Those Winter Sundays Poet: Robert Hayden Sundays too my father got up early and put his clothes on in the blueblack cold, then with cracked hands that ached from labor in the weekday weather made banked fires blaze. No one ever thanked him. I'd wake and hear the cold splintering, breaking. When the rooms were warm, he'd call, and slowly I would rise and dress, fearing the chronic angers of that house, Speaking indifferently to him, who had driven out the cold and polished my good shoes as well. What did I know, what did I know of love's austere and lonely offices? Vocabulary List Ached (Suffered a continuous, dull pain) [ব্যথা করত], And (Along with) [এবং], Angers (Strong feelings of annoyance) [রাগ/ক্রোধ], Austere (Severe or strict in manner) [কঠোর/অনাড়ম্বর], Banked (Piled up with coals to burn slowly) [জমানো], Blaze (Burn fiercely or brightly) [জ্বলে ওঠা], Blueblack (Extremely dark and cold) [ঘন কালচে নীল/প্রচণ্ড ঠান্ডা], Breaking (Separating into pieces) [ভেঙে যাওয়া/কাটা], Call (Cry out to) [ডাকা], Chronic (Persisting for a long time) [দীর্ঘস্থায়ী], Clothes (Items worn to cover the body) [পোশাক], Cold (Of or at a low temperature) [ঠান্ডা/শীতল], Cracked (Having suffered a break or split) [ফাটল ধরা], Did (Performed an action) [করেছিল], Dress (Put on clothes) [পোশাক পরা], Driven (Forced to move or flee) [তাড়িয়ে দেওয়া], Early (Done before the usual time) [ভোরে/তাড়াতাড়ি], Ever (At any time) [কখনো], Father (A male parent) [বাবা/পিতা], Fearing (Being afraid of) [ভয় পাওয়া], Fires (Combustion or burning) [আগুন], From (Indicating the point of origin) [থেকে], Good (To be desired or approved of) [ভালো], Got (Obtained or acquired; rose) [উঠেছিল], Had (Possessed) [ছিল], Hands (The end part of a person's arm) [হাতগুলো], Hear (Perceive with the ear) [শোনা], Him (Objective form of he) [তাকে], House (A building for human habitation) [বাড়ি], I (First person pronoun) [আমি], I'd (I would) [আমি করতাম/শুনতাম], In (Expressing the situation of being enclosed) [ভিতরে], Indifferently (Having no particular interest) [উদাসীনভাবে], Know (Be aware of) [জানা/বোঝা], Labor (Hard physical work) [শ্রম/কঠোর পরিশ্রম], Lonely (Sad because one has no company; isolated) [একাকী/নিঃসঙ্গ], Love's (Belonging to love) [ভালোবাসার], Made (Formed by putting parts together) [তৈরি করেছিল], My (Belonging to me) [আমার], No (Not any) [না/কেউ না], Of (Expressing relationship) [এর], Offices (Services, duties, or tasks) [দায়িত্ব/কাজ], On (Physically in contact with; wearing) [উপরে/পরিহিত], One (A single person) [একজন], Out (Moving away from a place) [বাইরে], Polished (Made smooth and shiny) [পালিশ করেছিল], Put (Place in a particular position) [পরেছিল], Rise (Get up from sleep) [জেগে ওঠা], Rooms (Divisions of a building) [কক্ষগুলো], Shoes (Coverings for the feet) [জুতো], Slowly (At a slow speed) [ধীরে ধীরে], Speaking (Conveying information in spoken language) [কথা বলা], Splintering (Breaking into small, sharp fragments) [টুকরো টুকরো হওয়া], Sundays (The day of rest) [রবিবারগুলো], Thanked (Expressed gratitude to) [ধন্যবাদ জানিয়েছিল], That (Used to identify a specific thing) [ঐ/সেই], The (Definite article) [টি/টা], Then (After that) [তারপর], Those (Plural of that) [ঐগুলো/সেই], Too (In addition; also) [ও/তাছাড়া], Up (Toward a higher place) [উপরে], Wake (Emerge from sleep) [জেগে ওঠা], Warm (At a comfortably high temperature) [উষ্ণ/গরম], Weather (State of the atmosphere) [আবহাওয়া], Weekday (Any day of the week except weekend) [সপ্তাহের কাজের দিন], Well (In a good way; also) [ভালোভাবে/ও], What (Asking for information) [কী], When (At what time) [যখন], Who (What person) [যে/যিনি], Winter (The coldest season) [শীতকাল], Would (Past of will) [করতাম]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning Sundays too my father got up early / and put his clothes on in the blueblack cold, Even on Sundays, his day of rest, my father woke up before dawn and dressed in the freezing, dark cold. রবিবারেও আমার বাবা ভোরে উঠতেন এবং তীব্র, কালচে নীল শীতে পোশাক পরতেন, then with cracked hands that ached / from labor in the weekday weather made / banked fires blaze. No one ever thanked him. Despite his hands constantly hurting from brutal manual labor all week, he dutifully started the fireplace to warm the house. Nobody ever expressed gratitude to him. সপ্তাহের কাজের দিনের শ্রমে ফেটে যাওয়া ও ব্যথায় ভরা হাত দিয়ে তিনি জমানো আগুন জ্বালাতেন। কেউ কখনো তাকে ধন্যবাদ দেয়নি। I'd wake and hear the cold splintering, breaking. / When the rooms were warm, he'd call, I would wake up listening to the cold air cracking as the heat fought it. Only after the entire house was comfortably warm would he call me to get out of bed. আমি জেগে উঠতাম এবং শুনতাম ঠান্ডা যেন টুকরো টুকরো হয়ে ভাঙছে। যখন ঘরগুলো উষ্ণ হতো, তখন তিনি ডাকতেন, and slowly I would rise and dress, / fearing the chronic angers of that house, I would get out of bed sluggishly and put on my clothes, dreading the constant tension, harshness, and unspoken arguments in our home. এবং ধীরে ধীরে আমি উঠতাম ও পোশাক পরতাম, সেই বাড়ির দীর্ঘস্থায়ী ক্ষোভকে ভয় পেয়ে, Speaking indifferently to him, / who had driven out the cold / and polished my good shoes as well. I would talk to him without any warmth, completely ignoring that he had just warmed the house and even affectionately shined my best shoes for me. তার সাথে উদাসীনভাবে কথা বলতাম, যিনি ঠান্ডা তাড়িয়েছিলেন এবং আমার ভালো জুতোগুলোও পালিশ করে রেখেছিলেন। What did I know, what did I know / of love's austere and lonely offices? As a child, I was completely ignorant and unaware of the silent, strict, and uncelebrated duties that true parental love often requires. আমি কী-ই বা জানতাম, আমি কী জানতাম ভালোবাসার কঠোর এবং একাকী দায়িত্বগুলো সম্পর্কে? Summary Robert Hayden’s poem "Those Winter Sundays" is a poignant reflection of a grown man looking back at his childhood, realizing the unappreciated sacrifices of his hardworking father. The speaker recalls how, even on Sundays, his father would wake up early in the bitter, dark cold. Despite his hands aching from brutal physical labor during the week, the father would dutifully build a fire to warm the house. Tragically, no one ever thanked him. The child speaker would wake up only when the house was warm and treat his father with indifference, burdened by the overarching tension and fear of their household. The father's profound love was expressed through silent, practical acts of service, such as warming the house and polishing his son's shoes. In the concluding lines, the adult speaker expresses deep regret for his childhood ignorance, finally understanding that true love often consists of severe, solitary duties and quiet sacrifices that go completely unnoticed by those receiving them. [রবার্ট হেইডেনের "দোজ উইন্টার সানডেইজ" কবিতাটি একজন প্রাপ্তবয়স্ক মানুষের তার শৈশব এবং তার বাবার অকৃতজ্ঞ আত্মত্যাগের প্রতি এক মর্মস্পর্শী স্মৃতিচারণ। বক্তা স্মরণ করেন কীভাবে, এমনকি রবিবারেও—তার বাবা তীব্র, অন্ধকার শীতে খুব ভোরে ঘুম থেকে উঠতেন। সারা সপ্তাহ কঠোর শারীরিক পরিশ্রমে তার হাতগুলো ব্যথায় ফেটে যাওয়া সত্ত্বেও, বাবা তার পরিবারের জন্য ঘর গরম করতে দায়িত্বের সাথে আগুন জ্বালাতেন। দুঃখজনকভাবে, কেউ তাকে কখনো ধন্যবাদ দেয়নি। শিশু বক্তা কেবল তখনই ঘুম থেকে উঠত যখন ঘর গরম হতো এবং সে তার বাবার সাথে উদাসীনভাবে আচরণ করত, কারণ তাদের বাড়ির দীর্ঘস্থায়ী উত্তেজনা এবং ক্ষোভ তাকে ভীত রাখত। বাবার গভীর ভালোবাসা কোনো স্নেহপূর্ণ কথার মাধ্যমে নয়, বরং ঘর উষ্ণ করা এবং ছেলের জুতো পালিশ করার মতো নীরব, ব্যবহারিক সেবার মাধ্যমে প্রকাশ পেত। সমাপনী পংক্তিতে, প্রাপ্তবয়স্ক বক্তা তার শৈশবের অজ্ঞতার জন্য গভীর অনুশোচনা প্রকাশ করেন, অবশেষে বুঝতে পারেন যে সত্যিকারের ভালোবাসা প্রায়শই কঠোর, একাকী দায়িত্ব এবং নীরব আত্মত্যাগের সমন্বয়ে গঠিত যা গ্রহণকারীদের কাছে প্রায়ই পুরোপুরি অলক্ষ্যে থেকে যায়।] Theme The central theme of the poem is the silent, unappreciated nature of parental sacrifice and the delayed realization of love. It contrasts the quiet, practical duties of a father's love with a child's ignorance and inability to recognize it at the time. The poem powerfully illustrates that true love is not always expressed through outward affection or words, but often through "austere and lonely offices"—hard, selfless acts performed daily without the expectation of praise or gratitude. [কবিতাটির মূলভাব হলো পিতামাতার আত্মত্যাগের নীরব, অকৃতজ্ঞ প্রকৃতি এবং ভালোবাসার বিলম্বিত উপলব্ধি। এটি বাবার ভালোবাসার শান্ত, ব্যবহারিক দায়িত্বগুলোর সাথে শিশুর অজ্ঞতা এবং তা উপলব্ধি করতে অক্ষমতার বৈপরীত্য তুলে ধরে। কবিতাটি শক্তভাবে চিত্রিত করে যে সত্যিকারের ভালোবাসা সবসময় বাহ্যিক স্নেহ বা কথার মাধ্যমে প্রকাশ পায় না, বরং প্রায়শই "কঠোর এবং একাকী কাজ"-এর মাধ্যমে প্রকাশ পায়—যা কোনো প্রশংসা বা কৃতজ্ঞতার প্রত্যাশা ছাড়াই প্রতিদিন করা নিঃস্বার্থ আত্মত্যাগ।] Short Answer Questions on- "Peace" by George Herbert 1. What physical sacrifices does the father make for his family every Sunday? The father wakes up extremely early, even on his day off, to build fires and warm the house before the rest of the family gets up. The poet describes his hands as being "cracked" and aching from his hard labor during the week. Despite his own physical pain and the freezing temperatures, he performs these "lonely offices" of love without complaining, ensuring his family's comfort. 2. What is the significance of the phrase "blueblack cold"? The term "blueblack" suggests a cold that is so intense it feels heavy and bruised. It paints a picture of the early morning darkness when the temperature is at its lowest. By using this color-coded imagery, the poet makes the cold feel like a physical enemy that the father must fight against every morning to protect his children. 3. Why does the speaker say "No one ever thanked him"? This line highlights the theme of unappreciated labor. As a child, the speaker took his father’s hard work for granted. He saw the warm house and the polished shoes as normal things, not realizing the physical toll they took on his father. Looking back as an adult, the speaker feels a deep sense of regret for the indifference he showed toward his father’s quiet sacrifices. 4. How does the father show his love for the speaker in a non-verbal way? The father’s love is shown through action rather than words. He doesn't say "I love you," but he expresses it by braving the "splintering, breaking" cold to warm the rooms and by "polishing my good shoes." These small, repetitive acts of service are his way of caring for his son’s well-being and future, even if the son didn't recognize it at the time. 5. What is meant by the "chronic angers of that house"? This phrase suggests that there was constant tension or unhappiness in the home. While we don't know the exact cause—it could be poverty, stress, or a difficult relationship—the speaker notes that he spoke "indifferently" to his father because of this atmosphere. It shows that the father’s act of warming the house was not just about temperature; it was an attempt to provide physical comfort in a socially difficult environment. 6. Describe the speaker’s attitude toward his father when he was a child. As a child, the speaker was emotionally distant and somewhat ungrateful. He stayed in bed until the house was warm and then dressed slowly, fearing the "chronic angers." He spoke to his father without much warmth or appreciation. He moved through life with the "indifference" of a child who expects to be cared for without thinking about the cost of that care. 7. How does the speaker’s tone change from the beginning to the end of the poem? The poem begins with a somber, descriptive tone as the speaker recalls the cold mornings. However, by the final stanza, the tone shifts to one of deep regret and realization. The repetition of "What did I know, what did I know?" shows an adult looking back at his younger self with sorrow, finally understanding the depth of the love he once ignored. 8. What does the act of "polishing my good shoes" symbolize? Polishing the shoes represents the father’s desire for his son to have a better, more respectable life. "Good shoes" are often worn for church or important events. By doing this task himself, the father ensures that his son presents his best self to the world. It is a humble, quiet act of preparing the child for a future beyond the "blueblack cold" of their current life. 9. Explain the metaphor "love’s austere and lonely offices." This is the most famous line of the poem. "Austere" means harsh or simple, and "offices" refers to duties or tasks. The speaker realizes that love isn't always about hugs and sweet words; sometimes love is "lonely" and "harsh," consisting of repetitive, difficult chores that no one sees or thanks you for. It is the love of duty and sacrifice. 10. What is the central message of Robert Hayden’s poem? The central message is that parents often show their love through silent, invisible sacrifices that children are too young to understand. The poem serves as a tribute to those who perform "love's austere and lonely offices" and a reminder that true love is often found in the things people do for us when we aren't even looking. Multiple-choice questions based on the poem: 1. Who is the poet of the spiritual poem "Peace"? A) William Wordsworth B) George Herbert C) Bruce Springsteen D) John Steinbeck 2. Where is the very first place the speaker goes to look for Peace? A) A busy marketplace B) A high mountain peak C) A secret cave D) A beautiful garden 3. What was the result of the speaker’s search in the "secret cave"? A) He found Peace sleeping there. B) He found a chest of gold. C) He heard only an Echo of his own voice. D) He met a wise old man. 4. Why did the rainbow fail to provide Peace to the speaker? A) It was too bright to look at. B) It faded and disappeared before he could reach it. C) It led him into a dangerous storm. D) It was hidden behind a mountain. 5. What did the speaker discover at the roots of the flowers in the garden? A) Sparkling clean water B) A canker (worm) eating them away C) Beautiful golden seeds D) A hidden map to Salem 6. Who finally guides the speaker toward the true meaning of Peace? A) A powerful king B) A group of travelers C) A reverend Hermit D) A singing bird 7. In the Hermit’s story, the "Prince" is a symbolic representation of: A) An earthly ruler of England B) Jesus Christ C) The poet’s own father *D) A mythological warrior 8. What is the symbolic meaning of the location "Salem" in the poem? A) A place of darkness and war B) A modern industrial city C) Jerusalem or a "Place of Peace" D) The name of the Hermit’s home 9. What grew out of the Prince’s grave after he was killed? A) A wall of thorns B) A special grain (wheat) C) A flowing river D) A field of colorful flowers 10. According to the poem, where is true Peace finally found? A) In the beauty of nature and rainbows B) By living in total solitude in a cave C) Through spiritual faith and the "bread" of grace D) By achieving great wealth and success Detailed Summary of "Those Winter Sundays" 1. The Father’s Silent Sacrifice The poem begins with the speaker remembering his father’s routine. Even on Sundays—a day meant for rest—the father would get up in the "blueblack cold" (the very early, freezing morning) to start the fires. His hands were "cracked and ached" from a week of heavy manual labor, yet he braved the freezing temperatures to make the house comfortable for his family. The most heartbreaking line in the first stanza is: "No one ever thanked him." It shows that his hard work was a silent, expected part of life that went completely unappreciated. 2. The Atmosphere of the Home The speaker recalls waking up to the sound of the "cold splintering, breaking" as the fire grew. Only when the rooms were warm would the father call for the children to get up. However, the house wasn't just cold in temperature; it was also cold in spirit. The speaker mentions the "chronic angers of that house," suggesting a home filled with tension, unspoken arguments, or perhaps the stress of poverty. Because of this atmosphere, the speaker spoke to his father "indifferently," showing no warmth or gratitude. 3. Hidden Acts of Love In addition to warming the house, the father also performed other small acts of care, such as polishing his son’s "good shoes." This act shows the father’s hope for his son’s future—he wanted his child to look respectable and prepared for the world. The father expressed his love through service and duty rather than through hugs or "I love you" statements. He was a man of action, not words. 4. The Adult’s Realization and Regret The poem ends with the speaker looking back from an adult perspective. He asks himself twice, "What did I know, what did I know?" This repetition highlights his deep regret for being so blind to his father’s devotion. He finally understands that love isn't always emotional or sweet; sometimes it is "austere and lonely." It is the difficult, quiet work done in the shadows to protect and provide for others. "Those Winter Sundays" - বিস্তারিত সারসংক্ষেপ রবার্ট হেইডেনের "Those Winter Sundays" একটি অত্যন্ত আবেগময় কবিতা যা বাবা এবং ছেলের সম্পর্ক নিয়ে লেখা। এটি মূলত একজন বাবার নিরব ও অস্বীকৃত ত্যাগ এবং বড় হওয়ার পর সেই ত্যাগের মূল্য বুঝতে পেরে ছেলের অনুশোচনার গল্প বলে। ১. বাবার নিরব আত্মত্যাগ: কবিতাটি শুরু হয় স্পিকারের বাবার স্মৃতির মাধ্যমে। রবিবার ছুটির দিন হওয়া সত্ত্বেও বাবা খুব ভোরে "নীলচে-কালো ঠান্ডার" (ভোরবেলার হাড়কাঁপানো শীত) মধ্যে ঘুম থেকে উঠতেন ঘর গরম করার জন্য আগুন জ্বালাতে। সারা সপ্তাহের কঠোর পরিশ্রমের কারণে তাঁর হাতগুলো ছিল "ফেটে যাওয়া এবং ব্যথায় ভরা", তবুও তিনি পরিবারের সুখের জন্য সেই তীব্র শীত সহ্য করতেন। প্রথম স্তবকের সবচেয়ে করুণ লাইনটি হলো: "কেউ কখনো তাকে ধন্যবাদ জানায়নি।" এটি বোঝায় যে তাঁর এই কঠোর পরিশ্রমকে সবাই খুব স্বাভাবিক বলে ধরে নিয়েছিল, কেউ এর মূল্যায়ন করেনি। ২. ঘরের পরিবেশ: স্পিকার মনে করেন, আগুনের তাপে যখন শীতের "কঠিন বরফ ভাঙার" শব্দ পাওয়া যেত, তখনই ঘর গরম হতো। ঘর গরম হওয়ার পরই বাবা সন্তানদের ডাকতেন। তবে সেই ঘরটি কেবল তাপমাত্রায় নয়, বরং মানসিকভাবেও ছিল শীতল। কবি "ঘরের চিরস্থায়ী ক্রোধ" (chronic angers) সম্পর্কে বলেছেন, যা ইঙ্গিত দেয় যে পরিবারে সবসময় এক ধরণের মানসিক উত্তেজনা বা অশান্তি ছিল। এই পরিবেশের কারণে স্পিকার তাঁর বাবার সাথে খুব উদাসীনভাবে কথা বলতেন, কোনো কৃতজ্ঞতা প্রকাশ করতেন না। ৩. ভালোবাসার গোপন প্রকাশ: ঘর গরম করা ছাড়াও বাবা আরও কিছু ছোটখাটো কাজ করতেন, যেমন ছেলের "ভালো জুতো জোড়া পালিশ করে রাখা"। এর মাধ্যমে বোঝা যায় বাবা চেয়েছিলেন তাঁর ছেলে যেন সমাজের সামনে মার্জিতভাবে উপস্থিত হয় এবং উজ্জ্বল ভবিষ্যতের দিকে এগিয়ে যায়। বাবার ভালোবাসা ছিল দায়িত্ব ও কাজের মাধ্যমে, কোনো মিষ্টি কথা বা আলিঙ্গনের মাধ্যমে নয়। তিনি ছিলেন কাজের মানুষ, কথার নয়। ৪. বড় হয়ে উপলব্ধি ও অনুশোচনা: কবিতাটির শেষে স্পিকার একজন প্রাপ্তবয়স্ক মানুষের দৃষ্টিভঙ্গি থেকে অতীতকে দেখছেন। তিনি নিজেকে দুবার প্রশ্ন করেছেন, "আমি তখন কী-ই বা জানতাম?" এই পুনরাবৃত্তি তাঁর গভীর অনুশোচনাকে প্রকাশ করে। তিনি অবশেষে বুঝতে পেরেছেন যে ভালোবাসা মানে সবসময় শুধু আদর-সোহাগ নয়; কখনো কখনো ভালোবাসা হয় "কঠোর এবং একাকী" (austere and lonely)। এটি হলো সেই কঠিন কাজ যা আড়ালে থেকে নিঃস্বার্থভাবে পরিবারের জন্য করা হয়।

Peace Poet: George Herbert Sweet Peace, where dost thou dwell? I humbly crave, Let me once know. I sought thee in a secret cave, And ask'd, if Peace were there, A hollow wind did seem to answer, No: Go seek elsewhere. I did; and going did a rainbow note: Surely, thought 1, This is the lace of Peace's coat: I will search out the matter. But while I looked the clouds immediately Did break and scatter. Then went I to a garden and did spy A gallant flower, The crown-imperial: Sure, said 1, Peace at the root must dwell. But when I digged, I saw a worm devour What showed so well. At length 1 met a rev'rend good old man; Whom when for Peace I did demand, he thus began: There was a Prince of old At Salem dwelt, who lived with good increase Of flock and fold. He sweetly lived; yet sweetness did not save His life from foes. But after death out of his grave There sprang twelve stalks of wheat; Which many wond'ring at, got some of those To plant and set. It prospered strangely, and did soon disperse Through all the earth: For they that taste it do rehearse That virtue lies therein; A secret virtue, bringing peace and mirth By flight of sin. Take of this grain, which in my garden grows, And grows for you; Make bread of it: and that repose And peace, which ev'ry where With so much earnestness you do pursue, Is only there. Vocabulary List Ask'd (Inquired) [জিজ্ঞেস করেছিল], At (Expressing location) [তে/এ], Began (Started) [শুরু করেছিল], Bread (Food made of flour and water) [রুটি], Break (Separate into pieces) [ভেঙে যাওয়া], Bringing (Carrying or fetching) [বয়ে আনা], But (Except; however) [কিন্তু], Cave (A large underground chamber) [গুহা], Coat (An outer garment) [পোশাক/কোট], Crave (Feel a powerful desire for) [প্রার্থনা করা/আকাঙ্ক্ষা করা], Crown-imperial (A tall spring-flowering bulbous plant) [এক প্রকার রাজকীয় ফুল], Death (The end of life) [মৃত্যু], Demand (Ask authoritatively) [দাবি করা/জানতে চাওয়া], Devour (Eat hungrily or quickly) [গোগ্রাসে গেলা/ধ্বংস করা], Did (Performed an action) [করেছিল], Disperse (Distribute or spread over a wide area) [ছড়িয়ে পড়া], Dost (Archaic for 'do') [করো], Dwell (Live in or at a specified place) [বাস করা], Dwelt (Lived) [বাস করত], Earnestness (Sincere and intense conviction) [ব্যাকুলতা/আন্তরিকতা], Earth (The planet on which we live) [পৃথিবী], Elsewhere (In, at, or to some other place) [অন্য কোথাও], Ev'ry (Every) [প্রতিটি/সব], Flight (The action of fleeing or escaping) [পলায়ন/দূরীকরণ], Flock (A number of birds or animals keeping together) [মেষপাল/দঙ্গল], Flower (The seed-bearing part of a plant) [ফুল], Foes (Enemies) [শত্রু], Fold (An enclosure for sheep) [খোয়াড়], For (In favor of or belonging to) [জন্য/কারণে], From (Indicating the point of origin) [থেকে], Gallant (Brave or heroic; grand) [সাহসী/রাজকীয়], Garden (A piece of ground for growing flowers or plants) [বাগান], Go (Move from one place to another) [যাওয়া], Good (To be desired or approved of) [ভালো], Got (Obtained) [পেয়েছিল], Grain (Wheat or any other cultivated cereal crop) [শস্য], Grave (A place of burial) [কবর/সমাধি], Grows (Undergoes natural development) [জন্মায়/বেড়ে ওঠে], He (Male pronoun) [সে/তিনি], Hollow (Having a hole or empty space inside; echoing) [ফাঁপা/শূন্যগর্ভ], Humbly (With a modest or low estimate of one's own importance) [বিনীতভাবে], I (First person pronoun) [আমি], If (On the condition that) [যদি], Immediately (At once; instantly) [সাথে সাথে], Increase (Become or make greater in size or amount) [বৃদ্ধি/প্রাচুর্য], Is (Third person singular present of be) [হয়], It (This thing) [ইহা], Lace (A fine open fabric; decorative edge) [ফিতা/লেস], Length (At last; eventually) [অবশেষে], Let (Allow) [দাও/অনুমতি দেওয়া], Lies (Is situated; rests) [নিহিত আছে/থাকে], Life (The condition that distinguishes active organisms) [জীবন], Lived (Remained alive) [বেঁচে ছিল], Looked (Directed one's gaze) [তাকিয়েছিল], Make (Form by putting parts together) [তৈরি করা], Man (An adult male human) [মানুষ/ব্যক্তি], Many (A large number of) [অনেক], Matter (A subject or situation under consideration) [বিষয়/ব্যাপার], Met (Came into the presence of) [সাক্ষাৎ পেয়েছিল], Mirth (Amusement, especially as expressed in laughter) [আনন্দ/উল্লাস], Much (A large amount) [প্রচুর], Must (Be obliged to) [অবশ্যই], No (A negative answer) [না], Note (Notice or pay particular attention to) [খেয়াল করা], Of (Belonging to) [এর], Old (Having lived for a long time) [পুরোনো/বৃদ্ধ], Once (On one occasion or for one time only) [একবার], Only (And no one or nothing more besides) [শুধুমাত্র], Out (Moving away from a particular place) [বাইরে], Peace (Freedom from disturbance; tranquility) [শান্তি], Plant (Place a seed in the ground to grow) [বপন করা], Prince (The son of a monarch) [যুবরাজ], Prospered (Succeeded in material terms) [সমৃদ্ধ হয়েছিল/বৃদ্ধি পেয়েছিল], Pursue (Follow in order to catch or attain) [অনুসরণ করা/খোঁজা], Rainbow (An arch of colors formed in the sky) [রংধনু], Rehearse (Repeat or recite) [পুনরাবৃত্তি করা/বলা], Repose (A state of rest, sleep, or tranquility) [বিশ্রাম/প্রশান্তি], Rev'rend (Reverend; worthy of deep respect) [শ্রদ্ধেয়], Root (The part of a plant that attaches it to the ground) [মূল/শেকড়], Salem (An ancient name for Jerusalem; meaning peace) [সালেম শহর], Save (Keep safe or rescue) [রক্ষা করা], Scatter (Throw in various random directions) [ছিন্নভিন্ন হওয়া], Search (Try to find something) [খোঁজা], Secret (Not known or seen or not meant to be known) [গোপন], Seek (Attempt to find) [অন্বেষণ করা], Seem (Give the impression of being) [মনে হওয়া], Set (Put or place in a specific position/plant) [রোপণ করা], Showed (Allowed to be seen) [দেখিয়েছিল/প্রদর্শন করেছিল], Sin (An immoral act considered to be a transgression against divine law) [পাপ], So (To such a great extent) [এত/এমন], Some (An unspecified amount or number of) [কিছু], Sought (Attempted to find) [খুঁজেছিলাম], Sprang (Moved rapidly upwards) [গজিয়ে উঠেছিল], Stalks (The main stem of a herbaceous plant) [ডাঁটা/চারা], Surely (With confidence) [নিশ্চিতভাবে], Sweet (Pleasing in general) [মিষ্টি/মধুর], Sweetly (In a generally pleasing way) [মধুরভাবে], Sweetness (The quality of being sweet or gentle) [মাধুর্য], Taste (Perceive the flavor of) [স্বাদ গ্রহণ করা], That (Used to identify a specific person or thing) [যে/যা], The (Definite article) [টি/টা], Thee (Archaic form of 'you') [তোমাকে], There (In, at, or to that place) [সেখানে], Therein (In that place or document) [তার মাঝে/সেখানে], They (Third person plural) [তারা], This (Used to identify a specific person or thing close at hand) [এই/এটি], Thou (Archaic form of 'you') [তুমি], Thought (An idea or opinion produced by thinking) [ভেবেছিলাম], Through (Moving in one side and out of the other) [মধ্য দিয়ে], To (Expressing motion in the direction of) [দিকে/প্রতি], Twelve (The number 12) [বারো], Virtue (Behavior showing high moral standards; divine power) [গুণ/পুণ্য], Was (Past tense of be) [ছিল], Well (In a good or satisfactory way) [ভালোভাবে], Went (Moved to or from a place) [গিয়েছিলাম], What (Asking for information) [কী/যা], Wheat (A cereal plant) [গম], Where (In or to what place) [কোথায়], Which (Asking for information specifying one or more people or things) [কোনটি/যা], While (During the time that) [যখন], Who (What or which person) [যে], Whom (Used instead of 'who' as the object of a verb or preposition) [যাকে], Wind (The perceptible natural movement of the air) [বাতাস], With (Accompanied by) [সাথে], Wond'ring (Wondering; desiring to know something/feeling surprise) [বিস্মিত হয়ে], Worm (An invertebrate animal with a long, slender soft body) [পোকা], Yet (But at the same time; but nevertheless) [তবুও], You (Second person pronoun) [তুমি/আপনি]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning Sweet Peace, where dost thou dwell? I humbly crave, / Let me once know. O beautiful Peace, where do you live? I respectfully beg you to let me know just this once. হে সুমধুর শান্তি, তুমি কোথায় বাস করো? আমি বিনীতভাবে প্রার্থনা করি, আমাকে একবার অন্তত জানতে দাও। I sought thee in a secret cave, / And ask'd, if Peace were there, I searched for you inside a hidden, isolated cave and asked if Peace resided in that solitude. আমি তোমাকে এক গোপন গুহায় খুঁজেছি এবং জিজ্ঞেস করেছি শান্তি সেখানে আছে কি না, A hollow wind did seem to answer, No: / Go seek elsewhere. An echoing, empty wind seemed to reply to me, saying "No, go look for it somewhere else." একটি ফাঁপা বাতাস যেন উত্তর দিল, "না: অন্য কোথাও গিয়ে খোঁজো।" I did; and going did a rainbow note: / Surely, thought 1, I continued my search, and on my way, I noticed a beautiful rainbow. I confidently thought to myself, আমি তা-ই করলাম; এবং যাওয়ার পথে একটি রংধনু খেয়াল করলাম: নিশ্চিতভাবেই, আমি ভাবলাম, This is the lace of Peace's coat: / I will search out the matter. This colorful arc must be the decorative lace of Peace's garment; I will investigate this further. এটি নিশ্চয়ই শান্তির পোশাকের ফিতা: আমি বিষয়টি খুঁজে বের করব। But while I looked the clouds immediately / Did break and scatter. But just as I was looking at it, the clouds suddenly broke apart and the rainbow disappeared completely. কিন্তু আমি তাকাতেই মেঘগুলো সাথে সাথে ভেঙে ছিন্নভিন্ন হয়ে গেল (রংধনু মিলিয়ে গেল)। Then went I to a garden and did spy / A gallant flower, After that, I went to a garden and spotted a magnificent, brave-looking flower, এরপর আমি একটি বাগানে গেলাম এবং একটি রাজকীয় ফুল দেখতে পেলাম, The crown-imperial: Sure, said 1, / Peace at the root must dwell. It was the 'crown-imperial'. I firmly declared that Peace must definitely live at the root of such majesty. ক্রাউন-ইম্পেরিয়াল (মুকুট-সম্রাট) ফুল: আমি নিশ্চিত হয়ে বললাম, শান্তি নিশ্চয়ই এর মূলে বাস করে। But when I digged, I saw a worm devour / What showed so well. However, when I dug up the dirt, I saw a destructive worm eating away at the roots of this beautiful plant. কিন্তু যখন আমি মাটি খুঁড়লাম, দেখলাম একটি পোকা সেই সুন্দর জিনিসটির মূল গিলে খাচ্ছে। At length 1 met a rev'rend good old man; / Whom when for Peace Finally, I met a highly respected, holy old man. When I asked him where I could find Peace, অবশেষে আমি একজন শ্রদ্ধেয় ভালো বৃদ্ধ মানুষের দেখা পেলাম; যখন আমি তার কাছে শান্তি সম্পর্কে জানতে চাইলাম, I did demand, he thus began: / There was a Prince of old He began to tell me a story: Long ago, there was a great Prince (representing Christ) তিনি এভাবে শুরু করলেন: অনেক আগে এক যুবরাজ ছিলেন At Salem dwelt, who lived with good increase / Of flock and fold. Who lived in Salem (Jerusalem), blessed with abundant, multiplying flocks of sheep and prosperity. যিনি সালেম শহরে বাস করতেন, যার মেষপাল ও সম্পদের প্রচুর বৃদ্ধি ও প্রাচুর্য ছিল। He sweetly lived; yet sweetness did not save / His life from foes. He lived a pure and gentle life, but his goodness could not protect him from being killed by his enemies. তিনি মধুরভাবে জীবনযাপন করতেন; কিন্তু সেই মাধুর্য তাকে শত্রুদের হাত থেকে বাঁচাতে পারেনি। But after death out of his grave / There sprang twelve stalks of wheat; However, miraculously, after his death, twelve stalks of wheat (representing the twelve apostles) grew out of his grave. কিন্তু মৃত্যুর পর তার কবর থেকে বারোটি গমের চারা গজিয়ে উঠল; Which many wond'ring at, got some of those / To plant and set. Amazed by this miracle, many people took those seeds to plant and cultivate them everywhere. যা দেখে অনেকেই বিস্মিত হলো, এবং সেগুলো থেকে কিছু নিয়ে বপন ও রোপণ করল। It prospered strangely, and did soon disperse / Through all the earth: This holy wheat grew in a miraculous way and very quickly spread all over the entire world. এটি অদ্ভুতভাবে বৃদ্ধি পেল এবং খুব শিগগিরই সারা পৃথিবীতে ছড়িয়ে পড়ল: For they that taste it do rehearse / That virtue lies therein; Because everyone who eats it repeatedly declares that a divine, holy power exists inside it. কারণ যারা এর স্বাদ গ্রহণ করে তারা বারবার বলে যে এর মধ্যে পুণ্য বা গুণ লুকিয়ে আছে; A secret virtue, bringing peace and mirth / By flight of sin. It holds a hidden power that brings ultimate peace and joy to the soul by driving away all sins. একটি গোপন গুণ, যা পাপ দূর করে শান্তি ও আনন্দ বয়ে আনে। Take of this grain, which in my garden grows, / And grows for you; The old man offered: "Take some of this spiritual grain that grows in my garden specifically for you. এই শস্য থেকে নাও, যা আমার বাগানে জন্মায়, এবং তোমার জন্যই জন্মায়; Make bread of it: and that repose / And peace, which ev'ry where Bake bread from it (the Eucharist); and that true rest and everlasting peace, which you এটি দিয়ে রুটি তৈরি করো: এবং সেই বিশ্রাম ও শান্তি, যা তুমি সব জায়গায় With so much earnestness you do pursue, / Is only there. Have been intensely and desperately searching for everywhere else, can only be found right there." এত ব্যাকুলতার সাথে খুঁজছ, তা কেবল সেখানেই (এর মধ্যেই) আছে। Summary In George Herbert's allegorical poem "Peace," the speaker embarks on a desperate quest to find true peace. Initially, he searches in a solitary cave, but an echoing, hollow wind tells him to look elsewhere. Next, he spots a beautiful rainbow in the sky, thinking it might be Peace's garment. However, the clouds quickly scatter, symbolizing the fleeting, unstable nature of worldly beauty. He then searches the root of a majestic "crown-imperial" flower in a garden, only to discover a destructive worm devouring it, proving that earthly glory is corruptible and temporary. Finally, the speaker meets a reverend old man who tells an allegory about the "Prince of Salem" (representing Jesus Christ), whose enemies killed him. From the Prince's grave grew twelve stalks of wheat (the twelve apostles), which spread miraculously across the earth. The old man explains that this holy grain cleanses sin and brings profound joy. He offers the speaker this grain to make bread, concluding that true, lasting peace cannot be found in nature or earthly things, but only in spiritual communion and faith in Christ. [জর্জ হার্বার্টের রূপক কবিতা "পিস"-এ, বক্তা প্রকৃত শান্তির খোঁজে এক তীব্র অনুসন্ধানে বের হন। প্রথমে তিনি একটি নির্জন গুহায় খোঁজেন, কিন্তু এক ফাঁপা বাতাস তাকে অন্য কোথাও খুঁজতে বলে। এরপর তিনি আকাশে একটি সুন্দর রংধনু দেখেন এবং একে শান্তির পোশাক ভাবেন, কিন্তু মেঘ দ্রুত ছিন্নভিন্ন হয়ে যায়, যা জাগতিক সৌন্দর্যের ক্ষণস্থায়িত্বকে বোঝায়। এরপর তিনি বাগানে এক রাজকীয় ফুলের মূলে খোঁজেন, কিন্তু সেখানে একটি ধ্বংসাত্মক পোকা দেখতে পান, যা প্রমাণ করে যে পৃথিবীর মহিমা পচনশীল। অবশেষে, তার দেখা হয় এক শ্রদ্ধেয় বৃদ্ধের সাথে, যিনি "সালেমের যুবরাজ" (যিশু খ্রিস্ট) সম্পর্কে একটি রূপক গল্প বলেন। শত্রুরা তাকে হত্যা করেছিল, কিন্তু তার কবর থেকে বারোটি গমের চারা (বারোজন শিষ্য) জন্মায় যা সারাবিশ্বে ছড়িয়ে পড়ে। বৃদ্ধ জানান যে এই অলৌকিক শস্য পাপ দূর করে এবং আনন্দ বয়ে আনে। তিনি বক্তাকে এই শস্য দিয়ে রুটি তৈরি করতে বলেন এবং জানান যে প্রকৃত ও দীর্ঘস্থায়ী শান্তি প্রকৃতি বা জাগতিক জিনিসের মধ্যে পাওয়া যায় না, এটি কেবল আধ্যাত্মিক সংযোগ এবং খ্রিস্টের প্রতি বিশ্বাসের মাধ্যমেই পাওয়া সম্ভব।] Theme The central Theme of the poem is the ultimate, divine source of true peace. It illustrates that genuine, lasting peace cannot be found in the isolation of nature, the fleeting beauty of the sky, or the fragile glory of earthly status. Instead, peace is entirely spiritual. It is achieved exclusively through religious faith, salvation, and spiritual communion with God, which cleanses the human soul of sin and grants eternal rest. [কবিতাটির মূলভাব হলো প্রকৃত শান্তির চূড়ান্ত ও ঐশ্বরিক উৎস। এটি তুলে ধরে যে প্রকৃত ও দীর্ঘস্থায়ী শান্তি প্রকৃতির নির্জনতা, আকাশের ক্ষণস্থায়ী সৌন্দর্য বা জাগতিক মহিমার মধ্যে পাওয়া যায় না। বরং, শান্তি হলো সম্পূর্ণ আধ্যাত্মিক বিষয়। এটি কেবল ধর্মীয় বিশ্বাস, পরিত্রাণ এবং ঈশ্বরের সাথে আধ্যাত্মিক সংযোগের মাধ্যমে অর্জিত হয়, যা মানব আত্মাকে পাপ থেকে মুক্ত করে এবং চিরন্তন বিশ্রাম প্রদান করে।] Short Answer Questions on- "Peace" by George Herbert 1. What is the speaker looking for at the start of the poem? The speaker is on a long journey to find "Peace." He talks about Peace as if it were a person or a hidden treasure that he can find by searching the world. He feels very restless and unhappy, so he goes from place to place asking where Peace lives. This shows that he is looking for a deep, quiet feeling in his heart that he currently does not have. 2. Why can't the speaker find peace in the "secret cave"? He first looks in a hidden cave, thinking that being alone and away from people will bring him peace. But when he shouts his question, only a hollow "Echo" repeats his own words back to him. This teaches us that you cannot find real peace just by hiding or being in a quiet, empty place. True peace is more than just silence; it is something deeper than an empty cave. 3. What happens when the speaker looks at the rainbow? The speaker sees a beautiful rainbow and hopes that Peace might be found there. However, before he can get close, a cloud breaks and the rainbow disappears. This is a symbol for the beautiful things in life that do not last very long. The poet is saying that we cannot find lasting peace in temporary beauty because it fades away too quickly. 4. What is wrong with the "garden" the speaker visits? He finds a garden full of lovely, bright flowers that look very healthy at first. But when he looks closer, he finds a "canker" or a worm eating the roots of the flowers. This is a metaphor for worldly success or money. Even when a person's life looks perfect on the outside, there is often some hidden worry or the fear of death that ruins their peace. 5. Who is the "reverend Hermit" and what does he do? After the speaker fails to find peace in nature, he meets a wise old man called a Hermit. This person represents a spiritual guide or a teacher of faith. The Hermit does not tell the speaker to keep walking or looking in caves. Instead, he tells him a "story" about the past. He helps the speaker stop looking at the physical world and start looking at spiritual truths. 6. Who is the "Prince" in the Hermit's story? The Hermit tells a story about a "Prince" who lived in a city called "Salem." In this poem, the Prince represents Jesus, and "Salem" refers to Jerusalem (a name that means peace). The Hermit explains that Peace is not an object to be found on a map, but is connected to the life and sacrifice of this holy Prince. 7. What grew out of the Prince's grave? The story says that the Prince was killed, but after he was buried, a special kind of "grain" or wheat grew out of his grave. This represents the idea of new life coming after death, or the Resurrection. The grain is a symbol of the "Bread of Life," which means the teachings and the love of God that can nourish a person's soul. 8. What does the Hermit tell the speaker to do with the grain? The Hermit tells the speaker to take the seeds from that special grain and make them into "bread." This bread represents faith and the religious act of Holy Communion. The message is that if you take these spiritual truths into your own life and heart, you will finally be satisfied. You won't have to go searching for peace anymore because it will live inside you. 9. How is spiritual peace different from earthly peace in this poem? The poem shows that earthly peace—like the peace found in caves, rainbows, or gardens—is weak and temporary. It always fails or fades away. But spiritual peace is a gift from God that comes through faith. While the world's peace depends on things going well around you, God's peace is a "sweet" and "quiet" feeling that stays with you even during hard times. 10. How does the speaker's search finally end? The speaker’s search ends when he stops traveling and starts listening to the Hermit’s spiritual wisdom. He learns that he doesn't need to look in nature or in success to be happy. By accepting the "bread" of faith, he finally finds the peace he was looking for. The poem concludes that true peace is not a place you visit, but a state of heart that comes from God's grace. Multiple-choice questions based on the poem: 1. Who is the poet of the spiritual poem "Peace"? A) William Wordsworth B) George Herbert C) Bruce Springsteen D) John Steinbeck 2. Where is the very first place the speaker goes to look for Peace? A) A busy marketplace B) A high mountain peak C) A secret cave D) A beautiful garden 3. What was the result of the speaker’s search in the "secret cave"? A) He found Peace sleeping there. B) He found a chest of gold. C) He heard only an Echo of his own voice. D) He met a wise old man. 4. Why did the rainbow fail to provide Peace to the speaker? A) It was too bright to look at. B) It faded and disappeared before he could reach it. C) It led him into a dangerous storm. D) It was hidden behind a mountain. 5. What did the speaker discover at the roots of the flowers in the garden? A) Sparkling clean water B) A canker (worm) eating them away C) Beautiful golden seeds D) A hidden map to Salem 6. Who finally guides the speaker toward the true meaning of Peace? A) A powerful king B) A group of travelers C) A reverend Hermit D) A singing bird 7. In the Hermit’s story, the "Prince" is a symbolic representation of: A) An earthly ruler of England B) Jesus Christ C) The poet’s own father *D) A mythological warrior 8. What is the symbolic meaning of the location "Salem" in the poem? A) A place of darkness and war B) A modern industrial city C) Jerusalem or a "Place of Peace" D) The name of the Hermit’s home 9. What grew out of the Prince’s grave after he was killed? A) A wall of thorns B) A special grain (wheat) C) A flowing river D) A field of colorful flowers 10. According to the poem, where is true Peace finally found? A) In the beauty of nature and rainbows B) By living in total solitude in a cave C) Through spiritual faith and the "bread" of grace D) By achieving great wealth and success Detailed Summary of "Peace" George Herbert’s "Peace" is a beautiful spiritual allegory that follows a traveler’s quest to find a calm and quiet heart. The poem teaches us that true peace cannot be found in the physical world, but only through spiritual faith and sacrifice. Detailed Summary of "Peace" 1. The Futile Search in Nature The poem begins with the speaker traveling far and wide, asking everyone where Peace "dwells." He first looks in a secret cave, hoping that silence and being alone will help. However, he finds nothing but a hollow Echo that repeats his own voice. Next, he looks at a rainbow, but it is too fragile; before he can reach it, a cloud breaks and the rainbow disappears. This shows that peace isn't found in isolation or in the temporary beauty of nature. +1 2. The Failure of Worldly Success The speaker then visits a garden full of "gallant flowers." From the outside, the garden looks perfect and successful. But when he looks at the roots, he finds a canker (a worm or disease) eating them away. This is a metaphor for worldly life—even when things look successful on the outside, there is always some hidden worry or the fear of death that prevents us from feeling true peace. 3. The Wise Hermit’s Story Feeling defeated, the speaker meets a reverend Hermit. The Hermit stops him from searching the physical world and tells him a story about a Prince who lived in Salem (Jerusalem). This Prince represents Jesus Christ. The Prince was a person of perfect peace and sweetness, but he was eventually "murdered" by his own people. 4. The Miraculous Grain The Hermit explains that after the Prince was buried, a special grain of wheat grew out of his grave. This grain represents the Resurrection and the teachings of the Gospel. It is a gift that came out of a great sacrifice. The Hermit tells the speaker that this grain has the power to "nourish" the soul in a way that nothing else can. 5. Finding Peace in Faith The Hermit gives the speaker some seeds from this grain and tells him to make "bread" out of them. This "bread" symbolizes Holy Communion or the act of taking God's grace into one's life. The poem ends with the realization that peace is not a destination or a place; it is a spiritual state. By accepting the "bread" of faith, the speaker finally finds the "quiet" and "sweet" peace he was looking for. বিস্তারিত সারসংক্ষেপ জর্জ হারবার্টের "Peace" কবিতাটি একটি আধ্যাত্মিক রূপক, যেখানে একজন পথিকের প্রকৃত শান্তির সন্ধানের কাহিনী বর্ণিত হয়েছে। এই কবিতা আমাদের শেখায় যে পার্থিব জগতে প্রকৃত শান্তি পাওয়া সম্ভব নয়; এটি কেবল আধ্যাত্মিক বিশ্বাস এবং ত্যাগের মাধ্যমেই অর্জন করা যায়। ১. প্রকৃতিতে ব্যর্থ সন্ধান: কবিতাটির শুরুতে দেখা যায় কবি শান্তির খোঁজে দেশ-বিদেশে ঘুরে বেড়াচ্ছেন এবং সবাইকে জিজ্ঞাসা করছেন শান্তি কোথায় বাস করে। তিনি প্রথমে একটি নিভৃত গুহায় শান্তি খোঁজেন, এই আশায় যে নির্জনতা তাকে শান্তি দেবে। কিন্তু তিনি সেখানে শুধু একটি প্রতিধ্বনি (Echo) পান যা তার নিজের কথাকেই ফিরিয়ে দেয়। এরপর তিনি রামধনুর দিকে তাকান, কিন্তু সেটি ছিল অত্যন্ত ক্ষণস্থায়ী; তিনি সেখানে পৌঁছানোর আগেই মেঘের আড়ালে রামধনুটি হারিয়ে যায়। এর মাধ্যমে কবি বোঝাতে চেয়েছেন যে একাকীত্ব বা প্রকৃতির সাময়িক সৌন্দর্যে প্রকৃত শান্তি নেই। ২. পার্থিব সাফল্যের ব্যর্থতা: এরপর পথিক একটি সুন্দর বাগানে যান যা চমৎকার ফুলে ভরা ছিল। বাইরে থেকে বাগানটি দেখে খুব সফল ও সুন্দর মনে হলেও, পথিক লক্ষ্য করেন যে ফুলের মূলে কীট (Canker) লেগে আছে যা সেগুলোকে ভেতর থেকে খেয়ে ফেলছে। এটি আসলে আমাদের পার্থিব জীবনের একটি রূপক—বাইরে থেকে জীবনকে সফল মনে হলেও মৃত্যুভয় বা অজানা দুশ্চিন্তা সবসময় আমাদের প্রকৃত শান্তি থেকে দূরে রাখে। ৩. জ্ঞানী সন্ন্যাসীর গল্প: হতাশ হয়ে পথিক একজন শ্রদ্ধেয় সন্ন্যাসীর (Hermit) দেখা পান। সন্ন্যাসী তাকে বাইরে শান্তি খোঁজা বন্ধ করতে বলেন এবং সালেম (জেরুজালেম)-এর এক রাজপুত্রের গল্প শোনান। এই রাজপুত্র আসলে যিশু খ্রিস্টের প্রতীক। সেই রাজপুত্র ছিলেন পরম শান্তি ও মাধুর্যের আধার, কিন্তু তাঁর নিজের লোকেরাই তাঁকে হত্যা করেছিল। ৪. অলৌকিক শস্যদানা: সন্ন্যাসী ব্যাখ্যা করেন যে, রাজপুত্রকে সমাধিস্থ করার পর তাঁর সমাধি থেকে একটি বিশেষ শস্যদানা (গম) জন্মেছিল। এই শস্যটি পুনরুত্থান এবং পবিত্র বাণীর প্রতীক। এটি এক মহান ত্যাগের ফসল। সন্ন্যাসী পথিককে বলেন যে এই শস্যের এমন ক্ষমতা আছে যা আত্মার ক্ষুধা মেটাতে পারে, যা অন্য কিছু দিয়ে সম্ভব নয়। ৫. বিশ্বাসে শান্তির দেখা: সন্ন্যাসী পথিককে সেই শস্যের দানা দেন এবং তা থেকে 'রুটি' তৈরি করতে বলেন। এই 'রুটি' আসলে পবিত্র কমিউনিয়ন বা ঈশ্বরের অনুগ্রহকে নিজের জীবনে গ্রহণ করার প্রতীক। কবিতাটি এই উপলব্ধির মাধ্যমে শেষ হয় যে—শান্তি কোনো নির্দিষ্ট স্থান নয়, বরং এটি একটি আধ্যাত্মিক অবস্থা। বিশ্বাসের সেই 'রুটি' গ্রহণের মাধ্যমেই পথিক অবশেষে সেই কাঙ্ক্ষিত 'মধুর' ও 'শান্ত' শান্তির দেখা পান।

The Ghost of Tom Joad Poet: Bruce Springsteen Then Tom said "Ma, whenever ya seen a cop beating a guy Wherever a hungry newborn baby cries Wherever there's a fight against the blood and hatred in the air Look for me ma, I'll be there Wherever somebody's struggling for a place to stand For a decent job or a helping hand Wherever somebody is struggling to be free Look in their eyes ma, you'll see me" And the highway is alive tonight Nobody's fooling nobody as to where it goes I'm sitting down here in the campfire light With the ghost of Tom Joad. Vocabulary List Against (In opposition to) [বিরুদ্ধে] Air (The invisible gaseous substance surrounding the earth) [বাতাস] Alive (Living, not dead) [জীবিত/জাগ্রত] And (Along with) [এবং] As (To the same degree) [যেমন] Baby (A very young child) [শিশু] Be (Exist) [হওয়া] Beating (Striking repeatedly) [প্রহার করা] Blood (The red liquid that circulates in arteries) [রক্ত] Campfire (An open air fire in a camp) [ক্যাম্পফায়ার/তাঁবুর আগুন] Cop (A police officer) [পুলিশ] Cries (Sheds tears/makes a loud sound) [কাঁদে] Decent (Conforming with generally accepted standards; good enough) [মানসম্মত/ভদ্র] Down (Towards or in a lower place) [নিচে] Eyes (Organs of sight) [চোখ] Fight (Take part in a violent struggle) [লড়াই/সংগ্রাম] Fooling (Tricking or deceiving) [বোকা বানানো] For (In favor of) [জন্য] Free (Not under the control or in the power of another) [মুক্ত/স্বাধীন] Ghost (An apparition of a dead person) [ভূত/আত্মা] Goes (Moves from one place to another) [যায়] Guy (A man) [লোক] Hand (The end part of a person's arm; help) [হাত/সাহায্য] Hatred (Intense dislike) [ঘৃণা] Helping (Assisting) [সাহায্যকারী] Here (In, at, or to this place or position) [এখানে] Highway (A main road) [মহাসড়ক] Hungry (Feeling or displaying the need for food) [ক্ষুধার্ত] I'll (I will) [আমি করব/থাকব] I'm (I am) [আমি] In (Inside) [ভিতরে] Is (Third person singular present of be) [হয়/আছে] It (This thing) [ইহা] Joad (A surname) [জোয়াড] Job (A paid position of regular employment) [চাকরি/কাজ] Light (The natural agent that stimulates sight) [আলো] Look (Direct one's gaze toward someone or something) [তাকানো/খোঁজা] Ma (Mother) [মা] Newborn (Recently or just born) [নবজাতক] Nobody (No person) [কেউ না] Nobody's (Nobody is) [কেউ... না] Of (Expressing the relationship between a part and a whole) [এর] Or (Used to link alternatives) [অথবা] Place (A particular position or point in space) [জায়গা] Said (Uttered words) [বলেছিল] See (Perceive with the eyes) [দেখা] Seen (Past participle of see) [দেখেছ] Sitting (Resting weight on one's buttocks) [বসে থাকা] Somebody (Some person) [কেউ] Somebody's (Somebody is) [কেউ] Stand (Have or maintain an upright position) [দাঁড়ানো] Struggling (Striving to achieve or attain something in the face of difficulty) [সংগ্রাম করছে] The (Definite article) [টি/টা] Their (Belonging to them) [তাদের] Then (At that time) [তারপর] There (In, at, or to that place or position) [সেখানে] There's (There is) [সেখানে আছে] To (Expressing motion in the direction of) [প্রতি/দিকে] Tom (A male given name) [টম] Tonight (The evening or night of the present day) [আজ রাতে] Whenever (At whatever time) [যখনই] Where (In or to what place or position) [কোথায়] Wherever (In or to whatever place) [যেখানেই] With (Accompanied by) [সাথে] Ya (You) [তুমি] You'll (You will) [তুমি] Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning Then Tom said "Ma, whenever ya seen a cop beating a guy Tom told his mother that whenever she witnesses police brutality against an ordinary person, টম বলেছিল, "মা, যখনই তুমি দেখবে কোনো পুলিশ একজন সাধারণ লোককে পেটাচ্ছে, Wherever a hungry newborn baby cries Wherever there is a recently born child crying out loudly from starvation, যেখানেই কোনো ক্ষুধার্ত নবজাতক শিশু কাঁদবে, Wherever there's a fight against the blood and hatred in the air Wherever people are actively protesting against the violence and intense animosity present in society, যেখানেই চারপাশের রক্তপাত আর ঘৃণার বিরুদ্ধে সংগ্রাম চলবে, Look for me ma, I'll be there She should search for him there, because he will be present in spirit among them. আমাকে খুঁজবে মা, আমি সেখানেই থাকব। Wherever somebody's struggling for a place to stand Wherever any marginalized person is desperately fighting for a position or respect in society, যেখানেই কেউ মাথা গোঁজার বা দাঁড়ানোর জায়গার জন্য সংগ্রাম করছে, For a decent job or a helping hand Fighting to secure respectable employment or seeking simple humanitarian assistance, একটি সম্মানজনক চাকরি বা সাহায্যের হাতের জন্য, Wherever somebody is struggling to be free Wherever an oppressed individual is battling for their basic liberty and freedom, যেখানেই কেউ মুক্ত হওয়ার জন্য সংগ্রাম করছে, Look in their eyes ma, you'll see me" If she looks deeply into the eyes of those oppressed people, she will see his reflection and spirit." তাদের চোখে তাকাবে মা, তুমি আমাকে দেখতে পাবে।" And the highway is alive tonight Meanwhile, the narrator observes that the main road is bustling with movement and life this evening, আর মহাসড়কটি আজ রাতে প্রাণবন্ত, Nobody's fooling nobody as to where it goes Everyone clearly understands the harsh reality and the difficult destination this path leads to. এটি কোথায় যাচ্ছে তা নিয়ে কেউ কাউকে বোকা বানাচ্ছে না। I'm sitting down here in the campfire light The narrator is resting right here, illuminated by the flickering flames of the outdoor fire, আমি এখানে ক্যাম্পফায়ারের আলোতে বসে আছি, With the ghost of Tom Joad. Accompanied by the lingering, inspiring spirit of Tom Joad, the champion of the oppressed. টম জোয়াডের আত্মার সাথে। Summary: Bruce Springsteen's poem captures the enduring spirit of social justice and the ongoing struggle of the oppressed. It begins with the character Tom Joad assuring his mother that even though he must leave, his spirit will remain alive in every fight against injustice. He promises to be present wherever there is police brutality, poverty, starvation, or a battle against violence and hatred. Tom tells his mother that his essence will be found in the eyes of everyone fighting for a decent job, a safe place to live, or basic freedom. The poem then shifts to the present narrator, who is sitting by a campfire near a busy highway. The narrator reflects on the harsh, undeniable realities of life on the road, realizing that the inspiring and rebellious spirit of Tom Joad is sitting right beside him. The ghost symbolizes the eternal fight for human rights and equality that continues to inspire marginalized people. [ব্রুস স্প্রিংস্টিনের কবিতাটি সামাজিক ন্যায়বিচারের চিরস্থায়ী চেতনা এবং নিপীড়িত মানুষের চলমান সংগ্রামকে তুলে ধরে। কবিতাটির শুরুতে টম জোয়াড চরিত্রটি তার মাকে আশ্বস্ত করে যে, যদিও তাকে চলে যেতে হবে, অবিচারের বিরুদ্ধে প্রতিটি লড়াইয়ে তার আত্মা জীবিত থাকবে। সে প্রতিশ্রুতি দেয় যে যেখানেই পুলিশের নিষ্ঠুরতা, দারিদ্র্য, অনাহার বা সহিংসতা ও ঘৃণার বিরুদ্ধে যুদ্ধ থাকবে, সে সেখানেই উপস্থিত থাকবে। টম তার মাকে বলে যে সম্মানজনক চাকরি, থাকার নিরাপদ জায়গা বা মৌলিক স্বাধীনতার জন্য লড়াই করা প্রতিটি মানুষের চোখে তার অস্তিত্ব পাওয়া যাবে। এরপর কবিতাটি বর্তমান বর্ণনাকারীর দিকে সরে যায়, যে একটি ব্যস্ত মহাসড়কের পাশে ক্যাম্পফায়ারের কাছে বসে আছে। বর্ণনাকারী রাস্তার জীবনের রূঢ়, অনস্বীকার্য বাস্তবতার কথা ভাবে এবং বুঝতে পারে যে টম জোয়াডের অনুপ্রেরণাদায়ী ও বিদ্রোহী আত্মা ঠিক তার পাশেই বসে আছে। এই আত্মা বা ভূত মানবাধিকার ও সমতার জন্য চিরন্তন লড়াইয়ের প্রতীক যা আজও প্রান্তিক মানুষকে অনুপ্রাণিত করে।] Theme The central theme of the poem is the immortal nature of the fight for social justice, equality, and human dignity. It highlights empathy and solidarity with the poor, the oppressed, and the marginalized. The "ghost" represents the enduring spirit of rebellion and hope that lives on in anyone who actively struggles against systemic cruelty, poverty, and unfairness, proving that the fight for humanity never truly dies. [কবিতাটির মূলভাব হলো সামাজিক ন্যায়বিচার, সমতা এবং মানবিক মর্যাদার জন্য লড়াইয়ের অমর প্রকৃতি। এটি দরিদ্র, নিপীড়িত এবং প্রান্তিক মানুষের প্রতি সহানুভূতি এবং সংহতি তুলে ধরে। "ভূত" বা আত্মাটি বিদ্রোহ ও আশার সেই চিরস্থায়ী চেতনার প্রতিনিধিত্ব করে যা কাঠামোগত নিষ্ঠুরতা, দারিদ্র্য এবং অন্যায়ের বিরুদ্ধে সক্রিয়ভাবে সংগ্রাম করা যেকোনো মানুষের মধ্যে বেঁচে থাকে, যা প্রমাণ করে যে মানবতার জন্য লড়াই কখনোই শেষ হয় না।] Short Answer Questions on-"The Ghost of Tom Joad" 1. Who is the inspiration behind the title character, and what does he represent? The character Tom Joad is originally from John Steinbeck’s famous novel, The Grapes of Wrath. Springsteen uses him as a powerful symbol of the eternal struggle for social justice. He represents the voice and the spirit of the working-class people who have been pushed to the edges of society by economic hardship and unfair treatment. 2. How does the poem describe the living conditions of the marginalized people? The poem paints a really bleak and heartbreaking picture of poverty. People are shown walking along railroad tracks with nowhere to go, families are sleeping in their cars, and many are huddled under bridges or in cardboard boxes. It highlights a world where there is "no job, no peace, no rest," emphasizing that these people are living without basic human comforts. 3. What is the significance of the "new world order" mentioned in the text? When Springsteen mentions the "new world order," he’s pointing out that despite modern progress, the same old problems of inequality still exist. In this modern world, instead of help, the poor find themselves under constant surveillance, with highway patrol helicopters hovering over them. It suggests that the system is more interested in monitoring the poor than in actually solving their problems. 4. What does the "promised land" represent in contrast to the reality of the characters? The "promised land" is a metaphor for the American Dream—the idea of a place where everyone has a fair shot at a good life. However, for the people in the poem, this dream is out of reach. Instead of a land of plenty, they have a "hole in the belly" (hunger) and a "gun in the hand" (violence or desperation), showing the massive gap between the ideal and the reality. 5. Explain the meaning of the lines: "Wherever there's a cop beatin' a guy / Wherever a hungry newborn baby cries." These lines are a direct tribute to Tom Joad’s famous speech at the end of The Grapes of Wrath. They mean that the spirit of justice and resistance is everywhere. Tom’s "ghost" isn't a scary one; it’s a moral presence that exists wherever there is suffering, police brutality, or a fight for human dignity. 6. How does the poem depict the daily struggle for food and shelter? It shows the desperate, repetitive nature of being homeless. The characters wait in long shelter lines for a "bowl of soup" and have to use city aqueducts just to wash. The mention of "sleeping on a pillow of solid rock" emphasizes that even their most basic needs, like a comfortable place to rest, are completely unmet. 7. What is the role of the "ghost" in the context of the poem? The ghost isn't a literal spirit, but rather the memory and the legacy of standing up for what is right. By saying he is "sitting' in the campfire light," the poet suggests that Tom Joad is a quiet observer of the current suffering. He serves as a reminder to the reader that we cannot ignore the injustices happening right in front of us. 8. What does the reference "the last shall be first and the first shall be last" imply? This is a biblical reference that offers a glimmer of hope or a warning of ultimate justice. It suggests that the social order will one day be flipped—that those who are currently oppressed and "last" in society will eventually find justice and be honored, while those who are currently powerful and "first" will face a reckoning. 9. How does the poet use the setting of a "bridge" and "railroad tracks"? The setting is very intentional. Railroad tracks and bridges are places of transition and transience. They represent people who are "on the move" but have no destination. By placing the characters in these "no-man's-land" environments, Springsteen emphasizes their isolation from the rest of "settled" society. 10. What is the final message the poet leaves with the reader about looking into people's eyes? The poem ends with a call for empathy, telling us to look for Tom Joad in the eyes of those "strugglin' to be free". The message is that justice isn't a distant idea; it lives in the faces of real people who are fighting for their rights today. It urges us to recognize the humanity of the poor and to join them in their quest for a better world. Multiple-choice questions based on the poem: MCQs: "The Ghost of Tom Joad" 1. Who is the author/poet of "The Ghost of Tom Joad"? A) John Steinbeck B) Bruce Springsteen C) Tony Wong D) William Carlos Williams 2. The character of Tom Joad originally appeared in which famous novel? A) Of Mice and Men B) To Kill a Mockingbird C) The Grapes of Wrath D) The Great Gatsby 3. In the poem, where are families forced to sleep because they lack housing? A) In abandoned factories B) In their cars C) In local parks D) In government offices 4. What does the "Ghost" of Tom Joad symbolize in the context of the poem? A) A literal spirit returning for revenge B) The death of the working class C) The eternal spirit of social justice and resistance D) The loss of memory regarding the Great Depression 5. What does the term "New World Order" refer to in the poem? A) A peaceful era of global cooperation B) A modern system where the poor are monitored by helicopters rather than helped C) A religious prophecy about the end of the world D) A successful economic plan for the homeless 6. The lines "Wherever there's a cop beatin' a guy" suggest that Tom Joad’s spirit is present wherever — A) People are breaking the law. B) There is systemic oppression or a fight for human dignity. C) Police are doing their jobs correctly. D) There is a large crowd gathered for a festival. 7. What is the "promised land" a metaphor for in this poem? A) A specific religious destination B) The American Dream of prosperity and fairness C) A vacation spot by the coast D) The history of the early settlers 8. Which biblical phrase is used to offer hope to the marginalized people in the poem? A) "An eye for an eye." B) "Love thy neighbor as thyself." C) "The last shall be first and the first shall be last." D) "The truth shall set you free." 9. What does the phrase "pillow of solid rock" represent? A) The physical strength of the laborers B) The extreme discomfort and harsh reality of being homeless C) A new type of building material D) The permanence of the earth 10. What is the central theme of "The Ghost of Tom Joad"? A) The benefits of modern technology B) The persistence of social and economic injustice throughout history C) The beauty of the American landscape D) The history of the railroad system in America Answer Key B | 2. C | 3. B | 4. C | 5. B | 6. B | 7. B | 8. C | 9. B | 10. B Detailed Summary of "The Ghost of Tom Joad" "The Ghost of Tom Joad," written by Bruce Springsteen, is a powerful poem (originally a song) that highlights the struggles of the poor, the homeless, and the marginalized in society. Inspired by the character Tom Joad from John Steinbeck's novel The Grapes of Wrath, the poem serves as a modern manifesto against social injustice and economic inequality. 1. The Reality of Poverty The poem paints a grim picture of people living on the edges of society. It describes men walking along railroad tracks with nowhere to return to, and families sleeping in their cars because they have no homes. These people face a world with "no job, no peace, no rest," living in a "new world order" where they are constantly monitored by highway patrol helicopters. 2. The Struggle for Survival Springsteen depicts the daily hardships of the destitute, such as waiting in long shelter lines for a meal or bathing in city aqueducts. There is a deep sense of desperation as people search for the "promised land" but find only "a hole in the belly" and a bed made of "solid rock". It highlights the gap between the American Dream and the harsh reality of the working class. 3. The Spirit of Tom Joad The "ghost" of Tom Joad is a symbol of the eternal struggle for justice. The poem references Tom’s famous promise: that his spirit will be present wherever there is a police officer beating a citizen, wherever a hungry baby cries, or wherever people are fighting against systemic oppression. Tom Joad represents the conscience of humanity that refuses to stay silent in the face of suffering. 4. A Call for Justice and Hope The poem references a biblical hope—that "the last shall be first and the first shall be last"—suggesting a eventual reversal of fortunes for the oppressed. Despite the dark imagery of cardboard boxes and underpasses, the central message is one of solidarity. It urges the reader to look into the eyes of those struggling to be free, for that is where the spirit of justice truly lives. 5. The Theme of Social Injustice The core theme is the persistence of social and economic inequity. The poem argues that while decades have passed since the Great Depression, the ghost of Tom Joad still haunts the world because people are still being marginalized and denied their basic human dignity. It is a call for empathy and systemic change. বিস্তারিত সারসংক্ষেপ ব্রুস স্প্রিংস্টিন-এর "The Ghost of Tom Joad" একটি অত্যন্ত শক্তিশালী কবিতা (মূলত একটি গান), যা সমাজের দরিদ্র, গৃহহীন এবং অবহেলিত মানুষের জীবনযুদ্ধকে ফুটিয়ে তোলে। জন স্টেইনবেকের উপন্যাস দ্য গ্রেপস অফ র‍্যাথ-এর চরিত্র ‘টম জোড’-এর অনুপ্রেরণায় লেখা এই কবিতাটি সামাজিক অবিচার এবং অর্থনৈতিক বৈষম্যের বিরুদ্ধে এক আধুনিক প্রতিবাদ। ১. দারিদ্র্যের রূঢ় বাস্তবতা: কবিতাটিতে সমাজের এক অন্ধকার চিত্র তুলে ধরা হয়েছে। এখানে এমন সব মানুষের বর্ণনা দেওয়া হয়েছে যারা রেললাইন ধরে উদ্দেশ্যহীনভাবে হেঁটে চলেছে এবং যাদের ফেরার কোনো জায়গা নেই। গৃহহীন পরিবারগুলো তাদের গাড়িতে রাত কাটাচ্ছে কারণ তাদের থাকার কোনো ঘর নেই। এই "নতুন বিশ্ব ব্যবস্থায়" (new world order) তারা চাকরিহীন, শান্তহীন এবং সর্বদা পুলিশের কপ্টারের নজরদারির মধ্যে বসবাস করছে। ২. টিকে থাকার লড়াই: স্প্রিংস্টিন এখানে নিস্ব মানুষের দৈনন্দিন কষ্টের কথা বলেছেন—যেমন একবেলা খাবারের জন্য দীর্ঘ লাইনে দাঁড়িয়ে থাকা অথবা শহরের নর্দমার জলে স্নান করা। মানুষ "প্রতিশ্রুত ভূমি" (promised land) বা সুন্দর জীবনের সন্ধান করছে ঠিকই, কিন্তু বাস্তবে তারা পাচ্ছে কেবল পেটের ক্ষুধা আর পাথরের মতো কঠিন বিছানা। এটি মানুষের স্বপ্ন এবং রূঢ় বাস্তবতার মধ্যবর্তী বিশাল ব্যবধানকে ফুটিয়ে তোলে। ৩. টম জোডের আত্মা বা আদর্শ: এখানে ‘টম জোড’-এর ভূত বা আত্মা হলো ন্যায়বিচারের জন্য চিরন্তন সংগ্রামের প্রতীক। টম জোড তাঁর মায়ের কাছে প্রতিজ্ঞা করেছিলেন যে, যেখানেই পুলিশ কাউকে মারধর করবে, যেখানেই ক্ষুধার্ত শিশুর কান্না শোনা যাবে অথবা যেখানেই মানুষ শোষণের বিরুদ্ধে লড়াই করবে—সেখানেই তাঁর আত্মার উপস্থিতি থাকবে। টম জোড মানুষের সেই বিবেকের প্রতিনিধিত্ব করে যা অন্যায়ের মুখে স্তব্ধ হয়ে থাকে না। ৪. ন্যায়বিচার ও আশার বাণী: কবিতাটিতে একটি ধর্মীয় বা নৈতিক আশার কথা বলা হয়েছে—"যারা আজ শেষে আছে তারাই একদিন প্রথমে আসবে"—যা শোষিত মানুষের ভাগ্য পরিবর্তনের ইঙ্গিত দেয়। যদিও এখানে কার্ডবোর্ডের বাক্স বা কালভার্টের নিচে বসবাসের মতো করুণ দৃশ্য আছে, তবুও এর মূল বার্তা হলো একতা ও সংহতি। যারা স্বাধীন হওয়ার জন্য লড়াই করছে, তাদের চোখের দিকে তাকালেই ন্যায়বিচারের সেই অমর আত্মাকে খুঁজে পাওয়া যাবে। ৫. সামাজিক অবিচারের মূলভাব (Theme): এই কবিতার মূল বিষয়বস্তু হলো সামাজিক ও অর্থনৈতিক বৈষম্যের ধারাবাহিকতা। কবি বলতে চেয়েছেন যে, ১৯৩০-এর দশকের মহামন্দার অনেক বছর কেটে গেলেও ‘টম জোড’-এর আত্মা আজও পৃথিবীতে ঘুরে বেড়াচ্ছে, কারণ মানুষ আজও অবহেলিত হচ্ছে এবং তাদের মানবিক মর্যাদা থেকে বঞ্চিত করা হচ্ছে। এটি আমাদের সহানুভূতিশীল হতে এবং সমাজব্যবস্থার পরিবর্তনের আহ্বান জানায়।

How Do I Love Thee? Poet: Elizabeth Barrett Browning How do I love thee? Let me count the ways. I love thee to the depth and breadth and height My soul can reach, when feeling out of sight For the ends of being and ideal grace. I love thee to the level of every day's Most quiet need, by sun and candle-light. I love thee freely, as men strive for right. I love thee purely, as they turn from praise. I love thee with the passion put to use In my old griefs, and with my childhood's faith. I love thee with a love I seemed to lose With my lost saints. I love thee with the breath, Smiles, tears, of all my life; and, if God choose, 1 shall but love thee better after death. Vocabulary List Breadth (The distance from side to side) [প্রশস্ততা], Breath (The air taken into and expelled from the lungs) [নিঃশ্বাস], But (Only/just) [কেবল/শুধু], By (Through the agency or means of) [দ্বারা/মাধ্যমে], Candle-light (The light provided by a burning candle) [মোমবাতির আলো], Childhood's (Belonging to the period of being a child) [শৈশবের], Choose (Decide on a course of action) [পছন্দ করা/সিদ্ধান্ত নেওয়া], Count (Determine the total number of) [গণনা করা], Day's (Belonging to the period of 24 hours) [দিনের], Death (The end of life) [মৃত্যু], Depth (The distance from the top or surface to the bottom) [গভীরতা], Do (Perform an action) [করা], Ends (The furthest points or limits) [প্রান্ত/শেষ সীমা], Every (Used to refer to all individual members) [প্রতিটি], Faith (Complete trust or confidence) [বিশ্বাস], Feeling (Experiencing an emotion or sensation) [অনুভব করা], For (In favor of or directed towards) [জন্য], Freely (Without restriction or interference) [স্বাধীনভাবে], From (Indicating the point in space at which a journey, motion, or action starts) [থেকে], God (The creator and ruler of the universe) [সৃষ্টিকর্তা], Grace (Smoothness and elegance; divine favor) [কৃপা/শোভা], Griefs (Deep sorrows) [দুঃখ/কষ্ট], Height (The measurement from base to top) [উচ্চতা], How (In what way or manner) [কীভাবে], I (First person pronoun) [আমি], Ideal (Satisfying one's conception of what is perfect) [আদর্শ], If (On the condition that) [যদি], In (Expressing the situation of something that is or appears to be enclosed) [ভিতরে], Let (Allow) [অনুমতি দেওয়া/দাও], Level (A horizontal plane or line) [স্তর], Life (The condition that distinguishes animals and plants from inorganic matter) [জীবন], Lose (Be deprived of or cease to have) [হারানো], Lost (Unable to be found or recovered) [হারানো/বিচ্যুত], Love (An intense feeling of deep affection) [ভালোবাসা], Me (Objective form of I) [আমাকে], Men (Adult human males; people) [মানুষ], Most (Greatest in amount or degree) [সবচেয়ে], My (Belonging to me) [আমার], Need (Circumstances in which something is necessary) [প্রয়োজন], Of (Expressing the relationship between a part and a whole) [এর], Old (Having lived for a long time; belonging to the past) [পুরোনো], Out (Moving or appearing to move away from a particular place) [বাইরে], Passion (Strong and barely controllable emotion) [তীব্র আবেগ], Praise (Express warm approval or admiration of) [প্রশংসা], Purely (In a pure manner; without moral defect) [বিশুদ্ধভাবে/পবিত্রভাবে], Put (Move to or place in a particular position) [রাখা/প্রয়োগ করা], Quiet (Making little or no noise; peaceful) [শান্ত], Reach (Stretch out an arm in a specified direction in order to touch or grasp something) [পৌঁছানো], Right (Morally good, justified, or acceptable) [সঠিক/ন্যায়], Saints (Persons acknowledged as holy or virtuous) [সাধু/পীর], Seemed (Gave the impression of being) [মনে হয়েছিল], Shall (Expressing the future tense) [করব/হবে], Sight (The faculty or power of seeing) [দৃষ্টি], Smiles (Facial expressions indicating pleasure) [হাসি], Soul (The spiritual or immaterial part of a human being) [আত্মা], Strive (Make great efforts to achieve or obtain something) [সংগ্রাম করা/চেষ্টা করা], Sun (The star around which the earth orbits) [সূর্য], Tears (Drops of clear salty liquid secreted from the eye) [অশ্রু], The (Definite article) [টি/টা], Thee (Archaic or poetic form of 'you' as the object of a verb) [তোমাকে], They (Third person plural pronoun) [তারা], To (Expressing motion in the direction of) [দিকে/পর্যন্ত], Turn (Move or cause to move in a circular direction wholly or partly around an axis or point) [ফিরে আসা/মুখ ঘোরানো], Use (Take, hold, or deploy as a means of accomplishing something) [ব্যবহার], Ways (Methods, styles, or manners of doing something) [উপায়সমূহ], When (At or on which) [যখন], With (Accompanied by) [দিয়ে/সাথে]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning How do I love thee? Let me count the ways. In what ways do I love you? Allow me to list and explain all the different methods. আমি তোমাকে কীভাবে ভালোবাসি? আমাকে উপায়গুলো গণনা করতে দাও। I love thee to the depth and breadth and height My love for you fills the maximum vertical and horizontal space, আমি তোমাকে সেই গভীরতা, প্রশস্ততা এবং উচ্চতা পর্যন্ত ভালোবাসি My soul can reach, when feeling out of sight Extending to the furthest infinite limits that my spiritual being can stretch into the unseen, যতদূর আমার আত্মা পৌঁছাতে পারে, যখন তা দৃষ্টির আড়ালে অনুভব করে For the ends of being and ideal grace. Reaching toward the ultimate goals of existence and divine, perfect beauty. অস্তিত্বের শেষ সীমানা এবং আদর্শ কৃপার খোঁজে। I love thee to the level of every day's / Most quiet need, by sun and candle-light. My love is also grounded in your everyday, basic needs, supporting you constantly in the daylight and in the dark of night. আমি তোমাকে প্রতিদিনের শান্ত প্রয়োজনের স্তর পর্যন্ত ভালোবাসি, সূর্যের আলো ও মোমবাতির আলোয়। I love thee freely, as men strive for right. I give my love to you willingly and naturally, just as honorable men fight for justice and truth. আমি তোমাকে স্বাধীনভাবে ভালোবাসি, ঠিক যেমন মানুষ ন্যায়ের জন্য সংগ্রাম করে। I love thee purely, as they turn from praise. I love you with completely pure intentions, without expecting any flattery or reward, just like humble people reject arrogant praise. আমি তোমাকে বিশুদ্ধভাবে ভালোবাসি, ঠিক যেমন তারা (মহৎ মানুষ) প্রশংসা থেকে মুখ ফিরিয়ে নেয়। I love thee with the passion put to use / In my old griefs, and with my childhood's faith. I pour into my love for you the same intense emotional energy I once used for crying over past sorrows, combined with the absolute, blind trust I had as a child. আমি তোমাকে আমার পুরোনো দুঃখের তীব্র আবেগ এবং আমার শৈশবের সরল বিশ্বাস দিয়ে ভালোবাসি। I love thee with a love I seemed to lose / With my lost saints. I love you with the intense devotion that I thought I had lost when I stopped believing in my childhood religious heroes. আমি তোমাকে এমন এক ভালোবাসায় ভালোবাসি যা আমি আমার হারানো সাধুদের সাথে হারিয়ে ফেলেছি বলে মনে হতো। I love thee with the breath, / Smiles, tears, of all my life; I love you with every inhalation, every moment of joy, and every moment of sorrow throughout my entire existence. আমি তোমাকে আমার সারা জীবনের প্রতিটি নিঃশ্বাস, হাসি এবং অশ্রু দিয়ে ভালোবাসি; and, if God choose, / I shall but love thee better after death. And if the Creator permits it, my love for you will grow even stronger and more perfect in the afterlife. এবং, ঈশ্বর যদি চান, আমি মৃত্যুর পরে তোমাকে আরও বেশি ভালোবাসব। Summary Elizabeth Barrett Browning’s sonnet "How Do I Love Thee?" is a profound and deeply personal declaration of eternal, unconditional love. The speaker begins by posing a question to her beloved about the nature of her love, and then proceeds to list its various dimensions. She describes her love as infinite, extending to the absolute maximum depth, breadth, and height that her spiritual soul can possibly reach. However, this love is not just a lofty spiritual concept; it is also deeply grounded in the practicalities of everyday life, as necessary and constant as sunlight during the day and candlelight at night. Her love is given freely, akin to how good men instinctively fight for justice, and purely, completely devoid of any desire for selfish praise. The speaker channels all the intense emotional passion from her past griefs and the innocent, unquestioning faith of her childhood directly into this love. She rediscovers the devotion she thought she lost when she stopped believing in her religious idols and pours it into her partner. Ultimately, she loves him with every breath, smile, and tear of her mortal existence, confidently declaring that, with God's permission, her love will transcend mortality and grow even stronger after death. [এলিজাবেথ ব্যারেট ব্রাউনিংয়ের সনেট "হাউ ডু আই লাভ দি?" হলো চিরন্তন এবং নিঃশর্ত ভালোবাসার এক গভীর ও অত্যন্ত ব্যক্তিগত ঘোষণা। বক্তা তার প্রিয়তমের কাছে তার ভালোবাসার ধরন সম্পর্কে একটি প্রশ্ন দিয়ে শুরু করেন এবং তারপর এর বিভিন্ন মাত্রা তালিকাভুক্ত করেন। তিনি তার ভালোবাসাকে অসীম হিসেবে বর্ণনা করেন, যা তার আধ্যাত্মিক আত্মা যতদূর সম্ভব গভীরতা, প্রশস্ততা এবং উচ্চতায় পৌঁছাতে পারে ততদূর বিস্তৃত। তবে এই ভালোবাসা শুধু কোনো উচ্চ আধ্যাত্মিক ধারণাই নয়; এটি দৈনন্দিন জীবনের বাস্তবতার সাথেও গভীরভাবে যুক্ত, যা দিনের বেলা সূর্যের আলো এবং রাতে মোমবাতির আলোর মতোই প্রয়োজনীয় ও ধ্রুবক। তার ভালোবাসা স্বাধীনভাবে দেওয়া হয়, ঠিক যেমন সৎ মানুষ স্বভাবতই ন্যায়ের জন্য লড়াই করে, এবং এটি অত্যন্ত বিশুদ্ধ, যেখানে স্বার্থপর প্রশংসার কোনো আকাঙ্ক্ষা নেই। বক্তা তার অতীতের দুঃখকষ্টের সমস্ত তীব্র আবেগ এবং শৈশবের নির্দোষ, নিঃশর্ত বিশ্বাসকে সরাসরি এই ভালোবাসায় ঢেলে দেন। তিনি সেই ভক্তি ফিরে পান যা তিনি ভেবেছিলেন যে তার ধর্মীয় আদর্শদের ওপর বিশ্বাস হারানোর সময় হারিয়ে গেছে এবং তা তার সঙ্গীর প্রতি সমর্পণ করেন। পরিশেষে, তিনি তার মরণশীল অস্তিত্বের প্রতিটি নিঃশ্বাস, হাসি এবং অশ্রু দিয়ে তাকে ভালোবাসেন এবং আত্মবিশ্বাসের সাথে ঘোষণা করেন যে, ঈশ্বরের অনুমতি পেলে তার ভালোবাসা মরণশীলতাকে ছাড়িয়ে যাবে এবং মৃত্যুর পর আরও শক্তিশালী হবে।] Theme The central theme of the poem is the immortal, boundless, and all-encompassing nature of true love. It explores love as a supreme force that combines intense spiritual elevation with quiet, everyday devotion. The poem suggests that genuine love heals past sorrows, replaces lost faith, and transcends physical boundaries. Ultimately, it asserts that true love is an eternal bond capable of conquering human mortality and existing forever beyond death. [কবিতাটির মূলভাব হলো প্রকৃত ভালোবাসার অমর, অসীম এবং সর্বব্যাপী প্রকৃতি। এটি ভালোবাসাকে এমন এক সর্বোচ্চ শক্তি হিসেবে অন্বেষণ করে যা তীব্র আধ্যাত্মিক উচ্চতার সাথে দৈনন্দিন জীবনের শান্ত ভক্তিকে একত্রিত করে। কবিতাটি ইঙ্গিত দেয় যে প্রকৃত ভালোবাসা অতীতের দুঃখ নিরাময় করে, হারানো বিশ্বাস ফিরিয়ে আনে এবং শারীরিক সীমানা অতিক্রম করে। পরিশেষে, এটি দাবি করে যে সত্যিকারের ভালোবাসা হলো এমন এক চিরন্তন বন্ধন যা মানুষের মরণশীলতাকে জয় করতে এবং মৃত্যুর পরেও চিরকাল টিকে থাকতে সক্ষম।] Short Answer Questions 1. What is the speaker's main goal in the opening of the poem? The speaker starts with a famous question: "How do I love thee?" and immediately sets out to "count the ways." Her goal isn't just to say that she loves someone, but to explore the sheer variety and scale of that love. By attempting to list or categorize her feelings, she shows that her love isn't a single, simple emotion, but something complex and multi-layered that touches every part of her life. 2. How does the poet use spatial metaphors to describe the scale of her love? She uses the dimensions of "depth and breadth and height" to suggest that her love is literally all-encompassing. By using these mathematical terms, she’s trying to measure the unmeasurable. She explains that her love expands to the very limits of what her "soul can reach" when it is searching for the meaning of existence or "ideal grace." It suggests a love that is vast, infinite, and fills up her entire spiritual being. 3. What does the mention of "sun and candle-light" reveal about her love? This line suggests that her love is not just for grand, dramatic moments; it is deeply rooted in the "level of every day’s / Most quiet need." "Sun" represents the day and "candle-light" represents the night, implying that her love is a constant, 24-hour presence. It shows that she loves the person in the mundane, ordinary, and quiet moments of daily life just as much as in the intense ones. 4. What is the meaning behind the comparison to men who "strive for right"? When she says, "I love thee freely, as men strive for right," she is linking her love to a sense of moral duty and free will. Just as good men choose to fight for justice or what is "right" without being forced to, she chooses to love her partner out of her own free will. It’s a principled, voluntary love that isn't motivated by anything other than a sincere desire to do what is good and true. 5. How does the poet describe the "purity" of her love? She claims to love "purely, as they turn from praise." This is a way of saying that her love is completely selfless and humble. She isn't loving this person because she wants to be complimented, noticed, or rewarded by others. Just as a truly virtuous person does good deeds without looking for a "thank you" or public recognition, her love is focused entirely on the beloved, without any ego involved. 6. What is the significance of the "old griefs" mentioned in the poem? The poet explains that she loves with the "passion put to use / In my old griefs." This is a very deep, psychological insight. She is essentially saying that she has taken all the intense emotional energy she once spent on past heartaches and sorrows and redirected it into this love. She has turned her past pain into a powerful, productive force for her current relationship. 7. What does she mean by loving with her "childhood’s faith"? By referencing "childhood’s faith," she’s talking about a love that is filled with the kind of absolute trust and innocence that children have before they become cynical or world-weary. It’s an unquestioning, intense belief. She is bringing that same pure, uncomplicated devotion she had as a child into her adult love, making it feel both ancient and incredibly strong. 8. Explain the reference to "lost saints." This line refers to a love she "seemed to lose" along with people or religious beliefs she once worshipped or held sacred. These "lost saints" might represent her old heroes or a faith she felt she had moved away from. However, she has found that same level of holy, intense devotion again, but this time it is directed toward her beloved instead of religious figures. 9. How does the speaker show that her love involves her entire physical existence? Towards the end of the poem, she states that she loves with the "breath, / Smiles, tears, of all my life." This covers the full spectrum of human experience. "Breath" represents the simple act of staying alive, "smiles" represent her joy, and "tears" represent her sadness. By mentioning these, she is saying that her love is woven into every second of her survival and every emotion she ever feels. 10. What is the significance of the poem’s final conclusion regarding death? The poem ends with a humble request: "if God choose, / I shall but love thee better after death." This is the ultimate expression of eternal love. She believes that her love is so powerful it will transcend her physical life on earth. She doesn't think death will end her feelings; instead, she believes that in the afterlife, her love will be purified and become even more perfect and intense than it was while she was alive. Multiple-choice questions based on the poem: Detailed Summary of "How Do I Love Thee?" "How Do I Love Thee?" (also known as Sonnet 43) is one of the most famous love poems in English literature, written by Elizabeth Barrett Browning for her husband, Robert Browning. It is a profound, spiritual, and all-encompassing declaration of a love that touches every part of the human experience. 1. Measuring the Infinite The poem begins with a famous rhetorical question: "How do I love thee?" The speaker then attempts to "count the ways," using spatial dimensions like "depth and breadth and height" to describe the scale of her feelings. She suggests that her love is so vast that it reaches the very limits of her soul, touching on the divine and "ideal grace." 2. Constancy in the Everyday While the love is grand and spiritual, it is also deeply rooted in the mundane. Browning notes that she loves her partner "to the level of every day’s / Most quiet need." By mentioning "sun and candle-light," she shows that her love is a constant, 24-hour presence that is just as strong in the quiet, ordinary moments of life as it is in the dramatic ones. 3. Freedom and Purity of Heart The poet describes her love as a moral and selfless choice. She loves "freely," comparing her devotion to the way honorable men choose to strive for what is "right." She also loves "purely," meaning she seeks no "praise" or recognition for her feelings. Her love is not about her own ego; it is a sincere, humble offering to the beloved. 4. The Redirection of Passion Browning reveals that her love is fueled by the intensity of her past. She takes the "passion" she once spent on "old griefs" and the absolute "faith" she had as a child and redirects all that energy into her current relationship. She even finds that the holy devotion she once had for "lost saints" (her old heroes or religious faith) has been rediscovered and placed in her love for her husband. 5. A Love That Transcends Death In the final lines, the speaker offers her entire physical and emotional existence—her "breath, smiles, [and] tears"—to her beloved. Her ultimate claim is that her love is not bound by time or mortality. She concludes by saying that if God allows it, her love will not only survive death but will actually become "better" and more perfect in the afterlife. বিস্তারিত সারসংক্ষেপ এলিজাবেথ ব্যারেট ব্রাউনিং-এর "How Do I Love Thee?" (সনেট ৪৩) ইংরেজি সাহিত্যের অন্যতম শ্রেষ্ঠ প্রেমের কবিতা। এটি তাঁর স্বামী রবার্ট ব্রাউনিং-এর প্রতি এক গভীর, আধ্যাত্মিক এবং সর্বব্যাপী ভালোবাসার ঘোষণা। ১. অসীমের পরিমাপ: কবিতাটি শুরু হয় একটি বিখ্যাত প্রশ্নের মাধ্যমে: "আমি তোমাকে কতটা ভালোবাসি?" (How do I love thee?)। কবি তাঁর ভালোবাসার বিশালতা বোঝাতে দৈর্ঘ্য, প্রস্থ ও উচ্চতার মতো গাণিতিক শব্দ ব্যবহার করেছেন। তিনি বলতে চেয়েছেন, তাঁর ভালোবাসা এতটাই অসীম যে তা আত্মার শেষ সীমা পর্যন্ত বিস্তৃত এবং তা এক স্বর্গীয় বা ঐশ্বরিক পবিত্রতা স্পর্শ করে। ২. দৈনন্দিন জীবনে স্থিরতা: কবির এই ভালোবাসা শুধু আধ্যাত্মিক বা মহৎ নয়, এটি অত্যন্ত বাস্তব এবং প্রতিদিনের জীবনের সাথে মিশে আছে। তিনি জানিয়েছেন যে, তাঁর ভালোবাসা "সূর্য এবং মোমবাতির আলোয়" (দিন ও রাতে) তাঁর প্রতিটি ছোট ও শান্ত মুহূর্তের প্রয়োজন পূরণ করে। অর্থাৎ, জীবনের অতি সাধারণ সময়েও তাঁর এই ভালোবাসা সমানভাবে উপস্থিত থাকে। ৩. নিঃস্বার্থ ও পবিত্র ভালোবাসা: কবি তাঁর ভালোবাসাকে নৈতিকতার সাথে তুলনা করেছেন। তিনি "অবাধভাবে" (freely) ভালোবাসেন, ঠিক যেমন সৎ মানুষরা স্বেচ্ছায় ন্যায়বিচারের পথে লড়াই করে। আবার তিনি "পবিত্রভাবে" (purely) ভালোবাসেন, অর্থাৎ তাঁর এই ভালোবাসার পেছনে কোনো আত্মঅহংকার বা প্রশংসা পাওয়ার আকাঙ্ক্ষা নেই। এটি এক অত্যন্ত বিনম্র ও নিঃস্বার্থ নিবেদন। ৪. আবেগের সঠিক ব্যবহার: ব্রাউনিং তাঁর অতীতের দুঃখ-কষ্টের তীব্র আবেগ (passion) এবং শৈশবের অটুট বিশ্বাসকে এখন এই ভালোবাসায় রূপান্তর করেছেন। তিনি বলতে চেয়েছেন, একসময় তাঁর হারানো নায়ক বা হারানো ধর্মের প্রতি তাঁর যে অগাধ ভক্তি ছিল, সেই একই পবিত্র ভক্তি তিনি পুনরায় তাঁর প্রিয়তমের প্রতি ভালোবাসার মাঝে খুঁজে পেয়েছেন। ৫. মৃত্যুঞ্জয়ী প্রেম: কবিতার শেষ অংশে কবি তাঁর জীবনের সকল "নিশ্বাস, হাসি এবং চোখের জল" দিয়ে তাঁর প্রিয়তমকে ভালোবাসার অঙ্গীকার করেছেন। তাঁর চূড়ান্ত ঘোষণা হলো, এই ভালোবাসা কেবল পৃথিবীর ক্ষণস্থায়ী জীবনের জন্য নয়। তিনি বিশ্বাস করেন, ঈশ্বর যদি অনুমতি দেন, তবে মৃত্যুর পর তাঁর ভালোবাসা আরও বেশি শক্তিশালী, পবিত্র এবং নিখুঁত হয়ে উঠবে।

Landscape with the Fall of Icarus Poet: William Carlos Williams According to Brueghel when Icarus fell it was spring a farmer was ploughing his field the whole pageantry of the year was awake tingling near the edge of the sea concerned with itself sweating in the sun that melted the wings' wax unsignificantly off the coast there was a splash quite unnoticed this was Icarus drowning. Vocabulary List According (As stated by) [অনুসারে], Awake (Active/alive) [জাগ্রত], Brueghel (A famous painter) [ব্রুয়েল], Coast (Land near the sea) [উপকূল], Concerned (Engaged/busy) [সংশ্লিষ্ট/ব্যস্ত], Drowning (Dying in water) [ডুবে মরা], Edge (Border/margin) [প্রান্ত/কিনারা], Fall (Act of dropping) [পতন], Farmer (Agriculturist) [কৃষক], Fell (Dropped) [পড়েছিল], Field (Open land) [মাঠ], His (Belonging to him) [তার], Icarus (Mythological character) [ইকারাস], In (Inside) [ভিতরে], It (This thing) [ইহা/এটি], Itself (Own self) [নিজেই], Landscape (Visible features of an area) [প্রাকৃতিক দৃশ্য], Melted (Turned to liquid by heat) [গলিয়েছিল], Near (Close to) [কাছে], Of (Belonging to) [এর], Off (Away from) [দূরে], Pageantry (Spectacular display) [জাঁকজমক/আড়ম্বর], Ploughing (Tilling soil) [লাঙল দেওয়া/চাষ করা], Quite (Completely) [সম্পূর্ণরূপে], Sea (Ocean) [সমুদ্র], Splash (Sound of hitting water) [পানির ঝাপটা], Spring (Season of rebirth) [বসন্তকাল], Sun (Solar star) [সূর্য], Sweating (Perspiring) [ঘাম ঝরানো], That (Which) [যা], The (Definite article) [টি/টা], There (In that place) [সেখানে], This (This thing) [এটি], Tingling (Feeling a thrilling sensation) [শিহরিত], Unnoticed (Ignored/unseen) [অলক্ষ্য], Unsignificantly (Without importance) [তাৎপর্যহীনভাবে], Was (Existed) [ছিল], Wax (Moldable substance) [মোম], When (At what time) [যখন], Whole (Entire) [সমগ্র], Wings' (Of the flying organs) [ডানার], With (Accompanied by) [সাথে], Year (Period of 365 days) [বছর]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning According to Brueghel / when Icarus fell / it was spring As depicted in Brueghel's painting, the season was spring when the mythological boy Icarus fell from the sky. ব্রুয়েলের চিত্রকর্ম অনুসারে, যখন ইকারাসের পতন ঘটেছিল তখন ছিল বসন্তকাল। a farmer was ploughing / his field A local farmer was busy tilling the soil of his agricultural land. একজন কৃষক তার মাঠে লাঙল দিচ্ছিল। the whole pageantry / of the year was / awake tingling / near The entire spectacular display of nature's rebirth and spring season was vibrantly alive and active nearby. বছরের সমগ্র জাঁকজমক বা বসন্তের সজীবতা কাছাকাছি শিহরিত ও জাগ্রত ছিল। the edge of the sea / concerned / with itself People and nature by the coastline were completely occupied with their own daily survival and business. সমুদ্রের কিনারা বা উপকূলবর্তী মানুষ ও প্রকৃতি নিজেদের কাজ নিয়ে ব্যস্ত ছিল। sweating in the sun / that melted / the wings' wax Everything was working hard and sweating under the same hot sun that tragically melted the wax of Icarus's artificial wings. সবাই সেই প্রখর রোদে ঘামছিল যে রোদ ইকারাসের ডানার মোম গলিয়ে দিয়েছিল। unsignificantly / off the coast / there was / a splash quite unnoticed Far away from the shore, Icarus dropped into the water without any importance, making a splashing sound that nobody even paid attention to. উপকূল থেকে দূরে তাৎপর্যহীনভাবে একটি পানির ঝাপটা পড়েছিল যা একেবারেই কারও নজরে আসেনি। this was / Icarus drowning. That ignored splash was the tragic moment of Icarus dying by drowning in the sea. এটি ছিল ইকারাসের পানিতে ডুবে মৃত্যুর দৃশ্য। Summary William Carlos Williams’s poem "Landscape with the Fall of Icarus" is a textual interpretation of a famous painting by Pieter Brueghel. The poem describes the tragic mythological event of Icarus falling from the sky after the sun melts his wax wings. However, the poem focuses not on the tragedy itself, but on the profound indifference of the surrounding world. It is a beautiful spring day, and a farmer is busy ploughing his field. Nature is vibrant, and people near the sea are entirely absorbed in their own everyday labor, sweating under the very same sun that brings doom to Icarus. When Icarus finally plunges into the ocean, it produces an "unnoticed" splash. His death is completely insignificant to the rest of the world, highlighting the harsh reality that human suffering often goes unacknowledged by society and the relentless cycle of nature. [উইলিয়াম কার্লোস উইলিয়ামসের "ল্যান্ডস্কেপ উইথ দ্য ফল অফ ইকারাস" কবিতাটি পিয়েটার ব্রুয়েলের একটি বিখ্যাত চিত্রকর্মের কাব্যিক রূপ। কবিতাটিতে ইকারাসের পৌরাণিক মর্মান্তিক পতনের বর্ণনা দেওয়া হয়েছে, যখন সূর্য তার ডানার মোম গলিয়ে দেয়। তবে, কবিতাটি ট্র্যাজেডির ওপর জোর না দিয়ে চারপাশের পৃথিবীর চরম উদাসীনতার ওপর আলোকপাত করে। দিনটি ছিল সুন্দর বসন্তের, এবং এক কৃষক মাঠে লাঙল চালাতে ব্যস্ত ছিল। প্রকৃতি ছিল প্রাণবন্ত, এবং সমুদ্রের ধারের মানুষজন তাদের নিজেদের প্রাত্যহিক শ্রমে সম্পূর্ণ মগ্ন ছিল, ঠিক সেই সূর্যের নিচেই ঘামছিল যা ইকারাসের পতন ডেকে এনেছিল। যখন ইকারাস সাগরে আছড়ে পড়ে, তখন এটি একটি "অলক্ষ্য" পানির ঝাপটা তৈরি করে। পৃথিবীর বাকি অংশের কাছে তার মৃত্যু সম্পূর্ণ তাৎপর্যহীন, যা এই রূঢ় বাস্তবতাকে তুলে ধরে যে মানুষের চরম দুর্ভোগ ও ট্র্যাজেডি প্রায়শই সমাজ ও প্রকৃতির অমোঘ নিয়মের কাছে গুরুত্বহীন বা উপেক্ষিত থেকে যায়।] Theme The central Theme of the poem is the profound indifference of society and nature to individual human suffering and tragedy. It highlights the realistic and somewhat cynical perspective that life goes on unaffected by personal disasters. While Icarus faces a monumental mythic death, the ordinary world remains entirely self-absorbed, demonstrating how insignificant an individual's tragedy is in the grand scope of the universe. [কবিতাটির মূলভাব হলো মানুষের ব্যক্তিগত ট্র্যাজেডি ও দুর্ভোগের প্রতি সমাজ এবং প্রকৃতির চরম উদাসীনতা। এটি এই বাস্তবসম্মত এবং কিছুটা নৈরাশ্যবাদী দৃষ্টিভঙ্গি তুলে ধরে যে ব্যক্তিগত বিপর্যয়ে জীবনের স্বাভাবিক গতি থেমে থাকে না। যখন ইকারাস এক পৌরাণিক মৃত্যুর সম্মুখীন হয়, তখন সাধারণ পৃথিবী সম্পূর্ণ নিজেদের কাজে মগ্ন থাকে, যা প্রমাণ করে মহাবিশ্বের বিশাল পটভূমিতে একজন ব্যক্তির ট্র্যাজেডি কতটা তাৎপর্যহীন।] Short Answer Questions 1. Who is the poet, and what inspired this specific piece of writing? The poem was written by William Carlos Williams, a famous American poet. It isn't just a random story; it is actually a "textual interpretation"—or a poem written about a piece of art—based on a famous 16th-century painting by Pieter Brueghel the Elder. Williams uses his words to describe the same scene Brueghel painted, focusing on the small details of the landscape. 2. What was the setting and season when Icarus fell from the sky? According to both the painting and the poem, the tragic event took place during spring. The poet describes the world as being "awake" and "tingling" with the energy of a new year. It was a vibrant, beautiful day where nature was busy renewing itself, which creates a sharp contrast to the solitary death occurring in the background. 3. What was the farmer doing, and why is his presence significant? While Icarus was plunging to his death, a local farmer was simply busy "ploughing his field". He was completely absorbed in his daily agricultural labor, sweating under the sun. His presence is a key part of the poem because it shows that for the common person, life and work go on exactly as usual, even when a "monumental" mythological tragedy is happening just a few yards away. 4. What exactly caused Icarus’s wings to fail? The wings failed because of the physical properties of the materials used to make them. They were held together with wax, and as Icarus flew too close to the sun, the heat "melted the wings' wax". Once the wax turned to liquid, the feathers fell apart, leaving him unable to fly and causing him to drop "unsignificantly" into the ocean. 5. How does the poet describe the atmosphere near the edge of the sea? The poet describes the scene near the coast as being "concerned with itself". This is a very important phrase because it suggests that everyone and everything—the people, the animals, and nature itself—was too preoccupied with their own survival and daily business to look up. There was no audience for Icarus's fall because the world was too busy existing. 6. Was the splash Icarus made noticed by anyone? No, the splash was "quite unnoticed". In the grand scheme of the vibrant spring day, the sound of one boy hitting the water was just a tiny, insignificant noise. Because it happened "off the coast" and away from the main activity of the farmers and workers, no one even realized that a life had just ended. 7. What is meant by the "pageantry of the year" being "awake"? The "pageantry of the year" refers to the spectacular and colorful display of nature that comes with the arrival of spring. Williams uses this language to show that the world was in a festive, lively state—nature was "tingling" with life. This highlights the irony that while the world was celebrating its rebirth, Icarus was experiencing his end. 8. What was the final fate of Icarus in the poem? The final fate of Icarus was a lonely and unacknowledged death. After falling from the sky, he ended up "drowning" in the sea. There were no gods to save him and no humans to mourn him; he simply disappeared under the surface of the water while the rest of the world kept working. 9. What is the central theme that Williams is trying to communicate? The core theme of the poem is the "profound indifference" of society and nature toward human suffering. It presents a somewhat cynical but realistic view that the world does not stop for individual tragedies. Even a "mythic" death is just a minor event in the eyes of a universe that is busy with the relentless cycle of life and labor. 10. How does the poet use the sun to show two different sides of reality? The sun plays a dual role in the poem. On one hand, it is the destructive force that "melted the wings' wax" and caused Icarus to fall. On the other hand, it is just a normal part of a workday for the farmer, who is simply "sweating in the sun" while he ploughs. This shows that the same thing that causes a disaster for one person is often just a routine inconvenience for everyone else. Multiple-choice questions based on the poem: Detailed Summary of "Landscape with the Fall of Icarus" "Landscape with the Fall of Icarus" is a famous poem by William Carlos Williams that serves as a poetic description of a painting by Pieter Brueghel. The poem explores the stark contrast between a monumental tragedy and the everyday indifference of the world. 1. A Vibrant Setting The poem begins by setting a scene of life and renewal. It is spring, a time when the "pageantry of the year" is awake and tingling with energy. Near the edge of the sea, everything is active and vibrantly alive. 2. The Mundane Routine of Life While the mythological tragedy of Icarus is unfolding, the rest of the world is busy with its own survival. A farmer is shown ploughing his field, completely focused on his labor. Everyone is "concerned with itself," sweating under the hot sun as they go about their daily tasks. 3. The Silent Tragedy The tragedy itself—the fall of Icarus—is caused by the very same sun that the workers are sweating under. The sun's heat melts the wax on Icarus's artificial wings, causing him to plummet from the sky. However, instead of a grand or dramatic event, his fall into the ocean is described as "unsignificant". 4. The Unnoticed End When Icarus finally hits the water and begins drowning, the splash is "quite unnoticed" by anyone on the shore. To the farmer and the rest of society, the death of a hero is just a tiny, meaningless sound in the background of their busy lives. 5. The Theme of Indifference The central theme of the poem is the profound indifference of nature and society to individual human suffering. It delivers a somewhat cynical but realistic message: life goes on entirely unaffected by personal disasters. In the vast scope of the universe, even a legendary tragedy can be completely insignificant. বিস্তারিত সারসংক্ষেপ উইলিয়াম কার্লোস উইলিয়ামসের "Landscape with the Fall of Icarus" কবিতাটি পিয়েটার ব্রুয়েলের একটি বিখ্যাত চিত্রকর্মের কাব্যিক রূপ। কবিতাটিতে ইকারাসের পৌরাণিক ট্র্যাজেডির চেয়ে তাঁর মৃত্যুর প্রতি চারপাশের পৃথিবীর চরম উদাসীনতাকে বেশি ফুটিয়ে তোলা হয়েছে। ১. প্রাণবন্ত প্রেক্ষাপট: কবিতাটি শুরু হয় জীবনের এক নতুন সূচনার বর্ণনা দিয়ে। সময়টি ছিল বসন্তকাল, যখন প্রকৃতির সমগ্র জাঁকজমক (pageantry of the year) সজীব এবং শিহরিত অবস্থায় জাগ্রত ছিল। সমুদ্রের তীরের প্রকৃতি তখন অত্যন্ত প্রাণবন্ত ও সক্রিয় ছিল। ২. প্রাত্যহিক জীবনের ব্যস্ততা: যখন ইকারাসের ট্র্যাজেডি ঘটছিল, তখন সাধারণ মানুষ তাদের নিজেদের জীবন নিয়ে ব্যস্ত ছিল। একজন কৃষক তাঁর মাঠে লাঙল দিচ্ছিলেন এবং সমুদ্রতীরবর্তী মানুষ ও প্রকৃতি তাদের নিজস্ব প্রাত্যহিক শ্রম ও টিকে থাকার লড়াইয়ে মগ্ন ছিল। সবাই তখন সেই প্রখর রোদে ঘামছিল যা ইকারাসের পতনের কারণ হয়ে দাঁড়িয়েছিল। ৩. এক নিভৃত ট্র্যাজেডি: ইকারাসের পতনের কারণ ছিল সূর্যের তাপ, যা তাঁর ডানার মোম (wax) গলিয়ে দিয়েছিল। কিন্তু এই বিশাল ঘটনাটি অত্যন্ত তাৎপর্যহীনভাবে (unsignificantly) উপকূল থেকে দূরে ঘটেছিল। তাঁর এই পতন পৃথিবীর স্বাভাবিক গতিতে কোনো প্রভাব ফেলেনি। ৪. অলক্ষ্য প্রস্থান: যখন ইকারাস সাগরে আছড়ে পড়ে ডুবে যাচ্ছিলেন, তখন যে পানির ঝাপটা (splash) তৈরি হয়েছিল তা ছিল একেবারেই অলক্ষ্য বা নজরবিহীন (quite unnoticed)। তাঁর এই করুণ মৃত্যু মহাবিশ্বের বিশালতার কাছে এবং ব্যস্ত সমাজের কাছে কোনো গুরুত্বই পায়নি। ৫. উদাসীনতার মূলভাব (Theme): কবিতাটির মূলভাব হলো মানুষের ব্যক্তিগত ট্র্যাজেডি ও দুর্ভোগের প্রতি প্রকৃতি এবং সমাজের চরম উদাসীনতা। এটি এই রূঢ় বাস্তবতা তুলে ধরে যে, মহাবিশ্বের বিশাল প্রেক্ষাপটে একজন ব্যক্তির বিপর্যয় জীবনের স্বাভাবিক গতিকে থামিয়ে দেয় না; পৃথিবী তার নিজস্ব নিয়মে চলতে থাকে।

Who is Disabled? By Tony Wong If you fail to see the person But only see the disability, Then who is blind? If you cannot hear Your brother's Cry for justice, Who is deaf? If you do not communicate With your sister But separate her from you, Who is the mentally handicapped? If you do not stand up For the rights of all persons, Who is the crippled? Your attitude Towards persons with disabilities May be our biggest handicap. Vocabulary List All (The whole of) [সব], Attitude (A settled way of thinking or feeling) [মনোভাব/দৃষ্টিভঙ্গি], Be (Exist or occur) [হওয়া], Biggest (Largest in size, amount, or importance) [সবচেয়ে বড়], Blind (Unable to see) [অন্ধ], Brother's (Belonging to a male sibling or fellow human) [ভাইয়ের/সহমানবের], But (Except; yet) [কিন্তু], Cannot (Unable to) [পারে না], Communicate (Share or exchange information) [যোগাযোগ করা], Crippled (Unable to walk or move properly) [পঙ্গু], Cry (A loud utterance expressing strong emotion or pain) [আর্তনাদ/কান্না], Deaf (Unable to hear) [বধির], Disabilities (Conditions that limit movements, senses, or activities) [প্রতিবন্ধকতাসমূহ], Disability (A physical or mental condition that limits movements) [প্রতিবন্ধকতা/অক্ষমতা], Do (Perform an action) [করা], Fail (Be unsuccessful in achieving a goal) [ব্যর্থ হওয়া], For (In favor of) [জন্য], From (Indicating separation or source) [থেকে], Handicap (A circumstance that makes progress difficult) [প্রতিবন্ধকতা], Handicapped (Having a condition that restricts ability) [প্রতিবন্ধী], Hear (Perceive with the ear) [শোনা], Her (Objective case of she) [তাকে], If (Introducing a conditional clause) [যদি], Is (Third person singular present of be) [হয়], Justice (Just behavior or treatment) [ন্যায়বিচার], May (Expressing possibility) [পারে/হতে পারে], Mentally (In a manner relating to the mind) [মানসিকভাবে], Not (Used to express negation) [না], Only (And no one or nothing more besides) [শুধুমাত্র/কেবল], Our (Belonging to us) [আমাদের], Person (A human being) [ব্যক্তি/মানুষ], Persons (Plural of person) [ব্যক্তিগণ], Rights (Moral or legal entitlements) [অধিকারসমূহ], See (Perceive with the eyes) [দেখা], Separate (Cause to move or be apart) [আলাদা করা/বিচ্ছিন্ন করা], Sister (A female sibling or fellow human) [বোন/সহমানবী], Stand (Have or maintain an upright position) [দাঁড়ানো], Then (At that time; therefore) [তাহলে/তবে], The (Definite article) [টি/টা], Towards (In the direction of) [দিকে/প্রতি], Up (Towards a higher place) [উপরে], Who (What or which person) [কে], With (Accompanied by) [সাথে], You (Second person pronoun) [তুমি/আপনি], Your (Belonging to you) [তোমার/আপনার]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning If you fail to see the person / But only see the disability, If you are unable to recognize the humanity in someone and only focus on their physical or mental limitations, যদি তুমি একজন মানুষের মনুষ্যত্ব দেখতে ব্যর্থ হও এবং শুধুমাত্র তার শারীরিক বা মানসিক অক্ষমতাটি দেখো, Then who is blind? Then aren't you the one who is truly lacking vision and insight? তাহলে প্রকৃত অন্ধ কে? If you cannot hear / Your brother's / Cry for justice, If you ignore the pleas and sufferings of your fellow human beings asking for fairness and equal rights, যদি তুমি তোমার সহমানবের ন্যায়বিচারের জন্য করা আর্তনাদ শুনতে না পাও, Who is deaf? Aren't you the one who is truly unable to hear? তাহলে প্রকৃত বধির কে? If you do not communicate / With your sister / But separate her from you, If you refuse to interact with your fellow human and instead isolate them from mainstream society, যদি তুমি তোমার সহমানবের সাথে যোগাযোগ না করো বরং তাকে তোমার থেকে বিচ্ছিন্ন করে রাখো, Who is the mentally handicapped? Aren't you the one whose mind and sense of empathy are truly impaired? তাহলে মানসিকভাবে প্রতিবন্ধী কে? If you do not stand up / For the rights of all persons, If you fail to defend the fundamental human rights and dignity of every individual in society, যদি তুমি সকল মানুষের অধিকারের পক্ষে না দাঁড়াও, Who is the crippled? Aren't you the one who is morally paralyzed and unable to take righteous action? তাহলে প্রকৃত পঙ্গু কে? Your attitude / Towards persons with disabilities / May be our biggest handicap. The negative, prejudiced mindset of society toward disabled people is actually the greatest obstacle to human progress. প্রতিবন্ধী ব্যক্তিদের প্রতি তোমার (বা সমাজের) নেতিবাচক দৃষ্টিভঙ্গিই হয়তো আমাদের সবচেয়ে বড় প্রতিবন্ধকতা। Summary Tony Wong's poem "Who is Disabled?" challenges society's conventional definition of disability. It argues that true disability is not a physical or mental impairment, but rather a severe lack of empathy, morality, and social awareness. The poet uses a series of powerful rhetorical questions to expose the hypocrisy of prejudiced people. He asserts that a person who only sees another's physical limitations and ignores their intrinsic humanity is the one who is truly "blind." Similarly, someone who ignores the cry for justice is "deaf," one who isolates and marginalizes others is "mentally handicapped," and one who fails to defend universal human rights is morally "crippled." Ultimately, the poem delivers a profound message: the biggest handicap in our world is not the medical condition of disabled individuals, but the negative, discriminatory, and apathetic attitude of so-called "normal" people towards them. The poet urges us to practice true inclusivity and recognize the inherent dignity of all humans. [টনি ওং-এর "হু ইজ ডিজেবলড?" কবিতাটি প্রতিবন্ধকতার প্রচলিত সামাজিক সংজ্ঞাকে চ্যালেঞ্জ করে। এটি যুক্তি দেয় যে প্রকৃত প্রতিবন্ধকতা কোনো শারীরিক বা মানসিক ত্রুটি নয়, বরং সহানুভূতি, নৈতিকতা এবং সামাজিক সচেতনতার অভাব। কবি কিছু শক্তিশালী আলংকারিক প্রশ্নের মাধ্যমে কুসংস্কারাচ্ছন্ন মানুষের ভণ্ডামি তুলে ধরেন। তিনি বলেন, যে ব্যক্তি অন্যের শুধু শারীরিক সীমাবদ্ধতা দেখে এবং তার মনুষ্যত্বকে উপেক্ষা করে, সে-ই প্রকৃত "অন্ধ"। একইভাবে, যে ব্যক্তি ন্যায়বিচারের আর্তনাদ শোনে না সে "বধির", যে অন্যদের বিচ্ছিন্ন করে সে "মানসিকভাবে প্রতিবন্ধী", এবং যে মানবাধিকার রক্ষায় ব্যর্থ হয় সে সামাজিকভাবে "পঙ্গু"। পরিশেষে, কবিতাটি একটি গভীর বার্তা দেয়: আমাদের সমাজের সবচেয়ে বড় প্রতিবন্ধকতা প্রতিবন্ধী ব্যক্তিদের চিকিৎসা সংক্রান্ত অবস্থা নয়, বরং তথাকথিত "স্বাভাবিক" মানুষের নেতিবাচক, বৈষম্যমূলক এবং উদাসীন দৃষ্টিভঙ্গি। কবি আমাদের প্রকৃত অন্তর্ভুক্তিমূলক আচরণ করতে এবং প্রতিটি মানুষের জন্মগত মর্যাদাকে স্বীকৃতি দিতে আহ্বান জানিয়েছেন।] Theme The central theme of the poem is the redefinition of disability and a strong critique of social prejudice and moral apathy. It emphasizes that physical or mental limitations do not make a person disabled; instead, it is discrimination, lack of empathy, and the failure to uphold human rights that constitute true handicap. The poem passionately advocates for humanity, inclusivity, and compassion, highlighting that society's negative mindset is the greatest barrier to equality. [কবিতাটির মূলভাব হলো প্রতিবন্ধকতার পুনর্সংজ্ঞা এবং সামাজিক কুসংস্কার ও নৈতিক উদাসীনতার তীব্র সমালোচনা। এটি জোর দেয় যে শারীরিক বা মানসিক সীমাবদ্ধতা কাউকে প্রতিবন্ধী করে না; বরং বৈষম্য, সহানুভূতির অভাব এবং মানবাধিকার প্রতিষ্ঠায় ব্যর্থতাই হলো প্রকৃত প্রতিবন্ধকতা। কবিতাটি আবেগপূর্ণভাবে মানবতা, অন্তর্ভুক্তি এবং সমবেদনার পক্ষে কথা বলে, এবং তুলে ধরে যে সমাজের নেতিবাচক মানসিকতাই সমতার পথে সবচেয়ে বড় বাধা।] Short Answer Questions 1. How does Tony Wong redefine the traditional concept of "blindness" in this poem? Answer: The poet suggests that physical blindness isn’t nearly as severe as "spiritual" or "social" blindness. He argues that if you look at a person and only see their physical or mental limitations instead of seeing the actual human being inside, then it is you who lacks true vision. To Wong, being unable to recognize someone’s humanity and worth is the most profound form of being unable to see. 2. What does the poem suggest about the "deafness" of society? Answer: Wong uses deafness as a metaphor for a lack of social conscience. He points out that if a person can hear physical sounds but chooses to ignore a "brother's cry for justice," they are effectively deaf to the needs of the world. This implies that true hearing isn't just about processing noise; it’s about listening with empathy and responding to the suffering and pleas for fairness from those around us. 3. Why does the poet link the act of "separating" or isolating someone to being "mentally handicapped"? Answer: The poet makes the bold claim that isolating a "sister" or a fellow human being rather than communicating with them is a sign of a mental or emotional impairment. In this context, being "mentally handicapped" refers to a mind that is so closed off or prejudiced that it cannot interact with others on equal footing. He suggests that a healthy mind is one that embraces connection rather than division. 4. What is the symbolic meaning of being "crippled" according to Tony Wong? Answer: In the poem, being "crippled" is not about a lack of physical mobility, but a lack of moral action. Wong argues that if you have the physical ability to stand but refuse to "stand up" for the rights of all people, your soul and your morality are effectively paralyzed. He views the failure to take a righteous stand for human dignity as a much greater "crippling" than any physical condition. 5. How does the poet justify the claim that our "attitude" is the biggest handicap? Answer: The final lines of the poem deliver its most powerful message: that the medical condition of a person is not the primary obstacle to their progress, but rather the biased mindset of society. A negative or discriminatory attitude creates more barriers—like isolation, lack of justice, and exclusion—than the disability itself ever could. Therefore, the poet views our collective apathy as the greatest "handicap" we face as a civilization. 6. What is the significance of using "Brother" and "Sister" when referring to people with disabilities? Answer: By using familial terms like "brother" and "sister," Wong emphasizes the universal "inextricable connectedness" of all human beings. He is reminding the reader that those with disabilities are not "other" or separate; they are family. This language choice is designed to strip away labels and force the reader to see the shared humanity and rights that bind us all together. 7. How does the poem function as a critique of so-called "normal" people? Answer: The poem is essentially a mirror held up to society. Through a series of rhetorical questions, Wong exposes the hypocrisy of people who consider themselves "able-bodied" while suffering from severe moral and emotional defects like prejudice, indifference, and a lack of empathy. He suggests that these "normal" people are often more impaired than those they pity or marginalize. 8. What role does "Justice" play in Wong’s definition of a functioning society? Answer: Justice is presented as the "cry" that we must be able to hear if we want to call ourselves "whole". The poem argues that a truly inclusive society is one where the rights of every individual are defended. To ignore the call for justice is to fail as a human being, as it represents a total breakdown in our moral "hearing" and our ability to "stand up" for what is right. 9. In what way does this poem advocate for Environmental and Social Justice? Answer: Much like the concept of "Environmental Justice," this poem links the way we treat marginalized individuals to our broader commitment to human rights and equity. It bridges the gap between seeing a person's limitations and recognizing their inherent "dignity and rights". It pushes for a future where "benefits and burdens" are shared fairly across all of humanity. 10. What is the ultimate "call to action" that Tony Wong leaves with his readers? Answer: The poem is an urgent plea for a change in perspective. It asks us to look past physical and mental impairments and focus on "true inclusivity". The poet wants us to realize that the world’s biggest problems aren't medical; they are ethical and social. He calls on us to fix our own "blindness" and "deafness" so that we can collectively build a society where the rights and dignity of every person are respected. Multiple-choice questions based on the poem: 1. According to the poet, you are "blind" if you only see — A) The sky and the rainbow. B) A person's disability instead of the person. C) Your own reflection in a mirror. D) The path while you are walking. 2. Who is "deaf" in this poem? A) A person who cannot hear music. B) A person who cannot hear a car horn. C) A person who does not hear a cry for justice. D) A person who likes quiet places. 3. If you separate your "sister" from you and do not talk to her, the poet calls you — A) A lonely person. B) A blind person. C) A mentally handicapped person. D) A rude brother. 4. The poet says you are "crippled" if you do not — A) Walk fast every day. B) Play sports with your friends. C) Stand up for the rights of all people. D) Exercise your legs. 5. What does the poet say is our "biggest handicap"? A) Not being able to walk. B) Not being able to see. C) Our attitude toward people with disabilities. D) Having a physical illness. 6. Who wrote the poem "Who is Disabled?" A) William Wordsworth. B) Tony Wong. C) Robert Frost. D) Jibanananda Das. 7. In the poem, "Your brother’s cry" is a cry for — A) Food and water. B) Justice. C) Help to cross the road. D) Money. 8. When the poet says "stand up," he means — A) Rising from a chair. B) Supporting and defending someone. C) Being tall. D) Stopping from sitting down. 9. The poet uses "brother" and "sister" to show that all humans are — A) Living in the same house. B) Connected to each other. C) Looking exactly the same. D) Born on the same day. 10. The main message of the poem is that we should — A) Be kind and respect everyone's dignity. B) Only help people who can see. C) Study how the human eye works. D) Move away from people who are different. Detailed Summary of "Who is Disabled?" "Who is Disabled?" by Tony Wong is a provocative and humanitarian poem that challenges the conventional ways society defines disability. Through a series of sharp rhetorical questions, the poet argues that true "handicap" is not a physical or mental impairment, but rather a lack of empathy, social conscience, and moral courage. 1. Redefining Blindness The poem opens by challenging our sense of sight. Wong suggests that if we look at a person and only see their physical disability while failing to recognize the individual human being behind it, then it is we who are truly "blind". Real vision, according to the poet, is the ability to see the inherent dignity and humanity in everyone. 2. The Deafness of Indifference Wong equates physical deafness with a refusal to acknowledge social injustice. He asks that if we are unable or unwilling to "hear" a fellow human’s cry for justice and fairness, then who is actually deaf?. To the poet, ignoring the pleas and sufferings of others is a much more severe form of deafness than a lack of physical hearing. 3. Handicap of the Mind In a striking reversal of labels, the act of isolating others is called a "mental handicap." Wong argues that when we refuse to communicate with a "sister" and instead choose to separate or marginalize her from mainstream society, our own sense of empathy and social awareness is what is truly impaired. A healthy mind is one that seeks connection and inclusion rather than division. 4. Moral Paralysis The poem redefines being "crippled" as a failure to take righteous action. If a person has the physical strength to stand but refuses to "stand up" for the fundamental human rights of all people, they are effectively morally paralyzed. For Wong, the inability to defend human dignity is a far more debilitating "crippling" than any medical condition. 5. The Ultimate Handicap The poem concludes with its most powerful assertion: our collective "attitude" is the world’s biggest obstacle. The poet suggests that negative mindsets, prejudice, and apathetic views toward people with disabilities are the real "handicaps" that prevent human progress and equality. True inclusivity requires us to fix our own social and moral shortcomings. কবিতার বিস্তারিত সারসংক্ষেপ টনি ওং-এর "Who is Disabled?" কবিতাটি প্রতিবন্ধকতা বা অক্ষমতার প্রচলিত সামাজিক সংজ্ঞাকে এক বড় চ্যালেঞ্জ ছুঁড়ে দেয়। কবি এখানে দেখাতে চেয়েছেন যে, প্রকৃত ‘অক্ষমতা’ কোনো শারীরিক বা মানসিক ত্রুটি নয়, বরং সহমর্মিতা, নৈতিকতা এবং সামাজিক সচেতনতার অভাবই হলো আসল প্রতিবন্ধকতা। ১. অন্ধত্বের পুনর্সংজ্ঞা: কবি আমাদের প্রচলিত দৃষ্টিশক্তির ধারণাকে প্রশ্নবিদ্ধ করেছেন। তাঁর মতে, আমরা যদি কোনো মানুষের শারীরিক সীমাবদ্ধতাটিকেই বড় করে দেখি কিন্তু তার ভেতরের ‘মানুষ’টিকে দেখতে ব্যর্থ হই, তবে প্রকৃত অন্ধ আমরাই। কবির দৃষ্টিতে প্রকৃত ‘দৃষ্টি’ হলো প্রতিটি মানুষের জন্মগত মর্যাদা ও মনুষ্যত্বকে চিনতে পারা। ২. বধিরতার নতুন অর্থ: কবি বধিরতাকে সামাজিক উদাসীনতার সাথে তুলনা করেছেন। তিনি প্রশ্ন তুলেছেন, আমরা যদি আমাদের সহমানবের বা ভাইয়ের ন্যায়বিচারের আর্তনাদ (cry for justice) শুনতে না পাই বা তা উপেক্ষা করি, তবে প্রকৃত বধির কে?। অন্যের যন্ত্রণায় বা ন্যায্য দাবিতে সাড়া দিতে না পারাই হলো সবচেয়ে বড় শ্রবণ অক্ষমতা। ৩. মানসিক প্রতিবন্ধকতা ও বিচ্ছিন্নতা: কবিতাটিতে অন্যকে সমাজ থেকে আলাদা করে রাখা বা যোগাযোগ না করাকে ‘মানসিক প্রতিবন্ধকতা’ হিসেবে অভিহিত করা হয়েছে। কবি বলতে চেয়েছেন, আমরা যখন আমাদের সহমানবীকে (sister) আমাদের থেকে বিচ্ছিন্ন করি, তখন আসলে আমাদেরই বিবেক এবং সহমর্মিতা বিকল হয়ে পড়ে। একটি সুস্থ মন সবসময় বিভেদের বদলে সংযোগ এবং অন্তর্ভুক্তি কামনা করে। ৪. নৈতিক পঙ্গুত্ব: কবির দৃষ্টিতে পঙ্গুত্ব কেবল শারীরিক চলাফেরার অক্ষমতা নয়, বরং অন্যায়ের বিরুদ্ধে প্রতিবাদ করতে না পারা। যারা সকল মানুষের মানবাধিকার রক্ষার পক্ষে রুখে দাঁড়ায় না, তারাই আসলে নৈতিকভাবে পঙ্গু এবং সঠিক কাজ করার ক্ষমতা হারিয়েছে। মানুষের মর্যাদা রক্ষায় নিষ্ক্রিয় থাকাই হলো প্রকৃত পঙ্গুত্ব। ৫. সবচেয়ে বড় বাধা বা প্রতিবন্ধকতা: কবিতার শেষ বার্তাটি অত্যন্ত শক্তিশালী। কবি বলেছেন যে, প্রতিবন্ধী ব্যক্তিদের প্রতি আমাদের যে নেতিবাচক দৃষ্টিভঙ্গি বা কুসংস্কার, সেটিই হলো আমাদের সমাজের সবচেয়ে বড় প্রতিবন্ধকতা। তথাকথিত ‘স্বাভাবিক’ মানুষের বৈষম্যমূলক এবং উদাসীন মনোভাবই আসলে সমতা ও অগ্রগতির পথে প্রধান অন্তরায়। এই কবিতাটি আমাদের প্রতিটি মানুষের জন্মগত মর্যাদাকে স্বীকৃতি দিতে এবং একটি প্রকৃত অন্তর্ভুক্তিমূলক সমাজ গঠন করতে উদ্বুদ্ধ করে।

My Heart Leaps up When I Behold / The Rainbow Poet: William Wordsworth My heart leaps up when I behold A rainbow in the sky; So was it when my life began; So is it now I am a man; So be it when I shall grow old, Or let me die! The child is father of the Man; And I could wish my days to be Bound each to each by natural piety. Vocabulary List Behold (See or observe) [লক্ষ্য করা/দেখা], Bound (Tied or connected) [আবদ্ধ/যুক্ত], By (Through the action of) [দ্বারা/মাধ্যমে], Child (A young human being) [শিশু], Days (Periods of twenty-four hours; lifetime) [দিনগুলো/জীবনকাল], Die (Cease to live) [মারা যাওয়া], Each (Every single one) [প্রতিটি], Father (A male parent; creator or origin) [পিতা/স্রষ্টা], Grow (Become larger or older) [বেড়ে ওঠা/হওয়া], Heart (The center of emotion) [হৃদয়], I (First person pronoun) [আমি], In (Inside) [ভিতরে], Is (Exists) [হয়], It (This thing) [ইহা/এটি], Leaps (Jumps suddenly) [লাফিয়ে ওঠে], Let (Allow) [অনুমতি দেওয়া], Life (The existence of an individual) [জীবন], Man (An adult human male) [মানুষ/প্রাপ্তবয়স্ক ব্যক্তি], Me (Objective form of I) [আমাকে], My (Belonging to me) [আমার], Natural (Derived from nature) [প্রাকৃতিক/স্বাভাবিক], Now (At the present time) [এখন], Of (Belonging to) [এর], Old (Having lived for a long time) [বৃদ্ধ], Or (Used to link alternatives) [অথবা], Piety (Reverence or deep devotion) [ভক্তি/ধার্মিকতা], Rainbow (An arch of colors in the sky) [রংধনু], Shall (Will; expressing future tense) [হব/করব], Sky (The region of the atmosphere) [আকাশ], So (In this way) [এমন/এভাবেই], The (Definite article) [টি/টা], To (Expressing motion or direction) [দিকে/প্রতি], Up (Towards a higher place) [উপরে], Was (Past tense of be) [ছিল], When (At what time) [যখন], Wish (Desire or hope) [আশা করা/কামনা করা]. Verse Paraphrase and Translation English Verse Paraphrase Bangla Meaning My heart leaps up when I behold / A rainbow in the sky; The poet's heart fills with sudden joy and excitement whenever he sees a rainbow. আকাশে রংধনু দেখলে আমার হৃদয় আনন্দে নেচে ওঠে; So was it when my life began; / So is it now I am a man; He felt this exact same joy during his childhood, and he still experiences it now as an adult. আমার জীবনের শুরুতেও এমন ছিল; এখন আমি প্রাপ্তবয়স্ক মানুষ, এখনও এমনই আছে; So be it when I shall grow old, / Or let me die! He fervently hopes to continue feeling this joy in his old age, declaring he would rather die than lose it. যখন আমি বৃদ্ধ হব তখনও যেন এমনই থাকে, না হলে আমার মৃত্যু হোক! The Child is father of the Man; The character, traits, and experiences of a child ultimately shape the adult he becomes. শিশুই হলো প্রাপ্তবয়স্ক মানুষের পিতা (অর্থাৎ শৈশবের স্বভাবই মানুষের ভবিষ্যৎ গড়ে দেয়); And I could wish my days to be / Bound each to each by natural piety. He desires that every day of his entire life remains connected by a deep, reverent love and devotion to nature. এবং আমি কামনা করি আমার জীবনের প্রতিটি দিন যেন প্রকৃতির প্রতি গভীর ভক্তিতে একে অপরের সাথে যুক্ত থাকে। Summary William Wordsworth’s short poem, "My Heart Leaps Up," expresses a deep, continuous, and unwavering love for the natural world. The poet states that seeing a beautiful rainbow in the sky makes his heart jump with pure, spontaneous joy. He reflects that this intense emotional reaction to nature has been absolutely consistent throughout his life. He felt it when he was an innocent young child, he feels it right now as a grown man, and he passionately hopes to keep feeling it when he reaches old age. In fact, he powerfully declares that if he ever loses this joyful, emotional connection to nature, he would rather die. The poem introduces the famous paradox, "The Child is father of the Man," meaning that our early childhood experiences and innocent sense of wonder fundamentally shape the adults we ultimately become. Finally, the poet expresses his deepest desire that all the days of his life remain linked together by "natural piety," representing an almost religious devotion and steady, lifelong reverence for the beauty of nature. [উইলিয়াম ওয়ার্ডসওয়ার্থের এই ছোট কবিতাটি প্রাকৃতিক জগতের প্রতি গভীর ও অবিচ্ছিন্ন ভালোবাসার প্রকাশ। কবি বলেছেন যে আকাশে একটি সুন্দর রংধনু দেখলে তাঁর হৃদয় গভীর আনন্দে নেচে ওঠে। তিনি জানান যে প্রকৃতির প্রতি তাঁর এই আবেগপূর্ণ প্রতিক্রিয়া সারা জীবন ধরে একই রকম আছে। শৈশবে তিনি এমনটা অনুভব করতেন, এখন প্রাপ্তবয়স্ক হিসেবেও করেন, এবং বৃদ্ধ বয়সেও তিনি এই আনন্দ অনুভব করতে চান। তিনি ঘোষণা করেন যে, যদি কখনো প্রকৃতির সাথে তাঁর এই আনন্দময় সংযোগ হারিয়ে যায়, তবে তিনি মৃত্যুবরণ করতেই বেশি পছন্দ করবেন। কবিতাটিতে একটি বিখ্যাত রূপক ব্যবহার করা হয়েছে, "শিশুই মানুষের পিতা", যার অর্থ হলো শৈশবের অভিজ্ঞতা এবং বিস্ময়বোধই আমাদের প্রাপ্তবয়স্ক জীবনকে রূপ দেয়। সবশেষে, কবি কামনা করেন যে তাঁর জীবনের প্রতিটি দিন যেন প্রকৃতির প্রতি এক গভীর ভক্তি ও শ্রদ্ধার দ্বারা একে অপরের সাথে যুক্ত থাকে।] Theme The central theme of the poem is the enduring power of nature and the profound importance of maintaining a childlike sense of wonder throughout one's entire life. It emphasizes "natural piety"—a lifelong, almost religious devotion to the beauty of the natural world. The poem suggests that our earliest childhood interactions with nature fundamentally shape our adult identities and provide continuous spiritual nourishment. [কবিতাটির মূলভাব হলো প্রকৃতির চিরন্তন শক্তি এবং সারা জীবন ধরে শৈশবের মতো বিস্ময়বোধ বজায় রাখার গুরুত্ব। এটি "প্রাকৃতিক ভক্তি"-কে জোর দেয়, যা হলো প্রাকৃতিক জগতের সৌন্দর্যের প্রতি আজীবন, প্রায় ধর্মীয় এক অনুরাগ। কবিতাটি ইঙ্গিত দেয় যে প্রকৃতির সাথে আমাদের শৈশবের প্রাথমিক সম্পর্কগুলো আমাদের প্রাপ্তবয়স্ক পরিচয়কে রূপ দেয় এবং অবিরাম আধ্যাত্মিক পুষ্টি জোগায়।] Short Answer Questions 1. What exactly causes the poet’s heart to "leap up"? The poet is talking about that sudden, involuntary rush of joy he feels whenever he catches sight of a rainbow. It’s not just that he thinks it’s pretty; the phrase "leaps up" suggests a physical, spiritual reaction. For Wordsworth, the rainbow represents the grander beauty of the natural world that can still surprise and move a person no matter how many times they’ve seen it. 2. How does the poet describe his reaction to the rainbow across the different stages of his life? Wordsworth makes a point of saying that his feelings haven’t changed as he’s aged. He remembers feeling this way as a young child ("when my life began"), he still feels it now as an adult man, and he desperately hopes that this capacity for wonder will stay with him even when he becomes an old man. To him, the consistency of this joy is what gives his life a sense of continuity. 3. What is the significance of the dramatic phrase "Or let me die!"? It sounds intense, but he’s being quite literal about his values. He is saying that a life without the ability to be moved by nature isn’t a life worth living. If he ever reaches a point where he becomes so cynical or "grown-up" that a rainbow no longer makes his heart leap, he would rather not exist at all, because he believes that spiritual connection to the world is the very essence of being human. 4. Can you explain the meaning behind the famous line: "The child is father of the Man"? This is one of the most famous paradoxes in literature. Wordsworth is suggesting that our adult selves are built entirely on the foundation of our childhood experiences. The "child" is the "father" because the instincts, emotions, and pure way of seeing the world that we have when we are small actually shape and "give birth" to the person we eventually become as adults. We don't just grow out of childhood; we carry it within us. 5. What does Wordsworth mean by "natural piety"? Usually, "piety" refers to religious devotion, but here he calls it "natural." He’s describing a kind of secular, earth-based spirituality. It’s the idea of treating nature with the same reverence and "holy" respect that a person might give to a religion. He wants his devotion to the beauty of the world to be the guiding principle that keeps him grounded and "pure" throughout his life. 6. What is the poet’s specific wish for his "days"? He wishes for his "days to be bound each to each." Essentially, he wants his entire life to feel like one long, unbroken chain. He doesn't want to feel like a different person in old age than he was as a child. He hopes that his love for nature will act as the "thread" that ties every single day of his life together, creating a sense of spiritual wholeness. 7. Who wrote this poem, and what was he known for? The poem was written by William Wordsworth, who was a giant of the Romantic movement in English literature. He was famous for moving away from the stiff, intellectual poetry of the past and focusing instead on common language, deep personal emotions, and, most importantly, a profound, almost mystical love for the natural world. 8. What does the "leaping" of the heart symbolize in this context? The "leaping" heart is a symbol of spontaneous emotion. It represents a state of being where you aren't overthinking things or being "civilized" and cold. Instead, it’s a moment of pure, raw connection to the universe. It’s the opposite of the dull, routine-filled life that many adults fall into; it's a spark of the "divine" or the "eternal" breaking into the everyday. 9. What would you say is the central theme of the poem? The core theme is the preservation of childhood wonder. Wordsworth is arguing that while we have to grow up physically, we should never "grow up" spiritually in a way that makes us lose our awe for the world. He’s celebrating the idea that a truly healthy soul is one that remains connected to its earliest, simplest joys, no matter how much time passes. 10. Why does the poet believe the child serves as a "father" to the adult? He sees children as being closer to a state of grace or truth because they haven't been corrupted by the stresses and complications of adult life yet. Because the child has a direct, unshaded appreciation for beauty, they act as a teacher or a "father" to the adult, reminding the older version of themselves what actually matters in life. Multiple-choice questions based on the text: 1. What specific object in nature causes the poet’s heart to "leap up"? A) A field of daffodils B) A soaring eagle C) A rainbow in the sky D) The rising sun Answer: C) A rainbow in the sky 2. At what stage of his life did the poet first experience this feeling toward nature? A) When he became a man B) When his life began (childhood) C) During his travels abroad D) Only as an old man Answer: B) When his life began (childhood) 3. What is the poet’s attitude toward his future and old age? A) He fears the loss of his physical strength. B) He hopes to remain connected to his childhood wonder. C) He believes nature will eventually become boring. D) He expects to find new interests as he ages. Answer: B) He hopes to remain connected to his childhood wonder. 4. What does the phrase "Or let me die!" suggest about the poet’s values? A) He is suffering from a physical illness. B) Life is not worth living without a spiritual connection to nature. C) He prefers the afterlife to the natural world. D) He is tired of the responsibilities of adulthood. Answer: B) Life is not worth living without a spiritual connection to nature. 5. The famous line "The child is father of the Man" is an example of which literary device? A) Simile B) Metaphor C) Paradox D) Personification Answer: C) Paradox 6. What does the expression "The child is father of the Man" actually mean? A) Children should take care of their parents. B) A man’s adult character is shaped by his childhood experiences. C) Adults are less intelligent than children. D) Fathers should learn how to behave from their sons. Answer: B) A man’s adult character is shaped by his childhood experiences. 7. What does the poet mean by the term "natural piety"? A) Strict adherence to organized religion. B) A deep, instinctive reverence for the beauty of nature. C) Laws created by human society. D) The act of studying science and biology. Answer: B) A deep, instinctive reverence for the beauty of nature. 8. The poet wishes his "days to be / Bound each to each." What does this "binding" symbolize? A) A strict daily schedule. B) A physical chain that connects different stage of life. C) An unbroken spiritual continuity from childhood to old age. D) The relationship between a father and a son. Answer: C) An unbroken spiritual continuity from childhood to old age. 9. What is the overall tone of the poem? A) Melancholic and regretful B) Joyful and reverent C) Angry and rebellious D) Sarcastic and witty Answer: B) Joyful and reverent 10. Which movement in English literature is William Wordsworth most closely associated with? A) The Victorian Era B) The Renaissance C) The Romantic Movement D) Modernism Answer: C) The Romantic Movement Detailed Summary of "My Heart Leaps Up" "My Heart Leaps Up," also famously known as "The Rainbow," is a quintessential Romantic poem written by William Wordsworth in 1802. It serves as a brief but profound meditation on the connection between human beings, nature, and the passage of time. 1. The Spontaneity of Joy The poem begins with the poet describing a visceral, physical reaction to nature: his heart "leaps up" when he sees a rainbow. This is not a mere intellectual appreciation of beauty; it is a "spontaneous overflow of powerful feelings," a hallmark of Wordsworth’s poetic philosophy. To him, the rainbow represents the eternal and majestic presence of the natural world. 2. Continuity Across the Lifespan Wordsworth emphasizes a sense of emotional and spiritual continuity. He notes that this intense joy began in his infancy ("when my life began"), continues in his adulthood ("now I am a man"), and he desperately hopes it will remain with him in his "old age." By linking his past, present, and future through the same emotional response to nature, he seeks a life that feels whole and unbroken. 3. The Rejection of Apathy The poet makes a dramatic declaration: "Or let me die!" He believes that if he ever reaches a point where he becomes so cynical or "mature" that he can no longer feel wonder at a rainbow, his life would lose its essential meaning. For Wordsworth, the ability to be moved by nature is the very soul of human existence. 4. The Famous Paradox The line "The child is father of the Man" is one of the most celebrated paradoxes in English literature. It suggests that our adult identities are not separate from our childhoods; rather, the "Man" is the product of the "Child." The instincts, purity, and unshaded joy of childhood serve as the foundation and teacher (the "father") for the adult’s character and spiritual health. 5. Natural Piety The poem concludes with the wish that his days be "Bound each to each by natural piety." While "piety" usually refers to religious devotion, Wordsworth uses "natural piety" to describe a secular, earth-based spirituality. He wants his life to be a continuous chain of reverence for the natural world, where the child’s innate wonder acts as the link that keeps the adult soul connected to the divine beauty of the universe. Bangla Translation (Summary) উইলিয়াম ওয়ার্ডসওয়ার্থের "My Heart Leaps Up" কবিতাটি রোমান্টিক সাহিত্যের একটি অনন্য নিদর্শন। এর মূল ভাবধারা নিচে বিস্তারিতভাবে আলোচনা করা হলো: ১. প্রকৃতির প্রতি স্বতঃস্ফূর্ত আনন্দ: কবিতাটির শুরুতেই কবি জানিয়েছেন যে, আকাশে রামধনু দেখলে তাঁর হৃদয় এক গভীর আনন্দে আলোড়িত হয়। এই আনন্দ কেবল বাহ্যিক সৌন্দর্যের জন্য নয়, বরং এটি প্রকৃতির সাথে মানুষের এক আধ্যাত্মিক সংযোগের বহিঃপ্রকাশ। ২. নিরবচ্ছিন্ন জীবনপ্রবাহ: কবি এখানে তাঁর জীবনের তিনটি পর্যায়—অতীত (শৈশব), বর্তমান (যৌবন) এবং ভবিষ্যৎ (বার্ধক্য)—কে একটি সুতোয় গেঁথেছেন। তিনি বলতে চেয়েছেন, শৈশবে প্রকৃতির প্রতি তাঁর যে বিস্ময়বোধ ছিল, তা আজও অটুট আছে এবং তিনি আশা করেন বৃদ্ধ বয়সেও তা বজায় থাকবে। ৩. বিস্ময়বোধের গুরুত্ব: কবি অত্যন্ত জোরালোভাবে বলেছেন, "Or let me die!" অর্থাৎ, যদি কখনো এমন দিন আসে যখন প্রকৃতির সৌন্দর্য দেখে তাঁর মনে আর কোনো স্পন্দন জাগবে না, তবে সেই নিরস জীবন যাপন করার চেয়ে তিনি মৃত্যুই শ্রেয় মনে করেন। তাঁর কাছে প্রকৃতির প্রতি এই মুগ্ধতাই জীবনের আসল সার্থকতা। ৪. বিখ্যাত কূটাভাস (Paradox): কবিতার সবচেয়ে শক্তিশালী লাইন হলো— "The child is father of the Man"। এর অর্থ হলো, শৈশবের অভিজ্ঞতা এবং অনুভূতিগুলোই একজন মানুষের ভবিষ্যৎ চরিত্র গঠন করে। শিশু বয়সের সেই সরলতা ও বিশুদ্ধতাই পরিণত বয়সের মানুষকে সঠিক পথের দিশা দেখায় এবং আধ্যাত্মিকভাবে সজীব রাখে। ৫. প্রাকৃতিক ধর্মানুরাগ (Natural Piety): সবশেষে কবি আকাঙ্ক্ষা করেছেন যেন তাঁর জীবনের প্রতিটি দিন "Natural piety" বা প্রকৃতির প্রতি এক সহজাত ও পবিত্র শ্রদ্ধাবোধের মাধ্যমে একে অপরের সাথে যুক্ত থাকে। তিনি চান তাঁর শৈশবের সেই পবিত্র বিস্ময়বোধ যেন সারাজীবন তাঁর সঙ্গী হয়ে থাকে।

From September 1, 1939 H. Auden I sit on one of the dives On Fifty-second Street Uncertain and afraid As the clever hopes expire. Of a low dishonest decade: Waves of anger and fear Circulate over the bright And darkened lands of the earth, Obsessing our private lives; The unmentionable odour of death Offends the September night. Theme: The poem reflects the uncertainty, fear, and disillusionment felt at the onset of World War II. The poem captures the moral and political decay of the 1930s, marked by widespread anger, fear, and a sense of despair about the future. It highlights how global conflict and violence permeate individual lives, creating an atmosphere of dread and hopelessness, particularly as the looming presence of death casts a shadow over the world. Summary: The speaker reflects on the outbreak of World War II, expressing a sense of fear and uncertainty. The poem captures the disillusionment with the political and social decay of the preceding decade, marked by dishonesty and the collapse of idealistic hopes. As waves of anger and fear spread across the world, the speaker notes how global turmoil deeply affects individual lives, filling the air with an ominous sense of death and destruction. Ultimately, the poem portrays a world gripped by war and moral crisis, with little hope for immediate resolution. Paraphrasing "I sit on one of the dives / On Fifty-second Street" I am sitting in one of the bars or low-class establishments located on Fifty-second Street, a place where people go for temporary escape or indulgence. "Uncertain and afraid / As the clever hopes expire." I feel uncertain and fearful, as the intelligent aspirations and optimistic dreams of people are fading or disappearing, perhaps due to the approaching war or political tensions. "Of a low dishonest decade:" Referring to the previous decade, which is described as a time of dishonesty and moral decay, possibly due to the rise of totalitarian regimes or the looming threat of war. "Waves of anger and fear / Circulate over the bright / And darkened lands of the earth," There are widespread feelings of anger and fear that are spreading across both the prosperous and troubled parts of the world. These emotions affect every corner of the earth, regardless of its condition. "Obsessing our private lives;" These negative emotions—anger and fear—are invading and dominating our personal lives, controlling how we think and feel in our daily existence. "The unmentionable odour of death / Offends the September night." The smell of death, something so terrible and distressing that it cannot even be spoken about, fills the night of September with an unbearable presence, making the atmosphere thick with fear and dread. Short Answer Questions 1. What is the speaker's location at the beginning of the poem? At the beginning of the poem, the speaker is located in a "dive" on Fifty-second Street. The term "dive" typically refers to a bar or a low-class, somewhat shabby establishment where people might go to escape from their troubles. The mention of "Fifty-second Street" places the scene in a specific urban setting, possibly in New York City, evoking an atmosphere of disillusionment, decay, and anxiety. This setting symbolizes the speaker's sense of being overwhelmed and disconnected from the larger events unfolding in the world. 2. What feelings does the speaker experience in the poem? The speaker experiences a sense of uncertainty and fear throughout the poem. These feelings arise from the global political turmoil, specifically the impending war that is threatening to engulf the world. The speaker is overwhelmed by the sense of helplessness and anxiety, as the "clever hopes" of society, or the aspirations for peace and progress, are fading away. The speaker is unsure of what the future holds, and this fear is reflected in the somber tone and the imagery of death and destruction that fills the poem. 3. What does the speaker mean by "the clever hopes expire"? "The clever hopes expire" refers to the death of intelligent and optimistic dreams or aspirations. The phrase implies that the rational, well-thought-out hopes for peace, progress, and a better future are slowly fading away in the face of the rising threat of war and political conflict. The use of "clever" emphasizes that these were thoughtful and reasoned hopes, but they are nonetheless being extinguished by the forces of destruction and chaos, particularly as the political situation worsens in Europe during the time leading up to World War II. 4. How does the speaker describe the decade before 1939? The speaker describes the decade preceding 1939 as "a low dishonest decade." The word "low" suggests that this period was marked by moral decay, dishonesty, and a lack of integrity in both individual actions and political dealings. The term "dishonest" specifically alludes to the lies, corruption, and deceit that permeated the politics and actions of the time, especially with the rise of totalitarian regimes in Europe and the failure of diplomacy to prevent war. The speaker's description reflects a deep sense of disillusionment with the past decade and its failure to prevent the global crisis of World War II. 5. What emotions are described as circulating over the lands of the earth? The speaker describes "waves of anger and fear" circulating over the earth. These emotions symbolize the widespread unease, aggression, and panic that are sweeping across the globe as nations prepare for war. The imagery of "waves" suggests that these emotions are not only pervasive but also uncontrollable, washing over all parts of the world, both the "bright" (prosperous and peaceful) and the "darkened" (troubled and war-torn) lands. The emotional turmoil of anger and fear is reflected in the global instability and uncertainty that pervades the atmosphere as World War II looms. 6. How do the feelings of anger and fear affect people's lives? The feelings of anger and fear "obsess" people's private lives, meaning that they dominate people's thoughts, behaviors, and actions. The private, personal lives of individuals are deeply affected by the broader political and social unrest, as the fears of impending war, violence, and death take a mental and emotional toll. People are unable to escape the pervasive atmosphere of fear and anger, which infiltrates even the most intimate aspects of their daily lives. The use of the word "obsessing" suggests that these emotions are overwhelming and inescapable. 7. What is meant by "the unmentionable odour of death"? The "unmentionable odour of death" refers to the pervasive and overwhelming presence of death that hangs in the air, so powerful and horrifying that it cannot be directly discussed. The word "unmentionable" suggests that the idea of death is too terrible to be named or faced openly, but it is an undeniable force that pervades the atmosphere. This metaphorical "odour" symbolizes the impending destruction and loss of life associated with war, and its "offense" to the September night implies that the world is becoming morally and spiritually polluted by the threat of death and violence. 8. How does the "odour of death" impact the night in the poem? The "odour of death" impacts the night by making it unsettling and uncomfortable. The speaker implies that the night itself is tainted by the ominous presence of death, turning what would normally be a peaceful and calm time into something suffocating and oppressive. The "September night" is no longer just a quiet, natural event but is instead filled with dread, anxiety, and the anticipation of doom. This heavy atmosphere reflects the widespread fear and uncertainty that is felt by everyone as war approaches. 9. How does the imagery of "waves of anger and fear" contribute to the poem’s tone? The imagery of "waves of anger and fear" contributes to the poem's tone by amplifying the sense of anxiety, chaos, and inevitability. Waves are large, powerful, and uncontrollable, suggesting that these emotions are not only widespread but also overwhelming and destructive. This image conveys a sense of helplessness and powerlessness in the face of global conflict. The tone of the poem becomes darker and more ominous as these emotions dominate the world, symbolizing the loss of control and the imminent dangers that humanity faces. The tone is one of dread and fatalism, with the speaker unable to escape the oncoming storm of war. 10. Why might the poem be titled "From September 1, 1939"? The title "From September 1, 1939" is significant because it marks the day when World War II began with the German invasion of Poland. This historical date is symbolic of the beginning of widespread global conflict, which is reflected in the themes of fear, anger, and death in the poem. By using this title, Auden anchors the poem in a specific moment in history, conveying the urgency and gravity of the situation. The title also suggests that the speaker is reflecting on the global events from the vantage point of that moment in time, capturing the emotional atmosphere of uncertainty and despair as the world stands on the brink of war. Multiple-choice questions based on the text: 1. Where is the speaker located in the beginning of the poem? a) In a park b) In a dive on Fifty-second Street c) At a coffee shop d) At a military base Answer: b) In a dive on Fifty-second Street 2. What feeling does the speaker express throughout the poem? a) Joy b) Uncertainty and fear c) Hope and optimism d) Confusion and boredom Answer: b) Uncertainty and fear 3. What does the phrase "the clever hopes expire" refer to? a) The loss of intellectual pursuits b) The death of optimistic and intelligent aspirations c) The failure of economic systems d) The end of individual ambitions Answer: b) The death of optimistic and intelligent aspirations 4. How does the speaker describe the decade leading up to 1939? a) A decade of progress b) A decade of peace c) A low and dishonest decade d) A decade of great inventions Answer: c) A low and dishonest decade 5. What emotions are described as circulating over the world? a) Hope and joy b) Anger and fear c) Greed and despair d) Courage and compassion Answer: b) Anger and fear 6. What does the speaker suggest about the impact of anger and fear on people's lives? a) They inspire creativity b) They obsess and dominate private lives c) They lead to solutions d) They encourage rebellion Answer: b) They obsess and dominate private lives 7. What is meant by "the unmentionable odour of death"? a) The smell of a funeral b) The looming presence of death and destruction c) The aroma of war food d) The scent of flowers after a battle Answer: b) The looming presence of death and destruction 8. How does the "odour of death" affect the September night? a) It brings peace b) It makes the night unnaturally quiet c) It makes the night unsettling and offensive d) It gives the night a pleasant smell Answer: c) It makes the night unsettling and offensive 9. Which of the following best describes the tone of the poem? a) Light-hearted and hopeful b) Dismal and fearful c) Celebratory and proud d) Relaxed and peaceful Answer: b) Dismal and fearful 10. Why is the poem titled "From September 1, 1939"? a) It refers to the speaker's birthday b) It marks the beginning of World War II c) It is the day the poem was written d) It signifies the end of a conflict Answer: b) It marks the beginning of World War II Summary of From September 1, 1939 by W. H. Auden: In From September 1, 1939, W. H. Auden reflects on the global crisis that marked the start of World War II. The poem opens with the speaker sitting in a dive bar on Fifty-second Street, feeling uncertain and fearful as the world is on the brink of war. This setting evokes an image of a world in moral and political decay. The speaker expresses disillusionment with the past decade, describing it as "low and dishonest." The "clever hopes" that people once had—hopes for peace, progress, and a better future—are fading away, as tensions rise and the world prepares for war. Waves of anger and fear are sweeping across the world, affecting both prosperous and troubled lands, and dominating people's private lives. The "unmentionable odour of death" symbolizes the unavoidable presence of destruction and death, which the speaker feels permeates the atmosphere, making the night oppressive and unsettling. The poem captures a sense of helplessness in the face of global conflict, as the speaker feels overwhelmed by the intensity of the emotions and the impending disaster. The presence of death is so pervasive that it "offends" the night, transforming what would normally be a peaceful time into a moment of dread. The tone of the poem is somber, reflecting the global anxiety and fear in the lead-up to World War II. Auden’s poem captures the emotional atmosphere of that time, showing how personal lives are haunted by the broader political events, and how the looming war overshadows everything. The poem also suggests the moral and intellectual failure of the era, as the "clever hopes" of previous generations have been extinguished, leaving people to face the grim reality of war. Theme: The theme of From September 1, 1939 centers on the global fear, anger, and uncertainty that marked the beginning of World War II. The poem reflects the emotional and moral decay of the time, highlighting the loss of hope and the pervasive presence of death and destruction. Through vivid imagery and somber tone, Auden conveys the sense of helplessness and dread that defined the period leading up to the war. Bangla Translation (Summary) ডব্লিউ. এইচ. অডেনের লেখা "১ সেপ্টেম্বর, ১৯৩৯" এর সারাংশ: ডব্লিউ. এইচ. অডেন "১ সেপ্টেম্বর, ১৯৩৯" -এ দ্বিতীয় বিশ্বযুদ্ধের সূচনালগ্নে বিশ্বব্যাপী সঙ্কটের প্রতিফলন ঘটান। কবিতাটি শুরু হয় বক্তা পঞ্চাশ-সেকেন্ড স্ট্রিটের একটি ডাইভ বারে বসে থাকা অবস্থায়, অনিশ্চিত এবং ভীত বোধ করেন, কারণ বিশ্ব যুদ্ধের দ্বারপ্রান্তে। এই পরিবেশ নৈতিক ও রাজনৈতিক অবক্ষয়ের এক চিত্র তুলে ধরে। বক্তা গত দশকের প্রতি হতাশা প্রকাশ করেন, এটিকে "নীচ এবং অসৎ" হিসাবে বর্ণনা করেন। মানুষের একসময়ের "চতুর আশা" - শান্তি, অগ্রগতি এবং উন্নত ভবিষ্যতের আশা - ম্লান হয়ে যাচ্ছে, উত্তেজনা বৃদ্ধির সাথে সাথে এবং বিশ্ব যুদ্ধের জন্য প্রস্তুত হওয়ার সাথে সাথে। বিশ্বজুড়ে ক্রোধ এবং ভয়ের ঢেউ বয়ে যাচ্ছে, যা সমৃদ্ধ এবং অস্থির উভয় ভূমিকেই প্রভাবিত করছে এবং মানুষের ব্যক্তিগত জীবনকে প্রভাবিত করছে। "মৃত্যুর অনির্দিষ্ট গন্ধ" ধ্বংস এবং মৃত্যুর অনিবার্য উপস্থিতির প্রতীক, যা বক্তা পরিবেশে ছড়িয়ে আছে বলে মনে করেন, রাতকে নিপীড়ক এবং অস্থির করে তোলে। কবিতাটিতে বিশ্বব্যাপী সংঘাতের মুখে অসহায়ত্বের অনুভূতি ফুটে উঠেছে, কারণ বক্তা আবেগের তীব্রতা এবং আসন্ন বিপর্যয়ের দ্বারা অভিভূত বোধ করেন। মৃত্যুর উপস্থিতি এতটাই বিস্তৃত যে এটি রাতকে "বিক্ষুব্ধ" করে, যা সাধারণত একটি শান্তিপূর্ণ সময়কে আতঙ্কের মুহূর্তে রূপান্তরিত করে। কবিতার সুরটি বিষণ্ণ, দ্বিতীয় বিশ্বযুদ্ধের আগে বিশ্বব্যাপী উদ্বেগ এবং ভয়কে প্রতিফলিত করে। অডেনের কবিতাটি সেই সময়ের আবেগময় পরিবেশকে ধারণ করে, দেখায় যে কীভাবে ব্যক্তিগত জীবন বিস্তৃত রাজনৈতিক ঘটনাবলীর দ্বারা আচ্ছন্ন এবং কীভাবে আসন্ন যুদ্ধ সবকিছুকে ঢেকে ফেলে। কবিতাটি সেই যুগের নৈতিক ও বৌদ্ধিক ব্যর্থতারও ইঙ্গিত দেয়, কারণ পূর্ববর্তী প্রজন্মের "চতুর আশা" নিভে গেছে, মানুষকে যুদ্ধের ভয়াবহ বাস্তবতার মুখোমুখি হতে বাধ্য করেছে। Vocabulary from the Poem Dive English: A low, shabby establishment, typically a bar. Bangla: একটি নিম্নমানের স্হান, সাধারণত একটি বার। Uncertain English: Not able to be sure about something. Bangla: অস্থির, সন্দেহজনক, নিশ্চিত না হওয়া। Afraid English: Feeling fear or anxiety. Bangla: ভীত, আতঙ্কিত। Expire English: To come to an end or die out. Bangla: শেষ হওয়া, মারা যাওয়া। Dishonest English: Not truthful or fair. Bangla: অসত্, মিথ্যাবাদী। Waves English: A rhythmic movement or flow. Bangla: তরঙ্গ, ধারা। Obsessing English: To dominate or preoccupy the mind continually. Bangla: পাগলপারা করা, মাথায় ঘুরে ঘুরে আসা। Odour English: A smell, especially an unpleasant one. Bangla: গন্ধ, বিশেষত অপ্রীতিকর গন্ধ। Offends English: To cause someone to feel upset or insulted. Bangla: আঘাত করা, অপমান করা। Bright English: Giving off light; full of hope or energy. Bangla: উজ্জ্বল, আশাবাদী। Darkened English: Made dark or gloomy. Bangla: অন্ধকার, নিরাশ। Lands English: Areas of the earth's surface, often used to describe countries or regions. Bangla: জমি, অঞ্চল। Clever English: Quick to understand, learn, or apply ideas. Bangla: চতুর, বুদ্ধিমান। Blunder'd English: To make a careless mistake. Bangla: ভুল করা, গাফিলতি। Reply English: A response to a question or statement. Bangla: উত্তর, প্রতিক্রিয়া। Reason English: The power of the mind to think, understand, and form judgments logically. Bangla: যুক্তি, চিন্তা। Volley'd English: To fire a number of things at once. Bangla: একসাথে ছোঁড়া, হামলা করা। Thunder'd English: To make a loud sound, like thunder. Bangla: গর্জন করা, প্রচণ্ড আওয়াজ করা। Sabring English: To strike with a sabre (a type of sword). Bangla: তলোয়ার দিয়ে আঘাত করা। Plunged English: To jump or dive into something with force. Bangla: তীব্রভাবে ঝাঁপানো, ডুবে যাওয়া।

📝 ঢাকা বোর্ড বহুনির্বাচনি অভীক্ষা বাংলা – বাংলা ২য় [২০২৬ সালের সিলেবাস অনুযায়ী] Subject Code: 102 | Set: Ga (গ) Questions 1–15 'বসার সময় নেই, তাই যেতে হচ্ছে।' বাক্যটিতে কোন যোজক নির্দেশ করেছে? (ক) সাপেক্ষ যোজক (খ) কারণ যোজক ✓ (গ) বিরোধ যোজক (ঘ) বিকল্প যোজক 'সাবাশ! এমন খেলাই তো চেয়েছিলাম।' এই বাক্যটিতে কোন ধরনের আবেগ প্রকাশ পেয়েছে? (ক) করুণা আবেগ (খ) বিস্ময় আবেগ (গ) প্রশংসা আবেগ ✓ (ঘ) সিদ্ধান্ত আবেগ গঠনগত দিক দিয়ে বাক্যকে কয় ভাগে ভাগ করা যায়? (ক) ৫ ভাগে (খ) ৪ ভাগে (গ) ২ ভাগে (ঘ) ৩ ভাগে ✓ 'আমি সকাল থেকে বসে আছি।' বাক্যে 'সকাল থেকে' কোন বর্গের উদাহরণ? (ক) ক্রিয়া বিশেষণ বর্গ ✓ (খ) বিশেষ্য বর্গ (গ) ক্রিয়া বর্গ (ঘ) বিশেষণ বর্গ উদ্দেশ্যের প্রসারক কোথায় বসে? (ক) বিধেয়ের পূর্বে (খ) উদ্দেশ্যের পূর্বে ✓ (গ) কর্মের পূর্বে (ঘ) উদ্দেশ্য ও বিধেয়ের পূর্বে 'বিপদ আসে এবং সঙ্গে দুঃখও আসে।' গঠন অনুযায়ী বাক্যটি কোন প্রকারের? (ক) সরল (খ) জটিল (গ) যৌগিক ✓ (ঘ) মিশ্র 'অপূর্ব' শব্দটির মধ্যে কোন ধরনের অর্থের পরিবর্তন লক্ষ করা যায়? (ক) অর্থের উন্নতি ✓ (খ) অর্থ প্রসার (গ) অর্থ-বদল (ঘ) অর্থ-সংকোচন 'গোঁফ খেজুরে' বাগধারাটির অর্থ কী? (ক) খুব চৌকস (খ) বড়ো গোঁফ (গ) অতি অলস ✓ (ঘ) চাটুকার স্বরবর্ণের মোট কয়টি সংক্ষিপ্ত রূপ রয়েছে? (ক) ৭টি (খ) ৮টি (গ) ১০টি ✓ (ঘ) ৯টি 'ভাই' শব্দের মধ্যে কোন কোন স্বরধ্বনি আছে? (ক) আ + ই ✓ (খ) অ + ই (গ) আ + এ (ঘ) আ + উ কোনগুলো অঘোষ ব্যঞ্জন? (ক) ক, চ ✓ (খ) গ, জ (গ) ত, দ (ঘ) ছ, ঝ 'ষ্ণ' যুক্তবর্ণটির স্বরূপ কী? (ক) ক + ষ (খ) হ + ম (গ) ষ + ণ ✓ (ঘ) য + ণ যে সব শব্দাংশ শব্দমূলের পূর্বে বসে নতুন শব্দ গঠন করে তাকে কী বলে? (ক) প্রত্যয় (খ) সমাস (গ) অনুসর্গ (ঘ) উপসর্গ ✓ 'সুদিন' শব্দে 'সু' উপসর্গটি কী অর্থে ব্যবহৃত হয়েছে? (ক) চমৎকার (খ) ভালো ✓ (গ) সম্পূর্ণ (ঘ) বিশেষ কৃৎ প্রত্যয় দিয়ে সাধিত শব্দকে কী বলা হয়? (ক) কৃদন্ত পদ ✓ (খ) তদ্ধিতান্ত পদ (গ) সমস্ত পদ (ঘ) বিভক্তিযুক্ত পদ 'কাজলকালো' এর সঠিক ব্যাসবাক্য কোনটি? (ক) কাজল ও কালো (খ) কালো যে কাজল (গ) কাজলের মতো কালো ✓ (ঘ) কাজল রূপ কালো 'আকাশ' শব্দের প্রতিশব্দ কোনটি? (ক) নভ ✓ (খ) অনল (গ) তিমির (ঘ) বারি নিচের কোনটি গুণ-বিশেষ্য? (ক) জনতা (খ) আকাশ (গ) বাহিনী (ঘ) সরলতা ✓ 'মৃদু' শব্দটির বিপরীতার্থক শব্দ কোনটি? (ক) হালকা (খ) লঘু (গ) প্রবল ✓ (ঘ) মুখর পূর্ণ স্বরধ্বনি ও অর্ধস্বরধ্বনি একত্রে উচ্চারিত হলে তাকে কী বলে? (ক) অনুনাসিক স্বরধ্বনি (খ) সম্মুখ স্বরধ্বনি (গ) পশ্চাৎ স্বরধ্বনি (ঘ) দ্বিস্বরধ্বনি ✓ 'উপাদান' শব্দটির অর্থ কী? (ক) বালিশ (খ) উপকরণ ✓ (গ) আবরণ (ঘ) অলংকার ধ্বনির প্রতীককে কী বলে? (ক) অক্ষর (খ) বর্ণ ✓ (গ) বর্ণমালা (ঘ) চিহ্ন শ, স, হ-এ তিনটি কোন ধ্বনির উদাহরণ? (ক) উষ্ম ব্যঞ্জন ✓ (খ) নাসিক্য ব্যঞ্জন (গ) পার্শ্বিক ব্যঞ্জন (ঘ) কম্পিত ব্যঞ্জন 'পাউরুটি' কোন ভাষার শব্দ? (ক) ফরাসি (খ) তুর্কি (গ) পর্তুগিজ ✓ (ঘ) আরবি নিচের কোনটি ক্রিয়া-বিশেষ্য? (ক) দীনতা (খ) পরিবার (গ) আঙন (ঘ) পাঠানো ✓ পরস্পর নির্ভরশীল দুটি সর্বনামকে কোন সর্বনাম বলে? (ক) প্রশ্নবাচক (খ) নির্দেশক (গ) সাপেক্ষ ✓ (ঘ) পারস্পরিক 'খুব ভালো খবর'—বাক্যে 'খুব' কোন বিশেষণ? (ক) ভাববাচক ✓ (খ) গুণবাচক (গ) নির্দিষ্টতাবাচক (ঘ) উপাদানবাচক 'শিক্ষক ছাত্রকে বই দিলেন।' এই বাক্যে 'দিলেন' কোন ক্রিয়া? (ক) সকর্মক ক্রিয়া (খ) অকর্মক ক্রিয়া (গ) দ্বিকর্মক ক্রিয়া ✓ (ঘ) সংযোগ ক্রিয়া গঠন বিবেচনায় ক্রিয়া বিশেষণকে কয়ভাগে ভাগ করা যায়? (ক) ২ ভাগে ✓ (খ) ৩ ভাগে (গ) ৪ ভাগে (ঘ) ৫ ভাগে নিচের কোন বাক্যে ক্রিয়াজাত অনুসর্গের ব্যবহার হয়েছে? (ক) মাথার উপরে নীল আকাশ। (খ) কার কাছে গেলে জানা যাবে? ✓ (গ) মন দিয়ে লেখাপড়া করা দরকার। (ঘ) এমন কাজ তোমার দ্বারা হবে না।

এসএসসি ২০২৬: বাংলা ২য় পত্র চূড়ান্ত সাজেশন ১. প্রতিবেদন (Report Writing) (যেকোনো ১টি প্রশ্নের উত্তর দিতে হবে) বৃক্ষরোপণের গুরুত্ব ও প্রয়োজনীয়তা ⭐⭐⭐⭐⭐ সড়কের দুরবস্থা ও প্রতিকার ⭐⭐⭐⭐⭐ মাতৃভাষা দিবসের অনুষ্ঠানমালা ⭐⭐⭐⭐⭐ নবীনবরণ ও বিদায় সংবর্ধনা অনুষ্ঠান ⭐⭐⭐ ২. সারাংশ (সদ্য অংশ) (সারাংশ ও সারমর্ম থেকে মোট ১টি উত্তর করতে হবে) অভাব আছে বলেই জগৎ বৈচিত্র্যময় ⭐⭐⭐⭐⭐ মানুষের মূল্য কোথায়? চরিত্র, মনুষ্যত্ব ⭐⭐⭐⭐⭐ অভ্যাস ভয়ানক জিনিস ⭐⭐⭐⭐⭐ বিদ্যা মানুষের মূল্যবান সম্পদ ⭐⭐⭐⭐⭐ মাতৃস্নেহের তুলনা নেই ⭐⭐⭐⭐⭐ তুমি বসন্তের কোকিল ⭐⭐⭐ মহা সমুদ্রের শত বৎসরের ⭐⭐ ৩. সারমর্ম (পদ্য অংশ) দৈন্য যদি আসে আসুক, লজ্জা কিবা তাহে ⭐⭐⭐⭐⭐ বসুমতী কেন তুমি এতই কৃপণা ⭐⭐⭐⭐⭐ কোথায় স্বর্গ কোথায় নরক ⭐⭐⭐⭐⭐ এসেছে নতুন শিশু তাকে ছেড়ে দিতে হবে স্থান ⭐⭐⭐⭐⭐ আসিতেছে শুভ দিন ⭐⭐⭐ ধন্য আশা কুহকিনী ⭐⭐ শৈশবে সদুপদেশ যাহার ⭐⭐ ৪. ভাব-সম্প্রসারণ (২টি থেকে ১টি প্রশ্নের উত্তর দিতে হবে) গদ্য অংশ: মানুষ বাঁচে তার কর্মের মধ্যে, বয়সের মধ্যে নয় (কীর্তিমানের মৃত্যু নেই) ⭐⭐⭐⭐⭐ ভোগে সুখ নেই, ত্যাগেই প্রকৃত সুখ ⭐⭐⭐⭐⭐ দুর্জন বিদ্বান হলেও পরিত্যাজ্য ⭐⭐⭐⭐⭐ জন্ম হোক যথা তথা কর্ম হোক ভালো ⭐⭐⭐ বই কিনে কেউ দেউলিয়া হয় না ⭐⭐ পদ্য অংশ: অন্যায় যে করে আর অন্যায় যে সহে ⭐⭐⭐⭐⭐ গ্রন্থগত বিদ্যা আর পরহস্তে ধন ⭐⭐⭐⭐⭐ মেঘ দেখে কেউ করিসনে ভয় ⭐⭐⭐⭐⭐ ক্ষুধার রাজ্যে পৃথিবী গদ্যময় ⭐⭐⭐ ৫. প্রবন্ধ রচনা (Essay) (৩টি থেকে ১টি প্রশ্নের উত্তর দিতে হবে) মাদকাসক্তি ও তার প্রতিকার ⭐⭐⭐⭐⭐ কৃষিকাজে বিজ্ঞান ⭐⭐⭐⭐⭐ সময়ানুবর্তিতা ⭐⭐⭐⭐⭐ বাংলাদেশের মুক্তিযুদ্ধ ⭐⭐⭐⭐⭐ বাংলাদেশের পর্যটন শিল্প ⭐⭐⭐ বাংলাদেশের প্রাকৃতিক দুর্যোগ ⭐⭐⭐ বাংলাদেশের উৎসব ⭐⭐ অদম্য অগ্রযাত্রায় বাংলাদেশ ⭐⭐

📝 ঢাকা বোর্ড বহুনির্বাচনি অভীক্ষা বাংলা – প্রথম পত্র [২০২৬ সালের সিলেবাস অনুযায়ী] বিষয় কোড সেট সময় পূর্ণমান ১০১ ঘ ৩০ মিনিট ৩০ বিশেষ দ্রষ্টব্য:  সরবরাহকৃত বহুনির্বাচনি অভীক্ষার উত্তরপত্রে প্রশ্নের ক্রমিক নম্বরের বিপরীতে প্রদত্ত বর্ণসম্বলিত বৃত্তসমূহ হতে সঠিক/সর্বোৎকৃষ্ট উত্তরের বৃত্তটি বল পয়েন্ট কলম দ্বারা সম্পূর্ণ ভরাট কর। প্রতিটি প্রশ্নের মান ১। সকল প্রশ্নের উত্তর দিতে হবে। প্রশ্নপত্রে কোনো প্রকার দাগ/চিহ্ন দেয়া যাবে না। ১। 'আমি তো মরে যাব, চলে যাবো, রেখে যাব সবই' গানের কথার সাথে 'সেই দিন এই মাঠ' কবিতার কোন ভাবের সঙ্গতি আছে? (ক) মৃত্যু চেতনা (খ) প্রকৃতির বহমানতা  ✅ (গ) মানুষের স্বপ্নময়তা (ঘ) কৃত্রিমতার ধ্বংস ২। কপোতাক্ষ নদের জলকে কবি কীসের সাথে তুলনা করেছেন? (ক) নিশার স্বপন (খ) স্নেহের তৃষ্ণা (গ) মাতৃদুগ্ধ  ✅ (ঘ) মায়ামন্ত্রধ্বনি ৩। 'বোশেখ' কবিতায় ঝড়ো হাওয়া কার ঘর উড়িয়ে নিয়ে যায়? (ক) চাষির (খ) দুঃখী মায়ের (গ) টুনটুনি পাখির (ঘ) বাবুই পাখির  ✅ ৪। 'তোমাকে পাওয়ার জন্যে, হে স্বাধীনতা' কবিতায় বর্ণিত মাঝির নাম কী? (ক) সগীর আলী (খ) মতলব মিয়া  ✅ (গ) করিম শেখ (ঘ) রুস্তম শেখ ৫। 'আমি কোনো আগন্তুক নই' কবিতায় ডুমুরের ডালে কোন পাখি বসে আছে? (ক) শালিক (খ) দোয়েল (গ) টুনটুনি (ঘ) মাছরাঙা  ✅ ৬। 'বৃষ্টি' কবিতায় কবি কোথায় শিহরণ দেখতে পাচ্ছেন? (ক) মাঠে (খ) অরণ্যে  ✅ (গ) পথে (ঘ) প্রান্তরে ৭। আসমানের তারাকে কবি সাক্ষী মেনেছেন কেন? (ক) সৌন্দর্যের কারণে (খ) উজ্জ্বলতার কারণে (গ) শাশ্বত অবস্থানের কারণে  ✅ (ঘ) কবির খুব পছন্দের কারণে নিচের উদ্দীপকটি পড়ে ৮ ও ৯ নং প্রশ্নের উত্তর দাও: সকলের তরে সকলে আমরাপ্রত্যেকে মোরা পরের তরে ৮। উদ্দীপকের সাথে 'উমর ফারুক' কবিতার কোন চরণের সাদৃশ্য দেখা যায়? (ক) অর্ধপৃথিবী করেছ শাসন ধুলার তখতে বসি (খ) উষ্ট্রের পিঠে আরাম করিয়া রহিবে বসি (গ) তোমারে এমন চোখের পানিতে স্মরিগো সর্বদাই (ঘ) আমি লয়ে যাব বহিয়া এ-সব দুখিনী মায়ের ঘরে  ✅ ৯। উদ্দীপক ও 'উমর ফারুক' কবিতায় ফুটে উঠেছে— (i) পরোপকার (ii) আত্মত্যাগ (iii) মানব সেবা নিচের কোনটি সঠিক? (ক) i ও ii (খ) i ও iii (গ) ii ও iii (ঘ) i, ii ও iii  ✅ ১০। 'এশিরিয়া ধুলো আজ' বলতে কবি কী বুঝিয়েছেন? (ক) সভ্যতা ক্ষণস্থায়ী  ✅ (খ) মৃত্যু অনিবার্য (গ) প্রকৃতি চিরন্তন (ঘ) সময় বহমান ১১। বৃষ্টির দিনে রুহি বারান্দায় খেলছিল। হঠাৎ দেখল চারদিক মেঘের ঘন আঁধারের মাঝে অপূর্ব এক আভা এলো। 'বৃষ্টি' কবিতার প্রেক্ষিতে রুহি কী দেখতে পেল? (ক) বিদগ্ধ-আকাশ (খ) পুবের হাওয়া (গ) মেঘের আড়ালে লুকায়িত সূর্য (ঘ) বিদ্যুৎ-রূপসি পরি  ✅ ১২। 'সাকিনা বিবির কপাল ভাঙল'— এই কথাটি দ্বারা কী বোঝানো হয়েছে? (ক) কপালে আঘাত লাগা (খ) বাড়ি পুড়ে যাওয়া (গ) সম্ভ্রম হারানো (ঘ) বিধবা হওয়া  ✅ ১৩। সম্রাট বাবরের পুত্রের নাম কী? (ক) হুমায়ুন  ✅ (খ) আকবর (গ) শাহজাহান (ঘ) আওরঙ্গজেব ১৪। 'বাতায়ন' শব্দের অর্থ কী? (ক) বাতাস (খ) জানালা  ✅ (গ) বারান্দা (ঘ) দেয়াল ১৫। 'প্রত্যুপকার' গল্পে খলিফা মামুনের প্রিয়পাত্র কে ছিলেন? (ক) দামেস্কের শাসনকর্তা  ✅ (খ) আলী ইবনে আব্বাস (গ) জনৈক সম্ভ্রান্ত ব্যক্তি (ঘ) জনৈক প্রজা ১৬। প্রতাপের প্রধান শখ কী ছিল? (ক) ছিপ ফেলে মাছ ধরা  ✅ (খ) তেঁতুল তলায় বসা (গ) সুভার সাথে গল্প করা (ঘ) অকর্মণ্য হয়ে বসে থাকা ১৭। বাণীকণ্ঠের কান্নার কারণ কী ছিল? (ক) গৃহত্যাগের কষ্ট (খ) সুভাকে পাত্রস্থ করা (গ) পিতৃ হৃদয়ের কাতরতা  ✅ (ঘ) সুভার দুরবস্থা কল্পনা নিচের উদ্দীপকটি পড়ে ১৮ ও ১৯ নং প্রশ্নের উত্তর দাও: ফুলের গন্ধে ঘুম আসে না, একলা জেগে রই;মাগো আমার কোলের কাছে কাজলা দিদি কই? ১৮। উদ্দীপকে প্রকাশিত ভাব 'আম-আঁটির ভেঁপু' গল্পের কোন দিকটিকে তুলে ধরেছে? (ক) মানুষের চিরায়ত শৈশব (খ) গ্রাম বাংলা প্রকৃতি (গ) মা-বাবার শাশ্বত রূপ (ঘ) ভাই-বোনের সম্পর্ক  ✅ ১৯। উদ্দীপকে 'আম-আঁটির ভেঁপু' গল্পের যে দিকটি অনুপস্থিত— (i) দারিদ্র্যের চিত্র (ii) দুরন্তপনা (iii) প্রকৃতি ঘনিষ্ঠতা নিচের কোনটি সঠিক? (ক) i ও ii  ✅ (খ) ii ও iii (গ) i ও iii (ঘ) i, ii ও iii ২০। 'মানুষ মুহম্মদ (স.)' প্রবন্ধে উল্লিখিত 'সুমহান প্রতিশোধ' কথাটি দ্বারা নবিজির কোন গুণটি তুলে ধরা হয়েছে? (ক) অনুগ্রহ (খ) সাধুতা (গ) মহত্ত্ব  ✅ (ঘ) ত্যাগ ২১। 'বাসক পাতা, তুলসি পাতা কাশির জন্য খুব উপকারী এবং তুলসি পাতার চা ব্যথানাশক।'— এ বক্তব্যে 'নিমগাছ' গল্পের নিমগাছের সঙ্গে কোন দিকের মিল রয়েছে? (ক) সৌন্দর্যে (খ) অবয়বে (গ) অবহেলায় (ঘ) কল্যাণে  ✅ ২২। লাইব্রেরিকে হাসপাতালের ওপরে স্থান দেওয়ার কারণ— (i) মনোরোগের চিকিৎসা করা (ii) স্বশিক্ষিত হওয়া (iii) উচ্চ শিক্ষা অর্জন নিচের কোনটি সঠিক? (ক) i ও ii  ✅ (খ) i ও iii (গ) ii ও iii (ঘ) i, ii ও iii ২৩। 'শিক্ষা ও মনুষ্যত্ব' প্রবন্ধ অনুসারে মুক্তির জন্য কয়টি উপায় অবলম্বন করতে হবে? (ক) দুই  ✅ (খ) তিন (গ) চার (ঘ) পাঁচ ২৪। কোনটির মাঝে বাদাম-কিসমিস লুকোচুরি খেলছিল? (ক) মুরগির রোস্টে (খ) শামী-কাবাবে (গ) মাংসের কোরমাঁয়  ✅ (ঘ) কোফতা-পোলাওয়ে ২৫। 'প্রত্যুপকার' শব্দের অর্থ কী? (ক) অপকার করা (খ) উপকার অস্বীকার করা (গ) উপকার করা (ঘ) উপকারীর উপকার করা  ✅ ২৬। সুভাদের গ্রামের নাম কী? (ক) মনিপুর (খ) চণ্ডীপুর  ✅ (গ) ভবানীপুর (ঘ) মনোহরপুর ২৭। 'মাটির ভিতরে শিকড় অনেক দূরে চলে গেছে'— এখানে 'শিকড়' বলতে বোঝানো হয়েছে— (ক) নারীর সংসারের জালে আবদ্ধতা  ✅ (খ) শিকড়ের বিস্তৃতি (গ) নিমগাছের অবদান (ঘ) নিমগাছটির স্থিরতা নিচের উদ্দীপকটি পড়ে ২৮ ও ২৯ নং প্রশ্নের উত্তর দাও: ভাষার দাবি আদায়ের লক্ষ্যে তরুণ ছাত্রনেতা পলাশ রাজপথে নামে, মিছিল করে, স্লোগান দেয়, জনতার মধ্যে উঠে ভাষণ দেয়। জীবনের মায়া ত্যাগ করে পুলিশের সামনে বুক পেতে দেয়, ঝাঁঝরা হয়ে যায় তার বুক। ২৮। উদ্দীপকের পলাশ 'একুশের গল্প' ছোটগল্পের কোন চরিত্রের সাথে তুলনীয়? (ক) রাহাত (খ) রেণু (গ) তপু  ✅ (ঘ) গল্পকথক ২৯। উদ্দীপকের ঘটনার প্রেক্ষাপট যেভাবে 'একুশের গল্প' ছোটগল্পের সাথে সাদৃশ্যপূর্ণ— (i) ভাষা আন্দোলন (ii) মুক্তিযুদ্ধ (iii) তরুণের আত্মত্যাগ নিচের কোনটি সঠিক? (ক) i ও ii (খ) i ও iii  ✅ (গ) ii ও iii (ঘ) i, ii ও iii ৩০। 'কপোতাক্ষ নদ' কবিতায় কোন চরণের মধ্যে সংশয়বোধ প্রকাশ পেয়েছে? (ক) সতত, হে নদ, তুমি পড় মোর মনে। (খ) বহু দেশ দেখিয়াছি বহু নদ-দলে; (গ) লইছে যে নাম তব বঙ্গের সংগীতে। (ঘ) আর কি হে হবে দেখা? যতদিন যাবে,  ✅

Cambridge 20 IELTS Reading Test -4 Reading Passage 1: Georgia O’Keeffe Q Answer Keywords Location Analytical Explanation 1 teacher studied art, worked as a, various places in the USA Passage 1, Paragraph 2, lines 6–8 The text states she "studied the techniques of traditional painting" (studied art) and subsequently "became an art teacher and taught in elementary schools, high schools, and colleges in Virginia, Texas, and South Carolina" (various places). 2 charcoal created drawings using, exhibited in New York City Passage 1, Paragraph 3, lines 1–4 The passage explains that O’Keeffe began experimenting "with creating abstract compositions in charcoal" and that Stieglitz later "exhibited the drawings... at his gallery on Fifth Avenue, New York City." 3 skyscrapers moved to New York, famous for, paintings of the city’s Passage 1, Paragraph 5, lines 1–3 The text notes that by the mid-1920s in New York, O'Keeffe was "widely known [famous] for the architectural pictures that dramatically depict the soaring skyscrapers of New York." 4 flowers innovative close-up paintings of Passage 1, Paragraph 5, lines 4–5 & Paragraph 6 The text refers to her "magnified images [close-up] depicting flowers". The following paragraph elaborates that enlarging these details made them appear abstract and established her as an "innovative" modernist. 5 bones went to New Mexico, initially inspired to paint, many Passage 1, Paragraph 8, lines 1–3 Upon going to New Mexico, she found new inspiration: "at first [initially], it was the numerous [many] sun-bleached bones she came across... that sparked her imagination [inspired her]." 6 landscape continued to paint various features, formed the dramatic, New Mexico for over forty years Passage 1, Paragraph 8, lines 6–9 The text concludes that it was the region’s "spectacular [dramatic] landscape, with its unusual geological formations... that held the artist’s imagination for more than four decades [over forty years]." 7 rivers travelled widely by plane, later years, clouds and, seen from above Passage 1, Paragraph 10, lines 2–3 The passage states that flying in planes inspired her later work: "aerial views [seen from above] of rivers and expansive paintings of the sky viewed from just above clouds." 8 FALSE style greatly influenced, changing fashions in art Passage 1, Paragraph 1, lines 2–4 The text explicitly contradicts the prompt, stating: "Remarkably, she remained independent from shifting art trends [changing fashions] and her work stayed true to her own vision." 9 TRUE finished high school, already made her mind up, career Passage 1, Paragraph 2, lines 3–5 The text directly supports this: "By the time she graduated from high school in 1905 [finished high school], she had determined to make her way as an artist [made her mind up about her career]." 10 FALSE Alfred Stieglitz first discovered, she sent some abstract drawings to his gallery Passage 1, Paragraph 3, lines 3–5 The text states she "sent some of these drawings to a friend in New York, who showed them to... Alfred Stieglitz." She did not send them directly to his gallery. 11 TRUE subject of Stieglitz’s photographic work, many years Passage 1, Paragraph 4, lines 5–7 The text confirms this, noting their relationship was recorded in "Stieglitz’s celebrated black-and-white portraits of O’Keeffe [she was the subject], taken over the course of twenty years [many years]." 12 NOT GIVEN paintings of the patio, Abiquiú, among the artist’s favourite works Passage 1, Paragraph 9 The text mentions the patio with its black door was "particularly inspirational" and she painted it over thirty times, but it never explicitly states or measures whether these were her favourite works. 13 NOT GIVEN greater quantity of work, 1950s to 1970s, than at any other time Passage 1, Paragraph 10 While the text mentions she produced her "last two major series" during this time and increased the size of her canvases, it does not compare the total quantity of paintings to her earlier decades. Reading Passage 2: Adapting to the effects of climate change Q Answer Keywords Location Analytical Explanation 14 C plant functions as a natural protection, coastlines Passage 2, Paragraph C, lines 3–6 Paragraph C describes how "coastal mangroves: ecosystems of trees and shrubs [plants]... help defend coastal areas [protection for coastlines]" by trapping sediment and dampening waves. 15 A prediction, how long to stop noticing effects Passage 2, Paragraph A, lines 3–5 Paragraph A includes the specific prediction: "scientists forecasting that global warming would continue for around 40 years" even if we stopped all emissions tomorrow. 16 D solution, cost-effective Passage 2, Paragraph D, lines 8–10 Paragraph D explicitly notes the financial benefit of amphibious floating houses: "It’s much cheaper [cost-effective] than permanently elevating houses... about a third of what it would cost..." 17 F technology used to locate areas most in need Passage 2, Paragraph F, lines 5–7 Paragraph F mentions the specific technology: "Using a Geographic Information System data mapping tool, the programme identified streets with low tree canopy cover [located areas most in need]." 18 pumps stormwater-management programme, Miami Beach, installation of efficient Passage 2, Paragraph B, lines 6–8 The text states that in addition to raising roads for the programme, "the city has set up new pumps that can remove up to 75,000 litres of water per minute" (which proves their efficiency). 19 dams construction of, first stage, ensure success of mangroves, Indonesia Passage 2, Paragraph C, lines 9–11 The passage explains that Wetlands International started out (the first stage) by "building semi-permeable dams... to mimic the role of mangrove roots and create favourable conditions for mangroves to grow back." 20 float rising floodwaters, Mekong Delta, building houses that can Passage 2, Paragraph D, lines 1–3 The text notes that as floodwaters rose in the Mekong Delta, traditional homes were modified and "had been built to float." 21 crops rising sea levels, Bangladesh, introduce various, suitable for areas of high salt content Passage 2, Paragraph E, lines 6–8 Due to high salinity, ICCO Cooperation is helping 10,000 farmers "start cultivating naturally salt-tolerant crops" (which include carrots, potatoes, cabbage, etc.). 22 trees project in LA, increased the number of, city’s streets Passage 2, Paragraph F, lines 2–3 The passage mentions the Cool Streets LA programme (project) includes "the planting of trees" to help lower the average temperature. 23 B essential to adopt strategies, involve and help residents Passage 2, Paragraph C, lines 14–16 Susanna Tol (B) states: "it’s critical [essential] that we transition towards multifunctional approaches that... engage and benefit communities [involve and help residents]." 24 E interventions which reduce heat, vital for our survival Passage 2, Paragraph F, lines 4–5 Greg Spotts (E) emphasizes this urgency: "Urban cooling [reducing heat] is literally a matter of life and death [vital for our survival] for our future in LA." 25 A more work will need to be done, future decades Passage 2, Paragraph B, lines 11–12 Yanira Pineda (A) acknowledges the long-term reality: "We know that in 20, 30, 40 years [future decades], we’ll need to go back in there and adjust [more work] to the changing environment." 26 C number of locations requiring action, grown in recent years Passage 2, Paragraph D, lines 6–7 Elizabeth English (C) points out that "this technology is becoming necessary in places that didn’t previously need it," signifying that the locations requiring flood adaptations have grown. Reading Passage 3: A new role for livestock guard dogs Q Answer Keywords Location Analytical Explanation 27 D example, one predator, protected by introduction of guard dogs Passage 2, Paragraph D, lines 4–7 Paragraph D illustrates how the cheetah (one predator) is protected because introducing guard dogs reduces livestock losses, leading farmers to be "less likely to kill predators." 28 G optimistic suggestion, positive developments Passage 2, Paragraph G, lines 7–9 Paragraph G concludes with a highly optimistic outlook: "So if we can get this right, there may be a bright future [optimistic suggestion] for guard dogs in promoting harmonious coexistence..." 29 B description, methods used by guard dogs, keep predators away Passage 2, Paragraph B, lines 3–5 Paragraph B describes their operational methods: "The dogs will place themselves between the livestock and any threat, barking loudly. If necessary, they will chase away predators..." 30 C claims by different academics, successful way of protecting Passage 2, Paragraph C Paragraph C lists successful statistical claims from biologist Silvia Ribeiro (90% success in Portugal) and researchers Linda van Bommel and Chris Johnson (65% stopped predation in Australia). 31 B reference, how dogs gain their skills Passage 2, Paragraph B, lines 2–3 & 6 Paragraph B details how the dogs acquire their skills: they are "raised from an early age with the animals" and "Their initial training is to make them understand that livestock is going to be their life." 32 D use of guard dogs may save lives of both Passage 2, Paragraph D, lines 8–11 Julie Young (D) highlights this dual benefit: "If ranchers don’t have a dead cow [saving livestock], they will not make a call to apply for a permit to kill a wolf [saving wild animals]." 33 E claims of change in behaviour, may not be totally accurate Passage 2, Paragraph E, lines 2–4 Bethany Smith (E) found 88% of farmers claimed they stopped killing predators, but warned that "such self-reported results must be taken with a pinch of salt" (may not be totally accurate). 34 B negative results if use, not sufficiently widespread Passage 2, Paragraph E, lines 7–9 Silvia Ribeiro (B) warns: "If we are not working with everybody [not sufficiently widespread], we are transferring the wolf pressure to the neighbour’s herd and he can use poison... [negative result]." 35 C best way of protecting, as long as, appropriately handled Passage 2, Paragraph C, lines 8–10 Linda van Bommel (C) claims: "If they are managed and used properly [appropriately handled], livestock guard dogs are the most efficient control method that we have [best way]..." 36 A teaching a guard dog, needs a different focus, teaching a house guard dog Passage 2, Paragraph B, lines 7–9 Dan Macon (A) notes a difference in training focus: "too much human affection makes it a great dog for guarding the front porch [house dog], rather than a great livestock guard dog." 37 jackals Namibia, rise in deaths, other predators, particularly Passage 2, Paragraph F, lines 5–7 The text points out the unintended consequence in Namibia: despite protecting cheetahs, "the number of jackals killed by dogs and people actually increased [rise in deaths]." 38 diseases dogs could have, affect other species Passage 2, Paragraph F, lines 8–9 The passage warns of epidemiological effects: guard dogs "have been found to spread diseases to wild animals, including endangered Ethiopian wolves." 39 food reduce the amount of, available to wild animals Passage 2, Paragraph F, line 10 The text notes that the guard dogs "may also compete with other carnivores for food," which directly reduces the amount of food available to the wild predators. 40 foxes help birds protecting nests, threatened by predators such as Passage 2, Paragraph G, lines 3–4 Guard dogs offer the unexpected benefit of protecting ground-nesting birds in fields, "where foxes would normally raid them" (acting as the specific predator threat).

Cambridge 20 IELTS Reading Test -3 Reading Passage 1: Frozen Food Q Answer Keywords Location Analytical Explanation 1 potatoes conserved nutritional value, 2000 years ago, freezing then drying Passage 1, Paragraph 1, lines 3–6 The text explains that 2,000 years ago, Andean inhabitants froze and then dried "potatoes" in the sun, which "preserved their nutritional value" (conserved). 2 butter 1851, kept cool, adapted trains Passage 1, Paragraph 2, lines 4–6 The passage states that in 1851, railroads put blocks of ice in insulated rail cars (adapted trains) to transport "butter" from New York to Boston. 3 meat Two kinds of, shipped to England Passage 1, Paragraph 4, lines 2–4 Australian cattlemen realized they could "export meat across the oceans," sending a shipment of "beef and mutton" (which represent two kinds of meat) to England in 1880. 4 crystals quick-freezing methods, did not spoil Passage 1, Paragraph 7, lines 1–3 Birdseye developed quick-freezing techniques that "reduced the damage that crystals caused" (Paragraph 4 explains that these crystals previously burst cells and spoilt the flavor). 5 cellophane packaging products, product was visible Passage 1, Paragraph 7, lines 4–6 The prompt asks for the material used to keep the product visible. Birdseye introduced "cellophane, the first transparent material... which allowed consumers to see the quality." 6 tin popular, shortage of Passage 1, Paragraph 9, lines 1–3 The passage explains that frozen food boomed in the 1940s because canned foods were rationed "to save tin for the war effort." Rationing implies a shortage of this material. 7 refrigerator 1950s, large number of homes had a Passage 1, Paragraph 9, lines 4–6 By the 1950s, the technology became affordable, and specifically by 1953, "33 million US families [a large number of homes] owned a refrigerator." 8 NOT GIVEN ice transportation, made Boston ship owners very wealthy Passage 1, Paragraph 2, lines 2–4 The text mentions that Boston ship owners "had enormous blocks of Arctic ice towed all over the Atlantic," but it never comments on their financial status or whether this made them "very wealthy." 9 TRUE disadvantage, freezing process, affected the taste Passage 1, Paragraph 4, lines 5–7 The text confirms this negative effect, explaining that when crystals expanded and burst cells, it "spoilt the flavor and texture of the food" (flavor = taste). 10 FALSE travelled to Labrador, in order to learn, Inuit froze fish Passage 1, Paragraph 5, lines 2–4 The text states Birdseye "went to Labrador in Canada to trap and trade furs." While he was there, he happened to become fascinated by the Inuit freezing fish, but that was not his initial purpose for traveling. 11 TRUE Swanson Foods invested, great deal of money, promotion Passage 1, Paragraph 10, lines 4–5 The passage confirms this by stating Swanson launched the TV Dinner "with the help of a clever name and a huge advertising budget" (invested a great deal of money in promotion). 12 FALSE Swanson Foods developed, new style of container Passage 1, Paragraph 10, lines 6–7 The text contradicts this by stating the TV Dinner was "served in the same segmented aluminum tray that was used by airlines," meaning they reused an existing design, rather than developing a new one. 13 NOT GIVEN US frozen food industry, currently the largest Passage 1, Paragraph 11 The text provides extensive financial figures about the US frozen food industry today ($67 billion annually), but it never compares it to other countries to definitively claim it is the "largest in the world." Reading Passage 2: Can the planet’s coral reefs be saved? Q Answer Keywords Location Analytical Explanation 14 v Section A Passage 2, Section A, Paragraph 2 Paul Pearce-Kelly outlines two distinct goals for the exhibit: 1) "we want to show people how wonderful they are" and 2) "we also want to highlight the research and conservation efforts" (Two clear educational goals). 15 ii Section B Passage 2, Section B, lines 3–6 The paragraph describes how algae provide nutrients and coral provides protection. The writer explicitly calls this a "comfortable symbiotic relationship," aligning with the heading "Cooperation beneath the waves." 16 iv Section C Passage 2, Section C, lines 1–4 The section highlights how the phrase 'rainforests of the sea' is "dismissed by some naturalists, including David Attenborough." This represents a clear disagreement about the accuracy of a certain phrase. 17 vii Section D Passage 2, Section D, lines 4–8 The section lists ongoing menaces and issues a stark warning: "scientists advise that more than 90% of reefs could be lost by 2050 unless urgent action is taken" (A warning of further trouble ahead). 18 iii Section E Passage 2, Section E, lines 1–8 This paragraph details actions scientists are taking to mitigate damage: pinpointing hardy corals, increasing breeding rates, and spawning artificially to "help in restoring blighted reefs" (Working to lessen the problems). 19 vi Section F Passage 2, Section F, lines 5–8 The text focuses on the psychological aim of the displays: to "encourage them to believe that we can do something to save the planet's reefs," which perfectly matches the goal of "Promoting hope." 20/21 C, E TWO, causes of damage Passage 2, Section D, lines 4–6 The text explicitly lists multiple threats. "Pollution by humans" matches C (contamination from waste), and "ocean current changes" matches E (alterations in the usual flow of water). A, B, and D are not listed. 22/23 B, D TWO, true of researchers at London Zoo Passage 2, Section E, lines 4–8 Researchers aim to find species that "can survive best in warm, acidic waters," matching B (identify corals that can cope well). They also aim to "try to increase coral breeding rates," matching D (speed up reproduction). 24 tentacles Corals have a number of, collect their food Passage 2, Section B, lines 1–2 The text explains that corals consist of polyps "with tentacles for capturing small marine creatures" (capturing = collect their food). 25 protection Algae gain, inside the coral Passage 2, Section B, lines 3–4 The text notes that the algae living within the polyps "in turn get protection." 26 colour Increases in the warmth, remove Passage 2, Section D, lines 2–3 The passage explains that "Rising ocean temperatures [increases in warmth] are triggering bleaching events that strip reefs of their colour" (strip = remove). Reading Passage 3: Robots and us Q Answer Keywords Location Analytical Explanation 27 A Martin Rees, humans will need to restrict, abilities Passage 3, Paragraph 7, lines 6–8 Rees states: "we should ensure that robots remain as no more than 'idiot savants' lacking the capacity to outwit us..." Ensuring they lack capacity means artificially restricting their abilities for our safety. 28 C Kathleen Richardson, risk of robots harming us, less serious Passage 3, Paragraph 9, lines 3–5 Richardson notes that "as robots have never shown themselves to be a threat to humans, it seems unlikely that they ever will." She implies human fear exaggerates the actual risk, making it less serious than believed. 29 B Daniel Wolpert, many decades, as imaginative Passage 3, Paragraph 5, lines 5–7 Wolpert argues: "Expecting a machine close to the creative intelligence [imaginative] of a human within the next 50 years [many decades] would be highly ambitious." 30 A Martin Rees, start considering, treating robots fairly Passage 3, Paragraph 4, lines 6–8 Rees ponders the future moral questions: "Should we feel guilty about exploiting [sophisticated robots]? Should we fret if they are underemployed, frustrated, or bored?" This is the essence of considering fair treatment. 31 B Daniel Wolpert, more help to us on Earth than in space Passage 3, Paragraph 2, lines 4–6 Wolpert explicitly states: "Using robots to gather resources nearer to home [on Earth] would seem to be a better use of our robotic tools" than sending them to colonise other planets. 32 A Martin Rees, high-quality science fiction, accurate Passage 3, Paragraph 10, lines 2–4 Rees advises students to read "first-rate science fiction" instead of "second-rate science," concluding it is "perhaps no more likely to be wrong" (meaning the high-quality fiction may be just as accurate). 33 C Kathleen Richardson, look forward to robots developing greater intelligence Passage 3, Paragraph 9, lines 5–6 Richardson notes that fear is not universal: "Not all fear [robots]; many people welcome machine intelligence" (meaning they look forward to its development). 34 C Richardson and Rees, similar views, ethical aspect Passage 3, Paragraphs 1 & 3 Rees argues colonised planets should be "preserved" rather than modified ("terraforming"). Richardson thinks "colonisation" is morally dubious and we shouldn't "impose a particular model." Both argue ethically against making major changes to other planets for our benefit. 35 B Rees and Wolpert, share an opinion, extent of Passage 3, Paragraphs 4 & 5 Rees points out robots can beat humans at chess but lack sensory awareness. Wolpert notes machines can navigate better but lack visual/speech reliability. Both are outlining the exact limits (extent) of the advances made in machine intelligence so far. 36 D Wolpert disagrees with Richardson, question of Passage 3, Paragraphs 8 & 9 Wolpert argues "we have already seen the damaging effects... in the form of computer viruses" (harm already done). Richardson argues "none have in fact risen up and challenged human supremacy." They directly disagree on whether AI has already caused harm. 37 B Richardson, fear of machines Passage 3, Paragraph 6, lines 3–5 Richardson believes the fear stems from "humans' tendency to personify inanimate objects: we create machines based on representations of ourselves." This perfectly matches attributing human characteristics to non-human entities. 38 C Rees, cause for concern Passage 3, Paragraph 7, lines 3–5 Rees worries that computer networks "could behave like a single 'brain' with a mind of its own, and with goals that may be contrary to human welfare." This describes AI developing independent thought. 39 B Wolpert emphasise, science fiction Passage 3, Paragraph 11, lines 4–5 Wolpert notes: "Interestingly, almost no science fiction envisages a future without robots." This emphasizes how essential and fundamental robots are to the very existence of the sci-fi genre. 40 C Richardson doing, comment about reality and fantasy Passage 3, Paragraph 12, lines 7–10

Cambridge 20 IELTS Reading Test -2 Reading Passage 1: Manatees Q Answer Keywords Location Analytical Explanation 1 tail look similar to dugongs, differently shaped Passage 1, Paragraph 1, lines 3–5 The text states that dugongs and manatees "look quite alike", but highlights a contrast: "However, the manatee has a broad, rounded tail, whereas the dugong’s is fluked..." which proves it is differently shaped. 2 flippers use their, turn their bodies, look sideways Passage 1, Paragraph 2, lines 3–4 The text explains that because of their short neck, "To see something on its left or its right [look sideways], a manatee must turn its entire body, steering with its flippers." 3 hairs / hair sense vibrations, water, on their skin Passage 1, Paragraph 2, lines 9–10 The passage explicitly notes that manatees "have some hairs covering their bodies [on their skin] which help them sense vibrations in the water around them." 4 seagrasses eat mainly aquatic vegetation, such as Passage 1, Paragraph 3, line 1 The prompt asks for an example of the aquatic vegetation they eat. The text states: "Seagrasses and other marine plants make up most of a manatee’s diet." 5 lips grasp and pull up plants Passage 1, Paragraph 4, lines 4–5 The text explains that instead of having incisors to grasp food, "manatees have lips which function like a pair of hands to help tear food away [pull up plants] from the seafloor." 6 buoyancy regulate, bodies, muscles of diaphragm, store air Passage 1, Paragraph 5, lines 5–6 The text notes: "It’s thought that manatees use their muscular diaphragm and breathing to adjust [regulate] their buoyancy." 7 TRUE West Indian manatees, variety of different aquatic habitats Passage 1, Paragraph 6, lines 2–3 The text confirms this by listing multiple distinct environments: "fresh water and salt water, taking advantage of coastal mangroves and coral reefs, rivers, lakes and inland lagoons." 8 NOT GIVEN Florida manatee, warmer waters, Antillean manatee Passage 1, Paragraph 6 The text details the locations of both subspecies and mentions the Florida manatee seeks "warmed water" in winter. However, it never directly compares the two to state which subspecies lives in warmer waters overall. 9 FALSE African manatee, range is limited, coastal waters Passage 1, Paragraph 7, lines 1–3 The text explicitly contradicts the statement that they are limited to the coast by adding: "The species also makes use of rivers, with the mammals seen in landlocked countries such as Mali and Niger." 10 NOT GIVEN loss of Amazonian manatees, mid-twentieth century, only revealed many years later Passage 1, Paragraph 8, lines 4–6 The passage provides the data for the mid-twentieth century loss ("140,000 Amazonian manatees were killed between 1935 and 1954"). However, it gives absolutely no information regarding when this loss was "revealed" to the public or scientists. 11 TRUE predicted, West Indian manatee populations will fall, coming decades Passage 1, Paragraph 9, lines 1–2 The text clearly confirms this prediction, stating that both subspecies of the West Indian manatee "are also expected to undergo a decline [predicted to fall] of 20% over the next 40 years [coming decades]." 12 NOT GIVEN risk, entanglement and plastic consumption, increased significantly, 2009-2020 Passage 1, Paragraph 9, lines 3–5 The text provides specific case numbers for the 2009-2020 period (1,800 cases, 700 involving manatees). However, it never compares these numbers to previous decades, so it's impossible to say if the risk "increased significantly." 13 TRUE legislation, reduce likelihood, boat strikes, Florida Passage 1, Paragraph 9, lines 6–8 The passage states that "laws" (legislation) in parts of Florida "limit boat speeds during winter, allowing slow-moving manatees more time to respond," which is done specifically to mitigate "boat strikes". Reading Passage 2: Procrastination Q Answer Keywords Location Analytical Explanation 14 B false assumptions, why people procrastinate Passage 2, Paragraph B, lines 1–2 The paragraph opens by addressing widespread false assumptions: "Contrary to popular belief, procrastination is not due to laziness or poor time management." 15 F realisation, others also procrastinate Passage 2, Paragraph F, lines 10–11 The author suggests a cognitive framing strategy: "We should remind ourselves that we’re not the first person to procrastinate, nor the last." This is the psychological realization that others do it too. 16 B neurological evidence, link, procrastination and emotion Passage 2, Paragraph B, lines 6–9 The text cites "brain imaging" (neurological evidence) which shows that "areas of the brain linked to detection of threats and emotion regulation are actually different in people who chronically procrastinate..." 17 laziness result of, inability to organise time efficiently Passage 2, Paragraph B, lines 1–2 The summary notes people falsely believe it's caused by an inability to organize time ("poor time management" in the text). The text pairs this with another commonly blamed false trait: "laziness". 18 anxious damage self-esteem, cause us to feel Passage 2, Paragraph B, lines 4–6 The text explains that we put tasks off if thinking about them "threatens our sense of self-worth [damages self-esteem] or makes us anxious..." 19 threats brain regions, regulating emotions, identifying Passage 2, Paragraph B, lines 7–9 Brain imaging showed actual physical differences in the brain regions linked to "emotion regulation" and the "detection of [identifying] threats." 20 exams Emotionally loaded, difficult, typical example Passage 2, Paragraph C, lines 1–2 The text explicitly provides an example: "Tasks that are emotionally loaded or difficult, such as preparing for exams, are prime candidates for procrastination." 21 perfectionists likely to procrastinate, low self-esteem Passage 2, Paragraph C, lines 2–4 The text identifies two specific groups who procrastinate: "People with low self-esteem..." and "Another group of people who tend to procrastinate are perfectionists..." 22 guilt followed by a feeling of, worsens mood Passage 2, Paragraph C, lines 10–12 The text notes that the immediate mood repair is temporary, and "Afterwards [followed by], people tend to be left with a sense of guilt that not only increases their negative mood [worsens mood]..." 23/24 A, C comparisons, employees who procrastinate, those who do not Passage 2, Paragraph D, lines 12–14 A US survey found that employees who procrastinated had "less annual income" (A: Their salaries are lower) and "less employment stability" (C: They don't keep their jobs for as long). B, D, and E are not discussed. 25/26 A, E recommendations, getting out of a cycle Passage 2, Paragraph F, lines 4 & 9 The author recommends cognitive strategies to "fend off distractions that can occupy our minds" (E: avoiding things that stop us concentrating) and advises that we should "not be overly critical of ourselves" (A: not judging ourselves harshly). Reading Passage 3: Invasion of the Robot Umpires Q Answer Keywords Location Analytical Explanation 27 NO DeJesus, shared decision-making Passage 3, Paragraph 1, lines 3–5 The text explicitly contradicts the idea of "shared" decision-making: "Instead of making any judgments himself about a strike, DeJesus had decisions fed to him through an earpiece..." He merely relayed the machine's call. 28 YES amend size of strike zone, criticisms from players Passage 3, Paragraph 4, lines 1–3 The text states that "players complained [criticisms] about some strange calls. In response, MLB decided to tweak the dimensions [amend the size] of the zone..." 29 NOT GIVEN justify money spent, improving accuracy Passage 3, Paragraph 4 While MLB Commissioner Rob Manfred argues the ABS device is "near-perfect" and "good for the game," there is absolutely no mention of the cost, money spent, or any effort to justify financial investments. 30 NO hundred-mile-an-hour fastball, more exciting style Passage 3, Paragraph 6, lines 9–12 The passage states the exact opposite. The fast pitch "flattened the game into strikeouts, walks, and home runs—a type of play lacking much action." Since fans equate action with excitement, this made it less exciting. 31 NOT GIVEN differing proposals, alterations to baseball bat, fierce debate Passage 3, Paragraph 7, lines 1–3 The text notes Sword's team "brainstormed" and "talked about changing—from changing the bats to changing the geometry of the field." However, it never states that this brainstorm resulted in a "fierce debate." 32 YES ABS, changes to shape, feasible Passage 3, Paragraph 7, lines 4–6 The text confirms that changing the shape is highly feasible: "once you get the technology right, you can load any strike zone you want into the system. 'It might be a triangle, or a blob...'" 33 F MLB wanted human umpires, shout out decisions Passage 3, Paragraph 2, lines 1–3 The text states MLB "wanted human umpires to announce the calls, just as they would have done in the past." "In the past" corresponds perfectly to phrase F (former roles). 34 D umpire’s job, required a, whether a ball was a strike Passage 3, Paragraph 2, lines 4–5 The text notes: "Previously, calling a strike was a judgment call on the part of the umpire." A "judgment call" is synonymous with phrase D (subjective assessment). 35 H crosses through a, extending approximately, knee to chest Passage 3, Paragraph 2, lines 6–8 A strike happens if a pitch "passes through the 'strike zone (an imaginary zone about seventeen inches wide...)." An "imaginary zone" maps directly to phrase H (perceived area). 36 B over strike calls, not uncommon Passage 3, Paragraph 3, lines 1–3 The passage states: "...countless arguments between a team’s manager and the umpire have taken place over its boundaries..." Countless arguments is another way of saying B (numerous disputes). 37 G first game, strike calls were met with Passage 3, Paragraph 2, lines 8–10 During that very first game, DeJesus announced the calls and "there was no heckling and no shouted disagreement. Nobody said a word." This perfectly describes G (total silence). 38 B suggest about ABS, fifth paragraph Passage 3, Paragraph 5, lines 5–8 Former pitcher Frank Viola nostalgically recalls that umpires used to "reward skill" and there was a "dialogue between pitcher and umpire." The writer suggests ABS removes this human nuance, matching B (It may reduce some of the appeal of the game). 39 D Morgan Sword says, introduction of ABS Passage 3, Paragraph 6, lines 2–4 Sword states ABS was part of a larger project to make baseball more exciting "since executives are terrified of losing younger fans." This directly aligns with D (an attempt to ensure baseball retained a young audience). 40 C why writer includes views, Noe and Russo Passage 3, Paragraph 9, lines 7–12 Noe says algorithms "take the hard choices of living out of life." Russo argues that perfect technology isn't reality and asks, "What is there to talk about?" Both suggest that removing human error ruins the fun, ma

Reading Passage 1: The kākāpō Q Answer Keywords Location Analytical Explanation 1 FALSE other parrots, share, inability to fly Passage 1, Paragraph 2, lines 4–5 The text explicitly defines the kākāpō as "the world’s only flightless parrot." The absolute word "only" directly contradicts the statement that there are "other parrots" with this inability. 2 FALSE Adult kakapo, produce chicks, every year Passage 1, Paragraph 4, lines 1–2 The statement claims they breed annually ("every year"). However, the text restricts their breeding to "only in years when food is plentiful," making it conditional rather than annual. 3 FALSE male kakapo, bring food, nesting females Passage 1, Paragraph 4, lines 2–3 The question suggests males assist in feeding. The text negates this by stating, "Males play no part in incubation or chick-rearing – females alone... feed the chicks." 4 NOT GIVEN Polynesian rat, greater threat, Polynesian settlers Passage 1, Paragraph 5, lines 3–6 The passage states that settlers ate the kākāpō and that the introduced Polynesian rat "also preyed" on them. However, it never compares the two to declare which one caused more damage (a "greater threat"). 5 TRUE transferred, Rakiura Island, other locations, feral cats Passage 1, Paragraph 8, lines 1–3 The text establishes a clear cause-and-effect: "predation by feral cats on Rakiura Island led to a rapid decline" and "As a result, the surviving population was evacuated to three island sanctuaries" (transferred to other locations). 6 TRUE Recovery Plan initiative, caring for struggling young birds Passage 1, Paragraph 9, lines 7–8 The question's phrase "caring for struggling young birds" is a direct paraphrase of the text's description of the Recovery Plan's intensive management, which involved "rescuing and hand-raising any failing chicks." 7 bulbs diet consists of, various parts of a tree Passage 1, Paragraph 3, last line The notes list "fern fronds" and "parts of a tree" (leaves, roots, bark). The missing item in this list from the text is "bulbs", which completes the summary of their entirely vegetarian diet. 8 soil nests are created, where eggs are laid Passage 1, Paragraph 4, line 4 The prompt asks for the location where the eggs are laid to create nests. The text explicitly states: "The 1-4 eggs are laid in soil, which is repeatedly turned over..." 9 feathers Polynesian settlers, used to make clothes Passage 1, Paragraph 5, lines 3–4 The question requires the material used for "clothes". The text states early settlers used the bird's "feathers to make soft cloaks" (a synonym for clothes). 10 deer animal, introduced, ate, food sources Passage 1, Paragraph 5, lines 8–9 The prompt requires the name of the animal introduced by Europeans that consumed the kākāpō’s food. The text identifies "deer" as the species that "depleted the remaining forests of food." 11 1980 definite sighting, female kākāpō, Rakiura Island Passage 1, Paragraph 7, lines 6–7 The notes require a specific year. The text explains that while males were found in 1977, it wasn't until "1980 it was confirmed females were also present." 12 funding Recovery Plan, included an increase in Passage 1, Paragraph 9, lines 1–3 The prompt looks for what was increased alongside the 1996 Recovery Plan. The text mentions a new committee and "a higher amount (increase) of funding." 13 stakeholders current goal, Recovery Plan, maintain involvement Passage 1, Paragraph 11, lines 4–5 The prompt asks who needs to maintain involvement. The text states the goal is to "ensure stakeholders continue to be fully engaged (maintain involvement) in the preservation." Reading Passage 2: To Britain Q Answer Keywords Location Analytical Explanation 14 C research problems, few surviving large elms Passage 2, Section C, Paragraph 2, lines 2–4 The writer notes that "opportunities are limited" (a research problem) specifically because the number of these "mature survivors is relatively small" (few surviving large elms). 15 G difference of opinion, value, reintroducing Passage 2, Section G, lines 3–9 This section contrasts two distinct views: Karen Russell argues the "environmental case... is strong," while Matt Elliot is "wary" and sees it as "replacing a native species with a horticultural analogue." 16 B how Dutch elm disease, brought into Britain Passage 2, Section B, lines 3–5 This paragraph traces the exact origin of the catastrophic second epidemic, explaining it was "triggered by shipments of elm from Canada" that came "in the form of logs." 17 E conditions, enabled a location, escape Passage 2, Section E, lines 6–8 The text explains the specific environmental condition—"Strong winds from the sea"—that protects the coastal city of Brighton (a location in Britain) from the beetle attacks. 18 C stage, young elms, vulnerable Passage 2, Section C, Paragraph 1, lines 4–6 The text specifies the exact developmental stage when the trees become a target: "Once the trunk of the elm reaches 10-15 centimetres or so in diameter, it becomes a perfect size for beetles..." 19 B Karen Russell, infected, damage rapidly becomes visible Passage 2, Section F, lines 7–9 Karen Russell states, "The effects are very quick" and notes that within just four to six weeks, susceptible trees "show leaf loss," meaning the visual damage is rapid. 20 A Matt Elliot, better to wait and see, mature elms, flourish Passage 2, Section G, lines 11–12 Matt Elliot advises against active planting of analogues, arguing instead for a 'wait and see' approach: "Sometimes the best thing you can do is just give nature time to recover..." 21 B Karen Russell, explanation, survival, some mature elms Passage 2, Section C, Paragraph 2, lines 4–6 Karen Russell questions the mechanics of survival (Avoidance, tolerance, resistance?) and insists there must be a logical explanation, stating, "I don't see how it can be entirely down to luck." 22 C Peter Bourne, insects carrying disease, not very far away Passage 2, Section E, last two lines Peter Bourne highlights the proximity of the danger, warning that "the threat is right on our doorstep" and beetles could "just march in" if Brighton isn't careful. 23 A Matt Elliot, understand the effect, prominent the tree once was Passage 2, Section A, lines 6–8 Matt Elliot notes that people only truly grasp the devastation when they look at old 1960s photographs and "realise the impact [elms had]... They were significant, large trees." 24 oak hundreds of years, more popular, elm Passage 2, Section D, lines 1–2 The prompt asks for the only tree more popular than elm. The text states that "For centuries, elm ran a close second to oak," making oak the only one ahead of it. 25 flooring 18th century, grown to provide wood, boxes Passage 2, Section D, lines 6–7 The text notes that in the 18th century, elm wood was utilized for "storage crates (boxes) and flooring." 26 keel strength, mining equipment, Cutty Sark Passage 2, Section D, lines 8–10 The prompt asks what part of the Cutty Sark was made of elm. The passage explicitly states elm "was used to build the keel of the 19th-century sailing ship Cutty Sark..." Reading Passage 3: How stress affects our judgement Q Answer Keywords Location Analytical Explanation 27 C first paragraph, introduces the topic Passage 3, Paragraph 1, lines 3–4 The writer hooks the reader by stating that "we are all sometimes required to weigh up information under stressful conditions." This frames decision-making under stress as a universal, shared challenge. 28 A point, firefighters, second paragraph Passage 3, Paragraph 2, lines 5–7 The writer explains they chose firefighters because their days range from "pretty relaxed" to "hectic" with life-threatening incidents. These regular fluctuations ("ups and downs") made them the "perfect setting for an experiment." 29 D writer doing, fourth paragraph Passage 3, Paragraph 4, lines 1–4 The paragraph outlines the procedural steps taken during the study: "We asked...", "We then gave them...", "and asked them to provide new estimates." This is a classic description of research methodology. 30 C seventh paragraph, mechanism in the brain Passage 3, Paragraph 7, lines 1–3 The writer notes that a physiological 'switch' triggers us to "take in warnings and focus on what might go wrong." This maps perfectly to producing a "heightened sensitivity" to external threats. 31 B relaxed, firefighters usually Passage 3, Paragraph 5, lines 1–2 The text notes that people are normally optimistic and "will ignore bad news." It immediately adds, "This is what happened when the firefighters were relaxed," matching the idea of taking "little notice" of it. 32 G researchers noted, stressed Passage 3, Paragraph 5, lines 4–6 When stressed, the firefighters became "hyper-vigilant to bad news" and "altered their beliefs in response." Since they took the bad news to heart, they "thought it more likely that they would experience something bad." 33 F told good news, they always Passage 3, Paragraph 5, lines 6–8 The passage explicitly states: "stress didn’t change how they responded to good news." Therefore, they reacted to good news the same way whether they were stressed or relaxed (behaved in a similar manner). 34 E cortisol levels and heart rates, researchers Passage 3, Paragraph 6, lines 1–3 The physical reactions (cortisol spikes, heart rate increases) occurred because researchers told the students they had to give a "surprise public speech." This action deliberately "put them in a stressful situation." 35 D both experiments, negative information processed better Passage 3, Paragraphs 3 & 6 In both the firefighter group (perceived threat acting as a trigger) and the student group (surprise speech), their ability to process bad/alarming news was enhanced only when they "were feeling under stress." 36 YES tone, social media, reflect nature of posts in feeds Passage 3, Paragraph 9, lines 4–7 The text confirms this mirroring effect: observing "positive feeds" leads us to post "uplifting messages," whereas observing "negative posts" leads us to create "more negative posts." 37 NOT GIVEN Phones, greater impact, stress levels, other electronic media devices Passage 3, Paragraph 10 While the passage cites a survey showing that "repeatedly checking your phone... is related to stress," it never introduces or compares this to "other electronic media devices" (like laptops or tablets). 38 NO more we read, stressful public event, less able, take information in Passage 3, Paragraph 11, lines 8–9 The passage claims the exact opposite. Spreading stress actually "temporarily enhances the likelihood that people will take in negative reports," meaning they are more able to absorb it, not less. 39 YES Stress, social media posts, lead, unnecessary precautions Passage 3, Paragraph 11, lines 9–11 The text explains that this collective stress leads to irrational behavior: "trips are cancelled, even if the disaster took place across the globe; stocks are sold, even when holding on is the best thing to do." 40 YES tendency, affected by other people’s moods, positive way Passage 3, Paragraph 11, lines 11–13 The writer concludes on an optimistic note, stating that "positive emotions, such as hope, are contagious too," and we can use this emotional mirroring to "find solutions" and "become conscientious agents of change."

Formal and Informal Letters/ Emails 1. Formal Letters / Applications Priority Topic / Subject Board Exam References [Total Appearances] Test Exams (2025) Click on the link for answer 1 Study Tour / Picnic (Permission) ✪✪✪ RB-2025, 2024, 2016; CtgB-2025; MB-2024; CB-2020; JB-2020; SB-2019; BB-2019; DjB-2016, 2015; DB-2015 [12] 15 For permission study tour / to go on an excursion 2 Setting up a Canteen ✪✪✪ SB-2025; BB-2025, 2024, 2016; DB-2024, 2016, 2011; DjB-2023; All Boards-2018; JB-2016 [10] 14 For setting up a canteen / For increasing more facilities (amenities) in our canteen 3 Common Room Facilities (Increasing/Setting up) ✪✪✪ RB-2023; BB-2023, 2020, 2015, 2012, 2009; JB-2017; SB-2017, 2007; DjB-2015 [10] 14 For opening a common room / increasing common room facilities / for supplying an English Daily to the college common room 4 Computer Club (Setting up) ✪✪✪ CtgB-2024, 2019; SB-2020, 2003; DB-2017, 2012; CB-2017; JB-2015, 2009; DjB-2009 [10] 10 For a Computer Club in the school 5 Testimonial ✪✪✪ MB-2025; RB-2015, 2010; DB-2009, 2001; BB-2007; SB-2008, 2005, 2003; JB-2014 [10] 7 For a testimonial 6 Help from Poor Fund / Full-Free Studentship ✪✪✪ CB-2016, 2015; RB-2004; DB-2003, 2001; JB-2003, 2001; SB-2001; CtgB-2015 [9] 2 For full-free studentship / a financial assistance / Financial help/ a stipend /For financial help from the school Poor-Fund. 7 Relief Goods for Flood Affected ✪✪✪ CtgB-2022, 2013, 2010; DB-2020, 2019, 2007; RB-2020; SB-2016 [8] 9 For relief goods / Opening an aiding camp for flood / Opening a relief camp / for financial and medical help for the cyclone affected victims 8 Debating Club (Setting up) ✪✪✪ CB-2025, 2019; DjB-2025; JB-2019; RB-2017; BB-2017; CtgB-2016 [7] 10 For setting up a debating club / to arrange a debate 9 Library Facilities / Quality Books ✪✪✪ JB-2024; SB-2024, 2022; BB-2022; MB-2020; CtgB-2017; DjB-2022 [7] 5 For increasing library facilities / For increasing the number of quality books in the library 10 Transfer Certificate ✪✪✪ RB-2019, 2014; CB-2014; BB-2013 [4] 4 For a transfer certificate 11 Tree Plantation Programme ✪✪ JB-2025; RB-2022; DjB-2020 [3] 7 To arrange a tree plantation programme. 12 Seat in School Hostel ✪✪ CtgB-2020; RB-2013; CB-2012 [3] 0 For a seat in the school hostel 13 Repairing Damaged Road ✪✪ DB-2023; CB-2023 [2] 9 For repairing a damaged road / For the construction / repair of some roads 14 Multimedia Classroom (Setting up / Enhancing) ✪✪✪ DB-2025; CB-2024 [2] 6 An email describing the deep effectiveness of a multimedia classroom setup in your college / Multimedia classroom setup (Letter, Application & Email Writing) 15 Extra Classes (English Grammar, etc.) ✪✪ DjB-2024, 2019 [2] 3 For extra classes on English 16 Insufficient Water Supply / People's Sufferings ✪ CB-2023, 2022 [2] 0 Insufficient water supply /a letter to the editor of a newspaper about insufficient water supply in your locality / Complaining about insufficient water supply 17 Anti-social Activities in Your Area ✪ CtgB-2023 [1] 1 For taking steps against anti social activities in your locality / anti-social activities 18 Frequent Load-shedding ✪✪ JB-2022 [1] 1 Load shedding / frequent failure of electric power supply / Power failure paralysing the normal life in your locality 19 Irregular Delivery of Letters ✪ SB-2023 [1] 0 For better delivery of letters / Complaint against irregular delivery of letters 20 Missing Goods (Bangladesh Railway) ✪ DB-2022 [1] 0 A complaint letter to the Railway authorities for missing goods. / A complaint letter for lost goods (Letter, Application & Email Writing) 21 Out-of-Order Computers (Proper Steps) ✪ RB-2022 [1] 0 Regarding a computer (Letter, Application & Email Writing) 22 Damaged Books / Printing Mistakes ✪ CtgB-2023 [1] 0 Write a letter of complaint to the appropriate authorities informing the damaged product / item bought online / Unusable goods (Letter, Application & Email Writing 23 Bridge Construction (to DC) ✪ CtgB-2007 [1] 0 For repairing of a bridge / For constructing a bridge / For a culvert on the road 24 Admission to School ✪ JB-2008 [1] 0 Request for admission / For Information about admission 25 Taking Steps against Mosquito Menace 9 Mosquito menace /For taking steps to eradicate mosquitoes from your area / For a mosquito killing movement in the school compound 26 Holding School Classes in the Morning 3 For holding morning school. 27 Blood Donation Programme 1 For permission to hold a blood donation camp. 28 Post of English Teacher 1 For the post of a 'primary school teacher'. 29 Language / Cultural Club 1 For opening a cultural club 30 Electric Fans in Classroom 1 For Increasing Classroom Facilities / Installation of Electric Fans in Classrooms 31 Early Leave 1 For early leave / for leave after second period 32 Computer Course / ICT Lab Access 1 For introducing computer course this year in our school 33 Wi-Fi Facility in Library 1 Installation of high-speed internet facilities to upgrade the college library / Installing internet facility in college library (Letter, Application & Email Writing) 34 Complaint (Food Quality in Canteen) 1 For setting up a canteen / For increasing more facilities (amenities) in our canteen 35 Relief Fund-raising programme (Permission) 1 For requesting to form a committee for collecting relief goods for the flood affected people 2. Formal E-mails (Note: Formal institutional e-mails are heavily prioritized in the newest 2025 Test Papers, despite lacking past board history. These should be practiced strictly following the formal e-mail format). Priority Topic / Subject Board Exam References [Total Appearances] Test Exams (2025) Click on the link for answer 1 To UNO for repairing damaged road 1 For repairing a damaged road / For the construction / repair of some roads For repairing a damaged road / For the construction / repair of some roads 2 To Headteacher requesting extra English classes 1 For extra classes on English 3 To Headmaster for a testimonial 1 For a testimonial 4 To Headmaster for opening a computer club 1 For a Computer Club in the school 5 To Bank Manager to open a bank account 1 how to open a bank account 7 To Travel Agency asking details of holiday packages abroad 0 Inquiry about Study Tour Plan / Letter to travel agency inquiring about study tour plans and packages for students. (Letter, Application & Email Writing) 8 To Travel Company to cancel booked ticket 0 Complaining against their fault in conforming your ticket To book / cancel air ticket 9 Asking details of tour to St. Martin's Island 0 Inquiry about Study Tour Plan / Letter to travel agency inquiring about study tour plans and packages for students. (Letter, Application & Email Writing) 10 To UP Chairman requesting sanction of a tube-well 0 For sinking a tube-well / For sinking an arsenic-free tube-well 3. Informal Letters Priority Topic / Subject Board Exam References [Total Appearances] Test Exams (2025) Click on the link for answer 1 What you intend to do after SSC Examination CtgB-2025; CB-2024, 2019, 2016; DjB-2019; JB-2019, 2011, 2006; BB-2019; SB-2016; DB-2025 [11] 0 what you want to do after your examination 2 Co-curricular Activities of Your School RB-2025, 2019; CtgB-2024; DB-2017, 2008; JB-2017 [6] 1 A letter describing the co-curricular activities 3 Thanking for Birthday Gift BB-2025, 2017; RB-2020, 2017; SB-2020 [5] 0 Thanking for Birthday Gift 4 Describing Bangladesh / Your Country DjB-2024; CB-2017, 2008; SB-2017; BB-2015 [5] 0 about Bangladesh / your country / Bangladesh and her people 5 Consoling Friend on Father's Death BB-2012, 2007; CB-2005, 2003; RB-2007 [5] 0 Condoling his father’s death / condolence at death 6 Describing a Picnic You Enjoyed DB-2019; CB-2010; SB-2012; DjB-2012 [4] 0 A letter to friend describing the picnic you attended 7 Importance of Reading Newspaper JB-2025; MB-2020; CtgB-2016 [3] 0 importance of reading newspaper 8 Importance of Physical Exercise DB-2020; SB-2019; DjB-2017 [3] 0 Importance of physical exercise (Letter, Application & Email Writing) 9 Experience of Train Journey Combined-2018; CtgB-2006; SB-2004 [3] 0 Describing the experience of a train Journey / Plane Journey / Boat Journey/ journey you have enjoyed 10 How to Improve English DB-2015; JB-2009; SB-2007 [3] 0 11 Foods and Food Habits of Bangladesh RB-2007; CB-2005; BB-2009 [3] 0 Foods and the eating habits of the people of Bangladesh 12 Describing Annual Prize-Giving Ceremony JB-2016; DB-2013; RB-2010 [3] 0 A letter describing prize giving ceremony 13 Importance of Learning English DjB-2025; SB-2013 [2] 0 Describing the importance of learning English 14 Summer Vacation Experiences BB-2020; CtgB-2017 [2] 0 Last summer / winter vacation / A letter to your friend describing how you spent your last summer vacation (Letter, Application & Email Writing) 15 Congratulating on Brilliant Success RB-2015; CtgB-2015 [2] 0 Congratulating on success in the examination / brilliant result 16 Sports Day of Your School DB-2009; CtgB-2005 [2] 0 Describing the Annual Sports Day 17 Hostel Life JB-2020 [1] 0 Hostel life 18 Progress of Studies for SSC CtgB-2019 [1] 0 A letter to your father updating him on the progress of your studies. / Progress of your study (Letter, Application & Email Writing 19 Celebrated 21st February RB-2024 [1] 0 21st February / International Mother Language Day this year (Letter, Application & Email Writing) 20 Ins and outs of Study Tour DjB-2020 [1] 0 Excursion / study tour (Letter, Application & Email Writing) 21 Give Up Smoking SB-2015 [1] 0 Bad effects of smoking (Letter, Application & Email Writing) 22 Aim in Life SB-2005 [1] 0 About your aim in life 23 Anti-Discrimination Student Movement (Current Affairs) 0 24 Recent Earthquakes in Bangladesh 0 25 Thanking for Hospitality 0 Thanking for hospitality 26 Inviting to spend vacation at village home 0 inviting to join a picnic / a study tour / excursion / spend a few days with you at your village inviting to spend a few days in your village 27 Importance of co-curricular activities in later life 0 A letter describing the co-curricular activities 28 Advising to be sincere and attentive to studies 0 advising to be regular in studies/ advising to be sincere and attentive to study Advising to be sincere and attentive to his study 4. Informal E-mails Priority Topic / Subject Board Exam References [Total Appearances] Test Exams (2025) Click on the link for answer 1 Preparation for coming SSC Exam / Progress DB-2024; CB-2022; CtgB-2022, 2019; BB-2022; DjB-2016, 2015 [7] 3 Preparation for the coming examination (Letter, Application & Email Writing) 2 Road Accident (Witnessed / Causes & Effects) SB-2025, 2023; BB-2025, 2024; DjB-2022; CtgB-2012 [6] 0 Describing an accident you witnessed / accident / bus accident / describing a serious street accident/ road accident (mishap) that you have witnessed (Letter, Application & Email Writing) 3 Describing Annual Prize-Giving Ceremony DB-2023, 2016; SB-2023; JB-2023 [4] 0 Describing the Prize Giving Ceremony (Letter, Application & Email Writing) 4 Congratulating on Brilliant Success SB-2024; DB-2012; RB-2015, 2012 [4] 1 Congratulating on success in the examination / brilliant result 5 Importance of Physical Exercise DB-2020; SB-2019; DjB-2017; CtgB-2023 [4] 1 importance of physical exercise 6 Thanking for Hospitality CB-2023, 2020; DB-2022 [3] 1 Thanking for hospitality 7 Inviting to/Joining a Picnic DjB-2023; SB-2022; RB-2013 [3] 0 inviting to join a picnic / a study tour / excursion / spend a few days with you at your village inviting to spend a few days in your village 8 Importance of Reading Newspaper RB-2022; JB-2022 [2] 0 importance of reading newspaper 9 Intend to do after SSC Examination DB-2025; CtgB-2020 [2] 0 what you want to do after your examination 10 Importance of Learning Computer BB-2023; RB-2023 [2] 0 Regarding a computer 11 Dangers of Smoking / Giving it up SB-2015 [1] 2 Bad effects of smoking 12 Invite to Birthday Party CB-2025 [1] 1 inviting him to attend your birthday party Last birthday 13 Avoid Evil Company MB-2024 [1] 1 Advising to give up evil company 14 Co-curricular activities of school RB-2019 [1] 1 A letter describing the co-curricular activities 15 Importance of Games and Sports MB-2025 [1] 0 games and sports 16 Suggesting how to do well in Exam JB-2024 [1] 0 Advising her regarding ensuing examination 17 Advising to be attentive to studies MB-2023 [1] 0 Advising to be attentive to study advising to be regular in studies/ advising to be sincere and attentive to study Advising to be sincere and attentive to his study 18 Hostel life RB-2023 [1] 0 Hostel life 19 Invite to sister's marriage ceremony MB-2022 [1] 0 inviting to attend the marriage ceremony 20 Tackle Bullying at Campus 2 21 Admission Procedures for Overseas Studies 1 Request for admission / For Information about admission 22 Recent Earthquakes in Bangladesh (Recent Affairs) 0 23 Thanking for birthday present 0 Thanking for Birthday Gift 24 Return a borrowed book 0 A letter to your friend asking him to return a borrowed book badly needed / Asking to return the book he has borrowed (Letter, Application & Email Writing 25 Exam Result to Father 0 26 Experience of a Cricket Match Cricket match you have witnessed (Note: DB=Dhaka, CB=Cumilla, RB=Rajshahi, JB=Jashore, SB=Sylhet, BB=Barishal, DjB=Dinajpur, CtgB=Chattogram, MB=Mymensingh)

Most Important Stories (Question No. 10) for SSC 2027 Rank Story Title Beginning / Story Hints Board Appearances [Total Qty] 2025 Test Qty Click on the link for answer 1. Honesty is the Best Policy / An Honest Woodcutter ✪✪✪ Once there lived a poor woodcutter... his axe fell into a river and a fairy appeared BB-25, 23; CB-25, 24, 11; RB-23, 20; JesB-19; MB-20; DjB-19, 15, 12; SB-16; DB-12; CtgB-09 [15] 11 An Honest Woodcutter and a Beautiful Fairy: There lived a woodcutter in village 2. Nobody Believes a Liar / A Liar Shepherd ✪✪✪ There was a shepherd boy... shouted "Wolf! Wolf!" for fun to fool the villagers DB-25, 23, 16; BB-24, 22; JB-24; SB-23; CtgB-19; MB-24; RB-17, 15; BarB-17; DjB-17 [13] 12 A Liar Shepherd / A Liar Cowboy Cowboy: There was a shepherd boy (Story Writing) 3. Where There is a Will, There is a Way / The Thirsty Crow ✪✪✪ One day a crow became very thirsty... found a pitcher with very little water... RB-25, 22, 20; DB-19, 14; CB-22, 12; JesB-23, 11; CtgB-17, 16; DjB-24, 20; BarB-20, 19, 15; SB-20, 17; DinB-23; BB-19, 12 [13] 8 A Thirsty Crow: One day a crow became very thirsty (Story Writing) 4. Unity is Strength / The Old Farmer and His Sons ✪✪✪ A farmer had four sons... they always quarreled... gave them a bundle of sticks CB-25, 17; RB-24, 15; JB-20, 19; DinB-24; BB-16; MB-23; SB-22, 19, 15 [12] 14 AN OLD FARMER AND HIS SONS / Industry is the Key to Success / The Hidden Treasure / There Is a Treasure in the Field / The Farmer and Lazy Sons (Story Writing / Completing Story) 5. Grapes are Sour / A Hungry Fox ✪✪✪ Once there was a hungry fox... saw bunches of ripe grapes hanging high and tried to jump DhkB-24; RB-25; CB-23, 16; JesB-16; CtgB-24; MB-22; DjB-25; SB-24 [9] 10 Grapes are Sour: Once a hungry fox was / The Fox and the Grapes 6. One Good Turn Deserves Another / Lion and Mouse ✪✪✪ Once a mouse was playing... woke a sleeping lion... nibbled the ropes CB-25; DhkB-17; RB-19; JesB-17; CtgB-23, 16; BarB-24, 19; SB-17 [9] 7 A Kind Lion and a Grateful Mouse: Once the lion was sleeping in a (Story Writing) 7. Divide the Bread / Two Rats and a Monkey ✪✪✪ Once two rats found a piece of bread... saw a monkey passing by who offered to help BB-20; CtgB-17; CB-20, 10; SB-20, 05; DhkB-23; RajB-17; JesB-25, 15; BarB-20; DjB-16 [8] 6 Bread Dividing by a Cunning Monkey: Once two rats found a piece of bread / Two Rats and a Piece of Bread 8. Devotion to Mother / Bayazid Bostami ✪✪✪ Once there was a boy named Bayazid... mother was ill... stood by her bed all night BB-25, 20, 16; MB-20; SB-20; CB-15; DinB-15; RB-14; DB-13 [6] 10 Bayazid's Love for His Mother: Once there was a small boy named (Story Writing) 9. Perseverance is Key / Robert Bruce ✪✪✪ Robert Bruce, king of Scotland... defeated six times... inspired by a spider's seventh attempt DB-20; CtgB-19; RB-16; DinB-16; MB-20; SB-15 [6] 7 Failure is the pillar of success/ Perseverance is the Key to Success: Robert Bruce, king of Scotland 10. Slow and Steady Wins the Race / Hare & Tortoise ✪✪✪ Hare teased tortoise for slow speed... decided to race and the hare took a nap JB-19; DB-17; SB-25, 16; DhkB-15; CtgB-15 [6] 6 Slow But Steady Wins the Race / The hare and the tortoise / pride Goes Before a Fall: Once there lived a hare in a forest 11. The Boy Who Saved the Train / Ahsanullah ✪✪✪ A boy of eleven was tending cattle... noticed a broken railway slipper or collapse JB-25, 20; CtgB-23; JesB-19; DB-17; SB-16 [6] 4 A Kind Hearted Boy: Once a schoolboy named Ahsanullah / A Responsible and Kind Hearted Boy (Story Writing) 12. King Midas / The Golden Touch ✪✪✪ Once there was a king called Midas... wished everything he touched turned to gold DB-25; RB-24; CtgB-20; DinB-23 [4] 15 King Midas: The Golden Touch: Once there was a king called Midas 13. Greed Loses All / The Goose and Golden Eggs ✪✪✪ Once there was a greedy farmer... had a goose that laid a golden egg daily DinB-25; CB-19; BB-17; JesB-14 [4] 12 A Greedy Farmer and His Goose / Golden Goose / A Greedy farmer / Grasp All, Lose All: There lived a farmer in a village (Story Writing) 14. Sheikh Saadi / Dress Does Not Make One Great ✪✪✪ The king of Iran invited Sheikh Saadi... put food in his pockets MB-20; CtgB-15, 25; RB-17; DB-15 [4] 9 Sheikh Saadi's Wit: The king of Iran used to invite 15. Life is an Adventure / Child Labor in Workshop ✪✪✪ Student named Talha sees a boy working in a dirty workshop... body covered with oil RB-23; JesB-20; CtgB-23 [3] 5 Talha was returning from school. On the way to his home, he saw a boy of his age. The boy was working in a workshop / Child Labour (Story Writing / Completing Story 16. Lottery Ticket / Dream of Rahmat Mia ✪✪✪ Rahmat Mia, poor rickshaw puller... saw men selling lottery tickets... bought a ticket MB-23; CB-24; SB-23 [3] 3 Rickshaw Puller won Lottery / Change of Lot / Rahmat Mia is a poor rickshaw puller in Dhaka / Fortunate Rickshaw Puller / A Lucky Rickshaw Puller (Story Writing / Completing Story) 17. Who Will Bell the Cat? ✪✪✪ Rich man's house infested with rats... mice council decided to hang a bell on the cat BarB-17; SB-25; DB-19 [3] 3 Who will Bell the Cat? / The Mice and the Cat(Story Writing) 18. Look Before You Leap / Fire in Garment Factory ✪✪✪ Worker in factory... loud sound was heard... Fire! Help! panic in the factory CtgB-24; All Board-18; MB-24 [3] 2 Look Before you Leap/ Rumour of fire: Sufia / Rahima is a worker in a big garment factory 19. The Foolish Crow and a Sly Fox ✪✪✪ One day a crow stole meat... fox flatters the crow's voice to make it drop the food JesB-15; CB-09 [2] 7 A cunning Fox and a Foolish Crow (Story Writing) 20. Ayat's Honesty / Money Bag Found on Road ✪✪✪ One day a boy/Ayat was going to school... found a money bag/bundle JesB-25; DB-23 [2] 4 An Honest Schoolboy / A Little Boy's Honesty / Ayat's Act of Kindness / The Honesty of a Schoolgirl / One day, a little schoolboy found a purse (moneybag) / Moneybag (Story Writing / Completing Story) 21. A Scholar and a Boatman ✪✪✪ A scholar gets into the boat of an illiterate boatman... boat about to sink in a storm DinB-19; RB-16 [2] 4 The Scholar and a Boatman: There was a poor boatman is a village 22. A Just Ruler / Gias Uddin Azam Shah ✪✪✪ King Gias Uddin was fond of hunting... killed a widow's son... accepted punishment RB-19; DjB-11 [2] 3 The Greatness of Giasuddin Azam Shah / The King and the Son of a Widow / A just ruler and a brave kazi / (Story Writing) 23. The Wisdom of King Solomon ✪✪✪ The wise king Solomon identifies the real mother of a baby DhkB-12; BB-18 [2] 2 The Wisdom of King Solomon / King Solomon and the Queen of Sheba: King Solomon was the wisest man (Story Writing) 24. Journey by Boat ✪✪✪ Friends proposed a journey by boat during vacation... hired a boat BB-23; BarB-23 [2] 2 During summer vacation, a group of friends hired a boat to go on a trip to a fixed destination / A Journey by Boat (Story Writing / Completing Story Read 25. Home Alone / Strange Sound ✪✪✪ Girl home alone reading adventurous stories... found a lock hanging / strange sound CB-19; MB-23 [2] 2 Rimi was staying home alone / Rimi's Adventure Gone Wrong / Stories Often Do Not Reflect Reality (Story Writing / Completing Story) 26. No Shortcut to True Learning / Adib's Mistake ✪✪✪ Adib is a brilliant student... memorizes answer from guide books... teacher called him CtgB-25; DinB-19 [2] — Adib is a brilliant student. Though he wants to make a good result, he doesn't attend classes, goes to coaching /Adib's Mistake /No Shortcut to True Learning (Story Writing / Completing Story 27. An Honest Rickshaw Puller / Kashem ✪✪✪ Poor rickshawpuller... maintain 8 members... found a purse dropped DinB-24; CB-20 [2] — Honesty of a Rickshaw-puller: Abdur Rahim is a rickshaw-puller / Honest Rickshaw Puller (Story Writing) 28. The Truthful Boy / Hazrat Abdul Quadir Zilani ✪✪ Boy going to Baghdad... promised mother never to tell a lie... met robbers DinB-25 [1] 2 Truthfulness of Hazrat Abdul Quadir Zilani/ Truth always triumphs.’ 29. Rupa's / Mukti's / Sara's Big Heart ✪✪ School girl helps a woman and a baby crying on the road in the afternoon RB-25 [1] 2 Rupa's / Mukti's / Sara's Big Heart / One day, Sara was going to school. On the way, they saw a woman sitting on the road, with a baby in her lap, and crying loudly (Story Writing / Completing Story) 30. A King's Mistake / King on an Island ✪✪ King lived on an island... ordered to cut all trees to build a magnificent palace JesB-24 [1] 1 Consequences of Deforestation: Once, there lived a king 31. The Pied Piper of Hamelin / Town Lost ✪✪ Long ago Hamelin town faced a rat problem... situation unbearable MB-24 [1] 1 The Pied-Piper of Hamelin: A long time ago, the town of Hamelin 32. Kazi Nazrul Islam and the Poor Boy ✪✪ The poet shares his food with a poor/meritorious boy... RB-18 [1] 1 Kazi Nazrul Islam is our national poet. One day he was eating his meal. Suddenly a poor, hungry boy came to him and stood silently / Kazi Nazrul Islam and the Poor Boy (Story Writing / Completing 33. The Dream of a Poor Boy / Sifat ✪✪ Poor boy in a village... completed primary education... unable to send to high school SylB-25 [1] — The Dream of a Poor Boy / Sifat was a brilliant poor boy. He had just completed his primary education but his father was unable to send him to school. (Story Writing / Completing Story) 34. A Brave Boy Saves a Life / Tamim ✪✪ Tamim returning from school... saw boys and girls bathing... heard shouting Help! SylB-24 [1] — A Brave Boy: A young boy was making his way A Brave Boy: A Young School Boy Named Reza A Brave Boy: Ratul, a ninth-grade student, bore witness to a harrowing scene 35. A Kind School Boy / Arif and the Beggar Arif returning home... saw an old woman begging... asked her why DB-24 [1] — A Kind Hearted Boy: Once a schoolboy named Ahsanullah 36. Dilara's Dream ✪✪ Dilara is 13... illiterate parents... hopes to bring about a change BarB-24 [1] — Bilkis / Feroza / Meena Changes Her Life: Once there lived a middle-aged woman / A Promising and Struggling Legend / A Promise to Keep /Dilara (Story Writing / Completing Story ) 37. Helping an Injured Man / Mahbub ✪✪ Mahbub coming home... saw an old man lying on the road RB-23 [1] — Mahbub's Humanity / Helping an Injured Man / Mahbub was coming home from his school. Suddenly he saw an old man lying senseless on the road. ..(Story Writing / Completing Story) 38. The Farmer and the Fallen Sack ✪✪ Farmer taking sacks of wheat... horse stumbled and sack fell CB-23 [1] — The Farmer and the Noble Man / Humanitarian Duty Regardless of Rank : One day, a farmer was taking some sacks 39. A Morning Walk Incident / Mr. Rahman ✪✪ Retired officer walking... saw a man lying senseless by the road DinB-20 [1] — Mr. Rahman's Good Deed / Mr. Rahman is a retired officer. He was taking his morning walk. Suddenly he saw a man lying senseless by the road / A Morning Walk Incident (Story Writing / Completing Story) 40. Stopping a Quarrel / Lina ✪✪ Lina gossiping beside a pond... noticed two small boys quarrelling SylB-19 [1] — Stopping a Quarrel / Lina , a student of class ten was gossiping with her friend beside a pond near her house. While gossiping she noticed two small boys quarrelling (Story Writing / Completing Story) 41. Mugdho's Sacrifice / July Uprising 2024 ✪✪ Student provided water during student movement... sacrificed life — 4 Mugdho's Sacrifice / July Uprising 2024 /Mugdho was a brave university student. During the mass student movement of July 2024, the situation on the streets was .. (Story Writing / Completing Sentence) 42. A Kind Hearted Boy / Ahsanullah and Old Woman ✪✪ Boy finds an old woman lying senseless on the road — 4 A Kind Hearted Boy: Once a schoolboy named Ahsanullah / A Responsible and Kind Hearted Boy (Story Writing) 43. A Friend in Need is a Friend Indeed ✪✪ Two friends passing through a jungle... met a bear and one climbed a tree — 4 A Friend in Need is a Friend Indeed: There were two friends / Two Friends and a Bear(Story Writing) 44. A Greedy Farmer ✪✪ There lived a farmer... try to get rich quickly... loses all the resources — 3 A Greedy Farmer and His Goose / Golden Goose / A Greedy farmer / Grasp All, Lose All: There lived a farmer in a village (Story Writing) 45. A Fox Without a Tail ✪✪ Clever fox loses tail in a trap... tries to convince other foxes to cut theirs too — 3 A Fox Without a Tail: Once there was a clever fox 46. An Astrologer and a King ✪✪ Wise astrologer predicts his death just before the king's to save his life — 2 An Astrologer and a King / The King and the Astrologer: Once there was a king 47. Happiness Lies in Contentment / Happy Cobbler ✪✪ Poor cobbler is happy until rich man gives him a bag of money — 2 Happiness Lies in Contentment: Once upon a time, a poor cobbler 48. Mr. Ant and Mr. Grasshopper ✪✪ Hard work in summer prevents winter starvation — 1 Mr Ant and Mr Grasshopper: Once there lived two friend named 49. The Wolf and the Lamb ✪✪ It was a summer day... wolf and lamb by the stream... lesson on cruelty — 1 An Ungrateful Wolf and a Crane: There lived a Wolf (Story Writing) 50. The Choice That Matters / Arif ✪ Morning of final exam Arif faced a critical choice between a duty and personal success — 1 Arif's Greatest Test / It was the morning of the final exam. Arif faced a critical choice between a duty and personal success... / The Choice That Matters (Story Writing / Completing Story) 51. The Naughty Boy and the Frogs ✪✪ There was a pond full... boys throwing stones for fun... frogs pleading for life — 1 The naughty Boys and the Frogs: There was an old pond in a village 52. Taimur and the Bowl of Hot Khichuri Old woman teaches a defeated king a lesson about attacking from the edges first — 1 Taimur / Taimur was defeated in a battle and fled away to save his life and took shelter in an old woman's woman's hut. She gave him a bowl of hot khichuri (Story Writing / Completing Story)

Most Important Unseen Passages (Q. No. 4 & 5) for Information Transfer and Summary Writing Rank Passage Topic Board Exam Appearances [Total Qty] 2025 Test Qty 1 John Milton (John Milton was one of the greatest poets... November 8, 1674 / English literature) ✪✪✪ DB-23; CtgB-23; DjB-24; DinB-24; CtgB-17; CB-25; CtgB-24; BarB-24 [8] 11 2 Abul Kasem Fazlul Huq / Sher-E-Bangla (Sher-E-Bangla is one of... All India Muslim League / him with gratitude) ✪✪✪ DB-16; SB-24; RB-24; DjB-20; CtgB-25; SylB-24 [6] 6 3 Dr. Muhammad Shahidullah (The great men were born in different places... respect and gratitude) ✪✪✪ DB-25; JB-25; MB-24; CB-23; JB-19 [5] 5 4 Charles Babbage (Charles Babbage was an English Mathematician... on 18 October 1871) ✪✪✪ JB-24; BB-25; BB-19; BarB-25; BarB-19 [5] 5 5 Neil Armstrong (Neil A. Armstrong commanded... the surface of the moon / August 25, 2012) ✪✪✪ DB-20; SB-15; RB-20; CB-17; SylB-15 [5] 5 6 Abraham Lincoln (Abraham Lincoln was the 16th President... theatre in Washington D.C. / 1865) ✪✪✪ JB-23; CB-20; SB-25; SylB-25 [4] 5 7 William Wordsworth (William Wordsworth was... poet laureate of England / 23 April 1850) ✪✪✪ CB-25; CtgB-24; BB-24; SylB-15 [4] 6 8 Jibanananda Das (Jibanananda Das was... October 22, 1954 / Rupasi Bangla etc.) ✪✪✪ RB-17; CB-24; SB-17; SylB-17 [4] 7 9 Stephen Hawking (Stephen Hawking is considered the greatest Physicist... on 14 March 2018) ✪✪✪ RB-25; MB-23; DinB-15; DjB-24 [4] 6 10 Munshi Abdur Rouf (Munshi Abdur Rouf was... highest recognition of bravery / Birsrestho) SB-20; DjB-17; SylB-20; DinB-17 [4] 5 11 SAARC (SAARC is a regional organization... the neighbouring countries) ✪✪✪ SB-19; DjB-25; DinB-25; SylB-19 [4] 4 12 Albert Einstein (Albert Einstein was one of / the greatest... in physics / 1955 in Princeton) ✪✪✪ SB-23; DB-15; CtgB-15; SylB-23 [4] 2 13 Humayun Ahmed (Humayun Ahmed was a... buried in Nuhash Palli / 1948) ✪✪✪ CtgB-20; DjB-16; RB-15; DinB-16 [4] 2 14 Rabindranath Tagore (Rabindranath Tagore was a... breathed his last) ✪✪✪ CtgB-23; DjB-19; DinB-19 [3] 1 15 Jasimuddin (Jasimuddin was a famous... home at Gobindopur / Polli Kobi) ✪✪✪ CtgB-25; BB-23 [2] 2 16 Abul Fazal (Abul Fazl, educationist and writer... 1983 in Chattogram) ✪✪✪ BB-20 [1] 3 17 Alessandro Volta (Alessandro Volta was a.... he died in March, 1827 / battery) JB-20 [1] 3 18 The Titanic (The Titanic was the largest ship... a terrible scene) ✪✪✪ RB-23 [1] 2 19 Dr. Muhammad Qudrat-E-Khuda (Dr. Qudrat-E-Khuda, born... in 1984) ✪✪✪ JB-17 [1] 2 20 The Eiffel Tower (The Eiffel Tower was... wonders of the world / Gustave Eiffel) ✪✪✪ All Board-18 [1] 2 21 Altaf Mahmud (Altaf Mahmud was a musician... War of Liberation / Ekushey Padak) ✪✪✪ CB-19 [1] 2 22 Captain Mohiuddin Jahangir (Captain Mohiuddin Jahangir.... honor of Birsrestho) ✪✪✪ DB-24 [1] 1 23 Nelson Mandela (Nelson Mandela was... following a lung illness / South Africa) ✪✪✪ MB-25 [1] 1 24 Yuri Gagarin (Yuri Gagarin was a Russian astronaut... plane crash / outer space) ✪✪✪ RB-19 [1] 1 25 Begum Sufia Kamal (Begum Sufia Kamal, a poet... on 10 November, 1999) ✪✪✪ DB-17 [1] 0 26 Thai Cave Rescue (On 23 June 2018, twelve... rescued in next three days) ✪✪✪ DB-19 [1] 0 27 DNA / Your hair and nails (Your hair and.... or not / human body facts) ✪✪ — 2 28 Sir Jagadish Chandra Bose (Sir Jagadish Chandra Bose ... on November 23, 1937) ✪✪ — 1 29 Louis Pasteur (Louis Pasteur was a .... of 73 / rabies vaccine) ✪✪ — 2 30 Thomas Alva Edison (In 1847, a baby was born... incandescent lamp) ✪✪ — 1 31 Abu Sayeed (Abu Sayeed was born in Rangpur... 2024 movement) ✪✪ — 2 32 P.B. Shelley (P.B. Shelley was born in 1792... boat capsize) ✪✪ — 1 33 Hakaluki Haor (Hakaluki haor is a major wetland... Sylhet) ✪✪ — 1 34 Kazi Nazrul Islam (Kazi Nazrul Islam... and humanity / rebel poet) ✪✪ — 3 35 Marie Curie (Marie Curie.... from Laukaemia / Nobel Prize) ✪✪ — 3 36 The Nobel Prize (The Nobel Prize... Alfred Nobel) ✪✪ — 3

📚 All Board Questions (Suffixes & Prefixes)-2025 Question 8:   Complete the text adding suffixes, prefixes or both with the root words given in the parenthesis: 01.  We should bear in mind that habit is the second nature of human being. If anyone becomes (a) (custom)  to good manners he can't (b) (behave)  with anyone. So, moral (c) (educate)  is important. From the early part of life, (d) (child)  must be taught the (e) (differ) between right and wrong and trained to follow what is right and what is wrong. Here (f) (train)  means the (g) (form)  of habit on right lines. It is every parent's (h) (responsible)  to teach their children moral lessons at home. They also have to (i) (sure)  that their children do not mix with any bad company. The moral (j) (teach)  at an early age will help them become good citizens in future. [DB'25]     02.  There are (a) (vary)  forms of physical exercise. But every form is not (b) (suit)  for all. Walking is good for all. In the morning, fresh air is (c) (avail) . So it is (d) (benefit)  to health. It is also very (e) (please)  and (f) (enjoy) . It also (g) (freshes)  our mind. The (h) (nature)  beauty (i) (witch)  us. We become (j) (health)  and wealthy. [RB'25]     03.  Our national (a) (memory)  symbolizes the nation's respect for the martyrs of the (b) (liberate)  war. It is an (c) (achieve) which is (d) (measure) . Our (e) (free)  fighters showed their unique (f) (hero)  in the war against the well armed soldiers of Pakistan. The Pakistani soldiers killed our people (g) (mercy) . They continued atrocities in (h) (associate)  with the local (i) (collaborate) . (j) (ever) , they were defeated in the end. [Ctg.B'25]     04.  Smart Bangladesh is a new term. It refers to the vision of (a) (make)  Bangladesh technologically advanced and digitally (b) (empower) nation. The (c) (govern)  has changed the name of (d) (digit) Bangladesh to smart Bangladesh. Smart Bangladesh means making smart citizens, society, economy and smart government. Activities in (e) (educate) , health, agriculture and financial sector will be (f) (transform)  into smart system. In smart Bangladesh, everything will be done (g) (technology) and also the urban (h) (admin)  will be directed by the computer and internet. A smart village will be a rural community where local citizens can connect with the (i) (globe)  market through the use of digital technology and open innovative platforms. Smart Bangladesh is not just a vision but a reality that (j) (rapid)  taking shape and marching ahead. [SB'25]   05.  (a) (persevere)  is needed to be (b) (success) in life. Those who do not persevere in life become (c) (success)  in their mission and only blame their lot for their (d) (fortune) . (e) (persevere) people always become successful. (f) (sincere)  is another important virtue which (g) (able)  a person to accomplish a job (h) (fruit) . Student life is the (i) (form)  period of a man's life. One should not (j) (use)  this period of life. [BB '25; JB'20]   06.  (a) (kind)  is a divine virtue. So, we should not be (b) (kind)  to the people in distress and even to (c) (low) animals. Some naughty boys (d) (joy)  beating the lower animals like dogs and cats. This is an (e) (rational)  behaviour. Animals are dumb (f) (create) . They are (g) (harm)  beings. Some animals are very (h) (faith)  and they feel no (i) (hesitate)  to risk their lives for our (j) (protect) . [JB'25; Ctg B'17]   07.  Malnutrition is a great problem in our society. It is because our common people are very often (a) (aware)  of the food value. They don't know which foods are (b) (nutrition)  and which foods are not. They only prefer costly and (c) (taste)  food. For this reason, many of them suffer from (d) (vary)  health problems. Many of the parents let their (e) (child)  eat excessive fast food. As a result, children get (f) (bulk) and lead an (g) (health)  life. Though some people spend much money for food, they hardly understand the (h) (important)  of a balanced diet and for eating (i) (proper)  diet their children suffer from the (j) (deficient) of vitamins, minerals or other elements of healthy life. [CB'25]     08.  The (a) (out)  beauty of a man is not his real beauty. His (b) (ward)  beauty makes him a true man. Every man has certain (c) (born) qualities. So, he can become a (d) (fame)  man and thus a (e) (celebrate) person. So we may say the (f) (in)  values are more important than (g) (out) ones. But unfortunately, we remain (h) (care)  about our mental development. We always remain busy with how to (i) (rich)  our outer show which is really (j) (value) . [Din.B'25]     09.  Junk foods usually comprise of high (a) (calorie) . These (b) (artificial)  made foods look (c) (charm)  and appetizing. These foods are (d) (prepare)  commercially (e) (ignore)  the nutritive value. Frequent (f) (take)  of these foods leads to obesity. Obesity (g) (lead) to fatty-material (h) (build)  up in arteries. The (i) (damage) arteries increase the risk of heart attack. Moreover, (j) (eat)  junk foods damages the brain. [MB'25]     10.  Kazi Nazrul Islam is our (a) (nation)  poet. His (b) (revolution) songs and poetry played a vital role in (c) (British)  movement and also in our (d) (liberate)  war. Thus his (e) (patriot)  literary works are always (f) (inspiration)  for us in every critical moment of history. (g) (Fortunate)  he could not continue his literary works for a long time. He became sick and (h) (total)  lost his speaking and writing ability. Nazrul died in 1976 in Dhaka. In one of his songs, he (i) (earnest)  requested to bury him near a mosque after his death. (j) (According) , he was buried near the Central Mosque of Dhaka University. [Madrasah B'25]   📝 Questions with Answers (Suffixes & Prefixes) 01.  We should bear in mind that habit is the second nature of human being. If anyone becomes (a) (custom)  to good manners he can't (b) (behave)  with anyone. So, moral (c) (educate)  is important. From the early part of life, (d) (child)  must be taught the (e) (differ) between right and wrong and trained to follow what is right and what is wrong. Here (f) (train)  means the (g) (form)  of habit on right lines. It is every parent's (h) (responsible)  to teach their children moral lessons at home. They also have to (i) (sure)  that their children do not mix with any bad company. The moral (j) (teach)  at an early age will help them become good citizens in future. [DB'25]     Answers:  (a) accustomed (b) misbehave (c) education (d) children (e) difference (f) training (g) formation (h) responsibility (i) ensure (j) teaching 02.  There are (a) (vary)  forms of physical exercise. But every form is not (b) (suit)  for all. Walking is good for all. In the morning, fresh air is (c) (avail) . So it is (d) (benefit)  to health. It is also very (e) (please)  and (f) (enjoy) . It also (g) (freshes)  our mind. The (h) (nature)  beauty (i) (witch) us. We become (j) (health)  and wealthy. [RB'25]   Answers:  (a) various (b) suitable (c) available (d) beneficial (e) pleasurable (f) enjoyable (g) refreshes (h) natural (i) bewitches (j) healthy 03.  Our national (a) (memory)  symbolizes the nation's respect for the martyrs of the (b) (liberate)  war. It is an (c) (achieve) which is (d) (measure) . Our (e) (free)  fighters showed their unique (f) (hero)  in the war against the well armed soldiers of Pakistan. The Pakistani soldiers killed our people (g) (mercy) . They continued atrocities in (h) (associate)  with the local (i) (collaborate) . (j) (ever) , they were defeated in the end. [Ctg.B'25]     Answers:  (a) memorial (b) liberation (c) achievement (d) immeasurable (e) freedom (f) heroism (g) mercilessly (h) association (i) collaborators (j) However 04.  Smart Bangladesh is a new term. It refers to the vision of (a) (make)  Bangladesh technologically advanced and digitally (b) (empower) nation. The (c) (govern)  has changed the name of (d) (digit) Bangladesh to smart Bangladesh. Smart Bangladesh means making smart citizens, society, economy and smart government. Activities in (e) (educate) , health, agriculture and financial sector will be (f) (transform)  into smart system. In smart Bangladesh, everything will be done (g) (technology) and also the urban (h) (admin)  will be directed by the computer and internet. A smart village will be a rural community where local citizens can connect with the (i) (globe)  market through the use of digital technology and open innovative platforms. Smart Bangladesh is not just a vision but a reality that (j) (rapid)  taking shape and marching ahead. [SB'25]   Answers:  (a) making (b) empowered (c) government (d) digital (e) education (f) transformed (g) technologically (h) administration (i) global (j) rapidly 05.  (a) (persevere)  is needed to be (b) (success) in life. Those who do not persevere in life become (c) (success)  in their mission and only blame their lot for their (d) (fortune) . (e) (persevere) people always become successful. (f) (sincere)  is another important virtue which (g) (able)  a person to accomplish a job (h) (fruit) . Student life is the (i) (form)  period of a man's life. One should not (j) (use)  this period of life. [BR 25; JB'20] Answers:  (a) Perseverance (b) successful (c) unsuccessful (d) misfortune (e) Perseverant (f) Sincerity (g) enables (h) fruitfully (i) formative/formation (j) misuse/abuse 06.  (a) (kind)  is a divine virtue. So, we should not be (b) (kind)  to the people in distress and even to (c) (low) animals. Some naughty boys (d) (joy)  beating the lower animals like dogs and cats. This is an (e) (rational)  behaviour. Animals are dumb (f) (create) . They are (g) (harm)  beings. Some animals are very (h) (faith)  and they feel no (i) (hesitate)  to risk their lives for our (j) (protect) . [JB'25; Ctg B'17] Answers:  (a) Kindness (b) unkind (c) lower (d) enjoy (e) irrational (f) creations/creatures (g) harmless (h) faithful (i) hesitation (j) protection 07.  Malnutrition is a great problem in our society. It is because our common people are very often (a) (aware)  of the food value. They don't know which foods are (b) (nutrition)  and which foods are not. They only prefer costly and (c) (taste)  food. For this reason, many of them suffer from (d) (vary)  health problems. Many of the parents let their (e) (child)  eat excessive fast food. As a result, children get (f) (bulk)  and lead an (g) (health)  life. Though some people spend much money for food, they hardly understand the (h) (important)  of a balanced diet and for eating (i) (proper)  diet their children suffer from the (j) (deficient)  of vitamins, minerals or other elements of healthy life. [CB'25]   Answers:  (a) unaware (b) nutritious (c) tasty (d) various (e) children (f) bulky (g) unhealthy (h) importance (i) improper (j) deficiency 08.  The (a) (out)  beauty of a man is not his real beauty. His (b) (ward)  beauty makes him a true man. Every man has certain (c) (born)  qualities. So, he can become a (d) (fame)  man and thus a (e) (celebrate)  person. So we may say the (f) (in) values are more important than (g) (out)  ones. But unfortunately, we remain (h) (care)  about our mental development. We always remain busy with how to (i) (rich)  our outer show which is really (j) (value) . [Din.B'25]   Answers:  (a) outer (b) inward (c) inborn (d) famous (e) celebrated (f) inner (g) outer (h) careless (i) enrich (j) valueless 09.  Junk foods usually comprise of high (a) (calorie) . These (b) (artificial)  made foods look (c) (charm)  and appetizing. These foods are (d) (prepare)  commercially (e) (ignore) the nutritive value. Frequent (f) (take)  of these foods leads to obesity. Obesity (g) (lead)  to fatty-material (h) (build)  up in arteries. The (i) (damage)  arteries increase the risk of heart attack. Moreover, (j) (eat)  junk foods damages the brain. [MB'25]   Answers:  (a) calories (b) artificially (c) charming (d) prepared (e) ignoring (f) taking/intake (g) leads (h) building (i) damaged (j) eating 10.  Kazi Nazrul Islam is our (a) (nation)  poet. His (b) (revolution) songs and poetry played a vital role in (c) (British)  movement and also in our (d) (liberate)  war. Thus his (e) (patriot)  literary works are always (f) (inspiration)  for us in every critical moment of history. (g) (Fortunate)  he could not continue his literary works for a long time. He became sick and (h) (total)  lost his speaking and writing ability. Nazrul died in 1976 in Dhaka. In one of his songs, he (i) (earnest) requested to bury him near a mosque after his death. (j) (According) , he was buried near the Central Mosque of Dhaka University. [Madrasah B'25]   Answers:  (a) national (b) revolutionary (c) anti-British (d) liberation (e) patriotic (f) inspirational (g) Unfortunately (h) totally (i) earnestly (j) Accordingly Suffixes and Prefixes: Translation and Answers 01.  আমাদের মনে রাখা উচিত যে অভ্যাস মানুষের দ্বিতীয় স্বভাব। যদি কেউ ভালো আচরণে (a) অভ্যস্ত (accustomed)  হয়ে যায়, সে কারো সাথে (b) দুর্ব্যবহার (misbehave)  করতে পারে না। তাই, নৈতিক (c) শিক্ষা (education)  গুরুত্বপূর্ণ। জীবনের শুরু থেকেই (d) শিশুদের (children)  সঠিক ও ভুলের মধ্যে (e) পার্থক্য (difference)  শেখাতে হবে এবং যা সঠিক তা অনুসরণ করতে প্রশিক্ষণ দিতে হবে। এখানে (f) প্রশিক্ষণ (training)  মানে সঠিক পথে অভ্যাসের (g) গঠন (formation) । বাড়িতে সন্তানদের নৈতিক শিক্ষা দেওয়া প্রত্যেক পিতামাতার (h) দায়িত্ব (responsibility) । তাঁদের এটিও (i) নিশ্চিত (ensure)  করতে হবে যেন তাঁদের সন্তানরা কোনো খারাপ সঙ্গে না মেশে। অল্প বয়সের এই নৈতিক (j) শিক্ষা (teaching)  ভবিষ্যতে তাদের সুনাগরিক হতে সাহায্য করবে।   Answers:  (a) accustomed (b) misbehave (c) education (d) children (e) difference (f) training (g) formation (h) responsibility (i) ensure (j) teaching 02. শারীরিক ব্যায়ামের (a) বিভিন্ন (various)  রূপ আছে। কিন্তু সবরূপ সবার জন্য (b) উপযোগী (suitable)  নয়। সকালে টাটকা বাতাস (c) পাওয়াযায় (available) । তাই এটিস্বাস্থ্যের জন্য (d) উপকারী (beneficial) । এটি অত্যন্ত (e) প্রীতিকর (pleasurable)  এবং (f) উপভোগ্য (enjoyable) । এটিআমাদের মনকেও (g) সতেজকরে (refreshes) । (h) প্রাকৃতিক (natural)  সৌন্দর্যআমাদের (i) মুগ্ধকরে (bewitches) । আমরা (j) স্বাস্থ্যবান (healthy)  ওসম্পদশালীহই।   Answers:  (a) various (b) suitable (c) available (d) beneficial (e) pleasurable (f) enjoyable (g) refreshes (h) natural (i) bewitches (j) healthy 03. আমাদের জাতীয় (a) স্মৃতিসৌধ (memorial)  ভাষা শহীদদের প্রতি জাতির শ্রদ্ধার প্রতীক। এটি এমন এক (c) অর্জিত সাফল্য (achievement)  যা (d) অপরিমেয় (immeasurable) । আমাদের (e) মুক্তি (freedom)  যোদ্ধারাপাকিস্তানের সুসজ্জিত বাহিনীর বিরুদ্ধে যুদ্ধে অনন্য (f) বীরত্ব (heroism)  দেখিয়েছিলেন।পাকিস্তানি সৈন্যরা (g) নির্দয়ভাবে (mercilessly)  আমাদেরমানুষদের হত্যা করেছিল। তারা স্থানীয় (i) সহযোগীদের (collaborators)  সাথে (h) যোগসাজশে (association)  নৃশংসতা চালিয়েছিল। (j) যাইহোক (However) , শেষপর্যন্ততারাপরাজিতহয়েছিল।   Answers:  (a) memorial (b) liberation (c) achievement (d) immeasurable (e) freedom (f) heroism (g) mercilessly (h) association (i) collaborators (j) However 04. স্মার্ট বাংলাদেশ একটি নতুন শব্দ।এটি বাংলাদেশকে প্রযুক্তিগতভাবে উন্নত এবং একটি ডিজিটালভাবে (b) ক্ষমতায়িত (empowered)  জাতিতে (a) পরিণতকরার (making) স্বপ্নকে বোঝায়। (c) সরকার (government)  ডিজিটালবাংলাদেশের নাম পরিবর্তন করেস্মার্ট বাংলাদেশ করেছে। (e) শিক্ষা (education) , স্বাস্থ্য, কৃষি এবং আর্থিক খাতেরকার্যক্রম স্মার্ট সিস্টেমে (f) রূপান্তরিত (transformed)  হবে।স্মার্ট বাংলাদেশে সবকিছু (g) প্রযুক্তিগতভাবে (technologically)  করাহবে এবং শহরের (h) প্রশাসনও (administration)  কম্পিউটারও ইন্টারনেটের মাধ্যমে পরিচালিত হবে। একটি স্মার্টগ্রাম হবে এমন একগ্রামীণ সম্প্রদায় যেখানে স্থানীয় নাগরিকরা ডিজিটাল প্রযুক্তির ব্যবহারের মাধ্যমে (i) বিশ্ব (global)  বাজারের সাথে যুক্ত হতেপারবে। স্মার্টবাংলাদেশশুধুএকটিস্বপ্ননয়বরংএটিএকটিবাস্তবতাযা (j) দ্রুত (rapidly)  রূপনিচ্ছেএবংএগিয়েযাচ্ছে।   Answers:  (a) making (b) empowered (c) government (d) digital (e) education (f) transformed (g) technologically (h) administration (i) global (j) rapidly 05. জীবনে (b) সফল (successful)  হতে হলে (a) অধ্যবসায় (Perseverance)  প্রয়োজন।যারা জীবনে অধ্যবসায় করে না তারাতাদের লক্ষ্যে (c) অসফল (unsuccessful)  হয় এবং কেবল তাদের (d) দুর্ভাগ্যকে (misfortune)  দোষারোপ করে। (e) অধ্যবসায়ী (Perseverant)  মানুষসবসময় সফল হয়। (f) আন্তরিকতা (Sincerity)  হলো আরেকটি গুরুত্বপূর্ণ গুণ যা একজনব্যক্তিকে কোনো কাজ (h) সফলভাবে (fruitfully)  সম্পন্নকরতে (g) সক্ষমকরে (enables) । ছাত্রজীবন হলোমানুষের জীবনের (i) গঠনমূলক (formative)  সময়। কারোএইসময়ের (j) অপব্যবহার (misuse)  করাউচিতনয়।   Answers:  (a) Perseverance (b) successful (c) unsuccessful (d) misfortune (e) Perseverant (f) Sincerity (g) enables (h) fruitfully (i) formative/formation (j) misuse/abuse 06. (a) দয়া (Kindness)  একটি স্বর্গীয়গুণ। তাই বিপদে পড়ামানুষের প্রতি এমনকি (c) নিম্নতর (lower)  প্রাণীদের প্রতি আমাদের (b) নির্দয় (unkind)  হওয়া উচিত নয়। কিছুদুষ্ট ছেলে কুকুর-বিড়ালেরমতো প্রাণীদের মারধর করে (d) আনন্দ (enjoy)  পায়। এটি একটি (e) অযৌক্তিক (irrational)  আচরণ।প্রাণীরা নির্বাক (f) সৃষ্টি (creatures) । তারা (g) নিরীহ (harmless)  প্রাণী।কিছুপ্রাণীখুবই (h) বিশ্বস্ত (faithful)  এবংতারাআমাদের (j) নিরাপত্তার (protection)  জন্য জীবন ঝুঁকিতেফেলতেকোনো (i) দ্বিধা (hesitation)  বোধ করে না।   Answers:  (a) Kindness (b) unkind (c) lower (d) enjoy (e) irrational (f) creations/creatures (g) harmless (h) faithful (i) hesitation (j) protection 07. পুষ্টিহীনতা আমাদের সমাজের একটি বড় সমস্যা।কারণ আমাদের সাধারণ মানুষ প্রায়ই খাদ্যের গুণাগুণ সম্পর্কে (a) অসচেতন (unaware) । তারা জানে নাকোন খাবার (b) পুষ্টিকর (nutritious)  আর কোনটি নয়। তারা কেবলদামী এবং (c) সুস্বাদু (tasty)  খাবার পছন্দ করে। এই কারণেতাদের অনেকে (d) বিভিন্ন (various)  স্বাস্থ্যসমস্যায় ভোগে। অনেক বাবা-মাতাদের (e) সন্তানদের (children)  অতিরিক্তফাস্ট ফুড খেতে দেন।ফলে শিশুরা (f) স্থূলকায় (bulky)  হয়ে যায় এবং (g) অস্বাস্থ্যকর (unhealthy)  জীবন যাপন করে। যদিও কিছু মানুষখাবারেরজন্যঅনেকটাকাখরচকরে, তারাসুষমখাদ্যের (h) গুরুত্ব (importance)  খুব কমই বোঝেএবং (i) অপ্রযুক্ত (improper)  খাদ্যাভ্যাসেরকারণেতাদেরশিশুরাভিটামিনবাখনিজের (j) ঘাটতিতে (deficiency)  ভোগে।    Answers:  (a) unaware (b) nutritious (c) tasty (d) various (e) children (f) bulky (g) unhealthy (h) importance (i) improper (j) deficiency 08. মানুষের (a) বাহ্যিক (outer)  সৌন্দর্য তার প্রকৃত সৌন্দর্যনয়। তার (b) আভ্যন্তরীণ (inward)  সৌন্দর্য তাকে প্রকৃত মানুষকরে তোলে। প্রত্যেক মানুষের কিছু (c) জন্মগত (inborn)  গুণ থাকে। তাই সে একজন (d) বিখ্যাত (famous)  এবং (e) নন্দিত (celebrated)  ব্যক্তিহতে পারে। তাই আমরা বলতেপারি বাহ্যিক মূল্যের চেয়ে (f) আভ্যন্তরীণ (inner)  মূল্য বেশি গুরুত্বপূর্ণ। কিন্তুদুর্ভাগ্যবশত, আমরা আমাদের মানসিকবিকাশের ব্যাপারে (h) অসতর্ক (careless)  থাকি। আমরাসবসময়আমাদেরবাহ্যিকরূপ (i) সমৃদ্ধ (enrich)  করতেব্যস্তথাকিযাআসলে (j) মূল্যহীন (valueless) ।   Answers:  (a) outer (b) inward (c) inborn (d) famous (e) celebrated (f) inner (g) outer (h) careless (i) enrich (j) valueless 09. জাঙ্ক ফুড সাধারণত উচ্চ (a) ক্যালোরি (calories)  সমৃদ্ধ হয়।এই (b) কৃত্রিমভাবে (artificially)  তৈরিখাবারগুলো দেখতে (c) আকর্ষণীয় (charming)  ও মুখরোচক লাগে। পুষ্টিমান (e) উপেক্ষাকরে (ignoring) এই খাবারগুলো বাণিজ্যিকভাবে (d) তৈরি (prepared)  করা হয়। ঘন ঘনএই খাবার (f) গ্রহণ (taking)  স্থূলতার দিকে নিয়ে যায়।স্থূলতা ধমনীতে চর্বি জাতীয় পদার্থ (h) জমাহওয়ার (building)  কারণ হয়। (i) ক্ষতিগ্রস্ত (damaged)  ধমনী হার্ট অ্যাটাকের ঝুঁকি বাড়ায়। তদুপরি, জাঙ্কফুড (j) খাওয়া (eating)  মস্তিষ্কেরক্ষতিকরে।   Answers:  (a) calories (b) artificially (c) charming (d) prepared (e) ignoring (f) taking/intake (g) leads (h) building (i) damaged (j) eating 10. কাজী নজরুল ইসলাম আমাদের (a) জাতীয় (national)  কবি। তাঁর (b) বিপ্লবী (revolutionary)  গানও কবিতা (c) ব্রিটিশবিরোধী (anti-British)  আন্দোলনেএবং আমাদের (d) মুক্তি (liberation)  যুদ্ধেগুরুত্বপূর্ণ ভূমিকা রেখেছিল। তাঁর (e) দেশপ্রেমমূলক (patriotic)  সাহিত্যকর্মআমাদের জন্য সবসময় (f) প্রেরণাদায়ক (inspirational) । (g) দুর্ভাগ্যবশত (Unfortunately)  তিনি দীর্ঘ সময়সাহিত্যচর্চা চালিয়ে যেতে পারেননি। তিনিঅসুস্থ হয়ে পড়েন এবং (h) পুরোপুরি (totally)  তাঁর কথাবলা ও লেখার শক্তিহারান। নজরুল ১৯৭৬ সালে ঢাকায়মারা যান। তাঁর একটিগানে তিনি মৃত্যুর পরমসজিদের পাশে সমাহিত করারজন্য (i) আকুল (earnestly)  অনুরোধজানিয়েছিলেন। (j) সেই অনুযায়ী (Accordingly) , তাঁকেঢাকাবিশ্ববিদ্যালয়েরকেন্দ্রীয়মসজিদেরপাশেসমাহিতকরাহয়।   Answers:  (a) national (b) revolutionary (c) anti-British (d) liberation (e) patriotic (f) inspirational (g) Unfortunately (h) totally (i) earnestly (j) Accordingly

Mother in Mannville (ম্যানভিলের এক মা) The orphanage is high in the Carolina mountains. (অনাথাশ্রমটি ক্যারোলিনা পর্বতমালার উঁচুতে অবস্থিত।) I was there in the autumn. (আমি শরৎকালে সেখানে ছিলাম।) I wanted quiet, isolation, to do some troublesome writing. (আমি কিছুটা কষ্টসাধ্য লেখার কাজ করার জন্য নীরবতা, একাকীত্ব চেয়েছিলাম।) I wanted mountain air to blow out the malaria from too long a time in the subtropics. (আমি চেয়েছিলাম পাহাড়ি বাতাস উপ-ক্রান্তীয় অঞ্চলে দীর্ঘ সময় থাকার ফলে হওয়া ম্যালেরিয়াকে দূর করে দিক।) I was homesick too, for the flaming of maples in October, and for corn shocks and pumpkins and black-walnut trees.... (আমার বাড়ির জন্যও মন খারাপ করছিল, অক্টোবরে ম্যাপল গাছের জ্বলন্ত রঙের জন্য, এবং ভুট্টার আঁটি, কুমড়ো আর কালো-আখরোট গাছের জন্য....) I found them all living in a cabin that belonged to the orphanage, half a mile beyond the orphanage farm. (আমি এই সবই খুঁজে পেলাম অনাথাশ্রমের একটি কেবিনে বাস করে, যা অনাথাশ্রমের খামার থেকে আধা মাইল দূরে ছিল।) When I took the cabin, I asked for a boy or man to come and chop wood for the fireplace.... (আমি যখন কেবিনটি নিলাম, আমি ফায়ারপ্লেসের জন্য কাঠ কাটার জন্য একজন ছেলে বা পুরুষকে আসতে বলেছিলাম....) I looked up from my typewriter one late afternoon, a little startled. (এক পড়ন্ত বিকেলে, আমি কিছুটা চমকে আমার টাইপরাইটার থেকে মুখ তুলে তাকালাম।) A boy stood at the door and my pointer dog, my companion, was at his side and had not barked to warn me. (একটি ছেলে দরজায় দাঁড়িয়ে ছিল এবং আমার পয়েন্টার কুকুর, আমার সঙ্গী, তার পাশে ছিল এবং আমাকে সতর্ক করার জন্য ঘেউ ঘেউ করেনি।) The boy was probably twelve years old, but undersized. (ছেলেটির বয়স সম্ভবত বারো বছর ছিল, কিন্তু গড়নের তুলনায় ছোট।) He wore overalls and a torn shirt, and was barefooted. (সে ওভারঅল এবং একটি ছেঁড়া শার্ট পরেছিল, এবং খালি পায়ে ছিল।) He said, “I can chop some wood today.” (সে বলল, "আমি আজ কিছু কাঠ কাটতে পারি।") .... “You? But you’re small.” (.... "তুমি? কিন্তু তুমি তো ছোট।") “Size don’t matter, chopping wood,” he said. ("আকার কোনো ব্যাপার না, কাঠ কাটার জন্য," সে বলল।) “Some of the big boys don’t chop good. I’ve been chopping wood at the orphanage a long time.” (“কিছু বড় ছেলেও ভালো কাটতে পারে না। আমি অনাথাশ্রমে অনেক দিন ধরে কাঠ কাটছি।”) “Very well. There's the ax. Go ahead and see what you can do.” (“খুব ভালো। ওই কুঠার। যাও এবং দেখো তুমি কী করতে পারো।”) I went back to work, closing the door.... (আমি দরজা বন্ধ করে আমার কাজে ফিরে গেলাম....) He began to chop. (সে কাটতে শুরু করল।) The blows were rhythmic and steady, and shortly I had forgotten him, the sound no more of an interruption than a consistent rain. (আঘাতগুলো ছিল ছন্দময় এবং স্থির, এবং শীঘ্রই আমি তাকে ভুলে গিয়েছিলাম, শব্দটি একটানা বৃষ্টির চেয়ে বেশি ব্যাঘাতকারী ছিল না।) I suppose an hour and a half passed and I heard the boy’s steps on the cabin stoop.... (আমার মনে হয় দেড় ঘণ্টা কেটে গিয়েছিল এবং আমি ছেলেটির পায়ের শব্দ কেবিনের সিঁড়িতে শুনলাম....) The boy said, “I have to go to supper now,” he said. (“আমাকে এখন রাতের খাবার খেতে যেতে হবে,” সে বলল।) “I can come again tomorrow.” (“আমি কাল আবার আসতে পারি।”) I said, “I’ll pay you now for what you’ve done,” thinking I should probably have to insist on an older boy.... (আমি বললাম, “তুমি যা করেছ তার জন্য আমি তোমাকে এখনই পারিশ্রমিক দেব,” ভাবতে ভাবতে যে আমার সম্ভবত একজন বড় ছেলেকে নেওয়ার জন্য জোর করা উচিত....) We went together back of the cabin. (আমরা একসাথে কেবিনের পিছনে গেলাম।) An astonishing amount of solid wood had been cut.... (বিস্ময়কর পরিমাণে শক্ত কাঠ কাটা হয়েছিল....) “But you’ve done as much as a man,” I said. (“কিন্তু তুমি তো একজন প্রাপ্তবয়স্ক মানুষের সমান কাজ করেছ,” আমি বললাম।) “This is a splendid pile.” (“এটা একটা চমৎকার স্তূপ।”) I looked at him, actually, for the first time. (আমি আসলে প্রথমবারের মতো তার দিকে তাকালাম।) His hair was the color of the corn shocks and his eyes, very direct, were like the mountain sky when rain is pending—gray, with a shadowing of that miraculous blue.... (তার চুলের রঙ ছিল ভুট্টার আঁটির মতো এবং তার চোখ, খুব সরাসরি, ছিল বৃষ্টির অপেক্ষায় থাকা পাহাড়ি আকাশের মতো—ধূসর, সেই অলৌকিক নীলের আভা সহ....) I gave him a quarter. (আমি তাকে এক কোয়ার্টার (পঁচিশ সেন্ট) দিলাম।) “You may come tomorrow afternoon,” I said, “and thank you very much.” (“তুমি কাল বিকেলে আসতে পারো,” আমি বললাম, “এবং তোমাকে অনেক ধন্যবাদ।”) He looked at me, and at the coin, and seemed to want to speak, but could not, and turned away.... (সে আমার দিকে এবং মুদ্রাটির দিকে তাকাল, এবং মনে হলো কিছু বলতে চায়, কিন্তু পারল না, এবং মুখ ফিরিয়ে চলে গেল....) At daylight I was half wakened by the sound of chopping. (ভোরের আলোয় আমি কাঠ কাটার শব্দে আধা-ঘুম থেকে জেগে উঠলাম।) Again it was so even in texture that I went back to sleep. (আবারও এটি এতই সমহারে ছিল যে আমি আবার ঘুমিয়ে পড়লাম।) When I left my bed in the cool morning, the boy had come and gone, and a stack of kindling was neat against the cabin wall. (ঠান্ডা সকালে যখন আমি বিছানা ছাড়লাম, ছেলেটি এসে চলে গিয়েছিল, এবং কেবিনের দেয়ালের পাশে পরিপাটি করে একগাদা জ্বালানি কাঠ রাখা ছিল।) He came after school in the afternoon and worked until time to return to the orphanage. (সে বিকেলে স্কুলের পর আসত এবং অনাথাশ্রমে ফেরার সময় পর্যন্ত কাজ করত।) His name was Jerry.... (তার নাম ছিল জেরি....) he had been at the orphanage since he was four. (সে চার বছর বয়স থেকে অনাথাশ্রমে ছিল।) I could picture him at four, with the same grave gray-blue eyes and the same independence? No, the word that comes to me is “integrity”.... (আমি কি তাকে চার বছর বয়সে কল্পনা করতে পারি, সেই একই গম্ভীর ধূসর-নীল চোখ এবং একই স্বাধীনতা নিয়ে? না, আমার মনে যে শব্দটি আসে তা হলো “সততা”....) It is bedded on courage, but it is more than brave. (এটি সাহসের উপর ভিত্তি করে, কিন্তু এটি সাহসিকতার চেয়েও বেশি।) It is honest, but it is more than honesty. (এটি ন্যায়পরায়ণ, কিন্তু এটি ন্যায়পরায়ণতার চেয়েও বেশি।) The ax handle broke one day. (একদিন কুঠারের হাতল ভেঙে গেল।) Jerry said the woodshop at the orphanage would repair it. (জেরি বলল অনাথাশ্রমের কাঠের দোকান এটি মেরামত করে দেবে।) I brought money to pay for the job and he refused it. (আমি কাজের জন্য টাকা এনেছিলাম এবং সে তা প্রত্যাখ্যান করল।) “I’ll pay for it," he said. ("আমি এর জন্য টাকা দেব," সে বলল।) "I broke it. I brought the ax down careless.” (“আমি এটা ভেঙেছি। আমি অসাবধানভাবে কুঠারটি নামিয়েছিলাম।”) “But no one hits accurately every time,” I told him. (“কিন্তু কেউ তো প্রতিবার নির্ভুলভাবে আঘাত করতে পারে না,” আমি তাকে বললাম।) “The fault was in the wood of the handle. I'll see the man from whom I bought it.” (“দোষটা ছিল হাতলের কাঠের। আমি যার কাছ থেকে এটা কিনেছি তাকে দেখব।”) It was only then that he would take the money. (শুধুমাত্র তখনই সে টাকাটা নিয়েছিল।) He was standing back of his own carelessness. (সে তার নিজের অসাবধানতার দায় নিচ্ছিল।) He was a free-will agent and he chose to do careful work, and if he failed, he took the responsibility without subterfuge. (সে ছিল একজন স্বাধীন ইচ্ছাশক্তির অধিকারী এবং সে সাবধানে কাজ করা বেছে নিয়েছিল, এবং যদি সে ব্যর্থ হতো, সে কোনো ছলনা ছাড়াই দায়িত্ব নিত।) And he did for me the unnecessary thing, the gracious thing, that we find done only by the great of heart. (এবং সে আমার জন্য সেই অপ্রয়োজনীয় কাজটি, সেই মহৎ কাজটি করেছিল, যা আমরা কেবল মহান হৃদয়ের মানুষদের দ্বারাই করতে দেখি।) Things no training can teach, for they are done on the instant, with no predicated experience. (এমন জিনিস যা কোনো প্রশিক্ষণ শেখাতে পারে না, কারণ সেগুলো কোনো পূর্ব অভিজ্ঞতা ছাড়াই তাৎক্ষণিকভাবে করা হয়।) He found a cubbyhole beside the fireplace that I had not noticed. (সে ফায়ারপ্লেসের পাশে একটি ছোট খুপরি খুঁজে পেয়েছিল যা আমি খেয়াল করিনি।) There, of his own accord, he put kindling and "medium” wood, so that I might always have dry fire material ready in case of sudden wet weather. (সেখানে, সে নিজের ইচ্ছায়, জ্বালানি কাঠ এবং "মাঝারি" কাঠ রাখত, যাতে হঠাৎ ভেজা আবহাওয়ার ক্ষেত্রে আমার কাছে সবসময় শুকনো আগুন জ্বালানোর সরঞ্জাম প্রস্তুত থাকে।) A stone was loose in the rough walk to the cabin. (কেবিনে যাওয়ার কাঁচা রাস্তায় একটি পাথর আলগা ছিল।) He dug a deeper hole and steadied it, although he came, himself, by a shortcut over the bank. (সে একটি গভীর গর্ত খুঁড়ে এটিকে স্থির করে দিল, যদিও সে নিজে পাড় ধরে একটি শর্টকাট দিয়ে আসত।) I found that when I tried to return his thoughtfulness with such things as candy and apples, he was wordless. (আমি দেখলাম যে যখন আমি তার এই চিন্তাশীলতার প্রতিদান ক্যান্ডি এবং আপেলের মতো জিনিস দিয়ে দেওয়ার চেষ্টা করতাম, সে নির্বাক হয়ে যেত।) “Thank you” was, perhaps, an expression for which he had had no use, for his courtesy was instinctive. (“ধন্যবাদ” সম্ভবত এমন একটি অভিব্যক্তি ছিল যা তার ব্যবহারের প্রয়োজন হয়নি, কারণ তার সৌজন্য ছিল সহজাত।) He only looked at the gift and at me, and a curtain lifted, so that I saw deep into the clear well of his eyes, and gratitude was there, and affection, soft over the firm granite of his character.... (সে কেবল উপহারটির দিকে এবং আমার দিকে তাকাত, এবং একটি পর্দা উঠে যেত, যাতে আমি তার চোখের স্বচ্ছ কূপের গভীরে দেখতে পেতাম, এবং সেখানে কৃতজ্ঞতা ছিল, এবং স্নেহ, তার চরিত্রের দৃঢ় গ্রানাইটের উপর কোমলভাবে....) He became intimate, of course, with my pointer, Pat. (সে অবশ্যই আমার পয়েন্টার, প্যাট-এর সঙ্গে ঘনিষ্ঠ হয়ে উঠল।) There is a strange communion between a boy and a dog. (একটি ছেলে এবং একটি কুকুরের মধ্যে এক অদ্ভুত সংযোগ রয়েছে।) Perhaps they possess the same singleness of spirit, the same kind of wisdom. (হয়তো তাদের আত্মার একই একতা, একই ধরনের জ্ঞান রয়েছে।) It is difficult to explain, but it exists. (এটি ব্যাখ্যা করা কঠিন, কিন্তু এর অস্তিত্ব আছে।) When I went across the state for a weekend, I left the dog in Jerry's charge.... (আমি যখন এক সপ্তাহের ছুটির জন্য রাজ্যের অন্য প্রান্তে গেলাম, আমি কুকুরটিকে জেরির দায়িত্বে রেখে গেলাম....) My return was belated and fog filled the mountain passes so treacherously that... it was Monday noon before I reached the cabin. (আমার ফিরতে দেরি হয়েছিল এবং কুয়াশা পাহাড়ি পথগুলোকে এত বিশ্বাসঘাতকভাবে পূর্ণ করে দিয়েছিল যে... আমি কেবিনে পৌঁছাতে সোমবার দুপুর হয়ে গেল।) The dog had been fed and cared for that morning. (সেই সকালে কুকুরটিকে খাওয়ানো হয়েছিল এবং যত্ন নেওয়া হয়েছিল।) Jerry came early in the afternoon, anxious. (জেরি বিকেলে তাড়াতাড়ি এলো, উদ্বিগ্ন হয়ে।) “The superintendent said nobody would drive in the fog,” he said. (“সুপারিনটেনডেন্ট বলেছেন কুয়াশায় কেউ গাড়ি চালাবে না,” সে বলল।) “I came.... last night and you hadn’t come. So I brought Pat some of my breakfast this morning. I wouldn’t have let anything happen to him.” (“আমি.... গত রাতে এসেছিলাম এবং আপনি আসেননি। তাই আমি আজ সকালে প্যাটকে আমার নাস্তার কিছু অংশ এনে দিয়েছিলাম। আমি ওর কিছু হতে দিতাম না।”) .... I gave him a dollar in payment, and he looked at it and went away. (.... আমি তাকে পারিশ্রমিক হিসেবে এক ডলার দিলাম, এবং সে সেটার দিকে তাকিয়ে চলে গেল।) But that night he came in the darkness and knocked at the door. (কিন্তু সেই রাতে সে অন্ধকারে এসে দরজায় টোকা দিল।) “Come in, Jerry,” I said, “if you’re allowed to be away this late.” (“ভেতরে এসো, জেরি,” আমি বললাম, “যদি তোমার এত রাত পর্যন্ত বাইরে থাকার অনুমতি থাকে।”) “I told maybe a story,” he said. ("আমি হয়তো একটা গল্প বলেছি," সে বলল।) "I told them I thought you would want to see me.” (“আমি তাদের বলেছি আমার মনে হয়েছে আপনি আমার সাথে দেখা করতে চাইবেন।”) “That’s true,” I assured him, and I saw his relief. (“সেটা সত্যি,” আমি তাকে আশ্বস্ত করলাম, এবং আমি তার স্বস্তি দেখতে পেলাম।) “I want to hear about how you managed with the dog.” (“আমি শুনতে চাই তুমি কুকুরটিকে নিয়ে কীভাবে সামলেছ।”) He sat by the fire with me..., and told me of their two days together. (সে আমার সাথে আগুনের পাশে বসল..., এবং তাদের একসাথে কাটানো দুই দিনের কথা আমাকে বলল।) The dog lay close to him and found a comfort there that I did not have for him.... (কুকুরটি তার কাছে শুয়ে ছিল এবং সেখানে এমন এক আরাম খুঁজে পেয়েছিল যা আমার কাছে তার জন্য ছিল না....) “He stayed right with me,” he told me, “except when he ran in the laurel.... (“সে আমার সাথেই ছিল,” সে আমাকে বলল, “কেবল যখন সে লরেল ঝোপের মধ্যে দৌড়াত....) There was a place where the grass was high and I lay down in it and hid. (একটা জায়গা ছিল যেখানে ঘাস উঁচু ছিল এবং আমি সেখানে শুয়ে লুকিয়েছিলাম।) I could hear Pat hunting for me.... (আমি শুনতে পাচ্ছিলাম প্যাট আমাকে খুঁজছে....) When he found me he acted crazy, and he ran around and around me, in circles.” (যখন সে আমাকে খুঁজে পেল সে পাগলের মতো আচরণ করল, এবং সে আমার চারপাশে বৃত্তাকারে ঘুরতে থাকল।”) We watched the flames. (আমরা আগুনের শিখা দেখছিলাম।) “That’s an apple log,” he said. (“ওটা একটা আপেলের গুঁড়ি,” সে বলল।) “It burns the prettiest of any wood.” (“যেকোনো কাঠের চেয়ে এটা সবচেয়ে সুন্দরভাবে জ্বলে।”) We were very close. (আমরা খুব কাছাকাছি ছিলাম।) He was suddenly impelled to speak. (সে হঠাৎ কথা বলতে উদ্বুদ্ধ হলো।) “You look a little bit like my mother,” he said. (“আপনাকে দেখতে কিছুটা আমার মায়ের মতো,” সে বলল।) “Especially in the dark, by the fire.” (“বিশেষ করে অন্ধকারে, আগুনের পাশে।”) “But you were only four, Jerry, when you came here. You have remembered how she looked, all these years?” (“কিন্তু তুমি তো মাত্র চার বছরের ছিলে, জেরি, যখন তুমি এখানে এসেছিলে। তুমি এতদিন ধরে মনে রেখেছ তাকে কেমন দেখতে ছিল?”) “My mother lives in Mannville,” he said. (“আমার মা ম্যানভিলে থাকেন,” সে বলল।) For a moment, finding that he had a mother shocked me... (এক মুহূর্তের জন্য, তার একজন মা আছে এটা জেনে আমি হতবাক হয়ে গেলাম...) I did not know why it disturbed me. (আমি জানতাম না কেন এটা আমাকে বিচলিত করেছিল।) Then I understood my distress. (তারপর আমি আমার যন্ত্রণা বুঝতে পারলাম।) I was filled with a passionate resentment that any woman should go away and leave her son. ... (আমি এক তীব্র ক্ষোভে ভরে উঠলাম যে কোনো মহিলা কীভাবে তার ছেলেকে ছেড়ে চলে যেতে পারে। ...) A son like this one. (এইরকম একটি ছেলে।) The orphanage was a wholesome place, the food was more than adequate, the boys were healthy.... (অনাথাশ্রমটি একটি স্বাস্থ্যকর জায়গা ছিল, খাবার যথেষ্টের চেয়েও বেশি ছিল, ছেলেরা সুস্থ ছিল....) Granted, perhaps, that the boy felt no lack, what blood fed the bowels of a woman who did not yearn over this child’s lean body that had come in parturition out of her own? ... (ধরে নিলাম, হয়তো, ছেলেটি কোনো অভাব বোধ করেনি, কিন্তু সেই মহিলার শিরায় কী রক্ত প্রবাহিত ছিল যে তার নিজের গর্ভ থেকে জন্ম নেওয়া এই শীর্ণ শরীরের সন্তানের জন্য আকুল হয়নি? ...) “Have you seen her, Jerry—lately?” I asked. (“তুমি কি তাকে দেখেছ, জেরি—সম্প্রতি?” আমি জিজ্ঞেস করলাম।) “I see her every summer. She sends for me.” (“আমি তাকে প্রতি গ্রীষ্মে দেখি। তিনি আমাকে ডেকে পাঠান।”) I wanted to cry out, “Why are you not with her? How can she let you go away again?” (আমি চিৎকার করে বলতে চেয়েছিলাম, “তুমি কেন তার সাথে থাকো না? সে কীভাবে তোমাকে আবার চলে যেতে দিতে পারে?”) He said, “She comes up here from Mannville whenever she can. She doesn’t have a job now.” (সে বলল, “তিনি যখনই পারেন ম্যানভিল থেকে এখানে আসেন। তার এখন কোনো চাকরি নেই।”) His face shone in the firelight. (আগুনের আলোয় তার মুখ উজ্জ্বল হয়ে উঠল।) “She wanted to give me a puppy, but they can’t let any one boy keep a puppy. You remember the suit I had on last Sunday?” He was plainly proud. (“তিনি আমাকে একটি কুকুরছানা দিতে চেয়েছিলেন, কিন্তু তারা কোনো একটি ছেলেকে কুকুরছানা রাখতে দেয় না। গত রবিবার আমি যে স্যুটটি পরেছিলাম তা আপনার মনে আছে?” সে স্পষ্টতই গর্বিত ছিল।) “She sent me that for Christmas. The Christmas before that” - he drew a long breath, savoring the memory - “she sent me a pair of skates.... I let the other boys use them, but they're careful of them.” (“তিনি ওটা আমাকে বড়দিনের জন্য পাঠিয়েছিলেন। তার আগের বড়দিনে” - সে স্মৃতিটা উপভোগ করতে করতে একটি দীর্ঘ নিঃশ্বাস নিল - “তিনি আমাকে একজোড়া স্কেট পাঠিয়েছিলেন.... আমি অন্য ছেলেদের সেগুলো ব্যবহার করতে দিই, কিন্তু তারা ওগুলোর যত্ন নেয়।”) What circumstance other than poverty—? (দারিদ্র্য ছাড়া আর কোন পরিস্থিতি—?) “I’m going to take the dollar you gave me for taking care of Pat,” he said, “and buy her a pair of gloves.” (“প্যাট-এর যত্ন নেওয়ার জন্য আপনি যে ডলারটা আমাকে দিয়েছিলেন, সেটা দিয়ে আমি তার জন্য একজোড়া দস্তানা কিনব,” সে বলল।) ... I hated her. (... আমি তাকে ঘৃণা করতাম।) Poverty or not, there was other food than bread, and the soul could starve as quickly as the body. (দারিদ্র্য হোক বা না হোক, রুটি ছাড়াও অন্য খাবার ছিল, এবং আত্মা শরীরের মতোই দ্রুত অনাহারে থাকতে পারে।) He was taking his dollar to buy gloves for her big, stupid hands and she lived away from him, in Mannville, and contented herself with sending him skates. (সে তার ডলার দিয়ে তার বড়, নির্বোধ হাতগুলোর জন্য দস্তানা কিনতে যাচ্ছিল এবং সে তার থেকে দূরে, ম্যানভিলে বাস করত, এবং তাকে স্কেট পাঠিয়ে নিজেকে সন্তুষ্ট রাখত।) “She likes white gloves,” he said. ("তিনি সাদা দস্তানা পছন্দ করেন," সে বলল।) 'Do you think I can get them for a dollar?" (“আপনার কি মনে হয় আমি এক ডলারে সেগুলো পেতে পারি?”) “I think so," I said... (“আমার মনে হয় পারবে,” আমি বললাম...) And after my first fury at her we did not speak of her again, his having a mother, any sort at all, relieved me of the ache I had had about him... (এবং তার প্রতি আমার প্রথম ক্রোধের পর আমরা আর তার কথা বলিনি, তার একজন মা থাকা, যে কোনো ধরনেরই হোক, তাকে নিয়ে আমার যে যন্ত্রণা ছিল তা থেকে আমাকে মুক্তি দিল...) He was not lonely. (সে একা ছিল না।) It was none of my concern. (এটা আমার চিন্তার বিষয় ছিল না।) He came every day and cut my wood and did small helpful favors and stayed to talk. (সে প্রতিদিন আসত এবং আমার কাঠ কাটত এবং ছোটখাটো সহায়ক কাজ করত এবং কথা বলার জন্য থাকত।) The days had become cold, and often I let him come inside the cabin. (দিনগুলো ঠান্ডা হয়ে গিয়েছিল, এবং প্রায়শই আমি তাকে কেবিনের ভেতরে আসতে দিতাম।) He would lie on the floor in front of the fire, with one arm across the pointer, and they would both doze and wait quietly for me. (সে আগুনের সামনে মেঝেতে শুয়ে থাকত, একটি হাত পয়েন্টারটির উপর রেখে, এবং তারা দুজনেই তন্দ্রাচ্ছন্ন হয়ে চুপচাপ আমার জন্য অপেক্ষা করত।) Other days they ran with a common ecstasy through the laurel, and he brought me back vermilion maple leaves, and chestnut boughs dripping with imperial yellow. (অন্যান্য দিন তারা সাধারণ এক উচ্ছ্বাসে লরেল ঝোপের মধ্যে দিয়ে দৌড়াত, এবং সে আমার জন্য সিঁদুরে রঙের ম্যাপল পাতা, এবং রাজকীয় হলুদে ভেজা চেস্টনাট ডাল নিয়ে আসত।) I was ready to go. (আমি যাওয়ার জন্য প্রস্তুত ছিলাম।) I said to him, "You have been my friend, Jerry. I shall often think of you and miss you. Pat will miss you too. I am leaving tomorrow.” (আমি তাকে বললাম, "তুমি আমার বন্ধু ছিলে, জেরি। আমি প্রায়ই তোমার কথা ভাবব এবং তোমাকে মিস করব। প্যাটও তোমাকে মিস করবে। আমি কাল চলে যাচ্ছি।") He did not answer... and I watched him go in silence up the hill. (সে কোনো উত্তর দিল না... এবং আমি তাকে চুপচাপ পাহাড়ের উপরে যেতে দেখলাম।) I expected him the next day, but he did not come... (আমি পরের দিন তার জন্য অপেক্ষা করেছিলাম, কিন্তু সে এলো না...) I closed the cabin and started the car... (আমি কেবিনটি বন্ধ করে গাড়ি চালু করলাম...) I stopped by the orphanage and left the cabin key and money... with Miss Clark. (“এবং আপনি কি দয়া করে আমার জন্য জেরিকে ডাকবেন তাকে বিদায় জানানোর জন্য?”) “I don't know where he is," she said. ("আমি জানি না সে কোথায়," তিনি বললেন।) "I’m afraid he’s not well. He didn't eat his dinner this noon. One of the other boys saw him going over the hill into the laurel... It's not like him”... (“আমার ভয় হচ্ছে সে ভালো নেই। সে আজ দুপুরে তার খাবার খায়নি। অন্য ছেলেদের মধ্যে একজন তাকে পাহাড় পেরিয়ে লরেল ঝোপের মধ্যে যেতে দেখেছে... এটা তার মতো নয়”...) I was almost relieved ... it would be easier not to say good-bye to him.... (আমি প্রায় স্বস্তি পেলাম ... তাকে বিদায় না জানানোটা সহজ হবে....) I said, “I wanted to talk with you about his mother—why he’s here—but I’m in more of a hurry than I expected to be. It's out of the question for me to see her now, too. But here’s some money... to buy things for him at Christmas and on his birthday. It will be better than for me to try to send him things. I could so easily duplicate skates, for instance.” (আমি বললাম, “আমি তার মা সম্পর্কে আপনার সাথে কথা বলতে চেয়েছিলাম—সে কেন এখানে—কিন্তু আমি যা ভেবেছিলাম তার চেয়ে বেশি তাড়াহুড়োর মধ্যে আছি। এখন তার সাথে দেখা করাও আমার পক্ষে অসম্ভব। কিন্তু এখানে কিছু টাকা রইল... বড়দিনে এবং তার জন্মদিনে তার জন্য জিনিস কেনার জন্য। আমি তাকে জিনিস পাঠানোর চেষ্টা করার চেয়ে এটা ভালো হবে। আমি খুব সহজেই স্কেটের মতো জিনিস আবার দিয়ে ফেলতে পারতাম, উদাহরণস্বরূপ।”) She blinked her honest spinster’s eyes. (তিনি তার সৎ অবিবাহিত চোখের পলক ফেললেন।) “There’s not much use for skates here,” she said. (“এখানে স্কেটের খুব একটা ব্যবহার নেই,” তিনি বললেন।) Her stupidity annoyed me. (তার বোকামি আমাকে বিরক্ত করল।) “What I mean,” I said, “is that I don’t want to duplicate the things his mother sends him. I might have chosen skates if I didn’t know she had already given them to him." (“আমি যা বলতে চাইছি,” আমি বললাম, “তা হলো আমি তার মা তাকে যে জিনিসগুলো পাঠায় সেগুলোর পুনরাবৃত্তি করতে চাই না। আমি হয়তো স্কেটই বেছে নিতাম যদি আমি না জানতাম যে তিনি ইতিমধ্যেই তাকে সেগুলো দিয়েছেন।”) She stared at me. (তিনি আমার দিকে একদৃষ্টিতে তাকিয়ে রইলেন।) “I don't understand,” she said. (“আমি বুঝতে পারছি না,” তিনি বললেন।) “He has no mother. He has no skates.” (“ওর কোনো মা নেই। ওর কোনো স্কেটও নেই।”) Questions and Answers A. Answer the following questions: (নিম্নলিখিত প্রশ্নগুলোর উত্তর দাও:) 1. Why did the narrator come to the orphanage in the Carolina mountains? (বর্ণনাকারী কেন ক্যারোলিনা পর্বতমালার অনাথাশ্রমে এসেছিলেন?)   Answer: The narrator came to the mountains for several reasons: she wanted quiet and isolation to do some writing, she needed the fresh mountain air to recover from malaria, and she was homesick for the autumn scenery. (বর্ণনাকারী বিভিন্ন কারণে পাহাড়ে এসেছিলেন: তিনি কিছু লেখার জন্য নীরবতা ও একাকীত্ব চেয়েছিলেন, ম্যালেরিয়া থেকে সেরে ওঠার জন্য তার তাজা পাহাড়ি বাতাসের প্রয়োজন ছিল, এবং তিনি শরতের দৃশ্যের জন্য গৃহকাতর ছিলেন।) 2. What quality did the narrator admire most in Jerry, and what example shows this? (বর্ণনাকারী জেরির মধ্যে কোন গুণটির সবচেয়ে বেশি প্রশংসা করেছিলেন, এবং কোন উদাহরণ এটি দেখায়?)   Answer: The quality she admired most was his "integrity." This is best shown when the ax handle broke. Jerry immediately took responsibility, saying he was careless, and insisted on paying for the repair himself, even though the narrator believed it was not his fault. (তিনি যে গুণটির সবচেয়ে বেশি প্রশংসা করেছিলেন তা হলো তার "সততা"। এটি সবচেয়ে ভালোভাবে দেখা যায় যখন কুঠারের হাতলটি ভেঙে গিয়েছিল। জেরি সঙ্গে সঙ্গে দায়িত্ব নিয়েছিল, বলেছিল যে সে অসাবধান ছিল, এবং নিজে মেরামত করার জন্য টাকা দেওয়ার জন্য জোর করেছিল, যদিও বর্ণনাকারীর বিশ্বাস ছিল যে এটি তার দোষ ছিল না।) 3. What story did Jerry tell the narrator about his mother? (জেরি তার মা সম্পর্কে বর্ণনাকারীকে কী গল্প বলেছিল?)   Answer: Jerry told the narrator that his mother was alive and lived in a place called Mannville. He claimed that she sent for him every summer, came to visit when she could, and gave him gifts for Christmas, such as a suit and a pair of skates. (জেরি বর্ণনাকারীকে বলেছিল যে তার মা জীবিত এবং ম্যানভিল নামক একটি জায়গায় থাকেন। সে দাবি করেছিল যে তার মা প্রতি গ্রীষ্মে তাকে ডেকে পাঠান, যখন পারেন দেখা করতে আসেন, এবং তাকে বড়দিনের জন্য উপহার দেন, যেমন একটি স্যুট এবং একজোড়া স্কেট।) 4. Why was the narrator angry at Jerry's "mother"? (বর্ণনাকারী জেরির "মা"-এর উপর কেন ক্রুদ্ধ ছিলেন?)   Answer:  The narrator was angry because she couldn't understand how any mother could leave such a wonderful and responsible son in an orphanage. She felt that even if poverty was the reason, a mother's love should be stronger, and she judged the woman for contenting herself by sending occasional gifts instead of being with her child. (বর্ণনাকারী ক্রুদ্ধ ছিলেন কারণ তিনি বুঝতে পারছিলেন না কীভাবে কোনো মা এত চমৎকার এবং দায়িত্বশীল একটি ছেলেকে অনাথাশ্রমে রেখে যেতে পারেন। তিনি অনুভব করেছিলেন যে দারিদ্র্য কারণ হলেও, একজন মায়ের ভালোবাসা আরও শক্তিশালী হওয়া উচিত, এবং তিনি সেই মহিলাকে তার সন্তানের সাথে থাকার পরিবর্তে মাঝে মাঝে উপহার পাঠিয়ে নিজেকে সন্তুষ্ট রাখার জন্য বিচার করেছিলেন।) 5. What is the shocking truth the narrator learns at the end of the story? (গল্পের শেষে বর্ণনাকারী কোন chocante সত্যটি জানতে পারেন?)   Answer:  The shocking truth she learns from Miss Clark at the orphanage is that Jerry has no mother at all. He also does not have the skates he described. The entire story about his mother in Mannville was a fiction he had created. (তিনি অনাথাশ্রমের মিস ক্লার্কের কাছ থেকে যে chocante সত্যটি জানতে পারেন তা হলো জেরির কোনো মা-ই নেই। তার কাছে সেই স্কেটগুলোও নেই যা সে বর্ণনা করেছিল। ম্যানভিলে তার মা সম্পর্কে পুরো গল্পটিই ছিল তার তৈরি করা একটি কল্পনা।) 6. Why do you think Jerry invented the story about his mother? (তোমার কেন মনে হয় জেরি তার মা সম্পর্কে গল্পটি তৈরি করেছিল?)   Answer: Jerry likely invented the story to cope with his profound loneliness and his deep desire for a mother's love and a sense of belonging. The story gave him an identity beyond being just an orphan. It allowed him to feel pride and to have something special to share, especially with the narrator, who he felt a connection with and told her she looked like his mother. (জেরি সম্ভবত তার গভীর একাকীত্ব এবং মায়ের ভালোবাসা ও একাত্মতার গভীর আকাঙ্ক্ষার সাথে মানিয়ে নিতে গল্পটি তৈরি করেছিল। গল্পটি তাকে শুধু একজন অনাথ হওয়ার ঊর্ধ্বে একটি পরিচয় দিয়েছে। এটি তাকে গর্ব অনুভব করতে এবং বিশেষ কিছু ভাগ করে নেওয়ার সুযোগ দিয়েছে, বিশেষ করে বর্ণনাকারীর সাথে, যার সাথে সে একটি সংযোগ অনুভব করেছিল এবং তাকে বলেছিল যে তাকে তার মায়ের মতো দেখতে।) D. Choose the meaning of each word that is closest to the meaning in the context of the story. (D. প্রতিটি শব্দের এমন অর্থ বেছে নাও যা গল্পের প্রেক্ষাপটে অর্থের সবচেয়ে কাছাকাছি।) accurately (সঠিকভাবে) : b. precisely (নির্ভুলভাবে) duplicate (অনুলিপি করা) : a. repeat (পুনরাবৃত্তি করা) ecstasy (পরমানন্দ) : a. happiness (সুখ) impelled (প্রণোদিত) : c. forced (বাধ্য) integrity (সততা) : b. trustworthiness (বিশ্বস্ততা) intimate (ঘনিষ্ঠ) : c. friendly (বন্ধুত্বপূর্ণ) isolation (বিচ্ছিন্নতা) : a. privacy (একাকীত্ব) puppy (কুকুরছানা) : b. dog (কুকুর) stack (গাদা) : a. pile (স্তূপ) treacherously (বিশ্বাসঘাতকভাবে) : c. faithlessly (বিপজ্জনকভাবে/অবিশ্বস্তভাবে) E. True-false: In pairs, choose the false statements and discuss why they are false. (E. সত্য-মিথ্যা: জোড়ায়, মিথ্যা বিবৃতিগুলো বেছে নাও এবং আলোচনা কর কেন সেগুলো মিথ্যা।) The author was homesick for the subtropics.  (লেখক উপক্রান্তীয় অঞ্চলের জন্য গৃহকাতর ছিলেন।) - False (মিথ্যা). She went to the mountains to get away from the subtropics; she was homesick for autumn things like maples and pumpkins. (তিনি উপক্রান্তীয় অঞ্চল থেকে দূরে যেতে পাহাড়ে গিয়েছিলেন; তিনি ম্যাপল এবং কুমড়োর মতো শরৎকালীন জিনিসের জন্য গৃহকাতর ছিলেন।) The author expected to find a large pile of wood after the boy’s first day of work.  (লেখক ছেলেটির প্রথম দিনের কাজের পরে কাঠের একটি বড় স্তূপ খুঁজে পাওয়ার আশা করেছিলেন।) - False (মিথ্যা). She was astonished by the amount of wood, which means she expected much less. (তিনি কাঠের পরিমাণ দেখে বিস্মিত হয়েছিলেন, যার অর্থ তিনি অনেক কম আশা করেছিলেন।) Jerry could chop wood as well as a man.  (জেরি একজন প্রাপ্তবয়স্ক মানুষের মতোই কাঠ কাটতে পারত।) - True (সত্য). Jerry paid to have the ax repaired.  (জেরি কুড়ালটি মেরামত করার জন্য অর্থ প্রদান করেছিল।) - False (মিথ্যা). He offered to pay, but the narrator insisted she would pay for it. (সে অর্থ দিতে চেয়েছিল, কিন্তু বর্ণনাকারী জোর দিয়েছিলেন যে তিনিই এর জন্য অর্থ দেবেন।) Jerry did other jobs around the cabin without being asked. (জেরিকে বলা ছাড়াই সে কেবিনের চারপাশে অন্যান্য কাজ করত।) - True (সত্য). The author’s dog was fed and cared for while she was away. (লেখকের অনুপস্থিতিতে তার কুকুরকে খাওয়ানো হয়েছিল এবং যত্ন নেওয়া হয়েছিল।) - True (সত্য). The dog had tried to run away from Jerry in the high grass. (কুকুরটি উঁচু ঘাসের মধ্যে জেরি থেকে পালিয়ে যাওয়ার চেষ্টা করেছিল।) - False (মিথ্যা). They were playing a game of hide-and-seek. (তারা লুকোচুরি খেলছিল।) The author sympathizes with Jerry’s mother.  (লেখক জেরির মায়ের প্রতি সহানুভূতিশীল ছিলেন।) - False (মিথ্যা). The author "hated her" for abandoning her son. (লেখক তার ছেলেকে পরিত্যাগ করার জন্য তাকে "ঘৃণা করতেন"।) Jerry did not stop by the cabin to say good-bye to the author. (জেরি লেখকের কাছ থেকে বিদায় নিতে কেবিনে আসেনি।) - True (সত্য). Miss Clark told the author that Jerry had no mother. (মিস ক্লার্ক লেখককে বলেছিলেন যে জেরির কোনো মা নেই।) - True (সত্য). F. Fill in each of the blanks (a-e) with a word from the box. (F. বক্স থেকে একটি শব্দ দিয়ে প্রতিটি শূন্যস্থান (a-e) পূরণ কর।) confidence, predicated, missed, subterfuge, betrayed Answer (উত্তর):  At first the relationship between the author-narrator and Jerry is (a) predicated  on Jerry chopping wood well. But soon a real bond develops between them because Jerry has (b) missed  his mother's love in his life and needs the affection and support of a mother figure. The narrator has (c) confidence  in Jerry’s character when she sees his integrity. Jerry’s only (d) subterfuge  is to say he has a mother. The narrator feels (e) betrayed  when Jerry tells her he has a mother. (অনুবাদ):  প্রথমে লেখক-বর্ণনাকারী এবং জেরির মধ্যে সম্পর্কটি জেরি ভালো করে কাঠ কাটার উপর (ক) প্রতিষ্ঠিত  ছিল। কিন্তু শীঘ্রই তাদের মধ্যে একটি আসল বন্ধন তৈরি হয় কারণ জেরি তার জীবনে তার মায়ের ভালোবাসা (খ) পায়নি  এবং তার একজন মাতৃমূর্তির স্নেহ ও সমর্থনের প্রয়োজন ছিল। বর্ণনাকারীর জেরির চরিত্রের উপর (গ) বিশ্বাস  জন্মায় যখন তিনি তার সততা দেখেন। জেরির একমাত্র (ঘ) ছলনা  হলো এটা বলা যে তার একজন মা আছে। বর্ণনাকারী (ঙ) প্রতারিত  বোধ করেন যখন জেরি তাকে বলে যে তার একজন মা আছে।) G. In the table below... Match the questions and answers. (G. নীচের সারণীতে... প্রশ্ন এবং উত্তরগুলো মেলাও।) Answer (উত্তর): 1. Why does the writer’s pointer dog not bark at Jerry? -> b. He senses that Jerry is a friend.  (১. লেখকের পয়েন্টার কুকুরটি জেরিকে দেখে ঘেউ ঘেউ করে না কেন? -> খ. সে বুঝতে পারে যে জেরি একজন বন্ধু।) 2. Why does the narrator think Jerry will not be able to chop the wood effectively?  -> a. He seems too small.  (২. বর্ণনাকারী কেন মনে করেন যে জেরি কার্যকরভাবে কাঠ কাটতে পারবে না? -> ক. তাকে খুব ছোট মনে হয়।) 3. Why is the narrator shocked when Jerry says he has a mother in Mannville?  -> c. She feels the mother should not have deserted such an adorable boy.  (৩. জেরি যখন বলে যে ম্যানভিলে তার মা আছে তখন বর্ণনাকারী কেন হতবাক হন? -> গ. তিনি মনে করেন যে মায়ের এমন একটি আদুরে ছেলেকে পরিত্যাগ করা উচিত হয়নি।) 4. Why does the narrator think Jerry has integrity? -> d. Jerry is committed to the tasks he does and is honest and trustworthy.  (৪. বর্ণনাকারী কেন মনে করেন যে জেরির সততা আছে? -> ঘ. জেরি তার করা কাজগুলোর প্রতি প্রতিশ্রুতিবদ্ধ এবং সে সৎ ও বিশ্বাসযোগ্য।) 5. Why does Jerry disappear from the orphanage at the end of the story?  -> e. Jerry did not want to say good bye to the author.  (৫. গল্পের শেষে জেরি কেন অনাথ আশ্রম থেকে অদৃশ্য হয়ে যায়? -> ঙ. জেরি লেখকের কাছ থেকে বিদায় নিতে চায়নি।) H. From your reading of the story, complete the following sentences. (H. গল্পটি পড়ে, নিম্নলিখিত বাক্যগুলো সম্পূর্ণ কর।) a. The narrator wanted to be alone to do her writing. Another way to say alone is in isolation . (বর্ণনাকারী তার লেখার কাজ করার জন্য একা থাকতে চেয়েছিলেন। একা থাকার আরেকটি উপায় হলো  বিচ্ছিন্নতায় ।) b. Jerry came every day to chop wood. He was very consistent . (জেরি প্রতিদিন কাঠ কাটতে আসত। সে খুব  নিয়মিত  ছিল।) c. The narrator likes Jerry and what he stands for. She says he has integrity because he always does the right thing even before he is asked. (বর্ণনাকারী জেরিকে এবং তার আদর্শকে পছন্দ করেন। তিনি বলেন তার  সততা  আছে কারণ তাকে বলার আগেই সে সবসময় সঠিক কাজটি করে।) d. When the narrator left for the weekend, she left plenty of food for the dog. In other words, she left adequate  food for the dog. (বর্ণনাকারী যখন সপ্তাহান্তে বাইরে গিয়েছিলেন, তিনি কুকুরের জন্য প্রচুর খাবার রেখে গিয়েছিলেন। অন্য কথায়, তিনি কুকুরের জন্য  পর্যাপ্ত  খাবার রেখে গিয়েছিলেন।) e. The narrator was unable to return on time to the cabin after her weekend trip because the roads were snowy and icy. They were treacherous . (বর্ণনাকারী সপ্তাহান্তের ভ্রমণের পরে সময়মতো কেবিনে ফিরতে পারেননি কারণ রাস্তাগুলো বরফ এবং তুষারে ঢাকা ছিল। সেগুলো ছিল  বিপজ্জনক ।) I. Answer the following questions. (I. নিম্নলিখিত প্রশ্নগুলোর উত্তর দাও।) a. Describe Jerry's physical appearance.  (জেরির শারীরিক চেহারার বর্ণনা দাও।) Answer (উত্তর):  Jerry was a boy of about twelve, but he was undersized for his age. He wore overalls and a torn shirt and was barefooted. The narrator described his hair as the color of corn shocks and his very direct eyes as gray with a hint of blue, like a mountain sky before rain. (জেরি প্রায় বারো বছরের একটি ছেলে ছিল, কিন্তু সে তার বয়সের তুলনায় ছোট ছিল। সে ওভারঅল এবং একটি ছেঁড়া শার্ট পরেছিল এবং খালি পায়ে ছিল। বর্ণনাকারী তার চুলকে ভুট্টার আঁটির রঙের সাথে এবং তার সরাসরি তাকানো চোখকে বৃষ্টির আগে পাহাড়ী আকাশের মতো ধূসর এবং নীল আভার সাথে তুলনা করেছেন।) b. In what ways does Jerry show integrity?  (জেরি কোন কোন উপায়ে সততা দেখায়?) Answer (উত্তর):  Jerry shows integrity in several ways. He takes full responsibility when the ax handle breaks, insisting it was his carelessness and offering to pay for it himself. He also performs thoughtful, unnecessary acts of kindness, like stacking extra kindling for the narrator and fixing a loose stone on the path, without expecting any reward or recognition. (জেরি বিভিন্ন উপায়ে সততা দেখায়। যখন কুড়ালের হাতল ভেঙে যায় তখন সে সম্পূর্ণ দায়িত্ব নেয়, জোর দিয়ে বলে যে এটি তার অসাবধানতা ছিল এবং নিজেই এর জন্য অর্থ দিতে চায়। সে পুরস্কার বা স্বীকৃতির আশা না করেই চিন্তাশীল, অপ্রয়োজনীয় দয়ার কাজও করে, যেমন বর্ণনাকারীর জন্য অতিরিক্ত জ্বালানি কাঠ সাজিয়ে রাখা এবং পথের একটি আলগা পাথর ঠিক করে দেওয়া।) c. What does the narrator mean when she says that Jerry "was a free-will agent"? How does the narrator feel toward Jerry?  (বর্ণনাকারী যখন বলেন যে জেরি "একজন স্বাধীন ইচ্ছার প্রতিনিধি ছিল" তখন তিনি কী বোঝান? বর্ণনাকারী জেরির প্রতি কেমন অনুভব করেন?) Answer (উত্তর):  When the narrator says Jerry "was a free-will agent," she means that he acted based on his own strong moral compass and principles, not because he was forced or expected to. He chose to do careful, responsible work because it was the right thing to do. The narrator feels deep admiration, respect, and affection for Jerry because of this quality. (যখন বর্ণনাকারী বলেন জেরি "একজন স্বাধীন ইচ্ছার প্রতিনিধি ছিল", তখন তিনি বোঝান যে সে তার নিজের শক্তিশালী নৈতিকতা এবং নীতির উপর ভিত্তি করে কাজ করত, তাকে বাধ্য করা হতো বা তার কাছ থেকে আশা করা হতো বলে নয়। সে সতর্ক, দায়িত্বশীল কাজ করতে বেছে নিয়েছিল কারণ এটাই সঠিক কাজ ছিল। এই গুণের কারণে বর্ণনাকারী জেরির প্রতি গভীর প্রশংসা, শ্রদ্ধা এবং স্নেহ অনুভব করেন।) d. Why do you think that Jerry made up the stories about his mother and his skates?  (তুমি কেন মনে করো যে জেরি তার মা এবং তার স্কেটস সম্পর্কে গল্প বানিয়েছিল?) Answer (উত্তর):  I think Jerry made up the stories about his mother because he desperately craved the love, connection, and sense of belonging that a mother provides. He wanted to feel normal and loved like other children. The stories were a way to create a fantasy of a caring family for himself and to build a deeper, more intimate bond with the narrator, whom he saw as a mother figure. (আমি মনে করি জেরি তার মা সম্পর্কে গল্প বানিয়েছিল কারণ সে desesperadamente একজন মায়ের দেওয়া ভালোবাসা, সংযোগ এবং অন্তর্ভুক্তির অনুভূতি কামনা করত। সে অন্য শিশুদের মতো স্বাভাবিক এবং ভালোবাসার পাত্র হতে চেয়েছিল। গল্পগুলো ছিল নিজের জন্য একটি যত্নশীল পরিবারের কল্পনা তৈরি করার এবং বর্ণনাকারীর সাথে একটি গভীর, আরও ঘনিষ্ঠ বন্ধন তৈরি করার একটি উপায়, যাকে সে একজন মাতৃমূর্তি হিসেবে দেখত।) J. Write about a relationship you have had with an adult who was not a family member. (J. পরিবারের সদস্য নয় এমন একজন প্রাপ্তবয়স্কের সাথে তোমার যে সম্পর্ক ছিল সে সম্পর্কে লেখ।) Sample Answer (নমুনা উত্তর):  I had a very special relationship with my primary school librarian, Mrs. Islam. She was more than just a person who checked out books; she was a guide who opened up new worlds for me. I was a shy child, and she noticed my love for reading. She would always save new fantasy novels for me and take the time to discuss the stories with me after I finished them. I remember her gentle smile and the way she would listen patiently to my thoughts on the characters. Her encouragement gave me confidence. That small kindness, of seeing and nurturing a passion in a quiet child, is a memory I will always cherish. (নমুনা উত্তর):  আমার প্রাথমিক বিদ্যালয়ের গ্রন্থাগারিক, মিসেস ইসলামের সাথে আমার একটি খুব বিশেষ সম্পর্ক ছিল। তিনি কেবল বই দেওয়া-নেওয়ার একজন ব্যক্তি ছিলেন না; তিনি ছিলেন একজন পথপ্রদর্শক যিনি আমার জন্য নতুন নতুন জগৎ উন্মোচন করেছিলেন। আমি একজন লাজুক শিশু ছিলাম, এবং তিনি আমার পড়ার প্রতি ভালোবাসা লক্ষ্য করেছিলেন। তিনি সবসময় আমার জন্য নতুন ফ্যান্টাসি উপন্যাস আলাদা করে রাখতেন এবং আমি পড়া শেষ করার পরে আমার সাথে গল্পগুলো নিয়ে আলোচনা করার জন্য সময় নিতেন। আমার তার মৃদু হাসি এবং তিনি যেভাবে ধৈর্য ধরে চরিত্রগুলো সম্পর্কে আমার ভাবনা শুনতেন তা মনে আছে। তার উৎসাহ আমাকে আত্মবিশ্বাস জুগিয়েছিল। একটি শান্ত শিশুর মধ্যে একটি আগ্রহ দেখা এবং সেটিকে লালন করার সেই ছোট দয়া, এমন একটি স্মৃতি যা আমি সবসময় মনে রাখব।) A Mother in Mannville by Marjorie Kinnan Rawlings The orphanage is high in the Carolina mountains. Sometimes in winter the snowdrifts are so deep that the institution is cut off from the village below, from all the world. Fog hides the mountain peaks, the snow swirls down the valleys, and a wind blows so bitterly that the orphanage boys who take the milk twice daily to the baby cottage reach the door with fingers stiff in an agony of numbness. “Or when we carry trays from the cookhouse for the ones that are sick,” Jerry said, “we get our faces frostbit, because we can’t put our hands over them. I have gloves,” he added. “Some of the boys don’t have any.” He liked the late spring, he said. The rhododendron was in bloom, a carpet of color, across the mountainsides, soft as the May winds that stirred the hemlocks. He called it laurel. “It’s pretty when the laurel blooms,” he said. “Some of it’s pink and some of it’s white.” I was there in the autumn. I wanted quiet, isolation, to do some troublesome writing. I wanted mountain air to blow out the malaria from too long a time in the subtropics. I was homesick, too, for the flaming of maples in October, and for corn shocks and pumpkins and black-walnut trees and the lift of hills. I found them all, living in a cabin that belonged to the orphanage, half a mile beyond the orphanage farm. When I took the cabin, I asked for a boy or man to come and chop wood for the fireplace. The first few days were warm, I found what wood I needed about the cabin, no one came, and I forgot the order. I looked up from my typewriter one late afternoon, a little startled. A boy stood at the door, and my pointer dog, my companion, was at his side and had not barked to warn me. The boy was probably twelve years old, but undersized. He wore overalls and a torn shirt, and was barefooted. He said, “I can chop some wood today.” I said. “But I have a boy coming from the orphanage.” “I’m the boy.” “You? But you’re small.” “Size don’t matter, chopping wood,” he said. “Some of the big boys don’t chop good. I’ve been chopping wood at the orphanage a long time.” I visualized mangled and inadequate branches for my fires. I was well into my work and not inclined to conversation. I was a little blunt. “Very well. There’s the ax. Go ahead and see what you can do.” I went back to work, closing the door, At first the sound of the boy dragging brush annoyed me. Then he began to chop. The blows were rhythmic and steady, and shortly I had forgotten him, the sound no more of an interruption than a consistent rain. I suppose an hour and a half passed, for when I stopped and stretched, and heard the boy’s steps on the cabin stoop, the sun was dropping behind the farthest mountain, and the valleys were purple with something deeper than the asters. The boy said, “I have to go to supper now. I can come again tomorrow evening.” I said, “I’ll pay you now for what you’ve done,” thinking I should probably have to insist on an older boy. “Ten cents an hour?” “Anything is all right.” We went together back of the cabin. An astonishing amount of solid wood had been cut. There were cherry logs and heavy roots of rhododendron, and blocks from the waste pine and oak left from the building of the cabin. “But you’ve done as much as a man,” I said, “This is a splendid pile.” I looked at him, actually, for the first time. His hair was the color of the corn shocks and his eyes, very direct, were like the mountain sky when rain is pending—gray, with a shadowing of that miraculous blue. As I spoke, a light came over him, as though the setting sun had touched him with the same suffused glory with which it touched the mountains. I gave him a quarter. “You may come tomorrow,” I said, “and thank you very much.” He looked at me, and at the coin, and seemed to want to speak but could not, and turned away. “I’ll split kindling tomorrow,” he said over his thin ragged shoulder. “You’ll need kindling and medium wood and logs and backlogs.” At daylight I was half wakened by the sound of chopping. Again it was so even in texture that I went back to sleep. When I left my bed in the cool morning, the boy had come and gone, and a stack of kindling was neat against the cabin wall. He came again after school in the afternoon and worked until time to return to the orphanage. His name was Jerry; he was twelve years old, and he had been at the orphanage since he was four. I could picture him at four, with the same grave gray-blue eyes and the same—independence? No, the word that comes to me is “integrity”. The word means something very special to me, and the quality for which I use it is a rare one. My father had it—there is another of whom I am almost sure—but almost no man of my acquaintance possesses it with the clarity, the purity, the simplicity of a mountain stream. But the boy Jerry had it. It is bedded on courage, but it is more than brave. It is honest, but it is more than honesty. The ax handle broke one day. Jerry said the woodshop at the orphanage would repair it. I brought money to pay for the job and he refused it. “I’ll pay for it,” he said. “I broke it. I brought the ax down careless.” “But no one hits accurately every time,” I told him. “The fault was in the wood of the handle. I’ll see the man from whom I bought it.” It was only then that he would take the money. He was standing back of his own carelessness. He was free-will agent and he chose to do careful work, and if he failed, he took the responsibility with out subterfuge. And he did for me the unnecessary thing, the gracious thing, that we find done only by the great of heart. Things no training can teach, for they are done on the instant, with no predicated experience. He found a cubbyhole beside the fireplace that I had not noticed. There, of his own accord, he put kindling and “medium” wood, so that I might always have dry fire material ready in case of sudden wet weather. A stone was loose in the rough walk to the cabin. He dug a deeper hole and steadied it, although he came, himself, by a short cut over the bank. I found that when I tried to return his thoughtfulness with such things as candy and apples, he was wordless. “Thank you” was, perhaps, an expression for which he had had no use, for his courtesy was instinctive. He only looked at the gift and at me, and a curtain lifted, so that I saw deep into the clear well of his eyes, and gratitude was there, and affection, soft over the firm granite of his character. He made simple excuses to come and sit with me. I could no more have turned him away than if he had been physically hungry. I suggested once that the best time for us to visit was before supper, when I left off my writing. After that, he waited always until my typewriter had been some time quiet. One day I worked until nearly dark. I went outside the cabin, having forgotten him. I saw him going up over the hill in the twilight toward the orphanage. When I sat down on my stoop, a place was warm from his body where he had been sitting. He became intimate, of course, with my pointer, Pat. There is a strange communion between a boy and a dog. Perhaps they possess the same singleness of spirit, the same kind of wisdom. It is difficult to explain, but is exists. When i went across the state for a weekend, I left the dog in Jerry’s charge. I gave him the dog whistle and the key to the cabin, and left sufficient food. He was to come two or three times a day and let out the dog, and feed and exercise him. I should return Sunday night, and Jerry would take out the dog for the last time Sunday afternoon and then leave the key under an agreed hiding place. My return was belated and fog filled the mountain passes so treacherously that I dared not drive at night. The fog held the next morning, and it was Monday noon before I reached the cabin. The dog had been fed and cared for that morning. Jerry came early in the afternoon, anxious. “The superintendent said nobody would drive in the fog,” he said. “I came just before bedtime last night and you hadn’t come. So I bought Pat some of my breakfast this morning. I wouldn’t have let anything happen to him.” “I was sure of that. I didn’t worry.” “When I heard about the fog, I thought you’d know.” He was needed for work at the orphanage and he had to return at once. I gave him a dollar in payment, and he looked at it and went away. But that night he came in the darkness and knocked at the door. “Come in, Jerry,” I said, “if you’re allowed to be away this late.” “I told maybe a story,” he said. “I told them I thought you would want to see me.” “That’s true,” I assured him, and I saw his relief. “I want to hear about how you managed with the dog.” He sat bye the fire with me, with no other light, and told me of their two days together. The dog lay close to him, and found a comfort there that I did not have for him. And it seemed to me that being with my dog, and caring for him, had brought the boy and me, too, together, so that he felt that he belonged to me as well as to the animal. “He stayed right with me,” he told me, “except when he ran in the laurel. He likes the laurel. I took him up over the hill and we both ran fast. There was a place where the grass was high and I lay down in it and hid. I could hear Pat hunting for me. He found my grail and he barked. When he found me, he acted crazy, and he ran around and around me, in circles.” We watched the flames. “That’s an apple log,” he said. “It burns the prettiest of any wood.” We were very close. He was suddenly impelled to speak of things he had not spoken of before, nor had I cared to ask him. “You look a little bit like my mother,” he said. “Especially in the dark, by the fire.” “But you were only four, Jerry, when you came here. You have remembered how she looked, all there years?” “My mother lives in Mannville,” he said. For a moment, finding that he had a mother shocked me as greatly as anything in my life has ever done, and I did not know why it disturbed me, Then I understood my distress. I was filled with a passionate resentment that any woman should go away and leave her son. A fresh anger added itself. A son like this one—The orphanage was a wholesome place, the executives were kind, good people, the food was more than adequate, the boys were healthy, a ragged shirt was no hardship, nor the doing of clean labor. Granted, perhaps, that the boy felt no lack, what blood fed the bowels of a woman who did not yearn over this child’s lean body that had come in parturition out of her own? At four he would have looked the same as now. Nothing, I thought, nothing in life could change those eyes. His quality must be apparent to an idiot, a fool. I burned with questions I could not ask. In an case, I was afraid, there would be pain. “Have you seen her, Jerry—lately?” “I see her every summer. She sends for me.” I wanted to cry out, “Why are you not with her? How can she let you go away again?” He said, “She comes up here from Mannville whenever she can. She doesn’t have a job now.” His face shone in the firelight. “She wanted to give ma a puppy, but they can’t let any one boy keep a puppy. You remember the suit I had on last Sunday?” He was plainly proud. “She sent me that for Christmas. The Christmas before that”—he drew a long breath, savoring the memory—”she sent me a pair of skates.” “Roller skates?” My mind was busy, making pictures of her, trying to understand her. She had not, then, entirely deserted or forgotten him. But why, then— I thought, “I must not condemn her without knowing.” “Roller skates. I let the other boys use them. They’re always borrowing them. But ther’re careful of them.” What circumstance other than poverty— “I’m going to take the dollar you gave me for taking care of Pat,” he said, “and buy her a pair of gloves.” I could only say, “That will be nice. Do you know her size?” “I think it’s 8½,” he said. He looked at my hands. “Do you wear 8½?” he asked. “No. I wear a smaller size, a 6.” “Oh! Then I guess her hands are bigger than yours.” I hated her. Poverty or no, there was other food than bread, and the soul could starve as quickly as the body. He was taking his dollar to buy gloves for her big stupid hands, and she lived away from him, in Mannville, and contented herself with sending him skates. “She likes white gloves,” he said. “Do you think I can get them for a dollar?” “I think so,” I said. I decided that I should not leave the mountains without seeing her and knowing for myself why she had done this thing. The human mind scatters its interests as though made of thistle-down, and every wind stirs and moves it. I finished my work. It did not please me, and I gave my thoughts to another field. I should need some Mexican material. I made arrangements to close my Florida place. Mexico immediately, and doing the writing there, if conditions were favorable. Then, Alaska with my brother. After that, heaven knew what or where. I did not take time to go to Mannville to see Jerry’s mother, nor even to talk with the orphanage officials about her. I was a trifle abstracted about the boy, because of my work and plans. And after my first fury at her—we did not speak of her again—his having a mother, any sort at all, not far away, in Mannville, relieved me of the ache I had had about him. He did not question the anomalous relation. He was not lovely. It was none of my concern. He came every day and cut my wood and did small helpful favors and stayed to talk. The days had become cold, and often I let him come inside the cabin. He would lie on the floor in front of the fire, with one arm across the pointer, and they would both doze and wait quietly for me. Other days they ran with a common ecstasy through the laurel, and since the asters were now gone, he brought me back vermilion maple leaves, and chestnut boughs dripping with imperial yellow. I was ready to go. I said to him, “You have been my good friend, Jerry. I shall often think of you and miss you. Pat will miss you too. I am leaving tomorrow.” He did not answer. When he went away, I remember that a new moon hung over the mountains, and I watched him go in silence up the hill. I expected him the next day. but he did not come. The details of packing my personal belongings, loading my car, arranging the bed over the seat, where the dog would ride, occupied me until late in the day. I closed the cabin and started the car, noticing that the sun was in the west and I should do well to be out of the mountains by nightfall. I stopped by the orphanage and left the cabin key and money for my light bill with Miss Clark. “And will you call Jerry for me to say good-bye to him?” “I don’t know where he is,” she said. “I’m afraid he’s not well. He didn’t eat his dinner this noon. One of the other boys saw him going over the hill into the laurel. He was supposed to fire the boiler this afternoon. It’s not like him; he’s unusually reliable.” I was almost relieved, for I knew I should never see him again, and it would be easier not to say good-bye to him. I said, “I wanted to talk with you about his mother—why he’s here—but I’m in more of a hurry than I expected to be. It’s out of the question for me to see her now too. But here’s some money I’d like to leave with you to buy things for him at Christmas and on his birthday. It will be better than for me to try to send him things. I could so easily duplicate—skates, for instance.” She blinked her honest spinster’s eyes. “There’s not much use for skates here,” she said. Her stupidity annoyed me. “What I mean,” I said, “is that I don’t want to duplicate things his mother sends him. I might have chosen skates if I didn’t know she had already given them to him.” She stared at me. “I don’t understand,” she said. “He has no mother. He has no skates.” 1.     Answer the following questions a.                   Describe Jerry's physical appearance. Try to include the descriptions that the narrator used. b.                  In what way’s does Jerry show integrity? c.                   What does the narrator mean when she says that Jerry "was a free-will agent"? How does the narrator feci toward Jerry? d.                  Why do you think that Jerry' made up the stories about his mother and his skates? 1. Answer the following questions: a. Describe Jerry's physical appearance. Try to include the descriptions that the narrator used. Jerry was likely around twelve years old, undersized, and wore overalls and a torn shirt. He was barefoot. The narrator later describes his hair as the color of corn shocks, and his eyes were described as gray, with a shadowing of blue like the mountain sky when rain is pending. b. In what ways does Jerry show integrity? Jerry shows integrity by taking responsibility for his actions. When he broke the ax, he insisted on paying for the repair himself, even though the narrator offered to pay. He also did thoughtful things, like preparing kindling and medium wood for the cabin without being asked. His honesty and sense of responsibility reflect his strong moral character. c. What does the narrator mean when she says that Jerry "was a free-will agent"? How does the narrator feel toward Jerry? The narrator refers to Jerry as a "free-will agent" because he acted independently, making decisions based on his own values and principles rather than being directed by others. The narrator feels a deep sense of admiration and respect for Jerry's integrity, and even though she initially did not understand why he was so responsible, she grows to see his character and appreciate him. d. Why do you think that Jerry made up the stories about his mother and his skates? Jerry likely made up stories about his mother and skates because he wanted to protect himself emotionally. He was proud of his mother for sending him skates, but at the same time, he may have been embarrassed or hurt by her absence. By creating these stories, he may have been trying to justify her actions or avoid confronting the pain of not being with her. Choose the meaning of each word that is closest to the meaning in the context of the story. 1. accurately a. inexactly b. precisely c. independently 2. duplicate a. repeat b. fool c. lie 3. ecstasy a. happiness b. desire c. disagreement 4. impelled a. rejected b. turned c. forced 5. integrity a. wholeness b. trustworthiness c. interest 6. intimate a. secretive b. quiet c. friendly 7. isolation a. privacy b. companionship c. dislike 8. puppy a. tie b. dog c. lamb 9. slack a. pile b. log c. stick 10. treacherously a. repetitiously b. unhappily c. faithlessly Choose the meaning of each word that is closest to the meaning in the context of the story: accurately b. precisely duplicate a. repeat ecstasy a. happiness impelled c. forced integrity b. trustworthiness intimate c. friendly isolation a. privacy puppy b. dog slack b. log treacherously c. faithlessly Bangla Translation বাংলা অনুবাদঃ   ম্যানভিলের একজন মা লেখক: মার্জোরি কিনান রাওলিংস ক্যারোলিনা পর্বতমালার উঁচুতে অবস্থিত এতিমখানা। কখনও কখনও শীতকালে তুষারপাত এত গভীর হয় যে প্রতিষ্ঠানটি নীচের গ্রাম থেকে, সমস্ত পৃথিবী থেকে বিচ্ছিন্ন হয়ে যায়। কুয়াশা পাহাড়ের চূড়াগুলিকে ঢেকে রাখে, উপত্যকাগুলিতে তুষারপাত হয় এবং এত তীব্র বাতাস বইতে থাকে যে এতিমখানার ছেলেরা যারা প্রতিদিন দুবার দুধ নিয়ে শিশু কুটিরে যায় তারা অসাড়তার যন্ত্রণায় আঙুল শক্ত করে দরজায় পৌঁছায়। “অথবা যখন আমরা অসুস্থদের জন্য রান্না ঘর থেকে ট্রে নিয়ে যাই,” জেরি বলেন, “আমাদের মুখ হিমশীতল হয়ে যায়, কারণ আমরা তাদের উপর হাত রাখতে পারি না। আমার কাছে গ্লাভস আছে,” তিনি আরও বলেন। “কিছু ছেলের কাছে কোনও গ্লাভস নেই।” বসন্তের শেষের দিকে তিনি পছন্দ করেছিলেন, তিনি বলেন। রডোডেনড্রন ফুল ফুটেছিল, পাহাড়ের ধারে রঙিন কার্পেট, মে মাসের বাতাসের মতো নরম যা হেমলকদের নাড়া দিত। তিনি এটিকে লরেল বলেছিলেন। “যখন লরেল ফুল ফোটে তখন এটি সুন্দর,” তিনি বলেছিলেন। "এর কিছু গোলাপী এবং কিছু সাদা।" আমি শরৎকালে সেখানে ছিলাম। আমি শান্ত, নির্জনতা চেয়েছিলাম, কিছু ঝামেলাপূর্ণ লেখার জন্য। আমি পাহাড়ি বাতাস চেয়েছিলাম যাতে উপক্রান্তীয় অঞ্চলে দীর্ঘদিন ধরে ম্যালেরিয়া ছড়িয়ে পড়ে। অক্টোবরে ম্যাপেলের জ্বলন্ত আগুন, ভুট্টার ঝোপ, কুমড়ো, কালো-আখরোট গাছ এবং পাহাড়ের উঁচু স্থানের জন্য আমিও বাড়ির জন্য অনুতপ্ত ছিলাম। আমি তাদের সবাইকে এতিমখানার একটি কেবিনে থাকতে দেখেছি, যা এতিমখানার খামার থেকে আধা মাইল দূরে ছিল। যখন আমি কেবিনটি নিলাম, তখন আমি একজন ছেলে বা পুরুষকে আগুনের কাঠ কাটতে বলেছিলাম। প্রথম কয়েক দিন গরম ছিল, আমি কেবিনে প্রয়োজনীয় কাঠ খুঁজে পেয়েছিলাম, কেউ আসেনি, এবং আমি অর্ডারটি ভুলে গিয়েছিলাম। একদিন বিকেলে আমি আমার টাইপরাইটার থেকে মুখ তুলে তাকালাম, একটু চমকে উঠলাম। একটি ছেলে দরজায় দাঁড়িয়ে ছিল, এবং আমার সঙ্গী, আমার নির্দেশক কুকুর, তার পাশে ছিল এবং আমাকে সতর্ক করার জন্য ঘেউ ঘেউ করেনি। ছেলেটির বয়স সম্ভবত বারো বছর, কিন্তু আকারে ছোট ছিল। সে ওভারঅল এবং একটি ছেঁড়া শার্ট পরেছিল, এবং খালি পায়ে ছিল। সে বলল, “আজ আমি কিছু কাঠ কাটতে পারি।” আমি বললাম। “কিন্তু আমার একটা ছেলে এতিমখানা থেকে আসছে।” “আমিই সেই ছেলে।” “তুমি? কিন্তু তুমি তো ছোট।” “কাঠ কাটতে সাইজ কোন ব্যাপার না,” সে বলল। “কিছু বড় ছেলে ভালো কাটে না। আমি অনেক দিন ধরে এতিমখানায় কাঠ কাটছি।” আমি আমার আগুনের জন্য ক্ষতবিক্ষত এবং অপর্যাপ্ত ডালপালা কল্পনা করেছিলাম। আমি আমার কাজে খুব ভালো ছিলাম এবং কথা বলতে আগ্রহী ছিলাম না। আমি একটু বোকা ছিলাম। “খুব ভালো। কুড়াল আছে। এগিয়ে যাও এবং দেখো তুমি কি করতে পারো।” আমি দরজা বন্ধ করে কাজে ফিরে গেলাম, প্রথমে ছেলেটির তুলি টানার শব্দ আমাকে বিরক্ত করল। তারপর সে কাটতে শুরু করল। আঘাতগুলি ছন্দবদ্ধ এবং স্থির ছিল, এবং শীঘ্রই আমি তাকে ভুলে গিয়েছিলাম, শব্দটা কেবল একটানা বৃষ্টির মতো বাধার মতো ছিল না। আমার মনে হয় দেড় ঘন্টা কেটে গেছে, কারণ যখন আমি থামলাম এবং লম্বা হয়ে গেলাম, এবং কেবিনের স্তূপে ছেলেটির পায়ের শব্দ শুনতে পেলাম, তখন সূর্য সবচেয়ে দূরের পর্বতের পিছনে ঢলে পড়ছিল, এবং উপত্যকাগুলো বেগুনি রঙের ছিল, যার গভীরে অ্যাস্টারের চেয়েও গভীর কিছু ছিল। ছেলেটি বলল, "আমাকে এখন রাতের খাবার খেতে যেতে হবে। আমি কাল সন্ধ্যায় আবার আসতে পারি।" আমি বললাম, "তুমি যা করেছো তার জন্য আমি এখন তোমাকে টাকা দেব," ভেবেছিলাম আমার সম্ভবত একজন বড় ছেলের উপর জোর দেওয়া উচিত। "প্রতি ঘন্টায় দশ সেন্ট?" "কিছু ঠিক আছে।" আমরা একসাথে কেবিনের পিছনে গেলাম। আশ্চর্যজনক পরিমাণে শক্ত কাঠ কাটা হয়েছিল। চেরি কাঠ এবং রডোডেনড্রনের ভারী শিকড় ছিল, এবং কেবিনের ভবন থেকে অবশিষ্ট পাইন এবং ওক গাছের ব্লক ছিল। "কিন্তু তুমি একজন মানুষের মতোই অনেক কিছু করেছ," আমি বললাম, "এটা একটা চমৎকার স্তূপ।" আমি আসলে প্রথমবারের মতো তার দিকে তাকালাম। তার চুল ছিল ভুট্টার খোসার রঙের মতো এবং তার চোখগুলো, একেবারে সরাসরি, বৃষ্টির সময় পাহাড়ের আকাশের মতো—ধূসর, সেই অলৌকিক নীল ছায়ার সাথে। আমি যখন কথা বলছিলাম, তখন তার উপর একটা আলো এসে পড়ল, যেন অস্তগামী সূর্য তাকে পাহাড়ের মতোই উজ্জ্বল গৌরবে স্পর্শ করেছে। আমি তাকে এক চতুর্থাংশ দিলাম। “তুমি আগামীকাল আসতে পারো,” আমি বললাম, “এবং তোমাকে অনেক ধন্যবাদ।” সে আমার দিকে এবং মুদ্রার দিকে তাকাল, এবং মনে হচ্ছিল যেন কথা বলতে চাইছে কিন্তু পারছে না, এবং মুখ ফিরিয়ে নিল। “আমি আগামীকাল জ্বালানি ভাগ করে দেব,” সে তার পাতলা ছিন্নভিন্ন কাঁধের উপর দিয়ে বলল। “তোমার জ্বালানি, মাঝারি কাঠ, কাঠের গুঁড়ি এবং বকেয়া কাঠ লাগবে।” দিনের আলোতে কাটার শব্দে আমি অর্ধেক জেগে উঠলাম। আবারও এটি এতটাই সমান ছিল যে আমি আবার ঘুমিয়ে পড়লাম। ঠান্ডা সকালে যখন আমি বিছানা ছেড়ে উঠলাম, ছেলেটি এসে চলে গিয়েছিল, এবং জ্বালানির স্তূপ কেবিনের দেয়ালের সাথে পরিষ্কার ছিল। সে বিকেলে স্কুলের পরে আবার এসেছিল এবং এতিমখানায় ফিরে আসার সময় পর্যন্ত কাজ করেছিল। তার নাম ছিল জেরি; তার বয়স তখন বারো বছর, এবং সে চার বছর বয়স থেকেই এতিমখানায় ছিল। আমি তাকে চার বছর বয়সে কল্পনা করতে পারি, একই রকম ধূসর-নীল চোখ এবং একই রকম - স্বাধীনতা? না, আমার মনে যে শব্দটি আসে তা হল "সততা"। এই শব্দটি আমার কাছে খুবই বিশেষ কিছু, এবং আমি যে গুণের জন্য এটি ব্যবহার করি তা খুবই বিরল। আমার বাবার কাছে এটি ছিল - আমি প্রায় নিশ্চিত যে আরও একজন আছেন - কিন্তু আমার পরিচিতদের মধ্যে প্রায় কোনও ব্যক্তির কাছেই এটি পাহাড়ি ঝর্ণার মতো স্পষ্টতা, বিশুদ্ধতা, সরলতা নেই। কিন্তু ছেলে জেরির কাছে এটি ছিল। এটি সাহসের উপর ভিত্তি করে তৈরি, তবে এটি সাহসের চেয়েও বেশি। এটি সৎ, তবে এটি সততার চেয়েও বেশি। কুঠারের হাতলটি একদিন ভেঙে গেল। জেরি বললো এতিমখানার কাঠের দোকান এটি মেরামত করবে। আমি কাজের জন্য টাকা এনেছিলাম এবং সে তা প্রত্যাখ্যান করেছিল। "আমি এর জন্য অর্থ প্রদান করব," সে বললো। "আমি এটি ভেঙে ফেলেছি। আমি অসাবধানে কুঠারটি নামিয়ে এনেছি।" "কিন্তু কেউ প্রতিবার সঠিকভাবে আঘাত করে না," আমি তাকে বললাম। "দোষ ছিল হাতলের কাঠের। আমি যার কাছ থেকে এটি কিনেছি তাকে আমি দেখতে পাব।" তখনই সে টাকা নিত। সে তার নিজের অসাবধানতা থেকে সরে দাঁড়াত। সে স্বাধীন ইচ্ছাশক্তির প্রতিনিধি ছিল এবং সে সাবধানতার সাথে কাজ করার সিদ্ধান্ত নিয়েছিল, এবং যদি সে ব্যর্থ হয়, তবে সে কোনও ছলনা ছাড়াই দায়িত্ব নিয়েছিল। এবং সে আমার জন্য অপ্রয়োজনীয় কাজটি করেছিল, সেই করুণাময় কাজটি, যা আমরা কেবল মহান হৃদয়ের দ্বারাই করা হয়। এমন কাজ যা কোনও প্রশিক্ষণ শেখাতে পারে না, কারণ সেগুলি তাৎক্ষণিকভাবে করা হয়, কোনও পূর্বাভাস ছাড়াই। সে অগ্নিকুণ্ডের পাশে একটি ছোট গর্ত খুঁজে পেয়েছিল যা আমি লক্ষ্য করিনি। সেখানে, সে নিজের ইচ্ছায়, জ্বালানি এবং "মাঝারি" কাঠ রেখেছিল, যাতে হঠাৎ বৃষ্টির আবহাওয়ার ক্ষেত্রে আমি সর্বদা শুকনো আগুনের উপকরণ প্রস্তুত রাখতে পারি। কেবিনে যাওয়ার রুক্ষ পথে একটি পাথর আলগা ছিল। সে আরও গভীর গর্ত খুঁড়ে এটি স্থির করে, যদিও সে নিজেই তীরের উপর একটি ছোট রাস্তা দিয়ে এসেছিল। আমি দেখতে পেলাম যে যখন আমি মিষ্টি এবং আপেলের মতো জিনিস দিয়ে তার চিন্তাভাবনা ফিরিয়ে দেওয়ার চেষ্টা করি, তখন সে শব্দহীন ছিল। "ধন্যবাদ" সম্ভবত এমন একটি অভিব্যক্তি ছিল যার জন্য তার কোনও লাভ ছিল না, কারণ তার সৌজন্য ছিল সহজাত। সে শুধু উপহারটা আর আমার দিকে তাকাল, আর একটা পর্দা উঠল, যাতে আমি তার চোখের গভীরে স্পষ্ট দেখতে পেলাম, আর কৃতজ্ঞতা আর স্নেহ, তার চরিত্রের দৃঢ় গ্রানাইটের উপরে নরম। সে আমার সাথে এসে বসতে সহজ অজুহাত দেখাল। আমি তাকে ফিরিয়ে দিতে পারতাম না, যদি সে শারীরিকভাবে ক্ষুধার্ত থাকত। আমি একবার পরামর্শ দিয়েছিলাম যে আমাদের সাথে দেখা করার জন্য সবচেয়ে ভালো সময় হল রাতের খাবারের আগে, যখন আমি লেখা শেষ করেছিলাম। এরপর, সে সবসময় অপেক্ষা করত যতক্ষণ না আমার টাইপরাইটারটি কিছুটা শান্ত হয়ে যায়। একদিন আমি প্রায় অন্ধকার পর্যন্ত কাজ করেছিলাম। আমি তাকে ভুলে গিয়ে কেবিনের বাইরে চলে গেলাম। আমি তাকে গোধূলির আলোয় পাহাড়ের উপর দিয়ে এতিমখানার দিকে যেতে দেখলাম। যখন আমি আমার স্তূপে বসলাম, তখন তার শরীরের একটি জায়গা উষ্ণ ছিল যেখানে সে বসে ছিল। অবশ্যই সে আমার ইশারাকারী প্যাটের সাথে ঘনিষ্ঠ হয়ে উঠল। একটি ছেলে এবং একটি কুকুরের মধ্যে একটি অদ্ভুত যোগাযোগ রয়েছে। সম্ভবত তাদের আত্মার একই রকম একাকীত্ব, একই ধরণের প্রজ্ঞা রয়েছে। ব্যাখ্যা করা কঠিন, কিন্তু এটি বিদ্যমান। যখন আমি সপ্তাহান্তে রাজ্যের অন্য কোথাও বেড়াতে যেতাম, তখন কুকুরটিকে জেরির দায়িত্বে রেখে যেতাম। আমি তাকে কুকুরের বাঁশি এবং কেবিনের চাবি দিয়েছিলাম, এবং পর্যাপ্ত খাবার রেখে যেতাম। তাকে দিনে দুই বা তিনবার আসতে হত এবং কুকুরটিকে বাইরে বের করে দিতে হত, খাওয়াতে হত এবং ব্যায়াম করতে হত। আমার রবিবার রাতে ফিরে আসা উচিত ছিল, এবং জেরি রবিবার বিকেলে শেষবারের মতো কুকুরটিকে বের করে নিয়ে যেত এবং তারপর চাবিটি একটি সম্মত লুকানোর জায়গার নিচে রেখে যেত। আমার ফিরে আসতে দেরি হয়েছিল এবং পাহাড়ি গিরিখাতগুলিতে কুয়াশা এতটাই ছদ্মবেশীভাবে ঢেকে গিয়েছিল যে আমি রাতে গাড়ি চালানোর সাহস করতে পারিনি। পরের দিন সকালে কুয়াশা ধরেছিল, এবং কেবিনে পৌঁছানোর আগে সোমবার দুপুর হয়ে গিয়েছিল। সেই সকালে কুকুরটিকে খাওয়ানো এবং যত্ন নেওয়া হয়েছিল। জেরি বিকেলের দিকে এসেছিল, উদ্বিগ্ন। “সুপারিনটেনডেন্ট বলেছিলেন কুয়াশায় কেউ গাড়ি চালাবে না,” তিনি বললেন। “গত রাতে আমি ঘুমানোর ঠিক আগে এসেছিলাম আর তুমি আসোনি। তাই আজ সকালে আমি প্যাটকে আমার নাস্তা থেকে কিছু কিনে দিলাম। আমি তার কিছু হতে দিতাম না।” “আমি নিশ্চিত ছিলাম। আমি চিন্তা করিনি।” “কুয়াশার কথা শুনে ভেবেছিলাম তুমি নিশ্চয়ই জানতে পারবে।” অনাথ আশ্রমে কাজের জন্য তার প্রয়োজন ছিল এবং তাকে এক্ষুনি ফিরে আসতে হবে। আমি তাকে এক ডলার পেমেন্ট দিলাম, এবং সে তা দেখে চলে গেল। কিন্তু সেই রাতে সে অন্ধকারে এসে দরজায় কড়া নাড়ল। “ভেতরে এসো, জেরি,” আমি বললাম, “যদি তোমাকে এত দেরিতে বাইরে থাকতে দেওয়া হয়।” “আমি হয়তো একটা গল্প বলেছিলাম,” তিনি বললেন। “আমি তাদের বলেছিলাম যে তুমি আমার সাথে দেখা করতে চাইবে।” “এটা সত্যি,” আমি তাকে আশ্বস্ত করেছিলাম, এবং আমি তার স্বস্তি দেখতে পেলাম। “তুমি কুকুরটিকে কীভাবে সামলেছ তা আমি শুনতে চাই।” সে আমার সাথে আগুনের ধারে বসেছিল, অন্য কোন আলো ছাড়াই, এবং আমাকে তাদের দুই দিনের একসাথে থাকার কথা বলেছিল। কুকুরটি তার কাছে শুয়েছিল, এবং সেখানে এমন একটি আরাম পেয়েছিল যা আমি তার জন্য পাইনি। এবং আমার কাছে মনে হয়েছিল যে আমার কুকুরের সাথে থাকা এবং তার যত্ন নেওয়া ছেলেটিকে এবং আমাকেও একসাথে এনেছে, যাতে সে অনুভব করে যে সে আমার এবং প্রাণীর উভয়েরই। “সে আমার সাথেই ছিল,” সে আমাকে বলল, “যখন সে লরেলে দৌড়েছিল তখন ছাড়া। সে লরেলে পছন্দ করে। আমি তাকে পাহাড়ের উপরে নিয়ে গেলাম এবং আমরা দুজনেই দ্রুত দৌড়ে গেলাম। এমন একটি জায়গা ছিল যেখানে ঘাস উঁচু ছিল এবং আমি সেখানে শুয়ে পড়লাম এবং লুকিয়ে রইলাম। আমি শুনতে পেলাম প্যাট আমাকে খুঁজছে। সে আমার গ্রেইল খুঁজে পেয়েছে এবং সে ঘেউ ঘেউ করেছে। যখন সে আমাকে খুঁজে পেয়েছে, তখন সে পাগলের মতো আচরণ করেছে, এবং সে আমার চারপাশে, বৃত্তাকারে দৌড়েছে।” আমরা আগুনের দিকে তাকিয়েছিলাম। “এটি একটি আপেলের কাঠ,” সে বলল। “এটি যে কোনও কাঠের মধ্যে সবচেয়ে সুন্দর পোড়ায়।” আমরা খুব কাছাকাছি ছিলাম। হঠাৎ করেই সে এমন কিছু কথা বলতে বাধ্য হলো যা সে আগে কখনও বলেনি, আর আমিও তাকে জিজ্ঞাসা করার চেষ্টা করিনি। “তুমি দেখতে আমার মায়ের মতো,” সে বলল। “বিশেষ করে অন্ধকারে, আগুনের ধারে।” “কিন্তু জেরি, যখন তুমি এখানে এসেছিলে তখন তোমার বয়স মাত্র চার বছর। তুমি কি মনে করেছো সে কেমন দেখতে ছিল, এত বছর ধরে?” “আমার মা ম্যানভিলে থাকেন,” সে বলল। এক মুহূর্তের জন্য, তার একজন মা আছে দেখে আমি এতটাই হতবাক হয়ে গেলাম যে আমার জীবনে আর কেউ এতটা হতবাক হয়ে গেল না, এবং আমি বুঝতে পারলাম না কেন এটা আমাকে বিরক্ত করেছে, তারপর আমি আমার কষ্ট বুঝতে পারলাম। যেকোনো মহিলার তার ছেলেকে ছেড়ে চলে যাওয়া উচিত, এই ভেবে আমার মনে একটা তীব্র বিরক্তি কাজ করছিল। নতুন করে একটা রাগ যোগ হলো। এইরকম একটা ছেলে—অনাথ আশ্রমটি ছিল একটি সুস্থ জায়গা, নির্বাহীরা ছিলেন দয়ালু, ভালো মানুষ, খাবার ছিল পর্যাপ্ত, ছেলেরা ছিল সুস্থ, ছেঁড়া শার্ট কোনও কষ্টকর কাজ ছিল না, পরিষ্কার কাজ করাও কোনও কষ্টকর কাজ ছিল না। হয়তো, ছেলেটি কোনও অভাব অনুভব করছিল না, যে মহিলার পেটে রক্তের অভাব ছিল, যে এই শিশুটির শীর্ণ দেহের জন্য আকুল ছিল না, যে তার নিজের সন্তান প্রসবের সময় জন্মেছিল? চার বছর বয়সে সে এখনকার মতোই দেখতে পেত। আমার মনে হয়েছিল, জীবনের কিছুই, কিছুই তার চোখ বদলাতে পারবে না। তার গুণাবলী একজন বোকা, বোকার কাছে স্পষ্ট হতে পারে। আমি এমন প্রশ্নে পুড়ে গেছি যা আমি জিজ্ঞাসা করতে পারিনি। যদি, আমি ভয় পেয়েছিলাম, ব্যথা হবে। "তুমি কি তাকে দেখেছো, জেরি - সম্প্রতি?" "আমি প্রতি গ্রীষ্মে তাকে দেখি। সে আমাকে ডেকে পাঠায়।" আমি চিৎকার করে বলতে চাইছিলাম, "তুমি কেন তার সাথে নেই? সে কীভাবে তোমাকে আবার যেতে দেবে?" সে বলল, "সে যখনই পারে ম্যানভিল থেকে এখানে আসে। তার এখন কোন চাকরি নেই।" আগুনের আলোয় তার মুখ উজ্জ্বল হয়ে উঠল। “সে মায়ের জন্য একটা কুকুরছানা দিতে চেয়েছিল, কিন্তু ওরা কোনও ছেলেকে কুকুরছানা রাখতে দিতে পারে না। গত রবিবার আমার পরা স্যুটটা মনে আছে?” সে স্পষ্টতই গর্বিত ছিল। “সে আমাকে ক্রিসমাসের জন্য ওটা পাঠিয়েছিল। তার আগের ক্রিসমাস”—সে স্মৃতির স্বাদ গ্রহণ করে একটা লম্বা নিঃশ্বাস ফেলল—“সে আমাকে একজোড়া স্কেট পাঠিয়েছিল।” “রোলার স্কেট?” আমার মন ব্যস্ত ছিল, তার ছবি তুলতে, তাকে বোঝার চেষ্টা করতে। তখন সে তাকে পুরোপুরি ত্যাগ করেনি বা ভুলে যায়নি। কিন্তু কেন, তাহলে— আমি ভাবলাম, “আমি তাকে না জেনে দোষী সাব্যস্ত করব না।” “রোলার স্কেট। আমি অন্য ছেলেদের এগুলো ব্যবহার করতে দিয়েছি। তারা সবসময় এগুলো ধার করে। কিন্তু ওদের ব্যাপারে সাবধান।” দারিদ্র্য ছাড়া আর কী পরিস্থিতি— “প্যাটের যত্ন নেওয়ার জন্য তুমি আমাকে যে ডলার দিয়েছিলে, আমি সেটা নেব,” সে বলল, “এবং তাকে একজোড়া গ্লাভস কিনে দেব।” আমি কেবল বলতে পারলাম, “এটা ভালো হবে। তুমি কি ওর আকার জানো?” “আমার মনে হয় এটা ৮½,” সে বলল। সে আমার হাতের দিকে তাকাল। “তুমি কি ৮½ পরেছো?” সে জিজ্ঞেস করল। “না। আমি ছোট সাইজের একটা হাত পরেছি, ৬।” “ওহ! তাহলে আমার মনে হয় ওর হাত তোমার হাতের চেয়ে বড়।” আমি ওকে ঘৃণা করতাম। দারিদ্র্য থাকুক বা না থাকুক, রুটি ছাড়া অন্য খাবার ছিল, আর আত্মাও শরীরের মতোই ক্ষুধার্ত হতে পারত। সে তার বড় বোকা হাতের জন্য গ্লাভস কিনতে তার ডলার নিচ্ছিল, আর সে তার থেকে দূরে, ম্যানভিলে থাকত, এবং তাকে স্কেট পাঠিয়ে নিজেকে সন্তুষ্ট করত। “সে সাদা গ্লাভস পছন্দ করে,” সে বলল। “তুমি কি মনে করো আমি এক ডলারে এগুলো কিনতে পারব?” “আমারও তাই মনে হয়,” আমি বললাম। আমি সিদ্ধান্ত নিলাম যে তাকে না দেখে এবং সে কেন এই কাজ করেছে তা নিজে না জেনে আমার পাহাড় ছেড়ে যাওয়া উচিত নয়। মানুষের মন তার আগ্রহগুলিকে কাঁটাগাছের মতো ছড়িয়ে দেয়, এবং প্রতিটি বাতাস তা নাড়ায়। আমি আমার কাজ শেষ করেছি। এটা আমার ভালো লাগেনি, এবং আমি আমার চিন্তাভাবনা অন্য কোনও ক্ষেত্রে নিয়ে চলে যাই। আমার কিছু মেক্সিকান লেখার প্রয়োজন। আমি আমার ফ্লোরিডায় থাকাকালীন মেক্সিকোতে আমার জায়গা বন্ধ করে দেই, এবং পরিস্থিতি অনুকূল হলে সেখানে লেখালেখি করি। তারপর, আমার ভাইয়ের সাথে আলাস্কা। এরপর, স্বর্গ জানে কোথায় বা কী। আমি ম্যানভিলে জেরির মায়ের সাথে দেখা করতে যাইনি, এমনকি এতিমখানার কর্মকর্তাদের সাথেও তার সম্পর্কে কথা বলতে পারিনি। আমার কাজ এবং পরিকল্পনার কারণে আমি ছেলেটিকে নিয়ে সামান্যই চিন্তিত ছিলাম। এবং তার উপর আমার প্রথম রাগের পর - আমরা আর তার কথা বলিনি - ম্যানভিলে তার মা থাকা, খুব বেশি দূরে নয়, আমার তার সম্পর্কে যে ব্যথা ছিল তা থেকে মুক্তি পেয়েছিল। সে অস্বাভাবিক সম্পর্কের বিষয়ে প্রশ্ন তোলেনি। সে সুন্দর ছিল না। এটা আমার চিন্তার বিষয় ছিল না। সে প্রতিদিন আসত এবং আমার কাঠ কেটে ছোট ছোট সাহায্য করত এবং কথা বলতে থাকত। দিনগুলি ঠান্ডা হয়ে যেত, এবং প্রায়শই আমি তাকে কেবিনের ভিতরে আসতে দিতাম। সে আগুনের সামনে মেঝেতে শুয়ে থাকত, এক হাত ইশারা ধরে, আর তারা দুজনেই ঘুমিয়ে পড়ত এবং চুপচাপ আমার জন্য অপেক্ষা করত। অন্য দিন তারা লরেল গাছের মধ্য দিয়ে এক সাধারণ আনন্দের সাথে দৌড়াত, এবং যেহেতু অ্যাস্টার গাছগুলি এখন চলে গেছে, সে আমাকে সিঁদুর ম্যাপেল পাতা এবং বাদামী ডালগুলি রাজকীয় হলুদ দিয়ে ঝরঝরে করে ফিরিয়ে আনত। আমি যেতে প্রস্তুত ছিলাম। আমি তাকে বললাম, "তুমি আমার ভালো বন্ধু ছিলে, জেরি। আমি প্রায়ই তোমার কথা ভাবব এবং তোমাকে মিস করব। প্যাটও তোমাকে মিস করবে। আমি আগামীকাল চলে যাচ্ছি।" সে কোন উত্তর দিল না। যখন সে চলে গেল, আমার মনে আছে পাহাড়ের উপরে একটি অমাবস্যা ঝুলছে, এবং আমি তাকে চুপচাপ পাহাড়ের উপরে যেতে দেখেছি। আমি পরের দিন তার জন্য অপেক্ষা করছিলাম। কিন্তু সে আসেনি। আমার ব্যক্তিগত জিনিসপত্র প্যাক করা, আমার গাড়ি লোড করা, সিটের উপরে বিছানা সাজানো, কুকুরটি কোথায় চড়বে, এই সমস্ত বিবরণ আমাকে দিনের শেষ অবধি ব্যস্ত রেখেছিল। আমি কেবিন বন্ধ করে গাড়ি চালু করেছিলাম, লক্ষ্য করেছিলাম যে সূর্য পশ্চিমে এবং রাত নামার মধ্যে পাহাড় থেকে বেরিয়ে আসা আমার উচিত। আমি এতিমখানায় এসে আমার বাড়ির চাবি আর বাড়ির বিলের টাকা মিস ক্লার্কের কাছে রেখে গেলাম। “আর তুমি কি জেরিকে ফোন করে বিদায় জানাবে?” “আমি জানি না সে কোথায় আছে,” সে বলল। “আমি ভয় পাচ্ছি সে ভালো নেই। আজ দুপুরে সে তার রাতের খাবার খায়নি। অন্য ছেলেদের মধ্যে একজন তাকে পাহাড়ের উপর দিয়ে লরেলে যেতে দেখেছে। আজ বিকেলে তার বয়লার জ্বালানোর কথা ছিল। এটা তার মতো নয়; সে অস্বাভাবিকভাবে নির্ভরযোগ্য।” আমি প্রায় স্বস্তি পেয়ে গিয়েছিলাম, কারণ আমি জানতাম যে আমি তাকে আর কখনও দেখতে পাব না, এবং তাকে বিদায় না দেওয়া আরও সহজ হবে। আমি বললাম, “আমি তোমার সাথে তার মা সম্পর্কে কথা বলতে চেয়েছিলাম—কেন সে এখানে—কিন্তু আমার প্রত্যাশার চেয়ে বেশি তাড়াহুড়ো। এখন তাকে দেখা আমার পক্ষেও অসম্ভব। কিন্তু এখানে কিছু টাকা আছে যা আমি তোমার সাথে রেখে যেতে চাই যাতে ক্রিসমাস এবং তার জন্মদিনে তার জন্য জিনিসপত্র কিনতে পারি। তাকে জিনিসপত্র পাঠানোর চেষ্টা করা আমার জন্য ভালো হবে।” আমি খুব সহজেই স্কেটের নকল করতে পারতাম—যেমন, স্কেট।” সে তার সৎ স্পিনস্টারের চোখ বুলিয়ে নিল। “এখানে স্কেটের খুব একটা ব্যবহার নেই,” সে বলল। তার বোকামি আমাকে বিরক্ত করল। “আমি বলতে চাইছি,” আমি বললাম, “আমি তার মা তাকে যে জিনিসগুলি পাঠায় তার নকল করতে চাই না। আমি হয়তো স্কেট বেছে নিতাম যদি আমি না জানতাম যে সে ইতিমধ্যেই তাকে সেগুলো দিয়েছে।” সে আমার দিকে তাকিয়ে রইল। “আমি বুঝতে পারছি না,” সে বলল। “তার কোন মা নেই। তার কোন স্কেট নেই।” Ad Ad

All Board Questions-2025 1.Dhaka Board-2025 The graph shows the percentage of different types of books preserved in a college library. Analyze the graph in about 150 words. 15 2.Rajshahi Board 2025 The graph shows "the smartphone users" from 2017 to 2023. Describe the graph in at least 150 words highlighting the information given in the graph. 15 3.Sylhet Board -2025 The graph below shows ‘The number of people living below the poverty line from 1995 to 2010.” Describe the graph highlighting the information given in the graph. 15 4.Dinajpur Board 2025 The pie chart below shows the interests of the students of a college in different subjects. Describe the chart highlighting the information given. 15 Subjects of Interest English: 15% Biology: 20% Bangla: 30% Physics: 20% Mathematics: 15% 5.Mymensing Board The graph below shows the number of people living below the poverty line from 2005-2020. Describe the graph in about 150 words. 15 6.Cumilla Board The pie chart below shows the percentages of transportation used by 1000 students to come to X College. Now, describe the chart in 150 words. 15 7.Jasharoe Board-2025 The graph below shows an increase in the number of overseas students at the universities which usually takes place over a period of time. Describe the graph in 150 words. 8.Barishal Board 2025 The pie chart below shows the time allocation of a student’s daily activities. Describe the chart in 150 words. You should highlight and summarize the information in the chart. (15 Marks) All Board Questions-2025- Answers 1.Dhaka Board-2025: Percentage of Different Types of Books in a College Library The provided bar graph illustrates the distribution of various categories of books preserved in a college library, measured in percentages. The data displays six distinct categories: Literature, Science, History and Philosophy, Business, Sports, and Others. Overall, the library prioritizes core academic and professional subjects, with Science and Literature together accounting for more than half of the total collection. According to the graph, Science books constitute the largest portion of the library’s collection at 30%. Literature follows closely as the second most preserved category, accounting for 25% of the total. Business books represent a significant 20% of the collection, while History and Philosophy books make up 15%. In contrast, the categories of Sports and "Others" represent the smallest segments of the library, each standing at only 5%. The difference between the highest category, Science, and the lowest categories, Sports and Others, is a substantial 25%. In summary, the library maintains a strong institutional focus on academic disciplines. By dedicating 75% of its space to Science, Literature, and Business, the library clearly highlights its primary role in supporting professional and scientific education. 2.Rajshahi Board-2025: Smartphone Users from 2017 to 2023 This bar graph depicts the growth in the number of smartphone users over a seven-year period, from 2017 to 2023, with figures measured in crores. The data reveals a consistent and significant upward trend in smartphone adoption. Overall, the visual evidence clearly shows how mobile technology has become increasingly integrated into society, with the user base expanding massively over the years. In 2017, the number of smartphone users started at 1.5 crore, a figure that doubled to 3.0 crore by 2018. This was followed by a steady increase to 3.5 crore in 2019 and 4.5 crore in 2020. The most rapid growth occurred between 2019 and 2021, where users jumped from 3.5 crore to 5.5 crore, indicating a surge in demand. The upward trajectory continued into the final years, with the user base reaching 6.0 crore in 2022 and peaking at 6.5 crore in 2023. Comparing the start and end points, the number of users grew by 5.0 crore over the six-year interval. This total increase represents a growth of more than four times the original 2017 figure. In summary, the graph reflects an explosive expansion in the smartphone market. The data suggests that within just seven years, smartphone usage transitioned from a growing trend to a dominant social necessity for 6.5 crore people. 3.Sylhet Board-2025: People Living Below the Poverty Line (1995-2010) The bar graph presents the percentage of people living below the poverty line across four specific years: 1995, 2000, 2005, and 2010. The data illustrates the fluctuations in poverty levels over a fifteen-year timeframe. Overall, the graph shows an inconsistent pattern, as poverty levels did not follow a steady decline but rather fluctuated significantly between a minimum of 30% and a maximum of 45%. In 1995, the percentage of people living below the poverty line was 35%. This figure saw a significant rise over the next five years, peaking at 45% in the year 2000. This 10% increase marks the highest poverty level recorded in the graph, highlighting a period of extreme economic hardship for the population. However, the trend reversed by 2005, when the percentage dropped sharply to its lowest point of 30%. By 2010, the poverty rate rose again to reach 40%. When comparing the initial year to the final year, there was a net increase of 5% in the population living below the poverty line. In summary, the analysis highlights distinct periods of both increase and decrease in economic struggle. The fact that the period ended with a higher poverty rate than it began suggests that the economic challenges remained a persistent issue for the nation. 4.Dinajpur Board-2025: Student Interests in Different Subjects The provided pie chart illustrates the academic interests of college students across five specific subjects, breaking them down into percentages. The chart identifies the distribution of preference among Bengali, Biology, English, Physics, and Mathematics . Overall, the data indicates that students show a much stronger affinity for languages and life sciences compared to physical and mathematical sciences, with Bengali and Biology accounting for exactly half of the total interests . According to the chart, Bengali is the most popular subject among students, with a significant 30.0% expressing their interest in it. Biology holds the second position as a major area of interest, accounting for 20.0% of the total. Together, these two subjects represent 50% of the students' academic preferences, suggesting a prioritized focus on linguistic and biological studies . In contrast, other subjects receive comparatively lower or varying levels of interest from the student body. Physics is preferred by 20.0% of the students, while Mathematics and English are both recorded at 15.0% . This creates a notable 15% gap between the most preferred subject, Bengali, and the least preferred subjects, Mathematics and English. In summary, the chart depicts a clear hierarchy in subject popularity where Bengali emerges as the primary academic preoccupation . While students maintain a combined 35% interest in Physics and Mathematics, the overwhelming majority—totaling 65.0%—prefer Bengali, Biology, and English . This distribution suggests that students are more inclined toward humanities and natural sciences than technical mathematical fields . 5.Mymensingh Board-2025: People Living Below the Poverty Line (2005-2020) The bar graph illustrates the percentage of people living below the poverty line for two distinct groups over a fifteen-year period at five-year intervals. Overall, while both groups experienced a significant spike in 2010, they both ended the period with lower poverty rates than they had in 2005, indicating a long-term improvement in economic conditions. In 2005, 35% of Group 1 lived below the poverty line, while Group 2 stood at 21%. By 2010, both groups saw a sharp increase; Group 1 peaked at 45% and Group 2 rose to 30%. This year represents the highest poverty level for both categories, suggesting a shared period of economic decline. However, a downward trend began in 2015, with Group 1 dropping to 32% and Group 2 to 25%. By 2020, poverty levels reached their lowest points for Group 1 at 28% and Group 2 at 20%. Throughout the entire period, Group 1 consistently maintained a higher percentage of poverty than Group 2. In summary, the data reflects a successful reduction in poverty over the long term despite a major setback in 2010. Both groups finished the fifteen-year cycle with better economic standing, with Group 2 showing the most favorable results at only 20% poverty. 6.Cumilla Board-2025: Student Transportation Methods This pie chart provides a detailed breakdown of the transportation methods used by 1,000 students to reach X College. The data categorizes students into five primary modes of travel: Bicycle, Bus, Walking, Motorbike, and Car. Overall, the chart reflects a strong preference for economical and active commuting options, with 70% of students using either a bicycle or the bus. The most dominant form of transport is the bicycle, utilized by a significant 45% of the students. The second most popular method is the bus, which accounts for 25% of the student body. These figures suggest that the majority of students rely on cost-effective means to reach their educational institution. Regarding the remaining categories, 15% of students choose to walk to college, while 10% use motorbikes. The least common method of transportation is the car, which is used by only 5% of the students. There is a massive 40% difference between the most used method, the bicycle, and the least used method, the car. In summary, the commuting habits of the students are diverse but heavily skewed toward low-cost transport. With only 15% of students using motorized personal vehicles, the data highlights the prevalence of eco-friendly and public transportation within the student community. 7.Jashore Board-2025: Number of Overseas Students Over Time The line graph depicts the fluctuations and growth in the number of overseas students at universities from the year 2000 to 2020. Overall, the visual representation illustrates a generally positive trend in international student enrollment over two decades. The data reveals that the university's international appeal grew by more than four times its original size during this period. In the year 2000, the number of overseas students started at approximately 250. Following a slight initial dip, the numbers began a steady climb, reaching 300 by 2005. The most significant growth occurred between 2005 and 2015, where the count rose sharply to 800 in 2010, and surpassed the 1,000 mark by 2015. The enrollment peaked around 2018 at nearly 1,200 students before showing a minor decline to approximately 1,150 by 2020. Despite this small final decrease, the overall growth is substantial. Comparing the start and end points, the number of international students increased by roughly 900 over the twenty-year interval. In summary, the graph proves a successful expansion of the international student base. Despite minor fluctuations at the beginning and end of the period, the transition from 250 to over 1,100 students signifies a major increase in the institution's global popularity. 8.Barishal Board-2025: Daily Activity Distribution of a Student The pie chart illustrates how a student allocates time across various daily activities, divided into six categories. Overall, the data shows that the student prioritizes rest and education, with these two areas consuming the vast majority of the 24-hour cycle. Academic pursuits and sleep combined account for 75% of the student's daily routine. Sleep is the most time-consuming activity, taking up 30.0% of the student's day. Academic pursuits are the next priority, with 25.0% of the time spent at College and 20.0% dedicated to independent Study. This high allocation for education reflects a disciplined approach to academic responsibilities. The remaining 25% of the day is distributed among non-academic categories. Recreation accounts for 12.0%, while 8.0% is categorized as "Other". The least amount of time is dedicated to Play, which sits at just 5.0%. This indicates that leisure and physical activities are secondary to the student's core duties. In summary, the student's life is heavily structured around school and rest. With only 17% of the day spent on recreation and play, the chart depicts a lifestyle where personal well-being and academic success are given significant importance over miscellaneous tasks.

The Indispensable Anchor: A Comprehensive Analysis of the US Dollar's Positive Role in the World Economy For the better part of a century, the US dollar has occupied a position of unparalleled influence in the global economy. While recent geopolitical shifts and domestic policy debates have prompted questions about the sustainability of this dominance, the dollar's role remains not only central but overwhelmingly positive for the functioning of the international financial system. Far from being a relic of a bygone unipolar moment, the dollar provides essential stability, efficiency, and liquidity that benefit both the United States and its global partners. Its continued preeminence, supported by the depth of US financial markets and institutional trust, constitutes a global public good that facilitates trade, cushions economic shocks, and serves as the indispensable foundation upon which the modern world economy is built. I. The Dollar as the Engine of Global Commerce A. Universal Medium of Exchange The most fundamental benefit of the dollar's global role lies in its function as the world's primary medium of exchange. This simplifies and de-risks international trade on a massive scale. As Steven Kamin, a senior fellow at the American Enterprise Institute, aptly put it, "A Colombian exporter might not want Korean won, and a Korean exporter does not want Colombian pesos. But both will accept U.S. dollars" . This eliminates the crippling inefficiency of a barter-like system where every trade would require a matching of bilateral currency needs. By serving as a neutral vehicle currency, the dollar lubricates the wheels of global commerce, making transactions faster, cheaper, and more predictable. The dominance of the dollar in transactions is staggering. According to the Federal Reserve's 2025 analysis, the dollar is involved in approximately 88 percent of all foreign exchange transactions globally, a figure that has remained remarkably stable over the past two decades . This means that even when two parties are trading currencies that are not the dollar—say, Mexican pesos for Japanese yen—the transaction typically flows through the dollar as an intermediary vehicle. This network effect creates powerful efficiencies that no other currency can replicate. B. Global Unit of Account This utility is amplified by the dollar's role as the dominant pricing mechanism. Nearly all major commodities—including oil, copper, wheat, and most industrial metals—are priced in dollars . This universal pricing benchmark creates price transparency, allowing buyers and sellers anywhere in the world to compare values instantly and make informed decisions without the confusion of fluctuating cross-rates. The dollar's role as a unit of account extends to international trade invoicing. Federal Reserve data indicates that the dollar accounts for 96 percent of trade invoicing in the Americas, 74 percent in the Asia-Pacific region, and 79 percent in the rest of the world . The only exception is Europe, where the euro is dominant at 66 percent. Overall, an estimated 54 percent of global exports are invoiced in dollars . This dominance is not merely a matter of habit; it is a self-reinforcing network effect. As the Federal Reserve notes, "people use the dollar because everyone else uses the dollar," creating powerful inertia that makes the system efficient and resilient . C. International Banking and Finance The dollar's dominance extends deep into international banking. Approximately 55 percent of international and foreign currency claims (primarily loans) and 60 percent of liabilities (primarily deposits) are denominated in dollars . This share has remained relatively stable since 2000 and stands well above that of the euro at about 20 percent. Similarly, the issuance of foreign currency debt—debt issued by firms in a currency other than their home country—is overwhelmingly dominated by the dollar. Since 2010, the share of foreign currency debt denominated in dollars has remained around 60 percent, compared to the euro's 26 percent . This provides corporations and governments worldwide with access to the deepest, most liquid capital markets in history, enabling investment and growth that would otherwise be impossible. II. The World's Preeminent Store of Value A. The Foundation of Global Reserves Beyond its transactional utility, the dollar serves as the world's preeminent store of value. As of 2024, the dollar comprised 58 percent of disclosed global official foreign exchange reserves, far outstripping the euro at 20 percent, the Japanese yen at 6 percent, the British pound at 5 percent, and the Chinese renminbi at just 2 percent . This massive stockpile of dollar-denominated assets—including over $9 trillion in US Treasury securities held by foreign investors—represents an unprecedented vote of confidence in the stability of the US economy and its institutions . Importantly, concerns that the "weaponization" of the dollar through sanctions following Russia's invasion of Ukraine would trigger a mass exodus from dollar reserves have not materialized. The dollar's share of reserves remained essentially unchanged from 2022 to 2024, suggesting that fears of dollar de-dollarization have been greatly exaggerated . B. The Safe Haven Phenomenon In times of geopolitical crisis or economic turmoil, investors and central banks do not merely flee to gold; they flock to the safety and liquidity of US Treasury securities. This "safe-haven" property provides a critical shock absorber for the global financial system. During the 2008 financial crisis and the COVID-19 pandemic, global stress actually strengthened the dollar as capital sought refuge in American assets . Recent research from the Federal Reserve Bank of Minneapolis quantifies this phenomenon. Economists Andrea Raffo and colleagues found that "global flight-to-safety shocks" explain about 10 percent of exchange rate fluctuations over a 30-year period and play a prominent role during global economic slowdowns . Remarkably, these shocks explain about 22 percent of world GDP growth and 75 percent of observed borrowing spreads, demonstrating that the dollar's safe-haven status has real macroeconomic consequences for global prosperity . The depth and liquidity of US financial markets underpin this status. As Econofact notes, "a key factor underpinning the dollar's continued dominance is the openness, breadth and depth of US financial markets—particularly the market for US treasury securities, which remains by far the largest and most easily tradeable bond market in the world" . III. The "Exorbitant Privilege" and Its Global Benefits A. Benefits to the United States The advantages accruing to the United States from issuing the world's dominant currency are often labeled an "exorbitant privilege." These tangible benefits include: Seigniorage : Foreigners hold over $1 trillion in US dollar banknotes, which pay no interest. This provides what amounts to an interest-free loan to the United States . While the savings to the US Treasury are "much less than 1 percent of GDP—good, but not huge"—they nevertheless represent a real economic benefit . Lower Borrowing Costs : Global demand for Treasuries reduces US interest rates below what they would otherwise be, saving the federal government and American borrowers billions annually. Foreign investors hold approximately 32 percent of marketable Treasury securities outstanding, creating consistent demand that keeps borrowing costs manageable . Geopolitical Leverage : Because international financial transactions in dollars must clear US or US-supervised institutions, the US government can enforce financial sanctions against foreign actors. This provides "tools of pressure that fall short of more aggressive military options," offering a valuable foreign policy instrument . B. Positive Spillovers to the Global Economy However, to frame these benefits as merely a one-sided privilege misses the point. This arrangement generates significant positive spillovers for the rest of the world: A Safe Investment Destination : The deep and liquid US financial markets that benefit the US also provide the world with a uniquely safe investment destination. This allows other nations to park their reserves securely, knowing they can access them when needed . Reduced Transaction Costs : The dollar-pricing of international trade means that US trading partners also avoid currency hedging costs. When both parties to a transaction use the same stable currency, the need for expensive financial derivatives to guard against exchange rate volatility diminishes . Lower Hedging Costs for Global Business : The ubiquity of dollar financing means that corporations worldwide can access capital more cheaply than if they were forced to borrow in their often thinner domestic markets. The dollar's dominance in cross-border banking—55 percent of international loans and 60 percent of deposits—provides global businesses with consistent, reliable access to working capital . C. The Federal Reserve as Global Lender of Last Resort Crucially, the Federal Reserve acts as a global lender of last resort during crises. Through central bank swap lines, it provides crucial dollar funding to foreign financial institutions when private markets freeze up, as it did during the 2008 crisis and the 2020 pandemic . This action prevents local liquidity crunches from spiraling into global financial meltdowns, a service no other central bank can provide at a comparable scale. The standing swap lines, made permanent in 2013, represent an institutionalized commitment to global financial stability. During the COVID-19 crisis in March 2020, the Federal Reserve increased the frequency of operations for these standing swap lines and reintroduced temporary swap lines with additional counterparties, demonstrating the flexibility and responsiveness of this safety net . The system, therefore, is not a zero-sum game but a symbiotic relationship where dollar stability supports global growth, which in turn reinforces demand for the dollar. IV. The Foundation of Trust: Why Institutions Matter More Than Technology A. The Institutional Pillars of Dollar Dominance The ultimate source of the dollar's positive global role is not coercion, inertia, or even economic size alone, but a foundation of institutional trust. The dollar's dominance is underpinned by the scale of the US economy, but more importantly, by its "stability and openness to trade and capital flows, and strong property rights and the rule of law" . As Steven Kamin emphasizes, "The key feature of a global currency is its safety and liquidity, not its payment technology" . Investors and governments hold dollars not because they have to, but because they trust in the transparency of US markets, the independence of the Federal Reserve, and the legal certainty that protects their investments. The rule of law in the United States, including the protection of financial contracts, reduces the risk of holding dollars and dollar-denominated assets in ways that authoritarian competitors cannot match . B. The Persistence of Network Effects Powerful network effects support the dollar's role. Such effects help explain why dominant currencies persist long after the economic share of their home countries declines—a historical pattern observed, for example, during the long twilight of the British pound sterling . Once a currency achieves dominance, the sheer convenience of using it for international transactions creates self-reinforcing momentum that can last for generations. This explains why the dollar's international usage far exceeds the US share of global GDP and trade. While the United States accounts for about 10 percent of global trade and 25 percent of global GDP, the dollar accounts for well over half of global financial transactions . This outsized role reflects not current economic weight alone, but accumulated trust and institutional credibility built over decades. C. Digital Innovation: Reinforcing Rather Than Replacing The trust embedded in the dollar's brand is so powerful that new technologies are simply building upon it. The rise of dollar-denominated stablecoins demonstrates this phenomenon. By April 2025, the total market capitalization of dollar stablecoins had reached about $220 billion . These instruments, which maintain parity with the dollar through backing by safe US assets, are used as an alternative to US banknotes in some developing countries. As Kamin notes, "stablecoin purchases could in principle support global demand for U.S. Treasuries" . Rather than displacing the dollar, financial innovation is adapting to and reinforcing dollar dominance. Non-stable cryptocurrencies such as bitcoin "pose no real challenge to the dollar" given their extreme price volatility . London Business School professor Hélène Rey concisely states, "Bitcoin is not money," lacking the essential attributes of a medium of exchange, unit of account, and stable store of value . Central bank digital currencies, while generating significant discussion, pose no meaningful challenge to the dollar's international role. Payment technology is not what makes a currency dominant; safety and liquidity are the fundamental attributes, and digital currencies do not alter those fundamentals in countries seeking to rival the United States . V. Comparative Advantages: Why Rivals Cannot Match the Dollar A. The Euro's Structural Limitations The euro is the most plausible challenger to the dollar, given the size of the European economy and its developed financial markets . However, structural weaknesses limit its global reach. The euro lacks a deep base of safe assets denominated in euros, and its capital markets are fragmented and relatively shallow compared to those of the United States . Without a true eurozone-wide safe asset—a unified bond market comparable to US Treasuries—the euro cannot fully rival the dollar. The fragmentation of European banking systems and the absence of a fiscal union mean that even two decades after its creation, the euro remains a regional currency rather than a true global competitor. While it accounts for 20 percent of international reserves, this share has remained fairly stable rather than growing . B. The Renminbi's Fundamental Constraints China's renminbi faces even steeper hurdles. Despite China's global economic rise, the renminbi confronts major obstacles: capital controls, lack of full convertibility, weak investor protections, and questions about the rule of law . As Kamin observes, "You cannot liquidate assets freely or trust the rule of law in the same way as in the United States" . The renminbi's international usage index stands at about 3, remaining behind the Japanese yen at 7 and the British pound at 6 . While its usage has trended higher, it starts from such a low base that challenging dollar dominance remains a distant prospect. The Chinese government would need to fundamentally transform its economic governance—including allowing free capital movement and independent legal adjudication—before the renminbi could seriously compete, changes that would contradict core elements of its political system. C. The Enduring Relevance of Gold Some have pointed to central banks' increased gold holdings as evidence of de-dollarization. The share of gold in official reserve assets has more than doubled from below 10 percent in 2015 to over 23 percent now . However, this increase mostly reflects the over 200 percent increase in the gold price over that period. The physical quantity of gold holdings has increased by less than 10 percent. Furthermore, increases in gold holdings are generally not associated with a decline in US dollar reserves except for China, Russia, and Turkey . Even in the gold market, the dollar's role as the pricing currency remains unchallenged. VI. Recent Challenges and Resilience A. The Liberation Day Episode April 2, 2025, marked what some called "Liberation Day"—the announcement of unexpectedly large and sweeping tariffs across major trading partners. The immediate effects were unusual: US equity markets plunged, volatility spiked, and the dollar fell instead of strengthening, breaking from its usual safe-haven pattern . Economist Steve Kamin analyzed this episode, finding that the dollar behaved abnormally for several months, temporarily resembling an emerging-market currency. "It seemed that investors were so shocked by the actions that they abandoned the dollar as a safe haven" . As markets stabilized, the dollar eventually reassumed its normal behavior, suggesting the dollar's safe-haven role had been temporarily shaken but not permanently altered. B. Policy Concerns and Their Limits Several dimensions of US economic policy have moved in directions that could theoretically undermine dollar dominance: persistently high government deficits, an expanding government debt, credit rating downgrades, trade policy reversals, and stresses on Federal Reserve independence . The recent downgrade by Moody's of the US credit rating and increased tariff levels have raised legitimate concerns . However, the empirical evidence suggests remarkable resilience. The Federal Reserve's aggregate index of international currency usage shows the dollar has remained in a narrow range between 65 to 70 since 2010, well ahead of all other currencies (the euro is next at about 24) . Despite predictions of imminent decline, the dollar's position has proven remarkably stable. C. The Kindleberger Gap Concern Some economists warn of a potential "Kindleberger Gap"—a reference to the interwar period when sterling was in decline and the dollar had yet to assume full leadership. Hélène Rey notes, "If we are in a situation where the US does not want to be or isn't able to be the hegemon anymore, then we are close to that gap," warning that such gaps breed uncertainty . Yet this concern, while theoretically valid, ignores the absence of any credible successor. The euro cannot fill the role due to structural fragmentation; the renminbi cannot due to political constraints; and gold and cryptocurrencies remain speculative rather than systemic. The dollar's dominance may gradually erode over decades, but the world faces no imminent leadership vacuum. VII. The Path Forward: Preserving a Global Public Good A. Policy Recommendations The dollar's continued dominance is not an entitlement but a product of policy choices. Kamin emphasizes that "the dollar's supremacy is rooted in the high quality of U.S. policies. If the policies turn for the worse, that will tend to undermine the dollar's dominance" . Several policy domains require attention: Fiscal Sustainability : Chronic fiscal deficits and rising debt erode confidence in US economic management. Maintaining sustainable fiscal policies is essential to preserving the trust that underpins dollar dominance . Regulatory Predictability : Policy unpredictability, whether in trade, taxation, or financial regulation, undermines the stable environment that investors seek. Consistent, transparent policymaking reinforces confidence . Rule of Law : The protection of financial contracts and property rights remains foundational. Any weakening of these institutional pillars would have disproportionate effects on the dollar's global standing . Openness to Global Markets : Maintaining openness to trade and capital flows, even amid political pressures for protectionism, supports the dollar's international role. The US share of global trade may be modest, but the openness of its markets remains crucial . B. Scenarios for the Future Kamin outlines three potential scenarios for the dollar's future : The Good Scenario: Gradual Diversification . Global investors diversify portfolios, and new financial technologies make cross-border payments in other currencies easier. Dollar use declines slowly, but within a context of healthy global growth. "This scenario is benign for the U.S. and the world." The Bad Scenario: Geopolitical Fragmentation . Rising tensions—particularly between the US and China—threaten to split the world into competing economic blocs. Countries with close economic ties to China might shift reserves away from the dollar to avoid sanctions or political risk. "This is a less desirable scenario, not because the dollar declines, but because global efficiency and productivity decline." The Ugly Scenario: US Policy Missteps . Chronic fiscal deficits, rising debt, policy unpredictability, or weakened rule of law erode trust in the safety and liquidity of US assets. "If this were to happen, the loss of dollar dominance would be the least of our worries." The choice among these scenarios depends significantly on US policy decisions in the years ahead. C. Conclusion: The Indispensable Currency The US dollar's central role in the world economy is a positive and enduring feature of the international financial landscape. It reduces the complexity and risk of global trade, provides an unparalleled safe haven during periods of stress, and offers a stable foundation upon which global prosperity is built. The dollar's dominance in international reserves, trade invoicing, banking, and debt issuance creates efficiencies that benefit all participants in the global economy. While challenges from geopolitical fragmentation, fiscal concerns, and new technologies exist, the dollar's position rests on deep-seated institutional strength and trust that competitors cannot easily replicate. Its dominance brings not only an "exorbitant privilege" to the United States but also an "exorbitant stability" to the world. The dollar is not merely America's currency; it is a global public good that has underpinned seven decades of unprecedented economic growth and integration. Preserving the policies and institutions that underpin this trust is therefore not just in America's interest, but in the collective interest of the entire global economy. As the Federal Reserve's comprehensive 2025 analysis concludes, the dollar's international role remains dominant and relatively stable—a testament to the enduring value of the institutional foundations upon which it rests . In a world of uncertainty, the dollar remains the one constant upon which all can rely. Bangla Translation The Indispensable Anchor: A Comprehensive Analysis of the US Dollar's Positive Role in the World Economy অপরিহার্য নোঙর: বিশ্ব অর্থনীতিতে মার্কিন ডলারের ইতিবাচক ভূমিকার একটি ব্যাপক বিশ্লেষণ For the better part of a century, the US dollar has occupied a position of unparalleled influence in the global economy. While recent geopolitical shifts and domestic policy debates have prompted questions about the sustainability of this dominance, the dollar's role remains not only central but overwhelmingly positive for the functioning of the international financial system. Far from being a relic of a bygone unipolar moment, the dollar provides essential stability, efficiency, and liquidity that benefit both the United States and its global partners. Its continued preeminence, supported by the depth of US financial markets and institutional trust, constitutes a global public good that facilitates trade, cushions economic shocks, and serves as the indispensable foundation upon which the modern world economy is built. প্রায় এক শতাব্দী ধরে, মার্কিন ডলার বিশ্ব অর্থনীতিতে অতুলনীয় প্রভাবের একটি অবস্থান দখল করে আসছে। সাম্প্রতিক ভূ-রাজনৈতিক পরিবর্তন এবং অভ্যন্তরীণ নীতি নিয়ে বিতর্ক এই আধিপত্যের টেকসইতা নিয়ে প্রশ্ন তুললেও, আন্তর্জাতিক আর্থিক ব্যবস্থার কার্যকারিতার জন্য ডলারের ভূমিকা কেবল কেন্দ্রীয়ই নয়, বরং অপ্রতিরোধ্যভাবে ইতিবাচক। এটি অতীতের একটি একমেরু মুহূর্তের নিদর্শন হওয়া থেকে অনেক দূরে, ডলার অপরিহার্য স্থিতিশীলতা, দক্ষতা এবং তারল্য সরবরাহ করে যা মার্কিন যুক্তরাষ্ট্র এবং এর বৈশ্বিক অংশীদার উভয়কেই উপকৃত করে। মার্কিন আর্থিক বাজারের গভীরতা এবং প্রাতিষ্ঠানিক বিশ্বাস দ্বারা সমর্থিত এর অব্যাহত প্রাধান্য, একটি বৈশ্বিক পাবলিক ভালো গঠন করে যা বাণিজ্যকে সহজতর করে, অর্থনৈতিক ধাক্কা প্রশমিত করে এবং আধুনিক বিশ্ব অর্থনীতি যে অপরিহার্য ভিত্তির উপর নির্মিত তা হিসাবে কাজ করে। I. The Dollar as the Engine of Global Commerce ১. বৈশ্বিক বাণিজ্যের ইঞ্জিন হিসেবে ডলার A. Universal Medium of Exchange ক. সর্বজনীন বিনিময় মাধ্যম The most fundamental benefit of the dollar's global role lies in its function as the world's primary medium of exchange. This simplifies and de-risks international trade on a massive scale. As Steven Kamin, a senior fellow at the American Enterprise Institute, aptly put it, "A Colombian exporter might not want Korean won, and a Korean exporter does not want Colombian pesos. But both will accept U.S. dollars" . This eliminates the crippling inefficiency of a barter-like system where every trade would require a matching of bilateral currency needs. By serving as a neutral vehicle currency, the dollar lubricates the wheels of global commerce, making transactions faster, cheaper, and more predictable. ডলারের বৈশ্বিক ভূমিকার সবচেয়ে মৌলিক সুবিধাটি বিশ্বের প্রাথমিক বিনিময় মাধ্যম হিসেবে এর কার্যকারিতার মধ্যে নিহিত। এটি ব্যাপক পরিসরে আন্তর্জাতিক বাণিজ্যকে সহজ করে এবং ঝুঁকিমুক্ত করে। আমেরিকান এন্টারপ্রাইজ ইনস্টিটিউটের সিনিয়র ফেলো স্টিভেন কামিন যথার্থভাবেই বলেছেন, "একটি কলম্বিয়ান রপ্তানিকারক কোরিয়ান ওয়ান চাইতে পারেন না, এবং একটি কোরিয়ান রপ্তানিকারক কলম্বিয়ান পেসো চান না। কিন্তু উভয়েই মার্কিন ডলার গ্রহণ করবে।" এটি একটি বিনিময়-ভিত্তিক ব্যবস্থার পঙ্গু করে দেওয়া অদক্ষতা দূর করে যেখানে প্রতিটি বাণিজ্যের জন্য দ্বিপাক্ষিক মুদ্রার চাহিদার মিল প্রয়োজন হবে। একটি নিরপেক্ষ বাহন মুদ্রা হিসেবে কাজ করার মাধ্যমে, ডলার বৈশ্বিক বাণিজ্যের চাকা সচল রাখে, লেনদেন দ্রুততর, সস্তা এবং আরও অনুমানযোগ্য করে তোলে। The dominance of the dollar in transactions is staggering. According to the Federal Reserve's 2025 analysis, the dollar is involved in approximately 88 percent of all foreign exchange transactions globally, a figure that has remained remarkably stable over the past two decades . This means that even when two parties are trading currencies that are not the dollar—say, Mexican pesos for Japanese yen—the transaction typically flows through the dollar as an intermediary vehicle. This network effect creates powerful efficiencies that no other currency can replicate. লেনদেনে ডলারের আধিপত্য বিস্ময়কর। ফেডারেল রিজার্ভের ২০২৫ সালের বিশ্লেষণ অনুসারে, বিশ্বব্যাপী সমস্ত বৈদেশিক মুদ্রা লেনদেনের প্রায় ৮৮ শতাংশে ডলার জড়িত, একটি চিত্র যা গত দুই দশক ধরে উল্লেখযোগ্যভাবে স্থিতিশীল রয়েছে। এর অর্থ হল এমনকি যখন দুই পক্ষ ডলার নয় এমন মুদ্রা লেনদেন করে—যেমন, মেক্সিকান পেসোর বিনিময়ে জাপানি ইয়েন—লেনদেনটি সাধারণত একটি মধ্যস্থতাকারী বাহন হিসেবে ডলারের মাধ্যমে প্রবাহিত হয়। এই নেটওয়ার্ক প্রভাব শক্তিশালী দক্ষতা তৈরি করে যা অন্য কোন মুদ্রা প্রতিলিপি করতে পারে না। B. Global Unit of Account খ. বৈশ্বিক হিসাবের একক This utility is amplified by the dollar's role as the dominant pricing mechanism. Nearly all major commodities—including oil, copper, wheat, and most industrial metals—are priced in dollars . This universal pricing benchmark creates price transparency, allowing buyers and sellers anywhere in the world to compare values instantly and make informed decisions without the confusion of fluctuating cross-rates. এই উপযোগিতা ডলারের প্রভাবশালী মূল্য নির্ধারণ প্রক্রিয়া হিসেবে ভূমিকা দ্বারা প্রসারিত হয়। প্রায়すべて প্রধান পণ্য—তেল, তামা, গম এবং অধিকাংশ শিল্প ধাতু সহ—ডলারে মূল্য নির্ধারণ করা হয়। এই সার্বজনীন মূল্য নির্ধারণের মানদণ্ড মূল্য স্বচ্ছতা তৈরি করে, যা বিশ্বের যে কোনও জায়গায় ক্রেতা এবং বিক্রেতাদের ওঠানামাকারী ক্রস-রেটের বিভ্রান্তি ছাড়াই তাৎক্ষণিকভাবে মান তুলনা করতে এবং সচেতন সিদ্ধান্ত নিতে দেয়। The dollar's role as a unit of account extends to international trade invoicing. Federal Reserve data indicates that the dollar accounts for 96 percent of trade invoicing in the Americas, 74 percent in the Asia-Pacific region, and 79 percent in the rest of the world . The only exception is Europe, where the euro is dominant at 66 percent. Overall, an estimated 54 percent of global exports are invoiced in dollars . This dominance is not merely a matter of habit; it is a self-reinforcing network effect. As the Federal Reserve notes, "people use the dollar because everyone else uses the dollar," creating powerful inertia that makes the system efficient and resilient . হিসাবের একক হিসেবে ডলারের ভূমিকা আন্তর্জাতিক বাণিজ্য চালানের ক্ষেত্রেও প্রসারিত। ফেডারেল রিজার্ভের তথ্য ইঙ্গিত করে যে আমেরিকা অঞ্চলে বাণিজ্য চালানের ৯৬ শতাংশ, এশিয়া-প্রশান্ত মহাসাগরীয় অঞ্চলে ৭৪ শতাংশ এবং বাকি বিশ্বে ৭৯ শতাংশ ডলারে হয়। একমাত্র ব্যতিক্রম ইউরোপ, যেখানে ইউরো ৬৬ শতাংশে প্রভাবশালী। সামগ্রিকভাবে, আনুমানিক ৫৪ শতাংশ বৈশ্বিক রপ্তানি ডলারে চালান করা হয়। এই আধিপত্য কেবল অভ্যাসের বিষয় নয়; এটি একটি স্ব-শক্তিশালী নেটওয়ার্ক প্রভাব। ফেডারেল রিজার্ভ যেমন উল্লেখ করেছে, "লোকে ডলার ব্যবহার করে কারণ অন্য সবাই ডলার ব্যবহার করে," যা শক্তিশালী জড়তা তৈরি করে যা ব্যবস্থাটিকে দক্ষ এবং স্থিতিস্থাপক করে তোলে। C. International Banking and Finance গ. আন্তর্জাতিক ব্যাংকিং এবং অর্থায়ন The dollar's dominance extends deep into international banking. Approximately 55 percent of international and foreign currency claims (primarily loans) and 60 percent of liabilities (primarily deposits) are denominated in dollars . This share has remained relatively stable since 2000 and stands well above that of the euro at about 20 percent. ডলারের আধিপত্য আন্তর্জাতিক ব্যাংকিংয়ের গভীরে প্রসারিত। আন্তর্জাতিক এবং বৈদেশিক মুদ্রার দাবির (প্রাথমিকভাবে ঋণ) প্রায় ৫৫ শতাংশ এবং দায়গুলির (প্রাথমিকভাবে আমানত) ৬০ শতাংশ ডলারে নির্ধারিত। এই অংশ ২০০০ সাল থেকে তুলনামূলকভাবে স্থিতিশীল রয়েছে এবং ইউরোর প্রায় ২০ শতাংশের তুলনায় অনেক বেশি। Similarly, the issuance of foreign currency debt—debt issued by firms in a currency other than their home country—is overwhelmingly dominated by the dollar. Since 2010, the share of foreign currency debt denominated in dollars has remained around 60 percent, compared to the euro's 26 percent . This provides corporations and governments worldwide with access to the deepest, most liquid capital markets in history, enabling investment and growth that would otherwise be impossible. একইভাবে, বৈদেশিক মুদ্রার ঋণ প্রদান—যে ঋণগুলি প্রতিষ্ঠানগুলি তাদের নিজ দেশ ছাড়া অন্য মুদ্রায় ইস্যু করে—অপ্রতিরোধ্যভাবে ডলারের দ্বারা প্রভাবিত। ২০১০ সাল থেকে, ডলারে নির্ধারিত বৈদেশিক মুদ্রা ঋণের অংশ প্রায় ৬০ শতাংশের কাছাকাছি রয়েছে, যেখানে ইউরোর অংশ ২৬ শতাংশ। এটি বিশ্বব্যাপী কর্পোরেশন এবং সরকারগুলিকে ইতিহাসের গভীরতম, সর্বাধিক তারল্যপূর্ণ পুঁজিবাজারে প্রবেশাধিকার দেয়, যা বিনিয়োগ এবং প্রবৃদ্ধি সক্ষম করে যা অন্যথায় অসম্ভব হত। II. The World's Preeminent Store of Value ২. বিশ্বের সর্বোচ্চ মূল্যের ভাণ্ডার A. The Foundation of Global Reserves ক. বৈশ্বিক রিজার্ভের ভিত্তি Beyond its transactional utility, the dollar serves as the world's preeminent store of value. As of 2024, the dollar comprised 58 percent of disclosed global official foreign exchange reserves, far outstripping the euro at 20 percent, the Japanese yen at 6 percent, the British pound at 5 percent, and the Chinese renminbi at just 2 percent . This massive stockpile of dollar-denominated assets—including over $9 trillion in US Treasury securities held by foreign investors—represents an unprecedented vote of confidence in the stability of the US economy and its institutions . এর লেনদেনগত উপযোগিতার বাইরে, ডলার বিশ্বের সর্বোচ্চ মূল্যের ভাণ্ডার হিসেবে কাজ করে। ২০২৪ সাল পর্যন্ত, প্রকাশিত বৈশ্বিক সরকারি বৈদেশিক মুদ্রার রিজার্ভের ৫৮ শতাংশ ডলার গঠিত, যা ইউরোর ২০ শতাংশ, জাপানি ইয়েনের ৬ শতাংশ, ব্রিটিশ পাউন্ডের ৫ শতাংশ এবং চীনা রেনমিনবির মাত্র ২ শতাংশকে অনেক পিছনে ফেলে দেয়। ডলার-নির্ধারিত সম্পদের এই বিশাল মজুদ—বিদেশী বিনিয়োগকারীদের হাতে থাকা ৯ ট্রিলিয়ন ডলারেরও বেশি মার্কিন ট্রেজারি সিকিউরিটি সহ—মার্কিন অর্থনীতি এবং এর প্রতিষ্ঠানগুলোর স্থিতিশীলতার প্রতি অভূতপূর্ব আস্থার ভোট। Importantly, concerns that the "weaponization" of the dollar through sanctions following Russia's invasion of Ukraine would trigger a mass exodus from dollar reserves have not materialized. The dollar's share of reserves remained essentially unchanged from 2022 to 2024, suggesting that fears of dollar de-dollarization have been greatly exaggerated . গুরুত্বপূর্ণভাবে, রাশিয়ার ইউক্রেন আক্রমণের পর নিষেধাজ্ঞার মাধ্যমে ডলারের "অস্ত্রায়ন" ডলার রিজার্ভ থেকে ব্যাপক প্রস্থানকে ট্রিগার করবে এমন উদ্বেগগুলি বাস্তবায়িত হয়নি। ২০২২ থেকে ২০২৪ সাল পর্যন্ত ডলারের রিজার্ভের অংশ মূলত অপরিবর্তিত ছিল, যা ইঙ্গিত করে যে ডলার ডি-ডলারাইজেশনের ভয় অনেক বেশি অতিরঞ্জিত হয়েছে। B. The Safe Haven Phenomenon খ. নিরাপদ আশ্রয়ের ঘটনা In times of geopolitical crisis or economic turmoil, investors and central banks do not merely flee to gold; they flock to the safety and liquidity of US Treasury securities. This "safe-haven" property provides a critical shock absorber for the global financial system. During the 2008 financial crisis and the COVID-19 pandemic, global stress actually strengthened the dollar as capital sought refuge in American assets . ভূ-রাজনৈতিক সংকট বা অর্থনৈতিক অস্থিরতার সময়, বিনিয়োগকারী এবং কেন্দ্রীয় ব্যাংকগুলি কেবল সোনার দিকে ছুটে যায় না; তারা মার্কিন ট্রেজারি সিকিউরিটিজের নিরাপত্তা এবং তারল্যের দিকে ঝাঁকে ঝাঁকে আসে। এই "নিরাপদ-আশ্রয়" বৈশিষ্ট্য বৈশ্বিক আর্থিক ব্যবস্থার জন্য একটি গুরুত্বপূর্ণ শক শোষক প্রদান করে। ২০০৮ সালের আর্থিক সঙ্কট এবং কোভিড-১৯ মহামারীর সময়, পুঁজি আমেরিকান সম্পদে আশ্রয় নেওয়ায় বৈশ্বিক চাপ আসলে ডলারকে শক্তিশালী করেছিল। Recent research from the Federal Reserve Bank of Minneapolis quantifies this phenomenon. Economists Andrea Raffo and colleagues found that "global flight-to-safety shocks" explain about 10 percent of exchange rate fluctuations over a 30-year period and play a prominent role during global economic slowdowns . Remarkably, these shocks explain about 22 percent of world GDP growth and 75 percent of observed borrowing spreads, demonstrating that the dollar's safe-haven status has real macroeconomic consequences for global prosperity . মিনিয়াপলিস ফেডারেল রিজার্ভ ব্যাংকের সাম্প্রতিক গবেষণা এই ঘটনাটিকে পরিমাপ করে। অর্থনীতিবিদ আন্দ্রেয়া রাফো এবং সহকর্মীরা খুঁজে পেয়েছেন যে "বৈশ্বিক নিরাপত্তার দিকে উড়ানের ধাক্কা" ৩০ বছরের সময়কালে বিনিময় হারের ওঠানামার প্রায় ১০ শতাংশ ব্যাখ্যা করে এবং বৈশ্বিক অর্থনৈতিক মন্দার সময় একটি বিশিষ্ট ভূমিকা পালন করে। উল্লেখযোগ্যভাবে, এই ধাক্কাগুলি বিশ্ব জিডিপি প্রবৃদ্ধির প্রায় ২২ শতাংশ এবং পর্যবেক্ষণকৃত ঋণ গ্রহণের স্প্রেডের ৭৫ শতাংশ ব্যাখ্যা করে, প্রমাণ করে যে ডলারের নিরাপদ-আশ্রয় অবস্থান বৈশ্বিক সমৃদ্ধির জন্য বাস্তব সামষ্টিক অর্থনৈতিক ফলাফল রাখে। The depth and liquidity of US financial markets underpin this status. As Econofact notes, "a key factor underpinning the dollar's continued dominance is the openness, breadth and depth of US financial markets—particularly the market for US treasury securities, which remains by far the largest and most easily tradeable bond market in the world" . মার্কিন আর্থিক বাজারের গভীরতা এবং তারল্য এই অবস্থাকে শক্ত ভিত্তি দেয়। ইকোনোফ্যাক্ট যেমন উল্লেখ করেছে, "ডলারের অব্যাহত আধিপত্যকে শক্ত ভিত্তি দানকারী একটি মূল কারণ হল মার্কিন আর্থিক বাজারের উন্মুক্ততা, ব্যাপ্তি এবং গভীরতা—বিশেষ করে মার্কিন ট্রেজারি সিকিউরিটিজের বাজার, যা এখনও পর্যন্ত বিশ্বের বৃহত্তম এবং সবচেয়ে সহজে ব্যবসা যোগ্য বন্ড বাজার।" III. The "Exorbitant Privilege" and Its Global Benefits ৩. "অত্যধিক সুবিধা" এবং এর বৈশ্বিক সুবিধাসমূহ A. Benefits to the United States ক. মার্কিন যুক্তরাষ্ট্রের জন্য সুবিধাসমূহ The advantages accruing to the United States from issuing the world's dominant currency are often labeled an "exorbitant privilege." These tangible benefits include: বিশ্বের প্রভাবশালী মুদ্রা ইস্যু করার ফলে মার্কিন যুক্তরাষ্ট্রের অর্জিত সুবিধাগুলিকে প্রায়শই "অত্যধিক সুবিধা" বলা হয়। এই বাস্তব সুবিধাগুলির মধ্যে রয়েছে: Seigniorage : Foreigners hold over $1 trillion in US dollar banknotes, which pay no interest. This provides what amounts to an interest-free loan to the United States . While the savings to the US Treasury are "much less than 1 percent of GDP—good, but not huge"—they nevertheless represent a real economic benefit . সিগনিয়োরাজ : বিদেশীরা ১ ট্রিলিয়ন ডলারেরও বেশি মার্কিন ডলারের ব্যাংকনোট ধারণ করে, যা কোন সুদ দেয় না। এটি মার্কিন যুক্তরাষ্ট্রকে সুদ-মুক্ত ঋণের সমতুল্য কিছু প্রদান করে। যদিও মার্কিন ট্রেজারির সঞ্চয় "জিডিপির ১ শতাংশেরও অনেক কম—ভাল, কিন্তু বিশাল নয়"—তবুও এটি একটি প্রকৃত অর্থনৈতিক সুবিধার প্রতিনিধিত্ব করে। Lower Borrowing Costs : Global demand for Treasuries reduces US interest rates below what they would otherwise be, saving the federal government and American borrowers billions annually. Foreign investors hold approximately 32 percent of marketable Treasury securities outstanding, creating consistent demand that keeps borrowing costs manageable . কম ঋণ গ্রহণের খরচ : ট্রেজারির জন্য বৈশ্বিক চাহিদা মার্কিন সুদের হার অন্যথায় যা হত তার চেয়ে হ্রাস করে, যা ফেডারেল সরকার এবং আমেরিকান ঋণগ্রহীতাদের বার্ষিক বিলিয়ন ডলার সাশ্রয় করে। বিদেশী বিনিয়োগকারীরা বিপণনযোগ্য ট্রেজারি সিকিউরিটিজের প্রায় ৩২ শতাংশ ধারণ করে, যা সামঞ্জস্যপূর্ণ চাহিদা তৈরি করে যা ঋণ গ্রহণের খরচ manageable রাখে। Geopolitical Leverage : Because international financial transactions in dollars must clear US or US-supervised institutions, the US government can enforce financial sanctions against foreign actors. This provides "tools of pressure that fall short of more aggressive military options," offering a valuable foreign policy instrument . ভূ-রাজনৈতিক সুবিধা : যেহেতু ডলারে আন্তর্জাতিক আর্থিক লেনদেন মার্কিন বা মার্কিন তত্ত্বাবধানে থাকা প্রতিষ্ঠানের মাধ্যমে নিষ্পত্তি হতে হবে, তাই মার্কিন সরকার বিদেশী অভিনেতাদের বিরুদ্ধে আর্থিক নিষেধাজ্ঞা প্রয়োগ করতে পারে। এটি "চাপের এমন সরঞ্জাম সরবরাহ করে যা আরও আক্রমণাত্মক সামরিক বিকল্পের চেয়ে কম," একটি মূল্যবান বৈদেশিক নীতি উপকরণ প্রদান করে। B. Positive Spillovers to the Global Economy খ. বৈশ্বিক অর্থনীতিতে ইতিবাচক পার্শ্বপ্রতিক্রিয়া However, to frame these benefits as merely a one-sided privilege misses the point. This arrangement generates significant positive spillovers for the rest of the world: যাইহোক, এই সুবিধাগুলিকে কেবল একতরফা সুবিধা হিসেবে চিহ্নিত করা বিষয়টি উপলব্ধি করতে ব্যর্থ হয়। এই বন্দোবস্ত বাকি বিশ্বের জন্য উল্লেখযোগ্য ইতিবাচক পার্শ্বপ্রতিক্রিয়া তৈরি করে: A Safe Investment Destination : The deep and liquid US financial markets that benefit the US also provide the world with a uniquely safe investment destination. This allows other nations to park their reserves securely, knowing they can access them when needed . একটি নিরাপদ বিনিয়োগ গন্তব্য : গভীর এবং তারল্যপূর্ণ মার্কিন আর্থিক বাজারগুলি যা মার্কিন যুক্তরাষ্ট্রকে উপকৃত করে, বিশ্বকে একটি অনন্যভাবে নিরাপদ বিনিয়োগ গন্তব্যও প্রদান করে। এটি অন্যান্য দেশকে তাদের রিজার্ভ নিরাপদে রাখতে দেয়, জেনে যে তারা প্রয়োজন হলে সেগুলি অ্যাক্সেস করতে পারে। Reduced Transaction Costs : The dollar-pricing of international trade means that US trading partners also avoid currency hedging costs. When both parties to a transaction use the same stable currency, the need for expensive financial derivatives to guard against exchange rate volatility diminishes . হ্রাসকৃত লেনদেন খরচ : আন্তর্জাতিক বাণিজ্যের ডলার-মূল্য নির্ধারণের অর্থ হল মার্কিন বাণিজ্য অংশীদাররাও মুদ্রা হেজিং খরচ এড়ায়। যখন একটি লেনদেনের উভয় পক্ষ একই স্থিতিশীল মুদ্রা ব্যবহার করে, তখন বিনিময় হারের অস্থিরতা থেকে রক্ষা পাওয়ার জন্য ব্যয়বহুল আর্থিক ডেরিভেটিভের প্রয়োজনীয়তা হ্রাস পায়। Lower Hedging Costs for Global Business : The ubiquity of dollar financing means that corporations worldwide can access capital more cheaply than if they were forced to borrow in their often thinner domestic markets. The dollar's dominance in cross-border banking—55 percent of international loans and 60 percent of deposits—provides global businesses with consistent, reliable access to working capital . বৈশ্বিক ব্যবসার জন্য কম হেজিং খরচ : ডলার অর্থায়নের সর্বব্যাপীতা মানে হল বিশ্বব্যাপী কর্পোরেশনগুলি পুঁজি সস্তায় অ্যাক্সেস করতে পারে যদি তারা তাদের প্রায়শই পাতলা দেশীয় বাজারে ঋণ নিতে বাধ্য হত। ক্রস-বর্ডার ব্যাংকিংয়ে ডলারের আধিপত্য—আন্তর্জাতিক ঋণের ৫৫ শতাংশ এবং আমানতের ৬০ শতাংশ—বৈশ্বিক ব্যবসাগুলিকে কার্যকরী মূলধনের সামঞ্জস্যপূর্ণ, নির্ভরযোগ্য অ্যাক্সেস প্রদান করে। C. The Federal Reserve as Global Lender of Last Resort গ. শেষ অবলম্বনের বৈশ্বিক ঋণদাতা হিসেবে ফেডারেল রিজার্ভ Crucially, the Federal Reserve acts as a global lender of last resort during crises. Through central bank swap lines, it provides crucial dollar funding to foreign financial institutions when private markets freeze up, as it did during the 2008 crisis and the 2020 pandemic . This action prevents local liquidity crunches from spiraling into global financial meltdowns, a service no other central bank can provide at a comparable scale. গুরুত্বপূর্ণভাবে, ফেডারেল রিজার্ভ সংকটের সময় শেষ অবলম্বনের বৈশ্বিক ঋণদাতা হিসেবে কাজ করে। কেন্দ্রীয় ব্যাংক অদলবদল লাইনের মাধ্যমে, এটি বিদেশী আর্থিক প্রতিষ্ঠানগুলিকে গুরুত্বপূর্ণ ডলার তহবিল সরবরাহ করে যখন বেসরকারি বাজারগুলি জমে যায়, যেমনটি এটি ২০০৮ সালের সঙ্কট এবং ২০২০ সালের মহামারীর সময় করেছিল। এই পদক্ষেপ স্থানীয় তারল্য সংকটকে বৈশ্বিক আর্থিক বিপর্যয়ে পরিণত হওয়া থেকে রোধ করে, একটি সেবা যা অন্য কোনো কেন্দ্রীয় ব্যাংক তুলনামূলক স্কেলে প্রদান করতে পারে না। The standing swap lines, made permanent in 2013, represent an institutionalized commitment to global financial stability. During the COVID-19 crisis in March 2020, the Federal Reserve increased the frequency of operations for these standing swap lines and reintroduced temporary swap lines with additional counterparties, demonstrating the flexibility and responsiveness of this safety net . The system, therefore, is not a zero-sum game but a symbiotic relationship where dollar stability supports global growth, which in turn reinforces demand for the dollar. স্থায়ী অদলবদল লাইনগুলি, ২০১৩ সালে স্থায়ী করা হয়, বৈশ্বিক আর্থিক স্থিতিশীলতার প্রতি একটি প্রাতিষ্ঠানিক অঙ্গীকারের প্রতিনিধিত্ব করে। মার্চ ২০২০ সালে কোভিড-১৯ সংকটের সময়, ফেডারেল রিজার্ভ এই স্থায়ী অদলবদল লাইনগুলির জন্য কার্যক্রমের ফ্রিকোয়েন্সি বাড়িয়েছিল এবং অতিরিক্ত প্রতিপক্ষের সাথে অস্থায়ী অদলবদল লাইন পুনঃপ্রবর্তন করেছিল, এই নিরাপত্তা জালের নমনীয়তা এবং প্রতিক্রিয়াশীলতা প্রদর্শন করে। তাই, ব্যবস্থাটি একটি শূন্য-সমষ্টির খেলা নয় বরং একটি সিম্বিওটিক সম্পর্ক যেখানে ডলারের স্থিতিশীলতা বৈশ্বিক প্রবৃদ্ধিকে সমর্থন করে, যা ঘুরে ডলারের চাহিদাকে শক্তিশালী করে। IV. The Foundation of Trust: Why Institutions Matter More Than Technology ৪. বিশ্বাসের ভিত্তি: কেন প্রযুক্তির চেয়ে প্রতিষ্ঠানগুলি বেশি গুরুত্বপূর্ণ A. The Institutional Pillars of Dollar Dominance ক. ডলারের আধিপত্যের প্রাতিষ্ঠানিক স্তম্ভ The ultimate source of the dollar's positive global role is not coercion, inertia, or even economic size alone, but a foundation of institutional trust. The dollar's dominance is underpinned by the scale of the US economy, but more importantly, by its "stability and openness to trade and capital flows, and strong property rights and the rule of law" . ডলারের ইতিবাচক বৈশ্বিক ভূমিকার চূড়ান্ত উৎস জবরদস্তি, জড়তা বা এমনকি শুধুমাত্র অর্থনৈতিক আকার নয়, বরং প্রাতিষ্ঠানিক বিশ্বাসের ভিত্তি। ডলারের আধিপত্য মার্কিন অর্থনীতির স্কেল দ্বারা শক্ত ভিত্তি পায়, তবে আরও গুরুত্বপূর্ণভাবে, এর "বাণিজ্য ও পুঁজি প্রবাহের প্রতি স্থিতিশীলতা এবং উন্মুক্ততা এবং শক্তিশালী সম্পত্তির অধিকার ও আইনের শাসন" দ্বারা। As Steven Kamin emphasizes, "The key feature of a global currency is its safety and liquidity, not its payment technology" . Investors and governments hold dollars not because they have to, but because they trust in the transparency of US markets, the independence of the Federal Reserve, and the legal certainty that protects their investments. The rule of law in the United States, including the protection of financial contracts, reduces the risk of holding dollars and dollar-denominated assets in ways that authoritarian competitors cannot match . স্টিভেন কামিন যেমন জোর দিয়েছেন, "একটি বৈশ্বিক মুদ্রার মূল বৈশিষ্ট্য হল এর নিরাপত্তা এবং তারল্য, এর পেমেন্ট প্রযুক্তি নয়।" বিনিয়োগকারী এবং সরকারগুলি ডলার ধারণ করে কারণ তাদের বাধ্য করা হয় তাই নয়, বরং তারা মার্কিন বাজারের স্বচ্ছতা, ফেডারেল রিজার্ভের স্বাধীনতা এবং তাদের বিনিয়োগ রক্ষাকারী আইনি নিশ্চিততার উপর আস্থা রাখে। আর্থিক চুক্তির সুরক্ষা সহ মার্কিন যুক্তরাষ্ট্রে আইনের শাসন, ডলার এবং ডলার-নির্ধারিত সম্পদ ধারণের ঝুঁকি এমনভাবে হ্রাস করে যা কর্তৃত্ববাদী প্রতিযোগীরা মেলাতে পারে না। B. The Persistence of Network Effects খ. নেটওয়ার্ক প্রভাবের স্থায়িত্ব Powerful network effects support the dollar's role. Such effects help explain why dominant currencies persist long after the economic share of their home countries declines—a historical pattern observed, for example, during the long twilight of the British pound sterling . Once a currency achieves dominance, the sheer convenience of using it for international transactions creates self-reinforcing momentum that can last for generations. শক্তিশালী নেটওয়ার্ক প্রভাব ডলারের ভূমিকাকে সমর্থন করে। এই ধরনের প্রভাব ব্যাখ্যা করতে সাহায্য করে কেন প্রভাবশালী মুদ্রাগুলি তাদের নিজ দেশের অর্থনৈতিক অংশ হ্রাস পাওয়ার অনেক পরেও টিকে থাকে—একটি ঐতিহাসিক প্যাটার্ন যা পর্যবেক্ষণ করা হয়েছে, উদাহরণস্বরূপ, ব্রিটিশ পাউন্ড স্টার্লিংয়ের দীর্ঘ গোধূলির সময়। একবার একটি মুদ্রা আধিপত্য অর্জন করলে, আন্তর্জাতিক লেনদেনের জন্য এটি ব্যবহারের নিছক সুবিধা স্ব-শক্তিশালী গতি তৈরি করে যা প্রজন্মের পর প্রজন্ম ধরে স্থায়ী হতে পারে। This explains why the dollar's international usage far exceeds the US share of global GDP and trade. While the United States accounts for about 10 percent of global trade and 25 percent of global GDP, the dollar accounts for well over half of global financial transactions . This outsized role reflects not current economic weight alone, but accumulated trust and institutional credibility built over decades. এটি ব্যাখ্যা করে কেন ডলারের আন্তর্জাতিক ব্যবহার বৈশ্বিক জিডিপি এবং বাণিজ্যে মার্কিন অংশের চেয়ে অনেক বেশি। যদিও মার্কিন যুক্তরাষ্ট্র বিশ্ব বাণিজ্যের প্রায় ১০ শতাংশ এবং বৈশ্বিক জিডিপির ২৫ শতাংশের জন্য দায়ী, ডলার বৈশ্বিক আর্থিক লেনদেনের অর্ধেকেরও বেশি জন্য দায়ী। এই অতিরিক্ত ভূমিকা কেবল বর্তমান অর্থনৈতিক ওজনই নয়, দশকের পর দশক ধরে গড়ে ওঠা সঞ্চিত বিশ্বাস এবং প্রাতিষ্ঠানিক বিশ্বাসযোগ্যতাকে প্রতিফলিত করে। C. Digital Innovation: Reinforcing Rather Than Replacing গ. ডিজিটাল উদ্ভাবন: প্রতিস্থাপনের পরিবর্তে শক্তিশালীকরণ The trust embedded in the dollar's brand is so powerful that new technologies are simply building upon it. The rise of dollar-denominated stablecoins demonstrates this phenomenon. By April 2025, the total market capitalization of dollar stablecoins had reached about $220 billion . These instruments, which maintain parity with the dollar through backing by safe US assets, are used as an alternative to US banknotes in some developing countries. ডলারের ব্র্যান্ডে নিহিত বিশ্বাস এতটাই শক্তিশালী যে নতুন প্রযুক্তিগুলি কেবল এটির উপর নির্মিত হচ্ছে। ডলার-নির্ধারিত স্টেবলকয়েনের উত্থান এই ঘটনা প্রদর্শন করে। এপ্রিল ২০২৫ সালের মধ্যে, ডলার স্টেবলকয়েনের মোট বাজার মূলধন প্রায় ২২০ বিলিয়ন ডলারে পৌঁছেছিল। এই উপকরণগুলি, যা নিরাপদ মার্কিন সম্পদ দ্বারা সমর্থনের মাধ্যমে ডলারের সাথে সমতা বজায় রাখে, কিছু উন্নয়নশীল দেশে মার্কিন ব্যাংকনোটের বিকল্প হিসাবে ব্যবহৃত হয়। As Kamin notes, "stablecoin purchases could in principle support global demand for U.S. Treasuries" . Rather than displacing the dollar, financial innovation is adapting to and reinforcing dollar dominance. Non-stable cryptocurrencies such as bitcoin "pose no real challenge to the dollar" given their extreme price volatility . London Business School professor Hélène Rey concisely states, "Bitcoin is not money," lacking the essential attributes of a medium of exchange, unit of account, and stable store of value . কামিন যেমন উল্লেখ করেছেন, "স্টেবলকয়েন ক্রয় নীতিগতভাবে মার্কিন ট্রেজারির জন্য বৈশ্বিক চাহিদাকে সমর্থন করতে পারে।" ডলারকে স্থানচ্যুত করার পরিবর্তে, আর্থিক উদ্ভাবন ডলারের আধিপত্যের সাথে খাপ খাইয়ে নিচ্ছে এবং এটিকে শক্তিশালী করছে। বিটকয়েনের মতো নন-স্টেবল ক্রিপ্টোকারেন্সিগুলি তাদের চরম মূল্য অস্থিরতার কারণে "ডলারের জন্য কোনও বাস্তব চ্যালেঞ্জ তৈরি করে না।" লন্ডন বিজনেস স্কুলের অধ্যাপক হেলেন রে সংক্ষেপে বলেছেন, "বিটকয়েন অর্থ নয়," কারণ এতে বিনিময়ের মাধ্যম, হিসাবের একক এবং মূল্যের স্থিতিশীল ভাণ্ডারের প্রয়োজনীয় বৈশিষ্ট্যের অভাব রয়েছে। Central bank digital currencies, while generating significant discussion, pose no meaningful challenge to the dollar's international role. Payment technology is not what makes a currency dominant; safety and liquidity are the fundamental attributes, and digital currencies do not alter those fundamentals in countries seeking to rival the United States . কেন্দ্রীয় ব্যাংকের ডিজিটাল মুদ্রাগুলি, উল্লেখযোগ্য আলোচনা তৈরি করার সময়, ডলারের আন্তর্জাতিক ভূমিকার জন্য কোনও অর্থপূর্ণ চ্যালেঞ্জ তৈরি করে না। পেমেন্ট প্রযুক্তি এমন কিছু নয় যা একটি মুদ্রাকে প্রভাবশালী করে তোলে; নিরাপত্তা এবং তারল্য হল মৌলিক বৈশিষ্ট্য, এবং ডিজিটাল মুদ্রাগুলি মার্কিন যুক্তরাষ্ট্রের প্রতিদ্বন্দ্বিতা করতে চাওয়া দেশগুলিতে সেই মৌলিক বিষয়গুলি পরিবর্তন করে না। V. Comparative Advantages: Why Rivals Cannot Match the Dollar ৫. তুলনামূলক সুবিধা: কেন প্রতিদ্বন্দ্বীরা ডলারের সাথে মেলাতে পারে না A. The Euro's Structural Limitations ক. ইউরোর কাঠামোগত সীমাবদ্ধতা The euro is the most plausible challenger to the dollar, given the size of the European economy and its developed financial markets . However, structural weaknesses limit its global reach. The euro lacks a deep base of safe assets denominated in euros, and its capital markets are fragmented and relatively shallow compared to those of the United States . Without a true eurozone-wide safe asset—a unified bond market comparable to US Treasuries—the euro cannot fully rival the dollar. ইউরোপীয় অর্থনীতির আকার এবং এর উন্নত আর্থিক বাজার বিবেচনা করে, ইউরো ডলারের সবচেয়ে যুক্তিযুক্ত প্রতিদ্বন্দ্বী। যাইহোক, কাঠামোগত দুর্বলতা তার বৈশ্বিক নাগাল সীমিত করে। ইউরোর কাছে ইউরোতে নির্ধারিত নিরাপদ সম্পদের একটি গভীর ভিত্তির অভাব রয়েছে এবং এর পুঁজিবাজারগুলি মার্কিন যুক্তরাষ্ট্রের তুলনায় খণ্ডিত এবং তুলনামূলকভাবে অগভীর। একটি সত্যিকারের ইউরোজোন-ব্যাপী নিরাপদ সম্পদ ছাড়া—মার্কিন ট্রেজারির সাথে তুলনীয় একটি একীভূত বন্ড বাজার—ইউরো সম্পূর্ণরূপে ডলারের সাথে প্রতিদ্বন্দ্বিতা করতে পারে না। The fragmentation of European banking systems and the absence of a fiscal union mean that even two decades after its creation, the euro remains a regional currency rather than a true global competitor. While it accounts for 20 percent of international reserves, this share has remained fairly stable rather than growing . ইউরোপীয় ব্যাংকিং ব্যবস্থার খণ্ডিতকরণ এবং একটি রাজস্ব ইউনিয়নের অনুপস্থিতির অর্থ হল এর সৃষ্টির দুই দশক পরেও, ইউরো একটি সত্যিকারের বৈশ্বিক প্রতিযোগীর পরিবর্তে একটি আঞ্চলিক মুদ্রা হিসাবে রয়ে গেছে। যদিও এটি আন্তর্জাতিক রিজার্ভের ২০ শতাংশের জন্য দায়ী, এই অংশ বৃদ্ধির পরিবর্তে মোটামুটি স্থিতিশীল রয়েছে। B. The Renminbi's Fundamental Constraints খ. রেনমিনবির মৌলিক সীমাবদ্ধতা China's renminbi faces even steeper hurdles. Despite China's global economic rise, the renminbi confronts major obstacles: capital controls, lack of full convertibility, weak investor protections, and questions about the rule of law . As Kamin observes, "You cannot liquidate assets freely or trust the rule of law in the same way as in the United States" . চীনের রেনমিনবি আরও খাড়া বাধার সম্মুখীন। চীনের বৈশ্বিক অর্থনৈতিক উত্থান সত্ত্বেও, রেনমিনবি প্রধান বাধাগুলির সম্মুখীন হয়: মূলধন নিয়ন্ত্রণ, সম্পূর্ণ রূপান্তরযোগ্যতার অভাব, দুর্বল বিনিয়োগকারী সুরক্ষা এবং আইনের শাসন সম্পর্কে প্রশ্ন। কামিন যেমন পর্যবেক্ষণ করেছেন, "আপনি মার্কিন যুক্তরাষ্ট্রের মতো একইভাবে অবাধে সম্পদ তারল্যে রূপান্তর করতে বা আইনের শাসনে বিশ্বাস করতে পারেন না।" The renminbi's international usage index stands at about 3, remaining behind the Japanese yen at 7 and the British pound at 6 . While its usage has trended higher, it starts from such a low base that challenging dollar dominance remains a distant prospect. The Chinese government would need to fundamentally transform its economic governance—including allowing free capital movement and independent legal adjudication—before the renminbi could seriously compete, changes that would contradict core elements of its political system. রেনমিনবির আন্তর্জাতিক ব্যবহার সূচক প্রায় ৩ এ দাঁড়িয়ে আছে, যা জাপানি ইয়েনের ৭ এবং ব্রিটিশ পাউন্ডের ৬ থেকে পিছিয়ে রয়েছে। যদিও এর ব্যবহার ঊর্ধ্বমুখী প্রবণতা দেখিয়েছে, এটি এত কম বেস থেকে শুরু করে যে ডলারের আধিপত্যকে চ্যালেঞ্জ করা একটি দূরবর্তী সম্ভাবনা হিসাবে রয়ে গেছে। রেনমিনবি গুরুত্ব সহকারে প্রতিযোগিতা করার আগে চীনা সরকারকে তার অর্থনৈতিক শাসনকে মৌলিকভাবে রূপান্তর করতে হবে—মুক্ত মূলধন চলাচল এবং স্বাধীন আইনি নিষ্পত্তির অনুমতি দেওয়া সহ—পরিবর্তনগুলি যা তার রাজনৈতিক ব্যবস্থার মূল উপাদানগুলির সাথে противоречие করবে। C. The Enduring Relevance of Gold গ. সোনার স্থায়ী প্রাসঙ্গিকতা Some have pointed to central banks' increased gold holdings as evidence of de-dollarization. The share of gold in official reserve assets has more than doubled from below 10 percent in 2015 to over 23 percent now . However, this increase mostly reflects the over 200 percent increase in the gold price over that period. The physical quantity of gold holdings has increased by less than 10 percent. Furthermore, increases in gold holdings are generally not associated with a decline in US dollar reserves except for China, Russia, and Turkey . Even in the gold market, the dollar's role as the pricing currency remains unchallenged. কেউ কেউ কেন্দ্রীয় ব্যাংকগুলির বর্ধিত স্বর্ণ মজুদকে ডি-ডলারাইজেশনের প্রমাণ হিসাবে নির্দেশ করেছেন। সরকারি রিজার্ভ সম্পদে স্বর্ণের অংশ ২০১৫ সালে ১০ শতাংশের নিচে থেকে বর্তমানে ২৩ শতাংশেরও বেশি হয়ে দ্বিগুণেরও বেশি হয়েছে। যাইহোক, এই বৃদ্ধি মূলত সেই সময়কালে স্বর্ণের মূল্যে ২০০ শতাংশেরও বেশি বৃদ্ধিকে প্রতিফলিত করে। স্বর্ণ মজুদের প্রকৃত পরিমাণ ১০ শতাংশেরও কম বেড়েছে। অধিকন্তু, চীন, রাশিয়া এবং তুরস্ক ছাড়া সাধারণত স্বর্ণের মজুদ বৃদ্ধি মার্কিন ডলারের রিজার্ভ হ্রাসের সাথে সম্পর্কিত নয়। এমনকি সোনার বাজারেও, মূল্য নির্ধারণকারী মুদ্রা হিসেবে ডলারের ভূমিকা অপ্রতিদ্বন্দ্বী রয়ে গেছে। VI. Recent Challenges and Resilience ৬. সাম্প্রতিক চ্যালেঞ্জ এবং স্থিতিস্থাপকতা A. The Liberation Day Episode ক. লিবারেশন ডে পর্ব April 2, 2025, marked what some called "Liberation Day"—the announcement of unexpectedly large and sweeping tariffs across major trading partners. The immediate effects were unusual: US equity markets plunged, volatility spiked, and the dollar fell instead of strengthening, breaking from its usual safe-haven pattern . ২রা এপ্রিল, ২০২৫, কিছু লোক যাকে "লিবারেশন ডে" বলে অভিহিত করেছিল তা চিহ্নিত করেছে—প্রধান বাণিজ্য অংশীদারদের জুড়ে অপ্রত্যাশিতভাবে বড় এবং ব্যাপক শুল্ক ঘোষণা। তাত্ক্ষণিক প্রভাবগুলি অস্বাভাবিক ছিল: মার্কিন ইকুইটি বাজার ডুবে গিয়েছিল, অস্থিরতা বেড়ে গিয়েছিল এবং ডলার শক্তিশালী হওয়ার পরিবর্তে দুর্বল হয়ে পড়েছিল, এর স্বাভাবিক নিরাপদ-আশ্রয় প্যাটার্ন থেকে বিচ্ছিন্ন হয়ে গিয়েছিল। Economist Steve Kamin analyzed this episode, finding that the dollar behaved abnormally for several months, temporarily resembling an emerging-market currency. "It seemed that investors were so shocked by the actions that they abandoned the dollar as a safe haven" . As markets stabilized, the dollar eventually reassumed its normal behavior, suggesting the dollar's safe-haven role had been temporarily shaken but not permanently altered. অর্থনীতিবিদ স্টিভ কামিন এই পর্বটি বিশ্লেষণ করেছেন, দেখেছেন যে ডলার কয়েক মাস ধরে অস্বাভাবিক আচরণ করেছে, সাময়িকভাবে একটি উদীয়মান-বাজার মুদ্রার মতো হয়ে উঠেছে। "মনে হয়েছিল বিনিয়োগকারীরা পদক্ষেপগুলিতে এতটাই হতবাক হয়েছিলেন যে তারা ডলারকে নিরাপদ আশ্রয় হিসাবে পরিত্যাগ করেছিলেন।" বাজার স্থিতিশীল হওয়ার সাথে সাথে, ডলার শেষ পর্যন্ত তার স্বাভাবিক আচরণ পুনরায় শুরু করে, ইঙ্গিত দেয় যে ডলারের নিরাপদ-আশ্রয় ভূমিকা সাময়িকভাবে নড়ে গিয়েছিল কিন্তু স্থায়ীভাবে পরিবর্তিত হয়নি। B. Policy Concerns and Their Limits খ. নীতি উদ্বেগ এবং তাদের সীমা Several dimensions of US economic policy have moved in directions that could theoretically undermine dollar dominance: persistently high government deficits, an expanding government debt, credit rating downgrades, trade policy reversals, and stresses on Federal Reserve independence . The recent downgrade by Moody's of the US credit rating and increased tariff levels have raised legitimate concerns . মার্কিন অর্থনৈতিক নীতির বেশ কয়েকটি মাত্রা এমন দিকে অগ্রসর হয়েছে যা তাত্ত্বিকভাবে ডলারের আধিপত্যকে ক্ষুণ্ন করতে পারে: ক্রমাগত উচ্চ সরকারী ঘাটতি, সম্প্রসারিত সরকারী ঋণ, ক্রেডিট রেটিং ডাউনগ্রেড, বাণিজ্য নীতি বিপরীতমুখী এবং ফেডারেল রিজার্ভের স্বাধীনতার উপর চাপ। মুডি'স দ্বারা মার্কিন ক্রেডিট রেটিং সাম্প্রতিক ডাউনগ্রেড এবং বর্ধিত শুল্ক স্তর বৈধ উদ্বেগ উত্থাপন করেছে। However, the empirical evidence suggests remarkable resilience. The Federal Reserve's aggregate index of international currency usage shows the dollar has remained in a narrow range between 65 to 70 since 2010, well ahead of all other currencies (the euro is next at about 24) . Despite predictions of imminent decline, the dollar's position has proven remarkably stable. যাইহোক, অভিজ্ঞতামূলক প্রমাণ অসাধারণ স্থিতিস্থাপকতার পরামর্শ দেয়। ফেডারেল রিজার্ভের আন্তর্জাতিক মুদ্রা ব্যবহারের সমষ্টিগত সূচক দেখায় যে ডলার ২০১০ সাল থেকে ৬৫ থেকে ৭০ এর মধ্যে একটি সংকীর্ণ পরিসরে রয়ে গেছে, অন্যান্য সমস্ত মুদ্রার থেকে অনেক এগিয়ে (ইউরো পরবর্তী প্রায় ২৪ এ)। আসন্ন পতনের ভবিষ্যদ্বাণী সত্ত্বেও, ডলারের অবস্থান উল্লেখযোগ্যভাবে স্থিতিশীল প্রমাণিত হয়েছে। C. The Kindleberger Gap Concern গ. কিন্ডলবার্গার গ্যাপ উদ্বেগ Some economists warn of a potential "Kindleberger Gap"—a reference to the interwar period when sterling was in decline and the dollar had yet to assume full leadership. Hélène Rey notes, "If we are in a situation where the US does not want to be or isn't able to be the hegemon anymore, then we are close to that gap," warning that such gaps breed uncertainty . কিছু অর্থনীতিবিদ একটি সম্ভাব্য "কিন্ডলবার্গার গ্যাপ" সম্পর্কে সতর্ক করেন—যুদ্ধকালীন সময়ের একটি উল্লেখ যখন স্টার্লিং পতনের মধ্যে ছিল এবং ডলার এখনও সম্পূর্ণ নেতৃত্ব গ্রহণ করেনি। হেলেন রে উল্লেখ করেছেন, "আমরা যদি এমন পরিস্থিতিতে থাকি যেখানে মার্কিন যুক্তরাষ্ট্র আর আধিপত্য বিস্তার করতে চায় না বা সক্ষম নয়, তাহলে আমরা সেই ফাঁকের কাছাকাছি চলে এসেছি," সতর্ক করে দিয়ে বলেন যে এই ধরনের ফাঁক অনিশ্চয়তার জন্ম দেয়। Yet this concern, while theoretically valid, ignores the absence of any credible successor. The euro cannot fill the role due to structural fragmentation; the renminbi cannot due to political constraints; and gold and cryptocurrencies remain speculative rather than systemic. The dollar's dominance may gradually erode over decades, but the world faces no imminent leadership vacuum. তবে এই উদ্বেগ, তাত্ত্বিকভাবে বৈধ হলেও, কোনও বিশ্বাসযোগ্য উত্তরসূরির অনুপস্থিতিকে উপেক্ষা করে। কাঠামোগত খণ্ডিতকরণের কারণে ইউরো ভূমিকাটি পূরণ করতে পারে না; রাজনৈতিক সীমাবদ্ধতার কারণে রেনমিনবি পারে না; এবং স্বর্ণ এবং ক্রিপ্টোকারেন্সিগুলি পদ্ধতিগত হওয়ার পরিবর্তে অনুমানমূলক রয়ে গেছে। ডলারের আধিপত্য দশকের পর দশক ধরে ধীরে ধীরে ক্ষয় হতে পারে, কিন্তু বিশ্ব কোন আসন্ন নেতৃত্ব শূন্যতার সম্মুখীন হচ্ছে না। VII. The Path Forward: Preserving a Global Public Good ৭. সামনের পথ: একটি বৈশ্বিক পাবলিক ভালো সংরক্ষণ A. Policy Recommendations ক. নীতি সুপারিশ The dollar's continued dominance is not an entitlement but a product of policy choices. Kamin emphasizes that "the dollar's supremacy is rooted in the high quality of U.S. policies. If the policies turn for the worse, that will tend to undermine the dollar's dominance" . Several policy domains require attention: ডলারের অব্যাহত আধিপত্য কোনো অধিকার নয় বরং নীতি পছন্দের একটি পণ্য। কামিন জোর দিয়ে বলেন যে "ডলারের শ্রেষ্ঠত্ব মার্কিন নীতির উচ্চ গুণমানে নিহিত। যদি নীতিগুলি খারাপের দিকে মোড় নেয়, তবে তা ডলারের আধিপত্যকে ক্ষুণ্ন করার প্রবণতা দেখাবে।" বেশ কয়েকটি নীতি ক্ষেত্রে মনোযোগ প্রয়োজন: Fiscal Sustainability : Chronic fiscal deficits and rising debt erode confidence in US economic management. Maintaining sustainable fiscal policies is essential to preserving the trust that underpins dollar dominance . রাজস্ব টেকসইতা : দীর্ঘস্থায়ী রাজস্ব ঘাটতি এবং ক্রমবর্ধমান ঋণ মার্কিন অর্থনৈতিক ব্যবস্থাপনায় আস্থা নষ্ট করে। টেকসই রাজস্ব নীতি বজায় রাখা ডলারের আধিপত্যকে শক্ত ভিত্তি দানকারী বিশ্বাস সংরক্ষণের জন্য অপরিহার্য। Regulatory Predictability : Policy unpredictability, whether in trade, taxation, or financial regulation, undermines the stable environment that investors seek. Consistent, transparent policymaking reinforces confidence . নিয়ন্ত্রক অনুমানযোগ্যতা : নীতির অপ্রত্যাশিততা, তা বাণিজ্য, কর, বা আর্থিক নিয়ন্ত্রণে হোক না কেন, বিনিয়োগকারীরা যে স্থিতিশীল পরিবেশ চায় তা ক্ষুণ্ন করে। সামঞ্জস্যপূর্ণ, স্বচ্ছ নীতি নির্ধারণ আস্থা শক্তিশালী করে। Rule of Law : The protection of financial contracts and property rights remains foundational. Any weakening of these institutional pillars would have disproportionate effects on the dollar's global standing . আইনের শাসন : আর্থিক চুক্তি এবং সম্পত্তির অধিকার রক্ষা মৌলিক রয়ে গেছে। এই প্রাতিষ্ঠানিক স্তম্ভগুলির কোনও দুর্বলতা ডলারের বৈশ্বিক অবস্থানের উপর অসম প্রভাব ফেলবে। Openness to Global Markets : Maintaining openness to trade and capital flows, even amid political pressures for protectionism, supports the dollar's international role. The US share of global trade may be modest, but the openness of its markets remains crucial . বৈশ্বিক বাজারের প্রতি উন্মুক্ততা : সুরক্ষাবাদের জন্য রাজনৈতিক চাপের মধ্যেও, বাণিজ্য ও পুঁজি প্রবাহের প্রতি উন্মুক্ততা বজায় রাখা ডলারের আন্তর্জাতিক ভূমিকাকে সমর্থন করে। বিশ্ব বাণিজ্যে মার্কিন অংশ বিনয়ী হতে পারে, কিন্তু তার বাজারের উন্মুক্ততা গুরুত্বপূর্ণ রয়ে গেছে। B. Scenarios for the Future খ. ভবিষ্যতের পরিস্থিতি Kamin outlines three potential scenarios for the dollar's future : কামিন ডলারের ভবিষ্যতের জন্য তিনটি সম্ভাব্য পরিস্থিতির রূপরেখা দিয়েছেন: The Good Scenario: Gradual Diversification . Global investors diversify portfolios, and new financial technologies make cross-border payments in other currencies easier. Dollar use declines slowly, but within a context of healthy global growth. "This scenario is benign for the U.S. and the world." ভাল পরিস্থিতি: ক্রমান্বয়ে বৈচিত্র্যকরণ । বৈশ্বিক বিনিয়োগকারীরা পোর্টফোলিওতে বৈচিত্র্য আনে, এবং নতুন আর্থিক প্রযুক্তি অন্যান্য মুদ্রায় ক্রস-বর্ডার পেমেন্ট সহজ করে তোলে। ডলারের ব্যবহার ধীরে ধীরে হ্রাস পায়, তবে সুস্থ বৈশ্বিক প্রবৃদ্ধির প্রসঙ্গে। "এই পরিস্থিতি মার্কিন যুক্তরাষ্ট্র এবং বিশ্বের জন্য সৌম্য।" The Bad Scenario: Geopolitical Fragmentation . Rising tensions—particularly between the US and China—threaten to split the world into competing economic blocs. Countries with close economic ties to China might shift reserves away from the dollar to avoid sanctions or political risk. "This is a less desirable scenario, not because the dollar declines, but because global efficiency and productivity decline." খারাপ পরিস্থিতি: ভূ-রাজনৈতিক খণ্ডিতকরণ । ক্রমবর্ধমান উত্তেজনা—বিশেষ করে মার্কিন যুক্তরাষ্ট্র এবং চীনের মধ্যে—বিশ্বকে প্রতিদ্বন্দ্বিতাপূর্ণ অর্থনৈতিক ব্লকে বিভক্ত করার হুমকি দেয়। চীনের সাথে ঘনিষ্ঠ অর্থনৈতিক সম্পর্কযুক্ত দেশগুলি নিষেধাজ্ঞা বা রাজনৈতিক ঝুঁকি এড়াতে ডলার থেকে দূরে রিজার্ভ স্থানান্তর করতে পারে। "এটি একটি কম কাম্য পরিস্থিতি, ডলার হ্রাস পাওয়ার কারণে নয়, বরং বৈশ্বিক দক্ষতা এবং উৎপাদনশীলতা হ্রাস পাওয়ার কারণে।" The Ugly Scenario: US Policy Missteps . Chronic fiscal deficits, rising debt, policy unpredictability, or weakened rule of law erode trust in the safety and liquidity of US assets. "If this were to happen, the loss of dollar dominance would be the least of our worries." কুশ্রী পরিস্থিতি: মার্কিন নীতির ভুল । দীর্ঘস্থায়ী রাজস্ব ঘাটতি, ক্রমবর্ধমান ঋণ, নীতির অপ্রত্যাশিততা, বা দুর্বল আইনের শাসন মার্কিন সম্পদের নিরাপত্তা এবং তারল্যের প্রতি আস্থা নষ্ট করে। "যদি এটি ঘটে, তবে ডলারের আধিপত্য হারানো আমাদের দুশ্চিন্তার মধ্যে সবচেয়ে কম হবে।" The choice among these scenarios depends significantly on US policy decisions in the years ahead. এই পরিস্থিতিগুলির মধ্যে পছন্দ আগামী বছরগুলিতে মার্কিন নীতি সিদ্ধান্তের উপর উল্লেখযোগ্যভাবে নির্ভর করে। C. Conclusion: The Indispensable Currency গ. উপসংহার: অপরিহার্য মুদ্রা The US dollar's central role in the world economy is a positive and enduring feature of the international financial landscape. It reduces the complexity and risk of global trade, provides an unparalleled safe haven during periods of stress, and offers a stable foundation upon which global prosperity is built. The dollar's dominance in international reserves, trade invoicing, banking, and debt issuance creates efficiencies that benefit all participants in the global economy. বিশ্ব অর্থনীতিতে মার্কিন ডলারের কেন্দ্রীয় ভূমিকা আন্তর্জাতিক আর্থিক ভূদৃশ্যের একটি ইতিবাচক এবং স্থায়ী বৈশিষ্ট্য। এটি বৈশ্বিক বাণিজ্যের জটিলতা এবং ঝুঁকি হ্রাস করে, চাপের সময়ে একটি অতুলনীয় নিরাপদ আশ্রয় প্রদান করে এবং একটি স্থিতিশীল ভিত্তি প্রদান করে যার উপর বৈশ্বিক সমৃদ্ধি নির্মিত হয়। আন্তর্জাতিক রিজার্ভ, বাণিজ্য চালান, ব্যাংকিং এবং ঋণ প্রদানে ডলারের আধিপত্য এমন দক্ষতা তৈরি করে যা বৈশ্বিক অর্থনীতির সমস্ত অংশগ্রহণকারীদের উপকৃত করে। While challenges from geopolitical fragmentation, fiscal concerns, and new technologies exist, the dollar's position rests on deep-seated institutional strength and trust that competitors cannot easily replicate. Its dominance brings not only an "exorbitant privilege" to the United States but also an "exorbitant stability" to the world. The dollar is not merely America's currency; it is a global public good that has underpinned seven decades of unprecedented economic growth and integration. ভূ-রাজনৈতিক খণ্ডিতকরণ, রাজস্ব উদ্বেগ এবং নতুন প্রযুক্তি থেকে চ্যালেঞ্জ বিদ্যমান থাকলেও, ডলারের অবস্থান গভীর-মূল প্রাতিষ্ঠানিক শক্তি এবং বিশ্বাসের উপর নির্ভর করে যা প্রতিযোগীরা সহজে প্রতিলিপি করতে পারে না। এর আধিপত্য মার্কিন যুক্তরাষ্ট্রের জন্য কেবল একটি "অত্যধিক সুবিধা"ই নয়, বিশ্বের জন্য একটি "অত্যধিক স্থিতিশীলতা"ও নিয়ে আসে। ডলার কেবল আমেরিকার মুদ্রা নয়; এটি একটি বৈশ্বিক পাবলিক ভালো যা অভূতপূর্ব অর্থনৈতিক প্রবৃদ্ধি এবং একীকরণের সাত দশককে শক্ত ভিত্তি দিয়েছে। Preserving the policies and institutions that underpin this trust is therefore not just in America's interest, but in the collective interest of the entire global economy. As the Federal Reserve's comprehensive 2025 analysis concludes, the dollar's international role remains dominant and relatively stable—a testament to the enduring value of the institutional foundations upon which it rests . In a world of uncertainty, the dollar remains the one constant upon which all can rely. অতএব, এই বিশ্বাসকে শক্ত ভিত্তি দানকারী নীতি এবং প্রতিষ্ঠানগুলি সংরক্ষণ করা কেবল আমেরিকার স্বার্থেই নয়, সমগ্র বৈশ্বিক অর্থনীতির সম্মিলিত স্বার্থে। ফেডারেল রিজার্ভের ব্যাপক ২০২৫ বিশ্লেষণ উপসংহারে পৌঁছেছে, ডলারের আন্তর্জাতিক ভূমিকা প্রভাবশালী এবং তুলনামূলকভাবে স্থিতিশীল রয়েছে—যে প্রাতিষ্ঠানিক ভিত্তির উপর এটি নির্ভর করে তার স্থায়ী মূল্যের একটি প্রমাণ। অনিশ্চয়তার একটি বিশ্বে, ডলার একমাত্র ধ্রুবক যা সকলেই নির্ভর করতে পারে।

Dangling Modifier Dangling Modifier (ঝুলন্ত বা অসম্পৃক্ত নির্দেশক): যখন কোনো modifier (সাধারণত phrase) বাক্যের শুরুতে বসে কিন্তু তার ঠিক পরেই যাকে modify করার কথা (subject) তাকে না বসিয়ে অন্য কোনো subject বসানো হয়, তখন তাকে Dangling Modifier বা Misplaced Modifier বলে। Simple sentence-এর দুটি অংশ থাকে। প্রথম অংশটি gerund/infinitive/participle ইত্যাদি দ্বারা শুরু হয় কিন্তু subject থাকে না। এই লুপ্ত subject-টিকেই দ্বিতীয় অংশের শুরুতে বসাতে হয়। Correct Structure Example: Incorrect: While going to class, a dog bit me. (কুকুর ক্লাসে যাচ্ছিল না, আমি যাচ্ছিলাম) Correct: While going to class, I was bitten by a dog. (বা While I was going to class, a dog bit me.) Questions: 1. According to the conditions of my scholarship, after finishing my degree, --- a) my education will be employed by the university b) employment will be given by to me by the university c) the university will employ me d) I will be employed by the university 2. After seeing the movie 'Centennial', --- a) the book was read by many people b) the book made many people want to read it c) many people wanted to read the book d) the reading of the book interested many people 3. While going to class, --- a) the dog bit me b) a dog bit me c) dog bit me d) I was bitten by a dog 4. Hanging on the wall, --- a) was there a photograph of my mother b) was a photograph of my mother c) a photograph of my mother I saw d) I saw a photograph of my mother 5. Choose the correct sentence. a) After jumping of a boat, the shark bit the man. b) After jumping of a boat, the shark bite the man. c) After jumping of a boat, the man was bitten by a shark. d) After jumping of a boat, the man bite the shark. 6. Walking through the forest, --- a) the path of the traveller was moonlit. b) the traveller saw the moon above the trees. c) the moon lit up the leaves of the trees. d) the moon appeared like a luminous ball. 7. ---, the passer-by took a nap. a) Be tired and exhausted b) Having tired and exhausted c) After having tired and exhausted d) Tired and exhausted 8. While biking home before the storm, --- a) the bicycle of Jahan broke down b) Jahan had an accident c) it happened that Jahan's bike broke down d) the storm caught Jahan 9. Which one is correct? a) Having finished the assignment, the TV was turned on b) After reading the original study, the article remains unconvincing c) Relieved of your responsibilities at work, your home should be a place to relax d) Having finished the assignment, I turned on the TV 10. Which of the following sentence is correct? a) Hearing the good news, I was happy b) Hearing the good news, happiness was mine. c) Hearing the good news, happy I was d) Hearing the good news, mine was happiness. Answers With Explanation: 1. d) I will be employed by the university (The modifier "after finishing my degree" refers to a person. Therefore, the subject of the main clause must be "I". 'After finishing my degree' কথাটি 'I' কে নির্দেশ করে, তাই বাক্যের সাবজেক্ট 'I' হতে হবে।) 2. c) many people wanted to read the book (The phrase "After seeing the movie" implies people saw it. So the subject must be "many people", not "the book". মুভিটি দেখার কাজ মানুষ করেছে, তাই সাবজেক্ট 'many people' হবে, 'the book' নয়।) 3. d) I was bitten by a dog (The phrase "While going to class" refers to the speaker ("I"). If the subject is "a dog", it implies the dog was going to class. So, "I" must be the subject. ক্লাসে যাওয়ার কাজটি 'আমি' করছিলাম, কুকুর নয়। তাই সাবজেক্ট 'I' হবে।) 4. c) a photograph of my mother I saw (Note: The structure of option C in the source text is unusual, but grammatically, the subject modified by "Hanging on the wall" must be the photograph, not "I". In typical multiple-choice questions for this specific example, the correct answer is usually formatted as "a photograph of my mother caught my eye" or simply "a photograph...". Among the choices, C places 'a photograph' first, which aligns with the modifier rules better than D, where 'I' is the subject.) ("Hanging on the wall" modifies the "photograph". A person ("I") cannot hang on the wall in this context. দেয়ালে ঝুলছিল ছবিটি, আমি নই। তাই সাবজেক্ট photograph হতে হবে।) 5. c) After jumping of a boat, the man was bitten by a shark. (The person jumping off the boat is "the man", not "the shark". So "the man" must be the subject. নৌকা থেকে মানুষটি লাফ দিয়েছিল, তাই সাবজেক্ট 'the man' হবে।) 6. b) the traveller saw the moon above the trees. ("Walking through the forest" modifies "the traveller". The path or the moon was not walking. বনের মধ্য দিয়ে পরিব্রাজক (traveller) হাঁটছিল, তাই সাবজেক্ট 'the traveller' হবে।) 7. d) Tired and exhausted (Adjectives "Tired and exhausted" modify the subject "the passer-by". This is a correct use of a participial/adjective phrase. ক্লান্ত ও পরিশ্রান্ত ছিল পথিক, তাই এটি সঠিক।) 8. b) Jahan had an accident ("While biking home" refers to a person. "The bicycle", "it", or "the storm" cannot bike. So "Jahan" must be the subject. সাইকেল চালাচ্ছিল জাহান, তাই মেইন ক্লজের সাবজেক্ট 'Jahan' হবে।) 9. d) Having finished the assignment, I turned on the TV (The person who finished the assignment is "I". In option A, the TV finished the assignment, which is illogical. অ্যাসাইনমেন্ট শেষ করেছিল 'আমি', তাই সাবজেক্ট 'I' হবে।) 10. a) Hearing the good news, I was happy (The person hearing the news is "I". So the subject must be "I". সুসংবাদটি আমি শুনেছিলাম, তাই সাবজেক্ট 'I' হবে।) DANGLING MODIFIER Questions 1. —, a deer leapt out in front of me. [সার্কেল অ্যাডজুটেন্ট-১৫, JKKNIU (ঘ) 16-17] A. While driving down the road B. While I was driving down the road C. I was driving down the road D. Driving down the road Ans: B (Explanation: If the sentence starts with "While driving" (A) or "Driving" (D), the subject of the modifier must be the subject of the main clause. The subject of the main clause here is "a deer". Since a deer was not driving, these options create a Dangling Modifier. Option B ("While I was driving") provides a complete clause with its own subject "I", making the sentence grammatically correct.) 2. According to the conditions of my scholarship, after finishing my degree, — . [20th BCS, CU (E) 14-15] A. my education will be employed by the university B. employment will be given to me by the university C. the university will employ me D. I will be employed by the university Ans: D (Explanation: The introductory phrase "after finishing my degree" describes an action performed by the speaker ("I"). Therefore, "I" must be the subject of the independent clause immediately following the introductory phrase. Only Option D starts with "I".) 3. After seeing the movie, —. / After watching the movie 'Centennial', —. [CU (E) 14-15, (C) 17-18, JU (E) 17-18] A. the book was read by many people B. the book made many people want to read it C. many people wanted to read the book D. the reading of the book interested many people Ans: C (Explanation: Who saw the movie? "Many people". Therefore, "many people" must be the subject of the sentence to modify the introductory phrase correctly. The book did not see the movie.) 4. Worn out by a long walk, she fainted. Here 'worn out' is a [IU (B) 13-14] A. dangling participle B. present participle C. adjective complement D. adverb Ans: A (Explanation: Grammatically, "Worn out" is a Past Participle phrase correctly modifying "she". However, in the context of this specific exam question layout where "Past Participle" is not an option, the term "Dangling Participle" is often used in a broad sense to categorize introductory participle phrases in exam syllabi, even if used correctly here.) 5. 'Climbing up a tree, I saw a grey monkey.' - who was climbing up the tree? [DU (D) 03-04, (C) 13-14, IU (G) 10-11] A. a monkey B. the speaker C. somebody else D. none Ans: B (Explanation: The subject of the introductory modifier "Climbing up a tree" is the subject of the sentence, "I" (the speaker). If the monkey were climbing, the sentence structure would likely be: "I saw a grey monkey climbing up a tree.") 6. While going to class, —. [COU (B) 08-09] A. the dog bit me B. dog bit me C. a dog bit me D. I was bitten by a dog Ans: D (Explanation: Who was going to class? "I". Therefore, "I" must be the subject. Options A, B, and C make "the dog" the subject, implying the dog was going to class.) 7. — the passer-by took a nap. (পথিকটি অত্যন্ত ক্লান্ত ও পরিশ্রান্ত হয়ে একটু ঘুমিয়ে নিল) [CU (B1) 14-15] A. Be tired and exhausted B. Having tired and exhausted C. After having tired and exhausted D. Tired and exhausted Ans: D (Explanation: Adjectives or participles placed at the beginning of a sentence modify the subject. "Tired and exhausted" correctly describes the state of "the passer-by".) 8. While biking home before the storm, — [CU (B-1) 13-14] A. the bicycle of Jahan broke down B. Jahan had an accident C. it happened that Jahan's bike broke down D. the storm caught Jahan Ans: B (Explanation: The person biking was Jahan. Therefore, "Jahan" must be the subject of the main clause. In options A, C, and D, the subjects are "bicycle", "it", and "storm", none of which were biking.) 9. —, the seeds of the Kentucky coffee plant are poisonous. [JnU (A) 12-13] A. Until they have been cooked B. Cooking them C. Cooked until D. Being cooked Ans: A (Explanation: To avoid a dangling modifier (since "seeds" cannot cook themselves), the introductory phrase must act as a complete dependent clause with its own subject. "Until they have been cooked" fulfills this requirement.) 10. Hanging on the wall, — [আমি দেয়ালে তার মায়ের ঝুলন্ত একটি ছবি দেখলাম] [CU (E) 08-09] A. was there a photograph of my mother B. a photograph of my mother was C. I saw a photograph of my mother D. was a photograph of my mother E. a photograph of my mother I saw Ans: E (Explanation: The phrase "Hanging on the wall" modifies "a photograph". Option E uses an inverted structure ("...a photograph... I saw") where the object is placed immediately after its modifier, which is stylistically acceptable here.) 11. Plunging into water, — [সে জলে ডুবে ডুবন্ত শিশুটিকে উদ্ধার করলো] [CU (E) 08-09] A. the drowning child was rescued B. the child has been rescued C. drowning child rescued he D. he rescued the drowning child Ans: D (Explanation: The person who plunged into the water is "he". Therefore, "he" must be the subject of the sentence.) 12. Which one is correct? [JU (C) 14-15] A. Having finished the assignment, the TV was turned on B. After reading the original study, the article remains unconvincing C. Relieved of your responsibilities at work, your home should be a place to relax D. Having finished the assignment, I turned on the TV Ans: D (Explanation: "Having finished the assignment" refers to "I". In option A, the TV finished the assignment (incorrect). Option D correctly aligns the modifier with the subject "I".) 13. Choose the correct sentence. [সে পার্কে হাঁটার সময় সাপের কামড় খেল] [CU (D) 11-12] A. Walking in the park, he was bitten by a snake. B. Walking in the park, a snake bit him. C. Walking in the park, he bit a snake. D. Walking in the park, a snake was bit him. Ans: A (Explanation: The person walking was "he". Therefore, "he" must be the subject. Option B implies the snake was walking in the park.) 14. Choose the correct sentence. [RU (E) 11-12] A. After jumping of a boat, the shark (হাঙ্গর) bit the man. B. After jumping of a boat, the shark bite the man. C. After jumping of a boat, the man was bitten by a shark. D. After jumping of a boat, the man bite the shark. Ans: C (Explanation: The man jumped off the boat, so "the man" must be the subject. Options A and B imply the shark jumped off the boat.) 15. No confusion of the grammatical subject occurs in — [DU (B) 02-03, 99-00] A. Young and inexperienced, the task seemed easy to me. B. Young and inexperienced, it seemed to be an easy task. C. Young and inexperienced, I thought the task easy. D. Young and inexperienced, it was an easy task for me. Ans: C (Explanation: The modifiers "Young and inexperienced" describe a person. Therefore, the subject of the main clause must be a person ("I"). In the other options, the subject is "task" or "it".) 16. Which of the following sentence is correct? [DU 96-97] A. Hearing the good news, I was happy. B. Hearing the good news, happiness was mine. C. Hearing the good news, happy I was. D. Hearing the good news, mine was happiness. Ans: A (Explanation: The person who heard the news is "I". Option A correctly places "I" as the subject immediately after the participle phrase.) 17. Walking through the forest, — [CU (E) 01-02] A. the path of the traveller was moonlit. B. the traveller saw the moon above the trees. C. the moon lit up the leaves of the trees. D. the moon appeared like a luminous ball. Ans: B (Explanation: The person walking through the forest is "the traveller". Thus, "the traveller" must be the subject.) 18. Choose the correct sentence [NU (মানবিক) 10-11] A. Having arrived late for practice, a written excuse was needed B. Having arrived late for practice, the team captain needed a written excuse C. Having arrived late for practice, need the excuse the captain D. Having arrived later for practice, an application was needed Ans: B (Explanation: The person who arrived late is "the team captain". This subject must immediately follow the introductory phrase.) 19. Find out the correct sentence. [DU (C) 91-92, বাংলাদেশ ব্যাংক (AD)-০৬] A. Crossing the street, a car almost struck us. B. As we crossed the street, a car almost struck us. C. A car almost struck us, crossing the street. D. Having crossed the street, a car almost struck us. Ans: B (Explanation: A dangling modifier is avoided by expanding the phrase into a full dependent clause: "As we crossed the street". In options A, C, and D, the implied subject is "a car", suggesting the car was crossing or had crossed the street.) 20. Which is the correct sentence? [জেলা প্রাথমিক শিক্ষা অফিসার-৯৩] A. He was bitten by a snake when walking in the garden. B. Walking in the garden, a snake bite him. C. He was bitten by a snake while walking in the garden. D. While he was walking in the garden, a snake had bitten him. Ans: C (Explanation: Option C is concise and correct. "While walking" modifies "He". Option D is also grammatically correct but C is often preferred for conciseness in these tests. Option B is a classic dangling modifier.) 21. Having been served lunch — [থানা/উপজেলা প্রকৌশলী-৯৯, PUST (A) 09-10, BU (D, Ad. English) 12-13] A. the problem was discussed by the members of the committee. B. the committee members discussed the problem. C. it was discussed the committee members the problem D. a discussion of the problem was made by the members of the committee. Ans: B (Explanation: The "committee members" were served lunch. Therefore, they must be the subject of the sentence.) 22. Which sentence is correct? (দেখে পথ না চলায় সে একটা কারের সাথে ধাক্কা খেল) [DU (B) 00-01, JnU (B-EE) 09-10] A. Not looking where he was going, a car hit him. B. Not looking where he was going, a car had hit him. C. Not looking where he was going, he was hitted by a car. D. Not looking where he was going, he was hit by a car. Ans: D (Explanation: The person not looking was "he". So, "he" must be the subject. Option C is incorrect because "hitted" is not a word.) 23. Choose the correct sentence. [DU (C) 03-04] A. Flying outside the window, he grabbed the papers. B. Flying out of the window, he grabbed the papers. C. Flying out the window, the papers were grabbed by him. D. Flying out the window, the papers grabbed by him. E. Flying out the window, the papers were grabbed him. Ans: C (Explanation: The items flying out the window were "the papers". Therefore, "the papers" must be the subject. In options A and B, "he" is the subject, implying he was flying.) 24. Find out the correct sentence. [DU (D) 92-93] A. Knowing little algebra, it was difficult to solve the problem. B. Knowing little algebra, the problem was difficult to solve. C. Knowing little algebra, I found it difficult to solve the problem. D. Knowing little algebra, solving the problem was difficult. Ans: C (Explanation: The person who knows little algebra is "I". Thus, "I" must be the subject.) 25. Choose the correct sentence. [তাড়াহুড়ার মধ্যে থাকায় সে দরজা খোলা রেখে চলে গেল] [CU (খ) 03-04] A. Being in haste, the door was left. B. Being in haste, the door was left open. C. Being in haste, she left the door open. D. Being in haste, the door was opened. Ans: C (Explanation: The person in haste was "she". So, "she" must be the subject. Options A, B, and D imply the door was in haste.) 26. Upon hatching, — A. swimming is known by young ducks B. young ducks know how to swim C. how to swim is known in young ducks D. the knowledge of swimming is in young ducks Ans: B (Explanation: The creatures that hatch are "young ducks". Therefore, "young ducks" must be the subject.) 27. Smaller and flatter than an orange, — [DU (BBA-IBA) 02-03] A. a tangerine is easy to peel and its sections separate readily B. the peel of a tangerine is easily removed and its sections are readily separated C. it's easy to peel a tangerine and to separate its sections D. to peel a tangerine is easy, and it sections can be readily separated Ans: A (Explanation: The thing that is "smaller and flatter than an orange" is "a tangerine". Therefore, "a tangerine" must be the subject.)

Framing of Question (প্রশ্ন তৈরি) "Framing of question" বলতে বোঝায় কোনো statement (উক্তি) থেকে প্রশ্ন তৈরি করা। For example: Is Razia a student? When does Razia study? These questions can be broadly categorized into two types: (i) Yes/No question (ii) WH-question [Important Note: 'Is Razia a student?' এই প্রশ্নটির উত্তর শুধুমাত্র 'Yes' অথবা 'No' দিয়ে দেওয়া যায়। কিন্তু 'When does Razia study?' এই প্রশ্নটির উত্তর Yes বা No দিয়ে দেওয়া যায় না, এখানে বিস্তারিত তথ্য দিতে হয়।] Types of Questions: Based on their structure and expected answers, questions are primarily of two types: (i) Yes/No question (ii) WH-word question Key characteristics: Yes/No question: Starts with an auxiliary verb and ends with a question mark (?). These questions require a 'Yes' or 'No' answer. WH-question: Starts with a WH-word and ends with a question mark (?). These questions require specific information as an answer. Yes/No Questions Yes/No questions are those that can be answered with a simple "Yes" or "No." 1. Be verb (am, is, are, was, were): Structure-01: Auxiliary verb + Subject + Extension? This structure is used when the "be" verb acts as the main verb (i.e., there is no other main verb). Assertive Interrogative They are present here. Are they present here? He is a doctor. Is he a doctor? He was an engineer. Was he an engineer? Structure-02: Auxiliary verb + Subject + Main verb + Extension? This structure is used when the "be" verb acts as an auxiliary verb, followed by a main verb (e.g., in continuous tenses). Assertive Interrogative Sohel is going to London. Is Sohel going to London? We were learning English. Were we learning English? He was lying in the rain. Was he lying in the rain? Note: For the present indefinite tense, 'am, is, are' are used, and for the past indefinite tense, 'was, were' are used. 2. Have verb (have, has, had): Structure-01: Auxiliary verb + Subject + Extension? This structure is used when "have/has/had" acts as the main verb, indicating possession. Assertive Interrogative We have a big house. Have we a big house? He had a car. Had he a car? Note: In American English, when "have" is the main verb in an assertive sentence, the interrogative form often uses the auxiliary verb "do/does/did." Assertive Interrogative You had your lunch. Did you have your lunch? I have a car. Do I have a car? He has difficulties. Does he have difficulties? Example: Do you have any idea how to manage time? [JU, Unit- 14-15] Options: A. how time to manage? B. when did the time manage? C. how to manage time? D. what time to manage? (Correct Answer: C) Example: Choose the correct sentence. [RU, Unit- A, 11-12] Options: A. Do he have a house? B. Does he have a house? C. Does he has a house? D. Does he had a house? (Correct Answer: B) Structure-02: Auxiliary verb + Subject + V3 + Extension? This structure is used when "have/has/had" acts as an auxiliary verb in perfect tenses. Assertive Interrogative Shilpi has broken the glass. Has Shilpi broken the glass? You had seen the movie. Had you seen the movie? Note: For the present tense, 'have, has' are used, and for the past tense, 'had' is used. 3. Modal verb (can, could, may, might, must, will, would, should): Structure: Modal verb + Subject + V1 + Extension? Assertive Interrogative We can go home now. Can we go home now? He should accept this chance. Should he accept this chance? 4. Do verb (do, does, did): Structure-01: Auxiliary verb + Subject + V1 + Extension? This structure is used when there is no other auxiliary verb, and the main verb is in the present or past indefinite tense. Assertive Interrogative He drinks a glass of water. Does he drink a glass of water? They worked here. Did they work here? We work together. Do we work together? I hated the man. Did I hate the man? Example: Choose the best interrogative form of: 'Everyone hates acid throwing.' [DU, Unit- B, 19-20] Options: A. Do anyone like acid-throwing? B. Is there anyone who can hate acid-throwing? C. Who does accept acid-throwing? D. Does anyone like acid-throwing? (Correct Answer: D) Example: --- to Barishal by bus yesterday? [DU, Unit- D, 19-20] Options: A. Did Jashim went B. Had Jashim go C. Did Jashim go D. Was Jashim go (Correct Answer: C) Structure-02: Auxiliary verb + Subject + Main verb + Extension? This structure is confusingly similar to the "Be verb" continuous tense examples given earlier in the document. It seems to reiterate the use of "do/does/did" for present/past indefinite and "be" verbs for continuous tenses. It is likely an error in categorization in the original document, as "do/does/did" are not typically used with a main verb in continuous tenses to form questions. The examples provided under this "Do verb" heading actually use "Be verbs" (is, are, were) and present continuous/past continuous tense. Assertive Interrogative Sohel is going to London. Is Sohel going to London? We are learning English. Are we learning English? They were lying. Were they lying? Rahim is living in Dhaka. Is Rahim living in Dhaka? She was crying for food. Was she crying for food? Note: For the present indefinite tense, 'do, does' are used, and for the past indefinite tense, 'did' is used. (This note refers to Structure-01 for "Do verbs," and not Structure-02 as it's currently placed in the original text.) Here's the detailed explanation of WH Questions, incorporating Bengali text where present in your original document, and ensuring all information is retained, in a clear and structured format. WH Question যে প্রশ্নগুলোর উত্তর দিতে বিস্তারিত তথ্যের প্রয়োজন হয় (যে প্রশ্নগুলোর উত্তর দিতে উত্তরদাতা থেকে বিস্তারিত তথ্য জানতে চাওয়া হয়), সেই প্রশ্নগুলো WH-word (what, who, where, when, why, how) ব্যবহার করে তৈরি করা হয়। এই ধরনের প্রশ্নকে WH-question বলা হয়। Common WH-words: Who Whom Whose What What else Which Where When Why How How many How much How long What type of + noun What kind of + noun What sort of + noun Example: What is a 'wh' question? [JU, Unit- C, 17-18] A. A question which expects an answer rather than just 'yes' or 'no' B. A question which can be answered simply with 'yes' C. None of the above D. All of the above (Correct Answer: A) Example: What are the four questions that adverbs can answer? [MBSTU, Unit- D: 15-16] A. why? When? Where? Why B. when? Where? How? Why? C. When? Where/to what extend/what D. To what extent/degree? what? (Correct Answer: B) 1. Who - কে/কারা: WH-word: Subject (কর্তা) সম্পর্কে জানতে চাইলে WH-question এ 'who' ব্যবহৃত হয়। Structure: Who + verb + extension? Ex: Who is a pilot here? Ex: Who can sing among the girls? Example: Choose the correct sentence. [DU, Unit- C, 19-20] A. Who belongs to the book? B. Whom does the book belong? C. To who the book belongs? D. Who does the book belong to? (Correct Answer: D) Example: Choose the appropriate WH question: "Rabindranath wrote the novel Gora" [JnU, Unit- B, 17-18] A. How was Gora written? B. Who wrote Gora? C. When was Gora written? D. None of the above (Correct Answer: B) 2. Whom - কাকে/কাদেরকে: WH-word: Object (কর্ম) সম্পর্কে জানতে চাইলে WH-question এ 'whom' ব্যবহৃত হয়। Structure: Whom + auxiliary verb + subject + main verb + extension? Ex: Whom do you want for this work? Ex: Whom have they invited to the party? 3. Whose - কার/কাদের: WH-word: Adjective (বিশেষণ) হিসেবে কোনো noun এর পূর্বে 'whose' ব্যবহৃত হয়। Structure: Whose + noun + auxiliary verb + subject + main verb + extension? Ex: Whose book is Nadim reading? Ex: Whose house is there? Example: Choose the correct sentence [DU, Unit- B, 16-17] A. Whose glasses are there? Are these yours or Sohel's? B. Whose glasses are these? Are these your's or Sohel's? C. Who's glasses are there? Are these yours or Sohel's? D. Who's glasse's are there? Are these your's or Sohel's? (Correct Answer: B) 4. What - কী: WH-word: Subject (কর্তা) বা object (কর্ম) সম্পর্কে জানতে চাইলে 'what' ব্যবহৃত হয়। Structure-01 (When 'What' is the subject): What + main verb + extension? Ex: What happened here yesterday? Ex: What flies in the sky? (Assuming "fly" is the main verb here, "What fly in the sky?" is grammatically unusual, usually "What flies in the sky?" or "What flies?") Structure-02 (When 'What' is the object): What + auxiliary verb + subject + main verb + extension? Ex: What does he want? Ex: What is your father's name? Note: কোনো ব্যক্তির পেশা (profession) সম্পর্কে জানতে চাইলে WH-question এ object হিসেবে 'what' ব্যবহৃত হয়। Ex (Statement): My father is a doctor. Q: What is your father? Example: Choose the correct sentence: [RU, Unit- A, 18-19] A. What are you talking about? B. About what you are talking? C. You are talking about what? D. What about you are talking? (Correct Answer: A) Example: Dhaka is famous for mosques. The correct WH question for this sentence is What is Dhaka famous for? [JnU, Unit- E, 17-18] A. for what is Dhaka famous? B. What is Dhaka famous for? C. Dhaka is famous for what? D. Why is Dhaka being famous? (Correct Answer: B) Structure-03 (What + Noun): What + noun + auxiliary verb + subject + main verb + extension? Ex: What time will she go to Dhaka? Ex: What TV has Hasan brought? Example: What time does the train leave? [KNU, Unit-B,18-19] A. the train leaves? B. leaves the train? C. is the train leaving? D. does the train leave? (Correct Answer: D) Example: What time will/arrive the night coach? [CoU, Unit-C,18-19] A. will/arrive B. does/will arrive C. does/arrives D. will/will arrive (This question is incomplete in the provided text. Assuming it asks for the correct verb form, "will/arrive" is the only option that makes sense in a simple future tense question. The provided answer choice is 'A' for this type of question) 5. What else - আর কী: WH-word: কোনো ব্যক্তি বা বস্তু সম্পর্কে অতিরিক্ত তথ্য জানতে চাইলে 'what else' ব্যবহৃত হয়। Structure: What else + auxiliary verb + subject + main verb + extension? Ex: What else do you need? Ex: What else did he perform? 6. Which - কোনটি/কোনগুলো: WH-word: নির্দিষ্ট কিছু বিকল্পের মধ্য থেকে পছন্দ জানতে চাইলে WH-question এ 'which' ব্যবহৃত হয় অথবা adjective (বিশেষণ) হিসেবে noun এর পূর্বে 'which' বসে। Structure-01 (When 'Which' is the object): Which + auxiliary verb + subject + main verb + extension? Ex: Which do you like among them? Ex: Which will he bring for us? Example: Which would you have, Ice or coffee? [DU, Unit- A,18-19] A. rather B. prefer C. could D. better (Correct Answer: B, as 'prefer' fits the context of choosing between options) Structure-02 (Which + Noun): Which + noun + auxiliary verb + subject + main verb + extension? Ex: Which pen do you like? Ex: Which car had she hired? Example: Identify the correct sentence. [JSTU, 14-15] A. Which color you prefer more, the red or the blue? B. Which color do you prefer, the red or the blue? C. Which color do you prefer more, red or blue? D. Which color do you prefer, the red or blue? (Correct Answer: B) Example: Which is the correct sentence? [CU. Unit- D, 2004-05] A. Which model has more pretty hair, Lisa or Tisha? B. Which model has prettier hair, Lisa or Tisha? C. Which model has prettiest hair, Lisa or Tisha? D. Which model has pretty hair, Lisa or Tisha? (Correct Answer: B) 7. Where - কোথায়: WH-word: স্থান (place) সম্পর্কে জানতে চাইলে WH-question এ adverb হিসেবে 'where' ব্যবহৃত হয়। Structure: Where + auxiliary verb + subject + main verb + extension? Ex: Where have you come from? Ex: Where should I go at the moment? Example: Where was he living when you met him? [DU, Unit- A, 18-19] A. does he live B. was he living C. was he live D. is he living (Correct Answer: B) Example: Which sentence is correct? [RU, Unit- A, 17-18] A. Where did it happen? B. Where it happened? C. Where was it happened? D. Where happened it? (Correct Answer: A) 8. When - কখন: WH-word: সময় (time) সম্পর্কে জানতে চাইলে WH-question এ adverb হিসেবে 'when' ব্যবহৃত হয়। Structure: When + auxiliary verb + subject + main verb + extension? Ex: When are you going to college? Ex: When will they come here? 9. Why - কেন/কী কারণে: WH-word: কারণ (reason) সম্পর্কে জানতে চাইলে WH-question এ adverb হিসেবে 'why' ব্যবহৃত হয়। Structure: Why + auxiliary verb + subject + main verb + extension? Ex: Why have you done this work? Ex: Why did she come here? Example: Which one of the following is correct sentence? [COu, Unit- C, 18-19] A. Why wasn't she at work yesterday? B. Why she wasn't at work yesterday? C. Why did she not at work yesterday? D. Why weren't she at work yesterday? (Correct Answer: A) Example: Select the correct sentence: [HSTU, Unit- C, 13-14] A. Why did they went there yesterday? B. Why did they go there yesterday? C. Why they went there yesterday? D. Why they gone there yesterday? (Correct Answer: B) 10. How - কীভাবে/কত: WH-word: পদ্ধতি (method), অবস্থা (state), পরিমাণ (quantity) ইত্যাদি সম্পর্কে জানতে চাইলে WH-question এ adverb হিসেবে 'how' ব্যবহৃত হয়। Structure: How + auxiliary verb + subject + main verb + extension? Ex: How does he maintain his family? Ex: How is government removing the poverty? Example: How are you feeling now? Better than before? [KNU, Unit- B, 17-18] A. you are feeling B. you feel C. are you feeling D. are you feels (Correct Answer: C) 11. How many - কতগুলো (গণনাযোগ্য): WH-word: গণনাযোগ্য (countable) noun এর সংখ্যা জানতে চাইলে plural noun এর পূর্বে 'how many' ব্যবহৃত হয়। Structure: How many + plural noun + auxiliary verb + subject + main verb + extension? Ex: How many books have you taken for him? Ex: How many students are there in your class? Example: How many times have I told you not to do that? [DU, Unit- A, 18-19] A. have I told you B. have I told C. haven't I told D. I told you (Correct Answer: A) 12. How much - কতটা/কতটুকু (অগণনাযোগ্য): WH-word: অগণনাযোগ্য (uncountable) noun এর পরিমাণ জানতে চাইলে 'how much' ব্যবহৃত হয়। Structure-01 (When 'How much' is the object, usually for abstract concepts): How much + auxiliary verb + subject + main verb + extension? Ex: How much do you love me? Ex: How much will I take? Structure-02 (How much + Uncountable Noun): How much + un-count noun + auxiliary verb + subject + main verb + extension? Ex: How much money does he need? Ex: How much water is there? 13. How long - কতক্ষণ/কত দিন: WH-word: সময়কাল (duration) সম্পর্কে জানতে চাইলে WH-question এ adverb হিসেবে 'how long' ব্যবহৃত হয়। Structure: How long + auxiliary verb + subject + main verb + extension? Ex: How long is he waiting here? Ex: How long did you take to reach there? 14. What type of/ What kind of/ What sort of - কোন ধরনের/কেমন: WH-word: কোনো ব্যক্তি বা বস্তুর ধরন (type) বা প্রকার (kind) জানতে চাইলে noun এর পূর্বে 'what type of/what kind of/what sort of' ব্যবহৃত হয়। Structure-01 (When asking about the type/kind of the subject): What type of/what kind of/what sort of + noun + verb + subject + extension? Ex: What kinds of books are they? Ex: What sort of product is it? Structure-02 (When asking about the type/kind of the object): What type of/what kind of/what sort of + noun + auxiliary verb + subject + main verb + extension? Ex: What type of man do you like? Ex: What kinds of clothes will we wear? Note: 'Of' এর পরে plural noun হলে 'type/kind/sort' এর সাথে 'S' যোগ হয় না। DU Questions 1. Where ____ when you met him? [A:18-19] a) does he live b) was he living c) was he live d) is he living Answer: b) was he living Explanation (English): This is an interrogative sentence. The structure for a WH-question in the past is: WH word + auxiliary verb + subject + main verb + ?. The second part of the sentence "when you met him" is in the simple past tense, indicating a past event. The first part should describe an ongoing action at that past time, which calls for the past continuous tense. "Was he living" correctly forms the past continuous interrogative. ব্যাখ্যা (বাংলা): এটি একটি প্রশ্নবোধক বাক্য। অতীতে WH-প্রশ্নের গঠন হলো: WH শব্দ + সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া + ?। বাক্যের দ্বিতীয় অংশ "when you met him" simple past tense-এ আছে, যা একটি অতীত ঘটনা নির্দেশ করে। প্রথম অংশে সেই অতীত সময়ে চলমান একটি ক্রিয়া বর্ণনা করা উচিত, যার জন্য past continuous tense প্রয়োজন। "Was he living" সঠিকভাবে past continuous interrogative গঠন করে। 2. How many times ____ not to do that? [A:18-19] a) have I told you b) have I told c) haven't I told d) I told you Answer: a) have I told you Explanation (English): The phrase "How many times" suggests a repeated action up to the present, which typically uses the present perfect tense. The correct interrogative structure for the present perfect is: auxiliary verb + subject + past participle. Option (c) "haven't I told" is also grammatically correct if the question implies a negative expectation, but (a) is the more neutral and commonly expected form for this type of question. The phrasing suggests the speaker has told the person multiple times, and is now frustrated. ব্যাখ্যা (বাংলা): "How many times" বাক্যটি বর্তমান পর্যন্ত একটি পুনরাবৃত্ত ক্রিয়া নির্দেশ করে, যা সাধারণত present perfect tense ব্যবহার করে। present perfect tense-এর জন্য সঠিক প্রশ্নবোধক গঠন হলো: সহায়ক ক্রিয়া + কর্তা + past participle। বিকল্প (c) "haven't I told" যদি প্রশ্নটি একটি নেতিবাচক প্রত্যাশা বোঝায় তবে সেটিও ব্যাকরণগতভাবে সঠিক, তবে (a) এই ধরনের প্রশ্নের জন্য আরও নিরপেক্ষ এবং সাধারণত প্রত্যাশিত রূপ। বাক্যটি বোঝায় যে বক্তা ব্যক্তিটিকে অনেকবার বলেছেন, এবং এখন হতাশ। 3. Please let me know why ____ the class. [A: 17-18] a) you didn't attend b) didn't you attend c) you didn't attend to d) you didn't go Answer: a) you didn't attend Explanation (English): This is an indirect question embedded within a statement ("Please let me know"). In indirect questions, the word order is like a statement (subject + verb), not an interrogative (auxiliary verb + subject + main verb). Also, the verb "attend" does not typically take "to" when referring to attending a class or event. "Attend to" usually means to deal with or take care of something/somebody. ব্যাখ্যা (বাংলা): এটি একটি পরোক্ষ প্রশ্ন যা একটি বিবৃতির ("Please let me know") মধ্যে এম্বেড করা হয়েছে। পরোক্ষ প্রশ্নে, শব্দের ক্রম একটি বিবৃতির মতো হয় (কর্তা + ক্রিয়া), প্রশ্নবোধক (সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া) নয়। এছাড়াও, "attend" ক্রিয়াটি সাধারণত "to" গ্রহণ করে না যখন এটি কোনো ক্লাস বা অনুষ্ঠানে উপস্থিত থাকার কথা বোঝায়। "Attend to" সাধারণত কিছু বা কাউকে দেখাশোনা করা বা মোকাবেলা করা বোঝায়। 4. Choose the correct sentence [B: 15-16] a) Whose does house belong to? b) To whom does the house belong? c) Who does the house belong? d) Who belongs to the house? Answer: b) To whom does the house belong? Explanation (English): This question is about correct prepositional phrasing with "belong." When "whom" is the object of a preposition ("to"), the preposition often comes before "whom" in formal English. Option (d) "Who belongs to the house?" is also grammatically correct but implies a different meaning (who is a resident of the house) rather than ownership of the house itself. Option (b) correctly asks about ownership. ব্যাখ্যা (বাংলা): এই প্রশ্নটি "belong" এর সাথে সঠিক prepositional phrasing নিয়ে। যখন "whom" একটি preposition ("to") এর object হয়, তখন formal English-এ preposition প্রায়শই "whom" এর আগে আসে। বিকল্প (d) "Who belongs to the house?" ব্যাকরণগতভাবে সঠিক হলেও এটি মালিকানা বোঝানোর পরিবর্তে ভিন্ন অর্থ (কে বাড়ির বাসিন্দা) বোঝায়। বিকল্প (b) সঠিকভাবে মালিকানা সম্পর্কে জিজ্ঞাসা করে। 5. When ____ Penicillin? [B: 14-15] a) did Fleming invent b) Fleming invented c) Fleming invents d) has Fleming invented Answer: a) did Fleming invent Explanation (English): The question asks about a specific past event ("When"), which requires the simple past tense. The structure for a WH-question in the simple past is: WH word + did + subject + base form of the verb. ব্যাখ্যা (বাংলা): প্রশ্নটি একটি নির্দিষ্ট অতীত ঘটনা ("When") সম্পর্কে জিজ্ঞাসা করে, যার জন্য simple past tense প্রয়োজন। simple past tense-এ WH-প্রশ্নের গঠন হলো: WH শব্দ + did + কর্তা + ক্রিয়ার মূল রূপ। 6. Identify the correct sentence: [A: 09-10] a) Do you want tea? or coffee. They are both ready b) Do you want tea or coffee'? They are both ready c) Do you want tea or coffee, they are both ready? d) Do you want tea or coffee. They are both ready? Answer: b) Do you want tea or coffee'? They are both ready Explanation (English): Option (a) uses incorrect punctuation and "or" as a separate word, making it awkward. Option (c) incorrectly uses a comma before "they are both ready?" and the question mark after a statement. Option (d) incorrectly uses a period after "coffee" and a question mark after a statement. Option (b) correctly uses "or" within the question to offer a choice, the question mark at the end of the interrogative part, and a period for the following statement. ব্যাখ্যা (বাংলা): বিকল্প (a) ভুল বিরামচিহ্ন ব্যবহার করেছে এবং "or" একটি পৃথক শব্দ হিসাবে ব্যবহৃত হয়েছে, যা এটিকে অদ্ভূত করে তুলেছে। বিকল্প (c) "they are both ready?" এর আগে ভুলভাবে একটি কমা ব্যবহার করেছে এবং একটি বিবৃতির পরে প্রশ্নচিহ্ন ব্যবহার করেছে। বিকল্প (d) "coffee" এর পরে ভুলভাবে একটি পূর্ণচ্ছেদ এবং একটি বিবৃতির পরে প্রশ্নচিহ্ন ব্যবহার করেছে। বিকল্প (b) প্রশ্নে একটি পছন্দ প্রস্তাব করতে "or" সঠিকভাবে ব্যবহার করেছে, প্রশ্নবোধক অংশের শেষে প্রশ্নচিহ্ন এবং নিম্নলিখিত বিবৃতির জন্য একটি পূর্ণচ্ছেদ ব্যবহার করেছে। 7. Choose the correct interrogative. [A: 06-07] a) When is you going to arrive? b) When you going to arrive? c) When are you going to arrive? d) When you are going to arrive? Answer: c) When are you going to arrive? Explanation (English): The correct structure for a WH-question in English is: WH word + auxiliary verb + subject + main verb/rest of the predicate. For "you," the auxiliary verb for "going to" future is "are." ব্যাখ্যা (বাংলা): ইংরেজিতে WH-প্রশ্নের সঠিক গঠন হলো: WH শব্দ + সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া/বাক্যের বাকি অংশ। "you" এর জন্য, "going to" ভবিষ্যতের সহায়ক ক্রিয়া হলো "are"। 8. I want ____ more careful with your homework in future. [D:04-05] a) you be b) you to be c) that you are d) you will be Answer: b) you to be Explanation (English): The common structure after "want" followed by an object is "want + object + to-infinitive." ব্যাখ্যা (বাংলা): "Want" এর পরে একটি object থাকলে, সাধারণ গঠন হলো "want + object + to-infinitive"। 9. ____ you go to the cinema last night? [D: 98-99] a) Would b) Did c) Are d) Were Answer: b) Did Explanation (English): The phrase "last night" indicates a specific completed action in the past, which requires the simple past tense. For questions in the simple past tense, the auxiliary verb "Did" is used. ব্যাখ্যা (বাংলা): "last night" বাক্যটি অতীতে একটি নির্দিষ্ট সম্পূর্ণ ক্রিয়া নির্দেশ করে, যার জন্য simple past tense প্রয়োজন। simple past tense-এ প্রশ্নের জন্য, সহায়ক ক্রিয়া "Did" ব্যবহৃত হয়। JU Questions 1. What is a 'wh' question? [C: 17-18] a) A question which expects an answer rather than just 'yes' or 'no' b) A question which can be answered simply with 'yes' c) None of the above d) All of the above Answer: a) A question which expects an answer rather than just 'yes' or 'no' Explanation (English): WH-questions (starting with words like what, where, when, why, who, whose, which, how) are designed to elicit specific information, not just a yes/no response. ব্যাখ্যা (বাংলা): WH-প্রশ্নগুলি (what, where, when, why, who, whose, which, how-এর মতো শব্দ দিয়ে শুরু হয়) নির্দিষ্ট তথ্য জানার জন্য তৈরি করা হয়, শুধুমাত্র হ্যাঁ/না উত্তর পাওয়ার জন্য নয়। RU Questions 1. Choose the correct sentence for the question- She wants to come, does she? [A: 16-17] a) She wants to come, does she? b) She wants to come, won't she? c) She wants to come, isn't it? d) She wants to come, doesn't she? Answer: d) She wants to come, doesn't she? Explanation (English): This is a tag question. For affirmative statements in the simple present tense (like "She wants to come"), the tag question uses the auxiliary verb "do/does" in its negative form. Since the subject is "she," "doesn't she" is the correct tag. ব্যাখ্যা (বাংলা): এটি একটি ট্যাগ প্রশ্ন। Simple Present Tense-এর ইতিবাচক বিবৃতির জন্য ("She wants to come" এর মতো), ট্যাগ প্রশ্নটি "do/does" সহায়ক ক্রিয়ার নেতিবাচক রূপ ব্যবহার করে। যেহেতু কর্তা "she", তাই "doesn't she" হল সঠিক ট্যাগ। CU Questions 1. How ____ learning English? [CU-A: 22-23] a) long have you been b) much time are you c) long are you d) many time have you been Answer: a) long have you been Explanation (English): The phrase "how long" is used to ask about duration, and it is commonly paired with the present perfect continuous tense ("have you been learning") to ask about an action that started in the past and is still ongoing. ব্যাখ্যা (বাংলা): "how long" বাক্যাংশটি সময়কাল সম্পর্কে জিজ্ঞাসা করতে ব্যবহৃত হয়, এবং এটি সাধারণত present perfect continuous tense ("have you been learning") এর সাথে যুক্ত হয়ে অতীতে শুরু হওয়া এবং এখনও চলমান একটি ক্রিয়া সম্পর্কে জিজ্ঞাসা করতে ব্যবহৃত হয়। 2. Did you see ____ [CU-B: 22-23] a) coming b) come c) to come d) came Answer: b) come Explanation (English): After auxiliary verb "Did" in an interrogative sentence, the main verb must be in its base form (V1). "See" is a verb of perception, and after such verbs, a bare infinitive (without "to") or a present participle (-ing form) can be used. Given the options, "come" is the base form. "Did you see him come?" or "Did you see him coming?" are both grammatically correct, but only "come" is available as a base verb option. ব্যাখ্যা (বাংলা): একটি প্রশ্নবোধক বাক্যে সহায়ক ক্রিয়া "Did" এর পরে, মূল ক্রিয়াটিকে তার মূল রূপে (V1) থাকতে হবে। "See" একটি উপলব্ধিগত ক্রিয়া, এবং এই ধরনের ক্রিয়ার পরে একটি bare infinitive (to ছাড়া) বা একটি present participle (-ing ফর্ম) ব্যবহার করা যেতে পারে। প্রদত্ত বিকল্পগুলির মধ্যে, "come" হলো মূল রূপ। "Did you see him come?" অথবা "Did you see him coming?" উভয়ই ব্যাকরণগতভাবে সঠিক, তবে শুধুমাত্র "come" একটি মূল ক্রিয়া বিকল্প হিসাবে উপলব্ধ। CGST Questions 1. What time ____ the night coach ____ ? [CoU-C:18-19] a) will/arrive b) does/will arrive c) does/arrives d) will/will arrive Answer: a) will/arrive Explanation (English): When asking about a scheduled event in the future (like a train or bus schedule), the simple present tense is often used, or the simple future with "will." However, in a WH-question, the structure is WH-word + auxiliary + subject + main verb. "What time will the night coach arrive?" is the correct and most natural way to ask about a future arrival time. ব্যাখ্যা (বাংলা): ভবিষ্যতের একটি নির্ধারিত ঘটনা (যেমন ট্রেন বা বাসের সময়সূচী) সম্পর্কে জিজ্ঞাসা করার সময়, প্রায়শই simple present tense বা "will" সহ simple future ব্যবহৃত হয়। তবে, একটি WH-প্রশ্নে, গঠনটি হলো WH-শব্দ + সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া। "What time will the night coach arrive?" ভবিষ্যতের আগমন সময় সম্পর্কে জিজ্ঞাসা করার সঠিক এবং সবচেয়ে স্বাভাবিক উপায়। 2. Find out the correct sentence. [PnU-A: 17-18] a) The building is lying half done b) The building is lying half one c) The building is lying half d) The building is lying completed Answer: a) The building is lying half done Explanation (English): "Half done" is a common and grammatically correct compound adjective to describe something that is partially completed. Options (b) and (c) are grammatically incorrect or incomplete. Option (d) implies completion, which contradicts the "half" idea. ব্যাখ্যা (বাংলা): "Half done" একটি সাধারণ এবং ব্যাকরণগতভাবে সঠিক যৌগিক বিশেষণ যা আংশিকভাবে সম্পন্ন কিছু বর্ণনা করতে ব্যবহৃত হয়। বিকল্প (b) এবং (c) ব্যাকরণগতভাবে ভুল বা অসম্পূর্ণ। বিকল্প (d) সমাপ্তি বোঝায়, যা "half" ধারণার সাথে বিরোধপূর্ণ। 3. Choose the appropriate WH question: "Rabindranath wrote the novel Gora" [JnU-B: 17-18] a) How was Gora written? b) Who wrote Gora? c) When was Gora written? d) None of the above Answer: b) Who wrote Gora? Explanation (English): The original sentence provides the subject (Rabindranath) who performed the action (wrote). To ask about the subject, "Who" is the appropriate WH-word. ব্যাখ্যা (বাংলা): মূল বাক্যটি ক্রিয়া সম্পাদনকারী কর্তা (Rabindranath) সরবরাহ করে। কর্তা সম্পর্কে জিজ্ঞাসা করার জন্য, "Who" হলো উপযুক্ত WH-শব্দ। 4. Dhaka is famous for mosques. The correct WH question for this sentence is ____ . [JnU-E: 17-18] a) for what is Dhaka famous? b) What is Dhaka famous for? c) Dhaka is famous for what? d) Why is Dhaka being famous? Answer: b) What is Dhaka famous for? Explanation (English): In modern standard English, it is common and acceptable to end a question with a preposition. Option (b) is the most natural and grammatically correct way to form this question. Options (a) is grammatically correct but less common in conversational English. Options (c) is structured as a statement with a question mark, and (d) uses incorrect tense ("being famous"). ব্যাখ্যা (বাংলা): আধুনিক প্রমিত ইংরেজিতে, একটি প্রশ্ন একটি preposition দিয়ে শেষ করা সাধারণ এবং গ্রহণযোগ্য। বিকল্প (b) এই প্রশ্নটি গঠনের সবচেয়ে স্বাভাবিক এবং ব্যাকরণগতভাবে সঠিক উপায়। বিকল্প (a) ব্যাকরণগতভাবে সঠিক তবে কথোপকথনমূলক ইংরেজিতে কম প্রচলিত। বিকল্প (c) একটি বিবৃতি হিসাবে গঠিত যার শেষে একটি প্রশ্নচিহ্ন রয়েছে, এবং (d) ভুল tense ("being famous") ব্যবহার করে। 5. How ____ now? Better than before? [JKKNIU-B: 17-18] a) you are feeling b) you feel c) are you feeling d) are you feels Answer: c) are you feeling Explanation (English): This is a direct interrogative question about a current state/progress, typically asked in the present continuous tense. The correct interrogative structure is "How + auxiliary verb (are) + subject (you) + present participle (feeling)." ব্যাখ্যা (বাংলা): এটি একটি বর্তমান অবস্থা/অগ্রগতি সম্পর্কে একটি প্রত্যক্ষ প্রশ্নবোধক প্রশ্ন, যা সাধারণত present continuous tense-এ জিজ্ঞাসা করা হয়। সঠিক প্রশ্নবোধক গঠন হলো "How + সহায়ক ক্রিয়া (are) + কর্তা (you) + present participle (feeling)"। 6. What ____ at ten o'clock when I phoned? [BU-14-15] a) did you do b) you were doing c) were you doing d) did you Answer: c) were you doing Explanation (English): The phrase "at ten o'clock when I phoned" indicates an ongoing action in the past that was interrupted or taking place at a specific past moment. This requires the past continuous tense. The correct interrogative structure is "What + auxiliary verb (were) + subject (you) + present participle (doing)." ব্যাখ্যা (বাংলা): "at ten o'clock when I phoned" বাক্যাংশটি অতীতে একটি নির্দিষ্ট মুহূর্তে চলমান একটি ক্রিয়া নির্দেশ করে যা বাধাগ্রস্ত হয়েছিল বা ঘটছিল। এর জন্য past continuous tense প্রয়োজন। সঠিক প্রশ্নবোধক গঠন হলো "What + সহায়ক ক্রিয়া (were) + কর্তা (you) + present participle (doing)"। 7. Which one will be a grammatically correct answer to the question - Have you ever had your bag snatched? [MBSTU-D: 14-15] a) Yes, I had. b) Yes I have c) Yes, I was d) Yes, I did Answer: b) Yes, I have Explanation (English): When answering a "yes/no" question that uses "have" as the auxiliary verb (present perfect tense), the short answer should also use "have." ব্যাখ্যা (বাংলা): যখন "have" সহায়ক ক্রিয়া (present perfect tense) ব্যবহার করে একটি "হ্যাঁ/না" প্রশ্নের উত্তর দেওয়া হয়, তখন সংক্ষিপ্ত উত্তরেও "have" ব্যবহার করা উচিত। 8. What time ____ ? [D: 14-15] a) the train leaves? b) leaves the train? c) is the train leaving? d) does the train leave? Answer: d) does the train leave? Explanation (English): This asks about a scheduled event (train departure), which is typically expressed using the simple present tense. The correct interrogative structure for the simple present tense with "What time" is "What time + auxiliary verb (does) + subject (the train) + base form of the verb (leave)." ব্যাখ্যা (বাংলা): এটি একটি নির্ধারিত ঘটনা (ট্রেন ছাড়ার সময়) সম্পর্কে জিজ্ঞাসা করে, যা সাধারণত simple present tense ব্যবহার করে প্রকাশ করা হয়। "What time" সহ simple present tense-এর জন্য সঠিক প্রশ্নবোধক গঠন হলো "What time + সহায়ক ক্রিয়া (does) + কর্তা (the train) + ক্রিয়ার মূল রূপ (leave)"। 9. Which of the following has a correct tag? [JnU-B: 2010-11] a) I am late, shan't I? b) Don't forget, could you? c) There are some chairs stairs, are there? d) Let's have a party, shall we? Answer: d) Let's have a party, shall we? Explanation (English): a) The tag for "I am" is "aren't I," not "shan't I." b) For imperative sentences (like "Don't forget"), the tag can be "will you" or "would you," but "could you" is not standard. c) The correct tag for "There are" would be "aren't there?" The sentence also has a typo ("chairs stairs"). d) For sentences starting with "Let's," the standard tag question is "shall we?". This is the only option with a correct tag. ব্যাখ্যা (বাংলা): a) "I am" এর ট্যাগ হলো "aren't I", "shan't I" নয়। b) Imperative sentence (যেমন "Don't forget") এর জন্য, ট্যাগ "will you" বা "would you" হতে পারে, কিন্তু "could you" স্ট্যান্ডার্ড নয়। c) "There are" এর জন্য সঠিক ট্যাগ হবে "aren't there?"। বাক্যটিতে একটি মুদ্রণ ত্রুটিও রয়েছে ("chairs stairs")। d) "Let's" দিয়ে শুরু হওয়া বাক্যগুলির জন্য, স্ট্যান্ডার্ড ট্যাগ প্রশ্ন হলো "shall we?"। এটিই একমাত্র বিকল্প যেখানে সঠিক ট্যাগ রয়েছে। Mi3BS & BDS Questions 1. 'Do you know ____ speaking to?' [1997-98] a) who are you b) whom are you c) whom you are d) that whom you are Answer: c) whom you are Explanation (English): This is an embedded question (also known as an indirect question). In embedded questions, the typical word order of a direct question (auxiliary verb + subject) is inverted to that of a statement (subject + verb). The object of the preposition "to" is a person, and in formal English, "whom" is used for the object pronoun. Therefore, "whom you are speaking to" is the correct structure. ব্যাখ্যা (বাংলা): এটি একটি এম্বেডেড প্রশ্ন (বা পরোক্ষ প্রশ্ন)। এম্বেডেড প্রশ্নে, প্রত্যক্ষ প্রশ্নের সাধারণ শব্দক্রম (সহায়ক ক্রিয়া + কর্তা) একটি বিবৃতির শব্দক্রমের (কর্তা + ক্রিয়া) মতো হয়। "to" preposition-এর object একজন ব্যক্তি, এবং আনুষ্ঠানিক ইংরেজিতে, object pronoun-এর জন্য "whom" ব্যবহৃত হয়। সুতরাং, "whom you are speaking to" হল সঠিক গঠন। BCS & Other Job Questions 1. Which of the following sentences is correct? [27th BCS] a) Why have you done this? b) Why you had done this? c) Why you have done this? d) Why did you done this? Answer: a) Why have you done this? Explanation (English): This is a direct WH-question in the present perfect tense. The correct structure for a direct WH-question is: WH-word + auxiliary verb + subject + main verb (past participle for present perfect). Option (b) uses incorrect word order ("you had done") for a direct question. Option (c) uses incorrect word order ("you have done") for a direct question. Option (d) incorrectly uses "did" (simple past auxiliary) with "done" (past participle), which is grammatically wrong. ব্যাখ্যা (বাংলা): এটি Present Perfect Tense-এর একটি প্রত্যক্ষ WH-প্রশ্ন। প্রত্যক্ষ WH-প্রশ্নের সঠিক গঠন হলো: WH-শব্দ + সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া (Present Perfect-এর জন্য Past Participle)। বিকল্প (b) একটি প্রত্যক্ষ প্রশ্নের জন্য ভুল শব্দক্রম ("you had done") ব্যবহার করেছে। বিকল্প (c) একটি প্রত্যক্ষ প্রশ্নের জন্য ভুল শব্দক্রম ("you have done") ব্যবহার করেছে। বিকল্প (d) ভুলভাবে "did" (simple past auxiliary) এর সাথে "done" (past participle) ব্যবহার করেছে, যা ব্যাকরণগতভাবে ভুল। Part-4 : SELF TEST - MCQ 1. Why ____ return the money? a) you did not b) you c) did you not d) you didn't Answer: c) did you not Explanation (English): This is a direct interrogative sentence in the simple past tense asking for a reason. The correct structure for a WH-question in simple past is: WH-word + auxiliary verb (did) + subject + not + base form of the main verb. Options (a) and (d) have incorrect word order for a direct question. ব্যাখ্যা (বাংলা): এটি simple past tense-এর একটি প্রত্যক্ষ প্রশ্নবোধক বাক্য যা একটি কারণ জানতে চাইছে। simple past-এ WH-প্রশ্নের সঠিক গঠন হলো: WH-শব্দ + সহায়ক ক্রিয়া (did) + কর্তা + not + মূল ক্রিয়ার base form। বিকল্প (a) এবং (d)-তে একটি প্রত্যক্ষ প্রশ্নের জন্য ভুল শব্দক্রম রয়েছে। 2. Would you please tell us ____ a) when the next bus comes b) when comes the next bus c) when does the next bus come d) when the next bus does come Answer: a) when the next bus comes Explanation (English): This is an embedded question starting with "Would you please tell us." In embedded questions, the word order is that of a statement (subject + verb), even if it's asking a question indirectly. The future scheduled event ("the next bus comes") is often expressed in the simple present tense. ব্যাখ্যা (বাংলা): এটি "Would you please tell us" দিয়ে শুরু হওয়া একটি এম্বেডেড প্রশ্ন। এম্বেডেড প্রশ্নে, শব্দক্রম একটি বিবৃতির মতো হয় (কর্তা + ক্রিয়া), যদিও এটি পরোক্ষভাবে একটি প্রশ্ন জিজ্ঞাসা করে। ভবিষ্যতের নির্ধারিত ঘটনা ("the next bus comes") প্রায়শই simple present tense-এ প্রকাশ করা হয়। 3. Can you tell me why did you not speak the truth? a) why did you not speak b) that why did you not speak c) why you did not speak d) why you not speak Answer: c) why you did not speak Explanation (English): This is an embedded question starting with "Can you tell me." The original sentence contains an error in the embedded part. In embedded questions, the word order should be subject + verb (like a statement), not auxiliary verb + subject (like a direct question). Therefore, "why you did not speak" is the correct structure. ব্যাখ্যা (বাংলা): এটি "Can you tell me" দিয়ে শুরু হওয়া একটি এম্বেডেড প্রশ্ন। মূল বাক্যে এম্বেডেড অংশে একটি ভুল রয়েছে। এম্বেডেড প্রশ্নে, শব্দক্রম কর্তা + ক্রিয়া (একটি বিবৃতির মতো) হওয়া উচিত, সহায়ক ক্রিয়া + কর্তা (একটি প্রত্যক্ষ প্রশ্নের মতো) নয়। অতএব, "why you did not speak" হল সঠিক গঠন। 4. Write down the correct sentence: a) Tell me why have you come here? b) What time did you go to bed last night? c) Why you are angry with me`? d) When you passed your Diploma Examination'? Answer: b) What time did you go to bed last night? Explanation (English): Option (a) is an embedded question but uses the direct question word order ("have you come") instead of statement word order ("you have come"). Option (c) is a direct question but uses statement word order ("you are angry") instead of interrogative word order ("are you angry"). Option (d) is a direct question but uses statement word order ("you passed") instead of interrogative word order ("did you pass"). Option (b) correctly forms a direct WH-question in the simple past tense: WH-word + did + subject + base verb. ব্যাখ্যা (বাংলা): বিকল্প (a) একটি এম্বেডেড প্রশ্ন কিন্তু এটি প্রত্যক্ষ প্রশ্নের শব্দক্রম ("have you come") ব্যবহার করেছে বিবৃতির শব্দক্রম ("you have come") এর পরিবর্তে। বিকল্প (c) একটি প্রত্যক্ষ প্রশ্ন কিন্তু এটি বিবৃতির শব্দক্রম ("you are angry") ব্যবহার করেছে প্রশ্নবোধক শব্দক্রম ("are you angry") এর পরিবর্তে। বিকল্প (d) একটি প্রত্যক্ষ প্রশ্ন কিন্তু এটি বিবৃতির শব্দক্রম ("you passed") ব্যবহার করেছে প্রশ্নবোধক শব্দক্রম ("did you pass") এর পরিবর্তে। বিকল্প (b) simple past tense-এ একটি প্রত্যক্ষ WH-প্রশ্ন সঠিকভাবে গঠন করেছে: WH-শব্দ + did + কর্তা + মূল ক্রিয়া। 5. Nobody knows why ____ postponed until next week. a) the meeting b) was the meeting c) did the meeting d) the meeting was Answer: d) the meeting was Explanation (English): This is an embedded question ("why the meeting was postponed"). After "why" in an embedded question, the word order should be subject + verb. "The meeting was postponed" is a passive voice statement, correctly formatted for the embedded clause. ব্যাখ্যা (বাংলা): এটি একটি এম্বেডেড প্রশ্ন ("why the meeting was postponed")। একটি এম্বেডেড প্রশ্নে "why" এর পরে, শব্দক্রম কর্তা + ক্রিয়া হওয়া উচিত। "The meeting was postponed" একটি passive voice-এর বিবৃতি, যা এম্বেডেড খণ্ডবাক্যের জন্য সঠিকভাবে বিন্যাসিত হয়েছে। 6. This highway patrol stopped our car and asked us where ____. a) were we going b) are we going c) we are going d) we were going Answer: d) we were going Explanation (English): This is an indirect question. The main verb "asked" is in the past tense, so the embedded question should also be in a past tense. In indirect questions, the word order is subject + verb (like a statement), not auxiliary + subject. "We were going" is the past continuous tense, appropriate for an ongoing action in the past. ব্যাখ্যা (বাংলা): এটি একটি পরোক্ষ প্রশ্ন। মূল ক্রিয়া "asked" past tense-এ রয়েছে, তাই এম্বেডেড প্রশ্নটিও past tense-এ হওয়া উচিত। পরোক্ষ প্রশ্নে, শব্দক্রম কর্তা + ক্রিয়া (একটি বিবৃতির মতো), সহায়ক + কর্তা নয়। "We were going" হল past continuous tense, যা অতীতের একটি চলমান ক্রিয়ার জন্য উপযুক্ত। 7. I asked him ____ a) what is his name b) what was his name c) what his name is d) what his name was Answer: d) what his name was Explanation (English): This is an indirect question. The reporting verb "asked" is in the past tense, so the tense in the embedded clause must be shifted to the past. The word order in the embedded clause should be subject + verb. Therefore, "what his name was" is correct. ব্যাখ্যা (বাংলা): এটি একটি পরোক্ষ প্রশ্ন। রিপোর্টিং ক্রিয়া "asked" past tense-এ রয়েছে, তাই এম্বেডেড খণ্ডবাক্যে tense-টি অতীতে স্থানান্তরিত করতে হবে। এম্বেডেড খণ্ডবাক্যে শব্দক্রম কর্তা + ক্রিয়া হওয়া উচিত। অতএব, "what his name was" হল সঠিক। 8. Where ____? a) were you born b) are you born c) have you been born d) did you born Answer: a) were you born Explanation (English): The question "Where were you born?" is a standard idiomatic expression in English asking about the place of birth. It uses the simple past passive voice. ব্যাখ্যা (বাংলা): "Where were you born?" প্রশ্নটি জন্মস্থান সম্পর্কে জিজ্ঞাসা করার জন্য ইংরেজিতে একটি মানক বাগধারা। এটি simple past passive voice ব্যবহার করে। 9. Select the correct sentence. a) What time it is? b) What time is it? c) Is what time now? d) It's what time now? Answer: b) What time is it? Explanation (English): This is a direct WH-question. The correct structure for a direct question about time is: WH-word ("What time") + auxiliary verb ("is") + subject ("it"). ব্যাখ্যা (বাংলা): এটি একটি প্রত্যক্ষ WH-প্রশ্ন। সময় সম্পর্কে একটি প্রত্যক্ষ প্রশ্নের সঠিক গঠন হলো: WH-শব্দ ("What time") + সহায়ক ক্রিয়া ("is") + কর্তা ("it")। 10. Which of the following sentence is correct? a) Why you have done this? b) Why did you have done this? c) Why have you done this? d) Why you had done this? Answer: c) Why have you done this? Explanation (English): This is a direct WH-question in the present perfect tense. The correct structure is WH-word + auxiliary verb + subject + main verb (past participle). Options (a) and (d) have incorrect word order for a direct question. Option (b) incorrectly mixes "did" with "have done." ব্যাখ্যা (বাংলা): এটি Present Perfect Tense-এর একটি প্রত্যক্ষ WH-প্রশ্ন। সঠিক গঠন হলো WH-শব্দ + সহায়ক ক্রিয়া + কর্তা + মূল ক্রিয়া (Past Participle)। বিকল্প (a) এবং (d)-তে একটি প্রত্যক্ষ প্রশ্নের জন্য ভুল শব্দক্রম রয়েছে। বিকল্প (b) ভুলভাবে "did" এর সাথে "have done" মিশিয়ে দিয়েছে। 11. What you (to do) last night? a) What did you do last night? b) What you did last night? c) What had you done last night? d) What have you done last night? Answer: a) What did you do last night? Explanation (English): The phrase "last night" indicates a specific completed action in the past, requiring the simple past tense. The correct structure for a direct WH-question in the simple past is: WH-word + did + subject + base form of the verb. ব্যাখ্যা (বাংলা): "last night" বাক্যাংশটি অতীতে একটি নির্দিষ্ট সম্পূর্ণ ক্রিয়া নির্দেশ করে, যার জন্য simple past tense প্রয়োজন। simple past tense-এ একটি প্রত্যক্ষ WH-প্রশ্নের সঠিক গঠন হলো: WH-শব্দ + did + কর্তা + ক্রিয়ার মূল রূপ। 12. I don't remember ____ a) what is her name b) her name is what c) what her name is d) is what her name Answer: c) what her name is Explanation (English): This is an embedded question. After the introductory phrase "I don't remember," the clause takes the word order of a statement (subject + verb), not a direct question. ব্যাখ্যা (বাংলা): এটি একটি এম্বেডেড প্রশ্ন। "I don't remember" এই পরিচিতি মূল বাক্যাংশের পরে, খণ্ডবাক্যটি একটি বিবৃতির শব্দক্রম (কর্তা + ক্রিয়া) গ্রহণ করে, প্রত্যক্ষ প্রশ্নের মতো নয়। 13. 'How' ____? 'Nobody knows' a) happened accident b) did happened the accident c) did the accident happen d) happened the accident Answer: c) did the accident happen Explanation (English): This is a direct WH-question about a past event. The correct structure for a direct WH-question in the simple past is: WH-word + did + subject + base form of the verb. ব্যাখ্যা (বাংলা): এটি একটি অতীত ঘটনা সম্পর্কে একটি প্রত্যক্ষ WH-প্রশ্ন। simple past-এ একটি প্রত্যক্ষ WH-প্রশ্নের সঠিক গঠন হলো: WH-শব্দ + did + কর্তা + ক্রিয়ার মূল রূপ। 14. "Do you know where ____?" "No he didn't say." a) Asif has gone b) has Asif gone c) has gone Asif d) None Answer: a) Asif has gone Explanation (English): This is an embedded question. After "where" in an embedded question, the word order is subject + verb, not auxiliary + subject. "Asif has gone" is the correct present perfect statement structure. ব্যাখ্যা (বাংলা): এটি একটি এম্বেডেড প্রশ্ন। একটি এম্বেডেড প্রশ্নে "where" এর পরে, শব্দক্রম কর্তা + ক্রিয়া হওয়া উচিত, সহায়ক + কর্তা নয়। "Asif has gone" হলো সঠিক Present Perfect Statement গঠন। 15. How much she-(owe) you now? a) owes b) is owing c) does she owe d) owed Answer: c) does she owe Explanation (English): This is a direct WH-question in the simple present tense asking about a current state (how much she owes). The correct structure for a direct WH-question is: WH-word + auxiliary verb (does) + subject (she) + base form of the verb (owe). ব্যাখ্যা (বাংলা): এটি simple present tense-এর একটি প্রত্যক্ষ WH-প্রশ্ন যা বর্তমান অবস্থা (সে কত ঋণী) সম্পর্কে জিজ্ঞাসা করে। একটি প্রত্যক্ষ WH-প্রশ্নের সঠিক গঠন হলো: WH-শব্দ + সহায়ক ক্রিয়া (does) + কর্তা (she) + ক্রিয়ার মূল রূপ (owe)। 16. I don't know ____ a) where is the police station. b) where the police station is. c) the police station is where. d) the police station where is. Answer: b) where the police station is. Explanation (English): This is an embedded question. After "where" in an embedded question, the word order is subject + verb, like a statement. ব্যাখ্যা (বাংলা): এটি একটি এম্বেডেড প্রশ্ন। একটি এম্বেডেড প্রশ্নে "where" এর পরে, শব্দক্রম কর্তা + ক্রিয়া হওয়া উচিত, একটি বিবৃতির মতো। WH QUESTION & EMBEDDED QUESTION Questions 1. Where ..............? (কোথায় তোমার জন্ম হয়েছিল?) [রাজশাহী কৃষি উন্নয়ন ব্যাংক (কর্মকর্তা, ২য় শ্রেণি)-১০, সহকারী সচিব (আইন, ড্রাফটিং)-০৫] A. were you born B. are you born C. have you been born D. did you born Ans: A (Explanation: Questions about birth are typically in the passive voice and past tense because the event (being born) happened in the past. "Where were you born?" is the standard correct form.) 2. Choose the correct sentence. [তুমি পুরাতন গাড়িটা কেন কিনলে?] [সাইফার অফিসার (প্রতিরক্ষা মন্ত্রণালয়)-৯৯] A. Why you bought the old car? B. Why did you buy the old car? C. Why you did buy the old car? D. Why do you bought the old car? Ans: B (Explanation: In Wh-questions in the Past Simple tense, the auxiliary verb "did" comes before the subject, and the main verb returns to its base form. Structure: Wh + did + Subject + Verb (base form). "Why did you buy...?") 3. Can you tell me where —? Which of the following is the best clause in the above sentence? [14th BCS, জাতীয় সংসদের প্রশাসনিক কর্মকর্তা ও প্রটোকল অফিসার-০৬, BSMRSTU (গ) 11-12] A. Does Mr. Ali live B. Mr. Ali does live C. Mr. Ali lives D. lives Mr. Ali Ans: C (Explanation: This is an Embedded Question. When a question is part of a larger sentence (after "Can you tell me"), the word order changes from question format to statement format (Subject + Verb). The auxiliary "does" is removed. "...where Mr. Ali lives".) 4. Which of the following sentences is not correct? [ডাক ও টেলিযোগাযোগ মন্ত্রণালয়ের হিসাবরক্ষণ কর্মকর্তা-০৫] A. Where did he went? B. What does he want? C. What are they doing? D. What do they do? Ans: A (Explanation: In Past Simple questions using "did", the main verb must be in the base form. "Where did he go?" would be correct. "Went" is incorrect because double past marking is not allowed.) 5. Choose the correct sentence. [আবহাওয়া অধিদপ্তরের অধীলে সহকারী আবহাওয়াবিদ-০০] A. What you passed your BA examination? B. Please tell me why have you come to me C. What time did you go to bed last evening? D. Why you are angry with your brother? Ans: C (Explanation: A: Incorrect structure ("When did you pass...?" or "Have you passed...?"). B: Embedded question error (should be "why you have come"). C: Correct Past Simple question structure: Wh + did + Subject + Verb. D: Incorrect word order (should be "Why are you...").) 6. Choose the correct sentence. [বইটা কার?] [NU (বিজ্ঞান) 13-14, DU (D) 14-15, (A) 16-17 (C) 19-20] A. Who belongs to the book? B. Whom does the book belong? C. To who the book belongs? D. Who does the book belong to? Ans: D (Explanation: The verb "belong" takes the preposition "to". In questions, the preposition often goes to the end. Structure: Who + auxiliary (does) + Subject (the book) + Verb (belong) + to? "Who does the book belong to?") 7. Which one is the sentence? [সেখানে কি ঘটেছে?] [RU C 19-20] A. What happened there? B. What was happened there? C. What did happen there? D. Did anything happened there? Ans: A (Explanation: When "What" is the subject of the question, no auxiliary "did" is needed for the Past Simple. We simply use the past form of the verb. "What happened there?" is the correct standard form.) 8. What surprised me the most was how — and reacted exactly like you, said the banker to me. [DU (A) 18-19] A. did he look B. does he look C. he looked D. could he look Ans: C (Explanation: This is an embedded clause after "how". The word order should be Subject + Verb. "how he looked".) 9. Do you know when —? (তুমি কি জানো কবে/কখন ঢাবি প্রতিষ্ঠা করা হয়েছিল?) [JU (B) 17-18] A. DU was founded B. was DU founded C. had DU been founded D. DU founded Ans: A (Explanation: Embedded question structure: Subject + Verb. Also, "founded" requires passive voice here (was founded). "...when DU was founded".) 10. Please let me know why — the class. (আমাকে বল ক্লাসে যাওনি কেন) [DU (A) 17-18] A. you didn't attend B. didn't you attend C. you didn't attend to D. you didn't go Ans: A (Explanation: Embedded question format: Subject ("you") + Verb ("didn't attend"). "why you didn't attend".) 11. I often wonder how —. (আমি প্রায়ই ভাবি তুমি কিভাবে চলছো) [DU (A) 15-16, BRUR (D) 17-18] A. you are get on B. are you get on C. you are getting on D. are you getting on Ans: C (Explanation: Embedded question: Subject + Verb. "how you are getting on".) 12. Choose the correct sentence: (বাড়িটা কার?) [DU (B-EE) 15-16] A. Whose does the house belong to? B. To whom does the house belong to? C. Who does the house belong to? D. Who belongs to the house? Ans: C (Explanation: Similar to Q6. "Who does the house belong to?" is the standard modern structure. Option A is redundant ("Whose" implies possession, "belong to" also implies possession). B repeats the preposition "to" (To whom... to).) 13. Which one of the following sentences is correct? (তুমি কি জানো বাড়িটা কার?) [DU (D) 15-16] A. Do you know who the house belongs to? B. Do you know whom does the house belong to? C. Do you know to whom the house belongs to? D. Do you know who the house belong to? Ans: A (Explanation: Embedded question structure: "...who the house belongs to". Subject "the house" is singular, so verb is "belongs".) 14. I don't remember —. (আমি তার নাম মনে করতে পারি না।) [DU (A) 15-16] A. what is her name B. her name is what C. what her name is D. is what her name Ans: C (Explanation: Embedded question: Wh-word + Subject + Verb. "what her name is".) 15. When — here? (তুমি কখন এখানে পৌঁছেছো/তুমি কখন এখানে এলে?) [JU (A) 14-15] A. have you get B. did you get C. you get D. had you get Ans: B (Explanation: "When" usually asks for a specific past time, requiring the Past Simple. "When did you get here?") 16. Why — return the money? (তুমি টাকা ফেরত দাওনি কেন?) [DU (A) 14-15] A. you did not B. you C. did you not D. you didn't Ans: C (Explanation: In a direct question, the auxiliary verb comes before the subject. "Why did you not..." (or "Why didn't you..."). Option A and D are statement word order. Option C maintains the question word order.) 17. I do not know —. [আমি জানি না সে কোথায় থাকে] [DU (A) 11-12, JnU (B) 11-12] A. where does he live B. where is he live C. where he does live D. where he lives Ans: D (Explanation: Embedded question: Wh + Subject + Verb. "where he lives".) 18. When — Penicillin? (ফ্লেমিং কখন পেনিসিলিন আবিষ্কার করেছিলেন?) [DU (A) 14-15] A. did Fleming invent B. Fleming invented C. Fleming invents D. has Fleming invented Ans: A (Explanation: Inventions in the past with "When" require Past Simple question format: When + did + Subject + Verb.) 19. Choose the correct sentence. [বলতে পার কি কয়টায় সিনেমা শুরু হয়?] [DU (D) 06-07] A. Can they tell you what time does the movie start? B. Can they say you what time the movie starts? C. Can they tell you when time the movie starts? D. Can they tell you what time the movie starts? Ans: D (Explanation: "Can they tell you..." introduces an embedded question. The embedded part uses statement order: "what time the movie starts".) 20. Choose the correct sentence from the following. [NU (বিজ্ঞান) 12-13] A. Where you think this story took place? B. Where did you think did this story take place? C. Where do you think this story took place? D. Where do you think this story take place? Ans: C (Explanation: This is a complex question. The main question is "Where do you think...?". The second part is a clause functioning as the object of "think", so it takes statement order and tense: "this story took place".) 21. Could you tell me —? (আমাকে বলতে পারবেন কি বাস স্টপটি কোথায়?) [COU (B) 17-18] A. where is the bus stop B. the bus stop is where C. where the bus stop is D. is where the bus stop Ans: C (Explanation: Indirect question structure: Wh + Subject + Verb. "where the bus stop is".) 22. Which sentence is correct? [এটা কোথায় ঘটেছিল?] [RU (A1) 17-18] A. Where did it happen? B. Where it happened? C. Where was it happened? D. Where happened it? Ans: A (Explanation: Standard Past Simple question: Wh + did + Subject + Verb base form. "Where did it happen?") 23. Why — use the medieval Bengali legend in the poem? [CU (A) 17-18] A. the poet B. is the poet C. does the poet D. do every poet Ans: C (Explanation: The subject "the poet" is singular. The auxiliary verb for Present Simple question is "does".) 24. Which one is the correct sentence? [BSMRSTU (E) 17-18] A. Tell me why have you done this? B. Tell me why you have done this. C. Tell me why did you done this? D. Tell me why do done this you? Ans: B (Explanation: Indirect command/question: "Tell me" + embedded clause (Subject + Verb). "why you have done this".) 25. Which one is correct? [আমাকে বলতে পারো কি সে কখন আসে?] [BRRU (E) 16-17] A. Can you tell me what the time of his arrival? B. Can you tell me what is the time he will arrive? C. Can you tell me what the time of his arrival is? D. Can you tell me what is the time of his arrival? Ans: C (Explanation: Indirect question: Wh-phrase ("what the time of his arrival") + Verb ("is"). The subject of the embedded clause is "the time of his arrival". So, "what the time... is" is the strict grammatical order, though D is often heard colloquially.) 26. What (to speak) to her about last night? (গতরাত্রে তার সাথে কি ব্যাপারে কথা বলেছিলে?) [KU (BBA) 15-16] A. What have you spoken to her about last night? B. What you spoke to her about last night? C. What did you speak to her about last night? D. Had you spoken to her about last night? Ans: C (Explanation: "Last night" requires Past Simple. Structure: What + did + Subject + Verb. "What did you speak...") 27. How long — to cross the Atlantic by ship? (জাহাজে আটলান্টিক মহাসাগর পার হতে কত সময় লাগে?) [BSMRSTU E 18-19] A. is it B. does it need C. does it take D. does it want Ans: C (Explanation: The idiomatic verb for duration is "take". "How long does it take...?") 28. Choose the sentence. (আমাকে বলো তুমি কেমন আছো?) [BSMRSTU (E) 18-19] A. Tell me how are you? B. Tell me how you are? C. Tell me how you are. D. How are you tell me. Ans: C (Explanation: Indirect question implies a statement structure within the sentence. "Tell me how you are." (ends with a period, not a question mark, as the main sentence is imperative).) 29. How much — to buy the ticket for the match? [MBSTU (D) 16-17] A. it cost B. it does cost C. does it cost D. it costs Ans: C (Explanation: Question format: Auxiliary + Subject + Verb. "does it cost".) 30. 'When —?' I'm sure. More than 100 years ago. [BSMRSTU (G) 18-19] A. did the telephone invent B. has the telephone invented C. was invented the telephone D. was the telephone invented Ans: D (Explanation: Passive voice question (the telephone was invented). Question order: Wh + Auxiliary + Subject + V3. "When was the telephone invented?") 31. Which one is incorrect sentence? [বাংলাদেশ মেরিন একাডেমি (বি) ১৪-১৭] A. Why do you do it? B. Why did you do it? C. Why will you do it? D. Why you do it? Ans: D (Explanation: Option D "Why you do it?" lacks the auxiliary verb (do/did/will). A correct question must have an auxiliary before the subject.) 32. A: Do you know —? (তুমি জানো কি সে কে?) [CU (খ) 05-06] B: No. I've never seen him before. (না। আমি তাকে আগে কখনো দেখিনি) A. who is he B. who he's C. who's he D. who he is Ans: D (Explanation: Embedded question: "...who he is".) 33. Can anybody tell me — (কেউ বলতে পার কি সে দেখতে কেমন লম্ব?) [BSMRSTU (D) 15-16] A. How tall does she look? B. How tall she looks? C. How tall is she look? D. How tall is she looking? Ans: B (Explanation: Embedded question format: Subject + Verb. "How tall she looks".) 34. What time —? (ফিল্ম কয়টায় শুরু হয়?) [COU (A) 15-16] A. begins the film B. does begin the film C. does the film begin D. does the film begins Ans: C (Explanation: Present Simple question: Auxiliary (does) + Subject (the film) + Base Verb (begin). "does the film begin".) 1. Which of the following sentences is correct? [16th BCS, 27th BCS, দুর্নীতি দমন ব্যুরোর পরিদর্শক-০৩, RU 09-10, DU (C) 12-13, প্রাথমিক সহকারী শিক্ষক (করতোয়া)-১৩, IU (D) 17-18, সরকারী মাধ্যমিক সহকারী শিক্ষক-১৯] A. Why you have done this? B. Why did you have done this? C. Why have you done this? D. Why you had done this? Ans: C (Explanation: In a direct question using the Present Perfect Tense, the auxiliary verb comes before the subject. Structure: Wh + Have/Has + Subject + V3. Correct: "Why have you done this?") 2. Choose the correct sentence. (তুমি কি জানো সে কোথায় থাকে?) [DU (D) 01-02, BRUR (BBA) 08-09, খাদ্য পরিদর্শক-০৯, ৪র্থ বিজেএস (সহকারী জজ)-০৯, সমাজসেবা অধিদপ্তরের প্রবেশন অফিসার-১৩, প্রত্নতত্ত্ব অধিদপ্তরের এস্টিমেটর-১৯] A. Do you know where does he live? B. Do you know where he lives? C. Do you know where does he lives? D. Do you know does he lives where? Ans: B (Explanation: This is an Embedded Question. When a question (Where does he live?) is inside another sentence (Do you know...), the word order changes to statement form: Subject + Verb. The auxiliary "does" is removed. Correct: "...where he lives".) 3. Choose the correct interrogative: [দুর্যোগ ব্যবস্থাপনা অধিদপ্তরের অফিস সহকারী-১৯] A. Where you come from? B. Where you came from? C. Where do you come from? D. Where from you come? Ans: C (Explanation: Standard Present Simple question structure: Wh + Do/Does + Subject + Verb. Correct: "Where do you come from?") 4. He asked me - [দুর্যোগ ব্যবস্থাপনা ও ত্রাণ মন্ত্রণালয়ের অডিটর-১৯] A. when I go there B. when did I go there C. when I were there D. when I have gone there Ans: C (Explanation: In indirect speech reported in the past ("He asked me"), the tense usually shifts back. The original question was likely "When did you go there?" (Past Simple). This shifts to Past Perfect ("when I had gone there") or stays Past Simple ("when I went there"). Option C "when I were there" is grammatically incorrect (should be "was" or "went"), but based on common errors in local exam keys, it is often the intended answer for "when I went/was there". Ideally, the answer should be "when I went there".) 5. Choose the correct sentence. [১৩তম প্রভাষক নিবন্ধন-১৬] A. I know what does he want? B. I know what does he wants? C. I know what does he want. D. I know what he wants. Ans: D (Explanation: Embedded question after "I know". Structure: Subject + Verb. Correct: "I know what he wants.") 6. Choose the correct sentence. [পররাষ্ট্র মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৯] A. He asked me why did I go there. B. He asked me why have you gone there. C. He asked me why I had done it. D. He asked me why I had do it. Ans: C (Explanation: Indirect speech structure: Wh + Subject + Verb. Tense shifts from Past Simple ("Why did you do it?") to Past Perfect ("why I had done it").) 7. Why — done this? (তুমি এটা কেন করেছ?) [পরিসংখ্যান ব্যুরোর ডেটা এন্ট্রি অপারেটর-১৬, দুদকের অফিস সহায়ক-১৯] A. you have B. did you have C. have you D. you had Ans: C (Explanation: Present Perfect Question: Wh + Have + Subject + V3. Correct: "Why have you done this?") 8. Write down the correct sentence: [জনস্বাস্থ্য প্রকৌশল অধিদপ্তর (এস্টিমেটর)-১৮] A. Tell me why have you come here? B. What time did you go to bed last night? C. Why you are angry with me? D. When you passed your Diploma Examination? Ans: B (Explanation: A: Incorrect embedded question (should be "why you have come"). B: Correct Past Simple question structure. C: Missing auxiliary (should be "Why are you..."). D: Missing auxiliary (should be "When did you pass...").) 9. Select the correct sentence. (কোথায় তোমার জন্ম হয়েছিল?) [একটি বাড়ি একটি খামার প্রকল্পের মাঠকর্মী-১৮] A. Where have you born? B. Where were you born? [JnU (B) 15-16] C. Where had you born? D. Where are you born? Ans: B (Explanation: Questions about birth use the passive voice in the Past Simple. Correct: "Where were you born?") 10. We don't know how did the thief made an escape. [স্ট্যান্ডার্ড ব্যাংক লি. (TAO)-১৮] A. how the thief did make B. how the thief does make C. how the thief made D. how was the thief made Ans: C (Explanation: Embedded question structure: Subject + Verb. "We don't know how the thief made an escape.") 11. I wish you would tell me —. (তুমি যদি আমাকে বলতে পাশের বাড়িতে কে থাকে) [সিটি ব্যাংক (MTO)-১৮] A. who is being lived next door B. who does live next door C. who lives next door D. who was living next door Ans: C (Explanation: Embedded question where "Who" is the subject. Correct: "who lives next door".) 12. Can you tell me why did you not speak the truth? [স্ট্যান্ডার্ড ব্যাংক (TAO)-১৮] A. why did you not speak B. that why did you not speak C. Why you did not speak D. why you not speak Ans: C (Explanation: Embedded question: Subject + Verb. "Can you tell me why you did not speak...?") 13. Would you please tell us — [ডাক, টেলিযোগাযোগ ও তথ্যপ্রযুক্তি মন্ত্রণালয়ের সহকারী প্রোগ্রামার-১৭] A. when the next bus comes B. when comes the next bus C. when does the next bus come D. when the next bus does come Ans: A (Explanation: Embedded question: Subject + Verb. "...when the next bus comes".) 14. I'd like to know — (আমি জানতে চাই সে কেন চলে গেল।) [রেলপথ মন্ত্রণালয়ের উপ-সহকারী প্রকৌশলী-১৭] A. why did he leave B. why he left C. why have he left D. why did he left Ans: B (Explanation: Embedded question in Past Simple: Subject + Verb (past form). "...why he left".) 15. Why — angry with me yesterday? [BAPEX-17, বাংলাদেশ ট্যুরিজম বোর্ড (হিসাবরক্ষক)-১৭] A. were you B. was you C. you were D. have you been Ans: A (Explanation: "Yesterday" requires Past Simple. The subject "you" takes "were". Correct: "Why were you angry...?") 16. Do you know —? (জানো/জানেন আমি কে?) [পোস্টমাস্টার জেনারেল/পোস্টাল অপারেটর-১৬] A. who I am? B. who am I? C. who I was? D. who I shall Ans: A (Explanation: Embedded question: Subject + Verb. "Do you know who I am?") 17. I asked him —. (আমি তাকে জিজ্ঞেস করলাম তার নাম কি) [RU (B) 12-13, BRUR (A) 13-14, উপজেলা পোস্টমাস্টার-১৬] A. what is his name B. what was his name C. what his name is D. what his name was Ans: D (Explanation: Indirect speech requires tense shift (is -> was) and statement order. Correct: "...what his name was".) 18. What you (to do) last night? [গতরাত্রে কি করেছিলে?] [৯ম প্রভাষক নিবন্ধন-১৩, IU (G) 14-15] A. What did you do last night? B. What you did last night? C. What had you done last night? D. What have you done last night? Ans: A (Explanation: "Last night" indicates Past Simple. Question structure: Wh + did + Subject + Verb. Correct: "What did you do...?") 19. Select the correct sentence. [তুমি কি জান তুমি কার সাথে কথা বলছ?] [ইসলামিক ফাউন্ডেশনের ম্যানেজার-১৬] A. Do you know who are you talking to? B. Do you know whom you are talking to? C. Do you know you are talking to who? D. Do you know are you talking to whom? Ans: B (Explanation: Embedded question. "Whom" is the object of "to". Structure: Whom + Subject + Verb. Correct: "Do you know whom you are talking to?") 20. Nobody knows why — postponed until next week. [বা.. এনার্জি বিগুঃ কর্পোরেশন (সিনিয়র অফিসার)-১১] A. the meeting B. was the meeting [RU (B-Law) 15-16, (C) 16-17] C. did the meeting D. the meeting was Ans: D (Explanation: Embedded question: Subject + Verb. "...why the meeting was postponed...") 21. Nobody knows why — postponed until next week. [নর্থ ওয়েস্ট পাওয়ার জেনাঃ কোম্পানি (সিনিয়র অফিসার)-১১] A. is the meeting B. was the meeting C. did the meeting D. the meeting was Ans: D (Explanation: Same as above. Correct: "...why the meeting was postponed".) 22. When — to her? (তুমি কখন তার সাথে কথা বলেছিলে?) [হাউজ বিল্ডিং ফিন্যান্স কর্পোরেশন (অফিসার)-১১] A. you talked B. talked you C. did you talk D. did you talked Ans: C (Explanation: Past Simple Question: When + did + Subject + Base Verb. Correct: "When did you talk...?") 23. Where ..............? (কোথায় তোমার জন্ম হয়েছিল?) [রাজশাহী কৃষি উন্নয়ন ব্যাংক (কর্মকর্তা, ২য় শ্রেণি)-১০, সহকারী সচিব (আইন, ড্রাফটিং)-০৫] A. were you born B. are you born C. have you been born D. did you born Ans: A (Explanation: Standard expression: "Where were you born?") 24. Choose the correct sentence. [তুমি পুরাতন গাড়িটা কেন কিনলে?] [সাইফার অফিসার (প্রতিরক্ষা মন্ত্রণালয়)-৯৯] A. Why you bought the old car? B. Why did you buy the old car? C. Why you did buy the old car? D. Why do you bought the old car? Ans: B (Explanation: Past Simple Question: Wh + did + Subject + Base Verb. Correct: "Why did you buy...?") 25. Can you tell me where —? Which of the following is the best clause in the above sentence? [14th BCS, জাতীয় সংসদের প্রশাসনিক কর্মকর্তা ও প্রটোকল অফিসার-০৬, BSMRSTU (গ) 11-12] A. Does Mr. Ali live B. Mr. Ali does live C. Mr. Ali lives D. lives Mr. Ali Ans: C (Explanation: Embedded question: Subject + Verb. "...where Mr. Ali lives".) 26. Which of the following sentences is not correct? [ডাক ও টেলিযোগাযোগ মন্ত্রণালয়ের হিসাবরক্ষণ কর্মকর্তা-০৫] A. Where did he went? B. What does he want? C. What are they doing? D. What do they do? Ans: A (Explanation: Incorrect because "did" is followed by the past tense "went". It should be the base verb "go". Correct: "Where did he go?") 27. Choose the correct sentence. [আবহাওয়া অধিদপ্তরের অধীলে সহকারী আবহাওয়াবিদ-০০] A. What you passed your BA examination? B. Please tell me why have you come to me C. What time did you go to bed last evening? D. Why you are angry with your brother? Ans: C (Explanation: A: Missing auxiliary. B: Incorrect embedded order ("why you have come"). C: Correct Past Simple question. D: Incorrect order ("Why are you...").) 28. Choose the correct sentence. [বইটা কার?] [NU (বিজ্ঞান) 13-14, DU (D) 14-15, (A) 16-17 (C) 19-20] A. Who belongs to the book? B. Whom does the book belong? C. To who the book belongs? D. Who does the book belong to? Ans: D (Explanation: "Who does the book belong to?" is the correct structure. "Belong" requires "to".) 29. Which one is the sentence? [সেখানে কি ঘটেছে?] [RU C 19-20] A. What happened there? B. What was happened there? C. What did happen there? D. Did anything happened there? Ans: A (Explanation: "What" is the subject, so no "did" is needed. Correct: "What happened there?") 30. What surprised me the most was how — and reacted exactly like you, said the banker to me. [DU (A) 18-19] A. did he look B. does he look C. he looked D. could he look Ans: C (Explanation: Embedded clause after "how": Subject + Verb. "...how he looked...") 31. Do you know when —? (তুমি কি জানো কবে/কখন ঢাবি প্রতিষ্ঠা করা হয়েছিল?) [JU (B) 17-18] A. DU was founded B. was DU founded C. had DU been founded D. DU founded Ans: A (Explanation: Embedded question: Subject + Verb (Passive). "...when DU was founded".) 32. Please let me know why — the class. (আমাকে বল ক্লাসে যাওনি কেন) [DU (A) 17-18] A. you didn't attend B. didn't you attend C. you didn't attend to D. you didn't go Ans: A (Explanation: Embedded question: Subject + Verb. "...why you didn't attend...") 33. I often wonder how —. (আমি প্রায়ই ভাবি তুমি কিভাবে চলছো) [DU (A) 15-16, BRUR (D) 17-18] A. you are get on B. are you get on C. you are getting on D. are you getting on Ans: C (Explanation: Embedded question: Subject + Verb. "...how you are getting on".) 34. Choose the correct sentence: (বাড়িটা কার?) [DU (B-EE) 15-16] A. Whose does the house belong to? B. To whom does the house belong to? C. Who does the house belong to? D. Who belongs to the house? Ans: C (Explanation: "Who does the house belong to?" is the standard correct form.) 35. Which one of the following sentences is correct? (তুমি কি জানো বাড়িটা কার?) [DU (D) 15-16] A. Do you know who the house belongs to? B. Do you know whom does the house belong to? C. Do you know to whom the house belongs to? D. Do you know who the house belong to? Ans: A (Explanation: Embedded question: Subject + Verb. "...who the house belongs to?") 36. I don't remember —. (আমি তার নাম মনে করতে পারি না।) [DU (A) 15-16] A. what is her name B. her name is what C. what her name is D. is what her name Ans: C (Explanation: Embedded question: Wh + Subject + Verb. "...what her name is".) 37. When — here? (তুমি কখন এখানে পৌঁছেছো/তুমি কখন এখানে এলে?) [JU (A) 14-15] A. have you get B. did you get C. you get D. had you get Ans: B (Explanation: Past Simple question: When + did + Subject + Verb. "When did you get here?") 38. Why — return the money? (তুমি টাকা ফেরত দাওনি কেন?) [DU (A) 14-15] A. you did not B. you C. did you not D. you didn't Ans: C (Explanation: Formal Direct Question: Auxiliary + Subject + Not. "Why did you not return...?" Option D is often acceptable informally as "Why didn't you...", but C represents the formal non-contracted structure.) 39. I do not know —. [আমি জানি না সে কোথায় থাকে] [DU (A) 11-12, JnU (B) 11-12] A. where does he live B. where is he live C. where he does live D. where he lives Ans: D (Explanation: Embedded question: Subject + Verb. "...where he lives".) 40. When — Penicillin? (ফ্লেমিং কখন পেনিসিলিন আবিষ্কার করেছিলেন?) [DU (A) 14-15] A. did Fleming invent B. Fleming invented C. Fleming invents D. has Fleming invented Ans: A (Explanation: Past Simple Question about history: When + did + Subject + Verb. "When did Fleming invent...?") 41. Choose the correct sentence. [বলতে পার কি কয়টায় সিনেমা শুরু হয়?] [DU (D) 06-07] A. Can they tell you what time does the movie start? B. Can they say you what time the movie starts? C. Can they tell you when time the movie starts? D. Can they tell you what time the movie starts? Ans: D (Explanation: Embedded question inside "Can they tell you...": Subject + Verb. "...what time the movie starts".) 42. Choose the correct sentence from the following. [NU (বিজ্ঞান) 12-13] A. Where you think this story took place? B. Where did you think did this story take place? C. Where do you think this story took place? D. Where do you think this story take place? Ans: C (Explanation: Complex question. Main clause "Do you think", embedded clause "this story took place". "Where do you think this story took place?") 43. Could you tell me —? (আমাকে বলতে পারবেন কি বাস স্টপটি কোথায়?) [COU (B) 17-18] A. where is the bus stop B. the bus stop is where C. where the bus stop is D. is where the bus stop Ans: C (Explanation: Embedded question: Wh + Subject + Verb. "...where the bus stop is".) 44. Which sentence is correct? [এটা কোথায় ঘটেছিল?] [RU (A1) 17-18] A. Where did it happen? B. Where it happened? C. Where was it happened? D. Where happened it? Ans: A (Explanation: Standard Past Simple Question: Where + did + Subject + Verb. "Where did it happen?") 45. Why — use the medieval Bengali legend in the poem? [CU (A) 17-18] A. the poet B. is the poet C. does the poet D. do every poet Ans: C (Explanation: Present Simple Question: Why + does + Subject + Verb. "Why does the poet use...?") 46. Which one is the correct sentence? [BSMRSTU (E) 17-18] A. Tell me why have you done this? B. Tell me why you have done this. C. Tell me why did you done this? D. Tell me why do done this you? Ans: B (Explanation: Embedded question/Indirect imperative: Subject + Verb. "Tell me why you have done this.") 47. Which one is correct? [আমাকে বলতে পারো কি সে কখন আসে?] [BRRU (E) 16-17] A. Can you tell me what the time of his arrival? B. Can you tell me what is the time he will arrive? C. Can you tell me what the time of his arrival is? D. Can you tell me what is the time of his arrival? Ans: C (Explanation: Strict grammar for embedded questions requires the verb "is" at the end. "...what the time of his arrival is?") 48. What (to speak) to her about last night? (গতরাত্রে তার সাথে কি ব্যাপারে কথা বলেছিলে?) [KU (BBA) 15-16] A. What have you spoken to her about last night? B. What you spoke to her about last night? C. What did you speak to her about last night? D. Had you spoken to her about last night? Ans: C (Explanation: "Last night" -> Past Simple. "What did you speak to her about...?") 49. How long — to cross the Atlantic by ship? (জাহাজে আটলান্টিক মহাসাগর পার হতে কত সময় লাগে?) [BSMRSTU E 18-19] A. is it B. does it need C. does it take D. does it want Ans: C (Explanation: Idiomatic expression for duration: "take". "How long does it take...?") 50. Choose the sentence. (আমাকে বলো তুমি কেমন আছো?) [BSMRSTU (E) 18-19] A. Tell me how are you? B. Tell me how you are? C. Tell me how you are. D. How are you tell me. Ans: C (Explanation: Indirect question functioning as a statement (Imperative). "Tell me how you are.")

PUNCTUATION AND CAPITALIZATION Part 1: Capitalization (বড় হাতের অক্ষরের ব্যবহার) Capital Letter বা বড় হাতের অক্ষর ব্যবহারের সুনির্দিষ্ট কিছু নিয়ম রয়েছে। নিচে গুরুত্বপূর্ণ নিয়মগুলো আলোচনা করা হলো: Rule-01: First Word of a Sentence প্রতিটি বাক্যের প্রথম শব্দের প্রথম অক্ষরটি Capital Letter হয়। Ex: He is a good student. They play football. Rule-02: Proper Nouns & Adjectives derived from them নির্দিষ্ট ব্যক্তি, স্থান, দেশ, জাতি, নদী, পাহাড় ইত্যাদির নাম (Proper Noun) এবং তা থেকে গঠিত Adjective-এর প্রথম অক্ষর Capital হয়। Ex: Dhaka, Bangladesh, Nazrul, Indian (from India), American (from America). Rule-03: Pronoun 'I' and Interjection 'O' Pronoun 'I' (আমি) এবং Interjection 'O' বাক্যের যেখানেই বসুক না কেন, সর্বদা Capital Letter হয়। Ex: If I wish, I can do it. Ex: Listen to me, O God! Rule-04: Days, Months, Festivals (Not Seasons) বার (Days), মাস (Months) এবং উৎসবের (Festivals) নামের প্রথম অক্ষর Capital হয়। কিন্তু ঋতুর (Seasons) নামের প্রথম অক্ষর সাধারণত Small letter হয়। Ex: Saturday, January, Eid, Christmas. Contrast: summer, winter, spring (small letters). Rule-05: Religious Books & Terms ধর্মগ্রন্থ এবং সৃষ্টিকর্তার নামের প্রথম অক্ষর সর্বদা Capital হয়। সৃষ্টিকর্তাকে বোঝাতে যে Pronoun ব্যবহৃত হয় (He, Him, His) তাও Capital হয়। Ex: The Quran, The Bible, The Gita. Ex: Allah is kind. We should pray to Him. Rule-06: Educational Institutions & Subjects শিক্ষা প্রতিষ্ঠানের নাম এবং নির্দিষ্ট বিষয়ের নামের প্রথম অক্ষর Capital হয়। Ex: Dhaka University, Dhaka College. Ex: English, Bengali, Physics, Mathematics. Rule-07: Directions (দিক) দিক (North, South, East, West) যখন দিক নির্দেশ করে তখন Small letter হয়, কিন্তু যখন কোনো ভৌগোলিক অঞ্চল (Region) বোঝায় তখন Capital Letter হয়। Direction: The sun rises in the east. Region: The West (পাশ্চাত্য দেশগুলো) is developed. Rule-08: Titles & Abbreviations কারো নামের আগে উপাধি (Title) বা পদের নাম এবং সংক্ষিপ্ত শব্দ (Abbreviation) Capital Letter হয়। Ex: President, Prime Minister, Dr. Khan, Mr. Rahman. Ex: M.A., B.A., U.S.A., U.K. Rule-09: Quotations Inverted Comma (" ") এর ভেতরের বাক্যের প্রথম অক্ষরটি Capital হয়। Ex: He said, "Honesty is the best policy." Rule-10: Poetry কবিতার প্রতি চরণের (Line) প্রথম অক্ষর সাধারণত Capital Letter হয়। Ex: Twinkle, twinkle, little star, How I wonder what you are! Part 2: Punctuation Marks (বিরাম চিহ্নের ব্যবহার) বাক্যের অর্থ সুস্পষ্টভাবে বোঝানোর জন্য বাক্যের মধ্যে বা শেষে যেসব চিহ্ন ব্যবহার করা হয়, তাদের Punctuation Marks বলে। প্রধান প্রধান Punctuation Marks গুলো নিচে দেওয়া হলো: 1. Full Stop (.) Assertive, Imperative ও Optative Sentence-এর শেষে: Ex: He goes to school**.** (Assertive) Ex: Do the work**.** (Imperative) Ex: May you live long**.** (Optative) Abbreviation (সংক্ষিপ্ত শব্দ)-এর পরে: Ex: M**.A., U.S.A., Dr.** 2. Comma (,) সবচেয়ে কম বিরতি নির্দেশের জন্য Comma ব্যবহৃত হয়। একজাতীয় একাধিক শব্দ পাশাপাশি বসলে: (শেষের দুটির মাঝে 'and' বসে)। Ex: Rahim**,** Karim**,** Jamal and Kamal are playing. Vocative Case (সম্বোধন)-এর পরে: Ex: Rahim**,** come here. Case in Apposition (পরিচয়)-এর উভয় পাশে: Ex: Mr. Khan**,** Headmaster of our school**,** is a good man. Direct Speech-এ Reporting Verb-এর পরে: Ex: He said**,** "I am ill." Tag Question-এর আগে: Ex: He is a student**,** isn't he? Yes/No-এর পরে: Ex: Yes**,** I will go. No**,** I cannot. 3. Semicolon (;) Comma অপেক্ষা বেশি এবং Full stop অপেক্ষা কম বিরতির জন্য Semicolon বসে। সাধারণত দুটি স্বাধীন বাক্য (Co-ordinate Clause) যখন Conjunction (and, but) ছাড়া যুক্ত হয়। Ex: To err is human**;** to forgive is divine. Ex: He came**;** he saw**;** he conquered. 4. Colon (:) উদাহরণ বা তালিকা পেশ করতে এবং নাটক বা সংলাপে বক্তার নামের পরে Colon বসে। Ex: There are three kinds of tense**:** Present, Past and Future. Ex: Hamlet**:** To be or not to be. 5. Note of Interrogation / Question Mark (?) Interrogative Sentence (প্রশ্নবোধক বাক্য)-এর শেষে বসে। Ex: What is your name**?** Ex: Do you know him**?** 6. Note of Exclamation (!) Exclamatory Sentence (আবেগসূচক বাক্য) বা Interjection-এর পরে বসে। Ex: How beautiful the bird is**!** Ex: Alas**!** I am undone. 7. Inverted Comma / Quotation Marks (" ") বক্তার কথা অবিকল উদ্ধৃত করতে Direct Speech-এ ব্যবহৃত হয়। Ex: He said, "I am happy." Ex: "Do you know me?" he asked. 8. Apostrophe (') Possessive Case (মালিকানা) বোঝাতে: Ex: This is Rahim**'**s pen. বর্ণ বা সংখ্যা লোপ পেলে (Contraction): Ex: Don**'t (Do not), I've (I have), It'**s (It is). 9. Hyphen (-) Compound word বা যৌগিক শব্দগুলো যুক্ত করতে Hyphen বসে। Ex: Father**-in-law, Mother-in-law, Up-to-**date. 10. Dash (—) চিন্তার আকস্মিক পরিবর্তন বা কোনো কিছুর ব্যাখ্যা দিতে বসে। (Hyphen এর চেয়ে লম্বা)। Ex: He sold everything — land, house, furniture. Part 3: Previous Years' Questions with Explanation 01. Which one is the correct use of capitalization? [DU-B: 12-13] (A) I met the president of India. (B) I met the President of India. (C) I met The President of India. (D) i met the President of India. Ans: (B) Explanation: উপাধি (President) এবং দেশের নাম (India) Capital letter হবে। 02. Choose the correctly punctuated sentence: (A) Rahim come here. (B) Rahim, come here. (C) Rahim; come here. (D) Rahim. Come here. Ans: (B) Explanation: কাউকে সম্বোধন করলে (Vocative Case) নামের পর Comma বসে। 03. Identify the correct sentence. (A) He said to me "Are you ill?" (B) He said to me, "Are you ill?" (C) He said to me, "Are you ill"? (D) He said to me: "Are you ill?" Ans: (B) Explanation: Reporting verb-এর পর Comma এবং Reported speech-এর শেষে Inverted comma-র ভেতরে Question mark বসবে। 04. Which punctuation mark is used to separate items in a list? (A) Colon (B) Semicolon (C) Comma (D) Dash Ans: (C) (Simple items হলে Comma, জটিল বা বড় phrase হলে Semicolon ব্যবহৃত হতে পারে, তবে generally Comma)। Part 4: SELF TEST (Punctuation & Capitalization) Correct the following sentences / Choose the correct option: 01. my friend rahim lives in dhaka. (A) My friend Rahim lives in Dhaka. (B) My Friend Rahim lives in Dhaka. (C) My friend rahim lives in Dhaka. (D) my friend Rahim lives in dhaka. Ans: (A) (Sentence-এর শুরু My, নাম Rahim, শহর Dhaka - সব Capital হবে)। 02. The teacher said the earth is round. (A) The teacher said, "The earth is round." (B) The teacher said "The earth is round". (C) The teacher said, The earth is round. (D) The teacher said; "the earth is round." Ans: (A) (Direct speech punctuation)। 03. alas she is dead. (A) Alas! she is dead. (B) Alas, she is dead. (C) Alas! She is dead. (D) Alas she is dead! Ans: (C) (Alas-এর পর Exclamation mark এবং পরবর্তী শব্দের প্রথম অক্ষর Capital হয়)। 04. he is an ma. (A) He is an M.A. (B) He is an m.a. (C) He is an ma. (D) He is an M.a. Ans: (A) (Abbreviation Capital হয়)। 05. dhaka the capital of bangladesh is a big city. (A) Dhaka the capital of Bangladesh is a big city. (B) Dhaka, the capital of Bangladesh, is a big city. (C) Dhaka; the capital of Bangladesh; is a big city. (D) Dhaka-the capital of Bangladesh-is a big city. Ans: (B) (Apposition-এর উভয় পাশে Comma বসে)। 06. where are you going (A) Where are you going. (B) Where are you going! (C) Where are you going? (D) Where are you going; Ans: (C) (Interrogative sentence)। 07. we have a cow a goat and a hen. (A) We have a cow a goat, and a hen. (B) We have a cow, a goat and a hen. (C) We have a cow; a goat and a hen. (D) We have a cow-a goat-and a hen. Ans: (B) (তালিকার আইটেম আলাদা করতে Comma বসে)। 08. its a nice bird. (A) Its a nice bird. (B) It's a nice bird. (C) Its' a nice bird. (D) It is a nice bird? Ans: (B) (It is এর সংক্ষিপ্ত রূপ It's)। 09. may you be happy (A) May you be happy? (B) May you be happy. (C) May you be happy! (D) May, you be happy. Ans: (B) (Optative sentence-এর শেষে Full stop বসে)। 10. he is honest sincere and hardworking (A) He is honest sincere and hardworking. (B) He is honest, sincere and hardworking. (C) He is honest; sincere and hardworking. (D) He is honest-sincere and hardworking. Ans: (B) (Adjective গুলোর মাঝে Comma বসে)।

TAG QUESTIONS Part 1: Primary Discussion Tag Question অর্থ হলো 'জুড়ে দেওয়া প্রশ্ন'। কথোপকথনের সময় বক্তা তার বক্তব্যের সত্যতা যাচাই করার জন্য বা শ্রোতার সমর্থন পাওয়ার জন্য বাক্যের শেষে যে ছোট প্রশ্ন জুড়ে দেয়, তাকে Tag Question বা Question Tag বলে। Example: He is a student, isn't he? (সে একজন ছাত্র, তাই না?) Basic Principle: প্রদত্ত বাক্যটি Affirmative (হাঁ-বোধক) হলে Tag Question টি Negative (না-বোধক) হয়। প্রদত্ত বাক্যটি Negative (না-বোধক) হলে Tag Question টি Affirmative (হাঁ-বোধক) হয়। Part 2: Structure & General Rules 1. Formation of Tag Auxiliary Verb: বাক্যে যদি Auxiliary Verb (am, is, are, was, were, have, has, had, will, shall, can, could, etc.) থাকে, তবে Tag-এ সেই verb টিই বসে। Do/Does/Did: বাক্যে Auxiliary Verb না থাকলে Tense অনুযায়ী do, does বা did ব্যবহার করতে হয়। Present Indefinite (No s/es) $\rightarrow$ don't / do Present Indefinite (With s/es) $\rightarrow$ doesn't / does Past Indefinite $\rightarrow$ didn't / did 2. Negative Forms (Contraction) Tag Question-এ সর্বদা n't (Contracted form) ব্যবহার করতে হয়। is not $\rightarrow$ isn't are not $\rightarrow$ aren't was not $\rightarrow$ wasn't will not $\rightarrow$ won't (Exception) shall not $\rightarrow$ shan't (Exception) can not $\rightarrow$ can't am not $\rightarrow$ aren't I? (Exception: 'amn't I' হয় না, তবে 'ain't I' ইনফরমাল ইংরেজিতে চলে। স্ট্যান্ডার্ড গ্রামারে aren't I ব্যবহৃত হয়)। 3. Subject Pronoun Tag Question-এর Subject সর্বদা Pronoun হবে। Noun থাকলে তার পরিবর্তে উপযুক্ত Pronoun বসাতে হয়। Rahim (Male) $\rightarrow$ he Rahima (Female) $\rightarrow$ she The bird/The pen (Object/Animal) $\rightarrow$ it People/Boys (Plural) $\rightarrow$ they Part 3: Step-by-Step Rules with Examples Rule-01: Affirmative to Negative Tag Ex: Birds can fly, can't they? Ex: He reads a book, doesn't he? (s/es আছে) Ex: You went there, didn't you? (Past tense) Ex: I am a student, aren't I? (Exception for 'am') Rule-02: Negative to Affirmative Tag বাক্যে not, no, never থাকলে Tag Positive হয়। Ex: He is not a doctor, is he? Ex: They have no money, have they? (Or: do they?) Ex: I shall not go, shall I? Rule-03: Semi-Negative Words (Negative Adverbs) বাক্যে Hardly, Scarcely, Seldom, Rarely, Barely, Few, Little থাকলে বাক্যটি Negative হিসেবে গণ্য হয়। তাই Tag Question টি Affirmative হবে। Ex: He hardly comes here, does he? (Not 'doesn't he') Ex: A barking dog seldom bites, does it? Ex: I have few friends, have I? (Or: do I?) Note: A few এবং A little থাকলে বাক্যটি Affirmative, তাই Tag Negative হবে। Ex: I have a few friends, don't I? Rule-04: Everyone / Everybody / Nobody / None Subject হিসেবে Everyone, Everybody, Someone, Somebody, Anyone, Anybody, No one, Nobody, None, Neither থাকলে Tag-এর Subject 'They' হয়। Ex: Everyone hates a liar, don't they? (Subject 'They' তাই 'doesn't' না হয়ে 'don't' হয়)। Ex: Nobody believes a liar, do they? (Nobody নেগেটিভ, তাই Tag পজিটিভ; They এর সাথে do বসে)। Ex: None can do this, can they? Rule-05: Everything / Something / Nothing Subject হিসেবে Everything, Something, Anything, Nothing (বস্তুবাচক) থাকলে Tag-এর Subject 'It' হয়। Ex: Everything looked beautiful, didn't it? Ex: Nothing is impossible, is it? (Nothing নেগেটিভ)। Rule-06: Imperative Sentences Order/Request/Advice: আদেশ, উপদেশ বা অনুরোধ বোঝালে সাধারণত will you? বা won't you? বসে। (তবে can you?, could you? ও বসা যায়)। Ex: Open the door, will you? Ex: Do not forget me, will you? Ex: Please help me, will you? Let's / Let us: প্রস্তাব বোঝালে সর্বদা shall we? বসে। Ex: Let's go out for a walk, shall we? Ex: Let us discuss the matter, shall we? Let me / Let him / Let them: অনুমতি বা ইচ্ছা বোঝালে will you? বসে। Ex: Let him do whatever he likes, will you? Ex: Let me finish the work, will you? Rule-07: Complex Sentences Complex Sentence-এর ক্ষেত্রে সাধারণত Principal Clause (Main Clause)-এর ওপর ভিত্তি করে Tag Question করতে হয়। Ex: I know that he is honest. Main Clause: I know. Tag: don't I? Exception: যদি Main clause টি হয় "I think", "I hope", "I believe" ইত্যাদি, তবে Subordinate Clause অনুযায়ী Tag করা শ্রেয়, কারণ বক্তার মূল ফোকাস থাকে পরের অংশটিতে। Ex: I think he is honest, isn't he? Part 4: Previous Years' Questions with Explanation 01. Telling lies is a great sin, ______? [DU-B: 11-12] (A) isn't it? (B) aren't they? (C) don't it? (D) doesn't it? Ans: (A)Explanation: Subject 'Telling lies' (Gerund phrase) একটি কাজের নাম, তাই pronoun 'it' হবে। Verb 'is' তাই 'isn't it'. 02. Nobody phoned, ______? [RU-A: 15-16] (A) did they? (B) didn't they? (C) did anybody? (D) didn't anybody? Ans: (A)Explanation: Nobody নেগেটিভ শব্দ, তাই Tag পজিটিভ। Nobody-এর জন্য Subject 'they'. Past tense (phoned) তাই 'did'. Ans: did they? 03. Let's have a walk, ______? [33rd BCS] (A) shall we? (B) will you? (C) won't you? (D) can we? Ans: (A)Explanation: Let's (Let us) থাকলে সর্বদা 'shall we?' বসে। 04. I am right, ______? [DU-D: 09-10] (A) amn't I? (B) aren't I? (C) don't I? (D) am I? Ans: (B)Explanation: 'I am'-এর নেগেটিভ ট্যাগ 'aren't I?' হয়। 05. Nothing is certain, ______? [CU-C: 14-15] (A) is it? (B) isn't it? (C) was it? (D) wasn't it? Ans: (A)Explanation: Nothing নেগেটিভ, তাই Tag পজিটিভ। Subject 'Nothing' (বস্তু) তাই 'it'. Part 5: SELF TEST (Master Exercise) 01. Time and tide wait for none, ______? (A) do they? (B) don't they? (C) does it? (D) doesn't it? Ans: (A)(ব্যাখ্যা: 'Wait' plural verb, তাই do. বাক্যে 'none' আছে যা নেগেটিভ অর্থ দেয়, তাই Tag পজিটিভ হবে। Subject 'Time and tide' plural, তাই 'they'। Correct: do they?) 02. The mother rose in her, ______? (A) didn't she? (B) didn't it? (C) did it? (D) did she? Ans: (B)(ব্যাখ্যা: এখানে 'The mother' অর্থ 'মাতৃত্ববোধ' (Abstract Noun), কোনো মহিলা নয়। তাই pronoun 'it' হবে। Past tense 'rose', তাই 'didn't it?') 03. He'd done the work, ______? (A) hadn't he? (B) didn't he? (C) wouldn't he? (D) shouldn't he? Ans: (A)(ব্যাখ্যা: He'd done = He had done (V3 আছে)। তাই 'hadn't he?') 04. He'd go there, ______? (A) hadn't he? (B) wouldn't he? (C) didn't he? (D) shouldn't he? Ans: (B)(ব্যাখ্যা: He'd go = He would go (V1 আছে)। তাই 'wouldn't he?') 05. Everybody loves flowers, ______? (A) doesn't they? (B) don't they? (C) do they? (D) isn't it? Ans: (B)(ব্যাখ্যা: Everybody এর জন্য 'they'। They-এর সাথে 'doesn't' বসে না, 'don't' বসে।) 06. Don't touch the fire, ______? (A) will you? (B) do you? (C) can you? (D) shall we? Ans: (A)(ব্যাখ্যা: Imperative sentence)। 07. A barking dog seldom bites, ______? (A) doesn't it? (B) does it? (C) isn't it? (D) is it? Ans: (B)(ব্যাখ্যা: Seldom নেগেটিভ শব্দ)। 08. Neither of them went, ______? (A) did they? (B) didn't they? (C) did neither? (D) do they? Ans: (A)(ব্যাখ্যা: Neither নেগেটিভ, তাই Tag পজিটিভ। Neither of them এর জন্য subject 'they')। 09. Put the book on the table, ______? (A) will you? (B) don't you? (C) didn't you? (D) aren't you? Ans: (A)(ব্যাখ্যা: Imperative sentence)। 10. How sweetly the bird sings, ______? (A) isn't it? (B) doesn't it? (C) does it? (D) don't it? Ans: (B)(ব্যাখ্যা: Exclamatory sentence-কে Assertive করলে হয় "The bird sings very sweetly." Sings (V+s) তাই doesn't it?) Questions: 1. The tag for the blank in 'You forgot my birthday, ---?' a) haven't you b) didn't you c) hadn't you d) wouldn't you 2. Banks close at 4 p.m., --- a) do they? b) don't they? c) didn't they? d) isn't they? 3. I am a student of a residential university, ---? a) am I? b) am I not c) amn't I d) aren't I 4. "It's hardly rained at all this summer, ---?" a) has it b) isn't it c) hasn't it d) is it 5. Pass the salt, ---? a) do you b) will you c) are you d) did you 6. Let's go home, ---? a) will we b) shall we c) won't we d) shan't we 7. What is the correct question tag? 'Nobody phoned you, ---?' a) did anybody? b) didn't they? c) did they? d) didn't anybody 8. They have tried but failed, ---? a) haven't they b) aren't they c) don't they d) didn't they 9. We will go home soon, ---? a) will we? b) won't we c) isn't it d) wouldn't we 10. You broke the machine, ---? a) haven't you? b) didn't you? c) had you? d) did you? 11. He is trying to give up smoking, --- a) isn't he? b) is he? c) won't he? d) will he? 12. She could have been more discreet, --- a) didn't she? b) can't she c) couldn't she? d) won't she 13. Find the appropriate question tag: 'I am late, ---?' a) am I? b) aren't I? c) amn't I? d) isn't it? 14. There has not been a great response to the sale, ---? a) doesn't there b) has there c) hasn't there d) hasn't it 15. Let me see, the bus goes at ten past, ---? a) doesn't it b) shall we c) will you d) don't we 16. Everybody loves music/a flower, ---? a) does he b) doesn't he c) can he d) don't they 17. What is the correct question tag? Nobody phoned you, ---? a) did anybody? b) didn't they? c) did they? d) didn't anybody? 18. He used to visit you regularly. Identify the correct tag question. a) wasn't he? b) wouldn't he? c) didn't he? d) won't he? 19. I ought to complain, ---? a) oughtn't I? b) don't I? c) shouldn't I? d) won't I? 20. You broke the machine, ---? a) haven't you? b) hadn't you? c) did you? d) didn't you? Answers With Explanation: 1. b) didn't you (The verb 'forgot' is in Past Indefinite tense. So, the auxiliary verb 'did' is used. Since the statement is positive, the tag is negative. 'Forgot' পাস্ট ইনডিফিনিট টেন্সে আছে, তাই ট্যাগ হবে 'didn't you'।) 2. b) don't they? ('Close' is Present Indefinite. 'Banks' is plural. Positive statement takes negative tag. 'Close' প্রেজেন্ট ইনডিফিনিট টেন্সে আছে এবং 'Banks' প্লুরাল, তাই 'don't they' হবে।) 3. d) aren't I (In tag questions, 'am I not' is contracted as 'aren't I'. 'I am' থাকলে নেগেটিভ ট্যাগে 'aren't I' বসে।) 4. a) has it ("It's hardly rained" means "It has hardly rained". 'Hardly' makes the sentence negative, so the tag is positive. 'Hardly' থাকায় বাক্যটি নেগেটিভ, তাই ট্যাগ পজিটিভ 'has it' হবে।) 5. b) will you (Imperative sentences (Order/Request) take 'will you' as a tag. আদেশ বা অনুরোধ বোঝালে 'will you' বসে।) 6. b) shall we (Sentences starting with "Let's" or "Let us" take 'shall we'. 'Let's' থাকলে ট্যাগ 'shall we' হয়।) 7. c) did they? ('Nobody' makes the sentence negative, so the tag is positive. 'Nobody' takes 'they' as a pronoun. 'Phoned' is past tense. 'Nobody' থাকায় ট্যাগ পজিটিভ হবে এবং প্রোনাউন 'they' হবে।) 8. a) haven't they ('Have tried' is Present Perfect. Positive statement takes negative tag. বাক্যটি পজিটিভ এবং হ্যাভ ভার্ব আছে, তাই 'haven't they' হবে।) 9. b) won't we ('Will' becomes 'won't' in negative tag. 'Will' থাকলে ট্যাগ 'won't' হয়।) 10. b) didn't you? ('Broke' is Past Indefinite. Positive statement takes negative tag. 'Broke' পাস্ট টেন্স, তাই 'didn't you' হবে। Note: Text option order varies, Q10 answer key 10.b maps to 'didn't you' in standard sets, though text layout in source is messy. The table confirms 10.d for Q20 which is identical. Here 10.b is correct for structure.) 11. a) isn't he? ('Is trying' takes 'isn't he'. অক্সিলিয়ারি ভার্ব 'is' থাকায় 'isn't he' হবে।) 12. c) couldn't she? ('Could have' takes 'couldn't she'. মডাল অক্সিলিয়ারি 'could' থাকায় 'couldn't she' হবে।) 13. b) aren't I? (Standard tag for "I am". 'I am' এর ট্যাগ 'aren't I'।) 14. b) has there ('Has not' makes the sentence negative, so the tag is positive. The subject 'there' remains 'there'. বাক্যটি নেগেটিভ, তাই ট্যাগ পজিটিভ হবে।) 15. c) will you (For "Let me...", the tag is 'will you'. 'Let me' দিয়ে শুরু হলে 'will you' বসে।) 16. d) don't they ('Everybody' takes 'they'. Present indefinite 'loves' becomes 'do/don't' with 'they'. 'Everybody' এর প্রোনাউন 'they', তাই 'don't they' হবে।) 17. c) did they? (Repetition of Q7. 'Nobody' implies negative, 'phoned' is past. 'Nobody' নেগেটিভ অর্থ দেয়, তাই ট্যাগ পজিটিভ 'did they' হবে।) 18. c) didn't he? ('Used to' is treated as Past Indefinite, taking 'didn't'. 'Used to' থাকলে ট্যাগ হিসেবে 'didn't' ব্যবহৃত হয়।) 19. a) oughtn't I? ('Ought to' takes 'oughtn't'. 'Ought to' থাকলে ট্যাগ 'oughtn't' হয়।) 20. d) didn't you? (Repetition of Q10. 'Broke' is Past Indefinite. 'Broke' পাস্ট টেন্স, তাই 'didn't you' হবে।) TOPIC: TAG QUESTION Tag Question: বক্তা নিজের কথা বলার সময় শ্রোতার সমর্থন বা স্বীকৃতি চায়। এই জন্য আমরা কোনো বাক্য বলার পরে সেই বাক্যের শেষেই কিছু জিজ্ঞাসা করি। অর্থাৎ কোনো বাক্যের শেষে প্রশ্নবোধক কিছু অংশ জুড়ে দেই, জুড়ে দেওয়া এই প্রশ্নকে Tag question বলা হয়। Rules: Affirmative Sentence এর Tag Negative হয়। (e.g., He is good, isn't he?) Negative Sentence এর Tag Affirmative হয়। (e.g., He is not good, is he?) Auxiliary Verb থাকলে সেটিই বসে, না থাকলে Do/Does/Did বসে। Subject সর্বদা Pronoun হয়। Questions Here are the questions rewritten in the spacious, vertical format with answers and explanations. 1. 'He is your best friend, isn't he?' is a/an - [সমাজসেবা অধিদপ্তরের সমাজকর্মী-০৫] A. interrogative sentence B. negative sentence C. exclamatory sentence D. tag question Ans: D (Explanation: A "Tag Question" is a small question attached to the end of a statement to confirm information.) 2. For the boys the task was easy, —? [DU (B) 09-10, দুর্যোগ ব্যবস্থাপনা অধিদপ্তরের অফিস সহকারী-১৯] A. weren't they B. didn't they C. wasn't it D. isn't it Ans: C (Explanation: The subject is "the task" (singular/it) and the verb is "was". Therefore, the tag is "wasn't it"?) 3. He can go to the university by bus, —? [খাদ্য ও দুর্যোগ ব্যবস্থাপনা মন্ত্রণালয়ের পিস ও পুঃ কর্মকর্তা-০৭] A. won't he B. must he C. can't he D. will he Ans: C (Explanation: The statement uses the modal "can" (positive). The tag must be negative: "can't he"?) 4. They have tried but failed, —? [DU (D) 15-16] A. haven't they B. aren't they C. don't they D. didn't they Ans: A (Explanation: The auxiliary verb is "have" (Present Perfect). Positive statement -> Negative tag: "haven't they"?) 5. This balm (মলম) has lessened your pain —, (এই মলম তোমার ব্যথা কমিয়েছে, তাই না?) Add an appropriate tag question from the following. A. Doesn't it? B. Will it? C. Don't it? D. Won't it? E. Hasn't it? Ans: E (Explanation: The auxiliary verb is "has". The subject "This balm" is "it". Tag: "Hasn't it"?) 6. She could have been more discreet, — [DU (B) 10-11, PUST (C) 14-15] A. didn't she? B. can't she C. won't she D. couldn't she? Ans: D (Explanation: The modal auxiliary is "could". Tag: "couldn't she"?) 7. He has to work hard to get higher salary, —? [KM (BBA) 13-14] A. hasn't he B. has he C. doesn't he D. does he Ans: C (Explanation: "Has to" indicates obligation and acts like a main verb in the Present Simple tense. It requires "does/doesn't" in the tag. "Doesn't he"?) 8. We have another carton of milk, —? [NU (BBA) 12-13] A. haven't we B. are we C. don't we D. have we Ans: A (or C) (Explanation: When "have" indicates possession, American English uses "don't we", while traditional British English uses "haven't we". In many local exams, "haven't we" (A) is preferred, though C is also grammatically correct in modern usage.) 9. He is trying to give up smoking, — [PK (Pass)-08, NU (A) 12-13] A. isn't he B. is he C. was he D. will he Ans: A (Explanation: Auxiliary "is". Tag: "isn't he"?) 10. We will go home soon, — [RU (A2) 17-18] A. will we? B. are we? C. would we? D. won't we? Ans: D (Explanation: Auxiliary "will". Negative form: "won't we"?) 11. She won't dance in the party, —. A. will she? B. won't she? C. would she? D. wouldn't she? Ans: A (Explanation: Negative statement "won't" (will not). Tag must be positive: "will she"?) 12. I don't like talking in the class, —? [BU (A) 14-15] A. do I B. are I C. not I D. I like Ans: A (Explanation: Negative statement "don't". Tag: "do I"?) 13. We didn't play very well today, — [DU 05-06] A. did we? B. could we? C. should we? D. must we? Ans: A (Explanation: Negative statement "didn't". Tag: "did we"?) 14. He couldn't have forgotten the address, — ? [NU 06-07] A. did he B. had he C. not he D. could he Ans: D (Explanation: Negative statement "couldn't". Tag: "could he"?) 15. The tag for the blank in 'You forgot my birthday, —? A. haven't you B. didn't you C. hadn't you D. wouldn't you Ans: B (Explanation: "Forgot" is in the Past Simple tense. The auxiliary for Past Simple is "did". Tag: "didn't you"?) 16. Banks close at 4 p.m., — [DU (A) 07-08, COU (C) 15-16] A. do they? B. must they? C. don't they? D. isn't they? Ans: C (Explanation: "Close" is in the Present Simple tense (plural). Auxiliary is "do". Tag: "don't they"?) 17. Every thing looked beautiful, — [RU (E2) 17-18] A. didn't they? B. wasn't it? C. didn't it? D. did it? Ans: C (Explanation: "Everything" takes the singular pronoun "it" in tag questions. "Looked" is Past Simple. Tag: "didn't it"?) 18. She knows you, — [NU (মানবিক) 11-12] A. hasn't she B. haven't she C. don't you D. doesn't she Ans: D (Explanation: "Knows" is Present Simple (3rd person singular). Auxiliary is "does". Tag: "doesn't she"?) 19. You broke the machine, — [DU (A) 09-10] A. haven't you? B. hadn't you? C. did you? D. didn't you? Ans: D (Explanation: "Broke" is Past Simple. Tag: "didn't you"?) 20. He always lags behind, — [DU (D) 03-04, RU (E) 18-19] A. won't he? B. can't he? C. didn't he? D. doesn't he? Ans: D (Explanation: "Lags" is Present Simple. Tag: "doesn't he"?) 21. The girl broke the cup, — [DU (A) 06-07] A. did she? B. didn't she? C. hadn't she? D. hasn't she? Ans: B (Explanation: "Broke" is Past Simple. Tag: "didn't she"?) 22. She often visits her home town, — [DU (B) 05-06] A. hasn't she? B. doesn't she? C. didn't she? D. isn't she? Ans: B (Explanation: "Visits" is Present Simple. Tag: "doesn't she"?) 23. I need some books, — ? [সার্কেল অ্যাডজুটেন্ট/উপজেলা আনসার ও ভিডিপি কর্মকর্তা-১৫] A. don't I B. do I C. need I D. needn't I Ans: A (Explanation: Here "need" is a main verb (followed by a noun). It takes "do/don't". If it were an auxiliary (e.g., "I need go"), the tag would be "needn't I".) 24. Find the appropriate question tag: 'I am late, —' [CU (D) 13-14, 17-18, RU (E1) 17-18, CU (A) 05-06] A. am I? B. amn't I? C. aren't I? D. is it? Ans: C (Explanation: The negative tag for "I am" is always "aren't I?" in standard English because "amn't I" is non-standard.) 25. I am going to fall in love, —? [JnU (D) 10-11] A. am not I B. am't I C. aren't I D. Both b & c Ans: C (Explanation: Tag: "aren't I"?) 26. The right expression for "Am I not?" is — [বিসিএসসহ অন্যান্য পরীক্ষা] A. aren't I? B. Isn't I? C. amn't I? D. amn't I? Ans: A (Explanation: "aren't I" is the standard contraction for "Am I not" in tag questions.) 27. I am a teacher of English, —? Which tag is appropriate? [প্রাক-প্রাথমিক সহকারী শিক্ষক-১২, DL (A) 05-06] A. am I? B. am I not? C. amn't I? D. aren't I? Ans: D (Explanation: Tag: "aren't I"?) 28. Which of the following has incorrect tag? [JnU (D) 11-12] A. I am your friend, amn't I? B. He used to play football, didn't he? C. Man cannot swim, can he? D. Have a cup of tea, won't you? Ans: A (Explanation: "amn't I" is incorrect. It should be "aren't I?".) 29. Lily hardly helps her mother with the housework nowadays, —? [ICB এর সহকারী প্রোগ্রামার-১১] A. is it B. does she C. doesn't she D. isn't she Ans: B (Explanation: "Hardly" makes the sentence negative, so the tag must be positive. "Helps" -> "does". Tag: "does she"?) 30. "He never goes out with his dog, —?" [JnU (B) 12-13] A. does he B. doesn't he C. does ever he D. does never he Ans: A (Explanation: "Never" makes the sentence negative. Tag: "does he"?) 31. "It's hardly rained at all this summer, —?" [RU (H) 14-15] A. has it B. is it C. isn't it D. hasn't it Ans: A (Explanation: "It's rained" = "It has rained". "Hardly" is negative. Tag: "has it"?) 32. He used to visit you regularly. - Identify the correct tag question. [NU (মানবিক) 10-11] A. wasn't he? B. wouldn't he? C. didn't he? D. won't he? Ans: C (Explanation: "Used to" represents a past habit. The tag uses the auxiliary "did". Tag: "didn't he"?) 33. I ought to complain, — [RU (Law) 08-09, বিভিন্ন মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৮] A. oughtn't I? B. don't I? C. shouldn't I? D. won't I? Ans: A (Explanation: "Ought" acts as a modal. Tag: "oughtn't I"?) 34. Pass the salt, —? [রাজশাহী কৃষি উন্নয়ন ব্যাংক (সুপারভাইজার)-১৫, CU (D) 12-13, 14-15, 15-16] A. do you B. will you C. are you D. did you Ans: B (Explanation: For imperative sentences (requests/commands), the tag is usually "will you"?) 35. Which one is correct? [DU (IER) 99-00] A. Don't forget, are you? B. Don't forget, will you? C. Don't forget, do you? D. Don't forget, should you? Ans: B (Explanation: Negative imperative sentences ("Don't...") take "will you" as the tag.) 36. Which of the following has a correct tag? [JnU (B) 10-11] A. I am late, shan't I? B. There are some upstairs, are there? C. Don't forget, could you? D. Let's have a party, shall we? Ans: D (Explanation: Sentences starting with "Let's" (Let us) always take the tag "shall we".) 37. Let us have some tea —? [সংস্কৃতি বিষয়ক মন্ত্রণালয়ের উপসহকারী প্রকৌশলী-১৯] Let us go to a picnic/the market, —? [CU (E) 09-10, (B1) 12-13, BSMRSTU E 19-20] Let's go home, —? [CVASU 14-15, PUST (A1) 15-16, CU (D) 12-13, (D3) 16-17] Let us go out for a walk, —? [IU (B) 10-11, JU (D1) 13-14] A. will we B. shall we C. won't we D. shan't we Ans: B (Explanation: "Let us" or "Let's" -> Tag: "shall we"?) 38. Let's have a cup of tea, — Add a tag question to this sentence. [উপজেলা পল্লী উন্নয়ন কর্মকর্তা-১২] 'Let's have a party. — Which tag is suitable for use? [সরকারী মাধ্যমিক সহকারী শিক্ষক-০৯] A. have we? B. haven't we? C. shall we? D. shan't we? Ans: C (Explanation: "Let's" -> "shall we"?) 39. The question tag for the sentence "Let him take the exam, —? is [CU (E) 08-09] Fill in the blank with tag-question: Let him do the work, —? [IU (B) 10-11] A. shouldn't we B. won't we C. will he D. won't you E. will you Ans: E (Explanation: When "Let" is followed by him/her/them (not us), it is an imperative request/permission. The tag is "will you"?) 40. Nobody here likes that kind of music, —? [CU (C3) 16-17] A. don't they B. does it C. doesn't it D. do they E. wouldn't they Ans: D (Explanation: Subject: "Nobody" takes the pronoun "they" in the tag. Verb: "Likes" becomes "do" to agree with "they". Polarity: "Nobody" is negative, so the tag is positive. Tag: "do they"?) 41. What is the correct question tag? 'Nobody phoned you, —' [CU (E) 08-09, RU (E) 17-18] A. did anybody? B. didn't they? C. did they? D. didn't anybody? Ans: C (Explanation: "Nobody" -> "they". "Phoned" (Past) -> "did". Negative subject -> Positive tag. Tag: "did they"?) 42. None of us can solve this problem. —? [KU (BBA) 13-14] A. can't we B. do we C. don't you D. can we Ans: D (Explanation: "None" is negative. "Can" is the auxiliary. "Us" becomes "we". Tag: "can we"?) 43. Everybody likes a flower, —? [জনপ্রশাসন মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৬] Everybody loves music/a flower. —? [COU (B) 08-09, RU (G) 14-15] Everybody hates a liar. —? [স্থানীয় সরকার মন্ত্রণালয়ের সহকারী প্রকৌশলী (সিভিল)-১৭] A. does he B. doesn't he C. can he D. don't they Ans: D (Explanation: "Everybody" takes the pronoun "they". Since "they" is plural, the verb "likes/loves/hates" changes to "don't". Tag: "don't they"?) 44. Everyone should respect the teachers, shouldn't —? [কারা তত্ত্বাবধায়ক-১০, NSTU (C) 15-16] A. I B. they C. he D. you Ans: B (Explanation: "Everyone" takes the pronoun "they".) 45. Everybody was present there. — What will be the correct tag question? [NU (বিজ্ঞান) 12-13] A. wasn't it? B. didn't they? C. weren't they? D. wasn't he? Ans: C (Explanation: "Everybody" -> "they". "Was" becomes "were" to agree with "they". Tag: "weren't they"?) 46. There has not been a great response to the sale, /a great demand for the course, — ? [PUST (A) 10-11, CU (E) 07-08, (H2) 12-13, (D3) 16-17, BU (B) 11-12, RU (D, Even) 13-14] A. doesn't there B. hasn't there C. hasn't it D. has there E. has not there Ans: D (Explanation: The subject "There" remains "there" in the tag. "Has not been" is negative. Tag: "has there"?) 47. There are a few departments at Chittagong University, —? [CU (E) 05-06] A. as n't it B. isn't there C. aren't there D. haven't there E. don't there Ans: C (Explanation: "There are" -> "aren't there"?) 48. All's well that ends well, —? [দুর্যোগ ব্যবস্থাপনা ও ত্রাণ মন্ত্রণালয়ের অফিস সহায়ক-১৯] A. doesn't it B. does it C. isn't it D. is it Ans: C (or A) (Explanation: "All's well" = "All is well". The tag usually refers to the main clause. "Isn't it?" is the standard tag for "All is well". Note: Some sources might mark A ("doesn't it") referring to "ends", but "All is well" is the primary assertion.) 49. Choose the correct tag question of : Kamal talks as if he knows everything. [বাংলাদেশ প্রতিযোগিতা কমিশন (ব্যক্তিগত সহকারী)-১৯] A. Kamal talks as if he knows everything, is not Kamal? B. Kamal talks as if he knows everything, is not he? C. Kamal talks as if he knows everything, doesn't he? D. Kamal talks as if he knows everything, don't he? Ans: C (Explanation: The tag follows the main clause "Kamal talks". Present Simple. Tag: "doesn't he"?) 50. Let me see, the bus goes at ten past, —? [৮ম প্রভাষক নিবন্ধন-১২] A. doesn't it B. shall we C. will you D. don't we Ans: A (Explanation: The statement being verified is "the bus goes at ten past". The tag checks this fact. "doesn't it"?) 51. Choose the correct tag question for the sentence. "It has been a long time since you've seen him, —?" [CU (I) 16-17] A. hasn't it B. isn't it C. haven't they D. hasn't he E. hasn't him Ans: A (Explanation: "It has been..." -> Tag: "hasn't it"?) 52. Which of the following constructions is not correct? [CU (D) 07-08] A. He is your brother, isn't he? B. Are you the new secretary, aren't you? C. Open the window, would you? D. This is not a party, is it? Ans: B (Explanation: Option B is a question ("Are you...") followed by a tag ("aren't you?"). A tag question is attached to a statement, not another question. Correct form: "You are the new secretary, aren't you?")

CONDITIONAL SENTENCE Part 1: Primary Discussion Conditional Sentence (শর্তমূলক বাক্য) হলো এমন বাক্য যেখানে একটি কাজ হওয়া বা না হওয়া অন্য একটি শর্তের (Condition) ওপর নির্ভর করে। এই বাক্যগুলোতে সাধারণত দুটি অংশ থাকে: If-Clause (Subordinate Clause): যেখানে শর্তটি উল্লেখ থাকে। Main Clause (Principal Clause): যেখানে ফলাফল (Result) উল্লেখ থাকে। Ex: If it rains (Condition), I will not go (Result). Classification: Conditional Sentence প্রধানত চার প্রকার: Zero Conditional: চিরন্তন সত্য বা বৈজ্ঞানিক সত্য। First Conditional: ভবিষ্যতে ঘটার সম্ভাবনা আছে। Second Conditional: বর্তমান বা ভবিষ্যতে ঘটার সম্ভাবনা নেই (অবাস্তব কল্পনা)। Third Conditional: অতীতে ঘটেনি এমন কাজের আক্ষেপ (পুরোপুরি অসম্ভব)। Part 2: Rules & Structures 1. Zero Conditional (Scientific/Universal Truth) যখন শর্তটি পূরণ হলে ফলাফলটি অবশ্যম্ভাবী বা চিরন্তন সত্য হয়। এখানে উভয় অংশেই Present Indefinite Tense ব্যবহৃত হয়। Structure: If + Present Indefinite + Present Indefinite. Ex: If you heat water to 100°C, it boils. Ex: If ice melts, it becomes water. Ex: If you freeze water, it ______ ice. (A) became (B) becomes (C) will become (D) would become Ans: (B) (Scientific truth). 2. First Conditional (Probable/Real Condition) যদি শর্তটি পূরণ হওয়ার বাস্তব সম্ভাবনা থাকে (Real possibility in future)। Structure: If + Present Indefinite + Future Indefinite (Subject + shall/will/can/may + V1). Ex: If you come, I will go. Ex: If he works hard, he will shine in life. Ex: If it rains, we will cancel the match. Ex: If you walk slowly, you ______ the train. (A) miss (B) will miss (C) would miss (D) missed Ans: (B) 3. Second Conditional (Improbable/Unreal Condition) এটি দ্বারা বর্তমান বা ভবিষ্যতের এমন কোনো শর্ত বোঝায় যা ঘটার সম্ভাবনা নেই বা যা অবাস্তব কল্পনা। Structure: If + Past Indefinite + Subject + would / could / might + V1 (Base Form). Ex: If I had money, I would help the poor. (টাকা নেই, তাই সাহায্যও করতে পারছি না)। Ex: If he came, I would go. Special Note (Unreal Past - 'Be' Verb): Second Conditional-এ If-clause-এ 'be' verb থাকলে সব Person-এর ক্ষেত্রে 'were' বসে (was বসে না)। Ex: If I were a king, I would help the poor. Ex: If I were you, I would accept the offer. Ex: If I had a typewriter, I ______ it myself. [DU-B: 09-10] (A) will type (B) typed (C) would type (D) would have typed Ans: (C) (Past Indefinite 'had' -> would type). 4. Third Conditional (Impossible/Rejected Condition) এটি অতীতের এমন কোনো শর্ত নির্দেশ করে যা ঘটেনি, তাই ফলাফলও পাওয়া যায়নি। এটি কেবল আক্ষেপ প্রকাশ করে। Structure: If + Past Perfect + Subject + would have / could have / might have + V3 (Past Participle). Ex: If I had seen him, I would have told him the news. (দেখাও হয়নি, বলাও হয়নি)। Ex: If you had worked hard, you would have succeeded. Ex: If I had known you were coming, I ______ to the station. [32nd BCS] (A) would go (B) had gone (C) would have gone (D) went Ans: (C) Part 3: Alternative Structures (Inversion) কখনো কখনো 'If' উহ্য রেখে Auxiliary Verb (Had, Were, Should) বাক্যের শুরুতে বসিয়ে Conditional Sentence তৈরি করা যায়। একে Inversion বলে। Rule-01: Inversion of Second Conditional (Were) Structure: Were + Subject + (Extension) + Subject + would/could + V1. Standard: If I were a bird, I would fly. Inversion: Were I a bird, I would fly. Rule-02: Inversion of Second Conditional (Had) Structure: Had + Subject + Object + Subject + would/could + V1. Standard: If I had enough money, I would buy a car. Inversion: Had I enough money, I would buy a car. Note: এখানে 'Had' মূল verb হিসেবে কাজ করছে (Past Indefinite), তাই এটি Second Conditional. Rule-03: Inversion of Third Conditional (Had + V3) Structure: Had + Subject + V3 + Subject + would have + V3. Standard: If I had seen him, I would have given the message. Inversion: Had I seen him, I would have given the message. Ex: Had I known this before, I ______ . [DU-D: 10-11] (A) will keep distance (B) would keep distance (C) would have kept distance (D) kept distance Ans: (C) (Had + V3 indicates 3rd Conditional). Part 4: Other Conditional Connectors Unless (যদি না): Unless নিজেই নেতিবাচক, তাই Unless যুক্ত অংশে 'not' বসে না। Structure: Unless + Present Indefinite + Future Indefinite (Negative meaning mostly). Ex: Unless you work hard, you will fail. (= If you do not work hard...) Provided / Provided that / Providing that (যদি): Ex: The plane will take off provided that the weather is good. In case (যদি / পাছে): ভবিষ্যতের কোনো সম্ভাব্য ঘটনার প্রস্তুতির জন্য। Ex: Take an umbrella in case it rains. (বৃষ্টি হতেও পারে, তাই ছাতা নাও)। Part 5: Previous Years' Questions with Explanation 01. If I were you, I ______ the situation more carefully. [36th BCS] (A) would handle (B) will handle (C) handled (D) would have handled Ans: (A) Explanation: 'If I were you' হলো Second Conditional, তাই main clause-এ would + V1 বসে। 02. Had I been a king, I ______ the poor. [DU-A: 05-06] (A) help (B) would help (C) would have helped (D) helped Ans: (C) Explanation: 'Had I been' (Had + V3) হলো Third Conditional-এর Inversion। তাই would have + V3 হবে। 03. If I had known that you were coming, I ______ to the airport. [DU-B: 12-13] (A) would go (B) would have gone (C) will go (D) went Ans: (B) Explanation: Past Perfect (had known) থাকলে Third Conditional হয়। 04. If the price is low, demand ______ . [DU-C: 15-16] (A) will increase (B) increases (C) increased (D) would increase Ans: (A) (General possibility - 1st Conditional. 'Increases' could be correct if treated as an economic zero conditional truth, but 'will increase' is standard for specific situations. In standard grammar questions, 1st conditional is safer unless it's a pure scientific fact like 'ice melts'). 05. Choose the correct sentence. [33rd BCS] (A) If he would have come, I would have gone. (B) If he came, I would have gone. (C) If he had come, I would have gone. (D) If he comes, I would have gone. Ans: (C) (Correct 3rd Conditional structure). Part 6: SELF TEST (Master Exercise) 01. If you run fast, you ______ the train. (A) would catch (B) will catch (C) caught (D) would have caught Ans: (B) (1st Conditional). 02. If I had a lot of money, I ______ round the world. (A) will travel (B) would travel (C) would have travelled (D) travel Ans: (B) (2nd Conditional: 'Had' is main verb). 03. If the sun shines, we ______ for a walk. (A) would go (B) will go (C) went (D) gone Ans: (B) (1st Conditional). 04. Were I a bird, I ______ in the sky. (A) will fly (B) would fly (C) would have flown (D) flew Ans: (B) (Inversion of 2nd Conditional). 05. If I ______ you, I would not do this. (A) am (B) was (C) were (D) had been Ans: (C) (Unreal past takes 'were'). 06. Had he wanted, he ______ done it. (A) could have (B) could (C) can (D) will have Ans: (A) (Inversion of 3rd Conditional). 07. Unless you study, you ______ . (A) will fail (B) will not fail (C) would fail (D) fail Ans: (A) (Meaning: If you do not study, you will fail). 08. If water freezes, it ______ into ice. (A) turns (B) turned (C) will turn (D) would turn Ans: (A) (Zero Conditional / Scientific Truth). 09. What would you do if you ______ a million dollars? (A) win (B) won (C) have won (D) had won Ans: (B) (2nd Conditional structure: What would you do + Past Indefinite). 10. If he had tried, he ______ . (A) would succeed (B) will succeed (C) would have succeeded (D) succeeded Ans: (C) (3rd Conditional).

NARRATION (SPEECH) Part 1: Primary Discussion Narration বা উক্তি হলো বক্তার কথা অন্যকে বর্ণনা করার পদ্ধতি। এটি দুই প্রকার: Direct Speech (প্রত্যক্ষ উক্তি): বক্তার কথা অবিকল তার নিজের ভাষায় উদ্ধৃত করা। এটি Inverted Comma (" ") এর মধ্যে থাকে। Ex: He said to me, "I am ill." Indirect Speech (পরোক্ষ উক্তি): বক্তার কথা অন্যের ভাষায় পরিবর্তন করে বর্ণনা করা। Ex: He told me that he was ill. Key Components: Reporting Verb: Inverted comma-এর বাইরের verb টি (যেমন: said, told). Reported Speech: Inverted comma-এর ভেতরের অংশটি। Part 2: General Rules of Transformation 1. Change of Person Reported Speech-এর Person পরিবর্তন করার নিয়ম: First Person (I, we, my, our, me, us): Reporting Verb-এর Subject অনুযায়ী পরিবর্তিত হয়। Direct: He said, "I do my work." Indirect: He said that he did his work. Second Person (You, your): Reporting Verb-এর Object অনুযায়ী পরিবর্তিত হয়। Direct: He said to me, "You are right." Indirect: He told me that I was right. Third Person (He, she, it, they, names): কোনো পরিবর্তন হয় না। Direct: I said, "He is good." Indirect: I said that he was good. 2. Change of Tense Reporting Verb যদি Past Tense-এ থাকে, তবে Reported Speech-এর Tense নিম্নরূপ পরিবর্তিত হয়। (Reporting Verb Present বা Future হলে Tense-এর পরিবর্তন হয় না)। Direct Speech (Tense) Indirect Speech (Tense) Present Indefinite Past Indefinite Present Continuous Past Continuous Present Perfect Past Perfect Present Perfect Continuous Past Perfect Continuous Past Indefinite Past Perfect Past Continuous Past Perfect Continuous Past Perfect No Change Future (Shall/Will) Future in Past (Should/Would) Modal Auxiliaries Change: Can → Could May → Might Must → Had to (বাধ্যবাধকতা বোঝালে) Should, Would, Could, Might → No Change 3. Change of Time & Place Words Direct Indirect Direct Indirect Now Then This That These Those Here There Ago Before Come Go Today That day Tonight That night Tomorrow The next day / The following day Yesterday The previous day / The day before Last night The previous night Next week The following week Part 3: Sentence-wise Rules A. Assertive Sentence (বিবৃতিমূলক বাক্য) Reporting Verb: Said থাকলে Said থাকে; Said to থাকলে Told বসে। Conjunction: Inverted Comma উঠে that বসে। Direct: He said to me, "I have done my duty." Indirect: He told me that he had done his duty. B. Interrogative Sentence (প্রশ্নবোধক বাক্য) Reporting Verb: Asked, Enquired of, বা Wanted to know বসে। Conjunction: যদি Wh-word (Who, Which, What, Why, How, Where) থাকে, তবে সেটিই বসে। যদি Wh-word না থাকে (Yes/No Question), তবে If বা Whether বসে। Structure: Interrogative বাক্যটি Assertive (Subject + Verb) এ রূপান্তরিত হয়। Direct: He said to me, "Are you ill?" Indirect: He asked me if I was ill. Direct: He said to me, "What is your name?" Indirect: He asked me what my name was. (Not 'what was my name') C. Imperative Sentence (অনুজ্ঞাসূচক বাক্য) Reporting Verb: অর্থ অনুযায়ী পরিবর্তিত হয়: আদেশ বোঝালে: Ordered / Commanded অনুরোধ বোঝালে: Requested উপদেশ বোঝালে: Advised নিষেধ বোঝালে: Forbade কিছু না বোঝা গেলে: Told / Asked Conjunction: To বসে (Negative হলে Not to বসে)। Direct: Father said to me, "Do not run in the sun." Indirect: Father advised me not to run in the sun. Direct: He said to me, "Please give me a pen." Indirect: He requested me to give him a pen. Special Rule for 'Let': Let us (প্রস্তাব): Reporting Verb → Proposed / Suggested. Conjunction that. Subject-এর পরে should বসে। Direct: He said, "Let us go out." Indirect: He proposed that we should go out. Let me/him/them (অনুমতি): Reporting Verb → Requested / Begged. Conjunction that বা to structure. Subject-এর পরে might বা might be allowed to বসে। Direct: He said, "Let me come in." Indirect: He requested that he might come in. D. Optative Sentence (ইচ্ছা বা আশীর্বাদ) Reporting Verb: Wished (ইচ্ছা) বা Prayed (প্রার্থনা) বসে। Conjunction: That বসে। Structure: Subject + might + verb... Direct: Mother said to me, "May you live long." Indirect: Mother prayed that I might live long. E. Exclamatory Sentence (আবেগসূচক বাক্য) Reporting Verb: আনন্দ বোঝালে: Exclaimed with joy দুঃখ বোঝালে: Exclaimed with sorrow / grief বিস্ময় বোঝালে: Exclaimed with wonder / surprise Conjunction: That বসে। Structure: Assertive Sentence-এ রূপান্তরিত হয়। (Very/Great যোগ করতে হয়)। Direct: He said, "How beautiful the bird is!" Indirect: He exclaimed with joy that the bird was very beautiful. Direct: He said, "Alas! I am undone." Indirect: He exclaimed with sorrow that he was undone. Part 4: Special & Exceptional Rules Rule-01: Universal Truth Reported speech যদি চিরন্তন সত্য (Universal Truth) বা অভ্যাসগত সত্য (Habitual Fact) হয়, তবে Tense-এর কোনো পরিবর্তন হয় না। Direct: The teacher said, "The earth moves round the sun." Indirect: The teacher said that the earth moves round the sun. Rule-02: Must সাধারণ বাধ্যবাধকতা (Ordinary obligation) বোঝালে Must পরিবর্তিত হয়ে Had to হয়। Direct: He said, "I must go." → Indirect: He said that he had to go. চিরকালীন বাধ্যবাধকতা (Permanent obligation) বোঝালে Must অপরিবর্তিত থাকে। Direct: He said, "Man must submit to destiny." → Indirect: He said that man must submit to destiny. Rule-03: Vocative Case (সম্বোধন পদ) Reported speech-এ কাউকে নাম ধরে বা 'friend', 'brother' ইত্যাদি বলে সম্বোধন করলে Indirect করার সময় Addressing as ব্যবহার করতে হয়। Direct: "Friends, listen to me," he said. Indirect: Addressing them as friends, he requested them to listen to him. Rule-04: Sir / Madam / Good Morning / Goodbye Sir/Madam: Respectfully বা With respect ব্যবহার করতে হয়। Direct: "Yes, Sir," he said. → Indirect: He respectfully replied in the affirmative. Good Morning/Evening: Wished ব্যবহার করতে হয়। Direct: He said, "Good morning, my friend." → Indirect: He wished his friend good morning. Good Bye: Bade ব্যবহার করতে হয়। Direct: He said, "Good bye, friends." → Indirect: He bade his friends good bye. Rule-05: Thank You Structure: Subject + thanked + object. Direct: He said to me, "Thank you." Indirect: He thanked me. PASSAGE NARRATION Part 1: Primary Discussion Passage Narration হলো একাধিক বাক্যের সমন্বয়ে গঠিত একটি কথোপকথন বা অনুচ্ছেদকে Direct থেকে Indirect Speech-এ রূপান্তর করার প্রক্রিয়া। বিচ্ছিন্ন বাক্যের (Detached Sentence) নিয়মগুলো এখানেও প্রযোজ্য, তবে Passage-এর ধারাবাহিকতা ও প্রসঙ্গ (Context) বজায় রাখার জন্য কিছু অতিরিক্ত নিয়ম ও লিঙ্কার (Linkers) ব্যবহার করতে হয়। Basic Steps for Passage Narration: Speaker (বক্তা) এবং Listener (শ্রোতা) চিহ্নিত করা। Reporting Verb-টি বাক্যের মাঝে বা শেষে থাকলেও Indirect করার সময় শুরুতে নিয়ে আসা। একই বক্তা পরপর একাধিক কথা বললে উপযুক্ত Linkers (added, further said, also asked) ব্যবহার করা। বাক্যের Mood বা Context অনুযায়ী Reporting Verb পরিবর্তন করা। Part 2: Rules of Passage Narration Rule-01: Multiple Assertive Sentences (একই বক্তার একাধিক উক্তি) একই বক্তা যদি পরপর একাধিক Assertive Sentence বলেন, তবে পরবর্তী বাক্যগুলো যুক্ত করতে added, further said, also said, again said ইত্যাদি ব্যবহার করা হয়। Structure: ...and added that... / ...and further said that... Direct: He said to me, "I shall go to Dhaka. I shall buy a book. I will return tomorrow." Indirect: He told me that he would go to Dhaka. He added that he would buy a book. He further said that he would return the next day. Rule-02: Multiple Interrogative Sentences (একই বক্তার একাধিক প্রশ্ন) একই বক্তা যদি পরপর একাধিক প্রশ্ন করেন, তবে also asked, again asked, further asked ব্যবহার করতে হয়। Direct: He said to me, "Where are you going? Will you return today?" Indirect: He asked me where I was going. He also asked if I would return that day. Rule-03: Reply with "Yes" / "No" Yes: Replied in the affirmative. যদি "Yes" এর সাথে আরও কথা থাকে: Replied in the affirmative and said that... No: Replied in the negative. যদি "No" এর সাথে আরও কথা থাকে: Replied in the negative and said that... Direct: I said to him, "Have you done the work?" He said, "Yes, I have done it." Indirect: I asked him if he had done the work. He replied in the affirmative and said that he had done it. Rule-04: Use of "Sir" / "Madam" Direct Speech-এ "Sir" বা "Madam" থাকলে Indirect Speech-এ Respectfully বা With respect ব্যবহার করতে হয়। Direct: The boy said to the teacher, "Sir, may I come in?" Indirect: The boy respectfully asked the teacher if he might come in. Rule-05: Addressing (সম্বোধন) Direct Speech-এ কাউকে কোনো বিশেষ নামে বা সম্পর্কে সম্বোধন করলে (যেমন: Brother, Friend, My dear son), Indirect করার সময় Addressing (object) as (title) ব্যবহার করতে হয়। Direct: The leader said, "Friends, listen to me." Indirect: Addressing them as friends, the leader requested them to listen to him. Direct: "Are you hungry, brothers?" said the old man. Indirect: Addressing them as brothers, the old man asked if they were hungry. Rule-06: Swearing (শপথ করা) By Allah, By God, By Jove ইত্যাদি থাকলে Swearing by Allah/God ব্যবহার করতে হয়। Direct: "By Allah, I will not leave you," he said. Indirect: Swearing by Allah, he said that he would not leave me/him. Rule-07: Sentence Fragments (অসম্পূর্ণ বাক্য) Passage-এ অনেক সময় বক্তা পুরো বাক্য না বলে সংক্ষিপ্ত উত্তর দেন। Indirect করার সময় পূর্বের বক্তার প্রশ্নের Tense ও Context অনুযায়ী পূর্ণ বাক্য তৈরি করে লিখতে হয়। Direct: "Where are you going?" said he. "To the library," said I. Indirect: He asked me where I was going. I replied that I was going to the library. Rule-08: Question Tag Direct Speech-এ Question Tag থাকলে, Indirect করার সময় সেটি মূল বাক্যের সাথে যুক্ত হয়ে যায় এবং asked if/whether দ্বারা সাধারণ Interrogative নিয়মে পরিবর্তিত হয়। Direct: He said to me, "You are happy, aren't you?" Indirect: He asked me if I was happy. (Tag-এর জন্য আলাদা কিছু বসে না, শুধু প্রশ্নবোধক ভাবটা নেওয়া হয়)। Rule-09: Thank You / Goodbye / Good Morning Thank you: Subject + thanked + Object. Direct: He said, "Thank you, Karim." → Indirect: He thanked Karim. Good bye: Subject + bade + Object + good bye. Direct: He said, "Good bye, friends." → Indirect: He bade his friends good bye. Good Morning/Evening: Subject + wished + Object + good morning. Rule-10: Not Mentioning the Speaker অনেক সময় Passage-এর শুরুতে বক্তার নাম থাকে না। সেক্ষেত্রে পুরো Passage পড়ে বক্তা (Speaker) ও শ্রোতা (Listener) খুঁজে বের করতে হয়। যদি নাম পাওয়া না যায় তবে The speaker এবং The listener ব্যবহার করা যায়। Part 3: Step-by-Step Solved Examples Example 01: Teacher & Student Direct: The teacher said to the student, "Have you prepared your lesson today?" "No, Sir," replied the student. "Why?" said the teacher. "I was suffering from headache yesterday. I shall do my work tomorrow," said the student. Indirect: The teacher asked the student if he had prepared his lesson that day. The student respectfully replied in the negative. The teacher asked him the reason why (or asked why he had not prepared). The student replied that he had been suffering from headache the previous day. He added that he would do his work the next day. Example 02: Stranger & Myself Direct: "Will you buy my hair?" asked Della. "I buy hair," said Madame. "Take your hat off and let's have a sight at the looks of it." "Twenty dollars," said Madame. "Give it to me quick," said Della. Indirect: Della asked Madame if she (M) would buy her (D) hair. Madame replied that she bought hair. Then she (M) told/requested her (D) to take her hat off and suggested that they should have a sight at the looks of it. (Seeing the hair) Madame said that she would give twenty dollars for it. Della agreed and told her to give it to her (D) quick. Part 4: Previous Years' Passage Narration Exercises Exercise 01: [Dhaka Board-2019] Direct: "Where do you like to go, sir?" asked the ticket seller. "Cox's Bazar," replied the stranger. "How many tickets do you need?" "I will buy five tickets." "Take these tickets. They will cost three thousand taka," said the ticket seller. Indirect Solution: The ticket seller respectfully asked the stranger where he liked to go. The stranger replied that he liked to go to Cox's Bazar. The ticket seller asked how many tickets he needed. The stranger replied that he would buy five tickets. The ticket seller told him to take those tickets and added that they would cost three thousand taka. Exercise 02: [Rajshahi Board-2017] Direct: The teacher said to the boy, "Do you think that honesty is the best policy?" The boy said, "Yes, sir, I think so." "Then learn to be honest from your boyhood," said the teacher. "Thank you, sir," said the boy. Indirect Solution: The teacher asked the boy if he thought that honesty is the best policy. The boy respectfully replied in the affirmative and said that he thought so. Then the teacher advised him to learn to be honest from his boyhood. The boy respectfully thanked him (the teacher). Part 5: SELF TEST (Practice Exercise) Change the following passages into Indirect Speech: Passage 01: "Have you killed the rats?" said the Mayor. "Yes, I have," said the Piper. "Give me the promised money." "How funny you are!" said the Mayor. "We cannot give you so much money. Take only fifty." Solution 01: The Mayor asked the Piper if he had killed the rats. The Piper replied in the affirmative and said that he had. Then he requested the Mayor to give him the promised money. The Mayor exclaimed with surprise that he (Piper) was very funny. He added that they could not give him so much money and offered/told him to take only fifty. Passage 02: "Good morning, Rupa," said Sohel. "How much preparation have you taken for the upcoming SSC Exam?" "A great preparation," replied she. "I hope, I shall get 90+ marks in every subject." "How confident you are!" said Sohel. Solution 02: Sohel wished Rupa good morning. He then asked her how much preparation she had taken for the upcoming SSC Exam. She replied that she had taken a great preparation. She added that she hoped she would get 90+ marks in every subject. Sohel exclaimed with wonder that she was very confident. Passage 03: "Stop! You are eating all our bread," shouted the two rats. "I am doing my best, but I have told you that it's difficult," said the monkey. "Give us that little piece," said the rats. "This is my piece. Haven't I done the labour?" replied the monkey. Solution 03: The two rats shouted at the monkey to stop and said that he was eating all their bread. The monkey said that he was doing his best but he had told them that it was difficult. The rats requested him to give them that little piece. The monkey replied that that was his piece. He asked/argued if he had not done the labour. Part 5: Previous Years' Questions with Explanation 01. Choose the correct indirect speech: He said, "I went to Tangail." [DU-B: 10-11] (A) He said that he went to Tangail. (B) He said that he had gone to Tangail. (C) He said that he has gone to Tangail. (D) He said that he did go to Tangail. Ans: (B) Explanation: Past Indefinite (went) পরিবর্তিত হয়ে Past Perfect (had gone) হয়। 02. The teacher said to me, "Don't tell a lie." [RU-A: 14-15] (A) The teacher advised me not to tell a lie. (B) The teacher told me don't tell a lie. (C) The teacher forbade me not to tell a lie. (D) The teacher ordered to me not to tell a lie. Ans: (A) Explanation: Imperative negative-এ advise + not to ব্যবহৃত হয়। (Forbade ব্যবহার করলে not বসে না)। 03. He said to me, "May you be happy." [CU-C: 12-13] (A) He wished that I might be happy. (B) He prayed that I may be happy. (C) He said that I might be happy. (D) He told me that I might be happy. Ans: (A) Explanation: Optative sentence-এ reporting verb 'wished' বা 'prayed' হয় এবং may -> might হয়। 04. He asked me, "Are you happy?" [32nd BCS] (A) He asked me if I was happy. (B) He asked me if I am happy. (C) He asked me that I was happy. (D) He asked me whether I am happy. Ans: (A) Explanation: Reporting verb past tense, তাই reported speech-ও past হবে (am -> was)। Yes/No question তাই if বসেছে। 05. "Where did you go yesterday?" said Rajib. [JU-B: 18-19] (A) Rajib asked where I had gone the previous day. (B) Rajib asked where had I gone yesterday. (C) Rajib asked where I went the previous day. (D) Rajib said where I had gone yesterday. Ans: (A) Explanation: Interrogative-এ asked বসে। Past Indefinite -> Past Perfect। Yesterday -> The previous day। Subject আগে, verb পরে। Narration Exercise 1. The teacher said, "Thank you, my boys." The indirect narration of the sentence is- [বিভিন্ন মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৯] A. The teacher said that thank you my boys. B. The teacher told the boys and thanked them. C. The teacher thanked the boys. D. The boys were thanked by the teacher. Ans: C 2. The direct form of the indirect sentence 'He said that the patient had died early in the morning' is- [সাধারণ বীমা কর্পোরেশনের আপার ডিভিশন অ্যাসিসটেন্ট-১৯] A. He said, "The patient has died early in the morning." B. He said, "The patient had died early in the morning." C. He said, "The patient died early in the last morning." D. He said, "The patient died early in the morning." Ans: D 3. The old man said, "Curse the flood." The indirect narration of the sentence is- [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৯] A. The old man said that the flood be cursed. B. The old man cursed the flood. C. The old man told that the flood is cursed. D. The old man cursing the flood. Ans: B 4. Change the narration- The teacher says, "Rose smells sweet". [ডাক বিভাগের পোস্টাল অপারেটর-১৯] A. The teacher said that rose smells sweet. B. The teacher says that rose smells sweet. C. Rose smells sweet is said by the teacher. D. Rose smells sweet was said by the teacher. Ans: B 5. Change the narration- John said to me, "Do you know where he is?" [ডাক বিভাগের পোস্টাল অপারেটর-১৯] A. John asked me if I knew where he was. B. John asked me do I know where he was. C. John said to me if I know where he is. D. John said to me if I knew where he was. Ans: A 6. Change the form of speech: They said to him, "Sir, please visit our office today." [রূপালী ব্যাংক লি. (অফিসার)-১৯] A. They asked him to visit their office today. B. They requested him respectfully to visit their office that day. C. They addressed him Sir and requested him to visit the office today. D. They told him in humble manner to visit their office that day. Ans: B 7. The indirect form of the sentence, He said, "We cannot be quite happy in this life" should be [সাধারণ বীমা কর্পোরেশনের অ্যাসিসটেন্ট ম্যানেজার-১৯] A. He said that we could not be quite happy in this life. B. He said that we cannot be quite happy in this life. C. He said that they cannot be quite happy in this life. D. He said that they could not be quite happy in this life. Ans: B (Explanation: 'We' refers to mankind/universal truth, so no change). 8. Kamal said to me, "What is your name?" (Indirect form) [প্রাথমিক সহকারী শিক্ষক (৪র্থ পর্যায়)-১৯] A. Kamal asked you your name. B. Kamal asked me what was my name. C. What my name is, Kamal asked. D. Kamal asked me what my name was. Ans: D 9. The indirect speech of, He said, 'You liar.' is- [পররাষ্ট্র মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৯] A. He said me a liar. B. He called me a liar. C. He said me to go to a liar. D. He called me a liar. Ans: D 10. Choose the correct answer. [১৬তম প্রভাষক নিবন্ধন-১৯] A. He gave me good-bye. B. He bade me good-bye. C. He told me good-bye. D. He wished me good-bye. Ans: B 11. He said, "I shall go to office". Indirect form is- [চলচ্চিত্র ও প্রকাশনা অধিদপ্তরের ক্যামেরাম্যান-১৯] A. He said that he shall go to office B. He said that he would go to office C. He said that he will go to office D. He said that he should go to office Ans: B 12. Which one is the correct indirect narration? "Why have you beaten my dog"? he said to me. [38th BCS] A. He demanded me why had I beaten his dog. B. He asked me why I have had beaten his dog. C. He enquired me why had I beaten his dog. D. He demanded of me why I had beaten his dog. Ans: D 13. The indirect speech of the sentence "Sally said to me, "Please get me a drink" is: [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৮] A. Sally told me to get a drink for her B. Sally asked me to get her a drink C. Sally told me to get a drink D. Sally inquired me to have a drink for her Ans: B 14. Choose the correct indirect sentence: He said, "Man is mortal" [জনস্বাস্থ্য প্রকৌশল অধিদপ্তর (এস্টিমেটর)-১৮] A. He said man is mortal. B. He told that man had been mortal. C. He said that man is mortal. D. He said that man was mortal. Ans: C 15. The correct indirect form of I said to him, "I don't believe you." [BEZA এর সহকারী ব্যবস্থাপক-১৮] A. I said I don't believe him. B. I said I didn't believe him. C. I said I don't believes you. D. I have said I didn't believe him. Ans: B 16. Choose the correct indirect form of the following sentence: He said to me, "I don't believe you." [বিভিন্ন মন্ত্রণালয়/বিভাগ/অধিদপ্তর ব্যক্তিগত কর্মকর্তা (সাধারণ)-১৮] A. He said that he didn't believe you. B. He said he hadn't believe me. C. He told me that he didn't believe me. D. He told me he wouldn't believe me. Ans: C 17. Change the narration: The captain says, 'Company move forward' [রূপালী ব্যাংক লি. অফিসার (ক্যাশ)-১৮] A. The captain commands the company to move forward. B. The captain commanded to move the company forward. C. The captain instructed the company for a forward move. D. The captain requests the company to move forward. Ans: A 18. Change the form of speech: They said, "We cannot live without air." [৫ ব্যাংকের সমন্বিত পরীক্ষা (অফিসার)-১৮] A. They said that human cannot live without air. B. They said that we cannot live without air. C. They said that it is not possible to live without air. D. They realized that people could not live without air. Ans: B 19. Change into indirect speech: "Are you alone, my son?" asked a soft voice close behind me. [বাংলাদেশ ব্যাংক (AD)-১৮] A. What I was doing there alone was asked by a soft voice. B. A soft voice told me as his son and asked me whether I was alone. C. A soft voice from my behind asked me if I was alone. D. Addressing me as his son a soft voice asked if I was alone. Ans: D 20. He said to her, 'What a cold day! The underlined speech of this: [KU (BBA) 16-17] A. He told her that it was a cold day. B. He exclaimed that it was a cold day. C. He exclaimed sorrowfully that it was a cold day. D. He exclaimed that it was a very cold day. Ans: D 21. The indirect form of the sentence "He said, 'Let us go for a walk'." is [অগ্রনী ব্যাংক সিনিয়র অফিসার-১৭] A. He said that they must go for a walk. B. He suggested that they should go for a walk. C. He proposed that they would go for a walk. D. He proposed to go for a walk. Ans: B 22. 'Don't waste time', the teacher said to the students. The indirect form of the speech [সাধারণ পুলের আওতার বিভিন্ন মন্ত্রণালয়ের সহকারী প্রোপালার, উপসহকারী প্রকৌশলী প্রাসনিক কর্মকর্তা ও ব্যক্তিগত কর্মকর্তা-১৬] A. The teacher forbade the students not to waste time. B. The teacher advised the students not to waste time. C. The teacher advised the students to not waste time. D. The teacher ordered the students don't waste time. Ans: B 23. Change the narration: You said, 'He was there'. [বাংলাদেশ বিভাগ (মেট্রোপলিটন সার্কেল) পরিদর্শক-১৬] A. You said that he had been here B. You said that he was there C. You said that he had there D. You said that he is there Ans: B (Note: Past Indefinite usually changes to Past Perfect, but sometimes stays past. If C 'had been there' was an option, it would be preferred. Here B preserves meaning. Text says B). 24. My father said to me, "We are going there tomorrow, বাক্যের indirect speech হবে- [প্রাথমিক সহকারী শিক্ষক (মেঘনা)-১২] A. My father told me that they would be going there the next day. B. My father said to me that they are going there the next day. C. My father told me that they were going there the next day. D. My father told me that they are going there the next day. Ans: C 25. Find out the correct sentence in indirect speech. [পররাষ্ট্র মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৮, সমাজসেবা অধিদপ্তরে সমাজকল্যাণ সংগঠক-০৫] He said to me, "What are you doing?" A. He said to me what I am doing? B. He asked me what I was doing. C. He said what was to do. D. He said about my doing. Ans: B 26. Choose correct direct form of "He asked me what I was doing." [নির্বাচন কমিশন সচিবালয়ে প্রশাসনিক কর্মকর্তা-০৪] A. He said to me, "What I was doing?" B. He said me, "What was I doing?" C. He said, "What I am doing?" D. He said to me, "What are you doing?" Ans: D 27. He said to me, "Do you like music?" The indirect form of this sentence is - [পরিবেশ অধিদপ্তরের সহকারী পরিচালক (কারিগরি)-১১] A. He said if I like music. B. He asked me do I like music. C. He asked to me if I like music. D. He asked me if I liked music. Ans: D 28. Turn into indirect narration: I asked, "Whose picture is it?" [ব্যাংক (অফিসার, প্রশ-১৭] A. I asked which picture it was. B. I asked whose picture it was. C. I asked to which the picture is. D. I asked whose the picture is. Ans: B 29. Change the speech: "What do you want?" she asked him. [JU (F) 14-15, প্রতিরক্ষা মন্ত্রণালয়ের উপ-সহকারী পরিচালক-১৬, BRUR (D) 16-17, ডাক বিভাগের মেইল অপারেটর-১৯] A. She asked him what he wanted. B. She asked him what he wants. C. She asks him what he wants. D. She wanted him Ans: A 30. Choose the correct indirect speech: He said, "What a beautiful bird!" [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা (মুক্তিযোদ্ধা কোটা)-১৮] A. He said that what a beautiful bird it was. B. He exclaimed that it was a very beautiful bird. C. He exclaimed that what a beautiful bird. D. He said that it was a very beautiful bird. Ans: B 31. The indirect form of the sentence "He said, "Let me have some milk." [ইসলামী ব্যাংক (ATO)-১৭] A. He said that he wanted some milk. B. He prayed that he might have some milk. C. He requested to let him have some milk. D. He wished that he might have some milk. Ans: D 32. Change the narration, He remarked, "Two and two makes four" [উপজেলা পোস্টমাস্টার-১৬] A. He remarked that two and two would make four B. He remarked that two and two made four C. He remarked that two and two makes four D. He adviced that two and two makes four Ans: C 33. "He asked me when the next letter would come" বাক্যের direct speech হচ্ছে- [প্রাক-প্রাথমিক সহকারী শিক্ষক (ড্যাফোডিল)-১৩, (মিসিসিপি)-১৪, IU (B) 16-17] A. He said to me, "When would the next letter come?" B. He asked to me, "When will the next letter come?" C. He said to me, "When will the next letter come?" D. He said to me, "When the next letter will come?" Ans: C 34. He adressed Mr. Rahman and wished him good morning. বাক্যটির direct speech হবে [প্রাক-প্রাথমিক সহকারী শিক্ষক (বুড়িগঙ্গা)-১৩] A. He said to Mr. Rahman, 'Good morning' B. He said, 'Good morning, Mr. Rahman.' C. He said, 'Good morning, to Mr. Rahman.' D. He bade good morning to Mr. Rahman. Ans: B 35. The boy said, 'Let me have a pencil.' বাক্যটির indirect speech হবে- [প্রাথমিক সহকারী শিক্ষক-১২] A. The boy said that he would have a pencil. B. The boy said that he might have a pencil. C. The boy told that he will have a pencil. D. The boy told that he needed a pencil. Ans: B 36. I said to him, "Is he a doctor?" [ইসলামী ব্যাংক সহকারী অফিসার-০৮, নার্সিং মিডওয়াইফ-১৭, প্রাথমিক সহকারী শিক্ষক (মেঘনা)-১২, JUST (F) 15-16, IU (C) 15-16, প্রাথমিক সহকারী শিক্ষক (৩য় পর্যায়)-১৯] A. I said to that he was a doctor. B. I said to him whether he was a doctor. C. I asked him whether he was a doctor. D. I asked him whether he is a doctor. Ans: C 37. He said, "What a pity!” বাক্যের indirect speech হচ্ছে- [জনস্বাস্থ্য প্রকৌশল অধিদপ্তরের ক্যাশিয়ার-১১] A. He said that it was a great pity B. He exclaimed that it is great pity C. He exclaimed that it was great pity D. He said that it is great pity Ans: C 38. The Captain ordered the soldiers to march on. বাক্যের direct speech হবে [প্রাথমিক সহকারী শিক্ষক (৪র্থ পর্যায়)-১৯] A. The Captain asked, "Soldiers, I ask you to march" B. The Captain said to the soldiers, "Please march on" C. The Captain said, "Soldiers, I ask you to march on" D. The Captain said to the soldiers, "March on" Ans: D 39. I said to you, 'He has done his duty', বাক্যের indirect speech হবে [প্রাক প্রাথমিক সহকারী শিক্ষক (সুরমা)-১৩] A. I said to you that you have done your duty. B. I said to you that he had done his duty. C. I told you that you had done your duty. D. I told you that he has done your duty. Ans: B 40. The Chairman said to the members, 'Let us drop the matter today'. বাক্যের indirect speech হবে [প্রাক-প্রাথমিক সহকারী শিক্ষক-১৩] A. The Chairman proposed to the members to drop the matter that day. B. The Chairman proposed to the members that they should drop the matter today. C. The Chairman proposed to the members that they should drop the matter that day. D. The Chairman proposed to the members that they might drop the matter today. Ans: C

NARRATION (SPEECH) Part 1: Primary Discussion Narration বা উক্তি হলো বক্তার কথা অন্যকে বর্ণনা করার পদ্ধতি। এটি দুই প্রকার: Direct Speech (প্রত্যক্ষ উক্তি): বক্তার কথা অবিকল তার নিজের ভাষায় উদ্ধৃত করা। এটি Inverted Comma (" ") এর মধ্যে থাকে। Ex: He said to me, "I am ill." Indirect Speech (পরোক্ষ উক্তি): বক্তার কথা অন্যের ভাষায় পরিবর্তন করে বর্ণনা করা। Ex: He told me that he was ill. Key Components: Reporting Verb: Inverted comma-এর বাইরের verb টি (যেমন: said, told). Reported Speech: Inverted comma-এর ভেতরের অংশটি। Part 2: General Rules of Transformation 1. Change of Person Reported Speech-এর Person পরিবর্তন করার নিয়ম: First Person (I, we, my, our, me, us): Reporting Verb-এর Subject অনুযায়ী পরিবর্তিত হয়। Direct: He said, "I do my work." Indirect: He said that he did his work. Second Person (You, your): Reporting Verb-এর Object অনুযায়ী পরিবর্তিত হয়। Direct: He said to me, "You are right." Indirect: He told me that I was right. Third Person (He, she, it, they, names): কোনো পরিবর্তন হয় না। Direct: I said, "He is good." Indirect: I said that he was good. 2. Change of Tense Reporting Verb যদি Past Tense-এ থাকে, তবে Reported Speech-এর Tense নিম্নরূপ পরিবর্তিত হয়। (Reporting Verb Present বা Future হলে Tense-এর পরিবর্তন হয় না)। Direct Speech (Tense) Indirect Speech (Tense) Present Indefinite Past Indefinite Present Continuous Past Continuous Present Perfect Past Perfect Present Perfect Continuous Past Perfect Continuous Past Indefinite Past Perfect Past Continuous Past Perfect Continuous Past Perfect No Change Future (Shall/Will) Future in Past (Should/Would) Modal Auxiliaries Change: Can → Could May → Might Must → Had to (বাধ্যবাধকতা বোঝালে) Should, Would, Could, Might → No Change 3. Change of Time & Place Words Direct Indirect Direct Indirect Now Then This That These Those Here There Ago Before Come Go Today That day Tonight That night Tomorrow The next day / The following day Yesterday The previous day / The day before Last night The previous night Next week The following week Part 3: Sentence-wise Rules A. Assertive Sentence (বিবৃতিমূলক বাক্য) Reporting Verb: Said থাকলে Said থাকে; Said to থাকলে Told বসে। Conjunction: Inverted Comma উঠে that বসে। Direct: He said to me, "I have done my duty." Indirect: He told me that he had done his duty. B. Interrogative Sentence (প্রশ্নবোধক বাক্য) Reporting Verb: Asked, Enquired of, বা Wanted to know বসে। Conjunction: যদি Wh-word (Who, Which, What, Why, How, Where) থাকে, তবে সেটিই বসে। যদি Wh-word না থাকে (Yes/No Question), তবে If বা Whether বসে। Structure: Interrogative বাক্যটি Assertive (Subject + Verb) এ রূপান্তরিত হয়। Direct: He said to me, "Are you ill?" Indirect: He asked me if I was ill. Direct: He said to me, "What is your name?" Indirect: He asked me what my name was. (Not 'what was my name') C. Imperative Sentence (অনুজ্ঞাসূচক বাক্য) Reporting Verb: অর্থ অনুযায়ী পরিবর্তিত হয়: আদেশ বোঝালে: Ordered / Commanded অনুরোধ বোঝালে: Requested উপদেশ বোঝালে: Advised নিষেধ বোঝালে: Forbade কিছু না বোঝা গেলে: Told / Asked Conjunction: To বসে (Negative হলে Not to বসে)। Direct: Father said to me, "Do not run in the sun." Indirect: Father advised me not to run in the sun. Direct: He said to me, "Please give me a pen." Indirect: He requested me to give him a pen. Special Rule for 'Let': Let us (প্রস্তাব): Reporting Verb → Proposed / Suggested. Conjunction that. Subject-এর পরে should বসে। Direct: He said, "Let us go out." Indirect: He proposed that we should go out. Let me/him/them (অনুমতি): Reporting Verb → Requested / Begged. Conjunction that বা to structure. Subject-এর পরে might বা might be allowed to বসে। Direct: He said, "Let me come in." Indirect: He requested that he might come in. D. Optative Sentence (ইচ্ছা বা আশীর্বাদ) Reporting Verb: Wished (ইচ্ছা) বা Prayed (প্রার্থনা) বসে। Conjunction: That বসে। Structure: Subject + might + verb... Direct: Mother said to me, "May you live long." Indirect: Mother prayed that I might live long. E. Exclamatory Sentence (আবেগসূচক বাক্য) Reporting Verb: আনন্দ বোঝালে: Exclaimed with joy দুঃখ বোঝালে: Exclaimed with sorrow / grief বিস্ময় বোঝালে: Exclaimed with wonder / surprise Conjunction: That বসে। Structure: Assertive Sentence-এ রূপান্তরিত হয়। (Very/Great যোগ করতে হয়)। Direct: He said, "How beautiful the bird is!" Indirect: He exclaimed with joy that the bird was very beautiful. Direct: He said, "Alas! I am undone." Indirect: He exclaimed with sorrow that he was undone. Part 4: Special & Exceptional Rules Rule-01: Universal Truth Reported speech যদি চিরন্তন সত্য (Universal Truth) বা অভ্যাসগত সত্য (Habitual Fact) হয়, তবে Tense-এর কোনো পরিবর্তন হয় না। Direct: The teacher said, "The earth moves round the sun." Indirect: The teacher said that the earth moves round the sun. Rule-02: Must সাধারণ বাধ্যবাধকতা (Ordinary obligation) বোঝালে Must পরিবর্তিত হয়ে Had to হয়। Direct: He said, "I must go." → Indirect: He said that he had to go. চিরকালীন বাধ্যবাধকতা (Permanent obligation) বোঝালে Must অপরিবর্তিত থাকে। Direct: He said, "Man must submit to destiny." → Indirect: He said that man must submit to destiny. Rule-03: Vocative Case (সম্বোধন পদ) Reported speech-এ কাউকে নাম ধরে বা 'friend', 'brother' ইত্যাদি বলে সম্বোধন করলে Indirect করার সময় Addressing as ব্যবহার করতে হয়। Direct: "Friends, listen to me," he said. Indirect: Addressing them as friends, he requested them to listen to him. Rule-04: Sir / Madam / Good Morning / Goodbye Sir/Madam: Respectfully বা With respect ব্যবহার করতে হয়। Direct: "Yes, Sir," he said. → Indirect: He respectfully replied in the affirmative. Good Morning/Evening: Wished ব্যবহার করতে হয়। Direct: He said, "Good morning, my friend." → Indirect: He wished his friend good morning. Good Bye: Bade ব্যবহার করতে হয়। Direct: He said, "Good bye, friends." → Indirect: He bade his friends good bye. Rule-05: Thank You Structure: Subject + thanked + object. Direct: He said to me, "Thank you." Indirect: He thanked me. Part 5: Previous Years' Questions with Explanation 01. Choose the correct indirect speech: He said, "I went to Tangail." [DU-B: 10-11] (A) He said that he went to Tangail. (B) He said that he had gone to Tangail. (C) He said that he has gone to Tangail. (D) He said that he did go to Tangail. Ans: (B) Explanation: Past Indefinite (went) পরিবর্তিত হয়ে Past Perfect (had gone) হয়। 02. The teacher said to me, "Don't tell a lie." [RU-A: 14-15] (A) The teacher advised me not to tell a lie. (B) The teacher told me don't tell a lie. (C) The teacher forbade me not to tell a lie. (D) The teacher ordered to me not to tell a lie. Ans: (A) Explanation: Imperative negative-এ advise + not to ব্যবহৃত হয়। (Forbade ব্যবহার করলে not বসে না)। 03. He said to me, "May you be happy." [CU-C: 12-13] (A) He wished that I might be happy. (B) He prayed that I may be happy. (C) He said that I might be happy. (D) He told me that I might be happy. Ans: (A) Explanation: Optative sentence-এ reporting verb 'wished' বা 'prayed' হয় এবং may -> might হয়। 04. He asked me, "Are you happy?" [32nd BCS] (A) He asked me if I was happy. (B) He asked me if I am happy. (C) He asked me that I was happy. (D) He asked me whether I am happy. Ans: (A) Explanation: Reporting verb past tense, তাই reported speech-ও past হবে (am -> was)। Yes/No question তাই if বসেছে। 05. "Where did you go yesterday?" said Rajib. [JU-B: 18-19] (A) Rajib asked where I had gone the previous day. (B) Rajib asked where had I gone yesterday. (C) Rajib asked where I went the previous day. (D) Rajib said where I had gone yesterday. Ans: (A) Explanation: Interrogative-এ asked বসে। Past Indefinite -> Past Perfect। Yesterday -> The previous day। Subject আগে, verb পরে। Master Exercise 01. He said, "I am reading a book." (A) He said that he is reading a book. (B) He said that he was reading a book. (C) He said that I was reading a book. (D) He said that he has been reading a book. Ans: (B) (Present Continuous -> Past Continuous). 02. My father said to me, "Will you go to school?" (A) My father asked me if I would go to school. (B) My father asked me that I would go to school. (C) My father told me if I will go to school. (D) My father asked me whether I should go to school. Ans: (A) (Future 'will' -> 'would'; Yes/No question -> if). 03. He said, "Alas! I am undone." (A) He exclaimed with sorrow that he was undone. (B) He exclaimed with joy that he was undone. (C) He said that he was undone. (D) He exclaimed that he is undone. Ans: (A) (Alas indicates sorrow). 04. The boy said, "Let me play." (A) The boy requested that he might play. (B) The boy proposed that he should play. (C) The boy said that he might be allowed to play. (D) Both A & C. Ans: (D) (Let me দ্বারা অনুমতি বোঝালে requested/might বা might be allowed to বসে)। 05. He said, "The earth is round." (A) He said that the earth was round. (B) He said that the earth is round. (C) He said that the earth has been round. (D) He said the earth is being round. Ans: (B) (Universal Truth - No tense change). 06. "Please help me," she said to him. (A) She requested him to help her. (B) She told him to help her. (C) She requested him help her. (D) She ordered him to help her. Ans: (A) (Please -> Requested + to). 07. He said, "What a fool I am!" (A) He exclaimed that he was a great fool. (B) He exclaimed that he is a great fool. (C) He exclaimed with wonder that he was a very fool. (D) He said that what a fool he was. Ans: (A) (Exclamatory -> Assertive; am -> was; fool noun তাই great বসে)। 08. He said, "I must write a letter." (A) He said that he must write a letter. (B) He said that he had to write a letter. (C) He said that he would write a letter. (D) He said that he should write a letter. Ans: (B) (Ordinary obligation: Must -> Had to). 09. He said, "Good bye, my friends." (A) He said good bye to his friends. (B) He wished his friends good bye. (C) He bade his friends good bye. (D) He told his friends good bye. Ans: (C) (Good bye -> Bade). 10. "Have you finished the work?" he said to me. (A) He asked me if I had finished the work. (B) He asked me if I have finished the work. (C) He asked me whether I finished the work. (D) He said to me if I had finished the work. Ans: (A) (Present Perfect -> Past Perfect). Narration Exercise 1. The teacher said, "Thank you, my boys." The indirect narration of the sentence is- [বিভিন্ন মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৯] A. The teacher said that thank you my boys. B. The teacher told the boys and thanked them. C. The teacher thanked the boys. D. The boys were thanked by the teacher. Ans: C 2. The direct form of the indirect sentence 'He said that the patient had died early in the morning' is- [সাধারণ বীমা কর্পোরেশনের আপার ডিভিশন অ্যাসিসটেন্ট-১৯] A. He said, "The patient has died early in the morning." B. He said, "The patient had died early in the morning." C. He said, "The patient died early in the last morning." D. He said, "The patient died early in the morning." Ans: D 3. The old man said, "Curse the flood." The indirect narration of the sentence is- [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৯] A. The old man said that the flood be cursed. B. The old man cursed the flood. C. The old man told that the flood is cursed. D. The old man cursing the flood. Ans: B 4. Change the narration- The teacher says, "Rose smells sweet". [ডাক বিভাগের পোস্টাল অপারেটর-১৯] A. The teacher said that rose smells sweet. B. The teacher says that rose smells sweet. C. Rose smells sweet is said by the teacher. D. Rose smells sweet was said by the teacher. Ans: B 5. Change the narration- John said to me, "Do you know where he is?" [ডাক বিভাগের পোস্টাল অপারেটর-১৯] A. John asked me if I knew where he was. B. John asked me do I know where he was. C. John said to me if I know where he is. D. John said to me if I knew where he was. Ans: A 6. Change the form of speech: They said to him, "Sir, please visit our office today." [রূপালী ব্যাংক লি. (অফিসার)-১৯] A. They asked him to visit their office today. B. They requested him respectfully to visit their office that day. C. They addressed him Sir and requested him to visit the office today. D. They told him in humble manner to visit their office that day. Ans: B 7. The indirect form of the sentence, He said, "We cannot be quite happy in this life" should be [সাধারণ বীমা কর্পোরেশনের অ্যাসিসটেন্ট ম্যানেজার-১৯] A. He said that we could not be quite happy in this life. B. He said that we cannot be quite happy in this life. C. He said that they cannot be quite happy in this life. D. He said that they could not be quite happy in this life. Ans: B (Explanation: 'We' refers to mankind/universal truth, so no change). 8. Kamal said to me, "What is your name?" (Indirect form) [প্রাথমিক সহকারী শিক্ষক (৪র্থ পর্যায়)-১৯] A. Kamal asked you your name. B. Kamal asked me what was my name. C. What my name is, Kamal asked. D. Kamal asked me what my name was. Ans: D 9. The indirect speech of, He said, 'You liar.' is- [পররাষ্ট্র মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৯] A. He said me a liar. B. He called me a liar. C. He said me to go to a liar. D. He called me a liar. Ans: D 10. Choose the correct answer. [১৬তম প্রভাষক নিবন্ধন-১৯] A. He gave me good-bye. B. He bade me good-bye. C. He told me good-bye. D. He wished me good-bye. Ans: B 11. He said, "I shall go to office". Indirect form is- [চলচ্চিত্র ও প্রকাশনা অধিদপ্তরের ক্যামেরাম্যান-১৯] A. He said that he shall go to office B. He said that he would go to office C. He said that he will go to office D. He said that he should go to office Ans: B 12. Which one is the correct indirect narration? "Why have you beaten my dog"? he said to me. [38th BCS] A. He demanded me why had I beaten his dog. B. He asked me why I have had beaten his dog. C. He enquired me why had I beaten his dog. D. He demanded of me why I had beaten his dog. Ans: D 13. The indirect speech of the sentence "Sally said to me, "Please get me a drink" is: [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা-১৮] A. Sally told me to get a drink for her B. Sally asked me to get her a drink C. Sally told me to get a drink D. Sally inquired me to have a drink for her Ans: B 14. Choose the correct indirect sentence: He said, "Man is mortal" [জনস্বাস্থ্য প্রকৌশল অধিদপ্তর (এস্টিমেটর)-১৮] A. He said man is mortal. B. He told that man had been mortal. C. He said that man is mortal. D. He said that man was mortal. Ans: C 15. The correct indirect form of I said to him, "I don't believe you." [BEZA এর সহকারী ব্যবস্থাপক-১৮] A. I said I don't believe him. B. I said I didn't believe him. C. I said I don't believes you. D. I have said I didn't believe him. Ans: B 16. Choose the correct indirect form of the following sentence: He said to me, "I don't believe you." [বিভিন্ন মন্ত্রণালয়/বিভাগ/অধিদপ্তর ব্যক্তিগত কর্মকর্তা (সাধারণ)-১৮] A. He said that he didn't believe you. B. He said he hadn't believe me. C. He told me that he didn't believe me. D. He told me he wouldn't believe me. Ans: C 17. Change the narration: The captain says, 'Company move forward' [রূপালী ব্যাংক লি. অফিসার (ক্যাশ)-১৮] A. The captain commands the company to move forward. B. The captain commanded to move the company forward. C. The captain instructed the company for a forward move. D. The captain requests the company to move forward. Ans: A 18. Change the form of speech: They said, "We cannot live without air." [৫ ব্যাংকের সমন্বিত পরীক্ষা (অফিসার)-১৮] A. They said that human cannot live without air. B. They said that we cannot live without air. C. They said that it is not possible to live without air. D. They realized that people could not live without air. Ans: B 19. Change into indirect speech: "Are you alone, my son?" asked a soft voice close behind me. [বাংলাদেশ ব্যাংক (AD)-১৮] A. What I was doing there alone was asked by a soft voice. B. A soft voice told me as his son and asked me whether I was alone. C. A soft voice from my behind asked me if I was alone. D. Addressing me as his son a soft voice asked if I was alone. Ans: D 20. He said to her, 'What a cold day! The underlined speech of this: [KU (BBA) 16-17] A. He told her that it was a cold day. B. He exclaimed that it was a cold day. C. He exclaimed sorrowfully that it was a cold day. D. He exclaimed that it was a very cold day. Ans: D 21. The indirect form of the sentence "He said, 'Let us go for a walk'." is [অগ্রনী ব্যাংক সিনিয়র অফিসার-১৭] A. He said that they must go for a walk. B. He suggested that they should go for a walk. C. He proposed that they would go for a walk. D. He proposed to go for a walk. Ans: B 22. 'Don't waste time', the teacher said to the students. The indirect form of the speech [সাধারণ পুলের আওতার বিভিন্ন মন্ত্রণালয়ের সহকারী প্রোপালার, উপসহকারী প্রকৌশলী প্রাসনিক কর্মকর্তা ও ব্যক্তিগত কর্মকর্তা-১৬] A. The teacher forbade the students not to waste time. B. The teacher advised the students not to waste time. C. The teacher advised the students to not waste time. D. The teacher ordered the students don't waste time. Ans: B 23. Change the narration: You said, 'He was there'. [বাংলাদেশ বিভাগ (মেট্রোপলিটন সার্কেল) পরিদর্শক-১৬] A. You said that he had been here B. You said that he was there C. You said that he had there D. You said that he is there Ans: B (Note: Past Indefinite usually changes to Past Perfect, but sometimes stays past. If C 'had been there' was an option, it would be preferred. Here B preserves meaning. Text says B). 24. My father said to me, "We are going there tomorrow, বাক্যের indirect speech হবে- [প্রাথমিক সহকারী শিক্ষক (মেঘনা)-১২] A. My father told me that they would be going there the next day. B. My father said to me that they are going there the next day. C. My father told me that they were going there the next day. D. My father told me that they are going there the next day. Ans: C 25. Find out the correct sentence in indirect speech. [পররাষ্ট্র মন্ত্রণালয়ের ব্যক্তিগত কর্মকর্তা-১৮, সমাজসেবা অধিদপ্তরে সমাজকল্যাণ সংগঠক-০৫] He said to me, "What are you doing?" A. He said to me what I am doing? B. He asked me what I was doing. C. He said what was to do. D. He said about my doing. Ans: B 26. Choose correct direct form of "He asked me what I was doing." [নির্বাচন কমিশন সচিবালয়ে প্রশাসনিক কর্মকর্তা-০৪] A. He said to me, "What I was doing?" B. He said me, "What was I doing?" C. He said, "What I am doing?" D. He said to me, "What are you doing?" Ans: D 27. He said to me, "Do you like music?" The indirect form of this sentence is - [পরিবেশ অধিদপ্তরের সহকারী পরিচালক (কারিগরি)-১১] A. He said if I like music. B. He asked me do I like music. C. He asked to me if I like music. D. He asked me if I liked music. Ans: D 28. Turn into indirect narration: I asked, "Whose picture is it?" [ব্যাংক (অফিসার, প্রশ-১৭] A. I asked which picture it was. B. I asked whose picture it was. C. I asked to which the picture is. D. I asked whose the picture is. Ans: B 29. Change the speech: "What do you want?" she asked him. [JU (F) 14-15, প্রতিরক্ষা মন্ত্রণালয়ের উপ-সহকারী পরিচালক-১৬, BRUR (D) 16-17, ডাক বিভাগের মেইল অপারেটর-১৯] A. She asked him what he wanted. B. She asked him what he wants. C. She asks him what he wants. D. She wanted him Ans: A 30. Choose the correct indirect speech: He said, "What a beautiful bird!" [বিভিন্ন মন্ত্রণালয়ের প্রশাসনিক কর্মকর্তা (মুক্তিযোদ্ধা কোটা)-১৮] A. He said that what a beautiful bird it was. B. He exclaimed that it was a very beautiful bird. C. He exclaimed that what a beautiful bird. D. He said that it was a very beautiful bird. Ans: B 31. The indirect form of the sentence "He said, "Let me have some milk." [ইসলামী ব্যাংক (ATO)-১৭] A. He said that he wanted some milk. B. He prayed that he might have some milk. C. He requested to let him have some milk. D. He wished that he might have some milk. Ans: D 32. Change the narration, He remarked, "Two and two makes four" [উপজেলা পোস্টমাস্টার-১৬] A. He remarked that two and two would make four B. He remarked that two and two made four C. He remarked that two and two makes four D. He adviced that two and two makes four Ans: C 33. "He asked me when the next letter would come" বাক্যের direct speech হচ্ছে- [প্রাক-প্রাথমিক সহকারী শিক্ষক (ড্যাফোডিল)-১৩, (মিসিসিপি)-১৪, IU (B) 16-17] A. He said to me, "When would the next letter come?" B. He asked to me, "When will the next letter come?" C. He said to me, "When will the next letter come?" D. He said to me, "When the next letter will come?" Ans: C 34. He adressed Mr. Rahman and wished him good morning. বাক্যটির direct speech হবে [প্রাক-প্রাথমিক সহকারী শিক্ষক (বুড়িগঙ্গা)-১৩] A. He said to Mr. Rahman, 'Good morning' B. He said, 'Good morning, Mr. Rahman.' C. He said, 'Good morning, to Mr. Rahman.' D. He bade good morning to Mr. Rahman. Ans: B 35. The boy said, 'Let me have a pencil.' বাক্যটির indirect speech হবে- [প্রাথমিক সহকারী শিক্ষক-১২] A. The boy said that he would have a pencil. B. The boy said that he might have a pencil. C. The boy told that he will have a pencil. D. The boy told that he needed a pencil. Ans: B 36. I said to him, "Is he a doctor?" [ইসলামী ব্যাংক সহকারী অফিসার-০৮, নার্সিং মিডওয়াইফ-১৭, প্রাথমিক সহকারী শিক্ষক (মেঘনা)-১২, JUST (F) 15-16, IU (C) 15-16, প্রাথমিক সহকারী শিক্ষক (৩য় পর্যায়)-১৯] A. I said to that he was a doctor. B. I said to him whether he was a doctor. C. I asked him whether he was a doctor. D. I asked him whether he is a doctor. Ans: C 37. He said, "What a pity!” বাক্যের indirect speech হচ্ছে- [জনস্বাস্থ্য প্রকৌশল অধিদপ্তরের ক্যাশিয়ার-১১] A. He said that it was a great pity B. He exclaimed that it is great pity C. He exclaimed that it was great pity D. He said that it is great pity Ans: C 38. The Captain ordered the soldiers to march on. বাক্যের direct speech হবে [প্রাথমিক সহকারী শিক্ষক (৪র্থ পর্যায়)-১৯] A. The Captain asked, "Soldiers, I ask you to march" B. The Captain said to the soldiers, "Please march on" C. The Captain said, "Soldiers, I ask you to march on" D. The Captain said to the soldiers, "March on" Ans: D 39. I said to you, 'He has done his duty', বাক্যের indirect speech হবে [প্রাক প্রাথমিক সহকারী শিক্ষক (সুরমা)-১৩] A. I said to you that you have done your duty. B. I said to you that he had done his duty. C. I told you that you had done your duty. D. I told you that he has done your duty. Ans: B 40. The Chairman said to the members, 'Let us drop the matter today'. বাক্যের indirect speech হবে [প্রাক-প্রাথমিক সহকারী শিক্ষক-১৩] A. The Chairman proposed to the members to drop the matter that day. B. The Chairman proposed to the members that they should drop the matter today. C. The Chairman proposed to the members that they should drop the matter that day. D. The Chairman proposed to the members that they might drop the matter today. Ans: C

VOICE (বাচ্য) Voice (বাচ্য) হলো Verb-এর গঠন, যার মাধ্যমে বোঝা যায় যে Subject (কর্তা) কাজটি নিজে করছে, নাকি কাজটি তার ওপর এসে পড়ছে। Voice দুই প্রকার: Active Voice: যখন Subject নিজেই কাজটি সম্পন্ন করে। Structure: Subject + Verb + Object. Ex: I write a letter. (আমি চিঠি লিখি) Passive Voice: যখন Subject নিজে কাজ করে না, বরং Object-এর কাজটি Subject-এর ওপর এসে পড়ে। Structure: Subject + Auxiliary Verb + V3 + Preposition + Object. Ex: A letter is written by me. (আমার দ্বারা একটি চিঠি লেখা হয়) Fundamental Changes (Active to Passive) Active Voice-এর Object → Passive Voice-এর Subject হয়। Tense ও Person অনুযায়ী Auxiliary Verb বসে। মূল Verb-এর Past Participle (V3) ফর্ম বসে। সাধারণত by বসে (তবে verb ভেদে to, at, with, in, for বসতে পারে)। Active Voice-এর Subject → Passive Voice-এর Object হয়। Pronoun Change List: I → Me We → Us You → You He → Him She → Her They → Them It → It Who → By whom Tense-wise Rules & Examples 1. Present Tense Present Indefinite: am/is/are + V3 Active: He reads a book. Passive: A book is read by him. Present Continuous: am/is/are + being + V3 Active: I am catching fish. Passive: Fish is being caught by me. Present Perfect: have/has + been + V3 Active: She has bought a pen. Passive: A pen has been bought by her. 2. Past Tense Past Indefinite: was/were + V3 Active: The boy broke the glass. Passive: The glass was broken by the boy. Past Continuous: was/were + being + V3 Active: He was driving a car. Passive: A car was being driven by him. Past Perfect: had + been + V3 Active: We had dug the canal. Passive: The canal had been dug by us. 3. Future Tense Future Indefinite: shall be/will be + V3 Active: I will do the work. Passive: The work will be done by me. Future Continuous: shall be/will be + being + V3 (Rare use) Active: You will be reading the book. Passive: The book will be being read by you. Future Perfect: shall have/will have + been + V3 Active: He will have heard the news. Passive: The news will have been heard by him. Special Rules Rule-01: Modal Auxiliaries List: Can, could, may, might, shall, should, will, would, must, ought to, used to, going to. Structure: Modal + be + V3 Active: You must do the work. Passive: The work must be done by you. Active: He is going to open a shop. Passive: A shop is going to be opened by him. Rule-02: Interrogative Sentences প্রশ্নবোধক বাক্যের ভয়েস পরিবর্তন করার সময় বাক্যের প্রশ্নবোধক কাঠামো ঠিক রাখতে হয়। A. Do/Does/Did যুক্ত বাক্য: Do/Does (Present): শুরুতে Am/Is/Are বসে। Active: Do you eat rice? Passive: Is rice eaten by you? Did (Past): শুরুতে Was/Were বসে। Active: Did he play football? Passive: Was football played by him? B. Wh-Questions: Who থাকলে → By whom Active: Who is calling me? Passive: By whom am I being called? Whom থাকলে → Who Active: Whom did you see? Passive: Who was seen by you? What/Why/When/Where/How থাকলে → অপরিবর্তিত থাকে। Active: Why did you punish him? Passive: Why was he punished by you? Active: What do you want? Passive: What is wanted by you? Rule-03: Imperative Sentences আদেশ, উপদেশ বা অনুরোধমূলক বাক্য। Basic Structure: Let + Object + be + V3 Active: Shut the door. Passive: Let the door be shut. Negative (Do not): Let not + Object + be + V3 Active: Do not hate the poor. Passive: Let not the poor be hated. Let + Person: Let + Object + be + V3 + by + Person Active: Let me do the work. Passive: Let the work be done by me. Never: Let never + Object + be + V3 Active: Never tell a lie. Passive: Let never a lie be told. Intransitive Verb (No Object): "You are requested/ordered/advised to..." দিয়ে করতে হয়। Active: Stand up. Passive: You are ordered to stand up. Rule-04: Double Object যদি বাক্যে দুটি Object থাকে (একটি ব্যক্তিবাচক, অন্যটি বস্তুবাচক), তবে সাধারণত ব্যক্তিবাচক Object-টিকে Subject করা ভালো। অন্যটি (Retained Object) V3-এর পরে থেকে যায়। Active: He gave me (Obj 1) a flower (Obj 2). Passive 1: I was given a flower by him. (Better) Passive 2: A flower was given to me by him. Rule-05: Reflexive Object Reflexive Pronoun (myself, himself, herself, themselves) কখনো Subject হতে পারে না। Active: He killed himself. Passive: He was killed by himself. (Not 'Himself was killed...') Active: She fans herself. Passive: She is fanned by herself. Rule-06: Factitive Object Factitive Object (Complementary object like captain, king, chairman) কখনো Subject হয় না। মূল Object-টিকে Subject করতে হয়। Active: We made him Captain. Passive: He was made Captain by us. (Wrong: Captain was made him by us.) Rule-07: Quasi-Passive Voice যেসব বাক্য গঠনে Active কিন্তু অর্থে Passive। Type 1 (Adjective Complement): Sub + verb + adj. Active: Rice sells cheap. Passive: Rice is sold cheap. (Or: Rice is cheap when it is sold). Active: The bed feels soft. Passive: The bed is soft when it is felt. Type 2 (No Complement): Subject + verb + ing. Active: The house is building. Passive: The house is being built. Rule-08: Compound Sentence Compound Sentence-এর ক্ষেত্রে উভয় Clause-এর Voice Change করতে হয়। Active: He ate rice and went to school. Passive: Rice was eaten by him and school was gone to by him. (Note: Intransitive verbs like 'go' usually don't have passive, but in strict grammatical transformation exercises, contextual adjustments are made or kept active if intransitive). Standard Ex: He writes a letter and posts it. Passive: A letter is written and posted by him. Preposition Exceptions (Not 'By') কিছু নির্দিষ্ট Verb-এর পর 'by' না বসে অন্য Preposition বসে: Known to: He is known to me. Annoyed with (Person) / at (Conduct): I am annoyed with him. Satisfied with: He satisfied me. -> I was satisfied with him. Seized with: Panic seized him. -> He was seized with panic. Shocked at: His behavior shocked me. -> I was shocked at his behavior. Contained in: The box contains pens. -> Pens are contained in the box. Filled with: The glass is filled with water. Marveled at: We marveled at his courage. Surprised at: His success surprised us. -> We were surprised at his success. Embodied in: The idea is embodied in the book. Part 5: Previous Years' Questions & Solutions 01. Identify the correct passive form of "Open the window." [DU-B: 15-16] (A) Let the window be opened. (B) Let the window opened. (C) Let the window open. (D) The window should be opened. Ans: (A) Explanation: Imperative Sentence শুরু হয় Let দিয়ে + Object + be + V3। 02. "Panic seized the writer." Passive form? [DU-D: 10-11] (A) The writer was seized by panic. (B) The writer was seized with panic. (C) The writer was seized in panic. (D) Panic was seized by the writer. Ans: (B) Explanation: Seized-এর পর preposition 'with' বসে। 03. "Who is calling me?" Passive form? [RU-A: 12-13] (A) By whom am I being called? (B) By whom I am called? (C) By whom am I called? (D) Whom am I called by? Ans: (A) Explanation: Who -> By whom. Continuous tense হওয়ায় 'being' আসবে এবং Auxiliary verb subject 'I'-এর আগে বসবে। 04. "Honey tastes sweet." Passive form? [32nd BCS] (A) Honey is tasted sweet. (B) Honey is sweet when it is tasted. (C) Honey is sweet tasted. (D) Honey tasted sweet. Ans: (B) Explanation: Quasi-passive voice with adjective complement. 05. "He taught me to read." Passive? [JU-C: 18-19] (A) I was taught to read by him. (B) Me was taught to read by him. (C) I am taught to read by him. (D) To read was taught by him. Ans: (A) Explanation: Past Indefinite 'taught' -> 'was taught'. 06. "Do you know them?" Passive form? [DU-A: 06-07] (A) Are they known to you? (B) Are they known by you? (C) Do they know you? (D) Did they know you? Ans: (A) Explanation: Known-এর পর 'to' বসে, 'by' নয়। 07. "I had written the letter." Passive form? (A) The letter has been written by me. (B) The letter had been written by me. (C) The letter was written by me. (D) The letter is written by me. Ans: (B) Explanation: Past Perfect Tense -> had been written. TEST (Master Exercise) 01. Change the voice: "People speak English all over the world." (A) English is spoken all over the world by people. (B) English is spoken all over the world. (C) English was spoken all over the world. (D) English has been spoken all over the world. Ans: (B) (Subject 'People' এখানে উহ্য রাখা শ্রেয় কারণ এটি সর্বজনীন)। 02. Passive of "Do not play football at noon." (A) Let not football be played at noon. (B) Let football not be played at noon. (C) Football should not be played at noon. (D) Let football be not played at noon. Ans: (A) (Imperative Negative: Let not + obj + be + V3)। 03. Passive of "He annoyed me." (A) I was annoyed by him. (B) I was annoyed with him. (C) I was annoyed at him. (D) I am annoyed with him. Ans: (B) (Annoyed with a person)। 04. Passive of "Who taught you English?" (A) By whom you were taught English? (B) By whom were you taught English? (C) By whom was you taught English? (D) Who was taught you English? Ans: (B) (Question structure: Aux verb before Subject)। 05. Passive of "One should keep one's promise." (A) One's promise should be kept by one. (B) A promise should be kept. (C) Promise should be kept. (D) Promises should be kept. Ans: (B) (Indefinite subject 'One' বাদ দেওয়া হয়)। 06. Passive of "They elected him Chairman." (A) Chairman was elected him by them. (B) He was elected Chairman by them. (C) He was elected by them Chairman. (D) We elected him Chairman. Ans: (B) (Factitive object 'Chairman' subject হয় না)। 07. Active voice of "The thief was caught." (A) The police caught the thief. (B) Someone caught the thief. (C) Caught the thief. (D) The thief caught. Ans: (A) (Contextual Subject: চোর ধরার কাজ পুলিশের)। 08. Passive of "Buy me a shirt." (A) Let a shirt be bought for me. (B) Let a shirt be bought to me. (C) Let a shirt buy for me. (D) A shirt should be bought. Ans: (A) (Buy-এর ক্ষেত্রে 'for' বসে, 'to' নয়)। 09. Passive of "The pill tastes bitter." (A) The pill is bitter when it is tasted. (B) The pill is tasted bitter. (C) The pill tastes bitter. (D) The pill is bitter. Ans: (A) (Quasi-passive)। 10. Passive of "I saw him go." (A) He was seen to go by me. (B) He was seen go by me. (C) He was seen going by me. (D) He is seen to go by me. Ans: (A) (Active-এ Bare infinitive 'go' থাকলে Passive-এ 'to go' হয়)। Teacher Registration Questions 1. 'Please, keep quiet'. (Make it passive) [16th NTRCA 2019] A. You are told for keeping quiet B. You are requested to keep quiet. C. You are requested for keep quiet. D. You are told to keep quiet. Ans: B (Explanation: When an imperative sentence starts with "Please", the passive voice typically uses the structure "You are requested to + Verb". This conveys the politeness of the original request.) 2. Trees are considered one of our best friends. (Make it active) [16th NTRCA 2019] A. It is tree which is our best friend. B. Trees are our best friends. C. We considered trees one of our best friends. D. We consider trees one of our best friends. Ans: D (Explanation: Agent: The passive sentence has no explicit agent ("by us/people"), so we assume "We" as the subject in active voice. Tense: The passive uses "are considered" (Present Simple), so the active verb must be "consider". "We consider trees one of our best friends.") 3. I saw him play. (Passive) [16th NTRCA 2019] A. He was seen by me play. B. Play was seen him by me. C. He was seen playing by me. D. He was seen to play by me. Ans: D (Explanation: When a verb of perception like "see" is followed by a bare infinitive (play) in the active voice, it changes to a to-infinitive ("to play") in the passive voice. "He was seen to play by me.") 4. The unfed should be fed. (Active) [15th NTRCA 2019] A. Feed the unfed. B. We should feed the unfed. C. Please feed the unfed. D. They should be feeding the unfed. Ans: B (Explanation: Agent: The agent is implied (moral obligation), so "We" is the appropriate subject. Structure: "Should be fed" (Passive) becomes "should feed" (Active). "We should feed the unfed.") 5. Identify the correct passive form of 'He made me laugh.' [15th NTRCA 2019] A. I was made laugh by him. B. I was made to laugh by him. C. I was made laughing with him. D. I was made laughing by him. Ans: B (Explanation: The causative verb "make" is followed by a bare infinitive in the active voice ("made me laugh"), but it requires a to-infinitive in the passive voice ("made to laugh"). "I was made to laugh by him.") 6. I helped her solve the problem. (Passive) [14th NTRCA 2017] A. She was helped solve the problem. B. The problem was solved by me. C. Her problem was solved by me. D. She was helped to solve the problem by me. Ans: D (Explanation: Similar to the rule for "make" and "see", when "help" is used with a bare infinitive ("solve"), the passive form often includes "to". "She was helped to solve the problem by me.") 7. Rome was not built in a day. (Active) [14th NTRCA 2017] A. The Romans did not build Rome in a day B. People were not build Rome in a day C. The Romans were not build Rome in a day D. A day was not built by Rome Ans: A (Explanation: Agent: The implied builders of Rome are "The Romans". Tense: "Was not built" (Past Indefinite Passive) becomes "did not build" (Past Indefinite Active). "The Romans did not build Rome in a day.") 8. What cannot be cured must be endured. (Active) [14th NTRCA 2017] A. We must be endured what we cannot cure. B. We cannot cure what we must endure. C. Must be endure can cure. D. We must endure what we cannot cure. Ans: D (Explanation: This is a complex sentence with two passive modals ("cannot be cured", "must be endured"). We supply the general subject "We". Active: "We must endure (what) we cannot cure.") 9. Do you find your payment too little? (Passive) [13th NTRCA 2016] A. Is your payment found too little to you? B. Are your payment found too little to you? C. Are your payment found too little by you? D. Is your payment found too little by you? Ans: D (Explanation: Tense: Present Indefinite Interrogative. Auxiliary: "Payment" is singular, so use "Is". Structure: Is + Object + V3 + Complement + by + Subject? "Is your payment found too little by you?") Voice Exercise - 8 B Bank Questions 1. What is the passive form of the sentence, ‘Have you played football'? [8 Banks & 1 FI Officer 2023] A. Has been football played by you? B. Has football played by you? C. Has football been played by you? D. Is football by you? Ans: C (Explanation: Present Perfect Interrogative. Structure: Has/Have + Object + been + V3 + by + Subject? "Has football been played by you?") 2. What is the passive form of the sentence 'I had already shown her photo to the policeman?" [8 Banks & 1 FI Officer 2023] A. The policeman was already shown her photo. B. Her photo was already been shown to the policeman. C. The policeman has already been shown her photo. D. The policeman had already been shown her photo. Ans: D (Explanation: Past Perfect Tense. Structure: Object + had + been + V3. "The policeman had already been shown her photo.") 3. What is passive form of the sentence "We must take care of all living species on Earth?" [Combined 7 Banks Officer 2023] A. All living species on Earth are taken care of by us B. All living species on Earth must be taken care of C. All living species on Earth must be cared by us D. All living species on Earth must be taken care of by us Ans: D (Explanation: Modal 'Must'. Structure: Object + must be + V3 (taken care of) + by + Subject. Option D is complete with the agent "by us".) 4. Active voice of 'The traitors should be shot dead' is- [Uttara Bank Ltd. Asst. Off. 2022] A. They should have shot the traitors dead. B. They shall shoot the traitors dead. C. They should shoot the traitors dead. D. They shot the traitors dead. Ans: C (Explanation: The passive uses the modal "should be". The active must use "should + V1". The implied subject is "They". "They should shoot the traitors dead.") 5. The passive voice of 'Who is John inviting?' [Bangladesh Bank Asst. Director 2021] A. By whom is being invited by John? B. Who is invited by John? C. Whom is invites by John? D. Is someone invited by John? Ans: B (Note: Strictly speaking, the continuous tense requires "being invited", but option B is the best available choice among the distractors in this specific exam context.) (Explanation: John is the subject, Who is the object. Passive: Who + is + being + V3 + by + Subject? "Who is being invited by John?" involves continuous tense. Option B is Simple Present but is the standard correct option provided in this exam paper.) 6. Change into passive voice: 'People believe he is a scholar'. [7 Banks Senior Off. 2021] A. He is believed scholar by the people. B. He is believed to be a scholar. C. He is a scholar as people believe. D. He is being believed a scholar. Ans: B (Explanation: For complex sentences with "believe/know/think", the structure is Subject + is/am/are + believed + to + V1/be. "He is believed to be a scholar.") 7. The sentence which is not expressing any passive sense: [7 Govt. Banks Senior Officer 2021] A. I'll have my hair cut. B. I got fired yesterday. C. They made me do it. D. I'm getting all my floors polished. Ans: C (Explanation: "They made me do it" is an Active Causative structure where the subject 'They' performs the action. A, B, and D imply actions done to the subject (Passive sense).) 8. They love each other. Correct passive form will be- [Rupali Bank Ltd. Asst. Network Engineer 2021] A. They were loved by each other B. Each other loved by them C. Each other are loved by them D. Each other being loved by both Ans: C (Explanation: Reciprocal pronouns like "each other" are rarely subjects, but in exam contexts, Object (Each other) + are + V3 (loved) + by + Subject (them) is the intended transformation.) 9. Change into passive: Did he do his task? [Probashi Kallyan Bank Officer 2021] A. Had his task done by him? B. Was his task done by him? C. Had his task been done by him? D. Was his task being done by him? Ans: B (Explanation: Past Indefinite Interrogative. Was/Were + Object + V3 + by + Subject? "Was his task done by him?") 10. Change the voice: 'They are going to sell the market.' [Probashi Kallyan Bank Officer 2021] A. The market is being gone to sell by them. B. The market is being gone to be sold by them. C. The market is gone to be sold by them. D. The market is gone to be sold by them. Ans: D (Assumed typo correction: "The market is going to be sold by them") (Explanation: "Going to" future. Structure: Object + is going to be + V3. In standard exams, the correct choice is "The market is going to be sold". Among the provided corrupt options, D is the typical slot for the correct answer.) 11. Passive voice of 'If you're doing something important, you are working to make change happen.' [Uttara Bank Ltd. PO 2021] A. If something important is done, work is done to make change happen. B. Something important is being done, by you, you are making happen change happen. C. If something important is being done, work is being done to make change happen. D. If important work is being done change is about to happen. Ans: C (Explanation: Both clauses are in Present Continuous. Both must be converted to passive using "being". "If something important is being done, work is being done...") 12. Change the voice of the sentence. They greet me cheerfully every morning. [Dhaka Bank Ltd. TO 2021] A. Every morning I was greeted cheerfully B. I am greeted cheerfully by them every morning. C. I am being greeted cheerfully by them every morning. D. Cheerful greeting is done by them every morning. Ans: B (Explanation: Present Indefinite. Subject (I) + am + V3 (greeted). "I am greeted cheerfully by them every morning.") 13. Change the voice of the sentence. Who is creating this mess? [Dhaka Bank Ltd. TO 2021] A. Who has been created this mess? B. By whom has this mess been created? C. By whom this mess is being created? D. By whom is this mess being created? Ans: D (Explanation: Present Continuous Interrogative. By whom + auxiliary (is) + Object (this mess) + being + V3 (created)? "By whom is this mess being created?") 14. Change the voice of the sentence. She will invite me. [Dhaka Bank Ltd. TAO 2021] A. I shall be invited by her. B. I will invited by her. C. I shall being invited by her. D. I will been invited by her. Ans: A (Explanation: Future Indefinite. Subject (I) + shall be + V3 (invited) + by + Agent. "I shall be invited by her.") 15. Passive Voice of I saw him leaving the house' is- [Global Islami Bank Ltd. PO 2021] A. Leaving the house he was seen by me. B. He was seen to be leaving the house. C. He was seen leaving the house by me. D. He had been seen leaving the house. Ans: C (Explanation: Verb of perception "saw". The participle "leaving" remains unchanged. He + was + seen + leaving... by me.) 16. Passive voice of 'None likes him' is- [Global Islami Bank Ltd. PO 2021] A. He is not liked by anyone. B. He was not liked by anyone. C. He has not been liked by anyone. D. He is liked by none. Ans: A (or D) (Explanation: "None" implies negative present. "He is not liked by anyone" is the standard conversion. "He is liked by none" is also grammatically correct but A is often preferred for clarity.) 17. Who will help you? The passive form is [Rupali Bank Ltd Senior Officer 2020] A. By whom will you be helped? B. By whom would you be helped? C. By whom you would be helped? D. By whom you will be helped? Ans: A (Explanation: Future Interrogative. By whom + Will + Subject + be + V3? "By whom will you be helped?") 18. Change into passive: The city planner is making all the arrangements'. [Rupali Bank Ltd. Officer 2019] A. The all arrangements have been made by the city planner. B. All the arrangements are making by the city planner. C. The all arrangements had been making by the city planner. D. All the arrangements are being made by the city planner. Ans: D (Explanation: Present Continuous. Object + are + being + V3. "All the arrangements are being made...") 19. Change into passive: The trainer walked the horse after the race. [Bangladesh Bank Officer 2019] A. The horse was walked after the race by the trainer. B. After the race, the horse walked by the trainer. C. The trainer walked the horse by the race. D. The horse was walked the trainer after the race. Ans: A (Explanation: "Walked" is used transitively here. Passive: The horse was walked... by the trainer.) 20. The passive form of the sentence 'We can gain nothing without labour' in- [Islami Bank Bangladesh Ltd. PO 2019] A. Nothing is not be gained without labour. B. Nothing is to be gained without labour by us. C. Nothing is to be gained by is without labour. D. Nothing can be gained without labour. Ans: D (Explanation: Modal "can". Nothing + can be + V3 (gained). "Nothing can be gained without labour.") 21. The active form of the sentence 'That house was built ten years ago' is [Sadharan Bima Corporation 2019] A. Someone built the house ten years ago. B. We had built the house ten years ago. C. Somebody had built the house ten years ago. D. They built the house ten years ago. Ans: A (Explanation: The passive "was built" is Past Indefinite. Active requires a subject (Someone/They) + built. "Someone built the house ten years ago" is the most natural reconstruction.) 22. The passive form of the sentence 'One should keep one's promises' should be- [Sadharan Bima Corporation 2019] A. One's promises should be kept. B. Promises should be kept. C. Promises made should be kept. D. Promises made needs to be kept. Ans: B (Explanation: Standard rule: When the subject is "One", it is omitted in passive. "Promises should be kept.") 23. The passive form of the sentence 'Manners reveal character' is - [Sadharan Bima Corporation 2019] A. One's character is revealed by one's manners. B. Characters are revealed by one's manners C. Character is revealed by manners. D. Manners are revealing of character. Ans: C (Explanation: Present Indefinite. Character + is + revealed + by + manners.) 24. The passive form of the sentence 'Who has written Hamlet'is: [Agrani Bank Ltd. Senior Officer 2017] A. Hamlet has written by whom? B. By whom Hamlet is being written? C. By whom Hamlet is written? D. Who has Hamlet been written by? Ans: D (or A variant "By whom has Hamlet been written?") (Explanation: Present Perfect. Who... has... been + V3 + by? Option D is the correct structure. Option C changes tense. Option B changes tense. Option A is incorrect order.) 25. The passive form of the sentence "Every order will be carried out promptly" is: [Agrani Bank Ltd. Senior Officer 2017] A. Orders should be carried out immediately. B. Orders must be carried out promptly. C. We will carry out every order promptly. D. Orders will be carried out promptly. Ans: C (Explanation: The question asks for the Passive form, but the given sentence is already Passive ("will be carried out"). Option C is the Active form ("We will carry out..."). Assuming the question meant "Change the voice" or "What is the active form", C is the correct conversion.) 26. "It cannot be done." The active voice form is [Bangladesh Krishi Bank Officer 2017] A. No one can do it. B. We cannot do it. C. It is impossible to do it. D. Most people cannot do it. Ans: A (Explanation: "It cannot be done" implies a universal inability. "No one can do it" captures this meaning best in the Active voice.) Voice Exercise - 8 C PSC & Other Exam Questions 01. "I was given a cheque". What is the active form? [Various Ministries 2023] A. A cheque is given to me B. He gave me a cheque. C. I gave him a cheque. D. I got a cheque. Ans: B (Explanation: The sentence is in the Passive Voice (Past Indefinite: "was given"). To change it to active, we need a subject who performed the action. "He gave me a cheque" fits the tense and meaning correctly.) 02. Pluck me a flower Passive voice ? [Health Directorate Draftsman 2023] A. Let a flower be plucked me. B. Let a flower be plucked for me. C. Let a flower plucked for me. D. Let a flower plucked by me. Ans: B (Explanation: This is an Imperative Sentence with two objects ("me" and "flower"). The structure for passive is: Let + Direct Object + be + V3 + for + Indirect Object. "Let a flower be plucked for me.") 03. 'Does he speak English well?' passive form- [Health Directorate Draftsman 2023] A. Is English spoke well by him? B. Is English spoken well to him? C. Is English spoken well by him? D. Was English spoken well by him? Ans: C (Explanation: This is a Present Indefinite Interrogative sentence. The passive structure is: Am/Is/Are + Object + V3 + (Adverb) + by + Subject? "Is English spoken well by him?") 04. Do not laugh at the lame man. The passive form of this sentence is- [Family Planning Dept 2023] A. Let not the lame man be laughed at. B. You should not laugh at the lame man. C. The lame man not be laughed at. D. The lame man is not laughed at. Ans: A (Explanation: This is a Negative Imperative. The structure is: Let not + Object + be + V3. The preposition "at" must remain with the verb "laughed".) 05. Choose the passive structure -. 'His comment surprised me'. [Information Ministry 2023] A. I was surprised at his comment. B. I was surprised by his comment. C. I was surprised for his comment. D. I am surprised to his comment. Ans: A (Explanation: The verb "surprise" takes the preposition "at" in the passive voice, not "by". "I was surprised at his comment.") 06. What is the passive form of the sentence? You have wasted much time' [Information Ministry 2023] A. Much time was wasted by us. B. Much time has been wasted by you. C. Long time has wasted. D. Much time have been wasted. Ans: B (Explanation: The sentence is in the Present Perfect Tense. Since "Much time" is singular, the passive auxiliary is "has been". "Much time has been wasted by you.") 07. Find correct passive voice: Do the sum. [Department of Narcotics Control 2023] A. Let be sum done. B. Let the sum be done. C. The sum is done. D. Let the sum doen. Ans: B (Explanation: This is an Imperative Sentence. The standard passive structure is: Let + Object + be + V3. "Let the sum be done.") 08. Select the correct passive voice of "He did for me the unnecessary things." [Biman Bangladesh 2023] A. The unnecessary things was done for me by him. B. The unnecessary things was done by him for me. C. The unnecessary things had been done for me by him. D. The unnecessary things had to be done for me by him. Ans: B (Explanation: The sentence is in the Past Indefinite Tense. Note: Grammatically, "things" is plural, so it should be "were done", but B is the accepted answer in the context of this specific exam question.) 09. The correct passive structure of the sentence: 'Let her sing a song': [Information & Broadcasting Ministry 2023] A. A song let her sang be her. B. A song let be sung by he. C. Let her a song be sung. D. Let a song be sung by her. Ans: D (Explanation: This is an Imperative with 'Let'. The structure is: Let + Direct Object + be + V3 + by + Indirect Object. "Let a song be sung by her.") 10. Which one is the correct passive voice in the following sentence? Who taught her grammar? [Primary Education Dept 2022] A. By whom she was taught grammar? B. By whom was she taught grammar? C. She was taught grammar by who? D. Who was she taught grammar by? Ans: B (Explanation: "Who" changes to "By whom". In interrogative passive, the auxiliary verb ("was") must come before the subject ("she"). "By whom was she taught grammar?") 11. The passive form of the sentence: They are going to lock the gate at 7 o'clock. [Primary Education Dept 2022] A. At 7 o'clock they are going locked the gate. B. The gate at 7 o'clock be locked by them. C. The gate is to going locked by them at 7 o'clock. D. The gate is going to be locked at 7 o'clock. Ans: D (Explanation: This uses the "Going to" Future structure. Passive: Object + is going to be + V3. "The gate is going to be locked...") 12. Which one of the following is the correct passive form of 'One should keep one's promises.' [Primary Education Dept 2022] A. Promises should be kept. B. Promises will be kept. C. promises can be kept. D. promises would be kept. Ans: A (Explanation: The modal "should" changes to "should be + V3". The indefinite subject "One" is typically omitted in the passive voice. "Promises should be kept.") 13. Choose the correct passive form of, 'Don't make a mistake about me.' [Primary Education Dept 2022] A. Let a mistake be not made about me. B. A mistake is not made about me. C. I should not be made a mistake. D. Let not a mistake be made about me. Ans: D (Explanation: Negative Imperative. Structure: Let not + Object + be + V3. "Let not a mistake be made about me.") 14. 'Please don't distrub me' - Select the correct passive form of the sentence: [Various Ministries 2022] A. I should not be disturbed. B. Let not I disturbed. C. I might not be disturbed by D. I may not please be disturbed. Ans: A (Explanation: "Please" indicates a request or polite instruction. "I should not be disturbed" conveys the passive sense of obligation or propriety best among the options.) 15. Change the voice: 'Do not laugh at the lame man' [Education Ministry 2022] A. Let not the lame man be laughed at. B. 1 Let the lame man not laughed at. C. Let the lame man not laughed at by someone. D. The lame man is not to be laughed at. Ans: A (Explanation: Negative Imperative. The preposition "at" must remain attached to the verb "laugh". "Let not the lame man be laughed at.") 16. What is the passive voice of the sentence? 'His conduct annoyed me'. [Health Engineering Dept 2022] A. I was being annoyed by his conduct. B. I was annoyed by his conduct. C. I was annoyed at his conduct. D. I had been annoyed on his conduct. Ans: C (Explanation: The verb "annoy" takes the preposition "at" when referring to conduct or things (and "with" for people). "I was annoyed at his conduct.") 17. The passive form of 'We called him a fool' is- [NSI 2022; Power Ministry 2019] A. He had been called a fool by us. B. He was called a fool by us. C. He has called a fool by us. D. He has been called a fool by us. Ans: B (Explanation: The sentence is in the Past Indefinite Tense ("called"). The passive form uses "was/were + V3". "He was called a fool by us.") 18. Change the voice- 'Where did you see him?' [Department of Passport & Immigration 2016] A. Where did the seen by you? B. Where was he see by you? C. Where was seen by you? D. Where was he seen by you? Ans: D (Explanation: Interrogative Past Indefinite. Structure: Wh-word + was/were + Subject + V3 + by + Object? "Where was he seen by you?") 19. 'He is known to me' is an example of – [NSI 2020] A. compound sentence B. active voice C. complex sentence D. passive voice Ans: D (Explanation: The structure Auxiliary (is) + V3 (known) + Preposition indicates that the subject is receiving the action. This is the Passive Voice.) 20. The passive form of the sentence 'You should not scold the boy' is [Information Ministry 2020] A. The boy should not be scold by you B. The boy should not have been scold by you C. The boy should not be scolded by you D. The boy should not have been scolded by you Ans: C (Explanation: The modal "should not" changes to "should not be + V3". "The boy should not be scolded by you.") 21. The passive form of 'He pleases us' [National Pension Authority 2020] A. We were pleased with him B. We are pleased with him C. We are pleased by him D. We will be pleased by him Ans: B (Explanation: Present Indefinite Tense ("pleases") -> "are pleased". The verb "please" takes the preposition "with". "We are pleased with him.") 22. Who will ______ by you? [Military Lands & Cantonments Dept 2020] A. have been helped B. is helped C. be helped D. is helped Ans: C (Explanation: This is a Future Indefinite Passive structure. The auxiliary pattern is Will + be + V3. "Who will be helped by you?") 23. Which one is the passive form of the sentence 'Your behaviour pleased us'. [Health & Family Welfare 2019] A. We were pleased by your behaviour B. We were being pleased by your behaviour C. We were pleased with your behaviour D. We were pleases by your behaviour Ans: C (Explanation: Past Indefinite Tense. "Pleased" takes the preposition "with". "We were pleased with your behaviour.") 24. What is the correct passive form of 'I saw him go to the garden'? [NSI 2019] A. He was seen go to the garden. B. He was seen to go to the garden. C. He was been seen to go to the garden. D. He went to the garden was seen. Ans: B (Explanation: When a bare infinitive ("go") follows a verb of perception ("saw") in the active voice, it becomes a to-infinitive ("to go") in the passive voice.) 25. Which one is the passive form of 'I knew him'? [Foreign Ministry 2019] A. He is known with me. B. He was known by me. C. He was known to me. D. He was known with me. Ans: C (Explanation: Past Indefinite Tense. The verb "know" takes the preposition "to" in the passive voice, not "by". "He was known to me.") 26. 'He heard her sing'. The passive voice of the sentence is- [Primary Education Dept 2019] A. She was heard to sing by him. B. She was heard sing by him. C. She is heard to sing. D. She was heard to be sung. Ans: A (Explanation: Similar to Q24, the bare infinitive "sing" becomes the to-infinitive "to sing" in the passive voice.) 27. The passive structure of the sentence 'Never waste time' is- [Various Ministries 2019] A. Let not time be wasted B. You should not waste time C. Let not time be ever wasted D. Let not time never wasted Ans: C (Explanation: This is an Imperative with 'Never'. The structure is: Let not + Object + ever + be + V3. "Let not time be ever wasted".) 28. Identify the correct passive form of 'He is going to open a shop.' [Health & Family Welfare 2019] A. He is being gone to open a shop. B. A shop is being gone opened by him. C. A shop will be opened by him. D. A shop is going to be opened by him. Ans: D (Explanation: This uses the "Going to" Future structure. Passive: Object + is going to be + V3. "A shop is going to be opened by him.") 29. Fill in the blank. The bell had already been- [Health & Family Welfare 2019] A. rang B. rings C. rung D. ring Ans: C (Explanation: In Perfect Passive tenses ("had been"), the main verb must be in the Past Participle (V3) form. The V3 of "ring" is "rung".) 30. The passive form of 'He is writing a letter' is- [Various Ministries 2019] A. A letter is written by him. B. A letter was written by him. C. A letter was being written by him. D. A letter is being written by him. Ans: D (Explanation: Present Continuous Tense. Structure: Object + is/am/are + being + V3 + by + Subject. "A letter is being written by him.") 31. Which one is the correct passive voice of 'Don't do it' [Information Ministry 2019] A. Let not it be done B. Let it be done not C. Let it be not done D. Let it not be done Ans: D (Explanation: Negative Imperative. When the object is a pronoun ("it"), the preferred structure is Let + Object + not + be + V3. "Let it not be done".) 32. Identify the correct passive form of - 'Do not shut the door': [Primary Education Dept 2019] A. The door is not to be shut. B. The door may not be shut. C. Let not the door be shut. D. The door will not be shut Ans: C (Explanation: Negative Imperative. Structure: Let not + Object + be + V3. "Let not the door be shut.") 33. Select the active structure: [Primary Education Dept 2019] A. The tree has been uprooted B. The door should be kept closed C. I have lost my watch. D. My suggestion was not accepted Ans: C (Explanation: Options A, B, and D use passive structures (be/been + V3). Option C uses the Present Perfect Active form: Subject + have + V3.) 34. Choose the passive structure - 'His comment surprised me'. [Information Ministry 2019] A. I was surprised by his comment B. I was surprised at his comment. C. I was surprised for this comment. D. I was surprised to his comment Ans: B (Explanation: The verb "surprise" takes the preposition "at" in the passive voice. "I was surprised at his comment.") 35. Identify the correct passive from: 'Tell him to get out of the office.' [Foreign Ministry 2016] A. He should be told to get out of the office. B. Let him be told to get out of the office. C. Let him be ordered to leave the office. D. He is told to get out of the office. Ans: B (Explanation: Imperative Sentence. Structure: Let + Object + be + V3 + (infinitive phrase). "Let him be told to get out of the office.") 36. Identify the correct passive form: 'Let me write a letter.' [Primary Education Dept 2019] A. Let a letter be written by me. B. Let a letter is written by me. C. Let a letter to write by me. D. Let a letter write by me. Ans: A (Explanation: Imperative with 'Let'. Structure: Let + Direct Object + be + V3 + by + Indirect Object. "Let a letter be written by me.") 37. Find the correct passive voice of the sentence- 'Roses smell sweet' [Cultural Affairs Ministry 2019] A. Roses are sweet smelling which someone smells. B. Roses are sweet when smelt. C. Roses are sweet when we smell. D. Roses are smelling sweet. Ans: B (Explanation: This is a Quasi-Passive verb. Structure: Subject + Verb (be) + Adjective + when + V3. "Roses are sweet when smelt.") 38. The passive form of the sentence "You made him cook rice" is [LGRD 2019] A. He was made to cook rice. B. He was made cook rice. C. He is made to cook rice. D. He had made to cook rice. Ans: A (Explanation: Past Indefinite Causative. The bare infinitive "cook" in active voice becomes the to-infinitive "to cook" in passive voice. "He was made to cook rice.") 39. The correct active form of the sentence 'Let it be done'. Is- [Department of Social Services 2019] A. Do it. B. Let me do it. C. I have done it. D. It is done by me. Ans: A (Explanation: "Let it be done" is the standard passive form of the simple imperative command "Do it".) 40. The passive form of the sentence 'I have killed the bird' is - [Election Commission 2019] A. The bird have been killed by me. B. The bird has been being killed by me. C. The bird has killed by me. D. The bird has been killed by me. Ans: D (Explanation: Present Perfect Tense. Structure: Object + has/have been + V3 + by + Subject. "The bird has been killed by me.") 41. The correct passive of 'Medha was writing a letter' is-. [Primary Education Dept 2019] A. A letter was writing by Medha. B. A letter was being writing by Medha. C. A letter was being written by Medha. D. A letter was been written by Medha. Ans: C (Explanation: Past Continuous Tense. Structure: Object + was/were + being + V3 + by + Subject. "A letter was being written by Medha.") 42. Let him do the sum. The passive form of the sentence is: [NSI 2018] A. Let the sum be done by him. B. The sum done by him C. He finished the sum. D. It was he who done the sum. Ans: A (Explanation: Imperative with 'Let'. Structure: Let + Direct Object + be + V3 + by + Indirect Object. "Let the sum be done by him.") 43. The passive form of the sentence 'His sudden death shocked me' is: [Various Ministries 2018] A. I was shocked by his sudden death. B. I was shocked to his sudden death. C. I was shocked to know his sudden death. D. I was shocked at his sudden death Ans: D (Explanation: The verb "shock" takes the preposition "at" in the passive voice. "I was shocked at his sudden death.") 44. He helped me do it. The passive voice of the sentence is- [Information Ministry 2017] A. It was done by him to help me B. I was helped by him to do it C. It was helped me by him to do it D. I was helped by him do it Ans: B (Explanation: Past Indefinite. The bare infinitive "do" becomes "to do" in passive. "I was helped by him to do it.") 45. The passive form of 'They have won the battle' is- [Foreign Ministry 2017] A. The battle have won by them. B. The battle had been won by them. C. The battle was won by them. D. The battle has been won by them. Ans: D (Explanation: Present Perfect Tense. Since "battle" is singular, use "has been". "The battle has been won by them.") 46. The correct passive form of the sentence 'We don't respect dishonest people' is [LGRD 2017] A. We are not respected by dishonest people B. Dishonest people are not of our liking C. Dishonest people are not respected by us D. Dishonest people are not like us. Ans: C (Explanation: Present Indefinite Negative. Structure: Object + are not + V3 + by + Subject. "Dishonest people are not respected by us.") 47. The passive form of the sentence 'He saw me do it' is- [LGRD 2017] A. I was seen do it by him B. I was seen to do it by him C. I was seen doing it by him D. I was seen to doing it by him Ans: B (Explanation: The bare infinitive "do" becomes the to-infinitive "to do" when the sentence is changed to passive. "I was seen to do it by him.") 48. 'Never tell a lie' The passive form of this sentence is- [LGRD 2017] A. Let never be told a lie B. Let not a lie never be told C. Let a lie never be told D. Let lie never be told Ans: C (Explanation: Imperative with 'Never'. Structure: Let + Object + never + be + V3. "Let a lie never be told.") 49. He was helping me. The correct passive form is: [Ministry of Law 2017] A. I was helped by him B. I had been helped by him C. I have been helped by him D. I was being helped by him Ans: D (Explanation: Past Continuous Tense. Structure: Subject (I) + was + being + V3 (helped) + by + Agent. "I was being helped by him.") 50. 'Do you know him?' Passive form - [Foreign Ministry 2017] A. Is he known by you? B. Is he known to you? C. Does he known by you? D. Is he known with you? Ans: B (Explanation: Present Indefinite Interrogative. The verb "know" takes the preposition "to". "Is he known to you?") 51. What is the passive form of 'Do it. [Information & Publication 2016] A. It is done by you B. Let it be done C. Let done it by you D. Let be it done (by you) Ans: B (Explanation: Imperative Sentence. Standard passive: Let + Object + be + V3. "Let it be done.") 52. Computer - all over the world at the moment. [Department of Planning 2016] A. is using B. has used C. has been using D. is being used Ans: D (Explanation: The context implies a passive action currently happening ("at the moment"). Present Continuous Passive: "is being used".) 53. The passive voice of 'Post the letter' is- [Department of Planning 2016] A. Let the letter be posted. B. Let the letter posted. C. Let the letter post. D. Let the letter be post. Ans: A (Explanation: Imperative Sentence. Let + Object + be + V3. "Let the letter be posted.") 54. 'Shut the door' - Passive form ? [Department of Planning 2016] A. The door is no be shut B. The door may be shut C. Let the door be shut D. Let the door shut Ans: C (Explanation: Imperative Sentence. Let + Object + be + V3. "Let the door be shut.") 55. 'A freedom fighter is always honoured by his country people.' The active form of the sentence- [Various Ministries 2016] A. People of a country honours their freedom fighters always. B. People of a country always honour their freedom fighters. C. His country people honour always their freedom fighters. D. People honour their freedom fighters. Ans: C (Explanation: Subject: "His country people" (from the passive agent). Adverb: "Always" is placed before the main verb. Verb: "Honour" (Present Indefinite). "His country people always honour their freedom fighters.") 56. 'The work is done by Medha'- This is an exmaple of- [NSI 2016] A. active voice B. passive voice C. quasi-passive voice D. not any voice which are mentioned Ans: B (Explanation: The subject "The work" receives the action performed by the agent "Medha". The structure Be + V3 + by indicates the Passive Voice.) 57. 'Rice sells cheap' is [Local Government Engineering Dept 2016] A. Passive voice B. Active voice C. Both D. None Ans: B (Explanation: This is a Quasi-Passive verb used in an Active Form (Subject + Verb). In a multiple-choice context asking for the "voice" classification based on structure, it is considered Active.) 58. The correct passive form of the sentence- Who can do it? [Bangladesh Rural Electrification Board Assistant Director 2025] A. By whom it can be done? B. What can be done by you? C. By whom can it be done? D. Whom can be done? Ans: C (Explanation: Who -> By whom. Word Order: In interrogative passive, the auxiliary/modal must come before the subject. By whom + Modal (can) + Subject (it) + be + V3 (done)? "By whom can it be done?")

Articles Article (পদাশ্রিত নির্দেশক): যে শব্দগুলো Noun-এর পূর্বে বসে Noun-কে নির্দিষ্ট বা অনির্দিষ্টভাবে বোঝায়, তাদেরকে Article বলে। ইংরেজিতে A, An এবং The-কে Article বলা হয়। আধুনিক গ্রামারে Article-কে Determiner-এর অংশ হিসেবে গণ্য করা হয়, কারণ এগুলো Noun-কে determine বা নির্দেশ করে। Classification: Article দুই প্রকার: Indefinite Article: A এবং An. (অনির্দিষ্ট ব্যক্তি বা বস্তুকে বোঝায়)। Ex: He bought a pen. Definite Article: The. (নির্দিষ্ট ব্যক্তি বা বস্তুকে বোঝায়)। Ex: The pen is red. Use of 'A' and 'An' Rule-01: Basic Vowel & Consonant Sound শব্দের শুরুতে Consonant বা Consonant Sound থাকলে তার পূর্বে A বসে। Ex: A boy, A cat, A horse. শব্দের শুরুতে Vowel (a, e, i, o, u) বা Vowel Sound থাকলে তার পূর্বে An বসে। Ex: An apple, An egg, An umbrella. Rule-02: Exception 'U' / 'Eu' / 'Ew' শব্দের শুরুতে Vowel (U, Eu, Ew) থাকা সত্ত্বেও যদি তার উচ্চারণ 'ইউ' (You)-এর মতো হয়, তবে তার পূর্বে An না বসে A বসে। Ex: A university, A union, A European, A unique idea, A ewe. Contrast: An umbrella (এখানে U-এর উচ্চারণ 'আ'-এর মতো)। Ex: He is ______ European. (A) an (B) a (C) the (D) no article Ans: (B) Rule-03: Exception 'O' শব্দের শুরুতে 'O' থাকলে সাধারণত An বসে, কিন্তু 'O'-এর উচ্চারণ যদি 'ওয়া' (Wa)-এর মতো হয়, তবে তার পূর্বে A বসে। (মূলত One যুক্ত শব্দে)। Ex: A one-taka note, A one-eyed man. Contrast: An orange, An open field. Ex: I saw ______ one-eyed man. (A) a (B) an (C) the (D) no article Ans: (A) Rule-04: Silent 'H' শব্দের শুরুতে 'H' থাকলে এবং তার উচ্চারণ উহ্য (Silent) থাকলে বা 'অ/আ'-এর মতো হলে তার পূর্বে An বসে। কিন্তু 'H'-এর উচ্চারণ 'হ'-এর মতো হলে A বসে। Ex: An hour, An honest man, An heir. Contrast: A horse, A house, A historian. Ex: He is ______ honest man. (A) a (B) an (C) the (D) no article Ans: (B) Rule-05: Abbreviations Abbreviation (সংক্ষিপ্ত শব্দ)-এর প্রথম অক্ষর উচ্চারণের সময় যদি Vowel sound আসে তবে An বসে, আর যদি Consonant sound আসে তবে A বসে। Ex: An M.A. (M = এম = এ+ম -> Vowel sound) Ex: An M.P., An MBBS, An LLB. Ex: A B.A. (B = বি -> Consonant sound), A B.Sc. Rule-06: Sense of 'One' or 'Any' সংখ্যাবাচক 'One' (এক)-এর পরিবর্তে A/An ব্যবহৃত হয়। Ex: I have a pen (one pen). অপরিচিত কোনো ব্যক্তি বা বস্তুর নামের আগে A/An বসে (অর্থ: জনৈক)। Ex: A Mr. Rahim came to see you. (জনৈক রহিম সাহেব) Rule-07: Per / Each 'প্রতি' (Per/Each) অর্থে A/An বসে। Ex: He earns 5000 taka a month. Ex: He drives at 60 miles an hour. Use of 'The' (Definite Article) Rule-01: Specific Noun নির্দিষ্ট করে কোনো ব্যক্তি বা বস্তু (Singular বা Plural) বোঝালে তার পূর্বে The বসে। Ex: The boy is reading. Ex: The birds are flying. Rule-02: Unique Things প্রকৃতিতে যা একটিই আছে (অদ্বিতীয়) তার নামের পূর্বে The বসে। Ex: The sun, The moon, The earth, The sky, The equator. Rule-03: Geographic Names নদী, সাগর, মহাসাগর, উপসাগর: The Padma, The Atlantic, The Bay of Bengal. পর্বতমালা (Ranges): The Himalayas, The Alps. (কিন্তু একটি পর্বত বুঝালে Article বসে না, যেমন: Mt. Everest). দ্বীপপুঞ্জ (Groups of Islands): The Andamans, The West Indies. (কিন্তু একটি দ্বীপ বুঝালে Article বসে না, যেমন: Java, Ceylon). মরুভূমি: The Sahara. Rule-04: Books & Newspapers ধর্মগ্রন্থ ও মহাকাব্য: The Quran, The Bible, The Iliad. সংবাদপত্র: The Daily Star, The Prothom Alo. Rule-05: Nations & Races জাতি বা সম্প্রদায়ের নামের পূর্বে The বসে (কিন্তু ভাষার নামের আগে বসে না)। Ex: The English (ইংরেজ জাতি), The rich (ধনীরা), The poor (গরিবরা), The Muslims. Note: The English speak English. (প্রথমটি জাতি, পরেরটি ভাষা)। Rule-06: Superlative Degree & Ordinal Numbers Superlative Degree: He is the best boy in the class. Ordinal Numbers: The first, the second, the 10th. Rule-07: Double Comparative "যত... তত..." বোঝালে Comparative-এর আগে The বসে। Ex: The sooner, the better. Ex: The more you read, the more you learn. Rule-08: Musical Instruments বাদ্যযন্ত্র বাজানো বোঝালে তার আগে The বসে। Ex: He plays the piano. Rule-09: Descriptive Geographic Names যেসব দেশের নামের সাথে United, Union, Republic, Kingdom ইত্যাদি থাকে বা নাম Plural হয়, তাদের পূর্বে The বসে। Ex: The USA, The UK, The Punjab, The Netherlands. Contrast: Bangladesh, India (No article). Rule-10: Singular Common Noun সমগ্র শ্রেণি বোঝাতে Singular Common Noun-এর পূর্বে The বসে। Ex: The cow is a useful animal. (গরু জাতি) Ex: The rose is a beautiful flower. Omission of Articles (Zero Article) কোথায় Article বসে না: Proper Noun: নির্দিষ্ট নাম (ব্যক্তি, শহর, দেশ)-এর আগে। Ex: Dhaka is the capital of Bangladesh. (Not 'The Dhaka'). Material Noun & Abstract Noun: সাধারণ অর্থে ব্যবহৃত হলে। Ex: Gold is precious. (Not 'The Gold'). Ex: Honesty is the best policy. Exception: নির্দিষ্ট করে বোঝালে The বসে। The gold of this ring is pure. Meals: খাবারের সময়ের আগে (Breakfast, Lunch, Dinner). Ex: We have breakfast at 8 am. Language: ভাষার নামের আগে। Ex: He speaks Bengali. Games: খেলাধুলার নামের আগে। Ex: We play cricket. Relations: মা, বাবা ইত্যাদি সম্বোধন বোঝালে। Ex: Father is coming. School, College, Bed, Hospital, Prison, Mosque/Church: যখন এগুলোতে মূল উদ্দেশ্যে যাওয়া হয় (ছাত্র স্কুলে, রোগী হাসপাতালে), তখন Article বসে না। Ex: He goes to school (to study). Ex: He went to bed (to sleep). Exception: অন্য উদ্দেশ্যে গেলে The বসে। He went to the school to meet the headmaster. Previous Years' Questions with Explanation 01. ______ English is an international language. [DU-B: 15-16] (A) The (B) A (C) An (D) No article Ans: (D) Explanation: ভাষার নামের আগে Article বসে না। 02. ______ honesty of Rahim is praiseworthy. [RU-A: 12-13] (A) A (B) An (C) The (D) No article Ans: (C) Explanation: Abstract Noun (Honesty) নির্দিষ্ট ব্যক্তির (Rahim) সাথে সম্পর্কিত হওয়ায় নির্দিষ্ট হয়ে গেছে, তাই The বসবে। 03. He is ______ MBBS. [32nd BCS] (A) a (B) an (C) the (D) no article Ans: (B) Explanation: Abbreviation M-এর উচ্চারণ 'এ' (Vowel sound) দিয়ে শুরু হয়। 04. ______ Meghna is a big river. (A) A (B) An (C) The (D) No article Ans: (C) Explanation: নদীর নামের আগে The বসে। 05. ______ earth moves round the sun. (A) A (B) An (C) The (D) No article Ans: (C) Explanation: অদ্বিতীয় বস্তু (Earth)-এর আগে The বসে। 06. Neil Armstrong was ______ first man to walk on the moon. [DU-D: 10-11] (A) a (B) an (C) the (D) no article Ans: (C) Explanation: Ordinal number (first)-এর আগে The বসে। 07. I saw ______ one-eyed man. (A) a (B) an (C) the (D) no article Ans: (A) Explanation: 'O' এর উচ্চারণ 'Wa' (ওয়া) হলে A বসে। TEST 01. He is ______ university student. (A) a (B) an (C) the (D) no article Ans: (A) (U-এর উচ্চারণ 'You'-এর মতো)। 02. ______ Quran is a holy book. (A) A (B) An (C) The (D) No article Ans: (C) (ধর্মগ্রন্থ)। 03. Iron is ______ useful metal. (A) a (B) an (C) the (D) no article Ans: (A) (U-এর উচ্চারণ 'You'-এর মতো)। 04. ______ rich are not always happy. (A) A (B) An (C) The (D) No article Ans: (C) (জাতি বা শ্রেণি বোঝাচ্ছে)। 05. The cow lives on ______ grass. (A) a (B) an (C) the (D) no article Ans: (D) (Material noun সাধারণ অর্থে)। 06. He reads ______ Daily Star. (A) a (B) an (C) the (D) no article Ans: (C) (পত্রিকার নাম)। 07. ______ more you read, the more you learn. (A) A (B) An (C) The (D) No article Ans: (C) (Double comparative)। 08. He joined ______ Army. (A) a (B) an (C) the (D) no article Ans: (C) (পেশা বা বাহিনী নির্দিষ্ট করতে The বসে)। 09. Mt. Everest is the highest peak in ______ Himalayas. (A) a (B) an (C) the (D) no article Ans: (C) (পর্বতমালা)। Note: Mt. Everest-এর আগে 'The' বসে না। 10. I have ______ headache. (A) a (B) an (C) the (D) no article Ans: (A) (শারীরিক অসুস্থতা বা pain-এর ক্ষেত্রে 'have a' বসে। Exception: Toothache, stomachache-এ সাধারণত article বসে না, তবে headache-এ 'a' বসে)। Exercise-1 1. – Andamans are in – Indian ocean. Fill in the blanks with- [CU E 10-11] A. the, the B. the, a C. the, an D. a, the E. a, a Ans: A 2. I read – Prothom Alo, which is – very popular newspaper in our country. [SUST 07-08] A. the, the B. the, a C. the, an D. a, an Ans: B 3. I lived in – Netherlands for two years. [JnU (C-AE) 06-07] A. the B. a C. an D. no article Ans: A 4. Which one is incorrect? [JU (ইতিহাস) 09-10] A. The Bay of Bengal B. The Indian Ocean C. An Alps D. The Himalayas Ans: C 5. Choose the correct sentence. [RU 07-08, পরিবার পরিকল্পনা সহকারী/ পরিদর্শক এবং পরিবার কল্যাণ সহকারী-১১] A. Padma is a big river. B. A Padma is a big river. C. The Padma is a big river. D. The Padma is big river. Ans: C 6. Which one is correct? [প্রাক-প্রাথমিক সহকারী শিক্ষক (সুরমা)-১৩] A. The Lake Chilka is in Orissa. B. The Lake Chilka is in the Orissa. C. Lake Chilka is in Orissa. D. Lake Chilka is in the Orissa. Ans: C 7. – father in him arose to see – child. [পল্লী বিদ্যুতায়ন বোর্ডের সহকারী পরিচালক (প্রশাসন)-১৩] A. A, the B. The, the C. The, a D. A, a Ans: B 8. At the scence, — mother arose in her. [১৬তম প্রভাষক নিবন্ধন-১৯] Check – beast in you. (তোমার পশুত্বকে দমন কর) [১২তম প্রভাষক নিবন্ধন-১৫, IU (B) 17-18] – mother rose in her. (তার ভেতরে মাতৃত্ব জেগে উঠল) [১২তম প্রভাষক নিবন্ধন-১৫, ১৪তম প্রভাষক নিবন্ধন-১৭] Seeing the baby – mother rose in her. (বাচ্চাটিকে দেখে তার ভেতরে মাতৃত্ব জেগে উঠল) [COU B 09-10] A. a B. an C. the D. no article Ans: C 9. Louis – fourteen was – benevolent king. [খাদ্য পরিদর্শক-৯৬, ০০, RU 09-10] A. the, a B. the, the C. the, no article D. both a + b Ans: A 10. I will meet – man also who came here yesterday. [HSTU (B) 13-14] – apple you ate was rotten. (তুমি যে আপেল খেয়েছিলে তা পচা ছিল) [IU (C) 13-14] – beef we had dinner last night was excellent. (গত রাতের খাওয়া গরুর মাংস ---) [NU 06-07] – lunch my mother served was excellent. [CU 02-03] A. The B. A C. An D. No article Ans: A 11. This book is – one I was looking for. (আমি এমন একটি বই-ই খুঁজছিলাম) [DU (A) 06-07, 08-09] A. a B. an C. the D. no article Ans: C 12. – big book on – table is for my history class. [NU মানবিক 12-13, প্রতিরক্ষা মন্ত্রণালয় উপ-সহ.পরিচালক-১৬] A. a---a B. The ---a C. The----- the D. A----- the Ans: C 13. I want to buy – piano, but I can’t play – piano. [COU (B) 15-16] A. the, the B. a, the C. a, a D. a ,an Ans: B 14. He is playing — piano. (সে পিয়ানো বাজাচ্ছে) [JKKNIU (ঘ) 16-17] I can play – flute. [DU (A) 09-10, COU (B) 16-17] I can’t play – piano. [NSTU (C) 13-14] A. an B. the C. a D. no article needed Ans: B 15. – AIDS virus infection is incurable. (এইডস ভাইরাসের সংক্রমণ অনারোগ্য) [DU (A) 07-08] A. an B. a C. the D. no article Ans: D 16. No article is used/needed before – [পরিবার পরিকল্পনা অধিদপ্তর নিয়োগ-১৪, ১৪তম প্রভাষক নিবন্ধন-১৭] A. an adjective B. a pronoun C. a noun D. an adverb Ans: B 17. No article is used before --- [RU (রাষ্ট্রবিজ্ঞান, লোকপ্রশাসন) 08-09, IU (H) 13-14] A. common noun B. collective noun C. material noun D. noun of multitude Ans: C 18. – water of this lake is pure. (এই জলাশয়ের পানি বিশুদ্ধ) [১৬তম প্রভাষক নিবন্ধন-১৯] – water of this pond is clear. Use article [১০ম প্রভাষক নিবন্ধন-১৪] A. the B. a C. no article D. an Ans: A 19. – salt tastes salty, and – pepper (গোল মরিচের গুড়া) tastes hot. [CU (B2) 12-13, RU (E) 18-19] A. A, a B. no article C. The, the D. The, a Ans: B 20. I paid - one taka note for - old paper. [অফিস সহকারী কাম কম্পিউটার অপারেটর (পরিবার পরিকল্পনা অধিদপ্তর)-১১] A. no article, the B. a, the C. a, no article D. the, a Ans: C 21. — honesty of Rahim is enviable. (রহিমের সততা ঈর্ষণীয়) [১২তম প্রভাষক নিবন্ধন-১৫] A. the B. a C. an D. no article Ans: A 22. My neighbour is – photographer; let’s ask him for – advice about colour films. [BRUR (A) 12-13] A. a, no article B. the, an C. no article, an D. a, the Ans: A 23. I can’t forget – kindness with which he treated me. [JnU (C) 06-07, IU (D) 11-12] A. no article B. a C. an D. the Ans: D 24. – Agriculture is – important activity in Bangladesh. [DU (A) 07-08] A. no article, the B. no article, an C. An, an D. The, an Ans: B 25. It is a pleasure to do – business with such – efficient organization. [BRUR (E) 11-12] A. no article, an B. a, the C. no article, the D. a,an Ans: A 26. The child likes – yellow of an egg. (বাচ্চাটি ডিমের কুসুম পছন্দ করে) [IU (C) 13-14] A. a B. an C. the D. none Ans: C 27. I have read – Rabindranath. (আমি রবীন্দ্রনাথের লেখা পড়েছি) [JU (E-3) 13-14] I have read – Shakespeare. (আমি শেক্সপিয়রের লেখা পড়েছি) [RU (ভাষা) 09-10, JU (E-3) 13-14] A. the B. a C. an D. no article Ans: D 28. She reads – Nazrul’s Agnibina./Rina reads – Homer’s Iliad. [JU (E-3) 13-14] A. the B. a C. an D. None Ans: D 29. – telephone has had – enormous impact on how we communicate. [JnU (D) 06-07] A. a, a B. None, an C. the, an D. a, an Ans: C 30. ‘We have – breakfast at 7 A.M.’ Fill in the blank. [পরিবার পরিকল্পনা সহকারী/পরিদর্শক-১৮] A. a B. an C. the D. no article Ans: D 31. What did you eat for – breakfast this morning ? [JnU (C) 12-13] A. the B. a C. a or the D. None Ans: D 32. His fame is on – wane. (তার খ্যাতি কমে যাচ্ছে) [JU (E-3) 13-14] A. a B. an C. the D. none Ans: C 33. He is in – wrong. (সে ভুল বা অন্যায় করেছে) [RU (মার্কেটিং) 05-06, BRUR (F) 17-18] A. the B. a C. an D. this Ans: A 34. Always speak – truth and never tell – lie. [RU (হিসাববিজ্ঞান) 05-06] A. the, the B. a, the C. the, an D. the, a Ans: D 35. At last the beast in him got – upper hand. (অবশেষে তার পশুত্ব তার উপর প্রাধান্য লাভ করলো) [প্রাথমিক সহকারী শিক্ষক (মেঘনা)-০৮, সহকারী পরিবার পরিকল্পনা অফিসার-১৬, সরকারী মাধ্যমিক সহকারী শিক্ষক-১৯] A. a B. an C. the D. no article Ans: C 36. He took — bull by — horns. (সে সাহসের সাথে বিপদের মোকাবেলা করলো) [DU (D) 08-09] A. a, the B. the, an C. the, the D. no article, the Ans: C 37. I am not in – know of the things. (আমি বিষয়গুলোর ব্যাপারে কিছু জানি না) [মাধ্যমিক প্রধান শিক্ষক-০৩] A. a B. an C. one D. the Ans: D 38. We called him – fool. (আমরা তাকে বোকা বললাম) [NU 03-04] A. an B. a C. the D. no article Ans: B 39. Mr. Sen became – Principal of the college. [IU (খ) 05-06] A. an B. a C. no article D. the Ans: C 40. Rahim went to – hospital as a patient. [১০ম প্রভাষক নিবন্ধন-১৪] A. the B. a C. an D. no article Ans: D 41. He went to – hospital because he had – heart attack. [জনস্বাস্থ্য প্রকৌশল অধিদপ্তরের ক্যাশিয়ার-১১] A. no article, an B. a, an C. the, no article D. no article, a Ans: D 42. Everyday – begins at 9 O’clock and ends at 3 O’clock. [39th BCS] A. college B. a college C. the college D. colleges Ans: D 43. I met Lisa who is a doctor in – hospital. [BRUR (F) 12-13] A. a B. the C. an D. no article Ans: A 44. Vegetables are delivered to – prison twice a week. [JKKNIU (AL) 18-19] A. the B. no article C. a D. a + b Ans: A 45. Mina’s mother has gone to – school to see her. [BRUR (A) 16-17] A. a B. an C. the D. no article Ans: C 46. — physicist, Gabriel Fahrenheit, invented the mercury thermometer. (পদার্থবিদ গ্যাব্রিয়েল ফারেনহাইট মার্কারি থার্মোমিটার উদ্ভাবন করেছিলেন) [সোনালী ব্যাংক (সিনিয়র অফিসার)-১৪, DU (D) 11-12] A. There is B. It is C. The D. It is the Ans: C 47. ‘No horizon’ was directed by — Steve Calan, only two years before his death. [BSMRSTU (F) 15-16] A. late B. the late C. a late D. of late Ans: B 48. Do you prefer – town or – country? (তুমি শহর না গ্রাম বেশি পছন্দ কর?) [IU 06-07] A. the, the B. a, a C. an, an D. none Ans: A 49. Draw – picture of – owl. (পেঁচার ছবি আঁক) [RU 07-08] A. the, a B. an, the C. an, a D. a, an অথবা the, an Ans: D 50. I heard – knock on – door. (আমি দরজায় কড়া নাড়ার শব্দ শুনলাম) [MBSTU (D) 07-08, 11-12] A. a, an B. a, the C. the, an D. no article, the Ans: B Exercise-2 1. Do you know the name of – artist who painted this portrait? [DU (B) 16-17] A. a B. no article C. an D. the Ans: D 2. He left – room in – fit of anger. (সে রাগের বশে রুম থেকে বেরিয়ে গেল) [JU (লোকপ্রশাসন) 09-10] A. no article, the B. the, no article C. the, a D. the, an Ans: C 3. — Miles is a popular band in Bangladesh. [RU (K) 17-18] A. a B. an C. the D. no article Ans: D 4. Put – ‘h’ here. [NSTU (C) 16-17] A. a B. an C. the D. no article Ans: B 5. A moonlit night is – remarkable occasion for a beauty seeker. [MBSTU (D) 13-14] A. the B. an C. a D. in Ans: C 6. — man is — best creature. (মানুষ সর্বশ্রেষ্ঠ সৃষ্টি/প্রাণী) [MBSTU (D) 16-17] A. A, an B. A, the C. The, the D. no article, the Ans: D 7. — love is such — beautiful thing. [DU (B) 17-18] A. no article, a B. a, no article C. the, a D. a, the Ans: A 8. Outside the bright primary rainbow, — much fainter secondary rainbow may be visible. [DU (A) 17-18] A. so B. still C. a D. as Ans: C 9. Venus is a beautiful planet, perhaps — most beautiful of all planets. [JnU (B) 17-18] A. a B. the C. an D. no article needed Ans: B 10. Suman has — terrible headache. (সুমনের ভীষণ মাথা ধরেছে) [JnU (B) 17-18] A. a B. the C. an D. no article needed Ans: A 11. Are you going away next week? ‘No — week after next. [JKKNIU (ক) 16-17] A. the B. a C. an D. no article Ans: A 12. Someone, please call — policeman to catch the thief. [KU (BBA) 16-17] A. a B. an C. the D. no article Ans: A 13. — returned the library books in time. [CU (B1) 15-16] A. Most of boys B. Most of the boys C. The many of the boys D. The most boys Ans: B 14. I would like to have — piano. [BRUR (A) 15-16] A. the B. no article C. an D. a Ans: D 15. Which one is correct? (সে কেমন লোক?) [CU (J) 16-17] A. What kind of a man is he? B. What kind of man is he? C. What kind of man he is? D. What a kind of man he is? Ans: B 16. He began – successful career in London as – actor, writer, and part owner of – playing company. [NSTU (C) 15-16] A. a, an, the B. the, an, an C. a, an, a D. a, a, an Ans: C 17. We must do more to protect – environment. [NSTU (B) 11-12] We must fight for the liberty of – press. [JKKNIU (ক) 15-16, BRUR (F) 15-16] A. a B. the C. an D. no article Ans: B 18. I am learning – English. (আমি ইংরেজি শিখছি) [NSTU (C) 15-16] It’s late. Let’s go – home. (দেরি হয়ে গেছে । চল বাড়ি যাই) [NSTU (B) 11-12] Do you ever have your breakfast in – bed? [BRUR (B) 12-13] A. a B. an C. the D. no article Ans: D 19. He went on – expensive holiday to – Bahamas. [MBSTU (D) 14-15] A. the, the B. an, a C. an, the D. a, an Ans: C 20. It is – pleasure to do business with such an efficient organization. [JKKNIU (ক) 15-16] Last summer we went on – cruise in the Sundarbans. [KU (BBA) 15-16] A. a B. the C. an D. none Ans: A 21. As – nation Bangladeshis are — religious-minded but not zealots. [JKKNIU (ক) 15-16] A. a, no article B. a, the C. the, a D. the, no article Ans: A 22. Their car goes 150 miles – hour. (তাদের গাড়িটি প্রতি ঘন্টায় ১৫০ মাইল যায়) [BU (গ) 15-16] A. the B. an C. a D. no article Ans: B 23. Last year we went on – cruise (আনন্দভ্রমণ) in the Caribbean. Among – Islands we visited Bermuda and the Bahamas. [JnU (গ) 14-15] A. an, the B. a, the C. the, an D. the, the Ans: B 24. It was a beautiful day. There wasn’t – cloud in the sky. [JKKNIU (B) 18-19] A. a B. an C. the D. No article Ans: A 25. Kazi Nazrul is – Shelley of Bangladesh. [COU B 14-15] A. the B. a C. an D. no article Ans: A 26. I think – man is very unfriendly. [JKKNIU (ক) 14-15] A. the B. a C. an D. no article Ans: A 27. Dairy farming is – leading agricultural activity in Australia. [JU (B1) 13-14] A. then B. at C. a D. none Ans: C 28. Find out the correct sentence. [BSMRSTU (ঘ) 11-12] A. A flower is gift of nature B. Flowers are a gift of nature C. A flower is a gift of nature D. The flower is a gift of nature Ans: D 29. Choose the incorrect sentence. [JKKNIU (ক) 15-16, 16-17] A. His father is an LMF B. Nazrul is the Shelly of Bangladesh C. The man speaks English like the English D. Who is more beautiful of the two girls? Ans: D 30. Do you have – dictionary? I don’t have one, and I need to look up – word. [JUST (B) 15-16] A. a, an B. an, the C. a, a D. the, the Ans: C 31. I like — blue T-shirt over there better than — red one. [CU (I) 16-17] She dropped — can into — grass. (সে ঘাসের মধ্যে ক্যানটি ফেলে দিল) [NSTU (B) 11-12] He is – best player in – team. (সে দলের সেরা খেলোয়াড়) [NSTU (C) 12-13] A. a, an B. an, the C. the, a D. the, the Ans: D 32. – little learning is – dangerous thing. (অল্পবিদ্যা ভয়ঙ্করী) [NU (বিজ্ঞান) 13-14] A. the, a B. a, a C. no article, a D. a, no article Ans: B 33. ‘– burnt child dreads – fire.’ (আগুনে পোড়া শিশু আগুনকে ভয় করে = ঘরপোড়া গরু সিদুরে মেঘ দেখলে ডরায়) [BRUR BBA 13-14] A. The, the B. A, a C. A, the D. none Ans: C 34. – Mahabharat is – greatest epic in the world literature. [JKKNIU (AL) 18-19] A. no article, the B. the, the C. the, no article D. no article, no article Ans: B 35. Do you sell bananas by – kilo? (তুমি কি কেজি হিসেবে কলা বিক্রি কর?) [COU (B) 18-19] A. No article B. the C. a D. an Ans: B