ARTS/CULTURE/TRADITION/MUSEUM 1. There are many different types of music today. Is the traditional music of a country more important than the International music that is heard everywhere nowadays? Ideas in favor of traditional music: Cultural identity: Traditional music reflects a country's heritage and identity. Preserving history: Traditional music carries historical narratives and customs. Community cohesion: Traditional music unites people and fosters a sense of belonging. Unique charm: It offers distinctive sounds and instruments specific to a culture. Artistic expression: Traditional music conveys emotions and stories in a culturally authentic way. Ideas in favor of international music: Global connections: International music promotes cross-cultural understanding and unity. Diversity and exploration: It exposes people to different styles and genres. Creative fusion: International music blends influences, leading to innovative compositions. Commercial success: Global music has a broader market and economic impact. Universal appeal: International music can resonate with a wider audience. Opinion: The importance of traditional music should not be underestimated, as it preserves cultural heritage and sustains cultural identity. However, international music serves as a bridge, fostering global connections and enriching cultural diversity. A balanced appreciation of both forms of music is vital for promoting cultural understanding and embracing the beauty of musical variety in today's interconnected world. 2. Creative artists should always have the freedom to express their ideas (in paintings, books, films and songs) in any way they wish. The government should not restrict what they do. To what extent do you agree with this opinion? Ideas supporting freedom of artistic expression: Freedom of speech: Artists' creative expression is a form of free speech, essential for democracy. Artistic innovation: Unrestricted expression fosters creative exploration and boundary-pushing. Cultural diversity: Allowing diverse artistic ideas enriches cultural understanding. Addressing societal issues: Art can be a powerful medium to challenge norms and raise awareness. Individual rights: Artists should have the autonomy to convey their perspectives. Ideas supporting limited restrictions on artistic expression: Harmful content: Some artistic expressions may incite violence, hate, or harm to society. Protecting public interest: Certain restrictions may safeguard public morality and well-being. Age-appropriate content: Limiting access to certain works for children's protection. Copyright and plagiarism: Ensuring artists' rights and preventing intellectual property theft. Opinion: I agree to a large extent. Creative artists should have the freedom to express their ideas without fear of government censorship. However, certain reasonable limitations, such as avoiding harm to society or protecting vulnerable audiences, may be necessary. Striking a balance between artistic freedom and responsible expression can preserve both creativity and public welfare. 3. Government investment in the arts, such as music and theatre, is a waste of money. Governments must invest this money in public services instead. To what extent do you agree with this statement? Give reasons for your answer and include any relevant examples from your own experience or knowledge. Opinion: I disagree with the statement. Government investment in the arts is not a waste of money; it plays a vital role in enriching society, fostering creativity, and contributing to the overall well-being of citizens. Reasons: Cultural Enrichment: Arts, including music and theater, form an essential part of a nation's cultural heritage. Supporting the arts preserves traditions and allows citizens to connect with their roots. Expression and Communication: The arts serve as a medium for self-expression and communication. They can address social issues, evoke emotions, and encourage dialogue, fostering a more inclusive and engaged society. Economic Impact: The arts industry generates economic activity, providing employment opportunities for artists, writers, performers, and related professionals. Tourism and Image: Cultural attractions, such as theaters and museums, draw tourists, bolstering the tourism sector and enhancing the country's international image. Educational Value: Exposure to arts enhances cognitive development, critical thinking, and creativity among children and adults alike. It complements formal education and contributes to a well-rounded education. Health and Well-being: Engaging with arts has therapeutic effects, promoting mental well-being and reducing stress. Innovation and Inspiration: Artists often drive innovation, inspiring other fields like technology, design, and advertising. Examples: Broadway, New York: The government's support for Broadway has made New York a global hub for theater, attracting visitors from around the world and contributing significantly to the city's economy. National Endowment for the Arts (NEA), USA: The NEA provides funding to various arts projects, encouraging artistic development and cultural diversity throughout the United States. South Korea's Cultural Investments: South Korea's focus on supporting its arts and cultural sectors has helped the country gain global recognition for its music, drama, and film industries, leading to the "Korean Wave" or "Hallyu." In conclusion, government investment in the arts goes beyond monetary value. It promotes cultural preservation, social cohesion, education, and economic growth, making it a worthy allocation of public funds alongside investments in essential public services. 4. Art is considered an essential part of all cultures throughout the world. However, these days fewer and fewer people appreciate art and turn their focus to science, technology and business. Why do you think that is? What could be done to encourage more people to take interest in the arts? Reasons for declining interest in art and shift to science, technology, and business: · Practicality and job prospects: STEM fields often offer more direct career opportunities and financial stability. · Education focus: Schools and institutions prioritize STEM subjects, leading to less exposure to arts education. · Technological advancements: Modern technology and digital media dominate daily life, shifting attention away from traditional art forms. · Perception of art: Some view art as a luxury or hobby rather than a practical pursuit. Ways to encourage more interest in the arts: · Education reform: Integrate arts education into school curricula to expose students to various art forms early on. · Cultural promotion: Support and fund art events, exhibitions, and performances to make art more accessible and visible. · Public awareness campaigns: Raise awareness about the importance of art in society and its impact on culture and creativity. · Collaboration between STEM and the arts: Highlight how art and innovation can complement each other to foster interdisciplinary thinking. · Art scholarships and grants: Provide financial support to aspiring artists, making art education and careers more attainable. · Digital art platforms: Embrace technology to promote art through online platforms, reaching wider audiences. · Community engagement: Organize art workshops, open studios, and community art projects to involve the public in artistic endeavors. By implementing these strategies, society can encourage a renewed appreciation for the arts and strike a balance between creativity and technological advancement. 5. "Nowadays it is noticed that cultural mixing is reflected within local cultural practices. Do you think it is good for our society?" Opinion: Yes, cultural mixing can be beneficial for our society. Embracing cultural diversity and promoting cultural mixing can lead to several positive outcomes: 1. Enriched Cultural Experience: Experiencing diverse cultures enriches our lives, broadens our perspectives, and fosters tolerance and understanding. People can learn from each other's traditions, values, and customs, promoting a sense of unity and appreciation for different backgrounds. 2. Cultural Evolution and Innovation: Cultural mixing can lead to the fusion of ideas, arts, and practices, sparking creativity and innovation in various fields. It encourages the development of new art forms, music styles, cuisines, and languages, reflecting the dynamic nature of culture. 3. Economic and Social Benefits: Cultural exchange attracts tourists, contributing to the economy through cultural tourism. Social cohesion is strengthened as people from different backgrounds interact, reducing prejudice and promoting inclusivity. 4. Global Connectivity: Cultural mixing facilitates cross-border communication, fostering global connectivity and cooperation. It can lead to international collaborations in various domains, including art, science, and technology. 5. Preserving Traditions: In the face of globalization, cultural mixing can help preserve endangered traditions by revitalizing interest and appreciation. 6. Promoting Peace and Harmony: Understanding and celebrating cultural diversity can contribute to peaceful coexistence among different communities. It can reduce conflicts arising from cultural misunderstandings and promote a sense of global citizenship. However, while cultural mixing brings numerous benefits, it is essential to strike a balance and ensure that cultural practices are respected and preserved, avoiding the risk of cultural appropriation or the erosion of unique cultural identities. Embracing cultural mixing with sensitivity and open-mindedness can foster a more harmonious and inclusive society. 6. Some people believe that visitors to other countries should follow local customs and behaviour. Others disagree and think that the host country should welcome cultural differences. Discuss both views and give your own opinion. Arguments for Visitors Following Local Customs: Respect for the host culture: Adopting local customs shows respect and appreciation for the traditions and values of the host country. Cultural sensitivity: Following local behavior prevents unintentional cultural misunderstandings or offense to the local population. Cultural immersion: Embracing local customs allows visitors to fully experience the culture and enrich their travel experience. Avoiding conflict: Adherence to local customs reduces the likelihood of conflicts arising from cultural clashes. Arguments for Embracing Cultural Differences: Diversity enrichment: Welcoming cultural differences promotes diversity and intercultural understanding. Globalization and tolerance: Embracing diverse customs reflects a more open-minded and tolerant society in an increasingly globalized world. Mutual learning: Host countries can learn from visitors' customs, creating a two-way cultural exchange that benefits both parties. Tourism promotion: An inclusive approach attracts more tourists from various backgrounds, boosting the host country's tourism industry. Opinion (Balanced): Encourage mutual respect: Visitors should be encouraged to respect and adopt certain local customs, especially those rooted in cultural sensitivity. Embrace diversity: Simultaneously, host countries should celebrate and embrace cultural differences, promoting an inclusive and tolerant environment. Cultural education: Engage in cultural education programs for visitors to understand local customs and the reasons behind them. Open dialogue: Encourage open discussions between visitors and locals to bridge cultural gaps and promote understanding. 7. Some believe the primary purpose of museums is to entertain people, while others believe their purpose is to educate. Discuss both views and give your own opinion. View: Museums as Entertainment: Attracting visitors: Emphasizing entertainment can draw more people to museums, increasing their popularity and financial sustainability. Engaging experiences: Interactive exhibits and entertaining presentations can captivate visitors, making learning enjoyable. Appeal to diverse audiences: Entertainment-focused museums may attract a broader range of visitors, including families and younger audiences. Positive word-of-mouth: Entertaining experiences can lead to positive reviews and recommendations, benefiting the museum's reputation. View: Museums as Education: Preserving history and culture: The primary goal of museums is to preserve and present knowledge, history, and culture for educational purposes. Informative exhibits: Education-focused museums prioritize the dissemination of knowledge through well-curated exhibits and accurate information. Promoting critical thinking: Educational museums encourage visitors to question, analyze, and learn, fostering critical thinking skills. Contributing to society: Museums play a vital role in educating the public, promoting a more informed and culturally aware society. Opinion (Balanced): A blend of both: Museums should strive to strike a balance between entertainment and education. Engaging presentations: Entertaining elements can enhance educational experiences, making the information more accessible and enjoyable. Focus on accuracy: While aiming to entertain, museums must prioritize the accuracy and integrity of the information they present. Diverse strategies: Different museums can adopt varying approaches based on their focus and target audience, combining entertainment and education accordingly. Measure of success: The success of a museum should be evaluated by its ability to engage visitors effectively while fulfilling its educational purpose. 8.. "Countries become more developed due to mix of different people and their culture. Do you agree or disagree?" Opinion: Agree Cultural diversity fosters innovation: When people from various cultural backgrounds come together, they bring unique perspectives and ideas, leading to innovative solutions and advancements in various fields. Economic growth and trade: A mix of cultures facilitates international trade and business collaborations, contributing to economic growth and development. Cultural exchange and learning: Interactions between diverse groups promote cultural exchange, mutual understanding, and appreciation, enriching societies and promoting harmony. Attracting talent: Culturally diverse countries often attract skilled professionals and talents from around the world, enhancing their workforce and intellectual capital. Tourism and soft power: Countries with rich cultural diversity tend to attract more tourists and have stronger soft power on the global stage, increasing their influence and reputation. Social cohesion and tolerance: Encountering different cultures encourages societies to embrace diversity, fostering social cohesion and tolerance. Counter-argument: Disagree Challenges of integration: Managing cultural diversity can be complex, leading to social tensions and difficulties in integrating different communities. Cultural clashes: Different cultural norms and practices may clash, leading to misunderstandings and conflicts within society. Loss of cultural identity: In some cases, the influx of foreign cultures might overshadow and dilute the native culture, leading to concerns about the loss of identity. Uneven distribution of benefits: Not all segments of society may equally benefit from cultural diversity, leading to disparities and marginalization. National security concerns: A significant mix of cultures may raise security concerns, especially if there are conflicting ideologies or political interests. Conclusion: While challenges exist, the benefits of cultural diversity in driving development, fostering innovation, and promoting social cohesion outweigh the drawbacks. Embracing and effectively managing cultural diversity can lead to more prosperous, vibrant, and resilient societies, making me agree that countries become more developed due to the mix of different people and their culture. 9. There are many different types of music in the world today. Why do we need music? Is the traditional music of a country more important than the international music that is heard everywhere nowadays? Importance of Music: · Emotional expression: Music serves as a powerful medium for expressing emotions, feelings, and experiences that may be difficult to convey through words alone. · Cultural identity: Music is an integral part of cultural identity, reflecting the traditions, values, and history of a community or country. · Social cohesion: Music has the ability to bring people together, fostering a sense of unity and belonging within societies. · Stress relief and well-being: Listening to music can have therapeutic effects, reducing stress, anxiety, and promoting overall well-being. · Entertainment and enjoyment: Music provides entertainment and pleasure, enhancing the quality of life for individuals. Traditional Music vs. International Music: · Preserving cultural heritage: Traditional music is crucial for preserving a country's cultural heritage and passing down its customs and values to future generations. · Local identity: Traditional music reinforces a country's unique identity, distinguishing it from other cultures and maintaining its distinctiveness. · Cultural exchange and enrichment: International music allows for cultural exchange, broadening horizons and enriching people's understanding of the world. · Global connectivity: International music promotes global connectivity, transcending language barriers and creating shared experiences among diverse audiences. · Evolving tastes: As societies change and develop, there is room for both traditional and international music to coexist, catering to various tastes and preferences. Conclusion: Music plays a vital role in human life, serving as a means of emotional expression, cultural identity, and social cohesion. While traditional music holds significant importance in preserving cultural heritage and local identity, international music contributes to cultural exchange and global connectivity. Both forms of music are valuable and can coexist harmoniously, offering diverse experiences and enriching the cultural landscape. Embracing both traditional and international music allows for a more comprehensive and inclusive appreciation of the world's musical heritage. 10. Art is considered an important part of a society as well as an expression of its culture. Do you think it is important for children to be taught art? Do you think children should be encouraged to focus on art rather than other subjects? Importance of Teaching Art to Children: Creativity and self-expression: Art nurtures creativity and allows children to express themselves in unique and imaginative ways, fostering individuality and confidence. Emotional development: Through art, children can explore and understand their emotions, promoting emotional intelligence and well-being. Cognitive skills: Engaging in artistic activities enhances cognitive abilities such as problem-solving, critical thinking, and spatial awareness. Fine motor skills: Artistic pursuits improve fine motor skills and hand-eye coordination, which can benefit children in various aspects of their lives. Cultural appreciation: Learning about art exposes children to different cultures and art forms, fostering appreciation and respect for diversity. Balanced Approach to Education: Importance of a well-rounded education: While art is essential, a balanced approach to education is crucial to developing children's overall abilities and preparing them for diverse challenges. Integrating art into other subjects: Art can be integrated into various subjects, such as science, history, and literature, enhancing learning experiences and making education more enjoyable. Identifying children's interests and talents: Encouraging children to explore their interests and talents, whether in art or other subjects, can lead to a more fulfilling and successful educational journey. Multiple pathways to success: Nurturing diverse skills allows children to pursue various career paths, contributing to a more dynamic and adaptable workforce. Conclusion: Teaching art to children is undeniably important as it contributes to their creativity, emotional development, and cognitive skills. However, a balanced approach to education is key, offering a mix of subjects to cater to different interests and talents. Art should be integrated into the curriculum, allowing children to benefit from its enriching effects while also exploring other areas of knowledge. By doing so, we can ensure that children receive a comprehensive education that prepares them to thrive in both artistic pursuits and various other fields.

BUSINESS / MONEY / ECONOMY 1. ‘Some people think that changing people’s attitudes to other countries, and culture is an important factor in reducing world poverty. Others, however, feel that the most important method is trade.’ View: Changing Attitudes as a Key Factor in Reducing World Poverty: · Fostering empathy and cooperation: By promoting understanding and positive attitudes towards other countries and cultures, there is a greater likelihood of cooperation and collaboration in poverty reduction efforts. · Encouraging aid and support: Improved attitudes may lead to increased foreign aid and support from developed countries to those in need, addressing poverty through assistance. · Cultural exchange and learning: Embracing diverse cultures can lead to knowledge sharing and innovative solutions to poverty-related challenges. · Reducing conflict: Improved attitudes may help mitigate conflicts and tensions between nations, creating a more stable environment for poverty reduction initiatives. View: Trade as the Most Important Method in Reducing World Poverty: · Economic growth and development: Trade can stimulate economic growth, create job opportunities, and uplift communities out of poverty through increased commerce and investment. · Market access and competitiveness: Trade opens up access to global markets, allowing developing countries to compete and benefit from the international economy. · Technology and knowledge transfer: Trade facilitates the transfer of technologies, expertise, and best practices, enabling poorer nations to improve their productivity and infrastructure. · Sustainable development: Trade can support sustainable development by promoting industries that utilize local resources and foster environmentally friendly practices. Balanced Perspective: · Combining both approaches: A comprehensive strategy involving changing attitudes and promoting trade is likely to have the most significant impact on reducing world poverty. · Synergy of efforts: Improving attitudes can facilitate more cooperative and equitable trade agreements, creating win-win situations for nations involved. · Addressing root causes: While trade can drive economic growth, addressing deeper issues such as corruption, inequality, and lack of education is essential to effectively reduce poverty. · Long-term sustainability: Sustainable development practices should be integrated into trade agreements, ensuring that economic growth benefits all segments of society. Conclusion: Both changing attitudes towards other countries and promoting trade are crucial elements in reducing world poverty. They complement each other and should be pursued together to create a more comprehensive and effective approach. Emphasizing positive attitudes can foster cooperation and empathy, while trade can provide the economic impetus for long-term poverty reduction and sustainable development. To combat poverty successfully, a multi-faceted strategy that combines these two approaches is essential for achieving lasting global progress. 2. Some people think that they should spend money they earn now enjoying life, while others think that the money should be put into savings for future. Discuss both views and give your opinion. View: Spending Money to Enjoy Life Now: · Living in the present: Some argue that life is unpredictable, and it's essential to enjoy the money they earn now, rather than waiting for an uncertain future. · Quality of life: Spending on experiences and enjoyable activities can enhance one's quality of life, providing lasting memories and happiness. · Reward for hard work: People may feel entitled to enjoy the fruits of their labor and see spending as a well-deserved reward. · Economic impact: Immediate spending can boost consumer demand, supporting the economy and creating job opportunities. View: Putting Money into Savings for the Future: · Financial security: Saving money provides a safety net for unexpected emergencies, ensuring one is prepared for challenging times. · Retirement planning: Putting money into savings allows for a comfortable retirement and financial independence later in life. · Investment opportunities: Savings can be used for investments that generate additional income and long-term financial growth. · Peace of mind: Having savings can reduce stress and anxiety about financial uncertainties in the future. Opinion (Balanced): While enjoying life in the present is essential for personal well-being and happiness, it is also crucial to strike a balance and plan for the future. Here are some key points: · Financial discipline: Practicing financial discipline allows for both spending on enjoyable experiences and saving for the future. · Budgeting: Creating a budget that allocates funds for present enjoyment and savings ensures a responsible approach to managing money. · Emergency fund: Having an emergency savings fund provides security and peace of mind during unforeseen circumstances. · Long-term goals: Planning for the future, such as retirement or major life events, requires consistent savings and investment. · Enjoyment within means: It is possible to find joy and fulfillment in life without excessive spending, focusing on experiences that align with personal values and financial capabilities. Conclusion: In conclusion, a balanced approach is the most prudent way to manage money. Enjoying life now while saving for the future allows for present happiness and financial security in the long term. Personal financial goals, risk tolerance, and individual circumstances should guide the allocation of money between spending and savings. By maintaining this balance, individuals can lead fulfilling lives today while ensuring a stable and secure future. 3. Some people think that it is best to save money, for example in a bank or savings scheme. Other people feel that money should be spent whenever it is available. Discuss these views and reach an opinion on this debate. Give reasons for your answer, and support your essay with ideas and examples from your own experience. View: Saving Money for the Future: Financial security: Saving money provides a safety net during emergencies, unexpected expenses, or times of economic uncertainty. Long-term goals: Saving allows individuals to work towards important life goals, such as buying a home, funding education, or planning for retirement. Interest and growth: Keeping money in a bank or investment scheme can lead to interest earnings and potential growth over time. Peace of mind: Having savings brings peace of mind, reducing financial stress and providing a sense of control over one's financial future. View: Spending Money When Available: Enjoying the present: Some argue that life is short, and money should be spent to enjoy experiences, travel, and make the most of the present moment. Economic stimulation: Spending money can stimulate the economy by increasing consumer demand and supporting businesses. Opportunity costs: Some feel that saving excessively might lead to missed opportunities for enjoyment and personal growth. Quality of life: Spending money on experiences and items that bring joy and fulfillment can lead to a higher quality of life. Opinion (Balanced): A balanced approach to managing money is the most prudent choice. Here are the reasons: Emergency fund: Having savings for emergencies and unexpected expenses is crucial for financial security and peace of mind. Budgeting and priorities: Creating a budget that allocates funds for both savings and enjoyable experiences allows for responsible financial management. Long-term planning: Saving money for important life goals, such as education, home ownership, or retirement, ensures a stable financial future. Enjoyment within means: It is essential to find a balance between spending on enjoyable experiences and saving for the future, ensuring financial stability without sacrificing present enjoyment. Personal Experience: In my own life, I have found that maintaining a balance between saving and spending is essential for financial well-being. Having an emergency fund has provided security during unexpected events, while saving for long-term goals has allowed me to make significant life investments. At the same time, I have learned the importance of enjoying life in the present and allocating funds for experiences that bring joy and fulfillment. By budgeting wisely and setting clear financial goals, I have been able to strike a balance that ensures financial stability while making the most of life's opportunities. Conclusion: In conclusion, a balanced approach to managing money is the most practical and beneficial choice. Saving money for the future provides financial security and enables long-term planning, while spending money wisely on enjoyable experiences enriches the quality of life. By striking a balance between saving and spending, individuals can achieve financial stability, fulfill life goals, and find happiness in both the present and the future. 4. Economic progress is often used to measure a country's success. However, some people believe that other factors are more important. What other factors should also be considered when measuring a country's success? Do you think one factor is more important than others? Other Factors to Consider When Measuring a Country's Success: Human Development Index (HDI): HDI considers factors like life expectancy, education level, and per capita income, providing a more comprehensive view of a country's well-being and quality of life. Income Inequality: Evaluating the distribution of wealth within a country is crucial. High income inequality can indicate social disparities and hinder overall progress. Environmental Sustainability: Assessing a country's efforts in environmental conservation, renewable energy adoption, and carbon footprint reduction is vital for long-term prosperity. Healthcare and Education Access: The accessibility and quality of healthcare and education services directly impact a country's human capital and future prospects. Political Stability and Governance: A stable political environment, effective governance, and the rule of law contribute to a conducive atmosphere for economic growth and societal progress. Social Cohesion and Inclusivity: Harmonious societal relations, inclusivity of marginalized groups, and social cohesion play a critical role in a nation's overall well-being. Happiness Index: Measuring citizens' happiness and life satisfaction offers insights into the effectiveness of a country's policies and overall societal contentment. Opinion: While economic progress is undeniably crucial, it should not be the sole determinant of a country's success. Instead, a holistic approach that considers a combination of factors, such as HDI, income inequality, environmental sustainability, healthcare, education, political stability, social cohesion, and happiness, should be used to measure a country's success. 5. "Some people prefer to help by making donations to local charities while some prefer to donate to national & international organizations. Discuss both measures and give your opinion." Donating to Local Charities: Direct local impact Supports immediate community needs Better understanding of where the money goes Fosters a sense of connection and responsibility Donating to National & International Organizations: Addresses broader and systemic issues Can reach a larger scale of beneficiaries Tackles global challenges and emergencies Utilizes specialized expertise and resources Opinion (Balanced Approach): Both local charities and national/international organizations play crucial roles in addressing various societal issues. Consider donating to local charities for immediate and tangible impacts in your community. Allocate a portion of donations to national/international organizations to address broader and global challenges. Strive for a balanced approach to make a meaningful difference at different levels. 3. As well as making money, businesses also have social responsibilities. To what extent do you agree or disagree? Opinion (Agree): · Businesses do have social responsibilities beyond solely making money. · Corporations impact society, the environment, and stakeholders, and should address their role responsibly. · Ethical practices and social responsibility can enhance a company's reputation and long-term sustainability. · Embracing social responsibilities fosters positive relationships with the community and customers. · Businesses can contribute to societal well-being by supporting social causes and environmental initiatives. · Adopting responsible practices can help address pressing global challenges and contribute to a more sustainable future. Opinion (Disagree): · The primary objective of businesses is to make money and provide value to shareholders. · Expecting businesses to bear extensive social responsibilities can hamper their competitiveness and growth. · Governments and non-profit organizations are better suited for addressing social issues, not businesses. · Excessive social responsibilities may divert resources from core business activities. · Balancing social and financial objectives is challenging and may lead to conflicts of interest. · While businesses should follow ethical practices, imposing extensive social responsibilities can hinder economic development and job creation.

CRIME AND PUNISHMENT&LAW 1. Some people believe that there should be fixed punishments for each type of crime. Others, however, argue that the circumstances of an individual crime, and the motivation for committing it, should always be taken into account when deciding on the punishment. Fixed Punishments: Provides consistency and predictability in the justice system. Helps deter potential offenders as they know the consequences in advance. Simplifies legal proceedings, making them more efficient and cost-effective. Reduces the likelihood of bias or unfair treatment based on individual circumstances. Reflects the notion of "justice served" by treating all offenders equally for a particular crime. Consideration of Circumstances and Motivation: Allows for a fair and just approach, considering individual contexts. Recognizes that each crime is unique and may have varying degrees of severity. Takes into account mitigating factors such as mental health issues or coercion. Encourages rehabilitation by tailoring punishments to address the root causes of the crime. Promotes a more humane and understanding criminal justice system. Opinion (Balanced Approach): A combination of fixed punishments and consideration of circumstances can lead to a fairer justice system. Certain crimes may warrant fixed punishments to ensure deterrence and consistency. However, in some cases, the circumstances and motivation behind the crime should be taken into account to determine appropriate and rehabilitative measures. Striking a balance between consistency and flexibility is essential to uphold justice while acknowledging the complexities of human behavior and individual cases. 2. There seems to be an increasing number of serious crimes being committed each year. While some think that the best way is to use the death penalty as a deterrent, many people believe that other measures will be needed. Discuss both sides of view. Death Penalty as a Deterrent: Some argue that the death penalty serves as a strong deterrent against serious crimes. The fear of facing capital punishment may discourage potential offenders from committing heinous acts. Supporters believe that the severity of the punishment sends a clear message about the consequences of committing such crimes. In certain societies, the death penalty is seen as a form of retributive justice, providing closure to victims' families. Other Measures Needed: Many believe that the death penalty is not an effective deterrent, as crime rates may not necessarily decrease due to its implementation. The focus should be on addressing root causes of crime, such as social inequality, poverty, and lack of education. Rehabilitation and reintegration programs may be more effective in reducing recidivism and preventing future crimes. Restorative justice approaches can bring healing to victims and communities, allowing offenders to take responsibility for their actions. Additional Points to Consider: The death penalty is irreversible, and there have been cases of wrongful convictions, raising ethical concerns. Some argue that the death penalty may disproportionately affect marginalized and vulnerable populations. The cost of death penalty cases is often higher than life imprisonment, considering lengthy legal processes and appeals. Opinion (Balanced Approach): While the death penalty may have its proponents as a deterrent, its effectiveness is still a subject of debate. To effectively address increasing serious crimes, a multi-faceted approach is required, focusing on prevention, rehabilitation, and community support. Society should consider alternative measures that prioritize the safety of citizens while upholding principles of fairness, justice, and respect for human rights. Public opinion, research-based evidence, and ethical considerations should guide the decision-making process on this complex and sensitive issue. 3. In order to reduce crime, some argue that attacking its cause like poverty is the best solution, while others believe that putting more people in prisons and having more policemen are more convenient way in tackling crime. Discuss both sides and give your opinion. Arguments for using the death penalty as a deterrent: Retribution: Some believe it provides a just punishment for heinous crimes. Deterrence: Supporters argue it can discourage potential criminals due to the severity of the punishment. Closure for victims' families: Families may find closure knowing the perpetrator received the ultimate penalty. Cost-effectiveness: Supporters claim it could be more cost-effective than lifelong imprisonment. Public safety: Advocates argue it ensures dangerous criminals can never harm society again. Arguments against using the death penalty as a deterrent: Human rights: Many view it as a violation of the right to life and cruel punishment. Risk of wrongful convictions: The irreversibility of death penalty leaves no room for rectifying mistakes. Ineffectiveness as a deterrent: Critics argue that evidence does not conclusively prove deterrence. Moral standpoint: Some find it ethically unacceptable to take a life as a means of punishment. Focus on prevention: Critics advocate for addressing root causes and rehabilitation instead. Opinion: While the idea of deterring serious crimes through the death penalty has some merit, I believe it is essential to focus on more comprehensive and humane measures to address the root causes of criminal behavior and promote a safer society. 4."Prison is the only truly effective form of punishment, because it separates criminals from society" To what extent do you support this view? You should give reasons for your answer, and include ideas and examples from your own knowledge and experience. Arguments supporting the view that prison is the only truly effective form of punishment: Incapacitation: Incarceration removes criminals from society, preventing them from committing further crimes during their sentence. Deterrence: The fear of imprisonment may discourage potential offenders from engaging in criminal activities. Retribution: Incarceration serves as a form of punishment that society deems appropriate for criminal acts. Rehabilitation opportunities: Prisons can offer programs and resources to help rehabilitate offenders and reduce recidivism. Justice for victims: Incarceration provides a sense of justice for victims by holding criminals accountable for their actions. Arguments against the view that prison is the only truly effective form of punishment: High recidivism rates: Prisons often fail to effectively rehabilitate offenders, leading to high rates of reoffending after release. Overcrowding and limited resources: Prisons may struggle to provide adequate facilities and programs for effective rehabilitation. Socioeconomic factors: Many crimes are rooted in poverty and social issues, requiring broader interventions beyond incarceration. Alternatives to incarceration: Some argue that community-based sentences or restorative justice practices can be more effective in certain cases. Mental health considerations: Incarcerating individuals with mental health issues may exacerbate their conditions rather than address them. Opinion: While prison can serve as an important tool in addressing crime by separating criminals from society, I believe it is crucial to recognize its limitations. To truly address the issue of crime, a multifaceted approach is necessary, encompassing rehabilitation, societal support, and preventative measures. Alternative forms of punishment and restorative justice practices should be considered to create a more comprehensive and effective criminal justice system. Additionally, efforts to tackle the root causes of criminal behavior, such as poverty and mental health issues, are essential to reducing crime rates and fostering a safer society. 5. Some people who have been in prison become good citizens later, and it is often argued that these are the best people to talk to teenagers about the dangers of committing a crime. To what extent do you agree or disagree? Arguments supporting the idea that former prisoners can be effective in talking to teenagers about the dangers of committing a crime: · Credibility: Former prisoners can provide firsthand accounts of the consequences and realities of criminal behavior, making their message more relatable and impactful to teenagers. · Real-life examples: Personal stories of redemption and transformation can inspire hope and deterrence in young minds, showing that change is possible. · Connection and empathy: Former prisoners may better understand the struggles and temptations teenagers face, allowing them to connect on a deeper level and convey their message more effectively. · Awareness of potential consequences: Having experienced the negative outcomes of their actions, ex-prisoners can emphasize the long-term implications of criminal behavior, encouraging teenagers to think twice before making detrimental choices. · Warning against peer pressure: Former prisoners can share their experiences of how peer pressure and association with the wrong crowd can lead to criminal involvement, providing valuable insights for teenagers to avoid similar paths. Arguments against the idea that former prisoners are the best people to talk to teenagers about the dangers of committing a crime: · Stigmatization: Some teenagers may stigmatize former prisoners, making it challenging for them to effectively convey their message. · Limited perspective: While personal experiences are valuable, they might not cover the complexities and broader factors contributing to criminal behavior, requiring a more comprehensive approach to prevention. · Risk of glorification: In some cases, teenagers might romanticize or glorify the criminal past of the speakers, rather than grasping the seriousness of criminal consequences. · Professional expertise: Professionals in fields such as law enforcement, counseling, or social work might possess more in-depth knowledge and training in crime prevention strategies and youth engagement. · Traumatic impact: Reliving past experiences when sharing personal stories could be emotionally challenging for former prisoners, potentially affecting their ability to communicate effectively. Opinion: I believe that former prisoners can indeed play a vital role in educating teenagers about the dangers of committing a crime, but they should not be the sole approach. Their personal experiences can resonate strongly with young audiences, emphasizing the realities and potential repercussions of criminal behavior. However, it is essential to complement their efforts with professional expertise, comprehensive crime prevention programs, and support networks. By combining personal stories with evidence-based prevention strategies, society can foster a more holistic approach to deter youth from engaging in criminal activities and promote positive decision-making. 6.Many offenders commit more crimes after serving the first punishment. Why is this happening, and what measures can be taken to tackle this problem? Reasons why some offenders commit more crimes after serving the first punishment: 1. Lack of rehabilitation: Inadequate access to education, job training, and mental health support during incarceration can hinder offenders' reintegration into society, leading them back to criminal activities. 2. Social and economic factors: Released offenders may struggle to find stable employment or housing, pushing them back into criminal behavior as a means of survival. 3. Peer influence: Returning to the same social circles and environments can expose offenders to negative influences, encouraging further criminal engagement. 4. Substance abuse: Drug and alcohol addiction can be significant contributors to recidivism, as offenders may return to substance abuse after release. 5. Stigma and isolation: The societal stigma surrounding ex-offenders can lead to isolation and feelings of hopelessness, increasing the likelihood of reoffending. Measures to tackle the problem of recidivism: 1. Comprehensive rehabilitation programs: Prisons should offer tailored rehabilitation programs focusing on education, vocational training, and mental health support to equip offenders with essential skills for reintegration. 2. Transitional support: Providing assistance in finding housing, employment, and access to social services upon release can help ex-offenders transition successfully into society. 3. Substance abuse treatment: Offering effective and accessible substance abuse treatment programs both during incarceration and after release can address underlying issues contributing to criminal behavior. 4. Community-based support: Engaging community organizations and support networks to mentor and guide ex-offenders can create a positive environment that discourages reoffending. 5. Restorative justice practices: Implementing restorative justice approaches can encourage offenders to take responsibility for their actions, repair harm caused, and reintegrate into the community. 6. Mental health services: Ensuring access to mental health care for offenders, both inside and outside of prison, can address underlying psychological issues that may contribute to criminal behavior. 7. Focus on prevention: Investing in early intervention and crime prevention programs targeted at at-risk individuals can help divert potential offenders away from the criminal justice system. 8. Reduce recidivism-focused policies: Reevaluate punitive measures that may exacerbate the cycle of recidivism and consider more evidence-based approaches to rehabilitation and reintegration. By combining these measures and addressing the root causes of recidivism, societies can work towards reducing repeat offenses, enhancing public safety, and supporting the successful reintegration of ex-offenders into the community. Version-2 1. The crime rate nowadays is decreasing compared to the past due to advanced technology which can prevent and solve crime. Do you agree or disagree? Agree: Improved surveillance : Advanced cameras and monitoring systems deter criminal activity (e.g., closed-circuit television). Data analysis : Technology enables police to analyze crime patterns and allocate resources more effectively (e.g., predictive policing). Faster response times : Emergency services can respond more quickly due to communication technology (e.g., mobile apps for reporting crimes). Disagree: Complexity of crime : While some crimes may decrease, others evolve with technology (e.g., cybercrime). Socioeconomic factors : Crime rates are influenced by social issues that technology cannot address (e.g., poverty, education). Regional variations : Some areas still experience high crime rates despite technological advances (e.g., urban violence). 2. Many criminals commit further crimes as soon as they are released from prison. What do you think are the causes of this? What possible solutions can you suggest? Causes: Lack of rehabilitation : Insufficient support for reintegrating into society often leads to reoffending (e.g., lack of job training). Socioeconomic pressures : Financial instability and lack of support systems can push individuals back into crime (e.g., homelessness). Criminal networks : Returning to familiar environments can result in falling back into criminal behavior (e.g., peer pressure). Possible Solutions: Comprehensive rehabilitation programs : Focus on education, vocational training, and mental health support (e.g., counseling). Aftercare support : Establish mentorship programs to assist former prisoners in reintegrating (e.g., community service). Employment opportunities : Encourage businesses to hire ex-offenders through incentives (e.g., tax breaks). 3. It is often thought that the increase in juvenile crime can be attributed to violence in the media. Do you agree that this is the main cause of juvenile crime? What solutions can you offer to deal with this situation? Agree: Desensitization : Exposure to violent content may desensitize youth to real-world violence (e.g., video games, movies). Behavior modeling : Young people may imitate behaviors seen in media (e.g., aggressive actions). Disagree: Multiple influences : Juvenile crime is influenced by various factors, including family environment, peer pressure, and socioeconomic status (e.g., neglect, poverty). Contextual understanding : Not all individuals exposed to violent media engage in crime, suggesting personal and environmental factors are also significant (e.g., protective factors). Solutions: Media literacy education : Teach critical thinking skills regarding media consumption (e.g., analyzing media messages). Parental controls : Encourage parents to monitor and limit violent media exposure (e.g., age-appropriate ratings). Positive role models : Promote media that showcases positive behaviors and conflict resolution (e.g., community programs). 4. In some societies, the number of crimes committed by teenagers is growing. Some people think that regardless of age, teenagers who commit major crimes should receive adult punishment. To what extent do you agree? Agree: Accountability : Holding teenagers accountable for serious crimes reinforces the consequences of their actions (e.g., deterrence). Severity of crime : Major crimes can have severe impacts on victims, necessitating a strong response regardless of the offender's age (e.g., violent crimes). Disagree: Developmental differences : Teenagers may not fully understand the consequences of their actions due to cognitive development (e.g., impulsivity). Potential for rehabilitation : Focusing on rehabilitation rather than punishment can lead to more positive outcomes for youth offenders (e.g., restorative justice programs). 5. Some countries are struggling with an increase in the rate of crime. Many people think that having more police on the streets is the only way to reduce crime. To what extent do you agree? Agree: Visible presence : Increased police presence can deter criminal activity and enhance public safety (e.g., community policing). Quick response : More officers on the streets can lead to faster responses to crimes in progress (e.g., emergency situations). Disagree: Community engagement : Building relationships between police and communities can be more effective than sheer numbers (e.g., neighborhood watch programs). Root causes : Addressing underlying social issues, such as poverty and lack of education, is crucial for long-term crime reduction (e.g., social programs). Alternative approaches : Other strategies, like crime prevention programs, can be equally effective (e.g., youth engagement). 6. Some people think that women should not be allowed to work in the police force. Do you agree or disagree? Agree: Physical challenges : Some argue that physical demands of policing may not suit all women (e.g., in high-stress situations). Traditional roles : Cultural beliefs may support the idea that men are better suited for law enforcement roles (e.g., historical perspectives). Disagree: Equality and capability : Women can be equally effective in policing roles and bring diverse perspectives (e.g., crisis negotiation skills). Community relations : Female officers can improve community relations and trust (e.g., handling sensitive situations). Legal and ethical considerations : Denying women the opportunity to serve is discriminatory and undermines gender equality (e.g., workplace rights). 7. Many crimes are often related to the consumption of alcohol. Some people think that the best way to reduce the crime rate is to ban alcohol. Do you think this is an effective measure against crime? What other solutions can you suggest? Agree: Link to violence : Alcohol consumption is often associated with aggressive behavior and impaired judgment (e.g., domestic violence). Historical precedents : Past alcohol bans (e.g., Prohibition in the U.S.) led to a temporary reduction in alcohol-related crimes (e.g., public intoxication). Disagree: Ineffective measures : Banning alcohol can lead to underground markets and increased crime (e.g., illegal alcohol production). Focus on education : Implementing education about responsible drinking can address the root causes of alcohol-related crime (e.g., harm reduction programs). Other Solutions: Support services : Enhance access to addiction treatment and support programs (e.g., rehabilitation facilities). Stricter enforcement : Implement and enforce laws regarding drinking and driving and public intoxication (e.g., sobriety checkpoints). 8. Some people think certain prisoners should be made to do unpaid community work instead of being put behind bars. To what extent do you agree? Agree: Restorative justice : Community work can help repair harm caused by crime and promote healing for victims (e.g., community service). Skill development : Engaging in community work can help prisoners develop skills and improve their chances of reintegration (e.g., work experience). Reduced prison overcrowding : Alternatives to incarceration can alleviate prison overcrowding (e.g., cost-effective solutions). Disagree: Seriousness of crimes : Some offenses may warrant imprisonment for public safety and accountability (e.g., violent crimes). Potential for recidivism : Not all individuals are suited for community work, and some may not take it seriously (e.g., lack of commitment). 9. Many people believe that having a fixed punishment for all crimes is more efficient. What are the advantages and disadvantages of having a fixed punishment? Advantages: Consistency : Ensures that similar crimes receive similar punishments, promoting fairness (e.g., eliminating bias). Deterrence : A clear and fixed punishment can deter individuals from committing crimes (e.g., known consequences). Efficiency : Streamlines the judicial process and reduces legal complexities (e.g., quicker resolutions). Disadvantages: Lack of flexibility : Fixed punishments may not account for mitigating circumstances, leading to unjust outcomes (e.g., first-time offenders). Oversimplification : Complexities of human behavior and individual circumstances may not be addressed (e.g., mental health issues). Potential for harshness : Some minor offenses could lead to disproportionately harsh punishments (e.g., non-violent crimes). 10. Some people think that the government should be responsible for crime prevention, while others believe that it is the responsibility of the individual to protect themselves. Discuss both sides and give your opinion. Government Responsibility: Public safety : The government has a duty to protect its citizens and maintain law and order (e.g., policing and emergency services). Social programs : Investment in education, employment, and community development can reduce crime rates (e.g., preventive measures). Legislation : The government can enact laws to address root causes of crime and ensure justice (e.g., gun control laws). Individual Responsibility: Personal safety : Individuals should take proactive measures to protect themselves and their property (e.g., neighborhood watch programs). Community involvement : Communities should collaborate to create safer environments (e.g., local initiatives). Empowerment : Encouraging self-defense and awareness promotes personal responsibility and safety (e.g., self-defense classes). Opinion: A balanced approach is essential, where the government provides a framework for safety and prevention, while individuals also play a proactive role in their communities. 11. The death penalty is the best way to control and reduce serious crime. To what extent do you agree? Agree: Deterrent effect : The death penalty may deter potential offenders from committing serious crimes (e.g., murder). Closure for victims' families : It can provide a sense of justice and closure for the families of victims (e.g., finality). Cost-effective : Some argue that executing offenders can be less expensive than lifelong incarceration (e.g., cost comparisons). Disagree: Moral concerns : The death penalty raises ethical questions regarding human rights and the value of life (e.g., wrongful executions). Ineffectiveness : Studies show that the death penalty does not significantly reduce crime rates compared to life imprisonment (e.g., data analysis). Judicial errors : The risk of wrongful convictions can lead to irreversible consequences (e.g., innocent people executed). 12. While it is sometimes thought that prison is the best place for criminals, others believe that there are better ways to deal with them. What is your opinion? Opinion Supporting Prison: Public safety : Prisons can protect society from dangerous individuals (e.g., violent offenders). Accountability : Incarceration ensures that criminals are held accountable for their actions (e.g., serving sentences). Opinion Supporting Alternatives: Rehabilitation focus : Alternatives such as community service, probation, or rehabilitation programs can lead to better reintegration (e.g., restorative justice). Cost considerations : Prisons can be expensive to maintain, while community programs may be more cost-effective (e.g., financial resources). Reduced recidivism : Programs focusing on education and skills development can reduce the likelihood of reoffending (e.g., support networks). Balanced Opinion: A combination of incarceration for serious offenders and rehabilitation programs for others may offer a more effective approach to crime reduction. 13. The crime rate, in most countries, is often higher in urban areas than in rural areas. Why do you think that is? What can be done to reduce the crime rate? Reasons for Higher Urban Crime Rates: Population density : More people can lead to increased opportunities for crime (e.g., anonymity). Economic disparities : Urban areas often have higher poverty rates, leading to crime for survival (e.g., theft). Social disorganization : Urban areas may experience higher rates of family instability and lack of community cohesion (e.g., social isolation). Solutions: Community engagement : Promote community programs that foster connections and collective responsibility (e.g., neighborhood associations). Economic development : Invest in job creation and education to address the root causes of crime (e.g., vocational training). Policing strategies : Implement community policing initiatives to build trust and cooperation between law enforcement and residents (e.g., local partnerships). 14. Some people think that poverty is the reason behind most crimes. Do you agree or disagree? Agree: Survival instincts : Poverty can drive individuals to commit crimes to meet basic needs (e.g., theft, robbery). Limited opportunities : Lack of access to education and employment can increase desperation and lead to criminal behavior (e.g., gang involvement). Disagree: Complex factors : Crime is influenced by various factors beyond poverty, including individual choices, family dynamics, and mental health (e.g., social environment). Not all poor individuals commit crimes : Many people living in poverty do not resort to crime, indicating the role of personal agency (e.g., resilience). 15. Internet crime is increasing rapidly as more and more people are using the internet to make financial transactions. What can be done to tackle this problem? Solutions: Education and awareness : Provide resources to educate the public about online safety and secure financial practices (e.g., phishing awareness). Stronger cybersecurity measures : Encourage businesses to invest in advanced security technologies to protect customer data (e.g., encryption). Legislation and law enforcement : Enhance laws targeting cybercrime and ensure law enforcement agencies have the necessary training and resources to address it (e.g., specialized units). 16. Some people think that the parents of children who commit crime should also receive punishment. Do you agree or disagree? Agree: Shared responsibility : Parents play a crucial role in shaping their children’s behavior and should be held accountable for neglect or abuse (e.g., poor parenting). Encouraging accountability : Holding parents accountable may encourage them to take a more active role in their children’s upbringing (e.g., involvement in education). Disagree: Individual agency : Children should be recognized as individuals capable of making their own choices, and not all criminal behavior stems from parental influence (e.g., peer pressure). Focus on support : Rather than punishment, providing support and resources for struggling families may yield better outcomes (e.g., parenting programs).

EDUCATION 1. In some developed countries young people are encouraged to work or travel for a year at the end of high school and before starting university. What are the pros and cons for young people who choose to do this? Pros of working or traveling for a year after high school: 1. Personal growth and maturity: Experiencing the world outside of the academic setting can help young people mature, gain independence, and develop valuable life skills. 2. Broadened perspectives: Travel exposes young individuals to different cultures, languages, and ways of life, fostering open-mindedness and tolerance. 3. Career exploration: Working during the gap year allows students to explore potential career paths, gaining practical experience and confirming their academic choices. 4. Break from academic pressure: Taking a gap year can reduce burnout and stress associated with continuous studying, refreshing students for their university studies. 5. Enhanced self-awareness: Young people can use this time to reflect on their aspirations and interests, leading to more informed decisions about their future goals. Cons of working or traveling for a year after high school: 1. Academic delay: A gap year could postpone formal education, potentially leading to a decreased desire to return to studying. 2. Financial constraints: Traveling or working abroad may require considerable funds, making it less feasible for some students from lower-income backgrounds. 3. Skills mismatch: Some gap year experiences may not directly align with a student's desired field of study, making it challenging to leverage those experiences in the future. 4. Disconnection from academics: Long breaks from studying may cause some students to forget academic concepts, making it harder to adjust to university education later. 5. Peer pressure: Societal expectations and pressure from peers may lead some students to feel inadequate or regretful if they do not take a gap year. Overall Consideration: The decision to take a gap year after high school should be carefully considered, weighing the potential benefits of personal growth and career exploration against the drawbacks of academic delay and financial constraints. If students can use this time constructively to gain valuable experiences and insights, a well-planned gap year can have a positive impact on their personal and academic development. However, it is essential for young individuals to set clear goals and remain motivated to pursue their educational and career aspirations upon completing their gap year experience. 2. In some countries young people are encouraged to work or travel for a year between finishing high school and starting university studies. Discuss the advantages and disadvantages for young people who decide to do this. Advantages of working or traveling for a year after high school: Personal Growth: Taking a gap year can lead to increased self-confidence, independence, and resilience as young people navigate new experiences and challenges on their own. Global Perspective: Traveling during a gap year exposes young individuals to different cultures, customs, and people, broadening their worldview and promoting cultural understanding. Career Exploration: Working or volunteering during the gap year allows students to gain practical experience, explore potential career paths, and make informed decisions about their future studies. Academic Refreshment: A break from formal education can prevent burnout and provide students with renewed enthusiasm and focus when they eventually start their university studies. Soft Skills Development: Gap year experiences can enhance communication, adaptability, problem-solving, and teamwork skills, which are valuable in both academic and professional settings. Disadvantages of working or traveling for a year after high school: Academic Delay: Taking a gap year might postpone the start of university studies, leading to potential difficulties in readjusting to academic routines later on. Financial Constraints: Traveling or participating in certain gap year programs can be costly, making it less accessible for students from lower-income backgrounds. Skills Mismatch: Some gap year experiences may not directly align with a student's desired field of study, leading to challenges in leveraging those experiences academically or professionally. Peer Pressure: Societal expectations or pressure from peers to start university immediately may cause some students to feel insecure or doubt their decision to take a gap year. Lost Momentum: Some students may find it challenging to return to formal education after a year of freedom and independence, potentially affecting their academic performance. Overall Consideration: While a gap year can offer numerous benefits in terms of personal growth, global exposure, and career exploration, it is essential for young people to weigh these advantages against potential drawbacks such as academic delay and financial constraints. Planning is crucial to ensure that the gap year is purposeful, well-structured, and aligned with the individual's future goals. With careful consideration, a gap year can be a transformative experience that enriches a young person's life and provides them with valuable skills and perspectives for their academic and professional journey. 3. The main purpose of a university is to provide graduates with the knowledge and skills needed for students to get a good job. To what extent do you agree? Agree - The main purpose of a university is to provide graduates with the knowledge and skills needed for students to get a good job: Skill-oriented curriculum: Tailoring courses to industry demands. Practical training for real-world job requirements. Focus on employability skills like communication and teamwork. Career services support: Career counseling and guidance for students. Internship and job placement assistance. Networking opportunities with industry professionals. Economic impact: Universities contribute to a skilled workforce. Graduates' employment boosts the economy. Return on investment for students' education. Employer expectations: Employers seek job-ready graduates. Industry partnerships for relevant education. Meeting employer demands leads to higher employability. Global competition: Competing with graduates worldwide. Providing a skilled workforce enhances a country's global competitiveness. Job-focused education prepares students for global job markets. Disagree - The main purpose of a university goes beyond job preparation: Holistic development: Fostering critical thinking and creativity. Nurturing personal and intellectual growth. Education as a lifelong learning process. Research and innovation: Advancing knowledge and technology. Pushing the boundaries of human understanding. Universities as hubs of innovation and progress. Cultivating global citizens: Promoting cultural understanding and diversity. Encouraging civic engagement and social responsibility. Developing future leaders and change-makers. Liberal arts education: Emphasizing broad-based knowledge. Cultivating versatile skills adaptable to various careers. Creating well-rounded individuals. Intellectual curiosity: Encouraging exploration and intellectual pursuit. Unearthing students' passions and interests. Education for personal fulfillment and self-discovery. Opinion: The main purpose of a university should strike a balance between job preparation and broader educational goals. While equipping students with skills for employment is vital, universities must also prioritize holistic development, critical thinking, and fostering a passion for learning. A well-rounded education ensures graduates not only secure good jobs but also become engaged global citizens capable of driving innovation and positive societal change. 4. Some people believe that children will have a bright future if they are always rewarded by their parents and teachers when they behave well. However, other people argue that if the children misbehave, they should receive punishment so that they can become qualified citizens. Discuss both views and give your opinion. View 1 - Rewarding good behavior for a bright future: Positive reinforcement: Encourages children to repeat good behavior. Builds their self-esteem and confidence. Creates a supportive and nurturing environment. Intrinsic motivation: Children develop an internal drive to do well. Focuses on the positive aspects of their actions. Fosters a love for learning and self-improvement. Emotional well-being: Reduced stress and anxiety in a positive environment. Stronger parent-child and teacher-student bonds. Better mental and emotional development. View 2 - Applying punishment for shaping qualified citizens: Understanding consequences: Teaches children about responsibility for their actions. Helps them grasp the cause-effect relationship. Prepares them for facing real-world consequences. Establishing boundaries: Sets clear expectations for behavior. Reinforces the rules of society and community. Promotes discipline and respect for authority. Character development: Encourages empathy and understanding. Instills values like accountability and integrity. Shapes children into responsible citizens. 5. Technology is becoming increasingly prevalent in the world today. In the not too distant future, technology will completely replace the teacher in the classroom. Do you agree or disagree with this statement? Agree - Technology replacing teachers in the classroom: 1. Personalized learning: AI-powered technology can adapt to individual students' needs and pace, providing customized educational experiences. 2. Accessible education: Online platforms and virtual classrooms can reach students in remote areas, increasing educational opportunities worldwide. 3. Continuous learning: Technology allows 24/7 access to educational resources, promoting self-directed and lifelong learning. 4. Efficiency and cost-effectiveness: Automated systems can handle administrative tasks, reducing the burden on teachers and optimizing resources. 5. Global collaboration: Virtual classrooms enable students from different countries to collaborate and learn from diverse perspectives. Disagree - Teachers' role remains essential in the classroom: 1. Emotional connection: Teachers provide essential emotional support, mentorship, and motivation that technology cannot replicate. 2. Complex problem-solving: Teachers foster critical thinking and encourage interactive discussions, nurturing students' analytical skills. 3. Moral and ethical guidance: Human teachers impart values, empathy, and social skills, fostering well-rounded individuals. 4. Real-world experiences: Teachers organize field trips and hands-on activities, enhancing practical learning beyond the digital realm. 5. Adaptability: Teachers can dynamically adjust their teaching methods based on students' responses and engagement levels. Opinion - Balanced integration of technology and teachers: 1. Blended learning approach: Combining technology and teachers can optimize the benefits of both approaches. 2. Teacher as a facilitator: Teachers can use technology to enhance their teaching methods and engage students more effectively. 3. Fostering digital literacy: Teachers play a crucial role in teaching students how to use technology responsibly and critically. 4. Addressing individual needs: Combining technology with human intervention ensures personalized attention to struggling students. 5. Preparing for the future: An integration of technology and teachers equips students with both digital skills and emotional intelligence. 6. Some people say that distance learning is a quick and effective way to study. Others, however, disagree and say that distance learning programs can never be as good as courses taken in person. Do you agree or disagree with the statement? Agree - Distance learning as a quick and effective way to study: 1. Flexibility: Distance learning allows students to study at their own pace and schedule, accommodating various lifestyles and commitments. 2. Accessibility: Students from remote areas or with physical disabilities can access education without the need to travel. 3. Diverse learning resources: Online platforms offer a wealth of digital materials, videos, and interactive tools, enhancing the learning experience. 4. Cost-effective: Distance learning eliminates expenses related to commuting and accommodation, making education more affordable. 5. Global collaboration: Students can connect with peers and experts worldwide, gaining diverse perspectives and cultural awareness. Disagree - In-person courses are superior to distance learning: 1. Face-to-face interaction: In-person courses enable real-time discussions, immediate feedback, and personalized attention from teachers. 2. Enhanced focus and discipline: Physical classrooms create a structured environment, reducing distractions and promoting better concentration. 3. Hands-on experience: Certain subjects, like lab-based sciences or performing arts, require physical presence for practical learning. 4. Social development: In-person courses facilitate social interactions, teamwork, and networking opportunities among students. 5. Campus environment: Being on campus offers access to facilities like libraries, research centers, and extracurricular activities, enriching the learning journey. Opinion - Both distance learning and in-person courses have merits: 1. Hybrid learning model: Combining distance and in-person elements can offer a balanced approach, catering to different learning styles. 2. Customization: Students can choose the learning format that suits their preferences, needs, and subject requirements. 3. Continuous learning: Technology can augment in-person courses by providing supplementary resources and access to online discussions. 4. Adapting to individual circumstances: Some students may thrive in a physical classroom, while others may benefit from the flexibility of distance learning. 5. Lifelong learning opportunities: Distance learning allows professionals to pursue further education without leaving their jobs or relocating. 7. Some people believe all children should be taught together. Others say that they should be separated according to academic abilities. Discuss both views and give your opinion. View 1: All children should be taught together · Inclusivity and diversity: Mixing students of different abilities fosters a sense of inclusivity and prepares them for a diverse society. · Social development: Interaction with peers from various backgrounds helps children develop strong social skills and empathy. · Reduced stigma: Avoiding separation based on academic abilities prevents stigmatization and fosters a positive learning environment. · Collaboration and teamwork: Mixed-ability classrooms encourage collaboration, where stronger students can help weaker ones, enhancing overall learning outcomes. · Equal opportunities: Every child receives the same educational opportunities and exposure to various subjects. View 2: Children should be separated according to academic abilities · Tailored instruction: Grouping students based on abilities allows teachers to tailor their teaching methods to cater to specific needs. · Focused learning pace: Advanced students can progress at a faster pace, while struggling students receive targeted support and reinforcement. · Maintaining student engagement: Grouping children of similar abilities may keep them more engaged, as lessons are better suited to their level. · Efficient use of resources: Resources can be optimized as teachers can concentrate on a specific level of students, maximizing their impact. · Preparation for higher education: Separating students prepares them for university or college, where specialization is often required. Opinion: While both approaches have merits, a combination of inclusive education and ability-based grouping can be beneficial. · Inclusive education: Promote mixed-ability classrooms to encourage diversity, social development, and mutual support among students. · Flexible grouping: Implement occasional ability-based grouping for subjects that require varying levels of difficulty or when extra support is needed. · Individualized learning: Emphasize personalized learning plans to cater to each student's strengths and weaknesses. · Teacher training: Provide professional development to equip teachers with the skills to handle diverse classrooms effectively. · Regular assessment: Continuously evaluate students' progress to adjust grouping strategies and ensure optimal learning outcomes. The ultimate goal should be to create a balanced and supportive learning environment where all children can thrive academically and socially. 8. Some people believe that teaching children at home is best for a child’s development while others think that it is important for children to go to school. Discuss the advantages of both methods and give your own opinion. Advantages of Home Schooling: 1. Personalized learning: Homeschooling allows tailoring the curriculum to a child's individual needs, learning style, and pace. 2. Flexible schedule: Families can create a flexible schedule, accommodating travel and extracurricular activities, promoting a well-rounded education. 3. Individual attention: One-on-one instruction enables focused attention, addressing specific strengths and weaknesses. 4. Safe learning environment: Homeschooling can provide a safe and nurturing atmosphere, reducing exposure to bullying and negative influences. 5. Strong family bonds: Spending more time together fosters strong family relationships and bonding. Advantages of Traditional Schooling: 1. Socialization: Attending school exposes children to diverse social interactions and develops essential social skills. 2. Structured learning: Schools offer a well-defined curriculum, standardized assessments, and access to a wide range of extracurricular activities. 3. Qualified teachers: Schools employ trained educators who specialize in different subjects, ensuring comprehensive learning. 4. Peer learning: Interacting with peers can facilitate collaborative learning and group activities. 5. Preparation for the real world: Schooling teaches children to adapt to structured environments and prepares them for future challenges. Opinion: Both homeschooling and traditional schooling have their advantages, and the best approach may vary depending on the child's individual needs, family dynamics, and local educational resources. A balanced approach that incorporates elements of both methods could be ideal: 1. Blended learning: Combine homeschooling for personalized attention and flexibility with occasional attendance in school for socialization and group activities. 2. Community involvement: Engage in local homeschooling groups or extracurricular activities to facilitate social interactions. 3. Regular assessment: Monitor the child's progress to ensure they meet educational standards regardless of the method chosen. 4. Parental involvement: Regardless of the chosen method, active parental involvement in a child's education remains crucial for their development. 5. Child's preference: Consider the child's preferences and learning style to determine the most suitable educational approach. Ultimately, the key is to create a supportive and enriching learning environment that nurtures a child's academic, social, and emotional growth. 9. Schools are spending more time teaching traditional subjects such as history. Some people think they should rather spend more time in teaching skills that can help students find a job. To what extent do you agree or disagree. Arguments for teaching traditional subjects like history: · Cultural and historical awareness. · Understanding societal developments and mistakes. · Nurturing critical thinking and analysis. · Preserving cultural heritage and identity. · Providing context for current events. Arguments for teaching job-oriented skills: · Preparing students for the workforce. · Addressing job market demands. · Enhancing employability and career prospects. · Promoting practical problem-solving abilities. · Fostering vocational expertise. Opinion (agree/disagree): I partially agree that schools should strike a balance between teaching traditional subjects and job-oriented skills. While history and cultural knowledge are valuable, equipping students with relevant job skills is essential to ensure their success in the ever-changing job market. 10. Some people think that all university students should study whatever they like. Others believe that they should only be allowed to study subjects that will be useful in the future, such as those related to science and technology. Discuss both these views and give your own opinion. Views supporting studying whatever students like: · Individual interests: Allows students to pursue passions and talents, fostering intrinsic motivation. · Diverse skill sets: Emphasizes a broad range of knowledge, promoting well-rounded individuals. · Personal growth: Encourages self-discovery and personal development beyond career-oriented subjects. · Creative thinking: Unrestricted studies can lead to innovative ideas and unique perspectives. · Reduced stress: Students may perform better when engaged in subjects they genuinely enjoy. Views supporting studying only useful subjects: · Job market demands: Aligns education with industry needs, increasing employability. · Economic growth: Produces a workforce specialized in high-demand fields, driving innovation. · Resource optimization: Maximizes educational resources and funding for critical sectors. · Global competitiveness: Ensures the country stays competitive in technology and sciences. · Future preparedness: Equips students with skills relevant to evolving industries and challenges. Personal opinion (example): · Balanced approach: Blend of student choice and practical subjects, fostering individual interests while addressing societal needs. · Electives: Allow students to explore diverse interests alongside core subjects. · Career guidance: Provide counseling to help students make informed decisions. · Adaptable curriculum: Design courses that integrate interdisciplinary aspects. · Lifelong learning: Encourage continuous education beyond university, promoting adaptability.

ENTERTAINMENT/HOBBY/LEISURE TIME 1. Youngsters these days find hardly any time for leisure. Is this a positive development? What are the causes of this? If this is a problem, can you suggest solutions? Is this a positive development? · Improved productivity: Reduced leisure time may indicate increased focus on work or studies, leading to higher productivity levels. · Technological advancements: Youngsters might spend more time on electronic devices, which can enhance skills and knowledge in certain areas. · Ambition and goals: Prioritizing responsibilities over leisure may reflect a strong drive to achieve personal or career objectives. Causes of this trend: · Academic pressure: Demanding academic curricula and competition can consume much of their time. · Career competition: Youngsters may believe that sacrificing leisure time will give them a competitive edge in the job market. · Technology and social media: Excessive use of electronic devices can divert their attention from leisure activities. · Parental expectations: Pressure from parents to excel academically or professionally may limit leisure time. · Busy schedules: Engagements in extracurricular activities, part-time jobs, or internships can leave little room for leisure. If this is a problem, suggested solutions: · Balancing time management: Encourage youngsters to plan their schedules efficiently to allocate time for leisure and responsibilities. · Promoting awareness: Educate students and parents about the importance of a balanced lifestyle and the positive impacts of leisure activities. · Reducing academic burden: Reevaluate curricula and exam pressures to allow for more leisure time without compromising learning outcomes. · Encouraging physical activity: Promote sports and outdoor activities to motivate youngsters to engage in leisure pursuits. · Setting workplace boundaries: Employers should respect work-life balance, allowing employees to have sufficient leisure time. 2. Many people today are worried about young children using video games. What problems might these games cause, for children and society as a whole? How could these problems be reduced? You should give reasons for your answer, and include ideas and examples from your own knowledge and experience. Problems Caused by Video Games for Children and Society: Negative Impact on Children: Increased aggression and violent behavior. Social isolation and reduced face-to-face interaction. Poor academic performance and decreased focus on studies. Sleep disturbances and irregularities in sleep patterns. Physical health issues due to sedentary lifestyles. Societal Problems: Desensitization to violence and real-world issues. Potential for addiction and dependency on gaming. Economic impact on families spending excessively on games. Cyberbullying and online harassment within gaming communities. Inequality in access to gaming technology, creating a digital divide. Reducing Video Game Problems: Child-Centric Measures: Implementing age restrictions and ratings for games. Encouraging parental involvement and monitoring gaming habits. Promoting balanced use of technology with outdoor activities. Integrating educational games that stimulate learning and creativity. Raising awareness about responsible gaming and online behavior. Societal Solutions: Enforcing regulations on loot boxes and in-game purchases. Promoting gaming moderation and digital well-being campaigns. Supporting research on the psychological impact of video games. Developing inclusive and diverse gaming content for all ages. Collaborating with game developers to design socially responsible games. Opinion: In my opinion, while video games offer recreational benefits and can enhance cognitive skills, it is crucial to address the potential problems they pose, especially for young children. Implementing responsible gaming measures and promoting a balanced approach to technology can help mitigate these issues and create a healthier gaming environment for children and society as a whole. 3. Some people believe that hobbies need to be difficult to be enjoyable. To what extent do you agree or disagree? People who believe hobbies need to be difficult to be enjoyable: Sense of accomplishment: Challenging hobbies offer a greater sense of achievement and satisfaction. Skill development: Difficult hobbies can lead to continuous learning and skill improvement. Mental stimulation: Complex hobbies engage the mind, reducing boredom and enhancing cognitive abilities. Exclusivity: Difficult hobbies may create a sense of uniqueness and expertise. People who believe hobbies don't need to be difficult to be enjoyable: Stress relief: Simple hobbies can provide relaxation and serve as a break from daily challenges. Accessibility: Easy hobbies are more inclusive and can be enjoyed by people of different age groups and abilities. Joy of simplicity: Effortless hobbies can bring pure joy without the pressure of mastering complex skills. Time management: Simple hobbies can be pursued without extensive time commitments. Opinion (agreeing or disagreeing): Agree: Difficult hobbies offer a deeper sense of fulfillment and continuous personal growth. Disagree: Enjoyment in hobbies comes from personal preferences, and simplicity can provide equal satisfaction without added stress. 2. Some people regard video games as harmless fun, or even as a useful educational tool. Others, however, believe that videos games are having an adverse effect on the people who play them. In your opinion, do the drawbacks of video games outweigh the benefits? Drawbacks of Video Games: Increased aggression and violence in players. Sedentary lifestyle leading to health issues. Addiction and excessive screen time. Social isolation and reduced real-life interactions. Negative impact on academic or work performance. Benefits of Video Games: Enhanced cognitive abilities and problem-solving skills. Opportunities for learning and education through serious games. Stress relief and mood improvement. Social interaction and teamwork in multiplayer games. Development of hand-eye coordination and fine motor skills. Opinion (the answer to the question): In my opinion, the benefits of video games outweigh the drawbacks, considering the potential for cognitive development, education, stress relief, and social interaction. However, moderation and responsible gaming practices are essential to mitigate any adverse effects.

IELTS Academic Reading Test-15 From Hand to Mouth A Once again, southern Africa is facing a severe food crisis. It is a chronic problem – and shouldn’t be. At the Trinity hospital in Malawi’s southern Nsanje district, three-year-old Mboyi is lying listless, his face against the wall. His belly is badly bloated and skin is peeling off his legs. His mother explains that the family has not been able to harvest anything this year, due to poor rains. Mothers in the area are already bringing malnourished children to hospitals in alarming numbers. Yet, it will be another six months before the next harvest. B Aid agencies are sounding the alarm, hoping that help will come before emaciated children’s haunting images, such as those recently seen in Niger, appear on western television screens. The UN’s World Food Programme (WFP) says that close to 12 million people across southern Africa will need food aid before the next harvest. The agency is short of more than $150 million to feed them over the next six months. Malawi and Zimbabwe are by far the hungriest, but Mozambique, Zambia, Lesotho, and Swaziland are also affected. The drought may be southern Africa’s worst in a decade. The crucial rains of January, when newly planted crops need water, did not come on time. Nor, in some places, did seeds and fertiliser. Maize, the staple food, is scarce in some areas; prices in markets have shot up beyond the means of the hungriest. C Though the problem is particularly severe this year, it recurs across southern Africa. Food is produced mainly by subsistence farmers on small plots with no irrigation, their fate tied to rain falling in the right amount at the right time. Bad roads and unreliable transport make it expensive to move food and seeds. Without proper marketing channels, small farmers cannot sell whatever surplus they may have outside their neighbourhoods. This leaves southern Mozambicans hungry, even when crops are plentiful up north. Maize is ill-suited to the climate, needing too much water. In Malawi, there are too many people for the land. Partly due to bad farming, yields are low. And the region has the world’s highest rate of AIDS. D Many small farmers struggle to make ends meet even in good years, so one bad season can be disastrous. And in Swaziland and Mozambique, they are facing their fourth dry year in a row. Unable to grow enough to feed themselves or borrow their way out of hard times, farmers end up losing the few assets they have. In Malawi, those without anything left often resort to cutting and selling firewood, further eroding the soil and making their plots still less productive, or else fishing already depleted waters. Others venture into crocodile-infested rivers to dig out water-lily tubers for food. E Bad government policy sometimes makes things worse. In Zimbabwe, once the region’s breadbasket, land grabs have crippled commercial agriculture and irrigation systems. Hyperinflation and lack of foreign exchange make it hard to buy seeds and fertiliser, while fuel shortages stymie crop transport. A recent operation to “clean up” cities by bulldozing supposedly illegal dwellings has left another 700,000 people destitute, adding to the ranks of the hungry. The government has so far refused to endorse the UN’s proposed emergency programme to help those affected. Other governments are less bloody-minded. Malawi, the worst-hit country, with 5 million people (nearly half its population) needing food handouts, wants help. In July, President Bingu wa Mutharika asked his compatriots to give to a “feed the nation” fund: so far, $565,000 has been collected. In August, the UN appealed for $88 million. The World Bank will give $30 million. F Harnessing what the region already has would go a long way to offsetting its chronic hunger. In southern Malawi, rivers regularly flood – and are badly managed. By contrast, a big sugar plantation in Nchalo, its sprinklers spitting out arcs of water, is a green oasis. On a smaller but no less hopeful scale, the nearby Chitsukwa irrigation scheme cost only about $20,000 and provided canals and enough low-tech pumps to water 18 hectares (45 acres), which sustain 176 farmers. Along the canal, women with babies on their backs labour on what look like portable stairmasters, pumping water into their fields: the maize is flourishing. Now armed with better knowledge, farmers are aiming at three crops a year, instead of the precarious single one to which they were accustomed. A few kilometres down the road, the land is hopelessly dry and barren. G Uladi Mussa, Malawi s minister for agriculture and food security, insists that expanding small-scale irrigation is a top priority. The potential is there, he explains, but Malawi lacks the know-how and money to do it on its own. Zambia and Mozambique have both welcomed exiled white Zimbabwean farmers, whose skills are already boosting local agriculture. Meanwhile, chronic hunger is threatening southern Africa’s future generations. Close to half of Malawi’s under-five-year-olds are stunted. Schools unable to feed their pupils report drops in attendance, as children are too weak to walk or are forced to help their parents find food. For them, the damage will remain long after the rains have come. Questions 1-4 The text has 7 paragraphs (A – G). Which paragraph contains each of the following pieces of information? 1. The main reasons why there is a lack of food in southern Africa year after year 2. How small development schemes can help to solve the problem 3. The things that some desperate farmers do to feed themselves and their families 4. The size and cost of the problem in southern Africa Questions 5-8 Complete the following sentences using NO MORE THAN THREE WORDS from the text for each gap. The January rains are described as ‘crucial’ because (5)………………………need the water. Maize is an unsuitable crop in much of southern Africa because it requires (6)……………………. In Zimbabwe, much agricultural produce cannot be moved because of (7)………………….. (8)…………………………..can be used instead of irrigation canals to water crops. Questions 9-13 Do the statements on the next page agree with the information given in Reading Passage 1? In boxes 9 -13 on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN If there is no information on this 9. Some farmers didn’t get seeds to plant this season. 10. Poor infrastructure means that parts of Mozambique are without food while other parts have plenty. 11. Southern Africa does not have many of the resources it needs to help solve its food problem. 12. Zimbabwe’s government policies have actually helped neighbouring countries in one way. 13. About half of Malawi’s children aged under 5 are malnourished. Looking for Life on the Ocean Wave A Put one buccaneering entrepreneur-cum-bioscientist on a luxury yacht. Using some mighty fine nets, let him trawl the world’s oceans for the smallest creatures. Catalogue the genetic diversity of this, the most abundant form of life in the largest habitat on Earth. Then hijack the molecular machinery of these microbes to make clean energy, new drugs or boost the ability of the Earth’s lungs to “breathe” more carbon dioxide, and so limit global warming. B This may sound like the outline for a sci-fi potboiler, but it sums up the remarkable efforts of Craig Venter, the maverick American scientist. Seven wars ago. Venter announced at the White House that he had identified all the genes – the genome – in the DNA of a human being. It was the culmination of a bitter race with an international consortium of government labs, and his bull-in-a-china-shop approach earned him the epithet “the boy of science”. C It did not deter him, and while many of the critics in the scientific establishment who vilified him disappeared from view. Venter went on to become the first person to read his own genome and is also undertaking an extraordinary effort to create a synthetic genome for an artificial organism. Today, however, he is bobbing in the middle of the Sea of Cortez, mixing business with pleasure in a project to read marine DNA codes as he sails along the west coast of the Americas. His 29-metre sloop, Sorcerer II, is a floating laboratory. Rather than use the traditional method of studying microorganisms by growing them in the lab, which only works with one species in every 100, Venter is obtaining the genetic codes of anything and everything present in sea water. The result is a radical new view of life in the oceans, the modem answer to Charles Darwin’s I 9th-century voyage on the HMS Beagle. “We are starting to view the world in a gene-centred fashion,” Venter says. “Our goal is to try to sort out evolution, working back from the genes to what organisms are there.” He calls his approach “metagenomics”. D Microbes make up the vast majority of life on the planet and account for up to 90 per cent of the biological mass in the sea. They are the central processors of matter and energy in ecosystems. They are responsible for the creation and maintenance of the air we breathe. They are also, perhaps, our biggest hope of slowing global warming. Our oceans are the biggest “sink” of carbon, thanks in part to organisms that absorb carbon from the atmosphere to build their skeletons and shells, like “lungs”. Remarkably, the vast majority of these organisms are unknown. “It is important to understand their role and function to ensure the survival of the planet and human life,” says Venter, who is founder and chairman of the J. Craig Venter Institute in Rockville, Maryland. E The Sorcerer II expedition began with a pilot project in 2003 in the Sargasso Sea near Bermuda in which more than a million new genes were discovered in what was thought to be the marine equivalent of a desert. For the next two years, Venter flew back and forth to join the crew as it sampled the waters from Halifax, Nova Scotia, to the Eastern Tropical Pacific. ‘I did all the major ocean passages.” he said. One in particular, through the Panama Canal, up to Cocos Island and down to the Galapagos, “was a transforming event, phenomenal” as he combined genomics with writing an autobiography and diving with sharks, all under the gaze of a Discovery Channel TV crew. F Using phenomenal computing power to reconstruct and analyse microbial DNA, with a single stage of the calculations taking more than a million hours of supercomputer time, a flood of discoveries has come from the latest phase of the expedition. Venter announced in a trio of papers in PloS Biology a few days ago that his team had returned to port with 400 newly discovered microbes and six million new genes. Each gene contains the instructions used to make the proteins that build and operate living thing’-, and Waiter’s bounty doubles the number known to science. His company, Synthetic Genomics, wants to harness this genetic information to use the microbes to turn carbon dioxide into propane and other fuels, short-circuiting the traditional geological process where ancient creatures are compressed into coal and oil over the aeons. Another target is hydrogen production, the ultimate clean fuel. G When it comes to climate change, the expedition has thrown up another key insight. Some parts of the ocean have more carbon-hungry organisms than others, and it used to he thought that populations reflected local nutrient levels. Venter has found that t his may not be the case. The culprit could be bacterial viruses phages – which keep microbe levels low in some seas. “If we can understand this relationship more, and find out how to inhibit the viruses, or make the bacteria resistant, we would have a lot more organisms capturing carbon dioxide,” says Venter. H The biggest impact of his project has been on basic science, overturning many established ideas about the tree of life. It used to be thought that the protein pigment in our own eyes that enables us to detect light was rare. But Venter’s gene trawl reveals that all surface marine organisms make proteorhodopsins that detect coloured light. “They turn out to be one of the most abundant and important, gene families on the planet,” he said. Blue and green variants are found in different environments – blue light preferred in the open ocean such as the indigo Sargasso Sea and green light along coasts. Venter believes these proteins help microbes to use energy from the sun, as plants do, but without photosynthesis. Instead, they use this “light-harvesting” machinery to pump charged atoms in the equivalent of solar batteries. I The team discovered many new proteins that protect microbes from UV rays and some that are involved in repairing the damage caused by UV. They were also surprised to discover that many kinds of protein that were thought to be specific to one kingdom of life were more widespread. This is only the start. “It’s clear,” says Venter, “that we’ve only begun to scratch the surface of understanding the microbial world.” Questions 14-17 The text has 9 paragraphs (A-I). Which paragraph does each of the following headings best fit? 14. How to save the world? 15. Research contradicts conventional ideas 16. Genome race winner 17. The importance of microbes Questions 18-22 According to the text, FIVE of the following statements are true. Write the corresponding letters in answer boxes 18 to 22 in any order. A Craig Venter is an unconventional scientist B Venter has no scientific qualifications C Carbon is used to make shells for sea creatures D The Sargasso Sea has long been thought of as not rich in life E The genes Venter has discovered are interesting but scientifically useless F Venter wants to make bacteria resistant to viruses G Microbes may use sunlight as energy but without photosynthesis H Bacteria can protect microbes from too much sunlight Questions 23-26 According to the information given in Reading Passage 2, choose the correct answer or answers from the choices given. 23. Craig Venter A is the only person to have read his own generic code B owns a floating laboratory C disagrees with Darwin’s theory of evolution 24. Craig Venter’s pilot project A took place in the Sargasso Sea B ended at the Galapagos islands C gave him the idea of writing his autobiography 25. Synthetic Genomics, owned by Venter, hopes to A make fuel from carbon dioxide B produce hydrogen C discover more species of microbe 26 Before Venter’s study, it was thought that A nutrients level depended on the number of organisms that eat carbon B certain viruses keep microbe levels under control C bacteria might be responsible for climate change Do You Look Your Age? It can be hard to guess someone’s exact age. A range of factors may leave marks on our appearance: how much sleep We’ve had – even the way we dress and our view of ourselves. The good news is that just as these factors can add years on to your appearance, it follows that they can also take years off. We don’t always have control over some of those social factors that can make us look younger, but there are other steps we can take to try to stop the ravages of age. SOCIAL FACTORS Last month, the University of Southern Denmark published a report, The Influence of Environmental Factors on Facial Ageing, which showed that how we live can affect how old we look. In it, 1,826 twins were photographed and then ten female nurses aged between 25-46 years were asked to guess how old the “models” were. The results were intriguing. They showed that belonging to a high social class can make us look up to four years younger, and many other lifestyle factors were shown to affect the way we look. Having children was found to make men look a full year younger, though it had no effect on women, and having four or more children cancelled out the benefit. Depression and sun exposure were the biggest factors in making you look old before your time. Depression added up to three and a half years to a woman’s perceived age (and 2.4 years for men). Sun exposure piled on at least an extra year. Smoking put on six months for a woman and a year for a man. Meanwhile, having a high BMI (body mass index) was found to take a whole year off for both men and women. “If you are not depressed, not a smoker and not too skinny, you are basically doing well,” says Professor Kaare Christensen (married, three children, non-smoker), one of the report’s authors. Professor Christensen’s report concluded that it was more dangerous for our health to look a year older, than to actually be a year older. NUTRITION This is possibly the biggest change we can make fairly easily. There are four main factors that prematurely age us: smoking, too much alcohol, lack of fresh fruit and vegetables, and insufficient protein intake. You can immediately tell a smoker. It’s not just the lines around the mouth and eyes, but smoking is dehydrating to the body. Every time you inhale on a cigarette, you’re taking toxins into the body which have to be diffused and detoxified by the liver and kidneys, and they’re dependent on plenty of fresh water to carry toxins away. Most smokers don’t drink anywhere near enough water. The really big, quick fix, though, is eating more fresh fruit and vegetables. You can see if someone doesn’t eat enough, or any, fresh fruit and veg in a minute. The skin lacks a freshness and translucency. This is because the skin is the last organ to benefit from the nutrients you eat – the likes of the brain, heart, and lungs all get first share. If someone’s diet is lacking in fruit and veg, the skin will become dehydrated. This is a sign that sufficient nutrients aren’t being delivered, so from an anti-ageing point of view, it’s important to have live, fresh food and raw food is vital. If you have to cook, steaming will retain at least some of the vitamins and minerals. The other really important thing, and one we tend to miss out on in our diet-obsessed culture, is adequate intake of essential fatty acids (EFAs), from oily fish, nuts, and seeds. EFAs are vital for prolonging life expectancy because every cell in the body has a phospholipid bilayer that protects it, but they also give the skin a dewy, “bouncy”, youthful feel. One of the worst things you can do in terms of looking old is to go on a low-fat diet. Stress is another big one for adding years. We can help support the adrenal and thyroid glands, which take a hammering when we’re stressed, by eating plenty of fresh vitamin C and magnesium for the adrenal glands; and iodine, selenium, zinc, and B vitamins to support the thyroid. EXERCISE We’ve come to think of exercise as a pure slimming pursuit and women tend to be rather scared of lifting weights, but building lean tissue through weight-bearing exercise is key to keeping the years at bay. Exercise can help reduce the effects of ageing by slowing down the decline of type II muscle fibres. Generally, type I muscle fibres deal with aerobic activities and type II with anaerobic ones. The type II responds to resistance work to improve muscle tone. With ageing, there’s a reduction in frequency, duration, and intensity of habitual activity: we generally move less. So, these type II fibres deteriorate because they simply don’t get enough stimuli. SKIN CARE Almost every skin cream promises to make you look younger. It’s a promise many are seduced by, but many end up disappointed. The problem is not that products don’t work, but starting too late, and then not spending enough money. A lot of people skip good skin care until they think they need it, and by then it’s actually too late. In women, the skin around the eyes is the first to go, in men it’s the hands. A good routine should start early because maintenance is much easier than repair. Your skin also becomes more transparent as you get older, so you need to adapt your make-up and hair colour accordingly. Foundation should be lighter than you’d imagine, and sheerer, and if you want to cover grey, don’t be tempted to go for a too-dark hair colour or block colour – highlights are kind. Don’t forget to apply moisturiser around the back of the neck: It’s the only bit of skin attached to a bone, so it’s important that you look after it to avoid sagging. Questions 27-30 For each question, only ONE of the choices is correct. 27. According to surveys, which of the following social factors makes a person look older? A Having more than four children B Having a high BMI C Spending a long time in the sun 28. Which of the following nutritional factors makes a person look older? A Eating lots of fruit and vegetables B Not eating enough protein C Eating lots of meat 29. How can exercise help make a person look younger? A By making them feel happier B It helps keep type II muscle fibres in better condition. C It increases oxygen flow. 30. What is the main problem with skincare products? A People don’t use them early enough. B People spend too much money on them. C Most skincare products don’t work. Questions 31-35 Complete the following sentences using NO MORE THAN THREE WORDS from the text for each gap. The Danish survey used photographs of (31)…………………. The greatest difference people can make relatively easily is with (32)………………… The human body uses the (33)……………………to get rid of toxins. A (34)……………………….diet makes people look much older. People should use (35)………………………..on the back of the neck. Questions 36-40 Do the following statements agree with the information given in Reading Passage 3? In boxes 36 – 40 on your answer sheet, write TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN If there is no information on this 36. A person’s social class can affect how old they look. 37. Having children makes men and women look younger. 38. Smokers need to drink more water than non-smokers. 39. Some people don’t get enough fatty acids because they are slimming. 40. Most skin creams contain vitamins that are good for the skin. Answers 1. C 2. F 3. D 4. B 5. newly planted crops 6. too much water 7. fuel shortages 8. Sprinklers 9. True 10. True 11. False 12. True 13. True 14. A 15. H 16. B 17. D 18. A, C, D, F, G 19. A, C, D, F, G 20. A, C, D, F, G 21. A, C, D, F, G 22. A, C, D, F, G 23. B 24. A 25. A, B 26. A 27. C 28. B 29. B 30. A 31. Twins 32. Nutrition 33. Liver and kidneys 34. Low-fat 35. Moisturizer 36. True 37. False 38. True 39. True 40. NG

IELTS Essay-wise Ideas on ENVIRONMENT /NATURE/ CLIMATE / ANIMAL 1. Global warming is one of the most serious issues that the world is facing today. What are the causes of global warming and what measures can governments and individuals take to tackle the issue? Give reasons for your answer and include any relevant examples from your own experience or knowledge. Causes of Global Warming: Greenhouse gas emissions: Burning of fossil fuels (coal, oil, and natural gas) for energy and transportation. Deforestation, which reduces the Earth's capacity to absorb carbon dioxide. Industrial processes and agricultural activities releasing methane and nitrous oxide. Industrialization and urbanization: Rapid industrial growth leading to increased emissions. Urban expansion contributing to higher energy demands and emissions. Agricultural practices: Intensive livestock farming emitting methane. Use of chemical fertilizers releasing nitrous oxide. Measures by Governments and Individuals: Transition to renewable energy: Governments investing in wind, solar, and hydroelectric power. Individuals adopting solar panels and energy-efficient appliances. Promoting sustainable transportation: Developing public transportation systems and cycling infrastructure. Individuals using electric or hybrid vehicles and carpooling. Reforestation and afforestation: Governments implementing reforestation programs. Individuals participating in tree-planting initiatives. Regulation and emissions reduction: Governments imposing carbon pricing and emissions targets. Industries adopting cleaner technologies and practices. Education and awareness: Governments promoting environmental education in schools. Individuals raising awareness and advocating for climate action. Sustainable agriculture: Governments supporting organic and regenerative farming practices. Individuals consuming locally sourced and sustainable food products. International cooperation: Governments participating in global climate agreements (e.g., Paris Agreement). Collaborating to address transboundary environmental challenges. Example of Government Action: The European Union's commitment to reduce greenhouse gas emissions by 55% by 2030 and achieve carbon neutrality by 2050. Example of Individual Action: The rise of "zero-waste" movements, where individuals strive to reduce their personal waste and carbon footprint. Opinion: Global warming is indeed a critical issue, and both governments and individuals have a crucial role in combating it. Through collaborative efforts and sustainable practices, we can mitigate the impacts of climate change and protect the planet for future generations. 2. There are many extinct animals’ species in the world. Some people think we should protect animals from dying out, while others believe we should spend more time on problems of human beings. Discuss both sides and give your opinion. Protecting Extinct Animals - Arguments: Biodiversity preservation: Each species plays a unique role in the ecosystem, and preserving them ensures ecological balance and resilience. Ethical responsibility: Humans have a moral obligation to protect and coexist with other species on Earth. Scientific research and knowledge: Studying extinct animals provides valuable insights into evolutionary history and ecological processes. Ecotourism and economic benefits: Protecting rare and endangered species can attract tourists, generating revenue for local communities and conservation efforts. Environmental impact: Healthy ecosystems, supported by diverse animal populations, contribute to mitigating climate change and maintaining natural resources. Prioritizing Human Problems - Arguments: Limited resources: Addressing human issues, such as poverty, healthcare, and education, is essential for improving overall well-being. Human-centric approach: Some argue that focusing on human needs is more practical and necessary for survival and development. Moral dilemmas: When resources are limited, some people believe that human lives should take precedence over animals. Global priorities: Solving human-related challenges, like food security and conflict resolution, can have wider societal impacts. Impact on human-animal conflict: Prioritizing animals over human problems could lead to tensions between conservation efforts and human livelihoods. Opinion: While both sides present valid concerns, I believe that protecting extinct animal species is crucial for the long-term sustainability and well-being of our planet. 3 . Some people think that instead of preventing climate change, we need to find a way to live with it. To what extent do you agree or disagree? Agree - Live with Climate Change: 1. Adaptation focus: Redirect resources to adapt and build resilience to climate change's inevitable impacts. 2. Technological solutions: Develop climate-resilient infrastructure and innovations to cope with changing conditions. 3. Natural strategies: Promote ecosystem-based approaches like wetland conservation and afforestation to mitigate effects. 4. Economic opportunities: Embrace climate change adaptation industries and businesses for sustainable growth. 5. Behavioral shifts: Encourage lifestyle changes and education to adapt to a changing climate. Disagree - Prevent Climate Change: 1. Mitigation priority: Continue efforts to reduce greenhouse gas emissions and limit global temperature rise. 2. Renewable energy transition: Accelerate the shift to renewable energy sources to curb carbon emissions. 3. International cooperation: Strengthen global agreements to tackle climate change collectively. 4. Sustainable practices: Implement eco-friendly policies in agriculture, transportation, and industries. 5. Climate awareness: Raise public awareness and foster responsible climate actions worldwide. Opinion - Balanced Approach: 1. Comprehensive strategy: Combine adaptation and mitigation efforts for a holistic response. 2. Sustainable development: Focus on economic growth while prioritizing environmental stewardship. 3. Resilient infrastructure: Build adaptable structures and communities to withstand climate impacts. 4. Innovation and research: Invest in technology and solutions to address both climate change and adaptation challenges. 5. Long-term vision: Collaborate internationally for a sustainable future while managing existing climate risks. 4. Some people think that instead of preventing climate change, we need to find a way to live with it. To what extent do you agree or disagree? Agree - Live with Climate Change: 1. Nature-based solutions: Implement strategies like coastal restoration and green infrastructure to adapt to rising sea levels and extreme weather events. 2. Sustainable agriculture: Promote resilient farming practices to cope with changing weather patterns and ensure food security. 3. Climate-resilient cities: Design urban areas to withstand heatwaves and water scarcity through green spaces and efficient water management. 4. Climate insurance: Establish financial mechanisms to support communities affected by climate-related disasters. 5. Cultural adaptation: Learn from indigenous communities' traditional knowledge and practices for living harmoniously with nature. Disagree - Prevent Climate Change: 1. Renewable energy revolution: Rapidly transition to clean energy sources to reduce greenhouse gas emissions. 2. Green transportation: Encourage electric vehicles and public transport to decrease reliance on fossil fuels. 3. Carbon pricing: Implement policies that put a price on carbon emissions to incentivize emission reductions. 4. Afforestation and reforestation: Restore and expand forests to absorb CO2 from the atmosphere. 5. Global cooperation: Strengthen international commitments to limit global warming and tackle climate change collectively. Opinion - Balanced Approach: 1. Mitigation and adaptation synergy: Simultaneously work on reducing emissions and building resilience to address climate change effectively. 2. Research and innovation: Invest in green technologies and sustainable practices for both prevention and adaptation strategies. 3. Education and awareness: Raise public understanding of climate change's urgency and the importance of collective action. 4. Government policies: Implement comprehensive climate action plans that integrate both preventive and adaptive measures. 5. Corporate responsibility: Encourage businesses to adopt eco-friendly practices and reduce their carbon footprint. 6. The world's air pollution levels are rising year on year. What are the most pressing causes and effects of this disturbing trend? Most Pressing Causes of Rising Air Pollution: 1. Industrial emissions: Increased industrial activities release harmful pollutants into the air, such as particulate matter, sulfur dioxide, and nitrogen oxides. 2. Transportation emissions: Growing numbers of vehicles, especially in urban areas, contribute to significant levels of air pollution through exhaust emissions. 3. Energy production: Fossil fuel combustion for electricity generation and heating releases substantial pollutants like carbon dioxide and sulfur dioxide. 4. Deforestation and biomass burning: Clearing land through fires and burning biomass releases large amounts of carbon monoxide and particulate matter. 5. Agricultural practices: The use of fertilizers and burning of crop residues release ammonia and other pollutants into the atmosphere. Most Pressing Effects of Rising Air Pollution: 1. Health impacts: Air pollution causes respiratory issues like asthma and chronic obstructive pulmonary disease (COPD), and it can worsen heart conditions, leading to premature deaths. 2. Climate change: Air pollution contributes to global warming through the emission of greenhouse gases, leading to more frequent and severe extreme weather events. 3. Reduced visibility: High levels of particulate matter and smog decrease visibility, affecting transportation safety and aesthetics. 4. Environmental degradation: Pollutants like sulfur dioxide and nitrogen oxides lead to acid rain, harming ecosystems, forests, and aquatic life. 5. Economic costs: Air pollution imposes substantial economic burdens through healthcare expenses, reduced labor productivity, and damage to crops and infrastructure. Addressing the pressing causes of air pollution and mitigating its effects is crucial for safeguarding public health, the environment, and the overall well-being of communities. Implementing sustainable practices, transitioning to cleaner energy sources, promoting public transportation, and encouraging responsible industrial and agricultural practices are essential steps to combat this disturbing trend. Additionally, international cooperation is vital in developing comprehensive strategies to tackle air pollution and its far-reaching consequences. 6. Nowadays there is a rapid increase in the use of natural resources such as oil, forest and fresh water. What dangers does it bring? What are the possible solutions to address these issues? Dangers of Rapid Increase in Natural Resource Use: 1. Environmental degradation: Overexploitation of natural resources leads to deforestation, habitat destruction, and loss of biodiversity, disrupting ecosystems. 2. Climate change: The excessive use of fossil fuels like oil contributes to greenhouse gas emissions, exacerbating global warming and its impacts. 3. Water scarcity: The growing demand for fresh water strains water sources, leading to shortages and affecting agriculture and human consumption. 4. Soil degradation: Unsustainable agricultural practices and deforestation can lead to soil erosion and loss of fertile land. 5. Resource depletion: The depletion of finite resources like oil and minerals can lead to economic instability and geopolitical tensions. Possible Solutions to Address Resource Overuse: 1. Sustainable practices: Promote sustainable forestry, fishing, and agricultural methods to ensure resource replenishment and reduce environmental impacts. 2. Renewable energy transition: Invest in renewable energy sources like solar, wind, and hydropower to reduce reliance on fossil fuels. 3. Conservation and protection: Establish protected areas and implement conservation measures to safeguard biodiversity and ecosystems. 4. Water management: Implement efficient water management systems, promote water recycling, and encourage responsible water consumption. 5. Circular economy: Promote the reuse, recycling, and repurposing of materials to minimize waste and resource consumption. 6. Technological advancements: Invest in research and innovation to develop more efficient technologies and alternative materials that reduce resource usage. 7. Policy and regulation: Enforce stricter environmental regulations and incentives for sustainable practices to encourage responsible resource use. 8. Education and awareness: Raise public awareness about the importance of conserving natural resources and the consequences of overuse. 9. International cooperation: Collaborate globally to address transboundary resource issues and work together on sustainable development goals. Addressing the overuse of natural resources requires a multi-faceted approach that involves individuals, businesses, governments, and international organizations working collectively to protect the environment, promote sustainable practices, and ensure a more sustainable future for generations to come. 6. Explain some of the ways in which humans are damaging the environment. What can governments do to address these problems? What can individual people do? Ways Humans are Damaging the Environment: 1. Deforestation: Clearing forests for agriculture, logging, and urbanization leads to habitat loss, biodiversity decline, and increased carbon emissions. 2. Greenhouse gas emissions: Burning fossil fuels for energy and transportation contributes to global warming and climate change. 3. Pollution: Discharging industrial waste, plastics, and chemicals into water bodies and the air contaminates ecosystems and harms wildlife. 4. Overfishing: Unsustainable fishing practices deplete fish populations and disrupt marine ecosystems. 5. Land degradation: Intensive agriculture, mining, and urban sprawl degrade soil quality and reduce fertile land for cultivation. Government Actions to Address Environmental Problems: 1. Environmental policies: Governments can enact and enforce strict regulations to control emissions, waste disposal, and protect natural habitats. 2. Investment in renewable energy: Governments can incentivize and invest in renewable energy sources to transition away from fossil fuels. 3. Conservation measures: Establish protected areas and national parks to preserve biodiversity and ecosystems. 4. Sustainable practices: Encourage and support sustainable agriculture and fishing methods to reduce environmental impacts. 5. International cooperation: Work with other nations to address global environmental challenges, such as climate change and biodiversity loss. Individual Actions to Contribute to Environmental Protection: 1. Reduce, reuse, recycle: Practice waste reduction and recycling to minimize the impact of consumerism on the environment. 2. Energy conservation: Use energy-efficient appliances, turn off lights when not in use, and opt for renewable energy sources whenever possible. 3. Sustainable transportation: Use public transport, carpool, bike, or walk to reduce carbon emissions from personal travel. 4. Conscious consumption: Support eco-friendly products and businesses that prioritize sustainability and environmental responsibility. 5. Environmental advocacy: Participate in local environmental initiatives, raise awareness, and support organizations working towards conservation efforts. By combining government efforts and individual actions, it is possible to mitigate the damage to the environment and work towards a more sustainable future. Governments play a crucial role in implementing policies and regulations, while individuals can contribute through responsible choices and collective efforts to protect and preserve the environment for future generations. 8. Some people feel that it is always wrong to keep animals in captivity, for instance in zoos. Other people say that there are benefits for the animals and for humans. Discuss both sides of this debate, and give your personal view. You should give reasons for your answer, and include ideas and examples from your own knowledge and experience. Arguments Against Keeping Animals in Captivity: Ethical concerns: Many believe that confining animals in zoos deprives them of their natural freedom and can lead to physical and psychological stress. Biodiversity preservation: Some argue that captivity often prioritizes popular species, diverting resources from conserving endangered animals in their natural habitats. Behavioral issues: Animals in captivity may exhibit abnormal behaviors due to stress and confinement, which can be detrimental to their well-being. Educational alternatives: With advancements in technology and virtual reality, people can now learn about animals in their natural habitats without supporting captivity. Conservation concerns: Some argue that zoos may not contribute significantly to conservation efforts, and funds might be better directed toward habitat protection. Arguments in Favor of Keeping Animals in Captivity: Conservation and education: Zoos can play a crucial role in educating the public about wildlife, conservation, and the importance of preserving biodiversity. Species protection: Captive breeding programs in zoos can help preserve endangered species and potentially reintroduce them into the wild. Research opportunities: Studying animals in controlled environments can provide valuable insights into their biology and behavior, aiding conservation efforts. Animal welfare: In some cases, zoos can provide care for injured or orphaned animals that would not survive in the wild. Accessibility: Zoos offer opportunities for people, especially in urban areas, to connect with animals and foster a sense of empathy and concern for wildlife. Personal View: While there are valid arguments on both sides, I believe that the ethical concerns regarding animal captivity should be carefully considered. In an ideal world, animals should be free to live in their natural habitats without human interference. However, I also recognize the potential benefits that well-managed zoos can offer in terms of education, conservation, and research. To strike a balance, I support the concept of modern, well-designed sanctuaries and conservation centers that prioritize animal welfare and engage in meaningful conservation efforts. These facilities should focus on the rehabilitation of injured or rescued animals and participate in genuine species preservation initiatives. Additionally, zoos and similar institutions must prioritize education and raise awareness about the importance of wildlife conservation and habitat protection. 10.Nowadays animal experiments are widely used to develop new medicines and to test the safety of other products. Some people argue that these experiments should be banned because it is morally wrong to cause animals to suffer, while others are in favour of them because of their benefits to humanity. Discuss both views and give your own opinion. Arguments Against Animal Experiments: Ethical concerns: Many people believe that causing animals to suffer for human benefit is morally wrong and goes against principles of compassion and animal rights. Lack of consent: Animals cannot provide informed consent for experimentation, raising ethical issues about their use in research. Ineffectiveness and differences: Some argue that the results from animal experiments may not always translate to humans due to biological differences, making the practice less reliable. Alternatives available: With advancements in technology, there are now alternative testing methods, such as in vitro studies and computer simulations, that may reduce the need for animal experiments. Cruelty and mistreatment: Animal experiments have the potential to involve pain, suffering, and inadequate living conditions, leading to concerns about animal welfare. Arguments in Favor of Animal Experiments: Human health benefits: Animal experiments have historically played a crucial role in developing life-saving medicines and medical treatments, contributing to human health and longevity. Safety testing: Testing products on animals helps identify potential hazards, ensuring that products are safe for human use before mass production. Scientific knowledge: Animal studies have provided valuable insights into biological processes and disease mechanisms, advancing medical and scientific knowledge. Regulatory requirements: Many regulatory agencies worldwide mandate animal testing to assess the safety and efficacy of pharmaceuticals and other products before human use. Ethical justification: Some argue that the potential benefits to human health outweigh the ethical concerns, given the potential to alleviate human suffering. Personal View: The topic of animal experiments is complex and requires careful consideration of both ethical and practical aspects. While I acknowledge the critical contributions animal experiments have made to medical advancements, I believe that efforts should be made to minimize animal suffering and explore alternative testing methods. 11. Some people claim that not enough of the waste from homes is recycled. They say that the only way to increase recycling is for governments to make it a legal requirement. To what extent do you think laws are needed to make people recycle more of their waste? Ideas supporting the need for laws to increase recycling: · Enforcement: Laws create a legal obligation, leading to better compliance and enforcement measures. · Behavioral change: Legal requirements can instill a sense of responsibility, encouraging people to adopt recycling habits. · Systematic approach: Laws can establish standardized recycling programs, ensuring proper waste separation and processing. · Penalties: Imposing fines or sanctions for non-compliance can act as a deterrent and promote recycling. · Accountability: Legal mandates hold individuals and businesses accountable for their waste management practices. Ideas opposing the need for laws to increase recycling: · Personal responsibility: People should be encouraged to recycle voluntarily without relying solely on laws. · Education and awareness: Investing in public awareness campaigns can promote recycling without resorting to legal measures. · Market incentives: Offering rewards or tax benefits for recycling could motivate individuals and businesses to participate. · Innovation and technology: Focus on developing advanced recycling technologies to make the process more efficient and attractive. · Local initiatives: Community-driven efforts and partnerships can drive recycling rates without strict legal mandates. Opinion (Choose one perspective and briefly explain): Supporting the need for laws to increase recycling: · Legal requirements provide a clear framework and necessary push for widespread recycling adoption, ensuring a positive impact on the environment and reducing waste pollution. OR Opposing the need for laws to increase recycling: · While laws have their place, promoting recycling through voluntary efforts, education, and incentives may foster a more sustainable, positive, and cooperative approach among individuals and communities.

FAMILY, FRIENDS, CHILDREN 1. Some people say that cities are a better place for children to grow up, while others believe countryside is the right choice. Discuss both views. Viewpoint 1: Cities are a better place for children to grow up 1. Access to quality education: Cities typically have better educational facilities, including schools, libraries, and extracurricular activities, providing children with more diverse learning opportunities. 2. Cultural diversity: Urban areas expose children to a wide range of cultures, traditions, and languages, fostering tolerance and open-mindedness from an early age. 3. Recreational activities: Cities offer various recreational options such as parks, museums, theaters, and sports facilities, enhancing children's overall development and creativity. 4. Networking opportunities: Growing up in cities allows children to interact with a larger social circle, making it easier to build friendships and develop communication skills. 5. Public services: Urban areas often have better access to healthcare facilities, emergency services, and public infrastructure, ensuring children's well-being and safety. Viewpoint 2: Countryside is the right choice for children to grow up 1. Natural environment: The countryside provides a cleaner and quieter atmosphere with abundant green spaces, which can positively impact children's physical and mental health. 2. Strong community bonds: Rural communities tend to be more tightly-knit, fostering a sense of belonging and support for children as they grow up. 3. Less exposure to urban issues: Countryside living may shield children from certain urban problems like pollution, traffic, and crime, contributing to a less stressful upbringing. 4. Outdoor activities: The countryside offers ample opportunities for outdoor play, exploration, and connection with nature, promoting a healthier lifestyle. 5. Life skills: Living in rural areas can teach children essential life skills, such as self-sufficiency, responsibility, and an appreciation for nature and agriculture. Opinion (Balanced view): Both city and countryside living offer unique advantages for children's growth and development. Cities provide access to diverse opportunities, education, and a vibrant cultural environment, preparing children for a globalized world. On the other hand, the countryside offers a peaceful and nature-rich environment, fostering strong community bonds and essential life skills. The best choice depends on individual preferences, values, and the specific needs of each child. A balanced approach could involve combining the benefits of both settings, allowing children to experience the best of both worlds if feasible. 2. Nowadays children spend more time playing computer games than doing sports. Why is it happening? Does it have a positive or negative effect on their development? Reasons for children spending more time playing computer games than doing sports: 1. Technological advancement: The increasing availability of computers, gaming consoles, and mobile devices makes video games easily accessible and attractive to children. 2. Entertainment value: Video games often provide immersive and interactive experiences, offering instant gratification and entertainment, which can be enticing to children. 3. Social interaction: Online multiplayer games allow children to connect with friends and peers from different locations, enhancing their social interactions. 4. Sedentary lifestyle: Playing computer games requires less physical exertion compared to sports, making it a convenient option for children who prefer indoor activities. 5. Busy schedules: Academic pressures, extracurricular commitments, and parental work schedules may leave children with limited time for sports, leading them to opt for more time-efficient gaming. Effects on their development: Positive effects: · Cognitive skills: Some video games can improve problem-solving, strategic thinking, and decision-making abilities. · Hand-eye coordination: Certain games require precise movements, enhancing fine motor skills and coordination. · Social skills: Online gaming can facilitate teamwork, communication, and collaboration with other players. Negative effects: · Sedentary lifestyle: Excessive gaming can contribute to a lack of physical activity, leading to health issues like obesity and poor fitness. · Academic performance: Spending too much time on games may negatively impact academic focus and performance. · Addiction risk: Some children may develop gaming addiction, leading to neglect of other essential activities and responsibilities. Overall, the effect of children spending more time playing computer games than doing sports depends on moderation and balance. 3. Children do not respect their parents as much as they did in the past. This behaviour is now having a negative impact on society. Negative Impact on Society: · Erosion of traditional values and family bonds. · Increase in conflicts and generational gaps. · Decline in moral and ethical standards. · Reduced support for elderly parents. · Weakening of the family as a fundamental social unit. Positive Impact on Society: · Encouragement of independent thinking and decision-making. · Promotion of open communication and expression of opinions. · Shift towards a more egalitarian society. · Increased focus on individual growth and self-discovery. · Potential for breaking oppressive cultural norms. Opinion: · Finding a balance between respect for parents and fostering individuality is crucial. · Encouraging mutual understanding and empathy can bridge the gap. · Society should promote respectful communication within families. · Cultivating a sense of responsibility towards parents can strengthen social cohesion. · Emphasizing the importance of cultural heritage while adapting to evolving values can lead to a harmonious society. 4. Some people think that a sense of competition in children should be encouraged. Others believe that children who are taught to co-operate rather than compete become more useful adults. Discuss both these views and give your own opinion. Encouraging a Sense of Competition in Children: Fosters ambition and a drive to excel. Prepares children to face real-world challenges. Develops resilience and the ability to handle failure. Stimulates innovation and creativity. Can lead to the discovery of individual talents and strengths. Teaching Children to Cooperate Instead of Compete: Builds strong teamwork and social skills. Promotes a sense of empathy and consideration for others. Creates a supportive and inclusive environment. Reduces stress and anxiety associated with intense competition. Encourages collective problem-solving and community building. Opinion: Both competition and cooperation are valuable skills that children should develop. A healthy sense of competition can motivate children to strive for excellence. However, excessive competition can lead to stress and negatively impact mental well-being. Encouraging cooperation and teamwork fosters a sense of community and compassion. Striking a balance between competition and cooperation is essential for holistic development. Schools and parents should emphasize both aspects to prepare children for diverse real-world scenarios. Overall, children should be taught to appreciate the value of both competition and cooperation, recognizing that different situations may require different approaches. This balanced approach can help them become well-rounded and adaptable individuals, equipped to navigate various aspects of life successfully. 3. "Children are facing more pressures nowadays from academic, social and commercial perspectives. What are the causes of these pressures and what measures should be taken to reduce these pressures? Causes of Increased Pressures on Children: Academic competition: High expectations to excel academically can lead to stress and anxiety. Social media and peer pressure: Comparison on social platforms can contribute to feelings of inadequacy. Consumer culture: Materialistic values may lead to the desire for constant acquisition. Parental expectations: Pressure to meet parental aspirations can be overwhelming. Educational system: Rigorous testing and performance-based evaluation may add to the burden. Measures to Reduce Pressures on Children: Rethink education: Focus on holistic development rather than just academic achievements. Promote emotional well-being: Introduce emotional intelligence and mental health support in schools. Limit social media exposure: Encourage healthy online habits and minimize the impact of peer comparisons. Cultivate individual interests: Support children in pursuing activities they enjoy, not solely driven by commercialism. Parental support: Foster open communication and understanding, avoiding excessive pressure. Encourage play and downtime: Allow children to relax and recharge without overwhelming schedules. Limit commercial influence: Regulate advertising aimed at children to reduce materialistic pressures. Education on media literacy: Teach children to critically assess advertising messages. By implementing these measures, society can create a healthier and more balanced environment for children, easing their pressures and promoting their overall well-being. 6."Mothers play key roles in the upbringing of children. But in the recent times both parents are getting busy with professional life. Who in your opinion should take the responsibility of child care now?" Give your opinion in no less than 250 words. Mothers' Role in Child Upbringing: Nurturing and emotional support. Biological bond and breastfeeding advantages. Traditionally seen as the primary caregiver. Psychological benefits of a strong mother-child bond. Historical societal expectations. Fathers' Role in Child Upbringing: Providing a different perspective and parenting style. Role modeling for gender equality and shared responsibilities. Active involvement in child development. Supporting children's independence and confidence. Breaking traditional gender roles for progressive parenting. Opinion: Shared Responsibility for Childcare Equal involvement of both parents benefits children. Balancing work and family responsibilities for a harmonious life. Childcare responsibilities can strengthen the parent-child bond. Encouraging open communication and collaboration between parents. Flexible parenting roles based on each parent's strengths.

It’s Dynamite In 1866, an American railroad company was constructing a tunnel through the Sierra Nevada mountains. They encountered particularly hard rock, and ordered three crates of the only blasting explosive that could do the job: nitroglycerine. The first of these crates arrived in a postal centre in San Francisco, and upon being accidentally dropped, promptly exploded, killing all 15 people present. The point was taken. ‘Nitro’ was dangerously shock sensitive. Its transportation was soon banned, and from then on, it had to be manufactured by on-site laboratories – an expensive and still quite dangerous task, as the number of deadly explosions would demonstrate. The history of nitroglycerine is full of such sad events. It was first synthesised in 1847 by Ascanio Sobrero, an Italian chemist, and he was so frightened by his discovery that he did not immediately publish his findings. He was also the first to caution the world against its use, in both private letters and a journal article, arguing that it was impossible to handle the substance safely. However, it was soon discovered that when frozen (at about five degress), nitro was much less sensitive to shock. The problem was then in thawing it back into liquid form, at which point it became even more unstable. Again, a mounting death toll would testify to this fact. Yet nitroglycerine always remained in demand, being the first practical mining explosive produced. Prior to this, gunpowder was used, but this was limited and clumsy. Gupowder is a ‘low’ explosive, meaning that it ‘burns’ from layer to layer, producing gases which expand at less than the speed of sound. Nitro is a ‘high’ explosive, meaning that it ‘detonates’ – that is, is triggered to react by the virtually instrantancous shock wave, producing gases which expand at more than the speed of sound. Gunpowder could not efficiently shatter rock (although it was suitable for bullets and artillery shells). Only nitro could really do the job, and a Swedish chemist, Alfred Nobel, became interested. Nobel’s companies were moving from primarily iron and steel production to the almost exclusive manufacture of cannons, armaments, and gunpowder, and he saw the commercial value in making nitroglycerine manageable. He began experimenting – at considerable cost. In 1864, his younger brother and several workers were killed in a factory explosion. Undererred, Nobel built a new factory in the remote hills of Germany, determined to find the answer. He first tried combining nitro with conventional gunpowder, marketing the final product as ‘blasting oil’, yet accidental explosions continued. His factory was destroyed yet again, on two occasions! The breakthrough finally came when Nobel’s company mixed liquid nitroglycerine with an inert absorbent silicate sand, known as ‘diatomaccous earth’. This was produced by grinding down diatomite, a rock found around the local hills. It is similar to volcanic pumice, being very light and highly porous, yet it is actually the fossilised remains of diatoms, a hard-shelled alga. This combination immediately made nitro less dangerous to handle, and by being solid, more convenient to package and transport. Nobel patented his invention in 1867 under the name of ‘dynamite’, based on ‘dyna’ the Greek word for ‘power’. In its best-known form, dynamite was made in short paper-wrapped sticks consisting of three quarters intro to one quarter diatomaccous earth, but it would always remain dangerous to manufacture, store, and use. Over time, the nitro can seep out, crystallising on the outside of the sticks or pooling at the bottom of storage boxes, with all the consequent instability that raw nitro possesses. Nevertheless, in an age of extensive railroad and tunnel construction, the product would earn Nobel a great fortune. Yet, while high explosives serve a commendable purpose in peacetime engineering projects, Nobel’s fortune was also based on weapons of death and destruction, and the public knew it. Nobel himself was to become greatly perturbed, especially given the events which occurred when his brother Ludvig died. The French newspapers mistakenly thought it was the death of Alfred himself, and published an obituary. Alfred happened to be in France at the time, and one can only wonder at his reaction upon reading about his own death! Yet the obituary was harsh and condemning, calling Nobel the ‘merchant of death’, someone who ‘became rich by finding ways to kill more people faster than ever before’. It was certainly this event which influenced him, in 1895, to write a new last will and testament, one year before he died. It would astonish everyone, and change the course of history. When Alfred Nobel died, single and childless, at age 63, he specified that, apart from some minor bequests, his vast fortune (about 200 million dollars in today’s money) be set aside for the establishment of the Nobel Prizes. These would be awarded annually for those who confer the ‘greatest benefit on mankind’ in physics, chemistry, peace, medicine, and literature. Nobel’s strategy worked, as the Nobel Prizes are now considered among the most prestigious in the world. Few consider that all that money comes from nitroglycerine, dynamite, gunpowder, and armament manufacture, the indirect cause of incalculable human carnage. Questions 1-5 Complete the summary of the first three paragraphs. Choose NO MORE THAN TWO WORDS from the passage for each answer. Nitroglycerine could explode with even a small (1)……………………, thus it was the cause of a growing (2)…………………..It was able to (3)………………………..since, in contrast to gunpowder, it (4)………………………..When (5)………………………………., nitro could be handled more safely, yet deaths continued. Questions 6-9 Answer the questions. Choose NO MORE THAN TWO WORDS from the passage for each answer. 6. What were the two products that Nobel’s companies originally manufacture? 7. What was the first nitroglycerine product called? 8. What rock does diatomite resemble? 9. In what field was dynamite used most beneficially? Questions 10-13 Do the following statements agree with the information given in Reading Passage One? TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN If there is no information on this 10. Dynamite is safer than nitroglycerine. 11. The French newspaper condemned Alfred Nobel because of his wealth. 12. Nobel’s will leave some money to his friends. 13. Many now condemn Nobel for his production of weapons. Single-Gender Education: A Case Made? A All modern democracies, instilled as they are with the ethics of freedom and equality of the sexes, nevertheless offer the option of single-sex education. This separates the genders into their own classrooms, buildings, and often schools. Traditionally, women had to fight hard and long to achieve equal opportunities in education, and the single-gender controversy is mostly in relation to them. The question is whether this educational system advances or retards their cause, and there are supporters on both sides, each convinced that the case is made. B Given that the word ‘segregation’ has such negative connotations, the current interest in single-gender schooling is somewhat surprising. In the same way that a progressive society would never consider segregation on the basis of skin colour, income, or age, it seems innately wrong to do this on gender. Yet in the real world and the society in which we live, segregation of some sort happens all the time. Clubs inevitably form – for example, of clerical workers, of lawyers, of the academically gifted, and of those skilled in music or the arts. Exclusionary cliques, classes, and in-groups, are all part of everyday life. Thus, it may simply be an idealistic illusion to condemn single-gender settings on that basis alone, as do many co-educational advocates. C This suggests that single-gender education must necessarily be condemned on other grounds, yet the issue is complicated, and research often sinks into a morass of conflicting data. and. occasionally, emotional argument. Thus, one study comes out with strong proof of the efficacy of single-gender schooling, causing a resurgence of interest and positive public sentiment, only to be later met with a harshly-titled article. ‘Single-Sex Schooling: The Myth and the Pseudoscience’, published and endorsed by several respected magazines. Similarly, the arguments on both sides have apparent validity and often accord, on the surface at least, with common sense and personal observation. What then can parents do? D Proponents of separating the genders often argue that it promotes better educational results, not only in raw academic scores but also behaviour. The standard support for this is the claim of innate gender differences in the manner in which boys and girls learn and behave in educational settings. Separation allows males to be taught in a ‘male way’ and in accordance with the ‘male’ developmental path, which is said to be very different to the female one. Such claims demand hard evidence, but this is difficult to come by. since statistics are notoriously unreliable and subject to varying interpretations. E Of course, one of the key factors that leads to superior performance at single-gender schools is often the higher quality of the teachers, the better resources at hand, and the more motivated students, often coming as they do from wealthier or more privileged backgrounds. Single-gender schools are often the most prestigious in society, demanding the highest entry marks from their new students, who, in turn, receive more deference and respect from society. When taking these factors into account, large-scale studies, as well as the latest findings of neuroscientists, do not support the claims of superior results or persistent gender differences, respectively. Those who make such claims are accused of emphasising favourable data, and drawing conclusions based more on anecdotal evidence and gender stereotyping. F Yet the single-sex educationalists come out with other positives. One of the most common is that girls are free from the worry of sexual harassment or negative behaviour originating from the presence of boys. Girls are said to develop greater self-confidence, and a preparedness to study subjects, such as engineering and mathematics, which were once the exclusive province of males. Conversely, boys can express a greater interest in the arts, without the possible jibe, ‘That’s a girls’ subject’. But logically, one senses such stereotyping could equally come in single-gender settings, since it is the society outside of school, with all its related expectations, which has the greatest influence. G Among this welter of conflicting argument, one can, at least, fall back on one certainty – that the real world is co-gendered, and each side often misunderstands the other. Supporters of co-education argue that positive and co-operative interaction between the genders at school reduces such divisions by de-emphasising gender as a factor of concern. In theory, stereotypes are broken down, and inclusion is emphasised, providing benefits for society as a whole. But such sentiments, admittedly, do sound as if we are retreating into self-promotional propaganda. In other words, these statements are just glib and unreal assertions, rather than a reflection of what actually happens in the co-educational classroom. H The key point is whether the interaction in co-educational settings is indeed positive and co-operative. Some would say it could equally be the opposite, and surely it must occasionally be so (if we abandon the rosy picture painted in the previous paragraph). But I would say that that interaction, whether good or bad, whether academically enhancing or retarding, still constitutes education, and of a vital nature. It presents exactly the same subset of challenges that students, male or female, will ultimately have to deal with in the real world. This is the most important point, and would determine my choice regarding in which educational setting I would place my children. Questions 14-19 Reading Passage Two has eight paragraphs, A-H. Choose the correct heading for Paragraphs B-E and G-H from the list of headings. List of Headings i Another argument in favour ii Conflicting evidence iii Negatives are positives iv An emotional argument v Does it help or not? vi Looking at the other side vii A counter-argument viii It’s happening anyway ix The problems with genders x An argument in favour Example Paragraph A v Paragraph F i 14. Paragraph B 15. Paragraph c 16. Paragraph D 17. Paragraph E 18. Paragraph G 19. Paragraph H Questions 20-24 Complete the sentences with the correct ending, A-E. A have some strong views B think boys and girls are similar C often have idealistic views D are surprising in some ways E often receive much respect 20. Neuroscientists 21. The magazines 22. Students from single-gender schools 23. People in society 24. Supporters of co-education Questions 25-26 Choose the correct letter, A, B, C, or D. 25. The author believes co-education has A clear statistical support. B less stereotyping. C much positive interaction. D generally lower-quality teaching (compared to single-gender schools). 26. The author believes A single-gender schooling is better. B co-educational schooling is preferable. C we cannot say which sort of schooling is better. D more evidence is needed. The Mother of All Languages In 1786, William Jones, a British judge stationed in India, made what must be ranked as one of the most amazing discoveries of all time, yet it is little known outside of linguistic circles. Jones was studying Sanskrit, a long dead Indian language only used in classic or liturgical texts. Upon examining many of the words, he was struck by their similarity to the two most ancient languages known at that time: Greek and Latin. He would later write that Sanskrit has ‘a stronger affinity’ with these other languages ‘than could possibly have been produced by accident’. Jones drew the conclusion that Greek and Latin, and even the Germanic languages (including English), were all related to Sanskrit, and thus, logically, all of them must necessarily have evolved from a single earlier language. Subsequent scholars were able to confirm this, adding to this linguistic family all of the Romance languages (French, Spanish, and others), Slavic languages (Russian, Czech, and many others), and Indo-lranian (Persian, Afghan, and many others). There are, in fact, hundreds of languages and dialects all over Europe, Iran, and South Asia, which can now trace their ancestry to an original Indo-European language, now called Proto-Indo-European, or PIE for short. According to linguistic theory, proto-languages are usually spoken over relatively limited geographical areas, over a short time span, and by a tightly-knit community. The implication is simple, but also stunning that some single ancient tribe which spoke this mother of languages eventually took over most of the middle and western Eurasian landmass, spreading their language with them. This subsequently evolved into many others over the course of time, creating a language family which now has the greatest number of speakers in the world. The big question concerns who these Proto-Indo-Europeans were, and where their ancestral homeland lay. Archaeologists have examined many sites of European prehistory, occasionally identifying these as the homeland of the PIE population. This is often done with nationalistic overtones, raising the anger of others in this field, and there still remains controversy over each claim. It is linguistic evidence which provides, perhaps, more definite clues. The similarities in vocabulary between all PIE’s daughter languages have allowed linguists to deduce a probable grammar and fairly extensive vocabulary. It is irresistible not to read into this a tentative lifestyle and location, with the quaint proviso that it remains ‘at best, highly speculative’. Looking at just one example, there are PIE words for the temperate trees of the Northern Hemisphere, but not tropical or Mediterranean varieties. This indicates a northern European location, with a cold climate. And so, with such detailed linguistic analysis, the most widely accepted theory places the PIE origin in the Caspian Steppe – a vast region of temperate grass and shrub-land north of the Black Sea, across present-day Ukraine, Southern Russia, and Kazakhstan. Their language was spoken around 4000 BC (plus or minus a millennium, since exact dates are impossible at such an early stage in European pre-history). What then enabled this single tribe to advance outwards and take over Eurasia? Some geneticists have suggested that it was the domestication of the horse, perhaps giving that tribe a thitherto unheard-of military superiority (as would the Huns and the Mongols possess many thousands of years later). Some of them have also suggested that the discovery of farming was the impetus of this tribe’s advance, as with a stable and steady food supply at hand, their numbers could increase at the expense of the other fragmented hunter-gathering tribes roaming the wilds of Eurasia. Perhaps then, PIE simply moved alongside the outward wave of the implementation of agriculture, together with a rapidly expanding and interbreeding population. But even PIE must have evolved from some earlier language, and audacious linguists are digging deeper into the past. PIE gave birth to a large family of languages, but there exists other families, such as Afro-Asiatic (which includes Arabic), Dravidian (comprising the many languages of Southern India), and Altaic (which includes Mongolian and Japanese). It has been proposed that these themselves may all belong to a ‘macro-family’, sometimes called Proto-Nostratic. Most linguists maintain that, although it is theoretically possible that such an original language existed, it is next to impossible to prove, since resemblances among languages can also be due to chance, and thus they remain skeptical over such a claim. Still, the implications are mind-boggling that perhaps almost every single language on Earth can ultimately be traced back to a single source possessed by a small group of individuals. This language is sometimes called Proto-Human, the mother of all languages. One interesting theory posited by geologists is that a huge catastrophe occurred in the not-so-distant past some 70,000 years ago, linked to the volcanic eruption of Mount Toba in Indonesia. This reduced the world population to a small band of survivors, and theirs is the Proto-Human from which all languages subsequently evolved. If this is true, it is intriguing to think that had that catastrophe not occurred, we would all be speaking totally different languages today. Questions 27-30 Complete the sentences. Choose NO MORE THAN TWO WORDS from the passage for each answer. William Jones’s findings are mostly known within (27)…………………… A community which speaks a proto-language is (28)…………………… Proto-Indo-Europeans might have come from the (29)……………… Mount Toba was the site of a (30)………………….. Questions 31-35 Write the correct letter, A-E. NB You can use an answer one time only. A Archaeologists B Geneticists C Geologists D Linguists E Scholars Which people 31. believe that reliable nutrition may be the answer? 32. have categorised very many languages? 33. often face anger and controversy? 34. are skeptical about some issues? 35. have speculated about a disaster? Questions 36-39 Complete the flow chart. Choose NO MORE THAN TWO WORDS from the passage for each answer. Question 40 Choose the correct letter, A, B, C, or D. 40. The author thinks the subject is A complicated. B controversial. C interesting. D fascinating. Answers 1. Shock 2. Death toll 3. Shatter rock 4. Detonates 5. Frozen 6. Iron, steel 7. Blasting oil 8. Volcanic pumice 9. Engineering projects 10. True 11. False 12. NG 13. False 14. viii 15. ii 16. x 17. vii 18. vi 19. iii 20. B 21. A 22. E 23. D 24. C 25. D 26. B 27. linguistic circles 28. tightly knit 29. Caspian Steppe 30. volcanic eruption 31. B 32. E 33. A 34. D 35. C 36. Proto-Human 37. Proto-Nostratic 38. Altaic 39. Southern Indian 40. D

FOOD , AGRICULTURE 1. For a long time there has been concern about the quality of the food we eat because of additives and contaminants. Recently genetically modified (GM) food has become more common, causing concern. Is this concern justified or not? Justified Concerns about Genetically Modified (GM) Food: · Unknown long-term health effects: Potential risks to human health are not yet fully understood due to limited long-term studies on GM foods. · Environmental impact: GM crops may lead to unintended consequences in ecosystems, affecting biodiversity and creating resistant pests. · Corporate control: There are concerns about large corporations monopolizing the food industry through patented GM seeds, limiting access to traditional seeds for farmers. · Allergenicity: Genetic modifications might introduce new allergens into foods, posing risks to sensitive individuals. · Cross-contamination: GM crops can crossbreed with non-GM crops, leading to unintended presence of GM material in conventional foods. Counterarguments - Concerns may not be justified: · Rigorous testing: GM foods undergo extensive testing before approval, ensuring they meet safety standards. · Nutritional enhancement: GM foods can be engineered to be more nutritious, addressing malnutrition in some regions. · Reduced pesticide use: Some GM crops are designed to be resistant to pests, leading to reduced pesticide application. · Increased crop yields: GM crops may help address food shortages by increasing agricultural productivity. · Long history of consumption: GM foods have been consumed for decades without major adverse effects. Opinion: Balanced Approach and Regulation Given the existing concerns and potential benefits, it is crucial to take a balanced approach to genetically modified food: · Rigorous safety testing: GM foods should undergo thorough testing to ensure their safety for human health and the environment. · Transparent labeling: Clear labeling of GM products allows consumers to make informed choices. · Sustainable practices: Governments and corporations should promote sustainable agriculture to address food security without relying solely on GM technology. · Continued research: More research should be encouraged to monitor the long-term effects of GM food consumption. Overall, it is essential to address concerns through proper regulation, transparency, and scientific research while exploring sustainable and safe methods to ensure food security. 2. Even though organic fruits and vegetables are more expensive than conventional fruits and vegetables, they are worth the extra cost. Do you agree or disagree. Agree (Organic fruits and vegetables are worth the extra cost): · Health benefits: Higher nutrient content, fewer pesticide residues. · Environmental impact: Lower chemical usage, supports sustainable farming. · Taste and quality: Often perceived as fresher and more flavorful. · Ethical considerations: Supports ethical treatment of farmworkers. · Long-term cost savings: Reduced medical expenses due to better health. Disagree (Organic fruits and vegetables are not worth the extra cost): · Minimal health differences: Studies show marginal nutritional variance. · Affordability and accessibility: Not viable for all consumers. · Scale and production challenges: May not meet global food demands. · Food security: Conventional farming can provide more abundant yields. · Technological advancements: Conventional methods improving sustainability. Opinion (Personal opinion on whether organic fruits and vegetables are worth the extra cost): · It depends on individual circumstances and priorities. · If health and environmental concerns are crucial, organic is worth it. · For budget-conscious consumers, conventional may be more practical. · A balanced approach could involve a mix of organic and conventional options. · Education on farming practices can help consumers make informed choices. 3. Everyone should follow a vegetarian diet because it is not necessary to eat meat to be healthy. Do you agree or disagree? Agree (Everyone should follow a vegetarian diet): · Health benefits: Lower risk of heart disease, certain cancers, and obesity. · Ethical reasons: Reduces animal suffering and promotes compassion. · Environmental impact: Lower carbon footprint and reduced deforestation. · Sustainability: More efficient use of resources like water and land. · Cultural acceptance: Many successful vegetarian diets worldwide. Disagree (Not everyone should follow a vegetarian diet): · Nutritional concerns: Proper planning needed to avoid deficiencies. · Personal preferences: Some individuals may have cultural or taste reasons. · Dietary restrictions: Some people require animal products due to health conditions. · Evolutionary context: Humans historically consumed meat for survival. · Global food disparities: In some regions, meat is more accessible and vital for nutrition. Opinion (Personal opinion on whether everyone should follow a vegetarian diet): · It depends on individual circumstances and beliefs. · A well-balanced diet, whether vegetarian or not, can be healthy. · Reducing meat consumption can have positive health and environmental impacts. · Education on nutrition and sustainable food choices is essential. · Dietary choices should be respected as personal preferences and cultural norms. 3. In some countries an increasing number of people are suffering from health problems as a result of eating too much fast food. It is therefore necessary for governments to impose a higher tax on this kind of food. To what extent do you agree or disagree? Agree (Higher tax on fast food is necessary): · Public health burden: Fast food consumption linked to obesity, heart disease, and diabetes. · Cost of healthcare: Treating fast food-related health issues strains public healthcare systems. · Behavioral impact: Higher tax may deter excessive fast food consumption. · Revenue generation: Tax income can fund health programs and education. · Incentive for healthier choices: Encourages the food industry to offer healthier options. Disagree (Higher tax on fast food is not necessary): · Personal responsibility: Individuals should make their own dietary choices. · Government intervention: May be seen as paternalistic and restrict personal freedoms. · Regressive impact: Higher tax affects low-income individuals disproportionately. · Address root causes: Focus on nutrition education and promoting balanced diets. · Industry cooperation: Encourage voluntary efforts for healthier fast food options. Opinion (Personal opinion on whether a higher tax on fast food is necessary): · I agree to some extent; a higher tax could be one measure to address the health issues related to excessive fast food consumption. · However, it should be accompanied by comprehensive strategies like education and promoting healthier eating habits. · The government should consider the impact on low-income individuals and assess the effectiveness of such a tax in curbing fast food consumption. 4. ."It is noticeable that fast food consumption has increased substantially during the last 10 years. Discuss its impact on environment and health." Impact of Fast Food Consumption on Environment: Positive Effects: · Efficient food production and distribution reduce food waste. · Some fast-food chains adopt eco-friendly packaging and practices. · Emphasis on convenience leads to fewer private vehicle trips for meals. Negative Effects: · Increased demand for meat leads to higher greenhouse gas emissions. · Single-use plastic packaging contributes to pollution and waste. · Fast-food outlets generate significant amounts of non-recyclable waste. Opinion: · Fast food can have a mixed impact on the environment, but more sustainable practices are needed to mitigate its negative effects. Impact of Fast Food Consumption on Health: Positive Effects: · Provides convenient meal options for busy individuals. · Increased availability of salads and healthier menu choices. · Offers nutritional information for informed choices. Negative Effects: · High in calories, unhealthy fats, and sodium, contributing to obesity. · Excessive sugar content in beverages can lead to health issues. · Regular consumption may lead to nutrient deficiencies. Opinion: · While fast food offers convenience, its negative health effects call for moderation and promoting healthier choices in these establishments.

IELTS Essay-wise Ideas on GENDER ISSUES 1. "World history suggests that violence and conflict were more evident under male leadership that under female leadership. So. for peace to prevail, female leadership can be considered as a better option that male leadership." Do you agree or disagree? Agree: Key advanced ideas supporting the idea that female leadership is better for peace: Conflict resolution: Women leaders tend to prioritize dialogue and negotiation over aggressive measures. Collaborative approach: Female leaders often promote inclusive decision-making, involving diverse perspectives for peaceful outcomes. Empathy and compassion: Women's leadership is associated with empathy, which can lead to more understanding and peaceful resolutions. Non-confrontational style: Female leaders may employ a less confrontational approach, reducing the likelihood of escalation. Long-term vision: Women leaders may focus on sustainable peace-building strategies rather than short-term gains. Role models for nonviolence: Female leaders can inspire others to adopt nonviolent approaches to conflict resolution. Disagree: Key advanced ideas challenging the idea that female leadership is inherently better for peace: Historical context: World history is complex, and attributing violence solely to male leadership oversimplifies the issue. Individual differences: Leadership style and approaches vary among both men and women, making generalizations problematic. Societal factors: Peace and conflict depend on various societal and cultural aspects, not solely on the leader's gender. Limited data: The number of female leaders historically is smaller, making statistical comparisons challenging. Power dynamics: Women in leadership roles may face similar pressures to display strength, potentially influencing decisions. Conflict-driven contexts: In certain situations, assertive leadership, regardless of gender, might be necessary to address aggression. Opinion: Your opinion should be based on a thoughtful evaluation of the presented ideas, and you may choose to lean towards one side or find a balanced perspective. For instance: Opinion: While female leadership might exhibit some qualities conducive to peace, attributing peace solely to gender oversimplifies complex historical and societal factors. Effective leadership for peace can emerge from both men and women, depending on the context and individual qualities of the leaders. It is essential to focus on nurturing qualities like empathy, inclusivity, and collaborative decision-making in all leaders, irrespective of their gender, to achieve lasting peace. 2. Universities should enrol equal numbers of male and female students in all subjects. Do you agree or disagree? Agree: Key advanced ideas supporting the idea of enrolling equal numbers of male and female students in all subjects: Gender equality: Equal enrollment promotes gender balance, breaking stereotypes and fostering inclusivity. Diverse perspectives: Both genders bring unique viewpoints, enriching the learning experience and promoting critical thinking. Addressing societal biases: Equal enrollment challenges traditional gender norms and biases, promoting a fairer society. Enhanced learning outcomes: Gender-balanced classrooms can improve communication and collaboration among students. Equal opportunities: All students should have access to the same educational opportunities, regardless of their gender. Empowerment: Equal enrollment empowers both men and women to pursue their interests and passions freely. Disagree: Key advanced ideas challenging the idea of enrolling equal numbers of male and female students in all subjects: Individual choices: Enrollment should be based on students' interests and aptitudes rather than rigid gender quotas. Natural preferences: Men and women may have different inclinations towards certain subjects, and that should be respected. Merit-based selection: Equal opportunities should be provided, but enrollment should ultimately be based on academic merit. Career aspirations: Differences in subject choices may align with career goals, and students should be free to pursue them. Specialization needs: Some fields may require greater representation of one gender due to specific societal needs or historical imbalances. Diversity of thought: Encouraging diversity in enrollment goes beyond gender, considering other factors such as ethnicity, background, and perspectives. Opinion: Your opinion should consider the various aspects presented in the advanced ideas, and you can choose to take a stance or propose a balanced perspective. For instance: Opinion: While gender equality is crucial, enforcing equal enrollment in all subjects might not be the most effective approach. It is essential to promote equal opportunities, encourage students to pursue their interests regardless of traditional gender norms, and address any existing biases. Instead of strict quotas, universities should focus on creating an inclusive and supportive environment, ensuring that all students have access to a wide range of subjects and can make informed choices based on their passions and abilities. This approach allows for diversity in thought and academic pursuits while still striving for gender equality in education. 3. In some schools and universities, girls choose arts subjects (literature), and boys tend to choose science subjects (physics). Why do you think this is so? The disparity in subject choices between girls and boys in schools and universities can be attributed to a combination of social, cultural, and psychological factors. Several reasons contribute to this trend: Social norms and expectations: · Traditional gender roles: Societal expectations and stereotypes often dictate that girls are more suited for artistic and language-based subjects, while boys are encouraged to pursue science and mathematics. · Peer influence: Students may be influenced by their peers, and gender norms might pressure them to conform to certain subject choices. Educational environment: · Teacher bias: Unconscious biases among teachers can inadvertently influence students' subject choices, leading them towards certain subjects based on gender. · Representation in media: Media portrayals of gender-specific interests can reinforce stereotypes and influence students' perceptions of their own capabilities and interests. Parental influence: · Parental expectations: Parents' beliefs and expectations about gender-specific interests can influence their children's subject choices. · Role models: The presence of successful role models in certain fields can inspire students to pursue related subjects. Personal preferences and aptitudes: · Individual interests: Students may naturally gravitate towards subjects they find personally enjoyable or interesting. · Perceived strengths: Personal aptitudes and perceived strengths can also guide students' subject choices. Educational and career aspirations: · Career stereotypes: Certain subjects are often associated with specific career paths, leading students to choose subjects they believe align with their future goals. · Perceived job opportunities: Students may choose subjects based on their perception of available job opportunities in related fields. Efforts to address this disparity: · Encouraging diversity: Schools can promote inclusivity and diversity, breaking down gender stereotypes and fostering an environment where all subjects are equally encouraged for both genders. · Providing exposure: Exposing students to a wide range of subjects and careers can help them make informed choices based on interests and skills rather than stereotypes. · Teacher training: Raising awareness of unconscious biases among educators can lead to fairer guidance and support for students' subject choices. It is crucial to challenge gender stereotypes and offer equal opportunities for students to explore and excel in subjects based on their individual interests and abilities, regardless of traditional gender norms. Encouraging an open and supportive educational environment can help break the barriers that contribute to gender-based subject preferences. 4. Many people believe that women make better parents than men and that is why they have the greater role in raising children in most societies. Others claim that men are just as good as women at parenting. Women as Better Parents: · Nurturing Instinct: Women often possess a natural instinct for caregiving and emotional support. · Biological Bond: Maternal connection through pregnancy and childbirth fosters a unique emotional bond. · Empathy and Sensitivity: Women tend to exhibit higher levels of empathy, which aids in understanding children's needs. · Multitasking Abilities: Balancing household tasks and childcare comes more naturally to some women. · Historical Norms: Traditional gender roles have historically assigned women the primary caregiving role. · Communication Skills: Women may excel in fostering open communication and emotional expression. Men as Equally Capable Parents: · Parenting Skills Development: Men can develop excellent parenting skills through active involvement and experience. · Role Model Impact: Positive male role models can have a profound influence on children's development. · Shared Parenting: Both parents contributing to childcare results in a more balanced upbringing. · Diverse Parenting Styles: Effective parenting transcends gender and depends on individual strengths. · Child's Perspective: Some children may bond better or feel more comfortable with a male caregiver. · Breaking Stereotypes: Challenging gender norms can lead to a more egalitarian society. Opinion: · Balanced Parenting: Both genders can excel in parenting, and a balance of perspectives is beneficial. · Individual Competence: Parenting skills should be assessed on an individual basis rather than gender stereotypes. · Supportive Environment: Society should encourage active parenting involvement from both men and women. · Gender-Neutral Parenting: Focus on fostering parental skills without associating them with a specific gender. · Flexible Roles: Families should have the freedom to decide parenting roles based on individual strengths and preferences. · Cooperation and Communication: Effective parenting requires cooperation and open communication between parents, regardless of gender.

GLOBAL ISSUES/GLOBALIZATION 1. Even though globalization affects the world’s economies in a very positive way, its negative side should not be forgotten. Discuss. Positive Effects of Globalization on Economies: · Increased Trade and Investment: Globalization has facilitated international trade and investment, leading to economic growth and job creation. · Access to Global Markets: Businesses can reach a broader consumer base, expanding their markets and increasing profits. · Technological Advancements: Globalization encourages the exchange of technology and knowledge, driving innovation and productivity. · Foreign Direct Investment (FDI): Countries attract FDI, which enhances infrastructure, creates jobs, and improves economic development. · Specialization and Efficiency: Nations can focus on their comparative advantages, leading to more efficient production and resource allocation. · Wealth Redistribution: Some of the wealth generated through globalization is reinvested in developing regions, reducing poverty and inequality. Negative Side of Globalization on Economies: · Income Inequality: Globalization can exacerbate income disparities between the rich and poor within and between countries. · Labor Exploitation: Companies may outsource to countries with lower labor standards, leading to exploitative working conditions. · Market Volatility: Increased interdependence can result in financial crises spreading more rapidly across borders. · Environmental Impact: Globalization's pursuit of economic growth can lead to environmental degradation and resource depletion. · Cultural Erosion: Traditional cultures may be threatened as globalized media and products dominate local markets. · Dependency and Vulnerability: Developing economies reliant on exports may become vulnerable to fluctuations in global demand and prices. Discussion: · Balancing Trade-offs: Policymakers should seek to maximize the positive impacts of globalization while mitigating its negative effects. · Fair Globalization: Ensuring labor and environmental standards are upheld globally can promote fair trade practices. · Inclusive Growth: Strategies should focus on equitable distribution of wealth to alleviate poverty and inequality. · Sustainable Development: Emphasizing sustainable practices can protect the environment and support long-term economic growth. · Social Safety Nets: Governments can implement safety nets to protect vulnerable populations affected by globalization. · Cultural Preservation: Efforts to preserve and promote local cultures can safeguard diversity in a globalized world. In discussing globalization's impact on economies, it's crucial to acknowledge the complex and multifaceted nature of the phenomenon. Globalization has both positive and negative consequences, and effective policymaking is needed to capitalize on its benefits while addressing its challenges. 2. The world is heavily dependent on oil for energy. Do you think a future re-source will take oil's place? Why do you think this? Oil's Continued Dominance: · Abundance of oil reserves and established infrastructure make it cost-effective for energy production. · High energy density of oil allows for efficient storage and transportation. · Political and economic interests of oil-producing nations maintain its significance. · Continued technological advancements in oil extraction and refining processes. · Oil's versatility in various industries beyond energy, such as petrochemicals and transportation. · Global reliance on existing machinery and vehicles designed for oil-based energy. Emerging Replacements for Oil: · Renewable energy sources like solar, wind, and hydroelectric power are rapidly growing and becoming more affordable. · Advancements in battery technology enable more efficient energy storage for intermittent renewables. · Hydrogen as a clean energy carrier with potential applications in transportation and industrial sectors. · Biofuels and synthetic fuels as potential alternatives for existing combustion engines. · Shift towards electric vehicles and the development of charging infrastructure. · Climate change concerns and international commitments driving the search for sustainable alternatives. Opinion - Possibility of a Future Replacement: · Yes, a future resource will likely take oil's place, considering the urgency of transitioning to sustainable energy sources. · Renewable technologies' exponential growth and falling costs indicate their potential to replace oil. · Global awareness of climate change and the need for carbon-neutral energy will drive investment in alternatives. · Collaborative efforts among countries to reduce greenhouse gas emissions will accelerate adoption. · Investment in research and development will lead to breakthroughs in emerging energy solutions. · Governments' policies and incentives will play a crucial role in supporting the transition away from oil. Please note that the points provided above are concise and may lack in-depth explanation or supporting evidence. In an actual essay or discussion, it is crucial to expand on these ideas with relevant examples, data, and well-structured arguments. 3. Improvements in health, education and trade are essential for the development of poorer nations. However, the governments of richer nations should take more responsibility for helping the poorer nations in such areas. To what extent do you agree or disagree with this statement? Improvements in Health, Education, and Trade for Development of Poorer Nations: For: Richer Nations Should Take More Responsibility: 1. Foreign Aid and Investment: · Increased financial aid from wealthy nations can facilitate improvements in health, education, and trade in poorer nations. · Foreign direct investment can stimulate economic growth and development in struggling economies. 2. Technology Transfer and Expertise: · Richer nations can share advanced technologies and expertise to enhance healthcare, education, and trade capabilities in poorer countries. · Collaborative partnerships can lead to the transfer of knowledge and skills, empowering local communities. 3. Debt Relief and Fair Trade Practices: · Debt relief initiatives can free up resources for investments in health and education systems in impoverished nations. · Promoting fair trade practices can provide better access to global markets, enabling economic growth. 4. Capacity Building and Institutional Support: · Assistance in building administrative capacities and institutional frameworks can strengthen governance and service delivery. · Supporting local institutions can foster sustainable development and long-term progress. 5. Global Health Initiatives: · Richer nations can support international health programs, such as vaccinations and disease prevention, to combat pandemics and improve global health outcomes. · Collaborative efforts can address health challenges that transcend national borders. 6. Education Scholarships and Exchange Programs: · Providing scholarships and exchange opportunities can enhance human capital in poorer nations, leading to skilled workforces and progress in various sectors. · Cultural exchange promotes understanding and cooperation between countries. Against: Focus on Internal Development and Capacity: 1. Self-Reliance and Sovereignty: · Poorer nations should prioritize internal development and self-reliance to build sustainable health, education, and trade systems. · Heavy reliance on foreign aid may compromise national sovereignty and create dependency. 2. Corruption and Mismanagement: · Direct aid from richer nations can be misappropriated due to corruption or mismanagement, hindering development goals. · Encouraging transparent governance is crucial for utilizing resources effectively. 3. Domestic Priorities and Limited Resources: · Richer nations should focus on their own domestic issues before extending significant aid. · Limited resources may hinder their ability to provide extensive support to other countries. 4. Market Competition and Protectionism: · Richer nations may protect their markets, hindering fair trade opportunities for poorer nations. · Reducing trade barriers can promote equitable economic growth globally. 5. Responsibility of Governance: · The primary responsibility for development lies with the governments of poorer nations, who must prioritize health, education, and trade themselves. · Strengthening governance and reducing corruption is essential for effective utilization of resources. 6. Addressing Root Causes of Poverty: · Tackling systemic issues such as inequality, conflict, and lack of infrastructure is vital for sustained development. · Richer nations can support initiatives that address the root causes of poverty in collaboration with poorer nations. Opinion (Choose one perspective and provide your stance): Example: · Opinion: I agree that the governments of richer nations should take more responsibility for helping poorer nations in areas of health, education, and trade. Collaborative efforts can foster global development and address pressing challenges faced by underprivileged societies. 4.Improvements in health, education and trade are essential for the development of poorer nations. However, the governments of richer nations should take more responsibility for helping the poorer nations in such areas. Improvements in Health, Education, and Trade for Development of Poorer Nations: For: Richer Nations Should Take More Responsibility: 1. Global Solidarity and Collective Progress: · Richer nations have a moral obligation to support poorer nations, promoting global solidarity and fostering collective progress. · Shared efforts can lead to a more equitable and interconnected world. 2. Historical Responsibility and Colonial Legacy: · Developed countries should acknowledge their historical role in exploiting and underdeveloping poorer nations during colonial times. · Assisting in health, education, and trade can be a step towards rectifying past injustices. 3. Economic Interdependence and Mutual Benefits: · A healthier, educated, and prosperous global population creates opportunities for richer nations in terms of trade, investment, and collaboration. · Supporting development yields mutual benefits in an interconnected global economy. 4. Addressing Global Challenges and Security: · Poverty, lack of education, and limited access to healthcare can contribute to global instability and security risks. · Helping poorer nations can reduce the potential for conflict and improve overall global security. 5. Capacity Building and Sustainable Growth: · Assisting in health and education strengthens human capital, leading to skilled workforces and sustainable economic growth. · Investing in trade infrastructure enhances market opportunities for both poorer and richer nations. 6. Humanitarian Imperative and SDGs: · Aligning with the United Nations' Sustainable Development Goals (SDGs), aiding poorer nations is a humanitarian imperative. · Collective action can make progress towards achieving the SDGs more attainable. Against: Focus on Internal Development and Capacity: 1. National Priorities and Limited Resources: · Richer nations may have their own pressing domestic needs that require attention and resources. · Prioritizing internal development may be more practical for some countries. 2. Sovereignty and Local Autonomy: · Taking on too much responsibility for poorer nations could infringe upon their sovereignty and local decision-making. · Encouraging self-determination allows for tailored solutions to specific challenges. 3. Effective Aid Delivery and Corruption Concerns: · Ensuring efficient aid delivery and preventing corruption can be challenging in some regions. · Focus should be on empowering local governments to manage resources effectively. 4. Encouraging Entrepreneurship and Trade Opportunities: · Promoting entrepreneurship and fair trade practices can empower poorer nations to develop independently. · Creating an enabling environment for trade can boost economic growth organically. 5. Regional and Global Partnerships: · Collaboration between richer and poorer nations through regional blocs or multilateral organizations can better address development needs. · Shared responsibility can be distributed more equitably. 6. Technology Transfer and Knowledge Sharing: · Instead of direct aid, sharing technology and knowledge can empower poorer nations to develop sustainable solutions. · Building local capabilities fosters ownership and long-term progress. Opinion: I believe that the governments of richer nations should take more responsibility for helping poorer nations in areas of health, education, and trade. Collaborative efforts and support can lead to more equitable global development and contribute to a more interconnected and stable world. 5. The continued rise in the world’s population is the greatest problem faced by humanity at the present time. What are the causes of this continued rise? Do you agree that it is the greatest problem faced by humanity? Causes of Continued Rise in World's Population: 1. Decline in Mortality Rates: Advances in healthcare and sanitation have led to a significant decline in mortality rates, increasing life expectancy and contributing to population growth. 2. High Birth Rates in Developing Nations: Many developing countries have high birth rates due to cultural norms, lack of access to family planning, and traditional agricultural practices that rely on larger families. 3. Improvement in Fertility Treatment: Medical advancements in fertility treatments have enabled more couples to conceive, leading to an increase in births. 4. Lack of Education and Empowerment: Women's lack of access to education and limited empowerment in certain regions can result in early marriages and higher fertility rates. 5. Religious and Social Beliefs: Religious or cultural beliefs that encourage larger families can contribute to higher birth rates in certain communities. 6. Migration and Refugee Movements: Population growth is also influenced by migration and displacement, as people move to escape conflicts or seek better economic opportunities. Is the Continued Rise in Population the Greatest Problem Faced by Humanity? For: Continued Rise in Population as the Greatest Problem: 1. Resource Scarcity and Environmental Impact: The growing population puts immense pressure on natural resources, leading to resource scarcity, deforestation, pollution, and climate change. 2. Food Security and Hunger: As the population increases, ensuring sufficient food production and distribution becomes a challenge, leading to food insecurity and hunger in many regions. 3. Overpopulation in Urban Areas: Rapid urbanization due to population growth strains infrastructure, housing, and public services, leading to overcrowded cities and slums. 4. Strain on Healthcare and Education: The increasing population demands better healthcare and education services, which can be challenging to provide in developing countries. 5. Global Economic Inequality: Population growth exacerbates global economic inequality, with developing nations facing more significant challenges in meeting their citizens' basic needs. 6. Biodiversity Loss and Ecosystem Destruction: The expanding human population leads to habitat destruction, endangering biodiversity and disrupting ecosystems. Against: Other Problems Are Equally or More Critical: 1. Climate Change and Environmental Degradation: While population growth contributes to environmental issues, the greater challenge lies in tackling climate change and adopting sustainable practices. 2. Income Inequality and Poverty: Addressing income inequality and poverty are fundamental to improving the well-being of billions of people worldwide. 3. Global Health Crises: Pandemics and infectious diseases pose immediate and severe threats to humanity's well-being and require urgent attention. 4. Armed Conflicts and Terrorism: Ongoing conflicts and terrorism result in loss of life, displacement, and widespread suffering, demanding urgent resolution. 5. Technological Risks and Artificial Intelligence: The rapid advancement of technology and AI raises concerns about potential risks and ethical dilemmas that need to be addressed. 6. Access to Clean Water and Sanitation: Ensuring universal access to clean water and sanitation is essential for improving health and reducing poverty. Opinion: While the continued rise in the world's population is a significant challenge, I believe it is not the sole greatest problem faced by humanity. Climate change, income inequality, global health crises, armed conflicts, and technological risks are equally critical issues that demand immediate attention and concerted efforts for the well-being and sustainable development of humanity. 7. Many countries today are experiencing high levels of migration from rural areas to cities. What are the causes of this trend, and what effects does it have on the existing city dwellers? Causes of High Rural-to-Urban Migration: Economic opportunities in cities (job availability, higher wages). Limited livelihood options and income disparities in rural areas. Better access to education, healthcare, and infrastructure in cities. Industrialization and urbanization driving employment shifts. Escaping agricultural challenges (e.g., climate change, land degradation). Attraction of urban lifestyle, amenities, and cultural opportunities. Effects on Existing City Dwellers: Increased competition for jobs and housing. Strain on urban infrastructure and public services. Rising property prices and cost of living. Social and cultural changes due to diverse influx of migrants. Traffic congestion and pressure on transportation systems. Potential conflicts between rural and urban cultures. Opinion: Governments should focus on balanced regional development to curb excessive migration. Investment in rural infrastructure, education, and healthcare can retain talents in rural areas. Urban planning should prioritize sustainable development to accommodate population growth. Job opportunities in rural areas must be enhanced to create viable alternatives. Social integration programs can promote harmonious coexistence between migrants and city dwellers. Collaboration between urban and rural regions can foster equitable growth and national prosperity. 8. In the developed world, average life expectancy is increasing. What problems will this cause for individuals and society? Suggest some measures that could be taken to reduce the impact of ageing populations . Problems of Increasing Life Expectancy: For Individuals: · Financial challenges: Longer life spans require more savings for retirement, and individuals may outlive their pension or financial resources. · Healthcare burden: Age-related health issues can become more prevalent, leading to increased medical expenses and care needs. · Social isolation: Longer lives may lead to the loss of social connections, potentially causing loneliness and mental health issues. For Society: · Strain on healthcare systems: Aging populations demand more healthcare services, leading to increased costs and potential shortages. · Labor force challenges: A shrinking workforce due to an aging population can impact economic productivity and tax revenue. · Pension sustainability: A larger elderly population can strain pension systems, making them financially unsustainable. Measures to Reduce Impact of Ageing Populations: For Individuals: · Encourage retirement planning: Promote financial literacy and long-term saving habits for individuals to prepare for longer retirements. · Healthy lifestyle promotion: Advocate for healthy habits to reduce the burden of age-related health issues and healthcare costs. · Community support: Establish social programs to combat social isolation and promote mental well-being among the elderly. For Society: · Invest in healthcare infrastructure: Strengthen healthcare systems to meet the growing demands of aging populations effectively. · Promote immigration: Attract skilled workers from other countries to offset labor force shortages and boost economic growth. · Flexible retirement policies: Implement policies that allow older individuals to work longer if they choose to, encouraging active participation in the workforce. Opinion: · Intergenerational cooperation: Encourage better understanding and cooperation between generations to address the challenges of an aging population. · Education and awareness: Raise awareness about the implications of an aging population and the importance of collective responsibility. · Innovation and technology: Invest in research and technology to improve healthcare, productivity, and quality of life for the elderly. 8. We cannot help everyone in the world that needs help, so we should only be concerned with our own communities and countries. To what extent do you agree or disagree with this statement? Agree - Focus on Own Communities and Countries: · Limited resources: Addressing global issues may strain resources, leading to neglect of local needs. · National responsibility: Governments should prioritize the well-being of their citizens. · Local impact: Solving local problems directly benefits communities and enhances quality of life. · Better management: Focusing internally allows for more efficient allocation of resources. · Empowerment: Strengthening local communities fosters self-reliance and resilience. · Cultural preservation: Prioritizing local concerns helps preserve unique cultural identities. Disagree - Addressing Global Issues: · Interconnected world: Global issues can have far-reaching effects, impacting all nations. · Shared responsibility: Collaboration is crucial to tackle global challenges effectively. · Humanitarian duty: Helping others in dire situations is a moral obligation. · Sustainable development: Global stability is essential for lasting progress in any country. · Enhanced reputation: Active global involvement improves a nation's standing on the world stage. · Learning opportunities: Engaging globally fosters insights and knowledge exchange. Opinion - Striking a Balance: · Local focus is vital: Addressing immediate community needs ensures a stable society. · Simultaneous global engagement: Collaborating on international issues strengthens collective efforts. · Targeted assistance: Aid should be provided to countries and communities based on urgency and capacity. · Promote understanding: Encouraging empathy and cultural awareness can bridge divides. · Develop partnerships: Forming alliances can improve the effectiveness of humanitarian initiatives. · Sustainable solutions: Balancing local and global efforts for lasting positive impacts.

Write a letter to your sister about importance of tree plantation (trees) in our country. 5th January, 2022 15, Chanmari Road Lalkhan Bazar, Chittagong. My dear Saouda, I hope this letter finds you in good health and high spirits. Thank you for your kind letter; it brought me much joy. I am pleased to hear that you are doing well. Your inquiry about the importance of tree plantation in our lives is timely, and I am happy to share my thoughts on the matter with you. Trees are indeed invaluable gifts from nature, essential for the well-being of all living beings on Earth. One of their most critical functions is their role in the production of oxygen, without which life as we know it would be impossible. Through the process of photosynthesis, trees absorb carbon dioxide, a harmful greenhouse gas, and release oxygen, thereby purifying the air we breathe. This oxygen is vital for the survival of humans, animals, and plants alike. Moreover, trees offer a multitude of other benefits to both the environment and society. They provide shade and shelter, contribute to the preservation of biodiversity by providing habitats for various species of plants and animals, and serve as sources of food, medicine, and valuable raw materials such as wood. Additionally, trees play a crucial role in regulating the water cycle and preventing soil erosion, thereby helping to maintain ecological balance and mitigate the impacts of natural disasters such as floods and landslides. Despite their immense importance, trees are facing unprecedented threats due to factors such as deforestation, urbanization, and climate change. It is imperative that we take concerted efforts to address these challenges and promote tree plantation on a large scale. Tree plantation programs should be actively supported and implemented to ensure the continued well-being of our planet and future generations. In conclusion, tree plantation is not just a desirable activity but a necessity for the health and sustainability of our environment. Let us all join hands in planting and nurturing trees to create a greener, healthier, and more resilient world for ourselves and for generations to come. With warm regards and best wishes, Yours loving, Z. I. Mamun. Write a letter to your friend about the importance of planting trees. 5th Janurary, 2022 15, Chanmari Road Lalkhan Bazar, Chittagong. My dear Nigel, I was really shocked when I heard that you did not take part in the campaign in favour of ‘Plant more trees’. I also heard that you were rather against the programme. I could not understand why a student like you acted in this way. It is really sorrowful when I heard all these things. However, I at present want to make you realise about the importance of planting trees. Trees are the integral part of nature. Trees are very essential in a country to cause rains. It forms a natural beauty in a country. It plays a very important role for our existence. But for the development of human civilisation these valuable assets are damaged day by day. The people of our country cut down our trees at random. So, our country is losing her trees. If this process continues, she will turn into a desert. The country will bear the consequences of ‘Green House Effect’. To preserve our environment, we should plant more and more trees. People must be convinced of the need for planting more and more trees. They should be made aware that our economy is dependent upon trees. There is an ample scope for afforestation in Bangladesh. Sea beaches, low lying areas and fallow lands can be brought under the scheme of afforestation with special types of trees suited to the soil. Shady trees and fruit trees should be planted by the side of roads and highways. Trees may be planted in all sides of ponds and tanks in village. I think the above idea will help you understand about the importance of tree plantation. So, it is the duty of all of us to campaign for the plantation of trees for the greater interest of the country and for our own survival. This is all for today. With love and best wishes. Yours ever, Abidur Rahman From Name: House No: Street: Post Office: Thana: District: To Name: House No: Street: Post Office: Thana: District:

Suppose, you are a student of Bangladesh. Write an e-mail to the admission section, of Oxford University, asking them about the admission procedures for overseas students. To:  info@univ.ox.ac .ukAttention: Admission officer Subject: Inquiry about Admission Procedures for Overseas Students   Dear Sir/Madam,   I hope this email finds you well. My name is Iffat Sharmin Tithi, and I am a student from Bangladesh. I am writing to inquire about the admission procedures for overseas students in Oxford University.   As an ambitious student, I am highly interested in studying at Oxford University, which is renowned for its excellence in education and research. However, being an overseas student, I am not familiar with the admission procedures and requirements for international students.   I would appreciate it if you could provide me with detailed information about the admission procedures for overseas students, including the requirements for academic qualifications, language proficiency, and other necessary documents. Additionally, I would like to know about the application deadline, fees, and any available scholarships or financial aid for international students.   I have researched the Oxford University website, but I still have some queries and concerns about the admission procedures, and I would be grateful if you could assist me in this matter. Your guidance and support will help me to prepare and submit a successful application.   Thank you for considering my request. I am looking forward to hearing from you soon.   Sincerely, Iffat Sharmin Tithi 13 Bangabandhu Avenue,Dhaka-1000, Bangladesh.Tel : +88 02 XXXXXX Suppose, you are a student of Bangladesh. Write an e-mail to the admission section, of Oxford University, asking them about the admission procedures for overseas students. To:   admissions@ox.ac.uk Subject:  Inquiry Regarding Admission Procedures for International Students Dear Sir/Madam, I am writing to request detailed information regarding the admission procedures for international students at the University of Oxford. As a student from Bangladesh with a keen aspiration to pursue higher education at your esteemed institution, I am eager to ensure that I understand all requirements and processes thoroughly. I would greatly appreciate it if you could provide comprehensive guidance on the application process for international students, including submission methods and any specific steps I need to follow. Additionally, I am keen to learn about the academic qualifications and standardized tests required for admission, particularly the criteria for demonstrating English language proficiency. Furthermore, I seek information regarding application deadlines and important dates for the upcoming admission cycle. I am also interested in understanding the availability of scholarships, grants, or other financial aid options for international applicants. Lastly, if there are any specific documents or procedures required for applicants from Bangladesh, I would be grateful for your advice on these matters. Your assistance in providing this information, or directing me to the appropriate resources, will be immensely valuable as I prepare my application. Thank you for your time and support. I look forward to your response at your earliest convenience. Yours faithfully, Sincerely, Iffat Sharmin Tithi 13 Bangabandhu Avenue,Dhaka-1000,   Bangladesh.Tel : +88 02 XXXXXX

How to change of sentences from passive into active Assertive Sentence (i)   the agent after by becomes the subject in the active + (ii)    auxiliary verb (if necessary) + (iii)  main verb according to tense, number and person + (iv)   the subject of the passive becomes object in the active.   Passive Active Rice is eaten by him. He eats rice. Football was being played by Azad. Azad was playing football. His pen has been stolen. Someone has stolen his pen. He was murdered at day light. Some one murdered him at day light. English is spoken all over the world. People speak English all over the world. I had been invited to the party. My friend invited me to the party. The ship was burnt. Fire burnt the ship.   Note : If the object remains implied in the passive, in that case a subject should be used in the active according to the meaning of the passive.   Imperative Sentence 1. Passive beginning with 'let' (i) present form of the main verb + (ii)  the subject becomes the object   Passive Active Let the work be done. Do the work. Let the door be opened Open the door Let the letter be posted. Post the letter.   2. Passive beginning with "let not". (i) don't + (ii)  main verb + (iii)  the subject becomes the object   Passive Active Let not the letter be posted. Don't post the letter.       3. Passive beginning with let + by + personal object as agent (me, us, you, them, him, her) (i) let + (ii)  the agent (the personal object) + (iii)  present form of the main verb + (iv)   the subject becomes the object   Passive Active Let the work be done by me. Let me do the work. Let the math be solved by him. Let him solve the math.   1.    Passive beginning with 'let + never'.  (i)never + )   (ii)present form of the main verb + (v)  the subject becomes the object   Passive Active Let never a lie be told. Never tell a lie. Let never the people be deceived. Never deceive the people     Interrogative Sentence 5. Interrogative sentence beginning with auxiliary verbs (am is are was were has have / had / do / does / did / will / shall etc. (i) auxiliary verb according to number and person + (ii)  the agent becomes the subject + (iii)  main verb according to tense + (iv)   the subject becomes the object + (v)  question mark.   Passive Active Has the work been done by you? Have you done the work? Are you helped by him? Does he help you? Was this work done by him? Did he do this work? By Whom has this work been done?   Who has done this work?   When was this work done by you? When did you do this work? Are you doing this work? Is this work being done by you?   Was she reading a novel? Was a novel being read by her?           Passive to active example   Passive Voice Active Voice At dinner, six shrimp were eaten by Harry. Harry ate six shrimp at dinner. The savannah is roamed by beautiful giraffes. Beautiful giraffes roam the savannah. The flat tire was changed by Sue. Sue changed the flat tire. A movie is going to be watched by us tonight. We are going to watch a movie tonight. The obstacle course was run by me in record time. I ran the obstacle course in record time. The entire stretch of highway was paved by the crew. The crew paved the entire stretch of highway. The novel was read by Mom in one day. Mom read the novel in one day. The house will be cleaned by me every Saturday. I will clean the house every Saturday. The staff are required by the company to watch a safety video every year. The company requires staff to watch a safety video every year. The entire house was painted by Tom. Tom painted the entire house. The students' questions are always answered by the teacher. The teacher always answers the students' questions. That piece is really enjoyed by the choir. The choir really enjoys that piece. The whole suburb was destroyed by a forest fire. A forest fire destroyed the whole suburb. The treaty is being signed by the two kings. The two kings are signing the treaty. Every night, the office is vacuumed and dusted by the cleaning crew. The cleaning crew vacuums and dusts the office every night. Money was generously donated to the homeless shelter by Larry. Larry generously donated money to the homeless shelter. All the reservations are being made by the wedding planner. The wedding planner is making all the reservations. Two dozen cookies will be baked by Susan for the bake sale. Susan will bake two dozen cupcakes for the bake sale. The comet was viewed by the science class. The science class viewed the comet. Instructions will be given to you by the director. The director will give you instructions. The Grand Canyon is visited by thousands of tourists every year. Thousands of tourists visit the Grand Canyon every year. The house was remodeled by the homeowners to help it sell. The homeowners remodeled the house to help it sell. The metal beams were corroded by the saltwater. The saltwater corroded the metal beams. The baby was carried by the kangaroo in her pouch. The kangaroo carried her baby in her pouch.     Sometimes the subject of the passive voice is not mentioned. one reasonable subject can be used when we change it into active.     Passive                   Active Voice Bangla is spoken in Bangladesh. People Speak Bangla in Bangladesh. The rose is called the queen of flowers. People call the rose the queen of flowers. I was asked my father’s name. Someone asked my father’s name. Fish is eaten in Bangladesh. The Banglees eat fish. Bangla is spoken in Bangladesh. The Bangalees speak Bangla. I was asked my address. Some one asked my address. He is thought to be an honest man. People think him to be an honest man. The lion is said to be the king of beasts. People say the lion the king of beast. He is thought to be a poet. People think him to be a poet. It is believed that it is known to you. People believe that you know it. The lion is called the king of beasts. People call the lion the king of beasts.(cï) It is the college pond. People call it the college pond. His speech was highly praised. People highly praised his speech. English is spoken all over the world. People all over the world speak English. It is known to people. People knew It is said that he is a liar. People say that he is a liar. He is  called a liar. People call him a liar. The procession was prohibited. The authority prohibited the procession. Computer is widely used today. People use computer widely today. The corrupt were arrested. Police arrest the corrupt. The trees have been uprooted. The storm has uprooted the trees. Rome was not built in a day. The Romans did not build Rome in a day. Nothing can be gained without labour. One can gain nothing without labour. Promises should be kept. One must/should keep one’s promise. I was asked my name. They asked me my name. I was compelled to do it. Circumstances compelled me to do it. An honest man is loved everywhere. All love an honest man everywhere. I am flattered here. Some one flatters me here. The man was cheated there. Some one cheated the man there. He is not known here. Nobody knows  him here. I was awarded a gold medal. They awarded me a gold medal. Nothing can be acquired without hard labour. We cannot acquire anything without hard labour. Football is played in the afternoon. The boys played football in the afternoon. Jute is grown in Bangladesh. The farmers grow jute in Bangladesh. I was called there. They call me there. I have been named Rafiq. Parents have named me Rafiq. The man is not known here. None knows the man here. I am not known here. Nobody knows me here. Kazi Nazrul Islam is called the rebel poet. People call Kazi Nazrul Islam the rebel poet. It is known that the earth moves round the sun. We know that the earth moves round the sun. He  has been punished . The authority has punished him.                 Passive Voice                   Active Voice The ship was burnt easily. Someone burnt the ship easily. I was obliged to go. Someone obliged me to go. You were misguided. Someone misguided you. I was compelled to do it. Someone compelled me to do it. My car has been stolen. Someone has stolen my car. I was invited to the party. Someone invited to the party.   CHANGE THE FOLLOWING SENTENCES INTO ACTIVE   1. Manure is spread on the ploughed lands to grow more crops. 2. Lands are cultivated at the outset of rain.  3, Water is polluted in many ways. 4. Pahela Baishakh is celebrated with traditional activities across the country. 5. We are helped by our teachers in many ways. 6. Neela's bag was snatched. 7, Junk food is produced for its pungent taste. 8. Greetings are exchanged after the prayer of Eid-ul-Fitr. 9. Attempts should be made to establish an exploitation free society. 10. Eid-ul-Fitr is observed with due religious fervour and solemnity. 11. Bagerhat was called Kalifatabad. 12. Arsenicosis is caused by drinking tube-well water. 13. Building materials are washed away by acid pollution. 14. One striker was killed. 15. A new movement calling for an eight hour was held in 1880s. 16. The radio alarm was supposed to be real by the listeners. 17. Tea is taken to remove tiredness. 18. Verses from the holy Quran are recited on the occasion of a marriage ceremony. 19. The guests of a bridal party are entertained heartily. 20. Warm clothes are put on in winte r. CHANGE THE FOLLOWING SENTENCES INTO ACTIVE WITH ANSWER 1. Manure is spread on the ploughed lands to grow more crops. Farmers spread manure on the ploughed lands to grow more crops. 2. Lands are cultivated at the outset of rain. Farmers cultivate lands at the outset of rain.  3. Water is polluted in many ways. People pollute water in many ways. 4. Pahela Baishakh is celebrated with traditional activities across the country. People celebrate Pahela Baishakh with traditional activities across the country. 5. We are helped by our teachers in many ways. Our teachers help us in many ways. 6. Neela's bag was snatched. A snatcher snatched Neela’s bag. 7. Junk food is produced for its pungent taste. The producers produce junk food for its pungent taste. 8. Greetings are exchanged after the prayer of Eid-ul-Fitr. People exchange greeting after the prayer of Eid-ul-Fitr. 9. Attempts should be made to establish an exploitation free society. We should make attempt to establish an exploitation free society. 10. Eid-ul-Fitr is observed with due religious fervour and solemnity. People observe Eid-ul-Fitr with due religious fervor and solemnity. 11. Bagerhat was called Kalifatabad. People call Bagerhat Kalifatabad. 12. Arsenicosis is caused by drinking tube-well water. Drinking tube-well water causes Arsenicosis. 13. Building materials are washed away by acid pollution. Acid pollution washes away building material. 14. One striker was killed. The police killed one striker. 15. A new movement calling for an eight hour was held in 1880s. The strikers held a new movement calling for an eight hour in 1880s. 16. The radio alarm was supposed to be real by the listeners. The listeners suppose the radio alarm to be real. 17. Tea is taken to remove tiredness. People take tea to remove tiredness. 18. Verses from the holy Quran are recited on the occasion of a marriage ceremony. People recite verses from the holy Quran on the occasion of a marriage ceremony. 19. The guests of a bridal party are entertained heartily. The host entertain the guests of a bridal party heartily. 20. Warm clothes are put on in winter. People put on warm clothes in winter.

Purchase Order Writing Purchase Order Writing Samples

Descriptive paragraph A descriptive paragraph provides a vibrant experience for the reader through vivid language and descriptions of something. Unlike narrative paragraphs, which must include personal thoughts, feelings, and growth, descriptive paragraphs do not need to be personal in nature. Instead, descriptive paragraphs must focus on vividly and objectively describing something to the reader. In order to provide this vivid detail, the writer must use language that appeals to the reader’s five senses: sight, smell, sound, taste, and touch. To appeal to these senses, the writer must use descriptive language, usually in the form of adjectives, that describes the sensations felt by the senses. For instance, examine the differences between the descriptions below:   Sentence 1 : The tree was tall and green. Sentence 2 : The soft and damp pink flowers of the dogwood tree smelled sweet in the cool spring air as the wind whistled through its yellow-green leaves. How do these descriptions compare? If these two sentences both describe the same tree, which sentence provides a better picture for the reader? Why? While the first description does provide some detail (that the tree is both “tall” and “green”), it does not help the reader picture the tree. Saying that the tree is “tall” and “green” does not help separate the tree being described from any other tree. The second sentence, however, provides the reader with descriptive information that makes the tree unique. Unlike the writer of the first sentence, who only vaguely describes how the tree looked, the writer of the second sentence appeals to at least four of the reader’s five senses. This writer describes how the tree feels (soft and damp), how the tree smells (sweet), how the tree sounds (it whistles), and how the tree looks (pink and yellow-green). Through these descriptions, the reader can see, hear, feel, and smell the tree while reading the sentence. However, in some instances, not all of the senses will be applicable for the description. In this case, most descriptions of trees would not include a sense of how the tree tasted, especially when so many trees are inedible or poisonous! Before You Start Writing A descriptive paragraph aims to create a vivid picture in the reader’s mind by using detailed observations and sensory details. Whether describing a person, place, object, or experience, the goal is to bring the subject to life through specific and engaging language. Before you begin, decide on the topic and the purpose of your description. For example, if you are describing your favorite teacher, focus on what makes them special and how they have influenced you. Remember, vivid and specific details are the key. Structure of a Descriptive Paragraph Topic Sentence The topic sentence introduces the subject of the paragraph and sets the tone. It should clearly state what you are describing. Example:  "My favorite teacher, Mr. Ahmed, is an inspiring figure who has left a lasting impact on my life." Sensory Details Use the five senses (sight, sound, smell, taste, and touch) to provide a rich and immersive description. Be specific and choose words that evoke strong imagery and emotions. Example:  "Mr. Ahmed’s voice, deep and calm, resonates with clarity, making even the most complex topics seem simple." Figurative Language Incorporate metaphors, similes, and personification to enhance the vividness of your description. Example:  "His presence in the classroom is like a lighthouse, guiding us through the fog of confusion." Organized Details Arrange your descriptions logically, focusing on one aspect at a time—start from the general to the specific or vice versa. For example, you might describe your teacher’s appearance, teaching style, and personality traits in separate segments. Concluding Sentence Wrap up the paragraph by summarizing the essence of the description or reflecting on its significance. Example:  "Mr. Ahmed’s dedication and kindness make him not only a remarkable teacher but also an invaluable mentor in my life." Best Practices for Writing a Descriptive Paragraph Engage the Senses:  Appeal to all five senses to make the description immersive and relatable. Be Specific:  Avoid vague descriptions; instead, focus on details that paint a clear picture. Use Precise Language:  Employ adjectives and adverbs thoughtfully to create accurate imagery without overloading the paragraph. Include Figurative Language:  Metaphors, similes, and personification add depth and creativity. Organize for Coherence:  Arrange details in a logical order to maintain the reader’s flow of understanding. Revise for Clarity:  Ensure your descriptions are vivid and free of redundancy or irrelevant details. Example Paragraph: My Favorite Teacher Mr. Ahmed, my English teacher, is a beacon of inspiration and knowledge. With his neatly combed silver hair and warm smile, he exudes an aura of wisdom and approachability. His voice, rich and resonant, has a way of capturing our attention from the moment he steps into the classroom. Every lesson he delivers is a masterpiece, weaving together stories, examples, and questions that keep us engaged and curious. His passion for teaching is evident in the meticulous way he explains concepts, ensuring that no student is left behind. The faint scent of coffee often lingers as he patiently reviews our essays, offering constructive feedback that inspires us to improve. Beyond his teaching skills, Mr. Ahmed’s kindness shines through in his interactions—whether it’s staying after school to help a struggling student or sharing an encouraging word during tough times. He has a unique ability to make everyone feel valued and understood. His dedication to our success motivates us to strive for excellence, not just in academics but also in life. Mr. Ahmed’s unwavering belief in our potential makes him a mentor and a role model, someone whose lessons extend far beyond the classroom walls. To me, he is not just a teacher but a guiding light, shaping my future with his wisdom and compassion. Key Elements of a Descriptive Paragraph Topic Sentence:  Clearly state the subject. Sensory Details:  Engage sight, sound, smell, taste, and touch. Figurative Language:  Use comparisons and creative expressions. Organized Details:  Arrange logically to guide the reader. Concluding Sentence:  Summarize or reflect on the description.   By following these steps, you can craft a descriptive paragraph that captivates your audience and brings your subject to life. More to Practice 1.        Dengue Fever          2.        Metro Rail               3.        COVID-19 Pandemic: Negative Impacts on Children           4.        The. Padma Multipurpose Bridge/The Padma 5.        Bridge [SB-2023; JB-2023]   6.        Tree Plantation [MB-2023]    7.        Your Favourite Teacher [CB-2023; BB-2015]      8.        Importance of Moral Values [RB-2023]                9.        The International Mother Language Day [DjB‑2023]           10.     Uses and Abuses of Mobile Phone [BB-2023; RB‑2017; BB-2016]     11.     Internet/Uses and Abuses of Internet [RB-2019; CtgB-2016]             12.     E-learning                13.     Our National Flag [CtgB-2019]             14.     Uses and Abuses of Facebook [IB-2019; CtgB-2017] 15.     Bangabandhu Satellite-1 [CB-2019]      16.     Importance of Female Education [HSC Exam (Combined Board)-2018; DjB-2017]           17.     Importance of Learning English [DB-2016]          18.     A College Library [CB-2012; RB-2010]                19.     Your Future Plan of Life [CtgB-2010; BB-2009]   20.     Your Visit to a Science Fair   21.     Gender Equality      22.     Extracurricular Activities        23.     A Natural Disaster You have Experienced             24.     Importance of Education         25.     Self-Employment      26.     A Winter Morning  27.     Your College Magazine          28.     Your Visit to a Baishakhi Fair                29.     Your First Day at College       30.     Road Safety             31.     Students and Social Service    32.     Information Technology 33.     Empowerment of Women in Bangladesh

Formal, Informal, Semi-formal Formal Writing (Features of Formal Writing) Formal, Semi-formal and Informal Register Formal and Informal Language

Compare and Contrast Essays A compare and contrast essay is a type of academic writing that examines the similarities and differences between two or more subjects, concepts, or objects. The goal is to provide a clearer understanding of the subjects being analyzed by highlighting their connections and distinctions. Here's a breakdown of its key components: Key Components of a Compare and Contrast Essay Introduction: Introduces the subjects being compared and contrasted. Provides background information and context. States the thesis, which outlines the main points of comparison and contrast. Body Paragraphs: Organized either by subject (discussing all aspects of one subject before moving to the next) or by point (alternating between subjects for each point of comparison). Each paragraph should focus on a specific aspect of comparison or contrast, supported by evidence or examples. Clear transitions between paragraphs to maintain the flow of ideas. Conclusion: Summarizes the main points discussed in the essay. Restates the thesis in light of the analysis provided. May offer insights or implications based on the comparison and contrast. Sample Compare and Contrast Essays Essay-1 Model Answer-1 (Easy) Human Intelligence vs Artificial Intelligence Human intelligence and artificial intelligence (AI) are often compared because both help solve problems. But they work in different ways. Human intelligence is natural, while AI is made by machines. Both have their own strengths. This essay will explain how they are alike and how they are different. Both humans and AI can look at information and find answers. For example, humans use their past experiences to think and solve problems. AI uses data and rules to make decisions. Both can get better with time. Humans learn from mistakes, and AI improves by learning from new data. This shows that both human intelligence and AI are important for solving difficult problems. However, there are big differences between human intelligence and AI. Human intelligence is flexible and creative. People can think in new ways, understand feelings, and use their instincts. For example, humans can easily learn new things and adjust to new situations. AI is not creative. It follows instructions and cannot think outside the box. While AI is good at specific tasks, like playing chess, it cannot do things like writing a story or understanding emotions. In conclusion, human intelligence and AI are both strong in different ways. Humans are better at creativity, understanding feelings, and adapting. AI is good at processing lots of data and doing specific tasks. Both can work together to make life better, bringing new ideas and solutions. Model Answer-2 Human Intelligence vs Artificial Intelligence Human intelligence and artificial intelligence (AI) are often compared because both are important in solving problems and making decisions. While they have different ways of working, each has its own strengths. Human intelligence is natural and emotional, while AI is created by machines to perform specific tasks. This essay will look at the similarities and differences between human intelligence and AI, showing how each has its unique abilities and limitations. Both humans and AI can analyze information and find solutions. For example, when faced with a problem, humans use their past experiences and knowledge to think critically and come up with answers. Similarly, AI uses large amounts of data and specific rules to help make decisions. Both can improve over time; humans learn from their mistakes, while AI gets better through machine learning, where it uses new data to improve its performance. These similarities show that both human intelligence and AI play vital roles in helping us understand and tackle complex challenges. However, there are significant differences between human intelligence and AI. Human intelligence is flexible and creative. People can think outside the box, understand emotions, and use intuition to make decisions. For instance, a person can adapt to new situations and learn new skills easily. In contrast, AI has limitations because it follows programmed instructions and cannot think creatively. While AI can quickly process large amounts of data and perform specific tasks like playing chess, it cannot do unrelated activities, such as writing a story or understanding art. In conclusion, both human intelligence and artificial intelligence have their strengths. Human intelligence shines in creativity, emotional understanding, and adaptability, while AI is powerful in processing data and completing specific tasks. Though they are similar in some ways, their differences highlight what makes each unique. Ultimately, human intelligence and AI can work together to improve our world, leading to new ideas and solutions. Model Answer-3 Human Intelligence vs Artificial Intelligence Human intelligence and artificial intelligence (AI) are often compared due to their roles in problem-solving and decision-making. Both have their strengths and weaknesses, but they operate in very different ways. While human intelligence is natural, adaptable, and includes emotions, AI is machine-based and programmed to handle specific tasks. One key difference between human and artificial intelligence is how they process information. Humans can think creatively, solve problems based on experience, and learn from mistakes. For example, humans can understand emotions, use intuition, and apply knowledge to new situations. AI, on the other hand, follows programmed rules and uses large amounts of data to make decisions. While AI can analyze data much faster than humans, it cannot think creatively or understand emotions. Another important comparison is in adaptability. Human intelligence is highly adaptable. People can adjust to new environments, learn new skills, and tackle a wide range of challenges. AI, however, is limited to what it is designed to do. It is very efficient in performing specific tasks, such as identifying patterns in data or automating repetitive work, but it cannot easily adapt to tasks outside its programming. For example, a chess-playing AI cannot write a novel, while a human can learn both skills over time. Finally, human intelligence has the unique ability to feel and express emotions, which plays a critical role in personal relationships and decision-making. Humans use empathy, compassion, and emotional intelligence to interact with others. AI lacks this ability, as it is purely logical and cannot understand feelings. This makes AI effective in tasks like customer service automation but unable to offer genuine emotional support. In conclusion, both human intelligence and artificial intelligence have their strengths. Human intelligence excels in creativity, emotional understanding, and adaptability, while AI is powerful in data processing and specific task automation. Neither can fully replace the other, but they can complement each other in many areas of life. Essay-2 Model Answer-1 (Easy) Public vs Private Transport Public and private transport are two ways people travel every day. Both help people get from one place to another, but they are different in many ways. Public transport, like buses and trains, is cheaper and helps reduce traffic. Private transport, like cars and bikes, gives more freedom and comfort. Knowing these differences can help people choose what is best for them. Both public and private transport let people go to work, school, or visit family and friends. They help people stay connected with each other. While cars can be more comfortable because they are private, some buses and trains can also be nice and clean. Both types of transport are important for helping people move around. However, there are big differences between public and private transport. One main difference is cost. Public transport is usually cheaper because it is supported by the government. For example, it costs less to buy a bus or train ticket than to own a car. Owning a car means paying for fuel, repairs, and parking. Another difference is time. With a private car, you can travel anytime you want. Public transport runs on a schedule, so you need to plan your trips around it. In the end, both public and private transport have good points. Public transport is cheaper and better for the environment. Private transport gives more comfort and freedom. People can choose what works best for them based on their needs. Model Answer-2 Public vs Private Transport Public and private transport are two widely used methods of transportation that play crucial roles in our daily lives. Both systems facilitate movement from one location to another, yet they differ significantly in various aspects. While public transport offers affordability and helps reduce traffic congestion, private transport provides flexibility and comfort for the user. Understanding the similarities and differences between these two modes of transport can help individuals make informed choices based on their needs and preferences. Both public and private transport serve the same fundamental purpose of enabling people to travel. They allow individuals to commute to work, school, and recreational activities, thus connecting communities and facilitating social interactions. Moreover, both modes can vary in terms of comfort and speed. For example, while private vehicles typically provide a personalized travel experience, well-maintained buses and trains can also offer a pleasant journey. Additionally, both public and private transport are essential for maintaining connectivity within society, allowing people to engage with family, friends, and professional networks. However, significant differences exist between public and private transport that can influence people's choices. One major distinction is cost. Public transport, such as buses and trains, is generally more affordable because it is subsidized by the government. A single fare for public transport is often much cheaper than the ongoing expenses associated with owning a private vehicle, which include purchase price, insurance, fuel, maintenance, and parking fees. Another key difference is convenience; private transport offers the flexibility to travel at any time without adhering to a schedule, while public transport operates on fixed timetables, requiring passengers to plan their journeys around available services. In conclusion, it is clear that public and private transport each has distinct advantages and disadvantages. Public transport is more economical and environmentally sustainable, while private transport provides greater flexibility and comfort. Ultimately, the choice between the two modes of transportation will depend on individual needs and circumstances, as each serves unique roles in everyday life. By weighing these factors, individuals can choose the option that best suits their travel requirements. Model Answer-3 Public vs Private Transport Public and private transport are two common ways of getting around. Both have their advantages and disadvantages, and choosing between them depends on factors such as cost, convenience, and personal preferences. One major difference between public and private transport is cost. Public transport, such as buses, trains, and trams, is generally more affordable because it is subsidized by the government. A single ticket can cost much less than maintaining a private vehicle. Private transport, on the other hand, can be expensive. Buying a car, paying for fuel, maintenance, insurance, and parking all add up to a significant cost over time. Another key difference is convenience. Private transport offers more flexibility because individuals can travel whenever they want without following a set schedule. A person with a car can leave at any time and take the quickest route. Public transport, however, runs on a fixed timetable, which means passengers must plan their trips around bus or train schedules. Although it may not be as flexible, public transport can be convenient in cities with frequent services. Environmental impact is also a point of contrast. Public transport is more environmentally friendly as it reduces the number of vehicles on the road. One bus or train can carry many passengers, lowering the overall emissions per person. In contrast, private cars contribute more to traffic congestion and pollution because they usually carry fewer passengers per trip. In terms of comfort, private transport often wins. Car owners can enjoy privacy, listen to their own music, and avoid crowded buses or trains. Public transport, however, can be less comfortable due to crowded spaces, noise, and longer travel times during peak hours. In conclusion, public and private transport have different benefits. Public transport is cheaper and more eco-friendly, while private transport offers more flexibility and comfort. The choice depends on individual needs and circumstances. Essay-3 Model Answer-1 (Easy) Public vs Private Universities in Bangladesh Public and private universities in Bangladesh are important for giving students higher education. They help students learn and prepare for jobs. Many students think about which type of university is best for them. Both kinds of universities want to teach students skills and knowledge for success, but they are different in costs and resources. Both public and private universities aim to educate students. They offer many programs in different fields, allowing students to follow their interests. These universities also encourage students to join clubs and activities outside of classes, which makes learning more fun. No matter which university a student chooses, the main goal is to get a good education that helps them in their future jobs. However, public and private universities have some key differences. One big difference is cost. Public universities get money from the government, so they usually have lower fees. This makes them easier to afford for many students. On the other hand, private universities charge more money, which can be hard for some families to pay. Another difference is the quality of education. Public universities often have experienced teachers and good programs, but they can have many students in one class. Private universities might have smaller classes and better facilities, which can help students learn better. In conclusion, public and private universities in Bangladesh have their own pros and cons. Public universities are cheaper, while private ones offer better facilities. Students should think about their money, goals, and what they like when choosing a university. Model Answer-2 Public vs Private Universities in Bangladesh Public and private universities in Bangladesh play crucial roles in providing higher education, catering to diverse academic interests and career aspirations. With the increasing demand for quality education, students often find themselves weighing their options between these two types of institutions. While both public and private universities aim to equip students with the skills and knowledge needed for success, they differ significantly in terms of cost, quality of education, and resources available. Both public and private universities share the fundamental goal of educating students and preparing them for the workforce. They offer a variety of degree programs across different fields, ensuring that students have ample opportunities to pursue their interests. Additionally, both types of institutions encourage student participation in extracurricular activities and practical experiences, enriching their overall educational experience. Ultimately, whether a student chooses a public or private university, the primary objective remains the same: to obtain a quality education that leads to a successful career. Despite these similarities, significant differences exist between public and private universities in Bangladesh. One of the most notable distinctions is cost. Public universities, funded by the government, typically offer lower tuition fees, making them more accessible to students from various economic backgrounds. In contrast, private universities charge considerably higher fees, which may be challenging for many students to afford. Additionally, the quality of education can vary between the two types of institutions. Public universities are often known for their experienced faculty and established academic programs; however, they may struggle with overcrowded classrooms and limited resources. Conversely, private universities often provide better facilities, including modern classrooms and smaller class sizes, which can lead to a more personalized learning environment. In conclusion, public and private universities in Bangladesh have unique strengths and weaknesses. Public universities offer affordable education and academic prestige, while private universities excel in providing modern facilities and individualized attention. Ultimately, the choice between the two will depend on each student's financial situation, academic goals, and personal preferences, making it essential for prospective students to carefully consider their options when pursuing higher education. Model Answer-3 Public vs Private Universities in Bangladesh Public and private universities in Bangladesh offer higher education but differ in various aspects, including cost, quality, and facilities. Students often choose between the two based on their financial situation, academic goals, and personal preferences. One of the biggest differences between public and private universities is cost. Public universities are funded by the government, making them more affordable for students. Tuition fees are generally low, allowing students from different economic backgrounds to attend. On the other hand, private universities charge much higher tuition fees. Only students from well-off families can easily afford private university education, though scholarships and financial aid are sometimes available. Another important comparison is the quality of education. Public universities in Bangladesh, like Dhaka University and Jahangirnagar University, are known for their experienced faculty and long-established academic programs. However, they often suffer from overcrowded classrooms and limited resources. Private universities, while newer, often offer better facilities, smaller class sizes, and more personalized attention to students. Some private universities also focus on modern and practical fields of study, such as business and IT. The admission process is also different. Public universities have highly competitive entrance exams, and only a small percentage of students can secure a place. This makes public university education prestigious. In contrast, private universities usually have easier admission criteria, allowing more students to enroll, even if their exam scores are not very high. In terms of campus facilities, private universities often provide better infrastructure, including modern classrooms, libraries, and computer labs. Public universities may not always have the latest facilities due to budget constraints, but they often have larger campuses with more opportunities for extracurricular activities and student organizations. In conclusion, both public and private universities in Bangladesh have their pros and cons. Public universities offer affordable education and academic prestige, while private universities provide better facilities and more individual attention. The choice between the two depends on a student's financial situation, academic goals, and preferences. Essay-4 Model Answer-1 (Easy) Public vs Private Health Services in Bangladesh In Bangladesh, there are two main types of health services: public and private. Both are important for helping people stay healthy. Knowing the differences and similarities between these two types can help people choose where to go for treatment. One big similarity is that both public and private health services want to help people stay healthy. They both offer important care, like doctor visits, treatments, and emergency help. Both types have trained workers, like doctors and nurses, who care about giving good service. They work together to make sure people can get the help they need. However, there are some important differences between public and private health services. Public health services get money from the government. This means they can offer free or cheap care. This is good for people who don’t have a lot of money. But public hospitals can be crowded, and people may have to wait a long time to see a doctor. Private health services, on the other hand, usually charge more money for their services. This can make it hard for some people to pay. However, private hospitals often have shorter wait times and better facilities. They can provide more personal care to patients. In conclusion, public health services are more affordable, while private health services offer better quality and faster help. The choice between the two depends on what a person can afford and what kind of care they need. Knowing these differences is important for making the best healthcare choices. Model Answer-2 Public vs Private Health Services in Bangladesh In Bangladesh, public and private health services play a vital role in providing essential healthcare to the population. With a growing demand for quality medical care, understanding the differences and similarities between these two sectors is crucial for individuals seeking treatment. While both aim to improve health outcomes, they differ significantly in terms of cost, quality of care, and accessibility. This essay will explore these similarities and differences to help individuals make informed choices about their healthcare options. One major similarity between public and private health services is their shared goal of promoting the health and well-being of the population. Both sectors provide necessary medical care, including consultations, treatments, and emergency services, to meet the healthcare needs of individuals. Additionally, both public and private facilities employ qualified healthcare professionals, such as doctors and nurses, who are dedicated to delivering quality care. Despite their operational differences, both sectors are integral to the healthcare framework in Bangladesh, ensuring that people have access to medical assistance. On the other hand, the dissimilarities between public and private health services are evident, particularly regarding cost and quality of service. Public healthcare facilities are funded by the government, enabling them to offer free or low-cost medical care, making healthcare more accessible to low-income individuals. Conversely, private healthcare facilities typically charge higher fees for consultations, treatments, and surgeries, which can limit access for those who cannot afford these expenses. Moreover, public healthcare often faces challenges like overcrowding, long waiting times, and limited resources, which can negatively impact the quality of care. In contrast, private hospitals usually provide quicker and more efficient services, with better facilities and modern equipment, resulting in a more personalized healthcare experience for patients. In conclusion, public and private health services in Bangladesh each have their advantages and limitations. Public healthcare is more affordable and accessible, especially for low-income individuals and those in rural areas. In contrast, private healthcare offers higher-quality services and quicker access to medical professionals but at a higher cost. Ultimately, the choice between public and private health services depends on an individual's financial situation and healthcare needs, emphasizing the importance of understanding the available options to make informed decisions regarding healthcare. Model Answer-3 Public vs Private Health Services in Bangladesh Public and private health services in Bangladesh are crucial in delivering healthcare to the population, addressing the diverse needs of individuals seeking medical attention. While both sectors aim to improve health outcomes, they differ significantly in cost, quality, and accessibility. Understanding these differences is essential for patients when choosing between public and private healthcare options, as their choices are often influenced by affordability, accessibility, and the quality of care provided. One significant similarity between public and private health services is their ultimate goal of ensuring the health and well-being of the population. Both sectors provide essential medical care, including consultations, treatments, and emergency services, to address the health needs of individuals. Additionally, both public and private facilities employ qualified healthcare professionals, including doctors and nurses, who are committed to delivering care to patients. Despite differences in their operations, both sectors are integral to the healthcare landscape in Bangladesh. However, the dissimilarities between public and private health services are pronounced, particularly in terms of cost. Public healthcare facilities are funded by the government, allowing them to offer free or low-cost medical care, making them accessible to low-income individuals. In contrast, private healthcare facilities charge significantly higher fees for consultations, treatments, and surgeries, which can exclude those who cannot afford such expenses. Furthermore, the quality of service varies greatly; public healthcare facilities often face challenges such as overcrowding, long waiting times, and limited resources, which can hinder the quality of care. Conversely, private hospitals typically provide faster and more efficient services, with better facilities and modern equipment, allowing for more personalized care. In conclusion, both public and private health services in Bangladesh have their respective advantages and limitations. Public healthcare is more affordable and widely accessible, particularly for low-income individuals and those in rural areas. In contrast, private healthcare offers higher-quality services and quicker access to medical professionals but at a higher cost. Ultimately, the choice between public and private health services depends on an individual's financial situation and healthcare needs, highlighting the importance of understanding the available options to make informed decisions about health care. Essay-5 Model Answer-1 (Easy) Fast Food vs Homemade Food When people think about what to eat, fast food and homemade food are two popular choices. Each type has its good and bad points. People often pick one based on how easy it is, how healthy it is, and what they like to eat. Knowing the similarities and differences can help us choose what is best for us. Fast food and homemade food both help us feel full and give us energy. There are many different kinds of meals to choose from in both types. Whether you grab a burger from a restaurant or make a dish at home, both can be tasty and enjoyable. They can bring comfort and happiness, depending on what you like to eat. However, there are some big differences between fast food and homemade food. Fast food is quick and easy, which is great for busy people. You can get a meal in just a few minutes. But homemade food takes time and effort. You need to go shopping for ingredients, cook the meal, and then clean up afterward. Health is another important difference. Fast food often has a lot of unhealthy fats, sugars, and salt, which can be bad for you if you eat it too much. On the other hand, homemade food lets you choose healthy ingredients, like fresh fruits and vegetables. In conclusion, both fast food and homemade food have their good and bad sides. Fast food is very convenient but not always healthy. Homemade food takes more time but can be better for your health. Choosing between them depends on your lifestyle and what you want to eat. Model Answer-2 Fast Food vs Homemade Food When it comes to mealtime decisions, fast food and homemade food are two popular choices. Both offer distinct advantages and disadvantages, and people often select one over the other based on factors such as convenience, health, and personal preferences. Understanding the similarities and differences between fast food and homemade food can help individuals make informed decisions that suit their lifestyle. Both fast food and homemade food fulfill the same purpose: providing nourishment and satisfying hunger. They offer a wide range of meal options, catering to various tastes and preferences. Whether you're grabbing a quick burger or preparing a home-cooked dish, both fast food and homemade meals can bring comfort and satisfaction to those who enjoy them. Moreover, they both have the potential to be enjoyable and delicious, depending on the ingredients and preparation. However, there are significant differences between fast food and homemade food, particularly in terms of convenience. Fast food is known for being quick and easy, perfect for people with busy schedules. A meal can be ordered and ready within minutes, whether for takeout or delivery. In contrast, homemade food requires time, effort, and planning, as you need to shop for ingredients, cook the meal, and clean up afterward. Health is another major point of difference. Fast food is often high in unhealthy fats, sugars, and salts, contributing to various health issues when consumed regularly. On the other hand, homemade food offers more control over the ingredients, allowing for healthier choices like fresh produce and lean proteins. In conclusion, both fast food and homemade food have their own set of advantages and drawbacks. Fast food offers unmatched convenience but falls short in terms of health and long-term affordability. Homemade food, while requiring more time and effort, provides healthier, more customizable, and cost-effective meal options. Ultimately, the choice between fast food and homemade food depends on an individual’s lifestyle, health goals, and priorities. Model Answer-3 Fast Food vs Homemade Food Fast food and homemade food are two common choices when it comes to eating. Both have their own benefits and drawbacks, and people choose between them based on convenience, health, and personal preferences. One major difference between fast food and homemade food is convenience. Fast food is quick and easy to get, making it ideal for people with busy schedules. You can order a meal and have it ready in minutes, whether from a restaurant or a delivery service. On the other hand, homemade food requires time and effort to prepare. You need to buy the ingredients, cook the meal, and clean up afterward, which can be challenging for those with limited time. Health is another important factor. Fast food is often high in fat, sugar, and salt, which can lead to health problems like obesity, heart disease, and diabetes if eaten regularly. It is typically made using processed ingredients and cooked in unhealthy oils. Homemade food, on the other hand, is usually healthier because you can control the ingredients. You can choose fresh vegetables, lean meats, and healthier cooking methods, which makes homemade meals more nutritious. Cost is also a key difference. Fast food can be relatively cheap, but when eaten frequently, the costs add up. Many people spend a lot of money on takeout meals. Homemade food, while requiring an upfront cost for ingredients, is usually more budget-friendly in the long run. Cooking at home allows you to make larger portions and save leftovers for future meals, reducing overall expenses. In terms of taste, homemade food is often preferred because it can be personalized according to individual preferences. You can adjust the flavors and portions to suit your taste, whereas fast food is made in a standardized way and may lack variety. In conclusion, fast food is convenient but less healthy and more expensive over time. Homemade food takes more effort to prepare but is healthier, more affordable, and offers greater flexibility in terms of taste. The choice depends on a person’s lifestyle and priorities. Essay-6 Model Answer-1 (Easy) Online vs Offline Education Online and offline education are two ways to learn, and each has its own benefits. Choosing between them depends on what a student needs. Both methods help students gain knowledge and skills, but they work in different ways. In both online and offline learning, students follow a plan, do assignments, and take tests. Both methods use technology to make learning easier. For example, in offline learning, teachers might use projectors or smart boards in the classroom. In online learning, students use computers to study and communicate. Both ways require students to manage their time well. However, there are key differences. Online education is very flexible. Students can learn from home or anywhere with internet access. They can choose when to study, which is helpful for people with busy jobs or family responsibilities. Offline education, on the other hand, means going to a school or college at a set time. This can be hard for students with tight schedules. Another difference is how students interact. In offline education, students and teachers talk face-to-face. This makes it easy to ask questions, get quick answers, and have discussions. Online education uses video calls, chats, and messages. Although students can still communicate, it doesn’t feel as personal as being in a classroom. In the end, both online and offline education have their good points. Online education is flexible, while offline education offers more personal interaction. The best choice depends on what works better for each student. Model answer:-2 Online vs Offline Education Education can be delivered through online or offline methods, each offering distinct advantages depending on the learner's needs. With the increasing integration of technology, students and educators are often faced with the decision of choosing between these two modes. Factors such as convenience, interaction, and accessibility play key roles in determining which method suits a learner best. In terms of similarities, both online and offline education aim to provide students with knowledge and skills. They offer structured curriculums, assignments, and assessments, ensuring that students meet their learning objectives. Additionally, both modes incorporate technology to enhance learning—offline education may use digital projectors or smart boards in classrooms, while online education uses virtual platforms. Both methods also require students to manage their time effectively to keep up with coursework and deadlines. However, there are distinct differences between online and offline education, starting with convenience. Online education allows students to study from anywhere with internet access, offering flexibility for those with busy schedules or living in remote areas. Students can choose their own study times, which is especially beneficial for working professionals or those with family commitments. In contrast, offline education requires physical attendance at specific times, which may be challenging for those with less flexibility in their schedules. Interaction is another key difference. Offline education offers face-to-face interactions between students and teachers, promoting stronger relationships, immediate feedback, and in-depth discussions. This personal connection can enhance understanding and engagement. On the other hand, online education relies on virtual communication tools such as video calls, chats, or discussion boards. While these platforms allow interaction, they often lack the immediacy and personal touch of in-person interactions, which some students may find less engaging. In conclusion, both online and offline education have their strengths. Online education is more flexible and accessible, while offline education offers a more structured and socially interactive learning environment. The choice between the two depends on individual preferences, whether one values flexibility or personal interaction more in their learning experience. Model answer:-3 Online vs Offline Education Online and offline education are two different methods of learning, each with its own advantages and disadvantages. The choice between them depends on factors such as convenience, interaction, and accessibility. One major difference between online and offline education is convenience. Online education allows students to study from anywhere with an internet connection, making it easier for those with busy schedules or living in remote areas. It offers flexibility, as learners can choose when to attend classes or complete assignments. In contrast, offline education requires students to be physically present in a classroom at set times, which may not be convenient for everyone. Interaction is another key factor. In offline education, students have direct face-to-face interactions with teachers and classmates. This helps in building social skills, understanding concepts better, and participating in discussions. Online education, while offering virtual interactions through video calls or chat, lacks the same level of personal connection. Some students may find it harder to stay engaged and ask questions in a virtual environment. Accessibility is also different between the two. Online education is accessible to anyone with an internet connection and a device, allowing people from all over the world to attend classes. However, it can be difficult for students in areas with poor internet connectivity or those who lack access to technology. Offline education, while limited to specific locations such as schools or universities, provides a more structured learning environment with access to resources like libraries and labs. In terms of cost, online education can be more affordable since it eliminates expenses related to commuting, housing, and physical infrastructure. Offline education often involves higher costs for tuition, transportation, and living expenses, especially for students who need to move closer to their school or college. In conclusion, online education offers greater flexibility and accessibility, while offline education provides better interaction and a more structured learning experience. The choice depends on individual needs, such as convenience, social interaction, and available resources. Essay-6 Model Answer-1 (Easy) Summer vs Winter Summer and winter are two very different seasons. Each season has its own special features and fun activities. Knowing the differences between summer and winter can help us enjoy what each season brings. One thing that is the same about summer and winter is that both have outdoor fun. In summer, people love to swim, hike, and have barbecues. The warm weather makes everyone happy to be outside. In winter, people enjoy skiing, snowboarding, and building snowmen. Both seasons also bring friends and families together to celebrate holidays and make good memories. However, summer and winter are very different when it comes to the weather. Summer is warm, with long days and lots of sunshine. This is perfect for vacations and playing outside. On the other hand, winter is cold, with short days and sometimes snow. This can make it harder to play outside. In winter, many people stay inside, drinking hot chocolate and using blankets, which is very different from the active summer days. In conclusion, summer and winter both offer special experiences that people enjoy in different ways. Summer is about warmth, outdoor fun, and relaxing. Winter is about cold weather, cozy times at home, and seasonal sports. Whether someone likes summer or winter usually depends on what they enjoy and how they like to spend their time. Each season has something great to offer! Summer vs Winter Summer and winter are two distinct seasons that provide contrasting experiences and activities. Each season brings its own unique characteristics, influencing people's preferences based on weather, lifestyle, and recreational opportunities. Understanding the differences and similarities between summer and winter can help individuals appreciate what each season has to offer. One of the most noticeable similarities between summer and winter is their potential for outdoor activities. Both seasons inspire people to engage in leisure pursuits, albeit in different ways. In summer, the warm weather encourages activities like swimming, hiking, and barbecues, while winter invites people to enjoy skiing, snowboarding, and building snowmen. Both seasons also foster social interactions, as families and friends gather to celebrate holidays or enjoy seasonal festivities, creating lasting memories. However, the differences between summer and winter are significant, particularly regarding the weather. Summer is marked by warm temperatures, long days, and abundant sunshine, which promote outdoor enjoyment and vacations. In contrast, winter is characterized by cold temperatures, shorter days, and often snow, which can limit outdoor activities. Additionally, winter weather may lead to more time spent indoors, where people might cozy up with hot drinks and blankets, contrasting sharply with the active lifestyle of summer. In conclusion, both summer and winter present unique experiences that appeal to different preferences. Summer offers warmth, outdoor fun, and relaxation, while winter brings cold temperatures, indoor coziness, and seasonal sports. Ultimately, the choice between the two seasons often depends on individual preferences and lifestyle, highlighting the diverse experiences that each season provides. Model Answer-2 Summer vs Winter Summer and winter are two distinct seasons that offer different experiences and activities. Each has its own unique characteristics, and people often have varying preferences based on weather, activities, and lifestyle. One major difference between summer and winter is the weather. Summer is characterized by warm temperatures, long days, and plenty of sunshine. This season encourages outdoor activities like swimming, hiking, and picnics. People often enjoy vacations, barbecues, and various sports during the summer months. In contrast, winter brings cold temperatures, shorter days, and often snow in many regions. This season is ideal for activities like skiing, snowboarding, and cozying up indoors with hot drinks and warm blankets. Another significant aspect is the impact on daily life. During summer, many people take vacations or have more free time due to school breaks. This season often fosters a relaxed atmosphere where families and friends gather for outdoor fun. Winter, on the other hand, can be challenging due to harsh weather conditions. People might spend more time indoors, and some may experience seasonal affective disorder (SAD) due to the lack of sunlight. Cost of living can also vary between the two seasons. Summer activities, such as vacations and outings, can lead to increased spending, especially on travel and leisure. However, winter often brings higher costs for heating homes and buying winter clothing. People also spend money on holiday celebrations, which can add to expenses during the winter months. Fashion and lifestyle preferences differ as well. Summer clothes are typically light, breathable, and colorful, while winter fashion focuses on warmth, layers, and darker colors. People enjoy the chance to dress casually in summer, while winter often requires more preparation to stay warm. In conclusion, summer and winter each offer unique experiences and activities. Summer is associated with warmth, outdoor fun, and relaxation, while winter brings cold, indoor coziness, and seasonal sports. The choice between the two often depends on personal preferences and lifestyle. Essay-7 Model Answer-1 (Easy) City Life vs Village Life City life and village life are two different ways of living. Each has good things and bad things. City life is fast and has many places to go, while village life is slow and close to nature. People choose between city and village life based on what they like and need. In both cities and villages, people can work, make friends, and enjoy activities. Everyone works to earn money, spends time with family and friends, and takes part in fun events. Whether you live in a busy city or a quiet village, life is about connecting with others, working hard, and enjoying free time. Both places also have different cultural experiences, which can make life interesting. However, city life and village life have important differences. Life in the city is usually much faster. People are always on the go, busy with work, and walking on crowded streets. Cities have more services like hospitals, schools, and fun places, making life easier. In contrast, village life is slower and calmer. People enjoy their time in nature, but they may not have easy access to shops and services. Villagers often help each other, creating a strong sense of community. In conclusion, both city life and village life have their own advantages and challenges. City life is exciting and full of activities, while village life is peaceful and close-knit. The choice between them depends on what people want in their lives, like job opportunities and personal values. Both ways of living have something special to offer. Model Answer-2 City Life vs Village Life City life and village life offer two distinct ways of living, each with its own advantages and challenges. While city life is often characterized by its fast pace, access to amenities, and diverse social experiences, village life provides a more relaxed, nature-focused lifestyle with close community ties. People’s preferences for either depend on their personal values and circumstances, such as career needs and social aspirations. One major similarity between city and village life is that both environments provide opportunities for people to engage with their surroundings, work, and build social relationships. In both settings, individuals work to earn a living, socialize with friends and family, and participate in community activities. Whether in a bustling city or a peaceful village, daily life revolves around making meaningful connections, working toward goals, and pursuing leisure activities that bring fulfillment. Both city and village life also offer distinct cultural experiences, though in different ways, enriching individuals’ lives. Despite these similarities, city life and village life differ in several important ways. The pace of life in the city is generally much faster, with people constantly on the move, juggling busy work schedules, and navigating crowded streets. Cities also provide more amenities and services, such as hospitals, schools, and entertainment venues, which can make life more convenient. In contrast, village life is slower, with people enjoying a relaxed pace, surrounded by nature. The absence of modern conveniences in villages can limit access to services, but it also fosters a stronger sense of community where people rely on each other. In conclusion, both city life and village life have their distinct benefits and drawbacks. City life offers excitement, diversity, and convenience, while village life provides a more peaceful, tight-knit, and nature-connected experience. The choice between the two often comes down to individual preferences, such as career opportunities, lifestyle, and personal values. Ultimately, both environments contribute uniquely to people’s lives. Model Answer-3 City Life vs Village Life City life and village life present contrasting lifestyles that shape people's experiences and daily routines. Both have their unique benefits and challenges, influencing individuals' preferences and choices. One significant difference between city life and village life is the pace of living. City life is often fast-paced, with a busy atmosphere filled with noise and activity. People are usually engaged in work, shopping, or socializing, which can create a sense of excitement but also stress. In contrast, village life is slower and more relaxed. The environment is quieter, allowing people to enjoy nature and take their time with daily activities. This slower pace can lead to a more laid-back lifestyle, often fostering stronger community ties. Another major distinction is access to services and amenities. Cities typically offer a wide range of services, including hospitals, schools, shopping centers, and entertainment options. Residents have easy access to various resources and job opportunities. However, this can come with challenges such as overcrowding, traffic congestion, and higher living costs. Villages, on the other hand, may have limited access to services, but they often provide a close-knit community where neighbors know each other well. This can create a supportive environment, but residents might need to travel to nearby towns for certain services or job opportunities. Social interactions also differ between the two. In cities, people often experience a diverse mix of cultures and backgrounds, which can lead to new friendships and experiences. However, the fast pace can make it difficult to form deep connections. In villages, social life tends to be more intimate, with gatherings and events that bring the community together. People often share similar values and traditions, leading to strong relationships among neighbors. In terms of lifestyle, city life usually involves a focus on modern conveniences and technology, such as public transportation, shopping malls, and nightlife. Village life emphasizes simplicity and often includes farming, gardening, and outdoor activities. Villagers may lead a more sustainable lifestyle, growing their own food and relying less on commercial products. In conclusion, city life offers excitement, convenience, and diversity, while village life provides tranquility, community, and a slower pace. The choice between the two often depends on personal values, career opportunities, and lifestyle preferences. Essay-8 Model Answer-1 (Easy) Life of Young People Before and After the Rise of Social Media Social media has changed how young people live and interact with each other. Before social media was popular, young people communicated and shared information differently. They talked face-to-face, made phone calls, and wrote letters. But with social media, like Facebook and Instagram, young people now connect online. This essay looks at how their lives changed in communication, information access, and self-expression. In both times, young people wanted to connect with others. Before social media, they spent time together in person and had conversations. They enjoyed going out with friends and having fun together. After social media became common, young people started using apps to talk to friends and share pictures and updates. Even though the way they communicate has changed, the need to connect with friends remains the same. There are big differences in how young people get information now. In the past, they learned about news from newspapers, TV, and books. It took more time to find information. Now, with social media, young people can find news and trends quickly on their phones. While this makes it easy to stay updated, it can also lead to confusion because not all information is true. In conclusion, social media has changed the lives of young people a lot. Although they still want to connect with friends, they now do it mostly online. This change has brought both good things and challenges, like managing feelings and finding the right information. Social media has made young people's lives richer but also more complicated. Model Answer:2 Life of Young People Before and After the Rise of Social Media The rise of social media has brought significant changes to the lives of young people. Before its widespread use, young people experienced a different way of communicating, socializing, and accessing information. As social media became more integrated into daily life, it drastically altered the way young people interact with the world around them. This essay explores the similarities and differences in the lives of young people before and after the emergence of social media, focusing on communication, information access, and self-expression. In both eras, young people have always sought ways to connect and communicate with others. Before the rise of social media, young people spent time engaging in face-to-face interactions, making phone calls, and writing letters. These activities fostered personal connections and encouraged social gatherings. After the advent of social media, the need to communicate remained, but the platform shifted. Young people now use social media apps like Facebook, Instagram, and Snapchat to maintain relationships, often sharing updates and interacting with friends online. While the medium of communication changed, the desire to connect has stayed consistent. However, the differences between life before and after social media are striking, particularly in terms of how young people access information. Before social media, news and information were primarily obtained from newspapers, television, and books, requiring more effort to stay informed. After the rise of social media, young people can access vast amounts of information instantly, including news, trends, and global events. While this easy access is beneficial, it also leads to challenges such as exposure to misinformation and the overwhelming flow of content. Additionally, social media has shifted the focus of communication from in-depth, face-to-face conversations to brief, digital exchanges. In conclusion, the life of young people has undergone a dramatic transformation with the rise of social media. While both before and after social media, communication and connection were key aspects of young people's lives, the introduction of digital platforms has altered how they interact, access information, and express themselves. However, this shift also presents new challenges, such as dealing with mental health concerns, navigating misinformation, and balancing online and offline interactions. Ultimately, the rise of social media has both enriched and complicated the lives of young people. Model Answer:3 Life of Young People Before and After the Rise of Social Media The life of young people has changed significantly with the rise of social media. Before its widespread use, young people experienced a different way of communicating, socializing, and accessing information. These changes have influenced their daily lives, relationships, and self-expression. Before social media became popular, young people primarily communicated through face-to-face interactions, phone calls, and letters. They spent more time outdoors, playing with friends in their neighborhoods or engaging in hobbies. Social events, such as parties or community gatherings, were common and fostered stronger personal connections. In contrast, after the rise of social media, communication shifted to online platforms like Facebook, Instagram, and Snapchat. Young people now spend more time interacting through screens, which can limit face-to-face connections and lead to feelings of loneliness. Another significant change is how young people access information. Before social media, news and information were mainly gathered from newspapers, television, and books. This often required more effort and time to stay informed. However, social media has made information readily available at the click of a button. Young people can quickly learn about global events, trends, and issues. While this can be beneficial, it also exposes them to misinformation and overwhelming amounts of content. Social media has also transformed self-expression and identity formation. Before its rise, young people relied on traditional forms of expression, such as art, music, or writing in journals. Now, platforms like Instagram and TikTok allow them to share their thoughts, creativity, and experiences with a global audience. This can boost confidence and provide a sense of community but can also lead to unhealthy comparisons and pressure to present a perfect image. Moreover, the impact of social media on mental health is notable. Before social media, young people faced challenges, but they did not have constant exposure to the highlight reels of others' lives. Today, the pressure to maintain an online presence can lead to anxiety, depression, and low self-esteem. Cyberbullying has also become a significant issue, affecting many young people's mental well-being. In conclusion, the life of young people has changed dramatically before and after the rise of social media. While it offers new ways to communicate, access information, and express themselves, it also presents challenges related to mental health, self-esteem, and personal connections. The balance between online and offline life remains crucial for young people today. Essay-8 Model Answer-1 (Easy) Entertainment in Rural vs Urban Areas in Bangladesh In Bangladesh, people in rural and urban areas have different ways to enjoy their free time. Cities like Dhaka and Chittagong offer many modern entertainment options, while rural areas focus more on traditional activities. These differences show how people have fun based on where they live. In both rural and urban areas, people enjoy social and cultural activities. In cities, you can find cinemas, shopping malls, and live music. In rural areas, people like folk music, village fairs, and gatherings with friends and family. Both places have festivals and celebrations that bring people together and help them connect with their culture. The differences in entertainment are clear. Urban areas have many modern activities, such as theaters, art shows, and nightlife. People can easily get to these places because of good roads and public transport. In contrast, rural areas have fewer options. They rely on traditional fun, like storytelling, picnics, and local festivals. While they may not have cinemas or malls, people enjoy close friendships and outdoor activities like fishing. In summary, rural and urban areas in Bangladesh offer different kinds of entertainment. Cities provide many modern activities, while rural areas focus on family and traditions. Both types of entertainment make the culture of Bangladesh lively, giving people unique ways to have fun based on where they live. Model Answer:2 Entertainment in Rural vs Urban Areas in Bangladesh Entertainment options in rural and urban areas of Bangladesh vary greatly due to differences in lifestyle, resources, and cultural influences. While urban areas provide a wide range of modern activities, rural areas focus more on traditional forms of entertainment. These distinct experiences reflect the unique characteristics of each setting, highlighting the contrasts in how people enjoy their leisure time in the country. Both rural and urban areas offer entertainment that caters to the social and cultural needs of their residents. For example, in cities like Dhaka and Chittagong, entertainment options include cinemas, shopping malls, and live music events, while rural areas emphasize folk music, village fairs, and community gatherings. In both settings, people find ways to socialize and enjoy cultural activities, whether it’s through urban festivals or rural religious celebrations. The role of entertainment in fostering a sense of community is a shared aspect across both environments. However, the differences between rural and urban entertainment are significant. Urban areas are known for their wide variety of modern entertainment options, including theaters, art exhibitions, and vibrant nightlife. Residents have easy access to these activities thanks to better infrastructure and public transportation. On the other hand, rural areas are more limited in entertainment choices, often relying on traditional forms such as storytelling, picnics, and local festivals. The lack of access to cinemas, shopping malls, or organized events is noticeable, but the close-knit community and outdoor activities like fishing compensate for the limited options. In conclusion, both rural and urban areas in Bangladesh offer entertainment that reflects the local way of life. Urban areas provide diverse and modern activities, while rural areas focus on family-centered, traditional forms of entertainment. Despite the differences, both settings contribute to the country's vibrant culture, offering residents unique ways to enjoy their leisure time based on their environment and resources. Model Answer:3 Entertainment in Rural vs Urban Areas in Bangladesh Entertainment options in rural and urban areas of Bangladesh differ significantly due to varying lifestyles, resources, and cultural influences. Each setting offers unique experiences that reflect the preferences and opportunities of their residents. In urban areas, entertainment is diverse and abundant. Cities like Dhaka and Chittagong boast a wide range of activities, including cinemas, shopping malls, restaurants, and live music events. Urban residents have access to various cultural events, such as theater performances, art exhibitions, and concerts. Nightlife is also vibrant, with many bars, clubs, and cafes where people can socialize and unwind. Additionally, urban areas often host festivals and events that attract large crowds, providing opportunities for socializing and entertainment. In contrast, rural areas offer a more limited selection of entertainment options. Traditional forms of entertainment, such as folk music, dance, and local fairs, are more prevalent. People often gather for community events, such as village festivals, religious celebrations, and sporting competitions. Rural entertainment is usually centered around family and community, with activities like picnics, storytelling, and games being popular. While rural residents may not have access to cinemas or shopping malls, they often enjoy outdoor activities, such as fishing or farming-related events. Accessibility is another factor that influences entertainment choices. Urban areas have better infrastructure and public transport, making it easier for residents to access various entertainment options. In contrast, rural residents may face challenges in traveling to entertainment venues, which can limit their options. However, the close-knit nature of rural communities often compensates for this by fostering strong social ties and shared experiences. Cultural influences also play a role in shaping entertainment preferences. Urban areas tend to embrace modern and global entertainment trends, including movies, music, and fashion from around the world. In rural areas, traditional culture remains more prominent, with a focus on local customs, crafts, and folk traditions. This difference can affect the types of events and activities available in each setting. In conclusion, entertainment in rural and urban areas of Bangladesh offers distinct experiences. Urban areas provide a wide variety of modern entertainment options, while rural areas focus on traditional and community-based activities. Both settings reflect the unique lifestyles, resources, and cultural influences of their residents, contributing to the rich tapestry of entertainment in the country. Essay-9 Model Answer-1 (Easy) Virus vs Bacteria Viruses and bacteria are tiny germs that can make people sick, but they are very different from each other. Knowing how they are different helps us treat and stop diseases. Both can be harmful, but how they affect us and how we treat them are not the same. One thing viruses and bacteria have in common is that they can both cause sickness in people. They can spread in the same ways, like through the air, dirty surfaces, or body fluids. Both viruses and bacteria make our bodies fight back by sending white blood cells to protect us. They can also cause similar illnesses, like colds or the flu, with symptoms like fever, coughing, and feeling tired. But there are big differences between viruses and bacteria. Bacteria are living germs that can grow and live on their own in many places. Viruses are much smaller and cannot live or grow without being inside a living cell. Another difference is that antibiotics, which are used to kill bacteria, don’t work on viruses. For viral infections, we need special medicines called antivirals or vaccines to stop them. In short, while viruses and bacteria can both make us sick, they are different in how they live, spread, and how we treat them. Knowing these differences helps doctors give the right treatment, like using antibiotics for bacteria and vaccines for viruses. Model Answer-2 Virus vs Bacteria Viruses and bacteria are both microscopic organisms that can cause diseases, but they differ significantly in their structure, behavior, and treatment methods. Understanding these differences is crucial for effective disease management and prevention. While both can be harmful, their impact on human health and the ways we respond to them are distinct. One similarity between viruses and bacteria is that they both cause diseases in humans and can spread through similar pathways, such as through the air, contaminated surfaces, or body fluids. Additionally, both viruses and bacteria trigger an immune response in the human body, activating defense mechanisms like white blood cells and antibodies to fight the infection. Another similarity is that both viruses and bacteria can lead to common illnesses, like respiratory infections, which present similar symptoms such as fever, cough, and fatigue. However, the differences between viruses and bacteria are significant. Bacteria are living, single-celled organisms that can survive in various environments and reproduce on their own, while viruses are much smaller and need a host cell to replicate. Another key difference is that antibiotics are effective against bacterial infections but are useless against viruses. Viral infections, on the other hand, often require specific antiviral medications or vaccines for prevention, as viruses rely on host cells to multiply and cannot be eliminated by traditional antibiotics. In conclusion, while viruses and bacteria share the ability to cause disease and provoke an immune response, they differ greatly in their structure, modes of infection, and treatment methods. Understanding these differences is essential for developing appropriate healthcare responses, whether through antibiotics for bacterial infections or vaccines for viral illnesses. Model Answer-3 Virus vs Bacteria Viruses and bacteria are both microscopic organisms that can cause diseases, but they differ significantly in their structure, behavior, and treatment methods. Understanding these differences is crucial for effective disease management and prevention. One major difference between viruses and bacteria is their structure. Bacteria are single-celled organisms with a simple structure that includes a cell wall, cell membrane, and genetic material (DNA). They can survive and reproduce on their own in various environments, including soil, water, and the human body. In contrast, viruses are much smaller and consist of genetic material (either DNA or RNA) surrounded by a protein coat. Viruses cannot reproduce on their own; they require a host cell to replicate. Once a virus enters a host cell, it hijacks the cell's machinery to produce new virus particles. Another key difference is how they cause disease. Bacteria can be harmful or beneficial. While some bacteria cause infections, such as strep throat or tuberculosis, many are essential for processes like digestion and immunity. Antibiotics are effective in treating bacterial infections by killing or inhibiting the growth of bacteria. On the other hand, viruses are always harmful and can cause diseases like the flu, COVID-19, and HIV/AIDS. Antibiotics do not work against viruses, so antiviral medications or vaccines are typically used for prevention and treatment. The immune response to viruses and bacteria also differs. When the body detects a bacterial infection, the immune system activates white blood cells to attack and eliminate the bacteria. In contrast, viral infections trigger a different immune response, which includes the production of specific antibodies to target the virus. Vaccines are available for many viral infections, helping to build immunity and prevent disease. In terms of treatment, bacterial infections can often be treated successfully with antibiotics. However, overuse of antibiotics has led to antibiotic resistance, making some bacterial infections harder to treat. For viral infections, treatments are generally supportive, focusing on relieving symptoms, and antiviral drugs may be prescribed for certain infections. Vaccination remains the most effective way to prevent viral diseases. In conclusion, viruses and bacteria are fundamentally different organisms with unique structures, methods of disease transmission, and treatment approaches. Understanding these differences is essential for effective healthcare and disease prevention strategies. Essay-10 Model Answer-1 (Easy) Culture vs Civilization Culture and civilization may seem the same, but they are different parts of human life. Culture is about the shared values, traditions, and ways of living in a group, while civilization is about the bigger systems like government, economy, and how societies are organized. Both are important to understand how people and societies grow, but they are not the same. Culture and civilization have some things in common. Both help people live together and make societies work. For example, language is part of culture and helps people talk to each other, while laws, part of civilization, help keep justice. Both culture and civilization change over time because of things like history, movement of people, and new technology. But, the differences are clear. Culture is more local and focuses on the traditions and beliefs of a small group. It can be different in different parts of the same country. Civilization is bigger and includes systems like government, money, and buildings that help large societies work. Civilizations are often known for big things they made, like the pyramids of Egypt or the Roman government. In short, culture is about the customs and ideas of smaller groups, while civilization is about the larger systems that help societies run. Both are important for understanding how people and societies have grown and changed over time. Model Answer-2 Culture vs Civilization Culture and civilization are often thought to be similar, but they represent distinct aspects of human society. While culture refers to the shared values, traditions, and practices of a community, civilization encompasses the broader framework of social, political, and economic systems that allow societies to thrive. Both are essential for understanding how human societies develop, but they operate on different levels. There are some similarities between culture and civilization. Both play a significant role in shaping how people interact with one another and how societies function. Culture and civilization are essential for maintaining social order and cohesiveness within a group. For example, language, a key part of culture, is essential for communication, while legal systems, an element of civilization, help maintain justice. Both culture and civilization also evolve over time, influenced by historical events, migration, and technological advancements. However, the differences between the two are more prominent. Culture is more localized, focusing on the specific beliefs, traditions, and customs of a community. It reflects the identity of smaller groups and can vary greatly even within a single country. In contrast, civilization refers to the larger framework of organized social structures, such as governments, economies, and infrastructure, that enable entire societies to function. Civilizations are often identified by their historical achievements, like the architecture of ancient Egypt or the governance system of the Roman Empire. In conclusion, culture refers to the shared customs and beliefs of a group, while civilization is the broader system that governs how societies organize themselves. Both are crucial for understanding human development, with culture being more specific to smaller communities and civilization representing a larger societal structure. Together, they help us understand the complexity of human societies and their evolution over time. Model Answer-3 Culture vs Civilization Culture and civilization are two concepts often used interchangeably, but they have distinct meanings and implications. Understanding the differences between them is essential for comprehending human societies and their development. Culture refers to the shared beliefs, values, customs, and practices of a group of people. It encompasses aspects such as language, art, religion, traditions, and social norms. Culture is dynamic and evolves over time as societies change and adapt. It influences how individuals express themselves, interact with one another, and perceive the world around them. For example, the music, cuisine, and festivals of a community reflect its unique cultural identity. On the other hand, civilization is a broader concept that refers to the advanced state of human society characterized by the development of complex social structures, political systems, and economic institutions. Civilizations typically have organized governments, legal systems, infrastructure, and technologies that enable large populations to live together. They often emerge in specific geographic areas, where factors like agriculture and trade contribute to their growth. For instance, ancient civilizations such as Mesopotamia and Egypt are known for their contributions to governance, architecture, and writing. One key difference between culture and civilization is their scope. Culture is often more localized and specific to particular groups or communities, while civilization encompasses larger societies and their collective achievements. For example, the culture of a specific tribe may include unique rituals and practices, while the civilization of a country may involve its political institutions, economic systems, and technological advancements. Another distinction lies in their permanence. Culture can change relatively quickly due to globalization, migration, and social movements. Civilizations, however, are more stable and take longer to develop. They can last for centuries but may eventually decline or transform due to various factors, including war, economic shifts, or environmental changes. In conclusion, culture refers to the shared beliefs and practices of a group, while civilization represents the complex social structures and advancements of a society. Both concepts are crucial for understanding human development, but they operate on different levels and have different implications for how societies function and evolve. Essay-11 Model Answer-1 (Easy) Rail vs Bus Rail and bus are two common ways people travel between cities and within towns. Each has its own good points and bad points, which can help people decide how they want to travel. It is important to know these differences so we can make the best choice for our trips. Both rail and bus help people get to where they need to go, like to work, school, or to see friends and family. They also help reduce the number of cars on the road, which is good for the environment. Rail and bus services have many schedules and routes, so people can choose when and where they want to travel, whether it’s a short trip or a long one. However, there are some key differences between rail and bus travel. Trains are usually faster than buses, especially for long trips, because they run on tracks and don’t have to deal with traffic. This makes rail travel a better choice for long journeys between cities. On the other hand, buses can get stuck in traffic and make many stops, so they can take longer. But buses are more flexible and can go to places where trains might not go, which is great for short trips or traveling to smaller towns. In the end, both rail and bus have their own advantages. Trains are fast and comfortable for long trips, while buses are cheaper and can go to more places. The choice depends on what you need for your trip, like how far you’re going, how much you want to spend, and what is more convenient for you. Model Answer-2 Rail vs Bus Rail and bus transportation are two popular modes of public transit widely used for traveling between cities and within urban areas. Each option presents unique advantages and disadvantages that significantly influence travelers' choices based on factors such as convenience, cost, and overall travel experience. Understanding these aspects is essential for making informed decisions about which mode of transportation to utilize. Both rail and bus transportation serve the fundamental purpose of facilitating travel and connecting people to various destinations. They are essential for commuting to work, attending school, or visiting friends and family. Additionally, both modes contribute to reducing traffic congestion and minimizing individual carbon footprints by promoting public transit. They also offer a range of schedules and routes, accommodating the needs of different travelers, whether they are going short or long distances. Despite their similarities, there are significant differences between rail and bus transportation. One major distinction is speed and efficiency. Trains typically travel faster than buses, especially over longer distances, as they operate on dedicated tracks and avoid traffic congestion. This makes rail travel the preferred choice for intercity journeys. In contrast, buses often face delays due to road traffic and numerous stops, making them less efficient for longer trips. However, buses provide greater flexibility for shorter distances and can access a wider range of destinations, including areas that may lack railway services. In conclusion, both rail and bus transportation offer distinct advantages and disadvantages. Trains are ideal for speed and comfort, particularly on longer journeys, while buses are more affordable and accessible for local travel. Ultimately, the choice between the two modes often depends on individual preferences, including factors like distance, budget, and convenience. Understanding these differences can help travelers make informed decisions that best suit their needs. Model Answer-3 Rail vs Bus Rail and bus transportation are two popular modes of public transit used for traveling between cities and within urban areas. Each has its own advantages and disadvantages, influencing people's choices based on convenience, cost, and travel experience. One major difference between rail and bus transportation is speed and efficiency. Trains typically travel faster than buses, especially over long distances, because they run on dedicated tracks and avoid traffic congestion. This makes rail travel a preferred option for longer journeys, such as intercity travel. Buses, however, may take longer due to stops and potential traffic delays. They can be less efficient for longer distances, but they often offer greater flexibility for shorter trips within cities or regions. Another key distinction is cost. Bus tickets are generally more affordable than train fares, making buses a budget-friendly option for travelers. Additionally, buses often have more frequent routes and schedules, which can be convenient for passengers. However, train travel may provide a more comfortable experience, especially on longer journeys, with amenities such as larger seats, dining cars, and the ability to move around more freely. Accessibility is also an important factor. Buses can reach a wider range of destinations, including areas that may not have railway services. This makes buses more convenient for local travel in rural or less populated regions. Conversely, train stations are usually located in central areas of cities, providing easy access to major urban centers but potentially limiting travel options for some passengers. The environmental impact of rail and bus transportation is another consideration. Trains are generally more energy-efficient and produce lower emissions per passenger compared to buses, especially when considering high-speed rail systems. However, modern buses are increasingly adopting eco-friendly technologies, such as electric or hybrid engines, to reduce their carbon footprint. In terms of travel experience, trains often provide a smoother and quieter ride, allowing passengers to relax or work during their journey. On the other hand, bus travel can be more crowded and less comfortable, especially during peak times. In conclusion, rail and bus transportation each offer distinct advantages and disadvantages. Trains provide speed and comfort for longer journeys, while buses offer affordability and accessibility for local travel. The choice between the two often depends on individual needs, such as distance, budget, and convenience. Essay-12 Model Answer-1 (Easy) Organic vs Non-Organic Food Organic and non-organic foods are two types of food that are grown in different ways. They have differences in how they are made, but both are meant to give us the nutrition we need. It is important to know these differences so that we can make better choices about what we eat. Both organic and non-organic foods are made to feed people. We can find many types of these foods in stores, like fruits, vegetables, grains, and meat. They are also checked by the government to make sure they are safe for us to eat. The main difference between organic and non-organic foods is how they are grown. Organic food is grown without using chemicals like pesticides or fertilizers. Instead, farmers use natural ways like crop rotation and compost. On the other hand, non-organic food uses chemicals to help crops grow faster and stay safe from insects, but some people worry that these chemicals might not be good for health in the long run. There is also a difference in how animals are raised. Organic animals live in better conditions, with space to move around and eat organic food. Non-organic animals may live in smaller spaces and may be given medicines like antibiotics to grow faster, which makes some people worry about their well-being. In the end, the choice between organic and non-organic food depends on what is important to each person. Organic food is better for the environment and animals but can be more expensive. Non-organic food is usually cheaper and easier to find. It is up to each person to decide what matters most for their health, budget, and values. Model Answer-2 Organic vs Non-Organic Food Organic and non-organic foods represent two distinct categories of agricultural products, each with unique farming practices, ingredients, and potential health implications. As consumers become increasingly aware of what they eat, understanding these differences is essential for making informed dietary choices. This essay will explore the similarities and dissimilarities between organic and non-organic foods, emphasizing the factors that influence consumer preferences. One of the main similarities between organic and non-organic foods is their purpose: both types aim to provide nourishment and sustenance to consumers. Additionally, both categories encompass a wide variety of products, including fruits, vegetables, grains, and animal products, making them readily available in grocery stores. Furthermore, both organic and non-organic foods are subject to safety regulations set by government agencies, ensuring that they meet certain health standards for consumers. However, the differences between organic and non-organic foods are significant. A primary distinction lies in the farming methods employed. Organic food is cultivated without synthetic pesticides, herbicides, or fertilizers, relying instead on natural techniques such as crop rotation and composting. In contrast, non-organic food may utilize chemical inputs to enhance growth and protect crops, raising concerns about the long-term health effects of these substances. Another notable difference is in animal husbandry practices. Organic livestock are typically raised in humane conditions with access to outdoor spaces and organic feed, whereas non-organic livestock may be confined and treated with antibiotics and growth hormones, raising ethical concerns regarding animal welfare. In conclusion, organic and non-organic foods exhibit key differences in farming practices, animal welfare, and the potential health benefits associated with their consumption. While organic foods appeal to health-conscious consumers who prioritize environmental sustainability and animal welfare, non-organic options remain attractive for their affordability and accessibility. Ultimately, the choice between organic and non-organic foods will depend on individual values, dietary preferences, and budget considerations, highlighting the importance of informed decision-making in our eating habits. Model Answer-3 Organic vs Non-Organic Food Organic and non-organic foods are two categories of agricultural products that differ in their farming practices, ingredients, and potential health benefits. Understanding these differences is essential for making informed choices about what we eat. One of the primary distinctions between organic and non-organic food lies in the farming methods used. Organic food is produced without the use of synthetic pesticides, herbicides, or fertilizers. Farmers who grow organic produce focus on natural methods to control pests and maintain soil health, such as crop rotation, composting, and biological pest control. In contrast, non-organic food may be grown using chemical fertilizers and pesticides to enhance growth and protect crops from pests. This can lead to higher yields and lower costs for farmers, but some consumers are concerned about the potential health effects of these chemicals. Another important difference is in the way animals are raised. Organic livestock is often kept in more humane conditions, with access to outdoor spaces and organic feed free from antibiotics and growth hormones. This approach aims to promote animal welfare and reduce stress. Non-organic livestock, however, may be raised in more confined conditions and often receive antibiotics and hormones to promote faster growth, which raises concerns about animal health and the development of antibiotic-resistant bacteria. The nutritional content of organic versus non-organic foods is a debated topic. Some studies suggest that organic foods may have higher levels of certain nutrients, such as antioxidants, due to the natural farming practices used. However, other research indicates that the nutritional differences between the two are minimal. Ultimately, the health benefits of consuming organic food can vary depending on various factors, including the specific product and farming practices. Price is another consideration when comparing organic and non-organic foods. Organic products are typically more expensive due to the higher costs associated with organic farming methods, certification, and lower yields. This can make organic food less accessible to some consumers. Non-organic foods, on the other hand, are generally more affordable and widely available, making them a popular choice for budget-conscious shoppers. In conclusion, organic and non-organic foods differ significantly in farming practices, animal welfare, nutritional content, and price. While organic foods often appeal to consumers concerned about health and environmental impacts, non-organic options remain popular for their affordability and availability. Making informed choices about food depends on individual values, preferences, and budget considerations.

Complete the following sentences with suitable clauses/phrases: SSC Completing Sentence all board 2012   1. Completing the following sentences. [Dhaka Board-2012] (a) United we stand, ­­___________________________. (b) Rupa talks as if ­­___________________________. (c) Since the body and mind go together, ­­___________________________. (d) Zinia is so tired that ­­___________________________. (e) As I had forgotten her, ­­___________________________. 2. Completing the following sentences. [Cumilla Board-2012] (a) As the poor man was hungry, ­­___________________________. (b) The weather was so cold that ­­___________________________. (c) Hasib behaves as if,  ­­___________________________. (d) It is high time ­­___________________________. (e) A patriot is respected because ­­___________________________.   3. Completing the following sentences. [Rajshahi Board-2012] (a) The weather is so cold ­­___________________________. (b) He was strong enough to ­­___________________________. (c) He came here with a view to ­­___________________________. (d) Hasib behaves as if,  ­­___________________________. (e) You had better ­­___________________________.   4. Completing the following sentences. [Jashore Board-2012] (a) A college is a seat of learning, ­­___________________________. (b) It should be a peaceful place ­­___________________________. (c) But nowadays the peaceful atmosphere ­­___________________________. (d) The students who take part in politics ­­___________________________. (e) The sooner it can be controlled, ­­___________________________.   5. Completing the following sentences. [Sylhet Board-2012] (a) I wish ­­___________________________. (b) He works hard so that ­­___________________________. (c) There is hardly any person ­­___________________________. (d) Man is born free but ­­___________________________. (e) It is our sacred duty to ­­___________________________.   6. Completing the following sentences. [Barishal Board-2012] (a) He hurried to the station lest ­­___________________________. (b) People are advised to take oral-saline since ­­___________________________. (c) Where there is a will, ­­___________________________. (d) The weather was so unbearable ­­___________________________. (e) When the final hour of departure came, ­­___________________________.   7. Completing the following sentences. [Chattogram Board-2012] (a) We want that ­­___________________________. (b) Man dies but ­­___________________________. (c) People work with a view to ­­___________________________. (d) I wish I ­­___________________________. (e) A patriot is a person ­­___________________________.   8. Completing the following sentences. [Dinajpur Board-2012] (a) Since Bangladesh is a disaster-prone country ­­___________________________. (b) Though Bangladesh is a small country, ­­___________________________. (c) Women who comprise half of our population ­­___________________________. (d) Moreover, our country ­­___________________________. (e) We all should come forward with a view to ­­___________________________.   SSC Completing Sentence all board 2011   9. Completing the following sentences. [Dhaka Board-2011] (a) We should say ‘no’ to corruption because ­­___________________________. (b) Corrupt persons are not only dishonest ­­___________________________. (c) Now, it is high time ­­___________________________. (d) We should work together if ­­___________________________. (e) But we are so self-centred that ­­___________________________.   10. Completing the following sentences. [Cumilla Board-2011] (a) No sooner had he reached the station ­­___________________________. (b) She ran fast lest ­­___________________________. (c) He could not avail himself ­­___________________________. (d) I prevented him ­­___________________________. (e) All should do something ­­___________________________.   11. Completing the following sentences. [Rajshahi Board-2011] (a) AIDS is a fatal disease ­­___________________________. (b) It is such a disease that ­­___________________________. (c) The first AIDS patient was a man ­­___________________________. (d) The doctors suggest that ­­___________________________. (e) There is no further remedy ­­___________________________.   12. Completing the following sentences. [Chattogram Board-2011] (a) Arif studies attentively so that ­­___________________________. (b) Hardly had the leader finished his speech ­­___________________________. (c) I walked fast lest ­­___________________________. (d) A fish market is the place ­­___________________________. (e) It is disappointing to note that ­­___________________________.   13. Completing the following sentences. [Sylhet Board-2011] (a) Walk fast lest ­­___________________________. (b) It is high time ­­___________________________. (c) Modern husbands ­­___________________________. (d) For good health ­­___________________________. (e) If I help him in danger ­­___________________________.   14. Completing the following sentences. [Barishal Board-2011] (a) We work hard so that, ­­___________________________. (b) There is nobody ­­___________________________. (c) As he is devoted to studies, ­­___________________________. (d) He left the place after, ­­___________________________. (e) As soon as the police came, ­­___________________________.   15. Completing the following sentences. [Dinajpur Board-2011] (a) I don’t like people ­­___________________________. (b) Do you know ­­___________________________. (c) It was long since ­­___________________________. (d) You will not prosper unless ­­___________________________. (e) Had I been proposed to go ­­___________________________.   SSC Completing sentence all Boards 2010 16. Completing the following sentences. [Dhaka Board-2010] (a) You cannot find others to love you unless  ­­___________________________. (b) It is a love that  ­­___________________________. (c) Love is divine  ­­___________________________. (d) Your friends cannot help  ­­___________________________. (e) If you are not loved, it is good evidence that  ­­___________________________.   17. Completing the following sentences. [Rajshahi Board-2010] (a) Walk fast lest  ­­___________________________. (b) Our students are so meritorious  ­­___________________________. (c) Scarcely had the teacher gone out of the room  ­­___________________________. (d) If I knew his mobile number  ­­___________________________. (e) It is time  ­­___________________________.   18. Completing the following sentences. [Cumilla Board-2010] (a) He has a lot of money  ­­___________________________. (b) My father gave me taka 500 so that  ­­___________________________. (c) She has been suffering from  ­­___________________________. (d) Though it rained yesterday  ­­___________________________. (e) The train had left the station before  ­­___________________________.   19. Completing the following sentences. [Jashore Board-2010] (a) A graveyard is a place  ­­___________________________. (b) I am not sure whether  ­­___________________________. (c) The old man is walking carefully lest  ­­___________________________. (d) Do you mind if  ­­___________________________. (e) Unless you work hard  ­­___________________________.   20. Completing the following sentences. [Sylhet Board-2010] (a) It is easy to say  ­­___________________________. (b) Five years passed since I  had met you. (c) A graveyard is a place  ­­___________________________. (d) She insisted that  ­­___________________________. (e) Unless you work hard,  ­­___________________________.   21. Completing the following sentences. [Barishal Board-2010] (a) He could not attend the meeting  ­­___________________________. (b) We went to his residence as soon as  ­­___________________________. (c) He was so ill that  ­­___________________________. (d) We immediately decided to shift him to a hospital  ­­___________________________. (e) No sooner had we reached the hospital  ­­___________________________.   22. Completing the following sentences. [Chattogram Board-2010] (a) They went to college after  ­­___________________________. (b) This poem is too difficult  ­­___________________________. (c) No sooner had she seen me  ­­___________________________. (d) He speaks as if  ­­___________________________. (e) It is high time  ­­___________________________. 23. Completing the following sentences. [Dinajpur Board-2010] (a) As you sow,  ­­___________________________. (b) Although Bangladesh is a populous country,  ­­___________________________. (c) He is my teacher  ­­___________________________. (d) I wish I were a child again. (e) He took up a part-time job so that  ­­___________________________.   SSC Completing sentence all board 2009   24. Completing the following sentences. [Dhaka Board-2009] (a) Since Bangladesh is an agricultural country,  ­­___________________________. (b) As her economy depends on agriculture,  ­­___________________________. (c) We have to develop cultivation scientifically so that  ­­___________________________. (d) Though our farmers work hard,  ­­___________________________. (e) They cannot improve their condition  ­­___________________________.   25. Completing the following sentences. [Rajshahi Board-2009] (a) The poor man is too hungry  ­­___________________________. (b) I came here with a view to  ­­___________________________. (c) The weather was so cold that  ­­___________________________. (d) Hasib behaves as if  ­­___________________________. (e) The higher we fly,  ­­___________________________.   26. Completing the following sentences. [Cumilla Board-2009] (a) Water is so vital of all-natural resources that  ­­___________________________. (b) It is water  ­­___________________________. (c) Our agriculture which depends on water,  ­­___________________________. (d) Though Bangladesh is blessed with rivers  ­­___________________________. (e) If the rainfall is timely,  ­­___________________________.   27. Completing the following sentences. [Jeshore Board-2009] (a) My father is a teacher  ­­___________________________. (b) Unless he gets up early in the morning,  ­­___________________________. (c) It is high time  ­­___________________________. (d) Though it’s raining,  ­­___________________________. (e) A patriot is respected because  ­­___________________________.   28. Completing the following sentences. [Chattogram Board-2009] (a) Acid rain is harmful because  ­­___________________________. (b) The wind was so strong that  ­­___________________________. (c) Had he been a little careful  ­­___________________________. (d) They were frightened  ­­___________________________. (e) Take your umbrella lest  ­­___________________________.   29. Completing the following sentences. [Sylhet Board-2009] (a) It is true that most of the parents in our country are not interested enough to  ­­___________________________. (b) Parents think that spending money on the children’s education is unwise especially  ­­___________________________. (c) They think female children need no education  ­­___________________________. (d) To lessen discrimination in children’s educational status the government gives subsidy for female children so that  ­­___________________________. (e) It is a good sign that nowadays  ­­___________________________.   30. Completing the following sentences. [Barishal Board -2009] (a) Yesterday Mita had an accident  ­­___________________________. (b) No sooner had we heard the news  ­­___________________________. (c) We took her to a hospital  ­­___________________________. (d) We took her to a hospital  ­­___________________________. (e) As it was a public hospital,  ­­___________________________. (e) But our patient was so serious that  ­­___________________________.   31. Completing the following sentences. [Dinajpur Board-2009] (a)  ­­___________________________.time and tide wait for none. (b) Though lost wealth can be regained by hard work,  ­­___________________________. (c) Time is so valuable that  ­­___________________________. (d) Those  ­­___________________________.have utilised their time. (e) If we make the best use of the time  ­­___________________________. SSC Completing Sentence all boards 2012-2009 Answers SSC Completing Sentence all board 2012   1. Complete the following sentences. [Dhaka Board-2012] (a) United we stand,  divided we fall. (b) Rupa talks as if  she knew everything. (c) Since the body and mind go together,  we cannot do anything without them. (d) Zinia is so tired that he cannot study. (e) As I had forgotten her,  I went away.   2. Complete the following sentences. [Cumilla Board-2012] (a) As the poor man was hungry,  he could not walk anymore. (b) The weather was so cold that  we could not go outside (c) Hasib behaves as if,   he knew everything./ he were mad. (d) It is high time  we changed our bad habit. (e) A patriot is respected because  he works in his country.   3. Complete the following sentences. [Rajshahi Board-2012] (a) The weather is so cold  that we cannot go outside. (b) He was strong enough to  defend the enemy. (c) He came here with a view to  meeting his friend. (d) Hasib behaves as if,   he knew everything. (e) You had better  go home.   4. Complete the following sentences. [Jashore Board-2012] (a) A college is a seat of learning,  so everyone should keep the place free from politics. (b) It should be a peaceful place  where every student can study well. (c) But nowadays the peaceful atmosphere  is absent from the college because of politics. (d) The students who take part in politics  do not do well in the examination. (e) The sooner it can be controlled,  the better it will be.   5. Complete the following sentences. [Sylhet Board-2012] (a) I wish  I were a child again. (b) He works hard so that  he can earn his livelihood. (c) There is hardly any person  who believes a liar. (d) Man is born free but  everywhere he is in a chain. (e) It is our sacred duty to  love our country.   6. Complete the following sentences. [Barishal Board-2012] (a) He hurried to the station lest  he should miss the train. (b) People are advised to take oral saline since  it will keep the body fit (c) Where there is a will,  there is a way. (d) The weather was so unbearable  that we could not go outside. (e) When the final hour of departure came,  we became depressed.   7. Complete the following sentences. [Chattogram Board-2012] (a) We want that  we will see good days. (b) Man dies but  his works/deeds live. (c) People work with a view to  earning money. (d) I wish I  were a child again. (e) A patriot is a person  whom we respect.   8. Complete the following sentences. [Dinajpur Board-2012] (a) Since Bangladesh is a disaster prone country  we should take necessary measures to save the country. (b) Though Bangladesh is a small country,  she is burdened with a huge population . (c) Women who comprise half of our population  are ignored in society. (d) Moreover, our country  is beset with lots of problems. (e) We all should come forward with a view to  solving the problems of our country.   SSC Completing Sentence all board 2011   9. Complete the following sentences. [Dhaka Board-2011] (a) We should say ‘no’ to corruption because  it destroys everything. (b) Corrupt persons are not only dishonest  but also greedy. (c) Now, it is high time  we left corrupted people. (d) We should work together if  we want to keep the country free from corruption. (e) But we are so self-centred that  we do not want to change our habit.   10. Complete the following sentences. [Cumilla Board-2011] (a) No sooner had he reached the station  than the train left. (b) She ran fast lest  she should reach the station. (c) He could not avail himself  of the opportunity. (d) I prevented him  from going there. (e) All should do something  to develop the country.   11. Complete the following sentences. [Rajshahi Board-2011] (a) AIDS is a fatal disease  which has no cure. (b) It is such a disease that  can be transmitted in different ways. (c) The first AIDS patient was a man  who led a miserable life. (d) The doctors suggest that  everyone be aware of this disease. (e) There is no further remedy  that can cure a patient.   12. Complete the following sentences. [Chattogram Board-2011] (a) Arif studies attentively so that  he can do well in the examination. (b) Hardly had the leader finished his speech  when the people stood up. (c) I walked fast lest  I should miss the class. (d) A fish market is the place  where people go for buying fish. (e) It is disappointing to note that  the price of necessary things is going up.   13. Complete the following sentences. [Sylhet Board-2011] (a) Walk fast lest  you should miss the train. (b) It is high time  we changed our bad habit. (c) Modern husbands  are conscious of their duties. (d) For good health  we need to walk regularly. (e) If I help him in danger ­ I will also get help in my problem.   14. Complete the following sentences. [Barishal Board-2011] (a) We work hard so that,  we could earn well. (b) There is nobody  who does not know the value of time. (c) As he is devoted to studies,  he will do a better result in the examination. (d) He left the place after,  I had reached there. (e) As soon as the police came,  the criminals went away.   15. Complete the following sentences. [Dinajpur Board-2011] (a) I don’t like people  who are idle. (b) Do you know  where he lives? (c) It was long since  I had last seen him. (d) You will not prosper unless  you work hard. (e) Had I been proposed to go  I would have gone with them. SSC Completing sentence all board 2010 16. Complete the following sentences. [Dhaka Board-2010] (a) You cannot find others to love you unless  you love them. (b) It is a love that  has no limitation. (c) Love is divine  which is expected. (d) Your friends cannot help  loving you if you love them. (e) If you are not loved, it is good evidence that  you are not a good person.   17. Complete the following sentences. [Rajshahi Board-2010] (a) Walk fast lest  you should miss the train. (b) Our students are so meritorious  they will do well in the examination.  (c) Scarcely had the teacher gone out of the room  when the students stood up. (d) If I knew his mobile number  I would call him. (e) It is time  we gave up a bad habit.   18. Complete the following sentences. [Cumilla Board-2010] (a) He has a lot of money  but no happiness. (b) My father gave me taka 500 so that  I could buy a shirt. (c) She has been suffering from  fever for seven days. (d) Though it rained yesterday  the weather was not cool. (e) The train had left the station before  I reached there.   19. Complete the following sentences. [Jashore Board-2010] (a) A graveyard is a place  where the dead are buried. (b) I am not sure whether  he will come or not. (c) The old man is walking carefully lest  he should fall down. (d) Do you mind if  I talk to you? (e) Unless you work hard  you will fail in life.   20. Complete the following sentences. [Sylhet Board-2010] (a) It is easy to say  but difficult to do. (b) Five years passed since  I  had met you. (c) A graveyard is a place  where the dead are buried. (d) She insisted that  she must do the job. (e) Unless you work hard,  you will fail in life.   21. Complete the following sentences. [Barishal Board-2010] (a) He could not attend the meeting  because he was ill. (b) We went to his residence as soon as  we received the phone. (c) He was so ill that  he could not talk. (d) We immediately decided to shift him to a hospital  where he could get treatment. (e) No sooner had we reached the hospital  than he died.   22. Complete the following sentences. [Chattogram Board-2010] (a) They went to college after  they had finished their breakfast. (b) This poem is too difficult  for me to understand. (c) No sooner had she seen me  than he left away. (d) He speaks as if  he knew everything. (e) It is high time  we changed our bad habit.   23. Complete the following sentences. [Dinajpur Board-2010] (a) As you sow,  so you reap. (b) Although Bangladesh is a populous country,  it is full of natural beauty. (c) He is my teacher  who is a learned man. (d) I wish  I were a child again. (e) He took up a part-time job so that  he could earn his livelihood.   SSC Completing sentence all board 2009   24. Complete the following sentences. [Dhaka Board-2009] (a) Since Bangladesh is an agricultural country,  timely rainfall is very necessary. (b) As her economy depends on agriculture,  we have to improve our agriculture. (c) We have to develop cultivation scientifically so that  we can increase our production. (d) Though our farmers work hard,  they do not get what they need. (e) They cannot improve their condition  because they are illiterate.   25. Complete the following sentences. [Rajshahi Board-2009] (a) The poor man is too hungry  to talk. (b) I came here with a view to  meeting my friend. (c) The weather was so cold that  we could not go outside. (d) Hasib behaves as if  he knew everything. (e) The higher we fly,  the harder we feel.   26. Complete the following sentences. [Cumilla Board-2009] (a) Water is so vital of all-natural resources that  we are greatly dependent on it. (b) It is water  which keeps us alive. (c) Our agriculture which depends on water,  cannot produce anything without it. (d) Though Bangladesh is blessed with rivers  we do not get required water during the dry season. (e) If the rainfall is timely,  we will get the good production of crops.   27. Complete the following sentences. [Jashore Board-2009] (a) My father is a teacher  who is a learned man. (b) Unless he gets up early in the morning,  he will miss the first bus. (c) It is high time  we changed our bad habit. (d) Though it’s raining,  people are moving. (e) A patriot is respected because  he thinks for the country.   28. Complete the following sentences. [Chattogram Board-2009] (a) Acid rain is harmful because  it burns everything. (b) The wind was so strong that  we could not stand there. (c) Had he been a little careful  the accident would not have happened. (d) They were frightened  when they were crossing the road. (e) Take your umbrella lest  you should fall in the rain.   29. Complete the following sentences. [Sylhet Board-2009] (a) It is true that most of the parents in our country are not interested enough to  send their female children to school. (b) Parents think that spending money on the children’s education is unwise especially  when they are female children. (c) They think female children need no education  because they will be married off. (d) To lessen discrimination in children’s educational status the government gives subsidy for female children so that  they could be educated. (e) It is a good sign that nowadays  women are coming out of their homes.   30. Complete the following sentences. [Barishal Board-2009] (a) Yesterday Mita had an accident  while she was crossing the road. (b) No sooner had we heard the news  than we rushed to the place. (c) We took her to a hospital  which was near the road. (d) We took her to a hospital  which was a public hospital. (e) As it was a public hospital,  there was a huge rush. (e) But our patient was so serious that  we shifted the patient to a private clinic.   31. Complete the following sentences. [Dinajpur Board-2009] (a) There goes a proverb that  time and tide wait for none. (b) Though lost wealth can be regained by hard work,  lost time can never be got back. (c) Time is so valuable that  we should not waste it. (d) Those  who have become great in life  have utilised their time. (e) If we make the best use of the time  we will shine in life.

Completing Sentence Rule — 01: So that / In order that যাতে / যার ফলে Structure: Subject + verb + so that / in order that + subject + can / may / could / might + verb (present form) + other words. Examples: You should study hard so that ________. → You should study hard so that you can pass the exam . I bought a dictionary in order that _______. → I bought a dictionary in order that I could learn words . We eat so that ________. → We eat so that we may live . The boy reads more so that _______. → The boy reads more so that he can make a good result . The farmers sow good seeds so that _______. → The farmers sow good seeds so that they may have a good harvest . Note: If the first clause is in the present tense, use "may" or "can," and if it's in the past tense, use "might" or "could." Rule — 02: So ___ that এতই ___ যে Structure: Subject + verb + so + adjective / adverb + that + subject + verb + other words. Examples: He is so clever that ______. → He is so clever that he can solve any problem easily . She was so weak that ______. → She was so weak that she could not walk at all . The load is so heavy that _____. → The load is so heavy that he cannot carry it . The man was so ill ______. → The man was so ill that he could not move an inch . The sailors' throats were so dry ______. → The sailors' throats were so dry that they could not speak a single word . Rule — 03: In spite of / Despite সত্ত্বেও Structure: In spite of / Despite + noun phrase + subject + verb + other words. Examples: In spite of his illness, ______. → In spite of his illness, he went to school . Despite being poor, ______. → Despite being poor, he could continue his studies . ______ in spite of being sick. → He attended the meeting in spite of being sick . In spite of his poverty, ______. → In spite of his poverty, he is honest . Despite his good qualification, ______. → Despite his good qualification, he did not get a suitable job . Rule — 04: Because of / On account of / Owing to / Due to জন্যে / কারণে Structure: Because of / Owing to / Due to / On account of + noun phrase + subject + verb + other words. Examples: Because of drought, ______. → Because of drought, crops did not grow well last year . He has succeeded on account of ______. → He has succeeded on account of his hard work . ______ because of rain. → He could not go out because of rain . Everybody loves him because of ______. → Everybody loves him because of his honesty . On account of his illness, ______. → On account of his illness, he could not attend the meeting . Rule — 05: Instead of / In lieu of পরিবর্তে Structure: Instead of / In lieu of + noun / gerund phrase + subject + verb + other words. Examples: Instead of going there, ______. → Instead of going there, we stayed at home . ______ instead of learning his lessons. → He went to bed instead of learning his lessons . ______ in lieu of history. → In lieu of history, I took economics . The boy bought pens instead of ______. → The boy bought pens instead of pencils . He ate fish in lieu of ______. → He ate fish in lieu of meat . Rule — 06: Too ____ to এত যে ____ না Structure: Subject + verb + too + adjective/adverb + (for + noun/pronoun) + to + verb (present form) + other words. Examples: He is too young _______. → He is too young to carry the load . The problem is too difficult for him _______. → The problem is too difficult for him to solve . She talked too fast ______. → She talked too fast to understand . The man is too old ______. → The man is too old to work . You are too short ______. → You are too short to touch the roof . Rule — 07: Too much / Too many অতিরিক্ত / অনেক বেশি Structure: Subject + verb + too much (uncountable noun) / too many (countable noun) + noun + to + verb (present form) + other words. Examples: There is too much noise ______. → There is too much noise to concentrate on my work . He has too many friends ______. → He has too many friends to handle at once . ______ too much traffic on the road. → There is too much traffic on the road . She drinks too much coffee ______. → She drinks too much coffee to fall asleep easily . The students have too many tasks ______. → The students have too many tasks to complete by the deadline . Rule — 08: Enough ____ to যথেষ্ট ____ যাতে Structure: Subject + verb + adjective / adverb + enough (for + noun / pronoun) + to + verb (present form) + other words. Examples: He is smart enough ______. → He is smart enough to solve the puzzle . The room is large enough ______. → The room is large enough to accommodate everyone . You are old enough ______. → You are old enough to make your own decisions . The boy is strong enough ______. → The boy is strong enough to lift the bag . The food was hot enough ______. → The food was hot enough to burn my tongue . Rule — 09: As soon as যত তাড়াতাড়ি সম্ভব Structure: Subject + verb + as soon as + subject + verb (present / past) + other words. Examples: I will call you as soon as ______. → I will call you as soon as I reach home . She left the room as soon as ______. → She left the room as soon as the meeting ended . ______ as soon as the bell rang. → The students rushed out as soon as the bell rang . As soon as I saw him, ______. → As soon as I saw him, I recognized him instantly . They started running as soon as ______. → They started running as soon as the race began . Rule — 10: No sooner had _____ than কিছু ঘটতেই আরেকটি ঘটে গেল Structure: No sooner had + subject + past participle + than + subject + past tense verb + other words. Examples: No sooner had I reached the station than ______. → No sooner had I reached the station than the train left . No sooner had he finished his speech than ______. → No sooner had he finished his speech than the audience applauded . No sooner had we entered the room than ______. → No sooner had we entered the room than the lights went out . No sooner had the game started than ______. → No sooner had the game started than it began to rain . No sooner had I opened the door than ______. → No sooner had I opened the door than the cat ran out . Rule — 11: As if / As though যেন / যেমনটি Structure: Subject + verb + as if / as though + subject + verb (past tense or present form) + other words. Examples: He talks as if ______. → He talks as if he knows everything . She looks as though ______. → She looks as though she has been crying . They are behaving as if ______. → They are behaving as if they are the owners of the place . ______ as though he had won a prize. → He was smiling as though he had won a prize . The dog acted as if ______. → The dog acted as if it was hungry . Rule — 12: Whether ____ or not যা-ই হোক না কেন / হবে কি না Structure: Subject + verb + whether + subject + verb (present / future form) + or not + other words. Examples: I will go whether ______ or not. → I will go whether you like it or not . She is unsure whether ______ or not. → She is unsure whether she will pass the exam or not . ______ whether it rains or not. → We will continue the game whether it rains or not . Whether you believe it or not, ______. → Whether you believe it or not, it’s true . They are undecided whether ______ or not. → They are undecided whether to attend the event or not . Rule — 13: Unless যদি না / না হলে Structure: Subject + verb + unless + subject + verb (present form) + other words. Examples: You won’t succeed unless ______. → You won’t succeed unless you work hard . We cannot leave unless ______. → We cannot leave unless the task is completed . He won’t go unless ______. → He won’t go unless she invites him . ______ unless you call me first. → I won’t arrive unless you call me first . You won’t get a response unless ______. → You won’t get a response unless you submit the form . Rule — 14: Neither ____ nor না ____ না Structure: Subject + verb + neither + noun / adjective + nor + noun / adjective + other words. Examples: She is neither ______ nor ______. → She is neither tall nor short . I like neither ______ nor ______. → I like neither coffee nor tea . ______ neither ready nor willing to leave. → They were neither ready nor willing to leave . The movie was neither ______ nor ______. → The movie was neither interesting nor boring . He neither ______ nor ______. → He neither came to the party nor apologized . Rule — 15: Either ____ or বা ____ অথবা Structure: Subject + verb + either + noun / adjective + or + noun / adjective + other words. Examples: You can have either ______ or ______. → You can have either tea or coffee . They will go either ______ or ______. → They will go either by bus or by train . ______ either today or tomorrow. → We will finish it either today or tomorrow . Either you ______ or ______. → Either you stay here or leave now . He wants either ______ or ______. → He wants either a new laptop or a tablet . Rule — 16: So + adjective / adverb + that এতটাই যে Structure: Subject + verb + so + adjective / adverb + that + subject + verb + other words. Examples: She is so ______ that ______. → She is so intelligent  that she solves problems quickly . The soup was so ______ that ______. → The soup was so hot  that I couldn’t drink it . He ran so ______ that ______. → He ran so fast  that no one could catch him . ______ so heavy that it broke the table. → The box was so heavy that it broke the table . They were so ______ that ______. → They were so excited  that they couldn’t sleep . Rule — 17: Too + adjective / adverb + to অত্যন্ত / অত্যধিক যে কিছু সম্ভব নয় Structure: Subject + verb + too + adjective / adverb + to + verb + other words. Examples: She is too ______ to ______. → She is too tired  to continue working . The bag is too ______ to ______. → The bag is too heavy  to carry alone . He was too ______ to ______. → He was too nervous  to speak on stage . ______ too far to reach. → The destination is too far to reach . The coffee is too ______ to ______. → The coffee is too hot  to drink right now . Rule — 18: So that যেন / যাতে করে Structure: Subject + verb + so that + subject + verb (can / could / may / might) + other words. Examples: I am studying so that ______. → I am studying so that I can pass the exam . She saved money so that ______. → She saved money so that she could travel abroad . They exercise daily so that ______. → They exercise daily so that they may stay healthy . He woke up early so that ______. → He woke up early so that he might catch the bus . We worked hard so that ______. → We worked hard so that we could meet the deadline . Rule — 19: Hardly / Scarcely / Barely + when মাত্রই যখন কিছু ঘটে / যা-ই হোক না কেন Structure: Subject + had + hardly / scarcely / barely + verb (past participle) + when + subject + verb (past tense). Examples: She had hardly ______ when ______. → She had hardly started the movie  when the power went out . He had scarcely ______ when ______. → He had scarcely arrived  when the meeting began . They had barely ______ when ______. → They had barely sat down  when the teacher walked in . ______ hardly finished eating when the phone rang. → I had hardly finished eating when the phone rang . We had scarcely ______ when ______. → We had scarcely opened the door  when it started raining . Rule — 20: Lest যাতে না / ভয় আছে যে Structure: Subject + verb + lest + subject + (should) + verb (base form) + other words. Examples: She left early lest ______. → She left early lest she should miss the train . They worked hard lest ______. → They worked hard lest they should fail the exam . ______ lest he should be late. → He hurried lest he should be late . I am worried lest ______. → I am worried lest something should go wrong . They studied diligently lest ______. → They studied diligently lest they should disappoint their parents .   Rule — 21: As long asযতক্ষণ Structure: Subject + verb + other words + as long as + subject + verb + other words. Examples: You are safe as long as ______. → You are safe as long as I am with you. As long as there is law, ______. → As long as there is law, criminals will be punished. As long as we are honest ______. → As long as we are honest, God will help us. Wait here as long as _____. → Wait here as long as it rains. Allah will be with us as long as _____. → Allah will be with us as long as our aim is honest. Rule — 22: Till / Untilযদি Structure: Subject + verb + other words + till/until + subject + verb + other words. Examples: Please wait here until I ______. → Please wait here until I come back. They walked until _______. → They walked until they reached the river bank. They prayed for God until _______. → They prayed for God until it rained. Wait until ________. → Wait until the rain stops. Rajib's mother will be nursing him till _______. → Rajib's mother will be nursing him till he comes round. Rule — 23: Ifযদি Structure: If + dependent clause + main clause. Examples: If you help me, _______. → If you help me, I shall help you. If I were you ______. → If I were you, I would not do this. I would buy the car if _______. → I would buy the car if I possessed money. If I were a king ______. → If I were a king, I could help the poor. She will not go out if ______. → She will not go out if it rains. Rule — 24: Providing that / Provided / provided thatযদি Structure: Providing that / provided that + dependent clause + independent clause. Examples: You could get the job providing that _______. → You could get the job providing that you had good results. Don't forget to visit the museum provided that ________. → Don't forget to visit the museum provided that you go there. In case of your indolence ______. → In case of your indolence you cannot prosper in life. The plane will take off in time provided _____. → The plane will take off in time provided the weather is good. We shall start our journey tomorrow provided that ______. → We shall start our journey tomorrow provided that it does not rain. Rule — 25: Unless (if ___ not)যদি Structure: Unless + dependent clause + independent clause. Examples: They will miss the train unless ________. → They will miss the train unless they walk fast. You cannot cast your vote unless ________. → You cannot cast your vote unless you are 18 years or above. Man cannot succeed unless __________. → Man cannot succeed unless he works hard. Unless you read attentively, ________. → Unless you read attentively, you will fail. He will shine unless ________. → He will shine unless he works hard. Rule — 26: So much / So many ___ thatএত বেশি ___ যে Structure: Sub + verb + so much + uncountable noun / so many + countable noun (plural) + other words + that + sub + verb + other words. Examples: He spoke so beautifully that _______. → He spoke so beautifully that we are impressed. The forest had so many _________. → The forest had so many trees that she could not count. Knowing English is so ______. → Knowing English is so important that it cannot be described in words. You have so much intelligence ________. → You have so much intelligence that you can get a job. There are so many problems _________. → There are so many problems that I cannot solve them. Rule — 27: The place whereসেই স্থান যেখানে Structure: Subject + verb + the place where + sub + verb + other words. Examples: This is the village where ______. → This is the village where I was born. This is the place where ________. → This is the place where many heroic sons have laid down. It is the cafe where ________. → It is the cafe where visitors from different countries come. Rupgonj is a place where ______. → Rupgonj is a place where Tareq was born. A railway station is a place ________. → A railway station is a place where trains stop and start from. Rule — 28: The time whenসেই সময় যখন Structure: Subject + verb + the time when + sub + verb + other words. Examples: 1952 is the time when _______. → 1952 is the time when the language movement started. This is the season when _______. → This is the season when migratory birds fly down here. It is the time when _______. → It is the time when we should come forward to help the poor. Saturday is the day ______. → Saturday is the day when the week begins. 10 P.M. is the time ______. → 10 P.M. is the time when we go to bed. Rule — 29: Not only ____ but alsoশুধু তাই নয় _____ আরো Structure: Sub + verb + not only clause + but also clause. Examples: He is not only a footballer _______. → He is not only a footballer but also a singer. Not only it rained heavily ______. → Not only it rained heavily but also there was flood. Not only Karim _____. → Not only Karim but also Rahim was present there. Not only Rakib _____. → Not only Rakib but also Shakib is my friend. She likes not only ice cream _______. → She likes not only ice cream but also chocolate. Rule — 30: Either _____ orহয় _____ অথবা Structure: Sub + verb + either clause + or clause. Examples: Either Tutul ________. → Either Tutul or Mitul broke the glass. They live either Chattogram ________. → They live either Chattogram or in Sylhet. Either he will come _______. → Either he will come or I shall go. Either we can leave now ______. → Either we can leave now or wait for him. You can either take the bus ______. → You can either take the bus or walk. Rule — 31: Neither ____ norএটাও না _____ ওটাও না Structure: Sub + verb + neither clause + nor clause. Examples: They were given neither food ________. → They were given neither food nor water. Neither Rimu _______. → Neither Rimu nor Shimu went there. She will neither eat ______. → She will neither eat nor go to college. He can neither sing ______. → He can neither sing nor dance. They will neither agree ______. → They will neither agree nor disagree with the proposal. Rule — 32: The + Comparative degreeচেয়ে বেশি / যত তত Structure: The + comparative form of adjective/adverb + other words + the + comparative form of adjective/adverb + other words. Examples: Rahim is cleverer than ______. → Rahim is cleverer than Karim. Mina is not intelligent _______. → Mina is not intelligent than Rina. The more you sleep, ________. → The more you sleep, the more you become lazy. The more you laugh, _______. → The more you laugh, the less disease you have. The harder you work, ______. → The harder you work, the more successful you will be. Rule — 33: As ___ asযেমন ___ তেমন Structure: As + adjective + as + subject + verb + other words. Examples: He is not as smart as _______. → He is not as smart as he thinks he is. She is as hardworking as ______. → She is as hardworking as her brother. He is not as rich as ________. → He is not as rich as he pretends to be. As beautiful as ______. → As beautiful as a flower. It is not as easy as ______. → It is not as easy as you think. Rule — 34: More ____ thanবেশি ____ থেকে Structure: More + adjective/adverb + than + subject + verb + other words. Examples: She is more beautiful than ______. → She is more beautiful than her sister. This task is more difficult than ______. → This task is more difficult than I thought. This exam is more important than ______. → This exam is more important than the last one. He is more talented than ______. → He is more talented than his classmates. I can run more quickly than ______. → I can run more quickly than you can. Rule — 35: Too ____ toবেশি ____ করার জন্য Structure: Too + adjective/adverb + to + verb. Examples: He is too tired to ______. → He is too tired to continue working. The book is too expensive to ______. → The book is too expensive to buy. She is too young to ______. → She is too young to drive a car. This soup is too hot to ______. → This soup is too hot to eat. It is too late to ______. → It is too late to go out now.   Rule — 36: No sooner ______ thanঅত্যন্ত দ্রুত ______ এর পরে Structure: No sooner + subject + verb + other words + than + subject + verb + other words. Examples: No sooner she arrived ______ than she left again. → No sooner she arrived than she left again. No sooner I finished my work ______ than it started to rain. → No sooner I finished my work than it started to rain. No sooner he started speaking ______ than the audience fell silent. → No sooner he started speaking than the audience fell silent. No sooner we reached the station ______ than the train departed. → No sooner we reached the station than the train departed. No sooner they saw the elephant ______ than they ran away. → No sooner they saw the elephant than they ran away. Rule — 37: Scarcely ______ whenবিকল্প ______ যখন Structure: Scarcely + subject + verb + other words + when + subject + verb + other words. Examples: Scarcely he finished his homework ______ when his friends arrived. → Scarcely he finished his homework when his friends arrived. Scarcely the sun rose ______ when the birds started singing. → Scarcely the sun rose when the birds started singing. Scarcely she entered the room ______ when the lights went out. → Scarcely she entered the room when the lights went out. Scarcely the meeting began ______ when it was interrupted. → Scarcely the meeting began when it was interrupted. Scarcely he had left the house ______ when it started to rain. → Scarcely he had left the house when it started to rain. Rule — 38: Whether ______ orচاہে ______ অথবা Structure: Whether + subject + verb + other words + or + subject + verb + other words. Examples: Whether he likes it ______ or not, he has to attend. → Whether he likes it or not, he has to attend. I don’t know whether they will come ______ or not. → I don’t know whether they will come or not. Whether you agree ______ or disagree, we will proceed. → Whether you agree or disagree, we will proceed. She asked whether I wanted tea ______ or coffee. → She asked whether I wanted tea or coffee. Whether it rains ______ or shines, we will go out. → Whether it rains or shines, we will go out. Rule — 39: Although / Thoughযদিও Structure: Although / though + subject + verb + other words, subject + verb + other words. Examples: Although it was raining, ______. → Although it was raining, we went out. She passed the exam although ______. → She passed the exam although she didn’t study much. Though he is rich, ______. → Though he is rich, he is not happy. Although she was tired, ______. → Although she was tired, she finished her work. He smiled though ______. → He smiled though he was sad. Rule — 40: In case ofএর ক্ষেত্রে Structure: In case of + noun / pronoun + subject + verb + other words. Examples: In case of rain, ______. → In case of rain, the picnic will be canceled. In case of emergency, ______. → In case of emergency, call this number. In case of power failure, ______. → In case of power failure, use a flashlight. In case of an accident, ______. → In case of an accident, immediately contact the authorities. In case of fire, ______. → In case of fire, use the emergency exit. Rule — 41: Suppose / Supposingধরি যে Structure: Suppose / Supposing + subject + verb + other words. Examples: Suppose it rains tomorrow, ______. → Suppose it rains tomorrow, we will stay indoors. Supposing you win the lottery, ______. → Supposing you win the lottery, what will you do? Suppose he comes late, ______. → Suppose he comes late, we will wait for him. Supposing they don’t agree, ______. → Supposing they don’t agree, what will happen then? Suppose you had a million dollars, ______. → Suppose you had a million dollars, how would you spend it? Rule — 42: As if / As thoughযেমন যে Structure: Subject + verb + as if / as though + subject + verb + other words. Examples: She behaves as if ______. → She behaves as if she knows everything. He talks as though ______. → He talks as though he is an expert. They acted as if ______. → They acted as if nothing happened. It looks as though ______. → It looks as though it will rain soon. He walks as if ______. → He walks as if he owns the place. Rule — 43: Rather thanঅথবা এর পরিবর্তে Structure: Subject + verb + rather than + subject + verb + other words. Examples: I would prefer to stay home rather than ______. → I would prefer to stay home rather than go out in the rain. She chose to study rather than ______. → She chose to study rather than watch TV. He decided to help rather than ______. → He decided to help rather than ignore the problem. We should invest in education rather than ______. → We should invest in education rather than spend money on luxury. I’d like to read a book rather than ______. → I’d like to read a book rather than scroll through social media. Rule — 44: In order to / So as toকরার জন্য Structure In order to / so as to + base form of the verb + other words. Examples: She studies hard in order to ______. → She studies hard in order to pass the exam. He exercises regularly so as to ______. → He exercises regularly so as to stay fit. They saved money in order to ______. → They saved money in order to buy a new house. I’m learning English so as to ______. → I’m learning English so as to travel abroad. We left early in order to ______. → We left early in order to avoid traffic. Rule — 45: As far asযতদূর জানি Structure: As far as + subject + verb + other words. Examples: As far as I know, ______. → As far as I know, the meeting is at 3 PM. As far as she is concerned, ______. → As far as she is concerned, everything is fine. As far as the weather goes, ______. → As far as the weather goes, it looks good for tomorrow. As far as he can tell, ______. → As far as he can tell, they are happy. As far as my information is accurate, ______. → As far as my information is accurate, the project will finish soon. Rule — 39: Can not but / Could not butনা করে পারি না / পারলাম না Structure: Sub + can not but/ could not but + verb + other words. Examples: I can not but _______. → I can not but laugh at his work. I could not but ______. → I could not but help him. He could not _______. → He could not but punish him. They can not but _______. → They can not but go there. Rule — 40: Can not help / Could not helpনা করে পারি না / পারলাম না Structure: Sub + can not help/ could not help + verb + ing + other words. Examples: I can not help ______. → I can not help doing the work. He can not help ______. → He can not help reading the book. I could not help ______. → I could not help going to college. Rule — 41: Shouldউচিত S tructure: Subject + should + verb এর base form + other words Examples: We should respect ______. → We should respect our elders. You should not neglect _____. → You should not neglect your lessons. We should love ______. → We should love our country. Rule — 42: Shall / Willব, বে, বেন Structure: Subject + shall/ will + verb এর base form + other words Examples: He will take whatever _______. → He will take whatever he likes. I shall _______. → I shall go to my village. We will help _______. → We will help the helpless man. Rule — 43: Would / Used toত, তে, তাম, অতীতকালের নিত্যদিনের কর্ম Structure: Subject + would / used to + verb এর base form + other words Examples: We would play with _____. → We would play with my friends in my childhood. I used to _______. → I used to swim in the river in my village. The children used to ______. → The children used to fear seeing the giant in the garden. Rule — 44: Can / Couldপারা, সামর্থ্য, যোগ্যতা Structure: Sub + can / could + verb এর base form + other words Examples: I can drive ______. → I can drive a car. I could remember ______. → I could remember some vivid pictures of my childhood. He can write _____. → He can write poetry. Rule — 45: Mayপারা, সম্ভাবনা Structure: Subject + may + verb এর base form + other words Examples: It may _______. → It may rain today. He may _______. → He may go there. Mr. Rakib may teach us ______. → Mr. Rakib may teach us in our class. Rule — 46: Mightপেরেছিল, পারত, পারতাম Structure: Subject + might + verb এর base form + other words Examples: He might _______. → He might help me in my danger. The crops might ______. → The crops might be grown well. He might _______. → He might come home yesterday. Rule — 47: Needপ্রয়োজন / দরকার Structure: Subject + need + verb এর base form + other words Examples: We need to learn ______. → We need to learn our lessons carefully. They need ________. → They need a doctor in their village. The child needs _______. → The child needs proper nurture. Rule — 48: Dareসাহস করা Structure: Subject + dare + verb এর base form + other words Examples: I dare to ______. → I dare to cross the river by swimming. Freedom fighters dared to ______. → Freedom fighters dared to struggle with our enemies. How dare you ______! → How dare you speak to me like that! Rule — 49: Mustঅবশ্যই Structure: Subject + must + verb এর base form + other words Examples: I must ______. → I must go there. We must _______. → We must submit to our lot. We all must _______. → We all must die. Rule — 50: Ought toউচিত Structure: Subject + ought to + verb এর base form + other words Examples: We ought to _______. → We ought to love our country. We ought to _______. → We ought to make the best use of time. They ought to _______. → They ought to help the poor.   Rule — 51: Have to / Has toবাধ্যতা মূলক কাজ Structure: Subject + have to / has to + verb এর base form + other words Examples: He has to ________. → He has to do the work. He has to _______. → He has to come today. I have to _______. → I have to finish my work quickly. Rule — 52: Had to অতীত কালের বাধ্যতামূলক কাজ Structure: Subject + had to + verb এর base form + other words Examples: He had to ______. → He had to go there. I had to ______. → I had to do the work. They had to ______. → They had to tolerate much oppression. Rule — 53: Am to / Is to / Are toক্রিয়া + হয়েছিল Structure: Subject + am to / is to / are to + verb এর base form + other words Examples: I am to ______. → I am to read the book today. He is to ______. → He is to go to school. They are to ______. → They are to come back home. Rule — 54: Was to / Were toক্রিয়া + হয়েছিল Structure: Subject + was to / were to + verb এর base form + other words Examples: They were to _______. → They were to come to my sister's wedding. We were to _______. → We were to go there. I was to _______. → I was to meet with him. Rule — 55: Should haveউচিত ছিল Structure: Subject + should have + verb এর past participle form + other words Examples: You should have _____. → You should have gone to see him. You should have _____. → He should have done the work. We should have _____. → We should have helped her. Rule — 56: Must haveঅবশ্যই + ক্রিয়া + থাকবে Structure: Subject + must have + verb এর past participle form + other words Examples: You must have heard _____. → You must have heard the name of Hazi Mohammad Mohoshin. You must have _______. → You must have visited the historical place like Paharpur. Rule — 57: By + noun / gerund phraseকোন কিছু দ্বারা Structure: By + noun / gerund phrase + Subject + verb + other words Examples: By working hard, ______. → By working hard, they could succeed. _______ by boiling it. → We can purify water by boiling it. _______ by studying hard. → A student can make a good result by studying hard. By reading more, ______. → By reading more, we can learn more. Rule — 58: Without + noun / gerundকোন কিছু ছাড়া Structure: Without + noun / gerund phrase + Subject + verb + other words Examples: Without studying properly, ______. → Without studying properly, you can not pass the exam. ______ without following the instructions. → They can not operate it without following the instructions. Without working hard, ______. → Without working hard, none can prosper in life. Without reading more, ______. → Without reading more, you can not pass. Without taking physical exercise, ______. → Without taking physical exercise, we can't keep our body fit. ______ without writing much. → He will not be able to write well, without writing much. Rule — 59: To be Structure: feel, suppose, imagine, report, discover, know, judge, assume ইত্যাদি verb এর পর 'to be' বসিয়ে incomplete sentence কে complete করতে হয়। Examples: I know him to be _____. → I know him to be honest. We felt the decision to be _____. → We felt the decision to be wise. We discovered the guard to be _____. → We discovered the guard to be faithful. The lady is reported to be _____. → The lady is reported to be a spy. We supposed him to be ______. → We supposed him to be a gentleman. He was judged to be ______. → He was judged to be guilty. He never imagined himself to be _____. → He never imagined himself to be great. We assumed him to be _____. → We assumed him to be innocent. Rule — 60: If + Conditional (1) If যুক্ত clause টি present indefinite tense হলে principal clause টি future indefinite tense হবে. Structure: If + Present + Future Examples: If it rains, _____. → If it rains, we shall not go. If he wants _____ . → If he wants, I shall help him. If you play in the rain, _______. → If you play in the rain, you will catch cold. (2) If যুক্ত clause টি past indefinite tense এর হলে principal clause টি past conditional (sub + would / might / could + verb এর base form) হবে. Structure: If + Past Indefinite + Past Conditional Examples: If he came, _______. → If he came, I would go. If I had a typewriter, _______. → If I had a typewriter, I would type the letters. If they wanted _______. → If they wanted, we would help them. (3) If যুক্ত clause টি past perfect tense এর হলে principal clause টি perfect conditional (sub + would have / could have / might have + verb এর past participle) হবে। Examples: If I had seen him, ______. → If I had seen him, I might have told him the news. If they had started earlier, _______. → If they had started earlier, they could have got the train. If she had tried ______. → If she had tried, she could have succeeded. (4) If যুক্ত clause এ subject এর পরে were থাকলে principal clause এ subject এর পর might / could / would + _____ বসে। Examples: If I were a king, _______. → If I were a king, I could help the poor. If I were you, ________. → If I were you, I would not do this. Rule — 61: Had + Sub + Verb এর Past ParticipleSubordinate clause টিতে had + verb এর past participle থাকলে principal clause টি perfect conditional হয়। Examples: Had I seen him, _______. → Had I seen him, I would have given him the news. Had I possessed a vast property, _______. → Had I possessed a vast property, I would have established a college. Had he wanted ________. → Had he wanted, they would have helped him. Rule — 62: Used toঅতীতে নিয়মিত কাজ Structure: Subject + used to + verb এর base form + other words Examples: I used to ______. → I used to play football every Sunday. She used to ______. → She used to live in Paris. They used to ______. → They used to visit their grandparents every summer. Rule — 63: Be used toএটি করার অভ্যাস Structure: Subject + be used to + noun / gerund + other words Examples: I am used to ______. → I am used to waking up early. He is used to ______. → He is used to working long hours. They are used to ______. → They are used to the cold weather. Rule — 64: Get used toএটি করার জন্য অভ্যস্ত হওয়া Structure: Subject + get used to + noun / gerund + other words Examples: I need to get used to ______. → I need to get used to the new schedule. She is trying to get used to ______. → She is trying to get used to living alone. They will get used to ______. → They will get used to the new environment. Rule — 65: Need toকাজটি করা প্রয়োজন Structure: Subject + need to + verb এর base form + other words Examples: I need to ______. → I need to study for the exam. She needs to ______. → She needs to buy groceries. We need to ______. → We need to finish the project by Friday. Rule — 66: Would ratherকিছু করার জন্য পছন্দ করা Structure: Subject + would rather + verb এর base form + than + verb এর base form + other words Examples: I would rather ______ than ______. → I would rather stay home than go out. She would rather ______ than ______. → She would rather read a book than watch TV. They would rather ______ than ______. → They would rather take the bus than walk. Rule — 67: Preferকিছু পছন্দ করা Structure: Subject + prefer + noun / gerund + to + noun / gerund + other words Examples: I prefer ______ to ______. → I prefer coffee to tea. She prefers ______ to ______. → She prefers swimming to running. They prefer ______ to ______. → They prefer traveling to staying at home. Rule — 68: Would like toকিছু করার ইচ্ছা Structure: Subject + would like to + verb এর base form + other words Examples: I would like to ______. → I would like to travel the world. She would like to ______. → She would like to learn French. They would like to ______. → They would like to join the club. Rule — 69: It's time toকিছু করার সময় Structure: It's time to + verb এর base form + other words Examples: It's time to ______. → It's time to go to bed. It's time to ______. → It's time to start the meeting. It's time to ______. → It's time to finish your homework. Rule — 70: No sooner... thanএক কাজ শেষ হওয়ার সাথে সাথে অন্য কাজ শুরু হওয়া Structure: No sooner + had + subject + past participle + than + subject + verb + other words Examples: No sooner had I ______ than ______. → No sooner had I finished my work than my friend called. No sooner had she ______ than ______. → No sooner had she arrived than it started to rain. No sooner had they ______ than ______. → No sooner had they left than the power went out.

Narration Practice SSC Passage Narration 2018 All Board Questions 1. Change the narrative style of the following text:  [All Board-2018] Shahib said to Tashin, “Did you visit the Shat Gombuj Mosque?” “No, I didn't”, said Tashin. “I was there last week. How beautiful the mosque is!” said Shahib. “Let's go there next week,” Tashin said. SSC Passage Narration 2017 All Board Questions 1. Change the narrative style of the following text:  [Dhaka Board-2017] “Good morning, can I help you?” said the Manager. “Yes, I was told to come over here to get a parking sticker. Is this the right place?” said the lady. “Yes, it is. What's the registration number of your car?” said the manager. 2. Change the narrative style of the following text : [Rajshahi Board-2017] My mother said, “Won't you go to school today?” I said, “Mother, I feel feverish today. I don't want to go to school.” “Ok, take rest now. You should be more careful about your health,” said mother. 3. Change the following passage into indirect.  [Sylhet Board- 2017] “What are you doing now, Rashed?” I said, “I am watching an interesting program on television.” “Aren't you wasting your time?” “No, I  don't think so,” he said. “Remember, too much watching of TV makes people lazy.” 4. Change the narrative style of the following text. [Jashore Board- 2017] “Why did you not go to school yesterday, Rimu?” asked the mother. “I was ill, mum.” “How are you today?” “Well,” answered the girl. “Don't worry for me.” 5. Change the narrative style of the following text:  [Barisal Board-2017] "Dear friend, which book do you want?" "A Practical English. Grammar' of A. J. Thomson. I lost my copy yesterday," said Oishe. "I can lend you. But return it in a week," I said. 6. Change the narrative style of the following text:  [Dinajpur Board-2017] "My sons, listen to me, A great treasure lies hidden in the land. I am going to leave it to you." "How'll we find it?" said the sons. "You must dig the land for it," said the old man. 7. Change the narrative style of the following text:  [Cumilla Board-2017, 2015; Barisal Board-2016] The teacher said to the boy, “Do you know that honesty is the best policy?" The boy said, “yes, sir, I think so.” “Then learn to be honest from your boyhood," said the teacher. “Thank you," said the boy. “May Allah help you," said the teacher.  8. Change the narrative style of the following text:  [Chattogram Board-2017] "How lovely the doll is! I'll buy it," said Mona. "No, it is not durable. Tomorrow we will visit another village fair. Then you can buy another doll. Let's go now," said mother. "You must buy me a good doll," said Mona. "Yes" replied mother. Solutions 1. Change the narrative style of the following text:  [All Board-2018] Shahib said to Tashin, “Did you visit the Shat Gombuj Mosque?” “No, I didn't”, said Tashin. “I was there last week. How beautiful the mosque is!” said Shahib. “Let's go there next week,” Tashin said. Answer :   Shabab asked Tahsin if he (T) had visited the Shat Gombuj Mosque. Tahsin replied in the negative and said that he had not visited the place. Shabab told that he had been there the previous week. Then he (S) exclaimed with joy that the mosque was very beautiful. Lastly Tahsin proposed that they should go there the following week. SSC Passage Narration 2017 All Board Questions With Answer 1. Change the narrative style of the following text:  [Dhaka Board-2017] “Good morning, can I help you?” said the Manager. “Yes, I was told to come over here to get a parking sticker. Is this the right place?” said the lady. “Yes, it is. What's the registration number of your car?” said the manager. Answer:   The manager wished the lady good morning and asked if he could help her. The lady answered in the affirmative and said that she had been told to go over there to get a parking sticker. The lady also asked if that was the right place. The manager replied in the affirmative and said that it was. He also asked her what the registration number of her car was. 2. Change the narrative style of the following text :  [Rajshahi Board-2017] My mother said, “Won't you go to school today?” I said, “Mother, I feel feverish today. I don't want to go to school.” “Ok, take rest now. You should be more careful about your health,” said mother. Answer:   My mother asked me if I would not go to school that day. I told my mother that I felt feverish that day. I also said that I did not want to go to school. My mother told me that it was Ok and then she told me to take rest. My mother also advised me that I should be more careful about my health. 3. Change the following passage into indirect.  [Sylhet Board- 2017] “What are you doing now, Rashed?” I said, “I am watching an interesting program on television.” “Aren't you wasting your time?” “No, I  don't think so,” he said. “Remember, too much watching of TV makes people lazy.” Answer:   I asked Rashed what he was doing then. Rashed replied that he was watching an interesting program on television. I asked him if he (Rashed) wasn't wasting his time. He (Rashed) replied in the negative and said that he didn't think so. Then I advised him to remember that too much watching of TV makes people lazy. 4. Change the narrative style of the following text.  [Jashore Board- 2017] “Why did you not go to school yesterday, Rimu?” asked the mother. “I was ill, mum.” “How are you today?” “Well,” answered the girl. “Don't worry for me.” Answer:   Mother asked Rimu why she had not gone to school the previous day. Rimu replied that she had been ill. Mother again asked her how she was that day. The girl (Rimu) answered that she was well. She also told her mother not to worry for her (R). 5. Change the narrative style of the following text:  [Barisal Board-2017] "Dear friend, which book do you want?" "A Practical English. Grammar' of A. J. Thomson. I lost my copy yesterday," said Oishe. "I can lend you. But return it in a week," I said. Answer:  I addressed Oishe as a dear friend and asked her which book she wanted. She (Oishe) said that she wanted 'A Practical English Grammar' of A. J. Thomson. She also said that she had lost her copy the previous day. I said to her that I could lend her. I also told her that she should return it in a week. 6. Change the narrative style of the following text:  [Dinajpur Board-2017] "My sons, listen to me, A great treasure lies hidden in the land. I am going to leave it to you." "How'll we find it?" said the sons. "You must dig the land for it," said the old man. Answer:   The old man told his sons to listen to him and added that a great treasure lay hidden in the land. He also added that he (old man) was going to leave it to them (sons). In reply the sons asked how they would find it. The old man replied that they (sons) had to dig the land for it. 7. Change the narrative style of the following text:  [Cumilla Board-2017, 2015; Barisal Board-2016] The teacher said to the boy, “Do you know that honesty is the best policy?" The boy said, “yes, sir, I think so.” “Then learn to be honest from your boyhood," said the teacher. “Thank you," said the boy. “May Allah help you," said the teacher.  Answer :  The teacher asked the boy if he knew that honesty is the best policy. The boy respectfully replied in the affirmative and said that he thought so. Then the teacher advised him to learn to be honest from his boyhood. The boy respectfully thanked him (T). The teacher wished that Allah might help him (B). 8. Change the narrative style of the following text:  [Chattogram Board-2017] "How lovely the doll is! I'll buy it," said Mona. "No, it is not durable. Tomorrow we will visit another village fair. Then you can buy another doll. Let's go now," said mother. "You must buy me a good doll," said Mona. "Yes" replied mother. Answer:   Mona surprisingly said that the doll was very lovely. She also added that she would buy it. The mother replied in the negative and said that it was not durable. She assured her saying that they would visit another village fair the next day and then she could buy another doll. She also added that they should go then. Mona said to her mother that she had to buy her a good doll. The mother replied positively.

Interrogative Sentence (?) Rule 1:  We use  ask(ed)  /  want(ed) to know  /  enquire(ed)  in the Indirect Speech in the place of  ‘said’  /  ‘said to’  and we don’t change the Interrogative Pronouns / the Interrogative Adjectives / the Interrogative Adverbs for transformation.  My mother said to me, “How are you now?” My mother asked me how I was then. “Where are you staying next week?”, my friend said to me. My friend wanted to know where I was staying the following week. Note :   Who, where, which, when, how, why, what, whom, whose  and the rest are the Interrogative Pronouns / Interrogative Adjectives / Interrogative Adverbs .    Rule 2:  If any Interrogative Sentence commences with just an Auxiliary Verb rather than the Interrogative Pronouns / Adjectives / Adverbs, we use  if  /  whether . My teacher said to me, “Are you making a noise?” My teacher asked me  if   or   whether  I was making a noise. The noble man said to the poor man, “Have you taken anything for lunch?” The noble man asked the poor man if he had taken anything for lunch. Borney said to me, “Do you want to help me?” Borney asked me if I wanted to help her. Note : ‘Whether’  is more formal than  ‘If’.  Either of them can be used but  ‘whether’  is preferable when there is a matter of choice. Note :   ‘Do’, ‘Does’  and  ‘Did’  are removed in the Indirect Speech if they are used as Auxiliary. Rule 3:  If there is a Present participle phrase with the reporting verb, it will come in front of the reporting verb in doing the indirect speech. But if it is not present participle phrase then the position of it will remain unchanged. “Are you brothers?” asked the mistress of the house turning to the Dervishes. Turning to the Dervishes the Mistress of the house asked if they were brothers. Note :  Here in it, we don’t use  that  in the Indirect Speech when we leave out comma quotations. Narration Worksheet 1.1 Interrogative sentence Direct Speech The man said to me, “Do you know where he lives?” The man said, “Do you know who I am?” Rahman said to Shamim, “Do you hear me?” He said to me, “Do you know my friend?” Arif sadi to me, “Do you want my help?” I said to them, “Do you have any problem?” “Do you want a single or double room?’ the receptionist said to the tourist. Mr Ahmed said to the students, “Do you know that gardening is a very hard work?” Mother said to me, “Do you hear me?” I said to the man, “Do you know anybody here?” He said to me, “Don’t you do your duty?” He said to me, “Do you know me?” I said to him, “Do you know me?” He said to me, “Do you know my friend?” I said to the man, “Do you know anybody here?” I said to Mahmud, “ Do you like to read poetry?” “Do you want to use that piece of land?”Mr Ahmed said to his students. A hawker said to me, “Do you want any newspaper?” He said to his friend, “Do you like to read novels?” The old man said to me, “Do you know the way to the hospital?” Rahim said to me, “Do you like it?” The teacher said to the students, “Don’t you understand what I discussed in the class?” I said to Mahmud, “ Do you like to read poetry?” We said to her, “Are you conscious?” The boy said to me, “Is not poverty a curse?” Raju said to me, “Are you my friend?” He said to me, “Are you reading my book?” He said to me, Are you eating banana?” Amin said to Hasan, “Aren’t you coming to my house today?” Mother said to me, “Are you going to school now?” He said to me, “Are you reading any book?” Father said to him, “Are you serious with your study?” My friend said to me, “Are we not going to the zoo tomorrow?” He said to me, “Are you well?” He said to me, “Are you ill?” He said to me, “Are you happy?” Bulbul said to Kazol, “Did you go there in time?” She said to me, “Did you write to me?” The Policeman said to me, “Did you see the accident?” My father said to me, “Did you go to school yesterday?” I said to him, “Did you come here yesterday?” Father said to me, “Did you do the work?” He said to me, “Did you write the paragraph?” I said to her, “Did you do the work?” Badhan said to Balam, “Did you go there in time?” He said to me, “Were you reading a book?” He said to me, “Were you ill?” I said to him, “Were you playing in the rain.” He said to you, “Were you ill?” You said to me, “Will you come to my house in the evening?” Mother said to me, “Will you go to school?” He said to us, “Will you listen to such a fool?” “Will you return the book?” He said to me. Premul said to his sister, “Will you go to school?” I said to her, “Will you not appear at the JSC examination?” Runa said to Sumi, “Will you meet me tomorrow?” I said to her, “Will you go to school tomorrow?” The man said to the man, “Will you tell me the process of opening a bank account? I said to her, “Will you not appear at the final examination?” Anwar said to his sister, “Will you go to school?” He said to me, “Will you return the book to me?” Mother said to Nasima, “Will you give me a drink?” I said to the headmaster, “Will you grant me a full free studentship?” Seuly said to her father, “Will you buy me a new dress?” Rakib said to me, “Will you lend me a book for today?” Runa said to Sumi, “Will you meet me tomorrow?” He said to me, “Will you go to school today?” “Shall we go and help her,” Anwar said to Mrs Salam. They said to us, “Will you help us?” He said to me, “Have you done your home work?” He said to me, “Have you done your duty?” The boy said to his friend, “Have you done the sum?” Rahman has said to Milton, “Have you seen this movie?” Raju said to me, “Have you taken my pen?” He said to me, “Haven’t you finished the work?” Najma said to him, “Have you taken my pen?” Ruma said to Lima, “Have you ever been to Cox’s Bazer?” He said to me, “Have you eaten rice?” He said to me, “Haven’t you finished work?” The teacher said to the students, “Have you learnt your lesson?” Mother said to her daughter, “Have you taken the book?” Father said to me, “Have you finished your home work?” You said to me, “Have you heard the news of the accident?” We said to them, “Have you seen the man going?” “Have you ever been to Dhaka,Kashem” Anwar said. The teacher said to Ratan, “Have you done your English lesson today?” The teacher said, “Have you done home work?” Jamal said to Sumon, “Have you finished reading the book?” The old man said to the maid, “Can you give me some food?” The teacher said to the students, “Can anyone give the correct answer of this question?” Mr Ant said to his wife, “Can you help Mr Grasshopper? The boy said to me, “Can you show me the way?” WH Question The man said to the driver, “Why do you drive recklessly?” He said to them, “Why do you look so sad?” You said to me, “Why do you always keep bad company?” Father said to me, “Why don’t you read carefully?” The old man said to his sons, “Why do you quarrel always?” You said to me, “Why do you always keep evil company?” They said to us, “Why did you write those letters.? Mina said to Raju, “Why did you leave the place earlier?” The man said to him,”Why are you crying?” She said to him, “Why have you come here?” Mother said to her son, “Why are you late?” My sister said to me, “Why are you sitting alone in your room at this hour?” He said to the stranger, “Why have you come here?” The teacher said to the student, “Why were you absent from school yesterday?” I said to them, “Why are you here for so long?” Rima said to Ploy, “Why are you so nervous?” The oldman said to his sons, “Why are you so sad?” Father said to his son, “Why are you making so late?” You said to me, “Why have you come?” Karim said to me, “Why did you call me?” He said to me, “Why did you go there?” He said to her, “Why did you come here?” My mother said to me, “Why did you not go to school yesterday?” Father said to his son, “Why are you making late?” Father said to the son, “Why did you not go to school yesterday?” He said to me, Why have you struck him?” The teacher said to the student, “Why did you not come to school yesterday?” He said to me, “Why are you reading the book?” Mrs Salam said to Anwar, “Why have you been running?” Tareq said to Rafiq, “Why did you not go to school yesterday?” The teacher said to the boys, “Why are you making a noise?” He said to me, “Why did you come here?” He said to the woman, “ Where do you live in?” He will say, “Where are you coming from?” He said to me, “Where did you go yesterday?” I said to Muaz, “When will you come back?” He said to me, “When will the train leave?” Father said to me, “When did you do it?” The passenger said to the porter, “When will the train arrive?” Father said to me, “When did you do it?” He said to you, “ When will you start for Chittagong?” Mother said to me, “When will you return? He said to me, “When will you go home?” He said to me, “When will the next train come?” The passenger said to the porter, “When will the train arrive?” They said to us, “When will you return home?” He said to a co-passenger, “When will the next train come?” I said to her, “When will you go home?” He said to me, “How are you?” She said to her father, “How was mother last week?” Sima said to Mim, “How long have you worked here?” The lady said to the taxi driver, “How long will it take to get to the station?” He said to me, “How long are you waiting for me?” He said to me, “How have you done this?” He said to me, “How did you do it?” I said to Ria, “How were you?” Rakib said to Raju, “How are you today?” Father said to me, “How did you do the work?” The old man said to me, “How long have you been staying here?” They said to me, “How can we overcome the crisis?” She said to me, “Who are you and what do you want?” Mousumi said to the boy, “Who are you?” He said to the stranger, “Who are you and what do you want?” Sumi said to Badhan, “Who is your favourite teacher?” He said to her, “Who are you?” Father said to me, “Whom are you taking to?” My uncle said to me, “What will you do after your examination finishes?” He said to me, “What is your name?” The old man said to me, “What is your name?” He said to me, “What do you intend to play me.” Ali said to me, “What are you looking for here?” I said to her, “What shall I do for her?” Suruj Ali said to his master, “What’s the matter,Sir?” He said to me, “What colour do you like?” He said to me, “What are you doing now?” I said to the salesman, “What’s the price of of the shirt?” Mr Ahmed said to the students, “What do you know about gardening?” Anwar said to Mrs Amin, “What kinds of stories did Aesop tell?” The teacher said to me, “What is your roll number?” Rima said to me, “What are you doing?” They said to him, “What is your name?” He said to the girl, “What is your name?” The old man said to the girl, “What is your name?” I said to the salesman, “What’s the price of this shirt?” Ali said to me, “What are you looking for here?” He said to me, “What do you want?” He said to his father, “What are you doing?” Mother said to her daughter, “What will you do the next day?” I said to him, “What will you do after the examination?” He said to the boy, “What is your father’s name?” The man said to me, “What class do you read in and which book do you want?” Mr Ahmed said to the students, “What do you know about gardening?” I said to him, “What will you do after the examination?” A stranger said to him, “What is your name?” Karim said to his sister, “What are you doing there?” My father said to me, “What are you doing now?” I said to Rahim, “What will you do after your exam?” He said to me, “What do you want?” He said to me, “What is the time by your watch?” He said to me, “What’s your name?”                         ​ ​ ​ ​ ​ ​  Narration Worksheet 1.2 Answer Interrogative Sentence ​  Indirect Speech The man asked me if I knew where he lived. The man asked if I knew who he was. Rahman asked Shamim if he(S) heard him.(R). He asked me if I knew his friend. Arif asked me if I wantedhis help. I asked them if they hadany problem. The receptionist asked the tourist if he wanted a single or double room. Mr Ahmed asked the students if they knew thatgardening was a very hard work. Mother asked me if I heard her. I asked the man if he knewanybody there. He asked me if I did not domy duty. He asked me if I knew him. I asked him if he knew me. He asked me if I knew his friend. I asked the man if he knewanybody there. I asked Mahmud if he (M) liked to read Poetry. Mr Ahmed asked the students if they wanted to use that piece of land. A hawker asked me if I wanted any newspaper. He asked his friend if he (F) liked to read novels. The old man asked me if I knew the way to the hospital. Rahim asked me if I likedit. The teacher asked the students if they didn’tunderstand what he discussed in class. I asked Mahmud if he (M) liked to read Poetry. We asked her if she wasconscious. The boy asked me ifpoverty was not a curse. Raju asked me if I was his friend. He asked me if I was reading his book. He asked me if I waseating banana. Amin asked Hasan if he was going to his housethat day. Mother asked me if I wasgoing to school then. He asked if I was reading any book. Father asked him if he wasserious with his studies. My friend asked me if we were not going to the zoothe next day. He asked me if  I was well. He asked me if I was ill. He asked me if I was happy. Bulbul asked Kazol if he(K) had gone there in time. She asked me if I had written to her. The Policeman asked me if I had seen the accident. My father asked me if I had gone to school the previous day. I asked him if he had come there the previous day. Father asked me if I haddone the work. He asked me if I hadwritten the paragraph. I asked her if she had done the work. Badhan asked Balam if he had gone there in time. He asked me if I had beenreading a book. He asked me if I had beenill. I asked him if he wasplaying in the rain. He asked you if you had been ill. You asked me if I would go to your house in the evening. Mother asked me if I would go to school. He asked me if I would listen to such a fool. He asked me if I wouldreturn the book to him. Premul asked his sister if she would go to school. I asked her if she wouldappear at the JSC Examination. Runa asked Sumi if she (S) would meet her (R) the next day. I asked her if she would go to school the next day. The manager asked the man if he would tell him(m) the process of opening a bank account. I asked her if she wouldnot appear at the final examination. Anwar asked his sister if she would go to school. He asked me if I would return the book to him. Mother asked Nasim if she (N) would give her (M) a drink. I asked the headmaster if he would grant me a full free studentship. Sheuly asked her father if he would buy her a new dress. Raqib asked me if I would lend him a book for that day. Runa asked Sumi if she (Sumi) would meet him (Runa) the next day. He asked me if I would go to school that day. Anwar asked Mrs Salam if they would go and help her. They asked us if we would help them. He asked me if I have done my home work. He asked me if I had done my duty. The boy asked his friend if he had done the sum. Rahman has asked Milton if he (Milton) had seen that movie. Raju asked me if I had taken his (R) pen. He asked me if I had not finished the work. Najma asked him if he had taken her pen. Ruma asked Lima if she (L) had ever been to Cox’s Bazer He asked me if I had eaten rice. He asked me if I had finished the work or not. The teacher asked the students if they had learnt their lesson Mother asked her daughter if she had taken the book. Father asked me if I had finished my home work. She asked me if I had heard the news of the accident. We asked them if they had seen the man going. Anwar asked Kashem if he had ever been to Dhaka. The teacher asked Ratan if he had done his English lesson that day. The teacher asked if I had done home work. Jamal asked Sumon if he (S) had finished reading the book. The old man asked the maid if she could give him some food. The teacher asked the students if anyone could give the correct answer of that question. Mr Ant asked his wife if she could help Mr Grasshopper. The boy asked me if I could show him the way. WH Question The man asked the driver why he drove recklessly. He asked them why they looked so sad. You asked me why I always kept bad company. Father asked me why I didn’t read carefully. The old man asked his sons why they always quarreled. You asked me why I always kept bad company. They asked us why we had written those letters. Mina asked Raju why she had left the place earlier. The man asked him why he was crying. She asked him why he had come there. Mother asked her son why he was late. My sister asked me why I was sitting alone in my room at this hour. He asked the stranger why he had gone there. The teacher asked the student why I had been absent from school the previous day. I asked them why they were there for so long. Rima asked Poly why she was so nervous. The old man asked his sons why they were so nervous. Father asked his son why he was making so late. You asked me why I hadgone.   Karim asked me why I hadcalled him.    He asked me why I hadnot gone there.   He asked her why she had gone there.    My Mother asked me why I had not gone to school the previous day.       Father asked the son why he was making late.    Father asked the son whyhe had not gone to schoolthe previous day.        He asked me why I hadstruck him.         The teacher asked the student why he had not gone to school the previous day.     He asked me why I was reading the book.           Mrs salam asked Anwar why he had been running.         Tareq asked Rafiq why he had gone to school the previous day.   The teacher asked the boys why they were making a noise.          He asked me why I had not gone there.  He asked the woman where she lived in. He will ask where I amgoing from. He asked me where I had gone the previous day. I asked Muaz when he would go back. He asked me when the train would leave. Father asked me when I had done it. The Passenger asked the porter when the train would leave. Father asked me when I had done it. He asked you when you would start for Chittagong. Mother asked me when I would return. He asked me when I would go home. He asked me when the next letter would go. The passenger asked the porter when the train would arrive. They asked me when we would return home. He asked a co –passenger when the next train would come. I asked her when she would go home. He asked me how  I was. She asked her father how mother had been the previous week. Sima asked Mim how long he had worked there. The lady asked the taxi driver how long it would take to get the station. He asked me how long I was waiting for him. He asked me how I had done this. He asked me how he had done it. I asked Ria how she (R) had been. Rakib asked Raja how he (R) was that day. Father asked how I had done the work. The old man asked me how long I had been staying there. They asked me how they could overcome the crisis. She asked me who I was and what I wanted. Mousumi asked the boy whohe was. He asked the stranger who he was and what he wanted. Sumi asked Badhan who his favourite teacher was. He asked her who she was. Father asked me whom I was looking to. My uncle asked me what I would do after my exam finished. He asked me what my name was. The old man asked me what my name was. He asked me what he intended  to play him. Ali asked me what I was looking for there. I asked her what I should do for her. Suruj Ali asked his master respectfully what the matter was. He asked me what colour I liked. He asked me what I was doing then. I asked the salesman what the price of that shirt was. Mr Ahmed asked the students what they knew about gardening. Anwar asked Mrs Amin what kinds of stores Aseop had told. The teacher asked me what my roll numer was. Rina asked me what I wasdoing. They asked him what his name was. He asked the girl what hername was. The old man asked the girlwhat her name was. I asked the salesman what the price of that shirt was. Ali asked what I was looking for there. He asked me what I wanted. He asked his father what he (F) was doing. Mother asked her daughter what she would do the next day. I asked him what he would do after his examination. He asked the boy what his father’s name was. The man asked me what class I read in and which book I wanted. Mr Ahmed asked the students what they knew about gardening. I asked him what he would do after the examination. A stranger asked him what his name was. Karim asked his sister what she was doing there. My father asked me what I was doing then. I asked Rahim what he would do after his exam. He asked me what I wanted. He asked me what the time was by my watch. He asked me what my name was.

1. Some people think that the government is wasting money on the arts and that this money could be better spent elsewhere. To what extent do you agree with this view? Agree: Essential sectors need more funding  (e.g., healthcare, education, infrastructure). Immediate impact of arts funding is less visible  in terms of economic growth or poverty reduction. Private sector can take over  arts funding (e.g., corporate sponsorships, private galleries). Money better spent on public welfare  projects, like affordable housing or job creation (e.g., poverty reduction in developing nations). Limited audience for the arts  means it benefits only a small portion of society. Technology and innovation  sectors offer better returns on investment (e.g., AI research, renewable energy projects). Examples: UK’s NHS needing more funding instead of arts projects. Corporate sponsorship of art fairs in New York. Infrastructure projects in low-income countries needing government investment. Disagree: Arts boost tourism  and contribute significantly to the economy (e.g., Louvre in France). Cultural identity and national heritage  are preserved through the arts (e.g., traditional dance in Bali). Mental health benefits  from arts therapy and creative expression. Community building  through public art projects (e.g., murals and installations in Mexico). Government funding ensures access to arts  for all socioeconomic groups, preventing elitism. Encourages creativity and innovation  across sectors, even in science and business. Examples: France’s Louvre generating millions in tourism. Art therapy programs in mental health clinics worldwide. Public art projects revitalizing cities like Berlin. 2. Many people think that museums and galleries should only show work from local artists rather than work from other countries. Do you agree? Agree: Promotes local culture  and history (e.g., Irish art in Dublin galleries). Supports local artists  financially, giving them more visibility (e.g., Australian Aboriginal art). Boosts national pride  and cultural identity by showcasing local talent (e.g., Mexico’s indigenous art). Preserves and protects local heritage , preventing it from being overshadowed by international trends. Encourages the development of unique national art styles  and traditions. Government funding focused on local artists  can lead to greater national cultural awareness. Examples: Irish artists’ exhibitions in Dublin promoting local history. Australian Aboriginal art gaining recognition in local galleries. Mexico City museums displaying indigenous heritage. Disagree: Cultural exchange enriches society  and promotes understanding (e.g., international exhibits at the British Museum). Broadens perspectives  by exposing people to diverse art forms and ideas (e.g., New York’s MoMA). International art provides educational value , showing global artistic trends (e.g., European Renaissance art in global museums). Art transcends borders , and limiting exhibits to local work restricts learning opportunities. Attracts tourists  who seek a more global experience (e.g., world art exhibitions in major cities). Blending local and international art  fosters a more inclusive and dynamic cultural environment. Examples: British Museum’s global art collections broadening visitors’ understanding of world cultures. New York’s MoMA featuring international modern art movements. International art biennales attracting diverse audiences. 3. Art is considered an essential part of all cultures throughout the world. However, these days fewer and fewer people appreciate art and turn their focus to science, technology, and business. Why do you think that is? What could be done to encourage more people to take interest in the arts? Reasons for declining interest: Job prospects in science, tech, and business are more lucrative  (e.g., Silicon Valley tech jobs). Technology provides instant entertainment , reducing patience for traditional art (e.g., streaming platforms). Art seen as less relevant  in a fast-paced, digital world. STEM subjects promoted more in schools , sidelining art education. Art is perceived as elitist  or only for the wealthy (e.g., exclusive art galleries in Europe). Shift in values —more emphasis on practical skills and innovation rather than creativity. Examples: Silicon Valley's tech industry attracting young talent. Streaming services like Netflix drawing attention away from traditional art forms. Coding programs being more emphasized in schools than painting or drawing. Encouraging interest: Combine art with technology , like digital or interactive art (e.g., VR art exhibits). Public art projects  that make art accessible to everyone (e.g., street art in Berlin). Improve art education  and make it more engaging for students. More community involvement  in arts through local festivals and exhibitions. Highlight the role of art in well-being and mental health . Support from influencers or celebrities  to make art “cool” again. Examples: Virtual reality art exhibits attracting tech-savvy audiences. Street art festivals in Berlin bringing art to the public. Celebrity endorsements making art more popular among youth. 4. Some people think that art is an essential subject for children at school while others think it is a waste of time. Discuss both sides and give your opinion. Essential: Fosters creativity and imagination , helping children think outside the box (e.g., art projects in Finland’s schools). Enhances problem-solving skills  through creative expression. Improves emotional intelligence  and self-expression in children. Teaches cultural appreciation  and diversity (e.g., learning Indigenous art in Australia). Balances academic pressures  by providing a creative outlet. Inspires future careers  in creative industries (e.g., graphic design, animation). Examples: Finland’s art programs fostering creative thinking. Art programs teaching Indigenous art in Australia. Students inspired to pursue creative careers in graphic design. Waste of time: STEM subjects provide better job prospects , making art less useful in the long run. Schools have limited time , and core subjects like math and science should be prioritized. Art is not always practical , and students can pursue it as a hobby. Technological skills are in demand , so coding and engineering should replace art in curriculums. Extracurricular programs can cover art  for those truly interested. Limited resources  in schools mean arts programs often suffer. Examples: STEM focus in countries like South Korea leading to tech job growth. Coding programs replacing traditional art classes in some schools. Schools in developing nations prioritizing math and science over creative subjects. 5. Artists need a certain amount of freedom to develop their creativity. Some people think that artists should have total freedom to express any thoughts and ideas. To what extent do you agree or disagree? Agree: Creativity thrives on freedom , allowing artists to push boundaries (e.g., Banksy’s political street art). Art challenges societal norms , creating important discussions (e.g., Picasso’s “Guernica” on war). Censorship limits artistic potential  and stifles creativity (e.g., Soviet-era censorship of artists). Art can inspire social change  and raise awareness on key issues (e.g., feminist art movements). Total freedom leads to innovation , sparking new artistic movements (e.g., Dadaism post-WWI). Expression of diverse viewpoints  enriches society. Examples: Banksy’s political art making statements on social issues. Picasso’s “Guernica” reflecting the horrors of war. Soviet-era censorship limiting artists’ ability to critique society. Disagree: Some art can be harmful  or offensive (e.g., art that promotes hate speech). Freedom needs responsibility , especially when public funds are involved. Offensive art can hurt social harmony , especially in diverse societies (e.g., religious controversies). Regulations necessary to prevent exploitation  or glorification of negative behavior (e.g., violence in art). Public decency and cultural sensitivity  should be considered. Freedom has limits in any profession , and art is no exception. Examples: Controversial religious art causing public outrage. Hate speech in art harming certain groups. Regulations in Singapore ensuring art respects public decency. 6. Most artists earn low salaries and should therefore receive funding from the government in order for them to continue with their work. To what extent do you agree? Agree: Most artists struggle financially , and without support, they might stop creating (e.g., Van Gogh living in poverty). Art enriches society culturally , so public funding benefits everyone (e.g., traditional art in India). Government funding can provide stability , allowing artists to focus on creativity (e.g., public art grants in Canada). Art supports national identity , which should be preserved with public money (e.g., Mexican murals funded by the government). Artists help build community  through public art installations. Helps young, emerging artists  who lack financial backing. Examples: Van Gogh’s financial struggles during his lifetime. Traditional Indian art forms surviving through public funding. Canadian art grants providing financial stability for local artists. Disagree: Government funds should prioritize essential services , like healthcare and education. Private sponsorships can support artists , reducing the need for public money (e.g., corporate funding of galleries). Merit-based funding is better , with artists receiving funds based on their success (e.g., competitive grants). Encourage artists to monetize their work online , diversifying income streams (e.g., platforms like Patreon). Funding creative industries like design or film  can support artists indirectly. Artists should be self-sufficient , like entrepreneurs in other fields. Examples: Private sponsorships of galleries in London. Successful artists monetizing their work on platforms like Patreon. Competitive grant programs ensuring the best projects are funded.

COMPLETING SENTENCES CONDITIONAL SENTENCES Key Words: if, unless Zero Conditional Structure: Subordinate Clause (If + Present Tense) + Main Clause (Present Tense) Examples: >    If you heat water to 100 degrees Celsius, it boils. >    If you heat ice, it melts. First Conditional Structure: Subordinate Clause (If+ Present Tense) + Main Clause (Future Tense) Examples: >    If you make the best use of time, you will be successful. >    If you maintain honesty , you will be rewarded. >    We can turn our enemies into friends if we offer the flowers. >    If we lose the morning hours of life, we cannot reach the goal of life. >    We will reap good harvest if we sow the good seeds with proper nursing. >    If you remain lazy, you will suffer in the long run. >    If we take a balanced diet, you will be physically well. >    Unless you are united, you cannot be successful. >    If we do not give up smoking,  we will suffer a lot. >    If we cut trees at random, one day our country will turn into a desert. >    If the bank gives them loan on easy terms, they can be self-reliant. >    You will not be successful   unless you work hard. >    You cannot handle students if you do not have experience in teaching. >    If you do not work hard in student life,  you will not do well in future. Second Conditional Structure: Subordinate Clause (If + Past Indefinite) + Main Clause (Sub + would/ could/ might + Base form of the Main Verb) Examples: >    If I reached late, I would miss an important meeting. >    I would be present there, if he told me. >    If I had much money, I would help the poor. Third Conditional Structure: Subordinate Clause (If + Past Perfect Tense) + Main Clause (Sub + would/ could/ might + have + Past Participle of Verb). Examples: >    If she had informed me, I would have done something for her. >    Had he been careful, he would have been safe. >    Had I seen him before, I would have helped him. REASON Key Words: so that, in order that, as, because, since, so....... that, too......... to,    etc. So that/ in order that Structures: I.           Main Clause (Present Tense) + so that/ in order that + Subordinate Clause (Sub + can/may + Base form of the Main Verb +............ ) II.           Main Clause (Past Tense) + so that/ in order that + Subordinate Clause (Sub + could/ might + Base form of the Main Verb +............ ) Examples: >   We must work hard in order that we can succeed in life. >   We should keep our environment free from pollution so that we can lead a healthy life. >   I studied regularly so that I could do well in the exam. >   We should plant more trees so that we can live happily. >   Would you mind giving me your phone so that I can talk to my mother? >   She studied medicine so that she could be a medicine specialist. Provided/provided that/providing that Examples: >   We will play provided that the weather is good. >   I will go to school providing that you come. In case Examples: >   I will help you in case you are in danger. >   He will come in case the weather is fine. As/ because/since Examples: >   Many students do not read newspaper because they are busy with their studies. >   Books are our best friends because they give us knowledge. >   The idle cannot reach their target because they waste their valuable time. >   He cannot do well because he is not attentive to study. >   As they live in an inhuman condition, they suffer from various diseases. >   Yesterday I did not get up early from bed because I was ill. >   At present peaceful atmosphere is absent from educational institutions because the students are engaged in creating chaotic situations. >   As flower is a symbol of love, beauty and purity, everybody loves flowers. >   As our elders love us, we should obey them. >   Many people cultivate flowers because it is their earning source. >   21st February is a red letter day for our country because some students sacrificed their lives for our mother language on this day in 1952. >   I feel sleepy because last night I watched TV till 2 am. >   As I could not hire a rickshaw, I began to walk fast. >   Acid rain is harmful because it contains pollutants. >   People cannot give up smoking easily because they are addicted to it. >   Many people cut trees as they do not know the importance of trees. >   Since trees help us in many ways, we should plant trees more and more. >   Since there was no more question to discuss, we ended our meeting. so............ that Structures: I.            Sub + Present form of the Main Verb + so + Adjective+ that + Sub + can/ may/cannot /may not + Base form of the Main Verb +............ II.            Sub + Past form of the Main Verb + so + Adjective + that + Sub + could/ might/could not /might not + Base form of the Main Verb +  Examples: >    Slum dwellers are so poor that they cannot eat good foods. >    Time is so valuable that we can never regain it. >    The wind was so strong that it could blow off my hat. >    He was so lazy that he could not finish the job in time. >    In youth the mind is so soft that we can shape it according to our way. >    He is so weak in mathematics that he cannot pass in the exam. >    It was so hot that we could not stay there. >    He ran so fast that others could not catch him. too................. to Structure: Sub + Verb + too + adjective/adverb+............. +... to + base form of verb Examples: >    It was too difficult for us to understand. >    The box was too heavy for me to carry. >    He is too young to cope with any complex situation. Infinitive (to  + verb) Examples: >    Help the poor and then they will be able to lead a modest life. >    We are trying to upgrade the standard. >    Attempts must be taken by him to give up smoking. >    We should inspire the students to read books. >    He should appoint an active person to run his business well. >    The bee flies from flower to flower to collect honey. >    My father wanted me to be a lawyer. >    It will take five hours to reach there. >    She wants to be a medicine specialist. >    Are you strong enough to carry the load? PERSON Key Words:  Who, Whom, Whose We use who, whom & whose in relative clauses to refer to people, and sometimes to pet animals. Examples: >    The children, who had been  as good as gold,  then suddenly started misbehaving. >    Nicola phoned the fire brigade, who alerted the police and social workers. >    This is the boy whom I wanted. >    The people to whom the funds were supposedly directed  benefited little from them. >    There is hardly anyone who hates flowers. TIME Key Words: when, while We use when, while, since , after and before as subordinating conjunctions to introduce adverbial clauses of time. Examples: >    They were frightened when they experienced earthquake. >    He asked me when I would go. >    The boy was playing when I was in the field. >    When anyone falls in danger, others come forward to help him. >    Five years have passed since we met last. >    I become happy when I get good news. >    1971 is the year when Bangladesh became independent. >    He came to my home while I was sleeping. >    We saw a snake while we were walking. >    It is many years since I met you. >    It was five years since we had met last. >    Lenny had slept most of the way since leaving Texas . >    I had practiced a lot before I took part in the competition. >    The patient died after the doctor had come . THAT, WHICH, WHAT, WHATEVER  We use that to introduce defining relative clauses. We can use that instead of who , whom or which to refer to people, animals and things. That is more informal than who or which.   We use which in relative clauses to refer to animals and things. We also use which to introduce a relative clause when it refers to a whole clause or sentence. Examples: >    It is hard labor that helps a man to reach his goal. >    It is a matter of sorrow that you do not utilize your time. >    The answer that he gave me is wrong. >    We should know that time and tide wait for none >    We hope that he will do well. >    There goes a proverb that time and tide wait for none. >    It is said that honesty is the best policy. >    The story of the old man and his sons teaches us that unity is strength. >    His silence proves that he is innocent. >    He confessed that he was guilty. >    It is a good sign that at present parents are sending their children to school. >    Cricket is a game which is full of excitement. >    Smoking is a habit which is harmful to health. >    Trees cause rainfall which is essential for our agriculture. >    This is Bangladesh which is our motherland. >    She seemed more talkative than usual, which was because she was nervous . >    It is health which is wealth. >    Trees give us oxygen without which we cannot live a single moment. >    The birds which come to our country in winter  are called migratory birds >    We can learn moral values which help us build up our character. >    Trees supply oxygen which we take in. >    No man can do whatever he likes. >    Whatever he speaks in English , he makes mistakes. PLACE Key Words: Where, Which We can use where and which for any information about place Examples: >    An educational institution should be a peaceful place where the learners can carry on their studies without any violence. >    Do you know where he lives? >    A graveyard is a place where dead bodies are buried. >    A village market is a public place where people gather to buy their necessary things. CONTRAST Key Words: although, though, but, in spite of, despite, etc. Although, though, but, in spite of, despite, etc. are all used to show a contrast but there are differences in the structures used with them. Examples: >    Although they work hard from dawn to dusk, they cannot earn much. >    Though Bangladesh is full of natural resources , we cannot utilize them properly. >    In spite of being a costly game, everybody likes cricket game. >    Though lost wealth can be regained by hard work, lost time can never be regained. >    Many people go on smoking though they know its adverse effect. >    Bangladesh is a test playing country but our team cannot play well. >    He succeeded though he did not work hard. >    I tried to write to you but he did not help me. >    Mobile phone is a wonder of modern science but it has demerits also. >    Forming a bad habit is easy to do but difficult to give up. >    The people of Bangladesh are friendly though they are not rich. APPREHENSION Key Word: Lest Lest is used to   prevent any  possibility that something will  happen. Examples: >    Come forward to help the poor lest they might/should suffer a lot. >    He has to study regularly lest he might fail in the exam. >    I walked fast lest I should miss an important class. >    People read newspaper lest they should miss the latest news. >    Take your umbrella lest you should stay at home. >    Walk fast lest you should miss the train. As if/ As though We use as if and as though to to talk about an imaginary situation or a situation that may not be true but that is likely or possible. >    She always acts as if she were smarter than others. >    We love and help one another as if we were brothers. >    He pretends as though he were mad. >    The lady spoke as if she had known everything. >    Messi looked as if he had been disappointed. As soon as You use as soon as to say that something will happen immediately after something else has happened. Examples: >    As soon as I got up from bed, my mother told me to take breakfast. >    As soon as mother heard the news of losing her son, she cried. >    As soon as I see my father coming, my heart fills up with joy. It is high time/ it is time It's (high) time + past subjunctive expresses that something should be done and that it is already a bit late. Example: >    It is high time we changed our life style. Scarcely had/ Hardly had................. when Scarcely had /hardly had......... when is used to emphasize that one event quickly followed another. Examples: >    Hardly had he started for school when the rain started. >    Scarcely had the assembly begun when an unknown person came. >    Hardly had he seen his friend when he greeted him. No sooner had................. than No sooner is used to show that one thing happens immediately after another thing. It is often used with the past perfect, and usually followed by than. Examples: >    No sooner had I heard the news of my mother’s illness than I went to hospital. >    No sooner had they seen the teacher than they entered the classroom. >    No sooner had I reached the station than it started raining. With a view to, look forward to, be used to, get used to, etc. With a view to/ look forward to/ be used to/ get used to + present participle (verb + ing) Examples: >    We should come forward with a view to overcoming our problems. >    All of us work hard with a view to developing our country. >    She came to me with a view to getting help from me. Wish We use past tense forms to talk about wishes. ❖ We use past tense modals would and could to talk about wishes for the future : Examples: >    I don’t like my work. I wish I could get a better job. >    That’s a dreadful noise. I wish it would stop. >    I always have to get home early. I wish my parents would let me stay out later. ❖ We use past tense forms to talk about wishes for the present : Examples: >    I don’t like this place. I wish I lived somewhere more interesting. >    These seats are very uncomfortable. I wish we were travelling first class. >    Everyone wishes they had more free time. >    John wishes he wasn’t so busy. >    I wish it wasn’t so cold. >    I wish I were a child. Had better We use had better to refer to the present or the future, to talk about actions we think people should do or which are desirable in a specific situation. Examples: >    Rina had better buy a new dress as her dress looks very dirty . >    You had better not go out today because a riot has broken out in out locality. Have to We often use have to to say that something is obligatory. Examples: >   We have to take immediate steps against deforestation. >   You have to seek advice from a doctor as you are seriously ill. Others Example: >   We all are always blessed with Allah’s kindness. >   Boys and girls of our country are very fond of cricket. >   By reading books, we can learn many things. >   Do you know this wise saying ? >   The sooner it can be controlled, the better it will be for the students. >   To walk in the morning is good for health. >   To smoke is not good. >   Many people earn their living by selling newspapers. >   I saw my mother cooking. >   Finishing the work, I went there. >   The sooner you get up, the better you feel well. >   Working in the sun  gives no pleasure. >   Without following the rules of hygiene, we cannot maintain good health

Subject-Verb Agreement Correct the following sentences. If the sentence is correct , don't make any change. Incorrect Sentences: 1.       The majority of the team are in favor of the new proposal. 2.       Each of the students have their own strengths. 3.       Neither the book nor the movie were particularly interesting. 4.       The cost of the tickets have increased this year. 5.       There's many challenges to overcome in this project. 6.       The results of the experiment is surprising. 7.       His excitement and enthusiasm are contagious. 8.       One of the keys to success are determination and hard work. 9.       The dog, along with the cats, are playing in the yard. 10.   The committee members disagrees on the best course of action. 11.   Not only the students but also the teacher were impressed by the performance. 12.   The company's goals, as well as its strategies, are well-defined. 13.   He and his team have been working on the project for months. 14.   The data collected from the surveys have been analyzed. 15.   The book, as well as the accompanying workbook, are available at the bookstore. 16.   The series of novels were well-received by the audience. 17.   The debate between the two candidates are intense. 18.   Each person in the group have their own responsibilities. 19.   My favorite subjects is mathematics and physics. 20.   The family, along with their friends, were invited to the party. 21.   The CEO, along with the managers, are attending the conference. 22.   The quality of the products have improved significantly. 23.   The professor, along with his students, have conducted research. 24.   The information in the report are accurate. 25.   The news about the incident have spread quickly. 26.   Neither the employees nor the manager are happy with the decision. 27.   The problem with the software have been resolved. 28.   The beauty of nature and its wonders fascinate me. 29.   The cost of living in this city is high. 30.   The committee members is responsible for reviewing the proposals. 31.   A number of students were absent from the class. 32.   The variety of options available make the decision difficult. 33.   The collection of art pieces belong to a private collector. 34.   Each employee and their contribution is important. 35.   The lack of communication are causing misunderstandings. 36.   The team's performance have exceeded expectations. 37.   His understanding of the topic and his ability to explain it is impressive. 38.   The selection of books have increased in the library. 39.   Not only the design but also the functionality are crucial. 40.   The audience's reaction and feedback were positive. 41.   Both of the cars needs maintenance. 42.   The safety of the employees are a top priority. 43.   The concept of time and space fascinates scientists. 44.   The majority of the work is completed. 45.   The committee meets regularly to discuss various issues. 46.   The clarity of the message and its effectiveness determine success. 47.   The development and implementation of the plan require careful consideration. 48.   The number of tourists visiting this city is increasing. 49.   The quality of the product is more important than its appearance. 50.   A variety of factors influence the outcome. 51.   The company's profits is growing steadily. 52.   I'm not sure who to give this gift to. 53.   My favorite type of music are rock and jazz. 54.   The new policy is going to effect next month. 55.   Their team have won every match this season. 56.   Each of the employees need to complete their tasks. 57.   The data in the report are inconclusive. 58.   Me and my friends is planning a trip. 59.   The professor, along with her students, are researching climate change. 60.   The dog's behavior have been improving. 61.   He's the most talented among all his siblings. 62.   The quality of the air in this city have deteriorated. 63.   The concert tickets is too expensive. 64.   The collection of rare coins are on display. 65.   She prefers reading novels more than watching movies. 66.   The jury have reached a decision. 67.   The artist, as well as the musicians, were thanked. 68.   One of the cars need a repair. 69.   Neither the cake nor the cookies were delicious. 70.   There's many reasons why I enjoy traveling. 71.   The committee members disagrees on the budget allocation. 72.   My family is going on a vacation next week. 73.   Not only the movie but also the book were intriguing. 74.   The issue with the printer have been resolved. 75.   The clarity of the images were exceptional. 76.   A series of unfortunate events was depicted in the story. 77.   The staff, along with the manager, is attending the seminar. 78.   Both the students and the teacher is excited for the field trip. 79.   Each student and their contributions are valued. 80.   The lack of exercise and a balanced diet affects health. 81.   The number of accidents have decreased. 82.   Neither the employees nor the boss were satisfied. 83.   The choir was performing beautifully. 84.   The option of working remotely have been discussed. 85.   The happiness of the employees are important. 86.   My favorite subjects is history and literature. 87.   The committee meets weekly to discuss policies. 88.   The majority of the audience have arrived. 89.   His research, as well as his publications, are impressive. 90.   Not only her skills but also her attitude are commendable. 91.   The committee members is responsible for organizing the event. 92.   The book, along with the movie, were adaptations. 93.   The cost of living in this city are high. 94.   The results of the experiments is fascinating. 95.   The combination of flavors were delicious. 96.   The variety of choices make it difficult to decide. 97.   The United States have a diverse population. 98.   The CEO, together with the board of directors, were present. 99.   The committee were unable to agree on a solution. 100.           The beauty of nature and its wonders is captivating.       Answer: Correct Sentences with Explanations: The majority of the team is in favor of the new proposal. Explanation: Use the singular verb "is" with "majority." Each of the students has their own strengths. Explanation: Use the singular verb "has" with "each." Neither the book nor the movie was particularly interesting. Explanation: Use the singular verb "was" with "neither." The cost of the tickets has increased this year. Explanation: Use the singular verb "has" with "cost." There are many challenges to overcome in this project. Explanation: Use the plural verb "are" with "challenges." The results of the experiment are surprising. Explanation: Use the plural verb "are" with "results." His excitement and enthusiasm are contagious. Explanation: Use the plural verb "are" with compound subjects. One of the keys to success is determination and hard work. Explanation: Use the singular verb "is" with "one." The dog, along with the cats, is playing in the yard. Explanation: Treat the subject "dog" as the main subject and use the singular verb "is." The committee members disagree on the best course of action. Explanation: Use the plural verb "disagree" with compound subjects. Not only the students but also the teacher was impressed by the performance. Explanation: Use the singular verb "was" with "teacher." The company's goals, as well as its strategies, are well-defined. Explanation: Use the plural verb "are" with compound subjects. He and his team have been working on the project for months. Explanation: Use the plural verb "have" with compound subjects. The data collected from the surveys have been analyzed. Explanation: Use the plural verb "have" with "data." The book, as well as the accompanying workbook, is available at the bookstore. Explanation: Treat the subject "book" as the main subject and use the singular verb "is." The series of novels was well-received by the audience. Explanation: Use the singular verb "was" with "series." The debate between the two candidates is intense. Explanation: Use the singular verb "is" with "debate." Each person in the group has their own responsibilities. Explanation: Use the singular verb "has" with "each." My favorite subjects are mathematics and physics. Explanation: Use the plural verb "are" with plural subjects. The family, along with their friends, was invited to the party. Explanation: Treat the subject "family" as the main subject and use the singular verb "was." The CEO, along with the managers, is attending the conference. Explanation: Treat the subject "CEO" as the main subject and use the singular verb "is." The quality of the products has improved significantly. Explanation: Use the singular verb "has" with "quality." The professor, along with his students, has conducted research. Explanation: Treat the subject "professor" as the main subject and use the singular verb "has." The information in the report is accurate. Explanation: Use the singular verb "is" with "information." The news about the incident has spread quickly. Explanation: Use the singular verb "has" with "news." Neither the employees nor the manager is happy with the decision. Explanation: Use the singular verb "is" with "neither...nor." The problem with the software has been resolved. Explanation: Use the singular verb "has" with "problem." The beauty of nature and its wonders fascinates me. Explanation: Use the singular verb "fascinates" with compound subjects. The cost of living in this city is high. Explanation: Use the singular verb "is" with "cost." The committee members are responsible for reviewing the proposals. Explanation: Use the plural verb "are" with "committee members." A number of students was absent from the class. Explanation: Use the plural verb "were" with "a number." The variety of options available makes the decision difficult. Explanation: Use the singular verb "makes" with "variety." The collection of art pieces belongs to a private collector. Explanation: Use the singular verb "belongs" with "collection." Each employee and their contribution is important. Explanation: Use the singular verb "is" with "each." The lack of communication is causing misunderstandings. Explanation: Use the singular verb "is" with "lack." The team's performance has exceeded expectations. Explanation: Use the singular verb "has" with "performance." His understanding of the topic and his ability to explain it is impressive. Explanation: Use the singular verb "is" with compound subjects. The selection of books has increased in the library. Explanation: Use the singular verb "has" with "selection." Not only the design but also the functionality is crucial. Explanation: Use the singular verb "is" with "not only...but also." The audience's reaction and feedback was positive. Explanation: Use the singular verb "was" with "reaction and feedback." Both of the cars need maintenance. Explanation: Use the plural verb "need" with "both...of." The safety of the employees is a top priority. Explanation: Use the singular verb "is" with "safety." The concept of time and space fascinates scientists. Explanation: Use the singular verb "fascinates" with compound subjects. The majority of the work is completed. Explanation: Use the singular verb "is" with "majority." The committee meets regularly to discuss various issues. Explanation: Use the singular verb "meets" with "committee." The clarity of the message and its effectiveness determines success. Explanation: Use the singular verb "determines" with compound subjects. The development and implementation of the plan requires careful consideration. Explanation: Use the singular verb "requires" with "development and implementation." The number of tourists visiting this city is increasing. Explanation: Use the singular verb "is" with "number." The quality of the product is more important than its appearance. Explanation: Use the singular verb "is" with "quality." A variety of factors influences the outcome. Explanation: Use the singular verb "influences" with "variety."   51.   The company's profits are growing steadily. Explanation: Use the plural verb "are" with "profits." I'm not sure to whom to give this gift. Explanation: Use the correct word order "whom to give" for formal English. My favorite type of music is rock and jazz. Explanation: Use the singular verb "is" with "type." The new policy is going to affect next month. Explanation: Use the verb "affect" to show influence or impact. Their team has won every match this season. Explanation: Use the singular verb "has" with "team." Each of the employees needs to complete their tasks. Explanation: Use the singular verb "needs" with "each." The data in the report are inconclusive. Explanation: Use the plural verb "are" with "data." My friends and I are planning a trip. Explanation: Use "my friends and I" instead of "Me and my friends" and use the correct subject pronouns. The professor, along with her students, is researching climate change. Explanation: Treat the subject "professor" as the main subject and use the singular verb "is." The dog's behavior has been improving. Explanation: Use the singular verb "has" with "behavior." He's the most talented of all his siblings. Explanation: Use "of" for comparison among more than two items. The quality of the air in this city has deteriorated. Explanation: Use the singular verb "has" with "quality." The concert tickets are too expensive. Explanation: Use the plural verb "are" with "tickets." The collection of rare coins is on display. Explanation: Use the singular verb "is" with "collection." She prefers reading novels over watching movies. Explanation: Use "over" instead of "more than." The jury has reached a decision. Explanation: Use the singular verb "has" with "jury." The artist, as well as the musicians, was thanked. Explanation: Treat the subject "artist" as the main subject and use the singular verb "was." One of the cars needs a repair. Explanation: Use the singular verb "needs" with "one of." Neither the cake nor the cookies was delicious. Explanation: Use the singular verb "was" with "neither...nor." There are many reasons why I enjoy traveling. Explanation: Use the plural verb "are" with "reasons." The committee members disagree on the budget allocation. Explanation: Use the plural verb "disagree" with compound subjects. My family is going on a vacation next week. Explanation: Treat the subject "family" as a singular collective noun. Not only the movie but also the book was intriguing. Explanation: Use the singular verb "was" with "book." The issue with the printer has been resolved. Explanation: Use the singular verb "has" with "issue." The clarity of the images was exceptional. Explanation: Use the singular verb "was" with "clarity." A series of unfortunate events was depicted in the story. Explanation: Use the singular verb "was" with "series." The staff, along with the manager, is attending the seminar. Explanation: Treat the subject "staff" as the main subject and use the singular verb "is." Both the students and the teacher are excited for the field trip. Explanation: Use the plural verb "are" with compound subjects. Each student and their contributions are valued. Explanation: Use the plural verb "are" with "contributions." The lack of exercise and a balanced diet affects health. Explanation: Use the singular verb "affects" with compound subjects. The number of accidents has decreased. Explanation: Use the singular verb "has" with "number." Neither the employees nor the boss was satisfied. Explanation: Use the singular verb "was" with "neither...nor." The choir was performing beautifully. Explanation: Use the singular verb "was" with "choir." The option of working remotely has been discussed. Explanation: Use the singular verb "has" with "option." The happiness of the employees is important. Explanation: Use the singular verb "is" with "happiness." My favorite subjects are history and literature. Explanation: Use the plural verb "are" with plural subjects. The committee meets weekly to discuss policies. Explanation: Use the singular verb "meets" with "committee." The majority of the audience has arrived. Explanation: Use the singular verb "has" with "majority." His research, as well as his publications, is impressive. Explanation: Use the singular verb "is" with compound subjects. Not only her skills but also her attitude is commendable. Explanation: Use the singular verb "is" with "not only...but also." The committee members are responsible for organizing the event. Explanation: Use the plural verb "are" with "committee members." The book, along with the movie, was adaptations. Explanation: Use the singular verb "was" with "book." The cost of living in this city is high. Explanation: Use the singular verb "is" with "cost." The results of the experiments are fascinating. Explanation: Use the plural verb "are" with "results." The combination of flavors was delicious. Explanation: Use the singular verb "was" with "combination." The variety of choices makes it difficult to decide. Explanation: Use the singular verb "makes" with "variety." The United States has a diverse population. Explanation: Use the singular verb "has" with "United States." The CEO, together with the board of directors, was present. Explanation: Treat the subject "CEO" as the main subject and use the singular verb "was." The committee was unable to agree on a solution. Explanation: Use the singular verb "was" with "committee." The beauty of nature and its wonders are captivating. Explanation: Use the plural verb "are" with compound subjects.

Complete the following sentences using phrase/clause A man who begs——. Allah helps those ————. Don’t loiter here ————. Five years have passed since ————. Had I been there ————. Had I seen you ————. Hardly had I reached the station ——. Hardly had I reached there ———. He came here with a view to ————. He insisted ————. I fancy ————. I have been living here ————. I have found the book ————. I didn’t see him since ————. If I had known that you were in the market ———. If I were you ————. If you went there ————. It is high time ————. It is I who ————. No sooner had we reached the station ———. Poor as he is ————. Read diligently lest ————. The bird had flown away before ——. The boy talks as though ————. The news that ———— is not true. The sun shines ————. They came here in order that ———. They began to walk faster lest ————. They walked fast lest ————. Wait here ————. We work hard lest ————. What is done ————. You will go to college after ————. Answers A man who begs   is called a beggar. Allah helps those   who help themselves. Don’t loiter here   until the function ends. Five years have passed since   we met last. Had I been there   I would have met him. Had I seen you   I would have called you. Hardly had I reached the station   when the train left. Hardly had I reached there   when the rain started. He came here with a view to   meeting his old friend. He insisted   that I should go. I fancy   I were a king. I have been living here   since Bangladesh achieved independence. I have found the book   that I lost. I didn’t see him since   he had left this place. If I had known that you were in the market   I would have told you to buy a pen. If I were you   I would teach him a good lesson. If you went there   you would meet him. It is high time   we gave up smoking. It is I who   am to blame. No sooner had we reached the station   than the train left. Poor as he is   he is happy. Read diligently lest   you should fail to get a good grade. The bird had flown away before   the hunter shot. The boy talks as though   he were mad. The news that   he is dead is not true. The sun shines   while the sky is clear. They came here in order that   they could meet me. They began to walk faster lest   they should miss the train. They walked fast lest   they should miss the train. Wait here   until I come back. We work hard lest   we should fail in the examination. What is done   cannot be undone. You will go to college after   you have taken your breakfast. Most Important Sentence Completion Exercise (includes all rules) Complete the following sentences using phrase/clause If you heat water to 100 degrees Celsius, ___________. If you heat ice, ___________. If you make the best use of time, ___________. If you maintain honesty, ___________. We can turn our enemies into friends if ___________. If we lose the morning hours of life, ___________. We will reap a good harvest if ___________. If you remain lazy, ___________. If we take a balanced diet, ___________. Unless you are united, ___________. If ___________, we will suffer a lot. If we cut trees at random, ___________. If the bank gives them a loan on easy terms, ___________. ___________ unless you work hard. You cannot handle students if ___________. If ___________, you will not do well in the future. If I reached late, ___________. ___________ if he told me. If I had much money, ___________. If she had informed me, ___________. Had he been careful, ___________. Had I seen him before, ___________. We must work hard in order that ___________. We should keep our environment free from pollution so that ___________. I studied regularly so that ___________. We should plant more trees so that ___________. Would you mind giving me your phone so that ___________? She studied medicine so that ___________. Many students do not read newspapers because ___________. Books are our best friends because ___________. The idle cannot reach their target because ___________. He cannot do well because ___________. As they live in an inhuman condition, ___________. Yesterday I did not get up early from bed because ___________. At present peaceful atmosphere is absent from educational institutions because ___________. As a flower is a symbol of love, beauty, and purity, ___________. As our elders love us, ___________. Many people cultivate flowers because ___________. 21st February is a red-letter day for our country because ___________. I feel sleepy because ___________. As I could not hire a rickshaw, ___________. Acid rain is harmful because ___________. People cannot give up smoking easily because ___________. Many people cut trees as ___________. Since trees help us in many ways, ___________. Since there was no more question to discuss, ___________. We all are always ___________. Boys and girls of our country ___________. By reading books, ___________. Do you know ___________? The sooner it can be controlled, the better ___________. To walk in the morning is ___________. To smoke ___________. Many people earn their living by ___________. I saw my mother ___________. Finishing the work, ___________. The sooner you get up, the better ___________. ___________ gives no pleasure. Without following the rules of hygiene, ___________. We should come forward with a view to ___________. All of us work hard with a view to ___________. She came to me with a view to ___________. No sooner had I heard the news of my mother’s illness than ___________. No sooner had they seen the teacher than ___________. No sooner had I reached the station than ___________. Hardly had he started for school when ___________. Scarcely had the assembly begun when ___________. Hardly had he seen his friend when ___________. Slum dwellers are so poor that ___________. Time is so valuable that ___________. The wind was so strong that ___________. He was so lazy that ___________. In youth the mind is so soft that ___________. He is so weak in mathematics that ___________. It was so hot that ___________. He ran so fast that ___________. It was too difficult for us to ___________. Help the poor and then they will be able to ___________. We are trying to ___________. Attempts must be taken by him ___________. We should inspire the students ___________. He should appoint an active person ___________. The bee flies from flower to flower ___________. My father wanted me ___________. It will take five hours ___________. She wants ___________. Are you strong enough ___________? The box was too heavy for me to ___________. He is too young to ___________. The children, who ___________, then suddenly started misbehaving. Nicola phoned the fire brigade, who ___________. This is the boy whom ___________. The people to whom ___________ benefited little from them. There is hardly anyone who ___________. They were frightened when ___________. He asked me when ___________. The boy was playing when ___________. When anyone falls in danger, ___________. Five years have passed since ___________. I become happy when ___________. 1971 is the year when ___________. He came to my home while ___________. We saw a snake while ___________. It is many years since ___________. It was five years since ___________. Lenny had slept most of the way since ___________. I had practiced a lot before ___________. It is hard labor that ___________. It is a matter of sorrow that ___________. The answer that he ___________. We should know that ___________. We hope that ___________. There goes a proverb that ___________. It is said that ___________. The story of the old man and his sons teaches us that ___________. His silence proves that ___________. He confessed that ___________. It is a good sign that ___________. Cricket is a game which ___________. Smoking is a habit which ___________. Trees cause rainfall which ___________. This is Bangladesh which ___________. She seemed more talkative than usual, which ___________. It is health which ___________. Trees give us oxygen without which ___________. The birds which are called migratory birds ___________. We can learn moral values which ___________. Trees supply oxygen which ___________. No man can do whatever ___________. An educational institution should be a peaceful place where ___________. Do you know where ___________? A graveyard is a place where ___________. A village market is a public place where ___________. Although they work hard from dawn to dusk, ___________. Though Bangladesh is full of natural resources, ___________. In spite of being a costly game, ___________. Though lost wealth can be regained by hard work, ___________. Many people go on smoking though ___________. Bangladesh is a test-playing country but ___________. He succeeded though ___________. I tried to write to you but ___________. Mobile phone is a wonder of modern science but ___________. Forming a bad habit is easy to do but ___________. The people of Bangladesh are friendly though ___________. Come forward to help the poor lest ___________. He has to study regularly lest ___________. I walked fast lest ___________. People read newspapers lest ___________. Take your umbrella lest ___________. Walk fast lest ___________. Walk slowly lest ___________. She always acts as if ___________. We love and help one another as if ___________. He pretends as though ___________. The lady speaks as if ___________. Messi looked as if ___________. As soon as I got up from bed, ___________. As soon as mother heard the news of losing her son, ___________. As soon as I see my father coming, ___________. It is high time ___________. Most Important Sentence Completion Exercise- Answer If you heat water to 100 degrees Celsius, it boils . If you heat ice, it melts . If you make the best use of time, you will succeed . If you maintain honesty, people will trust you . We can turn our enemies into friends if we forgive them . If we lose the morning hours of life, we will lose our opportunity . We will reap a good harvest if we work hard . If you remain lazy, you will fail . If we take a balanced diet, we will stay healthy . Unless you are united, you will not be strong . If you don’t take care of your health , we will suffer a lot. If we cut trees at random, we will face environmental disasters . If the bank gives them a loan on easy terms, they will start a business . You will not succeed  unless you work hard. You cannot handle students if you don’t have patience . If you neglect your studies , you will not do well in the future. If I reached late, I would miss the meeting . I would have helped him  if he told me. If I had much money, I would travel the world . If she had informed me, I would have been prepared . Had he been careful, he would not have lost the documents . Had I seen him before, I would have greeted him . We must work hard in order that we achieve our goals . We should keep our environment free from pollution so that future generations can live safely . I studied regularly so that I could pass my exams . We should plant more trees so that we can protect the environment . Would you mind giving me your phone so that I can make a call ? She studied medicine so that she could help the sick . Many students do not read newspapers because they find them boring . Books are our best friends because they give us knowledge . The idle cannot reach their target because they do not work hard . He cannot do well because he doesn’t study properly . As they live in an inhuman condition, they suffer a lot . Yesterday I did not get up early from bed because I was very tired . At present, peaceful atmosphere is absent from educational institutions because of political unrest . As a flower is a symbol of love, beauty, and purity, it is often used in ceremonies . As our elders love us, we should respect them . Many people cultivate flowers because they are profitable . 21st February is a red-letter day for our country because we fought for our language . I feel sleepy because I did not sleep well last night . As I could not hire a rickshaw, I had to walk . Acid rain is harmful because it destroys crops . People cannot give up smoking easily because it is addictive . Many people cut trees as they need firewood . Since trees help us in many ways, we should protect them . Since there was no more question to discuss, the meeting was adjourned . We all are always responsible for our actions . Boys and girls of our country should be educated equally . By reading books, we can improve our knowledge . Do you know how to solve this problem ? The sooner it can be controlled, the better for our society . To walk in the morning is good for health . To smoke is injurious to health . Many people earn their living by selling fruits . I saw my mother cooking in the kitchen . Finishing the work, I went home . The sooner you get up, the better your day will be . Gossiping  gives no pleasure. Without following the rules of hygiene, we cannot stay healthy . We should come forward with a view to helping the poor . All of us work hard with a view to succeeding in life . She came to me with a view to asking for help . No sooner had I heard the news of my mother’s illness than I rushed to the hospital . No sooner had they seen the teacher than they stood up . No sooner had I reached the station than the train departed . Hardly had he started for school when it began to rain . Scarcely had the assembly begun when there was an announcement . Hardly had he seen his friend when he waved to him . Slum dwellers are so poor that they cannot afford proper food . Time is so valuable that we must not waste it . The wind was so strong that it blew away the roof . He was so lazy that he didn’t even get up . In youth, the mind is so soft that it can easily be influenced . He is so weak in mathematics that he needs extra tutoring . It was so hot that we couldn’t go outside . He ran so fast that no one could catch him . It was too difficult for us to solve the problem . Help the poor and then they will be able to stand on their own feet . We are trying to improve our living conditions . Attempts must be taken by him to resolve the issue . We should inspire the students to work hard . He should appoint an active person to manage the project . The bee flies from flower to flower to collect nectar . My father wanted me to become a doctor . It will take five hours to complete the journey . She wants to travel the world . Are you strong enough to lift this box ? The box was too heavy for me to carry alone . He is too young to join the army . The children, who were playing quietly , then suddenly started misbehaving. Nicola phoned the fire brigade, who arrived quickly . This is the boy whom I met at the party . The people to whom we gave the food  benefited little from them. There is hardly anyone who can deny the truth . They were frightened when they heard the loud noise . He asked me when I would return . The boy was playing when his mother called him . When anyone falls in danger, we should help them . Five years have passed since I last visited my hometown . I become happy when I achieve my goals . 1971 is the year when our country gained independence . He came to my home while I was working . We saw a snake while we were walking in the forest . It is many years since I met him . It was five years since he had left the city . Lenny had slept most of the way since we left early . I had practiced a lot before the competition . It is hard labor that leads to success . It is a matter of sorrow that many people live in poverty . The answer that he gave was incorrect . We should know that hard work is the key to success . We hope that our efforts will bear fruit . There goes a proverb that time and tide wait for none . It is said that honesty is the best policy . The story of the old man and his sons teaches us that unity is strength . His silence proves that he is guilty . He confessed that he had made a mistake . It is a good sign that the economy is improving . Cricket is a game which requires skill and concentration . Smoking is a habit which is hard to quit . Trees cause rainfall which is essential for agriculture . This is Bangladesh which is known for its beauty and culture . She seemed more talkative than usual, which surprised everyone . It is health which matters the most . Trees give us oxygen without which we cannot survive . The birds which are called migratory birds fly long distances . We can learn moral values which guide us in life . Trees supply oxygen which is vital for life . No man can do whatever he wants without responsibility . An educational institution should be a peaceful place where students can study . Do you know where he lives ? A graveyard is a place where people are buried . A village market is a public place where people buy and sell goods . Although they work hard from dawn to dusk, they earn very little . Though Bangladesh is full of natural resources, it is still a developing country . In spite of being a costly game, many people love cricket . Though lost wealth can be regained by hard work, lost time cannot . Many people go on smoking though they know it's harmful . Bangladesh is a test-playing country but has yet to win a major trophy . He succeeded though the odds were against him . I tried to write to you but I was too busy . Mobile phone is a wonder of modern science but it can be misused . Forming a bad habit is easy to do but breaking it is hard . The people of Bangladesh are friendly though they face many challenges . Come forward to help the poor lest they suffer more . He has to study regularly lest he falls behind in class . I walked fast lest I be late . People read newspapers lest they miss important news . Take your umbrella lest it starts to rain . Walk fast lest we get late . Walk slowly lest you fall . She always acts as if she knows everything . We love and help one another as if we are all family . He pretends as though he is innocent . The lady speaks as if she were a queen . Messi looked as if he had already won the match . As soon as I got up from bed, I started getting ready for work . As soon as mother heard the news of losing her son, she collapsed . As soon as I see my father coming, I will run to greet him . It is high time you started preparing for the exam .

Narration Direct and Indirect Speech Introduction There are two ways to express what a person says or the words spoken by someone: Direct Speech Indirect Speech Suppose your classmate Mike tells you at school, “I will lend you my book.” You come home and want to tell your sister what Mike told you. You can do this in two ways: Direct Speech : Mike said, “I will lend you my book.” Indirect Speech : Mike said that he would lend me his book. Reporting Verb The verb in the first part of a sentence (such as “said,” “told,” “says”) before the statement being reported is called the reporting verb . Examples : In the following examples, the reporting verb is “said.” Direct Speech : He said, “I play football on weekends.” Indirect Speech : He said that he played football on weekends. Direct Speech : They said, “We are attending the concert.” Indirect Speech : They said that they were attending the concert. Reported Speech The second part of indirect speech, which shares what a person has said, is called reported speech . For example, in the sentence, “He said that he played football on weekends,” the words “he played football on weekends” form the reported speech. This part is what was originally enclosed in quotation marks in direct speech. Fundamental Rules for Indirect Speech No Quotation Marks : The reported speech in indirect speech does not use quotation marks. Use of "That" : The word that  is used to connect the reporting verb and the reported speech. Pronoun Changes : The pronouns in the reported speech are often adjusted according to the subject or object of the reporting verb. Sometimes the pronoun does not change, depending on the sentence. In the following example, the pronoun “I” in direct speech changes to “he” in indirect speech because the subject of the reporting verb is “he.” Example : Direct Speech : He said, “I will finish my homework.” Indirect Speech : He said that he would finish his homework. Direct Speech : I told her, “You are very kind.” Indirect Speech : I told her that she was very kind. (Here, “you” changes to “she” as it refers to the person being spoken to.) Changes in Time Expressions When converting direct speech to indirect speech, time expressions change based on context: Now  → Then Today  → That day Tomorrow  → The next day Yesterday  → The previous day Examples : Direct Speech : She said, “I will see you tomorrow.” Indirect Speech : She said that she would see me the next day. Direct Speech : He said, “I am leaving now.” Indirect Speech : He said that he was leaving then. Tense Changes in Reported Speech If the reporting verb is in the past tense, the tense of the reported speech usually changes accordingly. However, if the reporting verb is in the present or future tense, the tense of the reported speech remains the same. Examples : Direct Speech : She said, “I am going to the market.” Indirect Speech : She said that she was going to the market. (The tense of the reported speech changes because the reporting verb "said" is in the past tense.) Direct Speech : He says, “I like chocolate.” Indirect Speech : He says that he likes chocolate. (The tense does not change because the reporting verb "says" is in the present tense.) Tense changes in indirect speech follow specific rules, which are outlined in the table below. Table for Changes in Tense of Reported Speech for All Tenses DIRECT SPEECH INDIRECT SPEECH PRESENT TENSE PRESENT SIMPLE changes into PAST SIMPLE She said, “I teach at a school.” She said that she taught at a school. They said, “We enjoy reading books.” They said that they enjoyed reading books. He said, “I cook dinner every night.” He said that he cooked dinner every night. She said, “I don’t watch TV.” She said that she didn’t watch TV. PRESENT PROGRESSIVE changes into PAST PROGRESSIVE He said, “I am reading a novel.” He said that he was reading a novel. I said, “She is walking in the park.” I said that she was walking in the park. She said, “They are learning French.” She said that they were learning French. David said, “I am not sleeping yet.” David said that he was not sleeping yet. PRESENT PERFECT changes into PAST PERFECT She said, “I have visited Italy.” She said that she had visited Italy. John said, “I have finished my homework.” John said that he had finished his homework. He said, “She has cooked dinner.” He said that she had cooked dinner. David said, “I have not seen the movie.” David said that he had not seen the movie. PRESENT PERFECT PROGRESSIVE changes into PAST PERFECT PROGRESSIVE She said, “I have been studying for three hours.” She said that she had been studying for three hours. David said, “He has been traveling for a week.” David said that he had been traveling for a week. They said, “We have been working on this project since June.” They said that they had been working on this project since June. PAST TENSE PAST SIMPLE changes into PAST PERFECT He said, “I watched the movie yesterday.” He said that he had watched the movie the previous day. She said, “I visited my parents last weekend.” She said that she had visited her parents the previous weekend. They said, “We went to the zoo.” They said that they had gone to the zoo. He said to me, “You didn’t answer my call.” He said to me that I had not answered his call. PAST PROGRESSIVE changes into PAST PERFECT PROGRESSIVE He said, “I was reading the book.” He said that he had been reading the book. The kids said, “We were playing soccer.” The kids said that they had been playing soccer. They said, “We were watching TV.” They said that they had been watching TV. She said, “I was not feeling well.” She said that she had not been feeling well. PAST PERFECT changes into PAST PERFECT (No change in tense) They said, “We had finished the task.” They said that they had finished the task. He said, “I had traveled to Japan.” He said that he had traveled to Japan. David said, “I had completed the assignment.” David said that he had completed the assignment. She said, “I had not spoken to him.” She said that she had not spoken to him. FUTURE TENSE FUTURE SIMPLE TENSE: WILL changes into WOULD She said, “I will visit Paris next year.” She said that she would visit Paris next year. He said, “I will start a new course.” He said that he would start a new course. They said to me, “We will call you.” They said to me that they would call me. She said, “I will not forget this day.” She said that she would not forget this day. FUTURE CONTINUOUS TENSE: WILL BE changes into WOULD BE He said to me, “I will be studying at 6 p.m.” He said to me that he would be studying at 6 p.m. David said, “I will be writing an email.” David said that he would be writing an email. She said, “I will be cleaning the house.” She said that she would be cleaning the house. They said, “We will not be attending the meeting.” They said that they would not be attending the meeting. FUTURE PERFECT TENSE: WILL HAVE changes into WOULD HAVE She said, “I will have finished the report by tomorrow.” She said that she would have finished the report by the next day. He said, “I will have cleaned the house by 5 p.m.” He said that he would have cleaned the house by 5 p.m. David said, “I will have called my friend by then.” David said that he would have called his friend by then. TENSE CHANGE IN INDIRECT SPEECH We have observed that when the reporting verb is in the past tense, all present tenses within quotation marks will change into their corresponding past tenses in indirect speech. Let’s look at the changes for each tense: 1. Present Simple Tense → Past Simple Direct : She said, “I speak French.” Indirect : She said that she spoke French. Direct : They said, “We eat lunch at noon.” Indirect : They said that they ate lunch at noon. 2. Present Continuous Tense → Past Continuous Direct : He said, “I am reading a book.” Indirect : He said that he was reading a book. Direct : She said, “They are swimming in the pool.” Indirect : She said that they were swimming in the pool. 3. Present Perfect Tense → Past Perfect Direct : He said, “I have lost my keys.” Indirect : He said that he had lost his keys. Direct : She said, “I have seen that movie.” Indirect : She said that she had seen that movie. 4. Present Perfect Continuous → Past Perfect Continuous Direct : John said, “I have been working on this project for two hours.” Indirect : John said that he had been working on that project for two hours. Direct : She said, “I have been feeling ill all day.” Indirect : She said that she had been feeling ill all day. When the reporting verb is in the past tense, past tenses inside the quotation marks will also change into their corresponding past tenses: 5. Past Simple → Past Perfect Direct : He said, “I saw her at the park.” Indirect : He said that he had seen her at the park. Direct : They said, “We went shopping yesterday.” Indirect : They said that they had gone shopping the previous day. 6. Past Continuous → Past Perfect Continuous Direct : He said, “I was cooking dinner when you called.” Indirect : He said that he had been cooking dinner when I called. Direct : She said, “They were watching TV.” Indirect : She said that they had been watching TV. 7. Past Perfect → Past Perfect (No Change) Direct : He said, “I had visited London before.” Indirect : He said that he had visited London before. Direct : She said, “We had already left.” Indirect : She said that they had already left. 8. Future Simple: Will → Would Direct : She said, “I will call you later.” Indirect : She said that she would call me later. Direct : He said, “I will start my new job next week.” Indirect : He said that he would start his new job the following week. 9. Future Continuous: Will Be → Would Be Direct : He said, “I will be traveling tomorrow.” Indirect : He said that he would be traveling the next day. Direct : She said, “We will be staying at a hotel.” Indirect : She said that they would be staying at a hotel. 10. Future Perfect: Will Have → Would Have Direct : Alice said, “I will have completed the assignment by noon.” Indirect : Alice said that she would have completed the assignment by noon. Direct : He said, “They will have arrived by the time you get there.” Indirect : He said that they would have arrived by the time I got there. Special Case: Universal Truths The tense of the reported speech may remain unchanged if the reported speech refers to a universal truth, even when the reporting verb is in the past tense. Direct : He said, “The Earth revolves around the Sun.” Indirect : He said that the Earth revolves around the Sun. (No change) Direct : She said, “Water boils at 100 degrees Celsius.” Indirect : She said that water boils at 100 degrees Celsius. (No change) Additional Examples: Direct : He said, “The moon orbits the Earth.” Indirect : He said that the moon orbits the Earth. (No change, universal truth) Direct : She said, “Humans need oxygen to survive.” Indirect : She said that humans need oxygen to survive. (No change, universal truth) Changes in Pronoun in Indirect Speech When converting direct speech into indirect speech, pronouns are often changed depending on the subject and object of the reporting verb. Here are the key rules with examples: 1. First Person Pronouns (I, we, me, us, mine, our) Rule : First-person pronouns in reported speech change according to the subject of the reporting verb when the reporting verb’s subject is in the third person (he, she, it, they, him, her, etc.). Examples : Direct speech : He said, “I am reading a book.” Indirect speech : He said that he was reading a book. Direct speech : They said, “We will help our friends.” Indirect speech : They said that they would help their friends. 2. First Person Pronouns (I, we, me, us, mine, our) Rule : First-person pronouns in reported speech remain unchanged if the reporting verb’s subject is also in the first person (I, we). Examples : Direct speech : I said, “I am feeling tired.” Indirect speech : I said that I was feeling tired. Direct speech : We said, “We have finished our homework.” Indirect speech : We said that we had finished our homework. 3. Second Person Pronouns (you, yours) Rule : Second-person pronouns in reported speech change according to the object of the reporting verb (the person spoken to). Examples : Direct speech : She said to him, “You are very kind.” Indirect speech : She said to him that he was very kind. Direct speech : He said to me, “You have done well.” Indirect speech : He said to me that I had done well. 4. Third Person Pronouns (he, she, it, they, him, her, them, their) Rule : Third-person pronouns in reported speech remain unchanged. Examples : Direct speech : They said, “He is coming tomorrow.” Indirect speech : They said that he was coming the next day. Direct speech : You said, “They will join the meeting.” Indirect speech : You said that they would join the meeting. Changes in Words Indicating Time and Place Certain time and place indicators also change in indirect speech to show remoteness. Here’s how these words typically change: Direct Speech Indirect Speech Now Then Here There This That These Those Today That day / The same day Tomorrow The next day / The following day Yesterday The previous day / The day before Last night The previous night Last week The previous week Next week The following week Come Go Examples : Direct : He said, “I know this boy.” Indirect : He said that he knew that boy. Direct : He said to him, “You will get it today or tomorrow.” Indirect : He told him that he would get it that day or the next day. Direct : He said to me, “Come here.” Indirect : He told me to go there. Special Cases: No Change in Words Indicating Time and Place If the words like "now," "here," "this," etc., refer to things present before the speaker at the time of reporting, no change is necessary. Examples : Direct : She said, “I knew this boy.” Indirect : She said that she knew this boy. Direct : I said, “We can never be happy here.” Indirect : I said that we can never be happy here (in this world). Note : The pronoun "it" remains unchanged in indirect speech and is never replaced with "that." For example: Direct : He said, “It is raining.” Indirect : He said that it was raining. Indirect Speech for Interrogative Sentences When converting interrogative (question) sentences into indirect speech, it’s important to recognize the type of question being asked. Questions can be categorized into two types: Questions that can be answered with "Yes" or "No" Questions that require an explanation 1. Questions That Can Be Answered with "Yes" or "No" For these questions, use "if"  or "whether"  before the reported speech. The same tense change rules apply as in normal indirect speech, but the sentence will not start with an auxiliary verb . Also, the conjunction "that" is not used between the reporting verb and the reported speech in such cases. The question mark is dropped in indirect speech. Examples: Direct speech : He said to me, “Do you like music?” Indirect speech : He asked me if I liked music. (Not: Did I like music ) Indirect speech (alternate) : He asked me whether I liked music. Direct speech : She said, “Will he participate in the quiz competition?” Indirect speech : She asked if he would participate in the quiz competition. Direct speech : I said to him, “Are you feeling well?” Indirect speech : I asked him if he was feeling well. Direct speech : They said to me, “Did you go to school?” Indirect speech : They asked me if I had gone to school. 2. Questions That Cannot Be Answered with "Yes" or "No" For questions that require an explanation, "if"  or "whether"  is not used . The tense of the question is changed according to normal rules for indirect speech. The sentence will not begin with an auxiliary verb , and no question mark is used. Examples: Direct speech : He said to me, “How are you?” Indirect speech : He asked me how I was. (Not: How was I ) Direct speech : Teacher said to him, “What is your name?” Indirect speech : The teacher asked him what his name was. Direct speech : She said to him, “Why did you come late?” Indirect speech : She asked him why he had come late. Key Points for Indirect Speech of Interrogative Sentences : "If"  or "whether"  is used for Yes/No  questions. No auxiliary verb  is used to start the reported question. No question mark  is used in indirect speech. The word "that"  is not used  between the reporting verb and the reported question. For questions requiring an explanation , "if"  or "whether"  is not used, and the sentence begins directly with the question word (e.g., how, what, why). Indirect Speech of Imperative Sentences An imperative sentence expresses a command, request, advice, or suggestion. To change such sentences into indirect speech, we use reporting verbs like "ordered," "requested," "advised," "suggested,"  or "forbade,"  depending on the nature of the imperative sentence. Examples of Changing Imperative Sentences to Indirect Speech Command or Request: Direct speech : He said to me, “Close the window.” Indirect speech : He ordered me to close the window. Direct speech : She said, “Please wait for me.” Indirect speech : She requested me to wait for her. Direct speech : They said to him, “Help us with the project.” Indirect speech : They requested him to help them with the project. Advice or Suggestion: Direct speech : She said to him, “You should take a break.” Indirect speech : She advised him to take a break. Direct speech : He said, “You ought to see a doctor.” Indirect speech : He suggested that she ought to see a doctor. Direct speech : The teacher said, “Study for your exams.” Indirect speech : The teacher advised the students to study for their exams. Negative Commands: Direct speech : He said, “Do not touch that.” Indirect speech : He ordered not to touch that. Direct speech : She said to him, “Don’t forget to call me.” Indirect speech : She reminded him not to forget to call her. Direct speech : The coach said, “Do not give up!” Indirect speech : The coach encouraged them not to give up. Vocative Cases: Direct speech : He said, “John, pass me the salt.” Indirect speech : He asked John to pass him the salt. Direct speech : She said, “Mary, please come here.” Indirect speech : She requested Mary to come there. Direct speech : The manager said, “Team, complete this task.” Indirect speech : The manager instructed the team to complete that task. Expressions like “please” and “sir”: Direct speech : He said, “Please be quiet.” Indirect speech : He kindly requested them to be quiet. Direct speech : She said, “Sir, help me.” Indirect speech : She requested him to help her. Sentences Starting with "Let" Let as a Proposal or Suggestion: Direct speech : He said, “Let us go out for dinner.” Indirect speech : He proposed that they should go out for dinner. Direct speech : I said, “Let’s play a game.” Indirect speech : I suggested that we should play a game. Let as Permission: Direct speech : He said, “Let him try it.” Indirect speech : He said that he might be allowed to try it. Direct speech : She said, “Let me help you.” Indirect speech : She requested that she might be allowed to help him. Notes: Tell  can be used interchangeably with the verbs mentioned when in doubt about the correct word to express requests or commands. Vocatives (names or titles used when addressing someone) may be omitted in indirect speech or incorporated as shown in the examples. Expressions like "please"  or "sir"  are generally omitted or replaced with polite terms in indirect speech. The tense of modals such as "would," "should," "could,"  and "must"  typically do not change in indirect speech when the introductory verb is in the past tense. Optative Sentences In Optative sentences , the reporting verb is changed into wish  or pray , and the optative form is turned into a statement. Optative sentences express wishes, prayers, or hopes. The reporting verb depends on the nature of the optative expression. Optative Words Replacement for "Said" Good Morning! Wished Good Evening! Wished Good Afternoon! Wished Good Night! Bade Good Bye! Bade Farewell! Bade Would that…! Wished O that…! Wished O for…! Wished May / May God Prayed If… were (only imagination) Wished… would Examples of Optative Sentences Good Morning / Good Bye / Farewell Direct Speech : He said, "Good morning, Aunt!" Indirect Speech : He wished his Aunt good morning. Direct Speech : Aman said, "Goodbye, friends!" Indirect Speech : Aman bade his friends goodbye. Direct Speech : Ria said, "Farewell, colleagues!" Indirect Speech : Ria bade her colleagues farewell. Expressions of Desire (Would that / O that / O for) Direct Speech : Neha said to him, "Would that you were here yesterday!" Indirect Speech : Neha wished that he had been there yesterday. Direct Speech : He said, "O that I had the strength of a lion." Indirect Speech : He wished that he had the strength of a lion. Direct Speech : She said, "O for a moment of peace!" Indirect Speech : She wished for a moment of peace. Prayers (May / May God) Direct Speech : He said to me, "May you have success in life." Indirect Speech : He prayed that I might have success in life. Direct Speech : She said, "May God bless you." Indirect Speech : She prayed that God might bless me. Imaginary Wishes (If... were) Direct Speech : He said, "If I were a millionaire, I would travel the world." Indirect Speech : He wished that he were a millionaire and could travel the world. Exclamatory Sentences An Exclamatory sentence  expresses emotions like joy, sorrow, surprise, or wonder. When converting exclamatory sentences into indirect speech, phrases like "exclaimed with joy," "exclaimed with sorrow,"  or "exclaimed with wonder"  are added to the reporting verb, based on the emotion expressed. Examples of Exclamatory Sentences Joy Direct Speech : He said, "Hurrah! I won the game!" Indirect Speech : He exclaimed with joy that he had won the game. Direct Speech : She said, "Hurrah! I got the scholarship!" Indirect Speech : She exclaimed with joy that she had received the scholarship. Sorrow Direct Speech : She said, "Alas! I lost the competition." Indirect Speech : She exclaimed with sorrow that she had lost the competition. Direct Speech : He said, "Oh no! I forgot my keys." Indirect Speech : He exclaimed with sorrow that he had forgotten his keys. Wonder Direct Speech : John said, "Wow! What a beautiful painting!" Indirect Speech : John exclaimed with wonder that it was a beautiful painting. Direct Speech : She said, "Oh! What a surprise!" Indirect Speech : She exclaimed with wonder that it was a great surprise. N.B.  Special Cases in Exclamatory Sentences: In exclamatory sentences, words like what , how , or who  often express intensity rather than ask questions. These should be replaced with adjectives like great , very , or none  in indirect speech. Direct Speech : He said, "How brave you are!" Indirect Speech : He told me that I was very brave. Direct Speech : He said, "What a relief it was to hear the news!" Indirect Speech : He said that the relief to hear the news was very great. Indirect Speech for Sentences Having Modals When reporting sentences with modals, present modals are generally changed to their past forms. However, some modals like "would," "could," "might," "should," and "ought to"  do not change when converted to indirect speech. 1. "CAN" Changes into "COULD" Direct speech : He said, “I can fix the computer.” Indirect speech : He said that he could fix the computer. Direct speech : She said, “I can solve the puzzle.” Indirect speech : She said that she could solve the puzzle. Direct speech : They said, “We can finish the project by tomorrow.” Indirect speech : They said that they could finish the project by the next day. 2. "MAY" Changes into "MIGHT" Direct speech : He said, “I may join the team next year.” Indirect speech : He said that he might join the team the following year. Direct speech : She said, “I may apply for the scholarship.” Indirect speech : She said that she might apply for the scholarship. Direct speech : They said, “We may visit the museum.” Indirect speech : They said that they might visit the museum. 3. "MUST" Changes into "HAD TO" Direct speech : He said, “I must submit my assignment by tonight.” Indirect speech : He said that he had to submit his assignment by that night. Direct speech : She said, “They must complete the task.” Indirect speech : She said that they had to complete the task. Direct speech : I said to him, “You must attend the meeting.” Indirect speech : I said to him that he had to attend the meeting. 4. Modals That Do Not Change in Indirect Speech: "Would," "Could," "Might," "Should," "Ought to" a. "Would" Direct speech : They said, “We would travel to Europe next year.” Indirect speech : They said that they would travel to Europe the following year. Direct speech : He said, “I would complete the project on time.” Indirect speech : He said that he would complete the project on time. Direct speech : She said, “I would visit my grandparents.” Indirect speech : She said that she would visit her grandparents. b. "Could" Direct speech : She said, “I could finish the assignment yesterday.” Indirect speech : She said that she could finish the assignment the previous day. Direct speech : They said, “We couldn’t solve the problem.” Indirect speech : They said that they couldn’t solve the problem. Direct speech : He said, “I could help you with that.” Indirect speech : He said that he could help me with that. c. "Might" Direct speech : He said, “I might take a vacation.” Indirect speech : He said that he might take a vacation. Direct speech : She said, “It might snow later.” Indirect speech : She said that it might snow later. Direct speech : John said, “I might attend the meeting.” Indirect speech : John said that he might attend the meeting. d. "Should" Direct speech : He said, “I should exercise more.” Indirect speech : He said that he should exercise more. Direct speech : She said, “I should help my neighbor.” Indirect speech : She said that she should help her neighbor. Direct speech : They said, “We should prepare for the exam.” Indirect speech : They said that they should prepare for the exam. e. "Ought to" Direct speech : He said to me, “You ought to finish your work.” Indirect speech : He said to me that I ought to finish my work. Direct speech : She said, “I ought to study more regularly.” Indirect speech : She said that she ought to study more regularly. Direct speech : They said, “We ought to follow the rules.” Indirect speech : They said that they ought to follow the rules. Summary of Changes for Modals: Can  → Could May  → Might Must  → Had to Would , Could , Might , Should , Ought to  → No change Chart of Transformation Structures of Narration Sentence Category Reporting Verb Connecting Words Structure of Reported Speech Assertive Sentence Say/said to / Tell/told that Subject + Verb + Object + Extra Interrogative Sentence Ask/asked / Enquire/enquired of if/whether  (verbal questions) Wh-  (Wh- questions) Subject + Verb + Object + Extra Imperative Sentence Order/ordered / Request/requested / Advise/advised to  (Positive) not to  (Negative) Verb + Extra Optative Sentence Pray/prayed / Wish/wished that Subject + Might + Verb + Object + Extra Exclamatory Sentence Exclaim/exclaimed with Joy/Sorrow/Wonder that Subject + Verb + Very / A Very / A Great + Adjective + Extra Imperative (Let) Propose/proposed (proposal) Tell/told (order) that Subject + Should + Verb + Extra (proposal) Subject + Might + Verb + Extra (order) Must Tell/told that Subject + Must + Verb + Object + Extra (obligation) Subject + Had to + Verb + Object + Extra (general expression)

Tag Questions for SSC Examination SSC All Board Questions 2016 Make tag questions of the following statements: [Dhaka Board-2016] (a) Success cannot be achieved without effort, –? (b) Everybody knows it, –? (c) The successful people are very industrious, –? (d) Everything glorious is gained through hard labour, –? (e) So, industry is the key to success, –? Make tag questions of the following statements: [Cumilla Board-2016] (a) I need a pen, –? (b) I must write a letter to my friend, –? (c) I have not written any letter to him for a long time, –? (d) As we are friends, I think we should keep in touch, –? (e) I am irregular in writing but my friend is always regular in writing, –? Make tag questions of the following statements: [Jashore Board-2016] (a) Hello, Rumi. You saw the programme on arsenic pollution in the ATN yesterday, –? (b) Oh! Rajib. It has already become a serious problem in our country, –? (c) Yes, it enters into our body when we take arsenic-contaminated water, –? (d) It can cause different diseases, –? (e) You are right, Rumi. Everyone must be careful about taking water, –? Make tag questions of the following statements: [Sylhet Board-2016] (a) Your letter gave me much pleasure, –? (b) I am glad to inform you about our sports day, –? (c) We decorated the school campus colourfully, –? (d) Among the events, the sack race and the leg race were interesting, –? (e) None could resist laughter watching these events, –? Make tag questions of the following statements: [Barishal Board-2016] (a) We see that Masum has little knowledge about games and sports, –? (b) Let’s talk to him, –? (c) We think he doesn’t know how to play tennis, –? (d) Everybody praises an all-rounder, –? (e) Though he is a good student, he is lazy, –? Make tag questions of the following statements: [Chattogram Board-2016] (a) The wind blows gently in the spring, –? (b) Let them do the work, –? (c) How nice the flowers are, –? (d) Everything looks beautiful on a moonlit night, –? (e) Work hard to succeed, –? Make tag questions of the following statements: [Dinajpur Board-2016] (a) Shapna has little knowledge about computers, –? (b) But she can improve herself if she is interested in it, –? (c) I think she has no interest in it, –? (d) She should be motivated at all, –? (e) Let's talk to her, –? SSC All Board Questions 2015 Make tag questions of the following statements: [Rajshahi Board-2015] (a) Nobody believes a cheat, –? (b) Everybody hates him, –? (c) He has to drag a miserable life, –? (d) He can hardly succeed in life, –? (e) Let us always speak the truth, –? Make tag questions of the following statements: [Cumilla Board-2015] (a) I am doing a very important work. Don’t disturb me, –? (b) Rupa said to Mina, "How happy you are in a nuclear family!", –? (c) Cousin lives in a village. He hardly comes here, –? (d) I study in a reputed school. I am a student, –? (e) Don’t make late. Let’s go, –? Make tag questions of the following statements: [Jashore Board-2015] (a) I am sorry, Ramit. I am very late, –? (b) There was a traffic jam, –? (c) Oh! Don't worry. The train is late, –? (d) Then, have a cup of tea, –? (e) Yes. Let's go to the canteen, –? Make tag questions of the following statements: [Sylhet Board-2015] (a) Everyone is nostalgic in life, –? (b) We hardly forget the golden past, –? (c) The memories of childhood are always haunting us, –? (d) Nothing is more pleasant to man than the sweetest memories of childhood, –? (e) Therefore, let's practise it, –? Make tag questions of the following statements: [Barishal Board-2015] (a) A nuclear family has some advantages, –? (b) There're only a few family members, –? (c) It is calm and quiet, –? (d) So, one can have peace and happiness in a nuclear family, –? (e) One need not think of others, –? Make tag questions of the following statements: [Dinajpur Board-2015] (a) I am Rajib, a boy of class 10, –? (b) I am reading in the science group. I aim to be a doctor, –? (c) But my parents want that I shall be an army officer, –? (d) I have to work hard for whatever I want to be. Because success in life depends on hard work, –? (e) Especially, my parents always advise me to work hard, –? Key SSC All Board Questions 2016 1. Make tag questions of the following statements: [Dhaka Board-2016]  a) Success cannot be achieved without effort, can it? b) Everybody knows it, don't they? c) The successful people are very industrious, aren't they? d) Everything glorious is gained through hard labour, isn't it? e) So, industry is the key to success, isn't it? 2. Make tag questions of the following statements: [Cumilla Board-2016]  a) I need a pen, don't I? b) I must write a letter to my friend, mustn't I? c) I have not written any letter to him for a long time, have I? d) As we are friends, I think we should keep in touch, shouldn't we? e) I am irregular in writing but my friend is always regular in writing, isn't he? 3. Make tag questions of the following statements: [Jashore Board-2016] a) Hello, Rumi. You saw the programme on arsenic pollution in the ATN yesterday, didn't you? b) Oh! Rajib. It has already become a serious problem in our country, hasn't it? c) Yes, it enters into our body when we take arsenic-contaminated water, doesn't it? d) It can cause different diseases, can't it? e) You are right, Rumi. Everyone must be careful about taking water, mustn't they? 4. Make tag questions of the following statements: [Sylhet Board-2016] a) Your letter gave me much pleasure, didn’t it? (b) I am glad to inform you about our sports day, aren’t I? (c) We decorated the school campus colourfully, didn’t we?  (d) Among the events, the sack race and the leg race were interesting, weren’t they? (e) None could resist laughter watching these events, could they? 5. Make tag questions of the following statements: [Barishal Board-2016] (a) We see that Masum has little knowledge about games and sports, has he? (b) Let’s talk to him, shall we? (c) We think, he doesn’t know how to play tennis, does he?  (d) Everybody praises an all-rounder, don’t they? (e) Though he is a good student, he is lazy, isn’t he? 6. Make tag questions of the following statements: [Chattogram Board-2016] (a) The wind blows gently in the spring, doesn’t it? (b) Let them do the work,  will you? (c) How nice the flowers are, aren’t they? (d) Everything looks beautiful in a moonlit night, doesn’t it? (e) Work hard to succeed, will you? 7. Make tag questions of the following statements: [Dinajpur Board-2016]  (a) Shapna has little knowledge about computers, has she / does she? (b) But she can improve herself if she is interested in it, can't she? (c) I think she has no interest in it, has she? (d) She should be motivated at all, shouldn't she? (e) Let's talk to her, shall we? SSC All Board Questions 2015 Answer 1. Make tag questions of the following statements:   [Rajshahi Board-2015] (a) Nobody believes a cheat,  do they? (b) Everybody hates him,  don't they? (c) He has to drag a miserable life,  hasn't he? (d) He can hardly succeed in life,  can he? (e) Let us always speak the truth,  shall we? 2. Make tag questions of the following statements:   [Cumilla Board-2015] (a) I am doing a very important work. Don’t disturb me,  will you? (b) Rupa said to Mina, How happy you are in a nuclear family!,  aren’t you? (c) Cousin lives in a village. He hardly comes here,  does he? (d) I study in a reputed school. I am a student,  aren’t I? (e) Don’t make late. Let’s go,  shall we? 3 . Make tag questions of the following statements:  [Jashore Board-2015] (a) I am sorry, Ramit. I am very late,  aren't I? (b) There was a traffic jam,  wasn't there? (c) Oh! Don't worry. The train is late,  isn't it? (d) Then, have a cup of tea,  will you? (e) Yes. Let's go to the canteen,  shall we? 4. Make tag questions of the following statements:   [Sylhet Board-2015]  a) Everyone is nostalgic in life,  aren't they? b) We hardly forget the golden past,  do we? c) The memories of childhood are always haunting us,  aren't they? d) Nothing is more pleasant to man than the sweetest memories of childhood,  is it? (e) Therefore, let's practise it,  shall we? 5. Make tag questions of the following statements:   [Barishal Board-2015]   a) A nuclear family has some advantages,  hasn't it? b) There're only a few family members,  aren't there? c) It is calm and quiet,  isn't it? d) So, one can have peace and happiness in a nuclear family,  can't he/can't they? e) One need not think of others,  need he/need they? 6. Make tag questions of the following statements:   [ Dinajpur  Board-2015] (a) I am Rajib, a boy of class 10,  aren't I? (b) I am reading in science group. I aim to be a doctor,  don't I? (c) But my parents want that I shall be an army officer,  shan't I? (d) I have to work hard for whatever I want to be. Because success in life depends on hard work,  doesn't it? (e) Especially¸ My parents always advise me to work hard,  don’t they?

SSC Right Form of Verbs All Boards 2018 SSC Right Form of Verbs all board 2018 1.       Complete the following text with the right forms of verbs. [HSC Exam-Ka Set-2018] promise contain be return finish agree want ask refuse compose One day the great poet Ferdousi (a) ---by Sulatan Mahmood to (b)---Shahanama in honor of the Sultan. The Sultan (c) ---to pay Ferdousi a gold coin for each verse. Ferdousi (d) ---the writing and it (e) ---found (f) ---sixty thousand verses. Now Sultan (g) ---to pay sixty thousand gold coins. He (h) ---to pay silver coins instead of gold coins. The poet (i) ---to take silver coins and (j) ---to his village.   SSC Right Form of Verbs all board 2017 2.      Complete the following text with the right forms of verbs. [Dhaka Board-2017] manage invent rescue give run acquire teach work print go Edison never (a) ---to school. All education that he ever got (b) ---to him by his mother. At the age of twelve, he was put to (c) ---on a railway. Having a great deal to do with newspapers, he (d) --- to pick up the art of (e) ---and he printed a newspaper of his own named “The Weekly herald”. One day he (f) ---a station master’s child which was nearly (g) ---over by a train. The station-master out of gratitude, (h) ---him how to use the telegraph. Young Edison soon (i) --- great skill at the telegraph. When only twenty, Edison (j) ---a new telegraph which was extremely useful. 3.       Complete the following text with the right forms of verbs. [Cumilla Board-2017] prepare maintain form succeed get influence should use be call Student life (a) ---a golden season of life. This (b) ---the time when we should (c) ---ourselves for future. The very habits (d) --- in the student (c) ---the later phases of life. Right from the student life, they (f) ---be careful in (g) ---discipline. They should (h) ---their time properly. If they do not use their time, they will not (i) ---in life. They should (j) ---punctual from the very beginning of their student life. 4.       Complete the following text with the right forms of verbs. [Rajshahi Board-2017]  speak enable live See be choose give fail suffer take There are several reasons why friendship (a) ---so necessary in human life. A man without a friend is like a man (b) ---in wilderness. Moreover, it (c) ---him to understand his surrounding in a better way. By (d) ---to a friend, a man can get relief. The advice (e) --- by a friend is sometimes more reliable than his own judgment. Thus, it is (f) ---that friendship is really important. But a man must (g) ---time while (h) ---a friend. If he (i) ---to select the right person as a friend he (j) ---in the long run. 5.      Complete the following text with the right forms of verbs. [Jashore Board - 2017] tremble say ask have come cross drown begin know be One day a scholar (a) ---a river with a boat. Suddenly a ghastly wind (b) ---to blow. The scholar (c) ---with fear. The boatman (d) ---him if he (e) ---how to swim. The answer from the scholar (f) ---negative. Then the boatman (g) ---,"Very soon you are going to (h) ---. You (i) ---a lot of knowledge but it (j) ---to use at this moment.” 6.       Complete the following text with the right forms of verbs. [Sylhet Board 2017] get be refresh enjoy take reap walk avail keep do A walk by the riverside in the evening (a) ---very useful and pleasant. One (b)---not only beautiful sight but also (c)---fresh air. It (d) ---the mind when one (e) ---a walk by the river-side. Bangladesh is a reverie country and you can (f) ---yourself of this opportunity of (g) ---by the river side. In the cities there are parks where you can go for a walk. This will help you (h)---fit. But if you (i) ---it regularly, you will not be able to (j)---the benefit. 7.      Complete the following text with the right forms of verbs. [Barishal Board-2017] kill have fly get carry put lay bite be would be       Malaria (a) --- by a kind of mosquito. If a mosquito (b) ---a man who (c) ---malaria, it will carry away some of the germs of the disease. If this mosquito then bites a healthy man, the germs may (d) ---into his blood and he gets malaria. Mosquitoes (e) ---their eggs in the standing water. If there was no standing water, there would be no mosquitoes and so there (f) ---no malaria. Sometimes people (g) ---kerosene oil on standing water and this (h) ---the mosquitoes before they (i) --- big enough to (j) -- away. 8.      Complete the following text with the right forms of verbs. [Chattogram Board-2017]  have think try be buy require face cheat    Price hike of household products (a) ---now a problem for us. Every day we (b) ---it. Most of our people (c) ---low income are in danger. They (d) ---of purchasing meat and fish as they (e) ---. The price of vegetables is also high. We are to bargain (f) ---simple product. Many times the buyers (g) ---. There (h) ---a fixed price for every time. Then it (i) ---possible to came the buyers free from harassment. Government (j) ---to fulfill our expectation. 9.      Complete the following text with the right forms of verbs. [Dinajpur Board 2017] dissuade carry go employ work address forbid do be    Child labor has (a) ---internationally by the UN. To make a child (b) ---the work that is suitable for a man is punishable. Yet in the third world countries, the number of child labor (c) ---up day by day. Bangladesh (d) ---one of these countries. Though government is committed to (e) ---rich people to engage children in laborious work, things are not so easy. Poverty (f) ---the first impediment in this field. The poor parents want to get additional earning by (g) ---their children in work. Many children (h) ---at different sectors now. But this should not be (i) ---on. We should immediately (j) ---this problem.  Key SSC Right Form of Verbs all board 2018 Answer 1. Complete the following text with the right forms of verbs.  [HSC Exam-Ka Set-2018] One day the great poet Ferdousi (a) ---by Sulatan Mahmood to (b)---Shahanama in honor of the Sultan. The Sultan (c) ---to pay Ferdousi a gold coin for each verse. Ferdousi (d) ---the   writing  and it (e) ---found (f) ---sixty thousand verses. Now Sultan (g) ---to pay sixty thousand gold coins. He (h) ---to pay silver coins instead of gold coins. The poet (i) ---to take silver coins and (j) ---to his village. Answer:  a) was asked b) compose c) promised d) finished e) was f) to contain g) refused h) wanted i) refused/did not agree j) returned   SSC Right Form of Verbs all board 2017 answer   2. Complete the following text with the right forms of verbs.  [Dhaka Board-2017] Edison never (a) --- to school. All   education  that he ever got (b) --- to him by his mother. At the age of twelve, he was put to (c) --- on a railway. Having a great deal to do with newspapers, he (d) --- to pick up the art of (e) --- and he printed a newspaper of his own named “The Weekly herald”. One day he (f) --- a station master’s child which was nearly (g) --- over by a train. The station master out of gratitude, (h) --- him how to use the telegraph. Young Edison soon (i) --- great skill at the telegraph. When only twenty, Edison (j) --- a new telegraph which was extremely useful.   Answer : a) went b) was given c) work d) managed e) printing f) rescued g) run h) taught i) acquired j) invented   3. Complete the following text with the right forms of verbs.  [Cumilla Board-2017] Student life (a) --- a golden season of life. This (b) --- the time when we should (c) --- ourselves for future. The every habits (d) --- in the student (e) --- the later phases of life. Right from the student life, they (f) --- be careful in (g) --- discipline. They should (h) --- their time properly. If they do not use their time, they will not (i) --- in life. They should (j) --- punctual from the very beginning of their student life.   Answer : a) is called b) is c) prepare d) formed e) influence f) should g) maintaining h) use i) succeed j) get   4 Complete the following text with the right forms of verbs.  [Rajshahi Board-2017]  There are several reasons why friendship (a) --- so necessary in human life. A man without a friend is like a man (b) --- in wilderness. Moreover, it (c) --- him to understand his surrounding in a better way. By (d) --- to a friend, a man can get relief. The advice (e) --- by a friend is sometimes more reliable than his own judgment. Thus, it is (f) --- that friendship is really important. But a man must (g) --- time while (h) --- a friend. If he (i) --- to select the right person as a friend he (j) --- in the long run.   Answer : a) is b) living c) enables d) speaking e) given f) seen g) take h) choosing i) fails j) will suffer   5. Complete the following text with the right forms of verbs.  [Jashore Board -2017] One day a scholar (a) --- a river with a boat. Suddenly a ghastly wind (b) --- to blow. The scholar (c) --- with fear. The boatman (d) --- him if he (e) --- how to swim. The answer from the scholar (f) --- negative. Then the boatman (g) ---, “Very soon you are going to (h) ---. You (i) --- a lot of knowledge but it (j) --- to use at this moment.”   Answer : a) was crossing b) began c) was trembling d) asked e) knew f) was g) said h) drown i) have j) doesn't come/ will not come   6. Complete the following text with the right forms of verbs.  [Sylhet Board 2017] A walk by the riverside in the evening (a) --- very useful and pleasant. One (b)--- not only beautiful sight but also (c)--- fresh air. It (d) --- the mind when one (e) --- a walk by the river-side. Bangladesh is a riverine country and you can (f) --- yourself of this opportunity of (g) --- by the river side. In the cities there are parks where you can go for a walk. This will help you (h) --- fit. But if you (i) --- it regularly, you will not be able to (j) --- the benefit.   Answer : a) is b) enjoys c) gets d) refreshes e) takes f) avail g) walking h) keeping i) do not do j) reap   7. Complete the following text with the right forms of verbs.  [Barishal Board-2017] Malaria (a) --- by a kind of mosquito. If a mosquito (b) --- a man who (c) --- malaria, it will carry away some of the germs of the disease. If this mosquito then bites a healthy man, the germs may (d) --- into his blood and he gets malaria. Mosquitoes (e) --- their eggs in the standing water. If there was no standing water, there would be no mosquitoes and so there (f) --- no malaria. Sometimes people (g) --- kerosene oil on standing water and this (h) --- the mosquitoes before they (i) --- big enough to (j) -- away.   Answer : a) is carried  b) bites c) has d) get e) lay f) would be g) put h) kills i) are j) fly   8. Complete the following text with the right forms of verbs.  [Chattogram Board-2017]  Price hike of household products (a) --- now a problem for us. Every day we (b) --- it. Most of our people (c) --- low income are in danger. They (d) --- of purchasing meat and fish as they (e) ---. The price of vegetables is also high. We are to bargain (f) ---simple product. Many times the buyers (g) ---. There (h) --- a fixed price for every time. Then it (i) --- possible to came the buyers free from harassment. Government (j) --- to fulfill our expectation.   Answer : a) is b) face c) having d) cannot think e) require f) to buy g) are cheated h) should be i) will be j) should try   9. Complete the following text with the right forms of verbs.  [Dinajpur Board 2017] Child labor has (a) --- internationally by the UN. To make a child (b) --- the work that is suitable for a man is punishable. Yet in the third world countries, the number of child labor (c) --- up day by day. Bangladesh (d) --- one of these countries. Though government is committed to (e) --- rich people to engage children in laborious work, things are not so easy. Poverty (f) --- the first impediment in this field. The poor parents want to get additional earning by (g) --- their children in work. Many children (h) --- at different sectors now. But this should not be (i) --- on. We should immediately (j) --- this problem.    Answer : a) been forbidden b) do c) is going d) is e) dissuade f) is g) employing h) work/ are working i) carried j) address Vocabulary: words, meanings in English, Bangla, and Hindi: Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi create/cause To bring about or make something happen সৃষ্টি করা/কারণ হওয়া उत्पन्न करना/कारण बनाना occurs Happens or takes place ঘটে/ঘটনাগুলি হয় घटित होता है causes To bring about or make something happen সৃষ্টি করে/কারণ সৃষ্টি করে कारण बनाता है violate To break a law or rule লঙ্ঘন করা उल्लंघन करना drive To operate a vehicle or guide something চালনা করা गाड़ी चलाना gives To provide or bestow দেওয়া देना carrying To hold or transport something বহন করা ले जाना reach To arrive at a destination or extend পৌঁছানো पहुंचना suffer To endure pain or hardship ভোগা सहना solved To find an answer or solution সমাধান করা हल किया गया Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi confined Restricted or limited সীমাবদ্ধ सीमित are Present form of "be" (plural) আছেঃ/হয় हैं developed Brought to a more advanced or refined state উন্নত विकसित adopting To take or accept something গ্রহণ করা अपनाना receiving To get something given or sent পাওয়া/গ্রহণ করা प्राप्त करना becoming To begin to be something পরিণত হওয়া बनना working Engaged in work or functioning কাজ করা काम करना prove To demonstrate the truth or validity প্রমাণ করা सिद्ध करना are contributing To give or supply to a cause or effort অবদান রাখা योगदान दे रहे हैं keeping To retain or hold onto something রাখা रखना Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi owe To be indebted or obligated to someone ঋণী হওয়া उधार होना bestowing To give or present something, usually as a gift দান করা प्रदान करना do not have To lack or not possess something নেই नहीं होना belongs To be the property of someone মালিকানা संबंधित होना should not be Something that is not recommended or allowed হওয়া উচিত নয় नहीं होना चाहिए show To display or present something প্রদর্শন করা दिखाना been Past participle of "be" ছিল था causing To be the reason for something happening সৃষ্টি করা कारण बनाना losing To fail to keep something হারানো खोना enabled To make something possible or give the ability সক্ষম করা सक्षम बनाना Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi knows To be aware or have knowledge জানে जानना is Present form of "be" হ্যাঁ है causes To bring about or make something happen সৃষ্টি করা/কারণ হওয়া कारण बनाना eating The act of consuming food খাওয়া खाना fall To drop down from a higher position পড়া गिरना run To move at a speed faster than walking দৌড়ানো दौड़ना do To perform an action or task করা करना thrive To grow, develop, or be successful বিকশিত হওয়া फलना deserve To be worthy of something প্রাপ্য হওয়া योग्य होना taken Past participle of "take" নেওয়া लिया Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi refers To mention or describe something নির্দেশ করা संदर्भित करना are treated To deal with or care for something in a certain way আচরণ করা इलाज किया जाता है ensuring To make certain that something happens or is the case নিশ্চিত করা सुनिश्चित करना cannot be imagined Something that is beyond imagination কল্পনাযোগ্য নয় कल्पना से बाहर establishing To set up or create something প্রতিষ্ঠা করা स्थापित करना has taken To have accepted or received something নিয়েছে ले लिया है keep To continue or retain something রাখা रखना creating To make or bring something into existence সৃষ্টি করা बनाना change To make something different or alter it পরিবর্তন করা बदलना eliminating To remove or get rid of something নির্মূল করা समाप्त करना Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi is considered To think of or regard something in a certain way বিবেচিত হয় माना जाता है breeds To produce or cause the growth of something জন্ম দেয় उत्पन्न करता है acts To take action or behave in a certain way কাজ করা कार्य करना damage To harm or destroy something ক্ষতি করা नुकसान होना resulting To happen as a result of something ফলস্বরূপ হওয়া परिणामस्वरूप build To construct or create something তৈরি করা बनाना to rise To go up or increase উঁচু হওয়া उठना be compared To examine or evaluate two things in relation to each other তুলনা করা तुलना की जाती है overcome To defeat or deal with successfully অতিক্রম করা पार करना should endeavor To make an effort or attempt চেষ্টা করা प्रयास करना Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi heard Past tense of "hear" শোনা सुना is Present form of "be" হ্যাঁ है is known To be recognized or understood পরিচিত जाना जाता है was born To be brought into life জন্মগ্রহণ করা पैदा हुआ था hinder To prevent or delay something বাধা দেওয়া बाधा डालना joined To become a member of something যোগদান করা जुड़ना began Past tense of "begin" শুরু করা शुरू किया inspired To motivate or encourage অনুপ্রাণিত प्रेरित is Present form of "be" হ্যাঁ है called To name or refer to something বলা कहा जाता है Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi enlightens To give someone greater knowledge or understanding আলোকিত করা आलोकित करना is compared To examine or evaluate in relation to something else তুলনা করা तुलना की जाती है removes To take away or eliminate অপসারণ করা हटाना limit To set boundaries or restrict something সীমাবদ্ধ করা सीमा निर्धारित करना has started To begin or initiate something শুরু করেছে शुरू हो चुका है gets To obtain or receive পায় प्राप्त करना encouraging To give someone support or confidence উৎসাহ দেওয়া प्रोत्साहित करना ensure To make certain that something will happen নিশ্চিত করা सुनिश्चित करना educate To teach or provide learning শিক্ষিত করা शिक्षित करना have To possess or own থাকা होना Answer: Word Meaning in English Meaning in Bangla Meaning in Hindi have faced To experience or deal with something difficult সম্মুখীন হওয়া सामना करना were done To have completed or finished something করা হয়েছিল किया गया था is Present form of "be" হ্যাঁ है eliminate To completely remove or get rid of নির্মূল করা समाप्त करना had Past tense of "have" ছিল था required To need or demand something প্রয়োজনীয় आवश्यक has come To arrive or reach a point এসেছে आना prevention The action of stopping something from happening প্রতিরোধ रोकथाम is provided To give something to someone সরবরাহ করা प्रदान किया जाता है will be Future form of "be" হবে होगा

SSC Right Form of Verbs all board 2016 SSC Right Form of Verbs all board 2016 1.      Complete the following text with the right forms of verbs. [Dhaka Board-2016] build idle remember be work lag reach depend lead follow Bangladesh is full of natural resources. The prosperity of the country (a)---on the proper utilization of the resources. We should not (b) ---a lazy life. We should all (c) ---up our country. For this reason, we have to (d) ---hard. No nation can prosper without industry. It should be (e) ---that industry is the key to success. If we (f) ---the days away, we (g) ---behind. The nations that (h) ---industrious (i) ---the pinnacle of development. So we (j) ---them. 2.      Complete the following text with the right forms of verbs. [Cumilla Board-2016] struggle keep purchase harm  go invent build follow be borrow “Health (a) ---wealth,” (b) ---the proverb. We cannot (c) ---it. We cannot (d) ---it.We must (e) ---our body by (f) ---the rules of health. People (g) ---against germs that (h) ---the body since their birth. Medicines (i) ---to kill germs, but we have to (j) ---the body fit by ourselves through the maintenance of the rules of health.  3.      Complete the following text with the right forms of verbs. [Rajshahi Board-2016]  live vary can have want live may spend get is Happiness (a) ---a relative term. A person with a crown (b) --- in a palace may not be happy whereas a day laborer may (c) ---happiness (d) ---in a shabby hut. Again happiness (e) ---from person to person. A beggar (f) ---be happy if he (g) ---a coin but a businessman who can (h) ---a huge sum of money a day (i) ---not be happy. Everyone (j) ---to be happy.   4.      Complete the following text with the right forms of verbs. [Sylhet Board 2016] lose protect ride become need provide make discover travel be Men (a) ---ever since they first appeared on the earth. In primitive time, they did not travel for pleasure but to find new places. They (b) ---themselves with simple weapons. Their journeys (c) ---long tiring and often dangerous. Being intelligent, they soon (d) ---easier ways of travelling. They (e) ---on the backs of their domestic animals. They (f) ---boat and used it to travel across water. Travelling, of course, has now (g) ---a highly organized business. There are vehicles which (h) ---us wroth comforts and security. If we want to go abroad, we (i) ---a passport and a visa. If we (j) ---any of them, our journey may be ruined. 5.      Complete the following text with the right forms of verbs. [Barishal Board-2016] pollute suffer save do look fall become be use throw The other name of water is life. We cannot (a) ---a single moment without it. Water is (b) ---not only for drinking purposes but also for household works and industrial works. Water becomes (c) ---in many ways. The mills and factories pollute water by (d) ---waste into it. Water (e) ---polluted by chemicals and different elements. Sometimes people (f) ---from many diseases. We should (g) --- very careful about it. We must (h) ---for safe source of drinking water. Otherwise we must (i) ---in danger. Let us (j) ---water from pollution.     6.      Complete the following text with the right forms of verbs. [Chattogram Board-2016]  do understand answer approach neglect memorize read collect prepare think Many students (a) ---their studies from the beginning of the year. When the examination (b) ---they start (e) ---very seriously. Sometimes they (d) ---notes from their friends. Most of the time they get their notes (e) ---by their private tutors. They (f) ---these notes without (g) ---. As a result their power of (h) ---does not develop. If they find any new question in the examination they can’t (i) ---it properly. As a result, many students can’t do well in the examination. If they had read seriously from the very beginning of the year, they (j) ---better result in the examinations. 7.      Complete the following text with the right forms of verbs. [Dinajpur Board 2016] come rank be gift give has earn live contribute cluster The Republic of the Maldives (a) ---one of the smallest countries of South Asia. It (b) ---1199 islands that (c) ---into 26 major atolls. People who (d) ---to these islands from different parts of the world (e) ---here since 3000 years ago. The natural beauties (f) ---by the God attract the tourists to enjoy them. As a result, a lot of foreign currencies (g) ---every year from the tourism that (h) ---a lot to the national economy. So, the Maldives (i) ---as the best tourist destination. Special importance (j) ---by the government of the Maldives for the enhancement of tourism.   SSC Right Form of Verbs all board 2015 8.      Complete the following text with the right forms of verbs. [Dhaka Board - 2015] take work come dominate confine be need keep come contribute   Today women are playing an important role in all spheres of life. Once they were (a) ---by men. They are no longer (b) ---within the four walls of their parents’ or husbands’ house. They have (c) ---out of the kitchen and are (d) ---hand in hand with men. By (e) --- higher education, they are becoming pilots, doctors, engineers, teachers, administrators etc. They have (f) --- able to prove their worth. They (g) ---much to the economy of the country. Now It (h) ---to the realization of the men that true development of the country is never possible (i) ---half of the population idle at home. So, it (j) ---no telling that women are playing a great role in the socio-economic condition of our country. 9.      Complete the following text with the right forms of verbs. [Cumilla Board - 2015] overcome rise be enjoy come suffer walk pollute have   There (a) ---different kinds of exercises. Walking (b) ---one of them. We (c) ---early in the morning for (d) ---a morning walk. While (e) ---in the morning, we can (f) ---fresh air. But in towns and cities air is being (g) --- in many ways. As a result, people (h) --- from different problems. To (i) ---this problem, people and the government should (j) ---forward. 10.  Complete the following text with the right forms of verbs. [Jashore Board - 2015] Stand become rain see go cause remain ply know take   On a rainy day it (a) ---all day long. The sky is overcast with thick clouds. The sky is not (b) ---.None can (c) ---out without an umbrella. Water (d) ---on roads. As a result, roads (e) ---muddy and slippery. In Dhaka city, the roads and streets (f) ---underwater for hours together (g) ---much inconvenience to the pedestrians. On some roads, motorized vehicles or even rickshaws can (h) ---. The sufferings of the city dwellers (i) ---no bounds. The government has already (j) --- some steps to solve this problem. 11.  Complete the following text with the right forms of verbs. [Barishal Board - 2015] cause suffer to be drive solve to be obey occur carry   Traffic Jam (a) ---a common affair in the big cities of our country. This problem (b) ---the ultimate consequence of rapid growth of population and the number of vehicles. Most often this problem (c) ---in the congested areas where the roads are very narrow. Overtaking tendency also (d) ---traffic jam. Some drivers (e) ---the traffic rules. They (f) ---the vehicles carelessly. Traffic jam (g) ---great sufferings to the ambulances (h) ---patients. Office goers and school-going children also (i) ---a lot due to traffic jam. However, this problem (j) ---to an extent by imposing traffic rules strictly. 12.  Complete the following text with the right forms of verbs. [Chattogram Board - 2015] contribute come become play keep need receive work confine be Today women (a) ---an important role in all spheres of life. They, no longer, (b) ---to the four walls of their husband’s house. They have come out of the kitchens and (c) ---hand in hand with men in all the development works of the government. By (d) ---higher education they (e)---pilots,doctors,engineers,teachers, administrators etc. They have (f) ---able to prove their worth. They (g) ---much to the economy of the country. Now it has (h) ---to the realization of the men the true development of the country is never possible (i) ---half of that population idle at home. So, it (j) ---no telling that women are playing a great role in the socio-economic condition of our country. 13.  Complete the following text with the right forms of verbs. [Dinajpur Board- 2015] be get know sit pass study come oppose do tease Abul Kasem Fazlul Huq popularly (a) ---as Sher – e - Bangla was a prominent statesman. He (b) ---of a respectable Muslim family in 14873. He (c) ---extraordinary brilliant. He (d) ---the Entrance Examination in 1890 and the FA Examination in 1892. He (e) ---his graduation with Honours in Chemistry, Physics and Mathematics from Presidency College. Then he (f) ---admitted in MA in English at Calcutta University. Just six months before the final examination a friend of his (g) ---him. He said, “The Muslims are weak in Mathematics and that’s the reason he (h) ---English.” He (i) ---the comment strongly. He challenged his friend that he (j) ---for Mathematics Examination instead of English.working i) carried j) address Key: SSC Right Form of Verbs all board 2016 1. Complete the following text with the right forms of verbs. [Dhaka Board-2016] build idle remember be work lag reach depend lead follow Bangladesh is full of natural resources. The prosperity of the country (a)---on the proper utilization of the resources. We should not (b) ---a lazy life. We should all (c) ---up our country. For this reason, we have to (d) ---hard. No nation can prosper without industry. It should be (e) ---that industry is the key to success. If we (f) ---the days away, we (g) ---behind. The nations that (h) ---industrious (i) ---the pinnacle of development. So we (j) ---them. Answer: a) depends b) lead c) build d) work e) remembered f) idle g) will lag h) are i) reach/have reached j) should follow 2. Complete the following text with the right forms of verbs. [Cumilla Board-2016] struggle keep purchase harm  go invent build follow be borrow “Health (a) --- wealth,” (b) --- the proverb. We cannot (c) --- it. We cannot (d) --- it.We must (e) --- our body by (f) --- the rules of health. People (g) --- against germs that (h) --- the body since their birth. Medicines (i) --- to kill germs, but we have to (j) --- the body fit by ourselves through the maintenance of the rules of health.  Answer: a) is b) goes c) purchase d) borrow e) build f) following g) struggle h) harm i) are invented j) keep 3. Complete the following text with the right forms of verbs. [Rajshahi Board-2016]  live vary can have want live may spend get is Happiness (a) ---a relative term. A person with a crown (b) --- in a palace may not be happy whereas a day laborer may (c) --- happiness (d) ---in a shabby hut. Again happiness (e) --- from person to person. A beggar (f) --- be happy if he (g) ---a coin but a businessman who can (h) ---a huge sum of money a day (i) --- not be happy. Everyone (j) ---to be happy. Answer: a) is b) living c) have d) living e) varies f) can g) gets h) spend i) may j) wants 4. Complete the following text with the right forms of verbs. [Sylhet Board 2016] lose protect ride become need provide make discover travel be Men (a) ---ever since they first appeared on the earth. In primitive time, they did not travel for pleasure but to find new places. They (b) ---themselves with simple weapons. Their journeys (c) ---long tiring and often dangerous. Being intelligent, they soon (d) ---easier ways of travelling. They (e) ---on the backs of their domestic animals. They (f) ---boat and used it to travel across water. Travelling, of course, has now (g) ---a highly organized business. There are vehicles which (h) ---us wroth comforts and security. If we want to go abroad, we (i) ---a passport and a visa. If we (j) ---any of them, our journey may be ruined. Answer: a) have been travelling b) protected c) were d) discovered e) rode f) made g) become h) provide i) need j) lose     5. Complete the following text with the right forms of verbs. [Barishal Board-2016] pollute suffer save do look fall become be use throw The other name of water is life. We cannot (a) ---a single moment without it. Water is (b) ---not only for drinking purposes but also for household works and industrial works. Water becomes (c) ---in many ways. The mills and factories pollute water by (d) ---waste into it. Water (e) ---polluted by chemicals and different elements. Sometimes people (f) ---from many diseases. We should (g) --- very careful about it. We must (h) ---for safe source of drinking water. Otherwise we must (i) ---in danger. Let us (j) ---water from pollution. Answer: (a) be | (b) used | (c) polluted | (d) throwing | (e) is | (f) suffer | (g) be | (h) look | (i) fall | (j) save 6. Complete the following text with the right forms of verbs. [Chattogram Board-2016]  do understand answer approach neglect memorize read collect prepare think Many students (a) ---their studies from the beginning of the year. When the examination (b) ---they start (e) ---very seriously. Sometimes they (d) ---notes from their friends. Most of the time they get their notes (e) ---by their private tutors. They (f) ---these notes without (g) ---. As a result their power of (h) ---does not develop. If they find any new question in the examination they can’t (i) ---it properly. As a result, many students can’t do well in the examination. If they had read seriously from the very beginning of the year, they (j) ---better result in the examinations. Answer: a) neglect b) approaches c) reading d) collect e) prepared f) memorize g) understanding h) thinking i) answer j) would have done 7. Complete the following text with the right forms of verbs. [Dinajpur Board 2016] come rank be gift give has earn live contribute cluster The Republic of the Maldives (a) ---one of the smallest countries of South Asia. It (b) ---1199 islands that (c) ---into 26 major atolls. People who (d) ---to these islands from different parts of the world (e) ---here since 3000 years ago. The natural beauties (f) ---by the God attract the tourists to enjoy them. As a result, a lot of foreign currencies (g) ---every year from the tourism that (h) ---a lot to the national economy. So, the Maldives (i) ---as the best tourist destination. Special importance (j) ---by the government of the Maldives for the enhancement of tourism. Answer: a) is b) has c) are clustered d) came e) have been living f) gifting g) is earned h) contributes i) is ranked/has been ranked j) is given/should be given. SSC Right Form of Verbs all board 2015 1. Complete the following text with the right forms of verbs. [Dhaka Board - 2015] take work come dominate confine be need keep come contribute Today women are playing an important role in all spheres of life. Once they were (a) ---by men. They are no longer (b) ---within the four walls of their parents’ or husbands’ house. They have (c) ---out of the kitchen and are (d) ---hand in hand with men. By (e) --- higher education, they are becoming pilots, doctors, engineers, teachers, administrators etc. They have (f) --- able to prove their worth. They (g) ---much to the economy of the country. Now It (h) ---to the realization of the men that true development of the country is never possible (i) ---half of the population idle at home. So, it (j) ---no telling that women are playing a great role in the socio-economic condition of our country. Answer: a) dominated b) confined c) come d) working e) taking f) been g) contribute/are contributing h) has come i) keeping j) needs 2. Complete the following text with the right forms of verbs. [Cumilla Board - 2015] overcome rise be enjoy come suffer walk pollute have   There (a) ---different kinds of exercises. Walking (b) ---one of them. We (c) ---early in the morning for (d) ---a morning walk. While (e) ---in the morning, we can (f) ---fresh air. But in towns and cities air is being (g) --- in many ways. As a result, people (h) --- from different problems. To (i) ---this problem, people and the government should (j) ---forward. Answer: a) are b) is c) rise d) enjoying/having e) walking f) enjoy g) polluted h) suffer i) overcome j) come 3. Complete the following text with the right forms of verbs. [Jashore Board - 2015] Stand become rain see go cause remain ply know take   On a rainy day it (a) ---all day long. The sky is overcast with thick clouds. The sky is not (b) ---.None can (c) ---out without an umbrella. Water (d) ---on roads. As a result, roads (e) ---muddy and slippery. In Dhaka city, the roads and streets (f) ---underwater for hours together (g) ---much inconvenience to the pedestrians. On some roads, motorized vehicles or even rickshaws can (h) ---. The sufferings of the city dwellers (i) ---no bounds. The government has already (j) --- some steps to solve this problem. Answer: a) rains b) seen c) go d) stands e) become f) remain g) causing h) not ply i) know j) taken 4. Complete the following text with the right forms of verbs. [Barishal Board - 2015] cause suffer to be drive solve to be obey occur carry   Traffic Jam (a) ---a common affair in the big cities of our country. This problem (b) ---the ultimate consequence of rapid growth of population and the number of vehicles. Most often this problem (c) ---in the congested areas where the roads are very narrow. Overtaking tendency also (d) ---traffic jam. Some drivers (e) ---the traffic rules. They (f) ---the vehicles carelessly. Traffic jam (g) ---great sufferings to the ambulances (h) ---patients. Office goers and school-going children also (i) ---a lot due to traffic jam. However, this problem (j) ---to an extent by imposing traffic rules strictly. Answer: a) is b) is c) occurs d) causes e) do not obey f) drive g) causes h) carrying i) suffer j) can be solved 5. Complete the following text with the right forms of verbs. [Chattogram Board - 2015] contribute come become play keep need receive work confine be Today women (a) ---an important role in all spheres of life. They, no longer, (b) ---to the four walls of their husband’s house. They have come out of the kitchens and (c) ---hand in hand with men in all the development works of the government. By (d) ---higher education they (e)---pilots,doctors,engineers,teachers, administrators etc. They have (f) ---able to prove their worth. They (g) ---much to the economy of the country. Now it has (h) ---to the realization of the men the true development of the country is never possible (i) ---half of that population idle at home. So, it (j) ---no telling that women are playing a great role in the socio-economic condition of our country. Answer: a)are playing b) are confined c) are working d) receiving e) are becoming f) been g) are contributing/contribute h) come i) keeping j) needs 6. Complete the following text with the right forms of verbs. [Dinajpur Board- 2015] be get know sit pass study come oppose do tease Abul Kasem Fazlul Huq popularly (a) ---as Sher – e - Bangla was a prominent statesman. He (b) ---of a respectable Muslim family in 14873. He (c) ---extraordinary brilliant. He (d) ---the Entrance Examination in 1890 and the FA Examination in 1892. He (e) ---his graduation with Honours in Chemistry, Physics and Mathematics from Presidency College. Then he (f) ---admitted in MA in English at Calcutta University. Just six months before the final examination a friend of his (g) ---him. He said, “The Muslims are weak in Mathematics and that’s the reason he (h) ---English.” He (i) ---the comment strongly. He challenged his friend that he (j) ---for Mathematics Examination instead of English. Answer: a) known b) came c) was d) passed e) did f) got f) teased h) studies i) opposed j) sat Vocabulary: Dhaka Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation build To construct something. তৈরি করা बनाना idle Not active or working. অলস आलसी remember To bring back to mind. মনে করা याद रखना be To exist or live. হওয়া होना work To do something to achieve a result. কাজ করা काम करना lag To fall behind in progress. পিছিয়ে পড়া पीछे रहना reach To arrive at a place. পৌঁছানো पहुँचना depend To rely on someone or something. নির্ভর করা निर्भर करना lead To guide or show the way. নেতৃত্ব দেওয়া नेतृत्व करना follow To go or come after. অনুসরণ করা पालन करना Cumilla Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation struggle To make a great effort. সংগ্রাম করা संघर्ष करना keep To hold or maintain something. রাখা रखना purchase To buy something. কেনা खरीदना harm To cause damage or injury. ক্ষতি हानि go To move from one place to another. যাওয়া जाना invent To create something new. উদ্ভাবন করা आविष्कार करना build To construct something. তৈরি করা बनाना follow To go or come after. অনুসরণ করা पालन करना be To exist or live. হওয়া होना borrow To take something temporarily. ধার নেয়া उधार लेना Rajshahi Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation live To exist or stay alive. বসবাস করা रहना vary To change or differ. পরিবর্তিত হওয়া भिन्न होना can To be able to do something. পারা कर सकते हैं have To possess something. থাকা होना want To desire something. চাওয়া चाहना live To exist or stay alive. বসবাস করা रहना may To indicate possibility. হতে পারে हो सकता है spend To use time or money. ব্যয় করা खर्च करना get To obtain something. পাওয়া प्राप्त करना is To be in the present. হওয়া होना Sylhet Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation lose To misplace something or not win. হারানো खोना protect To keep something safe. রক্ষা করা सुरक्षा करना ride To travel on or in something like a bike or horse. সওয়ারী হওয়া सवारी करना become To change into something else. হওয়া बनना need To require something. প্রয়োজন आवश्यकता provide To supply something. প্রদান করা प्रदान करना make To create or form something. তৈরি করা बनाना discover To find something new. আবিষ্কার করা खोज करना travel To go from one place to another. ভ্রমণ করা यात्रा करना be To exist or live. হওয়া होना Barishal Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation pollute To make something dirty or harmful. দূষিত করা प्रदूषित करना suffer To experience pain or discomfort. ভোগা पीड़ित होना save To keep something for future use. সঞ্চয় করা बचाना do To perform an action. করা करना look To direct your eyes in a particular direction. দেখানো देखना fall To drop from a higher position. পড়া गिरना become To change into something else. হওয়া बनना be To exist or live. হওয়া होना use To employ something for a purpose. ব্যবহার করা उपयोग करना throw To push something away using force. ছোড়া फेंकना Chattogram Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation do To perform an action. করা करना understand To grasp the meaning of something. বোঝা समझना answer To respond to a question. উত্তর দেয়া उत्तर देना approach To come closer to something. কাছে যাওয়া पास जाना neglect To fail to take care of something. অবহেলা করা नजरअंदाज करना memorize To commit something to memory. মুখস্থ করা याद करना read To look at and understand written words. পড়া पढ़ना collect To gather together. সংগ্রহ করা इकट्ठा करना prepare To make ready. প্রস্তুত হওয়া तैयार करना think To use the mind to consider something. ভাবা सोचना Dinajpur Board 2016 Word Meaning in Easy English Bangla Translation Hindi Translation come To arrive or reach a place. আসা आना rank To classify in a certain order. স্থান পাওয়া रैंक करना be To exist or live. হওয়া होना gift A present or something given. উপহার उपहार give To offer something to someone. দেয়া देना has To possess something (for singular subjects). আছে है earn To receive payment for work. উপার্জন করা कमाना live To exist or stay alive. বসবাস করা रहना contribute To give or add something to a common purpose. অবদান রাখা योगदान देना cluster A group of things that are close together. গুচ্ছ समूह