m~wPcÎ I wKQz K_v

¸iæ‡Z¡i welqwU we‡ePbv K‡i c¨v‡mR¸‡jv ch©vqµ‡g †`Iqv n‡q‡Q| †m‡ÿ‡Î cÖ_g w`‡Ki 10wU Target †K mKj
†ev‡W©i wkÿv_©xiv GKUz †ewk †ewk ¸iæZ¡ †`‡e| Gici ch©vqµ‡g evwK Target ¸‡jv †kl Ki‡e| 20wU Target †kl
n‡j †c‡q hv‡e With clue, Without clue & Re-arranging| Avi wjwLZ As‡ki P‚ovšÍ Top 10 †c‡q hv‡e
÷vi (*) wPý wn‡m‡e|
g‡b †i‡Lv, GB eBwU mKj †ev‡W©i Rb¨ mgvbfv‡e ¸iæZ¡c~Y©| GKwU c¨v‡mR †_‡K †hb mKj ai‡Yi cÖ‡kœi DËi Ki‡Z
cv‡iv GB K_vwU gv_vq †i‡L 1 Passage, Full Question Format (1PFQF)-G mvRv‡bv n‡q‡Q| G‡Z K‡i cÖkœ
Kg‡bi m¤¢vebv Ges cixÿvi g~j cÖ‡kœi †d¬fvi cvIqv hv‡e|
Aí mg‡q †Zvgv‡`i cÖ¯‘wZ †nvK g‡bi g‡Zv, GB cÖZ¨vkvq... Gg. iwdK

[ wbw`©ó c¨v‡m‡R †h‡Z wk‡ivbv‡gi gv‡Si iwOb AskwU‡Z wK¬K K‡iv ]

Target 01: I have a dream ................................................................................ [Unit: 4, Lesson: 1(B)]
Target 02: Education gives us knowledge ......................................................... [Unit: 2, Lesson: 1(B)]
Target 03: Valentina Tereshkova was born ......................................................[Unit: 1, Lesson: 3(A)]
Target 04: My name is Amerigo ....................................................................... [Unit: 8, Lesson: 4(B)]
Target 05: The act of thinking deeply .............................................................. [Unit: 7, Lesson: 4(D)]
Target 06: Dreams have fascinated philosophers ............................................ [Unit: 6, Lesson: 1(D)]
Target 07: The famous Greek philosopher Aristotle said .................................. [Unit: 8, Lesson: 1(B)]
Target 08: Adolescents constitute............................................................. [Unit: 9, Lesson: 2(B: 1-4)]
Target 09: The success of Kalsindur girls .......................................................... [Unit: 7, Lesson: 3(B)]
Target 10: The Island of St. Martin's .............................................................. [Unit: 11, Lesson: 3(B)]
Target 11: As a child ............................................................................................ [Unit: 7, Lesson: 1]
Target 12: What Is Junk Food? Why Is It Bad For You? ..................................... [Unit: 7, Lesson: 3(E)]
Target 13: An Introduction to Ecotourism ...................................................... [Unit: 11, Lesson: 3(B)]
Target 14: Beauty is easy to appreciate ......................................................... [Unit: 12, Lesson: 1(A)]
Target 15: Nishat Mazumder ........................................................................... [Unit: 7, Lesson: 2(B)]
Target 16: The orphanage is high ..................................................................... [Unit: 5, Lesson: 3(C)]
Target 17: In Bangladesh ................................................................................. [Unit: 6, Lesson: 5(C)]
Target 18: Kalpana Chawla (17 March 1962-1 February 2003) ..........................[Unit: 1, Lesson: 3(A)]
Target 19: According to some myths and legends .......................................... [Unit: 13, Lesson: 3(B)]
Target 20: Universities should never be made ........................................................ [Unit: 15, Lesson: 1]
[ wbw`©ó Uwc‡K †h‡Z wb‡Pi wk‡ivbv‡g wK¬K K‡iv ]
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Target-01
1 Passage, Full Question Format (1PFQF)
1. Read the passage and answer the questions A and B: [Unit: 4, Lesson: 1(B)]
I have a dream (Avgvi GKwU ¯^cœ Av‡Q) that one day (†h GKw`b) even the state of Mississippi (GgbwK wgwmwmwc
ivR¨I) a state sweltering with the heat of injustice (†h ivR¨ Ab¨v‡qi DËv‡c R¡j‡Q), sweltering with the heat
of oppression (hv wbcxo‡bi `ve`v‡n cyo‡Q),will be transformed into an oasis of freedom and justice (Zv
GKw`b ¯^vaxbZv I b¨vqwePv‡ii giæ`¨v‡b cwiYZ n‡e)| I have a dream (Avgvi GKwU ¯^cœ Av‡Q) that my four little
children (†h Avgvi PviwU †QvU mšÍvb) will one day live in a nation (GKw`b Ggb GKwU †`‡k emevm Ki‡e) where
they will not be judged (†hLv‡b Zv‡`i wePvi Kiv n‡e bv) by the color of their skins (Zv‡`i Mv‡qi iO †`‡L) but
by the content of their characters (eis Zv‡`i Pwi‡Îi ¸Yvejxi wfwˇZ)|
I have a dream (Avgvi GKwU ¯^cœ Av‡Q) that one day down in Alabama (†h GKw`b Avjvevgvq), with its vicious
racists (‡hLv‡b wbg©g eY©ev`xiv Av‡Q), with its governor having his lips dripping (†hLv‡b Mfb©‡ii gyL fiv) with
the words of 'interposition' and 'nullification' (we‡f` I A¯^xK…wZi K_vq), that one day right down in
Alabama (†mB Avjvevgvq GKw`b), little black boys and black girls (†QvU Kv‡jv †Q‡j-†g‡qiv) will be able to join
hands (nvZ ai‡Z cvi‡e) with little white boys and white girls (mv`v †Q‡j‡g‡q‡`i mv‡_) as sisters and brothers
(fvB‡ev‡bi g‡Zv)|
I have a dream (Avgvi GKwU ¯^cœ Av‡Q) that one day every valley shall be exalted (†h GKw`b cÖwZwU DcZ¨Kv DuPz
n‡e), every hill and mountain shall be made low (cÖwZwU cvnvo I ce©Z wbPz n‡e), the rough places will be
made plain (Agm„Y ¯’vb mgZj n‡e), and the crooked places will be made straight (AuvKveuvKv c_ †mvRv n‡e),
"and the glory of the Lord shall be revealed (Ges m„wóKZ©vi gwngv cÖKvwkZ n‡e), and all flesh shall see it
together" (Avi mg¯Í gvbyl GKmv‡_ Zv †`L‡e)| With this faith (GB wek¦vm wb‡q) we will be able to hew out of
the mountain of despair (Avgiv nZvkvi cvnvo †_‡K †K‡U Avb‡Z cvi‡ev) a stone of hope (GKwU Avkvi cv_i)|
With this faith (GB wek¦vm wb‡q) we will be able to transform (Avgiv iƒcvšÍi Ki‡Z cvi‡ev) the jangling
discords of our nation (RvwZi we‡f‡`i KK©k myi‡K) into a beautiful symphony of brotherhood (GKwU PgrKvi
åvZ…‡Z¡i my‡i)|
With this faith (GB wek¦vm wb‡q) we will be able to work together (Avgiv GKmv‡_ KvR Ki‡Z cvi‡ev), to pray
together (GKmv‡_ cÖv_©bv Ki‡Z cvi‡ev), to struggle together (GKmv‡_ msMÖvg Ki‡Z cvi‡ev), to go to jail together
(GKmv‡_ KviveiY Ki‡Z cvi‡ev), to stand up for freedom together (GKmv‡_ ¯^vaxbZvi Rb¨ `uvov‡Z cvi‡ev),
knowing that we will be free one day....... (GB wek¦vm wb‡q †h GKw`b Avgiv Aek¨B gy³ n‡ev......)
So, let freedom ring (ZvB, ¯^vaxbZvi NÈvaŸwb evRyK) from the prodigious hilltops of New Hampshire (wbD
n¨v¤úkvqv‡ii wekvj cvnv‡oi P~ovq), let freedom ring from the mighty mountains of New York (wbDBq‡K©i wekvj
ce©Z †_‡K), let freedom ring from the heightening Alleghenies of Pennsylvania..... (†cbwmjfvwbqvi DuPz
Av‡j‡Nwb ce©Zgvjv †_‡K......)
Let freedom ring from every hill and molehill of Mississippi (wgwmwmwci cÖwZwU cvnvo I †QvU wUjvq ¯^vaxbZvi myi
aŸwbZ †nvK), from every mountainside, let freedom ring (cÖwZwU ce©Zk„½ †_‡K ¯^vaxbZvi evZ©v Qwo‡q coyK)|
When we allow freedom to ring (hLb Avgiv ¯^vaxbZvi NÈvaŸwb evR‡Z †`‡ev), when we let it ring from every
village and every hamlet (hLb GwU cÖwZwU MÖvg I †QvU Rbc` †_‡K cÖwZaŸwbZ n‡e), from every state and every
city (cÖwZwU ivR¨ I kni †_‡K), we will be able to speed up that day (Avgiv †mB w`b‡K Z¡ivwš^Z Ki‡Z cvi‡ev)
when all of God's children (hLb m„wóKZ©vi me mšÍvb), black men and white men (Kv‡jv gvbyliv I mv`v gvbyliv),
Jews and Gentiles (Bûw` I Ab¨vb¨ ag©vej¤^x), Protestants and Catholics (†cÖv‡U÷¨v›U I K¨v_wjK), will be able
to join hands (GKmv‡_ nvZ ai‡e) and sing in the words of the old Negro spiritual (Ges cy‡iv‡bv wb‡MÖv Ava¨vwZ¥K
Mv‡bi fvlvq †M‡q DV‡e), "Free at last! Free at last! (Ae‡k‡l gy³! Ae‡k‡l gy³!), Thank God Almighty, we are
free at last!" (me©kw³gvb m„wóKZ©v‡K ab¨ev`, Avgiv Ae‡k‡l gy³!)|

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A. Choose the correct answer from the alternatives. 0.5×10=5

a) What does the phrase 'all of God's children' mean?

i) all the Christians ii) all the Americans
iii) all human beings iv) all the black people
Answer: iii) all human beings (mKj gvbeRvwZ)
b) What is the synonym of 'sweltering'?
i) soothing ii) tranquil
iii) scorching iv) pleasing
Answer: iii) scorching (cÖPÐ Mig)
c) What does the phrase 'All flesh' mean in the passage?
i) White people ii) Americans
iii) Black people iv) Protestants
Answer: iii) Black people (Kv‡jv gvbyl)
d) The word 'despair' refers to ______.
i) rejection ii) attraction
iii) frustration iv) inspiration
Answer: iii) frustration (nZvkv)
e) What does the word 'Oasis' mean?
i) rejection ii) attraction
iii) frustration iv) inspiration
Answer: ii) attraction (AvKl©Yxq ¯’vb)
f) The word 'vicious' mentioned in the passage means ______.
i) hateful ii) generous
iii) ruthless iv) auspicious
Answer: i) hateful (wbôyi)
g) "And the glory of the Lord shall be revealed, and all flesh shall see it together.''– What does it
imply?
i) equality of human beings ii) glory of nature
iii) difference between the black and the white iv) all the above
Answer: i) equality of human beings (gvbeRvwZi mgZv)
h) The word 'prodigious' in the passage implies ______.
i) talented ii) gigantic
iii) impotent iv) unproductive
Answer: ii) gigantic (wecyj/wekvj)
i) What does the phrase 'Let freedom ring' mean?
i) freedom should make sounds ii) freedom should make people alert
iii) freedom should appear iv) people may achieve freedom
Answer: iv) people may achieve freedom (gvbyl ¯^vaxbZv AR©b Ki‡Z cvi‡e)
j) 'Jangling discords of our nation will turn into a beautiful symphony of brotherhood.'– What
does it imply?
i) the existing harmony will turn into jangling
ii) the existing discord will turn into concord
iii) the existing agreement will turn into disagreement
iv) the existing concord will turn into discord
Answer: ii) the existing discord will turn into concord (eZ©gvb Ø›Ø wgj‡b cwiYZ n‡e)

a) What is the main theme of the passage?

i) Economic progress ii) Political power
iii) Racial equality and freedom iv) Scientific advancement
Answer: iii) Racial equality and freedom (RvwZMZ mgZv Ges ¯^vaxbZv)

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b) What does the phrase 'a stone of hope' symbolize?

i) Strength and optimism ii) A mountain
iii) A place of worship iv) Hardship and struggle
Answer: i) Strength and optimism (kw³ I Avkvev`)
c) What rhetorical device is used in "I have a dream"?
i) Metaphor ii) Repetition
iii) Hyperbole iv) Simile
Answer: ii) Repetition (cybive„wË)
d) What does the phrase 'the content of their character' emphasize?
i) People's financial status ii) People's external beauty
iii) People's moral and ethical values iv) People's intelligence
Answer: iii) People's moral and ethical values (gvby‡li ˆbwZK I PvwiwÎK ¸Yvewj)
e) Which literary device is used in "the rough places will be made plain, and the crooked places
will be made straight"?
i) Simile ii) Metaphor
iii) Parallelism iv) Alliteration
Answer: iii) Parallelism (mgvšÍivj MVb)
f) Why does the speaker mention places like Alabama, Mississippi, and New York?
i) To highlight the diversity of the nation ii) To show his travel experiences
iii) To compare different states' climates iv) To emphasize that freedom should be everywhere
Answer: iv) To emphasize that freedom should be everywhere (me RvqMvq ¯^vaxbZv _vKv DwPZ)
g) What is the effect of the phrase "Free at last! Free at last! Thank God Almighty, we are free
at last!"?
i) It expresses relief and victory ii) It shows religious devotion
iii) It indicates political success iv) It calls for war
Answer: i) It expresses relief and victory (GUv ¯^w¯Í I weR‡qi cÖKvk K‡i)
h) What is the tone of the passage?
i) Pessimistic ii) Hopeful and inspirational
iii) Indifferent iv) Fearful
Answer: ii) Hopeful and inspirational (Avkvev`x I Aby‡cÖiYv`vqK)
i) What does the phrase "every hill and mountain shall be made low" symbolize?
i) Overcoming racial barriers ii) Changing landscapes
iii) The power of nature iv) A religious event
Answer: i) Overcoming racial barriers (RvwZMZ wefvRb `~i Kiv)
j) What does the phrase "join hands with little white boys and white girls as sisters and
brothers" signify?
i) Racial harmony and unity ii) Political alliances
iii) The importance of education iv) A historical event
Answer: i) Racial harmony and unity (RvwZMZ HK¨ I m¤cÖxwZ)

B. Answer the following questions. 3×5=15

a) Why did the speaker have these dreams? (e³v †Kb GB ¯^cœ¸‡jv †`L‡jb?)
Answer:
The speaker had these dreams because he wanted a world free from racial discrimination and injustice,
where people would be judged by their characters rather than their skins color. (e³v GB ¯^cœ †`‡LwQ‡jb
KviY wZwb Ggb GKwU wek¦ †P‡qwQ‡jb †hLv‡b eY©‰elg¨ I AwePvi _vK‡e bv, Ges gvbyl‡K Zv‡`i PwiÎ w`‡q wePvi Kiv n‡e, Mv‡qi
iO w`‡q bq|)
b) How were the Black treated before achieving their freedom? (¯^vaxbZv AR©‡bi Av‡M K…òv½iv †Kgb
AvPi‡Yi wkKvi n‡qwQj?)

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Answer:
Before achieving their freedom, Black people were treated with injustice and oppression. They faced
racial discrimination and were not given equal rights in society. (¯^vaxbZv AR©‡bi Av‡M, K…òv½iv AwePvi I
wbcxo‡bi wkKvi n‡Zv| Zviv eY©‰el‡g¨i m¤§yLxb n‡Zv Ges mgv‡R mgvb AwaKvi †cZ bv|)
c) What does the speaker dream for his four children? (e³v Zvi Pvi mšÍv‡bi Rb¨ Kx ¯^cœ †`‡Lb?)
Answer:
The speaker dreams that his four children will live in a nation where they will be judged by their
characters and not by the color of their skins. (e³v ¯^cœ †`‡Lb †h Zvi Pvi mšÍvb Ggb GKwU †`‡k emevm Ki‡e,
†hLv‡b Zv‡`i Mv‡qi iO bq, eis Zv‡`i PwiÎ w`‡q g~j¨vqb Kiv n‡e|)
d) What transformation will happen in the state of Mississippi? (wgwmwmwc iv‡R¨ Kx cwieZ©b NU‡e?)
Answer:
The speaker hopes that Mississippi, once a land of injustice and oppression, will be transformed into a
place of freedom and justice. (e³vi Avkv K‡i, wgwmwmwc, hv GKmgq AwePvi I wbcxo‡bi ivR¨ wQj, Zv ¯^vaxbZv I
b¨vqwePv‡ii ¯’vb wn‡m‡e iƒcvšÍwiZ n‡e|)
e) When will all of God's children sing in the words of the old Negro spiritual? (KLb Ck¦‡ii mg¯Í
mšÍvb cyivZb wb‡MÖv Ava¨vwZ¥K Mv‡b KÉ wgjv‡e?)
Answer:
All of God's children will sing in the words of the old Negro spiritual when freedom rings from every
state, city, and village, uniting people of all races and religions. (hLb ¯^vaxbZvi aŸwb cÖwZwU ivR¨, kni I MÖvg
†_‡K cÖwZaŸwbZ n‡e Ges me RvwZ I a‡g©i gvbyl HK¨e× n‡e, ZLbB Ck¦‡ii me mšÍvb cyivZb wb‡MÖv Ava¨vwZ¥K Mv‡b KÉ
wgjv‡e|)

a) What does the speaker mean by "oasis of freedom and justice"? (Ò¯^vaxbZv I b¨vqwePv‡ii giƒ`¨vbÓ
ej‡Z e³v Kx †evSv‡Z †P‡q‡Qb?)
Answer:
The speaker means that a place of injustice like Mississippi will be changed into a land of equality,
peace, and fairness. (e³vi e³e¨ Abyhvqx, †hLv‡b AwePvi wQj, †mB wgwmwmwc GKw`b mvg¨, kvwšÍ Ges b¨vqwePv‡ii f‚L‡Ð
cwiYZ n‡e|)
b) How does the speaker describe the condition of Alabama? (e³v Avjvevgvi Ae¯’v wKfv‡e eY©bv K‡i‡Qb?)
Answer:
The speaker describes Alabama as a place with severe racism, where leaders promoted segregation
and injustice. (e³v Avjvevgv‡K Ggb GKwU RvqMv wn‡m‡e eY©bv K‡i‡Qb, †hLv‡b eY©ev` Pig ch©v‡q wQj Ges †bZviv wefvRb
I AwePvi‡K DrmvwnZ Ki‡Zb|)
c) What will happen when "every valley shall be exalted(ÒcÖ‡Z¨K DcZ¨Kv DuPz Kiv n‡eÓ Gi A_© Kx?)
Answer:
The speaker means that inequalities will be removed, and justice and fairness will prevail in society.
(e³vi g‡Z, hLb "cÖ‡Z¨K DcZ¨Kv DuPz Kiv n‡e," ZLb ˆelg¨ `~i n‡e Ges mgv‡R b¨vqwePvi I mvg¨ cÖwZwôZ n‡e|)
d) What is the significance of "Let freedom ring"? ("Let freedom ring" ev‡K¨i Zvrch© Kx?)
Answer:
"Let freedom ring" symbolizes the widespread presence of freedom and equality throughout the
country. ("Let freedom ring" evK¨wU mviv‡`‡k ¯^vaxbZv I mgZvi we¯Ív‡ii cÖZxK|)
e) How does the speaker want people to struggle for freedom? (e³v Pvb gvbyl Kxfv‡e ¯^vaxbZvi Rb¨ msMÖvg
KiæK?)
Answer:
The speaker wants people to struggle for freedom through unity, prayer, and nonviolent resistance.
(e³v Pvb †h gvbyl GKwÎZ n‡q, cÖv_©bvi gva¨‡g Ges Awnsm cÖwZ‡iv‡ai gva¨‡g ¯^vaxbZvi Rb¨ msMÖvg KiæK|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the dreams of Martin Luther King
Jr. (One is done for you.) (Aby‡”Q`wU c‡ov Ges gvwU©b jy_vi wKs Rywbq‡ii ¯^cœ¸wj †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. One day every valley to be exalted

(GKw`b cÖwZwU DcZ¨Kv D”P Kiv n‡e)

2. Every hill and mountain to be made low
(cÖwZwU cvnvo I ce©Z wbPz Kiv n‡e)

3. Rough places to be made plain
(iæ¶ ¯’vb mgZj Kiv n‡e)

4. Crooked places to be made straight
(AuvKveuvKv ¯’vb †mvRv Kiv n‡e)

5. The glory of the Lord to be revealed
(cÖfzi †MŠie cÖKvwkZ n‡e)

Q: Read the above passage and make a flow chart showing the vision of racial harmony in
Martin Luther King Jr.'s speech. (One is done for you.) (Aby‡”Q`wU c‡ov Ges gvwU©b jy_vi wKs Rywbq‡ii
fvl‡Y eY©MZ m¤cÖxwZi `„wófw½ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Little black boys and black girls to join hands with white boys and white girls (†QvU Kv‡jv †Q‡j‡g‡qiv
†QvU mv`v †Q‡j‡g‡q‡`i mv‡_ nvZ †gjv‡e)
2. No judgment based on skin color (MvÎe‡Y©i wfwˇZ wePvi Kiv n‡e bv)
3. Judgment based on character (Pwi‡Îi wfwˇZ wePvi Kiv n‡e)
4. Freedom and justice for all (mevi Rb¨ ¯^vaxbZv I b¨vqwePvi)
5. Unity among all races (mKj RvwZi g‡a¨ HK¨)

Q: Read the passage and make a flow chart showing the role of faith in achieving freedom. (One
is done for you.) (Aby‡”Q`wU c‡ov Ges ¯^vaxbZv AR©‡b wek¦v‡mi f‚wgKv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Faith to carve hope from despair (wek¦v‡mi gva¨‡g nZvkv †_‡K Avkv ˆZwi)
2. Faith to transform discord into brotherhood (wek¦v‡mi gva¨‡g we‡f`‡K åvZ…‡Z¡ iƒcvšÍi Kiv)
3. Faith to work together for justice (wek¦v‡mi gva¨‡g GKmv‡_ b¨vqwePv‡ii Rb¨ KvR Kiv)
4. Faith to struggle together for freedom (wek¦v‡mi gva¨‡g ¯^vaxbZvi Rb¨ msMÖvg Kiv)
5. Faith to stand up for unity (wek¦v‡mi gva¨‡g H‡K¨i Rb¨ `uvov‡bv)

Q: Read the passage and make a flow chart showing the call for freedom in different regions of
the USA. (One is done for you.) (Aby‡”Q`wU c‡ov Ges gvwK©b hy³iv‡óªi wewfbœ A‡j ¯^vaxbZvi AvnŸvb †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Freedom to ring from New Hampshire’s hilltops (wbD n¨v¤úkvqv‡ii cvnvoP~ov †_‡K ¯^vaxbZvi NÈvaŸwb evR‡e)
2. Freedom to ring from New York’s mighty mountains (wbDBq‡K©i wekvj ce©Z †_‡K ¯^vaxbZvi NÈvaŸwb evR‡e)
3. Freedom to ring from Pennsylvania’s Alleghenies (†cbwmjfvwbqvi Av‡j‡Mwb ce©Z †_‡K ¯^vaxbZvi NÈvaŸwb evR‡e)
4. Freedom to ring from Mississippi’s hills and molehills (wgwmwmwci cvnvo I wUjv¸‡jv †_‡K ¯^vaxbZvi NÈvaŸwb evR‡e)
5. Freedom to ring from every village, city, and state (cÖwZwU MÖvg, kni I ivR¨ †_‡K ¯^vaxbZvi NÈvaŸwb evR‡e)

Q: Read the passage and make a flow chart showing the ultimate goal of Martin Luther King
Jr.'s dream. (One is done for you.) (Aby‡”Q`wU c‡ov Ges gvwU©b jy_vi wKs Rywbq‡ii ¯^‡cœi P~ovšÍ j¶¨ †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Freedom for black and white men (Kv‡jv I mv`v gvby‡li Rb¨ ¯^vaxbZv)
2. Equality for Jews and Gentiles (Bûw` I A-Bûw`‡`i Rb¨ mgZv)

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3. Unity among Protestants and Catholics (†cÖv‡U÷¨v›U I K¨v_wjK‡`i g‡a¨ HK¨)

4. End of racial and religious discrimination (RvwZMZ I ag©xq ˆel‡g¨i Aemvb)
5. A world where everyone sings, "Free at last!" (Ggb GKwU wek¦ †hLv‡b mevB MvB‡e, ÒAe‡k‡l ¯^vaxb!Ó )

3. Summarize the following passage. 10

Dr. Martin Luther King Jr. dreams of a future where injustice and racism no longer exist. He envisions
a world where people are judged by their character, not their skin color. He hopes for unity, where
black and white children can live as siblings and freedom reaches` every corner of the nation. He
believes that faith and perseverance can turn despair into hope and discord into harmony. His vision is
for a world where all people, regardless of race or religion, can stand together in equality and freedom,
rejoicing in true liberation.
mvigg©:
W. gvwU©b jy_vi wKs Rywbqi Ggb GKwU fwel¨‡Zi ¯^cœ †`‡Lb †hLv‡b AwePvi I eY©‰el‡g¨i Aemvb n‡e| wZwb Ggb GK mgvR Kíbv
K‡ib †hLv‡b gvbyl‡K Mv‡qi iO bq, eis Pwi‡Îi wfwˇZ g~j¨vqb Kiv n‡e| wZwb Avkv K‡ib, GKw`b Kv‡jv-mv`v wkïiv
fvB‡ev‡bi g‡Zv GKm‡½ _vK‡e Ges ¯^vaxbZvi Av‡jv cy‡iv †`‡k Qwo‡q co‡e| wZwb wek¦vm K‡ib, wek¦vm I msMÖv‡gi gva¨‡g
nZvkv‡K Avkvq cwiYZ Kiv m¤¢e Ges we‡f` `~i K‡i H‡K¨i myi ˆZwi Kiv hv‡e| Zuvi ¯^cœ GK kvwšÍgq wek¦, †hLv‡b me gvbyl mgvb
I ¯^vaxb n‡q Avb‡›`i mv‡_ GK‡Î MvB‡e— ÒAvgiv †kl ch©šÍ gy³! Avjøvni A‡kl K…cvq, Avgiv †kl ch©šÍ gy³!Ó

Target-02
1. Read the passage and answer the questions A and B: [Unit: 2, Lesson: 1(B)]
Education gives us knowledge (wk¶v Avgv‡`i Ávb cÖ`vb K‡i) and a set of abilities (Ges wKQz `¶Zv †`q) to
function meaningfully in life (Rxe‡b A_©enfv‡e KvR Ki‡Z), such as the ability to decide things rationally
(†hgb hyw³m½Z wm×všÍ †bIqvi ¶gZv) and make the right choices (Ges mwVK wm×všÍ †bIqvi `¶Zv)| As we learn
how to read, write (†h‡nZz Avgiv co‡Z I wjL‡Z wkwL) and do the basic operations of arithmetic (Ges †gŠwjK
MwY‡Zi KvR Kwi), we gain a degree of self-confidence (Avgv‡`i AvZ¥wek¦vm e„w× cvq)| We learn to think for
ourselves (Avgiv ¯^vaxbfv‡e wPšÍv Ki‡Z wkwL) and articulate our thoughts (Ges Avgv‡`i fvebv cÖKvk Ki‡Z cvwi); we
pick up skills to communicate with others (Avgiv Ab¨‡`i mv‡_ †hvMv‡hvM Kivi `¶Zv AR©b Kwi) and manage
our affairs well (Ges Avgv‡`i KvR mwVKfv‡e cwiPvjbv Ki‡Z wkwL)| Education helps us think independently
(wk¶v Avgv‡`i ¯^vaxbfv‡e wPšÍv Ki‡Z †kLvq) and make our own opinions (Ges wbR¯^ gZvgZ MVb Ki‡Z mvnvh¨ K‡i)|
As we know more about the world (hZ †ewk Avgiv c„w_ex m¤ú‡K© Rvwb), we appreciate the good things it
offers us (ZZ †ewk Avgiv Gi fv‡jv w`K¸‡jv‡K Dcjwä Kwi) but also become critical (wKš‘ GKB m‡½ mgv‡jvPbvg~jK
n‡q DwV) of the deviations from the values it imparts (hLb wk¶v cÖ`Ë g~j¨‡eva †_‡K wePz¨wZ N‡U) and the rise of
hatred or conflict that follows (Ges Gi d‡j N„Yv I msNvZ e„w× cvq)| The first thing education does (wk¶vi
cÖ_g KvR) is to give us an awareness about ourselves (Avgv‡`i wb‡R‡`i m¤ú‡K© m‡PZbZv †`Iqv), which leads
to the development of our personality (hv Avgv‡`i e¨w³‡Z¡i weKvk NUvq)| As we begin school (hLb Avgiv ¯‹zj
ïiæ Kwi), we feel the need to belong to the class (Avgiv †kÖwYi Ask n‡Z PvB) and make friends (Ges eÜz ˆZwi
Kivi cÖ‡qvRb Abyfe Kwi)| We then expand our sense of belonging (Gici Avgiv Avgv‡`i mshyw³i Abyf‚wZ cÖmvwiZ
Kwi) to include the school at large (cy‡iv ¯‹zj‡K Gi AšÍf©y³ Kwi), our community (Zvici Avgv‡`i mgvR‡K) and
finally our country (Ges †kl ch©šÍ Avgv‡`i †`k‡K)| Education thus prepares every child (Gfv‡e wk¶v cÖwZwU
wkï‡K cÖ¯‘Z K‡i) to become an active member of the community (mgv‡Ri GKRb mwµq m`m¨ wn‡m‡e) and work
for its welfare (Ges mgv‡Ri Kj¨v‡Y KvR Kivi Rb¨)| Education, it is believed (wek¦vm Kiv nq †h wk¶v), releases
our potentials (Avgv‡`i myß cÖwZfv‡K D‡b¥vPb K‡i) and our inner strengths (Ges Avgv‡`i †fZ‡ii kw³‡K cÖKvk
K‡i)| It sharpens our intellect (GwU Avgv‡`i eyw×gËv‡K Zxÿè K‡i) and develops our creativity (Ges Avgv‡`i
m„RbkxjZv evovq)| As we are taught to reason well (†h‡nZz Avgv‡`i hyw³m½Zfv‡e wPšÍv Kiv †kLv‡bv nq) and find
solutions to the problems of life (Ges Rxe‡bi mgm¨v¸‡jvi mgvavb Lyu‡R cvB),we become productive members
of society (ZLb Avgiv mgv‡Ri Kvh©Ki m`m¨ n‡q DwV)| Education by definition is progressive and liberal (wk¶v
¯^fveZB cÖMwZkxj I D`vi), teaching us to respect human diversity (hv Avgv‡`i gvbe ˆewPΨ‡K kÖ×v Ki‡Z †kLvq)
and cultural and religious differences (Ges mvs¯‹…wZK I ag©xq cv_©K¨‡K m¤§vb Ki‡Z †kLvq)| If all of us practise

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these values in life (hw` Avgiv mevB Rxe‡b GB g~j¨‡eva¸‡jvi PP©v Kwi), the world becomes a much happier
place (Zvn‡j c„w_ex AviI my›`i I myLx n‡q DV‡e)|
Education also fosters critical thinking (wk¶v Avgv‡`i mgv‡jvPbvg~jK wPšÍvfvebvi weKvk NUvq) and provides us a
set of competencies (Ges Avgv‡`i wKQz `¶Zv cÖ`vb K‡i) including life skills (hvi g‡a¨ Rxeb `¶ZvI AšÍf©y³) that
enable us to become competitive (hv Avgv‡`i cÖwZ‡hvwMZvg~jK K‡i †Zv‡j) even in the most challenging of
circumstances (me‡P‡q KwVb cwiw¯’wZ‡ZI)| Education also teaches us (wk¶v Avgv‡`i †kLvq) to appreciate
beauty (†mŠ›`‡h©i cÖksmv Ki‡Z) and the bounties of nature (Ges cÖK…wZi `vb‡K K…ZÁwP‡Ë MÖnY Ki‡Z)|
School, however, is not the only place (Z‡e ¯‹zjB GKgvÎ RvqMv bq) where a child gets education (†hLv‡b
GKwU wkï wk¶v jvf K‡i)| A Bangla poem tells us (GKwU evsjv KweZv Avgv‡`i e‡j) that nature can be our best
teacher (†h cÖK…wZ n‡Z cv‡i Avgv‡`i me©‡kÖô wk¶K)| Here are a couple of lines (GLv‡b KweZvi `ywU jvBb †`Iqv n‡jv)
from the poem in English translation (hvi Bs‡iwR Abyev` †`Iqv n‡jv):
"The sky has taught me to be liberal" (AvKvk Avgv‡K D`vi n‡Z wkwL‡q‡Q),
"The wind has given me the motto to be industrious" (evZvm Avgv‡K kÖgkxj n‡Z wkwL‡q‡Q)|
If we can make nature our friend, philosopher and guide (hw` Avgiv cÖK…wZ‡K eÜz, `vk©wbK I c_cÖ`k©K wn‡m‡e
MÖnY Kwi), we can learn lessons about life (Zvn‡j Avgiv Rxe‡bi wk¶v jvf Ki‡ev) that, combined with what
our schools teach us (hv ¯‹z‡ji wk¶vi mv‡_ wgwjZ n‡q), will prepare us for the future (Avgv‡`i fwel¨‡Zi Rb¨
cÖ¯‘Z Ki‡e)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) What does the idiom 'at large' mean?

i) briefly ii) independently
iii) largely iv) dependently
Answer: ii) independently (¯^vaxbfv‡e)
b) The word 'arithmetic' relates to ______.
i) physics ii) mathematics
iii) biology iv) chemistry
Answer: ii) mathematics (MwYZ)
c) The sky teaches us to be ______.
i) honest ii) sincere
iii) liberal iv) courageous
Answer: iii) liberal (D`vi)
d) Imparting education to the common mass leads a community to ______.
i) meanness ii) backward
iii) prosperity iv) humanity
Answer: iii) prosperity (mg„w×)
e) The term 'self-confidence' is an outcome of ______.
i) education ii) earning and success
iii) establishment iv) wealth
Answer: i) education (wk¶v)
f) The wind inspires us to be ______.
i) punctual ii) industrious
iii) virtuous iv) disciplined
Answer: ii) industrious (cwikÖgx)
g) The word 'function' refers to ______.
i) to work ii) to know
iii) to think iv) to analyze
Answer: i) to work (KvR Ki‡Z)
h) The passage describes ______.
i) the expense of education ii) the purpose of education
iii) the scholars of education iv) the institution of education
Answer: ii) the purpose of education (wk¶vi D‡Ïk¨)

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i) What does the word 'competencies' refer to?

i) energies ii) powers
iii) capabilities iv) vitalities
Answer: iii) capabilities (`¶Zv)
j) Education supports us to choose ______.
i) profit from loss ii) wrong from right
iii) right from wrong iv) vice from virtue
Answer: iii) right from wrong (fzj †_‡K mwVK Avjv`v Ki‡Z)

a) What does education primarily help us develop?

i) Physical strength ii) Personality and intellect
iii) Wealth and power iv) Business strategies
Answer: ii) Personality and intellect (e¨w³Z¡ I eyw×gËv)
b) According to the passage, what is the first thing education provides us?
i) Awareness about ourselves ii) A high-paying job
iii) The ability to memorize facts iv) Physical fitness
Answer: i) Awareness about ourselves (wb‡R‡`i m¤ú‡K© m‡PZbZv)
c) Which of the following is a key outcome of education?
i) Learning how to cook ii) Developing independent thinking
iii) Traveling to new places iv) Memorizing historical dates
Answer: ii) Developing independent thinking (¯^vaxbfv‡e wPšÍv Kivi ¶gZv)
d) What does the phrase 'releases our potentials' suggest in the passage?
i) Education helps us earn more money ii) Education unlocks our hidden talents and abilities
iii) Education forces us to work harder iv) Education limits our creativity
Answer: ii) Education unlocks our hidden talents and abilities (wk¶v Avgv‡`i jyKv‡bv cÖwZfv I `¶Zv weKvk
NUvq)
e) How does education contribute to society?
i) It encourages isolation from the community
ii) It helps individuals become productive members of society
iii) It forces people to follow strict rules
iv) It creates economic inequality
Answer: ii) It helps individuals become productive members of society (GwU e¨w³‡K mgv‡Ri Dc‡hvMx
m`m¨ n‡Z mnvqZv K‡i)
f) What kind of values does education instill in people?
i) Disrespect and hatred ii) Cultural and religious tolerance
iii) Laziness and carelessness iv) Selfishness and greed
Answer: ii) Cultural and religious tolerance (mvs¯‹…wZK I ag©xq mnbkxjZv)
g) Why is education considered 'progressive and liberal'?
i) It teaches people to respect differences ii) It forces everyone to follow the same rules
iii) It discourages creativity and free thinking iv) It only benefits a few people
Answer: i) It teaches people to respect differences (GwU gvbyl‡K cv_©K¨ m¤§vb Ki‡Z †kLvq)
h) What is the role of nature in education, according to the passage?
i) Nature is a strict teacher that punishes mistakes
ii) Nature teaches valuable life lessons
iii) Nature prevents people from learning
iv) Nature only benefits those who study science
Answer: ii) Nature teaches valuable life lessons (cÖK…wZ g~j¨evb Rxeb wk¶v †`q)
i) What does the phrase 'make nature our friend, philosopher, and guide' mean?
i) We should live in forests ii) We should learn from nature’s wisdom
iii) We should avoid natural environments iv) We should only study nature-related subjects
Answer: ii) We should learn from nature’s wisdom (Avgv‡`i cÖK…wZi Ávb †_‡K wk¶v †bIqv DwPZ)

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j) According to the passage, how does education make the world a happier place?
i) By increasing competition ii) By promoting respect, equality, and understanding
iii) By focusing only on economic growth iv) By making people dependent on technology
Answer: ii) By promoting respect, equality, and understanding (m¤§vb, mgZv I †evSvcovi cÖPvi K‡i)

B. Answer the following questions. 3×5=15

a) What does education provide us? (wk¶v Avgv‡`i Kx cÖ`vb K‡i?)

Answer:
Education provides us with knowledge, abilities, and self-confidence. It helps us think rationally,
make the right choices, and become productive members of society. (wk¶v Avgv‡`i Ávb, `¶Zv Ges
AvZ¥wek¦vm cÖ`vb K‡i| GwU Avgv‡`i †hŠw³Kfv‡e wPšÍv Ki‡Z, mwVK wm×všÍ wb‡Z Ges mgv‡Ri Kvh©Ki m`m¨ n‡Z mvnvh¨ K‡i|)
b) Does education influence us in thinking? How? (wk¶v wK Avgv‡`i wPšÍvfvebv‡K cÖfvweZ K‡i? Kxfv‡e?)
Answer:
Yes, education influences our thinking by teaching us to reason, analyze, and form our own opinions.
It helps us think independently and critically about the world around us. (n¨uv, wk¶v Avgv‡`i wPšÍvfvebv‡K
cÖfvweZ K‡i KviY GwU Avgv‡`i †hŠw³Kfv‡e we‡kølY Ki‡Z I wbR¯^ gZvgZ MV‡b mvnvh¨ K‡i| GwU Avgv‡`i ¯^vaxbfv‡e I
mgv‡jvPbvg~jKfv‡e wPšÍv Ki‡Z †kLvq|)
c) Do you believe that education leads the path to socialization? How? (Zzwg wK wek¦vm K‡iv †h wk¶v
mvgvwRKxKi‡Yi c_ ˆZwi K‡i? Kxfv‡e?)
Answer:
Yes, education leads to socialization by making us aware of our role in society. It teaches us to
communicate, work with others, and respect cultural and religious differences. (n¨uv, wk¶v mvgvwRKxKi‡Yi
c_ ˆZwi K‡i KviY GwU Avgv‡`i mgv‡R Avgv‡`i f‚wgKv m¤ú‡K© m‡PZb K‡i †Zv‡j| GwU Avgv‡`i Ab¨‡`i mv‡_ †hvMv‡hvM
Ki‡Z, GKmv‡_ KvR Ki‡Z Ges mvs¯‹…wZK I ag©xq cv_©K¨‡K m¤§vb Ki‡Z †kLvq|)
d) How do we obtain the ability to manage our affairs well? (Avgiv Kxfv‡e Avgv‡`i KvR¸‡jv `¶Zvi mv‡_
cwiPvjbv Kivi ¶gZv AR©b Kwi?)
Answer:
We obtain this ability through education, as it teaches us reading, writing, arithmetic, and
communication skills, which help us organize our lives effectively. (Avgiv GB `¶Zv wk¶vi gva¨‡g AR©b Kwi,
KviY GwU Avgv‡`i cov, †jLv, MwYZ Ges †hvMv‡hv‡Mi `¶Zv †kLvq, hv Avgv‡`i Rxeb‡K `¶Zvi mv‡_ cwiPvjbv Ki‡Z mvnvh¨
K‡i|)
e) Elucidate the role of nature as our "friend, philosopher and guide." (cÖK…wZ Kxfv‡e Avgv‡`i "eÜz,
`vk©wbK I c_cÖ`k©K" wn‡m‡e KvR K‡i?)
Answer:
Nature teaches us valuable lessons about life, such as being liberal like the sky and industrious like the
wind. It helps us develop patience, resilience, and a sense of appreciation for the world around us.
(cÖK…wZ Avgv‡`i Rxe‡bi g~j¨evb wk¶v †`q, †hgb AvKv‡ki g‡Zv D`vi nIqv Ges evZv‡mi g‡Zv Kg©V nIqv| GwU Avgv‡`i ˆah©,
w¯’wZkxjZv Ges Avgv‡`i Pvicv‡ki c„w_exi cÖwZ K…ZÁZv‡eva M‡o Zzj‡Z mvnvh¨ K‡i|)

a) How does education help in personality development? (wk¶v Kxfv‡e e¨w³Z¡ weKv‡k mnvqZv K‡i?)
Answer:
Education helps in personality development by creating self-awareness, confidence, and social
belonging. It teaches us communication skills and the ability to express our thoughts effectively. (wk¶v
AvZ¥m‡PZbZv, AvZ¥wek¦vm Ges mvgvwRK m¤ú„³Zv ˆZwi K‡i e¨w³Z¡ weKv‡k mnvqZv K‡i| GwU Avgv‡`i †hvMv‡hv‡Mi `¶Zv I
wPšÍv cÖKv‡ki ¶gZv †kLvq|)
b) How does education prepare us for future challenges(wk¶v Kxfv‡e Avgv‡`i fwel¨‡Zi P¨v‡j‡Äi Rb¨ cÖ¯‘Z
K‡i?)
Answer:
Education prepares us by sharpening our intellect, enhancing creativity, and providing us with critical
thinking skills to solve problems in life. (wk¶v Avgv‡`i eyw×gËv‡K kvwYZ K‡i, m„RbkxjZv e„w× K‡i Ges Rxe‡bi
mgm¨v¸‡jv mgvav‡bi Rb¨ mgv‡jvPbvg~jK wPšÍvfvebv †kLvq|)

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c) How does education teach us to respect human diversity? (wk¶v Kxfv‡e Avgv‡`i gvbe ˆewPΨ‡K m¤§vb
Ki‡Z †kLvq?)
Answer:
Education teaches us to respect human diversity by promoting tolerance, understanding different
cultures, and appreciating religious differences. (wk¶v Avgv‡`i mnbkxjZv ˆZwi K‡i, wewfbœ ms¯‹…wZ †evSv‡Z †kLvq
Ges ag©xq cv_©K¨‡K g~j¨vqb Ki‡Z DØy× K‡i|)
d) What is the connection between education and freedom? (wk¶v I ¯^vaxbZvi g‡a¨ Kx m¤úK© i‡q‡Q?)
Answer:
Education empowers individuals by giving them knowledge and decision-making skills, which help
them achieve personal and social freedom. (wk¶v e¨w³‡K Ávb I wm×všÍ †bIqvi `¶Zv cÖ`vb K‡i, hv Zv‡`i e¨w³MZ
I mvgvwRK ¯^vaxbZv AR©‡b mnvqZv K‡i|)
e) Why is school not the only source of education? (†Kb ¯‹zjB GKgvÎ wk¶vi Drm bq?)
Answer:
School is not the only source of education because nature and life experiences also teach us valuable
lessons, as reflected in poetry and real-world observations. (¯‹zjB GKgvÎ wk¶vi Drm bq KviY cÖK…wZ I Rxe‡bi
AwfÁZvI Avgv‡`i g~j¨evb wk¶v †`q, hv KweZv I ev¯Íe Rxe‡bi ch©‡e¶‡Y cÖwZdwjZ nq|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the functions of education. (One is
done for you.) (Aby‡”Q`wU coyb Ges wk¶vi Kvh©vejx †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Giving us knowledge and abilities to function meaningfully
(Avgv‡`i Ávb I `¶Zv cÖ`vb K‡i A_©c~Y©fv‡e KvR Kivi Rb¨)

2. Helping us make rational decisions
(hyw³m½Z wm×všÍ wb‡Z mvnvh¨ K‡i)

3. Building self-confidence through learning
(†kLvi gva¨‡g AvZ¥wek¦vm M‡o †Zv‡j)

4. Developing independent thinking and opinions
(¯^vaxbfv‡e wPšÍv Kivi I gZvgZ MV‡bi m¶gZv e„w× K‡i)

5. Encouraging critical thinking and problem-solving skills
(mgv‡jvPbvg~jK wPšÍvfvebv I mgm¨v mgvav‡bi `¶Zv DbœZ K‡i)

Q: Read the passage and make a flow chart showing how education develops a person’s
personality. (One is done for you.) (Aby‡”Q`wU coyb Ges wk¶v Kxfv‡e GKRb e¨w³i e¨w³Z¡ weKvk K‡i Zv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Creating self-awareness (Av‡Z¥vcjwä ˆZwi K‡i)
2. Building confidence through reading and writing (cov I †jLvi gva¨‡g AvZ¥wek¦vm e„w× K‡i)
3. Teaching communication and social skills (†hvMv‡hvM I mvgvwRK `¶Zv †kLvq)
4. Encouraging a sense of belonging in school and society (we`¨vjq I mgv‡Ri cÖwZ AšÍf©yw³i Abyf‚wZ evovq)
5. Preparing individuals to work for community welfare (mgv‡Ri Kj¨v‡Y KvR Kivi Rb¨ cÖ¯‘Z K‡i)

Q: Read the passage and make a flow chart showing how education helps us appreciate and
respect diversity. (One is done for you.) (Aby‡”Q`wU coyb Ges wk¶v Kxfv‡e Avgv‡`i ˆewP‡Î¨i cÖwZ m¤§vb Rvbv‡Z
†kLvq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. Teaching us about the world and its values (wek¦ I Gi g~j¨‡eva m¤ú‡K© †kLvq)
2. Helping us appreciate the good things in life (Rxe‡bi fv‡jv welq¸‡jvi cÖksmv Ki‡Z †kLvq)
3. Making us critical of hatred and conflicts (N„Yv I msNvZ m¤ú‡K© m‡PZb K‡i †Zv‡j)
4. Teaching respect for cultural and religious differences (mvs¯‹…wZK I ag©xq cv_©‡K¨i cÖwZ m¤§vb †kLvq)
5. Promoting peace and happiness in society (mgv‡R kvwšÍ I myL cÖPvi K‡i)

Q: Read the passage and make a flow chart showing the role of education in making us
competitive. (One is done for you.) (Aby‡”Q`wU coyb Ges Kxfv‡e wk¶v Avgv‡`i cÖwZ‡hvwMZvg~jK K‡i †Zv‡j Zv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Sharpening our intellect (eyw×gËv e„w× K‡i)
2. Developing creativity (m„RbkxjZv weKvk K‡i)
3. Teaching problem-solving skills (mgm¨v mgvav‡bi `¶Zv †kLvq)
4. Providing life skills to face challenges (P¨v‡jÄ †gvKv‡ejvi Rxeb `¶Zv †`q)
5. Making us productive members of society (Avgv‡`i mgv‡Ri Kvh©Ki m`m¨ K‡i †Zv‡j)

Q: Read the passage and make a flow chart showing how nature teaches us valuable lessons.
(One is done for you.) (Aby‡”Q`wU coyb Ges cÖK…wZ Kxfv‡e Avgv‡`i g~j¨evb wk¶v †`q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi
K‡iv|)
1. Teaching us to be liberal like the sky (AvKv‡ki g‡Zv D`vi n‡Z †kLvq)
2. Inspiring hard work like the wind (evZv‡mi g‡Zv cwikÖg Ki‡Z AbycÖvwYZ K‡i)
3. Showing patience like the river (b`xi g‡Zv ˆah© †kLvq)
4. Encouraging resilience like the mountains (ce©‡Zi g‡Zv `„pZv †kLvq)
5. Helping us find wisdom through nature’s beauty (cÖK…wZi †mŠ›`‡h©i gva¨‡g Ávb AR©b Ki‡Z †kLvq)

3. Summarize the following passage. 10

Education empowers us with knowledge, rational thinking, and decision-making skills. It builds self-
confidence by teaching reading, writing, and arithmetic. It helps us communicate, think independently,
and understand the world’s values, making us aware of both its virtues and flaws. Education fosters a
sense of belonging, shaping our personality and preparing us to contribute to society. It enhances our
intellect, creativity, and problem-solving abilities, making us productive members of the community.
Beyond school, nature also serves as a great teacher, offering valuable life lessons that, combined with
formal education, prepare us for the future.
mvigg©:
wk¶v Avgv‡`i Ávb, †hŠw³K wPšÍv Ges mwVK wm×všÍ †bIqvi ¶gZv †`q| GwU cov, †jLv I MwYZ †kLv‡bvi gva¨‡g AvZ¥wek¦vm M‡o
†Zv‡j| wk¶v Avgv‡`i ¯^vaxbfv‡e wPšÍv Ki‡Z I mwVKfv‡e †hvMv‡hvM Ki‡Z †kLvq, hv Avgv‡`i mgv‡Ri g~j¨‡eva †evSv‡Z mvnvh¨
K‡i| GwU Avgv‡`i e¨w³Z¡ MV‡b mnvqZv K‡i Ges mgv‡Ri Kj¨v‡Y Ae`vb ivL‡Z cÖ¯‘Z K‡i| wk¶v Avgv‡`i eyw×gËv, m„RbkxjZv
Ges mgm¨v mgvav‡bi `¶Zv e„w× K‡i| ¯‹z‡ji evB‡i, cÖK…wZI Avgv‡`i ¸iæZ¡c~Y© Rxeb cvV w`‡Z cv‡i| cÖK…wZ I AvbyôvwbK wk¶vi
mgš^‡q Avgiv fwel¨‡Zi Rb¨ AviI fv‡jvfv‡e cÖ¯‘Z n‡Z cvwi|

Target-03
1. Read the passage and answer the questions A and B: [Unit: 1, Lesson: 3(A)]
Valentina Tereshkova was born (f¨v‡jw›Ubv †Z‡ik‡Kvfv Rb¥MÖnY K‡ib) in a village (GKwU MÖv‡g) in Central
Russia (ga¨ ivwkqvq) on 6 March 1937 (6 gvP© 1937 mv‡j)| Her father was a tractor driver (Zvi evev wQ‡jb GKRb
Uªv±i PvjK) and her mother (Ges Zvi gv) worked in a textile plant (GKwU †U·UvBj KviLvbvq KvR Ki‡Zb)| At the
age of eight (AvU eQi eq‡m), she began her schooling (wZwb ¯‹z‡j hvIqv ïiæ K‡ib) but did not enjoy it much
(wKš‘ GwU Lye Dc‡fvM Ki‡Zb bv)| She left the school (wZwb ¯‹zj †Q‡o †`b) within a few years (K‡qK eQ‡ii g‡a¨B)|

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Afterwards (Gici), she completed her education (wZwb Zvi cov‡kvbv m¤úbœ K‡ib) through distance learning
(`~iwk¶vi gva¨‡g)| She became interested (wZwb AvMÖnx nb) in parachuting (c¨vivmywUs‡q) from a young age
(†QvU‡ejv †_‡KB) and trained in skydiving (Ges ¯‹vBWvBwfs cÖwk¶Y †bb) at the local Aeroclub (¯’vbxq G‡ivK¬v‡e)|
Making her first jump (wZwb cÖ_gevi jvd †`b) at age 22 (22 eQi eq‡m) on 21 May 1959 (21 †g 1959 mv‡j)| It
was her expertise in skydiving (¯‹vBWvBwfs‡q Zvi `¶ZvB) that led to her selection (hvi Kvi‡Y wZwb wbe©vwPZ nb) as
a cosmonaut (GKRb b‡fvPvix wn‡m‡e)|
After the flight of Yuri Gagarin (BDwi MvMvwi‡bi gnvKvk hvÎvi ci), the first human being (cÖ_g gvbyl) to travel
to outer space (whwb gnvKvk ågY K‡ib) in April 1961 (GwcÖj 1961 mv‡j), the Soviet Union decided (†mvwf‡qZ
BDwbqb wm×všÍ †bq) to send a woman in space (GKRb bvix‡K gnvKv‡k cvVv‡bvi)| On 16 February 1962 (16
†deªæqvwi 1962 mv‡j), "proletaria" Valentina Tereshkova (kÖgRxex f¨v‡jw›Ubv †Z‡ik‡Kvfv) was selected for this
project (GB cÖK‡íi Rb¨ wbe©vwPZ nb) from among more than four hundred applicants (PvikZvwaK Av‡e`bKvixi ga¨
†_‡K)| Tereshkova had to undergo (†Z‡ik‡Kvfv‡K cvi n‡Z nq) a series of training (GKwU K‡Vvi cÖwk¶Y ch©vq)
that included weightless flights (hvi g‡a¨ wQj k~b¨-gva¨vKl©Y DÇqb), isolation tests (wbtm½Zv cix¶v), centrifuge
tests (†mw›UªwdDR cix¶v), rocket theory (i‡KU ZË¡), spacecraft engineering (gnvKvkhvb cÖ‡KŠkj), 120 parachute
jumps (120wU c¨vivmyU jvd) and pilot training (Ges cvBjU cÖwk¶Y) in MiG-15UTI jet fighters (wgM-15 BDwUAvB
†RU dvBUv‡i)|
Since the successful launch (mdj Dr‡¶c‡Yi ci) of the spacecraft Vostok-5 (†fv÷K-5 gnvKvkhv‡bi) on 14
June 1963 (14 Ryb 1963 mv‡j), Tereshkova began preparing (†Z‡ik‡Kvfv cÖ¯‘wZ wb‡Z ïiæ K‡ib) for her own
flight (Zvi wbR¯^ gnvKvk hvÎvi Rb¨)| On the morning of 16 June 1963 (16 Ryb 1963 mv‡ji mKv‡j), Tereshkova
and her back-up cosmonaut Solovyova (†Z‡ik‡Kvfv I Zvi e¨vKAvc b‡fvPvix m‡jvwf‡qvfv) were dressed in space-
suits (gnvKvk †cvkvK c‡i †bb) and taken (Ges wb‡q hvIqv nq) to the space shuttle launch pad (gnvKvkhvb Dr‡¶cY
c¨v‡W) by a bus (GKwU ev‡m K‡i)| After completing her communication (Zvi †hvMv‡hvM e¨e¯’v cix¶v †k‡l) and life
support checks (Ges Rxeb mnvqK cix¶v m¤úbœ Kivi ci), she was sealed (Zv‡K wmj K‡i ivLv nq) inside Vostok 6
(†fv÷K-6 Gi †fZ‡i)| Finishing a two-hour countdown (`yB NÈvi KvD›UWvDb †kl K‡i), Vostok-6 launched
faultlessly (†fv÷K-6 wbLyuZfv‡e Dr‡¶wcZ nq)|

A. Choose the correct answer from the alternatives. 0.5×10=5

a) What could be the closest meaning for 'parachuting' in the fourth line?
i) to jump from a plane ii) to dive down from a helicopter
iii) to descend by means of a parachute iv) to fall down with the help of a big cloth
Answer: iii) to descend by means of a parachute (c¨vivï‡Ui mvnv‡h¨ wb‡P bvgv)
b) The word 'expertise' in line 6 refers to _______.
i) proficiency ii) capability
iii) knowledge iv) expert opinion
Answer: i) proficiency (`¶Zv)
c) 'Cosmonaut' in line 6 could be best replaced by _______.
i) pilot ii) astronaut
iii) engineer iv) advocate
Answer: ii) astronaut (gnvKvkPvix)
d) Tereshkova's back-up cosmonaut was _______.
i) Solovyova ii) an ordinary pilot
iii) nobody iv) her father
Answer: i) Solovyova (†mv‡jvwfIfv)
e) The word 'isolation' can be best explained as _______.
i) to be exclusive ii) to be concerned
iii) to stand aside iv) segregation
Answer: iv) segregation (wew”QbœZv)

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a) When did Valentina Tereshkova make her first parachute jump?

i) 6 March 1937 ii) 21 May 1959
iii) 16 February 1962 iv) 14 June 1963
Answer: ii) 21 May 1959 (21 †g 1959)
b) What was the main reason for selecting Tereshkova as a cosmonaut?
i) She was a scientist ii) She had experience in skydiving
iii) She was a military officer iv) She had a university degree
Answer: ii) She had experience in skydiving (Zvi ¯‹vBWvBwfs `¶Zv wQj)
c) How many applicants competed for the cosmonaut project?
i) More than 100 ii) More than 200
iii) More than 300 iv) More than 400
Answer: iv) More than 400 (Pvi kZvwaK Av‡e`bKvix)
d) Which spacecraft was launched just before Tereshkova's flight?
i) Vostok-1 ii) Vostok-3
iii) Vostok-5 iv) Vostok-7
Answer: iii) Vostok-5 (†fv÷K-5)
e) What kind of training did Tereshkova undergo?
i) Learning about planets ii) Skydiving only
iii) Weightless flights, isolation tests, parachute jumps, and pilot training
iv) Studying books about space
Answer: iii) Weightless flights, isolation tests, parachute jumps, and pilot training (IRbnxb d¬vBU,
wew”QbœZv cix¶v, c¨vivïU Rv¤ú Ges cvBjU cÖwk¶Y)
f) When was Tereshkova selected as a cosmonaut?
i) 6 March 1937 ii) 16 February 1962
iii) 21 May 1959 iv) 16 June 1963
Answer: ii) 16 February 1962 (16 †deªæqvwi 1962)
g) What is the meaning of 'centrifuge test' in the passage?
i) A test to check balance in space ii) A test to check tolerance of gravitational forces
iii) A test to measure weight iv) A test to check oxygen levels
Answer: ii) A test to check tolerance of gravitational forces (gnvKl© mn¨ Kivi cix¶v)
h) What was the name of the spacecraft that took Tereshkova to space?
i) Vostok-1 ii) Vostok-3
iii) Vostok-5 iv) Vostok-6
Answer: iv) Vostok-6 (†fv÷K-6)
i) How was Tereshkova transported to the launch pad?
i) By train ii) By a special bus
iii) By a helicopter iv) By walking
Answer: ii) By a special bus (GKwU we‡kl ev‡m K‡i)
j) What was the significance of Tereshkova's flight?
i) She was the first human in space ii) She was the first woman in space
iii) She was the first to orbit the moon iv) She was the first to land on Mars
Answer: ii) She was the first woman in space (wZwb gnvKv‡k cÖ_g bvix)

B. Answer the following questions. 3×5=15

a) What kind of family background did Valentina Tereshkova have? (f¨v‡jwšÍbv †Z‡ik‡Kvfvi cvwievwiK
cUf‚wg †Kgb wQj?)
Answer:
Valentina Tereshkova came from a humble background. Her father was a tractor driver, and her
mother worked in a textile plant. (f¨v‡jwšÍbv †Z‡ik‡Kvfv mvaviY cwievi †_‡K G‡mwQ‡jb| Zvi evev wQ‡jb GKRb
Uª¨v±i PvjK, Ges Zvi gv GKwU †U·UvBj KviLvbvq KvR Ki‡Zb|)

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b) What led to the selection of Tereshkova as a cosmonaut? (†Z‡ik‡Kvfv‡K b‡fvPvix wn‡m‡e wbe©vwPZ Kivi
KviY Kx wQj?)
Answer:
Tereshkova’s expertise in skydiving played a key role in her selection as a cosmonaut. Her
parachuting skills and dedication made her stand out among more than four hundred applicants.
(‡Z‡ik‡Kvfvi ¯‹vBWvBwfs `¶Zv Zv‡K b‡fvPvix wn‡m‡e wbe©vwPZ n‡Z mvnvh¨ K‡i| Zvi c¨vivïwUs `¶Zv I cÖwZkÖywZkxjZv Zv‡K
Pvi kZvwaK cÖv_©xi g‡a¨ Avjv`v K‡i †Zv‡j|)
c) Briefly discuss Tereshkova's experience in Vostok 6. (†fv÷K 6-G †Z‡ik‡Kvfvi AwfÁZv ms‡¶‡c
Av‡jvPbv K‡iv|)
Answer:
On 16 June 1963, Tereshkova was sealed inside Vostok 6 after completing all checks. After a flawless
two-hour countdown, the spacecraft launched successfully, making her the first woman in space. (16
Ryb 1963 mv‡j, me cix¶vi ci †Z‡ik‡Kvfv‡K †fv÷K 6-G wmj K‡i †`Iqv nq| `yB NÈvi wbLyuZ KvD›UWvD‡bi ci
gnvKvkhvbwU mdjfv‡e Dr‡¶wcZ nq, Ges wZwb cÖ_g gnvKvkMvgx bvix nb|)
d) What can you say about the trainings Tereshkova took? (†Z‡ik‡Kvfv †h cÖwk¶Y wb‡qwQ‡jb Zv m¤ú‡K© Kx
ejv hvq?)
Answer:
Tereshkova underwent rigorous training, including weightless flights, isolation tests, centrifuge tests,
rocket theory, spacecraft engineering, parachute jumps, and jet pilot training. (†Z‡ik‡Kvfv K‡Vvi cÖwk¶Y
wb‡qwQ‡jb, hvi g‡a¨ wQj IRbk~b¨Zv cix¶v, wew”QbœZv cix¶v, †mw›UªwdDR cix¶v, i‡KU ZË¡, gnvKvkhvb cÖ‡KŠkj, c¨vivïU
Rv¤ú Ges †RU cvBjU cÖwk¶Y|)
e) What confidence made Tereshkova prepare for her own flight? What steps did she take for
this? (†Ki AvZ¥wek¦vm †Z‡ik‡Kvfv‡K Zvi wbR¯^ d¬vB‡Ui Rb¨ cÖ¯‘Z K‡iwQj? wZwb Gi Rb¨ Kx c`‡¶c wb‡qwQ‡jb?)
Answer:
Tereshkova’s confidence came from her extensive training and successful performance in skydiving.
She prepared by undergoing intensive cosmonaut training, communication checks, life support system
tests, and psychological evaluations. (†Z‡ik‡Kvfvi AvZ¥wek¦vm G‡mwQj Zvi we¯Í„Z cÖwk¶Y Ges ¯‹vBWvBwfs‡qi mdj
cvidig¨vÝ †_‡K| wZwb b‡fvPvix cÖwk¶Y, †hvMv‡hvM cix¶v, Rxeb i¶v e¨e¯’v cix¶v Ges gb¯ÍvwË¡K g~j¨vq‡bi gva¨‡g cÖ¯‘wZ
†bb|)

a) Why did Tereshkova not continue regular schooling? (†Z‡ik‡Kvfv †Kb wbqwgZ ¯‹z‡j cov‡kvbv Pvwj‡q
hvbwb?)
Answer:
Tereshkova did not enjoy regular schooling and left within a few years. However, she completed her
education through distance learning. (†Z‡ik‡Kvfv wbqwgZ cov‡kvbv Dc‡fvM Ki‡Zb bv Ges K‡qK eQ‡ii g‡a¨B ¯‹zj
†Q‡o †`b| Z‡e, wZwb `~iwk¶vi gva¨‡g Zvi cov‡kvbv m¤úbœ K‡ib|)
b) How did the Soviet Union plan to send a woman to space? (†mvwf‡qZ BDwbqb Kxfv‡e GKRb bvix‡K
gnvKv‡k cvVv‡bvi cwiKíbv K‡iwQj?)
Answer:
After Yuri Gagarin’s flight in 1961, the Soviet Union decided to send a woman to space. They
selected Tereshkova from over 400 applicants. (1961 mv‡j BDwi M¨vMvwi‡bi gnvKvk hvÎvi ci, †mvwf‡qZ BDwbqb
GKRb bvix‡K gnvKv‡k cvVv‡bvi wm×všÍ †bq| Zviv 400 R‡bi †ewk Av‡e`bKvixi g‡a¨ †_‡K †Z‡ik‡Kvfv‡K †e‡Q †bq|)
c) How was Tereshkova transported to the launch pad? (‡Z‡ik‡Kvfv‡K Kxfv‡e j c¨v‡W wb‡q hvIqv nq?)
Answer:
On 16 June 1963, Tereshkova and her backup cosmonaut Solovyova were taken to the launch pad by
bus before the final checks. (16 Ryb 1963 mv‡j, P‚ovšÍ cixÿvi c~‡e© †Z‡ik‡Kvfv Ges Zvi e¨vKAvc b‡fvPvix
m‡jvwfIfv‡K ev‡m K‡i j c¨v‡W wb‡q hvIqv nq|)
d) What tests did Tereshkova undergo before her space mission? (†Z‡ik‡Kvfv gnvKvk wgk‡bi Av‡M Kx Kx
cix¶v w`‡qwQ‡jb?)
Answer:
She underwent weightlessness training, isolation tests, centrifuge tests, rocket theory lessons,
spacecraft engineering, and 120 parachute jumps. (wZwb IRbk~b¨Zvi cÖwk¶Y, wew”QbœZv cix¶v, †mw›UªwdDR cix¶v,
i‡KU ZË¡ wk¶v, gnvKvkhvb cÖ‡KŠkj Ges 120wU c¨vivïU Rv‡¤úi cÖwk¶Y †bb|)

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e) Why was Tereshkova’s spaceflight significant? (†Z‡ik‡Kvfvi gnvKvkhvÎv †Kb ¸iæZ¡c~Y© wQj?)
Answer:
Tereshkova’s spaceflight was significant because she became the first woman in space, paving the
way for future female astronauts. (†Z‡ik‡Kvfvi gnvKvkhvÎv ¸iæZ¡c~Y© wQj KviY wZwb cÖ_g gnvKvkMvgx bvix n‡qwQ‡jb,
hv fwel¨‡Z AviI bvix b‡fvPvix‡`i Rb¨ c_ myMg K‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing a series of training that Valentina
Tereshkova had to undergo. (One is done for you.) (Aby‡”Q`wU c‡ov Ges f¨v‡jwšÍbv †Z‡ik‡Kvfvi †h cÖwk¶Y
wb‡Z n‡qwQj Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Weightless flights (ARbZv cÖwk¶Y)

2. Isolation tests (GKvKxZ¡ mn¨ Kivi cix¶v)

3. Centrifuge tests (†K›`ªvwZM ej cix¶Y)

4. Rocket theory training (i‡KU Z‡Ë¡i cÖwk¶Y)

5. Spacecraft engineering training (gnvKvkhvb cÖ‡KŠkj cÖwk¶Y)

Q: Read the above passage and make a flow chart showing the early life of Valentina Tereshkova.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges f¨v‡jwšÍbv †Z‡ik‡Kvfvi cÖviw¤¢K Rxeb †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Born in Central Russia in 1937 (1937 mv‡j ga¨ ivwkqvq Rb¥MÖnY K‡ib)
2. Father was a tractor driver (Zvi evev wQ‡jb GKRb Uªv±i PvjK)
3. Mother worked in a textile plant (Zvi gv e¯¿ KviLvbvq KvR Ki‡Zb)
4. Started school at age 8 (8 eQi eq‡m ¯‹zj ïiæ K‡ib)
5. Left school and studied through distance learning (¯‹zj †Q‡o w`‡q `~iwk¶vi gva¨‡g cov‡kvbv m¤úbœ K‡ib)

Q: Read the above passage and make a flow chart showing the events leading to Valentina
Tereshkova's selection as a cosmonaut. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e f¨v‡jwšÍbv
†Z‡ik‡Kvfv GKRb gnvKvkPvix wn‡m‡e wbe©vwPZ n‡jb Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Developed interest in parachuting (c¨vivïwUs‡qi cÖwZ AvMÖn ˆZwi nq)
2. Trained in skydiving at a local Aeroclub (¯’vbxq A¨v‡ivK¬v‡e ¯‹vBWvBwfs cÖwk¶Y †bb)
3. Made her first parachute jump at age 22 (22 eQi eq‡m cÖ_g c¨vivïU Rv¤ú K‡ib)
4. Soviet Union decided to send a woman to space (†mvwf‡qZ BDwbqb gnvKv‡k GKRb bvix cvVv‡bvi wm×všÍ †bq)
5. Selected from more than 400 applicants (400 R‡bi †ewk cÖv_©xi g‡a¨ wbe©vwPZ nb)

Q: Read the above passage and make a flow chart showing the sequence of Valentina
Tereshkova's space journey.(One is done for you.) (Aby‡”Q`wU c‡ov Ges f¨v‡jwšÍbv †Z‡ik‡Kvfvi gnvKvk
hvÎvi µgaviv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Vostok-5 launched successfully on 14 June 1963 (14 Ryb 1963-†Z †fv¯ÍK-5 mdjfv‡e Dr‡¶cY Kiv nq)
2. Tereshkova prepared for her own flight (†Z‡ik‡Kvfv Zvi gnvKvk hvÎvi Rb¨ cÖ¯‘wZ †bb)
3. Dressed in space-suits with back-up cosmonaut (e¨vK-Avc gnvKvkPvixi m‡½ †¯úm-my¨U cwiavb K‡ib)
4. Transported to the launch pad (j c¨v‡W wb‡q hvIqv nq)
5. Sealed inside Vostok-6 and launched faultlessly (†fv¯ÍK-6-Gi wfZ‡i wmj Kiv nq Ges mdjfv‡e Dr‡¶wcZ nq)

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Q: Read the above passage and make a flow chart showing the impact of Valentina Tereshkova's
space journey. (One is done for you.) (Aby‡”Q`wU c‡ov Ges f¨v‡jwšÍbv †Z‡ik‡Kvfvi gnvKvk hvÎvi cÖfve †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Became the first woman in space (cÖ_g bvix wn‡m‡e gnvKv‡k hvb)
2. Inspired future female astronauts (fwel¨‡Zi bvix gnvKvkPvix‡`i AbycÖvwYZ K‡ib)
3. Brought global recognition to Soviet space program (†mvwf‡qZ gnvKvk Kg©m~wP‡K wek¦e¨vcx ¯^xK…wZ G‡b †`b)
4. Proved women could handle space travel (cÖgvY K‡ib †h bvixivI gnvKvk ågY Ki‡Z m¶g)
5. Became a symbol of female empowerment (bvixi ¶gZvq‡bi cÖZxK n‡q I‡Vb)

3. Summarize the following passage. 10

Valentina Tereshkova was born in Russia in 1937. She left school early but completed her education
through distance learning. Her passion for skydiving led to her selection as a cosmonaut. After Yuri
Gagarin’s spaceflight in 1961, the Soviet Union chose her from over 400 applicants for their first
female space mission. She underwent intense training, including weightless flights and parachute
jumps. On 16 June 1963, after thorough preparations, she was sealed inside Vostok-6 and successfully
launched into space, making history as the first woman to travel beyond Earth.
mvigg©:
f¨v‡jwšÍbv †Z‡ik‡Kvfv 1937 mv‡j ivwkqvq Rb¥MÖnY K‡ib| wZwb cÖ_vMZ wk¶v †kl bv Ki‡jI `~iwk¶vi gva¨‡g cov‡kvbv m¤úbœ
K‡ib| ¯‹vBWvBwfs‡q cvi`k©x nIqvi Kvi‡Y wZwb gnvKvkPvix wn‡m‡e wbe©vwPZ nb| 1961 mv‡j BDwi MvMvwib gnvKvk åg‡Yi ci,
†mvwf‡qZ BDwbqb cÖ_g bvix‡K gnvKv‡k cvVv‡bvi wm×všÍ †bq| K‡Vvi cÖwk¶‡Yi ci, 16 Ryb 1963 mv‡j wZwb †fv¯ÍK-6
gnvKvkhv‡b mdjfv‡e gnvKv‡k cvwo Rgvb Ges BwZnv‡mi cÖ_g bvix gnvKvkPvix nb|

Target-04
1. Read the passage and answer the questions A and B: [Unit: 8, Lesson: 4(B)]
My name is Amerigo (Avgvi bvg Av‡gwi‡Mv)| I am 13 years old (Avwg 13 eQi eqmx) and I live on the street
alone (Ges Avwg iv¯Ívq GKv _vwK)| My mother (Avgvi gv), who is separated from my father ((whwb Avgvi evevi
†_‡K Avjv`v n‡q‡Qb), doesn't want me (Avgv‡K Pvb bv)| She told me to go away (wZwb Avgv‡K P‡j †h‡Z
e‡j‡Qb)| Now she is married (GLb wZwb we‡q K‡i‡Qb) to another man (Ab¨ Av‡iK Rb‡K)| My father lives
very far away (Avgvi evev A‡bK `~‡i _v‡Kb)| I want to go to him (Avwg Zvi Kv‡Q †h‡Z PvB), but he won't take
me either (wKš‘ wZwbI Avgv‡K wb‡Z Pvb bv)| I begged him (Avwg Zvi Kv‡Q Aby‡iva K‡iwQjvg) to send me some
money (Avgv‡K wKQz UvKv cvVv‡Z) so that I could buy a bus ticket (hv‡Z Avwg GKwU ev‡mi wUwKU wKb‡Z cvwi)| I am
still waiting (Avwg GL‡bv A‡c¶v KiwQ)| He hasn't answered (wZwb GL‡bv †Kv‡bv DËi †`bwb)|
The streets are now my home (GLb iv¯ÍvB Avgvi evwo)| Sometimes I find work (KLbI KLbI Avwg KvR Lyu‡R
cvB)| I used to collect trash (Avwg Av‡M AveR©bv msMÖn KiZvg) and sell it to a vendor (Ges Zv GK we‡µZvi Kv‡Q
wewµ KiZvg)| I stopped doing that (Avwg Zv eÜ K‡i w`‡qwQ) after I had a serious infection (GKwU ¸iæZi msµgY
nIqvi ci) and a doctor told me (Ges GKRb Wv³vi Avgv‡K e‡jwQ‡jb) to stay away from the trash dump
(AveR©bvi ¯Í~c †_‡K `~‡i _vK‡Z)| Once I worked (GKevi Avwg KvR K‡iwQjvg) for an ice cream shop-owner
(GKRb AvBmwµg †`vKv‡bi gvwj‡Ki Rb¨) and sold ice cream on the beach (Ges ˆmK‡Z AvBmwµg wewµ KiZvg)|
But I got no money in return (wKš‘ Gi wewbg‡q Avwg †Kv‡bv UvKv cvBwb)| The owner of the shop (†`vKv‡bi gvwjK)
gave me something to eat (Avgv‡K wKQz †L‡Z w`‡Zb) and let me sleep in his hut at night (Ges iv‡Z Zvi KzwU‡i
_vK‡Z w`‡Zb)| The work was difficult and painful (KvRwU wQj KwVb Ges Kó`vqK)| The ice cream box is
quite heavy (AvBmwµ‡gi ev·wU †ek fvix) when it is full (hLb GwU c~Y© _v‡K)| I had to walk for hours (Avgv‡K
NÈvi ci NÈv nuvU‡Z n‡Zv), offering my ice cream (Avgvi AvBmwµg wewµi Rb¨) to whoever wanted to buy (†h
†KD wKb‡Z Pvq)| There were days (A‡bK w`b wQj) when I could not even sell one ice cream (hLb Avwg GKwU
AvBmwµgI wewµ Ki‡Z cvwiwb)|
In a way, I am lucky (GKfv‡e, Avwg fvM¨evb) because I am alive (KviY Avwg †eu‡P AvwQ)| My friends who
work (Avgvi eÜziv, hviv KvR K‡i) sorting rubbish in dumps (AveR©bvi ¯Í~c †_‡K evQvB Kivi Kv‡R), often suffer

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from serious diseases (Zviv cÖvqB ¸iæZi †iv‡M AvµvšÍ nq)| One of them (Zv‡`i GKRb) was recently killed
(m¤cÖwZ gviv †M‡Q) after he fell into a hole (hLb †m GKwU M‡Z© c‡o hvq) that opened up in the pile of trash (hv
AveR©bvi ¯Í~‡ci g‡a¨ Ly‡j wM‡qwQj)| Many of us work (Avgv‡`i A‡b‡KB KvR Kwi) for 10 to 12 hours (10 †_‡K 12
NÈv), and get so little in return (Ges wewbg‡q GZ Kg cvB) that we can't even buy food (†h Avgiv LveviI wKb‡Z
cvwi bv)| Shoe-shining is very popular (RyZv cvwjk Kiv Lye RbwcÖq) among the street kids (iv¯Ívi wkï‡`i g‡a¨)|
A few of my friends (Avgvi K‡qKRb eÜz) also work in factories and workshops (KviLvbv I IqvK©k‡c KvR
K‡i)| A boy I know (Avwg GKRb †Q‡j‡K wPwb) lost one of his eyes (†h Zvi GKwU †PvL nvwi‡q‡Q) after a piece of
hot glass (GKwU Mig Kv‡Pi UzKiv) flew into his eye (Zvi †Pv‡L wM‡q jv‡M) at the glass factory (GKwU Kv‡Pi
KviLvbvq) where he worked (†hLv‡b †m KvR KiZ)| The owner refused (gvwjK A¯^xKvi K‡iwQ‡jb) to pay for
medical help (wPwKrmvi LiP w`‡Z) and fired him (Ges Zv‡K PvKwi †_‡K †ei K‡i †`b)|
For me (Avgvi Rb¨), like all other children on the street (Ab¨vb¨ iv¯Ívi wkï‡`i g‡Zv), it is very hard (GwU Lye
KwVb)| I am always hungry (Avwg memgq ÿzavZ©) and I don't know (Ges Avwg Rvwb bv) where I will sleep the
next night (Avwg c‡ii iv‡Z †Kv_vq Nygv‡ev)| I would like (Avwg PvB) to live in my own home (Avgvi wb‡Ri N‡i
_vK‡Z) and sleep there in peace (Ges kvwšÍ‡Z Nygv‡Z)| The nights are very cold in the winter (kxZKv‡j
ivZ¸‡jv Lye VvÛv)| You can die of cold (Zzwg VvÛvq gviv †h‡Z cv‡iv) in the street (iv¯Ívq)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) Amerigo is ______ human rights.

i) affected by ii) deprived of
iii) fond of iv) working for
Answer: ii) deprived of (gvbevwaKv‡ii ewÂZ)
b) What made Amerigo fall sick?
i) living in the street ii) selling ice cream
iii) collecting trash dump iv) begging on the street
Answer: iii) collecting trash dump (AveR©bv msMÖn Kiv)
c) 'Go away' refers to ______.
i) to depart or leave a place ii) to reach
iii) to die iv) to walk
Answer: i) to depart or leave a place (P‡j †h‡Z ejv)
d) The word 'painful' means ______.
i) agonizing ii) great
iii) magnificent iv) fantastic
Answer: i) agonizing (hš¿Yv`vqK)
e) "I would like to live in my own home and sleep there in peace."¬ – What does this statement
imply?
i) Amerigo does not have a sorrowful life. ii) Amerigo wants to go home.
iii) Amerigo wants to lead a better life. iv) Amerigo misses his parents.
Answer: iii) Amerigo wants to lead a better life. (Av‡gwi‡Mv fv‡jv Rxebhvcb Ki‡Z Pvq)
f) The word 'fired' refers to ______.
i) shot ii) sacked
iii) blocked iv) freed
Answer: ii) sacked (PvKwi †_‡K eiLv¯Í Kiv)
g) Where is the home of Amerigo now?
i) on the beach ii) in the shop
iii) on the house tops iv) on the streets
Answer: iv) on the streets (iv¯Ívi av‡i)
h) What makes Amerigo feel lucky?
i) food ii) his parents
iii) his friends iv) his life
Answer: iv) his life (Zvi Rxeb)

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i) Where does Amerigo's father live?

i) very near to Amerigo's place ii) in a very cold region.
iii) in a very lonely place iv) in a very distant place
Answer: iv) in a very distant place (GKwU `~ieZ©x ¯’v‡b)
j) The closest meaning of 'trash' is ______.
i) resources ii) valuables
iii) garbage iv) possessions
Answer: iii) garbage (AveR©bv)

a) Why did Amerigo leave school?

i) He did not like studying ii) His mother forced him to leave
iii) He had to live on the streets iv) He wanted to work
Answer: iii) He had to live on the streets (Zv‡K iv¯Ívq emevm Ki‡Z n‡qwQj)
b) How did Amerigo try to earn money?
i) By selling newspapers ii) By working in a factory
iii) By collecting trash and selling it iv) By working as a taxi driver
Answer: iii) By collecting trash and selling it (AveR©bv msMÖn K‡i wewµ K‡i)
c) Why did Amerigo stop collecting trash?
i) He found a better job ii) He got sick from an infection
iii) He moved to another city iv) His father helped him financially
Answer: ii) He got sick from an infection (wZwb msµg‡Yi Kvi‡Y Amy¯’ n‡q c‡owQ‡jb)
d) What problem did Amerigo face while selling ice cream?
i) The ice cream melted quickly ii) The work was too easy
iii) He had to carry a heavy box for hours iv) He earned a lot of money
Answer: iii) He had to carry a heavy box for hours (Zv‡K N›Uvi ci N›Uv fvix ev· enb Ki‡Z n‡Zv)
e) Why did Amerigo not get paid for his ice cream work?
i) He was too slow ii) The shop owner only gave him food and shelter
iii) He did not sell enough ice cream iv) He lost some of the ice cream
Answer: ii) The shop owner only gave him food and shelter (†`vKvb gvwjK Zv‡K ïay Lvevi I AvkÖq
w`‡qwQ‡jb)
f) What happened to Amerigo's friend who worked in the trash dump?
i) He became rich ii) He found a better job
iii) He died after falling into a hole iv) He moved to another city
Answer: iii) He died after falling into a hole (†m GKwU M‡Z© c‡o gviv wM‡qwQj)
g) What does Amerigo fear the most?
i) Hunger ii) The cold winter nights
iii) His father iv) Finding a job
Answer: ii) The cold winter nights (VvÛv kx‡Zi ivZ)
h) What type of work do many street kids do, according to the passage?
i) Selling newspapers ii) Shoe-shining
iii) Farming iv) Cleaning houses
Answer: ii) Shoe-shining (RyZv cvwjk Kiv)
i) Why was Amerigo's friend fired from the glass factory?
i) He was not working properly ii) He lost one of his eyes in an accident
iii) He stole some materials iv) He refused to work overtime
Answer: ii) He lost one of his eyes in an accident (Zvi †Pv‡L `yN©Ubv N‡UwQj Ges GKwU †PvL nvwi‡qwQj)
j) What does Amerigo wish for?
i) A job in a factory ii) To live in his own home in peace
iii) To move to another country iv) To open an ice cream shop
Answer: ii) To live in his own home in peace (wb‡Ri N‡i kvwšÍ‡Z emevm Ki‡Z Pvq)

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B. Answer the following questions. 3×5=15

a) How does Amerigo evaluate his life? Does he have any option to change it? (Av‡gwi‡Mv Zvi Rxeb‡K
Kxfv‡e g~j¨vqb K‡i? Zvi GwU cwieZ©b Kivi †Kv‡bv Dcvq Av‡Q wK?)
Answer:
Amerigo sees his life as very difficult and uncertain. He struggles daily for food and shelter, but he
still considers himself lucky to be alive. He wants to live in a home, but his parents have abandoned
him, leaving him with no clear option to change his situation. (Av‡gwi‡Mv Zvi Rxeb‡K AZ¨šÍ KwVb Ges AwbwðZ
wn‡m‡e †`‡L| cÖwZw`b †m Lvevi I AvkÖ‡qi Rb¨ jovB K‡i, Z‡e †m GLbI wb‡R‡K RxweZ _vKvi Rb¨ fvM¨evb g‡b K‡i| †m
evwo‡Z _vK‡Z Pvq, wKš‘ Zvi evev-gv Zv‡K cwiZ¨vM K‡i‡Qb, ZvB Zvi cwiw¯’wZ cwieZ©‡bi †Kv‡bv ¯úó Dcvq †bB|)
b) Why did Amerigo stop collecting trash? (Av‡gwi‡Mv †Kb AveR©bv msMÖn eÜ K‡i w`‡qwQj?)
Answer:
Amerigo stopped collecting trash after he developed a serious infection, and a doctor advised him to
stay away from the trash dump for his health. (Av‡gwi‡Mv GKwU ¸iæZi msµg‡Yi wkKvi nIqvi ci AveR©bv msMÖn eÜ
K‡i †`q, Ges GKRb Wv³vi Zv‡K my¯’ _vKvi Rb¨ AveR©bvi ¯Í~c †_‡K `~‡i _vK‡Z e‡jb|)
c) How is the relationship of Amerigo with his parents? (Av‡gwi‡Mvi Zvi evev-gv‡qi mv‡_ m¤úK© †Kgb?)
Answer:
Amerigo’s relationship with his parents is broken. His mother abandoned him after marrying another
man, and his father, who lives far away, refuses to take him in or send him money. (Av‡gwi‡Mvi Zvi evev-
gv‡qi mv‡_ m¤úK© †f‡O †M‡Q| Zvi gv Zv‡K †d‡j w`‡q‡Q Ges Ab¨ GK e¨w³‡K we‡q K‡i‡Q, Avi Zvi evev, †h `~‡i _v‡K, Zv‡K
MÖnY Ki‡Z ev A_© cvVv‡Z A¯^xKvi K‡i‡Q|)
d) What happens to the friends of Amerigo? (Av‡gwi‡Mvi eÜz‡`i Kx nq?)
Answer:
Many of Amerigo’s friends suffer from serious diseases due to working in dangerous conditions. One
of his friends died in a trash dump, while another lost an eye in a factory accident, and the owner
refused to help. (Av‡gwi‡Mvi A‡bK eÜz wec¾bK Kv‡Ri Kvi‡Y ¸iæZi †iv‡M AvµvšÍ nq| Zvi GK eÜz AveR©bvi ¯Í~‡c gviv
hvq, Av‡iKRb KviLvbvi `yN©Ubvq GKwU †PvL nvivq, wKš‘ gvwjK wPwKrmvi LiP w`‡Z A¯^xKvi K‡i|)
e) Do you support child labor? Why/Why not? (Zzwg wK wkïkÖg‡K mg_©b K‡iv? †Kb/‡Kb bq?)
Answer:
No, I do not support child labor because it deprives children of their education and a healthy
childhood. It exposes them to exploitation, dangerous conditions, and lifelong struggles. (bv, Avwg
wkïkÖg‡K mg_©b Kwi bv, KviY GwU wkï‡`i wk¶v I ¯^v¯’¨Ki ˆkke †_‡K ewÂZ K‡i| GwU Zv‡`i †kvl‡Yi wkKvi K‡i, wec¾bK
cwiw¯’wZ‡Z †d‡j Ges Rxebfi msMÖv‡gi gy‡L †V‡j †`q|)

a) What difficulties does Amerigo face while selling ice cream? (Av‡gwi‡Mv AvBmwµg wewµi mgq Kx Kx
mgm¨vi m¤§yLxb nq?)
Answer:
Amerigo faced difficulty because the ice cream box was heavy, and he had to walk for hours.
Sometimes, he could not even sell one ice cream, and he was not paid with money, only food and
shelter. (Av‡gwi‡Mv mgm¨vi m¤§yLxb n‡Zv KviY AvBmwµ‡gi ev·wU fvix wQj, Ges Zv‡K NÈvi ci NÈv nuvU‡Z n‡Zv| A‡bK
mgq †m GKwU AvBmwµgI wewµ Ki‡Z cviZ bv, Ges Zv‡K A_© †`Iqv n‡Zv bv, ïay Lvevi I AvkÖq †`Iqv n‡Zv|)
b) How does Amerigo try to contact his father? (Av‡gwi‡Mv Kxfv‡e Zvi evevi mv‡_ †hvMv‡hvM Kivi †Póv K‡i?)
Answer:
Amerigo begged his father to send him money for a bus ticket so that he could go to him, but his
father did not respond. (Av‡gwi‡Mv Zvi evevi Kv‡Q ev‡mi wUwKU †Kbvi Rb¨ UvKv †P‡q Aby‡iva K‡iwQj hv‡Z †m Zvi Kv‡Q
†h‡Z cv‡i, wKš‘ Zvi evev †Kv‡bv DËi †`bwb|)
c) What are the risks of working in a trash dump? (AveR©bvi ¯Í~‡c KvR Kivi Kx Kx SyuwK i‡q‡Q?)
Answer:
Working in a trash dump exposes children to serious infections, diseases, and accidents. Some even
lose their lives, as one of Amerigo’s friends fell into a hole and died. (AveR©bvi ¯Í~‡c KvR Ki‡j wkïiv gvivZ¥K
msµgY, †ivM I `yN©Ubvi wkKvi nq| †KD †KD RxebI nvivq, †hgb Av‡gwi‡Mvi GK eÜz GKwU M‡Z© c‡o gviv hvq|)

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d) What does Amerigo wish for? (Av‡gwi‡Mv Kx Kvgbv K‡i?)

Answer:
Amerigo wishes to live in his own home and sleep peacefully at night instead of suffering on the cold
streets. (Av‡gwi‡Mv Pvq †m wb‡Ri evwo‡Z kvwšÍ‡Z Nygv‡Z cviæK, VvÛv iv¯Ívq Kó bv †c‡q|)
e) What lesson does Amerigo’s story teach us? (Av‡gwi‡Mvi Mí †_‡K Avgiv Kx wkwL?)
Answer:
Amerigo’s story teaches us about the harsh reality of child labor and homelessness. It reminds us to
protect children's rights and ensure they receive education and proper care. (Av‡gwi‡Mvi Mí Avgv‡`i wkïkÖg
I M„nnxbZvi K‡Vvi ev¯ÍeZv m¤ú‡K© †kLvq| GwU Avgv‡`i wkï‡`i AwaKvi i¶v Ki‡Z Ges Zv‡`i wk¶v I mwVK hZœ wbwðZ Ki‡Z
DØy× K‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the misfortunes of Amerigo. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges Av‡gwi‡Mvi `yf©vM¨ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Earns his living with great hardship
(eo K‡ó RxweKv wbe©vn K‡i)

2. Abandoned by his mother
(Zvi gv Zv‡K Z¨vM K‡i‡Q)

3. Father refuses to take him in
(Zvi evev Zv‡K wb‡Z Pvq bv)

4. Works long hours for very little in return
(`xN© mgq KvR K‡iI Lye mvgvb¨ DcvR©b K‡i)

5. Lives on the street without shelter
(iv¯Ívi av‡i AvkÖqnxbfv‡e emevm K‡i)

Q: Read the above passage and make a flow chart showing the different types of work Amerigo
did to survive. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †eu‡P _vKvi Rb¨ Av‡gwi‡Mv †h wewfbœ ai‡bi KvR
K‡i‡Q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Collected and sold trash (AveR©bv msMÖn K‡i wewµ KiZ)
2. Stopped trash collecting after getting infected (msµg‡Yi Kvi‡Y AveR©bv msMÖn eÜ K‡i †`q)
3. Sold ice cream on the beach (mgy`ª ˆmK‡Z AvBmwµg wewµ KiZ)
4. Received food but no money for work (Kv‡Ri Rb¨ Lvevi †cZ, wKš‘ UvKv †cZ bv)
5. Walked for hours carrying a heavy ice cream box (NÈvi ci NÈv fvix AvBmwµg ev· enb KiZ)

Q: Read the above passage and make a flow chart showing the struggles of street children like
Amerigo. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Av‡gwi‡Mvi g‡Zv iv¯Ívi wkï‡`i msMÖvg †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Work in dangerous environments (wec¾bK cwi‡e‡k KvR K‡i)
2. Suffer from diseases due to poor hygiene (A¯^v¯’¨Ki cwi‡e‡ki Kvi‡Y bvbv †iv‡M AvµvšÍ nq)
3. Work for long hours with little or no pay (`xN© mgq KvR K‡iI Lye Kg cvwikÖwgK cvq ev G‡Kev‡iB cvq bv)
4. Have no proper shelter or protection (wVKg‡Zv AvkÖq ev myi¶v cvq bv)
5. Struggle to find food daily (cÖwZw`b Lvevi †RvMv‡oi Rb¨ jovB Ki‡Z nq)

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Q: Read the above passage and make a flow chart showing the dangers street children face while
working. (One is done for you.) (Aby‡”Q`wU c‡ov Ges KvR Kivi mgq iv¯Ívi wkïiv †h wec‡` c‡o Zv †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Contract serious infections from trash (AveR©bv †_‡K gvivZ¥K msµgY nq)
2. Risk of accidents in garbage dumps (AveR©bvi ¯Í~‡c `yN©Ubvi SyuwK _v‡K)
3. Work in unsafe factories (Awbivc` KviLvbvq KvR Ki‡Z nq)
4. Suffer from workplace injuries (KvR Kivi mgq AvnZ nq)
5. Receive no medical help from employers (wb‡qvMKZ©viv wPwKrmvi Rb¨ mvnvh¨ K‡i bv)

Q: Read the above passage and make a flow chart showing Amerigo's daily survival challenges.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges cÖwZw`b †eu‡P _vKvi Rb¨ Av‡gwi‡Mv †h P¨v‡j‡Äi gy‡LvgywL nq Zv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Has no permanent place to sleep (¯’vqxfv‡e Nygv‡bvi †Kv‡bv RvqMv †bB)
2. Searches for food every day (cÖwZw`b Lvev‡ii mÜvb Ki‡Z nq)
3. Works hard but earns very little (K‡Vvi cwikÖg K‡iI Lye mvgvb¨ DcvR©b K‡i)
4. Faces extreme cold during winter nights (kx‡Zi iv‡Z cÖPÐ VvÛvi m¤§yLxb nq)
5. Lives in constant fear of violence and danger (me©`v mwnsmZv I wec‡`i Avk¼vq _v‡K)

3. Summarize the following passage. 10

Amerigo, a 13-year-old boy, lives on the streets after being abandoned by his parents. His mother
remarried and sent him away, while his father refuses to help him. He struggles to survive by doing
odd jobs like collecting trash and selling ice cream, but the work is difficult and often unrewarding.
Many street children, like Amerigo, face harsh conditions, dangerous work, and severe illnesses. Some
suffer accidents with no medical support. Life on the streets is tough, with hunger, uncertainty, and
freezing winters making survival a daily challenge. Amerigo longs for a home where he can live
safely.
mvigg©:
Av‡gwi‡Mv, 13 eQi eqmx GKwU †Q‡j, evev-gv‡qi cwiZ¨v‡Mi ci †_‡K iv¯Ívq evm K‡i| Zvi gv cybivq we‡q K‡i Zv‡K Zvwo‡q
†`q, Avi Zvi evev †Kv‡bv mvnvh¨ K‡ib bv| †m †eu‡P _vKvi Rb¨ wewfbœ KvR K‡i, †hgb-AveR©bv msMÖn I AvBmwµg wewµ, Z‡e
KvR KwVb Ges cÖvqB webv cvwikÖwg‡K Ki‡Z nq| iv¯Ívi wkïiv SyuwKc~Y© Kv‡R wjß nq, A‡b‡K gvivZ¥K Amy¯’ n‡q c‡o ev `yN©Ubvi
wkKvi nq| Lvevi I wbivc` AvkÖ‡qi Afv‡e Zv‡`i Rxeb KwVb n‡q I‡V| kx‡Zi iv‡Z dzUcv‡Z †eu‡P _vKv KóKi, Avi Av‡gwi‡Mv
wb‡Ri GKwU wbivc` N‡ii ¯^cœ †`‡L|

Target-05
1. Read the passage and answer the questions A and B: [Unit: 7, Lesson: 4(D)]
The act of thinking deeply (Mfxifv‡e wPšÍv Kivi cÖwµqv) and calmly about something (Ges kvšÍfv‡e wKQz wb‡q fvev)
in a state of heightened awareness (D”PZi m‡PZbZvi Ae¯’vq) is known as meditation (Zv‡K a¨vb ejv nq)| It is
an approach (GwU GKwU c×wZ) to train up the mind (gvbwmK cÖwk¶‡Yi), similar to the way (†hgb) that fitness is
an approach (wdU‡bm GKwU c×wZ) to training the body (kixi MV‡bi Rb¨)| Voltaire explains (fj‡Zqvi e¨vL¨v
K‡i‡Qb), "Meditation is the dissolution of thoughts (a¨vb n‡jv wPšÍvi wejywß) in eternal awareness (kvk¦Z
m‡PZbZvi g‡a¨) or pure consciousness (A_ev weï× †PZbvi g‡a¨) without objectification (†hLv‡b †Kv‡bv wbw`©ó e¯‘MZ
wPšÍv _v‡K bv), knowing without thinking (wPšÍv bv K‡iI Rvbvi cÖwµqv), merging finitude in infinity (mxgve×Zv‡K
AmxgZvi mv‡_ GKxf‚Z Kiv)|"
From the ancient times (cÖvPxbKvj †_‡K), meditation has been a part (a¨vb GKwU Ask n‡q G‡m‡Q) of some
religious traditions (wKQz ag©xq cÖ_vi), as a way (GKwU Dcvq wn‡m‡e) of achieving the body's release (†`n‡K gy³
Kivi) from worldly cares (RvMwZK wPšÍv †_‡K) and creating inner harmony (Ges Avf¨šÍixY kvwšÍ cÖwZôvi Rb¨)|

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Meditation in our time (Avgv‡`i mg‡q a¨vb) is practiced by people (gvby‡li Øviv PP©v Kiv nq) to reduce stress and
tension (Pvc I `ywðšÍv Kgv‡bvi Rb¨) and improve focus (Ges g‡bv‡hvM DbœZ Kivi Rb¨)| There are trainers (wKQz
cÖwk¶K Av‡Qb) who help beginners (hviv bevMZ‡`i mvnvh¨ K‡ib) with some exercises (wKQz Abykxj‡bi gva¨‡g)
such as improved breathing (†hgb DbœZ k¦vmcÖk¦vm) and progressive relaxation (Ges av‡c av‡c kixi‡K wkw_j Kiv)|
One of the most common approaches (me‡P‡q cÖPwjZ c×wZ¸‡jvi g‡a¨ GKwU) to meditation is concentration
(a¨v‡bi GKwU ¸iæZ¡c~Y© Ask n‡jv g‡bvms‡hvM)|
To develop concentration (g‡bvms‡hvM weKv‡ki Rb¨) one needs to focus (GKRb e¨w³‡K g‡bv‡hvM w`‡Z n‡e) on a
single point (GKwU wbw`©ó we›`yi w`‡K)| Since focusing the mind is challenging (KviY g‡bv‡hvM a‡i ivLv KwVb), a
beginner might meditate (GKRb bevMZ a¨vb Ki‡Z cv‡i) for only a few minutes (K‡qK wgwb‡Ui Rb¨) and then
work up (Ges Zvici ax‡i ax‡i mgq evov‡Z cv‡i) to longer durations (`xN© mg‡qi Rb¨)|
Meditation releases anxiety (a¨vb `ywðšÍv `~i K‡i) and brings a state of calmness (Ges gb‡K cÖkvšÍ Ae¯’vq wb‡q
Av‡m)| It increases the thinking ability (GwU wPšÍvkw³ e„w× K‡i) of the human brain (gvbe gw¯Í‡®‹i) so that people
(hv‡Z gvbyl) have a better control (AviI fv‡jvfv‡e wbqš¿Y ivL‡Z cv‡i) of their emotions (Zv‡`i Av‡e‡Mi Ici)|
Those who practice meditation (hviv wbqwgZ a¨vb K‡i) can work tirelessly (Zviv K¬vwšÍnxbfv‡e KvR Ki‡Z cv‡i) for
a longer period of time (A‡bK `xN© mgq a‡i)| Meditation helps improve (a¨vb DbœZ K‡i) blood circulation
(i³ mÂvjb) in the brain (gw¯Í‡®‹) and other parts of the body (Ges kix‡ii Ab¨vb¨ As‡k)| Finally, meditation
improves (me‡k‡l, a¨vb DbœZ K‡i) creativity (m„RbkxjZv), self-awareness (AvZ¥Ávb) and tolerance (Ges
mnbkxjZv)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) Which of the following is not a feature of meditation?

i) serene thoughts ii) careful thinking
iii) switching on the mind clock iv) merging with the mob
Answer: iv) merging with the mob (wf‡o wg‡k hvIqv)
b) Meditation mostly brings about _______ fitness.
i) psychological ii) physical
iii) carnal iv) exercise
Answer: i) psychological (gvbwmK my¯’Zv)
c) 'Focusing the mind is challenging'. The underlined word refers to _______.
i) taxing ii) smooth
iii) manageable iv) undemanding
Answer: i) taxing (KwVb I P¨v‡jwÄs)
d) 'Relentless' is closest in meaning to _______.
i) unremitting ii) stoppable
iii) cessant iv) useless
Answer: i) unremitting (Aweivg/wbiwePvi)
e) What does 'dissolution of thoughts' imply?
i) flow of thoughts ii) concentration of thoughts
iii) suspension of thoughts iv) disintegration of thoughts
Answer: iii) suspension of thoughts (wPšÍvi ¯’wMZKiY)

a) What is meditation?
i) A form of exercise ii) A practice of deep thinking and awareness
iii) A type of religious chanting iv) A physical relaxation technique
Answer: ii) A practice of deep thinking and awareness (Mfxi wPšÍv I m‡PZbZvi Abykxjb)
b) Which of the following is a benefit of meditation?
i) Increased anxiety ii) Improved concentration
iii) Less control over emotions iv) Higher blood pressure
Answer: ii) Improved concentration (†K›`ªfvM kw³kvjx Kiv)

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c) What does meditation help people control?

i) Their surroundings ii) Their emotions
iii) Other people's actions iv) Their diet
Answer: ii) Their emotions (Zv‡`i Av‡eM wbqš¿Y Ki‡Z)
d) What is one of the common approaches to meditation?
i) Sleeping ii) Concentration
iii) Talking iv) Singing
Answer: ii) Concentration (GKvMÖZv)
e) Why do beginners start meditation for only a few minutes?
i) Because they do not have enough time ii) Because focusing the mind is difficult
iii) Because meditation is not effective iv) Because they are too relaxed
Answer: ii) Because focusing the mind is difficult (KviY g‡bv‡hvM a‡i ivLv KwVb)
f) What is the role of trainers in meditation?
i) To help people sleep better ii) To guide beginners with exercises
iii) To teach people to eat healthy iv) To provide physical workouts
Answer: ii) To guide beginners with exercises (wk¶vbwek‡`i e¨vqv‡gi gva¨‡g mnvqZv Kiv)
g) What effect does meditation have on blood circulation?
i) It improves circulation ii) It reduces oxygen flow
iii) It slows down the heartbeat iv) It causes dizziness
Answer: i) It improves circulation (i³ mÂvjb DbœZ K‡i)
h) How does meditation help creativity?
i) By making the mind more restless ii) By stopping people from thinking
iii) By increasing focus and awareness iv) By keeping people distracted
Answer: iii) By increasing focus and awareness (g‡bv‡hvM I m‡PZbZv e„w× K‡i)
i) What is the primary reason people meditate in modern times?
i) To reduce stress and tension ii) To sleep longer
iii) To achieve wealth iv) To become stronger physically
Answer: i) To reduce stress and tension (Pvc I `ywðšÍv Kgv‡Z)
j) What does meditation improve apart from concentration?
i) Physical endurance ii) Self-awareness and tolerance
iii) Ability to argue iv) Speech skills
Answer: ii) Self-awareness and tolerance (AvZ¥m‡PZbZv I mnbkxjZv e„w× K‡i)

B. Answer the following questions. 3×5=15

a) What is meditation(a¨vb Kx?)

Answer:
Meditation is the practice of deep and calm thinking in a state of heightened awareness. It is a way to
train the mind, just like physical fitness trains the body. (a¨vb n‡jv Mfxi I kvšÍfv‡e wPšÍv Kivi GKwU cÖwµqv, hv
GKwU D”PZi m‡PZbZvi Ae¯’vq N‡U| GwU gb‡K cÖwkw¶Z Kivi GKwU c×wZ, †hgb kvixwiK Abykxjb kixi‡K cÖwkw¶Z K‡i|)
b) How does meditation differ from simple concentration? (a¨vb Kxfv‡e mvaviY g‡bv‡hvM †_‡K Avjv`v?)
Answer:
Meditation involves deep awareness and the merging of thoughts into a state of calmness, whereas
simple concentration is the act of focusing on a single point without deeper awareness. (a¨vb Mfxi
m‡PZbZv Ges wPšÍv¸‡jvi cÖkvwšÍi mv‡_ GKxf‚Z nIqvi GKwU cÖwµqv, †hLv‡b mvaviY g‡bv‡hvM †Kej GKwU wbw`©ó wel‡q †K›`ªxf‚Z
nIqvi KvR K‡i|)
c) "Meditation improves mental fitness."–– Do you agree? Explain. (Òa¨vb gvbwmK my¯’Zv DbœZ K‡i|Ó
Zzwg wK GKgZ? e¨vL¨v K‡iv|)
Answer:
Yes, meditation improves mental fitness by reducing stress, increasing focus, and helping people
control their emotions. It also boosts creativity, self-awareness, and tolerance. (n¨uv, a¨vb gvbwmK my¯’Zv DbœZ

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K‡i KviY GwU gvbwmK Pvc Kgvq, g‡bv‡hvM e„w× K‡i Ges gvby‡li Av‡eM wbqš¿‡Y mnvqZv K‡i| GwU m„RbkxjZv, AvZ¥m‡PZbZv
Ges mnbkxjZvI evovq|)
d) Who first innovated meditative practice? (cÖ_‡g a¨v‡bi Abykxjb †K D™¢veb K‡ib?)
Answer:
Meditation has been practiced since ancient times as part of religious traditions, but no single person is
credited with its invention. (cÖvPxbKvj †_‡KB ag©xq Abykxj‡bi Ask wn‡m‡e a¨vb PP©v Kiv n‡q‡Q, Z‡e Gi D™¢ve‡bi K…wZZ¡
†Kv‡bv wbw`©ó e¨w³‡K †`Iqv hvq bv|)
e) Why did people practice meditation in the past? (gvbyl AZx‡Z †Kb a¨vb Abykxjb KiZ?)
Answer:
In the past, people practiced meditation to detach from worldly concerns and achieve inner peace and
harmony. (AZx‡Z gvbyl cvw_©e wPšÍv †_‡K gyw³ cvIqv Ges Af¨šÍixY kvwšÍ I mvg¨ AR©‡bi Rb¨ a¨vb Abykxjb KiZ|)

a) What role does breathing play in meditation? (a¨v‡b k¦vm-cÖk¦vm Kx f‚wgKv iv‡L?)
Answer:
Proper breathing helps in relaxation and concentration, making it easier to enter a calm meditative
state. (mwVK k¦vm-cÖk¦vm wekÖvg I g‡bv‡hvM evov‡Z mnvqZv K‡i, hv cÖkvšÍ a¨vb Ae¯’vq †cuŠQv‡bv mnR K‡i †Zv‡j|)
b) How does meditation impact physical health? (a¨vb Kxfv‡e kvixwiK ¯^v‡¯’¨i Ici cÖfve †d‡j?)
Answer:
Meditation improves blood circulation, reduces stress, and enhances overall well-being, making the
body healthier. (a¨vb i³ mÂvjb DbœZ K‡i, gvbwmK Pvc Kgvq Ges mvgwMÖK my¯’Zv e„w× K‡i, hv kixi‡K AviI ¯^v¯’¨Ki K‡i
†Zv‡j|)
c) How do beginners start practicing meditation? (wk¶vbwekiv Kxfv‡e a¨vb Abykxjb ïiæ K‡i?)
Answer:
Beginners start with short meditation sessions, focusing on breathing and relaxation, then gradually
increase the duration. (wk¶vbwekiv msw¶ß a¨vb †mkb w`‡q ïiæ K‡i, †hLv‡b Zviv k¦vm-cÖk¦vm I wekÖv‡gi Ici g‡bv‡hvM
†`q, Zvici ax‡i ax‡i mgq e„w× K‡i|)
d) What is the connection between meditation and emotional control? (a¨vb I Av‡eM wbqš¿‡Yi g‡a¨ Kx
m¤úK© i‡q‡Q?)
Answer:
Meditation helps in emotional control by reducing stress and anxiety, allowing a person to respond to
situations calmly. (a¨vb gvbwmK Pvc I D‡ØM Kwg‡q Av‡eM wbqš¿‡Y mnvqZv K‡i, hv GKRb e¨w³‡K cwiw¯’wZi cÖwZ kvšÍ
cÖwZwµqv Rvbv‡Z m¶g K‡i|)
e) Why is meditation considered a lifelong practice? (a¨vb‡K †Kb AvRxeb PP©vi welq ejv nq?)
Answer:
Meditation is a lifelong practice because it continuously enhances mental clarity, emotional stability,
and overall well-being. (a¨vb‡K AvRxeb PP©vi welq ejv nq KviY GwU µgvMZ gvbwmK ¯^”QZv, Av‡eMxq w¯’wZkxjZv Ges
mvgwMÖK my¯’Zv DbœZ K‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing how meditation can be picked up.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e a¨vb Af¨vm Kiv hvq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Improved breathing (k¦vmcÖk¦v‡mi DbœwZ Kiv)

2. Practicing progressive relaxation
(av‡c av‡c kixi‡K wkw_j Kivi Af¨vm Kiv)

3. Seeking guidance from a meditation trainer
(GKRb a¨vb cÖwk¶‡Ki civgk© †bIqv)

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
4. Developing concentration on a single point
(GKwU wbw`©ó we›`yi Ici g‡bv‡hvM †K›`ªxf‚Z Kiv)

5. Starting with short meditation sessions
(Aí mg‡qi a¨vb w`‡q ïiæ Kiv)

Q: Read the above passage and make a flow chart showing the benefits of meditation. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e a¨vb Af¨vm Kiv hvq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Reduces stress and tension (Pvc I `ywðšÍv Kgvq)
2. Increases focus and concentration (g‡bv‡hvM I GKvMÖZv evovq)
3. Improves emotional control (Av‡e‡Mi Dci wbqš¿Y DbœZ K‡i)
4. Enhances blood circulation (i³ mÂvjb e„w× K‡i)
5. Boosts creativity and self-awareness (m„RbkxjZv I AvZ¥Ávb e„w× K‡i)

Q: Read the above passage and make a flow chart showing the role of meditation in emotional
well-being. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e a¨vb Af¨vm Kiv hvq Zv †`wL‡q GKwU cÖevnwPÎ
ˆZwi K‡iv|)
1. Reduces anxiety and stress (D‡ØM I `ywðšÍv Kgvq)
2. Helps in controlling emotions (Av‡eM wbqš¿Y Ki‡Z mvnvh¨ K‡i)
3. Brings inner harmony (Af¨šÍixY kvwšÍ m„wó K‡i)
4. Encourages patience and tolerance (‰ah© I mnbkxjZv e„w× K‡i)
5. Improves decision-making ability (wm×všÍ MÖn‡Yi ¶gZv DbœZ K‡i)

Q: Read the above passage and make a flow chart showing the steps to develop concentration
through meditation. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e a¨vb Af¨vm Kiv hvq Zv †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Selecting a quiet place (kvšÍ cwi‡ek wbe©vPb Kiv)
2. Sitting in a comfortable posture (Avivg`vqK fw½‡Z emv)
3. Focusing on a single object or thought (GKwU wbw`©ó welq ev wPšÍvi Dci g‡bv‡hvM †K›`ªxf‚Z Kiv)
4. Avoiding distractions and external noises (evB‡ii kã I g‡bv‡hvM wew”QbœKvix welq Gov‡bv)
5. Practicing deep and rhythmic breathing (Mfxi I Q‡›`ve× k¦vm cÖk¦vm Abykxjb Kiv)

Q: Read the above passage and make a flow chart showing the historical and modern
significance of meditation. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e a¨vb Af¨vm Kiv hvq Zv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Practiced in ancient religious traditions (cÖvPxb ag©xq cÖ_vq Abykxjb Kiv n‡Zv)
2. Used to achieve inner peace and spiritual growth (Af¨šÍixY kvwšÍ I Ava¨vwZ¥K DbœwZi Rb¨ e¨eüZ n‡Zv)
3. Adopted in modern times for stress reduction (AvaywbK hy‡M Pvc Kgv‡bvi Rb¨ MÖnY Kiv n‡q‡Q)
4. Helps in improving mental and physical health (gvbwmK I kvixwiK my¯’Zv DbœZ Ki‡Z mnvqZv K‡i)
5. Used as therapy by meditation trainers (a¨vb cÖwk¶K‡`i gva¨‡g †_ivwc wn‡m‡e e¨eüZ nq)

3. Summarize the following passage. 10

Meditation is the practice of deep and calm thinking, enhancing mental awareness. It trains the mind
like fitness trains the body. Historically, meditation was linked to religious traditions for inner peace.
Today, it is widely used to reduce stress, improve focus, and enhance emotional control. Trainers

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guide beginners through exercises like controlled breathing and relaxation. Concentration is a key
meditation technique that develops over time. Meditation helps relieve anxiety, boosts creativity,
enhances self-awareness, and improves blood circulation. It also strengthens endurance and increases
mental clarity, making individuals more productive and emotionally balanced.
mvigg©:
a¨vb nj Mfxi I kvšÍ g‡bv‡hv‡Mi Abykxjb, hv gvbwmK m‡PZbZv evovq| GwU kixiPP©vi g‡Zv gw¯Í®‹‡K cÖwkw¶Z K‡i| cÖvPxbKvj
†_‡K ag©xq mvabvi Ask wn‡m‡e a¨vb AvwZ¥K cÖkvwšÍ Avb‡Z e¨eüZ n‡Zv| eZ©gv‡b GwU gvbwmK Pvc Kgv‡bv, g‡bv‡hvM e„w× I
Av‡eM wbqš¿‡Yi Rb¨ e¨eüZ nq| cÖwk¶Kiv bZzb‡`i wbqwš¿Z k¦vm-cÖk¦vm I wkw_jKi‡Yi gva¨‡g mvnvh¨ K‡ib| GKvMÖZv a¨v‡bi
GKwU g~j †KŠkj, hv av‡c av‡c weKwkZ nq| a¨vb D‡ØM `~i K‡i, m„RbkxjZv evovq, AvZ¥Ávb e„w× K‡i Ges i³ mÂvjb DbœZ
K‡i, hv gw¯Í®‹ I kix‡ii Kvh©¶gZv evov‡Z mnvqK|

Target-06
1. Read the passage and answer the questions A and B: [Unit: 6, Lesson: 1(D)]
Dreams have fascinated philosophers (¯^cœ `vk©wbK‡`i gy» K‡i †i‡L‡Q) for thousands of years (nvRvi nvRvi eQi
a‡i), but only recently (wKš‘ †Kej mv¤cÖwZK mg‡q) have dreams been subjected (¯^cœ‡K M‡elYvi AvIZvq Avbv n‡q‡Q)
to empirical research and scientific study (cÖv‡qvwMK M‡elYv I ˆeÁvwbK we‡køl‡Yi gva¨‡g)| Chances are (m¤¢vebv
i‡q‡Q) that you've often found yourself (Zzwg nq‡Zv wb‡R‡K †`‡L‡Qv) puzzling over the content of a dream
(¯^‡cœi welqe¯‘ wb‡q fvebvq co‡Z), or perhaps (A_ev nq‡Zv) you've wondered (Zzwg wPšÍv K‡i‡Qv) why you dream at
all (‡Kb Zzwg ¯^cœ †`‡Lv)|
First, let's start (cÖ_‡g ïiæ Kwi) by answering a basic question (GKwU †gŠwjK cÖ‡kœi DËi w`‡q): What is a
dream? (¯^cœ Kx?) A dream can include (GKwU ¯^‡cœi g‡a¨ _vK‡Z cv‡i) any of the images, thoughts, and
emotions (wewfbœ Qwe, wPšÍv I Av‡eM) that are experienced during sleep (hv Ny‡gi mgq Abyf‚Z nq)| Dreams can be
(¯^cœ n‡Z cv‡i) extraordinarily vivid (AmvaviYfv‡e ¯úó) or very vague (A_ev Lye A¯úó), filled with joyful
emotions (Avb›`gq Av‡e‡M c~Y©) or frightening images (A_ev fxwZKi `„k¨ Øviv fiv), focused and understandable
(g‡bv‡hvMx I †evaMg¨) or unclear and confusing (A_ev A¯úó I weåvwšÍKi)|
Why do we dream? (Avgiv ¯^cœ †`wL †Kb?) What purpose do dreams serve? (¯^‡cœi D‡Ïk¨ Kx?) While many
theories have been proposed (A‡bK ZË¡ cÖ¯Íve Kiv n‡q‡Q)about the reason and function of dreams (¯^‡cœi KviY
I Kvh©KvwiZv m¤ú‡K©), no consensus has emerged (wKš‘ GL‡bv †Kv‡bv me©Rb¯^xK…Z wm×všÍ Av‡mwb)| Considering the
time (hw` Avgiv mgq we‡ePbv Kwi) we spend in a dreaming state (hv Avgiv ¯^cœ †`Lvi Ae¯’vq e¨q Kwi), the fact that
researchers (Zvn‡j M‡elK‡`i GB welqwU) do not yet understand (GL‡bv bv †evSvi welqwU) the purpose of dreams
(¯^‡cœi D‡Ïk¨) may seem baffling (we¯§qKi g‡b n‡Z cv‡i)| However, it is important to consider (Z‡e ¸iæZ¡c~Y©
welq n‡jv) that science is still unraveling (weÁvb GL‡bv Lyu‡R †ei Ki‡Q) the exact purpose and function of sleep
itself (Ny‡gi cÖK…Z D‡Ïk¨ I Kvh©KvwiZv)| Some researchers suggest (wKQz M‡elK g‡b K‡ib) that dreams serve no
real purpose (¯^‡cœi †Kv‡bv ev¯Íe D‡Ïk¨ †bB), while others believe (Ab¨iv wek¦vm K‡ib) that dreaming is essential
(¯^cœ †`Lv AZ¨šÍ Riæwi) to mental, emotional, and physical well-being (gvbwmK, Av‡eMMZ I kvixwiK my¯’Zvi Rb¨)|
Next, let's learn more (Gevi Avmyb Rvwb) about some of the most prominent dream theories (wKQz ¸iæZ¡c~Y© ¯^cœ
ZË¡ m¤ú‡K©)|
Consistent with the psychoanalytic perspective (g‡bvwe‡kølY ZË¡ Abymv‡i), Sigmund Freud's theory of dreams
(wmMgyÛ d«‡q‡Wi ¯^cœ ZË¡) suggests that dreams are (GB aviYv †`q †h ¯^cœ n‡jv) a representation of subconscious
desires (Ae‡PZb B”Qvi cÖwZdjb), thoughts, and motivations (wPšÍv I †cÖiYvi cÖwZ”Qwe)| According to Freud
(d«‡q‡Wi g‡Z), people are driven (gvbyl cwiPvwjZ nq) by aggressive and sexual instincts (AvµgYvZ¥K I †hŠb
cÖe„wËi gva¨‡g) that are repressed (hv `gb Kiv nq) from conscious awareness (m‡PZbZvi evB‡i ivLv nq)| While
these thoughts (hw`I GB wPšÍv¸‡jv) are not consciously expressed (m‡PZbfv‡e cÖKvk Kiv nq bv), they find their
way (Z‡e Zviv cÖ‡ek K‡i) into our awareness via dreams (Avgv‡`i ¯^‡cœi gva¨‡g m‡PZb g‡b)| In his famous book
(Zvi weL¨vZ eB‡q) The Interpretation of Dreams (¯^‡cœi e¨vL¨v), published in 1899 (hv 1899 mv‡j cÖKvwkZ nq),
Freud wrote (d«‡qW wj‡LwQ‡jb) that dreams are (¯^cœ n‡jv) "...disguised fulfillments (†Mvc‡b c~iY nIqvi) of
repressed wishes (`wgZ B”Qvi)|"

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A. Choose the correct answer from the alternatives. 0.5×10=5

a) 'The Interpretation of Dreams' is a _______.

i) biological book ii) theoretical book
iii) detective book iv) gothic book
Answer: ii) theoretical book (ZvwˡK eB)
b) What does the word 'disguised' mean in the passage?
i) hidden ii) real
iii) genuine iv) fake
Answer: i) hidden (†Mvcb ev Avovj Kiv)
c) 'Puzzling over the content of a dream'–– What does it imply?
i) thinking deeply about the subject of dream ii) thinking deeply about the condition of dream
iii) thinking lightly about the subject of dream iv) thinking deeply about the satisfaction of dream
Answer: i) thinking deeply about the subject of dream (¯^‡cœi welqe¯‘ wb‡q Mfxifv‡e wPšÍv Kiv)
d) What does the word 'consensus' mean?
i) refusal ii) discord
iii) agreement iv) disagree
Answer: iii) agreement (m¤§wZ ev HKgZ¨)
e) In which issue do researchers differ a lot?
i) dimension of dream ii) purpose and function of dream
iii) hazards of dream iv) essentials of dream
Answer: ii) purpose and function of dream (¯^‡cœi D‡Ïk¨ I Kvh©KvwiZv)
f) When are the images, thoughts, and emotions of a dream experienced?
i) after sleep ii) before sleep
iii) during walking hours iv) during sleep
Answer: iv) during sleep (Ny‡gi g‡a¨)
g) Sigmund Freud was a _______.
i) physicist ii) neurotic
iii) psychologist iv) palmist
Answer: iii) psychologist (g‡bvweÁvbx)
h) We may often find ourselves _______ during a dream.
i) perplexed ii) sorry
iii) sad iv) sadness
Answer: i) perplexed (weåvšÍ ev nZevK)
i) Which of the following is true?
i) There is a definite reason for dreaming.
ii) Dreams are a representation of conscious desires.
iii) Scientists have been researching dreams for thousands of years.
iv) We are very often puzzled by the content of dreams.
Answer: iv) We are very often puzzled by the content of dreams. (Avgiv cÖvqB ¯^‡cœi welqe¯‘ wb‡q weåvšÍ
nB)
j) The word 'cognitive' means _______.
i) mental process of understanding ii) process of music
iii) process of keeping good health iv) process of developing thoughts
Answer: i) mental process of understanding (gvbwmK †evSvi cÖwµqv)

a) What is the primary focus of the passage?

i) The scientific study of dreams ii) The importance of sleep
iii) The effects of sleep deprivation iv) The history of dream interpretation
Answer: i) The scientific study of dreams (¯^‡cœi ˆeÁvwbK M‡elYv)

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b) What does Freud believe dreams represent?

i) Future events ii) Subconscious desires
iii) Random thoughts iv) Unimportant memories
Answer: ii) Subconscious desires (Ae‡PZb B”Qv)
c) What makes dreams confusing?
i) Their lack of colors ii) Their mix of emotions, thoughts, and images
iii) Their short duration iv) Their similarity to reality
Answer: ii) Their mix of emotions, thoughts, and images (Zv‡`i Abyf‚wZ, wPšÍv I wP‡Îi wgkÖY)
d) Why is the purpose of dreaming still unclear?
i) Because scientists do not study dreams
ii) Because different theories exist without a final conclusion
iii) Because people rarely remember their dreams
iv) Because dreams do not have a purpose
Answer: ii) Because different theories exist without a final conclusion (wewfbœ ZË¡ _vK‡jI P~ovšÍ wm×všÍ
†bB)
e) What kind of emotions can dreams contain?
i) Only happiness ii) Only fear
iii) A mix of positive and negative emotions iv) Only anger
Answer: iii) A mix of positive and negative emotions (BwZevPK I †bwZevPK Abyf‚wZi wgkÖY)
f) What is one function that researchers believe dreams may have?
i) No function at all
ii) Helping with emotional and physical well-being
iii) Controlling real-life events
iv) Making people sleep longer
Answer: ii) Helping with emotional and physical well-being (gvbwmK I kvixwiK my¯’Zv wbwðZ Kiv)
g) Which of the following best describes Freud's view on dreams?
i) Dreams predict the future ii) Dreams reveal hidden desires
iii) Dreams are meaningless iv) Dreams only happen in deep sleep
Answer: ii) Dreams reveal hidden desires (¯^cœ jyKv‡bv B”Qv¸‡jv cÖKvk K‡i)
h) What does 'dream state' refer to?
i) A condition of deep sleep ii) A period when a person stops breathing
iii) A time when the brain stops functioning iv) A situation when someone is fully awake
Answer: i) A condition of deep sleep (Mfxi Ny‡gi Ae¯’v)
i) Why is dreaming still a mystery?
i) Because only philosophers study it
ii) Because its exact function is not fully known
iii) Because dreams do not have any effect on people
iv) Because only a few people experience dreams
Answer: ii) Because its exact function is not fully known (GwUi mwVK Kvh©KvwiZv cy‡ivcywi Rvbv hvqwb)
j) What did Freud call dreams in his book?
i) Random thoughts ii) Disguised fulfillments of repressed wishes
iii) Meaningless images iv) Memories of past lives
Answer: ii) Disguised fulfillments of repressed wishes (`wgZ B”Qvi QÙ cwic~Y©Zv)

B. Answer the following questions. 3×5=15

a) What is the theory of Sigmund Freud about dreams? (wmMgyÛ d«‡q‡Wi ¯^cœ msµvšÍ ZË¡ Kx?)
Answer:
Sigmund Freud's theory suggests that dreams represent subconscious desires, thoughts, and
motivations. He believed that repressed aggressive and sexual instincts appear in dreams in a disguised
form. (wmMgyÛ d«‡q‡Wi ZË¡ Abyhvqx, ¯^cœ n‡jv Ae‡PZb B”Qv, wPšÍv I †cÖiYvi cÖKvk| wZwb wek¦vm Ki‡Zb †h `wgZ AvµgYvZ¥K
I †hŠb cÖe„wË ¯^‡cœi gva¨‡g QÙiƒ‡c cÖKvk cvq|)

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b) How much has science been successful in explaining dreams? (¯^cœ e¨vL¨v Ki‡Z weÁv‡bi mvdj¨
KZUzKz?)
Answer:
Science has studied dreams extensively, but no single explanation has been universally accepted.
While some researchers believe dreams have no real purpose, others think they are essential for
mental, emotional, and physical well-being. (weÁvb ¯^cœ wb‡q e¨vcK M‡elYv K‡i‡Q, wKš‘ GL‡bv GKK †Kv‡bv e¨vL¨v
me©RbMÖvn¨ nqwb| wKQz M‡elK g‡b K‡ib ¯^‡cœi †Kv‡bv cÖK…Z D‡Ïk¨ †bB, Avevi †KD g‡b K‡ib GwU gvbwmK, Av‡eMxq I
kvixwiK my¯’Zvi Rb¨ Acwinvh©|)
c) What are the benefits of dreams? (¯^‡cœi DcKvwiZv Kx?)
Answer:
Dreams may help process emotions, relieve stress, and improve problem-solving abilities. Some
researchers suggest that dreams support mental and emotional health. (¯^cœ Av‡eM cÖwµqvKiY, gvbwmK Pvc
Kgv‡bv Ges mgm¨v mgvav‡bi `¶Zv DbœZ Ki‡Z mnvqK n‡Z cv‡i| wKQz M‡elK g‡b K‡ib, ¯^cœ gvbwmK I Av‡eMxq my¯’Zvi Rb¨
¸iæZ¡c~Y©|)
d) What does the expression 'disguised fulfillments of repressed wishes' mean? (Ò`wgZ AvKv•ÿvi
QÙc~iYÓ ej‡Z Kx †evSvq?)
Answer:
It means that suppressed desires or thoughts that cannot be expressed in real life appear in dreams in a
symbolic or hidden form. (Gi A_© n‡jv ev¯Íe Rxe‡b cÖKvk Kiv hvq bv Ggb `wgZ B”Qv ev wPšÍv ¯^‡cœ cÖZxKx ev †Mvcbfv‡e
cÖKvk cvq|)
e) Define dream in your own language. (wb‡Ri fvlvq ¯^‡cœi msÁv `vI|)
Answer:
A dream is a series of thoughts, images, and emotions experienced during sleep, which may be
realistic or completely imaginary. (¯^cœ n‡jv Ny‡gi mgq Abyf‚Z wewfbœ wPšÍv, Qwe Ges Av‡e‡Mi mgwó, hv ev¯Íem¤§Z ev
m¤ú~Y© KíbvcÖm~Z n‡Z cv‡i|)

a) How do dreams vary in nature? (¯^‡cœi cÖK…wZ Kxfv‡e cwiewZ©Z nq?)

Answer:
Dreams can be vivid or vague, joyful or frightening, and sometimes understandable while at other
times confusing. (¯^cœ ¯úó ev A¯úó n‡Z cv‡i, Avb›``vqK ev fxwZKi n‡Z cv‡i, Ges KL‡bv KL‡bv †evaMg¨ Avevi KL‡bv
weåvwšÍKi n‡Z cv‡i|)
b) Why is the purpose of dreams still unclear? (¯^‡cœi D‡Ïk¨ GL‡bv A¯úó †Kb?)
Answer:
Scientists have not yet reached a consensus on the purpose of dreams because the function of sleep
itself is still being studied. (weÁvbxiv GL‡bv ¯^‡cœi D‡Ïk¨ wb‡q GKgZ nbwb, KviY Ny‡gi cÖK…Z Kvh©KvwiZv m¤ú‡K©I
M‡elYv Pj‡Q|)
c) How do psychoanalysts interpret dreams? (g‡bvmgx¶Ywe`iv ¯^cœ‡K Kxfv‡e e¨vL¨v K‡ib?)
Answer:
Psychoanalysts, like Freud, believe that dreams are a way for the subconscious mind to express
repressed thoughts and desires. (g‡bvmgx¶Ywe`iv, †hgb d«‡qW, g‡b K‡ib †h ¯^cœ Ae‡PZb g‡bi `wgZ wPšÍv I B”Qvi
cÖKv‡ki gva¨g|)
d) What challenges do researchers face in studying dreams? (¯^cœ wb‡q M‡elYvq M‡elKiv Kx ai‡bi
P¨v‡j‡Äi m¤§yLxb nb?)
Answer:
Researchers struggle to study dreams scientifically because they are subjective, difficult to measure,
and vary from person to person. (M‡elKiv ¯^‡cœi M‡elYvq P¨v‡j‡Äi m¤§yLxb nb KviY ¯^cœ e¨w³‡f‡` wfbœ nq, GwU cwigvc
Kiv KwVb Ges cy‡ivcywi ˆeÁvwbKfv‡e we‡kølY Kiv KwVb|)
e) What is the connection between dreams and emotions? (¯^cœ I Av‡e‡Mi g‡a¨ Kx m¤úK© i‡q‡Q?)

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Answer:
Dreams are often influenced by emotions, helping process feelings like fear, happiness, or stress,
which may not be consciously addressed during the day. (¯^cœ cÖvqB Av‡eM Øviv cÖfvweZ nq Ges GwU fq, Avb›` ev
gvbwmK Pv‡ci g‡Zv Abyf‚wZ cÖwµqvKi‡Y mnvqZv K‡i, hv w`‡bi †ejvq m‡PZbfv‡e cÖKvwkZ bvI n‡Z cv‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing different aspects of dreams. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges ¯^cœ m¤ú‡K© wewfbœ w`K †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Dreams include images, thoughts, and emotions
(¯^‡cœ wPÎ, wPšÍv Ges Av‡eM _v‡K)

2. Dreams can be vivid or vague (¯^cœ ¯úó ev A¯úó n‡Z cv‡i)

3. Dreams may evoke joyful or frightening emotions
(¯^cœ Avb›` ev fq¼i Abyf‚wZ m„wó Ki‡Z cv‡i)

4. Purpose of dreams is still uncertain
(¯^‡cœi D‡Ïk¨ GLbI AwbwðZ)

5. Some researchers believe dreams have no real purpose
(wKQz M‡elK g‡b K‡ib ¯^‡cœi †Kv‡bv cÖK…Z D‡Ïk¨ †bB)

Q: Read the above passage and make a flow chart showing Freud's theory of dreams. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges d«‡q‡Wi ¯^cœ ZË¡ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Dreams represent subconscious desires (¯^cœ Ae‡PZb B”Qvi cÖwZdjb NUvq)
2. People are driven by aggressive and sexual instincts (gvbyl AvµgYvZ¥K I †hŠb cÖe„wËi Øviv PvwjZ nq)
3. These instincts are repressed from conscious awareness (GB cÖe„w˸‡jv †PZbvi evB‡i `gb Kiv nq)
4. Repressed thoughts appear in dreams (`gb Kiv wPšÍv¸‡jv ¯^‡cœ cÖKvk cvq)
5. Dreams disguise unfulfilled wishes (¯^cœ Ac~iYxq B”Qv‡K †Mvcbfv‡e cÖKvk K‡i)

Q: Read the above passage and make a flow chart showing different characteristics of dreams.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges ¯^‡cœi wewfbœ ˆewkó¨ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Dreams occur during sleep (¯^cœ Ny‡gi mgq N‡U)
2. Dreams can be vivid or unclear (¯^cœ ¯úó ev A¯úó n‡Z cv‡i)
3. Some dreams are logical while others are confusing (wKQz ¯^cœ †evaMg¨, Avevi wKQz weåvwšÍKi nq)
4. Dreams can reflect real-life events (¯^cœ ev¯Íe Rxe‡bi NUbv¸‡jv cÖwZdwjZ Ki‡Z cv‡i)
5. They can evoke different emotions (¯^cœ wewfbœ ai‡Yi Abyf‚wZ m„wó Ki‡Z cv‡i)

Q: Read the above passage and make a flow chart showing the uncertainty of dream research.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges ¯^cœ M‡elYvi AwbðqZv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Dreams have fascinated humans for centuries (¯^cœ kZvãxi ci kZvãx a‡i gvbyl‡K gy» K‡i‡Q)
2. Scientific research on dreams is relatively recent (¯^cœ wb‡q ˆeÁvwbK M‡elYv Zzjbvg~jKfv‡e bZzb)
3. No consensus exists about the purpose of dreams (¯^‡cœi D‡Ïk¨ wb‡q †Kv‡bv me©m¤§Z gZ †bB)
4. Some researchers believe dreams serve no real purpose (wKQz M‡elK g‡b K‡ib ¯^‡cœi †Kv‡bv cÖK…Z D‡Ïk¨ †bB)
5. Others think dreams are vital for mental and emotional health (Ab¨iv g‡b K‡ib ¯^cœ gvbwmK I Av‡ewMK
my¯’Zvi Rb¨ ¸iæZ¡c~Y©)

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Q: Read the above passage and make a flow chart showing different theories on why we dream.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges †Kb Avgiv ¯^cœ †`wL †m m¤ú‡K© wewfbœ ZË¡ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Freud’s theory: Dreams express repressed desires ((d«‡q‡Wi ZË¡: ¯^cœ `gb Kiv B”Qv‡K cÖKvk K‡i)
2. Some believe dreams help in emotional processing (wKQz M‡elK g‡b K‡ib ¯^cœ Av‡eMMZ cÖwµqv‡K mnvqZv
K‡i)
3. Others say dreams improve memory consolidation (A‡b‡K e‡jb ¯^cœ ¯§„wZ msi¶‡Y mvnvh¨ K‡i)
4. Some theories suggest dreams prepare us for real-life challenges (wKQz ZË¡ ej‡Q ¯^cœ Avgv‡`i ev¯Íe Rxe‡bi
P¨v‡j‡Äi Rb¨ cÖ¯‘Z K‡i)
5. A few researchers think dreams are just random brain activity (wKQz M‡elK g‡b K‡ib ¯^cœ gw¯Í‡®‹i G‡jv‡g‡jv
wµqvKjvc gvÎ)

3. Summarize the following passage. 10

Dreams have intrigued philosophers for centuries, but scientific research on them is still developing.
Dreams consist of images, thoughts, and emotions experienced during sleep, ranging from vivid to
vague and joyful to frightening. The purpose of dreams remains uncertain, with some researchers
believing they are essential for mental and emotional well-being, while others see no real function.
Sigmund Freud's theory suggests that dreams express repressed desires and subconscious thoughts,
particularly aggressive and sexual instincts. His book The Interpretation of Dreams describes dreams
as hidden fulfillments of suppressed wishes.
mvigg©:
¯^cœ nvRvi eQi a‡i `vk©wbK‡`i gy» K‡i‡Q, Z‡e G wel‡q ˆeÁvwbK M‡elYv GL‡bv Pj‡Q| ¯^‡cœ Ny‡gi mgq wewfbœ Qwe, wPšÍv I
Abyf‚wZ †`Lv hvq, hv KL‡bv ¯úó, KL‡bv A¯úó n‡Z cv‡i| ¯^‡cœi cÖK…Z D‡Ïk¨ GL‡bv ARvbv| †KD †KD g‡b K‡ib, GwU gvbwmK
I Av‡eMMZ my¯’Zvi Rb¨ Riæwi, Avevi †KD e‡jb, Gi †Kv‡bv cÖK…Z D‡Ïk¨ †bB| wmMgyÛ d«‡q‡Wi g‡Z, ¯^cœ n‡jv gvby‡li
Ae‡PZb B”Qv I `gb Kiv wPšÍvi cÖwZdjb| Zvi eB The Interpretation of Dreams-G wZwb e¨vL¨v K‡i‡Qb †h, ¯^cœ n‡jv
jyKvwqZ AvKvO&¶vi ev¯Íevqb|

Target-07
1. Read the passage and answer the questions A and B: [Unit: 8, Lesson: 1(B)]
The famous Greek philosopher Aristotle said (weL¨vZ wMÖK `vk©wbK A¨vwi÷Uj e‡j‡Qb), "Man is by nature a
social animal" (gvbyl cÖK…wZMZfv‡eB mvgvwRK cÖvYx)| What he meant was (Zvi A_© wQj) that man, by instinct (gvbyl
¯^fveMZfv‡e), seeks company of others (Ab¨‡`i ms¯úk© †Luv‡R) and establishes relationships (Ges m¤úK© M‡o
†Zv‡j), much like most animals of the wild (eb¨ cÖvYx‡`i g‡Zv), for companionship (m½ cvIqvi Rb¨) and for
physical and emotional support (Ges kvixwiK I gvbwmK mnvqZvi Rb¨)| Unlike the animals however (Z‡e
cÖvYx‡`i g‡Zv bq), man's relationships (gvby‡li m¤úK©) give meaning to his existence (Zvi Aw¯ÍZ¡‡K A_©en K‡i)
and inspires him Ges Zv‡K AbycÖvwYZ K‡i) to do well (fv‡jv Ki‡Z) in education (wk¶vq), in workplace
(Kg©‡¶‡Î)or in a profession (ev †Kv‡bv †ckvq) that he pursues (hv †m AbymiY K‡i)|
Relationships are of different kinds (m¤úK© wewfbœ ai‡Yi n‡Z cv‡i)| Some are familial and intimate (wKQz m¤úK©
cvwievwiK I Nwbô nq), formed by blood and by marriage (hv i‡³i m¤úK© I weev‡ni gva¨‡g M‡o I‡V); some are
social (wKQz m¤úK© mvgvwRK nq) like the ones we have with friends (†hgb eÜzZ¡), and some are made in school
(Ges wKQz m¤úK© ¯‹z‡j M‡o I‡V) where we form close bonds (†hLv‡b Avgiv Nwbô eÜb ˆZwi Kwi) with classmates and
teachers (mncvVx I wk¶K‡`i m‡½)| Relationships can also be fostered (m¤úK© M‡o DV‡Z cv‡i) in workplace
(Kg©‡¶‡Î), which may quickly change (hv `ªæZ cwiewZ©Z n‡Z cv‡i) from professional to social (†ckv`vi m¤úK©
†_‡K mvgvwRK m¤ú‡K©)| There are relationships also (m¤úK© ïay gvby‡li g‡a¨B bq) between human beings and
animals (gvbyl I cÖvYx‡`i g‡a¨), between children and their toys (wkï‡`i m‡½ Zv‡`i †Ljbvi), that they cannot
part with (hv †_‡K Zviv Avjv`v n‡Z cv‡i bv)|
All these relationships (GB me m¤úK©) keep us close to each other (Avgv‡`i G‡K Ac‡ii KvQvKvwQ iv‡L) and
provide us (Ges Avgv‡`i cÖ`vb K‡i) all kinds of support (mKj ai‡bi mnvqZv), love (fv‡jvevmv) and affection (Ges

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†mœn)| A person who has no family (hvi †Kv‡bv cwievi †bB) feels the pain (†m e¨_v Abyfe K‡i) of loneliness and
isolation (GKvwKZ¡ I wew”QbœZvi)| There is no one (Zvi cv‡k †KD _v‡K bv) to laugh or cry with him/her (hvi m‡½
†m nvm‡Z ev Kuv`‡Z cv‡i)| When we share our joy (hLb Avgiv Avgv‡`i Avb›` fvM Kwi) with someone (Kv‡iv m‡½), it
simply redoubles (GwU wظY n‡q hvq), and when we suffer a loss (Ges hLb Avgiv †Kv‡bv ¶wZi m¤§yLxb nB) and
someone shares our sorrow (Ges †KD Avgv‡`i `ytL fvM K‡i †bq), it lessens (ZLb Zv n«vm cvq)| Relationships are
thus needed (ZvB m¤úK© cÖ‡qvRb) for our emotional health (Avgv‡`i gvbwmK my¯’Zvi Rb¨)| To build relationships
(m¤úK© M‡o Zzj‡Z), we need to have trust (Avgv‡`i wek¦vm ivL‡Z n‡e) and respect for each other (Ges G‡K Ac‡ii
cÖwZ kÖ×vkxj n‡Z n‡e), and love (Ges fv‡jvevmv _vK‡Z n‡e) where this is needed (†Lv‡b Zv cÖ‡qvRb)|
We cannot be selfish (Avgiv ¯^v_©ci n‡Z cvwi bv) and possessive (Ges AwaKvicivqYI n‡Z cvwi bv) if we want to
establish (hw` Avgiv M‡o Zzj‡Z PvB) an effective relationship (GKwU Kvh©Ki m¤úK©)|
But quite often (Z‡e cÖvqB) we see people (Avgiv †`wL gvbyl) quarrelling and fighting (SMov I jovB Ki‡Q) with
each other (G‡K Ac‡ii m‡½), which only brings (hv ïay wb‡q Av‡m) misery and loss (`ytL I ¶wZ) to all (mevi
Rb¨)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) The word 'intimate' could be replaced by _______.

i) differentiate ii) close
iii) knowledge iv) intrigue
Answer: ii) close (Nwbô)
b) Which of the following has the closest meaning of the word 'possessive'?
i) dominating ii) supportive
iii) productive iv) overprotective
Answer: iv) overprotective (AwZwi³ myi¶vg~jK)
c) A philosopher is a person who _______.
i) thinks deeply and seriously about life and other basic matters
ii) studies the origin of the universe
iii) systematically gathers and uses research and evidence
iv) tells others about their character and predicts the future
Answer: i) thinks deeply and seriously about life and other basic matters (Rxeb I †gŠwjK welq¸‡jv wb‡q
Mfxifv‡e wPšÍv K‡ib)
d) The word 'instinct' could be replaced by _______.
i) impulse ii) unconcern
iii) affection iv) detachment
Answer: i) impulse (¯^vfvweK cÖe„wË)
e) Man seeks company of others. The word 'company' can be replaced by _______.
i) farm ii) association
iii) affection iv) support
Answer: ii) association (mn‡hvwMZv/msMVb)
f) Man's relationships give meaning to his existence. The word 'existence' can be replaced by
_______.
i) attachment ii) entity
iii) motivation iv) inspiration
Answer: ii) entity (Aw¯ÍZ¡)
g) The synonym of 'foster' is _______.
i) agony ii) near
iii) chase iv) nurture
Answer: iv) nurture (jvjb-cvjb Kiv)
h) The synonym of 'isolation' is _______.
i) detachment ii) entertainment
iii) fierce iv) acquaintance
Answer: i) detachment (wew”QbœZv)

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i) Man establishes relationships for physical and emotional _______.

i) health ii) help
iii) treatment iv) pleasure
Answer: ii) help (mnvqZv)
j) The wild animals also need _______.
i) food ii) house
iii) company iv) occupation
Answer: iii) company (m½)

a) What is the main idea of the passage?

i) The importance of human relationships ii) The life of wild animals
iii) The negative effects of loneliness iv) The benefits of being possessive
Answer: i) The importance of human relationships (gvbe m¤ú‡K©i ¸iæZ¡)
b) Why did Aristotle call man a 'social animal'?
i) Because humans live in forests
ii) Because humans need companionship and relationships
iii) Because humans are more intelligent than animals
iv) Because humans do not need others
Answer: ii) Because humans need companionship and relationships (gvbyl m½ I m¤ú‡K©i cÖ‡qvRb Abyfe
K‡i)
c) What happens when people share joy with others?
i) It disappears ii) It lessens
iii) It increases iv) It remains the same
Answer: iii) It increases (GwU AviI e„w× cvq)
d) Which of the following is not a type of relationship mentioned in the passage?
i) Familial ii) Social
iii) Political iv) Workplace
Answer: iii) Political (ivR‰bwZK bq)
e) What is necessary to build strong relationships?
i) Trust and respect ii) Wealth and fame
iii) Power and strength iv) Isolation and selfishness
Answer: i) Trust and respect (wek¦vm I m¤§vb)
f) What do relationships provide us with?
i) Wealth and luxury ii) Love and support
iii) Anger and frustration iv) Physical strength
Answer: ii) Love and support (fv‡jvevmv I mnvqZv)
g) What is a negative effect of being possessive in a relationship?
i) It strengthens relationships ii) It creates conflicts and fights
iii) It builds respect iv) It makes life easier
Answer: ii) It creates conflicts and fights (GwU we‡iva I SMov m„wó K‡i)
h) How do relationships affect emotional health?
i) They make people more isolated ii) They help people feel connected and supported
iii) They make people selfish iv) They increase loneliness
Answer: ii) They help people feel connected and supported (G¸‡jv gvbyl‡K mshy³ I mnvqZv Abyfe Kiv‡Z
mvnvh¨ K‡i)
i) What happens when people quarrel and fight frequently?
i) They become closer ii) They suffer misery and loss
iii) Their trust grows stronger iv) They become more respectful
Answer: ii) They suffer misery and loss (Zviv `y`©kv I ¶wZi m¤§yLxb nq)
j) Why do humans form relationships?
i) To gain money ii) To receive emotional and physical support
iii) To avoid working iv) To achieve power
Answer: ii) To receive emotional and physical support (gvbwmK I kvixwiK mnvqZv cvIqvi Rb¨)

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B. Answer the following questions. 3×5=15

a) How do relationships help us with mental health? (m¤úK© Avgv‡`i gvbwmK ¯^v¯’¨‡K Kxfv‡e mvnvh¨ K‡i?)
Answer:
Relationships provide emotional support, reduce loneliness, and help us share our feelings. They give
us a sense of belonging and security, which is essential for mental well-being. (m¤úK© gvbwmK mg_©b cÖ`vb
K‡i, GKvKxZ¡ Kgvq Ges Avgv‡`i Abyf‚wZ fvM K‡i wb‡Z mvnvh¨ K‡i| GwU Avgv‡`i gv‡S GKcÖKvi m¤ú„³Zv I wbivcËvi
Abyf‚wZ m„wó K‡i, hv gvbwmK my¯’Zvi Rb¨ Acwinvh©|)
b) How do we increase our joy and decrease our misery? (Avgiv Kxfv‡e Avb›` evov‡Z I `ytL Kgv‡Z cvwi?)
Answer:
We increase joy by sharing our happiness with others, which makes it more fulfilling. Similarly, we
decrease misery when someone supports us during difficult times, making the pain more bearable.
(Avgiv Avb›` evovB hLb Ab¨‡`i mv‡_ Avgv‡`i myL fvM K‡i wbB, hv GwU‡K AviI Z…wßKi K‡i †Zv‡j| †Zgwb, Avgv‡`i `ytL
K‡g hLb †KD Avgv‡`i K‡ói mgq cv‡k _v‡K, hv e¨_v‡K mnbxq K‡i †Zv‡j|)
c) "A person who has no family feels the pain of loneliness and isolation."–– Explain. (ÒGKRb
cwievinxb e¨w³ GKvKxZ¡ I wew”QbœZvi Kó Abyfe K‡i|Óe¨vL¨v K‡iv|)
Answer:
A person without a family has no one to share joys or sorrows with, leading to feelings of loneliness
and emotional distress. Family relationships provide companionship, love, and support, which are
essential for happiness. (GKRb cwievinxb e¨w³ Zvi Avb›` ev `ytL fvM K‡i †bIqvi g‡Zv KvD‡K cvq bv, hvi d‡j †m
GKvKxZ¡ I gvbwmK Kó Abyfe K‡i| cvwievwiK m¤úK© m½, fv‡jvevmv I mg_©b cÖ`vb K‡i, hv my‡Li Rb¨ AZ¨šÍ ¸iæZ¡c~Y©|)
d) "Man is by nature a social animal."–– Explain. (Ògvbyl cÖK…wZMZfv‡e mvgvwRK cÖvYx|Ó e¨vL¨v K‡iv|)
Answer:
Aristotle meant that humans instinctively seek companionship and form relationships for emotional
and physical support. Unlike animals, human relationships provide meaning to life and inspire success
in different fields. (A¨vwi÷Uj †evSv‡Z †P‡q‡Qb †h, gvbyl ¯^vfvweKfv‡eB m½ Pvq Ges Av‡eM I kvixwiK mg_©‡bi Rb¨ m¤úK©
M‡o †Zv‡j| cÖvYx‡`i g‡Zv n‡jI, gvby‡li m¤úK© Rxeb‡K A_©en K‡i Ges wewfbœ †¶‡Î mdjZv AR©‡b AbycÖvwYZ K‡i|)
e) Why is relationship so important? (m¤úK© †Kb GZ ¸iæZ¡c~Y©?)
Answer:
Relationships provide emotional strength, reduce stress, and create a support system. They make life
meaningful, increase happiness, and help us cope with difficult situations. (m¤úK© Avgv‡`i gvbwmK kw³ †`q,
Pvc Kgvq Ges GKwU mnvqK cwi‡ek ˆZwi K‡i| GwU Rxeb‡K A_©en K‡i, Avb›` e„w× K‡i Ges KwVb cwiw¯’wZ †gvKv‡ejvq mvnvh¨
K‡i|)

a) What are the different types of relationships? (wewfbœ ai‡bi m¤úK© Kx Kx?)
Answer:
Relationships can be familial (formed by blood and marriage), social (friendships, school
connections), professional (workplace relationships), and emotional (human-animal bonds, attachment
to objects like toys). (m¤úK© cvwievwiK (i³ ev we‡qi gva¨‡g), mvgvwRK (eÜzZ¡, ¯‹z‡ji ms‡hvM), †ckvMZ (Kg©‡¶‡Îi
m¤úK©) Ges Av‡eMcÖeY (gvbyl-cÖvYxi m¤úK©, †Ljbvi cÖwZ mshyw³) n‡Z cv‡i|)
b) What qualities are necessary to build strong relationships? (kw³kvjx m¤úK© Mo‡Z Kx ¸Yvewj cÖ‡qvRb?)
Answer:
Trust, respect, love, understanding, and selflessness are essential for building and maintaining strong
relationships. (wek¦vm, m¤§vb, fv‡jvevmv, †evSvcov Ges wbt¯^v_©Zv kw³kvjx m¤úK© Mo‡Z Ges eRvq ivL‡Z Acwinvh©|)
c) What happens when relationships turn negative? (hLb m¤úK© †bwZevPK n‡q hvq ZLb Kx N‡U?)
Answer:
Negative relationships lead to quarrels, misunderstandings, and emotional distress, causing harm to
both individuals involved. (†bwZevPK m¤úK© SMov, fzj †evSveywS Ges gvbwmK Kó m„wó K‡i, hv Dfq c‡¶i Rb¨ ¶wZKi
nq|)

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d) How do relationships influence success in life? (Rxe‡b mdjZvi Ici m¤úK© Kxfv‡e cÖfve †d‡j?)
Answer:
Strong relationships provide motivation, emotional support, and a positive environment, helping
individuals achieve success in education, work, and personal growth. (kw³kvjx m¤úK© Aby‡cÖiYv, gvbwmK
mnvqZv Ges BwZevPK cwi‡ek cÖ`vb K‡i, hv e¨w³‡K wk¶v, Kg©Rxeb Ges e¨w³MZ weKv‡k mdj n‡Z mvnvh¨ K‡i|)
e) What is the role of trust in relationships? (m¤ú‡K© wek¦v‡mi f‚wgKv Kx?)
Answer:
Trust is the foundation of any relationship. It creates security, strengthens bonds, and ensures honesty
and reliability between individuals. (wek¦vm n‡jv †h †Kv‡bv m¤ú‡K©i wfwË| GwU wbivcËv ˆZwi K‡i, eÜb‡K `„p K‡i Ges
e¨w³‡`i g‡a¨ mZZv I wbf©i‡hvM¨Zv wbwðZ K‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing why we need to establish
relationships. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †Kb Avgv‡`i m¤úK© M‡o †Zvjv `iKvi Zv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. For companionship (m½ cvIqvi Rb¨)

2. For physical and emotional support
(kvixwiK I gvbwmK mnvqZvi Rb¨)

3. To give meaning to our existence
(Avgv‡`i Rxe‡bi A_© Lyu‡R cvIqvi Rb¨)

4. To inspire us in education and work
(wk¶v I Kg©‡¶‡Î Avgv‡`i AbycÖvwYZ Kivi Rb¨)

5. To share happiness and lessen sorrow
(Avb›` fvM K‡i †bIqv I `ytL Kgv‡bvi Rb¨)

Q: Read the above passage and make a flow chart showing different types of relationships. (One
is done for you.) (Aby‡”Q`wU c‡ov Ges wewfbœ ai‡bi m¤úK© †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Familial relationships (cvwievwiK m¤úK©)
2. Social relationships with friends (eÜz‡`i mv‡_ mvgvwRK m¤úK©)
3. Relationships formed in school (we`¨vj‡q M‡o IVv m¤úK©)
4. Workplace relationships (Kg©‡¶‡Î M‡o IVv m¤úK©)
5. Human-animal relationships (gvbyl I cÖvYxi g‡a¨ m¤úK©)

Q: Read the above passage and make a flow chart showing how relationships support us. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges m¤úK© Avgv‡`i Kxfv‡e mnvqZv K‡i Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Provides love and affection (fv‡jvevmv I †mœn cÖ`vb K‡i)
2. Helps in overcoming loneliness (GKvKxZ¡ KvwU‡q DV‡Z mvnvh¨ K‡i)
3. Gives emotional security (gvbwmK wbivcËv †`q)
4. Encourages personal and professional growth (e¨w³MZ I †ckvMZ Dbœq‡b mnvqZv K‡i)
5. Strengthens trust and respect among people (gvby‡li g‡a¨ wek¦vm I m¤§vb e„w× K‡i)

Q: Read the above passage and make a flow chart showing how to build strong relationships.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e kw³kvjx m¤úK© M‡o †Zvjv hvq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. Having trust in each other (ci¯ú‡ii cÖwZ wek¦vm ivLv)

2. Showing respect and care (m¤§vb I hZœ cÖ`k©b Kiv)
3. Sharing happiness and sorrow (Avb›` I `ytL fvM K‡i †bIqv)
4. Being selfless and understanding (wbt¯^v_© I †evSvcovi g‡bvfve _vKv)
5. Avoiding unnecessary conflicts (AcÖ‡qvRbxq Ø›Ø Gov‡bv)

Q: Read the above passage and make a flow chart showing the consequences of not having
relationships. (One is done for you.) (Aby‡”Q`wU c‡ov Ges m¤úK© bv _vKvi djvdj †`wL‡q GKwU cÖevnwPÎ ˆZwi
K‡iv|)
1. Leads to loneliness (GKvKxZ¡ m„wó K‡i)
2. Increases emotional distress (gvbwmK Aw¯’iZv e„w× K‡i)
3. Lack of support in difficult times (KwVb mg‡q mnvqZvi Afve †`Lv †`q)
4. Creates feelings of isolation (wew”QbœZvi Abyf‚wZ ˆZwi K‡i)
5. Reduces happiness and life satisfaction (myL I Rxeb mš‘wó n«vm K‡i)

3. Summarize the following passage. 10

Aristotle stated that humans are social beings by nature, seeking companionship and support. Unlike
animals, human relationships provide meaning and motivation in life. Relationships exist in various
forms—familial, social, professional, and even between humans and animals or cherished objects.
These connections offer love, support, and emotional well-being. Loneliness can be painful, but shared
joy increases happiness, and shared sorrow reduces pain. Trust, respect, and love are essential for
healthy relationships. Selfishness and possessiveness can harm relationships, and conflicts often lead
to unnecessary suffering and loss.
mvigg©:
A¨vwi÷Uj e‡j‡Qb, gvbyl cÖK…wZMZfv‡eB mvgvwRK cÖvYx Ges m¤ú‡K©i gva¨‡g m½ I mnvqZv †Luv‡R| Ab¨vb¨ cÖvYx‡`i Zzjbvq
gvby‡li m¤úK© Zvi Rxe‡b A_© I Aby‡cÖiYv †hvMvq| m¤úK© wewfbœ ai‡bi n‡Z cv‡i—cvwievwiK, mvgvwRK, †ckvMZ Ges GgbwK
gvby‡li mv‡_ cÖvYx ev wcÖq e¯‘‡`i m¤úK©I| G¸‡jv fv‡jvevmv I gvbwmK mg_©b cÖ`vb K‡i| wbtm½Zv Kó`vqK, wKš‘ myL fvM Ki‡j
Zv wظY nq, Avi `ytL fvM Ki‡j Zv K‡g| m¤úK© wUwK‡q ivL‡Z cvi¯úwiK wek¦vm, m¤§vb I fv‡jvevmv Riæwi| Z‡e AvZ¥‡Kw›`ªKZv
I `Lj`vi g‡bvfve m¤úK© bó K‡i Ges SMov †Kej Kó I ¶wZ e‡q Av‡b|

Target-08
1. Read the passage and answer the questions A and B: [Unit: 9, Lesson: 2(B: 1-4)]
Adolescents constitute (wK‡kvi-wK‡kvixiv MVb K‡i) a nation's core resource (GKwU RvwZi g~j m¤ú`) for national
renewal and growth (RvZxq cybM©Vb I DbœwZi Rb¨)| Adolescence is a period in life (‰K‡kvi n‡jv Rxe‡bi GKwU
ch©vq) when transition from childhood to adulthood takes place (hLb ˆkke †_‡K cÖvßeq¯‹ nIqvi cwieZ©b N‡U)
and behaviours and lifestyles are shaped (Ges AvPiY I Rxebaviv M‡o I‡V)| According to the World Health
Organisation (WHO) (wek¦ ¯^v¯’¨ ms¯’vi g‡Z), adolescence is the period (‰K‡kvi n‡jv †mB mgq) which shapes the
future (hv fwel¨Z M‡o †Zv‡j) of girls and boys' lives (†Q‡j-†g‡q‡`i Rxe‡bi)| There are 28 million adolescents
in Bangladesh (evsjv‡`‡k 28 wgwjqb wK‡kvi-wK‡kvix i‡q‡Q);13.7 million of them are girls (hv‡`i g‡a¨ 13.7 wgwjqb
†g‡q) and 14.3 million boys (Ges 14.3 wgwjqb †Q‡j)|
The situation of adolescent girls (evsjv‡`‡ki wK‡kvix †g‡q‡`i Ae¯’v) in Bangladesh is characterised by
inequality (AmgZvi Øviv wPwýZ) and subordination (Ges Ae`gbZvi) within the family and society (cwievi I
mgv‡Ri g‡a¨)| This inequality leads to (GB ˆel‡g¨i d‡j N‡U) widespread practice of child marriage
(evj¨weev‡ni e¨vcK cÖPjb), marginalisation or exclusion (Ae‡njv ev eÂbv) from health, education and
economic opportunities (¯^v¯’¨, wk¶v I A_©‰bwZK my‡hvM †_‡K), and vulnerability to violence and sexual abuse
(Ges mwnsmZv I †hŠb wbcxo‡bi wkKvi nIqvi m¤¢vebv)|

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In Bangladesh (evsjv‡`‡k), the legal age of marriage (we‡qi AvBbMZ eqm) is 18 for girls (†g‡q‡`i Rb¨ 18 eQi)
and 21 for boys (Ges †Q‡j‡`i Rb¨ 21 eQi)| However (Z‡e), 33 percent of adolescent girls (33 kZvsk wK‡kvix
†g‡q) are married before the age of 15 (15 eQi eq‡mi Av‡MB we‡q n‡q hvq) and 60 percent (Ges 60 kZvsk)
become mothers (gv n‡q hvq) by the age of 19 (19 eQi eq‡mi g‡a¨)| Research finds (M‡elYvq †`Lv †M‡Q) that
adolescents with higher level of education (†hme wK‡kvi-wK‡kvixi wk¶vi ¯Íi DuPz) and from more affluent
families (Ges hviv m”Qj cwievi †_‡K Av‡m) tend to marry at a later age (Zv‡`i we‡q †`wi‡Z nq)| Boys, however
(Z‡e †Q‡jiv), become ready for marriage (we‡qi Rb¨ cÖ¯‘Z nq) only after several years (ïaygvÎ K‡qK eQi ci) of
adolescence and young adulthood (‰K‡kvi I †hŠe‡bi g‡a¨)|
When a girl gets married (hLb GKwU †g‡q we‡q K‡i), she usually drops out of school (†m mvaviYZ ¯‹zj Qv‡o) and
begins full-time work (Ges c~Y©Kvjxb KvR ïiæ K‡i) in her in-laws' household (Zvi k¦ïievwo‡Z)| In the in-laws'
house (k¦ïievwo‡Z), she is marginalized (†m Ae‡nwjZ nq)| She becomes vulnerable (†m SyuwKi gy‡L c‡o) to all
forms of abuse (me ai‡bi wbh©vZ‡bi), including dowry-related violence (hvi g‡a¨ c‡Yi Rb¨ wbh©vZbI AšÍf©y³)| In
Bangladesh (evsjv‡`‡k), it is still common (GwU GL‡bv cÖPwjZ) for a bride's family (GKwU K‡bi cwiev‡ii Rb¨) to
pay dowry (cY w`‡Z), despite the practice being illegal (hw`I GwU AvBbZ wbwl×)| Dowry demands can also
continue (c‡Yi `vwe Pj‡Z cv‡i) after the wedding (we‡qi ciI)| For an adolescent bride (GKRb wK‡kvix beea~i
Rb¨), even if her in-laws are supportive (hw`I Zvi k¦ïievwoi †jvKRb mnvqK nq), there are significant health
risks (ZeyI eo ¯^v¯’¨SyuwK _v‡K) in terms of pregnancy and childbirth (Mf©aviY I mšÍvb cÖm‡ei †¶‡Î)| The majority
of adolescent brides (†ewkifvM wK‡kvix beea~) and their families (Ges Zv‡`i cwievi) are uninformed or
insufficiently informed (AÁ ev Ach©vßfv‡e AeMZ) about reproductive health and contraception (cÖRbb ¯^v¯’¨ I
Rb¥wbqš¿Y m¤ú‡K©)| The maternal mortality rate (gvZ…g„Zz¨i nvi) for adolescents (wK‡kvix‡`i Rb¨) is double the
national rate (RvZxq M‡oi wظY)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) What could be the closest meaning of the word 'constitute' in the first sentence?
i) take ii) form
iii) add iv) make
Answer: ii) form (MVb Kiv)
b) The phrase 'leads to' in the passage refers to ______.
i) results of ii) results in
iii) results from iv) results to
Answer: ii) results in (dj¯^iƒc N‡U)
c) The word 'marginalization' refers to _______.
i) holding a lot of power ii) holding no power
iii) boldness in decision making iv) having sympathy for others
Answer: ii) holding no power (¶gZv ev ¸iæZ¡ bv _vKv)
d) The word 'widespread' mentioned in the passage means _______.
i) limited ii) wide-ranging
iii) narrow iv) minor
Answer: ii) wide-ranging (we¯Í„Z ev e¨vcKfv‡e Qwo‡q _vKv)
e) Adolescence is a _______ period from childhood to adulthood.
i) constant ii) transitional
iii) rigid iv) fixed
Answer: ii) transitional (cwieZ©bkxj)

a) How many adolescent boys are there in Bangladesh?

i) 28 million ii) 14.3 million
iii) 13.7 million iv) 33 million
Answer: ii) 14.3 million (14.3 wgwjqb)

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b) What is a major issue faced by adolescent girls in Bangladesh?

i) Gender equality ii) Economic independence
iii) Inequality and subordination iv) Better education
Answer: iii) Inequality and subordination (ˆelg¨ I AaxbZv)
c) What percentage of adolescent girls in Bangladesh marry before the age of 15?
i) 60% ii) 33%
iii) 50% iv) 45%
Answer: ii) 33% (33%)
d) At what age do most adolescent girls become mothers in Bangladesh?
i) By 18 years ii) By 16 years
iii) By 19 years iv) By 20 years
Answer: iii) By 19 years (19 eQ‡ii g‡a¨)
e) What factor reduces the chances of early marriage for girls?
i) Living in rural areas ii) Higher education and financial stability
iii) Working in factories iv) Government laws
Answer: ii) Higher education and financial stability (D”Pwk¶v I Avw_©K w¯’wZkxjZv)
f) What happens to most girls after marriage?
i) They continue their education ii) They start full-time work in their in-laws' household
iii) They move abroad iv) They become financially independent
Answer: ii) They start full-time work in their in-laws' household (Zviv k¦ïievwo‡Z c~Y©Kvjxb M„nKg©x n‡q
hvq)
g) What is a significant risk for adolescent brides?
i) Unemployment ii) Health risks during pregnancy and childbirth
iii) Lack of social life iv) Political instability
Answer: ii) Health risks during pregnancy and childbirth (Mf©ve¯’v I cÖm‡ei mgq ¯^v¯’¨ SyuwK)
h) Why does dowry remain a problem despite being illegal?
i) Because families want to give gifts ii) Because it is a deep-rooted social custom
iii) Because it is encouraged by the government iv) Because it helps the economy
Answer: ii) Because it is a deep-rooted social custom (KviY GwU GKwU Mfxi mvgvwRK ixwZ)
i) What is the maternal mortality rate for adolescent brides compared to the national rate?
i) Lower than the national rate ii) Equal to the national rate
iii) Double the national rate iv) Unaffected by age
Answer: iii) Double the national rate (RvZxq M‡oi wظY)
j) What is one major factor that influences boys to marry at a later age?
i) Social expectations ii) Financial independence and maturity
iii) Government rules iv) Family pressure
Answer: ii) Financial independence and maturity (Avw_©K ¯^vaxbZv I cwic°Zv)

B. Answer the following questions. 3×5=15

a) What do you understand by adolescence? (Zzwg wK‡kvi-wK‡kvix Ae¯’v m¤ú‡K© Kx †evS?)

Answer:
Adolescence is the transitional period between childhood and adulthood when behaviors and lifestyles
are shaped. It is a crucial phase that determines the future of boys and girls. (wK‡kvi-wK‡kvix Ae¯’v n‡jv
ˆkke †_‡K cÖvßeq¯‹‡Z¡ cwieZ©‡bi GKwU avc, hLb AvPiY I Rxebaviv MwVZ nq| GwU GKwU ¸iæZ¡c~Y© ch©vq hv †Q‡j I †g‡q‡`i
fwel¨r wba©viY K‡i|)
b) What is gender disparity? What are the consequences of it? (wj½ ˆelg¨ Kx? Gi cwiYwZ Kx?)
Answer:
Gender disparity refers to the unequal treatment of individuals based on gender. It leads to child
marriage, lack of education and economic opportunities, vulnerability to violence, and social
marginalization. (wj½ ˆelg¨ n‡jv bvix I cyiæ‡li cÖwZ Amg AvPiY| Gi d‡j evj¨weevn, wk¶v I A_©‰bwZK my‡hv‡Mi Afve,
mwnsmZvi SyuwK Ges mvgvwRKfv‡e Ae‡nwjZ nIqvi cÖeYZv †`Lv hvq|)

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c) Which factors are responsible for girls' early marriage? (†g‡q‡`i evj¨weev‡ni Rb¨ †Kvb †Kvb welq
`vqx?)
Answer:
Factors responsible for early marriage include gender inequality, poverty, lack of education, and
societal pressure. Many families believe that marrying off girls early reduces financial burdens.
(evj¨weev‡ni Rb¨ wj½ ˆelg¨, `vwi`ª¨, wk¶vi Afve Ges mvgvwRK Pvc `vqx| A‡bK cwievi g‡b K‡i †h †g‡q‡`i Av‡MB we‡q
w`‡j Zv‡`i Avw_©K †evSv K‡g hvq|)
d) Why is adolescence an important period of life? (wK‡kvi-wK‡kvix Ae¯’v Rxe‡bi ¸iæZ¡c~Y© GKwU mgq †Kb?)
Answer:
Adolescence is important because it shapes a person's future behaviors, lifestyle, and opportunities. It
is a time when education, health, and personal growth play a crucial role. (wK‡kvi-wK‡kvix Ae¯’v ¸iæZ¡c~Y©
KviY GwU GKRb e¨w³i fwel¨r AvPiY, Rxebaviv I my‡hvM MV‡b f‚wgKv iv‡L| GB mg‡q wk¶v, ¯^v¯’¨ Ges e¨w³MZ weKvk AZ¨šÍ
¸iæZ¡c~Y©|)
e) How do wealth and education influence a girl's marriage? (m¤ú` I wk¶v Kxfv‡e GKwU †g‡qi we‡q‡K
cÖfvweZ K‡i?)
Answer:
Research shows that girls from wealthy and educated families marry at a later age. Education
empowers them with knowledge, and financial stability reduces the pressure of early marriage.
(M‡elYvq †`Lv †M‡Q †h m”Qj I wkw¶Z cwiev‡ii †g‡qiv †`wi‡Z we‡q K‡i| wk¶v Zv‡`i m‡PZb K‡i †Zv‡j, Avw_©K w¯’wZkxjZv
evj¨weev‡ni Pvc Kgvq|)

a) What challenges do adolescent girls face in Bangladesh? (evsjv‡`‡k wK‡kvix †g‡qiv Kx Kx P¨v‡j‡Äi
m¤§yLxb nq?)
Answer:
Adolescent girls in Bangladesh face child marriage, limited access to education and healthcare,
domestic violence, and social discrimination. (evsjv‡`‡k wK‡kvix †g‡qiv evj¨weevn, wk¶v I ¯^v¯’¨‡mevi mxwgZ my‡hvM,
cvwievwiK mwnsmZv Ges mvgvwRK ˆel‡g¨i m¤§yLxb nq|)
b) What are the health risks of adolescent marriage? (wK‡kvix Ae¯’vq we‡qi Kx Kx ¯^v¯’¨SyuwK i‡q‡Q?)
Answer:
Adolescent brides face high maternal mortality rates, pregnancy complications, and lack of knowledge
about reproductive health and contraception. (wK‡kvix K‡b D”P gvZ…g„Zz¨i nvi, Mf©aviYRwbZ RwUjZv Ges cÖRbb
¯^v¯’¨ I Rb¥wbqš¿Y m¤ú‡K© Áv‡bi Afv‡ei SyuwK‡Z _v‡K|)
c) Why does dowry remain a problem despite being illegal? (†hŠZzK cÖ_v A‰ea n‡jI †Kb GwU mgm¨v n‡q
i‡q †M‡Q?)
Answer:
Dowry remains a problem because of deep-rooted social customs, economic pressure, and lack of
strict enforcement of laws. (†hŠZzK cÖ_v GL‡bv GKwU mgm¨v KviY GwU mvgvwRKfv‡e †Mu‡_ _vKv cÖ_v, A_©‰bwZK Pvc Ges
K‡Vvi AvBwb cÖ‡qv‡Mi Afv‡ei Kvi‡Y wU‡K Av‡Q|)
d) How does early marriage affect a girl's education? (evj¨weevn Kxfv‡e GKRb †g‡qi wk¶v‡K cÖfvweZ K‡i?)
Answer:
Early marriage forces girls to drop out of school, limiting their educational and career opportunities,
and making them economically dependent. (evj¨weevn †g‡q‡`i ¯‹zj Qvo‡Z eva¨ K‡i, hv Zv‡`i wk¶v I Kg©Rxe‡bi
my‡hvM mxwgZ K‡i Ges Zv‡`i Avw_©Kfv‡e wbf©ikxj K‡i †Zv‡j|)
e) What can be done to prevent child marriage? (evj¨weevn cÖwZ‡iv‡a Kx Kiv †h‡Z cv‡i?)
Answer:
Strengthening education, enforcing laws, raising awareness, and providing economic support to
families can help prevent child marriage. (wk¶vi cÖPvi, K‡Vvi AvBb cÖ‡qvM, m‡PZbZv e„w× Ges cwievi¸‡jvi Avw_©K
mnvqZv cÖ`vb evj¨weevn cÖwZ‡iv‡a mnvqK n‡Z cv‡i|)

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2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the situation of adolescent girls in
Bangladesh. (One is done for you.) (Aby‡”Q`wU c‡ov Ges evsjv‡`‡ki wK‡kvix †g‡q‡`i cwiw¯’wZ †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Inequality and subordination within family and society
(cwievi I mgv‡R AmgZv I AaxbZvi wkKvi)

2. Widespread practice of child marriage (evj¨weev‡ni e¨vcK cÖPjb)

3. Exclusion from health, education, and economic opportunities
(¯^v¯’¨, wk¶v I A_©‰bwZK my‡hvM †_‡K ewÂZ nIqv)

4. Vulnerability to violence and sexual abuse
(wbh©vZb I †hŠb mwnsmZvi SyuwK‡Z _vKv)

5. Dropping out of school after marriage
(we‡qi ci cov‡kvbv †Q‡o †`Iqv)

Q: Read the above passage and make a flow chart showing the effects of child marriage on
adolescent girls. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wK‡kvix‡`i Ici evj¨weev‡ni cÖfve †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Early drop out from school (cÖv_wgK ch©v‡qB cov‡kvbv eÜ n‡q hvIqv)
2. Full-time household work after marriage (we‡qi ci cy‡ivcywi M„n¯’vwji Kv‡R wjß nIqv)
3. Increased risk of domestic violence and abuse (Mvn©¯’¨ wbh©vZb I mwnsmZvi SyuwK e„w×)
4. Lack of reproductive health knowledge (cÖRbb ¯^v¯’¨ m¤ú‡K© AÁZv)
5. Higher maternal mortality rate (D”P gvZ…g„Zz¨i nvi)

Q: Read the above passage and make a flow chart showing the factors influencing early
marriage in Bangladesh. (One is done for you.) (Aby‡”Q`wU c‡ov Ges evsjv‡`‡k evj¨weev‡ni KviY¸‡jv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Social and cultural norms favoring early marriage (cÖPwjZ mvgvwRK I mvs¯‹…wZK aviv hv evj¨weevn‡K DrmvwnZ
K‡i)
2. Inequality and gender discrimination (wj½ ˆelg¨ I AmgZv)
3. Poverty and financial insecurity (`vwi`ª¨ I Avw_©K AwbðqZv)
4. Lack of access to education (wk¶vi my‡hv‡Mi Afve)
5. Family pressure and societal expectations (cwiev‡ii Pvc I mvgvwRK cÖZ¨vkv)

Q: Read the above passage and make a flow chart showing the challenges faced by adolescent
brides. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wK‡kvix beea~‡`i †h P¨v‡jĸ‡jvi gy‡LvgywL n‡Z nq Zv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Loss of education and career opportunities (wk¶v I Kg©Rxe‡bi my‡hvM nviv‡bv)
2. Social isolation in the in-laws' house (¯^vgxi evwo‡Z mvgvwRK wew”QbœZv Abyfe Kiv)
3. Increased domestic responsibilities (Mvn©¯’¨ `vwqZ¡ †e‡o hvIqv)
4. Vulnerability to domestic violence and dowry abuse (Mvn©¯’¨ wbh©vZb I †hŠZzK wbh©vZ‡bi SyuwK e„w×)
5. Poor reproductive health and lack of contraception awareness (cÖRbb ¯^v¯’¨ I Mf©wb‡ivaK m¤ú‡K© AÁZv)

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Q: Read the above passage and make a flow chart showing ways to prevent child marriage and
empower adolescent girls. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wK‡kvix‡`i ¶gZvqb I evj¨weevn
cÖwZ‡iv‡ai Dcvq †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Ensuring access to quality education (D”Pgv‡bi wk¶vi my‡hvM wbwðZ Kiv)
2. Strengthening law enforcement against child marriage (evj¨weevnwe‡ivax AvBb Kvh©Kifv‡e cÖ‡qvM Kiv)
3. Raising awareness about gender equality (wj½ mgZv m¤ú‡K© m‡PZbZv e„w× Kiv)
4. Promoting economic opportunities for adolescent girls (wK‡kvix‡`i Rb¨ A_©‰bwZK my‡hvM ˆZwi Kiv)
5. Providing reproductive health education (cÖRbb ¯^v¯’¨ m¤ú‡K© wk¶v cÖ`vb Kiv)

3. Summarize the following passage. 10

Adolescents are vital for a nation's growth, as this phase shapes their future behaviors and lifestyles. In
Bangladesh, there are 28 million adolescents, with girls often facing inequality and subordination.
This leads to child marriage, lack of education, and vulnerability to abuse. Despite the legal marriage
age being 18 for girls, many marry before 15, and 60% become mothers by 19. Early marriage forces
girls to leave school and work in their in-laws' homes, where they face dowry-related violence and
health risks. Limited awareness of reproductive health increases maternal mortality among adolescent
brides.
mvigg©:
wK‡kvi-wK‡kvixiv RvwZi Dbœq‡b ¸iæZ¡c~Y© f‚wgKv iv‡L, KviY GB mg‡q Zv‡`i Rxebaviv I fwel¨r MwVZ nq| evsjv‡`‡k 28
wgwjqb wK‡kvi-wK‡kvixi g‡a¨ †g‡qiv cvwievwiK I mvgvwRK ˆel‡g¨i wkKvi nq, hv evj¨weevn, wk¶v †_‡K ev` cov I wbh©vZ‡bi
wkKvi nIqvi KviY n‡q `uvovq| hw`I †g‡q‡`i Rb¨ AvBbMZ we‡qi eqm 18, A‡b‡KB 15-Gi Av‡M we‡q K‡i Ges 60% 19-Gi
g‡a¨ gv n‡q hvq| we‡qi ci †g‡qiv k¦ïievwo‡Z wbh©vZ‡bi wkKvi nq Ges ¯^v¯’¨SyuwK‡Z c‡o| cÖRbb ¯^v¯’¨ m¤ú‡K© m‡PZbZvi
Afv‡ei Kvi‡Y wK‡kvix gv‡q‡`i gvZ…g„Zz¨i nvi wظY †ewk|

Target-09
1. Read the passage and answer the questions A and B: [Unit: 7, Lesson: 3(B)]
The success of Kalsindur girls (Kvjwm›`y‡ii †g‡q‡`i mvdj¨) reads like an epic (GKwU gnvKv‡e¨i g‡Zv †kvbvq)|
They started their journey (Zviv Zv‡`i hvÎv ïiæ K‡iwQj) with practically nothing (cÖvq wKQzB bv wb‡q)| They
didn't have any boots (Zv‡`i †Kv‡bv eyU wQj bv) or jerseys to wear (ev civi g‡Zv Rvwm©I wQj bv)| Initially
(cÖ_gw`‡K), they played (Zviv †LjZ) wearing salwar and kamij (mvjIqvi KvwgR c‡i)| They also suffered (Zviv
fz‡MwQj) from malnutrition (cywónxbZvq)| What made them win (Zvn‡j Kx Zv‡`i Rqx Kij) against all
adversities (me cÖwZK‚jZvi weiæ‡×)? What was the magic behind (Gi †cQ‡bi inm¨ Kx)? Mohammad Mafiz
Uddin (†gvnv¤§` gwdR DwÏb) was an assistant teacher (wQ‡jb mnKvix wk¶K) at Kalsindur Government Free
Primary School (Kvjwm›`yi miKvwi wd« cÖv_wgK we`¨vj‡q) where Minati Rani Sheel (†hLv‡b wgbwZ ivwb kxj) was the
head teacher (wQ‡jb cÖavb wkw¶Kv)| They observed (Zviv j¶¨ Ki‡jb) the girls' interests in football (†g‡qiv
dzUe‡ji cÖwZ AvMÖnx) and decided to help (Ges Zv‡`i mvnvh¨ Kivi wm×všÍ wb‡jb)| It was, however, not that easy
(Z‡e, GwU GZ mnR wQj bv)| Girls playing football (†g‡q‡`i dzUej †Ljv) is still not a common picture (GLbI
evsjv‡`‡k GKwU mvaviY `„k¨ bq) in Bangladesh (evsjv‡`‡k)| Guardians were not convinced (AwffveKiv ivwR wQ‡jb
bv) as they were used to seeing (KviY Zviv Af¨¯Í wQ‡jb) girls helping mothers (†g‡q‡`i gv‡q‡`i mvnvh¨ Ki‡Z)
with household chores (M„n¯’vwji Kv‡R)| A farmer (GKRb K…lK), an auto-rickshaw driver (GKRb A‡UvwiKkv
PvjK), a tea-shop owner (GKRb Pv‡qi †`vKv‡bi gvwjK)or a housemaid mother (A_ev GKRb M„ncwiPvwjKv gv)
couldn't be that ambitious either (†Zgb D”PvKv•ÿxI n‡Z cv‡ibwb)| But Minati Rani Sheel (wKš‘ wgbwZ ivwb kxj)
and Mohammad Mafiz Uddin (Ges †gvnv¤§` gwdR DwÏb) persuaded them (Zv‡`i ivwR Kiv‡jb) to allow their
daughters to play (Zv‡`i †g‡q‡`i dzUej †Lj‡Z †`Iqvi Rb¨)| Being great motivators (AmvaviY †cÖiYv`vZv wn‡m‡e),
the two teachers (GB `yB wk¶K) supported the girls (†g‡q‡`i mnvqZv Ki‡jb) in their effort to overcome the
odds (cÖwZK‚jZv‡K Rq Kivi cÖ‡Póvq)| They inspired them (Zviv †g‡q‡`i AbycÖvwYZ Ki‡jb), created opportunities

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for them ((Zv‡`i Rb¨ my‡hvM m„wó Ki‡jb) and took personal care of them (Ges Zv‡`i e¨w³MZfv‡e hZœ wb‡jb)| Soon
the girls (kxNªB †g‡qiv) could prove themselves (Zv‡`i †hvM¨Zv cÖgvY Ki‡Z cvij), shaking off their inhibition
(j¾v I wØav `~i K‡i)| Their success (Zv‡`i mvdj¨) has also persuaded (GQvovI cÖfvweZ K‡i‡Q) the villagers
(MÖvgevmx‡`i) to come to their support (Zv‡`i mg_©‡b GwM‡q Avm‡Z)|
When the girls (hLb †g‡qiv) moved to the nearby secondary school and college (Kv‡Qi gva¨wgK ¯‹zj I K‡j‡R
†Mj), they did not have (Zv‡`i cv‡k Avi wQj bv) their Minati Maam and Mafiz Uddin Sir (Zv‡`i wgbwZ g¨vg I
gwdR DwÏb m¨vi)| But soon (wKš‘ kxNªB) another motherly person (Av‡iKRb gvZ…myjf e¨w³) offered her helping
hand (Zv‡`i mvnv‡h¨i nvZ evwo‡q w`‡jb)- Mala Rani Sarkar (gvjv ivwb miKvi), an Assistant Professor of History
(GKRb BwZnv‡mi mnKvix Aa¨vcK)| She was joined (Zvi m‡½ hy³ n‡jb) by one of her colleagues (Zvi GKRb
mnKg©x), Juel Mia (Ry‡qj wgqv)| They agreed to coach the girls (Zviv †g‡q‡`i cÖwk¶Y w`‡Z ivwR n‡jb)| Mr
Jalaluddin (Rbve RjvjDwÏb), who was then the head teacher of the school (whwb ZLb ¯‹z‡ji cÖavb wk¶K wQ‡jb),
also supported them (wZwbI Zv‡`i mg_©b w`‡jb)| Gradually (ax‡i ax‡i) the local community (¯’vbxq RbMY),
public representatives (RbcÖwZwbwaiv) and the local administration (Ges ¯’vbxq cÖkvmb) came forward (mnvqZvq
GwM‡q Gj)| Bangladesh Football Federation (evsjv‡`k dzUej †dWv‡ikb) also gave special attention (we‡kl
g‡bv‡hvM w`j) to them (Zv‡`i cÖwZ)| And finally (Ges †kl ch©šÍ) another football magician (Av‡iKRb dzUej
Rv`yKi), Golam Rabbani Choton (†Mvjvg ieŸvbx †QvUb), the coach of the Bangladesh Women's National
Football Team (evsjv‡`k bvix RvZxq dzUej `‡ji †KvP), mentored these girls (GB †g‡q‡`i cÖwk¶Y w`‡jb) and
helped them (Ges Zv‡`i mvnvh¨ Ki‡jb) become complete professional footballers (m¤ú~Y© †ckv`vi dzUejvi n‡q
DV‡Z)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) Mohammad Mafiz Uddin was a _______.

i) organizer ii) mentor
iii) promotor iv) moderator
Answer: ii) mentor (Dc‡`k`vZv/cÖwk¶K)
b) What does the word 'malnutrition' mean?
i) lack of deliciousness ii) lack of taste
iii) lack of balanced health iv) lack of food
Answer: iii) lack of balanced health (cywónxbZv)
c) 'Girls playing football is not a common picture."–– What does it mean?
i) Football is not a game for girls. ii) Football is not a good game.
iii) Football is restricted for girls. iv) Girls are not regular in playing football.
Answer: iv) Girls are not regular in playing football. (†g‡qiv wbqwgZ dzUej †L‡j bv)
d) What is the meaning of the word 'chores'?
i) house works ii) jobs
iii) forces iv) responsibilities
Answer: i) house works (M„n¯’vwji KvR)
e) What does the phrase 'shake off' mean here?
i) throw ii) to get rid of
iii) avoid iv) move
Answer: ii) to get rid of (gy³ nIqv)
f) 'Secondary level of school' means _______.
i) six to eight ii) six to ten
iii) six to twelve iv) five to eight
Answer: ii) six to ten (lô †_‡K `kg †kÖwY ch©šÍ)
g) Public representatives are _______.
i) non-government workers ii) paid workers
iii) government workers iv) elected persons
Answer: iv) elected persons (wbe©vwPZ e¨w³)

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h) The very word 'attention' is related to _______.

i) physic ii) mentality
iii) emotion iv) consciousness
Answer: iv) consciousness (m‡PZbZv)
i) Kalsindur is a _______.
i) district ii) thana
iii) sub-district iv) village
Answer: iv) village (GKwU MÖvg)
j) What is the opposite word of 'inhibition'?
i) capacity ii) advantage
iii) promotion iv) possibility
Answer: i) capacity (¶gZv)

a) Why was it difficult for girls to play football in Kalsindur?

i) They were not interested ii) They lacked necessary sports equipment
iii) They had enough resources iv) They were professionals
Answer: ii) They lacked necessary sports equipment (Zv‡`i cÖ‡qvRbxq µxov miÄvg wQj bv)
b) Who first noticed the girls' interest in football?
i) Mala Rani Sarkar ii) Golam Rabbani Choton
iii) Juel Mia iv) Minati Rani Sheel and Mohammad Mafiz Uddin
Answer: iv) Minati Rani Sheel and Mohammad Mafiz Uddin (wgbwZ ivwb kxj I †gvnv¤§` gwdR DwÏb)
c) Why were the parents hesitant to allow their daughters to play football?
i) They preferred their daughters to study ii) They were used to seeing girls doing household chores
iii) They thought football was dangerous iv) They believed football was only for boys
Answer: ii) They were used to seeing girls doing household chores (Zviv †g‡q‡`i M„n¯’vwji Kv‡R Af¨¯Í
†`L‡Z cQ›` Ki‡Zb)
d) Who helped the girls after they moved to secondary school?
i) Their parents ii) Local government officials
iii) Mala Rani Sarkar and Juel Mia iv) The Bangladesh Police
Answer: iii) Mala Rani Sarkar and Juel Mia (gvjv ivwb miKvi I Ry‡qj wgqv)
e) How did the local community react to the girls’ success?
i) They opposed their playing ii) They supported and encouraged them
iii) They ignored them iv) They discouraged them
Answer: ii) They supported and encouraged them (Zv‡`i mg_©b I Drmvn cÖ`vb K‡i‡Qb)
f) What was the final step in the girls' journey to professional football?
i) They trained with a professional coach ii) They stopped playing football
iii) They joined a different school iv) They played cricket
Answer: i) They trained with a professional coach (Zviv GKRb †ckv`vi †Kv‡Pi mv‡_ cÖwk¶Y wb‡q‡Q)
g) What role did Golam Rabbani Choton play in their journey?
i) He provided financial support ii) He was their school teacher
iii) He was their classmate iv) He coached them to become professional footballers
Answer: iv) He coached them to become professional footballers (wZwb Zv‡`i †ckv`vi dzUejvi wn‡m‡e
M‡o Zz‡j‡Qb)
h) What was one of the biggest challenges the girls faced?
i) Lack of public support ii) Injuries
iii) School closures iv) Strict government laws
Answer: i) Lack of public support (Rbmg_©‡bi Afve)
i) What happened as a result of the girls’ determination?
i) They gave up on football ii) They gained recognition and support
iii) They left their village iv) They started a new school
Answer: ii) They gained recognition and support (Zviv ¯^xK…wZ I mg_©b †c‡q‡Q)

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j) What is the central theme of this passage?

i) The importance of education
ii) Overcoming social and economic barriers through determination
iii) The history of football in Bangladesh
iv) The problems of rural life
Answer: ii) Overcoming social and economic barriers through determination (mvgvwRK I A_©‰bwZK evav
AwZµg Kivi Mí)

B. Answer the following questions. 3×5=15

a) "The success of Kalsindur girls reads like an epic."–– What does the line indicate? (ÒKvjwm›`y‡ii
†g‡q‡`i mvdj¨ GKwU gnvKv‡e¨i g‡Zv c‡o|ÓGB jvBbwU Kx †evSvq?)
Answer:
The line indicates that the success of Kalsindur girls was extraordinary, overcoming extreme
difficulties like poverty, lack of resources, and social restrictions. Their journey to success was
inspiring, much like the struggles and victories found in epic stories. (GB jvBbwU †evSvq †h Kvjwm›`y‡ii
†g‡q‡`i mvdj¨ AmvaviY wQj| Zviv `vwi`ª¨, m¤ú‡`i Afve I mvgvwRK evav KvwU‡q D‡V mvdj¨ AR©b K‡iwQj| Zv‡`i msMÖvg
Ges weRq gnvKv‡e¨i g‡Zv Aby‡cÖiYv`vqK|)
b) Who were the persons behind the magic of the success of the girls? (†g‡q‡`i mvd‡j¨i Rv`yi †cQ‡b
Kviv wQ‡jb?)
Answer:
The key persons behind their success were teachers Minati Rani Sheel and Mohammad Mafiz Uddin,
who motivated and supported them. Later, Mala Rani Sarkar, Juel Mia, Jalaluddin, and Golam
Rabbani Choton also played crucial roles in shaping their football careers. (Zv‡`i mvd‡j¨i †cQ‡b cÖavb
f‚wgKv †i‡L‡Qb wk¶K wgbwZ ivYx kxj I †gvnv¤§` gwdR DwÏb, hviv Zv‡`i AbycÖvwYZ I mnvqZv K‡iwQ‡jb| c‡i, gvjv ivYx
miKvi, Ry‡qj wgqv, RjvjDwÏb Ges †Mvjvg ieŸvbx †QvUbI Zv‡`i dzUej K¨vwiqvi MV‡b ¸iæZ¡c~Y© f‚wgKv cvjb K‡ib|)
c) Why were the guardians not interested in allowing the girls to play football? (AwffveKiv †Kb
†g‡q‡`i dzUej †Lj‡Z w`‡Z AvMÖnx wQ‡jb bv?)
Answer:
The guardians were reluctant because girls playing football was uncommon in Bangladesh. They were
used to seeing their daughters doing household chores, and due to their financial conditions, they
could not think of ambitious dreams for them. (AwffveKiv AvMÖnx wQ‡jb bv KviY evsjv‡`‡k †g‡q‡`i dzUej †Ljv
ZL‡bv mvaviY e¨vcvi wQj bv| Zviv †g‡q‡`i N‡ii KvR Ki‡Z †`L‡ZB Af¨¯Í wQ‡jb Ges Avw_©K Ae¯’vi Kvi‡Y Zv‡`i Rb¨ eo
¯^cœ †`Lvi my‡hvM cvbwb|)
d) Who is Golam Rabbani Choton? What was his contribution for the girls? (†Mvjvg iveŸvbx †QvUb †K?
†g‡q‡`i Rb¨ Zvi Ae`vb Kx wQj?)
Answer:
Golam Rabbani Choton is the coach of the Bangladesh Women's National Football Team. He
mentored the Kalsindur girls, trained them professionally, and helped them become successful
footballers. (†Mvjvg iveŸvbx †QvUb evsjv‡`k RvZxq bvix dzUej `‡ji †KvP| wZwb Kvjwm›`y‡ii †g‡q‡`i cÖwk¶Y w`‡q‡Qb,
Zv‡`i †ckv`vi dzUejvi wn‡m‡e M‡o Zzj‡Z mnvqZv K‡i‡Qb|)
e) What inspiration do you get from the success of Kalsindur girls? Discuss. (Kvjwm›`y‡ii †g‡q‡`i
mvdj¨ †_‡K Zzwg Kx Aby‡cÖiYv cvI? Av‡jvPbv K‡iv|)
Answer:
Their success teaches us that determination, proper guidance, and community support can help
overcome any obstacles. It inspires us to chase our dreams despite social and financial difficulties.
(Zv‡`i mvdj¨ Avgv‡`i †kLvq †h `„p msKí, mwVK w`Kwb‡`©kbv Ges mgv‡Ri mnvqZv †h †Kv‡bv evav AwZµg Ki‡Z cv‡i| GwU
Avgv‡`i AbycÖvwYZ K‡i hv‡Z Avgiv mvgvwRK I Avw_©K mgm¨vi c‡iI ¯^cœ AbymiY Ki‡Z cvwi|)

a) How did the teachers motivate the girls? (wk¶Kiv Kxfv‡e †g‡q‡`i AbycÖvwYZ K‡iwQ‡jb?)

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Answer:
The teachers motivated the girls by recognizing their talent, persuading their families, providing moral
support, and creating opportunities for them to practice football. (wk¶Kiv †g‡q‡`i cÖwZfv wPb‡Z †c‡i Zv‡`i
cwievi‡K ivwR Kivb, ˆbwZK mg_©b †`b Ges dzUej Abykxj‡bi my‡hvM ˆZwi K‡ib|)
b) What challenges did the girls face at the beginning of their journey? (hvÎvi ïiæ‡Z †g‡qiv Kx Kx
P¨v‡j‡Äi m¤§yLxb n‡qwQj?)
Answer:
They faced a lack of proper sports gear, malnutrition, and social resistance, as playing football was not
common for girls in Bangladesh. (Zviv †Ljvi miÄv‡gi Afve, cywónxbZv Ges mvgvwRK evavi m¤§yLxb n‡qwQj, KviY
evsjv‡`‡k †g‡q‡`i dzUej †Ljv ZLbI ¯^vfvweK wQj bv|)
c) How did the local community react to their success? (¯’vbxq mgvR Zv‡`i mvd‡j¨ Kxfv‡e cÖwZwµqv
†`wL‡qwQj?)
Answer:
Initially, the community was hesitant, but after seeing their success, they became supportive and
encouraged the girls to continue playing. (ïiæi w`‡K mgvR wØavMÖ¯Í wQj, wKš‘ Zv‡`i mvdj¨ †`‡L Zviv mnvqK n‡q I‡V
Ges †g‡q‡`i †Ljv Pvwj‡q †h‡Z DrmvwnZ K‡i|)
d) How did the Bangladesh Football Federation support the Kalsindur girls? (evsjv‡`k dzUej
†dWv‡ikb Kxfv‡e Kvjwm›`y‡ii †g‡q‡`i mnvqZv K‡iwQj?)
Answer:
The Bangladesh Football Federation gave special attention to their training, provided better facilities,
and helped them grow into professional players. (evsjv‡`k dzUej †dWv‡ikb Zv‡`i cÖwk¶‡Y we‡kl bRi †`q, DbœZ
my‡hvM-myweav cÖ`vb K‡i Ges †ckv`vi dzUejvi wn‡m‡e M‡o Zzj‡Z mnvqZv K‡i|)
e) What does the story of the Kalsindur girls teach about gender equality in sports? (Kvjwm›`y‡ii
†g‡q‡`i Mí Avgv‡`i †Ljvayjvq wj½ mgZvi wel‡q Kx †kLvq?)
Answer:
Their story proves that with the right support, girls can excel in sports just like boys. It highlights the
need for equal opportunities and the breaking of gender stereotypes. (Zv‡`i Mí cÖgvY K‡i †h mwVK mnvqZv
†c‡j †g‡qivI †Q‡j‡`i g‡Zv †Ljvayjvq mdj n‡Z cv‡i| GwU wj½ mgZvi cÖ‡qvRbxqZv Ges cÖPwjZ a¨vbaviYv fvOvi ¸iæZ¡ Zz‡j
a‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the adversities that the Kalsindur
girls had to face in their journey for playing football. (One is done for you.) (Aby‡”Q`wU c‡ov Ges
Kvjwm›`y‡ii †g‡qiv dzUej †Ljvi hvÎvq †h cÖwZK‚jZvi m¤§yLxb n‡qwQj Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Starting journey with practically nothing
(cÖvq wKQzB bv _vKv Ae¯’vq hvÎv ïiæ Kiv)

2. Lack of proper sports gear like boots and jerseys
(eyU I Rvwm©i g‡Zv Dchy³ µxov mvgMÖxi Afve)

3. Playing in salwar and kamij instead of sportswear
(µxov †cvkv‡Ki cwie‡Z© mvjIqvi KvwgR c‡i †Ljv)

4. Suffering from malnutrition (cywónxbZvi wkKvi nIqv)

5. Facing social stigma against girls playing football
(†g‡q‡`i dzUej †Ljv wb‡q mvgvwRK Kzms¯‹v‡ii m¤§yLxb nIqv)

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Q: Read the above passage and make a flow chart showing the key figures who supported the
Kalsindur girls in their journey. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kvjwm›`y‡ii †g‡q‡`i dzUej
hvÎvq hviv mvnvh¨ K‡i‡Qb Zv‡`i †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Minati Rani Sheel - Head teacher of primary school (wgbwZ ivwb kxj- cÖv_wgK we`¨vj‡qi cÖavb wk¶K)
2. Mohammad Mafiz Uddin - Assistant teacher (†gvnv¤§` gwdR DwÏb- mnKvix wk¶K)
3. Mala Rani Sarkar - Assistant Professor (gvjv ivwb miKvi- mnKvix Aa¨vcK)
4. Juel Mia - College teacher (Ry‡qj wgqv- K‡jR wk¶K)
5. Jalaluddin - Head teacher of secondary school (RvjvjDwÏb- gva¨wgK we`¨vj‡qi cÖavb wk¶K)

Q: Read the above passage and make a flow chart showing the steps that helped the Kalsindur
girls become professional footballers. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e Kvjwm›`y‡ii
†g‡qiv †ckv`vi dzUejvi n‡q DV‡jv Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Teachers identified their interest in football (wk¶Kiv Zv‡`i dzUe‡ji cÖwZ AvMÖn Lyu‡R cvb)
2. Teachers convinced parents to allow them to play (wk¶Kiv AwffveK‡`i ivwR Kivb †g‡q‡`i †Lj‡Z w`‡Z)
3. Girls overcame social barriers and started playing (†g‡qiv mvgvwRK evav AwZµg K‡i †Ljv ïiæ K‡i)
4. New mentors and coaches provided training (bZzb cÖwk¶K I civgk©`vZviv Zv‡`i cÖwk¶Y †`b)
5. Local community and administration supported them (¯’vbxq RbMY I cÖkvmb Zv‡`i mg_©b †`q)

Q: Read the above passage and make a flow chart showing how the success of the Kalsindur girls
influenced their community. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kvjwm›`y‡ii †g‡q‡`i mvdj¨ Kxfv‡e
Zv‡`i KwgDwbwU‡K cÖfvweZ K‡i‡Q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Girls overcame initial barriers and started playing (†g‡qiv cÖv_wgK evav AwZµg K‡i †Ljv ïiæ K‡i)
2. Their success drew attention from their community (Zv‡`i mvdj¨ KwgDwbwUi `„wó AvKl©Y K‡i)
3. Parents started supporting their daughters in sports (AwffveKiv Zv‡`i †g‡q‡`i †Ljvq mg_©b w`‡Z ïiæ K‡ib)
4. More girls became interested in football (AviI †g‡qiv dzUe‡j AvMÖnx n‡q I‡V)
5. Schools and colleges encouraged girls’ participation (¯‹zj I K‡jR †g‡q‡`i AskMÖn‡Y DrmvwnZ K‡i)

Q: Read the above passage and make a flow chart showing the challenges in changing societal
attitudes towards girls’ football. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †g‡q‡`i dzUej wb‡q mgv‡Ri
`„wófw½ cwieZ©‡bi P¨v‡jĸ‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Traditional belief that girls should focus on household chores (†g‡q‡`i ïay M„n¯’vwj Kv‡RB mxgve× _vKvi
cÖPwjZ aviYv)
2. Lack of role models for girls in sports (†Ljvayjvq †g‡q‡`i Rb¨ Av`k© e¨w³i Afve)
3. Parents' fear of social criticism (AwffveK‡`i mvgvwRK mgv‡jvPbvi fq)
4. Limited access to sports facilities for girls (†g‡q‡`i Rb¨ µxov my‡hvM-myweavi Afve)
5. Financial constraints in supporting girls’ sports (†g‡q‡`i †Ljvayjvi Rb¨ A_©‰bwZK mxgve×Zv)

3. Summarize the following passage. 10

The journey of the Kalsindur girls' football team is inspiring. They started with no equipment, facing
poverty and social barriers. Teachers Minati Rani Sheel and Mohammad Mafiz Uddin noticed their
passion and motivated them despite resistance from their families. With continuous support, the girls
overcame challenges and gained recognition. Later, Mala Rani Sarkar and Juel Mia took over
coaching, with backing from the school and community. The Bangladesh Football Federation and
national coach Golam Rabbani Choton further trained them, turning them into professional footballers
and proving that determination can overcome any obstacle.

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mvigg©:
Kvjwm›`yi Kb¨v‡`i dzUej hvÎv Aby‡cÖiYv`vqK| ïiæ‡Z Zv‡`i †Ljvayjvi miÄvg wQj bv, `vwi`ª¨ I mvgvwRK evavi gy‡L co‡Z
n‡qwQj| wk¶K wgbwZ ivYx kxj I †gvnv¤§` gwdR DwÏb Zv‡`i AvMÖn †`‡L AbycÖvwYZ K‡ib Ges AwffveK‡`i ivwR Kivb|
cÖwZK‚jZv KvwU‡q †g‡qiv wb‡R‡`i cÖwZfvi cÖgvY †`q| c‡i gvjv ivYx miKvi I Ry‡qj wgqv †KvP wn‡m‡e `vwqZ¡ †bb Ges ¯’vbxq
cÖkvmb I KwgDwbwUi mnvqZv cvb| evsjv‡`k dzUej †dWv‡ikb I †KvP †Mvjvg iveŸvbx †QvU‡bi cÖwk¶‡Y Zviv †ckv`vi dzUejvi
n‡q I‡V, cÖgvY K‡i †h msK‡íi gva¨‡g me evav AwZµg Kiv m¤¢e|

Target-10
1. Read the passage and answer the questions A and B: [Unit: 11, Lesson: 3(B)]
The Island of St. Martin's (†m›U gvwU©b Øxc) is the only coral island (GKgvÎ cÖevj Øxc) in Bangladesh
(evsjv‡`‡k) located in the north-eastern part (hv Aew¯’Z DËi-c~e© As‡k) of the Bay of Bengal (e‡½vcmvM‡ii)| The
roughly flat island (GB cÖvq mgZj ØxcwU) is only 3.6 meters above the sea level (gvÎ 3.6 wgUvi mgy`ªc„‡ôi Ic‡i)|
The entire island (cy‡iv Øxc) can be walked about (†nu‡U cwi`k©b Kiv hvq) in 3 hours (gvÎ 3 NÈvq)| The island is
known (GB ØxcwU cwiwPZ) for its unique natural beauty (Gi Abb¨ cÖvK…wZK †mŠ›`‡h©i Rb¨) with white sandy
beaches (†hLv‡b i‡q‡Q mv`v evwji mgy`ª‰mKZ) fringed with coconut palms (hv bvi‡Kj Mv‡Q †Niv) and a diverse
marine life (Ges †hLv‡b i‡q‡Q ˆewPΨgq mvgyw`ªK cÖvYxRMr)|
Due to the expansion (AwZwi³ cÖmv‡ii d‡j) of unregulated tourism (Awbqwš¿Z ch©U‡bi), the island is facing (GB
ØxcwU m¤§yLxb n‡”Q) increasing erosion (Zxeª f‚wg¶‡qi), contamination of surface and ground water (c„ô I f‚Mf©¯’
cvwbi `~l‡Yi), wildlife displacement (eb¨cÖvYxi evm¯’vb aŸs‡mi), and loss of biodiversity (Ges Rxe‰ewP‡Î¨i ¶wZi)|
Other threats include (Ab¨ wec‡`i g‡a¨ i‡q‡Q) cutting of sand dune vegetation (evwjqvwoi MvQ †K‡U †djv) for
fuel-wood and hotel establishment (R¡vjvwbi Rb¨ I †nv‡Uj wbg©v‡Yi Rb¨); degradation of sand dune habitat
(evwjqvwoi cÖvK…wZK Avevm aŸsm); the harvesting of turtle eggs (K”Q‡ci wWg msMÖn); indiscriminate exploitation of
coral resources (†ec‡ivqv cÖevj msMÖn) BZ¨vw`| To address this (GB mgm¨vi mgvav‡bi Rb¨), the Government has
declared (miKvi †NvlYv K‡i‡Q) some areas of the island (Øx‡ci wKQz Ask) as Ecologically Critical Area (ECA)
(ev¯‘ms¯’vbMZfv‡e msKUvcbœ GjvKv), prohibiting unauthorized constructions there (†hLv‡b A‰ea wbg©vY wbwl× Kiv
n‡q‡Q)|
Criticisms of Ecotourism
Despite the popularity of ecotourism (B‡Kv-Uz¨wiR‡gi RbwcÖqZv m‡Ë¡I), the above-mentioned examples
suggest (Dc‡iv³ D`vniY¸‡jv Bw½Z K‡i), there are several criticisms (†ek wKQz mgv‡jvPbv i‡q‡Q) of ecotourism as
well (B‡Kv-Uz¨wiR‡giI)| Increased tourism (ewa©Z ch©Ub) to sensitive areas (ms‡e`bkxj GjvKvq) without proper
planning and management (hw` mwVK cwiKíbv I e¨e¯’vcbv Qvov nq) can actually harm (Zvn‡j GwU ¶wZ Ki‡Z cv‡i)
the ecosystem and its species (ev¯‘ms¯’vb I Gi cÖvYxRMr‡K) because the infrastructure (KviY ch©U‡bi Rb¨ cÖ‡qvRbxq
AeKvVv‡gv) needed to sustain tourism (hv ch©Ub‡K wUwK‡q ivL‡Z mvnvh¨ K‡i) such as roads (†hgb moK) can
contribute (f‚wgKv ivL‡Z cv‡i) to environmental degradation (cwi‡ekMZ AebwZi †¶‡Î)|
Ecotourism is also said (GQvovI B‡Kv-Uz¨wiRg‡K ejv nq) by critics (mgv‡jvPK‡`i g‡Z) to have a negative impact
(GwU †bwZevPK cÖfve †d‡j) on local communities (¯’vbxq Rb‡Mvôxi Ici) because the arrival of foreign visitors
(KviY we‡`wk ch©UK‡`i AvMg‡bi d‡j) and wealth (Ges Zv‡`i m¤ú`) can shift (cwieZ©b Avb‡Z cv‡i) political and
economic conditions of the area (GjvKvi ivR‰bwZK I A_©‰bwZK cwiw¯’wZ‡Z)| It can also make (GwU AviI Ki‡Z
cv‡i) the area dependent more (GB AÂj‡K †ewk wbf©ikxj K‡i Zzj‡Z) on tourism (ch©U‡bi Ici) than its domestic
economic practices (¯’vbxq A_©‰bwZK Kg©Kv‡Ði †P‡q)|
While ecotourism becomes popular (hw`I B‡Kv-Uz¨wiRg RbwcÖq n‡”Q), we must, however (Z‡e Avgv‡`i Aek¨B),
remain cautious (mZK© _vK‡Z n‡e) about its adverse effects (Gi †bwZevPK cÖfve m¤ú‡K©) and do our best (Ges
Avgv‡`i m‡e©v”P †Póv Ki‡Z n‡e) to protect the environment and ecosystem (cwi‡ek I ev¯‘ms¯’vb i¶v Kivi Rb¨)|

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A. Choose the correct answer from the alternatives. 0.5×10=5

a) 'Marine life' is connected to _______.

i) onshore life ii) naval life
iii) offshore life iv) island life
Answer: iii) offshore life (mgy`ª msjMœ Rxeb)
b) 'To address this' implies that the government is _______.
i) dealing with the crisis ii) protecting wildlife
iii) solving the problem iv) giving the correct address of the island environment
Answer: iii) solving the problem (mgm¨vi mgvavb Ki‡Q)
c) Loss of biodiversity is the result of _______.
i) erosion ii) wildlife displacement
iii) cutting down of trees iv) expansion of unregulated tourism
Answer: iv) expansion of unregulated tourism (Awbqwš¿Z ch©U‡bi m¤cÖmviY)
d) The word 'unregulated' means _______.
i) uncommon ii) unauthorized
iii) unimportant iv) uncontrolled
Answer: iv) uncontrolled (wbqš¿Ynxb)
e) The word 'adverse' means _______.
i) advice ii) bad
iii) polite iv) reverse
Answer: ii) bad (¶wZKi)

a) Where is St. Martin’s Island located?

i) The Bay of Bengal ii) The Indian Ocean
iii) The Arabian Sea iv) The Pacific Ocean
Answer: i) The Bay of Bengal (e‡½vcmvM‡i)
b) What makes St. Martin’s Island unique?
i) It has a large city ii) It is the only coral island in Bangladesh
iii) It has the highest mountain iv) It has a desert
Answer: ii) It is the only coral island in Bangladesh (GwU evsjv‡`‡ki GKgvÎ cÖevj Øxc)
c) How long does it take to walk around the island?
i) 2 hours ii) 3 hours
iii) 4 hours iv) 5 hours
Answer: ii) 3 hours (3 NÈv)
d) What is one of the major threats to the island?
i) Industrial pollution ii) Unregulated tourism
iii) Frequent earthquakes iv) Volcanic eruptions
Answer: ii) Unregulated tourism (Awbqwš¿Z ch©Ub)
e) What has the government done to protect the island?
i) Banned all tourism
ii) Declared some areas as Ecologically Critical Areas (ECA)
iii) Built more hotels
iv) Encouraged mass tourism
Answer: ii) Declared some areas as Ecologically Critical Areas (ECA) (wKQz AÂj‡K cwi‡ekMZfv‡e
msKUc~Y© GjvKv wn‡m‡e †NvlYv K‡i‡Q)
f) What is one criticism of ecotourism?
i) It helps wildlife grow ii) It can harm the environment if not managed properly
iii) It reduces pollution iv) It decreases tourism
Answer: ii) It can harm the environment if not managed properly (hw` mwVKfv‡e cwiPvjbv bv Kiv nq Z‡e
GwU cwi‡e‡ki ¶wZ Ki‡Z cv‡i)

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g) Why does ecotourism sometimes negatively affect local communities?

i) It helps them earn money
ii) It brings too many foreign tourists
iii) It makes the local economy too dependent on tourism
iv) It reduces biodiversity
Answer: iii) It makes the local economy too dependent on tourism (GwU ¯’vbxq A_©bxwZ‡K ch©U‡bi Dci
wbf©ikxj K‡i †Zv‡j)
h) What is the purpose of Ecologically Critical Areas (ECA)?
i) To promote business ii) To protect the environment
iii) To allow hotel expansion iv) To increase tourism
Answer: ii) To protect the environment (cwi‡ek msi¶Y Kiv)
i) Which of the following contributes to the degradation of St. Martin’s Island?
i) Road construction ii) Sand dune habitat destruction
iii) Reduced pollution iv) Planting trees
Answer: ii) Sand dune habitat destruction (evwjqvwoi cwi‡ek bó Kiv)
j) What should people do to ensure ecotourism does not harm the environment?
i) Allow unlimited tourist visits ii) Build more hotels
iii) Regulate and manage tourism properly iv) Increase foreign investment
Answer: iii) Regulate and manage tourism properly (ch©Ub mwVKfv‡e wbqš¿Y I cwiPvjbv Kiv)

B. Answer the following questions. 3×5=15

a) Where is the Island of St. Martin's located? (†m›U gvwU©b Øxc †Kv_vq Aew¯’Z?)
Answer:
The Island of St. Martin's is located in the north-eastern part of the Bay of Bengal and is the only coral
island in Bangladesh. (†m›U gvwU©b Øxc e‡½vcmvM‡ii DËi-c~e© As‡k Aew¯’Z Ges GwU evsjv‡`‡k GKgvÎ cÖevj Øxc|)
b) "The island is known for its unique natural beauty."–– Comment on this statement. (ÒØxcwU Zvi
Abb¨ cÖvK…wZK †mŠ›`‡h©i Rb¨ cwiwPZ|Ó GB wee„wZi Dci gšÍe¨ K‡iv|)
Answer:
The Island of St. Martin's is famous for its breathtaking white sandy beaches, coconut palm trees, and
diverse marine life. Its natural beauty attracts many tourists, making it a valuable ecological treasure.
(†m›U gvwU©b Øxc Zvi Ac~e© mv`v evwji ˆmKZ, bvi‡Kj MvQ Ges ˆewPΨgq mvgyw`ªK Rxe‰ewP‡Î¨i Rb¨ cwiwPZ| Gi cÖvK…wZK †mŠ›`h©
A‡bK ch©UK‡K AvKl©Y K‡i, hv GwU‡K GKwU g~j¨evb cwi‡ekMZ m¤ú‡` cwiYZ K‡i‡Q|)
c) Mention at least three features of the Island of St. Martin's. (†m›U gvwU©b Øx‡ci AšÍZ wZbwU ˆewkó¨ D‡jøL
K‡iv|)
Answer:
1. It is the only coral island in Bangladesh. (GwU evsjv‡`‡ki GKgvÎ cÖevj Øxc|)
2. The island has white sandy beaches lined with coconut trees. (GLv‡b mv`v evwji ˆmKZ i‡q‡Q, hv bvi‡Kj
Mv‡Q cwic~Y©|)
3. It is home to diverse marine life, including corals and turtles. (GwU cÖevj I K”Qcmn ˆewPΨgq mvgyw`ªK Rx‡ei
Avevm¯’j|)
d) What are the impacts of the expansion of unregulated tourism? (Awbqwš¿Z ch©Ub m¤cÖmvi‡Yi Kx cÖfve
i‡q‡Q?)
Answer:
The expansion of unregulated tourism leads to erosion, contamination of water, loss of biodiversity,
wildlife displacement, and damage to the island’s ecosystem. (Awbqwš¿Z ch©Ub m¤cÖmvi‡Yi d‡j f‚wg¶q,
cvwb`~lY, Rxe‰ewP‡Î¨i ¶wZ, eb¨cÖvYxi ¯’vbPz¨wZ Ges Øx‡ci cwi‡ekMZ fvimvg¨ bó nq|)
e) What, according to you, is the most threatening aspect of unregulated tourism? Why? (†Zvgvi
g‡Z, Awbqwš¿Z ch©U‡bi me‡P‡q wec¾bK w`K Kx? †Kb?)
Answer:
The most threatening aspect is the destruction of biodiversity because it affects the entire ecosystem,
leading to long-term environmental damage and loss of natural resources. (me‡P‡q wec¾bK w`K n‡jv
Rxe‰ewP‡Î¨i aŸsm, KviY GwU cy‡iv cwi‡e‡ki Ici cÖfve †d‡j Ges `xN©‡gqv‡` cÖvK…wZK m¤ú‡`i ¶wZ K‡i|)

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a) Why has the government declared some areas of St. Martin’s as Ecologically Critical Areas
(ECA)? (miKvi †Kb †m›U gvwU©b Øx‡ci wKQz GjvKv‡K cwi‡ekMZfv‡e msKUvcbœ GjvKv (ECA) †NvlYv K‡i‡Q?)
Answer:
The government declared certain areas as Ecologically Critical Areas (ECA) to prevent environmental
degradation, control unregulated tourism, and protect marine biodiversity. (cwi‡ekMZ ¶wZ †iva, Awbqwš¿Z
ch©Ub wbqš¿Y Ges mvgyw`ªK Rxe‰ewPΨ i¶vi Rb¨ miKvi wKQz GjvKv‡K cwi‡ekMZfv‡e msKUvcbœ GjvKv †NvlYv K‡i‡Q|)
b) What is ecotourism, and how can it help protect St. Martin’s Island? (B‡KvUzwiRg Kx Ges GwU Kxfv‡e
†m›U gvwU©b Øxc‡K i¶v Ki‡Z cv‡i?)
Answer:
Ecotourism promotes responsible travel that conserves the environment. Proper ecotourism policies
can reduce pollution, regulate tourism activities, and preserve the island’s ecosystem. (B‡KvUzwiRg n‡jv
cwi‡ek msi¶Yg~jK `vwqZ¡kxj ågY| mwVK B‡KvUzwiRg bxwZ `~lY Kgv‡Z, ch©Ub Kvh©µg wbqš¿Y Ki‡Z Ges Øx‡ci ev¯‘Zš¿
msi¶‡Y mnvqZv Ki‡Z cv‡i|)
c) How does unregulated tourism affect marine life? (Awbqwš¿Z ch©Ub Kxfv‡e mvgyw`ªK Rxe‡bi Ici cÖfve †d‡j?)
Answer:
Unregulated tourism disturbs marine habitats, increases pollution, and leads to overexploitation of
marine resources, threatening the survival of various species. (Awbqwš¿Z ch©Ub mvgyw`ªK Avevm¯’j bó K‡i, `~lY
e„w× K‡i Ges mvgyw`ªK m¤ú‡`i AwZwi³ e¨envi NUvq, hv wewfbœ cÖRvwZi wU‡K _vKvi Rb¨ ûgwK¯^iƒc|)
d) What role can tourists play in protecting St. Martin’s Island? (†m›U gvwU©b Øxc i¶vq ch©UKiv Kx f‚wgKv
ivL‡Z cv‡i?)
Answer:
Tourists can protect the island by avoiding littering, respecting ecological guidelines, reducing plastic
use, and supporting sustainable tourism practices. (ch©UKiv AveR©bv bv †djv, cwi‡ekMZ wb‡`©wkKv †g‡b Pjv,
cøvw÷‡Ki e¨envi Kgv‡bv Ges †UKmB ch©Ub PP©v mg_©b K‡i Øxc‡K i¶v Ki‡Z cv‡i|)
e) How can the local community benefit from sustainable tourism? (¯’vbxq m¤cÖ`vq Kxfv‡e †UKmB ch©Ub
†_‡K DcK…Z n‡Z cv‡i?)
Answer:
Sustainable tourism can create jobs, improve local businesses, and ensure long-term economic
stability without harming the environment. (†UKmB ch©Ub Kg©ms¯’vb m„wó Ki‡Z cv‡i, ¯’vbxq e¨emv DbœZ Ki‡Z cv‡i
Ges cwi‡e‡ki ¶wZ bv K‡i `xN©‡gqv`x A_©‰bwZK w¯’wZkxjZv wbwðZ Ki‡Z cv‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the major features of the Island of St.
Martin's. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †m›U gvwU©b Øx‡ci cÖavb ˆewk󨸇jv †`wL‡q GKwU cÖevnwPÎ
ˆZwi K‡iv|)
1. The only coral island of Bangladesh
(evsjv‡`‡ki GKgvÎ cÖevj Øxc)

2. Located in the north-eastern part of the Bay of
Bengal (e‡½vcmvM‡ii DËi-c~e© As‡k Aew¯’Z)

3. Roughly 3.6 meters above sea level
(mgy`ªc„ô †_‡K cÖvq 3.6 wgUvi D”PZvq Aew¯’Z)

4. Can be walked around in 3 hours
(3 NÈvi g‡a¨ cy‡iv Øxc †nu‡U †Nviv hvq)

5. Has white sandy beaches with coconut palms
(mv`v evwji ˆmKZ Ges bvi‡Kj MvQ i‡q‡Q)

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Q: Read the above passage and make a flow chart showing the environmental threats faced by
St. Martin's Island. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †m›U gvwU©b Øxc †h cwi‡ekMZ ûgwKi m¤§yLxb
n‡”Q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Increasing erosion (¶q e„w× cv‡”Q)
2. Contamination of surface and ground water (c„ô I f‚Mf©¯’ Rj `~wlZ n‡”Q)
3. Wildlife displacement (eb¨cÖvYx ¯’vbPz¨Z n‡”Q)
4. Loss of biodiversity (Rxe‰ewP‡Î¨i ¶wZ n‡”Q)
5. Cutting of sand dune vegetation for fuel-wood (R¡vjvwbi Rb¨ evwji wUjv †_‡K MvQ KvUv n‡”Q)

Q: Read the above passage and make a flow chart showing the measures taken to protect St.
Martin's Island. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †m›U gvwU©b Øxc msi¶‡Yi Rb¨ M„nxZ c`‡¶cmg~n
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Government declared some areas as Ecologically Critical Area (ECA) (miKvi wKQz AÂj‡K
cwi‡ekMZfv‡e msKUvcbœ GjvKv (ECA) †NvlYv K‡i‡Q)
2. Prohibition of unauthorized constructions (Abby‡gvw`Z wbg©vY wbwl× Kiv n‡q‡Q)
3. Restrictions on sand dune vegetation cutting (evwji wUjvi MvQ KvUvi Ici wb‡lavÁv Av‡ivc Kiv n‡q‡Q)
4. Awareness campaigns on biodiversity conservation (Rxe‰ewPΨ msi¶‡Y m‡PZbZvg~jK Kvh©µg Pvjv‡bv n‡”Q)
5. Regulation of tourism to minimize environmental impact (cwi‡ekMZ cÖfve Kgv‡Z ch©Ub wbqš¿Y Kiv n‡”Q)

Q: Read the above passage and make a flow chart showing the criticisms of ecotourism. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges B‡Kv-Uz¨wiRg wb‡q †h mgv‡jvPbv i‡q‡Q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Increased tourism can harm the ecosystem (ch©U‡bi e„w× cwi‡e‡ki ¶wZ Ki‡Z cv‡i)
2. Infrastructure development like roads leads to environmental degradation (moK wbg©v‡Yi g‡Zv AeKvVv‡gv
Dbœqb cwi‡e‡ki Ae¶q NUvq)
3. Can negatively impact local communities (¯’vbxq RbM‡Yi Ici †bwZevPK cÖfve †dj‡Z cv‡i)
4. Wealth from tourism can shift political and economic conditions (ch©Ub †_‡K Avmv m¤ú` ivR‰bwZK I
A_©‰bwZK cwiw¯’wZi cwieZ©b NUv‡Z cv‡i)
5. May create over-dependence on tourism (ch©U‡bi Ici AwZwi³ wbf©ikxjZv ˆZwi Ki‡Z cv‡i)

Q: Read the above passage and make a flow chart showing the importance of balancing
ecotourism and environmental conservation. (One is done for you.) (Aby‡”Q`wU c‡ov Ges B‡Kv-Uz¨wiRg
I cwi‡ek msi¶‡Yi fvimv‡g¨i ¸iæZ¡ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Ecotourism can help promote conservation (B‡Kv-Uz¨wiRg msi¶Y cÖPv‡i mvnvh¨ Ki‡Z cv‡i)
2. Sustainable tourism can provide economic benefits (†UKmB ch©Ub A_©‰bwZK myweav G‡b w`‡Z cv‡i)
3. Proper planning is needed to protect biodiversity (Rxe‰ewPΨ i¶vi Rb¨ h_vh_ cwiKíbv cÖ‡qvRb)
4. Community involvement ensures responsible tourism (¯’vbxq RbM‡Yi AskMÖnY `vwqZ¡kxj ch©Ub wbwðZ K‡i)
5. Regulations must be enforced to prevent overexploitation (AZ¨waK †kvlY †iv‡a wbqg-Kvbyb Kvh©Ki Kiv
cÖ‡qvRb)

3. Summarize the following passage. 10

St. Martin’s Island, the only coral island in Bangladesh, is known for its stunning natural beauty and
diverse marine life. However, unregulated tourism has led to environmental issues such as erosion,
water contamination, and biodiversity loss. The government has designated certain areas as
Ecologically Critical Areas (ECA) to protect them. While ecotourism promotes conservation, it also
has drawbacks. Poorly managed tourism can damage ecosystems, and reliance on tourism may disrupt
local economies. Though ecotourism is beneficial, it requires careful planning to prevent
environmental and social harm.

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mvigg©:
evsjv‡`‡ki GKgvÎ cÖevj Øxc †m›U gvwU©b cÖvK…wZK †mŠ›`h© I mg„× mvgyw`ªK Rxe‰ewP‡Î¨i Rb¨ cwiwPZ| Z‡e Awbqwš¿Z ch©U‡bi
d‡j ¶q, cvwb `~lY Ges Rxe‰ewPΨ n«vmmn bvbv cwi‡ekMZ mgm¨v †`Lv w`‡q‡Q| miKvi wKQz GjvKv‡K cwi‡ekMZ msKUvcbœ
GjvKv (ECA) wn‡m‡e †NvlYv K‡i‡Q| B‡KvUzwiRg cwi‡ek i¶vq mnvqK n‡jI, cwiKíbvi Afv‡e GwU ev¯‘Z‡š¿i ¶wZ Ki‡Z
cv‡i Ges ¯’vbxq A_©bxwZi Dci †bwZevPK cÖfve †dj‡Z cv‡i| ZvB B‡KvUzwiRg‡K †UKmBfv‡e cwiPvjbv Kiv Riæwi, hv‡Z
cwi‡ek I mgv‡Ri ¶wZ Gov‡bv hvq|

Target-11
1. Read the passage and answer the questions A and B: [Unit: 7, Lesson: 1]
As a child (wkï wn‡m‡e) you must have been told (†Zvgv‡K Aek¨B †kLv‡bv n‡qwQj) to greet your elders (eo‡`i
Awfev`b Rvbv‡Z) and visitors to your home (Ges evwo‡Z AvMZ AwZw_‡`i ¯^vMZ Rvbv‡Z) according to your culture
and tradition (†Zvgvi ms¯‹…wZ I HwZn¨ Abyhvqx)| You must also have been taught (†Zvgv‡K GUvI †kLv‡bv n‡qwQj) to
be polite in company (m½`‡j f`ª AvPiY Ki‡Z) and keep quiet (Ges Pzc _vK‡Z) while others spoke (hLb Ab¨iv
K_v e‡j), especially your elders (we‡kl K‡i †Zvgvi eoiv)| Possibly (m¤¢eZ), at times (KLbI KLbI) you even
protested (Zzwg GB wbq‡gi weiæ‡× cÖwZev`I K‡iwQ‡j) such disciplining (GB ai‡bi kvm‡bi weiæ‡×)| Now (GLb),
certainly you know (wbðqB Zzwg Rv‡bv) that you can't always behave (†h Zzwg memgq AvPiY Ki‡Z cv‡iv bv) the
way you want (†hgb Zzwg PvI), especially in the presence of others (we‡kl K‡i Ab¨‡`i Dcw¯’wZ‡Z)| There are
rules of behaviour (AvPi‡Yi wKQz wbqg i‡q‡Q) you have to follow in a company (hv †Zvgv‡K gvby‡li m‡½ _vK‡Z n‡j
gvb‡Z n‡e)| We are social beings (Avgiv mvgvwRK cÖvYx) and have to consider (Ges Avgv‡`i wPšÍv Ki‡Z nq) the
effect of our behaviour on others (Avgv‡`i AvPi‡Yi cÖfve Ab¨‡`i Ici †Kgb c‡o), even if we are at home (hw`I
Avgiv evwo‡Z _vwK) and dealing with our family members (Ges cwiev‡ii m`m¨‡`i m‡½ _vwK)| We have two terms
(Avgv‡`i `ywU kã Av‡Q) to describe our social behaviour (hv Avgv‡`i mvgvwRK AvPiY †evSv‡Z e¨eüZ nq)- 'etiquette'
and 'manners' (wkóvPvi I †mŠRb¨‡eva)| 'Etiquette' is a French word (wkóvPvi GKwU divwm kã) and it means
(GwUi A_©) the rules of correct behaviour in society (mgv‡R mwVK AvPi‡Yi wbqg)| The word 'manners'
(†mŠRb¨‡eva kãwU) means the behaviour (AvPiY †evSvq) that is considered to be polite (hv f`ª wn‡m‡e we‡ewPZ nq)
in a particular society or culture (GKwU wbw`©ó mgvR ev ms¯‹…wZ‡Z)| Manners can be good or bad (†mŠRb¨‡eva fv‡jv
ev Lvivc n‡Z cv‡i)| For example (D`vniY¯^iƒc), it is a bad manner (GwU GKwU Lvivc Af¨vm) to speak with food in
one's mouth (hw` †KD gy‡L Lvevi wb‡q K_v e‡j)| No one likes (†KDB cQ›` K‡i bv) a bad-mannered person (GKRb
Lvivc AvPi‡Yi gvbyl‡K)| Remember that (g‡b †i‡Lv †h) etiquette and manners (wkóvPvi I †mŠRb¨‡eva) vary from
culture to culture (ms¯‹…wZ †f‡` wfbœ nq) and from society to society (Ges mgvR‡f‡` Avjv`v nq)| We learn
etiquette and manners (Avgiv wkóvPvi I †mŠRb¨‡eva wkwL) from our parents (Avgv‡`i evev-gv‡qi KvQ †_‡K), families
(cwievi †_‡K) and various institutions (Ges wewfbœ cÖwZôvb †_‡K), such as schools (†hgb ¯‹zj), colleges (K‡jR) or
professional bodies (ev †ckvMZ cÖwZôvb †_‡K)| There are rules of behaviour (AvPi‡Yi wbqg i‡q‡Q) for all kinds
of social occasions (me ai‡bi mvgvwRK Abyôv‡bi Rb¨) and it is important (Ges GwU ¸iæZ¡c~Y©) to learn them (GB
wbqg¸‡jv †kLv) and practise them (Ges †m¸‡jv PP©v Kiv) in everyday life (cÖwZw`‡bi Rxe‡b)| The manners
(†mŠRb¨‡eva) that are correct in a wedding reception (hv we‡qi Abyôv‡b †kvfb), will not do (Zv Pj‡e bv) in a
debating club (GKwU weZK© K¬v‡e)| Therefore (ZvB), we have to be careful (Avgv‡`i mZK© _vK‡Z n‡e) about
etiquette and manners (wkóvPvi I †mŠRb¨‡eva m¤ú‡K©)| We know (Avgiv Rvwb) how important it is (GwU KZUv
¸iæZ¡c~Y©) to say 'please' and 'thank you' (Ô`qv K‡iÕ I Ôab¨ev`Õ ejv) in everyday life (cÖwZw`‡bi Rxe‡b)| A few
more polite expressions (AviI wKQz f`ªZv cÖKv‡ki Dcvq), such as 'pardon me' (Ôgvd Ki‡ebÕ ), 'excuse me'
(Ô`ytwLZÕ), 'may I' (ÔAvwg wK cvwiÕ) are pleasant (kÖæwZgayi I f`ªZvc~Y©)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) The word 'possibly' refers to _______.

i) really ii) perhaps
iii) exactly iv) eventually
Answer: ii) perhaps (m¤¢eZ)

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b) The best synonym of 'smooth' is _______.

i) glossy ii) uneven
iii) sensitive iv) cautious
Answer: i) glossy (gm„Y ev SKS‡K)
c) Therefore, we have to be _______ about etiquette and manners.
i) judicious ii) liberal
iii) sensitive iv) cautious
Answer: iv) cautious (mZK©)
d) The word 'very' is a/an _______.
i) adverb ii) verb
iii) adjective iv) noun
Answer: i) adverb (wµqv we‡klY)
e) If there are elders or visitors at your home, the proper attitude towards them is to _______.
i) annoy them ii) avoid them
iii) accost them iv) rebuke them
Answer: iii) accost them (Awfb›`b Rvbv‡bv ev m¤¢vlY Kiv)

a) What does 'etiquette' mean?

i) Personal thoughts ii) Social rules and correct behavior
iii) Scientific knowledge iv) Political views
Answer: ii) Social rules and correct behavior (mvgvwRK wbqg I wkóvPvi)
b) What is the difference between 'etiquette' and 'manners'?
i) Etiquette is formal, manners are personal behavior
ii) They are the same
iii) Etiquette applies only to family
iv) Manners are learned in schools only
Answer: i) Etiquette is formal, manners are personal behavior (wkóvPvi AvbyôvwbK, Avi AvPiY e¨w³MZ)
c) Where do people learn manners and etiquette?
i) Only from books ii) From parents, schools, and society
iii) From watching TV iv) From traveling abroad
Answer: ii) From parents, schools, and society (wcZvgvZv, ¯‹zj I mgvR †_‡K)
d) What is a bad manner mentioned in the passage?
i) Talking with food in one’s mouth ii) Saying 'thank you'
iii) Greeting elders iv) Listening carefully
Answer: i) Talking with food in one’s mouth (gy‡L Lvevi †i‡L K_v ejv)
e) Why is it important to follow manners and etiquette?
i) To look rich ii) To impress people
iii) To behave properly in society iv) To gain power
Answer: iii) To behave properly in society (mgv‡R kvjxb AvPiY eRvq ivLvi Rb¨)
f) Which of the following is a polite expression?
i) "Move aside!" ii) "Pardon me"
iii) "Do it now!" iv) "Give me that!"
Answer: ii) "Pardon me" (Ò¶gv Ki‡ebÓ)
g) How do etiquette and manners vary?
i) They remain the same everywhere ii) They vary from culture to culture
iii) They are fixed by law iv) They are taught only in school
Answer: ii) They vary from culture to culture (ms¯‹…wZ Abyhvqx wfbœ n‡q _v‡K)
h) What should you say when asking for something politely?
i) "Give it to me!" ii) "I need this now!"
iii) "May I have this, please?" iv) "Hand it over!"
Answer: iii) "May I have this, please?" (ÒAvwg wK GwU †c‡Z cvwi?Ó)

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i) Which of the following is an example of good etiquette at a wedding reception?

i) Talking loudly ii) Eating with hands in a messy way
iii) Waiting for your turn in line iv) Interrupting a conversation
Answer: iii) Waiting for your turn in line (mvwi‡Z wb‡Ri cvjv A‡c¶v Kiv)
j) What is the main message of the passage?
i) Manners are not important ii) Only rich people need etiquette
iii) Social behavior is important for everyone iv) Schools do not teach manners
Answer: iii) Social behavior is important for everyone (mvgvwRK AvPiY mevi Rb¨ ¸iæZ¡c~Y©)

B. Answer the following questions. 3×5=15

a) What is meant by 'etiquette' and 'manners'? (ÒGwU‡KUÓ Ges Òg¨vbvm©Ó ej‡Z Kx †evSvq?)
Answer:
'Etiquette' refers to the rules of correct behavior in society, while 'manners' refer to polite behavior in a
particular culture or society. (ÒGwU‡KUÓ n‡jv mgv‡R mwVK AvPi‡Yi wbqg, Avi Òg¨vbvm©Ó n‡jv wbw`©ó mgvR ev ms¯‹…wZ‡Z
wkóvPvic~Y© AvPiY|)
b) Who likes a bad-mannered person? Give an example of a bad manner. (GKRb Lvivc AvPiYKvix
e¨w³‡K †K cQ›` K‡i? GKwU Lvivc AvPi‡Yi D`vniY `vI|)
Answer:
No one likes a bad-mannered person. An example of bad manners is speaking with food in one's
mouth. (†KDB Lvivc AvPiYKvix e¨w³‡K cQ›` K‡i bv| Lvivc AvPi‡Yi GKwU D`vniY n‡jv gy‡L Lvevi wb‡q K_v ejv|)
c) Why is it important to learn and practise the rules of behaviour in everyday life? (cÖwZw`‡bi
Rxe‡b AvPi‡Yi wbqg †kLv I PP©v Kiv †Kb ¸iæZ¡c~Y©?)
Answer:
It is important because proper behavior helps us interact respectfully with others, maintain social
harmony, and create a good impression in society. (GwU ¸iæZ¡c~Y© KviY mwVK AvPiY Avgv‡`i Ab¨‡`i mv‡_
m¤§vbRbKfv‡e †gjv‡gkv Ki‡Z, mvgvwRK m¤cÖxwZ eRvq ivL‡Z Ges mgv‡R fv‡jv fveg~wZ© ˆZwi Ki‡Z mvnvh¨ K‡i|)
d) Where do we learn etiquette and manners from? (Avgiv †Kv_v †_‡K ÒGwU‡KUÓ I Òg¨vbvm©Ó wkwL?)
Answer:
We learn etiquette and manners from our parents, families, schools, colleges, and professional
institutions. (Avgiv ÒGwU‡KUÓ I Òg¨vbvm©Ó Avgv‡`i evev-gv, cwievi, ¯‹zj, K‡jR Ges †ckv`vi cÖwZôvb †_‡K wkwL|)
e) Write a few polite expressions mentioned in the passage. (Aby‡”Q‡` D‡jøwLZ K‡qKwU wkóvPvic~Y© evK¨
wj‡Lv|)
Answer:
Some polite expressions mentioned in the passage are 'please', 'thank you', 'pardon me', 'excuse me',
and 'may I'. (Aby‡”Q‡` D‡jøwLZ K‡qKwU wkóvPvic~Y© evK¨ n‡jv 'please', 'thank you', 'pardon me', 'excuse me', Ges
'may I'।)

a) Why do etiquette and manners vary from culture to culture? (ms¯‹…wZ Abyhvqx ÒGwU‡KUÓ I Òg¨vbvm©Ó †Kb
cwiewZ©Z nq?)
Answer:
Etiquette and manners vary because different cultures and societies have unique traditions, customs,
and social expectations. (ÒGwU‡KUÓ I Òg¨vbvm©Ó cwiewZ©Z nq KviY wewfbœ ms¯‹…wZ I mgv‡Ri wbR¯^ HwZn¨, ixwZ Ges
mvgvwRK cÖZ¨vkv _v‡K|)
b) What is the difference between good manners and bad manners? (fv‡jv AvPiY I Lvivc AvPi‡Yi g‡a¨
cv_©K¨ Kx?)
Answer:
Good manners reflect respect and politeness, while bad manners show rudeness and disrespect. (fv‡jv
AvPiY kÖ×v I wkóvPvi cÖKvk K‡i, Avi Lvivc AvPiY A‡kvfbZv I Am¤§vb wb‡`©k K‡i|)

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c) Why should we be careful about etiquette and manners at different social occasions? (wewfbœ
mvgvwRK Abyôv‡b Avgv‡`i ÒGwU‡KUÓ I Òg¨vbvm©Ó m¤ú‡K© mZK© _vKv †Kb cÖ‡qvRb?)
Answer:
Different occasions require different behavior; what is acceptable at a wedding may not be appropriate
in a debating club. (wewfbœ Abyôv‡b wfbœ AvPiY cÖ‡qvRb; hv GKwU we‡qi Abyôv‡b †kvfb, Zv weZK© K¬v‡e Dchy³ bvI n‡Z
cv‡i|)
d) How do polite expressions help in social interactions? (wkóvPvic~Y© evK¨ mvgvwRK †gjv‡gkvq Kxfv‡e mvnvh¨
K‡i?)
Answer:
Polite expressions create a positive impression, show respect, and help in smooth communication.
(wkóvPvic~Y© evK¨ fv‡jv aviYv ˆZwi K‡i, m¤§vb cÖ`k©b K‡i Ges my›`ifv‡e †hvMv‡hvM Ki‡Z mvnvh¨ K‡i|)
e) What happens if a person does not follow etiquette and manners? (hw` †KD ÒGwU‡KUÓ I Òg¨vbvm©Ó
AbymiY bv K‡i Z‡e Kx nq?)
Answer:
If a person ignores etiquette and manners, they may face social rejection, misunderstandings, and
difficulty in building good relationships. (hw` †KD ÒGwU‡KUÓ I Òg¨vbvm©Ó AbymiY bv K‡i, Z‡e Zviv mvgvwRKfv‡e
AMÖnY‡hvM¨ n‡Z cv‡i, fzj †evSveywSi wkKvi n‡Z cv‡i Ges fv‡jv m¤úK© Mo‡Z mgm¨vi m¤§yLxb n‡Z cv‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the passage below and make a flow chart showing the etiquette and manners a child
should follow. (One is done for you.) (Aby‡”Q`wU c‡ov Ges GKwU wkïi †h wkóvPvi I †mŠRb¨wewa †g‡b Pjv DwPZ
Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Greeting elders and visitors at home
(evwo‡Z eo‡`i I AwZw_‡`i Awfev`b Rvbv‡bv)

2. Being polite while speaking in company
(m‡½ _vKv Ae¯’vq f`ªfv‡e K_v ejv)

3. Listening attentively when elders speak
(eoiv K_v ejvi mgq g‡bv‡hvM w`‡q †kvbv)

4. Avoiding talking with food in the mouth
(LvIqvi mgq gyL fiv Ae¯’vq K_v bv ejv)

5. Using polite expressions like 'please' and 'thank you'
(Ô`qv K‡iÕ Ges Ôab¨ev`Õ Gi g‡Zv f`ª fvlv e¨envi Kiv)

Q: Read the passage below and make a flow chart showing the importance of etiquette and
manners. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wkóvPvi I †mŠRb¨wewai ¸iæZ¡ †`wL‡q GKwU cÖevnwPÎ ˆZwi
K‡iv|)
1. Helps to build a respectful society (m¤§vbRbK mgvR MV‡b mnvqK nq)
2. Teaches discipline and self-control (k„•Ljv I AvZ¥wbqš¿Y †kLvq)
3. Makes communication pleasant and effective (†hvMv‡hvM‡K g‡bvig I Kvh©Ki K‡i †Zv‡j)
4. Strengthens relationships with family and friends (cwievi I eÜz‡`i m‡½ m¤úK© `„p K‡i)
5. Helps to make a good impression in social settings (mvgvwRK Abyôv‡b fv‡jv Qvc †djvi my‡hvM †`q)

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Q: Read the passage below and make a flow chart showing different sources from where
children learn etiquette and manners. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wkïiv wkóvPvi I
†mŠRb¨wewa †Kv_v †_‡K wk‡L Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Parents and family members (gv-evev I cwiev‡ii m`m¨iv †kLvq)
2. Schools and teachers (we`¨vjq I wk¶Kiv wk¶v †`q)
3. Friends and peer groups (eÜz-evÜe I mgeqmxiv cÖfve †d‡j)
4. Books and moral stories (eB I ˆbwZK Mí †_‡K †kLv hvq)
5. Social interactions and real-life experiences (mvgvwRK †gjv‡gkv I ev¯Íe AwfÁZv †_‡K †kLv hvq)

Q: Read the passage below and make a flow chart showing examples of bad manners. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges Lvivc AvPi‡Yi wKQz D`vniY †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Interrupting when others are speaking (Ab¨iv K_v ejvi mgq evav †`Iqv)
2. Speaking loudly in public places (me©mg‡¶ D”P¯^‡i K_v ejv)
3. Not using words like 'please' and 'thank you' (Ô`qv K‡iÕ I Ôab¨ev`Õ e¨envi bv Kiv)
4. Talking with food in the mouth (LvIqvi mgq gyL fiv Ae¯’vq K_v ejv)
5. Ignoring greetings and not responding politely (Awfev`b D‡c¶v Kiv I †mŠRb¨c~Y©fv‡e mvov bv †`Iqv)

Q: Read the passage below and make a flow chart showing polite expressions that should be used
in daily life. (One is done for you.) (Aby‡”Q`wU c‡ov Ges ˆ`bw›`b Rxe‡b e¨eüZ nIqv DwPZ Ggb f`ª fvlv¸‡jv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Saying ‘please’ when asking for something (wKQz PvIqvi mgq Ô`qv K‡iÕ ejv)
2. Saying ‘thank you’ when receiving something (wKQz cvIqvi ci Ôab¨ev`Õ ejv)
3. Using ‘excuse me’ when interrupting someone (KviI K_vi gv‡S evav w`‡j ÔG·wKDR wgÕ ejv)
4. Saying ‘pardon me’ when not hearing something clearly (wKQz ¯úófv‡e bv ïb‡j ÔcviWb wgÕ ejv)
5. Using ‘sorry’ when making a mistake (fzj Ki‡j Ôm¨wiÕ ejv)

3. Summarize the following passage. 10

From childhood, we are taught to greet elders and behave politely in social settings. As social beings,
we must follow rules of behavior, even at home. ‘Etiquette’ refers to socially accepted rules, while
‘manners’ define polite behavior, which can be good or bad. Proper etiquette and manners differ
across cultures and are learned from family, schools, and institutions. Different occasions require
different behavior, so we must be mindful of our actions. Using polite expressions like ‘please,’ ‘thank
you,’ and ‘excuse me’ helps maintain good manners in daily life.
mvigg©:
ˆkke †_‡KB Avgv‡`i eo‡`i m¤§vb Kiv I f`ª AvPiY wkLv‡bv nq| mgv‡R k„•Ljve×fv‡e Pj‡Z n‡j wbw`©ó AvPiYwewa gvb‡Z
nq| ÔGwU‡KUÕ n‡jv mvgvwRK wkóvPvi, Avi Ôg¨bvm©Õ n‡jv f`ªZv, hv fv‡jv ev Lvivc n‡Z cv‡i| wewfbœ ms¯‹…wZ I mgv‡R G¸‡jvi
cv_©K¨ _v‡K, Ges Avgiv cwievi, ¯‹zj I cÖwZôvb †_‡K G¸‡jv wkwL| wewfbœ Abyôv‡bi Rb¨ wfbœ AvPiY cÖ‡qvRb, ZvB Avgv‡`i
mZK© _vK‡Z nq| ˆ`bw›`b Rxe‡b 'please,' 'thank you,' 'excuse me' Gi g‡Zv f`ªZvm~PK kã e¨envi Avgv‡`i AvPiY‡K
AviI my›`i K‡i †Zv‡j|

Target-12
1. Read the passage and answer the questions A and B: [Unit: 7, Lesson: 3(E)]
What Is Junk Food? Why Is It Bad For You?
A plate of hot French fries (GK †cøU Mig †d«Â d«vB) and a huge burger (Ges GKwU eo evM©vi) with hot cheese
coming out of it (hvi g‡a¨ MwjZ Mig wPR †ewi‡q Avm‡Q), with a carbonated drink (mv‡_ GKwU Kve©‡b‡UW

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cvbxq):looks like a treat! (†`L‡Z †ek †jvfbxq!) This calorie-rich junk food (GB D”P-K¨v‡jvwihy³ Rv¼ dzW) does
look mouthwatering (†`L‡Z gyL‡ivPK jvM‡jI) but is known to be nutritionally poor (GwU cywói w`K †_‡K LyeB
wb¤œgv‡bi)| Junk food or fast food ((Rv¼ dzW ev dv÷ dzW) has become (n‡q D‡V‡Q) an increasingly popular food
choice (GKwU µgea©gvb RbwcÖq Lvevi)| Ideally (Av`k©fv‡e), junk foods are defined (Rv¼ dzW msÁvwqZ nq) as
processed foods (cÖwµqvRvZ Lvevi wn‡m‡e) with negligible nutrient value (hvi cywó¸Y LyeB Kg) and are often high
in salt, sugar, and fat (Ges mvaviYZ G‡Z jeY, wPwb I Pwe©i cwigvY †ewk _v‡K)| But we often confuse (wKš‘ Avgiv
cÖvqB ¸wj‡q †dwj)fast foods with junk foods (dv÷ dzW I Rv¼ dzW‡K)| How are they different? (G¸‡jv wKfv‡e
Avjv`v?) Or what is junk food really? (A_ev Avm‡j Rv¼ dzW Kx?)
Junk foods are processed foods (Rv¼ dzW n‡jv cÖwµqvRvZ Lvevi) consisting of high calories (hv‡Z K¨v‡jvwii
cwigvY †ewk), but that is considered only as a broad umbrella (wKš‘ GwU ïaygvÎ GKwU mvaviY msÁv)| These foods
are prepared (GB Lvevi¸‡jv cÖ¯‘Z Kiv nq) in a way (Ggbfv‡e) that they look appealing (hv‡Z †m¸‡jv AvKl©Yxq jv‡M)
and are enjoyable (Ges †L‡Z fv‡jv jv‡M) so you are chemically programmed (d‡j Zzwg ¯^vfvweKfv‡eB) to ask for
more (AviI †L‡Z PvB‡e)| According to Dr. Sunali Sharma (W. mybvjx kg©vi g‡Z), a Dietician & Nutritionist
(whwb GKRb cywówe` I Lv`¨wekvi`), "Commercial products (evwYwR¨K cY¨), including salted snack foods (hvi g‡a¨
jeYv³ bvkZv), chewing gum (PzBsMvg), candy (wgwó), sugary desserts (wgwóhy³ wgóvbœ), fried fast food (†Z‡j fvRv
dv÷ dzW) Ges sweetened carbonated beverages (wgwóhy³ Kve©‡b‡UW cvbxq) that have little or no nutritional (hvi
cywó¸Y Lye Kg ev †bB ej‡jB P‡j) but are high in calories, salt, and fats (wKš‘ G‡Z cÖPzi K¨v‡jvwi, jeY Ges Pwe© _v‡K)
may be considered junk foods (G¸‡jv Rv¼ dzW wn‡m‡e we‡ewPZ n‡Z cv‡i)|Ó Though not all fast foods are junk
foods (hw`I me dv÷ dzW Rv¼ dzW bq), a great number of them are (Z‡e G‡`i g‡a¨ A‡bK¸wjB Rv¼ dzW)| For
instance (D`vniY¯^iƒc), a salad may be fast food (GKwU mvjv` dv÷ dzW n‡Z cv‡i), but is definitely not junk
food (wKš‘ GwU KL‡bvB Rv¼ dzW bq)| Some foods like burgers, pizzas, and tacos (wKQz Lvevi †hgb evM©vi, wcrRv I
Uv‡Kv) may alternate (KL‡bv KL‡bv ¯’vb cwieZ©b K‡i) between junk and healthy categories (Rv¼ I ¯^v¯’¨Ki Lvev‡ii
g‡a¨)depending on the ingredients, calories, and process of manufacturing (GwUi Dcv`vb, K¨v‡jvwi Ges cÖ¯‘Z
cÖwµqvi Ici wfwË K‡i)|
Frequent consumption of junk food (Rv¼ dz‡Wi AwZwi³ MÖnY) increases the intake (evwo‡q †`q MÖnY‡hvM¨Zv) of
excess fat (AwZwi³ Pwe©), simple carbohydrates (mnR kK©iv), and processed sugar (Ges cÖwµqvRvZ wPwb), which
may lead to (hv cwiYZ n‡Z cv‡i) a higher risk of obesity (¯’~jZvi SyuwK‡Z) and cardiovascular diseases (Ges
ü`‡iv‡M), among other chronic health problems (Ab¨vb¨ `xN©‡gqv`x ¯^v¯’¨ mgm¨vi cvkvcvwk)| The resulting obesity
(Gi d‡j nIqv ¯’~jZv) may begin clogging up the arteries (agbx¸‡jv eÜ Ki‡Z cv‡i) and lay the basis (Ges wfwË
¯’vcb Ki‡Z cv‡i) of an impending heart attack (GKwU Avmbœ nvU© A¨vUv‡Ki Rb¨)| It has also been suggested
(GQvovI ejv n‡q‡Q) that eating junk food (Rv¼ dzW LvIqv) affects the brain (gw¯Í®‹‡K cÖfvweZ K‡i) in the same way
(GKBfv‡e) as consuming addictive drugs (†hgb Avmw³ m„wóKvix gv`K MÖnY Ki‡j nq)| An addiction to junk food
(Rv¼ dz‡Wi cÖwZ Avmw³) may even result in (GgbwK cwiYwZ NUv‡Z cv‡i) the rejection of healthier food options
(¯^v¯’¨Ki Lvevi †_‡K gyL wdwi‡q †bIqvi), like fruits, vegetables, salads, etc. (†hgb djg~j, mewR, mvjv` BZ¨vw`),
leading to further lack of nourishment (hv AcywóRwbZ mgm¨v‡K AviI evwo‡q †Zv‡j)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) The popularity of fast food is _______.

i) rising ii) declining
iii) waning iv) shrinking
Answer: i) rising (evo‡Q)
b) Which of the following best describes junk foods?
i) ideal foods ii) highly nutrient
iii) artificially treated iv) defatted foods
Answer: iii) artificially treated (K…wÎgfv‡e cÖwµqvRvZ Lvevi)
c) The best synonym of 'mouthwatering' is _______.
i) stale ii) tempting
iii) insipid iv) unsavory
Answer: ii) tempting (†jvfbxq)

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d) What does the word 'popular' in the passage mean?

i) dear ii) costly
iii) favourite iv) expensive
Answer: iii) favourite (RbwcÖq)
e) The correct meaning of the word 'negligible' is _______.
i) insignificant ii) consequential
iii) meaningful iv) substantial
Answer: i) insignificant (bMY¨ ev AcÖ‡qvRbxq)

a) What makes junk food unhealthy?

i) High nutrient value ii) High in salt, sugar, and fat
iii) Rich in fiber iv) Contains fresh vegetables
Answer: ii) High in salt, sugar, and fat (D”P cwigv‡Y jeY, wPwb Ges Pwe© _v‡K)
b) What is a major health risk of consuming junk food frequently?
i) Stronger bones ii) Increased energy levels
iii) Obesity and cardiovascular diseases iv) Better digestion
Answer: iii) Obesity and cardiovascular diseases (¯’~jZv I ü`‡iv‡Mi SyuwK)
c) Which of the following is an example of junk food?
i) Fresh salad ii) A fruit smoothie
iii) A cheeseburger with fries iv) Steamed vegetables
Answer: iii) A cheeseburger with fries (wPRevM©vi I d«vB)
d) Why do people crave junk food?
i) Because it is filled with vitamins ii) Because it is chemically designed to be addictive
iii) Because it is good for the brain iv) Because it provides long-term health benefits
Answer: ii) Because it is chemically designed to be addictive (GwU ivmvqwbKfv‡e Avmw³Kifv‡e ˆZwi Kiv
nq)
e) Which of the following is NOT considered junk food?
i) Sugary desserts ii) Sweetened carbonated drinks
iii) Boiled vegetables iv) Fried fast food
Answer: iii) Boiled vegetables (†m× mewR)
f) What effect does junk food have on the brain?
i) It boosts memory power ii) It works like an addictive drug
iii) It improves learning ability iv) It helps with relaxation
Answer: ii) It works like an addictive drug (GwU Avmw³`vqK Ily‡ai g‡Zv KvR K‡i)
g) What happens when people get addicted to junk food?
i) They prefer eating healthy food ii) They reject healthier options like fruits and vegetables
iii) They become more active iv) They develop stronger immunity
Answer: ii) They reject healthier options like fruits and vegetables (Zviv djg~j I kvK-mewRi g‡Zv
¯^v¯’¨Ki Lvevi Gwo‡q P‡j)
h) Why do some fast foods not fall into the junk food category?
i) Because they are eaten quickly ii) Because they can be made with healthy ingredients
iii) Because they are always low in calories iv) Because they are homemade
Answer: ii) Because they can be made with healthy ingredients (KviY G¸‡jv ¯^v¯’¨Ki Dcv`vb w`‡q ˆZwi
Kiv hvq)
i) What is one reason people continue to eat junk food despite its risks?
i) It is cheap and easily available ii) It is difficult to cook
iii) It is not tasty iv) It has no marketing promotions
Answer: i) It is cheap and easily available (GwU m¯Ív Ges mnRjf¨)
j) What is a possible consequence of too much junk food consumption?
i) Higher energy levels ii) Increased risk of heart attacks
iii) Stronger muscles iv) Improved eyesight
Answer: ii) Increased risk of heart attacks (ü`‡iv‡Mi SyuwK e„w×)

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B. Answer the following questions. 3×5=15

a) Junk foods are becoming increasingly popular nowadays. Describe the reasons behind it.
(eZ©gv‡b Rv¼ dz‡Wi RbwcÖqZv evo‡Q| Gi KviY e¨vL¨v K‡iv|)
Answer:
Junk foods are popular because they are tasty, visually appealing, and convenient to prepare and eat.
They are also marketed aggressively, making them more desirable. (Rv¼ dzW RbwcÖq KviY G¸‡jv my¯^v`y,
AvKl©Yxq Ges mn‡R cÖ¯‘Z I LvIqv hvq| G¸‡jv e¨vcKfv‡e cÖPvi Kiv nq, hv G¸‡jv‡K AviI AvKl©Yxq K‡i †Zv‡j|)
b) What are the characteristics of junk foods? (Rv¼ dz‡Wi ˆewkó¨ Kx?)
Answer:
Junk foods are highly processed, rich in salt, sugar, and unhealthy fats, and contain little or no
nutritional value. They are often addictive and encourage overeating. (Rv¼ dzW D”P gvÎvq cÖwµqvRvZ, G‡Z
jeY, wPwb I A¯^v¯’¨Ki d¨vU †ewk _v‡K Ges G‡Z cywó¸Y Kg ev G‡Kev‡iB _v‡K bv| G¸‡jv cÖvqB Avmw³Ki Ges AwZwi³ LvIqvi
cÖeYZv ˆZwi K‡i|)
c) Mention some junk foods, referring to their characteristics. (Zv‡`i ˆewkó¨ D‡jøL K‡i wKQz Rv¼ dz‡Wi
bvg †j‡Lv|)
Answer:
1. French Fries – High in fat and salt due to deep frying. (†d«Â d«vB wWc d«vB Kivi Kvi‡Y D”P gvÎvi d¨vU I
jeY _v‡K|)
2. Sugary Soft Drinks – High in processed sugar with no nutrients. (myMvihy³ mdU wWªsK G‡Z cÖwµqvRvZ
wPwb _v‡K, wKš‘ †Kv‡bv cywó¸Y _v‡K bv|)
3. Burgers & Pizzas – Can be junk food if made with processed meat, excess cheese, and refined
flour. (evM©vi I wc¾v hw` cÖwµqvRvZ gvsm, AwZwi³ wPR Ges cwi‡kvwaZ gq`v w`‡q ˆZwi nq, Z‡e GwU Rv¼ dzW nq|)
d) How can foods including fast foods become nutritious or junk foods? (Kxfv‡e dv÷ dzWmn Lvevi¸‡jv
cywóKi ev Rv¼ dzW n‡Z cv‡i?)
Answer:
A fast food item becomes junk food when it contains excessive salt, sugar, unhealthy fats, and
processed ingredients. However, if made with fresh vegetables, lean protein, and whole grains, it can
be nutritious. (hw` †Kv‡bv dv÷ dzW AwZwi³ jeY, wPwb, A¯^v¯’¨Ki d¨vU I cÖwµqvRvZ Dcv`vb aviY K‡i, Z‡e GwU Rv¼ dzW
n‡q hvq| wKš‘ hw` GwU ZvRv mewR, Pwe©nxb †cÖvwUb I m¤ú~Y© km¨ w`‡q ˆZwi nq, Z‡e GwU cywóKi n‡Z cv‡i|)
e) How does frequent consumption of junk food become a cause of cardiovascular diseases and
heart attack? (Rv¼ dz‡Wi evievi MÖnY Kxfv‡e ü`‡ivM I nvU© A¨vUv‡Ki KviY n‡q I‡V?)
Answer:
Junk food leads to obesity, high cholesterol, and clogged arteries due to excess fat and sugar,
increasing the risk of heart disease and heart attacks. (Rv¼ dzW AwZwi³ d¨vU I wPwb _vKvq ¯’~jZv, D”P †Kv‡j‡÷ij
Ges agbx eÜ n‡q hvIqvi KviY nq, hv ü`‡ivM I nvU© A¨vUv‡Ki SyuwK evovq|)

a) Why do people find junk food addictive? (gvbyl †Kb Rv¼ dz‡W Avm³ n‡q c‡o?)
Answer:
Junk food is addictive because it is designed to trigger pleasure responses in the brain, similar to
addictive drugs, making people crave more. (Rv¼ dzW gw¯Í‡®‹ Avb›` D‡`ªKKvix ivmvqwbK cÖwZwµqv m„wó K‡i, hv
gv`Kvmw³i g‡Zv KvR K‡i Ges gvby‡li g‡a¨ GwU AviI LvIqvi cÖeYZv ˆZwi K‡i|)
b) What happens when someone replaces healthy food with junk food? (hw` †KD ¯^v¯’¨Ki Lvev‡ii
cwie‡Z© Rv¼ dzW †L‡Z ïiæ K‡i, Z‡e Kx nq?)
Answer:
Replacing healthy food with junk food can lead to malnutrition, weak immunity, obesity, and
increased risk of chronic diseases. (¯^v¯’¨Ki Lvev‡ii cwie‡Z© Rv¼ dzW MÖnY Ki‡j Acywó, `ye©j †ivM cÖwZ‡iva ¶gZv,
¯’~jZv Ges `xN©‡gqv`x †iv‡Mi SyuwK ev‡o|)
c) How can one reduce the consumption of junk food? (Rv¼ dzW LvIqv Kxfv‡e Kgv‡bv †h‡Z cv‡i?)

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Answer:
One can reduce junk food consumption by eating home-cooked meals, choosing healthier snacks,
staying hydrated, and being mindful of food choices. (Rv¼ dzW LvIqv Kgv‡bvi Rb¨ evmvq ivbœv Kiv Lvevi LvIqv,
¯^v¯’¨Ki Lvevi †e‡Q †bIqv, ch©vß cvwb cvb Kiv Ges Lvevi m¤ú‡K© m‡PZb nIqv `iKvi|)
d) What are the long-term effects of consuming junk food regularly? (wbqwgZ Rv¼ dzW LvIqvi `xN©‡gqv`x
cÖfve Kx?)
Answer:
Long-term effects include obesity, diabetes, heart disease, digestive problems, and increased risk of
stroke and liver damage. (Gi `xN©‡gqv`x cÖfv‡ei g‡a¨ i‡q‡Q ¯’~jZv, Wvqv‡ewUm, ü`‡ivM, cwicvKZ‡š¿i mgm¨v Ges †÷ªvK
I wjfv‡ii ¶wZi SyuwK|)
e) How can governments control the spread of junk food consumption? (miKvi Kxfv‡e Rv¼ dz‡Wi cÖmvi
wbqš¿Y Ki‡Z cv‡i?)
Answer:
Governments can regulate junk food advertising, impose higher taxes, promote healthy eating
campaigns, and ensure proper labeling of food products. (miKvi Rv¼ dz‡Wi weÁvcb wbqš¿Y, D”P Ki Av‡ivc,
¯^v¯’¨Ki Lv`¨ cÖPviYv Pvjv‡bv Ges Lvev‡ii mwVK †j‡ewjs wbwðZ Kivi gva¨‡g Gi cÖmvi wbqš¿Y Ki‡Z cv‡i|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the list of junk food. (One is done for
you.) (Aby‡”Q`wU c‡ov Ges Rv¼ dz‡Wi ZvwjKv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Snacks (mϬvKm)

2. Chewing gum (PzBsMvg)

3. Candy (K¨vwÛ ev wgwóRvZxq Lvevi)

4. Sugary desserts (wPwb mg„× wgóvbœ)

5. Fried fast food (fvRv dv÷ dzW)

Q: Read the above passage and make a flow chart showing the effects of consuming junk food.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Rv¼ dzW LvIqvi cÖfve †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Increased intake of excess fat (AwZwi³ Pwe© MÖnY e„w×)
2. High consumption of simple carbohydrates (mij Kv‡e©vnvB‡WªU †ewk LvIqv)
3. Elevated risk of obesity (¯’~jZvi SyuwK e„w×)
4. Greater chances of cardiovascular diseases (ü`‡iv‡Mi m¤¢vebv e„w×)
5. Higher risk of clogged arteries (agbx eÜ nIqvi SyuwK e„w×)

Q: Read the above passage and make a flow chart showing the difference between junk food and
fast food. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Rv¼ dzW I dv÷ dz‡Wi g‡a¨ cv_©K¨ †`wL‡q GKwU cÖevnwPÎ
ˆZwi K‡iv|)
1. Junk food has negligible nutrient value (Rv¼ dz‡Wi cywó¸Y Lye Kg)
2. Fast food can be either junk or healthy (dv÷ dzW ¯^v¯’¨Ki ev Rv¼ dzW n‡Z cv‡i)
3. Junk food is high in salt, sugar, and fat (Rv¼ dz‡W jeY, wPwb I Pwe©i cwigvY †ewk _v‡K)
4. Some fast foods like salad are healthy ((wKQz dv÷ dzW †hgb mvjv` ¯^v¯’¨Ki)
5. Junk food is highly processed for taste enhancement (Rv¼ dzW ¯^v` evov‡bvi Rb¨ AwZwi³ cÖwµqvRvZ Kiv nq)

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Q: Read the above passage and make a flow chart showing why junk food is harmful to health.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Rv¼ dzW ¯^v‡¯’¨i Rb¨ ¶wZKi nIqvi KviY †`wL‡q GKwU cÖevnwPÎ ˆZwi
K‡iv|)
1. High-calorie intake leads to weight gain (D”P K¨v‡jvwi MÖn‡Yi d‡j IRb e„w× cvq)
2. Contains artificial additives harmful for the body (K…wÎg Dcv`vb _v‡K, hv kix‡ii Rb¨ ¶wZKi)
3. Lacks essential vitamins and minerals (cÖ‡qvRbxq wfUvwgb I Lwb‡Ri Afve _v‡K)
4. Excess sugar can cause diabetes (AwZwi³ wPwb Wvqv‡ewUm m„wó Ki‡Z cv‡i)
5. Saturated fats increase cholesterol levels (m¤ú„³ Pwe© †Kv‡j‡÷ij evwo‡q †Zv‡j)

Q: Read the above passage and make a flow chart showing how to avoid junk food consumption.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Kxfv‡e Rv¼ dzW LvIqv Gov‡bv hvq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Choose home-cooked meals over processed foods (cÖwµqvRvZ Lvev‡ii cwie‡Z© evwo‡Z ˆZwi Lvevi LvIqv)
2. Increase the intake of fresh fruits and vegetables (ZvRv dj I kvKmewRi cwigvY evov‡bv)
3. Drink water or fresh juice instead of carbonated drinks (Kv‡e©v‡b‡UW cvbx‡qi cwie‡Z© cvwb ev ZvRv Rym cvb
Kiv)
4. Read food labels before buying packaged products ((c¨v‡KURvZ Lvevi †Kbvi Av‡M Dcv`vb ZvwjKv cov)
5. Avoid frequent visits to fast food restaurants (dv÷ dzW †i÷y‡i‡›U evievi hvIqv Gov‡bv)

3. Summarize the following passage. 10

Junk food, though tasty, is high in calories, salt, sugar, and fat but lacks nutritional value. While fast
food and junk food are often confused, not all fast foods are unhealthy. Some, like salads, can be
nutritious. Junk foods are processed to be addictive, making people crave more. Excessive
consumption increases the risk of obesity, heart disease, and other health problems. Junk food
addiction can also lead to rejecting healthier options like fruits and vegetables, further reducing
nourishment. The negative effects of junk food on health and the brain make mindful eating essential.
mvigg©:
Rv¼ dzW my¯^v`y n‡jI G‡Z K¨v‡jvwi, jeY, wPwb I Pwe©i cwigvY †ewk, wKš‘ cywó¸Y Kg| dv÷ dzW I Rv¼ dzW cÖvqB ¸wj‡q †djv
nq, Z‡e me dv÷ dzW ¶wZKi bq; †hgb mvjv` cywóKi n‡Z cv‡i| Rv¼ dzW Ggbfv‡e ˆZwi Kiv nq †h GwU mn‡RB Avmw³ ˆZwi
K‡i| AwZwi³ Rv¼ dzW MÖnY ¯’~jZv, ü`‡ivM I Ab¨vb¨ ¯^v¯’¨ mgm¨v evovq| GwU gw¯Í‡®‹ Avmw³ ˆZwi K‡i, d‡j djg~j I
kvKmewRi g‡Zv cywóKi Lvevi †_‡K gvbyl `~‡i m‡i hvq| ZvB my¯’Zvi Rb¨ m‡PZb Lv`¨vf¨vm M‡o †Zvjv Riæwi|

Target-13
1. Read the passage and answer the questions A and B: [Unit: 11, Lesson: 3(B)]
An Introduction to Ecotourism
Ecotourism is broadly defined (B‡KvUz¨wiRg we¯Í„Zfv‡e msÁvwqZ nq) as low impact travel (Kg cÖfve m„wóKvix ågY
wn‡m‡e) to endangered and often undisturbed locations (wecbœ Ges cÖvq A¶Z _vKv ¯’vb¸‡jv‡Z)| It is different
from traditional tourism (GwU cÖPwjZ ch©U‡bi †_‡K wfbœ) because it allows the traveller (KviY GwU ågYKvix‡`i
my‡hvM †`q) to become educated about the areas (¯’vb¸‡jv m¤ú‡K© wkw¶Z n‡Z), both in terms of the physical
landscape (kvixwiK f‚cÖK…wZi w`K †_‡K) and cultural characteristics (Ges mvs¯‹…wZK ˆewk‡ó¨i w`K †_‡K)| It often
provides funds for conservation (GwU cÖvqB msi¶‡Yi Rb¨ A_© mnvqZv †`q) and benefits the economic
development (Ges A_©‰bwZK Dbœq‡b mnvqZv K‡i) of places that are often impoverished (†mme RvqMvq, hv mvaviYZ
`wi`ª)|
Principles of Ecotourism
Due to the growing popularity (ewa©Z RbwcÖqZvi Kvi‡Y) of environmentally-related and adventure travel
(cwi‡ekMZfv‡e mshy³ I A¨vW‡fÂvi åg‡Yi), various types of trips (wewfbœ ai‡bi ågY) are now being classified

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(GLb †kÖwYe× Kiv n‡”Q) as ecotourism (B‡KvUz¨wiRg wn‡m‡e)| Most of these are not truly ecotourism (Gm‡ei
AwaKvskB cÖK…Z B‡KvUz¨wiRg bq), however (Z‡e), because they do not emphasize conservation (KviY Zviv
msi¶‡Y ¸iæZ¡ †`q bv), education (wk¶vq ¸iæZ¡ †`q bv), low impact travel (Kg cÖfve †djv åg‡Y g‡bv‡hvM †`q bv), and
social and cultural participation in the locations being visited. (Ges ågY¯’v‡bi mvgvwRK I mvs¯‹…wZK AskMÖnY‡K
¸iæZ¡ †`q bv)|
Therefore (ZvB), to be considered ecotourism (GKwU ågY‡K B‡KvUz¨wiRg wn‡m‡e MY¨ Ki‡Z n‡j), a trip must meet
the following principles (ågYwUi Aek¨B wb¤œwjwLZ bxwZ¸‡jv †g‡b Pj‡Z n‡e) set forth by the International
Ecotourism Society (hv AvšÍR©vwZK B‡KvUz¨wiRg †mvmvBwU wba©viY K‡i‡Q) (TIES: 2015):
 Minimize the impact of visiting the location (ågY¯’v‡b hvIqvi cÖfve Kgv‡bv) (i.e. the use of roads) (†hgb:
mo‡Ki e¨envi mxwgZ Kiv)|
 Build respect and awareness (kÖ×v I m‡PZbZv ˆZwi Kiv) of the travellers for the environment and
cultural practices (ågYKvix‡`i cwi‡ek I mvs¯‹…wZK Abykxj‡bi cÖwZ)|
 Ensure that the tourism provides positive experiences (wbwðZ Kiv †h ch©Ub BwZevPK AwfÁZv †`q)
 for both the travellers and the hosts (ågYKvix Ges ¯^vMwZK‡`i Df‡qi Rb¨)|
 Provide direct financial aid for conservation (msi¶‡Yi Rb¨ mivmwi Avw_©K mnvqZv cÖ`vb Kiv)|
 Provide financial aid, empowerment and other benefits for local peoples (¯’vbxq RbM‡Yi Rb¨ Avw_©K
mnvqZv, ¶gZvqb Ges Ab¨vb¨ myweavw` cÖ`vb Kiv)|
 Raise the travellers' awareness (ågYKvix‡`i m‡PZbZv e„w× Kiv) of the host country's political,
environmental and social climate (¯^vMwZK †`‡ki ivR‰bwZK, cwi‡ekMZ I mvgvwRK cwiw¯’wZ m¤ú‡K©)|
An Example of Ecotourism
Ecotourism is popular in Indonesia (B‡›`v‡bwkqvq B‡KvUz¨wiRg RbwcÖq) at Komodo National Park (†Kv‡gv‡Wv
b¨vkbvj cv‡K©)|
The park has an area of 233 square miles (GB cv‡K©i AvqZb 233 eM©gvBj) (603 sq. km) (603 eM©wK‡jvwgUvi)
of land (¯’jfvM) that is spread out over several islands islands (hv GKvwaK Øx‡ci Ici we¯Í„Z) and 469 square
miles (Ges 469 eM©gvBj) (1,214 sq. km) (1,214 eM©wK‡jvwgUvi) of water (RjfvM)|
The area was established (GB GjvKv cÖwZwôZ nq) as a national park in 1980 (1980 mv‡j RvZxq D`¨vb wn‡m‡e)
and is popular for ecotourism (Ges GwU B‡KvUz¨wiR‡gi Rb¨ RbwcÖq) because of its unique and endangered
biodiversity (Gi Abb¨ I wecbœ Rxe‰ewP‡Î¨i Kvi‡Y)|
Activities at Komodo National Park (†Kv‡gv‡Wv b¨vkbvj cv‡K© Kvh©µg) vary from whale watching to hiking
(wZwg gvQ †`Lv †_‡K ïiæ K‡i ce©Z Av‡ivnY ch©šÍ)|
Tourist accommodations (ch©UK‡`i _vKvi e¨e¯’v) strive to have a low impact (cÖvK…wZK cwi‡e‡k Kg cÖfve ivLvi
†Póv K‡i) on the natural environment (cÖvK…wZK cwi‡e‡ki Ici)|
Ecotourism is also popular (B‡KvUz¨wiRg AviI RbwcÖq) in Central and South America (ga¨ I `w¶Y Av‡gwiKvq)|
Destinations include Bolivia (MšÍe¨¸‡jvi g‡a¨ i‡q‡Q ewjwfqv), Brazil (eªvwRj), Ecuador (BKz‡qWi), Venezuela
(†f‡bRy‡qjv), Guatemala (¸qv‡Zgvjv), and Panama (Ges cvbvgv)|
Apart from these places (GB ¯’vb¸‡jvi evB‡i), opportunities for ecotourism exist (B‡KvUz¨wiR‡gi my‡hvM i‡q‡Q)
in hundreds of more places worldwide (we‡k¦i kZ kZ ¯’v‡b)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) What is ecotourism?
i) an organised travel to unique and endangered locations with little damage to the environment and
animals
ii) ecological travel with low impact to the govt.
iii) economical tourism with low impact to the local environment and animals
iv) both (i) and (ii)

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Answer: i) an organised travel to unique and endangered locations with little damage to the
environment and animals (AcÖZ¨¶ cwi‡ekMZ ¶wZ QvovB Abb¨ Ges wecbœ ¯’v‡b ågY)
b) Ecotourism is _______ to traditional tourism.
i) safe ii) removed
iii) dissimilar iv) away
Answer: iii) dissimilar (wfbœ)
c) Physical landscape means _______.
i) patterns of natural environment ii) horizon
iii) vertical limit iv) none
Answer: i) patterns of natural environment (cÖvK…wZK cwi‡e‡ki aib)
d) The word 'impact' means _______.
i) import ii) insist
iii) influence iv) inner
Answer: iii) influence (cÖfve)
e) The word 'landscape' means _______.
i) land ii) escape
iii) scenery iv) field
Answer: iii) scenery (`„k¨vewj)

a) What is a key feature of ecotourism?

i) High-impact travel ii) Low-impact travel and conservation
iii) Large group tourism iv) Expensive luxury travel
Answer: ii) Low-impact travel and conservation (wb¤œ cÖfvehy³ ågY Ges msi¶Y)
b) Which of the following is NOT a principle of ecotourism?
i) Minimizing environmental impact ii) Providing financial aid for conservation
iii) Building large hotels in ecotourism areas iv) Raising awareness of environmental issues
Answer: iii) Building large hotels in ecotourism areas (B‡KvUz¨wiRg GjvKvq eo †nv‡Uj wbg©vY Kiv)
c) Which international organization sets principles for ecotourism?
i) UNESCO ii) The International Ecotourism Society (TIES)
iii) WWF iv) UNDP
Answer: ii) The International Ecotourism Society (TIES) (AvšÍR©vwZK B‡KvUz¨wiRg †mvmvBwU (TIES))
d) What is one benefit of ecotourism?
i) It increases environmental pollution ii) It helps conservation efforts
iii) It destroys local cultures iv) It makes tourism more expensive
Answer: ii) It helps conservation efforts (GwU msi¶Y cÖ‡Póv‡K mnvqZv K‡i)
e) Why is Komodo National Park famous for ecotourism?
i) It has a large population of tigers ii) It is home to unique and endangered biodiversity
iii) It has a desert landscape iv) It is a popular shopping destination
Answer: ii) It is home to unique and endangered biodiversity (GwU Abb¨ I wecbœ Rxe‰ewP‡Î¨i Avevm¯’j)
f) What is an example of an ecotourism activity?
i) Whale watching ii) Visiting large amusement parks
iii) Attending business conferences iv) Shopping in luxury malls
Answer: i) Whale watching (wZwg †`Lv)
g) How does ecotourism benefit local communities?
i) By increasing pollution ii) By providing financial aid and employment
iii) By stopping tourism completely iv) By removing people from their land
Answer: ii) By providing financial aid and employment (Avw_©K mnvqZv I Kg©ms¯’vb cÖ`vb K‡i)
h) Which continent has multiple ecotourism destinations?
i) Antarctica ii) Central and South America
iii) Europe only iv) Australia only
Answer: ii) Central and South America (ga¨ I `w¶Y Av‡gwiKv)

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i) What is the main purpose of ecotourism?

i) To allow more tourists to visit endangered areas
ii) To promote conservation and responsible tourism
iii) To build hotels in protected areas
iv) To allow hunting of wildlife
Answer: ii) To promote conservation and responsible tourism (msi¶Y I `vwqZ¡kxj ch©Ub cÖPvi Kiv)
j) Why must tourists follow ecotourism principles?
i) To reduce negative environmental impact ii) To make more money from tourism
iii) To increase urbanization in ecotourism areas iv) To promote large-scale commercial businesses
Answer: i) To reduce negative environmental impact (cwi‡e‡ki †bwZevPK cÖfve Kgv‡bvi Rb¨)

B. Answer the following questions. 3×5=15

a) From your reading of the passage, describe ecotourism. (Aby‡”Q` c‡o B‡KvUzwiRg m¤ú‡K© eY©bv K‡iv|)
Answer:
Ecotourism is a type of low-impact travel to endangered and undisturbed locations that focuses on
conservation, education, and cultural awareness. It also supports the economic development of local
communities. (B‡KvUzwiRg n‡jv Kg cÖfvehy³ ågY, hv wecbœ Ges Abvwe®‹…Z ¯’vb¸‡jvi msi¶Y, wk¶v Ges mvs¯‹…wZK
m‡PZbZvi Ici ¸iæZ¡ †`q| GwU ¯’vbxq m¤cÖ`v‡qi A_©‰bwZK Dbœq‡bI mnvqZv K‡i|)
b) What is the meaning of the word 'endangered' and how is it related to ecotourism?
(''Endangered'' k‡ãi A_© Kx Ges GwU B‡KvUzwiR‡gi mv‡_ Kxfv‡e m¤úwK©Z?)
Answer:
The word 'endangered' means at risk of extinction or severe decline. Ecotourism focuses on visiting
endangered places and species while promoting their conservation. (''Endangered'' k‡ãi A_© n‡jv wejywßi
SyuwK‡Z _vKv ev Zxeª n«vmcÖvß| B‡KvUzwiRg Ggb wecbœ ¯’vb I cÖRvwZ cwi`k©b‡K †K›`ª K‡i, hv Zv‡`i msi¶‡Y f‚wgKv iv‡L|)
c) How is ecotourism different from traditional tourism? (B‡KvUzwiRg Kxfv‡e cÖPwjZ ch©U‡bi †_‡K Avjv`v?)
Answer:
Ecotourism differs from traditional tourism because it focuses on conservation, education, and
minimizing environmental impact, while traditional tourism mainly emphasizes leisure and
commercial benefits. (B‡KvUzwiRg cÖPwjZ ch©U‡bi †_‡K Avjv`v KviY GwU msi¶Y, wk¶v Ges cwi‡e‡ki Ici Kg cÖfve
ivLvi w`‡K ¸iæZ¡ †`q, †hLv‡b cÖPwjZ ch©Ub g~jZ we‡bv`b I evwYwR¨K jv‡fi Ici wbf©ikxj|)
d) Mention at least three characteristics of ecotourism. (B‡KvUzwiR‡gi AšÍZ wZbwU ˆewkó¨ D‡jøL K‡iv|)
Answer:
1. Low Environmental Impact – Ecotourism aims to minimize damage to nature. (cwi‡e‡ki Kg ¶wZ
B‡KvUzwiRg cÖK…wZi Ici ¶wZ Kgv‡bvi †Póv K‡i|)
2. Conservation Support – It provides financial aid for environmental preservation. (msi¶Y mnvqZv
GwU cwi‡ek msi¶‡Yi Rb¨ Avw_©K mnvqZv cÖ`vb K‡i|)
3. Cultural Awareness – It promotes respect for local traditions and social practices. (mvs¯‹…wZK
m‡PZbZv GwU ¯’vbxq HwZn¨ I mvgvwRK cÖ_vi cÖwZ m¤§vb cÖ`k©‡b DrmvwnZ K‡i|)
e) What is the significance of ecotourism? ? (B‡KvUzwiR‡gi ¸iæZ¡ Kx?)
Answer:
Ecotourism helps protect endangered environments, supports local economies, raises awareness about
sustainability, and ensures responsible travel practices. (B‡KvUzwiRg wecbœ cwi‡ek msi¶‡Y mvnvh¨ K‡i, ¯’vbxq
A_©bxwZ‡K mnvqZv †`q, ¯’vwqZ¡ m¤ú‡K© m‡PZbZv evovq Ges `vwqZ¡kxj ågY PP©v wbwðZ K‡i|)

a) Why is Komodo National Park a popular ecotourism destination? (K‡gv‡Wv b¨vkbvj cvK© †Kb GKwU
RbwcÖq B‡KvUzwiRg MšÍe¨?)
Answer:
Komodo National Park is popular for ecotourism because of its unique biodiversity, endangered
species, and efforts to minimize environmental impact. (K‡gv‡Wv b¨vkbvj cvK© Zvi Abb¨ Rxe‰ewPΨ, wecbœ cÖRvwZ
Ges cwi‡e‡ki ¶wZ Kgv‡bvi cÖ‡Póvi Kvi‡Y RbwcÖq B‡KvUzwiRg MšÍe¨|)

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b) How does ecotourism benefit local communities? (B‡KvUzwiRg ¯’vbxq m¤cÖ`vq‡K Kxfv‡e DcK…Z K‡i?)
Answer:
Ecotourism provides financial aid, creates job opportunities, and promotes sustainable development in
local communities. (B‡KvUzwiRg Avw_©K mnvqZv cÖ`vb K‡i, Kg©ms¯’vb m„wó K‡i Ges ¯’vbxq m¤cÖ`v‡qi †UKmB Dbœqb‡K
DrmvwnZ K‡i|)
c) What role does education play in ecotourism? (B‡KvUzwiR‡g wk¶vi Kx f‚wgKv i‡q‡Q?)
Answer:
Education in ecotourism raises awareness about environmental conservation, cultural respect, and
sustainable travel practices. (B‡KvUzwiR‡g wk¶v cwi‡ek msi¶Y, mvs¯‹…wZK m¤§vb Ges †UKmB ågY PP©v m¤ú‡K© m‡PZbZv
evovq|)
d) Why is responsible tourism important for the environment? (cwi‡e‡ki Rb¨ `vwqZ¡kxj ch©Ub †Kb
¸iæZ¡c~Y©?)
Answer:
Responsible tourism ensures minimal environmental damage, protects wildlife, and supports
conservation efforts. (`vwqZ¡kxj ch©Ub cwi‡e‡ki ¶wZ Kgvq, eb¨cÖvYx i¶v K‡i Ges msi¶Y cÖ‡Póv‡K mnvqZv K‡i|)
e) What challenges does ecotourism face? (B‡KvUzwiRg Kx Kx P¨v‡j‡Äi m¤§yLxb nq?)
Answer:
Challenges include over-tourism, lack of regulation, exploitation of local resources, and environmental
degradation. (P¨v‡jĸ‡jvi g‡a¨ i‡q‡Q AwZwi³ ch©Ub, wbqš¿‡Yi Afve, ¯’vbxq m¤ú‡`i Ace¨envi Ges cwi‡ekMZ ¶wZ|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the features of ecotourism. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges B‡KvUz¨wiR‡gi ˆewk󨸇jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Low impact travel (Kg cÖfve †d‡j Ggb ågY)

2. Focus on endangered and undisturbed locations
(wecbœ I A¶Z ¯’vb¸‡jvi cÖwZ ¸iæZ¡ †`Iqv)

3. Educating travellers about the environment and culture
(ch©UK‡`i cwi‡ek I ms¯‹…wZ m¤ú‡K© wkw¶Z Kiv)

4. Providing funds for conservation
(msi¶‡Yi Rb¨ Avw_©K mnvqZv cÖ`vb Kiv)

5. Supporting local economic development
(¯’vbxq A_©‰bwZK Dbœq‡b mnvqZv Kiv)

Q: Read the above passage and make a flow chart showing the principles of ecotourism. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges B‡KvUz¨wiR‡gi g~jbxwZ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Minimize the impact on the environment (cwi‡e‡ki Ici cÖfve Kgv‡bv)
2. Promote respect for local culture and nature (¯’vbxq ms¯‹…wZ I cÖK…wZi cÖwZ m¤§vb Rvbv‡bv)
3. Ensure positive experiences for tourists and locals (ch©UK I ¯’vbxq‡`i Rb¨ BwZevPK AwfÁZv wbwðZ Kiv)
4. Provide direct financial support for conservation (msi¶‡Y mivmwi Avw_©K mnvqZv cÖ`vb Kiv)
5. Empower local communities through financial benefits (¯’vbxq Rb‡Mvôx‡K Avw_©Kfv‡e ¯^vej¤^x Kiv)

Q: Read the above passage and make a flow chart showing the benefits of ecotourism. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges B‡KvUz¨wiR‡gi myweav¸‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. Protects endangered wildlife and biodiversity (wecbœ eb¨cÖvYx I Rxe‰ewPΨ msi¶Y K‡i)
2. Preserves natural and cultural heritage (cÖvK…wZK I mvs¯‹…wZK HwZn¨ msi¶Y K‡i)
3. Generates revenue for conservation programs (msi¶Y cÖKí¸‡jvi Rb¨ Avq m„wó K‡i)
4. Creates jobs for local communities (¯’vbxq RbM‡Yi Rb¨ Kg©ms¯’vb ˆZwi K‡i)
5. Encourages sustainable tourism development (†UKmB ch©Ub Dbœqb‡K DrmvwnZ K‡i)

Q: Read the above passage and make a flow chart showing the challenges of ecotourism. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges B‡KvUz¨wiR‡gi P¨v‡jĸ‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Unregulated tourism causing environmental damage (Awbqwš¿Z ch©Ub cwi‡e‡ki ¶wZ Ki‡Q)
2. Risk of commercialization harming local culture (evwYwR¨KxKi‡Yi d‡j ¯’vbxq ms¯‹…wZ ¶wZMÖ¯Í nIqvi SyuwK)
3. High costs of maintaining eco-friendly infrastructure (cwi‡ekevÜe AeKvVv‡gv i¶vi D”P e¨q)
4. Difficulty in enforcing conservation laws (msi¶Y AvBb ev¯Íevq‡b RwUjZv)
5. Dependency on tourism for economic growth (A_©‰bwZK cÖe„w×i Rb¨ ch©U‡bi Ici wbf©iZv e„w×)

Q: Read the above passage and make a flow chart showing famous ecotourism destinations. (One
is done for you.) (Aby‡”Q`wU c‡ov Ges weL¨vZ B‡KvUz¨wiRg ¯’vb¸‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Komodo National Park, Indonesia (K‡gv‡Wv b¨vkbvj cvK©, B‡›`v‡bwkqv)
2. Amazon Rainforest, Brazil (AvgvRb †iBbd‡i÷, eªvwRj)
3. Galápagos Islands, Ecuador (Mvjvcv‡Mvm ØxccyÄ, BKz‡qWi)
4. Monteverde Cloud Forest, Costa Rica (g‡›Ufv‡`© K¬vDW d‡i÷, †Kv÷vwiKv)
5. Great Barrier Reef, Australia (†MÖU e¨vwiqvi wid, A‡÷ªwjqv)

3. Summarize the following passage. 10

Ecotourism involves responsible travel to endangered and pristine locations, focusing on conservation,
education, and cultural respect. Unlike traditional tourism, it benefits both the environment and local
economies. True ecotourism must minimize environmental impact, respect local cultures, support
conservation efforts, and empower local communities. The Komodo National Park in Indonesia is a
well-known ecotourism site, offering activities like whale watching and hiking while maintaining
minimal environmental impact. Ecotourism is also popular in Central and South America, with many
destinations worldwide promoting sustainable travel practices.
mvigg©:
B‡KvUzwiRg nj ms‡e`bkxj I cwi‡ekevÜe ågY, hv wecbœ I A¶Z GjvKv¸‡jvi msi¶Y, wk¶v I mvs¯‹…wZK m¤§v‡bi Ici ¸iæZ¡
†`q| GwU cÖPwjZ ch©U‡bi †P‡q cwi‡ek I ¯’vbxq A_©bxwZi Rb¨ †ewk DcKvix| mwZ¨Kv‡ii B‡KvUzwiR‡gi Rb¨ cwi‡ekMZ cÖfve
Kgv‡bv, ¯’vbxq ms¯‹…wZi cÖwZ kÖ×vkxj _vKv, msi¶‡Y Avw_©K mnvqZv cÖ`vb Ges ¯’vbxq RbM‡Yi Dbœqb wbwðZ Kiv Riæwi|
B‡›`v‡bwkqvi K‡gv‡Wv b¨vkbvj cvK© B‡KvUzwiR‡gi RbwcÖq ¯’vb, †hLv‡b wZwg †`Lv I ce©Zv‡ivn‡Yi g‡Zv †UKmB ch©Ub Kvh©µg
cwiPvwjZ nq| `w¶Y I ga¨ Av‡gwiKvmn wek¦e¨vcx B‡KvUzwiR‡gi AviI A‡bK my‡hvM i‡q‡Q|

Target-14
1. Read the passage and answer the questions A and B: [Unit: 12, Lesson: 1(A)]
Beauty is easy to appreciate (†mŠ›`h© mn‡RB cÖkswmZ nq) but difficult to define (wKš‘ GwU msÁvwqZ Kiv KwVb)|
As we look around (hLb Avgiv Pvicv‡k ZvKvB), we discover beauty (Avgiv †mŠ›`h© Avwe®‹vi Kwi) in pleasurable
objects (Avb›``vqK e¯‘‡Z) and sights in nature (Ges cÖK…wZi `„k¨¸‡jv‡Z), in the laughter of children (wkï‡`i
nvwm‡Z), in the kindness of strangers (AcwiwPZ‡`i m`q AvPi‡Y)| But asked to define (wKš‘ hLb GwU‡K msÁvwqZ
Ki‡Z ejv nq), we run into difficulties (ZLb Avgiv mgm¨vi m¤§yLxb nB)| Does beauty have an independent
objective identity? (†mŠ›`‡h©i wK ¯^vaxb Ges wbi‡c¶ cwiPq Av‡Q?) Is it universal (GwU wK mve©Rbxb), or is it
dependent on our sense perceptions? (bvwK GwU Avgv‡`i Bw›`ªqMZ Dcjwäi Ici wbf©i K‡i?) Does it lie in the eye
of the beholder? (GwU wK †`Lvi `„wófw½i Ici wbf©ikxj?) We ask ourselves (Avgiv wb‡R‡`i Kv‡Q cÖkœ Kwi)|

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Beauty and Ugliness

A further difficulty arises (AviI GKwU mgm¨v †`Lv †`q) when beauty manifests itself (hLb †mŠ›`h© cÖKvk cvq) not
only by its presence (ïaygvÎ Gi Dcw¯’wZi gva¨‡g bq), but by its absence as well (eis Gi Abycw¯’wZi gva¨‡gI)| As
when we are repulsed by ugliness (†hgb Avgiv K`h©Zv †`‡L wegyL nB) and desire beauty (Ges †mŠ›`‡h©i AvKv•ÿv
Kwi)| But then ugliness (wKš‘ ZLb K`h©Zv) has as much a place in our lives as beauty (Avgv‡`i Rxe‡b †mŠ›`‡h©i
g‡ZvB GKwU ¯’vb `Lj K‡i), or may be more (ev nq‡Zv AviI †ewk), as when there is widespread hunger and
injustice in a society (hLb mgv‡R e¨vcK ÿzav I AwePvi we`¨gvb _v‡K)| Philosophers have told us (`vk©wbKiv Avgv‡`i
e‡j‡Qb) that beauty is an important part of life (†h †mŠ›`h© Rxe‡bi GKwU ¸iæZ¡c~Y© Ask), but isn't ugliness a part
of life too? (wKš‘ K`h©ZvI wK Rxe‡bi Ask bq?)
Beauty and Art
And if art has beauty as an important ingredient (hw` wkíKjvq †mŠ›`h© GKwU ¸iæZ¡c~Y© Dcv`vb nq), can it confine
itself only to a projection of beauty? (Zvn‡j wK GwU †Kej †mŠ›`‡h©i cÖwZdj‡bB mxgve× _vK‡Z cv‡i?) Can art ignore
what is not beautiful? (wkí wK hv my›`i bq, †mUv‡K D‡c¶v Ki‡Z cv‡i?) Poets and artists (Kwe I wkíxiv) have
provided answers to these questions (GB cÖkœ¸‡jvi DËi w`‡q‡Qb) by incorporating both into their work (Zviv
Zv‡`i Kv‡R Dfq‡KB AšÍf©y³ K‡i)| In doing so (GwU Ki‡Z wM‡q), they have often tied beauty (Zviv †mŠ›`h©‡K hy³
K‡i‡Qb) to truth and justice (mZ¨ I b¨v‡qi m‡½), so that what is not beautiful (hv‡Z hv my›`i bq) assumes a
tolerable proportion (Zv MÖnY‡hvM¨ iƒc †bq) as something that represents some truth about life (KviY GwU Rxe‡bi
†Kv‡bv mZ¨ cÖwZdwjZ K‡i)|
Keats and the Concept of Beauty
John Keats, the romantic poet (Rb wKUm, †ivgvw›UK Kwe), wrote in his celebrated 'Ode on a Grecian Urn' (Zvi
weL¨vZ KweZv ÔIW Ab G wMÖwmqvb Avb©Õ-G wj‡LwQ‡jb), "Beauty is truth, truth beauty" (Ò†mŠ›`h©B mZ¨, mZ¨B †mŠ›`h©Ó )|
By which he means (hvi gva¨‡g wZwb †evSv‡Z †P‡q‡Qb) that truth, even if it's not pleasant (†h mZ¨, hw`I GwU myLKi
bvI n‡Z cv‡i), becomes beautiful at a higher level (GKwU D”PZi ¯Í‡i GwU my›`i n‡q I‡V)| Similarly (GKBfv‡e),
what is beautiful (hv my›`i) forever remains true (Zv wPiKvj mZ¨ _v‡K)| Another meaning (Ab¨ GKwU A_©), in
the context of the Grecian Urn (wMÖwmqvb Av‡b©i cÖm‡½), an art object (hv GKwU wkíe¯‘), is that truth is a condition
of art (mZ¨ n‡jv wk‡íi GKwU Awe‡”Q`¨ kZ©)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) The word 'confine' refers to _______.

i) to bound ii) to disappear
iii) to appear iv) to limit
Answer: iv) to limit (mxgve× Kiv)
b) Like beauty, _______.
i) ignores poetry ii) celebrates poetry
iii) helps men to not ever lasting iv) helps us to understand poem
Answer: ii) celebrates poetry (KweZv †mŠ›`h©‡K D`hvcb K‡i)
c) Philosophers have told us that _______.
i) life is not endless ii) beauty is an important part of life
iii) beauty is not everlasting iv) beauty attracts everybody
Answer: ii) beauty is an important part of life (†mŠ›`h© Rxe‡bi GKwU ¸iæZ¡c~Y© Ask)
d) What has poetry done with 'beauty and truth' in every language?
i) celebrated ii) highlighted
iii) ignored iv) cornered
Answer: i) celebrated (D`hvcb K‡i‡Q)
e) The word 'repulsed' stands for _______.
i) disguised ii) ignored
iii) attracted iv) regarded
Answer: iii) attracted (AvKwl©Z nIqv)

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a) What is the central theme of the passage?

i) The definition of beauty ii) The role of poetry
iii) The importance of truth iv) The difference between poetry and art
Answer: i) The definition of beauty (†mŠ›`‡h©i msÁv)
b) What does John Keats say about beauty and truth?
i) Beauty and truth are separate ii) Beauty is more important than truth
iii) Beauty is truth, and truth is beauty iv) Truth is always unpleasant
Answer: iii) Beauty is truth, and truth is beauty (†mŠ›`h© mZ¨, Ges mZ¨ †mŠ›`h©)
c) According to the passage, why is beauty difficult to define?
i) Because beauty does not exist ii) Because it depends on perception
iii) Because philosophers have no answer iv) Because ugliness is more powerful
Answer: ii) Because it depends on perception (KviY GwU Dcjwäi Dci wbf©i K‡i)
d) What role does art play in defining beauty?
i) It ignores ugliness ii) It represents only beautiful things
iii) It includes both beauty and ugliness iv) It focuses only on nature
Answer: iii) It includes both beauty and ugliness (GwU †mŠ›`h© Ges K`h©Zv Dfq‡KB AšÍf©y³ K‡i)
e) What is an example of beauty being tied to truth?
i) A false story ii) An artificial painting
iii) A poem that highlights both truth and beauty iv) A novel that ignores reality
Answer: iii) A poem that highlights both truth and beauty (GKwU KweZv hv mZ¨ I †mŠ›`h© Dfq‡KB Zz‡j a‡i)
f) What does the passage say about ugliness?
i) It has no role in life ii) It is as important as beauty
iii) It should be ignored iv) It is worse than beauty
Answer: ii) It is as important as beauty (GwU †mŠ›`‡h©i g‡ZvB ¸iæZ¡c~Y©)
g) What does ‘pleasurable objects’ in the passage mean?
i) Things that bring joy ii) Things that bring sadness
iii) Objects that are expensive iv) Objects that are rare
Answer: i) Things that bring joy (†hme e¯‘ Avb›` †`q)
h) What is the meaning of ‘objective identity’ in the passage?
i) A temporary feeling ii) A universal and independent concept
iii) A cultural tradition iv) A personal opinion
Answer: ii) A universal and independent concept (GKwU mve©Rbxb Ges ¯^vaxb aviYv)
i) Why do poets and artists include both beauty and ugliness in their works?
i) To show only happiness ii) To make art more entertaining
iii) To represent the truth of life iv) To ignore reality
Answer: iii) To represent the truth of life (Rxe‡bi mZ¨‡K Dc¯’vcb Ki‡Z)
j) What is a possible interpretation of Keats’ statement “Beauty is truth, truth beauty”?
i) Beauty and truth are completely separate ii) Truth, even if unpleasant, has beauty in it
iii) Only beautiful things can be true iv) Art should avoid truth
Answer: ii) Truth, even if unpleasant, has beauty in it (mZ¨, hw`I AwcÖq, Zv‡ZI †mŠ›`h© _v‡K)

B. Answer the following questions. 3×5=15

a) From where can we discover beauty? (Avgiv †Kv_v †_‡K †mŠ›`h© Avwe®‹vi Ki‡Z cvwi?)
Answer:
We can discover beauty in nature, in pleasurable objects, in children's laughter, and in the kindness of
strangers. (Avgiv cÖK…wZ‡Z, g‡bvig e¯‘‡Z, wkïi nvwm‡Z Ges AcwiwPZ gvby‡li m`q AvPi‡Y †mŠ›`h© Avwe®‹vi Ki‡Z cvwi|)
b) What questions do we ask ourselves in the attempt to define beauty? (†mŠ›`h© msÁvwqZ Kivi †Póv
Ki‡Z wM‡q Avgiv Kx Kx cÖkœ Kwi?)

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Answer:
We ask whether beauty has an independent identity, if it is universal, or if it depends on individual
perception. We also question if beauty exists only in the eyes of the beholder. (Avgiv cÖkœ Kwi †mŠ›`‡h©i wK
¯^vaxb ¯^Ë¡v Av‡Q, GwU wK me©Rbxb, bvwK GwU e¨w³MZ Abyf‚wZi Dci wbf©ikxj? Avgiv AviI Rvb‡Z PvB, †mŠ›`h© wK ïay `k©‡Ki
†Pv‡L _v‡K?)
c) How do poets and artists provide answers about the questions on how to define beauty? (†mŠ›`h©
msÁvwqZ Kivi cÖ‡kœi DËi Kwe I wkíxiv Kxfv‡e †`b?)
Answer:
Poets and artists answer these questions by incorporating both beauty and ugliness into their work,
often linking beauty to truth and justice. (Kwe I wkíxiv Zv‡`i Kv‡Ri g‡a¨ †mŠ›`h© I KzkÖxZv Dfq‡KB AšÍf©y³ K‡ib
Ges †mŠ›`h©‡K mZ¨ I b¨vqwePv‡ii mv‡_ mshy³ K‡ib|)
d) When does 'ugliness' occupy a place in our lives? (KLb ÔKzkÖxZvÕ Avgv‡`i Rxe‡b ¯’vb †bq?)
Answer:
Ugliness occupies a place in our lives when we witness hunger, injustice, and suffering in society,
making us desire beauty even more. (KzkÖxZv Avgv‡`i Rxe‡b ¯’vb †bq hLb Avgiv mgv‡R ÿzav, AwePvi I `ytL-Kó †`wL,
hv Avgv‡`i †mŠ›`‡h©i cÖwZ AviI AvKv•ÿx K‡i †Zv‡j|)
e) "Beauty is truth, truth beauty." Do you agree or disagree with this statement? (Ò†mŠ›`h©B mZ¨,
mZ¨B †mŠ›`h©|Ó Zzwg wK GwUi mv‡_ GKgZ bvwK Am¤§Z?)
Answer:
I agree with this statement because truth, even if unpleasant, holds a deeper beauty, as it represents
reality and wisdom. (Avwg Gi mv‡_ GKgZ, KviY mZ¨, hw`I KLbI Kó`vqK, ZeyI G‡Z Mfxi †mŠ›`h© i‡q‡Q, KviY GwU
ev¯ÍeZv I Áv‡bi cÖwZdjb NUvq|)

a) Why is beauty difficult to define? (†mŠ›`h© msÁvwqZ Kiv †Kb KwVb?)

Answer:
Beauty is difficult to define because it is subjective, varies between individuals and cultures, and can
exist both in presence and in absence. (†mŠ›`h© msÁvwqZ Kiv KwVb KviY GwU e¨w³wbf©i, ms¯‹…wZ Abymv‡i cwiewZ©Z nq
Ges GwU Dcw¯’wZi cvkvcvwk Abycw¯’wZ‡ZI we`¨gvb _vK‡Z cv‡i|)
b) How does art relate to beauty and ugliness? (wkí Kxfv‡e †mŠ›`h© I KzkÖxZvi mv‡_ m¤úwK©Z?)
Answer:
Art includes both beauty and ugliness to represent truth and reality, making even unpleasant things
meaningful and thought-provoking. (wkí †mŠ›`h© I KzkÖxZv Dfq‡KB AšÍf©y³ K‡i mZ¨ I ev¯ÍeZv cÖKvk K‡i, hv
AcÖxwZKi wRwbm¸‡jv‡KI A_©en I wPšÍvkxj K‡i †Zv‡j|)
c) What role does truth play in beauty? (†mŠ›`‡h© m‡Z¨i Kx f‚wgKv i‡q‡Q?)
Answer:
Truth enhances beauty by adding depth and meaning to it, making even harsh realities profound and
valuable. (mZ¨ †mŠ›`‡h©i MfxiZv I A_© e„w× K‡i, hv KwVb ev¯ÍeZv¸‡jv‡KI Mfxi I g~j¨evb K‡i †Zv‡j|)
d) How do we perceive beauty differently(Avgiv Kxfv‡e †mŠ›`h©‡K wfbœfv‡e Dcjwä Kwi?)
Answer:
Beauty is perceived differently based on culture, personal experiences, and emotions, making it
subjective rather than universal (†mŠ›`h© ms¯‹…wZ, e¨w³MZ AwfÁZv Ges Av‡e‡Mi Dci wbf©i K‡i wfbœfv‡e Dcjwä Kiv
nq, hv GwU‡K me©Rbxb bq eis e¨w³wbf©i K‡i †Zv‡j|)
e) Why do we desire beauty when faced with ugliness? (Avgiv KzkÖxZvi m¤§yLxb n‡j †Kb †mŠ›`h© Kvgbv Kwi?)
Answer:
We desire beauty when faced with ugliness because it provides comfort, hope, and a sense of harmony
in contrast to suffering and disorder. (Avgiv KzkÖxZvi m¤§yLxb n‡j †mŠ›`h© Kvgbv Kwi KviY GwU Avgv‡`i ¯^w¯Í, Avkv Ges
`ytL I wek„•Ljvi wecix‡Z mvgćm¨i Abyf‚wZ †`q|)

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2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the difficulties we face when we are
asked to define beauty. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †mŠ›`h© msÁvwqZ Ki‡Z wM‡q †h
mgm¨v¸‡jvi gy‡LvgywL n‡Z nq Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Being easy to appreciate (mn‡R Dcjwä Kiv hvq)

2. Difficult to define precisely (mwVKfv‡e msÁvwqZ Kiv KwVb)

3. Question of whether beauty has an independent identity
(†mŠ›`‡h©i ¯^Zš¿ cwiPq Av‡Q wK bv, †mB cÖkœ I‡V)

4. Debate on whether beauty is universal or subjective
(†mŠ›`h© me©Rbxb bvwK e¨w³wbf©i, Zv wb‡q weZK© _v‡K)

5. Presence of beauty also felt through its absence
(†mŠ›`‡h©i Abycw¯’wZi gva¨‡gI Zv Abyf‚Z nq)

Q: Read the above passage and make a flow chart showing different perspectives on beauty.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges †mŠ›`h© m¤ú‡K© wewfbœ `„wófw½ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Beauty in nature and pleasurable sights (cÖK…wZ I g‡bvig `„‡k¨ †mŠ›`h© _v‡K)
2. Beauty in human emotions like kindness and laughter (gvbweK Abyf‚wZ †hgb `qv I nvwm‡Z †mŠ›`h© _v‡K)
3. Beauty as an independent, objective concept (†mŠ›`h©‡K ¯^Zš¿ I ev¯Íe aviYv wn‡m‡e †`Lv nq)
4. Beauty as a subjective experience (†mŠ›`h©‡K e¨w³MZ AwfÁZv wn‡m‡e we‡ePbv Kiv nq)
5. Ugliness as an opposing force to beauty (†mŠ›`‡h©i wecix‡Z KzkÖxZv we`¨gvb _v‡K)

Q: Read the above passage and make a flow chart showing how poets and artists address beauty
in their work. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kwe I wkíxiv Kxfv‡e Zv‡`i K‡g© †mŠ›`‡h©i cÖKvk NUvb
Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Incorporating both beauty and ugliness in their work (Zv‡`i m„wó‡Z †mŠ›`h© I KzkÖxZv `y‡UvB AšÍf©y³ Kiv nq)
2. Connecting beauty with truth and justice (†mŠ›`‡h©i mv‡_ mZ¨ I b¨vqwePv‡ii ms‡hvM ¯’vcb Kiv nq)
3. Presenting unpleasant truths in a beautiful way (AwcÖq mZ¨‡KI my›`ifv‡e Dc¯’vcb Kiv nq)
4. Exploring the idea that beauty and truth are interchangeable (†mŠ›`h© I mZ¨ G‡K Ac‡ii mv‡_ hy³, Zv Zz‡j
aiv nq)
5. Using art to reveal life’s deeper meanings (Rxe‡bi Mfxi A_© cÖKv‡k wk‡íi e¨envi Kiv nq)

Q: Read the above passage and make a flow chart showing John Keats' idea of beauty. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges Rb wKU‡mi †mŠ›`h© m¤ú‡K© aviYv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Beauty and truth are interchangeable (†mŠ›`h© I mZ¨ G‡K Ac‡ii cwic~iK)
2. Truth, even if unpleasant, is beautiful at a higher level (AwcÖq mZ¨I D”PZi gvÎvq my›`i n‡Z cv‡i)
3. What is truly beautiful remains forever true (hv cÖK…Zc‡¶ my›`i, Zv wPiKvj mZ¨ _v‡K)
4. Art connects beauty with truth (wkí †mŠ›`h© I mZ¨‡K mshy³ K‡i)
5. The Grecian Urn represents eternal beauty (wMÖK g„rcvÎ wPi¯’vqx †mŠ›`‡h©i cÖZxK)

Q: Read the above passage and make a flow chart showing the role of ugliness in understanding
beauty. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †mŠ›`h© eyS‡Z KzkÖxZvi f‚wgKv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. Ugliness highlights the contrast of beauty (KzkÖxZv †mŠ›`‡h©i cv_©K¨ dzwU‡q †Zv‡j)
2. Desire for beauty arises when ugliness exists (KzkÖxZv _vK‡j †mŠ›`‡h©i AvKv•ÿv e„w× cvq)
3. Ugliness plays a significant role in art and literature (KzkÖxZv wkí I mvwn‡Z¨ ¸iæZ¡c~Y© f‚wgKv cvjb K‡i)
4. Ugliness can reflect deep truths of life (KzkÖxZv Rxe‡bi Mfxi mZ¨‡K cÖwZdwjZ Ki‡Z cv‡i)
5. Social issues like hunger and injustice showcase the absence of beauty (ÿzav I AwePv‡ii g‡Zv mvgvwRK
mgm¨v †mŠ›`‡h©i Abycw¯’wZ †`Lvq)

3. Summarize the following passage. 10

Beauty is easy to admire but hard to define. It can be found in nature, kindness, and laughter, but its
existence raises questions about whether it is universal or subjective. Beauty is often understood in
contrast to ugliness, which also plays a significant role in life, especially in cases of injustice and
suffering. Artists and poets address this by connecting beauty with truth and justice. John Keats, in
Ode on a Grecian Urn, suggests that truth and beauty are intertwined, making even unpleasant truths
beautiful at a deeper level. Art, therefore, must embrace both beauty and reality.
mvigg©:
†mŠ›`h© mn‡R Dcjwä Kiv †M‡jI Gi mwVK msÁv †`Iqv KwVb| cÖK…wZ, mnvbyf‚wZ I wkïi nvwm‡Z †mŠ›`h© †`Lv hvq, Z‡e GwU
mve©Rbxb bvwK e¨w³MZ Dcjwäi Ici wbf©i K‡i Zv wb‡q cÖkœ I‡V| †mŠ›`h©‡K KzkÖxZvi wecix‡Z †`Lv nq, hv mgv‡Ri Ab¨vq I
`y‡f©v‡Mi g‡a¨I we`¨gvb| Kwe I wkíxiv wk‡íi gva¨‡g †mŠ›`h©‡K mZ¨ I b¨vqwePv‡ii m‡½ mshy³ K‡i‡Qb| Rb wKUm Zvi Ode
on a Grecian Urn-G e‡j‡Qb, "Beauty is truth, truth beauty", A_©vr mZ¨, hw`I KóKi, GK D”PZi ch©v‡q my›`i n‡q
I‡V| wkí ZvB †Kej †mŠ›`h© bq, ev¯ÍeZvI aviY K‡i|

Target-15
1. Read the passage and answer the questions A and B: [Unit: 7, Lesson: 2(B)]
Nishat Mazumder (wbkvZ gRyg`vi), a Bangladeshi woman (GKRb evsjv‡`wk bvix) in her early forties (whwb
Pwjø‡ki †KvVvq), is a sports icon (wZwb µxov RM‡Zi GK wKse`wšÍ)| She comes of a modest background (wZwb GK
mvaviY cwievi †_‡K G‡m‡Qb); her father is a businessman (Zvi evev GKRb e¨emvqx) and her mother is a housewife
(Ges Zvi gv GKRb M„wnYx)| She is the second of four siblings (wZwb Pvi fvB-†ev‡bi g‡a¨ wØZxq)| Nishat has three
things (wbkv‡Zi wZbwU welq i‡q‡Q) that she can be proud of (hv wb‡q wZwb Me© Ki‡Z cv‡ib)| These are (G¸‡jv n‡jv):
she has extraordinarily supportive parents (Zvi evev-gv AmvaviYfv‡e mnvqK wQ‡jb) who accepted her dreams as
real (hviv Zvi ¯^cœ‡K ev¯Íe e‡j †g‡b wb‡qwQ‡jb); her father was a freedom fighter (Zvi evev wQ‡jb GKRb gyw³‡hv×v) in
the Liberation War of Bangladesh in 1971 (evsjv‡`‡ki 1971 mv‡ji gyw³hy‡×); and she scaled the highest peak
in the world (Ges wZwb 2012 mv‡j we‡k¦ m‡e©v”P k„½ Rq K‡iwQ‡jb) as the first Bangladeshi girl (cÖ_g evsjv‡`wk bvix
wn‡m‡e)| Nishat's life presents (wbkv‡Zi Rxeb Zz‡j a‡i) an inspirational story (GKwU Aby‡cÖiYvg~jK Mí) that the
youth in Bangladesh needs to know (hv evsjv‡`‡ki ZiæY‡`i Rvbv cÖ‡qvRb)|
Nishat was born on 5 January 1981 (wbkvZ Rb¥MÖnY K‡ib 5 Rvbyqvwi 1981 mv‡j) in a village called Teori (†UIix
bvgK GK MÖv‡g),which is situated (hv Aew¯’Z) in Ramganj upazila in Lakshmipur District (j²xcyi †Rjvi ivgMÄ
Dc‡Rjvq)| She completed her schooling (wZwb Zvi ¯‹zj Rxeb m¤úbœ K‡ib) from Bottomley Home Girls' High
School (eUgwj †nvg Mvj©m' nvB ¯‹zj) in 1997 (1997 mv‡j), and passed HSC (Ges GBPGmwm cvk K‡ib) from Shahid
Anwar Girls' College (knx` Av‡bvqvi Mvj©mÕ K‡jR) in 1999 (1999 mv‡j)| She earned her bachelor's and
master's degrees (wZwb Zvi mœvZK I mœvZ‡KvËi wWwMÖ AR©b K‡ib) in Accounting (wnmveweÁv‡b) from Dhaka City
College (XvKv wmwU K‡jR †_‡K), and currently works for Dhaka WASA (Ges eZ©gv‡b wZwb XvKv Iqvmvq KvR Ki‡Qb)
as an accountant (GKRb wnmvei¶K wn‡m‡e)| She is also interested (wZwb AviI AvMÖnx) in different languages
and cultures of the world (we‡k¦i wewfbœ fvlv I ms¯‹…wZi cÖwZ), and has enrolled for her MA ((Ges wZwb GgG †Kv‡m©
fwZ© n‡q‡Qb) in Japan Studies (Rvcvb ÷vwWR wel‡q) at Dhaka University (XvKv wek¦we`¨vj‡q)| For us (Avgv‡`i
Rb¨), Nishat's life comes across as especially significant (wbkv‡Zi Rxeb we‡klfv‡e ¸iæZ¡c~Y© g‡b nq) because it
tells us (KviY GwU Avgv‡`i e‡j) how the influence of one person (Kxfv‡e GKRb gvby‡li cÖfve) can motivate
someone (Kv‡iv ¯^cœ †`Lvi †cÖiYv n‡Z cv‡i) to dream big (eo ¯^cœ †`L‡Z)| As the daughter of a freedom fighter

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(GKRb gyw³‡hv×vi Kb¨v wn‡m‡e), Nishat had to face many obstacles (wbkvZ‡K Rxe‡b A‡bK cÖwZK‚jZvi m¤§yLxb n‡Z
n‡q‡Q), but her mother (wKš‘ Zvi gv), her role model (whwb Zvi Av`k©), gave her courage (Zv‡K mvnm w`‡q‡Qb) and
determination (Ges `„p msKí ˆZwi K‡i‡Qb) to overcome them (Gme evav AwZµg Ki‡Z) and pursue her dreams
(Ges Zvi ¯^cœ c~iY Ki‡Z)| Ashura Mazumder (Avïiv gRyg`vi), Nishat's mother (wbkv‡Zi gv), is a hardworking
and understanding woman (GKRb cwikÖgx I mngg©x bvix), who has been a pillar of support (whwb wQ‡jb cwiev‡ii
Ab¨Zg fimv) for her family (Zvi cwiev‡ii Rb¨) in the direst of situations (me‡P‡q KwVb cwiw¯’wZ‡ZI)| Nishat
learned from her mother (wbkvZ Zvi gv‡qi KvQ †_‡K wk‡L‡Qb) how to keep mental strength (Kxfv‡e gvbwmK kw³
eRvq ivL‡Z nq) in calamitous moments of life (Rxe‡bi wech©qKi gyn~‡Z©)| Learning from her (Zvi KvQ †_‡K wk¶v
wb‡q), Nishat began her dream (wbkvZ Zvi ¯^cœ ïiæ K‡ib) of conquering mountains (ce©Z R‡qi)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) Nishat is a Bangladeshi _______.

i) business magnet ii) acting idol
iii) sports idol iv) famous pop singer
Answer: iii) sports idol (µxov cÖwZgv)
b) Nishat reached Everest Peak in _______.
i) 2012 ii) 2015
iii) 2016 iv) 2017
Answer: i) 2012 (2012 mv‡j)
c) The meaning of 'icon' in the text is _______.
i) a famous person whom people admire ii) a highly educated person
iii) a worshipper iv) a very handsome person
Answer: i) a famous person whom people admire (GKRb weL¨vZ e¨w³ hv‡K gvbyl kÖ×v K‡i)
d) The word 'proud' can be best replaced by _______.
i) arrogant ii) haughty
iii) elated iv) humble
Answer: iii) elated (Mwe©Z/Avbw›`Z)
e) The phrase 'role model' means a person _______.
i) whose nature is copied by others ii) who works as a model
iii) academic achievement iv) strong sense of individuality
Answer: i) whose nature is copied by others (hvi ¯^fve Ab¨iv AbymiY K‡i)

a) Where was Nishat Mazumder born?

i) Dhaka ii) Chittagong
iii) Teori, Ramganj, Lakshmipur iv) Rajshahi
Answer: iii) Teori, Ramganj, Lakshmipur (†ZIix, ivgMÄ, j²xcyi)
b) What is Nishat’s profession?
i) Teacher ii) Doctor
iii) Accountant at Dhaka WASA iv) Engineer
Answer: iii) Accountant at Dhaka WASA (XvKv Iqvmvq wnmvei¶K)
c) Which institution did Nishat Mazumder attend for her bachelor's degree?
i) Dhaka University ii) Dhaka City College
iii) North South University iv) Jahangirnagar University
Answer: ii) Dhaka City College (XvKv wmwU K‡jR)
d) Who has been Nishat’s greatest inspiration?
i) Her father ii) Her mother
iii) Her teacher iv) Her coach
Answer: ii) Her mother (Zvi gv)

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e) Why is Nishat Mazumder considered an inspiration?

i) Because she is a successful businesswoman
ii) Because she was the first Bangladeshi woman to scale Everest
iii) Because she won an Olympic medal
iv) Because she became a scientist
Answer: ii) Because she was the first Bangladeshi woman to scale Everest (KviY wZwb cÖ_g evsjv‡`wk
bvix whwb Gfv‡i÷ Rq K‡i‡Qb)
f) What lesson did Nishat learn from her mother?
i) How to cook ii) How to be mentally strong
iii) How to run a business iv) How to become rich
Answer: ii) How to be mentally strong (Kxfv‡e gvbwmKfv‡e k³ nIqv hvq)
g) Which of the following qualities helped Nishat achieve success?
i) Laziness ii) Determination and hard work
iii) Fear of failure iv) Dependence on others
Answer: ii) Determination and hard work (msKí I K‡Vvi cwikÖg)
h) Which of the following is NOT true about Nishat?
i) She was born in 1981 ii) She studied Accounting
iii) She climbed Mount Everest in 2015 iv) She works at Dhaka WASA
Answer: iii) She climbed Mount Everest in 2015 (wZwb 2015 mv‡j Gfv‡i÷ Rq K‡ib)
i) What additional subject has Nishat enrolled in at Dhaka University?
i) Business Studies ii) Japan Studies
iii) Political Science iv) Environmental Science
Answer: ii) Japan Studies (Rvcvb ÷vwWR)
j) What does Nishat’s story teach us?
i) Success comes without effort ii) Determination and perseverance lead to success
iii) Only men can climb mountains iv) Hardships always prevent achievements
Answer: ii) Determination and perseverance lead to success (msKí I Aa¨emvq mvdj¨ G‡b †`q)

B. Answer the following questions. 3×5=15

a) How is Nishat Mazumder similar to or different from ordinary girls? (wbkvZ gRyg`vi Kxfv‡e mvaviY
†g‡q‡`i g‡Zv ev Zv‡`i †_‡K Avjv`v?)
Answer:
Nishat Mazumder is different from ordinary girls because she pursued mountaineering and became the
first Bangladeshi woman to scale Mount Everest. However, like many others, she also faced obstacles
in life but overcame them with determination. (wbkvZ gRyg`vi mvaviY †g‡q‡`i †_‡K Avjv`v KviY wZwb ce©Zv‡ivn‡Y
AvMÖnx nb Ges cÖ_g evsjv‡`wk bvix wn‡m‡e Gfv‡i÷ Rq K‡ib| Z‡e, Ab¨vb¨‡`i g‡Zv wZwbI Rxe‡b wewfbœ evavi m¤§yLxb n‡q‡Qb
Ges `„p msK‡íi gva¨‡g Zv AwZµg K‡i‡Qb|)
b) What are the things that Nishat can be proud of? (wbkvZ gRyg`vi †Kvb †Kvb welq wb‡q Me© Ki‡Z cv‡ib?)
Answer:
Nishat can be proud of three things:
1. She has extraordinarily supportive parents. (Zvi Av‡Q AZ¨šÍ mnvqK evev-gv|)
2. Her father was a freedom fighter in the 1971 Liberation War. (Zvi evev 1971 mv‡ji gyw³hy‡× GKRb
gyw³‡hv×v wQ‡jb|)
3. She became the first Bangladeshi woman to climb Mount Everest in 2012. (wZwb 2012 mv‡j cÖ_g
evsjv‡`wk bvix wn‡m‡e Gfv‡i÷ Rq K‡ib|)
c) "Nishat's life presents an inspirational story that the youth in Bangladesh needs to know."––
Explain in your own words. (Òwbkv‡Zi Rxeb GKwU Aby‡cÖiYvg~jK Mí, hv evsjv‡`‡ki ZiæY‡`i Rvbv DwPZ|Ó wb‡Ri
fvlvq e¨vL¨v K‡iv|)

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Answer:
Nishat's life is inspiring because she followed her dreams despite obstacles and societal norms. Her
determination and hard work show that with courage and perseverance, one can achieve great things.
(wbkv‡Zi Rxeb Aby‡cÖiYvg~jK KviY wZwb evav I mvgvwRK wbqg D‡c¶v K‡i wb‡Ri ¯^cœ AbymiY K‡i‡Qb| Zvi `„pZv I K‡Vvi
cwikÖg cÖgvY K‡i †h mvnm I Aa¨emvq _vK‡j gnvb wKQz AR©b Kiv m¤¢e|)
d) What lesson do you learn from Nishat? (wbkv‡Zi Rxeb †_‡K Zzwg Kx wk¶v MÖnY K‡iv?)
Answer:
Nishat teaches us that determination, perseverance, and support from family can help us achieve our
dreams. No obstacle is too big if we remain committed to our goals. (wbkvZ Avgv‡`i †kLvb †h `„p msKí,
Aa¨emvq Ges cwiev‡ii mnvqZv Avgv‡`i ¯^cœ c~i‡Y mvnvh¨ Ki‡Z cv‡i| hw` Avgiv Avgv‡`i j‡¶¨ AUj _vwK, Z‡e †Kv‡bv evavB
eo bq|)
e) How did Nishat overcome her barriers? (wbkvZ Kxfv‡e Zvi evav¸‡jv AwZµg K‡i‡Qb?)
Answer:
Nishat overcame her barriers with the encouragement of her mother, who taught her mental strength
and resilience. Her passion for mountaineering and her dedication helped her achieve success. (wbkvZ
Zvi gv‡qi Drmv‡n evav¸‡jv AwZµg K‡ib, whwb Zv‡K gvbwmK kw³ I mnbkxjZv wkwL‡q‡Qb| Zvi ce©Zv‡ivn‡Yi cÖwZ AvMÖn Ges
wb‡e`b Zv‡K mdj n‡Z mvnvh¨ K‡i‡Q|)

a) How did Nishat's parents influence her life? (wbkv‡Zi evev-gv Kxfv‡e Zvi Rxe‡b cÖfve †d‡j‡Qb?)
Answer:
Nishat’s parents supported her dreams. Her father’s bravery as a freedom fighter and her mother’s
resilience inspired her to pursue her goals. (wbkv‡Zi evev-gv Zvi ¯^cœ‡K mg_©b K‡i‡Qb| Zvi evevi gyw³‡hv×v wn‡m‡e
mvnm I gv‡qi `„pZv Zv‡K Zvi j‡¶¨i w`‡K GwM‡q †h‡Z AbycÖvwYZ K‡i‡Q|)
b) Why is Nishat's mother considered a role model for her? (wbkv‡Zi gv †Kb Zvi Rb¨ Av`k© e‡j we‡ewPZ?)
Answer:
Nishat’s mother is a role model because she demonstrated strength and perseverance in tough
situations, teaching Nishat to be mentally strong. (wbkv‡Zi gv Av`k© KviY wZwb KwVb cwiw¯’wZ‡Z kw³ I Aa¨emvq
†`wL‡q‡Qb Ges wbkvZ‡K gvbwmKfv‡e `„p n‡Z wkwL‡q‡Qb|)
c) What does Nishat's interest in languages and cultures indicate? (wbkv‡Zi fvlv I ms¯‹…wZi cÖwZ AvMÖn Kx
wb‡`©k K‡i?)
Answer:
It indicates her curiosity, love for learning, and broad-mindedness, which reflect her willingness to
explore beyond mountaineering. (GwU Zvi †KŠZ~nj, †kLvi cÖwZ fv‡jvevmv Ges gy³gbv `„wófw½i cÖwZdjb, hv
ce©Zv‡ivn‡Yi evB‡iI bZzb wKQz Rvbvi B”Qv‡K cÖKvk K‡i|)
d) How does Nishat's story motivate women in Bangladesh? (wbkv‡Zi Mí Kxfv‡e evsjv‡`‡ki bvix‡`i
AbycÖvwYZ K‡i?)
Answer:
Her story motivates women to break societal barriers, chase their dreams, and believe that they are
capable of achieving great things. (Zvi Mí bvix‡`i mvgvwRK evav †f‡O Zv‡`i ¯^cœ AbymiY Ki‡Z Ges wb‡R‡`i m¶gZv
wek¦vm Ki‡Z AbycÖvwYZ K‡i|)
e) What qualities made Nishat a successful mountaineer? (†Kvb ¸Yvewj wbkvZ‡K GKRb mdj ce©Zv‡ivnx
K‡i‡Q?)
Answer:
Nishat’s success came from her determination, perseverance, hard work, courage, and strong family
support. (wbkv‡Zi mdjZvi g~j wQj Zvi `„p msKí, Aa¨emvq, K‡Vvi cwikÖg, mvnm Ges cwiev‡ii kw³kvjx mg_©b|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the birth and education of Nishat
Mazumder. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wbkvZ gRyg`v‡ii Rb¥ I wk¶vRxeb †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)

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1. Born on 5 January 1981 (5B Rvbyqvwi 1981 mv‡j Rb¥MÖnY K‡ib)


2. Born in Teori village, Ramganj upazila, Lakshmipur
(j²xcyi †Rjvi ivgMÄ Dc‡Rjvi †ZIwi MÖv‡g Rb¥MÖnY K‡ib)

3. Completed schooling from Bottomley Home Girls' High School in 1997
(1997 mv‡j eUgwj †nvg Mvj©m' nvB ¯‹zj †_‡K ¯‹zj wk¶v m¤úbœ K‡ib)

4. Passed HSC from Shahid Anwar Girls' College in 1999
(1999 mv‡j knx` Av‡bvqvi Mvj©m' K‡jR †_‡K GBPGmwm cvm K‡ib)

5. Earned a bachelor's degree in Accounting from Dhaka City College
(XvKv wmwU K‡jR †_‡K wnmveweÁv‡b mœvZK wWwMÖ AR©b K‡ib)

Q: Read the above passage and make a flow chart showing the three things Nishat Mazumder is
proud of. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wbkvZ gRyg`vi †h wZbwU wel‡q Mwe©Z Zv †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Supportive parents who accepted her dreams (Zvi ¯^cœ‡K ev¯ÍeZv wn‡m‡e MÖnY Kiv mnvqK AwffveK wQ‡jb)
2. Her father was a freedom fighter in 1971 (Zvi evev 1971 mv‡ji gyw³‡hv×v wQ‡jb)
3. Became the first Bangladeshi woman to scale Mount Everest in 2012 (2012 mv‡j gvD›U Gfv‡i÷ Rq Kiv
cÖ_g evsjv‡`wk bvix nb)

Q: Read the above passage and make a flow chart showing the major influences in Nishat
Mazumder’s life. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wbkvZ gRyg`v‡ii Rxe‡bi cÖavb cÖfve¸‡jv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Inspired by her father, a freedom fighter (Zvi gyw³‡hv×v evevi Øviv AbycÖvwYZ nb)
2. Learned mental strength from her mother (Zvi gv‡qi KvQ †_‡K gvbwmK kw³ AR©b K‡ib)
3. Faced many obstacles but remained determined (A‡bK evavi m¤§yLxb n‡jI msKíe× wQ‡jb)
4. Had a dream of conquering mountains (ce©Zv‡ivn‡Yi ¯^cœ †`L‡Zb)
5. Motivated by her mother to pursue her dreams (Zvi gv‡qi Aby‡cÖiYvq ¯^cœ c~i‡Yi c‡_ GwM‡q hvb)

Q: Read the above passage and make a flow chart showing Nishat Mazumder’s career and
academic interests. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wbkvZ gRyg`v‡ii †ckv I GKv‡WwgK AvMÖn
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Works as an accountant at Dhaka WASA (XvKv Iqvmvq wnmvei¶K wn‡m‡e KvR K‡ib)
2. Earned bachelor's and master’s degrees in Accounting (wnmveweÁv‡b mœvZK I mœvZ‡KvËi wWwMÖ AR©b K‡ib)
3. Interested in different languages and cultures ((wewfbœ fvlv I ms¯‹…wZi cÖwZ AvMÖnx)
4. Enrolled for MA in Japan Studies at Dhaka University ((XvKv wek¦we`¨vj‡q Rvcvb ÷vwW‡R GgG †Kv‡m© fwZ© nb)
5. Pursues mountaineering alongside her career (†ckvi cvkvcvwk ce©Zv‡ivnY Pvwj‡q hvb)

Q: Read the above passage and make a flow chart showing Nishat Mazumder’s journey to
becoming a mountaineer. (One is done for you.) (Aby‡”Q`wU c‡ov Ges wbkvZ gRyg`v‡ii ce©Zv‡ivn‡Yi hvÎv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Inspired by her mother’s resilience and courage (Zvi gv‡qi `„pZv I mvnm Øviv AbycÖvwYZ nb)
2. Dreamed of conquering mountains (ce©Zv‡ivn‡Yi ¯^cœ †`L‡Zb)
3. Faced many obstacles but remained determined (wewfbœ evavi m¤§yLxb n‡jI AUj wQ‡jb)
4. Started mountaineering training (ce©Zv‡ivn‡Yi cÖwk¶Y ïiæ K‡ib)
5. Overcame societal and personal challenges (mvgvwRK I e¨w³MZ P¨v‡jÄ AwZµg K‡ib)

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3. Summarize the following passage. 10

Nishat Mazumder, a Bangladeshi sports icon, made history as the first Bangladeshi woman to scale
Mount Everest in 2012. Born in 1981 in Lakshmipur, she pursued her education in Dhaka and now
works as an accountant at Dhaka WASA. Inspired by her freedom fighter father and her strong,
supportive mother, Nishat overcame obstacles to achieve her dreams. Her mother, Ashura Mazumder,
played a crucial role in teaching her resilience and determination. Nishat’s story is an inspiration,
proving that with courage and perseverance, big dreams can become reality.
mvigg©:
wbkvZ gRyg`vi, evsjv‡`‡ki µxov AvBKb, 2012 mv‡j cÖ_g evsjv‡`wk bvix wn‡m‡e Gfv‡i÷ weRq K‡ib| 1981 mv‡j j²xcy‡i
Rb¥MÖnY Kiv wbkvZ XvKvq cov‡kvbv †kl K‡i eZ©gv‡b XvKv Iqvmvq wnmvei¶K wn‡m‡e Kg©iZ| Zvi gyw³‡hv×v evev I msMÖvgx gv
Zv‡K ¯^cœ †`Lvi mvnm RywM‡q‡Qb| Zvi gv, Avïiv gRyg`vi, Zv‡K ˆah© I gvbwmK kw³ †kLvb, hv wbkvZ‡K cvnvo R‡qi Aby‡cÖiYv
†`q| Zvi Rxeb cÖgvY K‡i †h mvnm I msKí _vK‡j eo ¯^cœI ev¯Íevqb Kiv m¤¢e|

Target-16
1. Read the passage and answer the questions A and B: [Unit: 5, Lesson: 3(C)]
The orphanage is high (Abv_ AvkÖgwU DuPz RvqMvq Aew¯’Z) in the Carolina mountains (K¨v‡ivjvBbv ce©Zgvjvq)| I
was there (Avwg †mLv‡b wQjvg) in the autumn (kirKv‡j)| I wanted quiet (Avwg kvšÍ cwi‡ek PvBwQjvg), isolation
(GKvKxZ¡ PvBwQjvg), to do some troublesome writing (wKQz KwVb †jLv †kl Kivi Rb¨)| I wanted mountain air (Avwg
cvnvwo evZvm PvBwQjvg) to blow out the malaria (hv‡Z g¨v‡jwiqv `~i n‡q hvq) from too long a time (A‡bK w`b a‡i) in
the subtropics (DcµvšÍxq A‡j _vKvi ci)| I was homesick too (Avwg evwoi Rb¨I D`vm wQjvg), for the flaming of
maples in October (A‡±ve‡ii Av¸biOv g¨vcj Mv‡Qi Rb¨),and for corn shocks and pumpkins (fzÆvi ¯Í~c I Kzg‡ovi
Rb¨), and black-walnut trees (Ges Kv‡jv AvL‡ivU Mv‡Qi Rb¨)| I found them all (Avwg GB mewKQz Lyu‡R †c‡qwQjvg)
living in a cabin (GKwU †Kwe‡b emevm K‡i), that belonged to the orphanage (hv Abv_ AvkÖ‡gi gvwjKvbvaxb wQj),
half a mile beyond the orphanage farm (Abv_ AvkÖ‡gi Lvgv‡ii Ava gvBj `~‡i)| When I took the cabin (hLb Avwg
†KwebwU wbjvg), I asked for a boy or man (Avwg GKwU †Q‡j ev GKRb gvbyl PvBwQjvg)to come and chop wood (†h
G‡m KvV KvU‡Z cv‡i) for the fireplace (Pzjvi Rb¨)|
I looked up from my typewriter (Avwg UvBcivBUvi †_‡K gv_v Zzjjvg) one late afternoon (GK we‡K‡ji †kl w`‡K), a
little startled (GKUz wew¯§Z n‡q)| A boy stood at the door (GKwU †Q‡j `iRvq `uvwo‡q wQj) and my pointer dog
(Avgvi c‡q›Uvi KzKzi), my companion (Avgvi m½x), was at his side (Zvi cv‡k wQj) and had not barked (Ges †ND
†ND K‡iwb) to warn me (Avgv‡K mZK© Kivi Rb¨)| The boy was probably twelve years old (†Q‡jwUi eqm nq‡Zv
ev‡iv eQi), but undersized (wKš‘ †QvULv‡Uv)| He wore overalls and a torn shirt (†m IfviAj I †Quov kvU© c‡iwQj),
and was barefooted (Ges Lvwj cv‡q wQj)|
He said (†m ejj), "I can chop some wood today." (ÒAvwg AvR wKQz KvV KvU‡Z cvwi|Ó)
"You? But you're small." (ÒZzwg? wKš‘ Zzwg †Zv †QvU!Ó)
"Size don't matter, chopping wood," (ÒKvV KvU‡Z kix‡ii AvKvi †Kv‡bv e¨vcvi bv,Ó) he said (†m ejj)| "Some of
the big boys don't chop good." (ÒA‡bK eo †Q‡jiv fv‡jv KvU‡Z cv‡i bv|Ó) "I've been chopping a long time."
(ÒAvwg A‡bK w`b a‡i KvV KvwU|Ó)
"Very well. There's the axe." (ÒwVK Av‡Q| KzVviUv ILv‡b Av‡Q|Ó)
"Go ahead and see what you can do." (Òïiæ K‡iv Ges †`LvI Zzwg Kx Ki‡Z cv‡iv|Ó)
I went back to work (Avwg Avevi Kv‡R wd‡i †Mjvg), closing the door..... (`iRv eÜ K‡i......)
He began to chop (†m KvV KvUv ïiæ Kij)| The blows were rhythmic and steady (cÖwZwU AvNvZ Q‡›`ve× I w¯’i
wQj), and shortly (Ges wKQz¶‡Yi g‡a¨B), I had forgotten him (Avwg Zv‡K fz‡j wM‡qwQjvg), the sound no more of
an interruption ((kãwU Avi †Kv‡bv e¨vNvZ ˆZwi KiwQj bv) than a consistent rain (eis GKUvbv e„wói g‡Zv jvMwQj)| I
suppose an hour and a half passed (Avwg Abygvb Kijvg †`o NÈv †K‡U †M‡Q) and I heard (Avwg ïbjvg) the boy's
steps on the cabin stoop (†Q‡jwUi cv‡qi kã †Kwe‡bi `iRvq)| The boy said (†Q‡jwU ejj), "I have to go to
supper now." (ÒGLb Avgv‡K iv‡Zi Lvevi †L‡Z †h‡Z n‡e|Ó) "I can come again tomorrow." (ÒAvwg Kvj Avevi Avm‡Z
cvwi|Ó)

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I said (Avwg ejjvg), "I'll pay you now for what you've done," (ÒAvwg †Zvgv‡K GLbB †Zvgvi Kv‡Ri UvKv w`‡q †`e,Ó)
thinking I should probably (fvewQjvg nq‡Zv Avgv‡K †Rvi w`‡Z n‡e) have to insist on an older boy.... (GKRb eo
†Q‡j‡K Avb‡Z......)
We went together back of the cabin (Avgiv GKm‡½ †Kwe‡bi †cQ‡b †Mjvg)| An astonishing amount of solid
wood had been cut (Awek¦vm¨ cwigvY k³ KvV KvUv n‡q †M‡Q)| "But you've done as much as a man," (ÒwKš‘ Zzwg
GKRb cyiæ‡li g‡Zv KvR K‡iQ,Ó) I said (Avwg ejjvg)| "This is a splendid pile." (ÒGUv `viæY GKUv Kv‡Vi ¯Í~c!Ó)
I looked at him, actually, for the first time (Avwg cÖ_gev‡ii g‡Zv fv‡jv K‡i Zvi w`‡K ZvKvjvg)| His hair was the
color of the corn shocks (Zvi Pzj wQj fzÆvi ¯Í~‡ci i‡Oi g‡Zv) and his eyes, very direct (Ges Zvi †PvL wQj †mvRv
ZvKv‡bv), were like the mountain sky (wQj cvnvwo AvKv‡ki g‡Zv) when rain is pending (hLb e„wó Avm‡Z P‡j‡Q) -
gray, with a shadowing of that miraculous blue...... (a~mi, hvi g‡a¨ wQj †mB Avðh© bx‡ji Avfvm.....)| I gave him
a quarter (Avwg Zv‡K GKwU cuwPk †m‡›Ui gy`ªv w`jvg)|
"You may come tomorrow afternoon." (ÒZzwg Kvj we‡K‡j Avm‡Z cv‡iv|Ó) "And thank you very much." (ÒGes
†Zvgv‡K A‡bK ab¨ev`|Ó)
He looked at me (†m Avgvi w`‡K ZvKvj), and at the coin (Ges gy`ªvwUi w`‡K), and seemed to want to speak (Ges
g‡b n‡jv †m wKQz ej‡Z Pvq), but could not (wKš‘ cv‡iwb), and turned away..... (Ges wd‡i †Mj.....)
At daylight (mKvj‡ejvq) I was half wakened (Avwg Av‡av Nyg †_‡K †R‡M DVjvg) by the sound of chopping (KvV
KvUvi k‡ã)| Again it was so even in texture (GeviI GwU GZUv Q›`gq wQj) that I went back to sleep (†h Avwg
Avevi Nywg‡q cojvg)| When I left my bed (hLb Avwg Avgvi weQvbv Qvojvg) in the cool morning (†mB VvÛv mKv‡j),
the boy had come and gone (†Q‡jwU G‡mwQj Ges P‡j †M‡Q), and a stack of kindling (Ges GKMv`v †QvU †QvU KvV)
was neat against the cabin wall (cwicvwU K‡i †Kwe‡bi †`qv‡ji cv‡k ivLv wQj)| He came after school (†m ¯‹z‡ji ci
Gj) in the afternoon (we‡K‡j) and worked until time (Ges KvR Kij hZ¶Y bv mgq n‡jv) to return to the
orphanage (Abv_ AvkÖ‡g wd‡i hvIqvi)|

A. Choose the correct answer from the alternatives. 0.5×10=5

a) Why did the authoress want isolation?

i) due to homesickness ii) for doing some difficult writing
iii) due to frustration iv) to enjoy the beauty of nature
Answer: ii) for doing some difficult writing (KwVb †jLvi KvR Kivi Rb¨)
b) She was _______ for the flaming of maples in October.
i) nostalgic ii) interested
iii) unsentimental iv) cynical
Answer: i) nostalgic (¯§„wZKvZi)
c) The word 'startled' could be best replaced by _______.
i) indifferent ii) astonished
iii) emotionless iv) dignified
Answer: ii) astonished (wew¯§Z)
d) The word 'astonishing' mentioned in the passage means _______.
i) astounding ii) unimpressive
iii) insipid iv) tedious
Answer: i) astounding (PgKcÖ`)
e) The word 'splendid' mentioned in the passage means _______.
i) sordid ii) mean
iii) massive iv) trifling
Answer: iii) massive (we¯§qKi ev `y`©všÍ)

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a) Where is the orphanage located?

i) In a city ii) Near the sea
iii) High in the Carolina mountains iv) In a desert
Answer: iii) High in the Carolina mountains (K¨v‡ivjvBbvi cvnv‡o)
b) Why did the boy come to the cabin?
i) To ask for food ii) To talk to the writer
iii) To chop wood iv) To sell something
Answer: iii) To chop wood (KvV KvU‡Z AvmwQj)
c) What was surprising about the boy?
i) He was rude ii) He was too young but worked as well as an adult
iii) He did not know how to chop wood iv) He did not want to work
Answer: ii) He was too young but worked as well as an adult (†m †QvU n‡jI GKRb cyiæ‡li g‡Zv KvR
KiwQj)
d) Why did the writer initially doubt the boy’s ability to chop wood?
i) He looked weak ii) He was small in size
iii) He was barefooted iv) He was not interested
Answer: ii) He was small in size (†m AvKv‡i †QvU wQj)
e) What did the writer notice about the boy’s chopping?
i) It was rhythmic and steady ii) It was slow and weak
iii) It was inconsistent iv) It was random
Answer: i) It was rhythmic and steady (Zvi KvUv wQj Q›`gq Ges w¯’i)
f) How did the boy react when he received the quarter?
i) He was disappointed ii) He seemed to want to say something but couldn't
iii) He was indifferent iv) He immediately left without reaction
Answer: ii) He seemed to want to say something but couldn't (†m wKQz ej‡Z †P‡qwQj wKš‘ cv‡iwb)
g) What did the writer find in the morning?
i) The boy had chopped more wood and left ii) The boy had left without working
iii) The boy had taken money and gone iv) The boy was waiting outside
Answer: i) The boy had chopped more wood and left (†Q‡jwU Av‡iv KvV †K‡U †i‡L †M‡Q)
h) What was the color of the boy’s hair?
i) Black ii) Brown
iii) The color of corn shocks iv) Grey
Answer: iii) The color of corn shocks (fzÆvi kx‡li g‡Zv iO wQj)
i) Why did the writer go to the mountains?
i) To meet family ii) To find peace and work on writing
iii) To start a business iv) To explore new places
Answer: ii) To find peace and work on writing (kvwšÍ †c‡Z Ges †jLv‡jwL Ki‡Z)
j) What quality of the boy impressed the writer the most?
i) His intelligence ii) His politeness
iii) His hard work and dedication iv) His ability to read
Answer: iii) His hard work and dedication (Zvi K‡Vvi cwikÖg I AvZ¥wb‡e`b)

B. Answer the following questions. 3×5=15

a) Why did the authoress choose the Carolina Mountains as the setting of her story? (†jwLKv †Kb
K¨v‡ivjvBbv ce©Zgvjv‡K M‡íi †cÖ¶vcU wn‡m‡e †e‡Q wb‡qwQ‡jb?)
Answer:
The authoress chose the Carolina Mountains for its quiet and isolation, which she needed to focus on
her writing. Additionally, she wanted fresh mountain air to recover from the subtropical climate and

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feel the beauty of autumn. (†jwLKv wbR©bZv I kvšÍ cwi‡ek †P‡qwQ‡jb, hv‡Z wZwb Zvi †jLvi Ici g‡bv‡hvM w`‡Z cv‡ib|
GQvovI, wZwb cvnvwo wbg©j evZv‡m my¯’ n‡Z Ges ki‡Zi †mŠ›`h© Dc‡fvM Ki‡Z †P‡qwQ‡jb|)
b) What kind of story is this? How could you tell its literary genre? (GwU Kx ai‡bi Mí? Gi mvwnwZ¨K aib
Kxfv‡e †evSv hvq?)
Answer:
This is a narrative story with elements of realism and human values. It belongs to the genre of short
fiction because it tells a simple yet touching story about kindness, hard work, and human connection.
(GwU GKwU eY©bvg~jK Mí, †hLv‡b ev¯ÍeZv I gvbweK g~j¨‡ev‡ai Dc¯’vcb i‡q‡Q| GwU †QvUM‡íi Nivbvi AšÍf©y³ KviY G‡Z
gvbweKZv, K‡Vvi cwikÖg Ges AvšÍwiKZvi †Quvqv i‡q‡Q|)
c) 'Size don't matter chopping wood'– what does it imply? (ÒKvV KvU‡Z AvKvi ¸iæZ¡c~Y© bqÓ GwU Kx
†evSvq?)
Answer:
It implies that strength and skill are more important than physical size when chopping wood. Even a
small person can perform hard labor effectively with experience and determination. GwU †evSvq †h KvV
KvUvi †¶‡Î kvixwiK AvKvi bq, eis `¶Zv I AwfÁZv †ewk ¸iæZ¡c~Y©| GKRb †QvU MV‡bi gvbylI AwfÁZv I `„p msKí _vK‡j
KwVb cwikÖg Ki‡Z cv‡i|)
d) Why is the wood chopping 'but a consistent rain', according to the authoress? (†jwLKvi g‡Z KvV
KvUvi kã †Kb ÒGKUvbv e„wói g‡ZvÓ?)
Answer:
The chopping sound was steady, rhythmic, and continuous, much like the sound of falling rain. It was
so smooth and unbroken that it became a natural background noise, rather than a distraction. (KvV KvUvi
kã wQj Q›`e×, avivevwnK Ges Aweivg, hv e„wói covi k‡ãi g‡Zv g‡b n‡qwQj| GwU GZUvB gm„Y I wbiwew”Qbœ wQj †h GwU
e¨vNv‡Zi cwie‡Z© ¯^vfvweK cwi‡e‡ki Ask n‡q wM‡qwQj|)
e) Why was Jerry speechless after receiving the reward? (†Rwi cyi¯‹vi cvIqvi ci †Kb K_v ej‡Z cv‡iwb?)
Answer:
Jerry was speechless because he did not expect recognition for his hard work. He was likely
overwhelmed with gratitude and surprise, as he was not used to such appreciation. (†Rwi wbe©vK n‡q
wM‡qwQj KviY †m Zvi cwikÖ‡gi Rb¨ †Kv‡bv ¯^xK…wZ Avkv K‡iwb| †m m¤¢eZ K…ZÁZv I we¯§‡q Awff‚Z n‡q c‡owQj, KviY †m G
ai‡bi cÖksmvq Af¨¯Í wQj bv|)

a) What does Jerry’s dedication to work reveal about his character? (Kv‡Ri cÖwZ †Rwii wbôv Zvi PwiÎ
m¤ú‡K© Kx cÖKvk K‡i?)
Answer:
Jerry’s dedication shows that he is hardworking, responsible, and takes pride in his work, despite his
young age and difficult circumstances. (†Rwii wbôv cÖKvk K‡i †h †m cwikÖgx, `vwqZ¡kxj Ges KwVb cwiw¯’wZi g‡a¨I
wb‡Ri Kv‡R Me© Abyfe K‡i|)
b) How does the author first react to Jerry’s offer to chop wood? (†jwLKv cÖ_‡g †Rwii KvV KvUvi cÖ¯Ív‡e
Kxfv‡e cÖwZwµqv Rvbvb?)
Answer:
The author doubts Jerry’s ability due to his small size but allows him to try. She is later surprised by
his efficiency and skill. (†jwLKv cÖ_‡g †Rwii †QvU MV‡bi Kvi‡Y Zvi m¶gZv wb‡q m‡›`n cÖKvk K‡ib, Z‡e Zv‡K †Póv
Kivi my‡hvM †`b| c‡i wZwb Zvi `¶Zv I wbôv †`‡L wew¯§Z nb|)
c) How does Jerry prove his competence? (†Rwi Kxfv‡e Zvi `¶Zv cÖgvY K‡i?)
Answer:
Jerry proves his competence by chopping an astonishing amount of wood with precision and
consistency, showing strength beyond his appearance. (†Rwi wecyj cwigvY KvV `¶Zv I avivevwnKZvi mv‡_ †K‡U
Zvi m¶gZv cÖgvY K‡i, hv Zvi †Pnvivi Zzjbvq AwaK kw³i cwiPq †`q|)
d) What does Jerry’s early morning wood chopping indicate? (‡fv‡i †Rwii KvV KvUv Kx wb‡`©k K‡i?)
Answer:
It indicates his dedication, strong work ethic, and desire to help without expecting immediate rewards.
(GwU Zvi wbôv, K‡Vvi cwikÖ‡gi bxwZ Ges wewbg‡q wKQz cvIqvi cÖZ¨vkv QvovB mvnvh¨ Kivi B”Qv‡K wb‡`©k K‡i|)

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e) What moral lesson can be learned from Jerry’s actions? (†Rwii KvR †_‡K Kx ˆbwZK wk¶v cvIqv hvq?)
Answer:
We learn that true dedication, sincerity, and hard work bring respect and recognition, even when least
expected. (Avgiv wkwL †h cÖK…Z wbôv, AvšÍwiKZv Ges K‡Vvi cwikÖg m¤§vb I ¯^xK…wZ Av‡b, GgbwK hLb Zv cÖZ¨vwkZ bq|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make short notes in each of the boxes in a flow chart showing
why the authoress was in the Carolina mountains and what she was homesick for. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges †jwLKv †Kb K¨v‡ivjvBbv ce©‡Z wQ‡jb Ges wZwb Kx Rb¨ M„nKvZi wQ‡jb Zv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Needed quiet isolation
(kvšÍ, wbR©b cwi‡e‡ki cÖ‡qvRb wQj)

2. Wanted to focus on troublesome writing
(`ytmva¨ †jLv‡jwL‡Z g‡bv‡hvM w`‡Z †P‡qwQ‡jb)

3. Needed mountain air to recover from malaria
(g¨v‡jwiqvi cÖfve KvUv‡Z cvnvwo evZv‡mi cÖ‡qvRb wQj)

4. Wanted a break from subtropical climate
(DcµvšÍxq Rjevqy †_‡K weiwZ wb‡Z †P‡qwQ‡jb)

5. Missed the autumn beauty of maples
(kiZKv‡j g¨vcj Mv‡Qi iwOb †mŠ›`h© wgm KiwQ‡jb)

Q: Read the above passage and make a flow chart showing the first encounter between the
authoress and the boy. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †jwLKv I †Q‡jwUi cÖ_g mv¶vr Kxfv‡e
n‡qwQj Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. The boy appeared at the door (†Q‡jwU `iRvq nvwRi n‡qwQj)
2. The dog did not bark at him (KzKziwU Zv‡K †`‡L †ND †ND K‡iwb)
3. The boy looked small and undersized (†Q‡jwU †QvU I `ye©j †`Lvw”Qj)
4. He offered to chop wood (†m KvV KvUvi cÖ¯Íve w`‡qwQj)
5. The authoress doubted his ability (†jwLKv Zvi `¶Zv wb‡q m‡›`n K‡iwQ‡jb)

Q: Read the above passage and make a flow chart showing how the authoress realized the boy’s
dedication. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †jwLKv Kxfv‡e †Q‡jwUi wbôv Dcjwä Ki‡jb Zv †`wL‡q
GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. The sound of chopping became a natural rhythm (KvV KvUvi kã ¯^vfvweK Q‡›`i g‡Zv jvMwQj)
2. The boy worked steadily for an hour and a half (†Q‡jwU †`o NÈv a‡i AweiZ KvR K‡iwQj)
3. He had cut an astonishing amount of wood (†m Awek¦vm¨ cwigvY KvV †K‡UwQj)
4. The authoress realized his work was equal to a man's (†jwLKv Dcjwä Ki‡jb †h Zvi KvR GKRb cÖvßeq¯‹
e¨w³i mgvb wQj)
5. She offered to pay him for his work (wZwb Zv‡K cvwikÖwgK w`‡Z PvB‡jb)

Q: Read the above passage and make a flow chart showing the qualities of the boy. (One is done
for you.) (Aby‡”Q`wU c‡ov Ges †Q‡jwUi ¸Yvewj †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)

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1. Hardworking (K‡Vvi cwikÖgx)

2. Dedicated to his work (Zvi Kv‡R wb‡ew`ZcÖvY)
3. Confident in his abilities (wb‡Ri `¶Zvq AvZ¥wek¦vmx)
4. Physically small but mentally strong (kvixwiKfv‡e †QvU n‡jI gvbwmKfv‡e kw³kvjx)
5. Humble and respectful (bgª I kÖ×vkxj)

Q: Read the above passage and make a flow chart showing how the boy’s work ethic impressed
the authoress. (One is done for you.) (Aby‡”Q`wU c‡ov Ges †Q‡jwUi Kg©`¶Zv Kxfv‡e †jwLKv‡K gy» K‡iwQj Zv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. The boy worked without distractions (†Q‡jwU †Kv‡bv evav QvovB KvR KiwQj)
2. He chopped wood with a steady rhythm (†m Q›`gq MwZ‡Z KvV KvUwQj)
3. His work was equal to that of an adult (Zvi KvR GKRb eo‡`i g‡Zv `¶ wQj)
4. He did not complain or take breaks (†m †Kv‡bv Awf‡hvM K‡iwb ev weiwZ †bqwb)
5. He returned early the next morning and worked again (†m ciw`b †fv‡iB wd‡i G‡m Avevi KvR K‡iwQj)

3. Summarize the following passage. 10

The narrator, seeking solitude in the Carolina mountains, stays in a cabin near an orphanage and hires
a young boy to chop wood. Though small in size, the boy proves to be strong and skilled, working
steadily and efficiently. He impresses the narrator with his dedication, completing an astonishing
amount of work. The next morning, the narrator wakes to find the boy had returned early to chop more
wood without being asked. Despite his difficult circumstances, the boy displays remarkable work ethic
and determination, earning admiration and respect.
mvigg©:
eY©bvKvix wbR©bZv LyuR‡Z K¨v‡ivwjbv cvnv‡o GKwU †Kwe‡b _v‡Kb Ges KvV KvUvi Rb¨ GKwU Abv_ †Q‡j‡K wb‡qvM K‡ib| †Q‡jwU
†QvU n‡jI `¶ I cwikÖgx, avivevwnKfv‡e KvR K‡i mevB‡K Pg‡K †`q| ciw`b mKv‡j, Aby‡iva QvovB †m Avevi wd‡i G‡m KvV
†K‡U †i‡L hvq| Zvi K‡Vvi cwikÖg, wbôv I AvZ¥m¤§vb‡eva eY©bvKvixi g‡b Mfxi kÖ×vi Rb¥ †`q| KwVb cwiw¯’wZ‡ZI †Q‡jwUi
A`g¨ Kg©¯ú„nv I mr PwiÎ mwZ¨B Aby‡cÖiYv`vqK|

Target-17
1. Read the passage and answer the questions A and B: [Unit: 6, Lesson: 5(C)]
In Bangladesh (evsjv‡`‡k), 35 percent students (35 kZvsk wk¶v_©x) aged between 13 and 15 (hv‡`i eqm 13
†_‡K 15 eQ‡ii g‡a¨) reported being bullied (Rvwb‡q‡Q †h Zviv nqivwbi wkKvi n‡q‡Q) one or more days in 30 days
(30 w`‡bi g‡a¨ GK ev GKvwaK w`b) or involved in a physical fight (A_ev kvixwiK jovB‡q Rwo‡q‡Q) at least once in
12 months (Kgc‡¶ GKevi 12 gv‡mi g‡a¨) in 2014 (2014 mv‡j), says a new report (GKwU bZzb cÖwZ‡e`‡b ejv
n‡q‡Q)|
Globally (wek¦e¨vcx), half of the students (A‡a©K wk¶v_©x) aged between 13 and (hv‡`i eqm 13 †_‡K 15 eQ‡ii
g‡a¨) worldwide (wek¦Ry‡o), around 150 million (cÖvq 150 wgwjqb), report having experienced (Rvwb‡q‡Q †h Zviv
m¤§yLxb n‡q‡Q) peer-to-peer violence (mncvVx‡`i Øviv mwnsmZvi), such as physical fights (†hgb kvixwiK jovB) or
forms of bullying (A_ev nqivwbi wewfbœ iƒc), from their peers (Zv‡`i mncvVx‡`i KvQ †_‡K) in and around school
(we`¨vj‡qi †fZ‡i I evB‡i), according to the report released by UNICEF (BDwb‡md cÖKvwkZ cÖwZ‡e`‡b G Z_¨ D‡jøL
Kiv n‡q‡Q)|
The report is based on data (cÖwZ‡e`bwU wfwË K‡i) from the Health Behaviour in School-aged Children:
Cross-national Study (¯‹z‡j Aa¨qbiZ wkï‡`i ¯^v¯’¨ AvPiY: AvšÍtRvZxq M‡elYv) and the Global School-based
Student Health Surveys (†Møvevj ¯‹zjwfwËK wk¶v_©x‡`i ¯^v¯’¨ Rwic)| The data include 122 countries (GB Z_¨
122wU †`k‡K AšÍf©y³ K‡i), representing 51 percent of the global population (hv wek¦e¨vcx 51 kZvsk wkï‡`i
cÖwZwbwaZ¡ K‡i) of children between 13 and 15 (hv‡`i eqm 13 †_‡K 15 eQ‡ii g‡a¨)|

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The report finds that (cÖwZ‡e`bwU D‡jøL K‡i †h) students experience other forms of violence at school wk¶v_©xiv
we`¨vj‡q Ab¨vb¨ ai‡Yi mwnsmZviI wkKvi nq), such as attacks in classrooms (‡hgb †kÖwYK‡¶ AvµgY) or physical
punishment by teachers (A_ev wk¶K‡`i kvixwiK kvw¯Í)|
About 720 million school-age children (cÖvq 720 wgwjqb ¯‹zjMvgx wkï) live in countries (emevm K‡i Ggb †`‡k)
where they are not fully protected (†hLv‡b Zviv cy‡ivcywi myiw¶Z bq) by law (AvB‡bi Øviv) against forms of
physical punishment at school (we`¨vj‡q kvixwiK kvw¯Íi weiæ‡×), according to the report (cÖwZ‡e`‡bi Z_¨vbymv‡i)|
"Education is the key to building peaceful societies" ( Òwk¶vB kvwšÍc~Y© mgvR MV‡bi g~j PvweKvwVÓ) and yet
(Ges ZeyI), for millions of children around the world (wek¦Ry‡o j¶ j¶ wkïi Rb¨), school itself is not safe
(we`¨vjq wb‡RB wbivc` bq), "said UNICEF Executive Director Henrietta Fore (BDwb‡m‡di wbe©vnx cwiPvjK
†nbwi‡qUv †dvi e‡j‡Qb)| "Every day (cÖwZw`b),students face multiple dangers (wk¶v_©xiv wewfbœ ai‡Yi wec‡`i m¤§yLxb
nq), including fighting (†hgb jovB), pressure to join gangs (M¨vs‡q †hvM †`Iqvi Pvc), bullying both in person
and online (cÖZ¨¶fv‡e I AbjvB‡b nqivwb), violent discipline (mwnsm k„•Ljv), sexual harassment (†hŠb nqivwb) and
armed violence (Ges A¯¿ e¨envi K‡i mwnsmZv)| In the short-term (¯^í †gqv‡`), this impacts their learning (GwU
Zv‡`i wk¶vi Ici cÖfve †d‡j), and in the long-term (Ges `xN© †gqv‡`), it can lead to depression (GwU welbœZvi w`‡K
†V‡j w`‡Z cv‡i), anxiety and even suicide (Ges D‡ØM GgbwK AvZ¥nZ¨vi KviYI n‡Z cv‡i)| "Violence is an
unforgettable lesson (ÒmwnsmZv GKwU Awe¯§iYxq wk¶v), that no child needs to learn." (hv †Kv‡bv wkïi †kLv
cÖ‡qvRb †bB)|
Globally (wek¦e¨vcx), slightly more than one in three students (cÖvq wZbRb wk¶v_©xi g‡a¨ GKR‡bi †ewk) between
13 and 15 (hv‡`i eqm 13 †_‡K 15 eQi) said they experience bullying (Rvwb‡q‡Q †h Zviv nqivwbi wkKvi n‡q‡Q),
according to the report (cÖwZ‡e`‡bi Z_¨vbymv‡i)| About one in three (cÖvq wZbR‡bi g‡a¨ GKRb) has been
involved in physical fights (kvixwiK jovB‡q Rwo‡q‡Q)| On the other hand (Ab¨w`‡K), 17 million young
adolescents (17 wgwjqb wK‡kvi-wK‡kvix) in 39 industrialised countries (39wU wk‡ívbœZ †`‡k) have admitted (¯^xKvi
K‡i‡Q) bullying others at school (Zviv we`¨vj‡q Ab¨‡`i nqivwb K‡i‡Q), according to the report (cÖwZ‡e`‡bi
Z_¨vbymv‡i)|
While girls and boys are equally at risk of bullying (hw`I †g‡q I †Q‡jiv mgvbfv‡e nqivwbi SyuwK‡Z _v‡K), girls are
more likely to become victims (Z‡e †g‡qiv †ewk wkKvi nq) of psychological forms of bullying (gvbwmK nqivwbi
†¶‡Î), and boys are more at risk (Ges †Q‡jiv †ewk SyuwK‡Z _v‡K) of physical violence and threats (kvixwiK
mwnsmZv I ûgwKi †¶‡Î)|
The report notes that (cÖwZ‡e`‡b D‡jøL Kiv n‡q‡Q †h) violence involving weapons in schools (we`¨vj‡q A¯¿ mswkøó
mwnsmZv), such as knives and guns (‡hgb Qzwi I e›`yK), continues to claim lives (GwU GLbI Rxeb †K‡o wb‡”Q)| It
also says that (GQvovI ejv n‡q‡Q) in an increasingly digital world (GKwU µgea©gvb wWwRUvj we‡k¦), bullies are
disseminating violent (nqivwbKvixiv mwnsm), hurtful and humiliating content (Kó`vqK I j¾vRbK Kb‡U›U Qwo‡q
w`‡”Q) with the click of a button (GKwU †evZvg Pvcvi gva¨‡gB)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) School-going adolescents are involved in _______ fight.

i) corporeal ii) eternal
iii) dual iv) psychological
Answer: i) corporeal (kvixwiK)
b) The name of the threat, as per passage, that is engulfing the school-going adolescents is _____.
i) snatching ii) bullying
iii) extortion iv) nepotism
Answer: ii) bullying (wbh©vZb/nqivwb)
c) According to which report, do half of the students experience peer-to-peer violence?
i) the report released by UNICEF
ii) the report released by WHO
iii) the report released by local newspaper
iv) the report based on data from the Health Behaviour in School-aged Children
Answer: i) the report released by UNICEF (BDwb‡md cÖKvwkZ cÖwZ‡e`‡b)

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d) The correct synonym for the word 'humiliating' is _______.

i) lauding ii) glorifying
iii) insulting iv) extolling
Answer: iii) insulting (AcgvbRbK)
e) 'Represent' means _______.
i) present ii) refer
iii) denote iv) act for
Answer: iv) act for (cÖwZwbwaZ¡ Kiv)

a) What percentage of students aged 13-15 in Bangladesh reported being bullied in 2014?
i) 25% ii) 30%
iii) 35% iv) 40%
Answer: iii) 35% (35%)
b) How many young adolescents in 39 industrialized countries admitted bullying others at
school?
i) 10 million ii) 15 million
iii) 17 million iv) 20 million
Answer: iii) 17 million (17 wgwjqb)
c) Which organization released the report on school violence?
i) WHO ii) UNICEF
iii) UNESCO iv) World Bank
Answer: ii) UNICEF (BDwb‡md)
d) What is one of the risks for children exposed to school violence in the long term?
i) Increased focus in studies ii) Higher success rates
iii) Depression, anxiety, and suicide iv) Improved social skills
Answer: iii) Depression, anxiety, and suicide (nZvkv, D‡ØM Ges AvZ¥nZ¨vi SyuwK)
e) Which gender is more at risk of physical violence and threats?
i) Boys ii) Girls
iii) Both equally iv) Neither
Answer: i) Boys (†Q‡jiv)
f) What does the passage say about bullying in a digital world?
i) It has completely stopped ii) It has become easier to spread hurtful content
iii) Schools have banned digital devices iv) It is not a serious issue
Answer: ii) It has become easier to spread hurtful content (GwU Kó`vqK welqe¯‘ Qov‡bv mnR K‡i w`‡q‡Q)
g) What percentage of students worldwide experience bullying?
i) One in five ii) One in four
iii) One in three iv) One in ten
Answer: iii) One in three (wZbR‡bi g‡a¨ GKRb)
h) Which of the following is not a form of school violence mentioned in the passage?
i) Bullying ii) Physical fights
iii) Armed violence iv) Academic cheating
Answer: iv) Academic cheating (GKv‡WwgK cÖZviYv D‡jøL Kiv nqwb)
i) Which factor increases bullying among students?
i) Strict school rules ii) Presence of supportive teachers
iii) Peer pressure and social conflicts iv) Equal opportunities for all students
Answer: iii) Peer pressure and social conflicts (mncvVx‡`i Pvc Ges mvgvwRK Ø›Ø)
j) What does UNICEF emphasize to reduce school violence?
i) More examinations ii) Stricter discipline
iii) Creating a safe learning environment iv) Banning social media
Answer: iii) Creating a safe learning environment (wbivc` wk¶vi cwi‡ek ˆZwi Kiv)

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B. Answer the following questions. 3×5=15

a) Show how the statistics of bullying vary between Bangladesh and the global context. (evsjv‡`k
Ges ˆewk¦K cwimsL¨v‡bi g‡a¨ eywjs‡qi cv_©K¨ †`LvI|)
Answer:
In Bangladesh, 35% of students aged 13-15 reported being bullied or involved in physical fights
within a specific period. Globally, about 50% of students in the same age group experienced peer-to-
peer violence, showing that bullying is a more severe issue worldwide. (evsjv‡`‡k 13-15 eQi eqmx 35%
wk¶v_©x eywjs‡qi wkKvi n‡q‡Q ev kvixwiK jovB‡q Rwo‡q‡Q| ˆewk¦Kfv‡e, GB eqmx wk¶v_©x‡`i g‡a¨ 50% mgeqmx‡`i Øviv
mwnsmZvi wkKvi n‡q‡Q, hv cÖgvY K‡i †h eywjs wek¦e¨vcx AviI ¸iæZi mgm¨v|)
b) What are the findings of the report released by UNICEF? (BDwb‡m‡di cÖKvwkZ cÖwZ‡e`‡bi cÖavb Z_¨
Kx?)
Answer:
The UNICEF report states that globally, one in three students faces bullying, and one in three is
involved in physical fights. It also highlights that many students face classroom violence, corporal
punishment, online bullying, and threats with weapons. (BDwb‡m‡di cÖwZ‡e`b Abyhvqx, wek¦e¨vcx cÖwZ wZbRb
wk¶v_©xi GKRb eywjs‡qi wkKvi Ges GKRb kvixwiK jovB‡q RwoZ| GQvovI, cÖwZ‡e`bwU †kÖwYK‡¶ mwnsmZv, kvixwiK kvw¯Í,
AbjvBb eywjs Ges A‡¯¿i ûgwKi K_v D‡jøL K‡i‡Q|)
c) "Every day, students face multiple dangers."–– What are the dangers and what are the
impacts of the dangers? (ÒcÖwZw`b wk¶v_©xiv eû ai‡bi wec‡`i m¤§yLxb nq|Ó wec`¸‡jv Kx Ges †m¸‡jvi cÖfve Kx?)
Answer:
The dangers include bullying, gang pressure, physical and online violence, harsh discipline, and even
armed threats. These dangers can lead to depression, anxiety, poor academic performance, and in
extreme cases, suicide. (wec`¸‡jvi g‡a¨ i‡q‡Q eywjs, M¨vs‡qi Pvc, kvixwiK I AbjvBb mwnsmZv, K‡Vvi kvw¯Í Ges A‡¯¿i
ûgwK| Gm‡ei d‡j wk¶v_©x‡`i g‡a¨ nZvkv, D‡ØM, `ye©j wk¶vMZ djvdj Ges Pig †¶‡Î AvZ¥nZ¨vi cÖeYZv †`Lv w`‡Z cv‡i|)
d) From your reading of the text, give two examples of the victim and the victimizer. (cvV¨vsk †_‡K
fz³‡fvMx Ges wbh©vZbKvixi `ywU D`vniY `vI|)
Answer:
1. Victim: A student facing continuous bullying and physical punishment in school. (fz³‡fvMx: †h wk¶v_©x
¯‹z‡j evievi eywjs I kvixwiK kvw¯Íi wkKvi nq|)
2. Victimizer: A student who bullies others at school, as reported by 17 million adolescents in
industrialized countries. (wbh©vZbKvix: †h wk¶v_©x ¯‹z‡j Ab¨‡`i eywjs K‡i, †hgbwU 17 wgwjqb wK‡kvi ¯^xKvi K‡i‡Q|)
e) Who are more vulnerable –– boys or girls? Give reasons in favor of your answer. (†K †ewk
SyuwKc~Y© †Q‡jiv bvwK †g‡qiv? †Zvgvi Dˇii c‡¶ hyw³ `vI|)
Answer:
Both boys and girls are at risk, but in different ways. Girls are more likely to experience psychological
bullying, while boys face physical violence and threats. Boys are more at risk of direct aggression, but
girls suffer from emotional distress due to cyberbullying and social exclusion. (†Q‡j-†g‡q DfqB SyuwKc~Y©,
Z‡e wfbœ Dcv‡q| †g‡qiv gvbwmK eywjs‡qi wkKvi nq †ewk, Avi †Q‡jiv kvixwiK mwnsmZv I ûgwKi gy‡LvgywL nq| †Q‡jiv mivmwi
Avµg‡Yi wkKvi nq †ewk, Z‡e †g‡qiv mvgvwRK eR©b I mvBevi eywjs‡qi d‡j gvbwmK K‡ó †fv‡M|)

a) What role does school violence play in students' academic performance? (¯‹z‡ji mwnsmZv wk¶v_©x‡`i
GKv‡WwgK K…Zx‡Z¡ Kx cÖfve †d‡j?)
Answer:
School violence causes stress, anxiety, and distraction, leading to poor concentration, lower grades,
and lack of motivation to attend school. (¯‹z‡ji mwnsmZv gvbwmK Pvc, D‡ØM Ges g‡bv‡hvM Kwg‡q †`q, hvi d‡j
wk¶v_©x‡`i djvdj Lvivc nq Ges ¯‹z‡j hvIqvi AvMÖn K‡g hvq|)
b) How can schools reduce bullying and violence? (¯‹zj¸‡jv Kxfv‡e eywjs I mwnsmZv Kgv‡Z cv‡i?)

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Answer:
Schools can implement anti-bullying policies, raise awareness, promote counseling services, and
encourage positive student interactions. (¯‹zj¸‡jv eywjs we‡ivax bxwZ Kvh©Ki Kiv, m‡PZbZv e„w×, KvD‡Ýwjs †mev cÖ`vb
Ges wk¶v_©x‡`i g‡a¨ BwZevPK m¤úK© MV‡b DrmvwnZ Ki‡Z cv‡i|)
c) What is the role of parents in preventing bullying? (eywjs cÖwZ‡iv‡a AwffveK‡`i Kx f‚wgKv i‡q‡Q?)
Answer:
Parents should educate children about respectful behavior, monitor their activities, and encourage open
communication to detect any bullying signs. (AwffveK‡`i DwPZ mšÍvb‡`i kÖ×vkxj AvPiY †kLv‡bv, Zv‡`i Kvh©Kjvc
ch©‡e¶Y Kiv Ges eywjs‡qi j¶Y kbv³ Ki‡Z †Lvjv‡gjv †hvMv‡hvM eRvq ivLv|)
d) How does online bullying impact students? (AbjvBb eywjs wk¶v_©x‡`i Kxfv‡e cÖfvweZ K‡i?)
Answer:
Online bullying leads to emotional distress, low self-esteem, and social isolation, making students feel
unsafe even outside of school. (AbjvBb eywjs gvbwmK Kó, AvZ¥wek¦v‡mi Afve Ges mvgvwRK wew”QbœZvi m„wó K‡i, hv
wk¶v_©x‡`i ¯‹z‡ji evB‡i _vK‡jI wbivcËvnxb g‡b Kivq|)
e) What measures should be taken globally to ensure student safety in schools? (wek¦e¨vcx wk¶v_©x‡`i
wbivcËv wbwðZ Ki‡Z Kx e¨e¯’v †bIqv DwPZ?)
Answer:
Governments and organizations should enforce strict laws, provide psychological support, and
promote safe school environments to reduce violence. (miKvi I ms¯’v¸‡jvi DwPZ K‡Vvi AvBb Kvh©Ki Kiv,
gvbwmK mnvqZv cÖ`vb Kiv Ges mwnsmZv Kgv‡Z wbivc` ¯‹zj cwi‡ek wbwðZ Kiv|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the types of bullying. (One is done for
you.) (Aby‡”Q`wU c‡ov Ges eywjs‡qi wewfbœ aib †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Physical fight (kvixwiK jovB)

2. Psychological bullying (gvbwmK wbh©vZb)

3. Online or cyberbullying (AbjvB‡b ev mvBevi eywjs)

4. Verbal abuse and threats (†gŠwLK Acgvb I ûgwK)

5. Social exclusion and peer pressure
(mvgvwRKfv‡e GKN‡i Kiv I mncvVx‡`i Pv‡c ivLv)

Q: Read the above passage and make a flow chart showing the effects of school violence on
students. (One is done for you.) (Aby‡”Q`wU c‡ov Ges we`¨vj‡q mwnsmZvi cÖfve †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Hinders learning process (wk¶vi e¨vNvZ N‡U)
2. Increases anxiety and depression (`ywðšÍv I nZvkv e„w× cvq)
3. Leads to school drop out (¯‹zj †Q‡o †`Iqvi cÖeYZv ev‡o)
4. Causes physical injuries (kvixwiK AvNv‡Zi KviY nq)
5. Creates long-term psychological trauma (`xN©‡gqv`x gvbwmK AvNvZ m„wó K‡i)

Q: Read the above passage and make a flow chart showing the sources of school violence. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges we`¨vj‡q mwnsmZvi Drm †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Peer pressure and student conflicts (mncvVx‡`i Pvc I wk¶v_©x‡`i Ø›Ø)
2. Online and social media harassment (AbjvBb I mvgvwRK gva¨‡g nqivwb)

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3. Violent discipline by teachers (wk¶K‡`i Øviv K‡Vvi kvw¯Í cÖ`vb)

4. Presence of weapons in schools (we`¨vj‡q A‡¯¿i Dcw¯’wZ)
5. Social and economic inequalities (mvgvwRK I A_©‰bwZK ˆelg¨)

Q: Read the above passage and make a flow chart showing the global statistics of school bullying.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges we`¨vj‡q eywjs m¤úwK©Z ˆewk¦K cwimsL¨vb †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. 150 million students globally experience peer-to-peer violence (wek¦e¨vcx 150 wgwjqb wk¶v_©x mncvVx‡`i
Øviv mwnsmZvi wkKvi nq)
2. 35% of Bangladeshi students (aged 13-15) reported bullying (evsjv‡`‡k 13-15 eQi eqmx wk¶v_©x‡`i 35%
eywjs‡qi wkKvi)
3. 1 in 3 students globally report experiencing bullying (wek¦e¨vcx cÖwZ 3 Rb wk¶v_©xi 1 Rb eywjs‡qi wkKvi nq)
4. 1 in 3 students involved in physical fights (wek¦e¨vcx cÖwZ 3 Rb wk¶v_©xi 1 Rb kvixwiK jovB‡q Rwo‡q c‡o)
5. 17 million students in industrialized countries admit bullying others (DbœZ †`k¸‡jvi 17 wgwjqb wk¶v_©x
Ab¨‡`i eywjs Kivi K_v ¯^xKvi K‡i‡Q)

Q: Read the above passage and make a flow chart showing possible solutions to reduce school
violence and bullying. (Aby‡”Q`wU c‡ov Ges we`¨vj‡q mwnsmZv I eywjs Kgv‡bvi m¤¢ve¨ mgvavb †`wL‡q GKwU cÖevnwPÎ
ˆZwi K‡iv|)
1. Implement strict anti-bullying policies (eywjs cÖwZ‡iv‡a K‡Vvi bxwZgvjv cÖ‡qvM Kiv)
2. Raise awareness among students and parents (wk¶v_©x I AwffveK‡`i g‡a¨ m‡PZbZv e„w× Kiv)
3. Train teachers to handle bullying cases effectively (wk¶K‡`i eywjs cÖwZ‡iv‡a Kvh©Ki cÖwk¶Y †`Iqv)
4. Promote mental health support in schools (we`¨vj‡q gvbwmK ¯^v¯’¨ mnvqZv cÖPvi Kiv)
5. Increase supervision in classrooms and playgrounds (‡kÖwYK¶ I †Ljvi gv‡V Z`viwK e„w× Kiv)

3. Summarize the following passage. 10

A 2014 UNICEF report reveals that 35% of Bangladeshi students aged 13-15 faced bullying or
physical fights. Globally, 150 million students in this age group experience peer violence. The study,
covering 122 countries, highlights various school-related violence, including physical punishment by
teachers. Around 720 million children lack legal protection from such punishment. UNICEF warns
that school violence affects learning and mental health, leading to anxiety and depression. While boys
face more physical violence, girls experience psychological bullying. Digital platforms have worsened
bullying, spreading harmful content with ease, making school environments unsafe worldwide.
mvigg©:
2014 mv‡ji BDwb‡md cÖwZ‡e`‡b †`Lv †M‡Q, evsjv‡`‡k 13-15 eQi eqmx 35% wk¶v_©x eywjs ev gvivgvwii wkKvi n‡q‡Q|
wek¦e¨vcx 150 wgwjqb wk¶v_©x mncvVx‡`i Øviv mwnsmZvi m¤§yLxb nq| 122wU †`‡ki Ici Pvjv‡bv M‡elYvq Rvbv hvq, wk¶v_©xiv
ïay mncvVx‡`i bq, wk¶K‡`i kvixwiK kvw¯ÍiI wkKvi nq| cÖvq 720 wgwjqb wkï we`¨vj‡q kvixwiK kvw¯Í †_‡K AvBwb myi¶v cvq
bv| BDwb‡md Rvwb‡q‡Q, ¯‹zj mwnsmZv †kLvi cwi‡ek bó K‡i Ges nZvkv I gvbwmK mgm¨vi KviY n‡Z cv‡i| †Q‡jiv kvixwiK
wbh©vZ‡bi wkKvi n‡jI, †g‡qiv gvbwmK eywjs-Gi m¤§yLxb nq| wWwRUvj gva¨‡g eywjs AviI fqven AvKvi aviY K‡i‡Q, hv wek¦Ry‡o
wk¶v_©x‡`i Rb¨ GKwU eo ûgwK n‡q D‡V‡Q|

Target-18
1. Read the passage and answer the questions A and B: [Unit: 1, Lesson: 3(A)]
Kalpana Chawla (17 March 1962-1 February 2003)
Chawla was born (PvIjv Rb¥MÖnY K‡ib) in Karnal, India (fvi‡Zi Kb©v‡j)| She completed her earlier
schooling (wZwb Zvi cÖv_wgK wk¶v m¤úbœ K‡ib) at a local school (GKwU ¯’vbxq we`¨vj‡q)| She is the first Indian-
born woman (wZwb cÖ_g fviZxq es‡kv™¢~Z bvix) and the second person in space (Ges gnvKv‡k hvIqv wØZxq e¨w³)

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from this subcontinent (GB Dcgnv‡`k †_‡K)| After graduating (mœvZK m¤úbœ Kivi ci) in Aeronautical
Engineering (wegvb cÖ‡KŠk‡j) from Punjab Engineering College (cvÄve BwÄwbqvwis K‡jR †_‡K), Chawla
moved to the United States (PvIjv hy³iv‡óª cvwo Rgvb) in 1982 (1982 mv‡j)| She obtained her Master's
degree (wZwb Zvi mœvZ‡KvËi wWwMÖ AR©b K‡ib) in Aerospace Engineering (wegvb I gnvKvk cÖ‡KŠk‡j) from the
University of Texas (†U·vm wek¦we`¨vjq †_‡K)| Later (cieZ©x‡Z), she did her PhD (wZwb wcGBPwW m¤úbœ K‡ib) in
Aerospace Engineering (wegvb I gnvKvk cÖ‡KŠk‡j) from the University of Colorado (K‡jviv‡Wv wek¦we`¨vjq
†_‡K)|
Determined to become an astronaut (GKRb b‡fvPvix nIqvi `„p msKí wb‡q), even in the face of (GgbwK cÖwZK‚j
cwiw¯’wZ‡ZI) the space shuttle Challenger disaster (P¨v‡jÄvi gnvKvkhv‡bi `yN©Ubvi c‡iI) on 28 January 1986
(28 Rvbyqvwi 1986 mv‡j), that led to the deaths (hv g„Zz¨ NUvq) of its seven crew members (Gi mvZRb bvweK
m`‡m¨i), Chawla joined NASA (PvIjv bvmvq †hvM †`b) in 1988 (1988 mv‡j)| She began working (wZwb KvR
ïiæ K‡ib) as a Vice President (GKRb mn-mfvcwZ wn‡m‡e) where she did Computational Fluid Dynamics
(CFD) research (‡hLv‡b wZwb Kw¤úD‡Ukbvj d¬yBW Wvqbvwg· (CFD) K‡ib) on vertical take-off and landing
(Djø¤^fv‡e DÇqb I AeZiY m¤úwK©Z)| In 1991 (1991 mv‡j), she got U.S. citizenship (wZwb gvwK©b bvMwiKZ¡ jvf
K‡ib) and started her career (Ges Zvi K¨vwiqvi ïiæ K‡ib) as a NASA astronaut (GKRb bvmv b‡fvPvix wn‡m‡e) in
1995 (1995 mv‡j)| She was selected for her first flight (wZwb wbe©vwPZ nb Zvi cÖ_g gnvKvk Awfhv‡bi Rb¨) in
1996 (1996 mv‡j)| She spoke the following words (wZwb wb¤œwjwLZ K_v e‡jb) while travelling in the
weightlessness of space (gnvKv‡ki k~b¨ gva¨vKl©‡Y åg‡Yi mgq); "You are just your intelligence." (ÒZzwg
†Kej †Zvgvi eyw×gËv|Ó) She had travelled 10.67 million miles (wZwb ågY K‡iwQ‡jb 10.67 wgwjqb gvBj), as
many as 252 times (hv c„w_ex‡K 252 evi cÖ`w¶Y Kivi mgZzj¨) around the Earth (c„w_exi Pvicv‡k)|
Her first space mission (Zvi cÖ_g gnvKvk Awfhvb) (Mission STS 87) began (ïiæ nq) on 19 November 1997
(19 b‡f¤^i 1997 mv‡j) with six other astronauts (Ab¨ QqRb b‡fvPvixi m‡½) on the Space Shuttle Columbia
(‡¯úm kvUj Kjvw¤^qvq)| On her first mission (Zvi cÖ_g Awfhv‡b), that lasted for (hv ¯’vqx n‡qwQj) 15 days, 16
hours, 34 minutes and 4 seconds (15 w`b, 16 NÈv, 34 wgwbU Ges 4 †m‡KÛ), she travelled (wZwb ågY K‡iwQ‡jb)
6.5 million miles (6.5 wgwjqb gvBj)| She was responsible for deploying (wZwb `vwq‡Z¡ wQ‡jb Dr‡¶c‡Yi) the
Spartan Satellite (¯úvU©vb m¨v‡UjvB‡Ui), which, however, malfunctioned (hv Z‡e weKj n‡q hvq), necessitating
a spacewalk (d‡j cÖ‡qvRb nq GKwU gnvKvk nuvUvi) by Winston Scott and Tako Doi (DBb÷b ¯‹U Ges Zv‡Kv
†`vBi), two of her fellow astronauts (Zvi `yB mnKg©x b‡fvPvixi), to retrieve the satellite (m¨v‡UjvBUwU cybiæ×vi
Kivi Rb¨)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) 'Aeronautical Engineering' refers to _______.

i) flying aeroplane ii) aerial navigation
iii) the study of engineering in aviation iv) study of science and technology
Answer: iii) the study of engineering in aviation (wegvb cÖ‡KŠkj Aa¨qb)
b) The word 'intelligence' stands for _______.
i) stupid ii) uncouth
iii) smartness iv) wisdom
Answer: iv) wisdom (eyw×gËv)
c) What disaster took place in Challenger in 1986?
i) It broke apart 73 seconds into its flight. ii) It crashed after take-off.
iii) Its engine stopped working. iv) Its propeller broke down.
Answer: i) It broke apart 73 seconds into its flight. (GwU DÇq‡bi 73 †m‡KÛ ci weaŸ¯Í nq)
d) What responsibility was imposed upon Chawla on her first space mission?
i) to travel at high speed ii) to take care of her fellow astronauts
iii) to deploy the Spartan Satellite iv) to fulfil her duty with utmost sincerity
Answer: iii) to deploy the Spartan Satellite (¯úvU©vb m¨v‡UjvBU ¯’vc‡bi `vwqZ¡ wQj Zvi Ici)
e) "She was responsible for deploying the Spartan Satellite ............" –– What does it imply?
i) She was given the duty to replace the Spartan Satellite.

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ii) She was given the responsibility of setting up the Spartan Satellite.
iii) She was responsible for destroying the Spartan Satellite.
iv) The responsibility of removing the Spartan Satellite fell upon her.
Answer: ii) She was given the responsibility of setting up the Spartan Satellite. (¯úvU©vb m¨v‡UjvBU
¯’vc‡bi `vwqZ¡ Zv‡K †`Iqv n‡qwQj)

a) Where was Kalpana Chawla born?

i) Mumbai ii) Delhi
iii) Karnal, India iv) Kolkata
Answer: iii) Karnal, India (KY©vj, fviZ)
b) When did Chawla move to the United States?
i) 1980 ii) 1982
iii) 1985 iv) 1990
Answer: ii) 1982 (1982 mv‡j)
c) Where did Chawla earn her PhD in Aerospace Engineering?
i) University of Texas ii) Punjab Engineering College
iii) University of Colorado iv) NASA Training Center
Answer: iii) University of Colorado (K‡jviv‡Wv wek¦we`¨vjq)
d) Which organization did Chawla join in 1988?
i) ISRO ii) NASA
iii) Boeing iv) Airbus
Answer: ii) NASA (bvmv)
e) How far did Chawla travel during her first space mission?
i) 5.5 million miles ii) 6.5 million miles
iii) 10 million miles iv) 15 million miles
Answer: ii) 6.5 million miles (6.5 wgwjqb gvBj)
f) Which year did Kalpana Chawla become a U.S. citizen?
i) 1990 ii) 1991
iii) 1995 iv) 1997
Answer: ii) 1991 (1991 mv‡j)
g) How many times did Chawla travel around the Earth?
i) 100 times ii) 150 times
iii) 252 times iv) 300 times
Answer: iii) 252 times (252 evi)
h) How many astronauts were with Chawla on her first space mission?
i) 5 ii) 6
iii) 7 iv) 8
Answer: ii) 6
i) What was the name of the space shuttle that carried Chawla on her first mission?
i) Challenger ii) Atlantis
iii) Columbia iv) Endeavour
Answer: iii) Columbia (Kjw¤^qv)
j) What did Chawla say about traveling in space?
i) "You are just your intelligence." ii) "Space is the final frontier."
iii) "I am proud to be an astronaut." iv) "This is the best moment of my life."
Answer: i) "You are just your intelligence." (ÒZzwg ïayB †Zvgvi eyw×gËvÓ)

B. Answer the following questions. 3×5=15

a) What do you know about Chawla's early life? (Zzwg PvIjvi ˆkke m¤ú‡K© Kx Rv‡bv?)

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Answer:
Kalpana Chawla was born in Karnal, India, where she completed her early schooling at a local school.
She later moved to the United States to pursue higher education and achieve her dream of becoming
an astronaut. (Kíbv PvIjv fvi‡Zi Kb©v‡j Rb¥MÖnY K‡ib Ges †mLvbKvi GKwU ¯’vbxq ¯‹z‡j Zvi cÖv_wgK wk¶v m¤úbœ K‡ib|
cieZ©x‡Z, wZwb D”Pwk¶v MÖnY Ges b‡fvPvix nIqvi ¯^cœ c~iY Ki‡Z hy³iv‡óª cvwo Rgvb|)
b) What do you know about Chawla's educational qualifications? (Zzwg PvIjvi wk¶vMZ †hvM¨Zv m¤ú‡K© Kx Rv‡bv?)
Answer:
Chawla earned her degree in Aeronautical Engineering from Punjab Engineering College. She then
completed a Master’s degree in Aerospace Engineering from the University of Texas and later
obtained a PhD in Aerospace Engineering from the University of Colorado. (PvIjv cvÄve BwÄwbqvwis K‡jR
†_‡K Gqv‡ivbwUK¨vj BwÄwbqvwis‡q mœvZK wWwMÖ AR©b K‡ib| Gici wZwb †U·vm wek¦we`¨vjq †_‡K gnvKvk cÖ‡KŠk‡j mœvZ‡KvËi
Ges K‡jviv‡Wv wek¦we`¨vjq †_‡K wcGBPwW m¤úbœ K‡ib|)
c) How can you account for Chawla's courage and valour? (PvIjvi mvnm I exiZ¡ Kxfv‡e e¨vL¨v Kiv hvq?)
Answer:
Chawla showed immense courage by joining NASA despite the tragic Challenger disaster in 1986.
She was determined to become an astronaut and fearlessly undertook space missions, proving her
bravery and dedication. (PvIjv 1986 mv‡ji P¨v‡jÄvi `yN©Ubvi ciI bvmvq †hvM †`b, hv Zvi Amxg mvnwmKZvi cwiPq enb
K‡i| wZwb b‡fvPvix nIqvi `„X় msKí wb‡q gnvKvk wgk‡b Ask †bb Ges Zvi exiZ¡ I wbôv cÖgvY K‡ib|)
d) "You are just your intelligence."– What did Chawla mean by this? (ÒZzwg †Kej †Zvgvi eyw×gËv|Ó
PvIjv GB K_vi gva¨‡g Kx †evSv‡Z †P‡q‡Qb?)
Answer:
Chawla meant that a person’s true identity is defined by their knowledge, intelligence, and capabilities
rather than their physical presence or background. (PvIjv †evSv‡Z †P‡q‡Qb †h GKRb e¨w³i cÖK…Z cwiPq wba©vwiZ
nq Zvi Ávb, eyw×gËv I `¶Zvi gva¨‡g, kvixwiK Dcw¯’wZ ev cUf‚wgi gva¨‡g bq|)
e) Do you think Chawla is an inspirational figure or model for both male and female people?
Why/Why not? Explain it in 2/3 sentences. (Zzwg wK g‡b K‡iv PvIjv bvix-cyiæl mevi Rb¨ Aby‡cÖiYv`vqK e¨w³Z¡?
†Kb/‡Kb bq? 2/3wU ev‡K¨ e¨vL¨v K‡iv|)
Answer:
Yes, Chawla is an inspirational figure for both men and women because she overcame societal and
professional challenges to achieve her dreams. Her perseverance, intelligence, and dedication prove
that gender is not a barrier to success in science and space exploration. (n¨uv, PvIjv bvix-cyiæl mevi Rb¨
Aby‡cÖiYv`vqK KviY wZwb mvgvwRK I †ckvMZ P¨v‡jÄ AwZµg K‡i wb‡Ri ¯^cœ c~iY K‡iwQ‡jb| Zvi Aa¨emvq, eyw×gËv I wbôv
cÖgvY K‡i †h weÁv‡bi I gnvKvk M‡elYvq mvd‡j¨i †¶‡Î wj½ †Kv‡bv evav bq|)

a) What obstacles did Chawla face on her journey to becoming an astronaut? (PvIjv b‡fvPvix nIqvi
c‡_ Kx Kx evavi m¤§yLxb n‡qwQ‡jb?)
Answer:
Chawla faced challenges as a woman in a male-dominated field, had to work hard to prove herself,
and continued despite the risks involved in space travel. (PvIjv cyiælcÖavb †¶‡Î GKRb bvix wn‡m‡e P¨v‡j‡Äi
m¤§yLxb nb, wb‡R‡K cÖgvY Ki‡Z K‡Vvi cwikÖg Ki‡Z nq Ges gnvKvk åg‡Yi SyuwK m‡Ë¡I GwM‡q hvb|)
b) How did Chawla contribute to space exploration? (PvIjv gnvKvk M‡elYvq Kxfv‡e Ae`vb †i‡L‡Qb?)
Answer:
Chawla participated in significant space missions, conducted research in aerospace engineering, and
inspired future generations to pursue careers in space science. (PvIjv ¸iæZ¡c~Y© gnvKvk wgk‡b Ask wb‡q‡Qb,
gnvKvk cÖ‡KŠk‡j M‡elYv K‡i‡Qb Ges fwel¨r cÖRb¥‡K gnvKvk weÁv‡b K¨vwiqvi Mo‡Z AbycÖvwYZ K‡i‡Qb|)
c) What made Chawla’s first space mission significant? (PvIjvi cÖ_g gnvKvk wgkb †Kb ¸iæZ¡c~Y© wQj?)
Answer:
Her first space mission, STS 87, was significant because she was responsible for deploying the
Spartan Satellite, and despite its malfunction, the mission demonstrated teamwork and problem-
solving in space. (Zvi cÖ_g gnvKvk wgkb, GmwUGm 87, ¸iæZ¡c~Y© wQj KviY wZwb ¯úvU©vb m¨v‡UjvBU †gvZv‡q‡bi `vwq‡Z¡
wQ‡jb, Ges Gi ÎæwU m‡Ë¡I wgkbwU gnvKv‡k `jMZ KvR I mgm¨v mgvav‡bi `¶Zv cÖ`k©b K‡iwQj|)

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d) Why did Chawla continue her journey despite the Challenger disaster? (P¨v‡jÄvi `yN©Ubvi ciI
PvIjv †Kb Zvi hvÎv Pvwj‡q hvb?)
Answer:
Chawla was passionate about space exploration and believed in her dream, showing resilience and
courage despite the risks. (PvIjv gnvKvk M‡elYvi cÖwZ Drmvnx wQ‡jb Ges Zvi ¯^‡cœi cÖwZ wek¦vm ivL‡Zb, hv Zv‡K SyuwKi
g‡a¨I w¯’wZkxjZv I mvnm †`Lv‡Z mvnvh¨ K‡iwQj|)
e) What message does Chawla’s life give to young aspirants? (PvIjvi Rxeb ZiæY AvKv•ÿx‡`i Rb¨ Kx evZ©v †`q?)
Answer:
Chawla’s life teaches that determination, hard work, and knowledge can help achieve any dream,
regardless of gender or background. (PvIjvi Rxeb †kLvq †h `„p msKí, K‡Vvi cwikÖg Ges Ávb †h †Kv‡bv ¯^cœ c~iY
Ki‡Z cv‡i, wj½ ev cUf‚wg hvB †nvK bv †Kb|)

2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing what happened in Chawla's life after
her joining NASA. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kíbv PvIjv bvmvq †hvM †`Iqvi ci Zvi Rxe‡b
Kx Kx N‡U‡Q Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Joining NASA in 1988 (1988 mv‡j bvmvq †hvM`vb K‡ib)

2. Worked as a Vice President and conducted CFD research
(fvBm †cÖwm‡W›U wn‡m‡e KvR K‡ib Ges wmGdwW M‡elYv Pvjvb)

3. Became a U.S. citizen in 1991 (1991 mv‡j gvwK©b bvMwiKZ¡ jvf K‡ib)

4. Started career as a NASA astronaut in 1995
(1995 mv‡j bvmvi b‡fvPvix wn‡m‡e Kg©Rxeb ïiæ K‡ib)

5. Selected for her first spaceflight in 1996
(1996 mv‡j Zvi cÖ_g gnvKvk Awfhv‡bi Rb¨ wbe©vwPZ nb)

Q: Read the above passage and make a flow chart showing Chawla's academic achievements.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges Kíbv PvIjvi wk¶vMZ AR©b †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Completed schooling in Karnal, India (fvi‡Zi Kb©v‡j ¯‹zj wk¶v m¤úbœ K‡ib)
2. Graduated in Aeronautical Engineering from Punjab Engineering College (cvÄve BwÄwbqvwis K‡jR †_‡K
A¨v‡ivbwUK¨vj BwÄwbqvwis‡q mœvZK wWwMÖ AR©b K‡ib)
3. Moved to the United States in 1982 (1982 mv‡j hy³iv‡óª P‡j hvb)
4. Obtained a Master's degree in Aerospace Engineering from the University of Texas (†U·vm wek¦we`¨vjq
†_‡K A¨v‡iv‡¯úm BwÄwbqvwis‡q mœvZ‡KvËi wWwMÖ AR©b K‡ib)
5. Completed PhD in Aerospace Engineering from the University of Colorado (K‡jviv‡Wv wek¦we`¨vjq †_‡K
A¨v‡iv‡¯úm BwÄwbqvwis‡q wcGBPwW m¤úbœ K‡ib)

Q: Read the above passage and make a flow chart showing Chawla’s first space mission. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges Kíbv PvIjvi cÖ_g gnvKvk Awfhv‡bi we¯ÍvwiZ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Selected for her first spaceflight in 1996 (1996 mv‡j cÖ_g gnvKvk Awfhv‡bi Rb¨ wbe©vwPZ nb)
2. Mission STS 87 launched on 19 November 1997 (19†k b‡f¤^i 1997 mv‡j wgkb GmwUGm 87 ïiæ nq)
3. Travelled with six other astronauts (AviI QqRb b‡fvPvixi m‡½ gnvKv‡k hvb)
4. Mission lasted for 15 days, 16 hours, 34 minutes, and 4 seconds (wgkbwU 15 w`b, 16 NÈv, 34 wgwbU Ges 4
†m‡KÛ ¯’vqx n‡qwQj)
5. Travelled 6.5 million miles (6.5 wgwjqb gvBj ågY K‡ib)

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Q: Read the above passage and make a flow chart showing the significant milestones in Chawla’s
space career. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kíbv PvIjvi gnvKvk K¨vwiqv‡ii ¸iæZ¡c~Y©
gvBjdjK¸‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Joined NASA as an astronaut in 1995 (1995 mv‡j bvmvi b‡fvPvix wn‡m‡e †hvM †`b)
2. Selected for her first space mission in 1996 (1996 mv‡j cÖ_g gnvKvk wgk‡bi Rb¨ wbe©vwPZ nb)
3. Successfully launched with STS 87 in 1997 (1997 mv‡j GmwUGm 87 Awfhv‡bi gva¨‡g mdjfv‡e gnvKv‡k hvb)
4. Conducted experiments in microgravity (gvB‡µvMÖvwfwUi Dci M‡elYv cwiPvjbv K‡ib)
5. Travelled 10.67 million miles around the Earth (c„w_exi Pvicv‡k 10.67 wgwjqb gvBj ågY K‡ib)

Q: Read the above passage and make a flow chart showing Chawla’s contributions to space
exploration. (One is done for you.) (Aby‡”Q`wU c‡ov Ges Kíbv PvIjvi gnvKvk M‡elYvq Ae`vb †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)
1. Conducted research in Computational Fluid Dynamics (Kw¤úD‡Ukbvj d¬yBW WvBbvwg‡· M‡elYv cwiPvjbv K‡ib)
2. Became a NASA astronaut and worked in space programs (bvmvi b‡fvPvix n‡q gnvKvk M‡elYvq KvR K‡ib)
3. Participated in STS 87 mission in 1997 ((1997 mv‡j GmwUGm 87 Awfhv‡b AskMÖnY K‡ib)
4. Responsible for deploying and managing satellites (m¨v‡UjvBU ¯’vcb I cwiPvjbvi `vwqZ¡ cvjb K‡ib)
5. Travelled extensively in space, studying microgravity effects (gnvKv‡k e¨vcKfv‡e ågY K‡ib Ges
gvB‡µvMÖvwfwUi cÖfve Aa¨qb K‡ib)
3. Summarize the following passage. 10
Kalpana Chawla, born in Karnal, India, was the first Indian-born woman in space. She studied
Aeronautical Engineering in India before moving to the U.S. in 1982, where she earned a Master's and
PhD in Aerospace Engineering. Despite the Challenger disaster, she pursued her dream and joined
NASA in 1988. Becoming a U.S. citizen in 1991, she was selected as a NASA astronaut in 1995. Her
first space mission aboard Columbia in 1997 lasted 15 days, during which she deployed a satellite that
later malfunctioned. Chawla's journey remains an inspiration for aspiring astronauts worldwide.
mvigg©:
Kíbv PvIjv fvi‡Zi Kb©v‡j Rb¥MÖnY K‡ib Ges cÖ_g fviZxq es‡kv™¢~Z bvix wn‡m‡e gnvKv‡k hvb| fvi‡Z Gqv‡ivbwUK¨vj
BwÄwbqvwis covi ci 1982 mv‡j hy³iv‡óª hvb Ges gv÷vm© I wcGBPwW m¤úbœ K‡ib| 1986 mv‡j P¨v‡jÄvi `yN©Ubvi ciI wZwb
gnvKvkPvix nIqvi ¯^cœ a‡i iv‡Lb Ges 1988 mv‡j NASA-†Z †hvM †`b| 1991 mv‡j gvwK©b bvMwiKZ¡ MÖn‡Yi ci 1995 mv‡j
NASA-†Z gnvKvkPvix wn‡m‡e wbe©vwPZ nb| 1997 mv‡j Columbia †¯úm kvU‡j Zvi cÖ_g wgkb 15 w`b ¯’vqx nq, †hLv‡b
wZwb GKwU m¨v‡UjvBU cwiPvjbv K‡ib| Zvi AR©b fwel¨r gnvKvkPvix‡`i Rb¨ Aby‡cÖiYvi Drm|

Target-19
1. Read the passage and answer the questions A and B: [Unit: 13, Lesson: 3(B)]
According to some myths and legends (wKQz DcK_v I wKse`wšÍ Abyhvqx), Gazi Pir was a Muslim saint (MvRx
cxi wQ‡jb GKRb gymwjg mvaK) who is said to have spread Islam (whwb Bmjvg cÖPvi K‡iwQ‡jb) in the parts of
Bengal (evsjvi wKQz A‡j) close to the Sundarbans (hv my›`ie‡bi KvQvKvwQ)| He was credited with many
miracles (Zv‡K eû A‡jŠwKK ¶gZvi Rb¨ K…wZZ¡ †`Iqv nq)| For example (D`vniY¯^iƒc), he could supposedly
calm dangerous animals (wZwb wec¾bK cÖvYx‡`i kvšÍ Ki‡Z cvi‡Zb) and make them docile (Ges Zv‡`i eva¨ Ki‡Z
cvi‡Zb)| He is usually depicted (Zv‡K mvaviYZ wPwÎZ Kiv nq) in parts or scroll paintings (wewfbœ As‡k ev
cUwP‡Î) riding a fierce-looking Bengal tiger (GKwU fq¼i †Pnvivi ev‡Ni wc‡V mIqvi Ae¯’vq), a snake in his
hand (nv‡Z GKwU mvc wb‡q), but in no apparent danger (wKš‘ †Kv‡bv `„k¨gvb wec` QvovB)| According to some
stories (wKQz Mí Abyhvqx), he also fought crocodiles (wZwb Kzwg‡ii m‡½I jovB K‡iwQ‡jb) who threatened the
people (†h¸‡jv gvby‡li Rb¨ ûgwK n‡q D‡VwQj) of a region full of canals and creeks (†h AÂj wQj Lvj I b`x-bvjvq
c~Y©), indeed, a kind of watery jungle (hv Avm‡j wQj GK ai‡bi Rjvf‚wgi eb) bordering the Bay of Bengal (hv
wQj e‡½vcmvM‡ii mxgvbvq)| Because of his alert and vigilant presence (Zvi mZK© I Zrci Dcw¯’wZi Kvi‡Y), all
predatory animals (mg¯Í wnsmª cÖvYx) were said to have been kept within bounds (wbqwš¿Z wQj e‡j g‡b Kiv nq)|

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It was also believed (GwUI wek¦vm Kiv n‡Zv) that he enabled villagers (†h wZwb MÖvgevmx‡`i m¶g K‡iwQ‡jb) to live
close to forests and jungles (eb I R½‡ji KvQvKvwQ emevm Ki‡Z) and cultivate their lands (Ges Zv‡`i Rwg Pvl
Ki‡Z)| Consequently (dj¯^iƒc), people of these regions (GB A‡ji gvbyl) would pray to him (Zv‡K cÖv_©bv
KiZ) for protection (wbivcËvi Rb¨)| The story of Gazi Pir (MvRx cx‡ii Mí) has been preserved (msiw¶Z
i‡q‡Q) in folk literature (‡jvKmvwn‡Z¨) as well as art (Ges wkíKjvq) and has been performed (Ges Dc¯’vwcZ
n‡q‡Q) in indigenous theatre (¯’vbxq bvU¨g‡Â)| In fact (cÖK…Zc‡¶), some Gazir paat scrolls (wKQz MvRxi cUwPÎ)
are part of the collection (msMÖ‡ni Ask) of the British Museum (weªwUk wgDwRqv‡gi)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) The word 'docile' means _______.

i) aggressive ii) friendly
iii) calm and obedient iv) dangerous
Answer: iii) calm and obedient (kvšÍ I AbyMZ)
b) Where did Gazi Pir spread Islam?
i) Dhaka ii) The Sundarbans region
iii) The Bay of Bengal iv) The Himalayan region
Answer: ii) The Sundarbans region (my›`ie‡bi Avkcv‡ki AÂj)
c) What was Gazi Pir believed to have done?
i) Controlled wild animals and protected people ii) Built large mosques in Sundarbans
iii) Fought in historical battles iv) Became the king of Bengal
Answer: i) Controlled wild animals and protected people (eb¨ cÖvYx‡`i wbqš¿Y Ki‡Zb Ges gvbyl‡K i¶v Ki‡Zb)
d) What kind of paintings depict Gazi Pir?
i) Wall paintings ii) Scroll paintings
iii) Oil paintings iv) Digital paintings
Answer: ii) Scroll paintings (†¯Œvj wPÎKg©)
e) Where can some 'Gazir Paat' scrolls be found?
i) Bangladesh National Museum ii) British Museum
iii) Louvre Museum iv) Smithsonian Institution
Answer: ii) British Museum (weªwUk wgDwRqvg)

a) Who was Gazi Pir?

i) A Muslim saint ii) A king of Bengal
iii) A warrior iv) A famous poet
Answer: i) A Muslim saint (GKRb gymwjg mvaK)
b) How is Gazi Pir usually depicted in paintings?
i) Sitting under a tree ii) Riding a tiger and holding a snake
iii) Praying in a mosque iv) Fighting in a battle
Answer: ii) Riding a tiger and holding a snake (GKwU ev‡Ni Dci e‡m Ges nv‡Z mvc a‡i)
c) What did Gazi Pir supposedly do to crocodiles?
i) He tamed them ii) He fought against them
iii) He used them for transportation iv) He worshipped them
Answer: ii) He fought against them (wZwb Zv‡`i weiæ‡× hy× K‡iwQ‡jb)
d) Why did people pray to Gazi Pir?
i) For wealth ii) For protection from wild animals
iii) For rainfall iv) For a good harvest
Answer: ii) For protection from wild animals (eb¨ cÖvYx‡`i nvZ †_‡K i¶vi Rb¨)
e) Which geographical area was associated with Gazi Pir?
i) The Himalayas ii) The Bay of Bengal and Sundarbans
iii) The desert of Rajasthan iv) The hills of Chittagong
Answer: ii) The Bay of Bengal and Sundarbans (e‡½vcmvMi Ges my›`ieb)

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B. Answer the following questions. 3×5=15

a) Who was Gazi Pir, and what was his role in Bengal? (MvRx cxi †K wQ‡jb Ges evsjvq Zvi f‚wgKv Kx wQj?)
Answer:
Gazi Pir was a Muslim saint believed to have spread Islam in the regions near the Sundarbans. He was
credited with miraculous abilities, such as taming wild animals and protecting people from predatory
creatures. (MvRx cxi wQ‡jb GKRb gymwjg mvaK, whwb my›`ie‡bi Avkcv‡ki GjvKvq Bmjvg cÖPvi K‡iwQ‡jb| Zv‡K A‡jŠwKK
¶gZvi AwaKvix wn‡m‡e MY¨ Kiv n‡Zv, †hgb wnsmª cÖvYx‡`i ek Kiv Ges gvby‡li myi¶v cÖ`vb Kiv|)
b) What miracles were attributed to Gazi Pir? (MvRx cx‡ii m‡½ hy³ A‡jŠwKK ¶gZv¸‡jv Kx wQj?)
Answer:
Gazi Pir was believed to calm fierce animals, ride a Bengal tiger without fear, hold a snake safely, and
fight crocodiles to protect people. (MvRx cxi wnsmª cÖvYx‡`i kvšÍ Ki‡Z cvi‡Zb, wbf©‡q ev‡Ni wc‡V Po‡Zb, nv‡Z mvc
a‡i ivL‡Zb Ges gvby‡li wbivcËvi Rb¨ Kzwg‡ii mv‡_ hy× Ki‡Zb e‡j wek¦vm Kiv n‡Zv|)
c) How did Gazi Pir help the villagers? (MvRx cxi Kxfv‡e MÖvgevmx‡`i mvnvh¨ K‡iwQ‡jb?)
Answer:
He was believed to have kept wild animals under control, allowing villagers to live near forests safely
and cultivate land without fear. (wZwb eb¨ cÖvYx‡`i wbqš¿‡Y ivL‡Zb e‡j g‡b Kiv n‡Zv, hvi d‡j MÖvgevmxiv wbivc‡`
ebv‡ji Kv‡Q emevm Ki‡Z I K…wlKvR Pvwj‡q †h‡Z cvi‡Zb|)
d) How has the story of Gazi Pir been preserved? (MvRx cx‡ii Mí Kxfv‡e msiw¶Z n‡q‡Q?)
Answer:
His story has been preserved in folk literature, scroll paintings, and indigenous theatre. Some Gazir
paat scrolls are even part of the British Museum collection. (Zvi Mí †jvKmvwnZ¨, cUwPÎ Ges †`kxq bvU‡Ki
gva¨‡g msiw¶Z n‡q‡Q| wKQz MvRxi cvU †¯Œvj weªwUk wgDwRqv‡gi msMÖ‡nI i‡q‡Q|)
e) Why did people pray to Gazi Pir? (gvbyl †Kb MvRx cx‡ii Kv‡Q cÖv_©bv KiZ?)
Answer:
People prayed to him for protection from wild animals and natural dangers, believing that his spiritual
power could keep them safe. (gvbyl wnsmª cÖvYx I cÖvK…wZK wec` †_‡K i¶v †c‡Z Zvi Kv‡Q cÖv_©bv KiZ, KviY Zviv wek¦vm
KiZ †h Zvi Ava¨vwZ¥K kw³ Zv‡`i wbivc` ivL‡e|)

a) Why is Gazi Pir often depicted riding a tiger? (MvRx cxi‡K †Kb cÖvqB ev‡Ni Ici P‡o †`Lv‡bv nq?)
Answer:
He is depicted riding a tiger to symbolize his control over wild animals and his supernatural power to
protect people. (Zv‡K ev‡Ni Ici P‡o †`Lv‡bv nq KviY GwU Zvi eb¨ cÖvYx‡`i wbqš¿‡Yi ¶gZv Ges gvby‡li i¶vKZ©v wn‡m‡e
Zvi A‡jŠwKK kw³i cÖZxK|)
b) How does Gazi Pir's legend reflect the natural environment of Bengal? (MvRx cx‡ii Kvwnwb Kxfv‡e
evsjvi cÖvK…wZK cwi‡ek‡K cÖwZdwjZ K‡i?)
Answer:
His legend reflects the challenges of living near forests and rivers, where people had to deal with
dangerous animals like tigers and crocodiles. (Zvi Kvwnwb eb I b`xi KvQvKvwQ emev‡mi P¨v‡jÄ cÖwZdwjZ K‡i,
†hLv‡b gvbyl‡K evN I Kzwg‡ii g‡Zv wec¾bK cÖvYxi gy‡LvgywL n‡Z n‡Zv|)
c) What is the significance of Gazir Paat in folk culture? (†jvKms¯‹…wZ‡Z MvRxi cv‡Ui ¸iæZ¡ Kx?)
Answer:
Gazir Paat is significant as it visually narrates the story of Gazi Pir, blending religious and cultural
elements in Bengali folklore. (MvRxi cvU ¸iæZ¡c~Y© KviY GwU MvRx cx‡ii Kvwnwb wP‡Îi gva¨‡g eY©bv K‡i Ges G‡Z ag©xq
I mvs¯‹…wZK Dcv`vb GKwÎZ n‡q‡Q|)
d) How does Gazi Pir's story relate to indigenous theatre? (MvRx cx‡ii Mí Kxfv‡e †`kxq bvU‡Ki m‡½
m¤úwK©Z?)
Answer:
His story has been adapted into indigenous theatre performances, making it an integral part of Bengali
folk traditions. (Zvi Mí †`kxq bvU‡K Dc¯’vwcZ n‡q‡Q, hv GwU‡K evsjvi †jvKms¯‹…wZi ¸iæZ¡c~Y© Ask K‡i Zz‡j‡Q|)
e) What does Gazi Pir's ability to tame wild animals symbolize? (MvRx cx‡ii eb¨ cÖvYx ek Kivi ¶gZv Kx
cÖZxKxfv‡e †evSvq?)

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Answer:
It symbolizes his spiritual strength, divine authority, and his role as a protector of people living in
dangerous natural environments. (GwU Zvi Ava¨vwZ¥K kw³, Hk¦wiK ¶gZv Ges wec¾bK cÖvK…wZK cwi‡e‡k emevmKvix
gvby‡li i¶vKZ©v wn‡m‡e Zvi f‚wgKvi cÖZxK|)
2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the contributions of Gazi Pir. (One is
done for you.) (Aby‡”Q`wU c‡ov Ges MvRx cx‡ii Ae`vb †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Spread Islam in Bengal (evsjvq Bmjvg cÖPvi K‡ib)

2. Performed miracles (bvbv A‡jŠwKK Kvh© m¤úv`b K‡ib)

3. Calmed dangerous animals (fq¼i cÖvYx‡`i kvšÍ Ki‡Zb)

4. Protected people from crocodiles
(gvbyl‡K Kzwg‡ii AvµgY †_‡K i¶v Ki‡Zb)

5. Helped villagers live near forests
(MÖvgevmx‡`i ebv‡ji KvQvKvwQ emevm Ki‡Z mvnvh¨ K‡ib)

Q: Read the above passage and make a flow chart showing the mythical powers of Gazi Pir. (One
is done for you.) (Aby‡”Q`wU c‡ov Ges MvRx cx‡ii wKse`wšÍ ¶gZv¸‡jv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Controlled wild animals (eb¨ cÖvYx‡`i wbqš¿Y Ki‡Zb)
2. Made fierce tigers docile (wnsmª evN‡K kvšÍ Ki‡Zb)
3. Fought against crocodiles (Kzwg‡ii m‡½ jovB Ki‡Zb)
4. Protected people from predatory animals (gvbyl‡K wkKvwi cÖvYx‡`i nvZ †_‡K i¶v Ki‡Zb)
5. Ensured safety for villagers near forests (ebv‡ji Kv‡Q emevmiZ‡`i wbivcËv wbwðZ Ki‡Zb)

Q: Read the above passage and make a flow chart showing how Gazi Pir is remembered today.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges MvRx cxi Kxfv‡e AvRI ¯§iYxq i‡q‡Qb Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. His story is preserved in folk literature (Zvi Kvwnwb †jvKmvwn‡Z¨ msiw¶Z n‡q‡Q)
2. Depicted in scroll paintings (wPwÎZ n‡q‡Q cUwP‡Î)
3. Shown riding a Bengal tiger (GKwU ev‡Ni wc‡V e‡m wPwÎZ n‡q‡Qb)
4. His legends are performed in indigenous theatre (Zvi Mí ¯’vbxq bvU‡K cwi‡ewkZ nq)
5. People still pray to him for protection (gvbyl GL‡bv Zvi Kv‡Q i¶v cvIqvi Rb¨ cÖv_©bv K‡i)

Q: Read the above passage and make a flow chart showing the significance of Gazi Pir's story.
(One is done for you.) (Aby‡”Q`wU c‡ov Ges MvRx cx‡ii Kvwnwbi ¸iæZ¡ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Reflects the spread of Islam in Bengal (evsjvq Bmjv‡gi cÖmvi‡K cÖwZdwjZ K‡i)
2. Highlights human-wildlife co-existence (gvbyl I eb¨cÖvYxi mnve¯’v‡bi `„óvšÍ)
3. Shows the faith people had in spiritual protection (Ava¨vwZ¥K myi¶vi cÖwZ gvby‡li wek¦vm †`Lvq)
4. Preserved through folk literature and paintings (†jvKmvwnZ¨ I wPÎKjvq msiw¶Z n‡q‡Q)
5. Represents cultural heritage and oral traditions (ms¯‹…wZ I †gŠwLK HwZ‡n¨i cÖZxK)

Q: Read the above passage and make a flow chart showing the role of Gazi Pir in protecting
people. (One is done for you.) (Aby‡”Q`wU c‡ov Ges MvRx cxi Kxfv‡e gvbyl‡K i¶v Ki‡Zb Zv †`wL‡q GKwU
cÖevnwPÎ ˆZwi K‡iv|)

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1. Fought against crocodiles (Kzwg‡ii weiæ‡× jovB Ki‡Zb)

2. Controlled fierce animals like tigers (wnsmª cÖvYx‡`i wbqš¿Y Ki‡Zb)
3. Kept predatory animals within limits (wkKvwi cÖvYx‡`i wbqš¿‡Y ivL‡Zb)
4. Ensured villagers' safety near forests (MÖvgevmx‡`i wbivc‡` emevm Ki‡Z mvnvh¨ Ki‡Zb)
5. Protected agricultural lands from wild animals (eY¨ cÖvYx‡`i nvZ †_‡K Pv‡li Rwg i¶v Ki‡Zb)
3. Summarize the following passage. 10
Gazi Pir, a legendary Muslim saint, is believed to have spread Islam in Bengal near the Sundarbans.
He was known for miraculous abilities, such as taming wild animals and protecting people from
crocodiles. Often depicted riding a tiger with a snake in hand, he was seen as a guardian who kept
predatory animals in check, allowing villagers to live and farm near forests. His legacy is preserved in
folk literature, art, and indigenous theatre, with some Gazir paat scrolls even housed in the British
Museum.
mvigg©:
MvRx cxi wQ‡jb GKRb wKse`wšÍ gymwjg mvaK, whwb my›`ie‡bi Kv‡Qi evsjvq Bmjvg cÖPvi K‡iwQ‡jb| Zv‡K eû A‡jŠwKK
¶gZvi AwaKvix ejv nq, †hgb—eb¨ cÖvYx‡`i ekxf‚Z Kiv Ges Kzwg‡ii AvµgY †_‡K gvbyl‡K i¶v Kiv| mvaviYZ Zv‡K ev‡Ni
wc‡V mvc nv‡Z wPwÎZ Kiv nq| Zvi myi¶vi Kvi‡Y gvbyl R½‡ji KvQvKvwQ emevm I Pvlvev` Ki‡Z cviZ| MvRx cx‡ii Kvwnwb
†jvKmvwnZ¨, wkíKjv I †`kxq bvU‡K msiw¶Z n‡q‡Q, Ges MvRxi cUwP‡Îi wKQz msMÖn weªwUk Rv`yN‡i ivLv n‡q‡Q|

Target-20
1. Read the passage and answer the questions A and B:
Universities should never be made (wek¦we`¨vjq¸wj‡K KL‡bvB cwiYZ Kiv DwPZ bq) into mechanical
organisations (GKwU hvwš¿K cÖwZôv‡b) for collecting and distributing knowledge (hv ïay Ávb msMÖn I weZiY Ki‡e)|
Through them (Gme cÖwZôv‡bi gva¨‡g), the people should offer (gvby‡li DwPZ cÖ`vb Kiv) their intellectual
hospitality (Zv‡`i eyw×e„wËK AvwZ‡_qZv), their wealth of mind (Zv‡`i g‡bi m¤ú`) to others (Ab¨‡`i Kv‡Q), and
earn their proud right (Ges Mwe©Z AwaKvi AR©b Kiv) in return (wewbg‡q) to receive gifts (Dcnvi MÖnY Kivi Rb¨)
from the rest of the world (we‡k¦i Ab¨vb¨ Ask †_‡K)| But in the whole length and breadth of India (wKš‘ mgMÖ
fvi‡Zi we¯Í„Z cÖvšÍ‡i), there is not a single university (GKwUI wek¦we`¨vjq †bB) established in the modern time (hv
AvaywbK Kv‡j cÖwZwôZ n‡q‡Q) where a foreign or an Indian student (†hLv‡b GKRb we‡`wk ev fviZxq wk¶v_©x) can
properly be acquainted (h_vh_fv‡e cwiwPZ n‡Z cv‡i) with the best products of the Indian mind (fviZxq wPšÍvi
†miv dm‡ji m‡½)| For that (Gi Rb¨),we have to cross the sea (Avgv‡`i mgy`ª cvi n‡Z nq), and knock at the
doors (Ges `iRvq Kov bvo‡Z nq) of France and Germany (d«vÝ I Rvg©vwbi)| Educational institutions in our
country (Avgv‡`i †`‡ki wk¶vcÖwZôvb) are India's alms-bowl of knowledge (Ávb wf¶vi cv‡Î cwiYZ n‡q‡Q fvi‡Zi
Rb¨); they lower our intellectual self-respect (G¸‡jv Avgv‡`i eyw×e„wËK AvZ¥m¤§vb Kwg‡q †`q); they encourage us
(G¸‡jv Avgv‡`i DrmvwnZ K‡i) to make a foolish display (GKwU wbe©yw×Zvi cÖ`k©bx Ki‡Z) of decorations (mvRm¾vi)
composed of borrowed feathers (hv avi Kiv cvjK w`‡q ˆZwi)|
A. Choose the correct answer from the alternatives. 0.5×10=5

a) What should universities never be turned into?

i) Centers for religious studies
ii) Mechanical organizations for collecting and distributing knowledge
iii) Factories for job training
iv) Political institutions
Answer: ii) Mechanical organizations for collecting and distributing knowledge (hvwš¿K cÖwZôvb †hLv‡b
ïay Ávb msMÖn I weZiY Kiv nq)
b) What should universities provide to people?
i) Political power ii) Intellectual hospitality and exchange of knowledge
iii) Only traditional education iv) Free education for all
Answer: ii) Intellectual hospitality and exchange of knowledge (eyw×e„wËK AvwZ‡_qZv Ges Áv‡bi Av`vb-cÖ`vb)

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c) According to the passage, why do students need to go abroad?

i) To earn money ii) To escape from India
iii) To study foreign literature iv) To learn the best products of the Indian mind
Answer: iv) To learn the best products of the Indian mind (fviZxq gb‡bi †kÖô Drcv`b m¤ú‡K© Rvb‡Z)
d) What do educational institutions in India lower?
i) The country’s economy ii) The students' moral values
iii) India's intellectual self-respect iv) The literacy rate
Answer: iii) India's intellectual self-respect (fvi‡Zi eyw×e„wËK AvZ¥m¤§vb Kwg‡q †`q)
e) According to the passage, what is lacking in Indian universities?
i) Proper infrastructure
ii) Proper representation of Indian intellectual achievements
iii) Foreign teachers
iv) Sufficient funding
Answer: ii) Proper representation of Indian intellectual achievements (fviZxq eyw×e„wËK AR©‡bi h_vh_
Dc¯’vcbv †bB)
f) Where do students have to go to learn about the best of the Indian mind?
i) England and America ii) France and Germany
iii) China and Japan iv) Australia and Canada
Answer: ii) France and Germany (d«vÝ Ges Rvg©vwb‡Z †h‡Z nq)
g) What does the phrase ‘borrowed feathers’ imply in the passage?
i) Decorating oneself with borrowed knowledge ii) Wearing expensive clothes
iii) Flying with others' help iv) Copying someone’s fashion
Answer: i) Decorating oneself with borrowed knowledge (A‡b¨i Ávb avi wb‡q AnsKvi Kiv)
h) What should be the main function of universities according to the passage?
i) Producing skilled labor ii) Memorizing books
iii) Sharing and exchanging knowledge globally iv) Providing technical education only
Answer: iii) Sharing and exchanging knowledge globally (‰ewk¦Kfv‡e Ávb fvM Kiv I wewbgq Kiv)
i) What criticism does the writer make about India’s educational institutions?
i) They promote self-respect ii) They lower intellectual self-respect
iii) They provide world-class education iv) They focus only on science and technology
Answer: ii) They lower intellectual self-respect (G¸wj eyw×e„wËK AvZ¥m¤§vb Kwg‡q †`q)
j) What does ‘intellectual hospitality’ mean in the passage?
i) Providing food for intellectuals ii) Welcoming and sharing knowledge with others
iii) Inviting foreign professors to universities iv) Teaching hospitality management
Answer: ii) Welcoming and sharing knowledge with others (Ávb‡K ¯^vMZ Rvbv‡bv Ges fvM Kiv)
B. Answer the following questions. 3×5=15

a) What should be the role of universities according to the passage? (Aby‡”Q` Abyhvqx wek¦we`¨vj‡qi
f‚wgKv Kx nIqv DwPZ?)
Answer:
Universities should not just collect and distribute knowledge mechanically; rather, they should serve
as centers for intellectual exchange, where people share and receive wisdom from the world.
(wek¦we`¨vjq¸‡jv ïaygvÎ hvwš¿Kfv‡e Ávb msMÖn I weZiY Kivi †K›`ª nIqv DwPZ bq; eis G¸‡jv Ggb ¯’v b nIqv DwPZ †hLv‡b
gvbyl Zv‡`i eyw×e„wËK m¤ú` Av`vb-cÖ`vb Ki‡Z cv‡i|)
b) What is the deficiency of Indian universities mentioned in the passage? (Aby‡”Q‡` fviZxq
wek¦we`¨vj‡qi Kx NvUwZi K_v D‡jøL Kiv n‡q‡Q?)
Answer:
Indian universities fail to provide proper exposure to the best intellectual contributions of India,
requiring students to go abroad to study Indian knowledge deeply. (fviZxq wek¦we`¨vjq¸‡jv fvi‡Zi †miv
ÁvbPP©vi mv‡_ wk¶v_©x‡`i h_vh_fv‡e cwiwPZ Ki‡Z e¨_© nq, d‡j wk¶v_©x‡`i we‡`‡k wM‡q fviZxq Ávb AR©b Ki‡Z nq|)

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c) Why does the author compare Indian educational institutions to an "alms-bowl of

knowledge"? (†jLK †Kb fviZxq wk¶vcÖwZôvb‡K "Áv‡bi wf¶vi cvÎ" e‡j Zzjbv K‡i‡Qb?)
Answer:
The author criticizes Indian universities for depending on borrowed knowledge rather than developing
and promoting original intellectual contributions. (†jLK fviZxq wek¦we`¨vjq¸‡jvi Ici mgv‡jvPbv K‡ib KviY
Zviv †gŠwjK ÁvbPP©vi cwie‡Z© avi Kiv Áv‡bi Ici wbf©ikxj|)
d) What does the phrase "borrowed feathers" mean in the context of the passage? (Aby‡”Q‡`
"borrowed feathers" evK¨vs‡ki A_© Kx?)
Answer:
It means showcasing knowledge acquired from foreign sources without developing independent
intellectual contributions. (GwU †evSvq we‡`k †_‡K avi Kiv Ávb‡K cÖ`k©b Kiv, A_P wb‡R‡`i ¯^vaxb eyw×e„wËK Ae`vb
M‡o bv †Zvjv|)
e) What is the ideal purpose of universities in an independent nation? (GKwU ¯^vaxb RvwZi Rb¨
wek¦we`¨vj‡qi Av`k© D‡Ïk¨ Kx nIqv DwPZ?)
Answer:
Universities should foster self-reliance in knowledge, encourage innovation, and ensure that students
learn their own intellectual heritage along with global wisdom. (wek¦we`¨vjq¸‡jv‡K ¯^wbf©i ÁvbPP©v DrmvwnZ
Ki‡Z n‡e, D™¢veb‡K Drmvn w`‡Z n‡e Ges wk¶v_©x‡`i wb‡R‡`i eyw×e„wËK HwZ‡n¨i cvkvcvwk ˆewk¦K Ávb AR©‡bi my‡hvM w`‡Z n‡e|)

a) How does the passage reflect the need for academic self-respect? (Aby‡”Q‡` GKv‡WwgK AvZ¥gh©v`vi
cÖ‡qvRbxqZv Kxfv‡e cÖwZdwjZ n‡q‡Q?)
Answer:
The passage highlights that depending on foreign knowledge lowers self-respect, and universities
should focus on developing their own intellectual identity. (Aby‡”Q`wU †`Lvq †h we‡`wk Áv‡bi Ici wbf©ikxjZv
AvZ¥gh©v`v Kwg‡q †`q, Ges wek¦we`¨vjq¸‡jv‡K wb‡R‡`i eyw×e„wËK cwiPq MV‡b g‡bv‡hvM w`‡Z n‡e|)
b) Why does the author emphasize "intellectual hospitality"? (†jLK †Kb "eyw×e„wËK AvwZ‡_qZv"i Ici
†Rvi w`‡q‡Qb?)
Answer:
The author believes universities should be places where intellectual wealth is shared and exchanged,
rather than merely distributed as mechanical knowledge. (‡jL‡Ki g‡Z, wek¦we`¨vjq¸‡jv Ggb ¯’vb nIqv DwPZ
†hLv‡b eyw×e„wËK m¤ú` fvM Kiv Ges wewbgq Kiv nq, ïaygvÎ hvwš¿Kfv‡e weZiY Kiv bq|)
c) What does the passage suggest about India’s dependence on foreign education? (Aby‡”Q‡` fvi‡Zi
we‡`wk wk¶vi Ici wbf©iZv m¤ú‡K© Kx ejv n‡q‡Q?)
Answer:
The passage suggests that India’s education system rely too much on foreign knowledge instead of
promoting its own intellectual achievements. (Aby‡”Q`wU Bw½Z †`q †h fvi‡Zi wk¶v e¨e¯’v wbR¯^ eyw×e„wËK AR©b
cÖPv‡ii cwie‡Z© we‡`wk Áv‡bi Ici AwZwi³ wbf©ikxj|)
d) What change does the author advocate in the Indian education system? (†jLK fviZxq wk¶ve¨e¯’vq
Kx cwieZ©b Pvb?)
Answer:
The author advocates for a system that nurtures original thought, preserves national intellectual
identity, and creates self-sufficient universities. (†jLK Ggb GKwU e¨e¯’vi c‡¶ †hLv‡b †gŠwjK wPšÍvaviv weKwkZ
n‡e, RvZxq eyw×e„wËK cwiPq msiw¶Z n‡e Ges ¯^wbf©i wek¦we`¨vjq M‡o DV‡e|)
e) How can modern universities balance global knowledge with national identity? (AvaywbK
wek¦we`¨vjq¸‡jv Kxfv‡e ˆewk¦K Áv‡bi mv‡_ RvZxq cwiP‡qi fvimvg¨ eRvq ivL‡Z cv‡i?)
Answer:
They can integrate global knowledge while promoting local research, encouraging students to explore
both their own intellectual heritage and international advancements. (Zviv ˆewk¦K Ávb‡K AšÍf©y³ Ki‡Z cv‡i,
GKB mv‡_ ¯’vbxq M‡elYv cÖPvi Ki‡Z cv‡i, Ges wk¶v_©x‡`i wbR¯^ eyw×e„wËK HwZn¨ I AvšÍR©vwZK AMÖMwZi g‡a¨ mvgÄm¨ Avb‡Z
DrmvwnZ Ki‡Z cv‡i|)

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2. Flow Chart-based Questions and Answers: 1×5=5

Q: Read the above passage and make a flow chart showing the issues with universities in India as
mentioned in the passage. (One is done for you.) (Aby‡”Q`wU c‡ov Ges fvi‡Z wek¦we`¨vjq¸‡jvi mgm¨v¸‡jv
†`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Universities becoming mechanical organisations
(wek¦we`¨vjq¸‡jv hvwš¿K cÖwZôv‡b cwiYZ n‡”Q)

2. Lack of intellectual hospitality
(eyw×e„wËK AvwZ‡_qZvi Afve i‡q‡Q)

3. No proper introduction to the best of Indian intellect
(fviZxq †miv eyw×e„wËK fvebvi mwVK cwiPq †bB)

4. Need to go abroad for quality Indian education
(fviZxq Ávb AR©‡bi Rb¨ we‡`‡k †h‡Z nq)

5. Universities act as alms-bowls of knowledge
(wek¦we`¨vjq¸‡jv wf¶vi Szwji g‡Zv KvR K‡i)

Q: Read the above passage and make a flow chart showing the ideal purpose of universities as
described in the passage. (One is done for you.) (Aby‡”Q`wU c‡ov Ges gvwU©b jy_vi wKs Rywbq‡ii fvl‡Y eY©MZ
m¤cÖxwZi `„wófw½ †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Should not be mechanical organisations (hvwš¿K cÖwZôvb nIqv DwPZ bq)
2. Should encourage intellectual hospitality (eyw×e„wËK AvwZ‡_qZv DrmvwnZ Kiv DwPZ)
3. Should allow the sharing of knowledge (Ávb wewbg‡qi my‡hvM ˆZwi Kiv DwPZ)
4. Should enhance India’s self-respect in knowledge (fvi‡Zi Áv‡bi AvZ¥m¤§vb evov‡bv DwPZ)
5. Should represent India's intellectual wealth globally (fvi‡Zi eyw×e„wËK m¤ú` wek¦e¨vcx Dc¯’vcb Kiv DwPZ)

Q: Read the above passage and make a flow chart showing the shortcomings of Indian
universities in modern times. (One is done for you.) (Aby‡”Q`wU c‡ov Ges AvaywbK mg‡q fviZxq
wek¦we`¨vjq¸‡jvi mxgve×Zv †`wL‡q GKwU cÖevnwPÎ ˆZwi K‡iv|)
1. Do not provide proper Indian knowledge (mwVK fviZxq Ávb cÖ`vb Ki‡Z cv‡i bv)
2. Students must go abroad for better learning (DbœZ wk¶vi Rb¨ wk¶v_©x‡`i we‡`‡k †h‡Z nq)
3. Do not introduce students to the best Indian minds (wk¶v_©x‡`i †miv fviZxq wPšÍK‡`i mv‡_ cwiwPZ Kiv‡Z cv‡i bv)
4. Function like an alms-bowl for knowledge (wf¶vi Szwji g‡Zv KvR K‡i)
5. Reduce intellectual self-confidence (eyw×e„wËK AvZ¥wek¦vm Kwg‡q †`q)

3. Summarize the following passage. 10

Universities should not be mere institutions for distributing knowledge; they should encourage
intellectual exchange and global learning. However, in modern India, no university properly introduces
students to the finest aspects of Indian intellect. Instead, students must seek knowledge abroad, in
countries like France and Germany. Indian educational institutions often rely on borrowed ideas,
diminishing intellectual self-respect and promoting superficial achievements rather than true learning.
mvigg©:
wek¦we`¨vjq ïay Ávb weZi‡Yi hvwš¿K cÖwZôvb nIqv DwPZ bq; GwU eyw×e„wËK Av`vb-cÖ`vb I ˆewk¦K wk¶v‡K DrmvwnZ Kiv DwPZ|
Z‡e AvaywbK fvi‡Z Ggb †Kv‡bv wek¦we`¨vjq †bB †hLv‡b wk¶v_©xiv fviZxq †gavi †miv w`K m¤ú‡K© h_vh_fv‡e Rvb‡Z cv‡i|
cwie‡Z©, Zv‡`i ÁvbvR©‡bi Rb¨ we‡`‡k, we‡klZ d«vÝ I Rvg©vwbi Øvi¯’ n‡Z nq| fviZxq wk¶v cÖwZôvb¸‡jv cÖvqB avi Kiv Áv‡bi
Ici wbf©ikxj, hv Avgv‡`i AvZ¥m¤§vb Kwg‡q †`q Ges cÖK…Z wk¶vi †P‡q evwn¨K cÖ`k©b‡K DrmvwnZ K‡i|

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4. Read the following text and fill in the blanks with suitable words from the box.
There are more words than needed. Make any grammatical changes if necessary:
1×10=10

cix¶vq Avmvi gZ me‡P‡q ¸iæZ¡c~Y© Ggb 20wU Cloze Test with clues †`qv n‡jv| cÖ_‡g G¸‡jv c‡o †kl Ki‡e, Zvici
evwK Av‡iv †h¸‡jv †`Iqv Av‡Q †m¸‡jv †`‡L †b‡e|
1. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
do child teach follow what grow
indebted educate build role contact universally
Napoleon Bonaparte said, "Give me an educated mother and I will give you an educated nation."
From this saying, we can understand the (a)___ of mother in (b)___ up an educated nation.
Children usually (c)___ up in close (d)___ with their mother. If the mother is (e)___, she will be
able to (f)___ her children. In another sense, her children naturally will learn from (g)___ she says
and does. So naturally, they will (h)___ everything that is said and (i)___ by their mother. So, it is
universally true that an educated nation is largely (j)___ to its mother.

†b‡cvwjqb †evbvcvU© e‡jwQ‡jb, "Avgv‡K GKRb wkw¶Z gv `vI Avwg †Zvgv‡`i GKwU wkw¶Z RvwZ †`e|" G K_v †_‡K
Avgiv eyS‡Z cvwi GKwU wkw¶Z RvwZ MV‡b gv‡qi f~wgKv| wkïiv mvaviYZ Zv‡`i gv‡qi Nwbô ms¯ú‡k© eo nq| gv wkw¶Z
n‡j mšÍvb‡`i cov‡Z cvi‡e| Ab¨ A‡_©, mšÍvbiv ¯^vfvweKfv‡eB †m hv e‡j Ges K‡i Zv †_‡K wkL‡e| ZvB ¯^vfvweKfv‡eB,
Zviv Zv‡`i gv‡qi Øviv hv ejv Ges Kiv n‡q‡Q Zv AbymiY Ki‡e| myZivs, GUv me©Rbxb mZ¨ †h GKwU wkw¶Z RvwZ Zvi
gv‡qi Kv‡Q A‡bKvs‡k FYx|

(a) role; (b) building; (c) grow; (d) contact; (e) educated; (f) teach; (g) what; (h) follow; (i) done;
(j) indebted
2. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
benefit brought simple electronic mathematical information
masses device speed special perform revolution
The computer is a fairly recent invention. It has now become an important part of modern life. It
has greatly (a)___ us and brought about (b)___ changes in our life. Any (c)___ that helps people
perform (d)___ calculation may be called a computer. In this sense, the abacus is a (e)___
computer. Today, however, the term computer refers to a (f)___ kind of (g)___ machine that can
(h)___ mathematical calculations and process large (i)___ of information at a great (j)___.

Kw¤úDUvi †gvUvgywU GKwU mv¤úªwZK Avwe®‹vi| GwU GLb AvaywbK Rxe‡bi GKwU ¸iæZ¡c~Y© Ask n‡q D‡V‡Q| GwU Avgv‡`i
e¨vcKfv‡e DcK…Z K‡i‡Q Ges Avgv‡`i Rxe‡b ˆecøweK cwieZ©b G‡b‡Q| †h †Kv‡bv hš¿ hv gvbyl‡K MvwYwZK MYbv Ki‡Z
mvnvh¨ K‡i Zv‡K Kw¤úDUvi ejv †h‡Z cv‡i| GB A‡_©, A¨vevKvm GKwU mvaviY Kw¤úDUvi| Z‡e, eZ©gv‡b, Kw¤úDUvi kãwU
GKwU we‡kl ai‡bi B‡jKUªwbK †gwkb‡K †evSvq hv MvwYwZK MYbv Ki‡Z cv‡i Ges wekvj MwZ‡Z wecyj cwigvY Z_¨ cÖwµqv
Ki‡Z cv‡i|

(a) benefited; (b) revolutionary; (c) device; (d) mathematical; (e) simple; (f) special; (g) electronic;
(h) perform; (i) masses; (j) speed.

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3. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
all necessary budget use rise begins
follow answer have through careful carefully
Students should be strategic about their examination. It is (a)___ for an examinee to (b)___ some
instructions. He should go (c)___ the whole question before he (d)___ to write. He must take a
(e)___ of his time so that he can (f)___ enough time to answer (g)___ questions. He must write his
answer (h)___. He should be (i)___ about his handwriting. He can (j)___ double spacing if his
handwriting is tiny or very large.

wk¶v_x©‡`i cix¶v m¤ú‡K© †KŠkjx nIqv DwPZ| cix¶v_x©i Rb¨ wKQy wb‡`©kvejx AbymiY Kiv cÖ‡qvRb| wjL‡Z ïiæ Kivi Av‡M
Zvi cy‡iv cÖkœwU c‡o †bqv DwPZ| Zv‡K Aek¨B mg‡qi ev‡RU K‡i wb‡Z n‡e hv‡Z me cÖ‡kœi DËi †`Iqvi Rb¨ Zvi ch©vß
mgq _v‡K| Zv‡K Aek¨B DËi mveav‡b wjL‡Z n‡e| nv‡Zi †jLvi wel‡q Zvi mZK© nIqv DwPZ| hw` Zvi nv‡Zi †jLv Lye
†QvU ev Lye eo nq Z‡e †m Wvej †¯úwms e¨envi Ki‡Z cv‡i|

(a) necessary; (b) follow; (c) through; (d) begins; (e) budget; (f) have; (g) all; (h) carefully; (i)
careful; (j) use.
4. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
martyrdom lock intellect prevail clash shoot
conspire spirit killing enforce violate fail
One who lays down one's life for upholding the cause of the motherland, occupies the glorious
position of a (a)___. Shaheed Dr. Shamsuzzoha is such a proud son of our beloved motherland. He
was the first (b)___ who embraced martyrdom during the pre-liberation period of Bangladesh.
After the (c)___ of the trumped-up Agartala (d)___ case, Sergeant Zohurul Haque was killed in
prison by the Ayub Khan Govt. on February 1969. Following the brutal killing, a flame of protest
ablazed throughout the then East Pakistan. A volatile situation also (e)___ in the Rajshahi city
where Section 144 was (f)___ to prevent the agitating students from taking part in any protest. But
the students of Rajshahi University were (g)___ and bold enough to bring out a vigorous
procession (h)___ Section 144 that subsequently led them to be (i)__ in the clash with the police
and the armed forces. The armed forces started to take up their positions against the students. Dr.
Zoha came forward to save the students and ultimately, he was (j)___ dead.

†h gvZ„f~wgi Rb¨ Rxeb DrmM© K‡i, †m knx‡`i †MŠiegq gh©v`vq AwawôZ nq| knx` W. kvgmy‡¾vnv Avgv‡`i wcÖq gvZ„f~wgi
Mwe©Z mšÍvb| wZwbB cÖ_g eyw×Rxex whwb evsjv‡`‡ki ¯^vaxbZv c~e©Kv‡j kvnv`vZ eiY K‡ib| ev‡bvqvU AvMiZjv lohš¿ gvgjvi
e¨_©Zvi ci, AvBqye Lvb miKv‡ii nv‡Z mv‡R©›U Rûiæj nK KvivMv‡i nZ¨v nq 1969 mv‡ji †deªæqvwi‡Z| b„ksm nZ¨vKv‡Ði
ci, cÖwZev‡`i wkLv ZLbKvi c~e© cvwK¯Ívb Ry‡o R¡‡j I‡V| ivRkvnx bMix‡ZI GKwU Aw¯’wZkxj cwiw¯’wZ weivR K‡i †hLv‡b
Av‡›`vjbiZ wk¶v_x©‡`i cÖwZev‡` Ask wb‡Z evav †`Iqvi Rb¨ 144 aviv Rvwi Kiv n‡qwQj| wKš‘ ivRkvnx wek¦we`¨vj‡qi QvÎiv
144 aviv j•Nb K‡i †Rviv‡jv wgwQj †ei Kivi Rb¨ h‡_ó D`¨gx Ges mvnmx wQj hv cieZ©x‡Z cywjk I mk¯¿ evwnbxi mv‡_
msN‡l© Aeiæ× n‡q c‡o| mk¯¿ evwnbx wk¶v_x©‡`i weiæ‡× Ae¯’vb wb‡Z ïiæ K‡i| Qv·`i euvPv‡Z Wt †Rvnv GwM‡q Av‡mb Ges
†kl ch©šÍ Zv‡K ¸wj K‡i nZ¨v Kiv nq|

(a) martyr; (b) intellectual; (c) failure; (d) Conspiracy; (e) prevailed; (f) enforced; (g) spirited; (h)
violating; (i) locked; (j) shot.

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5. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
poisonous of preserve greatest be more
refresh strict by production contamination health
Food adulteration is one of the (a)___ problems in the recent time in our country. Different food
and food products, vegetables, fruits and fishes are being (b)___ (c)___ the unscrupulous and
profit-monger businessmen and green grocers. However, we, the general people, (d)___ the
victims (e)___ all sorts of pangs and serious diseases. The businessmen use (f)___ chemicals such
as DDT, Aldrin, Heptachlor just to make their products (g)___ attractive or to (h)___ them for a
long time. So, it is time the authority concerned took (i)___ steps to stop such food adulteration.
Proper monitoring, supervision and public awareness should be compulsory from (j)___ level to
consumers.

Lv‡`¨ †fRvj Avgv‡`i †`‡k mv¤úªwZK mg‡qi Ab¨Zg eo mgm¨v| wewfbœ Lv`¨ I Lv`¨cY¨, kvKmewR, djg~j I gvQ `~wlZ n‡”Q
Amvay I gybvdv‡Lvi e¨emvqx I meyR mewR e¨emvqx‡`i Øviv| Z‡e Avgiv mvaviY gvbyl me ai‡bi hš¿Yv I gvivZ¥K †iv‡Mi
wkKvi| e¨emvqxiv wWwWwU, AjwWªb, †nÞv‡K¬v‡ii g‡Zv welv³ ivmvqwbK e¨envi K‡i Zv‡`i cY¨‡K AvKl©Yxq Ki‡Z ev `xN©w`b
msi¶Y Ki‡Z| ZvB Lv‡`¨ †fRvj e‡Ü mswkøó KZ©…c‡¶i K‡Vvi c`‡¶c †bIqvi mgq G‡m‡Q| h_vh_ ch©‡e¶Y, ZË¡veavb Ges
Rbm‡PZbZv Drcv`b ¯Íi †_‡K †fv³v ch©šÍ eva¨Zvg~jK nIqv DwPZ|

(a) greatest; (b) contaminated; (c) by; (d) are; (e) of; (f) poisonous; (g) more; (h) preserve; (i)
strict; (j) production
6. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
call among define deaths cause interpersonal
nature serious within economic armed aggressive
Conflict can be (a)___ as clash of values and ideas among other things and the most serious form
of conflict is (b)___ clashes that results in lots of (c)___ and casualties. There can be conflict
(d)___ us, which is (e)___ intrapersonal conflict. The conflict between or (f)___ persons is called
(g)___ conflict. Constraint of resources is also a (h)___ of conflict and it is known as (i)___
conflict. Conflict is a very common phenomenon, but sometimes it takes (j)___ forms.

msNvZ‡K Ab¨vb¨ wel‡qi g‡a¨ g~j¨‡eva Ges aviYvi msNl© wnmv‡e msÁvwqZ Kiv †h‡Z cv‡i Ges msNv‡Zi me‡P‡q ¸iæZi iƒc
nj mk¯¿ msNl© hvi d‡j cÖPyi g„Zz¨ I nZvn‡Zi NUbv N‡U| Avgv‡`i g‡a¨ Ø›Ø _vK‡Z cv‡i, hv‡K ejv nq AvšÍte¨w³K Ø›Ø| e¨w³
ev e¨w³‡`i g‡a¨ ؛؇K AvšÍte¨w³K Ø›Ø ejv nq| m¤ú‡`i mxgve×ZvI ؇›Øi GKwU KviY Ges GwU A_©‰bwZK msNvZ bv‡g
cwiwPZ| Ø›Ø GKwU Lye mvaviY NUbv, wKš‘ KLbI KLbI GwU gvivZ¥K iƒc †bq|

(a) defined; (b) armed; (c) deaths; (d) within; (e) called; (f) among; (g) interpersonal; (h) cause; (i)
economic; (j) serious/aggressive
7. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
mankind be concern protection species spoil
endanger save mean destroy perish change
All species are important for maintaining ecological balance. If one is lost, the whole natural
environment gets (a)___. We should, therefore, (b)___ our wildlife to protect the environment
from being (c)___. Many countries are now taking action to protect their (d)___ wildlife. Mankind
must develop a (e)___ for wild creatures and must ensure that they will not (f)___. (g)___ wild
creatures means destroying ourselves. It is high time we (h)___ them. Love for animals (i)___ love
for (j)___.

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cwi‡ekMZ fvimvg¨ eRvq ivLvi Rb¨ mKj cÖRvwZ ¸iæZ¡c~Y©| GKwU nvwi‡q †M‡j cy‡iv cÖvK…wZK cwi‡ek e`‡j hvq| ZvB
cwi‡ek bó nIqv †_‡K i¶v Ki‡Z Avgv‡`i eb¨cÖvYx euvPv‡Z n‡e| A‡bK †`k GLb Zv‡`i wecbœ eb¨cÖvYx i¶vi Rb¨ c`‡¶c
wb‡”Q| gvbeRvwZi Aek¨B DwPZ eb¨ cÖvYxi Rb¨ wPšÍv Kiv Ges wbwðZ Ki‡Z n‡e †h Zviv hv‡Z aŸsm bv nq| eb¨ cÖvYx‡`i
aŸsm Kiv gv‡b wb‡R‡`i aŸsm Kiv| Zv‡`i i¶v Kivi mgq G‡m‡Q| cïi cÖwZ fvjevmv gv‡b gvbeRvwZi cÖwZ fvjevmv|

(a) changed; (b) save; (c) spoilt; (d) endangered; (e) concern; (f) perish; (g) Destroying; (h)
protected; (i) means; (j) mankind
8. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
make mentally proper society ideal spiritually
lead sympathetic develop kind prosperity developed
A student or learner can improve all his latent talents through the channel of proper education.
Proper education aims at (a)___ him not only physically but also mentally. Such education (b)___
him an (c)___ man, he can (d)___ both himself and society to the way of happiness and (e)___. A
properly educated man is (f)___, well-mannered and (g)___. Indeed (h)___ education makes him
(i)___ and spiritually (j)___.

GKRb QvÎ ev wk¶v_x© mwVK wk¶vi gva¨‡g Zvi mKj myß cÖwZfv‡K DbœZ Ki‡Z cv‡i| mwVK wk¶vi j¶¨ Zv‡K ïay
kvixwiKfv‡e bq gvbwmKfv‡eI M‡o †Zvjv| G ai‡bi wk¶v Zv‡K GKRb Av`k© gvbyl K‡i †Zv‡j, †m wbR Ges mgvR
Dfq‡KB myL I mg„w×i c‡_ wb‡q †h‡Z cv‡i| GKRb wkw¶Z gvbyl mnvbyf~wZkxj, m`vPvix Ges `qvjy nq| cÖK…Zc‡¶ mwVK
wk¶v Zv‡K gvbwmK I AvwZ¥Kfv‡e weKwkZ K‡i|

(a) developing; (b) making; (c) ideal; (d) lead; (e) prosperity; (f) sympathetic; (g) kind; (h) proper;
(i) mentally; (j) developed
9. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
recur safe opine aware develop precaution
minimize lie compulsory straight loss possibility
It's a matter of great concern that Bangladesh (a)___ in the active earthquake zone. Most of the
Bangladeshis are fully (b)___ of its severity. Experts are alarmed by the (c)___ of quakes during
recent years. But they give no (d)___ answer to the question of (e)___ about the buildings of
Dhaka city. Since there is every (f)___ of earthquakes in Bangladesh, experts call for taking
adequate (g)___ measures to (h)___ losses. Rajuk (i)___ that an earthquake-resistant building code
should be (j)___.

AZ¨šÍ D‡Ø‡Mi welq †h evsjv‡`k mwµq f~wgK¤ú A‡j i‡q‡Q| †ewkifvM evsjv‡`wkB Gi ZxeªZv m¤ú‡K© cy‡ivcywi AeMZ|
mv¤úªwZK eQi¸‡jv‡Z f~wgK‡¤úi cybive„wËi Kvi‡Y we‡klÁiv DwØMœ| wKš‘ XvKv kn‡ii feb¸‡jvi wbivcËvi cÖ‡kœ Zviv mivmwi
†Kv‡bv DËi †`q bv| †h‡nZy evsjv‡`‡k f~wgK‡¤úi m¤¢vebv i‡q‡Q, we‡klÁiv ¶q¶wZ Kgv‡bvi Rb¨ ch©vß mZK©Zvg~jK e¨e¯’v
MÖn‡Yi AvnŸvb Rvwb‡q‡Qb| f~wgK¤ú cÖwZ‡ivax wewìs †KvW ˆZwi Ki‡Z n‡e e‡j gZ †`q ivRDK|

(a) lies; (b) aware; (c) recurrence; (d) straight; (e) safety; (f) possibility; (g) precautionary; (h)
minimize; (i) opines; (j) developed
10. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.

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curious bravely discover progress coupled satisfy

spirit urge sees inspire resulted position
Man has an inborn thirst for knowledge. He is no more (a)___ with what he knows and (b)___. He
feels a great urge to know and (c)___. This (d)___ to know gets (e)___ with his indomitable (f)___
of adventure. It (g)___ him to undertake and carry out dangerous tasks (h)___ which eventually
(i)___ in epoch-making discoveries and inventions and led him in his long and arduous journey
from his helpless state of living in a cave to this present (j)___ of power and progress.

Áv‡bi Rb¨ gvby‡li Rb¥MZ Z„òv i‡q‡Q| †m hv Rv‡b Ges hv †`‡L Zv‡Z †m Avi mš‘ó bq| †m Rvbvi Ges Avwe®‹vi Kivi cig
ZvwM` Abyfe K‡i| Rvbvi GB †KŠZ~nj Zvi mvnwmKZvi A`g¨ †PZbvi mv‡_ wgwjZ nq| GUv Zv‡K mvnwmKZvi mv‡_
wec¾bK KvR¸‡jv MÖnY Ges m¤úv`b Ki‡Z AbycÖvwYZ K‡iwQj hvi d‡j †kl ch©šÍ hyMvšÍKvix Avwe®‹vi Ges D™¢veb n‡qwQj
Ges ¸nvq emev‡mi Amnvq Ae¯’v †_‡K ¶gZv I AMÖMwZi eZ©gvb Ae¯’v‡b Zvi `xN© Ges KwVb hvÎvq wb‡q G‡m‡Q|

(a) satisfied; (b) sees; (c) discover; (d) curiosity; (e) coupled; (f) spirit; (g) inspired; (h) bravely; (i)
resulted; (j) position
11. Read the following text and fill in the blanks with suitable words from the box. There are
some words than needed. Make any grammatical change if necessary.
varies appropriate considered playing class behaviour
used culture another constitute differences individual
A society's culture is made up of its ideas and mode of behaviour. Language, music, ideas about
bad and good, ways of (a)___ and working, tools and other objects (b)___ by the people (c)___ a
particular society's culture. Behavioural patterns (d)___ from individual to individual, class to
(e)___ and country to country. These (f)___ are called (g)___ differences. What is an (h)___
behaviour in one culture may be (i)___ very improper in (j)___ culture.

†Kv‡bv mgv‡Ri ms¯‹…wZ aviYv Ges AvPiY c×wZ Øviv MwVZ| fvlv, m½xZ, Lvivc Ges fvj m¤ú‡K© aviYv, ev`¨hš¿ evRv‡bv Ges
KvR Kivi Dcvq, miÄvg Ges Ab¨vb¨ hv wRwbm gvby‡li e¨envi GKwU wbw`©ó mgv‡Ri ms¯‹…wZ MVb K‡i| AvPiYMZ wb`k©b
e¨w³‡f‡`, †kÖYx‡f‡` Ges †`k‡f‡` cwiewZ©Z nq| GB cv_©K¨¸‡jv‡K mvs¯‹…wZK cv_©K¨ ejv nq| GK ms¯‹…wZ‡Z hv Dchy³
AvPiY Ab¨ ms¯‹…wZ‡Z Zv Lye AbywPZ e‡j we‡ewPZ n‡Z cv‡i|

(a) playing; (b) used; (c) constitute; (d) vary; (e) class; (f) differences; (g) cultural; (h) appropriate;
(i) considered; (j) another
12. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
lot given added recipient peace winners
distributed achievements awarded fields important gets
Nobel Prizes are awarded every year for outstanding achievements in the fields of science,
literature and for promoting world peace. Under this prize, the winner (a)___ a gold medal, a
certificate and a (b)___ of money. The Nobel Prize is the world's most (c)___ prize. This prize is
(d)___ in six (e)___, namely, physics, chemistry, literature, medicine, peace and economics.
Economics was (f)___ in the list in 1969 for the first time. One prize is (g)___ in each field. If
there are more than one (h)___ for the prize in one field, the prize money is equally (i)___ among
all the (j)___.

weÁvb, mvwnZ¨ Ges wek¦ kvwšÍi †¶‡Î Amvgvb¨ AR©‡bi Rb¨ cÖwZ eQi †bv‡ej cyi¯‹vi †`Iqv nq| GB cyi¯‹v‡ii Aax‡b, weRqx
GKwU ¯^Y©c`K, GKwU mvwU©wd‡KU Ges cÖPyi A_© cvq| †bv‡ej cyi¯‹vi we‡k¦i me‡P‡q ¸iæZ¡c~Y© cyi¯‹vi| c`v_©we`¨v, imvqb,

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mvwnZ¨, wPwKrmv, kvwšÍ I A_©bxwZ GB QqwU †¶‡Î GB cyi¯‹vi †`Iqv nq| 1969 mv‡j cÖ_gev‡ii g‡Zv ZvwjKvq A_©bxwZ hy³
nq| cÖwZwU †¶‡Î GKwU K‡i cyi¯‹vi †`Iqv nq| GKwU †¶‡Î cyi¯‹v‡ii Rb¨ GKvwaK cÖvcK _vK‡j, cyi¯‹v‡ii A_© mKj
weRqx‡`i g‡a¨ mgvbfv‡e fvM K‡i †`qv nq|

(a) gets; (b) lot; (c) important; (d) given; (e) fields; (f) added; (g) awarded; (h) recipient; (i)
distributed; (j) winners
13. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
shape decorating movement form imitate known
regarded additionally prized flexible practise decorative
The craft of folding papers to give them different shapes without any cutting or pasting is called
Oregami. Although not much is (a)___ about its origin. Oregami has been (b)___ in the orient.
Additionally, it has taken the (c)___ of art in Japan where it is (d)___ for (e)___ specially for the
ceremonies. (f)___ as a form of (g)___ plaything, Oregami takes the (h)___ of birds, fish, etc.
sometimes with (i)___ parts to imitate the (j)___ of real life objects.

KvMR fuvR K‡i †Kv‡bv cÖKvi KvUvKvwU ev AvVv Qvov wewfbœ AvKvi †`Iqvi KviæKvR‡K I‡iMvwg e‡j| hw`I Gi DrcwË m¤ú‡K©
Lye †ewk wKQy Rvbv hvqwb| cÖvP¨‡`‡k I‡iMvwgi PP©v n‡q‡Q| Dciš‘, GwU Rvcv‡bi wkí †_‡K †bIqv n‡q‡Q †hLv‡b GwU cyi¯‹…Z nq
we‡kl K‡i Abyôv‡bi AjsKi‡Yi Rb¨ | AvjsKvwiK †Ljvi GKwU iƒc wnmv‡e we‡ewPZ, I‡iMvwg ev¯Íe Rxe‡bi e¯Íyi MwZwewa
AbyKiY Ki‡Z KLbI KLbI cvwL, gvQ BZ¨vw`i AvKvi †bq Pjgvb Askhy³|

(a) known; (b) practised; (c) from; (d) prized; (e) decorative; (f) Regarded; (g) decorative; (h)
shapes; (i) flexible; (j) movement
14. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
rewarding scientist muscles except failed handicap
dishearten undergo move victim tremendous soar
Stephen Hawking, a great scientist, earned great reputation. His reputation (a)___ higher and
higher. But his fate did not follow with great (b)___ things. He (c)___ gradual loss of control over
(d)___ of his body. Simultaneously he fell (e)___ to Gehrig's disease. Since 30, he moved through
the wheelchair because he (f)___ to control his body (g)___ for some limited (h)___ of his head
and hands only. But such a (i)___ physical handicap could not (j)___ or show down him.

w÷‡db nwKs, gnvb weÁvbx, cÖPyi L¨vwZ AR©b K‡iwQ‡jb| Zvi L¨vwZ AviI evo‡Z _v‡K| wKš‘ Zvi fvM¨ djcÖm~ nq wb| wZwb
ax‡i ax‡i Zvi kix‡ii †ckxi Dci wbqš¿Y nvwi‡q †d‡jb| GKB m‡½ wZwb †MnwiM †iv‡M AvµvšÍ nb| 30 eQi †_‡K, wZwb
ûBj‡Pqv‡ii gva¨‡g PjvPj K‡ib KviY wZwb ïaygvÎ gv_v Ges nv‡Zi wKQy mxwgZ bovPov Qvov kixi wbqš¿Y Ki‡Z cvi‡Zb
bv| wKš‘ GZ eo kvixwiK cÖwZeÜKZv Zv‡K wbivk Ki‡Z ev awg‡q ivL‡Z cv‡iwb|

(a) soared; (b) rewarding; (c) underwent; (d) muscles; (e) victim; (f) failed; (g) except; (h)
movement; (i) tremendous; (j) dishearten

15. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
responsible insecticides mix poisonous flood filth
safe use throwing pollute waste polluting

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Water is one of the vital elements of environment. It is always being (a)___ by different kinds of
waste and (b)___. Farmers are (c)___ for water pollution because their (d)___ fertilizers and
insecticides (e)___ with water when rain and (f)___ occur. Industries (g)___ poisonous chemicals
into water. Water vehicles leave oil, food and human (h)___ also into water. Insanitary latrines and
(i)___ drains also play a role in (j)___ water.

e½vbyev`t cvwb cwi‡e‡ki Ab¨Zg ¸iæZ¡c~Y© Dcv`vb| wewfbœ ai‡bi eR©¨ I †bvsiv Øviv `~wlZ n‡”Q me©`v| K…lKiv cvwb `~l‡Yi
Rb¨ `vqx KviY Zv‡`i e¨eüZ mvi I KxUbvkK e„wó I eb¨vi mgq cvwb‡Z wg‡k| wkíKviLvbv¸‡jv cvwb‡Z welv³ ivmvqwbK
wb‡¶c K‡i| cvwbi hvbevnb †Zj, Lvevi Ges gvby‡li eR©¨I cvwb‡Z †d‡j| A¯^v¯’¨Ki j¨vwUªb Ges †bvsiv †Wªb¸‡jvI cvwb
`~wlZ Ki‡Z f~wgKv cvjb K‡i|

(a) polluted; (b) filth; (c) responsible; (d) used; (e) mix; (f) flood; (g) throw; (h) waste; (i)
unsafe/filthy; (j) polluting
16. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
obtain important present till dreams express
inseparable moment wake say everyday activities
Language plays a very important role in our life. We use language from the (a)___ we wake up in
the morning (b)___ we go to sleep. We use language not only during our (c)___ hours but also in
our (d)___. We use language to (e)___ what we feel and to (f)___ what we see. Language is also
used for (g)___ information. Shortly, language is ever (h)___ in our activities. It is (i)___ from our
(j)___ life.

fvlv Avgv‡`i Rxe‡b Lye ¸iæZ¡c~Y© f~wgKv cvjb K‡i| Avgiv mKv‡j Nyg †_‡K DVvi gyn~Z© †_‡K Nygv‡Z hvIqv ch©šÍ fvlv e¨envi
Kwi| †Kej RvMÖZ mg‡qB bq, ¯^‡cœI Avgiv fvlv e¨envi Kwi| Avgiv hv Abyfe Kwi Zv cÖKvk Ki‡Z Ges hv †`wL Zv ejvi
Rb¨ Avgiv fvlv e¨envi Kwi| Z_¨ cÖvwßi Rb¨I fvlv e¨envi Kiv nq| ms‡¶‡c, fvlv Avgv‡`i Kvh©Kjv‡c me©`v Dcw¯’Z
_v‡K| GUv Avgv‡`i ˆ`bw›`b Rxe‡b Awe‡”Q`¨|

(a) moment; (b) till; (c) waking; (d) dreams; (e) express; (f) say; (g) obtaining; (h) present; (i)
inseparable; (j) everyday
17. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
built responsible waste chemicals enjoy washed
mixed polluted chemical throwing like dumping
Water is another vital element of the environment. Man pollutes it by (a)___ waste and poisonous
chemicals into it. Farmers use (b)___ fertilizers and insecticides in their fields. Some of these
chemicals, (c)___ away by rain and floods, get (d)___ with water in rivers, canals and ponds.
Water is also (e)___ by mills and factories when they throw their toxic (f)___ and waste products
into rivers and canals. Water vehicles also pollute rivers by (g)___ oil, food waste and human
(h)___ into them. Insanitary latrines (i)___ on river and canal banks are also (j)___ for further
pollution.

cvwb cwi‡e‡ki Av‡iKwU ¸iæZ¡c~Y© Dcv`vb| gvbyl G‡Z eR©¨ Ges welv³ ivmvqwbK wb‡¶c K‡i GwU‡K `~wlZ K‡i| K…lKiv
Rwg‡Z ivmvqwbK mvi I KxUbvkK e¨envi K‡i| Gi g‡a¨ wKQy ivmvqwbK `ªe¨ e„wó I eb¨vq †f‡m wM‡q b`x, Lvj I cyKy‡ii
cvwb‡Z wg‡k hvq| Kj-KviLvbvi welv³ ivmvqwbK I eR©¨ c`v_© b`x I Lv‡j †dj‡jI cvwb `~wlZ nq| R‡ji hvbevnb b`x‡Z
†Zj, Lv`¨ eR©¨ Ges gvby‡li eR©¨ †d‡j b`x `~lY K‡i| b`x I Lv‡ji Zx‡i wbwg©Z A¯^v¯’¨Ki j¨vwUªb¸‡jv AviI `~l‡Yi Rb¨ `vqx|

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(a) throwing; (b) chemical; (c) washed; (d) mixed; (e) polluted; (f) chemicals; (g) dumping; (h)
waste; (i) built; (j) responsible
18. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
dominate opinion issues justice right know
lack subservient marriage finance consider say
Women in our society have always been considered subservient to men. The majority of houses
are being (a)___ usually by husbands. Women most often have no (b)___ in decision. Their (c)___
is not (d)___ necessary regarding important family (e)___ like education of their children,
marriage of their children, issues of (f)___ and property or even second (g)___ of their husbands.
Women (h)___ knowledge of their rights and do not (i)___ how and where to seek (j)___.

Avgv‡`i mgv‡R bvix‡K memgqB cyiæ‡li Aaxb g‡b Kiv n‡q‡Q| †ewkifvM evwo‡ZB mvaviYZ ¯^vgx‡`i AvwacZ¨ i‡q‡Q|
bvix‡`i †ewkifvM †¶‡ÎB wm×v‡šÍ †Kv‡bv e³e¨ _v‡K bv| mšÍvb‡`i wk¶v, mšÍvb‡`i we‡q, A_© I m¤úwËi mgm¨v ev GgbwK
Zv‡`i ¯^vgxi wØZxq weev‡ni g‡Zv ¸iæZ¡c~Y© cvwievwiK wel‡q Zv‡`i gZvgZ cÖ‡qvRbxq e‡j g‡b Kiv nq bv| bvix‡`i Zv‡`i
AwaKvi m¤ú‡K© Áv‡bi Afve i‡q‡Q Ges Kxfv‡e Ges †Kv_vq wePvi PvB‡Z nq Zv Rv‡b bv|

(a) dominated; (b) say; (c) opinion; (d) considered; (e) issues; (f) finance; (g) marriage; (h) lack; (i)
know; (j) justice
19. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
slopes colourful trunks shelter produce breathe
washed shade give take floods prevent
Trees are very useful to humans. They (a)___ the rich topsoil from being (b)___ away by rainwater
and (c)___. You can see trees being growing along mountain (d)___, on roadsides, and in parks
and gardens. Trees give us (e)___. They give life to a place with their (f)___ flowers, beautiful
leaves, fruits and thick (g)___. They provide (h)___ for birds and animals. They give us timber,
medicine, paper, gum and many other useful things. They take in carbon dioxide and (i)___
oxygen. As you know by now man needs oxygen to (j)___ and live.

MvQ gvby‡li Rb¨ LyeB DcKvix| e„wói Rj Ges eb¨v Øviv Dc‡ii mg„× gvwU ay‡q hvIqv †_‡K cÖwZ‡iva K‡i| Zywg cvnv‡oi
Xv‡j, iv¯Ívi av‡i Ges cvK© Ges evMv‡b MvQ¸‡jv‡K †`L‡Z cv‡”Qv| MvQ Avgv‡`i Qvqv †`q| iwOb dyj, my›`i cvZv, dj Ges
cyiæ KvÐ w`‡q GKwU RvqMv‡K Rxeb †`q| cvwL Ges cï‡`i AvkÖq cÖ`vb K‡i| Avgv‡`i KvV, Ilya, KvMR, AvVv Ges AviI
A‡bK `iKvix wRwbm †`q| Kve©b WvB A·vBW MÖnY K‡i Ges Aw·‡Rb mieivn K‡i| Zywg Rv‡bv †h gvby‡li k¦vm wb‡Z Ges
†eu‡P _vKvi Rb¨ Aw·‡Rb cÖ‡qvRb|

(a) prevent; (b) washed; (c) floods; (d) slopes; (e) shade; (f) colourful; (g) trunks; (h) shelter; (i)
produce; (j) breathe
20. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
engage shine honour truth follow preach
falsehood interest encourages call sooner speak
Truth always reigns in the world, falsehood may be prevailing for the time being. It will lose
(a)___ or later. Those who are (b)___ in preaching the truth, are (c)___ and loved by all. On the
contrary, those who feel (d)___ in telling lies, can never (e)___ in life. Islam always (f)___ its

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followers to (g)___ the truth. Our Prophet (Sm) spent his whole life to (h)___ the truth. So, he was
(i)___ Al-Amin. We should (j)___ his path.

c„w_ex‡Z mZ¨ me©`v ivRZ¡ K‡i, AvcvZ `„wó‡Z wg_¨v weivR Ki‡Z cv‡i| Zv kxNªB ev c‡i nvwi‡q hv‡e| hviv mZ¨ cÖPv‡i
wb‡qvwRZ, Zviv mK‡ji Kv‡Q m¤§vwbZ I wcÖq| wecix‡Z, hviv wg_¨v ejvi AvMÖn Abyfe K‡i, Zviv Rxe‡b KLbI D¾¡j n‡Z
cv‡i bv| Bmjvg me©`v Zvi Abymvix‡`i mZ¨ ej‡Z DrmvwnZ K‡i| Avgv‡`i bex (mvt) Zuvi cy‡iv Rxeb mZ¨ cÖPv‡i e¨q
K‡i‡Qb| ZvB Zv‡K Avj-Avwgb ejv n‡Zv| Avgv‡`i DwPZ Zvi c_ AbymiY Kiv|

(a) sooner; (b) engaged; (c) honoured; (d) interest; (e) shine; (f) encourages; (g) speak; (h) preach;
(i) called; (j) follow

1. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
result dump creature odour dispose waterborne
avert microphone toxic avoid fume determine
Every year, millions of people all over the world die unnecessarily as a result of pollution. These
unfortunate and (a)___ deaths are brought about by four specific factors. Firstly, air pollution from
factories, burning trash, and vehicle (b)___ cause pneumonia, bronchitis and other respiratory
(c)___disease. Then, water pollution from industrial discharge the indiscriminate (d)___ of toxic
chemicals, and the (e)___ of human waste into rivers and canals causes poisoning from vehicle
horns and (f)___ that might cause aggression and damage hearing. And finally, (g)___ pollution
from dumped or untreated human waste causes serious discomfort to our sense of smell, and
attracts disease-bearing (h)___ such as rats and flies. We should take (i)___ action to control these
problems and clean up the environment to (j)___ these unnecessary diseases.

cÖwZ eQi, mviv we‡k¦ j¶ j¶ gvbyl `~l‡Yi d‡j AKvi‡Y gviv hvq| GB `yf©vM¨RbK Ges Gov‡bv hvq Ggb g„Zz¨ PviwU wbw`©ó
Kvi‡Yi Øviv msNwUZ nq| cÖ_gZ, KjKviLvbvi evqy `~lY, AveR©bv †cvov‡bv Ges hvbevn‡bi †auvqv wbD‡gvwbqv, eª¼vBwUm Ges
Ab¨vb¨ k¦vmh‡š¿i RjevwnZ †iv‡Mi KviY| Zvic‡i, wkí †_‡K cvwb `~lY wbwe©Pv‡i welv³ ivmvqwbK wb®‹vkb, Ges b`x I Lv‡j
gvby‡li eR©¨ †djv Mvwoi nb© Ges gvB‡µv‡dvb †_‡K welwµqv m„wó K‡i hv AvMÖvmb Ges kÖeYkw³ ¶wZi KviY n‡Z cv‡i| Ges
cwi‡k‡l, Acwi‡kvwaZ gvbe eR©¨ †_‡K MÜ `~lY Avgv‡`i Nªv‡Yi Abyf‚wZ‡Z ¸iæZi A¯^w¯Í m„wó K‡i Ges Bu`yi Ges gvwQi g‡Zv
†ivM enbKvix cÖvYx‡K AvKl©Y K‡i| GB mgm¨v¸wj wbqš¿Y Ki‡Z Ges GB AcÖ‡qvRbxq †ivM¸wj Gov‡Z cwi‡ek cwi®‹vi Kivi
Rb¨ Avgv‡`i `„pcÖwZÁ c`‡¶c †bIqv DwPZ|

(a) avoidable; (b) fume; (c) waterborne; (d) disposal; (e) dumping; (f) microphone; (g) odour; (h)
creatures; (i) determined; (j) avert.
2. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
possible religion positive discourage tie yet
waste allow circular safe recruit though
To encourage female education, the government has taken some (a)___ steps such as giving
stipends to girl students, (b)___ more female teachers etc. (c)___ girls cannot receive the full
benefit of education mainly because of the following reasons. (d)___ misinterpretation and social
structures (e)___ girls from going to schools'. Even in urban schools girls are not (f)___ by many
parents to live in hostels for their daughters' (g)___. Early marriage and childbirth make women

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(h)___ to home with no (i)___ of going back to school. Any expenditure for sending girls to school
is considered a (j)___ by many parents whereas it is regarded as an investment in case of boys.

bvix wk¶v‡K DZ&mvwnZ Kivi Rb¨, miKvi wKQy BwZevPK c`‡¶c wb‡q‡Q †hgb †g‡q wk¶v_x©‡`i Dce„wË cÖ`vb, †ewk wkw¶Kv
wb‡qvM BZ¨vw`| ZeyI †g‡qiv g~jZ wbgœwjwLZ Kvi‡Y wk¶vi m¤ú~Y© myweav wb‡Z cvi‡Q bv| ag©xq Ace¨vL¨v Ges mvgvwRK
KvVv‡gv †g‡q‡`i ¯‹y‡j †h‡Z wbiærmvwnZ K‡i| GgbwK kn‡ii ¯‹y‡jI A‡bK evev-gv Zv‡`i †g‡q‡`i wbivcËvi Rb¨ †nv‡÷‡j
_vK‡Z †`q bv| evj¨weevn Ges mšÍvb cÖm‡ei d‡j †g‡q‡`i ¯‹y‡j wd‡i hvIqvi †Kv‡bv m¤¢vebv _v‡K bv KviY Zviv msmv‡ii
mv‡_ hy³ n‡q hvq | †g‡q‡`i ¯‹y‡j cvVv‡bvi LiP A‡bK Awffve‡Ki Øviv AcPq wn‡m‡e we‡ewPZ nq †hLv‡b †Q‡j‡`i †¶‡Î
GwU GKwU wewb‡qvM wnmv‡e we‡ewPZ nq|

(a) positive; (b) recruiting; (c) Yet; (d) Religious; (e) discourage; (f) allowed; (g) safety; (h) tie; (i)
possibility; (j) waste/wastage.
3. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
ecosystem hang example rise interrelated fixed balance
alter ecology world link know sake responsible
All things that make up the environment are (a)___. The way in which people, animals and plants
are related to one another and to their surroundings is (b)___ as ecology. The (c)___ is a complex
web that (d)___ animals, plants and every other life form in the biosphere. All these things (e)___
together. The system is in a steady state of dynamic (f)___ which means that by (g)___ any one
part of the web you can affect all the other parts. For (h)___, the destruction of forests may have
serious (i)___ consequences. It is the (j)___ of human beings to prevent the environment from
being spoilt.

cwi‡ek MVb K‡i Ggb mKj wRwbm ci¯úi m¤úK©hy³| †hfv‡e gvbyl, cÖvYx Ges MvQcvjv G‡K Ac‡ii mv‡_ Ges Pvicv‡ki
mv‡_ m¤úwK©Z Zv ev¯Íywe`¨v bv‡g cwiwPZ| ev¯ÍyZš¿ nj GKwU RwUj I‡qe/Rvj hv RxeRM‡Zi cÖvYx, MvQcvjv Ges Ab¨vb¨ mg¯Í
cÖvY‡K mshy³ K‡i| GB mg¯Í RwUj I‡qe wg‡jB RxeRMr MwVZ| GB me wRwbm GKmv‡_ mshy³| c×wZwU MwZkxj fvimv‡g¨i
GKwU w¯’i Ae¯’vq i‡q‡Q hvi A_© nj I‡q‡ei †h‡Kv‡bv GKwU Ask cwieZ©b K‡i Ab¨ mg¯Í Ask‡K cÖfvweZ Kiv hvq|
D`vniY¯^iƒc, eb aŸs‡mi fq¼i cwi‡ekMZ cwiYwZ n‡Z cv‡i| cwi‡ek bó nIqv †_‡K †iva Kiv gvby‡li `vwqZ¡|

(a) interrelated; (b) known; (c) ecosystem; (d) links; (e) hang; (f) balance; (g) altering; (h)
example; (i) ecological; (j) responsibility.
4. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
eloquent darkness awareness learn attain enlighten
choice intellectual purpose human sensibility parochialism
Education is the process by which our mind develops through formal (a)___ at an institution. It is
mental and (b)___ training. It provides opportunities of growth and helps to (c)___ challenges.
Moreover, the purpose of education is to (d)___ an individual. The aim of education is also to train
individuals to make right (e)___. It ennobles our mind and refines our (f)___. It broadens our
outlook and removes (g)___. It helps us to be (h)___ of our rights and responsibilities. Education
furnishes us with an (i)___ in expressing truth. Therefore, it is compared to light which dispels the
(j)___ of ignorance.

wk¶v Ggb GKwU cÖwµqv hvi gva¨‡g †Kv‡bv cÖwZôv‡b AvbyôvwbK wk¶vi Øviv Avgv‡`i gb weKwkZ nq| GUv gvbwmK Ges
eyw×e„wËK cÖwk¶Y| GUv e„w×i my‡hvM cÖ`vb K‡i Ges P¨v‡jÄ AR©‡b mnvqZv K‡i| Z`ycwi, wk¶vi D‡Ïk¨ GKRb e¨w³‡K

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Av‡jvwKZ Kiv| wk¶vi j¶¨ nj mwVK wKQz Kivi Rb¨ mKj‡K cÖwk¶Y †`Iqv| GUv Avgv‡`i gb‡K D¾xweZ K‡i Ges
Avgv‡`i ms‡e`bkxjZv‡K cwigvwR©Z K‡i| GUv Avgv‡`i `„wófw½‡K cÖmvwiZ K‡i Ges msKxY©Zv `~i K‡i| GUv Avgv‡`i
AwaKvi Ges `vwqZ¡ m¤ú‡K© m‡PZb n‡Z mvnvh¨ K‡i| wk¶v Avgv‡`i‡K mZ¨ cÖKv‡k evM¥xZv cÖ`vb K‡i| ZvB G‡K Av‡jvi
mv‡_ Zyjbv Kiv nq hv AÁZvi AÜKvi `~i K‡i|

(a) learning; (b) intellectual; (c) attain; (d) enlighten; (e) choices; (f) sensibility; (g) parochialism;
(h) aware; (i) eloquence; (j) darkness.
5. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
communicate be different convey message through
based same distribute form contrary direct
Electronic mail or "email" is the communication of textual message via electronic means. Another
mode of electronic (a)___ is telex. Telex communication (b)___ terminal to terminal. "Email"
(c)___ from telex as it (d)___ messages user to user (e)___ using the computer. Destined (f)___
are sent to the (g)___ terminal where an operator (h)___ it in a printed (i)___ in telex. On the
(j)___, "email" delivers its messages directly in an individual's electronic mail boxes based in
computer.

B‡jKUªwbK †gBj ev "B-†gBj" nj B‡jKUªwbK gva¨‡g cvV¨ evZ©vi Øviv †hvMv‡hvM| B‡jKUªwbK †hvMv‡hv‡Mi Av‡iKwU gva¨g
nj †U‡j·| †U‡j· †hvMv‡hvM Uvwg©bvj †_‡K Uvwg©bvj| "B‡gBj" †U‡j· †_‡K Avjv`v KviY GUv Kw¤úDUvi e¨envi K‡i
e¨enviKvixi Kv‡Q evZ©v †cŠu‡Q †`q| wba©vwiZ evZ©v¸‡jv GKB Uvwg©bv‡j cvVv‡bv nq †hLv‡b GKwU Acv‡iUi GwU‡K †U‡j‡·
gyw`ªZ AvKv‡i weZiY K‡i| wecix‡Z, "B‡gBj" evZ©v mivmwi GKRb e¨w³i Kw¤úDUvi wfwËK B‡jKUªwbK †gBj e‡· weZiY
K‡i|

(a) communication; (b) is; (c) differs; (d) conveys; (e) through; (f) messages; (g) same; (h)
distributes; (i) form; (j) contrary.
6. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
waste community sphere family returns women
educate develop children welfare mother sector
Education for the girls is essential for the development in all (a)___ of the society. So, investments
in the education of (b)___ will bring in greater (c)___ in the field of economic and social (d)___.
Educated women can contribute more to the family (e)___ than those who have no schooling.
Educated (f)___ are more likely to send their (g)___ to school and look after their health and
nutrition. Thus (h)___ women can contribute to the (i)___ development. On the other hand, failure
to educate women is a tremendous (j)___ of human resource.

mgv‡Ri mKj †¶‡Î Dbœq‡bi Rb¨ bvix wk¶v Acwinvh©| myZivs, bvix wk¶vq wewb‡qvM A_©‰bwZK I mvgvwRK Dbœq‡bi †¶‡Î
AviI †ewk mdjZv e‡q Avb‡e| hv‡`i wk¶v †bB Zv‡`i Zyjbvq wkw¶Z bvixiv cwiev‡ii Kj¨v‡Y †ewk Ae`vb ivL‡Z cv‡i|
wkw¶Z gv‡qi mšÍvb‡`i ¯‹y‡j cvVv‡bvi Ges Zv‡`i ¯^v¯’¨ I cywói hZœ †bIqvi m¤¢vebv †ewk| Gfv‡e wkw¶Z bvixiv cvwievwiK
Dbœq‡b Ae`vb ivL‡Z cv‡i| Ab¨w`‡K, bvix‡K wkw¶Z Ki‡Z cvivi e¨_©Zv gvbe m¤ú‡`i GK weivU AcPq|

(a) sectors/spheres; (b) women; (c) returns; (d) development; (e) welfare; (f) mothers; (g) children;
(h) educated; (i) community/family; (j) westage/waste.
7. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.

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read used tips see dots print

although touch develop bear way call
(a)___ blind people cannot (b)___, their sense of (c)___ becomes far more (d)___ than that of
most-sighted people. This ability was put to use by a brilliant man (e)___ Louis Braille. In the
early 19th century, he invented a (f)___ of writing which (g)___ his name. The Braille system
reproduces the letters of the alphabet by a series of (h)___ in certain positions which are raised on
the paper. The blind person runs the (i)___ of his fingers across the pages of the Braille book and
can work out the letters and numbers (j)___ there.

hw`I AÜiv †`L‡Z cvq bv, Z‡e Zv‡`i ¯ú‡k©i Abyf~wZ me‡P‡q †ewk `„wóm¤úbœ †jv‡Ki Zyjbvq A‡bK †ewk weKwkZ nq| GB
¶gZv jyB †eªBj bvgK GKRb †gavex e¨w³ e¨envi K‡iwQ‡jb| 19 kZ‡Ki †Mvovi w`‡K, wZwb †jLvi GKwU c×wZ Avwe®‹vi
K‡iwQ‡jb hv Zvi bvg enb K‡i| †eªBj wm‡÷g eY©gvjvi A¶i¸‡jv‡K KvM‡R DÌvwcZ wbw`©ó Ae¯’v‡b we›`yi GKwU wmwiR Øviv
cybM©Vb K‡i| AÜ e¨w³ †eªBj eB‡qi cvZv Ry‡o Zvi Av½yj emvb Ges †mLv‡b gyw`ªZ A¶i Ges msL¨v eyS‡Z cv‡ib|

(a) Although; (b) see; (c) touch; (d) developed; (e) called; (f) way; (g) bears; (h) dots; (i) tips; (j)
printed.
8. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
warming cut rise anticipation habitats increase extinction
recklessly severe imperative particularly catastrophe provide alarming
The destruction of forests and other (a)___ is causing the (b)___ of various plants and animals
everyday. In the last 25 years alone the world has lost one-third of its natural wealth. Forests are
being (c)___ down. Moreover, they are being burnt (d)___ resulting in an (e)___ in carbon dioxide
and ultimately the water level is (f)___ as a consequence of global (g)___. It is (h)___ that the new
century will face an overwhelming environment (i)___. It is therefore (j)___ to check the reckless
pollution of the environment.

eb I Ab¨vb¨ Avevm¯’j aŸs‡mi d‡j cÖwZw`b wewfbœ Dw™¢` I cÖvYx wejyß n‡q hv‡”Q| MZ 25 eQ‡i c„w_ex Zvi cÖvK…wZK
m¤ú‡`i GK-Z„Zxqvsk nvwi‡q‡Q| eb †K‡U †djv n‡”Q| Z`ycwi, †m¸‡jv †ec‡ivqvfv‡e †cvov‡bv n‡”Q hvi d‡j Kve©b WvB
A·vBW e„w× cv‡”Q Ges †kl ch©šÍ wek¦ Dòvq‡bi dj¯^iƒc cvwbi ¯Íi evo‡Q| bZyb kZvãx GKwU AcÖwZ‡iva¨ cwi‡ek wech©‡ qi
gy‡LvgywL n‡e e‡j aviYv Kiv n‡”Q| ZvB †ec‡ivqv cwi‡ek `~lY `gb Kiv Acwinvh©|

(a) habitats; (b) extinction; (c) cut; (d) recklessly; (e) increase; (f) rising; (g) warming; (h)
anticipated; (i) catastrophe; (j) imperative.
9. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
ready same proud blue depends rational
flesh mention inferior class birth work
Man's dignity depends upon his works. Man is a (a)___ being on earth. He is to (b)___ for others.
He should not be (c)___ if he is of (d)___ blood. He should be (e)___ to help any (f)___ of man.
The man whom he is helping may be (g)___ to him by (h)___. But after all, he is a man. He has
the (i)___ blood and flesh as the above (j)___ man.

e½vbyev`t gvby‡li gh©v`v wbf©i K‡i Zvi Kv‡Ri Dci| gvbyl c„w_ex‡Z GKwU wePvieyw×m¤ú~Y© Rxe| Zv‡K A‡b¨i Rb¨ KvR
Ki‡Z nq| D”P es‡ki n‡jI Zvi AnsKvi Kiv DwPZ bq| †h †Kvb †kÖYxi gvbyl‡K mvnvh¨ Kivi Rb¨ Zv‡K cÖ¯‘Z _vK‡Z n‡e|
†m hv‡K mvnvh¨ Ki‡Q †m eskMZfv‡e Zvi †_‡K wbPy n‡Z cv‡i| wKš‘ m‡e©vcwi, wZwb GKRb gvbyl| DwjøwLZ †jvKwUi g‡ZvB
Zvi i³-gvsm i‡q‡Q|

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(a) rational; (b) work; (c) proud; (d) blue; (e) ready; (f) class; (g) inferior; (h) birth; (i) same; (j)
mentioned.
10. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
recur safe opine aware develop precaution
minimize lie compulsory straight loss possibility
It's a matter of great concern that Bangladesh (a)___ in the active earthquake zone. Most of the
Bangladeshi are fully (b)___ of its severity. Experts are alarmed by the (c)___ of quakes during
recent years. But they give no (d)___ answer to the question of (e)___ about the buildings of
Dhaka city. Since there is every (f)___ of earthquakes in Bangladesh, experts call for taking
adequate (g)___ measures to (h)___ losses. Rajuk (i)___ that an earthquake resistant building code
should be (j)___.

AZ¨šÍ D‡Ø‡Mi welq †h evsjv‡`k mwµq f~wgK¤ú A‡j i‡q‡Q| †ewkifvM evsjv‡`wkB Gi ZxeªZv m¤ú‡K© cy‡ivcywi AeMZ|
mv¤úªwZK eQi¸‡jv‡Z f~wgK‡¤úi cybive„wËi Kvi‡Y we‡klÁiv DwØMœ| wKš‘ XvKv kn‡ii feb¸‡jvi wbivcËvi cÖ‡kœ Zviv mivmwi
†Kv‡bv DËi †`q bv| †h‡nZy evsjv‡`‡k f~wgK‡¤úi m¤¢vebv i‡q‡Q, we‡klÁiv ¶q¶wZ Kgv‡bvi Rb¨ ch©vß mZK©Zvg~jK e¨e¯’v
MÖn‡Yi AvnŸvb Rvwb‡q‡Qb| f~wgK¤ú cÖwZ‡ivax wewìs †KvW ˆZwi Ki‡Z n‡e e‡j gZ †`q ivRDK|

(a) lies; (b) aware; (c) recurrence; (d) straight; (e) safety; (f) possibility; (g) precautionary; (h)
minimize; (i) opines; (j) developed.
11. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
who health choice be develop enable
able ability importance face which know
Education is one of the basic need of a human being. It is (a)___ for the (b)___ of mind. Many
illiterate people do not have any (c)___ of health. If they (d)___ educated, they could live a (e)___
and planned life. Education teaches us how to live well. It (f)___ us to make the right (g)___ in
life. It enhances our (h)___ to perform our duties properly and (i)___ our everyday problems. In
fact, it is education (j)___ brings positive changes in our life.

wk¶v gvby‡li †gŠwjK Pvwn`vi GKwU| GUv g‡bi weKv‡ki Rb¨ ¸iæZ¡c~Y©| A‡bK wbi¶i gvby‡li ¯^v¯’¨ m¤ú‡K© †Kv‡bv Ávb †bB|
wkw¶Z n‡j Zviv my¯’ I cwiKwíZ Rxebhvcb Ki‡Z cviZ| wk¶v Avgv‡`i †kLvq wKfv‡e fv‡jvfv‡e euvP‡Z nq| GUv Avgv‡`i
Rxe‡b mwVK evQvB Ki‡Z m¶g K‡i| GwU Avgv‡`i `vwqZ¡ mwVKfv‡e cvjb Kivi Ges Avgv‡`i ˆ`bw›`b mgm¨vi gy‡LvgywL
nIqvi ¶gZv evovq| Avm‡j wk¶vB Avgv‡`i Rxe‡b BwZevPK cwieZ©b Av‡b|

(a) important; (b) development; (c) knowledge; (d) were; (e) healthy; (f) enables; (g)
choice/choices; (h) ability; (i) face; (j) which.
12. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
poisonous of preserve greatest be more
refresh stern by production contamination health
Food adulteration is one of the (a)___ problems in the recent time in our country. Different food
and food products, vegetables, fruits and fishes are being (b)___ (c)___ the unscrupulous and
profit monger businessmen and green grocers. However, we, the general people (d)___ the victims
(e)___ all sorts of pangs and serious diseases. The businessmen use (f)___ chemicals such as DDT,

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Aldrin, Heptachlor just to make their products (g)___ attractive or to (h)___ them for a long time.
So, it is time the authority concerned took (i)___ steps to stop such food adulteration. Proper
monitoring, supervision, and public awareness should be compulsory from (j)___ level to
consumers.

Lv‡`¨ †fRvj Avgv‡`i †`‡k mv¤úªwZK mg‡qi Ab¨Zg eo mgm¨v| wewfbœ Lv`¨ I Lv`¨cY¨, kvKmewR, djg~j I gvQ `~wlZ
n‡”Q Amvay I gybvdv‡Lvi e¨emvqx I meyR mewR e¨emvqx‡`i Øviv| Z‡e Avgiv mvaviY gvbyl me ai‡bi hš¿Yv I gvivZ¥K
†iv‡Mi wkKvi| e¨emvqxiv wWwWwU, AjwWªb, †nÞv‡K¬v‡ii g‡Zv welv³ ivmvqwbK e¨envi K‡i Zv‡`i cY¨‡K AvKl©Yxq Ki‡Z ev
`xN©w`b msi¶Y Ki‡Z| ZvB Lv‡`¨ †fRvj e‡Ü mswkøó KZ©…c‡¶i K‡Vvi c`‡¶c †bIqvi mgq G‡m‡Q| h_vh_ ch©‡e¶Y,
ZË¡veavb Ges Rbm‡PZbZv Drcv`b ¯Íi †_‡K †fv³v ch©šÍ eva¨Zvg~jK nIqv DwPZ|

(a) greatest; (b) contaminated; (c) by; (d) are; (e) of; (f) poisonous; (g) more; (h) preserve; (i) stern;
(j) production.
13. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
established transmitted simultaneously store base time mode
personal electronic communication easily improve sent actually
Email means (a)___ mail. It is an electronic (b)___ of communication. Email (c)___ is user to user
but telex communication is terminal to terminal. Telephone connection often takes a lot of time to
be (d)___ because both the caller and the called must be present (e)___. But email is a computer
(f)___ system and the messages that are (g)___ via the computer become (h)___ in the mail box of
an individual's (i)___ computer without the need of his being (j)___ present. Thus, email saves
both time and money.

B-†gBj gv‡b B‡jKUªwbK †gBj| GwU †hvMv‡hv‡Mi GKwU B‡jKUªwbK gva¨g| B-†gB‡j †hvMv‡hvM nq e¨enviKvix †_‡K
e¨enviKvix wKš‘ †U‡j· †hvMv‡hvM Uvwg©bvj †_‡K Uvwg©bvj| †Uwj‡dv‡b ms‡hvM ¯’vcb n‡Z A‡bK mgq jv‡M KviY KjKvix Ges
Kj MÖnbKvix Dfq‡KB GKB mv‡_ Dcw¯’Z _vK‡Z nq| wKš‘ B-†gBj nj GKwU Kw¤úDUvi wfwËK wm‡÷g Ges Kw¤úDUv‡ii
gva¨‡g †cÖiY Kiv evZ©v¸‡jv †Kv‡bv e¨w³i e¨w³MZ Kw¤úDUv‡ii †gBj e‡· Zvi Dcw¯’Z _vKvi cÖ‡qvRb QvovB msi¶Y Kiv
nq| myZivs, B‡gj mgq Ges A_© DfqB mvkÖq K‡i|

(a) electronic; (b) mode; (c) communication; (d) established; (e) simultaneously; (f) based; (g)
transmitted; (h) stored; (i) personal; (j) actually.
14. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
cheat tell story completely think rescue
make face care matter promise treat
Keeping promise given to anyone is a must though it takes much perseverance to keep promise
honestly. Since keeping promise is a (a)___ of remembrance, we should be (b)___ whenever we
make promises. While (c)___ an unavoidable danger, people usually (d)___ any promise only to
be (e)___ from the situation without perfect (f)___. After being rescued most people (g)___ forget
the promise given. A (h)___ about the Pied Piper of Germany (i)___ how the Piper was
deliberately (j)___ by the Mayor, who had made promises to give Piper one thousand guilders for
his work.

KvD‡K †`Iqv cÖwZkÖæwZ cvjb Kiv Avek¨K hw`I mZZvi mv‡_ cÖwZkÖæwZ ivL‡Z A‡bK Aa¨emvq jv‡M| †h‡nZy cÖwZkÖæwZ cvjb
Kiv GKwU ¯§iYxq welq, ZvB hLbB Avgiv cÖwZkÖæwZ Kwi ZLb Avgv‡`i mZK© _vKv DwPZ| Awbevh© wec‡`i gy‡LvgywL nIqvi
mgq, gvbyl mvaviYZ wbLyuZ wPšÍvfvebv QvovB cwiw¯’wZ †_‡K D×v‡ii Rb¨ †h †Kv‡bv cÖwZkÖæwZ †`q| D×v‡ii ci AwaKvsk gvbyl

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cÖ`Ë cÖwZkÖæwZ fy‡j hvq| Rvg©vwbi cvBW cvBcvi m¤ú‡K© GKwU Mí e‡j †h wKfv‡e eskxev`K B”QvK…Zfv‡e †gqi Øviv cÖZvwiZ
n‡qwQj, whwb eskxev`K‡K Zvi Kv‡Ri Rb¨ GK nvRvi wMìvi †`Iqvi cÖwZkÖæwZ w`‡qwQ‡jb|

(a) matter; (b) careful; (c) facing; (d) make; (e) rescued; (f) thinking/thought; (g) completely; (h)
story; (i) tells; (j) cheated.
15. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
all necessary budget use rise begins
follow answer have through careful carefully
Students should be strategic about their examination. It is (a)___ for an examinee to (b)___ some
instructions. He should go (c)___ the whole question before he (d)___ to write. He must make a
(e)___ of his time so that he can (f)___ enough time to answer (g)___ the questions. He must write
his answer (h)___. He should be (i)___ about his handwriting. He can (j)___ double spacing if his
handwriting is tiny or very large.

wk¶v_x©‡`i Zv‡`i cix¶vi wel‡q †KŠkjx n‡Z n‡e| cix¶v_x©i Rb¨ wKQy wb‡`©kbv †g‡b Pjv Avek¨K| †m wjL‡Z ïiæ Kivi
Av‡M Zv‡K cy‡iv cÖ‡kœi ga¨ w`‡q †h‡Z n‡e| Zv‡K Aek¨B mg‡qi GKwU ev‡RU ˆZwi Ki‡Z n‡e hv‡Z †m me cÖ‡kœi DËi
†`Iqvi Rb¨ h‡_ó mgq cvq| Zv‡K Aek¨B DËi mveav‡b wjL‡Z n‡e| nv‡Zi †jLvi cÖwZ hZœevb nIqv DwPZ| nv‡Zi †jLv
†QvU ev Lye eo n‡j †m wظY e¨eavb e¨envi Ki‡Z cv‡i|

(a) necessary; (b) follow; (c) through; (d) begins; (e) budget; (f) have; (g) all; (h) carefully; (i)
careful; (j) use.
16. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
accelerate gain isolate disastrous exist explore revolution
globe noble come add former communication successful
We have got many positive things during the last century. We have (a)___ tremendous
advancement in the field of science. For example, man has (b)___ landed on the moon. He is going
to (c)___ other planets. We have achieved (d)___ success in the field of information technology.
Now we can (e)___ to any part of the world in a second. The world has become a (f)___ village.
No nation is (g)___ from other countries. One country (h)___ to help other countries during the
time of (i)___. Science has certainly (j)___ the process of globalisation.

MZ kZvãx‡Z Avgiv A‡bK BwZevPK wRwbm †c‡qwQ| Avgiv weÁv‡bi †¶‡Î AmvaviY AMÖMwZ AR©b K‡iwQ| †hgb gvbyl mdjfv‡e
Puv‡` AeZiY K‡i‡Q| Ab¨vb¨ MÖn A‡š^lY Ki‡Z hv‡”Q| Z_¨cÖhyw³i †¶‡Î Avgiv ˆecøweK mvdj¨ AR©b K‡iwQ| GLb Avgiv
GK †m‡K‡Û c„w_exi †h‡Kv‡bv cÖv‡šÍ †hvMv‡hvM Ki‡Z cvwi| c„w_ex cwiYZ n‡q‡Q wek¦MÖv‡g| †Kv‡bv RvwZB Ab¨ †`k †_‡K
wew”Qbœ bq| `y‡h©v‡Mi mgq GK †`k Ab¨ †`k‡K mvnvh¨ Ki‡Z Av‡m| weÁvb Aek¨B wek¦vq‡bi cÖwµqv‡K Z¡ivwš^Z K‡i‡Q|

(a) gained; (b) successfully; (c) explore; (d) revolutionary; (e) communicate; (f) global; (g)
isolated; (h) comes; (i) disaster; (j) accelerated.
17. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
survive surroundings look escape method leaf
protect from different move colour fly
Animals must be able to (a)___ themselves from enemies in order to (b)___. Different animals
have (c)___ ways. Some animals have "protective colouring" that is their (d)___ changes to match

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their (e)___. Then common tree toad changes (f)___ gray to green when it (g)___ from the trunk
of a tree to a green (h)___. Similarly, the dead-leaf butterfly (i)___ being seen by its enemies
because it (j)___ like a dry leaf.

cÖvYx‡`i †eu‡P _vKvi Rb¨ kÎæ‡`i †_‡K wb‡R‡`i i¶v Ki‡Z m¶g n‡Z n‡e| wewfbœ cÖvYxi wewfbœ Dcvq Av‡Q| wKQy cÖvYxi
"cÖwZi¶vg~jK iO" _v‡K hv Pvicv‡ki mv‡_ wg‡j cwiewZ©Z nq| Zvici mvaviY Mv‡Qi e¨vO a~mi †_‡K mey‡R cwiewZ©Z nq
hLb GwU Mv‡Qi KvÐ †_‡K meyR cvZvq hvq| GKBfv‡e, g„Z-cvZvi cÖRvcwZ kÎæ‡`i †_‡K cvjv‡Z cv‡i KviY GwU ïK‡bv
cvZvi g‡Zv D‡o|

(a) protect; (b) survive; (c) different; (d) colour; (e) surroundings; (f) from; (g) moves; (h) leaf; (i)
escapes; (j) flies.
18. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
count enter change establish apt acknowledge presence
work reliance education recognize social unnecessary cocoons
One very conspicuous (a)___ in our society is the (b)___ of working women outside home course,
it has to be (c)___ that women have always worked within the household but this (d)___ is not
counted as "work". It is unfortunate that women's roles in agricultural societies have not been
(e)___ either. Whether it is due to economic necessity or the urge to (f)___ an individual identity
or both, nowadays many women are (g)___ the outside workforce. They are joining in a wide
range of professions. Moreover, it is not only (h)___ women who are (i)___ to work but women
with little or no education have come out of their (j)___ to earn and become self-reliant.

Avgv‡`i mgv‡R GKwU AZ¨šÍ my¯úó cwieZ©b nj N‡ii evB‡i Kg©Rxex gwnjv‡`i Dcw¯’wZ, GUv ¯^xKvi Ki‡Z n‡e †h gwnjviv
me©`v evwoi g‡a¨ KvR K‡i‡Qb wKš‘ GB KvRwU‡K "KvR" wnmv‡e MY¨ Kiv nq bv| `yf©vM¨RbK †h K…wl mgv‡RI bvixi f~wgKv
¯^xK…Z nqwb| Zv A_©‰bwZK cÖ‡qvR‡b †nvK ev ¯^Zš¿ cwiPq cÖwZôvi ZvwM` ev Dfq Kvi‡YB †nvK, AvRKvj A‡bK bvix evB‡ii
Kg©‡¶‡Î cÖ‡ek Ki‡Q| Zviv wewfbœ †ckvq hy³ n‡”Qb| AwaKš‘, ïaygvÎ wkw¶Z gwnjvivB bq hviv KvR Kivi Rb¨ Dchy³, Aí
ev †Kv‡bv wk¶v †bB Ggb gwnjvivI DcvR©b Ki‡Z Ges ¯^vej¤^x nIqvi Rb¨ Zv‡`i †Lvjm †_‡K †ewi‡q G‡m‡Qb|

(a) change; (b) presence; (c) acknowledged; (d) work; (e) recognized; (f) establish; (g) entering;
(h) educated; (i) apt; (j) cocoons.
19. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
drink eat available nutrition satisfy happen lack
need heart balanced knowledge preserve mind for
While (a)___ food we should bear in (b)___ that we don't eat just to (c)___ hunger or to fill the
belly. We eat to (d)___ our health. For good health a man (e)___ good food. Sometimes it so
(f)___ that people who live even in the midst of plenty do not eat the food they need for good
health because they have no (g)___ of science and health and (h)___. They do not know how to
select a (i)___ diet from the many foods that are (j)___ to them.

Lvevi LvIqvi mgq Avgv‡`i g‡b ivL‡Z n‡e †h Avgiv ïay ¶yav †gUv‡bvi Rb¨ ev †cU fiv‡bvi Rb¨ LvB bv| Avgiv ¯^v¯’¨ i¶vi
Rb¨ LvB| my¯^v‡¯’¨i Rb¨ GKRb gvby‡li fv‡jv Lvevi `iKvi| gv‡S gv‡S Ggb nq †h cÖvPz‡h©i g‡a¨ evm K‡iI my¯^v‡¯’¨i Rb¨
cÖ‡qvRbxq Lvevi Lvq bv KviY Zv‡`i weÁvb Ges ¯^v¯’¨ Ges cywó m¤ú‡K© Ávb †bB| Zviv Rv‡b bv wKfv‡e Zv‡`i Kv‡Q _vKv
A‡bK Lvevi †_‡K mylg Lv`¨ wbe©vPb Ki‡Z nq|

(a) eating; (b) mind; (c) satisfy; (d) preserve; (e) needs; (f) happens; (g) knowledge; (h) nutrition;
(i) balanced; (j) available.

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20. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
be malnutrition brave teenage thatched strong
land beg work occasion feeble marriage
Ayesha Begum has three sons and two daughters. Her husband was a (a)___ farmer. With great
effort, they (b)___ their daughters off by the time thy reached (c)___. The sons also started (d)___
with their father as day labourers when they were old enough to help. By the time, they (e)___
about seventeen years old, all of them had left to work in nearby towns to earn money. At first they
used to send money to their parents (f)___ but after getting married, they stopped sending money.
Ayesha Begum and her husband are now old and (g)___. Years of (h)___ and deprivation have
made them look older. All they are left with now is their broken little (i)___ house. Out of
desperation, Ayesha Begum has started (j)___.

Av‡qkv †eM‡gi wZb †Q‡j I `yB †g‡q| Zvi ¯^vgx wQ‡jb f~wgnxb K…lK| A‡bK †Póv K‡i, wK‡kvi eq‡m Zviv Zv‡`i †g‡q‡`i
we‡q w`‡q‡Q| mvnvh¨ Kivi eqm nIqvi ci †Q‡jivI Zv‡`i evevi mv‡_ w`bgRyi wnmv‡e KvR ïiæ K‡i‡Q| ZZw`‡b, Zv‡`i
eqm cÖvq m‡Z‡iv eQi, Zviv mevB A_© DcvR©‡bi Rb¨ KvQvKvwQ kn‡i KvR Ki‡Z P‡j wM‡q‡Q| cÖ_‡g gv-evevi Kv‡Q
gv‡Sg‡a¨ UvKv cvVv‡jI we‡qi ci †_‡K UvKv cvVv‡bv eÜ K‡i †`q Zviv| Av‡qkv †eMg I Zvi ¯^vgx GLb e„× I `ye©j| eQ‡ii
ci eQi Acywó Ges eÂbvq Zv‡`i AviI eq¯‹ †`Lvq| Zv‡`i Kv‡Q GLb Aewkó i‡q‡Q Zv‡`i fvOv †QvU L‡oi Ni| nZvkv
†_‡K Av‡qkv †eMg wf¶v Kiv ïiæ K‡i‡Qb|

(a) landless; (b) married; (c) teenage; (d) working; (e) were; (f) occasionally; (g) feeble; (h)
malnutrition; (i) thatched; (j) begging.
21. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
power violence slow control confine peace
handicap sound voice through limit gradually
Stephen gradually started losing (a)___ over the muscles of his body as he (b)___ became a victim
of Gehrig's disease. Since the age of thirty, he has been (c)___ to a wheelchair with no (d)___ to
control his body except for some (e)___ movement of his head and hands only. He can speak only
(f)___ a computer with a (g)___ synthesizer that converts his message into (h)___. But such a
tremendous physical (i)___ has not managed to dishearten or (j)___ him down.

†MnwiM †iv‡Mi wkKvi n‡q w÷‡db ax‡i ax‡i Zvi kix‡ii †ckxi Dci wbqš¿Y nviv‡Z ïiæ K‡ib| wÎk eQi eqm †_‡K, Zvi
kixi wbqš¿Y Kivi ¶gZv nvwi‡q ûBj‡Pqv‡i mxgve× wQ‡jb, ïaygvÎ gv_v Ges nv‡Zi wKQy mxwgZ bovPov Qvov | wZwb ïaygvÎ
GKwU f‡qm wm‡š’mvBRvihy³ Kw¤úDUv‡ii gva¨‡g K_v ej‡Z cv‡ib hv Zvi evZ©v‡K k‡ã iƒcvšÍwiZ K‡i| wKš‘ GZ eo kvixwiK
cÖwZeÜKZv Zv‡K wbivk Ki‡Z ev axi Ki‡Z cv‡iwb|

(a) control; (b) gradually; (c) confined; (d) power; (e) limited; (f) through; (g) voice; (h)
sound/sounds; (i) handicap; (j) slow.
22. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
solve ensure in vain address work must always
paramount originate uplift balance harass call never
(a)___ illiteracy problem is the (b)___ task of the hour. We must educate all of our people (c)___
our balanced development; otherwise all of our development plans must go (d)___. If we can
educate our people, half of our problems will be automatically (e)___. That's why, education is
(f)___ the nerve of development. All strength and power to (g)___ the development of the country
(h)___ from education. So, we (i)___ give topmost priority on education sector if we really want
the (j)__ of our dear motherland.

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wbi¶iZvi mgm¨v mgvavb Kiv GLbKvi cÖavb KvR| mylg Dbœqb wbwðZ Ki‡Z Avgv‡`i mKj‡K wkw¶Z n‡Z n‡e; Ab¨_vq
Avgv‡`i mKj Dbœqb cwiKíbv e„_v hv‡e| Avgiv hw` RbMY‡K wkw¶Z Ki‡Z cvwi Z‡e A‡a©K mgm¨v ¯^qswµqfv‡e mgvavb
n‡q hv‡e| ZvB wk¶v‡K ejv nq Dbœq‡bi mœvqy| †`‡ki Dbœq‡bi fvimvg¨ i¶vi mKj kw³-mvg_© wk¶v †_‡KB Drcbœ nq|
myZivs, Avgiv hw` mwZ¨B wcÖq gvZ„f~wgi DbœwZ PvB Z‡e wk¶v LvZ‡K Avgv‡`i m‡e©v”P AMÖvwaKvi w`‡Z n‡e|

(a) Addressing/To address; (b) paramount; (c) to ensure; (d) in vain; (e) solved; (f) called; (g)
balance; (h) originates; (i) must; (j) uplift.
23. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
earn merely chain from world raise and
dominate surplus rightful descend free arise fall
Liberty does not (a)___ upon a people; a people must (b)___ themselves to it. It is a fruit that must
be (c)___ before it can be enjoyed. That freedom means freedom only from foreign (d)___ is an
outworn idea. It is not (e)___ the government that should be free, but people themselves should be
free. And no (f)___ has any real value for the common men or women unless it also means
freedom from want, freedom from disease and freedom (g)___ ignorance. This is the main task
which confronts us if we are to take our (h)___ place in the modern (i)___. So, we must go
forward at a double pace bending all our resources (j)___ energies to this great purpose.

¯^vaxbZv †Kvb gvby‡li Dci AeZiY K‡i bv; Gi Rb¨ wb‡R‡`i‡K RvMÖZ Ki‡Z n‡e| GwU Ggb GKwU dj hv Dc‡fvM Kivi
Av‡M Aek¨B AR©b Ki‡Z n‡e| †mB ¯^vaxbZv gv‡b ïaygvÎ we‡`kx AvwacZ¨ †_‡K gyw³ GKwU RxY© aviYv| ïay miKvi‡K bq,
RbMY‡KI ¯^vaxb n‡Z n‡e| Ges mvaviY cyiæl ev gwnjv‡`i Rb¨ ¯^vaxbZvi †Kvb cÖK…Z g~j¨ †bB hw` bv Gi A_© nq Afve
†_‡K gyw³, †ivM †_‡K gyw³ Ges AÁZv †_‡K gyw³| hw` AvaywbK we‡k¦ Avgv‡`i mwVK ¯’vbwU wb‡Z PvB Z‡e GwUB cÖavb KvR
hv Avgv‡`i †gvKv‡ejv Ki‡Z n‡e| myZivs, Avgv‡`i GB gnvb D‡Ï‡k¨i Rb¨ Avgv‡`i mg¯Í m¤ú` Ges kw³ w`‡q wظY
MwZ‡Z GwM‡q †h‡Z n‡e|

(a) descend; (b) raise; (c) earned; (d) domination; (e) merely; (f) freedom; (g) from; (h)
rightful/right; (i) world; (j) and.
24. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
martyrdom lock intellect prevail clash shoot
conspire spirit killing enforce violate fail
One who lays down one's life for upholding the cause of the motherland, occupies the glorious
position of a (a)___. Shaheed Dr. Shamsuzzoha is such a proud son of our beloved motherland. He
was the first (b)___ who embraced martyrdom during the pre-liberation period of Bangladesh.
After the (c)___ of the trumped-up Agartala (d)___ case. Sergeant Zohurul Haque was killed in
prison by the Ayub Khan govt. in February 1969. Following the brutal killing, a flame of protest
ablazed throughout the then East Pakistan. A volatile situation also (e)___ in the Rajshahi city
where section 144 was (f)___ to prevent the agitating students from taking part in any protest. But
the students of Rajshahi University were (g)___ and bold enough to bring out a vigorous
procession (h)___ section 144 that subsequently led them to be (i)___ in the clash with the police
and the armed forces. The armed forces started to take up their positions against the students. Dr.
Zoha came forward to save the students and ultimately, he was (j)___ dead.

†h gvZ„f~wgi Rb¨ Rxeb DrmM© K‡i, †m knx‡`i †MŠiegq gh©v`vq AwawôZ nq| knx` W. kvgmy‡¾vnv Avgv‡`i wcÖq gvZ„f~wgi
Mwe©Z mšÍvb| wZwbB cÖ_g eyw×Rxex whwb evsjv‡`‡ki ¯^vaxbZv c~e©Kv‡j kvnv`vZ eiY K‡ib| ev‡bvqvU AvMiZjv lohš¿ gvgjvi

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e¨_©Zvi ci, AvBqye Lvb miKv‡ii nv‡Z mv‡R©›U Rûiæj nK KvivMv‡i nZ¨v nq 1969 mv‡ji †deªæqvwi‡Z| b„ksm nZ¨vKv‡Ði
ci, cÖwZev‡`i wkLv ZLbKvi c~e© cvwK¯Ívb Ry‡o R¡‡j I‡V| ivRkvnx bMix‡ZI GKwU Aw¯’wZkxj cwiw¯’wZ weivR K‡i †hLv‡b
Av‡›`vjbiZ wk¶v_x©‡`i cÖwZev‡` Ask wb‡Z evav †`Iqvi Rb¨ 144 aviv Rvwi Kiv n‡qwQj| wKš‘ ivRkvnx wek¦we`¨vj‡qi QvÎiv
144 aviv j•Nb K‡i †Rviv‡jv wgwQj †ei Kivi Rb¨ h‡_ó D`¨gx Ges mvnmx wQj hv cieZ©x‡Z cywjk I mk¯¿ evwnbxi mv‡_
msN‡l© Aeiæ× n‡q c‡o| mk¯¿ evwnbx wk¶v_x©‡`i weiæ‡× Ae¯’vb wb‡Z ïiæ K‡i| Qv·`i euvPv‡Z Wt †Rvnv GwM‡q Av‡mb Ges
†kl ch©šÍ Zv‡K ¸wj K‡i nZ¨v Kiv nq|

(a) martyr; (b) intellectual; (c) failure/failing; (d) Conspiracy; (e) prevailed; (f) enforced; (g)
spirited; (h) violating; (i) locked; (j) shot.
25. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
requiring provide interesting enthusiast factors ecology worship
season doing extinction habitat importance environment time
Bird-watching has been a favourite pastime for many nature-lovers. In the past, some birds (a)___
as messengers of the gods. Bird-watching these days (b)___ for the funs of finding out more about
our feathered friends. In recent years, birds have become the barometers of (c)___ changes around
us. Bird watchers have made (d)___ contributions towards (e)___ information about which birds
have vanished from which areas or become (f)___ altogether. They even are trying to find out the
factors which are having bad effects on their (g)___. Bird-watching (h)___ a lot of perseverance
and might cover days, months or years, through summer or winter, heat or rain to observe (i)___
habits of birds. Real (j)___ have even gone to remote islands to observe birds. Bird-watching is
quite well-known in many countries of the world.

cvwL-‡`Lv A‡bK cÖK…wZ‡cÖgx gvby‡li wcÖq we‡bv`b| AZx‡Z wKQy cvwL‡K †`eZv‡`i `~Z wn‡m‡e c~Rv Kiv n‡Zv| Avgv‡`i
cvjKhy³ eÜy‡`i m¤ú‡K© AviI Rvbvi Rb¨ AvRKvj cvwL-‡`Lv nq| mv¤úªwZK eQi¸‡jv‡Z, cvwL Avgv‡`i Pvicv‡k cwi‡ekMZ
cwieZ©‡bi e¨v‡ivwgUvi n‡q D‡V‡Q| †Kvb cvwL †Kvb GjvKv †_‡K AvswkK ev m¤ú~Y© wejyß n‡q‡Q †m m¤ú‡K© Z_¨ cÖ`v‡b cvwL
ch©‡e¶Kiv ¸iæZ¡c~Y© Ae`vb †i‡L‡Qb| GgbwK Zv‡`i evm¯’v‡bi Dci Lvivc cÖfve †dj‡Q Ggb KviY¸‡jv Lyu‡R †ei Kivi †Póv
Ki‡Q| cvwL †`Lvi Rb¨ A‡bK Aa¨emv‡qi cÖ‡qvRb nq Ges cvwL‡`i †gŠmygx Af¨vm ch©‡e¶Y Kivi Rb¨ w`b, gvm ev eQi,
MÖx®§ ev kxZ, Zvc ev e„wói ga¨ w`‡q †h‡Z nq| cÖK…Z Drmvnxiv cvwL ch©‡e¶Y Ki‡Z cÖZ¨šÍ Øx‡cI †M‡Qb| we‡k¦i A‡bK
†`‡kB cvwL †`Lvi welqwU †ek cwiwPZ|

(a) were worshipped; (b) is done; (c) ecological; (d) important; (e) providing; (f) extinct; (g)
habitation/habitats; (h) requires; (i) seasonal; (j) enthusiasts.

1. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
resting collect and cattle live migratory
local system signify provides benefits birds
Hakaluki Haor has both economic and non-economic (a)___. It (b)___ a wide range of (c)___ to
the local people. People (d)___ here can produce fish and rice, rear (e)___, buffalo and duck. They
can also (f)___ reeds (g)___ grass in the haor. the haor (h)___ also provides (i)___ place for the
(j)___ birds.

nvKvjywK nvI‡ii A_©‰bwZK I A-A_©‰bwZK ¸iæZ¡ i‡q‡Q| GwU ¯’vbxq RbMY‡K we¯Í…Z myweav cÖ`vb K‡i| GLv‡b emevmKvix
gvbyl gvQ I avb Drcv`b, Miæ, gwnl I nuvm cvjb Ki‡Z cv‡i| Zviv nvI‡i bjLvMov I Nvm msMÖn Ki‡Z cv‡i| nvIi e¨e¯’v
AwZw_ cvwL‡`i Rb¨ wekÖv‡gi RvqMvI cÖ`vb K‡i|

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(a) significance; (b) provides; (c) benefits; (d) living; (e) cattle; (f) collect; (g) and; (h) system; (i)
resting; (j) migratory.
2. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
call among define deaths cause interpersonal
nature serious within economic armed aggressive
Conflict can be (a)___ as clash of values and ideas among other things and the most serious form
of conflict is (b)___ clash that result in lots of (c)___ and casualties. There can be conflict (d)___
us, which is an (e)___ intrapersonal conflict . The conflict between or (f)___ persons is called
(g)___ conflict. Constraint of resources is also a (h)___ of conflict and it is known as (i)___
conflict. Conflict is a very common phenomenon, but sometimes it takes (j)___ forms.

msNvZ‡K Ab¨vb¨ wel‡qi g‡a¨ g~j¨‡eva Ges aviYvi msNl© wnmv‡e msÁvwqZ Kiv †h‡Z cv‡i Ges msNv‡Zi me‡P‡q ¸iæZi iƒc
nj mk¯¿ msNl© hvi d‡j cÖPyi g„Zz¨ I nZvn‡Zi NUbv N‡U| Avgv‡`i g‡a¨ Ø›Ø _vK‡Z cv‡i, hv‡K ejv nq AvšÍte¨w³K Ø›Ø| e¨w³
ev e¨w³‡`i g‡a¨ ؛؇K AvšÍte¨w³K Ø›Ø ejv nq| m¤ú‡`i mxgve×ZvI ؇›Øi GKwU KviY Ges GwU A_©‰bwZK msNvZ bv‡g
cwiwPZ| Ø›Ø GKwU Lye mvaviY NUbv, wKš‘ KLbI KLbI GwU gvivZ¥K iƒc †bq|

(a) defined; (b) armed; (c) deaths; (d) within; (e) called; (f) among; (g) interpersonal; (h) cause; (i)
economic; (j) serious/aggressive.
3. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
launch move constitute defeat form reins
enslave dead power listen request victors
The history of Bengal is the history of a people who have repeatedly made their highways crimson
with their blood. We shed blood in 1952; even though we were the (a)___ in the elections of 1954
we could not (b)___ a government then. In 1958, Ayub Khan declared Martial Law to (c)___ us
for the next ten years. In 1966, when we (d)___ the six-point movement our boys were shot (e)___
on 7 June. When after the (f)___ of 1969 Ayub Khan fell from (g)___ and Yahya Khan assumed
the (h)___ of the government and declared that he would give us a (i)___ and restore democracy;
we (j)___ to him then. A lot has happened since and elections have taken place.

evsjvi BwZnvm Ggb gvbyl‡`i BwZnvm hviv evievi Zv‡`i i³ w`‡q ivRc_ ivwO‡q‡Q| Avgiv 1952 mv‡j i³ w`‡qwQ; 1954
mv‡ji wbe©vP‡b Avgiv weRqx n‡qI miKvi MVb Ki‡Z cvwiwb| 1958 mv‡j, AvBqye Lvb Avgv‡`i‡K Zvi `v‡m cwiYZ Kivi
Rb¨ cieZ©x `k eQ‡ii Rb¨ mvgwiK AvBb †NvlYv K‡ib| 1966 mv‡j hLb Avgiv Qq `dv Av‡›`vjb ïiæ Kwi ZLb 7 Ryb
Avgv‡`i †Q‡j‡`i ¸wj K‡i nZ¨v Kiv nq| 1969 mv‡ji Av‡›`vj‡bi ci hLb AvBqye Lv‡bi ¶gZvi †_‡K cZb N‡U Ges
Bqvwnqv Lvb miKv‡ii `vwqZ¡MÖnY K‡ib Ges †NvlYv K‡ib †h wZwb Avgv‡`i msweavb †`‡eb Ges MYZš¿ cybiæ×vi Ki‡eb;
Avgiv ZLb Zvi K_v ïbjvg| Gici A‡bK wKQy n‡q‡Q Ges wbe©vPb n‡q‡Q|

(a) victors; (b) form; (c) enslave; (d) launched; (e) dead; (f) movement; (g) power; (h) reins; (i)
constitution; (j) listened.
4. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
history remember big ordinary together public
decide crowd retire exuberant contribute globe
Mandela's last major appearance on the (a)___ stage was in 2010 when he donned a cap in the
South African winter and rode on a golf cart, waving to an exuberant (b)___ of 90,000 at the

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soccer World Cup final, one of the (c)___ events in the country's post-apartheid (d)___. "I leave it
to the public to (e)___ how they should (f)___ me," he said on South African before his (g)___.
"But I should like to be remembered as an (h)___ South African who (i)___ with others has made
his humble (j)___."

wek¦ g‡Â g¨v‡Ûjvi †kl eo Dcw¯’wZ wQj 2010 mv‡j hLb wZwb `w¶Y Avwd«Kv‡Z GKwU kx‡Zi K¨vc c‡i Ges Mjd Kv‡U© P‡o
dyUej wek¦Kvc dvBbv‡j 90,000 D”Q¡wmZ RbZvi w`‡K nvZ †b‡owQ‡jb, hv †`‡ki eY©ev` cieZ©x BwZnv‡mi me‡P‡q eo
B‡f›U¸‡jvi g‡a¨ GKwU| Aemi †bIqvi Av‡M wZwb `w¶Y Avwd«Kvi wel‡q e‡jwQ‡jb, "Zviv Avgv‡K Kxfv‡e g‡b ivL‡eb Zv
Avwg RbM‡Yi Dci †Q‡o w`‡qwQ|"
"Z‡e Avwg GKRb mvaviY `w¶Y Avwd«Kvb wnmv‡e ¯§iY ivL‡Z PvB †h Ab¨‡`i mv‡_ Zvi ¶y`ª Ae`vb i‡q‡Q|"

(a) global; (b) crowd; (c) biggest; (d) history; (e) decide; (f) remember; (g) retirement; (h)
ordinary; (i) together; (j) contribution.
5. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
nightmare dreamer real passionate reverie whole
dream imagine haunting colour horrible appear
All of us know what a dream is. Generally we dream during our sleep. Dreams may (a)___ to be
short or long lasting. Sometimes we say, I dreamt for the whole night! But do we really (b)___ for
the whole night? Some dreams are sweet or (c)___. Some are horrible. When we dream something
extremely bad, we call it a (d)___. This is interesting that dreams have no (e)___. They are soft,
silvery and pleasant. Do you know how the words (f)___ and hallucination differ from dream? Do
you know day (g)___? What do they do? Does dream have any relation with (h)___? Do we
always dream during our sleep? The dream we have during the day time is called (i)___.
Sometimes we long for something so (j)___. We call that a dream as well.

¯^cœ wK Zv Avgiv mevB Rvwb| mvaviYZ Avgiv Ny‡gi mgq ¯^cœ †`wL| ¯^cœ ¯^í ev `xN©¯’vqx e‡j g‡b n‡Z cv‡i| gv‡S gv‡S ewj,
mvivivZ ¯^cœ †`Ljvg! wKš‘ Avgiv wK mwZ¨B mviv ivZ ¯^cœ †`wL? wKQy ¯^cœ wgwó ev fyZy‡o nq| wKQy fq¼i| Avgiv hLb Lye
Lvivc wKQy ¯^cœ †`wL, ZLb Avgiv Zv‡K `yt¯^cœ ewj| gRvi welq nj ¯^‡cœi †Kv‡bv iO †bB| G¸‡jv big, iƒcvwj Ges g‡bvig|
Avcwb wK Rv‡bb wKfv‡e Kíbv Ges Ag~jcÖZ¨¶ kã `ywU ¯^cœ †_‡K Avjv`v? Avcwb wK w`‡bi ¯^cœ`ªóv †P‡bb? Zviv wK K‡i?
ev¯Í‡ei mv‡_ ¯^‡cœi wK †Kv‡bv m¤úK© Av‡Q? Avgiv wK memgq Ny‡gi g‡a¨ ¯^cœ †`wL? w`‡bi †ejvq Avgiv †h ¯^cœ †`wL Zv‡K ejv
nq w`ev¯^cœ| KLbI KLbI Avgiv A‡bK Av‡e‡Mi mv‡_ wKQy Kivi AvKv•¶v Kwi| GUv‡KI Avgiv ¯^cœ ewj|

(a) appear; (b) dream; (c) haunting; (d) nightmare; (e) colour; (f) imagination; (g) dreamer; (h)
reality; (i) reverie; (j) passionately.
6. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
fight apartheid emancipation justice avoid support
icon help embody people hate lose
Nelson Mandela was a South African anti-apartheid revolutionary, politician and philanthropist.
He guided South Africa from the shackles of (a)___ to a multi-racial democracy, as an (b)___ of
peace and reconciliation who came to (c)___ the struggle for (d)___ around the world. Imprisoned
for nearly three decades for his (e)___ against white minority rule, Mandela never (f)___ his
resolve to fight for his people's (g)___. He was determined to bring down apartheid while (h)___ a
civil war. His prestige and charisma (i)___ him win the (j)___ of the world.

†bjmb g¨v‡Ûjv wQ‡jb `w¶Y Avwd«Kvi GKRb eY©ev` we‡ivax wecøex, ivRbxwZwe` Ges Rbwn‰Zlx| wZwb `w¶Y Avwd«Kv‡K
eY©‰el‡g¨i K…•Lj †_‡K eû-RvwZMZ MYZ‡š¿i w`‡K cwiPvwjZ K‡iwQ‡jb, kvwšÍ I cybwg©j‡bi cÖwZgv wnmv‡e whwb wek¦Ry‡o

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b¨vqwePv‡ii msMÖvg‡K g~Z© Ki‡Z G‡mwQ‡jb| †k¦Zv½ msL¨vjNy kvm‡bi weiæ‡× jovB‡qi Rb¨ cÖvq wZb `kK a‡i e›`x,
g¨v‡Ûjv KLbB Zvi RbM‡Yi gyw³i Rb¨ jovB Kivi msKí nvivbwb| wZwb M„nhy× Gwo‡q eY©‰elg¨ Kwg‡q Avb‡Z `„pcÖwZÁ
wQ‡jb| Zvi cÖwZcwË Ges Abb¨mvaviY cÖwZfv Zv‡K cy‡iv we‡k¦i mg_©b Rq Ki‡Z mvnvh¨ K‡iwQj|

(a) apartheid; (b) icon; (c) embody; (d) justice; (e) fight; (f) lost; (g) emancipation; (h) avoiding;
(i) helped; (j) support.
7. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
consider need foul conversation sure eat
meal social messy public sound like
Dinner is meant to be (a)___. Make sure you take part in the dinner (b)___, and also take note if it
seems like you're (c)___ much faster or much slower than everyone else. By the end of the meal,
some people take a few glasses of water in gulps and some people (d)___ it worthy to belch out
(e)___, which are weird. If drinking water is a (f)___, take in little sips without making any (g)___
and wipe your lips. Don't sneeze or make any (h)___ sounds to clean your throat in front of others.
Make (i)___ you are not scattering foods around your plate. Nobody likes to experience a (j)___
dining table around.

iv‡Zi Lvevi mvgvwRK nIqv DwPZ| wbwðZ Kiæb †h iv‡Zi Lvev‡i K‡_vcK_‡b Ask wb‡”Qb Ges g‡b ivL‡eb †h Avcwb Ab¨
mevi †P‡q A‡bK `ªæZ ev A‡bK ax‡i Lv‡”Qb e‡j g‡b n‡”Q wKbv| Lvevi †k‡l, A‡b‡KB K‡qK Møvm cvwb WMWM K‡i †L‡q
†bq Ges A‡b‡K cÖKv‡k¨ †XKyi †Zvjv †hvM¨ e‡j g‡b K‡i, hv A™¢yZ| hw` cvwb cvb Kiv cÖ‡qvRb nq, Zvn‡j †Kv‡bv kã bv
K‡i Aí Aí K‡i PygyK w`‡q Lvb Ges Avcbvi †VvuU gyQyb| A‡b¨i mvg‡b Mjv cwi®‹vi Kivi Rb¨ nuvwP †`‡eb bv ev †Kv‡bv
Lvivc kã Ki‡eb bv| wbwðZ Kiæb †h Avcwb Avcbvi †cø‡Ui Pvicv‡k Lvevi Qov‡”Qb bv| A‡MvQv‡jv WvBwbs †Uwej †`L‡Z
†KD cQ›` K‡i bv|

(a) social; (b) conversation; (c) eating; (d) consider; (e) publicly; (f) need; (g) sound; (h) foul; (i)
sure; (j) messy.
8. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
rumours fake victimize technology nonstop offence
punish harm anonymous threaten torture crime
Cyberbullying is the use of (a)___ to harass, threaten, embarrass, or target another person. A few
examples of cyberbullying are- causing someone (b)___ by posting unwanted or private
information, (c)___ a person by sending mean messages via emails, social networking websites
text of audio messages, spreading (d)___ via email or social networking sites, sharing
private/embarrassing pictures, creating (e)___ profiles, etc. Online bullying can be particularly
damaging and upsetting because it is usually (f)___ or hard to trace. It is also hard to control, and
the person being (g)___ has no idea how many people have seen teh messages or posts. People can
be tormented (h)___ whenever they check their devices or computers. In Bangladesh,
cyberbullying is no just an act to be scorned at but is an offence (i)___ under the Information and
Communication Technology (ICT) Act 2006. The punishment for such an (j)___ is imprisonment
and /or fine.

mvBevi eywjs nj cÖhyw³ e¨envi K‡i nqivwb, ûgwK, weeªZ Kiv ev †Kv‡bv e¨w³‡K Uv‡M©U Kiv| mvBevi eywjs Gi K‡qKwU D`vniY
nj- AevwÃZ ev e¨w³MZ Z_¨ †cv÷ K‡i KviI ¶wZ Kiv, B‡g‡ji gva¨‡g Lvivc evZ©v cvwV‡q †Kv‡bv e¨w³‡K ûgwK †`Iqv,
mvgvwRK †hvMv‡hvM gva¨‡g AwWI evZ©v, B‡gj ev mvgvwRK †hvMv‡hvM gva¨‡g ¸Re Qov‡bv, e¨w³MZ/weeªZKi Qwe †kqvi Kiv,
Rvj †cÖvdvBj ˆZwi Kiv, BZ¨vw`| AbjvBb eywjs †ewk ¶wZKviK Ges weiw³Ki n‡Z cv‡i KviY GwU mvaviYZ †ebvgx ev †Uªm
Kiv KwVb| GwU wbqš¿Y KivI KwVb, Ges †h e¨w³ wkKvi n‡”Q Zvi †Kvb aviYv †bB †h KZRb evZ©v ev †cv÷ †`‡L‡Q| hLbB

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†KD wWfvBm ev Kw¤úDUvi †PK K‡i ZLbB Zviv wkKvi n‡Z cv‡i| evsjv‡`‡k, mvBevi eywjs ïay wZi¯‹vi Kiv hvq Ggb †Kv‡bv
KvR bq, Z_¨ I †hvMv‡hvM cÖhyw³ (AvBwmwU) AvBb 2006 Gi Aax‡b kvw¯Í‡hvM¨ Aciva| GB ai‡bi Aciv‡ai kvw¯Í nj Kviv`Ð
Ges/A_ev Rwigvbv|

(a) technology; (b) harm; (c) threatening; (d) rumours; (e) fake; (f) anonymous; (g) victimized; (h)
nonstop; (i) punishable; (j) offence.
9. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
educated provide traditional impoverished define equal
focus protection funds negative prospect criticism
Ecotourism is broadly (a)___ as low impact travel to endangered and often undisturbed locations.
Its (b)___ is on learning about the environment, minimizing (c)___ impacts and contributing to
environmental (d)___. Ecotourism is different from (e)___ tourism because it allows the traveller
to become (f)___ about the areas-both in terms of the physical landscape and cultural
characteristics. It often provides (g)___ for conservation and benefits the economic development
of places that are often (h)___. Ecotourism aims at (i)___ tourists with a fantastic opportunity for
travel, which is enjoyable, responsible and interesting in (j)___ measure.

B‡KvU¨ywiRg‡K we¯Í…Zfv‡e msÁvwqZ Kiv nq wecbœ Ges cÖvqkB wbiew”Qbœ ¯’v‡b ågY wn‡m‡e| Gi D‡Ïk¨ cwi‡ek m¤ú‡K© †kLv,
†bwZevPK cÖfve nªvm Kiv Ges cwi‡ek myi¶vq Ae`vb ivLv| B‡KvU¨ywiRg cÖ_vMZ ch©Ub †_‡K Avjv`v KviY GUv ågYKvix‡K
†fŠZ f~`„k¨ Ges mvs¯‹…wZK ˆewkó¨ Dfq †¶‡ÎB GjvKv m¤ú‡K© wkw¶Z ÁvZ K‡i| GwU msi¶‡Yi Rb¨ Znwej mieivn K‡i Ges
cÖvqB `wi`ª ¯’vb¸‡jvi A_©‰bwZK Dbœq‡bi myweav †`q| B‡KvU¨ywiR‡gi j¶¨ ch©UK‡`i åg‡Yi Rb¨ GKwU `y`©všÍ my‡hvM cÖ`vb Kiv,
hv mgvb cwigv‡c Avb›``vqK, `vwqZ¡c~Y© Ges AvKl©Yxq|

(a) defined; (b) focus; (c) negative; (d) protection; (e) traditional; (f) educated; (g) funds; (h)
impoverished; (i) providing; (j) equal.
10. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
dynamic impact change beautiful function form
practical change call guidance traditional training
Craft is seen to be a (a)___ application of certain skills for producing objects of everyday use that
are often (b)___ to look at. People who practice a craft are (c)___ crafts persons or artisans who
pick up their skills under the (d)___ of older and more experienced artisans. The (e)___ they
receive is thus on-the-job, and artisans often come from the same family. A craftwork is a (f)___
object always evolving and always abreast of (g)___ tastes and needs. Changes in lifestyle and
material conditions have an (h)___ on craftworks and their production. But certain forms, motifs,
styles and aesthetic preferences (i)___ little over time, suggesting that a craftwork can (j)___ as a
stable signifier of community values and preferences over time.

Kviæwkí‡K ˆ`bw›`b e¨envh© e¯Íy ˆZwi Kivi Rb¨ wbw`©ó `¶Zvi e¨envwiK cÖ‡qvM wnmv‡e †`Lv nq hv †`L‡Z cÖvqkB my›`i| hviv
Kviæwkí Abykxjb K‡i Zv‡`i ejv nq Kviæwkíx ev KvwiMi, Zviv eq¯‹ Ges AwfÁ KvwiMi‡`i wb‡`©kbvq Zv‡`i `¶Zv AR©b
K‡i| Zviv Kv‡Ri gva¨‡gB cÖwk¶Y MÖnY K‡i Ges KvwiMiiv cÖvq GKB cwiev‡ii nq| Kviæwkí GKwU MwZkxj e¯Íy hv me©`v
weKwkZ nq Ges me©`v cwiewZ©Z ¯^v` Ges cÖ‡qvR‡bi mv‡_ wg‡j P‡j| Rxebaviv Ges e¯ÍyMZ Ae¯’vi cwieZ©b Kviæwkí Ges
Zv‡`i Drcv`‡bi Dci cÖfve †d‡j| wKš‘ wbw`©ó dg©, †gvwUd, ˆkjx Ges bv›`wbK cQ›` mg‡qi mv‡_ mv‡_ mvgvb¨ cwiewZ©Z
nq, GwU civgk© †`q †h Kviæwkí mg‡qi mv‡_ m¤úª`v‡qi g~j¨‡eva Ges cQ›`¸‡jvi w¯’wZkxj ms‡KZ wnmv‡e KvR Ki‡Z cv‡i|

(a) practical; (b) beautiful; (c) called; (d) guidance; (e) training; (f) dynamic; (g) changing; (h)
impact; (i) change; (j) function.

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11. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
commentary glorify consider including expression art
aim creative convey appreciate skills history
Art is generally understood as an (a)___ of human imagination and creative (b)___ in a range of
activities (c)___ painting, drawing, sculpture and architecture. The (d)___ of art is to evoke
feelings and emotions that are (e)___ aesthetic that is, concerned with beauty but art also can be a
form of social (f)___. A painting of sunset over the sea (g)___ nature, but one that shows a war
ravaged town can (h)___ a sense of anguish. Throughout the world people appreciate (i)___ for its
power to affect them in (j)___ ways.

wkí‡K mvaviYZ wPÎKjv, A¼b, fv¯‹h© Ges ¯’vcZ¨ mn wewfbœ wµqvKjv‡c gvby‡li Kíbv Ges m„Rbkxj `¶Zvi cÖKvk wnmv‡e
†evSv nq| wk‡íi j¶¨ nj Abyf~wZ Ges Av‡eM‡K RvwM‡q †Zvjv hv bv›`wbK e‡j we‡ewPZ nq, hv †mŠ›`‡h©i mv‡_ m¤úwK©Z Z‡e
wkí mvgvwRK fv‡l¨iI GKwU iƒc n‡Z cv‡i| mgy‡`ªi Dci m~h©v‡¯Íi GKwU wPÎKjv cÖK…wZ‡K gwngvwš^Z K‡i, wKš‘ hv hy× weaŸ¯Í
kni‡K †`Lvq Zv hš¿Yvi Abyf~wZ cÖKvk Ki‡Z cv‡i| m„Rbkxjfv‡e cÖfvweZ Kivi kw³i Rb¨ mviv wek¦ Ry‡o gvbyl wk‡íi
cÖksmv K‡i|

(a) expression; (b) skills; (c) including; (d) aim; (e) considered; (f) commentary; (g) glorifies; (h)
convey; (i) art; (j) creative.
12. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
receive aware combine fall enriches deviate
provide teach respect individual importance follow
Education not only (a)___ us with knowledge, abilities and skills, it also (b)___ us values. Values
can be (c)___, interpersonal, organizational or societal. Thus, students (d)___ good education
develop self-respect but also learn to (e)___ others; they know the (f)___ of honesty and learn to
trust others; they develop compassion and fellow feeling and become (g)___ of the need to protect
the environment. If students (h)___ the values they learn at home with those that the school gives
them, they will not (i)___ from the right path unless they (j)___ into bad company.

wk¶v Avgv‡`i ïay Ávb, †hvM¨Zv Ges `¶Zv w`‡qB mg„× K‡i bv, GwU Avgv‡`i g~j¨‡evaI †kLvq| g~j¨‡eva e¨w³MZ,
AvšÍte¨w³K, mvsMVwbK ev mvgvwRK n‡Z cv‡i| GBfv‡e, fv‡jv wk¶v MÖnYKvix wk¶v_x©iv AvZ¥m¤§vb weKvk K‡i wKš‘ Ab¨‡K
m¤§vb Ki‡ZI †k‡L; Zviv mZZvi ¸iæZ¡ Rv‡b Ges Ab¨‡`i wek¦vm Ki‡Z †k‡L; Zviv mnvbyf~wZ Ges Ac‡ii Rb¨ Abyf~wZ
weKvk K‡i Ges cwi‡ek i¶vi cÖ‡qvRbxqZv m¤ú‡K© m‡PZb nq| hw` wk¶v_x©iv evwo‡Z †kLv g~j¨‡ev‡ai mv‡_ ¯‹y‡ji †`Iqv
g~j¨‡eva‡K GKwÎZ K‡i Z‡e Zviv Lvivc m½ bv †c‡j mwVK c_ †_‡K weP¨yZ n‡e bv|

(a) enriches; (b) teaches; (c) individual; (d) receiving; (e) respect; (f) importance; (g) aware; (h)
combine; (i) deviate; (j) fall.
13. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
operations learn abilities offer right values
skills aim independent decide gain knowledge
Education gives us knowledge and a set of (a)___ to function meaningfully in life, such as the
ability to (b)___ things rationally and make the (c)___ choices. As we learn how to read, write and
do the basic (d)___ of arithmetic, we (e)___ a degree of self-confidence. We (f)___ to think for
ourselves and articulate our thoughts; we pick up (g)___ to communicate with others and manage
our affairs well. Education helps us think (h)___ and make our own opinions. As we know more
about the world, we appreciate the good things it (i)___ us but also become critical of the
deviations from the (j)___ it imparts and the rise of hatred or conflict that follows.

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wk¶v Rxe‡b A_©c~Y©fv‡e KvR Kivi Rb¨ Ávb Ges ¶gZvi †mU cÖ`vb K‡i, †hgb hyw³hy³fv‡e wm×všÍ †bIqvi Ges mwVK cQ›`
Kivi ¶gZv| Avgiv hLb cvwUMwY‡Zi †gŠwjK wµqvKjvc co‡Z, wjL‡Z Ges Ki‡Z wkwL, ZLb Avgiv wKQyUv AvZ¥wek¦vm
AR©b Kwi| wb‡R‡`i Rb¨ wPšÍv Ki‡Z Ges wPšÍv cÖKvk Ki‡Z wkwL; Ab¨‡`i mv‡_ †hvMv‡hvM Kivi `¶Zv AR©b Kwi Ges
welqvw` fvjfv‡e cwiPvjbv Kwi| wk¶v Avgv‡`i ¯^vaxbfv‡e wPšÍv Ki‡Z Ges wbR¯^ gZvgZ ˆZwi Ki‡Z mvnvh¨ K‡i| wek¦
m¤ú‡K© AviI Rvbvi gva¨‡g GwU †h fvj wRwbm¸‡jv cÖ`vb K‡i Avgiv Zvi cÖksmv Kwi, Z‡e GwU †h g~j¨‡eva cÖ`vb K‡i Zvi
†_‡K weP¨ywZ Ges Gi c‡i N„Yv ev msNv‡Zi DÌv‡bi mgv‡jvPbvI Kwi|

(a) abilities; (b) decide; (c) right; (d) operations; (e) gain; (f) learn; (g) skills; (h) independently; (i)
offers; (j) values.
14. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
screaming blankly shatter flash appear impatiently
unquiet smile pause sway sadly artillery
Suddenly the peaceful setting turned (a)___. Birds started (b)___. Trees started to (c)___ from one
side to another. The roaring sound of the helicopters (d)___ the silence. A searchlight (e)___
suddenly. A soldier (f)___ from the nearby bushes and asked the old man "Who are you?" The old
man answered (g)___ "I'm not a soldier." The soldier laughed. "What do you do?" he asked
impatiently. The old man (h)___ and said, "I look after animals." Then he (i)___ for a moment and
said sadly "I had to leave because of (j)___."

nVvr K‡iB kvšÍ cwi‡ekUv D‡ËwRZ n‡q †Mj| cvwL wPrKvi ïiæ Ki‡jv| MvQ¸‡jv GKcvk †_‡K Ab¨ w`‡K `yj‡Z ïiæ Ki‡jv|
†nwjKÞv‡ii MR©‡bi k‡ã bxieZv †f‡O †Mj| nVvr GKUv mvP©jvBU R¡‡j DVj| cv‡ki †Svc †_‡K GKRb ˆmb¨ G‡m e„ׇK
wR‡Ám Kij, Avcwb †K? e„× †jvKwU Lvwj Reve w`j "Avwg ˆmwbK bB|" ˆmwbK nvmj| "Avcwb wK K‡ib?" †m A‰ah© n‡q
wR‡Ám Kij| e„× †jvKwU †n‡m ejj, "Avwg c︇jv †`Lv‡kvbv Kwi|" Zvici wZwb GK gyn~Z© †_‡g `yt‡Li mv‡_ ej‡jb,
"Kvgv‡bi Kvi‡Y Avgv‡K P‡j †h‡Z n‡qwQj|"

(a) unquiet; (b) screaming; (c) sway; (d) shattered; (e) flashed; (f) appeared; (g) blankly; (h)
smiled; (i) paused; (j) artillery.
15. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
culture combine music uninfluenced springs include
quality call create community describe rich
Folk music consists of songs and music of community that are uninfluenced by any sophisticated
musical rules or any standard music styles. Bangladesh has a heritage of (a)___ folk music which
(b)___ both religious and secular songs. Folk music may be (c)___ as that type of ancient music
which (d)___ from the heart of (e)___, based on their natural style of expression (f)___ by the
rules of classical music and modern popular songs. Any mode or form (g)___ by the combination
of tune, voice and dance may be described as (h)___. Thus, the combination of folk song, folk
dance and folk tune may be (i)___ folk music. For example, Baul songs are a (j)___ of tune, music
and dance.

†jvKmsMxZ †mme m¤úª`v‡qi Mvb Ges m½xZ wb‡q MwVZ hviv †Kv‡bv cwikxwjZ ev`¨h‡š¿i wbqg ev †Kv‡bv Av`k© m½xZ ˆkjx
Øviv cÖfvweZ nq bv| evsjv‡`‡ki mg„× †jvKmsMx‡Zi HwZn¨ i‡q‡Q hvi g‡a¨ i‡q‡Q ag©xq Ges ag©wbi‡c¶ Dfq Mvb| kv¯¿xq
m½xZ Ges AvaywbK RbwcÖq Mv‡bi wbq‡gi Øviv cÖfvweZ bv n‡q ¯^vfvweK cÖKvk ˆkjxi Dci wfwË K‡i †jvKmsMxZ‡K †mB
ai‡Yi cÖvPxb m½xZ wnmv‡e eY©bv Kiv †h‡Z cv‡i hv m¤úª`vq¸‡jvi ü`q †_‡K D™¢~Z nq| myi, KÉ Ges b„‡Z¨i mswgkÖ‡Y ˆZwi
†h †KvbI aiY ev iƒc‡K m½xZ wnmv‡e eY©bv Kiv †h‡Z cv‡i| ZvB †jvKMvb, †jvKb„Z¨ I †jvK my‡ii mgš^q‡K †jvKm½xZ ejv
†h‡Z cv‡i| †hgb evDj Mvb nj myi, m½xZ I b„‡Z¨i mgš^q|

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(a) rich; (b) includes; (c) described; (d) springs; (e) community; (f) uninfluenced; (g) created; (h)
music; (i) called; (j) combination.
16. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
sing create include combination deep have
relate different spring differ important acceptable
Bangladesh has a heritage of rich folk music (a)___ both religious and secular songs. Folk music
usually (b)___ from the (c)___ of the heart of a community. Folk music means the (d)___ of folk
song, dance and tune that are (e)___ on the basis of country, festivals, natural beauty, rural and
riverine life. In Bangladesh folk music (f)___ from region to region and so there are the northern
Bhawaiya, the eastern Bhatiyali and the southern Baul songs in our country. The culture of (g)___
tribes has influenced folk music. Folk music that has a lot of characteristics is (h)___ by rural folk.
Mystical songs (i)___ to folk songs have been composed using the metaphors of rivers and boats.
In short, the (j)___ of folk music in our country is beyond description.

evsjv‡`‡k ag©xq I ag©wbi‡c¶ Dfq Mv‡b mg„× †jvKmsMx‡Zi HwZn¨ i‡q‡Q| †jvKmsMxZ mvaviYZ GKwU m¤úª`v‡qi ü`‡qi
MfxiZv †_‡K D™¢~Z nq| †jvKmsMxZ ej‡Z †`k, Drme, cÖvK…wZK †mŠ›`h©, MÖvgxY I b`xgvZ„K Rxeb‡K †K›`ª K‡i m„ó
†jvKMvb, b„Z¨ I my‡ii mgš^q| evsjv‡`‡k †jvKmsMxZ AÂj‡f‡` wfbœ wfbœ ZvB Avgv‡`i †`‡k Dˇii fvIqvBqv, c~‡e©i
fvwUqvwj Ges `w¶‡Yi evDj Mvb i‡q‡Q| wewfbœ DcRvwZi ms¯‹…wZ †jvKm½xZ‡K cÖfvweZ K‡i‡Q| †h †jvKmsMx‡Z A‡bK
ˆewkó¨ i‡q‡Q Zv MÖvgxY †jv‡Kiv Mvq| b`x I †bŠKvi iƒcK e¨envi K‡i †jvKMv‡bi mv‡_ m¤úwK©Z gigx Mvb iwPZ n‡q‡Q|
ms‡ÿ‡c, Avgv‡`i †`‡k †jvKmsMx‡Zi ¸iæZ¡ eY©bvi evB‡i|

(a) including; (b) springs; (c) depth; (d) combination; (e) created; (f) differs; (g) different; (h) sung;
(i) related; (j) importance.
17. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
images delight phenomenon dreaming dreams very
desires find that theories brought and
Dreams are psychological aspects. Over the years, scientists have (a)___ the topic under empirical
research. (b)___, thoughts and emotions are the (c)___ that dominate dreams. Vivid or (d)___
vague, dreams are full of (e)___ emotions or terrifying images (f)___ we see during our sleep.
(g)___ is essential to mental, emotional (h)___ physical welfare. Dreams represent unconscious
(i)___ thoughts and motivations. Conscious thoughts (j)___ their way into dreams. Different
theories have been developed about dreams. Sigmund Freud interprets dream in psychoanalytic
perspective.

¯^cœ nj gb¯ÍvwË¡K w`K| eQ‡ii ci eQi a‡i, weÁvbxiv welqwU‡K cix¶vg~jK M‡elYvi AvIZvq wb‡q G‡m‡Qb| wPÎ, wPšÍvfvebv
Ges Av‡eM Ggb NUbv hv ¯^cœ‡K cÖvavb¨ †`q| D¾¡j ev Lye A¯úó, ¯^cœ Avb›``vqK Av‡eM ev fq¼i wPÎ w`‡q c~Y© hv Avgiv
Avgv‡`i Ny‡gi mgq †`wL| gvbwmK, Av‡eM Ges kvixwiK Kj¨v‡Yi Rb¨ ¯^cœ Acwinvh©| ¯^cœ A‡PZb B”Qv, wPšÍv Ges †cÖiYvi
cÖwZwbwaZ¡ K‡i| m‡PZb wPšÍv ¯^‡cœ c_ Lyu‡R cvq| ¯^cœ m¤ú‡K© wewfbœ ZË¡ ˆZwi Kiv n‡q‡Q| wmMgyÛ d«‡qW g‡bvwe‡kølYxq
`„wó‡Kv‡Y ¯^‡cœi e¨vL¨v K‡i‡Qb|

(a) brought; (b) Images; (c) phenomena; (d) very; (e) delightful; (f) that; (g) Dreaming; (h) and; (i)
desires; (j) find.

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18. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
eve drink body important journey travel
that in narrates cannot clean have
Coleridge's poem, a ballad, (a)___ the harrowing sea-voyage of an old mariner who at one point of
his (b)___ didn't have any water to (c)___ because of a curse. Cursed or not, we know how (d)___
drinking water is in our life. We know we (e)___ survive without it. In fact, two-thirds of our
(f)___ is made up of water. Not for nothing is it said (g)___ the other name of water is life. Is there
a crisis (h)___ our time with regard to access to (i)___ drinking water? The United Nations in a
meeting on the (j)___ of the new millennium identified the drinking water problem as one of the
challenges for the future.

K‡jwi‡Ri KweZv, GKwU MxwZbvU¨, GKRb e„× bvwe‡Ki hš¿Yv`vqK mgy`ª-hvÎv eY©bv K‡i hvi hvÎvi GK ch©v‡q Awfkv‡ci
Kvi‡Y cvb Kivi g‡Zv cvwb wQj bv| Awfkß ev bv, Avgiv Rvwb cvbxq Rj Avgv‡`i Rxe‡b KZUv ¸iæZ¡c~Y©| Avgiv Rvwb GUv
Qvov Avgiv euvP‡Z cvie bv| Avm‡j Avgv‡`i kix‡ii `yB-Z„Zxqvsk cvwb w`‡q MwVZ| AKvi‡Y ejv nq bv cvwbi Aci bvg
Rxeb| weï× cvbxq Rj cvIqvi †¶‡Î Avgv‡`i wK †Kv‡bv msKU Av‡Q? bZyb mn¯ªv‡ãi cÖv°v‡j RvwZmsN GKwU ˆeV‡K cvbxq
R‡ji mgm¨v‡K fwel¨‡Zi Ab¨Zg P¨v‡jÄ wn‡m‡e wPwýZ K‡i‡Q|

(a) narrates; (b) journey; (c) drink; (d) important; (e) cannot; (f) body; (g) that; (h) in; (i) clean; (j) eve.
19. Read the following text and fill in the blanks with suitable words from the box. There are
more words than needed. Make any grammatical change if necessary.
Nemea succeed reputation immense Mycenae
terrible monster immortal legendary slay
Hercules, the son of Jupiter and Alcmena, was a (a)___ figure in Greek myth. He was credited
with (b)___ strength and incredible courage. When the king of (c)___ ordered him to (d)___ a
ferocious lion in the valley of (e)___, he (f)___ in killing the beast. Later, he saved the people of
Argos by killing a (g)___ monster called Hydra. The (h)___ was said to be immortal. But finally
he killed the (i)___ beast. Thus Hercules was (j)___ throughout the world.

RywcUvi Ges AvjK‡gbvi cyÎ nviwKDwjm MÖxK cyiv‡Yi GKRb wKse`wšÍ e¨w³Z¡ wQ‡jb| wZwb Acwi‡gq kw³ Ges Awek¦vm¨
mvn‡mi AwaKvwi wQ‡jb| hLb gvB‡mbvi ivRv Zv‡K †bwgqv DcZ¨Kvq GK wns¯ª wmsn‡K nZ¨v Kivi wb‡`©k †`b, ZLb wZwb
Rš‘wU‡K nZ¨v Ki‡Z mdj nb| c‡i, wZwb nvBWªv bvgK GK fqvbK `vbe‡K nZ¨v K‡i Av‡M©v‡mi gvbyl‡K i¶v K‡iwQ‡jb|
ˆ`Z¨wU‡K Agi ejv n‡Zv| wKš‘ Ae‡k‡l wZwb Agi Rš‘wU‡K nZ¨v K‡ib| Gfv‡e nviwKDwjm mviv we‡k¦ mybvg AR©b K‡iwQ‡jb|

(a) legendary; (b) immense; (c) Mycenae; (d) slay; (e) Nemea; (f) succeeded; (g) terrible; (h)
monster; (i) immortal; (j) reputed.

5. Fill in the blanks with appropriate words in each gap. 1×10=10

cix¶vq Avmvi gZ me‡P‡q ¸iæZ¡c~Y© Ggb 20wU Cloze Test without clues †`qv n‡jv | cÖ_‡g G¸‡jv c‡o †kl Ki‡e,
Zvici evwK Av‡iv †h¸‡jv †`Iqv Av‡Q †m¸‡jv †`‡L †b‡e|
1. Fill in the blanks with appropriate words in each gap.
A large number of people (a)___ English all over the world. Some people use it as a (b)___
language and some people take it as a (c)___ language. Many international (d)___ now depend on
English to (e)___ with offices in different countries. Their advertisements published in different
(f)___ are always in (g)___. They also want people who possess a good (h)___ knowledge of
English. People seeking employment (i)___ expect to get good job without (j)___ English.

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we‡k¦ wecyj msL¨K gvbyl Bs‡iwR‡Z K_v e‡j| wKQy †jvK GwU‡K cÖ_g fvlv wnmv‡e e¨envi K‡i Ges wKQy †jvK GwU‡K wØZxq
fvlv wnmv‡e MÖnY K‡i| A‡bK AvšÍR©vwZK ms¯’v GLb wewfbœ †`‡ki Awd‡mi mv‡_ †hvMv‡hv‡Mi Rb¨ Bs‡iwRi Dci wbf©ikxj|
wewfbœ cwÎKvq Zv‡`i cÖKvwkZ weÁvcb memgq Bs‡iwR‡Z nq| Zviv Ggb †jvKB Pvq hv‡`i Bs‡iwR‡Z fv‡jv Kv‡Ri Ávb
Av‡Q| PvKwicÖv_x©iv Bs‡iwR bv †R‡b fv‡jv PvKwi cvIqvi Avkv Ki‡Z cv‡i bv|

(a) speak; (b) first; (c) second; (d) organizations; (e) communicate; (f) newspapers; (g) English; (h)
working; (i) can't/cannot; (j) learning/knowing
2. Fill in the blanks with appropriate words in each gap.
Learning a language is (a)___ riding a cycle. The most (b)___ thing (c)___ any language is
communication. You learn to (d)___ effectively by using a language by doing things with it and by
experiencing it. You (e)___ learn English in the same (f)___ as one learns to ride a cycle. Do not
(g)___ if people laugh at you (h)___ you make (i)___ you can certainly learn (j)___ mistakes.

fvlv †kLv mvB‡Kj Pvjv‡bvi gZ| †h‡Kv‡bv fvlvi me‡P‡q ¸iæZ¡c~Y© welq nj †hvMv‡hvM| †h‡Kv‡bv fvlv e¨envi K‡i, GwU Øviv
wKQy Kivi gva¨‡g Ges AwfÁZvi gva¨‡g Kvh©Kifv‡e †hvMv‡hvM Kiv †kLv hvq| †hfv‡e mvB‡Kj Pvjv‡bv †k‡L †mfv‡e Bs‡iwR
†kLv hvq| hLb fyj nq ZLb gvbyl †mUv wb‡q nvm‡j wPšÍv Ki‡e bv| fy‡ji gva¨‡g wkL‡Z cvi‡e|

(a) like; (b) important; (c) about; (d) communicate; (e) can; (f) way; (g) worry; (h) when; (i)
mistakes; (j) through/from.

3. Fill in the blanks with appropriate words in each gap.

Conflict may be described as a (a)___ among groups or individuals (b)___ by antagonism and
(c)___. It is an (d)___ part of life. All of us (e)___ our own opinions, ideas and sets of beliefs. We
have our own ways of looking at things and we act (f)___ to what we think is proper. Hence, we
often find (g)___ in conflict in (h)___ scenarios. Conflict can be (i)___ if it is left (j)___.

e½vbyev`t ؛؇K we‡iva Ges ˆewiZv Øviv wPwýZ †Kv‡bv †Mvôx ev e¨w³i g‡a¨ weev` wnmv‡e eY©bv Kiv †h‡Z cv‡i| GwU Rxe‡bi
GKwU Awbevh© A½| Avgv‡`i mK‡ji wbR¯^ gZvgZ, aviYv Ges wek¦vm _v‡K| wewfbœ wRwbm †`Lvi Avgv‡`i wbR¯^ Dcvq i‡q‡Q
Ges Avgiv hv h_vh_ g‡b Kwi Zv Abyhvqx KvR Kwi| AZGe, Avgiv cÖvqB wewfbœ cwiw¯’wZ‡Z wb‡R‡K ؇›Øi g‡a¨ Lyu‡R cvB|
hw` Awbqwš¿Zfv‡e †Q‡o †`qv n‡j Ø›Ø aŸsmvZ¥K n‡Z cv‡i|

(a) disagreement; (b) characterized; (c) hostility/malice; (d) inevitable/inseparable/integral; (e)

possess; (f) according; (g) ourselves; (h) different; (i) destructive; (j) uncontrolled /unchecked.

4. Fill in the blanks with appropriate words in each gap.

Student life is a life of (a)___ for future struggle. To make him (b)___ for the struggle, education
is necessary. So, the first and foremost duty of a student (c)___ to prosecute his studies well. He
who (d)___ his lessons regularly (e)___ well in the examination. On the (f)___, the student who
wastes his time cuts a (g)___ figure. It should be (h)___ in mind that none can get back the (i)___
time. If the students neglect their studies, they will suffer in the (j)___ run.

QvÎ Rxeb fwel¨‡Zi msMÖv‡gi cÖ¯ÍywZi Rxeb| msMÖv‡gi Rb¨ cÖ¯ÍyZ Kivi Rb¨, wk¶v cÖ‡qvRbxq| myZivs, GKRb wk¶v_x©i cÖ_g
Ges me©v‡MÖ KZ©e¨ nj Zuvi cov‡kvbv fvjfv‡e Kiv| †h wbqwgZ Zvi cvV wk‡L †m cix¶vq fvj Ki‡Z cv‡i| wecix‡Z, †h

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wk¶v_x© mgq bó K‡i †m cix¶vq `ytLRbK djvdj K‡i| g‡b ivLv DwPZ †h bó mgq wd‡i cvIqv hvq bv| wk¶v_x©iv hw`
cov‡kvbv Ae‡njv K‡i Z‡e Zviv Rxe‡b ¶wZMÖ¯’ n‡e|

(a) preparation; (b) prepare; (c) is; (d) learns; (e) does/can do; (f) contrary; (g) sorry; (h) kept; (i)
cost/wasted; (j) long.

5. Fill in the blanks with appropriate words in each gap.

Beauty is easy to appreciate but difficult to define. If we look around, we will discover beauty in
(a)___ objects and sights in nature, in the (b)___ of children, in kindness of strangers. But asked to
define, we run into (c)___. Does beauty have an independent identity? Is it (d)___, or relative? Is it
dependent on our sense of (e)___? Does it lie in the (f)___ of the beholder? Thus, there will arise a
number of (g)___ in our mind. However, poets, artists, philosophers and thinkers (h)___ always in
search of beauty in their works and arts. But most of them have the common and undisputed
opinion that where there is beauty, there is (i)___, that is, a thing of beauty is a joy (j)___.

†mŠ›`h© cÖksmv Kiv mnR Z‡e msÁvwqZ Kiv KwVb| hw` Avgiv Av‡kcv‡k ZvKvB Z‡e Avgiv cÖK…wZi Avb›``vqK e¯Íy Ges
`k©bxq ¯’vb¸‡jv‡Z, wkï‡`i nvwm‡Z, AcwiwPZ‡`i Øviv †mŠ›`h© Lyu‡R cv‡ev| Z‡e msÁvwqZ Ki‡Z ejv n‡j, Avgiv Amyweavq
c‡o hv‡ev| †mŠ›`‡h©i wK ¯^vaxb cwiPq Av‡Q? GwU wK me©Rbxb bv Av‡cw¶K? GwU wK Avgv‡`i Dcjwäi Dci wbf©ikxj? GUv
wK `k©‡Ki †Pv‡L _v‡K? myZivs, Avgv‡`i g‡b †ek K‡qKwU cÖkœ DÌvwcZ n‡e| Z‡e Kwe, wkíx, `vk©wbK Ges wPšÍvwe`iv me©`v
Zv‡`i KvR Ges Kjvq †mŠ›`‡h©i mÜv‡b _v‡Kb| Z‡e Zv‡`i †ewkifv‡Mi g‡a¨B mvaviY Ges Awemsevw`Z gZvgZ i‡q‡Q †h
†hLv‡b †mŠ›`h© i‡q‡Q, †mLv‡b mZ¨ i‡q‡Q, A_©vr †mŠ›`h© wPiKvjB Avb‡›`i|

(a) pleasurable; (b) laughter/ smile/ simplicity; (c) difficulty/ difficulties/ problems; (d)
universal/absolute; (e) perceptions; (f) eyes; (g) questions; (h) are; (i) truth/joy/delight; (j) forever

6. Fill in the blanks with appropriate words in each gap.

Sincerity is the best way of achieving success. One can go a long way if one does anything with
sincerity. People who are sincere in their work are (a)___ of making anything success. The great
men are also sincere because they (b)___ that sincerity is the (c)___ to success. Those who are not
(d)___ can never (e)___ a long way in the world. The poor people are not always sincere because
they do to know the (f)___ of sincerity. If they knew it, they would (g)___ a good use of it.
Sincerity means not only to do work (h)___ but also with dutifulness, honesty, modesty and good
behaviour. If all of us (i)___ sincere, our country will (j)___ be prosperous.

e½vbyev`t AvšÍwiKZv mvdj¨ AR©‡bi m‡e©vËg Dcvq| AvšÍwiKZvi mv‡_ wKQy Ki‡j A‡bK `~i hvIqv hvq| hviv Zv‡`i Kv‡Ri
cÖwZ AvšÍwiK, Zviv †h‡Kv‡bv wKQy‡K mdj Kivi †hvM¨| gnvcyiælivI AvšÍwiK KviY Zviv Rv‡bb †h AvšÍwiKZvB mvd‡j¨i
PvweKvwV| hviv AvšÍwiK bq, Zviv KL‡bvB c„w_ex‡Z †ewk`~i †h‡Z cv‡i bv| `wi`ª gvbyl memgq AvšÍwiK nq bv KviY Zviv
AvšÍwiKZvi g~j¨ Rv‡b bv| hw` RvbZ Z‡e Zviv Gi fvj e¨envi Ki‡Zv| AvšÍwiKZv gv‡b ïay wbôvi mv‡_ KvR Kiv bq,
KZ©e¨civqYZv, mZZv, webq I fv‡jv AvPiYI| mevB AvšÍwiK n‡j Avgv‡`i †`k Aek¨B mg„× n‡e|

(a) worthy/capable/sure; (b) know/believe/think; (c) key; (d) sincere; (e) go; (f) value/
significance/importance; (g) make/ensure; (h) sincerely/properly; (i) are/become; (j)
certainly/surely/undoubtedly/definitely
7. Fill in the blanks with appropriate words in each gap.
Nelson Mandela (a)___ established a multi-racial democracy in South Africa. For this, he had to
lead his nation. And he succeeded in mission (b)___ the shackles of apartheid. He (c)___ an icon
of peace and reconciliation. Actually, he (d)___ the struggle for justice around the world. Mandela

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had to (e)___ imprisonment for nearly three decades. He (f)___ against the white minority rule. He
(g)___ the support of the world. He (h)___ to (i)___, for people's emancipation was his goal. He
(j)___ the Nobel Peace Prize.

†bjmb g¨v‡Ûjv Ae‡k‡l `w¶Y Avwd«Kvq eû-RvwZMZ MYZš¿ cÖwZôv K‡ib| G Rb¨ Zv‡K Zvi RvwZi †bZ„Z¡ Ki‡Z n‡q‡Q|
Ges wZwb eY©ev‡`i wkKj †f‡½ j‡¶¨ mdj nb| wZwb wQ‡jb kvwšÍ I mg‡SvZvi cÖZxK| cÖK…Zc‡¶, wZwb wek¦Ry‡o b¨vqwePv‡ii
msMÖvg‡K g~Z© K‡i‡Qb| cÖvq wZb `kK a‡i Kviv‡fvM Ki‡Z n‡q‡Q g¨v‡Ûj‡K| wZwb †k¦Zv½ msL¨vjNy‡`i kvm‡bi weiæ‡×
jovB K‡iwQ‡jb| wZwb we‡k¦i mg_©b †c‡qwQ‡jb| wZwb msMÖv‡g AUj wQ‡jb, KviY, RbM‡Yi gyw³B wQj Zuvi j¶¨| wZwb
kvwšÍ‡Z †bv‡ej cyi¯‹vi cvb|

(a) finally/eventually; (b) breaking; (c) was; (d) embodied; (e) suffer/undergo; (f) fought/
struggled; (g) won; (h) stuck/continued; (i) struggle; (j) won/received
8. Fill in the blanks with appropriate words in each gap.
The proper (a)___ of study involves regular and proper understanding. In order to (b)___ the best
benefit from study, we should read (c)___ and intelligently. We should not study (d)___ for the
purpose of (e)___ examinations. We should take genuine (f)___ in our studies so that we can enjoy
what we (g)___. This will give us knowledge and wisdom and (h)___ the horizon of our (i)___.
We should, therefore, study not for immediate gains but for (j)___ the wealth of our mind.

wbqwgZ Ges mwVKfv‡e †evSv covi mwVK c×wZ| cov †_‡K m‡e©v”P myweav cvIqvi Rb¨, g‡bv‡hvM mnKv‡i Ges eyw×i mv‡_
cov DwPZ| ïay cix¶vq cvk Kivi Rb¨ Avgv‡`i cov‡jLv Kiv DwPZ bq| covi cÖwZ cÖK…Z AvMÖn _vKv DwPZ hv‡Z Avgiv hv
cwo Zv Dc‡fvM Ki‡Z cvwi| GwU Avgv‡`i Ávb I cÖÁv †`‡e Ges Áv‡bi w`MšÍ‡K cÖk¯Í Ki‡e| ZvB Aa¨qb Kiv DwPZ
Zvr¶wYK jv‡fi Rb¨ bq, Avgv‡`i g‡bi m¤ú` M‡o †Zvjvi Rb¨|

(a) method/way/system; (b) derive/receive/have; (c) attentively/carefully; (d) only/merely; (e)

passing; (f) interest/eagerness; (g) read/study; (h) broaden/ widen/ extend; (i)
knowledge/outlook/mind; (j) enriching/developing
9. Fill in the blanks with appropriate words in each gap.
Bangladesh is a land of great natural beauty and fertility. Though we have a (a)___ population, we
have no scarcity of food now. Every inch of our (b)___ from Saint Martin's to Banglabandha is
(c)___ productive. Even our hills are now a (d)___ source of crops and fruits. For this reason
Bangladesh, a country of 160 million people, never faces the shortage of (e)___. In the field of
infrastructure, the country also (f)___ an unbelievable achievements. If we maintain this pace of
(g)___ for the next ten (h)___, the whole world will be (i)___ with a new Bangladesh. And we will
be the proud (j)___ of our loving motherland.

evsjv‡`k cÖvK…wZK †mŠ›`h© I De©iZvi †`k| Avgv‡`i wekvj RbmsL¨v _vK‡jI GLb Avgv‡`i Lv‡`¨i †Kv‡bv Afve †bB|
†m›UgvwU©b †_‡K evsjvevÜv ch©šÍ Avgv‡`i cÖwZ Bw Rwg AZ¨šÍ Drcv`bkxj| GgbwK Avgv‡`i cvnvo¸‡jv GLb dmj I d‡ji
Abb¨ Drm| G Kvi‡Y 16 †KvwU RbmsL¨vi †`k evsjv‡`k KL‡bvB Lv`¨ msK‡Ui m¤§yLxb nq bv| AeKvVv‡gvi †¶‡ÎI †`k
Awek¦vm¨ mvdj¨ AR©b K‡i‡Q| AvMvgx `k eQi Dbœq‡bi GB MwZ eRvq ivL‡j †MvUv wek¦ cwiwPZ n‡e bZyb evsjv‡`‡ki m‡½|
Avi Avgiv n‡ev Avgv‡`i wcÖq gvZ„f~wgi Mwe©Z bvMwiK|

(a) large/huge/vast; (b) land; (c) much/highly; (d) unique/good; (e) food; (f) earns/records; (g)
development; (h) years; (i) acquainted/familiar; (j) citizens/inhabitants
10. Fill in the blanks with appropriate words in each gap.
In our country, women are the worst sufferers at every stage of life. Social prejudices and customs
tend to (a)___ their position. When a female child is born, it is not regarded (b)___ a happy event.

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She is not welcomed with the deep (c)___ of heart. Instead of being delighted, most of the
members of the family think that she has come to add to their (d)___. Even the mother of the
female child is not welcomed cordially for giving (e)___ to a female child. Rather the mother of
the female child is (f)___ for this. In most cases, women are the victim of gender (g)___. In fact,
the life of our women is not smooth (h)___. If we want lasting development of the country, we
have to (i)___ the dignified status of (j)___ women of our country. The government is conscious of
this matter.

Avgv‡`i †`‡k Rxe‡bi cÖwZwU ch©v‡q bvixiv me‡P‡q †ewk fy³‡fvMx| mvgvwRK Kyms¯‹vi I cÖ_v Zv‡`i Ae¯’vb‡K `ye©j K‡i
†`q| hLb GKwU Kb¨v mšÍv‡bi Rb¥ nq, ZLb GwU myLKi NUbv wnmv‡e we‡ewPZ nq bv| Zv‡K ü`‡qi Mfxi Av‡e‡M ¯^vMZ
Rvbv‡bv nq bv| Lywk nIqvi e`‡j cwiev‡ii †ewki fvM m`m¨B g‡b K‡ib, Zv‡`i Kó evov‡Z G‡m‡Qb| GgbwK †g‡q wkïi
gv‡KI Gi Rb¨ `vqx Kiv nq| †ewkifvM †¶‡ÎB bvixiv wj½ ˆel‡g¨i wkKvi| Avm‡j bvix‡`i Rxeb ch©vß gm„Y bq| Avgiv
hw` †`‡ki `xN©¯’vqx Dbœqb PvB Z‡e †`‡ki bvix‡`i gh©v`vc~Y© Ae¯’vb wbwðZ Ki‡Z n‡e| miKvi G e¨vcv‡i m‡PZb|

(a) weaken/degrade/lessen/lower/decrease; (b) as; (c) love/warmth/passion/feelings; (d) sufferings/

miseries/ burdens/ sorrows/ troubles/ problems; (e) birth; (f) rebuked/cursed/ blamed/
criticized/hated/scolded/dishonoured; (g) discrimination/disparity/ difference; (h) enough/at
all/running; (i) ensure/uphold/give/develop/maintain; (j) the/all
11. Fill in the blanks with appropriate words in each gap.
Hospitality has long been a part of our (a)___ in Bangladesh. Although many other (b)___ are
changing now. People are still quite (c)___ and friendly towards (d)___. They like speaking to
foreigners even if they have not been (e)___. It is quite (f)___ for Bangladeshi. To ask personal
(g)___ about family, jobs and (h)___ which visitors from overseas might find (i)___. However, it
should be understood that no harm is (j)___ by such question. On the other hand, they express a
genuine interest in the foreigner's state of affairs.

AvwZ‡_qZv `xN©w`b a‡i evsjv‡`‡k ms¯‹…wZi GKwU Ask| hw`I Ab¨vb¨ A‡bK ixwZbxwZ GLb cwiewZ©Z n‡”Q, gvbyl GLbI
Ab¨‡`i cÖwZ h‡_ó AwZw_civqY Ges eÜyZ¡c~Y©| Zviv we‡`kx‡`i mv‡_ K_v ej‡Z cQ›` K‡i, GgbwK hw` Zv‡`i wRÁvmv bvI
Kiv nq| evsjv‡`wk‡`i cwievi, PvKwi Ges Avq m¤ú‡K© e¨w³MZ cÖkœ Kiv LyeB ¯^vfvweK hv we‡`k †_‡K Avmv `k©K‡`i
weeªZKi g‡b n‡Z cv‡i| Z‡e eyS‡Z n‡e G ai‡bi cÖkœ K‡i †Kv‡bv ¶wZ Kiv nq bv| Ab¨w`‡K, Zviv we‡`kx‡`i Ae¯’v‡bii
cÖwZ Avm‡jB AvMÖn cÖKvk K‡i|

(a) culture; (b) customs; (c) hospitable; (d) others/foreigners; (e) introduced; (f) natural; (g)
questions; (h) income/salary; (i) embarrassing/awkward; (j) meant
12. Fill in the blanks with appropriate words in each gap.
The history of Bengal (a)___ the history of a people who have (b)___ made their highways red
with their blood. We (c)___ blood in 1952; even though we were the (d)___ in the election of 1954
we (e)___ not from a (f)___ then. In 1958, Ayub Khan (g)___ Martial Law to (h)___ us for the
next ten years. In 1966, when we launched the (i)___ Point movement, our boys were (j)___ dead
on 7 June.

evsjvi BwZnvm Ggb GK RvwZi BwZnvm hviv evievi i³ w`‡q ivRc_ ivwO‡q‡Q| Avgiv 1952 mv‡j i³cvZ K‡iwQ; 1954
mv‡ji wbe©vP‡b Avgiv weRqx n‡qI miKvi MVb Ki‡Z cvwiwb| 1958 mv‡j, AvBqye Lvb cieZ©x `k eQ‡ii Rb¨ Avgv‡`i
†Mvjvgx Kiv‡bvi Rb¨ mvgwiK AvBb †NvlYv K‡ib| 1966 mv‡j, Avgiv Qq `dv Av‡›`vjb ïiæ Ki‡j, 7 Ryb Avgv‡`i
†Q‡j‡`i ¸wj K‡i nZ¨v Kiv nq|

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(a) is/constitutes; (b) repeatedly; (c) shed; (d) victors; (e) could; (f) government; (g) declared; (h)
enslave; (i) Six; (j) shot
13. Fill in blanks with appropriate words in each gap.
Traffic jam is one of the major problems of our time. It is very (a)___ affair in big cities and
towns. Our populations has (b)___ very fast over the last fifty years or so. The (c)___ of vehicles
has also gone up. But our roads are not broad (d)___ to accommodate so many buses, trucks and
cars. Slow moving vehicles (e)___ rickshaws and CNGs have added complications to the problem.
On top of that our drivers are not very willing to (f)___ traffic rules. They often (g)___ impatient
and look to go (h)___ of one another (i)___ traffic signals. Sometimes they (j)___ recklessly and
meet horrible road accidents.

hvbRU Avgv‡`i mg‡qi Ab¨Zg cÖavb mgm¨v| eo kni I bM‡i GUv LyeB mvaviY e¨vcvi| MZ cÂvk eQ‡i Avgv‡`i RbmsL¨v
Lye `ªæZ †e‡o‡Q| Mvwoi msL¨vI †e‡o‡Q| wKš‘ Avgv‡`i iv¯Ív¸‡jv G‡Zv evm, UªvK I Mvwo Pjvi gZ cÖk¯Í bq| wiKkv I
wmGbwRi g‡Zv axiMwZi hvbevnb RwUjZv evwo‡q‡Q| Zvi Dc‡i Avgv‡`i PvjKiv UªvwdK wbqg gvb‡Z Lye GKUv B”QyK bq|
Zviv cÖvqB A‰ah© n‡q hvq Ges UªvwdK wmMb¨vj f½ K‡i G‡K Ac‡ii †_‡K GwM‡q †h‡Z Pvq| KL‡bv KL‡bv Zviv †ec‡ivqv
Mvwo Pvwj‡q fqven moK `yN©Ubvi m¤§yLxb nq|

(a) common; (b) increased; (c) number; (d) enough; (e) like; (f) obey; (g) become; (h) ahead; (i)
violating/breaking; (j) drive
14. Fill in the blanks with appropriate words in each gap.
Man pollutes water, another vital (a)___ of the environment by (b)___ waste into it. Farmers
(c)___ chemical fertilizers and insecticides in their fields. Some of these chemicals, washed away
by rain and flood (d)___ mixed with water in rivers, canals and ponds. Water is also (e)___ by
mills and factories when they throw their (f)___ chemicals and waste products into rivers and
canals. Water vehicles also pollute rivers by dumping oil, food waste and human (g)___ into them.
Insanitary latrines (h)___ on river and canal banks are also (i)___ for further pollution. In this way,
various (j)___ of waste and filth contaminate water.

gvbyl eR©¨ wb‡¶c K‡i cwi‡e‡ki Av‡iKwU ¸iæZ¡c~Y© Dcv`vb cvwb `~lY K‡i| K…lKiv Rwg‡Z ivmvqwbK mvi I KxUbvkK
e¨envi K‡i| Gi g‡a¨ wKQy ivmvqwbK `ªe¨ e„wó I eb¨vq †f‡m wM‡q b`x, Lvj I cyKy‡ii cvwb‡Z wg‡k| Kj-KviLvbvi welv³
ivmvqwbK I eR©¨ c`v_© b`x I Lv‡j †d‡jI cvwb `~wlZ nq| Rjc‡_i evnb b`x‡Z †Zj, Lv`¨ eR©¨ Ges gvby‡li eR©¨ †d‡j
b`x `~lY K‡i| b`x I Lv‡ji Zx‡i _vKv A¯^”Qj j¨vwUªb¸‡jv AviI `~l‡Yi Rb¨ `vqx| Gfv‡e wewfbœ ai‡bi eR©¨ I †bvsivq
cvwb `~wlZ K‡i|

(a) element; (b) throwing; (c) use; (d) get/are; (e) polluted; (f) poisonous/toxic; (g) waste; (h)
standing/built; (i) responsible; (j) types/sorts/kinds
15. Fill in the blanks with appropriate words in each gap.
Jerry was a twelve years old boy (a)___ lived in the orphanage. The authoress hired the cabin,
(b)___ to the orphanage. Jerry came to the cabin to (c)___ wood for the authoress. He also did
some extra work (d)___ the convenience of the authoress. Once he (e)___ cubby hole where he put
some kindling and medium wood (f)___ that the writer might get dry fire materials ready in case
of (g)___ wet weather. The authoress was pleased (h)___ him. When she gave him some candy or
apples, he used to (i)___ silent. He expressed his (j)___ by looking at the gift and the authoress.

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†Rwi wQj ev‡iv eQi eqmx †Q‡j †h GwZgLvbvq _vK‡Zv| †jLK Abv_ AvkÖ‡gi AšÍM©Z GKwU †Kweb fvov K‡iwQ‡jb| †Rwi
†Kwe‡b G‡mwQj †jL‡Ki Rb¨ KvV KvUvi Rb¨| †jL‡Ki myweav‡_© †m wKQy AwZwi³ KvRI K‡iwQj| GKevi †m GKwU Pvi‡KvYv
MZ© Lyu‡R †c‡qwQj †hLv‡b wKQy †QvU Ges gvSvwi KvV †i‡LwQj hv‡Z †jLK nVvr †fRv AvenvIqvq ïK‡bv Av¸‡bi DcKiY
†c‡Z cv‡ib| †jLK Zuvi Dci mš‘ó wQ‡jb| hLb wZwb Zv‡K wKQy K¨vwÛ ev Av‡cj w`‡Zv, ZLb †m Pyc K‡i _vK‡Zv| †m
Dcnvi Ges †jLK‡K †`‡L K…ZÁZv cÖKvk Ki‡Zv|

(a) who; (b) belonging; (c) chop; (d) for; (e) found; (f) so; (g) sudden; (h) with; (i) keep/be; (j)
gratitude
16. Fill in the blanks with appropriate words in each gap.
Bangladesh is blessed with huge inland open water resources. It has (a)___ rivers, canals, beels,
lakes, (b)___ vast areas of floodplains. Hakaluki (c)___ is one of the major (d)___ of Bangladesh.
With a land (e)___ of 18,386 hectares, it supports (f)___ rich biodiversity and provides (g)___ and
indirect livelihood benefits to (h)___ 1,90,000 people. This haor was (i)___ an Ecologically
Critical Area (j)___ April 1999 by the government of Bangladesh.

evsjv‡`k wekvj Af¨šÍixY Db¥y³ Rjm¤ú‡` Avkxe©v`cyó| G‡Z i‡q‡Q AmsL¨ b`x, Lvj, wej, nª` Ges cøvebf~wgi we¯ÍxY©
GjvKv| nvKvjywK nvIi evsjv‡`‡ki Ab¨Zg cÖavb Rjvf~wg| 18,386 †n±i Rwg Dci, GwU GKwU mg„× Rxe‰ewPΨ‡K mg_© b
K‡i Ges cÖvq 1,90,000 gvbyl‡K cÖZ¨¶ I c‡iv¶ RxweKvi myweav cÖ`vb K‡i| evsjv‡`k miKvi 1999 mv‡ji GwcÖj gv‡m GB
nvIi‡K cwi‡ekMZfv‡e msKUc~Y© GjvKv †NvlYv K‡i|

(a) numerous/many; (b) and; (c) Haor; (d) wetlands; (e) area; (f) a; (g) direct; (h) nearly/ around;
(i) declared; (j) in
17. Fill in the blanks with appropriate words in each gap.
In Britain, road and transport rules are (a)___ followed by the drivers. Consequently, it has the best
road (b)___ record in Europe. All transports must strictly (c)___ by the rules (d)___ by the
government. Coaches and minibuses (e)___ carry children under 16 must be (f)___ with seatbelts.
There the law (g)___ agencies are (h)___. So, the buses and coaches have become the (i)___ form
of road (j)___.

weª‡U‡b moK I cwien‡bi wbqgKvbyb K‡Vvifv‡e AbymiY K‡i PvjKiv| dj¯^iƒc, GwUi BD‡iv‡c †miv moK wbivcËv †iKW©
i‡q‡Q| mKj cwienb‡K miKvi KZ©…K Av‡ivwcZ wbqg K‡Vvifv‡e †g‡b Pj‡Z n‡e| 16 eQ‡ii Kg eqmx wkï enbKvix †KvP
Ges wgwbevm Aek¨B wmU‡eë w`‡q mw¾Z _vK‡Z n‡e| †mLv‡b AvBbK…•Ljv i¶vKvix evwnbx mZK© _v‡K| ZvB evm I
†KvP¸‡jv moK cwien‡bi me‡P‡q wbivc` gva¨g n‡q D‡V‡Q|

(a) strictly/ firmly; (b) safety/security/ management; (c) abide; (d) imposed/ enforced/ introduced;
(e) which/that; (f) provided/fitted/facilitated/equipped; (g) enforcing; (h) strict/
vigilant/careful/sincere/alert; (i) safest/ideal/best/standard; (j) transport/communication
18. Fill in the blanks with appropriate words in each gap.
All of us know what a dream is. Generally we dream during our sleep. Dreams may appear to be
short or long-lasting. Sometimes we say, I dreamt for the whole night! But do we really dream for
the whole night? Some dreams are sweet or (a)___. Some are horrible. When we dream something
extremely bad, we call it a (b)___. This is interesting that dreams have no (c)___. They are soft,
(d)___ and (e)___. Do you know how the words (f)___ and (g)___ differ from dream? Do you
know any (h)___? What do they do? Does dream have any relation with (i)___? Do we always
dream during our sleep? The dream we have during the day time is called (j)___. Sometimes we
long for something so passionately. We call that a dream as well.

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¯^cœ wK Zv Avgiv mevB Rvwb| mvaviYZ Avgiv Ny‡gi mgq ¯^cœ †`wL| ¯^cœ ¯^í ev `xN©¯’vqx e‡j g‡b n‡Z cv‡i| gv‡S gv‡S ewj,
mvivivZ ¯^cœ †`Ljvg! wKš‘ Avgiv wK mwZ¨B mviv ivZ ¯^cœ †`wL? wKQy ¯^cœ wgwó ev f‚Zy‡o nq| wKQy fq¼i| Avgiv hLb Lye
Lvivc wKQy ¯^cœ †`wL, ZLb Avgiv Zv‡K `yt¯^cœ ewj| gRvi welq nj ¯^‡cœi †Kv‡bv iO †bB| G¸‡jv big, iƒcvwj Ges g‡bvig|
Avcwb wK Rv‡bb wKfv‡e Kíbv Ges Ag~jcÖZ¨¶ kã `ywU ¯^cœ †_‡K Avjv`v? Avcwb wK w`‡bi ¯^cœ`ªóv †P‡bb? Zviv wK K‡i?
ev¯Í‡ei mv‡_ ¯^‡cœi wK †Kv‡bv m¤úK© Av‡Q? Avgiv wK memgq Ny‡gi g‡a¨ ¯^cœ †`wL? w`‡bi †ejvq Avgiv †h ¯^cœ †`wL Zv‡K ejv
nq w`ev¯^cœ| KLbI KLbI Avgiv A‡bK Av‡e‡Mi mv‡_ wKQy Kivi AvKv•¶v Kwi| GUv‡KI Avgiv ¯^cœ ewj|

(a) pleasant; (b) nightmare; (c) colour; (d) shadowy; (e) short-lasting; (f) reverie; (g) hallucination;
(h) dreamer; (i) reality; (j) day dream
19. Fill in the blanks with appropriate words in each gap.
There goes a saying that child is (a)___ of the man. Today's child is the (b)___ of a nation. He will
(c)___ the country. The whole (d)___ depends on their (e)___. It is our fundamental (f)___ to
rouse their (g)___ talent. A sound environment is (h)___ both in the family and society so that a
child (i)___ up physically, mentally and spiritually. Only then it will be (j)___ to build up a
beautiful and developed country.

GKwU K_v cÖPwjZ Av‡Q †h Nywg‡q Av‡Q wkïi wcZv me wkïiB AšÍ‡i| AvR‡Ki wkïB RvwZi fwel¨r| †m †`k cwiPvjbv
Ki‡eb| mgMÖ RvwZ Zv‡`i wb‡`©kbvi Dci wbf©ikxj| Zv‡`i myß cÖwZfv RvwM‡q †Zvjv Avgv‡`i †gŠwjK `vwqZ¡| GKwU wkï
hv‡Z kvixwiK, gvbwmK I Ava¨vwZ¥Kfv‡e †e‡o I‡V †mRb¨ cwievi I mgvR Dfq †¶‡ÎB my›`i cwi‡ek cÖ‡qvRb| Z‡eB GKwU
my›`i I DbœZ †`k M‡o †Zvjv m¤¢e n‡e|

(a) father; (b) future/leader/precursor; (c) lead/guide/govern; (d) country/nation; (e) guidance/
leadership; (f) duty/responsibility; (g) latent/hidden; (h) required/ necessary/ essential; (i) grows;
(j) possible
20. Fill in the blanks with appropriate words in each gap.
Meditation (a)___ anxiety and brings a state of (b)___. It increases the thinking (c)___ of human
brain so that people have a better (d)___ of their emotions. Those who (e)___ meditation can work
tirelessly for a (f)___ period of time. Meditation (g)___ improve blood circulation in the (h)___
and other parts of the body. Finally, meditation (i)___ creativity, self-awareness and tolerance. The
amazing significance of meditation (j)___ people all over the world towards meditation.

a¨vb D‡ØM †_‡K gyw³ †`q Ges cÖkvwšÍi wb‡q Av‡m| GwU gvby‡li gw¯Í‡¯‹i wPšÍv Kivi ¶gZv evovq hv‡Z gvbyl Av‡eM AviI
fv‡jvfv‡e wbqš¿Y Ki‡Z cv‡i| hviv a¨vb Abykxjb K‡ib Zviv `xN© mg‡qi a‡i AK¬všÍ cwikÖg Ki‡Z cv‡ib| †gwW‡Ukb gw¯Í®‹
Ges kix‡ii Ab¨vb¨ As‡k i³ mÂvjb e„w× Ki‡Z mvnvh¨ K‡i| Ae‡k‡l, a¨vb m„RbkxjZv, AvZ¥-m‡PZbZv Ges mnbkxjZv
DbœZ K‡i| a¨v‡bi Avðh©RbK Zvrch© mviv we‡k¦i gvbyl‡K a¨v‡bi w`‡K AvK…ó K‡i|

(a) releases; (b) calmness; (c) ability; (d) control; (e) practice; (f) longer; (g) helps; (h) brain; (i)
improves; (j) attracts

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1. Fill in the blanks with appropriate words in each gap.

Diaspora is an age-old (a)___. In recent times, Rohingya (b)___ has attracted a lot of attention.
More than one million Rohingyas have (c)___ from Myanmar to Bangladesh. Their migration is
(d)___ to the adverse conditions in Rakhine State of Myanmar- the ancestral homeland of the
Rohingyas. The government of Bangladesh has (e)___ this huge number of refugees on
humanitarian (f)___. But these people are a huge (g)___ on our economy and on our (h)___. The
world community should extend their full support to the (i)___ Rohingyas so that they can (j)___
return to their homeland.

Awfevmx mgm¨v GKwU cyiv‡bv mgm¨v| mv¤úªwZK mg‡q †ivwn½v mgm¨v A‡b‡Ki `„wó AvKl©Y K‡i‡Q| 10 jv‡Li †ewk †ivwn½v
wgqvbgvi †_‡K evsjv‡`‡k P‡j G‡m‡Q| †ivwn½v‡`i ˆcZ„K Rb¥f~wg wgqvbgv‡ii ivLvBb iv‡R¨ cÖwZK~j cwiw¯’wZi Kvi‡Y Zv‡`i
Awfevmb| evsjv‡`k miKvi gvbweK Kvi‡Y GB wecyj msL¨K kiYv_x©‡K AvkÖq w`‡q‡Q| wKš‘ GB †jv‡Kiv Avgv‡`i A_©bxwZ
Ges Avgv‡`i cwi‡e‡ki Rb¨ GKwU wekvj †evSv| wek¦ m¤úª`v‡qi DwPZ Amnvq †ivwn½v‡`i cÖwZ Zv‡`i mvwe©K mn‡hvwMZv Kiv
hv‡Z Zviv wbivc‡` wbR †`‡k wd‡i †h‡Z cv‡i|

(a) problem/issue/phenomenon; (b) problem/crisis/diaspora; (c) migrated/emigrated/come; (d) due;

(e) sheltered/accepted; (f) ground/cause; (g) burden/pressure; (h) environment/ development; (i)
helpless/expelled/homeless/shelterless; (j) immediately/safely/again.
2. Fill in the blanks with appropriate words in each gap.
There goes a proverb that child is (a)___ of the man. Today's child is the (b)___ of a nation. He
will (c)___ the country. The whole (d)___ depends on their proper (e)___. It is our fundamental
(f)___ to rouse their (g)___ talent. A sound environment is (h)___ both in the family and the
society so that a child (i)___ up physically, mentally and spiritually. Only then it will be (j)___ to
build up a beautiful and developed country.

GKwU cÖev` Av‡Q †h DVwšÍ gy‡jv cˇbB †Pbv hvq| AvR‡Ki wkïB RvwZi fwel¨r| †m †`k cwiPvjbv Ki‡e| Zv‡`i mwVK
wb‡`©kbvi IciB wbf©i Ki‡Q †MvUv †`k| Zv‡`i jywK‡q _vKv cÖwZfv‡K RvwM‡q †Zvjv Avgv‡`i †gŠwjK `vwqZ¡| cwievi Ges
mgvR Dfq †¶‡ÎB my›`i cwi‡ek cÖ‡qvRb hv‡Z wkï kvixwiK, gvbwmK Ges AvZ¥xKfv‡e †e‡o DV‡Z cv‡i| Z‡eB GKwU my›`i
I DbœZ †`k M‡o †Zvjv m¤¢e n‡e|

a) father; (b) future/ leader/ precursor; (c) lead/guide/govern; (d) country/ nation; (e) guidance/
leadership; (f) duty/ responsibility; (g) latent/ hidden/ dormant; (h) required/ necessary/ essential;
(i) grows/can grow/may grow/can be brought; (j) possible/easier.
3. Fill in the blanks with appropriate words in each gap.
In recent years there have been many alarming reports that world's climate is undergoing a
significant change. All these reports provide (a)___ evidence (b)___ world's temperatures are
increasing day by day. This increase in global (c)___ is caused (d)___ increased amounts of
carbon dioxide (e)___ the earth. Most climatologists (f)___ that greenhouse effect is the likely
(g)___ of this global warming. It may harm human (h)___ seriously. This could catastrophically
(i)___ mankind's (j)___ to grow food.

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mv¤úªwZK eQi¸‡jv‡Z A‡bK D‡ØMRbK wi‡cvU© G‡m‡Q †h we‡k¦i Rjevqy D‡jøL‡hvM¨ cwieZ©‡bi ga¨ w`‡q hv‡”Q| GB me
wi‡cvU©B †Rviv‡jv cÖgvY †`q †h c„w_exi ZvcgvÎv w`b w`b evo‡Q| ˆewk¦K ZvcgvÎvi GB e„w× c„w_exi Pvicv‡k Kve© b WvB
A·vB‡Wi e„w×i Kvi‡Y N‡U| †ewkifvM Rjevqy we‡klÁ fwel¨ØvYx K‡ib †h wMÖbnvDm cÖfve GB wek¦ Dòvq‡bi m¤¢ve¨ KviY|
GwU gvby‡li Aw¯Í‡Z¡i gvivZ¥K ¶wZ Ki‡Z cv‡i| GwU gvbeRvwZi Lv`¨ e„w×i ¶gZv gvivZ¥Kfv‡e nªvm Ki‡Z cv‡i|

(a) strong/much; (b) that; (c) temperature/warming; (d) by; (e) around/on/surrounding; (f)
believe/predict/think/anticipate; (g) cause/reason; (h) beings/lives/existence; (i) reduce/
decrease/hamper; (j) ability.
4. Fill in the blanks with appropriate words in each gap.
We know that all species are (a)___ for maintaining ecological balance. If one is (b)___, the whole
natural environment (c)___. In order to (d)___ the environment from being spoilt, we should
therefore protect (e)___ wildlife. The good news is that many countries are now (f)___ action to
protect their (g)___ wildlife. We should (h)___ the earth's wild (i)___ to save ourselves. To be
(j)___ to animals is to be kind to mankind.

Avgiv Rvwb cwi‡e‡ki fvimvg¨ i¶vi Rb¨ me cÖRvwZB ¸iæZ¡c~Y©| GKRb AvµvšÍ n‡j cy‡iv cÖvK…wZK cwi‡ek e`‡j hvq|
cwi‡ek‡K bó nIqv †_‡K i¶v Ki‡Z Avgv‡`i eb¨cÖvYx i¶v Ki‡Z n‡e| fvj Lei nj †h A‡bK †`k Zv‡`i wecbœ eb¨cÖvYx
i¶vi Rb¨ c`‡¶c wb‡”Q| wb‡R‡`i euvPv‡Z eb¨ cÖvYx euvPv‡bv DwPZ| cï‡`i cÖwZ m`q nIqv gv‡b gvbeRvwZi cÖwZ m`q
nIqv|

(a) important/essential/indispensable; (b) lost/affected; (c) changes; (d) protect/ save; (e) our; (f)
taking; (g) endangered; (h) save/protect/guard; (i) animals/creatures; (j) kind.
5. Fill in the blanks with appropriate words in each gap.
In Britain, road and transport rules are (a)___ followed by the drivers. Consequently, it has the best
road (b)___ record in Europe. All transports must strictly (c)___ by the rules (d)___ by the
government. Coaches and minibuses (e)___ carry children under 16 must be (f)___ with seatbelts.
There the law (g)___ agencies are (h)___. So, the buses and coaches have become the (i)___ form
of road (j)___.

weª‡U‡b moK I cwien‡bi wbqgKvbyb K‡Vvifv‡e AbymiY K‡i PvjKiv| dj¯^iƒc, GwUi BD‡iv‡c †miv moK wbivcËv †iKW©
i‡q‡Q| mKj cwienb‡K miKvi KZ©…K Av‡ivwcZ wbqg K‡Vvifv‡e †g‡b Pj‡Z nq| 16 eQ‡ii Kg eqmx wkï enbKvix †KvP
Ges wgwbevm Aek¨B wmU‡eë w`‡q mw¾Z _v‡K| †mLv‡b AvBbK…•Ljv i¶vKvix evwnbx mZK© _v‡K| ZvB evm I †KvP¸‡jv
moK cwien‡bi me‡P‡q wbivc` gva¨g n‡q D‡V‡Q|

(a) strictly/firmly; (b) safety/ security; (c) abide; (d) imposed/enforced; (e) which/ that; (f)
provided/ fitted; (g) enforcing/ enforcement; (h) strict/vigilant; (i) safest/ ideal/ best/ standard; (j)
transport/ communication.
6. Fill in the blanks with appropriate words in each gap.
In the realm of modern (a)___, rapid advancements in technology and communication have
propelled society to (b)___ heights. Global interconnectedness has fostered the (c)___ of ideas,
cultures, and knowledge, while (d)___ solutions in healthcare, transportation, and energy have
improved the quality of life for millions. However, modern civilization faces (e)___ such as
environmental degradation, wealth inequality, and the erosion of human (f)___. As we continue to
evolve, it is vital (g)___ we address these issues and strive for a more (h)___, inclusive, and
empathetic world, harnessing the (i)___ of progress for the betterment of (j)___.

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AvaywbK mf¨Zvi cwigЇj, cÖhyw³ I †hvMv‡hv‡Mi `ªæZ AMÖMwZ mgvR‡K bZzb D”PZvq wb‡q †M‡Q| wek¦e¨vcx AvšÍtmshy³Zv
aviYv, ms¯‹…wZ Ges Áv‡bi Av`vb-cÖ`vb‡K DrmvwnZ K‡i‡Q, hLb ¯^v¯’¨‡mev, cwienb Ges kw³i †¶‡Î D™¢vebx mgvavb j¶
j¶ gvby‡li RxebhvÎvi gvb DbœZ K‡i‡Q| hvB‡nvK, AvaywbK mf¨Zv cwi‡ekMZ AebwZ, m¤ú‡`i ˆelg¨ Ges gvbe ms‡hv‡Mi
¶‡qi g‡Zv P¨v‡j‡Äi gy‡LvgywL| Avgiv hLb weKwkZ n‡Z _vwK, GwU AZ¨vek¨K †h Avgiv GB mgm¨v¸wji mgvavb Kwi Ges
GKwU AviI †UKmB, AšÍf©yw³g~jK Ges mnvbyf‚wZkxj we‡k¦i Rb¨ †Póv Kwi, mK‡ji DbœwZi Rb¨ AMÖMwZi kw³‡K Kv‡R
jvwM‡q|

(a) civilization, (b) new, (c) exchange, (d) innovative, (e) challenges, (f) connection, (g) that, (h)
sustainable, (i) power, (j) all
7. Fill in the blanks with appropriate words in each gap.
Rabindranath Tagore was a man of (a)___ genius. He was (b)___ a poet and novelist (c)___ a
playwright, a composer, a painter and a philosopher. He was awarded the Nobel Prize for (d)___
"Gitanjali" into English. Those tranlations earned him a great (e)___ in the West. As a humanist,
Tagore accused the British (f)___ and pleaded for the (g)___ of India from Britain. Tagore was
highly influential in (h)___ the best of Indian culture to the West and vice-versa. He (i)___ himself
to literature at a very early age. After coming back from England, he began to write (j)___ in all
branches of literature.

iex›`ªbv_ VvKyi wQ‡jb eûgyLx cÖwZfvi AwaKvix| wZwb ïay GKRb Kwe I Jcb¨vwmKB wQ‡jb bv, bvU¨Kvi, myiKvi, wPÎKi Ges
`vk©wbKI wQ‡jb| ÔMxZvÄwjÕ Bs‡iwR‡Z Abyev` Kivi Rb¨ wZwb †bv‡ej cyi¯‹vi cvb| GB Abyev‡`i Rb¨ †m cwð‡g A‡bK
cÖwZcwË AR©b K‡iwQ‡jb| gvbeZvev`x wn‡m‡e, VvKyi weªwUk miKvi‡K Awfhy³ K‡iwQ‡jb Ges weª‡U‡bi KvQ †_‡K fvi‡Zi
¯^vaxbZvi Rb¨ Av‡e`b K‡iwQ‡jb| cÖvðv‡Z¨ fviZxq ms¯‹…wZi †miv cÖwZwbwaZ¡ Kivi Rb¨ VvKyi AZ¨šÍ cÖfvekvjx wQ‡jb Ges
Gi wecixZI| wZwb Lye Aí eq‡mB mvwn‡Z¨ AvZ¥wb‡qvM K‡iwQ‡jb| Bsj¨vÛ †_‡K wd‡i G‡m wZwb mvwn‡Z¨i mKj kvLvq
cÖejfv‡e wjL‡Z ïiæ K‡ib|

(a) versatile/great/unique/incredible/extraordinary/unparalleled; (b) not only; (c) but also; (d)

translating; (e) fame/prestige/honour; (f) government/ colonialism/ imperialism; (g) independence/
freedom/ liberty; (h) representing/highlighting/introducing; (i) devoted/ introduced; (j)
prolifically/profusely/spontaneously/exclusively/predominantly.
8. Fill in the blanks with appropriate words in each gap.
Sincerity is the best way of achieving success. One can go a long way if one does anything with
sincerity. People who are sincere in their work, are (a)___ of making anything a success. The great
men are also sincere because they (b)___ that sincerity is the (c)___ to success. Those who are not
(d)___, can never (e)___ a long way in the world. The poor people are not always sincere because
they do to know the (f)___ of sincerity. If they knew it, they would (g)___ a good use of it.
Sincerity means not only to do work (h)___ but also with dutifulness, honesty, modesty and good
behaviour. If all of us (i)___ sincere, our country will (j)___ be prosperous.

AvšÍwiKZv mvdj¨ AR©‡bi m‡e©vËg Dcvq| AvšÍwiKZvi mv‡_ wKQy Ki‡j A‡bK `~i hvIqv hvq| hviv Zv‡`i Kv‡Ri cÖwZ
AvšÍwiK, Zviv †h‡Kv‡bv wKQy‡K mdj Kivi †hvM¨| gnvcyiælivI AvšÍwiK KviY Zviv Rv‡bb †h AvšÍwiKZvB mvd‡j¨i PvweKvwV|
hviv AvšÍwiK bq, Zviv KL‡bvB c„w_ex‡Z †ewk`~i †h‡Z cv‡i bv| `wi`ª gvbyl memgq AvšÍwiK nq bv KviY Zviv AvšÍwiKZvi
g~j¨ Rv‡b bv| hw` RvbZ Z‡e Zviv Gi fvj e¨envi Ki‡Zv| AvšÍwiKZv gv‡b ïay wbôvi mv‡_ KvR Kiv bq, KZ©e¨civqYZv,
mZZv, webq I fv‡jv AvPiYI| mevB AvšÍwiK n‡j Avgv‡`i †`k Aek¨B mg„× n‡e|

(a) worthy/capable/sure; (b) know/believe/think; (c) key/way/path; (d) sincere; (e) go/pass; (f)
value/significance/importance; (g) make/ensure; (h) sincerely/properly; (i) are/become; (j)
certainly/surely/undoubtedly/definitely.

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9. Fill in the blanks with appropriate words in each gap.

Sports are a popular form of entertainment. Many international sporting events are (a)___ from
time to time. Most of these events are (b)___ by multinational manufacturing (c)___ and business
firms. They pay for the sports events in (d)___ for the right to (e)___ their products during those
events. These events are (f)___ worldwide by satellite and people all over the world watch them
(g)___. As a (h)___, the sponsors' products receive maximum media (i)___. Thus, sports help the
(j)___ of trade and commerce.

†Ljvayjv we‡bv`‡bi GKwU RbwcÖq gva¨g| mg‡q mg‡q A‡bK AvšÍR©vwZK µxov B‡f‡›Ui Av‡qvRb Kiv nq| GB B‡f›U¸‡jvi
†ewkifvMB gvwëb¨vkbvj g¨vbyd¨vKPvwis †Kv¤úvwb Ges e¨emvwqK ms¯’v Øviv ¯úbmi Kiv nq| Zviv †mB B‡f›U¸‡jvi mgq
Zv‡`i c‡Y¨i weÁvc‡bi AwaKv‡ii wewbg‡q µxov B‡f›U¸‡jvi Rb¨ A_© cÖ`vb K‡i| GB B‡f›U¸‡jv m¨v‡UjvBU Øviv wek¦e¨vcx
m¤úªPvi Kiv nq Ges mviv we‡k¦i †jv‡Kiv †m¸‡jv mivmwi †`‡L| dj¯^iƒc, ¯úbmi‡`i cY¨ me©vwaK wgwWqv Kfv‡iR cvq|
Gfv‡e †Ljvayjv e¨emv-evwY‡R¨i cÖmv‡i mnvqZv K‡i|

(a) organized/arranged/held; (b) sponsored/patronized; (c) companies/factories/industries; (d)

exchange/return; (e) advertise/publicise; (f) telecast/broadcast; (g) live; (h) result/ consequence; (i)
coverage; (j) expansion/promotion/spread.
10. Fill in the blanks with appropriate words in each gap.
Bangladesh is a land of (a)___ beauty. Its beauty is so captivating that a stranger cannot but be
(b)___ looking at this endless variety. Nature has (c)___ showered its blessings on this country.
The rivers, hills and forests are rich in natural (d)___. The people of this country feel a strong
(e)___ for their motherland. They love their motherland from the (f)___ of heart. They work had to
(g)___ its economic condition and to remove poverty. Most of them toil hard from dawn to dusk to
accelerate the peace of (h)___. The progress of this country lies in the (i)___ of common people.
They are the (j)___ of a beautiful and prosperous Bangladesh.

cÖvK…wZK †mŠ›`‡h©i †`k evsjv‡`k| Gi †mŠ›`h© G‡ZvB wPËvKl©K †h GKRb AcwiwPZ e¨w³ GB AšÍnxb ˆewPΨ †`‡L gy» bv n‡q
cv‡i bv| G‡`‡k cÖK…wZ Zvi Avkxe©v` el©Y K‡i‡Q| b`-b`x, cvnvo I ebf~wg cÖvK…wZK †mŠ›`‡h© ficyi| G‡`‡ki gvbyl
gvZ„f~wgi cÖwZ Mfxi fv‡jvevmv Abyfe K‡i| Zviv Zv‡`i gvZ„f~wg‡K AšÍi †_‡K fv‡jvev‡m| Zviv Gi A_©‰bwZK Ae¯’vi Dbœqb
Ges `vwi`ª¨ `~i Kivi Rb¨ KvR K‡i| Dbœq‡bi MwZ Z¡ivwš^Z Kivi Rb¨ AwaKvskB †fvi †_‡K mܨv ch©šÍ K‡Vvi cwikÖg K‡i|
mvaviY gvby‡li my‡L †`‡ki DbœwZ wbwnZ| ZvivB my›`i I mg„× evsjv‡`‡ki Drm|

(a) natural/scenic; (b) enchanted/charmed/fascinated/spell-bound; (c) lavishly/ abundantly/

profusely; (d) beauty; (e) love/passion; (f) core; (g) develop/boost up; (h) development/ prosperity;
(i) uplift/happiness; (j) force/source/makers/builders/architects.
11. Fill in the blanks with appropriate words in each gap.
The proper (a)___ of study involves regular and proper understanding. In order to (b)___ the best
benefit from study, we should read (c)___ and intelligently. We should not study (d)___ for the
purpose of (e)___ examinations. We should take genuine (f)___ in our studies so that we can enjoy
what we (g)___. This will give us knowledge and wisdom and (h)___ the horizon of our (i)___.
We should, therefore, study not for immediate gains but for (j)___ the wealth of our mind.

wbqwgZ Ges mwVKfv‡e †evSv covi mwVK c×wZ| cov †_‡K m‡e©v”P myweav cvIqvi Rb¨, g‡bv‡hvM mnKv‡i Ges eyw×i mv‡_
cov DwPr| ïay cix¶vq cvk Kivi Rb¨ Avgv‡`i cov‡jLv Kiv DwPr bq| covi cÖwZ cÖK…Z AvMÖn _vKv DwPr hv‡Z Avgiv hv
cwo Zv Dc‡fvM Ki‡Z cvwi| GwU Avgv‡`i Ávb I cÖÁv †`‡e Ges Áv‡bi w`MšÍ‡K cÖk¯Í Ki‡e| ZvB Aa¨qb Kiv DwPZ
Zvr¶wYK jv‡fi Rb¨ bq, Avgv‡`i g‡bi m¤ú` M‡o †Zvjvi Rb¨|

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(a) method/way/system; (b) get/receive/have; (c) attentively/carefully; (d) only; (e) passing; (f)
interest/pleasure/delight; (g) read/study; (h) broaden/widen; (i) knowledge/ outlook/mind; (j)
enriching/developing/improving.
12. Fill in the blanks with appropriate words in each gap.
Many events of great importance (a)___ during the last century. Significant advances (b)___ in the
field of science and technology. Many European colonies gained independence. The movement
(c)___ democracy became (d)___ in many parts of the world. Two World Wars (e)___ in the
century. It (f)___ witnessed the misuse of atomic energy. Two cities of Japan were completely
destroyed as a result of dropping of atom bombs. The Vietnam War and the Gulf War killed many
innocent people. However, the (g)___ of Bangladesh as an independent nation (h)___ a
momentous event. After a (i)___ war of nine months, Bangladesh was born. Now, we (j)___ our
heads high as an independent country in the world.

MZ kZvãx‡Z A‡bK ¸iæZ¡c~Y© NUbv N‡U‡Q| weÁvb I cÖhyw³i †¶‡Î D‡jøL‡hvM¨ AMÖMwZ mvwaZ n‡q‡Q| A‡bK BD‡ivcxq
Dcwb‡ek ¯^vaxbZv jvf K‡i| we‡k¦i A‡bK RvqMvq MYZ‡š¿i Av‡›`vjb †Rvi`vi n‡q D‡V‡Q| MZ kZvwã‡Z `ywU wek¦hy×
msNwUZ n‡q‡Q| GwU cvigvYweK kw³i Ace¨enviI cÖZ¨¶ K‡i‡Q| cigvYy †evgv †djvi d‡j Rvcv‡bi `ywU kni m¤ú~Y© aŸsm
n‡q wM‡q‡Q| wf‡qZbvg hy× Ges DcmvMixq hy‡× eû wbixn gvbyl wbnZ n‡q‡Q| Z‡e ¯^vaxb RvwZ wn‡m‡e evsjv‡`‡ki Af¨y`q
wQj GKwU ¸iæZ¡c~Y© NUbv| `xN© bq gvm i³¶qx hy‡×i ci evsjv‡`‡ki Rb¥ nq| GLb, we‡k¦i GKwU ¯^vaxb †`k wnmv‡e Avgiv
gv_v DuPy K‡i `uvwo‡qwQ|

(a) occurred/happened/took place; (b) were made/occurred/were achieved; (c) for/of; (d)
stronger/momentous/active; (e) took place/broke out/happened; (f) also; (g) emergence/ birth/
origin; (h) was; (i) bloody; (j) hold/raise.
13. Fill in the blanks with appropriate words in each gap.
Hospitality has long been a part of our (a)___ in Bangladesh. Although many other (b)___ are
changing now, people are still quite (c)___ and friendly towards (d)___. They like speaking to
foreigners even if they have not been (e)___. It is quite (f)___ for Bangladeshis to ask personal
(g)___ about family, jobs and (h)___ which visitors from overseas might find (i)___. However, it
should be understood that no harm is (j)___ by such questions. On the other hand, they express a
genuine interest in the foreigner's state of affairs.

AvwZ‡_qZv `xN©w`b a‡i evsjv‡`‡k ms¯‹…wZi GKwU Ask| hw`I Ab¨vb¨ A‡bK ixwZbxwZ GLb cwiewZ©Z n‡”Q, gvbyl GLbI
Ab¨‡`i cÖwZ h‡_ó AwZw_civqY Ges eÜyZ¡c~Y©| Zviv we‡`kx‡`i mv‡_ K_v ej‡Z cQ›` K‡i, GgbwK hw` Zv‡`i wRÁvmv bvI
Kiv nq| evsjv‡`wk‡`i cwievi, PvKwi Ges Avq m¤ú‡K© e¨w³MZ cÖkœ Kiv LyeB ¯^vfvweK hv we‡`k †_‡K Avmv `k©K‡`i
weeªZKi g‡b n‡Z cv‡i| Z‡e eyS‡Z n‡e G ai‡bi cÖkœ K‡i †Kv‡bv ¶wZ Kiv nq bv| Ab¨w`‡K, Zviv we‡`kx‡`i Ae¯’v‡bii
cÖwZ Avm‡jB AvMÖn cÖKvk K‡i|

(a) culture; (b) customs; (c) hospitable; (d) others; (e) asked; (f) natural; (g) questions; (h) income;
(i) embarrassing; (j) done/meant.
14. Fill in the blanks with appropriate words in each gap.
Television has become a (a)___ source of entertainment of the present world. A wide (b)___ of
programmes is (c)___ on numerous channels. Almost every family has a television (d)___ today.
Television (e)___ are not only entertaining; they can be highly (f)___ too. For example, television
is now (g)___ used for distance learning. Courses (h)___ by the Open University are shown on
BTV. Several channels like the Discovery Channel and the National Geographic Channel telecast
highly informative and (i)___ programmes. However, watching TV (j)___ is not permissible.

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†Uwjwfkb n‡q D‡V‡Q eZ©gvb we‡k¦i we‡bv`‡bi GK PgrKvi Drm| wewfbœ P¨v‡b‡j we¯Í…Z Abyôvb m¤úªPvi Kiv nq| AvR cÖvq
cÖwZwU cwiev‡i †Uwjwfkb †mU i‡q‡Q| †Uwjwfk‡bi Abyôvb¸‡jv ïay we‡bv`bB bq; †m¸‡jv D”P wk¶vg~jK n‡Z cv‡i.
D`vniY¯^iƒc, †Uwjwfkb GLb `~iwk¶‡Yi Rb¨ e¨eüZ n‡”Q| Db¥y³ wek¦we`¨vjq KZ©…K cwiPvwjZ †Kvm©¸‡jv wewUwf‡Z †`Lv‡bv
nq| wWmKfvwi P¨v‡bj Ges b¨vkbvj wRIMÖvwdK P¨v‡b‡ji g‡Zv †ek K‡qKwU P¨v‡bj AZ¨šÍ Z_¨c~Y© Ges we‡bv`bg~jK Abyôvb
m¤úªPvi K‡i| Z‡e memgq wUwf †`Lv Aby‡gv`b‡hvM¨ bq|

(a) wonderful; (b) range; (c) telecast; (d) set; (e) programmes; (f) educative; (g) being; (h)
run/conducted; (i) entertaining; (j) always.
15. Fill in the blanks with appropriate words in each gap.
Teaching in Bangladesh is still not up to the world standard. The most unfortunate thing is that it is
falling down very rapidly day by day. It is mainly (a)___ of the traditional education system.
Teachers do not know much about the modern teaching method. Moreover, the testing (b)___ is
not effective. Students can (c)___ good marks by memorizing. But in this system, they lose their
(d)___ power and learn to depend on (e)___. As a result, they cannot face new (f)___. Whenever
they talk, they reveal their ignorance. They lose (g)___ in the process. It is a great (h)___ for the
nation. Conditions should be improved to (i)___ our children in a proper way so that they may
exploit the whole (j)___ boldly.

evsjv‡`‡k cvV`vb GLbI wek¦gvb m¤úbœ bq| me‡P‡q `yf©vM¨RbK welq nj GwU w`b w`b Lye `ªæZ wb‡Pi w`‡K hv‡”Q| GUv
g~jZ cÖPwjZ wk¶v e¨e¯’vi Kvi‡Y| wk¶Kiv AvaywbK cvV`vb c×wZ m¤ú‡K© †Zgb wKQy Rv‡bb bv| ZvQvov, cix¶v c×wZ
Kvh©Ki bq| wk¶v_x©iv gyL¯’ K‡i fv‡jv b¤^i †c‡Z cv‡i| wKš‘ GB e¨e¯’vq Zviv m„Rbkxj kw³ nvwi‡q †d‡j Ges ¯§„wZi Dci
wbf©i Ki‡Z †k‡L| d‡j Zviv bZyb cwiw¯’wZi gy‡LvgywL n‡Z cv‡i bv| hLbB K_v e‡j, ZLbB Zv‡`i AÁZv cÖKvk cvq| Zviv
GB cÖwµqvq AvZ¥wek¦vm nvwi‡q †d‡j| GUv RvwZi Rb¨ weivU ¶wZ| Avgv‡`i wkï‡`i mwVKfv‡e M‡o †Zvjvi Rb¨ Ae¯’vi
DbœwZ Kiv DwPZ hv‡Z Zviv mvn‡mi mv‡_ cy‡iv wek¦‡K †kvlY Ki‡Z cv‡i|

(a) because; (b) method/system; (c) score; (d) creative; (e) memory; (f) challenges/situation
(g) self-confidence; (h) loss; (i) build; (j) world.
16. Fill in the blanks with appropriate words in each gap.
There are many people in Bangladesh who have a (a)___ outlook. Quite (b)___ in life they learn to
believe that everything in this world was (c)___ and all that happens to them was (d)___ by God.
From this (e)___ the poor generally accept their poverty and all their sorrows and (f)___ without
trying much to (g)___ them. They also hold a (h)___ belief that those who undergo sufferings in
this (i)___ world, will be amply (j)___ in the next world.

evsjv‡`‡k A‡bK gvby‡li †Mvuov `„wófw½ i‡q‡Q| Rxe‡bi †ek cÖ_g w`‡K Zviv wek¦vm Ki‡Z wk‡L †h c„w_ex‡Z mewKQy Awbevh©
Ges Zv‡`i mv‡_ hv N‡U Zv Ck¦‡ii Øviv wba©vwiZ| GB wek¦vm †_‡K `wi`ªiv mvaviYZ `vwi`ª¨ Ges `ytL-Kó‡K AwZµg Kivi
†Póv bv K‡iB †g‡b †bq| Zviv `„p wek¦vm †cvlY K‡i †h, hviv GB ¶Y¯’vqx c„w_ex‡Z `ytL-Kó †fvM K‡i, Zviv ci‡jv‡K cÖPyi
cyi¯‹…Z n‡e|

(a) conservative; (b) early; (c) inevitable; (d) ordained; (e) belief; (f) sufferings; (g) overcome; (h)
firm; (i) transitory/present; (j) rewarded.
17. Fill in the blanks with appropriate words in each gap.
"The Rime of the Ancient Mariner" relates the experiences of a sailor (a)___ has returned from a
long (b)___ voyage. The mariner stops a man who is on the way to a wedding (c)___ and begins

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(d)___ narrate a story. The mariner's tale begins (e)___ his ship departing on its journey. Despite
initial good fortunate, the (f)___ is driven south by a storm (g)___ eventually reaches the Antarctic
waters. An albatross appears and leads them out of the ice jam where they had been stuck, but
suddenly the mariner shoots the bird. The crew gets (h)___ with the mariner, believing the
albatross brought south (i)___ that led them out of the Antarctic. However, the sailors (j)___ their
minds when the weather becomes warmer and the mist disappears.

"`¨v ivBg Ae `¨v GBbkvbU †gwibvi" GKRb bvwe‡Ki AwfÁZv m¤úwK©Z, whwb `xN© mgy`ª ågY †_‡K wd‡i G‡mwQ‡jb| bvweK
GKwU we‡qi Abyôv‡b hvIqvi c‡_ GKRb †jvK‡K _vgvq Ges GKwU Mí ej‡Z ïiæ K‡i| bvwe‡Ki Mí ïiæ nq Zvi RvnvR
hvÎv ïiæ Kiv †_‡K| ïiæ‡Z †mŠfvM¨ _vK‡jI, bvweKwU S‡oi Kvi‡Y `w¶‡Y PvwjZ nq hv †kl ch©šÍ A¨v›UvK©wU‡Ki cvwb‡Z
†cŠuQvq| GKwU A¨vjevUªm Dcw¯’Z nq Ges ei‡di RU †_‡K Zv‡`i †ei K‡i wb‡q hvq †hLv‡b Zviv AvU‡K wQj, wKš‘ nVvr
bvweK cvwLwU‡K ¸wj K‡i| bvweK`j bvwe‡Ki mv‡_ hvq, wek¦vm K‡i †h A¨vjevUªm `w¶Yv evZvm G‡bwQj hv Zv‡`i
A¨v›UvK©wUK †_‡K †ei K‡i G‡b‡Q| hvB‡nvK, AvenvIqv Dò n‡q †M‡j Ges Kyqvkv A`„k¨ n‡q †M‡j bvweKiv Zv‡`i gb
cwieZ©b K‡i|

(a) who; (b) bitter/sea; (c) ceremony; (d) to; (e) from; (f) mariner; (g) which; (h) along; (i) wind; (j)
changed.
18. Fill in the blanks with appropriate words in each gap.
Our liberation is the (a)___ achievement in our national life. It was (b)___ in 1971. We had been
(c)___ Pakistani rule for twenty-four years. But the discrimination, (d)___ and suppression of the
West Pakistani rulers (e)___ us to wage the Liberation War. Bangabandhu Sheikh Mujibur
Rahman led the struggle for (f)___. But soon he was (g)___ by the Pakistani rulers. However,
people from all (h)___ of life took part in the war responding to the call and order of
Bangabandhu. This war (i)___ a great protest against all forms of wrongdoing. Now, we observe
our independence with due (j)___ and solemnity.

¯^vaxYZv Avgv‡`i RvZxq Rxe‡bi me‡P‡q eo AR©b| GUv AwR©Z n‡qwQj 1971 mv‡j| Avgiv 24 eQi cvwK¯Ívwb kvm‡b wQjvg|
wKš‘ cwðg cvwK¯Ívwb kvmK‡`i ˆelg¨, wbcxob I `gb-cxob Avgv‡`i gyw³hy‡×i w`‡K wb‡q hvq| e½eÜy †kL gywReyi ingvb
¯^vaxbZv msMÖv‡g †bZ„Z¡ †`b| wKš‘ AwP‡iB wZwb cvwK¯Ívwb kvmK‡`i nv‡Z †MÖdZvi nb| Z‡e e½eÜyi AvnŸv‡b mvov w`‡q
me©¯Í‡ii gvbyl hy‡× Ask †bq| GB hy× mKj cÖKvi Ab¨v‡qi weiæ‡× GK weivU cÖwZev` Zy‡j a‡i| GLb, Avgiv ¯^vaxbZv h_vh_
m¤§vb I AvšÍwiKZvi mv‡_ cvjb Kwi|

(a) greatest; (b) achieved; (c) under; (d) oppression; (e) led; (f) liberation; (g) arrested; (h) walks;
(i) raised; (j) honour.
19. Fill in the blanks with appropriate words in each gap.
One very (a)___ change in our society is the presence of working women outside the home. Of
course, it has to be (b)___ that women have always worked within the household but this
commonly is not counted as "work". It is unfortunate that women's roles in agricultural societies
have not been (c)___ either. Whether it is due to economic necessity or the urge to (d)___ an
individual identity or both, nowadays many women are joining the outside workforce. They are
(e)___ a wide range of professions. Moreover, both educated and uneducated women are (f)___ to
work outside. All of them are trying to be self (g)___. The life of a woman has now become more
(h)___. Because they have to shoulder (i)___ roles also. Most of the women have to compete with
men (j)___.

Avgv‡`i mgv‡R GKwU AZ¨šÍ my¯úó cwieZ©b nj N‡ii evB‡i Kg©Rxex gwnjv‡`i Dcw¯’wZ| Aek¨B, GUv ¯^xKvi Ki‡Z n‡e †h
gwnjviv me©`v cwiev‡ii g‡a¨ KvR K‡i, Z‡e GwU mvaviYZ "KvR" wnmv‡e MY¨ nq bv| `yf©vM¨RbK †h K…wl mgv‡RI bvixi

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f~wgKv ¯^xK…Z nqwb| Zv A_©‰bwZK cÖ‡qvR‡bi Kvi‡Y †nvK ev ¯^Zš¿ cwiPq cÖwZôvi ZvwM` ev Dfq Kvi‡YB †nvK, AvRKvj
A‡bK bvix evB‡i Kg©kw³‡Z †hvM w`‡”Q| Zviv wewfbœ †ckvq hy³ n‡”Q| ZvQvov wkw¶Z-Awkw¶Z Dfq bvixB evB‡i KvR
Ki‡Z AvMÖnx| Zviv mevB AvZ¥wbf©ikxj nIqvi †Póv Ki‡Q| bvixi Rxeb GLb AviI KwVb n‡q D‡V‡Q| KviY Zv‡`iI mwµq
f~wgKv cvjb Ki‡Z n‡”Q| me RvqMvq cyiæl‡`i m‡½ cvjøv w`‡Z nq bvix‡K|

(a) conspicuous; (b) acknowledged; (c) recognized; (d) establish; (e) joining; (f) interested/
rushing; (g) dependent; (h) difficult; (i) active; (j) everywhere.
20. Fill in the blanks with appropriate words in each gap.
The craft of (a)___ paper to give them different (b)___ without any cutting or pasting is called
Oregami. Although not much is known about its (c)___, Oregami has been (d)___ in the Orient for
(e)___. In fact it has taken the form of sophisticated (f)___ in Japan wher eit is specially (g)___ for
decorating and for (h)___. As a form of (i)___ plaything, Oregami takes the form of birds, fish,
insects, animals and geometrical figures, sometimes with (j)___ parts to imitate the movement of
real life objects.

†Kv‡bv cÖKvi KvUvKvwU ev †c÷ bv K‡i KvMR fvR Kivi wewfbœ AvKvi †`Iqvi KviæKvR‡K I‡iMvwg e‡j| hw`I Gi DrcwË
m¤ú‡K© Lye †ewk wKQy Rvbv hvq bv, I‡iMvwg eû kZvãx a‡i cÖvP¨‡`‡k PP©v n‡q Avm‡Q| cÖK…Zc‡¶ GwU Rvcv‡b AZ¨vaywbK
wk‡íi iƒc wb‡q‡Q †hLv‡b GUv‡K mvRm¾v Ges Abyôv‡bi Rb¨ we‡klfv‡e g~j¨vqb Kiv nq| Drm‡e †Ljvi GKwU iƒc wnmv‡e,
I‡iMvwg cvwL, gvQ, †cvKvgvKo, cÖvYx Ges R¨vwgwZK wP‡Îi iƒc †bq, KLbI KLbI ev¯Íe RxešÍ e¯Íyi MwZwewa AbyKiY Ki‡Z
cwieZ©b‡hvM¨ AskI _v‡K|

(a) folding/bending; (b) shapes/figures/patterns/forms; (c) origin/history/background; (d)

practised/practiced/used/exercised; (e) centuries/years/ages; (f) art/craft; (g) prized/valued/
used/appreciated/rewarded/awarded; (h) ceremonies/parties/festivals/occasions/ functions; (i)
decorative/festive/ornamental; (j) flexible/movable/changeable.
21. Fill in the blanks with appropriate words in each gap.
Modern life (a)___ much on transport. We can very well (b)___ how important transport is when it
is (c)___ by natural calamities or during socio-political crises. In fact, transport has made it (d)___
for us to reach places previously (e)___. It has (f)___ helped the flourish of trade and commerce
and to (g)___ new knowledge and ideas. (h)___, transport has (i)___ friendship and understanding
among nations and peoples (j)___ the globe.

AvaywbK Rxeb A‡bKUvB wbf©i K‡i cwien‡bi Ici| cÖvK…wZK `y‡h©v‡M ev mvgvwRK-ivR‰bwZK msK‡Ui mgq cwienb KZUv
¸iæZ¡c~Y© Zv Avgiv Lye fv‡jvfv‡e eyS‡Z cvwi| cÖK…Zc‡¶, cwienb Avgv‡`i Rb¨ c~‡e© ‡cŠuQv‡bvi `yM©g RvqMvq †cŠuQv‡bv m¤¢e
K‡i‡Q| GwU e¨emv-evwY‡R¨i weKvk Ges bZyb Ávb I aviYv AR©‡b e¨vcKfv‡e mvnvh¨ K‡i‡Q| GQvovI, cwienb wek¦e¨vcx
RvwZ I RbM‡Yi g‡a¨ eÜyZ¡ I †evSvcovi weKvk NwU‡q‡Q|

(a) depends; (b) understand; (c) disrupted/ affected; (d) possible/ easier/ easy; (e) unreachable/
inaccessible; (f) greatly/ also; (g) acquire/ gain/ gather/ spread; (h) Besides/ Moreover; (i)
developed/ promoted/ strengthened; (j) across/around/throughout.
22. Fill in the blanks with appropriate words in each gap.
People's interest in birds goes way back into the past when some birds were actually (a)___ as
messengers of gods in ancient Egyptian as well as in other cultures. Bird watching these days is
done for the fun of finding out more about our feathered friends and (b)___ to our knowledge
about them. In recent years, birds have become the barometers of (c)___ changes around us. Bird
watchers have made important contributions towards (d)___ information about which birds have

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(e)___ from which areas or become extinct altogether or what factors are having bad effects on
their (f)___. Bird watching requires a lot of (g)___ and might cover days, months or years. Real
(h)___ even go to (i)___ islands to observe a queer variety of birds. Bird watching has become
well known almost all over the world and many travel agencies can also provide necessary
information on (j)___ which are suitable for bird watching.

cvwL‡`i cÖwZ gvby‡li AvMÖn A‡bK Av‡M †_‡K hLb wKQy cvwL‡K cÖK…Zc‡¶ cÖvPxb wgkixq‡`i cvkvcvwk Ab¨vb¨ ms¯‹…wZ‡Z †`eZv‡`i
evZ©vevnK wnmv‡e c~Rv Kiv nZ| GLb cvwL †`Lv Avgv‡`i cvjKhy³ eÜy‡`i m¤ú‡K© AviI Rvb‡Z Ges Zv‡`i m¤ú‡K© Ávb e„w×i
gRvi Rb¨ Kiv nq| mv¤úªwZK eQi¸‡jv‡Z, cvwLiv Avgv‡`i Pvicv‡k cwi‡ekMZ cwieZ©‡bi e¨v‡ivwgUvi n‡q D‡V‡Q| †Kvb cvwL
†Kvb GjvKv †_‡K wejyß n‡q hv‡”Q ev m¤ú~Y©iƒ‡c wejyß n‡q †M‡Q ev Zv‡`i Avevm¯’‡ji Dci †Kvb KviY¸‡jv Lvivc cÖfve †dj‡Q
†m m¤ú‡K© Z_¨ cÖ`v‡b cvwL ch©‡e¶Kiv ¸iæZ¡c~Y© Ae`vb †i‡L‡Qb| cvwL †`Lvi Rb¨ A‡bK ˆa‡i¨i cÖ‡qvRb nq Ges GwU w`b, gvm
ev eQie¨vcx n‡Z cv‡i| mwZ¨Kv‡ii Drmvnxiv cÖZ¨šÍ Øxc¸wj‡ZI hvb wewfbœ ai‡Yi cvwL ch©‡e¶Y Ki‡Z| cvwL ch©‡e¶b cÖvq
mviv we‡k¦ mycwiwPZ n‡q D‡V‡Q Ges A‡bK Uªv‡fj G‡RwÝ cvwL †`Lvi Rb¨ Dchy³ AÂj¸‡jvi cÖ‡qvRbxq Z_¨I mieivn K‡i|

(a) worshipped; (b) contributing; (c) ecological; (d) providing/getting/collecting/ receiving/

gathering; (e) vanished; (f) habitats/ habitations; (g) patience/ perseverance; (h) watchers/
enthusiasts; (i) remote; (j) regions/spots/areas.
23. Fill in the blanks with appropriate words in each gap.
Our modes of entertainment are (a)___ a significant change. The traditional sources of
entertainment are no more (b)___. People are no longer (c)___ with the traditional forms of
entertainment. The western culture and music are now (d)___ the upper hand of (e)___ modes of
entertainment. Our own music and culture are (f)___ fast coming in (g)___ with the western
culture. So, there is a blending of melodies between western music and our own music. Now
people (h)___ cricket to football. Radio is (i)___ popularity and sports is also (j)___ as a popular
source of entertainment.

Avgv‡`i we‡bv`‡bi gva¨g¸‡jv GK D‡jøL‡hvM¨ cwieZ©‡bi ga¨ w`‡q hv‡”Q| we‡bv`‡bi HwZn¨evnx Drm¸‡jv Avi RbwcÖq bq|
gvbyl Avi wPivPwiZ we‡bv`b wb‡q mš‘ó bq| cwðgv ms¯‹…wZ Ges m½xZ GLb we‡bv`‡bi HwZn¨evnx c×wZi Ic‡i D‡V Avm‡Q|
cvðvZ¨ ms¯‹…wZi ms¯ú‡k© G‡m Avgv‡`i wbR¯^ m½xZ I ms¯‹…wZ `ªæZ e`‡j hv‡”Q| ZvB, cwðgv m½xZ Ges Avgv‡`i wbR¯^
m½x‡Zi g‡a¨ my‡ii wgkÖY i‡q‡Q| GLb gvbyl dyUe‡ji †P‡q wµ‡KU †ewk cQ›` K‡i| †iwWI RbwcÖqZv nviv‡”Q Ges †LjvayjvI
we‡bv`‡bi RbwcÖq Drm wn‡m‡e cwiwPZ|

(a) undergoing/getting/having/facing/ encountering; (b) popular/ appealing/ charming/ attractive/

captivating; (c) satisfied/content/pleased/contented; (d) gaining/ having/ getting; (e)
traditional/conventional/ common; (f) changing/ disappearing/a ltering/ reshaping; (g) contact/
touch; (h) prefer; (i) losing; (j) regarded/known/ chosen/favoured/ treated/ considered.
24. Fill in the blanks with appropriate words in each gap.
One day a lad went to a famous teacher and having expressed his desires to (a)___ knowledge,
begged him to (b)___ him in the arts and sciences. The learned man, wishing to (c)___ out what
sort of ability the lad (d)___, asked him where God (e)___. The lad replied, "I will answer you, if
you first (f)___ me where he is (g)___". The sage, from this sensible (h)___, thought highly of the
boy's (i)___ and according to his (j)___ perfected him in his studies. Thus, the wisdom of the wise
manifests itself early.

GKw`b GK †Q‡j GKRb weL¨vZ wk¶‡Ki Kv‡Q wM‡qwQj Ges Ávb AR©‡bi B”Qv cÖKvk K‡i Zv‡K Aby‡iva K‡iwQj Zv‡K Kjv
I weÁvb †kLv‡bvi Rb¨| wkw¶Z †jvKwU, †Q‡jwUi Kx ai‡Yi `¶Zv wQj Zv Rvb‡Z B‡”Q K‡i Zuv‡K wRÁvmv Ki‡jb Ck¦i
†Kv_vq Av‡Qb| †Q‡jwU Reve w`j, "Avwg Avcbv‡K DËi †`e, Avcwb hw` cÖ_‡g Avgv‡K e‡jb †h wZwb †Kv_vq †bB"| GB
eyw×gvb Reve †_‡K Fwl †Q‡ji eyw× m¤ú‡K© AZ¨šÍ D”P wPšÍv †cvlY Ki‡jb Ges Zuvi B”Qv Abymv‡i Zv‡K cov‡kvbvq wbLyuZ
K‡iwQ‡jb| myZivs, Ávbx‡`i Ávb Lye `ªæZ cÖKvk cvq|

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(a) acquire; (b) teach; (c) find; (d) had; (e) is; (f) tell; (g) not; (h) reply; (i) intelligence; (j) desire.
25. Fill in the blanks with appropriate words in each gap.
Civility means polite (a)___ or modesty. It also (b)___ courteous manner. It is a great virtue (c)___
a man. To be well behaved, or good-natured we (d)___ spend money or health. We have to (e)___
willingness to attain civility. We have to (f)___ some code of conduct and (g)___ the norms of
etiquette of the society. It (h)___ from society to society. However, one has to (i)___ good manner
in one's character from an early age. No expenditure (j)___ consciousness is required.

wkóvPvi gv‡b f`ª AvPiY ev webq| GwU webqx c×wZ‡KI wb‡`©k K‡i| GwU gvby‡li GKwU `y`©všÍ ¸Y| fvj AvPiY Kiv, ev
¯^fv‡ei Rb¨ Avgv‡`i A_© ev ¯^v¯’¨ e¨q Kivi `iKvi †bB| Avgv‡`i bvMwiKZv AR©‡b B”QyK _vK‡Z n‡e| Avgv‡`i wKQy
AvPiYwewa AbymiY Ki‡Z n‡e Ges mgv‡Ri wkóvPv‡ii wbqg Abykxjb Ki‡Z n‡e| GwU mgvR †_‡K mgv‡R Avjv`v| hvB‡nvK,
†QvU eqm †_‡KB GKR‡bi fv‡jv PwiÎ ˆZwi Ki‡Z n‡e| GB †PZbv Qvov †Kv‡bvwKQy e¨‡qi cÖ‡qvRb nq bv|

(a) behaviour/conduct/manner/dealings/attitude; (b) indicates/means/implies; (c) of; (d) needn't; (e)

have/posses; (f) follow/ maintain/ obey/ observe; (g) practise/follow/maintain/ obey/ observe; (h)
varies/differs; (i) form/cultivate/inculcate/nurture/foster/practise/cherish/ develop/nurse; (j)
without/but/except.
26. Fill in the blanks with appropriate words in each gap.
Bangladesh is a small country. It has a (a)___ population. Most people here live below the (b)___
line and cannot therefore (c)___ to educate their children. Many poor children (d)___ drop out of
school after just a few years or simply do not go to (e)___ at all. Despite this situation, we have far
too many (f)___ to educate compared to the number of (g)___ available. Bangladesh needs more
schools, colleges and (h)___ to provide for the increasing number of (i)___. But owing to financial
and resource constraints, the government cannot fund the (j)___ number of educational
institutions.

evsjv‡`k GKwU †QvU †`k| GwUi wekvj RbmsL¨v i‡q‡Q| GLvbKvi †ewkifvM †jvK `vwi`ª¨mxgvi bx‡P evm K‡i Ges ZvB
Zv‡`i wkï‡`i wkw¶Z Kivi mvg_¨© _v‡K bv| A‡bK `wi`ª ev”Pv mvaviYZ K‡qK eQi c‡i ¯‹yj †Q‡o †`q ev ¯‹y‡jB hvq bv| GB
cwiw¯’wZ m‡Ë¡I, Dcjä cÖwZôv‡bi msL¨vi Zyjbvq Avgv‡`i A‡bK †ewk wkw¶Z wk¶v_x© i‡q‡Q| evsjv‡`‡ki µgea©gvb
wk¶v_x©i Rb¨ AviI †ewk ¯‹yj, K‡jR Ges wek¦we`¨vjq cÖ‡qvRb| Z‡e A_© I m¤ú‡`i mxgve×Zvi Kvi‡Y miKvi cÖ‡qvRbxq
msL¨K wk¶vcÖwZôv‡bi Znwej w`‡Z cvi‡Q bv|

(a) large/huge/vast/big; (b) poverty; (c) afford; (d) either/usually/generally; (e) school; (f) students;
(g) institutions; (h) universities/ madrasas; (i) students/ learners/ pupils; (j) requisite/ required/
demanded/necessary/adequate/claimed.
27. Fill in the blanks with appropriate words in each gap.
Rubel is (a)___ up with his next-door neighbours. His bedroom is very close to (b)___. Every time
he sits down to study in the evening, there comes the (c)___ sound of the television from the house
(d)___door. It seems that the television is kept (e)___ the whole evening. It becomes very difficult
for him to (f)___ on his studies. In winter, he can (g)___ it by keeping his window closed but in
summer it gets too hot and (h)___ if the window is kept closed. So, he is (i)___ to put up (j)___ the
disturbance from next door.

iæ‡ej Zvi cv‡ki evwoi cÖwZ‡ekx‡`i Dci wei³| Zvi †kvqvi Ni Zv‡`i Lye Kv‡Q| hLbB †m mܨv‡ejv co‡Z e‡m ZLbB
cv‡ki evwo †_‡K †Uwjwfk‡bi weKU kã †f‡m Av‡m| g‡b nq mviv mܨvq †Uwjwfkb Pvjy _v‡K| cov‡jLvq g‡bvwb‡ek Kiv
Zvi Rb¨ LyeB KwVb n‡q c‡o| kxZKv‡j Rvbvjv eÜ †i‡L mn¨ Ki‡Z cv‡i wKš‘ MÖx®§Kv‡j Rvbvjv eÜ ivL‡j AZ¨waK Mig I
Amnbxq n‡q I‡V| myZivs, †m cv‡ki evwoi Sv‡gjv mn¨ Ki‡Z eva¨|

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(a) fed; (b) theirs; (c) blaring/loud/high/resonent; (d) next; (e) on/open/running; (f)
concentrate/carry; (g) bear/tolerate/avoid; (h) stuffy/ suffocating/ intolerable/ unbearable/ sulky; (i)
compelled/obliged/bound/made/forced; (j) with.
28. Fill in the blanks with appropriate words in each gap.
Most of the Bangladeshis, (a)___ that our motherland (b)___ in the active earthquake zone.
Experts are alarmed by the recurrence of the (c)___ in the recent years. But they do not give any
direct answer to the question (d)___ the (e)___ of the building in Dhaka city. As there is every
(f)___ of earthquakes in Bangladesh, experts (g)___ for taking adequate precautionary (h)___ to
reduce the losses. RAJUK opines that an earthquake (i)___ building code should be (j)___ to avoid
natural disaster.

†ewkifvM evsjv‡`kx wek¦vm K‡i †h Avgv‡`i gvZ„f~wg mwµq f~wgK¤ú A‡j Aew¯’Z| mv¤úªwZK eQi¸‡jv‡Z f~wgK‡¤úi
cybive„wËi Kvi‡Y we‡klÁiv DwØMœ| wKš‘ XvKv gnvbMixi fe‡bi wbivcËv wb‡q cÖ‡kœi mivmwi †Kv‡bv DËi †`b bv Zviv|
evsjv‡`‡k f~wgK‡¤úi m¤¢vebv _vKvq ¶q¶wZ Kgv‡Z ch©vß mZK©Zvg~jK e¨e¯’v MÖn‡Yi civgk© w`‡q‡Qb we‡klÁiv| ivRDK
g‡b K‡i, cÖvK…wZK `y‡h©vM Gov‡Z f~wgK¤ú cÖwZ‡ivax wewìs †KvW ˆZwi Ki‡Z n‡e|

(a) know/believe/opine; (b) lies/is/is located; (c) quakes/earthquakes; (d) about/ regarding/
connecting/of; (e) safety; (f) possibility/probability/apprehension/chance; (g) call/ask/
suggest/have called; (h) measures/steps/actions; (i) resistant; (j) developed/ followed/
maintained/formulated.
29. Fill in the blanks with appropriate words in each gap.
UNICEF (a)___ originally for the United Nations International Children's Emergency Fund. But
now it is the United Nations Children's Fund which (b)___ long-term help to children of
developing nations. It (c)___ several welfare projects in Bangladesh. It has established numerous
maternity and baby care centres around the country to (d)___ the health of babies and child-
bearing mothers. It has helped Bangladesh get rid of (e)___ childhood diseases. It has (f)___
training programmes to create rural health workers. Thus, this organization has been able to (g)___
infant mortality rates in Bangladesh. Above all, in time of natural disasters, it undertakes (h)___
work to help the distressed people. To (i)___ education, UNICEF distributes reading and writing
materials among students, trains teachers and (j)___ primary education particularly among girls.

BDwb‡md g~jZ RvwZmsN Riæwi wkï Znwe‡ji Rb¨ ˆZix n‡qwQj| wKš‘ GLb GwU RvwZms‡Ni wkï Znwej hv Dbœqbkxj
†`k¸‡jvi wkï‡`i `xN©‡gqv`x mnvqZv †`q| GwU evsjv‡`‡k †ek wKQy Kj¨vYg~jK cÖKí cwiPvjbv K‡i| GwU wkï Ges mšÍvb
Rb¥`vbKvix gv‡q‡`i ¯^v¯’¨ wbwðZ Ki‡Z mviv †`‡k AmsL¨ gvZ„Z¡ I wkï hZœ †K›`ª cÖwZôv K‡i‡Q| evsjv‡`k‡K wkï‡`i
†Qvuqv‡P †ivM †_‡K cwiÎvY †c‡Z mvnvh¨ K‡i‡Q| MÖvgxY ¯^v¯’¨Kg©x ˆZwii Rb¨ cÖwk¶Y Kg©m~wPi Av‡qvRb K‡i‡Q| Gfv‡e ms¯’vwU
evsjv‡`‡k wkïg„Zz¨i nvi Kgv‡Z m¶g n‡q‡Q| m‡e©vcwi, cÖvK…wZK `y‡h©v‡Mi mgq, `y`©kvMÖ¯Í gvbyl‡K mvnvh¨ Kivi Rb¨ GwU
gvbweK KvR K‡i| wk¶vq mnvqZv Kivi Rb¨, BDwb‡md wk¶v_x©‡`i g‡a¨ cov Ges †jLvi DcKiY weZiY K‡i, wk¶K‡`i
cÖwk¶Y †`q Ges we‡kl K‡i †g‡q‡`i g‡a¨ cÖv_wgK wk¶vi cÖPvi K‡i|

(a) stood; (b) gives/renders/provides/offers; (c) runs/conducts/arranges/manages/ organizes; (d)

ensure/improve; (e) contagious/infectious/many/various/fatal/serious/ dangerous; (f)
organized/arranged/run/conducted; (g) reduce/decrease/lessen/minimise; (h) humanitarian/
benevolent/relief/voluntary; (i) facilitate/help/improve/spread/ease/upgrade/ ensure; (j)
promotes/spreads/emphasizes/inspires/encourages.

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30. Fill in the blanks with appropriate words in each gap.

Introverts and extroverts (a)___ two kinds of men (b)___ in the society. An introvert is quite
(c)___ to an extrovert. Without (d)___ extrovert no man or woman can (e)___ life in the country.
What we have (f)___ from the (g)___ of Sohel and Farid gives us the quality of introvert. (h)___
Farid has done in the bus (i)___ an introvert. Fahima is (j)___ the extrovert quality.

AšÍg©yLx Ges ewng©yLx `yB ai‡Yi gvbyl mgv‡R cvIqv hvq| AšÍg©yLx ewng©yLx †_‡K G‡Kev‡i wecixZ| ewng©yLx bv n‡q †Kv‡bv bvix ev
cyiæl GB †`‡k Rxebhvcb Ki‡Z cv‡i bv| †mv‡nj I dwi‡`i Mí †_‡K Avgiv hv †`‡LwQ Zv Avgv‡`i AšÍg©yLx nIqvi ¸Y †`q|
dwi` ev‡m hv K‡i‡Q Zv GKRb AšÍg©yLx nIqvi cÖgvY| dvwngv ewng©yLx ¸‡Yi AwaKvix|

(a) are; (b) living/found/seen/noticed/dwelling; (c) opposite/reverse/alien/exceptional; (d)

being/becoming; (e) live/lead/enjoy/maintain; (f) seen/learnt/understood/realized/marked/
noticed/read/found/observed; (g) story/stories/behaviour/characteristics/nature/activities/
traits/conduct; (h) What; (i) is/proves; (j) of/holding/ possessing/ bearing /representing/ example
of.
31. Fill in the blanks with appropriate words in each gap.
Air and water are two of the important (a)___ of the environment. These elements are often (b)___
in various ways. Air is polluted by (c)___ and water is polluted by different kinds of (d)___ and
filth. If we want to live a (e)___ life, we should (f)___ the pollution of the environment. Total
prevention may be (g)___, but we can certainly (h)___ pollution by raising (i)___ among the
people. All should come (j)___ in this regard.

evqy Ges cvwb cwi‡e‡ki `ywU ¸iæZ¡c~Y© Dcv`vb| GB Dcv`vb¸‡jv cÖvqB wewfbœ Dcv‡q `~wlZ nq| evqy †avuqv Øviv `~wlZ nq Ges
cvwb `~wlZ nq wewfbœ ai‡Yi eR©¨ Ges †bvsiv Øviv| Avgiv hw` my¯’ Rxebhvcb Ki‡Z PvB Zvn‡j Avgv‡`i cwi‡ek `~l Y †iva
Ki‡Z n‡e| m¤ú~Y© cÖwZ‡iva KwVb n‡Z cv‡i, wKš‘ Avgiv Aek¨B gvby‡li g‡a¨ m‡PZbZv e„w× K‡i `~lY Kgv‡Z cvwi| G
e¨vcv‡i mevB‡K GwM‡q Avm‡Z n‡e|

(a) elements; (b) polluted; (c) smoke; (d) waste; (e) healthy; (f) prevent; (g) difficult/ impossible;
(h) reduce; (i) awareness; (j) forward.
32. Fill in the blanks with appropriate words in each gap.
Bangladesh is a land of (a)___. But nowadays the rivers are (b)___ up. So, (c)___ is an urgent
necessity for our country now. The rivers carry (d)___ which makes the land (e)___ to grow crops.
Besides, they supply us plenty of (f)___. During the dry season we (g)___ river water to the land.
At present, the (h)___ of water causes bad harvest. We can easily (i)___ the use and utility of the
rivers in our life and (j)___.

evsjv‡`k b`xgvZ„K †`k| wKš‘ eZ©gv‡b b`x¸‡jv ïwK‡q hv‡”Q| ZvB, †mP Avgv‡`i †`‡ki Rb¨ GLb Riæix cÖ‡qvRb| b`x¸‡jv
cwj enb K‡i hv dmj djv‡bvi Rb¨ Rwg‡K De©i K‡i †Zv‡j| GQvov Avgv‡`i cÖPyi gvQ mieivn K‡i| ﮋ †gŠmy‡g Avgiv
b`xi cvwb Rwg‡Z †mP w`‡q _vwK| eZ©gv‡b cvwbi Afv‡e dmj bó n‡”Q| Avgv‡`i Rxeb I m¤ú‡` b`xi e¨envi I Dc‡hvwMZv
Avgiv mn‡RB eyS‡Z cvwi|

(a) rivers; (b) drying; (c) irrigation/dredging; (d) silt; (e) fertile; (f) fishes; (g) irrigate; (h) lack; (i)
understand; (j) property.

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33. Fill in the blanks with appropriate words in each gap.

Email has brought (a)___ revolution in modern (b)___. Messages can be transmitted from one
country to another within (c)___. It is far cheaper than telephone calls. Trade and commerce has
become greatly (d)___ on this speedy mode of communication. It has, (e)___, not reached
everyone, especially in (f)___ countries like ours, as most people cannot (g)___ to have a personal
computer. But (h)___ here people have started (i)___ commercially operated email for important
(j)___.

B‡gBj AvaywbK †hvMv‡hvM e¨e¯’vq wecøe G‡b w`‡q‡Q| K‡qK †m‡K‡Ûi g‡a¨ GK †`k †_‡K Ab¨ †`‡k evZ©v †cÖiY Kiv hvq|
GwU †Uwj‡dvb K‡ji Zyjbvq A‡bK m¯Ív| GB `ªæZ †hvMv‡hvM e¨e¯’vi Dci e¨emv-evwYR¨ A‡bKUvB wbf©ikxj n‡q c‡o‡Q|
hvB‡nvK, GwU mevi Kv‡Q †cŠuQvqwb, we‡kl K‡i Avgv‡`i g‡Zv Dbœqbkxj †`k¸‡jv‡Z, KviY †ewkifvM †jv‡KiB e¨w³MZ
Kw¤úDUvi †Kbvi mvg_¨© †bB| wKš‘ GLv‡bI gvbyl ¸iæZ¡c~Y© Kv‡R evwYwR¨Kfv‡e cwiPvwjZ B‡gBj e¨envi ïiæ K‡i‡Q|

(a) about; (b) communication; (c) seconds/moments; (d) dependent; (e) however; (f) developing;
(g) afford; (h) even; (i) using; (j) purposes.
34. Fill in the blanks with appropriate words in each gap.
All things that make up the environment are (a)___. The way in which people, animals and plants
are related to one another and to their (b)___ is known as (c)___. The ecosystem is a (d)___ web
that links animals, plants and every other life (e)___ in the biosphere. All these things (f)___
together. The system is in a steady state of (g)___ balance which means that by (h)___ any one
part of the web you can affect all the other parts. For example, the (i)___ of forests may have
serious ecological (j)___ on humans and animals.

cwi‡ek ˆZwi K‡i Ggb me wRwbm ci¯úi m¤úK©hy³| gvbyl, cÖvYx Ges MvQcvjv G‡K Ac‡ii mv‡_ Ges Zv‡`i Pvicv‡ki mv‡_
†hfv‡e m¤úwK©Z Zv ev¯Íywe`¨v bv‡g cwiwPZ| ev¯Íywe`¨v nj GKwU RwUj Rvj hv RxeRM‡Zi cÖvYx, MvQcvjv Ges Ab¨vb¨ mg¯Í
cÖvY‡K mshy³ K‡i| GB me wRwbm GKmv‡_ mshy³| c×wZwU MwZkxj fvimv‡g¨i GKwU w¯’i Ae¯’vq i‡q‡Q hvi A_© nj Rv‡ji
†h‡Kv‡bv GKwU Ask cwieZ©b K‡i Ab¨ me Ask‡K cÖfvweZ Kiv hvq| D`vniY¯^iƒc, eb aŸs‡mi d‡j gvbyl Ges cÖvYx‡`i Dci
cwi‡ekMZ cwiYwZ gvivZ¥K n‡Z cv‡i|

(a) interrelated/ interlinked/ interconnected; (b) surroundings/environment; (c) ecology; (d)

complex/complicated; (e) form/ existing/ living; (f) hang/ stay/ remain/exist/live; (g) dynamic; (h)
altering/changing; (i) destruction/loss/annihilation/burning (down)/cutting (down)/ damage; (j)
consequence(s)/impact/effect(s).
35. Fill in the blanks with appropriate words in each gap.
Man pollutes water, another vital (a)___ of the environment, by (b)___ waste into it. Farmers
(c)___ chemical fertilizers and insecticides in their fields. Some of these chemicals, washed away
by rain and floods, (d)___ mixed with water in rivers, canals and ponds. Water is also (e)___ by
mills and factories when they throw their (f)___ chemicals and waste products into rivers and
canals. Water vehicles also pollute rivers by dumping oil, food waste and human (g)___ into them.
Insanitary latrines (h)___ on river and canal banks are also (i)___ for further pollution. In this way
various (j)___ of waste and filth contaminate water.

gvbyl eR©¨ wb‡¶c K‡i cwi‡e‡ki Av‡iKwU ¸iæZ¡c~Y© Dcv`vb, cvwb, `~lb K‡i| K…lKiv Rwg‡Z ivmvqwbK mvi I KxUbvkK
e¨envi K‡i| Gi g‡a¨ wKQy ivmvqwbK `ªe¨ e„wó I eb¨vq †f‡m wM‡q b`x, Lvj I cyKy‡ii cvwb‡Z wg‡k| Kj-KviLvbvi welv³
ivmvqwbK I eR©¨ c`v_© b`x I Lv‡j †d‡jI cvwb `~wlZ nq| Rjc‡_i evnb b`x‡Z †Zj, Lv`¨ eR©¨ Ges gvby‡li eR©¨ †d‡j
b`x `~lb K‡i| b`x I Lv‡ji Zx‡i _vKv A¯^”Qj j¨vwUªb¸‡jv AviI `~l‡Yi Rb¨ `vqx| Gfv‡e wewfbœ ai‡bi eR©¨ I †bvsiv cvwb
`~wlZ K‡i|

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(a) element; (b) throwing; (c) use; (d) get/are; (e) polluted; (f) poisonous/toxic; (g) waste; (h)
standing/existing/built; (i) responsible; (j) type/sorts/kinds.
36. Fill in the blanks with appropriate words in each gap.
If we (a)___ forests and cut (b)___ trees, the effects might eventually (c)___ us all. If forests
(d)___ into deserts, what will (e)___ carbon dioxide? Then the weather pattern (f)___ change and
the world will become (g)___. This is (h)___ the greenhouse effect. As a result of this effect, the
polar ice caps will (i)___ and this will cause the flood of (j)___ areas of the globe.

Avgiv eb aŸsm Ki‡j Ges MvQ KvU‡j, Z‡e Gi cÖfve †kl ch©šÍ Avgv‡`i mK‡ji ¶wZ Ki‡e| eb hw` giæf~wg‡Z cwiYZ nq,
Zvn‡j Kve©b WvB A·vBW †K MÖnb Ki‡e? ZLb AvenvIqvi aiY e`‡j hv‡e Ges c„w_ex Dò n‡q DV‡e| G‡K ejv nq
wMÖbnvDm B‡d±| GB cÖfv‡ei d‡j, †giæi eid M‡j hv‡e Ges d‡j c„w_exi wbgœv‡j eb¨v †`Lv †`‡e|

(a) destroy; (b) down; (c) harm/affect; (d) turn; (e) consume/absorb; (f) will; (g) warm/hot; (h)
called; (i) melt; (j) lower.
37. Fill in the blanks with appropriate words in each gap.
UNICEF is an international (a)___. It runs several welfare (b)___ in Bangladesh. It has reduced
infant (c)___ rates through raising (d)___ about health and (e)___. It has organized (f)___
programmes for (g)___ health workers to (h)___ health help to the rural (i)___. At present, it is
trying to (j)___ primary education particularly among girls.

BDwb‡md GKwU AvšÍR©vwZK ms¯’v| GwU evsjv‡`‡k wewfbœ Kj¨vYg~jK Kvh©µg cwiPvjbv K‡i| GwU ¯^v¯’¨ I cywó m¤ú‡K© m‡PZbZv
e„w×i gva¨‡g wkïg„Zz¨i nvi Kwg‡q‡Q| GwU MÖvgxY RbMY‡K ¯^v¯’¨ mnvqZv †`Iqvi Rb¨ ¯^v¯’¨Kg©x ˆZwii Rb¨ cÖwk¶Y Kg©m~wPi Av‡qvRb
K‡i‡Q| eZ©gv‡b GwU cÖv_wgK wk¶v cÖmv‡ii †Póv Ki‡Q we‡kl K‡i †g‡q‡`i g‡a¨|

(a) organization; (b) activities; (c) mortality; (d) awareness/consciousness; (e) nutrition/
sanitation; (f) training/ several/ many/ different; (g) creating/rural/its; (h) offer/render/ ensure; (i)
people; (j) promote/ensure/develop/spread/widen/impart.
38. Fill in the blanks with appropriate words in each gap.
Learning a language is (a)___ riding a cycle. The most (b)___ thing (c)___ any language is
communication. You learn to (d)___ effectively by using a language, by doing things with it and
by experiencing it. You (e)___ learn English in the same (f)___ as one learns to ride a cycle. Do
not (g)___ if people laugh at you (h)___ you make (i)___. You can certainly learn (j)___ mistake.

fvlv †kLv mvB‡Kj Pvjv‡bvi gZ| †h‡Kv‡bv fvlvi me‡P‡q ¸iæZ¡c~Y© welq nj †hvMv‡hvM| †h‡Kv‡bv fvlv e¨envi K‡i, GwU Øviv
wKQy Kivi gva¨‡g Ges AwfÁZvi gva¨‡g Kvh©Kifv‡e †hvMv‡hvM Kiv †kLv hvq| †hfv‡e mvB‡Kj Pvjv‡bv †k‡L †mfv‡e Bs‡iwR
†kLv hvq| hLb fyj nq ZLb gvbyl †mUv wb‡q nvm‡j wPšÍv Ki‡e bv| fy‡ji gva¨‡g wkL‡Z cvi‡e|

(a) like; (b) important; (c) about; (d) communicate; (e) can; (f) way; (g) worry; (h) when; (i)
mistakes; (j) through.

1. Fill in the blanks with appropriate words in each gap.

We all know what a dream is. Generally, we dream during our sleep. Some dreams are sweet or
(a)___. When we dream something extremely bad, we call it a (b)___. Dreams have no (c)___.

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They are soft and (d)___. The dream we have during the day time is called (e)___. Dream shave
fascinated philosophers for thousands of year, but none could (f)___ specifically what dream
actually is. Dreams can be extraordinarily (g)___ or very vague. While many theories have been
proposed no consensus has emerged. It is important to consider that science is still (h)___ the exact
purpose and function of sleep itself. Some researchers suggest that dreams have no (i)___ purpose,
while others believe that (j)___ is essential to mental, emotional and physical well-being.

Avgiv mevB Rvwb ¯^cœ Kx| mvaviYZ, Avgiv Ny‡gi mgq ¯^cœ †`wL| wKQy ¯^cœ wgwó ev g‡bvig| Avgiv hLb Lye Lvivc wKQy ¯^cœ
†`wL ZLb Avgiv Zv‡K `yt¯^cœ ewj| ¯^‡cœi †Kv‡bv iO †bB| G¸‡jv big Ges Qvqvgq| w`‡b Avgiv †h ¯^cœ †`wL Zv‡K w`ev¯^cœ
ejv nq| ¯^cœ nvRvi nvRvi eQi a‡i `vk©wbK‡`i gy» Ki‡Q, Z‡e ¯^cœ Avm‡j Kx Zv †KD we‡klfv‡e msÁvwqZ Ki‡Z cv‡iwb|
¯^cœ AmvaviYfv‡e cÖvYešÍ ev Lye A¯úó n‡Z cv‡i| hw`I A‡bK ZË¡ cÖ¯ÍvweZ n‡q‡Q Z‡e †Kv‡bv HK¨gZ cÖKvk nqwb| GwU
we‡ePbv Kiv ¸iæZ¡c~Y© †h weÁvb GLbI Ny‡gi mwVK D‡Ïk¨ Ges Kvh©KvwiZv D‡b¥vPb Ki‡Q| wKQy M‡elK civgk© w`‡q‡Qb †h
¯^‡cœi †Kv‡bv ev¯Íe D‡Ïk¨ †bB, Avevi Ab¨iv wek¦vm K‡ib †h ¯^cœ †`Lv gvbwmK, ms‡e`bkxj Ges kvixwiK my¯’Zvi Rb¨
Acwinvh©|

(a) pleasant; (b) nightmare; (c) colour; (d) shadowy/silvery; (e) day-dream/reverie; (f) define/
explain/ say; (g) vivid/ clear; (h) unraveling/ experimenting; (i) real/ true; (j) dreaming/ dream.
2. Fill in the blanks with appropriate words in each gap.
Adolescents (a)___ on their (b)___, their communities, schools, health services and their
workplaces to (c)___ a wide range of skills that can (d)___ them to cope with the (e)___ they face
and make a successful transition from (f)___ to adulthood. Parents, members (g)___ the
community, service providers , and (h)___ institutions have the (i)___ to both promote adolescent
development and adjustment and to intervene (j)___ when problems arise.

wK‡kvi -wK‡kvixiv we¯Í…Z `¶Zv wkL‡Z cwievi, m¤úª`vq, ¯‹yj, ¯^v¯’¨‡mev Ges Kg©‡¶‡Îi Dci wbf©i K‡i hv Zv‡`i Pv‡ci
gy‡LvgywL n‡Z Ges ˆkke †_‡K cÖvßeq¯‹ ch©šÍ mdj iƒcvšÍi Ki‡Z mnvqZv Ki‡Z cv‡i| evev -gv, m¤úª`v‡qi m`m¨, cwi‡lev
mieivnKvix Ges mvgvwRK cÖwZôvb¸‡jvi ˆK‡kv‡i Dbœqb Ges mvgÄm¨ cÖPvi Kivi Ges mgm¨v †`Lv w`‡j Kvh©Kifv‡e n¯Í‡¶c
Kivi `vwqZ¡ i‡q‡Q|

(a) depend/rely; (b) families; (c) learn/attain/acquire; (d) help/assist/prepare; (e) pressures/
challenges/problems/obstacles; (f) childhood; (g) of; (h) social/educational/welfare; (i)
responsibility; (j) effectively/successfully.
3. Fill in the blanks with appropriate words in each gap.
Dream is a series of thoughts, images and sensations occurring in a person's mind during sleep.
Dream is a (a)___ of unconscious wishes, thoughts and imaginations. It (b)___ be sweet or
horrible. When we dream (c)___ pleasant, we call it a sweet dream. (d)___ when we dream
something extremely bad, we (e)___ it a nightmare. Dream is meaningless if (f)___ is a day dream.
But dream has also (g)___ real purpose as it is related to our (h)___, emotional and physical well-
being. The main benefit (i)___ dream is that it produces new thoughts (j)___ ideas in brain and
helps to clean up clutter from mind.

¯^cœ nj Ny‡gi mgq †Kv‡bv e¨w³i g‡b N‡U hvIqv wPšÍvfvebv, wPÎ Ges ms‡e`‡bi wmwiR| ¯^cœ A‡PZb B”Qv, wPšÍvfvebv Ges
Kíbvi cÖwZ”Qwe| GwU my›`i ev fq¼i n‡Z cv‡i| Avgiv hLb g‡bvig wKQy ¯^cœ †`wL ZLb Avgiv Zv‡K wgwó ¯^cœ ewj| wKš‘ hLb
Avgiv Lye Lvivc wKQy ¯^cœ †`wL ZLb Zv‡K `yt¯^cœ ewj| ¯^cœ hw` w`‡bi nq Z‡e Zv A_©nxb| Z‡e ¯^cœ Avgv‡`i gvbwmK,
ms‡e`bkxj Ges kvixwiK my¯’Zvi mv‡_ m¤úwK©Z nIqvq mwZ¨Kv‡ii D‡Ïk¨I i‡q‡Q| ¯^‡cœi g~j myweav nj GwU gw¯Í‡®‹ bZyb
wPšÍvfvebv Ges aviYv ˆZwi K‡i Ges gb †_‡K weK…•Ljv cwi®‹vi Ki‡Z mnvqZv K‡i|

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(a) representation/reflection; (b) may/can; (c) something; (d) But/Again; (e) call; (f) it; (g)
a/some/got; (h) mental/psychological; (i) of; (j) and.
4. Fill in the blanks with appropriate words in each gap.
Beauty is easy to appreciate but difficult to define. If we look around, we will discover beauty in
(a)___ objects and sights in nature, in the (b)___ of children, in kindness of strangers. But asked to
define, we run into (c)___. Does beauty have an independent identity? Is it (d)___ or relative? Is it
dependent on our sense of (e)___? Does it lie in the (f)___ of the beholder? Thus, there will arise a
number of (g)___ in our mind. However, poets, artists, philosophers and thinkers (h)___ always in
search of beauty in their works and arts. But most of them have the common and undisputed
opinion that where there is beauty, there is (i)___, that is, a thing of beauty is a joy (j)___.

†mŠ›`h© cÖksmv Kiv mnR Z‡e msÁvwqZ Kiv KwVb| hw` Avgiv Av‡kcv‡k ZvKvB Z‡e Avgiv cÖK…wZi Avb›``vqK e¯Íy Ges
`k©bxq ¯’vb¸‡jv‡Z, wkï‡`i nvwm‡Z, AcwiwPZ‡`i `qvq †mŠ›`h© Lyu‡R cv‡ev| Z‡e msÁvwqZ Ki‡Z ejv n‡j, Avgiv Amyweavq
c‡o hv‡ev| †mŠ›`‡h©i wK ¯^vaxb cwiPq Av‡Q? GwU wK me©Rbxb bv Av‡cw¶K? GwU wK Avgv‡`i Dcjwäi Dci wbf©ikxj? GUv
wK `k©‡Ki †Pv‡L _v‡K? myZivs, Avgv‡`i g‡b †ek K‡qKwU cÖkœ DÌvwcZ n‡e| Z‡e Kwe, wkíx, `vk©wbK Ges wPšÍvwe`iv me©`v
Zv‡`i KvR Ges Kjvq †mŠ›`‡h©i mÜv‡b _v‡Kb| Z‡e Zv‡`i †ewkifv‡Mi g‡a¨B mvaviY Ges Awemsevw`Z gZvgZ i‡q‡Q †h
†hLv‡b †mŠ›`h© i‡q‡Q, †mLv‡b mZ¨ i‡q‡Q, A_©vr †mŠ›`h© wPiKvjB Avb‡›`i|

(a) pleasurable; (b) laughter/smile/simplicity; (c) difficulty/ difficulties/ problems; (d) universal/
absolute; (e) perceptions; (f) eyes; (g) questions; (h) are; (i) truth; (j) forever.
5. Fill in the blanks with appropriate words in each gap.
Manners and etiquette are so (a)___ in our life. Manners are important to make good (b)___ on
others in everyday life. We cannot (c)___ ourselves civilized when we (d)___ them. Every society
has (e)___ manners and etiquette to (f)___. Etiquette is also very important nowadays when one is
online or surf in the (g)___ world. Netizens (h)___ it netiquette. Etiquette gives the (i)___ to deal
with different situations in life. It is, therefore, essential for everyone to (j)___ good manners and
etiquette.

wkóvPvi Ges bgªZv Avgv‡`i Rxe‡b AZ¨šÍ ¸iæZ¡c~Y©| ˆ`bw›`b Rxe‡b A‡b¨i Dci fv‡jv aviYv ˆZwi Kivi Rb¨ wkóvPvi
¸iæZ¡c~Y©| Avgiv hLb G¸‡jvi Afve †eva Kwi ZLb Avgiv wb‡R‡K mf¨ `vwe Ki‡Z cvwi bv| cÖwZwU mgv‡Ri AbymiY Kivi
Rb¨ wbw`©ó wkóvPvi Ges bgªZv i‡q‡Q| wkóvPvi AvRKvj Lye ¸iæZ¡c~Y© hLb †KD AbjvB‡b _v‡K ev fvP©yqvj we‡k¦ wePiY K‡i|
†bwU‡Rbiv GwU‡K †bUwU‡KU e‡j| wkóvPvi Rxe‡bi wewfbœ cwiw¯’wZ †gvKv‡ejv Kivi AvZ¥wek¦vm †`q| myZivs, mevi c‡¶ fvj
AvPiY Ges wkóvPvi jvjb Kiv Acwinvh©|

(a) vital; (b) impression; (c) claim; (d) lack; (e) particular; (f) follow; (g) virtual; (h) call; (i)
confidence; (j) cultivate.
6. Fill in the blanks with appropriate words in each gap.
Jerry was a twelve years old boy (a)___ lived in the orphanage. The authoress hired the cabin,
(b)___ to the orphanage. Jerry came to the cabin to (c)___ wood for the authoress. He also did
some extra work (d)___ the convenience of the authoress. Once he (e)___ a cubby hole where he
put some kindling and medium wood (f)___ that the writer might get dry fire materials ready in
case of (g)___ wet weather. The authoress was pleased (h)___ him. When she gave him some
candy or apples, he used to (i)___ silent. He expressed his (j)___ by looking at the gift and the
authoress.

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†Rwi wQj ev‡iv eQi eqmx †Q‡j †h GwZgLvbvq _vK‡Zv| †jLK Abv_ AvkÖ‡gi AšÍM©Z GKwU †Kweb fvov K‡iwQ‡jb| †Rwi
†Kwe‡b G‡mwQj †jL‡Ki Rb¨ gvs‡mi UzKiv KvUvi Rb¨| †jL‡Ki myweav‡_© †m wKQy AwZwi³ KvRI K‡iwQj| GKevi †m GKwU
Pvi‡KvYv MZ© Lyu‡R †c‡qwQj †hLv‡b wKQy †QvU Ges gvSvwi KvV †i‡LwQj hv‡Z †jLK nVvr †fRv AvenvIqvq ïK‡bv Av¸‡bi
DcKiY †c‡Z cv‡ib| †jLK Zuvi Dci mš‘ó wQ‡jb| hLb wZwb Zv‡K wKQy K¨vwÛ ev Av‡cj w`‡Zv, ZLb †m Pyc K‡i _vK‡Zv|
†m Dcnvi Ges †jLK‡K †`‡L K…ZÁZv cÖKvk Ki‡Zv|

(a) who; (b) belonging; (c) chop; (d) for; (e) found; (f) so; (g) sudden; (h) with; (i) keep/be; (j)
gratitude.
7. Fill in the blanks with appropriate words in each gap.
Conflict can be (a)___ as clash of (b)___ and ideas among other things, and it (c)___ deaths on
destruction. Constraints of resources is also a (d)___ of conflict. Conflict is a very natural (e)___
in human life, and we are often (f)___ by different sorts of conflicts . As we have conflicts with
others, we have conflicts with our own (g)___. The conflicts between two (h)___ is called
interpersonal conflict (i)___ the conflict with own self is interpersonal conflict. When different
groups are fighting with one (j)___, that is intergroup conflict and the conflict within any group is
intergroup conflict.

msNvZ‡K Ab¨vb¨ welq¸‡jvi mv‡_ g~j¨‡eva Ges aviYvi msNl© wnmv‡eI msÁvwqZ Kiv †h‡Z cv‡i Ges GwU aŸs‡mi mv‡_ g„Zz¨i
KviY| m¤ú‡`i mxgve×ZvI ؇›Øi KviY| msNvZ gvbe Rxe‡b GKwU cÖvK…wZK NUbv Ges Avgiv cÖvqB wewfbœ ai‡Yi ؇›Øi fq
†`LvB| †h‡nZy Avgv‡`i A‡b¨i mv‡_ Ø›Ø i‡q‡Q, ZvB wb‡Ri AvZ¥vi mv‡_I we‡iva i‡q‡Q| `yB e¨w³i g‡a¨ ؛؇K AvšÍte¨w³K
Ø›Ø ejv nq, Aciw`‡K wb‡Ri AvZ¥vi mv‡_ Ø›Ø nj AšÍte¨w³K Ø›Ø| hLb wewfbœ †Mvôx G‡K Ac‡ii mv‡_ jovB K‡i, ZLb
GwU AvšÍtMÖæc Ø›Ø Ges †Kv‡bv †Mvôxi g‡a¨ Ø›Ø nj AšÍtØ›Ø|

(a) defined; (b) values; (c) causes; (d) cause; (e) phenomenon; (f) intimidated; (g) selves; (h)
individuals; (i) whereas; (j) another.
8. Fill in the blanks with appropriate words in each gap.
An artwork bears the (a)___ of its creator, and the value of a painting, graphic art or sculpture
(b)___ on the stature of the artist. No such thing (c)___ in case of craftwork. The maker of a
terracotta doll or a shatranji (cotton floor met) remains (d)___ but the work retains a (e)___ touch.
When we look at a thirty year old nakshikantha we (f)___ at its motifs and designs that point to the
artistic (g)___ of its maker. The fact that we don't (h)___ her name or any other details about her
doesn't take anything away from our (i)___ of the maker's skill. Indeed, the intimate nature of the
kantha and the tactile feeling it generates (j)___ the work and make it very inviting.

wkíKg© Zvi D™¢ve‡Ki ¯^v¶i enb K‡i Ges wPÎKg©, MÖvwdK wkí ev fv¯‹‡h©i gvb wkíxi gv‡ci Dci wbf©i K‡i| KviæK‡g©i
†¶‡Î G RvZxq †Kv‡bv NUbv N‡U bv| †cvovgvwUi cyZyj ev kZibwR (‡g‡S mywZi gv`yi) cÖ¯ÍyZKviK †ebv‡g i‡q †M‡Q Z‡e
KvRwU e¨w³MZ ¯úk© eRvq iv‡L| hLb Avgiv wÎk eQ‡ii cyiv‡bv bKwkKv_v w`‡K ZvKvB ZLb Avgiv Gi D‡Ïk¨ Ges wWRvBb
wb‡q AevK nB hv Gi wbg©vZvi ˆkwíK cÖwZfvi w`‡K Bw½Z K‡i| Avgiv Zvi bvg ev Zvi m¤ú‡K© Ab¨ †Kv‡bv weeiY Rvwb bv
GB welqwU wbg©vZvi `¶Zvi cÖksmv Kgvq bv| cÖK…Zc‡¶, Kuv_vi AšÍi½ cÖK…wZ Ges ¯úk©KvZi Abyf~wZ KvRwU‡K cÖvYešÍ Ges
Av‡e`bg~jK K‡i †Zv‡j|

(a) signature; (b) depends; (c) happens; (d) anonymous; (e) personal; (f) wonder; (g) talent; (h)
know; (i) appreciation; (j) animate.

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9. Fill in the blanks with appropriate words in each gap.

Education releases our potentials and our (a)___ strengths. It sharpens our intellect and (b)___ our
creativity. As we are (c)___ to reason well and find (d)___ to the problems of life, we become
(e)___ members of society. Education by (f)___ is progressive and liberal, (g)___ us to respect
human diversity and cultural and religious (h)___. If all of us (i)___ these values in life, the world
becomes a much (j)___ place.

wk¶v Avgv‡`i m¤¢ve¨Zv Ges Af¨šÍixY kw³ cÖKvk K‡i| GwU Avgv‡`i eyw× Zx¶è K‡i Ges Avgv‡`i m„RbkxjZv †kLvq|
†h‡nZy Avgiv hyw³hy³ n‡Z Ges Rxe‡bi mgm¨vi mgvavb Lyu‡R †c‡Z DbœwZ mvab Kwi, Avgiv mgv‡Ri Drcv`bkxj m`m¨ n‡q
DwV| msÁv Abymv‡i wk¶v cÖMwZkxj Ges D`vi, GwU gvbe ˆewPΨ Ges mvs¯‹…wZK Ges ag©xq cv_©K¨‡K m¤§vb Ki‡Z †kLvq|
hw` Avgiv Rxe‡b GB g~j¨‡eva Abykxjb Kwi Z‡e ˆewPΨ c„w_ex A‡bK †ewk myLx RvqMv n‡q I‡V|

(a) inner; (b) develops; (c) taught; (d) solution; (e) productive; (f) definition; (g) teaching; (h)
differences; (i) practise; (j) happier.
10. Fill in the blanks with appropriate words in each gap.
Hakaluki Haor is known as a good (a)___ land in winter. People from villages (b)___ the haor and
also from distant areas send their (c)___ for grazing. During this time, herders make (d)___
shelters near the beels and (e)___ their animals for a period of 4-5 months. The haor had very
dense swamp forests in the past, but deforestation and a lack of (f)___ practices have virtually
destroyed this unique forest in the last two decades. With the exception of these two swamp forest
patches, the (g)___ surrounding Hakaluki Haor is unique. It (h)___ both swamp forest as well as
mixed evergreen rain forest. Thatching material is the most useful (i)___ wetland product of the
area. The haor system provides a wide range of economic and non-economic (j)___ to the local
people as well as to the people of Bangladesh.

nvKvjywK nvIi kxZKv‡j fv‡jv PviYf~wg wn‡m‡e cwiwPZ| nvI‡ii Avkcv‡ki MÖvg †_‡K `~i-`~iv‡šÍi gvbyl Zv‡`i cï Piv‡Z
cvVvq| GB mg‡q, cïcvjKiv we‡ji Kv‡Q A¯’vqx AvkÖq ˆZwi K‡i Ges 4-5 gvm a‡i Zv‡`i cï Pivq| AZx‡Z nvI‡i Lye Nb
Rjvf~wg wQj, wKš‘ eb DRvo Ges msi¶‡Yi Afve MZ `yB `k‡K GB Abb¨ ebwU‡K Kvh©Z aŸsm K‡i‡Q| GB `ywU Rjvf~wgi
ebf~wg ev` w`‡j nvKvjywK nvI‡ii Pvicv‡ki MvQcvjv Abb¨| G‡Z cøvweZ ebf‚wgi cvkvcvwk wgkÖ wPinwir †iBb d‡i÷I
i‡q‡Q| ZvjcvZvi Dcv`vb GB GjvKvi me‡P‡q `iKvix cÖvK…wZK Rjvf~wgi cY¨| nvIi e¨e¯’v ¯’vbxq Nbel©b ebvÂj RbM‡Yi
cvkvcvwk evsjv‡`‡ki RbM‡Yi Rb¨ we¯Í…Z A_©‰bwZK I A-A_©‰bwZK myweav cÖ`vb K‡i|

(a) grazing; (b) around; (c) herds; (d) temporary; (e) graze; (f) conservation; (g) vegetation; (h)
includes; (i) natural; (j) benefits.
11. Fill in the blanks with appropriate words in each gap.
Nelson Mandela (a)___ South Africa from the shackles of (b)___ to a multi-racial (c)___, as an
icon of (d)___ and reconciliation who (e)___ to embody the struggle for (f)___ around the world.
Imprisoned for (g)___ three decades for his (h)___ against white minority rule, Mandela never
(i)___ his resolve to fight for his people's (j)___. He was determined to bring down apartheid while
avoiding a civil war. His prestige and charisma helped him win the support of the world.

†bjmb g¨v‡Ûjv `w¶Y Avwd«Kv‡K eY©ev‡`i wkKj †_‡K eû-e‡Y©i MYZ‡š¿i w`‡K cwiPvwjZ K‡iwQ‡jb, kvwšÍ I cybwg©j‡bi g~wZ©
wnmv‡e whwb wek¦Ry‡o b¨vqwePv‡ii msMÖvg‡K g~Z© Ki‡Z G‡mwQ‡jb| †kZv½ msL¨vjNy kvm‡bi weiæ‡× jovB‡qi Rb¨ cÖvq wZb
`kK a‡i Kvive›`x, g¨v‡Ûjv KLbI gvby‡li ¯^vaxbZvi Rb¨ jovB Kivi msKí nvivb wb| wZwb M„nhy× Gov‡bvi gva¨‡g
eY©ev`‡K Kwg‡q Avb‡Z `„pcÖwZÁ wQ‡jb| Zuvi cÖwZcwË Ges Abb¨mvaviY cÖwZfv Zv‡K cy‡iv we‡k¦i mg_©b wRZ‡Z mnvqZv
K‡iwQj|

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(a) guided; (b) apartheid; (c) democracy; (d) peace; (e) came; (f) justice; (g) nearly; (h) fight; (i)
lost; (j) emancipation/freedom/independence.
12. Fill in the blanks with appropriate words in each gap.
Folk music consists of songs and music of a community that are (a)___ by any standard music
styles. Bangladesh has a heritage of (b)___ folk music which includes (c)___ religious and secular
songs. (d)___ kind of music has great variety, with songs (e)___ composed on the culture,
festivals, natural beauty and rural life. These songs are (f)___ social inequality and poverty, about
the material world and (g)___ supernatural. It uses (h)___ and natural rhythms. Since Bangladesh
is (i)___ riverine, the Bhatiyali forms an important genre of (j)___ music.

†jvK msMxZ Ggb GKwU m¤úª`v‡qi Mvb Ges msMxZ wb‡q MwVZ hv †h‡Kv‡bv msMxZ ˆkjx Øviv wba©viY Kiv hvq bv| evsjv‡`‡k
†jvK msMx‡Zi mg„× HwZn¨ i‡q‡Q hvi g‡a¨ ag©xq Ges ag©wbi‡c¶ Dfq Mvb i‡q‡Q| ms¯‹…wZ, Drme, cÖvK…wZK †mŠ›`h© Ges
MÖvgxY Rxe‡b iPbv Kiv Mvb¸‡jvi mv‡_ GB ai‡Yi msMx‡Zi `y`©všÍ ˆewPÎ i‡q‡Q| GB Mvb¸‡jv mvgvwRK ˆelg¨ Ges `vwi`ª¨,
e¯ÍyMZ RMZ Ges AwZcÖvK…Z m¤ú‡K© †jLv| GwU mnR Ges cÖvK…wZK Q›` e¨envi K‡i| †h‡nZy evsjv‡`k g~jZ b`xgvZ„K †`k,
ZvB fvwUqvwj †jvK msMx‡Zi GKwU ¸iæZ¡c~Y© aviv ˆZwi K‡i|

(a) uninfluenced; (b) rich; (c) both; (d) This; (e) being; (f) about; (g) the; (h) simple; (i) basically;
(j) folk.
13. Fill in the blanks with appropriate words in each gap.
All of us know what a dream is. Generally, we dream during our sleep. Dreams may (a)___ to be
short or long lasting. Sometimes we say, I dreamt for the whole night! But do we really dream for
the whole night? Some dreams are sweet or (b)___, some are horrible. When we dream something
extremely bad, we call it a (c)___. This is interesting that dreams have no (d)___. They are soft,
(e)___ and (f)___. Do you know how the words (g)___ and (h)___ differ from dream? Do you
know any (i)___? The dream we have during the day time is called (j)___. Sometimes we long for
something passionately. We call that a dream as well.

¯^cœ wK Zv Avgiv mevB Rvwb| mvaviYZ, Avgiv Ny‡gi g‡a¨ ¯^cœ †`wL| ¯^cœ ¯^í ev `xN©¯’vqx e‡j g‡b n‡Z cv‡i| gv‡S gv‡S ewj,
mvivivZ ¯^cœ †`Ljvg! wKš‘ Avgiv wK mwZ¨B mviv ivZ ¯^cœ †`wL? wKQy ¯^cœ wgwó ev Avb›``vqK, wKQy fq¼i| Avgiv hLb Lye
Lvivc wKQy ¯^cœ †`wL, ZLb Zv‡K Avgiv `yt¯^cœ ewj| GUv gRvi †h ¯^‡cœi †Kv‡bv iO †bB| GUv big, Qvqvgq Ges ¯^í¯’vqx| Zywg
wK Rv‡bv wKfv‡e w`ev¯^cœ Ges n¨vjywm‡bkb k㸇jv ¯^cœ †_‡K Avjv`v? Zywg wK †Kv‡bv ¯^cœ`ªóv‡K wP‡bv? w`‡bi †ejvq Avgiv †h
¯^cœ †`wL Zv‡K w`ev¯^cœ e‡j| KLbI KLbI Avgiv Av‡e‡Mi mv‡_ wKQy Kivi Rb¨ B”Qv †cvlY Kwi| GUv‡KI Avgiv ¯^cœ ewj|

(a) appear; (b) pleasant; (c) nightmare; (d) colour; (e) shadowy; (f) short lasting; (g) reverie; (h)
hallucination; (i) dreamer; (j) day dream.
14. Fill in the blanks with appropriate words in each gap.
Beauty is (a)___ to appreciate but difficult to (b)___. As (c)___ look around, we (d)___ beauty in
pleasurable objects (e)___ sights-in nature, in the laughter of (f)___, in the (g)___ of strangers. A
further difficulty (h)___ when beauty manifests itself not only by its presence, (i)___ by its
absence as well as when we are repulsed by (j)___ and desire beauty.

†mŠ›`h© Dcjwä Kiv mnR wKš‘ msÁvwqZ Kiv KwVb| Pvicv‡k ZvKv‡jB, Avb›``vqK e¯Íy Ges `k©bxq ¯’vb-cÖK…wZ‡Z, wkï‡`i
nvwm‡Z, AcwiwPZ‡`i Øvivq Avgiv †mŠ›`h© Avwe®‹vi Kwi| GKwU AviI Amyweav †`Lv †`q hLb †mŠ›`h© †Kej Zvi Dcw¯’w Z Øviv
bq, Zvi Abycw¯’wZi ØvivI wb‡R‡K cÖKvk K‡i Ges †mB mv‡_ hLb Avgiv K`h©Zv Øviv weZvwoZ nB Ges †mŠ›`‡h©i AvKv•¶v Kwi|

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(a) easy; (b) define; (c) we; (d) discover; (e) and; (f) children; (g) kindness; (h) arises; (i) but;
(j) ugliness.
15. Fill in the blanks with appropriate words in each gap.
Conflict can be defined as (a)___ of value and ideas among other things, and the most serious form
of conflict is (b)___ clashes that results in lot of (c)___ and casualties. There can be conflict
(d)___ us, which is (e)___ intrapersonal conflict. The conflict between or (f)___ persons is called
(g)___ conflict. Constraint of (h)___ resources is also a cause of conflict and it is known as (i)___
conflict. Conflict is a very (j)___ phenomenon, but sometimes it takes serious forms.

msNvZ‡K Ab¨vb¨ wel‡qi g‡a¨ g~j¨‡eva Ges aviYvi msNl© wnmv‡e msÁvwqZ Kiv †h‡Z cv‡i Ges msNv‡Zi me‡P‡q ¸iæZi iƒc
nj mk¯¿ msNl© hvi d‡j cÖPyi g„Zz¨ I nZvn‡Zi NUbv N‡U| Avgv‡`i g‡a¨ Ø›Ø _vK‡Z cv‡i, hv‡K ejv nq AvšÍte¨w³K Ø›Ø|
e¨w³ ev e¨w³‡`i g‡a¨ ؛؇K AvšÍte¨w³K Ø›Ø ejv nq| m¤ú‡`i mxgve×ZvI ؇›Øi GKwU KviY Ges GwU A_©‰bwZK msNvZ
bv‡g cwiwPZ| Ø›Ø GKwU Lye mvaviY NUbv, wKš‘ KLbI KLbI GwU gvivZ¥K iƒc †bq|

(a) clash; (b) armed; (c) deaths; (d) within; (e) known as/called; (f) among; (g) interpersonal; (h)
natural; (i) economic; (j) natural.
16. Fill in the blanks with appropriate words in each gap.
Dream is a common phenomenon to all. There is not a single person who hasn't ever (a)___ any
dream. Dreams are psychological aspects. (b)___, thoughts and emotions are the (c)___ that
dominate dreams. Vivid or very (d)___, dreams are full of (e)___ emotions or terrifying images
that we see during our sleep. Dream is essential to physical, mental and (f)___ well-being. Dreams
represent (g)___ desires, thoughts and (h)___. Conscious thoughts (i)___ their way into dreams.
Different theories have been (j)___ about dreams.

¯^cœ mevi Kv‡Q GKwU mvaviY NUbv| Ggb †KD †bB †h KL‡bv †Kv‡bv ¯^cœ †`‡Lwb| ¯^cœ nj gb¯ÍvwË¡K w`K| Qwe, wPšÍvfvebv Ges
Av‡eM Ggb Dcv`vb hv ¯^‡cœ cÖvavb¨ cvq| D¾¡j ev A¯úó, ¯^cœ Avb›``vqK Av‡eM ev fq¼i wP‡Î c~Y© hv Avgiv Avgv‡`i Ny‡gi
mgq †`wL| kvixwiK, gvbwmK Ges gvbwmK my¯’Zvi Rb¨ ¯^cœ Acwinvh©| ¯^cœ A‡PZb AvKv•¶v, wPšÍvfvebv Ges †cÖiYvi
cÖwZwbwaZ¡ K‡i| m‡PZb wPšÍv ¯^‡cœ Zv‡`i c_ Lyu‡R cvq| ¯^cœ m¤ú‡K© wewfbœ ZË¡ cÖ`vb Kiv n‡q‡Q|

(a) had; (b) Images; (c) elements; (d) vague; (e) joyful; (f) emotional; (g) unconscious; (h)
motivations; (i) find; (j) proposed/suggested.
17. Fill in the blanks with appropriate words in each gap.
Once the river Buriganga had a (a)___ past. It was (b)___ a tributary of the mighty Ganges and
flowed into the Bay of Bengal through the river Dhaleshwari. (c)___, it lost its link with the
Ganges and (d)___ the name Buriganga. The Mughals (e)___at the tide level of the Buriganga and
(f)___ founded their capital Jahangir Nagar on its bank in 1610. The river (g)___ supplied drinking
water and supported trade and commerce. Jahangir Nagar was (h)___ Dhaka which grew into a
heavily polluted city with a (i)___ shortage of space. For this, the city (j)___ the bounty of the
river by sucking life out of it.

GKmgq eywoM½v b`xi †MŠiegq AZxZ wQj| GwU GKmgq kw³kvjx M½vi Dcb`x wQj Ges a‡jk¦ix b`x w`‡q e‡½vcmvM‡i
cÖevwnZ n‡qwQj| ax‡i ax‡i GwU M½vi mv‡_ ms‡hvM nvwi‡q eywoM½v bvg aviY K‡i| gyNjiv eywoM½vi †Rvqv‡ii ¯Íi †`‡L wew¯§Z
n‡qwQj Ges Zviv 1610 mv‡j Gi Zx‡i Zv‡`i ivRavbx Rvnv½xi bMi cÖwZôv K‡iwQj| b`xwU ZLb cvbxq Rj mieivn Ki‡Zv
Ges e¨emv-evwYR¨‡K mnvqZv Ki‡Zv| Rvnv½xi bM‡ii bvg cwieZ©b K‡i XvKv ivLv nq hv RvqMvi `xN©¯’vqx Afv‡ei Kvi‡Y
GKwU fvix `~wlZ kn‡i cwiYZ n‡q‡Q| Gi Rb¨, kniwU b`x †_‡K Rxeb ï‡l wb‡q Zvi `xb †kva K‡i‡Q|

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(a) glorious; (b) once; (c) Gradually; (d) got; (e) marveled; (f) they; (g) then/however; (h)
renamed; (i) chronic; (j) repaid.
18. Fill in the blanks with appropriate words in each gap.
Nelson Mandela (a)___ established a multi-racial democracy in South Africa. For this, he had to
lead his nation. And he succeeded in mission (b)___ the shackles of apartheid. He (c)___ an icon
of peace and reconciliation. Actually, he (d)___ the struggle for justice around the world. Mandeal
had to (e)___ imprisonment for nearly three decades. He (f)___ against the white minority rule. He
(g)___ the support of the world. He (h)___ to (i)___, for, people's emancipation was his goal. He
(j)___ the Nobel Peace Prize.

†bjmb g¨v‡Ûjv Ae‡k‡l `w¶Y Avwd«Kvq eû-RvwZMZ MYZš¿ cÖwZôv K‡ib| G Rb¨ Zv‡K Zvi RvwZi †bZ„Z¡ Ki‡Z n‡q‡Q|
Ges wZwb eY©ev‡`i wkKj †f‡½ j‡¶¨ mdj nb| wZwb wQ‡jb kvwšÍ I mg‡SvZvi cÖZxK| cÖK…Zc‡¶, wZwb wek¦Ry‡o b¨vqwePv‡ii
msMÖvg‡K g~Z© K‡i‡Qb| cÖvq wZb `kK a‡i Kviv‡fvM Ki‡Z n‡q‡Q g¨v‡Ûj‡K| wZwb †k¦Zv½ msL¨vjNy‡`i kvm‡bi weiæ‡×
jovB K‡iwQ‡jb| wZwb we‡k¦i mg_©b †c‡qwQ‡jb| wZwb msMÖv‡g AUj wQ‡jb KviY, RbM‡Yi gyw³B wQj Zuvi j¶¨| wZwb
kvwšÍ‡Z †bv‡ej cyi¯‹vi cvb|

(a) finally/eventually; (b) breaking; (c) was; (d) embodied; (e) suffer/undergo; (f) fought/
struggled; (g) won; (h) stuck/continued; (i) struggle; (j) won/received.
19. Fill in the blanks with appropriate words in each gap.
Why do we dream? What (a)___ do dreams serve? While many (b)___ have been proposed, no
(c)___ has emerged. Considering the time, we spend in a (d)___ state, the fact that researchers do
not (e)___ understand the purpose of dreams may seem (f)___. However, it is important to (g)___
that science is (h)___ unraveling the exact purpose and function of sleep itself, some researchers
(i)___ that dreams serve no real purpose, while others believe that dreaming is (j)___ to mental,
emotional and physical well-being.

†Kb Avgiv ¯^cœ †`wL? ¯^cœ wK D‡Ïk¨ cwi‡ekb K‡i? hw`I A‡bK ZË¡ cÖ¯Íve Kiv n‡q‡Q, †Kvb HK¨gZ Avwef©~Z nqwb| mg‡qi
we‡ePbvq, Avgiv ¯^cœgq Ae¯’v KvwU‡qwQ, M‡elKiv †h GLbI ¯^‡cœi D‡Ïk¨ eyS‡Z cv‡ibwb Zv we¯§qKi g‡b n‡Z cv‡i|
hvB‡nvK, GwU we‡ePbv Kiv ¸iæZ¡c~Y© †h weÁvb GLbI Ny‡gi mwVK D‡Ïk¨ Ges Kvh©KvwiZv‡K D˜NvUb Ki‡Q, wKQy M‡elK
civgk© †`b †h ¯^cœ †Kvb ev¯Íe D‡Ïk¨ c~iY K‡i bv, Ab¨iv wek¦vm K‡i †h ¯^cœ †`Lv gvbwmK, Av‡eM msµvšÍ Ges kvixwiK
my¯’Zvi Rb¨ Acwinvh©|

(a) purpose; (b) theories; (c) consensus; (d) dreamy; (e) yet; (f) baffling; (g) consider; (h) still; (i)
suggest; (j) essential.
20. Fill in the blanks with appropriate words in each gap.
Nelson Mandela was one of the (a)___ political leaders of the recent past. He freed his countrymen
from the shackle of the British (b)___. He became an (c)___ of freedom, justice and humanity
throughout the world. His prestige and (d)___ helped him win the support of the whole world. He
had been (e)___ for nearly three decades for his fight against the (f)___ rule in Africa. He was
freed from (g)___ in 1990 and was awarded (h)___ Prize in 1993. The (i)___ leader became the
first black president in 1994. In fact, he was a (j)___ political figure.

†bjmb g¨v‡Ûjv wQ‡jb mv¤úªwZK AZx‡Zi cÖL¨vZ ivR‰bwZK †bZv‡`i GKRb| wZwb Zvi †`kevmx‡K weªwUk Avwac‡Z¨i wkKj
†_‡K gy³ K‡iwQ‡jb| wZwb mviv we‡k¦ ¯^vaxbZv, b¨vq I gvbeZvi cÖZxK n‡q I‡Vb| Zvi cÖwZcwË Ges K¨vwikgv Zv‡K mviv
we‡k¦i mg_©b wRZ‡Z mvnvh¨ K‡iwQj| Avwd«Kvq †k¦Zv½ kvm‡bi weiæ‡× jovB‡qi Rb¨ wZwb cÖvq wZb `kK a‡i Kviviæ×
wQ‡jb| wZwb 1990 mv‡j †Rj †_‡K gy³ nb Ges 1993 mv‡j †bv‡ej cyi¯‹vi jvf K‡ib| gnvb †bZv 1994 mv‡j cÖ_g K…òv½
ivóªcwZ nb| cÖK…Zc‡¶, wZwb wek¦e¨vcx GKRb ivR‰bwZK e¨w³Z¡ wQ‡jb|

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(a) renowned/ reputed/ famous/ noted; (b) domination/ rule/ colonialism; (c) icon/ idol; (d)
charisma; (e) imprisoned; (f) white; (g) jail; (h) Nobel; (i) great; (j) cosmopolitan/ global/
universal.

6. The following sentences are jumbled. Rearrange them in proper sequence.

1×10=10

cix¶vq Avmvi gZ me‡P‡q ¸iæZ¡c~Y© Ggb 20wU Rearranging †`qv n‡jv | cÖ_‡g G¸‡jv c‡o †kl Ki‡e, Zvici evwK Av‡iv
†h¸‡jv †`Iqv Av‡Q †m¸‡jv †`‡L †b‡e|
1. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He could not make out what to do. (†m wK Ki‡e eyS‡Z cviwQj bv|)
(ii) Two friends were passing through a forest and were talking about their love for each other.
(`yB eÜy GKwU e‡bi ga¨ w`‡q hvw”Qj Ges G‡K Ac‡ii cÖwZ Zv‡`i fvjevmvi K_v ejwQj|)
(iii) The first friend climbed up a tree without any second thought. (cÖ_g eÜywU wØZxq †Kv‡bv wPšÍv QvovB
GKwU Mv‡Q D‡V coj|)
(iv) After that the first friend came down from the tree and asked his friend what the bear had
told him. (Gi c‡i cÖ_g eÜywU MvQ †_‡K †b‡g Avm‡jv Ges Zvi eÜy‡K wRÁvmv Ki‡jv †h fvjyK Zv‡K Kx ejj|)
(v) With ready wit, he lay down on the ground and pretended to be dead. (Dcw¯’Z eyw× w`‡q, †m gvwU‡Z
ï‡q coj Ges gviv hvIqvi fvb Kij|)
(vi) The bear smelt his nose, ears and face. (fvjyK Zvi bvK, Kvb Ges gy‡Li MÜ wbj|)
(vii) It considered him to be dead and went away. (Zv‡K g„Z g‡b K‡i P‡j †Mj|)
(viii) Suddenly, a bear came there growling. (nVvr, GKwU fvjyK †mLv‡b M‡R© DVj|)
(ix) He said that the bear advised him not to trust a man who leaves his friend in danger. (†m ej‡jv
†h fvjyK Zv‡K Ggb KvD‡K wek¦vm bv Kivi civgk© w`‡q‡Q †h Zvi eÜy‡K wec‡` †d‡j P‡j hvq|)
(x) The latter could not climb the tree. (Ab¨Rb Mv‡Q DV‡Z cvi‡Zv bv|)

(ii) + (viii) + (iii) + (x) + (i) + (v) + (vi) + (vii) + (iv) + (ix)
2. The following sentences are jumbled. Rearrange them in proper sequence.
(i) One day, he was very hungry. (GK`v †m Lye ¶yavZ© wQj|)
(ii) The grapes were too high for him to reach. (Av½yi¸‡jv G‡ZvB DuPy‡Z wQj †h †m †cŠuQv‡Z cviwQj bv|)
(iii) Again and again he jumped. (evievi †m jvd w`j|)
(iv) At last he entered to a vineyard. (Ae‡k‡l †m GKwU Av½yi †¶‡Z cÖ‡ek Ki‡jb|)
(v) Once upon a time, there lived a fox in a forest. (GKmgq GK e‡b GK wkqvj evm KiZ|)
(vi) But each time, he failed to reach the grapes. (wKš‘ cÖwZeviB Av½yi ch©šÍ †cŠuQv‡Z e¨_© n‡jv|)
(vii) At last being tired, he went away saying that the grapes were sour. (Ae‡k‡l K¬všÍ n‡q †m Av½yi UK
e‡j P‡j †Mj|)
(viii) He took a run and jumped to reach the bunch of grapes but could not reach it. (†m †`Š‡o G‡m
jvd w`‡jv Av½y‡ii †_vKv ch©šÍ †cŠuQv‡Z wKš‘ †cŠuQv‡Z cvi‡jv bv|)
(ix) He searched for food everywhere but he did not get any food. (†m me©Î Lvevi LyuR‡jv wKš‘ †cj bv
†Kv_vI|)
(x) There were ripe grapes hanging up on the vine. (AvOyi Mv‡Qi Dci cvKv Av½yi Sy‡j wQj|)

(v) + (i) + (ix) + (iv) + (x) + (ii) + (viii) + (iii) + (vi) + (vii)

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3. The following sentences are jumbled. Rearrange them in proper sequence.

(i) Porus came forward with his people and fought courageously, but unfortunately he was
defeated in the battle. (†cvivm Zuvi †jvKRb wb‡q GwM‡q G‡m mvn‡mi mv‡_ jovB K‡iwQ‡jb, Z‡e `yf©vM¨µ‡g
wZwb hy‡× civwRZ n‡qwQ‡jb|)
(ii) Alexander, the conqueror of the world, once crossed the Khyber Pass and reached India.
(wek¦Rqx Av‡jKRvÛvi GKevi LvBevi cvm †cwi‡q fvi‡Z †cŠu‡QwQ‡jb|)
(iii) Alexander was pleased with Porus for his prompt and bold reply and allowed him to rule his
country as before. (†cviv‡mi `ªæZ Ges mvnmx Rev‡ei Av‡jKRvÛvi‡K mš‘ó K‡iwQj Ges Zv‡K Av‡Mi g‡Zv Zvi
†`k kvmb Kivi AbygwZ w`‡qwQ‡jb|)
(iv) "Like a king," was the reply of Porus. (†cviv‡mi Reve wQj "ivRvi g‡Zv"|)
(v) Then he came to the plain of the Punjab. (c‡i wZwb cvÄv‡ei mgf~wg‡Z G‡mwQ‡jb|)
(vi) There ruled a king called Porus. (†mLv‡b †cvivm bv‡g GKRb ivRv kvmb K‡iwQ‡jb|)
(vii) Alexander wanted to conquer the land of Porus. (Av‡jKRvÛvi †cviv‡mi †`k Rq Ki‡Z †P‡qwQ‡jb|)
(viii) Then he was taken prisoner by the soldiers of Alexander. (ZLb Zv‡K Av‡jKRvÛv‡ii ˆmb¨iv e›`x K‡i
wb‡q hvq|)
(ix) Alexander asked him how he would like to be treated by him. (Av‡jKRvÛvi Zv‡K wRÁvmv K‡iwQ‡jb
†h wZwb Zvi mv‡_ †Kgb AvPiY Ki‡e|)
(x) Porus was brought before Alexander. (†cvivm‡K Av‡jKRvÛv‡ii mvg‡b Avbv nj|)

(ii) + (v) + (vi) + (vii) + (i) + (viii) + (x) + (ix) + (iv) + (iii)
4. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Hojja immediately replied, "Why did you make me climb all the way down stairs to ask for
money? Couldn't you see that I was working?" (†nvRRv Zvr¶wYKfv‡e Reve w`‡jb, "Avcwb †Kb UvKvi
Rb¨ Avgv‡K cy‡iv wmuwo bvgv‡jb? Avcwb wK †`‡Lb wb †h Avwg KvR KiwQ?")
(ii) Suddenly, he saw someone calling from below. (nVvr, bx‡P †_‡K KvD‡K WvK‡Z ïb‡jb|)
(iii) When he came near, the man said that he was a beggar and wanted some money. (wZwb hLb
Kv‡Q G‡jb, †jvKwU ej‡jv †h †m wf¶yK Ges wKQy UvKv PvB‡jv|)
(iv) He saw there was a man standing at the foot of the stairs and was asking him to get down and
listen to him. (wZwb †`L‡Z †c‡jb †mLv‡b GKRb †jvK wmuwoi cv`‡`‡k `uvwo‡q wQ‡jb Ges Zv‡K bx‡P bvg‡Z Ges
Zuvi K_v ïb‡Z ejwQ‡jb|)
(v) Being curious, he climbed down from the roof and went down the stairs. (†KŠZ~njx n‡q wZwb Qv`
†_‡K wmuwo †e‡q †b‡g †M‡jb|)
(vi) Hojja became furious and decided to teach him a lesson. (†nvRRv w¶ß n‡q DVj Ges Zv‡K wk¶v
†`qvi wm×všÍ wbj|)
(vii) So, he told the man to climb up the stairs with him. (myZivs, wZwb †jvKwU‡K Zvi mv‡_ wmuwo †e‡q DV‡Z
ej‡jb|)
(viii) One day, Nasiruddin Hojja was mending a hole on the roof of his two-storeyed house. (GK`v,
bvwmiDwÏb †nvRRv Zvi wØZj evwoi Qv‡` GKwU MZ© wVK KiwQ‡jb|)
(ix) The beggar was very surprised and asked him (H) why Hojja had made him climb up the
stairs to say he had no money. (wf¶yK Lye AevK n‡q wM‡qwQj Ges Zv‡K wRÁvmv Kij †Kb †nvRRv Zv‡K
wmuwo †e‡q DV‡Z eva¨ Ki‡jv GUv ejvi Rb¨ †h Zvi †Kv‡bv UvKv †bB|)
(x) When they both got to the roof top, where he was previously working, Hojja turned towards
the man and said, "Sorry, I have no money, so you have to leave." (hLb Zviv `yR‡bB Qv‡`i Dci
†cŠu‡Q‡jb, †hLv‡b wZwb Av‡M KvR KiwQ‡jb, †nvRRv †jvKwUi w`‡K wd‡i ej‡jb, "`ytwLZ, Avgvi Kv‡Q †Kv‡bv UvKv
†bB, ZvB Avcbv‡K P‡j †h‡Z n‡e|")

(viii) + (ii) + (iv) + (v) + (iii) + (vi) + (vii) + (x) + (ix) + (i)

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5. The following sentences are jumbled. Rearrange them in proper sequence.

(i) They were aliens in their own country and were subjected to all sorts of indignities. (Zviv
Zv‡`i wb‡Ri †`‡k we‡`kx wQj Ges me ai‡bi Am¤§v‡bi wkKvi n‡Zv|)
(ii) The blacks were treated cruelly. (Kv‡jv‡`i mv‡_ wbôyi AvPiY Kiv n‡Zv|)
(iii) The great leader vowed to put an end to the inhuman practice. (gnvb †bZv AgvbweK cÖ_vwU eÜ Kivi
kc_ wb‡qwQ‡jb|)
(iv) They were denied all basic human rights. (Zviv mKj †gŠwjK AwaKvi †_‡K ewÂZ wQj|)
(v) Even dogs received a much better treatment than the blacks. (GgbwK KyKyiivI Kv‡jv‡`i †P‡q A‡bK
fv‡jv AvPiY †c‡Zv|)
(vi) Eventually, the great leader realized the goal of liberating his own people. (Ae‡k‡l, gnvb †bZv
Zvi wb‡Ri RbMY‡K gyw³ †`Iqvi j¶¨ Dcjwä K‡iwQ‡jb|)
(vii) He was thrown behind the prison bar. (Zv‡K KvivMv‡ii wk‡Ki wcQ‡b Qyu‡o †`Iqv n‡qwQj|)
(viii) Nelson Mandela was the greatest leader of South Africa. (†bjmb g¨v‡Ûjv wQ‡jb `w¶Y Avwd«Kvi
me©‡kÖô †bZv|)
(ix) But the oppressive rulers could not break the spirit. (wKš‘ AZ¨vPvix kvmKiv Zvi †PZbv fvO‡Z cv‡iwb|)
(x) In fact, he was one of the greatest leaders of the world who struggled against apartheid
throughout his life. (cÖK…Zc‡¶, wZwb wQ‡jb we‡k¦i me©‡kÖô †bZv‡`i GKRb whwb mviv Rxeb eY©ev‡`i weiæ‡×
msMÖvg K‡i‡Qb|)

(viii) + (x) + (ii) + (i) + (iv) + (v) + (iii) + (vii) + (ix) + (vi)
6. The following sentences are jumbled. Rearrange them in proper sequence.
(i) So, he paid the heavy charge for carrying. (ZvB, wZwb enb Kivi Rb¨ fvix g~j¨ cwi‡kva K‡i‡Qb|)
(ii) During his stay he received an unpaid letter from his friend and had to pay double postage. (_vKvi
mgq wZwb Zvi eÜyi KvQ †_‡K GKwU A‰eZwbK wPwV †c‡jb Ges Zv‡K wظY LiP WvKgvmyj w`‡Z nj|)
(iii) An English poet was staying in Italy for the benefit of his health. (GKRb Bs‡iR Kwe Zvi ¯^v‡¯’¨i
DbœwZi Rb¨BZvwj‡Z Ae¯’vb KiwQ‡jb|)
(iv) The letter contained nothing but some words. (wPwV‡Z K‡qKwU kã Qvov wKQyB wQj bv|)
(v) So, he procured a heavy stone and packed it up in a fine box. (myZivs, wZwb GKwU fvix cv_i msMÖn
Ki‡jb Ges GwU GKwU m~¶¥ ev‡· c¨vK Ki‡jb|)
(vi) His friend thought that the contents of the parcel were valuable. (Zvi eÜy †f‡ewQj †h cv‡m©‡ji
wRwbmwU g~j¨evb|)
(vii) Then, he sent it to his friend with the words on it "Carriage to be paid on delivery." (Zvici,
wZwb Zvi eÜyi Kv‡Q GwU "‡Wwjfvwii mgq cwi‡kva Ki‡Z n‡e" GB k㸇jv w`‡q cvVv‡jb|)
(viii) With a great hope in mind he opened the box and found nothing but an ordinary stone. (g‡b
eo Avkv wb‡q wZwb ev·wU Lyj‡jb Ges GKwU mvaviY cv_i Qvov Avi wKQyB Lyu‡R †c‡jb bv|)
(ix) Thus, the poet taught his friend a good lesson. (GBfv‡e, Kwe Zvi eÜy‡K wk¶v w`‡jb|)
(x) He became very annoyed and wanted to teach his friend a good lesson. (wZwb Lye wei³ n‡jb Ges
Zvi eÜy‡K fvj wk¶v w`‡Z PvB‡jb|)

(iii) + (ii) + (iv) + (x) + (v) + (vii) + (vi) + (i) + (viii) + (ix)
7. The following sentences are jumbled. Rearrange them in proper sequence.
(i) But first, he wanted to know how much they loved him. (wKš‘ cÖ_‡g, wZwb Rvb‡Z PvB‡jb †h Zviv
Zv‡K KZUv fv‡jvev‡m|)
(ii) Lear was shocked and said, "Nothing will come of nothing." (wjqvi nZevK n‡q ej‡jb, "wKQyB bv‡Z
wKQyB n‡e bv|")
(iii) At first, Lear asked his eldest daughter, "How much do you love me?" (cÖ_‡g, wjqvi Zvi eo
†g‡q‡K wR‡Ám Ki‡jb, "Zywg Avgv‡K KZUv fv‡jvev‡mv?")

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(iv) Goneril declared, "Sir, I love you more than I can say." (M‡bwij †NvlYv Ki‡jb, "m¨vi, Avwg Avcbv‡K
G‡ZvUvB fvjevwm †h e‡j cÖKvk Ki‡Z cvie bv|")
(v) Lear was pleased and gave her a third of his kingdom. (wjqvi Lywk n‡q Zv‡K Zvi iv‡R¨i GK Z„Zxqvsk
w`‡q w`‡jb|)
(vi) Being satisfied, Lear called for the map of his kingdom and drew his finger round one-third of
it. (mš‘ó n‡q, wjqvi Zvi iv‡R¨i gvbwPÎ PvB‡jb Ges AvOyj w`‡q GK-Z„Zxqvsk e„Ë AvuK‡jb|)
(vii) When asked his second daughter Regan said, "My love for you shall never change." (Zvi wØZxq
Kb¨v †iMvb‡K wRÁvmv Kiv n‡j wZwb ej‡jb, "Avcbvi cÖwZ Avgvi fv‡jvevmv KLbB cwieZ©b n‡e bv|")
(viii) He made up his mind to step down the throne and divide his kingdom. (wZwb wmsnvmb †_‡K m‡i
`uvov‡bvi Ges Zvi ivR¨ fvM Kivi wm×všÍ wb‡qwQ‡jb|)
(ix) When asked his youngest and most loved daughter Cordelia said, "Nothing." (hLb wRÁvmv Kiv
n‡j Zvi me‡P‡q †QvU Ges wcÖq Kb¨v K‡W©wjqv ej‡jb, "wKQyB bv|")
(x) Long ago, there was a mighty old king of England named Lear who had three daughters
Goneril, Regan and Cordelia. (A‡bK Av‡M, wjqvi bv‡g Bsj¨v‡Ûi GKRb cÖZvckvjx e„× ivRv wQ‡jb hvi
wZbwU Kb¨v wQj M‡bwij, †iMvb Ges K‡W©wjqv|)

(x) + (viii) + (i) + (iii) + (iv) + (vi) + (vii) + (v) + (ix) + (ii)
8. The following sentences are jumbled. Rearrange them in proper sequence.
(i) "But I can assure you that I have greatly enjoyed the walk," said Einstein with a smile. ("wKš‘
Avwg Avcbv‡K wbwðZ Ki‡Z cvwi †h Avwg nuvUv Lye Dc‡fvM K‡iwQ," GKwU nvwm w`‡q AvBb÷vBb ej‡jb|)
(ii) But he could not think that many gorgeously dressed officials had come to receive him at the
station. (wKš‘ wZwb fve‡Z cv‡ibwb †h A‡bK my›`i †cvkvK cwiwnZ Kg©KZ©viv Zv‡K †÷k‡b Af¨_©bv Rvbv‡Z
G‡m‡Qb|)
(iii) Once the Queen of Belgium invited Einstein, the great scientist, to Brussels. He travelled to
Brussels by train and got down at the station. (GKevi †ejwRqv‡gi ivbx gnvb weÁvbx AvBb÷vBb‡K
eªv‡mj‡m Avgš¿Y Rvbvb| wZwb †Uª‡b eªv‡mjm ågY K‡ib Ges †÷k‡b †b‡g c‡ob|)
(iv) The officials also expected to see somebody who was rich and aristocratic. (Kg©KZ©viv abx Ges
m¤£všÍ KvD‡K †`Lvi Avkv KiwQ‡jb|)
(v) They looked for him here and there for some time but failed to find him out. (Zviv wKQy¶Y Zv‡K
Gw`K †mw`K LyuR‡jv wKš‘ Zv‡K Lyu‡R †c‡Z e¨_© nj|)
(vi) Einstein, however, walked the whole way with a suitcase in one hand and a violin in the
other. (AvBb÷vBb Aek¨ GK nv‡Z my¨U‡Km Avi Ab¨ nv‡Z †envjv wb‡q cy‡iv c_ nuvU‡jb|)
(vii) They never imagined that this shabby man would be Einstein himself. (Zviv KLbB Kíbv K‡iwb †h
GB RNb¨ gvbylwU wb‡RB AvBb÷vBb n‡e|)
(viii) When he reached the destination, the queen said to him, "I sent a car for you, Dr. Einstein."
(hLb †m MšÍ‡e¨ †cŠuQvj, ivbx Zv‡K ej‡jb, "Avwg Avcbvi Rb¨ GKwU Mvwo cvwV‡qwQ, W±i AvBb÷vBb|")
(ix) "I did not think that anybody would send a car for me." ("Avwg fvwewb †h †KD Avgvi Rb¨ Mvwo
cvVv‡e|")
(x) So, they went back to the queen and informed her that Einstein had not come by train. (ZvB,
Zviv ivYxi Kv‡Q wd‡i wM‡q Zv‡K Rvbvq †h AvBb÷vBb †Uª‡b Av‡mbwb|)

(iii) + (ii) + (iv) + (vii) + (v) + (x) + (vi) + (viii) + (ix) + (i)
9. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Socrates took the cup in his hand, said his prayer and drank the hemlock without any
hesitation. (m‡µwUm Zvi nv‡Z †cqvjvwU wb‡jb, cÖv_©bv Ki‡jb Ges webv wØavq †ngjK cvb Ki‡jb|)
(ii) He argued with them about the immortality of the soul and asked them to let him die in
peace. (wZwb Zv‡`i mv‡_ AvZ¥vi AgiZ¡ m¤ú‡K© ZK© Ki‡jb Ges Zv‡`i kvwšÍ‡Z gviv †h‡Z ej‡jb|)

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(iii) At sunset the Governor of the prison came. (m~h©v‡¯Íi mgq KvivMv‡ii Mfb©i G‡jb|)
(iv) His friends and disciples could not bear the sight and burst into tears. (Zvi eÜy Ges wkl¨iv GB
`„k¨wU mn¨ Ki‡Z cvi‡jv bv Ges Kvbœvq †f‡O co‡jv|)
(v) Then there came a man with a cup in hand that contained hemlock, a deadly poison. (ZLb
GKRb †jvK G‡jv hvi nv‡Z GKwU †cqvjv wQj hvi g‡a¨ wQj †ngjK, GKwU gvivZ¥K wel|)
(vi) A few moments passed, Socrates lay down and covered his face. (K‡qK gyn~Z© †K‡U †Mj, m‡µwUm
ï‡q co‡jb Ges gyL XvK‡jb|)
(vii) A moment later, he uncovered his face and looking at Crito, said, "Don't forget the debt,
Crito." (GK gyn~Z© c‡i, wZwb Zvi gyL Lyj‡jb Ges wµ‡Uvi w`‡K ZvwK‡q ej‡jb, "FY fy‡j †hI bv, wµ‡Uv|")
(viii) With eyes full of tears, they bade Socrates a last farewell. (AkÖæ fiv †PvL wb‡q Zviv m‡µwUm‡K †kl
we`vq Rvbv‡jb|)
(ix) Socrates met his friends and disciples for the last time. (m‡µwUm †klev‡ii g‡Zv Zvi eÜy Ges wkl¨‡`i
mv‡_ †`Lv Ki‡jb|)
(x) At last, the hour of departure had arrived. (Ae‡k‡l, hvIqvi mgq G‡m †M‡Q|)

(x) + (ix) + (ii) + (iii) + (v) + (i) + (vi) + (vii) + (iv) + (viii)
10. The following sentences are jumbled. Rearrange them in proper sequence.
(i) After some years Alfred Nobel invented dynamite and earned a lot of money from his
dynamite business. (K‡qK eQi ci Avj‡d«W †bv‡ej wWbvgvBU Avwe®‹vi K‡ib Ges Zvi wWbvgvBU e¨emv †_‡K
cÖPyi A_© DcvR©b K‡ib|)
(ii) He was an engineer. (wZwb GKRb cÖ‡KŠkjx wQ‡jb|)
(iii) In 1850, Alfred joined his father's company. (1850 mv‡j, Avj‡d«W Zvi evevi †Kv¤úvwb‡Z †hvM †`b|)
(iv) He undertook a plan to give an award for encouraging the creative work. (wZwb m„Rbkxj KvR‡K
DrmvwnZ Kivi Rb¨ GKwU cyi¯‹vi †`Iqvi cwiKíbv MÖnY K‡ib|)
(v) This award was named after Alfred Nobel. (GB cyi¯‹v‡ii bvgKiY Kiv n‡qwQj Avj‡d«W †bv‡e‡ji bv‡g|)
(vi) The award was also given for setting up peace in the world. (we‡k¦ kvwšÍ cÖwZôvi Rb¨I cyi¯‹vi †`Iqv
nq|)
(vii) So, it was called the "Nobel Prize". (ZvB, GwU‡K "‡bv‡ej cyi¯‹vi" ejv nq|)
(viii) Dr. Alfred Nobel was born on 21 October, 1833 at Stockholm, Sweden. (Wt Avj‡d«W †bv‡ej 21
A‡±vei, 1833 mv‡j ÷K‡nvg, myB‡W‡b Rb¥MÖnY K‡ib|)
(ix) The "Nobel Prize" has been being given since 1901. (1901 mvj †_‡K "‡bv‡ej cyi¯‹vi" †`Iqv n‡”Q|)
(x) His father Emanuel Nobel was an architect and researcher who had ammunition business at
Leningrad. (Zvi evev Bgvby‡qj †bv‡ej wQ‡jb GKRb ¯’cwZ Ges M‡elK whwb †jwbbMÖv‡` †Mvjveviæ` e¨emv
Ki‡Zb|)

(viii) + (ii) + (x) + (iii) + (i) + (iv) + (vi) + (v) + (vii) + (ix)

11. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The king was charmed by the words of the small boy. (†QvU †Q‡ji K_vq ivRv gy» n‡q †M‡jb|)
(ii) The boy said, "I shall cross the sea. My country is on the other side of the sea. I shall go to
my country by this boat. I didn't see my mother for a good long time. Let me go to my
country." (†Q‡jwU ejj, "Avwg mvMi cvi ne| Avgvi †`k mvM‡ii Icv‡i| Avwg GB †bŠKvq K‡i Avgvi †`‡k hve|
Avwg Avgvi gv‡K A‡bK w`b †`wLwb| Avgv‡K †h‡Z w`b|")
(iii) He won many battles and conquered many countries of Europe. (wZwb A‡bK hy‡× Rqjvf K‡iwQ‡jb
Ges BD‡iv‡ci A‡bK †`k Rq K‡iwQ‡jb|)
(iv) Napoleon, the king of France, was a great hero. (d«v‡Ýi ivRv †b‡cvwjqb GKRb gnvb exi wQ‡jb|)
(v) One day, he was walking along the seashore. (GK`v wZwb mgy‡`ªi av‡i nuvUwQ‡jb|)

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(vi) An English boy was making a small boat. (GKwU Bs‡iR evjK GKwU †QvU †bŠKv ˆZwi KiwQj|)
(vii) The boy was brought before him. (evjKwU‡K Zvi mvg‡b Avbv nj|)
(viii) Suddenly, he noticed a wonderful thing. (nVvr, wZwb GKwU we¯§qKi wRwbm j¶¨ Ki‡jb|)
(ix) The king asked him why he was making such a small boat. (ivRv Zv‡K wRÁvmv Ki‡jb †Kb †m GZ
†QvU †bŠKv ˆZwi Ki‡Q|)
(x) He made all arrangements to send him to his country. (wZwb Zv‡K Zvi †`‡k cvVv‡bvi me e¨e¯’v
K‡iwQ‡jb|)

(iv) + (iii) + (v) + (viii) + (vi) + (vii) + (ix) + (ii) + (i) + (x)

12. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Fazlul Huq quoted the pieces from memory word for word. (dRjyj nK Zvi ¯§„wZ †_‡K k㸇jv D×…Z
Ki‡jb|)
(ii) His father Kazi Wazed Ali was a renowned pleader in the Barishal Bar. (Zvi wcZv KvRx Iqv‡R`
Avjx ewikvj ev‡ii GKRb cÖL¨vZ AvBbRxex wQ‡jb|)
(iii) He was greatly charmed at the wonderful memory of his son and thought his son would one
day be a great man in the subcontinent. (wZwb Zvi cy‡Îi we¯§qKi ¯§„wZ †`‡L AZ¨šÍ gy» n‡jb Ges fve‡jb
Zvi †Q‡j GKw`b Dcgnv‡`‡ki GKRb gnvb gvbyl n‡e|)
(iv) The great leader of our country whom we love and admire is Sher-e-Bangla A. K. Fazlul
Huq. (Avgv‡`i †`‡ki gnvb †bZv hv‡K Avgiv fv‡jvevwm Ges cÖksmv Kwi wZwb n‡jb †k‡i evsjv G †K dRjyj nK|)
(v) From his boyhood, he was a very meritorious boy. (evj¨Kvj †_‡KB wZwb AZ¨šÍ †gavex †Q‡j wQ‡jb|)
(vi) He saw Fazlul Huq was reading his lessons and tearing off the pages of his book one after
another. (wZwb †`L‡jb dRjyj nK Zvi cvV co‡Qb Ges eB‡qi cvZv G‡Ki ci GK wQu‡o †dj‡Qb|)
(vii) He at once entered the room and said, "O, my boy, don't play with your book." (wZwb m‡½ m‡½
iæ‡g cÖ‡ek K‡i ej‡jb, "‡n Avgvi †Q‡j, eB wb‡q †L‡jv bv|")
(viii) One day, when the boy Fazlul Huq was reading in his study, his father was passing by. (GK`v
†Q‡j dRjyj nK hLb cov‡jLv KiwQj, ZLb Zvi evev cvk w`‡q hvw”Q‡jb|)
(ix) "I am not playing. I have already gone through these pages. So, I do not need them at all,"
said he. ("Avwg †LjwQ bv| Avwg BwZ:g‡a¨B GB c„ôv¸‡jv c‡owQ| ZvB, Avgvi G¸‡jvi cÖ‡qvRb †bB," wZwb
ej‡jb|)
(x) His father wanted to test him and asked him to quote some lines from such and such pages of
his book. (Zvi evev Zv‡K cix¶v Ki‡Z PvB‡jb Ges Zvi eB‡qi AgyK cvZv †_‡K wKQy jvBb D×…Z Ki‡Z ej‡jb|)

(iv) + (ii) + (v) + (viii) + (vi) + (vii) + (ix) + (x) + (i) + (iii)

13. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He cleverly replied that he would die two days before the king's death. (wZwb PZyifv‡e DËi w`‡jb
†h wZwb ivRvi g„Zz¨i `yB w`b Av‡M gviv hv‡eb|)
(ii) But another thought had crossed his mind before the astrologer was removed for execution.
(wKš‘ †R¨vwZlx‡K g„Zz¨`‡Ði †_‡K AcmviY Kivi Av‡M Ab¨ GKwU wPšÍv Zvi gv_vq G‡jv|)
(iii) Once there was a king who was very fond of knowing his future from the astrologers. (GK`v
GK ivRv wQ‡jb whwb †R¨vwZlx‡`i KvQ †_‡K fwel¨Z Rvb‡Z Lye cQ›` Ki‡Zb|)
(iv) The king called him up. (ivRv Zv‡K WvK‡jb|)
(v) The king asked the astrologer how long he would live. (ivRv †R¨vwZlx‡K wRÁvmv Ki‡jb wZwb KZw`b
euvP‡eb|)
(vi) He wanted to know about his future from him but the astrologer told him something
unpleasant. (wZwb Zvi KvQ †_‡K Zvi fwel¨r m¤ú‡K© Rvb‡Z PvB‡jb wKš‘ †R¨vwZlx Zv‡K GKwU Am‡šÍvlRbK K_v
ej‡jb|)

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(vii) At this, the king got furious and condemned him to death. (G‡Z ivRv w¶ß n‡q Zv‡K g„Zz¨`Ð †`b|)
(viii) The astrologer was a man of ready wit. (†R¨vwZlx Dcw¯’Z eyw×m¤úbœ gvbyl wQ‡jb|)
(ix) This frightened the king and he drove the astrologer away. (G‡Z ivRv fxZ n‡q c‡ob Ges wZwb
†R¨vwZlx‡K Zvwo‡q †`b|)
(x) A famous astrologer happened to stop at his capital. (GKRb weL¨vZ †R¨vwZlx Zvi ivRavbx‡Z
G‡mwQ‡jb|)

(iii) + (x) + (iv) + (vi) + (vii) + (ii) + (v) + (viii) + (i) + (ix)

14. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Their two daughters were taken aback with the presence of a 'blackie' in the house but the
girls' parents in fact treated him like a son. (Zv‡`i `yB †g‡q evwo‡Z GKRb 'Kv‡jv'i Dcw¯’wZ‡Z nZevK
n‡qwQj wKš‘ †g‡q‡`i evev-gv Avm‡j Zv‡K †Q‡ji g‡ZvB e¨envi Ki‡Zb|)
(ii) He went to school early and wrote his first verse at the age of eight. (wZwb Lye ZvovZvwo ¯‹y‡j
wM‡q‡Qb Ges AvU eQi eq‡m Zvi cÖ_g KweZv wj‡LwQ‡jb|)
(iii) At the age of seventeen, in 1878, he arrived in London. (1878 mv‡j m‡Zi eQi eq‡m wZwb jÛ‡b
†cŠuQvb|)
(iv) He described London as a dismal city, smoky, foggy and wet. (wZwb jÛb‡K GKwU wech©¯Í, †avuqv‡U,
Kyqvkv”Qbœ Ges †fRv kni wnmv‡e eY©bv K‡i‡Qb|)
(v) He was quite happy in Brighton. (wZwb eªvBU‡b †ek Lywk wQ‡jb|)
(vi) He joined his brother's family at Brighton and attended school there. (wZwb eªvBU‡b Zvi fvB‡qi
cwiev‡i †hvM †`b Ges †mLv‡b ¯‹y‡j fwZ© nb|)
(vii) But soon his brother sent him to London to benefit from the education in the West. (wKš‘ kxNªB
Zvi fvB cwð‡gi wk¶v †_‡K DcK…Z nIqvi Rb¨ Zv‡K jÛ‡b cvVvb|)
(viii) Away from his brother's home he was lucky to find a friendly English family of Dr. and Mrs.
Scott. (Zvi fvB‡qi evwo †_‡K `~‡i W±i Ges wg‡mm ¯‹‡Ui eÜyZ¡c~Y© Bs‡iR cwievi Lyu‡R †c‡q wZwb fvM¨evb
wQ‡jb|)
(ix) Rabindranath was the fourteenth child Debendranath and Sarada Devi Tagore. (iex›`ªbv_ wQ‡jb
†`‡e›`ªbv_ I mvi`v †`ex VvKy‡ii PZy`©k mšÍvb|)
(x) Though he was full of admiration for English society, yet he was called back to India in 1880
without any qualifications of distinction. (hw`I wZwb Bs‡iR mgv‡Ri cÖksmvq ficyi wQ‡jb, ZeyI Zv‡K
1880 mv‡j fvi‡Z †diZ WvKv nq †Kv‡bv ai‡bi †hvM¨Zv AR©b QvovB|)

(ix) + (ii) + (iii) + (iv) + (vi) + (v) + (vii) + (viii) + (i) + (x)

15. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He then got down from his horse and joined the men. (Zvici †m Zvi †Nvov †_‡K †b‡g gvbyl‡`i mv‡_
†hvM w`j|)
(ii) In the American War of Independence, a Corporal and a party of soldiers were sent to raise a
heavy beam for a battery. (Av‡gwiKvi ¯^vaxbZv hy‡×, GKRb K‡c©vivj Ges ˆmb¨‡`i GKwU `j‡K e¨vUvwii Rb¨
GKwU D¾¡j LyuwU cyZ‡Z cvVv‡bv n‡qwQj|)
(iii) He did nothing but stood by and shouted orders. (wZwb cv‡k `uvwo‡q wPrKvi K‡i Av‡`k †`qv Qvov wKQyB
K‡ibwb|)
(iv) Presently an officer, not in uniform, rode up. "Hello," he said to the Corporal, "Why don't
you give your men a hand to get that beam up?" (eZ©gv‡b GKRb Awdmvi, BDwbdg© bv c‡i, DV‡jb|
"n¨v‡jv," wZwb K‡c©vivj‡K ej‡jb, "‡Kb Avcwb Avcbvi †jvK‡`i LyuwUwU DVv‡bvi Rb¨ mvnvh¨ Ki‡Qb bv?")
(v) When the beam had been put to its place, he made a bow to the Corporal. (hLb LyuwUwU RvqMvqgZ
¯’vcb Kiv nj, ZLb wZwb K‡c©vivj‡K cÖYvg Ki‡jb|)

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(vi) "Don't you know that I am a Corporal?" was the reply. ("Avcwb wK Rv‡bb bv †h Avwg GKRb
K‡c©vivj?" Zvi DËi wQj|)
(vii) He worked till the sweat came down his face. (gyL †e‡q Nvg bv Siv ch©šÍ wZwb KvR Ki‡jb|)
(viii) It was Washington himself. (GwU IqvwksUb wb‡RB wQj|)
(ix) "Good day, Mr Corporal. Next time when you have too few men for this kind of work, send
for the Commander-in-Chief. And I shall be happy to help you again." ("ïfw`b, wg÷vi K‡c©vivj|
c‡ii evi hLb GB ai‡bi Kv‡Ri Rb¨ Avcbvi Kv‡Q †jvK Kg _vK‡e, ZLb KgvÛvi-Bb-Px‡di Kv‡Q cvVv‡eb| Ges
Avwg Avcbv‡K Avevi mvnvh¨ Ki‡Z †c‡i Lywk ne|")
(x) There were too few men for the work but the Corporal was full of his dignity. (Kv‡Ri Rb¨ †jvK
Kg wQj wKš‘ K‡c©vivj M‡e© c~Y© wQj|)

(ii) + (x) + (iii) + (iv) + (vi) + (i) + (vii) + (v) + (ix) + (viii)

16. The following sentences are jumbled. Rearrange them in proper sequence.
(i) A number of people applied for the job. (A‡bK †jvK PvKwii Rb¨ Av‡e`b K‡iwQj|)
(ii) Once there lived a Sultan in a country. (GK`v GK †`‡k GK myjZvb _vK‡Zb|)
(iii) They came through a passage where gold coins were kept. (Zviv GKwU iv¯Ív w`‡q G‡mwQj †hLv‡b
†mvbvi gy`ªv ivLv n‡qwQj|)
(iv) Then he found the desired man. (Zvici wZwb Kvw•¶Z gvbylwU‡K Lyu‡R †c‡jb|)
(v) When they all arrived, the Sultan asked them to dance. (mevB †mLv‡b Dcw¯’Z n‡j, ZLb myjZvb Zv‡`i
bvP‡Z ej‡jb|)
(vi) He wanted to appoint an honest man as his tax collector. (wZwb GKRb mr †jvK‡K Zvi Ki Av`vqKvix
wn‡m‡e wb‡qvM Ki‡Z †P‡qwQ‡jb|)
(vii) All the applicants blushed and refused except one. (GKRb ev‡` me Av‡e`bKvix j¾v †cj Ges
cÖZ¨vL¨vb Ki‡jv|)
(viii) The applicants were asked to meet the Sultan one by one. (Av‡e`bKvix‡`i G‡K G‡K myjZv‡bi mv‡_
†`Lv Ki‡Z ejv nj|)
(ix) So he asked for the wise counsellor's advice. (ZvB, wZwb weÁ civgk©`vZvi civgk© PvB‡jb|)
(x) Then he invited applications. (Zvici wZwb Av‡e`bc‡Îi Avgš¿Y Rvbvb|)

(ii) + (vi) + (ix) + (x) + (i) + (viii) + (iii) + (v) + (vii) + (iv)

17. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Being wise their gifts were, no doubt, wise and these proved their love and respect for the
baby. (Ávbx nIqvi Kvi‡Y Zv‡`i Dcnvi wQj, m‡›`nvZxZfv‡e, weÁ Ges G¸‡jv ev”PvwUi cÖwZ Zv‡`i fvjevmv Ges
m¤§v‡bi cÖgvY †`q|)
(ii) The Magi were the three wise men of the East who brought gift to the infant Jesus. (cwÛZMY
n‡jb cÖv‡P¨i wZbRb Ávbx e¨w³ hviv wkï hxïi Rb¨ Dcnvi G‡bwQ‡jb|)
(iii) They introduced the custom of giving Christmas presents. (Zviv eow`‡bi Dcnvi †`Iqvi ixwZ Pvjy
K‡iwQ‡jb|)
(iv) Similar is the case with the Christmas presents of Jim and Della. (wRg Ges †Wjvi wµmgvm Dcnv‡ii
†¶‡ÎI GKB iKg|)
(v) Jim, on the other hand, sold his gold watch to buy a set of beautiful combs for his wife.
(Ab¨w`‡K wRg Zvi ¯¿xi Rb¨ GK †mU my›`i wPiæwb wKb‡Z Zvi †mvbvi Nwo wewµ K‡i †`q|)
(vi) Della sold her beautiful hair to buy a platinum fob-chain for her husband's gold watch (†Wjv
Zvi ¯^vgxi †mvbvi Nwoi Rb¨ cø¨vwUbvg †dve-‡PBb wKb‡Z Zvi my›`i Pyj wewµ K‡i w`‡qwQj|).
(vii) They were led by a star to the stable of Bethelham where Jesus was born. (Zviv GKwU ZviKv
AbymiY K‡i †e‡_jnv‡gi Av¯Íve‡j wM‡qwQ‡jb †hLv‡b hxïi Rb¥ n‡qwQj|)
(viii) They are the Magi of the day. (ZvivB Avmj cwÛZ|)

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(ix) Out of their true love, they had sacrificed their dearest possession in order to buy Christmas
presents. (mwZ¨Kv‡ii fvjevmvi Kvi‡Y, Zviv wµmgvm Dcnvi †Kbvi Rb¨ Zv‡`i me‡P‡q wcÖq m¤ú`wU DrmM©
K‡iwQj|)
(x) The worldly wisemen may call them fools but, actually, Jim and Della are the wisest of all
who give and receive gifts. (RvMwZK Ávbxiv Zv‡`i †evKv ej‡Z cv‡i wKš‘, Avm‡j, wRg Ges †Wjv hviv Dcnvi
†`q Ges MÖnY K‡i Zv‡`i g‡a¨ me‡P‡q Ávbx|)

(ii) + (vii) + (iii) + (i) + (iv) + (vi) + (v) + (ix) + (x) + (viii)

18. The following sentences are jumbled. Rearrange them in proper sequence.
(i) It rolled along the pavement and disappeared down a drain. (GwU dyUcvZ eivei Mwo‡q GKwU †Wª‡bi
wb‡P A`„k¨ n‡q †Mj|)
(ii) Yesterday I gave my nephew, George, six pence and advised him to save it. (MZKvj Avwg Avgvi
fv‡Mœ RR©‡K Qq †cÝ w`‡qwQjvg Ges Zv‡K GwU msi¶Y Kivi civgk© w`‡qwQjvg|)
(iii) George heaved a sigh of relief. (RR© ¯^w¯Íi wbtk¦vm †dj‡jv|)
(iv) On the way to the sweetshop, he dropped his six pence. (wgwói †`vKv‡b hvIqvi c‡_, Zvi Qq †cÝ c‡o
†Mj|)
(v) He rolled up his sleeves and pushed his right arm through the drain cover. (†m nvZv ¸wU‡q wb‡q
Wvb nvZ †Wª‡bi WvKbvi ga¨ w`‡q †V‡j w`j|)
(vi) A crowd of people gathered round him. (Zvi Pvicv‡k A‡bK †jvK R‡ov n‡q wM‡qwQj|)
(vii) Two fire brigade men freed his arm using a special type of grease. (`y'Rb dvqvi weª‡M‡Wi †jvK
GKwU we‡kl ai‡bi wcw”QjKvix c`v_© e¨envi K‡i Zvi nvZwU gy³ Ki‡jv|)
(viii) A lady rubbed his arm with soap and butter target his arm out of the drain cover but it vain.
(GKRb f`ªgwnjv mvevb Ges gvLb w`‡q Zvi evû N‡l †Wª‡bi Kfvi †_‡K Zvi evû †ei Kivi †Póv Ki‡jv wKš‘ jvf nj
bv|)
(ix) At last, the fire brigade was called. (Ae‡k‡l, dvqvi weª‡MW WvKv nj|)
(x) He could not find his six pence anywhere and could not get his arm out of the drain cover. (†m
†Kv_vI Zvi Qq †cÝ Lyu‡R †cj bv Ges †Wª‡bi XvKbv †_‡K Zvi nvZ †ei Ki‡Z cviwQj bv|)

(ii) + (iv) + (i) + (v) + (x) + (vi) + (viii) + (ix) + (vii) + (iii)

19. The following sentences are jumbled. Rearrange them in proper sequence.
(i) It continued in full swing. (GwU cy‡iv`‡g PjwQj|)
(ii) In 1880, Rabindranath was called back to India and he returned home without any
qualifications and distinctions. (1880 mv‡j, iex›`ªbv_‡K fvi‡Z †diZ WvKv nq Ges wZwb †Kv‡bv †hvM¨Zv I
ˆewkó¨ QvovB †`‡k wd‡i Av‡mb|)
(iii) He was awarded the Nobel Prize for his Gitanjali. (wZwb MxZvÄwji Rb¨ †bv‡ej cyi¯‹vi jvf K‡ib|)
(iv) He wrote Gitanjali, It a collections of Bengali songs of superior quality. (wZwb MxZvÄwj wj‡L‡Qb,
GUv GKwU DbœZgv‡bi evsjv Mv‡bi msKjb|)
(v) Rabindranath Tagore, the 14th child of Debendranath and Saroda Devi Tagore, was born in
1861 into a respectable family at Jorasanko in Kolkata. (†`‡e›`ªbv_ I m‡iv`v †`ex VvKy‡ii 14Zg mšÍvb
iex›`ªbv_ VvKyi 1861 mv‡j KjKvZvi †Rvovmuv‡Kv‡Z GK m¤£všÍ cwiev‡i Rb¥MÖnY K‡ib|)
(vi) At the age of 17, in 1878, he reached London to attend school. (17 eQi eq‡m, 1878 mv‡j, wZwb
¯‹y‡j covi Rb¨ jÛ‡b †cŠuQvb|)
(vii) He went to school early and wrote his first poem at the age of eight. (wZwb Lye ZvovZvwo ¯‹y‡j hvIqv
ïiæ K‡iwQ‡jb Ges AvU eQi eq‡m Zvi cÖ_g KweZv wj‡LwQ‡jb|)
(viii) There he came in direct touch with English literature and the then politics of the UK. (†mLv‡b
wZwb Bs‡iwR mvwnZ¨ Ges hy³iv‡R¨i ZrKvjxb ivRbxwZi m‡½ mivmwi hy³ nb|)

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(ix) However, he never gave up his habit of writing poetry. (Z‡e KweZv †jLvi Af¨vm wZwb KL‡bvB
Qv‡obwb|)
(x) He gathered much experience from his stay in London that had a lasting effect on his later
life. (wZwb jÛ‡b Ae¯’vb †_‡K A‡bK AwfÁZv msMÖn K‡iwQ‡jb hv Zvi cieZ©x Rxe‡b `xN©¯’vqx cÖfve †d‡j‡Q|)

(v) + (vii) + (vi) + (viii) + (ii) + (ix) + (i) + (x) + (iv) + (iii)

20. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He drew lots of pictures of famine of World War II and his name spread all over the world.
(wZwb wØZxq wek¦hy‡×i `ywf©‡¶i cÖPyi Qwe Avu‡Kb Ges Zvi bvg mviv we‡k¦ Qwo‡q c‡o|)
(ii) For this, at the age of 15, he went to Kolkata to see art school. (G Rb¨, 15 eQi eq‡m, wZwb AvU© ¯‹yj
†`L‡Z KjKvZvq hvb|)
(iii) On 28 May 1976, he died in Dhaka. (28 †g 1976 Zvwi‡L wZwb XvKvq g„Zz¨eiY K‡ib|)
(iv) His father Tamij Uddin was a police officer. (Zvi wcZv ZwgR DwÏb GKRb cywjk Awdmvi wQ‡jb|)
(v) He had great thirst for drawing pictures. (Qwe AvuKvi Rb¨ Zvi Zxeª AvKv•¶v wQj|)
(vi) He did not like hard and fast rules of school, and so he drew pictures secretly. (wZwb ¯‹y‡ji
evavaiv wbqg cQ›` Ki‡Zb bv, ZvB wZwb †Mvc‡b Qwe AvuK‡Zb|)
(vii) In 1948, he founded the Dhaka Art Institution. (1948 mv‡j wZwb XvKv AvU© Bbw÷wUDkb cÖwZôv K‡ib|)
(viii) Zainul Abedin was born in Kishoreganj in 1914. (Rqbyj Av‡e`xb 1914 mv‡j wK‡kviM‡Ä Rb¥MÖnY
K‡ib|)
(ix) In 1933, he was admitted to Kolkata Art College. (1933 mv‡j wZwb KjKvZv AvU© K‡j‡R fwZ© nb|)
(x) In 1938, he got first class, and in the same year, he achieved a gold medal in All India Art
Exhibitions. (1938 mv‡j, wZwb cÖ_g wefvM †c‡qwQ‡jb, Ges GKB eQ‡i, wZwb me©fviZxq wkí cÖ`k©bx‡Z ¯^Y©c`K
AR©b K‡iwQ‡jb|)

(viii) + (iv) + (v) + (vi) + (ii) + (ix) + (x) + (i) + (vii) + (iii)

1. The following sentences are jumbled. Rearrange them in proper sequence.

(i) All the servants were called and interrogated. (me PvKi‡`i †W‡K wRÁvmvev` Kiv nj|)
(ii) In order to find out the thief, the judge chalked out an intelligent plan. (†Pvi Lyu‡R †ei Kivi Rb¨,
wePviK GKwU eyw×gËvi cwiKíbv ˆZwi Ki‡jb|)
(iii) Once a gold necklace was lost from a rich man's house. (GK`v GK abx e¨w³i evwo †_‡K GKwU †mvbvi
†bK‡jm nvwi‡q wM‡qwQj|)
(iv) The servants were summoned to the court but they denied having stolen the necklace.
(PvKi‡`i Av`vj‡Z WvKv n‡qwQj wKš‘ Zviv †bK‡jmwU Pywi Kivi K_v A¯^xKvi Ki‡jv|)
(v) When the servants came to the court the next day, the thief had already cut off an inch of his
stick. (c‡ii w`b hLb PvKiiv Av`vj‡Z G‡jv, †Pvi B‡Zvg‡a¨ Zvi jvwVi GK Bw †K‡U †d‡j‡Q|)
(vi) But nobody confessed their guilt. (wKš‘ †KD Zv‡`i Aciva ¯^xKvi Ki‡jv bv|)
(vii) So, the owner of the house lodged GKwU complaint in the court. (ZvB, evwoi gvwjK Av`vj‡Z Awf‡hvM
`v‡qi Ki‡jb|)

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(viii) The judge found one of the sticks shorter than the others and in this way he could easily
catch the thief. (wePviK GKwU jvwV evwK¸‡jvi Zyjbvq †QvU †c‡jb Ges GBfv‡e wZwb mn‡RB †Pvi‡K ai‡Z
cvi‡jb|)
(ix) Naturally, it was suspected that one of the servants had stolen the necklace. (¯^vfvweKfv‡eB,
m‡›`n Kiv n‡qwQj †h †Kvb GKRb PvKi †bK‡jmwU Pywi K‡i‡Q|)
(x) He gave each of the suspects a stick of equal length and said that one of the sticks would
increase by an inch the next day. (wZwb m‡›`nfvRb‡`i cÖ‡Z¨K‡K mgvb ˆ`‡N¨©i jvwV w`‡jb Ges ej‡jb †h
GKwU jvwV c‡ii w`b GK Bw e„w× cv‡e|)

(iii) + (ix) + (i) + (vi) + (vii) + (iv) + (ii) + (x) + (v) + (viii)

2. The following sentences are jumbled. Rearrange them in proper sequence.

(i) He showed extraordinary credit in every examination of the school. (wZwb we`¨vj‡qi cÖwZwU cix¶vq
we¯§qKi K…wZZ¡ †`wL‡q‡Qb|)
(ii) He has made a great contribution to the scientific research of Bangladesh. (wZwb evsjv‡`‡ki
ˆeÁvwbK M‡elYvq wekvj Ae`vb †i‡L‡Qb|)
(iii) Dr. Md. Qudrat-i-Khuda was born on 8 May at village Margram in the district of Birbhum in
West Bengal in 1900 AD. (Wvt †gvt Ky`iZ-B-Ly`v 1900 wLª÷v‡ã cwðge‡½i exif~g †Rjvi gviMÖvg MÖv‡g 8 †g
Rb¥MÖnY K‡ib|)
(iv) In 1924, getting star marks, he passed M.Sc. in Chemistry from Kolkata Presidency College.
(1924 mv‡j, ÷vi gvK© †c‡q, wZwb KjKvZv †cÖwm‡WwÝ K‡jR †_‡K imvq‡b GgGmwm cvm K‡ib|)
(v) He died on 3 November in 1977. (wZwb 1977 mv‡ji 3 b‡f¤^i gviv hvb|)
(vi) His father Hazrat Shah Abdul Mukit was a pious man. (Zuvi wcZv nhiZ kvn Avãyj gywKZ GKRb avwg©K
e¨w³ wQ‡jb|)
(vii) In 1929, he passed HSC from Imperial College in England. (1929 mv‡j, wZwb Bsj¨v‡Ûi B‡¤úwiqvj
K‡jR †_‡K GBPGmwm cvm K‡ib|)
(viii) At the age of six, he was admitted into a Furkania Madrasa and then he was admitted into an
English school. (Qq eQi eq‡m Zv‡K GKwU dyiKvwbqv gv`ªvmvq fwZ© Kiv nq Ges Zvici Zv‡K GKwU Bs‡iwR ¯‹y‡j
fwZ© Kiv nq|)
(ix) He made a great plan to give the new structure of education system. (wk¶v e¨e¯’vi bZyb KvVv‡gv
†`Iqvi Rb¨ wZwb GKwU gnvb cwiKíbv K‡iwQ‡jb|)
(x) In 1952, he was appointed Chairman of the Secondary Education Board. (1952 mv‡j, wZwb
gva¨wgK wk¶v †ev‡W©i †Pqvig¨vb wbhy³ nb|)

(iii) + (vi) + (viii) + (i) + (iv) + (vii) + (ii) + (x) + (ix) + (v)

3. The following sentences are jumbled. Rearrange them in proper sequence.

(i) During his stay he received an unpaid letter from his friend, which contained nothing but
some words. (Ae¯’vbKv‡j wZwb Zvi eÜyi KvQ †_‡K GKwU A‰eZwbK wPwV cvb, hv‡Z wKQy kã Qvov wKQyB wQj bv|)
(ii) With a great hope in mind, he opened the box. (g‡b eo Avkv wb‡q †m ev·wU Lyjj|)
(iii) He wanted to teach his friend a good lesson. (wZwb Zvi eÜy‡K GKwU DËg wk¶v w`‡Z †P‡qwQ‡jb|)
(iv) An English poet was staying in Italy for the benefit of his health. (GKRb Bs‡iR Kwe Zvi ¯^v‡¯’¨i
DbœwZi Rb¨ BZvwj‡Z Ae¯’vb KiwQ‡jb|)
(v) To his utter surprise, he found nothing but an ordinary stone. (wZwb m¤ú~Y© AevK n‡q †M‡jb, GKwU
mvaviY cv_i Qvov Avi wKQyB †c‡jb bv|)
(vi) Thus, the poet taught his friend a good lesson. (GBfv‡e, Kwe Zvi eÜy‡K GKwU DËg wk¶v w`‡qwQ‡jb|)
(vii) So, he procured a heavy stone and packed it up in a fine box. (ZvB, wZwb GKwU fvix cv_i msMÖn
Ki‡jb Ges GwU‡K GKwU my›`i ev‡· e¯Íve›`x Ki‡jb|)

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(viii) His friend thought that the contents of the parcel were valuable, so, he paid the heavy charge
for carrying. (Zvi eÜy †f‡ewQj †h cv‡m©‡ji wRwbm¸‡jv g~j¨evb, ZvB wZwb enb Kivi Rb¨ A‡bK LiP
K‡iwQ‡jb|)
(ix) The poet had to pay double postage, so, he became very annoyed. (Kwe‡K wظY UvKv gvïj w`‡Z
n‡qwQj, ZvB wZwb Lye wei³ n‡jb|)
(x) Then he sent it to his friend with the words on it "Carriage to be paid on delivery." (Zvic‡i †m
Zvi eÜyi Kv‡Q "en‡bi UvKv cwi‡kva Ki‡Z n‡e" k‡Z© cvwV‡q w`‡jb|)

(iv) + (i) + (ix) + (iii) + (vii) + (x) + (viii) + (ii) + (v) + (vi)

4. The following sentences are jumbled. Rearrange them in proper sequence.

(i) The king was fond of knowing his future from the astrologer. (ivRv †R¨vwZlxi KvQ †_‡K Zvi fwel¨Z
Rvb‡Z Lye AvMÖnx wQ‡jb|)
(ii) The king called him to the palace. (ivRv Zv‡K cÖvmv‡` WvK‡jb|)
(iii) At this, the king got furious and condemned him to death. (G‡Z, ivRv w¶ß nb Ges Zv‡K g„Zz¨`Ð
†`b|)
(iv) A good astrologer came to visit the capital of the king. (GKRb fv‡jv †R¨vwZlx ivRvi ivRavbx cwi`k©‡b
G‡mwQ‡jb|)
(v) Once there was a king. (GK`v GK ivRv wQ‡jb|)
(vi) With ready wit he said, "The stars declare that I'll die only a week before your death." (Dcw¯’Z eyw×
w`‡q wZwb e‡jwQ‡jb, "Zviv¸‡jv †NvlYv Ki‡Q †h Avcbvi g„Zz¨i GK mßvn Av‡M Avwg gviv hve|")
(vii) But another thought had crossed his mind before the astrologer was removed for execution.
(wKš‘ †R¨vwZlx‡K duvwm †_‡K miv‡bvi Av‡M Zvi gv_vq Ab¨ GKwU wPšÍv G‡jv|)
(viii) The king then asked, "How long would you live?" (ivRv ZLb wR‡Ám Ki‡jb, "Zywg KZw`b euvP‡e?")
(ix) The astrologer told something very unpleasant. (†R¨vwZlx Lye Am‡šÍvlRbK wKQy ej‡jb|)
(x) He then thought for a while for some way of escape. (ZLb †m wKQy¶Y cvjvevi Dcvq fvewQj|)

(v) + (i) + (iv) + (ii) + (ix) + (iii) + (vii) + (viii) + (x) + (vi)

5. The following sentences are jumbled. Rearrange them in proper sequence.

(i) Sheikh Mujibur Rahman addressed a mammoth public gathering in the Race Course
ground/Maidan on March 7, 1971 and invoked the people for the struggle for freedom. (1971
mv‡ji 7 gvP© e½eÜz †kL gywReyi ingvb †im‡Kvm© gq`v‡bi GK wekvj Rbmgv‡e‡k fvlY †`b Ges RbMY‡K ¯^vaxbZv
msMÖv‡gi Rb¨ AvnŸvb Rvbvb|)
(ii) This great leader was assassinated as a result of international conspiracy. (AvšÍR©vwZK lohš¿ Øviv
GB gnvb †bZv‡K nZ¨v Kiv nq|)
(iii) Bangabandhu Sheikh Mujibur Rahman was the greatest leader of Bangladesh as well as one
of the greatest leaders in the world. (e½eÜy †kL gywReyi ingvb wQ‡jb evsjv‡`‡ki †mB mv‡_ we‡k¦i Ab¨Zg
†kÖô †bZv|)
(iv) In 1948, he involved himself into Language Movement and he was expelled as a law student
by the university authorities, which was revoked, but he was arrested and thrown into prison.
(1948 mv‡j, wZwb fvlv Av‡›`vj‡bi mv‡_ RwoZ wQ‡jb Ges wek¦we`¨vjq KZ©…c¶ Zv‡K AvB‡bi QvÎZ¡ †_‡K ewn®‹vi
K‡iwQj, hv cÖZ¨vnvi Kiv n‡qwQj, wKš‘ Zv‡K †MÖßvi K‡i KvivMv‡i wb‡¶c Kiv n‡qwQj|)
(v) He joined politics at the age of eighteen having been impressed by Hussain Shahid
Suhrawardy. (†nv‡mb knx` †mvnivIqv`©x‡K †`‡L gy» n‡q AvVv‡iv eQi eq‡m wZwb ivRbxwZ‡Z †hvM †`b|)
(vi) He became a minister in the cabinet of Fazlul Huq in 1954. (wZwb 1954 mv‡j dRjyj n‡Ki gwš¿mfvq
gš¿x nb|)

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(vii) In 1966, he submitted the historic six points for the self-determination of the country and as a
result, he was thrown behind bars by the Ayub Khan government. (1966 mv‡j, †`‡ki ¯^-wbqš¿‡Yi
Rb¨ wZwb HwZnvwmK Qq `dv †ck K‡ib Ges dj¯^iƒc, AvBqye Lvb miKvi Zv‡K KvivMv‡i wb‡¶c K‡i|)
(viii) With the imposition of Martial Law in 1958, Sheikh Mujibur Rahman was arrested and kept
detained without trial. (1958 mv‡j gvk©vj ÔjÕ Rvwi Kivi mv‡_ mv‡_ †kL gywReyi ingvb‡K †MÖdZvi Kiv nq Ges
webv wePv‡i AvUK ivLv nq|)
(ix) After mass uprising in 1969, he was released and he achieved landslide victory in the
parliamentary election but the military ruler Yahya Khan conspired and kept postponing the
parliament. (1969 mv‡j MYAf¨yÌv‡bi ci, wZwb gyw³ cvb Ges msm` wbe©vP‡b wZwb wbi¼yk weRq AR©b K‡ib wKš‘
mvgwiK kvmK Bqvwnqv Lvb lohš¿ K‡i msm` ¯’wMZ K‡i iv‡Lb|)
(x) He was arrested and the Pakistani rulers started a bloody massacre. (Zv‡K †MÖdZvi Kiv nq Ges
cvwK¯Ívwb kvmKiv i³¶qx MYnZ¨v ïiæ K‡i|)

(iii) + (v) + (iv) + (vi) + (viii) + (vii) + (ix) + (i) + (x) + (ii)

6. The following sentences are jumbled. Rearrange them in proper sequence.

(i) One day, he was very hungry. (GKw`b †m Lye ¶yavZ© wQj|)
(ii) The grapes were too high for him to reach. (Av½yi¸‡jv G‡ZvB DuPy‡Z wQj †h †m †cŠuQv‡Z cviwQj bv|)
(iii) Again and again he jumped. (evievi †m jvd w`j|)
(iv) At last he entered to a vineyard. (Ae‡k‡l †m GKwU Av½yi †¶Z cÖ‡ek Kij|)
(v) Once upon a time, there lived a fox in a forest. (GKmgq GK e‡b GK wkqvj evm KiZ|)
(vi) But each time, he failed to reach the grapes. (wKš‘ cÖwZeviB †m, Av½yi ch©šÍ †cŠuQv‡Z e¨_© n‡jv|)
(vii) At last being tired, he went away saying that the grapes were sour. (Ae‡k‡l K¬všÍ n‡q †m Av½yi UK
e‡j P‡j †Mj|)
(viii) He took a run and jumped to reach the bunch of grapes but could not reach it. (†m †`Š‡o G‡m
jvd w`‡jv Av½y‡ii †_vKv ch©šÍ †cŠuQv‡Z wKš‘ †cŠuQv‡Z cvi‡jv bv|)
(ix) He searched for food everywhere but he did not get any food. (†m me©Î Lvevi LyuR‡jv wKš‘ †Kvb Lvevi
†cj bv|)
(x) There were ripe grapes hanging up on the vine. (†mLv‡b AvOyi Mv‡Qi Dci cvKv Av½yi Sy‡j wQj|)

(v) + (i) + (ix) + (iv) + (x) + (ii) + (viii) + (iii) + (vi) + (vii)

7. The following sentences are jumbled. Rearrange them in proper sequence.

(i) The last words of the speech are: "Government of the people, by the people, for the people
shall not perish from the earth." (fvl‡Yi †kl K_v¸‡jv nj: "RbM‡Yi miKvi, RbM‡Yi Øviv ˆZix miKvi,
RbM‡bi Rb¨ miKvi c„w_ex †_‡K aŸsm n‡e bv|")
(ii) Abraham Lincoln was the President of the United States of America. (Aveªvnvg wj¼b gvwK©b
hy³iv‡óªi ivóªcwZ wQ‡jb|)
(iii) On the 10th of November 1863, a railway train was carrying him to a place called Gettysburg.
(1863 mv‡ji 10 b‡f¤^i GKwU †ijMvwo Zv‡K †MwUmevM© bvgK ¯’v‡b wb‡q hvw”Qj|)
(iv) It is one of the finest and the shortest speeches in English language. (GwU Bs‡iwR fvlvi Ab¨Zg
†miv Ges msw¶ß e³…Zv|)
(v) He was going there to speak at a meeting. (wZwb †mLv‡b GKwU mfvq e³…Zv Ki‡Z hvw”Q‡jb|)
(vi) On the envelope, it was what he was going to say at the meeting. (Lv‡g, wZwb wgwUs‡q hv ej‡Z
hvw”Q‡jb Zv wQj|)
(vii) These words tell us what the best possible way of ruling a country is. (GB K_v¸‡jv Avgv‡`i e‡j
GKwU †`k kvmb Kivi m‡e©vËg m¤¢ve¨ Dcvq Kx|)
(viii) He was not writing on a paper, but on the back of an envelope. (wZwb KvM‡R wjLwQ‡jb bv, wjLwQ‡jb
Lv‡gi wcQ‡b|)

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(ix) In the train, he was busy writing something. (†Uª‡b, wZwb wKQy wjL‡Z e¨¯Í wQ‡jb|)
(x) In fact, the speech on the envelope is now famous as "Gettysburg Address". (Avm‡j, Lv‡gi Dci
†jLv e³…ZvwU GLb weL¨vZ "†MwUmev‡M©i fvlb" bv‡g L¨vZ|)

(ii) + (iii) + (v) + (ix) + (viii) + (vi) + (i) + (vii) + (x) + (iv)

8. The following sentences are jumbled. Rearrange them in proper sequence.

(i) In 1880, Rabindranath was called back to India. (1880 mv‡j iex›`ªbv_‡K fvi‡Z †diZ Avm‡Z ejv
nq|)
(ii) He was awarded the Nobel Prize in 1913 for Gitanjali. (wZwb 1913 mv‡j MxZvÄwj iPbvi Rb¨ †bv‡ej
cyi¯‹vi jvf K‡ib|)
(iii) He returned home without any qualification of distinction. (wZwb †Kv‡bv m¤§vbm~PK †hvM¨Zv QvovB
†`‡k wd‡i Av‡mb|)
(iv) He wrote Gitanjali, a collection of Bengali songs of superior quality. (wZwb D”Pgv‡bi evsjv Mv‡bi
GKwU msKjb, MxZvÄwj wj‡L‡Qb|)
(v) Rabindranath Tagore was born in 1861 into a respectable family at Jorasanko in Kolkata.
(iex›`ªbv_ VvKyi 1861 mv‡j KjKvZvi †Rvovmv‡Kvi GK m¤£všÍ cwiev‡i Rb¥MÖnY K‡ib|)
(vi) At the age of seventeen, in 1878, he reached London to attend school. (1878 mv‡j m‡Z‡iv eQi
eq‡m wZwb covi Rb¨ jÛ‡b hvb|)
(vii) He went to school early and wrote his first verse at the age of eight. (wZwb Lye †QvU‡ejv †_‡K ¯‹y‡j
†h‡Zb Ges AvU eQi eq‡m Zvi cÖ_g KweZv wj‡LwQ‡jb|)
(viii) The experience had a lasting effect on his later life. (GB AwfÁZv Zvi cieZ©x Rxe‡b `xN©¯’vqx cÖfve
†d‡j‡Q|)
(ix) However, he never gave up his habit of writing poetry. (hv‡nvK KweZv †jLvi Af¨vm wZwb KL‡bvB
Qv‡obwb|)
(x) He gathered much experience from his stay in London. (wZwb jÛ‡b Ae¯’v‡bi mgq A‡bK AwfÁZv
AR©b K‡ib|)

(v) + (vii) + (vi) + (x) + (viii) + (i) + (iii) + (ix) + (iv) + (ii)

9. The following sentences are jumbled. Rearrange them in proper sequence.

(i) They were aliens in their own country and were subjected to all sorts of indignities. (Zviv
Zv‡`i wb‡Ri †`‡k we‡`kx wQj Ges me ai‡bi Am¤§v‡bi wkKvi n‡Zv|)
(ii) The blacks were treated cruelly. (Kv‡jv‡`i mv‡_ wbôyi AvPiY Kiv n‡Zv|)
(iii) The great leader vowed to put an end to the inhuman practice. (gnvb †bZv AgvbweK cÖ_vwU eÜ Kivi
kc_ wb‡qwQ‡jb|)
(iv) They were denied all basic human rights. (Zviv mKj gvbevwaKvi †_‡K ewÂZ wQj|)
(v) Even dogs received a much better treatment than the blacks. (GgbwK KyKyiI Kv‡jv‡`i †P‡q A‡bK
fv‡jv AvPiY †c‡Zv|)
(vi) Eventually, the great leader realized the goal of liberating his own people. (Ae‡k‡l, gnvb †bZv
Zvi wb‡Ri RbMY‡K gy³ Kivi j¶¨ Dcjwä K‡iwQ‡jb|)
(vii) He was thrown behind the prison bar. (Zv‡K KvivMv‡ii wk‡Ki wcQ‡b Qyu‡o †`Iqv n‡qwQj|)
(viii) Nelson Mandela was the greatest leader of South Africa. (†bjmb g¨v‡Ûjv wQ‡jb `w¶Y Avwd«Kvi
me©‡kÖô †bZv|)
(ix) But the oppressive rulers could not break the spirit. (wKš‘ AZ¨vPvix kvmKiv Zvi †PZbv fvO‡Z cv‡iwb|)
(x) In fact, he was one of the greatest leaders of the world who struggled against apartheid
throughout his life. (cÖK…Zc‡¶, wZwb wQ‡jb we‡k¦i me©‡kÖô †bZv‡`i GKRb whwb mviv Rxeb eY©ev‡`i weiæ‡×
msMÖvg K‡i‡Qb|)

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(viii) + (x) + (ii) + (iv) + (i) + (v) + (iii) + (vii) + (ix) + (vi)

10. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Then he invited applications. (Zvici wZwb Av‡e`bc‡Îi Avgš¿Y Rvbvb|)
(ii) The applicants were asked to meet the Sultan one by one. (Av‡e`bKvix‡`i G‡K G‡K myjZv‡bi mv‡_
†`Lv Ki‡Z ejv nj|)
(iii) Long ago, there lived a Sultan in a country. (A‡bK Av‡M GK †`‡k GK myjZvb evm Ki‡Zb|)
(iv) Then he found the desired man. (Zvici wZwb Kvw•¶Z gvbylwU‡K Lyu‡R †c‡jb|)
(v) He wanted to appoint an honest man as his tax collector. (wZwb GKRb mr †jvK‡K Zvi Ki Av`vqKvix
wn‡m‡e wb‡qvM Ki‡Z †P‡qwQ‡jb|)
(vi) A number of people applied for the job. (A‡bK †jvK PvKwii Rb¨ Av‡e`b K‡iwQj|)
(vii) All the applicants blushed and refused except one. (GKRb ev‡` me Av‡e`bKvix j¾v †cj Ges
cÖZ¨vL¨vb Ki‡jv|)
(viii) So, he asked for the wise counsellor's advice. (ZvB, wZwb weÁ civgk©`vZvi civgk© PvB‡jb|)
(ix) When they all arrived, the Sultan asked them to dance. (hLb mevB †mLv‡b †cuŠQvj, ZLb myjZvb Zv‡`i
bvP‡Z ej‡jb|)
(x) They came through a passage where gold coins were kept. (Zviv GKwU c_ w`‡q G‡mwQj †hLv‡b
†mvbvi gy`ªv ivLv wQj|)

(iii) + (v) + (viii) + (i) + (vi) + (ii) + (x) + (ix) + (vii) + (iv)
11. The following sentences are jumbled. Rearrange them in proper sequence.
(i) As a result, he studied under a great thinker Plato. (dj¯^iƒc, wZwb GKRb gnvb wPšÍvwe` †cø‡Uvi Aax‡b
cov‡kvbv K‡iwQ‡jb|)
(ii) He also wrote books on Biology, Literature, Economics and Comparative Politics. (wZwb
RxeweÁvb, mvwnZ¨, A_©bxwZ Ges Zyjbvg~jK ivRbxwZi DciI eB wj‡L‡Qb|)
(iii) Plato taught Aristotle according to his own way. (†cø‡Uv A¨vwi÷Uj‡K Zvi wbR¯^ Dcv‡q wk¶v
w`‡qwQ‡jb|)
(iv) Aristotle was born in Greece. (A¨vwi÷Uj MÖx‡m Rb¥MÖnY K‡ib|)
(v) His father wanted him to be a physician but he never cherished to be so. (Zvi evev †P‡qwQ‡jb †m
GKRb wPwKrmK †nvK wKš‘ wZwb KLbB Ggb n‡Z Pvbwb|)
(vi) Later on, Aristotle took the pen to write on topics suitable for human civilization. (cieZ©xKv‡j,
A¨vwi÷Uj gvbe mf¨Zvi Dc‡hvMx welq¸‡jvi Dci †jLvi Rb¨ Kjg Zy‡j †bb|)
(vii) He is called the father of Biology because of his creativity. (Zvi m„RbkxjZvi Kvi‡Y Zv‡K
RxeweÁv‡bi RbK ejv nq|)
(viii) "Politics" is one of his famous books which exposes fullest development of his wisdom.
("cwjwU·" Zvi GKwU weL¨vZ eB hv Zvi Áv‡bi c~Y© weKvk‡K cÖKvk K‡i|)
(ix) He was the son of a royal physician. (wZwb GKRb ivR`iev‡ii wPwKrm‡Ki cyÎ wQ‡jb|)
(x) He wanted to be a free thinker. (wZwb GKRb gy³ wPšÍvwe` n‡Z †P‡qwQ‡jb|)

(iv) + (ix) + (v) + (x) + (i) + (iii) + (vi) + (viii) + (ii) + (vii)
12. The following sentences are jumbled. Rearrange them in proper sequence.
(i) "Please let me go to my country." ("`qv K‡i Avgv‡K Avgvi †`‡k †h‡Z w`b|")
(ii) An English boy was making a small boat. (GKwU Bs‡iR †Q‡j GKwU †QvU †bŠKv ˆZwi KiwQj|)
(iii) "I shall cross the sea and go to my country by this boat." ("GB †bŠKvq K‡i mgy`ª cvwo w`‡q Avwg Avgvi
†`‡k hve|")
(iv) He made all arrangements to send him to his country. (wZwb Zv‡K Zvi †`‡k cvVv‡bvi me e¨e¯’v K‡iwQ‡jb|)

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(v) Suddenly he noticed a wonderful thing. (nVvr wZwb GKwU we¯§qKi wRwbm j¶¨ Ki‡jb|)
(vi) Napoleon was charmed by the words of the small boy. (†QvU †Q‡jwUi K_vq †b‡cvwjqb gy»
n‡qwQ‡jb|)
(vii) "I haven't seen my mother for a long time." ("Avwg A‡bK w`b a‡i Avgvi hv‡K †`wLwb|")
(viii) The boy said, "My country is on the other side of the sea." (†Q‡jwU ejj, "Avgvi †`k mgy‡`ªi
Icv‡i|")
(ix) One day Napoleon, the king of France, was walking along the seashore. (GKw`b d«v‡Ýi ivRv
†b‡cvwjqb mgy‡`ªi cvk w`‡q nuvUwQ‡jb|)
(x) The boy was brought before him and he asked him what he would do with such a small boat.
(†Q‡jwU‡K Zvi mvg‡b Avbv nj Ges †m Zv‡K wRÁvmv Kij †h †m GZ †QvU †bŠKv w`‡q wK Ki‡e?)

(ix) + (v) + (ii) + (x) + (viii) + (iii) + (vii) + (i) + (vi) + (iv)
or, (ix) + (v) + (ii) + (x) + (viii) + (vii) + (iii) + (i) + (vi) + (iv)
13. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He asked him where God is. (wZwb Zv‡K wRÁvmv Ki‡jb Ck¦i †Kv_vq?)
(ii) He praised him highly. (wZwb Zvi A‡bK cÖksmv K‡iwQ‡jb|)
(iii) Once a lad went to a famous teacher. (GKevi GK †Q‡j GKRb weL¨vZ wk¶‡Ki Kv‡Q †Mj|)
(iv) The teacher thought highly of the boy's understanding. (wk¶K †Q‡jwUi †evaMg¨Zv m¤ú‡K© A‡bK wPšÍv
Ki‡jb|)
(v) The lad replied that he would answer if he would tell where He is not. (†Q‡jwU DËi w`j †h †m
†Kv_vq †bB Zv ej‡j †m DËi †`‡e|)
(vi) The boy devoted himself to earning knowledge. (†Q‡jwU ÁvbvR©‡b AvZ¥wb‡qvM K‡iwQj|)
(vii) He begged to instruct him in the arts and sciences. (†m Zv‡K Kjv I weÁv‡b wk¶v †`Iqvi Rb¨ Aby‡iva
K‡iwQj|)
(viii) He agreed to teach the lad. (wZwb †Q‡jwU‡K †kLv‡Z ivwR nb|)
(ix) He expressed his desire to acquire knowledge. (†m Ávb AR©‡bi B”Qv †cvlY Ki‡jv|)
(x) The teacher wished to find out the ability of the boy. (wk¶K †Q‡jwUi †hvM¨Zv Lyu‡R †ei Ki‡Z
†P‡qwQ‡jb|)

(iii) + (ix) + (vii) + (x) + (i) + (v) + (iv) + (ii) + (viii) + (vi)
14. The following sentences are jumbled. Rearrange them in proper sequence.
(i) As Bagerhat is near the Bay of Bengal, the water is usually saline. (ev‡MinvU e‡½vcmvM‡ii Kv‡Q
nIqvq †mLvbKvi cvwb mvaviYZ jeYv³ nq|)
(ii) Khan Jahan Ali was a philanthropic man. (Lvb Rvnvb Avjx wQ‡jb GKRb c‡ivcKvix gvbyl|)
(iii) He, therefore, excavated many tanks to provide fresh water to the people. (AZGe wZwb RbMY‡K
my‡cq cvwb mieivn Kivi Rb¨ A‡bK U¨vsK Lbb K‡ib|)
(iv) He came to Bagerhat to preach Islam and to promote the plight of common people. (Bmjvg
cÖPvi Ges mvaviY gvby‡li `y`©kvi K_v Zy‡j aivi Rb¨ wZwb ev‡Minv‡U G‡mwQ‡jb|)
(v) He found Bagerhat beset with many problems. (wZwb †`L‡Z cvb ev‡MinvU A‡bK mgm¨vq RR©wiZ|)
(vi) His memory will never be sunk into oblivion. (Zvi ¯§„wZ KLbB fz‡j hvIqv hv‡e bv|)
(vii) Thus he solved the problem of drinking water. (Gfv‡e wZwb cvbxq R‡ji mgm¨v mgvavb K‡ib|)
(viii) The scarcity of drinking water is one of them. (cvbxq R‡ji Afve Zvi g‡a¨ Ab¨Zg GKwU|)
(ix) The people of Bagerhat remember him with great respect. (ev‡Minv‡Ui gvbyl Zv‡K kÖ×vi mv‡_ ¯§iY
K‡i|)
(x) Ghora Dighi is one of them. (†Nviv `xwN Zvi g‡a¨ GKwU|)

(ii) + (iv) + (v) + (viii) + (i) + (iii) + (x) + (vii) + (ix) + (vi)

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15. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He was one of the most renowned linguists of Bangladesh. (wZwb wQ‡jb evsjv‡`‡ki Ab¨Zg weL¨vZ
fvlvwe`|)
(ii) He died in 1969 and we remember him with respect. (wZwb 1969 mv‡j gviv hvb Ges Avgiv Zv‡K kÖ×vi
mv‡_ ¯§iY Kwi|)
(iii) He was second to none in Bengali Language and Literature. (evsjv fvlv I mvwn‡Z¨ wZwb wQ‡jb
AwØZxq|)
(iv) Dr. Mohammad Shahidullah was born in 24 Parganas, West Bengal in 1885. (W. †gvnv¤§`
knx`yjøvn 1885 mv‡j cwðge‡½i 24 ciMYvq Rb¥MÖnY K‡ib|)
(v) He joined Jashore Zilla School in 1910. (wZwb 1910 mv‡j h‡kvi †Rjv ¯‹y‡j †hvM`vb K‡ib|)
(vi) He passed the Entrance and FA exam in 1904 and 1906 respectively. (wZwb h_vµ‡g 1904 Ges
1906 mv‡j cÖ‡ewkKv Ges GdG cix¶vq DËxY© nb|)
(vii) He received some awards and contributed much to Bengali Literature. (wZwb wKQy cyi¯‹vi jvf
K‡i‡Qb Ges evsjv mvwn‡Z¨ A‡bK Ae`vb †i‡L‡Qb|)
(viii) He passed Hons and MA in 1910 and 1912 respectively. (wZwb Abvm© Ges GgG cvk K‡ib h_vµ‡g
1910 Ges 1912 mv‡j|)
(ix) He joined Dhaka University as a Lecturer of Bengali in 1921. (wZwb 1921 mv‡j XvKv wek¦we`¨vj‡q
evsjvi cÖfvlK wn‡m‡e †hvM`vb K‡ib|)
(x) He got his PhD in 1928. (wZwb 1928 mv‡j wcGBPwW jvf K‡ib|)

(iv) + (i) + (iii) + (vi) + (viii) + (v) + (ix) + (x) + (vii) + (ii)
16. The following sentences are jumbled. Rearrange them in proper sequence.
(i) One prize is awarded in each field. (cÖwZwU †¶‡Î GKwU K‡i cyi¯‹vi cÖ`vb Kiv nq|)
(ii) The prize is instituted by a man who was the inventor of the science of destruction. (cyi®‹viwU
GKRb e¨w³i Øviv cÖwZwôZ nq whwb aŸs‡mi weÁv‡bi D™¢veK wQ‡jb|)
(iii) Nobel Prize is the world's most important prize. (†bv‡ej cyi¯‹vi we‡k¦i me‡P‡q ¸iæZ¡c~Y© cyi¯‹vi|)
(iv) He is Alfred Bernhard Nobel. (wZwb n‡jb Avj‡d«W evb©vW© †bv‡ej|)
(v) Though he was a citizen of Sweden, he was educated in Russia. (hw`I wZwb myB‡W‡bi bvMwiK
wQ‡jb, wZwb ivwkqvq wk¶v AR©b K‡ib|)
(vi) Nobel Prizes are awarded every one for outstanding achievements in the field of science,
literature and for promoting world's peace. (weÁvb, mvwn‡Z¨i †¶‡Î Amvgvb¨ K…wZ‡Z¡i Ges wek¦ kvwšÍ
cÖPv‡ii Rb¨ cÖ‡Z¨K‡K †bv‡ej cyi¯‹vi †`Iqv nq|)
(vii) The prize is given to persons with most outstanding contribution. (cyi¯‹viwU me‡P‡q Amvgvb¨
Ae`vbKvix e¨w³‡`i †`Iqv nq|)
(viii) If there are more than one recipient of the prize in one field, the prize money is equally
distributed amongst all the winners. (GK †¶‡Î GKvwaK cyi¯‹vi cÖvcK _vK‡j, cyi¯‹v‡ii A_© me weRqx‡`i
g‡a¨ mgvbfv‡e weZiY Kiv nq|)
(ix) Economics was added in the list in 1969 for the first time. (1969 mv‡j cÖ_gev‡ii g‡Zv ZvwjKvq
A_©bxwZ hy³ nq|)
(x) He was born in Stockholm on 21 October 1833 and he died on 10 December 1896. (wZwb 1833
mv‡ji 21 A‡±vei ÷K‡nv‡g Rb¥MÖnY K‡ib Ges 10 wW‡m¤^i 1896 mv‡j gviv hvb|)

(iii) + (vii) + (ii) + (iv) + (x) + (v) + (vi) + (ix) + (i) + (viii)
or, (iii) + (ii) + (iv) + (x) + (v) + (vii) + (vi) + (ix) + (i) + (viii)

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17. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The judge was pleased with the Sadhu's defence. (wePviK mvayi AvZ¥c¶ mg_©‡b mš‘ó n‡jb|)
(ii) As the accused stood in the dock, the judge said, "Why, instead of answering the
complainant's questions, did you throw a of earth at him?" (Awfhy³‡K KvVMovq `uvo Kiv‡ZB wePviK
ej‡jb, "Awf‡hvMKvixi cÖ‡kœi, Zywg Zvi w`‡K gvwUi cÖ`xc wb‡¶c Ki‡j †Kb?")
(iii) A person once went to a Sadhu and asked two questions. (GK e¨w³ GKevi GKRb mvayi Kv‡Q wM‡q
`ywU cÖkœ Ki‡jb|)
(iv) The Sadhu took up a of earth and flung it at the head of the questioner. (mvay GKwU gvwUi UyK‡iv
Zy‡j wb‡q cÖkœKZ©vi gv_vq wb‡¶c Ki‡jb|)
(v) "Why do people say God is everywhere? I see him nowhere, therefore, show me where he is.
Why is man punished for crime, since he is not a free agent, but made to do us God wished?"
("‡Kb gvbyl e‡j Ck¦i me©Î Av‡Qb? Avwg Zv‡K †Kv_vI †`wL bv, ZvB wZwb †Kv_vq Av‡Qb Avgv‡K †`Lvb| †Kb
gvbyl‡K Aciv‡ai Rb¨ kvw¯Í †`Iqv nq, †h‡nZy †m gy³ bq, KviY Avgv‡`i Ck¦‡ii B”Qvbymv‡i KvR Kiv‡bv nq?")
(vi) The man went to the judge and complained against the Sadhu for having inflicted a severe
pain in his head. (†jvKwU wePvi‡Ki Kv‡Q wM‡q mvayi weiæ‡× Awf‡hvM Ki‡jv †m Zvi gv_vq cÖPÐ e¨_v †c‡q‡Q|)
(vii) The judge had arrested the Sadhu and brought up for trial. (wePviK mvay‡K †MÖßvi Ki‡jb Ges wePv‡ii
Rb¨ Avb‡jb|)
(viii) "He has told you that there is a pain in his head. Let him show me the pain, and I shall show
him God." ("‡m Avcbv‡K e‡j‡Q †h Zvi gv_vq e¨v_v Av‡Q| †m Avgv‡K e¨v_vUv †`LvK, Avwg Zv‡K Ck¦i
†`Lv‡ev|")
(ix) He dismissed the case. (wZwb gvgjvwU LvwiR Ki‡jb|)
(x) The Sadhu replied, "The blow he received with the lump was an answer to his question." (mvay
DËi w`j, "‡m †h wcÛ w`‡q AvNvZ †c‡qwQj Zv wQj Zvi cÖ‡kœi DËi|")

(iii) + (v) + (iv) + (vi) + (vii) + (ii) + (x) + (viii) + (i) + (ix)
18. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The old woman felt pity for him and quickly gave Taimur a full dish of food. (e„× gwnjv Zvi
Rb¨ KiæYv Abyfe Ki‡jb Ges `ªæZ ˆZgyi‡K GKwU _vjv fwZ© Lvevi w`‡jb|)
(ii) Taimur was so hungry that he did not wait. (ˆZgyi GZUvB ¶yavZ© wQj †h wZwb A‡c¶v Ki‡jb bv|)
(iii) When the news reached the Prince, he came with a large army. (GB Lei hyeiv‡Ri Kv‡Q †cŠuQ‡j wZwb
wekvj ˆmb¨evwnbx wb‡q Av‡mb|)
(iv) Taimur's soldiers were all killed, but Taimur escaped with great difficulty. (ˆZgy‡ii ˆmb¨iv mevB
wbnZ nq, wKš‘ ˆZgyi A‡bK K‡ó cvwj‡q hvq|)
(v) One day he became very hungry and asked an old woman to give him something to eat.
(GKw`b wZwb Lye ¶yavZ© wQ‡jb Ges GKRb e„×v gwnjv‡K wKQy †L‡Z w`‡Z ej‡jb|)
(vi) The food was very hot. (LveviwU wQj Lye Mig)
(vii) He hurriedly dug his fingers right at the middle of the dish. (wZwb Zvovû‡ov K‡i _vjvi wVK gvSLv‡b
Zvi AvOyj XywK‡q w`‡jb|)
(viii) Taimur, one of the greatest conquerors of the world, once attacked a province of a powerful
prince. (we‡k¦i Ab¨Zg †miv weRqx, ˆZgyi, GKevi GK kw³kvjx ivRcy‡Îi cÖ‡`k AvµgY K‡iwQ‡jb|)
(ix) As a result, he burnt his fingers. (Gi d‡j Zvi Av½yj cy‡o †Mj|)
(x) He disguised himself as a poor traveller and began to support himself by begging. (wZwb `wi`ª
cw_‡Ki QÙ‡ek aviY K‡iwQ‡jb Ges wf¶v K‡i wb‡R‡K mg_©b Kiv ïiæ K‡iwQ‡jb|)

(viii) + (iii) + (iv) + (x) + (v) + (i) + (vi) + (ii) + (vii) + (ix)
19. The following sentences are jumbled. Rearrange them in proper sequence.
(i) When the water came to the mouth of the jar, the crow drank to his fill and flew away. (hLb
Kjmxi gyL ch©šÍ cvwb G‡jv KvKwU gb f‡i cvb K‡i D‡o P‡j †Mj|)

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(ii) He took some pebbles and dropped them into the jar.(†m wKQy bywo cv_i wb‡q cv‡Î †dj‡jv|)
(iii) He flew from one place to another in search of water. (†m cvwbi mÜv‡b GK RvqMv †_‡K Ab¨ RvqMvq
D‡o †eov‡jv|)
(iv) There was some water in the jar but it was at the bottom and out of his reach. (cv‡Î GKUy cvwb
wQj wKš‘ Zv wQj wb‡P Ges Zvi bvMv‡ji evB‡i wQj|)
(v) The crow tried to turn the jar over and over again but it had no effect. (KvKwU evievi cvÎwU
Nyiv‡bvi †Póv KiwQj wKš‘ Zv‡Z †Kvb jvf n‡jv bv|)
(vi) As he was leaving the jar in despair, he noticed a heap of pebbles nearby. (nZvk n‡q †m hLb
cvÎwU †i‡L P‡j hvw”Q‡jv, ZLb Kv‡QB bywo cv_‡ii GKUv ¯Í~c j¶¨ Ki‡jv|)
(vii) A crow was very thirsty and wanted to drink. (GKwU KvK Lye Z„òvZ© wQj Ges cvwb cvb Ki‡Z †P‡qwQj|)
(viii) Then he hit upon a plan. (Zvici †m GKwU cwiKíbvi ˆZix Ki‡jv|)
(ix) As each pebble went down, the water in the jar rose up little by little. (cÖwZwU bywo wb‡P bvgvi mv‡_
mv‡_ cv‡Îi cvwb GKUy GKUy K‡i Dc‡i DV‡Z _v‡K|)
(x) At last he found a jar in a garden. (Ae‡k‡l †m GK evMv‡b GKwU Kjm Lyu‡R †cj|)

(vii) + (iii) + (x) + (iv) + (v) + (vi) + (viii) + (ii) + (ix) + (i)
20. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The king was angry because he wanted that people should like him instead of the wise man.
(ivRv ivMvwš^Z wQ‡jb KviY wZwb †P‡qwQ‡jb †h Ávbx †jvKwUi cwie‡Z© gvbyl Zv‡K cQ›` KiæK|)
(ii) Once there was a foolish king who had a white horse.(GKmgq GK †evKv ivRv wQj hvi GKwU mv`v †Nvov
wQj|)
(iii) Before the end of the seven years the foolish king died and the wise man kept the horse. (mvZ
eQi †kl nIqvi Av‡MB †evKv ivRv gviv †M‡jb Ges Ávbx †jvKwU †NvovwU †i‡L w`‡jb|)
(iv) The king also had a wise friend whom everyone liked. (ivRvi GKRb Ávbx eÜyI wQj hv‡K mevB cQ›`
KiZ|)
(v) One day he called the wise man and asked him to teach his white horse to speak. (GKw`b †m
Ávbx †jvKwU‡K †W‡K Zvi mv`v †Nvov‡K K_v ejv †kLv‡Z ejj|)
(vi) He told everything to his daughter. (wZwb Zvi †g‡q‡K mewKQy ej‡jb|)
(vii) The wise man went to the king next day and begged seven years for the job. (Ávbx †jvKwU c‡ii
w`b ivRvi Kv‡Q †Mj Ges Kv‡Ri Rb¨ mvZ eQi mgq wf¶v PvB‡jv|)
(viii) His daughter advised him to go to the king and begged seven years because teaching a horse
to speak needed long time. (Zvi †g‡q Zv‡K ivRvi Kv‡Q hvIqvi civgk© w`‡jv Ges mvZ eQi mgq wf¶v PvB‡Z
ej‡jv KviY †Nvov‡K K_v ej‡Z †kLv‡Z A‡bK mg‡qi cÖ‡qvRb wQj|)
(ix) The king gave him the horse and also seven years. (ivRv Zv‡K †Nvov Ges mvZ eQi mgqI w`‡jb|)
(x) The wise man went home sadly because the king threatened him to kill if he failed. (Ávbx
†jvKwU `yt‡Li mv‡_ evwo P‡j †Mj KviY e¨_© n‡j ivRv Zv‡K nZ¨v Kivi ûgwK w`‡q‡Qb|)

(ii) + (iv) + (i) + (v) + (x) + (vi) + (viii) + (vii) + (ix) + (iii)
21. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Shakespeare was married at eighteen to a woman of twenty-six. (†k·wcqi AvVv‡iv eQi eq‡m QvweŸk
eQi eqmx GK gwnjv‡K we‡q K‡iwQ‡jb|)
(ii) There he became an actor and a playwright. (†mLv‡b wZwb GKRb Awf‡bZv Ges bvU¨Kvi n‡q I‡Vb|)
(iii) But he never attended any college. (wKš‘ wZwb KL‡bv †Kv‡bv K‡j‡R hvbwb|)
(iv) By this time he was thirty. (GB mg‡qi g‡a¨ Zvi eqm wÎk n‡q wM‡qwQj|)
(v) He received a sound and basic education. (wZwb mwVK Ges †gŠwjK wk¶v jvf K‡iwQ‡jb|)
(vi) During the next ten years, he composed his greatest plays. (cieZ©x `k eQ‡i wZwb Zuvi me©‡kÖô
bvUK¸‡jv iPbv K‡ib|)

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(vii) William Shakespeare was born in 1564 at Stratford-on-Avon in England. (DBwjqvg †k·wcqvi
1564 mv‡j Bsj¨v‡Ûi ÷ªvU‡dvW©-Ab-A¨vf‡b Rb¥MÖnY K‡ib|)
(viii) He had three children before he was twenty-one. (GKyk eQi eq‡mi Av‡MB Zvi wZbwU mšÍvb wQj|)
(ix) A few years later, he went to London. (K‡qK eQi ci wZwb jÛ‡b hvb|)
(x) He had become prosperous before he reached the age of thirty-four. (eqm †PŠw·k †cŠuQv‡bvi Av‡MB
wZwb L¨vwZgvb n‡q D‡VwQ‡jb|)

(vii) + (v) + (iii) + (i) + (viii) + (ix) + (ii) + (iv) + (x) + (vi)
22. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Stephen became a victim of Gehrig's disease and gradually started losing control over the
muscles of his body. (w÷‡db †MnwiM †iv‡M AvµvšÍ nb Ges ax‡i ax‡i Zvi kix‡ii †ckxi Dci wbqš¿Y nviv‡Z
ïiæ K‡ib|)
(ii) But such a tremendous physical handicap could not slow him down. (wKš‘ GZ eo kvixwiK
cÖwZeÜKZv Zv‡K _vgv‡Z cv‡iwb|)
(iii) The great scientist passed away on 14 March 2018. (gnvb GB weÁvbx 2018 mv‡ji 14 gvP© gviv hvb|)
(iv) He was confined to the wheelchair with no power to control his body except for some limited
movement of his head and hands only. (kixi wbqš¿Y Kivi †Kv‡bv ¶gZv QvovB wZwb ûBj‡Pqv‡i Ave×
wQ‡jb ïaygvÎ gv_v Ges nv‡Zi wKQy mvgvb¨ bovPov e¨vwZZ|)
(v) He was born in an educated family in 1942. (wZwb 1942 mv‡j GKwU wkw¶Z cwiev‡i Rb¥MÖnY K‡ib|)
(vi) He got his PhD in cosmology from Cambridge University by the time he was 26 years old.
(wZwb 26 eQi eq‡m †KgweªR wek¦we`¨vjq †_‡K Km‡gvjwR‡Z wcGBPwW wWMÖx AR©b K‡ib|)
(vii) Stephen Hawking is considered the greatest physicist after Einstein. (w÷‡db nwKs‡K AvBb÷vB‡bi
c‡i me©‡kÖô c`v_©we` wnmv‡e we‡ePbv Kiv nq|)
(viii) He received the prestigious Albert Einstein Award for theoretical physics in 1974. (wZwb 1974
mv‡j ZvwË¡K c`v_©we`¨vi Rb¨ gh©v`vc~Y© AvjevU© AvBb÷vBb cyi¯‹vi cvb|)
(ix) In 1979, he joined Cambridge University as Lucasian Professor of Mathematics. (1979 mv‡j,
wZwb K¨vgweªR wek¦we`¨vj‡q MwY‡Zi jyKvwmqvb Aa¨vcK wn‡m‡e †hvM`vb K‡ib|)
(x) As a scientist his reputation soared higher and higher but fate followed with less rewarding
things. (GKRb weÁvbx wnmv‡e Zvi L¨vwZ D”P †_‡K D”PZi n‡q‡Q wKš‘ Zvi fvM¨ Kg djcÖm~ wRwbm¸‡jv AbymiY
K‡i‡Q|)

(vii) + (v) + (vi) + (viii) + (ix) + (x) + (i) + (iv) + (ii) + (iii)
23. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He is the third among fourteen children of his parents. (wcZvgvZvi †PŠÏ mšÍv‡bi g‡a¨ wZwb Z„Zxq|)
(ii) He was awarded the Nobel Prize for peace in 2006. (wZwb 2006 mv‡j kvwšÍ‡Z †bv‡ej cyi¯‹vi jvf
K‡ib|)
(iii) He completed his primary education from Lama Bazar Primary School and got first place in
the scholarship examination. (wZwb jvgv evRvi cÖv_wgK we`¨vjq †_‡K cÖv_wgK wk¶v †kl K‡ib Ges e„wË
cix¶vq cÖ_g ¯’vb AwaKvi K‡ib|)
(iv) Then he got himself admitted into a collegiate school and passed the Matriculation holding
16th position. (Zvici wZwb wb‡RB GKwU K‡jwR‡qU ¯‹y‡j fwZ© nb Ges 16 Zg Ae¯’v‡b g¨vwUªKy‡jkb cvm K‡ib|)
(v) He passed the Intermediate Examination from Chattogram College and then he got himself
admitted into the University of Dhaka in the Department of Economics. (wZwb PÆMÖvg K‡jR †_‡K
B›UviwgwW‡qU cix¶vq DËxY© n‡q XvKv wek¦we`¨vj‡q A_©bxwZ wefv‡M fwZ© nb|)
(vi) He got MA in Economics in 1961 and did his PhD in 1969 from the USA. (wZwb 1961 mv‡j
A_©bxwZ‡Z GgG Ges 1969 mv‡j gvwK©b hy³ivóª †_‡K wcGBPwW K‡ib|)
(vii) You must have heard the name of Professor Dr. Muhammad Yunus. (Zzwg wbðqB Aa¨vcK W±i
gynv¤§` BDb~‡mi bvg ï‡b‡Qv|)

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(viii) He established Grameen Bank in 1976 and started his micro-credit programme from Jobra
village. (wZwb 1976 mv‡j MÖvgxY e¨vsK cÖwZôv K‡ib Ges †Rveiv MÖvg †_‡K Zvi ¶y`ªFY Kvh©µg ïiæ K‡ib|)
(ix) Grammen Bank and his micro-credit programmes have been very successful in poverty
reduction and promotion of peace all over the world. (MÖvgxY e¨vsK Ges Zvi ¶y`ªFY Kvh©µg mviv we‡k¦
`vwi`ª¨ we‡gvPb Ges kvwšÍ cÖPv‡i AZ¨šÍ mdj n‡q‡Q|)
(x) He was born on 28 June in 1940 at Bathua village in Hathazari of Chattogram. (wZwb 1940
mv‡ji 28 Ryb PÆMÖv‡gi nvUnvRvixi ev_yqv MÖv‡g Rb¥MÖnY K‡ib|)

(vii) + (x) + (i) + (iii) + (iv) + (v) + (vi) + (viii) + (ix) + (ii)
24. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Then he prided himself on his success. (Zvic‡i wZwb Zvi mvd‡j¨ Me©‡eva KiwQ‡jb|)
(ii) He was more than a mere barber but a false doctor who pretended to know all about diseases
and their cures. (†m GKRb bvwc‡Zi †P‡qI wg_¨v Wv³vi wn‡m‡e fvb K‡iwQj, †h mKj †ivM I cÖwZKvi m¤ú‡K©
mewKQz Rv‡b|)
(iii) Once there lived a shrewd barber in a village. (GK`v GK MÖv‡g GK eyw×gvb bvwcZ evm Ki‡Zb|)
(iv) In pain and agony, the patient would cry aloud. (e¨_v Ges hš¿Yvq, †ivMx D”P¯^‡i Kuv`‡Zv|)
(v) Patients used to come to him from far and near for treatment and complained of this and that.
(`~i-`~ivšÍ †_‡K Zuvi Kv‡Q wPwKrmvi Rb¨ †ivMx Avm‡Zv Ges wewfbœ wRwbm wb‡q Awf‡hvM Ki‡Zv|)
(vi) He was a specialist in treating boils who could treat the boil in three ways. (wZwb †dvuov wbivg‡qi
we‡klÁ wQ‡jb whwb wZbwU Dcv‡q †dvovi wPwKrmv Ki‡Z cv‡ib|)
(vii) To him, cutting boils was as simple as shaving beard. (Zvi Kv‡Q †dvuov KvUv `vwo Kvgv‡bvi g‡ZvB mnR
wQj|)
(viii) Finding no other way, the poor village folk called in him and the barber treated them in their
illness. (Ab¨ †Kvb Dcvq bv †c‡q MÖv‡gi `wi`ª †jvK Zv‡K †W‡K Avbj Ges bvwcZ Zv‡`i Amy¯’Zvq Zv‡`i wPwKrmv
Ki‡jv|)
(ix) He would operate boil with his razor. (wZwb Zvi ¶yi w`‡q †dvuovi wPwKrmv Ki‡Zb|)
(x) Some of his patients were cured. (Zvi wKQy †ivMx wbivgq n‡qwQj|)

(iii) + (ii) + (v) + (viii) + (vi) + (vii) + (ix) + (iv) + (x) + (i)
25. The following sentences are jumbled. Rearrange them in proper sequence.
(i) She was so beautiful that many young men of the best families wished to marry her but she
refused them all because she loved Othello, a noble Moor from North Africa. (wZwb GZB my›`ix
wQ‡jb †h †miv cwiev‡ii A‡bK hyeK Zv‡K we‡q Ki‡Z †P‡qwQj wKš‘ †m mevB‡K cÖZ¨vL¨vb K‡iwQj KviY †m I‡_‡jv‡K
fvjevm‡Zv, DËi Avwd«Kvi GKRb m¤£všÍ gyi|)
(ii) Brabantio, a rich senator of Venice, had only one child, a daughter named Desdemona.
(†fwb‡mi GKRb abx wm‡bUi, eªvevwšÍIi GKwU gvÎ mšÍvb wQj, hvi bvg wQj †Wm‡W‡gvbv|)
(iii) Othello was a brave soldier who had risen to become a general and everyone praised him and
the senate trusted and honoured him. (I‡_‡jv GKRb mvnmx ˆmwbK wQ‡jb whwb †Rbv‡ij n‡qwQ‡jb Ges
mevB Zvi cÖksmv Ki‡Zv Ges wm‡bU Zv‡K wek¦vm Ki‡Zv Ges m¤§vb Ki‡Zv|)
(iv) Desdemona was fascinated by his stories and especially by the story of his life. Besides, he
told them of men who ate human flesh and of strange race of people whose heads were under
their shoulders. (†Wm‡W‡gvbv Zvi Mí Ges we‡kl K‡i Zvi Rxe‡bi Mí ï‡b gy» n‡qwQ‡jb| GQvovI, wZwb Zv‡`i
Ggb gvbyl‡`i K_v e‡jwQ‡jb hviv gvby‡li gvsm †L‡Zv Ges Ggb A™¢yZ RvwZ m¤ú‡K© hv‡`i gv_v wQj Kuv‡ai bx‡P|)
(v) Othello told them strange stories of the battles he had fought in and the places he had seen.
(I‡_‡jv Zv‡`i †mB hy‡×i A™¢yZ Mí †kvbv‡jb †hLv‡b wZwb jovB K‡iwQ‡jb Ges †h RvqMv¸‡jv wZwb †`‡L‡Qb|)
(vi) Brabantio often invited Othello to his house where he and his daughter listen in wonder to
Othello as he spoke about his adventures. (eªvevwšÍI cÖvqB I‡_‡jv‡K Zvi evwo‡Z Avgš¿Y Rvbv‡Zb †hLv‡b
wZwb Ges Zvi †g‡q we¯§‡qi mv‡_ I‡_‡jvi `ytmvnwmK Kv‡Ri K_v ïb‡Zb|)

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(vii) He had shown his bravery in many bloody battles against the Turks. (wZwb ZywK©‡`i weiæ‡× A‡bK
i³¶qx hy‡× Zvi exiZ¡ cÖ`k©b K‡iwQ‡jb|)
(viii) He told them of deserts, caves and mountains high enough to touch the sky. (†m giæf~wg, ¸nv Ges
AvKvk ¯úk© Kivi g‡Zv DuPy cvnv‡oi K_v ej‡Zv|)
(ix) She pitted Othello for the misfortunes and hardships of his life and her pity soon turned to
love and she confessed to Othello that she loved him. (wZwb I‡_‡jv‡K Zvi Rxe‡bi `yf©vM¨ Ges K‡ói
Rb¨ KiæYv Ki‡Zv Ges Zvi KiæYv kxNªB †cÖ‡g cwiYZ nj Ges †m I‡_‡jvi Kv‡Q ¯^xKvi K‡iwQj †h †m Zv‡K
fvjev‡m|)
(x) Hearing it, she had to weep and she never became tired of listening to it. (G¸‡jv ï‡b wZwb
Kuv`‡Zb wKš‘ ïb‡Z ïb‡Z KLbI K¬všÍ nbwb|)

(ii) + (i) + (iii) + (vi) + (v) + (vii) + (viii) + (iv) + (x) + (ix)
26. The following sentences are jumbled. Rearrange them in proper sequence.
(i) But there was no source of water near the house. (wKš‘ evwoi Kv‡Q †Kv‡bv cvwbi Drm wQj bv|)
(ii) The boy went out with the pitcher in search of water. (†Q‡jwU Kjwm wb‡q cvwbi mÜv‡b †ei n‡jv|)
(iii) There was a stream at a long distance and he went there and filled the pitcher with water.
(A‡bK `~‡i GKwU RjcÖevn wQj Ges †m †mLv‡b wM‡q KjmwU R‡j fi‡jv|)
(iv) But she was in deep sleep. (wKš‘ wZwb Mfxi Ny‡g wQj|)
(v) He returned home with the pitcher and poured water in a glass and went to his mother. (†m
Kjwm wb‡q evwo wd‡i GK Møv‡m Rj †X‡j gv‡qi Kv‡Q †Mj|)
(vi) The boy kept standing beside her. (†Q‡jwU Zvi cv‡k `uvwo‡q iBj|)
(vii) The night was over. (ivZ †kl n‡q †Mj|)
(viii) After a while, she could remember what happened at night and became astonished. (wKQy¶Y
c‡i, iv‡Z hv N‡UwQj Zv Zvi g‡b co‡jv Ges AevK n‡q †Mj|)
(ix) At first she could not understand anything. (cÖ_‡g †m wKQyB eyS‡Z cviwQj bv|)
(x) When the mother opened her eyes, she saw her son standing by her bed with the glass of
water. (gv †PvL Lyj‡j †`Lj Zvi †Q‡j Zvi weQvbvi Kv‡Q cvwbi Møvm wb‡q `uvwo‡q Av‡Q|)

(ii) + (i) + (iii) + (v) + (iv) + (vi) + (vii) + (x) + (ix) + (viii)
27. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The cobbler had never seen so much money at a time in his life before. (gywPwU Zvi Rxe‡b Av‡M
KLbI G‡Zv UvKv †`‡Lwb|)
(ii) He passed his days in working and singing from morning till night. (mKvj †_‡K ivZ ch©šÍ KvR K‡i
Ges Mvb †M‡q Zvi w`b †K‡U †h‡Zv|)
(iii) But alas! He buried his happiness with it too. (wKš‘ nvq! Gi mv‡_ †m wb‡Ri myLI Kei w`‡qwQj|)
(iv) Once there lived a happy cobbler. (GK`v GK myLx gywP evm KiZ|)
(v) A rich neighbour of his was a banker. (Zvi GKRb abx cÖwZ‡ekx wQ‡jb GKRb e¨vsKvi|)
(vi) The cobbler laughed and said, "Sir, I live from hand to mouth and each day somehow brings
its meal and I am happy." (gywP †n‡m ejj, "m¨vi, Avwg w`b Avwb w`b LvB Ges cÖwZw`b †Kv‡bv bv †Kv‡bvfv‡e
Lvevi wb‡q Avwm Ges Avwg Lywk|")
(vii) The banker one day said to him, "How much money a year do you earn?" (e¨vsKvi GKw`b Zv‡K
ejj, "Zywg eQ‡i KZ UvKv Avq K‡iv?")
(viii) The banker then said, "I have resolved to place you above the fear of want." (e¨vsKvi ZLb
ej‡jb, "Avwg †Zvgvi Afv‡ei fq KvwU‡q DVv‡bvi wm×všÍ wb‡qwQ|")
(ix) He gave him ten thousand taka and said to preserve the money carefully and use in time of
need. (wZwb Zv‡K `k nvRvi UvKv w`‡jb Ges ej‡jb UvKvUv mveav‡b msi¶Y Ki‡Z Ges cÖ‡qvR‡bi mgq e¨envi
Ki‡Z|)
(x) He buried the money in the earth. (wZwb UvKv gvwU‡Z cyu‡Z ivL‡jb|)

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(iv) + (ii) + (v) + (vii) + (vi) + (viii) + (ix) + (i) + (x) + (iii)
28. The following sentences are jumbled. Rearrange them in proper sequence.
(i) When he was a baby, he was very strong. (hLb wZwb †QvU wQ‡jb, ZLb Lye kw³kvjx wQ‡jb|)
(ii) Hercules was the strongest man in the world who lived in Greece. (nviwKDwjm wQ‡jb c„w_exi
me‡P‡q kw³kvjx gvbyl whwb MÖx‡m evm Ki‡Zb|)
(iii) Once an enemy sent two snakes to eat him. (GKevi GK kÎæ Zv‡K †L‡q †djvi Rb¨ `ywU mvc cvVv‡jv|)
(iv) Then they could not bite him. (ZLb †m¸‡jv Zv‡K Kvgov‡Z cv‡iwb|)
(v) Hercules woke up and he held the throats of the snakes in his hands. (nviwKDwjm †R‡M DV‡jb Ges
wZwb nvZ w`‡q mv‡ci Mjv a‡i †dj‡jb|)
(vi) He squeezed and squeezed with his strong wrists until the snakes were dead. (mvc¸‡jv gviv bv
hvIqv ch©šÍ wZwb Kwâ w`‡q k³ K‡i †P‡c a‡i iv‡Lb|)
(vii) When he became young, he also showed his strength. (hLb wZwb hyeK n‡q DV‡jb, ZLb wZwb AviI
kw³ †`wL‡q‡Qb|)
(viii) Hercules thus showed his strength from his early days. (nviwKDwjm GBfv‡e †QvU‡ejv †_‡KB kw³
cÖ`k©b Ki‡Zb|)
(ix) Once, he annoyed the king of that country but he dared not kill him. (GKevi †m Zvi †`‡ki ivRv‡K
wei³ K‡iwQj wKš‘ wZwb Zv‡K nZ¨v Kivi mvnm K‡ibwb|)
(x) They crept into his room while he was asleep. (hLb †m Nywg‡q wQj ZLb G¸‡jv Zvi N‡i Xy‡K c‡o|)

(ii) + (i) + (iii) + (x) + (v) + (iv) + (vi) + (viii) + (vii) + (ix)
29. The following sentences are jumbled. Rearrange them in proper sequence.
(i) His capital was at Sonargaon near Dhaka. (Zvi ivRavbx wQj XvKvi A`~‡i †mvbviMuv‡q|)
(ii) The Quazi summoned the Sultan to his court for trial. (KvRx myjZvb‡K wePv‡ii Rb¨ Zvi Av`vj‡Z
†W‡K cvVv‡jb|)
(iii) Long ago, there was a Sultan in Bengal named Giasuddin Azam Shah. (A‡bK Av‡M evsjvq
wMqvmDwÏb AvRg kvn bv‡g GKRb myjZvb wQ‡jb|)
(iv) He was a very kind and just ruler. (wZwb AZ¨šÍ `qvjy Ges b¨vqcivqY kvmK wQ‡jb|)
(v) He shot an arrow aiming at a fawn but his arrow missed its aim. (wZwb GKwU nwi‡Yi ev”Pvi w`‡K
j¶¨ K‡i Zxi wb‡¶c K‡iwQ‡jb wKš‘ ZxiwU j¶¨åó n‡qwQj|)
(vi) By chance it pierced a boy standing in the jungle and the boy instantly died. (ˆ`eµ‡g GwU R½‡j
`uvwo‡q _vKv GKwU †Q‡j‡K we× K‡i Ges †Q‡jwU m‡½ m‡½ gviv hvq|)
(vii) The Sultan's hobby was hunting and one day he was hunting deer in a jungle. (myjZv‡bi kL wQj
wkKvi Kiv Ges GKw`b wZwb R½‡j nwiY wkKvi KiwQ‡jb|)
(viii) The widow was very much shocked. (weaev LyeB gg©vnZ n‡qwQ‡jb|)
(ix) He was the only son of a widow. (†m GK weaevi GKgvÎ cyÎ wQj|)
(x) She complained to the Quazi against the Sultan for justice. (wZwb wePv‡ii Rb¨ myjZv‡bi weiæ‡× KvRxi
Kv‡Q Awf‡hvM K‡ib|)

(iii) + (i) + (iv) + (vii) + (v) + (vi) + (ix) + (viii) + (x) + (ii)
30. The following sentences are jumbled. Rearrange them in proper sequence.
(i) It became a shelter for the sufferers. (GwU fy³‡fvMx‡`i AvkÖq¯’j n‡q D‡VwQj|)
(ii) She was awarded the Nobel Prize for peace in 1979. (wZwb 1979 mv‡j kvwšÍi Rb¨ †bv‡ej cyi¯‹vi jvf
K‡ib|)
(iii) Mother Teresa was a dedicated soul in serving humanity and her earlier name was Agnes.
(gv`vi †Z‡imv gvbeZvi †mevq GKRb wb‡ew`Z cÖvY wQ‡jb Ges Zvi c~e© bvg wQj A¨vM‡bm|)

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(iv) She came to India in 1929 for serving the people and started her life as a teacher in a convent
school in Kolkata. (RbM‡Yi †mev Kivi Rb¨ wZwb 1929 mv‡j fvi‡Z Av‡mb Ges KjKvZvi GKwU Kb‡f›U ¯‹y‡j
wkw¶Kv wn‡m‡e Rxeb ïiæ K‡ib|)
(v) Then she became an Indian citizen. (Zvici wZwb fviZxq bvMwiK n‡qwQ‡jb|)
(vi) She established Nirmal Hriday at Kalighat in Kolkata. (wZwb KjKvZvi KvjxNv‡U wbg©j ü`q cÖwZôv
K‡ib|)
(vii) She was born in 1910 at a small village in Yugoslavia named Skopje and she was of
Albanian descent. (wZwb 1910 mv‡j hy‡Mv¯øvwfqvi †¯‹vc‡R bv‡g GKwU †QvU MÖv‡g Rb¥MÖnY K‡iwQ‡jb Ges wZwb
Avj‡ewbqvb es‡kv™¢~Z wQ‡jb|)
(viii) She decided to become a nun when she was eighteen. (wZwb AvVv‡iv eQi eq‡m mbœ¨vwmbx nIqvi wm×všÍ
wb‡qwQ‡jb|)
(ix) Her activities spread all over the world. (Zvi Kvh©µg mviv we‡k¦ Qwo‡q c‡o|)
(x) She began to serve the downtrodden. (wZwb wbt¯^‡`i †mev Ki‡Z jvM‡jb|)

(iii) + (vii) + (iv) + (v) + (viii) + (x) + (vi) + (i) + (ix) + (ii)
31. The following sentences are jumbled. Rearrange them in proper sequence.
(i) She also brought some artificial flowers among which there were real flowers too. (wZwb wKQy
K…wÎg dyj G‡bwQ‡jb hvi g‡a¨ Avmj dyjI wQj|)
(ii) Many years ago there lived a wise and helpful king named Solomon. (eû eQi Av‡M m‡jvgb bvgK
GKRb Ávbx I DcKvix ivRv wQ‡jb|)
(iii) She decided to visit his country and meet him personally. (wZwb Zvi †`‡k hvIqvi Ges e¨w³MZfv‡e
Zvi mv‡_ †`Lv Kivi wm×všÍ wb‡jb|)
(iv) At once he realized those flowers were real. (mv‡_ mv‡_ wZwb eyS‡Z cvi‡jb IB dyj¸‡jv Avmj|)
(v) The queen of Sheba heard about the name and fame of Solomon but could not believe he was
so wise and wealthy. (†kevi ivYx m‡jvg‡bi bvg Ges L¨vwZi K_v ï‡bwQ‡jb wKš‘ wek¦vm Ki‡Z cv‡ibwb †h wZwb
G‡Zv Ávbx Ges abx|)
(vi) So, the Queen came to King Solomon's palace with many servants who carried many fine
presents. (myZivs, ivbx A‡bK my›`i Dcnvi enbKvix A‡bKRb f„Z¨ wb‡q ivRv m‡jvg‡bi cÖvmv‡` G‡jb|)
(vii) The queen asked the courtiers to find out the real ones. (ivbx mfvm`‡`i Avmj dyj¸‡jv Lyu‡R †ei Ki‡Z
ej‡jb|)
(viii) They failed to differentiate. (Zviv cv_©K¨ Ki‡Z e¨_© nj|)
(ix) The flowers were beautiful and looked alike. (dyj¸‡jv my›`i Ges †`L‡Z GKB iKg wQj|)
(x) King Solomon watched some bees flying over some flowers. (ivRv m‡jvgb wKQy dy‡ji Dci †gŠgvwQ
Do‡Z †`L‡jb|)

(ii) + (v) + (iii) + (vi) + (i) + (vii) + (ix) + (viii) + (x) + (iv)
32.The following sentences are jumbled. Rearrange them in proper sequence.
(i) The winners of this prize are treated with great respect all over the world. (GB cyi¯‹vi weRqx‡`i
mviv we‡k¦ AZ¨šÍ m¤§vb Kiv nq|)
(ii) The Nobel Prize is the world's most important prize. (†bv‡ej cyi¯‹vi nj we‡k¦i me‡P‡q ¸iæZ¡c~Y©
cyi¯‹vi|)
(iii) The prize was instituted by Alfred Nobel, who was born in Stockholm on 21 October, 1833.
(cyi¯‹viwU Avj‡d«W †bv‡ej Øviv cÖwZwôZ n‡qwQj, whwb 21 A‡±vei, 1833 mv‡j ÷K‡nv‡g Rb¥MÖnY K‡iwQ‡jb|)
(iv) He invented dynamite. (wZwb wWbvgvBU Avwe®‹vi K‡ib|)
(v) Though he was a citizen of Sweden, he was educated in Russia. (hw`I wZwb myB‡W‡bi bvMwiK
wQ‡jb, wZwb ivwkqvq cov‡kvbv K‡iwQ‡jb)
(vi) For his valuable discovery Nobel became famous all over the world and earned a huge sum
of money. (g~j¨evb Avwe®‹v‡ii Rb¨ †bv‡ej mviv we‡k¦ L¨vwZ jvf K‡iwQ‡jb Ges wecyj A_© DcvR©b K‡iwQ‡jb|)

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(vii) The first Nobel Prize was given to Roentgen for his outstanding research in X-rays. (G·-‡i‡Z
Amvgvb¨ M‡elYvi Rb¨ i›U‡Rb‡K cÖ_g †bv‡ej cyi¯‹vi †`Iqv nq|)
(viii) He died on 10 December, 1896 and left behind a fabulous sum of 90,00,000 dollars. (wZwb 10
wW‡m¤^i, 1896-G g„Zz¨eiY K‡ib Ges 90,00,000 Wjv‡ii GKwU wekvj A_© †i‡L hvb|)
(ix) The prize was named as Nobel Prize and the prize money was 40,000 dollars. (cyi¯‹viwUi
bvgKiY Kiv n‡qwQj †bv‡ej cyi¯‹vi Ges cyi¯‹v‡ii g~j¨ wQj 40,000 Wjvi|)
(x) He left a will indicating that the interest on this money should be given as prizes to persons
for their outstanding contributions in physics, chemistry, medicine, literature and peace. (wZwb
GKwU DBj †i‡L †M‡Qb †h GB A‡_©i jf¨vsk c`v_©we`¨v, imvqb, wPwKrmv, mvwnZ¨ Ges kvwšÍ‡Z Amvgvb¨ Ae`v‡bi
Rb¨ cyi¯‹vi wnmv‡e †`Iqv n‡e|)

(ii) + (i) + (iii) + (v) + (iv) + (vi) + (viii) + (x) + (ix) + (vii)
33. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He was satisfied with the answer and he went on to Regan and asked her the same question.
(wZwb Dˇi mš‘ó n‡jb Ges †iMv‡bi Kv‡Q wM‡q Zv‡K GKB cÖkœ Ki‡jb|)
(ii) He wanted to divide his kingdom among three daughters because he needed peace and rest
but he wanted to know how much his daughters loved him. (wZwb Zvi ivR¨‡K wZbwU Kb¨vi g‡a¨ fvM
K‡i w`‡Z †P‡qwQ‡jb KviY Zvi kvwšÍ Ges wekÖvg cÖ‡qvRb wQj wKš‘ wZwb Rvb‡Z †P‡qwQ‡jb †h Zvi Kb¨viv Zv‡K KZUv
fv‡jvev‡m|)
(iii) Lear asked Goneril, the wife of Duke of Albany, how much she loved him. (wjqvi Avj‡ewbi
b„cwZi ¯¿x M‡bwij‡K wRÁvmv Ki‡jb, wZwb Zv‡K KZUv fv‡jvev‡mb|)
(iv) He was wrong in his judgment as everybody deceived him in the end of his life except
Cordelia. (wZwb Zvi wePv‡i fyj wQ‡jb KviY K‡W©wjqv Qvov Rxe‡bi †kl w`‡K mevB Zv‡K cÖZvwiZ K‡iwQj|)
(v) Goneril declared before the court, "I love you more than I can say, you are dearer than life
itself, I love you with all my heart and I shall always love you." (M‡bwij Av`vj‡Zi mvg‡b †NvlYv
K‡iwQ‡jb, "Avwg KZUyKy fvjevwm Zv e‡j †evSv‡Z cvi‡ev bv, Zywg Avgvi Rxe‡bi †P‡qI wcÖq, Avwg †Zvgv‡K mg¯Í
ü`q w`‡q fvjevwm Ges Avwg me©`v fvjevme|")
(vi) The reply satisfied the king and he asked his third daughter Cordelia, "What can you say to
outstrip your two sisters in showing love to me?" (Dˇi ivRv mš‘ó n‡jb Ges wZwb Zvi Z„Zxq Kb¨v
K‡W©wjqv‡K wRÁvmv Ki‡jb, "Zywg wK ej‡Z cv‡iv †h Avgv‡K fvjevmvq Zywg †Zvgvi `yB †evb‡K Qvwo‡q †h‡Z
cvi‡e?")
(vii) Regan replied that she loves him as much as her elder sister, even more than that and her
love will never change and her happiness is only in loving him. (†iMvb DËi w`j †h †m Zv‡K Zvi eo
†ev‡bi g‡Zv fvjev‡m, Zvi †P‡qI †ewk Ges Zvi fvjevmv KLbI cwieZ©b n‡e bv Ges Zv‡K fvjevmvqB †Kej Zvi
myL|)
(viii) Cordelia said, "Nothing." (K‡W©wjqv ej‡jb, "wKQy bv|")
(ix) Once upon a time King Lear, the ruler of Great Britain, had three daughters- Goneril, Regan,
and Cordelia. (GKmgq †MÖU weª‡U‡bi kvmK wKs wjqv‡ii wZbwU Kb¨v wQj- M‡bwij, †iMvb Ges K‡W©wjqv|)
(x) He said, "Nothing will draw nothing." (wZwb ej‡jb, "wKQyB bv w`‡q wKQy †`Iqv n‡e bv|")

(ix) + (ii) + (iii) + (v) + (i) + (vii) + (vi) + (viii) + (x) + (iv)

1. The following sentences are jumbled. Rearrange them in proper sequence.

(i) In 1993, he was awarded the Nobel Peace Prize, an honour he shared with F.W. de Klerk the
white African leader who had freed him from prison three years earlier and negotiated the
end of apartheid. (1993 mv‡j, wZwb †bv‡ej kvwšÍ cyi¯‹v‡i f~wlZ nb, †h m¤§vb wZwb GdWweøD wW K¬vK© bv‡gi
†k¦Zv½ Avwd«Kvb †bZvi mv‡_ fvM K‡i wb‡qwQ‡jb †h Zv‡K wZb eQi Av‡M KvivMvi †_‡K gy³ K‡iwQ‡jb Ges eY©ev`
Aemvb Kivi ga¨¯’Zv K‡iwQ‡jb|)

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(ii) Nelson Mandela fought against injustice and apartheid prevailing in South Africa. (†bjmb
g¨v‡Ûjv `w¶Y Avwd«Kvq weivRgvb Ab¨vq I eY©ev‡`i weiæ‡× jovB K‡iwQ‡jb|)
(iii) Undoubtedly he remained one of the world's most revered public figures, combining
celebrity sparkle with an unwavering message of freedom, respect and human rights.
(wbtm‡›`‡n wZwb ¯^vaxbZ, m¤§vb I gvbevwaKv‡ii AUj evZ©vi mv‡_ hk¯^x, eyw× `¦xwßi mgš^q K‡i‡Qb Ges we‡k¦i
me‡P‡q RbwcÖq e¨w³Z¡‡`i GKRb n‡q †M‡Qb|)
(iv) Rather he was determined to bring down apartheid while avoiding a civil war. (eis wZwb M„nhy×
Gov‡Z wM‡q eY©‰elg¨ Kgv‡Z `„pcÖwZÁ wQ‡jb|)
(v) However, he formally left public life in June 2004 before his 86th birthday. (hvB‡nvK, wZwb Zvi
86 Zg Rb¥w`‡bi Av‡M Ryb 2004 mv‡j AvbyôvwbKfv‡e RbRxeb Z¨vM K‡ib|)
(vi) This is because he had to overcome many obstacles in his life. (Gi KviY nj Zv‡K Zvi Rxe‡b A‡bK
evav AwZµg Ki‡Z n‡q‡Q|)
(vii) At the time of his leaving public life, he told his countrymen: "Don't call me. I'll call you."
(RbRxeb Z¨vM Kivi mgq, wZwb Zvi †`kevmx‡K e‡jwQ‡jb: "Avgv‡K WvK‡eb bv, Avwg Avcbv‡`i WvKe|")
(viii) For example, he was imprisoned for nearly three decades for his fight against white minority
rule. (D`vniY¯^iƒc, †k¦Zv½ msL¨vjNy kvm‡bi weiæ‡× jovB‡qi Rb¨ wZwb cÖvq wZb `kK a‡i Kviviæ× wQ‡jb|)
(ix) But he never lost his resolve to fight for his people's emancipation. (wKš‘ wZwb KL‡bvB Zvi RbM‡Yi
gyw³i Rb¨ jovB Kivi msKí nvivbwb|)
(x) At last overcoming all hindrance, he became the first black president of South Africa. (Ae‡k‡l
mg¯Í evav AwZµg K‡i, wZwb `w¶Y Avwd«Kvi cÖ_g K…òv½ ivóªcwZ nb|)

(ii) + (vi) + (viii) + (ix) + (iv) + (x) + (i) + (v) + (vii) + (iii)
2. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The authoress wanted to pay him money to repair it but he refused to take the money. (†jwLKv
GUv †givgZ Kivi Rb¨ Zv‡K UvKv w`‡Z †P‡qwQ‡jb wKš‘ †m UvKv wb‡Z A¯^xKvi Ki‡jv|)
(ii) His name was Jerry. (Zvi bvg wQj †Rwi|)
(iii) He said that he would pay for it. (†m ej‡jv †h GUvi UvKv †m w`‡e|)
(iv) Though he lives in the orphanage, he possesses a great human quality. (GwZgLvbvq _vK‡jI †m
gnvb gvbweK ¸‡Yi AwaKvix|)
(v) One day his ax handle broke. (GKw`b Zvi Kyov‡ji nvZj †f‡O †Mj|)
(vi) Because he brought the ax down careless. (KviY †m AmZK©fv‡e KyovjwU bvwg‡qwQj|)
(vii) Thus the authoress convinced him. (Gfv‡e †jwLKv Zv‡K †evSv‡jb|)
(viii) But the authoress said that the fault was in the handle of the ax. (wKš‘ †jwLKv ej‡jb †h ÎæwUwU
Kyov‡ji nvZ‡j wQj|)
(ix) It was only then that he agreed to take the money. (ZLbB †m UvKv wb‡Z ivwR nq|)
(x) He has been at the orphanage since four. (†m Pvi eQi eqm †_‡K GwZgLvbvq Av‡Q|)

(ii) + (x) + (iv) + (v) + (i) + (iii) + (vi) + (viii) + (vii) + (ix)
3. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Though he was the eldest son of a Prime Minister and later of a President, he used to lead a
very simple life. (cÖavbgš¿x Ges c‡i ivóªcwZi †R¨ô cyÎ n‡qI, wZwb Lye mvaviY Rxebhvcb Ki‡Zb|)
(ii) He was the eldest son of Bangabandhu Sheikh Mujibur Rahman and Bangamata
Fazilatunnesa Mujib. (wZwb wQ‡jb e½eÜy †kL gywReyi ingvb Ges e½gvZv dwRjvZy‡bœQv gywR‡ei †R¨ô cyÎ|)
(iii) Sheikh Kamal was born on 5 August 1949 at Tungipara in Gopalganj district. (†kL Kvgvj 1949
mv‡ji 5 AvM÷ †MvcvjMÄ †Rjvi Uyw½cvovq Rb¥MÖnY K‡ib|)

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(iv) He passed his SSC Examination from BAF Shaheen College, Dhaka and HSC Examination
from Dhaka College. (wZwb XvKv weGGd kvnxb K‡jR †_‡K GmGmwm Ges XvKv K‡jR †_‡K GBPGmwm cix¶vq
DËxY© nb|)
(v) He was student at the department of Sociology of Dhaka University. (wZwb XvKv wek¦we`¨vj‡qi
mgvRweÁvb wefv‡Mi QvÎ wQ‡jb|)
(vi) He was a first division basketball and cricket player as well as a sports organizer. (wZwb cÖ_g
wefvM ev‡¯‹Uej Ges wµ‡KU †L‡jvqv‡oi cvkvcvwk GKRb µxov msMVKI wQ‡jb|)
(vii) This is unfortunate that his life was cut short by a group of cowardly killers on 15 August
1975. (`yf©vM¨RbK †h 1975 mv‡ji 15 AvM÷ GK`j Kvcyiæl Lywb‡`i nv‡Z Zvi Rxe‡bi mgvwß N‡U|)
(viii) He was also interested in classical music and learnt Sitar under the tutelage of Ustad Ful
Mohammad. (wZwb kv¯¿xq m½x‡ZI AvMÖnx wQ‡jb Ges I¯Ív` dyj †gvnv¤§‡`i ZË¡veav‡b †mZvi wk‡LwQ‡jb|)
(ix) Besides, his academic studies, he had passion for sports and cultural activities. (GKv‡WwgK
covïbvi cvkvcvwk †Ljvayjv I mvs¯‹…wZK Kg©Kv‡Ði cÖwZI Zvi AbyivM wQj|)
(x) He didn't take advantage of his father's name and office. (wZwb Zvi evevi bvg I c`wei myweav †bbwb|)

(iii) + (ii) + (iv) + (v) + (ix) + (vi) + (viii) + (i) + (x) + (vii)
4. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He passed matriculation in 1946 from KL Jubilee High School, Dhaka. (wZwb XvKvi †KGj Rywewj
nvB ¯‹yj †_‡K 1946 mv‡j g¨vwUªKy‡jkb cvm K‡ib|)
(ii) Brojen Das was a legendary swimmer of Bangladesh. (eª‡Rb `vm wQ‡jb evsjv‡`‡ki GKRb wKse`wšÍ
muvZviæ|)
(iii) Brojen Das settled in Bangladesh after 1970. (eª‡Rb `vm 1970 mv‡ji ci evsjv‡`‡k emwZ ¯’vcb K‡ib|)
(iv) He had his primary education in his native village. (wZwb Zvi wbR MÖv‡g cÖv_wgK wkÿv jvf K‡ib|)
(v) Mr Das breathed his last on 1 June 1998. (Rbve `vm 1 Ryb 1998-G †kl wbtk¦vm Z¨vM K‡ib|)
(vi) He earned his Bachelor of Arts degree from Vidyasagar College in Kolkata. (wZwb KjKvZvi
we`¨vmvMi K‡jR †_‡K mœvZK wWwMÖ AR©b K‡ib|)
(vii) He was born on 9 December 1927 in Munshiganj. (wZwb 1927 mv‡ji 9 wW‡m¤^i gyÝxM‡Ä Rb¥MÖnY
K‡ib|)
(viii) He crossed the Channel six times and set a world record in Channel swimming in 1961. (wZwb
Qqevi P¨v‡bjwU AwZµg K‡ib Ges 1961 mv‡j P¨v‡bj muvZv‡i wek¦ †iKW© M‡ob|)
(ix) He became the first person from Asia to swim across the English Channel in 1958. (1958 mv‡j
wZwb Gwkqvi cÖ_g e¨w³ wnm‡e muvZvi †K‡U Bswjk P¨v‡bj cvi K‡iwQ‡jb|)
(x) The government of Bangladesh honoured him with the National Sports Award in 1976 and
Swadhinata Padak (posthumously) in 1999. (evsjv‡`k miKvi Zv‡K 1976 mv‡j RvZxq µxov cyi¯‹vi Ges
1999 mv‡j ¯^vaxbZv c`K (gi‡YvËi) w`‡q m¤§vwbZ K‡i|)

(ii) + (vii) + (iv) + (i) + (vi) + (ix) + (viii) + (iii) + (x) + (v)
5. The following sentences are jumbled. Rearrange them in proper sequence.
(i) She was born on 5 January 1981 in a village called Teori, which is situated in Ramganj
Upazila in Lakshmipur District. (wZwb 1981 mv‡ji 5 Rvbyqvix j¶¥xcyi †Rjvi ivgMÄ Dc‡Rjvq Aew¯’Z
†ZIix MÖv‡g Rb¥MÖnY K‡ib|)
(ii) Nishat Mazumder, a Bangladeshi woman, is a sports icon. (wbkvZ gRyg`vi, GKRb evsjv‡`kx bvix,
GKRb µxov AvBKb|)
(iii) Her father is a businessman and her mother is a housewife. (Zvi evev GKRb e¨emvqx Ges gv GKRb
M„wnYx|)

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(iv) Nishat passed SSC from Bottomley Home Girls' High School in 1997 and HSC from Shahid
Anwar Girls' College in 1999. (wbkvZ 1997 mv‡j eUgjx †nvg Mvj©m nvB ¯‹yj †_‡K GmGmwm Ges 1999 mv‡j
knx` Av‡bvqvi Mvj©m K‡jR †_‡K GBPGmwm cvm K‡ib|)
(v) She wanted to leave a message for all people of Bangladesh that a girl can do anything a boy
can do. (wZwb evsjv‡`‡ki mKj gvby‡li Rb¨ GKwU evZ©v w`‡Z †P‡qwQ‡jb †h GKwU †Q‡j hv Ki‡Z cv‡i GKwU †g‡qI
ZvB Ki‡Z cv‡i|)
(vi) Then she admitted to Dhaka City College from where completed Honours and Master's in
Accounting. (Zvici wZwb XvKv wmwU K‡j‡R fwZ© nb †mLvb †_‡K wnmveweÁv‡b mœvZK I mœvZ‡KvËi m¤úbœ K‡ib|)
(vii) They were extremely supportive to her. (Zviv Zvi cÖwZ AZ¨šÍ mnvqK wQj|)
(viii) She had a long cherished dream to be a mountaineer. (Zvi `xN© w`‡bi jvwjZ ¯^cœ wQj ce©Zv‡ivnx
nIqv|)
(ix) She made a history as first Bangladeshi woman by conquering the Mount Everest on May
19, 2012. (wZwb 19 †g, 2012-G cÖ_g evsjv‡`kx bvix wn‡m‡e gvD›U Gfv‡i÷ Rq K‡i BwZnvm ˆZwi K‡ib|)
(x) To materialize her dream, she joined Bangladesh Mountaineering and Trekking Club
(BMTC) in 2006 and started receiving official training on how to climb. (Zvi ¯^cœ‡K ev¯ÍevwqZ
Kivi Rb¨, wZwb 2006 mv‡j evsjv‡`k gvD‡›Uwbqvwis A¨vÛ †UªwKs K¬v‡e (BMTC) †hvM †`b Ges Kxfv‡e Av‡ivnY
Ki‡Z nq †m m¤ú‡K© Awdwmqvj cÖwk¶Y MÖnY Kiv ïiæ K‡ib|)

(ii) + (i) + (iii) + (vii) + (iv) + (vi) + (viii) + (x) + (ix) + (v)
6. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Lalon did not reveal anything about himself. (jvjb Zvi wb‡Ri m¤ú‡K© wKQyB cÖKvk K‡ibwb|)
(ii) Lalon Shah is best known as an icon of the Baul tradition in Bengal. (jvjb kvn evsjvi evDj
HwZ‡n¨i GKRb AvBKb wn‡m‡e †ewk cwiwPZ|)
(iii) He was born at Harishpur village under Harinakundu upazila in Jhenidah in 1774. (wZwb 1774
mv‡j wSbvB`‡ni nwiYvKyÛy Dc‡Rjvi nwikcyi MÖv‡g Rb¥MÖnY K‡ib|)
(iv) He only called himself as Lalon Fakir in some of his songs. (wZwb Zvi wKQy Mv‡bB ïay wb‡R‡K jvjb
dwKi e‡j WvK‡Zb|)
(v) Baul King Lalon Fakir died at Chheuriya on October 17, 1890 at the age of 116. (evDj ivRv
jvjb dwKi 116 eQi eq‡m 1890 mv‡ji 17 A‡±vei †QDwoqvq g„Zz¨eiY K‡ib|)
(vi) Lalon composed numerous songs and poems, which describe his philosophy. (jvjb AmsL¨ Mvb
I KweZv iPbv K‡i‡Qb, hv Zvi `k©b cÖKvk K‡i|)
(vii) Not much is known about his early life. (Zvi cÖv_wgK Rxeb m¤ú‡K© Lye †ewk wKQy Rvbv hvqwb|)
(viii) His songs are often about the Creator and the quest for truth. (Zvi †ewkifvM MvbB m„wóKZ©v Ges
m‡Z¨i mÜvb m¤ú‡K©|)
(ix) He was also a philosopher, thinker and social reformer. (GQvovI wZwb GKRb `vk©wbK, wPšÍvwe` Ges
mgvR ms¯‹viKI wQ‡jb|)
(x) His songs and philosophies have influenced many people, including Rabindranath Tagore,
Kazi Nazrul Islam and Ellen Ginsberg, among many renowned poets, philosophers and
intellectuals across the world. (Zvi Mvb Ges `k©b iex›`ªbv_ VvKyi, KvRx bRiæj Bmjvg Ges G‡jb wMÝevM©mn
wek¦e¨vcx A‡bK weL¨vZ Kwe, `vk©wbK Ges eyw×Rxex‡`i cÖfvweZ K‡i‡Q|)

(ii) + (ix) + (iii) + (vii) + (i) + (iv) + (vi) + (viii) + (x) + (v)

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7. The following sentences are jumbled. Rearrange them in proper sequence.

(i) W.B. Yeats was awarded the Nobel Prize for literature in 1923 and died in 1939 at the age of
seventy-three. (WweøD. we. B‡qUm 1923 mv‡j mvwn‡Z¨ †bv‡ej cyi¯‹vi jvf K‡ib Ges 1939 mv‡j 73 eQi eq‡m
gviv hvb|)
(ii) He was born into a wealthy, artistic Anglo-Irish family in Dublin in 1865. (wZwb 1865 mv‡j
Wvewj‡b GKwU abx, ˆkwíK A¨vs‡jv-AvBwik cwiev‡i Rb¥MÖnY K‡iwQ‡jb|)
(iii) William Butler Yeats was both a poet and playwright, a towering figure in the 20 th century
literature in English. (DBwjqvg evUjvi B‡qUm GKRb Kwe Ges bvU¨Kvi DfqB wQ‡jb, wesk kZvãxi Bs‡iwR
mvwn‡Z¨i GK wekvj e¨w³Z¡|)
(iv) His father was a lawyer and a well-known portrait painter. (Zvi wcZv GKRb AvBbRxex Ges mycwiwPZ
cÖwZK…wZ wPÎKi wQ‡jb|)
(v) Yeats was educated in London and in Dublin, but he spent his summers in the West of
Ireland in the family's summer house at Connaught. (B‡qUm jÛ‡b Ges Wvewj‡b wkÿvcÖvß n‡qwQ‡jb,
wKš‘ wZwb Zvi MÖx®§Kvj KvUv‡Zb Avqvij¨v‡Ûi cwð‡g KbU-G cwiev‡ii MÖx®§Kvjxb evwo‡Z|)
(vi) But Yeats opposed all forms of violence. (wKš‘ B‡qUm me ai‡bi mwnsmZvi we‡ivwaZv K‡i‡Qb|)
(vii) He wrote about beauty, nature, death and immortality among other things. (wZwb †mŠ›`h©, cÖK…wZ,
g„Zz¨ Ges AgiZ¡ m¤ú‡K© wj‡L‡Qb|)
(viii) Although a modern poet, he was at heart a romantic. (AvaywbK Kwe n‡jI wZwb ü`‡q †ivgvw›UK wQ‡jb|)
(ix) He was deeply involved in Irish politics and enthusiastically supported the movement to free
Ireland from British colonialism. (wZwb AvBwik ivRbxwZ‡Z Mfxifv‡e RwoZ wQ‡jb Ges Avqvij¨vÛ‡K weªwUk
Jcwb‡ewkKZv †_‡K gy³ Kivi Av‡›`vjb‡K Drmv‡ni mv‡_ mg_©b K‡iwQ‡jb|)
(x) In "The Lake Isle of Innisfree", he imagines leaving the city life behind and going to the
Innisfree to lead a simple life in the middle of nature. ("The Lake Isle of Innisfree"-G wZwb
kn‡ii Rxeb‡K wcQ‡b †d‡j cÖK…wZi gvSLv‡b mij Rxebhvcb Kivi Rb¨ Bwbmwd«-G hvIqvi Kíbv K‡i‡Qb|)

(iii) + (ii) + (iv) + (v) + (ix) + (vi) + (viii) + (vii) + (x) + (i)
8. The following sentences are jumbled. Rearrange them in proper sequence.
(i) She died on 28 May 2014 at the age of 86. (wZwb 28 †g 2014-G 86 eQi eq‡m gviv hvb|)
(ii) Maya Angelou was an American poet, songwriter, playwright, film director and
autobiographer. (gvqv A¨v‡Ä‡jv wQ‡jb GKRb Av‡gwiKvb Kwe, MxwZKvi, bvU¨Kvi, Pjw”PÎ cwiPvjK Ges
AvZ¥RxebxKvi|)
(iii) She spent much of her childhood in Stamps, Arkansas, with her paternal grandmother. (wZwb
Zvi ˆkk‡ei †ewkifvM mgq ÷¨v¤úm, AviKvbmv‡m Zvi wcZvg‡ni mv‡_ KvwU‡q‡Qb|)
(iv) In 1940, Angelou moved to San Francisco, and then to New York, where she began her
literary career. (1940 mv‡j, A¨v‡Ä‡jv mvb d«vwÝm‡Kv Ges c‡i wbD Bq‡K© P‡j hvb, †hLv‡b wZwb Zvi mvwnwZ¨K
Rxeb ïiæ K‡ib|)
(v) When she was eight, she became a victim of abuse by someone close to her mother. (AvU eQi
eq‡m, wZwb Zvi gv‡qi Kv‡Qi GKR‡bi Øviv wbh©vZ‡bi wkKvi n‡qwQ‡jb|)
(vi) She incorporated social and political themes in her poems without compromising their poetic
and stylistic qualities. (Kvwe¨K Ges ˆkjxMZ ¸Yvejxi mv‡_ Avcm bv K‡iB wZwb Zvi KweZvq mvgvwRK I
ivR‰bwZK welq¸‡jv‡K AšÍf©y³ K‡i‡Qb|)
(vii) The experience left her traumatized, and for several years, she could not speak. (AwfÁZvwU
Zv‡K gvbwmK AvNvZ K‡i Ges K‡qK eQi †m K_v ej‡Z cvi‡Zv bv|)
(viii) Her poems often deal with serious matters but they also use humour and give out hope. (Zvi
KweZv¸‡jv cÖvqB ¸iæZi welq¸‡jv wb‡q KvR K‡i Z‡e G¸‡jv nvm¨im e¨envi K‡i Ges Avkv cÖKvk K‡i|)
(ix) She was born in St. Louis, Missouri, on 4 April, 1928. (wZwb 4 GwcÖj, 1928 mv‡j †m›U jyB, wg‡mŠwi‡Z
Rb¥MÖnY K‡iwQ‡jb|)
(x) Angelou was a committed campaigner for human rights, social justice and peace. (A¨v‡Ä‡jv
gvbevwaKvi, mvgvwRK b¨vqwePvi Ges kvwšÍ cÖwZkÖæwZe× cÖPviK wQ‡jb|)

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(ii) + (ix) + (iii) + (v) + (vii) + (iv) + (vi) + (viii) + (x) + (i)
9. The following sentences are jumbled. Rearrange them in proper sequence.
(i) She was born on August 8, 1896, in Washington, D.C. (wZwb 8 AvM÷, 1896 mv‡j IqvwksUb, wWwm-
‡Z Rb¥MÖnY K‡iwQ‡jb|)
(ii) She received her Bachelor of Arts degree in English from the University of Wisconsin at
Madison in 1918. (wZwb 1918 mv‡j g¨vwWm‡bi DBmKbwmb wek¦we`¨vjq †_‡K Bs‡iwR‡Z Zvi e¨v‡Pji Ad AvU©m
wWwMÖ jvf K‡ib|)
(iii) Rawlings continued to write until her death from a cerebral hemorrhage on December 14,
1953. (ivIwjsm 14 wW‡m¤^i, 1953-G †mwieªvj †n‡gv‡i‡R g„Zz¨i AvM ch©šÍ †jLv Pvwj‡q hvb|)
(iv) Writing had been her passion since childhood. (†QvU‡ejv †_‡KB †jLv‡jwL wQj Zvi †bkv|)
(v) In 1933, the couple divorced. (1933 mv‡j, `¤úwZwUi weevn we‡”Q` nq|)
(vi) A writer from an early age, she won a prize of $2 for a short story published in the
Washington Post in 1907. (Aí eqm †_‡KB wZwb GKRb †jLK, wZwb 1907 mv‡j IqvwksUb †cv‡÷ cÖKvwkZ
GKwU †QvU M‡íi Rb¨ 2 Wjvi cyi¯‹vi wR‡ZwQ‡jb|)
(vii) The couple moved to New York, where they worked as journalists for various newspapers.
(`¤úwZwU wbDBq‡K© P‡j Av‡mb, †hLv‡b Zviv wewfbœ msev`c‡Îi mvsevw`K wn‡m‡e KvR K‡ib|)
(viii) One year later, she married her college sweetheart, Charles Rawlings, also a writer. (GK eQi
c‡i, wZwb Zvi K‡j‡Ri †cÖwgKv Pvj©m ivIwjsm‡K we‡q K‡iwQ‡jb, whwbI †jLK wQ‡jb|)
(ix) In 1941, she married Nortor Baskin, a hotel owner from St. Augustine, Florida. (1941 mv‡j,
†m›U AMvw÷b, †d¬vwiWvi GK †nv‡Uj gvwjK bU©vi evw¯‹b‡K wZwb we‡q K‡ib|)
(x) Marjorie Kinnan Rawlings is a well-known American short story writer and novelist. (gv‡R©vwi
wKbvb ivIwjsm GKRb mycwiwPZ Av‡gwiKvb †QvU Mí †jLK Ges Jcb¨vwmK|)

(x) + (i) + (iv) + (vi) + (ii) + (viii) + (vii) + (v) + (ix) + (iii)
10. The following sentences are jumbled. Rearrange them in proper sequence.
(i) The report says that the river had a glorious past. (cÖwZ‡e`‡b ejv n‡q‡Q †h b`xwUi †MŠiegq AZxZ
wQj|)
(ii) A few are already dead and several are going through the pangs of death. (Aí wKQz BwZg‡a¨B gviv
†M‡Q Ges Ab¨¸‡jv g„Zz¨ hš¿Yvi ga¨ w`‡q hv‡”Q|)
(iii) But that is not what it was like before. (wKš‘ GUv Av‡M GiKg wQj bv|)
(iv) Rivers are everywhere in our life, literature, economy and culture. (Avgv‡`i Rxeb, mvwnZ¨, A_©bxwZ
I ms¯‹…wZ me©Î b`x i‡q‡Q|)
(v) But are the rivers in good shape? (wKš‘ b`x¸‡jvi Ae¯’v wK fv‡jv?)
(vi) The river Buriganga is an example of a dying river. (eywoM½v b`x GKwU g„ZcÖvq b`xi D`vniY|)
(vii) A report published in the Daily Sun describes what has happened to the river Buriganga and
why. (†WBwj mvb-G cÖKvwkZ GKwU cÖwZ‡e`‡b eywoM½v b`xi Kx n‡q‡Q Ges †Kb n‡q‡Q Zvi eY©bv †`Iqv n‡q‡Q|)
(viii) Unfortunately, they are not. (`yf©vM¨ekZ, G¸‡jvi Ae¯’v fv‡jv †bB|)
(ix) One of the sources of water in our country are the rivers. (Avgv‡`i †`‡ki cvwbi Ab¨Zg Drm n‡jv
b`x|)
(x) Its water is polluted and a perpetual stench fills the air around it. (Gi cvwb `~wlZ Ges ¯’vqx `yM©Ü Gi
Pvicv‡ki evZvm‡K c~Y© K‡i‡Q|)

(ix) + (iv) + (v) + (viii) + (ii) + (vi) + (vii) + (x) + (iii) + (i)

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11. The following sentences are jumbled. Rearrange them in proper sequence.
(i) He thus managed to slay the animal on his own, relying entirely on his immense strength.
(GBfv‡e Zvi AMva kw³i Dci wbf©i K‡i wb‡RB cÖvYxwU‡K nZ¨v Ki‡Z m¶g nb|)
(ii) These tasks are known in Greek myths as the "twelve labours of Hercules". (GB KvR¸‡jv MÖxK
cyiv‡Y "nviwKDwj‡mi ev‡ivwU kÖg" wnmv‡e cwiwPZ|)
(iii) And so Eurystheus ordered Hercules to slay the beast and bring him his skin. (Ges ZvB
BDwiw÷qvm nviwKDwjm‡K wb‡`©k w`‡jb Rš‘wU‡K nZ¨v Ki‡Z Ges Zvi Pvgov wb‡q Avm‡Z|)
(iv) Being victorious, he returned to Mycenae carrying the dead lion on his shoulders, a sight that
terrified the king. (weRqx n‡q, wZwb g„Z wmsnwU‡K Kuv‡a wb‡q gvB‡m‡b wd‡i Av‡mb, Ggb GKwU `„k¨ hv ivRv‡K
AvZw¼Z K‡iwQj|)
(v) Eurystheus, the king of Mycenae and his cousin, made him undergo some difficult tasks.
(gvB‡m‡bi ivRv BDwiw÷qvm Ges Zvi PvPv‡Zv fvB Zv‡K wKQy KwVb KvR Kwi‡q‡Qb|)
(vi) Then Hercules attempted a different tactic. (Zvici nviwKDwjm GKwU wfbœ †KŠk‡ji Aej¤^b K‡iwQ‡jb|)
(vii) Hercules was the son of Jupiter and Alcmena. (nviwKDwjm wQ‡jb RywcUvi I AvjK‡gbvi cyÎ|)
(viii) At first, Hercules tried to fight the lion with his club and arrows but this took him nowhere.
(cÖ_‡g, nviwKDwjm Zvi M`v Ges Zxi w`‡q wms‡ni mv‡_ jovB Kivi †Póv K‡iwQ‡jb wKš‘ †Kv‡bv jvf nq wb|)
(ix) The valley of Nemea was being disturbed by a terrible lion. (†bwgqvi DcZ¨Kv fqvbK GK wmsn Øviv
DZ¨³ wQj|)
(x) He decided he would use his hands. (†m wm×všÍ wb‡jv †h †m nvZ e¨envi Ki‡e|)

(vii) + (v) + (ii) + (ix) + (iii) + (viii) + (vi) + (x) + (i) + (iv)
12. The following sentences are jumbled. Rearrange them in proper sequence.
(i) His "I Have a Dream" speech expressed the hopes of the civil rights movement in oratory.
(Zvi "Avgvi GKwU ¯^cœ Av‡Q" e³…Zv bvMwiK AwaKvi Av‡›`vj‡bi Avkv cÖKvk K‡iwQj|)
(ii) The news of the assassination resulted in an outpouring of shock and anger throughout the
nation and the world, prompting riots in more than 100 United States cities. (nZ¨vKv‡Ði Le‡i
mgMÖ †`k I wek¦ Ry‡o †kvK I †¶vf Qwo‡q c‡o, hv gvwK©b hy³iv‡óªi 100 wUiI †ewk kn‡i `v½vi D‡`ªK K‡i|)
(iii) Martin Luther King Jr. was one of the principal leaders of the American Civil Rights
Movement and a prominent advocate of non-violent protest. (gvwU©b jy_vi wKs Rywbqi wQ‡jb
Av‡gwiKvb bvMwiK AwaKvi Av‡›`vj‡bi Ab¨Zg cÖavb †bZv Ges Awnsm cÖwZev‡`i wewkó cÖe³v|)
(iv) In 1957 King helped found the Southern Christian Leadership Conference, an organization of
black churches. (1957 mv‡j wKs Kv‡jv Pv‡P©i GKwU msMVb, `w¶‡Yi wLª÷vb †bZ„Z¡ m‡¤§jb, cÖwZôv Ki‡Z
mnvqZv K‡i‡Qb|)
(v) On August 28, 1963, King delivered a stirring address to an audience of more than 2,00,000
civil rights supporters. (28‡k AvM÷, 1963-G, wKs 2,00,000 GiI †ewk bvMwiK AwaKvi mg_©K‡`i mvg‡b
GK Av‡jvob m„wóKvix fvlY †`b|)
(vi) He was assassinated in Memphis by a sniper on April 4. (4 GwcÖj †ggwd‡m GKRb mœvBcvi Øviv wZwb
nZ¨v nb|)
(vii) As a result of King's effectiveness as a leader of the American Civil Rights Movement, he
was awarded Nobel Peace Prize in 1964. (Av‡gwiKvb bvMwiK AwaKvi Av‡›`vj‡bi †bZv wnmv‡e wKs-Gi
Kvh©KvwiZvi dj¯^iƒc, 1964 mv‡j †bv‡ej kvwšÍ cyi¯‹vi jvf K‡ib|)
(viii) In the early 1960s , King led SCLC in a series of protest campaign that gained national
attention. (1960-Gi `k‡Ki †Mvovi w`‡K, wKs-Gi †bZ„‡Z¡ SCLC G‡Ki ci GK cÖwZev`x cÖPvivwfhvb K‡i hv
RvwZi `„wó AR©b K‡iwQj|)
(ix) He was graduated with a bachelor's degree in sociology in 1948. (wZwb 1948 mv‡j mgvRweÁv‡b
mœvZK wWwMÖ wb‡q mœvZK nb|)
(x) He was born in Atlanta, Georgia in 1929.( wZwb 1929 mv‡j RwR©qvi AvUjv›Uvq Rb¥MÖnY K‡ib|)

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(iii) + (x) + (ix) + (iv) + (viii) + (v) + (i) + (vii) + (vi) + (ii)
13. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Nevertheless, Tereshkova continued her education through distance learning. (Zv m‡Ë¡I,
†Z‡ik‡Kvfv `~iwk¶vi gva¨‡g Zvi cov‡kvbv Pvwj‡q hvb|)
(ii) Valentina Tereshkova was the first woman to go to the Space. (f¨v‡jw›Ubv †Z‡ik‡Kvfv wQ‡jb
gnvKv‡k hvIqv cÖ_g gwnjv|)
(iii) On the morning of 16 June 1963, Vostok-6 was launched faultlessly. (1963 mv‡ji 16 Ryb mKv‡j,
f÷K-6 ÎæwUnxbfv‡e Dr‡¶cY Kiv n‡qwQj|)
(iv) Her father was a tractor driver and her mother worked in a textile plant. (Zvi evev GKRb Uªv±i
PvjK Ges gv GKwU †U·UvBj KviLvbvq KvR Ki‡Zb|)
(v) Tereshkova got trained in skydiving, making her first jump at age 22 in 1959. (†Z‡ik‡Kvfv
1959 mv‡j, 22 eQi eq‡m cÖ_g ¯‹vBWvBwfs wk‡LwQ‡jb|)
(vi) Tereshkova began school in 1945 at the age of eight, but left school in 1953. (†Z‡ik‡Kvfv 1945
mv‡j AvU eQi eq‡m cov‡kvbv ïiæ K‡iwQ‡jb, wKš‘ 1953 mv‡j ¯‹yj †Q‡o w`‡qwQ‡jb|)
(vii) On 16 February 1962, Valentina Tereshkova was selected for Vostok-6. (16 †deªæqvwi 1962-G,
f¨v‡jw›Ubv †Z‡ik‡Kvfv f÷K-6-Gi Rb¨ wbe©vwPZ nb|)
(viii) She was born in the village of Maslennikovo, Tutayevsky district, in Central Russia. (wZwb ga¨
ivwkqvi ZyZv‡qfw¯‹ †Rjvi gvm‡jwb‡Kv‡fv MÖv‡g Rb¥MÖnY K‡ib|)
(ix) She became interested in parachuting from a young age. (wZwb Aí eqm †_‡KB c¨vivïwUs Ki‡Z AvMÖnx
n‡q I‡Vb|)
(x) It was her expertise in skydiving that led to her selection as a cosmonaut. (¯‹vBWvBwfs‡q Zvi
`¶ZvB Zv‡K gnvKvkPvix wn‡m‡e †e‡Q wb‡Z mvnvh¨ K‡iwQj|)

(ii) + (viii) + (iv) + (vi) + (i) + (ix) + (v) + (x) + (vii) + (iii)
14. The following sentences are jumbled. Rearrange them in proper sequence.
(i) Later she did her PhD in Aerospace Engineering from the University of Colorado. (c‡i wZwb
K‡jviv‡Wv wek¦we`¨vjq †_‡K gnvKvk BwÄwbqvwis‡q wcGBPwW K‡ib|)
(ii) Chawla was born in Karnal, India. (PvIjv fvi‡Zi Kvibv‡j Rb¥MÖnY K‡ib)
(iii) She graduated in Aeronautical Engineering from Punjab Engineering College, India. (wZwb
fvi‡Zi cvÄve BwÄwbqvwis K‡jR †_‡K wegvbPvjbvmsµvšÍ BwÄwbqvwis‡q mœvZK nb|)
(iv) She moved to the United States. (wZwb gvwK©b hy³iv‡óª P‡j hvb|)
(v) She obtained her master's degree in Aerospace Engineering from the University of Texas in
1984. (wZwb 1984 mv‡j †U·vm wek¦we`¨vjq †_‡K gnvKvk BwÄwbqvwis‡q mœvZ‡KvËi wWwMÖ AR©b K‡ib|)
(vi) Chawla joined NASA to become an astronaut. (PvIjv gnvKvkPvix nIqvi Rb¨ NASA-†Z †hvM
w`‡qwQ‡jb|)
(vii) Chawla got the US citizenship. (PvIjv gvwK©b bvMwiKZ¡ †c‡qwQ‡jb|)
(viii) She started her career as a NASA astronaut in 1995. (wZwb 1995 mv‡j NASA gnvKvkPvix wnmv‡e Zvi
Kg©Rxeb ïiæ K‡ib|)
(ix) Chawla died in ill-fated Columbia disaster. (Kjw¤^qvq `yf©vM¨RbK `y‡h©v‡M PvIjv gviv hvb|)
(x) She is the first Indian-born woman and the second person in space from this subcontinent.
(wZwb GB Dcgnv‡`‡ki cÖ_g fviZxq es‡kv™¢~Z gwnjv Ges gnvKv‡k hvIqv wØZxq e¨w³|)

(ii) + (x) + (iii) + (iv) + (v) + (i) + (vi) + (vii) + (viii) + (ix)

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|| এই অংশটি ফট োকপিট োগ্য নয় ||

01. The number of Internet users/Internet users in towns and villages/ mobile phone users*
02. Population growth rate*
03. The export sectors in Bangladesh*
04. The number of people living below the poverty line*
05. The choice of profession by different educated people*
06. Time allocation of a student's daily activities*
07. The selling rates of seven types of books in Ekueshey book fair*
08. The sources of environment pollution/air pollution*
09. The percentage of travellers travelling in different transports*
10. A graph on the engagement of child labour in different sectors*

11. A graph on the number of overseas students at the universities

12. A graph on the rate of early marriage in Bangladesh
13. A graph on the number of road accidents in Bangladesh
14. A graph on the literacy rate of Bangladesh from 1995 to 2010
15. A chart on the sources of travellers in Bangladesh
16. A graph on the pastime activities of the young people
17. A chart on the sources of electricity of USA in 1980
18. A pie chart on the percentage of a family's household income distributed into different categories
19. A graph on the results of HSC Exam of ABC college

01. Nobody Believes a Liar*

02. The Dove and the Ant*
03. Dress does not Make a Man Great*
04. An Honest Woodcutter*
05. The foolish crow and the clever fox*
06. Money Cannot Bring Happiness*
07. Where There is a Will, There is a Way*
08. What is Play to One is Death to Another*
09. The Judgement of a Wise Judge*
10. Who is to Bell the Cat*

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11. A Lion and Boar

12. The selfish Giant
13. A farmer and his wonderful gooose
14. Slow and Steady Wins the Race
15. The Scholars and the Boatman
16. Failure is the Pillar of Success
17. A Friend in Need is a Friend Indeed
18. Devotion to Mother
19. A farmer and his wonderful goose
20. It was a bright sunny morning
21. The honesty of a school boy/girl
22. Once there was a farmer -------- who was very idle
23. The unique quality of some students
24. Ismile Miahs success
25. Perseverence is the key to success
26. Parul's indomitable desire
27. A call at midnight from an unknown number/knock
28. There was a boy who hailed from an obscure

01. About your plan after the HSC Examination*

02. Narrating scenic beauty of Bangladesh about your country*
03. Importance of out door games and sports*
04. Describing the book fair you have recently visited*
05. Condolence message*
06. Write a letter to your friend about your preparation of HSC exam*
07. To your father progress of studies*
08. Warning not to spend much time in Facebook*
09. A letter to your friend describing how to improve in English*
10. A letter to your friend thanking him for nice birthday gift*

11. A letter to your brother advising him to refrain from smoking.

12. A letter to your father asking for money.
13. A letter to your younger brother advising him to read English newspaper.
14. A letter to your friend congrratulating him for brilliant success.
15. A letter to your younger brother telling him about the bad effects of keeping evil company.
16. A letter to your younger brother not to unfair means in the exam.
17. A letter to your friend thanking him for hospitality.
18. A letter to your friend congratulating him for his getting first prize in English debate competition.
19. A letter to your friend describing the importance physical exeercise.
20. Write a letter to your younger sister/ brother not to share any fake information on social media
or Facebook.

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