Choose the Best Answers
- Neither Jane nor Tom … busy at the moment.
a) is b) are c) be - I … never been to Mexico City before last October.
a) has b) have c) had - My brother and I … watching TV when the phone rang.
a) am b) was c) were - I have an idea! Let’s … bowling this weekend!
a) go b) goes c) going - There was a storm last night. It was … all night.
a) rain b) raining c) rained - My classmate Maria can speak English very …
a) good b) well c) best - Many movies … in Hollywood every year.
a) make b) are made c) made - We can park our car over … by the restaurant.
a) their b) there c) they’re - What time should we show … for our English class?
a) in b) on c) up - … is more important than having friends and family who support you.
a) Something b) Nothing c) Anything - Australia is big but Canada is …
a) big b) bigger c) biggest - Please tell me that story again. Please … yourself!
a) repeat b) repeating c) until - It’s very noisy upstairs! What … they doing?
a) is b) are c) be - I know how to speak English and German. I … speak two languages.
a) can b) am c) will - Most cats don’t like to swim. In fact, they … the water.
a) hate b) hated c) hates - It was so … full moon last night? It was beautiful.
a) a b) an c) the
Answer Key
- a) is
- c) had
- c) were
- a) go
- b) raining
- b) well
- b) are made
- b) there
- c) up
- b) Nothing
- b) bigger
- a) repeat
- b) are
- a) can
- a) hate
- b) a
Newspaper Article (opinion based)
Q: Write a newspaper article about how young people have made a difference in protecting the environment.
How Young People Make a Big Difference in Our Environment
Young people have made a very big difference in protecting the environment and our land. From ages 5 to 40, people are working hard to bring change. Even small efforts matter. Cleaning up trash, planting trees, and spreading awareness all help protect our planet. Even picking up one small piece of litter means a lot for our land.
At the ages of 5 to 10, schools in our town take children to beaches to pick up trash that others leave behind. Why? Because even a small act of kindness can make a big difference. When children pick up trash, it helps keep the environment clean. Sadly, many adults and teenagers throw trash wherever they want, but young people are showing a better example.
Young people also grow plants along sidewalks and use social media to spread awareness. Some even become well-known for their environmental work. They plant trees everywhere, helping to make the world greener and safer. Because this is everyone’s country, we all have a duty to keep it clean. Many young people are planting trees and flowers, but unfortunately, some people still cut them down. Cutting plants means cutting off life.
Recently, floods came to our country because many plants and trees were cut down. Young people are helping by planting more trees, cleaning beaches, watering plants, and keeping roads smooth to prevent accidents. These small actions are saving lives and protecting nature.
Young people, along with adults, are trying to keep the environment clean and safe. Even small acts can make a big difference. In the year 2025, young people are making it normal to care for the environment. They may be young, but they are working as hard as adults. Everyone in the community must stand together for our land and our environment.
Opinion-based Questions
Question: Do you think people in Kara’s village (or in real life) should do more to protect dolphins and sea creatures? Why or why not?
Answer:
In White Dolphin by Gill Lewis, I personally think that people should do more to protect sea creatures because they are vital to a healthy ecosystem and are facing many threats from human activities. Due to pollution, sea creatures face the danger of extinction. Dolphins should be protected at all costs because they play an important role in the marine ecosystem.
Protecting them also benefits human communities through tourism and scientific research. They deserve to live free from pollution and harm in a clean and safe environment. Many sea creatures are affected by oil spills, fishing nets, and boats. If we, as a nation, do not take care of them, they could die.
In the book, Kara and her friends show how hard it is to stand up for animals. They work hard to protect the sea. This shows that even young people are giving their best to protect their land and sea life.
Criteria for News Report Writing
| Criteria | Marks Allocated |
|---|---|
| Appropriate format of newspaper report | 1 |
| Relevant headline and byline | 2 |
| Appropriate facts and evidence | 2 |
| Logical, sequential organization and progression of the topic | 1 |
| Paragraphing | 1 |
| Sentence structure (grammatically sound and meaningful sentences) | 2 |
| Effective use of punctuation | 1 |
| Total | 10 |
Headline: Children Went Missing from Boggle Hill
Byline: By [NAME] | Date: 17.9.25
(1) Lead Paragraph — What happened:
Two children have gone missing from their hometown, Boggle Hill, early this morning. The missing children have been identified as Kate, aged 10, and Thomas, aged 9. The incident took place around 10 a.m., causing panic among local residents.
(2) Details — When, Where, Who, and How:
According to local witnesses, a man dressed in full black clothing with a long beard was seen talking to the children near the park. He reportedly asked them to help carry some boxes and offered them sweets in return. After eating the sweets, the children appeared to lose consciousness, and the man was seen taking them away.
(3) Eyewitness Account:
One eyewitness said, “I saw the man leading the children toward a black van. I tried to follow him, but I lost track of him and immediately called the police.”
(4) Official Statement:
Police Inspector Mr. Ali stated, “We are still investigating the case and searching for the suspect. Anyone who sees a man in black with a long beard is requested to contact the nearest police station immediately.”
(5) Closing — Community Message:
Police have advised parents to stay alert and teach their children not to talk to or accept anything from strangers. Authorities have assured the public that search efforts are ongoing to bring the missing children back safely.
Headline: Fire Breaks Out in City Market
Byline: By [NAME] | Date: 3.10.25
(1) Lead Paragraph – What Happened:
A sudden fire broke out in the central market area of Karachi on Thursday afternoon, destroying several shops and causing heavy losses. The fire started around 2:30 p.m. in a grocery store and quickly spread to nearby shops.
(2) Details – When, Where, Who, and How:
According to witnesses, the fire was caused by a short circuit in one of the electrical lines. Shopkeepers and nearby residents rushed to help and tried to control the flames before the fire brigade arrived. Thick smoke covered the area, and many people were evacuated for safety.
(3) Eyewitness Account:
One shopkeeper said, “We heard a loud spark and suddenly saw smoke rising. We tried to put out the fire using water buckets until the fire trucks came.”
(4) Official Statement:
Fire Officer Mr. Rehman said, “Three fire trucks were sent to the scene. Thankfully, no lives were lost, but property worth thousands of rupees has been damaged.”
(5) Closing – Message:
Authorities have reminded the public to check electrical wiring regularly and follow fire safety measures to prevent such incidents in the future.
Topic: Types of Sentences
Subtopic: Complex Sentence
Definition
A complex sentence is a sentence that has one main clause and one or more subordinate clauses.
The clauses are joined using subordinating conjunctions (linking words).
Main Clause
Definition:
A main clause is the independent part of a sentence.
It can stand alone and make complete sense.
Example:
- I will stay home.
This part gives a full idea by itself. It does not depend on any other part.
Tips to Identify:
- It makes complete sense on its own.
- It can be a full sentence by itself.
- It usually tells the main action or main idea.
- If you remove the other part of the sentence, this part still sounds complete.
Subordinate Clause
Definition:
A subordinate clause is the dependent part of a sentence.
It cannot stand alone and needs the main clause to complete its meaning.
Example:
- If it rains tomorrow.
This part does not make complete sense alone. It depends on the main clause “I will stay home.”
Tips to Identify:
- It begins with a signal word (also called a subordinating conjunction) like because, if, when, although, since, after, before, while, unless.
- It gives extra information or a condition, but does not make full sense alone.
- If you read it alone, you will feel like something is missing.
Example
If it rains tomorrow, I will stay home.
- Main clause: I will stay home.
- Subordinate clause: If it rains tomorrow.
The subordinate clause depends on the main clause to complete its meaning.
Subtopic: Simple Sentences
What Makes It Simple
A simple sentence has one main idea.
It contains one independent clause (a complete thought that can stand on its own).
It expresses a full idea clearly without needing any other clause.
Formula
Subject + Verb + Complete Thought = Simple Sentence
Examples
- She runs fast.
- The sun is shining.
- Ali is reading a book.
Each sentence above has only one main idea and one clause.
In Short
A simple sentence:
- Has one subject and one verb.
- Expresses one complete thought.
- Can stand alone as a full sentence.
Compound Sentence
Definition:
A compound sentence has two or more independent clauses (complete thoughts) joined by a coordinating conjunction such as and, but, or, so, for, nor, yet.
Each part of a compound sentence can stand alone as a full sentence.
Formula:
Independent Clause + Coordinating Conjunction + Independent Clause
Examples:
- I went to the park, and I played football.
- She was tired, but she finished her homework.
Tips to Identify:
- Look for a joining word (and, but, or, so, for, nor, yet).
- You can split the sentence into two full sentences and both will still make sense.
- There is no dependent (subordinate) clause.
Compound-Complex Sentence
Definition:
A compound-complex sentence has at least two independent clauses and one or more subordinate (dependent) clauses.
It is a mix of a compound sentence and a complex sentence.
Formula:
(Independent Clause + Coordinating Conjunction + Independent Clause) + Subordinate Clause
Examples:
- Ali loves books, but Sarah prefers films because they are fun.
- When the bell rang, we ran to class, and the teacher began the lesson.
Tips to Identify:
- There are two or more main clauses (each can stand alone).
- There is at least one subordinate clause (cannot stand alone).
- You will find both types of joining words:
- Coordinating conjunctions (and, but, or, so)
- Subordinating conjunctions (because, when, if, although, since)
Compound-Complex Sentences
- Two independent clauses
Each can stand alone as a complete sentence. - Plus one dependent clause
A dependent clause cannot stand alone and needs another part to make sense. - All connected together
These clauses are joined using coordinating and subordinating conjunctions to create detailed and sophisticated sentences.
Example:
When the bell rang, we ran to class, and the teacher began the lesson.
- Independent clauses:
- We ran to class.
- The teacher began the lesson.
- Dependent clause:
When the bell rang.
✅ This is a compound-complex sentence because it has two independent clauses and one dependent clause joined together.
Page 56 : Questions from “Breakfast at Boggle Mill”
Section A
1. What smells made the kitchen inviting?
The kitchen smelled of fruitcake and baking bread. There was also a smoky fragrance from the fire, making it warm and pleasant.
2. Which words and phrases in the text tell you that Rueben was a big man?
The text says Rueben was “built like an ox,” had “strong arms and broad shoulders,” and “hands the size of shovels.”
3. What signs of Rueben’s trade are there about him?
He wore a thick leather apron stained with flour, and there was flour on his hands and clothes. These show he worked as a miller or baker.
4. What particular feature of his appearance makes Rueben seem like a friendly man?
His big green eyes were “smiling and warm” and showed that he could be trusted.
Section B
1. Give an example of personification from the first paragraph.
“In the fresh morning light, it called Kate and Thomas to safety.”
(The cottage is given the human action of “calling.”)
2. Which bits of the text reveal Rueben’s initial caution about inviting the children into his home? Why do you think he behaved this way?
At first, Rueben only opened a small window and looked at them carefully before inviting them in. He behaved this way because he didn’t know who they were and wanted to be careful.
3. How does Rueben later demonstrate his kindness and concern for the children?
He invites them inside, gives them bread, roast meat, and tea, and tells them to sit by the fire to warm up.
4. Why do you think Kate ‘followed his every move’?
Kate was probably curious and thankful. She was watching him closely, maybe because she felt safe and admired how kind he was.
Section C
1. What role does food play in this story? How does it represent safety as well as hospitality and charity?
Food in the story shows kindness and care. Rueben gives food to the children, helping them feel safe, warm, and welcome.
2. What role does food play in special family gatherings and celebrations in your country?
Food brings families together. It is shared with love during celebrations like Eid, weddings, and parties to show happiness and unity.
3. Why do we sometimes treat people who are different with suspicion?
People may act this way because they don’t understand those who are different. They may fear what they don’t know or trust only familiar people.
Short and Simple Summary
Kate and Thomas find a small cottage near a mill. Inside lives Rueben, a big kind man who first checks who they are but then invites them in warmly. He gives them bread, meat, and tea, and makes them feel safe by the fire. The story shows kindness, warmth, and how sharing food can build trust and comfort among strangers.
Punctuation Marks
1. Full Stop ( . )
- Used to end a complete statement or sentence.
Examples: - I am a student.
- He likes cricket.
2. Comma ( , )
- Used to show a short pause in a sentence.
- Used to separate items in a list.
Examples: - I bought apples, bananas, and oranges.
- After lunch, we went to the park.
Colon ( : )
Use:
- A colon is used to announce or introduce what is coming next.
Examples:
- She bought three things: apples, bread, and milk.
- Remember this rule: always tell the truth.
Regular and Irregular Verbs
Verbs are action words.
Some verbs do not show action. Instead, they link the subject to a word that describes its condition or state (hot, cold, tired etc).
Action words
The dog runs.
The girl writes.
They play.
Words that link subject with state
The soup is hot.
He was tired.
They are ready.
When we talk about the past, verbs change their form.
These changes help us understand when an action happened.
Verbs are mainly divided into two types when we change them into the past: regular verbs and irregular verbs.
Regular verbs
Regular verbs are the verbs that form their past tense by adding the letters ed at the end.
This rule stays the same for almost all regular verbs, which makes them easy to use.
Examples
call becomes called
earn becomes earned
help becomes helped
Irregular verbs
Irregular verbs do not follow the ed rule. They change their spelling completely in the past form. These changes do not follow a fixed pattern, so they must be memorised.
Examples
catch becomes caught
eat becomes ate
hold becomes held
Linking verbs
Linking verbs do not show an action.
They connect the subject of the sentence to the word that describes its condition or state (hot, cold, tired etc).
Common linking verbs are forms of the verb “to be”.
Examples
– is
– am
– are
– was
– were
These verbs show what the subject is like or what condition it is in.
For example
The bear eats a lot.
This is an action.
The bear is hungry.
Here “is” links the bear to the word hungry.
Transitive and Intransitive Verbs
Verbs can behave in different ways depending on what comes after them (Object).
One important difference is whether the verb needs a direct object or not.
What is a direct object?
A direct object is the object that directly receives the action of the verb.
Example
She kicked the ball.
Action: kicked
What received the action? The ball.
So “the ball” is the direct object.
Indirect object?
Does not receive the action directly.
It receives the result or benefit of the action.
Example:
She gave her brother a gift.
gift → direct object (it is what was given)
brother → indirect object (he is the receiver)
More Examples
– He saw a butterfly.
– She built her dog a kennel.
What was built?
a kennel
This is the direct object because the action of building falls on “kennel.”
Who received the kennel?
her dog
This is the indirect object because the dog did not get built. The dog received the result of the action.
–Fiona passed the test.
Transitive verbs
Transitive verbs always have a direct object.
The action of the verb must fall on something or someone.
Examples
-She ate an apple.
“Apple” is the direct object.
-They cleaned the room.
“Room” is the direct object.
-He wrote a letter.
“Letter” is the direct object.
If the sentence includes “what?” or “whom?” after the verb, and the answer is present, the verb is transitive.
Intransitive Verbs
Intransitive verbs do not have a direct object.
The action does not fall on anything.
Examples
-The baby cried.
There is no direct object.
-The sun rises.
No object receives the action.
-They laughed.
Nothing is receiving the action.
If you ask “what?” or “whom?” after the verb and there is no answer, the verb is intransitive.
Auxiliary Verbs
Auxiliary verbs are helping verbs.
They support the main verb to form different tenses, questions, negatives and meanings.
There are two types: primary auxiliaries and modal auxiliaries.
Primary auxiliary verbs
Primary auxiliaries are: be, do and have.
Each one has different forms and different uses.
Be
Forms: am, is, are, was, were
Used to form continuous tenses and passive voice.
Examples
She is eating. (Continuous tense)
The work was done. (Passive voice.)
Do
Forms: do, does, did
Used for questions, negatives and emphasis.
Examples
Do you like tea? (Question.)
She does not agree. (Negative.)
I do understand. (Emphasis.)
Have
Forms: have, has, had, having
Used to form perfect tenses.
Examples
I have seen the movie.
Present perfect.
She had finished her work.
Past perfect.
Modal Auxiliary Verbs
Modal auxiliaries help show ability, possibility, permission, duty or likelihood.
These verbs do not change their form.
Common modal verbs
can, could
may, might
will, would
shall, should
must
Examples
He can swim.
Ability.
It may rain.
Possibility.
You must finish your work.
Necessity or duty.
She could drive when she was ten.
Past ability.
can, could, may
Permission
Shall , Will
Intention
should, must, ought to
Necessity
Modal verbs always work with a main verb to complete the meaning.
Infinitives
An infinitive is the basic form of a verb.
It is usually written as to + verb.
Examples
to walk
to eat
to swim
to read
How infinitives are used in sentences
Infinitives often come after the main verb in a sentence.
The structure looks like this:
Subject + Verb + Object + Infinitive
Example
He likes to swim.