Roll Number

FEDERAL PUBLIC SERVICE COMMISSION COMPETITIVE EXAMINATION – 2019
FOR RECRUITMENT TO POSTS IN BS-17
UNDER THE FEDERAL GOVERNMENT
ENGLISH (PRECIS & COMPOSITION)

TIME ALLOWED:  THREE HOURS
PART-I(MCQS):	MAXIMUM 30 MINUTES	PART-I (MCQS)	MAXIMUM MARKS = 20 PART-II	MAXIMUM MARKS = 80	
NOTE: (i)	Part-II is to be attempted on the separate Answer Book.
Attempt ALL questions from PART-II.
All the parts (if any) of each Question must be attempted at one place instead of at different places.
Candidate must write Q. No. in the Answer Book in accordance with Q. No. in the Q.Paper.
No Page/Space be left blank between the answers. All the blank pages of Answer Book must be crossed.
Extra attempt of any question or any part of the attempted question will not be considered.	
PART-II

Q. 2.	Write a précis of the following passage in about 120 words and also suggest a suitable title:	(20)	
I think modern educational theorists are inclined to attach too much importance to the negative virtue of not interfering
with children, and too little to the positive merit of enjoying their company. If you have the sort of liking for children that many people have for horses or dogs, they will be apt to respond to your suggestions, and to accept prohibitions, perhaps with some good-humoured grumbling, but without resentment. It is no use to have the sort of liking that consists in regarding them as a field for valuable social endeavour, or what amounts to the same thingÑas an outlet for power-impulses. No child will be grateful for an interest in him that springs from the thought that he will have a vote to be secured for your party or a body to be sacrificed to king and country. The desirable sort of interest is that which consists in spontaneous pleasure in the presence of children, without any ulterior purpose. Teachers who have this quality will seldom need to interfere with children's freedom, but will be able to do so, when necessary, without causing psychological damage.
Unfortunately, it is utterly impossible for over-worked teachers to preserve an instinctive liking for children; they are bound to come to feel towards them as the proverbial confectioner's apprentice does towards macaroons. I do not think that education ought to be anyone's whole profession: it should be undertaken for at most two hours a day by people whose remaining hours are spent away from children. The society of the young is fatiguing, especially when strict discipline is avoided. Fatigue, in the end, produces irritation, which is likely to express itself somehow, whatever theories the harassed teacher may have taught himself or herself to believe. The necessary friendliness cannot be preserved by self-control alone. But where it exists, it should be unnecessary to have rules in advance as to how "naughty" children are to be treated, since impulse is likely to lead to the right decision, and almost any decision will be right if the child feels that you like him. No rules, however wise, are a substitute for affection and tact.	
Q. 3.	Read the following passage carefully and answer the questions that follow:	(20)	
The third great defect of our civilization is that it does not know what to do with its knowledge. Science has given us powers fit for the gods, yet we use them like small children. For example, we do not know how to manage our machines. Machines were made to be man’s servants; yet he has grown so dependent on them that they are in a fair way to become his master. Already most men spend most of their lives looking after and waiting upon machines. And the machines are very stern masters. They must be fed with coal, and given petrol to drink, and oil to wash with, and they must be kept at the right temperature. And if they do not get their meals when they expect them, they grow sulky and refuse to work, or burst with rage, and blow up, and spread ruin and destruction all around them. So we have to wait upon them very attentively and do all that we can to keep them in a good temper. Already we find it difficult either to work or play without the machines, and a time may come when they will rule us altogether, just as we rule the animals.
And this brings me to the point at which I asked, “What do we do with all the time which the machines have saved for us, and the new energy they have given us?” On the whole, it must be admitted, we do very little. For the most part we use our time and energy to make more and better machines; but more and better machines will only give us still more time and still more energy, and what are we to do with them? The answer, I think, is that we should try to become mere civilized. For the machines themselves, and the power which the machines have given us, are not civilization but aids to civilization. But you will remember that we agreed at the beginning that being civilized meant making and linking beautiful things. Thinking freely, and living rightly and maintaining justice equally between man and man. Man has a better chance today to do these things than he ever had before; he has more time, more energy, less to fear and less to fight against. If he will give his time and energy which his machines have won for him to making more beautiful things, to finding out more and more about the universe, to removing the causes of quarrels between nations, to discovering how to prevent poverty, then I think our civilization would undoubtedly be the greater, as it would be the most lasing that there has ever been.
Questions: 1. Instead of making machines our servants the author says they have become our masters. In what  sense has this come about?	(4)
The use of machines has brought us more leisure and more energy. But the author says that this has been a curse rather than a blessing. Why?	(4)
What exactly is the meaning of ‘civilization’? Do you agree with the author’s views?	(4)
‘Making more beautiful things’ – what does this expression mean? Make a list of the beautiful things that you would like to make and how you would make them.	(4)
Mention some plans you may have to prevent poverty in the world. Who would receive your most particular attention, and why?	(4)

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ENGLISH (PRECIS & COMPOSITION)

Q. 4.	Correct only FIVE of the following:	(5)
They only work when they have no money.
They left the hotel here they had been staying in a motor-car.
I cannot by no means allow you to do so.
My friend said he never remembered having read a more enjoyable book.
Going up the hill, an old temple was seen.
One day the bird did not perform certain tricks which had thought it to his satisfaction.
I was rather impressed by the manner of the orator than by his matter.
What an awful weather!
Use punctuation marks where needed in the following sentences:	(5)
There is a slavery that no legislation can abolish the slavery of caste
All that I am all that I hope to be I owe to my angel mother.
Take away that bauble said Cromwell pointing to the mace which lay upon the table.
There is only one cure for the evils which newly acquired freedom produces and that cure is freedom
History it has been said is the essence of innumerable biographies.	
Q. 5.	(a)	Fill the following blanks (any FIVE) appropriate preposition.	(5)	
 	a Ford he has a Fiat car
in	(b) before	(c) besides	(d) despite
I saw him felling a big tree	a hatchet.
with	(b) through	(c) by	(d) at
I must start	dawn to reach the station in time.
on	(b) at	(c) by	(d) after
I have known him	a long time.
since	(b) from	(c) for	(d) over
“Will you walk	my parlour?”
in	(b) to	(c) by	(d) into
The public are cautioned	pickpockets.
against	(b) about	(c) of	(d) for	
(b)	Rewrite the following dialogue, written in direct speech, in a paragraph form.	(5)
Jack: Hello, Swarup! Swatting away as usual. Come out, man; shut up your old books, and come and have a game of tennis.
Swarup: I am sorry I cannot do that, Jack. The examination is drawing near, and I want every hour I can get for study.
Jack:	Oh! Hang all examinations! I do not worry about mine. What is the use of them, any way?
Swarup: Well, you can’t get a degree if you don’t pass the examination; and I have set my heart on being a graduate.
Jack: And pray what good will graduation do you? You may get a clerkship in a government office; but that’s all, and there are hundreds of fellows who have got their degrees, and are no nearer getting jobs of any sort.
Swarup: That may be so; but I am not studying so much to pass my examination and obtain my degree, as to store my mind with knowledge and develop my intellectual faculties.	
Q. 6.	Explain the difference between the following word pairs (Any FIVE) by using each word in your own sentences:	(5)
Callous, Callus	(ii) Born, Borne	(iii) Faint, Feint	(iv) Dinghy, Dingy
(v) Lose, Loose	(vi) Waiver, Waver	(vii) Shear, Sheer	(viii) Resister, Resistor
Use ONLY FIVE of the following in sentences which illustrate their meaning:	(5)
Show and tell	(ii) Helter-skelter	(iii) To the death	(iv) Tilt at windmills
(v) Het up	(vi) The whole ball of wax	(vii) It’s about time	(viii) Punch-up	
Q. 7.	Translate the following Urdu paragraph into English by keeping in view figurative/idiomatic expressions.	(10)
ﮟﯿﻣ ﺮﮩﺷ سا ہﻧﺎﻣز ﺎﮐ جوﺮﻋ ﮯﻧ ﺖﻓﺎﻘﺛ ﯽﮐ ںﻮﻠﻐﻣ ۔ﮯﮨ ﺰﮐﺮﻣ ﻢﯾﺪﻗ ﯽﮭﺑ ﺎﮐ ﺖﻓﺎﻘﺛ ﮟﯿﮩﻧ ﯽﮨ ﺖﺳﺎﯿﺳ ﺮﮩﺷ رﻮﮨﻻ فﻮﺼﺗ ﻞﮨا ۔ﯽﺋآ ﮟﯿﻣ ہﺼﺣ ﮯﮐ ﺮﮩﺷ ﯽﺳا ﯽﮭﺑ ﺖﻓﺎﻘﺛ ﯽﮐ بدا و ﻢﻠﻋ ۔ﺎﮭﺗ ﺰﮐﺮﻣ ﯽﮩﯾ ﯽﮭﺑ ﺎﮐ ﺖﻓﺎﻘﺛ ﮭﮑﺳ ۔ﺎﮭﮑﯾد رﻮﮩﺸﻤﻟا یﺮﯾﻮﺠﮨ ﯽﻠﻋ تﺮﻀﺣ ﻒﻨﺼﻣ ﮯﮐ بﻮﺠﻤﻟا ﻒﺸﮐ بﺎﺘﮐ رﻮﮩﺸﻣ ﯽﮐ فﻮﺼﺗ ۔ﺎﮭﺗ ﺰﮐﺮﻣ ﯽﮩﯾ ﯽﮭﺑ ﺎﮐ ےرﻮﭘ ﻦﺸﯿﻓ ﺎﮐ رﻮﮨﻻ ﯽﮭﺑ ﮟﯿﻣ رود ﮯﮐ ںوﺰﯾﺮﮕﻧا ۔ﮟﯿﮨ نﻮﻓﺪﻣ ﮟﯿﻣ ﺮﮩﺷ ﯽﺳا ﯽﮭﺑ ﺶﺨﺑ ﺞﻨﮔ ﺎﺗاد تﺮﻀﺣ
۔ﯽﺋﻮﮨ ﮟﯿﮩﻧ ﻢﮐ ﺖﯿﻤﮨا ﯽﮐ ﺮﮩﺷ سا ﯽﮭﺑ ﺪﻌﺑ ﮯﮐ نﺎﺘﺴﮐﺎﭘ مﺎﯿﻗ ۔ﺎﮭﺗ ﺎﺗﻮﮨ ﺞﺋار ﮟﯿﻣ نﺎﺘﺳوﺪﻨﮨ	

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