anything?

Ans: Everything in the universe is created for some purpose. If we have observation we can learn many
things from our surrounding. So yes, spider also can teach us. We learn from spider to work hard and
never give up to achieve our goals. Keep trying unless we succeed to achieve it.

 EXERCISE-1:
Read the poem silently and answer the following questions?
1- Was the king happy or unhappy?
Ans: The king Bruce was the king of Scotland. He was unhappy becuase he had been defeated by
British army. The repeated defeats had made the king greatly disappointed. He had decided that
he would try no more.

2- What attracted his attention as he was thinking?

Ans: When he (King Bruce) was thinking, a spider at the corner of the cave was attracted his attention.
The spider had fallen down from its cobweb in the ceiling. It was hanging from a fine silken
thread. It tried nine times and failed. However, it did not lose hope and in the tenth attempt it
succeeded in reaching the cobweb.

3- What lesson did he learn from what he saw?

Ans: King Bruce learnt the lesson of success from spider. After watching the struggle made by the
spider. He changed his mind and decided not to give up till he succeed because the success
comes up with one's will. He learnt to keep on trying till the end.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [67] TEACHER’S GUIDE

 EXERCISE-2:
Column A has words from the poem, underline these words in the poem. Column B has the
meanings of these words, but they are jumbled up. Work in pairs and try and find the correct
meaning of each word and write the answer in the Answer column. The first one has been done as
an example.
S.NO. Column A Answer Column A

1. Flung c a) Fall with arms and legs spread out

2. Monarch m b) Challenged

3. Deed h c) Threw

4. Despair k d) Climbed

5. Pondered n e) Fall suddenly

6. Divine i f) Walk carefully

7. Endeavor g g) Work hard continuously

8. Sprawl a h) An action

9. Tread f i) Workout an answer

10. Mounted d j) Prepared to do something difficult

11. Toil l k) Hopelessness

12. Tumble e l) Attempt

13. Defied b m) King

14. Braced j n) Thought

 EXERCISE-3:
Read the poem and find out which of the following statements are correct and which are not. For
correct statements put a tick (✔) and for incorrect one put a cross (x). After completing, after
completing correct your answers with your partner.
1. The poem is about a war. (x) False
2. King Bruce cared for his people. (✔) True
3. He was in a happy mood. (x) False
4. When he saw the spider, he decided to kill it. (x) False
5. The spider stayed on the ground when it slipped down. (x) False
6. After trying for sometime, the spider felt weak. (✔) True
7. As soon as it felt better it went up again. (✔) True
8. It made more than 20 attempts. (x) False
9. It moved up very slowly when it was near its home. (x) False
10. It did not succeed in reaching its home. (x) False
11. The king decided to follow the spider’s example and try again. (✔) True

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [68] TEACHER’S GUIDE

 EXERCISE-4:
The following statements give a one-line summary of each verse. Work in pair and try to find out
which statement is the summary of which verse. Write the number of the verse in the blank.
1. But the spider went up again and this time it was just one foot away from its home. 11
2. Once it felt better it travelled higher although the journey was tiring. 8
3. King Bruce, though a king beginning to lose hope. 1
4. Inch by inch it kept moving up and finally succeeded in reaching its home. 12
5. The king thought that, falling again and again, the spider would now give up. 10
6. The story goes that King Bruce tried again and succeeded. 14
7. He had tried to do everything to make his people happy, but he had failed. 2
8. It began to go up but soon slipped down again. 6
9. The King realized that those who try, succeed; like the spider, he also could succeed. 13
10. It was very far from its home, and the king could not work out how it would reach it. 5
11. In a state of hopelessness, he decided that he would give up. 3
12. Again and again, it tried; it went up and slipped down nine times. 9
13. Just then, a spider dropped down, and the king looked at it to see what it would do. 4
14. Without complaint, it ran up again, but due to weakness it felt still lower. 7

 EXERCISE-5:
Answer the following questions.
1. Why was King Bruce so sad?
Ans. Robert Bruce was the king of Scotland under the rule of English king. He wanted to make
Scotland a free country. He fought many battles but he failed each time. He fled from the
battlefield and hid himself in a cave to save his life. He had no more courage to fight another
battle. He had given up all hopes.

2. Before he saw the spider, what did he decide to do?

Ans. Before he saw the spider, he decided to give up his efforts.

3. Why did King Bruce think that the spider would not be able to reach its home?
Ans. King Bruce thought that the spider would not be able to reach its home because the spider tried to
go home many times but failed. The spider would fall down again and again. Bruce thought the
spider was tired and could no longer get home.

4. Did the spider climb at the same speed all the time or at a different speed?
Ans. No. The spider's speed was not the same all the time. Each time she made a new attempt, her
speed changed.

5. How did the spider finally reach its home?

Ans. The spider kept rising, inch by inch. At the last moment, she ran bravely and went home.

6. Why did the king decide to try again?

Ans. While lying in the cave, the king saw a spider on the wall climbing to its home. The spider
climbed a little but fell down. The spider made nine attempts, but it could not succeed. As he was
thinking, he again saw the spider making another attempt. This time the spider was successful in
reaching its home. This successful attempt of the spider gave a ray of hope to the king.
Therefore, he decided to try again.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [69] TEACHER’S GUIDE

 EXERCISE-6:
Details about writing a summary of a poem are given in section 3.4. Work in pairs and write a
summary of the poem. You may begin writing the summary by first giving a general introduction.
This can be followed by a brief summary of all the verses. The one-line summary of each paragraph
is given in Exercise 5. Explain each verse by adding some more details, using the answers in the
previous exercises. Lines 1-3, 4- 8, 9-12, and 13-14 can be grouped together to form different
paragraphs. The final paragraph should have the conclusion and moral oh.
You may begin as follows: poem King Bruce and the Spider is written by Eliza Cook. It tells us how

(Summary)
See on page #56

 EXERCISE-7:
Work in groups of five and prepare a brief role-play on any story with a moral. Here are the steps
to follow:
 Step 1: Think of some stories with a moral and discuss these amongst yourselves.
 Step 2: Decide which story you want to act out.
 Step 3: Develop the dialogues by writing them down.
 Step 4: Decide who is going to play what role.
 Step 5: Rehearse the role-play a couple of times.

Ans: The Lion and the Cows

Once upon a time there lived four cows in the forest everyday they used to graze together in a particular
spot. They were all friends. One day a Lion saw the cows grazing together.
The lion wanted to eat them so he went to catch them. When the cows saw the lion all of them fought with
him. The lion had to run away.
A few day passed and the cow quarrelled between themselves and started grazing separately. One by one
the lion killed all of them.
Moral of the story: unity is strength.

Dialogues
 Lion: I am hungry I want to eat some meat.
 Cow 1: We are good friends and always graze together in a field.
 Cow 2: You are right but I want to go far away for grazing.
 Cow 3: We can go far away but there is a lion who wants to eat us.
 Cow 4: I am afraid from lion so that is why we will have to avoid this.
 Cow 2: I am not afraid from lion and I don't want to eat same grass all days.
 Cow 4: If you go far away so you will do silly mistake.
 Cow 2: I am not silly you both are silly.
 Cow 3: I also afraid from lion but I don't want to go far away.
 Cow 1: Don't fight with each other. We all graze separately after today.
 Cow 2: Yes, cow 1. You are right we all are graze separately and tomorrow I will go far away for
grazing.
 Lion: What a lucky day! It is a golden chance for me and I will eat all the cows today because they are
grazing separately.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [70] TEACHER’S GUIDE

King Bruce and the Spider (Poem)

(Text Book Exercise Unit-3.1)

 Choose the correct answer for each from the given options:
1- Eliza Cook was born in ____.
a) 1817 b) 1818 c) 1888 d) 1889

2- Eliza Cook was died in ____.

a) 1817 b) 1818 c) 1888 d) 1889

3- The poem "King Bruce and the Spider" is written by:

a) Eliza Cook c) Thomas Moore
b) Charles Mackay d) Felicia Dorothea Hemans

4- "He flung himself down in a low _____,

As grieved as man could"
a) Hope b) Despondency c) Despair d) Mood

5- "Till ap and down, now fast, now slow,

_____ brave attempts were counted'
a) Seven b) Eight c) Nine d) Ten

6- "Bravo! Bravo! The king cried out,

All honour to those who _____,'
a) Work b) Fight c) Try d) Dare

7- "Steadily, steadily, inch by inch,

Higher and higher he _____.
a) Flew b) Climbed c) Rose d) Got

8- "Again it fell and swung below,

But again it quickly ____,
a) Rose b) Climbed c) Mounted d) Stood

9- Eliza Cook has written the poem:

a) Speak Gently c) The voice of God
b) King Bruce and the Spider d) The man who wins

10- King Bruce was a:

a) Poet b) General c) King d) Poor man

11- King Bruce was the King of:

a) Denmark b) France c) Netherland d) Scotland

12- King Bruce wanted to make his people:

a) Fighter b) Educated c) Glad or happy d) Active

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [71] TEACHER’S GUIDE

13- To succeed, King Bruce:

a) did not try b) read some books c) contacted people d) tried and tried

14- King Bruce saw:

a) a spider b) a dream c) a ghost d) a man

15- The spider hung by a:

a) Rope b) Cobweb c) Twig d) Piece of cloth

16- The number of the attempts made by the spider was:

a) Two b) Ten c) Nine d) Fifteen

17- The spider succeded in the ____ attempt.

a) Eight b) Ninth c) Tenth d) Eleventh

18- King Bruce considered the spider:

a) a wise insect b) a foolish thing c) a beautiful insect d) nothing

19- All honour to those who:

a) Read b) Think c) try d) play

20- Seeing the success of the spider the King decided:

a) to postpone his programme c) to sleep
b) to go home d) to keep his struggle up

 Fill in the blanks:

1. This poem is written by Eliza Cook.
2. King Bruce was the king of Scotland.
3. King Bruce became very sad because his effort has failed.
4. He was as grieved as a man could be.
5. His thoughts were interrupted when he saw a spider fallen from the Cobweb.
6. He had decided to give up his mission.
7. The spider made altogether ten attempts.
8. When the spider reached to cobweb, King Bruce cried out "Bravo! Bravo!” All honour to those who
try".
9. King Bruce said that the spider was a fool because it had made nine attempt but failed.
10. "Pondered" means thought.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [72] TEACHER’S GUIDE

King Bruce and the Spider (Poem)

(Unit 3.2-3.6 Solved Exercises)
(Unit 3.2) (ORAL COMMUNICATION)
(Unit 3.3)
(Language Practice)
 EXERCISE-1:
Use the correct form of the Past Simple to fill following blanks. Use the words given below. You can
use one word only once. Once you have completed, compare your answers with your partner and
make corrections where necessary, in this and all exercises from 1 to 8.
Eat, Close, Sell, Belong, Live, Make, Lock, Run.
1. We ate delicious food at their house.
2. The mouse ran under the cupboard.
3. The guard closed and locked the gate before going to bed.
4. The house in which we lived till last year belonged to my uncle.
5. The parrots made a lot of noise so we sold them.
 EXERCISE-2:
Use the correct form of the Past Continuous to fill the following blanks. Use the words given below.
You can use one word only once.
Do, Drive, Shake, Tell, Fly, Wash, Fight, Fall
1. The papers were flying in all the directions due to strong winds.
2. The boys were fighting over who would play first.
3. We were shaking the tree and the ripe fruits were falling on the ground.
4. My sister was doing her homework while I was washing dishes.
5. The driver was driving the car and my brother was telling him the directions.
 EXERCISE-3:
Use the correct form of the Past Simple or continuous to fill the following blanks. Use the words
provided in the brackets.
When Kakenya Ntaiya, from Kenya, was fourteen, she requested (request) her father to let her finish
high school. She dreamt (dream) high as she was making (make) good progress and achieving
(achieve) good grades. Her teachers knew (know) that she was (be) very intelligent and they were
encouraging (encourage) her to go for higher education. She promised (promise) her father that he
would be proud of her one day, if he allowed (allow) her to continue her education. Very few Maasai
girls, the tribe to which she belonged (belonged) ever finished (finish) high school, but her
father accepted (accept) her request.
Ntaiya kept (keep) her promise to her father. She began to work even harder, and soon she won (win) a
scholarship to go to USA. The village where she lived (live) was very small. However, the villagers were
so proud of her that they all came (come) to see her off when she was leaving (leave). Ntayia was
crying (cry) as she was leaving (leave). It was (be) a touching scene. Everyone was waving (wave) their
hands and Ntaiya was shouting (shout) that she would come back to serve the people in the village.
When she graduated, she worked (work) for a while at the UN and then got a doctorate degree. Then
she returned (return) home and wanted (want) to set up a primary school in her village. At first some
villagers refused (refuse) to give Ntaiya the land for school, but many Parents now realized (realize)
how important a good education could be for their daughters. Till last year, the school was providing
(provide) Education to more than 150 girls. The girls at the school were praising (praise) Ntaiya.
They were working (work) hard to become teachers, doctors, or lawyers.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [73] TEACHER’S GUIDE

 EXERCISE-4:
Use the correct form of the Past Perfect to fill the following blanks. Use the words given below, you
can use one word only once.
Sweep, Leave, Spend, Die, Travel, Reach, Cover, Finish.
a) We had a lot of money on buying gifts, so we decided to stop.
b) As soon as Samina had swept the yard there was a storm.
c) The group had travelled several miles and had covered a big part of their journey.
d) The students had finished their work and had left for home when the rain started.
e) She had died before they reached the hospital.

 EXERCISE-5:
Use the correct form of the Past Perfect Continuous to fill the following blanks. Use the words given
below, you can use one word only once.
Refuse, Worry, Cry, Ring, Fly, Paint, Warn, Dig, Bark, Read.
1. He had been crying for help for five hours when the rescue team finally arrived.
2. I had been reading for two hours before I fell asleep.
3. We had been flying for 16 hours and everyone was very tired.
4. I had been working about my results the whole week.
5. The labourers had been digging and the painters had been painting for several days before they
were allowed to go home.
6. The bell had been ringing and the dog had been barking for nearly 20 minutes before someone
opened the door.
7. The MET department had been warning about storm but the people had been refusing to listen.

 EXERCISE-6:
Use the correct form of the Past Perfect or Past Perfect Continuous to fill the following blanks. Use
the words provided in the brackets.
Her toothache had been bothering (bother) her all night. She had been taking (take) Painkiller, but the
pain had continued (continue). She had been seeing (see) a dentist for two weeks, who had been saying
(say) that nothing could be done until the pain subsided. She had consulted (consult) her grandmother for
natural remedies and had tried (try) everything to combat the pain, but no results. Also, she had been
searching (search) for remedies on the internet since five days, but even that medium had failed (fail) to
provide any solution. Not knowing what else to do, she had come (come) to the conclusion that she had
done (do) all that she could, when her mother had thought (think) of a simple solution. She had agreed
(agree) to try it. It had been working (work) wonders and she had been sleeping (sleep) peacefully for
the past five hours when we went to her house.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [74] TEACHER’S GUIDE

 Articles Revision

'Article Rules Example

 Take a pencil.
A and an are indefinite (Take one pencil.)
articles and are used to
indicate a single item.  I won a hundred dollars.
(I won one hundred dollars.)

 They talked about a good restaurant to visit.

Do not use a or an with a
plural noun.
 They talked about the good Italian restaurants on Main Street.

 He likes to read a book.

(He likes to read any book, not a specific one.)
Use a as an unspecific
reference before a consonant.
 That was a funny story.
(That was one of many funny stories.)

 a book,
Use a when the word  a hospital,
following it starts with a  a leg,
consonant sound.  a one-inch pipe,
 a youth
A / An
 an apple,
Use an as an unspecific  an opera,
reference before a vowel  an eagle,
sound (a, e, i, o, u).  an idea,
 an SOS (the s here is an es sound).

 a union,
 a uniform (use a when the 14 sounds like the y in you)
 an unbelievable event,
 an umbrella,
Words that begin with u or h
 a unique umbrella,
can have either a vowel or a
 an honor,
consonant sound. Make the
 an hour,
choice based on the sound of
 an honest person,
the first word after the
article, even if that word is  a hotel,
not the noun  a history book,
 a historian
 an historian,
 an historic event
(NOTE: words like historic can take either a or an)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [75] TEACHER’S GUIDE

 Give me the book on the table.

Use the as a specific
(identifies a specific book)
reference to a common noun
or something that is one of a
 The sun rose at seven o'clock.
kind
(identifies something that is one of a kind)

Use a or an to introduce a
noun the first time it is  I bought a sandwich for lunch.
mentioned, and then the is
used afterwards whenever  I shared the sandwich with my friend.
the noun is mentioned.

A proper noun names unique

person, place, or thing do not  "I went to New York City."
use a/an article.

 the Fourth of July

An exception is the proper  the University of Virginia
nouns with "of' as part of the  the United States of America
The name:  the President of Mexico
 the Statue of Liberty

 the Chicago Bulls

Plural proper nouns use the:  the Johnsons
 the Blue Ridge Mountains.

A proper noun that names a  the Commonwealth of Virginia

group (a collective noun)  the United Arab Emirates
also uses the:  the Society of Friends

 the Gobi Desert

Some geographical features
 the Atlantic Ocean
use the:
 the Pyramids the Amazon

 Lake Superior
But other geographical  Albemarle County
features do not. use the:  Route 29
 Mount Vesuvius

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [76] TEACHER’S GUIDE

 EXERCISE-7:
Work individually and fill the following blanks with article a / an, where necessary. Put a cross (X)
in the blank where an article is not required. After completing, compare your answers with your
partner.
1. X giraffe has a long neck.
2. An Australian sheep gives us X good wool.
3. He is an honest man but his friend is a crook.
4. To help the students, an example has been given in the exercise.
5. Would you like to have a cup of tea or X something to eat?
6. A factory is being built next to our house.
7. Boil X eggs and make X sandwiches for breakfast.
8. It was an honour to be nominated.
9. I want to buy a uniform when X schools reopen in August.
10. An old friend is staying at a hotel on the river Indus.

 EXERCISE-8:
Work individually and fill the following blanks with article 'the' where necessary. Put a cross (X) in
the blank where 'the' is not required. After completing, compare your answers with your partner.
1. X English Language is the most outspoken language in the world.
2. There are X beautiful flowers in the park.
3. My sister lives in the USA.
4. There is X dirt on this plate and there is a dirty mark on the table cloth.
5. X lions are dangerous animals, but X dogs are X good friends of people.
6. When you drive a car in the UAE, you must keep to the right.
7. The inventor of the telephone was X Graham Bell.
8. X directions to the central library are clear.
9. The butcher opposite the library sells X good meat.
10. One of the persons I love the most is my mother.

 EXERCISE-9:
Work individually and fill the following blanks with article 'a / an / the', where necessary. Put a
cross (X) in the blank where an article is not required. After completing, compare your answers
with your partner.

Who has not heard of the famous Khyber Pass in X Pakistan? It is a narrow mountain valley in X
Khyberpakhtoon Khaw province. We can go to the Khyber Pass from X Peshawar. Many people who
want to go to X Afghanistan cross the border from the Khyber pass.The Khyber Pass has been famous
in X history for thousands of years. The Aryans crossed it to reach the subcontinent about four thousand
years ago. After them came the Mongols and the Tartars.

Moreover, the Khyber Pass is an ancient trade route. It is the route that has been used extensively by the
caravan carrying X bales of cotton and silk. Occasionally the caravan would also carry a ton or two of spices.
Although it is an old route the trade is still carried out through this route but now X buses, trucks and trains
carry X goods from one country to another.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [77] TEACHER’S GUIDE

(Unit 3.6)
(FUN)
Note: For having fun with language. Not to be formally assessed.
COOL COLLOCATIONS
A cool collocations is two or more words that often go together.

Work in groups of five. Each group should choose the name of a bird for their group. In each of the
following lines you can use three of the words to form an acceptable phrase. However, one word forms
an unacceptable combination. Mark (✔) the odd one unit.
1. You can collect:
a) Information b) Stamps c) Friends d) Your thoughts
2. You can draw:
a) A conclusion b) Breath c) An illusion d) A picture
3. You can wear:
a) A smile b) A suit c) A crown d) An umbrella
4. You can lose:
a) A promise b) Your keys c) Patience d) Your way
5. You can pass:
a) A butter b) A computer c) A law d) An exam
6. You can make:
a) Plans b) A promise c) A journey d) Your homework
7. You can pay:
a) A visit b) Attention c) A bill d) Life
8. You can receive:
a) Guest b) An invitation c) A letter d) The measles
9. You can play:
a) A party b) Cards c) A game d) The piano
10. You can take:
a) A walk b) A photo c) A haircut d) Control
11. You can see:
a) A doctor b) The silence c) The sights d) A film
12. You can open:
a) A discussion b) A shop c) A door d) A disappointment
13. You can keep:
a) A question b) A secret c) Your word d) A promise
14. You can catch:
a) A bus b) An idea c) A cold d) Someone’s eye
15. You can hold:
a) An opinion b) A promise c) A meeting d) Your breath
16. You can ask:
a) A favourite b) An answer c) The way d) A question

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [78] TEACHER’S GUIDE

Unit-4 Media for information and reflection

Social Media
(Words Meaning)
Meaning in
S. No Words Meaning in English Meaning in Urdu
Sindhi

01 Accessibility Easy to reach ‫راسیئ‬ ‫پهچ‬

02 Addictive Habit -forming ‫ہشنآور‬ ‫ عادي‬،‫نشئي‬

03 Consequences Negative results ‫اتنجئ‬ ‫نتيجا‬

04 Deterioration Slowly becoming worse ‫اگبڑ‬ ‫خراب ٿيڻ‬

05 Detrimental Harmful ‫اصقنندہ‬ ‫نقصانڪار‬

06 Devasting Highly damaging ‫ابتہنک‬ ‫تباهه ڪندڙ‬

07 Disproportionately Not in the right amount ‫ریغانتمبسوطررپ‬ ‫غير متناسب‬

Imagining of impossible
08 Fantasy ‫وصتر‬ ‫تصور‬
things
09 Fraudulent Dishonest, Cheating ‫دوھہکدیہ‬ ‫ دوکي باز‬،‫فريبي‬

10 Inconvenience Trouble ‫فیلکت‬ ‫تڪليف‬

11 Injudicious Unwise ‫انااصنیف‬ ‫نا انصافي‬

12 Materialize Happen or take shape ‫لیکشترکان‬،‫امسجینانبان‬ ‫جسماني بڻائڻ‬

‫ ھلڪو‬،‫گھٽ ڪرڻ‬
13 Mitigated Made less severe ‫اکلھرکان‬،‫مکرکان‬ ‫ڪرڻ‬
14 Obesity Being over weight ‫وماٹاپ‬ ‫ موٽائي‬،‫ٿولھ‬

15 Prudent Caring for the future ‫اتحمط‬،‫لقعےساکمانیل‬ ‫ سياڻو‬،‫ڏاھو‬

16 Revolutionized Changed completely ‫االقنب الان‬ ‫انقلاب آڻڻ‬

17 Self-portrayal Showing off oneself ‫وخدیکوصترییشک‬ ‫خود نمايان‬

18 Stupendous Extremely great ‫میظعااشلن‬ ‫عظيم الشان‬

19 Tardy Late submitted ‫تسس‬ ‫ ڍرو‬،‫سست‬

20 Vistas prospectus ‫رظنم‬ ‫نظارو‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [79] TEACHER’S GUIDE

Social Media
(Refrence to Context)
1- With the advent of internet, the world has become a global village.
(i) Name the lesson and the book from where these lines have been taken.
(ii) What is the lesson about?
(iii) What do you understand by the term global village?
Ans:
(i) Lesson : Social Media, Book: Secondary stage English book 2 For class X
(ii) The lesson is about the advantages and disadvantages of Social Media.
(iii) The term global village means the world is viewed as a community in which distance and
isolation have been dramatically reduced by social media.
2- However, while on the one hand, one can think of innumerable benefits of the social media, one
is often reminded how it has negatively influenced many aspects of people’s lives.
(i) Name the lesson and the book from where these lines have been taken.
(ii) What is the lesson about?
(iii) How has social media negatively influenced people’s life?
Ans:
(i) Lesson : Social Media, Book: Secondary stage English book 2 For class X
(ii) The lesson is about the advantages and disadvantages of Social Media.
(iii) The social media has negatively influenced people’s life by reducing the family time as screen
time have been increased. Social Media has affected the relationship of people very badly.
Students have incomplete school assignments, show tardy work and poor academics. People
get cheated by fraudulent companies.

Social Media
(Text Book Exercise Unit-4.1)

1- Look at the picture and guess what you are going to read about.

Ans: The picture shows that we are going to read about social media.
2- Do you know what is meant by social media?
Ans: Yes, Social media is a collective term for websites and applications that focus on communication.
They are refers to the means of interactions among people in which they create, share, or exchange
information and ideas in virtual networks. Facebook, Twitter, Instagram, and Whatsapp etc are some
social media applications or websites on internet.
3- Do you think that social media is a good thing or a bad thing?
Ans: There are both positive and negative impacts of social media on society as well as on individual and
their communities and businesses. So Social media is both good and bad depend on its use.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [80] TEACHER’S GUIDE

 EXERCISE-1:
Work individually and circle one of the options to fill the blanks. After completing the exercise,
compare your answer with your partner.

1- According to text, social media is a ______.

a) Good things c) Neither
b) Bad things d) Both a & b

2- The social media is something that is used by ____.

a) Old people c) People of all ages
b) Young people d) Children

3- In conclusion , the writer says that the social media should be:
a) Ignored c) Given up
b) Used with care d) Used everyday

 EXERCISE-2:
Work in pair. Read the text and underline the following words. the meaning of all these words are
given in the exercise below. Find out the word which has the given meaning and fill in the blanks.

revolutionized, stupendous, vistas, fantasy, accessibility, injudicious, tardy, detrimental, fraudulent,

materialize, deterioration, consequences, disproportionately, addictive, obesity, devasting,
mitigated, self-portrayal, inconvenience, prudent
1. The meaning of detrimental is harmful.
2. The meaning of deterioration is slowly becoming worse.
3. The meaning of stupendous is extremely great.
4. The meaning of inconvenience is trouble.
5. The meaning of obesity is being over weight.
6. The meaning of materialize is happen or take shape.
7. The meaning of prudent is caring for the future.
8. The meaning of tardy is late submitted.
9. The meaning of Revolutionized is changed completely.
10. The meaning of disproportionately is not in the right amount.
11. The meaning of self-portrayal is showing off oneself.
12. The meaning of addictive is habit –forming.
13. The meaning of accessibility is easy to reach.
14. The meaning of fraudulent is dishonest, cheating.
15. The meaning of vistas is prospectus.
16. The meaning of Consequences is negative results.
17. The meaning of devasting is highly damaging.
18. The meaning of injudicious is unwise.
19. The meaning of fantasy is imagining of impossible things.
20. The meaning of mitigated is made less severe.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [81] TEACHER’S GUIDE

 EXERCISE-3:
Work individually. Skim through the text and identify the paragraphs that give the following
information. Write the paragraph number in the given blanks. After completing compare your
answer with your partner and make corrections where necessary:

1. Lack of quality communication. 5

2. Promotion and identification of skills and talents. 4
3. Basic rules for minimizing the harmful effects. 12
4. Becoming a part of global community. 2
5. Impact on mental health. 10
6. Using the social media prudently. 13
7. Advent of the internet and social media. 1
8. Psychological disorders. 11
9. Negative impact on studies. 6
10. Effects on physical health. 9
11. Use of the social media for business purposes. 3
12. Fraudulent companies cheating people. 7
13. Connecting friends and families. 8

 EXERCISE-4:
Read the text and mark the statements as true or false. After completing, compare your answers
with your partner.
S.NO. Statement True False
1. The social media has not affected the world in any major way. - False
2. Some vendors on the social media cheat their customers. True -
3. Use of the social media does not have any disadvantage. - False
4. Professionals do not use the social media. - False
Increase in the use of the social media has affected relationships
5. True -
adversely.
Students can contact teachers from nay part of the world and learn
6. True -
from them.
People use the social media to showcase and promote their talents
7. True -
and skills.
Employers do not use the social media to look for people whom they
8. - False
want to hire.
Disproportionate use of the media has devastating effects on
9. True -
physical health.
A careless user can get the benefits from the positive aspects of the
10. - False
social media.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [82] TEACHER’S GUIDE

 EXERCISE-5:
The following sentences have wrong information. Work in pairs. Read the text and write the
corrected sentence in space provided.
1. With the social media, one has become a part of the regional community.
Correct Sentence: With the social media, one has become a part of the global community.

2. The speed with which the social media users are increasing is slow.
Correct Sentence: The speed with which the social media users are increasing is stupendous.

3. The extended family members are not important in the Pakistani family structure.
Correct Sentence: The extended and immediate family members are not important in the Pakistani
family structure.

4. The social media is a major cause of weakness in children and teen agers.
Correct Sentence: The social media is a major cause of obesity in children and teen agers.

5. Rumors travel very slowly on the social media.

Correct Sentence: Rumors travel very fast on the social media.

6. Posting selfies can lead to physical disorders.

Correct Sentence: Posting selfies can lead to psychological disorders.

7. Using the social media has neither pros nor cons.

Correct Sentence: Using the social media has both pros and cons.

8. One needs to see how one can maximize the harmless effects of the social media.
Correct Sentence: One needs to see how one can maximize the harmless effects of the social media.

9. The ills of the social media can be reduced by following all the rules.
Correct Sentence: The ills of the social media can be reduced by following certain rules.

10. Giving up the social media may be the only option we have today.
Correct Sentence: Giving up the social media may not be a realistic option we have today.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [83] TEACHER’S GUIDE

 EXERCISE-6:
Work in pairs, read the text and write down the positive aspects and negative aspects of the social
media with respect to the following. Also write down what needs to be done to reduce the negative
impact, as stated in the text.

 BUSINESS:
Positive Aspect: Post their products and invite buyers, readily respond to customer’s queries.
Negative Aspects: Misuse by fraudulent companies.
Reducing negative impact: One should be discreet when selecting on line products or responding to
online offers of job and opportunities.

 STUDENTS:
Positive Aspect: Interaction with researchers and educators any where, online lectures.
Negative Aspects: Incomplete school assignments, tardy work and poor academics.
Reducing negative impact: Careful use of social media by following basic rules.

 COMMUNICATION WITH FAMILY AND FRIENDS:

Positive Aspect: Constant connection with distant relatives, strengthening of bond of love and care.
Negative Aspects: Deterioration in frequency and quality of face to face communication.
Reducing negative impact: Spend less time on social media and give priority to close ones.

 PROMOTIONS OF SKILLS AND TALENTS:

Positive Aspect: effective advertisement of skills and capabilities.
Negative Aspects: may get cheated by companies or may face physical harm by going to fake
interviews.
Reducing negative impact: care should be focused while sharing personal data with any one.

 EXERCISE-7:
Answer the following questions:
1- How has social media revolutionized the concept of communication?
Ans: Social media has, undoubtedly, revolutionized the concept of communication in numerous ways
providing the ease of connectivity is one of the biggest contribution. Whether it be business
purpose or family communication has become simpler, quicker and easy. Communication to the
distant relatives can be done without hindrance. Skills and talents can also be communicated
through social media. Business dealings and communication do not consume time now. In short
any one from any part of world can be contacted easily the world has truly become a global
village due to the revolution social media has brought in communication.

2- How is social media assisting students and professionals in their respective fields?
Ans: Social media is also assisting the students and professionals. It has opened new vistas for them.
The professionals can easily and quickly interact with their counterparts in any part of the world
and exchange their views on matters of mutual interests. More over the professionals can be
benefited by get the guidelines, ideas and views about specific task on social media. The students
can easily interact with teachers and researchers in any part of the world. They can easily gain
knowledge on any topic. They can also be benefited by on line lectures and notes from different
platforms.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [84] TEACHER’S GUIDE

3- How can a business be initiated on a virtual platform?

Ans: Social media has remarkably made initiating a virtual business very easy. A business can be
initiated through the touch of a button. Businessmen can post and advertise their products and
invite the buyers from anywhere in the world. They can interact with their customers on case to
case basis and readily respond to their queries, comments and can fulfill their needs.
4- How can employers hunt the right candidates for their job positions?
Ans: Social Media has also given the opportunity to the skilled and talented persons to promote their
skills, talents and capabilities in a very effective way. This in turn gives an easy access to the
employers and enable them to hunt for the right candidate for any particular job position .The
employers can also advertise for any vacant post through their social media pages and invite the
applications on line. This helps the employers to short list the right candidate and hence saves
time as well.
5- Why can people easily have a constant connection with relatives in distant parts of the world?
Ans: People can easily have a constant connection with relatives in distant parts of the world through
social media .Gone are the days when going of a near one abroad meant the loss of touch and
lack of communication. Social media has not only contributed to maintain a constant connection
with the distant relatives and friends but has also enabled to establish contact with lost friends. It
has played a vital role in strengthening the bond of love and care among the family members by
keeping communication easy and alive.
6- How is social media affecting the relationship of people?
Ans: Social Media has affected the relationship of people very badly. Man is a social animal and for
the strengthening of social bond physical sharing of moments of joy and grief is important.
Increased screen time has decreased face to face communication. Relationships are compromised
as people are spending more time on social media. Good wishes and condolences are sent
through social media now which has compromised personal visits in moments of grief and joy.
The social media has weakens the relationships.
 EXERCISE-8:
Work in groups of four. Ask each other the following questions and write down the responses. Try
and give a different response to each member of a group.
1- How has social media affected you and your family?
Ans: Social media has affected me positively and negatively in numerous ways.
 It has helped me a lot in my studies and improving my writing skills.
 I can easily understand any difficult topic through lectures available on you tube. I can remain in
contact with my teachers as well.
 But on the other hand it has made me very lazy. My sitting time has increased. Addiction to on line
games has reduced my physical activity.
 As a whole our family time has been compromised. Everyone keeps watching things of their own
interests on social media.
 Face to face communication has been reduced to a great extent.
2- What are the benefits you have gained from social media?
Ans: I have gained a lot of benefits from social media like:
 Participation in training, exchange programs, competitions, social community service programs.
 I have improved my skills of digital marketing.
 I am improving my study skills as well.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [85] TEACHER’S GUIDE

Social Media
(Unit 4.2-4.6 Solved Exercises)
(Unit 4.2) (ORAL COMMUNICATION)
(Unit 4.3)
(Language Practice)
Future Tense (Revision)
The future is indicated in different ways, using different verb forms. The following table shows some of the
ways for indicating the future.
S.NO. Usage Examples
 My friends will come at eight o'clock.
When something is expected to happen,  I shall call her tomorrow.
1.
for predictions and promises  It will rain tonight.
 I will never smoke another cigarette.
 The class will be travelling to Gilgit on Friday.
An action that will be in progress at a
2.  The baby will be receiving the first dose of
stated future time.
vaccination this week.
 By next year the child will have forgotten us.
An action that will be finished before a
3.  In five years I will have established my own
certain future time.
business.
 I am going to write a letter to the authorities.
To express a plan, intention, or
4.  She is going to tell her mother the sad news.
expectation.
 We are going to rebuild our house.
 They are moving to Islamabad next month.
Expressing future actions often resulting
5.  Pakistan is playing its final match against Sri-
from a present plan or arrangement.
Lanka on Sunday.
Expresses future action based on facts or  My cousin leaves for the airport in ten minutes.
6.
certain events.  I finish work at 2 pm today.
 I will be preparing supper when my husband
An action in the future that will be
7. comes back.
interrupted by a shorter action in the future
 They will be sleeping when their father returns.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [86] TEACHER’S GUIDE

 EXERCISE-1:
Do the following exercise by using the tenses mentioned for each section. Once you have completed,
compare your answers with your partner and makes corrections where needed.
Will/Shall
1. They will come (come) here again next year.
2. I shall complain (complain) to the Principal sometimes next week.
3. They will do (do) business with us from next year.
4. This time tomorrow, I shall be (be) very busy.
5. We shall be (be) in trouble for being late.
o FUTURE CONTINUOUS:
1. I shall be appearing (appear) for my board exams this year.
2. We shall be going (go) out later in the evening.
3. He will be staying (stay) home the whole week.
4. They will be watching (watch) the cricket match tonight.
5. I shall be driving (drive) the car as our driver is ill.
o FUTURE PERFECT:
1. We shall have climbed (climb) the mountain by tomorrow afternoon.
2. He will have had (have) his tooth pulled out by the time we reach.
3. I shall have met (meet) the captain of the cricket team by six o’ clock.
4. His tailor will have stitched (stitch) his clothes by the time we get there.
5. By the time we finish they will have left (leave).
o BE GOING TO:
1. Tariq is going to deliver (deliver) the speech on behalf of the class.
2. We are going to cut (cut) this tree as it is about to fall.
3. I think they are going to get (get) admission in the best college.
4. The tree is going to shed (shed) its leave soon as it is autumn time.
5. I am going to join (go) join the new hockey club soon.
o PRESENT CONTINUOUS:
1. We are taking (take) a trip to Tharparkar next Sunday.
2. I am cooking (cook) biryani for lunch today.
3. They are buying (buy) a new house soon.
4. He is inviting (invite) several people to his son’s wedding next month.
5. She is participating (participate) in the debate competition to be held by the school.
o PRESENT SIMPLE:
1. We start (start) this work tomorrow.
2. The train leaves (leave) in half an hour.
3. The ship sails (sail) for South Africa next week.
4. She begins (begin) her career in the Pakistani air force next year.
5. He returns (return) tomorrow after a week-long journey.
o TWO FUTURE ACTIONS:
1. It will be costing (cost) a lot more if we buy (buy) it next year.
2. He will be visiting (visit) us when he comes (come) to Karachi on his next visit.
3. We shall be waiting (wait) for you at the gate until you arrive (arrive).
4. The cat will be drinking (drink) the milk by the time you move (move) the bowl.
5. The programme will be ending (end) by the time they finish (finish) their food.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [87] TEACHER’S GUIDE

 EXERCISE-2:
Work in pairs. Complete the sentences using the correct future form of the given verbs:
1. Do you think people are travelling (travel) to the moon again?
2. Tomorrow we will be rehearsing (rehearse) a school play in the gym.
3. Dad will be waiting (wait) for you at the station when you arrive next.
4. By the end of this year, I am going to visit (visit) Brazil.
5. I shall make (make) a shelf for my technology project.
6. Look at that car! It will be crashed (crash) if the driver doesn’t slow down.
7. If I won't know the answer, I shall ask (ask) my elder sister.
8. We are going (go) on a picnic next weekend. Would you like to come?
9. Sara and Meena will have finished (finish) their IT project by tomorrow afternoon.
10. Raza will be taking (take) his goat for a walk when his mother comes (come) back from work.

 EXERCISE-3:
Here is a conversation between a palmist and a customer. Fill in the blanks using the correct form
of the future tense. After completing, compare your answers with your partner.

 Customer: Can you tell me something about my future?

 Palmist: 1 shall tell (tell) you if you show (show) me your palm.

 Customer: Tell me about my education.

 Palmist: Initially, you will study (study) till B.A. or B.Com. But later you will go (go) for higher
education.

 Customer: Where will I get my higher education?

 Palmist: Probably you will get (get) your first higher education in Pakistan.

 Customer: How about travel?

 Palmist: You will travel (travel) a lot throughout your life.

 Customer: What about my earnings?

 Palmist: You are going to be (be) a rich person. You will earn (earn) a lot of money. But all of
this will depend (depend) on how hard you work and how well you treat (treat) your parents.

 Customer: Can you tell me something about my health?

 Palmist: In the near future you will enjoy (enjoy) good health but later on you will be
suffering (suffer) from an unknown disease. The good news is that you will find (find) a good doctor
who will treat (treat) you well and will cure (cure) you completely.

 Customer: Thank God for that! Anything else?

 Palmist: You will be (be) a highly successful person. Good luck to you.

 Customer: Thank you.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [88] TEACHER’S GUIDE

 EXERCISE-4:
Work in groups of three and discuss the topic "As I see Pakistan in fifteen years' time". Each group
will have to come and present their pints before the class.
ACTIVE AND PASSIVE VOICE (REVISION)
The passive form is commonly used n textbooks, in scientific, technical, and business reports, and in
newspapers.
In some cases, 'by' may be used to clarify who the does is; in other cases, the doer may just be implied. It is
generally omitted when it is obvious who the 'doer' is.
Example: The house is being painted.

 EXERCISE-5:
Change the following passive voice into active voice. After completing, compare your answers with
your partner and make corrections where needed.

1. The walls are being painted by them.

Active Voice: They are painting the walls.

2. The latest book of the writer is liked by the readers.

Active Voice: The readers like the latest book of the writer.

3. We had been given the wrong tickets.

Active Voice: Booking clerk had given us wrong tickets.

4. The thieves were caught.

Active Voice: The police (or someone) caught the thief.

5. He had written these three books in 1873.

Active Voice: These three books had been written by him in 1873.

6. Why is time wasted by everyone?

Active Voice: Why do everyone waste time?

7. The new houses will be built by the new construction company.

Active Voice: The new construction company will built the new house.

8. The official documents have been sent by the officer.

Active Voice: The officer has sent the official documents.

9. They can be given some information about the job by Ramiz.

Active Voice: Ramiz can give them some information about the job.

10. A new road was being planned near my house by the government.
Active Voice: The government was planning a new road near my house.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [89] TEACHER’S GUIDE

 EXERCISE-6:
Change the following active voice into passive voice. After completing, compare your answer with
your partner and make corrections where needed.
1. Students should study environmental problems at school.
Passive voice: Environmental problems should be studied at school by the students.
2. Teachers could include this topic in their classes.
Passive voice: This topic could be included by teachers in their classes.
3. Some people buy returnable bottles and use recycled paper.
Passive voice: Returnable bottles and use recycled paper are bought by some people.
4. Governments have constantly ignored important issue for economic reasons.
Passive voice: Important issue for economic reasons have constantly being ignored by Governments.
5. At school, teachers often tell students about pollution and its prevention.
Passive voice: At school, Students are often told about pollution and its prevention by the teachers.
6. In developed countries, authorities expect everybody to cooperate.
Passive voice: In developed countries, everybody is expected to cooperate by authorities.
7. Everyone should throw their bottles in the bottle recycling bins.
Passive voice: Their bottles should be thrown by everyone in the bottle recycling bins.
8. Parents must teach their children how to dispose the rubbish.
Passive voice: Their children must be taught by Parents how to dispose the rubbish.
9. Last year several nations held a meeting to discuss environmental problems.
Passive voice: Last year, a meeting was held by several nations to discuss environmental problems.
10. Organizations like Greenpeace are giving people leaflets about what to do.
Passive voice: People are being given leaflets about what to do by organizations like Green peace.
 EXERCISE 7
Work in pairs and change the voice in the following two passages. After completing, compare your
work with another pair. Make change in your work if needed.
1- A local jewelry shop was robbed yesterday by two men. When the shop had been locked up by
the owner, a gun was held at his head by one of the robbers. He was told by the other to unlock
the shop and handover the diamonds in the safe. A search has been organized for the robber by
the police and it is hoped that he will be captured by them in a few days. The owner is being
treated by the doctors at a local hospital. He has been badly affected by the incident. No one
knows how soon the shop will be opened by him again.
ANSWER: Yesterday, two men robbed a local jewelry shop. When the owner had locked up the shop,
one of the robbers held a gun at his head. The other told him to unlock the shop and
handover the diamonds in the safe. The police has organized a search for the robber and
they hope that they will capture him in a few days. The doctors are treating the owner at a
local hospital. The incident has badly affected him, No one knows how soon he will open
the shop again.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [90] TEACHER’S GUIDE

2- Our school is organizing a contest. The student council members will organize the event. The
school management will provide the administrative and financial support. Parents will also play
a role in the activity. Students will prepare different projects about the environment. They will
also be required to write articles related to the environment. The teachers will guide them in
developing the projects. A team of experts will judge the work of the students. They will select
two projects and two articles for award of prizes. Famous publishers have given a set of
encyclopedias and some books to be given as prizes.
ANSWER: Contest is being organized by our school. The event will be organized by the student
council members. The administrative and financial support will be provided by the school
management. A role will also be played by the Parents in the activity. Different projects
about the environment will be prepared by the students. Articles related to the
environment will also be required to be written by them. They will be guided by the
teachers in developing the projects. The work of the students will be judged by a team of
experts. Two projects and two articles for award of prizes will be selected by them. A set
of encyclopedias and some books have been given as prizes by famous publishers.

(Unit 4.4)
(Writing)
Cause and Effect Essay
"Cause and effect" is a relationship between events or things, where one is the result of the other or others.
This is a combination of action and reaction. Something happens (a cause) that leads to another thing (an
effect).
Cause & Effects Transition Words
because, since, for, so, consequently, therefore, thus, hence, owing to, as a result of, as a consequence of,
leads to, contributes to, for this reason, stems from, comes from, results from, is the result of, is the
consequence of, is due to, is caused by, causes.
 EXERCISE-1:
Form sentences of cause, connector, and effect in the given table. An example has been done.
S.NO. Cause Connector Effect
1. We received seven inches of rain in four hours; therefore, The underpass was flooded.
Ans: We received seven inches of rain in four hours; therefore, the underpass was flooded.

2. I never brush my teeth, So I have five cavities.

Ans: I never brush my teeth, so I never brush my teeth,

Cars needed more time to

3. The streets were snow packed and icy due to that
stop.
Ans: The streets were snow packed and icy due to that cars needed more time to stop.

4. His arm was broken; hence, The doctor put it in a cast.

Ans: His arm was broken; hence, the doctor put it in a cast.

5. A football player violated the rules of the game; consequently, The referee called a penalty.
Ans: A football player violated the rules of the game; consequently, the referee called a penalty.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [91] TEACHER’S GUIDE

 EXERCISE-2:
Read the following sentences and write cause and effect in each column.

S.NO. Sentence What is the cause? What is the effect?

Your dog bit a child, therefore, he got a

1. Your dog bit a child, He got a deep wound.
deep wound.

I skipped lunch today, so I am extremely

2. I skipped lunch today, I am extremely hungry.
hungry.

I have difficulty trusting people because I have difficulty trusting My best friend lied to
3.
my best friend lied to me. people me.

She forgot to water her plants, hence, they She forgot to water her
4. They all died.
all died. plants,

The player has received a gold medal as The player has received a
5. He won the race.
he won the race. gold medal

He did not study for the test; He did not study for the
6. He failed it.
consequently, he failed it. test;

 EXERCISE-3:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [92] TEACHER’S GUIDE

Unit-5 Respecting self & others

A Bad Dream
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Airy Well ventilated ‫وہادار‬ ‫هوادار‬

02 Appreciate Recognize with gratitude ‫دقررکان‬ ‫قدر ڪرڻ‬

03 Astonishingly Extremely surprisingly ‫ریحاننک‬ ‫حيرت انگيز‬

04 Bother Worry, Disturb, or Upset ‫فیلکت‬،‫زتمح‬ ‫تنگ ڪرڻ‬

Talk in a friendly and
05 Chat ‫پگپش‬ ‫گپ شپ‬
informal way
06 Comfortably Without stress ‫آرامےس‬ ‫آرام سان‬

07 Compartment A separate section ‫ڈہب‬،‫رمکہ‬ ‫ ڪوٺي‬،‫ڪمرو‬

08 Convince Cause to believe ‫اقلئرکان‬ ‫قائل ڪرڻ‬

09 Cucumber A long, green-skinned fruit ‫ریھکا‬ ‫ونگو‬

10 Dominate Influence over ‫اغبلآان‬ ‫غالب پوڻ‬

11 Dusty Covered with dust ‫اخکآولد‬ ‫ڌوڙ‬

12 Frightened Afraid ‫وخزفدہ‬ ‫خوفزده‬

13 Ghost The spirit of a dead person ‫وھبت‬ ‫ِجن‬

Casual or unconstrained
14 Gossip ‫پگپش‬ ‫گپ شپ‬
conversation
15 Hair-raising Extremely frightening ‫ااہتنیئوخانفک‬ ‫انتھائي خوفناڪ‬

16 Haunted Frequented by a ghost ‫آبیسزدہ‬ ‫آسيب زده‬

17 Horror An intense feeling of fear ‫وخانفک‬ ‫خوفناڪ‬

18 Imagining Suppose or Assume ‫وصتررکان‬ ‫تصور ڪرڻ‬

19 Incident An event or occurrence ‫واہعق‬ ‫واقعو‬

20 Indication A sign ‫ااشرہ‬ ‫اشارو‬

21 Lean Move into a sloping position ‫انکھج‬ ‫جھڪڻ‬

22 Long-awaited Expected for a long time ‫وطلیااظتنر‬ ‫ڊگهي انتظار‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [93] TEACHER’S GUIDE

Give a spoken or written

23 Narrate ‫ایبنرکان‬ ‫بيان ڪرڻ‬
account of
24 Occurrence An incident or Event ‫واہعق‬ ‫واقعو‬
A person employed to carry
25 Porter ‫زمدور‬ ‫مزور‬
luggage
26 Relaxed Free from tension ‫آرامدہ‬ ‫آرام سان‬

27 Scared Fearful; Frightened ‫ڈراوہا‬ ‫خوفزده‬

28 Scream Give a long, loud, piercing cry ‫ںیخیچ‬ ‫دڙڪو‬

29 Shocked Surprised and upset ‫دصہم‬ ‫صدمو‬

Raise (one's shoulders)
30 Shrug ‫دنکےھااکچان‬ ‫ڪنڌ جهڪائي‬
slightly
31 Stare Look fixedly ‫وھگران‬ ‫ تڪڻ‬،‫گهورڻ‬

32 Strange Unusual; Surprising ‫بیجع‬ ‫عجيب‬

33 Stunned Shocked ‫دگنرہایگ‬ ‫حيران ٿي ويو‬

Make fun of someone in a
34 Teasing ‫ڑیھچان‬ ‫چيڙائڻ‬
playful way

A Bad Dream
(Summary)
Mr. and Mrs. Aziz along with their children planned a ten days holiday trip. Mr. Karim along with his wife
and children decided to accompany them. They travelled by train and reached a village called Patni where
they rented a house. They hired a van to reach the house. On the way Mr. Aziz told the van driver about the
house, but the driver told them about the house being haunted. Mr. Aziz did not believe him. On reaching the
house they all liked it. It had three rooms. Mr. and Mrs. Aziz took one room while Mr. and Mrs. Karim settled
in the second room. The children got the third room. After dinner they went to bed quite early as they were
tired. Next morning they visited the fields where some villagers again told them to leave the house before any
of them got harmed by the ghosts. They ignored the gossips. Strange things started to happen on 7th night.
Twice with Mr. Karim and finally all experienced same strange things. Mrs. Karim woke Mr. Karim up and at
the end, all it turned out to be a horrible dream that Mr. Karim was seen.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [94] TEACHER’S GUIDE

A Bad Dream
(Reference to context)
1- The villagers shrugged and said,”May Allah protect you”.
1. Name the lesson and the book.
2. What is the story about?
3. Why did the villagers prayed for them.
4. Write noun of protect.
5. Give meaning of shrugged.

ANSWERS:
1. Lesson: Bad Dreams. Book: Secondary stage English book 2 for class X.
2. The story is about ghosts.
3. The villagers prayed for them that they remain safe and are not harmed by the ghosts. The people of
the village feared that they could get harmed badly in some way.
4. Protection
5. Raise one’s shoulders slightly too express doubt or indifference.

2- They said that he was allowing village gossip to dominate his thoughts and was imagining that there
were ghosts.
1. What is the story about?
2. Explain what do “they “and “he “refers to in the sentence.
3. Write noun of dominate and imagine.
4. Give meaning of gossip.

ANSWERS:
1. The story is about ghosts.
2. The word they refers to Mr Aziz, Mrs Aziz, Mrs Karim and children while he refers to Mr Karim.
3. Domination, Imagination.
4. Casual conversation by people that are not confirmed as being true.

A Bad Dream
(Questions & ANswers)
1- Why was everyone excited about the trip?
Ans: Everyone was excited because it was a long-awaited trip which everyone was looking forward to.
Mr. Karim and his family had planned the trip nearly three months ago that was why they were
naturally very excited.

2- What did Mr. Aziz tell about the house he booked?

Ans: Mr. Aziz told about the house that it was far from the station and situated near the fields to enable
them to truly appreciate and enjoy the life standard of the village.

3- What were the reaction of the porter and driver, when they heard about the house?
Ans: When they got off the train. There was only one porter there to help them unload their luggage.
When Mr. Aziz told him where they wanted to go, he looked at him in a strange manner. The porter
took them to a van driver. He told him where these people wanted to go. The van driver had a
strange, frightened look on his face and asked if he was sure.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [95] TEACHER’S GUIDE

4- What did the driver tell about the house?

Ans: Mr. Aziz told the driver that they had rented the house for ten days. The driver told him that the
people of that area believed that house was haunted.

5- Why did the villagers tell them to leave the house? OR What advice did the villagers give to Mr Aziz
and his family?
Ans: When they told the people (villagers) where they were living, the villagers were shocked. Some of
them even told them to leave the house before the ghosts harmed them in some way.

6- What happened to Mr. Karim when he was sleeping peacefully? OR What was Mr Karim's first
strange experience?
Ans: On the seventh night, Mr Karim was sleeping very peacefully. Suddenly, he felt that someone was
pulling his blanket. He thought it was a cat, so he pulled his blanket up and started to sleep. Again,
the same thing happened. This time he pulled the blanket up and held it tightly under his head and
feet. When he did this, someone started pulling his bed.

7- What actually happened with Mr. Karim?

Ans: Mr. Karim woke up screaming from sleep. He has been sleeping all night and everyone was waiting
for him to wake up to accompany them for the trip. It became clear now that all those horrific
experiences were the part of his all dream only.

8- How did Mr. AZiZ and Mr. Karim's family reach their destination?
Ans: They reached their destination by train.

9- Where was the house that Mr. Aziz rented?

Ans: The house was far from the station and near the fields.

10- What was the name of the station where they got off?
Ans: They got off at Patni station.

11- Who was the first person to be surprised to hear the address of the house?
Ans: The porter was the first to be surprised when he heard the address of the house.

12- Who was the second person who was surprised after hearing the home address?
Ans: The van driver was the second person to be surprised when he heard the address of the house.

13- How many days did Mr. Aziz and Mr. Karim plan the trip?
Ans: They had planned a trip for ten days.

14- How was the house that Mr. Aziz rented?

Ans: The house was big and airy, with a nice view of the fields and the village.

15- How many bedrooms were there in the house?

Ans: There were three bedrooms in the house.

16- How many days later did strange things start to happen?
Ans: A week passed, and then strange things started to happen.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [96] TEACHER’S GUIDE

17- Who had the first strange experience?

Ans: Mr Karim had the first strange experience.

18- Why didn't everyone believe Mr. Karim?

Ans: Nobody believed in Mr Karim because they thought that Mr. Karim was making fun of them and he
was just trying to fool them.

19- Who had the second strange experience?

Ans: Mr Karim had the second strange experience.

20- What was Mr Karim's second strange experience?

Ans: Mr Karim was walking. He was deep in thought when he felt someone walking behind him. He
looked back but did not see anyone. It was getting dark. Mr Karim had a strange feeling. He quickly
moved to the other side and started walking back towards the house. But then, a strange thing
happened; the head jumped and blocked his way. He quickly changed his route again and went to the
other side. But, the head jumped on the other side.

21- What happened at the end of the story?

Ans: Mr Karim was dreaming. At the end of the story, he was awakened and told to go on a trip. He
thanked his wife for waking him up from a nightmare.

A Bad Dream
(Text Book Exercise Unit-5.1)
1- Have you ever seen a bad dream?
Ans: Yes, I have seen a bad dream and I woke up in mid night.

2- What was it about?

Ans: (Anything Student can mention here).

3- How did you feel after you woke from the bad dream?
Ans: I scared and shivered for few minutes a than realized it was a dream.

 EXERCISE-1:
Work individually and answer the following questions in your notebook. After completing the
exercise, compare your answers with your partner.

1. How many families were going on the trip?

Ans: Two families were going on the trip. Mr. Aziz's family and his Brother Mr. Karim's family were
going on the trip.

2. How many ghost stories are mentioned in the text?

Ans: There are three ghost stories mentioned in the text..

3. Did any of the children experience something strange?

Ans: No, not at all. No children experience something strange.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [97] TEACHER’S GUIDE

 EXERCISE-2:
Work in pairs. Read the text and find the words in the given paragraphs that have the meanings
given below. Match the following meanings given below. Write your answers in the answer column.
The first one has been done as an example.
Paragraph Meanings Answers
1 Something for which one has waited for a long time Long awaited
2 An enclosed section in a railway carriage Compartment
5 Take something for limited time by paying for it Rented? hirehire
5 Having presence of ghosts Haunted
10 Killed for food Head jumped
10 Frightened Scared
11 Conversation that may not be true Gossip
11 Have power or influence over something Dominate
11 Form a mental picture Imagining

 EXERCISE-3:
Work individually. Read the text and provide one-word answers in the given blanks.
1. What was the name of the station where they got off? Patni
2. Upon hearing the address, the first person who was surprised? The Porter
3. Who was the second person who was surprised? The Van driver
4. For how many days was the trip planned? Ten days
5. How many bedrooms were there in the house? Three
6. Who had the first strange experience? Mr. Karim
7. Who had the second strange experience? Mr. Karim
8. What happened in the end of the story? It was a dream

 EXERCISE-4:
Work individually. Read the text and complete the following sentences by matching items in
columns A and B. Write your answers in the Ans. column.
S.NO. Column A Answer Column A
1. On hearing where they were staying. 1, (e) a) And fresh vegetables from the fields.
When the driver told Mr. Aziz that the b) And had a nice view of the village and
2. 2, (h)
house was haunted. the fields
3 The house was big and airy. 3, (b) c) And quickly left for the station.
When the people in the village asked them
4. 4, (f) d) And did not want to go back.
to leave the house.
e) Two people asked whether they were
5. They enjoyed the clean air of the village. 5, (a)
sure.
f) They laughed and said there was no
6. They all felt happy and relaxed 6, (d)
such thing as ghosts.
7. Nothing happened for a few days. 7, (g) g) Then strange things started happening.
On the last morning they got out of bed very h) Mr. Aziz said that he did not believe
8. 8, (c)
early. such stories.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [98] TEACHER’S GUIDE

 EXERCISE-5:
The following sentences give wrong information. Work in pairs, read the story, and write the
correct sentences in the space provided below each statement:
1. Mr. and Mrs. Karim and their children planned the holidays.
Mr. and Mrs. Aziz and their children planned the holidays.

2. Mr. and Mrs. Aziz and their children decided to join them.
Mr. and Mrs. Karim and their children decided to join them.

3. They planned a 3-month trip.

They planned a ten days trip.

4. They travelled by bus and reached a village called Patni.

They travelled by train and reached a village called Patni.

5. They hired a taxi to reach the house.

They hired a van to reach the house.

6. Mr Aziz told the driver that they had bought the house.
Mr. Aziz told the driver that they had rented the house.

7. He told him that the house was old but Mr. Aziz did not believe him.
He told him that the house was haunted but Mr. Aziz did not believe him.

8. When they reached the house no body liked it.

When they reached the house everybody liked it.

9. The children got the cleanest room.

The children got the third / biggest room.

10. After dinner they went to bed quite late, as they were tired.
After dinner they went to bed quite early, as they were tired.

11. After two days they went into the fields.

The next morning, they went into the fields.

12. They met some people and they told them to sell the house before they were harmed.
They met some people and they told them to leave the house before they were harmed.

13. Strange things started to happen on the fifth day.

Strange things started to happen on the seventh day.

14. First Mr. Karim, then Mrs. Karim and finally they all had strange experiences.
First Mr Karim, then again Mr. Karim and finally they all had strange experiences.

 EXERCISE-6:
Work individually. Combine the points from Exercise 5 and write a summary of the story in your
notebook. You can add other points. Also, write an alternatine ending of the story.
Ans: See on Page# 93

 EXERCISE 7

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [99] TEACHER’S GUIDE

A Bad Dream
(MCQs)
1- Mr Aziz and his family had planned and waited for this holiday for nearly:
a) two months b) three months c) four months d) five months

2- The name of Mr Aziz's brother was:

a) Mr. Karim b) Mr. Rahim c) Mr. Saleem d) Mr. Shamim

3- Mr Aziz's and Mr Karim's families often went on picnics together, but this was the first time that they had
decided to spend:
a) 5 days together b) 7 days together c) 10 days together d) 15 days together

4- The house that Mr Ariz had booked was:

a) near the station and the fields c) near the station and far from the fields
b) far from the station and near the fields d) far from the station and fields

5- In the morning, they reached:

a) Datni b) Satni c) Watni d) Patni

6- The Patni station was:

a) small and dusty b) small and cleaned c) big and dusty d) big and cleaned

7- At Patni station, there was/were:

a) one porter b) two porters c) three porters d) No porter at all

8- When Mr. Aziz told the porter where to go, the porter:
a) looked happy c) looked at him in a strange manner
b) looked sad d) had a strange, frightened look on his face

9- When Mr. Aziz told the van driver where to go, the van driver:
a) looked happy c) looked at him in a strange manner
b) looked sad d) had a strange, frightened look on his face

10- The house that Mr. Aziz rented was:

a) small and narrow b) small but airy c) big and airy d) big but strange

11- The house Mr Ariz rented had:

a) 2 bedrooms b) 3 bedrooms c) 4 bedrooms d) 5 bedrooms

12- Who was dreaming in the story 'A Bad Dream'?

a) Mr. Karim b) Mrs. Karim c) Mr. Aziz d) Mrs. Aziz

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [100] TEACHER’S GUIDE

A Bad Dream
(Unit 5.2-5.6 Solved Exercises)
(Unit 5.2) (ORAL COMMUNICATION)
(Unit 5.3)
(Language Practice)
Revision of Number of Nouns
Nouns are either countable or uncountable. Those that are countable are either singular (one) or plural
(more than one) in number.

Rules:
 Generally, the plural is formed by adding’s’.
Example: chairs, days, flowers.

 Nouns ending in s, ch, sh, x usually take 'es'.

Example: buses, churches, dishes, boxes.

 Nouns ending in 'y' change in two ways:

* In nouns having a consonant before 'y', the 'y' changes into 'ies'.
Example: cherries, babies.
* In nouns having a vowel before 'y' only’s’ is added.
Example: monkeys, keys.

 Nouns ending in 'o' can take’s’ or 'es'.

Example: radios. Pianos, or mangoes, buffaloes.

 Nouns ending in 'f' or 'fe' change in two ways:

* In some 'f' or fe' changes to ‘ves’:
Example: leaves, thieves, knives.
* While some just take’s’.
Example: beliefs, roofs, chiefs.

 Some are the same in singular and plural.

Example: deer, sheep, hair.

 Some are used only in the plural.

Example: police, scissors, scales, trousers, jeans, spectacles.

 In some cases, there is no fixed rule.

Example: children, oxen, teeth, feet, men, women, mice.

 In most compound nouns’s’ is added at the end.

Example: check-ups, doorbells, stepfathers.

 In some compound nouns the’s’ is added to the first part.

Example: brothers-in-law.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [101] TEACHER’S GUIDE

 EXERCISE-1:
Form plurals of the following singular nouns. After completing, compare your answers with your
partner.
S.NO. Singular Noun Plural Noun
1. Story Stories
2. Hair Hairs / Hair
3. Child Children
4. Leaf Leaves
5. Son in Law Sons in law
6. Tooth Teeth
7. Woman Women
8. Thief Thieves
9. Port folio Port folios
10. Studio studios
11. Secretary of state Sectaries of state
12. News News
13. Hoof Hoofs
14. Theory Theories
15. Trousers Trousers
16. Hair Hairs / Hair
17. Essay Essays
18. Valley Valleys
19. Tooth Teeth
20 Chimney Chimneys

 EXERCISE-2:
Fill in the blanks with appropriate plural forms of the given nouns. After completing, compare your
answers with your partner.
1. I saw three big oxen (ox) near the cliffs (cliff).
2. There were many police (police) near those houses (house).
3. Please buy some potatoes (potato) and tomatoes (tomato).
4. Farmer Abdul Raheem has three sheep (sheep) and four deer (deer) on his farm.
5. Mrs. Jahanzaib had to go for check-ups (check up) every week.
6. Raja is more than six feet (foot) tall, but he is afraid of mice (mouse).
7. The little calves (calf) lost their mothers (mother).
8. There are three banks (bank) in the four cities (city) close to my village.
9. We need more knives (knife) and forks (fork).
10. My sister has lost three of her teeth (tooth).

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [102] TEACHER’S GUIDE

 EXERCISE-3:
Work in pairs. Write down the plural of the given nouns. Then, form sentences using both the
singular and plural nouns in your own sentences. An example is given below.

Example:
 Radio: My grandfather has one very old radio.
 Radios: There are several types of radios in this shop.

S.NO. Word Sentence

Leaf The teacher brought a long leaf for the practical.

1.
Leaves The trees shed their leaves in autumn season.

Dish He told his mother to pass the dish of mutton.

2.
Dishes The girl was washing the dishes in the kitchen.

Father in law His father in law is a doctor.

3.
Fathers in law The grooms’ ususally do not their fathers in law just like.

Train The train left the station on exact time.

4.
Trains Several trains were late due to the accident on railway track.

Boy The boy is learning to operate computer.

5.
Boys Boys are always interested in vehicles.

Witch The witch casts her spell on the girl.

6.
Witches There are three witches in the novel Macbeth.

Thief The thief stole her precious jewellery.

7.
Thieves The thieves stole everything from the jewellery shop.

Donkey The farmer had a lazy donkey.

8.
Donkeys Donkeys are often called beasts of burdens.

Hair The baby had a nice hair cut.

9.
hairs The girls keep their hairs clean.

Child The nurse took the child to the nursery.

10.
Children The children are playing happily in the ground.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [103] TEACHER’S GUIDE

Modal Verbs (request and advice)

Modal Verbs for Formal and Informal Requests
 Formal Request
May, would, and could are used in formal, polite requests.
 May I borrow your pen, please?
 Could you help me for a minute, please?
 Would you explain that again, please? I didn't understand?

 Informal Request
Will and can are used in informal, casual requests.
 Will you please answer the phone? I'm working.
 Can you hold my books for me? My hands are full.

 EXERCISE-4:
Work in pairs. Orally discuss and change the following statements into requests by using modal
verbs. After discussing, write the requests sentences in your note book.

1. Shut the door, as it is windy today.

Would you please shut the door, as it is windy today?

2. Send me an email and I'll follow it up.

Would you please send me an email and I'll follow it up.

3. Help me finish this assignment.

Will you please help me finish this assignment?

4. Pass the salt and pepper.

Can you please pass the salt and pepper?

5. Repeat what you just said.

Could you please repeat what you just said?

6. Help me find my leather jacket.

Can you please help me find my leather jacket?

7. Clear the table so that I can put my computer there.

Will you please clear the table so that I can put my computer there?

8. Show me how to do fix this problem.

Could you please Show me how to do fix this problem.

9. Help her in whatever way you can.

Would you please help her in whatever way you can?

10. Move this chair in the corner.

Could you please Move this chair in the corner.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [104] TEACHER’S GUIDE

Advice
The modal verbs for advice are should, ought to, and had better. These can be used in positive
and negative sentences.
For example:

Positive Sentence Negative Sentence Interrogative Sentence

You should study harder to get You shouldn't call her while I have a problem. Should I call my
better results. she is busy with chores. parents or my friend?

You ought to wear a warm jacket, ("ought to" is not usually ("ought to" is not common in
it's really cold outside. used in the negative form) question form)

You had better slow down. You You had better not forget to ("had better is not usually used in
are driving too fast! finish your) homework. question form)

The phrase "had better" is a bit stronger. It includes the idea of a warning: something terrible will
happen if you do not follow my advice.

 EXERCISE-5:
Work in pairs. Orally discuss and change the following statements into advice by using modal verbs.
After discussing, write the advice sentences in your notebooks.
1. Listen to your mother.
Ans: You should listen to your mother.
2. Give good reason for your absence.
Ans: You ought to give good reason for your absence.
3. Break traffic rules.
Ans: You had better not break traffic rules.
4. Fulfill the promise you made to your mother.
Ans: You should fulfill the promise you made to your mother.
5. Finish your task on time or you'll be in trouble.
Ans: You had better finish your task on time or you'll be in trouble.
6. Discuss this matter on the dinner table.
Ans: You should discuss this matter on the dinner table.
7. Remain seated until the seatbelt sign is turned off.
Ans: You ought to Remain seated until the seat belt sign is turned off.
8. Complete these chores by tomorrow.
Ans: You should complete these chores by tomorrow.
9. Talk when others are speaking.
Ans: You had better not talk when others are speaking.
10. Follow the instructions carefully.
Ans: You ought to follow the instructions carefully.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [105] TEACHER’S GUIDE

 EXERCISE-6:
Write requests or advice for the following situations.

a) You need a pen, and your sister has one.

Ans: May I take your pen please?

b) You are spending too much money on buying unnecessary clothes.

Ans: You had better not spend money on buying unnecessary clothes.

c) Your friend is leading an unhealthy lifestyle.

Ans: You should take care of your health.

d) You want a half-day leave from your Principal as there is an emergency in your family.
Ans: would you please grant me half day leave as I have an urgent piece of work at my home?

e) Your brother is going to the stadium to watch a cricket match and you want to go with him.
Ans: Can I go with you to the stadium to watch the cricket match?

f) My friend was telling me a secret about her family.

Ans: You should not tell me a secret about your family.

g) What does your mother say if you spend too much time playing games rather than studying?
Ans: You had better to give time to your study rather playing games.

h) The phone rings while you are cooking in the kitchen. Your father is near the telephone.
Ans: Can you please attend the call Dad?

i) It's hot, and you are thirsty.

Ans: Could you please give me a glass of water, I am so thirsty?

j) You're studying for an exam, but your brother listens to loud music.
Ans: Can you please turn the music down brother, I am studying?

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [106] TEACHER’S GUIDE

Unit-6 Character Building

Speak Gently (Poem)
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Accents Tone of voice, Way of talking ‫ظفلت‬،‫ہجہل‬ ‫ ُاچار ڪرڻ‬،‫تلفظ‬

02 Achieve Attain ‫احلصرکان‬ ‫حاصل ڪرڻ‬

03 Aged Elderly ‫رمعردیسہ‬ ‫عمر وارو‬

04 Anonymous Unknown ‫انمگم‬ ‫گمنام‬

05 Careworn Worried, Anxious, Tired ‫دھکیاھبلرکےنواال‬ ‫سنڀاليندڙ‬

06 Depart Leave ‫رواہن‬ ‫روانگي‬

The life after death, Endless ،‫ بقا‬،‫ابديت‬
07 Eternity
future, Perpetual life ‫یگشیمہ‬،‫الدحمود‬ ‫ھميشگي‬
08 Fear Threat ‫وخف‬ ‫خوف‬

09 Gently Softly, Kindly ‫آہتسہےس‬ ‫نرميَء سان‬

To cause unhappiness to, Give
10 To Grieve ‫مغرکان‬ ‫ڏک ڪرڻ‬
sorrow, To be sad
Cruel, Angry, Hard, Rude,
11 Harsh ‫تخس‬ ‫سخت‬
Stern
12 To Mar To spoil ‫رخابرکان‬ ‫خراب ڪرڻ‬

13 Mild Soft ‫رنم‬،‫اکلہ‬ ‫ نرم‬،‫ھلڪو‬

14 Nearly Run Almost spent ‫رقتًابیرخچوہان‬ ‫لڳ ڀڳ خرچ ٿيڻ‬

15 Rule Rein ‫وکحتم‬،‫اقونن‬،‫ حڪم اقدعہ‬،‫ قانون‬،‫قائدو‬

Whose years of life are nearly
spent. This is a metaphor
taken from an old fashioned
‫جنهن جي زندگيَء‬
Whose sand of
way of telling the time. Sand ‫سجیکزدنیگیکرتی‬
16 was dripped through a glass ‫جي ريت لڳ ڀڳ‬
life is nearly run
container called an hourglass. ‫رقتًابیلچریہےہ۔‬ ‫هلي رهي آهي‬
When the sand had passed
through, it showed an hour
had passed.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [107] TEACHER’S GUIDE

Speak Gently (Poem)

(Reference)
The writer of this poem is David Bates. The tone of the poetry represents the poem is a part of Moorish
poetry.

Speak Gently (Poem)

(Central Idea)

Speaking gently to everyone is a good trait in our character. By being gentle we are likely to loose nothing
and gain much in terms of friendship. Good will and even material rewards. It places our character and
personality in a very good light and creates an everlasting impression in the minds of others.

Speak Gently (Poem)

(Theme)

“Kindness is more important than wisdom and recognition of it is the beginning of wisdom.”

Speak Gently (Poem)

(Summary)

This Moorish poem is written by a poet David Bates. This poem emphasis upon speaking gently.
By speaking gently we can attain the spiritual power of rule. Treating someone harshly is a kind of moral sin
which can devastate our good deeds.

Speak gently is the best way to train a child and win over his love and trust. If you don’t adopt the mild
attitude your teachings will not persist for a prolong period.
Our attitude should be soft to the aged and old people in order to create such an atmosphere in which they can
pass their remaining days peacefully.

Speak mildly does not cause and burden to you. These soft words create a forever impression on the other’s
hearts. The reward of adopting this habit is that in this mortal world is the good deeds and the everlasting
pleasure. It also brings reward in the eternal life.
Speak Gently (Poem)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [108] TEACHER’S GUIDE

Speak Gently (Poem)

(Explain with Reference to context)

Note: Students are advised to read whole chapters and poems thoroughly for reference to context.
1- Speak gently; it is better far
To rule by love than fear.
Speak gently; let no harsh word mar
The good we may do here.

(i) Name the poem and the poet / poetess.

(ii) What is the result of adopting harsh attitude?
(iii) What advice has been given by the poet in this poem?

Ans:
(i) Poem: Speak Gently, Poet: David Bates (1809 - 1870)
(ii) We should use polite words and not harsh and unkind words, because harsh words are kind of
moral sin which may spoil our good deeds.
(iii) The poet advises us to speak gently to every one. Words spoken with love in a mild and polite tone
not only leave a great impression but also earn respect and honour.

(Reference to context)
These lines have been taken from the poem “Speak gently” written by a poet David Bates (1809 - 1870). In
this poem poet asks us to speak in soft and mild tone to all. Because kind words go deep into the heart of
listener. The effect of speaking gently is good and long lasting.

(Explanation)
In these lines poet says that when we speak with others we should use kind words. If we want to rule the
people, we should get their obedience by love. Because obedience secured by love is better than that which is
the result of fear. He further says that we should use mild words and not harsh and unkind words, because
harsh words may spoil our good deeds.

2- Speak gently to the little child;

Its love be sure to gain;
Teach it in accents soft and mild,
It may not long remain.

(i) Why should we speak gently to the little children?

(ii) What is the central idea of the poem?

Ans:
(i) We should speak gently to the little children because they are like the blooming flowers. We can
win their hearts by speaking in soft and polite tone.
(ii) The message or central idea of the poem is that “we should speak gently to everyone because we
can win the heart of the people by speaking gently and politely”.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [109] TEACHER’S GUIDE

(Reference to context)

These lines have been taken from the poem “Speak gently” written by a poet David Bates (1809 - 1870). In
this poem poet asks us to speak in soft and mild tone to all. Because kind words go deep into the heart of
listener. The effect of speaking gently is good and long lasting.

(Explanation)

In these line poet says that one should speak to a little child in soft and mild tone, it is certain that he will love
him. If some one is teaching some thing to him, it might be taught in polite manner and soft accent, because
who knows how long he will remain here.

3- Speak gently to the aged one;

Grieve not the careworn heart;
Whose sands of life are nearly run;
Let such in peace depart.

(i) Why should we speak gently to the aged one?

(ii) What does 'careworn' mean?
(iii) What is the message of the poem?

Ans:
(i) We should speak to the aged one in polite manner and should use kind words with them. They are
already sad and tired, and have completed their time here in this world. So they must be given
respect, love, care and concern. Soft and polite tones will help their soul to leave this world in
pleasant mood.
(ii) Careworn means worried, anxious, tired.
(iii) This simple and short poem conveys a lasting message based on the supreme virtue of life. The
poet stresses that selective and chosen words should be used as " words cost nothing but create a
lot'. We can win the heart of everyone with polite and soft words.

(Reference to context)

These lines have been taken from the poem “Speak gently” written by a poet David Bates (1809 - 1870). In
this poem poet asks us to speak in soft and mild tone to all. Because kind words go deep into the heart of
listener. The effect of speaking gently is good and long lasting.

(Explanation)

In these lines poet says that senior citizens be spoken in polite manner. One should use kind words while
speaking to them. They are already sad and tired, so they may not be sadden. They have completed their time
here in this world; they are here for very brief time. So they may be allowed to leave this world in pleasant
mood.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [110] TEACHER’S GUIDE

4- Speak gently; 'tis a little thing

Dropped in the heart's deep well;
The good, the joy that it may bring
Eternity shall tell.

(i) What resemblance does he find between hearts and the deep well?
(ii) What does the poet say about eternity?

Ans:
(i) The poet finds resemblance between and deep well because like deep well we cannot assume what
is deeply within human heart. One thing is sure that the soft words go deeply in the heart and we
cannot assume these words out of the hearts.
(ii) He said that we shall be rewarded in the world hereafter by God. If we speak gently to everybody.
It is everlasting award one can achieve in the next world also.

(Reference to context)
These lines have been taken from the poem “Speak gently” written by a poet David Bates (1809 - 1870). In
this poem poet asks us to speak in soft and mild tone to all. Because kind words go deep into the heart of
listener. The effect of speaking gently is good and long lasting.

(Explanation)
In these lines poet says that kind words, though they seem insignificant but they have magical effect on
people. Because kind words touch the depth of human hearts. The reward of speaking gently will be gained in
the next world.

Speak Gently (Poem)

(Questions & Answers)

1- Who has written this poem? What did poet / poetess in the poem 'Speak Gently' tell us? OR What is
the message of the poem “Speak Gently”? OR Why should we speak gently to others or to all? OR
What lesson we learn from the poem "Speak Gently"?
Ans. The poem has been written by David Bates. This poem convey a lasting message based on the
supreme virtue of life. The poet tells that the selective and chosen words should be used as words
spoken with love in a polite and mild tone not only leave a great impression but also earn respect and
love. We can win the hearts of others with sweet and soft words.

2- What is the result of adopting harsh attitude? OR What are the disadvantages of speaking harshly?
Ans. To speak harshly is a kind of ethical and social sin which can deprive our all good deeds, so we
should produce mildness in our character. This is the only way through which we can provide
security to our good deeds which we have done in this mortal world.

3- Why should we speak gently to the aged one or old people?

Ans. We should speak gently to the aged one or old people because they are already worried, we should
not increase their sorrow. They are not going to live for a long time. They must be given love, care
and concern. Soft and polite tone will help their soul to depart in peace.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [111] TEACHER’S GUIDE

4- Why should we speak gently to the little children?

Ans. We should speak gently to the little children so that they can also learn to speak gently. We can win
their hearts by speaking in soft and mild accent because they are like the blooming flowers.

5- What resemblance does he find between hearts and the deep well?
Ans. The poet finds resemblance between hearts and deep well because like deep well we cannot assume
what is deeply within human heart. One thing is sure that the soft words go deeply in the heart and
we cannot assume these words out of the hearts.

6- What the advantages or benefits are of speak gently? OR With whom should we speak gently as
referred to in the poem?
Ans: We should speak gently to everybody. One can rule over others only through love. Harsh and cruel
words can spoil our good deeds. If we want to win the love of children, we must speak to them
gently, we should speak gently to the old ones also because they are going to leave this world very
soon. They should be allowed to die peacefully. We should be kind and gentle in our dealing with
all. God will be pleased and will reward us in the eternal world. “Gentle words unlock the iron
gates."

7- What does the poet say about eternity?

Ans: The poet says that we shall be rewarded in the world hereafter by God, if we speak gently to
everybody, it is the everlasting reward one can achieve easily.

8- How can we win the heart of the people?

Ans: Speak gently and using soft words please the others so we can win their hearts.

9- Why do you think that speaking gently is a heavenly quality?

Ans: In my opinion speaking gently is a heavenly quality because it pleases the others so we can win their
hearts. It has so many good effects. God likes it too. We will be rewarded for it in the life hereafter.

Speak Gently (Poem)

(Text Book Exercise Unit-6.1)
 Work in pairs and discuss the followings
1. Who do you like most among your family members?
Ans: I like my parents or my sister or my brother or my aunt or my uncle.

2. Why do like him/her.

Ans: Because he /she always talks with lots of love and care.

3. How can we earn more respect from people?

Ans: We can earn more respect from people only, if we also give them respect, behave kindly and talk
with softly.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [112] TEACHER’S GUIDE

 EXERCISE-1:
Answer the following questions and then share your answer with your partner.
1. The main idea of the poem is to speak gently with:
a) Children b) young people c) all people d) old people

2. By speaking gently, we attract people's:

a) Attention b) Love c) Care d) Help

3. Speaking gently is something:

a) Big b) Difficult c) Small d) Impossible

4. We shall have good results of speaking kindly in the:

a) Shortly b) World c) Deeply d) Keenly

5. We should speak kindly to the old people because they will leave the world:
a) after a long time b) shortly c) deeply d) none of these

 EXERCISE-2:
Work in pairs and underline the following words in the poem. Next choose the suitable meanings
from the box below and write it against the words:
Unending time/forever, Tone of voice, Tired, Spoil, Cause unhappiness, Rude or rough, Softly and
kindly, Old
S.NO. Words Meanings
1. Gently softly and kindly
2. Harsh rude or rough
3. Mar Spoil
4. Accents tone of voice
5. Aged Old
6. Grieve cause unhappiness
7. Careworn Tired
8. eternity Unending time/ forever

 EXERCISE-3:
Read the text and match sentences in column A with column B. Write the answers in column C.
Compare your answers with your partner.

S.NO. Words Meanings S.NO.

1. Speak gently to everyone So as not cause them unhappiness 1A-5B
2. Speak gently so as not to its impact on people's lives 2A-4B
3. Speak gently to little children and small but important 3A-6B
4. Speak gently to old people wipe out all the good work done 4A-1B
5. Speak gently as it is something to win people's love 5A-3B
6. Speak gently as only time will show teach them in a soft manner 6A-2B

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [113] TEACHER’S GUIDE

 EXERCISE-4:
Work in pairs and find out the reasons why the poet asks us to speak gently. First discuss the reasons
orally and then write the answers in your note book.
a) We should speak gently to everyone because
Ans: it is far better to rule by love than by fear.
OR
Soft and kind words leave a deep and lasting impression.

b) We should not speak in a harsh manner because

Ans: we are here to do good things.
OR
It will deprive us of all the good we do here we will have more enemies than friends.

c) We should teach children in a soft manner because

Ans: they will response as we teach them.
OR
They can also learn to speak gently, we can get their love by speaking gently with them.

d) We should not cause unhappiness to older people because

Ans: they are near to death and they should leave the world happily.
OR
Let them die in peace, we should not make them sad by speaking harshly.

e) Speaking gently is a small but important thing because

Ans: it leaves a long lasting effect on one’s life.
OR
It touches the depths of the heart. The good and the joy it brings eternity shall tell.

 EXERCISE-5:
Write in pairs and list down two things for each verse that the poet mentions people should do and what
would be the result of doing each thing:

Verse 1:
a) We should speak gently. Our words should be soft, kind and loving
b) It will spread goodness everywhere in the world.

Result: By speaking softly we win people's heart. We rule the hearts.

Verse 2:
a) We should teach soft and gentle accent to children
b) As they may learn the way and apply it in their life to come.

Result: Children's childhood will soon be over. They will learn to speak softly and we will get the love of
children.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [114] TEACHER’S GUIDE

Verse 3:
a) We should speak gently to the old one and make them not happy
b) Their time of life is too short. They should be departed peacefully

Result: Older person don't know what they have endured in their lives. Do not grieve their broken hearts.
Make it easy for them to leave the world.

Verse 4:
a) Speak gently is little thing
b) It remains forever and its reward is also eternal.

Result: It touches the depth of the heart. The good and the joy it brings Eternity shall tell.

 EXERCISE-6:
Based on answers in exercises 3, 4, 5, write the summary of the poem. Look at the summary writing
tips in Unit 3.1 and 3, 4.
Ans: See on Page# 107

 EXERCISE-7:
Work in groups of three. Discuss and list some of the small things that one can say or do to make
people happy and some small things that one may say or do that can hurt people:

S.NO. Things related to happiness Things related to hurt

1. Speak gently Speak harshly
2. Love Fear
3. Softness Strictness
4. Kindness Lie
5. Truthfulness Misery
4. Simplicity Arrogance
5. Good character Greed

 EXERCISE-8:
Select any three things from each of the section, i.e., happiness and hurting, and discuss what you
you can do to provide happiness and to avoid things that hurt people. Each one of you will have to
speak in front of the class stating one thing that you will do to give happiness and one thing that you
will do to avoid hurting people.
Ans:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [115] TEACHER’S GUIDE

Speak Gently (Poem)

(MCQs)
1- The poem "Speak Gently" is written by:
a) David Bates b) Louis I. Newman c) Eliza Cook d) Anonymous
2- It is good to rule by:
a) Power b) Love c) Fear d) Tactic
3- Harsh word:
a) Pleases b) causes enjoyment c) mars d) makes people happy
4- We should speak:
a) Roughly b) Speedy c) Harshly d) Gently
5- To gain love of a little child we should:
a) speak gently b) speak speedy c) give in toys d) sing
6- The good we may do while talking is:
a) exchanging gifts b) speaking gently c) giving money d) singing
7- We should teach or tell something to a child in:
a) local accent b) British accent c) soft and mild accent d) American accent
8- To the aged people, we should not:
a) show films b) give fat orienting foods c) give money d) grieve them
9- "Sands of life are nearly run" means:
a) the big part of life is spent c) a big desert
b) sands of desert d) a hot desert
10- He should be let depart in peace.
a) A sick man b) The aged one c) A quarrelsome d) A nasty man
11- A "little thing" is:
a) a needle b) a particle c) speaking gently d) a mobile phone
12- This drops in the hearts deep well.
a) Water b) Blood c) Medicine d) Gently speaking
13- This may bring the good, the joy.
a) A friend b) A relative c) Gently speaking d) A season
14- 'Eternity' means.
a) Retirement b) Entire c) Entrance d) the life after death
15- The poem tells about:
a) Moral b) fluently speaking c) world d) discussion
16- The main idea of the poem is to speak gently with:
a) Children b) young people c) all people d) old people
17- By speaking gently, we attract people's:
a) Attention b) Love c) Care d) Help
18- Speaking gently is something:
a) Big b) Difficult c) Small d) Impossible
19- We shall have good results of speaking kindly in the:
a) Shortly b) World c) Deeply d) Keenly

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [116] TEACHER’S GUIDE

20- We should speak kindly to the old people because they will leave the world:
a) after a long time b) shortly c) deeply d) none of these
21- "Speak gently; it is better far,
To rule by love than ____."
a) Fear b) Dear c) Hatred d) Power
22- "Speak gently, let no ____ word mar,
The good we may do here'
a) Severe b) Stern c) Harsh d) Bad
23- "Speak gently to aged one,
Grieve not the careworn ___'
a) Soul b) Heart c) People d) Guys
24- "Whose sands of life are nearly run,
Let such in peace ____'
a) Leave b) Go c) Depart d) Die
25- "Speak gently, this a little thing
Dropped in the heart's deep ___'
a) Room b) Cavity c) Chamber d) Well
26- The good, the joy, that it may bring,
____ shall tell'
a) life hereafter b) endless future c) eternity d) Doom Day
27- "Speak gently to the little child,
Its be sure again'
a) Love b) Confidence c) Determination d) Resolution
28- "Teach it in accents soft and ______
It may not long remain'
a) Kind b) Mild c) Pleasant d) Good
29- The theme of the poem “Speak Gently" is that we should be very careful in our ____. We will be
rewarded for speaking gently.
a) Talking b) Speech c) Conversation d) Chatting

Speak Gently (Poem)

(MCQs)
1. This poem has been written by an anonymous poet.
2. An anonymous poem does not bear the name of its poet.
3. "Speak gently" is a poem about the value of kind words.
4. Speak gently to a child if you want to gain his love.
5. We should speak gently in everybody because it is better to rule by love than by fear.
6. It costs nothing to speak gently.
7. If you speak kind and gentle words, you would be rewarded in the nest world.
8. The word "Eternity" means the world hereafter.
9. We should speak gently to the aged once because their hearts are full of worries.
10. "Whose sands of life are nearly run". This line refers to the old people.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [117] TEACHER’S GUIDE

Speak Gently (Poem)

(Solved Exercises 1-8)
Transitional Devices Showing Order and Reason
Transitional devices are words or phrases that help carry a thought from one sentence to another, from one
idea to another, or from one paragraph to another. They link sentences and paragraphs together so that there
are no abrupt jumps or breaks. There are several kinds of transitional devices. Here we will discuss two
categories.

first, second (etc.), finally, next, then, after, before, as soon as, in the
Showing Order
end, after that, meanwhile, later on, etc.

Showing Reason because, as, for, since, due to, owing to, etc.

 EXERCISE-1:
Work individually and underline the words showing order in passage 1 and connectors of reason in
passage 2 given below. Discuss your answers with your partner.
Saturday was a great day! First, I met my friends at the sports centre. Then, we had lunch at Chez
Café. Next, we went to a museum and saw some amazing dinosaurs. After that we went to see a
fantastic science fiction film. As soon as the film ended, we all went home.

Bilal was an hour late because he had missed the train. I did not bother him as he was worried. I
offered him lunch since it was lunch time, but he refused. Owing to staff shortage at the office,
everyone was very busy due to which nobody was able to ensure that he had had his lunch.

Answer:
Saturday was a great day! First, I met my friends at the sports centre. Then, we had lunch at Chez
Café. Next, we went to a museum and saw some amazing dinosaurs. After that we went to see a fantastic
science fiction film. As soon as the film ended, we all went home.

Bilal was an hour late because he had missed the train. I did not bother him as he was worried. I offered
him lunch since it was lunch time, but he refused. Owing to staff shortage at the office, everyone was
very busy due to which nobody was able to ensure that he had had his lunch.

 EXERCISE-2:
Work individually and complete the passage with the words showing order. Discuss your answers
with your partner.

Yesterday was my birthday, and it didn't start well. I went to the park to meet my friends, but they weren't
there. So, I decided to look for them. First, I went to the shopping centre opposite the park, but they
weren’t there. Then, I looked for them in the library, but they weren’t there. After that, I tried the sports
centre and the restaurant near the park, but my friends weren't there. In the end I went home, and my
friends were there, with a birthday cake, ice cream, music, and games. It was a surprise party for
me! Finally I had a great birthday.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [118] TEACHER’S GUIDE

 EXERCISE-3:
Work individually and fill in the blanks with the most suitable words showing order from the
brackets. An example has done. Discuss your answer with your partner.

1. My sister was in the dentist's office for ten minutes. Meanwhile I sat in the waiting room with an old
magazine in my hands. (First, Meanwhile, Later)

2. An hour passed, but there was no sign of Mujahid. Finally we decided to go home.
(Until, Before, Finally)

3. We bumped into Salim during our trip to Keenjhar Lake. A few weeks later we met him again.
(after, then, later)

4. She had finished her lunch before I had even started.

(later than, before, after)

5. They went to a nearby restaurant for breakfast, afterwatds they drove off towards the River Indus.
(after that, afterwards, meanwhile)

6. The football coach announced to play with Sindh first and then with Baluchistan.
(first - then, later - after, lastly - eventually)

7. As we are all hungry, we will go to the park after taking lunch.

(before, after, first)

 EXERCISE-4:
The following statements describe the process of frying an egg but the steps are all mixed up. Work
with your partner and select the appropriate words for each blank to describe the process of frying
an egg. After filling the blanks, write these steps in the correct order, in the form of a paragraph, in
your notebooks.
Next, Step three, after that, first, Finally, Step two, then, step one
1. Then, cook for a while.
2. Step two, put some oil in it.
3. Step three, break the egg.
4. First, take a frying pan.
5. In the end, sprinkle salt and pepper over it.
6. Finally, eat it with bread.
7. Step one, put it on the stove.
8. After that, put the fried egg on the plate.
9. Next, put it in the heated oil.

Rearranged:
First, take a frying pan. Step one, put it on the stove. Step two, put some oil in it. Step three, break the egg.
Next, put it in the heated oil. Then, cook for a while. After that, put the fried egg on the plate. In the end,
sprinkle salt and pepper over it. Finally, eat it with bread.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [119] TEACHER’S GUIDE

Revision of Direct/ Indirect Questions

You have already learnt in earlier classes about the two types of questions: 'Yes/ No' questions and Wh-
questions. When changing 'Yes/ No' type of questions from direct to indirect speech if or whether is
added.

Example:
 Direct: Rehana said "Can you fetch me some water?"
Indirect: Rehana asked if I could fetch her some water.

 Direct: Parvez said, "Are you from Australia?"

Indirect: Parvez asked whether I was from Australia.

However, when changing the Wh-questions from direct to indirect speech, the ‘Wh' word used in the
direct speech is used in the indirect speech. Moreover, the person who is being asked the question is either
mentioned directly or there is an indirect reference.

Example:
 Direct: Mother said, "How is the chickens?"
Indirect: Mother asked me how the chicken was.

 Direct: Haseeb said, "When will we go to the stadium, Tahir?"

Indirect: Haseeb asked Tahir when they would go to the stadium.

 EXERCISE-5:
Work in pairs. Orally discuss and change the following from direct to indirect speech. After
discussing, write the correct responses in your notebook.

1. Ali's friend said, "Can you spare me your book for a week?"
Indirect: Ali’s friend asked if I could spare him my book for a week.

2. She said to him, "Do you sell seafood?"

Indirect: She asked him if he sold seafood.

3. Have you visited Mohatta palace in Karachi, Charles?" said Behram.

Indirect: Behram asked Charles if he had visited Mohatta palace in Karachi.

4. Rehan said to his sister, "Was your friend's birthday on Friday or Saturday?"
Indirect: Rehan asked his sister if her friend’s birthday was on Friday or Saturday.

5. The doctor said to his patient, "Are you taking medicine regularly?"
Indirect: The doctor asked his patient if he was taking medicine regularly.

6. "Can we take photographs here?" the students asked the caretaker.

Indirect: The students asked the caretaker if they could take photographs there.

7. Ashok said, "Is there a petrol pump nearby, Sunil?"

Indirect: Ashok asked Sunil if there was a petrol pump nearby.

8. Mother said, "Do they know the date of our visit?"

Indirect: Mother asked if they knew the date or our visit.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [120] TEACHER’S GUIDE

 EXERCISE-6:
Work in pairs, orally discuss and change the following from direct to indirect speech. After
discussing, write the correct responses in your notebook.
1. "When will your results be announced?" said Jason.
Indirect: Jason asked when my result would be announced.
2. "What time will the match start, Zaheer? Said Zaman.
Indirect: Zaman asked Zaheer what time the match would start.
3. "The old woman asked, "Where is the nearest hospital?"
Indirect: The old woman enquired where the nearest hospital was.
4. The climber said, "How quickly can we climb this hill?”
Indirect: The climber asked how quickly they could climb that hill.
5. "What is the price of this article?” the customer asked the shopkeeper.
Indirect: The customer asked the shopkeeper what the price of that article was.
6. "Why are you angry with me, Zahida?" said Sabiha.
Indirect: Sabiha asked Zahida why she was angry with her.
7. The policeman said, "Whose car is this?"
Indirect: The policeman enquired whose car that was.
8. The old man said, "Children, who broke this windowpane?"
Indirect: The old man asked the children who had broken that windowpane.
 EXERCISE-7:
When Faiz returned from the interview, his friends wanted to know the details. He reported what
the interviewer had asked him. Work individually and write what Faiz said to his friends:
(Note: In indirect speech you can use both ‘She’ and 'The interviewer' for speaker.)
1. "What is your name?"
Indirect: The interviewer asked me what my name was.
2. "What is your qualification?"
Indirect: She asked me what my qualification was.
3. "Do you know how to type?"
Indirect: She asked me whether I knew how to type.
4. "Can you use the computer?"
Indirect: She / (The interviewer) asked me if I could use the computer.
5. "How good is your English?"
Indirect: She asked me how good my English was.

6. "Have you worked anywhere else before?"

Indirect: She asked me whether I had work anywhere else before.
7. "Why do you want to work in this factory?"
Indirect: She asked me why I wanted to work in that factory.

8. "Where do you live?"

Indirect: She asked me where I lived.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [121] TEACHER’S GUIDE

9. "How far is this factory from your house?"

Indirect: She enquired how far that factory was from my house.

10. "Is there any question that you want to ask?"

Indirect: She asked me if I wanted to ask any question.

 EXERCISE-8:
Work individually and rewrite the passage in the form of reported speech.

Nadeem went to his boss and said, “Will I get a promotion this year?" His boss replied that he
would. Nadeem said, "When will I get it?" His boss said that he would, but on one condition. "What
is that?" said Nadeem. The boss replied, "Can you answer some questions?" Nadeem said, "If I
answer correctly will I get the promotion?" The boss confirmed it and said, "Should I ask you three
easy questions or one difficult question?"

"Can you give me some time to think?" said Nadeem. The boss gave him two minutes to decide. "Is
the difficult question very difficult?" asked Nadeem. The boss replied that it would depend on what
you think is difficult. Nadeem said, "What if I cannot answer?” Then he further asked, "Will I get
another chance?" The boss replied in the negative.

Nadeem thought for a minute and agreed to be asked one difficult question. The boss said, “Are you
sure?" Nadeem said, “Do I have a choice?" The boss said that he could try the three easy questions.
Nadeem said that he would like to answer the difficult question. So, the boss said, “What came first,
day or night?" Nadeem thought for a minute and replied that day came first. The boss said, "How
do you know?" Nadeem said “Have I not answered one question as per our agreement?” The boss
was pleased with his quick thinking and gave him immediate promotion.

ANSWER:
Nadeem went to his boss and asked if he would get a promotion that year. His boss replied that he would.
Nadeem asked when he would get it. His boss said that he would, but on one condition. Nadeem asked
what that was. The boss enquired him if he could answer some questions. Nadeem asked if he answered
correctly would he get the promotion. The boss confirmed it and enquired if he should ask him three easy
questions or one difficult question.

Nadeem asked if he could give him some time to think. The boss gave him two minutes to decide.
Nadeem asked if the difficult question was very difficult. The boss replied that it would depend on what
he think was difficult. Nadeem asked what if he could not answer. Then he further asked if he would get
another chance. The boss replied in the negative.

Nadeem thought for a minute and agreed to be asked one difficult question. The boss asked him if he was
sure. Nadeem asked if he had a choice. The boss told that he could try three easy questions. Nadeem said
that he would like to answer the difficult question. So, the boss asked what had come first, day or night.
Nadeem thought for a minute and replied that day came first. The boss asked how he knew. Nadeem asked
if he had not answered one question as per their agreement. The boss had been pleased with this quick
thinking and had given him immediate promotion.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [122] TEACHER’S GUIDE

Direct and Indirect Speech

Narrations are divide into two parts or the ways of reporting (‫ )ایبن‬people's words.
Direct Speech:
It is someone's actual words. It is always written in quotation marks or inverted commas (" "). And begin
with capital letters.
Example:
He says, " I am hungry." (Direct speech)
Indirect Speech:
If someone's actual words. Are narrated by another or third person without quoting actual words or if we may
report someone's actual words in our own words. It is called indirect speech or reported speech. In indirect
speech commas and inverted commas are replaced by that (or if / whether for questions). The verb introducing
the reporting speech is called reporting verb and it is written before reported speech
Example:
He says that he is hungry.
In this example He says is reporting verb while that he is hungry is reported speech.

Rules to Change Direct speech into indirect speech

AFFIRMATIVE SENTENCES
Rule-1
(Changing the punctuation. To change direct speech into indirect (reported) speech)
 We remove the inverted commas in the direct speech
 Commas after the reporting verbs.
Example:
1- She says, "I have read this book." (Direct speech)
She says that she has read that book. (Indirect speech)

Rule-2:
(Changing the time and place expression)
Direct Indirect
come go
here there
these those
today that day
tomorrow next day or following day
yesterday the day before or the previous day
ago before
thus so
this that
now then
last week the week before or the previous week
next day or week etc the following day or week etc
the day after tomorrow in two days time
last night the night before

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [123] TEACHER’S GUIDE

Example:
1- She says, “I have read this book." (Direct speech)
She says that she has read that book. (Indirect speech)

2- He said," It may rain today." (Direct speech)

He said that it might rain that day. (Indirect speech)

Rule-3:
Changing the person:
First person pronoun "I" and "We" and first person possessive adjective "me", "my", "us" and
"our" change according to the subject (‫ )وجابترکے‬of the reporting verb.

Example:
1- She says, “These are my books." (Direct speech)
She says that those are her books. (Indirect speech)

2- They said, “We have completed our work." (Direct speech)

They said that they had completed their work. (Indirect speech)

Second person pronoun "you" and second person possessive adjective "your" change according to the object
(‫ )سجےسابتیکاجےئ‬of the reporting verb.

Example:
1- He will say to her,"You are not a good friend." (Direct speech)
He will tell her that she is not a good friend. (Indirect speech)
1st, 2nd and 3rd person in direct speech Change as in Indirect speech
I, my , me Subject reporting verb
We, us our Subject reporting verb
you, your Object of reporting verb
He, She, it, They No change

Sometime there is no object after reporting verb and speaker says "you" in a sentence. It is assume that the
speaker is talking to me (‫ )آپےسابترکراہےہ‬so change you into me/me or we /us.

Example:
1. They says, “you are good in English grammar." (Direct speech)
They says that I am good in English grammar. (Indirect speech)

Third person pronouns "he", "she", "it", "they" or name of a person and third person possessive adjective "his
/him ", "her", "its" and "their/ them" never change.

Example:
1. You say to me,"She will pass her exam." (Direct speech)
You tell me that she will pass her exam. (Indirect speech)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [124] TEACHER’S GUIDE

Rule-4:
Change of reporting verb:
If reporting verb is say to / says to / will say to / said to than according to the sentence it will change as;
 say to → tell
 says to → tells
 will say to → will tell
 said to → told
Example:
1- You say to me, “She will pass her exam." (Direct speech)
you tell me that she will pass her exam. (Indirect speech)
2- She says to her daughter," you are lazy." (Direct speech)
She tells her that she is lazy. (Indirect speech)
3- They will say to him, "We can do it." (Direct speech)
Ans: They will tell him that they can do it. (Indirect speech)
4- He said to her sister," You have made a great mistake." (Direct speech)
Ans: He told her sister that she had made a mistake. (Indirect speech)

Rule-5:
Changing the tenses:

 If the reporting speech is in present tense, present perfect or future indefinite tense (Simple future),
there is no change of tenses in the reported speech.
 If the reporting verb is in past tense, than reported speech will also change in past.
1) A Reporting Verb is in present
Example:
1. Saba says, “I have read this story." (Direct speech)
Saba says that she has read that story. (Indirect speech)
2. He says to me," you are wasting your money."(Direct speech)
He tells me that I am wasting my money.(Indirect speech)
3. They say, it is going to rain today."(Direct speech)
They say that it is going to rain that day.(Indirect speech)
2) A Reporting Verb is in present perfect
Example:
1. Saba has said, “I have read this story." (Direct speech)
Saba has said that she has read that story.(Indirect speech)
2. She has said to me," he will help her." (Direct speech)
She has told me that he will help her. (Indirect speech)
3. Ahmed and Raza have said to their sister,"You do not work hard." (Direct speech)
Ahmed and Raza have told their sister that she does not work hard. (Indirect speech)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [125] TEACHER’S GUIDE

3) A Reporting Verb is in Simple Future tense

Example:
1. We will say," We can do it." (Direct speech)
We will say that we can do it.(Indirect speech)

2. He will say to him," you are not a good friend." (Direct speech)
He will tell him that he is not a good friend. (Indirect speech)

3. We will say, “they are good students." (Direct speech)

We will say that they are good student. (Indirect speech)

Note: There is no change in the tenses of reporting speech

4) Reporting Verb is in Past tense

If the reporting verb is in past tense, following changes takes place in reported speech:

1- Present Indefinite Tense → Past Indefinite Tense.

Example:
1. He said to me," I change my subject now" (Direct speech)
He told me that he changed my subject then.(Indirect speech)

2- Present Continuous Tense → Past Continuous Tense

Example:
1. She said to her," You are not doing well in your studies." (Direct speech)
She told her that she was not doing well in her studies. (Indirect speech)

3- Present Perfect Tense → Past Perfect Tense

Example:
1. He said to John,"You have made a great mistake." (Direct speech)
He told John that he had made a great mistake. (Indirect speech)

4- Present Perfect Continuous Tense → Past Perfect Continuous Tense

Example:
She said to her sister,"You have been wasting your time for three days." (Direct speech)
She told her sister that she had been wasting her time for three days. (Indirect speech)

5- Past Indefinite Tense → Past Perfect Tense

Example:
She said to me," You made a good decision (Direct speech)
She told me that I had made a good decision. (Indirect speech)

6- Past Continuous Tense → Past Perfect Continuous Tense

Example:
He said to her," You were wearing a red dress."(Direct speech)
He told her that she had been wearing a red dress.(Indirect speech)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [126] TEACHER’S GUIDE

7- Past Perfect Tense → No change

Example:
She said," I had not met him before." (Direct speech)
She said that she had not met him before. (Indirect speech)

8- Past Perfect Continuous Tense → No change

Example:
My friend said to me," I had been living in Dubai for two years." (Direct speech)
My friend told me that he had been living in Dubai for two years. (Indirect speech)

9- Will / Shall → would / should

Example:
They said to us," You will get reward." (Direct speech)
They told us that we would get reward. (Indirect speech)

10- will be (ing) → would be (ing)

Example:
Nadir said to me," He will be playing in the ground." (Direct speech)
Nadir told me that He would be playing in the ground. (Indirect speech)

11- Must → had to

Example:
He said to me," You must take care of your health." (Direct speech)
He told me that I had to take care of my health. (Indirect speech)

12- Can → could

Example:
He said to me,"I can speak English." (Direct speech)
He told me that he could speak English. (Indirect speech)

13- May → might

Example:
He said," It may rain today." (Direct speech)
He said that it might rain today. (Indirect speech)

14- Have to / has to → had to

Example:
She said," You have to hurry." (Direct speech)
She said that I had to hurry. (Indirect speech)

15- Would/ should / might / could / had to / had better / ought to / used to → No change
Example:
She said," I used to live here." (Direct speech)
She said that she used to live here. (Indirect speech)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [127] TEACHER’S GUIDE

Rule 6:
No change in Universal Truth:
If the reported speech is universal truth in Direct speech, than there is no change in tense in indirect speech
whether reporting verb is in present, past or future.
Example:
1. He said," Earth is round."
He said that earth is round.

2. He said," Honesty is the best policy."

He said that honesty is the best policy.

3. My teacher said," Aid is caused by a virus."

My teacher said that aid is caused by a virus.

INTERROGATIVE SENTENCES
Rule 7:
Changing Simple Interrogative Sentences:
 Change the reporting verb to ask / asked.
 Instead of that, "If “or "Whether" is used. "If" is more common / popular.
 The simple interrogative sentence is changed into an affirmative sentence.
 The simple interrogative sentence begins with an auxiliary / helping verbs or modals
Example: am/is/are / was / were /shall / will / can / could / may / might / must / should / would etc.
 It also begins with do / does /did.
 Rule 5: change the tense also apply on Interrogative sentences.

Example:
1. He says to me," Do you help the poor?"
He asks me if I help the poor.

2. They said to her," Did you find your book?"

They asked her if she had found her book.

3. She said to Zain," Can you speak English?"

She asked Zain if he could speak English.

4. Maria said to him," Are you not taking the exam?"

Maria asked him if he was not taking the exam.

5. Nadia said to me," Were you sleeping all the time?"

Nadia asked me if I had been sleeping all the time

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [128] TEACHER’S GUIDE

Rule 8:
Changing Real Interrogative Sentences
 Like simple interrogative sentences, change the reporting verb to ask / asked.
 Do not use if / whether but the given interrogative word is used.
 The real interrogative sentence is changed to an affirmative sentence.
 Real interrogative sentences begin with interrogative words (Wh).
Example: what / when / who / which / whose / why / where / how / whom, etc.

Example:
1. He said," What do you do?"
He asked what I did.

2. “Where did you go?" They said to me.

They asked me where I had gone.

3. She said to him," Why are you late?"

She asked him why he was late.

4. He said," What I will do?"

He asked what I would do.

5. We said to her," Who was making a noise?"

We asked her who had been making a noise.

IMPERATIVE SENTENCES (COMMANDS AND REQUESTS

Rule 9:
Changing Imperative Sentences
 An imperative sentence make a request or give a command.
 The reporting verb is changed to order / ordered, tell / told, beg / begged, warn / warned, advise /
advised / remind / reminded, ask / asked, forbid / forbade, request / requested etc. We can use,
tell or order for command ask or request for requests forbid or told for restrictions.
 Positive imperative sentences start with "to" and negative imperative sentences with "not to".

Example:
COMMAND

1. He said to me," Shut the door."

He ordered (told) me to shut the door.

2. He said to them," Stop talking."

He ordered (told) them to stop talking.
Note: Command sentence begins with verb.

REQUEST
1. She said," Please find me a job."
She requested (asked) me to find her a job.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [129] TEACHER’S GUIDE

RESTRICTION
1. They said to us," Don't go there."
They told us not to go there.

2. He said to me,"Don't pluck the flower.

He told me not to pluck the flower OR
He forbade me to pluck the flower.

Note: In restriction sentence

If tell / told is used in reporting verb, reporting speech begins with "not to".
If forbid / forbade is used in reporting verb, reporting speech begins with”to".
Direct Speech Indirect Speech
said + exclamation mark exclaimed
said + wish wished
said + hope hoped
said + promise promised

EXCLAMATORY SENTENCES
Rule 10:
Changing Exclamatory Sentences
 An exclamatory sentence expresses a thought with strong emotions. Exclamatory sign "!" show that
the given sentence is exclamatory.
 "That" is used in exclamatory sentence to change in indirect speech.
 Reporting speech is changed to affirmative sentence.
 The reporting verb is "expressed with sorrow / joy" OR "tell".

Example:
1. He said," Alas! I am ruined."
He exclaimed with sorrow that he was ruined.

2. The boys said," Hurrah! We have won the match."

The boys exclaimed with joy that they had won the match.

3. They said," Thank you."

They thanked me

4. She said,"What a silly mistake!."

She exclaimed that it was a silly mistake.

5. He said,"What a hot day!"

He exclaimed that it was a hot day

Note: If exclamatory sentence begins with "what” than reporting speech is start with "it".

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [130] TEACHER’S GUIDE

Unit-7 Praising Nature

My Travel Diary: Journey to the Gorakh Hill Station
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Abundant Plentiful ‫ریثک‬،‫زایدہ‬ ‫ جام‬،‫گهڻو‬

Having a pleasant and
02 Aromatic ‫وخوبشدار‬ ‫خوشبودار‬
distinctive smell
03 Awe-inspiring Breath taking ‫اتمرثنک‬ ‫حيرت انگيز‬
Extremely impressive, highly
04 Awesome ‫ریحتازیگن‬ ‫حيرت انگيز‬
impressive
Crying of a sheep, goat, or calf ‫ںیمںیم(رکبیےکروےن‬ ‫ٻيڪ (ٻڪري جي‬
05 Bleating visible features of an area of
land )‫یکآواز‬ )‫روئڻ جي آواز‬

06 Bonfire A large open-air fire ‫آگ‬ ‫باهه‬

07 Bullock A young male cow ‫لیب‬ ‫ڏاند‬

Cover-shade, A covering over
08 Canopy ‫رتھچی‬ ‫ شاميانو‬،‫ڇٽي‬
something
09 Celebration An important day or event ‫نشج‬ ‫جشن‬
A vertical channel or pipe
10 Chimney ‫ینمچ‬ ‫چمني‬
which conducts smoke
11 Colossal Extremely large or great ‫اھبریرھبمک‬ ‫ تمام وڏو‬،‫ڀاري‬

12 Cracking The sharp sound ‫زیتآواز‬ ‫تيز آواز‬

Moving or sloping downward,
13 Descending ‫زنول‬ ‫نازل ٿيڻ‬
Coming downwards
The place where someone is
14 Destination ‫زنمل‬ ‫منزل‬
going
Go a different or less direct
15 Detour route to a place, Take a ‫راہتس‬،‫رکچ‬ ‫ چڪر‬،‫رستو‬
roundabout route.
Intended to be thrown away
16 Disposable ‫اقِلبرتک‬ ‫اڇلائڻ جھڙو‬
after use
Something being raised
17 Elevation ‫دنلبی‬ ‫بلندي‬
upward
18 Flyer A small handbill ‫اڑاےنواال‬ ‫اڏامندڙ‬

19 Fragrance A pleasant, sweet smell ‫وخوبش‬ ‫خوشبوِء‬

20 Gradually Slowly ‫آہتسہآہتسہ‬ ‫آهستي آهستي‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [131] TEACHER’S GUIDE

21 Glance Take a brief or hurried look ‫رظن‬ ‫نظر‬

A momentary or partial view,
22 Glimpse ‫کلھج‬ ‫جھلڪ‬
A brief look, A brief view
Any plant parts used for food,
23 Herb ‫ڑجیوبیٹ‬ ‫جڙي ٻوٽي‬
medicine, or perfume.
‫خراج‬
ِ ،‫تعظيم‬
24 Homage Special respect shown publicly ‫رخاجدیقعتشیپ‬ ‫عقيدت‬
25 Hue A colour or shade ‫رتگن‬ ‫رنگت‬
Substance producing a sweet
26 Incense ‫وخوبش‬ ‫خوشبو‬
odor when burned
27 Incredible Almost impossible to believe ‫اناقلبنیقی‬ ‫ناقابل اعتبار‬

28 Indulge Involve in ‫اشلموہان‬ ‫شامل ٿيڻ‬

Visible feature of an area of
29 Landscape ‫زنیمیکزتنیئ‬،‫اظنرہ‬ ‫نظارو‬
land
30 Leg A section or stage of a journey ‫اٹگن‬ ‫ٽنگ‬
Showing great attention to
31 Meticulous ‫اتحمط‬ ‫محتاط‬
detail
32 Pay homage Pay respect publicly ‫رخاجدیقعتشیپرکان‬ ‫عزت ڏيڻ‬

33 Peak The pointed top of a mountain ‫وچیٹ‬ ‫چوٽي‬

34 Reconnect Connect back together ‫دوابرہوجڑہ‬ ‫ٻيهر ڳنڍيو‬

Tourist spot, A place that
35 Resort ‫ریساگہ‬ ‫تفريح گاھ‬
people go to for holidays
36 Revered Deeply respected ‫اقلبارتحام‬ ‫عزت وارو‬
Having a broken, rocky, and
37 Rugged uneven surface, rough, ‫انومہار‬ ‫رڱيل‬
natural
38 Rumble
A loud low dull continuous
‫ڑگڑگاٹہ‬ ‫ُگڙ ُگڙ ڪرڻ‬
noise
Any place devoted to some
39 Shrine ‫زمار‬ ‫مزار‬
saint
Something kept as a reminder,
40 Souvenir A thing kept as a reminder of ‫ایداگر‬ ‫يادگار‬
something / someone
41 Sparkling Shining brightly ‫اتکمچوہا‬ ‫چمڪندڙ‬

42 Speechless Unable to speak ‫ےبزابن‬ ‫بي زبان‬

Holding one's attention
43 Spellbinding ‫لمکموتہجدانی‬ ‫مڪمل توجه رکڻ‬
completely

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [132] TEACHER’S GUIDE

Containing or abounding in
44 Spicy ‫زیت‬،‫اسمدیلار‬ ‫ تيز‬،‫مصالح دار‬
spices
Relating to or affecting the
45 Spiritual ‫رواحین‬ ‫روحاني‬
human spirit or soul
A complete cessation of
46 Standstill movement, Stop, Having no ‫رکاجان‬ ‫بيھڻ‬
movement.
47 Steep Slope ‫ڑھکی‬ ‫ُاڀو‬
The highest point of a hill or
48 Summit mountain, Highest point of ‫دنلب‬ ‫ُبلند‬
something
A person aged between 13 and
49 Teenager ‫ونوجان‬ ‫نوجوان‬
19 years
Have a calming or sedative
50 Tranquilize ‫وکسندانی‬ ‫آرام ڏيڻ‬
effect on
51 Uphill Towards the top of a hill ‫اورپیکرطف‬ ‫مٿي چڙهڻ‬
More favorable position, A
52 Vantage ‫ربرتی‬ ‫ فوقيت‬،‫فضيلت‬
place providing a good view
‫ک پ‬
53 Whisper Speak very softly ‫ھسرڑ ھسرڑرکان‬ ‫ُسس ُپس ڪرڻ‬

54 Zigzag Crisscross ‫دچیپار‬،‫ڑیٹاھ‬ ‫ پيچيدا‬،‫وريل‬

My Travel Diary: Journey to the Gorakh Hill Station

(Summary)
The author's parents plan to celebrate his birthday at Gorakh Hills, Sindh's highest summit and holiday resort.
They start their journey by bus early in the morning with other tourists. The guide tells them the details of the
journey and the route. When they cross Jamshoro, they see the Indus River. The city of Hyderabad is located
across the river. At Kotri Barrage, they stop at a hotel for breakfast.

They reach Sehwan while traveling on the Indus Highway. There they pay a short visit to the shrine of Lal
Shahbaz Qalandar, a highly revered Sufi saint. On leaving Sehwan, they are given a lunch of fish caught from
Manchar Lake along with sugarcane juice.

At the foot of the Gorakh Hills, they have to travel in a jeep to reach the top. At the top they enjoy beautiful
views. Unfortunately they do not get a room in the hotel so they rent tents. At night a bonfire is lit and
everyone sits around playing childish games.

The author gets up early in the morning and enjoys the scenery. The author's parents and friends carry a cake
and sing "Happy Birthday" to the author. The cake cutting was followed by halwa purl for all.
On the way back they travel from Dadu Moro Bridge. They stop at Hala to collect souvenirs. They pass near
Bhitt Shah where the shrine of Shah Abdul Latif Bhattai is located and they cross through the city of
Hyderabad and reach the Motorway on which we had travelled the day before from Karachi.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [133] TEACHER’S GUIDE

My Travel Diary: Journey to the Gorakh Hill Station

(Questions & Answers)

1- What do you know about Gorakh Hills?

Ans: Gorakh Hills Station is situated at an elevation of 5,690 ft. from the sea level and is the highest
summit and a holiday resort in Sindh.

2- How did they travel to Gorakh Hills?

Ans: They travelled to Gorakh Hills in an air-conditioned bus with a group of 14 tourists.

3- Where did they have breakfast?

Ans: They had their breakfast at Almanzar Hotel on Kotri Barrage.

4- Write few words about Kotri Barrage.

Ans: The barrage was a colossal bridge-like structure, constructed over the mighty Indus River.

5- Whose shrine is in Sehwan?

Ans: In Sehwan, there is a shrine of Lal Shahbaz Qalandar, a highly revered Sufi saint.

6- How far is Gorakh Hills from Sehwan?

Ans: The Gorakh Hills are a good four hours' drive from Sehwan.

7- Where is Manchar Lake located?

Ans: Manchar Lake is situated close to Sehwan.

8- How did the author enjoy his night of stay there?

Ans: Under a canopy of stars, they lit the bonfire. They played Baetbazi, Chinese whisper, sharing funny
stories, and all sorts of childish games that they could think of.

9- What did Ibn Battuta say about the journey?

Ans: Ibn-e-Batuta said that travel leaves you speechless, and then turns you into a storyteller.

10- How was their visit to Schwan Sharif?

Ans: Their visit to Sehwan Sharif was an incredible experience, as people from all walks of life come to
the shrine of Saint Lal Shahbaz Qalandar, to pay homage. It is commonly believed that a visit to this
shrine can provide healing for all types of illness. The spirited atmosphere, the aromatic fragrance of
incense and red roses and the colorful spreads took them to another world.

11- What did this journey give to Asif?

Ans: This journey gifted him with new friends, abundant excitement and fun. Overall, it was a once in a
lifetime experience. How true was Ibn-e-Batuta when he said, “Travel leaves you speechless and
then turns you into storyteller".

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [134] TEACHER’S GUIDE

 Pre-reading:
1- How many of you have been travelled?
Ans: Yes, I have travelled.

2- Where you have been?

Ans: I have travelled to different cities or hill stations (or where ever you have travelled mention name
of that place) in my country. Or Yes, I travelled abroad.

3- Read this quotation and state what you understand by it: “The world is a book, and those who
not travel read only one page." ~ Saint Augustine.
Ans: I understand with this quotation that if we travel differnt places around the world and explore
new things and gain knowledge.

My Travel Diary: Journey to the Gorakh Hill Station

(Text Book Exercise Unit-7.1)
 EXERCISE-1:
After reading the text, select the best option for the following statements.
1. Their final destination was:
a) Jamshoro b) Sehwan c) Gorakh Hills d) Hyderabad

2. Starting their journey from Karachi , they reached the Gorakh Hills:
a) in four hours b) in less than four hours c) before sunset d) after sunset

3. The trip lasted for:

a) one day b) two days c) three days d) four days

 EXERCISE-2:
Work in pairs. First look at the word in Box A. Then, read the paragraphs 1-5. Underline the words
given in column A in the text. Then, find their meanings in Column B and write the answer in
Column C. Do the same with Box B and write the answers in Column C. Do the same with Box B,
paragraphs 6-10.
BOX A: Paragraphs 1-5
Column-C
S.NO. Column-A Words Column-B Meanings
Answer
1. Summit a) deeply respected g
2. Resort b) a substance which when burnt gives out a sweet smell j
3. Awesome c) extremely large f
4. Glimpses d) having a pleasant smell h
5. Detour e) pay respect publicly k
6. Colossal f) highly impressive c
7. Revered g) highest point of something a
8. Incredible h) a brief view i
9. Pay homage i) almost impossible to believe e
10. Aromatic j) a place that people go to for holidays d
11. Incense k) take a roundabout route b

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [135] TEACHER’S GUIDE

BOX B: Paragraphs 6-10

Column-C
S.NO. Column-A Words Column-B Meanings
Answer
12. Rugged l) slowly u
13. Vantage m) holding one's attention completely q
14. Canopy n) breath taking s
15. Stand still o) coming downwards w
16. Gradually p) a place providing a good view l
17. Descending q) showing attention to detail p
18. Spell binding r) a covering over something m
19. Tranquilized s) a thing kept as a reminder of something / someone v
20. Meticulous t) rough , natural r
21. Awe-inspiring u) have a calming or sedative effect n
22. Souvenirs v) having no movement t

 EXERCISE-3:
Below is a brief summary of places mentioned along the route? Read the text and fill in the blanks
with the names of these places. After completing the exercise, compare your answers with your
partner.

The journey began from Karachi. After crossing the toll plaza got on the Motorway. First crossed
Nooriabad and then Jamshoro. Could see some glimpses of the river Indus on the right. According to
the GPS Hyderabad was across the river. Went to a hotel on Kotri Barrage. After that got on the Indus
Highway, which was on the right bank of river Indus. The next stop was Sehwan. Had lunch on the bus
that comprised spicy fish caught from the Manchar Lake. Finally reached the Gorakh Hills.

On the way back, took the Dadu-Moro bridge route. Stopped at the Hala to buy souvenirs. Glimpsed
Matiari in the distance. Passed close by Bhit Shah. Finally, crossed Hyderabad, got on the Motorway
and reached Karachi.

 EXERCISE-4:
The statements given below very briefly describe the main points of each paragraph. Find out the
paragraphs that have the following key points. Write the paragraph number in the space provided.
a. Travel to the top 6
b. Stopover for breakfast 3
c. Activities at night 7
d. Birthday trip to the Gorakh Hills 1
e. Morning scenes and event 8
f. Shrine description 4
g. Good memories 10
h. Start of the journey 2
i. Places on the trip back home 9
j. lunch on the bus 5

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [136] TEACHER’S GUIDE

 EXERCISE-5:
Read the text again and circle the right option. After completing the exercise, compare your
answers with your partner.
1. The Gorakh Hills are the highest place in:
a) Pakistan b) Baluchistan c) Sehwan d) Sindh

2. The guide explained the route and gave ___ to everyone.

a) Lunch b) Breakfast c) Flyers d) Directions

3. Asif used his mobile phone to look for:

a) the route b) information c) instructions d) new places

4. The text states that many people visit the shrine of Lal Shahbaz Qalandar to seek:
a) Fulfillment b) material benefits c) blessings d) healing

5. For lunch they had:

a) fish and chips c) fish and sugarcane juice
b) sugar cane juice and rolls d) sandwiches and sugar cane juice

6. At night they could hear the sounds of:

a) dogs barking b) wolves howling c) water flowing d) many animals

7. There were more greenery on ____ of the river.

a) the right side b) the left side c) the bank d) both sides

8. According to Ibn e Batuta, ___ makes one a good story teller.

a) Reading b) Listening c) not speaking d) travelling

 EXERCISE-6:
Work in pairs and write three sentences about the following. After completing, exchange your work
with another pair and read each other's work:
1. Gorakh Hills Station:
 It is the largest summit of Sindh
 Its height is 5,690 ft
 Gorakh Hills is situated at an elevation of 5,690 ft from the sea level.
 It is a very beautiful resort of Sindh

2. Shrine of Lal Shahbaz Qalandar:

 Shrine of Lal Shahbaz Qalandar is in Sehwan
 It provides healing to the visitors OR
 It is commonly believed that a visit to this shrine can provide healing for all types of illnesses.
 People from all walks of life come to pay homage on his shrine

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [137] TEACHER’S GUIDE

3. After dinner activities:

 All sat under open sky and lit bonfire
 Under a canopy of stars, the bonfire was lit.
 All children shared stories
 Bait Bazi and Chinese whisper were two other activities.
 Had great fun indulging in activities such as, Baetbazi, Chineses whisper, sharing funny stories,
and all sort of childish games that we could think of.
(Note: Either write (ii) & (iii) point OR (IV))
 The sparkling golden hues of the fire, the cracking of the wood, the bright stars above, and the
warmth of friends gathered around the fire made time come to standstill.

4. Spell–binding experiences:
 On the station, the travellers could easily touch the floating clouds
 The smell of fragrance of herbs tranquilized Asif’s senses
 The bleating of sheep was also impressive

5. Birthday breakfast:
 Birthday breakfast was started with huge cake
 All the participants were served cake
 Later the Halwa Puri was served as birthday breakfast

 EXERCISE-7:
Answer the following questions.
1. Which two great saints are mentioned in the text?
Ans: Two highly revered Sufi saints, Lal Shahbaz Qalandar and Shah Abdul Latif Bhittai, are
mentio in the text.

2. Why did Asif's parents decide to take him to the Gorakh Hills for his birthday?
Ans: Asif's parents decided to take him to the Gorakh Hills for his birthday because they knew his
love for travel.

3. Why is Gorakh Hills a good place for a holiday?

Ans: Gorakh Hills is a good place for holiday because Gorakh Hills is cold because of the height. Its
views are beautiful and wonderful.

4. What was served for lunch and where was it served?

Ans: On leaving Sehwan, lunch was served. The lunch comprised spicy fish caught from the Manchar
Lake with sugarcane juice.

5. Why did they have to leave the bus and take the jeep to reach the top?
Ans: They had to leave the bus and took the jeep because there would be steep, uphill drive to reach
the summit.

6. Why did Asif and his family have to sleep in a tent?

Ans: Unfortunately, all rooms were occupied, and they had to rent tents for their nightstay.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [138] TEACHER’S GUIDE

7. What did Asif appreciate deeply about his parents?

Ans: Her parents cut the cake for her birthday and arranged breakfast for all. Things had been planned
to the last detail; a beautiful rug had been spread out for the cake cutting ceremony. He was
deeply touched by his parents' love and meticulous arrangements.

8. How was the return route differtm the up journey route?

Ans: When they were returning back, they took a different route and travelled from the "Dadu Moro
Bridge" because the guide announced that, from there they would cross the Indus River to go to
the other bank to continue their journey.

 EXERCISE-8:
Work in groups of three and describe a place that you would like to go for a holiday and why do you
want to go there? While discussing, jot down the main points and decide who is going to say what,
as all three of you will have to come and share your choice with the class. You can use any of the
clustering, points collecting, or mind mapping technique to gather your points.
Ans:

My Travel Diary: Journey to the Gorakh Hill Station

(MCQ)
1- It is a way of reconnecting with nature and, most importantly, with ourselves.
a) Reading b) Thinking c) Travelling d) Praying

2- From the sea level, Gorakh Hills is situated at an elevation of:

a) 5,500 ft b) 5,690 ft c) 5,740 ft d) 5,980 ft

3- Whose shrine is located in Sehwan?

a) Shah Abdul Latif Bhittai c) Abdullah Shah Ghazi
b) Lal Shahbaz Qalandar d) Data Gunj Bukhsh

4- Their final destination was:

a) Jamshoro b) Sehwan c) Gorakh Hills d) Hyderabad

5- Manchar Lake is situated close to:

a) Sehwan b) Jamshoro c) Hyderabad d) Sukkur

6- Starting their journey from Karachi, they reached the Gorakh Hills:
a) in four hours b) in less than four hours c) before sunset d) after sunset

7- On our way back, they took a different route and travelled from the:
a) Kotri Barrage b) Dadu-Moro Bridge c) Sukkur Bridge d) Daddu Barrage

8- The trip lasted for:

a) one day b) two days c) three days d) four days

9- To buy some souvenirs from roadside shops, they stopped at:

a) Sehwan b) Jamshoro c) Hyderabad d) Hala

10- Whose shrine is located at Bhit Shah?

a) Shah Abdul Latif Bhittai c) Abdullah Shah Ghazi
b) Lal Shahbaz Qalandar d) Data Gunj Bukhsh

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [139] TEACHER’S GUIDE

My Travel Diary: Journey to the Gorakh Hill Station

(Text Book Exercise 1-8)
 EXERCISE 1:
Work individually, choose the correct option from the preposition of movement and direction given
in parenthesis. After completing, compare your answers with your partner.
1. Let's go for a walk by the river. (across/under/by)
2. I'm going to (to/ past/around) the shop to buy some grocery.
3. We sailed around (over / under / around) the bay today.
4. Let’s walk through (under / over / through) the forest.
5. I’m going to (over / into / to) Paris in May.
6. We walked all around (around /under/to) the city centre but couldn’t find the store.
7. He put the open book on (at / on / in) the desk and asked the child to read.
8. The lion walked in a circle around (across / around / into) the baby giraffe before attacking it.
9. The train passed through (onto / into / through) nine tunnels on the way to Peshawar.
10. His dog is always trying to escape fom (from /on /past) the backyard.

 EXERCISE-2:
Work individually, choose the right option to complete the sentences. After completing, comapre
your answers with your partner.
1. Be careful when you walk ____ the street. You may encounter stray dogs there.
a) Through b) Above c) Across d) Up

2. The car is going ___ the tunnel to reach the station.

a) Around b) Below c) At d) Through

3. A flock of birds is flying ____ the trees under the blue sky.
a) Over b) Through c) Onto d) On

4. She walked ___ the kitchen and put her packages on the table.
a) In b) Into c) Onto d) On

5. River Kunhar flows ___ the lake.

a) Towards b) Over c) Up d) On

6. While waiting for my train, I took a walk ___ the station.

a) On b) Around c) Onto d) In

7. A formation of twelve airplanes flew ___ our houses.

a) Up b) Down c) Over d) Past

8. The door was locked, so I shoved the letter ____ the door.
a) Around b) Under c) On d) Into

9. The poachers go ____ the forest to hunt animals for their hides.
a) On b) Through c) In d) Over

10. I slipped as I stepped ___ the platform.

a) Into b) Onto c) Around d) Across

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [140] TEACHER’S GUIDE

 Compound Prepositions:
Compound prepositions are composed of two or more prepositions to function as one preposition.
Compound prepositions must not be joined together as they are two separate words that function as
one word.

Example:
 According to his mother, he often talked in his sleep.
 We waste a lot of time arguing instead of agreeing.
 They continued with their search and rescue mission in spite of the bad weather.
 They had to paint their office in addition to their usual work.
Some Compound Prepositions
according to in favour of due-to
as to in front of next to
opposite to on account of in between
away from on behalf of in case of
aside from in addition to along with
because of in case of apart from
close to in return for out of
depending on in spite of instead of

 EXERCISE-3:
Work individually Use an appropriate compound preposition from the list given above to complete
the sentences below. After completing, comapre your answers with your partner and make correction
where necessary.
1. He can't perform any more because of his failing health.
2. The villagers had to carry pails of water close to /due to their work in the fields.
3. Sameer was never in favour of his parents going to the city.
4. This theory is wrong according to his philosophy.
5. The match was delayed due to / because of rain.
6. This dog has been sitting next to me for one hour.
7. I gave him a new book in return of the one I lost.
8. We will inform you later, depending on the situation.
9. The van stopped opposite to / in front of the hospital.
10. You will have to leave your position in case of any change in the plan.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [141] TEACHER’S GUIDE

 EXERCISE-4:

Look at the picture above and fill the blanks in the following passage with one of the prepositions
given in the box. Each preposition may be used only once.
According to, down, through, in spite of, around, past, on top of, up, in, to, at, from, into, out of,
over, due to, on

One hot summer morning, in spite of the intense heat, we decided to take a trip out of the city and go to
the ocean. We got into the car and drove down the highway, which went on one side of the mountain and
came up the other side. Then the highway went around a part of the lake and over the bridge. After that
we drove through the forest and past the big water tower. We arrived at the beach by noon due to the
heavy traffic.

According to the map, the water that flowed in the river came from the melted glaciers. One of my
friends also told me that natives preferred to live on top of the mountain as they felt safe there.

Type 3 Conditional Sentences

There are three main types of conditional tenses. Look at the table below.

Present action
If the team plays well, they will If... present simple verb ... will/can/
Type-1 leading to future
get into the finals. might + verb
results
Past action leading If I worked harder, I could get If... past simple verb ... would/
Type-2
to present results better results. could/ might + verb
Past action leading If he had listened to his parents, If ... past perfect verb ... would have/
Type-3
to past results he would have got the job. could have / might have + verb

The Type 3 conditional is used when talking about something that was not done, which led to results
about which nothing can be done now.
 If I had studied more, I would have passed my exams.
)but I didn’t, and so l failed and nothing can be done about it)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [142] TEACHER’S GUIDE

 EXERCISE-5:
Work with your partner. Orally discuss the following Type 1 Conditional Sentences exercise by using
the words provided. Then, do it your notebook. You may refer to the table given at the beginning of
unit as and when needed.
1. We will destroy all our wildlife if we are not careful. (destroy / be)
2. If we dump all sorts of chemicals into rivers, we will pollute them. (dump / pollute)
3. If we cut trees at the present speed, we will endanger our oxygen supply. (cut / endanger)
4. If the global temperature increases, the sea levels will rise. (increase / rise)
5. We'll threaten our own existence if we will produce waste at the present rate. (threaten/produce)
6. The traffic flow will be better if everyone follows the traffic rules. (be / follow)
7. If I give you some chocolates, I will have very few left for the party. (give / have)
8. You will get better marks next time if you spend less time on video games. (get / spend)
9. If you shout so loudly during the match you will disturb our neighbours. (shout / disturb)
10. We will visit Eiffel Tower if we go to Paris. (visit / go)

 EXERCISE-6:
Work with your partner. Orally discuss the following Type 2 Conditional Sentences exercise by using
the words provided. Then, do it in your notebook. You may refer to the table given at the beginning
of this section as and when needed.
1. If you wore dark glasses, you could protect your eyes. (wear / protect)
2. It would be impossible to enter the building if the porter stopped us. (be / stop)
3. I could do this work for you if time permitted. (do / permit)
4. If I won a lottery I would buy a new computer. (win / buy)
5. He might take leave if he caught cold. (take / catch)
6. If the police tried hard enough they would send the thief to prison. (try / send)
7. My friend could get you a concession if you purchased the oven from him. (get / purchase)
8. If I were you, I would apply for the job. (be / apply)
9. If the doctor allowed him he would go to work. (allow / go)
10. It would give me a lot of pleasure if they accepted the gift. (give / accept)

 EXERCISE-7:
Work with your partner. Orally discuss the following Type 3 Conditional Sentences exercise by using
the words provided. Then, do it in your note book. You may refer to the table given at the beginning
of this section as and when needed.
1. If the flight had arrived in time, my boss would have come to the meeting. (arrive / come)
2. They would have eaten all the food if I had kept it on the table. (eat / keep)
3. If the driver had stopped at the turning, the old woman could have crossed the road easily.
(stop / cross)
4. If you had taken your umbrella, you might have avoided getting wet in the rain. (take / avoid)
5. I could have escaped the storm if I had been more cautious. (escape / be)
6. The people could have left if they had known that there was no food. (leave / know)
7. The child might have forgotten the punishment if the scars had disappeared. (forget / disappear)
8. If their new player had performed as expected they could have won the match. (perform / win)
9. There might had been no fight if the police had arrived in time. (be /arrive)
10. If he had attempted the question the teacher would have given him some marks. (attempt / give)

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [143] TEACHER’S GUIDE

 EXERCISE-8:
Sheeba won the Provincial folk songs competition and was interviewed by a reporter. She mainly
responded by using the Type 3 conditional sentences. The pair verbs used in each response are given
below in a jumbled order. Complete her responses in the following dialogue. After you have
completed, compare your answers with you partner and make corrections where needed. The first
one has been done as an example.
Be /perform, select / think, lose/ cry, make / encourage, fail/ be

Reporter: Congratulations, Ms Sheeba. You have won!

Sheeba: Thank you. If I had stopped practicing, I would have lost.
Reporter: What if you had lost?
Sheeba: If I had lost the competition, I might have cried.
Reporter: How would your parents have felt?
Sheeba: If I had failed, my parents would have been very disappointed.
Reporter: What about your friends?
Sheeba: Some might have made fun of me while a few would had encouraged me to try again.
Reporter: What could you have differently to make sure you won?
Sheeba: I might have selected a different song if I had thought about it.
Reporter: Anything else that you would like to say?
Sheeba: My self esteem could have been badly affected if I had performed badly.
Reporter: Any message that you would like to give to others?
Sheeba: Work hard, prepare well, and you will succeed one day. Don't ever give up.
Reporter: Thank you.
Sheeba: Thank you.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [144] TEACHER’S GUIDE

Unit-8 Civic Sense and Civics Activities

Safety measures that can save your life
(Words Meaning)
S. No Words Meaning in English Meaning in Urdu Meaning in Sindhi

01 Abide by Obey ‫ااطتعرکان‬ ‫اطاعت ڪرڻ‬

A thing which can be added to
02 Accessory ‫دمداگر‬،‫رشکی‬ ‫ مددگار‬،‫شريڪ‬
something, Additional things
Fix firmly and stably, Firmly
03 Anchor
held in place ‫ ڀروسو اہجزاکرگنل‬،‫ آسرو‬،‫لنگر‬
04 Beneficial Of use ‫افدئہدنم‬ ‫فائديمند‬

05 Considerably Significant ‫اکیفدحکت‬ ‫غور سان‬

06 Constituted To form and make something ‫لیکشتدایایگ‬ ‫ٺھيل‬

07 Cramp Contraction ‫روک‬ ‫ دٻاُء‬،‫روڪ‬

Decisive or Critical, Very
08 Crucial ‫امہ‬ ‫اهم‬
Important
09 Co-traveller Travelling with someone ‫رشکیاسمرف‬ ‫ساٿي مسافر‬
Burdensome, Unnecessarily
10 Cumbersome ‫وزین‬،‫اھبری‬،‫وبلھج‬ ‫ وزني‬،‫بوجھل‬
slowing
11 Disability Physical or mental unfitness ‫ذعموری‬ ‫معذوري‬

12 Disregard Pay no attention to ‫رظنادنازرکان‬ ‫نظرانداز ڪرڻ‬

13 Distract Divert ‫وغشملرکان‬ ‫ڌيان ڇڪائڻ‬

14 Exposure Experience ‫ااہظر‬ ‫ اظھار‬،‫پڌرائي‬

15 Exposing Putting at risk ‫ےباقنبرکان‬ ‫ظاهر ڪرڻ‬

16 Extended Prolonged ‫وتعیسدشہ‬ ‫وڌايو ويو‬

17 Fatal Causing death ‫اقلت‬ ‫قاتل‬

18 Fatality Casualty, Death ‫الہتکزیخ‬ ‫موتمار‬

19 Financial Monetary ‫امایلیت‬ ‫مالي‬

20 Former Preceding in time ‫اسہقب‬ ‫اڳوڻو‬

A covering or protective
21 Headgear ‫وٹیپ‬ ‫ٽوپي‬
device for the head
22 Hindering Obstructing ‫راکوٹڈاانل‬ ‫روڪڻ‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [145] TEACHER’S GUIDE

23 Impact Collision, Crash ‫ارث‬ ‫اثر‬

Consequences, Something
24 Implications ‫چیپ‬،‫ااھجلؤ‬ ‫ ور وڪڙ‬،‫اشارو‬
clear but not clearly stated
25 Impose Enforce ‫طلسمرکان‬ ‫مسلط ڪرڻ‬

26 Inconvenience Troublesomeness ‫فیلکت‬ ‫تڪليف‬

27 Indulging Doing something for pleasure ‫وخشرکان‬ ‫خوش ڪرڻ‬

28 Injuries Physical damage to the body ‫وچںیٹ‬ ‫زخمي‬

29 Insurance Protection against future loss ‫ہمیب‬ ‫بيمه‬

Incapable of overcome,
30 Invincible ‫اناقلبتسکش‬ ‫ناقابل شڪست‬
Totally secure or safe
ُ ُ
31 Irritate Annoy ‫چاان‬ ‫ ڪاوڙائڻ ِ ڑ‬،‫ِچڙ ڏيارڻ‬
‫چ ِڑ‬
Restrictions, Inability to
32 Limitations ‫دحود‬ ‫حد‬
perform
Steps or actions taken for a
33 Measures ‫ادقاامت‬ ‫اقدامات‬
purpose
34 Messed up Spoiled ‫ڑگڑب‬ ‫گڙٻڙ‬

35 Minimise Make small or insignificant ‫مکےسمکرکان‬ ‫گھٽ ڪرڻ‬

36 Minor Lesser in importance ‫ومعمیل‬ ‫معمولي‬

37 Option Choice ‫ااختنب‬ ‫اختيار‬

38 Piercing Penetrating ‫زیت‬ ‫ نوڪدار‬،‫تکو‬

39 Permanent Indefinitely ‫لقتسم‬ ‫مستقل‬

A person who travels in a seat
or place behind the rider of a
40 Pillion riders ‫ڈلبوسار‬ ‫ڊبل سواري‬
motorcycle or scooter, A
passenger on a motorbike
To a proportionate degree,
41 Proportionately ‫انتبسےس‬ ‫تناسب سان‬
When compared in numbers
42 Protective Able to keep safe ‫افحیتظ‬ ‫حفاظتي‬

43 Safeguard Precautions, Protects ‫افحتظرکان‬ ‫حفاظت ڪرڻ‬

44 Seriousness State of being serious ‫دیجنسیگ‬ ‫سنجيدگي‬

45 Skidding Slipping, Sliding ‫انلسھپ‬ ‫تِرڪڻ‬

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [146] TEACHER’S GUIDE

Prevent some one or

46 Strapped something from moving with a ‫یٹپ‬ ‫پٽي‬
strap
47 Subsequent Following in time or order ‫اسےکدعب‬ ‫بعد ۾‬

48 Survival Existence ‫ابیقرہاجان‬ ‫باقي بچڻ‬

49 Sustain To give support or relief to ‫ربرقاررانھک‬ ‫برقرار رکڻ‬

50 Sweating Perspiring ‫ہنیسپآراہےہ‬ ‫ُپسڻ‬

51 Thrilling Causing excitement ‫ینسنسزیخ‬ ‫ڇرڪائيندڙ‬

52 Tough Difficult ‫لکشم‬ ‫سخت‬

Deeply disturbing or
53 Traumatic ‫فیلکتدہ‬ ‫صدمي وارو‬
distressing
54 Two-wheeler A vehicle with two wheels ‫دوہیہپاگڑی‬ ‫ٻه ڦيٿي‬

55 Ultimately Eventually ‫ابآلرخ‬ ‫آخرڪار‬

56 Undue Unnecessary ‫اناجزئ‬ ‫اڻڄاتل‬

57 Untoward Unpleasant, Unexpected ‫انوگار‬ ‫اڻڄاڻ‬

58 Widespread Widely circulated ‫وعیسامیپےنرپ‬ ‫وسيع‬

Wreckage, Destruction (of a
59 Wreck ‫ہبلم‬ ‫بربادي‬
ship)
Open to attack or damage,
60 Vulnerable ‫زمکور‬ ‫ڪمزور‬
Facing possible harm

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [147] TEACHER’S GUIDE

Safety measures that can save your life

(Summary)
We hear about fatal road accidents every day. One of the causes of road accidents is over-speeding and
disregard for traffic rules. But if people wear helmets while riding a motorcycle and seat belts while sitting in
a car, losses of lives and disability can be avoided.

Riding a motorcycle is not without risks, especially when we are not wearing a helmet. Helmets are an
important safety accessory for motorcyclists that can protect us from head injuries in the event of an accident.
Police also impose fines for not doing so, but people still do not wear helmets.

Motorcycles are more prone to accidents than other vehicles because of the structure and size of the
motorbike, it loses their balance easily.

Helmets minimize the risks of head injuries, the most common cause of death and disability in case of a crash.
Non-helmeted motorcyclists are three times more likely to sustain head injuries in a crash as compared to
those wearing firmly strapped helmets. Helmet laws are constituted to save the lives of motorbike riders.
Those who abide by the laws not only save their own lives but also protect their families from unnecessary
harm and suffering.

If you have ridden a motorbike, you know that this can be tough on the eyes. Moreover, extended exposure to
sharp wind, strong sun rays, and dust particles can lead to major eye issues that can ultimately affect your
health. The piercing cold wind not only causes discomfort but also distracts the vision.

Not wearing a helmet means increasing the risks of fatality and disability due to head injury, and harmful
impact on your eyes. Don't drive anywhere until your seatbelt is fastened. If you are not wearing your seat
belt, you can easily change seats and quickly slide out of the car. The car brakes will stop the car, but your
body is still travelling at the speed of your car. The thing that can save you from serious injury or even death,
is your seat belt.

Some people think that seat belts are not necessary. Consider what you and your family will suffer in case you
are badly injured or, God forbid, you die just because you did not fasten your seat belt. Also, let us not forget
the financial loss due to limitations that your injuries may impose on your earning ability, both long term and
short term. The police can fine the driver, particularly on a motorway, if you and your co-traveller are not
wearing the seat belt.

Wearing a seat belt does not make you invincible. But wearing seat belts minimizes your chances of getting
killed or seriously injured. Seat belts save lives, and that's a fact. You can lose your life and limb, or waste
your time and money, or both, by not wearing your seat belt.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [148] TEACHER’S GUIDE

Safety measures that can save your life

(Questions & Answers)
1- What are the main causes of road accidents?
Ans: One of the key reasons for road accidents is over-speeding, the other is the disregard for traffic rules.

2- Which vehicle has more road accidents and subsequent injuries?

Ans: There are, proportionately, more accidents and subsequent injuries while riding a motorbike than
while travelling in a car or other such vehicles.

3- What makes a motorcycle vulnerable?

Ans: The size and structure of the motorcycle make it vulnerable to losing balance, particularly when
indulging in high-speed and disregarding other traffic rules.

4- What is the most widespread cause of death in motorcycle accidents?

Ans: Head injuries are the most widespread cause of death in motorcycle accidents. Moreover, traumatic
brain injury can result in permanent disability.

5- How can motorcyclists prevent death and serious injuries?

Ans: Death or serious injury can be prevented with a motorcycle helmet as it absorbs the impact of a crash
or fall.

6- Why don't people wear helmets while riding a motorcycle? OR What are the reasons people give for
not wearing helmets?
Ans: People do not wear helmets because their hairstyle gets messed up. Some say that helmets make
them feel uncomfortable, that they cannot put up with the heat. Others complain that helmets cause
too much sweating, and this irritates them. Some, however, have no specific reason for not wearing
helmets except that they are sure that they will not get injured.

7- What things are harmful to the eyes while riding a bike?

Ans: The sharp wind, strong sun rays, and dust particles can lead to severe discomfort and inconvenience,
hindering our vision and resulting in untoward incidents. Moreover, extended exposure to such
damaging factors can lead to major eye issues that can ultimately affect our health.

8- What are the problems faced by motorcycle riders in winter? And how can these difficulties be
prevented?
Ans: Winter brings in an additional set of challenges for bikers. The piercing cold wind not only causes
discomfort but also distracts the vision. Additionally, wearing a helmet while riding in winter can
save us from the cold wind, thereby preventing our ride from becoming uncomfortable and risky.

9- What if we don't fasten our seat belts?

Ans: If we are not wearing our seat belt, we can easily change seats and quickly slide out of the car.

10- Can wearing a seat belt prevent death or serious injury?

Ans: Wearing a seat belt does not make us invincible. We can still get hurt or killed while wearing our
seat belts. But wearing seat belts minimizes our chances of getting killed or seriously injured; it has
proven to be safer than driving without them. We are much less likely to be killed in a car wreck if
we are wearing seat belts. We are much less likely to get seriously injured if we are wearing one. We
are likely to have a lesser financial burden.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [149] TEACHER’S GUIDE

 Pre-reading
1. How we hear about road accidents do we hear about road accident, i.e., accidents in which
people die?
Ans: We hears about road accident every second day and often hears two to four accidents every
month in which people die.

2. Have you heard or read about a fatal road accident recently?

Ans: Yes, recently I have heard a fatal road accident. A motorcyclist was hitten by bus so badly and
died on the spot.

3. How can people protect their lives and limbs while riding a bike or travelling in a car?
Ans: People can protect their lives and limbs while riding a bike or travelling in a car by following
traffic rules. People must have control on their speed and they should wear helmet while driving
a bike and fastening a seat belt when driving a car.

Safety measures that can save your life

(Text Book Exercise 8.1)
 EXERCISE-1:
Read the text and circle the right answer for filling the blanks. After completing, discuss your
choices with your partner.
1. The text is about the importance of ____.
a) traffic rules b) civic sense c) helmets and seat belts d) driving safely

2. Among other things, helmets can save us from _____.

a) body injury b) head injury c) knee injury d) foot injury

3. Wearing or not wearing a seat belt can be a matter of ____.

a) life and death b) personal defeat c) no concern d) little importance

 EXERCISE-2:
1. Read the text and underline the words given in column A, in Boxes 1-6. The meanings of all these
words are given in column B in a jumbled manner. Find the correct meaning and write the
corresponding letter in column C.
S.NO. Column A Column B Column C
1. fatal a) additional thing d
2. measures b) not paying attention to i
3. crucial c) facing possible harm f
4. accessory d) causing death a
5. pillion e) unexpected j
6. proportionately f) very important h
7. vulnerable g) doing something for pleasure c
8. indulging h) when compared in numbers g
9. disregarding i) steps or actions taken for a purpose b
10. untoward j) a passenger on a motorbike e

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [151] TEACHER’S GUIDE

2. Read the text and underline the words given in column A, in Boxes A-F. The meanings of all these
words are given in column B in a jumbled manner. Find the correct meaning and write the
corresponding letter in column C.
S.NO. Column A Column B Column C
1. option k) sliding m
2. cumbersome l) totally secure or safe u
3. tough m) choice p
4. anchored n) putting at risk s
5. skidding o) difficult k
6. implications p) something clear but not clearly stated q
7. limitations q) protects t
8. invincible r) firmly held in place l
9. safeguards s) inability to perform r
10. exposing t) unnecessarily slowing n

 EXERCISE-3:
The titles in the following table represent one box each. Read each box and select which title
represents which box and write the box number in the given column.
S.NO. Title Box No.
1. Avoiding head injuries 3
2. Does wearing a seat belt guarantee no harm? E
3. Helmet: summary 6
4. Brakes for saving your body B
5. Seat belts: summary F
6. Fun and safety in motorbike riding 1
7. Comfort or harm, what is a better choice? A
8. Challenges voiced against wearing helmets 4
9. Is wearing a seat belt an option? C
10. Why wear helmets? 2
11. Cost in terms of money D
12. Helmets and eye protection S

 EXERCISE-4:
1. Two _____ that if undertaken by people can protect them.
a) Decisions b) Measures c) Policies d) Commitments

2. Both riders and riders should wear helmets.

a) Companion b) Passenger c) Pillion d) Traveler

3. Not wearing a helmet increases the chances of _____.

a) Damages b) Accidents c) Loss d) severe injuries

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [151] TEACHER’S GUIDE

4. Brain injury in a motorbike accident can lead to permanent ______.

a) Forgetfulness b) Disability c) Problems d) ill health

5. Those not wearing helmets are ____ times more likely to suffer from head injuries.
a) Ten b) Five c) Two d) Three

6. Wearing a seat belt is like enclosing between _____.

a) comfort and pain b) ease and unease c) safety and security d) life and death

7. Fastening your seat belt can save you from getting _____.
a) under the car b) thrown out c) crushed d) head injury

8. Putting on your seat belt requires ______.

a) a little effort b) a lot of effort c) a little patience d) a lot of patience

9. If you wear seat belt you will ____.

a) always be safe b) never be safe c) never be in trouble d) mostly be safe

10. Every time you get into your car you make a ____.
a) Choice b) Decision c) Promise d) Mistake

 EXERCISE-5:
Read the text and answer the following questions in your notebook. After completing, compare your
answers with your partner and make corrections where needed.

a. What two important safety measures can save people's lives?

Ans: Two important safety measures that can save people's lives and protect them from disability are
wearing helmets for bikers and fastening seat belts for car drivers.

b. Why is a helmet an important safety gear?

Ans: Wearing a helmet is very beneficial for saving riders from fatal and disabling head injuries, and
adding their comfort while riding. That's why a helmet is considered safety gear for bikers.

c. How can not wearing a helmet change the life of bike riders and their families forever?
Ans: Accidental death or disability of a bike rider changes the life of the bike rider and his family
forever. Nothing stays the same.

d. What happens when a car stops suddenly?

Ans: When a car stops suddenly, it is very likely that the driver of the car will not have time to stop.
The car that you are driving will crash into the vehicle in front. While the brakes or crash can
make the car stop suddenly, the same does not apply to your body.

e. How is the click of a seat belt button an insurance?

Ans: The click of a seat belt is insurance that safeguards our safety and survival. We can lose our life
and limb, or waste our time and money, or both, by not wearing our seat belts.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [152] TEACHER’S GUIDE

 EXERCISE-6:
Work in pairs. Complete the statements given in column A with their respective parts in column B
and write the alphabet of the respective part in the answer column.
S.NO. Column A Column B Ans
1. Wearing a helmet can provide a) a motorbike ride comfortable and safe. i
2. Wind, sun rays, and dust particles can b) you can end up paying a fine f
3. Long term exposure to eye damaging factors can c) depending on how serious the injuries are d
4. In winter, the cold winds can cause d) result in major eye related health issues h
5. Wearing a helmet in winter can make e) can also affect one's earning capability a
f) hinder vision leading to unexpected
6. Wearing a seat belt can save you j
problems
7. Not wearing a seat belt can lead to g) high medical expenses due to injuries g
8. Medical expenses can be long term or short term h) discomfort and also affect the vision c
9. Injuries resulting from not wearing seat belts i) multiple benefits to the rider e
10. Breaking the law by not wearing the seat belt j) from unnecessary expenses b

 EXERCISE-7:
Work in pairs. Read the boxes indicated, and write the reasons in each case.
HELMETS (Boxes 1, 2 & 4)
Reasons why people should wear helmets Reasons why people don't wear helmets
*To save one self from head injuries *It causes heat
*To save one self from dust , sun rays and rough wind *It seems uncomfortable
*To follow traffic rules *It causes too much sweating and this irritates rider.
*To save oneself from getting fined by the traffic police *It effects hair style
*A motorcycle helmet is a crucial safety accessory not
-
only for the rider but also for pillion riders.
*A helmet is an important safety gear that can save us
-
from a life and limb threatening and injury.
SEAT BELTS (BOXES A,C & E)
Reasons why people should wear seat belts Reasons why people don’t wear seat belts
*To control movement. *To change seats.
*To save oneself if car skids. *It seems uncomfortable
*to oneself from serious injuries. *It effects the pressing of dress
*The click of a seat belt is insurance that safeguards our
*It cramp their style
safety and survival.
*We can lose our life and limb in serious accidents. -
*Lesser financial burden and save time. -
*Minimises our chances of getting killed or seriously
-
injured.

 EXERCISE-8:

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [153] TEACHER’S GUIDE

Safety measures that can save your life

(Solved Text Book Exercie 1-7)
Revision: Relative Pronouns
The relative pronouns are ‘who, whom, whose, which, and that’. The relative pronouns go after the
noun and the pronouns at the beginning of the relative clause. Generally:

 Who refers to people and

 That and which refer to things.

Here are some examples:

 Ali respects my brother, who is seniorsto him.
 He is the one whom I met yesterday.
 There are children whose parents never come to school.
 The house, which is next to my school, looks spooky.
 This isthe pen that I gifted you.

 EXERCISE-1:
Fill the following blanks by choosing the right option. After completing your work, compare it with
your partner and make corrections where necessary.
1. The festival ______ that lasted all day, ended with a banquet.
a) That b) Who c) Which d) What

2. I am looking for someone ______ can watch my dog while 1 go on vacation.

a) Which b) Who c) Whom d) That

3. The police needed details _____ could help identify the robber.
a) Who b) Whatever c) That d) What

4. I'd like to take you to a cafe ______ serves excellent coffee

a) That b) What c) Which d) Who

5. This is the house _____ Jamil built.

a) Which b) Where c) That d) Whom

6. I cannot say goodbye to one _____ personality I have always liked.

a) Whose b) That c) Which d) Whom

7. I saw the shoes _______ you bought last week on sale for less this week.
a) Where b) That c) Who d) Whom

8. We met our friend ____ father passed away last month suddenly.
a) Whose b) Who c) When d) That

9. This is the person _____ we met last week.

a) Where b) Whom c) Who d) That

10. I have a watch _____ is ten years old.

a) Whose b) Whom c) Whom d) which

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [154] TEACHER’S GUIDE

 EXERCISE-2:
Fill the following blanks with that, which, who, whose, and whom. After completing your work,
compare it with your partner and make corrections where necessary.
1. A pencil is something that every student needs.
2. Pizza is a popular food that was first made in Italy.
3. Mr. Liaquat whose house is next to our house is an engineer.
4. I bought a cell phone which has 5G internet access.
5. Mosquitoes are insects which like to bite people.
6. Albert Einstein was a scientist who made many important discoveries.
7. My uncle whom we met last night helps us with our homework.
8. A helicopter is a machine that can fly.
9. Shah Inayat Shaheed is a famous Sufi saint who has millions of followers.
10. A blanket is something that people use in winter.

 EXERCISE-3:
Work in pairs. Combine the following sentences using relative pronouns. Write the combined
sentences in your notebook.
1. Shahid gave a long and tedious speech. He won the prize.
Ans: Shahid, who won the prize, gave a long and tedious speech.

2. A chain of stores wants to open new stores across the province. It does business all over
Pakistan.
Ans: A chain of stores, which does business all over Pakistan, wants to open new stores across the
province.

3. Social network sites will change business. They are trendy.

Ans: Social trendy network sites that are will change business.

4. Scientists are working on stem cells. Stem cells will revolutionize medicine.
Ans: Scientists are working on stem cells that will revolutionize medicine.

5. Last week, Rizwan interviewed Sana. She is my neighbour.

Ans: Last week, Rizwan interviewed Sana, who is my neighbour.

6. Yesterday I met a talented man. He works in a circus.

Ans: Yesterday I met a talented man who works in a circus.

7. Bano signed autographs at tower records yesterday. She is a famous musician.

Ans: Bano, who is a famous musician, signed autographs at tower records yesterday.

8. John F. Kennedy was assassinated in 1963. He was the president of the USA.
Ans: John F. Kennedy, who was the president of the USA, was assassinated in 1963.

9. The prime minister will inaugurate a new hospital. It is on 6th street.

Ans: The prime minister will inaugurate a new hospital, which is on 6th street.

10. He sat on the wooden chair. The chair was broken.

Ans: He sat on the wooden chair that was broken.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [155] TEACHER’S GUIDE

Direct and Indirect Speech

Commands and Requests Revision
Normally, ‘to’ is used as a joining clause before the reported command or request, and the verb is changed
according to the mood of the sentence (Example: told, ordered, asked, requested, and advised).
In direct speech, often the person addressed is not clearly mentioned; however, it is generally clear who is
being addressed. In such case, while changing sentences from direct to indirect speech the person addressed
often needs to be mentioned.
Example:
Direct: The man said, “Please bring me a chair.”
Indirect: The man requested his son to bring him a chair.
 EXERCISE-4:
Change the following orders into indirect speech. Compare your answers with your partner, after
completing. Make corrections: where needed. You can use words like tell, ask, order/ command.
1. The teacher said to the students, "Do not talk during the assembly.”
Ans: The teacher forbade the students to talk during the assembly.
2. Mother said to her son, "Work hard or else you will fail."
Ans: Mother advised her son to work hard or else he would fail.
3. The guard said to us, "Stand in the queue and wait for your turn."
Ans: The guard asked us to stand in queue and wait for our turn.
4. She said to her maid, "Bring for me a glass of water."
Ans: She ordered her maid to bring for her a glass of water.
5. The officer said to the peon, "Let the visitor come in."
Ans: The officer ordered the peon to let the visitor go in.
6. "Stay indoors during the storm," the government authorities advise the people.
Ans: The government authorities advised people to stay indoors during the storm.
 EXERCISE-5:
Change the following requests into indirect speech. Compare your answers with your partner, after
completing. Make corrections where needed. You can use words like tell, ask, request.
1. "Try to speak gently when talking to old people," the manager said to his staff.
Ans: The manager asked his staff to try to speak gently when talking to old people.
2. "Please turn out the lights, team, when you leave the room," said the organizer.
Ans: The organizer requested the team to turn off the light when we leave the room.
3. "Give me a glass of water, Yusuf," said grandfather.
Ans: Grandfather asked Yusuf to give him a glass of water.
4. "Sana, please put this plate on the table," said Mrs. Sultan.
Ans: Mrs Sultan requested Sana to put that plate on the table.
5. "Make sure that the children are in bed by eight o'clock," said father.
Ans: Father asked her wife to make sure that the children were in bed by eight o'clock.
6. The doctor said to the patient," Take your medicines on time."
Ans: The doctor advised the patient to take his medicines on time.

CONTACT: 0311-7705933 Email: [email protected]

ENGLISH FOR CLASS-X [156] TEACHER’S GUIDE

 EXERCISE-6:
Change the following into indirect speech. Compare your answers with your partner, after
completing. Make corrections where needed.
1. "Go away and never come back again,” said his boss.
Ans: Boss ordered his worker to go away and never come back again.
2. The principal said to the naughty student, "Come after school hours."
Ans: The Principal ordered the naughty student to come after school hours.
3. "Please be seated," said the announcer.
Ans: The announcer requested the guests to be seated.
4. "Never say no when someone asks for help," the preacher said in his speech.
Ans: The preacher forbade in his speech to say no when someone asks for help.
5. "Be quiet, please, children," said the mother.
Ans: The mother requested the children to be quiet.
6. "Aunt Sakina, please tell me where to find the keys," said Maqbool.
Ans: Maqbool requested aunt Sukaina to tell him where to find the keys.
7. "Please shut the window," said the little girl to her sister.
Ans: The little girl requested her sister to shut the window.
8. "Water the plants before you go," said my father to the gardener.
Ans: My father ordered the Gardener to water the plants before he went.
9. "Soldiers, march quickly to the exit," said the commander.
Ans: The commander commanded the soldiers to march quickly to the exit.
10. The clerk said to the man, "Do not disturb me."
Ans: The clerk forbade the man to disturb him.
 EXERCISE-7:
Work in pairs and change the following dialogue into indirect speech.
Teacher: Hurry up, class, we are getting late.
Tahira: Uzma, put these books in the cupboard and tidy up the desk.
Aliya: Put up that picture on the wall, Shazia, and Umaima, give me the brush.
Laila: Saima, take the dustbin out and empty it while you are there.
Anjum: Just leave everything and start putting the chairs in order.
Anila: Shehla, blow up the balloons and put them on the string.
Teacher: Get out of the classroom before the guests come.
Farah: Pick up all the extra things before going out.
Teacher: Wait outside until all the guests are seated.
ANSWER:
 The teacher asked the class to hurry up as they were getting late.
 Tahira asked Uzma to put those books in the empty cupboard and tidy up the desk.
 Aliya ordered to put the picture on the wall and asked Shazia, and Umaiama to give her the brush.
 Laila asked Saima to take the dustbin out and empty it while she was there.
 Anjum told them to leave everything and start putting the chairs in order.
 Anila asked Shehla to blow up the balloons and put them on the string.
 Teacher ordered them to get out of the classroom before the guests came.
 Farah asked them to pick up all the extra things before going out.
 Teacher ordered to wait outside until all the guests are seated.

CONTACT: 0311-7705933 Email: [email protected]