I want to write the most beautiful words about Gaza but I can’t. I can’t not see the poverty* siege and famine, especially when all Gaza city Hooded into Al-Areesh and emptied it from all goods in two hours. I can’t not see the deprivation in every house, the fear and the sickness. What do you want me to say about Gaza? From when I became aware of it, I was sad about everything inside it. Especially the kids and even the adults, youth, women, girls, animals, stones and trees, everything in it is crying... I’m looking for nice words to say and I can’t find them. The sea is the only thing that helps me dream. When I stand on the shore I can imagine Cyprus, travel to Paris, fly to Rome, all while standing in the same spot. I go around the whole world and in the end I land on my bed in our house, in the middle of the refugee camp. I go back to the reality of Gaza, the dirty market, overflowing sewage, the carts, and what's on top of the carts, the suffocating smell, and the silent people who can’t speak. When I look at the clock and it’s 11:55.1 start shaking and my heart beats faster. 1 feel that the war started again. Not only the clock scares me - everything that flies does, even the flies. I can't tell anyone about my fear so they don’t call me a wimp or a sissy. I’m most scared for my older brothers. When a fly lands on any of them, I feel it’s going to kill him. I start shouting and I run away from the place. That’s why I‘m now escaping outside the house all die time, because of the many flies. 26.     Mahmud Najem, Born 1994 Ash Sheikh Radwan For the first time the streets of Gaza were clean, there wasn’t a paper or a cardboard. People were collecting the paper from the streets to use it for baking, because the electricity was disconnected. My mum didn't want to bake and she asked me to bring bread from the oven. The queue at the oven stretched from Gaza to the West Bank. People would fine up for 8 hours to get to their turn and lake half a pack of bread. In seconds, a Palestinian rocket launcher was erected in the area and in less than one second die Israeli planes started bombing it. People began running in all directions and the ambulances came. People started falling dead... others were injured. I was in shock, and people in the street started telling me thank God you’re safe. Anyway I went back home without the loaf of bread. And my mum yelled at me... but till today, she doesn’t know why I didn’t bring the bread. 31.      Yasmeen Katbeh. Born 1996 Ash Sheikh Radwan When the war started, my mum, my brothers and sisters and I were in Russia, which made me always worried about Dad. We wanted to leave Russia and return to Gaza among our family to live the events with them. As soon as the war ended and the crossings opened, we returned to Gaza, and from then till today we’ve been hearing stories of the war. I couldn’t sleep in Russia because of my worry about Dad. Before the war. when the mobile used to ring and it would be from Gaza, we’d be happy and race to answer it. But in the war, every time the mobile rang from Gaza, any number whether we knew it or not, we’d say: “Dear God...” and start looking at each other to see who will answer. After the war, a lot of things changed in me. I started seeing things differently. I began to like the city, life became more beautiful and so did I. My friends changed, and I made older and more mature ones. I became very outspoken and brave even in front of Dad, and I could face anyone. Mum and I became friends, a lot of times we stay up at night and talk about everything. In the future if I grow up, and in Gaza it’s an achievement to grow up. because death is standing at your doorstep. I want to be a children’s caretaker and defend their rights; because I feel that the children of Palestine arc born as old people, a kid can be 6 years old and yet supporting a family. Multiple-choice questions What is the main issue described in Gaza according to the text? a) Education and healthcare b) Poverty, siege, and famine c) Climate change Answer:  b) Poverty, siege, and famine What does the narrator say about the people of Gaza? a) They are happy b) Everything in Gaza is crying c) They are unaffected by the situation Answer:  b) Everything in Gaza is crying What helps the narrator dream and escape the reality of Gaza? a) The radio b) The sea c) The internet Answer:  b) The sea What happens when the narrator looks at the clock and it’s 11:55? a) They feel relaxed b) They feel that the war is starting again c) They feel hungry Answer:  b) They feel that the war is starting again Why is the narrator scared of flies? a) They are afraid of diseases b) They think the flies bring bad luck c) They are scared the flies will bring death to their family Answer:  c) They are scared the flies will bring death to their family Why were the streets of Gaza clean for the first time? a) People were cleaning for a celebration b) People used paper from the streets to bake because of the electricity cut c) The government organized a cleanup Answer:  b) People used paper from the streets to bake because of the electricity cut What happened when the Palestinian rocket launcher was bombed? a) People started to celebrate b) People ran in all directions, and ambulances came c) People continued their activities as usual Answer:  b) People ran in all directions, and ambulances came Why did the narrator not bring bread home? a) There was no bread available b) They were afraid to go near the bakery c) They were caught in a bombing and couldn’t get it Answer:  c) They were caught in a bombing and couldn’t get it How did the narrator feel when they were in Russia during the war? a) Relaxed and safe b) Worried about their father and family in Gaza c) Excited about the opportunity to visit Russia Answer:  b) Worried about their father and family in Gaza What does the narrator hope to become in the future? a) A teacher b) A children’s caretaker and defender of their rights c) A doctor Answer:  b) A children’s caretaker and defender of their rights Short Answer Questions Why can’t the narrator find beautiful words to describe Gaza? The narrator is overwhelmed by the poverty, fear, sickness, and suffering in Gaza. They cannot express the depth of the situation in positive terms, as everything in Gaza feels painful and tragic, from the children to the adults, animals, and even the stones and trees. What does the narrator imagine when they stand by the sea? The sea helps the narrator escape the harsh reality of Gaza. Standing on the shore, they dream of traveling to places like Cyprus, Paris, and Rome, and then imagine returning to their bed in a refugee camp, back to the painful reality of Gaza. What does the narrator fear when the clock shows 11:55? The narrator feels a sense of panic and anxiety when the clock strikes 11:55, thinking that the war might start again. They associate the time with danger and their heart races in fear. Why does the narrator run away when a fly lands on their older brothers? The narrator is terrified that something bad will happen if a fly lands on their brothers. They feel that the fly could bring harm, possibly even death, and panic, shouting and running away from the scene. How did the streets of Gaza become clean, and why was this important? The streets of Gaza were clean because people collected paper from the streets to use for baking bread after electricity was cut off. This reflects the desperate conditions in Gaza, where even simple tasks like getting bread become a struggle. What happened when a Palestinian rocket launcher was bombed? After the rocket launcher was bombed, chaos ensued. People ran in every direction for safety, and ambulances arrived to tend to the wounded. The bombing left people dead and injured, highlighting the constant danger in Gaza. Why was the narrator unable to bring bread home? The narrator was unable to bring bread home because of the bombing. While they were in a long queue at the bakery, the bombing caused panic and confusion, and the streets became unsafe, preventing them from getting the bread. How did the narrator feel about their father during the war while in Russia? The narrator was worried about their father’s safety while they were in Russia. Every time the phone rang from Gaza during the war, they feared it was bad news, and this constant worry made it difficult to feel at peace in Russia. What changes did the narrator experience after the war? After the war, the narrator became more mature and outspoken. They began to appreciate Gaza more, making new, older friends and developing a stronger relationship with their mother. They also became braver and more confident in facing challenges. What does the narrator want to achieve in the future? The narrator dreams of becoming a children’s caretaker and fighting for children’s rights. They feel strongly that Palestinian children grow up too quickly due to the difficult circumstances they face, and they want to help protect and care for them. 4o mini Bangla Translation আমি গাজা সম্পর্কে সবচেয়ে সুন্দর কথা লিখতে চাই কিন্তু পারছি না। আমি দারিদ্র্য* অবরোধ এবং দুর্ভিক্ষ না দেখে পারছি না, বিশেষ করে যখন পুরো গাজা শহর আল-আরিশে ঢেকে দুই ঘন্টার মধ্যে সমস্ত জিনিসপত্র থেকে খালি করে দেওয়া হয়েছিল। আমি প্রতিটি বাড়িতে বঞ্চনা, ভয় এবং অসুস্থতা দেখতে না দেখে পারছি না। গাজা সম্পর্কে আপনি কী বলতে চান? যখন থেকে আমি এটি সম্পর্কে সচেতন হয়েছি, তখন থেকে এর ভিতরের সবকিছুর জন্য আমি দুঃখিত ছিলাম। বিশেষ করে শিশুরা এমনকি প্রাপ্তবয়স্ক, যুবক, মহিলা, মেয়ে, প্রাণী, পাথর এবং গাছ, এর মধ্যে সবকিছু কাঁদছে... আমি বলার জন্য সুন্দর শব্দ খুঁজছি এবং আমি সেগুলি খুঁজে পাচ্ছি না। সমুদ্রই একমাত্র জিনিস যা আমাকে স্বপ্ন দেখতে সাহায্য করে। যখন আমি তীরে দাঁড়াই তখন আমি সাইপ্রাস কল্পনা করতে পারি, প্যারিস ভ্রমণ করতে পারি, রোমে উড়ে যাই, সবকিছু একই জায়গায় দাঁড়িয়ে থাকি। আমি পুরো বিশ্ব ঘুরে দেখি এবং অবশেষে আমি আমাদের বাড়িতে, শরণার্থী শিবিরের মাঝখানে আমার বিছানায় অবতরণ করি। আমি গাজার বাস্তবতায় ফিরে যাই, নোংরা বাজার, উপচে পড়া পয়ঃনিষ্কাশন, গাড়ি, গাড়ির উপরে যা আছে, শ্বাসরুদ্ধকর গন্ধ, আর কথা বলতে না পারা নীরব মানুষগুলো। যখন আমি ঘড়ির দিকে তাকাই, তখন রাত ১১:৫৫.১ বাজে এবং আমার হৃদস্পন্দন দ্রুত কাঁপতে থাকে। আমার মনে হয় যুদ্ধ আবার শুরু হয়েছে। শুধু ঘড়িই আমাকে ভয় পায় না - যা কিছু মাছি তাও করে, এমনকি মাছিরাও। আমি আমার ভয়ের কথা কাউকে বলতে পারি না যাতে তারা আমাকে ভয় পায়, এমনকি মাছিও না বলে। আমার বড় ভাইদের জন্য আমি সবচেয়ে ভয় পাই। যখন তাদের কারো উপর মাছি এসে পড়ে, তখন আমার মনে হয় এটি তাকে মেরে ফেলবে। আমি চিৎকার করতে শুরু করি এবং সেখান থেকে পালিয়ে যাই। সেই কারণেই আমি এখন অনেক মাছি দেখে ঘরের বাইরে পালিয়ে যাচ্ছি। ২৬. মাহমুদ নাজেম, জন্ম ১৯৯৪ আশ শেখ রাদওয়ান প্রথমবারের মতো গাজার রাস্তাঘাট পরিষ্কার ছিল, কাগজ বা কার্ডবোর্ড ছিল না। মানুষ রাস্তা থেকে কাগজ সংগ্রহ করছিল বেকিং করার জন্য, কারণ বিদ্যুৎ সংযোগ বিচ্ছিন্ন ছিল। আমার মা বেকিং করতে চাইছিলেন না এবং তিনি আমাকে চুলা থেকে রুটি আনতে বললেন। গাজা থেকে পশ্চিম তীর পর্যন্ত চুলার লাইন ছিল। লোকেরা তাদের পালা পর্যন্ত পৌঁছানোর জন্য ৮ ঘন্টা জরিমানা করত এবং অর্ধেক রুটি নিয়ে যেত। কয়েক সেকেন্ডের মধ্যে, এলাকায় একটি ফিলিস্তিনি রকেট লঞ্চার স্থাপন করা হয়েছিল এবং এক সেকেন্ডেরও কম সময়ের মধ্যে ইসরায়েলি বিমানগুলি সেখানে বোমাবর্ষণ শুরু করে। লোকেরা চারদিকে দৌড়াতে শুরু করে এবং অ্যাম্বুলেন্স এসে পৌঁছায়। মানুষ মারা যেতে শুরু করে...অন্যরা আহত হয়। আমি হতবাক হয়ে যাই, এবং রাস্তার লোকেরা আমাকে বলতে শুরু করে যে ঈশ্বরকে ধন্যবাদ তুমি নিরাপদ। যাইহোক, আমি রুটি ছাড়াই বাড়ি ফিরে গিয়েছিলাম। এবং আমার মা আমাকে চিৎকার করেছিলেন... কিন্তু আজ পর্যন্ত, তিনি জানেন না কেন আমি রুটি আনিনি। ৩১. ইয়াসমিন কাটবেহ। জন্ম ১৯৯৬ আশ শেখ রাদওয়ান যখন যুদ্ধ শুরু হয়, তখন আমার মা, আমার ভাইবোন এবং আমি রাশিয়ায় ছিলাম, যার ফলে আমি সবসময় বাবার জন্য চিন্তিত থাকতাম। আমরা রাশিয়া ছেড়ে গাজায় ফিরে যেতে চাইতাম আমাদের পরিবারের সাথে তাদের সাথে ঘটনাগুলি উপভোগ করার জন্য। যুদ্ধ শেষ হওয়ার সাথে সাথে এবং ক্রসিং খোলার সাথে সাথে, আমরা গাজায় ফিরে আসি, এবং তারপর থেকে আজ পর্যন্ত আমরা যুদ্ধের গল্প শুনে আসছি। বাবাকে নিয়ে আমার চিন্তার কারণে রাশিয়ায় ঘুমাতে পারতাম না। যুদ্ধের আগে। যখন মোবাইলটি বাজত এবং এটি গাজা থেকে আসত, আমরা খুশি হতাম এবং উত্তর দেওয়ার জন্য দৌড়াতাম। কিন্তু যুদ্ধে, যখনই গাজা থেকে মোবাইলটি বাজত, আমরা জানতাম বা না জানতাম, আমরা বলতাম: "প্রিয় ঈশ্বর..." এবং একে অপরের দিকে তাকাতে শুরু করতাম কে উত্তর দেবে। যুদ্ধের পরে, আমার মধ্যে অনেক হাং বদলে গেল। আমি সবকিছু ভিন্নভাবে দেখতে শুরু করলাম। আমি শহরটিকে ভালোবাসতে শুরু করলাম, জীবন আরও সুন্দর হয়ে উঠল এবং ১. আমার বন্ধুরা বদলে গেল, এবং আমি বয়স্ক এবং পরিণত বন্ধুদের তৈরি করলাম। বাবার সামনেও আমি খুব স্পষ্টভাষী এবং সাহসী হয়ে উঠলাম, এবং আমি যে কারো মুখোমুখি হতে পারতাম। মা এবং আমি বন্ধু হয়ে গেলাম, অনেক সময় আমরা রাত জেগে থাকি এবং সবকিছু নিয়ে কথা বলি। ভবিষ্যতে যদি আমি বড় হই, এবং গাজায় বড় হওয়া একটি অর্জন। কারণ মৃত্যু তোমার দোরগোড়ায় দাঁড়িয়ে আছে। আমি শিশুদের তত্ত্বাবধায়ক হতে চাই এবং তাদের অধিকার রক্ষা করতে চাই; কারণ আমি মনে করি যে ফিলিস্তিনের শিশুরা বৃদ্ধ হিসেবে জন্মগ্রহণ করে, একটি শিশু ৬ বছর বয়সেও একটি পরিবারকে সমর্থন করতে পারে। 40 vocabulary words along with their English and Bangla meanings: Resilience English: The ability to recover quickly from difficulties. Bangla: প্রতিরোধ ক্ষমতা Inevitable English: Certain to happen; unavoidable. Bangla: অনিবার্য Serenity English: The state of being calm, peaceful, and untroubled. Bangla: শান্তি Courageous English: Not deterred by danger or pain; brave. Bangla: সাহসী Gratitude English: The quality of being thankful; readiness to show appreciation. Bangla: কৃতজ্ঞতা Eloquent English: Fluent or persuasive in speaking or writing. Bangla: সুস্পষ্ট Perseverance English: Persistence in doing something despite difficulty or delay in achieving success. Bangla: অধ্যবসায় Benevolent English: Well meaning and kindly. Bangla: দয়ালু Euphoria English: A feeling or state of intense excitement and happiness. Bangla: উত্তেজনা Sympathy English: Feelings of pity and sorrow for someone's misfortune. Bangla: সহানুভূতি Optimistic English: Hopeful and confident about the future. Bangla: আশাবাদী Cynical English: Distrustful of human sincerity or integrity. Bangla: নিন্দাবাদী Ambiguous English: Open to more than one interpretation. Bangla: অস্পষ্ট Melancholy English: A deep, persistent sadness. Bangla: বিষণ্ণতা Futile English: Incapable of producing any useful result. Bangla: ব্যর্থ Aesthetic English: Concerned with beauty or the appreciation of beauty. Bangla: শিল্পিত Inquisitive English: Curious or inquiring. Bangla: অনুসন্ধানী Rejuvenate English: To make someone or something look or feel better, younger, or more vital. Bangla: পুনরুজ্জীবিত করা Complacent English: Showing smug or uncritical satisfaction with oneself or one's achievements. Bangla: সন্তুষ্ট Capricious English: Given to sudden and unaccountable changes of mood or behavior. Bangla: অনিশ্চিত Altruistic English: Showing a selfless concern for the well-being of others. Bangla: পরোপকারী Discreet English: Careful and prudent in one's speech or actions. Bangla: বিচক্ষণ Diligent English: Having or showing care and conscientiousness in one's work or duties. Bangla: পরিশ্রমী Empathy English: The ability to understand and share the feelings of another. Bangla: সহানুভূতি Eminent English: Famous and respected within a particular sphere. Bangla: প্রখ্যাত Serendipity English: The occurrence of events by chance in a happy or beneficial way. Bangla: সৌভাগ্য Subtle English: Delicate or precise in meaning or intent. Bangla: সূক্ষ্ম Irascible English: Having a tendency to be easily angered. Bangla: রাগী Pragmatic English: Dealing with things sensibly and realistically. Bangla: বাস্তববাদী Voracious English: Having a very eager approach to something. Bangla: ভক্ষক Insidious English: Proceeding in a gradual, subtle way, but with harmful effects. Bangla: ধীরে ধীরে ক্ষতিকারক Resilient English: Able to withstand or recover quickly from difficult conditions. Bangla: স্থিতিস্থাপক Trivial English: Of little value or importance. Bangla: তুচ্ছ Vivid English: Producing powerful feelings or strong, clear images in the mind. Bangla: প্রাণবন্ত Impetuous English: Acting or done quickly and without thought or care. Bangla: অবিচলিত Taciturn English: Reserved or uncommunicative in speech; saying little. Bangla: গম্ভীর Ubiquitous English: Present, appearing, or found everywhere. Bangla: সর্বব্যাপী Enigmatic English: Mysterious and difficult to understand. Bangla: রহস্যময় Meticulous English: Showing great attention to detail; very careful and precise. Bangla: সূক্ষ্ম Zealous English: Showing great enthusiasm or passion for something. Bangla: উৎসাহী Ad Passage-2 Passage-3

Greta Thunberg is an environmental activist. She was born in Stockholm, Sweden, in 2003. When she was eight, she started learning about climate change. The more she learned, the more baffled she became as to why so little was being done about it. At the age of 11, Greta became so sad about climate change that she temporarily stopped speaking! Greta has Asperger syndrome, a condition that affects how people socialise. But Greta views her condition as a positive, calling it her 'superpower'*! She says it helps her see the world in black and white, and that there are “no grey areas when it comes to climate change.'’ In August 2018, Greta decided to take action. Instead of going to school, she made a large sign that read ‘Skolstrejk for Klimatet”: SCHOOL STRIKE FOR CLIMATE', and calmly sat down outside the Swedish parliament. Her aim? To make politicians take notice and act to stop global warming. Greta’s strike was picked up by the Swedish media, and the word started to spread. Soon enough, tens of thousands of students from around the world joined her #FndaysforFuture strikes - skipping school on Fridays to protest against climate change. In March 2019. climate campaigners across the world, and inspired by Greta, came together to co-ordinate the first Global Strike for Climate. Over 1.6 million people from 125 countries took part! Since her strike began. Greta’s life has become a whirlwind! She’s given rousing speeches to politicians, to the EU parliament, the UK parliament, to protesters and more. She's appeared in documentaries and had loads of books and articles written about her. She’s even been nominated for a Nobel Peace Prize! In August 2019, Greta travelled on a wind and solar-powered boat from Plymouth. UK. to New York. USA - the journey look 15 days. Her passionate speech “You have stolen my dreams and my childhood with your empty words...We tire in the beginning of a mass extinction, and all you can talk about is money, and fairy tales of eternal economic growth. How dare you!” has drawn much attention from all over the world. Thunberg was known for changing how some people think and act about climate change. Her impact is called ‘the Greta effect.” Greta has named Rosa Parks, the civil rights activist, as one of her greatest inspirations. In the 1950s, Rosa sparked a civil rights movement that improved the lives and treatment of millions of African Americans. B. Write answers to the following questions. a) How has Great Thunberg dealt with her Asperger syndrome? b) Why did Greta stop attending her school? c) What did Greta’s travelling on a solar-powered boat symbolize? d) Has Greta’s activism created any impact on the society? Answers: a) How has Greta Thunberg dealt with her Asperger syndrome? Greta Thunberg considers her Asperger syndrome a strength, calling it her "superpower." She believes it helps her see the world in black and white, allowing her to focus clearly on climate change without distractions. b) Why did Greta stop attending her school? In August 2018, Greta stopped attending school to protest against climate change. She started a school strike outside the Swedish parliament to urge politicians to take action against global warming. c) What did Greta’s travelling on a solar-powered boat symbolize? Greta’s journey on a wind and solar-powered boat symbolized her commitment to fighting climate change. It highlighted the importance of sustainable travel and reducing carbon emissions. d) Has Greta’s activism created any impact on society? Yes, Greta’s activism has had a significant impact on society. She has inspired millions of young people worldwide to join climate strikes, raised global awareness about climate change, and influenced political discussions. This influence is known as "the Greta effect." Multiple Choice Questions Where was Greta Thunberg born? a) New York, USA b) Stockholm, Sweden c) London, UK d) Paris, France How old was Greta when she began learning about climate change? a) 6 b) 8 c) 10 d) 11 What condition does Greta have that affects how she socialises? a) Autism b) Asperger syndrome c) ADHD d) Dyslexia What did Greta do in August 2018 to protest climate change? a) Went on a hunger strike b) Went on a school strike c) Gave a speech to politicians d) Created a documentary What was the name of the strike Greta started in 2018? a) Fridays for Future b) Climate Change Strike c) Global Strike for Climate d) School Strike for Climate Which event brought together over 1.6 million people from 125 countries in March 2019? a) The first Global Strike for Climate b) Greta’s speech at the UN c) The release of Greta’s book d) A documentary about Greta What kind of boat did Greta use to travel to New York in August 2019? a) A sailboat b) A motorboat c) A wind and solar-powered boat d) A cruise ship What famous civil rights activist does Greta look up to as an inspiration? a) Martin Luther King Jr. b) Rosa Parks c) Nelson Mandela d) Malala Yousafzai What was Greta’s famous quote in her speech at the UN in 2019? a) "The earth is dying, and we are all responsible." b) "You have stolen my dreams and my childhood with your empty words." c) "We need to act now or it's too late." d) "Save the planet, save the future." How long did it take Greta to sail from Plymouth to New York? a) 10 days b) 12 days c) 15 days d) 20 days Here are the answers to the multiple-choice questions: Where was Greta Thunberg born? b) Stockholm, Sweden How old was Greta when she began learning about climate change? b) 8 What condition does Greta have that affects how she socialises? b) Asperger syndrome What did Greta do in August 2018 to protest climate change? b) Went on a school strike What was the name of the strike Greta started in 2018? d) School Strike for Climate Which event brought together over 1.6 million people from 125 countries in March 2019? a) The first Global Strike for Climate What kind of boat did Greta use to travel to New York in August 2019? c) A wind and solar-powered boat What famous civil rights activist does Greta look up to as an inspiration? b) Rosa Parks What was Greta’s famous quote in her speech at the UN in 2019? b) "You have stolen my dreams and my childhood with your empty words." How long did it take Greta to sail from Plymouth to New York? c) 15 days Short Answer Questions What inspired Greta Thunberg to start her school strike for climate change? Greta was inspired by her growing frustration with the lack of action on climate change. At the age of 11, after learning more about the issue, she became deeply concerned and decided to take action by skipping school and sitting outside the Swedish parliament with a sign that read "School Strike for Climate." What is Asperger syndrome, and how does Greta view it? Asperger syndrome is a condition that affects how people interact socially. Greta views it as a positive trait, calling it her "superpower." She believes it helps her focus on important issues like climate change, as she sees things in clear, black-and-white terms without grey areas. How did Greta’s school strike become a global movement? Greta’s school strike, originally just her sitting outside the Swedish parliament, was picked up by the media and spread quickly. It inspired many other students around the world to join the #FridaysForFuture movement, skipping school on Fridays to protest against climate change. What was the first Global Strike for Climate? The first Global Strike for Climate, coordinated by Greta and climate campaigners worldwide, took place in March 2019. It saw over 1.6 million people from 125 countries participating in the protest to demand action on climate change. How has Greta’s life changed since starting her climate strike? Greta’s life has become very busy and filled with attention from media and world leaders. She has given speeches to major political bodies, appeared in documentaries, and even been nominated for a Nobel Peace Prize. Her efforts have made a global impact on climate awareness. Why did Greta travel to New York in 2019, and how did she get there? Greta traveled to New York in August 2019 to attend a United Nations Climate Change Summit and speak about the urgency of climate action. She made the journey on a wind and solar-powered boat, which took 15 days, to minimize her carbon footprint. What is “The Greta Effect”? The Greta Effect refers to the significant impact Greta Thunberg has had on how people think and act about climate change. Her powerful speeches and actions have inspired many to take climate action more seriously and join movements like Fridays for Future. What was the message behind Greta’s speech, “You have stolen my dreams and my childhood”? In this speech, Greta expressed frustration with world leaders for not taking action on climate change, accusing them of stealing the future of young people like her by focusing on economic growth instead of the planet's survival. It was a powerful call for urgent action. How does Greta's condition, Asperger syndrome, relate to her work on climate change? Greta's Asperger syndrome helps her stay focused on her goal of addressing climate change. She sees the issue in clear terms and is not distracted by what others may consider small details, which makes her more determined to make a difference. How did Greta Thunberg’s activism influence young people around the world? Greta’s activism sparked a global movement among young people. Many students began striking on Fridays to protest climate change, and her actions inspired millions to demand better environmental policies from their governments, highlighting the power of youth activism in global issues. Bangla Translation Greta Thunberg-এর বাংলা অনুবাদ: গ্রেটা থানবার্গ একজন পরিবেশবাদী কর্মী। তিনি ২০০৩ সালে সুইডেনের স্টকহোমে জন্মগ্রহণ করেন। যখন তিনি আট বছর বয়সী ছিলেন, তখন তিনি জলবায়ু পরিবর্তন সম্পর্কে শেখা শুরু করেন। তিনি যত বেশি জানতেন, তত বেশি হতবাক হতেন যে কেন এ নিয়ে খুব কম পদক্ষেপ নেওয়া হচ্ছে। ১১ বছর বয়সে, গ্রেটা জলবায়ু পরিবর্তন নিয়ে এতটাই দুঃখিত হয়ে পড়েছিলেন যে তিনি সাময়িকভাবে কথা বলা বন্ধ করে দেন! গ্রেটার অ্যাসপারগার সিনড্রোম রয়েছে, যা মানুষের সামাজিক আচরণকে প্রভাবিত করে। তবে গ্রেটা তার অবস্থাকে ইতিবাচকভাবে দেখেন এবং এটিকে তার ‘সুপারপাওয়ার’ বলে অভিহিত করেন! তিনি বলেন, এটি তাকে পৃথিবীকে কালো-সাদা দৃষ্টিতে দেখতে সাহায্য করে এবং জলবায়ু পরিবর্তনের ক্ষেত্রে কোনও ‘ধূসর এলাকা’ নেই। অগাস্ট ২০১৮-তে, গ্রেটা ব্যবস্থা নেওয়ার সিদ্ধান্ত নেন। স্কুলে যাওয়ার পরিবর্তে, তিনি একটি বড় সাইনবোর্ড তৈরি করেন যেখানে লেখা ছিল ‘Skolstrejk för Klimatet’ অর্থাৎ ‘জলবায়ুর জন্য স্কুল ধর্মঘট’, এবং সুইডিশ পার্লামেন্টের সামনে শান্তভাবে বসে থাকেন। তার লক্ষ্য ছিল রাজনীতিবিদদের জলবায়ু পরিবর্তন সম্পর্কে সচেতন করা এবং পদক্ষেপ গ্রহণে বাধ্য করা। গ্রেটার ধর্মঘট সুইডিশ সংবাদমাধ্যমে আলোচিত হয়, এবং এই খবর ছড়িয়ে পড়ে। খুব শীঘ্রই, বিশ্বজুড়ে হাজার হাজার শিক্ষার্থী #FridaysForFuture আন্দোলনে যোগ দেয়—তারা শুক্রবারে স্কুল বাদ দিয়ে জলবায়ু পরিবর্তনের বিরুদ্ধে প্রতিবাদ করতে থাকে। মার্চ ২০১৯-এ, গ্রেটার অনুপ্রেরণায় জলবায়ু কর্মীরা প্রথম গ্লোবাল স্ট্রাইক ফর ক্লাইমেট সংগঠিত করেন। এতে ১২৫টি দেশের ১.৬ মিলিয়নেরও বেশি মানুষ অংশগ্রহণ করে! গ্রেটার আন্দোলন শুরু হওয়ার পর তার জীবন এক বিশাল পরিবর্তনের মধ্য দিয়ে যায়। তিনি রাজনীতিবিদদের উদ্দেশে শক্তিশালী ভাষণ দিয়েছেন, ইউরোপীয় ইউনিয়ন ও ব্রিটিশ পার্লামেন্টে বক্তব্য রেখেছেন এবং প্রতিবাদকারীদের অনুপ্রাণিত করেছেন। তিনি বিভিন্ন তথ্যচিত্রে উপস্থিত হয়েছেন, তাকে নিয়ে অসংখ্য বই ও প্রবন্ধ লেখা হয়েছে এবং নোবেল শান্তি পুরস্কারের জন্য মনোনীতও হয়েছেন! অগাস্ট ২০১৯-এ, গ্রেটা যুক্তরাজ্যের প্লাইমাউথ থেকে উইন্ড ও সোলার-পাওয়ারড নৌকায় চড়ে ১৫ দিনে নিউ ইয়র্কে পৌঁছান। সেখানে জাতিসংঘে তার আগ্রহী ভাষণ, “তোমরা আমার স্বপ্ন ও শৈশব চুরি করেছ তোমাদের ফাঁকা কথাবার্তায়... আমরা গণবিলুপ্তির শুরুতে রয়েছি, আর তোমরা শুধু অর্থনীতি ও অনন্ত প্রবৃদ্ধির রূপকথার গল্প বলছ। তোমাদের সাহস কীভাবে হয়!”—বিশ্বব্যাপী ব্যাপক আলোড়ন তোলে। গ্রেটা বিশ্বজুড়ে মানুষকে জলবায়ু পরিবর্তন সম্পর্কে ভাবতে এবং পদক্ষেপ নিতে উদ্বুদ্ধ করেছেন। তার প্রভাবকে ‘গ্রেটা এফেক্ট’ বলা হয়। গ্রেটা রোসা পার্কসকে তার অন্যতম বড় অনুপ্রেরণা হিসেবে উল্লেখ করেছেন। রোসা ১৯৫০-এর দশকে নাগরিক অধিকার আন্দোলনের সূচনা করেছিলেন, যা লক্ষ লক্ষ আফ্রিকান-আমেরিকানের জীবন ও অধিকার উন্নত করেছিল। Ad 40 vocabulary words, their meanings in Bangla, and short English examples. Word Meaning (Bangla) Example Sentence Activist কর্মী, আন্দোলনকারী Greta is a well-known climate activist. Climate জলবায়ু The climate is changing rapidly. Strike ধর্মঘট The workers went on strike for better wages. Protest প্রতিবাদ Many students joined the protest against pollution. Global বিশ্বব্যাপী Climate change is a global issue. Awareness সচেতনতা People need more awareness about environmental issues. Sustainable টেকসই We must use sustainable energy sources. Pollution দূষণ Air pollution is increasing in cities. Renewable পুনর্নবীকরণযোগ্য Solar energy is a renewable resource. Inspire অনুপ্রাণিত করা Greta inspires young people to fight for the planet. Parliament সংসদ She gave a speech in the European Parliament. Generation প্রজন্ম The younger generation is concerned about climate change. Impact প্রভাব The new law had a huge impact on society. Extinction বিলুপ্তি Many species are at risk of extinction. Economy অর্থনীতি The country's economy depends on agriculture. Privilege বিশেষ সুবিধা Clean water should not be a privilege. Dignity মর্যাদা Everyone deserves to live with dignity. Equality সমতা The movement fights for gender equality. Disadvantage অসুবিধা Poor people suffer the most disadvantages. Fairness ন্যায্যতা The teacher ensured fairness in grading. Reckless বেপরোয়া Reckless driving can cause accidents. Hazard বিপদ Smoking is a serious health hazard. Resources সম্পদ Natural resources should be used wisely. Commitment প্রতিশ্রুতি She showed great commitment to her cause. Inspire অনুপ্রাণিত করা His speech inspired many young activists. Advocate সমর্থক She is a strong advocate for human rights. Consumption ব্যবহার The consumption of plastic should be reduced. Toxicity বিষাক্ততা The toxicity of chemicals harms the environment. Awareness সচেতনতা Public awareness is necessary to stop pollution. Devastation ধ্বংস The flood caused massive devastation. Hazardous বিপজ্জনক This factory produces hazardous waste. Elites অভিজাত শ্রেণি The elites enjoy more privileges in society. Justice ন্যায়বিচার People demand justice for environmental damage. Corporation বৃহৎ কোম্পানি Big corporations must take responsibility for pollution.

1. When an explosion in the Union Carbide Chemical Plant in Bhopal. India, killed thousands of people on the night o f December 2, 1984, it was regarded as a terrible but singular disaster. When a reactor at the Chernobyl Nuclear Power Plant in the Ukraine in the former Soviet Union exploded just two years later killing an undisclosed number of workers, it was regarded as a terrible but singular disaster. So loo when the world learned of die ecological and human cost of decades of petroleum-waste dumping in die Niger Delta by Royal Dutch Shell in the last quarter of the twentieth century, the attempt to privatize water in Bolivia by the Bechtel Corporation in the 1990s, the death of close to two thousand people in New Orleans following Hurricane Katrina in 2005. or even die horrific aftermath of the atomic bombing of Hiroshima and Nagasaki six decades earlier, each was regarded as a terrible but singular disaster. 2. In fact, these and other similar environmental disasters are neither singular nor isolated. Rather, they are clearly interconnected; they are caused by human beings; and they disproportionately negatively impact poor people and women. That is what Environmental Justice as a movement understands. What is often regarded as a natural disaster is upon closer examination the result of sometimes shortsighted and other limes reckless even pernicious corporate, governmental, or individual environmental practices that target and disadvantage vulnerable groups. 3. As a concept and a movement now global in scope. Environmental Justice holds that environmental burdens and benefits should be shared equally by all people. It recognizes that currently the negative impacts of ecological devastation, particularly the environmental harm and hazards created by overconsumption of resources in the global North and by elites worldwide, fall disproportionately on the world's Poor, the vast majority of whom arc people of colur, especially women and children. 4. Simultaneously, the benefits of that overconsumption are enjoyed primarily by the privileged around the world, a fraction of the earth's population. Environmental Justice, commonly referred to as EJ, seeks to make these facts visible and to bring people together to work for positive change. 5. Environmental Justice links Mo large, foundational bodies of modern thought and activist engagement. It yokes concern for the environment, including all life on the planet, to commitment to social justice: human equity in terms of race, gender, religion, nationality, and class. Environmental Justice bridges the gap between [the] two movements: environmentalism and human rights advocacy. It not only brings them together for positive change but also shows their inextricable connectedness. 6. Environmental Justice therefore represents a new, important body of thought and action at the beginning of the twenty-first century, especially as people around the world face the realities of climate change, increasing toxicity, resource depletion, and the rapid disappearance of species and ar able land on which the health of many human communities depends. Fundamental to both the concept of Environmental Justice and the activist FJ movement is the search for fair ways of sharing environmental burdens and benefits and collectively creating a future in which the dignity and rights of all people arc respected. 10 MCQs on Environmental Justice What was the common perception of the Bhopal disaster and the Chernobyl explosion? a) They were considered part of a larger pattern of disasters b) They were regarded as isolated and singular events c) They were seen as unavoidable natural disasters d) They were blamed on environmental activists Answer: b) They were regarded as isolated and singular events According to the passage, what do environmental disasters have in common? a) They are caused by human actions b) They are always due to natural causes c) They occur only in developing countries d) They happen randomly without any connection Answer: a) They are caused by human actions Who is disproportionately affected by environmental disasters, according to the passage? a) Wealthy people in the global North b) Scientists and environmentalists c) Poor people and women d) Large corporations Answer: c) Poor people and women What is the main goal of the Environmental Justice movement? a) To protect large corporations from lawsuits b) To ensure that environmental benefits and burdens are shared equally c) To promote more industrial growth worldwide d) To focus only on climate change issues Answer: b) To ensure that environmental benefits and burdens are shared equally According to the passage, who primarily enjoys the benefits of resource overconsumption? a) Poor people in the global South b) The privileged and elites worldwide c) Rural farmers and indigenous communities d) Small-scale environmental activists Answer: b) The privileged and elites worldwide What does the Environmental Justice movement seek to expose? a) The ways in which natural disasters are inevitable b) The connection between social injustice and environmental harm c) The importance of protecting only wildlife and forests d) The role of corporations in economic development Answer: b) The connection between social injustice and environmental harm How does Environmental Justice relate to social justice? a) It only focuses on climate change, not social issues b) It connects environmental concerns to equality in race, gender, and class c) It ignores issues related to race and gender d) It is separate from human rights activism Answer: b) It connects environmental concerns to equality in race, gender, and class What are some of the major challenges mentioned in the passage that Environmental Justice addresses? a) Increasing toxicity and climate change b) Overpopulation in cities c) Rising global temperatures only d) Lack of education on pollution Answer: a) Increasing toxicity and climate change Which two movements does Environmental Justice bring together? a) Environmentalism and human rights advocacy b) Industrial development and economic growth c) Climate activism and political campaigns d) Scientific research and military strategy Answer: a) Environmentalism and human rights advocacy What is the ultimate goal of Environmental Justice? a) To promote more industrialization b) To create fair ways of sharing environmental burdens and benefits c) To encourage individual responsibility without government involvement d) To ban all use of natural resources Answer: b) To create fair ways of sharing environmental burdens and benefits 10 Short Questions with Elaborate Answers Why were disasters like Bhopal and Chernobyl considered isolated events? These disasters were seen as terrible but unique events rather than part of a larger pattern. People did not initially recognize the connection between these disasters and broader environmental and social issues. What does the passage say about the causes of environmental disasters? The passage argues that environmental disasters are not random or purely natural; they result from human actions, such as irresponsible corporate and governmental policies. Who suffers the most from environmental harm? Why? Poor people and women suffer the most because they have fewer resources to protect themselves. They often live in areas with higher pollution and are affected by corporate and government policies that prioritize profit over their well-being. What is the core idea of Environmental Justice? Environmental Justice is the belief that environmental benefits and burdens should be shared equally. It highlights the unfair impact of environmental harm on marginalized communities and seeks to address these inequalities. Why is overconsumption a major issue in Environmental Justice? Overconsumption, especially in wealthier nations and among elites, leads to environmental damage, such as pollution and resource depletion. Meanwhile, the negative effects fall mainly on poorer communities, creating an unfair system. How does Environmental Justice connect environmental issues with social justice? Environmental Justice links environmental concerns, like pollution and climate change, with human rights issues, such as racial and gender inequality. It shows that environmental problems are also social problems. Why is it important to recognize the link between environmental harm and inequality? Recognizing this link helps address the root causes of environmental damage. Without considering social inequality, solutions may only benefit the wealthy while ignoring the suffering of vulnerable communities. What are some examples of environmental injustices mentioned in the passage? Examples include the Bhopal gas disaster, Chernobyl nuclear explosion, petroleum waste dumping in the Niger Delta, and Hurricane Katrina’s impact on poor communities in New Orleans. What is the role of activism in the Environmental Justice movement? Activism helps raise awareness, challenge harmful policies, and demand fair treatment for all communities. It brings people together to fight for changes in laws and corporate practices. What is the ultimate vision of the Environmental Justice movement? The movement aims to create a future where environmental resources and responsibilities are shared fairly, and where all people, regardless of race, gender, or class, are treated with dignity and respect. Bangla Translation বাংলা অনুবাদ: ১. ১৯৮৪ সালের ২রা ডিসেম্বর রাতে ভারতের ভোপালে ইউনিয়ন কার্বাইড কেমিক্যাল প্ল্যান্টে একটি বিস্ফোরণে হাজার হাজার মানুষ নিহত হলে, এটিকে একটি ভয়াবহ কিন্তু স্বতন্ত্র বিপর্যয় হিসেবে বিবেচনা করা হয়েছিল। ঠিক দুই বছর পরে, সাবেক সোভিয়েত ইউনিয়নের ইউক্রেনের চেরনোবিল নিউক্লিয়ার পাওয়ার প্ল্যান্টের একটি রিঅ্যাক্টর বিস্ফোরিত হয়ে অজ্ঞাতসংখ্যক শ্রমিক নিহত হলে, এটিও একটি ভয়াবহ কিন্তু স্বতন্ত্র বিপর্যয় হিসেবে গণ্য করা হয়েছিল। একইভাবে, বিশ শতকের শেষ প্রান্তে নাইজার ডেল্টায় রয়্যাল ডাচ শেলের কয়েক দশক ধরে পেট্রোলিয়াম-বর্জ্য ফেলার ফলে পরিবেশগত ও মানবিক ক্ষতির কথা যখন বিশ্ব জানতে পারে, ১৯৯০-এর দশকে বলিভিয়ায় বেখটেল কর্পোরেশন কর্তৃক পানির বেসরকারীকরণের প্রচেষ্টা, ২০০৫ সালে হারিকেন ক্যাটরিনার পর নিউ অরলিন্সে প্রায় দুই হাজার মানুষের মৃত্যু, অথবা ছয় দশক আগে হিরোশিমা ও নাগাসাকিতে পারমাণবিক বোমা হামলার ভয়াবহ পরিণতি— প্রতিটি ঘটনাকে তখনও একটি ভয়াবহ কিন্তু স্বতন্ত্র বিপর্যয় হিসেবে বিবেচনা করা হয়েছিল। ২. বাস্তবে, এই ধরনের পরিবেশগত বিপর্যয়গুলো স্বতন্ত্র বা বিচ্ছিন্ন নয়। বরং, এগুলো একে অপরের সাথে সংযুক্ত; এগুলো মানুষের কর্মকাণ্ডের ফলে ঘটে; এবং এসবের নেতিবাচক প্রভাব গরিব মানুষ ও নারীদের উপর বেশি পড়ে। পরিবেশগত ন্যায়বিচার আন্দোলন এটাই বোঝে। যেসব ঘটনাকে প্রাকৃতিক বিপর্যয় হিসেবে ধরা হয়, সেগুলো গভীরভাবে বিশ্লেষণ করলে দেখা যায়, এগুলো অনেক সময় স্বল্পদর্শী, কখনও বেপরোয়া, এমনকি ক্ষতিকর কর্পোরেট, সরকারি বা ব্যক্তিগত পরিবেশগত নীতির ফলে ঘটে, যা দুর্বল গোষ্ঠীগুলোর ক্ষতি করে। ৩. একটি ধারণা ও বৈশ্বিক আন্দোলন হিসেবে পরিবেশগত ন্যায়বিচার বিশ্বাস করে যে, পরিবেশগত সুবিধা ও বোঝা সকল মানুষের মধ্যে সমানভাবে ভাগ হওয়া উচিত। এটি স্বীকার করে যে, বর্তমানে বৈশ্বিক উত্তরের দেশগুলোর অতিরিক্ত সম্পদ ব্যবহারের ফলে সৃষ্ট পরিবেশগত ধ্বংস এবং বিশ্বব্যাপী এলিটদের কর্মকাণ্ডের ফলে সৃষ্ট ঝুঁকি মূলত বিশ্বের দরিদ্র জনগোষ্ঠীর ওপর পড়ে, যাদের বেশিরভাগই সংখ্যালঘু জনগোষ্ঠী, বিশেষ করে নারী ও শিশু। ৪. একই সময়ে, অতিরিক্ত সম্পদ ব্যবহারের সুবিধাগুলো মূলত বিশ্বের ক্ষমতাশীল ও প্রভাবশালী মানুষদের কাছে কেন্দ্রীভূত থাকে, যারা পৃথিবীর মোট জনসংখ্যার একটি ক্ষুদ্র অংশ। পরিবেশগত ন্যায়বিচার, যা সাধারণত "EJ" নামে পরিচিত, এই বাস্তবতাগুলোকে দৃশ্যমান করতে এবং ইতিবাচক পরিবর্তনের জন্য মানুষকে একত্রিত করতে কাজ করে। ৫. পরিবেশগত ন্যায়বিচার আধুনিক চিন্তাধারা ও সক্রিয় আন্দোলনের দুটি বড় ধারাকে সংযুক্ত করে। এটি পরিবেশের প্রতি দায়িত্ববোধকে সামাজিক ন্যায়বিচারের প্রতি প্রতিশ্রুতির সাথে যুক্ত করে— যেখানে জাতি, লিঙ্গ, ধর্ম, জাতীয়তা এবং শ্রেণিগত সমতার গুরুত্ব রয়েছে। পরিবেশগত ন্যায়বিচার পরিবেশ আন্দোলন ও মানবাধিকার আন্দোলনের মধ্যে সেতুবন্ধন তৈরি করে। এটি শুধুমাত্র এই দুই আন্দোলনকে একত্রিত করে না, বরং তাদের গভীর সংযোগও দেখায়। ৬. পরিবেশগত ন্যায়বিচার একবিংশ শতাব্দীর শুরুতে একটি নতুন ও গুরুত্বপূর্ণ চিন্তার ধারা এবং কার্যক্রম হিসেবে আত্মপ্রকাশ করেছে। বিশেষ করে যখন বিশ্বজুড়ে মানুষ জলবায়ু পরিবর্তন, পরিবেশগত বিষাক্ততা বৃদ্ধি, সম্পদের সংকট এবং দ্রুত প্রজাতি বিলুপ্তি ও আবাদযোগ্য জমির হ্রাসের বাস্তবতার মুখোমুখি হচ্ছে। পরিবেশগত ন্যায়বিচারের মূল দর্শন ও আন্দোলনের অন্যতম লক্ষ্য হলো পরিবেশগত বোঝা ও সুবিধাগুলো ন্যায়সঙ্গতভাবে ভাগ করে নেওয়া এবং একটি এমন ভবিষ্যৎ তৈরি করা যেখানে সকল মানুষের সম্মান ও অধিকার রক্ষা করা হয়। ৪০টি শব্দভাণ্ডার (Vocabulary) ও তাদের অর্থ: Word Meaning (বাংলা অর্থ) Example Sentence Explosion বিস্ফোরণ The explosion  destroyed the entire building. Disaster বিপর্যয় The flood was a terrible disaster  for the village. Reactor চুল্লি (পারমাণবিক) The nuclear reactor  overheated and caused an accident. Ecological পরিবেশগত Ecological  balance is important for the survival of species. Dumping ফেলে দেওয়া The factory was fined for dumping  toxic waste into the river. Privatize বেসরকারীকরণ The government decided to privatize  the electricity sector. Aftermath পরিণতি The aftermath  of the earthquake was devastating. Horrific ভয়ঙ্কর The war caused horrific  destruction in the city. Interconnected আন্তঃসংযুক্ত The internet has made the world more interconnected . Disproportionately অসামঞ্জস্যভাবে Pollution affects poor communities disproportionately . Vulnerable দুর্বল Children are more vulnerable  to diseases. Reckless বেপরোয়া His reckless  driving caused an accident. Pernicious ক্ষতিকর Smoking has pernicious  effects on health. Devastation ধ্বংস The hurricane left a trail of devastation . Hazard ঝুঁকি Air pollution is a major health hazard . Overconsumption অতিরিক্ত ব্যবহার Overconsumption  of water leads to scarcity. Elites অভিজাত গোষ্ঠী The elites  have access to better education and healthcare. Fraction ক্ষুদ্র অংশ Only a fraction  of the population has clean water. Advocacy সমর্থন She works in human rights advocacy . Equity সমতা Gender equity  is essential in the workplace. Commitment প্রতিশ্রুতি He showed great commitment  to his work. Bridges the gap সংযোগ স্থাপন করা Education bridges the gap  between rich and poor. Inextricable অবিচ্ছেদ্য Climate change and pollution are inextricable  issues. Toxicity বিষাক্ততা High toxicity  levels in water can harm fish. Resource depletion সম্পদের হ্রাস Deforestation leads to resource depletion . Species disappearance প্রজাতি বিলুপ্তি Pollution causes species disappearance . Arable land আবাদযোগ্য জমি Farmers need more arable land  for cultivation. Dignity মর্যাদা Every human deserves to live with dignity . Fair ways ন্যায়সঙ্গত উপায় We must find fair ways  to distribute wealth. Environmental burdens পরিবেশগত বোঝা Poor communities bear most environmental burdens . Sustainability টেকসই উন্নয়ন Sustainability  ensures resources for future generations. Contamination দূষণ Water contamination  is a serious issue in many cities. Mitigation প্রশমিতকরণ Tree planting helps in mitigation  of air pollution. Adaptation অভিযোজন Climate adaptation  is necessary for survival. Emission নির্গমন Factories must reduce carbon emissions . Preservation সংরক্ষণ Wildlife preservation  is necessary for biodiversity. Deforestation বন উজাড় Deforestation  leads to climate change. Renewable নবায়নযোগ্য Solar energy is a renewable  resource. Pollution দূষণ Air pollution  affects human health.

Before researchers become researchers they should become philosophers. They should consider what the human goal is, what it is that humanity should create. Doctors should first determine at the fundamental level what it is that human beings depend on for life. In applying my theories to fanning, I have been experimenting in growing my crops in various ways, always with the idea of developing a method close to nature. I have done this by whittling away unnecessary agricultural practices. Modern scientific agriculture, on the other hand, has no such vision. Research wanders about aimlessly, each researcher seeing just one part of the infinite array of natural factors which affect harvest yields.  Furthermore, these natural factors change from place lo place and from year to year. Even though it is the same quarter acre, the farmer must grow his crops differently each year in accordance with variations in weather, insect populations, the condition of the soil, and many other natural factors. Nature is everywhere in perpetual motion: conditions are never exactly the same in any two years. Modern research divides nature into tiny pieces and conducts tests that conform neither with natural law nor with practical experiences. The results are arranged for the convenience of research, not according to the needs of the farmer. To think that these conclusions can be put to use with invariable success in the farmer's field is a big mistake. Recently Professor Tsuno of Ehime University wrote a lengthy book on the relationship of plant metabolism to rice harvests. This professor often comes to my field, digs down a few feet to check the soil, brings students along to measure the angle of sunlight and shade and whatnot, and takes plant specimens back to the lab for analysis. I often ask him, "When you go back, are you going to try non-cultivation direct seeding?" He laughingly answers. "No. I’ll leave the applications to you. I'm going to stick to research." So that is how it is. You study the function of the plant's metabolism and its ability to absorb nutrients from the soil, write a book, and get a doctorate in agricultural science. But do not ask if your theory of assimilation is going to be relevant to the yield. Even if you can explain how metabolism affects the productivity' of the top leaf when the average temperature is eighty-four degrees (Fahrenheit), there are places where the temperature is not eighty-four degrees. And if the temperature is eighty-four degrees in Ehime this year, next year it may only be seventy-live degrees. To say that simply stepping up metabolism will increase starch formation and produce a large harvest is a mistake. The geography and topography of the land, the condition of the soil, its structure, texture, and drainage, exposure to sunlight, insect relationships, the variety of seed used, die method of cultivation—truly an infinite variety of factors-must all be considered. A scientific testing method which takes all relevant factors into account is an impossibility.  You hear a lol of talk these days about the benefits of the "Good Rice Movement" and the "Green Revolution." Because these methods depend on weak, "improved" seed varieties, it becomes necessary for the farmer to apply chemicals and insecticides eight or ten limes during the growing season. In a short time the soil is burned clean of microorganisms and organic matter. The life of the soil is destroyed and crops come to be dependent on nutrients added from the outside in the form of chemical fertilizer. It appears that things go better when the farmer applies "scientific" techniques, but this does not mean that science must come to the rescue because the natural fertility is inherently insufficient. Il means that rescue is necessary because the natural fertility has been destroyed. By spreading straw, growing clover, and returning to die soil all organic residues, the earth comes to possess all the nutrients needed to grow rice and winter grain in the same- field year after year. By natural fanning, fields that have already been damaged by cultivation or the use of agricultural chemicals can be effectively rehabilitated. Before becoming researchers, they should first become: a) Farmers b) Philosophers c) Doctors d) Engineers Answer: b) Philosophers What does modern scientific agriculture lack? a) Clear vision b) Advanced tools c) Good seeds d) Proper irrigation Answer: a) Clear vision Why do modern researchers fail to understand farming properly? a) They focus only on one small part of nature b) They do not study farming c) They do not use technology d) They work only with farmers Answer: a) They focus only on one small part of nature What happens when researchers do not consider all natural factors? a) Research becomes more effective b) Research results may not be useful for farmers c) Farmers get more crops d) Crops grow faster Answer: b) Research results may not be useful for farmers Why do farmers need to change their farming methods every year? a) Because of changes in weather and soil conditions b) Because they want to try new seeds c) Because research tells them to d) Because their land is too small Answer: a) Because of changes in weather and soil conditions What is the problem with "improved" seeds in modern farming? a) They grow very fast b) They need more fertilizers and chemicals c) They are easy to plant d) They are naturally strong Answer: b) They need more fertilizers and chemicals How can soil fertility be naturally restored? a) By using more chemical fertilizers b) By using tractors c) By adding organic materials back into the soil d) By using more water Answer: c) By adding organic materials back into the soil Why is the "Green Revolution" not always helpful? a) It increases natural soil fertility b) It makes farming easier c) It makes farmers depend on artificial fertilizers d) It does not change anything Answer: c) It makes farmers depend on artificial fertilizers What is one of the major mistakes in modern agricultural research? a) It does not consider natural changes in farming conditions b) It helps farmers too much c) It does not use science d) It focuses too much on tradition Answer: a) It does not consider natural changes in farming conditions What is the best farming method according to the passage? a) Using only artificial fertilizers b) Depending on scientific research only c) Using natural farming methods and reducing chemicals d) Growing crops without sunlight Answer: c) Using natural farming methods and reducing chemicals Why should researchers first become philosophers? Researchers should first become philosophers because they need to understand the deeper purpose of their work. Before studying farming or science, they should ask important questions like "What is the goal of agriculture?" and "What is best for humanity?" If they do not think about these big questions, their research may not help people in the right way. How does modern scientific research study agriculture? Modern scientific research studies agriculture by dividing it into small parts. Researchers focus on one small factor, such as temperature or soil quality, without looking at how all the factors work together. This approach can give useful data, but it does not always help real farmers who have to deal with many natural changes. Why do farming conditions change every year? Farming conditions change every year because nature is always changing. Weather, soil quality, insects, and other factors are never exactly the same. Even if a farmer uses the same land and plants the same seeds, the results will be different each year because of these natural changes. What is the problem with modern agricultural experiments? The problem with modern agricultural experiments is that they do not always match real-life farming conditions. Researchers test crops in controlled environments where they can control temperature, water, and soil conditions. However, real farms do not have perfect conditions, so the research results may not be useful for farmers. Why do "improved" seeds cause problems for farmers? "Improved" seeds often require artificial fertilizers and chemicals to grow properly. This makes farmers depend on buying expensive products every year. Over time, these chemicals reduce the natural fertility of the soil, making it harder for farmers to grow crops without using more chemicals. This creates a cycle of dependency. What is the effect of chemical fertilizers on soil? Chemical fertilizers can help crops grow faster in the short term, but in the long term, they harm the soil. They kill useful microorganisms, reduce natural nutrients, and make the soil hard and lifeless. Once the soil loses its natural fertility, farmers have to use even more artificial fertilizers to grow crops. How can natural farming improve soil quality? Natural farming can improve soil quality by returning organic materials to the soil. This includes spreading plant remains, using natural compost, and planting cover crops like clover. These methods help the soil regain nutrients, improve water retention, and support beneficial microorganisms. Why is relying only on research a mistake in agriculture? Relying only on research is a mistake because research does not always consider real-life farming challenges. Scientists may study plant metabolism or soil chemistry in a laboratory, but if they do not test their ideas on actual farms, their theories may not be useful. Farmers need practical solutions, not just scientific theories. What is the danger of artificial farming techniques? Artificial farming techniques, such as chemical farming and genetically modified crops, can lead to long-term environmental damage. These methods can harm soil, reduce biodiversity, and make farmers dependent on expensive products. In contrast, natural farming techniques work with nature and are sustainable. What is the best way to ensure sustainable agriculture? The best way to ensure sustainable agriculture is to follow natural farming methods. This includes using organic fertilizers, crop rotation, natural pest control, and reducing chemical use. By working with nature instead of against it, farmers can maintain soil health, protect the environment, and produce healthy food for future generations. Bangla Translation বাংলা অনুবাদ: গবেষক হওয়ার আগে গবেষকদের দার্শনিক হওয়া উচিত। তাদের বিবেচনা করা উচিত মানুষের লক্ষ্য কী, মানবজাতির কী সৃষ্টি করা উচিত। চিকিৎসকদের প্রথমে মৌলিক স্তরে নির্ধারণ করা উচিত যে মানুষের জীবন ধারণের জন্য কী প্রয়োজন। আমি আমার তত্ত্বগুলিকে চাষাবাদে প্রয়োগ করার সময় বিভিন্ন উপায়ে ফসল ফলানোর পরীক্ষা চালিয়েছি, সর্বদা প্রকৃতির কাছাকাছি একটি পদ্ধতি বিকাশের ধারণা নিয়ে। আমি এটি করেছি অপ্রয়োজনীয় কৃষি অনুশীলন কমিয়ে। অপরদিকে, আধুনিক বৈজ্ঞানিক কৃষির এমন কোনো দৃষ্টিভঙ্গি নেই। গবেষণা উদ্দেশ্যহীনভাবে ঘুরে বেড়ায়, প্রতিটি গবেষক শুধুমাত্র প্রাকৃতিক কারণগুলোর একটি অংশ দেখে যা ফসলের ফলনকে প্রভাবিত করে। তদ্ব্যতীত, এই প্রাকৃতিক কারণগুলি স্থানভেদে এবং বছরভেদে পরিবর্তিত হয়। এমনকি যদি একই জমি হয়, তবুও কৃষককে প্রতিবার আবহাওয়া, কীটপতঙ্গের সংখ্যা, মাটির অবস্থা এবং অন্যান্য প্রাকৃতিক কারণ অনুসারে ফসল চাষ করতে হয়। প্রকৃতি সর্বদা পরিবর্তনশীল; কোনো দুটি বছর একরকম নয়। আধুনিক গবেষণা প্রকৃতিকে ক্ষুদ্র ক্ষুদ্র অংশে বিভক্ত করে এবং পরীক্ষাগুলি পরিচালনা করে যা প্রাকৃতিক আইন বা ব্যবহারিক অভিজ্ঞতার সাথে সামঞ্জস্যপূর্ণ নয়। ফলাফলগুলো গবেষণার সুবিধার জন্য সাজানো হয়, কৃষকের চাহিদা অনুযায়ী নয়। এই সিদ্ধান্তগুলো কৃষিক্ষেতে অপরিবর্তনীয়ভাবে সফল হবে বলে ভাবা একটি বড় ভুল। সম্প্রতি, এহিমে বিশ্ববিদ্যালয়ের অধ্যাপক সুনো চাল উৎপাদনের সাথে উদ্ভিদের বিপাকক্রিয়ার সম্পর্ক নিয়ে একটি দীর্ঘ বই লিখেছেন। তিনি প্রায়ই আমার খেতে আসেন, কয়েক ফুট গভীর পর্যন্ত মাটি খনন করে পরীক্ষা করেন, ছাত্রদের নিয়ে সূর্যালোক ও ছায়ার কোণ পরিমাপ করেন, এবং উদ্ভিদের নমুনা ল্যাবে নিয়ে যান বিশ্লেষণের জন্য। আমি তাকে প্রায়ই জিজ্ঞাসা করি, "আপনি কি সরাসরি বীজ বপনের পদ্ধতি চেষ্টা করবেন?" তিনি হেসে উত্তর দেন, "না। আমি শুধু গবেষণার মধ্যেই থাকব।" তাহলে ব্যাপারটা এই রকম। আপনি উদ্ভিদের বিপাকক্রিয়া এবং মাটি থেকে পুষ্টি শোষণের ক্ষমতা অধ্যয়ন করেন, একটি বই লেখেন এবং কৃষি বিজ্ঞানে ডক্টরেট অর্জন করেন। কিন্তু আপনার তত্ত্ব ফসলের ফলনের জন্য প্রাসঙ্গিক হবে কিনা তা নিয়ে প্রশ্ন করা হয় না। এমনকি যদি আপনি ব্যাখ্যা করতে পারেন যে ৮৪ ডিগ্রি ফারেনহাইট তাপমাত্রায় শীর্ষ পাতার বিপাকক্রিয়া কীভাবে শর্করা উৎপাদন বাড়াতে পারে, তবুও সব জায়গায় এই তাপমাত্রা থাকে না। এহিমেতে যদি এ বছর ৮৪ ডিগ্রি থাকে, তবে পরের বছর হয়তো ৭৫ ডিগ্রি হতে পারে। শুধুমাত্র বিপাকক্রিয়া বৃদ্ধি করলেই যে ফসলের পরিমাণ বাড়বে, তা ভাবা ভুল। ভূমির ভৌগোলিক বৈশিষ্ট্য, মাটির গঠন, সূর্যালোকের পরিমাণ, কীটপতঙ্গের সম্পর্ক, বীজের ধরন, চাষের পদ্ধতি—এসব বিবেচনা করা অত্যন্ত গুরুত্বপূর্ণ। এমন একটি বৈজ্ঞানিক পরীক্ষার পদ্ধতি যা এই সমস্ত কারণকে বিবেচনায় নেয়, তা একপ্রকার অসম্ভব। আজকাল "ভালো চাল আন্দোলন" এবং "সবুজ বিপ্লব" সম্পর্কে অনেক কথা শোনা যায়। এই পদ্ধতিগুলি দুর্বল, "উন্নত" বীজের উপর নির্ভরশীল, ফলে কৃষককে বারবার রাসায়নিক ও কীটনাশক প্রয়োগ করতে হয়। এতে মাটির জৈব উপাদান ও জীবাণুগুলো নষ্ট হয়ে যায়, ফলে ফসলকে বাহ্যিক রাসায়নিক সার থেকে পুষ্টি নিতে হয়। এতে মনে হয় যেন কৃষক বৈজ্ঞানিক কৌশল ব্যবহার করে ভালো ফলন পাচ্ছেন, কিন্তু প্রকৃতপক্ষে এটি প্রাকৃতিক উর্বরতা ধ্বংস করার কারণেই রক্ষা করতে হয়। তৃণ ছড়িয়ে দেওয়া, ক্লোভার গাছ লাগানো এবং সমস্ত জৈব উপাদান পুনরায় মাটিতে ফিরিয়ে দিলে জমি প্রাকৃতিকভাবে পুষ্টি ধারণ করতে পারে। প্রাকৃতিক চাষের মাধ্যমে রাসায়নিক ব্যবহারের ফলে ক্ষতিগ্রস্ত জমি পুনরুদ্ধার করা সম্ভব। Ad Ad ৩০টি শব্দার্থ তালিকা: শব্দ অর্থ (ইংরেজি) অর্থ (বাংলা) বাক্য (ইংরেজি) বাক্য (বাংলা) Researcher A person who studies a subject deeply গবেষক The researcher spent years studying plant growth. গবেষক উদ্ভিদের বৃদ্ধির উপর কয়েক বছর গবেষণা করেছেন। Philosophy Study of fundamental knowledge দর্শন He studied philosophy in college. তিনি কলেজে দর্শন পড়েছিলেন। Agriculture Farming কৃষি Agriculture is essential for food production. খাদ্য উৎপাদনের জন্য কৃষি অপরিহার্য। Fertility The ability to produce crops উর্বরতা The fertility of the soil is decreasing. মাটির উর্বরতা কমে যাচ্ছে। Metabolism Chemical processes in living things বিপাকক্রিয়া Exercise boosts metabolism. ব্যায়াম বিপাকক্রিয়া বাড়ায়। Fundamental Basic or essential মৌলিক Food and water are fundamental for survival. বেঁচে থাকার জন্য খাদ্য ও পানি মৌলিক উপাদান। Vision The ability to see or a plan for the future দৃষ্টিভঙ্গি A leader must have a clear vision. একজন নেতার পরিষ্কার দৃষ্টিভঙ্গি থাকা দরকার। Yield The amount produced উৎপাদন The rice yield was higher this year. এ বছর ধানের উৎপাদন বেশি ছিল। Variation A change or difference পরিবর্তন There is a variation in temperature every year. প্রতি বছর তাপমাত্রার পরিবর্তন হয়। Factor A reason or influence কারণ Weather is a key factor in farming. আবহাওয়া কৃষিকাজের একটি মূল কারণ। Perpetual Continuous, never-ending চিরস্থায়ী The river is in perpetual motion. নদী চিরস্থায়ী গতিতে থাকে। Practical Useful in real life ব্যবহারিক This book gives practical advice. এই বইটি ব্যবহারিক পরামর্শ দেয়। Assimilation The process of absorption আত্মসাৎ The body's assimilation of nutrients is important. পুষ্টি শোষণ করা শরীরের জন্য গুরুত্বপূর্ণ। Relevant Related to something প্রাসঙ্গিক His answer was not relevant to the question. তার উত্তর প্রশ্নের সাথে প্রাসঙ্গিক ছিল না। Geography Study of land and places ভূগোল He is studying geography in school. সে স্কুলে ভূগোল পড়ছে। Topography Physical features of land ভূপ্রকৃতি The topography of Bangladesh is diverse. বাংলাদেশের ভূপ্রকৃতি বৈচিত্র্যময়। Drainage The system of water flow নিষ্কাশন Good drainage helps prevent floods. ভালো নিষ্কাশন ব্যবস্থা বন্যা প্রতিরোধ করে। Exposure Contact with something সংস্পর্শ Too much exposure to the sun is harmful. অতিরিক্ত সূর্যালোকের সংস্পর্শ ক্ষতিকর। Specimen A sample for study নমুনা The scientist collected a plant specimen. বিজ্ঞানী একটি উদ্ভিদের নমুনা সংগ্রহ করেছেন। Cultivation The process of growing crops চাষাবাদ Rice cultivation requires fertile soil. ধান চাষের জন্য উর্বর মাটি দরকার। Fertilizer A chemical or natural substance for plant growth সার Farmers use organic fertilizer. কৃষকরা জৈব সার ব্যবহার করেন। Rehabilitation Restoration or recovery পুনর্বাসন The land needs rehabilitation after years of chemical use. বছরের পর বছর রাসায়নিক ব্যবহারের পর জমির পুনর্বাসন প্রয়োজন। Chemical A substance used in reactions রাসায়নিক The chemical reaction was dangerous. রাসায়নিক বিক্রিয়াটি বিপজ্জনক ছিল। Organic Natural, not artificial জৈব Organic farming is better for health. জৈব চাষ স্বাস্থ্যের জন্য ভালো। Dependency The state of relying on something নির্ভরশীলতা The crops have a dependency on fertilizers. ফসল সার নির্ভরশীল। Sustainable Able to continue for a long time টেকসই Sustainable farming is necessary for the future. ভবিষ্যতের জন্য টেকসই কৃষি জরুরি। Application The act of using something প্রয়োগ The application of new methods improved farming. নতুন পদ্ধতির প্রয়োগ কৃষিকাজের উন্নতি করেছে। Motion Movement গতি The earth is always in motion. পৃথিবী সবসময় গতিশীল। Preservation Keeping something in good condition সংরক্ষণ Preservation of soil is important. মাটির সংরক্ষণ গুরুত্বপূর্ণ। Improvement Making something better উন্নতি There is an improvement in crop production. ফসল উৎপাদনে উন্নতি হয়েছে।

1. Read the following text and answer the questions A and B. As a child you must have been told to greet your elders and visitors to your home according to your culture and tradition. You must also have been taught to be polite in company and keep quiet while others, especially your elders, spoke. Possibly, you at times grudged such schooling. Possibly, at times you even protested such disciplining. Now, certainly you know that you can’t always behave the way you want specially in the presence of others. There are rules of behaviour you have to follow in a company. We are social beings and have to consider the effect of our behaviour on others, even if we are at home and dealing with our family members. We have two terms to describe our social behaviour–‘etiquette’ and ‘manners’. ‘Etiquette’ is a French word and it means the rules of correct behaviour in society. The word ‘manners’ means the behaviour that is considered to be polite in a particular society or culture. Manners can be good or bad. For example, it is a bad manner to speak with food in one’s mouth. No one likes a bad-mannered person. Remember that etiquette and manners vary from culture to culture and from society to society. We learn etiquette and manners from our parents, families and various institutions, such as schools, colleges or professional bodies. There are rules of behaviour for all kinds of social occasions and it is important to learn them and practise them in everyday life. The manners that are correct in a wedding reception will not do in a debating club. Therefore, we have to be careful about etiquette and manners. We know how important it is to say ‘please’ and ‘thank you’ in everyday life. A few more polite expressions such as ‘pardon me’, ‘excuse me’, ‘may I’, are bound to make your day smooth and pleasant.   A.  Choose the correct answer from the alternatives. (a)    'Pardon me' is a kind of ——. (i) prayer        (ii) expression  (iii) sentence   (iv) proverb (b)    The word body means ——. (i) frame         (ii) trunk         (iii) substance (iv) person (c)   Etiquette is a —— word. (i) Bangladesh (ii) French   (iii) Indian      (iv) Chinese (d)    The manners of wedding ceremony and debating club are ——. (i) alike(ii) same       (iii) different  (iv) similar (e)    What does the word 'behave' in the passage refer to? (i) arrange (ii) lead (iii)direct(iv) conduct B.  Answer the following questions. a.       What types of expressions are very important to make your day smooth and pleasant? b.       Manners can be good or bad. Expain the statement using suitable examples. c.        Where do we learn etiquette and manners? Why do we have to be careful about etiquette and manner? d.       Why can't we always behave the way we want especially in the presence of others? e.       Do you think that ' pardon me' is a polite expression? Why/Why not? Explain in 2/3 sentences. Answer: A. Correct Answers: (a) (ii) expression (b) (iv) person (c) (ii) French (d) (iii) different (e) (iv) conduct B. Answers: a. What types of expressions are very important to make your day smooth and pleasant? Polite expressions such as ‘please’ , ‘thank you’ , ‘pardon me’ , ‘excuse me’ , and ‘may I’  are very important to make your day smooth and pleasant because they show respect and good manners in social interactions. b. Manners can be good or bad. Explain the statement using suitable examples. Manners can be good or bad  depending on how a person behaves. For example, saying ‘thank you’  when someone helps you is a good manner  because it shows gratitude. On the other hand, speaking with food in your mouth  is a bad manner  because it is disrespectful and impolite in social settings. c. Where do we learn etiquette and manners? Why do we have to be careful about etiquette and manner? We learn etiquette and manners from our parents , families , and institutions  like schools , colleges , and professional bodies . We have to be careful about etiquette and manners because different situations and cultures have different rules of behavior, and following them helps us show respect and build good relationships with others. d. Why can't we always behave the way we want especially in the presence of others? We can’t always behave the way we want, especially in the presence of others, because we are social beings . Our behavior affects those around us, and there are rules of behavior  that we must follow to show respect and maintain harmony in society. e. Do you think that ‘pardon me’ is a polite expression? Why/Why not? Explain in 2/3 sentences. Yes, ‘pardon me’  is a polite expression  because it shows respect  and consideration  for others. People use it to apologize or to get someone’s attention politely, which helps maintain good manners in conversations. Bangla Translation ছোটবেলায় তোমাকে অবশ্যই বলা হয়েছিল যে, তোমার সংস্কৃতি ও ঐতিহ্য অনুসারে তোমার বড়দের এবং অতিথিদের অভ্যর্থনা জানাতে। তোমাকে অবশ্যই শেখানো হয়েছে যে, অন্যরা, বিশেষ করে তোমার বড়রা যখন কথা বলবেন, তখন সঙ্গমে ভদ্র হতে হবে এবং চুপ থাকতে হবে। হয়তো, তুমি মাঝে মাঝে এই ধরণের স্কুলের প্রতি বিরক্তি প্রকাশ করেছ। হয়তো, মাঝে মাঝে তুমি এমন শাসনের প্রতিবাদও করেছ। এখন, তুমি অবশ্যই জানো যে তুমি সবসময় তোমার ইচ্ছা অনুযায়ী আচরণ করতে পারো না, বিশেষ করে অন্যদের উপস্থিতিতে। একটি সঙ্গমে তোমাকে আচরণের কিছু নিয়ম মেনে চলতে হবে। আমরা সামাজিক প্রাণী এবং আমাদের আচরণের প্রভাব অন্যদের উপর কী হবে তা বিবেচনা করতে হবে, এমনকি যদি আমরা বাড়িতে থাকি এবং আমাদের পরিবারের সদস্যদের সাথে আচরণ করি। আমাদের সামাজিক আচরণ বর্ণনা করার জন্য দুটি শব্দ আছে - 'শিষ্টাচার' এবং 'শিষ্টাচার'। 'শিষ্টাচার' একটি ফরাসি শব্দ এবং এর অর্থ সমাজে সঠিক আচরণের নিয়ম। 'শিষ্টাচার' শব্দের অর্থ সেই আচরণ যা একটি নির্দিষ্ট সমাজ বা সংস্কৃতিতে ভদ্র বলে বিবেচিত হয়। শিষ্টাচার ভালো বা খারাপ হতে পারে। উদাহরণস্বরূপ, মুখে খাবার রেখে কথা বলা খারাপ আচরণ। কেউ খারাপ আচরণকারী ব্যক্তিকে পছন্দ করে না। মনে রাখবেন যে শিষ্টাচার এবং আচরণ সংস্কৃতি ভেদে এবং সমাজ ভেদে ভিন্ন হয়। আমরা আমাদের বাবা-মা, পরিবার এবং বিভিন্ন প্রতিষ্ঠান, যেমন স্কুল, কলেজ বা পেশাদার সংস্থা থেকে শিষ্টাচার এবং আচরণ শিখি। সকল ধরণের সামাজিক অনুষ্ঠানের জন্য আচরণের নিয়ম রয়েছে এবং দৈনন্দিন জীবনে সেগুলি শেখা এবং অনুশীলন করা গুরুত্বপূর্ণ। বিবাহের অভ্যর্থনা অনুষ্ঠানে যে আচরণ সঠিক তা বিতর্ক ক্লাবে কার্যকর হবে না। অতএব, আমাদের শিষ্টাচার এবং আচরণ সম্পর্কে সতর্ক থাকতে হবে। আমরা জানি দৈনন্দিন জীবনে 'দয়া করে' এবং 'ধন্যবাদ' বলা কতটা গুরুত্বপূর্ণ। 'আমাকে ক্ষমা করুন', 'আমাকে ক্ষমা করুন', 'আমি পারি' এর মতো আরও কিছু ভদ্র অভিব্যক্তি আপনার দিনটিকে মসৃণ এবং আনন্দময় করে তুলবে। Ad Ad 1. Read the passage and answer the questions A and B. As a child you must have been told to greet your elders and visitors to your home according to your culture and tradition. You must also have been taught to be polite in company and keep quiet while others, especially your elders, spoke. Possibly, you at times grudged such schooling. Possibly, at times you even protested such disciplining. Now, certainly you know that you can't always behave the way you want specially in the presence of others. There are rules of behaviour you have to follow in a company. We are social beings and have to consider the effect of our behaviour on others, even if we are at home and dealing with our family members. We have two terms to describe our social behaviour- 'etiquette' and 'manners.' 'Etiquette' is a French word and it means the rules of correct behaviour in society. The word 'manners' means the behaviour that is considered to be polite in a particular society or culture. Manners can be good or bad. For example, it is a bad manner to speak with food in one's mouth. No one likes a bad-mannered person. Remember that etiquette and manners vary from culture to culture and from society to society. We learn etiquette and manners from our parents, families and various institutions, such as schools, colleges or professional bodies. There are rules of behaviour for all kinds of social occasions and it is important to learn them and practise them in everyday life. The manners that are correct in a wedding reception will not do in a debating club. Therefore, we have to be careful about etiquette and manners. We know how important it is to say 'please' and 'thank you' in everyday life. A few more polite expressions such as 'pardon me,' 'excuse me,' 'may I,' are bound to make your day smooth and pleasant.  [Unit-4; Lesson-1] [Dania University College, Dhaka- '16; Mirkadim Hazi Amzad Ali University College, Munshigonj- '16; Govt. Azizul Hoque College, Bogra- '16; Cantonment College, Jessore- '16; Military Collegiate School & College, Khulna -'16; Ispahani Public School & College, Comilla- '16; Sonar Bangla College, Comilla- '16;Ramganj Model University College, Lakshmipur- '16] বাংলা অনুবাদঃ   একজন শিশু হিসেবে তোমাকে অবশ্যই তোমার বড়দের এবং বাড়িতে আসা মেহমানদের তোমার সংস্কৃতি এবং ঐতিহ্য অনুযায়ী শুভেচ্ছা জ্ঞাপন করার কথা বলা হয়েছে। সঙ্গীদের সঙ্গে থাকার সময় তোমাকে অবশ্যই ভদ্র থাকার এবং যখন অন্যরা, বিশেষ করে যখন তোমার বড়রা কথা বলে তখন চুপ করে থাকার শিক্ষা দেয়া হয়েছে। সম্ভবত শুরুতে তুমি এমন শিক্ষা মেনে নাও নি। সম্ভবত, এমনকি শুরুতে তুমি এমন শৃগুখলার বিরোধীতা করেছো। কিন্তু এখন তুমি অবশ্যই জানো যে, তুমি যেভাবে চাও সবসময় সেইভাবে আচরণ করতে পারো না বিশেষ করে অন্যদের উপস্থিতিতে। সঙ্গীদের সঙ্গে থাকা অবস্থায় কিছু আচার আচরণ তোমাকে অনুসরণ করতে হবে। আমরা সামাজিক জীব এবং আমাদেরকে অন্যদের উপর এমনকি বাড়িতে আমাদের পরিবারের সদস্যদের উপর আমাদের আচরণের প্রভাব বিবেচনা করতে হবে।  আমাদের সামাজিক আচরণের বর্ণনা দিতে গিয়ে আমরা দু’টি শব্দ ব্যবহার করতে পারি- 'etiquette' বা ‘শিষ্টাচার’ এবং 'manners' বা ‘আচার-আচরণ’। 'Etiquette' একটি ফরাসি শব্দ এবং এর অর্থ হচ্ছে সমাজে সঠিক আচরণের নিয়ম কানুন। 'manners' শব্দটির অর্থ হচ্ছে একটি বিশেষ সমাজ বা সংস্কৃতিতে যে ব্যবহারকে ভদ্র বলে বিবেচনা করা হয়। আচার-আচরণ ভালো কিংবা খারাপ হতে পারে। উদাহরণস্বরূপ, মুখে খাবার নিয়ে কথা বলাটা একটা খারাপ আচরণ। খারাপ আচরণের ব্যক্তিকে কেউ পছন্দ করে না। মনে রাখবে যে শিষ্টাচার এবং আচার-আচরণ এক সংস্কৃতি থেকে অন্য সংস্কৃতিতে এবং এক সমাজ থেকে অন্য সমাজে ভিন্ন হয়।  আমরা আমাদের পিতামাতা, পরিবার এবং বিভিন্ন প্রতিষ্ঠান যেমন স্কুল, কলেজ এবং পেশাগত প্রতিষ্ঠান থেকে শিষ্টাচার এবং আচার-আচরণ শিখে থাকি। সবধরনের সামাজিক অনুষ্ঠানের জন্য কিছু আচার-আচরণ রয়েছে এবং সেগুলোর শিক্ষা লাভ করা এবং দৈনন্দিন জীবনে সেগুলো অনুশীলন করা আমাদের জন্য গুরুত্বপূর্ণ। একটি বিবাহোত্তর সংবর্ধনা অনুষ্ঠানে যে আচরণ সঠিক একটি বিতর্কে সংঘে তা সঠিক নয়। সুতরাং আমাদেরকে শিষ্টাচার এবং আচার-আচরণ সম্পর্কে যত্নবান হতে হবে। আমরা জানি দৈনন্দিন জীবনে 'please' এবং 'thank you' বলাটা কত গুরুত্বপূর্ণ। এই রকম আরো কিছু অভিব্যক্তি যেমন 'pardon me,' 'excuse me,' 'may I, এগুলোর ব্যবহার তোমার জীবনকে মসৃণ এবং আনন্দদায়ক করে। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) The word 'greet' refers to —.  (i) dishonour (ii) welcome (iii) ignore (iv) avoid (b) From our parents, families and various institutions we can learn —.  (i) etiquette and manners (ii) knowledge and power  (iii) habit of dream  (iv) none of these (c) The phrase 'according to' means —.  (i) before (ii) on the basis of (iii) after (iv) ignoring something (d) The word 'grudge' refers to —.  (i) envy  (ii) unwillingness to allow   (iii) anger  (iv) hatred (e) Which of the following is a bad manner?  (i) say please to others  (ii) to speak with food in one's mouth  (iii) to speak mildly  (iv) say pardon me to others   ❤ Extra Questions: (f) What is the meaning of the word 'visitor'?  (i) intruder (ii) guest (iii) investigator (iv) hawker (g) The word 'culture' best means —.  (i) personality (ii) lifestyle (iii) language (iv) music and dance (h) What do you mean by 'tradition'?  (i) riches (ii) status (iii) heritage (iv) legend (i) The word 'quiet' means —.  (i) gentle (ii) speechless (iii) mild (iv) melancholy (j) The meaning of 'polite' is —.  (i) religious (ii) honest (iii) well-mannered (iv) cool (k) What do you mean by 'schooling'?  (i) founding a school (ii) study at school (iii) sports at school (iv) school-life (l) The word 'protest' means —.  (i) opposing something  (ii) supporting something   (iii) avoiding something  (iv) accepting something (m) In the presence of others, one has to be —.  (i) impudent (ii) insolent (iii) careless (iv) polite (n) Our behaviour has — on others.  (i) spell (ii) effect (iii) load (iv) control (o) The word 'etiquette' originates from —.  (i) Italian (ii) German (iii) French (iv) Spanish (p) 'Etiquette' means —.  (i) callous behaviour with people (ii) the rules of correct behaviour  (iii) showing insolence before teachers (iv) honesty in one's career (q) The meaning of the word 'manners' is —.  (i) aggressive behaviour (ii) indifference  (iii) insulting others  (iv) polite behaviour (r) A bad-mannered person is liked by —.  (i) all (ii) teachers (iii) none (iv) servants (s) Etiquette varies in —.  (i) families (ii) persons (iii) organizations (iv) cultures (t) We learn manners from —.  (i) parents (ii) families (iii) school (iv) all of them (u) Which is a place where there is different etiquette?  (i) class (ii) debating club (iii) wedding reception (iv) all of them (v) Which is an impolite expression?  (i) Please (ii) Get out (iii) Pardon me (iv) May I (w) Which is a polite expression?  (i) Get lost (ii) Damn you (iii) Thank you (iv) Go to hell (x) What is a synonym of 'describe'?  (i) express (ii) analyse (iii) depict (iv) narrate (y) A synonym of 'presence' is —.  (i) absence (ii) appearance (iii) attendance (iv) abstinence (z) The word 'wedding' means —.  (i) marriage anniversary (ii) marriage ceremony  (iii) marriage registration (iv) post-marital reception (aa) The word 'Etiquette' derives from —.  (i) Russian word (ii) German word (iii) French word (iv) English word (bb) The word 'smooth' means —.  (i) smile (ii) smell (iii) easy (iv) equal (cc) The phrase 'bound to' means —.  (i) obligatory (ii) oblivion (iii) obvious (iv) obey (dd) The word 'pleasant' refers to —.  (i) joy (ii) sorrow (iii) grief (iv) agony (ee) What does the word 'careful' refer?  (i) doubtful (ii) carefree (iii) aware (iv) strength (ff) What does the word 'various' mean in the passage?  (i) resembling   (ii) different (iii) uniform (iv) combined (gg) Which of the following statement in true?  (i) Manner is more important than 'Etiquette'  (ii) Well-mannered persons talk with the food in the mouth  (iii) 'Please is an impolite expression.'  (iv) Polite expressions will make one's day wonderful Answer (A):  (a) (ii) welcome (b) (i) etiquette and manner (c) (ii) on the basis of (d) (ii) unwillingness to allow (e) (ii) to speak with food in one's mouth (f) (ii) guest (g) (ii) lifestyle (h) (iii) heritage (i) (ii) speechless (j) (iii) well-mannered (k) (ii) study at school (l) (i) opposing something (m) (iv) polite (n) (ii) effect (o) (iii) French (p) (ii) the rules of correct behaviour (q) (iv) polite behaviour (r) (iii) none (s) (iv) cultures (t) (iv) all of them (u) (iv) all of them (v) (ii) Get out (w) (iii) Thank you (x) (iv) narrate (y) (iii) attendance (z) (ii) marriage ceremony (aa) (iii) French word (bb) (iii) easy (cc) (i) obligatory (dd) (i) joy (ee) (iii) aware (ff) (ii) different (gg) (i) Manner is more important than 'Etiquette' B. Answer the following questions. 2☓5 = 10 (a) What are the traits of our behaviour before the elders? Write in 2/3 sentences. (b) What are working behind our grudges against our seniors? (c) Can you mention some traits of our behaviours that seem to be protestable to you? Describe. (d) What is 'manners'? Can you mention some bad manners? (e) How do you differentiate between 'manners' and 'etiquette'?   ❤ Extra Questions: (f) What are the institutions that we learn etiquette from? (g) What do you mean by the line "The manners that are correct in a wedding reception will not do in a debating club"? (h) "Possibly, you at times grudged such schooling."- What do you mean by this saying? Explain in 2/3 sentences. (i) How does a child become acquainted with its culture? Write in detail.  (j) How do you react to the expressions like 'pardon me', 'excuse me'? Do they demean oneself or not? Write in 2/3 sentences. (k) Why do the manners differ in places? Explain in 2/3 sentences. (l) Why do we need to be careful regarding our manners & etiquette? Answer in detail. (m) Do you think that 'pardon me' is a polite expression? Why/or why not? (n) 'Manners depend on culture and tradition.' Describe in your own words. (o) Different situation demands different behaviours? Do you agree? (p) What types of expressions are very important to make your day smooth and pleasant? Answer (B):   (a) Whenever we are before our elders, we greet them with respect. We listen to their direction and most often we remain passive.  (b) As the youngers have to remain quiet when they are in presence of the elders, they can't express their genuine feelings. Even if they feel that they are to obey some illogical things, they can't express that. So, they grudge over many things.  (c) The unwritten rule that the youngers have to listen to the olders or they are only the followers to the direction of the elders is protestable. As 'to err is human', the elders can commit wrong and that may be corrected even by the youngers.  (d) Manners is a term that indicates the behaviour that is considered to be polite in a particular society or culture. To offer something to the elders using left hand or speaking with someone with food in mouth are some examples of bad manners.  (e) There lies differences between 'etiquette' and 'manners'. Etiquette means the correct behaviour of a society whereas manners mean the behaviour of a society which may possess good and bad things within it.  (f) We learn etiquette from institutions like family, schools, colleges or organizations we work at.  (g) Manners vary from place to place and occasion to occasion. In a wedding ceremony, people have to be joyful and callous. But at a debating club, the members have to be more formal in behaviour.  (h) We need to follow etiquette at every human habitation. It only needs not be followed where no human being is found.  (i) To become acquainted with a particular culture is a long process. A child knows about a culture through different inter-actions. Family, friends, schools and overall surrounding enable a child to become acquainted with its culture.  (j) 'Pardon me', 'excuse me' are some expressions which denote politeness. Everyday we have to go through different things. As we have to interact with different people in different situation, we need to be polite which we can express through these expressions. And we have to react to such expressions with similar politeness. They do not demean us rather express our nobility.  (k) People of different places are accustomed to different kinds of behaviour. The behaviour which seems to be correct in our society, may not be appropriate in other parts of the world. So, the manners differ in places.  (l) We need to be careful regarding our manners & etiquette because it is very important in our day to day life. We are social beings. There are rules of behaviour we have to follow in a company. So, we have to consider the effect of our behaviour on others.   (m) Yes, I think so. Because it is bound to make our day smooth and pleasant.  (n) Manner means the behaviour of a particular society or culture. Therefore, manners depend on the culture and tradition of a particular society which may vary from society to society and even country to country.   (o) Yes, I do agree. Manners very from place to place and occasion. The manners that are correct in a wedding reception will not do in a debating club. So the members have to be more formal in behaviour.  (p) The expressions 'please', 'thank you', 'pardon me', 'excuse me', 'may I' are very important to make our day smooth and pleasant.

1. Read the passage and answer the questions A and B. Unsafe levels of pesticides are present in around half of the vegetables and more than a quarter of fruits sold in the capital's markets, a recent survey has found. A 15-member team of the National Food Safety Laboratory, with support from the Food and Agriculture Organisation (FAO), came up with the findings after collecting and testing food samples from the capital's Gulshan, Karwanbazar and Mohakhali markets. The survey report, a copy of which was acquired by the Dhaka Tribune, read that nearly 40% of 82 samples of milk, milk products, fish, fruits and vegetables contained banned pesticides such as DDT, Aldrin, Chlordane and Heptachlor. The amounts of pesticide in these samples were found to be 3 to 20 times greater than the limits set by the European Union. Around 50% vegetables and 35% fruits were found to be contaminated with unsafe level of pesticides. Analysing more than 30 samples of turmeric powder (branded, packaged and open), the team also found that nearly 30% of the samples contained traces of lead chromate, which can be fatal if swallowed or inhaled. These samples also contained lead at 20 to 50 times above the safety limit of 2.5 parts per million set by the Bangladesh Standard Testing Institute (BSTI). Arsenic and chromium above safety limits were detected in a total of 5 out of 13 rice samples. Using a sensitive High-Performance Liquid Chromatography (HPLC) method developed by the Food Safety Lab, 66 samples were analysed for the presence of formaldehyde. Adulteration was thereby detected in samples of coriander, mango and fresh shrimps. The tests indicated that poultry feed in the country had also been contaminated, as samples of chicken and fish contained traces of antibiotics. High microbial populations were found in several samples of pasteurised milk, indicating poor processing procedures by the manufacturers. Samples of cucumber and street foods also showed high microbial populations, suggesting widespread contamination in the water supply. The Director of Institute of Public Health (IPH), told the Dhaka Tribune that the survey report has been submitted to the Health Ministry. Further tests of different products were being carried out at the Food Safety Lab.   [Unit-3; Lesson-1] [Govt. Shaheed Bulbul College, Pabna- '16; National Ideal College, Dhaka- '16; Dr. Abdur Razzak Municipal College, Jessore- '16; Principal Kazi Faruky School & College, Raipur, Lakshimpur- '16; Cox's Bazar Govt. College, Cox's Bazar- '16] বাংলা অনুবাদঃ সম্প্রতি একটি জরিপে পাওয়া গেছে যে রাজধানীর বাজারগুলোতে বিক্রিত শাকসবজির প্রায় অর্ধেকে এবং ফলমূলের এক চতুর্থাংশে ঝুঁকিপূর্ণ মাত্রায় কীটনাশক বিদ্যমান। রাজধানীর গুলশান, কারওয়ানবাজার এবং মহাখালী বাজার থেকে খাদ্যের নমুনা সংগ্রহ করে জাতীয় খাদ্য নিরাপত্তা গবেষনার ১৫ জন সদস্যের একটি দল খাদ্য ও কৃষি সংস্থা (ঋঅঙ) এর সহায়তায় পরীক্ষা করে এসব খুঁজে বের করেছে। ঢাকা ট্রিবিউন কর্তৃক সংগৃহিত এই জরিপ প্রতিবেদনের একটি প্রতিলিপিতে দেখা যায় দুধ, দুগ্ধজাত পণ্য, মাছ, মাংস, ফল ও সবজির নমুনার ৮২ টির প্রায় ৪০ শতাংশ নির্দিষ্ট কীটনাশক যেমন ডিডিটি, অলড্রিন, ক্লোরডেন ও হেপ্টাক্লোর ধারণ করে। এইসব নমুনাতে কীটনাশকের পরিমাণ ইউরোপীয় ইউনিয়ন কর্তৃক নির্ধারিত মাত্রার চেয়ে ৩-২০ গুণ বেশি। প্রায় ৫০% শাকসবজি ও ৩৫% ফল ঝুঁকিপূর্ণ মাত্রার কীটনাশক দ্বারা বিষাক্ত পাওয়া গিয়েছিল। প্রায় ৩০টিরও বেশি হলুদ গুড়ার (ব্রান্ডেড, প্যাকেটজাত ও খোলা) নমুনা নিয়ে পর্যালোচনা করে দলটি প্রায় ৩০% নমুনার মধ্যেই ধারণকৃত লেড ক্রোমেট এর চিহ্ন পেয়েছে যা কিনা প্রাণঘাতী হতে পারে যদি গলাধঃকরণ করা হয় বা নিশ্বাসের সাথে নেওয়া হয়। এই নমুনাগুলোও বাংলাদেশ মান পরীক্ষা প্রতিষ্ঠান (বিএসটিআই) কর্তৃক নির্ধারিত সুরক্ষণ মাত্রা প্রতি মিলিয়নে ২.৫ অংশ হতে ২০ থেকে ৫০ গুণ বেশি লেড ধারণ করে। ১৩ টি চালের নমুনা থেকে ৫টির মধ্যেই আর্সেনিক ও ক্রোমিয়ামের সহনীয় মাত্রার চেয়ে বেশি মাত্রা খুঁজে পাওয়া গেছে। খাদ্য নিরাপত্তা গবেষণাগার কর্তৃক উচ্চ ক্ষমতাসম্পন্ন তরল ক্রোমেটোগ্রাফির (এইচ.পি.এল.সি) স্পর্শকাতর এক পদ্ধতি ব্যবহার করে ৬৬টি নমুনা পর্যালোচনা করেছিল ফরমাল্ডিহাইডের উপস্থিতি চিহ্নিত করার জন্য। ধনিয়া, আম ও সতেজ বাগদা চিংড়ির নমুনার মধ্যেও ভেজাল মিশ্রণের উপস্থিতি লক্ষ করা যায়। পরীক্ষাগুলো নির্দেশ করে যে দেশটির হাঁস-মুরগির খাবারও ভেজালযুক্ত, যেহেতু মুরগি ও মাছের নমুনায় জীবাণুনাশক পদার্থের উপস্থিতি লক্ষ করা যায়। বেশ কিছু জীবাণুমুক্ত দুধের নমুনায় উচ্চ মাত্রার অনুজীবের আধিক্য পাওয়া যায় যা উৎপাদনকারী শিল্প প্রতিষ্ঠানে প্রক্রিয়াজাতকরণের দুর্বলতা নির্দেশ করে। শসা ও রাস্তার খাবারেও উচ্চ মাত্রার অনুজীবের আধিক্য দেখা যায় যা পানি সরবরাহের মধ্যে বহুবিস্তৃত দূষিত পানির উপস্থিতি নির্দেশ করে। জনস্বাস্থ্য প্রতিষ্ঠানের (আই.পি.এইচ) পরিচালক ঢাকা ট্রিবিউনকে বলেন যে, জরিপের ফলাফল স্বাস্থ্য মন্ত্রণালয়ে জমা দেয়া হয়েছে। খাদ্য নিরাপত্তা গবেষণাগারে আরো বিভিন্ন পণ্যের পরীক্ষা চলছিল। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) What does 'pesticide' mean?  (i) insect killer (ii) biological food (iii) fertilizer (iv) cosmetics (b) The word 'acquire' refers to —.  (i) forgo (ii) achieve (iii) forfeit (iv) relinquish (c) High microbial populations are found in -.   (i) samples of cucumber (ii) street foods  (iii) samples of cucumber and street foods (iv) water supply (d) What does the word 'contaminated' mean?  (i) safe (ii) pure (iii) polluted (iv) nice (e) 'The tests indicated that poultry feed in the country had also been contaminated.'- What does it imply?  (i) chicken contained traces of antibiotics  (ii) fish contained traces of antibiotics  (iii) both fish and chicken contained traces of antibiotics  (iv) neither fish nor chicken had traces of antibiotics   ❤ Extra Questions: (f) What is the elaborated form of FAO?  (i) Food Adulteration Organisation (ii) Foreign Agents' Organisation  (iii) Friends' Associated orbit (iv) Food and Agriculture Organisation (g) NFSL collected food samples from — market.  (i) Tejgaon (ii) Mohakhali (iii) Dhanmondi (iv) Banani (h) What is the nearest meaning of the word 'survey'?  (i) scrutiny (ii) witness (iii) study (iv) review (i) The survey was done by —.  (i) AMNESTI  (ii) National Food Safety Laboratory   (iii) Dhaka city corporation (iv) Dhaka Tribune (j) What percentage of food items contained pesticides according to the survey published in Dhaka Tribune?  (i) 15% (ii) 20% (iii) 40% (iv) 35% (k) Which is a banned pesticide?  (i) DDT (ii) Aldrin (iii) Chlordane (iv) All the above (l) What is the synonym of the word 'sample'?  (i) instance (ii) specimen (iii) sign (iv) criterion (m) What percentage of fruits were found to be contaminated by pesticides?  (i) 5% (ii) 15% (iii) 25% (iv) 35% (n) 30% samples of turmeric powder contained —.  (i) Aldrin (ii) lead chromate (iii) DDT (iv) Chlordane (o) There is a limit of pesticides in foods fixed by the —.  (i) United Nations  (ii) UNICEF   (iii) European Union  (iv) World Health organisation (p) What does 'standard' mean?  (i) ordinary (ii) below the mark (iii) up to the mark (iv) exceptional (q) The HPLC method was developed by —.  (i) Food and Agriculture Organisation (ii) Food Safety Lab  (iii) Institute of Public Health (iv) BSTI (r) What is microbe?  (i) virus (ii) antibiotic (iii) bacteria (iv) poison (s) BSTI is an organization from —.  (i) India (ii) Bangladesh (iii) Brazil (iv) Japan (t) The elaborated form of BSTI is —.  (i) Bangladesh Subway Transit Incorporation (ii) Brazil Solar Technology Institute  (iii) Bangladesh Standard Testing Institute (iv) Bangladesh Selling and Trade Institute (u) What is the elaborated form of HPLC?  (i) Highly Powerful Labour Class (ii) High-Performance Liquid Chromatography  (iii) Huge Perfumed Living Chamber (iv) Highly Pessimistic Literary Creation (v) What is the elaborated form of IPH?  (i) Institute of Public Health (ii) Insurance of Public Health  (iii) Institute of Public Hygiene (iv) Insurance of Public Hygiene (w) What is formaldehyde?  (i) a liquid (ii) a fluid  (iii) a gas (iv) an acid (x) Turmeric is a —.  (i) vegetable (ii) fruit (iii) leaf (iv) spice (y) What is Dhaka Tribune?  (i) newspaper (ii) TV channel (iii) club (iv) organization (z) What do you mean by 'antibiotic'?  (i) medicine that removes septic (ii) drug that kills germs  (iii) food that provides vitamins (iv) drink that gives energy (aa) The word 'Ban' refers to —.  (i) allow (ii) authorize (iii) permit (iv) forbid (bb) HPLC is a sensitive method developed by -.   (i) Food and Agriculture Organisation (ii) Bangladesh Standard Testing Institute  (iii) Food Safety Laboratory (iv) United Nation (cc) What is the closest meaning of the word 'unsafe'?  (i) safe (ii) risky (iii) secured (iv) certain (dd) 'The amounts of pesticide in these samples were found to be 3 to 20 times greater than the limits.' - What does it imply?  (i) milk and milk products contain banned pesticides  (ii) fish contains banned pesticides  (iii) fruits and vegetables contain banned pesticides  (iv) all the above foods contain banned pesticides (ee) What does the phrase 'carried out' mean?  (i) took away (ii) attained (iii) obtained (iv) executed (ff) Food adulteration is a — for us.  (i) boon (ii) blessing (iii) benediction (iv) malediction (gg) What has the recent survey found?  (i) The vegetables and fruits are safe (ii) The vegetables and fruits are adulterated  (iii) Pesticides are not used to kill pests (iv) The capital's markets are free from adulteration (hh) Pasteurised milk is processed by —.  (i) poor methods (ii) standard procedures  (iii) safety methods (iv) contained traces (ii) The word 'manufacturer' mentioned in the passage means.  (i) architect (ii) builder (iii) producer (iv) designer (jj) The word 'ensure' mentioned in the passage means.  (i) guarantee (ii) avert (iii) pervade (iv) prevail (kk) The word 'sensitive' in the passage stands for—.  (i) calm (ii) responsive (iii) fragile (iv) sagacious (ll) Lead Chromate—.  (i) is safer than DDT, Aldrin, Chlordane and Heptachlor (ii) is not detrimental  (iii) may result in illness  (iv) can cause death (mm) What does 'read' in the passage mean?  (i) copy, transfer, or interpret a data (ii) show the record of something  (iii) hear and understand the words of someone  (iv) look at and comprehend the meaning of written matter (nn) Chlordane, Heptachlor, DDT and Aldrin are —.  (i) antibiotics (ii) food items (iii) perfumes  (iv) forbidden pesticides (oo) Which authority collects and tests the sample of food?  (i) BSTI (ii) A team of National Food Safety Laboratory  (iii) Food Ministry (iv) NGO (pp) How many samples in total are examined by the Food Safety Laboratory?  (i) 65 samples (ii) 46 samples (iii) 66 samples (iv) 178 samples (qq) The safety limit of 2.5 parts per million is suggested by—.  (i) BSTI (ii) European Union (iii) FAO  (iv) Food and Safety Lab (rr) Give the meaning of the word 'pasteurize'.  (i) sterilize   (ii) sterilize by heating  (iii) sterilize by heating after method of pasteur (iv) all of these (ss) Lead chromate was detected in —.  (i) rice (ii) vegetables (iii) milk products (iv) turmeric powder (tt) Which of the following pollutants are used in rice?  (i) Lead and chromate  (ii) Arsenic and chromium  (iii) Chlordane and aldrin (iv) Lead and heptarch Answer (A):  (a) (i) insect killer (b) (ii) achieve (c) (iii) samples of cucumber and street foods (d) (iii) polluted (e) (iii) both fish and chicken contained traces of antibiotics (f) (iv) Food and Agriculture Organisation (g) (ii) Mohakhali (h) (iii) study (i) (ii) National Food Safety Laboratory (j) (iii) 40% (k) (iv) all the above (l) (ii) specimen (m) (iv) 35% (n) (ii) lead chromate (o) (iii) European Union (p) (iii) up to the mark (q) (ii) Food Safety Lab (r) (iii) bacteria (s) (ii) Bangladesh (t) (iii) Bangladesh Standard Testing Institute (u) (ii) High-Performance Liquid Chromatography (v) (i) Institute of Public Health (w) (iii) a gas (x) (iv) spice (y) (i) Newspaper (z) (ii) drug that kills germs (aa) (iv) forbid (bb) (iii) Food Safety Laboratory (cc) (ii) risky (dd) (iv) all the above foods contain banned pesticides (ee) (iv) executed (ff) (iv) malediction (gg) (ii) The vegetables and fruits are adulterated (hh) (i) Poor methods (ii) (iii) producer (jj) (i) guarantee (kk) (ii) responsive (ll) (iv) can cause death (mm) (iv) look at and comprehend the meaning of written matter (nn) (iv) forbidden pesticides (oo) (ii) A team of National Food Safety Laboratory (pp) (iii) 66 samples (qq) (i) BSTI (rr) (iv) all of these (ss) (iv) turmeric powder (tt) (ii) Arsenic and chromium B. Answer the following questions. 2☓5 = 10 (a) What does NFSL stand for? What findings did NFSL come up with? (b) What does the survey find? (c) What does Dhaka Tribune report say? (d) What is the amount of pesticide in the samples? (e) What does BSTI stand for? What are the duties of BSTI?   ❤ Extra Questions: (f) What do the dairy products contain? (g) What is the condition of poultry feed? Explain in 2/3 sentences. (h) What did the Food Safety Lab develop? What was detected by it? (i) What is the survey report for turmeric powder? (j) Which poisonous things are found in the rice samples? (k) What is the percentage of vegetables and fruits found in the survey to be contaminated by pesticides? (l) What type of adulteration was detected in samples of coriander, mango and fresh shrimps? How was it detected? (m) Name some of the banned pesticides used in milk, milk products, fish, fruits and vegetables? (n) What is needed for stopping food adulteration? Write your answer in two sentences. (o) What do you mean by unsafe level of pesticides? (p) From your reading of the passage, what do you think the goal of the survey? (q) Who launched the survey? (r) Give your suggestion to stop food adulteration. (s) Which method did the Food Safety Lab develop? (t) Who supported the team of the National Food Safety to make the survey report? (u) From where the food samples were collected? (v) How can lead chromate be fatal? (w) What does Dhaka Tribune report say? (x) Which products contain banned pesticides? What is the pesticide use limit set by the European Union? Answer (B):   (a) NFSL stands for the National Food Safety Laboratory. After collecting and testing food samples from capital's market, NFSL finds the presence of unsafe level of pesticides in vegetables and fruits.  (b) The survey finds unsafe levels of pesticides in around half of the vegetables and more than a quarter of fruits.  (c) The Dhaka Tribune report says that about 40% of 82 samples of milk, milk products, fish, fruits and vegetables contain banned pesticides such as DDT, Aldrin, Chlordane and Heptachlor.  (d) The amount of pesticide in the samples were 3 to 20 times greater than the limits.  (e) BSTI stands for Bangladesh Standard Testing Institute. The duties of BSTI are to examine all products, to allow to marketise if they are standard and to prohibit to marketise if the products are substandard or contaminated.  (f) According to a survey by National Food safety Laboratory, dairy products contain banned pesticides like DDT, Aldrin, Chlordane and Heptachlor.  (g) Poultry feed is not also free from contamination. The tests find the traces of antibiotics in the samples of chicken and fish. Processing procedures of pasteurised milk is also poor.  (h) Food Safety Lab developed a method called High-performance Liquid Chromatography (HPLC). It detected adulteration in the samples of coriander, mango and fresh shrimps.  (i) The survey report for turmeric powder says that nearly 30% of the 30 samples contained traces of lead chromate.  (j) Arsenic and chromium are found above safety limits in the rice samples.  (k) Around 50% vegetables and 35% fruits are found to be contaminated by pesticides in the survey.  (l) The presence of formaldehyde was detected in samples of coriander, mango, and fresh shrimps. It was detected by using a sensitive High-Performance Liquid Chromatography (HPLC) method developed by the Food Safety Laboratory.  (m) Some names of the banned pesticides used in milk, milk products, fish, fruits and vegetables are DDT, Aldrin, Chlordane and Heptachlor.  (n) The authority should take proper steps against the covetous businessmen who adulterate foods. Moreover public awareness should be raised about the negative effects of food adulteration.  (o) Unsafe level of pesticides means the level of pesticides that can cause harm to our health and can even cause our death.  (p) After reading the passage, I think the goal of the survey is to know the level of pesticides used in the foods in the capitals markets and make the people aware of it.  (q) National Food Safety Laboratory, with support from the Food and Agriculture Organisation (FAO) launched the survey.  (r) I think, first of all we need to take steps to stop the use of these pesticides and then we need to take action against those who are involved in this type of activities. Last but not the least, we need to make people aware of the impact of adulteration on our health.  (s) The Food Safety Lab developed High-performance Liquid Chromatography (HPLC) method.  (t) The Food and Agriculture Organisation (FAO) supported the team of the National Food Safety to make the survey report.  (u) The food samples were collected from the capital's Gulshan, Karwanbazar and Mohakhali markets.  (v) Lead chromate can be fatal if swallowed or inhaled.   (w) Dhaka Tribune report says that nearly 40% of 82 samples of milk, milk products, fish, fruits and vegetables contained banned pesticides such as DDT, Aldrin, Chlordane and Heptachlor.   (x) Milk, milk products, fish, fruits and vegetables contained banned pesticides. The limit of pesticide use set by the European Union must be safe for the consumers and must be as low as possible.                                                         Answer: Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

Children must pass through several stages 1. Read the passage and answer the questions A and B: Children must pass through several stages in their lives to become adults. For most people, there are four or five such stages of growth where they learn certain things: infancy (birth to age 2), early childhood (3 to 8 years), later childhood (9 to 12 years) and adolescence (13 to 18 years). Persons 18 and over are considered adults in our society. Of course, there are some who will try to act older than their years. But, for the most part, most individuals have to go through these stages irrespective of their economic or social status. World Health Organisation (WHO) identifies adolescence as the period in human growth and development that occurs after childhood and before adulthood. This phase represents one of the critical transitions in one’s life span and is characterised by fast paced growth and change which are second only to those at infancy. Biological processes drive many aspects of this growth and development with the onset of puberty marking the passage from childhood to adolescence. The biological determinants of adolescence are fairly universal; however, the duration and defining characteristics of this period may vary across time, cultures, and socio-economic situations. This period has seen many changes over the past century-puberty for example, comes earlier than before, people marry late, and their sexual attitudes and behaviours are different from their grandparents, or even parents. Among the factors responsible for the change are education, urbanization and spread of global communication. The time of adolescence is a period of preparation for adulthood during which one experiencs several key developments. Besides physical and sexual maturation, these experiences include movement toward social and economic independence, development of identity, the acquisition of skills needed to carry out adult relationships and roles and the capacity for abstract reasoning. While adolescence is a time of tremendous growth and potential, it is also a time of considerable risks during which social contexts exert powerful influences. iv. Many adolescents face pressure to use alcohol, cigarettes, or other drugs and to initiate sexual relationships putting themselves at high risk for intentional and unintentional injuries, unintended pregnancies, and sexually transmitted infections (STIs), including the human immunodeficiency virus (HIV). Many also experience a wide range of adjustment and mental health problems. Behaviour patterns that are established during this period such as the use or avoidance of drugs and taking or abstaining from sexual risk can have long-lasting negative and positive effects on future health and well-being. As a result, adults have unique opportunities to influence adolescents. Bangla Translation: শিশুদের প্রাপ্তবয়স্ক হওয়ার জন্য তাদের জীবনের বিভিন্ন পর্যায় অতিক্রম করতে হয়। বেশিরভাগ মানুষের জন্য এই বৃদ্ধির চার বা পাঁচটি ধাপ থাকে যেখানে তারা বিভিন্ন বিষয়ে শেখে: শৈশবকাল (জন্ম থেকে ২ বছর), প্রাথমিক শৈশব (৩ থেকে ৮ বছর), পরবর্তী শৈশব (৯ থেকে ১২ বছর) এবং কৈশোর (১৩ থেকে ১৮ বছর)। আমাদের সমাজে ১৮ বছর বয়স বা তার উপরে ব্যক্তিদের প্রাপ্তবয়স্ক হিসাবে বিবেচনা করা হয়। অবশ্যই, কিছু লোক তাদের বয়সের তুলনায় বেশি প্রাপ্তবয়স্ক হওয়ার চেষ্টা করে। তবে অধিকাংশ মানুষের ক্ষেত্রে, তাদের অর্থনৈতিক বা সামাজিক অবস্থান যাই হোক না কেন, এই পর্যায়গুলো অতিক্রম করতে হয়। বিশ্ব স্বাস্থ্য সংস্থা (WHO) কৈশোরকে শৈশব ও প্রাপ্তবয়স্ক জীবনের মধ্যবর্তী একটি গুরুত্বপূর্ণ পর্যায় হিসেবে চিহ্নিত করে। এই পর্যায় জীবনের একটি উল্লেখযোগ্য পরিবর্তনকাল এবং এটি দ্রুত বৃদ্ধি ও পরিবর্তনের দ্বারা চিহ্নিত হয়, যা কেবল শৈশবের পরেই দ্বিতীয়। জৈবিক প্রক্রিয়া এই বৃদ্ধি ও বিকাশের অনেক দিক নির্ধারণ করে এবং শৈশব থেকে কৈশোরে উত্তরণের সূচক হলো বয়ঃসন্ধি। কৈশোরের জৈবিক নির্ধারকগুলো বেশিরভাগ ক্ষেত্রেই সার্বজনীন, তবে এই সময়ের দৈর্ঘ্য ও বৈশিষ্ট্য সময়, সংস্কৃতি এবং সামাজিক–অর্থনৈতিক অবস্থার ওপর নির্ভর করে ভিন্ন হতে পারে। গত শতাব্দীতে এই পর্যায়ে অনেক পরিবর্তন লক্ষ্য করা গেছে—যেমন, বয়ঃসন্ধি আগের তুলনায় দ্রুত আসে, মানুষ দেরিতে বিয়ে করে, এবং তাদের যৌন মনোভাব ও আচরণ তাদের দাদা–দাদী বা এমনকি মা–বাবার চেয়ে ভিন্ন। এই পরিবর্তনের জন্য শিক্ষা, নগরায়ণ, এবং বৈশ্বিক যোগাযোগের প্রসার অন্যতম কারণ। কৈশোর হলো প্রাপ্তবয়স্ক জীবনের প্রস্তুতির একটি সময়, যেখানে একজন ব্যক্তি অনেক গুরুত্বপূর্ণ পরিবর্তনের অভিজ্ঞতা লাভ করে। শারীরিক ও যৌন পরিপক্কতার পাশাপাশি, এই অভিজ্ঞতাগুলোর মধ্যে রয়েছে সামাজিক ও অর্থনৈতিক স্বাধীনতার দিকে অগ্রগতি, পরিচয়ের বিকাশ, প্রাপ্তবয়স্ক সম্পর্ক ও ভূমিকা পালনের জন্য প্রয়োজনীয় দক্ষতা অর্জন, এবং বিমূর্ত যুক্তি করার ক্ষমতা। যদিও কৈশোর হলো বিপুল বৃদ্ধি ও সম্ভাবনার সময়, এটি একইসঙ্গে উল্লেখযোগ্য ঝুঁকির সময়ও, যেখানে সামাজিক প্রেক্ষাপটগুলো শক্তিশালী প্রভাব ফেলে। অনেক কিশোর–কিশোরী অ্যালকোহল, সিগারেট বা অন্যান্য মাদক ব্যবহার এবং যৌন সম্পর্ক শুরু করার জন্য চাপের মুখোমুখি হয়, যা তাদের ইচ্ছাকৃত ও অনিচ্ছাকৃত আঘাত, অনাকাঙ্ক্ষিত গর্ভধারণ, এবং যৌনবাহিত রোগ (STIs), যার মধ্যে রয়েছে এইচআইভি (HIV), এর ঝুঁকির মুখে ফেলে। অনেক কিশোর–কিশোরী মানসিক স্বাস্থ্য ও মানিয়ে নেওয়ার বিভিন্ন সমস্যারও সম্মুখীন হয়। এই সময়ের মধ্যে গড়ে ওঠা আচরণগত ধরণ, যেমন মাদক সেবনের অভ্যাস বা যৌন ঝুঁকিপূর্ণ আচরণ করা বা এড়িয়ে যাওয়া, ভবিষ্যৎ স্বাস্থ্যে দীর্ঘমেয়াদী ইতিবাচক বা নেতিবাচক প্রভাব ফেলতে পারে। ফলে, কৈশোরের সময় প্রাপ্তবয়স্কদের জন্য কিশোরদের ওপর প্রভাব রাখার অনন্য সুযোগ তৈরি হয়। A. Choose the correct answer from the alternatives. a. What does WHO identify adolescence as? (i) A phase of professional growth (ii) A time for abstract reasoning (iii) A transition between childhood and adulthood (iv) A phase of emotional stagnation b. Which stage of life is characterized by fast-paced growth and change second only to infancy? (i) Early childhood (ii) Adolescence (iii) Later childhood (iv) Adulthood c. What marks the transition from childhood to adolescence? (i) Early education (ii) Puberty (iii) Social independence (iv) Economic maturity d. How do the defining characteristics of adolescence vary? (i) Based on geographic region only (ii) By time, culture, and socio-economic situations (iii) Depending on technological access (iv) By physical attributes e. What change in adolescence has been observed over the past century? (i) Puberty starts later than before (ii) People marry earlier than before (iii) Puberty starts earlier than before (iv) Adolescents have fewer responsibilities f. What are key factors influencing changes in adolescence? (i) Climate change and technology (ii) Education, urbanization, and global communication (iii) Political reforms and globalization (iv) Family dynamics and local traditions g. Which of the following is not a key development during adolescence? (i) Physical maturation (ii) Development of identity (iii) Mastery of abstract reasoning (iv) Financial independence h. What is a primary challenge faced during adolescence? (i) Lack of educational opportunities (ii) Managing social pressures and risks(iii) Limited physical growth (iv) Absence of adult role models i. What kind of influences are strongest during adolescence? (i) Genetic factors (ii) Social contexts (iii) Economic conditions (iv) Technological advancements j. What behavior patterns during adolescence can impact future health? (i) Dietary habits and exercise routines (ii) Use of or avoidance of drugs and sexual risks (iii) Study habits and social interactions (iv) Spending habits and travel preferences k. Why is adolescence a critical period? (i) It is when people decide their career paths. (ii) It combines growth potential with risks. (iii) It is marked by financial independence. (iv) It is the end of physical development. l. What opportunities do adults have during adolescence? (i) To reinforce cultural traditions (ii) To influence adolescents’ behavior positively (iii) To reduce adolescent independence (iv) To prepare for retirement m. Which age range does WHO associate with adolescence? (i) Birth to 2 years (ii) 3 to 8 years (iii) 9 to 12 years (iv) 13 to 18 years n. Adolescents face high risks for which of the following? (i) Professional setbacks (ii) Social exclusion (iii) Unintended pregnancies and STIs (iv) Academic failures o. What biological process primarily drives growth during adolescence? (i) Hormonal changes during puberty (ii) Brain development in early childhood (iii) Genetic inheritance (iv) Environmental exposure p. Which of the following has changed significantly in adolescence over time? (i) Physical growth rates (ii) Sexual attitudes and behaviors (iii) Academic aspirations (iv) Parenting styles q. Adolescents develop skills for what aspect of adulthood? (i) Financial independence (ii) Social and economic relationships (iii) Cultural and artistic contributions (iv) Political participation r. What is the most significant risk adolescents face regarding health? (i) Unhealthy eating habits (ii) Lack of exercise (iii) Alcohol and drug use (iv) Overworking in school s. The text primarily highlights adolescence as a time of: (i) Routine and monotony (ii) Dynamic growth and preparation (iii) Stagnation and dependency (iv) Confusion and uncertainty t. Which factor has contributed to the earlier onset of puberty? (i) Urbanization (ii) Education (iii) Improved nutrition and health (iv) Spread of technology u. What is an example of social pressures adolescents face? (i) Academic achievement (ii) Pressure to use drugs or alcohol (iii) Engaging in sports (iv) Participating in family events v. Adolescents are influenced by: (i) Global politics (ii) Local governance (iii) Social contexts and peer pressure (iv) Religious beliefs w. During adolescence, the development of identity involves: (i) Conforming to societal norms (ii) Exploring personal values and goals (iii) Rejecting all authority (iv) Avoiding social interactions x. Which stage comes immediately after early childhood? (i) Adolescence (ii) Later childhood (iii) Infancy (iv) Adulthood y. Adolescents are most vulnerable to mental health problems because: (i) They lack physical strength (ii) They experience emotional and social challenges (iii) They face excessive academic pressure (iv) They are isolated from their families z. What role does education play during adolescence? (i) It ensures financial independence. (ii) It influences attitudes and behaviors. (iii) It eliminates social risks. (iv) It prevents mental health issues. z1. Which of the following reflects a key change in marriage trends? (i) People marry earlier than before. (ii) People marry at the same age as before. (iii) People marry later than before. (iv) People avoid marriage entirely. z2. Which of the following is NOT a universal determinant of adolescence? (i) Duration of adolescence (ii) Biological processes (iii) Onset of puberty (iv) Cultural influence z3. What characterizes physical growth during adolescence? (i) It is slower than early childhood. (ii) It is rapid but consistent. (iii) It is unpredictable. (iv) It is faster than in infancy. z4. The passage suggests adolescence requires guidance because: (i) Adolescents cannot make decisions. (ii) It is a time of heightened risk and influence. (iii) Parents lack influence over teenagers. (iv) Society does not support adolescents. B. Answer the following questions: a. What does WHO identify as the primary transition in adolescence? b. Why is adolescence considered a critical period of human development? c. What biological process marks the passage from childhood to adolescence? d. How does the onset of puberty differ across cultures and socio-economic conditions? e. What factors have contributed to earlier puberty in modern times? f. Which key developments prepare adolescents for adulthood? g. What role does social context play during adolescence? h. Why do behavior patterns established during adolescence have long-term effects? i. What risks are adolescents particularly vulnerable to during this stage? j. How do social pressures impact adolescents’ decision-making? k. What are some of the mental health challenges adolescents may face? l. How has urbanization influenced the experiences of adolescents? m. Why is adolescence described as a time of growth and potential? n. What opportunities do adults have to influence adolescents positively? o. Which behaviors during adolescence can lead to unintended consequences? p. What changes in sexual attitudes have occurred across generations? q. How does education impact the behaviors and attitudes of adolescents? r. Why is the duration of adolescence not universal across cultures? s. What are the defining characteristics of adolescence in modern times? t. How does global communication affect adolescents’ social behavior? u. What distinguishes adolescence from later childhood and adulthood? v. How does the development of identity shape an adolescent’s future? w. Why is adolescence often a time of increased independence? x. What are the main pressures adolescents face regarding substance use? y. How do advancements in health and nutrition affect adolescent development? z. Why are adolescents at high risk for sexually transmitted infections (STIs)? z1. What key skills are necessary for adolescents to transition into adult roles? z2. How do cultural differences shape the experience of adolescence? z3. What are the major challenges that come with rapid physical and emotional changes during adolescence? z4. In what ways do modern adolescents differ from their grandparents or parents in attitudes and behaviors? 2. Make a flow chart showing the changes in Adolescence Over Time i. Earlier onset of puberty ii. Delayed age of marriage iii. Changing sexual attitudes and behaviors iv. Greater focus on education v. Urbanization’s influence on lifestyles vi. Increased access to global communication A. Make a flow chart showing the Risks Faced by Adolescents i. Pressure to use drugs, alcohol, and cigarettes ii. Early sexual relationships iii. Risk of unintentional injuries iv. Unintended pregnancies v. Sexually transmitted infections (STIs) vi. Mental health challenges c. Make a flow chart showing the Factors Influencing Adolescent Development i. Biological factors like puberty ii. Cultural norms and traditions iii. Socio-economic conditions iv. Educational opportunities v. Peer and social influences vi. Global communication and media exposure d. Make a flow chart showing the Positive Behaviors Established During Adolescence i. Healthy eating habits ii. Regular physical activity iii. Avoidance of risky behaviors iv. Strong peer relationships v. Development of emotional resilience vi. Focus on personal and academic goals e. Make a flow chart showing the pathetic/pitiable condition of an adolescent bride. Pathetic/Pitiable Condition of an Adolescent Bride i. Drops out of school ii. Has to work full-time in her in-law’s house iii. Often marginalized iv. Faces health risk in times of pregnancy and child birth v. Becomes victim of the dowry curse vi. Vulnerable to all forms of abuse f. Make a flow chart showing the Situation of Adolescent Girls in Bangladesh   i. Getting married early ii. Dropping out of school iii. Losing mobility iv. Getting confined to domestic chores v. Losing social and economic status vi. Getting marginalized g. Make a flow chart showing the key developments during the time of adolescence. Key Developments during the time of Adolescence i. Physical maturation ii. Sexual maturation iii. Movement towards social independence iv. Movement towards economic independence v. Development of identity vi. The acquisition of skills or,  i. Physical and sexual maturation ii. Movement toward social & economic independence iii. Development of identity iv. Acquisition skills to carry out adult relationship v. Experiencing tremendous growth & potential vi. Experiencing a wide range of adjustment & mental health problems       Answer: Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1. Read the passage and answer the questions A and B. Children must pass through several stages in their lives to become adults. For most people, there are four or five such stages of growth where they learn certain things: infancy (birth to age 2), early childhood (3 to 8 years), later childhood (9 to 12 years) and adolescence (13 to 18 years). Persons 18 and over are considered adults in our society. Of course, there are some who will try to act older than their years. But, for the most part, most individuals have to go through these stages irrespective of their economic or social status. World Health Organisation (WHO) identifies adolescence as the period in human growth and development that occurs after childhood and before adulthood. This phase represents one of the critical transitions in one's life span and is characterised by fast paced growth and change which are second only to those at infancy. Biological processes drive many aspects of this growth and development with the onset of puberty marking the passage from childhood to adolescence. The biological determinants of adolescence are fairly universal; however, the duration and defining characteristics of this period may vary across time, cultures, and socio-economic situations. This period has seen many changes over the past century-puberty for example, comes earlier than before, people marry late, and their sexual attitudes and behaviours are different from their grandparents, or even parents. Among the factors responsible for the change are   education , urbanization and spread of global communication. The time of adolescence is a period of preparation for adulthood during which one experiences several key developments. Besides physical and sexual maturation, these experiences include movement toward social and economic independence, development of identity, the acquisition of skills needed to carry out adult relationships and roles and the capacity for abstract reasoning. While adolescence is a time of tremendous growth and potential, it is also a time of considerable risk during which social contexts exert powerful influences. Many adolescents face pressure to use alcohol, cigarettes, or other drugs and to initiate sexual relationships putting themselves at high risk for intentional and unintentional injuries, unintended pregnancies, and sexually transmitted infections (STIs), including the human immunodeficiency virus (HIV). Many also experience a wide range of adjustment and mental health problems. [Unit-5; Lesson-1] [SB '17; Govt. MM College, Jessore- '16; Baroijahat College, Chittagong- '16; MC College, Sylhet- '16] বাংলা অনুবাদঃ   প্রাপ্তবয়স্ক হতে শিশুদের অবশ্যই তাদের জীবনে একাধিক পর্যায় অতিক্রম করতে হবে। অধিকাংশ মানুষের ক্ষেত্রে, বেড়ে ওঠার এমন চার বা পাঁচটি পর্যায় রয়েছে, যে পর্যায়গুলোতে তারা বিশেষ কিছু বিষয় শেখে: নবজাতকের পর্যায় (জন্ম থেকে ২ বছর বয়স), শৈশবের প্রথমাবস্থা (৩ থেকে ৮ বছর), শৈশবের পরবর্তী অবস্থা (৯ থেকে ১২ বছর) এবং বয়ঃসন্ধিকাল (১৩ থেকে ১৮ বছর)।  আঠারো ও ততোধিক বছর বয়সের ব্যক্তিদের আমাদের দেশে প্রাপ্তবয়স্ক বলে গণ্য করা হয়। অবশ্যই কিছু লোক আছে যারা তাদের বয়সের চেয়ে বেশি বয়সী লোকের মতো আচরণ করার চেষ্টা করবে। কিন্তু অধিকাংশ ক্ষেত্রে অধিকাংশ ব্যক্তিকে তাদের অর্থনৈতিক বা সামাজিক মর্যাদা যাই হোক না কেন, এসব পর্যায়ের মধ্য দিয়ে যেতে হয়। বিশ্ব স্বাস্থ্য সংস্থা (WHO) বয়ঃসন্ধিকালকে মানুষের বেড়ে ওঠার এমন একটি পর্যায় বলে চিহ্নিত করেছে যা শৈশবকালের পর এবং প্রাপ্তবয়স্কতা প্রাপ্তির পূর্বে ঘটে থাকে। এই পর্যায় একজনের জীবনকালে গুরুত্বপূর্ণ পালাবদলগুলোর একটি এবং দ্রুত বৃদ্ধি ও পরিবর্তন দ্বারা চিহ্নিত হয় যার মাত্রা কেবল শৈশবে ঘটা পরিবর্তনের পর সর্বাধিক। জৈবিক প্রক্রিয়াগুলো প্রজনন ক্ষমতা অর্জনের শুরুর দিকে এই দৈহিক বৃদ্ধির বহু দিককে তাড়িত/ প্রভাবিত করে যা একজনের শৈশব থেকে বয়ঃসন্ধিকালে উত্তরণকে চিহ্নিত করে। বয়ঃসন্ধিকালের জৈবিক নির্ণায়কগুলো মোটামুটি সার্বজনীন; যা হোক, এ পর্বের ব্যাপ্তি ও নির্ণায়ক বৈশিষ্ট্যগুলো কাল, সংস্কৃতি ও আর্থসামাজিক পরিস্থিতি ভেদে ভিন্ন হতে পারে। গত শতাব্দী জুড়ে কিশোরদের এ বয়সপর্ব বহু পরিবর্তন দেখেছে- যেমন, এখন মানুষ প্রজননক্ষমতা দ্রুত অর্জন করে, মানুষ দেরিতে বিয়ে করে, আর তাদের যৌনতা সম্পর্কিত দৃষ্টিভঙ্গি ও আচরণ তাদের দাদা-দাদি, এমন কি মা-বাবার থেকে ভিন্ন। এ পবিরর্তনের কারণগুলোর মধ্যে আছে শিক্ষা, নগরায়ণ ও বৈশ্বিক যোগাযোগ বৃদ্ধি। বয়ঃসন্ধিকাল হচ্ছে প্রাপ্তবয়স্কতা অর্জনের প্রস্তুতির সময় যখন একজন উল্লেখযোগ্য অগ্রগতি লাভ করে। শারীরিক ও যৌন বয়ঃপ্রাপ্তির পাশাপাশি, এসব অভিজ্ঞতার ভেতর রয়েছে সামাজিক ও আর্থিক স্বাধীনতা লাভের জন্য আন্দোলন, পরিচিতির অগ্রগতি, প্রাপ্তবয়স্কদের মধ্যে সম্পর্ক এগিয়ে নিতে প্রয়োজনীয় দক্ষতা অর্জন এবং বিমূর্ত চিন্তার রীতিনীতি ও সক্ষমতা। যখন বয়ঃসন্ধিকাল বিস্ময়কর বৃদ্ধি ও সম্ভাবনার সময়, এটি ব্যাপক ঝুঁকিরও সময় যখন সামাজিক ব্যাপারগুলো শক্ত প্রভাব রাখে। অনেক তরুণই অ্যালকোহল, সিগারেট কিংবা অন্যান্য মাদকদ্রব্য ব্যবহার করতে এবং যৌন সম্পর্কে জড়িয়ে পড়তে চাপের সম্মুখীন হয় আর সেজন্য তারা ইচ্ছাকৃত ও অনিচ্ছাকৃত আহতাবস্থা, অপরিকল্পিত গর্ভধারণ, এবং যৌন সংক্রমণ, যার ভেতর আছে HIV ইত্যাদিতে নিজেদেরকে ঝুঁকিতে ফেলে দেয়। অনেকে আবার ব্যাপক মাত্রায় মানিয়ে চলা ও মানসিক স্বাস্থ্যগত সমস্যার অভিজ্ঞতা লাভ করে। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) The word 'critical' means -.  (i) easy (ii) noticeable (iii) complex (iv) common (b) The best synonym of 'occurs' is -.  (i) passes  (ii) commits (iii) does (iv) happens (c) Adolescence is -.  (i) a part of life  (ii) last stage for becoming an adult  (iii) a grooming period of life (iv) last stage of life (d) - is characterized by fast paced growth.  (i) Adolescence  (ii) Adulthood   (iii) From 30-40 years  (iv) Later childhood (e) Duration of each stage of human life -.  (i) are static (ii) may vary (iii) is same everywhere (iv) is universal   ❤ Extra Questions: (f) 'Infancy' means —.  (i) early childhood (ii) adolescence (iii) pregnancy (iv) birth to age 2 (g) Early childhood covers —.  (i) birth to age 2 (ii) 3 to 8 years (iii) 9 to 12 years (iv) 13 to 18 years (h) 'Later childhood' means —.  (i) 13 to 18 years (ii) 9 to 12 years (iii) 3 to 8 years (iv) birth to 2 years (i) Adolescence covers —.  (i) birth to 2 years (ii) 9 to 12 years (iii) 3 to 8 years (iv) 12 to 18 years (j) WHO is a/an — organisation.  (i) political (ii) regional (iii) economic (iv) health (k) Adolescence comes between —.  (i) infancy and childhood (ii) childhood and adulthood  (iii) adulthood and middle age (iv) childhood and teenage (l) During one's —, one takes preparation for adulthood.  (i) childhood (ii) infancy (iii) adolescence (iv) teenage (m) Adolescence is a time of —.  (i) illness (ii) growth (iii) decay (iv) break down (n) The word 'individual' means here —.  (i) unique (ii) person (iii) intelligent (iv) influential (o) 'Status' means —.  (i) state (ii) static (iii) honour (iv) stunning (p) The best meaning of 'transition' is —.  (i) transparency (ii) tranquility (iii) change (iv) reform (q) 'Puberty' means the period of —.  (i) poverty (ii) purity (iii) property (iv) sexual maturation (r) Here 'tremendous' best means —.  (i) terrifying (ii) tentative (iii) extraordinary (iv) trifling (s) What does 'potential' mean?  (i) powerful (ii) promising (iii) protective (iv) omnipotent Answer (A): (a) (iii) complex (b) (iv) happens (c) (ii) last stage for becoming an adult (d) (i) Adolescence (e) (ii) may vary (f) (iv) birth to age 2 (g) (ii) 3 to 8 years (h) (ii) 9 to 12 years (i) (iv) 13 to 18 years (j) (iv) health (k) (ii) childhood and adulthood (l) (iii) adolescence (m) (ii) growth (n) (ii) person (o) (iii) honour (p) (iii) change (q) (iv) sexual maturation (r) (iii) extraordinary (s) (ii) promising B. Answer the following questions. 2☓5 = 10 (a) How does World Health Organization (WHO) identify adolescence? (b) What do most of the people do in the stages of growth? (c) Who are treated adults in our country? (d) What special rights can an adult experience? (e) Why does the duration of adolescence differ in different places? ❤ Extra Questions: (f) What stages children have to pass before having adulthood? (g) What is WHO? (h) What changes have adolescence seen over the past century? (i) What are the factors responsible for this change? (j) What developments one experiences during adolescence? Answer (B):  (a) World Health Organization (WHO) identifies adolescence as the period in human growth and development that occurs after childhood and before adulthood.  (b) Most of the people become worried in the stage of growth as many changes take place during the time.  (c) Persons who are over 18 years of age are treated adults in our country.  (d) An adult can experience special treatments from his family members.   (e) The duration of adolescence differs in different places across time, cultures, and socio-economic situations.  (f) Before having adulthood, children have to pass through four stages. They are: infancy, early childhood, later childhood and adolescence.  (g) WHO is a health organisation. Its full name is World Health Organisation. It works to improve public health and to overcome diseases and health problems.  (h) Adolescences have seen some changes over the past century, for example-puberty comes earlier than before, people marry late, and their sexual attitudes and behaviours are different from their forefathers.  (i) The main factors responsible for this change are   education , urbanization and spread of global communication.  (j) During adolescence, one experiences some key developments like physical and sexual maturation, movement toward social and economic independence, development of identity, the acquisition of skills to carry out adult relationships and capacity for abstract reasoning. Passage-3   3. Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

Have you heard of Superman 1. Read the passage and answer the questions A and B: Have you heard of Superman, and the Hollywood film showing his adventures? Christopher Reeve, the actor who played the role of Superman in the film said in a speech he gave at the Democratic National Convention in 1996 – “So many of our dreams at first seem impossible, then they seem improbable, and then, when we summon the will, they soon become inevitable.” This has happened in Nishat’s life too. Though she had a long cherished dream to be a mountaineer, it was not until 2003 that she could climb the 967 feet high Keokradong. The climbing event was organized on 29 May, 2003 to celebrate the 50th Anniversary of Edmund Hillary and Tenzing Norgay’s conquest of Mount Everest. Nishat had walked the streets of Dhaka with a 15 kg backpack for three consecutive days to make her body ready for the climb before the real expedition. Factors like chance, dedication and creating opportunities are important for anyone’s success, but a sportsperson should also have discipline and perseverance, to succeed. Institutional and professional trainings are also necessary Nishat joined Bangladesh Mountaineering and Trekking Club (BMTC) in 2006, and completed a basic training course at Himalayan Mountaineering Institute, Darjeeling, India in 2007. After that she scaled peaks to the Himalayan range one after another, joining several teams from Bangladesh. Today we have a mountain peak in the Himalayas, the Nepal-Bangladesh Friendship Peak, so named because mountaineers from the two friendly countries jointly climbed it for the first time. Nishat’s team was led by M.A. Mohit, who has been on top of Everest and quite a few other peaks higher than 8000 meters. In Bangladesh, mountaineering is a new sport activity, and we are yet to develop a culture that will encourage a woman’s mountaineering activities. Nishat took the challenge, and she was! supported by her parents. This is an expensive sport, and Nishat and other mountaineers could not have succeeded if several organizations did not help them. Nishat was an ambassador of “Because I am a Girl campaign of Plan International’s Bangladesh chapter in her expedition to Mount Everest in 2012. She wanted to leave a message for all people of Bangladesh that a girl can do anything a boy can do, and hence every girl should have support from her parents and society in every challenging activity. Bangla translation: আপনি কি সুপারম্যান এবং তার রোমাঞ্চকর হলিউড সিনেমার কথা শুনেছেন? সুপারম্যান চরিত্রে অভিনয়কারী ক্রিস্টোফার রিভ ১৯৯৬ সালে ডেমোক্র্যাটিক ন্যাশনাল কনভেনশনে দেওয়া একটি বক্তৃতায় বলেছিলেন, “আমাদের অনেক স্বপ্ন প্রথমে অসম্ভব বলে মনে হয়, তারপর সেগুলো অসম্ভাব্য বলে মনে হয়, এবং তারপর যখন আমরা ইচ্ছাশক্তি জাগিয়ে তুলি, সেগুলো অনিবার্য হয়ে ওঠে।” নিশাতের জীবনেও এটাই ঘটেছে। যদিও তিনি অনেক দিন ধরে পর্বতারোহী হওয়ার স্বপ্ন লালন করছিলেন, ২০০৩ সাল পর্যন্ত তিনি ৯৬৭ ফুট উচ্চতার কেওক্রাডং পর্বত আরোহন করতে পারেননি। এই আরোহন কার্যক্রমটি ২৯ মে, ২০০৩ তারিখে এডমুন্ড হিলারি এবং তেনজিং নোরগের মাউন্ট এভারেস্ট বিজয়ের ৫০তম বার্ষিকী উদযাপনের জন্য আয়োজন করা হয়েছিল। নিশাত প্রকৃত অভিযান শুরু করার আগে তার শরীরকে প্রস্তুত করতে টানা তিন দিন ১৫ কেজি ওজনের ব্যাগপ্যাক নিয়ে ঢাকার রাস্তায় হেঁটেছিলেন। যেকোনো সফলতার জন্য ভাগ্য, একাগ্রতা এবং সুযোগ তৈরি করা গুরুত্বপূর্ণ, তবে একজন খেলোয়াড়ের জন্য শৃঙ্খলা এবং অধ্যবসায় থাকা আরও বেশি প্রয়োজন। প্রাতিষ্ঠানিক এবং পেশাগত প্রশিক্ষণও প্রয়োজনীয়। নিশাত ২০০৬ সালে বাংলাদেশ মাউন্টেনিয়ারিং অ্যান্ড ট্রেকিং ক্লাবে (বিএমটিসি) যোগ দেন এবং ২০০৭ সালে ভারতের দার্জিলিংয়ের হিমালয়ান মাউন্টেনিয়ারিং ইনস্টিটিউটে একটি মৌলিক প্রশিক্ষণ কোর্স সম্পন্ন করেন। এর পর তিনি বাংলাদেশের বিভিন্ন দলের সঙ্গে হিমালয়ের একের পর এক চূড়া আরোহন করেন। আজ হিমালয়ে আমাদের একটি পর্বত চূড়া রয়েছে, নেপাল–বাংলাদেশ ফ্রেন্ডশিপ পিক, যা দুই বন্ধুসুলভ দেশের পর্বতারোহীরা প্রথমবার একসঙ্গে আরোহন করেছিল। নিশাতের দলটি নেতৃত্ব দিয়েছিলেন এম. এ. মোহিত, যিনি এভারেস্টের চূড়াসহ ৮০০০ মিটারের ওপরে আরও বেশ কয়েকটি চূড়া আরোহন করেছেন। বাংলাদেশে পর্বতারোহণ একটি নতুন ক্রীড়া কার্যক্রম, এবং আমরা এখনও এমন একটি সংস্কৃতি তৈরি করতে পারিনি যা নারীদের পর্বতারোহণকে উৎসাহিত করবে। নিশাত এই চ্যালেঞ্জ গ্রহণ করেছিলেন এবং তার বাবা–মা তাকে সমর্থন দিয়েছিলেন। এটি একটি ব্যয়বহুল খেলা, এবং নিশাতসহ অন্যান্য পর্বতারোহীরা অনেক প্রতিষ্ঠান সাহায্য না করলে সফল হতে পারতেন না। নিশাত ২০১২ সালে মাউন্ট এভারেস্ট অভিযানে প্ল্যান ইন্টারন্যাশনালের বাংলাদেশ চ্যাপ্টারের “বিকজ আই অ্যাম এ গার্ল” ক্যাম্পেইনের একজন শুভেচ্ছাদূত ছিলেন। তিনি বাংলাদেশের সব মানুষের জন্য একটি বার্তা রেখে যেতে চেয়েছিলেন যে, একটি মেয়ে যা পারে একটি ছেলে তা–ও করতে পারে এবং তাই প্রতিটি মেয়েকে তার বাবা–মা এবং সমাজের কাছ থেকে প্রতিটি চ্যালেঞ্জিং কার্যক্রমে সমর্থন পাওয়া উচিত। A. Choose the correct answer from the alternatives. What is the main reason for Nishat’s success? i. Hard work and discipline ii. Financial support iii. Family background iv. Luck What was the first mountain that Nishat climbed in 2003? i. Mount Everest ii. Keokradong iii. Friendship Peak iv. Tenzing Norgay Peak What factor does Christopher Reeve’s quote highlight in the passage? i. Luck ii. Willpower and determination iii. Gender equality iv. Financial resources What was the purpose of the climbing event on May 29, 2003? i. To promote mountaineering ii. To celebrate the 50th anniversary of Hillary and Norgay’s conquest iii. To prepare climbers for Mount Everest iv. To honor Nishat’s achievement Which of the following is not a characteristic of Nishat according to the passage? i. She is tall and physically strong. ii. She has a supportive family. iii. She is an experienced mountaineer. iv. She faced gender-related obstacles. What did Nishat do to physically prepare for the climb in 2003? i. Joined a professional training camp ii. Walked the streets of Dhaka with a 15 kg backpack iii. Hiked Keokradong multiple times iv. Participated in a national competition Who was M.A. Mohit? i. Nishat’s mentor ii. Leader of Nishat’s team during the Nepal-Bangladesh Friendship Peak climb iii. The person who introduced Nishat to mountaineering iv. Nishat’s colleague at the Bangladesh Mountaineering and Trekking Club What is the significance of the Nepal-Bangladesh Friendship Peak in Nishat’s journey? i. It was the first peak she climbed. ii. It was a collaborative expedition between Bangladesh and Nepal. iii. It was where she achieved her greatest victory. iv. It was the site of a famous mountaineering competition. What societal issue does the passage address regarding women? i. Women’s involvement in mountaineering ii. Gender equality in sports iii. The need for financial support for women iv. Cultural differences in sports participation What does the passage suggest about the relationship between gender and success in mountaineering? i. Men are naturally better at mountaineering. ii. Women are not as physically capable as men in mountaineering. iii. Gender has no impact on one’s ability to succeed in mountaineering. iv. Women need extra help to succeed in mountaineering. Which of the following is the best description of Nishat’s contribution to the “Because I am a Girl” campaign? i. She raised funds for girls’ education. ii. She encouraged girls to pursue difficult activities like mountaineering. iii. She helped establish mountaineering clubs for girls. iv. She supported women’s health initiatives. Which of the following best describes Nishat’s educational background? i. She studied engineering and mountaineering. ii. She studied accounting and is pursuing a master’s degree in Japan Studies. iii. She was trained in mountaineering from a young age. iv. She studied physical education and sports management. How did Nishat’s father influence her life? i. He taught her mountaineering. ii. He inspired her with his freedom fighter legacy. iii. He provided financial support for her expeditions. iv. He discouraged her from pursuing her dreams. What is the role of the Bangladesh Mountaineering and Trekking Club (BMTC) in Nishat’s success? i. It provided financial support for her expeditions. ii. It offered her training and mentorship. iii. It helped her organize climbing events. iv. It helped her find sponsors for her journey. Why was Nishat’s expedition to Mount Everest significant in 2012? i. It was her first expedition. ii. She was the first Bangladeshi woman to scale the peak. iii. It was a collaborative climb between Bangladesh and Nepal. iv. It marked her retirement from mountaineering. What does the passage suggest about the culture of mountaineering in Bangladesh? i. Mountaineering is a popular sport in Bangladesh. ii. Women are actively encouraged to participate in mountaineering. iii. There is a lack of support for women in mountaineering. iv. Mountaineering is mostly limited to government-sponsored teams. What qualities does Nishat’s life story highlight? i. The importance of talent over hard work. ii. The importance of determination and parental support. iii. The need for financial resources to succeed. iv. The value of team spirit in mountaineering. Which of the following events is connected to Nishat’s first climb? i. The 50th anniversary of Edmund Hillary and Tenzing Norgay’s Everest conquest ii. The inauguration of the Nepal-Bangladesh Friendship Peak iii. The 10th anniversary of Mount Everest’s first successful climb iv. A global sports event promoting female athletes Which of the following is not a barrier Nishat had to face according to the passage? i. Lack of proper training ii. Gender-based discouragement iii. Financial constraints iv. Lack of family support What does the passage say about the importance of training for mountaineering? i. Training is optional for mountaineers. ii. Professional training is necessary for success. iii. Training is only needed for women. iv. Self-training is sufficient for all mountaineers. How did Nishat’s mother, Ashura Mazumder, influence her? i. She provided financial support for Nishat’s expeditions. ii. She was a role model who taught Nishat perseverance and strength. iii. She helped organize Nishat’s climbing events. iv. She was against Nishat pursuing mountaineering. What message did Nishat want to send through her participation in the “Because I am a Girl” campaign? i. Girls should avoid sports and focus on academics. ii. Girls can do anything that boys can do if they have support. iii. Women should take up mountaineering as a career. iv. Girls should only pursue traditionally female-dominated careers. Which of the following is true about the Nepal-Bangladesh Friendship Peak? i. It was named after Nishat’s team. ii. It was the first mountain Nishat climbed. iii. It symbolizes the cooperation between Bangladesh and Nepal in mountaineering. iv. It was an expedition led by a single country. How does the text portray the relationship between success and opportunity? i. Success is determined by luck alone. ii. Opportunity is irrelevant to success. iii. Creating opportunities is key to success. iv. Success depends on who you know, not what you do. What did Nishat carry with her during the three days of preparation in Dhaka? i. A heavy backpack ii. A tent for camping iii. A set of climbing tools iv. A guidebook on mountaineering How did Nishat’s journey to Everest reflect the importance of discipline? i. She relied entirely on her physical strength. ii. She had to be disciplined in training and preparation to succeed. iii. She did not face any challenges on her way to Everest. iv. Her success was solely due to her spontaneous efforts. What is one of the primary obstacles to women’s participation in mountaineering in Bangladesh? i. Lack of physical strength ii. Financial constraints iii. Cultural and societal barriers iv. Lack of interest in sports What inspired Nishat to pursue mountaineering despite obstacles? i. A desire for fame and recognition ii. Her childhood dream and support from her family iii. Financial rewards iv. Political influence from her father What message does the passage convey about gender and sports? i. Men are naturally better suited for physical sports. ii. Women can excel in sports with the right support and determination. iii. Women should only participate in indoor sports. iv. Gender does not play a role in sports success. Why is Nishat considered a role model for young people? i. She overcame personal obstacles and achieved her dreams. ii. She made significant financial contributions to mountaineering. iii. She became a professional athlete without any support. iv. She gave up mountaineering to focus on education. B. Answer the following questions: Why did Nishat’s climb of Keokradong in 2003 hold special significance for her? Who played a key role in motivating Nishat to overcome obstacles and pursue her dreams? What was the main goal of the climbing event on May 29, 2003? How did Nishat prepare physically for her first major climb in 2003? What role did Nishat’s father’s legacy as a freedom fighter play in her life? How did Nishat’s educational background contribute to her mountaineering career? What obstacles did Nishat face as a woman pursuing mountaineering in Bangladesh? Why did Nishat join the Bangladesh Mountaineering and Trekking Club (BMTC)? What training did Nishat undergo to prepare for her climbs in the Himalayan range? How did Nishat’s journey to Everest in 2012 challenge traditional ideas about gender? What message did Nishat want to send through her participation in the “Because I am a Girl” campaign? What does the passage suggest about the role of financial support in Nishat’s mountaineering career? What significance does the Nepal-Bangladesh Friendship Peak hold in Nishat’s journey? How did Nishat balance her professional career and her passion for mountaineering? What was the significance of the 50th anniversary of Edmund Hillary and Tenzing Norgay’s conquest in Nishat’s climb? How did Nishat’s experience of overcoming gender barriers in mountaineering reflect larger societal issues? What did Nishat learn from her mother that helped her succeed in mountaineering? What was the importance of institutional training for Nishat’s success in mountaineering? How did Nishat’s story reflect the importance of perseverance in achieving dreams? What challenges did Nishat face regarding societal expectations as a female mountaineer? How did Nishat’s climb of the Keokradong peak prepare her for more difficult climbs later on? What role did Nishat’s family play in helping her achieve her mountaineering goals? Why is Nishat’s achievement of scaling Mount Everest in 2012 considered groundbreaking in Bangladesh? What factors, aside from physical strength, does the passage suggest are important for success in mountaineering? How did Nishat’s work as an ambassador for the “Because I am a Girl” campaign influence her mountaineering career? What did Nishat’s climb of Mount Everest symbolize for women in Bangladesh? How did Nishat’s success challenge traditional ideas about what women can achieve? What impact did Nishat’s accomplishments have on the perception of mountaineering as a sport in Bangladesh? What does the passage suggest about the connection between dreams and opportunities in the context of Nishat’s journey? What inspired Nishat to pursue mountaineering despite facing many challenges? 2. Make a flow-chart showing the Steps in Nishat’s Mountaineering Journey i. Dreams of becoming a mountaineer(i) Prepares physically for the climb(ii) Joins a mountaineering club for training(iii) Participates in expeditions with other teams(iv) Faces obstacles and overcomes them(v) Reaches significant peaks like Keokradong(vi) Becomes a role model for others A. Make a flow-chart showing the Stages of Nishat’s Training and Preparation i. Starts training to prepare for mountaineering(i) Joins Bangladesh Mountaineering and Trekking Club (BMTC)(ii) Completes basic training in Darjeeling(iii) Undergoes physical preparation by walking with a heavy backpack(iv) Gains experience through various expeditions(v) Teams up with international mountaineers(vi) Becomes successful in challenging climbs like the Everest expedition B. Make a flow-chart showing the Factors Leading to Nishat’s Success i. Faces gender-based challenges in mountaineering(i) Receives support from her family, especially her mother(ii) Prepares physically and mentally for her expeditions(iii) Joins professional mountaineering institutes for training(iv) Gains leadership and teamwork experience in various climbs(v) Becomes a role model for women in sports(vi) Represents Bangladesh globally in mountaineering expeditions C. Make a flow-chart showing the Nishat’s Social and Cultural Impact i. Challenges gender stereotypes through mountaineering(i) Joins the “Because I am a Girl” campaign(ii) Promotes the idea that girls can achieve anything boys can(iii) Inspires young girls to follow their dreams(iv) Advocates for equal support from parents and society(v) Encourages the participation of women in sports(vi) Leaves a lasting legacy of female empowerment in mountaineeringminated by international climbers.(iii) It is an unrecognized sport.(iv) It requires foreign sponsorships. 15. What motivated Nishat to pursue mountaineering?(i) Her mother’s courage and inspiration(ii) Government support(iii) Peer pressure from friends(iv) A passion for traveling 16. When was Nishat born?(i) 5 January 1981(ii) 29 May 2003(iii) 1997(iv) 2012 17. What profession does Nishat currently hold?(i) Mountaineer(ii) Accountant at Dhaka WASA(iii) University teacher(iv) Campaign ambassador 18. How does Nishat’s story inspire others?(i) It shows that dreams require wealth.(ii) It proves that girls can achieve extraordinary feats with support.(iii) It emphasizes the importance of global recognition.(iv) It highlights the beauty of mountaineering. 19. What was the 2003 climbing event celebrating?(i) Nishat’s birthday(ii) 50th Anniversary of Hillary and Norgay’s Everest conquest(iii) Bangladesh’s Independence Day(iv) International Women’s Day 20. What does the quote from Christopher Reeve signify in the text?(i) Dreams are impossible to achieve.(ii) Determination makes dreams inevitable.(iii) Mountaineering is an impossible dream.(iv) Dreams are for privileged individuals. 21. What role does discipline play in Nishat’s success?(i) It was not important.(ii) It was essential alongside institutional training.(iii) It only mattered during competitions.(iv) It replaced the need for financial support. 22. Which organization did Nishat join in 2006?(i) Dhaka Mountaineering Club(ii) Bangladesh Mountaineering and Trekking Club(iii) Everest Training Institute(iv) Plan International 23. What does Nishat’s Everest expedition symbolize?(i) The limits of human endurance(ii) The potential of Bangladeshi women(iii) The role of physical fitness in life(iv) The cultural exchange between nations 24. Why is mountaineering expensive in Bangladesh?(i) Lack of sponsorships and resources(ii) Government restrictions on training(iii) Limited interest among youth(iv) Poor infrastructure 25. What inspired Nishat to take up mountaineering?(i) Her father’s stories of bravery(ii) Her mother’s mental strength and resilience(iii) Encouragement from her teachers(iv) A childhood fascination with mountains 26. What key skill did Nishat develop from her mother?(i) Physical strength(ii) Mental resilience(iii) Financial management(iv) Cultural awareness 27. How does the text portray Nishat’s parents?(i) As indifferent to her dreams(ii) As highly supportive and encouraging(iii) As unaware of her ambitions(iv) As restrictive and cautious 28. Why is Nishat considered a role model for Bangladeshi youth?(i) She built a mountaineering institute.(ii) She proved that gender does not limit achievement.(iii) She became a national political leader.(iv) She achieved fame through wealth. 29. What does the text suggest about societal attitudes toward women in sports?(i) They are encouraging and supportive.(ii) They are still restrictive and lack enthusiasm.(iii) They have drastically improved.(iv) They focus more on professional training. 30. What does Nishat’s life story emphasize?(i) Only wealthy people can succeed.(ii) Dreams, dedication, and support lead to success.(iii) International recognition is the ultimate goal.(iv) Physical strength is more important than mental resilience. B. Answer the following questions:  1. Who is Nishat Mazumder, and why is she considered a sports icon in Bangladesh? 2. What are the three qualities that Nishat is proud of in her life? 3. Where was Nishat born, and how did her upbringing influence her journey? 4. What role did Nishat’s parents play in helping her achieve her dreams? 5. Why does the text describe Nishat’s life as an inspirational story for Bangladeshi youth? 6. How did Nishat’s father’s role as a freedom fighter shape her determination? 7. What qualities did Nishat inherit from her mother, Ashura Mazumder? 8. How does the quote from Christopher Reeve relate to Nishat’s journey? 9. What significant event in 2003 marked Nishat’s first step into mountaineering? 10. How did Nishat prepare herself physically for her first climbing expedition? 11. What was the purpose of the 2003 climbing event Nishat participated in? 12. What challenges did Nishat face as a woman in mountaineering in Bangladesh? 13. What institutional training did Nishat undergo to enhance her climbing skills? 14. How did the Bangladesh Mountaineering and Trekking Club contribute to Nishat’s success? 15. Why is the Nepal-Bangladesh Friendship Peak significant in Nishat’s career? 16. What message did Nishat aim to convey through her Mount Everest expedition? 17. What role did Plan International’s Bangladesh chapter play in Nishat’s Everest expedition? 18. How does the text highlight the importance of discipline and perseverance in Nishat’s life? 19. What educational achievements does Nishat Mazumder hold, and how do they reflect her determination? 20. How has Nishat’s story contributed to challenging traditional gender roles in Bangladesh? 21. Why does the text consider mountaineering an expensive sport in Bangladesh? 22. How did Nishat balance her professional career with her mountaineering passion? 23. What does the text suggest about the societal attitudes toward women in sports in Bangladesh? 24. Who is M.A. Mohit, and what role did he play in Nishat’s climbing journey? 25. What message does Nishat’s life story convey about the role of parental support in achieving dreams? 26. How did Nishat’s enrollment in professional training courses help her succeed? 27. What personal and societal obstacles did Nishat overcome to achieve her dreams? 28. How does the text portray the cultural and social significance of Nishat’s achievements? 29. Why does the text emphasize the importance of creating opportunities for success? 30. What lessons can young people learn from Nishat’s journey, according to the text? 3. Make 6 short notes in each of the boxes in the flow-chart showing information about Nishat Mazumder i. Born in Teori village, Ramganj upazila, Lakshmipur District ii. Completed schooling at Bottomley Home Girls’ High School iii. Earned bachelor’s and master’s degrees in Accounting iv. Works as an accountant at Dhaka WASA v. Became the first Bangladeshi woman to scale Mount Everest vi. Represented the “Because I am a Girl” campaign in 2012 A. Make 6 short notes in each of the boxes in the flow-chart showing information about Nishat’s Mountaineering Journey i. Inspired by her mother’s resilience and courage ii. Climbed Keokradong in 2003, her first expedition. iii. Prepared by walking Dhaka streets with a 15 kg backpack iv. Joined Bangladesh Mountaineering and Trekking Club in 2006 v. Completed training at Himalayan Mountaineering Institute in 2007 vi. Scaled multiple Himalayan peaks before Everest B. Make 6 short notes in each of the boxes in the flow-chart showing information about Challenges and Supports in Nishat’s Journey i. Faced societal restrictions as a woman in sports ii. Overcame financial challenges with organizational support iii. Inspired by her father, a freedom fighter iv. Supported wholeheartedly by her parents v. Balanced professional career and mountaineering passion vi. Proved women can achieve equally as men in challenging activities C. Make 6 short notes in each of the boxes in the flow-chart showing information about Significant Achievements and Contributions i. First Bangladeshi woman to scale Mount Everest in 2012 ii. Ambassador of Plan International’s “Because I am a Girl” campaign iii. Part of Nepal-Bangladesh Friendship Peak expedition iv. Promoted gender equality through her achievements v. Became a role model for Bangladeshi youth vi. Highlighted the need for institutional support in sports Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3. Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the passage below and answer the questions following it. A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge, but merely repeats his lessons to his students, can only load their minds; he cannot quicken them. Truth not only must inform but inspire. If the inspiration dies out, and the information only accumulates, then truth loses its infinity. The greater part of our learning in the schools has been waste because, for most of our teachers, their subjects are like dead specimens of once living things, with which they have a learned acquaintance, but no communication of life and love. The educational institution, therefore, which I have in mind has primarily for its object the constant pursuit of truth, from which the imparting of truth naturally follows. It must not be an dead cage in which living minds are fed with food artificially prepared. It should be an open house, in which students and teachers are at one. They must live their complete life together, dominated by a common aspiration for truth and a need of sharing all the delights of culture. In former days the great master- craftsman had students in their workshops where their co-operated in shaping things to perfection. That was the place where knowledge could become living – that knowledge which not only has its substance and law, but its atmosphere subtly informed by a creative personality. For intellectual knowledge also has its aspect of creative art, in which the man who explores truth expresses  something which is human in him – his enthusiasm, his courage, his sacrifice, his honesty, and his skill. In merely academical teaching we find subjects, but not the man who pursues the subjects, therefore the vital part of education remains incomplete.   A. Choose the correct answer from the alternatives. 5 a) What does the word merely in the passage refer to? i. fully ii. utterly iii. simply iv. entirely b A teacher can’t teach the students if he himself— i. learns ii. does not learn iii. does not teach iv. is fond of imparting lessons c)  What does the teacher have to learn? i. disperse ii. expend iii. jumble iv. Gather d)  What does a teacher have to learn? i.  The maxims ii. Education iii. The latest update of learning iv. Nothing e)  Which of the following statement is true about truth? i Truth inspires one ii Truth is unnecessary iii Truth is not important iv Truth should be ignored. B.  Answer the following questions. 10 a)  How is a teacher compared to a lamp in the first paragraph of the passage? Explain. b)  What is the problem with the teacher who has stopped learning? Describe in two sentences. c)  ‘Truth not only must inform but inspire.’ Explain the statement in your own words. d)  Why do you think that the greater part of our learning in the school has been waster? e)   The subjects of the teachers are like dead specimens of once living things. Do you agree? Give reasons for your answer. Answer: Ans. to the ques. 1.A. Ans. (a) iii. simply (b) ii. does not learn (c) iv. gather (d) iii. The latest update of learning (e) i. Truth inspires one.   1.B.Ans. a)  A lamp can never light another lamp unless it continues to burn its own flame. The same is with a teacher. He can never truly teach unless he is still learning himself. b)  The problem with the teacher who has stopped learning is that he merely repeats his lessons to his students. As a result, he can only load the minds of the students and he cannot quicken them. c)  Truth must have two functions. It must inform and inspire. Without the inspiration, the information only accumulates and truth losses its infinity. d)  The greater part of our learning in the schools has been waste because, for most of our teachers, their subjects are like dead specimens of once living things, with which they have a learned acquaintance, but no communication of life and love. e)   Yes, I agree with the statement that the subjects of the teachers are like dead specimens of once living things. It is because the teachers have gone through those subjects but have no communication of life and love. Bangla Translation একটি গুরুত্বপূর্ণ সত্য, যা আমরা ভুলে যেতে বাধ্য, তা হল, একজন শিক্ষক কখনোই সত্যিকার অর্থে শিক্ষা দিতে পারেন না যতক্ষণ না তিনি নিজে শিখছেন। একটি প্রদীপ তার নিজস্ব শিখা জ্বালিয়ে চলতে থাকলে অন্য প্রদীপ জ্বালাতে পারে না। যে শিক্ষক তার বিষয়ের শেষ প্রান্তে পৌঁছেছেন, যার জ্ঞানের সাথে কোনও জীবন্ত যোগাযোগ নেই, কিন্তু কেবল তার পাঠগুলি তার শিক্ষার্থীদের কাছে পুনরাবৃত্তি করেন, তিনি কেবল তাদের মনকে বোঝাতে পারেন; তিনি তাদের সতেজ করতে পারেন না। সত্য কেবল তথ্যই দেয় না বরং অনুপ্রাণিতও করে। যদি অনুপ্রেরণা শেষ হয়ে যায় এবং তথ্য কেবল জমা হয়, তাহলে সত্য তার অসীমতা হারায়। স্কুলে আমাদের শিক্ষার বৃহত্তর অংশ অপচয় হয়ে গেছে কারণ, আমাদের বেশিরভাগ শিক্ষকের কাছে, তাদের বিষয়গুলি একসময়ের জীবিত জিনিসের মৃত নমুনার মতো, যার সাথে তাদের জ্ঞান আছে, কিন্তু জীবন এবং ভালোবাসার কোনও যোগাযোগ নেই। অতএব, আমার মনে যে শিক্ষাপ্রতিষ্ঠান রয়েছে তার মূল লক্ষ্য সত্যের অবিরাম সাধনা, যেখান থেকে সত্যের শিক্ষা স্বাভাবিকভাবেই অনুসরণ করে। এটি এমন একটি মৃত খাঁচা হওয়া উচিত নয় যেখানে জীবিত মনকে কৃত্রিমভাবে প্রস্তুত খাবার খাওয়ানো হয়। এটি একটি উন্মুক্ত ঘর হওয়া উচিত, যেখানে শিক্ষার্থী এবং শিক্ষকরা একসাথে থাকে। তাদের অবশ্যই তাদের সম্পূর্ণ জীবন একসাথে কাটাতে হবে, সত্যের জন্য একটি সাধারণ আকাঙ্ক্ষা এবং সংস্কৃতির সমস্ত আনন্দ ভাগ করে নেওয়ার প্রয়োজনীয়তার উপর আধিপত্য বিস্তার করে। পূর্ববর্তী সময়ে মহান কারিগরদের তাদের কর্মশালায় ছাত্র থাকতেন যেখানে তারা জিনিসগুলিকে পরিপূর্ণতায় রূপ দেওয়ার জন্য সহযোগিতা করতেন। এটি ছিল সেই জায়গা যেখানে জ্ঞান জীবন্ত হয়ে উঠতে পারে - সেই জ্ঞান যার কেবল তার সারবস্তু এবং আইনই নয়, বরং একজন সৃজনশীল ব্যক্তিত্বের দ্বারা সূক্ষ্মভাবে তার পরিবেশও রয়েছে। বৌদ্ধিক জ্ঞানেরও সৃজনশীল শিল্পের একটি দিক রয়েছে, যেখানে সত্য অন্বেষণকারী ব্যক্তি তার মধ্যে থাকা মানবিক কিছু প্রকাশ করে - তার উৎসাহ, তার সাহস, তার ত্যাগ, তার সততা এবং তার দক্ষতা। কেবল একাডেমিক শিক্ষায় আমরা বিষয় খুঁজে পাই, কিন্তু বিষয়গুলি অনুসরণকারী ব্যক্তিকে খুঁজে পাই না, তাই শিক্ষার গুরুত্বপূর্ণ অংশটি অসম্পূর্ণ থেকে যায়। Ad 1. Read the passage and answer the questions A and B. ...............A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his knowledge, but merely repeats his lessons to his students, can only load their minds; he cannot quicken them. Truth not only must inform but inspire. If the inspiration dies out, and the information only accumulates, then truth loses its infinity. The greater part of our learning in the schools has been waste because, for most of our teachers, their subjects are like dead specimens of once living things, with which they have a learned acquaintance, but no communication of life and love.  The educational institution, therefore, which I have in mind has primarily for its object the constant pursuit of truth, from which the imparting of truth naturally follows. It must not be a dead cage in which living minds are fed with food artificially prepared. It should be an open house, in which students and teachers are at one. They must live their complete life together, dominated by a common aspiration for truth and a need of sharing all the delights of culture. In former days the great master-craftsmen had students in their workshops where they co-operated in shaping things to perfection. That was the place where knowledge could become living - that knowledge which not only has its substance and law, but its atmosphere subtly informed by a creative personality. For intellectual knowledge also has its aspect of creative art, in which the  man who explores truth expresses something which is human in him - his enthusiasm, his courage, his sacrifice, his honesty, and his skill. In merely academical teaching we find subjects, but not the man who pursues the subjects; therefore the vital part of education remains incomplete.  [Unit-6; Lesson-1] [Jhenidah Cadet College, Jhenidah- '16] বাংলা অনুবাদঃ ..........একটি গুরুত্বপূর্ণ সত্য, যা আমাদের ভুলতে সক্ষম করে যে, একজন শিক্ষক নিজের পড়াশোনা চালু না রেখে কখনও পরিপূর্ণভাবে শিক্ষা দিতে পারেন না। একটি বাতি নিজের শিখা না জ্বালালে অন্য বাতিকে আলো দিতে পারে না। যে শিক্ষক তার বিষয়ে জানার অন্তিম পর্যায়ে এসেছেন, যার জ্ঞানের সাথে সংশ্লিষ্টতা নেই, কিন্তু বার বার একই বিষয় শিক্ষার্থীদের কাছে উপস্থাপন করেন তিনি শুধু তাদের মনের ওপর চাপ প্রয়োগ করতে পারেন, তাদেরকে প্রাণবন্ত করতে পারেন না। সত্য শুধু জানানো হয় না অনুপ্রেরণাও যোগায়। যদি অনুপ্রেরণা শেষ হয়ে যায়, তথ্য শুধু জমা হয়, তখন সত্য তার অসীমতা হারিয়ে ফেলে। আমাদের স্কুল শিক্ষার বেশির ভাগ অপচয় হয়েছে কারণ আমাদের  অধিকাংশ শিক্ষকের নিকট তাদের বিষয়গুলো এক সময়ের জীবন্ত বিষয়ের মৃত নমুনার মতো যার সাথে তাদের শিক্ষা বিষয়ক পরিচিতি রয়েছে, কিন্তু জীবন ও ভালোবাসার সাথে কোনো যোগাযোগ নেই। সুতরাং, আমার মনে যে শিক্ষাপ্রতিষ্ঠানের ছবি রয়েছে, তার মুখ্য উদ্দেশ্য হচ্ছে সত্যের সার্বক্ষণিক অনুসন্ধান যা সত্যকে স্বাভাবিকভাবেই অনুসরণ করে। এর মৃত খাঁচা হওয়া ঠিক না যেখানে প্রাণবন্ত মনগুলোকে কৃত্রিমভাবে তৈরি খাবার খেতে দেওয়া হয়। এর একটি খোলা বাড়ি হতে হবে যেখানে শিক্ষার্থী ও শিক্ষক এক হয়ে যাবে। সত্যের প্রতি সাধারণ আকাগুক্ষা এবং সংস্কৃতির সকল আনন্দ ভাগাভাগির আকুলতা নিয়ে তারা একত্রে বাস করবেন। আগের দিনে মহৎ কারিগরেরা নিখুঁতভাবে জিনিস তৈরি করতে শিক্ষার্থীদের কর্মক্ষেত্রে সাহায্য করতেন। যে স্থানেই জ্ঞান প্রাণবন্ত হয়ে উঠত- সেই জ্ঞান যেখানে শুধু উপাদান ও নিয়মই ছিল না। জ্ঞান আহরণের পরিবেশটিও একজন সৃজনশীল ব্যক্তিত্বের দ্বারা সুক্ষ্মভাবে নির্ধারণ করা হতো। বুদ্ধিবৃত্তিক জ্ঞানের সৃজনশীল শিল্পের দিকটিও থাকে যেখানে লোকটি সত্যকে অনুসন্ধান করে এমন কিছু প্রকাশ করেন যা তার মধ্যে বিদ্যমান তার উদ্দীপনা, তার সাহস, তার ত্যাগ, তার সততা এবং তার দক্ষতা। প্রাতিষ্ঠানিক শিক্ষায় আমরা বিষয় খুঁজে পাই কিন্তু সে ব্যক্তিকে পাই না যে বিষয়টিকে অনুসরণ করে; কাজেই শিক্ষার এক গুরুত্বপূর্ণ অংশ অসম্পূর্ণ থেকে যায়। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) What is the meaning of the word 'apt'?  (i) skilled (ii) accustomed (iii) reluctant (iv) willing (b) What is the meaning of 'accumulate'?  (i) add (ii) split (iii) gather (iv) destroy (c) The word 'infinity' means —.  (i) endlessness (ii) fixation (iii) eternity (iv) insanity (d) The meaning of 'acquaintance' is —.  (i) unity (ii) familiarity (iii) identity (iv) introduction (e) 'Constant' means —.  (i) continuous (ii) contrast (iii) conjecture (iv) conspicuous   ❤ Extra Questions: (f)  The word 'impart' means —.  (i) lend (ii) give (iii) take (iv) divide (g)  The word 'artificially' means —.  (i) unnaturally (ii) technically (iii) falsely (iv) scientifically (h)  The word 'dominated' in the text means —.  (i) ruled (ii) repressed (iii) influenced (iv) imposed (i)  The meaning of 'aspiration' is —.  (i) dream (ii) hunger (iii) choice (iv) desire (j)  What does the word 'delight' mean?  (i) pleasure (ii) disgrace (iii) difficulty (iv) disturbance (k) What is the meaning of 'perfection'?  (i) uniqueness (ii) flawless (iii) proportion (iv) crude (l)  'Substance' means —.  (i) summary (ii) virtue (iii) soul (iv) materials (m) The word 'aspect' means —.  (i) parts (ii) feature (iii) soul (iv) body (n) What do you mean by 'explore'?  (i) search (ii) invent (iii) detect (iv) lose (o) The word 'enthusiasm' means —.  (i) warmth (ii) desire (iii) curiosity (iv) passion (p) According to Tagore, an Indian university does not have —.  (i) curriculum (ii) prospects (iii) human teacher (iv) cultural activities (q) What does 'intellectual knowledge' have?  (i) traditional curriculum (ii) certificate  (iii) creative art  (iv) assurance of a job (r) What does the phrase 'dead specimen' refer to?  (i) something unusual  (ii) a thing of less interest   (iii) something dead  (iv) highly interesting (s) Open house should be a characteristics of —.  (i) European University  (ii) human teacher  (iii) educational institution (iv) German University (t) What does the phrase 'the vital part of education' in the context express?  (i) the major portion of our education (ii) the minor portion of our education   (iii) the main aim of our education (iv) the vision of our education (u) Which is the closest meaning of the word 'pursue' here, in the text?  (i) trace (ii) demand (iii) search (iv) follow (v) What is the antonym of the word 'pursue'?  (i) follow (ii) demand (iii) trace (iv) diminution Answer (A): (a) (i) skilled (b) (iii) gather (c) (i) endlessness (d) (ii) familiarity (e) (i) continuous (f) (ii) give (g) (i) unnaturally (h) (iii) influenced (i) (iv) desire (j) (i) pleasure (k) (ii) flawless (l) (iv) materials (m) (ii) feature (n) (ii) search (o) (iii) curiosity (p) (iii) human teacher (q) (iii) creative art (r) (ii) a thing of less interest (s) (iii) educational institution (t) (i) the major portion of our education (u) (iv) follow (v) (iv) diminution B. Answer the following questions. 2☓5 = 10 (a) What is the nature of truth? (b) How are the educational institutions of our country? (c) What do you mean by 'a teacher can never truly teach unless he is still learning himself'? (d) 'Intellectual knowledge has also its aspect of creative art' — what does the sentence mean? (e) Why the greater part of our learning in the schools has been wasted? (f) How does the vital part of education remain incomplete? (g) 'The teachers of our country only teach their students; they do not inspire'- do you agree with the statement? Justify your answer with limited words. Answer (B):  (a) Truth not only informs people but also inspires them. Truth loses its infinity when inspiration dies out, and the informations only accumulate.  (b) The educational institutions of our country are like dead cages where living minds are fed with food artificially prepared.   (c) Knowledge has no limit. Man will continue to know new and newer things till the civilization survives. That's why, new knowledge comes to the light everyday. So if a teacher confines his/her knowledge and do not learn new things, he/she cannot give his/her pupils sufficient information.  (d) Intellectual knowledge is the perfect knowledge and it creates a sense of beauty and culture in the learner's mind. Thus such knowledge has an inherent feature of creative art.  (e) The greater part of our learning in the schools has been wasted because, for most of our teachers their subjects are like dead specimens of once living things, with which they have a learned acquaintance but no communication of life and love.  (f) In academic teaching we find subjects, but not the man who pursues the subjects. Thus the vital part of education remains incomplete.  (g) Yes, I do agree with the statement. A lamp can never light another lamp unless it continues to burn its own flame. In our country, in case of academic teaching we find subjects, but not the man who pursues the subjects. As a result, teachers in Bangladesh only teach their students; they do not inspire.  Or, No, I don't agree with the statement. We know that it is the duty of respected teachers to teach and inspire their students. And to do these two things together our teachers teach in the classes and also pursue the teachings to inspire their students. So, it can be said that the teachers of our country not only teach their students but also inspire them. Ad 1. Read the following passage and answer the questions A and B. A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he; is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his! knowledge, but merely repeats his lessons to his students, can only load their minds; he cannot quicken them. Truth not only must inform but inspire. If the inspiration dies out, and the information only accumulates, then truth loses its infinity. The greater part of our learning in the schools has been waste because, for most of our teachers, their subjects are like dead specimens of once living things, with which they have a learned acquaintance, but no communication of life and love.   A.             Choose the correct answer from the alternatives.     1×5 = 5 (a)             The word ‘apt’ mentioned in the very first line means. (i)  encouraged (ii) ready (iii) suitable   (iv) courageous (b)             A teacher can’t teach the students if he himself ¾ (i)  learns                (ii) does not learn (iii) does not teach (iv) is found in imparting lessons (c)             What does the word ‘accumulate’ in the passage refer to? (i)  disperse   (ii) expend (iii) jumble    (iv) gather (d)             Which of the following statements is true about truth? (i)  Truth inspires one. (ii) Truth is unnecessary. (iii) Truth is not important. (iv) Truth should be ignored. (e)             What does the word ‘inform’ in the passage refer to? (i)  introduce  (ii) observe (iii) convey   (iv) uniform B.              Answer the following questions.          2×5 = 10 (a)             What are we apt to forget? (b)             ‘A lamp can never light another lamp unless it continues to burn its own flame’. Explain, (c)             Do you think that a teacher should have living traffic with his knowledge? Give reasons for your answer (d)             How does truth lose its infinity? (e)             Why has the greater part of our learning in the schools been waste? Answer: A. Choose the correct answer from the alternatives: (a) The word ‘apt’  mentioned in the very first line means: (ii) ready (b) A teacher can’t teach the students if he himself — (ii) does not learn (c) What does the word ‘accumulate’  in the passage refer to? (iv) gather (d) Which of the following statements is true about truth? (i) Truth inspires one. (e) What does the word ‘inform’  in the passage refer to? (iii) convey B. Answer the following questions: (a) What are we apt to forget? We are apt to forget that a teacher can never truly teach unless he is still learning himself. Continuous learning is essential for a teacher to inspire and effectively educate students. (b) ‘A lamp can never light another lamp unless it continues to burn its own flame.’ Explain. This statement means that just like a lamp cannot light another lamp without its own flame, a teacher cannot inspire or educate students unless he keeps his own knowledge alive and fresh. A teacher must continue learning and growing to effectively enlighten others. (c) Do you think that a teacher should have living traffic with his knowledge? Give reasons for your answer. Yes, a teacher should have living traffic with his knowledge. This means that the teacher should actively engage with, update, and deepen their understanding of the subject. When a teacher is passionate and constantly learning, they can inspire students, make lessons interesting, and encourage critical thinking rather than just delivering memorized facts. (d) How does truth lose its infinity? Truth loses its infinity when it stops inspiring and only serves as accumulated information. If knowledge is treated as something static and lifeless, without passion or deeper understanding, it loses its timeless value and becomes just a collection of facts without meaning or relevance. (e) Why has the greater part of our learning in the schools been waste? The greater part of our learning in schools has been waste because many teachers treat their subjects as dead, lifeless facts rather than living knowledge. They lack passion and genuine engagement with their subjects, leading to uninspired teaching that fails to spark curiosity or deep understanding in students.

1.               Read the passage below and answer the questions following it. Valentina Tereshkova was born in the village Maslennikovo, Tutayevsky District, in Central Russia. Tereshkova’s father was a tractor driver and her mother worked in a textile plant. Tereshkova began school in 1945 at the age of eight, but left school in 1953 and continued her education through distance learning. She became interested in parachuting from a young age, and trained in skydiving at the local Aero club, making her first jump at age 22 on 21 May 1959. At that time she was employed as a textile worker in a local factory. It was her expertise in skydiving that led to her selection as a cosmonaut. After the flight of Yuri Gagarin (the first human being to travel to outer space in 1961), the Soviet Union decided to send a woman in space. On 16 February 1962, ‘proletaria’ Valentina Tereshkova was selected for this project from among more than four hundred applicants. Tereshkova had to undergo a series of training that included weightless flights, isolation tests, centrifuge tests, rocket theory, spacecraft engineering, 120 parachute jumps and pilot training in MiG-15UTI jet fighters. Since the successful launch of the spacecraft Vostok-5 on 14 June 1963, Tereshkova began preparing for her own flight. On the morning of 16 June 1963, Tereshkova and her back-up cosmonaut Solovyova ware dressed in space-suits and taken to the space shuttle launch pad by a bus. After completing her communication and life support checks, she was sealed inside Vostok 6. Finishing a two-hour countdown, Vostok-6 launched faultlessly. A.  Choose the correct answer from the alternatives. 5 (a)  ‘Outer space’ refers to — i. interplanetary space ii. outside the space iii. space beyond the atmosphere of iv. any location inside the earth (b)  The word ‘undergo’ stands for — i. to experience ii. to sustain iii. imperative iv. to endure c)  Tereshkova had knack in — i. swimming ii. skydiving iii. flying in the sky iv. Gardening d)  Tereshkova made her first jump at the age of — i. 12 ii. 22 iii. 25 iv. 20 e)  ‘—her expertise in skydiving that led. Her selection as a cosmonaut.’ What does it imply? i.  Skydiving made impediment on her way to be an astronaut ii.  Skydiving is the most essential quality to be an astronaut iii.  Skydiving helped her to be chosen as an astronaut iv.  Skydiving is not needed to be an astronaut B.  Answer the following questions. 10 a)  How do you differentiate Tereshkova from other girls of her age? b)  What qualities do you think helped Valentina build her career as an astronaut? c)  Why did Tereshkova receive education through distance learning though she could have received education in school? d)  How do you evaluate the story of Tereshkova’s becoming a part of history? e)   ‘Only man has the audacity to go outer space.’ Do you agree or disagree with this statement? Ans. to the ques. 1. A. Ans. (a) iii. space beyond the atmosphere of (b) i. to experience (c) ii. skydiving (d) ii. 22 (e) iii. Skydiving helped her to be chosen as an astronaut. 1. B. Ans. a)  Tereshkova was different from other girls of her age. Firstly, she had a knack of skydiving. Secondly, she had the audacity to do outer space. b)  I think the aptitude in skydiving helped her to be an astronaut. Her determination also helped her to be so. c)    Though Tereshkova could have received education in school, she received education through distance learning. The reason is that she was from insolvent family. She had to work as a textile worker. d)  Tereshkova has became a part of history by didn’t of her audacity to fly in the outer space. She was the first woman to do so. Thus she made an epoch-making event. And she has made her name a part of history. e)   I disagree with this statement. Not only man but also woman has the audacity to fly in the sky. Tereshkova is a glaring example of it.                                                               Answer: Bangla Translation সৌন্দর্য উপলব্ধি করা সহজ কিন্তু সংজ্ঞায়িত করা কঠিন। আমরা যখন চারপাশে তাকাই, তখন আমরা আনন্দদায়ক বস্তু এবং দৃশ্যের মধ্যে সৌন্দর্য আবিষ্কার করি - প্রকৃতিতে, শিশুদের হাসিতে, অপরিচিতদের দয়ায়। কিন্তু সংজ্ঞায়িত করার জন্য জিজ্ঞাসা করলে আমরা সমস্যার সম্মুখীন হই। সৌন্দর্যের কি একটি স্বাধীন বস্তুনিষ্ঠ পরিচয় আছে? এটি কি সর্বজনীন, নাকি এটি আমাদের ইন্দ্রিয় উপলব্ধির উপর নির্ভরশীল? এটি কি দর্শকের চোখে পড়ে? - আমরা নিজেদেরকে জিজ্ঞাসা করি। আরও একটি অসুবিধা দেখা দেয় যখন সৌন্দর্য কেবল তার উপস্থিতি দ্বারাই নয়, বরং তার অনুপস্থিতিতেও নিজেকে প্রকাশ করে, যেমন যখন আমরা কদর্যতা দ্বারা বিতাড়িত হই এবং সৌন্দর্য কামনা করি। কিন্তু তারপর কদর্যতা আমাদের জীবনে সৌন্দর্যের মতোই স্থান পায়, অথবা আরও বেশি হতে পারে - যেমন যখন একটি সমাজে ব্যাপক ক্ষুধা এবং অবিচার থাকে। দার্শনিকরা আমাদের বলেছেন যে সৌন্দর্য জীবনের একটি গুরুত্বপূর্ণ অংশ, কিন্তু কদর্যতা কি জীবনের একটি অংশ নয়? এবং যদি শিল্পের সৌন্দর্য একটি গুরুত্বপূর্ণ উপাদান হিসাবে থাকে, তবে এটি কি কেবল সৌন্দর্যের অভিক্ষেপের মধ্যেই সীমাবদ্ধ থাকতে পারে? শিল্প কি যা সুন্দর নয় তা উপেক্ষা করতে পারে? কবি এবং শিল্পীরা তাদের কাজে উভয়কেই অন্তর্ভুক্ত করে একটি উত্তর দিয়েছেন। এইভাবে, তারা প্রায়শই সৌন্দর্যকে সত্য এবং ন্যায়ের সাথে সংযুক্ত করেছেন, যাতে যা সুন্দর নয় তা সহনীয় অনুপাত ধরে নেয় যা জীবনের কিছু সত্যকে প্রতিনিধিত্ব করে। রোমান্টিক কবি জন কিটস তার বিখ্যাত 'ওড অন আ গ্রীসিয়ান আর্ন'-এ লিখেছেন 'সৌন্দর্য সত্য, সত্য সৌন্দর্য', যার অর্থ তিনি সত্যকে, এমনকি যদি তা মনোরম নাও হয়, তবে উচ্চতর স্তরে সুন্দর হয়ে ওঠে। একইভাবে, যা সুন্দর তা চিরকাল সত্য থাকে। গ্রীসিয়ান আর্ন - একটি শিল্প বস্তু - এর প্রেক্ষাপটে আরেকটি অর্থ হল সত্য শিল্পের একটি শর্ত। প্রতিটি ভাষার কবিতা সৌন্দর্য এবং সত্যকে উদযাপন করে। শিল্পও তাই করে। এখানে দুটি ভিন্ন সময়ের দুটি কবিতা রয়েছে যা সৌন্দর্য এবং সত্য সম্পর্কে কিছু স্থায়ী ধারণা উপস্থাপন করে। কবিতাগুলি রোমান্টিক ঐতিহ্যের একজন ইংরেজ কবি লর্ড বায়রন (১৭৮৮-১৮২৪) এবং আমেরিকান কবি এমিলি ডিকিনসন (১৮৩০-১৮৮৬) এর লেখা, যিনি মানব দৃশ্য, প্রেম এবং মৃত্যু সম্পর্কে লিখেছিলেন। Ad Ad Passage-2 1. Read the passage and answer the questions A and B. Valentina Tereshkova was born in the village Maslennikovo, Tutayevsky District, in Central Russia. Tereshkova's father was a tractor driver and her mother worked in a textile plant. Tereshkova began school in 1945 at the age of eight, but left school in 1953 and continued her education through distance learning. She became interested in parachuting from a young age, and trained in skydiving at the local Aeroclub, making her first jump at age 22 on 21 May 1959. At that time she was employed as a textile worker in a local factory. It was her expertise in skydiving that led to her selection as a cosmonaut. After the flight of Yuri Gagarin (the first human being to travel to outer space in 1961), the Soviet Union decided to send a woman in space. On 16 February 1962, "proletaria" Valentina Tereshkova was selected for this project from among more than four hundred applicants. Tereshkova had to undergo a series of training that included weightless flights, isolation tests, centrifuge tests, rocket theory, spacecraft engineering, 120 parachute jumps and pilot training in MiG-15UTI jet fighters. Since the successful launch of the spacecraft Vostok-5 on 14 June 1963, Tereshkova began preparing for her own flight. On the morning of 16 June 1963, Tereshkova and her back-up cosmonaut Solovyova were dressed in space-suits and taken to the space shuttle launch pad by a bus. After completing her communication and life support checks, she was sealed inside Vostok 6. Finishing a two-hour countdown, Vostok-6 launched faultlessly. Although Tereshkova experienced nausea and physical discomfort for much of the flight, she orbited the earth 48 times and spent almost three days in space. With a single flight, she logged more flight time than the combined times of all American astronauts who had flown before that date. Tereshkova also maintained a flight log and took photographs of the horizon, which were later used to identify aerosol layers within the atmosphere. Vostok-6 was the final Vostok flight and was launched two days after Vostok-5, which carried Valery Bykovsky into a similar orbit for five days, landing three hours after Tereshkova. The two vessels approached each other within 5 kilometers at one point, and from space Tereshkova communicated with Bykovsky and the Soviet leader Khrushchev by radio. Much later, in 1977 Tereshkova earned a doctorate in Engineering from Zhukovsky Air Force Academy. Afterwards she turned to politics. During the Soviet regime she became one of the presidium members of the Supreme Soviet. Now this living legend is a member in the lower house of the Russian legislature. On her 70th birthday when she was invited by the Russian Prime Minister Vladimir Putin, she expressed her desire to fly to Mars, even if for a one-way trip. [Unit-1; Lesson-3] [Feni Girls' Cadet College, Feni- '16] বাংলা অনুবাদঃ  ভেলেন্তিনা তেরেসকোভা মধ্য রাশিয়ার টাটাভস্কি জেলার মাসলোনিকোভা গ্রামে জন্মগ্রহণ করেন। তেরেসকোভার বাবা ছিলেন একজন ট্রাকটর চালক আর তার মা একটি টেক্সটাইল কারখানায় কাজ করতেন। ১৯৪৫ সালে আট বছর বয়সে তেরেসকোভা বিদ্যালয়ে যান, কিন্তু ১৯৫৩ সালে স্কুল ত্যাগ করেন এবং দূরশিক্ষণের মাধ্যমে তার পড়াশোনা চালিয়ে যান। অল্প বয়স থেকেই তিনি প্যারাশূট চালনায় আগ্রহী হয়ে উঠেন, এবং স্থানীয় একটি এরোক্লাবে স্কাইডাইভিঙের প্রশিক্ষণ নেন, ১৯৫৯ সালের ২১ মে ২২ বছর বয়সে প্রথম অভিযান শুরু করেন। ঐ সময় তিনি একটি স্থানীয় কারখানায় টেক্সটাইলের কর্মী হিসাবে কাজ করতেন। স্কাইডাইভিঙে তার নৈপূণ্য তাকে নভোচারী হিসাবে নির্বাচিত হওয়ার পক্ষে সুযোগ তৈরি করে। ইউরি গ্যাগরিনের মহাকাশ অভিযানের পর (প্রথম মানব যিনি ১৯৬১ সালে মহাকাশ ভ্রমণ করেন), সোভিয়েত ইউনিয়ন মহাশূন্যে একজন মহিলা পাঠানোর সিদ্ধান্ত নেয়। ১৯৬২ সালের ১৬ ফেব্রুয়ারি “প্রলিটারিয়া” ভেলেন্তিনা তেরেসকোভাকে চারশত আবেদনকারীদের মধ্যে বাছাই করা হয়। তেরেসকোভাকে অনেকগুলো প্রশিক্ষণ নিতে হয় সেগুলোর মধ্যে রয়েছে ওজনবিহীন উড্ডয়ন, নির্জনতার পরীক্ষা, তরল পদার্থে বস্তুকণিকাকে ঘূর্ণনগতির দ্বারা পরস্পর থেকে পৃথক করার পরীক্ষা, রকেট চালানোর বিদ্যা, মহাকাশযান প্রকৌশলবিদ্যা, ১২০ প্যারাশূট উড্ডয়ন এবং মিগ-15UTI জেট বিমান চালনার প্রশিক্ষণ। ১৯৬৩ সালের ১৪ জুন মহাকাশযান ভস্টক-৫ এর সফলজনক অভিযানের পর, তেরেসকোভা তার নিজের অভিযানের প্রস্তুতি নেন। ১৯৬৩ সালের ১৬ জুন সকালে, তেরেসকোভা এবং তার সহযোগী নভোচারী সলোভাইওভা নভোচারীর পোশাক পরিধান করেন এবং একটি বাসে করে তাকে মহাকাশযান উড্ডয়নের মঞ্চে নিয়ে যাওয়া হয়। তার যোগাযোগ এবং জীবন রক্ষাকারী সরঞ্জামের পরীক্ষা সম্পূর্ণ করার পর, তাকে ভস্টক-৬ এর মধ্যে নিয়ে যাওয়া হয়। দুই-ঘণ্টা উল্টো গণনার পর, ভষ্টক-৬ ত্রুটিহীনভাবে যাত্রা শুরু করে। যদিও বিমানে উড্ডয়নের ফলে তেরেসকোভার বমি বমি ভাব হয়েছিল এবং শারীরিকভাবে অস্বস্তি অনুভব করেছিলেন, তিনি ৪৮ বার পৃথিবীকে প্রদক্ষিণ করেছিলেন এবং মহাশূন্যে প্রায় তিনদিন অতিবাহিত করেন। মাত্র একবার উড্ডয়ন করে, তিনি ঐ তারিখের পূর্বে সকল আমেরিকান নভোচারীরা যে সময় ব্যয় করেছিল তার চেয়ে বেশি সময় অতিবাহিত করেন। তেরেসকোভা উড্ডয়নের একটি সময় তালিকা বজায় রাখতেন এবং দিগন্তের ছবি তুলতেন, যা পরবর্তীতে জলবায়ু এরোসলের স্তর সনাক্তকরণে ব্যবহৃত হয়। ভস্টক-৬ হচ্ছে সর্বশেষ ভস্টক ফ্লাইট যা ভস্টক-৫ উড্ডয়নের দুই দিন পর চালু হয়, যা ভ্যালারি ভাইকভস্কিকে একই পথে পাঁচদিনের জন্য বহন করে, এবং তেরেসকোভা মাটিতে অবতরণের তিন ঘণ্টা পরে অবতরণ করেন। মহাকাশযান দুইটি এক সময় পাঁচ কিলোমিটারের মধ্যে পৌঁছে যায়, এবং মহাকাশযান থেকে তেরেসকোভা ভাইকভস্কি এবং সোভিয়েত নেতা খরুসচেঙ এর সাথে রেডিওর মাধ্যমে যোগাযোগ করেন। অনেক পরে, ১৯৭৭ সালে তেরেসকোভা জুকোভস্কি এয়ারফোর্স একাডেমি থেকে ইঞ্জিনিয়ারিং এর উপর ডক্টরেট ডিগ্রী অর্জন করেন। এরপর, তিনি রাজনীতিতে যোগদান করেন। সোভিয়েত শাসনের সময়কালে তিনি সুপ্রীম সোভিয়েতের একজন প্রেসিডিয়াম সদস্য হোন। এখন এই জীবন্ত কিংবদন্তী রাশিয়ান পার্লামেন্টের নিæকক্ষের একজন সদস্য। তার ৭০তম জন্মদিনে যখন রাশিয়ান প্রধানমন্ত্রী ভ্লাদিমির পুতিন তাকে নিমন্ত্রণ জানিয়েছিল, তিনি মঙ্গল গ্রহে যাওয়ার ইচ্ছা ব্যক্ত করেন। এমনকি যদি তিনি সেখান থেকে ফিরে আসতে নাও পারেন তবুও। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) Valentina Tereshkova was born in —.  (i) 1936 (ii) 1937 (iii) 1939 (iv) 1935 (b) She studied in school for —.  (i) 7 years (ii) 8 years (iii) 9 years (iv) 6 years (c) Tereshkova is the — to have flown in space.  (i) third woman (ii) first man (iii) last woman (iv) first woman (d) Tereshkova was a textile factory worker before her — as a cosmonaut.  (i) cancellation (ii) recruitment (iii) coming (iv) beginning (e) After the flight of Yuri Gagarin, the Soviet Union — to send a woman in space.  (i) came up with the idea (ii) marched (iii) finalized  (iv) fixed   ❤ Extra Questions: (f) Valentina had —.  (i) low social status (ii) high social status (iii) minimum education  (iv) sufficient education (g) Tereshkova was — when she made her first flight to space.  (i) 26 years old (ii) upset (iii) sick (iv) 20 years old (h) Which of the following statement is false?  (i) Tereshkova left school at an early age (ii) Vostok-6 was launched before Vostok-5  (iii) Valentina was selected from among more than 400 applicants  (iv) Soviet Union recruited Valentina for their mission (i) The word 'regime' means —.  (i) command (ii) establishment (iii) rule (iv) system (j) What does the word 'legislature' means?  (i) house (ii) respected (iii) politician (iv) parliament (k) Vostok-6 was launched on —.  (i) 16 June 1963 (ii) 15 June 1963 (iii) 14 June 1963 (iv) 16 June 1964 (l) Tereshkova left school when she was —.  (i) 15 years old (ii) 16 years old (iii) 17 years old (iv) 9 years old (m) Tereshkova was selected for Soviet Union's space mission at the age of —.  (i) 22 (ii) 25 (iii) 21 (iv) 26 (n) Tereshkova maintained a — during her orbitting the earth.  (i) a register book (ii) record (iii) diary (iv) time schedule (o) Which of the following is synonymous to 'horizon' according to the meaning of the text?  (i) prospect (ii) vertical (iii) skyline (iv) scope (p) What is the closest meaning of 'employ'?  (i) service (ii) engage (iii) spend (iv) use (q) What does the phrase 'expertise in skydiving' mean?  (i) expertness in skydiving  (ii) expert skydiver  (iii) skydiving trainer  (iv) all the above statements (r) What is the meaning of 'faultlessly'?  (i) inappropriately (ii) incorrectly (iii) imperfectly (iv) appropriately (s) This living legend is a member in -.  (i) the lower house of the Russian legislature (ii) the upper house of the Russian legislature  (iii) the Supreme Soviet (iv) Russian Air Force Academy (t) 'Vostok-6 was the final Vostok flight and was launched two days after Vostok-5.' What does it mean?  (i) Vostok-6 orbited for 5 days (ii) Vostok-5 orbited for 2 days  (iii) Vostok-6 made the last space flight (iv) none of the above statements (u) Tereshkova's father was a —.  (i) bus driver (ii) truck driver (iii) can driver (iv) tractor driver (v) Tereshkova's mother worked in a/ an —.  (i) textile plant (ii) gas plant (iii) electricity plant (iv) jute plant (w) She made her first skydiving at the age of —.  (i) 20 (ii) 21 (iii) 22 (iv) 23 (x) She was selected for space flight —.  (i) 10.02.1962 (ii) 12.02.1963 (iii) 14.03.1962 (iv) 16.02.1962 (y) The word 'nausea' means —.  (i) aversion (ii) sickness (iii) vomiting (iv) disgust (z) The synonym of 'communicate' is —.  (i) announce (ii) correspond (iii) fax (iv) notify (aa)  Tereshkova orbited the earth — times.  (i) 40 (ii) 44 (iii) 46 (iv) 48 (bb)  Tereshkova earned a doctorate in Engineering from Zhukovasky Air Force Academy in —.  (i) 1877 (ii) 1927 (iii) 1977 (iv) 2000 Answer (A):  (a) (ii) 1937 (b) (ii) 8 years (c) (iv) first woman (d) (ii) recruitment (e) (i) came up with the idea (f) (i) low social status (g) (i) 26 years old (h) (ii) Vostok-6 was launched before Vostok-5 (i) (iii) rule (j) (iv) parliament (k) (i) 16 June 1963 (l) (ii) 16 years old (m) (ii) 25 (n) (i) a register book (o) (iii) skyline (p) (ii) engage (q) (i) expertness in skydiving (r) (iv) appropriately (s) (i) the lower house of the Russian legislature (t) (iii) Vostok-6 made the last space flight (u) (iv) tractor driver (v) (i) textile plant (w) (iii) 22 (x) (iv) 16.02.1962 (y) (iii) vomiting (z) (ii) correspond (aa) (iv) 48 (bb) (iii) 1977 B. Answer the following questions. 2☓5 = 10 (a) What is distance learning? (b) What do you mean by "proletaria"? Why is Valentina Tereshkova said a 'proletaria"? (c) What helped Valentina to be a cosmonaut? (d) What do you know about Vostok-6? (e) Which record did Tereshkova make during her flight? ❤ Extra Questions: (f) Describe the preparation that was taken before the launch of Vostok-6. (g) Explain Tereshkova's flight in 2/3 sentences. (h) What do you mean by 'living legend'? Is Valentina Tereshkova a 'living legend'? Describe in 2/3 sentences. (i) Give an account of Valentina Tereshkova's early life. (j) What do you know about Valentina Tereshkova's education before joining the flight project? (k) Which trainings did Valentina have to take after joining the flight project? (l) What is the central idea of the passage relating to Valentina Tereshkova? (m) What do you know about Vostok-5? (n) Who is Valentina Tereshkova? Where was she born? (o) Who is Vladimir Putin? What did Tereshkova desire to do on her 70th birthday? Answer (B):  (a) Distance learning is the education of students who are not physically present at an institution. It is a way of learning through which students learn remotely without being in regular face-to-face contact with a teacher in the classroom. (b) "Proletaria" means a member of a working class people in a capitalist society. Valentina Tereshkova is said a "Proletaria" as she was a textile worker in a local factory. (c) Valentina Tereshkova had interest in Parachuting from young age and she was trained in skydiving. These things helped Tereshkova to be a cosmonaut. (d) Vostok 6 was the first human spaceflight mission to carry a woman cosmonaut, Valentina Tereshkova, into space. The spacecraft was launched successfully on June 16, 1963. (e) Tereshkova orbited the earth 48 times and spent almost three days in space. She made a record of logging more flight time than the combined times of all American astronauts who had flown before that day with a single flight. (f) Vostok 6 was launched two days later of the successful launch of Vostok 5. On the morning of 16 June, 1963, Tereshkova and her backup cosmonaut Solovyova were dressed in space suits and taken to the space shuttle launch pad by a bus. There held a final checks of communication and life support. (g) Valentina Tereshkova made her first flight to space, carried by Vostok 6, on June 16, 1963. She was the first woman in the history of spaceflight. She spent almost three days in space and orbitted the earth 48 times. (h) "Living legend" refers to those people who are extremely famous during the time that they are alive. Yes, Valentina Tereshkova is a living legend. She is the first women in the history who made an adventurous flight to space. (i) Valentina Tereshkova came of a proletariat family in Central Russia. She began schooling at the age of eight but did not continue. Then she received education through distance learning. She became interested in parachuting from a tender age. (j) Valentina Tereshkova entered school at the age of eight in 1945 but left it in 1953. She continued her education through distance learning. She took training in skydiving at the local Aeroclub before joining the flight project. She made her first jump in 1959 and her expertise in skydiving led to her selection as an astronaut. (k) After joining the flight project Valentina Tereshkova had to undergo a series of trainings including weightless flights, isolation tests, centrifuge tests, rocket theory, spacecraft engineering, 120 parachute jumps and pilot training in MiG-15UT1 jet fighters. (l) The passage depicts Valentina Tereshkova's ambitious and courageous struggle of becoming the first ever woman to space although she belongs to a proletariate family. (m) Vostok-5 is a spacecraft of the then Soviet Union. Valary Bykovsky, a Soviet astronaut flew in space by this spaceship launched two days before Vostok-6. It launched into a similar orbit for five days and landed three hours after Tereshkova. (n) Valentina Tereshkova is a Russian cosmonaut. She was born in the village Maslennikovo, Tutayevsky District in Central Russia. (o) Vladimir Putin is the Prime Minister of Russia. Tereshkova expressed her desire to fly to Mars even if for a one way trip on her 70th birthday. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the passage and answer the questions A and B. Hercules was the son of Jupiter and Alcmena. Eurystheus, the King of Mycenae and his cousin, made him undergo some difficult tasks, which are known in Greek myths as the 'twelve labours of Hercules.' He first involved a fight with a lion. The valley of Nemea was being disturbed by a terrible lion and so Eurystheus ordered Hercules to slay the beast and bring him his skin. At first, Hercules tried to fight the lion with his club and arrows but this took him nowhere. Then Hercules attempted a different tactic: he decided he would use his hands. He thus managed to slay the animal on his own, relying entirely on his immense strength. Victorious, he returned to Mycenae carrying the dead lion on his shoulders, a sight that terrified the King. His next task was to slay a monster called Hydra that was ravaging the country of Argos. The Hydra had nine heads, of which the middle one was said to be immortal. Our hero struck off its heads with his club, but whenever he knocked off a head, two new ones erupted in its place. Eventually with the help of his devoted servant Iolaus, Hercules succeeded in burning all the heads of the Hydra except the ninth or immortal one, which he decided to bury under a huge rock. In other words, Hercules triumphed again, as he would every time he was given an impossible task by Eurystheus! And this is how he began to acquire the reputation of a hero possessing immense strength throughout the world.  [Unit-9; Lesson-4] [Bogra Cantonment Public School & College- '16; Chittagong Govt. Mohila College- '16; Joypurhat Girls' Cadet College- '16; Rajshahi College- '16; Cantonment Public School & College, Rangpur- '16; Abdur Razzak Municipal College, Jessore- '16; Chittagong Govt. Women's College- '16; Govt. Fazilatunnesa Women's College, Bhola- '16] বাংলা অনুবাদঃ   হারকিউলিস ছিলেন জুপিটার ও আল্কমিনার পুত্র। মাইসিনির রাজা ইউরিসথিউয়াস এবং তার চাচাত ভাই তাকে কিছু কঠিন কাজ করতে বাধ্য করত যা গ্রিক পুরাণে ‘হারকিউলিসের দ্বাদশ শ্রম’ নামে পরিচিত। প্রথমে সে একটি সিংহের সাথে যুদ্ধে লিপ্ত হয়েছিল। নিমিয়া উপত্যকায় একটি ভয়ানক সিংহ উৎপাত করছিল আর তাই ইউরিসথিউয়াস হারকিউলিসকে আদেশ দিল প্রাণীটিকে বধ করে তার চামড়া আনার জন্য। প্রথমে, হারকিউলিস তার তীর ও ধনুক দিয়ে সিংহটির সাথে যুদ্ধ করার জন্য চেষ্টা করেছিল কিন্তু তা কোনো কাজে আসেনি। তারপর হারকিউলিস ভিন্ন কৌশল অবলম্বন করল। সে হাত ব্যবহার করার সিদ্ধান্ত নিল। এভাবে সে পশুটিকে তার অপরিমেয় শক্তির দ্বারা হত্যা করল। বিজয় লাভ করার পর, যে মৃত সিংহটিকে তার কাধের উপর নিয়ে মাইসিনিতে ফিরে আসলো, যা রাজাকে আতঙ্কিত করেছিল।  তার পরবর্তী কাজ ছিল হাইড্রা নামক দৈত্যকে হত্যা করা যা আরগো দেশটিকে ধ্বংস করছিল। হাইড্রার মাথা ছিল নয়টি; যার মধ্যে মাঝখানের মাথাটি ছিল অমরণশীল। আমাদের বীরপুরুষ তার মুগুর দিয়ে মাথায় আঘাত করে, কিন্তু যখনই একটি মাথা বিচ্ছিন্ন হয়, সেখানে দুইটি নতুন মাথা জন্মায়। অবশেষে তার অনুগত ভৃত্য ইয়োলাসের সহযোগিতায় হারকিউলিস হাইড্রার নবম অমরনশীল মাথাটি ব্যতীত সকল মাথা পুড়িয়ে ফেলতে সফল হয়েছিল। যা সে বিশাল পাহাড়ের নিচে পুঁতে রাখার সিদ্ধান্ত নিয়েছিল। অন্য কথায়, হারকিউলিস ইউরিসথিউয়াসের দেওয়া প্রতিটি অসম্ভব কাজের মত এ কাজটিতেও জয় লাভ করল। আর এভাবে সে সারা বিশ্বে অপরিমেয় শক্তির অধিকারী বীরপুরুষ হওয়ার খ্যাতি অর্জন করতে শুরু করল। A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) The phrase 'made him undergo' in the text refers to —.  (i) Hercules compelled him (ii) Hercules was compelled to  (iii) They ignore him  (iv) They order Hercules (b) The word 'slay' used in the text is synonymous to —.  (i) to bring (ii) to yield (iii) to imprison (iv) to kill (c) What does 'twelve labours of Hercules' refers to —.  (i) some hard tasks (ii) some easy tasks (iii) some hard triumph (iv) some fight with beast (d) The word 'tactic' refers to in the passage —.  (i) method (ii) sensitivity (iii) idea (iv) trick (e) What does 'this took him nowhere' means —.  (i) fruitful (ii) fruitless (iii) victory (iv) terrible   ❤ Extra Questions: (f) A terrible — was disturbing the valley of Nemea.  (i) monsters (ii) beasts (iii) Hydra (iv) lion (g) Eurystheus — Hercules to slay the beast (lion).  (i) commanded (ii) requested (iii) hoped (iv) wished (h) The word 'monster' refers to —.  (i) a gigantic building (ii) a gigantic creature (iii) a big beast (iv) a gigantic statue (i) The word 'immortal' is synonymous to —.  (i) great (ii) undying (iii) stable (iv) unshakable (j) The middle head of Hydra was —.  (i) big (ii) everlasting (iii) bald (iv) transitory (k) Hydra was a —.  (i) beast (ii) rock (iii) monster (iv) a city (l) Hercules managed to — the animal lion.  (i) slay (ii) capture (iii) bind (iv) prey (m) Hercules returned to Mycenae carrying the dead lion on his —.  (i) hands (ii) head (iii) shoulders (iv) back (n) Who was Jupiter?  (i) king of Gods  (ii) one of the gods   (iii) king of Greek  (iv) a man of supernatural power (o) 'In burning all the heads of the Hydra' means —.  (i) destroying all the heads  (ii) removing all the heads  (iii) cutting all the heads  (iv) dividing all the heads (p) The synonym of the word 'erupt' in the text is —.  (i) burn (ii) burst (iii) break (iv) expand (q) — was the devoted servant of Hercules.  (i) Hydra (ii) Eurystheus (iii) Iolaus (iv) Jupiter (r) Hercules decided to bury the ninth head of Hydra under a —.  (i) tree (ii) the sky (iii) huge rock (iv) the roof (s) The best synonym of 'acquire' is —.  (i) to gain anything (ii) to lose anything (iii) to give anything (iv) to sustain anything (t) Hercules began to acquire the reputation of a hero because of his immense —.  (i) power (ii) energy (iii) virtue (iv) wisdom (u) The word 'undergo' means —.  (i)  suffer (ii) go through (iii) endure  (iv) undertake  (v) Hercules killed the Nemean lion with his —.  (i) spear (ii) hands (iii) club (iv) sword (w) What does the word 'immense' mean?  (i) tiny (ii) emigrant (iii) minute (iv) enormous (x) "he returned to Mycenae carrying the dead lion on his shoulders, a sight that terrified the king"— what does it imply?  (i) The king was a coward   (ii) The king was weak  (iii) The king was astonished to see Hercules' power (iv) None of those (y) What does the phrase 'throughout the world' mean?  (i) beside the world (ii) around the world (iii) outside the world (iv) inside the world (z) What does the word 'club' refer to?  (i) organization (ii) society (iii) community (iv) a weapon (aa) The word 'relying' in the text means—.  (i) depending on (ii) exposure to (iii) relating to (iv) accepting (bb) The word 'ravaging' in the text means—.  (i) pulling (ii)  constructing (iii) destroying (iv) rebuilding (cc) Jupiter belonged to which religion?  (i) Muslims (ii) Christians (iii) Jews (iv) Pagans (dd) Hercules was able to kill the lion because of his —.  (i) bravery (ii) heroism (iii) fame and name (iv) supernatural power (ee) The king was terrified to see Hercules' —.  (i) victory (ii) immense strength (iii) popularity (iv) return (ff) Hercules buried the middle head of Hydra under a heavy rock so that —.  (i) it might regenerate (ii) it might not come out (iii) it might die (iv) it might rot Answer (A): (a) (ii) Hercules was compelled to (b) (iv) to kill (c) (i) some hard tasks (d) (iv) trick (e) (ii) fruitless (f) (iv) lion (g) (i) commanded (h) (ii) a gigantic creature (i) (ii) undying (j) (ii) ever lasting (k) (iii) monster (l) (i) slay (m) (iii) shoulders (n) (i) king of Gods (o) (i) destroying all the heads (p) (ii) burst (q) (iii) Iolaus (r) (iii) huge rock (s) (i) to gain anything (t) (i) power (u) (iii) endure (v) (ii) hands (w) (iv) enormous (x) (iii) The king was astonished to see Hercules' power (y) (ii) around the world (z) (iv) a weapon (aa) (i) depending on (bb) (iii) destroying (cc) (iv) Pagans (dd) (i) bravery (ee) (ii) immense strength (ff) (ii) it might not come out B. Answer the following questions. 2☓5 = 10 (a) What do you know about Hercules? (b) What is the 'twelve labours of Hercules'? (c) Why did Eurystheus order Hercules to slay the beast (lion)? (d) How did Hercules succeed to slay the beast? (e) What terrified the king?   ❤ Extra Questions: (f) What do you know about the next task/ second task of Hercules? (g) What do you know about Hydra and his head? (h) What had happened while Hercules knocked off Hydra's head? (i) Who helped him in burning all the heads of Hydra and what did Hercules do to the ninth head? (j) What brought Hercules a recognition as a hero possessing immense strength throughout the world? (k) Describe in your own words the 'first labour' of Hercules. (l) How was Hercules's 'second labour' different from the first one? (m) What are some of the qualities that made Hercules succeed in impossible tasks? (n) Why did Hercules bury the ninth head of Hydra? (o) What reasons can you find for calling Hercules a hero? (p) How did Hercules beat the Hydra? (q) How did Hercules acquire the reputation of a hero of immense strength? (r) Why was Hercules so strong? (s) How did Hercules kill the lion? (t) What are "the twelve labours of Hercules"? (u) Why did king Eurystheus order Hercules to do so impossible tasks? (v) Why did Hercules stop cutting Hydra's heads? Answer (B):  (a) Hercules was the son of Jupiter and Alcmena. He was a great hero in Greek mythology because of his immense strength.  (b) The 'twelve labours of Hercules' was the difficult task what Hercules was compelled to do by Eurystheus and his cousin.  (c) Eurystheus ordered Hercules to slay the beast (lion) and bring him his skin because the terrible lion was disturbing the valley of Nemea.  (d) At first, Hercules tried to slay the beast with his club and arrows but failed. Then he used his hands and slain the animal on his own, relying entirely on his immense strength.  (e) Hercules had such immense power that he managed to kill the terrible lion with his own hands. Then he brought the dead lion to the king carrying on his shoulders. That sight terrified the king.  (f) Eurystheus, the king of Mycenae, commanded Hercules to do some difficult tasks. The second of them was to slay a monster called Hydra which was ravaging the country of Argos. Hercules burnt all the heads of Hydra and burried the immortal one.  (g) Hydra was a monster and Hercules was ordered to slay it. The Hydra had nine heads and the middle one was said to be immortal. When Hercules knocked off Hydra's head, two new heads erupted in its place.  (h) While Hercules knocked off Hydra's head, two new ones erupted in its place.  (i) Hercules's devoted servent Iolaus helped him in burning all the heads of the Hydra. Hercules decided to bury the ninth head of Hydra under a huge rock.  (j) Hercules triumphed everytime completing many impossible tasks given by Eurystheus. That brought Hercules a recognition as a hero possessing immense strength throughout the world.   (k) In his first labour, Hercules killed a terrible lion. After failing to kill it with weapons, he killed it with his hands.  (l) In his first labour, Hercules did not take any other's help. But in his second task his devoted servant Iolaus helped him to burn the heads of Hydra. That was the difference betwen his two 'labours'.  (m) Hercules had strength and courage that made him succeed.  (n) Hercules could not burn Hydra's ninth head as it was immortal, so he buried it so that it could not make harm any more.  (o) Hercules had extraordinary strength, courage and determination to succeed in a heroic mission. So he should be called a hero.  (p) Hercules beat the Hydra by burning all the eight heads except the middle and immortal one which he buried under a huge rock.  (q) Hercules acquired the reputation of a hero of immense strength through out the world by dint of his great strength and with the help and advice of his beloved servant Iolaus.  (r) Hercules was the son of Jupiter and Alcmena. Being the son of a god of Greek mythology, he was so strong.  (s) At first, Hercules tried to kill the lion with his club and arrows but failed. Then he decided to use his hands and succeeded to kill the animal relying entirely on his own immense strength.  (t) "The twelve labours of Hercules" are the difficult tasks which were imposed on Hercules by Eurystheus, the king of Mycenae and his cousin.  (u) King Eurystheus ordered Hercules to do so impossible tasks to save his kingdom from some mighty and terrible beasts which were destroying his kingdom.  (v) Whenever Hercules cut a head of Hydra, two new ones erupted in its place. So he stopped cutting Hydra's heads.                                                           Answer: Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the following text and answer the questions A and B: The river Buriganga is an example of a dying river. A report published in the Daily Sun describes what has happened to the river Buriganga and why. Its water is polluted and a perpetual stench fills the air around it. But that is not what it was like before. The report says that the river had a glorious past. Once it was a tributary of the mighty Ganges and flowed into the Bay of Bengal through the river Dhaleshwari. Gradually, it lost its link with the Ganges and got the name Buriganga. The Mughals marveled at the tide level of the Buriganga and founded their capital Jahangirnagar on its banks in 1610. The river supplied drinking water and supported trade and commerce. Jahangirnagar was renamed Dhaka which grew into a heavily populated city with a chronic shortage of space. The city paid back the bounty of the river by sucking life out of it! According to newspaper report, the Buriganga is dying because of pollution. Huge quantities of toxic chemicals and wastes from mills and factories, hospitals and clinics and households and other establishments are dumped into the river everyday. The city of Dhaka discharges about 4500 tons of solid waste everyday and most of it is directly released into the Buriganga. According to the Department of the Environment (DoE), 20,000 tons of tannery waste, including some highly toxic materials, are released into the river everyday. Experts identified nine industrial areas in and around the capital city as the primary sources of river pollution: Tongi, Tejgaon, Hazaribagh, Tarabo, Narayanganj, Savar, Gazipur, Dhaka Export Processing Zone and Ghorashal. The river would need a monster's stomach to digest all the wastes mentioned above. There is a limit up to which it can put up with its cruel and thoughtless treatment. We the humans have successfully killed one of our rivers. There are other rivers in the country that are being subjected to similar thoughtless treatment. Unless we take care of our rivers, there may come a time when we will cry 'water', water' and find it nowhere. [Unit-8, Lesson-1, Page-93] A. Choose the correct answer from the alternatives: 1×5=5 (a) The word 'tributary' mentioned in the passage means —.  (i) rivulet (ii) lake  (iii) pond (iv) estuary   (b) The word 'marvelled' mentioned in the passage means.  (i) offended (ii) grief-stricken (iii) overwhelmed (iv) hurt    (c) The word 'toxic' mentioned in the passage means —.  (i) tasty (ii) healthy  (iii) moderate (iv) poisonous    (d) How did Dhaka city pay back the bounty of the river?  (i) By cleaning the river  (ii) By polluting the river  (iii) By purifying its water  (iv) By making it glorious    (e) The word 'identified' in the passage means —.  (i) excluded (ii) traced out  (iii) carried out (iv) teased Answer to the question No. 1.A (a) i. rivulet; (b) iii. overwhelmed; (c) iv. poisonous; (d) ii. By polluting the river; (e) ii. traced out. B. Answer the following questions: 2×5=10 (a) According to the passage, what happened in the year 1610?  (b) What, according to the expert, are the primary sources of river pollution in and around Dhaka city? (c) What amount of solid waste is produced in Dhaka city and where does it go. (d) What does DoE say? (e) What may happen if we do not take care of our rivers? Answer to the question No. 1.B a. In 1610, the Mughals founded their capital Jahangirnagar on the bank of the river Buriganga. b. According to the experts, there are nine industrial areas in and around Dhaka city, which are the primary sources of river pollution. Those industrial areas are: Tongi, Tejgaon, Hazaribagh, Tarabo, Narayanganj, Savar, Gazipur, Dhaka Export Processing Zone and Ghorashal. c. About 4500 tons of solid waste is produced in Dhaka city every day and most of it is directly released into the Buriganga. d. DoE (Department of Environment) says that every day, 20,000 of tannery waste, including some highly toxic materials is released into the river Buriganga. e. If we do not take care of our rivers, one day, we will cry for water to drink, but find it nowhere.                                                             Answer: Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the passage and answer the questions A and B. British-Bangladeshis, also known as British-Bengalis, are an important part of the Bangladeshi diaspora or those of Bangladeshi origin who are living abroad. Almost half of all British-Bangladeshis live in London, especially in the East London boroughs, of which Tower Hamlets has the highest concentration. Today a tourist who is new to London may well decide to make her way over to the East End of the city, to visit 'Banglatown'. After exiting the Tube Station there she might follow the signs that point to Brick Lane, a street that has gained certain notoriety from Monica Ali's best-selling novel of the same name, which was also made into a movie. She may decide to try out one of the many Bangladeshi restaurants she sees there for lunch. Sitting at one of the tables with a window onto the street, she might notice that the street signs are not just in English but also in Bengali. And the lamp-posts are in green and red- the colors of the Bangladeshi flag. In fact everywhere she looks she finds visual cues of the Bangladeshi, and even more specifically, the Sylheti presence in the area. Storefronts advertise flights from London to Sylhet, some on Bangladesh Biman (the national airline of Bangladesh) and others on Air Sylhet, a private airline company formed by British Bangladeshis. There is a sign for Sonali Bank- the major state-owned commercial bank of Bangladesh. There is a food store advertising frozen fish from Sylhet's Surma River. She watches two elderly men with long, grey beards enter the store; they are dressed in long white tunics, baggy pants and white head caps. She sees a group of teenage girls walking down the street in animated conversation. One is dressed in a black burkah and the others are in jeans and long shirts, along with bright sequined hijabs on their heads. Looking through her London guidebook, she reads about how this neighborhood is in 'Banglatown'. In 2001 British Bangladeshi leaders, including many of the second-generation activists, led a successful bid via the Tower Hamlets council to gain the official designation of 'Banglatown' for Brick Lane and its surrounding neighbourhoods. With the help of street signs and an advertising campaign, the hope was to give the area a distinct cultural identity that would be attractive to tourists and thus beneficial for Bangladeshi businesses located there. In fact the area has a number of visible Bangladeshi landmarks, such as Altab Ali Park, the Kobi Nazrul Cultural Centre and the Shohid Minar Monument. Along with the official designation of Banglatown, these landmarks are matters of considerable pride for many British Bangladeshis, symbols of their hard-won presence and political voice in Britain.  A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) What does the word 'abroad' refer to?  (i) home (ii) native land (iii) fame (iv) overseas (b) 'Banglatown' is situated in —.   (i) Paris (ii) London (iii) Canada (iv) France  (c) What is the meaning of the word 'symbol'?  (i) mark (ii) forbid (iii) charitable (iv) home (d) Sitting at one of the tables with a window on to the street, one might notice that the street signs are not just English but also in Bengali. What does it imply?  (i) importance of Bangla (ii) abuse of Bangla  (iii) role of Bangla  (iv) degradation of Bangla    (e) The phrase 'in fact' refers to —.  (i) truly (ii) temporarily (iii) shortly (iv) wonderfully   ❤ Extra Questions: (f) The word 'especially' refers to —.  (i) conspicuously (ii) eminently (iii) very (iv) unique (g) The closest meaning of 'concentration' is —  (i) distraction (ii) collection (iii) dilution (iv) focusing (h) By British- Bangladeshi we mean —.  (i) a Bangladeshi but British by birth (ii) a British but Bangladeshi by birth  (iii) a British origin   (iv) none of the above (i) The word 'movie' means —.  (i) photograph (ii) picture (iii) film (iv) stage show (j) — has got notoriety from Monica Ali's bestselling novel.  (i) Tube Station (ii) London borough (iii) Tower Hamlet (iv) Brick Lane (k) The word 'lunch' means —.  (i) morning meal (ii) midday meal (iii) dinner (iv) supper (l) Which of the following is true of Bangladeshi flag?  (i) green and red with stars (ii) green and white  (iii) red and white  (iv) green and red (m) — in Brick Lane are not just in English but also in Bengali.  (i) The restaurants (ii) The street lights (iii) The street signs (iv) The lamp posts (n) The lamp posts are coloured in —.  (i) green and white (ii) complete green (iii) complete red (iv) green and red (o) What is the official name of the national airline of Bangladesh?  (i) Biman Bangladesh (ii) Bangladesh Airlines (iii) Bangladesh Biman (iv) Bangladesh Air Force (p) Air Sylhet is a private airline company formed by —.  (i) Bangladeshis  (ii) British Bangladeshis   (iii) Bangladeshi Indians (iv) British people (q) A food store advertises for — from Sylhet's Surma River.  (i) frozen fish (ii) fresh fish (iii) frozen fish and vegetables (iv) frozen shrimp (r) The word 'sign' means —.  (i) token (ii) evidence (iii) emblem (iv) badge (s) What is Sonali Bank?  (i) A private commercial bank of Bangladesh   (ii) The major state-owned commercial bank of Bangladesh   (iii) The major state owned commercial bank of London  (iv) A private commercial bank of British Bengalis. (t) The closest meaning of 'advertise' is —.  (i) push (ii) plug (iii) display (iv) publicise (u) The word 'animated' refers to —.  (i) alive (ii) inert (iii) dull (iv) vital (v) The synonym of 'conversation' is —.  (i) discourse (ii) gossip (iii) exchange (iv) conference (w) When did Banglatown get official designation?  (i) 1998 (ii) 1999 (iii) 2000 (iv) 2001 (x) The word 'baggy' means —.  (i) loose (ii) tight (iii) firm (iv) oversize (y) The word 'identity' refers to —.  (i) rapport (ii) empathy (iii) personality (iv) peculiarity (z) The closest meaning of 'campaign' is —.  (i) drive (ii) push (iii) crusade (iv) attack (aa) What does the word 'sequin' refer to?  (i) indifference (ii) callousness (iii) decoration (iv) reputation (bb) The word 'notoriety' means —.  (i) bad name (ii) fame (iii) reputation (iv) attention (cc) What does the word 'commercial' refer to?  (i) fame (ii) reputation (iii) charitable (iv) mercantile (dd) The sign of a state owned commercial bank in Bangladesh situated in London is —.  (i) Bangladesh Bank (ii) Agrani Bank (iii) Sonali Bank (iv) Janata Bank (ee) The phrase 'along with' refers to —  (i) besides (ii) to mark (iii) to obey (iv) to see Answer (A): (a) (iv) overseas (b) (ii) London (c) (i) mark (d) (i) importance of Bangla (e) (i) truly (f) (iii) very (g) (iv) focusing (h) (ii) a British but Bangladeshi by birth (i) (iii) film (j) (iv) Brick Lane (k) (ii) midday meal (l) (iv) green and red (m) (iii) The street signs (n) (iv) green and red (o) (iii) Bangladesh Biman (p) (ii) British Bangladeshis (q) (i) frozen fish (r) (iii) emblem (s) (ii) The major state-owned commercial bank of Bangladesh (t) (iv) publicise (u) (i) alive (v) (ii) gossip (w) (iv) 2001 (x) (i) loose (y) (iii) personality (z) (i) drive (aa) (iii) decoration (bb) (i) bad name (cc) (iv) mercantile (dd) (iii) Sonali Bank (ee) (i) besides B. Answer the following questions. 2☓5 = 10 (a) Who are called British Bangladeshi? (b) Who is Monica Ali? What did she depict in her novel? (c) Give a short description of Banglatown.  (d) What did the British Bangladeshis try to gain in 2001? (e) Which Bangladeshi landmarks are visible in Banglatown?   ❤ Extra Questions: (f) What might the narrator see sitting at one of the Bangladeshi restaurants? (g) Who have formed Air Sylhet and why? (h) What does the narrator watch? (i) What does the narrator also see? (j) How did the British Bangladeshi gain the official designation of Banglatown for Brick Lane? (k) How are the teenage girls dressed? (l) In which part in England most of the British Bangladeshis live? (m) Where is Brick Lane? Why is it famous? (n) In which language are the streets signed? What is the colour of the lamp posts? (o) What Bangladeshi cues can a tourist see in Brick Lane? (p) Which place does 'Banglatown' refer to? In which year the designation was achieved? Answer (B):  (a) The people who are of Bangladeshi origin but now are living in London are called British Bangladeshi.  (b) Monica Ali is the writer of the famous novel 'Brick Lane'. She depicted the lifestyle of Bangladeshi diaspora in her book.  (c) The street signs of Banglatown are not written in English but in Bengali. The lamp posts are coloured with green and red: the colours of the Bangladeshi flag. In fact, one can find visual cues of the Bangladeshi, more specifically, the Sylheti presence in the area.  (d) In 2001 the British Bangladeshis tried to gain the official designation of 'Banglatown' for Brick Lane and its surrounding neighbourhoods.  (e) A number of Bangladeshi landmarks, such as Altab Ali Park, the Kobi Nazrul Cultural Centre and the Shahid Minar Monument are visible in Banglatown.  (f) Sitting at one of the Bangladeshi restaurants the narrator might see that the street signs are not just in English but also in Bengali. Again, she might notice that the lamp posts are in green and red like the colours of the Bangladeshi flag.  (g) The British Bangladeshis formed a private airline company named Air Sylhet to allow the Bangladeshis living in London fly between London and Sylhet.  (h) The narrator watches two elderly men with long, grey beards and dressed in long white tunics, baggy pants and white head caps.  (i) She also sees a group of teenage girls walking down the street in animated conversation.  (j) The British Bangladeshis gained the official designation of Banglatown for Brick Lane through a successful bid via the Tower Hamlets in 2001.  (k) One of the teenage girls is dressed in a black burkah and the others in jeans and long shirts along with bright sequined hijab on their heads.   (l) Most of the British Bangladeshis live in East London.  (m) Brick Lane is situated in East London. It is famous for the Bangladeshi diaspora.  (n) The streets are signed in Bengali. The lamp posts are coloured in green and red like the Bangladeshi flag.  (o) A tourist can see Bangladeshi restaurants in Brick Lane. The streets of Brick Lane are signed in Bengali. The lamp posts are coloured in green and red. The frozen fish from Sylhet's Surma River are available here. The major state-owned commercial bank of Bangladesh Sonali Bank is seen here.  (p) 'Banglatown' refers to Brick Lane. The designation was achieved in 2001.                                                             Answer: Bangla Translation বাংলা অনুবাদঃ   ব্রিটিশ-বাংলাদেশি যারা ব্রিটিশ-বাঙালি নামেও পরিচিত তারা বাংলাদেশি অভিবাসীদের গুরুত্বপূর্ণ অংশ অথবা ঐ সকল বাংলাদেশি বংশোদ্ভূত যারা বিদেশে বসবাস করছে। প্রায় অর্ধেক ব্রিটিশ-বাংলাদেশি লন্ডনে বাস করে, বিশেষ করে পূর্ব লন্ডনের বিশাল এলাকায় যেখানে টাওয়ার হ্যামলেট সর্বাধিক নজরকাড়া। আজ একজন পর্যটক যিনি লন্ডনে নতুন, ভালোভাবে বাংলা টাউন ভ্রমণের সিদ্ধান্ত নিতে পারেন যা শহরের শেষ পূর্ব প্রান্তে অবস্থিত। চমৎকার টিউব স্টেশনের পরে তাকে কিছু চিহ্ন অনুসরণ করতে হতে পারে যা মণিকা আলীর সবচেয়ে বেশি বিক্রিত উপন্যাস থেকে কুখ্যাতি অর্জনকারী একটি রাস্তা ব্রিক লেনকে নির্দেশ করে, যা দিয়ে চলচিত্রও তৈরি হয়েছিল। দুপুরের খাবারের জন্য সেখানে অবস্থিত বাংলাদেশি অনেক রেস্তোরাঁ থেকে তাকে একটি বেছে নিতে হতে পারে। রাস্তামুখী একটি টেবিলে বসে জানালা দিয়ে সে দেখতে পারে রাস্তার নামফলকগুলো শুধু ইংরেজিতে নয় বরং একই সাথে বাংলায়। রাস্তার ল্যাম্পপোস্টগুলো সবুজ লাল বাংলাদেশের পতাকার রং। বস্তুত সব জায়গায় সে দেখে বাংলাদেশি দৃশ্যমান নির্দেশিকা এবং বিশেষ করে এখানে সিলেটিদের উপস্থিতি। দোকানের সম্মুখভাগ বিজ্ঞাপন দেয় লন্ডন থেকে সিলেট যাত্রার বাংলাদেশ বিমানে (বাংলাদেশের জাতীয় এয়ার লাইন) এবং অন্যটি হলো এয়ার সিলেট- একটি ব্যক্তিমালিকানাধীন এয়ার লাইন কোম্পানী যা গঠিত হয়েছে ব্রিটিশ বাংলাদেশিদের দ্বারা। এখানে রয়েছে সোনালী ব্যাংকের নামফলক যা বাংলাদেশের রাষ্ট্রায়ত্ত বাণিজ্যিক ব্যাংক। এখানে রয়েছে হিমায়িত মাছের দোকান যা সিলেটের সুরমা নদী থেকে আনা। সে দেখেছে দুজন প্রবীণ ধূসর লম্বা দাড়িওয়ালা লোককে যারা দোকানে ঢুকছে; তারা চাদর ও পায়জামা এবং মাথায় সাদা টুপি পরিহিত। সে দেখতে পাচ্ছে একদল চটপটে ও বাকপটু কিশোরী রাস্তা দিয়ে হেঁটে যাচ্ছে। একজন কালো বোরখা পরিহিতা এবং অন্যরা জিনস এবং লম্বা শার্ট সহ উজ্জ্বল চিক্চিকেহিজাব তাদের মাথায়। লন্ডন গাইড বুকে চোখ বুলিয়ে সে বাংলা টাউনে প্রতিবেশীর সম্পর্কে দেখে নিল। ২০০১ সালে ব্রিটিশ বাংলাদেশি নেতারা ২য় প্রজন্মের কর্মীদের নিয়ে টাওয়ার হ্যামলেট কাউন্সিলের মাধ্যমে ব্রিকলেন ও তার পার্শ্ববর্তী এলাকার জন্য বাংলাটাউন এর সরকারি মর্যাদা অর্জনে একটি সফল প্রচেষ্টা পরিচালনা করেন। রাস্তার নামফলক ও বিজ্ঞাপন প্রদর্শনের মাধ্যমে আশা ছিল এ এলাকাটি একটি ব্যতিক্রমি সাংস্কৃতিক পরিচিতির অধিকারী হবে যা পর্যটকদের নিকট আকর্ষণীয় হবে এবং এখানে অবস্থিত বাংলাদেশি ব্যবসার জন্য সুবিধাজনক হবে। বস্তুতঃ এ এলাকায় বাংলাদেশি বিখ্যাত স্থাপনা রয়েছে যেমন আলতাব আলী পার্ক, কবি নজরুল কালচারাল সেন্টার এবং শহিদ মিনার। বাংলাটাউন দাপ্তরিক পদবি নিয়ে এ বিখ্যাত স্থাপনাটি যথার্থভাবেই ব্রিটিশ বাংলাদেশিদের গৌরব। এগুলো ব্রিটেনে তাদের কষ্টার্জিত উপস্থিতি আর রাজনৈতিক কণ্ঠস্বরকে প্রকাশ করে। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the following text and answer the questions A & B. Conflict can be described as a disagreement among groups or individuals characterized by  antagonism and hostility. This is usually fueled by the opposition of one party to another in an attempt to reach an objective different from that of the other party. The elements involved in the conflict have varied sets of principles and values, thus allowing a conflict to arise. Conflict can be defined in many ways but one of the simplest is that it pertains to the opposing ideas and actions of different entities, resulting in an antagonistic state. Conflict is an inevitable part of life. All of us possess our own opinions, ideas and sets of beliefs. We have our own ways of looking at things and we act according to what we think is proper. Hence, we often find ourselves in conflict in different scenarios; it may involve other individuals, groups of people, or a struggle within our ownselves. Consequently, conflict influences our actions and decisions in one way or another. Conflict comes naturally; the clashing of thoughts and ideas is a part of the human experience. It is true that it can be destructive if left uncontrolled. However, it shouldn't be seen as something that can only cause negative things to transpire. It is a way to come up with more meaningful realizations than can certainly be helpful to the individuals involved.   A.   Choose the correct answer from the alternatives. (a)The word ‘antagonism’ in the first paragraph refers to ——. (i) a very friendly relationship (ii) feelings of good faith (iii) feelings of amicable relationship            (iv) a strong feeling of dislike or hatred (b)—— are influenced by conflict. (i) Our behaviour      (ii) Our actions (iii) Our actions and decision  (iv) Our daily activities (c)  What could be the closest meaning for 'fueled by' in the second sentence? (i) added by   (ii) supported by       (iii) fired by    (iv) increased by (d)  'Hence' is a/an ——. (i) Adjective   (ii) Preposition (iii) Noun     (iv) Adverb (e)  What is the main purpose of the author of this passage? (i) To show the merits of conflict (ii) To show demerits of conflict (iii) To inform about conflict (iv) To show antagonism B.  Answer the following questions. a.       Mention three causes of conflict. b.       What does the expression 'conflict comes naturally' mean? c.        What will happen if the conflict is left uncontrolled? d.       How can we live harmoniously despite conflict? e.       "The clashing of thoughts and ideas is a part of the human experience". Do you agree? Give reasons for your answer.         SET-B A.   Choose the correct answer from the alternatives. (a)    Conflict arises from ——. (i) friendship  (ii) intimacy   (iii) close relation     (iv) hostility (b)    The meaning of the word 'antagonism' is ——. (i) clash          (ii) disbelief    (iii) envy         (iv) sign (c)   The verb form of the word 'disagreement' is ——. (i) agreement   (ii) disagree                                    (iii) understanding        (iv) clash (d)    Sometimes uncontrolled conflict can be ——. (i) useful         (ii) harmful    (iii) peaceful  (iv) blessing (e)    The word inevitable refers to ——. (i) unnecessary (ii) necessary                    (iii) desired         (iv) expected B.  Answer the following questions.   2×5=10 a.       What is conflict? b.       What are the three types of conflict? c.        What causes conflict? d.       How does conflict influence our action and decision? e.       How many parties are involved in a conflict?                                                                               Answer: Bangla Translation বাংলা অনুবাদঃ  দ্বন্দ্বকে দলীয় মতপার্থক্য অথবা ব্যক্তিগত বিরোধিতা এবং শত্রুতা দ্বারা বর্ণনা করা যেতে পারে। সচরাচর কোনো এক দল থেকে ভিন্ন একটি উদ্দেশ্য বাস্তবায়নের জন্য অন্য দলটির প্রতি বিরোধিতার দ্বারা একে উসকে দেওয়া হয়। দ্বন্দ্বের বিষয়গুলোর সাথে বেশ কিছু নীতি এবং  মূল্যবোধ জড়িত থাকে যা দ্বন্দ্বকে জাগ্রত করে। দ্বন্দ্বকে বিভিন্ন উপায়ে সংজ্ঞায়িত করা যেতে পারে কিন্তু এদের মধ্যে অন্যতম সরল সংজ্ঞা হচ্ছে যে একটি বিরোধপূর্ণ অবস্থার সৃষ্টি করে এটি বিভিন্ন সত্তার বিরোধী ধারণা এবং আচরণের অংশ হিসেবে যুক্ত হয়। দ্বন্দ্ব জীবনের এক অপরিহার্য অংশ। আমাদের সকলেরই নিজস্ব মতামত, ধারণা এবং বিশ্বাস রয়েছে। কোনো কিছুকে আমরা নিজস্ব দৃষ্টিকোণ থেকে দেখি এবং আমরা যেটাকে সঠিক মনে করি সে অনুযায়ী কাজ করি। তাই বিভিন্ন অবস্থায় আমরা দেখতে পাই যে আমরা দ্বন্দ্বের মাঝে আছি; এর অন্তর্ভুক্ত হতে পারে অন্য কোনো ব্যক্তি, কোনো গোষ্ঠীর লোক অথবা আমাদের নিজেদের ভিতরে কোনো লড়াই। এর ফলে, কোনো একভাবে কিংবা অন্যভাবে দ্বন্দ্ব আমাদের কর্মকাণ্ড অথবা সিদ্ধান্তকে প্রভাবিত করে। দ্বন্দ্ব প্রাকৃতিকভাবেই আসে; চিন্তা এবং চেতনার সংঘাত মানুষের অভিজ্ঞতার একটি অংশ। এটি সত্য যে একে যদি নিয়ন্ত্রণহীনভাবে রেখে দেওয়া হয় তাহলে এটা ধ্বংসাত্মক হতে পারে। যা হোক, এটাকে এমন চোখে দেখা ঠিক নয় যে এটা শুধু নেতিবাচক ঘটনাই ঘটাতে পারে। এটা এমন একটা পথ যার দ্বারা আরও অর্থবহ উপলব্ধিতে আসা যায় যা নিঃসন্দেহে সহায়ক হতে পারে। আমাদের পার্থক্যগুলো বোঝার এবং শেখার দ্বন্দ্বকে সুযোগ হিসেবে নেয়া যেতে পারে। দ্বন্দ্ব থাকা সত্ত্বেও আমরা ঐক্যবদ্ধভাবে বসবাস করতে পারবো যতক্ষণ পর্যন্ত আমরা এ সমস্ত লড়াই কীভাবে দায়িত্বের সাথে মোকাবেলা করা যায় তা জানতে পারবো। Ad Ad Passage-2 1. Read the passage and answer the questions A and B. Conflict can be described as a disagreement among groups or individuals characterized by antagonism and hostility. This is usually fueled by the opposition of one party to another in an attempt to reach an objective different from that of the other party. The elements involved in the conflict have varied sets of principles and values, thus allowing a conflict to arise. Conflict can be defined in many ways but one of the simplest is that it pertains to the opposing ideas and actions of different entities, resulting in an antagonistic state. Conflict is an inevitable part of life. All of us possess our own opinions, ideas and sets of beliefs. We have our own ways of looking at things and we act according to what we think is proper. Hence, we often find ourselves in conflict in different scenarios; it may involve other individuals, groups of people, or a struggle within our own selves. Consequently, conflict influences our actions and decisions in one way or another. Conflict comes naturally; the clashing of thoughts and ideas is a part of the human experience. It is true that it can be destructive if left uncontrolled. However, it shouldn't be seen as something that can only cause negative things to transpire. It is a way to come up with more meaningful realizations that can certainly be helpful to the individuals involved. Conflict can be seen as an opportunity for learning and understanding our differences. We can all live harmoniously despite conflicts as long as we know how to responsibly manage these struggles.  A. Choose the correct answer from the alternatives. 1☓5 = 5 (a) Conflict can be described as a —.  (i) peace  (ii) agreement   (iii) harmony  (iv) violent collision   (b) The word "principle" in the first paragraph refers to —  (i) system (ii) morality  (iii) belief (iv) law (c) The word "antagonistic" means —.  (i) amiable  (ii) same  (iii) conflicting  (iv) different (d) "Harmoniously" actually means —.  (i) amid rivalry   (ii) peacefully  (iii) affluently  (iv)  calmly (e) "Conflict can be destructive if left uncontrolled." What is the best meaning of this sentence?   (i) Uncontrolled antagonism may be harmful  (ii) Antagonism is appreciable   (iii) Uncontrolled conflict create friendship   (iv) Conflict increases hostility     ❤ Extra Questions: (f) Conflict can be described as a — among groups or individuals.  (i) agreement (ii) game (iii) peace (iv) collision (g) The word 'characterized' means —.  (i) identified (ii) represent (iii) mark (iv) indicate (h) 'fueled by the opposition' means —.  (i) assisted by the opposition (ii) encouraged by the opposition  (iii) instigated by the opposition (iv) discouraged by the opposition (i) The word 'objective' refers to —.  (i) mark (ii) design (iii) target (iv) goal (j) The closest meaning of 'element' is —.  (i) component (ii) field (iii) part (iv) unit (k) "We have our own ways of looking at things and we act according to what we think is proper." What does it imply?  (i) We possess a right thinking power (ii) We avoid obstacles   (iii) We do not have any responsibility (iv) We do not bear any power (l) The word 'define' means —.  (i) outline (ii) delimit (iii) explain (iv) detail (m) The synonym of 'entity' is —.  (i) thing (ii) object (iii) body (iv) existence (n) Which one of the following is true?  (i) Conflict always does harm (ii) Conflict comes automatically  (iii) Conflict is an inevitable part of life (iv) Conflict has no influence on our actions (o) All of us possess our own —.  (i) ideas (ii) opinions (iii) sets of beliefs (iv) all (p) The closest meaning of 'destructive' is —.  (i) creative (ii) disastrous (iii) harmless (iv) positive (q) Conflict may influence our —.  (i) actions (ii) decisions (iii) beliefs (iv) actions and decisions (r) The word 'transpire' refers to —.  (i) occur (ii) leak (iii) chance (iv) rise (s) The word 'realization' means —.  (i) conception (ii) understanding (iii) appreciation (iv) recognition (t) The meaning of 'opportunity' is —.  (i) time (ii) hour (iii) scope (iv) break (u) What could be the closest meaning of conflict?  (i) Proper agreement between two opposing parties  (ii) A situation in which people, groups or countries are involved in a serious disagreement  (iii) A congenial situation  (iv) An authentic agreement between two groups (v) The word 'antagonism' in the first paragraph refers to.  (i) feelings of good faith  (ii) feelings of amicable relationship  (iii) feelings of hatred (iv) a very friendly relationship (w) The word 'hostility' in line 2 can be replaced by —.  (i) enmity (ii) friendship (iii) amity (iv) favour (x) Conflict is — among groups or individuals.  (i) an agreement (ii) a discrepancy (iii) a contract (iv) a pact (y) The best synonym of 'pertain' is —.  (i) to relate (ii) to deny (iii) to solve (iv) to reduce (z) — are influenced by conflict.  (i) Our behaviour  (ii) Our actions   (iii) Our actions and decision (iv) Our daily activities (aa) What could be the closest meaning for 'fueled by' in the second sentence?  (i) added by (ii) supported by (iii) fired by (iv) increased by (bb) 'Hence' is a/an —.  (i) Adjective (ii) Preposition (iii) Noun (iv) Adverb (cc) What is the main purpose of the author of this passage?  (i) To show the merits of conflict (ii) To shows demerits of conflict  (iii) To inform about conflict (iv) To show antagonism (dd) Conflict is — part of our life.  (i) an essential (ii) a unique (iii) an exterior (iv) an external (ee) The word "disagreement" could he replaced by —.  (i) amity (ii) peace (iii) friction (iv) concord (ff) ".... pertains to the opposing ideas"–here "opposing" means —.  (i) facilitating (ii) conflicting (iii) supporting (iv) humiliating (gg) The word "scenarios" stands for —.  (i) plots (ii) contexts (iii) pictures (iv) social interactions Answer (A): (a) (iv) violent collision (b) (ii) morality (c) (iii) conflicting (d) (ii) peacefully (e) (i) Uncontrolled antagonism may be harmful (f) (iv) collision (g) (i) identified (h) (iii) instigated by the opposition (i) (iv) goal (j) (i) component (k) (i) We possess a right thinking power (l) (iii) explain (m) (iv) existence (n) (iii) Conflict is an inevitable part of life (o) (iv) all (p) (ii) disastrous (q) (iv) actions and decisions (r) (i) occur (s) (ii) understanding (t) (iii) scope (u) (ii) A situation in which people, groups or countries are involved in a serious disagreement (v) (iii) feeling of hatred (w) (i) enmity (x) (ii) a discrepancy (y) (i) to relate (z) (iii) our actions and decisions (aa) (iv) increased by (bb) (iv) adverb (cc) (iii) To inform about conflict (dd) (i) an essential (ee) (iii) friction (ff) (ii) conflicting (gg) (ii) contexts B. Answer the following questions. 2☓5 = 10 (a) What is conflict? Explain in 2/3 sentences. (b) What is the significance of conflict in our life? (c) What does the expression "conflict comes naturally" mean?  (d) What type of opportunity does conflict offer? (e) What does conflict influence?   ❤ Extra Questions: (f) How is hostility in a conflict fueled? (g) What things allow a conflict to arise? (h) What is the simplest way to define conflict? (i) Why is conflict an inevitable part of life? (j) What is the result of conflict? (k) Why does conflict come naturally? (l) How can we live unitedly despite conflicts? (m) Is there any positive impact of conflict? Describe. (n) How are our decisions influenced? Explain. (o) How many parties are involved in a conflict? (p) Mention three causes of conflict. (q) What will happen if the conflict is left uncontrolled? (r) How can we live harmoniously despite conflict? (s) "The clashing of thoughts and ideas is a part of the human experience". Do you agree? Give reasons for your answer. (t) Do you find any positive aspect of conflict? Mention if any. Answer (B):  (a) Conflict means disagreement among groups or individuals characterized by antagonism and hostility. Principles, values, beliefs of people cause conflict.  (b) Conflict is a significant part of our life. All of us possess our own opinions, ideas and sets of beliefs. Thus we often find ourselves in conflict in different scenarios.   (c) A clash of thoughts and ideas is a part of the human experience. Hence, conflict seems to come naturally.  (d) Conflict offers us opportunity for learning and understanding our differences.  (e) We find ourselves in conflict in different scenarios. Thus it influences our actions and decisions.  (f) Hostility in a conflict is fueled by the opposition of one party to another in an attempt to reach an objective different from that of the other party.  (g) The elements involved in the conflict have varied sets of principles and values which allow a conflict to arise.  (h) The simplest way to define conflict is that it pertains to the opposing ideas and actions of different entities, resulting in an antagonistic state.  (i) Conflict is an inevitable part of life because all of us possess our own opinions, ideas, sets of beliefs, own ways of looking at things and we act according to what we think as proper. Thus we find ourselves in conflict.  (j) The result of conflict is that it influences our actions and decisions in one way or another.  (k) Conflict comes naturally as the clash of thoughts and ideas is a part of human experience.  (l) Despite conflicts, we can live unitedly as long as we know how to manage the struggles among ourselves responsibly.   (m) Yes, there are certain positive impacts of conflict. Through conflict we can come up to meaningful realizations. It gives us an opportunity to learn and understand our differences.  (n) We often find ourselves in conflict in different scenarios which may involve other individuals, groups of people or a struggle within our ownselves. Consequently, our decisions are influenced by conflict in one way or another.  (o) There are no fixed number of parties for conflict every time. It may involve individuals, groups of people, within two or more nations or even a struggle within our ownselves.  (p) Three causes of conflict are:  (i) competition to grab resources as much as possible  (ii) imposing ideologies and beliefs by force  (iii) strong effort to grab power  (q) If conflict is left uncontrolled, it can be destructive. It negatively influences our actions and decisions which is very harmful for our society and living.  (r) We can live harmoniously despite conflict if we know how to manage struggles among ourselves and sit for dialogue to ease conflict  (s) I agree that the clashing of thoughts and ideas is a part of human experience. As a result, conflict comes naturally.  (t) Yes. There is a positive aspect of conflict. Because despite conflicts, we can live untidily and peacefully as long as we know the way to manage the struggles among ourselves responsibly. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1.               Read the passage below and answer the questions following it. When you are in the driving seat of a car, you have the steering and the horn in your hands, the brake and accelerator under your feet, eyes open looking ahead, left and right. The same can be said about a motorcycle rider, with some modifications. These are all very visible. But, behind all, there is something that keeps working unseen. And that is the Central Processing Unit (CPU), your brain. CPUs are artificially intelligent machines that are programmed to do specific jobs under fixed conditions and judgments. But the human brain is intelligent by nature. It is the most sophisticated machine that is able to operate on ever-changing conditions and standards of judgment. As conditions in the traffic keep invariably changing, this virtue of sophistication of your brain must be at work when you are driving. The difference between traffic in the roads and highways and racing circuit must not be blurring inside you. Never imagine yourself to be a Michael Schumacher driving an F-1 at 300 mph. leave no room for fantasy. You must always be ready to encounter unexpected behaviour from any vehicle or pedestrian. ‘Keep your cool’ is easy to advice but difficult to maintain. Still you must always restrain yourself because, at the end of the day, you don’t want to be regarded as a killer. Now you see, the last thing that differentiates you from a computer is your conscience. A.  Choose the correct answer from the alternatives. 5 (a)  ‘Central Processing Unit’ refers to — (i) human brain (ii) the central part of a computer (iii) both (i) & (ii) (iv) none of them (b)  The word ‘judgment’ stands for — (i)  a piece of information (ii)  decision (iii) judiciary (iv) court (c)  Human brain has — (i) natural intelligence (ii) artificial intelligence (iii) neuron (iv) fake intelligence (d)  Michael Schumacher was a — (i) wrestler (ii) cricketer (iii) racer (iv) driver (e)  ‘...at the end of the day, you don’t want to be regarded as a killer.’ What does it imply? (i) You are killer (ii) You wish to be a killer (iii)  At the end you don’t want to suicide (iv)  You have no desire to kill someone in the street B.  Answer the following questions. 10 (a)  What according to text, is CPU? (b)  Mention the activities of driving a car? (c)  Why is human brain considered to be a sophisticated machine? (d)  What does the expression ‘Leave no room for fantasy’ mean? (e)  Do you find any similarity between human brain and CPU? If any, mention.   Ans. to the Ques. 1. A. Ans. (a)  (ii) the central part of a computer. (b)  (ii) decision. (c)  (i) natural intelligence. (d)  (iii) racer. (e)  (iv) You have no desire to kill someone in the street.   B. Ans. (a)    According to text CPU is the prime part of a computer. The elaboration of CPU is Central Processing Unit. It is like human brain. (b)  Diving involves a number of activities. Firstly, we have to keep our hands on the steering and on the horn. Then, we have kept our feet under feet. Then we have to keep our eyes on surroundings. Lastly, our brain will control all the organs and functions. (c)    Human brain is considered to be a sophisticated machine. It is a complicated device and its functions are so much complex. (d)    The expression means that there is no scope of imagination when we drive cars. If we have imagination at the time of driving, we may face accidents. (e)  There are similarities between human brain and CPU. CPU is the prime unit of the computer. In the same way brain is the main organ of us. CPU controls the functions of a computer. Similarly, human brain controls all our activities.                                                             Answer: Bangla Translation সৌন্দর্য উপলব্ধি করা সহজ কিন্তু সংজ্ঞায়িত করা কঠিন। আমরা যখন চারপাশে তাকাই, তখন আমরা আনন্দদায়ক বস্তু এবং দৃশ্যের মধ্যে সৌন্দর্য আবিষ্কার করি - প্রকৃতিতে, শিশুদের হাসিতে, অপরিচিতদের দয়ায়। কিন্তু সংজ্ঞায়িত করার জন্য জিজ্ঞাসা করলে আমরা সমস্যার সম্মুখীন হই। সৌন্দর্যের কি একটি স্বাধীন বস্তুনিষ্ঠ পরিচয় আছে? এটি কি সর্বজনীন, নাকি এটি আমাদের ইন্দ্রিয় উপলব্ধির উপর নির্ভরশীল? এটি কি দর্শকের চোখে পড়ে? - আমরা নিজেদেরকে জিজ্ঞাসা করি। আরও একটি অসুবিধা দেখা দেয় যখন সৌন্দর্য কেবল তার উপস্থিতি দ্বারাই নয়, বরং তার অনুপস্থিতিতেও নিজেকে প্রকাশ করে, যেমন যখন আমরা কদর্যতা দ্বারা বিতাড়িত হই এবং সৌন্দর্য কামনা করি। কিন্তু তারপর কদর্যতা আমাদের জীবনে সৌন্দর্যের মতোই স্থান পায়, অথবা আরও বেশি হতে পারে - যেমন যখন একটি সমাজে ব্যাপক ক্ষুধা এবং অবিচার থাকে। দার্শনিকরা আমাদের বলেছেন যে সৌন্দর্য জীবনের একটি গুরুত্বপূর্ণ অংশ, কিন্তু কদর্যতা কি জীবনের একটি অংশ নয়? এবং যদি শিল্পের সৌন্দর্য একটি গুরুত্বপূর্ণ উপাদান হিসাবে থাকে, তবে এটি কি কেবল সৌন্দর্যের অভিক্ষেপের মধ্যেই সীমাবদ্ধ থাকতে পারে? শিল্প কি যা সুন্দর নয় তা উপেক্ষা করতে পারে? কবি এবং শিল্পীরা তাদের কাজে উভয়কেই অন্তর্ভুক্ত করে একটি উত্তর দিয়েছেন। এইভাবে, তারা প্রায়শই সৌন্দর্যকে সত্য এবং ন্যায়ের সাথে সংযুক্ত করেছেন, যাতে যা সুন্দর নয় তা সহনীয় অনুপাত ধরে নেয় যা জীবনের কিছু সত্যকে প্রতিনিধিত্ব করে। রোমান্টিক কবি জন কিটস তার বিখ্যাত 'ওড অন আ গ্রীসিয়ান আর্ন'-এ লিখেছেন 'সৌন্দর্য সত্য, সত্য সৌন্দর্য', যার অর্থ তিনি সত্যকে, এমনকি যদি তা মনোরম নাও হয়, তবে উচ্চতর স্তরে সুন্দর হয়ে ওঠে। একইভাবে, যা সুন্দর তা চিরকাল সত্য থাকে। গ্রীসিয়ান আর্ন - একটি শিল্প বস্তু - এর প্রেক্ষাপটে আরেকটি অর্থ হল সত্য শিল্পের একটি শর্ত। প্রতিটি ভাষার কবিতা সৌন্দর্য এবং সত্যকে উদযাপন করে। শিল্পও তাই করে। এখানে দুটি ভিন্ন সময়ের দুটি কবিতা রয়েছে যা সৌন্দর্য এবং সত্য সম্পর্কে কিছু স্থায়ী ধারণা উপস্থাপন করে। কবিতাগুলি রোমান্টিক ঐতিহ্যের একজন ইংরেজ কবি লর্ড বায়রন (১৭৮৮-১৮২৪) এবং আমেরিকান কবি এমিলি ডিকিনসন (১৮৩০-১৮৮৬) এর লেখা, যিনি মানব দৃশ্য, প্রেম এবং মৃত্যু সম্পর্কে লিখেছিলেন। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1.               Read the passage below and answer the questions following it.   The history of Bengal is the history of a people who have repeatedly made their highways crimson with their blood in 1952; even though we were the victors in the elections of 1954 we could not form a government then. In 1958 Ayub Khan declared Martial Law to enslave us for the next ten years. In 1966 when we launched the six point movement our boys were shot dead on 7 June. When after the movement of 1969 Ayub Khan feel from power and Yahya Khan assumed the reins of the government he declared that he would give us a constitution and restore democracy; we listened to him then. A lot has happened since and elections have taken place. I’ve met President Yahya Khan. I’ve made a request to him not only on behalf of Bengal but also as the leader of the party which has the majority in Pakistan; I said to him: ‘You must hold the session of the National Assembly on 15 January.’ But he did not listen to me. He listened to Mr. Bhutto instead. At first he said that the meeting would take place in the first week of March. We said, ‘Fine, we will be taking our seats in the Assembly then.’ I said we will carry out our discussions in the Assembly. I went so far as to say that if anyone came up with an offer that was just, even though we were in the majority we would agree to that offer. 1/2 A.  Choose the correct answer from the alternatives: 5 a)  The word ‘enslave’ in the first paragraph refers to — i. enchain ii. blanch iii. outface iv. Annihilate b)  ‘Majority’ in the second paragraph could be replaced by i. common ii. popular iii. mainstream iv. greater part c)  Ayub Khan imposed Martial Law to — us. i. protect ii. enslave iii. demolish iv. Grab d)  The best synonym of ‘restore’ is — i. keep under ii. re-establish iii. dissolve iv. Withdraw e)  ‘Carry out’ refers to — i. perform ii. complete iii. accomplish iv. all of them. B.  Answer the following questions: 10 a)  When and why was the Six Point Movement launched? b)  Why did General Ayub Khan declare Martial Law? c)  What did Sheikh Mujibur Rahman say on behalf of Bengal and as a leader of the majority? d)  Why is the history of 23 years of Bengal is the history of painting the roads with blood? e)  Who is Sheikh Mujibur Rahman?   Ans. to the Ques A.  Ans.: (a) i. enchain, (b) iv. greater part, (c) ii. enslave, (d) ii. re-establish, (e) iv. all of them. B.  Ans.: a)  On 25 March, 1966 the Six Point Movement was launched to get our due rights. The first point of it was to demand the autonomous system in Bengal. b)  General Ayub Khan declared Martial Law to confine the people of East Pakistan with the bondage of slavery for the next ten years. He had an evil intention to impose Martial Law. c)  As a leader of the majority an on behalf of Bengal, Sheikh Mujibur Rahman told Mr. Yahya Khan to hold the session of the National Assembly on 15 January. d)  The 23 years history of Bengal is the history of painting the roads with blood because we shed blood in 1952, 1966 and 1969. In fact, we gave blood several times. e)  Sheikh Mujibur Rahman is the father of the nation of Bangladesh. He is also the greatest Bengali of thousand years.                                                                         Answer: Bangla Translation সৌন্দর্য উপলব্ধি করা সহজ কিন্তু সংজ্ঞায়িত করা কঠিন। আমরা যখন চারপাশে তাকাই, তখন আমরা আনন্দদায়ক বস্তু এবং দৃশ্যের মধ্যে সৌন্দর্য আবিষ্কার করি - প্রকৃতিতে, শিশুদের হাসিতে, অপরিচিতদের দয়ায়। কিন্তু সংজ্ঞায়িত করার জন্য জিজ্ঞাসা করলে আমরা সমস্যার সম্মুখীন হই। সৌন্দর্যের কি একটি স্বাধীন বস্তুনিষ্ঠ পরিচয় আছে? এটি কি সর্বজনীন, নাকি এটি আমাদের ইন্দ্রিয় উপলব্ধির উপর নির্ভরশীল? এটি কি দর্শকের চোখে পড়ে? - আমরা নিজেদেরকে জিজ্ঞাসা করি। আরও একটি অসুবিধা দেখা দেয় যখন সৌন্দর্য কেবল তার উপস্থিতি দ্বারাই নয়, বরং তার অনুপস্থিতিতেও নিজেকে প্রকাশ করে, যেমন যখন আমরা কদর্যতা দ্বারা বিতাড়িত হই এবং সৌন্দর্য কামনা করি। কিন্তু তারপর কদর্যতা আমাদের জীবনে সৌন্দর্যের মতোই স্থান পায়, অথবা আরও বেশি হতে পারে - যেমন যখন একটি সমাজে ব্যাপক ক্ষুধা এবং অবিচার থাকে। দার্শনিকরা আমাদের বলেছেন যে সৌন্দর্য জীবনের একটি গুরুত্বপূর্ণ অংশ, কিন্তু কদর্যতা কি জীবনের একটি অংশ নয়? এবং যদি শিল্পের সৌন্দর্য একটি গুরুত্বপূর্ণ উপাদান হিসাবে থাকে, তবে এটি কি কেবল সৌন্দর্যের অভিক্ষেপের মধ্যেই সীমাবদ্ধ থাকতে পারে? শিল্প কি যা সুন্দর নয় তা উপেক্ষা করতে পারে? কবি এবং শিল্পীরা তাদের কাজে উভয়কেই অন্তর্ভুক্ত করে একটি উত্তর দিয়েছেন। এইভাবে, তারা প্রায়শই সৌন্দর্যকে সত্য এবং ন্যায়ের সাথে সংযুক্ত করেছেন, যাতে যা সুন্দর নয় তা সহনীয় অনুপাত ধরে নেয় যা জীবনের কিছু সত্যকে প্রতিনিধিত্ব করে। রোমান্টিক কবি জন কিটস তার বিখ্যাত 'ওড অন আ গ্রীসিয়ান আর্ন'-এ লিখেছেন 'সৌন্দর্য সত্য, সত্য সৌন্দর্য', যার অর্থ তিনি সত্যকে, এমনকি যদি তা মনোরম নাও হয়, তবে উচ্চতর স্তরে সুন্দর হয়ে ওঠে। একইভাবে, যা সুন্দর তা চিরকাল সত্য থাকে। গ্রীসিয়ান আর্ন - একটি শিল্প বস্তু - এর প্রেক্ষাপটে আরেকটি অর্থ হল সত্য শিল্পের একটি শর্ত। প্রতিটি ভাষার কবিতা সৌন্দর্য এবং সত্যকে উদযাপন করে। শিল্পও তাই করে। এখানে দুটি ভিন্ন সময়ের দুটি কবিতা রয়েছে যা সৌন্দর্য এবং সত্য সম্পর্কে কিছু স্থায়ী ধারণা উপস্থাপন করে। কবিতাগুলি রোমান্টিক ঐতিহ্যের একজন ইংরেজ কবি লর্ড বায়রন (১৭৮৮-১৮২৪) এবং আমেরিকান কবি এমিলি ডিকিনসন (১৮৩০-১৮৮৬) এর লেখা, যিনি মানব দৃশ্য, প্রেম এবং মৃত্যু সম্পর্কে লিখেছিলেন। Ad Ad Passage-2 1.           Read the passage and answer the questions following it Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world. Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. ‘I hate race discrimination most intensely and in all its manifestation. I have fought it all during my life; I will fight it now, and will do so until the end of my days,’ Mandela said in his acceptance speech on becoming South Africa’s first black president in 1994,… ‘The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come.’ ‘We have, at last, achieved our political emancipation.’ In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F.W, de Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. A.  Choose the correct answer from the alternatives 5 a) What could be the closest meaning for ‘shackles of apartheid’ in the first paragraph? i. Tentacles of domination ii. Bondages of slavery iii. Manacles of racial discrimination iv. Chains of exploitation b)  The word ‘reconciliation’ in the first paragraph refers to i. memorization ii. recall iii. reuniting iv. Change c)  ‘Resolve’ in the second paragraph could be replaced by i. dissolve ii. determination iii. hesitation iv. Solution d) Mandela spent around years behind the bars. i. twenty ii. thirty iii. forty iv. Fifty e)  The best synonym of ‘chasm’ is i. exposition ii. rift iii. harmony iv. union. B.  Answer the following questions 10 a) What, according to text, is apartheid? b)  Mention three great achievements in Mandela's life. c)  Why did Mandela want to break the manacles of apartheid? d)  What does the expression ‘I have fought it all during my life; I will fight it now, and I will do so until the end of my days’ mean? e)  Do you find any  similarity  between  Mandela  and  Sheikh  Mujibur  Rahman?  If  any,  mention. Ans. to the Ques. No. Set-1 1A. Ans.: a.       iii. Manacles of racial discrimination, b.  iii.  reuniting,  c.  ii.determination,  d.  ii.  thirty,  e.  ii.  rift,   1B. Ans.: a.  According to text apartheid means the racial segregation prevailing in South Africa. It means the domination of the white over the black people of South Africa. Nelson Mandela is famous for breaking the manacles of apartheid from South Africa. b.  Though Mandela had to suffer a lot, his achievements were noteworthy. His frist achievement was to break the manacles of apartheid. His second achievement was to become the first black president of South Africa. His third achievement was to win the Nobel Prize. c.  Mandela wanted to break the manacles of apartheid because this very evil practice was responsible for the racial bigotry in South Africa. The manacles of apartheid confined the black people of South Africa inside the four walls of oppression. d.   This very statement is the expression of Mandela's firm resolution to fight against racial bigotry. Mandela had an absolute abhorrence towards race discrimination. He fought against it and was ready to fight against till his last breath. e.   I see some similarities between Nelson Mandela and Sheikh Mujibur Rahman fought respective countries. Finally, Mandela fought against the white rulers of his country. In the same way, Sheikh Mujibur Rahman fought against the Pakistani rulers. Then both of them were undisputable a presidents in their respective countries. Finally, both of them were would famous leaders. Passage-3   3.  Read the passage below and answer the questions following it.   Beauty is easy to appreciate but difficult to define. As we look around, we discover beauty in pleasurable objects and sights – in nature, in the laughter of children, in the kindness of strangers. But asked to define, we run into difficulties. Does beauty have an independent objective identity? Is it universal, or is it dependent on our sense perceptions? Does it lie in the eye of the beholder? -we ask ourselves. A further difficulty arises when beauty manifests itself not only by its presence, but by its absence as well, as when we are repulsed by ugliness and desire beauty. But then ugliness has as much a place in our lives as beauty, or may be more-as when there is widespread hunger and injustice in a society. Philosophers  have told us that beauty is an important part of life, but isn’t ugliness a part of life too? And if art has beauty as an important ingredient, can it confine itself only to a projection of beauty? Can art ignore what is not beautiful? Poets and artists have provided an answer by incorporating both into their work. In doing so, they have often tied beauty to truth and justice, so that what is not beautiful assumes a tolerable proportion as something that represents some truth about life. John Keats, the romantic poet, wrote in his celebrated ‘Ode on a Grecian Urn’ ‘Beauty is truth, truth beauty,’ by which he means that truth, even if it’s not pleasant, becomes beautiful at a higher level. Similarly, what is beautiful forever remains true. Another meaning, in the context of the Grecian Urn-an art object-is that truth is a condition of art. Poetry in every language celebrates beauty and truth. So does art. Here are two poems from two different times that present some enduring ideas about beauty and truth. The poems are by Lord Byron (1788-1824), an English poet of the Romantic tradition, and Emily Dickinson (1830-1886), an American poet who wrote about the human scene, love and death.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     Which of the following has the closest meaning of the word “pleasurable”? (i) dissatisfaction   (ii) pain             (iii) offend         (iv) delightful (b)     What is the closest meaning of the word “incorporate”? (i) embody (ii) corporation (iii) incorporeal (iv) intangible (c)     ‘Ode on a Grecian Urn’ is written by ——-. (i) Lord Byron         (ii) John Keats (iii) Wordsworth (iv) PB Shelly (d)                  What does the word ‘tolerable’ mean? (i) not so good                    (ii) bad              (iii) moderately good    (iv) tolerant (e)     Lord Byron is a ——– poet? (i)     Revolutionary (ii) Romantic (iii) Classical (iv) Modern   Answer the following questions. 2´5=10 (a)     How can we discover beauty in our surroundings? (b)     How much place does ugliness have in our life? (c)     What is the name of the poet of “Ode and a Grecian Urn”? (d)     Do you get any definition of beauty from the poem ‘She Walks in Beauty’? (e)     What was Byron’s intention?

1. Read the following passage and answer the questions below A peace movement is a social movement that seeks to achieve ideals such as the ending of a particular war (or all wars), minimize inter-human violence in a particular place or type of situation, including ban of guns and is often linked to the goal of achieving world peace. Means to achieve these ends include advocacy of pacifism, non-violent resistance, diplomacy, boycotts, demonstrations, peace camps; supporting anti-war political candidates and banning guns, creating open government, direct democracy; supporting people who expose war-crimes or conspiracies to create wars and making laws. Different organizations involved in peace movements may have some diverse goals but one common goal is sustainability of peace. Peace movement is basically an all-encompassing "anti-war movement". It is primarily characterized by a belief that human beings should not wage war on each other or engage in violent conflicts over language, race, natural resources, religion or ideology. It is believed that military power is not the equivalent of justice. The peace movement tends to oppose the proliferation of dangerous technologies and weapons of mass destruction, in particular, nuclear weapons and biological warfare. Moreover, many object to the export of weapons including hand-held machine guns and grenades by leading economic nations to lesser developed nations. The first peace movement appeared in 1815–1816. The first such movement in the United States was the New York Peace Society, founded in 1815 by the theologian David Low Dodge and the Massachusetts Peace Society. It became an active organization, holding regular weekly meetings and producing literature which was spread as far as Gibraltar and Malta, describing the horrors of war and advocating pacifism on Christian grounds. The London Peace Society (also known as the Society for the Promotion of Permanent and Universal Peace) was formed in1816 to promote permanent and universal peace by the philanthropist William Allen. In the 1840s, British women formed 'Olive Leaf Circles' groups of around 15 to 20 women, to discuss and promote pacifist ideas. The peace movement began to grow in influence by the mid-nineteenth century. The London Peace Society, under the initiative of American consul to Birmingham, Elihu Burritt, and the Reverened Henry Richard, convened the first International Peace Congress in London in 1843. The congress decided on two aims: the ideal of peaceable arbitration in the affairs of nations and the creation of an international institution to achieve that.   A.  Choose the correct answer from the alternatives. a.       Which of the following has the closest meaning of the word 'influence'? (i) Effective  (ii) Effect        (iii) Inflation   (iv) Fact b.       What does the expression 'advocating pacifism' mean? (i)                 Supporting pacifism (ii)               thinking of pacifism (iii)             opposing pacifism (iv)             hating pacifism c.        The word 'convened' in the context has the closest meaning to ——. (i)        To come together to play something (ii) To come together for visiting a place (iii) To come together for quarrelling (iv) To come together for a formal meeting d.       The first peace movement founded by theologian ——. (i)        Kim Jone (ii) Jack Millar (iii) David Low Dodge (iv) Karlos Huper e.       What does the phrase 'the horrors of war' mean? (i)                 Dreadfulness of war (ii) Pre-moment of war (iii) Fear of war (iv) Post-situation of war   B.  Answer the following questions. a.      What is the primary purpose of peace movement? When did the first peace movement appear? b.      Who founded the New York Peace Society? When? c.      When was the London Peace Society formed? Why? d.      What is the main purpose of the United Nations? Give an example of the activity of the United Nations. e.      Mention some of the peace movements described in the passage.   SET-B A.    Choose the correct answer from the alternatives. a.       Here 'movement' signifies ——. (i) party movement   (ii)  students movement (iii) movement against corruption      (iv) movement against all kinds of war and inter human violence b.       The meaning of 'violence' is close to ——. (i) calm order   (ii) brutality (iii) peace      (iv) strike c.        Everyone wants to get ——. (i) development        (ii) world peace (iii) knowledge and power   (iv) honesty and sincerity d.       'Encompassing' means ——. (i) surrounding (ii) compromise     (iii) area         (iv) circle e.       Common goal to all ——. (i) Banning guns       (ii) developing compromising tendency (iii) sustainability of peace (iv) stand against developed countries B.  Answer the following questions. a.       What is peace movement? b.       What is the main purpose of peace movement? c.        What should be included in a achieving peace? d.       What is the tendency of the developed countries to the lesser ones? e.       Why is peace movement called 'anti-war movement'? Answer: SET-A A. Correct Answers: a. Effect b. Supporting pacifism c. To come together for a formal meeting d. David Low Dodge e. Dreadfulness of war B. Detailed Answers: a. What is the primary purpose of the peace movement? When did the first peace movement appear? The primary purpose of the peace movement is to end wars , minimize inter-human violence , and work towards the goal of achieving world peace . It focuses on promoting non-violence, banning weapons, and advocating for peaceful conflict resolution. The first peace movement  appeared in 1815–1816 , aiming to spread pacifist ideas and prevent wars. b. Who founded the New York Peace Society? When? The New York Peace Society  was founded by David Low Dodge , a theologian who strongly believed in the ideals of pacifism. He established the society in 1815 , making it the first peace movement organization in the United States. The society focused on spreading awareness about the negative effects of war and encouraging peaceful solutions. c. When was the London Peace Society formed? Why? The London Peace Society , also known as the Society for the Promotion of Permanent and Universal Peace , was formed in 1816 . It was founded by the philanthropist William Allen . The purpose of this society was to promote permanent and universal peace  by spreading the message of pacifism and advocating for peaceful resolutions to conflicts without resorting to war. d. What is the main purpose of the United Nations? Give an example of the activity of the United Nations. The main purpose of the United Nations (UN)  is to maintain international peace and security , promote friendly relations among nations, and encourage cooperation in solving global issues such as poverty, hunger, and human rights violations. An example of the UN’s activity is its peacekeeping missions  in conflict zones, such as in South Sudan  or the Democratic Republic of Congo , where UN peacekeepers help maintain stability and protect civilians. e. Mention some of the peace movements described in the passage. Some of the peace movements described in the passage include: The New York Peace Society , founded in 1815  by David Low Dodge. The London Peace Society , established in 1816  by William Allen to promote universal peace. The Olive Leaf Circles , formed by British women in the 1840s  to discuss and promote pacifist ideas. The International Peace Congress , convened in 1843  by the London Peace Society to promote peaceful arbitration and international cooperation. SET-B A. Correct Answers: a. Movement against all kinds of war and inter-human violence b. Brutality c. World peace d. Surrounding e. Sustainability of peace B. Detailed Answers: a. What is the peace movement? The peace movement  is a social movement  that aims to end wars, reduce violence, and promote peaceful solutions to conflicts. It opposes war, militarization, and the spread of weapons, while supporting non-violent resistance, diplomacy, and advocacy for pacifism. It seeks to create a world where disputes are settled through dialogue and understanding rather than through violence and war. b. What is the main purpose of the peace movement? The main purpose of the peace movement is to achieve global peace  by: Ending wars  and preventing future conflicts. Minimizing inter-human violence  in all forms. Promoting non-violent methods  for resolving disputes. Advocating for the banning of weapons , including nuclear arms. Encouraging diplomacy , boycotts , and peaceful protests  to raise awareness about the horrors of war. c. What should be included in achieving peace? To achieve peace, the following elements should be included: Advocacy of pacifism , where people oppose violence and war. Non-violent resistance , such as peaceful protests and civil disobedience. Diplomacy , involving negotiations between nations to resolve conflicts peacefully. Banning of weapons , including nuclear arms, guns, and biological weapons. Supporting anti-war candidates  and promoting laws that encourage peace. Educational campaigns  to raise awareness about the consequences of war and the importance of peace. d. What is the tendency of developed countries towards the lesser ones? The tendency of developed countries  towards lesser-developed countries  often includes the export of weapons , such as machine guns  and grenades . This practice can fuel conflicts in developing nations, making it harder for them to achieve peace. Many peace movements oppose this tendency because it promotes violence and war rather than supporting peaceful development and stability. e. Why is the peace movement called an 'anti-war movement'? The peace movement is called an 'anti-war movement'  because its main goal is to oppose all forms of war and violence . It stands against the use of military force to resolve conflicts and promotes peaceful methods like diplomacy , negotiation , and non-violent protests . The movement also works to ban weapons , raise awareness about the dangers of war , and support policies that prevent conflicts from arising in the first place. Bangla Translation শান্তি আন্দোলন হল একটি সামাজিক আন্দোলন যা একটি নির্দিষ্ট যুদ্ধের (অথবা সমস্ত যুদ্ধের) সমাপ্তি, নির্দিষ্ট স্থান বা পরিস্থিতিতে আন্তঃমানব সহিংসতা হ্রাস করার মতো আদর্শ অর্জনের চেষ্টা করে, যার মধ্যে বন্দুক নিষিদ্ধ করা অন্তর্ভুক্ত এবং প্রায়শই বিশ্ব শান্তি অর্জনের লক্ষ্যের সাথে যুক্ত। এই লক্ষ্য অর্জনের উপায়গুলির মধ্যে রয়েছে শান্তিবাদের পক্ষে সমর্থন, অহিংস প্রতিরোধ, কূটনীতি, বয়কট, বিক্ষোভ, শান্তি শিবির; যুদ্ধবিরোধী রাজনৈতিক প্রার্থীদের সমর্থন এবং বন্দুক নিষিদ্ধ করা, উন্মুক্ত সরকার গঠন, সরাসরি গণতন্ত্র তৈরি করা; যুদ্ধাপরাধ বা যুদ্ধ তৈরির ষড়যন্ত্র প্রকাশকারী লোকদের সমর্থন করা এবং আইন প্রণয়ন করা। শান্তি আন্দোলনে জড়িত বিভিন্ন সংস্থার কিছু বৈচিত্র্যময় লক্ষ্য থাকতে পারে তবে একটি সাধারণ লক্ষ্য হল শান্তির স্থায়িত্ব। শান্তি আন্দোলন মূলত একটি সর্বব্যাপী "যুদ্ধবিরোধী আন্দোলন"। এটি মূলত এই বিশ্বাস দ্বারা চিহ্নিত যে মানুষের একে অপরের বিরুদ্ধে যুদ্ধ করা উচিত নয় বা ভাষা, জাতি, প্রাকৃতিক সম্পদ, ধর্ম বা মতাদর্শ নিয়ে সহিংস সংঘাতে জড়িত হওয়া উচিত নয়। এটি বিশ্বাস করা হয় যে সামরিক শক্তি ন্যায়বিচারের সমতুল্য নয়। শান্তি আন্দোলন বিপজ্জনক প্রযুক্তি এবং গণবিধ্বংসী অস্ত্র, বিশেষ করে পারমাণবিক অস্ত্র এবং জৈবিক যুদ্ধের বিস্তারের বিরোধিতা করে। তাছাড়া, অনেকেই অগ্রণী অর্থনৈতিক দেশগুলির হাতে ধরা মেশিনগান এবং গ্রেনেড সহ অস্ত্র স্বল্পোন্নত দেশগুলিতে রপ্তানির বিরোধিতা করেন। প্রথম শান্তি আন্দোলন ১৮১৫-১৮১৬ সালে আবির্ভূত হয়। মার্কিন যুক্তরাষ্ট্রে এই ধরণের প্রথম আন্দোলন ছিল নিউ ইয়র্ক পিস সোসাইটি, যা ১৮১৫ সালে ধর্মতত্ত্ববিদ ডেভিড লো ডজ এবং ম্যাসাচুসেটস পিস সোসাইটি দ্বারা প্রতিষ্ঠিত হয়েছিল। এটি একটি সক্রিয় সংগঠনে পরিণত হয়, নিয়মিত সাপ্তাহিক সভা করে এবং জিব্রাল্টার এবং মাল্টা পর্যন্ত সাহিত্য প্রকাশ করে, যেখানে যুদ্ধের ভয়াবহতা বর্ণনা করা হয়েছিল এবং খ্রিস্টীয় ভিত্তিতে শান্তিবাদের পক্ষে প্রচার করা হয়েছিল। লন্ডন পিস সোসাইটি (যা স্থায়ী ও সর্বজনীন শান্তির প্রচারের জন্য সোসাইটি নামেও পরিচিত) ১৮১৬ সালে সমাজসেবী উইলিয়াম অ্যালেন দ্বারা স্থায়ী ও সর্বজনীন শান্তি প্রচারের জন্য গঠিত হয়েছিল। ১৮৪০-এর দশকে, ব্রিটিশ মহিলারা শান্তিবাদী ধারণা নিয়ে আলোচনা এবং প্রচারের জন্য প্রায় ১৫ থেকে ২০ জন মহিলার 'অলিভ লিফ সার্কেল' গ্রুপ গঠন করেছিলেন। উনিশ শতকের মাঝামাঝি সময়ে শান্তি আন্দোলনের প্রভাব বাড়তে শুরু করে। বার্মিংহামে নিযুক্ত আমেরিকান কনসাল এলিহু বুরিট এবং শ্রদ্ধেয় হেনরি রিচার্ডের উদ্যোগে লন্ডন পিস সোসাইটি ১৮৪৩ সালে লন্ডনে প্রথম আন্তর্জাতিক শান্তি কংগ্রেস আহ্বান করে। কংগ্রেস দুটি লক্ষ্য নির্ধারণ করে: জাতিগত বিষয়ে শান্তিপূর্ণ সালিশের আদর্শ এবং তা অর্জনের জন্য একটি আন্তর্জাতিক প্রতিষ্ঠান তৈরি করা। Ad Ad 1. Read the following passage and answer the questions A and B. A most important truth, which we are apt to forget, is that a teacher can never truly teach unless he; is still learning himself. A lamp can never light another lamp unless it continues to burn its own flame. The teacher who has come to the end of his subject, who has no living traffic with his! knowledge, but merely repeats his lessons to his students, can only load their minds; he cannot quicken them. Truth not only must inform but inspire. If the inspiration dies out, and the information only accumulates, then truth loses its infinity. The greater part of our learning in the schools has been waste because, for most of our teachers, their subjects are like dead specimens of once living things, with which they have a learned acquaintance, but no communication of life and love.   A.             Choose the correct answer from the alternatives.     1×5 = 5 (a)             The word ‘apt’ mentioned in the very first line means. (i)  encouraged (ii) ready (iii) suitable   (iv) courageous (b)             A teacher can’t teach the students if he himself ¾ (i)  learns                (ii) does not learn (iii) does not teach (iv) is found in imparting lessons (c)             What does the word ‘accumulate’ in the passage refer to? (i)  disperse   (ii) expend (iii) jumble    (iv) gather (d)             Which of the following statements is true about truth? (i)  Truth inspires one. (ii) Truth is unnecessary. (iii) Truth is not important. (iv) Truth should be ignored. (e)             What does the word ‘inform’ in the passage refer to? (i)  introduce  (ii) observe (iii) convey   (iv) uniform B.              Answer the following questions.          2×5 = 10 (a)             What are we apt to forget? (b)             ‘A lamp can never light another lamp unless it continues to burn its own flame’. Explain, (c)             Do you think that a teacher should have living traffic with his knowledge? Give reasons for your answer (d)             How does truth lose its infinity? (e)             Why has the greater part of our learning in the schools been waste? Answer: A. Choose the correct answer from the alternatives: (a) The word ‘apt’  mentioned in the very first line means: (ii) ready (b) A teacher can’t teach the students if he himself — (ii) does not learn (c) What does the word ‘accumulate’  in the passage refer to? (iv) gather (d) Which of the following statements is true about truth? (i) Truth inspires one. (e) What does the word ‘inform’  in the passage refer to? (iii) convey B. Answer the following questions: (a) What are we apt to forget? We are apt to forget that a teacher can never truly teach unless he is still learning himself. Continuous learning is essential for a teacher to inspire and effectively educate students. (b) ‘A lamp can never light another lamp unless it continues to burn its own flame.’ Explain. This statement means that just like a lamp cannot light another lamp without its own flame, a teacher cannot inspire or educate students unless he keeps his own knowledge alive and fresh. A teacher must continue learning and growing to effectively enlighten others. (c) Do you think that a teacher should have living traffic with his knowledge? Give reasons for your answer. Yes, a teacher should have living traffic with his knowledge. This means that the teacher should actively engage with, update, and deepen their understanding of the subject. When a teacher is passionate and constantly learning, they can inspire students, make lessons interesting, and encourage critical thinking rather than just delivering memorized facts. (d) How does truth lose its infinity? Truth loses its infinity when it stops inspiring and only serves as accumulated information. If knowledge is treated as something static and lifeless, without passion or deeper understanding, it loses its timeless value and becomes just a collection of facts without meaning or relevance. (e) Why has the greater part of our learning in the schools been waste? The greater part of our learning in schools has been waste because many teachers treat their subjects as dead, lifeless facts rather than living knowledge. They lack passion and genuine engagement with their subjects, leading to uninspired teaching that fails to spark curiosity or deep understanding in students.

1. Read the passage below and answer the questions following it. After the Assembly’s session was prorogued, the people of this country protested. I told them, ‘Observe the General Strike we have called peacefully.’ I told them ‘Shut down all mills and factories.’ Our people responded to my call. They came to the streets spontaneously. They expressed their firm determination to carry out the struggle peacefully. What have we got in return? Those who brought arms with our money to defend us from external enemies are now using those arms on the poor, -the wretched, the downtrodden people of the land. Bullets are being aimed at their hearts. We constitute the majority in Pakistan; but whenever we Bengalis have tried to assume power they have used force on us. I have had a talk with Mr. Yahya khan. I told him, ‘Mr. Yahya, you are the President of Pakistan; come and observe how the poor people of my country are being mowed down with bullets; come and see how our mothers are being deprived of their children; how my people are being massacred. Come, observe, and only then pass a judgment on what is going on. He has apparently said that I had agreed to attend a Round Table Conference on the 10th of March. Didn’t I say a long time back: what is the point of another Round Table conference? Who will I sit with? Should I sit with those who have shed the blood of my people? He has suddenly dissolved the Assembly without carrying out any discussions with me; after sitting in a secret meeting for five hours he gave a speech where he has put all the blame on me. He has even blamed the Bengali people! A. Choose the correct answer from the alternatives. 5 a) What could be the closest meaning for ‘shut down’ in the first paragraph? i. Restart ii. Resume iii. Start iv. Stop b) The word ‘protested’ in the first paragraph refers to — i. assumed ii. opposed iii. proclaimed iv. Claimed c) ‘Defend’ in the second paragraph could be replaced by — i. argue ii. Protect iii. support iv. Fortify d) The arms were bought to — us. i. kill ii. Demolish iii. protect iv. Save e) The best synonym of ‘struggle’ is — i. sight ii. Fight iii. defend iv. violate. B. Answer the following questions. 10 a) What, according to the text, was the condition of people of Bengal then? b) What does the expression ‘they came to streets spontaneously’ mean? c) How do you differentiate the people of Bengal from the people of West-Pakistan? d) ‘The Pakistani rulers were impartial in their treatment to us.’ Do you agree or disagree with this statement? Give reasons. e) Why did people observe the General Strike? How was the nature of the strike? Write 2/3 sentences about it? Answer: 1A. Ans. (a) (iv) stop (b) (ii) opposed (c) (ii) protect (d) (iii) protect (e) (ii) fight. 1B. Ans. a)  The condition of the people of Bengal was very deplorable. People were being killed; mothers were losing their children. We were being exploited in all ways. b)  The expression indicates that people willingly came to the street to observe strike. They were not forced to do it. They did it out of their love for the motherland and to express the solidarity with Sheikh Mujibur Rahman. c)  The people of Bengal were different from the people of West-Pakistan. We were oppressed and the Pakistani people were the oppressors. d)   I disagree with this statement. The Pakistani rulers were not impartial at all to treat us. They exploited us in every way. They behaved with us like a step mother. For instance, thy bought arms with our money but they used it on us. e)    As the Assembly’s session was prorogued, people observed the General Strike with the call of Bangabandhu Sheikh Mujibur Rahman. The nature of the strike was non-violent. Bangla Translation অ্যাসেম্বলির অধিবেশন স্থগিত হওয়ার পর, এদেশের মানুষ প্রতিবাদ করে। আমি তাদের বলেছিলাম, ‘আমরা যে সাধারণ ধর্মঘট ডাকছি তা শান্তিপূর্ণভাবে পালন করো।’ আমি তাদের বলেছিলাম, ‘সমস্ত কল-কারখানা বন্ধ করে দাও।’ আমাদের জনগণ আমার ডাকে সাড়া দিয়েছে। তারা স্বতঃস্ফূর্তভাবে রাস্তায় নেমে এসেছে। তারা শান্তিপূর্ণভাবে সংগ্রাম পরিচালনার দৃঢ় সংকল্প ব্যক্ত করেছে। বিনিময়ে আমরা কী পেয়েছি? যারা বহিরাগত শত্রুদের হাত থেকে আমাদের রক্ষা করার জন্য আমাদের অর্থ দিয়ে অস্ত্র এনেছিল তারা এখন সেই অস্ত্র দেশের দরিদ্র, হতভাগ্য, নিপীড়িত মানুষের উপর ব্যবহার করছে। তাদের হৃদয় লক্ষ্য করে গুলি চালানো হচ্ছে। আমরা পাকিস্তানে সংখ্যাগরিষ্ঠ; কিন্তু যখনই আমরা বাঙালিরা ক্ষমতায় আসার চেষ্টা করেছি তারা আমাদের উপর বল প্রয়োগ করেছে। জনাব ইয়াহিয়া খানের সাথে আমার কথা হয়েছে। আমি তাকে বলেছিলাম, ‘মিঃ ইয়াহিয়া, আপনি পাকিস্তানের রাষ্ট্রপতি; আসুন এবং দেখুন কিভাবে আমার দেশের দরিদ্র মানুষদের বুলেট দিয়ে পিষে ফেলা হচ্ছে; আসুন এবং দেখুন কিভাবে আমাদের মায়েদের তাদের সন্তানদের থেকে বঞ্চিত করা হচ্ছে; আমার জনগণকে কীভাবে গণহত্যা করা হচ্ছে। আসুন, পর্যবেক্ষণ করুন, এবং তারপরে কী ঘটছে তার উপর রায় দিন। তিনি স্পষ্টতই বলেছেন যে আমি ১০ই মার্চ গোলটেবিল বৈঠকে যোগ দিতে রাজি হয়েছি। আমি কি অনেক আগেই বলেছিলাম না: আরেকটি গোলটেবিল বৈঠকের অর্থ কী? আমি কার সাথে বসব? যারা আমার জনগণের রক্তপাত করেছে তাদের সাথে কি আমি বসব? তিনি আমার সাথে কোনও আলোচনা না করেই হঠাৎ করে বিধানসভা ভেঙে দিয়েছেন; পাঁচ ঘন্টা গোপন বৈঠকে বসে থাকার পর তিনি একটি বক্তৃতা দিয়েছেন যেখানে তিনি সমস্ত দোষ আমার উপর চাপিয়েছেন। তিনি এমনকি বাঙালি জনগণকেও দোষারোপ করেছেন! Ad Ad

Amidst killer speeds I stand Facing the traffic, stretching my hand. I am seen on kids’ books and as cartoons everywhere Educating people and asking them to beware Of the erratic traffic and the signboards Seen on almost all the roads. So that you’re safe I see each one of you But my sweat, my plight on the road sees who? Be it sunny or rainy, For your safety I must be Vigil and agile, on the middle Standing erect, as fit as a fiddle. Oh! My ear hurts! Oh! My head aches! Oh! Look at the weather…such unpredictable days! But I cannot swerve; I must be on duty. I care for your safety. Be it noisy or dusty;   Be it sunny or rainy; I must be on duty. I care for your safety   Theme:  The theme of the poem centers on the dedication and responsibility of a traffic signal or officer in ensuring road safety. It highlights the challenges they face, such as harsh weather and fatigue, while emphasizing their unwavering commitment to protecting pedestrians and drivers. Ultimately, the poem underscores the importance of their role in managing traffic and raising awareness about road safety.   Summary:  The poem depicts the perspective of a traffic signal or officer who stands in the midst of chaotic traffic, dedicated to ensuring the safety of pedestrians and drivers. The speaker describes their role as a guiding figure, educating people about traffic rules and warning them of dangers on the road. Despite facing challenges like harsh weather, noise, and physical discomfort, the speaker remains vigilant and committed to their duty, emphasizing their responsibility to protect others. The poem ultimately highlights the often-overlooked importance of such figures in maintaining road safety and their selfless dedication to the well-being of the community. Paraphrasing "Amidst killer speeds I stand" In the midst of fast-moving traffic, I remain in my position, facing the dangerous speeds of vehicles on the road. "Facing the traffic, stretching my hand." I am positioned facing the oncoming traffic, extending my hand to direct or control the flow of vehicles. "I am seen on kids’ books and as cartoons everywhere" I am a familiar figure, often depicted in children's books and cartoons as a symbol of road safety or traffic control. "Educating people and asking them to beware" My purpose is to teach people about the importance of road safety and caution, urging them to be aware of the dangers around them. "Of the erratic traffic and the signboards" I warn about the unpredictable and chaotic nature of the traffic and the importance of paying attention to the various road signs. "Seen on almost all the roads." My presence is widespread, as traffic signals, road signs, or police officers like me are found on almost every road to guide and protect people. "So that you’re safe I see each one of you" My goal is to keep everyone safe, and I am constantly alert, keeping an eye on each person and vehicle to ensure their safety. "But my sweat, my plight on the road sees who?" Despite my hard work and the physical strain I endure while standing in harsh conditions, no one seems to notice or appreciate my efforts. "Be it sunny or rainy," Whether the weather is bright and sunny or rainy and unpleasant, I continue to perform my duty without fail. "For your safety" Everything I do is for your safety, ensuring that the road remains secure for everyone who uses it. "I must be vigilant and agile, on the middle" I have to stay alert and quick, especially in the center of the road where traffic is most intense. "Standing erect, as fit as a fiddle." I maintain a strong and upright posture, remaining in good health and physical condition despite the challenging circumstances. "Oh! My ear hurts!" The noise of the traffic and the constant sound of engines causes discomfort in my ears, but I endure it for the sake of my duty. "Oh! My head aches!" The stress of standing in harsh conditions, with the noise and pressure, gives me a headache, yet I continue my work. "Oh! Look at the weather…such unpredictable days!" The weather can be unpredictable and extreme, adding to the challenges of my job, but I must stay focused regardless. "But I cannot swerve; I must be on duty." Even though I feel discomfort and face difficult circumstances, I cannot abandon my post; my duty requires me to remain focused. "I care for your safety." My concern for your well-being is the reason I continue standing in tough conditions—your safety is my priority. "Be it noisy or dusty;" Whether the environment is filled with loud sounds from the traffic or the air is dusty, I remain steadfast in my role. "Be it sunny or rainy;" No matter what the weather is like—whether it’s bright and clear or stormy and rainy—I stay vigilant. "I must be on duty." Regardless of any inconvenience or hardship, I am bound to my responsibility and must continue performing my duties. "I care for your safety." Once again, I emphasize that all my efforts, despite the discomforts, are to ensure that you are safe on the road. Short Answer Questions What is the main role of the speaker in the poem? The speaker in the poem represents a figure responsible for road safety, possibly a traffic signal or a traffic policeman. The main role of the speaker is to ensure the safety of pedestrians and drivers by staying vigilant and controlling traffic, regardless of the weather conditions or discomfort. How does the speaker feel about their work? The speaker expresses physical discomfort, such as earaches and headaches due to the noise and weather, yet they remain committed to their duty. Despite the challenging circumstances, the speaker continues their work, as they prioritize the safety of others over their own comfort. What challenges does the speaker face in their job? The speaker faces several challenges, such as unpredictable weather, extreme temperatures, noise from traffic, and physical strain. These challenges make the job difficult, but the speaker is determined to stay on duty for the sake of others’ safety. Why does the speaker mention "sunny or rainy" and "noisy or dusty"? The speaker mentions these conditions to highlight the difficult and varied circumstances they must endure while performing their duty. Regardless of whether the weather is favorable or not, or whether the environment is noisy or dusty, the speaker remains on duty. What does the phrase "I must be vigilant and agile" suggest about the speaker’s work ethic? This phrase indicates that the speaker is always alert and quick to respond. The work requires constant attention and agility, particularly in the center of traffic, where the speaker must guide and control the situation efficiently to ensure safety. What does the speaker mean by "I care for your safety"? The speaker is emphasizing that their primary concern is the safety of others. Despite the discomforts and challenges they face, the speaker remains dedicated to their duty because they understand that their actions directly contribute to the well-being of those on the road. How does the poem highlight the speaker’s dedication to their duty? The poem highlights the speaker’s dedication through their constant commitment to stand firm in all conditions, despite physical discomfort and external challenges. The repetition of phrases like "I must be on duty" and "I care for your safety" reinforces the speaker’s sense of responsibility. Why does the speaker use the imagery of "standing erect, as fit as a fiddle"? This imagery suggests that despite the difficult conditions and strain, the speaker maintains a strong and upright posture, symbolizing their resilience and determination to stay in top condition to perform their role effectively. What does the speaker mean when they say, "I am seen on kids’ books and as cartoons everywhere"? The speaker is referring to how their role is often portrayed in educational materials, such as children's books and cartoons, to teach people about road safety. This shows that their role is significant and widely recognized in society. How does the poem reflect the theme of selflessness? The poem reflects selflessness through the speaker’s unwavering commitment to road safety, even at the cost of their own comfort and well-being. The speaker chooses to remain on duty despite physical pain and challenging weather conditions, prioritizing the safety of others above their own needs. Multiple-choice questions based on the text: What is the speaker's role in the poem? A) A teacher B) A traffic signal C) A traffic police officer D) A pedestrian Answer:  B) A traffic signal What does the speaker endure while on duty? A) Comfort and ease B) Headaches, earaches, and difficult weather C) Laughter and joy D) Rest and relaxation Answer:  B) Headaches, earaches, and difficult weather Why does the speaker mention "sunny or rainy" and "noisy or dusty"? A) To describe the beauty of nature B) To highlight the challenges faced while on duty C) To show how easy the job is D) To show how much the speaker enjoys the weather Answer:  B) To highlight the challenges faced while on duty What is the speaker's main concern? A) Their own comfort B) The safety of others C) The state of the weather D) The time of day Answer:  B) The safety of others What does the phrase "I must be vigilant and agile" mean? A) The speaker needs to relax and take breaks B) The speaker must stay alert and be quick to act C) The speaker needs to focus on their health D) The speaker is bored and uninterested in their job Answer:  B) The speaker must stay alert and be quick to act Why does the speaker say "I care for your safety"? A) Because the speaker enjoys their job B) Because the speaker feels responsible for others' well-being C) Because the speaker wants recognition D) Because the speaker is paid to care Answer:  B) Because the speaker feels responsible for others' well-being How does the speaker describe their condition while on duty? A) Calm and rested B) Fatigued and uncomfortable C) Happy and energetic D) Lazy and relaxed Answer:  B) Fatigued and uncomfortable What does the speaker mean by "I must be on duty"? A) The speaker has to sleep B) The speaker is responsible for guiding traffic and ensuring safety C) The speaker has to go home D) The speaker wants to stop working Answer:  B) The speaker is responsible for guiding traffic and ensuring safety What does the phrase "as fit as a fiddle" suggest about the speaker? A) The speaker is in poor health B) The speaker is mentally tired C) The speaker is physically strong and well-prepared for the task D) The speaker wants to play music Answer:  C) The speaker is physically strong and well-prepared for the task What does the speaker mean by "I am seen on kids’ books and as cartoons everywhere"? A) The speaker enjoys being famous B) The speaker’s role is commonly used as an educational tool C) The speaker is a character in a cartoon series D) The speaker is ignored by children Answer:  B) The speaker’s role is commonly used as an educational tool Summary: This poem reflects the experience of a traffic police officer in Bangladesh, highlighting their challenging and selfless role in maintaining road safety. The speaker describes how, despite facing harsh weather conditions—be it sunny or rainy—and enduring physical discomfort, they stand at the crossroads, managing the flow of traffic to ensure the safety of others. The traffic police officer is seen as a figure of authority, much like the characters in children’s books or cartoons that educate the public about road safety. They constantly observe the erratic flow of traffic and the confusing signboards that litter the streets. Despite the challenges they face—like earaches from the noise or headaches from the stress—they remain dedicated to their duty. The poem emphasizes how these officers are committed to their job, standing tall in the middle of the road, tirelessly keeping the city’s traffic in check for the benefit of others, even when their own needs and well-being are disregarded. Theme: The theme of this poem revolves around the sacrifices and dedication of traffic police officers in Bangladesh. It highlights the physical and emotional challenges they face while working in difficult conditions to ensure the safety of others. Despite the hardships, the officer remains vigilant and committed to their duty, emphasizing the idea of selfless service and responsibility for the well-being of the public. vocabulary words from the poem along with their meanings in English and Bangla: Word Meaning (English) Meaning (Bangla) Vigil The action of keeping careful watch for possible danger or difficulties. সতর্কতা, নজরদারি Agile Able to move quickly and easily. চতুর, সঞ্চালনশীল Erratic Not even or regular in pattern or movement. অনিয়মিত, অস্থির Swerving Moving or turning aside from a straight course. পেছনে ফিরে যাওয়া, পাশ ফিরে যাওয়া Plight A dangerous, difficult, or otherwise unfortunate situation. বিপদ, কষ্টকর অবস্থা Swerve To change direction suddenly. হঠাৎ দিক পরিবর্তন Dutiful Showing a sense of responsibility or duty. কর্তব্যপরায়ণ, দায়িত্ববান Vigilance The action or state of keeping careful watch for possible danger or difficulties. সতর্ক দৃষ্টি Discomfort A lack of comfort or ease, physical or emotional pain. অস্বস্তি, কষ্ট Unpredictable Not able to be predicted, uncertain. অনিশ্চিত, পূর্বানুমান করা যায় না Fickle Changing frequently, especially in regards to opinions or feelings. অবিশ্বাসযোগ্য, অনিশ্চিত Resilience The capacity to recover quickly from difficulties or tough situations. সহ্যক্ষমতা, প্রতিরোধশক্তি Sustain To keep up or maintain, especially in difficult conditions. ধরে রাখা, চালিয়ে যাওয়া Plight A difficult, distressing situation. বিপদ, কষ্টের অবস্থান Agility The ability to move quickly and easily. দ্রুতগতি, সঞ্চালনশীলতা Fatigue Extreme tiredness or exhaustion. ক্লান্তি, অবসাদ Crisis A time of intense difficulty or danger. সঙ্কট, বিপর্যয় Prowess Skill or expertise in a particular activity or field. দক্ষতা, পারদর্শিতা Deteriorate To become worse or less valuable over time. খারাপ হওয়া, অবনতি হওয়া Unseen Not seen or visible, not noticed. অদৃশ্য, অগোচর Bangla Translation (Summary) সারাংশ: এই কবিতাটি বাংলাদেশের একজন ট্রাফিক পুলিশ অফিসারের অভিজ্ঞতা প্রতিফলিত করে, সড়ক নিরাপত্তা বজায় রাখার ক্ষেত্রে তাদের চ্যালেঞ্জিং এবং নিঃস্বার্থ ভূমিকা তুলে ধরে। বক্তা বর্ণনা করেছেন যে, কীভাবে, রোদ হোক বা বৃষ্টি—কঠিন আবহাওয়ার মুখোমুখি হওয়া এবং শারীরিক অস্বস্তি সহ্য করা সত্ত্বেও, তারা রাস্তার মোড়ে দাঁড়িয়ে অন্যদের নিরাপত্তা নিশ্চিত করার জন্য যানজটের প্রবাহ নিয়ন্ত্রণ করে। ট্রাফিক পুলিশ অফিসারকে কর্তৃত্বের একজন ব্যক্তিত্ব হিসেবে দেখা হয়, অনেকটা শিশুদের বই বা কার্টুনের চরিত্রগুলির মতো যারা জনসাধারণকে সড়ক নিরাপত্তা সম্পর্কে শিক্ষিত করে। তারা ক্রমাগত ট্র্যাফিকের অনিয়মিত প্রবাহ এবং রাস্তায় জঞ্জাল সৃষ্টিকারী বিভ্রান্তিকর সাইনবোর্ডগুলি পর্যবেক্ষণ করে। তারা যে চ্যালেঞ্জগুলির মুখোমুখি হয় - যেমন শব্দের কারণে কান ব্যথা বা চাপের কারণে মাথাব্যথা - তবুও তারা তাদের কর্তব্যের প্রতি নিবেদিতপ্রাণ থাকে। কবিতাটি জোর দেয় যে কীভাবে এই অফিসাররা তাদের কাজের প্রতি প্রতিশ্রুতিবদ্ধ, রাস্তার মাঝখানে দাঁড়িয়ে, অক্লান্তভাবে অন্যদের সুবিধার জন্য শহরের ট্র্যাফিক নিয়ন্ত্রণে রাখে, এমনকি যখন তাদের নিজস্ব চাহিদা এবং মঙ্গলকে উপেক্ষা করা হয়। Ad

Blow, blow, thou winter wind, William Shakespeare Blow, blow, thou winter wind, Thou art not so unkind As man’s ingratitude; Thy tooth is not so keen, Because thou art not seen, Although thy breath be rude. Heigh-ho! sing heigh-ho! unto the green holly: Most friendship is feigning, most loving mere folly Then heigh-ho, the holly! This life is most jolly. Freeze, freeze, thou bitter sky, That dost not bite so nigh As benefits forgot: Though thou the waters warp, Thy sting is not so sharp As friend remembered not. High-ho! sing heigh-ho! unto the green holly… Theme: It explores the concepts of ingratitude and the harshness of human relationships compared to the cruelty of nature. The speaker suggests that the bitterness of winter pales in comparison to the pain caused by ungratefulness and forgotten friendships. Ultimately, the poem reflects on the superficiality of human connections, highlighting that true friendship is rare and often overshadowed by betrayal and disillusionment. Summary: The speaker addresses the harshness of winter while contrasting it with the ingratitude of humanity. The winter wind, though cold and biting, is portrayed as less cruel than the betrayal and forgetfulness experienced in human relationships. The speaker reflects on the fleeting nature of friendship, suggesting that most bonds are insincere and that love can often be foolish. The repeated refrain to sing to the “green holly” serves as a reminder of the joy found in nature, despite the bitter experiences of life. Ultimately, the poem emphasizes the pain of ungratefulness and the superficiality of many human connections, asserting that the emotional wounds caused by friends who forget us can sting more than the coldest winter. Paraphrasing Blow, blow, thou winter wind, Paraphrase : Blow, blow, harsh and cold winter wind, come at me and increase your strength. Thou art not so unkind Paraphrase : You, the winter wind, are not as cruel or heartless. As man’s ingratitude; Paraphrase : As the ingratitude of humans, which is much more unkind and painful than the cold wind. Thy tooth is not so keen, Paraphrase : Your bite, the sharpness of your cold, is not as severe or painful. Because thou art not seen, Paraphrase : Since you, the wind, are invisible and cannot be seen. Although thy breath be rude. Paraphrase : Even though the force of your gusts is strong and harsh. Heigh-ho! sing heigh-ho! unto the green holly: Paraphrase : Ah, let us sing a cheerful tune, a joyful cry, for the evergreen holly that endures the winter. Most friendship is feigning, most loving mere folly Paraphrase : Most friendships are fake, and most expressions of love are foolish and insincere. Then heigh-ho, the holly! Paraphrase : So let us sing for the holly, which remains strong and steadfast even in the coldest times. This life is most jolly. Paraphrase : Life would be happiest and most joyful if we focus on what truly matters, like the strength of the holly. Freeze, freeze, thou bitter sky, Paraphrase : Freeze, freeze, cold sky above, bringing in the harsh weather. That dost not bite so nigh Paraphrase : Your chill does not wound as deeply, though it is bitter. As benefits forgot: Paraphrase : It is not as painful as the agony caused by forgotten kindnesses or favors. Though thou the waters warp, Paraphrase : Though your cold can freeze and distort the waters, making them change form. Thy sting is not so sharp Paraphrase : Your sting, the pain of your cold, is not as sharp or cutting. As friend remembered not. Paraphrase : It does not hurt as much as the pain of a friend forgetting you or not remembering the good you’ve done for them. High-ho! sing heigh-ho! unto the green holly… Paraphrase : Let us continue to sing a joyful song for the holly, celebrating its resilience and strength, even in difficult times. Short Answer Questions What does the winter wind symbolize in the poem? Answer: The winter wind symbolizes the harshness and bitterness of human ingratitude. How does the speaker compare the coldness of the winter wind to human behavior? Answer: The speaker says the winter wind’s coldness is not as unkind or painful as human ingratitude. What does the speaker imply about friendship in the poem? Answer: The speaker implies that most friendships are false and that people often show love in a superficial or deceptive manner. What is the significance of the "green holly" in the poem? Answer: The green holly symbolizes resilience, endurance, and joy amidst the harshness of life. How does the poem contrast physical coldness with emotional pain? Answer: The poem compares the sting of winter's cold to the sharper pain of forgotten benefits and unreciprocated friendship. What does the phrase "Most friendship is feigning" suggest? Answer: It suggests that many friendships are insincere or fake, and that people often pretend to be loving and caring. What is the effect of the speaker’s repetition of "heigh-ho"? Answer: The repetition of "heigh-ho" creates a tone of resignation and cheerfulness despite the negative aspects of life. Why does the speaker mention "the waters warp" in the poem? Answer: The mention of the waters warping is a metaphor for the harsh effects of winter, which can distort or change things, just like ingratitude can alter relationships. What does the speaker mean by "benefits forgot"? Answer: "Benefits forgot" refers to the kindnesses or favors that have been forgotten or not reciprocated, causing emotional harm. How does the poem portray the difference between physical cold and emotional cold? Answer: The poem portrays physical cold as bearable compared to the deeper and more painful emotional cold that comes from forgotten friendships. More Questions with Answers 1. What is the central theme of the poem "Blow, Blow, Thou Winter Wind"? Answer: The central theme of the poem revolves around the bitterness of ingratitude in human relationships. Shakespeare compares the harshness of the winter wind and the freezing sky to human ingratitude and forgotten kindness, emphasizing how the emotional pain of being betrayed or forgotten by friends is far worse than any physical discomfort caused by nature. 2. How does Shakespeare describe the winter wind in the poem? Answer: Shakespeare describes the winter wind as rude and biting, but less harmful than the ingratitude of man. The wind’s “tooth” is not as sharp or cruel as human betrayal or neglect, suggesting that natural forces, though harsh, are more bearable than human unkindness. 3. What does the phrase "Thou art not so unkind / As man’s ingratitude" mean? Answer: This phrase means that the winter wind, despite being cold and harsh, is not as cruel or hurtful as the ingratitude of a person. Shakespeare highlights that while the wind’s effects are tangible, the emotional pain caused by someone’s lack of gratitude is much worse. 4. What is the significance of the line "Thy tooth is not so keen" in the poem? Answer: The line refers to the sharpness of the wind, but Shakespeare compares it to the metaphorical "tooth" of ingratitude. He suggests that the winter wind, though biting, does not cause as much pain as the sting of being wronged or forgotten by others. 5. What is meant by "Heigh-ho! sing heigh-ho! unto the green holly"? Answer: The phrase “Heigh-ho! sing heigh-ho! unto the green holly” is a refrain in the poem that introduces a sense of cheerfulness despite the gloomy subject matter. Holly, often associated with Christmas, is a symbol of resilience and survival through harsh winters, which contrasts with the theme of ingratitude and reminds the speaker (and reader) of the potential for joy and perseverance. 6. What is the comparison made between the bitter sky and benefits forgotten? Answer: Shakespeare compares the bitter, freezing sky to forgotten benefits, stating that although the sky may freeze the waters, it is not as painful as the emotional coldness of unreturned kindness or gratitude. The poem suggests that the sting of being ignored or unappreciated by others is far worse than any natural coldness. 7. Why does the poet describe "friend remembered not" as a sharper sting than the cold? Answer: The poet highlights that the emotional pain caused by a friend forgetting or not acknowledging past kindness is sharper and more enduring than the temporary physical sting of cold. The emotional wounds of betrayal or ingratitude last much longer than any seasonal discomfort. 8. How does the poem portray friendship and love? Answer: The poem portrays most friendships as insincere and most love as foolish, suggesting that many relationships are based on pretense or shallow feelings rather than genuine connection. The line "most friendship is feigning, most loving mere folly" reflects Shakespeare's disillusionment with the superficiality of human relationships. 9. What is the tone of the poem? Answer: The tone of the poem is bittersweet, blending a sense of melancholy with a resigned acceptance of human flaws. While the speaker reflects on the coldness of both nature and human behavior, the refrain of “Heigh-ho” adds a touch of cheerfulness, signaling an attempt to find some joy despite the challenges described. 10. What is the message Shakespeare conveys through the poem? Answer: Shakespeare conveys a message about the painful effects of human ingratitude and how it often outweighs the harshness of natural elements. Through the metaphor of the winter wind and freezing sky, the poem reflects on the emotional coldness of forgotten benefits and the sting of unreturned love or friendship, urging the reader to value and cherish true kindness and loyalty. Multiple-choice questions based on the text: 10 multiple-choice questions based on the poem "Blow, Blow, Thou Winter Wind" by William Shakespeare: 1. What is the primary theme of the poem? A) The beauty of nature B) The harshness of winter C) The pain of human ingratitude D) The joy of friendship Answer: C) The pain of human ingratitude 2. What does the poet compare the winter wind to in the poem? A) The bitterness of the sky B) The ingratitude of man C) The sweetness of love D) The warmth of summer Answer: B) The ingratitude of man 3. What is the significance of the line "Thy tooth is not so keen"? A) It refers to the sharpness of the winter wind B) It describes the coldness of the snow C) It compares the pain of winter to the pain of loss D) It compares the winter wind to a friend Answer: A) It refers to the sharpness of the winter wind 4. Which phrase does the poet repeat to create a sense of cheerfulness? A) “Heigh-ho! sing heigh-ho! unto the green holly” B) “Freeze, freeze, thou bitter sky” C) “Blow, blow, thou winter wind” D) “Life is most jolly” Answer: A) “Heigh-ho! sing heigh-ho! unto the green holly” 5. What does the poet mean by “most friendship is feigning, most loving mere folly”? A) Friendship and love are usually genuine B) Most friendships are insincere, and love is often foolish C) Friendship and love are rare D) Love and friendship are equally important Answer: B) Most friendships are insincere, and love is often foolish 6. What does the poet compare to the bitterness of forgotten benefits? A) The warmth of the sun B) The coldness of the sky C) The sharp sting of winter D) The biting wind of autumn Answer: B) The coldness of the sky 7. What emotion does the poet express in the phrase “Freeze, freeze, thou bitter sky”? A) Joy B) Frustration C) Despair D) Anger Answer: C) Despair 8. What does the poet suggest about human behavior in the line “friend remembered not”? A) Humans always remember their friends B) Humans are ungrateful and forgetful C) Humans are kind and generous D) Humans appreciate their friends Answer: B) Humans are ungrateful and forgetful 9. Which of the following is NOT mentioned as a comparison in the poem? A) The winter wind B) A bird in a cage C) A forgotten benefit D) A long-lasting friendship Answer: D) A long-lasting friendship 10. What is the effect of the refrain "Heigh-ho! sing heigh-ho! unto the green holly"? A) It adds a sense of celebration B) It emphasizes the harshness of winter C) It conveys bitterness D) It creates a melancholic mood Answer: A) It adds a sense of celebration Summary of "Blow, Blow, Thou Winter Wind" by William Shakespeare In this poem, Shakespeare contrasts the cold, biting nature of winter with the much harsher reality of human ingratitude. The speaker addresses the winter wind directly, urging it to blow and acknowledging its harshness. However, the poet claims that the winter wind's cruelty is nothing compared to the ingratitude shown by people, particularly those who fail to return kindness or love. He describes how the wind’s "tooth" (its biting cold) is not as sharp as the sting of being forgotten by a friend or betrayed by someone who has received kindness in the past. The poet then shifts focus to the theme of false friendships and love. He cynically states that most friendships are based on pretensions ("feigning"), and most acts of love are foolish ("mere folly"). This sentiment is emphasized by the refrain, “Heigh-ho! sing heigh-ho! unto the green holly," which suggests that life, in its contradictions, is to be faced with a sense of acceptance and resilience. The speaker continues by comparing the "bitter sky" and the "frozen waters" to the sting of forgotten benefits or favors, which can wound deeper than physical cold. The final lines stress that the emotional pain of being unremembered is far sharper than the chill of the winter winds. Theme The central theme of the poem revolves around the bitterness of human ingratitude . While the winter wind and the cold sky are harsh, the poet argues that the sting of forgotten kindness  and unreciprocated love  is far more painful. The poem reflects on the fickleness of human nature , where friendships and love are often insincere or temporary, making the pain of emotional betrayal even more unbearable than the physical discomfort caused by the winter elements. The tone blends melancholy with a touch of bitter resignation, as the poet grapples with the nature of human relationships. Bangla Translation (Summary) "ব্লো, ব্লো, থু উইন্টার উইন্ড"-এ উইলিয়াম শেক্সপিয়ার মানব সম্পর্কের প্রকৃতির প্রতিফলন উপস্থাপন করেছেন, বিশেষ করে কৃতজ্ঞতার যন্ত্রণা এবং বন্ধুত্বের বিশ্বাসঘাতকতার উপর আলোকপাত করেছেন। বক্তা শীতকালীন বাতাসকে সম্বোধন করে শুরু করেন, এর শীতলতাকে মানুষের নির্দয়তার সাথে তুলনা করেন যারা প্রায়শই অকৃতজ্ঞ। বাতাস কঠোর হতে পারে, কিন্তু এটি অকৃতজ্ঞতার হুলের মতো ক্ষতিকারক নয়। যদিও বাতাস কামড়াতে পারে, এর উপস্থিতি জানা এবং দৃশ্যমান, মানুষের অকৃতজ্ঞতার বিপরীতে, যা আরও বেদনাদায়ক কারণ এটি প্রায়শই লুকিয়ে থাকে। দ্বিতীয় স্তবকে, শেক্সপিয়ার শীতের শীতলতার সাথে ভুলে যাওয়া সুবিধার যন্ত্রণা বা প্রতিদানহীন দয়ার তিক্ততার তুলনা করেছেন। তিনি উল্লেখ করেছেন যে শীত জলকে বিকৃত করে শারীরিক অস্বস্তি বয়ে আনতে পারে, তবে এটি এমন বন্ধুর মানসিক হুলের মতো তীব্র নয় যে তাদের প্রতি প্রদত্ত অনুগ্রহ ভুলে গেছে। বক্তা প্রকাশ করেন যে প্রকৃত ক্ষতি আসে সেই বন্ধুদের কাছ থেকে যারা বন্ধুত্বের বন্ধন ভুলে যায় বা অবহেলা করে। মানব সম্পর্কের অন্তর্নিহিত নেতিবাচকতা সত্ত্বেও, বক্তা "সবুজ হলি"-র সাথে "হাই-হো" গাওয়ার ধারণাটি উপস্থাপন করেন, যা স্থায়ী আনন্দ এবং স্থিতিস্থাপকতার প্রতীক। হলি চিরসবুজ, প্রকৃতি এবং মানব প্রকৃতি উভয়ের ঠান্ডা এবং কঠোরতার মধ্যে আশা এবং জীবনের প্রতিনিধিত্ব করে। হলির প্রতি এই আহ্বান ইঙ্গিত দেয় যে জীবনের অভিজ্ঞতার তিক্ততা সত্ত্বেও, কেউ এখনও আনন্দ এবং স্থিতিস্থাপকতা খুঁজে পেতে পারে, যা সবুজ এবং স্থায়ী হলি দ্বারা প্রতীকী। শেষ স্তবকটি শীতের হুল এবং ভুলে যাওয়া বন্ধুত্বের বেদনার মধ্যে তুলনা পুনরাবৃত্তি করে, তবে এটি হলির সাথে জীবন উদযাপনের ধারণাটিকেও শক্তিশালী করে, যা আশা, প্রাণশক্তি এবং অধ্যবসায়ের প্রতিনিধিত্ব করে। এইভাবে, শেক্সপিয়ার প্রতিকূলতা সত্ত্বেও সান্ত্বনা এবং উল্লাস খুঁজে পাওয়ার সম্ভাবনার সাথে মানব অভিজ্ঞতার কঠোরতাকে মিশ্রিত করেছেন। সামগ্রিকভাবে, কবিতাটি মানুষের অকৃতজ্ঞতা, বন্ধুত্বের মিথ্যাচার এবং জীবনের চ্যালেঞ্জের মুখেও আশা ও আনন্দের অধ্যবসায়ের বিষয়বস্তু অন্বেষণ করে। শীতকালীন চিত্রকল্প এই প্রতিফলনের পটভূমি হিসেবে কাজ করে, বিশ্বাসঘাতকতার মানসিক শীতলতা এবং হলি দ্বারা প্রতীকী আনন্দের স্থায়ী প্রকৃতির উপর জোর দেয়। Ad উইলিয়াম শেক্সপিয়ারের "ফুঁ দাও, ফুলো, তুমি শীতকালীন বাতাস" এর সারাংশ এই কবিতায়, শেক্সপিয়ার শীতের ঠান্ডা, কামড়ানো প্রকৃতির সাথে মানুষের অকৃতজ্ঞতার আরও কঠোর বাস্তবতার তুলনা করেছেন। বক্তা সরাসরি শীতের বাতাসকে সম্বোধন করেছেন, এটিকে বয়ে যাওয়ার আহ্বান জানিয়েছেন এবং এর কঠোরতা স্বীকার করেছেন। যাইহোক, কবি দাবি করেছেন যে শীতের বাতাসের নিষ্ঠুরতা মানুষের দ্বারা দেখানো অকৃতজ্ঞতার তুলনায় কিছুই নয়, বিশেষ করে যারা দয়া বা ভালোবাসার প্রতিদান দিতে ব্যর্থ হয়। তিনি বর্ণনা করেছেন যে বাতাসের "দাঁত" (এর কামড়ানো ঠান্ডা) কীভাবে বন্ধুর দ্বারা ভুলে যাওয়ার বা অতীতে দয়া পেয়েছে এমন কারো দ্বারা বিশ্বাসঘাতকতার হুলের মতো তীক্ষ্ণ নয়। কবি এরপর মিথ্যা বন্ধুত্ব এবং ভালোবাসার থিমের দিকে মনোনিবেশ করেন। তিনি নিন্দনীয়ভাবে বলেন যে বেশিরভাগ বন্ধুত্ব ভান ("ভান") এর উপর ভিত্তি করে তৈরি হয় এবং প্রেমের বেশিরভাগ কাজ বোকামি ("শুধু বোকামি")। এই অনুভূতিটি "হাই-হো! গাও হে-হো!" এই বিরহের মাধ্যমে জোর দেওয়া হয়েছে। "সবুজ হলি" -র প্রতি, যা ইঙ্গিত দেয় যে জীবন, তার দ্বন্দ্বের মধ্যে, গ্রহণযোগ্যতা এবং স্থিতিস্থাপকতার অনুভূতির মুখোমুখি হতে হবে। বক্তা "তিক্ত আকাশ" এবং "হিমায়িত জল" -কে ভুলে যাওয়া সুবিধা বা অনুগ্রহের হুলের সাথে তুলনা করে এগিয়ে চলেছেন, যা শারীরিক ঠান্ডার চেয়েও গভীর ক্ষত তৈরি করতে পারে। শেষ লাইনগুলিতে জোর দেওয়া হয়েছে যে স্মরণে না থাকার মানসিক যন্ত্রণা শীতকালীন বাতাসের ঠান্ডার চেয়ে অনেক বেশি তীব্র। Vocabulary words from "Blow, Blow, Thou Winter Wind" along with their meanings in English and Bangla: Word Meaning (English) Meaning (Bangla) Blow To force air through the mouth or a wind to move forcefully. ঝাঁকুনি, হাওয়া দেওয়া Winter The coldest season of the year, between autumn and spring. শীতকাল Wind Moving air, especially in the form of a breeze or gust. বাতাস Unkind Lacking compassion, cruel or harsh. অদয়ালু, নিষ্ঠুর Ingenuity The quality of being clever or resourceful. চতুরতা Keen Sharp or intense. তীক্ষ্ণ, গভীর Seen Perceived with the eyes. দেখা Breath The air inhaled or exhaled from the lungs. শ্বাস Rude Unrefined or impolite in behavior or manner. অভদ্র Friendship A close relationship between two or more people, based on trust. বন্ধুত্ব Feigning Pretending or pretending to be affected by something. ভান করা Loving Displaying deep affection or care for someone or something. ভালোবাসা Folly Lack of good sense or foolishness. মূর্খতা, বোকামি Life The existence of living beings. জীবন Jolly Cheerful and full of high spirits. আনন্দিত, খুশি Freeze To become solid or frozen, especially due to cold. বরফে পরিণত হওয়া Bitter Having a sharp, unpleasant taste or being emotionally harsh. তিক্ত Sky The atmosphere above the earth. আকাশ Bite To cut or pierce with the teeth. কামড় Benefits Advantages or profits gained from something. উপকারিতা Forgot Past tense of forget, meaning to fail to remember. ভুলে যাওয়া Waters Liquid in the form of lakes, rivers, or oceans. পানি Warp To bend or twist out of shape. বেঁকে যাওয়া Sting A sharp pain caused by something sharp or emotionally hurting. যন্ত্রণাদায়ক Remembered Recalled or thought of again. মনে রাখা High-ho An exclamation of cheer or enthusiasm. হর্ষধ্বনি Holly A shrub with prickly leaves and red berries, often used at Christmas. হলি গাছ Wintery Related to or characteristic of winter. শীতকালীন Friend A person whom one knows and has a bond of affection. বন্ধু Benefits Positive results or advantages from an action or situation. উপকার

The Schoolboy William Blake I love to rise in a summer morn, When the birds sing on every tree; The distant huntsman winds his horn, And the skylark sings with me: O what sweet company! But to go to school in a summer morn, - O it drives all joy away! Under a cruel eye outworn, The little ones spend the day In sighing and dismay. Ah then at times I drooping sit, And spend many an anxious hour; Nor in my book can I take delight, Nor sit in learning's bower, Worn through with the dreary shower. How can the bird that is born for joy Sit in a cage and sing? How can a child, when fears annoy, But droop his tender wing, And forget his youthful spring! O father and mother if buds are nipped, And blossoms blown away; And if the tender plants are stripped Of their joy in the springing day, By sorrow and care's dismay, - How shall the summer arise in joy, Or the summer fruits appear? Or how shall we gather what griefs destroy, Or bless the mellowing year, When the blasts of winter appear? Theme: centers on the conflict between the joys of nature and the constraints of formal education. The speaker expresses a deep longing for the freedom and happiness that comes with summer, contrasting it with the dreary experience of attending school, which stifles joy and creativity. Ultimately, the poem highlights the detrimental effects of a rigid educational system on a child’s natural spirit and well-being, suggesting that the pressures of learning can overshadow the beauty of youth and the joys of life. Summary: It contrasts the joys of nature with the oppressive nature of formal education. The speaker delights in the beauty of a summer morning, filled with the songs of birds, but this joy is quickly diminished by the constraints of attending school. He likens the experience of children in school to birds trapped in cages, unable to thrive in an environment that stifles their happiness and creativity. Ultimately, the poem critiques the educational system’s harshness, suggesting that if children are deprived of joy, they will struggle to embrace the fullness of life as they grow. Paraphrasing Stanza 1: Joy in Nature I love to rise in a summer morn, I truly enjoy waking up early on a bright summer morning because it feels refreshing, peaceful, and full of new possibilities. When the birds sing on every tree; As soon as I wake up, I hear the cheerful sounds of birds singing from every tree, filling the air with music that makes me feel happy and alive. The distant huntsman winds his horn, Far away, I hear a hunter blowing his horn, signaling the start of his adventurous day in the woods. Even this distant sound adds to the excitement of the morning. And the sky-lark sings with me. A skylark, flying high in the sky, sings a beautiful song, and it feels like it’s singing along with me, as if nature itself is my companion. O! what sweet company. Oh, how delightful and comforting it is to have such company from nature—the birds, the sky, and the sounds around me make me feel connected and joyful. Stanza 2: The Sadness of School But to go to school in a summer morn, However, having to go to school on such a bright, beautiful summer morning feels like a burden. It takes me away from the freedom and happiness that nature offers. O! it drives all joy away; This obligation to attend school completely ruins my mood, taking away all the joy and excitement I felt earlier. Under a cruel eye outworn. At school, we are watched over by a strict, tired teacher whose harsh gaze makes us feel even more uncomfortable. The teacher seems worn out, possibly from years of teaching without enthusiasm. The little ones spend the day, Young children, full of energy and curiosity, are forced to spend their entire day inside the classroom, confined and restricted. In sighing and dismay. Instead of feeling happy, they often sigh deeply out of frustration and sadness, filled with disappointment because they miss the freedom of the outside world. Stanza 3: The Child’s Struggles Ah! then at times I drooping sit, At times, I sit quietly with my head down, feeling drained and emotionally exhausted because I’m not happy in this environment. And spend many an anxious hour, I spend many hours feeling anxious, restless, and worried, perhaps about the pressure of schoolwork or the lack of freedom. Nor in my book can I take delight, I cannot find any joy or interest in reading my textbooks because they feel dull and lifeless compared to the vibrant world outside. Nor sit in learning’s bower, Even though a classroom is supposed to be a “bower” (a peaceful place for learning), I don’t feel comforted or inspired there. Worn thro’ with the dreary shower. Instead, I feel emotionally worn out, as if my spirit has been drenched by a depressing, never-ending rain. Learning feels dull, like enduring bad weather. Stanza 4: The Bird Metaphor How can the bird that is born for joy, How can a bird, which is naturally meant to live freely and happily in the open sky, Sit in a cage and sing? Sing joyfully if it’s trapped inside a cage, unable to fly or experience the world? The bird loses its natural spirit when confined. How can a child when fears annoy, Similarly, how can a child be happy when constant fear of punishment, strict rules, or pressure from school makes life stressful? But droop his tender wing, Just like the caged bird, the child’s spirit becomes weak and lifeless. His enthusiasm fades, symbolized by a bird’s drooping wing. And forget his youthful spring. The child forgets the happiness, energy, and excitement that should come with youth, missing out on the “springtime” of life, which is supposed to be joyful and vibrant. Stanza 5: A Plea to Parents O! father & mother, if buds are nip’d, Oh, parents! If the young buds of a plant (symbolizing children) are damaged or cut off too early, they can’t grow properly. And blossoms blown away, If the flowers (representing the children’s potential and happiness) are destroyed before they have the chance to bloom, And if the tender plants are strip’d And if these fragile young plants (children) are stripped of their joy and innocence while they are still growing, Of their joy in the springing day, Losing the natural happiness and curiosity that comes with the early days of childhood (compared to springtime), By sorrow and care’s dismay. Because of too much sorrow, strict discipline, and overwhelming responsibilities placed on them too soon, Stanza 6: The Consequences of Lost Joy How shall the summer arise in joy, How can these children grow up (just like how spring turns into summer) to live joyful lives if their early years were filled with sadness and restrictions? Or the summer fruits appear? How can we expect them to achieve success, happiness, and personal growth (symbolized by summer fruits) if their potential was stifled early on? Or how shall we gather what griefs destroy, How can we expect to benefit from or “harvest” anything meaningful when grief and sadness have already destroyed the foundation of their growth? Or bless the mellowing year, How can we find blessings and fulfillment in the later years of life (like the mellow season of autumn) if the early years were full of unhappiness? When the blasts of winter appear. Especially when difficult times (represented by winter) come later in life, how will they cope if their spirits were weakened in childhood? 🌱 Key Message: Blake uses nature as a metaphor to show that childhood should be full of freedom, joy, and growth. Just as plants need the right environment to thrive, children need love, freedom, and happiness—not strict rules and constant pressure. Otherwise, their natural potential will wither away. Short Answer Questions 1. Why does the schoolboy love to rise on a summer morning? Answer: The schoolboy loves to rise on a summer morning because the world feels fresh, vibrant, and full of life. He enjoys hearing birds singing on every tree, the distant sound of the huntsman’s horn, and the skylark’s song, which makes him feel connected to nature. These natural sights and sounds bring him joy and a sense of freedom. 2. How does going to school affect the boy’s happiness? Answer: Going to school takes away all of the boy’s happiness. Instead of enjoying the beauty of summer, he feels trapped and sad. The strict and harsh environment under the teacher’s “cruel eye” makes him anxious, leaving no space for joy, curiosity, or creativity. School feels like a prison compared to the freedom he experiences in nature. 3. What does the poet mean by "under a cruel eye outworn"? Answer: The phrase refers to the teacher’s strict, watchful gaze in the classroom. The word “cruel” suggests the teacher is harsh and unkind, while “outworn” implies that the teacher is tired or disinterested, possibly teaching without passion. This environment feels oppressive and emotionally draining for the children. 4. How does the boy feel when he is at school? Answer: At school, the boy feels sad, anxious, and restless. He often sits with his head down, feeling emotionally drained (“drooping sit”) and unable to enjoy his books. The learning environment feels dull and dreary, offering no inspiration or delight compared to the freedom of the natural world. 5. What comparison does the poet make between a caged bird and a child? Answer: The poet compares a child in school to a bird trapped in a cage. Just as a bird born to fly and sing cannot express joy when confined, a child cannot be happy when forced into strict, fear-filled environments. Both lose their natural spirit and enthusiasm when denied freedom. 6. According to the poem, what happens if a child’s joy is taken away early in life? Answer: If a child’s joy is taken away early in life, their growth and potential are stifled. Like a bud that’s nipped before blooming, the child’s natural curiosity, creativity, and happiness are lost. This emotional damage can affect their ability to find joy and success later in life. 7. What is the poet’s message to parents in the poem? Answer: The poet urges parents to protect their children’s joy and freedom. He warns that if children are burdened with sorrow and strict discipline too early, it will harm their emotional and mental growth. Parents should nurture their children with care, allowing them to thrive like plants in spring. 8. How does the poet use nature imagery in the poem? Answer: Blake uses nature imagery throughout the poem to highlight the contrast between freedom and restriction. He describes summer mornings, singing birds, blooming plants, and the seasons to represent childhood innocence and growth. In contrast, school is depicted as a cage, and sadness is compared to harsh weather like dreary showers and winter blasts. 9. What does the phrase “worn thro’ with the dreary shower” suggest? Answer: This phrase suggests that the boy feels emotionally exhausted, as if his spirit has been soaked and weighed down by a constant, gloomy rain. The “dreary shower” symbolizes the dull, monotonous, and oppressive atmosphere of school, which drains his enthusiasm and joy. 10. What is the central theme of “The School Boy”? Answer: The central theme of the poem is the importance of freedom, joy, and natural growth in childhood. Blake criticizes the rigid and oppressive education system that stifles creativity and happiness. He emphasizes that children, like plants or birds, need freedom and nurturing to thrive emotionally, intellectually, and spiritually. Multiple-choice questions based on the text: 1. What does the schoolboy enjoy most in the summer morning? A) Playing with friends B) Listening to birds singing C) Reading books D) Going to school Answer:  ✅ B) Listening to birds singing 2. How does the boy feel about going to school on a summer morning? A) Excited B) Joyful C) Unhappy D) Indifferent Answer:  ✅ C) Unhappy 3. What does the phrase “under a cruel eye outworn” refer to? A) The boy’s sad expression B) The teacher’s strict gaze C) The sun’s heat D) The boy’s tiredness Answer:  ✅ B) The teacher’s strict gaze 4. In the poem, the boy compares himself to: A) A flying kite B) A blooming flower C) A caged bird D) A falling leaf Answer:  ✅ C) A caged bird 5. What emotion does the boy experience while sitting in class? A) Delight B) Confidence C) Anxiety D) Curiosity Answer:  ✅ C) Anxiety 6. According to the poem, what happens if buds are nipped early? A) They grow faster B) They become stronger C) They lose their chance to bloom D) They bloom in winter Answer:  ✅ C) They lose their chance to bloom 7. What literary device is used in comparing the child to a bird in a cage? A) Simile B) Metaphor C) Hyperbole D) Irony Answer:  ✅ B) Metaphor 8. What season is mentioned in the poem as representing sorrow and loss? A) Spring B) Summer C) Autumn D) Winter Answer:  ✅ D) Winter 9. What is the central idea of the poem? A) The importance of strict education B) The beauty of nature C) The value of discipline D) The need for freedom and joy in childhood Answer:  ✅ D) The need for freedom and joy in childhood 10. Which of the following best describes the tone of the poem? A) Cheerful and lively B) Sad and reflective C) Angry and aggressive D) Humorous and playful Answer:  ✅ B) Sad and reflective Summary of "The School Boy" by William Blake “The School Boy”  is a reflective poem where the speaker, a young boy, expresses his deep love for the joys of nature and his strong dislike for the restrictive environment of formal schooling. The poem begins with the boy sharing his happiness in waking up on a summer morning, surrounded by the sweet sounds of birds singing on the trees and the distant horn of a huntsman. The chirping of the skylark feels like a companion to him, filling his heart with delight. However, this natural joy quickly fades when he has to attend school. The thought of sitting in a dull, controlled classroom under the watchful and strict eyes of teachers drains his enthusiasm. School, to him, feels like a place where children are trapped, much like birds caged against their will, unable to spread their wings and sing freely. The boy feels anxious and sad, unable to enjoy his lessons or find comfort in books because the environment is so oppressive. In the later part of the poem, the boy uses powerful imagery, comparing children to delicate plants and budding flowers. He warns that if these "buds" are "nipped" or if young minds are stripped of their joy and freedom, they will never fully bloom. The poem suggests that when childhood is robbed of happiness and natural growth, it affects not only the present but also the future. Just as summer fruits can’t ripen without sunlight and warmth, children can’t thrive without freedom, joy, and a connection to nature. 🌱 Theme of "The School Boy" The main theme of “The School Boy”  is the conflict between natural freedom and the restrictions of formal education . William Blake highlights how rigid schooling suppresses a child’s natural curiosity, joy, and creativity. The poem celebrates the innocence of childhood , the beauty of nature, and the importance of allowing children to learn freely without harsh constraints. It also reflects on how forced education can stifle personal growth , just like a plant withers when deprived of sunlight and care. 4o Bangla Translation (Summary) "দ্য স্কুল বয়" -এর সারাংশ উইলিয়াম ব্লেকের লেখা "দ্য স্কুল বয়" একটি প্রতিফলিত কবিতা যেখানে বক্তা, একজন ছোট ছেলে, প্রকৃতির আনন্দের প্রতি তার গভীর ভালোবাসা এবং আনুষ্ঠানিক শিক্ষার সীমাবদ্ধ পরিবেশের প্রতি তার তীব্র অপছন্দ প্রকাশ করে। কবিতাটি শুরু হয় গ্রীষ্মের সকালে ঘুম থেকে ওঠার আনন্দ ভাগ করে নেওয়ার মাধ্যমে, গাছে পাখির মিষ্টি শব্দ এবং দূরবর্তী শিকারীর শিং দ্বারা বেষ্টিত। স্কাইলার্কের কিচিরমিচির তার কাছে সঙ্গীর মতো মনে হয়, তার হৃদয় আনন্দে ভরে দেয়। যাইহোক, যখন তাকে স্কুলে যেতে হয় তখন এই প্রাকৃতিক আনন্দ দ্রুত ম্লান হয়ে যায়। শিক্ষকদের সতর্ক এবং কঠোর দৃষ্টিতে একটি নিস্তেজ, নিয়ন্ত্রিত শ্রেণীকক্ষে বসে থাকার চিন্তা তার উৎসাহকে নিঃশেষ করে দেয়। স্কুল, তার কাছে এমন একটি জায়গার মতো মনে হয় যেখানে শিশুরা আটকা পড়ে, অনেকটা তাদের ইচ্ছার বিরুদ্ধে খাঁচায় বন্দী পাখির মতো, ডানা মেলে স্বাধীনভাবে গান গাইতে অক্ষম। ছেলেটি উদ্বিগ্ন এবং দুঃখিত বোধ করে, তার পাঠ উপভোগ করতে বা বইয়ে সান্ত্বনা পেতে অক্ষম কারণ পরিবেশ এত নিপীড়নমূলক। কবিতার শেষ অংশে, ছেলেটি শক্তিশালী চিত্রকল্প ব্যবহার করে, শিশুদেরকে সূক্ষ্ম উদ্ভিদ এবং ফুটন্ত ফুলের সাথে তুলনা করে। তিনি সতর্ক করে বলেন যে যদি এই "কুঁড়ি" "ছিঁড়ে ফেলা হয়" অথবা যদি তরুণ মন তাদের আনন্দ এবং স্বাধীনতা কেড়ে নেওয়া হয়, তাহলে তারা কখনই পুরোপুরি প্রস্ফুটিত হবে না। কবিতাটি পরামর্শ দেয় যে যখন শৈশব সুখ এবং প্রাকৃতিক বৃদ্ধি থেকে বঞ্চিত হয়, তখন এটি কেবল বর্তমানকেই নয়, ভবিষ্যতেও প্রভাবিত করে। ঠিক যেমন গ্রীষ্মের ফল সূর্যের আলো এবং উষ্ণতা ছাড়া পাকতে পারে না, তেমনি শিশুরা স্বাধীনতা, আনন্দ এবং প্রকৃতির সাথে সংযোগ ছাড়া বেড়ে উঠতে পারে না। Ad Theme This poem highlights Blake's affinity for alternative methods of education. Consistently repeated is the draining element of schoolroom education and how it causes students to contribute poor learning and retention for students. Blake instead promotes learning outside the classroom, specifically learning in nature where he believes spontaneous and natural creativity flourishes. The analogy of the bird and the boy is also evidence of the recurring theme of nature within this poem. As a poet of Romanticism , Blake puts an emphasis on nature, the subjective self and on emotions. Within this poem, the allusions to nature are everywhere referencing things such as summer, wind, blossoms, rain showers, birds and spring. [3] Blake equates the seasons of the Earth to the seasons of the boy's life. Blake also analogizes the boy with a caged bird unable to sing, to attain its free place in nature, just like the boy. 📚 50 Vocabulary Words from "The School Boy" with Meanings Word Meaning (English) Meaning (Bengali) Rise To get up or stand up উঠা Summer The warmest season of the year গ্রীষ্ম Morn Morning সকাল Sing To produce musical sounds with the voice গান গাও Distant Far away দূর Huntsman A person who hunts animals শিকারি Winds To blow air বাতাস বয়ে যাওয়া Horn A device that makes a loud sound শিঙা Skylark A small songbird known for singing while flying আকাশচিল পাখি Company Companionship or being with others সঙ্গ School A place where children go to learn বিদ্যালয় Drives Forces or pushes someone to do something প্রেরণা দেয় Joy A feeling of great happiness আনন্দ Cruel Unkind or harsh নির্মম Eye The organ used for seeing চোখ Outworn No longer fresh or effective পুরাতন হয়ে গেছে Little ones Small children ছোট ছোট বাচ্চারা Sighing Letting out a deep breath in sadness দীর্ঘশ্বাস ফেলা Dismay Feeling of disappointment or sadness হতাশা Drooping Hanging down or bending due to weakness ঝুলে পড়া Anxious Feeling worried or nervous উদ্বিগ্ন Delight Great pleasure or joy আনন্দ Learning The process of gaining knowledge শেখা Bower A shady place under trees or plants ছায়াময় স্থান Dreary Dull, gloomy, or depressing নিরানন্দ Shower A brief fall of rain বৃষ্টি Bird A feathered animal that can fly পাখি Born Brought into life জন্মগ্রহণ করা Cage A structure of bars to keep animals inside খাঁচা Sing To produce musical sounds with the voice গান গাওয়া Child A young human being শিশু Fears Feelings of being afraid ভয় Annoy To bother or irritate বিরক্ত করা Droop To bend or hang down limply ঝুলে পড়া Tender Soft and delicate কোমল Wing The part of a bird used for flying ডানা Forget To fail to remember ভুলে যাওয়া Youthful Young or having qualities of youth যুবক Spring The season after winter, a time of growth বসন্ত Buds Young, developing parts of plants কুঁড়ি Nipped To pinch or break off sharply ছিঁড়ে ফেলা Blossoms Flowers that bloom ফুল Blown away Carried off by wind উড়ে যাওয়া Tender Delicate and soft কোমল Plants Living organisms that grow in the soil গাছ Stripped To remove or take away ছিনিয়ে নেওয়া Sorrow Deep sadness দুঃখ Care Attention and concern যত্ন Arise To come into being or appear উদ্ভূত হওয়া Fruits Edible products of plants ফল Grief Deep sadness caused by loss শোক Mellowing Becoming softer or more gentle কোমল হওয়া Winter The coldest season of the year শীত Ad

‘Out, Out‘ Robert Frost The buzz saw snarled and rattled in the yard And made dust and dropped stove-length sticks of wood, Sweet-scented stuff when the breeze drew across it. And from there those that lifted eves could count Five mountain ranges one behind the other Under the sunset far into Vermont And the saw snarled and rattled, snarled and rattled, As it ran light. or had to bear a load. And nothing happened: day was all but done. Call it a day. I wish they might have said To please the boy by giving him the half hour That a boy counts so much when saved from work. His sister stood beside him in her apron To tell them ‘Supper’. At the word, the saw. As if to prove saws knew what supper meant. Leaped out at the boy’s hand, or seemed to leap He must have given the hand. However, it was, Neither refused the meeting. But the hand! Theme: It revolves around the fragility of life and the suddenness of tragedy. It highlights the harsh realities of rural labor, where a moment’s distraction or accident can lead to devastating consequences, as seen when the boy’s hand is severely injured by the buzz saw. Ultimately, the poem reflects on the inevitability of death and the indifference of nature, illustrating how life can be interrupted unexpectedly, leaving profound impacts on those left behind. Summary: In Robert Frost’s poem “Out, Out,” a young boy operates a buzz saw in a rural setting, surrounded by the beauty of nature and the mountains of Vermont. As the day comes to an end, his sister calls him for supper, but the saw unexpectedly injures his hand, leading to a tragic accident. Despite the gravity of the situation, life continues indifferently, with the poem conveying the harsh realities of labor and the suddenness of death. The poem ultimately reflects on the fragility of life and the inevitability of loss, leaving a haunting impression on the reader about the unpredictability of existence. Paraphrasing Paraphrasing Each Line in Detail: "The buzz saw snarled and rattled in the yard" The sound of the saw is loud and aggressive, creating a harsh, almost animalistic noise as it operates in the yard. "And made dust and dropped stove-length sticks of wood," As the saw works, it produces dust and cuts the wood into short pieces, about the length of logs used for stoves. "Sweet-scented stuff when the breeze drew across it." The wood, when cut, releases a pleasant, sweet smell, which is carried by the wind. "And from there those that lifted eves could count" From this spot, people who looked out could see a far-reaching view, as far as five mountain ranges lined up. "Five mountain ranges one behind the other" The view stretched to reveal five mountain ranges, each one further away from the other. "Under the sunset far into Vermont" The scene takes place at sunset, with the mountains visible extending into the state of Vermont. "And the saw snarled and rattled, snarled and rattled," The saw continued its loud, rattling noise as it ran, repeating the sound of its violent cutting. "As it ran light. or had to bear a load." Sometimes the saw would run smoothly, and other times it had to work harder to cut thicker wood. "And nothing happened: day was all but done." Nothing significant occurred during the day except the usual work, and as the day neared its end, nothing out of the ordinary had happened yet. "Call it a day. I wish they might have said" The narrator reflects that it would have been better if someone had called it quits for the day, especially for the boy's sake. "To please the boy by giving him the half hour" The boy would have greatly appreciated a break, as a small amount of time away from work meant a lot to him. "That a boy counts so much when saved from work." The boy cherishes a moment of freedom from work, as it gives him a sense of relief. "His sister stood beside him in her apron" The boy's sister stood next to him, dressed in her apron, likely preparing for dinner or helping with the household. "To tell them ‘Supper’." She was there to inform him that it was time for supper. "At the word, the saw." As soon as the word "supper" was spoken, the saw seemed to react. "As if to prove saws knew what supper meant." The saw's reaction seemed almost purposeful, as if it understood the significance of supper. "Leaped out at the boy’s hand, or seemed to leap" The saw appeared to jump or lunge at the boy’s hand, striking him. "He must have given the hand." It suggests that the boy must have accidentally moved his hand into the saw's path. "However, it was, Neither refused the meeting." Regardless of how it happened, the saw and the boy’s hand collided, and the event was inevitable. "But the hand!" The final exclamation emphasizes the horror of the situation, focusing on the severed hand and the boy's fate. Short Answer Questions 10 Questions with Detailed Answers What is the setting of the poem? The poem is set in a yard where a boy is working with a buzz saw, cutting wood. The scene describes a typical rural setting, with the mention of mountains in the distance, possibly in Vermont. The atmosphere is calm yet filled with the mechanical noise of the saw, contrasting with the tragic event that follows. How is the buzz saw described in the poem? The buzz saw is described as "snarling" and "rattling," using personification to give it aggressive, animal-like qualities. This description makes the saw seem dangerous and alive, foreshadowing the tragic accident. The repeated words "snarled and rattled" emphasize its continuous, menacing presence. What is the boy doing in the poem? The boy is working hard, cutting stove-length sticks of wood with the buzz saw. He is young, and although he is doing adult work, he still values simple pleasures, like having time off. The poem hints that he’s been working all day, longing for a break from his labor. How does the boy’s accident occur? The accident happens when the boy’s sister comes to call him for supper. Hearing the word "supper" distracts him, and either he moves his hand too close to the saw, or the saw seems to "leap" at his hand. The poem deliberately leaves it ambiguous, adding to the tragic, sudden nature of the event. What is the narrator’s reflection after the accident? The narrator expresses regret, wishing that someone had said, "Call it a day," allowing the boy to stop working earlier. This reflection highlights how the accident could have been avoided if the boy had been given a break, emphasizing the harshness of child labor and the fragility of life. What role does the sister play in the poem? The sister’s role is small but significant. She comes to announce supper, which distracts the boy at a critical moment. Although she is not directly responsible for the accident, her presence serves as the trigger for the tragic event, illustrating how small, everyday actions can have unexpected consequences. What does the saw’s reaction to the word 'supper' symbolize? The saw’s sudden movement when supper is announced symbolizes the indifference of machines to human emotions. The saw has no awareness, but it’s described as if it "knew" what supper meant. This personification reflects how cold and mechanical tools can be, uncaring about the lives they affect. How does the poem portray the theme of life’s fragility? The poem shows that life can change in an instant. One moment the boy is working; the next, he suffers a life-altering accident. The suddenness of the event, without warning or buildup, highlights how fragile human life is, especially when surrounded by dangerous machinery. What emotions does the poem evoke in the reader? The poem evokes feelings of sadness, shock, and sympathy for the boy. The vivid imagery and the abruptness of the accident make the reader feel the tragedy deeply. There’s also a sense of frustration because the accident could have been prevented if the boy hadn’t been overworked. What message does the poem convey about work and childhood? The poem suggests that children should not be burdened with hard, dangerous labor. The boy’s longing for a simple half-hour break shows how much he craves freedom from work. The tragedy reflects the harsh reality of child labor, where innocence is lost, and lives can be shattered by preventable accidents. Multiple-choice questions based on the text: 10 Multiple Choice Questions (MCQs) What sound does the buzz saw make in the poem? A) Whispering B) Humming C) Snarling and rattling D) Singing Answer:  C) Snarling and rattling What type of wood is mentioned in the poem? A) Oak logs B) Stove-length sticks C) Bamboo poles D) Cedar planks Answer:  B) Stove-length sticks Where could people see the mountain ranges from? A) The kitchen window B) The rooftop C) The yard where the boy was working D) The nearby forest Answer:  C) The yard where the boy was working What does the boy’s sister do in the poem? A) Helps him with the saw B) Brings him water C) Calls him for supper D) Fixes the saw Answer:  C) Calls him for supper How does the saw react when supper is announced? A) It stops moving B) It becomes quieter C) It seems to leap at the boy’s hand D) It breaks into pieces Answer:  C) It seems to leap at the boy’s hand What does the narrator wish someone had done? A) Told the boy to work faster B) Given the boy more wood to cut C) Called it a day earlier D) Helped the boy carry wood Answer:  C) Called it a day earlier What state is mentioned in the poem? A) Maine B) Vermont C) New Hampshire D) Connecticut Answer:  B) Vermont What emotion is suggested by the phrase 'But the hand!'? A) Joy B) Indifference C) Shock and horror D) Curiosity Answer:  C) Shock and horror What does the poem say about life and work? A) Work is always safe if you’re careful B) Accidents happen only to careless people C) Life can be fragile, and work can be dangerous D) Work is more important than life Answer:  C) Life can be fragile, and work can be dangerous What literary device is used to describe the saw’s 'snarling' sound? A) Metaphor B) Personification C) Simile D) Hyperbole Answer:  B) Personification Summary The poem describes a tragic incident involving a young boy working with a buzz saw in a rural setting, possibly in Vermont. The day is nearing its end, and the boy has been diligently cutting wood with a powerful, dangerous saw. The saw is described vividly, with words like “snarled”  and “rattled,”  giving it an aggressive, almost animal-like presence. This creates a sense of tension, foreshadowing the tragic event to come. As the boy works, his sister comes to call him for supper. At the mention of “supper,”  the saw suddenly “leaps”  toward the boy’s hand—or perhaps the boy, distracted by the thought of food and rest, accidentally moves his hand too close to the saw. The poem leaves this moment ambiguous, making the accident seem both sudden and inevitable. The boy’s hand is severely injured, and despite the efforts to save him, the injury leads to his death. The poem reflects on the harsh realities of life, the fragility of human existence, and the dangers of child labor. The narrator expresses regret that no one told the boy to stop working earlier, wishing he had been spared just a little more time to enjoy his childhood. The buzz saw, indifferent to human life, symbolizes the cold, mechanical forces that can disrupt lives without warning. Theme The poem explores the themes of life’s fragility , the loss of innocence , and the harshness of child labor . It highlights how quickly life can change due to a single, small distraction and reflects on the tragic consequences of overworking children in dangerous environments. The indifferent buzz saw symbolizes how machines and fate can be ruthless, caring nothing for human emotions or lives. Bangla Translation (Summary) কবিতাটিতে একটি মর্মান্তিক ঘটনার বর্ণনা দেওয়া হয়েছে যেখানে একটি ছোট ছেলে গ্রামীণ পরিবেশে, সম্ভবত ভারমন্টে, একটি বাজ করাত দিয়ে কাজ করছে। দিনটি শেষের দিকে, এবং ছেলেটি একটি শক্তিশালী, বিপজ্জনক করাত দিয়ে কঠোর পরিশ্রম করে কাঠ কাটছে। করাতটি "ঝুঁকিয়ে" এবং "ঝুঁকিয়ে" শব্দ দিয়ে প্রাণবন্তভাবে বর্ণনা করা হয়েছে, যা এটিকে আক্রমণাত্মক, প্রায় পশুর মতো উপস্থিতি প্রদান করে। এটি উত্তেজনার অনুভূতি তৈরি করে, যা আসন্ন মর্মান্তিক ঘটনার পূর্বাভাস দেয়। ছেলেটি যখন কাজ করছে, তখন তার বোন তাকে রাতের খাবারের জন্য ডাকতে আসে। "রাতের খাবার" বলার সাথে সাথে করাতটি হঠাৎ ছেলেটির হাতের দিকে "লাফিয়ে পড়ে" - অথবা হয়তো খাবার এবং বিশ্রামের চিন্তায় বিভ্রান্ত হয়ে ছেলেটি ঘটনাক্রমে করাতের খুব কাছে তার হাত সরিয়ে দেয়। কবিতাটি এই মুহূর্তটিকে অস্পষ্ট করে তোলে, যার ফলে দুর্ঘটনাটি হঠাৎ এবং অনিবার্য বলে মনে হয়। ছেলেটির হাত গুরুতর আহত হয় এবং তাকে বাঁচানোর প্রচেষ্টা সত্ত্বেও, আঘাতটি তার মৃত্যুর দিকে পরিচালিত করে। কবিতাটি জীবনের কঠোর বাস্তবতা, মানুষের অস্তিত্বের ভঙ্গুরতা এবং শিশুশ্রমের বিপদের প্রতিফলন ঘটায়। বর্ণনাকারী দুঃখ প্রকাশ করেছেন যে কেউ ছেলেটিকে আগে কাজ বন্ধ করতে বলেনি, কামনা করে যে তার শৈশব উপভোগ করার জন্য আরও কিছুটা সময় দেওয়া হত। মানুষের জীবনের প্রতি উদাসীন, এই বাজ করা ঠান্ডা, যান্ত্রিক শক্তির প্রতীক যা সতর্কতা ছাড়াই জীবনকে ব্যাহত করতে পারে। Ad 30 vocabulary words  from the poem with their meanings in English  and Bangla translations : Snarled  – Made an aggressive, harsh sound – গর্জন করল Rattled  – Made a rapid, shaking noise – ঝনঝন শব্দ করল Yard  – An open area near a building – আঙিনা Stove-length  – A piece of wood cut to fit into a stove – চুলার মাপের কাঠ Breeze  – A light, gentle wind – হালকা বাতাস Scented  – Having a pleasant smell – সুগন্ধযুক্ত Lifted eves  – Raised roofs or edges of buildings – উঠানো ছাদের প্রান্ত Ranges  – A series of mountains or hills – পর্বতমালা Sunset  – The time when the sun goes down – সূর্যাস্ত Snarled  – Repeated for emphasis, meaning harsh growling sound – গর্জন করল Rattled  – Repeated, meaning clattering noise – ঝনঝন শব্দ করল Light  – Easy or not heavy (referring to load) – হালকা Load  – A heavy weight to carry – ভার Supper  – The evening meal – রাতের খাবার Prove  – To show something is true – প্রমাণ করা Leaped  – Jumped suddenly – লাফিয়ে উঠল Seemed  – Appeared to be – মনে হলো Accident  – An unexpected, unfortunate event – দুর্ঘটনা Count  – To consider as important – গুরুত্ব দেওয়া Saved  – Kept safe from harm or loss – রক্ষা করা Apron  – A protective cloth worn while working – এপ্রোন Meeting  – Coming together of two things – মিলন However  – No matter how or despite that – যাই হোক Refused  – Said no to something – অস্বীকার করা Discovery  – The act of finding something – আবিষ্কার Shadow  – A dark area caused by blocking light – ছায়া Offense  – Something unpleasant or upsetting – অপমান বা বিরক্তি Fragile  – Easily broken or damaged – নাজুক Injury  – Physical harm or damage – আঘাত Despair  – A feeling of hopelessness – নিরাশা Ad

Dreams H. Lawrence All people dream, but not equally.       Those who dream by night in the dusty recesses of their mind, Wake in the morning to find that it was vanity. But the dreamers of the day are dangerous people, For they dream their dreams with open eyes. And make them come true.   Theme:  It centers on the significance of dreams as a source of inspiration and a deeper understanding of the self. The poem explores the contrast between the mundane realities of life and the vivid, transformative power of dreams, highlighting their ability to evoke emotions and stimulate creativity. Ultimately, it suggests that dreams serve as a vital connection to our innermost desires and aspirations, encouraging individuals to embrace their imaginative potential.   Summary:  the speaker reflects on the profound impact that dreams have on the human experience. The poem emphasizes the contrast between the dullness of everyday life and the vibrant, transformative nature of dreams, which allow individuals to explore their innermost thoughts and desires. Through vivid imagery, Lawrence conveys the idea that dreams can serve as a source of inspiration and creativity, encouraging a deeper understanding of oneself. Ultimately, the poem celebrates the importance of dreams as a vital aspect of life that connects us to our aspirations and the richness of our imagination. Paraphrasing "All people dream, but not equally." Every individual has dreams or aspirations, but not all people dream in the same way or with the same intensity. Some people may have vivid, ambitious dreams, while others may only experience fleeting or minimal dreams. "Those who dream by night in the dusty recesses of their mind, Wake in the morning to find that it was vanity." People who only dream at night, when their minds are not fully engaged or focused, often have dreams that are far from practical or achievable. When they wake up, they realize that these dreams were pointless and unimportant, as they lack the substance or actions needed to make them come true. "But the dreamers of the day are dangerous people, For they dream their dreams with open eyes." In contrast, people who are active and engaged during the day, who consciously pursue their dreams and ambitions, are the ones who are truly powerful or "dangerous." They are not limited by the unconscious mind, but rather, they pursue their goals with full awareness and intention. These are the individuals who take control of their destiny. "And make them come true." These determined individuals do not simply fantasize about their dreams—they work hard, take action, and make those dreams a reality. Their dreams are not just aspirations; they are goals that they are actively striving to achieve and bring to fruition. Short Answer Questions 10 questions based on the quote, with detailed answers: What is the primary distinction between the two types of dreamers described in the quote? Answer:  The primary distinction is that "dreamers of the night" are passive, dreaming without taking action, while "dreamers of the day" are active, taking steps to turn their dreams into reality. What happens to the dreams of those who dream at night, according to the quote? Answer:  The dreams of those who dream at night are described as vanity, meaning they are unrealistic and unachievable. When they wake up, they realize their dreams were empty and have no real purpose. Why are "dreamers of the day" considered dangerous? Answer:  "Dreamers of the day" are considered dangerous because they not only dream but also take action towards achieving their dreams. Their ability to turn their dreams into reality gives them power and influence, which can make them a force to be reckoned with. What is meant by "dreaming their dreams with open eyes"? Answer:  "Dreaming their dreams with open eyes" means being fully aware and conscious of one's goals and ambitions. These individuals are not passively fantasizing; they are actively working toward making their dreams come true. How do the "dreamers of the day" make their dreams come true? Answer:  The "dreamers of the day" make their dreams come true by taking deliberate actions, setting goals, and working consistently toward achieving them. Their dreams are grounded in reality and are pursued with effort and determination. What does the phrase "All people dream, but not equally" suggest about human aspirations? Answer:  This phrase suggests that while everyone has dreams, not everyone pursues them with the same level of intensity, focus, or commitment. Some people dream passively, while others actively work to turn their dreams into reality. How is the concept of vanity used in the context of the night dreamers? Answer:  The concept of vanity is used to describe the fleeting and empty nature of the dreams that come during the night. These dreams are not grounded in reality and have no lasting value or significance, ultimately serving no purpose once the person wakes up. Why is the word "dangerous" used to describe the dreamers of the day? Answer:  The word "dangerous" refers to the power and potential that the dreamers of the day possess. Their ability to turn their dreams into reality makes them capable of influencing change, achieving great success, and challenging the status quo. What is the relationship between dreaming and action in the quote? Answer:  The relationship between dreaming and action in the quote is that dreams alone are insufficient. To make dreams come true, action is required. Dreamers of the day are those who combine dreaming with practical steps and effort, unlike night dreamers who only fantasize without taking action. What is the overall message of the quote? Answer:  The overall message of the quote is that dreams are essential, but they must be pursued actively and with purpose. While everyone dreams, it is the dreamers who take action and work toward their goals that ultimately succeed in making their dreams a reality. Multiple-choice questions based on the text: 10 multiple-choice questions (MCQs) based on the quote: What is the main difference between dreamers of the night and dreamers of the day? a) Dreamers of the night have more realistic dreams b) Dreamers of the night take action to achieve their dreams c) Dreamers of the day take action to make their dreams come true d) Dreamers of the day dream less frequently Answer: c) Dreamers of the day take action to make their dreams come true What happens to the dreams of those who dream at night? a) They are achievable b) They turn into reality c) They are empty and pointless d) They become more vivid in the morning Answer: c) They are empty and pointless What does "dream with open eyes" mean in the context of the quote? a) To dream without closing one’s eyes b) To be aware and actively pursue one's dreams c) To dream while awake but not do anything about it d) To be a passive dreamer with no clear goals Answer: b) To be aware and actively pursue one's dreams Why are dreamers of the day considered "dangerous"? a) Because they sleep less b) Because they actively work to make their dreams a reality c) Because they do not dream d) Because they are more likely to forget their dreams Answer: b) Because they actively work to make their dreams a reality What does the phrase "make their dreams come true" imply? a) Dreams are impossible to achieve b) Dreams are only fantasies c) People who work towards their dreams can achieve them d) Dreams do not require action Answer: c) People who work towards their dreams can achieve them What is the overall theme of the quote? a) The importance of having dreams but not acting on them b) The contrast between passive dreaming and active pursuit of goals c) The idea that dreams are better left unfulfilled d) The focus on dreaming during the night Answer: b) The contrast between passive dreaming and active pursuit of goals How does the quote describe "dreamers of the night"? a) As individuals who take action to achieve their goals b) As people whose dreams are empty and do not come true c) As people who dream during the day d) As those who always succeed in their dreams Answer: b) As people whose dreams are empty and do not come true What does the phrase "All people dream, but not equally" suggest? a) All people dream in the same way b) Everyone has the same type of dreams c) Not everyone dreams with the same intensity or commitment d) People stop dreaming as they age Answer: c) Not everyone dreams with the same intensity or commitment What do dreamers of the day do differently from dreamers of the night? a) They dream more vividly b) They actively pursue their dreams and make them a reality c) They dream only during the night d) They keep their dreams to themselves Answer: b) They actively pursue their dreams and make them a reality What can we infer about the quote's view of dreams? a) Dreams are not important b) Only dreams that come true are worth having c) Dreams are essential, but they require action to be meaningful d) Dreams are meaningless unless achieved instantly Answer: c) Dreams are essential, but they require action to be meaningful Summary: The quote, "All people dream, but not equally," presents the idea that everyone has dreams, but not everyone approaches them the same way. The first line contrasts two types of dreamers: those who dream at night and those who dream during the day. The “dreamers of the night” are described as having fleeting, often unrealistic dreams that remain confined to their imagination. When they wake up, they realize that their nighttime dreams were empty or vain, meaning they were not grounded in reality or action. On the other hand, the “dreamers of the day” are depicted as those who have a more active, purposeful approach to their dreams. These individuals dream with open eyes, meaning they are conscious, aware, and focused on their goals. The "dangerous" nature of daydreamers lies in their ability to not just dream, but to take action and turn their dreams into reality. This quote suggests that people who are active in pursuing their dreams and who strive to make them happen are the ones who ultimately achieve success. Theme: The theme of this quote is the difference between passive dreamers, who fantasize without acting, and active dreamers, who work towards making their dreams a reality. The latter group, described as "dangerous" because of their ability to turn dreams into reality, are portrayed as powerful individuals who make an impact. Bangla Translation (Summary) সারাংশ: "সকল মানুষ স্বপ্ন দেখে, কিন্তু সমানভাবে নয়," এই উক্তিটি এই ধারণাটি উপস্থাপন করে যে প্রত্যেকেরই স্বপ্ন থাকে, কিন্তু সকলেই একইভাবে স্বপ্ন দেখে না। প্রথম লাইনটি দুই ধরণের স্বপ্নদর্শীদের তুলনা করে: যারা রাতে স্বপ্ন দেখে এবং যারা দিনের বেলা স্বপ্ন দেখে। "রাতের স্বপ্নদর্শীদের" ক্ষণস্থায়ী, প্রায়শই অবাস্তব স্বপ্ন দেখে যা তাদের কল্পনার মধ্যেই সীমাবদ্ধ থাকে। যখন তারা জেগে ওঠে, তারা বুঝতে পারে যে তাদের রাতের স্বপ্নগুলি খালি বা নিরর্থক ছিল, যার অর্থ তারা বাস্তবতা বা কর্মের উপর ভিত্তি করে ছিল না। অন্যদিকে, "দিনের স্বপ্নদর্শীদের" এমন ব্যক্তিদের হিসাবে চিত্রিত করা হয়েছে যাদের স্বপ্নের প্রতি আরও সক্রিয়, উদ্দেশ্যমূলক দৃষ্টিভঙ্গি রয়েছে। এই ব্যক্তিরা খোলা চোখে স্বপ্ন দেখে, যার অর্থ তারা সচেতন, সচেতন এবং তাদের লক্ষ্যের প্রতি মনোনিবেশ করে। দিবাস্বপ্নদর্শীদের "বিপজ্জনক" প্রকৃতি কেবল স্বপ্ন দেখার নয়, বরং পদক্ষেপ নেওয়ার এবং তাদের স্বপ্নকে বাস্তবে রূপান্তর করার ক্ষমতার মধ্যে নিহিত। এই উক্তিটি পরামর্শ দেয় যে যারা তাদের স্বপ্ন অনুসরণে সক্রিয় এবং যারা তাদের স্বপ্ন বাস্তবায়নের জন্য প্রচেষ্টা করে তারাই শেষ পর্যন্ত সাফল্য অর্জন করে। Ad 20 vocabulary words from the quote, with their meanings in English and Bangla: Dream English: A series of thoughts, images, or emotions occurring during sleep or a strongly desired goal. Bangla: স্বপ্ন, আকাঙ্ক্ষা Hold fast English: To grasp something firmly or not let go. Bangla: দৃঢ়ভাবে ধারণ করা Vanity English: Excessive pride or self-importance; something that is empty or meaningless. Bangla: অহংকার, নিতান্ত অব্যর্থ Barren English: Lacking life, interest, or productivity; unproductive. Bangla: অন Fertile, শূন্য Frozen English: Something that is solidified due to cold; immobile. Bangla: জমে যাওয়া, কঠিন Dangerous English: Able to cause harm or injury. Bangla: বিপজ্জনক Dreamers English: People who dream, especially those with unrealistic goals or ideals. Bangla: স্বপ্নদর্শী Open eyes English: To be alert, aware, and engaged in the pursuit of something. Bangla: সতর্ক এবং সচেতন Make English: To bring something into existence through effort or action. Bangla: তৈরি করা, সৃষ্টি করা Come true English: To happen in reality as hoped or imagined. Bangla: বাস্তবে পরিণত হওয়া Equally English: In the same manner or to the same degree. Bangla: সমানভাবে Vanity English: The quality of being vain; something that is superficial and has little value. Bangla: অহংকার, নিতান্ত অব্যর্থ Recesses English: Remote or hidden places. Bangla: গোপন স্থান Fleeting English: Lasting for only a short time; temporary. Bangla: ক্ষণস্থায়ী, দ্রুত চলে যাওয়া Purposeful English: Having a definite intention or aim. Bangla: উদ্দেশ্যপূর্ণ Active English: Involved in or engaging in an activity; energetic. Bangla: সক্রিয় Unrealistic English: Not based on reality or practical possibilities. Bangla: অযৌক্তিক Fulfill English: To complete or achieve something as intended. Bangla: পূর্ণ করা, সাধন করা Idealistic English: Aiming for perfection or high standards, often unrealistic. Bangla: আদর্শবাদী Aspirations English: Strong desires or ambitions to achieve something. Bangla: আকাঙ্ক্ষা, উচ্চ লক্ষ্য

“Dreams” Langston Hughes Hold fast to dreams For if dreams die Life is a broken-winged bird That cannot fly. Hold fast to dreams For when dreams go Life is a barren field Frozen with snow Summary: the speaker urges readers to hold on tightly to their dreams, as they give life purpose and direction. Without dreams, life is compared to a “broken-winged bird” that cannot fly, symbolizing a lack of freedom and potential. Similarly, life without dreams is likened to a “barren field frozen with snow,” representing a bleak and unproductive existence. The poem highlights the vital role that dreams play in inspiring hope and growth, encouraging readers to never let go of their aspirations. Theme: It emphasizes the importance of holding on to dreams and aspirations in life. The poem suggests that without dreams, life becomes stagnant, lifeless, and devoid of purpose, symbolized by a “broken-winged bird” and a “barren field frozen with snow.” Ultimately, Hughes conveys the message that dreams are essential for a fulfilling and meaningful existence, urging the reader to cherish and pursue them despite challenges. Paraphrasing paraphrase of each sentence from Langston Hughes' poem "Dreams" : “Hold fast to dreams” Paraphrase:  Cling to your dreams and never let them go. Hold onto your aspirations tightly, as they are crucial for a fulfilling life. “For if dreams die” Paraphrase:  Because if your dreams are abandoned or fade away, you will lose a significant part of what makes life meaningful. “Life is a broken-winged bird” Paraphrase:  Life becomes like a bird with a broken wing—unable to soar or reach its full potential. Without dreams, life loses its freedom and direction. “That cannot fly” Paraphrase:  Just as a bird with a broken wing cannot take flight, a life without dreams cannot move forward or achieve its fullest possibilities. “Hold fast to dreams” Paraphrase:  Once again, the poem urges us to hold tightly to our dreams and desires, as they are vital for a meaningful existence. “For when dreams go” Paraphrase:  Because when dreams are abandoned or fade away from our lives, the hope and motivation that once drove us are lost. “Life is a barren field” Paraphrase:  Life becomes like an empty, lifeless field—devoid of growth, purpose, or vitality. Without dreams, life feels desolate and unfulfilled. “Frozen with snow” Paraphrase:  Just as a barren field covered in snow appears cold and lifeless, a life without dreams becomes cold and devoid of warmth or vitality. Short Answer Questions questions and answers based on Langston Hughes' poem "Dreams" : What is the central theme of the poem "Dreams" ? Answer:  The central theme of the poem is the importance of holding onto dreams and aspirations. Langston Hughes emphasizes that dreams give life purpose and direction, and without them, life becomes desolate and unfulfilling. What does Hughes mean by "Life is a broken-winged bird"? Answer:  Hughes compares life without dreams to a bird with a broken wing, symbolizing that without dreams, life becomes restricted, unable to reach its potential or soar. Dreams are necessary for a full and meaningful life. Why does the speaker in the poem urge the reader to "Hold fast to dreams"? Answer:  The speaker urges the reader to hold fast to dreams because they are essential to living a fulfilling and purposeful life. Dreams provide hope and motivation, and without them, life becomes hopeless and stagnant. What does "barren field frozen with snow" symbolize in the poem? Answer:  The "barren field frozen with snow" symbolizes a life devoid of dreams and aspirations. Just as a field without crops and covered in snow is lifeless and empty, a life without dreams feels cold, unproductive, and lacking in purpose. What happens to life when dreams are lost, according to the poem? Answer:  According to the poem, when dreams are lost, life becomes like a broken-winged bird that cannot fly, or a barren, frozen field. Life loses its vitality, purpose, and hope, becoming a hollow existence without direction or growth. How does the poet use imagery in the poem? Answer:  The poet uses vivid imagery, such as "a broken-winged bird" and "a barren field frozen with snow," to convey the emotional and existential consequences of living without dreams. These images evoke feelings of stagnation, loss, and hopelessness. What is the significance of repetition in the poem? Answer:  The repetition of "Hold fast to dreams" emphasizes the urgency and importance of dreams in one's life. It acts as a reminder to hold onto one's aspirations and not let them slip away, highlighting their central role in shaping a meaningful existence. How does the tone of the poem reflect the message about dreams? Answer:  The tone of the poem is both urgent and cautionary, urging the reader to not let dreams die. The tone conveys a sense of importance and seriousness about the need to preserve dreams, as the consequences of losing them are portrayed as dire and destructive. Why does Hughes use the metaphor of a bird in the poem? Answer:  Hughes uses the metaphor of a bird with a broken wing to suggest that life without dreams is like a bird that cannot fly. The bird represents freedom, potential, and growth, and a broken wing symbolizes the inability to achieve those things without dreams. What does the poet suggest about life’s purpose in "Dreams" ? Answer:  The poet suggests that the purpose of life is deeply tied to having dreams. Dreams provide meaning, hope, and a sense of direction, and without them, life is empty and devoid of fulfillment. Dreams are what allow us to strive for something greater and live fully. Multiple-choice questions based on the text: What is the central message of the poem "Dreams"? A) Dreams are unattainable B) Life without dreams is meaningless C) Dreams cause confusion D) Dreams are not important Answer:  B) Life without dreams is meaningless What does the phrase "Life is a broken-winged bird" symbolize in the poem? A) Life without dreams is flightless B) Life is full of hope C) Dreams are harmful D) Birds are fragile Answer:  A) Life without dreams is flightless What is the significance of the "barren field frozen with snow" in the poem? A) It represents peace and stillness B) It symbolizes a life without dreams, cold and lifeless C) It suggests a future of hope D) It shows the end of winter Answer:  B) It symbolizes a life without dreams, cold and lifeless What does the speaker urge the reader to do in the poem? A) Forget about dreams B) Chase after impossible dreams C) Hold onto dreams tightly D) Dream in silence Answer:  C) Hold onto dreams tightly What happens to life when dreams "die" in the poem? A) Life becomes peaceful B) Life becomes dull and hopeless C) Life becomes richer D) Life becomes easier Answer:  B) Life becomes dull and hopeless Which of the following is the best example of imagery in the poem? A) "Life is a broken-winged bird" B) "Hold fast to dreams" C) "When dreams go" D) "Frozen with snow" Answer:  A) "Life is a broken-winged bird" What role do dreams play in the poem? A) They make life harder B) They are irrelevant C) They provide purpose and hope in life D) They are fleeting and unimportant Answer:  C) They provide purpose and hope in life How does the tone of the poem come across? A) Joyful and celebratory B) Serious and cautionary C) Neutral and indifferent D) Angry and bitter Answer:  B) Serious and cautionary What effect does the repetition of "Hold fast to dreams" create in the poem? A) It makes the poem feel monotonous B) It emphasizes the importance of dreams C) It downplays the significance of dreams D) It creates a rhythmic effect Answer:  B) It emphasizes the importance of dreams What does the poem suggest about the consequences of abandoning dreams? A) Life becomes more colorful and vibrant B) Life becomes less complicated and easier C) Life loses its meaning and purpose D) Life becomes more peaceful and calm Answer:  C) Life loses its meaning and purpose Summary: Langston Hughes' poem "Dreams" highlights the importance of holding onto dreams and aspirations in life. The speaker of the poem begins by urging the reader to “hold fast to dreams,” emphasizing that without dreams, life becomes unfulfilled and aimless. The first stanza compares life without dreams to a bird with a broken wing, symbolizing the inability to soar and reach one’s potential. Dreams give life direction and purpose, and without them, individuals are left helpless and grounded. In the second stanza, Hughes reinforces this idea by warning that when dreams fade or are abandoned, life becomes like a barren, frozen field, devoid of growth and vitality. The image of the field covered in snow represents a life that is stagnant and unproductive. Through these powerful metaphors, Hughes suggests that dreams are essential for a meaningful and enriched life, providing the energy and motivation necessary to move forward. Theme: The theme of "Dreams" revolves around the necessity of holding onto one's dreams and aspirations. Hughes portrays dreams as vital for a fulfilling life, and without them, life becomes desolate and void of purpose. Dreams are portrayed as the driving force that gives life meaning, direction, and vitality. Bangla Translation (Summary) সারাংশ: ল্যাংস্টন হিউজের "ড্রিমস" কবিতায় জীবনে স্বপ্ন এবং আকাঙ্ক্ষা ধরে রাখার গুরুত্ব তুলে ধরা হয়েছে। কবিতার বক্তা পাঠককে "স্বপ্ন ধরে রাখার" আহ্বান জানিয়ে শুরু করেছেন, জোর দিয়ে যে স্বপ্ন ছাড়া জীবন অপূর্ণ এবং লক্ষ্যহীন হয়ে পড়ে। প্রথম স্তবকটি স্বপ্ন ছাড়া জীবনকে ভাঙা ডানাওয়ালা পাখির সাথে তুলনা করে, যা নিজের সম্ভাবনায় পৌঁছাতে এবং উড়তে না পারার প্রতীক। স্বপ্ন জীবনকে দিকনির্দেশনা এবং উদ্দেশ্য দেয় এবং এগুলি ছাড়া ব্যক্তিরা অসহায় এবং ভিত্তিহীন হয়ে পড়ে। দ্বিতীয় স্তবকটিতে, হিউজ এই ধারণাটিকে আরও জোরদার করে সতর্ক করে বলেছেন যে যখন স্বপ্নগুলি ম্লান হয়ে যায় বা পরিত্যক্ত হয়, তখন জীবন একটি অনুর্বর, হিমায়িত মাঠের মতো হয়ে যায়, যেখানে বৃদ্ধি এবং প্রাণশক্তি থাকে না। তুষারে ঢাকা মাঠের চিত্রটি এমন একটি জীবনের প্রতিনিধিত্ব করে যা স্থবির এবং অনুৎপাদনশীল। এই শক্তিশালী রূপকগুলির মাধ্যমে, হিউজ পরামর্শ দেন যে স্বপ্ন একটি অর্থপূর্ণ এবং সমৃদ্ধ জীবনের জন্য অপরিহার্য, যা এগিয়ে যাওয়ার জন্য প্রয়োজনীয় শক্তি এবং প্রেরণা প্রদান করে। Ad vocabulary words from Langston Hughes' poem "Dreams" , along with their meanings in English and Bangla: Hold fast English: To grip tightly or firmly Bangla: শক্তভাবে আঁকড়ে ধরা Dreams English: Aspirations, hopes, or desires for the future Bangla: স্বপ্ন Die English: To cease to exist or to lose vitality Bangla: মরিয়া যাওয়া Life English: The existence of an individual or organism Bangla: জীবন Broken-winged English: Describing something that is damaged and unable to function properly Bangla: ভাঙা ডানা Bird English: A flying animal with feathers Bangla: পাখি Cannot fly English: Unable to soar or move through the air Bangla: উড়তে অক্ষম Barren English: Empty, unproductive, or incapable of producing life Bangla: শূন্য, নিষ্কলঙ্ক Field English: An area of land, typically used for farming or growth Bangla: ক্ষেত Frozen English: Solidified due to extreme cold, lacking warmth or life Bangla: জমে যাওয়া Snow English: Precipitation in the form of ice crystals Bangla: তুষার Expire English: To come to an end or cease to exist Bangla: শেষ হওয়া Uncertain English: Not sure or unsure about something Bangla: অনিশ্চিত Afraid English: Feeling fear or anxiety about something Bangla: ভীত Dying English: Coming to an end or ceasing to exist Bangla: মরতে থাকা Meaningless English: Lacking purpose or significance Bangla: অর্থহীন Hope English: A feeling of desire or expectation for something to happen Bangla: আশা Inspiration English: A sudden good idea or motivation to do something creative Bangla: অনুপ্রেরণা Vitality English: The state of being full of energy and life Bangla: জীবনশক্তি Fulfillment English: The achievement of something desired or promised Bangla: পরিপূর্ণতা

The Charge of the Light Brigade Lord Alfred Tennyson Half a league, half a league, Half a league onward, All in the valley of Death, Rode the six hundred. “Forward, the Light Brigade! Charge for the guns” he said: Into the valley of Death Rode the six hundred. “Forward, the Light Brigade! “Was there a man dismay’d? Not tho’the soldiers knew Someone had blunder’d: Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death Rode the six hundred. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley’d and thunder’d; Storm’d at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. Flash’d all their sabres bare, Flash’d as they turn’d in air Sabring the gunners there, Charging an army while All the world wonder’d: Plunged in the battery-smoke Right thro’ the line they broke; Cossack and Russian Reel’d from the sabre-stroke Shatter’d and sunder’d. Then they rode back, but not Not the six hundred. Cannon to right of them, Cannon to left of them, Cannon behind them Volley’d and thunder’d; Storm’d at with shot and shell, While horse and hero fell, They that had fought so well Came thro’ the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. When can their glory fade? O the wild charge they made! All the world wondered. Honour the charge they made, Honour the Light Brigade, Noble six hundred! Theme: It centers on the bravery, loyalty, and sacrifice of soldiers in the face of impossible odds. The poem highlights the courage of the Light Brigade, who, despite knowing that a mistake had been made, followed their orders without question and charged into near-certain death. Tennyson honors their heroism and dedication, immortalizing their noble sacrifice in the face of overwhelming forces. Summary: In Lord Alfred Tennyson’s poem “The Charge of the Light Brigade,” the poet recounts the heroic yet tragic charge of 600 British soldiers during the Battle of Balaclava in the Crimean War. Despite knowing they were ordered into a deadly situation due to a mistake, the soldiers bravely charged into battle, facing enemy cannon fire from all sides. Many soldiers were killed or injured, but their courage and sense of duty remained unwavering. Tennyson immortalizes their sacrifice, emphasizing the honor and valor of the Light Brigade despite the devastating outcome. Paraphrasing Paraphrasing of each sentence from The Charge of the Light Brigade: Half a league, half a league, Half a league onward, All in the valley of Death, Rode the six hundred. The soldiers moved forward, each step taking them closer to their target, in a continuous, rhythmic motion. They rode towards a dangerous and deadly battlefield, often referred to as the "valley of Death," and the brave group of six hundred soldiers led the charge into this perilous situation. “Forward, the Light Brigade! Charge for the guns” he said: Into the valley of Death Rode the six hundred. The commanding officer ordered the Light Brigade to move forward and attack the enemy artillery (the "guns"). Without hesitation, the six hundred soldiers gallantly rode straight into the deadly valley, facing almost certain danger. “Forward, the Light Brigade! “Was there a man dismay’d? Not tho’ the soldiers knew Someone had blunder’d: The command to charge was repeated, and there was no sign of fear among the soldiers. Despite knowing that a mistake had been made—likely in miscommunication or orders—the soldiers did not hesitate or show any signs of fear. Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: Into the valley of Death Rode the six hundred. The soldiers’ duty was clear: they were not to question or debate the order given to them, nor were they to reason with it. Their only task was to obey the command, even if it meant dying in the process. They rode on, unwavering, into the danger of the valley. Cannon to right of them, Cannon to left of them, Cannon in front of them Volley’d and thunder’d; The soldiers were surrounded by cannons, with enemies firing from every side. The sound of the cannon blasts was deafening, a thunderous barrage aimed directly at them. Storm’d at with shot and shell, Boldly they rode and well, Into the jaws of Death, Into the mouth of Hell Rode the six hundred. The soldiers faced heavy artillery fire, with bullets and shells bombarding them from all directions. Despite this intense danger, they charged forward with great courage and skill, entering a deathly and hellish situation with bravery. Flash’d all their sabres bare, Flash’d as they turn’d in air Sabring the gunners there, Charging an army while All the world wonder’d: As they charged, the soldiers drew their sabres (swords), which gleamed in the light as they swung them through the air. They attacked the enemy gunners, slashing them as they charged toward a well-armed army. The world watched in awe at their boldness and courage. Plunged in the battery-smoke Right thro’ the line they broke; Cossack and Russian Reel’d from the sabre-stroke Shatter’d and sunder’d. The soldiers charged through the thick smoke of the artillery and broke through the enemy’s defenses. The Russian soldiers and Cossacks were stunned by the impact of the sabres, with many being injured and broken apart by the force of the attack. Then they rode back, but not Not the six hundred. After completing their charge, some soldiers attempted to return. However, not all of the original six hundred made it back alive; many had fallen during the battle. Cannon to right of them, Cannon to left of them, Cannon behind them Volley’d and thunder’d; Again, the soldiers were surrounded by cannon fire from all sides, with enemies continuing to unleash their artillery from every direction, adding to the chaos and danger. Storm’d at with shot and shell, While horse and hero fell, They that had fought so well Came thro’ the jaws of Death, Back from the mouth of Hell, All that was left of them, Left of six hundred. The soldiers were relentlessly bombarded with shots and shells while both horses and riders fell to the ground. Despite their bravery in battle, only a fraction of the original six hundred soldiers survived, making their way back from the danger they had ridden into. When can their glory fade? O the wild charge they made! All the world wonder’d. The poet reflects on how the glory of these brave soldiers can never fade, as their courageous and wild charge will always be remembered. Their audacity in the face of certain death left the world in awe. Honour the charge they made, Honour the Light Brigade, Noble six hundred! The poet calls for the Light Brigade's charge to be honored, praising their bravery, loyalty, and sacrifice. The soldiers are described as "noble," as their actions deserve eternal respect and admiration. Short Answer Questions 10 questions with answers on The Charge of the Light Brigade : 1. What is the main event described in the poem? Answer:  The main event described in the poem is the heroic and tragic charge of the Light Brigade during the Battle of Balaclava in the Crimean War. Despite a miscommunication or mistake in the orders, six hundred soldiers charge into a heavily fortified Russian artillery position, facing almost certain death. 2. How are the soldiers described in the poem? Answer:  The soldiers are described as brave, fearless, and loyal. They follow orders without questioning, even though they know the charge is a mistake. They ride "into the jaws of Death" and face the cannons of the enemy with great courage and determination. 3. What role does the valley of Death play in the poem? Answer:  The "valley of Death" is a metaphor for the deadly battlefield where the Light Brigade charges. It symbolizes the extreme danger and the certainty of death that the soldiers face as they ride into the enemy's artillery fire. 4. What was the command given to the soldiers? Answer:  The command given to the soldiers was to "Charge for the guns," which meant they were to attack the Russian artillery, despite the risk involved. 5. How do the soldiers react to the command? Answer:  The soldiers react with obedience and courage. They do not question the command, even though they know that someone had blundered and sent them into a dangerous situation. Their duty is simply to obey and carry out the charge. 6. What is the significance of the repeated phrase "Cannon to right of them, Cannon to left of them, Cannon in front of them"? Answer:  The repeated phrase emphasizes the overwhelming danger the soldiers face. They are surrounded on all sides by cannon fire, highlighting the perilousness of the charge and the bravery required to continue moving forward. 7. What happens to the soldiers during the charge? Answer:  During the charge, many soldiers fall to enemy fire, and their horses are struck down by the barrage of cannonballs and bullets. Despite this, they continue their attack, breaking through the enemy's defenses, but not all of the six hundred soldiers return. 8. How is the charge described in the poem? Answer:  The charge is described as "wild" and "bold." It is portrayed as an act of great bravery and heroism, despite the tragic outcome. The soldiers charge fearlessly into the enemy lines, undeterred by the heavy fire directed at them. 9. What is the poem's attitude toward the soldiers of the Light Brigade? Answer:  The poem honors and praises the soldiers of the Light Brigade for their courage and sacrifice. The soldiers are referred to as "noble six hundred," and their actions are seen as a symbol of duty, bravery, and honor. Their glory is eternal. 10. How does the poem conclude? Answer:  The poem concludes by calling for the soldiers' glory to never fade. The poet reflects on the wild charge they made and emphasizes the need to honor the Light Brigade for their noble and courageous actions, even though many did not survive the battle. Multiple-choice questions based on the text: 1. What event does the poem describe? a) A victorious battle b) A heroic charge into battle c) A peaceful retreat d) A surprise attack Answer: b) A heroic charge into battle 2. What was the command given to the Light Brigade? a) Retreat b) Charge for the guns c) Defend the position d) Halt and regroup Answer: b) Charge for the guns 3. What does the phrase "valley of Death" symbolize in the poem? a) A place of peace b) A location of certain danger c) A mountain pass d) A strategic advantage Answer: b) A location of certain danger 4. What is the primary emotion expressed by the soldiers during the charge? a) Fear b) Confusion c) Courage d) Indifference Answer: c) Courage 5. How does the poet describe the cannons during the charge? a) "Cannon to right of them, Cannon to left of them, Cannon in front of them" b) "Cannon to their rear, firing sporadically" c) "Silent, waiting for the soldiers to approach" d) "Blasting from the mountainside" Answer: a) "Cannon to right of them, Cannon to left of them, Cannon in front of them" 6. What happened to the soldiers after the charge? a) They captured the enemy’s territory b) They fell back and regrouped c) Many of them were killed, and only a few returned d) They were surrounded by the enemy and captured Answer: c) Many of them were killed, and only a few returned 7. What does the poet mean by "Into the jaws of Death, Into the mouth of Hell"? a) The soldiers were riding into a safe place b) The soldiers were marching bravely to their death c) The soldiers were retreating d) The soldiers were attacked by the enemy Answer: b) The soldiers were marching bravely to their death 8. What is the tone of the poem? a) Sarcastic b) Celebratory and respectful c) Despairing d) Indifferent Answer: b) Celebratory and respectful 9. What is the main reason the soldiers charged, according to the poem? a) They wanted to capture land b) They were ordered to follow their commander’s orders c) They were seeking revenge d) They believed it was a strategic move Answer: b) They were ordered to follow their commander’s orders 10. How does the poem end? a) The soldiers are defeated b) The charge is considered a failure c) The soldiers' bravery is honored d) The battle ends with a truce Answer: c) The soldiers' bravery is honored Summary of The Charge of the Light Brigade The Charge of the Light Brigade is a narrative poem by Lord Alfred Tennyson that recounts the tragic yet heroic charge of the British cavalry during the Battle of Balaclava in the Crimean War, fought on October 25, 1854. The poem is written in the third person and presents the Light Brigade's charge into the "valley of Death," where they were to attack Russian artillery positions. The poem begins with the soldiers moving forward in unison, "half a league onward," towards the valley where death awaits them. The commander orders them to "charge for the guns," signaling the Light Brigade to ride towards the Russian cannons. Although the soldiers are aware that a blunder has occurred—possibly in miscommunication or in the misinterpretation of the orders—they are bound by duty and obedience, following the command without question. They "do and die," knowing the charge is doomed. The soldiers ride directly into the line of fire, with cannons firing from all directions. Despite this overwhelming artillery barrage, the soldiers continue to charge forward, undeterred by the heavy gunfire. As they charge, they draw their sabres, and the scene becomes one of intense combat, as they engage in a close battle with the Russian gunners. Many soldiers fall, but the Light Brigade pushes forward, breaking through the Russian lines. However, after their daring attack, the soldiers attempt to retreat, but not all of them survive the battle. Many fall to the cannon fire, leaving only a small portion of the original six hundred to return. The poem ends by immortalizing the charge and calling for the world to honor the bravery and sacrifice of the soldiers. The poet reflects on the enduring glory of the charge and urges recognition of the soldiers' noble actions. The poem ends with the lines, "Honour the charge they made, Honour the Light Brigade, Noble six hundred!" Theme of The Charge of the Light Brigade The central theme of The Charge of the Light Brigade is one of heroism, duty, and sacrifice. The soldiers are portrayed as brave and loyal, following orders even in the face of almost certain death. Despite the tragic loss of life, the poem celebrates the courage and nobility of the soldiers, urging the reader to honor their actions. The poem also explores the concept of blind obedience to authority, where the soldiers act without question, even when they are aware of a mistake, reinforcing the idea of duty over reasoning. The Light Brigade's charge, though disastrous, is immortalized as a symbol of valor and selflessness. Bangla Translation (Summary) দ্য চার্জ অফ দ্য লাইট ব্রিগেডের সারসংক্ষেপ দ্য চার্জ অফ দ্য লাইট ব্রিগেড হল লর্ড আলফ্রেড টেনিসনের একটি আখ্যানমূলক কবিতা যা ১৮৫৪ সালের ২৫শে অক্টোবর ক্রিমিয়ান যুদ্ধে বালাক্লাভার যুদ্ধের সময় ব্রিটিশ অশ্বারোহী বাহিনীর করুণ অথচ বীরত্বপূর্ণ আক্রমণের বর্ণনা দেয়। কবিতাটি তৃতীয় পুরুষে লেখা এবং "মৃত্যুর উপত্যকায়" লাইট ব্রিগেডের আক্রমণের উপস্থাপনা করে, যেখানে তাদের রাশিয়ান কামান অবস্থান আক্রমণ করার কথা ছিল। কবিতাটি শুরু হয় সৈন্যদের একযোগে এগিয়ে যাওয়ার মাধ্যমে, "অর্ধেক লিগ এগিয়ে", উপত্যকার দিকে যেখানে মৃত্যু তাদের জন্য অপেক্ষা করছে। কমান্ডার তাদের "বন্দুকের জন্য আক্রমণ" করার নির্দেশ দেন, লাইট ব্রিগেডকে রাশিয়ান কামানের দিকে চড়ার ইঙ্গিত দেন। যদিও সৈন্যরা জানে যে একটি ভুল ঘটেছে - সম্ভবত ভুল যোগাযোগের কারণে বা আদেশের ভুল ব্যাখ্যার কারণে - তারা কর্তব্য এবং আনুগত্যের দ্বারা আবদ্ধ, প্রশ্ন ছাড়াই আদেশ অনুসরণ করে। তারা "করে এবং মরে", জেনে যে চার্জটি ধ্বংসপ্রাপ্ত। সৈন্যরা সরাসরি আগুনের রেখায় চড়ে, চারদিক থেকে কামান গুলি ছুড়ছে। এই অপ্রতিরোধ্য কামানের গোলাবর্ষণ সত্ত্বেও, সৈন্যরা প্রচণ্ড গুলির শব্দে বিচলিত না হয়ে সামনের দিকে এগিয়ে যেতে থাকে। আক্রমণ করার সময়, তারা তাদের স্যাবার টেনে নেয়, এবং দৃশ্যটি তীব্র যুদ্ধের মতো হয়ে ওঠে, কারণ তারা রাশিয়ান বন্দুকধারীদের সাথে এক ঘনিষ্ঠ যুদ্ধে লিপ্ত হয়। অনেক সৈন্য পড়ে যায়, কিন্তু লাইট ব্রিগেড রাশিয়ান রেখা ভেঙে এগিয়ে যায়। যাইহোক, তাদের সাহসী আক্রমণের পর, সৈন্যরা পিছু হটার চেষ্টা করে, কিন্তু তাদের সকলেই যুদ্ধে বেঁচে থাকে না। অনেকেই কামানের গোলাগুলিতে পড়ে যায়, মূল ছয়শোর একটি ছোট অংশই ফিরে আসে। কবিতাটি আক্রমণটিকে অমর করে এবং বিশ্বকে সৈন্যদের সাহসিকতা এবং ত্যাগকে সম্মান করার আহ্বান জানিয়ে শেষ হয়। কবি আক্রমণের স্থায়ী গৌরব প্রতিফলিত করেন এবং সৈন্যদের মহৎ কর্মের স্বীকৃতির আহ্বান জানান। কবিতাটি এই লাইন দিয়ে শেষ হয়, "তারা যে আক্রমণ করেছে তাকে সম্মান করো, লাইট ব্রিগেডকে সম্মান করো, মহৎ ছয়শো!" Ad Vocabulary Charge Meaning:  A sudden forward movement, usually in battle. Bengali:  আক্রমণ Brigade Meaning:  A large group of soldiers or military unit. Bengali:  ব্রিগেড Forward Meaning:  Moving in the direction of progress or attack. Bengali:  এগিয়ে Cannon Meaning:  A large, heavy gun used in warfare. Bengali:  কামান Volley Meaning:  A burst of many bullets or missiles fired at once. Bengali:  একসাথে গুলি চালানো Thundered Meaning:  To make a loud, booming noise, like the sound of artillery. Bengali:  গর্জন করা Dismay Meaning:  A sudden and complete loss of courage or resolution due to an unexpected event. Bengali:  হতাশা Blundered Meaning:  To make a mistake, especially a big one. Bengali:  ভুল করা Obey Meaning:  To follow commands or instructions. Bengali:  অনুগমন করা Reel Meaning:  To move in a way that is unsteady or to stagger. Bengali:  আছড়ানো Sabring Meaning:  Using a sabre (a type of sword) to strike. Bengali:  তলোয়ার দিয়ে আঘাত করা Boldly Meaning:  In a brave or courageous way. Bengali:  সাহসীভাবে Peril Meaning:  Serious danger or risk. Bengali:  বিপদ Jaws Meaning:  The mouth or opening, often used metaphorically. Bengali:  মুখ Mouth of Hell Meaning:  A metaphor for entering a very dangerous or deadly situation. Bengali:  মৃত্যুর মুখ Reckless Meaning:  Without thinking about the consequences, often in a dangerous manner. Bengali:  অবিবেচক Sabre Meaning:  A curved sword, typically used by cavalry. Bengali:  তলোয়ার Rode Meaning:  Past tense of ride, to travel on horseback. Bengali:  চড়া Gunners Meaning:  Soldiers who operate artillery or cannons. Bengali:  কামান চালক Retreat Meaning:  To withdraw or pull back, especially in a military context. Bengali:  পিছু হটানো Fell Meaning:  Past tense of fall, to drop or collapse. Bengali:  পড়ে যাওয়া Battlefield Meaning:  The area where a battle takes place. Bengali:  যুদ্ধে ভূমি Smoke Meaning:  The visible vapor or gases from fire, often obstructing vision. Bengali:  ধোঁয়া Glory Meaning:  Great honor or fame, often from heroic acts. Bengali:  মহিমা Wondered Meaning:  Thought with curiosity or amazement. Bengali:  বিস্মিত হওয়া Noble Meaning:  Having high moral qualities or showing courage and honor. Bengali:  মহৎ Duty Meaning:  A moral or legal obligation; responsibility. Bengali:  কর্তব্য Sacrifice Meaning:  Giving up something valuable for a higher cause. Bengali:  ত্যাগ Fall Meaning:  To drop to the ground, often due to injury or death. Bengali:  পড়ে যাওয়া Ride Meaning:  To travel on horseback. Bengali:  চড়া Soldiers Meaning:  Members of an army. Bengali:  সৈনিক Fury Meaning:  Wild or violent anger. Bengali:  ক্রোধ Battalion Meaning:  A large group of soldiers, typically smaller than a regiment. Bengali:  ব্যাটালিয়ন Frontlines Meaning:  The area closest to the enemy, where the battle is most intense. Bengali:  সম্মুখভাগ Heroic Meaning:  Showing great bravery and courage. Bengali:  নায়কোচিত Immortalized Meaning:  To make someone or something famous forever. Bengali:  অমর করা Sorrow Meaning:  Deep sadness or grief. Bengali:  দুঃখ Courage Meaning:  The ability to face fear or danger without being overcome by it. Bengali:  সাহস Devotion Meaning:  Strong loyalty or commitment to a cause or person. Bengali:  নিবেদন Ambush Meaning:  An attack by surprise from a hidden position. Bengali:  অন্তর্ঘাত Honor Meaning:  High respect or esteem. Bengali:  সম্মান Blaze Meaning:  A very bright flame or fire. Bengali:  আগুনের শিখা Miscommunication Meaning:  A failure to communicate properly, leading to misunderstanding. Bengali:  অস্পষ্ট যোগাযোগ Vengeance Meaning:  Revenge; punishment inflicted in return for a wrong. Bengali:  প্রতিশোধ Defeat Meaning:  The failure to win or achieve victory. Bengali:  পরাজয় Tactic Meaning:  A method or plan for achieving a particular goal, especially in battle. Bengali:  কৌশল Mortality Meaning:  The state of being subject to death. Bengali:  মৃত্যুহার Charge Meaning:  A sudden attack, especially by cavalry. Bengali:  আক্রমণ Wounded Meaning:  Injured, usually in a battle or accident. Bengali:  আহত Defiance Meaning:  Open resistance or bold disobedience. Bengali:  বিরোধিতা

I Wandered Lonely as a Cloud By William Wordsworth I wandered lonely as a cloud That floats on high o’er vales and hills, When all at once I saw a crowd, A host, of golden daffodils; Beside the lake, beneath the trees, Fluttering and dancing in the breeze, Continuous as the stars that shine And twinkle on the Milky Way, They stretched in never-ending line Along the margin of a bay: Ten thousand saw I at a glance, Tossing their heads in sprightly dance. Theme: The theme of I Wandered Lonely as a Cloud by William Wordsworth centers on the beauty of nature and its profound impact on the human spirit. The poem illustrates how moments of natural beauty, such as a field of daffodils, can inspire joy and uplift the mind, providing solace and comfort during times of solitude. Wordsworth emphasizes the enduring power of memory, suggesting that the recollection of these beautiful experiences can bring happiness long after the moment has passed. Theme: A host of fluttering and dancing daffodils up in the hills attract the notice and attention of the lonely poet. The dazzling daffodils swaying in the gentle breeze transcend the sparkling waves which makes a poetic heart spell-bound. The jocund company of daffodils reflects on the eye-lids of the sleeping. In this way, the nature loving people brood over the natural picture all the time in their life. Summary: In I Wandered Lonely as a Cloud, William Wordsworth reflects on a moment when he encounters a vibrant field of daffodils swaying in the breeze beside a lake. This sight fills him with joy and inspires a deep appreciation for the beauty of nature, contrasting his initial feelings of loneliness. The poem highlights the lasting impact of this experience, as the memory of the daffodils continues to bring him happiness even in moments of solitude. Ultimately, it celebrates the transformative power of nature and the joy it can instill in the human spirit. Theme : The central theme of this poem is the beauty of nature and the love of human being for the natural beauty. The poet William Wordsworth is famous as a poet of nature. He is a devoted lover of .the natural beauty. He feels the expression of Creator in all objects of nature. So he worships the power and beauty of nature through his poetry. Here the poet expresses his feeling of happiness and. delight at the sight of a host of daffodil flowers in an attractive atmosphere of nature. Paraphrasing "I wandered lonely as a cloud" I roamed by myself, feeling isolated, like a cloud drifting alone in the sky. "That floats on high o’er vales and hills," The cloud floats high above the valleys and hills. "When all at once I saw a crowd," Suddenly, I noticed a large group of something. "A host, of golden daffodils;" It was a large number of golden daffodils. "Beside the lake, beneath the trees," They were beside the lake, underneath the trees. "Fluttering and dancing in the breeze," The daffodils were moving gently in the wind, appearing as though they were dancing. "Continuous as the stars that shine" They stretched on endlessly, just like the stars that shine in the sky. "And twinkle on the Milky Way," The stars twinkle in the vastness of the Milky Way. "They stretched in never-ending line" The daffodils appeared to stretch on in an unbroken line. "Along the margin of a bay:" The daffodils lined the edge of a bay. "Ten thousand saw I at a glance," I could see ten thousand daffodils in an instant. "Tossing their heads in sprightly dance." The daffodils were swaying, as if dancing cheerfully, with their heads moving in the breeze. Short Answer Questions What is the speaker comparing himself to in the first line of the poem? The speaker compares himself to a "lonely cloud" that floats above the valleys and hills. This comparison emphasizes his sense of solitude and detachment from the world around him, as he drifts aimlessly in the vast expanse, much like a cloud that has no fixed destination or companion. Where does the speaker see the daffodils? The speaker sees the daffodils beside a lake, beneath trees. The location suggests a peaceful, natural setting, where the daffodils can grow and thrive. The lake and trees create an idyllic scene, providing a contrast to the speaker’s initial loneliness. How does the speaker describe the movement of the daffodils? The daffodils are described as "fluttering and dancing in the breeze." The movement of the flowers conveys a sense of liveliness and joy, as if they are engaging in a carefree dance with the wind. This dynamic imagery contrasts with the speaker’s initial loneliness, bringing vibrancy and energy into the scene. What simile is used to describe the number of daffodils? The daffodils are compared to "the stars that shine and twinkle on the Milky Way." This simile suggests that the number of daffodils is vast and infinite, as countless stars fill the night sky. The daffodils seem to stretch endlessly, emphasizing their beauty and the awe they inspire in the speaker. How many daffodils does the speaker claim to see at once? The speaker claims to see "ten thousand" daffodils at a glance. This large number further emphasizes the abundance and grandeur of the scene. The vast number of daffodils fills the landscape, making a profound impact on the speaker as he gazes at the natural beauty before him. What effect does the sight of the daffodils have on the speaker? The sight of the daffodils lifts the speaker’s spirits and fills him with joy. The beauty of the flowers and their lively movement have a calming and uplifting effect on the speaker, transforming his earlier sense of loneliness into a feeling of connection with nature. The memory of the daffodils continues to bring him joy long after the experience. What does the speaker mean by "continuous as the stars that shine"? The speaker means that the daffodils stretch in an endless line, much like the stars in the night sky. This metaphor suggests the unbroken nature of the daffodils’ beauty, as if they are part of a larger, infinite pattern. The comparison also highlights the idea that beauty in nature can seem eternal and far-reaching. What imagery is used to describe the daffodils? The daffodils are described using vibrant imagery: they are "golden," "fluttering," and "dancing in the breeze." These descriptions evoke a sense of liveliness, beauty, and energy, creating an image of the flowers moving joyfully in the wind. The use of colors like "golden" adds warmth and radiance to the scene. What is the setting of the poem? The setting of the poem is by a lake, surrounded by trees, in a natural, peaceful landscape. This tranquil setting provides a perfect backdrop for the daffodils, allowing their beauty to stand out and capture the speaker’s attention. The location adds to the poem's themes of nature's restorative power and the joy it can bring. How does the speaker feel when he sees the daffodils? The speaker feels joy and wonder when he sees the daffodils. Initially lonely, he is transformed by the sight of the flowers, which bring him a sense of peace and connection with nature. The daffodils lift his mood and inspire a lasting sense of happiness, even after the experience has passed. The memory of the daffodils continues to bring him comfort and joy. Multiple-Choice Questions (MCQs): What is the first line of the poem "I Wandered Lonely as a Cloud"? A) "I wandered lonely as a cloud" B) "I wandered lonely as a tree" C) "I wandered lonely as the wind" D) "I wandered lonely as the sky" Answer: A) "I wandered lonely as a cloud" Where does the speaker see the daffodils? A) By the river B) In the valley C) Beside the lake D) In the forest Answer: C) Beside the lake How does the speaker describe the daffodils in terms of their movement? A) Still and quiet B) Fluttering and dancing C) Flying and soaring D) Swaying gently Answer: B) Fluttering and dancing What simile is used to describe the number of daffodils? A) Like the stars in the sky B) Like the birds in the sky C) Like the clouds in the sky D) Like the leaves in the trees Answer: A) Like the stars in the sky How many daffodils does the speaker see at once? A) A hundred B) A thousand C) Ten thousand D) A million Answer: C) Ten thousand What is the setting of the poem? A) In the mountains B) By a lake and beneath trees C) In the city D) On a beach Answer: B) By a lake and beneath trees What effect does the sight of the daffodils have on the speaker? A) It makes him feel lonely B) It makes him feel happy and uplifted C) It makes him feel sad D) It makes him feel bored Answer: B) It makes him feel happy and uplifted What is the mood of the poem? A) Dark and gloomy B) Joyful and uplifting C) Angry and frustrated D) Reflective and serious Answer: B) Joyful and uplifting What literary device is used when describing the daffodils as “continuous as the stars that shine”? A) Metaphor B) Alliteration C) Simile D) Personification Answer: C) Simile What does the sight of the daffodils represent for the speaker? A) A moment of peace and solitude B) A reminder of nature’s beauty and vitality C) A feeling of longing for the past D) A symbol of fleeting happiness Answer: B) A reminder of nature’s beauty and vitality Summary of "I Wandered Lonely as a Cloud" by William Wordsworth In this poem, the speaker reflects on a solitary moment when he wandered through the countryside, feeling isolated and disconnected, "lonely as a cloud." As he wandered over the hills and valleys, his mood is suddenly lifted when he spots a vast crowd of golden daffodils. These daffodils are described as a "host" of flowers, stretching endlessly along the edge of a lake and beneath the trees. The daffodils are depicted as lively and vibrant, fluttering and dancing in the breeze, creating a lively, almost magical scene. The beauty and liveliness of the daffodils seem to mirror the stars in the Milky Way, shining brightly and continuously. The flowers stretch on in a never-ending line, creating an image of vastness and eternity. The sight of the daffodils is overwhelming, as the speaker sees tens of thousands of them at once, all tossing their heads in a cheerful and energetic dance. Short Theme The theme of "I Wandered Lonely as a Cloud" explores the transformative power of nature. The speaker, who begins the poem feeling lonely and disconnected, finds joy and solace in the sight of the daffodils. The flowers uplift his spirits, and their vibrant energy becomes a source of lasting happiness, demonstrating the restorative and healing qualities of nature. The poem emphasizes how moments of natural beauty can provide comfort and bring peace to the soul. Bangla Translation (Summary) এই কবিতায়, বক্তা এক নির্জন মুহূর্তের কথা স্মরণ করেন যখন তিনি গ্রামাঞ্চলে ঘুরে বেড়াচ্ছিলেন, বিচ্ছিন্ন এবং বিচ্ছিন্ন বোধ করছিলেন, "মেঘের মতো একাকী"। পাহাড় এবং উপত্যকায় ঘুরে বেড়ানোর সময়, সোনালী ড্যাফোডিলের বিশাল ভিড় দেখে তার মেজাজ হঠাৎ করেই চনমনে হয়ে ওঠে। এই ড্যাফোডিলগুলিকে হ্রদের ধারে এবং গাছের নীচে অবিরামভাবে প্রসারিত ফুলের "হোস্ট" হিসাবে বর্ণনা করা হয়েছে। ড্যাফোডিলগুলিকে প্রাণবন্ত এবং প্রাণবন্ত হিসাবে চিত্রিত করা হয়েছে, বাতাসে উড়ছে এবং নাচছে, একটি প্রাণবন্ত, প্রায় জাদুকরী দৃশ্য তৈরি করছে। ড্যাফোডিলের সৌন্দর্য এবং প্রাণবন্ততা আকাশগঙ্গার তারাগুলিকে প্রতিফলিত করে, উজ্জ্বল এবং অবিরামভাবে জ্বলছে। ফুলগুলি একটি অন্তহীন রেখায় প্রসারিত হয়, বিশালতা এবং অনন্তকালের প্রতিচ্ছবি তৈরি করে। ড্যাফোডিলের দৃশ্য অপ্রতিরোধ্য, কারণ বক্তা তাদের একসাথে হাজার হাজার দেখতে পান, সবাই একটি প্রফুল্ল এবং উদ্যমী নৃত্যে মাথা নাড়ছে। Ad

Ode On Solitude By Alexander Pope Happy the man whose wish and care A few paternal acres bound, Content to breathe his native air In his own ground. Whose herds with milk, whose fields with bread, Whose flocks supply him with attire, Whose trees in summer yield him shade, In winter fire. Bless’d who can unconcern’dly find Hours, days, and years slide soft away, In health of body, peace of mind, Quiet by day; Sound sleep by night: study and ease Together mix’d; sweet recreation; And innocence, which most does please, With meditation. Thus let me live, unseen, unknown, Thus unlamented let me die; Steal from the world, and not a stone Tell where I lie. Theme: The theme of Ode on Solitude by Alexander Pope emphasizes the virtues of a simple, tranquil life away from the chaos of society. The poem advocates for solitude as a means to achieve inner peace and contentment, suggesting that true happiness comes from self-reflection and connection with nature. Pope contrasts the superficial pursuits of wealth and fame with the profound fulfillment found in a life of quiet contemplation and personal integrity. Summary: In Ode on Solitude, Alexander Pope reflects on the benefits of living a simple and peaceful life, away from the distractions and turmoil of society. The poem presents solitude as a desirable state, where one can find contentment through self-reflection and harmony with nature. Pope describes the pleasures of a modest existence, highlighting the joys of quietude and the absence of ambition or desire for fame. Ultimately, he advocates for a life grounded in virtue and tranquility, suggesting that true happiness is found in solitude and simplicity. Paraphrasing Detailed Paraphrase of Each Sentence Happy the man whose wish and care / A few paternal acres bound, Paraphrase: The man is fortunate whose desires and concerns are limited to a small piece of inherited land. Content to breathe his native air / In his own ground. Paraphrase: He is satisfied living in his homeland, breathing the air of his own property. Whose herds with milk, whose fields with bread, / Whose flocks supply him with attire, Paraphrase: His livestock provide milk, his fields produce bread, and his flocks give him clothing. Whose trees in summer yield him shade, / In winter fire. Paraphrase: His trees provide shade in the summer and firewood in the winter. Bless’d who can unconcern’dly find / Hours, days, and years slide soft away, Paraphrase: Blessed is the person who can calmly watch the hours, days, and years pass by peacefully. In health of body, peace of mind, / Quiet by day; Sound sleep by night: Paraphrase: They live in good health, with a peaceful mind, enjoying quiet during the day and restful sleep at night. Study and ease / Together mix’d; sweet recreation; Paraphrase: Their life combines both learning and relaxation, with enjoyable recreation. And innocence, which most does please, / With meditation. Paraphrase: They live a life of purity, which is the most pleasing, coupled with thoughtful reflection. Thus let me live, unseen, unknown, Paraphrase: I wish to live a simple, unnoticed life, unknown to the world. Thus unlamented let me die; / Steal from the world, and not a stone / Tell where I lie. Paraphrase: Let me die without anyone mourning me, disappearing quietly from the world, with no marker to show where I am buried. Short Answer Questions Short Answer Questions What is the central theme of the poem "Ode on Solitude"? The central theme is the value of a simple, peaceful life, free from the distractions of society. What does the poet wish for in terms of his life and death? The poet wishes to live a life of solitude, unseen and unknown, and to die quietly without anyone mourning him. How does the poet describe the ideal man's life? The ideal man lives in harmony with nature, enjoys health, peace of mind, and simple pleasures, with no desire for fame or recognition. What does the poet mean by “Whose herds with milk, whose fields with bread”? The poet refers to a life of self-sufficiency, where the man’s animals provide milk, and his fields produce bread. What does the poet value more than wealth and fame? The poet values peace of mind, health, quiet living, and innocence more than wealth and fame. How does the poet feel about fame and public acknowledgment? The poet rejects fame and public acknowledgment, preferring a life of solitude and anonymity. What does the poet suggest about the passage of time in a simple life? The poet suggests that in a simple life, time passes quietly and peacefully, without worry or distress. What role does nature play in the poem? Nature plays a vital role, as it provides the basic necessities of life, such as shade, food, and warmth, contributing to the poet's ideal lifestyle. What does the poet mean by “sweet recreation”? The poet refers to relaxation or enjoyment that is peaceful and undisturbed, as part of the simple life. Why does the poet describe the man’s life as “blessed”? The poet describes the man’s life as blessed because it is filled with peace, health, and contentment, free from the worries of fame and materialism. Multiple-choice questions based on the text: Multiple Choice Questions (MCQ) What is the poet's attitude toward fame and recognition? a) He desires fame b) He rejects fame and prefers solitude c) He values public recognition d) He wants to be admired Answer: b) He rejects fame and prefers solitude Which of the following is NOT a characteristic of the poet's ideal life? a) Health of body b) Peace of mind c) Fame and recognition d) Quiet sleep at night Answer: c) Fame and recognition What does the poet mean by “The trees in summer yield him shade”? a) The trees provide food b) The trees provide protection from the sun c) The trees offer shelter in winter d) The trees are used for wood Answer: b) The trees provide protection from the sun What does the phrase "A poor life this if, full of care" imply? a) A life filled with worry is not ideal b) Worry makes life interesting c) Care is essential for a good life d) Care brings happiness Answer: a) A life filled with worry is not ideal What does the poet wish for in his death? a) To be remembered by many b) To die without any recognition c) To have a grand funeral d) To be mourned by the world Answer: b) To die without any recognition What does the poet mean by “sweet recreation”? a) Hard work b) Enjoyable and peaceful relaxation c) Exciting adventures d) Public recognition Answer: b) Enjoyable and peaceful relaxation Which of the following is true about the man the poet describes? a) He is wealthy and ambitious b) He is focused on fame and success c) He enjoys a simple, peaceful life d) He seeks constant change and excitement Answer: c) He enjoys a simple, peaceful life What does the poet wish to “steal from the world”? a) Fame b) Time c) His personal privacy d) Material wealth Answer: c) His personal privacy What does the phrase "Whose flocks supply him with attire" suggest? a) The man has enough food b) The man’s animals provide him with clothing c) The man grows his own food d) The man depends on others for clothing Answer: b) The man’s animals provide him with clothing What does the poet believe is the key to a happy life? a) Wealth and fame b) Peace of mind and contentment c) Constant excitement d) Social status Answer: b) Peace of mind and contentment Summary of "Ode on Solitude" by Alexander Pope In the poem "Ode on Solitude," Alexander Pope presents the theme of a simple and content life in nature. The poem is written in a contemplative tone, focusing on the blessings of living a peaceful, undemanding life away from the chaos of society. The speaker praises a man who is content with little material wealth and who finds happiness in the small pleasures of life. He is grateful for nature’s provisions—his own land, animals, and trees that provide shade in summer and warmth in winter. The speaker admires the man’s ability to enjoy the tranquility of his life, which allows time for quiet reflection, sleep, and study. Pope also contrasts this simple life with the pressures and stresses that often come with fame, wealth, and ambition. The ideal life, in the poet's view, is one that is free from societal distractions and filled with self-sufficiency, peace, and mental clarity. The speaker expresses a desire to live and die in a similar manner—unnoticed and unlamented—preferring the privacy and solitude of such a life. The poem concludes by highlighting the wisdom and contentment that can be achieved by embracing simplicity. Theme The theme of "Ode on Solitude" revolves around the idea that a simple, peaceful life filled with nature’s comforts, away from the distractions and pressures of society, is the ideal way to live. The poet suggests that true happiness lies not in fame, wealth, or ambition, but in contentment, health, and the quiet joys of daily life. Bangla Translation (Summary) "ওড অন সলিটিউড" কবিতায় আলেকজান্ডার পোপ প্রকৃতিতে একটি সরল এবং সন্তুষ্ট জীবনের প্রতিপাদ্য তুলে ধরেছেন। কবিতাটি একটি চিন্তাশীল সুরে লেখা, সমাজের বিশৃঙ্খলা থেকে দূরে একটি শান্তিপূর্ণ, অপ্রয়োজনীয় জীবনযাপনের আশীর্বাদের উপর আলোকপাত করে। বক্তা এমন একজন ব্যক্তির প্রশংসা করেছেন যিনি সামান্য বস্তুগত সম্পদে সন্তুষ্ট এবং জীবনের ছোট ছোট আনন্দে সুখ খুঁজে পান। তিনি প্রকৃতির বিধানের জন্য কৃতজ্ঞ - তার নিজস্ব জমি, প্রাণী এবং গাছ যা গ্রীষ্মে ছায়া এবং শীতকালে উষ্ণতা প্রদান করে। বক্তা তার জীবনের প্রশান্তি উপভোগ করার ক্ষমতার প্রশংসা করেন, যা শান্ত প্রতিফলন, ঘুম এবং অধ্যয়নের জন্য সময় দেয়। পোপ এই সরল জীবনের তুলনা খ্যাতি, সম্পদ এবং উচ্চাকাঙ্ক্ষার সাথে প্রায়শই আসা চাপ এবং চাপের সাথেও করেন। কবির দৃষ্টিতে আদর্শ জীবন হল এমন একটি জীবন যা সামাজিক বিভ্রান্তি থেকে মুক্ত এবং স্বয়ংসম্পূর্ণতা, শান্তি এবং মানসিক স্বচ্ছতায় পরিপূর্ণ। বক্তা একইভাবে বেঁচে থাকার এবং মরার ইচ্ছা প্রকাশ করেন - অলক্ষিত এবং নিরুদ্দেশ - এই ধরণের জীবনের গোপনীয়তা এবং নির্জনতা পছন্দ করেন। সরলতাকে আলিঙ্গন করে যে জ্ঞান এবং তৃপ্তি অর্জন করা যায় তা তুলে ধরে কবিতাটি শেষ হয়েছে। Ad

Go and Catch a Falling Star John Donne Go and catch a falling star, Get with child a mandrake root, Tell me where all past years are, Or who cleft the devil’s foot, Teach me to hear mermaids singing, Or to keep off envy’s stinging, And find What wind Serves to advance an honest mind. If thou be’st born to strange sights, Things invisible to see, Ride ten thousand days and nights, Till age snow white hairs on thee, Thou, when thou return’st, wilt tell me, All strange wonders that befell thee, And swear, No where Lives a woman true, and fair. Theme: The theme of Go and Catch a Falling Star by John Donne explores the impossibility of finding true and faithful women, using fantastical imagery to highlight the speaker’s cynicism about love and fidelity. The poem presents a skeptical view of romantic relationships, suggesting that just as it is impossible to catch a falling star or perform other magical tasks, it is equally impossible to find a woman who remains true. Donne’s tone is witty and ironic, expressing disillusionment with human nature and relationships. Summary: In Go and Catch a Falling Star by John Donne, the speaker lists impossible tasks, such as catching a falling star or finding someone who can live forever, to emphasize the futility of searching for a faithful woman. He suggests that even if someone were to travel the world for a lifetime, they would never find a woman who remains true. The poem expresses a deep cynicism about love and fidelity, implying that such ideals are as unattainable as the magical tasks mentioned. The speaker concludes that even if a faithful woman were found, she would likely become unfaithful before long. Paraphrasing Here’s a detailed paraphrase of every sentence from Go and Catch a Falling Star  by John Donne: "Go and catch a falling star," Go and try to catch a star that is falling from the sky. (This suggests doing something impossible or highly unlikely.) "Get with child a mandrake root," Try to make a mandrake root become pregnant, which is an absurd task, as it’s a plant, not a living creature. "Tell me where all past years are," Tell me where all the years that have passed are now, which implies the unanswerable question of where time goes. "Or who cleft the devil’s foot," Or explain who split the devil’s foot, referring to an impossible or mythical event that could never occur. "Teach me to hear mermaids singing," Teach me how to hear the songs of mermaids, mythical creatures, suggesting the unattainability of this experience. "Or to keep off envy’s stinging," Teach me how to avoid the painful effects of envy, which is a difficult emotion to resist or control. "And find what wind serves to advance an honest mind." Help me discover what direction in life would lead a morally upright person to success or progress, implying that such clarity is hard to find. "If thou be’st born to strange sights," If you are destined to witness unusual or extraordinary things, suggesting that some people are meant to experience the impossible. "Things invisible to see," Things that are not visible, or things that are beyond the ordinary human perception, implying the unattainability of certain experiences. "Ride ten thousand days and nights," Travel for an incredibly long time, for thousands of days and nights, implying a journey that would take an unimaginable amount of time. "Till age snow white hairs on thee," Until you grow old and your hair turns white, symbolizing the passage of time. "Thou, when thou return’st, wilt tell me," When you return from this journey, you will tell me all that you have seen and experienced during your long life. "All strange wonders that befell thee," You will recount all the incredible and extraordinary things that happened to you on your travels. "And swear, No where Lives a woman true, and fair." After all of your travels and experiences, you will swear that there is no place where a woman is both loyal and beautiful, suggesting that such women do not exist. Short Answer Questions Short Answer Questions: What is the first impossible task mentioned in the poem? Answer: The first impossible task is to catch a falling star. What does the poet ask the reader to do with a mandrake root? Answer: The poet asks the reader to make the mandrake root pregnant, an impossible task. What question does the poet ask about past years? Answer: The poet asks where all past years have gone. What mythological task does the poet want to be taught? Answer: The poet wants to be taught how to hear mermaids singing. What does the poet want to avoid in the poem? Answer: The poet wants to avoid the stinging of envy. What is the poet asking about a wind for an honest mind? Answer: The poet asks what wind serves to advance an honest mind, implying the difficulty in finding such a path. What does the poet say about strange sights and invisible things? Answer: The poet says that if someone is destined for strange sights, they will also see things invisible to others. How long does the poet suggest one should travel in the poem? Answer: The poet suggests traveling for ten thousand days and nights. What happens to the person after such a long journey? Answer: The person will grow old, and their hair will turn white. What is the final statement the poet makes about women? Answer: The poet swears that there is no place where a woman is both true and fair. Multiple Choice Questions (MCQs): What is the first task the poet asks to be done in the poem? a) Catch a falling star b) Hear mermaids singing c) Ride ten thousand days d) Find a wind for an honest mind Answer: a) Catch a falling star What mythical creature does the poet mention in the poem? a) Unicorn b) Mermaid c) Dragon d) Phoenix Answer: b) Mermaid What is the poet's attitude toward the search for an ideal woman? a) Hopeful b) Optimistic c) Skeptical d) Pessimistic Answer: d) Pessimistic What is suggested as a measure of time in the poem? a) Days and weeks b) Ten thousand days and nights c) The changing seasons d) The passing of years Answer: b) Ten thousand days and nights What does the poet imply about women in the poem? a) That they are rare and special b) That they can be found everywhere c) That no woman is both true and fair d) That women are divine Answer: c) That no woman is both true and fair What impossible task is asked regarding the mandrake root? a) Make it grow flowers b) Make it bear fruit c) Make it pregnant d) Make it sing Answer: c) Make it pregnant What does the poet want to know about past years? a) Where they are b) How to control them c) Why they pass so quickly d) What they taught Answer: a) Where they are What metaphor does the poet use for the passing of time? a) Sailing a ship b) Chasing a star c) Riding a horse d) Walking through a forest Answer: b) Chasing a star What impossible sight does the poet ask to see? a) The moon falling b) A woman true and fair c) Things invisible to the eye d) A talking animal Answer: c) Things invisible to the eye What conclusion does the poet come to about the existence of a woman who is true and fair? a) She is the ideal woman b) She does not exist c) She is common to find d) She is easily found with time Answer: b) She does not exist Summary: In Go and Catch a Falling Star , John Donne presents a series of impossible tasks to emphasize the difficulty of finding an ideal, pure, and faithful woman. The speaker lists impossible feats, such as catching a falling star, making a mandrake root pregnant, and hearing mermaids sing, all to express the impossibility of achieving certain things. He then refers to the idea of living a long life and witnessing strange sights, only to return with the realization that no woman can be both "true and fair." The poem conveys a sense of skepticism and disillusionment about the idea of perfect love and women, suggesting that the pursuit of such ideals is futile. Theme: The theme of the poem is the unattainability of ideal love and the cynicism that arises from disillusionment with unrealistic expectations of women. Donne uses impossible tasks and a skeptical perspective to critique the notion of a flawless, virtuous woman. Bangla Translation (Summary) "গো অ্যান্ড ক্যাচ আ ফলিং স্টার" বইয়ে জন ডন একজন আদর্শ, পবিত্র এবং বিশ্বস্ত নারী খুঁজে পাওয়ার কঠিনতার উপর জোর দেওয়ার জন্য বেশ কিছু অসম্ভব কাজ উপস্থাপন করেছেন। বক্তা অসম্ভব কীর্তিগুলির তালিকা তৈরি করেছেন, যেমন একটি পতনশীল তারা ধরা, একটি ম্যান্ড্রেক শিকড়কে গর্ভবতী করা এবং জলপরীদের গান শোনা, যা কিছু অর্জনের অসম্ভবতা প্রকাশ করে। এরপর তিনি দীর্ঘ জীবনযাপন এবং অদ্ভুত দৃশ্য দেখার ধারণার কথা উল্লেখ করেন, কিন্তু ফিরে এসে এই উপলব্ধি নিয়ে ফিরে আসেন যে কোনও নারী "সত্য এবং ন্যায্য" হতে পারে না। কবিতাটি নিখুঁত প্রেম এবং নারীর ধারণা সম্পর্কে সন্দেহ এবং হতাশার অনুভূতি প্রকাশ করে, যা ইঙ্গিত দেয় যে এই ধরনের আদর্শের সাধনা নিরর্থক। Ad

The Rime of the Ancient Mariner Samuel Taylor Coleridge Farewell, farewell! but this I tell To thee, thou Wedding-Guest! He prayeth well, who loveth well Both man and bird and beast. He prayeth best, who loveth best All things both great and small; For the dear God who loveth us, He made and loveth all. Theme: The theme of The Rime of the Ancient Mariner by Samuel Taylor Coleridge revolves around sin, repentance, and redemption. The mariner’s impulsive act of killing the albatross brings about severe punishment, symbolizing the consequences of disrupting nature’s harmony. Through suffering and the eventual recognition of the interconnectedness of all living things, the mariner learns the importance of respecting nature and seeks spiritual redemption by sharing his tale as a moral lesson. Summary: In The Rime of the Ancient Mariner by Samuel Taylor Coleridge, an old sailor recounts his harrowing sea voyage to a wedding guest. After he impulsively kills an albatross, a symbol of good fortune, the mariner and his crew face a series of supernatural punishments, including the deaths of his shipmates and being cursed to wander alone. Stricken with guilt, the mariner eventually realizes the sanctity of all living things and is freed from part of his curse after blessing sea creatures in an act of love and respect. He is condemned to share his tale forever, warning others of the consequences of disrespecting nature and seeking spiritual redemption. Paraphrasing "Farewell, farewell! but this I tell to thee, thou Wedding-Guest!" The Mariner says goodbye to the Wedding-Guest but feels compelled to share a crucial piece of advice before parting ways. "He prayeth well, who loveth well both man and bird and beast." He explains that a person who genuinely loves all forms of life—humans, birds, and animals—prays in a meaningful and sincere manner. "He prayeth best, who loveth best all things both great and small;" He goes further to say that the person who prays most effectively is the one who shows love and care for everything, regardless of its size, whether large or small. "For the dear God who loveth us, He made and loveth all." The Mariner concludes by explaining that the God who loves and cares for humans is the same God who created everything, and He loves all of His creations equally, regardless of their form or size. Summary: In this excerpt from The Rime of the Ancient Mariner, the Mariner bids farewell to the Wedding-Guest but first imparts an important lesson about love and prayer. He explains that a person who loves all living creatures—humans, animals, and birds—prays in a true and meaningful way. He emphasizes that those who love all things, big or small, are the ones who pray the best. The Mariner attributes this universal love to God, who created and loves all living beings. The message is clear: love for all creatures is integral to sincere prayer. Theme: The theme of this passage is the connection between love and spirituality. It suggests that true prayer comes from an all-encompassing love for every living being. It highlights the idea that loving all creatures—no matter how great or small—is a divine and righteous path, one that mirrors God's love for creation. This universal love is not just a moral ideal, but a form of connection to the divine. Bangla Translation (Summary) "দ্য রাইম অফ দ্য অ্যানসিয়েন্ট মেরিনার" থেকে এই অংশে, মেরিনার বিবাহের অতিথিকে বিদায় জানান কিন্তু প্রথমে প্রেম এবং প্রার্থনা সম্পর্কে একটি গুরুত্বপূর্ণ শিক্ষা দেন। তিনি ব্যাখ্যা করেন যে যে ব্যক্তি সমস্ত জীবন্ত প্রাণী - মানুষ, প্রাণী এবং পাখি - কে ভালোবাসে সে সত্য এবং অর্থপূর্ণ উপায়ে প্রার্থনা করে। তিনি জোর দিয়ে বলেন যে যারা ছোট বা বড় সকল জিনিসকে ভালোবাসে তারাই সবচেয়ে ভালো প্রার্থনা করে। মেরিনার এই সর্বজনীন প্রেমের জন্য ঈশ্বরকে দায়ী করেন, যিনি সমস্ত জীবকে সৃষ্টি করেছেন এবং ভালোবাসেন। বার্তাটি স্পষ্ট: সমস্ত প্রাণীর প্রতি ভালবাসা আন্তরিক প্রার্থনার অবিচ্ছেদ্য অংশ। Ad

Leisure William Henry Davies What is this life if, full of care, We have no time to stand and stare. No time to stand beneath the boughs And stare as long as sheep or cows. No time to see, when woods we pass, Where squirrels hide their nuts in grass. No time to see, in broad daylight, Streams full of stars, like skies at night. No time to turn at Beauty’s glance, And watch her feet, how they can dance. No time to wait till her mouth can Enrich that smile her eyes began. A poor life this if, full of care, We have no time to stand and stare. Theme: The theme of Leisure by William Henry Davies is the importance of slowing down and appreciating the simple beauty of life. The poem criticizes the fast pace of modern life, where people are too preoccupied with their daily routines to notice the wonders of nature and the world around them. It calls for taking time to enjoy life’s small pleasures, suggesting that a life without leisure and reflection is unfulfilled. Summary: In Leisure by William Henry Davies, the speaker reflects on the hectic pace of modern life, where people are too busy to enjoy the beauty of nature and their surroundings. The poem emphasizes that life’s simple pleasures, like watching squirrels or admiring the beauty of a stream, are often overlooked in the rush of daily activities. The speaker regrets that people rarely take time to pause and appreciate these moments. Ultimately, the poem argues that a life without leisure and mindfulness is incomplete and lacks true fulfillment. Theme: A life without leisure is a great loss. We need to find time to stop and relax by putting aside work and worries. If we manage our time well, we will have leisure which will benefit us. Finding time to appropriate nature will help us to relax. It helps us to lead better life. Paraphrasing paraphrase of each sentence from the poem "Leisure" by William Henry Davies: "What is this life if, full of care, We have no time to stand and stare." What is the meaning or value of life if it is filled with worries and responsibilities, leaving no opportunity to pause and observe the world around us? "No time to stand beneath the boughs And stare as long as sheep or cows." We don't have time to rest under the branches of trees and gaze at our surroundings, just as animals like sheep and cows leisurely do. "No time to see, when woods we pass, Where squirrels hide their nuts in grass." We are too busy to notice the small details of nature, such as when we walk through forests and miss seeing where squirrels store their nuts in the grass. "No time to see, in broad daylight, Streams full of stars, like skies at night." We don't have time to appreciate the beauty of streams that sparkle in the daylight, resembling the stars in the night sky. "No time to turn at Beauty’s glance, And watch her feet, how they can dance." We are too preoccupied to acknowledge beauty when it presents itself, and we miss the chance to watch her graceful movements, like the dance of her feet. "No time to wait till her mouth can Enrich that smile her eyes began." We don't have time to wait for beauty to fully unfold, such as when her smile is made even more beautiful by the expression in her eyes. "A poor life this if, full of care, We have no time to stand and stare." A life that is consumed with worry and busyness is poor and unfulfilling if we don't have time to pause, reflect, and enjoy the beauty of life around us. Short Answer Questions 10 Short Answer Questions: What does the poet mean by "life full of care"? The poet refers to a life that is overwhelmed with responsibilities, stress, and worries. What is the significance of standing under the boughs? It represents taking time to relax and appreciate nature, rather than rushing through life. Why does the poet compare people to sheep and cows? The comparison suggests that people should take time to observe their surroundings, like animals that leisurely graze and take in their environment. What do squirrels symbolize in the poem? Squirrels symbolize the small, simple pleasures in nature that we often overlook because of our busy lives. How are streams described in the poem? Streams are compared to the stars in the sky, highlighting their beauty and the awe they inspire, especially when noticed during the day. What is the poet’s view of beauty? The poet sees beauty as something that should be appreciated and observed, not rushed past. What is meant by "Beauty’s glance"? "Beauty’s glance" refers to a fleeting moment when beauty appears, such as in a smile or a graceful gesture. How does the poet feel about the hurried pace of life? The poet believes that a hurried life, without time to appreciate beauty, is impoverished and unfulfilled. What is the central message of the poem? The poem’s central message is that life is lacking if we are too busy to take time to appreciate the small, beautiful moments around us. What does the poet suggest about "a poor life"? The poet suggests that a poor life is one that is full of care and devoid of moments for reflection or enjoying life’s simple pleasures. Multiple-choice questions based on the text: What is the central theme of the poem "Leisure"? a) The importance of hard work b) The fleeting nature of life c) The value of leisure and appreciation of beauty d) The inevitability of death Answer: c) The value of leisure and appreciation of beauty What does the poet mean by "we have no time to stand and stare"? a) We do not have time to sit down b) We do not have time to admire nature c) We do not have time to eat d) We are too tired to look around Answer: b) We do not have time to admire nature Which animal does the poet mention in the poem? a) Cats b) Dogs c) Squirrels d) Birds Answer: c) Squirrels What does the poet compare streams to in the poem? a) Stars b) Clouds c) Rain d) Rivers Answer: a) Stars What is the poet's tone throughout the poem? a) Optimistic b) Reflective and melancholic c) Angry d) Joyful Answer: b) Reflective and melancholic Why does the poet mention sheep and cows? a) To illustrate that humans should be more like animals b) To suggest that we should take time to relax like animals c) To show how busy animals are d) To compare animals' needs to human needs Answer: b) To suggest that we should take time to relax like animals What does the phrase "A poor life this if, full of care" mean? a) Life is great when full of responsibility b) A life focused only on work and worry is poor and unfulfilling c) Care is essential for a happy life d) Life is poor without friends Answer: b) A life focused only on work and worry is poor and unfulfilling What does "No time to see, in broad daylight" refer to? a) The sunrise b) The absence of sunlight c) The busy nature of human life preventing us from noticing beauty in the daytime d) A sunset Answer: c) The busy nature of human life preventing us from noticing beauty in the daytime What does the poet suggest about the "little moments" in life? a) They are insignificant b) They are the essence of life c) They can be ignored d) They should be avoided Answer: b) They are the essence of life What does the phrase "we have no time to turn at Beauty’s glance" suggest? a) We have plenty of time to admire beauty b) We are too busy to appreciate beauty around us c) Beauty is fleeting and we should hurry to catch it d) We must avoid beauty to be productive Answer: b) We are too busy to appreciate beauty around us Summary of "Leisure" by William Henry Davies: In the poem "Leisure," the poet reflects on the fast-paced and busy nature of life, filled with worries and responsibilities, and how it prevents us from appreciating the simple beauties of the world around us. He questions the value of life if we are too busy to stop and observe the wonders of nature. The poet uses imagery of the natural world—such as trees, animals, streams, and beauty—to emphasize how we miss these moments because we are preoccupied with our cares. The speaker points out that even the simplest creatures, like sheep and cows, take the time to pause and enjoy their surroundings. Humans, however, are often too caught up in their daily lives to do the same. The poem expresses the idea that life is poor and unfulfilled if it is consumed with constant activity and leaves no time for leisure, appreciation, and reflection. Short Theme: The theme of the poem "Leisure" centers on the importance of taking time to enjoy life's simple pleasures and appreciate nature. It criticizes the hurried, care-filled lifestyle that prevents people from pausing to observe and experience the beauty around them, suggesting that a life without leisure is a poor one. Bangla Translation (Summary) "অবসর" কবিতায় কবি জীবনের দ্রুতগতিসম্পন্ন এবং ব্যস্ত প্রকৃতি, উদ্বেগ এবং দায়িত্বে ভরা, এবং কীভাবে এটি আমাদের চারপাশের জগতের সহজ সৌন্দর্যের প্রশংসা করতে বাধা দেয়, তা নিয়ে প্রতিফলিত হয়েছেন। আমরা যদি প্রকৃতির বিস্ময়গুলি থামিয়ে পর্যবেক্ষণ করতে খুব ব্যস্ত থাকি তবে তিনি জীবনের মূল্য নিয়ে প্রশ্ন তোলেন। কবি প্রাকৃতিক জগতের চিত্রাবলী ব্যবহার করে জোর দিয়েছিলেন যে কীভাবে আমরা আমাদের উদ্বেগের কারণে এই মুহূর্তগুলি মিস করি। বক্তা উল্লেখ করেছেন যে ভেড়া এবং গরুর মতো সহজতম প্রাণীরাও তাদের চারপাশের পরিবেশ উপভোগ করার জন্য সময় নেয়। তবে, মানুষ প্রায়শই তাদের দৈনন্দিন জীবনে এতটাই ব্যস্ত থাকে যে তারা একই কাজ করতে পারে না। কবিতাটি এই ধারণাটি প্রকাশ করে যে জীবন দরিদ্র এবং অসম্পূর্ণ যদি এটি ক্রমাগত কার্যকলাপে নিমজ্জিত হয় এবং অবসর, প্রশংসা এবং প্রতিফলনের জন্য কোনও সময় না থাকে। Ad

To Daffodils Robert Herrick Fair Daffodils, we weep to see You haste away so soon; As yet the early-rising sun Has not attain’d his noon. Stay, stay, Until the hasting day Has run But to the even-song; And, having pray’d together, we Will go with you along. We have short time to stay, as you, We have as short a spring; As quick a growth to meet decay, As you, or anything. We die As your hours do, and dry Away, Like to the summer’s rain; Or as the pearls of morning’s dew, Ne’er to be found again. Theme: The theme of To Daffodils by Robert Herrick centers on the fleeting nature of life and the inevitability of death. Using the short-lived beauty of daffodils as a metaphor, the poem reflects on how human life, like the flowers, is brief and passes quickly. Herrick emphasizes the importance of recognizing life’s transience and cherishing the moments we have before they fade away. Another Model Ans. Man is short-lived like daffodil, a flower. Life span of daffodil, which blooms early morning and withers away before sunset, is as short as man's life. The transience of daffodils and men is similar to summer's rain and morning's dew drops. In fact, nothing is perennial in the world. Theme: We have a short span of life on this earth. Sometimes life ends sooner than we wish. So, we don’t have much time to accomplish our goals or fulfil life long dreams. Once life is gone, we can’t bring it back. So, it is better to live life to its fullest and try to make a difference while we can. Summary: In To Daffodils by Robert Herrick, the speaker laments the brief life of daffodils, which bloom for only a short time before withering away. He compares the flowers’ short lifespan to the fleeting nature of human life, emphasizing that both are temporary and fragile. The poem reflects on the inevitability of death, drawing a parallel between the daffodils’ fading beauty and the swift passage of time for people. Ultimately, it encourages an appreciation of life’s transience and a recognition of its impermanence. Paraphrasing Fair Daffodils, we weep to see Beautiful daffodils, we are sorrowful to watch you wither and fade. You haste away so soon; You leave or disappear very quickly, as if you don’t stay long enough to enjoy your full beauty. As yet the early-rising sun Even though the sun has just risen early in the day, Has not attain’d his noon. It hasn’t yet reached its peak in the sky, the time when it’s directly overhead (midday). Stay, stay, Please, stay just a little longer. Until the hasting day Until the day, which is quickly moving forward, Has run Has passed or reached its end. But to the even-song; Until the evening, when the nightfall begins (symbolized by the "even-song" or twilight). And, having pray’d together, we After we’ve spent our time together, reflecting or praying, Will go with you along. We will join you in your journey, walking along with you in your final moments. We have short time to stay, as you, Just like you, daffodils, we, too, have a short time to live. We have as short a spring; Our lives are brief, much like your spring season that passes quickly. As quick a growth to meet decay, We grow quickly, only to experience decay, or death, just as rapidly. As you, or anything. Just like you, or anything else in nature that grows and fades so quickly. We die We, too, will die. As your hours do, and dry Our lives, like yours, will end, and we will wither away as you do. Away, Like to the summer’s rain; Just like how the summer rain falls and disappears quickly, we too will be gone just as suddenly. Or as the pearls of morning’s dew, Our existence is fleeting, like the tiny drops of dew that appear in the morning but vanish with the sun. Ne’er to be found again. Just like dew or rain, once we are gone, we will never return, and we are lost forever. Short Answer Questions Short Answer Questions: What do the daffodils symbolize in the poem? The daffodils symbolize the fleeting nature of life and the inevitable passing of time. Why does the speaker weep in the poem? The speaker weeps because the daffodils are fading too soon, representing the sadness of life’s brevity. What is the relationship between the daffodils and the human life cycle? The daffodils mirror the short and transient nature of human life, both quickly growing and decaying. What does the speaker ask the daffodils to do? The speaker asks the daffodils to stay a little longer before they fade away. How does the speaker compare the life of humans to the daffodils? The speaker compares human life to the daffodils, saying both have a short existence, growing quickly and meeting decay soon. What does the “short spring” in the poem refer to? The “short spring” refers to the brief period of time in life, similar to how the daffodils bloom quickly and then fade. What happens to the daffodils as the day progresses? The daffodils fade away, just as the day moves from morning to evening, symbolizing the passing of time. What does the speaker mean by “ne’er to be found again”? It means that just like the dew or rain that disappears, once the daffodils or humans are gone, they cannot return. How does the speaker view the daffodils’ death? The speaker sees the death of the daffodils as a natural process, but it is sorrowful because it represents the inevitable decay of life. Why does the speaker want to join the daffodils in their journey? The speaker wants to join the daffodils because he recognizes the commonality between the transient nature of their lives and human life. Multiple-choice questions based on the text: Multiple-Choice Questions (MCQs): What do the daffodils symbolize in the poem? a) The eternal cycle of life b) The fleeting nature of life c) Hope and renewal d) The seasons of the year Answer: b) The fleeting nature of life Why does the speaker ask the daffodils to stay? a) Because they are beautiful b) Because they remind him of childhood c) Because their lives are too short d) Because he wants to enjoy them longer Answer: c) Because their lives are too short What does the phrase “ne’er to be found again” refer to? a) The return of the daffodils in the next spring b) The death of the daffodils c) The appearance of the morning dew d) The end of the poem Answer: b) The death of the daffodils How does the poem reflect the concept of mortality? a) Through the eternal cycle of nature b) By comparing human life to the daffodils' fleeting existence c) By celebrating the beauty of the daffodils d) By focusing on the happiness of the flowers Answer: b) By comparing human life to the daffodils' fleeting existence What does the speaker mean by "short time to stay"? a) Life is fleeting and we all have limited time b) The daffodils need to bloom faster c) The speaker is in a hurry d) The speaker is losing hope Answer: a) Life is fleeting and we all have limited time What is the speaker's attitude toward the passing of time in the poem? a) Indifference b) Sadness and sorrow c) Celebration of change d) Confusion Answer: b) Sadness and sorrow What do the daffodils' “quick growth” and “decay” represent? a) The beauty of nature b) The swift passage of time and human life c) The seasons changing d) The circle of life Answer: b) The swift passage of time and human life What is the tone of the poem? a) Joyful and hopeful b) Melancholic and reflective c) Angry and resentful d) Peaceful and serene Answer: b) Melancholic and reflective What does the speaker compare the daffodils' fading to? a) The passing of seasons b) The quick passing of human life c) The blooming of roses d) The coming of rain Answer: b) The quick passing of human life What is the central theme of the poem? a) The celebration of life b) The cycle of nature c) The brevity and transience of life d) The beauty of flowers Answer: c) The brevity and transience of life Summary of "To Daffodils": In "To Daffodils," Robert Herrick expresses sorrow over the fleeting nature of life, using the metaphor of daffodils that bloom quickly but soon fade away. The speaker laments that the daffodils are leaving too soon, even before the sun has reached its peak. He pleads with the flowers to stay until the day is nearly done, so they can enjoy the time together before they must part. The poem reflects on the brevity of life, comparing the short life of the daffodils to human existence. Just as the daffodils quickly fade, so too do people, growing swiftly and decaying just as fast. The poet reminds us that life is fragile and transient, symbolized by the daffodils that bloom only to disappear like morning dew or summer rain. Theme of the Poem The theme of "To Daffodils" revolves around the transience of life and the inevitability of death. Herrick uses the daffodils as a symbol for human life, noting how both the flowers and people have brief existences. The poem highlights the fleeting nature of time, urging readers to appreciate the present before it passes, as nothing is permanent. It reflects on the inevitability of decay and death, suggesting that life, like the daffodils, comes and goes quickly, leaving only memories behind. Bangla Translation (Summary) "টু ড্যাফোডিলস"-এ রবার্ট হেরিক জীবনের ক্ষণস্থায়ী প্রকৃতির জন্য দুঃখ প্রকাশ করেছেন, ড্যাফোডিল ফুলের রূপক ব্যবহার করে যা দ্রুত ফুটে ওঠে কিন্তু শীঘ্রই নিভে যায়। বক্তা দুঃখ প্রকাশ করেছেন যে ড্যাফোডিল ফুল খুব তাড়াতাড়ি চলে যাচ্ছে, এমনকি সূর্য তার সর্বোচ্চ শিখরে পৌঁছানোর আগেই। তিনি ফুলগুলিকে দিনের প্রায় শেষ না হওয়া পর্যন্ত থাকার জন্য অনুরোধ করেন, যাতে তারা একসাথে সময় উপভোগ করতে পারে এবং তাদের বিদায় নিতে হয়। কবিতাটি জীবনের সংক্ষিপ্ততার উপর প্রতিফলিত করে, ড্যাফোডিলদের সংক্ষিপ্ত জীবনকে মানুষের অস্তিত্বের সাথে তুলনা করে। ড্যাফোডিলগুলি যেমন দ্রুত নিস্তেজ হয়ে যায়, তেমনি মানুষও দ্রুত বৃদ্ধি পায় এবং ঠিক তত দ্রুত ক্ষয়প্রাপ্ত হয়। কবি আমাদের মনে করিয়ে দেন যে জীবন ভঙ্গুর এবং ক্ষণস্থায়ী, যার প্রতীক ড্যাফোডিল ফুলগুলি যা কেবল সকালের শিশির বা গ্রীষ্মের বৃষ্টির মতো অদৃশ্য হয়ে যায়। Ad