Reading comprehension (Q2 ii to vi)
Parts (ii) to (vi) of Q2 give 20 marks for understanding an unseen passage of about 300 words: four 4-mark questions on its ideas and one on the contextual meanings of the bold words. This unit gives a reading method (skim, read the questions, scan, mark the paragraphs), an answer shape for every question type FBISE sets (from viewpoint and inference to pen-picture, advice and prediction), the rules for writing in your own words, and every 2026 and model-paper question solved to full marks, with two new practice passages.
Learning outcomes (10)
- Ask and answer higher-order questions to guide and assess reading (E-12-B1-02).
- Evaluate how authors use language, considering its impact on the reader; express informed opinions, justify the viewpoint and make recommendations (E-12-B2-01).
- Analyse organisational patterns in a text: list or sequence, comparison-contrast, cause-effect, problem-solution, reasons-conclusion (E-12-B2-04).
- Use reading strategies to explore layers of meaning, including biases and opinions; use inference and deduction to recognise implicit meaning; comment on implied meanings such as the writer's viewpoint (E-12-B3-02).
- Explain whether predictions about the content of a text are acceptable or should be modified, and why (E-12-B3-03).
- Distinguish cause from effect, fact from opinion, and generalised statements from evidence-based information (E-12-B3-04).
- Apply skimming and scanning to find relevant information and main points, and identify the writer's purpose and intended audience (E-12-B3-05).
- Make inferences to draw conclusions from contextual information, the writer's viewpoint and implied information (E-12-B3-12).
- Cite textual evidence to support analysis of what the text says explicitly and what can be inferred from it.
- Use context as a clue to the meaning of a word or phrase, and verify the inferred meaning (E-12-C1-01).
What Q2 parts (ii) to (vi) askOften examined
Question 2 of Section B is an unseen passage of 250 to 350 words. Unseen means you have not studied it before: it can be on any theme of the curriculum, such as health, technology, history, the environment, education or the economy. The whole question carries 28 marks.
| Part | What it asks | Marks |
|---|---|---|
| (i) | Summary (precis) of the passage and a suitable title (covered in unit 15) | 7 + 1 = 8 |
| (ii) to (v) | Comprehension questions on the ideas of the passage; three of the five parts (ii) to (vi) have an internal choice (OR) | 4 each |
| (vi) | Contextual meanings of the bold and underlined words (any four) | 4 |
So parts (ii) to (vi) give you 20 marks, which is one fifth of the whole paper. They are the easiest 20 marks to score in full, because every answer is already in the passage. You only have to find it, understand it and write it well in your own words.
Question types seen on FBISE papers
| Type | How the question is worded on the papers |
|---|---|
| Direct factual | Why is email marketing considered an important aspect of digital marketing? (Model paper) |
| Explain or discuss | How is the economy of a country affected by overpopulation? Discuss. (2026 Set B) |
| Writer's viewpoint | What viewpoint does the writer express about overpopulation? (2026 Set B) |
| Inference | How has the Industrial Revolution changed people's daily lives and work? Infer from paragraph. (2026 Set A) |
| Cause and effect | How does the writer use cause-and-effect relationships to explain the harmful effects of smoking? (2026 Set D) |
| Problem and solution | Discuss the problem and solution related to coal mining as described in the passage. (2026 Set A) |
| Propose solutions | Propose solutions to control the problem of overpopulation in Pakistan. (2026 Set B) |
| Advice with reasons | Suggest an advice you would give to someone who thinks smoking or chewing tobacco is harmless. (2026 Set D) |
| Pen-picture | Draw a pen-picture of 1851 first world's fair held in 1851. (2026 Set A) |
| Imagine you are | Imagine you are a business owner. How would you use digital marketing to promote a new product? (Model paper) |
| Anticipate the future | Anticipate the future of digital marketing in your own words. (Model paper) |
| Personal preference | In what area of technical education would you like to get training? Give reasons. (Old syllabus 2026) |
| Contextual meanings | Write contextual meanings of the words that are bold and underlined. (Any FOUR) (every paper) |
Time plan
Sections B and C have 2 hours 35 minutes (155 minutes) for 80 marks, which is about 2 minutes per mark. Q2 is worth 28 marks, so give it about 50 minutes:
| Stage | Time |
|---|---|
| Read the passage and all the questions, mark the paragraphs | 8 to 10 minutes |
| Part (i): summary and title | 15 minutes |
| Parts (ii) to (v): about 5 minutes each | 20 minutes |
| Part (vi): contextual meanings | 3 to 4 minutes |
| Read your answers once for mistakes | 2 minutes |
The reading method: skim, read the questions, scan, markOften examined
Reading a 300-word passage once from start to end and then starting to write is slow and risky. Good readers read with a purpose. Use four stages every time.
- Skimming
- reading quickly for the gist (the general idea): the topic and the writer's main point. You read the first and last sentence of each paragraph and let your eyes run over the rest.
- Scanning
- searching the passage for one particular piece of information, such as a name, a date, a number or a key word, without reading every word. It is how you find the name of a friend in a class list.
- Gist
- the main idea of the whole passage in one sentence.
- Key word
- the most important word in a question, the one that tells you what to look for, such as "agriculture" in "Is agriculture affected by overpopulation?"
- Command word
- the word in a question that tells you what kind of answer to write, such as explain, discuss, infer, justify, describe, propose, compare or imagine.
- Skim for the gist (2 minutes). Read the first and last line of each paragraph. Then write the gist in the margin in a few words: topic + the writer's view. For example: "Overpopulation harms economy, farming, society; needs education, media, reforms."
- Read all the questions, including both options of every OR (1 minute). Underline the command word and the key word in each. Now you know what you are looking for before you read closely.
- Read closely and mark the paragraphs (4 minutes). Number the paragraphs P1, P2, P3. In the margin, write what each paragraph is about in two or three words, and write the question number next to the lines that answer it. Underline the bold words for part (vi).
- Scan for each answer. For every question, go straight to the paragraph you marked. Look for the key word or a word with the same meaning. Read that sentence and the sentences just before and after it, because the answer is often spread over two or three sentences.
- Choose the OR option (see the table below) and plan two or three points before you write.
Demo passage: Every drop counts
(1) Pakistan was once a water-rich country. In 1951, there were about 5,000 cubic metres of water for each person every year; today the figure is close to 1,000. The population has grown about seven times since independence, but our rivers have not grown with it. As a result, cities such as Karachi and Quetta now depend on water tankers and on wells that are running dry.
(2) Farmers use most of the country's water, and much of it is wasted. Fields are still flooded in the old way, and canals lose water through leaks and evaporation. In the cities, broken pipes and careless habits waste even more. Many people leave the tap running while they brush their teeth, or wash their cars with a hose. In my view, this waste is a greater danger than any shortage of rain.
(3) The problem is serious, but it is not hopeless. Drip irrigation can save up to half of the water that a farmer uses. Rainwater can be stored in small dams and in tanks on rooftops. Above all, every citizen must learn to treat water as a precious resource and not as a free gift. If we act now, our children will not have to fight over every drop.
Stage 1, gist: Pakistan's water per person has fallen sharply, mostly because of waste, but saving methods and public care can solve it.
Stage 2, questions (sample): (a) Why is Pakistan facing a water shortage? (key words: why, shortage) (b) What is the writer's viewpoint about wasting water? (key words: viewpoint, waste) (c) Propose solutions to the water crisis. (key words: propose, solutions)
| Paragraph | Margin note | Answers question |
|---|---|---|
| P1 | less water per person; population up seven times; cities on tankers | (a) |
| P2 | farm and city waste; "in my view" = opinion | (a), (b) |
| P3 | drip irrigation, dams, rooftop tanks, public attitude; hopeful | (c), (b) |
Stage 3, scan: For (a), the key idea "shortage" is in P1 ("5,000 ... close to 1,000") and P2 ("much of it is wasted"). For (b), the phrase "In my view" in P2 marks the writer's opinion. For (c), P3 lists three solutions.
How to choose between the two options of an OR
| Choose the option that ... | Why |
|---|---|
| has its answer clearly in one or two paragraphs you have marked | You can find 2 or 3 points quickly. |
| you can answer fully, with at least three points | A thin answer loses content marks. |
| asks "what" or "how" about the passage, if you are weak in English | Factual answers need less original language than imagine or anticipate questions. |
| asks you to imagine, advise or predict, if you write well | These let you show language skill, but still need facts from the passage. |
The 4-mark answer: length, shape and presentationOften examined
Every 4-mark answer, whatever its type, has the same shape. Learn it as D-P-L: Direct answer, Points, Link.
| Part | Sentences | What it does |
|---|---|---|
| Direct answer | 1 | Answers the question at once, using the words of the question. The examiner sees immediately that you understood it. |
| Points | 2 to 4 | Gives 2 or 3 points from the passage, each with a detail (a fact, reason, example or number), in your own words. Join them with Firstly, Secondly, Moreover, As a result. |
| Link | 1 | Closes the answer by linking back to the question: a result, a conclusion, or (for opinion questions) your own agreement with a reason. |
Length: 60 to 90 words, in 4 to 6 sentences, written as one paragraph. This is the length of the official FBISE model answers. Fewer than 50 words cannot hold enough points for 4 marks. More than 100 words wastes time that you need for the essay, and long answers usually start copying the passage.
Smokers find it difficult to quit because their bodies become addicted to nicotine. After years of smoking, the body gets so used to nicotine that it reacts nervously when it does not receive it. The body keeps signalling to the brain that it needs nicotine, so the craving becomes very strong. Therefore, giving up the habit requires a great deal of willpower and resistance. Without this determination, most smokers soon return to cigarettes.
| Sentence | Part |
|---|---|
| Smokers find it difficult to quit because ... addicted to nicotine. | D: uses the question's words "find it difficult to quit" |
| After years of smoking ... reacts nervously ... | P1: nervous reaction (paragraph 3) |
| The body keeps signalling to the brain ... | P2: the body tells the brain it wants nicotine |
| Therefore, giving up ... willpower and resistance. | P3: what quitting needs |
| Without this determination ... | L: closing result |
Two-part and special questions
- Two questions in one ("What are fossil fuels? What is their significance?"): answer each part in turn, about 2 marks each. Begin the second half with a clear marker such as "Their significance was ...".
- "Justify your answer" or "Give reasons": the direct answer is a clear yes or no (or your choice), and each point is a reason taken from the passage.
- Opinion questions (the writer's viewpoint): first state the writer's stance, then his reasons, then add "I agree with the writer because ..." as the link. This is how the official FBISE model answer is written.
- "Give two examples from the passage": give exactly two clear examples, each introduced by "For example" or "Similarly". The number in the question is the number of points the examiner is looking for.
Presentation on the answer sheet
- Write the number exactly as on the paper: (ii), (iii), (iv) OR. You do not need to copy the question.
- Answer the parts in order, and leave a line between answers.
- Write in full sentences in the third person ("The writer believes ..."), unless the question asks for you ("Imagine you are ...", "What advice would you give ...").
- Keep one tense: present tense for what the passage says ("The writer argues ..."), past tense for past events ("In 1851 the British held ...").
- Do not use bullets, headings or abbreviations such as "bcz" or "govt". A comprehension answer is a paragraph.
- Cross out rough work with one neat line.
Useful linking words
| Job | Linking words |
|---|---|
| Adding a point | Firstly, Secondly, Thirdly, Moreover, Furthermore, In addition, Also |
| Giving a reason | because, since, as, due to, owing to |
| Showing a result | so, therefore, thus, as a result, consequently, this leads to |
| Contrasting | however, but, whereas, on the other hand, although |
| Giving an example | for example, for instance, such as |
| Closing | Thus, Therefore, In this way, For these reasons, In short |
Writing in your own wordsOften examined
To write in your own words (to paraphrase) means to give the same facts and meaning as the passage, but in different words and a different sentence pattern. It shows the examiner that you understood the passage and did not just copy it. Copying whole lines is called lifting, and it loses language marks.
Five ways to change the words
| Tool | Passage | Your version |
|---|---|---|
| 1. Use synonyms for ordinary words | Smokers often find it very difficult to quit the habit. | Most smokers find it very hard to give up smoking. |
| 2. Change the word form (noun to verb, adjective to noun) | leads to a decline in productivity | farms produce less |
| 3. Change active to passive or passive to active | Proper measures should be taken to ensure increase in our literacy rate. | The government must take proper steps to raise our literacy rate. |
| 4. Change the order of the clauses | When they attached a steam engine to these machines, they could easily out produce India. | India's output of cloth was easily overtaken once steam engines were attached to these machines. |
| 5. Join or split sentences, and change the connector | Their coal mines filled with water that needed to be removed; horses pulling up bucketfuls proved slow going. | The mines kept flooding, and removing the water with horses and buckets was too slow. |
What you must NOT change
- Facts and numbers: "around 300,000", "16.3 percent", "1851", "1750" stay exactly as they are.
- Names and technical terms: nicotine, carbon monoxide, chronic bronchitis, TVET, SEO, fossil fuels, Industrial Revolution. There is no simpler word for them, so keep them.
- The strength of the idea: "hardly 16.3 percent" means "very few"; do not write "many". "Can cause cancer" is not "always causes cancer".
- Who said what: if the passage says "some people think", do not write "the writer thinks".
Lifting versus paraphrasing
| Lifted (loses marks) | Paraphrased (earns marks) |
|---|---|
| People having small farms have no choice but to migrate in hope of a better life. | Farmers with small plots of land are forced to move to cities, hoping to improve their lives. |
| Nicotine narrows blood vessels, so the heart needs to work harder to pump blood through the body. | Because nicotine makes the blood vessels narrower, the heart has to pump harder to push blood around the body. |
| One steam engine could power many spindles and looms. | A single steam engine could run a large number of spinning and weaving machines. |
| The majority of Pakistan's emerging labour force is either without education and skills or has very little of both. | Most young Pakistanis now starting work have little or no education and few skills. |
| Businesses can use data analytics to understand customer preferences and behavior. | By studying data, companies can learn what their customers like and how they behave. |
- Find the idea: people buy less, so investors put in less money.
- Change the words: demand decreases = people buy fewer goods; investment suffers = less money is invested.
- Change the structure: start with the result, then the reason, joined by "because".
Less money is invested in the country because, according to the law of demand and supply, investors lose interest when people buy fewer goods.
Direct factual and explain or discuss questionsOften examined
A direct factual question asks for information that is stated in the passage: what, why, how, when, which. An explain or discuss question asks for the same information with more depth: not only what happens, but how and why.
| Command word | What the examiner wants |
|---|---|
| State, Identify, Point out, Mention | Name the points clearly and briefly, with one detail each. |
| Describe, Briefly describe | Give a clear picture of what something is like or what happened. |
| Explain | Give the reasons: say how or why something happens. |
| Discuss | Look at the topic from more than one side, or give several connected points with reasons. |
| Analyse | Break the topic into parts (causes, effects, results) and show how they connect. |
| Justify | Give reasons from the passage that prove your answer is right. |
| Elaborate | Explain in detail, adding an example. |
- Turn the question into a statement for your first sentence: "Why is email marketing important?" becomes "Email marketing is important because ..."
- Scan the marked paragraph and pick 2 or 3 points.
- For explain or discuss, add a "because" or "so" to each point to show how or why.
- Close with a sentence that sums up the effect.
Pakistan is facing a water shortage because its population has grown much faster than its water supply, and much of the available water is wasted. Firstly, water per person has fallen from about 5,000 cubic metres a year in 1951 to nearly 1,000 today, as the population has grown about seven times. Secondly, farmers waste water by flooding their fields, and canals lose it through leaks and evaporation. Thirdly, city dwellers waste it through broken pipes and careless habits. Thus both growth and waste have created the crisis.
The writer's viewpoint, stance, attitude and toneOften examined
This is the most frequent question on the 2026 papers: it came on Set B, Set D and Set A. It asks what the writer thinks about the topic, not only what he says.
- Viewpoint (point of view)
- the writer's opinion or position on the topic: for, against, worried, hopeful.
- Stance
- the same as viewpoint: the side the writer takes.
- Attitude
- the writer's feeling towards the topic or the people in it: admiring, critical, sympathetic, angry.
- Tone
- the attitude as it sounds in the words, like the tone of a voice: serious, urgent, humorous, sarcastic, hopeful. You find it from the writer's choice of words.
How to find the viewpoint
- Read the first and last sentences of the passage. Writers usually state their position at the start and repeat it at the end.
- Look for opinion signals: in my view, I believe, must, should, need to, it is a necessity, it is hurting to note, they are wrong.
- Look at judgement words: very serious, badly, insignificant, harmful, remarkable, revolutionized, essential.
- Ask: what does the writer want the reader to think or do after reading?
| Tone | Meaning | Clue words in a passage |
|---|---|---|
| Concerned, worried | The writer is anxious about a problem. | It is hurting to note; alarming; very serious |
| Critical | The writer finds fault. | insignificant role; they are wrong; careless |
| Urgent | Action is needed now. | must; a necessity; without delay; if we act now |
| Optimistic, hopeful | Things can get better. | not hopeless; can be solved; bright future |
| Pessimistic | Things will get worse. | no way out; doomed; hopeless |
| Objective, neutral, informative | Only facts, no feelings. | numbers, dates, scientific terms, no "I" |
| Admiring, appreciative | The writer praises. | remarkable; great; essential; transformed |
| Persuasive | The writer wants you to agree or act. | should; must; we; our children |
| Sarcastic, ironic | Says the opposite of what is meant, to mock. | What a wonderful idea (about a bad idea) |
| Nostalgic | Longing for the past. | in the good old days; I still remember |
- Stance in one sentence: "The writer's viewpoint is that ..." (use an adjective: serious, harmful, essential, revolutionary).
- Two or three reasons the writer gives for this view, from different paragraphs.
- Evidence from his words: quote two to four key words ("a necessity", "they are wrong").
- Link: his tone, or "I agree with the writer because ..." with one sensible reason.
The writer's viewpoint is that Pakistan's water crisis is serious but can still be solved. He believes that waste, rather than a lack of rain, is the real danger, and he says so directly with the words "In my view". He blames both farmers, who flood their fields, and city people, who leave taps running. However, his tone is hopeful, because he suggests drip irrigation, small dams and rooftop tanks. I agree with him, because saving water costs far less than finding new sources.
Inference and implied meaningOften examined
To infer means to work out something that the writer does not state directly, using clues in the passage and common sense. It is often called reading between the lines. The implied meaning is the meaning that is suggested, not spelled out.
The passage does not say that Ali is upset, but the clues (throwing the bag, not eating) suggest that something went wrong, perhaps at school. That is an inference: a conclusion supported by clues.
Rules for a safe inference
- Every inference must rest on a clue in the passage. Name the clue in your answer.
- Do not invent facts that the passage cannot support. "Ali failed his exam" goes too far; "Ali seems upset about something" is safe.
- Use careful verbs: suggests, implies, shows, indicates, we can infer, it seems, probably.
- State the inference: "We can infer that ..."
- Give the clue: "The writer says that ... which suggests that ..."
- Give a second clue and what it implies.
- Close with what this tells us about the topic.
We can infer that daily life in Karachi and Quetta has become difficult and expensive. The writer says that these cities depend on water tankers, which suggests that tap water does not reach many homes regularly and that people must pay extra to buy water. The mention of wells that are running dry implies that underground water is being used faster than it is replaced. Therefore, poorer families in these cities probably struggle to get enough clean water every day.
Cause and effectOften examined
- Cause
- the reason why something happens: it answers "why?"
- Effect
- the result of the cause: it answers "what happened?"
- Chain of causes
- an effect that becomes the cause of a further effect: A leads to B, and B leads to C.
Example: "It rained heavily, so the match was cancelled." Heavy rain is the cause; the cancelled match is the effect. Many passages are built as chains. In the 2026 Set B passage: more people, so purchasing power falls; demand falls, so investment suffers; factories close, so joblessness and poverty grow.
| Signals a CAUSE (reason) | Signals an EFFECT (result) |
|---|---|
| because, since, as | so, therefore, thus, hence |
| because of, due to, owing to | as a result, consequently, as a consequence |
| is caused by, results from, is the result of | leads to, results in, causes, brings about |
| can be attributed to | this means that, which means |
- Name the cause and the effect in the first sentence.
- Explain how the cause produces the effect, step by step (follow the chain).
- Give one or two examples from the passage (the number the question asks for).
- Close with the final result or why the writer uses this pattern.
The passage shows a chain of causes and effects. The main cause is that the population has grown about seven times while the rivers have stayed the same, so water per person has fallen from about 5,000 to 1,000 cubic metres. A second cause is waste on farms and in cities, through flooded fields, leaking canals and running taps. As a result, cities such as Karachi and Quetta now depend on tankers, and their wells are drying up. If nothing changes, future generations may have to fight over water.
Problem and solution; propose solutionsOften examined
A problem-solution passage first describes something that is wrong (who suffers, how badly, why), then suggests how to put it right. Questions ask you to identify the problem, to give the solutions in the passage, or to propose (suggest) solutions of your own.
| Question wording | What to write |
|---|---|
| Discuss the problem and solution related to ... | Problem (what, why) in 2 sentences; solution(s) in 2 or 3 sentences; a link that shows how the solution fixes the problem. |
| What solutions does the writer suggest? | Only the passage's solutions, in your own words, numbered Firstly, Secondly. |
| Propose / suggest solutions to ... | Start with the passage's solutions, then you may add one sensible idea of your own. Use should, must, can. |
- Direct answer: "The problem of ... can be solved through ..."
- Solution 1 + how it helps (a reason from the passage).
- Solution 2 + how it helps.
- Solution 3 (from the passage or your own sensible idea).
- Link: who must act, or what the result will be.
The water crisis can be solved if farmers, the government and citizens all change their ways. Firstly, farmers should use drip irrigation, which can save up to half of the water they use now. Secondly, the government should build small dams to store rainwater, and families should fit water tanks on their rooftops. Thirdly, leaking canals and broken city pipes should be repaired. Most importantly, every citizen must treat water as precious, for example by turning off the tap while brushing.
Compare and contrast
- Compare
- show how two things are alike (and, in exams, often how they differ too).
- Contrast
- show how two things are different.
| Showing similarity | Showing difference |
|---|---|
| similarly, likewise, in the same way | however, but, whereas, while |
| both ... and, also, too | unlike, in contrast, on the other hand |
| just as ... so | although, instead of, rather than |
Write point by point: take one feature at a time and say what each side is like ("In 1951 ... ; today, however, ..."). This is clearer than describing one side completely and then the other.
Pakistan's water situation today is very different from that in 1951. In 1951 the country was water-rich, with about 5,000 cubic metres of water for each person every year. Today, however, each person gets close to 1,000 cubic metres, only one fifth of the earlier amount. The main reason for this change is that the population has grown about seven times while the rivers have not grown. As a result, cities that once had enough water now rely on tankers and drying wells.
Organisational patterns of a passage
The organisational pattern is the plan the writer uses to arrange ideas. The curriculum (SLO E-12-B2-04) names five patterns. Knowing the pattern helps you find answers quickly and answer questions such as "How has the writer organised the passage?"
| Pattern | What the writer does | Signal words | Example from the papers |
|---|---|---|---|
| List / sequence | gives points or events one after another, often in time order | first, then, next, after that, finally, in 1750, by 1851 | Set A: before 1750, the early 18th century, the 19th century, 1851 |
| Comparison-contrast | shows likenesses and differences | unlike, whereas, however, similarly, both | Model paper: digital marketing unlike traditional marketing |
| Cause-effect | shows why things happen and what results | because, so, leads to, as a result | Set D: nicotine narrows vessels, so the heart works harder |
| Problem-solution | describes a problem, then suggests remedies | problem, challenge, measures, should, must, solution | Old syllabus: TVET problems, then "a number of measures" |
| Reasons (assumptions)-conclusion | gives reasons or evidence, then a conclusion drawn from them | because, since, therefore, thus, so we can conclude | Set B: reasons why overpopulation is serious, then "it's a necessity" to act |
The writer organises the passage in a problem-solution pattern, with cause and effect inside it. The first paragraph presents the problem, a sharp fall in water per person, and explains its cause, the rapid rise in population. The second paragraph continues with cause and effect, showing how waste on farms and in cities makes the problem worse. The third paragraph turns to solutions: drip irrigation, dams, rooftop tanks and careful use. This order leads the reader from worry to hope.
Fact and opinionOften examined
- Fact
- a statement that can be checked and proved true or false, by records, measurement or observation. "The Faisal Mosque is in Islamabad."
- Opinion
- a statement of what someone thinks, feels or believes. It cannot be proved; people may disagree with it. "The Faisal Mosque is the most beautiful building in Pakistan."
- Generalised statement
- a broad claim about all or most people or things, without evidence: "All teenagers are addicted to their phones." Treat it as an opinion.
- Evidence-based statement
- a claim supported by data or a named source: "A 2023 survey of 500 students in Rawalpindi found that ..."
| Clues to an OPINION | Clues to a FACT |
|---|---|
| judgement adjectives: nice, beautiful, best, worst, terrible, wonderful, boring | numbers, dates, measurements: 1851, 16.3 percent, 300,000 |
| feeling verbs: I think, I believe, I feel, in my view, it seems | names of places, people and events that can be checked |
| should, must, ought to, need to (advice) | scientific statements that research has proved: Nicotine narrows blood vessels. |
| comparisons of quality: more exciting, better than | past events on record: The first world's fair was held in 1851. |
| looks, seems, sounds ("Your shirt looks nice") | neutral verbs: is located, contains, was born, produces |
The passage mixes facts with the writer's opinions. One fact is that in 1951 there were about 5,000 cubic metres of water for each person every year; this figure can be checked in official records. Another fact is that Karachi and Quetta depend on water tankers. On the other hand, the writer gives an opinion when he says, "In my view, this waste is a greater danger than any shortage of rain." A second opinion is that every citizen "must" treat water as precious, which is his personal advice.
The author's purpose and intended audience
Every writer writes for a reason (the purpose) and for certain readers (the intended audience). The curriculum asks you to identify both (SLO E-12-B3-05).
| Purpose | What the writer does | Clues |
|---|---|---|
| To inform | gives facts and information | numbers, dates, definitions, no "I" |
| To explain | shows how or why something works or happens | because, so, this process, as a result |
| To persuade / argue | tries to make the reader agree or act | must, should, we, it is a necessity, strong adjectives |
| To warn | points out a danger | dangerous, harmful, poisonous, if we do not ... |
| To describe | gives a picture of a person, place or event | adjectives, sights, sounds, feelings |
| To entertain | amuses or tells a story | characters, dialogue, humour, suspense |
| To instruct / advise | tells the reader what to do | commands, steps, you should |
Audience clues: Technical words (SEO, data analytics) suggest business people or students of business. "You" and everyday examples suggest the general public. Words such as "our country" and "Pakistan Government" suggest Pakistani citizens and policymakers. Simple language and short sentences suggest young readers.
- State the main purpose with a verb: "The writer's main purpose is to warn / inform / persuade ..."
- Show how the passage achieves it (two features with examples).
- State the intended audience and the clue that shows it.
The writer's main purpose is to warn readers about Pakistan's water crisis and to persuade them to save water. He informs them with facts, such as the fall from 5,000 to about 1,000 cubic metres per person, and then urges action with words like "must" and "If we act now". His intended audience is ordinary Pakistani citizens, farmers and the government. This is clear because he mentions everyday habits, such as brushing teeth with the tap running, and uses "we" to include the reader.
Give advice with reasons from the textOften examined
An advice question asks you to speak to a person in a situation linked to the passage ("someone who thinks smoking is harmless") and to support your advice with reasons from the passage. It tests application: using what you read in real life.
- Open with the advice itself, addressed to the person: "My advice to you is to ..." or "I would advise such a person to ..."
- Reason 1 from the passage (a fact, danger or benefit), introduced by Firstly.
- Reason 2 from the passage, introduced by Secondly or Moreover.
- Reason 3, or an answer to the person's wrong belief.
- A short, friendly but firm closing sentence.
| Useful advice language |
|---|
| My advice to you is to ... / I would strongly advise you to ... |
| You should ... / You must not ... / It would be wise to ... |
| If I were you, I would ... |
| Remember that ... / Do not forget that ... |
My advice to you is to stop washing your car with a hose and to use a bucket and cloth instead. Firstly, the passage shows that Pakistan now has only about 1,000 cubic metres of water per person, a fifth of what it had in 1951. Secondly, the writer warns that careless waste in cities is a greater danger than any shortage of rain. Finally, if we save water now, our children will not have to fight over every drop. A clean car is not worth a dry future.
Draw a pen-picture
- Pen-picture
- a short, vivid description in words of a person, place or event, so that the reader can see it in the mind, as if it were a picture drawn with a pen.
| Pen-picture of a PERSON | Pen-picture of a PLACE or EVENT |
|---|---|
| Who the person is (one line) | What, where and when (one line) |
| Appearance: age, build, face, clothes | The scene: size, crowd, objects on display |
| Habits and daily life | Sights, sounds and movement (the senses) |
| Qualities of character, each shown by an action from the passage | What people were doing and feeling |
| How others feel about the person | The overall impression or message |
- Use descriptive adjectives and strong verbs (a thin, slightly bent old man; machines clattering and hammering).
- Take every fact from the passage. You may add small imagined details (sounds, colours, feelings) that fit the passage, but never details that contradict it.
- Keep one tense: present for a person who is alive or a scene you are painting now; past for a historical event.
"Every morning, before the sun rose over the Margalla Hills, Baba Karim opened his small tea stall near the bus stop. He was nearly seventy, thin and slightly bent, with a white beard and a woollen cap that he wore even in summer. He greeted every customer by name, and he never let a poor student go without a cup of tea, even when the student could not pay. When his stall was washed away in the floods, the whole neighbourhood collected money to rebuild it within a week."
Baba Karim is a kind old tea-seller who has become part of his neighbourhood. He is nearly seventy, thin and slightly bent, with a white beard and a woollen cap that he wears even in summer. He is hard-working, opening his stall near the bus stop before sunrise every day. He is warm and friendly, greeting every customer by name, and generous, giving tea to poor students who cannot pay. The people love him deeply, as they showed when they rebuilt his flooded stall within a week.
Imagine you are ...
This question asks you to step into a role connected to the passage (a business owner, a farmer, a patient, a volunteer) and write as that person. It tests whether you can apply the passage's ideas.
- Write in the first person (I, my, we) from the first word to the last, and stay in the role.
- Open by setting the scene: who you are and your situation.
- Use 2 or 3 facts from the passage as your own experience or actions.
- Add your feelings or thoughts in the role.
- Close with a result or a lesson learnt.
I grow vegetables near Multan, and last year I changed from flooding my fields to drip irrigation. In the past, I let water run across the whole field, and much of it was lost to evaporation. Now thin pipes carry water drop by drop straight to the roots of each plant. I use almost half as much water as before, and my crop is just as healthy. I have even saved enough water to share with my neighbour. I now understand that every drop truly counts.
Anticipate the future; predictions
To anticipate means to foresee or predict. The question asks what is likely to happen next, based on the trends in the passage. The curriculum also asks you to explain whether a prediction is acceptable or should be changed (SLO E-12-B3-03).
- Direct answer: your overall prediction ("... is likely to become more / less ...").
- Base it on a trend in the passage: "The passage says ...; as this continues, ..."
- Give 2 or 3 specific predictions with will, may, is likely to, could.
- Use a condition for balance: "If ..., ...; however, if ..., ..."
If people do not change their habits, Pakistan's water future looks very dark. The water available for each person, already down to about 1,000 cubic metres, will keep falling as the population grows. More cities are likely to depend on expensive tankers, and their wells may dry up completely. Crops could fail because farmers will not have enough water. In the worst case, as the writer warns, our children may have to fight over every drop. However, if we act now, this future can still be avoided.
"In your own words" and title-based questions
Explain in your own words
These questions quote a phrase or sentence and ask what the writer means. Copying the phrase earns nothing: you must explain its meaning in plain words, then show how it fits the passage.
- Say what the phrase means in plain words: "The writer means that ..."
- Explain any figurative word (a comparison or image) in the phrase.
- Connect it to the facts of the passage.
- Close with why the writer chose this expression.
The writer means that people should value water and use it carefully instead of taking it for granted. A precious resource is something valuable and limited, like gold, which we protect and never waste. A free gift, on the other hand, is something we receive without effort and seldom think about. At present, many Pakistanis waste water because it seems free and endless. The writer wants them to realise that it is scarce and to save every drop.
Title-based questions
A question may ask "Why is the title suitable?" or "Suggest another title and justify it." A good title is short (2 to 6 words), covers the main idea of the whole passage (not one paragraph), and may show the writer's viewpoint. Justify it by linking the title to the beginning, middle and end of the passage.
"Every drop counts" is a suitable title because it sums up the main message of the passage in three words. The passage shows that Pakistan's water per person has fallen sharply, so even small amounts matter. It also shows that everyday waste, such as a running tap or a leaking canal, adds up to a huge loss. Finally, the writer ends with the warning that our children may have to "fight over every drop". Thus the title reflects both the problem and its solution.
Part (vi): contextual meanings of the bold wordsOften examined
Part (vi) is on every paper: "Write contextual meanings of the words that are bold and underlined. (Any FOUR)". Usually six words are marked, and four answers earn the 4 marks (1 mark each). The contextual meaning is the meaning the word has in that sentence of the passage, not every meaning in the dictionary.
- Find the word in the passage and read its whole sentence.
- Decide its part of speech there (noun, verb, adjective, adverb) and its form (past tense, plural, comparative).
- Think of a word or short phrase that means the same in this sentence.
- Test it: put your meaning in place of the word. If the sentence still makes sense and keeps its meaning, your answer is right.
- Write: word, then its meaning in the same part of speech and form.
Part of speech: adjective (it describes "resource"). Try "valuable": "treat water as a valuable resource". The sentence still makes sense, so the answer is right.
Precious: valuable, too important to waste.
Match the part of speech and form
| Word in the passage | Wrong answer | Why wrong | Right answer |
|---|---|---|---|
| has badly hampered (verb, past participle) | hindrance | a noun, not a verb | hindered, slowed down |
| adversely affected (adverb) | bad | an adjective | badly, harmfully |
| denser populations (comparative adjective) | crowded | loses "more" | more crowded |
| every time he inhales (verb, he-form) | breath | a noun | breathes in |
| deserving students (adjective) | deserve | a verb | worthy, meritorious |
Presentation
- Write each word on its own line, followed by a colon and its meaning: "Hampered: slowed down, held back".
- One or two meanings (a word or a short phrase) are enough. Two synonyms separated by a comma are safe when you are unsure which fits best, but both must fit the sentence.
- Answer the four words you are surest of, and put them first. Only four are marked.
- Spell the meaning correctly; a misspelt word may lose the mark.
| Word | Part of speech (as used) | Contextual meaning |
|---|---|---|
| hampered | verb (past) | hindered, held back, slowed down |
| decline (noun) | noun | fall, decrease, drop |
| decline (verb) | verb | refuse politely; or become weaker |
| adversely | adverb | badly, harmfully |
| migrate | verb | move from one place to another to live |
| pragmatically | adverb | practically, in a realistic way |
| multifaceted | adjective | having many sides, complex |
| substances | noun (plural) | materials, chemicals |
| inhales | verb | breathes in |
| irritates | verb | makes sore or inflamed |
| resistance | noun | self-control, the strength to refuse |
| immense | adjective | huge, enormous |
| revolutionized | verb (past) | changed completely |
| demonstrate | verb | show clearly, prove |
| denser | adjective (comparative) | more crowded |
| sustainable | adjective | able to continue for a long time |
| tattered | adjective | badly damaged, in poor condition |
| subsidized | verb (past participle) | partly paid for by the government |
| precise | adjective | exact, accurate |
| potential | adjective | possible in the future, prospective |
| tailored | adjective (participle) | specially designed to suit |
| resonate | verb | appeal to, connect with |
| alleviate | verb | make less severe, ease |
| deteriorate | verb | become worse |
| prosperity | noun | wealth and success |
| scarcity | noun | shortage |
| crucial | adjective | extremely important |
| enhance | verb | improve, increase |
| curb | verb | control, limit |
| obsolete | adjective | out of date, no longer used |
Mistakes that lose marks, and a final checklistOften examined
| Mistake | Why it loses marks | What to do instead |
|---|---|---|
| Copying whole lines from the passage | Shows no understanding; language marks are lost. | Paraphrase: change words and sentence structure, keep the facts. |
| One-line answers | One point cannot earn 4 marks. | D-P-L: direct answer, 2 or 3 points, link; 60 to 90 words. |
| Adding outside facts when the question says "according to the passage" or "from the passage" | The examiner checks only against the passage; outside facts earn nothing and can be marked wrong. | Use only the passage for factual, explain and viewpoint questions. Outside ideas belong only in propose, imagine, anticipate and personal questions. |
| Ignoring the OR choice (answering both, or mixing them) | Only one is marked; time is wasted. | Choose one, label it (iv) OR, and answer it fully. |
| Answering only half of a two-part question | Half the marks are lost. | Tick each question mark in the question as you answer it. |
| Giving your own opinion when asked for the writer's | Wrong question answered. | "The writer believes ..." first; "I agree ..." only as the link. |
| Writing too much (150 words) | Takes time from the essay; often starts copying. | Stop at about 90 words. |
| Contextual meanings in the wrong part of speech, or as a dictionary list | The meaning does not fit the sentence. | Use the substitution test; one or two meanings only. |
| Wrong numbering | The examiner may not find or credit the answer. | Copy the number exactly: (ii), (iii), (v) OR. |
| Changing the facts while paraphrasing | A wrong fact is a wrong answer. | Keep numbers, names and technical terms unchanged. |
- Did I answer the exact question (check the command word)?
- Does my first sentence answer it directly with the question's key words?
- Have I given 2 or 3 points from the passage, in my own words?
- Is the answer 60 to 90 words, in one paragraph?
- If it is an OR, is it labelled, and did I answer only one option?
- Have I checked spelling, tense and subject-verb agreement?
Key terms
- Unseen passage
- a passage of 250 to 350 words that the student has not studied before; Q2 of Section B.
- Internal choice (OR)
- two alternative questions in one part, of which only one is answered.
- Skimming
- reading quickly for the general idea (gist) of a passage.
- Scanning
- searching a passage quickly for one particular piece of information.
- Gist
- the main idea of a passage in one sentence.
- Key word
- the word in a question that tells you what information to look for.
- Command word
- the word in a question that tells you what kind of answer to write, such as explain, infer or justify.
- D-P-L
- the shape of a 4-mark answer: a Direct answer, 2 or 3 Points from the passage, and a closing Link.
- Paraphrase
- to give the same meaning and facts in different words and a different sentence structure.
- Lifting
- copying whole lines of the passage into an answer; it loses language marks.
- Viewpoint (stance)
- the writer's opinion or position on the topic.
- Attitude
- the writer's feeling towards the topic or the people in it.
- Tone
- the attitude as it sounds in the writer's choice of words, such as concerned, urgent or hopeful.
- Infer
- to work out something not stated directly, from clues in the passage.
- Implied meaning
- the meaning suggested by the words but not stated openly.
- Cause
- the reason why something happens.
- Effect
- the result of a cause.
- Chain of causes
- a series in which each effect becomes the cause of the next.
- Problem-solution pattern
- a passage that describes a problem and then suggests how to solve it.
- Compare
- to show how two things are alike (and often how they differ).
- Contrast
- to show how two things are different.
- Organisational pattern
- the plan a writer uses to arrange ideas: list/sequence, comparison-contrast, cause-effect, problem-solution, reasons-conclusion.
- Reasons-conclusion pattern
- a passage that gives reasons or evidence and then draws a conclusion from them.
- Fact
- a statement that can be checked and proved true or false.
- Opinion
- a statement of what someone thinks, feels or believes; it cannot be proved.
- Generalised statement
- a broad claim about all or most people or things, made without evidence.
- Evidence-based statement
- a claim supported by data or a named source.
- Author's purpose
- the reason the writer wrote the passage: to inform, explain, persuade, warn, describe, entertain or instruct.
- Intended audience
- the readers the writer had in mind.
- Pen-picture
- a short, vivid description in words of a person, place or event.
- Anticipate
- to foresee or predict what is likely to happen.
- Contextual meaning
- the meaning a word has in its particular sentence, given as a word or phrase in the same part of speech.
- Multiple-meaning word
- a word with several meanings, such as decline (fall; refuse), where only the context shows which is meant.
- Substitution test
- putting your meaning in place of the word to check that the sentence still makes sense.
Practice MCQs
Fact and opinion, cause and effect, meaning in context, tone, purpose, organisational patterns and inference, in the style of Section A. Each carries 1 mark.
- AThe Faisal Mosque is the most beautiful mosque in the world.
- BThe Faisal Mosque is in Islamabad.Answer
- CEveryone should visit the Faisal Mosque.
- DThe Faisal Mosque looks best at night.
B can be checked on a map, so it is a fact. A and D are judgements of beauty, and C is advice ("should"): all three are opinions.
- APakistan won the Cricket World Cup in 1992.
- BA cricket team has eleven players.
- CTest cricket is more exciting than T20.Answer
- DThe PSL is played in Pakistan.
"More exciting" is a comparison of quality that people disagree about, so C is an opinion. The others can be checked in records or rules.
- Atwo facts
- Btwo opinions
- Ca fact and an opinionAnswer
- Dneither a fact nor an opinion
The size of Lahore can be checked in census figures (fact); "the finest food" is a personal judgement (opinion).
- Ameasured
- Brecorded
- Ccontains
- DshouldAnswer
"Should" gives advice or a judgement about what ought to happen, which is an opinion. The other verbs report checkable information.
- Aonline classes
- BIn my viewAnswer
- Cclassroom teaching
- Dare
"In my view" openly tells the reader that what follows is the writer's belief. ("Less effective" is also a judgement, but it is not one of the choices that marks the whole sentence.)
- ASummer is the worst season.
- BEid-ul-Fitr comes after Ramadan.Answer
- CMangoes are the tastiest fruit.
- DKarachi's people are the friendliest.
The order of the Islamic months can be checked, so B is a fact. A, C and D use superlative judgements (worst, tastiest, friendliest).
- AWater boils at 100 degrees Celsius at sea level.
- BThe Indus is the longest river in Pakistan.
- CEvery student must learn to swim.Answer
- DQuaid-e-Azam was born in 1876.
"Must" expresses the speaker's belief about what people ought to do. A, B and D can be proved by science, geography and records.
- Aan opinion, because it is negative
- Ba fact, because medical research has proved itAnswer
- Can opinion, because only doctors say it
- Da generalisation without evidence
A statement is a fact when it can be proved, whether it sounds positive or negative. Medical research has proved this link.
- AHardly 16.3 percent of the youth complete secondary education.
- BAll teenagers are addicted to their phones.Answer
- CThe survey asked 500 students in Rawalpindi.
- DThe 2023 census counted the population of Karachi.
"All teenagers" is a sweeping claim with no data behind it. The other options give figures or a named source.
- Anew
- BwonderfulAnswer
- Cpeople
- DPeshawar
"Wonderful" is a judgement adjective. "New" is a checkable description.
- ABecause it rained heavily, the match was cancelled.Answer
- BThe match started at two o'clock.
- CDid the match start on time?
- DThe match was played in Multan.
Heavy rain (cause) led to the cancellation (effect), linked by "because".
- Athe roads
- Bthe roads were flooded
- Cso
- Dthe schools were closedAnswer
"So" introduces the result. The flooding is the cause; the closure is the effect.
- Amany people
- Bthe heatwaveAnswer
- Cdehydration
- Dsuffered
"Due to" introduces the cause: the heatwave. Dehydration is the effect.
- Abecause
- Bsince
- CconsequentlyAnswer
- Dalthough
"Consequently" means "as a result". "Because" and "since" introduce causes; "although" introduces a contrast.
- Atherefore
- Bas a result
- Chence
- Dowing toAnswer
"Owing to" means "because of" and introduces a cause. The others introduce results.
- Athe heart works harder
- BNicotine narrows blood vesselsAnswer
- Cas a result
- Dblood vessels
The part before "as a result" is the cause; the part after it is the effect.
- AShe missed the bus, so she was late.
- BHe was tired because he had studied all night.
- CAli and Sara went to the market.Answer
- DPrices rose; therefore, sales fell.
C only reports an action; there is no reason or result. A (so), B (because) and D (therefore) all show cause and effect.
- Arefuse
- BworsenAnswer
- Cslope downwards
- Dreduce the price
A patient's condition that declines becomes worse. "Refuse" is another meaning of decline that does not fit this sentence.
- ArefusedAnswer
- Bfell
- Cweakened
- Dbent
One declines an invitation by saying no to it, so the contextual meaning is "refused".
- Amove fast on foot
- Bcompete in an election
- Cflow
- DoperateAnswer
A factory that runs on solar power operates (works) using it.
- Aa noise
- Bhealthy
- CsensibleAnswer
- Ddeep
A sound plan is sensible and reliable. "Healthy" fits sound body, and "deep" fits sound sleep, not a plan.
- Alarge heaps
- Bordinary peopleAnswer
- Creligious services
- Dweights
"The masses" are the ordinary people of a country.
- Aconstructs
- Bmakes stronger
- Cadvertises
- Dcollects graduallyAnswer
Tar is not constructed; it gathers little by little over the years.
- Ahumorous
- Bindifferent
- CconcernedAnswer
- Dproud
"It is hurting to note" and "hardly" show worry about the situation.
- AurgentAnswer
- Bplayful
- Cdoubtful
- Dneutral
"A necessity" tells the reader that action must be taken now: an urgent tone.
- AenthusiasticAnswer
- Bcritical
- Csarcastic
- Dfearful
Positive, lively adjectives show enthusiasm.
- AobjectiveAnswer
- Bbitter
- Cnostalgic
- Doptimistic
An objective (neutral) tone presents facts without personal feelings.
- Aentertain
- Binform and persuadeAnswer
- Cdescribe a place
- Dtell a story
It gives information (the dangers) and urges action (cover the tanks).
- Aentertain smokers
- Badvertise cigarettes
- Cinform readers about the dangers of tobaccoAnswer
- Ddescribe the history of tobacco
The passage explains how each substance in smoke harms the body, and it warns readers against tobacco.
- Asmall children
- Bpoets
- Cfarmers
- Dbusiness students and business ownersAnswer
Technical business vocabulary shows that the readers are expected to be interested in business.
- AThe History of Tea
- BHow Tea Is Grown
- CWhy You Should Drink Less TeaAnswer
- DTea Gardens of Sri Lanka
"Why you should" argues for an action; the other titles inform or describe.
- Acomparison-contrast
- BsequenceAnswer
- Cproblem-solution
- Dcause-effect
Time-order words signal a list or sequence pattern.
- Asequence
- Blist
- Ccause-effect
- Dcomparison-contrastAnswer
"Unlike" signals a contrast between two things.
- Aproblem-solutionAnswer
- Bsequence
- Ccomparison-contrast
- Ddescription only
A problem is described first and remedies follow.
- Alist
- Breasons-conclusionAnswer
- Ccomparison-contrast
- Dsequence
Reasons are given first and a conclusion is drawn from them.
- Aexpects rainAnswer
- Bis happy
- Chas lost his umbrella
- Dis going to sleep
Dark clouds and the umbrella are clues that he expects rain; the sigh suggests he is not pleased about it.
- Awas bored
- Bliked its colour
- Cwas reading the note
- Dsuspected a fake noteAnswer
Holding a banknote up to the light is a common check for the watermark of a real note.
- Acopy the question
- Bgive reasons from the passage that prove your answerAnswer
- Cwrite your answer again in other words
- Dgive the meaning of a word
To justify means to prove with reasons; in Q2 the reasons must come from the passage.
Own-words practice
Rewrite each sentence from an FBISE passage in your own words. Change the words and the structure; keep the facts, numbers and technical terms.
Farmers with small plots of land are forced to move to cities, hoping to improve their lives.
What changed: Synonyms (people having small farms = farmers with small plots; migrate = move to cities); "have no choice but to" becomes the passive "are forced to".
Giving up smoking is extremely hard for most smokers.
What changed: The subject changes (smokers becomes giving up smoking); difficult = hard; quit = give up.
A single steam engine was able to run a large number of spinning and weaving machines.
What changed: could = was able to; power = run; spindles and looms are explained as spinning and weaving machines.
Most young Pakistanis who are now starting work have little or no education and few skills.
What changed: The noun phrase "emerging labour force" becomes a clause "young Pakistanis who are now starting work"; the either/or structure is simplified.
By studying data, companies can learn what their customers like and how they behave.
What changed: The purpose clause moves to the front ("By studying data"); nouns become clauses (preferences = what they like; behavior = how they behave).
Over time, tar collects inside the lungs and air passages, and this can lead to the growth of cancer cells.
What changed: The "As" clause becomes a main clause joined by "and"; builds up = collects; cause ... to grow = lead to the growth of. "Can" is kept, because the passage does not say it always happens.
Practice passage 1: The fifth season
A 330-word passage in the FBISE format with parts (ii) to (vi). Both options of every OR are solved. Try each answer yourself in 5 minutes before reading the model.
Practice passage 1: The fifth season
Every winter, a thick grey blanket settles over Lahore and much of Punjab. People call it the "fifth season", but there is nothing natural about it. Smog is a mixture of smoke, dust and poisonous gases that is trapped close to the ground by cold, still air. In November, the air quality index of Lahore often rises above 400, while any reading above 300 is considered hazardous to health.
The causes are well known. Vehicles, many of them old and poorly maintained, burn low-quality fuel and release clouds of smoke. Brick kilns and factories on the edges of cities add their own share. After the rice harvest, many farmers burn the leftover stubble in their fields, because it is the cheapest and quickest way to clear the land for wheat. Winds from across the border carry still more smoke into Punjab.
The effects are serious. Hospitals fill with patients suffering from coughs, asthma, eye infections and chest pain. Schools are closed for days, and flights are delayed because pilots cannot see the runway. Children and old people suffer the most, since their lungs are weaker. Some doctors warn that breathing Lahore's air on a bad day is as harmful as smoking many cigarettes.
Smog is not a natural disaster; it is a man-made problem, and therefore it can be solved by human effort. Brick kilns can switch to cleaner "zigzag" technology, which reduces smoke considerably. Farmers can be given machines, such as the Happy Seeder, that sow wheat without burning the stubble. Old vehicles should be checked and taken off the roads, and public transport should be improved so that fewer people need to drive. Above all, citizens must realise that clean air is not a luxury but a basic right. If the government, farmers and ordinary people act together, the "fifth season" can become a thing of the past.
Answer the questions below. Part (i), the summary, is practised in unit 15.
Smog in Punjab is caused mainly by smoke from vehicles, industry and farming. Firstly, many old, poorly maintained vehicles burn low-quality fuel and release thick smoke. Secondly, brick kilns and factories around the cities add their share. Thirdly, after the rice harvest, many farmers burn the leftover stubble, as this is the cheapest way to clear their fields. Winds from across the border bring still more smoke. In winter, cold, still air traps all this smoke close to the ground.
The writer calls smog a "man-made problem" because almost all of its causes come from human activity, not from nature. It is produced by the smoke of old vehicles burning poor fuel, by brick kilns and factories, and by farmers who burn crop stubble after the rice harvest. Nature plays only a small part, since cold, still air merely traps the smoke near the ground. The writer's point is hopeful: if people created the problem, people can also solve it.
The passage contains both facts and opinions. One fact is that smog is a mixture of smoke, dust and poisonous gases, which can be tested scientifically. Another fact is that any air quality reading above 300 is considered hazardous to health; this can be checked in official standards. In contrast, the claim that clean air "is not a luxury but a basic right" is the writer's opinion, a belief about what ought to be. Similarly, his view that old vehicles "should" be taken off the roads is a personal recommendation.
Smog disturbs almost every part of daily life in Punjab. Firstly, it damages people's health: hospitals fill with patients suffering from coughs, asthma, eye infections and chest pain. Secondly, education suffers, because schools are closed for days at a time. Thirdly, travel becomes difficult, as flights are delayed when pilots cannot see the runway. Children and old people suffer most, because their lungs are weaker. Some doctors even warn that breathing the air on a bad day is as harmful as smoking many cigarettes.
Smog in Punjab can be controlled if its main sources are tackled. Firstly, brick kilns should switch to cleaner zigzag technology, which greatly reduces smoke. Secondly, farmers should be given machines such as the Happy Seeder, so that they can sow wheat without burning stubble. Thirdly, old vehicles should be checked and removed from the roads, and better public transport should be provided. In addition, the government could fine people who burn crops or rubbish. Above all, citizens must see clean air as their basic right.
This morning I woke up to find my street hidden under a thick grey blanket of smog. My eyes were burning, and my younger brother was coughing so badly that my mother kept him in bed. Our school had announced that it would stay closed, so I studied at home instead. In the evening, my uncle's flight from Karachi was delayed because the pilots could not see the runway. I felt angry, because this smog is man-made. Clean air should be our right, not a luxury.
My advice to you is not to burn the stubble in your field, but to use a machine such as the Happy Seeder instead. Firstly, burning stubble is one of the main causes of the smog that covers Punjab every winter. Secondly, this smog fills hospitals with people suffering from asthma, chest pain and eye infections, and it harms children and old people most, perhaps even your own family. Finally, the Happy Seeder lets you sow wheat without burning anything. Clean air is everyone's right, including yours.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| trapped (trapped close to the ground) | verb (past participle) | held, caught (unable to escape) |
| hazardous (hazardous to health) | adjective | dangerous, harmful |
| stubble (burn the leftover stubble) | noun | the short stalks of a crop left in the field after harvest |
| considerably (reduces smoke considerably) | adverb | greatly, by a large amount |
| realise (citizens must realise) | verb | understand, become aware |
| luxury (not a luxury but a basic right) | noun | something pleasant but not necessary, an extra comfort |
Practice passage 2: A life for others
A 310-word biographical passage with pen-picture, inference, imagine and purpose questions. Both options of every OR are solved.
Practice passage 2: A life for others
Abdul Sattar Edhi was born in 1928 in Bantva, a small town in Gujarat. When he was eleven, his mother became paralysed, and he nursed her for years until she died. Watching her suffer, he realised how helpless the poor and the sick are when nobody cares for them. This experience shaped the rest of his life.
After Partition in 1947, his family moved to Karachi. Edhi had no money and little education, but he had a determination that nothing could shake. In 1951 he opened a small dispensary in a single room, where he often worked through the night. Later he bought an old van and drove the sick and injured to hospital himself. From this humble beginning grew the Edhi Foundation.
Today the Foundation runs one of the largest volunteer ambulance services in the world, along with homes for orphans, shelters for the elderly and centres for missing children. Outside many of its centres stands a cradle where parents can leave a baby they cannot keep, instead of harming it. Thousands of abandoned babies have been saved in this way. Edhi never asked whether a person in need was Muslim or Christian, Sindhi or Punjabi. For him, humanity was the only religion.
What made Edhi remarkable was his simplicity. He wore plain clothes, owned very little and lived in a small flat next to his office. He refused money from the government, because he wanted his work to remain free of politics, and he depended on donations from ordinary people. When he died in July 2016, he was given a state funeral, and millions of Pakistanis mourned him as if they had lost a father. His life shows that one determined person, armed with compassion, can change a nation.
Answer the questions below. Part (i), the summary, is practised in unit 15.
Edhi's childhood experience gave his life its purpose. When he was eleven, his mother became paralysed, and he looked after her for years until her death. While watching her suffer, he realised how helpless poor and sick people are when no one cares for them. This painful lesson stayed with him. It explains why he later opened a dispensary, drove the sick to hospital himself and built a foundation to serve the helpless. Thus his personal loss became a lifelong mission to help others.
The Edhi Foundation grew step by step from a very small start. After moving to Karachi in 1947 with no money, Edhi opened a one-room dispensary in 1951, where he often worked all night. Next, he bought an old van and drove patients to hospital himself. Over the years, this effort grew into one of the largest volunteer ambulance services in the world, together with orphanages, homes for the elderly and centres for missing children. All of this was built on donations from ordinary people.
Abdul Sattar Edhi was a simple man with an enormous heart. He wore plain clothes, owned very little and lived in a small flat beside his office. Though he had no money and little education, he had unshakable determination, working through the night in his one-room dispensary and driving the sick to hospital in an old van. He was fair to all, never asking about a person's religion or province. Independent and honest, he refused government money. When he died, millions mourned him like a father.
We can infer that Edhi valued humanity, simplicity and independence above everything else. His refusal to ask whether a needy person was Muslim or Christian, Sindhi or Punjabi shows that he treated all people as equals. His plain clothes and small flat suggest that he did not care for wealth or comfort. His refusal of government money implies that he valued honesty and freedom from politics. Finally, the cradles for unwanted babies show that he believed every life is precious.
Edhi refused government money because he wanted his work to remain free of politics. He probably feared that such money would bring political pressure, and he wanted to serve people without any conditions. Instead, he depended on donations from ordinary people. This shows that he was independent and honest, and that he would not let anyone control his mission. It also shows his deep trust in the people of Pakistan, who supported him generously throughout his life.
Today I spent my first full day as a volunteer at an Edhi centre in Karachi. In the morning I helped the staff clean the rooms of the elderly residents and served them breakfast. At noon an ambulance brought in an injured labourer, and I held his hand while the nurse dressed his wounds. In the afternoon I played cricket with the orphans, who laughed as if they had no worries. By evening I was tired but happy, because I had served people simply as fellow humans.
The writer's main purpose is to inform readers about Edhi's life and to inspire them to follow his example. He describes Edhi's childhood, his humble start and the huge foundation he built, using admiring words such as "remarkable" and "determination". The last sentence shows the lesson he wants us to learn: one determined, compassionate person can change a nation. The intended audience is the general public, especially young Pakistanis, because the language is simple and the message encourages readers to serve others.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| humble (this humble beginning) | adjective | modest, small and simple |
| abandoned (abandoned babies) | adjective (participle) | left alone by their parents, deserted |
| remarkable (what made Edhi remarkable) | adjective | extraordinary, worthy of attention |
| refused (he refused money) | verb (past) | would not accept, declined |
| mourned (millions mourned him) | verb (past) | grieved for, felt deep sorrow at his death |
| compassion (armed with compassion) | noun | sympathy for the suffering of others, kindness |
FBISE paper questions
Questions from the FBISE HSSC-II 2026 (1st Annual) papers, the old-syllabus paper and FBISE model papers that belong to this unit, answered the way an examiner expects.
Overpopulation has badly hampered the economic growth in the country. This leads to a decline in the purchasing power of the people. As the demand for the goods decreases, then by the "demand and supply" law, the investment in the country also suffers. Such a stagnant economy will lead to the closing of factories and businesses, and in return add to joblessness and poverty. Greater population means a greater number of hungry souls to feed.
Agriculture is also adversely affected by the rapid increase of over population. More population means smaller farms, and leads to a decline in productivity. People having small farms have no choice but to migrate in hope of a better life. This leads to urbanization, which itself is a major problem. Many social evils like lawlessness, crime and corruption are all the result of over population. Over population has also contributed to toxic pollution. A greater number of vehicles on the roads means the emitting of poisonous gas for people to inhale. Sewage problem and lack of clean drinking water can also be attributed to the population problem.
Proper measures and decisions should be taken to ensure increase in our literacy rate. Pakistan Government has made a very insignificant role in this regard. The role of media can help a lot in bringing awareness among the masses. Print media too needs to emphasize the problem of overpopulation on a more regular basis. It is a very serious problem because it leads to frustration, which means chaos. The problem must be tackled pragmatically for our country. As Pakistan stands at a crossroads, the future of the nation depends on multiple reforms. Addressing these multifaceted challenges is not just an option: it's a necessity.
(ii) How is the economy of a country affected by overpopulation? Discuss.
Overpopulation damages a country's economy through a chain of effects. Firstly, when there are too many people, their purchasing power falls, so they buy fewer goods. Secondly, as demand drops, the law of demand and supply means that less money is invested in the country. When the economy stops growing, factories and businesses close, and unemployment and poverty increase. Finally, a larger population means more hungry mouths to feed. Thus overpopulation slows economic growth and makes a poor country even poorer.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
Overpopulation in Pakistan can be controlled through education, awareness and practical government action. Firstly, the literacy rate must be raised, because educated families understand the benefits of having fewer children. Secondly, the government, which has done very little so far, should make firm policies and provide health and family-planning services across the country. Thirdly, television, radio and newspapers should run regular campaigns to make people aware of the problem. If these steps are taken sensibly and together, population growth can be brought under control.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
The writer's viewpoint is that overpopulation is a very serious problem that lies at the root of many of Pakistan's difficulties. He argues that it has weakened the economy, increased poverty and unemployment, and harmed agriculture. He also blames it for urbanization, social evils and pollution. Yet he is hopeful, because he believes that education, media awareness and practical reforms can control it; for him, action is "a necessity". I agree with him, because a growing population puts pressure on every resource of the country.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
The media can play a vital role because it reaches the masses directly and shapes their thinking. According to the writer, the media in general can do a lot to bring awareness among ordinary people. Television and radio programmes can explain how overpopulation causes poverty, unemployment and pollution. Print media, such as newspapers and magazines, should highlight the problem regularly, not only once in a while, so that people keep thinking about it. In this way, the media can change public attitudes and support national efforts to control population growth.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
Overpopulation leads to urbanization through the division of farmland. As the population grows, land is shared among more people, so farms become smaller and produce less. Farmers with small plots cannot earn enough, so they migrate to cities in the hope of a better life. This movement from villages to cities is urbanization. It creates several further problems. Crowded cities suffer from lawlessness, crime and corruption. More vehicles release poisonous gases, and there are also sewage problems and a shortage of clean drinking water.
Note. The passage says the social evils and pollution are "the result of over population"; it places them straight after urbanization, so they are used as the problems of crowded cities, which is what the question expects.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
Yes, agriculture is badly affected by overpopulation. When the population increases rapidly, land is divided among more family members, so farms become smaller and smaller. Small farms produce less, so the country's agricultural productivity declines. Moreover, farmers with small plots cannot make a decent living, so many of them leave their villages for the cities. Therefore, overpopulation reduces food production at the very time when there are more hungry people to feed.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
The writer calls overpopulation a "very serious problem" because it harms almost every part of national life. Firstly, it weakens the economy: purchasing power falls, investment suffers, factories close and poverty spreads. Secondly, it reduces farm productivity and pushes people into crowded cities, where crime, corruption and pollution increase. Most importantly, it causes frustration among the people, and frustration leads to chaos. For these reasons, the writer believes that Pakistan's future depends on tackling this problem practically and without delay.
Passage: the Set B passage on overpopulation, printed with Q.2 (ii) of this paper.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| hampered (has badly hampered the economic growth) | verb (past participle) | hindered, slowed down |
| decline (a decline in the purchasing power) | noun | fall, decrease |
| adversely (adversely affected) | adverb | badly, harmfully |
| migrate (no choice but to migrate) | verb | move (from villages to cities), shift |
| pragmatically (tackled pragmatically) | adverb | practically, in a realistic and sensible way |
| multifaceted (these multifaceted challenges) | adjective | many-sided, complex |
- ADoes your uncle live near by or some far place?
- BCan I have your favorite book, please?
- CHe worked hard, so he succeeded.Answer
- DShe did not participate in speech competition.
C. "He worked hard" is the cause and "he succeeded" is the effect, joined by the result connector "so". A and B are questions, and D is a simple statement with no reason or result.
The next time you see a packet of cigarettes, notice there is a warning about the dangers of cigarette smoking to your health. In the past, people did not know about the dangers of cigarette smoking. But medical experts have learned that the smoke from tobacco contains poisonous substances that can damage your body. Smoking tobacco in pipes or cigars is just as harmful as smoking cigarettes. Three seconds after a person starts smoking a cigarette, his heart beats faster, his blood pressure rises, and a portion of the oxygen in his blood is replaced by a harmful gas. Cancer-causing chemicals also fill his lungs every time he inhales the smoke. Nicotine, carbon monoxide, and tar are the most dangerous substances in cigarette smoke.
Nicotine narrows blood vessels, so the heart needs to work harder to pump blood through the body. Carbon monoxide is a harmful gas that replaces part of the oxygen in blood. The oxygen level in a smoker's blood is lowered by this poisonous gas. Tar damages lung tissues. It affects the hair-like parts of cells, called cilia, that line the breathing tubes. Cigarette smoke also causes a lung disease known as chronic bronchitis. It occurs when smoke irritates the lining of the bronchial tubes, making them produce too much mucus. The mucus blocks the air tubes, and a person with bronchitis coughs a lot to get rid of it. As tar builds up on the walls of the air tubes and lungs over the years, it can cause cancer cells to grow. Cancer cells multiply and destroy the healthy cells. The only way to treat lung cancer is to remove all or some part of the diseased lung. This type of cancer is the second-highest cause of death among people who smoke.
Smokers often find it very difficult to quit the habit. Smokers' bodies become so used to nicotine that they have a nervous reaction when they don't get it. The body tells the brain that it wants nicotine. It needs a lot of willpower and resistance. Some people think that chewing tobacco won't harm their health, but they are wrong. Nicotine makes the heart speed up, and chewing tobacco also leads to other health problems e.g mouth cancer or damage the gums and teeth.
(ii) How does the writer use cause-and-effect relationships to explain the harmful effects of smoking on the human body? Give two examples from the passage.
The writer explains the dangers of smoking by showing how each substance in smoke (the cause) produces a harmful result in the body (the effect). For example, nicotine narrows the blood vessels; as a result, the heart has to work harder to pump blood. Similarly, when smoke irritates the lining of the bronchial tubes, they produce too much mucus, which blocks the air passages and causes chronic bronchitis. By linking causes to effects in this way, the writer makes the damage clear and convincing.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
Smokers find it difficult to quit because their bodies become addicted to nicotine. After years of smoking, the body gets so used to nicotine that it reacts nervously when it does not receive it. The body keeps signalling to the brain that it needs nicotine, so the craving becomes very strong. Therefore, giving up the habit requires a great deal of willpower and resistance. Without this determination, most smokers soon return to cigarettes.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
Nicotine and carbon monoxide are considered harmful because both damage the heart and the blood. Nicotine narrows the blood vessels, so the heart has to work harder to pump blood through the body; it also makes the heart beat faster. Carbon monoxide is a poisonous gas that takes the place of part of the oxygen in the blood. As a result, the oxygen level in a smoker's blood falls. For these reasons, the writer names them among the most dangerous substances in cigarette smoke.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
The writer's viewpoint is that smoking in any form is extremely harmful and should be avoided. Although he mostly gives scientific facts, his choice of details reveals his opinion. He calls the substances in smoke "poisonous" and "dangerous", and he shows how they lead to bronchitis and cancer, the second-highest cause of death among smokers. He also says that people who think chewing tobacco is harmless "are wrong". We can infer that he wants readers never to start smoking, or to quit at once.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
Smoking causes both diseases by damaging the breathing system. Chronic bronchitis develops when cigarette smoke irritates the lining of the bronchial tubes. The tubes then produce too much mucus, which blocks the air passages, so the patient coughs a lot to clear it. Lung cancer develops more slowly. Over the years, tar builds up on the walls of the air tubes and lungs and can make cancer cells grow. These cells multiply and destroy healthy cells, and the only treatment is to remove part or all of the diseased lung.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
My advice to such a person would be to stop using tobacco in every form immediately, because it is far from harmless. Firstly, tobacco smoke contains poisonous substances such as nicotine, carbon monoxide and tar, which damage the heart, blood and lungs. Secondly, smoking can cause chronic bronchitis and lung cancer, the second-highest cause of death among smokers. Finally, chewing tobacco is not safe either: it speeds up the heart and can cause mouth cancer and damage to the gums and teeth.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
The writer suggests that avoiding tobacco completely is the only safe choice, because every form of it harms the body. He shows that pipes and cigars are as dangerous as cigarettes, and that even chewing tobacco causes mouth cancer and damages the gums and teeth. He also points out that nicotine is addictive, so quitting later needs great willpower. The conclusion we can draw is that it is far better never to start using tobacco than to struggle to give it up after one's health has been damaged.
Passage: the Set D passage on smoking, printed with Q.2 (ii) of this paper.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| substances (poisonous substances) | noun (plural) | materials, chemicals |
| inhales (every time he inhales the smoke) | verb | breathes in |
| harmful (a harmful gas) | adjective | damaging, injurious |
| poisonous (this poisonous gas) | adjective | toxic, deadly |
| irritates (smoke irritates the lining) | verb | makes sore, inflames |
| resistance (willpower and resistance) | noun | the strength to refuse, self-control |
Try to imagine what your life would be like without any machines working for you. Make a list of the machines in your household and on your person; you may be surprised by the number.
Before the Industrial Revolution, humans relied on immediate energy sources like sunlight, biomass, and wind. This changed around 1750 with the discovery of fossil fuels (coal, oil, and natural gas). These fuels consist of solar energy stored in ancient biological remains over millions of years, providing an immense capacity for work that transformed human productivity.
The story of the Industrial Revolution begins on the small island of Great Britain. By the early 18th century, people there had used up most of their trees for building houses and ships and for cooking and heating. In their search for something else to burn, they turned to the hunks of black stone (coal) that they found near the surface of the earth. Soon they were digging deeper to mine it. Their coal mines filled with water that needed to be removed; horses pulling up bucketfuls proved slow going.
At the outset of the 19th century, British colonies in North America were producing lots of cotton, using machines to spin the cotton thread on spindles and to weave it into cloth on looms. When they attached a steam engine to these machines, they could easily out produce India, up until then the world's leading producer of cotton cloth. One steam engine could power many spindles and looms. This meant that people had to leave their homes and work together in factories.
Early in the 19th century the British also invented steam locomotives and steamships, which revolutionized travel. In 1851 they held the first world's fair, at which they exhibited telegraphs, sewing machines, revolvers, reaping machines, and steam hammers to demonstrate they that were the world's leading manufacturer of machinery. By this time the characteristics of industrial society, smoke rising from factories, bigger cities and denser populations, railroads, could be seen in many places in Britain.
(ii) Briefly describe the importance of machines in our daily life.
Machines are very important in our daily life because they do much of our work for us. The writer asks us to imagine life without them and to count the machines in our homes and on our person, suggesting that their number would surprise us. At home, fans, refrigerators and washing machines save time and effort, while mobile phones keep us connected. As the passage shows, machines also make our clothes and carry us quickly from place to place. Without them, life would be slow and difficult.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
The writer believes that fossil fuels had a revolutionary impact on human productivity. Before about 1750, people depended on direct sources of energy such as sunlight, biomass and wind, which limited how much work they could do. The discovery of coal, oil and natural gas changed this. These fuels hold solar energy stored in ancient remains over millions of years, so they provide a huge capacity for work. In the writer's view, this energy "transformed" human productivity and made the Industrial Revolution possible.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
The passage describes two linked problems and their solutions. The first problem was a shortage of wood: by the early 18th century, the British had used up most of their trees for building, cooking and heating. They solved it by burning coal, which they found near the surface and then mined deeper. This created a second problem: the deep mines filled with water, and horses pulling up buckets removed it too slowly. The passage implies that the solution was the steam engine, which could pump water out much faster.
Note. The passage does not say in so many words that steam engines drained the mines; it is implied by the next paragraph. Historically, the first steam engines (Newcomen, 1712) were built to pump water out of mines, so this is the answer examiners expect.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
The Industrial Revolution changed both where people worked and how they lived. Before it, people worked at home or on their own land using simple sources of energy. Afterwards, one steam engine could run many spindles and looms, so people had to leave their homes and work together in factories. Steam locomotives and steamships made travel much faster. We can also infer that life became more crowded and polluted, because the passage describes smoke rising from factories, bigger cities and denser populations.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
Fossil fuels are coal, oil and natural gas. They are formed from the remains of ancient plants and animals, and they contain solar energy that was stored in these remains over millions of years. Their significance in the Industrial Revolution was enormous. They gave humans a huge capacity for work that sunlight, biomass and wind could never provide. Coal, in particular, replaced wood as fuel and powered the steam engines that ran machines, locomotives and steamships. Without fossil fuels, the Industrial Revolution would not have been possible.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
The steam engine had a revolutionary impact on cotton production. Before it, spinning and weaving machines could produce only limited amounts of thread and cloth. When a steam engine was attached to these machines, one engine could power many spindles and looms at the same time. As a result, cloth could be made so fast that India, until then the world's leading producer of cotton cloth, was easily overtaken. However, this change also meant that workers had to leave their homes and work together in factories.
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
The first world's fair of 1851 was a grand show of Britain's industrial power. Inside the vast exhibition hall, crowds of visitors moved slowly past rows of shining new machines. Telegraphs clicked out messages, sewing machines stitched cloth in seconds, and heavy steam hammers pounded metal with a loud, steady beat. Farmers gazed at reaping machines, while others examined the latest revolvers. The whole fair carried one proud message: Britain was the world's leading manufacturer of machinery, and the age of machines had arrived.
Note. The passage gives only the year, the exhibits and the purpose. The sights and sounds are imagined details, which a pen-picture allows as long as they fit the passage. (Historically the fair was the Great Exhibition in the Crystal Palace, London.)
Passage: the Set A passage on the Industrial Revolution, printed with Q.2 (ii) of this paper.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| immediate (immediate energy sources like sunlight) | adjective | direct, close at hand |
| immense (an immense capacity for work) | adjective | huge, enormous |
| weave (to weave it into cloth) | verb | interlace threads to make (cloth) |
| revolutionized (which revolutionized travel) | verb (past) | changed completely, transformed |
| demonstrate (to demonstrate they were ...) | verb | show, prove |
| denser (denser populations) | adjective (comparative) | more crowded, more thickly settled |
- AYou saw some cars.
- BThey went to market.
- CYour shirt looks nice.Answer
- DThey bought new clothes.
C. "Nice" is a personal judgement, and "looks" signals how something seems to the speaker; another person may disagree. A, B and D report events that can be checked, so they are facts.
The current state of Technical Vocation Educational Training (TVET) is not very encouraging. We need at least a million skilled workers every year to cater to our industry and other sectors. The strength of skilled workers in the country however remains just around 300,000. It is hurting to note that hardly 16.3 percent of the youth cohort completes secondary education, with the result that more than three-quarters leave educational institutions without foundational or life skills. The majority of Pakistan's emerging labour force is either without education and skills or has very little of both. Thus the sustainable delivery of quality TVET is critical to the attainment of Pakistan's economic development goals.
The other challenge of the system is that it does not give due importance to vocational and technical education. This resulted in the mismatch between the skilled manpower required and the skilled manpower available. Majority of the workers in the tattered economy have never been to vocational training institutions. Moreover, vocational training courses lack market responsiveness. The contribution of the industry in the development of curricula is also limited. Due to this reason there are insufficient linkages with industries and coverage of trades in the services sector which has higher employment potential.
A number of measures need to be taken for improving the technical education structure of Pakistan. The educational pattern at the school level needs to be redesigned to facilitate skill development. Integration of vocational education is needed at this level. It should be subsidized and scholarships should be awarded to deserving students. The course curricula should be revised periodically through flexible approaches based on the learning outcome. More and more popular and market-oriented courses need to be introduced. Vocational education should be more computer-based and computerized programmes should be part of the general curriculum.
If suitable and updated policies were implemented in letter and spirit in the field of vocational and technical education, it can sail the country through current rough waters to the bright future with high employment and sustainable economic growth
(ii) Why is the linkage between vocational and technical education centers necessary? Explain.
A strong linkage between technical and vocational education centres and industry is necessary to remove the mismatch between the skills taught and the skills needed. At present, industry contributes very little to designing the curricula, so training courses do not respond to the needs of the market. As a result, trainees often learn trades that employers do not want, while trades in the services sector, which offer more jobs, are hardly covered. Closer linkage would make training market-oriented and help young people find employment.
Note. The question is loosely worded. The passage speaks of "insufficient linkages with industries", so the answer explains the link between TVET centres and industry, which is what the question means.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
Pakistan needs more technical education because its economy needs skilled workers more than degree-holders. The country requires at least a million skilled workers every year, but it has only about 300,000. Meanwhile, hardly 16.3 percent of young people complete secondary education, and more than three-quarters leave school without basic or life skills. General education alone cannot give these young people a trade. Technical education, however, prepares them for jobs in industry and the services sector, which is critical for Pakistan's economic development.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
Four measures can improve Pakistan's technical education structure. Firstly, the school system should be redesigned so that vocational education is included at school level to develop skills early. Secondly, this education should be subsidized by the government, and scholarships should be given to deserving students. Thirdly, the curricula should be revised regularly with flexible approaches, and more popular, market-oriented courses should be introduced. Finally, vocational education should become more computer-based, and computer programmes should be part of the general curriculum.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
The state of Pakistan's emerging labour force is weak and worrying. Most young people entering the workforce either have no education and skills or have very little of both. Hardly 16.3 percent of young people complete secondary education, and more than three-quarters leave school without basic or life skills. Moreover, most workers have never attended a vocational training institution. As a result, the country has only about 300,000 skilled workers, although it needs at least a million every year.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
Improved TVET would bring several advantages to Pakistan. Firstly, it would supply the skilled workers that industry and other sectors badly need, narrowing the gap between the one million required and the 300,000 available. Secondly, market-oriented courses would help young people find jobs, so unemployment would fall. Thirdly, trained workers would raise productivity in industry and the services sector. According to the writer, sound TVET policies can take the country through its present difficulties to a bright future of high employment and sustainable economic growth.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
The mismatch is the large gap between the number of skilled workers Pakistan needs and the number it actually has. The country needs at least a million skilled workers every year for its industry and other sectors, but only about 300,000 are available. The writer says that this gap exists because vocational and technical education is not given due importance. Most workers have never attended a training institution, courses do not match market needs, and industry plays little part in designing curricula.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
I would like to get training in information technology, especially computer programming and web development. Firstly, the passage stresses that vocational education should be more computer-based and market-oriented, and IT meets both needs. Secondly, the writer notes that the services sector has higher employment potential, and IT services are growing fast in Pakistan. Thirdly, IT skills are flexible: I could work in an office, start my own business or work online as a freelancer. This training would help me find a good job and serve the economy.
Passage: the old syllabus passage on TVET, printed with Q.2 (ii) of this paper.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| foundational (without foundational or life skills) | adjective | basic, fundamental |
| sustainable (the sustainable delivery of quality TVET) | adjective | continuing, long-lasting, able to be maintained |
| tattered (the tattered economy) | adjective | badly damaged, weak, in poor condition |
| subsidized (it should be subsidized) | verb (past participle) | financially supported, partly paid for by the government |
| deserving (deserving students) | adjective | worthy, meritorious |
| flexible (flexible approaches) | adjective | adaptable, open to change |
Digital marketing has become an essential part of modern business strategy (1), transforming the way companies connect with their customers. Unlike traditional marketing methods, which rely on physical channels like television, print, and billboards, digital marketing utilizes online platforms to reach a wide range of audience. With the rise of the internet, social media, and mobile technology, businesses now have direct access to their target market anytime, anywhere.
One of the key benefits of digital marketing is its ability to offer precise (2) targeting. Through tools like Search Engine Optimization (SEO), businesses can ensure that their website ranks higher in search results, helping potential (3) customers find them easily. Additionally, digital marketing allows for the personalization of content. Businesses can use data analytics to understand customer preferences and behavior, creating tailored (4) marketing campaigns that resonate (5) with individual consumers.
Social media platforms, such as Facebook, Instagram, and Twitter, have also played a vital role in reshaping marketing strategies. These platforms enable businesses to engage with their audience on a more personal level, fostering relationships and building brand loyalty. Paid advertising on social media allows businesses to reach specific demographics (6), ensuring that their message is seen by the right people.
Another important aspect of digital marketing is email marketing. By sending targeted emails to customers, businesses can keep their audience informed about new products, special offers, and promotions. Email marketing is an effective way to encourage business and nurture long-term customer relationships.
With its cost-effectiveness, ability to reach a global audience, and measurable results, digital marketing has become a fundamental tool for success in the competitive business world. As technology continues to evolve, digital marketing will undoubtedly play an even greater role in shaping the future of business. (Text Word Count: 283 Words)
(ii) What is digital marketing, and how does it differ from traditional marketing?
Digital marketing is the promotion of products and services through online platforms such as websites, search engines, social media and email. It differs from traditional marketing mainly in its channels and reach. Traditional marketing depends on physical channels like television, print and billboards. Digital marketing, however, uses the internet and mobile technology, so businesses can reach their target customers directly, anytime and anywhere. It also allows precise targeting and personal messages, whereas a traditional advertisement sends the same message to everyone.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
The passage mentions several key benefits of digital marketing. Firstly, it offers precise targeting: tools like SEO help a business's website rank higher, so potential customers find it easily. Secondly, it allows personalised content, because data analytics reveals what customers prefer. Thirdly, social media and email help businesses build brand loyalty and long-term relationships. Finally, it is cost-effective, reaches a global audience and gives measurable results. For these reasons, it has become a fundamental tool for business success.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
Email marketing is considered important because it keeps a business in regular, direct contact with its customers. By sending targeted emails, a business can inform its audience about new products, special offers and promotions. These messages encourage customers to buy again, so they increase business. Moreover, regular and useful emails help to nurture long-term relationships, which turn one-time buyers into loyal customers. Thus email marketing is a simple and effective way to keep customers informed and engaged.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
Social media platforms such as Facebook, Instagram and Twitter enhance digital marketing in three main ways. Firstly, they allow businesses to engage with their audience on a more personal level through posts, comments and messages. Secondly, this regular contact builds relationships and brand loyalty, so customers keep returning. Thirdly, paid advertising on these platforms lets businesses target specific groups of people, which ensures that their message is seen by the right audience. In this way, social media has reshaped marketing strategies.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
Paid advertising on social media helps a business deliver its message to exactly the right people. Instead of showing an advertisement to everyone, a business can pay to target specific demographics, such as a certain age group, city or interest. For example, a sports shop in Islamabad can show its cricket bats only to young people in that city who like cricket. This makes advertising more effective and less wasteful, because the money is spent on the people who are most likely to buy.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
In my view, digital marketing will become even more powerful in the future. The passage says that as technology evolves, it will play a greater role in shaping business. As more Pakistanis get smartphones and internet access, businesses will reach customers mainly online. Artificial intelligence is likely to make targeting even more precise and advertisements more personal. Video and influencer marketing will grow, and online shopping may replace many traditional shops. However, businesses will also need to protect customers' privacy to keep their trust.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
As a business owner launching a new range of Peshawari chappals, I would promote it through several digital channels. First, I would improve my website with SEO so that customers find it easily in search results. Next, I would post attractive videos on Facebook and Instagram and run paid advertisements aimed at young people in major cities. I would also email my existing customers a launch discount. Finally, I would study the data analytics to see which campaign works best and improve it.
Passage: the model paper passage on digital marketing, printed with Q.2 (ii) of this paper.
| Word (as used) | Part of speech here | Contextual meaning |
|---|---|---|
| strategy (modern business strategy) | noun | plan, planned approach |
| precise (precise targeting) | adjective | exact, accurate |
| potential (potential customers) | adjective | possible, prospective, likely to become |
| tailored (tailored marketing campaigns) | adjective (participle) | specially designed, customised |
| resonate (resonate with individual consumers) | verb | appeal to, connect with |
| demographics (specific demographics) | noun (plural) | groups of people (by age, income, place), sections of the population |
Exam focus
- What viewpoint does the writer express about ...? (short)Asked on three of the four 2026 papers (Sets B, D and A); learn the stance, reasons, evidence, "I agree" formula.Go to answer
- Write contextual meanings of the bold and underlined words (any four). (short)Part (vi) of every paper: 4 easy marks if the meaning matches the part of speech and fits the sentence.Go to answer
- How does the writer use cause-and-effect relationships ...? Give two examples. (short)Cause and effect is tested in both Q2 and the MCQs (2026 Set D).Go to answer
- Propose solutions to control the problem of ... (short)Problem-solution passages are common; start with the passage's solutions, add one sensible idea.Go to answer
- Suggest advice to someone who ...; justify with reasons from the text. (short)Application question of 2026 Set D; each reason must come from the passage.Go to answer
- How has ... changed people's lives? Infer from the paragraph. (short)Inference questions reward clue + reasoning, not copying.Go to answer
- Imagine you are ... / Anticipate the future of ... (short)Model paper choice in (v); first person or prediction language, built on passage facts.Go to answer
- Draw a pen-picture of ... (short)2026 Set A asked for a pen-picture of an event; know the person and event plans.Go to answer
- Which sentence contains an opinion? / shows cause and effect? (MCQ) (mcq)Both appeared as 2026 MCQs; judgement words and connectors give the answer.Go to answer
- Any 4-mark answer: 60 to 90 words, D-P-L, own words. (short)Length and shape decide the language marks on every part (ii) to (v).Go to answer