Rearrange SSC 2024 - All Board Questions 1. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Dhaka Board-2024] (a) He thought him to be dead. (b) The bear smelt his ears, nose and face. (c) Suddenly they came across a bear. (d) Once uon a time two friends were passing through a forest. (e) Then the bear went away. (f) Finding no other way, the later one laid down on the ground and feigned death. (g) The first friend climbed up a tree but the later could not climb. (h) They were talking about their love for each other. 2. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Rajshahi Board-2024] (a) The king followed the advice of the physician and became slim and fully cured. (b) He advised the king to move a heavy club into the air till he got tired. (c) He did not undergo physical labour. (d) The doctor was very wise. (e) He became bulky and could not move or do anything. (f) Once there was a king who was very idle. (g) He did not prescribe any medicine. (h) He called in a doctor. 3. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Cumilla Board-2024] (a) The king asked him why he was making such a small boat.  (b) Napoleon, the king of France, was a great hero.  (c) One day, he was walking along the Sea-Shore.  (d) He won many battles and conquered many countries of Europe.  (e) The boy said, "I shall cross the sea and go my home."  (f) Suddenly, he noticed a wonderful thing.  (g) The boy was brought before him.  (h) An English boy was making a small boat. 4. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Barishal Board-2024] (a) Then the leader of the robbers came to Saadi and ordered him to give all he had to him.  (b) They travelled for twelve days without any trouble.  (c) The merchants had their goods and a lot of money  (d) He had a bundle of books and some money with him.  e) On the thirteenth day a gang of robbers attacked them and took away all the goods and money from the merchants. (f) Sheikh Saadi handed him the bundle of books and also the little money he had without any fear.  (g) Once Sheikh Saadi was going to Baghdad with a group of rich merchants.  (h) Saadi then said, "I hope that you will make the good use of these books." 5. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Chattogram Board-2024] (a) In 1930 he joined the Ramjash College, Delhi but returned to his place of birth the next year.  (b) In 1947, when the partition was made Jibanananda Das left. Bangladesh for India.  (c) He lost the job in 1928 on the charge of publishing a poem in "The Parichaya Patrika."  (d) He got an appointment in Brajomohan College, Barishal in 1935.  (e) He took his Master's Degree in English at the age of 22.  (f) 1951, he joined the Kharagpur College.  (g) Jibanananda Das was born in a small town of Barishal in 1899.  (h) The next year he started his teaching career as a professor of English at Kolkata City College. 6. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Sylhet Board-2024] (a) He said to him, "Look, my friend! Keep the money and remove your distress." (b) So, he could not devote himself to his work. (c) This thought kept him awake and his sleep fled away at night. (d) Now, a new thinking took hold of the farmer. (e) He dug a hole in his hut and kept them there. (f) A rich man went to a farmer with fifty thousands taka in a bag. (g) He always thought that his money could be stolen any time. (h) He gradually, realized that he had money but no peace of mind.   7. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Dinajpur Board-2024] (a) But they could not find a way out. (b) The people of the town came to the Town Hall and said to the Mayor to do something about rats. (c) At that moment, there was a knock at the door. (d) A long time ago, the town of Hamelin in Germany was faced with a great problem. (e) The Mayor said, "Come in." (f) The Mayor called a meeting of the councilors and talked about the problem.  (g) The stranger entered the hall. (h) It became full of rats.  8. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Mymensingh Board-2024] (a) He got a lease of land in his village. (b) As a result, his lot has been changed radically. (c) Poverty forced him to look for work. (d) He has also been raising hybrid cows for milk and manure. (e) Shamim was an unemployed youth of an impoverished family. (f) So, he joined the training in vegetable cultivation. (g) He is now very happy to be a self-sufficient man. (h) He applied his new and improved knowledge for cultivating vegetables. 9. Put the following parts of the story in correct order to make the whole story. Only corresponding numbers of the sentences need to be written: [Jashore Board -2024] (a) Penicillin is the life-saving medicine. (b) He passed his boyhood with his parents. (c) It was discovered by Dr. Alexander Fleming. (d) He was the seventh of the eight brothers and sisters. (e) He was never absent from school up to the age of twelve. (f) He was sent to London at the age of fourteen for higher study. (g) Fleming was born into a poor family in Scotland. (h) Fleming was a very regular and attentive student. Rearranging SSC 2024 - All Board Questions' Answers 1. [Dhaka Board-2024] Correct Sequence:  d→h→c→g→f→b→a→e Once upon a time two friends were passing through a forest. They were talking about their love for each other. Suddenly they came across a bear. The first friend climbed up a tree but the later could not climb. Finding no other way, the later one laid down on the ground and feigned death. The bear smelt his ears, nose and face. He thought him to be dead. Then the bear went away. বাংলা অনুবাদ: একদা দুই বন্ধু একটি বনের মধ্য দিয়ে যাচ্ছিল। তারা একে অপরের প্রতি তাদের ভালোবাসা নিয়ে কথা বলছিল। হঠাৎ তারা একটি ভালুকের মুখোমুখি হলো। প্রথম বন্ধুটি একটি গাছে চড়ে বসল কিন্তু পরেরজন গাছে চড়তে পারল না। অন্য কোনো উপায় না পেয়ে, সে মাটিতে শুয়ে পড়ল এবং মরার ভান করল। ভালুকটি তার কান, নাক ও মুখ শুকলো। সে (ভালুক) তাকে (বন্ধুটিকে) মৃত ভাবল। তারপর ভালুকটি চলে গেল। 2. [Rajshahi Board-2024] Correct Sequence:  f→c→e→h→d→g→b→a Once there was a king who was very idle. He did not undergo physical labour. He became bulky and could not move or do anything. He called in a doctor. The doctor was very wise. He did not prescribe any medicine. He advised the king to move a heavy club into the air till he got tired. The king followed the advice of the physician and became slim and fully cured. বাংলা অনুবাদ: একদা এক রাজা ছিলেন যিনি খুব অলস ছিলেন। তিনি কোনো শারীরিক পরিশ্রম করতেন না। তিনি স্থূলকায় হয়ে গেলেন এবং নড়াচড়া বা কোনো কাজ করতে পারতেন না। তিনি একজন ডাক্তার ডাকলেন। ডাক্তার খুব জ্ঞানী ছিলেন। তিনি কোনো ঔষধ লিখে দেননি। তিনি রাজাকে একটি ভারী গদা ক্লান্ত না হওয়া পর্যন্ত বাতাসে ঘোরাতে পরামর্শ দিলেন। রাজা সেই চিকিৎসকের পরামর্শ মেনে চললেন এবং শীর্ণ (স্লিম) ও সম্পূর্ণ সুস্থ হয়ে উঠলেন। 3. [Cumilla Board-2024] Correct Sequence:  b→d→c→f→h→g→a→e Napoleon, the king of France, was a great hero. He won many battles and conquered many countries of Europe. One day, he was walking along the Sea-Shore. Suddenly, he noticed a wonderful thing. An English boy was making a small boat. The boy was brought before him. The king asked him why he was making such a small boat. The boy said, "I shall cross the sea and go my home." বাংলা অনুবাদ: ফ্রান্সের রাজা নেপোলিয়ন একজন মহান বীর ছিলেন। তিনি অনেক যুদ্ধে জয়লাভ করেন এবং ইউরোপের অনেক দেশ জয় করেন। একদিন তিনি সমুদ্রের তীর ধরে হাঁটছিলেন। হঠাৎ তিনি একটি চমৎকার জিনিস লক্ষ্য করলেন। একটি ইংরেজ বালক একটি ছোট নৌকা তৈরি করছিল। বালকটিকে তার সামনে আনা হলো। রাজা তাকে জিজ্ঞেস করলেন কেন সে এত ছোট নৌকা তৈরি করছে। বালকটি বলল, "আমি সাগর পাড়ি দিয়ে আমার বাড়ি যাব।" 4. [Barishal Board-2024] Correct Sequence:  g→d→c→b→e→a→f→h Once Sheikh Saadi was going to Baghdad with a group of rich merchants. He had a bundle of books and some money with him. The merchants had their goods and a lot of money. They travelled for twelve days without any trouble. On the thirteenth day a gang of robbers attacked them and took away all the goods and money from the merchants. Then the leader of the robbers came to Saadi and ordered him to give all he had to him. Sheikh Saadi handed him the bundle of books and also the little money he had without any fear. Saadi then said, "I hope that you will make the good use of these books." বাংলা অনুবাদ: একদা শেখ সাদী একদল ধনী বণিকের সাথে বাগদাদ যাচ্ছিলেন। তার (সাদীর) কাছে এক বোঁচকা বই আর সামান্য কিছু টাকা ছিল। বণিকদের সাথে তাদের মালামাল ও প্রচুর অর্থ ছিল। তারা বারো দিন কোনো সমস্যা ছাড়াই ভ্রমণ করলেন। তেরোতম দিনে, একদল ডাকাত তাদের আক্রমণ করে এবং বণিকদের কাছ থেকে সমস্ত মালামাল ও অর্থ কেড়ে নেয়। তখন ডাকাতদের সর্দার সাদীর কাছে এসে তার কাছে যা কিছু আছে সব তাকে দিয়ে দিতে আদেশ করে। শেখ সাদী কোনো ভয় ছাড়াই তাকে বইয়ের বোঁচকা এবং তার কাছে থাকা সামান্য অর্থও হস্তান্তর করেন। সাদী তখন বললেন, "আমি আশা করি আপনি এই বইগুলির সদ্ব্যবহার করবেন।" 5. [Chattogram Board-2024] Correct Sequence:  g→e→h→c→a→d→b→f Jibanananda Das was born in a small town of Barishal in 1899. He took his Master's Degree in English at the age of 22. The next year he started his teaching career as a professor of English at Kolkata City College. He lost the job in 1928 on the charge of publishing a poem in "The Parichaya Patrika." In 1930 he joined the Ramjash College, Delhi but returned to his place of birth the next year. He got an appointment in Brajomohan College, Barishal in 1935. In 1947, when the partition was made Jibanananda Das left Bangladesh for India. 1951, he joined the Kharagpur College. বাংলা অনুবাদ: জীবনানন্দ দাশ ১৮৯৯ সালে বরিশালের একটি ছোট শহরে জন্মগ্রহণ করেন। তিনি ২২ বছর বয়সে ইংরেজিতে মাস্টার্স ডিগ্রি লাভ করেন। পরের বছর তিনি কলকাতা সিটি কলেজে ইংরেজির অধ্যাপক হিসেবে শিক্ষকতা জীবন শুরু করেন। ১৯২৮ সালে "পরিচয় পত্রিকা"-এ একটি কবিতা প্রকাশের অভিযোগে তিনি চাকরি হারান। ১৯৩০ সালে তিনি দিল্লির রামযশ কলেজে যোগদান করেন কিন্তু পরের বছরই নিজ জন্মস্থানে ফিরে আসেন। ১৯৩৫ সালে তিনি বরিশালের ব্রজমোহন কলেজে একটি চাকরি পান। ১৯৪৭ সালে দেশভাগের সময় জীবনানন্দ দাশ বাংলাদেশ ত্যাগ করে ভারতে চলে যান। ১৯৫১ সালে তিনি খড়গপুর কলেজে যোগদান করেন। 6. [Sylhet Board-2024] Correct Sequence:  f→a →e →d→g→b →c→h A rich man went to a farmer with fifty thousands taka in a bag. He said to him, "Look, my friend! Keep the money and remove your distress." He dug a hole in his hut and kept them there. Now, a new thinking took hold of the farmer. He always thought that his money could be stolen any time. So, he could not devote himself to his work. This thought kept him awake and his sleep fled away at night. He gradually, realized that he had money but no peace of mind. বাংলা অনুবাদ: একজন ধনী লোক একটি ব্যাগে পঞ্চাশ হাজার টাকা নিয়ে একজন কৃষকের কাছে গেলেন। তিনি তাকে বললেন, "দেখো, আমার বন্ধু! এই টাকা রাখো এবং তোমার দুর্দশা দূর করো।" সে (কৃষক) তার কুঁড়েঘরে একটি গর্ত খুঁড়ে টাকাগুলো সেখানে রাখল। এখন, একটি নতুন চিন্তা কৃষককে পেয়ে বসল। সে সবসময় ভাবত যে তার টাকা যেকোনো সময় চুরি হয়ে যেতে পারে। তাই, সে তার কাজে মনোযোগ দিতে পারছিল না। এই চিন্তা তাকে জাগিয়ে রাখত এবং রাতে তার ঘুম চলে যেত। সে ধীরে ধীরে বুঝতে পারল যে তার টাকা আছে কিন্তু মনের শান্তি নেই। 7. [Dinajpur Board-2024] Correct Sequence:  d→h→b→f→a →c→e→g A long time ago, the town of Hamelin in Germany was faced with a great problem. It became full of rats. The people of the town came to the Town Hall and said to the Mayor to do something about rats. The Mayor called a meeting of the councilors and talked about the problem. But they could not find a way out. At that moment, there was a knock at the door. The Mayor said, "Come in." The stranger entered the hall. বাংলা অনুবাদ: অনেক দিন আগে, জার্মানির হ্যামেলিন শহরটি একটি বড় সমস্যার সম্মুখীন হয়েছিল। এটি ইঁদুরে ভরে গিয়েছিল। শহরের লোকেরা টাউন হলে এসে মেয়রকে ইঁদুর সম্পর্কে কিছু করতে বলল। মেয়র কাউন্সিলরদের একটি সভা ডাকলেন এবং সমস্যাটি নিয়ে আলোচনা করলেন। কিন্তু তারা কোনো উপায় খুঁজে পেলেন না। সেই মুহূর্তে দরজায় টোকা পড়ল। মেয়র বললেন, "ভেতরে আসুন।" আগন্তুক হলে প্রবেশ করল। 8. [Mymensingh Board-2024] Correct Sequence:  e→a→f→c→h→d →b →g Shamim was an unemployed youth of an impoverished family. He got a lease of land in his village. So, he joined the training in vegetable cultivation. Poverty forced him to look for work. He applied his new and improved knowledge for cultivating vegetables. He has also been raising hybrid cows for milk and manure. As a result, his lot has been changed radically. He is now very happy to be a self-sufficient man. বাংলা অনুবাদ: শামীম এক দরিদ্র পরিবারের বেকার যুবক ছিল। সে তার গ্রামে এক খণ্ড জমি ইজারা পেল। তাই, সে সবজি চাষের প্রশিক্ষণে যোগ দিল। দারিদ্র্য তাকে কাজ খুঁজতে বাধ্য করেছিল। সে সবজি চাষের জন্য তার নতুন এবং উন্নত জ্ঞান প্রয়োগ করে। সে দুধ ও সারের জন্য সংকর জাতের গাভীও পালন করে আসছে। ফলে তার ভাগ্যের আমূল পরিবর্তন এসেছে। সে এখন একজন স্বয়ংসম্পূর্ণ মানুষ হতে পেরে খুব খুশি। 9. [Jashore Board -2024] Correct Sequence:  a →c →g →d →b →h →e→f Penicillin is the life-saving medicine. It was discovered by Dr. Alexander Fleming. Fleming was born into a poor family in Scotland. He was the seventh of the eight brothers and sisters. He passed his boyhood with his parents. Fleming was a very regular and attentive student. He was never absent from school up to the age of twelve. He was sent to London at the age of fourteen for higher study. বাংলা অনুবাদ: পেনিসিলিন জীবন রক্ষাকারী ঔষধ। এটি আবিষ্কার করেন ডঃ আলেকজান্ডার ফ্লেমিং। ফ্লেমিং স্কটল্যান্ডের এক দরিদ্র পরিবারে জন্মগ্রহণ করেন। তিনি আট ভাই-বোনের মধ্যে সপ্তম ছিলেন। তিনি তার পিতামাতার সাথে তার শৈশব কাটিয়েছেন। ফ্লেমিং একজন খুব নিয়মিত এবং মনোযোগী ছাত্র ছিলেন। বারো বছর বয়স পর্যন্ত তিনি কখনো স্কুল কামাই করেননি। চৌদ্দ বছর বয়সে তাকে উচ্চশিক্ষার জন্য লন্ডনে পাঠানো হয়।

Rearranging for SSC English 1st Paper-4.0 1.         Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written. [D. B. 2020; Ctg. B. 2019; Syl. B. 2017 (a)          In the evening, a lion entered the cave. (b)        One day, he fled from his master's house and took shelter in a cave. (c)         Once upon a time, there lived a young man named Androcles. (d)        He came near Androcles and lifted his paw. (e)         He was caught by a slave merchant who sold him to a rich man in another country. (f)         The lion seemed wounded as he was groaning. (g)        His master was very bad and inflicted heavy torture on him. (h)        He took the lion's paw in his hand and removed a big thorn from it. The lion was relieved of his pain. 2.        Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.    (a)         The king asked him why he was making such a small boat. (b)        Napoleon, the king of France, was a great hero. (c)         One day, he was walking along the seashore. (d)        He won many battles and conquered many countries of Europe. (e)         The boy said, "I shall cross the sea and go my home." (f)         Suddenly, he noticed a wonderful thing. (g)        The boy was brought before him. h) An English boy  was making a small boat. 3.         Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.      [R. B. 2020; D. B., C. B. 2017 (a)     Penicillin is the life-saving medicine. (b)     He passed his boyhood with his parents. (c)      It was discovered by Dr. Alexander Fleming. (d)     He was the seventh of the eight brothers and sisters. (e)     He was never absent from school up to the age of twelve. (f)       He was sent to London at the age of fourteen for higher study. (g)     Fleming was born into a poor family in Scotland. (h)     Fleming was a very regular and attentive student. 4.         Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.        [Din. B. 2020; Syl. B. 2019 (a)         But his heart was not in medicine and he felt that he was born to be a poet. (b)        This great poet met a premature death on February 23, 1821. (c)         Finally, he abandoned surgery for literature. (d)        John Keats was born on October 31, 1795. (e)         He lost his father in 1804 and his mother in 1810. (f)         His finest poems like 'Ode to a Nightingale', 'Ode on a Grecian Urn', etc. were published in 1820. (g)        In 1811, Keats became an apprentice to a surgeon at Edmonton. (h)        He was the eldest son of his parents. 5.         Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.       [J. B. 2020 (a)         They got mony made a shelter in a makeshift house and started making 'Nakshi Kantha' with new and old clothes and thread of different colours. (b)        Yet Nur Banu did not become frustrated and inspired her husband to stand against all odds. (c)         Her husband was a farmer and they had everything but they became helpless. (d)        As Nur Banu was good at art in her early age, she could make wonderful design in her Kanthas. (e)         A few years back, Nur Banu lost everything for the river erosion. (f)          Her husband sold them in the market and became solvent. (g)         She together with her husband worked hard and made a lot of Kanthas. (h)        She had an ornament made of gold and she gave it to her husband to sell it. 6.         Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written     [C. B. 2020] (a)     "I am not playing. I have already gone through these pages." (b)     His father was passing by. (c)      From his. boyhood, he was a very meritorious s boy. (d)     He at once entered the room and said, "0 my boy, don't play with your book." (e)     His father, Kazi Wazed Ali, was a renowned pleader in the Barishal Bar. (f)       One day, the boy Fazlul Huq was reading in his study room. (g)     He saw Fazlul Huq reading his lessons and tearing off the pages of his book. one after another. (h)     The  great leader of the country whom we love and admire is Sher-e-Bangla A. K. Fazlul Huq. 7.         Put the following parts of the story in correct order to make the whole story–Only the corresponding numbers of sentences need to be written.       [Ctg. B. 2020; J. B. 2016] (a)     The dog was cured. (b)     He found a mad dog and injected some weak germs of its diseases into blood. (c)      One day, a boy named Joseph Meister was brought to Pasteur. (d)     He had been bitten by a mad dog. (e)     Pasteur was a French scientist. (f)       Pasteur gave him some injections and the boy did not get dog's disease. (g)     He discovered that many diseases are caused by germs and he also found cures for several of them. (h) At first, he treated only animals because he did not want to cause the death of any human being. 8.        Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written. [Syl. B. 2020;. B. B. 2019; B. 2015] (a)     Mandela joined the African National Congress in 1942. (b)     In 1993, Mandela was awarded the Nobel Peace Prize. (c)      For 20 years, he directed a campaign of peaceful, non-violent defiance against the South African government and its racist policies. (d)     Mandela died at his home in Johannesburg on December 5, 2013 at the age of 95. (e)     In 1993, South African President F.W. de lUerk was also awarded the Nobel Peace Prize. (f)       In 2009, Mandela's birthday was declared 'Mandela Day' to promote global peace. (g)     Nelson Mandela was born on July 18, 1918 in South Africa. (h)     In 1994, Mandela was elected as South Africa's first black President. 9.        Put the following -parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.              [B. B. 2020] (a)     On the way, people were showing due respect to the statue of the goddess. (b)     So, feeling proud, the donkey started to bray in joy. (c)      Once a statue of goddess was being taken to the town placing on the back of a donkey. (d)           Then the driver of the donkey became very angry. (e)     Saying this, he started beating the donkey with his stick. (f)       Seeing this, the donkey thought that people were showing him honour. (g)     He said, ''You wretched, do you think people show you this respect? Such a bad day for man will never come." (h)     Moreover, it refused to move even a step.         10.      Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.                [D. B. 2019] (a)     Shamim got a lease of land in his village. (b)     Shamim's lot has changed radically., (c)      Poverty forced him to look for work. (d)     He has also been raising hybrid cows for milk as well as to produce manure. (e)     Shamim was an unemployed youth of an impoverished family. (f)       Then he joined the training programme of youth development and received training in vegetable cultivation. (g)     He is now very happy to be a self-sufficient man. (h)     He applied his new and improved knowledge for cultivating vegetables. 11.      Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of sentences need to be written.                  R. B. 19 (a)     Suddenly, he stopped one of the guests. (b)     The marriage ceremony was over and the guests were all going to the feast. (c)      He spoke so strangely that the guests stood still and listened to the story. (d)     He saw people walking past him. (e)     The old man told him about his last journey. (t) The old sailor sat on a stone outside the church. (g) He had a strange mad look in his eyes. (h) "There was a ship," the old sailor began. 12.      Put the following parts of the story in correct order to make the whole story.   [Din. B. 2019 (a)       The dog dropped the bone and barked at the crow. (b)      One of them started pecking to dog's tail. (c)       Both the crows went near the dog. (d)      Once a dog was eating a bony piece of meat sitting under a tree. (e)       The dog not only felt disturbed but also became angry. (f)        It flew away and after some time returned with another crow. (g)       A crow saw him and wished to eat that. (h)      In the meantime, the other crow flew away with the bone.   13.      Put the following parts of the story in correct order to make the whole story.[J. B. 2019; Din. B. 2016] (a)       The merchant sold him to a rich man in another country. (b)      To escape torture, he one day fled from his master's house. (c)       Once there lived a young man named Androcles. (d)      Unfortunately, he was caught by a slave merchant. (e)       He took shelter in a cave. (f)        He used to inflict heavy torture on him. (g)       It was unbearable for him. (h)      The  man was very rude and cruel.   14.      Put the following parts of the story in correct order to make the whole story.[C. B. 2019;  Ctg B. 2017] (a)       The old woman felt pity for him and quickly gave Taimur a full dish of food. (b)      Then he disguised himself as a poor traveller and supported himself by begging. (c)       As a result, he burnt his fingers. (d)      He came to a house and asked an old woman to give him something to eat. (e)       Once young Taimur attacked a province but unfortunately his soldiers were all killed. (f)         The food was very hot. (g)       One day, he became very hungry and could not get anything to eat. (h)      He hurriedly dug his fingers right at the middle of the dish. 15.      Put the following parts of the story in correct order to make the whole story. [SSC Examination-2018] (a)      He made his first appearance in literature by writing "Liza of Lambeth", a realistic study on the life of low neighbourhood in London. (b)      Some of his well-known plays are Mrs. Cardilac, Lady Frederick and so on. (c)       He was born in Paris in 1874. (d)      This brought for him a good name. (e)       He wrote a few other novels too. (f)        William Somerset Maugham was one of the greatest short story writers of modern time. (g)       Despite being a doctor, he gave up medicine for literature because of having no charm. (h)      Then he took to writing plays. 16.      Put the following parts of the story in correct order to make the whole story.     [R. B. 2017] (a)       The king followed the advice of the physician and became slim and fully cured. (b)      He, advised the king to move a heavy club in the air till he got tired. (c)       He did not undergo physical labour. (d)      The doctor was very wise. (e)       He became bulky and could not move or do anything. (f)        Once there was an idle king. (g)       He did not prescribe any medicine. (h)      He called in a doctor. 17.      Put the following parts of the story in correct order to make the whole story.[Din. B. 2017]. (a)       He showed extraordinary credit in every examination of the school. (b)      In 1953, he was appointed Chairman of Secondary Education Board. (c)       He has a great contribution to the scientific research of Bangladesh. (d)      At the age of six, he was admitted in a Furkania Madrasa and then in an. English school. (e)       Dr. Qudrat-i-Khuda was born in Birbhum district of West Bengal in 1900. (f)        In 1925, he passed MSc in Chemistry from Kolkata University and in 1929, he passed DSc from Imperial College in England. (g)       He died on 3 November 1977.' (h)      His father Hazrat Shah Abdul Mukit was a pious man and his mother Fashiha Khatun was also a pious woman. 18.       Put the following parts of the story in correct order to make the whole story. [J. B. 2017] (a)    On the completion of his house educations, he was sent to school, but did not like institutional education. (b)    In 1911, he translated his poems 'Gitanjali' into English. (c)    He was given a Knight by the British Government in 1914 but he rejected it as a protest against the atrocities of the British Government. (d)    Rabindranath Tagore, one of the most leading poets in the history of world literature, was born into the renowned Tagore family in March 186 1. (e)    He was sent to London to study Law but he studied literature with Professor Henry Morley for a few months and then returned home. (f)     It brought him the highest honour in the form of Nobel Prize in 1913. (g). At the age of eighty, he breathed his last. (h) In his twentieth year, Rabindranath along with his. father went to the Himalayas. 19.     Put the following parts of the story in correct order to make the whole story.         [B. B. 2017] (a)       He had no much education. (b)      He ascended the throne of Delhi at the age of thirteen. (c)       His full name was Jalaluddin Muhammad Akbar. (d)      He was skilled in warfare. (e)       Akbar was born in 1542 at Amarkot in Sind. (f)        The battle of Second Panipath took place in 1556 and he won the battle. (g)       When he was born, his father Humayun lost the throne of Delhi. (h)      He was the grandson of Babar. 20.      Put the following parts of the story in correct order to make the whole story.                    [D. B. 2016 (a)       When asked, the youngest daughter said, "Nothing.'' (b)      But first, he wanted to know how much they loved him. (c)       Being pleased, Lear gave each of them a third of his kingdom. (d)      His eldest daughter declared, "Sir, I love you more than I can say." (e)       Long ago, there was a mighty old king of England named Lear who wanted to divide his kingdom among his three daughters. (f)        At first, Lear asked his eldest daughter, "How much do you love me?" (g)       When asked, his second daughter said, "My love for you shall never change." (h)      Lear was shocked and said, "Nothing will come of nothing." 21.      Put the following parts of the story in correct order to make the whole story.                   [R. B. 2016] a)        But water was at the bottom and out of its reach. b)        It flew from one place to another in search of water. c)        As each pebble went down, the water in the jar rose up little by little. d)        A crow was very thirsty and wanted to drink water. e)        It took some pebbles and then it dropped them into the jar. f)         Then it hit upon a plan. (g)       At last, it found a jar in a garden. (h)      When the water came to the mouth of the jar, the crow drank and quenched its thirst. 22.      Put the following parts of the story in correct order to make the whole story.                   [C. B. 2016] (a)       She saw a box marked half a crown and considered that the box would be the most (b)      appropriate gift for him. (b The princess had a fixed allowance for pocket money and she was not permitted to exceed it. (c)       But her governess said, "No, you see the princess has not the money and so, of course, she cannot buy the box." (d)      Queen Victoria was taught economical habits by her governess when she was a little girl. (e)       Once at a market at Wales, she spent all her money in buying a number of presents for relatives and friends. (f)        The people in shop wanted to enclose the box with the other articles. (g)     But alas! She had no money. (h)     As she was leaving, she remembered another.cousin for whom she did not buy any present. 23.     Put the following parts of the story in correct order to make the whole story. Ctg. B. 16 (a)      He told her that if she could bring a handful of mustard seed from a house where nobody had died, her son would be alive again. (b)      She requested Buddha to bring her dead son back to life again. (c)       Buddha told her that death is inevitable to everybody and it was not possible to bring back her dead son's life. d)        One day, a woman came to Buddha with her dead son. e)        She returned to Buddha with a broken heart and told him everything. f)         The sorrowful mother went from door to door but failed to collect the mustard seed. g)        Buddha realized the emotion and sorrow of the mother. h)       In every house, she saw that death had shown its cruel face. 24.      Put the following parts of the story in correct order to make the whole story.        Syl. B. 2016 (a)         The guests praised the king. (b)        People praised him more than their king. (c)         The name of that man was Hatem Tai. (d)        But the guests praised Hatem Tai also. (e)         Long long ago, there lived a very kind and generous man in Yemen. (f)         One day, the king gave a dinner. (g)        He was not rich but very hospitable. (h)        So,the king felt happy and proud. 25.      Put the following parts of the story in correct order to make the whole story.B. B. 16 (a)         Hazrat Omar (R) became shocked and assured the woman of providing her with food. (b)        She also explained that she was boiling water in a pot only to console her children. (c)         He instantly went to the godown and carried a sack of food himself for that woman and her children to that cottage. (d). Hazrat Omar (R) used to go out to see the condition of his subjects with his own eves at dead of night. (e)         He asked the woman of that cottage about the cause of crying of her children. (f)         One night, he was passing by a cottage: (g)        The woman explained that the children were crying for food as they were starving for two days. (h)        He heard that children were crying. 26.      Put the following parts of the story in correct order to make the whole story.                   [D. B. 2015] (a)         She asked Bayazid to give her a glass of water, but he could not find any water in the pitcher. (b)        Once Hazrat Bayazid.Bustami came home to see his ailing mother. (c)         But she again fell asleep. (d)        So, he went to the well quite far from their house. (e)         She woke up some hours later. (f)         fie filled the pitcher, came back and went to his mother with a glass of water. (g)        As he was still standing by her bed, his mother drank the glass of water and blessed him from the core of heart. (h)              He, instead of waking her up, stood by her bed with the glass of water in his hand.  27.      Put the following parts of the story in correct order to make the whole story.                   [R. B. 2015] (a)          HE graduated from the Govt. School of Art in Kolkata. (b)        He is recognized as the most valuable painter of Bangladesh. (c)         He died of lungs cancer. (d)        Zainul Abedin was born in 1914 in Kishoreganj. (e)         Still now, he is referred with great respect as Shilpacharya in Bangladesh. (f)         He is also the pioneer of Bangladeshi modern art. (g)        He was also appointed as a teacher there. (h)        He is highly admired for his 'Bengal Famine Sketches'. 28.      Put the following . parts of the story in  correct order to make the whole story.                       B. 2015] (a)          He took part in the revolt against King Edward I of England for the independence of his country. (b)        But his army was defeated again and again. (c)         Robert Bruce was the king d Scotland. (d)        He led an expedition against England, overthrew the English army and secured the independence of Scotland. (e)         It fell down time and again but it did not give up its attempts. At 'its seventh attempt, it was successful in reaching the top. (f)         He noticed a spider trying to reach the top of the steep wall of the cave. (g)        Being defeated for six times, he lost all hopes and fled away to save his life. One day he was lying in a cave in the forest. (h)        Bruce got back his hope at that incident, took courage and gathered his soldiers together. 29.  Put the following parts of the story in correct order to make the whole story.  J. B. 2015 (a) He fell fast asleep there but a great noise woke him up. (b)        It was crying for pain in his leg. (c)         Androcles was very much afraid and he felt sure that the beast would kill him. (d)        A lion had entered the cave roaring loudly. (e)         He went to the lion. (f)         Then he removed a thorn from the lion's paws. (g)        Soon, he realised that the lion was not angry. (h)        Once Androcles fled away from his masters house and hid himself in a forest. 30.     Put the following parts of the story in correct order to make the whole story.  [C. B. 2015] (a)     The first friend climbed a tree but the later could not climb. (b)     Suddenly, a bear came there. (c)      Once upon a time, two friends were passing by a forest. (d)     They were talking about their love for each other. (e)     Finding no other way, the later one laid down on the ground and feigned death. (f)       The bear smelt his ears, nose and face. (g)     Then the bear went away. (h)     He thought him to be dead. 31.      Put the following parts of the story in correct order to make the whole sto                       Ctg. B. 14 (a)     He had only one son named Sindbad. (b)     Soon, he fell in economic difficulty. (c)      At last, one of his father's friends helped him start a business and being successful in it, he became rich again. (d)     He went to his friends and relatives for help but none helped him. (e)     Sindbad's father died when he was only sixteen. (f)       Sindbad, having inherited all his father's vast wealth, many of his relatives and friends gathered round Sindbad to look after him. (g)     Sindbad, a young and inexperienced boy, spent money extravagantly for his relatives and friends. (h)     Long long ago, there lived a rich man.   32.      Put the following parts of the story 'in correct order to make the whole story.  [B. B.'2015] (a)     He was alone in this world. (b)     One day, this old man became ill and tried to go to a doctor. (c)      So, he was unable to maintain his livelihood happily. (d)     Once there lived a poor arid old, man in a certain village. (e)     To see him in this .condition, a school-going boy came forward and took him to the nearest hospital. (f)       But he never begged to support himself in the midst of much hardship. (g)     He could not move easily and fell down on the ground. (h)     He had no land of his own. 33.      Put the following parts of the story in correct order to.make the whole story. (a)     She wanted freedom for the nation. (b)     She extended her co-operative hands towards Surja Sen. (c)      Unfortunately, she killed herself to avoid arrest. (d)     She was a true patriot. (e)     She was a meritorious student. (f)       She proved that women can work like men. (g)     Pritilata was born iii Chattogram on 5 May 1911. (h)     She  graduated in philosophy from Bathune College in Kolkata. 34.      Put the following parts of the story in correct order to make the whole story. (a)     He was fond of adventures, music and jatra party. (b)     He lost his father in his childhood. (c)      He spent his early life in great hardship. (d)     Nazrul Islam was born on 20 May 1899 in Burdwan. (e)     As a boy being restless and absent-minded, he did not like the hard and fast rules of the school. [f) One day, this Dukhu Mia became a great poet. g) You win have heard the name of Kazi Nazrul Islam. (h) So, he was called Dukhu Mia. 35.     Put the following parts of the story in correct order to make the whole story. (a)     Meanwhile, the students dousing a parked army jeep with kerosene; set it on fire. (b)     In this situation, Dr. Zoha came forward and requested the armed forces not to open fire on the students. (c)      The situation went beyond control. (d)     The teachers seeing this, requested the guards on. duty to open the gate. (e)     But when they did not pay any heed to him, he declared that their bullets would pierce his heart first. (f)       The agitated students of Rajshahi University started to jump over the locked gate and to scale the wall. (g)     Finally, Dr. Zoha was shot in the back at 11 am and later he was bayonet charged too. (h)     The  armed forces saw the situation,.and started to take position against the students. 36.      Put the following parts of the story in correct order to make the whole story. (a)       At the age of 25, he married a beautiful, wealthy, accomplished lady Khadija. (b)      As a result, most of the people became his enemy and they wanted to kill him. (c)       He got Nabuot at the age of forty and proclaimed that Allah is One with no partner. (d)      His father had died before he was born. (e)       Hazrat Mohammad (Sm) was born in the Quraish family of Makkah in 570 AD, (f)        He was brought up by his grandfather whom he lost at the age of eight. (g)       He lost his mother at the age of six. (h)      He left Makkah in 622 AD with his follower for Medina and having performed Bidai Hay, he died at the age of 63. 37.      Put the following parts of the story in correct order to make the whole story. (a)       There was excellent production of grapes. (b)      I am about to leave you, dear sons, but I have something to say to you. (c)       There was a farmer on the deathbed. (d)      They sowed the grape seeds. (e)       Thinking that there was hidden treasure, they began to .dig out but in vain. (1) Go to the vineyard and share everything you find there. (g)       He called his sons to him. (h)      They could realize the hidden meaning of their father and also learnt that industry is the key to success. 38.      Put the following parts of the story in correct order. to make the whole story. (a)       This scientist was Alfred Bernhard Nobel. (b)      This prize is given to persons with most outstanding contribution in six fields. (c)       Though he was a citizen of Sweden, he was educated in Russia. (d)      For this discovery, he not only became famous all over the world but also earned a huge amount of money by selling it. (e)       This prize was instituted by a man who was the inventor of science of destruction. (f)        The Nobel Prize is the world's most important prize. (g)       He was born in Stockholm on 21 October 1833 and he died on 10 December 1896.* (h)      He invented dynamite which is widely used for breaking rocks, digging petrol wells and in war. 39.      Put the following parts of the story in correct order to make the whole story. (a)       But the corporal, full of dignity, did nothing but stood by and shouted orders. (b)      "Are you?" said the officer. (c)       Presently an officer, not in uniform rode up. (d)      ''Hello," he said to the corporal, "Why don't you lend your men a hand to get that beam up?" (e)       He then getting down from his horse worked very hard to put the beam to its place and the man was none other Washington himself. (l) "Don't you know that I am a corporal?" was the reply. (g)       There were too few men for the work. (h)      In the American War of Independence, a corporal and a party of soldiers were sent to raise a hea  beam for a battery. 40.      Put the following parts of the story in correct order to make the whole story. (a)       He is considered the greatest physicist after Einstein. (b)      He is very skilled in Mathematics from an early age and having a brilliant result, he was able to join Cambridge University as a Lucasian Professor of Mathematics. (c)       In it, he explains cosmology for the general public. (d)      He got married in 1963. (e)       It became famous and established his reputation as a great scientist. (f)        He got his PhD in cosmology from Cambridge University by the time he was 26 years old. (g)       Stephen Hawking was born in an educated family. (h)      He wrote a book, "A Brief History of Time : From the Big Bang to Black Holes''. 41.     Put the following parts of thein correct order to make. the whole story. (a) He was very idle. (b) As a result, he was always in want of food. c) He had a few plots of land. (d)      One day, seeing the fence round the garden broken, he said to himself, "I shall repair the fence tomorrow. But he totally forgot it the next day. (e)      But he did not plough them well and sow seeds in time. (f)       The farmer had a kitchen garden near his house. (g)       Once there was a farmer in a village. (h)      So, he could not raise good crops.       42.      Put the following 'parts' of the story in correct order to make the whole story. (a)       After a pair of years, he left the school and studied at St. Paul's School till 1624. (b)      Milton was a great poet after Shakespeare. (c)       He became blind in 1652 but in the state of blindness, he produced 'Paradise Lost'. (d)      He took his MA degree at the age of 24. (e)       At the age of 7, he got himself admitted into Star Palace School in 1615. (f)        In 1643, he met Mary Powel on an occasion and married her. (g)       But he could not pay attention to his studies in this school. (h)      In the succeeding year, Milton entered Christ College in Cambridge. 43.      Put the following parts of the story in correct order to make the whole story. (a)       He had left school before he completed primary school. (b)      He wrote against the unruly behaviour of the then government and so he was called rebel poet. (c)       Kazi Nazrul Islam, our national poet, was born in 1899. (d)      He breathed his last in 1976 in Dhaka and was buried beside the Dhaka University mosque. (e)       He was very poor and suffered a lot when he was a child. (f)        First, he joined a team of singer namely 'Leto' and then he joined the army in 1917. (g)       He was brought in Bangladesh and was given the citizenship of Bangladesh along with the - national recognition of national poet. (h)      When he was forty-three, he was attacked with an incurable disease and never came round. 44.      Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers -of the sentences need to be written. (a)       He was a specialist in treating boils. (b)      He was a false doctor and patients from far and near used to come to him for treatment. (c)       He would operate boils with his razor. (d)      The barber treated them in their illness. (e)       Once there lived a shrewd barber in a village who pretended to know everything. (f)        When some of his patients were cured, the barber felt proud of his great success. (g)       Finding no other way, the poor people called in him, because he was always available. (h)      The patients would cry loudly in pain.         45.      Put the -following parts of the story in correct order to make the whole story. (a)       When asked if he had any objection if they took him under the police custody, he answered 'no'. (b)      A police officer went to that place and asked all the people there if they knew anything about the incident but the villagers replied in the negative. (c)       The man being dull-headed could not learn English but could learn only 'yes', 'no'. and 'very well' without knowing their meaning. (d)      At last, the police officer asked the man and he replied in the affirmative. (e)       He came back to his village and whenever anybody asked him any question or discussed a thing with him, he would say either 'yes', 'no' or 'very well'. (f)        Finally, when the police officer wanted to arrest him, he replied as 'very well' and accordingly he was arrested and put to jail. (g)       One night, a theft took place in a house of the village and police was informed of it. (h)      A man living in a village wanted to learn English and so he went to a teacher.         46.      Put the following parts of the story in correct order to make the whole story. (a)       Our national poet Kazi Nazrul Islam was born of a poor parents in 1899. (b)      After the war, he came back to Kolkata in 1919. (c)       There Nazrul studied in a high school at Kazir Simla for three years and then returned to Burdwan. (d)      During that time, a Muslim police officer took interest in this extraordinary boy and sent him to his village home. (e)       From 1920, he started residing in the office of Bengal Muslim Literary Association. (f)        In 1914, the First World War broke out, Nazrul joined the army at the age of 19 when he was a student of class 8. (g)       When he was twelve years old, he fled away to Asansole and worked in a baker's shop there. (h)      His remarkable poem 'Bidrohi' was published in 1920. 47.     Put the following parts of the story in correct order. (a)         But Fazlul Huq was a man of very independent character, so he resigned his post in 1911 and started legal practice. (b)        Fazlul Huq attracted the attention of BF Fuller, the then governor of East Bengal who appointed him a Deputy Magistrate. (c)        In 1897, he passed B.L. Examination with distinction and began his independent legal practice at Kolkata High Court. (d)        Sher-e-Bangla A.K. Fazlul Huq was born in 1872 at Saturia in Barishal. (e)        The next year, he was appointed lecturer and examiner of MA in Mathematics in Kolkata University. (f)         He received his primary education there and then entered the Barishal Zilla School. (g)        At the age of twenty-one, he passed the BSc Examination from the Presidency College, Kolkata, and MSc degree in Mathematics in 1895. (h)        He passed the Entrance Examination standing first in Dhaka Division. 48.      Put the following parts of the story in correct order to make the whole story. Only the corresponding numbers of the sentences need'to be written. (a)         He was taken to Bangladesh in 1972 and lived in this country since his death in 1976. (b)        It was a tragedy that he had been suffering from a cruel disease since 1942 and remained almost half dead for the rest of his life. (c)         He was declared our national poet by the then government of Bangladesh. (d)        Kazi Nazrul Islam was born in 1899 in the. district of Burdwan in West Bengal. (e)         On return from the battlefield, he gave up the sword for the pen. (f)         In 1914, the First World War broke out and he, at the age of 19, joined the war as an ordinary soldier. (g)        He lost his father at the age of eight. (h)        At the age of eleven, he showed his poetic genius by writing a lot of poems, songs, gazals, short stories, novels, etc. 49.      Put the following parts of the story in correct order to make the whole story. (a)         The thief was easily detected and was sent to jail. (b)        All the servants went home and everyone kept his stick as it was, but the servant who had stolen the purse reduced the length of his stick by one inch. (c)         The next day all the servants submitted their sticks to the judge, but one stick was found one inch short. (d)        One day, a rich man lost his purse and thought that the purse had been stolen by someone of his servants. (e)         Then he made a complaint before the judge. (f)         The judge summoned all the servants, but all of them denied the charge. The (g)        Th de then hit upon a plan to detect the thief and accordingly gave all of them the sticks of equal length and asked them to submit the sticks on the following day with the indication that the stick of the thief would increase by one inch. (h)        He could not detect the real thief. 50.      Put the following parts of the story in correct order to make the whole story. (a)         But when the land yielded plenty of grapes that year, they realized the significance of their father's word. (b)        Finding no treasure, they thought that their father had deceived them. (c). They turned over the soil of the vineyard, but they found no treasure. (d)        Once there lived an old farmer who had three sons. (e)         One day while the old farmer was on the point of death, he called his sons and said that he was departing from the world. (f)         So, as soon as the farmer was dead, they came to the vineyard with spades. (g)        The sons were extremely idle and averse to labour. (h)        But  he had buried all that he had in the vineyard. Key REARRANGING SENTENCES WORKSHEET-4.0 Answer 1.   (c)-->(e)–>(g)-->(b) -->(a)–>(f)--->(d)--->(h) Once upon a time, there lived a. young man named Androcles. He was caught by a slave merchant who sold him to a rich man in another country. His master was very bad and inflicted heavy torture on him. One day, he fled from his master's house and took shelter in a cave. In the evening, a lion entered the cave. The lion seemed wounded as he was groaning. He came near Androcles and lifted his paw. He took the lion's paw in his hand and removed a big thorn from it. The lion was relieved of his pain. 2.               (b)--->(d)->(c)->(f)->(h)-->(g)-->(a)- -->(e) Napoleon, the king of France, was a great hero. He won many battles and conquered many countries of Europe. One day, he was walking along the seashore. Suddenly, he noticed a wonderful thing. An English boy was making a small boat. The boy was brought before him. The king asked him why he was making such a small boat. The boy said, "I shall cross the sea and go my home. 3.               (a) --> (c)—)(g)->(d)-4(b)-->(h)-->(e)-->(f) Penicillin is the life-saving medicine. It was discovered by Dr. Alexander Fleming was born in a poor family in Scotland. He was the seventh of the eight brothers and sisters. He passed his boyhood with his parents. Fleming was a very regular and attentive student. He was never absent from school up to the age of twelve. He was sent to London at the age of fourteen for higher study. 4.               (d)--->(h)---)(e)--->(g) --> (a)-->(c)-->(f)-->(b) John Keats was born on October 31, 1795. He was the eldest son of his parents. He lost his father in 1804 and his mother in 1810. In 1811, Keats became an apprentice to a surgeon at Edmonton. But his heart was not in medicine and he felt that he was born to be a poet, Finally, he abandoned surgery for literature. His finest poems like 'Ode to a Nightingale', 'Ode on a Grecian.Urn', etc. were published in 1820. This great poet met a premature death on February 23, 1821. 5.              (e)-->(c)-->(b)-->(h)-->(a)--->(d) ---> (g)-->(f) A few years back, Nur Banu lost everything for the river erosion.. Her husband was a farmer and they had everything but they became lAeFi less. Yet Nur Banu did not become frustrated andinspired her husband to stand against all odds. She had an ornament made of gold and she gave it to her husband to sell it. They of money, made a shelter in a makeshift house and started making Nakshi Kantha' with new and old clothes and thread of different colours. As Nur Bann was good at art in her early age, she could make wonderful design in her Kanthas. She, to ether with her husband worked and and made a lot of Kanthas. tier husband sold them in c market and, became solvent. 6.                (h)—>(e)—>(c)--->(f)--->(b) ---- >(g) ---> (d)--->(a) The great leader of our country whom we love and admire is Sher-e-Bangla A. K. Fazlul Huq. His father, Kazi Wazed Ali, was a renowned pleader in the Barishal Bar. From his boyhood, he was a very meritorious boy. One day the boy Fazlul Huq was reading in his study room. His father was passing bA_ He saw Fazlul Huq reading his lessons and tearing off the pa es of his book one after another. He at once entered the room and said, "0 my boy, don't play wig your book." "I am not playing. I have already gone through these pages." 7.                (e)—>(g)—>(h)--->(b)--->(a) ---- >(c) ---> (d)--->(f) Pasteur was a French scientist. He discovered that many diseases are caused by germs and he also found cures for several of them. At first, he treated only animals because he did not want to cause the death of any human being. He found a mad dog and injected some weak germs of its diseases into blood. The dog was cured. One day, a boy namedJoseph Meister was brought to Pasteur. He had been bitten-by a mad dog. Pasteur gave him some injections and the boy did not get dog's disease. 8.                (g)—>(a)—>(c)--->(b)--->(e) ---- >(h) ---> (f)--->(d) Nelson Mandela was born on July 18, 1918 in South Africa. Mandela joined the African National Congress in 1942. For 20 years, he directed a campaign of peaceful, non-violent defiance against the South African government and its racist policies.9n 1993, Mandela was awarded the -Nobel Peace Prize. 'In 1993, South African President F. W. de Klerk was also awarded the Nobel Peace Prize. In 1994, Mandela was elected as South Africa's first black President. In 2009, Mandela's birthday was declared 'Mandela Day' to promote global peace. Mandela died at his home in Johannesburg on December 5, 2013, at the ageof 9.   (c)-- --> (a) -->(f)-- --> (b)- --> (h) --> (d)-->(g)-->(e) Once a statue of goddess was being taken to the toven plating on the back ol a áoney. On \\le people were showmg due respect to the statue of the goddess. Seeing this, the donkey thought that people were showing him honour. So, feeling proud, the donkey started to brag in joy. Moreover, it refused to move even a step. Then the driver of the donkey became very angry. 14e said, "You wretched, do you think people show you this respect? Such a bad day for man well never tome.' Saying this, he started beating the donkey with his stick. 10.            (e)---->(c) --> (f)-,-->(a) --> (h)--->(d) --> (b)->(g) Shamim was an unemployed youth of an impoverished family. Poverty forced hint to look for work. Then he joined the training programme of youth'development and received training in vegetable cultivation. Shamim got a lease of land in his vislage. He applied his new and improved knowledge for cultivating vegetables. He has also been raising hybrid cows for muk as well as to produce manure. Shamim s lot has changed radically. He is now very happy to be a self-sufficient man.. 11.                (b)(f)-->(d)->(g)->(a)--->(h)->(c)-->(e) The marriage ceremony was over and the guests were all going to the feast. The old sailor sat on a stone outside the church. He saw people walking past him. He had a strange mad look in his eyes. Suddenly, he stopped one of the ;guests. "There was a ship," the old sailor began. He spoke so strangely that the guests stood still and listened to the story. The old man told him about his last journey.  12.        (d)->(g)-->((c)--->(b)--)(e)->(a)--->(h) Once a dog was eating a bony piece of meat sitting under a tree. A crow saw him and wished to eatthat. It flew away and after some time returned with .another crow. Both the crows went near the dog. One of them started pecking the dog's tail. The dog not only felt disturbed but also became angry. The dog dropped the bone and barked at the crow. In the meantime, the other crow flew away with the bone. 13.        (c)--->(d)->(a)->(h)-(f)- --> (g) --> (b) --> (e) Once there lived a young man named Androcles. Unfortunately, he was caught by a slave. merchant. The merchant sold him to a rich man in another country. The man was very rude and cruel. He used to inflict' heavy torture on him. It was unbearable for him. To escape torture, he one day fled from his master's house. He took shelter in a cave. 14.        (e)--->(b)->(g)->(d) --> (a) --> (h)-->(c) Once young Taimur attacked a province but unfortunately his soldiers were all killed. Then he disguised himself as a poor traveller and supported himself by begging. One day, he became very hungry and could not get anything to eat. He came to a house- and asked an old woman to give him something to eat. The old woman felt pity for him and quickly gave Taimur a full dish of food. The food was very hot. He hurriedly dug his fingers right at the middle of the dish. As a result, he burnt his fingers. 15.        (f) --> (c)->(g)->(a)->(d)->(h)-->(b)->(e) William Somerset Maugham was one of the greatest short story writers of modern time. He was born in: Paris in 1874. Despite being a doctor, he gave up medicine for literature because of having no charm. He made his first appearance in literature by writing 'Liza of Lambeth', a realistic study on the life of low neighbourhood in London. This brought for him a good name. Then he took to writing plays. Some of his well-known plays are Mrs. Cardilac, Lady Frederick and so on. He wrote a few other novels too. Or, (f)- --> (c)->(g)->(a)-->(d)-->(h)-->(e)-)(b) Or, (f)-(c)(g).->(a)-->(d)--->(e)(h)-->(b) 16.        (f)-->(c)-)(e)->(h)--->(d)(g)--->(b)-->(a) Once there was an idle king. He did not undergo physical labour. He became bulky and could not move or do anything. He called in a doctor. The doctor was very wise. He did not prescribe any medicine. He advised the king to move a heavy club in the air till he got tired. The king followed the advice of the physician and became slim and fully cured. 17.        (e)-->(h)->(d).-->(a)--->(f) --> (b),>(g)-->(c)    Dr. Qudrat-i-Khuda was born in Birbhum district of West Bengal in 1900. His father Hazrat Shah Abdul Mukit was a pious man and his mother Fashia Khatun was also a pious woman. At the age of six, he was admitted in a Furkania Madrasa and then in an English school. He showed extraordinary credit in every examination of the school. In 1925, he passed MSc in Chemistry from Kolkata University and in 1929, he passed DSc from Imperial College in. England. In 1953, he was appointed Chairman of Secondary Education Board. He died on 3 November 1977. He has a great contribution to the scientific research of Bangladesh. 18.        (d)---(a)--,(h)-->(e)--->(b)-->(f)->(c)->(g) Rabindranath Tagore, one of the most leading poets in the history of world literature, was born into the renowned Tagore family in March 1861. On the completion of his house education, he was sent to school, but did not like institutional education. In his twentieth year Rabindranath along with his father went to the Himalayas. He was sent to London to study Law but he studied literature with Professor Henry Morley for a few months and then returned home. In 1911, he iranslated his poems 'Gitanjali' into English. It brought him the highest honour in the form of Nobel Prize in 1913: He was given, a Knight by the British Government in 1914 but he rejected it as a protest against the atrocities of the British Government. At the age of eighty, he breathed his last. 19.         (e) --> (c)- --> (h)-->(g)-->(a)-->(b) --> (d)-->(f) Akbar was born in 1542 at Amarkot in Sind. His full name was Jalaluddin Muhammad Akbar. He was- the grandson of Babar. When he was born, his father Humayun lost the throne of Delhi. He had no much education. He ascended the throne of Delhi at the age of thirteen. He was skilled in 'warfare. The battle of Second Panipath took place in 1556 and he won the battle. 20.         (e) --> (b). --> (f) -->(d) --> (g)-->(c) --> (a) --> (h) Long ago, there was a mighty old king of England named Lear who wanted to divide his kingdom among his three daughters. But first,-he wanted to know how much they loved him. At first, Lear asked-his eldest daughter, "How much do you love me?" His eldest daughter declared, "Sir, I love you more than I can say." When asked, his second daughter said, "My love for you shall never change." Being pleased, Lear gave each of them a third of his kingdom. When asked, the youngest daughter said, 'Nothing." Lear was shocked and said "Nothing will- come of nothing." 21.         (d)-->(b)-->(g)(a)(1)-->(e)--->(c)-3(h)  A crow was very thirsty and wanted to drink water. It flew from one place to another in search of water. At last, it found a jar in a garden-. But water was at the bottom and out of its reach. Then it hit upon a plan. It took some pebbles and then it dropped them into the jar. As each pebble went down, the water in the jar rose up little by little. When the water Came to the mouth of the jar, the crow drank and quenched its thirst. 22.         (d) --> (b)--->(e) --> (h)-->(a)--->(g)->(f)--)(c) Queen Victoria was taught economical habits by her governess when she was a little girl. The princess had a fixed allowance for pocket money and she was not permitted to exceed it. Once at a market at Wales, she spent all her money in buying. a number of presents for relatives and friends. As she was leaving, she remembered another cousin for whom she did not buy any present. She saw a box marked-half a crown and considered that the box would be the most appropriate gift for him. But alas! She had no money. The people in shop wanted to enclose the box with the other articles. But her governess said, No, you see the princess has not the money and so, of course, she cannot buy the box. 23.         (d) --> (b)-->(g)--->(a) --> (f)--->(h)---(e)--->(c) One day, a woman came to Buddha with her dead son. She requested Buddha to bring her dead son back to life again. Buddha realized the emotion and sorrow of the mother. He told her that if she could bring a handful of mustard seed from a house where nobody had died, her son would be alive again. The sorrowful mother went from door to door but failed to collect the mustard seed. In every house, she saw that death had shown its cruel face. She returned to Buddha with a broken heart and told him everything. Buddha told her that death is inevitable to everybody and it was not possible to bring back her dead son's life. 24.         (e)->(c) --> (g) --> (f) --> (a)->(h)-->(d) -->(b) Long long ago, there lived a very kind and generous man in Yemen. The name of that man was Hatem' Tai. He was not rich but very hospitable. One day, the king gave a dinner. The guests praised the king. So, the king felt happy and proud. But the guests praised Hatem Tai also. People praised him more than their king. 25.         (d)- --> (f)-->(h)--->(e) -->g) --> (b)-->(a)--->(c) Hazrat Omar (R) used to go out to see the condition of his subjects with his own eyes at dead of night. One night, he was passing by a cottage. He heard that children were crying. He asked the woman of that cottage about the cause of crying of her children. The woman explained that the children were crying-for food as they were starving for two days. She also explained that she was boiling water in a pot only to console her children. Hazrat Omar (R) became shocked and assured the woman of providing her with food. He instantly went to the godown and carried a sack of food hilnself for that woman and her children to that cottage. 26.         (b)--(a)- --> (d)-->(f) --> (c)->(h) -->(e)->(g) Once Hazrat Bayazid Bustarni came home to see his ailing mother. She asked Bayazid to give her a glass of water, but he could not find any water in the pitcher. So,, he went to the well quite far from ,their house. He filled the pitcher, came back and went to his mother with a glass of water. But she again fell asleep. He, instead of waking her up, stood by her bed with the glass of water in his hand. She woke up some hours later. As he was still standing by her bed, his mother drank the glass of water and blessed him from the core of heart 27.         (d) --> (a) --> (g)-->(b)-- --> (f)-->(h)-->(c) --> (e) Zainul Abediri was born in .1914 in Kishoreganj. He graduated from the Govt. School of Art in Kolkata. He was also appointed as a teacher there. He is recognized as the most valuable painter of Bangladesh. He is also the pioneer of Bangladeshi modern art. He is highly admired for his 'Bengal Famine Sketches'. He died of lungs cancer. Still now, he is referred with great respect as Shilpacharya in Bangladesh. 28.         (c)--->(a)-->(b) --> (g) --> (f)-->(e)-->(h)->(d) Robert Bruce was the king of Scotland. He took part in the revolt against King Edward I of England for the independence of his country. But his army was defeated again and again. Being defeated for six times, he lost all hopes and fled away to save his life. One day, he was lying in a cave in the forest. He noticed a spider trying to reach the top of the steep wall of the cave. It fell down time and again but it did not give up its attempts. At its seventh attempt, it was successful in reaching the top. Bruce got back his hope at that incident, took courage and gathered his soldiers together. He led an expedition against England, overthrew the English army and secured the independence of Scotland. 29.         (h)->(a) --> (d)-->(c)-->(g)--->(b) --> (e)-->(f) Once Androcles fled away from his master's house and hid himself in a forest. He fell fast asleep there but a great noise woke him up. A lion had entered the cave roaring loudly. Androcles was very much afraid and he felt sure that the beast would kill him. Soon he realized that the lion was not angry. It was crying for pain in his leg. He went to the lion. Then he removed a thorn from the lion's paws. 30.         (c)-->(d)-->(b)-->(a)-->(e)->(f)--->(h)-->(g) Once upon a time, two friends were passing by a forest. They were talking about their love for each other. Suddenly, a bear came there. The first friend climbed a tree but The later could not climb. Finding no other way, the later one laid down on the ground and feigned death. The bear smelt his ears, nose and face. He thought him to be dead. Then the bear went away. 31.         (h) --> (a) --> (e)-->(f)->(g)-->(b) --> (d)-->(c) Long long ago, there lived a rich man. He had only one son named Sindbad. Sindbad's father died when he was only sixteen. Sindbad, having inherited all his father's vast wealth, many of his relatives and friends gathered round Sindbad to look after him. Sindbad, a young and inexperienced boys pent money extravagantly for his relatives and friends. Soon, he fell in economic difficulty. He went to his friends and relatives for help but none helped him. At last, one of his father's friends helped him start a business and being successful in it, he became rich again. 32.         (d)-->(a)-->(h)->(c)->(f)->(b)->(g)-->(e) Once there lived a poor and old man M a certain village. He was alone in this world. He had no land of his own. So, he was unable to maintain his livelihood happily. But he never begged to support himself in the midst of much hardship. One day, this old man became ill and tried to go to a doctor. He could not move easily and fell down on the ground. To see him in this condition, a school-going boy came forward and took him to the nearest -hospital. 33.         (g)-->(e).-->(h)--(d)->(a)-->(b)--->(c) --> (f) Pritilata was born in Chattogram on 5 May 1911. She was a meritorious student. She graduated in philosophy from Bathune Cbllege in Kolkata. She was a true patriot. She wanted freedom for the nation. She extended her co-operative hands towards Surja Sen. Unfortunately, she killed herself to avoid arrest. She proved that women can work like men. 34.         (g)->(d)->(b)-->(c)->(h)-->(e)-->(a)(f) You will have heard the name of Kazi Nazrul Islam. Nazrul Islam was born on 20 May 1899 in Burdwan. He lost his father in his childhood. He spent his early life in great hardship. So, he was called Dukhu Mia. As a boy being restless and absent-minded, he did not like the hard and fast rules of the school. He was fond of adventures, music and jatra party. One day, this Dukhu Mia became a great poet.   35.         (f)->(d)->(a)- --> (h)-->(b)->(e)->(c)--.>(g) The agitated students of Rajshahi University started to jump over the locked gate and .to scale the wall. The teachers seeing this, requested the guards on duty to open the gate. Meanwhile, the students dousing a parked army jeep with kerosene, set it on fire. The armed forces saw the situation and started to take position against the students. In this situation, Dr. Zoha came forward and requested the armed forces not to open fire on the students. But when they did not pay any heed to him, he declared that their bullets would pierce his heart first. The situation went beyond control. Finally, Dr. Zoha was shot in the back at 11 am and later he was bayonet charged too. 36.         (e)--->(d)-->(g)- --> (f)--->(a) ---)(c)->(b)-->(h) Hazrat Mohammad (Sm) was born in the Quraish family of Makkah in 570 AD. His father had died before he was born. He lost his mother at the age of six. He was brought up by his grandfather whom he lost at the age of eight. At the age of 25, he married a beautiful, wealthy, accomplished lady Khadija. He got Nabuot at the age of forty and proclaimed that Allah is One with no partner. As a result, most of the people became his enemy andrthey wanted to kill him. He left Makkah in 622 AD with his follower for Medina and having performed Bidai Hall, he died at the age of 63. 37.         (c)-->(g)-->(b)-->(f)-->(e) --> (d) --> (a)-->(h) There was a farmer on the deathbed. He called his sons to him. I am about to leave you, dear sons, but I have something to say to you. Go to the vineyard and share everything you find there. Thinking that there was hidden treasure, they began to dig out but in vain. They sowed the grape seeds. There was excellent production of grapes. They could realize the hidden meaning of their father and also learnt that industry is the key to success. 38.         (f)->(b)--->(e)--(a) --> (g)-->(c)--->(h) --> (d) The Nobel Prize is the world's most important prize. This prize is given to persons with most outstanding contribution in six fields. This prize was instituted by a man who was the inventor of science of destruction. This scientist was Alfred Bernhard Nobel. He was born in Stockholm on 21 October 1833 and he died on 10 December 1896. Though he was a citizen of Sweden, he was educated in Russia. He invented dynamite which is widely used for breaking rocks, digging petrol wells and in war. For this discovery, he not only became famous all over the world but also earned a huge amount of money by selling it. 39.         (h)--->(g)—>(a)- --> (c).- --> (d) --> (f)-->(b)--->(e) In the American War of Independence, a corporal and a party of soldiers were sent to raise a heavy beam for a battery. There were too few men for the work. But the corporal, full of dignity, did nothing but stood by and shouted orders. Presently an officer, not in uniform rode up. "Hello," he said to the corporal, "Why don't you lend your men a hand to get that beam up?" "Don't you know that .I am a corporal?" was the reply. "Are you?" said the officer. He then getting down from his horse worked very hard to put the beam to its place and the man was none other Washington himself. 40.         (g) --> (a)---(h)--->(c) --> (e)-->(f)-->(d) --> (b) Stephen Hawking was born in an educated family. He is considered the greatest physicist after Einstein. He wrote a book, 'A Brief History of Time : From the Big Bang to Black Holes'. In it, he explains cosmology for the general public. It became famous and established his reputation as a great scientist.. He got his PhD in cosmology from Cambridge University by the time he was 26 years old. He got married in 1963. He is very skilled in Mathematics from an early age and having a brilliant result, he was able to join Cambridge University as a Lucasian Professor of Mathematics. 41.         (g)-->(a)-(c)->(e)-(h)-->(b)->(f)-)(d) Once there was a farmer in a village. He was very idle. He had a few plots of land. But he did not plough them well and sow seeds in time. So, he could, not raisegood crops. As a result, he was always in want of food. The farmer had a kitchen garden near his house. One day, seeing the fence round the garden broken, he said to himself, "I shall repair the fence tomorrow." But he totally forgot it the next day. 42.         (b)--(e)---(g)-->(a) --> (h) --> (d)-->(f)- -->(c) Milton was a great poet after Shakespeare. At the age of 7, he got himself admitted into Star Palace School in 1615. But he could not pay attention to his studies in this school. After a pair of years, he left the school and studied at St. Paul's School till 1624. In the succeeding year, Milton entered Christ College in Cambridge. He took his MA' degree at the age of 24. In 1643, he met Mary Powel on an occasion and married her. He became blind in 1652 but in the state of blindness, he produced 'Paradise Lost'. 43.         (c)-->(e)(a)---->.(f)--›(b)--›(h)--›(g)- --> (d) Kazi Nazrul Islam, our national poet, was born in 1899. He was very poor and suffered a lot when he was a child. He had left school before he completed primary school. First, he joined a team of singer namely 'Leto' and then he joined the army in 1917. He wrote against the unruly behaviour of the then government and so he was called rebel poet. When he was forty-three, he was attacked with an incurable: disease and never came round. He was brought in Bangladesh and was given the citizenship of Bangladesh along with the national recognition of national poet. He breathed his last in 1976 in Dhaka and was buried beside the Dhaka University mosque. 44.         (e)-->(b)--(d)- (g)->(a)-->(c)>(h)--> (f) Once there lived a shrewd barber in a village who pretended to know everything. He was a false ,cloctor and patients from far and near used to come to him for treatment. The barber treated them in their illness. Finding no other way, the poor people called in him, because he was always available. He was a specialist in treating boils. He would operate boils with his razor. The patients would cry loudly in pain. When some of his patients were cured, the barber felt proud of his great success. 45.         (h)---) --> (c)->(e)->(g)--->(b)->(d)-->(a)->(f) A man living in a village wanted to learn English and so he 'went to a teacher. The man being dull-headed could not learn English but could learn only 'yes', no and 'very well without, knowing their meaning. He came back to his village and whenever anybody asked him any question or discussed a thing with him, he would say either 'yes', no or Very well'. One night, a theft took place in a house of the village and police was informed of it. A police officer went to that place and asked all the people there if they knew anything about the incident but the villagers replied in the negative. At last, the police officer asked the man and he replied in the affirmative. When asked if he had any objection if they took him under the police custody, he answered 'no'. Finally, when the police officer wanted to arrest him, he replied as 'very well and accordingly he was arrested and put to jail. 46.         (a)->(g)- -->(d) --> (c)-->(f)->(b)->(e)-->(h) Our National poet Kazi Nazrul Islam was born of a poor parents in 1899. When he was twelve years old, he fled away to Asansole and worked in a baker's shop there. During that time, a Muslim police officer took interest in this extraordinary boy and sent him to his village home. There Nazrul studied in a high school at Kazir Simla for three years and then returned to Burdwan.- In 1914, the First World War broke out, Nazrul joined the army at the age of 19 when he was a student of class 8. After the war, he came back to Kolkata in 1919. From 1920, he started residing in the office of Bengal Muslim Literary Association. His remarkable poem 'Bidrohi' was published in 1920. 47.         (d).-->(f)->(h)->(g)->(e)-->(c) --> (b)-->(a) Sher-e-Bangla A.K. Fazlul Huq was born in 1872 at Saturia in Barishal. He received his primary education there and then entered the Barishal Zilla School. He passed the Entrance Examination standing first in Dhaka Division. At the age of twenty-one, he passed the BSc Examination from the Presidency College, Kolkata, and MSc degree in Mathematics in 1895. The next year, he was appointed lecturer and examiner of MA in Mathematics in Kolkata University. In 1897, he passed BL Examination with distinction and began his independent legal practice at Kolkata High Court. Fazlul Huq attracted the attention of B.F, Fuller, the then governor of East Bengal who appointed him a Deputy Magistrate. But Fazlul Huq was a man of very independent character, so he resigned his post in 1911 and started legal practice. 48.         (d)-(g)-->(h)--(f)->(e) --> (b)-->(a)-->(c) Kazi Nazrul Islam was born in 1899 in the district of Burdwan in West Bengal. He lost his father at the age of eight. At the age of eleven, he showed his poetic genius by writing a lot of poems, songs, gazals, short stories, novels, etc. In 1914, the First World War broke out and he, at the age of 19, joined the war as an ordinary soldier, On return from the battlefield, he gave up the sword for the pen. It was a tragedy that he had been suffering from a cruel disease since 1942 and remained almost half dead for the rest of his life. He was taken to Bangladesh in 1972 and lived in this country since his death in 1976. He was declared our national poet by the then government of Bangladesh. 49.         (d)->(h)--)(e)--(f)-->(g)->(b)--(c)->(a) One day, a rich man lost his purse and thought that the purse had been stolen by someone of his servants. He could not detect the real thief. Then he made a complaint before the judge. The judge summoned all the servants, but all of them denied the charge. The judge then hit upon a plan to detect the thief and accordingly gave all of them the sticks of equal length and asked them to submit the sticks on the following day with the indication that the stick of the thief would increase by one inch. A11 the servants went home and everyone kept his stick as it was but the servant who had stolen the purse reduced the length of his stick by one inch. The next day all the servants submitted their sticks to the judge, but one stick was found one inch short. The thief was easily-detected and was sent to jail. 50.          (d)-->(g)-->(e)- --> (h)->(f)--->(c)-->(b)-->(a) Once there lived an old farmer who had three sons. The sons were extremely idle and averse to labour. One day while the old farmer was on the point of death, he called his sons and said that he was departing from the world. But he had buried all that he had in the vineyard. So, as soon as the farmer was dead, they came to the vineyard with spades. They turned over the soil of the vineyard. but they found no treasure. Finding no treasure, they thought that their father had deceived them. But when the land yielded plenty of grapes that year, they realized the significance of their father's word. 51.          (d)->(e)-->(f).-->(g)->(h)->(c)-->(b)--(a) The first Olympic Games were held in 776 BC. At that time, Greece were divided into many city states which were always at war against each other. The games were held to create brotherhood among the warring states. But during the two World Wars, the games could not be held. After that. the games were held after every four years until 394 AD. As it was held in the temple of Mount of Olympia, it was called Olympic Games. The modern Olympic Games began in 1896. Initially, it was meant only for men, but now it is open for the women too.

Exclusive Suggestions: SSC Exam 2026 English 1st Paper  Part-A Reading Test   Question No-1-2: Seen Comprehension- I Ameen is seventeen when the... [U-1; L-1] A warning comes from old. [U-1; L-2] Wash the white clothes on... (Unit/Lesson not specified in the source) Meherjan lives in a slum on... [U-2; L-1(A)] Bangladesh is now in the grip of ... [U-2; L-2(B)] Bangladesh is now in the grip of... [U-2: L-2(B)] Humans can neither change the sun's... [U-2; L-3(A)] On the afternoon of March, 17. [U-2; L-4(A)] Everyone must play a part... [U-3; L-2(B)] Michael Phelps, Usain Bolt are... [U-3; L-2(B)] Phelps is the most-decorated. [U-3: L-2(B)] Traditional childhood pastimes.. [U-3; L-3(A)] There is change in people's... [U-3; L-5(B)] Nepal is the holy land of Lord.. [U-6; L-1(A)] The Republic of Maldives is an...... [U-6; L-3(B)] The Maldives is famous as a. [U-6; L-3(B)] It was in the 17th century that....... [U-6; L-4(A)] Pure mountain air, crystal blue...... [U-6; L-5(A)] Pritilata Waddedar was born in... [U-10: L-3] Zahir Raihan was one of the... [U-10; L-4(B)] Once upon a time in Venice, [U-11: L-9(B)] Loneliness is a universal.... [U-13: L-1(B)] Just as the cause of loneliness.... [U-13: L-1(B)] Knowing that Mrs. Mallard was.. [U-13; L-3(A)] When she abandoned herself a... [U-13; L-3(A)] ""Art should comfort the.... [U-16; Graffiti] Graffiti's potency lies in its.......... [U-16; Graffiti]         Question No 3 : Seen Comprehension-2 21 February is a memorable day in our 21 February is observed 26 March, our Independence Day, is the biggest A florist's career is rather a good choice Air pollution comes from a wide variety of Along with rain and snow, sunlight causes Among the most significant causes of soil As human beings, we have ability to bring about Bangabandhu's speech at the United Nations Bangladesh is now....air pollution... soil pollution... Blue Fish population is in... Countries of the world rely heavily on Early in the morning on 8 January 1972, Bangabandhu Everyone wants to share his/her happiness Fish population is in serious danger Heritage is what we inherit Humans can neither change the sun's radiation In a speech at the renewable energy sources In the next class Ms Choudhury tells her students Lake Baikal is the deepest and one of Lipi, a 14-year-old girl, was in class 9 in a rural ... Mainul Islam is a qualified farmer in Naogaon Many people go to cities and forget their roots... May Day or International Workers' Day is observed May Do or International Meherjan lives in a slum on the Sirajgonj Town Michael Madhusudan Dutt was a Mother Teresa was moved.... On a weekly bazaar day Pritilata Waddedar was born in Scientists have ...electricity The Internet technology has helped design a large The Maldives is well known for being... The pioneer of Bangladeshi modern art Zainul Abedin Today there are many jobs Yoga is a kind of posture and breathing Zainul Abedin was a Bangladeshi painter       Question No- 4-5: Unseen Comprehension (Information Transfer / Writing Summary)   1.       A sports club is going race respectively 2.       Abraham Lincoln was the 16th ... Ford's Theatre in Washington. 3.       Abul Fazal, educationist.... 1983 in Chattogram 4.       Abul Kashem Fazlul Huq was born ... All India Muslim League. 5.       Albert Einstein was one of the...one of the world's most famous scientists. 6.       Alessandro Volta was....died in March 1827 7.       Alexander Fleming was born in ... in London in 1955. 8.       Altaf Mahmud was a the War of Liberation. 9.       APJ Abdul Kalam relation. 10.    Bangladesh is blessed with.....two decades 11.    Begum Rokeya was born in...plunged into deep grief. 12.    Begum Sufia Kamal, poet, litterateur, social ... on 20th November 1999. 13.    Captain Mohinddin Jahangir was an ... state honour of Birshrestho. 14.    Charles Babbage was an English ... London on 18 October 1871. 15.    Countries in the world. 16.    Dr. Qudrat E Khuda, born in....in 1984 17.    Humayun Ahmed was a teacher, author ... in Nuhash Palli. 18.    In 1912, an American Shipping Company ... It was a terrible scene. 19.    Jasimuddin was a famous Bengali poet ... home at Gobindapur. 20.    Jibanananda Das was born in a small ... away on October 22, 1954. 21.    John Milton was one of the famous ... died on November 8, 1674. 22.    Marie Curie was a Polish physicist and chemist 23.    Munshi Abdur Rouf was a Lance ... of bravery in Bangladesh. 24.    Neil A. Armstrong commanded the Gemini ... August 25, 2012. 25.    On 23 June 2018, twelve... rescued in next three days. 26.    Once, there was a town named Hamelin....was solved. 27.    Rabindranath Tagore was one of the ... Tagore breathed his last. 28.    SAARC is a regional.... neighbouring countries 29.    Sher-e-Bangla was one of the most ... him with gratitude. 30.    Sir Fazle Hasan Abed...BRAC 31.    Stephen Hawking is considered using computer....died on 14 March 2018 32.    Subhas Chandra Bose.... India in 1940 33.    Test Exam 2023: Patuakhali Govt. Girls High School; Ibn Taimiya School and College 34.    The Eiffel Tower was named after ... wonders of the world. 35.    The great men were born in different ... great respect and gratitude. 36.    The Nobel Prize is the world's most ... inventing X-rays. 37.    The Padma Bridge is a multipurpose bridge ... and dignity of the country. 38.    William Wordsworth was 'a major ... laureate of England. 39.    Your hair and every cell in your body ... the suspect is guilty or not. 40.    Yuri Gagarin was a Russian.... a plane crash.     Extensive List of Unseen Comprehension:   1.       Abraham Lincoln was born  – Lincoln was assassinated in 1865. 2.       Abraham Lincoln was the  – at Ford's Theatre in Washington. 3.       Abul Fazal, educationist  – died on 4 May 1983 in Chattogram. 4.       Abul Kasem Fazlul Huq  – of the All India Muslim League. 5.       Acid rain is a rain consisting  – above and below the ground. 6.       Albert Einstein was one  – received the Nobel Prize in Physics. 7.       Albert Einstein, the greatest scientist  – in 1955 in Princeton. 8.       Alessandro Volta was a famous Italian  – he died in March, 1827. 9.       Alexander Fleming was born in  – heart failure in London in 1955. 10.    All of you have heard  – Rabindranath Tagore breathed his last. 11.    Altaf Mahmud was a musician  – and the War of Liberation. 12.    APJ Abdul Kalam was born  – on 27 July 2015, aged 83. 13.    Bangladesh is blessed  – forest in the last two decades. 14.    Begum Rokeya was born in 1880  – plunged into deep grief. 15.    Begum Sufia Kamal, poet,  – on 20th November 1999. 16.    Born at Maurail village in Brahmanbaria  – Friday night in his 83. 17.    Captain Mohiuddin Jahangir was  – state honour of Birshrestha. 18.    Charles Babbage was an English  – London on 18 October 1871. 19.    Christopher Columbus was an  – and new people to rule. 20.    Coronavirus spreads through close  – soap and water may help. 21.    COVID-19 is caused by the  – hands before washing them. 22.    Dhaka is a very ancient and  – our War of Liberation in 1971. 23.    Dr. Muhammad Qudrat-E-Khuda,  – 'Dibas Puroskar' in 1984. 24.    Human trafficking involves  – even in highly public settings. 25.    Humayun Ahmed was a teacher  – was buried in Nuhash Palli. 26.    In 1820, a baby girl was  – became a heroine to British people. 27.    In 1912, an American Shipping  – It was a terrible scene. 28.    Interpol is the International Criminal  – given a new constitution. 29.    Jagadish Chandra Bose was born  – contributions and achievements. 30.    Jasimuddin was a famous  – ancestral home at Gobindapur. 31.    Jibanananda Das was born in a  – away on October 22, 1954. 32.    John Milton was a great  – literature died in 1674. 33.    John Milton was one of the  – on November 8, 1674. 34.    Louis Pasteur was a French  – 28, 1895 at the age of 72. 35.    Mammals are animals with fur and  – eat tiny shrimps called krill. 36.    Marconi was an Italian inventor  – He died in 1937. 37.    Marie Curie was a Polish physicist  – 4 July 1934 from leukaemia. 38.    Matiur Rahman was a Flight Lieutenant  – award for his brave actions. 39.    More than 45 ethnic groups live  – 'Doljatra', Holi festival, etc. 40.    Mother Teresa is a dedicated  – 1997 at the age of 87. 41.    Mount Everest is the highest mountain  – honour of world heroes. 42.    Munshi Abdur Rouf was  – recognition of bravery in Bangladesh. 43.    Neil A. Armstrong commanded  – died on August 25, 2012. 44.    Neil Armstrong was the first  – fired off the surface of the moon. 45.    Nelson Mandela was born in  – 2013 following a lung illness. 46.    Nobel Prizes are awarded every  – money was 40,000 dollars. 47.    On 23 June 2018, twelve Thai  – rescued in next three days. 48.    P.B. Shelley was born on  – of thirty by a boat capsize. 49.    Rabindranath Tagore  – Rabindranath Tagore breathed his last. 50.    SAARC is a regional organization  – the neighbouring countries. 51.    Shamsur Rahman, a poet deeply  – 17 August 2006 in Dhaka. 52.    Sher-e-Bangla was  – Bangladesh remembers him with gratitude. 53.    Sri Lanka is an Asian  – environment and culture nationally. 54.    Stephen Hawking is considered  – last on 14 March 2018. 55.    Subhas Chandra Bose,  – escaping from India in 1940. 56.    Surja Sen was a revolutionary  – "Mother, I bow to thee." 57.    The ancient Bengal saw a number  – introduced during his time. 58.    The Eiffel Tower was named  – of the wonders of the world. 59.    The first President  – Mount Vernon, Virginia in December 1799. 60.    The great men were born in  – with great respect and gratitude. 61.    The Nobel Prize is the world's  – 1901 for his inventing X-rays. 62.    The Padma Bridge is a multipurpose  – and dignity of the country. 63.    The Titanic was the largest ship  – come to rescue the passengers. 64.    The World Cup Football tournament  – time held in the USA. 65.    William Blake, a poet and artist,  – died at his sixty-ninth year. 66.    William Wordsworth was a major  – poet laureate of England. 67.    William Wordsworth was born  – He died there on 23 April 1850. 68.    Winston Churchill was Britain's  – came to his state funeral. 69.    Your hair and every cell  – the suspect is guilty or not. 70.    Yuri Gagarin was a Russian pilot  – died in 1968 in plane crash.   Question No -6 :  Matching   1.       Bangladesh is blessed with .... railway to the west. 2.       Bangladesh lies ... regarding earthquake. 3.       Bassanio ... one of silver and one of lead. 4.       Bassanio.... three caskets made, one of gold, one of silver and one of lead 5.       Democracy means/is precondition of democracy 6.       Donation of blood ... a negative message for others. 7.       Education means to develop ... to promote human civilization. 8.       Education means...and responsibilities 9.       E-mail is a wonderful invention ... like telephone. 10.    Experiential learning follows ... experiences among themselves. 11.    Facebook is an... access to Facebook 12.    Friction between teenagers .... which they 13.    Hospitality has long .... personal questions 14.    ICT means ... communication technology. 15.    Independence ... It without struggle. 16.    Introverts and extroverts are opposite to remain isolated 17.    Morality develops the conscience ... a complete man. 18.    Mosquitoes find ... breeding is possible. 19.    Now, Digital Bangladesh is ... even staying home. 20.    Our Parliament House ... Crescent Lake 21.    Patriotism is a great virtue ... of his blood. 22.    Price hike has added ... and inflation. 23.    Punctuality is a virtue ... gets late in his work. 24.    Sonargaon was._ the next Willa] period 25.    Substances called acids severely polluted areas. 26.    The Bay of Bengal ... to the south of Bangladesh. 27.    The function of education ... menace to society. 28.    The Japanese.... violation of traffic rules 29.    The migration of meritorious in the country and 30.    The moon... on poets and artists 31.    The present world is becoming ... partner through Internet. 32.    The role of women in nation ... any dignity and honour. 33.    There are many sea-beach every year 34.    Tolerance is not only an ... sweetness and reasonableness. 35.    Your friends cannot help ... unless you love them.   Question No 7: Re-arranging 1.       A corporal in the American War of Independence ... 2.       A Rich Man and a Farmer ... 3.       Androcles and the Lion ... 4.       Aristotle ... 5.       Astrologer and the King ... 6.       Buddha and a Poor Woman ... 7.       Cox's Bazar Railway Station ... 8.       Dr. Alexander Fleming and Penicillin ... 9.       Jibanananda Das 10.    John Keats ... 11.    Metro Rail ... 12.    Mother Teresa ... 13.    Mount Everest ... 14.    Napoleon and the Boy 15.    Nur Banu 16.    Pasteur 17.    Penicillin / Dr. Alexander Fleming 18.    Shamim / Belal 19.    Sheikh Saadi and the Robbers ... 20.    Socrates ... 21.    Taimur ... 22.    The Dog and Two Crows ... 23.    The Foolish Donkey 24.    The Idle King and the Wise Physician ... 25.    The Old Sailor ... 26.    Titanic ... 27.    Two Friends and a Bear ... 28.    William Somerset Maugham ...   Question No 8: Answer questions from POEMS Important Poems for SSC 2026 Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Question No 9: Answer questions from STORIES Questions for Practice The Merchant of Venice / The Trial -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Story of an Hour / Mrs. Mallard -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice /A Pound of Flesh -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice / The Three Caskets -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper Mr. Moti - Answering Questions from Stories / Story Questions & Answers / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper Stories The Story of an Hour / When she abandoned -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Purple Jar (Part-1) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Wheel of Cyclone / The Great Derangement -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-2) -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-3) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper Part B-Writing Test   Question No- 10 : Completing a Story A Boat Trip to Remember A Fox without a Tail 3.       A Journey by Metro Rail 4.       A Kind-hearted Boy [RB-2023; JB-2009; DB-2007] 5.       A King's Mistake [JB-2024] 6.       A Liar Shepherd [RB-2017; BB-2017; DB-2016] 7.       A Promise to Keep [BB-2024] A Sly Fox and a Foolish Crow 9.       A Thirsty Crow [JB-2023; BB-2023; RB-2020; SB-2020; BB-2019 & 2012; SB-2017; CtgB-2016; 2012; DB-2014; CB-2012; JB-2011] 10.   An Old Woman Who Told Tales [DB-2024] Ayat's Act of Kindness 12.   Ayat's Act of Kindness [DB-2023] 13.   Bayazid's Love for His Mother [BB-2016; CB-2015; DjB-2015] 14.   Bread Divided by a Cunning Monkey [BB-2020; CtgB-2017; CB-2010; SB-2005] 15.   Change of Lot [CB-2024; SB-2023] Dividing by a Cunning Monkey 17.   Escaping to Nature: A Boat Trip to Remember [BB-2023] Gias Uddin Azam Shah 19.   Grapes are Sour [JB-2017] Hamelin in Germany/The Pied Piper of Hamelin/Consequence of Ungratefulness Honesty and Sense of Responsibility 22.   Honesty of a Rickshaw-puller [DB-2024; CB-2020; JB-2016] I was really excited when I first heard about the inauguration of metro rail 24.   King Midas: The Golden Touch [RB-2024; CtgB-2020] 25.   Life is, After All, an Adventure [JB-2020] 26.   Lina's Ready Wit [SB-2019] 27.   Liton's Realization [DB-2019] 28.   Look Before You Leap [CtgB-2024; All Boards-2018] Lost and Found Lottery Ticket 31.   Mr. Rahman's Kindness [DjB-2020] Obsession with Money Once there lived a hare in a forest. He was always proud ... Once upon a time, the house of a rich man was infested ... One day a girl of class five was going to school. Suddenly she saw a wallet One sunny morning a boy of eleven years old was tending cattle 37.   Perseverance is the Key to Success [DB-2020; CtgB-2019; RB-2016; DjB-2016] Promise to Keep Ratan's Final Realization Righteousness of a Student Robert Bruce was the King of Scotland. His army ... 42.   Safe Bind, Safe Find [MB-2023] 43.   Sheikh Saadi's Wit / Tit for Tat [MB-2020; CtgB-2015] 44.   Slow but Steady Wins the Race [JB-2019; DB-2017; SB-2016] Sufia/Rafi is a worker of a big garments factory ... 46.   The Boy Who Saved the Train [CtgB-2023] 47.   The Farmer and the Nobleman [CB-2023] 48.   The Greatness of Gias Uddin Azam Shah [RB-2019] The Liar Cowboy/Shepherd 50.   The Pied Piper of Hamelin [MB-2024] The Scholar and the Boatman There lived a hare and a tortoise in the same jungle ... 53.   Timely Diagnosis and Treatment Can Save Lives 54.   Unity is Strength [CB-2017; RB-2015; SB-2015] Who a Contented Man Is 56.   Who's to Bell the Cat [DB-2019; SB-2017; JB-2007] 57.   You Win Some, You Lose Some [SB-2024] Question 11 – Dialogue Writing   Writing Dialogue               1.     A dialogue between you and your friend about the benefits of physical exercise. [DB-2024, 2019; CtgB-2024; CB-2015] 2.     A dialogue between you and your friend about the importance of tree plantation. [MB-2024; D13-2022; CtgB-2017] 3.     A dialogue between you and your brother about the merits and demerits of using mobile phone. [CB-20247 2023;CtgB- 2023; MB-2023; DjB-2023, 2022; SB-2017, 2015]         4.     A dialogue between you and your friend about Dengue fever and its remedies. [113-2024; JB-2024; CB-2020]              5.     A dialogue between you and your friend emphasizing the importance of games and sports in our life. [DnJB‑   2024;  JB-202Z CB-2019]        6.     A dialogue between you and your friend Rahim/Rahima about your future plan of life. [88-2024]      7.     A dialogue between you and the librarian of your school about borrowing a book. [S13-2024; 1:0 2016]         8.     A dialogue between you and your friend about the importance of learning computer. [RB-2023; JB-2019 & 2016]        9.     A dialogue between you and your friend about the importance of learning English. [SB-2023; RB-2020]          10.  A dialogue between you and your friend about the importance of reading newspaper. [DB-2023; SB-2020; CtgB-2019, CB. RB-2016]                 11.  A dialogue between you and your friend about the bad effects of smoking [BB-2023, 2016]  12.  A dialogue between you and your friend about Digital Bangladesh [SB-2022]        13. A dialogue between you and your friend about the causes and remedies of road accident/the road accidents and how to prevent it [CtgB-2022; DB-2020; D]B-20191  14.  A dialogue between you and your friend about the benefits of early rising [CB. RB-2022; MB-2020; All Boards-2018] 15.  A dialogue between you and your friend about the merits and demerits of watching television [DjB-2020]      16. A dialogue between you and your friend on how to eradicate/remove the illiteracy problem from Bangladesh [JB, BB-2020J     17.  A dialogue between you and your friend about the causes and effects of water pollution [CtgB-2020]               18. A dialogue between you and your friend about the advantages and disadvantages of village life and city life [RB‑ 2019. DB-2016]   19.  A dialogue between you and your friend describing the annual prize giving ceremony of your school [BB-2019]           20.  A dialogue between you and the Headmaster about making a garden in front of your school [sB-2919]             21.  A dialogue between you and your friend about their plan of studies after SSC Examination is over [MB-2022]               22.  A dialogue between two friends about their preparation for the SSC Examination [JB-2022; CtgB-2016]         23.  A dialogue between two friends about how to develop skills in English language [SB-2019; JB-2017; BB-2009]            24. A dialogue between you and your friend about the importance of education in the development of a nation [DB-2017]   a dialogue between you and your doctor about your health problem [BB-2017; RB, CtgB-2008, JB-2007] More Dialogues: 1.       Between you and your friend about the importance of learning computer 2.       Between you and your friend about the merits and demerits of using mobile phone 3.       Between you and your friend about the importance of learning English 4.       Between you and your friend about the importance of reading newspaper 5.       Between you and your friend about the bad effects of smoking 6.       Between you and your friend about the causes and remedies of road accident 7.       Between you and your friend on how to eradicate the illiteracy problem from Bangladesh 8.       Between you and your friend about the importance of physical exercise 9.       Between you and the Headmaster about making a garden 10.    Between you and your friend about the necessity of tree plantation 11.    Between you and your friend about the preparation for the SSC Examination 12.    Between you and your friend about the importance of early rising 13.    Between you and your friend about the importance of games and sports 14.    Between you and your friend about the severe impact of dengue fever 15.    Between you and your friend about the advantages and disadvantages of city life and village life 16.    Between you and your friend about the uses and abuses of Internet 17.    About how to eradicate the illiteracy problem from Bangladesh 18.    About making a garden in front of school 19.    About merits and demerits of watching television 20.    About cause and effect of water pollution 21.    About merits and demerits/good and bad sides/uses and abuses of using mobile phone/android cell phone/smartphone/merits and demerits of using mobile phone at teenage 22.    About the importance/necessity of reading newspaper/reading newspaper daily 23.    About bad effects of adopting unfair means/copying in the exam 24.    About the importance of games and sports in our life 25.    About the dangers of smoking/bad effects of smoking 26.    About Internet/the merits and demerits/uses and abuses of Internet/the use of Internet in computer 27.    About the benefits of/importance of early rising 28.    About illness/physical problems with a doctor 29.    About the annual prize-giving ceremony 30.    About the importance of tree plantation 31.    About aim in life/future plan of life 32.    About road/street accidents 33.    About how to develop/improve skill in English language 34.    About your preparation for the examination 35.    About importance of learning English 36.    About importance/necessity of learning computer 37.    About dengue fever/remedial measures of dengue fever/About the severe impact of dengue fever 38.    About the advantages and disadvantages of city and village life/city life and rural life/village life and city life 39.    About the importance/benefits of physical exercise 40.    About the plan after the exam 41.    About borrowing a book 42.    About causes and remedies of road accidents/street accidents 43.    About Digital Bangladesh 44.    About load shedding 45.    About the importance of education and the development of Bangladesh Previous Version: SSC Examination-2025 English First Paper Suggestion   Seen Passage 1.     21 February is a memorable day 2.     21st February has been observed 3.     26 March, our independence day 4.     Can you think of a classroom             5.     Countries of the world rely 6.     Eid is the main religious 7.     Everyone must play a 8.     Heritage is what we inherit 9.     Humans can neither change 10.  In the primitive age communications took 11.  India is our closet neighbour 12.  Lake Baikal is the deepest and         13.  Mainul Islam is a qualified farmer 14.  May Day or International Workers Day 15.  Meherjan lives in a slum on the 16.  Michael Madhusudan Datta 17.  Mother Teresa 18.  Nepal is one of the most charming 19.  Paharpur is an important archeological 20.  Pahela Boisakh is the first day 21.  Partha Pratim Majumder 22.  Pritilata was born in Chittagong 23.  Steven Paul Jobs, most  popularly 24.  The advantage of the Internet technology 25.  The French Sculptor Frederic Auguste 26.  The pioneer of Bangladeshi modern art Zainul 27.  Today there are many jobs where you need English 28.  ZahirRaihan was one of the most     29.  Zainul Abedin Unseen Passage 1.     A sports club is going .... race respectively 2.     Abraham Lincoln was the in Washington. 3.     Albert Einstein was …..Noble Prize Physics 4.     Albert Einstein, the greatest......in Princeton 5.     Alessandro Volta was     March, 1827 6.     Alexander Fleming was  in London in 1955 7.     Altaf Mahmud was a...... the war of liberation 8.     APJ Abdul Kalam was born 9.     Bangladesh is an independent… 10.  Begum Sufla Kamal...... November 1999 11.  Captain Mohiuddin Jahangir…….honour of Birsrestho 12.  Charles Babbage was an English….on October 1871 13.  Dr. Qudrat E Khuda, born in....in 1984 14.  Florence Nightingle was 15.  George Barnard Shaw    died 16.  Hazrat Ali (R) was born January 661 17.  Humayun Ahmed was    Nuhash Palli 18.  In 1912, an American Shipping   the world 19.  Jagadish Chandra Bose 20.  Jibanananda was born   1954 21.  John Milton was was born on November 8,1674 22.  Louis Pasteur was a French at the age of 23.  Mammals are animals     called krill. 24.  Milton was a great          literature died. 25.  Mominul Islam is a...... development 26.  Mother Teresa 27.  Mr. Khalilur Rahman, a pleader   unexpected departure. 28.  Munshi Abdur Rouf was..... in Bangladesh. 29.  Neil Armstrong was the first    surface of themoon 30.  Nelson Mandela 31.  Noble Prize 32.  Once, there was a town named Hamelin....was solved. 33.  P.B. Shelly (1792 1822) and imagery 34.  Rabindranath Tagore was 35.  Sher e Bangla is…..       him with gratitude 36.  Sir Jagadish Chandra Bose 37.  Sri Lanka is an Asian....culture nationality 38.  Stephen Hawking is considered using computer. 39.  Stephen Hawking was born        Gehrig's disease 40.  The Eiffel Tower was named...... of the world 41.  The first president of United       December 1799 42.  The history of Bengal is the 43.  The Rohingya people 44.  Thomas Alva Edision was 45.  Titanic 46.  William Blake 47.  Your hair and every cell     Table 1.     A man is…. as a fashion 2.     A teacher plays a very…..and ideal nation. 3.     Climate change climate 4.     Democracy means / is … precondition of democracy. 5.     Drug damages 6.     Education means 7.     Eve teasing has now become     subcontinent 8.     Friendship is one           establish friendship 9.     Globalization is now very           in poorer countries. 10.  Good manner is stage of life 11.  Hospitality has  personal question 12.  Humans , animals and   being spoilt 13.  Illiteracy retards  in this regards 14.  inroverts and extroverts are ….  to remain isolated. 15.  Morality develops of life 16.  National flag upholds our …..our glorious existence. 17.  Punctuality is a great virtue 18.  Satellite television and interne are …..    sides too 19.  Substances called acids severely  polluted areas. 20.  The empowerment of woman…. go  forward 21.  The Olympic games were…..       in athletic  contest/into many cities. 22.  The role of women in of the world. 23.  There are many every year 24.  Tolerance is not 25.  We cannot ensure peace 26.  We should say ‘no’ against corruption Rearranging 1.     A thirsty crow 2.     Abraham Lincoln 3.     An English Poet and His Friend 4.     Androcles 5.     Androcles and the Lion 6.     Bayazid and his ailing mother 7.     Buddha and A Poor Woman 8.     Dr. Alexander Fleming &Penicillin 9.     Dr. Kudrat E Khuda 10.  Dying Moment of Socrates Robert Bruce 11.  Einstein's simplicity 12.  Fox and turtle 13.  Hatem Tai 14.  Hazrat Omar  (R 15.  Kazi Nazrul Islam 16.  King Lear 17.  King Solomon Wife of Socrates 18.  Louis Pasteur 19.  Mount Everest 20.  Napoleon 21.  Nelson Mandela 22.  Noble Prize 23.  Queen Victoria  24.  Rabindranath Tagore 25.  Seikh Sa’di 26.  Sindbad 27.  Taimur 28.  The Ancient Mariner. 29.  The Foolish King and the Wise Man 30.  The idle king and the wisephysician 31.  The King and the Astrologer 32.  Thomas Alva Edison Emperor Akbar 33.  Two Friends and a Bear 34.  William Somerset Maugham 35.  Zainul Abedin   Paragraph 1.     A Book Fair /A Book Fair you have visited recently.1DB-2019 & 2015; SB, DB, BB-2010; BB-2009; CB-2005; CtgB-2004] 2.     A Day Labourer 3.     A Railway Station 4.     A Rainy Day 5.     A Rickshaw Puller 6.     A Road /Street Accident 7.     A School Library [CtgB-2019] 8.     A School Magazine /Your School Magazine 9.     A Street Hawker 10.  A Tea Stall [SB-2019; DB-2015] 11.  A Winter Morning [BB-2019 & 2003; DjB-2015; CB-2014; DjB-2014; DB, SB-2009] 12.  Air Pollution 13.  Climate Change 14.  Deforestation [All boards-2018] 15.  Dowry System 16.  Early Rising 17.  Environment Pollution (air,water)/DB-2019; SB-2016, DB-2019, CB-2016; RB-2016] [DB-2016] 18.  Food Adulteration 19.  Global Warming 20.  Load-shedding CtgB-2016; 2002; 2013-2011; BB-2011, 2003; BB-2010; 2008, 2003, 2001; CB, JB, SB-2007; JB-2003 21.  May Day 22.  Mobile Phone 23.  Our National Flag 24.  Price Hike 25.  The International Mother Language Day 26.  The Life of a Farmer 27.  The Padma Bridge 28.  The Rohingya Problem 29.  Traffic Jam[JB-2015] 30.  Tree Plantation. [JB-2019 & 2014; DjB-2016; BB-2016; CtgB-2015; RB-2009,2004; DB­2008] 31.  Water Pollution 32.  Your School Library [CB-2019 & 2015; R13-2014, 2010; .1B-2009; CtgB-2009; SB‑2008] 33.  Your Visit to a Place of Historical Interest Completing Stories 1.     A Fox without a Tail: Once there was a clever fox in a jungle        [DB-2015] 2.     A Friend in need is a Friend Indeed: Once upon a time, there were two friends [RB-2014; CB-2011; DB-2011; BB-2010] 3.     A Greedy Farmer : There lived a farmer in a village. He had a wonderful goose 4.     A lair cow boy/ Nobody believes a lair SB 2017: BB-2017; DB-2016] 5.     A Lion and a Mouse: Once a lion was sleeping in a forest [DB- 2013; BB-2013; CtgB-2008] 6.     A Sly Fox and a Foolish Crow: One day a crow stole apiece of meat [JB-2015]      7.     A Thirsty Crow :One day a crow became very thirsty [BB-2019 & 2012; SB-2017; CtgB-2016; 2012; DB-2014; CB-2012; JB-2011] 8.     An ant and a dove 9.     An honest wood cutter [JB-2014; DB-2012; DjB-2012; CB-2011; CtgB-2009] 10.  Bayazid’s Devotion to his mother : Bayazid was a small boy his mother was ill. One day, SB‑2016; CB- 015; DjB-2015] 11.  Bread Dividing by a Cunning Monkey: Once two rats stole a piece of bread 12.  Failures are the pillars of success [CtgB­2019,- RB-2016; DjB-2016] 13.  Fire in garment factory [All Boards-2019] 14.  Grapes are sour: Once a hungry fox was searching for food ...... [JB-2017] 15.  Honesty is the best policy /Honesty of a farmer/a rickshaw puller/ a student [JB-2016] [BB-2015] 16.  King Midas : The Golden Touch : Once there was a king called Midas 17.  Look before You Leap: Sufia is a worker in a big garments factory 18.  Money cannot bring Happiness 19.  Perseverance is the Key to Success: Robert Bruce, king of Scotland, fought severalbattles 20.  Sheikh Saadi's Wit :The king ofIran used to invite the great poet Sheikh Saadi [CB-2015] 21.  Slow and steady wins  the Race/ An Hare and a tortoise :There lived a hare and a tortoise in the same jungle [JB-2019; DB-2017; SB-2016] 22.  Struggling of a woman 23.  The Boy Who Saved the Train: Once a cowboy was grazing cattle by the side of a           rail line 24.  The cruelty of a mistress with her maid servant 25.  The goose that laid gold eggs [DB 2014; BB-2008] 26.  The Honest Woodcutter and the Beautiful Fairy: Once there was a.wood cutter. He was very poor 27.  The Liar Cowboy / Shephered: Once there was a cowboy/ shepherd in a village ...... 28.  The more man gets the more like wants 29.  The Ready wit of a school boy / The responsibility of a school boy/A school boy was crossing a road..  [JB‑2009;DB-2007] 30.  Truthfulness of Abdul Quadir Zilani (R.): In his boyhood, Hazrat Abdul Quadir Zilani (R.) was [CB-2016] 31.  Two Rats and the Monkey/ Dividing the Bread [CtgB‑2017; CB-2010; SB-2005] 32.  Unity is strength: Once there was an old farmer. He had four sons, They used to quarrel  [CB-2017; R8- 2015; SB-2015] 33.  Unity is Strength: There are many animals in a forest. There was no unity among them...... 34.  Who's to Bell the Cat: Once some mice were having a good time / Once the house of a rich man was infested with rats DB-2019; DjB-2017;JB-2007] Graphs and Charts 1.     A pie chart on the percentage of a family household income distributed into different categories. 2.     A student's daily life / time spending of various activities daily the comparative selling rate of different kinds of books in ekushey boi mela 3.     Choice of profession by different educated people 4.     Family’s household income distribution 5.     Internet and facebook users 6.     Literacy and illiteracy rate 7.     Literacy rate of Bangladesh in different years 8.     Number of mobile phone users in bangladesh 9.     People living under the poverty line 10.  Population growth rate of bangladesh 11.  Poverty and health care 12.  Results of different exams 13.  Selling rates of different kinds of books in ekushe boi mela 14.  Student’s time spending of various activities 15.  The benefits of girl’s education 16.  The choice of profession by different educated people 17.  The comparative selling rates of four types of book in ekushey boi mela. 18.  The export and imports. 19.  The importance and uses of using english. 20.  The interest of students in different subjects 21.  The internet users and telephone users. 22.  The internet users in towns and villages from the year 23.  The irregularity of a student in attending the classes. 24.  The literacy rate of bangladesh in different years 25.  The minimum temperature (in celsius) in chattogram and rajshahi 26.  The number of people living below the poverty line 27.  The number of people using the Internet from the year    28.  The number of telephone and mobile phone users in bangladesh 29.  The percentage of the number of internet users in towns and villages. 30.  The percentages of a family's household income/expenditure distributed into different categories 31.  The percentages of books in a school library 32.  The population growth rate in bangladesh. 33.  The poverty reduction rate of bangladesh. 34.  The result of ssc examination of a school. 35.  The sources of air pollution in a city 36.  The spending time on various activities. 37.  The ssc / jsc result of abc high school 38.  The yearly imports and exports of a country 39.  Types of pastime activities of people in different years / people's changing attitude to pastimes infant mortality rate of bangladesh Most Important Letters/ E-mail 1.     A picnic you have enjoyed.[DB-2019; CB-2010 & 2006; djb- 2012; SB- 2012; BB-2008; ctgb-2004; .BB-2004] 2.     A street accident 3.     About Bangladesh and her people. 4.     About Cox' Bazar and inviting him to join you. 5.     About how to improve English 6.     About your progress of studies. [ctgb-2019; CB-2015] 7.     Advising him not to adopt unfair means in the examination. [DB-2003, 2002; BB-2003] 8.     Advising him not to mix with bad company and be sincere to his study. 9.     Advising him/her to give up smoking. SB-2015 10.  Aim in life.        [SB-2014] 11.  Annual prize giving ceremony of your school. DB-2016; DB-2013; RB-2010; BB-2003; CB-2001; RB-2001] 12.  Annual sports day of your school. 13.  Attractive tourist spots of Bangladesh. 14.  Bangladesh and her people. [CB-2017; SB-2017,2008; BB-2015; DB-2007] 15.  Benefits of reading newspaper. [ctgb-2016 2013.BB-2013, 2009] 16.  Co-curricular activities of your school. DB-2017, 2008] [RB-2019] 17.  Condolence at her/his father's or Mother’s death. [BB-2012, 2007; CB-2003] 18.  Congratulating him/her on his/her brilliant success in the exam. RB, ctgb-2015; DB-2013; 1)8-2012; ctgb-2010,2007; SB-2009; BB-2011, 2004; RB-2003, 2008, 2012; CB- 2008, 2012] 19.  Describing a historical / new you have visited/ Study tour/ New place 20.  Experience during the summer vacation. 21.  Foods and the food-habits of the people of Bangladesh. (DB-2009; RB-2007; SB-2006; CB-2005] 22.  How to improve in English. [DB-2015; .113-2009; SB-2007] 23.  How you have spent your summer vacation. 24.  Importance of co-curricular activities in later life. BB-2017] 25.  Importance of learning English 26.  Importance of physical exercise. [SB-2019; DB-2017; CB-20091 27.  Importance of reading newspaper. 28.  Importance of taking regular physical exercise. 29.  Informing about your preparation for the exam 30.  Inviting him to attend the party of your birthday. [DB-2005;113-2012; SB-2003] 31.  Inviting him/her to join the marriage ceremony of your sister. [ctgb-2014] 32.  Inviting to join a picnic. [RB-2013; JB-2010] 33.  Inviting to Spend Summer Vacation 34.  Journey that you made. [All Boards-2018] 35.  Plan after the SSC examination. [CB 2019. 2016, 2014; djb-2019 & 2009; DB-2019, 2011 & 2006; BB-2019, 2010 & 2006; SB-2016 & 2011, DB-2014 & 2011; RB-2011; ctgb-2008] 36.  Preparation for the ensuing SSC Examination. [DB-2016, 2011] 37.  Recent visit to a place with your family members. RB-2016 38.  Requesting him/her for staying a few days with you during the summer vacation. BB-2016 39.  Sharing the experience of the 40.  Telling about what you plan/ would like/ intend to do after your SSC Examination 41.  Thanking for hospitality 42.  Thanking him for the birthday gift. IBB-2017,2014; BB -2017; BB-2010; CB-2002, 2001; ctgb-2001] 43.  Thanking him for the hospitality shown to you by him and Other members of his family. [BB-2013; CB, ctgb-2011; S13-2010; RB-2009; DB-2006; BB-2002] 44.  To adjust to the new place and food 45.  To bother advising him not mix bad company and sincere to study 46.  To friend thanking him/her for his/her hospitality.. To friend condoling him on his father's death 47.  To younger bother to be sincere and attentive to studies To younger brother about the importance of physical exercise 48.  To younger brother about the benefits of computer learning 49.  To father/friend about preparation for Test Exam 50.  To friend about prize giving ceremony 51.  Train journey you have experienced Most Important Dialogues 1.     About making a garden. Sb-2019 2.     About your preparation for the examination. 3.     Advantages and disadvantages of village life and city life. Db-2019; db-2016] 4.     Aim in life. Id1b-2017] [cb-2014] 5.     An exciting football match About Aim in life 6.     Annual prize giving ceremony of your school. /bb-2019] 7.     Bad effects of copying in the exam. [bb-2015] 8.     Bad effects of deforestation. 9.     Bad effects of smoking. [RB-2017; BB-2016] 10.  Bad effects of unfair means/ Copying in the exam 11.  Being late in attending the class. 12.  Benefits of early rising.  [all boards-2018; ctgb-2009] 13.  Borrowing a book from a library. Bb-2016 14.  Causes and remedies of road accident/ the road accidents and how to prevent it. Id1b-2019 15.  Computer club in your school. [ctgb-2015] 16.  Develop/ improve skill in English language 17.  English language. [Db-2017; bb-2009; cb-2008; sb-2019] 18.  Environment pollution. 19.  Global Warming 20.  Good and bad sides of Facebook 21.  Good effects of morning walk     [db-2015] 22.  Health problems, between you and a doctor bb-2017; ctgr-2008; rb-2008; jb-20071 23.  How to eradicate illiteracy from our country [cb-2017,2007; ..1b-2015, 4b-2014.8-2009, sb-2008, ctgb-2007] 24.  How to improve English. 25.  Illness with a doctor Environment pollution 26.  Importance of education in the development of a nation [db-2017] 27.  Importance of games and sports in our life. Db-2019 28.  Importance of 'ICT' education in today's life. 29.  Importance of learning computer. Db-2019 & 2016] 30.  Importance of learning English. 31.  Importance of physical exercise db-20/9, cb-2015] 32.  Importance of reading newspaper. [ctgb-2019; cb-2016; rb-2016] 33.  Importance of tree plantation 34.  Importance/necessity of tree plantation. [ctgb-2017; bb-2007 35.  Interesting place in Dhaka 36.  Interne/ the merits and demerits / the use of intemet in computer 37.  Issuing a transfer certificate. 38.  Merits and demerits /good and bad sides/ uses and abuses of using mobile phone 39.  Merits and demerits of mobile phone/facebook/internet  [sb-2017; sb-2015] 40.  Preparation for the ssc examination. [ctgb-2016; rb-2015] 41.  Proper use of time and its benefits. 42.  Road accidents 43.  What to do to do better in the exam. Practice All Questions with Answer

SSC English 2nd Paper Suggestion for 2026 Part-A Gap Filling With Clues (Ques. No. 1) Substitution Table (Ques. No. 2) Right form of Verbs (Ques. No. 3) Changing Sentences (Ques. No. 4) Tag Questions (Ques. No. 5) Suffixes and Prefixes (Ques. No. 6) Preposition (Ques. No. 7) Connectors/Linking Words (Ques. No. 8) Punctuation & Capitalisation (Ques. No. 9) Part B Composition   Part-B: Composition [Paper-II] Paragraph Writing [Paper-II; Ques. No.-10] Antidiscrimination - Students Movement The July Revolution-2024 The Role of Graffiti in July Revolution-2024 The Life of a Farmer/A Farmer [DB '24; RB '17, 16; CtgB '24, '15: SB '19, '15: BB '19; DjB '19] Our National Flag [RB '24, 23; JB '19: CB '16; SB '24; MB '24] A School Magazine [RB '19, '14: JB '24, 16, 14; SB '16] Environment Pollution [SB '16; DjB 19; CB 24] A Tea Stall [DB 15; CtgB '20; BB '24] A Winter Morning [CB 14: BB '23: DJB '24, 23, '15, '14] Rohingya Exodus Online Education Programme/ Online School/ Digital Class A Road Accident [DB '20] How to fight against Dengue Fever and face it [RB '20] Tree Plantation/ Importance of Trees [RB 15; JB '20; SB 14; BB '15, 14] Causes of Road Accidents in Bangladesh [CB '20] A Street Hawker [SB 20] Water Pollution [DjB 120] The Bad Impacts of Deforestation [MB '20] My visit to a Book Fair [DB '19; JB '17; CB '17, '15] A Traffic Jam I Experienced [CB '19] A Book Fair [CtgB '19] A Moon-lit Night [Combined Board Exam '18] The Life of a Rickshaw Puller [DB '17] The Benefits of Early Rising Load-shedding [SB '17, '16] A Day Labourer [BB '17] Our School Library Traffic Jam [CtgB '16] The uses and abuses of Mobile Phone A Rainy Day [SB '15] Smart Phone [JB '24] Importance of Learning Computer [BB '24] Our School Magazine [CtgB '20, MB '24] Drug Addiction [CB '20] A School Library [DB '22, '19] My Visit to a Place of Historical Interest [Shat Gambuz Mosque] [DB '17, CtgB '07, SB '07] A Railway Station [RB '12, '08, JB '17] Air Pollution [DB '16] A Village Doctor [DB '06] A Bus-Stand [JB '05, CtgB '08] May Day [CtgB '07] My Favourite Personality [CB '06] Writing E-mail/Letter/Application [Paper-II; Ques. No.-11] Part-A: Writing Informal Letters Write a letter to pen-friend about the anti-discrimination student movement in Bangladesh. Write a letter to your friend describing how you have celebrated the last 21st February in your school. [RB '24] Describing what you intend to do after your SSC Examination. [DB '11; RB '11, '06; JB '19, '11, '06; CB '24, '19, '16, '13; CtgB '08; SB '16, '11; BB '19, '10, '06; DJB '19] Write a letter to your friend about the co-curricular activities of your school. [DB '17, 08: RB 19: CtgB 24] Write a letter to your pen friend describing your country. [DB '07; CB '17; SB '17, 08: BB '15: DJB 24] Describing the importance of physical exercise. [DB 20: CB '09; CtgB '23: SB 19: DJB '17] Thanking a friend for the birthday present he sent to you. [RB '20, '17: SB '20: BB '17] To mother about hostel life. [RB '23: JB '20] Describing your experiences during the summer vacation. [CtgB '17; BB '20] Write a letter advising him/her on how to adjust the new place and the new food. [DB '08] Describing the picnic at a historical place of interest. [DB '19; JB '04; CB '10, '06; SB '12; BB '08: DjB '20, '12] Write a letter to your friend describing your experience about the train journey you made. [Combined Board Exam '18; CtgB '06; SB '04] About Bangladesh and her people. [DB '07; CB '17: SB '17, '08; BB '15] Write a letter to your friend describing your experience of your visit to a new place. [RB '16] Write a letter to your friend describing the annual prize-giving ceremony of your school. [DB '23, 13: RB '10; JB '23, 16: SB '23] Write a letter to your cousin requesting him/her for staying a few days with you during the summer vacation. [BB '16] Write a letter to your friend telling him/her about how to improve English. [DB '15; JB '09; SB '07; BB '05] Write a letter to your friend who is a chain smoker advising him to give up smoking. [SB '15] Write a letter to your friend thanking her for her hospitality. [DB '06, CB '23, '11: CtgB '11; SB'10, BB '13] Write a letter to your friend telling him/her about the tour. [DB '10] Write a letter to your friend Salam/ Salma who lives in Sylhet describing the picnic to Kuakata. [CtgB '04] Write a letter to your friend, Mishu who lives at K.N. Avenue, Bogura, describing the sports day of your school. [DB '09, '05] Write a letter to him/her about the importance of learning English in all stages of life. [SB '13] Write a letter to your pen-friend describing the foods and the food-habits of the people of Bangladesh. [RB '07; CB '05: SB '06; BB '09] Write a letter to your pen-friend about your native village. [CB '07] Write a letter to your friend expressing your condolence at her/ his father's death. [BB '12, '07] Write a letter to your friend inviting him to attend the party of your birthday party. [DB '05: JB '12] Write a letter to your friend about your aim in life. [SB '05] Part-B: Writing Informal E-mails Write an email about your progress of studies for the SSC examination. [DB '24] Suggesting friend about how to do well in the exam. [JB '24] Write an e-mail congratulating friend on her brilliant success. [DB '12, BB '15, '12, CtgB '08, '05, '04, SB '24, '09, '06, '04, MB '13] About the causes and effects of road accidents and how to solve this problem. [BB '24] Advising younger brother to avoid evil company. [MB '24] Write an e-mail to your friend describing the accident that you witnessed. [CB '12, DjB '22] Write an e-mail to him inviting him to join the picnic. [RB '13, JB '10, SB '22, DjB '23] Write an e-mail to your father informing him how you have been prepared for the ensuing SSC exam. [CtgB '22, BB '22, DJB '16, '15] Send an e-mail to your cousin informing him of the outing you have enjoyed recently. Write an email to your friend asking him to return the book in no time. Inform your mother through e-mail how you physically feel after recovery from an ailment. Send a letter of advice to your younger brother by using his e-mail address to be regular in his studies. [MB '23] Send an e-mail to friend describing the importance of reading newspaper. Invite your friend by using e-mail to attend the marriage ceremony of your elder sister ceremony. [CB '22] Send and e-mail to be a pen friend. Write an e-mail to a friend who is lying under treatment in a hospital. Write an e-mail to your friend inviting him/her to attend the birthday party. Write an e-mail to your friend wishing him/her "Happy Birthday". Write an email to your friend about the importance of learning computer. [BB '23] Part-C: Formal Letters Writing Application Request for setting up a canteen. [Combined Board '18 DB '24, '16, '11: RB '12, '07; JB '16, '12: CB '13, '11; CtgB '14, '09 BB '24, '16, '14; DjB '10] Prayer for permission and monetary assistance to go on a study tour. [DB '15, '13; RB '24, '16; JB '20; CB '20, '07; SB '19, '14; BB '19: DJB '16: MB '24] Request for enhancing library facilities. [JB '24: CB '09; CtgB '17: SB '24: BB '22: DjB '22, '14] Application for providing multimedia facilities in the classrooms. [CB '24] Request for setting up a Computer Club in the school. [DB '17, '12: JB '15, '13, '09; CB '17; CtgB '24, '19: SB '20: DJB '09] Application for arranging some extra classes on English. [DjB '24, '19] Application for a seat in the school hostel. [RB '13; JB '07; CB '12; CtgB '20; SB '13, '09; BB '08: DJB '12] Application for seeking permission to arrange a tree plantation programme. [DjB '20] Request for a transfer certificate [RB '19: '14: JB '10: CB '14: SB '10: BB '13] Prayer for financial help from the students' welfare fund [CB '16, '15: CtgB '15] Prayer for a testimonial. [DB '09; RB '15, '10: JB '14; CB '10; CtgB '12; SB '08; BB '11] Application for opening a debating club [RB '17, '08; JB '19; CB '19; CtgB '16; BB '17] Seeking permission to go on a study tour in a historical place. [DB '15, '13: RB '16; JB '20; CB '20, '07: SB '19, '14; BB '19: DJB '16] Application for increasing common room facilities. [DB '14: JB '17; CtgB '11, SB '17; BB '20, '15, '12; DjB '15] Request for opening a common room [CB '10/BB '17] Prayer for financial help/full free studentship [CtgB '16, '15, BB '15] Prayer for permission to go on an excursion to Sundarbans. [JB '11: BB '10] Request for admission. [JB '08] Request for constructing a bridge. [CtgB '07] Request for opening a cultural club. For repairing the damaged roads. [DB '23, CB '23, '08] Application for increasing common room facilities. [DB '14; RB '23: JB '17: CtgB '11; SB '17; BB '23, '20, '15, '12; DjB '15] Complaining about defective books. [JB '23] For taking steps against anti-social activities in your locality. [CtgB '23] Irregular delivery of letters. [SB '23] Complaining about the quality of the foods made in the school canteen. [DJB '23; MB '22] Complaining about missing goods. [DB '22] Complaining about problems in computer lab. [RB '22] Complaining about frequent load-shedding. [JB '22] Complaining about insufficient water supply. [CB '22] Application for relief goods for the flood affected people. [DB '07; RB '07; CB '13] Application to increase the number of quality books in the library. [CtgB '22, MB '20] Writing CV Prayer for the post of an "Assistant Marketing Officer" [DB '24] Prayer for the post of a "Medical Representative" [DB '22, RB '24, CB '23, BB '16, CtgB '18, SB '19] Prayer for the post of a "Computer Operator" [DB '15, RB '19, JB '24, '11, CtgB '22, SB '22, DjB '24] Prayer for the post of a "Public Relation Officer" [CB '24, CtgB '20] Prayer for the post of a "Salesman" [SB '24, MB '22] Part-D: Writing Formal E-mails An order for an e-book. Seeking information about a tour abroad. Regarding cancellation of a booked ticket. A request to send details of the tour to St. Martin's Island. Request for sanctioning a tube-well. About attending seminar on language study [SB '16] Writing Composition [Paper-II; Ques. No.-12] Importance of Reading Newspaper [DB '24, '20; RB '08; JB '08; CB '14; CtgB '20, '11; SB '24, '14; BB '24, '20 '13; DjB '14] My Favourite Hobby/My Hobby/Playing Guitar as My Hobby [Combined Board '18; DB '14; RB '24, '10; JB '20, '08; CB '16, '15; SB '12; BB '16; DJB '24, '20] The Season I Like Most/Best (The Spring) [DB '17; RB '11; JB '24, '11; CB '12; CtgB '17; SB '13; BB '14, '13; MB '24] A Journey by boat I Enjoyed/A Journey by boat [RB '09; JB '14: CB '17, '13; CB '24: CtgB '14, '12, '07: SB '16, '12; BB '14; DjB '19, '12] My Favourite Game/ The Game I Like Most [DB '10; CB '14: CtgB '24, '19, '07: SB '11; DJB '17] Satellite TV Channels and Our young Generation [RB '20] Physical Exercise/ The Importance of Physical Exercise [DB '12; RB '09; CB '20; SB '17: BB '09] Duties of a Student [DB '16, '12, '09; JB '19, '16, '12, '09; CB '08; CtgB '08; SB '20, '14; DjB '13, '11] Students and Social Service [MB '20] My Aim in Life/ My Future Plan of Life/ The Profession you like to take up in Future [DB '19, '15, '13, '10; RB '15, '11; JB '17: '15, '13, '10; CB '11; CtgB '13: SB '13, '09; BB '11; DjB '15, '11] Science in Everyday Life [RB '19, '16, '13; JB '10; SB '19] The uses of Computer in Everyday Life [CB '19, '13: CtgB '16, '13, '08] Importance of Trees in Our Daily Life/ Tree plantation/Why do you think more trees should be planted [CB '10; SB '07: BB '19, '13] Afforestation/ Importance of Planting more Trees/ The necessity of tree plantation/ Tree Plantation/ Why do you think more trees should be planted [SB '12; BB '17] Wonders of Modern Science/ Blessing of Modern Science [SB '15, '11: BB '16, '14, '12] Recent Floods in Bangladesh [DB '14, '08; JB '08; CB '15] A Journey by Train [DB '13; RB '12; JB '14; CB '08; CtgB '09; BB '15] Computer as a Wonderful Gift/Blessing of Science/Computer [DB '10, '08; JB '14; BB '12: DjB '14] Fruits of Bangladesh [DjB '09] Population Problem in Bangladesh [DB '11, '09; RB '13, '10; JB '07] A Village Fair [JB '13; SB '10] A Village Market [CB '12, '09; BB '11] The Journey I Like Most [DB '10: BB '12] The uses of Computer in Bangladesh [RB '10; CB '07; SB '08] My Childhood Memories/ Some sweet recollection of my childhood [RB '09: CB '06; CtgB '10, '08; SB '07] A Journey by Bus [DJB '10] Population Growth Hinders Development [SB '09] My Visit to a Place of Historical Interest [DB '07; RB '08; BB '14, '07] The Village Fair I Recently Visited/ A Visit to a Village Fair [JB '07; CtgB '08] Corruption is a Curse [SB '08] Child Labour should be Banned [BB '08] Television [DB '07; RB '07] Bangladesh is Overpopulated [JB '07] Road accidents My experience of visiting a flood-affected area International Mother Language Day The summer vacation I enjoyed The sports day of our school Our Cultural Heritage The uses and abuses of internet Previous Version: SSC English 2nd Paper Suggestion for 2025 Grammar: Theory and Practice Topics 1.      Gap Filling Activities with Clues 2.      Gap Filling Activities without Clues 3.      Substitution Table 4.      Right Forms of Verbs 5.      Changing Narrative Style 6.      Changing Sentences 7.      Completing Sentences 8.      Use of Suffix and Prefix 9.      Tag Questions 10.  Use of Sentence Connectors 11.  Use of Capitals and Punctuation Marks Question No. 12 Writing CV with Cover Letter 1.        Suppose, some Accounts Officer will be appointed in the Prime Bank. You are interested to be one. Now, write a CV with a cover letter for the post. [BB-2023;MB -2023; All Boards-2018; CB -2015; JB-2015] 2.       Suppose, you are Rezwan/ Rezwana. You got your BA exam result last month. Recently you have seen a vacancy advertisement in 'The Prothom Alo' for the post of a 'Junior Officer' in ABC Bank. Now write a CV with a cover letter to the HR Manager for the post. Your CV should not exceed one page.[CtgB-2023;RB-2023; DjB-2020; CtgB-2020; SB-2020; RB-2017; SB-2016] 3.       Suppose, you are Raihan/Raihana and you have passed B.Sc Hon's in Chemistry. You have seen a vacancy for the post of a Medical Representative in Square Medicine Company. Now write a CV with a cover letter for the post.Your CV should not exceed one page.  [CB-2023; DB-2022; DjB-2019; BB-2017; CtgB-2016] 4.       Suppose, you are Touhid Hasan/Tania Akter. You have passed HSC and taken a one-year diploma on computer. You have found a vacancy advertisement published in "The Daily Azadi" for the post of "A Receptionist' 'in Medical Centre Hospital,Chattogram. Now, write a CV with a cover letter for the post Your CV should not exceed one page.   [DjB-2023; DB-2017] 5.       Suppose, you are Rimon Khan/Rima Chowdhury. You have completed B.Sc Engineering and are looking for a job.You have seen a vacancy advertisement in "The Financial Express" for the post of a Software Engineer ineer of "Golden Company Ltd". Now, make a CV with a cover letter for the post. Your. CV should not exist one.pag         [JB-2023] 6.       Suppose, you are Rahim/Rahima of 12/12 Mirpur, Cumilla and you have passed BBA. Now, write a CV with a cover letter for the post of a Cashier to the GM, Pubali Bank, Dhaka. Your CV should not exceed one page. [SB-2023;CB-2016] 7.       Suppose, you are Emon, you have obtained MA Degree from Dhaka University. ABC School is going to recruit some assistant teachers/teachers/English teachers. Now, write a CV with a cover letter for the post. Your CV shouldn't exceed one page. [DB-2023; CB-2022;DjB-2022; DB-2020; JB-2019; CtgB-2019 & 2015; CB-2017; DjB-2015; RB-2015; SB-2015] 8.       Mind that, you are Tamim/Tamima. Your home district is Khulna. You have recently completed MBA from Dhaka University. You have found a job advertisement in 'The Daily Prothom Alo' that there, is a vacancy post for the position of Junior Marketing Officer in BD Textile Limited. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.     [RB-2022] 9.       Suppose, you are Habib/Habiba. You have passed HSC and got a diploma on computer operating. You have segn a vacancy advertisement in "The Daily Star" that the National ICT Research Center is going to appoint a Computer Operator. Now, write a CV with a cover letter for the post. Your CV should not exceed one page. [BB-2022, JB-2022,, DB-2019; SB-2017] 10.   Suppose, you are Sajib and you completed MA in journalism. Now, write a CV/Resume with a cover letter for the post of a journalist in a reputed news agency. Your CV should not exceed one page. 11.   Suppose, you are Farhan/Farhana. Your home district is Kurigram. You have recently passed SSC from Dinajpur Board. You have found a job advertisement in a National Newspaper that there is a vacancy post for the position of a salesman/junior sales officer in a manufacturing company. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.           [MB-2022; SB-2019; BB-2019; RB-2016] 12.   Suppose, you are Rubi. You have seen a vacancy advertisement in 'The Daily Prothom Alo! for the post of Senior Officer in a private bank. Now, write a CV with a cover letter for the post. Your CV should not exceed one page. [SB-2022; BB-2020; JB-2016 13.   Suppose, you are Raj in Ahmed/Rezwana Akter. You have completed HSC and are looking fora job. You have seen a vacancy advertisement in "The Daily Star" for the post of an "Office Assistant" of Berger Company Ltd. Now, make a CV with a cover letter for the post. Your CV should not exceed one page.   [JB-2020; DB-2016] 14.   Suppose, you are Shimul/Shaila and you have recently passed M.BA from the University of Dhaka. There is a vacancy advertisement for the post of Public Relation Officer in an Insurance Company in The Daily Star. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.           [MB-2020; BB-2016] 15.   Suppose, you are Mubarak. You have seen an advertisement in 'The Daily Star' that some design engineers are going to be appointed in Asian "Textile Limited. You want to apply for the post. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.  [RB-2020] 16.   Suppose, you are Mahmuda/ Mahmud of 2/3 Gulshan, Dhaka and have passed MSc in Computer Science. You have seen a vacancy ad for the position of an IT Officer in a mobile company. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.  [JB-2017] 17.   Suppose, you are Atik/ Atika. You have completed your M.A in Bangla. Then you have completed a 2 years diploma on Library Science. Recently you have seen a vacancy advertisement for the post of a Librarian in a renowned college. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.  [DjB-2017 & 2016] 18.   Suppose, you.are Md. Saiful Bari and you have passed MSS in Mass Communication. You have seen a vacancy ad for the post of an English news caster in a renowned Satellite TV Channel. Now, write a CV with a cover letter for the post. Your CV should not exceed one page.         [CtgB-2017] 19.   Suppose, you area class 9 student namely Rizvi Khan. Your school needs a library assistant for its library. Now, apply for the post of library assistant with your CV. 20.   Suppose, you are Arefin/Afi•in and you have recently have completed M.A in English from the University of Dhaka. You have seen a vacancy advertisement in "The Daily Star" for the post of "Lecturer in English" of Bangladesh Cadet Colleges. Now,. make a CV with a cover letter for that post addressing The Chairman, Governing Bodies of Cadet Colleges & Adjutant General, Bangladesh Army, Dhaka Cantonment, Dhaka. Your CV should not exceed one page.   Question-13 Writing Formal Letter Academic and Official Letter 1.      Write an application to the Headmaster of your school for setting up a multimedia classroom in the classroom. 2.      Suppose, you are the inhabitants of Polashpur under Homna Upazila, Cumilla. The main road of your locality is severely damaged. Now, write a complaint letter to the DC, Cumilla requesting him to take necessary steps for repairing the road immediately.      [DB-2023] 3.      Suppose, you are Labib/Labiba. You are in Khulna Zilla School, Khulna. Your school has a common room but it lacks some facilities. Now, write an application to your Headmaster for increasing common room facilities.          [BB-2023; RB-2023; BB-2020, 2015 & 2009: JB-2017; SB-2017; DjB -2015; SB-2007] 4.      Suppose, you are Sadman/Saima. You area student of Polisha High School, Madarganj, Jamalpur. There is no canteen in your school. Now, write an application to the Headteacher of your school for setting up a canteen in your school campus.  [DjB-2023; All Boards-2018, DB, JB, BB-2016] 5.      Suppose, you are Mohim/Mohima from the village Modhupur, upazila Patiya, district Chattogram. Recently, a flood has swept over your area and caused a great havoc. Now, write an application to the Deputy Commissioner of your district for relief and medical aid for the flood affected people of your area. [CtgB-2022; DB-2020 & 2019; RB-2020; SB-2016] 6.      Suppose, you are Mita/Mithu, a student of class X reading in Nurpur High School, Kushtia. There is a lack of quality books in your school library. Now, write an application to the Headmaster on behalf of the students of your school to increase the.number of quality books in the library. [DjB-2022; SB-2022; BB‑2022; MB-2020]     7.      Suppose, you are Samir/Samira. You read in Jhalakathi Gaut. High School. The students of your class want to go on a study tour. So, you need permission of the Headteacher. Now, write an application to the Headteacher of your school seeking permission to go on a study tour. [CB-2020; JB-2020; SB, BB-2019; DjB-2016, RB-2016, DB-2015] 8.      Suppose, you are Amin/Amina. You read in Shyamoli High School, Dhaka. The students of your school want to arrange a tree plantation programme in your school. Now, on behalf of the students, write an application to the Headmaster of your school seeking permission to arrange a tree plantation programme. [L?jB-2020] 9.      Imagine, you are Anik/Anika. You are a student of Govt. Pilot High School, Faridpur. You are in section A in Class 10. Recently, your father has been transferred to Dhaka. You want to continue your study in this school. Now, write an application to the Headteacher of your school for a seat in the school hostel.   [CtgB-2026] 10.  Imagine, you area student of River View High School, Khulna. You are Joy Ahmed/Joya Akhter. Now, on behalf of the students of your school, write an application to the Headmaster of your school for taking necessary steps to set up a computer club.      [SB-2020 & 2003; CtgB-2019; DB, CB-2017; JB-2015; DjB, JB 2009] 11.  Imagine, you are Adib/Adiba, of Madhupur High School. Now, write an application to your Headmaster requesting him to open a "Debating Club" in your school compound. [CB, JB-2019; RB‑2017; BB-2017,: CtgB-2016] 12.  Imagine, you are studying at Rangpur Zilla School. Your father has recently been transferred to Jashore. Your father wishes to take you to the new place of his posting. So, write an application to your Headteacher requesting him to issue you a transfer certificate.       [RB-2019] 13.  Suppose, you are Habib/Habiba. You have passed the SSC examination this year from Collegiate High School, Barishal. You want to get yourself admitted into a college. So, you need a testimonial from your Headmaster. Now, write an application to the Headmaster of your school for a testimonial. [RB-2015; DB-2009, 2001, BB-2,007;SB-2008, 2005, 2003] 14.  Suppose, you are Rabbi/Rabeya an SSC candidate of Ideal School and College, Dhaka. You and your classmates need some extra lessons on English grammar. Now, write an application to your Headmaster on behalf of your, class requesting some extra lessons after your regular classes.         [DjB-2019] 15.  Suppose, you are Habib/Habiba of Bakultala High School, Chattogram. You need financial help to bear your educational expenses. Now, write an application to the  Headmaster of your school for help from the poor fund. [CB-2016, 2015; RB-2004; DB-2003, 2001; JB-2003, 2001; SB-2001] 16.  Suppose, you are Ruman/Ruma, a student of Pioneer High School, Rangpur. You are facing some problems in your school library especially the inadequacy of books essential for preparing notes. Now, write an application to the Headmaster of your school praying for enhancing library facilities.        [CtgB-2017] 17.  Suppose, you are Nafiza of Govt. Jubilee High School, Sunaingaiji. You are a student of class IX. It is summer now. Load-shedding has been a usual. fact in your locality. It hampers the daily activities seriously. So, write a letter to the editor of a newspaper complaining against the frequent load-shedding in your locality.       [JB-2022] 18.  Suppose, the prices of essential commodities are increasing day by day. It seems that nobody has any  control over this situation. The prices are increasing in a free style. Now, write an article for newspaper on this important issue. 19.  Imagine, you are Habib/Habiba of Jahapur Union, Kushtia. The main bridge over a canal of your locality has been badly damaged and it has not been repaired fora long time. All the people of your locality specially the old, children and women have to suffer terribly. Now, write an application to the Chairman of your Union Parishad to repair the bridge immediately. Complaint Letter 20.  Suppose, you are Karim/Kabita, one of the inhabitants of Dinajpur City Corporation. Recently the roads of your locality have been unusable due to heavy rainfalls and the sewerage drains are being hampered to flow to water. People and the school going students cannot go to their offices, shops, schools and other places. Now, write a letter to the Mayor of your City Corporation complaining about the sufferings of the common people.       [CB-2023] 21.  Write a letter to the postmaster of Khulna Head Office complaining about irregular delivery of letters in your locality.           [SB-2023] 22.  Suppose, you have bought some books on general knowledge. But the books are damaged and have printing mistakes. Now, write a letter to the publishing company "Diamond Publishing" complaining against it.      [JB-2023] 23.  Write a letter of complaint to the suitable authorities against the problem of antisocial activities in your locality.           [CtgB-2023] 24.  Write a letter to the Chief Operating Officer of Bangladesh Railway complaining about your missing goods.  [DB-2022] 25.  Write a complaint letter to the Headmaster to take proper steps for out-of-order computers. [RB-2022] 26.  Write a letter to the Mayor of Dhaka City Corporation about insufficient water supply. [CB-2022] Notice 27.  Suppose, you are the Headmaster of Bangabandhu Secondary School, Safderpur; Kot-chanderpur, Jhenaidah. Your school will remain closed due to summer vacation from 3 June to 19 June. Now, write a notice about it. [MB-2023] 28.  The Model Test Routine of your school needs to be published. Now, write a notice. 29.  Write a notice as the Headmaster of your school informing the students to collect their SSC Admit Card for the upcoming examination. 30.  Suppose the Annual Science Fair will be held in your school. Now write a notice about it asking students to submit their names and project in details.  Purchase Order and Response to an Order/Request 31.  Suppose you are the teacher of an art school. You want to buy some art supplies for your school. But you do not have much time to visit the shop physically. You want to receive the items by a deliveryman. Now, write a purchase letter to the shop-keeper requesting to send some sports items. 32.    Suppose you are an Admin.Executive of a renowned company. You need a catering service to provide lunch for your employees. You want the food delivered directly to your office. Now, write a request letter to the catering requesting them to supply the luncheon. ***33.       Suppose you are Alamin Hossain. You want to buy some medical supplies from Beximco Pharmaceuticals Limited. You want to receive the products delivered by their representative concerns. Now, write a request letter to the sales manager of Beximco Pharmaceuticals Limited requesting him to supply. some products. ***34.       Suppose you are Arafat Khan. You want to buy some stationeries and books for PBS, Shantinagar, Dhaka. But you do not have much time to visit the purchasing house physically. You want to receive the books by post. Now, write a purchase letter to the manager of the purchasing house requesting to send some stationery goods and books. Response to an Order/Request ***35.Suppose, you are Omar Faruk, the manager of PBS, Shantinagar, Dhaka. You have got a purchase order from Arafat Khan some days before. Now, write a confirmation letter responding to order of Arafat Khan. ***36.  Suppose, you are Nahid Hasan, the sales manager of Beximco Pharmaceuticals Limited. You have got a purchase order from Alamin Hossain some days before. Now, write a confirmation letter responding to an order of Alamin Hossain. Question No.14 Writing Paragraph ***1.Write a paragraph on Dengue Fever. Or How to fight  against it and face it.              IRB-2020] ***2. Write a paragraph on 'The Padma Multipurpose Bridge'. ***3.  Write a paragraph on 'The Life of a Rickshaw Puller'.      [CtgB-2023; DB-20171 ***4.  Write a paragraph on 'A Winter Morning'.     [BB-2023; DjB-203] ***5.     Write a paragraph about 'A Street Hawker'.    [CB-2,023; SB-2020; DB-2016] ***6. Write a paragraph on 'Importance of Learning English'. [JB-2023] ***7. Write a paragraph on 'A Book Fair' you have visited recently. [SB-2023; RB-2022; RB-2020; DB-2019, 2015; SB,DB, BB-2010; RB-2009; CB-2005; CtgB-2019, 2004] ***8. Write a paragraph on 'Road Accident'/ 'Causes and Effects of Road Accident'.       [DB, CB-2020] ***9. Write a paragraph on 'A Book Fair'.   [CtgB-2019] ***10.  Write a paragraph on 'The Life of a Farmer'. [DjB-2019; SB-2019 & 2015; BB-2019; RB-2017 & 2016; CigB-2015] ***11.    Write a paragraph on 'A School Magazine'.    [RB-2019; JB-2016; SB-2016] ***12. Write a paragraph on 'A Traffic Jam You Experienced'.    [CB-2019] ***13. Write a paragraph on 'A Moonlit Night'.                                                            [All Boards-2018] ***14.    Write a paragraph about 'A Day Labourer'.  [BB 2017] ***15.Write a paragraph on 'A Rainy Day'.  [RB-2019 (1st); JB-2015] ***16. Write a paragraph on Food Adulteration'. ***17.                Write a paragraph on 'Uses and Abuses of Mobile Phone'. ***18. Write a paragraph on 'Uses and Abuses of Facebook'. ***19. Write a paragraph on 'An Ideal Student', Or 'The Qualities and Duties of an Ideal Student'. ***20.                Write a paragraph on 'lnternet/Uses and Abuses of Internet'. ***21. Write a paragraph on 'Importance of Reading Newspapers'.   Question No. 15 Writing Composition ***1. Newspaper is the mirror of the whole world. It provides us with all sorts of news and views. Write a composition within 250 words on "Importance of Reading Newspapers". [DB-2020,-CtgB-2020,-BB-2020,-RB-2017] ***2.Students are the future leaders of a society. They can contribute to the society not only with their education but also with other services. Write a composition on 'Students and Social Services'. [MB-2020] ***3.  Nowadays, people are suffering from various diseases. If they take physical exercise everyday, they can enjoy a sound health. Now, write a composition on "The Importance of Physical Exercise". [CB-2020; SB-2017] ***4.   Write a composition on "Satellite TV Channels and Our Young Generation".   [RB-2020] ***5. People do many things as their hobby. You, as a student, may have a hobby. Now, write a composition on "Your Favourite Hobby". [DjB-2020; JB-2020; All Boards-2018; CB-2016; BB-2016; CtgB-2015] ***6.  Write a composition on "Duties of a Student" within 250 words.         [SB-2020; JB-2019 & 2016; DB-2016] ***7.  Write a composition about "Your Aim in Life". [DB-2019 & 2015; JB-2017 & 2015; RB-2015; DjB-2015] ***8. Write a composition about "Computer".     [CB-2019; CtgB-2016] ***9. Write a composition about "Wonders of Modern Science". [RB-2019, 2016; SB-2019, 2015; DjB-2016] ***10.Write a composition about "A Journey you Have Recently Enjoyed". [DjB-2019; CB-2017; SB-2016; BB-2015] ***11. Write a composition about "The Game You Like Most".'.    [CtgB-2019; DjB-2017] ***12.Write a composition about "Tree Plantation".   [BB-2019 & 2017] ***13.  Write a composition about "The Spring in Bangladesh".    [DB-2017; CtgB-2017] ***14.  Write a composition on "Your Visit to ,a Historical Place". [CtgB-2011; DjB-2009; SB-2006; CB-2005] ***15.   Write a composition about "A Memorable Day in Your Life". [DjB-2010; RR-2005, BB-2005 & 2002; CtgB-2003] ***16. Write a composition about "Population Problem in Bangladesh". ***17.  Write a composition about "Your Childhood Memories". ***18.    Write a composition about "Climate Change in Bangladesh". ***19. Write a composition on "Science in Everyday Life".

Rearranging Sentences: Feroza Rearrange the following sentences to make a coherent order. a. She worked, worked and worked. b. Eventually she managed to repay all the loan money. c. Soon after getting the loan, she and her husband started to make a plan. d. Feroza worked day and night. e. After that Feroza bought a little more paddy, and husked it and sold it. f. Feroza took a loan of three thousand taka in the year 1992. g. First they made a thatched hut so that they do not have to live under the open sky. h. Then she bought a dheki and some paddy with the money. i. The profit that she made was enough to repay the first installment and buy food and clothes for her children. j. She sold the rice in the market and made a small profit. Answer: f + c + g + h + j + i + e + d + a + b   Here are the jumbled sentences in Roman numerals: I. Feroza worked, worked and worked. II. First they made a thatched hut so that they do not have to live under the open sky. III. Feroza took a loan of three thousand taka in the year 1992. IV. She sold the rice in the market and made a small profit. V. After that Feroza bought a little more paddy, husked it and sold it. VI. The profit that she made was enough to repay the first instalment and buy food and clothes for the children. VII. Then she bought a dheki and some paddy with the money. VIII. Soon after getting the loan, she and her husband started to make a plan. IX. Eventually, she managed to repay all the loan money. Now, the correct sequence is: III → VII → VIII → II → VI → IV → V → I → IX The Story of Feroza (English) Feroza took a loan of three thousand taka in the year 1992. Soon after getting the loan, she and her husband started to make a plan. First they made a thatched hut so that they do not have to live under the open sky. Then she bought a dheki and some paddy with the money. She sold the rice in the market and made a small profit. The profit that she made was enough to repay the first installment and buy food and clothes for her children. After that Feroza bought a little more paddy, and husked it and sold it. Feroza worked day and night. She worked, worked and worked. Eventually she managed to repay all the loan money. ফিরোজার গল্প (বাংলা অনুবাদ) ফিরোজা ১৯৯২ সালে তিন হাজার টাকা ঋণ নিয়েছিলেন। ঋণ পাওয়ার পরপরই তিনি ও তার স্বামী একটি পরিকল্পনা করতে শুরু করেন। প্রথমে তারা একটি খড়ের ঘর তৈরি করেন যাতে তাদের খোলা আকাশের নিচে থাকতে না হয়। তারপর সেই টাকা দিয়ে তিনি একটি ঢেঁকি ও কিছু ধান কেনেন। তিনি সেই চাল বাজারে বিক্রি করে সামান্য লাভ করেন। যে লাভ তিনি করেছিলেন তা ঋণের প্রথম কিস্তি শোধ করার এবং তার সন্তানদের জন্য খাবার ও পোশাক কেনার জন্য যথেষ্ট ছিল। এরপর ফিরোজা আরও কিছু ধান কিনে তা ছেঁটে (ভেনে) বিক্রি করেন। ফিরোজা দিনরাত কাজ করতেন। তিনি কাজ করেই চলছিলেন। অবশেষে তিনি ঋণের সব টাকা শোধ করতে সক্ষম হন। Ad Completing Story: Bilkis / Feroza Changes Her Life: Once there lived a middle-aged woman             Once upon a time, in a small village nestled amidst the verdant countryside, there dwelt a resolute and hardworking middle-aged woman by the name of Bilkis, who was entrusted with the task of providing for her family of five comprising of her husband and three sons. Despite her assiduous efforts, the onerous burden of making ends meet fell solely on her shoulders, for her spouse was a lethargic individual who did not make any contribution towards their sustenance.   One day, Bilkis had a serendipitous encounter with a group of philanthropic individuals from the Grameen Bank, who expressed their eagerness to assist indigent, landless and vulnerable people. Grasping the opportunity with both hands, she applied for a loan of three thousand taka from the Bank and was approved. Armed with this loan, she proceeded to purchase a dheki and some paddy, and embarked on her journey towards financial independence.   Undeterred by the arduous struggles that lay ahead, Bilkis and her husband began to meticulously plan out their future course of action. They first constructed a thatched hut to provide shelter for themselves and their children, sparing them from the elements. Subsequently, Bilkis sold the rice in the market, reaping a considerable profit that allowed her to repay the first instalment of her loan, as well as purchase food and clothing for her offspring.   Through sheer perseverance and unflagging determination, Bilkis persevered through the trials and tribulations that lay ahead, emerging triumphant in her struggle for existence. Her tireless efforts had borne fruit, culminating in a life of dignity and self-reliance for her and her family. A Promising and Struggling Legend     Feroza is a name of a woman who struggled much for herself and her family. Her life was so pathetic and struggling that one cannot but drop one’s tears.                 Feroza’s childhood was full of sorrows. She never had a moment of happiness in her life. Want of food, want of shelter and want of clothing were her daily companions. She was married to a 24 years old unemployed man when she was twelve. Feroza saw more want than happiness entering into her husband’s house. It was Feroza who worked for a handful of grains to feed herself, her mother-in-law and her husband. And thus her struggling life started.                   Her first son was born when she was 19. the birth of a child meant another mouth to feed. Feroza’s toiling day became harder with the birth of her second son. her husband was still unwilling to work and therefore, she had to work even harder to feed all the five mouths. From morning to dark she worked and worked. When she was 24 her third son was born. Each day became more difficult for feroza. No matter how hard she worked she could never earn enough to feed everyone.                   Feroza’s husband did not have a job so their life was very difficult. When there was no work, she, and her husband and children had to starve for days. At one point they had to sell their hut. Then the whole family had to live under a tree. Feroza would do any work to keep her children staring. The villagers thought she was crazy and teased her. The young boys and girls would run after her pelting her with stones, laughed and made fun of her. Feroza use to get up before sunrise go to the fields to cut paddy and came back home when it was dark and the children were not around. Feroza never thought that her toiling day s would end.                     Feroza was fighting for the survival of her family and herself. The days were hard. Day by day work became even scarcer. One day she came to know about the Grameen Bank. She became a member of the Bank, took a loan and started her own ‘rice-husking’ business.  Gradually she managed to improve her conditions and managed to repay the loan she had borrowed from the Grameen Bank. After then she took a larger loan and started a stationary shop alongside her husking business. He went to the adult literacy center and learned to read and write. After few years her worst days were over. She had solvency, security and happiness.   A Struggling Woman               Feroza is a name of a woman who struggled much for herself and her family. Her life was so pathetic and struggling that one cannot but drop one’s tears.               Feroza’s childhood was full of sorrows. She never had a moment of happiness in her life. Want of food, want of shelter and want of clothing were her daily companions. She was married to a 24 years old unemployed man when she was twelve. Feroza saw more want than happiness entering into her husband’s house. It was Feroza who worked for a handful of grains to feed herself, her mother-in-law and her husband. And thus her struggling life started.                 Her first son was born when she was 19. the birth of a child meant another mouth to feed. Feroza’s toiling day became harder with the birth of her second son. her husband was still unwilling to work and therefore, she had to work even harder to feed all the five mouths. From morning to dark she worked and worked. When she was 24 her third son was born. Each day became more difficult for feroza. No matter how hard she worked she could never earn enough to feed everyone.                 Feroza’s husband did not have a job so their life was very difficult. When there was no work, she, and her husband and children had to starve for days. At one point they had to sell their hut. Then the whole family had to live under a tree. Feroza would do any work to keep her children staring. The villagers thought she was crazy and teased her. The young boys and girls would run after her pelting her with stones, laughed and made fun of her. Feroza use to get up before sunrise go to the fields to cut paddy and came back home when it was dark and the children were not around. Feroza never thought that her toiling day s would end.               Feroza was fighting for the survival of her family and herself. The days were hard. Day by day work became even scarcer. One day she came to know about the Grameen Bank. She became a member of the Bank, took a loan and started her own ‘rice-husking’ business.  Gradually she managed to improve her conditions and managed to repay the loan she had borrowed from the Grameen Bank. After then she took a larger loan and started a stationary shop alongside her husking business. He went to the adult literacy center and learned to read and write. After few years her worst days were over. She had solvency, security and happiness. A Promising and Struggling Legend Feroza is a name of a woman who struggled much for herself and her family. Her life was so pathetic and struggling that one cannot but drop one’s tears.               Feroza’s childhood was full of sorrows. She never had a moment of happiness in her life. Want of food, want of shelter and want of clothing were her daily companions. She was married to a 24 years old unemployed man when she was twelve. Feroza saw more want than happiness entering into her husband’s house. It was Feroza who worked for a handful of grains to feed herself, her mother-in-law and her husband. And thus her struggling life started.                 Her first son was born when she was 19. the birth of a child meant another mouth to feed. Feroza’s toiling day became harder with the birth of her second son. her husband was still unwilling to work and therefore, she had to work even harder to feed all the five mouths. From morning to dark she worked and worked. When she was 24 her third son was born. Each day became more difficult for feroza. No matter how hard she worked she could never earn enough to feed everyone.                 Feroza’s husband did not have a job so their life was very difficult. When there was no work, she, and her husband and children had to starve for days. At one point they had to sell their hut. Then the whole family had to live under a tree. Feroza would do any work to keep her children staring. The villagers thought she was crazy and teased her. The young boys and girls would run after her pelting her with stones, laughed and made fun of her. Feroza use to get up before sunrise go to the fields to cut paddy and came back home when it was dark and the children were not around. Feroza never thought that her toiling day s would end.               Feroza was fighting for the survival of her family and herself. The days were hard. Day by day work became even scarcer. One day she came to know about the Grameen Bank. She became a member of the Bank, took a loan and started her own ‘rice-husking’ business.  Gradually she managed to improve her conditions and managed to repay the loan she had borrowed from the Grameen Bank. After then she took a larger loan and started a stationary shop alongside her husking business. He went to the adult literacy center and learned to read and write. After few years her worst days were over. She had solvency, security and happiness. Complete the following story following the cue : Once there lived a middle-aged woman named Meena. She had three sons. Her husband was very lazy and he did not do any work. None but she had to work all day tong to earn money for the family Ans.     Struggle of Existence Once there lived a middle-aged woman named Meena. She had three sons. Her husband was very lazy and he did not do any work. None but she had to work all day long to earn money for the family. One day she met a group of people who came to her village from the Grameen Bank. They said they were interested in helping the poor people,* the landless and the helpless. She learnt from them that they would provide loan particularly to the rural poor women. He became a member of the Grameen Bank. After a month she got a.loan of five thousand takes. ':'hen she bought a dheki and some paddy with the money. First she and her husband made a thatched hut. The profit that she made was enough to repay the first installment and buy food and clothes for her children. She sold the rice in the market and made a good profit. In this way she changed her lot. There are many unemployed women in our rural areas. 'They should follow the self employed woman, Meena who has already changed the wheels of her lot by running a business. Unemployment is a curse. So one should not be unemployed in society. Industry is the Key to Success:   Muna / Feroza , a young girl hailing from a destitute farmer's family, was deprived of education by her father due to their impoverished circumstances. Eventually, at the tender age of fifteen, her parents arranged her marriage to a man of similar means. Alas, the groom proved indolent, lacking any inclination towards work. Thus, Muna/Feroza had to toil relentlessly to support her family. However, she was plagued with a persistent fear: what if she gave birth to a female child? The specter of penury loomed large, and she yearned to find a way to earn a livelihood.   In her quest for a solution, Muna/Feroza sought the guidance of her cousin, who was affiliated with a youth training center. He suggested that she receive training in poultry farming. Muna/Feroza took his advice and diligently completed the course. Subsequently, she obtained a loan of 10,000 Taka from the training center under lenient terms. Using the loan, she initiated a poultry farm at her home and diligently tended to the birds. Her chickens and ducks thrived under her care, attaining robust health. Eventually, she sold them in the market and earned a substantial sum of money. After clearing the loan, Muna obtained a larger loan from the training center and invested the funds in profitable ventures, effectively running her own business.   Through her hard work and perseverance, Muna/Feroza transformed her fortunes, ascending to the status of a wealthy woman. She now enjoys a peaceful life and can afford to send her daughter to school, nurturing the hope that her offspring will attain higher education and enlighten society. একজন দরিদ্র কৃষক পরিবারের মেয়ে মুনা/ফিরোজা, তার বাবা তাদের দরিদ্র পরিস্থিতির কারণে শিক্ষা থেকে বঞ্চিত হন। অবশেষে, পনের বছর বয়সে, তার বাবা-মা তার বিয়ে একই রকমের একজন ধনী ব্যক্তির সাথে দেন। হায়, বর অলস প্রমাণিত হয়, কাজের প্রতি কোনও আগ্রহ ছিল না। এভাবে, মুনা/ফিরোজাকে তার পরিবারকে সাহায্য করার জন্য নিরলস পরিশ্রম করতে হয়েছিল। তবে, তার মনে একটা অবিরাম ভয় ছিল: যদি সে একটি কন্যা সন্তানের জন্ম দেয়? দারিদ্র্যের আতঙ্ক প্রবল হয়ে ওঠে, এবং সে জীবিকা নির্বাহের উপায় খুঁজে বের করার জন্য আকুল হয়ে ওঠে। সমাধানের সন্ধানে, মুনা/ফিরোজা তার চাচাতো ভাইয়ের নির্দেশনা চান, যিনি একটি যুব প্রশিক্ষণ কেন্দ্রের সাথে যুক্ত ছিলেন। তিনি তাকে হাঁস-মুরগি পালনের প্রশিক্ষণ নেওয়ার পরামর্শ দেন। মুনা/ফিরোজা তার পরামর্শ গ্রহণ করেন এবং অধ্যবসায়ের সাথে কোর্সটি সম্পন্ন করেন। পরবর্তীতে, তিনি প্রশিক্ষণ কেন্দ্র থেকে নমনীয় শর্তে ১০,০০০ টাকা ঋণ পান। ঋণের টাকায় তিনি তার বাড়িতে একটি মুরগির খামার শুরু করেন এবং নিষ্ঠার সাথে পাখিদের লালন-পালন করেন। তার যত্নে তার মুরগি এবং হাঁসগুলি বেড়ে ওঠে এবং সুস্থ হয়ে ওঠে। অবশেষে, তিনি বাজারে বিক্রি করে প্রচুর অর্থ উপার্জন করেন। ঋণ পরিশোধের পর, মুনা প্রশিক্ষণ কেন্দ্র থেকে একটি বড় ঋণ পান এবং সেই অর্থ লাভজনক উদ্যোগে বিনিয়োগ করেন, কার্যকরভাবে নিজের ব্যবসা পরিচালনা করেন। তার কঠোর পরিশ্রম এবং অধ্যবসায়ের মাধ্যমে, মুনা/ফিরোজা তার ভাগ্য পরিবর্তন করেন, একজন ধনী মহিলার মর্যাদায় উন্নীত হন। তিনি এখন একটি শান্তিপূর্ণ জীবন উপভোগ করেন এবং তার মেয়েকে স্কুলে পাঠানোর সামর্থ্য রাখেন, এই আশায় যে তার সন্তানরা উচ্চশিক্ষা অর্জন করবে এবং সমাজকে আলোকিত করবে। Ad Ad

Cambridge Academic IELTS 18  Test-1 Passage -1 Urban farming Urban farming  refers to the practice of cultivating and producing food within urban areas, such as cities, using innovative and space-efficient techniques. It is a method of agriculture that aims to address the challenges of limited space, resource scarcity, and environmental concerns associated with traditional farming practices. Soil-free approach : A farming method that does not rely on traditional soil for plant growth. Instead, alternative mediums such as coconut fiber or water-based solutions are used to provide nutrients to the plants. Agriculture : The science and practice of cultivating plants and rearing animals for food, fiber, medicinal plants, and other products used to sustain and enhance human life. Resources : Materials, energy, and other assets necessary for the production and maintenance of agricultural activities. Threats : Dangers or risks that could potentially harm or negatively impact something. In this context, the threats refer to challenges faced by cities in maintaining their food supplies. Exhibition hall : A large building or space used for public exhibitions or displays of art, products, or other items of interest. Rooftop farm : A farm located on the roof of a building, utilizing the available space to grow crops and raise livestock. Strawberries : Small, red fruits that are known for their sweet taste. They are a popular fruit and commonly used in various culinary applications. Intensely flavored : Having a strong or concentrated taste or flavor. Resplendently : In a visually impressive or splendid manner. Sprout : To grow or develop from a seed, usually referring to the initial growth of a plant. Plastic tubes : Hollow cylindrical structures made of plastic material. Dangling down : Hanging or extending downward. Vertical tubes : Tubes positioned in a vertical orientation. Lettuces : Leafy green vegetables commonly used in salads. Aromatic herbs : Herbs known for their pleasant fragrance and flavor. Examples include basil, sage, and peppermint. Coconut fiber : The fibrous material obtained from the husk of a coconut. It is used as a growing medium in soilless farming systems. Cherry tomatoes : Small-sized tomatoes that are typically sweet and flavorful. Shiny aubergines : Glossy or lustrous eggplants, also known as aubergines, which are dark purple or blackish in color. Brightly colored chards : Colorful leafy vegetables from the chard family, often used for their edible leaves and stalks. Engineer : A person trained and skilled in designing, building, or maintaining machinery, structures, or systems. Sustainable development consultant : An individual who provides guidance and advice on sustainable practices and strategies for development projects. Experimenting : Conducting tests or trials to gain knowledge or experience. Aeroponic : A method of growing plants in an air or mist environment without soil, using a nutrient-rich solution to nourish the plants. Paris apartment block : A residential building or complex in Paris consisting of multiple apartments. Urban rooftop space : The available area on the roof of a building situated in an urban environment. Football pitches : The playing surface used for football (soccer), typically rectangular in shape. Harvest : To gather or collect crops or produce at the end of a growing season. Varieties : Different types or kinds of fruits and vegetables. Consumption : The act of using or consuming something, often referring to the consumption of food. Consultancy : The practice of providing expert advice and assistance in a particular field or industry. Advantages : Positive attributes or benefits. Pesticides : Chemical substances used to control or eliminate pests, such as insects or weeds, that can damage crops. Intensive farming techniques : Agricultural practices that aim to maximize productivity by using high inputs of resources such as fertilizers, pesticides, and machinery. Greenhouse gases : Gases, such as carbon dioxide and methane, that contribute to the greenhouse effect and global warming when released into the atmosphere. Producers : Individuals or entities involved in the production or cultivation of goods or commodities. Organic nutrients : Nutrients derived from organic sources, such as compost or natural substances, that provide essential elements for plant growth. Closed circuit : A system in which resources, such as water or air, are continuously recycled or reused within a confined environment. Classic intensive farm : A traditional agricultural operation that utilizes conventional farming methods, including the use of soil, large amounts of water, and extensive land. Yield : The amount of crops or produce obtained from a farming operation or a specific area of land. Phenomenon : A notable or significant occurrence or event. Inner-city agriculture : The practice of cultivating plants and raising animals within the confines of urban areas. Disused shipping containers : Containers that were previously used for shipping goods but are no longer in use. Mushrooms : Fungi that are commonly consumed as food and have various culinary uses. Underground carparks : Parking facilities located underground, typically beneath buildings or public spaces. Virtuous : Having moral or ethical excellence; in this context, referring to the positive attributes or benefits of aeroponic farming. Equipment : Tools, machinery, or devices used for a specific purpose. Flat surface : A level or even area that lacks significant slopes or irregularities. Cheap to buy : Inexpensive or affordable to purchase. Cheap to run : Cost-effective in terms of ongoing operational expenses or maintenance. Electricity : The form of energy resulting from the flow of electric charge. Classic intensive agriculture : Traditional farming practices that rely heavily on manual labor, large-scale land use, and conventional methods. Soil-based organic growers : Farmers who cultivate crops using traditional organic farming practices, relying on soil as the primary growing medium. Root vegetables : Vegetables that are grown for their edible roots or tubers, such as carrots, potatoes, and radishes. Fast-changing picture : An evolving and dynamic situation or trend. Bringing food production closer to our lives : The process of making food production more accessible and integrated within urban areas, allowing consumers to have a closer connection to the source of their food. Inner-city agriculture : The practice of cultivating crops and raising livestock within urban areas, often in vacant lots, rooftops, or community gardens. Culinary applications : Various uses of food in cooking and food preparation. Limited space : Restricted or confined area that poses challenges for traditional farming practices. Resource scarcity : Insufficient availability of necessary resources, such as land, water, or energy. Environmental concerns : Issues related to the impact of human activities on the natural environment, including pollution, habitat destruction, and climate change. Innovative techniques : Creative and novel approaches or methods used in farming to overcome limitations and improve efficiency. Sustainability : The ability to meet present needs without compromising the ability of future generations to meet their own needs, often emphasizing environmental, social, and economic balance. Edible : Suitable for consumption as food. Resistant to : Able to withstand or endure the effects of something. Recycled : The process of reusing or reutilizing materials or resources to minimize waste. Classic intensive agriculture : Conventional farming practices characterized by large-scale monoculture, heavy use of synthetic inputs, and mechanization. Commodities : Agricultural products or raw materials that can be bought, sold, or traded. Phases : Different stages or periods of development or growth. Interconnected : Having connections or relationships with one another. Sustainable food systems : Systems that promote the production, distribution, and consumption of food in a manner that is environmentally friendly, socially equitable, and economically viable. Food security : The state of having reliable access to a sufficient quantity of affordable and nutritious food. Self-sufficiency : The ability to meet one's own needs or requirements without external assistance. Resilience : The capacity to recover quickly from difficulties or adapt to changes. Local economy : The economic activities and transactions that occur within a particular geographic area or community. Diverse : Having a variety of different elements or components. Vertical farming : A method of farming that involves growing crops in vertically stacked layers or structures, often in indoor environments. Hydroponics : A soilless farming technique that involves growing plants in nutrient-rich water solutions. Aquaponics : An integrated system that combines aquaculture (raising fish) and hydroponics (growing plants in water) in a symbiotic relationship. Permaculture : A design system that aims to create sustainable and self-sufficient ecosystems by utilizing natural patterns and principles. Food desert : An area, typically in urban settings, where access to fresh, affordable, and nutritious food is limited or nonexistent. Community-supported agriculture (CSA) : A model of food production and distribution in which consumers purchase shares or subscriptions directly from local farmers, receiving a regular supply of fresh produce. Food sovereignty : The right of individuals and communities to control their own food systems, including production, distribution, and consumption. Agribusiness : Large-scale commercial agriculture that integrates farming, processing, distribution, and marketing activities. Organic farming : A method of agriculture that emphasizes the use of natural inputs and practices to promote ecological balance and reduce the use of synthetic chemicals. Regenerative agriculture : An approach to farming that seeks to restore and enhance the health of ecosystems, focusing on soil health, biodiversity, and carbon sequestration. Food miles : The distance that food travels from its place of production to the consumer. Food waste : Edible food that is discarded or thrown away, often due to overproduction, spoilage, or consumer behavior. Farm-to-table : A movement that promotes the direct sourcing of food from local farmers and producers to restaurants and consumers, reducing the distance and time between production and consumption. Biodiversity : The variety and abundance of living organisms in a particular ecosystem or on Earth as a whole. Crop rotation : The practice of systematically changing the types of crops grown in a particular area over time to improve soil fertility, control pests, and reduce disease incidence. Integrated pest management (IPM) : An approach to pest control that utilizes a combination of preventive measures, biological controls, and judicious use of pesticides to minimize environmental impact while effectively managing pests. Agroecology : The study and practice of applying ecological principles to agricultural systems, promoting biodiversity, minimizing chemical inputs, and enhancing ecosystem services. Food safety : Measures and practices aimed at ensuring that food is free from contaminants, toxins, or pathogens that could pose a risk to human health. Sustainable development : Development that meets the needs of the present without compromising the ability of future generations to meet their own needs, considering social, economic, and environmental factors. Food sovereignty : The right of individuals, communities, and nations to determine their own food and agriculture policies, including the right to define and control their own food systems. Urban agriculture : The practice of cultivating, processing, and distributing food in urban areas, often involving community gardens, rooftop farms, or vertical farming systems. Peri-urban farming : Agricultural activities that take place in the transition zone between urban and rural areas, often characterized by small-scale farming and proximity to urban markets. Community garden : A piece of land, often collectively managed by a group of individuals or a community, where people can grow their own food and cultivate plants. Food justice : The equitable distribution of healthy, affordable, and culturally appropriate food, addressing social and economic inequalities in access to nutritious food. Food waste : Edible food that is discarded or wasted at various stages of the food supply chain, including production, processing, distribution, and consumption. Food security : The state of having reliable access to a sufficient quantity of affordable and nutritious food that meets dietary needs and preferences. Food sovereignty : The right of individuals, communities, and nations to control their own food systems, including production, distribution, and consumption, in a way that is culturally, socially, and environmentally sustainable. Food desert : An area, typically in urban settings, where access to fresh, affordable, and nutritious food is limited or nonexistent. Seed saving : The practice of collecting and preserving seeds from open-pollinated or heirloom varieties of plants for future planting and cultivation. Slow food : A movement that advocates for local, sustainable, and traditional food production and consumption, promoting cultural diversity and gastronomic heritage. Farmers' market : A market where local farmers and producers directly sell their fresh produce, meats, and other agricultural products to consumers. Food co-op : A cooperative enterprise where consumers collectively own and operate a grocery store or market, often focusing on locally sourced and organic foods. Organic certification : The process by which farms and food producers undergo evaluation and inspection to meet specific standards for organic production, ensuring that they adhere to organic principles and practices. Fair trade : A movement that aims to promote equitable trading relationships and better working conditions for small-scale farmers and producers in developing countries, ensuring fair prices and sustainable practices. Food labeling : The information provided on food packaging or labels, including nutritional content, ingredients, allergens, and certifications. Biosecurity : Measures and protocols implemented to prevent the introduction and spread of pests, diseases, or contaminants in agricultural systems. Sustainable packaging : The use of environmentally friendly materials and design strategies in food packaging to minimize waste, promote recyclability, and reduce environmental impact. Food system : The interconnected network of activities, processes, and infrastructure involved in the production, processing, distribution, and consumption of food. Aquaculture : The farming of aquatic organisms Passage -2 Forest management in Pennsylvania, USA Forest management : The practice of planning and controlling the use and development of forests to achieve specific goals, such as sustainability, timber production, or wildlife habitat preservation. Example: Effective forest management strategies can help maintain a healthy ecosystem while meeting the needs of human populations. Low-quality wood : Wood that is considered to have inferior characteristics or is not suitable for high-value uses such as timber production. Example: The landowner decided to utilize the low-quality wood for biomass energy production instead of selling it for construction purposes. Low-use wood : Wood that has limited economic value in traditional timber markets and is often left behind during selective harvesting. Example: The forest was filled with low-use wood, comprising poorly formed trees that were not suitable for commercial purposes. Bioenergy : Renewable energy derived from biological sources, such as wood, crops, or organic waste. Example: The use of bioenergy can help reduce greenhouse gas emissions and dependence on fossil fuels. Sustainable forest management : The practice of managing forests in a way that balances environmental, economic, and social benefits to meet present and future needs. Example: Sustainable forest management aims to ensure the long-term health and productivity of forests while conserving biodiversity. Species : A distinct type or category of plants or animals that share common characteristics. Example: The forest is home to a diverse range of tree species, including oak, maple, and pine. Size : The physical dimensions or magnitude of something, often referring to the height, diameter, or volume of trees. Example: The old-growth forest boasted towering trees, with some reaching impressive sizes of over 200 feet. Form : The shape, structure, or appearance of something, such as the growth habit of a tree. Example: The bonsai tree had an exquisite form, carefully cultivated over years of meticulous pruning. Condition : The state or health of something, particularly regarding the well-being of trees in this context. Example: The arborist assessed the condition of the trees, identifying signs of disease or stress. Quality : The inherent characteristics or properties that determine the value or usefulness of something. Example: The timber harvested from old-growth forests is renowned for its exceptional quality and durability. Function : The purpose, role, or intended use of something within a particular context. Example: In a forest ecosystem, decomposing fallen logs serve the important function of providing habitat for various organisms. Accessibility : The ease of reaching or accessing something, often referring to the availability of timber resources in this context. Example: The remote location of the forest made it challenging for logging companies to establish access roads. Management goals : Objectives or targets set by landowners or forest managers to guide the decision-making and actions related to forest management. Example: The management goals for the forest included promoting biodiversity, improving timber yields, and enhancing recreational opportunities. High value : Significantly valuable or prized due to desirable characteristics, such as high-quality timber or ecological benefits. Example: The ancient redwood trees in the national park held high value not only for their majestic beauty but also for their ecological significance. Timber : Wood that is suitable for commercial use, typically for construction, furniture, or other industrial purposes. Example: The logging operation focused on harvesting timber from sustainably managed forests. Landowner : A person or entity that owns land, including forested areas. Example: The landowner implemented sustainable practices to ensure the long-term health and productivity of the forest. Wildlife habitat : The natural environment or specific area that provides suitable living conditions and resources for wildlife species. Example: The conservation organization worked to protect and restore critical wildlife habitats in the region. Black knot disease : A fungal disease that affects certain tree species, characterized by the formation of black, rough growths or galls on branches and stems. Example: The cherry orchard suffered from an outbreak of black knot disease, necessitating the removal of infected trees to prevent its spread. Woodworker : A person skilled in working with wood, often involved in crafting furniture, cabinetry, or artistic pieces. Example: The woodworker meticulously carved intricate designs into the wooden sculpture, showcasing their craftsmanship. Biofuel : Fuel derived from organic matter, such as plant biomass or agricultural waste, used as a renewable energy source. Example: The biofuel produced from agricultural residues helped reduce greenhouse gas emissions and reliance on fossil fuels. Combustion : The process of burning a substance, often used to generate heat or produce energy. Example: The biomass power plant utilized combustion to convert wood chips into electricity. Gasification : The conversion of organic materials into a gas, such as synthetic natural gas (SNG), for use in various applications, including energy production. Example: The company invested in advanced gasification technology to transform low-use wood into a clean and versatile energy source. Ethanol : A type of alcohol produced from biomass, commonly used as a fuel additive or alternative to gasoline. Example: The ethanol production plant processed corn and other agricultural residues to produce bioethanol for the transportation sector. Lorries : British English term for trucks or large vehicles used for transportation of goods. Example: The logging company relied on lorries to transport harvested timber from the forest to the sawmill. Salvage Cut : A logging or harvesting method that focuses on removing trees affected by pests, diseases, or other factors to salvage usable wood and prevent further spread of the problem. Example: After an outbreak of pine beetles, a salvage cut was conducted to remove infested trees and minimize the impact on neighboring forests. Pests and pathogens : Organisms or agents that cause harm or damage to trees and forests, such as insects, fungi, or diseases. Example: The forest underwent extensive monitoring to identify and manage pests and pathogens threatening the health of the trees. Timber Stand Improvement (TSI) Cut : A forest management practice that involves removing poor-quality trees and vegetation to enhance the growth and development of high-value tree species. Example: The TSI cut aimed to thin out undesirable species and create favorable conditions for the growth of valuable timber trees. Invasive plants : Non-native plant species that rapidly spread and outcompete native vegetation, often causing ecological imbalances. Example: The conservation team conducted regular surveys to detect and control invasive plants invading the forest ecosystem. Regeneration : The process of renewing or reestablishing a forest or stand of trees through natural or artificial means, usually after harvesting or disturbances. Example: Following the clear-cutting operation, efforts were made to facilitate the natural regeneration of the forest through seed dispersal and site preparation. Vigorous trees : Healthy and robust trees that exhibit vigorous growth and are better equipped to withstand pests, diseases, and environmental stressors. Example: The forest management strategy prioritized the retention of vigorous trees with the potential to maintain a healthy and resilient ecosystem. Outbreak : A sudden and widespread occurrence of a particular problem or phenomenon, often referring to the rapid spread of pests, diseases, or invasive species. Example: The outbreak of Dutch elm disease devastated the population of elm trees in the region. Shelterwood Cut : A silvicultural practice where mature trees are selectively removed from a forest to create a favorable environment for the regeneration of desired tree species. Example: The shelterwood cut was implemented to encourage the growth of young oak trees and promote a diverse forest structure. Silviculture : The art and science of cultivating and managing forests, including practices related to tree growth, establishment, and regeneration. Example: The forestry students studied various silvicultural techniques to understand how to best manage forest ecosystems. Thinnings : The selective removal of trees or vegetation from a stand to reduce density, improve growth conditions, and enhance the health and quality of the remaining trees. Example: Thinnings were carried out in the overcrowded forest to allow more sunlight and resources to reach the dominant trees. Dense and dead wood removal : The process of eliminating excessive accumulations of dense vegetation or dead wood, which can increase the risk of forest fires. Example: The forest management plan included regular removal of dense and dead wood to minimize the fire hazard and promote forest health. Fire prevention : Activities or measures undertaken to reduce the likelihood and severity of wildfires, such as fuel management, prescribed burning, and firebreak construction. Example: The fire prevention strategy focused on clearing combustible materials and creating fire-resistant zones around vulnerable forest areas. Retention : The deliberate decision to preserve or retain certain elements, such as low-use wood, tree cavities, or rare species, for their ecological value or specific functions. Example: The retention of tree cavities provided essential nesting sites for woodpeckers and contributed to the biodiversity of the forest. Nutrient cycling : The process by which nutrients are taken up by plants, incorporated into organic matter, released through decomposition, and reused within an ecosystem. Example: Fallen leaves on the forest floor contribute to nutrient cycling as they decompose and release valuable nutrients back into the soil. Cavities : Hollow spaces or holes within tree trunks or branches that serve as important habitats for various wildlife, including birds and mammals. Example: The old oak tree had several cavities, attracting a diverse array of wildlife, including owls and squirrels. Structural diversity : The presence of a variety of different tree species, age classes, sizes, and spatial arrangements within a forest, enhancing ecological resilience and habitat complexity. Example: The forest with high structural diversity supported a wide range of wildlife species and exhibited greater resistance to disturbances.     READING PASSAGE 3 Conquering Earth’s space junk problem   Satellites : Human-made objects orbiting the Earth. Example: The communication satellites facilitate global connectivity.   Rocket shards : Fragments of rockets. Example: The collision resulted in numerous rocket shards spreading in orbit.   Collision debris : Remnants from space collisions. Example: The collision debris poses a threat to other satellites.   Orbit : The path an object takes around another celestial body. Example: The satellite is in a stable orbit around the Earth.   Traffic risks : Dangers associated with the increasing number of objects in space. Example: Traffic risks in orbit demand effective space management.   Researchers : Individuals studying and investigating a specific subject. Example: The researchers are exploring ways to reduce space debris.   Reduce : To decrease or minimize. Example: Efforts are being made to reduce the risks of collisions in space.   Threats : Potential dangers or risks. Example: Space agencies are addressing threats to satellite operations.   Commercial companies : Businesses engaged in buying and selling products or services. Example: Commercial companies are investing in space exploration.   Military : Relating to the armed forces or defense. Example: The military's satellite technology has advanced significantly.   Civil departments : Government organizations not related to the military. Example: Civil departments contribute to space research and management.   Amateurs : Non-professionals or enthusiasts. Example: Amateur astronomers contribute valuable observations.   Deploy : To send or position. Example: Space companies plan to deploy large constellations of satellites.   Constellations : Groups of satellites or stars. Example: The night sky is filled with celestial constellations.   Sharply : Abruptly or significantly. Example: The number of satellites sent into orbit rose sharply last year.   Iridium satellite : A type of commercial satellite network. Example: The Iridium satellite network provides global communication.   Inactive : Not active or in use. Example: The inactive satellite posed a collision risk.   Russian communications satellite : A satellite operated by Russia for communication purposes. Example: The Russian communications satellite was part of a previous mission.   Shrapnel : Fragments or debris from an explosion. Example: The collision created dangerous space shrapnel.   Low Earth orbit : The region of space closer to Earth, up to 2,000 kilometers in altitude. Example: Many satellites operate in low Earth orbit for better communication.   Altogether : In total or overall. Example: Altogether, there are 20,000 human-made objects in orbit.   Human-made : Created or manufactured by humans. Example: Space debris includes human-made objects.   Operators : Individuals or organizations controlling satellites. Example: Satellite operators monitor and control spacecraft.   Steer away : To change the course or direction. Example: Operators try to steer away from potential collisions.   Consumes : Uses up or depletes. Example: Each move consumes time and fuel.   Manoeuvres : Planned movements or actions. Example: Spacecraft perform manoeuvres to avoid collisions.   Assessing : Evaluating or analyzing. Example: Methods for assessing objects in orbit are being improved.   Efficiently : In a way that maximizes productivity. Example: Efficient space management is crucial to avoid collisions.   Crowded : Full of objects or people in a confined space. Example: Space is becoming increasingly crowded with satellites.   Data set : A collection of data. Example: Researchers are compiling a massive data set on space objects.   Taxonomies : Classification systems or categorizations. Example: Taxonomies of space debris help assess potential threats.   Properties : Characteristics or qualities. Example: Measuring the properties of space debris is essential.   Shape and size : The physical dimensions and form of an object. Example: Understanding the shape and size of debris is crucial.   Unthinkable : Beyond consideration or imagination. Example: The idea of a space catastrophe is unthinkable.   Uncontrolled : Not regulated or managed. Example: Uncontrolled space crashes can lead to disaster.   Cascade : A sequence of events with a domino effect. Example: A cascade of fragments could render space unusable.   Runaway : Out of control or uncontrollable. Example: A runaway cascade of debris is a serious concern.   Rendering : Making or causing something to be in a particular state. Example: Collision debris is rendering space more hazardous.   Astrodynamical researcher : Scientist studying the dynamics of celestial bodies. Example: Astrodynamical researchers analyze the movement of satellites.   Space sustainability : Practices to ensure the long-term usability of space. Example: Guidelines on space sustainability aim to reduce debris.   Inactivating : Disabling or shutting down. Example: Inactivating satellites at the end of their life is essential.   Venting : Releasing or expelling gases or materials. Example: Venting pressurized materials is a common practice.   Explosions : Violent bursts of energy or force. Example: Leftover fuel can lead to explosions in space.   Lowering : Bringing something down to a lower position. Example: Lowering satellites into the atmosphere helps prevent debris.   Intergovernmental groups : Organizations involving multiple governments. Example: The Inter-Agency Space Debris Coordination Committee is intergovernmental.   Guidelines : Recommendations or instructions. Example: Guidelines on space sustainability promote responsible practices.   Abided by : Followed or adhered to. Example: Not all missions have abided by the 25-year goal.   Stewards : Caretakers or guardians. Example: Satellite operators should be responsible stewards of space.   Enterprises : Projects or undertakings. Example: Large constellations of satellites are ambitious enterprises.   Devolving : Deteriorating or declining. Example: Without effective measures, the space community may devolve into chaos.     Cambridge Academic IELTS 18  Test-2   READING PASSAGE 1 Stonehenge 1.       Prehistoric : Relating to the time before recorded history. Example: Stonehenge is a prehistoric monument with ancient origins. 2.       Monument : A structure or building with historical, cultural, or religious significance. Example: Stonehenge is a mysterious prehistoric monument. 3.       Erect : To construct or build. Example: Stonehenge took an estimated 1,500 years to be erected. 4.       Salisbury Plain : A flat region in southern England where Stonehenge is located. Example: Stonehenge stands on Salisbury Plain, surrounded by green landscapes. 5.       Primitive : Basic, simple, or ancient. Example: Neolithic Britons used primitive tools for early construction. 6.       Deer antlers : The branched horns of a deer. Example: Neolithic Britons may have used deer antlers as tools. 7.       Ditch and bank (henge) : A circular excavation and the raised earth from it. Example: Stonehenge features a massive circular ditch and bank. 8.       Neolithic : Relating to the later part of the Stone Age. Example: Stonehenge was constructed during the Neolithic period. 9.       Timber posts : Wooden pillars or columns. Example: Deep pits within Stonehenge may have held a ring of timber posts. 10.   Bluestones : Specific stones, mainly blue in color, used in the construction of Stonehenge. Example: Stonehenge's bluestones were transported from the Preseli Hills. 11.   Preseli Hills : Hills in Wales from where the bluestones were sourced. Example: The bluestones were traced to the Preseli Hills, 300 kilometers away. 12.   Hoisted : Lifted or raised. Example: Builders hoisted the bluestones into standing positions. 13.   Horseshoe or circular formation : Arrangement of stones in the shape of a horseshoe or circle. Example: The bluestones were placed in a horseshoe or circular formation. 14.   Sledges and rollers : Sled-like devices and cylindrical objects used for transport. Example: Builders may have used sledges and rollers to move the bluestones. 15.   Rafts : Floating platforms used for transporting heavy objects. Example: Bluestones may have been transferred onto rafts for transportation. 16.   Oxen : Domesticated cattle used for pulling heavy loads. Example: Archaeologists suggest that oxen may have towed the stones. 17.   Archaeologists : Scientists studying human history through artifacts and structures. Example: Archaeologists have been researching Stonehenge for centuries. 18.   Geologists : Scientists studying the Earth's structure, composition, and processes. Example: Geologists have contributed to the debate on Stonehenge's origins. 19.   Glaciers : Massive bodies of ice that move slowly over land. Example: Some scientists suggest glaciers transported the bluestones to Stonehenge. 20.   Sceptical : Doubtful or hesitant. Example: Most archaeologists remain sceptical about the glacier theory. 21.   Sandstone slabs (sarsens) : Blocks of sandstone used in Stonehenge's third phase. Example: Sandstone slabs were arranged into an outer crescent or ring. 22.   Trilithons : Iconic three-piece stone structures at the center of Stonehenge. Example: Stonehenge features impressive trilithons made of sandstone. 23.   Radiocarbon dating : A method to determine the age of organic materials using carbon isotopes. Example: Radiocarbon dating revealed the timeline of Stonehenge's construction. 24.   Agrarians : People engaged in agriculture or farming. Example: Neolithic agrarians likely contributed to the initial stage of Stonehenge. 25.   Indigenous : Native to a particular region. Example: Neolithic agrarians were likely indigenous to the British Isles. 26.   Artefacts : Objects made by humans, typically of cultural or historical interest. Example: Bones, tools, and other artefacts were found at the Stonehenge site. 27.   Tribes : Groups of people sharing a common ancestry or culture. Example: Distinct tribes may have contributed to different phases of Stonehenge. 28.   Communal : Involving or shared by a community. Example: Groups with a communal way of life left their mark on Stonehenge. 29.   Immigrants : People who move to a new country or region. Example: Some believe that tribes with advanced tools were immigrants from Europe. 30.   Dense cloud cover : Thick clouds obstructing the view of the sky. Example: Critics argue that England's dense cloud cover would hinder astronomical observations. 31.   Astronomer : A scientist who studies celestial bodies and phenomena. Example: Gerald Hawkins, an astronomer, proposed a calendar theory for Stonehenge. 32.   Megalithic stones : Large stones used in the construction of monuments. Example: Stonehenge is known for its cluster of megalithic stones. 33.   Astrological phenomena : Celestial events like solstices, equinoxes, and eclipses. Example: Gerald Hawkins suggested Stonehenge corresponded to astrological phenomena. 34.   Summer solstice : The point in time when the sun is at its highest position in the sky. Example: Modern druids gather at Stonehenge for the summer solstice. 35.   Speculate : To make educated guesses or theories. Example: British archaeologists speculated that Stonehenge was a place of healing. 36.   Curative powers : Healing or therapeutic properties. Example: Bluestones at Stonehenge were thought to have curative powers. 37.   Shadowy : Unclear or mysterious. Example: The facts surrounding Stonehenge's builders remain shadowy. 38.   Consensus : General agreement or opinion. Example: There is a consensus that Stonehenge served as a burial ground. 39.   Calendar : A system of organizing and measuring time. Example: Gerald Hawkins proposed Stonehenge as a megalithic calendar. 40.   Equinoxes : Times of the year when day and night are approximately equal in length. Example: Stonehenge may have marked the equinoxes in its design. 41.   Eclipses : Phenomena where one celestial body obscures another. Example: Some believe Stonehenge was aligned with eclipses. 42.   Healing : The process of making or becoming healthy. Example: Signs of illness led to speculation about Stonehenge's healing purpose. 43.   Unearthed : Discovered or brought to the surface. Example: William Stukeley unearthed primitive graves at the Stonehenge site. 44.   Primitive graves : Burial sites from an early or ancient period. Example: William Stukeley found primitive graves near Stonehenge. 45.   Druids : Members of an ancient Celtic religious order. Example: Druids were initially thought to be the builders of Stonehenge. 46.   Antiquarian : A person interested in or studying ancient artifacts. Example: William Stukeley was an antiquarian who studied Stonehenge. 47.   Celts : A group of Indo-European peoples in ancient Europe. Example: Druids were believed to be part of Celtic society. 48.   Summer solstice : The longest day of the year when the sun is at its highest point. Example: Druids gather at Stonehenge for the summer solstice celebration. 49.   Distinct : Separate or different. Example: Modern historians agree that distinct tribes contributed to Stonehenge. 50.   Shadowy : Unclear or mysterious. Example: The purpose of Stonehenge remains shadowy, despite various theories.   READING PASSAGE 2 Living with artificial intelligence 1.       Artificial Intelligence (AI) : The simulation of human intelligence in machines. Example: The rapid advancements in artificial intelligence have transformed various industries. 2.       Align : To bring into a line or proper position. Example: It is crucial to align AI with human values for ethical use. 3.       Police : To regulate or control. Example: The question arises whether AI will have to police human values. 4.       Decade : A period of ten years. Example: The past decade has witnessed significant advancements in AI. 5.       Astonishing : Extremely surprising or impressive. Example: The chess-playing AI's ability to defeat all human players was astonishing. 6.       Feat : An achievement or remarkable act. Example: Building a chess-playing AI in just four hours is a remarkable feat. 7.       Narrow AI : Artificial intelligence designed for specific tasks. Example: Current AI achievements are in the realm of narrow AI, focused on specific abilities. 8.       Artificial General Intelligence (AGI) : Machines with human-level performance across various tasks. Example: AGI is considered the next step, where AI matches human capabilities in diverse domains. 9.       Physical constraints : Limitations imposed by the physical nature of something. Example: Machines, unlike humans, are free of many physical constraints on intelligence. 10.   Biochemical : Related to the chemical processes within living organisms. Example: The human brain operates at slow biochemical processing speeds. 11.   Dimensions : Measurements or extent in a particular direction. Example: Human brain size is restricted by the dimensions of the birth canal. 12.   Handicaps : Disadvantages or limitations. Example: Despite handicaps, the human brain accomplishes remarkable tasks. 13.   Accelerate : To increase the speed or progress of something. Example: Progress towards AI limits could accelerate with machines designing smarter machines. 14.   Utopian : Idealistic or visionary, often suggesting an impractical perfection. Example: The vision of ethically superhuman machines is somewhat utopian. 15.   Folklore : Traditional beliefs, customs, and stories passed down orally. Example: Folklore often contains cautionary tales about unintended consequences. 16.   Prodigious : Impressively great in size or extent. Example: The prodigious accomplishments of AI have amazed the scientific community. 17.   Specify : To state or describe in detail. Example: It is crucial to specify the goals of AI machines with great care. 18.   Ethically : In a manner consistent with moral principles. Example: Machines should behave ethically, aligning with human values. 19.   Cognitively superhuman : Exhibiting intelligence beyond human capabilities. Example: For safety, machines should be both cognitively and ethically superhuman. 20.   Autonomy : The ability to make independent decisions or actions. Example: Sacrificing autonomy to moral guides may impact human freedom. 21.   Moral high ground : The morally superior or ethically sound position. Example: AI machines should aim for the moral high ground in decision-making. 22.   Discriminate : To treat a person or group unfairly based on prejudice. Example: Machines discouraging discrimination might limit human freedom. 23.   Lapses : Instances of errors or mistakes. Example: Ethically superhuman machines could discourage ethical lapses in human behavior. 24.   Silicon police : Metaphorical reference to AI enforcing ethical standards. Example: The idea of silicon police raises concerns about limitations on human behavior. 25.   National Health Service (NHS) : The publicly funded healthcare system in the UK. Example: AI already plays a role in resource allocation in the National Health Service. 26.   Efficiently : In a manner that maximizes productivity and effectiveness. Example: AI might manage healthcare resources more efficiently than humans. 27.   Taxpayers : Individuals contributing to government funds through taxes. Example: AI acting in the interests of taxpayers requires well-defined goals. 28.   Cooperative spirit : Willingness to work together for a common goal. Example: Achieving safe AI requires a cooperative spirit among researchers and developers. 29.   General Intelligence : The ability to understand, learn, and apply knowledge across various domains. Example: General intelligence in machines involves versatile problem-solving capabilities. 30.   Morally reasoning : Engaging in ethical or moral decision-making processes. Example: AI with general intelligence must also possess morally reasoning capabilities. 31.   Autonomy : The right or condition of self-governance. Example: Surrendering autonomy to machines raises questions about human freedom. 32.   Signs of progress : Indications of positive advancements or developments. Example: Denying certain freedoms, like child labor, is considered a sign of progress. 33.   Ethical silicon police : Symbolic reference to AI enforcing ethical standards. Example: Ethical silicon police might guide human behavior towards morally sound choices. 34.   Lapses : Instances of errors or mistakes. Example: Ethically superhuman machines could discourage ethical lapses in human behavior. 35.   Far-fetched : Unlikely or improbable. Example: The idea of AI influencing ethical choices might seem far-fetched to some. 36.   Resource allocation : The process of distributing and managing resources efficiently. Example: AI's role in NHS resource allocation involves optimizing healthcare services. 37.   Senior doctors : Experienced and highly qualified medical professionals. Example: AI may challenge the control that senior doctors currently have in healthcare decisions. 38.   Tribal creatures : Humans characterized by a strong sense of group identity. Example: The 'getting started' problem arises from our tribal nature and conflicting ideals. 39.   Conflict : A struggle or disagreement. Example: Humans are often conflicted about their own ideals and moral principles. 40.   Utopian vision : An idealistic and perfect future scenario. Example: Achieving ethical AI might seem like a utopian vision, given current challenges. 41.   Ideal : Conforming to a standard of perfection or excellence. Example: A cooperative spirit is an ideal prerequisite for ensuring safe AI. 42.   Fallible natures : Prone to making mistakes or errors. Example: AI amplifying the dark sides of human fallible natures could pose risks. 43.   Destination : The ultimate goal or outcome. Example: The ethical destination for AI involves aligning with human values. 44.   Careful : Exercising caution and consideration. Example: It is crucial to be careful about the ethical implications of AI development. 45.   Wish for : Desire or hope for something to happen. Example: Careful consideration is needed for what society wishes for in AI advancements. 46.   Cognitive : Related to mental processes such as thinking, learning, and remembering. Example: Ethical AI requires not only cognitive but also moral capabilities. 47.   Capacity : The ability or power to do something. Example: General intelligence and moral reasoning are considered uniquely human capacities. 48.   Package : A combination of elements considered together. Example: The package of general intelligence and moral authority raises ethical considerations. 49.   Unique : Singular or unmatched in its characteristics. Example: General intelligence and moral reasoning are often thought of as uniquely human. 50.   Think about : Consider or reflect on a topic. Example: The passage encourages thinking about the potential implications of AI advancements. READING PASSAGE 3 An ideal city   1.       Genius : Exceptional intellectual or creative ability. Example: Leonardo da Vinci is universally associated with the word 'genius.' 2.       Renaissance man : A person with wide-ranging talents and interests. Example: Leonardo da Vinci is considered a true Renaissance man for his expertise in science, art, and humanism. 3.       Humanist : Someone who values and promotes human interests, culture, and achievements. Example: Leonardo da Vinci embodied humanist sensibilities in his work and thinking. 4.       Insignificance : Lack of importance or relevance. Example: Despite five centuries passing, Leonardo's thinking has not faded into insignificance. 5.       Cusp : A point of transition between two different states or conditions. Example: The world is on the cusp of a climate crisis, requiring radical solutions. 6.       Crisis : A time of intense difficulty or danger. Example: The spread of the plague in the 14th century caused a global crisis. 7.       Displacement : The forced movement of people from their homes. Example: The climate crisis is predicted to cause widespread displacement. 8.       Extinctions : The state or process of being wiped out or extinguished. Example: The climate crisis poses a threat of extinctions to various species. 9.       Unaddressed : Not dealt with or considered. Example: If left unaddressed, the climate crisis could lead to catastrophic consequences. 10.   Urban planning : The design and organization of urban spaces. Example: Leonardo turned his thoughts to urban planning problems around 1486. 11.   Renaissance trend : A characteristic pattern or tendency during the Renaissance period. Example: Urbanism as an academic discipline emerged as a Renaissance trend in the 15th century. 12.   Ideal city project : A visionary concept of an urban environment with specific features. Example: Leonardo's 'ideal city' project aimed to revolutionize urban living. 13.   Unfulfilled : Not realized or completed. Example: Leonardo's ideal city project remained unfulfilled due to excessive costs. 14.   Unsustainable : Unable to be maintained or continued in the long term. Example: Unsustainable urban models contribute to global climate change. 15.   Overcrowded : Too crowded with people or things. Example: Medieval cities had winding and overcrowded streets, inspiring Leonardo to rethink urban design. 16.   Rigour : The strict application of rules and methods. Example: The Renaissance marked the birth of urbanism as a true academic discipline characterized by rigour. 17.   Conception : The act or process of forming a plan or idea. Example: The Renaissance marked the conscious conception of cities with rigorous planning. 18.   Pienza : A town in Italy that underwent reconfiguration during the Renaissance. Example: Pienza is an example of a town reconfigured during the Renaissance to embody urban planning ideals. 19.   Prominent : Widely recognized and respected. Example: Prominent Renaissance men pushed forward large-scale urban projects in Italy. 20.   Winding : Having a twisting or turning course. Example: Medieval cities had winding streets, prompting the need for urban redesign. 21.   High, strong walls : Tall and sturdy defensive structures surrounding a city. Example: Leonardo recommended high, strong walls with towers and battlements for the ideal city. 22.   Hydraulic plants : Systems for moving or controlling water. Example: Leonardo designed extensive hydraulic plants for artificial canals in his ideal city. 23.   Compact : Tightly and efficiently arranged or organized. Example: Leonardo's ideal city was envisioned as a multi-level, compact modern city. 24.   Technically conceived : Thought out with careful consideration of technical aspects. Example: Leonardo's ideas for the ideal city were thoroughly technically conceived. 25.   Georges-Eugene Haussmann : A figure known for renovating Paris in the 19th century. Example: Haussmann's renovation of Paris applied some of Leonardo's ideas for a compact city. 26.   Efficient and sustainable : Productive and capable of being maintained over time. Example: Many scholars believe that Leonardo's ideas could make modern cities more efficient and sustainable. 27.   Aligned closely : In close agreement or harmony. Example: Leonardo was aligned closely with modern urban planning concepts. 28.   Ahead of his time : Having ideas or innovations that are unusually advanced for the period. Example: Leonardo da Vinci was centuries ahead of his time in terms of urban planning. 29.   Valid : Having sound reasoning or applicability. Example: Leonardo's ideas are not simply valid; they suggest a way forward for urban planning. 30.   Integrated with nature : Designed to harmonize and coexist with the natural environment. Example: Leonardo's vision included cities integrated with nature, especially water systems. 31.   Efficient transport infrastructure : Well-organized systems for moving people and goods. Example: Leonardo envisioned an ideal city with efficient transport infrastructure. 32.   Compact city : A city built closely and efficiently, often vertically. Example: The compact city, a concept in line with Leonardo's vision, could enhance efficiency. 33.   Way forward : A path or direction for progress or development. Example: Leonardo's ideas provide a way forward for creating more sustainable and efficient cities. 34.   Modem urban planning : Contemporary approaches to organizing and designing urban spaces. Example: Leonardo was closely aligned with modern urban planning principles. 35.   Sound reasoning : Logical and well-thought-out justification for an idea. Example: Many scholars consider Leonardo's ideas for a compact city to have sound reasoning. 36.   Harmony : A state of peaceful coexistence or agreement. Example: The integration of cities with nature aims to achieve harmony between urban and natural environments. 37.   Environment : The surroundings or conditions in which a person, animal, or plant lives. Example: Leonardo's ideas included designs that integrated cities with the natural environment. 38.   Renovation : The action of restoring or repairing something. Example: Haussmann's renovation of Paris applied some of Leonardo's innovative ideas. 39.   Compact modern city : A contemporary city design that is tightly organized and efficiently planned. Example: Leonardo's vision for a compact modern city was ahead of its time. 40.   Urbanism : The study or practice of city planning and design. Example: The Renaissance marked the birth of urbanism as an academic discipline. 41.   Innovative thoughts : Original and inventive ideas. Example: From Leonardo's papers, innovative thoughts about urban planning can be reconstructed. 42.   Vertical outdoor staircases : Stairs connecting different levels of a building or city structure. Example: Leonardo's design included vertical outdoor staircases for easy movement between levels. 43.   Unconventional : Not based on or conforming to what is generally done. Example: Leonardo's idea of multi-level cities was unconventional for his time. 44.   Interior spaces : Areas within buildings. Example: Taking full advantage of interior spaces in buildings was an unconventional idea in Leonardo's time. 45.   Modernist movement : A cultural and artistic movement in the 20th century that embraced innovation and progress. Example: The design concept of taking full advantage of interior spaces became prominent in the Modernist movement. 46.   Access to sun : Designing streets to allow sunlight to reach ground level. Example: Leonardo suggested streets' width matching the average height of houses for access to sun. 47.   Earthquakes : Sudden shaking of the ground, often causing damage. Example: Leonardo's design aimed to reduce the risk of damage from earthquakes in cities. 48.   Multi-level : Having multiple layers or levels. Example: Leonardo wanted his ideal city to be built on several levels, each serving different purposes. 49.   Subdivision : Division into smaller and distinct parts. Example: The subdivision of the city by function was an innovative idea in Leonardo's urban planning. 50.   Compact city : A city design that minimizes sprawl by building upwards rather than outwards. Example: The concept of a compact city, advocated by Leonardo, aligns with modern sustainability goals.   Test-3   READING PASSAGE 1 Materials to take us beyond concrete 1.       Greenhouse gas emissions : Gases, such as carbon dioxide, that contribute to the greenhouse effect and climate change. Example: Concrete production is a significant source of greenhouse gas emissions. 2.       Carbon emissions : The release of carbon, particularly carbon dioxide, into the atmosphere. Example: If concrete remains the primary construction material, carbon emissions will continue to rise. 3.       Innovating : Introducing new methods or ideas to create something novel or improved. Example: Scientists are innovating with alternative materials to reduce carbon emissions from construction. 4.       Universal commodity : A widely used and standardized product or material. Example: Concrete has been a universal commodity that underpinned modern life. 5.       Scale of manufacture : The extent or volume of production, often on a large scale. Example: The scale of concrete manufacture contributes to its high carbon footprint. 6.       Mouldable : Capable of being shaped or formed. Example: Portland cement, a mouldable material, is a key component of concrete. 7.       Pourable : Able to be poured or easily flowed into a desired shape. Example: Concrete, with its pourable quality, is widely used in construction. 8.       Thermal expansion properties : Characteristics related to how a material expands or contracts with changes in temperature. Example: Concrete and steel have similar thermal expansion properties, making them suitable for reinforcement. 9.       Flexibility : The ability to bend or adapt without breaking. Example: The use of steel reinforcement in concrete enhances its flexibility as a building material. 10.   Climate change : Long-term changes in the Earth's climate, often attributed to human activities. Example: Climate change is driving architects to explore alternative building materials like treated timber. 11.   Treated timber : Wood that has undergone processes to enhance its properties and durability. Example: Treated timber is being considered as a resource for building in response to climate change. 12.   Cross-laminated timber : Engineered wood made by layering solid-sawn timber with adhesive to create building blocks. Example: Cross-laminated timber combines the strength of concrete and steel but is lighter. 13.   Construction experts : Professionals with expertise in building and construction. Example: Construction experts claim that wooden buildings can be built faster than concrete and steel structures. 14.   Global demand : The overall need for a product or resource on a worldwide scale. Example: Stora Enso is experiencing increasing global demand for cross-laminated timber. 15.   Carbon sequestration : The process of capturing and storing carbon to prevent its release into the atmosphere. Example: Timber in buildings contributes to carbon sequestration by locking away carbon absorbed during growth. 16.   Fly ash : Residue from coal-burning power plants, used as a potential alternative to cement in concrete. Example: Fly ash can replace a portion of cement in concrete mixes, reducing greenhouse gas emissions. 17.   Slag from iron ore : Byproduct of the iron ore smelting process, considered as an alternative to cement in concrete. Example: Iron-ore slag can be incorporated into concrete mixes to lower carbon emissions. 18.   Life cycle of the building : The stages a building goes through, from construction to demolition, considering environmental impacts. Example: When using alternative materials, the entire life cycle of the building must be considered for a holistic view of carbon impact. 19.   Fossil fuels : Non-renewable energy sources, such as coal and oil, derived from ancient organic remains. Example: If alternative materials are transported long distances using fossil fuels, their overall carbon impact may not be reduced. 20.   Raw-material shortages : Insufficient availability of essential materials for production. Example: Some alternative cements face raw-material shortages, hindering their widespread use. 21.   Resistance from customers : Unwillingness or opposition from consumers to adopt new products or materials. Example: Some novel cements face resistance from customers due to factors like cost-effectiveness. 22.   Cost-effective : Economical and efficient in terms of cost and benefits. Example: At present, many alternative cements are not as cost-effective as conventional cement. 23.   Overview of innovation : A comprehensive examination or summary of new and inventive developments. Example: The overview of innovation in the concrete industry assesses the feasibility of alternative cements. 24.   Royal Institute of International Affairs : A prestigious institution providing insights and research on international affairs. Example: Researchers at the Royal Institute of International Affairs conclude that some alternative cements face challenges in terms of cost-effectiveness. 25.   Breaking through : Achieving success or acceptance, especially in the context of overcoming challenges. Example: Despite being discussed for over a decade, some novel cements have not broken through in the construction industry. 26.   Abundant : Existing in large quantities or readily available. Example: Alternative materials may face challenges if they are not abundant and readily accessible. 27.   Unproven : Not yet demonstrated or tested in practical applications. Example: Some technologies for alternative cements are still unproven and require further validation. 28.   Wider range of construction projects : A diverse set of building initiatives to assess the versatility and applicability of materials. Example: Only when a wider range of construction projects is implemented can the potential of alternative materials be fully understood. 29.   Modern urban planning : Contemporary approaches to organizing and designing cities. Example: Leonardo's ideas align closely with modern urban planning concepts, especially the focus on efficiency and sustainability. 30.   Centuries ahead of his time : Possessing ideas or concepts that were unusually advanced for the historical period. Example: Leonardo da Vinci was centuries ahead of his time in envisioning an ideal city with innovative urban planning. 31.   Renaissance ideals : Values and principles associated with the Renaissance period, emphasizing humanism, art, and intellectual pursuits. Example: Leonardo's plans for a rational city were consistent with Renaissance ideals of progress and innovation. 32.   Compact city : An urban planning concept focused on creating dense, efficient, and sustainable cities. Example: Many scholars believe that the compact city model, integrating nature and efficient transport, aligns with Leonardo's vision. 33.   Holistic view : Considering all aspects and perspectives to form a complete understanding. Example: A holistic view of the environmental impact involves evaluating the entire life cycle of construction materials. 34.   Holistic vision : A comprehensive and integrated perspective on a particular subject or problem. Example: Leonardo da Vinci's holistic vision for an ideal city considered various elements, from transportation to architecture. 35.   Innovative thoughts : Creative and novel ideas that depart from traditional approaches. Example: Leonardo's innovative thoughts on urban planning included multi-level construction and integrated water systems. 36.   Ideal city project : A conceptual urban planning initiative aimed at creating an optimal city layout. Example: Leonardo's ideal city project sought to address the challenges of medieval city design and overcrowding. 37.   Excessive costs : High expenses or financial burdens beyond what is reasonable. Example: Leonardo's ideal city project remained unfulfilled due to excessive costs associated with its implementation. 38.   Sustainable urban models : City planning approaches that prioritize environmental and social sustainability. Example: The exploration of alternative construction materials is driven by the need for more sustainable urban models. 39.   Holistic way of working : An approach that considers multiple factors and aspects in a comprehensive manner. Example: Leonardo's holistic way of working with notes and sketches made it challenging to identify a coordinated vision of his ideal city. 40.   Striking monument : A remarkable or noteworthy structure. Example: Stonehenge is considered a striking monument with mysteries that puzzle historians and archaeologists. 41.   Astrological phenomena : Events or occurrences related to celestial bodies and their positions. Example: Gerald Hawkins suggested that Stonehenge operated as a calendar, aligning with astrological phenomena such as solstices and eclipses. 42.   Astronomer : A scientist who studies celestial bodies and phenomena in the universe. Example: Gerald Hawkins, an astronomer, proposed a theory about Stonehenge's alignment with astrological events. READING PASSAGE 2 1.       Primitive : Simple, basic, or undeveloped. Example: Primitive automobiles in the 1800s were based on steam power. 2.       Evolved : Developed or gradually changed over time. Example: Steam technology evolved into miniaturized engines for early cars. 3.       Miniaturized : Made smaller in size. Example: Steam engines were miniaturized for use in the first cars. 4.       Inherited : Received or acquired from a predecessor. Example: Early cars inherited both weaknesses and strengths from steam technology. 5.       Shuttling : Transporting or moving back and forth. Example: Machines shuttled wealthy citizens around town in the early 1900s. 6.       Glory days : A period of great success or achievement. Example: The glory days of steam cars were short-lived with the advent of the Internal Combustion Engine. 7.       Advent : The arrival or introduction of a notable thing or event. Example: The advent of the Internal Combustion Engine marked a shift in car technology. 8.       Unpopular : Not liked or accepted by many people. Example: Gasoline cars were initially unpopular due to complex operation and difficult starters. 9.       Backfired : Exploded or ignited in the wrong direction. Example: Hand-crank starters were known to break arms when the engines backfired. 10.   Phased out : Gradually replaced or removed from use. Example: Steam power was phased out with the introduction of the electric starter. 11.   Rekindle : Revive or bring back. Example: The Doble brothers made one last effort to rekindle steam car technology. 12.   Prototype : An original model or form of a new product. Example: The Doble brothers built their first steam car prototype in their parents' basement. 13.   Reconfigured : Changed or rearranged into a different configuration. Example: Parts from a wrecked steam car were reconfigured to drive their own engine. 14.   Remarkable : Extraordinary or impressive. Example: The Model B's remarkable acceleration was praised by Automobile magazine. 15.   Innovation : The introduction of something new or inventive. Example: The Doble brothers' innovations improved steam car technology. 16.   Draw the attention : Attract notice or interest. Example: The Model B drew the attention of automobile trade magazines. 17.   Internal Combustion Engine : An engine in which combustion of a fuel occurs with an oxidizer in a combustion chamber. Example: The Internal Combustion Engine replaced steam power in cars. 18.   Virtually : Almost or nearly. Example: The Model B's high-pressure steam drove the engine pistons in virtual silence. 19.   Silent powerplant : A quiet source of power. Example: The Model B's silent powerplant contrasted with clattering gas engines. 20.   Investment : The action or process of investing money for profit. Example: Abner Doble sought investment to open the General Engineering Company. 21.   In cabin : Inside the vehicle's passenger compartment. Example: The Model C featured a key-based ignition in the cabin for convenience. 22.   Phased out : Gradually removed or discontinued. Example: Steam power was phased out as gasoline cars gained popularity. 23.   Convenience : The state of being convenient or easily accessible. Example: The Dobles promised a steam vehicle with all the convenience of a gasoline car. 24.   Virtually silent : Almost completely quiet. Example: The Model B's high-pressure steam drove the engine virtually silently. 25.   Sluggish : Lacking energy or slow in movement. Example: The completed cars were complained to be sluggish and erratic. 26.   Erratic : Unpredictable or irregular in pattern. Example: Some completed cars went in reverse when they should go forward. 27.   Innovative : Introducing new ideas or methods. Example: The Model E featured an innovative engine design. 28.   Road-tested : Subjected to testing on the road. Example: The Model E was road-tested by the Automobile Club of America. 29.   Frosty morning air : Cold morning atmosphere with frost. Example: The Model E was left in the frosty morning air for testing. 30.   Operating pressure : The pressure required for a system to function. Example: The boiler reached its operating pressure inside of forty seconds. 31.   Evenly distributed : Spread or dispersed uniformly. Example: The Model E's weight was evenly distributed for good handling. 32.   Viable : Capable of working successfully. Example: The Doble brothers made a final attempt to produce a viable steam automobile. 33.   Financial success : Achieving success in monetary terms. Example: The Model E steam car never was a financial success. 34.   Plagued with : Afflicted or troubled persistently. Example: The new engine design was plagued with serious glitches. 35.   Tinkered endlessly : Experimented or fiddled with continuously. Example: Abner Doble tinkered endlessly with the design of the Model E. 36.   Survived : Continued to exist or live through challenges. Example: Many Model E Dobles have survived and are still in good working condition. 37.   Astonishingly : In a surprising or impressive manner. Example: An unmodified Model E runs clean enough to pass emissions laws, astonishingly. 38.   Emissions laws : Regulations governing the release of pollutants into the atmosphere. Example: An unmodified Model E complies with emissions laws in California. 39.   Pose : Present or constitute. Example: The technology poses some difficult problems. 40.   Modern materials : Contemporary or advanced materials. Example: Considering modern materials, a steam car might be more efficient. 41.   Rise again : Experience a revival or comeback. Example: Under current pressure to reduce emissions, the steam car may rise again. 42.   Cusp : A point of transition between two different states or conditions. Example: The world is on the cusp of a climate crisis. 43.   Scramble : Act or move quickly and with urgency. Example: Scientists are scrambling for alternatives to concrete. 44.   Underpinned : Supported or upheld from below. Example: Concrete has underpinned modern life for many years. 45.   Rigour : The quality of being thorough and accurate. Example: The Renaissance marked the birth of urbanism as a true academic discipline with rigour. 46.   Conception : The way in which something is perceived or understood. Example: The conscious conception of a city was missing in Western thought until the Renaissance. 47.   Reconfiguration : The process of changing or rearranging the structure. Example: Parts were reconfigured to drive an engine of their own design. 48.   Compact : Closely and neatly packed together. Example: The Doble brothers designed a compact modern city along the Ticino River. 49.   Infrastructure : The basic physical and organizational structures and facilities. Example: The Dobles promised a steam vehicle with simpler driving controls and a virtually silent powerplant, enhancing urban infrastructure. 50.   Unthinkable : Too unlikely or undesirable to be considered a possibility. Example: Under the current pressure to improve automotive performance, the return of the steam car may not be unthinkable. READING PASSAGE 3 1.    Primitive : Simple, basic, or undeveloped. Example: Primitive automobiles in the 1800s were based on steam power. 2.    Evolved : Developed or gradually changed over time. Example: Steam technology evolved into miniaturized engines for early cars. 3.    Miniaturized : Made smaller in size. Example: Steam engines were miniaturized for use in the first cars. 4.    Inherited : Received or acquired from a predecessor. Example: Early cars inherited both weaknesses and strengths from steam technology. 5.    Shuttling : Transporting or moving back and forth. Example: Machines shuttled wealthy citizens around town in the early 1900s. 6.    Glory days : A period of great success or achievement. Example: The glory days of steam cars were short-lived with the advent of the Internal Combustion Engine. 7.    Advent : The arrival or introduction of a notable thing or event. Example: The advent of the Internal Combustion Engine marked a shift in car technology. 8.    Unpopular : Not liked or accepted by many people. Example: Gasoline cars were initially unpopular due to complex operation and difficult starters. 9.    Backfired : Exploded or ignited in the wrong direction. Example: Hand-crank starters were known to break arms when the engines backfired. 10.  Phased out : Gradually replaced or removed from use. Example: Steam power was phased out with the introduction of the electric starter. 11.  Rekindle : Revive or bring back. Example: The Doble brothers made one last effort to rekindle steam car technology. 12.  Prototype : An original model or form of a new product. Example: The Doble brothers built their first steam car prototype in their parents' basement. 13.  Reconfigured : Changed or rearranged into a different configuration. Example: Parts from a wrecked steam car were reconfigured to drive their own engine. 14.  Remarkable : Extraordinary or impressive. Example: The Model B's remarkable acceleration was praised by Automobile magazine. 15.  Innovation : The introduction of something new or inventive. Example: The Doble brothers' innovations improved steam car technology. 16.  Draw the attention : Attract notice or interest. Example: The Model B drew the attention of automobile trade magazines. 17.  Internal Combustion Engine : An engine in which combustion of a fuel occurs with an oxidizer in a combustion chamber. Example: The Internal Combustion Engine replaced steam power in cars. 18.  Virtually : Almost or nearly. Example: The Model B's high-pressure steam drove the engine pistons in virtual silence. 19.  Silent powerplant : A quiet source of power. Example: The Model B's silent powerplant contrasted with clattering gas engines. 20.  Investment : The action or process of investing money for profit. Example: Abner Doble sought investment to open the General Engineering Company. 21.  In cabin : Inside the vehicle's passenger compartment. Example: The Model C featured a key-based ignition in the cabin for convenience. 22.  Phased out : Gradually removed or discontinued. Example: Steam power was phased out as gasoline cars gained popularity. 23.  Convenience : The state of being convenient or easily accessible. Example: The Dobles promised a steam vehicle with all the convenience of a gasoline car. 24.  Virtually silent : Almost completely quiet. Example: The Model B's high-pressure steam drove the engine virtually silently. 25.  Sluggish : Lacking energy or slow in movement. Example: The completed cars were complained to be sluggish and erratic. 26.  Erratic : Unpredictable or irregular in pattern. Example: Some completed cars went in reverse when they should go forward. 27.  Innovative : Introducing new ideas or methods. Example: The Model E featured an innovative engine design. 28.  Road-tested : Subjected to testing on the road. Example: The Model E was road-tested by the Automobile Club of America. 29.  Frosty morning air : Cold morning atmosphere with frost. Example: The Model E was left in the frosty morning air for testing. 30.  Operating pressure : The pressure required for a system to function. Example: The boiler reached its operating pressure inside of forty seconds. 31.  Evenly distributed : Spread or dispersed uniformly. Example: The Model E's weight was evenly distributed for good handling. 32.  Viable : Capable of working successfully. Example: The Doble brothers made a final attempt to produce a viable steam automobile. 33.  Financial success : Achieving success in monetary terms. Example: The Model E steam car never was a financial success. 34.  Plagued with : Afflicted or troubled persistently. Example: The new engine design was plagued with serious glitches. 35.  Tinkered endlessly : Experimented or fiddled with continuously. Example: Abner Doble tinkered endlessly with the design of the Model E. 36.  Survived : Continued to exist or live through challenges. Example: Many Model E Dobles have survived and are still in good working condition. 37.  Astonishingly : In a surprising or impressive manner. Example: An unmodified Model E runs clean enough to pass emissions laws, astonishingly. 38.  Emissions laws : Regulations governing the release of pollutants into the atmosphere. Example: An unmodified Model E complies with emissions laws in California. 39.  Pose : Present or constitute. Example: The technology poses some difficult problems. 40.  Modern materials : Contemporary or advanced materials. Example: Considering modern materials, a steam car might be more efficient. 41.  Rise again : Experience a revival or comeback. Example: Under current pressure to reduce emissions, the steam car may rise again. 42.  Cusp : A point of transition between two different states or conditions. Example: The world is on the cusp of a climate crisis. 43.  Scramble : Act or move quickly and with urgency. Example: Scientists are scrambling for alternatives to concrete. 44.  Underpinned : Supported or upheld from below. Example: Concrete has underpinned modern life for many years. 45.  Rigour : The quality of being thorough and accurate. Example: The Renaissance marked the birth of urbanism as a true academic discipline with rigour. 46.  Conception : The way in which something is perceived or understood. Example: The conscious conception of a city was missing in Western thought until the Renaissance. 47.  Reconfiguration : The process of changing or rearranging the structure. Example: Parts were reconfigured to drive an engine of their own design. 48.  Compact : Closely and neatly packed together. Example: The Doble brothers designed a compact modern city along the Ticino River. 49.  Infrastructure : The basic physical and organizational structures and facilities. Example: The Dobles promised a steam vehicle with simpler driving controls and a virtually silent powerplant, enhancing urban infrastructure. 50.  Unthinkable : Too unlikely or undesirable to be considered a possibility. Example: Under the current pressure to improve automotive performance, the return of the steam car may not be unthinkable.   Test-4   READING PASSAGE 1 Green roofs 1.    Foliage : Plant leaves, collectively. Example: Rooftops covered with grass, vegetable gardens, and lush foliage are becoming common in cities. 2.    Mitigating : Making (a problem or difficult situation) less severe. Example: Green roofs play a role in mitigating the risk of floods in urban areas. 3.    Radical : Relating to or affecting the fundamental nature of something. Example: Radical urban designs, like green roofs, help cities adapt to monumental problems. 4.    Forward-thinking : Planning or thinking about the future in an imaginative and creative way. Example: Forward-thinking policies like the London Plan have contributed to the growth of green roofs in London. 5.    Expansive : Covering a wide area in terms of space. Example: North America has embraced green roofs with a wide array of expansive, accessible, and food-producing rooftops. 6.    Mainstream : Accepted, followed, or encountered by the majority. Example: Green roofs have become mainstream in North America, with many buildings installing them. 7.    Retrofit : Add (a component or accessory) to something that did not have it when manufactured. Example: It is challenging to retrofit old buildings with green roofs due to structural limitations. 8.    Crucial : Of great importance. Example: Having enough water at roof height is crucial to maintaining plants on green roofs. 9.    Edible roofs : Roofs where fruit and vegetables are farmed. Example: Newer buildings are better suited for edible roofs as they can hold more weight. 10.  Norm : A standard or pattern regarded as typical. Example: For green roofs to become the norm, there needs to be support from public authorities. 11.  Acquire : Buy or obtain (an asset or object) for oneself. Example: Those maintaining buildings may need to acquire new skills for green roof landscaping. 12.  Disruption : Disturbance or problems that interrupt an event, activity, or process. Example: Planning restrictions and disruption from regular activities can affect green roof installations. 13.  Worthwhile : Worth the time, money, or effort spent; of value or importance. Example: Economic arguments are crucial to convince investors that installing green roofs is worthwhile. 14.  Underpinning : Support or justify (something). Example: Economic arguments are still the most important underpinning for green roof development. 15.  Vibrant : Full of energy and life; lively. Example: Green roofs could create a more vibrant and sustainable local food economy. 16.  Biodiversity : The variety of plant and animal life in a particular habitat. Example: Brown roofs aim to be wilder in nature and maximize biodiversity. 17.  Replicated : Duplicate (something); repeat. Example: Success stories of green roofs need to be studied and replicated elsewhere for global impact. 18.  Variations : Different or distinct forms of something. Example: Improvements in technology have led to new variations in green roof concepts. 19.  Crucial : Of great importance. Example: Blue roofs, crucial in times of heavier rainfall, enable buildings to hold water for longer periods. 20.  Sustainable : Capable of being maintained over the long term without harming the environment. Example: Green roofs contribute to making cities more sustainable by providing various ecological benefits. 21.  Economy : The wealth and resources of a country or region. Example: Green roofs have the potential to create a more vibrant and sustainable local food economy. 22.  Barrier : Something that prevents movement or access. Example: There are still barriers to overcome for widespread adoption of green roofs. 23.  Transform : Make a marked change in the form, nature, or appearance of. Example: Green roofs have the potential to transform cities into more environmentally friendly and sustainable spaces. 24.  Evidence : The available body of facts or information indicating whether a belief or proposition is true or valid. Example: Studying success stories provides evidence of the benefits of green roofs. 25.  Replicated : Copied or reproduced. Example: Successful green roof projects should be replicated in other cities to achieve widespread adoption. 26.  Prescribe : Advise and authorize the use of (a medicine or treatment) for someone. Example: Doctors are prescribing time spent gardening outdoors for patients dealing with anxiety and depression. 27.  Dementia : A chronic or persistent disorder of the mental processes caused by brain disease or injury. Example: Access to green spaces is beneficial for dementia sufferers, providing a better quality of life. 28.  Preserving : Maintaining or keeping safe from harm or injury. Example: Green roofs contribute to preserving green spaces in urban environments. 29.  Landscaping : The process of making a garden or other piece of land more attractive by altering the existing design. Example: Those responsible for maintaining buildings may need landscaping skills for green roof upkeep. 30.  Integrate : Combine (one thing) with another to form a whole. Example: Green roofs can be integrated with living walls and drainage systems for better functionality. 31.  Adapt : Make (something) suitable for a new use or purpose; modify. Example: Green roofs help cities adapt to challenges such as resource access and a lack of green space. 32.  Monumental : Great in importance, extent, or size. Example: Green roofs help cities adapt to the monumental problems they face, such as climate change. 33.  Phased out : Gradually discontinued or removed from use. Example: Steam power in cars was gradually phased out with the introduction of the Internal Combustion Engine. 34.  Innovative : Introducing or using new ideas or methods. Example: The Doble brothers' innovative steam car drew attention for its improvements over previous designs. 35.  Sustainable : Capable of being maintained over the long term without harming the environment. Example: The Dobles' brilliant steam car was not a financial success but was sustainable for its time. 36.  Emissions : The production and discharge of something, especially gas or radiation. Example: Doble Model E steam cars run clean enough to pass emissions laws in California. 37.  Tinkered : Attempted to repair or improve something in a casual or desultory way. Example: Abner Doble tinkered endlessly with the design of the Model E steam car. 38.  Unmodified : Not changed or altered. Example: Some surviving Doble Model E cars are unmodified and still in good working condition. 39.  Phenomenal : Remarkable or exceptional, especially exceptionally good. Example: The Doble Model B had phenomenal acceleration, going from zero to sixty miles per hour in just fifteen seconds. 40.  Preservation : The action of maintaining something in its original or existing state. Example: Green roofs contribute to the preservation of urban green spaces. 41.  Innovating : Making changes in something established, especially by introducing new methods or ideas. Example: Scientists are innovating with alternative materials for construction to reduce environmental impact. 42.  Accessible : Easy to approach or reach; able to be used or obtained. Example: North America has embraced green roofs with an array of accessible rooftops installed in buildings. 43.  Frosty : Extremely cold with a layer of frost. Example: The Model E was tested in frosty conditions to assess its performance. 44.  Regular activities : Routine actions or behaviors. Example: Green roof installations may face disruption from regular activities in and around buildings. 45.  Health and safety : Measures and procedures taken to ensure the well-being and protection of individuals. Example: Installing green roofs involves meeting health and safety requirements for workers and residents. 46.  Public authorities : Government organizations responsible for public services and governance. Example: Public authorities play a crucial role in supporting and regulating green roof development. 47.  Viable : Capable of working successfully; feasible. Example: The Doble brothers made a final attempt to produce a viable steam automobile. 48.  Proven : Demonstrated to be true, valid, or effective. Example: Only when a wider range of construction projects has been proven in practice can wood be considered a real alternative to concrete. 49.  Institutions : Organizations or societies established for a public purpose. Example: The involvement of city authorities, businesses, and other institutions is crucial to the success of green roofs. 50.  Lush : Growing luxuriantly; very healthy, green, and vigorous. Example: Rooftops covered with grass and lush foliage are visually appealing and contribute to urban greenery.   READING PASSAGE 2 The growth mindset 1.    Supplanted : Replaced or displaced. Example: The old technology was supplanted by the new and more efficient system. 2.    Quantify : To measure or express the quantity of something. Example: It is challenging to quantify the impact of social media on society. 3.    Revolted : To rise up against or resist authority or control. Example: The citizens revolted against the oppressive government. 4.    Coaxing : Persuading or gently encouraging someone to do something. Example: She spent hours coaxing the frightened kitten out from under the bed. 5.    Indication : A sign or signal that suggests something. Example: The dark clouds were an indication that a storm was approaching. 6.    Inferred : Deduced or concluded information from evidence or reasoning. Example: From his silence, she inferred that he was not pleased with the decision. 7.    Impediments : Obstacles or hindrances. Example: Lack of funding proved to be a significant impediment to the project's success. 8.    Cognitive Dissonance : Mental discomfort caused by holding conflicting beliefs or attitudes. Example: The employee experienced cognitive dissonance when asked to promote a product they didn't believe in. 9.    Null : Having no legal or binding force; invalid. Example: The contract was declared null and void due to a breach of terms. 10.  Misappropriated : Used or applied inappropriately or for the wrong purpose. Example: The funds were misappropriated for personal use, leading to legal consequences. 11.  Conflated : Combined or fused into a single entity. Example: The two ideas were often conflated, leading to confusion among the students. 12.  Elixir : A magical or medicinal potion believed to bring about healing or transformation. Example: The ancient recipe claimed to be an elixir for eternal youth. 13.  Proponents : Supporters or advocates of a particular cause or idea. Example: The proponents of renewable energy argue for a shift away from fossil fuels. 14.  Attribute : Regard something as being caused by. Example: She attributed her success to hard work and perseverance. 15.  Paradoxically : In a way that seems self-contradictory or contrary to common sense. Example: Paradoxically, the more we try to control everything, the less in control we feel. 16.  Deluded : Deceived or misled. Example: The con artist deluded many investors with promises of high returns. 17.  Philosophy : A set of beliefs or principles guiding behavior or thought. Example: Stoicism is a philosophical school that emphasizes endurance and self-control. 18.  Aspiration : A strong desire or ambition. Example: His aspiration to become an astronaut motivated him to excel in science. 19.  Concrete Skills : Specific, tangible abilities or knowledge. Example: Learning to play a musical instrument requires concrete skills in finger coordination. 20.  Elicit : To draw out or evoke a response or reaction. Example: The teacher's question was designed to elicit thoughtful answers from the students. 21.  Intriguing : Arousing curiosity or interest. Example: The mysterious story had an intriguing plot that kept readers engaged. 22.  Facet : A particular aspect or feature of something. Example: Time management is just one facet of effective project planning. 23.  Innate : Inborn or natural, existing from birth. Example: Her innate talent for music became evident at a young age. 24.  Adapting : Making adjustments or changes to fit new conditions. Example: The company is constantly adapting its strategies to meet market demands. 25.  Misunderstood : Not correctly or fully grasped or interpreted. Example: His actions were often misunderstood, leading to conflicts with his colleagues. 26.  Cope : To deal effectively with something difficult or challenging. Example: She found it hard to cope with the stress of her demanding job. 27.  Intervention : Action taken to improve or alter a situation. Example: The teacher's intervention helped the struggling student catch up with the rest of the class. 28.  Motivating : Providing an incentive or encouragement to take action. Example: The coach's pep talk was motivating, inspiring the team to give their best performance. 29.  Attribute : To regard something as being caused by. Example: She attributed her success to hard work and dedication. 30.  Elaborate : To provide more detail or information. Example: The professor asked the student to elaborate on the key points of the research. 31.  Perceive : To become aware of, understand, or interpret through the senses. Example: People may perceive art differently based on their cultural backgrounds. 32.  Instil : To gradually introduce or impart a quality or idea. Example: Parents often seek to instil good values in their children from an early age. 33.  Dissuade : To persuade someone not to take a particular course of action. Example: Friends tried to dissuade him from quitting his stable job for a risky business venture. 34.  Adopting : Taking on or accepting a particular approach, belief, or behavior. Example: The company is adopting new technologies to stay competitive in the market. 35.  Inherent : Existing as a natural or essential part of something. Example: There are inherent risks associated with investing in the stock market. 36.  Attribute : To regard something as being caused by. Example: She attributed her success to a combination of hard work and luck. 37.  Consequence : The result or effect of an action or situation. Example: Failing to meet deadlines can have serious consequences in the business world. 38.  Exemplify : To serve as a typical example or illustration of something. Example: His dedication and perseverance exemplify the values of the organization. 39.  Correlation : A mutual relationship or connection between two or more things. Example: Studies show a positive correlation between exercise and mental well-being. 40.  Vague Notions : Unclear or imprecise ideas. Example: Without specific details, his proposal was dismissed as mere vague notions. 41.  Apprehension : Anxiety or fear about the future. Example: The students felt apprehension as they awaited the results of their exams. 42.  Receptive : Open and responsive to new ideas or suggestions. Example: The team was receptive to feedback, making collaboration more effective. 43.  Incline : To have a tendency or preference for. Example: Some individuals naturally incline towards leadership roles in group settings. 44.  Innovation : The introduction of something new or a new method or idea. Example: Technological innovation has revolutionized the way we communicate. 45.  Reflect : To think deeply or carefully about something. Example: After the meeting, she took time to reflect on the decisions made. 46.  Undermine : To weaken or erode the foundations or power of something. Example: Constant criticism can undermine confidence and morale in the workplace. 47.  Perseverance : Persistent determination in the face of obstacles or difficulties. Example: Her success was a result of hard work and perseverance over the years. 48.  Implementing : Putting a plan or decision into effect. Example: The company is implementing new policies to improve workplace efficiency. 49.  Adaptable : Capable of adjusting to new conditions or changes. Example: Successful entrepreneurs are often adaptable to evolving market trends. 50.  Dissonance : Lack of harmony or agreement, especially in musical tones. Example: The dissonance in their opinions led to heated debates during the meeting.   READING PASSAGE 3 Alfred Wegener: science, exploration and the theory of continental drift   1. Reputation:  The general opinion or recognition of someone's abilities or character. Example: Alfred Wegener gained a reputation for his groundbreaking theory of continental drift. 2. Displacements:  The act of moving something from its place or position. Example: Wegener's theory proposed continental displacements as a key factor in Earth's geological history. 3. Plausible:  Believable or likely to happen. Example: Wegener showed in great detail how continental movements were plausible based on evidence from various scientific disciplines. 4. Controversy: Disagreement or dispute, typically public and prolonged. Example: Wegener's theory stirred international controversy during his lifetime. 5. Geological:  Relating to the study of the Earth's structure, especially its rocks. Example: Wegener utilized evidence from geology to support his theory. 6. Geophysics:  The physics of the Earth, especially its electrical and magnetic properties. Example: Wegener incorporated geophysics into his research on continental drift. 7. Paleontology:  The branch of science concerned with fossil animals and plants. Example: Wegener considered evidence from paleontology in developing his theory. 8. Climatology:  The scientific study of climate and its variations. Example: Wegener examined climatological data to support his ideas on continental drift. 9. Plate Tectonics:  The theory explaining the movement of Earth's lithosphere on the underlying asthenosphere. Example: Wegener's theory of continental drift laid the groundwork for the development of plate tectonics. 10. Descendant:  Something derived or descended from a particular ancestor. Example: Plate tectonics is considered a descendant of Wegener's theory of continental drift. 11. Meteorologists:  Scientists who study and predict atmospheric conditions. Example: Wegener was known among meteorologists for his contributions to atmospheric physics. 12. Textbook:  A book used as a standard work for the study of a particular subject. Example: Wegener authored a textbook titled "Thermodynamics of the Atmosphere." 13. Thermodynamics:  The branch of physical science that deals with the relations between heat and other forms of energy. Example: Wegener's textbook delved into the thermodynamics of the atmosphere. 14. Intriguing:  Arousing curiosity or interest; fascinating. Example: Wegener's transition from an astronomer to proposing continental drift was an intriguing aspect of his life. 15. Sideline:  An activity pursued in addition to one's main occupation. Example: Wegener's work on continental drift was largely a sideline to his primary interest in atmospheric physics. 16. Paleoclimatology:  The study of past climates on Earth. Example: Wegener's interest extended to paleoclimatology as he explored continental drift. 17. Guideposts:  Signs or markers that provide guidance or direction. Example: The author aimed to provide guideposts to Wegener's shifting interests throughout his career. 18. Shifting:  Changing or moving, especially unpredictably. Example: Wegener's interests often shifted between different scientific disciplines. 19. Characterizing:  Describing the distinctive qualities of something or someone. Example: The author characterized Wegener's various phases of life as careers in different sciences. 20. Reception:  The way in which something is received or perceived. Example: Wegener's ideas on continental displacement received significant attention and debate. 21. Biographer:  A person who writes about someone's life. Example: The biographer aimed to present an accurate picture of Wegener's life and scientific contributions. 22. Journals:  Recordings of thoughts, speculations, or daily experiences. Example: Unlike some scientists, Wegener did not leave extensive journals documenting his life. 23. Speculations:  The forming of a theory without firm evidence. Example: Some scientists leave behind journals containing their thoughts and speculations. 24. Coherent:  Logical and consistent; forming a unified whole. Example: The biographer aimed to create a coherent narrative of Wegener's life and scientific work. 25. Happenstance:  A chance or coincidence. Example: The book explores both the planned and the happenstance aspects of Wegener's life. 26. Intended:  Planned or meant to be. Example: The book delves into both the intended and the actual aspects of Wegener's scientific work. 27. Retrospectively:  Looking back on or dealing with past events or situations. Example: The book offers a retrospective view of Wegener's life and scientific journey. 28. Groundbreaking:  Pioneering or innovative; introducing new ideas. Example: Wegener's theory of continental drift was considered groundbreaking in the field of Earth sciences. 29. Tectonics:  The study of the Earth's structural features and the processes that shape them. Example: Plate tectonics is a branch of geophysics that studies Earth's tectonic processes. 30. Lithosphere:  The rigid outer layer of the Earth. Example: Plate tectonics involves the movement of the Earth's lithosphere. 31. Asthenosphere:  The semi-fluid layer of the Earth's mantle beneath the lithosphere. Example: The asthenosphere plays a crucial role in the movement of tectonic plates. 32. Groundwork:  The preliminary work or foundation for a project or idea. Example: Wegener's theory laid the groundwork for understanding Earth's dynamic processes. 33. Attest:  To provide evidence or testimony in support of something. Example: Various scientific disciplines attested to the validity of Wegener's theory. 34. Consistent:  Compatible or in agreement with something. Example: Wegener's evidence from different sciences was consistent in supporting his theory. 35. Parallel:  Similar or corresponding in some way. Example: Faraday left extensive journals parallel to his scientific notebooks. 36. Fulfilled:  To bring to completion or realization. Example: The book explores both the fulfilled intentions and the happenstance aspects of Wegener's life. 37. Parallel:  Extending in the same direction and equidistant at all points. Example: Wegener's scientific work ran parallel to his interests in atmospheric physics. 38. Retrospectively: Considering or dealing with past events or situations. Example: The biographer aims to present Wegener's life retrospectively, capturing its complexity. 39. Ascertain:  To find out for certain; to make sure of. Example: The author sought to ascertain the details of Wegener's career and scientific journey. 40. Conceptualize:  To form a concept or idea. Example: Wegener conceptualized the idea of continental drift based on various scientific disciplines. 41. Context:  The circumstances or conditions that surround and influence an event. Example: The biographer places Wegener's work on continental drift in the larger context of atmospheric sciences. 42. Integrate:  To combine or coordinate different elements into a unified whole. Example: Wegener integrated evidence from multiple sciences to support his theory. 43. Intricate:  Very detailed or complicated; complex. Example: Wegener's examination of continental movements was intricate and thorough. 44. Pursue:  To follow or chase a particular course of action. Example: Wegener pursued a career in atmospheric physics before proposing the theory of continental drift. 45. Influential:  Having the power to affect or change things. Example: Some scientists seek to find influence through professional contacts and politics. 46. Advance:  To move forward or promote the progress of something. Example: Wegener did not actively seek to advance his ideas through professional contacts. 47. Comprehensive:  Including all or nearly all elements or aspects. Example: The biographer provides a comprehensive view of Wegener's life and scientific contributions. 48. Retain:  To keep or continue to have something. Example: Only a few hundred of Wegener's letters have retained from the many thousands he wrote. 49. Encompass:  To include or contain; to surround. Example: The book aims to encompass all aspects of Wegener's life and scientific work. 50. Formative:  Shaping and influencing the growth or development of something. Example: Wegener's theory of continental drift was formative in shaping the field of Earth sciences.

Exclusive Suggestions: SSC Exam 2026 English 1st Paper  Part-A Reading Test   Question No-1-2: Seen Comprehension- I   Ameen is seventeen when the... [U-1; L-1] A warning comes from old... [U-1; L-2] Wash the white clothes on... [U-1; L-2] Meherjan lives in a slum on... [U-2; L-1(A)] Bangladesh is now in the grip of... [U-2; L-2(B)] Bangladesh is now in the grip of... [U-2: L-2(B)] Humans can neither change the sun's... [U-2; L-3(A)] On the afternoon of March, 17... [U-2; L-4(A)] Everyone must play a part... [U-2: L-5(B)] Michael Phelps, Usain Bolt are... [U-3; L-2(B)] Phelps is the most-decorated... [U-3: L-2(B)] Traditional childhood pastimes... [U-3; L-3(A)] There is change in people's... [U-3; L-5(B)] Nepal is the holy land of Lord... [U-6; L-1(A)] The Republic of Maldives is an... [U-6; L-3(B)] The Maldives is famous as a... [U-6; L-3(B)] It was in the 17th century that... [U-6; L-4(A)] Pure mountain air, crystal blue... [U-6; L-5(A)] Pritilata Waddedar was born in... [U-10; L-3(B)] Zahir Raihan was one of the... [U-10; L-4(B)] Once upon a time in Venice,... [U-11; L-9(B)] Loneliness is a universal... [U-13; L-1(B)] Just as the cause of loneliness... [U-13; L-1(B)] Knowing that Mrs. Mallard was... [U-13; L-3(A)] When she abandoned herself a... [U-13; L-3(A)] "Art should comfort the... [U-16; Graffiti] Graffiti's potency lies in its... [U-16; Graffiti]   Question No- 4-5: Unseen Comprehension   1.       A sports club is going race respectively 2.       Abraham Lincoln was the 16th ... Ford's Theatre in Washington. 3.       Abul Fazal, educationist.... 1983 in Chattogram 4.       Abul Kashem Fazlul Huq was born ... All India Muslim League. 5.       Albert Einstein was one of the...one of the world's most famous scientists. 6.       Alessandro Volta was....died in March 1827 7.       Alexander Fleming was born in ... in London in 1955. 8.       Altaf Mahmud was a the War of Liberation. 9.       APJ Abdul Kalam relation. 10.    Bangladesh is blessed with.....two decades 11.    Begum Rokeya was born in...plunged into deep grief. 12.    Begum Sufia Kamal, poet, litterateur, social ... on 20th November 1999. 13.    Captain Mohinddin Jahangir was an ... state honour of Birshrestho. 14.    Charles Babbage was an English ... London on 18 October 1871. 15.    Countries in the world. 16.    Dr. Qudrat E Khuda, born in....in 1984 17.    Humayun Ahmed was a teacher, author ... in Nuhash Palli. 18.    In 1912, an American Shipping Company ... It was a terrible scene. 19.    Jasimuddin was a famous Bengali poet ... home at Gobindapur. 20.    Jibanananda Das was born in a small ... away on October 22, 1954. 21.    John Milton was one of the famous ... died on November 8, 1674. 22.    Marie Curie was a Polish physicist and chemist 23.    Munshi Abdur Rouf was a Lance ... of bravery in Bangladesh. 24.    Neil A. Armstrong commanded the Gemini ... August 25, 2012. 25.    On 23 June 2018, twelve... rescued in next three days. 26.    Once, there was a town named Hamelin....was solved. 27.    Rabindranath Tagore was one of the ... Tagore breathed his last. 28.    SAARC is a regional.... neighbouring countries 29.    Sher-e-Bangla was one of the most ... him with gratitude. 30.    Sir Fazle Hasan Abed...BRAC 31.    Stephen Hawking is considered using computer....died on 14 March 2018 32.    Subhas Chandra Bose.... India in 1940 33.    Test Exam 2023: Patuakhali Govt. Girls High School; Ibn Taimiya School and College 34.    The Eiffel Tower was named after ... wonders of the world. 35.    The great men were born in different ... great respect and gratitude. 36.    The Nobel Prize is the world's most ... inventing X-rays. 37.    The Padma Bridge is a multipurpose bridge ... and dignity of the country. 38.    William Wordsworth was 'a major ... laureate of England. 39.    Your hair and every cell in your body ... the suspect is guilty or not. 40.    Yuri Gagarin was a Russian.... a plane crash.     Extensive List of Unseen Comprehension:   1.  Abraham Lincoln was born  – Lincoln was assassinated in 1865. 2.       Abraham Lincoln was the  – at Ford's Theatre in Washington. 3.       Abul Fazal, educationist  – died on 4 May 1983 in Chattogram. 4.       Abul Kasem Fazlul Huq  – of the All India Muslim League. 5.       Acid rain is a rain consisting  – above and below the ground. 6.       Albert Einstein was one  – received the Nobel Prize in Physics. 7.       Albert Einstein, the greatest scientist  – in 1955 in Princeton. 8.       Alessandro Volta was a famous Italian  – he died in March, 1827. 9.       Alexander Fleming was born in  – heart failure in London in 1955. 10.    All of you have heard  – Rabindranath Tagore breathed his last. 11.    Altaf Mahmud was a musician  – and the War of Liberation. 12.    APJ Abdul Kalam was born  – on 27 July 2015, aged 83. 13.    Bangladesh is blessed  – forest in the last two decades. 14.    Begum Rokeya was born in 1880  – plunged into deep grief. 15.    Begum Sufia Kamal, poet,  – on 20th November 1999. 16.    Born at Maurail village in Brahmanbaria  – Friday night in his 83. 17.    Captain Mohiuddin Jahangir was  – state honour of Birshrestha. 18.    Charles Babbage was an English  – London on 18 October 1871. 19.    Christopher Columbus was an  – and new people to rule. 20.    Coronavirus spreads through close  – soap and water may help. 21.    COVID-19 is caused by the  – hands before washing them. 22.    Dhaka is a very ancient and  – our War of Liberation in 1971. 23.    Dr. Muhammad Qudrat-E-Khuda,  – 'Dibas Puroskar' in 1984. 24.    Human trafficking involves  – even in highly public settings. 25.    Humayun Ahmed was a teacher  – was buried in Nuhash Palli. 26.    In 1820, a baby girl was  – became a heroine to British people. 27.    In 1912, an American Shipping  – It was a terrible scene. 28.    Interpol is the International Criminal  – given a new constitution. 29.    Jagadish Chandra Bose was born  – contributions and achievements. 30.    Jasimuddin was a famous  – ancestral home at Gobindapur. 31.    Jibanananda Das was born in a  – away on October 22, 1954. 32.    John Milton was a great  – literature died in 1674. 33.    John Milton was one of the  – on November 8, 1674. 34.    Louis Pasteur was a French  – 28, 1895 at the age of 72. 35.    Mammals are animals with fur and  – eat tiny shrimps called krill. 36.    Marconi was an Italian inventor  – He died in 1937. 37.    Marie Curie was a Polish physicist  – 4 July 1934 from leukaemia. 38.    Matiur Rahman was a Flight Lieutenant  – award for his brave actions. 39.    More than 45 ethnic groups live  – 'Doljatra', Holi festival, etc. 40.    Mother Teresa is a dedicated  – 1997 at the age of 87. 41.    Mount Everest is the highest mountain  – honour of world heroes. 42.    Munshi Abdur Rouf was  – recognition of bravery in Bangladesh. 43.    Neil A. Armstrong commanded  – died on August 25, 2012. 44.    Neil Armstrong was the first  – fired off the surface of the moon. 45.    Nelson Mandela was born in  – 2013 following a lung illness. 46.    Nobel Prizes are awarded every  – money was 40,000 dollars. 47.    On 23 June 2018, twelve Thai  – rescued in next three days. 48.    P.B. Shelley was born on  – of thirty by a boat capsize. 49.    Rabindranath Tagore  – Rabindranath Tagore breathed his last. 50.    SAARC is a regional organization  – the neighbouring countries. 51.    Shamsur Rahman, a poet deeply  – 17 August 2006 in Dhaka. 52.    Sher-e-Bangla was  – Bangladesh remembers him with gratitude. 53.    Sri Lanka is an Asian  – environment and culture nationally. 54.    Stephen Hawking is considered  – last on 14 March 2018. 55.    Subhas Chandra Bose,  – escaping from India in 1940. 56.    Surja Sen was a revolutionary  – "Mother, I bow to thee." 57.    The ancient Bengal saw a number  – introduced during his time. 58.    The Eiffel Tower was named  – of the wonders of the world. 59.    The first President  – Mount Vernon, Virginia in December 1799. 60.    The great men were born in  – with great respect and gratitude. 61.    The Nobel Prize is the world's  – 1901 for his inventing X-rays. 62.    The Padma Bridge is a multipurpose  – and dignity of the country. 63.    The Titanic was the largest ship  – come to rescue the passengers. 64.    The World Cup Football tournament  – time held in the USA. 65.    William Blake, a poet and artist,  – died at his sixty-ninth year. 66.    William Wordsworth was a major  – poet laureate of England. 67.    William Wordsworth was born  – He died there on 23 April 1850. 68.    Winston Churchill was Britain's  – came to his state funeral. 69.    Your hair and every cell  – the suspect is guilty or not. 70.    Yuri Gagarin was a Russian pilot  – died in 1968 in plane crash.   Question No -6 :  Matching   1.       Bangladesh is blessed with .... railway to the west. 2.       Bangladesh lies ... regarding earthquake. 3.       Bassanio ... one of silver and one of lead. 4.       Bassanio.... three caskets made, one of gold, one of silver and one of lead 5.       Democracy means/is precondition of democracy 6.       Donation of blood ... a negative message for others. 7.       Education means to develop ... to promote human civilization. 8.       Education means...and responsibilities 9.       E-mail is a wonderful invention ... like telephone. 10.    Experiential learning follows ... experiences among themselves. 11.    Facebook is an... access to Facebook 12.    Friction between teenagers .... which they 13.    Hospitality has long .... personal questions 14.    ICT means ... communication technology. 15.    Independence ... It without struggle. 16.    Introverts and extroverts are opposite to remain isolated 17.    Morality develops the conscience ... a complete man. 18.    Mosquitoes find ... breeding is possible. 19.    Now, Digital Bangladesh is ... even staying home. 20.    Our Parliament House ... Crescent Lake 21.    Patriotism is a great virtue ... of his blood. 22.    Price hike has added ... and inflation. 23.    Punctuality is a virtue ... gets late in his work. 24.    Sonargaon was._ the next Willa] period 25.    Substances called acids severely polluted areas. 26.    The Bay of Bengal ... to the south of Bangladesh. 27.    The function of education ... menace to society. 28.    The Japanese.... violation of traffic rules 29.    The migration of meritorious in the country and 30.    The moon... on poets and artists 31.    The present world is becoming ... partner through Internet. 32.    The role of women in nation ... any dignity and honour. 33.    There are many sea-beach every year 34.    Tolerance is not only an ... sweetness and reasonableness. 35.    Your friends cannot help ... unless you love them.   Question No 7: Re-arranging 1.       A corporal in the American War of Independence ... 2.       A Rich Man and a Farmer ... 3.       Androcles and the Lion ... 4.       Aristotle ... 5.       Astrologer and the King ... 6.       Buddha and a Poor Woman ... 7.       Cox's Bazar Railway Station ... 8.       Dr. Alexander Fleming and Penicillin ... 9.       Jibanananda Das 10.    John Keats ... 11.    Metro Rail ... 12.    Mother Teresa ... 13.    Mount Everest ... 14.    Napoleon and the Boy 15.    Nur Banu 16.    Pasteur 17.    Penicillin / Dr. Alexander Fleming 18.    Shamim / Belal 19.    Sheikh Saadi and the Robbers ... 20.    Socrates ... 21.    Taimur ... 22.    The Dog and Two Crows ... 23.    The Foolish Donkey 24.    The Idle King and the Wise Physician ... 25.    The Old Sailor ... 26.    Titanic ... 27.    Two Friends and a Bear ... 28.    William Somerset Maugham ...   Question No 8: Answering Questions form poems .     Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis   Question No-9 : Answering Questions form stories Questions for Practice The Merchant of Venice / The Trial -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Story of an Hour / Mrs. Mallard -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice /A Pound of Flesh -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice / The Three Caskets -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper Mr. Moti - Answering Questions from Stories / Story Questions & Answers / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper Stories The Story of an Hour / When she abandoned -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Purple Jar (Part-1) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Wheel of Cyclone / The Great Derangement -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-2) -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-3) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper Part B-Writing Test Question No-10 : Completing a Story A Boat Trip to Remember A Fox without a Tail 3.       A Journey by Metro Rail 4.       A Kind-hearted Boy [RB-2023; JB-2009; DB-2007] 5.       A King's Mistake [JB-2024] 6.       A Liar Shepherd [RB-2017; BB-2017; DB-2016] 7.       A Promise to Keep [BB-2024] A Sly Fox and a Foolish Crow 9.       A Thirsty Crow [JB-2023; BB-2023; RB-2020; SB-2020; BB-2019 & 2012; SB-2017; CtgB-2016; 2012; DB-2014; CB-2012; JB-2011] 10.   An Old Woman Who Told Tales [DB-2024] Ayat's Act of Kindness 12.   Ayat's Act of Kindness [DB-2023] 13.   Bayazid's Love for His Mother [BB-2016; CB-2015; DjB-2015] 14.   Bread Divided by a Cunning Monkey [BB-2020; CtgB-2017; CB-2010; SB-2005] 15.   Change of Lot [CB-2024; SB-2023] Dividing by a Cunning Monkey 17.   Escaping to Nature: A Boat Trip to Remember [BB-2023] Gias Uddin Azam Shah 19.   Grapes are Sour [JB-2017] Hamelin in Germany/The Pied Piper of Hamelin/Consequence of Ungratefulness Honesty and Sense of Responsibility 22.   Honesty of a Rickshaw-puller [DB-2024; CB-2020; JB-2016] I was really excited when I first heard about the inauguration of metro rail 24.   King Midas: The Golden Touch [RB-2024; CtgB-2020] 25.   Life is, After All, an Adventure [JB-2020] 26.   Lina's Ready Wit [SB-2019] 27.   Liton's Realization [DB-2019] 28.   Look Before You Leap [CtgB-2024; All Boards-2018] Lost and Found Lottery Ticket 31.   Mr. Rahman's Kindness [DjB-2020] Obsession with Money Once there lived a hare in a forest. He was always proud ... Once upon a time, the house of a rich man was infested ... One day a girl of class five was going to school. Suddenly she saw a wallet One sunny morning a boy of eleven years old was tending cattle 37.   Perseverance is the Key to Success [DB-2020; CtgB-2019; RB-2016; DjB-2016] Promise to Keep Ratan's Final Realization Righteousness of a Student Robert Bruce was the King of Scotland. His army ... 42.   Safe Bind, Safe Find [MB-2023] 43.   Sheikh Saadi's Wit / Tit for Tat [MB-2020; CtgB-2015] 44.   Slow but Steady Wins the Race [JB-2019; DB-2017; SB-2016] Sufia/Rafi is a worker of a big garments factory ... 46.   The Boy Who Saved the Train [CtgB-2023] 47.   The Farmer and the Nobleman [CB-2023] 48.   The Greatness of Gias Uddin Azam Shah [RB-2019] The Liar Cowboy/Shepherd 50.   The Pied Piper of Hamelin [MB-2024] The Scholar and the Boatman There lived a hare and a tortoise in the same jungle ... 53.   Timely Diagnosis and Treatment Can Save Lives 54.   Unity is Strength [CB-2017; RB-2015; SB-2015] Who a Contented Man Is 56.   Who's to Bell the Cat [DB-2019; SB-2017; JB-2007] 57.   You Win Some, You Lose Some [SB-2024] Question No-10 - Describing Graphs & Charts 1.     A comparative selling rate of five kinds of books at Ekushey Boi Mela 2017 2.     Dengue cases, deaths, and case fatality rate in Bangladesh 3.     Karim's obtained marks in different subjects 4.       The bar chart showing the passing rate of the SSC Exam in five different Boards in two consecutive years 5.       The chart showing the importance and uses of English [DB-2019] 6.       The chart showing the sources of air pollution in a city 7.     The choice of profession by different educated people 8.       The graph showing "The Internet Users" from 2000 to 2009 [RB-2020; CB-2017-2019] 9.       The graph showing "The number of people in percentage, living below the poverty line" from 1995 to 2010 [JB-2019; CB-2016] 10.    The graph showing "The population growth rate in Bangladesh" from 2009 to 2014 [RB-2017, 2018] 11.    The graph showing a comparative selling rate of five kinds of books in Ekushey Boi Mela 2023 [JB-2024; BB-2020; RB-2017, 2016; SB-2015] 12.    The graph showing a person's time spent on various activities [DB-2015] 13.    The graph showing a student's obtained marks in different subjects [DjB-2020] 14.    The graph showing different types of pastime activities of the students of Bangladesh from 1990 to 2010 15.    The graph showing the choice of profession by different educated people [DB-2020; RB-2019; JB-2017; CtgB-2015] 16.    The graph showing the choice of professions by educated youths in Bangladesh [MB-2024] 17.    The graph showing the comparative number of deaths caused by road accidents in the first six months of the year 2022 and 2023 [SB-2024] 18.    The graph showing the literacy rate of Bangladesh from 1995 to 2010 [DB-2017; DjB-2016] 19.    The graph showing the number of Facebook users in terms of gender in a city named 'T' from the year 2015 to 2019 [JB-2020] 20.    The graph showing the number of mobile phone users in Bangladesh 21.    The graph showing the number of people using mobile phones from the year 2010 to 2018 in Bangladesh [CB-2020] 22.    The graph showing the number of people using the internet from the year 2014 to 2018 in Bangladesh [MB-2020; All Boards-2018; DB-2015] 23.    The graph showing the number of telephone and mobile users from 2001 to 2014 [BB-2019; JB-2016; SB-2016] 24.    The graph showing the percentage of internet users in towns and villages from 2010 to 2014 [CtgB-2016] 25.    The graph showing the poverty reduction rate of Bangladesh from 2018 to 2022 [RB-2024] 26.   The interest of the students of a secondary school in different subjects 27.   The literacy rate of Bangladesh in different years 28.   The number of Facebook users by gender in a city 29.   The number of people using Internet 30.   The number of people using mobile phone 31.   The passing rate of different subjects in the exam 32.   The percentage of supporters of different games of a country 33.   The percentages of a family's household expenditure distributed into different categories 34.    The pie chart showing the choice of professions by different educated youths in Bangladesh [CB-2024; SB-2020; RB-2019; JB-2017; CtgB-2017] 35.    The pie chart showing the interest of the students of a secondary school in different subjects [CtgB-2019] 36.    The pie chart showing the passing rates of different subjects of the students of a school [DB-2024; CB-2019] 37.    The pie chart showing the percentage of a family's household expenditure distributed into different categories [CtgB-2024; 2020; RB-2015] 38.    The pie chart showing the percentage of supporters of different games and sports in our country [RB-2024; SB-2019] 39.    The pie chart showing the percentage of transportation used by the students to come to their school [DB-2019] 40.    The pie chart showing the sources of air pollution in Dhaka city [BB-2024] 41.   The poverty reduction rate of Bangladesh in different years 42.   The sources of air pollution in a city 43.    The table showing dengue cases, deaths, and case fatality rate in Bangladesh for 2018, 2019, 2021, and 2023 (as of 8 September)   Question 11 – Dialogue Writing   Writing Dialogue 1.     A dialogue between you and your father about the necessity of washing hands to prevent COV1D-19                2.     A dialogue between you and your friend about the benefits of physical exercise. [DB-2024, 2019; CtgB-2024; CB-2015] 3.     A dialogue between you and your friend about the importance of tree plantation. [MB-2024; D13-2022; CtgB-2017] 4.     A dialogue between you and your brother about the merits and demerits of using mobile phone. [CB-20247 2023;CtgB- 2023; MB-2023; DjB-2023, 2022; SB-2017, 2015]         4.     A dialogue between you and your friend about Dengue fever and its remedies. [113-2024; JB-2024; CB-2020]              5.     A dialogue between you and your friend emphasizing the importance of games and sports in our life. [DnJB‑   2024;  JB-202Z CB-2019]        6.     A dialogue between you and your friend Rahim/Rahima about your future plan of life. [88-2024]      7.     A dialogue between you and the librarian of your school about borrowing a book. [S13-2024; 1:0 2016]         8.     A dialogue between you and your friend about the importance of learning computer. [RB-2023; JB-2019 & 2016]        9.     A dialogue between you and your friend about the importance of learning English. [SB-2023; RB-2020]          10.  A dialogue between you and your friend about the importance of reading newspaper. [DB-2023; SB-2020; CtgB-2019, CB. RB-2016]                 11.  A dialogue between you and your friend about the bad effects of smoking [BB-2023, 2016]  12.  A dialogue between you and your friend about Digital Bangladesh [SB-2022]        13. A dialogue between you and your friend about the causes and remedies of road accident/the road accidents and how to prevent it [CtgB-2022; DB-2020; D]B-20191  14.  A dialogue between you and your friend about the benefits of early rising [CB. RB-2022; MB-2020; All Boards-2018] 15.  A dialogue between you and your friend about the merits and demerits of watching television [DjB-2020]      16. A dialogue between you and your friend on how to eradicate/remove the illiteracy problem from Bangladesh [JB, BB-2020J     17.  A dialogue between you and your friend about the causes and effects of water pollution [CtgB-2020]               18. A dialogue between you and your friend about the advantages and disadvantages of village life and city life [RB‑ 2019. DB-2016]   19.  A dialogue between you and your friend describing the annual prize giving ceremony of your school [BB-2019]           20.  A dialogue between you and the Headmaster about making a garden in front of your school [sB-2919]             21.  A dialogue between you and your friend about their plan of studies after SSC Examination is over [MB-2022]               22.  A dialogue between two friends about their preparation for the SSC Examination [JB-2022; CtgB-2016]         23.  A dialogue between two friends about how to develop skills in English language [SB-2019; JB-2017; BB-2009]            24. A dialogue between you and your friend about the importance of education in the development of a nation [DB-2017]            a dialogue between you and your doctor about your health problem [BB-2017; RB, CtgB-2008, JB-2007] More Dialogues: 1.       Between you and your friend about the importance of learning computer 2.       Between you and your friend about the merits and demerits of using mobile phone 3.       Between you and your friend about the importance of learning English 4.       Between you and your friend about the importance of reading newspaper 5.       Between you and your friend about the bad effects of smoking 6.       Between you and your friend about the causes and remedies of road accident 7.       Between you and your friend on how to eradicate the illiteracy problem from Bangladesh 8.       Between you and your friend about the importance of physical exercise 9.       Between you and the Headmaster about making a garden 10.    Between you and your friend about the necessity of tree plantation 11.    Between you and your friend about the preparation for the SSC Examination 12.    Between you and your friend about the importance of early rising 13.    Between you and your friend about the importance of games and sports 14.    Between you and your friend about the severe impact of dengue fever 15.    Between you and your friend about the advantages and disadvantages of city life and village life 16.    Between you and your friend about the uses and abuses of Internet 17.    About how to eradicate the illiteracy problem from Bangladesh 18.    About making a garden in front of school 19.    About merits and demerits of watching television 20.    About cause and effect of water pollution 21.    About merits and demerits/good and bad sides/uses and abuses of using mobile phone/android cell phone/smartphone/merits and demerits of using mobile phone at teenage 22.    About the importance/necessity of reading newspaper/reading newspaper daily 23.    About bad effects of adopting unfair means/copying in the exam 24.    About the importance of games and sports in our life 25.    About the dangers of smoking/bad effects of smoking 26.    About Internet/the merits and demerits/uses and abuses of Internet/the use of Internet in computer 27.    About the benefits of/importance of early rising 28.    About illness/physical problems with a doctor 29.    About the annual prize-giving ceremony 30.    About the importance of tree plantation 31.    About aim in life/future plan of life 32.    About road/street accidents 33.    About how to develop/improve skill in English language 34.    About your preparation for the examination 35.    About importance of learning English 36.    About importance/necessity of learning computer 37.    About dengue fever/remedial measures of dengue fever/About the severe impact of dengue fever 38.    About the advantages and disadvantages of city and village life/city life and rural life/village life and city life 39.    About the importance/benefits of physical exercise 40.    About the plan after the exam 41.    About borrowing a book 42.    About causes and remedies of road accidents/street accidents 43.    About Digital Bangladesh 44.    About load shedding 45.    About the importance of education and the development of Bangladesh Previous Version: SSC Examination-2025 English First Paper Suggestion   Seen Passage 1.     21 February is a memorable day 2.     21st February has been observed 3.     26 March, our independence day 4.     Can you think of a classroom             5.     Countries of the world rely 6.     Eid is the main religious 7.     Everyone must play a 8.     Heritage is what we inherit 9.     Humans can neither change 10.  In the primitive age communications took 11.  India is our closet neighbour 12.  Lake Baikal is the deepest and         13.  Mainul Islam is a qualified farmer 14.  May Day or International Workers Day 15.  Meherjan lives in a slum on the 16.  Michael Madhusudan Datta 17.  Mother Teresa 18.  Nepal is one of the most charming 19.  Paharpur is an important archeological 20.  Pahela Boisakh is the first day 21.  Partha Pratim Majumder 22.  Pritilata was born in Chittagong 23.  Steven Paul Jobs, most  popularly 24.  The advantage of the Internet technology 25.  The French Sculptor Frederic Auguste 26.  The pioneer of Bangladeshi modern art Zainul 27.  Today there are many jobs where you need English 28.  ZahirRaihan was one of the most     29.  Zainul Abedin Unseen Passage 1.     A sports club is going .... race respectively 2.     Abraham Lincoln was the in Washington. 3.     Albert Einstein was …..Noble Prize Physics 4.     Albert Einstein, the greatest......in Princeton 5.     Alessandro Volta was     March, 1827 6.     Alexander Fleming was  in London in 1955 7.     Altaf Mahmud was a...... the war of liberation 8.     APJ Abdul Kalam was born 9.     Bangladesh is an independent… 10.  Begum Sufla Kamal...... November 1999 11.  Captain Mohiuddin Jahangir…….honour of Birsrestho 12.  Charles Babbage was an English….on October 1871 13.  Dr. Qudrat E Khuda, born in....in 1984 14.  Florence Nightingle was 15.  George Barnard Shaw    died 16.  Hazrat Ali (R) was born January 661 17.  Humayun Ahmed was    Nuhash Palli 18.  In 1912, an American Shipping   the world 19.  Jagadish Chandra Bose 20.  Jibanananda was born   1954 21.  John Milton was was born on November 8,1674 22.  Louis Pasteur was a French at the age of 23.  Mammals are animals     called krill. 24.  Milton was a great          literature died. 25.  Mominul Islam is a...... development 26.  Mother Teresa 27.  Mr. Khalilur Rahman, a pleader   unexpected departure. 28.  Munshi Abdur Rouf was..... in Bangladesh. 29.  Neil Armstrong was the first    surface of themoon 30.  Nelson Mandela 31.  Noble Prize 32.  Once, there was a town named Hamelin....was solved. 33.  P.B. Shelly (1792 1822) and imagery 34.  Rabindranath Tagore was 35.  Sher e Bangla is…..       him with gratitude 36.  Sir Jagadish Chandra Bose 37.  Sri Lanka is an Asian....culture nationality 38.  Stephen Hawking is considered using computer. 39.  Stephen Hawking was born        Gehrig's disease 40.  The Eiffel Tower was named...... of the world 41.  The first president of United       December 1799 42.  The history of Bengal is the 43.  The Rohingya people 44.  Thomas Alva Edision was 45.  Titanic 46.  William Blake 47.  Your hair and every cell     Table 1.     A man is…. as a fashion 2.     A teacher plays a very…..and ideal nation. 3.     Climate change climate 4.     Democracy means / is … precondition of democracy. 5.     Drug damages 6.     Education means 7.     Eve teasing has now become     subcontinent 8.     Friendship is one           establish friendship 9.     Globalization is now very           in poorer countries. 10.  Good manner is stage of life 11.  Hospitality has  personal question 12.  Humans , animals and   being spoilt 13.  Illiteracy retards  in this regards 14.  inroverts and extroverts are ….  to remain isolated. 15.  Morality develops of life 16.  National flag upholds our …..our glorious existence. 17.  Punctuality is a great virtue 18.  Satellite television and interne are …..    sides too 19.  Substances called acids severely  polluted areas. 20.  The empowerment of woman…. go  forward 21.  The Olympic games were…..       in athletic  contest/into many cities. 22.  The role of women in of the world. 23.  There are many every year 24.  Tolerance is not 25.  We cannot ensure peace 26.  We should say ‘no’ against corruption Rearranging 1.     A thirsty crow 2.     Abraham Lincoln 3.     An English Poet and His Friend 4.     Androcles 5.     Androcles and the Lion 6.     Bayazid and his ailing mother 7.     Buddha and A Poor Woman 8.     Dr. Alexander Fleming &Penicillin 9.     Dr. Kudrat E Khuda 10.  Dying Moment of Socrates Robert Bruce 11.  Einstein's simplicity 12.  Fox and turtle 13.  Hatem Tai 14.  Hazrat Omar  (R 15.  Kazi Nazrul Islam 16.  King Lear 17.  King Solomon Wife of Socrates 18.  Louis Pasteur 19.  Mount Everest 20.  Napoleon 21.  Nelson Mandela 22.  Noble Prize 23.  Queen Victoria  24.  Rabindranath Tagore 25.  Seikh Sa’di 26.  Sindbad 27.  Taimur 28.  The Ancient Mariner. 29.  The Foolish King and the Wise Man 30.  The idle king and the wisephysician 31.  The King and the Astrologer 32.  Thomas Alva Edison Emperor Akbar 33.  Two Friends and a Bear 34.  William Somerset Maugham 35.  Zainul Abedin   Paragraph 1.     A Book Fair /A Book Fair you have visited recently.1DB-2019 & 2015; SB, DB, BB-2010; BB-2009; CB-2005; CtgB-2004] 2.     A Day Labourer 3.     A Railway Station 4.     A Rainy Day 5.     A Rickshaw Puller 6.     A Road /Street Accident 7.     A School Library [CtgB-2019] 8.     A School Magazine /Your School Magazine 9.     A Street Hawker 10.  A Tea Stall [SB-2019; DB-2015] 11.  A Winter Morning [BB-2019 & 2003; DjB-2015; CB-2014; DjB-2014; DB, SB-2009] 12.  Air Pollution 13.  Climate Change 14.  Deforestation [All boards-2018] 15.  Dowry System 16.  Early Rising 17.  Environment Pollution (air,water)/DB-2019; SB-2016, DB-2019, CB-2016; RB-2016] [DB-2016] 18.  Food Adulteration 19.  Global Warming 20.  Load-shedding CtgB-2016; 2002; 2013-2011; BB-2011, 2003; BB-2010; 2008, 2003, 2001; CB, JB, SB-2007; JB-2003 21.  May Day 22.  Mobile Phone 23.  Our National Flag 24.  Price Hike 25.  The International Mother Language Day 26.  The Life of a Farmer 27.  The Padma Bridge 28.  The Rohingya Problem 29.  Traffic Jam[JB-2015] 30.  Tree Plantation. [JB-2019 & 2014; DjB-2016; BB-2016; CtgB-2015; RB-2009,2004; DB­2008] 31.  Water Pollution 32.  Your School Library [CB-2019 & 2015; R13-2014, 2010; .1B-2009; CtgB-2009; SB‑2008] 33.  Your Visit to a Place of Historical Interest Completing Stories 1.     A Fox without a Tail: Once there was a clever fox in a jungle        [DB-2015] 2.     A Friend in need is a Friend Indeed: Once upon a time, there were two friends [RB-2014; CB-2011; DB-2011; BB-2010] 3.     A Greedy Farmer : There lived a farmer in a village. He had a wonderful goose 4.     A lair cow boy/ Nobody believes a lair SB 2017: BB-2017; DB-2016] 5.     A Lion and a Mouse: Once a lion was sleeping in a forest [DB- 2013; BB-2013; CtgB-2008] 6.     A Sly Fox and a Foolish Crow: One day a crow stole apiece of meat [JB-2015]      7.     A Thirsty Crow :One day a crow became very thirsty [BB-2019 & 2012; SB-2017; CtgB-2016; 2012; DB-2014; CB-2012; JB-2011] 8.     An ant and a dove 9.     An honest wood cutter [JB-2014; DB-2012; DjB-2012; CB-2011; CtgB-2009] 10.  Bayazid’s Devotion to his mother : Bayazid was a small boy his mother was ill. One day, SB‑2016; CB- 015; DjB-2015] 11.  Bread Dividing by a Cunning Monkey: Once two rats stole a piece of bread 12.  Failures are the pillars of success [CtgB­2019,- RB-2016; DjB-2016] 13.  Fire in garment factory [All Boards-2019] 14.  Grapes are sour: Once a hungry fox was searching for food ...... [JB-2017] 15.  Honesty is the best policy /Honesty of a farmer/a rickshaw puller/ a student [JB-2016] [BB-2015] 16.  King Midas : The Golden Touch : Once there was a king called Midas 17.  Look before You Leap: Sufia is a worker in a big garments factory 18.  Money cannot bring Happiness 19.  Perseverance is the Key to Success: Robert Bruce, king of Scotland, fought severalbattles 20.  Sheikh Saadi's Wit :The king ofIran used to invite the great poet Sheikh Saadi [CB-2015] 21.  Slow and steady wins  the Race/ An Hare and a tortoise :There lived a hare and a tortoise in the same jungle [JB-2019; DB-2017; SB-2016] 22.  Struggling of a woman 23.  The Boy Who Saved the Train: Once a cowboy was grazing cattle by the side of a           rail line 24.  The cruelty of a mistress with her maid servant 25.  The goose that laid gold eggs [DB 2014; BB-2008] 26.  The Honest Woodcutter and the Beautiful Fairy: Once there was a.wood cutter. He was very poor 27.  The Liar Cowboy / Shephered: Once there was a cowboy/ shepherd in a village ...... 28.  The more man gets the more like wants 29.  The Ready wit of a school boy / The responsibility of a school boy/A school boy was crossing a road..  [JB‑2009;DB-2007] 30.  Truthfulness of Abdul Quadir Zilani (R.): In his boyhood, Hazrat Abdul Quadir Zilani (R.) was [CB-2016] 31.  Two Rats and the Monkey/ Dividing the Bread [CtgB‑2017; CB-2010; SB-2005] 32.  Unity is strength: Once there was an old farmer. He had four sons, They used to quarrel  [CB-2017; R8- 2015; SB-2015] 33.  Unity is Strength: There are many animals in a forest. There was no unity among them...... 34.  Who's to Bell the Cat: Once some mice were having a good time / Once the house of a rich man was infested with rats DB-2019; DjB-2017;JB-2007] Graphs and Charts 1.     A pie chart on the percentage of a family household income distributed into different categories. 2.     A student's daily life / time spending of various activities daily the comparative selling rate of different kinds of books in ekushey boi mela 3.     Choice of profession by different educated people 4.     Family’s household income distribution 5.     Internet and facebook users 6.     Literacy and illiteracy rate 7.     Literacy rate of Bangladesh in different years 8.     Number of mobile phone users in bangladesh 9.     People living under the poverty line 10.  Population growth rate of bangladesh 11.  Poverty and health care 12.  Results of different exams 13.  Selling rates of different kinds of books in ekushe boi mela 14.  Student’s time spending of various activities 15.  The benefits of girl’s education 16.  The choice of profession by different educated people 17.  The comparative selling rates of four types of book in ekushey boi mela. 18.  The export and imports. 19.  The importance and uses of using english. 20.  The interest of students in different subjects 21.  The internet users and telephone users. 22.  The internet users in towns and villages from the year 23.  The irregularity of a student in attending the classes. 24.  The literacy rate of bangladesh in different years 25.  The minimum temperature (in celsius) in chattogram and rajshahi 26.  The number of people living below the poverty line 27.  The number of people using the Internet from the year    28.  The number of telephone and mobile phone users in bangladesh 29.  The percentage of the number of internet users in towns and villages. 30.  The percentages of a family's household income/expenditure distributed into different categories 31.  The percentages of books in a school library 32.  The population growth rate in bangladesh. 33.  The poverty reduction rate of bangladesh. 34.  The result of ssc examination of a school. 35.  The sources of air pollution in a city 36.  The spending time on various activities. 37.  The ssc / jsc result of abc high school 38.  The yearly imports and exports of a country 39.  Types of pastime activities of people in different years / people's changing attitude to pastimes infant mortality rate of bangladesh Most Important Letters/ E-mail 1.     A picnic you have enjoyed.[DB-2019; CB-2010 & 2006; djb- 2012; SB- 2012; BB-2008; ctgb-2004; .BB-2004] 2.     A street accident 3.     About Bangladesh and her people. 4.     About Cox' Bazar and inviting him to join you. 5.     About how to improve English 6.     About your progress of studies. [ctgb-2019; CB-2015] 7.     Advising him not to adopt unfair means in the examination. [DB-2003, 2002; BB-2003] 8.     Advising him not to mix with bad company and be sincere to his study. 9.     Advising him/her to give up smoking. SB-2015 10.  Aim in life.        [SB-2014] 11.  Annual prize giving ceremony of your school. DB-2016; DB-2013; RB-2010; BB-2003; CB-2001; RB-2001] 12.  Annual sports day of your school. 13.  Attractive tourist spots of Bangladesh. 14.  Bangladesh and her people. [CB-2017; SB-2017,2008; BB-2015; DB-2007] 15.  Benefits of reading newspaper. [ctgb-2016 2013.BB-2013, 2009] 16.  Co-curricular activities of your school. DB-2017, 2008] [RB-2019] 17.  Condolence at her/his father's or Mother’s death. [BB-2012, 2007; CB-2003] 18.  Congratulating him/her on his/her brilliant success in the exam. RB, ctgb-2015; DB-2013; 1)8-2012; ctgb-2010,2007; SB-2009; BB-2011, 2004; RB-2003, 2008, 2012; CB- 2008, 2012] 19.  Describing a historical / new you have visited/ Study tour/ New place 20.  Experience during the summer vacation. 21.  Foods and the food-habits of the people of Bangladesh. (DB-2009; RB-2007; SB-2006; CB-2005] 22.  How to improve in English. [DB-2015; .113-2009; SB-2007] 23.  How you have spent your summer vacation. 24.  Importance of co-curricular activities in later life. BB-2017] 25.  Importance of learning English 26.  Importance of physical exercise. [SB-2019; DB-2017; CB-20091 27.  Importance of reading newspaper. 28.  Importance of taking regular physical exercise. 29.  Informing about your preparation for the exam 30.  Inviting him to attend the party of your birthday. [DB-2005;113-2012; SB-2003] 31.  Inviting him/her to join the marriage ceremony of your sister. [ctgb-2014] 32.  Inviting to join a picnic. [RB-2013; JB-2010] 33.  Inviting to Spend Summer Vacation 34.  Journey that you made. [All Boards-2018] 35.  Plan after the SSC examination. [CB 2019. 2016, 2014; djb-2019 & 2009; DB-2019, 2011 & 2006; BB-2019, 2010 & 2006; SB-2016 & 2011, DB-2014 & 2011; RB-2011; ctgb-2008] 36.  Preparation for the ensuing SSC Examination. [DB-2016, 2011] 37.  Recent visit to a place with your family members. RB-2016 38.  Requesting him/her for staying a few days with you during the summer vacation. BB-2016 39.  Sharing the experience of the 40.  Telling about what you plan/ would like/ intend to do after your SSC Examination 41.  Thanking for hospitality 42.  Thanking him for the birthday gift. IBB-2017,2014; BB -2017; BB-2010; CB-2002, 2001; ctgb-2001] 43.  Thanking him for the hospitality shown to you by him and Other members of his family. [BB-2013; CB, ctgb-2011; S13-2010; RB-2009; DB-2006; BB-2002] 44.  To adjust to the new place and food 45.  To bother advising him not mix bad company and sincere to study 46.  To friend thanking him/her for his/her hospitality.. To friend condoling him on his father's death 47.  To younger bother to be sincere and attentive to studies To younger brother about the importance of physical exercise 48.  To younger brother about the benefits of computer learning 49.  To father/friend about preparation for Test Exam 50.  To friend about prize giving ceremony 51.  Train journey you have experienced Most Important Dialogues 1.     About making a garden. Sb-2019 2.     About your preparation for the examination. 3.     Advantages and disadvantages of village life and city life. Db-2019; db-2016] 4.     Aim in life. Id1b-2017] [cb-2014] 5.     An exciting football match About Aim in life 6.     Annual prize giving ceremony of your school. /bb-2019] 7.     Bad effects of copying in the exam. [bb-2015] 8.     Bad effects of deforestation. 9.     Bad effects of smoking. [RB-2017; BB-2016] 10.  Bad effects of unfair means/ Copying in the exam 11.  Being late in attending the class. 12.  Benefits of early rising.  [all boards-2018; ctgb-2009] 13.  Borrowing a book from a library. Bb-2016 14.  Causes and remedies of road accident/ the road accidents and how to prevent it. Id1b-2019 15.  Computer club in your school. [ctgb-2015] 16.  Develop/ improve skill in English language 17.  English language. [Db-2017; bb-2009; cb-2008; sb-2019] 18.  Environment pollution. 19.  Global Warming 20.  Good and bad sides of Facebook 21.  Good effects of morning walk     [db-2015] 22.  Health problems, between you and a doctor bb-2017; ctgr-2008; rb-2008; jb-20071 23.  How to eradicate illiteracy from our country [cb-2017,2007; ..1b-2015, 4b-2014.8-2009, sb-2008, ctgb-2007] 24.  How to improve English. 25.  Illness with a doctor Environment pollution 26.  Importance of education in the development of a nation [db-2017] 27.  Importance of games and sports in our life. Db-2019 28.  Importance of 'ICT' education in today's life. 29.  Importance of learning computer. Db-2019 & 2016] 30.  Importance of learning English. 31.  Importance of physical exercise db-20/9, cb-2015] 32.  Importance of reading newspaper. [ctgb-2019; cb-2016; rb-2016] 33.  Importance of tree plantation 34.  Importance/necessity of tree plantation. [ctgb-2017; bb-2007 35.  Interesting place in Dhaka 36.  Interne/ the merits and demerits / the use of intemet in computer 37.  Issuing a transfer certificate. 38.  Merits and demerits /good and bad sides/ uses and abuses of using mobile phone 39.  Merits and demerits of mobile phone/facebook/internet  [sb-2017; sb-2015] 40.  Preparation for the ssc examination. [ctgb-2016; rb-2015] 41.  Proper use of time and its benefits. 42.  Road accidents 43.  What to do to do better in the exam. Practice All Questions with Answer

Rules for Combining Sentences I. Using Coordinating Conjunctions (FANBOYS) Rule 1: Using and  (adds similar ideas) Detached: She cooked dinner. She cleaned the house. Combined: She cooked dinner and  cleaned the house. Detached: He opened the book. He began to read. Combined: He opened the book and  began to read. Rule 2: Using but  (contrast between ideas) Detached: He worked hard. He failed. Combined: He worked hard, but  he failed. Detached: She is rich. She is not happy. Combined: She is rich, but  not happy. Rule 3: Using or  (gives choice) Detached: You can call me. You can email me. Combined: You can call me or  email me. Detached: We must leave now. We must miss the bus. Combined: We must leave now, or  miss the bus. Rule 4: Using nor  (negative + negative) Detached: He didn’t speak. He didn’t smile. Combined: He neither spoke nor  smiled. Detached: She never lied. She never cheated. Combined: She never lied, nor  cheated. Rule 5: Using for  (reason, like ‘because’) Detached: I stayed at home. It was raining. Combined: I stayed at home, for  it was raining. Detached: He could not walk. He was very weak. Combined: He could not walk, for  he was very weak. Rule 6: Using so  (shows result) Detached: He was tired. He went to bed. Combined: He was tired, so  he went to bed. Detached: It rained heavily. The match was canceled. Combined: It rained heavily, so  the match was canceled. II. Using Subordinating Conjunctions Rule 7: Cause/Reason – because, since, as Detached: He was absent. He was ill. Combined: He was absent because  he was ill. Detached: The match was stopped. It was raining. Combined: The match was stopped since  it was raining. Rule 8: Concession/Contrast – although, though, even though Detached: He was tired. He continued working. Combined: Although  he was tired, he continued working. Detached: She failed. She had worked hard. Combined: Though  she had worked hard, she failed. Rule 9: Condition – if, unless, provided that Detached: You will succeed. You work hard. Combined: You will succeed if  you work hard. Detached: He cannot enter. He has no ticket. Combined: He cannot enter unless  he has a ticket. Rule 10: Time – when, while, after, before, until, as soon as Detached: I waited. The bus arrived. Combined: I waited until  the bus arrived. Detached: She will call me. She arrives. Combined: She will call me as soon as  she arrives. Rule 11: Place – where, wherever Detached: You may go. You like. Combined: You may go wherever  you like. Detached: He follows me. I go. Combined: He follows me wherever  I go. Rule 12: Purpose – so that, in order that Detached: He spoke loudly. Everyone could hear. Combined: He spoke loudly so that  everyone could hear. Detached: She hurried. She might catch the train. Combined: She hurried in order that  she might catch the train. Rule 13: Manner – as if, as though Detached: He talks. He knows everything. Combined: He talks as if  he knows everything. Detached: She ran. She were chased. Combined: She ran as though  she were chased. III. Relative Clauses Rule 14: Defining Relative Clause Detached: This is the boy. He won the prize. Combined: This is the boy who  won the prize. Detached: I know the man. You met him. Combined: I know the man whom  you met. Rule 15: Non-Defining Relative Clause (with commas) Detached: Dhaka is crowded. Dhaka is the capital of Bangladesh. Combined: Dhaka, which is the capital of Bangladesh,  is crowded. Rule 16: Reduced Relative Clause Detached: The man is my uncle. The man is standing there. Combined: The man standing there  is my uncle. Detached: The girl is my sister. She is singing. Combined: The girl singing  is my sister. IV. Using Non-Finite Verb Forms Rule 17: Present Participle (-ing) Detached: He saw a snake. He ran away. Combined: Seeing  a snake, he ran away. Detached: She heard the news. She fainted. Combined: Hearing  the news, she fainted. Rule 18: Past Participle (V3) Detached: They were defeated in the game. They returned home. Combined: Defeated  in the game, they returned home. Detached: The work was finished. They left the office. Combined: Finished  with the work, they left the office. Rule 19: Perfect Participle (having + V3) Detached: He finished the work. He went home. Combined: Having finished  the work, he went home. Detached: She had taken her meal. She went to bed. Combined: Having taken  her meal, she went to bed. Rule 20: Infinitive (to + verb) Detached: He went abroad. He wanted to study. Combined: He went abroad to study. Detached: She works hard. She wants to succeed. Combined: She works hard to succeed. Rule 21: Gerund (-ing as noun) Detached: He loves novels. He reads novels. Combined: He loves reading novels. Detached: She hates cooking. She hates washing clothes. Combined: She hates cooking and washing clothes. V. Apposition & Noun Phrases Rule 22: Apposition Detached: Dhaka is crowded. Dhaka is the capital of Bangladesh. Combined: Dhaka, the capital of Bangladesh,  is crowded. Rule 23: Prepositional Phrase Detached: He is honest. He is poor. Combined: In spite of being poor,  he is honest. Detached: She is weak. She works hard. Combined: In spite of being weak,  she works hard. Rule 24: Noun Clause (as subject or object) Detached: He failed. It surprised everyone. Combined: That he failed  surprised everyone. Detached: I don’t know. He will come. Combined: I don’t know whether he will come. VI. Using Punctuation Rule 25: Semicolon (;) – join related ideas Detached: He was tired. He went to bed. Combined: He was tired; he went to bed. Detached: It rained. We stayed indoors. Combined: It rained; we stayed indoors. Rule 26: Semicolon + Conjunctive Adverb Detached: He worked hard. He failed. Combined: He worked hard; however,  he failed. Detached: She was angry. She remained calm. Combined: She was angry; nevertheless,  she remained calm. Rule 27: Colon (:) – for explanation Detached: He had one dream. He wanted to become a doctor. Combined: He had one dream: to become a doctor. Detached: She bought three items. They were rice, milk, and sugar. Combined: She bought three items: rice, milk, and sugar. Rule 28: Dash (—) – for emphasis Detached: She gave him everything. She gave him her time, her love, her trust. Combined: She gave him everything— her time, her love, her trust. Detached: He needed one thing. He needed courage. Combined: He needed one thing— courage. Rule 29: Parentheses ( ) – extra info Detached: The city is now a metropolis. The city was once a small village. Combined: The city ( once a small village ) is now a metropolis. Rule 30: Comma + Coordinating Conjunction Detached: He tried hard. He failed. Combined: He tried hard, but  he failed. Rule 31: Comma + Absolute Phrase Detached: The sun had set. We returned home. Combined: The sun having set,  we returned home. Rule 32: Combining with “in order to / so that” (purpose) Description:  Use in order to  (formal) or so that  (less formal) to show purpose. Detached: He studies hard. He wants to get a scholarship. Combined: He studies hard in order to  get a scholarship. Detached: I spoke slowly. She could understand me. Combined: I spoke slowly so that  she could understand me. Detached: We left early. We wanted to avoid traffic. Combined: We left early in order to  avoid traffic. Rule 33: Combining with “because / since / as” (reason) Description:  Use these conjunctions to show cause or reason. Detached: She stayed home. She was sick. Combined: She stayed home because  she was sick. Detached: I took a taxi. I was late. Combined: I took a taxi since  I was late. Detached: He could not play. He had a broken arm. Combined: He could not play as  he had a broken arm. Rule 34: Combining with “although / though / even though” (contrast) Description:  Use to show contrast between two ideas. Detached: It was raining. They went for a walk. Combined: They went for a walk although  it was raining. Detached: He is poor. He is honest. Combined: He is honest though  he is poor. Detached: She studied hard. She failed. Combined: She failed even though  she studied hard. Rule 35: Combining with “while / whereas” (contrast of ideas) Description:  Used to compare two opposite facts. Detached: He likes tea. She prefers coffee. Combined: He likes tea, whereas  she prefers coffee. Detached: The north is cold. The south is warm. Combined: The north is cold, while  the south is warm. Detached: Some students were sleeping. Others were reading. Combined: While  some students were sleeping, others were reading. Rule 36: Combining with “if / unless” (condition) Description:  Shows conditional relationship. Detached: Work hard. You will succeed. Combined: If  you work hard, you will succeed. Detached: Don’t study. You won’t pass. Combined: Unless  you study, you won’t pass. Detached: She hurries. She will miss the train. Combined: She will miss the train unless  she hurries. Rule 37: Combining with “before / after / when / while” (time clauses) Description:  Shows time relationship between actions. Detached: He finished homework. He went to bed. Combined: He went to bed after  he finished his homework. Detached: She will come. The meeting will start. Combined: The meeting will start before  she comes. Detached: I was cooking. The phone rang. Combined: The phone rang while  I was cooking. Rule 38: Combining with “where / wherever” (place) Description:  Indicates place. Detached: I saw him. It was in the park. Combined: I saw him where  the park is. Detached: You go. I will follow you. Combined: I will follow you wherever  you go. Detached: She lives. It is near the school. Combined: She lives where  the school is. Rule 39: Combining with “so…that / such…that” Description:  Used to show result. Detached: The box is heavy. I can’t lift it. Combined: The box is so  heavy that  I can’t lift it. Detached: He is a clever boy. He can solve any problem. Combined: He is such  a clever boy that  he can solve any problem. Detached: The tea is hot. I can’t drink it. Combined: The tea is so  hot that  I can’t drink it. Rule 40: Combining with “not only…but also” Description:  To add emphasis on two related ideas. Detached: He is intelligent. He is hardworking. Combined: He is not only  intelligent but also  hardworking. Detached: She sings well. She dances beautifully. Combined: She not only  sings well but also  dances beautifully. Detached: He speaks English. He speaks French. Combined: He speaks not only  English but also  French. Rule 41: Combining with “both…and” Description:  Shows equality of two ideas. Detached: He is tall. He is strong. Combined: He is both  tall and  strong. Detached: The boy is smart. The boy is polite. Combined: The boy is both  smart and  polite. Detached: She enjoys painting. She enjoys singing. Combined: She enjoys both  painting and  singing. Rule 42: Combining with “either…or / neither…nor” Description:  Shows choice or negation. Detached: You can have tea. You can have coffee. Combined: You can have either  tea or  coffee. Detached: She didn’t sing. She didn’t dance. Combined: She did neither  sing nor  dance. Detached: He will come today. He will come tomorrow. Combined: He will come either  today or  tomorrow. Rule 43: Combining with “not…but / rather than” Description:  Shows contrast in preference. Detached: He is not a teacher. He is a student. Combined: He is not  a teacher but  a student. Detached: I prefer tea. I don’t prefer coffee. Combined: I prefer tea rather than  coffee. Detached: He wanted to walk. He did not want to ride. Combined: He wanted to walk rather than  ride. Rule 44: Combining with Apposition Description:  Place one noun beside another to explain. Detached: Dhaka is the capital of Bangladesh. Dhaka is very crowded. Combined: Dhaka, the capital of Bangladesh,  is very crowded. Detached: Rabindranath Tagore was a poet. He won the Nobel Prize. Combined: Rabindranath Tagore, a Nobel Prize-winning poet,  wrote many songs. Detached: Cox’s Bazar is a tourist spot. It has the longest sea beach. Combined: Cox’s Bazar, a famous tourist spot,  has the longest sea beach. Rule 45: Combining with Absolute Phrase Description:  Add extra information without a full clause. Detached: The weather was fine. We went for a picnic. Combined: The weather being fine,  we went for a picnic. Detached: The work was finished. He went home. Combined: The work finished,  he went home. Detached: The sun having set. We returned home. Combined: The sun having set,  we returned home. Rule 46: Combining with Infinitive Description:  Use to + verb  for purpose or connection. Detached: He went to London. He studied law. Combined: He went to London to study law. Detached: She called me. She asked for help. Combined: She called me to ask for help. Detached: He stopped. He drink water. Combined: He stopped to drink water. Rule 47: Combining with Participles Description:  Present/Past participles reduce clauses. Detached: She saw a snake. She screamed. Combined: Seeing a snake,  she screamed. Detached: The work was done. He left. Combined: The work done,  he left. Detached: He opened the window. He looked outside. Combined: Opening the window,  he looked outside. Rule 48: Combining with Relative Clause (who, which, that, whose, whom) Description:  Add more information to nouns. Detached: I met a man. He is a doctor. Combined: I met a man who is a doctor. Detached: This is the book. You lent it to me. Combined: This is the book that you lent me. Detached: She is the girl. Her father is rich. Combined: She is the girl whose father is rich. Rule 49: Combining with Conditional Phrases (Had, Were, Should) Description:  Formal/short conditional structures. Detached: If I had known the truth, I would have helped you. Combined: Had I known  the truth, I would have helped you. Detached: If he were rich, he would travel the world. Combined: Were he rich,  he would travel the world. Detached: If you need any help, call me. Combined: Should you need  any help, call me. Rule 50: Combining with Comparative Structures (the…the) Description:  Shows proportional change. Detached: You work hard. You succeed more. Combined: The harder  you work, the more  you succeed. Detached: He eats much. He becomes fat. Combined: The more  he eats, the fatter  he becomes. Detached: You practice more. You improve faster. Combined: The more  you practice, the faster  you improve. Rule 51: Combining with Correlative Conjunctions (as…as / so…as) Description:  For equality or comparison. Detached: He is tall. His brother is tall too. Combined: He is as tall as  his brother. Detached: She is not intelligent. Her sister is intelligent. Combined: She is not so intelligent as  her sister. Detached: The house is big. The palace is big too. Combined: The house is as big as  the palace. Rule 52: Combining with Prepositions + Noun/Pronoun Description:  Use prepositional phrases to shorten. Detached: He spoke. He was full of anger. Combined: He spoke with anger. Detached: They met. It was during the night. Combined: They met at night. Detached: She works. It is in the morning. Combined: She works in the morning. Rule 53: Combining with Gerunds Description:  Verb + -ing as subject/object. Detached: He likes football. He likes cricket. Combined: He likes playing football and cricket. Detached: She enjoys dancing. She enjoys singing. Combined: She enjoys dancing and singing. Detached: Reading is useful. Writing is useful. Combined: Reading and writing  are useful. Rule 54: Combining with Ellipsis (omitting repeated words) Description:  Remove repeated words. Detached: He can play football. He can play cricket. Combined: He can play football and cricket. Detached: I like tea. I like coffee. Combined: I like tea and coffee. Detached: She speaks English. She speaks French. Combined: She speaks English and French. Rule 55: Combining with Parallel Structure Description:  Keep balanced form for clarity. Detached: He likes swimming. He likes running. Combined: He likes swimming and running. Detached: She wants to study. She wants to work. Combined: She wants to study and to work. Detached: He is honest. He is hardworking. Combined: He is honest and hardworking. Rule 56: Combining with Coordination of Adjectives/Adverbs Description:  Use commas or “and.” Detached: The day was hot. The day was sunny. Combined: The day was hot and sunny. Detached: She spoke clearly. She spoke confidently. Combined: She spoke clearly and confidently. Detached: The boy is kind. The boy is polite. Combined: The boy is kind and polite. Rule 57: Combining with Colon (:) Description:  Used for explanation, list, or elaboration. Detached: He has three hobbies. They are reading, writing, and painting. Combined: He has three hobbies: reading, writing, and painting. Detached: I know the truth. It is this. Combined: I know the truth: he lied. Detached: She gave me one gift. It was a book. Combined: She gave me one gift: a book. Rule 58: Combining with Semi-colon (;) Description:  Links two closely related ideas. Detached: He is very rich. He is not happy. Combined: He is very rich; he is not happy. Detached: The rain stopped. We went outside. Combined: The rain stopped; we went outside. Detached: I have a meeting tomorrow. I cannot go with you. Combined: I have a meeting tomorrow; I cannot go with you. Rule 59: Combining with Dash (—) Description:  Adds sudden explanation or extra info. Detached: I need one thing. That is honesty. Combined: I need one thing— honesty. Detached: He gave me a gift. It was unexpected. Combined: He gave me a gift— unexpected and wonderful. Detached: She has two problems. Lack of money and lack of time. Combined: She has two problems— lack of money and lack of time. Rule 60: Combining with Parentheses ( ) Description:  To add extra, non-essential information. Detached: Dhaka is very crowded. It is the capital of Bangladesh. Combined: Dhaka ( the capital of Bangladesh ) is very crowded. Detached: He will come tomorrow. At least, that’s what he said. Combined: He will come tomorrow ( at least, that’s what he said ). Detached: He gave me a pen. It was red. Combined: He gave me a pen ( a red one ). Rule 61: Combining with Adjectival Phrases Description:  Replace a full clause with an adjective phrase. Detached: The man is kind. He is wearing a blue shirt. Combined: The man in a blue shirt  is kind. Detached: The boy is smart. He has curly hair. Combined: The boy with curly hair  is smart. Detached: The girl is happy. She has a sweet smile. Combined: The girl with a sweet smile  is happy. Rule 62: Combining with Adverbial Phrases Description:  Shorten time, place, or manner clauses. Detached: He came. It was in the morning. Combined: He came in the morning. Detached: She spoke. She spoke with confidence. Combined: She spoke with confidence. Detached: They waited. It was at the bus stop. Combined: They waited at the bus stop. Rule 63: Combining with Inversion Description:  Rearrange for emphasis. Detached: He had never seen such a sight. It surprised him. Combined: Never had he seen  such a sight, and it surprised him. Detached: She rarely goes out. She went yesterday. Combined: Rarely does she go  out, but she went yesterday. Detached: He hardly spoke. He smiled. Combined: Hardly did he speak,  but he smiled. Rule 64: Combining with “too…to” Description:  Used to express impossibility. Detached: The bag is very heavy. I cannot carry it. Combined: The bag is too heavy to  carry. Detached: He is very weak. He cannot walk. Combined: He is too weak to  walk. Detached: She was very tired. She could not continue. Combined: She was too tired to  continue. Rule 65: Combining with “enough to” Description:  Shows sufficiency. Detached: He is very strong. He can lift the box. Combined: He is strong enough to  lift the box. Detached: She is very clever. She can solve the puzzle. Combined: She is clever enough to  solve the puzzle. Detached: The room is very big. It can hold 50 people. Combined: The room is big enough to  hold 50 people. Rule 66: Combining with “as if / as though” Description:  Expresses comparison or imagination. Detached: He speaks. He is a leader. Combined: He speaks as if  he were a leader. Detached: She cried. She had lost everything. Combined: She cried as though  she had lost everything. Detached: He walks. He owns the place. Combined: He walks as if  he owns the place. Rule 67: Combining with “because of / due to / owing to” Description:  Show cause using phrases. Detached: He was absent. He was ill. Combined: He was absent because of  illness. Detached: The flight was delayed. There was heavy rain. Combined: The flight was delayed due to  heavy rain. Detached: The match was cancelled. There was a storm. Combined: The match was cancelled owing to  the storm. Rule 68: Combining with “with / without” Description:  Using prepositions for conditions. Detached: He succeeded. He had hard work. Combined: He succeeded with  hard work. Detached: She failed. She had no effort. Combined: She failed without  effort. Detached: We cannot live. We have no air. Combined: We cannot live without  air. Rule 69: Combining with Reported Speech Description:  Turn direct speech into indirect. Detached: He said, “I am tired.” He sat down. Combined: He said that he was tired  and sat down. Detached: She said, “I will come tomorrow.” She left. Combined: She said that she would come tomorrow  and left. Detached: They said, “We are playing.” They laughed. Combined: They said that they were playing  and laughed. Rule 70: Combining with Questions into Statements Description:  Change a question clause into noun clause. Detached: Where does he live? I don’t know. Combined: I don’t know where he lives. Detached: What is his name? Can you tell me? Combined: Can you tell me what his name is? Detached: Why was she crying? I wonder. Combined: I wonder why she was crying. Rule 71: Combining with Exclamatory Sentences Description:  Change exclamation into a clause. Detached: What a beautiful flower it is! Everyone admired it. Combined: Everyone admired how beautiful the flower was. Detached: How fast he runs! We were surprised. Combined: We were surprised at how fast he runs. Detached: What a great man he is! People respect him. Combined: People respect him for what a great man he is. Rule 72: Combining with Nominal Clauses Description:  Whole sentence works as noun clause. Detached: He will pass. I am sure of this. Combined: I am sure that he will pass. Detached: She is honest. Everyone knows this. Combined: Everyone knows that she is honest. Detached: He can solve it. I believe this. Combined: I believe that he can solve it. Rule 73: Combining with Reduced Clauses Description:  Drop subject/verb if same as main clause. Detached: When I saw him, I greeted him. Combined: Seeing him,  I greeted him. Detached: Since he was tired, he went to bed. Combined: Being tired,  he went to bed. Detached: Because she was ill, she stayed home. Combined: Being ill,  she stayed home. Rule 74: Combining with “having + past participle” Description:  Perfect participle for sequence of actions. Detached: He finished the work. Then he went home. Combined: Having finished the work,  he went home. Detached: She had eaten. Then she left. Combined: Having eaten,  she left. Detached: They had completed the project. Then they celebrated. Combined: Having completed the project,  they celebrated. Rule 75: Combining with Absolute Construction Description:  Noun + participle phrase gives background info. Detached: The teacher entered the class. The students stood up. Combined: The teacher entering the class,  the students stood up. Detached: The bell rang. The boys rushed out. Combined: The bell ringing,  the boys rushed out. Detached: The meeting was over. Everyone left. Combined: The meeting being over,  everyone left. Rule 76: Combining with “No sooner…than” Description:  Shows immediate sequence. Detached: He reached the station. The train left. Combined: No sooner had he reached the station than  the train left. Detached: She entered the class. The students stood up. Combined: No sooner had she entered the class than  the students stood up. Detached: The rain started. We went inside. Combined: No sooner had the rain started than  we went inside. Rule 77: Combining with “Hardly/Scarcely…when” Description:  Another immediate sequence form. Detached: He closed the door. Someone knocked. Combined: Hardly had he closed the door when  someone knocked. Detached: She finished eating. She went to bed. Combined: Scarcely had she finished eating when  she went to bed. Detached: He reached home. It began to rain. Combined: Hardly had he reached home when  it began to rain. Rule 78: Combining with “As soon as” Description:  Shows immediacy in simple style. Detached: He saw me. He smiled. Combined: He smiled as soon as  he saw me. Detached: She heard the news. She cried. Combined: She cried as soon as  she heard the news. Detached: The bell rang. The boys ran out. Combined: The boys ran out as soon as  the bell rang. Rule 79: Combining with “By the time” Description:  Indicates something already happened before another action. Detached: He arrived. The train had left. Combined: By the time he arrived,  the train had left. Detached: She came. The movie had started. Combined: By the time she came,  the movie had started. Detached: They reached the hall. The speech was over. Combined: By the time they reached the hall,  the speech was over. Rule 80: Combining with “Until/Till” Description:  Denotes continuation up to a point. Detached: He waited. She arrived. Combined: He waited until  she arrived. Detached: We shall stay here. The rain stops. Combined: We shall stay here till  the rain stops. Detached: He worked. It was midnight. Combined: He worked until  midnight. Rule 81: Combining with “Whenever / Wherever / However” Description:  Generalizing time, place, manner. Detached: He goes to London. He visits me. Combined: Whenever  he goes to London, he visits me. Detached: You go. I will follow. Combined: Wherever  you go, I will follow. Detached: She speaks. She speaks politely. Combined: She speaks however  she likes. Rule 82: Combining with “Though / Although / Even though” Description:  Expresses contrast. Detached: He is poor. He is honest. Combined: He is honest though  he is poor. Detached: Although it rained, they played cricket. They got wet. Combined: Although it rained,  they played cricket and got wet. Detached: He was tired. He kept working. Combined: He kept working even though  he was tired. Rule 83: Combining with “In spite of / Despite” Description:  Contrast in phrase form. Detached: He is poor. He is happy. Combined: He is happy in spite of  being poor. Detached: It was raining. They went out. Combined: They went out despite  the rain. Detached: She failed. She tried again. Combined: She tried again in spite of  failure. Rule 84: Combining with “Rather than” Description:  Preference. Detached: He will play football. He will not play cricket. Combined: He will play football rather than  cricket. Detached: She prefers tea. She does not prefer coffee. Combined: She prefers tea rather than  coffee. Detached: He walked. He did not wait for the bus. Combined: He walked rather than  wait for the bus. Rule 85: Combining with “Instead of” Description:  Substitution. Detached: He played. He did not study. Combined: He played instead of  studying. Detached: She went to a park. She did not go to school. Combined: She went to a park instead of  school. Detached: He watched TV. He did not read books. Combined: He watched TV instead of  reading books. Rule 86: Combining with “Besides / In addition to” Description:  Adding extra info. Detached: He reads. He writes. Combined: Besides  reading, he writes. Detached: She sings. She dances too. Combined: She sings in addition to  dancing. Detached: They bought apples. They bought oranges too. Combined: They bought apples besides  oranges. Rule 87: Combining with “As well as” Description:  To join two subjects/objects. Detached: He speaks English. He speaks French. Combined: He speaks English as well as  French. Detached: She writes stories. She writes poems. Combined: She writes stories as well as  poems. Detached: He reads books. He watches movies. Combined: He reads books as well as  watches movies. Rule 88: Combining with “Not only…but also” Description:  Stronger emphasis on addition. Detached: He is intelligent. He is hardworking. Combined: He is not only  intelligent but also  hardworking. Detached: She sings well. She dances well too. Combined: She not only  sings well but also  dances well. Detached: They visited Dhaka. They visited Chattogram too. Combined: They visited not only  Dhaka but also  Chattogram. Rule 89: Combining with “Either…or” Description:  Shows choice. Detached: You may come today. You may come tomorrow. Combined: You may come either today or tomorrow. Detached: He will read a story. He will read a poem. Combined: He will read either a story or a poem. Detached: We can go by bus. We can go by train. Combined: We can go either by bus or by train. Rule 90: Combining with “Neither…nor” Description:  Negative choice. Detached: He does not read. He does not write. Combined: He reads neither  books nor  writes stories. Detached: She did not sing. She did not dance. Combined: She did neither  sing nor  dance. Detached: They did not go to Dhaka. They did not go to Khulna. Combined: They went to neither  Dhaka nor  Khulna. Rule 91: Combining with “Both…and” Description:  Inclusion of two. Detached: He is brave. He is honest. Combined: He is both  brave and  honest. Detached: She speaks English. She speaks Spanish. Combined: She speaks both  English and  Spanish. Detached: They bought rice. They bought flour. Combined: They bought both  rice and  flour. Rule 92: Combining with “Whether…or” Description:  Shows doubt/uncertainty. Detached: He will come. He will not come. Combined: I don’t know whether  he will come or not. Detached: She is guilty. She is innocent. Combined: We are not sure whether  she is guilty or  innocent. Detached: They will stay. They will leave. Combined: I wonder whether  they will stay or  leave. Rule 93: Combining with “So…that” Description:  Shows cause-result intensity. Detached: He was very tired. He could not walk. Combined: He was so tired that  he could not walk. Detached: She was very busy. She had no time to rest. Combined: She was so busy that  she had no time to rest. Detached: The box was very heavy. I could not lift it. Combined: The box was so heavy that  I could not lift it. Rule 94: Combining with “Such…that” Description:  Similar to Rule 93 but with noun. Detached: It was a great mistake. Everyone noticed it. Combined: It was such a great mistake that  everyone noticed it. Detached: She told an interesting story. We all enjoyed it. Combined: She told such an interesting story that  we all enjoyed it. Detached: He made a foolish plan. It failed. Combined: He made such a foolish plan that  it failed. Rule 95: Combining with “In order that / So that” Description:  Shows purpose. Detached: He worked hard. He might succeed. Combined: He worked hard so that  he might succeed. Detached: She studied well. She could pass the exam. Combined: She studied well in order that  she could pass the exam. Detached: He hurried. He might catch the train. Combined: He hurried so that  he might catch the train. Rule 96: Combining with “As much as / As many as” Description:  For quantity comparison. Detached: He has ten books. I have ten books. Combined: He has as many books as  I have. Detached: She earns five thousand. He earns five thousand too. Combined: She earns as much as  he earns. Detached: I spent 500 taka. You spent 500 taka. Combined: I spent as much money as  you. Rule 97: Combining with “Provided that / As long as” Description:  Expresses condition. Detached: You work hard. You will succeed. Combined: You will succeed provided that  you work hard. Detached: She helps me. I will help her. Combined: I will help her as long as  she helps me. Detached: He pays the fee. He can enter the exam. Combined: He can enter the exam provided that  he pays the fee. Rule 98: Combining with “So long as / Unless” Description:  Conditional negatives. Detached: You obey me. I will support you. Combined: I will support you so long as  you obey me. Detached: He does not study. He will not pass. Combined: He will not pass unless  he studies. Detached: She does not work hard. She will fail. Combined: She will fail unless  she works hard. Rule 99: Combining with “So as to / In order to” Description:  Shows purpose in phrase form. Detached: He came. He wanted to see me. Combined: He came to see me. Detached: She went to Dhaka. She wanted to attend a meeting. Combined: She went to Dhaka in order to attend a meeting. Detached: He hurried. He wanted to catch the bus. Combined: He hurried so as to catch the bus. Rule 100: Combining with Absolute Noun Phrases (without verb) Description:  Using a noun phrase for condition/background. Detached: The weather was fine. We went for a walk. Combined: The weather fine,  we went for a walk. Detached: The work finished. They celebrated. Combined: The work finished,  they celebrated. Detached: His duty done. He went home. Combined: His duty done,  he went home.

Poems with Questions & Answer s Important Poems for SSC 2026 Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Questions for Practice Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" highlight human imperfections? (b) Why does the poet call books a "magic box" in the poem "Books"? (c) How does "Two Mothers Remembered" explore the theme of role reversal? (d) What is the significance of the grave by the sea in "The Sands of Dee"? (e) What does "Time, You Old Gipsy Man" suggest about the fleeting nature of time? (f) How does "Stopping by Woods on a Snowy Evening" depict solitude and contemplation? (g) What lesson does "Solitude" convey about human companionship? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" suggest overcoming despair? (b) What does "Books" suggest about the lasting impact of reading? (c) How does "Two Mothers Remembered" show the strength of women? (d) Why does the poet emphasize Mary's call in "The Sands of Dee"? (e) How does "Time, You Old Gipsy Man" reflect the poet's emotions about aging? (f) What does "Stopping by Woods on a Snowy Evening" reveal about responsibilities? (g) How does "Solitude" contrast feasting and fasting? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) What does "O Me! O Life!" suggest about contributing a verse to life? (b) Why does "Books" portray books as lifelong companions? (c) What does "Two Mothers Remembered" reveal about a mother’s guidance? (d) How does "The Sands of Dee" depict nature’s power? (e) What does the poet mean by "only a moment" in "Time, You Old Gipsy Man"? (f) Why does "Stopping by Woods on a Snowy Evening" resonate with readers? (g) What does "Solitude" imply about isolation and grief? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" reflect Whitman’s perspective on self-expression? (b) Why does the poem "Books" call books treasures? (c) What message does "Two Mothers Remembered" convey about caregiving? (d) How does "The Sands of Dee" explore the relationship between humans and nature? (e) Why does the poet ask time to "stay just for a day" in "Time, You Old Gipsy Man"? (f) What does the phrase "promises to keep" signify in "Stopping by Woods on a Snowy Evening"? (g) What does "Solitude" suggest about human selfishness? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" emphasize the significance of life’s struggles? (b) What does "Books" suggest about the influence of books on children? (c) How does "Two Mothers Remembered" highlight the bond between mother and child? (d) Why does the repetition of "call the cattle home" matter in "The Sands of Dee"? (e) What does "Time, You Old Gipsy Man" say about the inevitability of change? (f) How does "Stopping by Woods on a Snowy Evening" portray the allure of nature? (g) Why does "Solitude" mention “the hills will answer”? Poems with Questions & Answer s More To Practice Set 1 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  suggest overcoming despair? Why does the poem Books  call books a "magic box"? How does the poem Two Mothers Remembered  explore the theme of caregiving? What does The Sands of Dee  suggest about nature’s power? What does Time, You Old Gipsy Man  imply about the fleeting nature of life? Why does the poet describe the woods as “lovely” in Stopping by Woods on a Snowy Evening ? How does Solitude  reflect the isolation of grief? Set 2 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  highlight about human imperfections? Why does the poem Books  say books are magical? How does Two Mothers Remembered  depict the impact of memories on the speaker? What does the repeated calling of cattle symbolize in The Sands of Dee ? Why does the poet ask time to "stay just for a day" in Time, You Old Gipsy Man ? What does the phrase “promises to keep” signify in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast feasting and fasting? Set 3 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What message does O Me! O Life!  convey about self-expression? How does Books  describe the relationship between a reader and a story? How does Two Mothers Remembered  address the idea of role reversal? Why do the boatmen hear Mary’s call in The Sands of Dee ? How does Time, You Old Gipsy Man  reflect the poet's personal feelings? Why does Stopping by Woods on a Snowy Evening  resonate with readers? What lesson does Solitude  convey about human nature? Set 4 -- Answer any 5 (five) of the following questions from poems. (2×5=10) Why does Whitman emphasize contributing a verse in O Me! O Life! ? How does Books  portray books as lifelong companions? How does the speaker view her second mother in Two Mothers Remembered ? What is the significance of the grave by the sea in The Sands of Dee ? What does Time, You Old Gipsy Man  suggest about the passage of time? What role does the setting play in Stopping by Woods on a Snowy Evening ? How does Solitude  explore the theme of loneliness? Set 5 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What is Whitman’s tone at the conclusion of O Me! O Life! ? How does Books  suggest the influence of books on children? How does Two Mothers Remembered  portray the strength of women? Why does The Sands of Dee  focus on the tide’s movement? What does the poet’s plea to time reveal in Time, You Old Gipsy Man ? Why does the poet continue his journey in Stopping by Woods on a Snowy Evening ? What does Solitude  say about the selfishness of human relationships? Set 6 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  suggest about the significance of life's struggles? How does Books  emphasize curiosity and learning? Why is caregiving important in Two Mothers Remembered ? What is the significance of the boatmen hearing Mary’s call in The Sands of Dee ? How does the poet view the nature of human companionship in Time, You Old Gipsy Man ? Why does the poet call the woods "lovely" in Stopping by Woods on a Snowy Evening ? What does Solitude  reveal about emotional isolation? Set 7 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  say about human resilience? How does Books  depict books as a source of inspiration? How does Two Mothers Remembered  highlight the theme of love and loss? What is the role of nature in The Sands of Dee ? What does Time, You Old Gipsy Man  imply about accepting change? What does the phrase “miles to go” mean in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast happiness and sorrow? Set 8 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What is the poet’s message in O Me! O Life! ? Why does Books  refer to reading as a magical experience? How does Two Mothers Remembered  depict emotional strength? What does the tide symbolize in The Sands of Dee ? What does the poet mean by “only a moment” in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  depict solitude? What does Solitude  suggest about finding comfort in loneliness? Set 9 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  inspire individuals to find purpose? How does Books  describe the emotional connection with books? What does Two Mothers Remembered  reveal about the passage of time? How does The Sands of Dee  convey a sense of loss? Why does the poet plead with time in Time, You Old Gipsy Man ? What effect does repetition have in Stopping by Woods on a Snowy Evening ? What is the poet’s view on social behavior in Solitude ? Set 10 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What role does self-reflection play in O Me! O Life! ? How does Books  present books as a gateway to imagination? What emotions does Two Mothers Remembered  evoke? How does The Sands of Dee  depict the forces of nature? What does the poet mean by calling time a "gipsy" in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  reflect duty and responsibility? What contrast does Solitude  draw between joy and sorrow? Set 11 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  address the value of each individual? What makes books “magic” in Books ? How does Two Mothers Remembered  explore maternal sacrifice? What does the sea symbolize in The Sands of Dee ? How does Time, You Old Gipsy Man  convey urgency? Why does the poet pause in Stopping by Woods on a Snowy Evening ? What lesson about human nature does Solitude  teach? Set 12 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  say about human imperfection? How does Books  capture the transformative power of reading? What does Two Mothers Remembered  highlight about family bonds? How does The Sands of Dee  use imagery to create mood? What plea does the poet make in Time, You Old Gipsy Man ? What do the woods symbolize in Stopping by Woods on a Snowy Evening ? How does Solitude  explore emotional isolation? Set 13 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  encourage self-examination? What does Books  suggest about the role of books in shaping minds? How does Two Mothers Remembered  illustrate gratitude? How does The Sands of Dee  create a tragic atmosphere? What does time symbolize in Time, You Old Gipsy Man ? Why is the journey unfinished in Stopping by Woods on a Snowy Evening ? How does Solitude  compare different human experiences? Set 14 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  suggest about making an impact on the world? Why does the poet in Books  refer to books as “friends”? How does Two Mothers Remembered  reflect on aging? How does The Sands of Dee  use repetition for effect? What is the poet’s view of time in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  capture a sense of wonder? What warning does Solitude  give about human behavior? Set 15 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What realization does O Me! O Life!  lead to? How does Books  capture the timelessness of stories? What emotions does Two Mothers Remembered  emphasize? What role does nature play in The Sands of Dee ? How does Time, You Old Gipsy Man  reflect nostalgia? What does the traveler represent in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast shared happiness and private sorrow? Set 16 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What key message does O Me! O Life!  convey? How does Books  celebrate the power of storytelling? How does Two Mothers Remembered  depict the process of remembering? What emotions are evoked by The Sands of Dee ? How does the poet address the idea of fleeting time in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  explore obligations? What is the deeper meaning of Solitude ? Set 17 -- Answer any 5 (five) of the following questions from poems. (2×5=10) Why does O Me! O Life!  emphasize the role of an individual? How does Books  describe books as an adventure? How does Two Mothers Remembered  reflect on generational bonds? How does The Sands of Dee  use sound to create atmosphere? What is the poet’s relationship with time in Time, You Old Gipsy Man ? What internal conflict does Stopping by Woods on a Snowy Evening  show? What does Solitude  teach about life’s ups and downs? Set 18 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  inspire readers to take action? What is the poet’s attitude toward books in Books ? How does Two Mothers Remembered  present themes of devotion? Why is the tide an important element in The Sands of Dee ? What role does time play in Time, You Old Gipsy Man ? What makes the woods so captivating in Stopping by Woods on a Snowy Evening ? What social observation does Solitude  make? Set 19 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  address self-worth? Why does Books  describe reading as a magical experience? How does Two Mothers Remembered  explore changing relationships? How does The Sands of Dee  build suspense? How does Time, You Old Gipsy Man  portray the passage of time? Why does Stopping by Woods on a Snowy Evening  use repetition? What contrast does Solitude  make between joy and despair? Set 20 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What question does O Me! O Life!  ask the reader? How does Books  describe the transformative effect of reading? What does Two Mothers Remembered  suggest about memory and loss? How does The Sands of Dee  depict tragedy? Why does the poet plead for time in Time, You Old Gipsy Man ? What does the setting symbolize in Stopping by Woods on a Snowy Evening ? What does Solitude  reveal about human emotions? Poems with Questions & Answers Important Poems for SSC 2026 Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Extensive List Poems - Alphabetically ordered A Bird on The Wire - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Bird on The Wire - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Narrow Fellow in the Grass - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Narrow Fellow in the Grass - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Poison Tree by Witham Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Poison Tree by Witham Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Amidst killer speeds I stand - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Blow, blow, thou winter wind by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crabbed Age and Youth by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crossing the Bar - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crossing the Bar - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams  by Langston Hughes - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by H. Lawrence - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by H. Lawrence - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by Langston Hughes - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis From Pippa Passes —Robert Browning - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis From September 1, 1939 by H. Auden - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Go and Catch a Falling Star by John Donne - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Hope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Hope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I died for Beauty by Emily Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I Have Seen Bengal’s Face by Jibanananda Das - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I Wandered Lonely as a Cloud By William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis If I Had but Two Little Wings - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Leisure by William Henry Davies - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Leisure by William Henry Davies - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Little Drops of Water—Mrs. J. A. Carney - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Now We Are Six By A.A. Milne - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me ! O Life ! - Seen Comprehension / Poem - Multiple Choice & Short Question for SSC English First Paper - English for Today O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Ode On Solitude by Alexander Pope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Ode On Solitude by Alexander Pope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Out, Out  by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Out, Out by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis OZYMANDIAS by Percy Bysshe Shelley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis OZYMANDIAS by Percy Bysshe Shelley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Remember - By Christina Rossetti/Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Remember - By Christina Rossetti/Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis She walks in beauty, like the night - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions) The Blossom - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Blossom - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Charge of the Light Brigade by Lord Alfred Tennyson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Chimney Sweeper by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Chimney Sweeper by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Eagle by Alfred Lord Tennyson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Eagle by Alfred Lord Tennyson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Lake Isle of Innisfree by W.B. Yeats - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Land of Nod - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Land of Nod - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Little Boy Lost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Little Boy Lost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Rime of the Ancient Mariner by Samuel Taylor Coleridge - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Road Not Taken - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Road Not Taken - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The School Boy by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The School Boy by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Shepherd by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Shepherd by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Solitary Reaper by William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Solitary Reaper by William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Tyger - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Tyger - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Wind - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Wind - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis There is no Frigate Like a Book by Sway Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis There is no Frigate Like a Book by Sway Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Celia by Bert Janson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Celia by Bert Janson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Daffodils by Robert Herrick - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Daffodils by Robert Herrick - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Today by Thomas Carlyle- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Today by Thomas Carlyle- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Tree at my Window by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Under the Greenwood Tree by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis “Dreams” by Langston Hughes A Bird on The Wire A Narrow Fellow in the Grass A Poison Tree by Witham Blake Amidst killer speeds I stand Blow, blow, thou winter wind by William Shakespeare Books Poem by Eleanor Farjeon Crabbed Age and Youth by William Shakespeare Crossing the Bar Dreams by H. Lawrence From Pippa Passes —Robert Browning From September 1, 1939 by H. Auden Go and Catch a Falling Star by John Donne Hope I died for Beauty by Emily Dickinson I Have Seen Bengal’s Face by Jibanananda Das I Wandered Lonely as a Cloud By William Wordsworth If I Had but Two Little Wings Leisure by William Henry Davies Little Drops of Water—Mrs. J. A. Carney Now We Are Six By A.A. Milne O Me! O Life! By Walt Whitman Ode On Solitude by Alexander Pope ‘Out, Out‘ by Robert Frost OZYMANDIAS by Percy Bysshe Shelley Remember - By Christina Rossetti SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth She walks in beauty, like the night Solitude By Ella Wheeler Wilcox Stopping by Woods on a Snowy Evening By Robert Frost The Blossom The Charge of the Light Brigade by Lord Alfred Tennyson The Chimney Sweeper by William Blake The Eagle by Alfred Lord Tennyson The Lake Isle of Innisfree by W.B. Yeats The Land of Nod The Little Boy Lost The Rime of the Ancient Mariner by Samuel Taylor Coleridge The Road Not Taken The Sands Of Dee by Charles Kingsley The School Boy by William Blake The Solitary Reaper by William Wordsworth The Tyger The Wind There is no Frigate Like a Book by Sway Dickinson Time, You Old Gypsy Man by Ralph Hodgson To Celia by Bert Janson To Daffodils by Robert Herrick Today by Thomas Carlyle Tree at my Window by Robert Frost Two Mothers Remembered by Joann Snow Duncanson Under the Greenwood Tree by William Shakespeare         Exercises / Worksheet   Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions)

All Stories for Rearranging Sentences 1. Once a cook roasted a duck for his master . The roast looked very delicious that the cook could not resist his temptation. So he ate up one of the drumsticks. When the master sat down to eat, he quickly noticed the missing leg. He asked what had happened to the other leg. The cook replied that it was a one-legged duck. He was not to be fooled so easily. He said there was no one-legged duck. The cook was very stubborn. He asserted that this duck had only one leg. 2. One day a grocer borrowed a balance and weights from a fruitseller. After a few days, the fruitseller asked the grocer to return his balance and weights. The grocer said, "The mice ate away your balance and weights. So I can't return you." The lame excuse of the dishonest grocer made the frtuitseller very angry. But he checked his temper. Then one day the fruitseller said to the grocer, "I am going to the town to do some shopping. Please send your son with me to carry my things." The grocer sent his son with the fruit seller but he came back alone from the town. "Where is my son?" asked the grocer. "A crow carried your son away", replied the fruitseller. "You liar! How can a crow carry away such a big boy?" the grocer shouted angrily. "Just the same way as mice can eat away the balance and weights," said the fruitseller. 3. Jerry lives at the orphanage. Though he lives in the orphanage, he possesses a great human quality that is integrity. It is honest but it is more than honesty. One day the axe handle broke. Then the authoress wanted to pay him money to repair it. He refused to take the money. He said that he would pay for it because he brought the axe down careless. But the authoress said that the fault was in the handle of the axe. Thus the authoress convinced him. It was only then that he agreed to take the money. 4. Long ago there lived a hare in a forest. A tortoise also lived nearby. The hare was always proud of his speed. The hare always teased the tortoise. One day he challenged the tortoise to defeat him in a race. The tortoise accepted the challenge. The hare ran very sttly. But the tortoise ran very slowly. Covering much, the hare took rest. He decided to take rest for sometime. 5. Einstein , the great scientist, was sirnille in his ways of life. Once the queen of Belgium invited him to Brussels. He travelled to Brussels by train and got down at the station. - But he could not think that many gorgeously dressed officials had come to receive him at station. The officials also expected to see somebody who was rich and aristocratic. They never imagined that this shabby man would be Einstein himself. So they went back to the queen and informed her that Einstein had not come by train. Einstein, however walked the whole way with a suitcase in one hand and a violin in the other. When he reached the destination, the queen said to him, "I sent a car for you. Dr.Einstein." "I did not think that adbody would send a car for me," replied the great scientist with a smile. 6. There was an old house in a village . Thete lived a number of mice in the house where they were doing a lot of mischief. The master of the mouse was very annoyed andr,made a plan to get rid of them. He bought a oit to kill the mice. The mice were in great difficulty. They could not move freely as before. They held a meeting to discuss the matter and find a way to be free from this danger. Several proposals were made but none of the proposals was good. At lat a young mouse rose to speak and said, "I have a good plan for your consideration. Let us tie a bell round the cat's neck. Then we will hear him coming and be-able to hide ourselves in time." All the [nice thanked the young mouse for his plan. But an old mouse stood up and said, "No doubt the idea is good. But who will tie the bell?" 7. One day a clever fox while walking through the jungle fell into a trap. He struggled hard and at last was able to come out of the trap minus his tail. The fox was very sad as he thought he looked strange and foolish without his tail. He became envious of the other foxes who obviously looked more handsome, and made a plan to have their tails cut. He called a meeting of all the resident foxes of the jungle. As the foxes assembled for the meeting he shouted to them. "Dear friends! I've made a great discovery". "After a long research I've found that we don't need our tails", said he. "They make you look ugly and dirty but they are of little use." "So, friends? What's the use of carrying such a heavy load of a tail all the time?" he asked. "So I advise all of you to do away with your tails', he concluded. "You'll look far better without them, I'm sure. Look! I've already . cut off mine," he tried to convince the others. 8. One day Hazrat Ali's (R) favourite shield was stolen. After a long search it was found with a jew. He asked him to return the shield. But the jew refused to return it. He said that the shield was his. Hazrat Ali's (R) companions were very angry. They were ready to take the shield by force. But Hazrat Ali (R) stopped them saying, "No, you must not do it. There is no difference betiveen the Caliph and his subjects. So I shall rather go to the court of Justice." So Hazrat Ali (R) sought the help of the court. It was the Caliph who had appointed Sharih Qazi. 9. Once there Was a complaint at King Akbar's court ., A farmer bought a well from his neighbour, Iqbal Khan. Even after selling the well to the farmer, Iqbal continued to fetch water from the well. Angered by this, the farmer had come to gffi justice from King Akbar. King Akbar asked Iqbal the reason for fetching water from the well even after selling it to the farmer. Iqbal replied, "I have sold only the well but not the water inside it." King Akbar wanted Birbal to solve the dispute. Birbal said, "Iqbal, you say that you have sold only the well to the farmer. And you claim that the water is yours. Then how come you can keep your water inside another person's well without paying rent?" Iqbal's trickery was countered thus in a tricky way. The farmer got justice and Birbal was fairly rewarded. 10. Somerset Maugham was born on 25 January 1874 at the British Embassy in Paris. He was the fourth of his of parents' 7 children. By the age of ten he was orphaned with an income of 150 a year after the death of his mother from tuberculosis and his father of cancer. He was sent to live with his Aunt Sophia and Uncle MacDonald Maugham. 11. There was an old house in a village. Theft lived a number of mice in the house where they were doing a lot of mischief The master of the mouse was very annoyed andmiade a plan to get rid of them. He bought a cot to kill the mice. The mice were in great difficulty. They could not move freely as before. They held a meeting to discuss the matter and find a way to be free from this danger. Several proposals were made but none of the proposals was good. At last a young mouse rose to speak and said, "I have a good plan for your consideration. Let us tie a bell round the cat's neck. Then we will hear him coming and be ,able to hide ourselves in time." All the Mice thanked the young mouse for his plan. But an old mouse stood up and said, "No doubt the idea is good. But who will tie the bell?" 12. One day a clever fox while walking through the jungle fell into a trap. He struggled hard and at last was able to come out of the trap minus his tail. The fox was very sad as he thought he looked strange and foolish without his tail. He became envious of the other foxes who obviously looked more handsome, and made a plan to have their tails cut. He called a meeting of all the resident foxes of the jungle. As the foxes assembled for the meeting he shouted to them. "Dear friends! I've made a great discovery". "After a long research I've found that we don't need our tails", said he. "They make you look ugly and dirty but they are of little use." "So, friends? What's the use of carrying such a heavy load of a tail all the time?" he asked. "So I advise all of you to do away with your tails', he concluded. "You'll look far better without them, I'm sure. Look! I've already cut off mine," he tried to convince the others. 13. Twenty years ago the writer was living in a small apartment in Paris . At that time a lady had read one of his books and wrote a letter to him praising very high of it. She also convinced the writer to invite her to a luncheon at Foyot's, the most expensive restaurant in Paris . He was not well off; he was earning barely enough money to keep This body and soul together. But he was, so flattered that he could not say "no"to his request. The writer thought the lady would be young and beautiful. But she was not so young as he expected and in appearance imposing rather than attractive. She was very shrewd and took seven costly items of food one after another in different pretext. The writer paid the bill and he had left no money to bear the expenses of the rest of the month. When he met the lady after twenty years at the play,he found her overweight and ugly. 14. Nelson Mandela was born on I8July 1918 to Nongaphi Nosekeni and Gagla Henry Mandela. His father was the key counsellor to the Thembu Royal house. After receiving his .primary education at a local mission school,he was sent to the Charkebury Boarding Institute for his junior certificate. Then he took admission in a reputable Wesleyan Secondary School,where he matriculated. He then enrolled at the University College of Fort Hare for a Bachelor of Arts (BA) Degree. In the university he was elected onto the Students' Representative Council. He was suspended from college for joining a protest boycott. Mandela was introduced to Walter Sisulu in 1941 and it was Sisulu who who arranged for him to serve for his law firm. Completing his BA through the University of South Africa (Unisajin 1942 he commenced study for his Bachelor of Law Degree. He entered politics in earnest while studying,and joined the African National Congress (ANC) in 1943. 15. Bangabandhu Sheikh Mujibur Rahman was born in Tungipara, a village in Gopalganj District He was the third child in a family of four daughters and two sons. In 1929.Mujib entered into class three at Gopalganj Public School. Two years later he took admission in class four at Madaripur Islamia High School. However Mujib was withdrawn from school in1934 to undergo eye surgery. He returned to school after four years owing to the severity of the surgery and slow recovery. Mujib became politically active when he joined the All India Muslim Federation in 1940. He enrolled at the Islamia College, a well-respected-bnllege affiliated to the University of Calcutta. He joined the Bengal Muslim League im1943. In 1946 he became the generalsecretary of the Islamia College Students Union. 16. In the general election of Pakistan in 1970 ,Awami League won a massive majority under Mujib's leadership. His party. swooped in all but two of East Pakistan's quota of sats in the National Assembly. The West Pakistan rulers, however, were completely against Mujib's demand for greater autonomy. The then Pak President Yahya Khan delayed the Awami League from forming the Provincial government. In a historic speech at the Racecourse Ground in Dhaka on March 7,1971,Mujib called for the independence of Bangladesh. Yahya Khan declared martial law,banned Awami League and ordered arrest of Shiekh Mujib. On the night of March 25,1971,Pak Army launched operation searchlight and started large scale genocide of the innocent Bengalis and arrested Sheikh Mujib. On March 17,1971,the first government of the People's Republic of Bangladesh was formed and Mujib was made the first President of the country in his absence. Soon after that Muktibahini was Mimed and it started strong resistance against the Pak Army. After nine months of bloody war Bangladesh became independent and Sheikh Mujib took the charge of reconstructing the war-torn country. 17. Gulliver was born in 1660 in. Nottinghamshire. His father had a small estate there. When he was fourteen years old; his father sent him to college. But as it was expensive, he left after staying there for three years. Then Gulliver studied medicine under Mr. Bates until 1681. When he left Mr. Bates, his father sent him to medical college to Leyden in Holland. He got an appointment on the Swallow where he stayed for four years after which he thought he would settle down in London. His master Mr. Bates used to send him some of his patients and he bought a small house and got married. When his master died in 1689, he found himself in great financial difficulties. So, he decided to go to the sea again. 18. James Norman Hall , an American writer, wrote a story about a strange piece of business. It took place between him and a farmer. While in Tahiti, he was once short of money. So he rented a one-room house about 22 Kilometres from the town. He was doing some interesting writings there. To save money, he wanted to make a vegetable garden in front of the house. But his efforts to live economically proved useless. For the place was full of ants and land crabs. They failed all his attempts. Losing heart, he gave away the seeds to a Chinese neighbour who was a fanner. 19. Once a dog was eating a bony piece of meat under a tree. A crow saw him and wished to eat that. It flew away and after sometime returned with another crow. Both the crows went near the dog. One of them started pecking the dog's tail. The dog not only felt disturbed but also became angry. The dog dropped the bone and looked at the crow. In the mean time the other crow flew away with the bone. The dog ran after the crow but in vain. This made him sad and helpless. 20. Once upon a time there was an honest and pious man . His, name was Abu Ben Adhern. He was once sleeping peacefully. Suddenly he woke up and saw an angel. The angel was writing the names of persons who loved God. He asked the angel if his name was there. In reply the angel said that his name was not there. Abu then requested him to put his name"in the.list because he loved mankind and-his fellow brothers. The angel took down his request and went away.He again appeared the next night and showed Abu that his name was at the top of the list. 21. Once upon a time a queen sat sewing at a window . Snow was falling and some flakes landed on the windows' ebony frame. Suddenly the queen pricked her finger with her needle. And three drops of blood fell upon the snow. She said to herself, ''If only I had a child as white as snow, as red as blood, as black as ebony. Soon afterwards the queen had a daughter called Snow White, with skin as white as snow, lips as red as blood and hair as black as ebony. When she was born, the queen died. After a year, the king married- again. Every day the queen used to ask her magic mirror, "Mirror, Mirror on the wall who is the fairest of them all?" And the mirror would reply, You are, 0, queen,". 22. Dr. Muhammad Yunus was born in 1940 in Chittagong. He is the third of 14 children of his parents. He received his primary education in Chittagong. He received his Ph. D. from Vanderbilt University in USA. He was the Head of Economies Department of Chittagong University. He is the founder of Grameen Bank. He is also the Managing Director of the Grameen Bank: In 1997, Professor Yunus organised the world's first Micro Credit Summit in Washington D.C. He was awarded Nobel Peace Prize in 2006. 23. There lived a farmer in a village . He had a few acres of land. The lands yielded him some crops. With that he supported his family. One day he was walking through the fields. He was thinking how he could add to his income. While walking he came across a purse of gold. He thought that it might have been dropped by a passer-by. However he picked it up and carried it home. He showed it to his wife. 24. Hazrat Muhammad (Sm.) was born in the Quraish tribe of Makkah in 570.A.D. His father Abdullah died before his birth. He was brought up by Halima in his childhood. Then he was brought up by his grandfather Abdul Muttalib. After the death of his grandfather he was brought up by his uncle Abu Talib. Hazrat Muhammad (Sm.) was . truthful from his boyhood, He made an organization named Hilful Fuzul at the age of 17. He married Khadija'at the age of 25. He got revelation at the age of forty. He was the greatest of all the prophets. 25. Amartya Sen , a great economist was born in Dhaka on November, 1933. His parents were Ashutosh Sen and Arnita Sen. Both were ardent followers of Rabindranath. At first he was admitted to St. Gregory's School in Dhaka. Then he had his education from Santiniketan and next in Presidency College and finally at Cambridge. Back to India ire became the head of Economica Departmeht of Jadavpur University. Later he taught at Delhi University and next in London School of 'Economics at Oxford. Finally he became the master of Trinity college, Cambridge in 1977. He wrote many bookskaa welfare economics of which 'Economic Inequality and Poverty and famines' are famous, He is the founder of welfare economics which touches the lives of the poorest people of the society. (He was the first Asian winner of Nobel prize in Economics awarded in 1998. Sri Sen had made us proud. 26. A long time ago, the town of Hamelin in Germany faced with a great problem. It became full of rats. The people of the town came to the town Hall. They said to the Mayor to do something about rats. The Mayor called a meeting of his councillors. The Mayor and the councillors talked about the problem. But they could not find a way out. At that moment there was a knock at the door. The Mayor said "Come in". The stranger entered the Hall. 27. Many of us have heard about Taimur. He was one of the greatest conquerors of the world. Once he attacked the province of a powerful prince. And he captured the province. The province was situated far away. The news reached the prince. He got furious. He came with a large army. The prince surrounded the province on all sides. A terrible battle took place between them and Taimur's soldiers were all killed except Taimur. 28. William Somerest Maugham was born in 1874 in Paris. He is regarded as one of the greatest short story writiers of modern time. He qualified as a doctor and this life had not charm for him. Soon he gave up medicine for literature. He made his first appearance in literature by writing Liza of Lambeth, his first novel. It is realistic study of the life of lowly neighbourhood in London. This brought for him a good name. He wrote a few other novels as well. Then he took to writing plays. Some of his well-known plays are Mrs. Cardiac Lady Frederick etc. 29. An Arab ship was carrying a party of Muslims from Ceylon to Mecca for the Hajj. The ship was attacked by sea robbers froth Debul, a sea-port in Sind. They looted the ship and carried away Muslim women and children. This sad news reached Hajjaj-bin­Yusuf, the Governor of Iraq. He was angry when he heard what had happened and sent a messenger to Rajah Dahir, the ruler of Sind. He asked him to,return the Muslim women and children. Rajah Dahir sent a cold reply to this message. Hajjaj was very angry when he received the reply arid decided to teach the proud king a lesson. He sent his nephew Mohammad-bin-Qasim at the head of 12000 soldiers. In Sind a hard battle was fought and Rajah Dahir was killed and his army was completely defeated. 30. Gulliver was born in 1660 in Nottinghamshire. His father had a small estate there. When he was fourteen years old, his father sent him to college. But as it was expensive, he left after staying there for three yeafs. Then Gulliver studied medicine under Mr Bates until 1681. When he left Mr, Bates, his father sent him to medical college to Leyden in Holland. He got an appointment on the Swallow where he stayed for four years tafter which he thought he would settle down inLondon. Hinnaster Mr. Bates used to send him some of his patients and he bought a small house and ght married. When his master died in 1689, he found himself in great financial difficulties. So, he decided to go to the sea again. 31. Socrates' wife used to lose her temper on the slightest excuse. She always tried to irritate Socrates. One day the woman became more furious than ever. She began to insult him. Socrates could not tolerate this. So he went out of his room. He sat on the door step of> his house looking out on the public street. This made his wife more furious. She thought that her husband was not paying the least heed to her. She went up to him with a bucket full of water and poured much water on him. 32. One day Rip van Winkle went out for a walk with his gun and his dog. On the way he came across a group of strange looking fellows in a place. There he drank a drink and soon fell into a deep sleep. When he woke up, he rubbed his eyes and looked about. There was no sign of the strange people with whom he drank. He thought that perhaps he had been dreaming. Suddenly he felt something strange on his face and he put his hand. To his surprise-the found that he had a long white beard, more than a foot long. He found his old gun lying on the grass rusty and useless. He also found his clothes, all 'in rags and falling to pieces. 33. Gustave Eiffel was a Frenchman. He was born in a prosperous family in 1832. He graduated from the Central School of Engineering in Paris. For years Gustave made plan after plan- of dams, factories and structures of great size. All over Europe engineers copied them. In the middle of 1880s the French government decided to organise a World Fair in Paris. Gustave Eiffel proposed a 989-feet tower of iron as a symbol of the exhibition. The. construction of the Tower began in January 1887. Forty engineers and designers under Eiffel's direction worked for two years. The Tower was completed in March 1889. 34. An English poet was staying in Italy for the benefit of his ealth. During his stay he received an unpaid letter from his friend. The letter contained nothing but some words. The poet had to pay double postage. He became very annoyed. He wanted to teach his friend a good lesson. So he procured a heavy stone. He packed it up in a fine box. Then he sent it to his friend with the words on it "Carriage to be paid on delivery". His friend thought that the contents of the percel were valuable and so he paid the heavy charge for carrying. 35. A poor woman once came to Buddha . She asked him whether he could give her any medicine to restore her dead child to life. The holy man was touched by the great sorrow of the woman. He told her that there was only one medicine which could revive her son. He told her to bring a handful of mustard seeds from a house where death had never entered'. The sorrowful mother-went from door to door seeking the mustard seeds but at every door she met with'Sad replies. one said " I have lost my husband." Another said, our youngest child diedilast year." She returned with heavy heart to the great teacher and told him the Pekin of her search. Then Buddha told her affectionately that she must not think much of her own grief since sorrow and death are common to all. 36. Once there was a king . He had many good qualities excepting one great fault. He never thought before he did anything. He was always in a hurry. Subjects came to make complaints to him. He did not think for a single monient. He gave his orders at once without knowing the fact at length. He was, therefore, always making mistakes. But nobody had the courage to tell him any thing. So, he was a strong ruler and feared by all but loved by none for his habit of hasty conclusion. 37. Dr. Alfred Nobel was born on 21st October, 1833 at Stockholm, Sweden. He was an engineer and chemist. His father Emanuel Nobel was an architect and researcher. He had ammunition business at Leningrad. In 1850 Alfred Nobel joined his father's company. After some years Alfred Nobel invented Dynamite. He earned a lot of money from his Dynamite business. He undertook a plan to give an award for encouraging the creative work for setting up peace in the world. This award wastamed after Alfred Nobel and it was called 'Nobel Prize'. The Nobel Prize has been given since 1901. 38. A snake lived in a hole at the foot of a tree. High 4 on its branches was the nest of a crow. The crow had four young chicks in its nest. Whenever the tow would leave the nest to bring food for its chicks, the snake would climb up and eat one. In this way the snake ate up three of the chicks. The crow at last thought of a plan to get rid of its enemy. It stole an expensive necklace of the princess from the royal palace and dropped it into the snake's hole after scattering a few rubies here and there. The king became very angry at the loss and sent out men to look for the necklace. In course of time they noticed the scattered rubies near the hole. They dug the hole, killed the snake and took the necklace. 39. Once upon a time there lived a young man named Androcles . He was caught by a slave-merchant who sold him to a rich man in another-country. Hisaster was very bad and inflicted heavy torture on him. Androcles was verytome-- k. One day he fled from his master's house and took shelter "in a cave.' In the evening a lion entered the cave. The lion seemed wounded as he wasigroaning. He came near Androcles and lifted his paw. He took the lion's paw In his hand and removed a big thorn from it. The lion was relieved of his pain. 40. There was a bad man in a village. But when he did any work, he would say, "God had it done by me". One day the bad man was stealing some mangoes from the garden of a neighbour. The owner of the garden saw him stealing the mangoes, and he hurried to the garden. "Why are you Stealing mangoes from my garden?" asked the owner of the garden. "Because God is getting it done by me ''replied the bad man". The owner of the garden said nothing. He took a suck and was waiting for the bad man till he came down from the tree. When the bad man came down, the owner of the garden caught hold of him and began to beat him with the stick, "Stop" said the bad man "What have I done to deserve it?" 41. Our national poet Kazi Nazrul Islam was born in 1306 B.S.(1899A.D.) in the district of Burdwan. At Ore age, of eleven he showed his poetic genius. In 1914 when the First World War brgike out he wanted to join the army. At last at the age of 19 he joined the army as an ordinary soldier. On his return from the battle-field he gave up the sword for tlie pen and began to write poems. He wrote a lot of poems, songs, short stories, gazals„ novels etc. and travelled all branches of Bengali Literature. His famous poem 'Bidrohd' stirred the whole nation. His poems and songs inspired our freedom fighters in the liberation war of Bangladesh. In 1972, he was brought to Bangladesh from Kolkata and was declared our rational poet. He died on the 29th August, 1976. 42. More than 170 years ago there lived in France one of the greatest soldiers called Napoleon Bonaparte . He was born in 1769. When he was young, he joined the French Army as an ordinary soldier. He rose to high position in the army by his good work and courage...He fought several wars with the neighbouring countries and won victories over4hem. He greigivery powerful and soon became the greatest man in the co try. In 1804 he proclairffed himself to be the emperor. France under him was very p rful. He died in 1821. Yet the Frenchmen remember him with due respect. 43. Marco Polo was born in 1256 in Venice. He was one of the greatest adventurous men. In 1271 he set out from Venice to China. He was accompanied by his father and uncle. They had travelled by land and sea. They also travelled over mountains and across deserts. For transport they had used ships, camels, horses and donkeys. Actually at that time journey was very difficult because of no speedy vehicles. It took the Polos over three years to reach China. He was then 50 years old. 44. Queen Victoria when a little girl was taught economical habits by her governess. The priticess had a fixed allowance for pocket money. She was not permitted to exceed it One day at a market at Wales she has spent all her money in buying a number of presents for relativesapd friends. As she was leaving, she remebered another cousin for whom she did not 631..`y any present. She saw a box marked half a crow. She considered that the box would be the most appropriate gift for him. But alas! she had no money. The people in the'ghop wanted to enclosethe box with the other articles. But her governess said, "No, you see the princess has not The money and so of course, she cannot buy the box." 45. Luthfiir is 8 years old an lives in Dhaka. He comes from Tongi. -He came with/his father, mother, brother and grandmother to Dhaka in search of a living. His father works ..as_,a rickshaw puller and mother as a domestic worker. Luthfur collects polythene bags, scrap papers and materials. He sells them at a shop for taka 50 to 10 a bag. He earns taka 20 to 50 a day which he gives to his mother. Luthfur and his family live in a slum near Kamalapur railway station. Their home is a tiny shelter with a sheet of polythene for a roof. They sleep on the dirt floor. 46. An ordinary garment worker in our country leads a very laborious life. Her day starts very early in the morning and ends at about for 10 p.m. She starts for her working place .at about 7 a.m. Generally she walks to her factory along with other girls working there. Sometimes she has to get on a crowded public bus to reach her factory. On the way to her destination she is infected with slang words from various corners. She becomes the object of other's pity. She has to tolerate bad comments. Even in the factory she is not in a congenial atmosphere. She works in conjusted rooms. 47. Marco Polo was an adventuros man. He made a journey from Venice to. China. He travelled by land and sea, over mountains and across deserts. He used ships, camels and horses as means of transport. It took Polo over three years to reach China. It was in summer Polo reached the palace of Kublai Khan, the emperor of China. He was warmly recieved by the emperor of China. Marco polo proved himself wise and trustworthy to the emperor. He became a great favourite with the king. The Emperor made him one of his officers. 48. A young boy came to the house of a rich lady . He aweared smart and diligent, mild and well-behaved. He was always at the lady's command. He was so sweet in nature that soon he won the hearts of all the members of the house. The lady offered to work as servant. She engaged the boy without further investigation. She looked upon him as an honest and faithful boy. She found him working hard and doing his duties honestly and faithfully. She was highly pleased with him. She was so pleased with the boy that after some years she gave him a piece of land to work and earn for himself. 49. Haji Mohsin helped the poor and the helpless people with food and clothes. He was famous for his kindness. A thief entered into his bedroom one night. Haji Moshin woke up and caught hold of the thief. The man said, 'Sir, I am very poor; I have no food in my house.' He took pity with the poor man. Haji Mohsin took him to another room and opened a box. The box was full of gold and money. He said the poor man, "Take as much money as you need." He began to weep in gratitude and promised not to steal again. 50. Nobel prize is the world's most important prize. The prize is instituted by a man who was the inventor of the science of destruction.. He is Alfred Bernard Nobel. He was born in Stockholm on 21st Odtober, 1833 and he'died on 10th December, 1896. Though he was a citizen of Sweden, he was educated in Russia. Nobel prizes are awarded every year for outstanding achievements in the field of seierice, literature and for promoting world's peace. The prize is given to persons with most outstanding 'iffitirfbiation. One prize is awarded in each field. If there are more than one recipient 01-thrprize in one field, the prize money is equally distributed amongest all the winners-. tEcianomics was added in the list in 1969 for the first time 51. Hazrat Abdul Quader Zilani was going to Baghdad for education. Baghdad was far away from his home. Hazrat Abdul Quader Zilani began his journey in the company of a group of merchants. His mother advised him to speak the truth always on the eve of his departure. A gang of robbers fel upon the travellers five days aft6r- their journey. One of the robbers caught hold of the boy. He brought him before the captain. The captain told that he was mere a boy and seemed to have nothing valuable with him. Hazrat Abdul Quader told the truth. The captain told the robber to let the boy go. 52. Penicillin is a life saving medicine. It was discovered by Dr. Alexander Fleming . Fleming was born in a poor family in Scotland. He was the seventh of the eight brothers and sisters. He passed his boyhood with his parents. He was a very bright, attentive and regular student. He was sent to London, at the age of fourteen for higher education. He went to school and came back home on foot. He was never absent from school up to the age of twelve years. The school was four miles away from his home. 53. A long time ago, the town of Hamelin in Germany was faced with a great problem. It became full of rats. The rats were so big and so fierce that they fought the dogs. killed the cats and bit the babies in the cradles. They ran about shrieking and squeaking all the time. They ate up the corn in the granaries. The people came to the town Hall and said to the Mayor: "Do something about the rats or we will send you packing." The Mayor trembled. He called a meeting of his councillors and talked about the problem for hours. But they could not find a way out. They were in despair. 54. The postman took a letter up to the gate of a house. A young girl came out to receive it. It was her deer brother's letter. The price of the postage was one shilling. She. had no money to pay for the letter. The postman put it back in his bag and turned away. An English man saw this. He paid the shilling. The postman handed the letter to the girl.The girl became very happy. 55. Dr. Kudrat-e-Khuda was born on 8th May at village Maragra in the district of Birhum in West Bengal in 1900 A.D. His father Hazrat Shah Abdul Mukit was a pious man. At the age of six he was admitted in a Furkania Madrasha and than he was admitted in an English School. He showed extraordinary credit in every examination of the school. In 1925 getting star marks he passed M.Sc in Chemistry from Calcutta University. In 1929 he passed D.Sc. from Imperial College in England. In 1953, he was appointed chairman of Secondary Education Board. He has made great contribution to the scientific research of Bangladesh.:He made a great plan to give the new structure of education system. He died on 3rd November in 1977. 56. Akbar was born in 1542 at Amarkoat in Sindh. His full name was Jalaluddin Mohammad Akbar. His father was Humayun. He was the grandson of Babur: He had not much education. He ascended the throne of Delhi at the age of 13. He ruled over 50 years in India. He was skilled in warfare. He won the 2nd Panipath battle in 1556. It was the greatest victory in his life. ' 57. Once there lived a sultan in a country . He wanted to appoint an honest man as his tax collector. So he asked for the wise counselor's advice. Then he invited applications. A number of people applied for the job. The applicants were asked to meet the Sultan one by one. They came through a passage where gold coins were kept. When they all arrived, the Sultan asked them to dance. All the applicants blushed and refused except one. Then he found the desired man. 58. Once a dog was eating a piece of bone sitting Under a tree. There sat a crow on the tree who wished to take away the bone for itself. It flew away and after some time returned there with another crow. Both the crows went to the dog. One of them started pulling the dog by his tail. The dog felt very disturbed and got very angry. He dropped the piece of bone on the ground and then looked back to se what the matter was. In the meantime the second crow flew away with the bone. The dog ran after the crows but in vain. He became very sad. 59. Abraham Lincoln was among the greatest Presidents of the United States of America. Lincoln was born in 1809. He rose from humble origin. Lincoln became great by dint of his own efforts and perseverance. As a man he was simple and _kind. There were many Negro slaves in America in those days. During the time when he was President of America, a civil war took place. The civil war occurred over the question of slavery. It began in 1861 and continued for more than four years. Lincoln was in favour of the slaves. 60. The National Memorial at Savar is a symbol of nation's respect. It is built with concrete and made of blood. It stands 150 feet tall. It stands for an achievement which is immeasurable. It stands upright for the millions of martyrs. Most prominently visible is the 150 feet tower that stands on base measuring 130 feet wide. There is actually a series of 7 towers that rise by stages to a height of 150 feet. The foundation stone was laid on the first anniversary of the Victory Day. There is actually a plan to build a huge complex in several phases. The entire complex will cover an area of 126 acres. 61. Albert Einstein was born in Germany in. 1879. His fatheit was a business man. When the,business failed, the family moved to Milan. He completed his secondary education frorh a high school in Aarau. He got admitted in Swiss Federal Institute of Technology in 1896. He graduated in 1900. He obtained-Ph.D. degree from the University of Zurich. He received a regular appointment at the University of Zurich. For the next couple of years, he taught mathematics and physics in a secondary school. In 1922, Einstein received Nobel Prize in physis. 62. Ibn Sina was born in 985 in Bukhara, in Iran. His full name was Abul All Siva. In his childhood his name and fame spread all over the. Persian gulf area. In his young age Ibn Sina came in contact with the philosphers, scientists, mathematicians and astrologers of, that lime. Al Beroni, Abu Shehol, Jurjani were among them, Reputation as a physician spread all places in his early age. The then state, government was acquainted with his fame. Sultan Mahmud, the king of Gajni, invited him to the Royal Court. His Kanorf is the best recited book in medical science. Ibn Sina is called the prince of medical science. 63. Begum Rokeya was the pioneer for the women to come out. She was born in 1880 in Rangpur. She set many schools especially open for the girls. Her husband Sakhawat Hossain encountged her to do so. Begum Rokeya fought against all superstitions. She wanted to break the chain of keeping inside home. Being educated, she worked for womenfolk. She worked for social welfare till death. She wrote many books like Padmarag, Motichur etc. She died in 1932. 64. Jibananda Das was born in a small town of Barisal in 1899. He took his Master's Degree in English at the age of 22. In 1992 he started his teaching career as professor of English at the Calcutta City College. He lost his job in 1928 on the charge of publishing a poem in the Parichaya Patrika. But in 1930 he joined the Ramjash College, Delhi but returned to his place of birth the next year. He got an appointment in Brajniohan College, Barisal in 1935. In 1947 when the Partition was made, Jivananda Das left Bangladesh for India. In West Bengal he started editing the Swaraj Patrika. In 1951 he joined the Khargpur College. He was awarded Rabindra Purashkar in 1953. 65. A merchant had a faithful dog which loved its master very much. One day the merchant rode to a far off place of business. The merchant started on his journey collecting much money. The dog followed him all the way. Since he was tired on the way, he took rest in the shade of a tree. He laid his bag of money beside him. After taking rest for sometime, he started this journey again leaving his bag behind. The dog saw the bag and realised the forgetfulness of its master. It thought that its master must remember it and come back. So the faithful dog kept watch on the bag. 66. Hazrat Omar (R) was the second Caliph of Islam. At night he used to walk alone in the streets of Medina. His aim was to see the condition of the people with his own eyes. One night while walking he heard the sound of crying coming out from &hut. He went there. He found a woman and three children. He asked the woman why the children were crying. The woman said to him that they had been starving for three days. Hearing this his heart melt into pity. He went to the Royal Treasury and brought food, for them. 67. Robinson Crusoe was born in York, England in 1632 A. D. His father was then a young merchant. He was a foreigner. He first settled in Hull, a port city in the eastern coast of England. He ran his own business successfully. He became quite a wealthy man. The eldest -son joined the Army against/ his father's wishes. Robinson Crusoe was the youngest of his father's three sons. The second son disappeared from home. Crusoe went on a trip to London With his friend, the son of captain of a ship in 1651. 68. Everyone will have heard the name of Solomon. The queen of Sheba heard of his wealth and wisdom. So she came to test him. She brought with her two garlands of flowers —one natural and the other artificial. She placed them before the king to take the natural one. He was puzzled for a time. He noticed some bees humming for honey in a withered rose,outside the window. He asked one of his men to open the windows. The bees came in and settled on the natural flowers and thus solvgd the problem. The queen of Sheba became surprised and went away admiring the king. 69. Yesterday I gave my nephew six pence . I advised him to save it. In stead he bought himself six pence worth of trouble. On his way to the sweet shop he dropped his six pence. It rolled along the pavement and disappeared down a drain. He took off his jacket and rolled up his sleeves. Then he pushed his right arm through the drain cover. He could not find his six pence any where. And what is more, he could not get his arm out. A crowd of people gathered round him. 70. There was a poor farmer in a certain village of Bengal . He would earn his livelihood by daily labour. But still he would pass his, days in quite happiness and merriment with his wife. He worked and even at night after his day's work he would sleep happily. There was a richman who had a big house beside the hut of the farmer. He had' a vast property but he was not happy. Because he craved for more wealth. He could not sleep at night. One day he thought of the miserable condition of his poor neighbour. He said to himself, "1 have enough money but the fanner has nothing". 71. Cinderella 's father and mother were- both dead. She lived with her aunt. She had two daughters, They were both fat and ugly. The aunt and her daughters hated Cinderella because she was beautiful. They made her do all the work in the house. She worked very hard but they always scolded her for not working hard enough. 'You must work harder,' they said angrily. 'You are a lazy girl.' Poor Cinderella stayed in the kitchen all day, cooking, washing the dishes and looking after the fire. -The ugly sisters sat lazily in comfortable chairs all day trying to make themselves look less ugly. 72. Long long ago, there lived a widow in a certain village of Bustam . She had a son. He was nine years old. She loved him dearly. The boy also loved and obeyed her very much. One night the entire village was in deep sleep. The boy was awake and busy in studies. His beloved mother was also sleeping. All on a sudden, she woke up. She told her son with dozing eyes to give her a glass of water. 73. In 1912 an American Shipping company launched a new ship called Titanic. It was the largest and most- luxurious ocean liner of the time. It weighed 46,000 tons and could carry about 2,200 passengers. Experts said that nothing, could make it sink. On April 10, 1912, the Mak) sailed on its first voyage across the Atlantic. It sailed from Southampton in England to New York in the United States, with 2,224 passengers; men, women and children. On April 15; just before midnight, the ship struck an ice­berg. The ice-berg tore a great hole in the ship's side and the unsinkable Titanic' began to sink. There was a great alarm on board. Warning bells rang out. 74. In the early hours of the morning the Titanic' sank . While her band was playing bravely on deck. Twenty minutes later another liner, the 'Carpathi' arrived on the scene. And it helped to rescue survivors from the icy water. But of the 2,224 passengers, only about 700 survived. It was a terrible disaster. But something good came out of the sinking of the Titanic'. In 1913 there was a committee of inquiry into the disaster. This committee drew up many new rules for shipping companies. Since then, every ship had to provide life-boat places for each passenger. 75. Long ago, there was a Sultan in Bengal. His name was Giasuddin Azam. His capital was Sonargaon near Dhaka. He was very just and kind ruler. The Sultans hobby was hunting. One day he was on hunting deer in the jungle. He shot an arrow aiming at a fawn. The arrow missed aim. By chance it pierced a boy standing in the jungle. The boy instantly died. 76. Fisherman Once upon a time there lived a fisherman who was old and poor. He could barely support his wife and three children. Everyday he used to go fishing early in the morning. But he never threw his net into the sea more than four times. One morning he threw his net into the sea as usual. He thought he had caught a large fish and so he felt very happy. But a moment later he saw that he had no fish, rather only a dead donkey. He was very disappointed. Then the fisherman became angry. He had just repaired his net and he noticed that the weight of the dead donkey had broken it in several places. 77. English Language English is an international language. Its importance can easily be understood. It is regarded as second language almost in every country of the world. A foreign office cannot function without English knowing persons. There are some jobs like that of a pilot, a telephone operator or a tourist guide and the like which require men who know English. To keep communion with people of the English speaking world, learning of English is a must. Besides, learning English at the secondary stage is very helpful for higher studies. A deeper understanding of this language can also bring us much pleasure. We will be able to enjoy good authors. Then, a proficiency in this language can help us become better understood and more capable of expressing our feelings. 78. Sheikh Saadi Once Sheikh Saadi was going to Baghdad with a group of rich merchants. He had a bundle of books and some money with him. The merchants had their goods and a lot of money. They travelled for twelve days without any trouble. On the thirteenth day a gang of robbers attacked them. The robbers took away all the goods and money from the merchants. Then the leader of the robbers came to Saadi. He ordered Saadi to give all he had to him. Sheikh Saadi handed him the bundle of books and also the little money he had without any fear. Saadi then said, "I hope that you will make good use of these books." 79. Two Friends and The Bear Once upon a time two friends were passing by a forest. They were talking about their love for each other. Suddenly a bear came there. The first friend climbed up a tree. The later could not climb up a tree. He did not find any way. He lay down on the ground and feigned death. The bear smell his ears, nose and face. He thought him to be dead. Then the bear went away. 80. Social Being Think of the first human beings, living in small scattered groups, each made up of a few families. The members of each group would hunt together and also fight other groups over things they needed. Soon, however, they came to see that it was useful to have some friends to help them. Therefore, they started to make friends with neighbouring groups, so that they might fight the others better. Then these friends came to live together and formed larger bodies called tribes. A tribe would not fight within itself, but quarrels went on between one tribe and another. Each, therefore, felt it necessary to grow larger and. more powerful. So tribes began to join themselves together, or were swallowed up by some larger tribes. Bigger and bigger tribes came into being. At last what we call nations grew. 81. Eiffel Tower The Eiffel Tower was named after Gustave Eiffel. He comes of a rich family. He had his education in Engineering. He used to work for a railway construction company. Gustave made plans of dame, factories, stations and structures of big size construction. A world's fair was held in Paris. Gustave proposed a 989 feet high tower of iron as a symbol of exhibition and a lot of people worked on it for two years. The tower was completed in March in 1889. It is still regarded as one of the wonders of the world. Millions of people visit the tower every, year. 82. There lived a poor but worthy farmer in a village. With the small income of his few acres of land, he used to support himself, his wife and seven children. One day while walking through the field, he found a purse of gold which had been dropped by a passer-by. He carried it home and showed it to his wife. She advised him to use it or at least a part of it for themselves. The honest farmer told his wife that honesty is the best policy and that he would first try to find out the man who had lost it. The wife rebuked the husband for his foolishness. The farmer kept saying, "Honesty is the best policy". The owner of the purse was at last discovered by the farmer. The rich man took the purse and gave him thanks but no reward. 83. Once Einstein went to Brussels at the invitation of the Queen of Belgium. When he got down from the train of Brussels, he saw many gorgeously dressed people present at the station. He could not think that these people were there actually to receive him. The officials also expected to see somebody who would appear to be rich and aristocratic to them. They never imagined that this shabbily-dressed man would be Einstein himself. So they went back to the Queen and informed her that the great scientist had not come by the train. Einstein, however, walked the whole way from the station with a suitcase in one hand and a violin in the other. When he reached the palace, the Queen said to him, "I sent a car for you, Dr. Einstein". With a smile on his face, he replied, "I did not expect that, your Majesty". "But," Einstein added, "I assure you, I greatly enjoyed the walk". 84. In 1271, Marco Polo who was then a boy of fifteen set out from Venice to China. He was accompanied by his father and uncle who had already been to China. They had to travel by land and sea, over mountains and across deserts. It took the Polos over three years to reach China. It was summer when the Polo reached Shangto where Kublai Khan, the King of China, lived. Kublai Khan received them cordially. Marco Polo soon became a great favourite with the King. The King sent him as his ambassador to some parts of his Empire. The King found Marco Polo much better than his other ambassadors and rewarded him. With the permission of the King, the Polos began their return journey which lasted for three years and they reached Venice in 1295. 85. Extraordinary meritorious Dr. Kudrat-E-Khuda was born on the 8th May, at village Margra in the district of Birbhum in West Bengal in 1900 A.D. His father Hazrat Shah Abdul Mukit was a pious man and his mother Fashiha Khatun was also a pious woman. At the age of six, he was admitted in a Furkania Madrasha and then in an English School. He showed extraordinary credit in every examination of the school. In 1925, with star marks he passed M. Sc in Chemistry from Kolkata University. In 1929, he passed D.Sc from Emperial College in England. In 1953, he was appointed Chairman of Secondary Education Board. He made a great plan to give the new structure of education system. He has great contribution to the scientific research of Bangladesh. He died on 3rd November, 1977. 86. Thomas Alva Edision , the great American inventor, was born in the town of Milan, Ohio in 1847. He had only three months of formal education during his boyhood. His school master considered him retarded. He made a series of very useful inventions. Edision created his first invention, an electric vote-recorder, when he was only twenty-one years old. It did not sell well. After that, Edision concentrated on inventing objects that he expected would be readily marketable. The inventions made Edision both famous and rich. For most of his life, Edision sufferred from seriously impaired hearing. He died in West Orange, New Jersy in 1931. 87. In the town of Stratford, in the days of Queen Elizabeth I, there might have been a bright-eyed boy of nine or ten making his way to Grammar School. The boy's name was William Shakespeare. William's father was a well-to-do citizen of Stratford. So, the boy had the best education that could be given him in the town. Strange to say, we do not know much about Shakespeare's early life. After he left school, he became a lawyer's clerk. Others say that he was a school master. Again, we are told that he was apprenticed to a butcher. We know that he married Anne Hathway. When he was still a young man, Shakespeare left his wife and family and went to London. 88. Galileo was born on 15 February 1564, at Pisa, Italy. His father was a skilful musician and mathematician. He wanted to make his son a cloth-dealer. But Galileo had no taste for business. He persuaded his fattier to let him study medicine and philosophy at the University of Pisa. He showed at a very early age, an unusual talent for science. At the age of only seventeen he had invented an important scientific law — the Law of the Pendulum. In 1609, Galileo heard of telescope invented by a Hans Lippershey, a maker of spectacles. He set to work on the day he heard of the Dutch telescope and made one of his own. Soon Galileo made more powerful telescopes with which he made many amazing discoveries about the sun and the moon and stars. 89. Everybody in the village respected Widow Douglas . She was a kind woman. She had none in the world. Widow Douglas had often seen Huck Finn. She knew that there was none to look after this boy. So, she brought Huck to her house. She told him that she would take care of him. At first Huck thought, it was a prison for him. But, when Widow Douglas gave him new dresses, good food and a nice bed, Huck was happy. He thought that mothers of the village would not dislike him again. 90. You have heard the name of Mother Teresa . She was born in Yugoslavia in 1919. She was one of those people who dedicated their lives to the service of mankind. When she was eighteen, she decided to be a nun and came to Calcutta. Then she became a teacher of a school in Calcutta. She swore to dedicate her life for the cause of the helpless and poor people. Soon her activities for the service of mankind spread all over the world. She was on her heels for her selfless service of mankind even at her old age. In recognition to her service, 'she was awarded Nobel Prize for peace in 1979. She was also given 'Bharat Ratna Award' in the following year. 91. Hazrat Hasan (R) was very pious and simple. One day while passing through a date garden, he saw an Abyssinian slave. He was sitting in one corner of the garden. He had a small loaf of bread in his hand. A hungry dog sat at a distance looking at him. The slave took a bit himself and then threw another bit to the dog. He did this for sometime. So the actually ate one half and gave away the other half to the dog. Hazrat Hasan (R) was surprised at the -behaviour of the slave. He went to the boy and talked to him about this. 92. One day a widow who had lost her son came to Buddha. The widow requested Buddha to restore her dead son to life. Buddha felt pity for the bereaved woman but could do nothing. He asked the widow to bring a handful of mustard seed from a house where death had not entered. The widow rushed from door to door for the mustard seed. But she found no house where someone had not died. At every house she heard that they had lost some of their near and dear ones. Being disappointed she came back to Buddha and told him about the result of her search. Then the Buddha told her that since death is a common affair everywhere she should not grieve over her son's death. The widow was consoled and went away satisfied. 93. Rabindranath was born in the renowned Tagore family on March, 1861. After the completion of his house education he was sent to school. But he did not like institutional education. So arrangements were made at house for his proper education. Only at the age of eight he started composing poems. In his thirteenth year, Rabindranath along with his father went to visit the Himalayas. He wrote his poetic novel 'Banaphul' at the age of fifteen. When he was sixteen, his poems and essays were being published in journals. At the age of seventeen he was sent to London to study law. But he studied literature with professor Henry Morely, only for a few months and then returned home. 94. Aristotle was born in Greece. He was a son of a Royal physician. His father wanted him to be a. physician but he never cherished to be so. He wanted to be a free thinker. As a result -from his childhood, he studied under a great free thinker Plato. Plato taught Aristotle according to his own way. Aristotle achieving his academic qualifications took the pen to write on different topics suitable for human civilization. He also wrote books on Literature, Economics and comparative Politics. 'Politics' is one of his famous books where we get the fullest development of his wisdom. He is called the Father of Biology because of his creativity. 95. Pasteur was a French scientist. He discovered that many diseases are caused by germs and he also found cures for several of them. At first, he only treated animals, because he did not want to cause the death of any human being. He found a mad dog and injected some weak germs of its disease into blood. The dog was cured. One day a boy named Joseph Meister was brought to Pasteur. He had been bitten by a mad dog. Pasteur gave him some injections and the boy did not get dogs disease. The news of Pasteur' success spread all over the world. Other doctor began to study his work. 96. Long ago, there lived a very kind and generous man in Yemen. The name of that man was Hatem Tai. He was not rich but he was very hospitable. People praised him more than their king. One day the king gave a dinner. The guests praised the king. So the king felt happy and proud. But the guests praised Hatem Tai also. This made the king angry. So the king wanted to have him removed from the world. 97. A country mouse l ived in a field of barley. He made a nest and hung it upon two stalks of barley. The nest was very small and very light. The country mouse ate barley and the roots of other plants. A mouse from the town came to see the country mouse. The country mouse gave the town mouse dinner in the barley field. He brought out the very best barley and roots for the meal. But the town mouse did not enjoy his dinner. "My poor friend," he said, "in town we have much nicer food than this. You must come to see where I live." The town mouse returned to his home taking the country mouse with him. They went to a big house. 98. Martin Luther king was a great leader in the history of the freedom and rise of the Negro Nation. He was born on 15th January, 1929 in the Atlanta city. As a student, Luther King was very brilliant. He obtained his doctorate degree from Boston University. In this time, he married an extra-ordinary learned woman called Curate Scott. After marriage, Luther King ,worked as a clergyman in the Baptist church of Albama. He donated all the money for the development of the Negro Nation. He was awarded Nobel Peace Prize for leading the racial problem of America in a nonviolent and peaceful way. He was imprisoned for his movement against the colour difference. He was shot dead in 1966 when he was only 37 years old. 99. William Wordsworth, a romantic poet, was born on April, 1770 at Cocker mount, Cumber land. He was educated at Howkshead Grammar School and St. John's College, Cambridge. He also received honorary degrees from Durham and Oxford University in 1833 and 1839 respectively. He became a friend of S.T. Coleridge who was his contemporary. Wordsworth began his literary life with Coleridge and his sister Dorothy. They jointly published Lyrical Ballads in 1798. He was given a job in the civil service in 1813. He went to France and lived there fora year. The later part of his life was prosperous and peaceful. After 1810, his literary life marked the beginning of a decline and he died on April 23, 1850, at the age of eighty. 100. Amartya Sen , a great economist was born in Dhaka on November, 1933. His parents were Ashutosh Sen and Amita Sen. At first he was admitted to St. Gregory's School in Dhaka. Then he had, his education from Santiniketan and next in Presidency College and finally at Cambridge. Back to India, he became the Head of Economics Department of Jadavpur University. Later, he taught at Delhi University and next in London School of Economics at Oxford. Finally, he became the master of Trinity College, Cambridge in 1977. He wrote many books on welfare economics of which 'Economic Inequality and Poverty and Famines' are famous. He is the founder of Welfare Economics which touches the lives of the poorest people of the society. He was the first Asian winner of Nobel prize in Economics awarded in 'S98. Sri Sen had made us proud. 101. Taimur was one of the greatest conquerors of the world. Once he attacked the province of a powerful prince. He entered the kingdom of the prince and captured a large village. The village was situated far away from the capital. The prince heard the news.Hecame witha large army. His soldiers surrounded the village on all sides. Taimur's soldiers were all killed. Taimur disguised himself as a poor traveller. Thus he saved his life. 102. Many of us have heard of Taimur . He was one of the greatest conquerors of the world. Once he attacked the province of a powerful prince. And he captured the province. The province was far away. The news reached the prince. He got furious. He came with a large army. The prince surrounded the province on all sides. A terrible battle took place between them and Taimur's solders were all killed except Taimur. 103. Many expedition had been led to conquer Mount Everest. Many climbers who took part in them lost their lives. Sir Edmund Hillary from New Zealand and his companion Tenzing Torkay from Nepal led an expedition in 1953. The expedition set out on March 10. As the climbers were going up, they set up camps at different places. They left some of their men and supplies in those camps. The highest camp was set up at 27,000 feet. Only Hillary and Tenzing reached that height. But the top was still 2000 feet away. After two months of difficult and dangerous climbing, they succeeded in reaching the top on May 10. 104. Neil A. Armstrong was the first human to walk on the moon as commander of Apollo 11. He was born in Wapakoneta, Ohio, on August 5, 1930. He received a Bachelor of Science degree from Purdue University. He took a Master of Science degree from the University of Southern California. He joined the Navy and flew as a naval aviator from 1949 to 1952. In 1955 he joined the National Advisory committee for flight Propulsion Laboratory. Then he was transferred to the High Speed Flight Station at Edwards Air Force Base, California as a civilian pilot for NACA and NASA. Among the aircraft he tested was the x – 15 rocket plane. On July 16, 1969 Neil Armstrong along with Buzz Aldrin and Mike Collins departed for the moon. Four days later, Armstrong and Aldrin landed their Lunar Module in the moon's Sea of Tranquility. 105. It was the eve of World War 11, October 1938. Mrs Smith sat on her favourite rocking chair and closed her eyes. She looked out of the window; it was dark- quite dark. The tension of the war hung in the air. Mrs Smith was restless as her husband william and Son William Smith Junior were off to the boarder. She switched on the radio and a deep male voice floated in. It was an invasion alarm. What actually happened on that night was Orson Weller and his Mercary Theatre presented a radio adaptation of H. G. Well's novel 'War of the World's on the air. Wells meant the programme to be a Halloween joke. Many listeners missed the beginning of the programme and mistook it for news coverage of an actual invasion of the USA. 106. Once there was a king. He was very fond of knowing his future from the astrologers . famous astrologer happened to stop at his capital. The king called on him. He wanted to know about his future from him. The astrologer told him something unpleasant. At this the king got furious. He condemned him to death. But another thought had crossed his mind before the astrologer was removed for execution. The king asked the astrologer how long he wanted to live. 107. Joynul Abedin was born, at a village in Kishoreganj in 1914. His father Tamij Uddin was a police officer. He had great thirst for drawing Pictures. He did not like hard and fast rule of school and so he drew pictures secretly. For this at the age of 15 he went to Kolkata to see Art School. In 1933 at the age of 19 he was admitted into Kolkata Government Art college. In 1938 he got first class in the Art School and in the same year he was awarded gold medal in all India Art Exhibitions. In 1948 he founded the Dhaka Art Institution in Dhaka. He drew lot of pictures of forming of 2nd World war and his name and fame spread all over the world. On 28 May, 1976 he died in Dhaka. 108. Before the birth of the prophet (sm ) Arabia was a land of very bad people. There was no unity among them. They quarrelled and fought among themselves. Allah sent Hazrat Muhammad (sm) for the good of these bad people. He said to them, "Your gods are lifeless. They have no power." "Allah is our Master, He is one and only one." He is all powerfull. He can do anything and everything. "So obey him and pray to Him." But the Arabs did not like his teaching. They said, "Muhammad (sm) speaks ill of our gods." 109. Robert Herrick , a famous poet of English Literature, was born in London. U.K. His father Nicholas Herrick was a famous goldsmith of London. Nicholas Herrick suddenly died when Robert Herrick was a boy of five years. After the death -of his father, his family shifted to a village in Middlesex. There he worked as an apprentice to his uncle in his trade of goldsmith for ten years. We do not know anything about his school years. We only know that he entered St. John's College of Cambridge. After taking his graduation, he joined as a rector of Dean prior in Devonshire. But he was removed from the post by the puritan government. He was again reinstated to his post and worked there till his death. 110. Socrates was the greatest Greek philosopher. He was a man of uncouth appearance. He was married to Xanthippe, who had a reputation of being scolded. He devoted himself to the investigation of virtue that makes a good citizen. He frequented public places and conversed with all and sundry. He interrogated those who had a reputation for wisdom and refuted them. He thus made enemies and was finally accused of impiety. He was condemned by a narrow majority of judges and sentence to death by drinking a cup of hemlock. When the sentence was pronounced he said to the judge, "Now I'm going to die and you to live. But only God knows which is better." Socrates wrote nothing but the general method and tendency of his teaching preserved in the Dialogues of Plato. 111. Percy Bysshe Shelley was a romantic poet of early 19th century. He was born on August 4, 1792 at Sussex in England. His father Timmotty Shelley was a country landlord. From his boyhood Shelley was meditative and studious. When lie was a boy of twelve, he was sent to Eton. At the age of 18, he 'went to Oxford University. But after one year he was expelled from the university for writing a pamphlet entitled 'The Necessity of Atheism.' His famous lyric 'Ode to the West' was written in 1819. One day Shelley and his friend Williams set sail in boat Aerial for Leghorn. On their way back, Shelley and Williams were drowned by, a sudden storm on July 8, 1822. 112. Socrates hailed from Greece. He was very curious during his childhood. However, most of his time, Socrates spent in his thou,,: s. When he was a grown up man, he was married to a quarrelsome lady. Socrates never tried -) quarrel with his wife because she was habituated in harassing him. He engaged himself in —aching the youths. He preached among them 'the principle of education which was 'know thyself. He did a lot to change the prejudiced outlook of the then people. When the cc ry of Greece was going on according to his principle, the king of the then period got an&, with him. He was called to the royal court and killed with the help of 'hemlock poison'. 113. Once a man hired a donkey of another man to go to a distant place. The donkey's owner went with him to bring back the donkey. He walked while the other man rode on the donkey. It was a long hot day and they were in the middle of a desert. There was no shadow anywhere. The only shadow was that of the donkey. The donkey's owner sat there. The other man pushed him and said, "Why are you sitting here?" This donkey has been hired by me. So its shadow is mine. The other man answered, "You hired only my donkey, but not its shadow. This shadow belongs to me. So I will sit here. They pushed each other and began to fight. Seeing this the donkey was frightened and ran away leaving them in the sun. 114. There was a bad man in a village. But when he did any work, he would say, " God had it done by me ." One day the bad man was stealing some mangoes from the garden of a neighbour. The owner of the garden saw him stealing the mangoes and he hurried to the garden. "Why are you stealing mangoes from my garden?" asked the owner of the garden. "Because god is getting it done by me "replied the bad man." The owner of the garden said nothing. He took a stick and was waiting for the bad man till he came down from the tree. When the bad man came down the owner of the garden caught hold of him and began to beat him with the stick. "Stop" said the bad man "What have I done to deserve it?" 115. Once there lived a Sultan in a country . He wanted to find an honest man to collect taxes. He invited applications. A number of people applied for the job. The Sultan was unable to choose an honest man. So, he asked for a wise counselor's advice. He suggested the Sultan to invite all the applicants to the palace. So, the Sultan asked all the applicants to the palace. When they arrived, the Sultan told them to dance. All the people blushed and refused to dance except one. 116. Gustave Eiffel was a French man. He was born in a prosperous family in 1832. He graduated from the central school of Engineering in Paris. For years Gustave made plan after plan of dams, factories and structures of great size. All over Europe engineers copied them. In the middle of 1880s the French government decided to organise a world Fair in Paris. Gustave Eiffel proposed a 989 feet tower of iron as a symbol of the exhibition. The construction of the tower began in January 1887. Forty engineers and designers under Eiffel's direction worked for two years. The Tower was completed in March 1889. 117. Abraham Lincoln was one of the greatest President of the United States of America. Lincoln was born in 1809. He rose from humble origin. As a man he was simple and kind. Lincoln became great by dint of his own efforts and perseverance. During the time when he was President of America a civil war took place. It began in 1861 and continued for more than four years. There were many Negro slaves in America in those days. The civil war occurred over the question of slavery. Lincoln was in favour of the slave., 118. Socrates was born in 459 B.0 in Athens. Socrates was a great philosopher. He was a great teacher too. Probably his father was sculptor. He lived in Athens in Greece. It was the home of sculpture. He wanted to spread the knowledge of truth. This great man however, did not die a natural death. He was killed by the rulers of Athens. About 2500 years have passed since he died. 119. Once an Englishman named Lemuel Gulliver went on a voyage to the South Seas. On the way a violent storm wrecked the ship. The captain and all the sailors were thrown into the sea and drowned. Luckily, Gulliver managed to swim safely away from the wreckage. He swam in the rough seas for hours, fighting bravely against the wind and the .waves. Finally the storm was over and the waves calmed down. Gulliver swam to an unknown land and stumbled onto the beach. There were no people or houses near the beach. Exhausted from swimming, Gulliver collapsed on the soft grass and fell fast asleep. He slept for two days. 120. Alexander , the great, was born in 356 B.C. He was a scholar King of Macedonia in Greece. His horse was named Bucephalus. He was educated by Aristotle. Alexander the great became King of Macedone in 336 B.C. He made a series of conquests. He extended his conquests to Egypt. In Egypt he founded Alexandria. In course of his conquests he captured the family of Darius. After completely defeating the Persians in 331 B.0 he came to India. 121. The Sherpas are mountain people. The word 'Sherpa' is derived from two words 'Shay' and 'Wa'. These together mean people belonging to the east'. They live in three levels of the mountain range in Nepal. It is situated in front of Mt. Everest and it's the main place of the Sherpas. The Sherpas celebrate many festivals. One of the festivities is the celebration of New Year. On this day no one goes out of the house and no work is done. Special food is prepared and clothes are made for the occasion. The food includes tea, a strong local drink, fried rice, a special kind of bread and many other delicious varieties. 122. An Arab ship was carrying a party of Muslim from Ceylon to Mecca for the HaJ. The ship was attacked by sea robbers from Debul, a sea-port in Sind. They looted the ship and carried away Muslim women and children. This sad news reached Hajjaj-bin-Yusuf, the governor of Iraq. He was angry when he heard what had happened and sent a messenger to Rajah Dahir, the ruler of Sind. He asked him to return the Muslim women and children. Rajah Dahir sent a cold reply to this message. Hajjaj was very angry when he received the reply and decided to teach the proud king a lesson. He sent his nephew Mohammad-bin-Qasim at the head of 12000 soldiers. In Sind a hard battle was fought and Rajah Dahir was killed and his army was completely defeated. 123. You might have heard the name of Ibn-l-Batuta. He travelled for more than thirty years. He wrote down all that he saw. He boarded a ship for Chittagong. It took him about six months to reach Chittagong. He heard th,, name of Shah Jalal of Sylhet and decided to visit him. From there he had to walk for another month to reach Sylhet. Outside the town of Sylhet two persons met him. They said that they were sent by Shah Jalal to receive him. Ibn-I­Batuta became very pleased hearing it. 124. A young boy around six years old became the subject of talk in his village. He was very curious about things around him. For example, once just to see how fire burns and what happens after a thing is burnt, he set fire on his father's barn. Most of the villagers knew the boy from his deeds. People soon got tired when they talked to him because he always asked "why and why". Sometimes it was difficult to satisfy him with answers and to satisfy his curiosity, the boy often undertook some, risky adventures. His father often got angry but at the same time he was proud of his son. His relatives often avoided him. There was only one person who never felt annoyed with the little boy. And that was his loving mother. 125. There lived a happy cobbler who passed his days working and singing from morning till night. He had a rich neighbour who was a banker. One day the banker asked the cobbler, "How much a year do you earn?" The cobbler replied, "How much a year, Sir? I have never counted that way. As you can see, I live from hand to mouth but somehow I manage to have three meals everyday and I am happy." The banker said, "I will put an end to your toiling. Take this money and keep them carefully and use them in time of need." The cobbler had never seen so much money at a time in life before. He took the money, hurried back home and buried it in the earth, but alas! He buried his happiness with it too. 126. Rabindranath Tagore was born at Jarasanko, in Calcutta on 7 May, 1861. His father was Maharshi Debendranath Tagore. He had no regular school education. He was educated at home by his father and tutors. He was a man of versatile genius. Some of his best works are Gitanjali, Sonar Tari, Kheya, Balaka etc. He composed Gitanjali, a book of poems, and won the Nobel Prize in 1913. He established a school at Santiniketon and afterwards founded the University of Viswa Bhariati. He was a great patriot. 127. Ibn Sina was born in 985 in Bukhara, in Iran. His full name was Abul Ali Sina. In his childhood his name and fame spread all over the Persian Gulf area. In his young age Ibn Sina came in contact with the philosophers, scientists, mathematicians and astrologers of that time. Al Beroni, Abu Shehol, Jurjam were among them. Reputation as physician spread all places in his early age. The then state government was acquainted with his fame. Sultan Mahmud, the king of Gajni, invited him to the Royal Court. His 'Kanoon' is the best recited book in medical science. Ibn Sina is called the prince of medical science. 128. Hazrat Muhammad (Sm) was the prophet of Islam. He was born in the famous qurash tribe of Mecca in 570 A. D. His father Abdullah died before his birth and his mother Amena died when he was only six. So, he became an orphan when he was still an infant. From his boyhood, he was very honest and truthful. At the age of twenty five he married Khadiza, a wealthy woman of Arabia and became the owner of her vast wealth. Being the owner of vast wealth, he had no attraction to it. Rather he spent most of his time in deep meditation in the cave of Mount-Hera. At last at the age of forty, light dawned upon him and he got the new truth. He proclaimed "There is no god but Allah and Muhammad is the messenger of Allah to preach this great truth to the world." 129. A crow was very thirsty and wanted to drink water. He flew from one place to another in search of water and at last found a jar in a garden. There was some water in the jar but it was too low down and out of his reach. The crow tried to turn the jar over and over again but it had no effect. As he was leaving the jar in despair, he noticed a heap of pebbles nearby. He hit upon a plan on this and took some pebbles. Then he dropped the pebbles into the jar. As each pebble went down, the water in the jar rose up little by little. When the water came to the mouth of the jar the crow drank to his fill. Then he flew away. 130. Alexander, the king of Macedon, crossed the Khaibar Pass and reached India. Then he came to the plain of the Punjab. There ruled a king named Porus. Porus came forward with his men and arms in order to defend his land from the attack of Alexander. But unfortunately, he was defeated in a battle and taken prisoner. He was brought before Alexander. He knew how to respect a bold man. Alexander asked him how he would like to be treated. "Like a king", was the reply of Porus. Alexander was pleased with Porus for his bold reply. 131. Michael was a poor shepherd living in the Lake District in England. He was frugal and industrious. His wife, Isabella, was also hardworking. Their son, Duke, was the apple of their eyes. But being faced with a sudden and unexpected financial crisis, they were compelled to live without the company of their beloved son. Duke went to London to work. He was employed in a business firm owned by a relative. The relative was satisfied with his work. Duke wrote letters to his parents regularly from London. He was a great comfort to them in their old age. 132. Albert Einstein was born in Germany in 1879. His father was a businessman. When the business failed, the family moved to Milan. For the next couple of years,' he taught mathematics and physics in a secondary school. He completed his secondary education from a high school in Aarau. He graduated in 1900. He got admitted in Swiss Federal Institute of Technology in 1896. He obtained Ph. D degree from the University of Zurich. He received a regular appointment at the University of Zurich. In 1922, Einstein received Nobel Prize in physics. 133. Eiffel was born in a prosperous family in 1832. He graduated from the central school of Engineering in Paris. For years and Eiffel made plan after plan of dams, factories, stations structures of great size. All over Europe engineers copied them. The construction of the tower began in January 1887. The tower ,was completed in March 1899. It was the highest structure yet made by man. No such building had ever been constructed before. It is still regarded as one of the wonders of the world. About a million people visit the tower annually. 134. Once there was an idle king. He did not undergo physical labour. So he became bulky and could not move from one place to another. He called in a doctor. The doctor was clever and wise. He did not prescribe any medicine. He asked the king to buy a heavy club and -move it in the air till he got tired. The king followed the advice of the physician. As a result, his fat grew less. Ultimately, he became fully cured. 135. Mark Twain was a popular writer of English literature. His real name was Samuel Longhorns Clemense. He was born in Missouri, USA in 1835. In his boyhood, he worked in a printing press. Later he became a member of the crew of a ferry boat in the Mississippi. Finally, he worked as a newspaper reporter. His books are full of pleasant humour. "Tom Sawyer" and "Hucklebury Finn" are two of his most popular books. His writings made him one of the greatest American writers. He died in 1910. 136. John Milton was the greatest epic poet of England. He was born in London in 1908. He was educated at Cambridge university. He acted for sometimes as latin Secretary to the Common Wealth Government under Cromwell. John Milton was a great classical scholar. His work issteeped in the classical spirits. Apart form 'Paradise lost' and Paradise Regained' Milton wrote a play on classical model, Samson Agonisis. He is also the author of such well known poems as 'Lucidas' 'L' Aligo, Penserroso. His sonnets are justly famous for loftiness of thought and diction. He belonged to the Puritan sect. 137. Rabindranath was one of the greatest poets in the world. He was born in 1861 in Kolkata in Jorasako Tagore family. He established Bengali in the history of the world. He achieved Nobel Prize in 1913 for the 'Gitanjali'. He composed our National Anthem, "Amar Sonar Bangla." He was a great teacher. He was also a philosopher, musician, novelist, and short story writer. He is the pride of our literature. He breathed his last on 9th August, 1941. His name will remain alive so long as Bengali will have existence. 138. William Shakespeare was one of the greatest poets and dramatists of the world. He was born on the 23rd April, 1564 in the small village of Stratford , on Avon. He possessed property both in Stratford and in London. Shakespeare was interested in the theatre and very soon he became an actor. By 1592, he established himself as a dramatist of the age. In 1595, he became a member of the newly formed 'Lucre Chamberlains Company.' He was ranked the greatest dramatist in 1598. Shakespeaere composed both tragedies and comedies. In the long two years, Shakespeare wrote two long poems entitled Venus and Adonis and Rope of "urce. He retired sometime before 1613 and died in 1616 in Paris. 139. Fatema started her career as a teacher in Jalilpur Primary School after passing S.S.C. Teaching three years at Jalilpur she got married. After marriage she joined Neel Para Primary School. Fatema was born in Jamalpur district in 1976. She passed her S.S.0 in the first division. In 1994 she passed H.S.0 with another first division. After passing H.S.0 she joined the Primary Training Institute in Jamalpur. From the Primary Training Institute she was sent to various workshops and received training. She has also attended some short trainings in 1996 and in 1997. She has been awarded 'National Award' for teaching in 1998. 140. Tazneen Karim is the corporate manager of SMC Bank. She has been associated with the bank for eleven years. She is the seniormost woman working there. She is the first female executive to get into- the bank's management committee. In the beginning, there were only a few women in the various positions. But in time, there were a lot of changes; many more women were given opportunity in different departments of the bank.. At present, there are 49 women in total, working in SMC Bank. The majority of them are in the management cadre. Every year, the Bank takes in new management trainees, with 50% men and 50% women. Young recruits are given an equal chance of pursuing a good career. 141. Ms. Fatema is a teacher of Neel Para Primary School. She was born in Jamalpur district in 1976. She passed S.S.C in 1992 and obtained first division. Then she got admission to Mymensingh Girls' College. She passed H. S. C with first division in 1994. Then she joined the Primary Training Institute in Jamalpur. From the Primary Training Institute she was sent to various workshops and received training. In 1996 she attended a short training on English Language Teaching in Dhaka. In 1997 she joined a workshop in Rajshahi on school management. She is equally popular with her students and colleagues. 142. Once a queen was jealous of the beauty of her only stepdaughter named Snow White. She-, ordered her huntsman to kill Snow White. But the huntsman, instead of killing Snow White, left her in the forest. While she was running in the forest out of fear, seven dwarfs found her. They took her to their house and brought her up. Once a prince came by that forest. As soon as he saw her, he fell in love with her. He married her and took her to his kingdom. The queen heard that. She went to the prince's palace to kill Snow White. 143. Sofia is 24 years old. and works as a nurse in a private clinic in Dhaka. At present, she lives with a relative. Sofia's parents live in a rural area. Sofia wants to be independent. She wants to lead a life of her own. Everyday she looks through the advertisements in the newspaper. She asks other staff to help her find accommodation. She reads the newspaper 'Ittefaq' everyday and looks through the 'to rent' and 'flats to share' page very carefully. She has been to see a number of different places in Dhaka city. Each time she has been disappointed for one reason or another. 144. Many years ago there lived a nobleman in one part of Arabia. He was Hatem Tai who used to give the poor freely out of his riches. That is why, he was very much loved by all people of Arabia. Nawfel, king of another part of Arabia became jealous of Hatem Tai. He was also afraid of him for his power and wealth. He feared that Hatem might one day take away his kingdom. So he made up his mind to get rid of Hatem at any cost. So he collected his men and marched against Hatem. Hatem knew of this and hid himself in a dense forest. King Nawfel could not get Hatem. 145. Thomas Alva Edison was one of the greatest scientists of the world. He was born in 1847 with great defect in hearing. So, he did not get formal education in any school. All the education was given him by his mother. At the age of twelve, he was put to work on a railway. Once he saved the stationmaster's child from an accident at the risk of his own life. Out of gratitude, the stationmaster taught him how to work the telegraph, which was newly invented then. Later he invented a new telegraph, which could print its own message. He also made some other inventions, which brought him money and fame. He breathed his last in 1931. 146. A lad went to famous teacher. He expressed his desire to acquire knowledge. He begged to instruct him in the arts and science. The learned man wish to fine out the ability of the boy. He asked him where Allah is. The lad replied that he would answer if he would tell where He is not. The sage thought highly of the boy's understanding. He praised him highly. He agreed to teach him. The boy devoted himself in acquiring knowledge. 147. Penicillin is a life-saving medicine. It was discovered by Dr. Alexander Fleming. Dr. Fleming was given the title "Knight" (Sir) in 1944 for his humanitarian services. Fleming was born in a poor family of Scotland. He was the seventh u. eight brothers and sisters. He. passed his boyhood with his parents. He went to school and came back home on foot. The' school was four miles away from their house. Fleming was a very regular and attentive student. Upto the age of twelve years, he was never absent from school. 148. Rabinadranath Tagore was one of the most leading poets in the history of world literature. Only at the age of eight he started composing poems. He was at the same time a poet, a novelist a dramatist, a philosopher and a musician. He was born in the renowned Tagore Family in March, 1861. After the completion of his house education, he was sent to school. But he did not like institutional education. So arrangements were made at house for his proper education. In his thirteenth year, Rabindranath along with his father went to visit the Himalayas. At the age of seventeen, he was sent to London to study law. But there he studied literature. 149. One day Meena and her parrot , Mithu, climbed a tall tree to pick a mango. She picked, the mango and took it to her mother. Although Meena had picked the mango, her mother gave the larger share of the fruit to Raju. Meena felt very disappointed. At dinner, Meena noticed that Raju as usual had got an egg but she did not. Mithu was not pleased to see that. Mother wanted to see if the children had washed their hands before they started eating. While they were outside washing their hands, Mithu divided the egg into two. He put half of it on Meena's plate. Coming back, Raju was upset to see that half of his egg had gone. 150. Feroza took a loan of three thousand taka in the year 1992. Then she bought a dheki and some paddy with the money. Soon after getting the loan, she and her husband started to make a plan. First they made a thatched hut so that they do not have to live under the open sky. The profit that she made was enough to repay the first instalment and buy food and clothes for the children. She sold the rice in the market and made a small profit. After that Feroza bought a little more paddy, husked it and sold it. Feroza worked day and night. She worked, worked and worked. Eventually, she managed to repay all the loan money. 151. Hazrat Muhammad (Sm.) was born in the Quraish tribe of Makkah in 570 A. D. His father Abdullah died before his birth. He was brought up by Halima in his childhood. Then he was brought up by his grandfather Abdul Muttalib. He was then brought up by his uncle Abu Talib. Hazrat Muhammad (Sm.) was truthful from his boyhood. He made an organization named Hilful Fuzut at the age of 17. He married Khadija at the age of 25. He got Ohi or revelation at the age of forty. He was the greatest of all the prophets. 152. Hazrat Abdul Quader was a famous religious figure in Islam. He was born in s Ilan in Iraq. His father died even before his birth. His mother decided to Send him to Baghdad with a view to educating him there. She was very pious and taught him many important and religious things. That time the roads were not safe; often gangs of robbers fell upon the travellers and plundered their belongings and money. At the time of sending, his mother sewed forty gold coins in his shirt and advised him never to tell a lie. The boy left for Baghdad with a caravan of merchants, but on their way a gang of robbers fell upon them and looted their money. One of the robbers said the small boy might have something with him. The gang leader said that perhaps the boy had nothing with him. Boy Abdul Quader spoke out, "No, no, I have forty gold coins sewed in my shirt.'' The leader felt surprised and said, "You might not have disclosed the fact.'' The boy said, "Mother has advised me never to tell a lie even in danger." The robbers felt ashamed of their deeds and gave up robbery. 153. Einstein , the great scientist, was simple in his ways of life. Once. -Ahe, -queen of Belgium invited him to Brussels. He travelled to Brussels by train atTd:got down at the station. But he could not think that many gorgeously dressed_~6fflcials had come to receive him at the station. The officials also expected to see-.somebody who was rich and aristocratic. They looked for him here and there~r sometime. But unfortunately, they failed to find him out. They never imagined that this shabby man would be Einstein himself. So they went back to1he queen and informed her that Einstein had n flc'ome by train. Einstein, however walked the whole way with a suitcase in on M-;' band and a violin in the other. When he reached the destination, the queen said to him, "I sent a car for you, Dr. Einstein." "I did not think that anybody 'Would send a.car for me", replied the great scientist with a smile. "But I'can assure you that I have greatly enjoyed the walk", said Einstein. The queen was highly amazed at his simplicity. 154. Rabindranath was the fourteenth child of Debendranath and Sarada Devi Tagore. He went to school early and wrote his first verse at the age of eight. At the age of seventeen, in 1878, he arrived in London. He joined his brother's family at Brighton and attended school there. He described London as a dismal city, smoky, foggy and wet. He was quite happy. in Brighton. But soon his brother sent him to London to benefit from the education in the West. Young TagQre joined London University, where he attended Henry Morely's lectures on English literature. He often visited the Houses of Parliament and listened to Gladstone and John Bright's debates on Irish Home Rule. Away from his brother's home he was lucky to find a friendly English family of Dr and Mrs. Scott. Their two daughters were taken aback with the presence of a blackie' in the house. But the girls' parents in fact treated him like a son. Though he was full of admiration for English society, yet he was called back to India in 1880. He returned home without any qualifications of distinction. 155. Once there lived a young man named Androcles. Unfortunately he was caught by a slave merchant. The merchant sold him to a rich man in another country. The man was very rude and cruel. He used to inflict heavy torture on him. It was unbearable for him. To escape torture, one day he fled from his master's house. He took shelter in a cave. A lion lived in the cave. In the evening the lion entered the cave. The lion seemed wounded as he was groaning. He came near the lion. He took the lion's paw in his hand and removed a big thorn from it. The lion was relieved of his pain. 156. Robert Bruce was a famous king. Enemies invaded his kingdom. The king fought bravely but lost the battle. He had to flee from his kingdom to his life. And he took shelter in a remote cave. The king was always in a gloomy state for his unhappy condition. Once he was lying in the cave. Then he saw a spider trying hard to each the ceiling of the cave. The spider failed again and again to succeed. But it did not give up hope. Bruce saw the spider climbing to the ceiling after some unsuccessful attempts. This dauntless spider inspired Bruce to shake off the darkness of the despair. He gathered an army of strong men and attacked his enemies. The enemies courted defeat and Robert Bruce regained his kingdom. 157. Nelson Mandela was the greatest leader of South Africa. In fact, he was one of the greatest leaders of the world All his life he struggled against apartheid. The Europeans were separated from the non-Europeans. It was government policy of racial segregation. The blacks were treated cruelly. They were aliens in their own country. The blacks were subjected to all sorts of indignities., They were denied all basic human rights. Even dogs received a much better - treatment than the blacks. The great leader vowed to put an end to the in human practice. He was thrown behind the prison bars. But the oppressive rulers could not break his spirit. Eventually, the great leader realised the goal of liberation of his people. 158. Dr. Alfred Nobel was born on 21st October, 1833 at Stockholm, Sweden. He was an engineer. His father Emanuel Nobel was an architect and researcher. He had ammunition business at Leningrad. In 1850 Alfred joined his father's company. After some years Alfred Nobel invented dynamite. He earned a lot of money from his dynamite business. He undertook a plan to give an award for encouraging the creative work. - This award was named after Alfred Nobel. So it was called the "Nobel Prize." The 'Nobel Prize' has been being given since 1901. The Prize is given every year. The award was also given for setting up peace in the world. The prize has immortalized his name. 159. One day Nasiruddin Hojja a was repairing a hole on the roof of his two-story house. Suddenly he saw someone calling from below. He saw there rn standing at the foot of the stairs. The man was asking him to get downed listen to him. He thought that the man had something important to say HqJ a was quite curious. So he climbed from the roof down the stairs. As he came near, the man said that he wanted sore financial help. At this Hojja became furious. Hojja decided to teach him ;a good lesson. Therefore, he told the man to climb up the stairs with him. When they both got to the roof top, Hojja said to the man, "Sorry, I have no money". Being greatly annoyed, the man asked why Hojja had made him climb up the stairs only to say that he had no money. Hojja immediately replied, 'Wh,have you made me climb all the way down stairs to ask for money instead of shouting from below?" 160. A lion was sleeping in a cave . At that time, a mouse fell upon its body playing.The lion caught it and it began to tremble with fear. The mouse said, "Let me go; sooner or later, I may help you." The lion laughed and said, "0 you! Are you suitable to help me?" (After sometime, the lion fell into a trap and he was crying, "Save me, please, save me, please." Listening this, the mouse came swiftly and found the lion in a trap. The mouse cut the net into pieces and thereby he was saved. "Many thanks to you. You have saved my life," said the lion. While going outside the net, the lion said, "It is a lesson for me." The lion said, "You are small in size but worthful." The mouse was proud of saving the lion. (m) From then the lion was kindhearted to the tiny creatures. In fact, the strong or mighty someone is also dependent to the weak one. 161. Othello was a brave soldier who had risen to become a general. He had shown his bravery in many bloody battles against the Turks. Everyone praised him and the senate trusted and honoured him. Brabantio, a rich senator of Venice, had only one child, a daughter named Desdemona. Brabantio often invited. Othello to his house where he and his daughter listened in wonder to Othello As he spoke about his adventures. Othello told them strange stories of battles he had fought in and places he had seen. Desdemona was fascinated by his stories and especially by the story of his life. He told them of deserts, caves anct mountains high enough to touch the sky. He also told them men who ate human flesh and of strange race of people whose heads were under their shoulders. Hearing it, she had to weep and she never became tired of listening to it. She pitied Othello for the misfortunes and hardships of his life. Her pity soon turned to, love and she confessed to Othello that she loved him. She was so beautiful the t many young men of the best families wished to marry her. She refused them because she loved Othello, a noble Moor from North Africa. 162. At last, the hour of departure had arrived. Socrates met his friends and disciples for the last time. He argued with them about the immortality of the soul. He~ told them that the soul of man cannot die. He asked them to let him die in peace. His friends and disciples could not bear the sight. With eyes full of tears, they bade Socrates a last farewell. They burst into tears and cried loudly like children. A few moments passed, Socrates lay down and covered his face. A moment later, he uncovered his face and looking at Crito, said, "Don't forget the debt, Crito." At spset, the Governor of the prison came. Then there came a man with a cup in hand. The scup contained hemlock, a very strong poison. Socrates took the cup in his hand, said his prayer and drank the hemlock without any hesitation. 163. An English poet was staying in Italy forthe benefit of his health. During his slay he received an unpaid letter from his friend. The letter contained nothing but some words. The poet had to pay double postage. He became very annoyed, He wanted to teach his friend a good lesson. So he procured a heavy stone. He packed it up in a fine box. Then he sent it to his friend with the words on it "Carriage to be paid on delivery". His friend thought that the contents of the parcel were valuable. So he paid the heavy charge for carrying. With a great hope in mind he opened the box. To his utter surprise he found nothing but an ordinary stone. Thus the poet taught his friend a good lesson. 164. Once upon a time there lived a maiden named Cinderella. Her mother was dead. She had two elder sisters. Her sisters were unkind to Cinderella. They made her stay among the pots and kettles and do all the hard work about the house. She had to work very hard in the kitchen. Sometimes, to keep warm, she crept among the cinders. That is why she was called Cinderella. One day the sisters came dancing into the house. 'We have been invited to the king's ball", they cried. At length the day of the great ball came.(-xii) The two sisters rode away in their fine silk dress. Poor Cinderella who had to stay behind, looked at her old ragged clothes and burst into tears. "Alas! she cried, "Why should I always have to stay in the kitchen while my sisters dress in silk and satins"? 165. Socrates believed that an angry man was more of a beast than a human being- He had a wife who used to lose her temper on the slightest excuse. She tried her utmost to irritate Socrates. One day the woman became more furious than ever. She began to insult the great scholar of Greece. Socrates went outside. He sat on the door step of his residence looking out on the path-street. The wife found that her husband was not paying the least heed to her word. She went upto him with a bucket full of water. Suddenly she poured much water over him. The passers-by in the street were much amused at the incident. Socrates joined with them in their laughter. He quietly remarked, "I am expecting this." "I know that after thunder comes rain." 166. There lived a very clever fox in a jungle . One day while walking through the jungle he fell into a trap. He struggled hard and at last was able to come out of the trap minus his tail. The fox was very sad as he thought he looked strange and foolish without his tail. He became envious of the other foxes who obviously looked more handsome, and make a plan to have their tails cut. He called a meeting of all the resident foxes of the jungle. As the foxes assembled for the meeting he shouted to them, "Dear friends! I've made a great discovery". "After a long research I've found that we don't need our tails", said he. They make you look ugly and dirty but they are of little use," added he. "So, friends? What's the use of carrying such a heavy load of a tail all the time?" he asked. "So I advise all of you to do away nth your tails", he concluded they look far better without them, I'm sure. Look! I've already cut off mine," he tried` to convince the others. The listeners were very confused and were trying to assess the situation. But an old fox saw through the evil scheme of the fox without a tail. "You didn't cut your tail", said he, pointing at the speaker, "May be you've lost it in some way or other, and now you want the others to lose their tails." 167. Ayesha Begum had three sons and two daughters. Her husband was a landless farmer. He used to work on other people's land. Their sons grew up. They started to work with their father in their village. One day they came to the town to earn more money. In the town they began to earn well. At first they used Ito send money to their parents. But after getting married they could not send money to them. Ayesha Begum and her husband had nothing to support themselves. So they had to pass their days through much hardship. They became very weak and feeble for want of food. Finally Ayesha Begum began to beg from door to door. She did so to manage food for herself and her husband. 168. Alexander, the King of Macedon, crossed the Khyber Pass and reached India. Then he came to the plain of the Punjab. There ruled a king call Purus. He wanted to attack the land of Purus. Purus came forward with his men and arms to defend his land from the attack of Alexander. But unfortunately he was defeated in a battle. Then he was taken prisoner. He.was brought before Alexander. Alexander asked him how he would like to be treated. "Like a king" was the reply of Purus. He showed his -boldness before Alexander. Alexander was pleased with Purus for his bold reply. He allowed him to rule his country as before. He also made him King of another Province in the Punjab. 169. Rober Bruce was the king of Scotland. He was also an ardent patriot and a gallant soldier. But he once lost his kingdom to England in a battle with the British forces. He fought with the English for his country for a long time, but he failed. One day he sat in a lonely hall, brooding over his sad lot. Suddenly a spider caught his view. It was trying to reach the ceiling. But each time it tried, . it dropped again. This happened six. times. But the spider did not give up the struggle. It tried again and again and at last reached its goal. The perseverance and tanacity of the spider inspired Bruce very much. $wearing to do or die, he fought the English for the seventh time. This time he was successful in driving the English from his kingdom. 170. A cook once roasted a duck for his master . The roast looked delicious and the cook ate one of the legs of the duck. The cook told him that the duck had one leg only. The master was not to be fooled. He said there was no such thing as one legged duck. The cook figisted that the duck had one leg. only. The master was very annoyed. At that moment the cook looked out of the window. One of the ducks was standing on one leg and had the other leg folded inside. The master clapped his hands loudly. It put down its other leg and ran off. The master looked at the cook. The cook replied that his master was right. The master was very amused. 171. The great leader of our country whom. we loge and admire is Sher-E-Bangla AK Fazlul Hque, From his boyhood, he was a very meritorious boy.: His father Kazi Wazed-Ali was a renowned pleader in the, Barisal Bar. One day the boy Fazlul Huq was S~ reading in his study. His fatherf1was passing by. H`e_saw Fazlul Haq was reading his lessons and tearing off the pages of his book one after-another . He at once entered the room and said "Oh boy, don't play with your book!'."I am not playing. I have already gone through these pages". "So, I do not need them at all" said he. His father wanted:to test him. He asked him to quote some lines from pages of the book. Fazlul -Huq quoted the pieces from memory, word for word. He was greatly charmed at the wonderful memory of his son.­He thought his son would one day be a great man in the sub continent. 172. You will have heard the name of Kazi Nazrul Islam. He is a rebel poet and national poet. Nazrul Islam was born on the 20th May, 1899 in Burdwan. (iv)lost his father in his childhood. (v), As. a result his mother fell in great financial .He spent his early life.in great hardship. He was called Dukhu Mia his sorrow. One day this Dukhu Mia became a great poet. As a boy was restless and absent minded. He did not like the hard and fast rules of school. Very often he used to flee away from school. He was fond of ventures, music and jatra party. He could sing, dance and compose verses en in his childhood. So, he drew the attention of the public. 173. Taimur was one of the greatest conquerors of the world. Young Taimur once attacked a province of a powerful prince, It was situated far away from the capital. When the news reached the Prince, he came with a large army. The area was surrounded on all sides. Taimur's soldiers were all killed, but Taimur escaped with great difficulty. He, disguised himself as a poor traveller and supported himself by begging. One day -he became very hungry and could not get anything to eat. He came. to a house and asked an old woman to give him something to eat. The old woman felt pity for him and quickly gave Taimur a full dish of food. Taimur was so hungry that he did not wait. He hurriedly dug his fingers right at the middle of the dish. The food was very hot. As a result he burnt his fingers. 174. The agitated students of Rajshahi University started to jump over the locked gate and to scale the wall. The teachers saw this. So, they- requested the guards on duty to open the gate. Meanwhile, the students doused a parked army jeep with kerosene. They set it on fire. The armed forces saw the situation. They started to take up position against the students. Seeing the armed forces taking position, Dr. Zoha came forward. He requested the armed forces not to open fire on. the students. But they did not pay any heed to him. Then, he declared that their bullets would pierce his heart first. The situation went beyond control. Finally, Dr. Zoha was shot in the back at I I in the morning. Later, he was bayonet charged too. 175. Long ago, there was a mighty king of England named Lear. He was tired of ruling and needed rest, so he made up his mind to step down from the throne and divide his kingdom among his three daughters: Goneril, Regan, and Cordelia. But first, he wanted to know how much they loved him. Lear asked his eldest daughter, "How much do you love me?" Goneril declared, "Sir, I love you more than I can say." Lear was satisfied. He called for a map of his kingdom and drew his finger around one-third of it. Next, his second daughter, Regan, said, "My love for you shall never change." Lear was pleased and gave her a third of his kingdom. Finally, it was the turn of Cordelia, his youngest and most loved daughter. When asked, Cordelia said, "Nothing." Lear was shocked and replied, "Nothing will come of nothing." 176. Once there lived a young man named Androcles . Unfortunately he was caught by a slave merchant. The merchant sold him to a rich man in another country. The man was very rude and cruel. He used to inflict heavy torture on him. It was unbearable for him. To escape torture, one day he fled from his master's house. He took shelter in a cave. A lion lived in a cave. In the evening the lion entered the cave. The lion seemed wounded as he was groaning. He came near the lion. He took the lion's paw in his hand and removed a big thorn from it. The lion was relieved of his pain. 177. Robert Bruce was a famous king. Enemies invaded his kingdom. The king fought bravely but lost the battle. He had to flee from his kingdom to save his life. And he took shelter in a remote cave. The king was always in a gloomy state for his unhappy condition. Once he was lying in the cave. Then he saw a spider trying hard to reach the ceiling on the cave. The spider failed again and again to succeed. But it did not give up hope. Bruce saw the' spider climbing to the ceiling after some unsuccessful attempts. This dauntless spider inspired Bruce to shake off the darkness of despair.. He gathered an army of strong men and attacked his enemies. The enemies courted defeat and Robert Bruce regained his kingdom. 178. You may have heard the name of Kazi Nazrul Islam . He is a; rebel poet and our national poet. Nazrul Islam was born on the 20 May, 1899 "in Burdwan.' He lost his father in his childhood. As a result his mother fell in great economic problem. He spent his early life in great hardship. He was called "Dukhu Mia" for his sorrow. As a boy Nazrul was restless and absentminded. He didn't like the hard and fast rule of the school. Very often he used to flee away from school. He was fond .of adventures, music and Jatra party. He could sing, dance, and compose verses even in his childhood. So, he drew the attention of the public. One day this "Dukhu Mia" became a great poet. 179. Long ago there lived a hare. A tortoise also lived nearby. The hare was always proud of his speed. The hare always teased the tortoise. One day he challenged the tortoise to defeat him in a race. The tortoise accepted the cl-iallenge. They went to a fox and wanted him to act as a judge. The next day -'he hare and the tortoise reached the venue. They got ready. As the fox waved the flag, the two started running. The hare ran very swiftly. But the tortoise ralli very slowly. Covering much, the hare took rest. He decided to take rest for sometime. 180. Who doesn't know the story of two friends passing through a forest ? They were talking about their love for each other. Suddenly a bear came there growling. The first friend climbed up a tree without any second thought. The latter could not climb the tree. He could not make out what to do. With ready wit, he lay down on the ground and pretended to be dead. The bear smelt his nose, ears and face. It considered him to be dead. Then the bear went away. The second friend stood up. After that the first friend came down. He asked his friend what the bear told him. He said that the bear advised him not to trust a man who -leaves his friend in danger. 181. It was a frosty winter day. An ant was taking out of his granary some grains of wheat. The ant had stored them during the summer. During summer the ant was gathering the grains. A grasshopper, half-dead with hunger, came limping by. The grasshopper saw what the ant was doing. The grasshopper said, " Brother ant, give me a morsel of food." Hearing this the ant smiled grimly. The ant asked what he was doing during the summer. The grasshopper replied that he was not idle. He was singing all day long during the summer. The ant said, "Since you sang all summer, it seems you have to dance all winter." Saying this the prudent ant locked his granary door. The grasshopper went away being sad. 182. At last, the hour of departure had arrived. Socrates met his friends and disciples for the last time. He argued with them about the immortality of the soul. He told them that the soul of man cannot die. He asked them to let him die in peace. At sunset, the Governor of the prison came. Then there came a man with a cup in hand. The cup contained hemlock, a very strong poison. Socrates took the cup in his hand, said his prayer and drank the hemlock without any hesitation. A few moments passed, Socrates lay down and covered his face. A moment later, he uncovered his face and looking at Crito, said, "Don't forget the debt Crito." His friends and disciples could not bear the sight. They burst into tears and cried loudly like children. With eyes full of tears, they bade Socrates a last farewell. 183. Belal is now an affluent man. Through hard work he has managed to turn the wheels .of fortune. He was an unemployed youth of an impoverished family. Belal studied up to class eight. Poverty then forced him to look for works. He worked as a labourer. Then he joined the training programme of NHC. He has remained associated with it since then. Belal first received training in vegetable cultivation. Then he got a lease of land in his village. He applied his new and improved knowledge to cultivating vegetables. He has also been raising hi-bread cows for milk as well as to. produce manure. Belays lot has changed radically. He is now very happy to be a self-sufficient man. 184. You must have heard the name of Professor Dr. Muhammed Yunus . He was born on 18 June-at Bathua village in Hat Hazari of Chittagong. His father's name is Hazi Dula Mia and mother's name is Sufia Khatun. He is the third among fourteen children of his parents. He completed his primary education from Lama Bazar Primary School and got first place in the scholarship examination. Then he got himself admitted into a collegiate school and passed the Matriculation standing 16th position. He passed the Intermediate Examination from Chittagong College. After passing the Intermediate Examination, he got himself admitted into the University of Dhaka in the Department of Economics. He got MA. in Economics in 1961 and did his Ph.D in 1969 from the USA. He established Grameen Bank in 1976 and`-startedhis micro credit programme from Jobra village . Grameen Bank and his micro credit programmes have been very successful in poverty reduction all over the world. His activities of poverty alleviation and promotion of peace have been famous all over the world. His Project for the promotion of peace through poverty reduction has been taken as a model all over the world. He is awarded the Nobel Prize for peace in 2006 for which the Bengali nation is proud of.

Dialogue Writing A dialogue is simply a conversation between two people. The purpose of writing dialogues in school is to help students learn the normal, everyday way that people talk in English. This practice trains students to share their own ideas using easy and natural language. Often, students who learn English from books can sound a bit unnatural or too formal when they speak. This is because they do not get many opportunities to practice talking with native English speakers. Because of this, any activity that helps students speak English more naturally and feel more comfortable is very valuable. Practicing dialogues is an excellent way to do this.   Points to remember   To write a good dialogue, you need to think a little bit like an actor playing two different roles. First, you must understand both sides of the topic you are writing about. Then, you have to imagine you are actually each of the two characters. This allows you to make them speak in a way that is natural for their personality. You have to think from each person's point of view to make their opinions sound real and believable. When someone reads your dialogue, it should sound natural and unplanned, as if they were listening to a real, live conversation. It should not feel stiff, boring, or like the characters already practiced what they were going to say. But here is the secret: even though a good dialogue sounds unplanned, you actually need to prepare it very carefully. The trick is to hide all of your hard work. A good writer has the skill to make their writing seem effortless. That is why it's always a good idea to make a simple plan or outline before you start writing. If you don't have a plan, your dialogue might become confusing, wander off topic, and have no real purpose.       How to Write Dialogue   Here are four simple steps to help you write a great dialogue. Step 1: Think and Take Notes First, think carefully about the topic of the conversation. Then, write down some notes about the different ideas or feelings the two characters might have. What would each person say? What points would they make? Step 2: Organize Your Ideas Next, put your notes into an order that makes sense. A conversation should flow, with one idea leading to the next. It helps to create a simple outline or a numbered list of the points. This list will be your map to guide you as you write. Step 3: Think About Your Characters Try to imagine the people who are talking. What are their personalities like? Are they old or young? Happy or sad? Smart or simple? Once you have a clear idea of who they are, you can make them speak in a way that fits their character. For example, an excited person might use exclamation points, while a calm person would use simpler, more thoughtful sentences. Step 4: Write it to Sound Real When you write the final dialogue, your main goal is to make it sound like a real conversation. Do:  Use easy, everyday words that people normally use when they talk to friends. Try to remember how you and your friends speak, and use that style. Don't:  Avoid using difficult, formal, or "textbook" language. The conversation should not sound stiff or unnatural. It should feel smooth and interesting to the reader.           Things to be Careful about When Writing Dialogue Here are more tips to make your dialogues lively and realistic. 1. Keep the Conversation Moving Share the talking.  Don't let one character talk for a very long time, like they are giving a speech. A dialogue is a two-way street. Give all the characters a chance to speak. Keep it quick.  The conversation should move back and forth between the characters to keep it energetic and interesting. 2. Use Interruptions Sometimes In real life, people sometimes interrupt each other. You can use this in your writing to make the dialogue feel more natural. But be careful not to use interruptions too often. For example: A:  "I'm sure he would never do that. Just the other day he told me—" B:  "I don't care what he told you! I know for a fact that he did it." 3. Be Clever with Questions and Answers Real conversations aren't always straightforward. You can make your dialogue more exciting by having your characters do these things sometimes: Answer a question with another question: A:  "What will you do if he doesn't answer your letter?" B:  "Well, what would you  do?" Answer a question before it is asked: D:  "I heard something about you the other day, John." J:  "I know! You're going to ask me why I was absent from the office last Monday. Well, I'll tell you..." 4. Show Feelings with Short Words (Interjections) People often use short words or phrases to show how they are feeling. Adding these can make your dialogue more colorful. To show surprise:  "Oh my!", "Goodness!", "No way!" To show annoyance:  "Oh, bother!", "Oh, dear!", "Seriously?" To show happiness:  "How wonderful!", "Great!", "Awesome!" Important:  Use these words carefully and don't add too many, or it will sound unnatural. Also, always avoid using slang or inappropriate language. 5. Have a Strong Beginning and a Clear Ending The Beginning:  Start your dialogue in an interesting way to grab the reader's attention from the very first line. The Ending:  The conversation should lead to a clear point or conclusion. It shouldn't just stop suddenly and leave the reader confused. The first and last sentences of your dialogue are the most important, so pay special attention to them. Dialogue Writing Relevant Materials on Dialogue writing মনে রাখতে হবে informal English-এ অধিকাংশ সময় helping verbs-এর contracted form (সংক্ষেপিত রূপ) ব্যবহার করা হয়. এছাড়া ভাব আদান-প্রদানের সময় notions/functions-এর নিয়ম অনুসরণ করে greeting, apology, regret, gratitude, liking, disliking, agreement, disagreement প্রভৃতি attitudes প্রকাশ করার কৌশল আয়ত্বে রাখতে হয়. নিচে এ সংক্রান্ত প্রয়োজনীয় তথ্য অতি সংক্ষেপে তুলে ধরা হল- Chart-1: Contracted form of subject + helping verbs Subject + Helping verbs Contracted form Subject + Helping verbs Contracted form I am I'm We have We've I have I've We had We'd I had / I would I'd / I'd We would / We should We'd / We'd I should I'd We will/shall We'll I will/shall I'll S/He is/was S/He's You are You're S/He has S/he's You were You're S/He had S/he'd You have You've S/he would S/he'd You had You'd S/he should S/he'd You would You'd S/he will S/he'll You should You'd They are/were They're You will You'll They have They've It is It's They had They'd It has It's They would/should They'd It had/would/should It'd They will They'll It will It'll Let us Let's There is / There are/ were There's / There're What will / That will What'll / That'll What is What's Who will Who'll That is That's This will This'll Who is / We are / We were Who's / We're / We're There will / That will There'll / That'll N.B: Subject-এর সঙ্গে apostrophe (') যুক্ত হয়ে উল্লিখিত helping verbs-এর প্রথমাংশ লোপ পায় এবং subject-এর সঙ্গে মিলিত হয়ে একটি word রূপে উচ্চারিত হয়. Chart-2: Contracted negative form of helping verbs Full form Contracted form Am not Aren't Are not Aren't Is not Isn't Was not Wasn't Were not Weren't Have not Haven't Has not Hasn't Had not Hadn't Do not Don't Does not Doesn't Did not Didn't Cannot Can't Full form Contracted form Could not Couldn't May not Mayn't Might not Mightn't Would not Wouldn't Should not Shouldn't Ought not Oughtn't Must not Mustn't Need not Needn't Dare not Daren't Shall not Shan't Will not Won't N.B.  Negative contracted form of helping verbs subject-এর সঙ্গে যুক্ত হয় না বরং not-এর সঙ্গে যুক্ত হয় এবং not-এর o লুপ্ত হয়ে apostrophe (') বসে. 'am not' aren't হয় যা কেবল Interrogative বিশেষ করে Tag question এ ব্যবহৃত হয়. Assertive Sentence এ I'm not হয়. তবে 'ain't' ridiculous (ব্যঙ্গায়ক) অর্থে be এবং have verb উভয় ক্ষেত্রে ব্যবহৃত হয়. Some Important Attitudes/Notions/Functions 1. Greetings (সম্ভাষণ): Social/cultural, Religious, Common (a) Social/cultural (সামাজিক/সাংস্কৃতিক)  এগুলো অপরিচিত এবং সরকারী ও ব্যবসায়িক পরিবেশের জন্য এবং 'Good' বাদ দিয়ে বাকী অংশ বলা যায় নিজস্ব পরিচিত জনদের মধ্যে. Hello/Hallo, Hi:  বন্ধু বান্ধব এবং পরিচিত ঘনিষ্ঠজনদের মধ্যে বিশেষ করে টেলিফোনে Hello/Hallo ব্যবহার করা হয়. Good morning:  দুপুর পর্যন্ত সাক্ষাৎকার (সবার জন্য). Good afternoon:  দুপুরের পর বিকেল ৪টা পর্যন্ত সাক্ষাৎকালে. Good night:  রাতে বিশেষ করে শোয়ার আগে বিদায়কালে ব্যবহত হয়. Bye/Tata/Cheerio:  বিদায়কালে informal greeting বন্ধু বান্ধবদের মধ্যে. Good bye:  বিদায়কালে formal greeting এবং নিজস্ব পরিবেশে ব্যবহৃত হয়. See you / Be seeing you/Cheerio   (b) Religious (ধর্মীয়)   Assalamu alaikum:  সকল সময় ছোট বড় পরিচিত অপরিচিত সবার জন্য মুসলিম সম্ভাষণ. Nameste/Namesker:  হিন্দু সম্ভাষণ. Adab:  হিন্দু মুসলিম পরস্পর সম্ভাষণ. (c) Common (সাধারণ)   How are you?:  পরিচিত ব্যক্তিদের মধ্যে সাক্ষাৎকালে. How do you do?:  অপরিচিত ব্যক্তিদের মধ্যে পরিচয়কালে উভয় পক্ষই এটি ব্যবহার করে. 2. Request (অনুরোধ):   Give me a pen (please):  সাধারণ অর্থে. Will you lend me a pen?:  বিনয় অর্থে. Could you lend me a pen?:  বিনয় অর্থে. Do you think you could lend me some money?:  অধিক বিনয় প্রকাশার্থে. I wonder if you could help me.   Would you mind giving me the pen?   3. Gratitude (কৃতজ্ঞতা):   Thank you:  সাধারণভাবে কৃতজ্ঞতা প্রকাশার্থে. Thanks/many thanks/thanks a lot:  বন্ধুদের মধ্যে (informal). Thank you very much:  সর্বাবস্থায় প্রযোজ্য. This is kind/good/nice of you:  অপরিচিত এবং সম্মানিত ব্যক্তিদের নিকট এভাবে কৃতজ্ঞতা প্রকাশ করতে হয়. I am really grateful to you:  লিখিতভাবে প্রকাশার্থে formal gratitude. 4. Apology (ক্ষমা):   Sorry:  ছোটখাট কারণে এভাবে ক্ষমা চাওয়া হয়. I'm sorry:  অধিকাংশ ক্ষেত্রে ব্যবহার করা যায়. I'm very sorry/really sorry/ever so sorry:  গুরুত্ব প্রকাশার্থে এভাবে বলা হয়. I can't tell you how sorry I am:  বিশেষ পরিবেশে (formal). 5. To accept apology (ক্ষমা গ্রহণ করতে):  That's alright. Forget it. Don't worry/Not to worry, etc. 6. Obligation/ Necessity (বাধ্যবাধকতা/আবশ্যকতা):  You've to/must do it. (using Have to/must) . We should/ought to love our country. (using Should/ought to) . You have got to take care of your health. (using Have got to) . You needn't go to college today. (using Needn't) . You mustn't touch the books on the shelf. (using Mustn't) . 7. Preference (অধিক পছন্দ):  Do you like coffee? No, thanks. Would you prefer tea to coffee? Yes, I prefer tea. But I would rather have coffee than tea. 8. Suggestions/proposal (প্রস্তাবমূলক বাক্য):  (a) Let's go out now, shall we? (b) Go out now. (c) Why don't we go out now? (d) We could go out now. (e) It might be a good idea to go out now etc. 9. Surprise (বিস্ময়):  Surprising!/amazing!/astonishing! Good heavens! /What a surprise!/I can't believe it! What a pleasant surprise! 10. Opinion (মতামত):  Shall we go to the stadium? I don't think it's possible. I also think so. As far as I am concerned it's impossible. 11. To draw attention (দৃষ্টি আকর্ষণ করতে):  Excuse me! Sorry to interrupt you. 12. Emphasis/Insistence/ persuasion (জোরদার ভাব প্রকাশার্থে): (Do + verb present form) Do sit down, please. Do have at least a cup of tea, please. 13. Agreeing (সম্মতি):  Do you agree with me? Ans. (a) Yes, it is. (b) Of course, quite so. / exactly etc. (c) I agree entirely. / I couldn't agree more. (d) That's just what I'm thinking. 14. Disagreeing (অসম্মতি / দ্বিমত পোষণ):  Do you agree with me? Ans. (a) No, surely not/certainly not. (b) I disagree / I don't agree with you. (c) Sorry; but I don't agree with you. (d) I'm not sure. I wonder. (e) I'm afraid. I can't agree. (f) I really don't think so. 15. Sounds expressing relevant attitudes:   Um:  a sound that people use when they hesitate or do not know what to say next. Hmm:  a sound that you make to express doubt, a pause, or disagreement. Err:  (meaning to make a mistake). Wow!:  (used to express great surprise or admiration). Woah!   Yeah/Yep:  (used when you're commenting on what somebody has just said). Uf/Ooof   Hey:  a shout used to get someone's attention/to express surprise, interest or annoyance. Nope   No kidding?   Excuse me!:  (used to politely get somebody's attention, especially somebody you do not know). Well:  (used to express surprise, anger or relief). Sorry?:  (BrE to ask someone to repeat something that you have not heard properly). Cheerio:  (BrE Goodbye অর্থে). Some Points to act upon Use colloquial (আঞ্চলিক কথ্য) form of language. Use minor sentences if necessary. Use contracted forms (e.g., cannot = can't). Use question-tags (e.g., It's fine, isn't it?). Use interruptions. Use simple sentences. Most Important Dialogues for Examination A dialogue about the bad effect of smoking A Dialogue about the preparation for the SSC Examination A Dialogue / Conversation between a doctor and a patient A dialogue about the problem of load-shedding Dialogue between two students about their hobbies A dialogue about how to learn English well A dialogue between a master and a pupil on public speaking A dialogue between a librarian and a student on borrowing books A dialogue between two friends regarding Internet Dialogue between father and son on the choice of career A Dialogue Between Two Friends on Food Adulteration A dialogue between A tourist and a native about some direction A dialogue between Sujan and Ashik about importance of English A dialogue between Sujan and Ashik about importance of English Dialogue about the advantages and disadvantages of village life and city life A dialogue between the two friends about the causes of failure in English A dialogue between two friends on visiting a place of historical interest A Dialogue between you and your headmaster about a transfer certificate. A dialogue between two friends about the importance of reading newspaper Dialogue between two friends about the importance of tree plantation Dialogue about how to eradicate the illiteracy problem from Bangladesh A dialogue between two friends about importance of games and sports A dialogue between two friends about an exciting cricket match A dialogue between two friends about merits and demerits of mobile phone A dialogue between you and your friend about the importance of online class Dialogue between you and your headmaster asking for three days’ leave A dialogue between two friends on frequent road accidents in our country A dialogue between two friends about how to do well in the examination. A Dialogue between two friends on how to make good result in examination A dialogue between you and the manager of a bank about opening a bank account A dialogue between two friends about merits and demerits of mobile phone A dialogue between Harun and the Headmaster of my school about a seat in the school hostel Dialogue between two students about the last prize-giving ceremony in their school A dialogue between a bookish student and an athletic student on the comparative merits of mental and physical culture. A Dialogue between two friends on how to spend spare time after SSC / HSC A dialogue between two friends about the importance of good health / how to keep in good health / importan ce of physical exercise.

SSC Board Questions - 2025 1. Complete the passage using suitable connectors: [Dhaka Board-2025] Ruma is a student of class ten. (a) ___ she is meritorious, she never takes pride in her merit. She is helpful to all. (b) ___ any weak student comes to her with any problem, she tries to help him/her. She is respectful to the seniors (c) ___ affectionate to the juniors. She is simple in behavior (d) ___ strict in principle. (e) ___ everyone loves her. 2.None can deny the importance of tree plantation (a) —— our lives depend on it. (b) —— it is unfortunate that we are cutting trees recklessly. (c) —— trees are planted, soon our land will be deserted (d) —— there will be an adverse situation. (e) —— we should be aware of tree plantation. 3. [Cumilla Board-2025] Our environment is getting polluted in many ways. (a) ______ our air is being polluted by smoke from vehicles, household wastes, industrial wastes, smoke from burning fuels and so on. (b) ______ water is being polluted for using insanitary latrines, for using pesticides in croplands, for industrial wastes (c) ______ for many other reasons. Another form of pollution is sound pollution. (d) ______ this pollution occurs because of our unconsciousness. (e) ______ we all should be conscious of the side effects of any kind of pollution and act accordingly to lead a healthier and happier life.     4. [Jashore Board-2025] The foods that we eat can be divided into six kinds (a) ______ what substances they contain and (b) ______ benefits they do to us. Fish, meat, peas and milk provide us with protein (c) ______ builds our body and helps us grow. (d) ______ we do not take these, we cannot grow well. Vitamins and mineral salts protect us from several diseases (e) ______ keep us fit for work.   5. [Dinajpur Board-2025] We should always keep in mind (a) ___ all kinds of physical exercise are not suitable for all. Different people have different capabilities. (b) ___ , harder exercise like wrestling (c) ___ gymnastics are suitable for young people (d) ___ they have energy to perform them. Weaker and old people should take the milder exercises (e) ___ include walking, jogging, free hand exercises etc. 6. [Sylhet Board-2025] Some people think that blood donation is so serious loss from their body. It cannot be recovered (a) — it may cause serious health problem. (b) — this concept is completely wrong. (c) — most people (d) — the educated people do not have clear conception on the process of blood donation and its facts correctly. The fact is (e) — red blood cells in our body are reproduced again within 120 days after blood donation.   7. [Barishal Board-2025] “Where there is a will there is a way.” This proverb is quite true. People hate their fate (a) ______ they cannot get the result as their wishes. But (b) ______ a man works deliberately for building his future, success will touch him definitely. There is no magic power, (c) ______ it is the magic of hard-work. (d) ______ one gets success, fortune will side him too. The unlucky people rebuke the fate. (e) ______, there is no alternative to work.   8. [Chattogram Board-2025] (a) ______ a flood is considered to be a natural calamity, it is no doubt a blessing for the people. It is considered to be a blessing in the sense (b) ______ it makes the soil alluvial. (c) ______, silt is scattered over land after land (d) ______ makes the soil fertile. So, it can be said that the flood has (e) ______ constructive and destructive sides.   9. [Mymensingh Board-2025] Load-shedding refers to stopping the supply of electricity for a period of time in a certain area. It is a great curse (a) ______ people have got used to an electricity oriented life. It occurs (b) ______ the power generation is less (c) ______ the demand. (d) ______ unplanned distribution (e) ______ illegal connection of electricity are also responsible for it.   SSC Board Questions - 2025 Answer 1. Complete the passage using suitable connectors: [Dhaka Board-2025] Ruma is a student of class ten. (a) ___ she is meritorious, she never takes pride in her merit. She is helpful to all. (b) ___ any weak student comes to her with any problem, she tries to help him/her. She is respectful to the seniors (c) ___ affectionate to the juniors. She is simple in behavior (d) ___ strict in principle. (e) ___ everyone loves her. Answer: (a) Although/Although; (b) Whenever; (c) and; (d) but; (e) So/That's why 2. [Rajshahi Board-2025] None can deny the importance of tree plantation (a) —— our lives depend on it. (b) —— it is unfortunate that we are cutting trees recklessly. (c) —— trees are planted, soon our land will be deserted (d) —— there will be an adverse situation. (e) —— we should be aware of tree plantation. Answer: (a) because/as/since; (b) However/But; (c) Unless; (d) and; (e) Therefore/So 3. [Cumilla Board-2025] Our environment is getting polluted in many ways. (a) ______ our air is being polluted by smoke from vehicles, household wastes, industrial wastes, smoke from burning fuels and so on. (b) ______ water is being polluted for using insanitary latrines, for using pesticides in croplands, for industrial wastes (c) ______ for many other reasons. Another form of pollution is sound pollution. (d) ______ this pollution occurs because of our unconsciousness. (e) ______ we all should be conscious of the side effects of any kind of pollution and act accordingly to lead a healthier and happier life.   Answer: (a) For example/For instance; (b) Similarly; (c) and; (d) Actually; (e) That's why/So  4. [Jashore Board-2025] The foods that we eat can be divided into six kinds (a) ______ what substances they contain and (b) ______ benefits they do to us. Fish, meat, peas and milk provide us with protein (c) ______ builds our body and helps us grow. (d) ______ we do not take these, we cannot grow well. Vitamins and mineral salts protect us from several diseases (e) ______ keep us fit for work.   Answer: (a) according to; (b) what; (c) which; (d) If; (e) and 5. [Dinajpur Board-2025] We should always keep in mind (a) ___ all kinds of physical exercise are not suitable for all. Different people have different capabilities. (b) ___ , harder exercise like wrestling (c) ___ gymnastics are suitable for young people (d) ___ they have energy to perform them. Weaker and old people should take the milder exercises (e) ___ include walking, jogging, free hand exercises etc. Answer: (a) that; (b) For example/For instance; (c) and; (d) because/as/since; (e) which 6. [Sylhet Board-2025] Some people think that blood donation is so serious loss from their body. It cannot be recovered (a) — it may cause serious health problem. (b) — this concept is completely wrong. (c) — most people (d) — the educated people do not have clear conception on the process of blood donation and its facts correctly. The fact is (e) — red blood cells in our body are reproduced again within 120 days after blood donation.   Answer: (a) and; (b) But; (c) In fact/Actually; (d) even; (e) that 7. [Barishal Board-2025] “Where there is a will there is a way.” This proverb is quite true. People hate their fate (a) ______ they cannot get the result as their wishes. But (b) ______ a man works deliberately for building his future, success will touch him definitely. There is no magic power, (c) ______ it is the magic of hard-work. (d) ______ one gets success, fortune will side him too. The unlucky people rebuke the fate. (e) ______, there is no alternative to work.   Answer: (a) since; (b) when; (c) but; (d) If; (e) However 8. [Chattogram Board-2025] (a) ______ a flood is considered to be a natural calamity, it is no doubt a blessing for the people. It is considered to be a blessing in the sense (b) ______ it makes the soil alluvial. (c) ______, silt is scattered over land after land (d) ______ makes the soil fertile. So, it can be said that the flood has (e) ______ constructive and destructive sides.   Answer: (a) Though; (b) that; (c) Thus/Generally   (d) which; (e) both   9. [Mymensingh Board-2025] Load-shedding refers to stopping the supply of electricity for a period of time in a certain area. It is a great curse (a) ______ people have got used to an electricity oriented life. It occurs (b) ______ the power generation is less (c) ______ the demand. (d) ______ unplanned distribution (e) ______ illegal connection of electricity are also responsible for it.   Answer: (a) because; (b) when; (c) than; (d) Moreover; (e) and  SSC Board Questions - 2024 Dhaka Board 2024 1. Complete the following passage using suitable connectors: 1x5=5 It is known to all (a) ______ gold is a valuable metal. There are many metals cheaper than gold though they look like it. (b) ______ they glitter for sometimes, they fade away in the long run. In our society there are also many people (c) ______ are outwardly very gentle and polished. Later on, their real identity is revealed (d) ______ they do not exercise moral values. That’s why people say, “All (e) ______ glitters is not gold.” 2. Complete the passage using suitable connectors : [Rajshahi Board-2024; Barishal Board -2024] Facebook is a social medium (a) --- is very popular. (b) --- it provides the users with various information, all do not use it for positive purposes. Many facebook users (c) --- some of the youngsters sometimes use it whimsically which creates (d) --- misunderstanding (e) --- destroys the social peace. 3. Complete the passage using suitable connectors [Cumilla Board-2024] It is known to all (a) --- about half of our population are women. They are entitled to equal rights and privileges (b) --- men enjoy. (c) --- in reality, they do not get their dues. For the true development of our country, they should be given proper  education  and training. (d) --- every woman is a potential mother and her influence on her children is very great. (e) ---, we should pay proper attention to our women folk. 4. Complete the passage using suitable connectors [Jashore Board-2024] We know that trees are very important (a) ---they produce oxygen (b) --- is a must for all living creatures. They are our best friends (c) --- we are not conscious of it. Time is coming (d) --- there will be no tree left for us. (e) ---, we should plant more and more trees for our own sake. 5. Complete the passage using suitable connectors [Sylhet Board-2024] Almost all countries of the world suffer from the curse of unemployment problem. (a) --- nowhere in the world this problem is so acute as in our country. There are many reasons behind it. (b) --- our country is industrially backward. (c) --- our system of education fails to give a student an independent start of life. It has little provision for vocational training. (d) --- our students and youths have a false sense of dignity. (e) --- they run after jobs only. 6.Complete the passage using suitable connectors: [Barishal Board-2024] Facebook is a social medium (a) _____ is very popular. (b) _____ it provides the users with various information, all do not use it for positive purposes. Many Facebook users (c) _____ some of the youngsters sometimes use it whimsically which creates (d) _____ misunderstanding (e) _____ destroys the social peace. 7. Complete the passage using suitable connectors:  [Mymensing Board-2024] We can't deny the importance of tree plantation. (a) ___ our lives on earth directly or indirectly depend on it. (b) ___ It is a matter of sorrow that we are cutting down trees indiscriminately. (c) ___ trees are planted more and more soon, our country will turn into a desert. (d) ___, there will be harmful changes in the climate. (e) ___ we must plant more trees for our own sake. 8.Complete the passage using suitable connectors: Dinajpur Board -2024 Trees are very important ___ they produce oxygen ___ is essential for man and all living beings. We must realize ___ they help us in many ways. ___ trees are less in number, there will be an increased amount of carbon dioxide in the atmosphere. ___, it will enhance the greenhouse effect.   SSC Board Questions - 2024 Answer 1. Complete the following passage using suitable connectors: 1x5=5 It is known to all (a) ______ gold is a valuable metal. There are many metals cheaper than gold though they look like it. (b) ______ they glitter for sometimes, they fade away in the long run. In our society there are also many people (c) ______ are outwardly very gentle and polished. Later on, their real identity is revealed (d) ______ they do not exercise moral values. That’s why people say, “All (e) ______ glitters is not gold.” Answer: (a) that; (b) Though; (c) who; (d) as/since; (e) that 2. Complete the passage using suitable connectors : [Rajshahi Board-2024; Barishal Board -2024] Facebook is a social medium (a) --- is very popular. (b) --- it provides the users with various information, all do not use it for positive purposes. Many facebook users (c) --- some of the youngsters sometimes use it whimsically which creates (d) --- misunderstanding (e) --- destroys the social peace. Answer: (a) which/ that; (b) Though/Although; (c) including; (d) not only; (e) but also. 3. Complete the passage using suitable connectors [Cumilla Board-2024] It is known to all (a) --- about half of our population are women. They are entitled to equal rights and privileges (b) --- men enjoy. (c) --- in reality, they do not get their dues. For the true development of our country, they should be given proper  education  and training. (d) --- every woman is a potential mother and her influence on her children is very great. (e) ---, we should pay proper attention to our women folk. Answer: (a) that; (b) as; (c) But; (d) Because; (e) So. 4. Complete the passage using suitable connectors [Jashore Board-2024] We know that trees are very important (a) ---they produce oxygen (b) --- is a must for all living creatures. They are our best friends (c) --- we are not conscious of it. Time is coming (d) --- there will be no tree left for us. (e) ---, we should plant more and more trees for our own sake. Answer: (a) because; (b) which; (c) but; (d) when; (e) So/Therefore. 5. Complete the passage using suitable connectors [Sylhet Board-2024] Almost all countries of the world suffer from the curse of unemployment problem. (a) --- nowhere in the world this problem is so acute as in our country. There are many reasons behind it. (b) --- our country is industrially backward. (c) --- our system of education fails to give a student an independent start of life. It has little provision for vocational training. (d) --- our students and youths have a false sense of dignity. (e) --- they run after jobs only. Answer: (a) But; (b) Firstly/First of all; (c) Secondly; (d) As a result/Moreover/Again; (e) Thus/Therefore/That's Why 6.Complete the passage using suitable connectors: [Barishal Board-2024] Facebook is a social medium (a) _____ is very popular. (b) _____ it provides the users with various information, all do not use it for positive purposes. Many Facebook users (c) _____ some of the youngsters sometimes use it whimsically which creates (d) _____ misunderstanding (e) _____ destroys the social peace. Answers: (a) that(b) Although(c) including(d) unnecessary(e) and 7. Complete the passage using suitable connectors:  [Mymensing Board-2024] We can't deny the importance of tree plantation, (a) ___ our lives on earth directly or indirectly depend on it. (b) ___ It is a matter of sorrow that we are cutting down trees indiscriminately. (c) ___ trees are planted more and more soon, our country will turn into a desert. (d) ___, there will be harmful changes in the climate. (e) ___ we must plant more trees for our own sake. Answer:(a)  Because(b) However(c) If(d) Otherwise(e) Therefore 8.Complete the passage using suitable connectors: Dinajpur Board -2024 Trees are very important ___ they produce oxygen ___ is essential for man and all living beings. We must realize ___ they help us in many ways. ___ trees are less in number, there will be an increased amount of carbon dioxide in the atmosphere. ___, it will enhance the greenhouse effect. Answer: a. indeed b. has it been c. if d. and e. however

Poems for Recitation Competition Grade 3: "The Crocodile" by Lewis Carroll How doth the little crocodile /haʊ dʌθ ðə ˈlɪtəl ˈkrɒkədaɪl/ Improve his shining tail, /ɪmˈpruːv hɪz ˈʃaɪnɪŋ teɪl,/ And pour the waters of the Nile /ənd pɔː ðə ˈwɔːtəz əv ðə naɪl/ On every golden scale! /ɒn ˈɛvri ˈɡəʊldən skeɪl!/ How cheerfully he seems to grin, /haʊ ˈʧɪəfəli hi siːmz tə ɡrɪn,/ How neatly spreads his claws, /haʊ ˈniːtli sprɛdz hɪz klɔːz,/ And welcomes little fishes in /ənd ˈwɛlkəmz ˈlɪtəl ˈfɪʃɪz ɪn/ With gently smiling jaws! /wɪð ˈʤɛntli ˈsmaɪlɪŋ ʤɔːz!/ Grade 4: "The Wind" by Christina Rossetti Who has seen the wind? /huː həz siːn ðə wɪnd?/ Neither I nor you: /ˈnaɪðər aɪ nɔː juː:/ But when the leaves hang trembling, /bət wɛn ðə liːvz hæŋ ˈtrɛmblɪŋ,/ The wind is passing through. /ðə wɪnd ɪz ˈpɑːsɪŋ θruː./ Who has seen the wind? /huː həz siːn ðə wɪnd?/ Neither you nor I: /ˈnaɪðə juː nɔːr aɪ:/ But when the trees bow down their heads, /bət wɛn ðə triːz baʊ daʊn ðeə hɛdz,/ The wind is passing by. /ðə wɪnd ɪz ˈpɑːsɪŋ baɪ./ Grade 5: "Leisure" by W. H. Davies What is this life if, full of care, /wɒt ɪz ðɪs laɪf ɪf, fʊl əv keə,/ We have no time to stand and stare. /wi həv nəʊ taɪm tə stænd ənd steə./ No time to stand beneath the boughs /nəʊ taɪm tə stænd bɪˈniːθ ðə baʊz/ And stare as long as sheep or cows. /ənd steər æz lɒŋ æz ʃiːp ɔː kaʊz./ No time to see, when woods we pass, /nəʊ taɪm tə siː, wɛn wʊdz wi pɑːs,/ Where squirrels hide their nuts in grass. /weə ˈskwɪrəlz haɪd ðeə nʌts ɪn ɡrɑːs./ No time to see, in broad daylight, /nəʊ taɪm tə siː, ɪn brɔːd ˈdeɪlaɪt,/ Streams full of stars, like skies at night. /striːmz fʊl əv stɑːz, laɪk skaɪz æt naɪt./ No time to turn at Beauty’s glance, /nəʊ taɪm tə tɜːn æt ˈbjuːtiz ɡlɑːns,/ And watch her feet, how they can dance. /ənd wɒʧ hə fiːt, haʊ ðeɪ kən dɑːns./ No time to wait till her mouth can /nəʊ taɪm tə weɪt tɪl hə maʊθ kæn/ Enrich that smile her eyes began. /ɛnˈrɪʧ ðæt smaɪl hər aɪz bɪˈɡæn./ A poor life this if, full of care, /ə pʊə laɪf ðɪs ɪf, fʊl əv keə,/ We have no time to stand and stare. /wi həv nəʊ taɪm tə stænd ənd steə./ Grade 6: "The Listeners" by Walter de la Mare “Is there anybody there?” said the Traveller, /“ɪz ðeər ˈɛnibɒdi ðeə?” sɛd ðə ˈtrævələ,/ Knocking on the moonlit door; /ˈnɒkɪŋ ɒn ðə ˈmuːnlɪt dɔː;/ And his horse in the silence champed the grasses /ənd hɪz hɔːs ɪn ðə ˈsaɪləns ʧæmpt ðə ˈɡrɑːsɪz/ Of the forest’s ferny floor: /əv ðə ˈfɒrɪsts ˈfɜːni flɔː:/ And a bird flew up out of the turret, /ənd ə bɜːd fluː ʌp aʊt əv ðə ˈtʌrɪt,/ Above the Traveller’s head: /əˈbʌv ðə ˈtrævələz hɛd:/ And he smote upon the door again a second time; /ənd hi sməʊt əˈpɒn ðə dɔːr əˈɡɛn ə ˈsɛkənd taɪm;/ “Is there anybody there?” he said. /“ɪz ðeər ˈɛnibɒdi ðeə?” hi sɛd./ But no one descended to the Traveller; /bət nəʊ wʌn dɪˈsɛndɪd tə ðə ˈtrævələ;/ No head from the leaf-fringed sill /nəʊ hɛd frəm ðə liːf-frɪnʤd sɪl/ Leaned over and looked into his grey eyes, /liːnd ˈəʊvər ənd lʊkt ˈɪntuː hɪz ɡreɪ aɪz,/ Where he stood perplexed and still. /weə hi stʊd pəˈplɛkst ənd stɪl./ But only a host of phantom listeners /bət ˈəʊnli ə həʊst əv ˈfæntəm ˈlɪsənəz/ That dwelt in the lone house then /ðət dwɛlt ɪn ðə ləʊn haʊs ðɛn/ Stood listening in the quiet of the moonlight /stʊd ˈlɪsnɪŋ ɪn ðə ˈkwaɪət əv ðə ˈmuːnlaɪt/ To that voice from the world of men: /tə ðæt vɔɪs frəm ðə wɜːld əv mɛn:/ Stood thronging the faint moonbeams on the dark stair, /stʊd ˈθrɒŋɪŋ ðə feɪnt ˈmuːnbiːmz ɒn ðə dɑːk steə,/ That goes down to the empty hall, /ðət ɡəʊz daʊn tə ði ˈɛmpti hɔːl,/ Hearkening in an air stirred and shaken /ˈhɑːkənɪŋ ɪn ən eə stɜːd ənd ˈʃeɪkən/ By the lonely Traveller’s call. /baɪ ðə ˈləʊnli ˈtrævələz kɔːl./ And he felt in his heart their strangeness, /ənd hi fɛlt ɪn hɪz hɑːt ðeə ˈstreɪnʤnəs,/ Their stillness answering his cry, /ðeə ˈstɪlnəs ˈɑːnsərɪŋ hɪz kraɪ,/ While his horse moved, cropping the dark turf, /waɪl hɪz hɔːs muːvd, ˈkrɒpɪŋ ðə dɑːk tɜːf,/ ’Neath the starred and leafy sky; /niːθ ðə stɑːd ənd ˈliːfi skaɪ;/ For he suddenly smote on the door, even /fɔː hi ˈsʌdənli sməʊt ɒn ðə dɔː, ˈiːvən/ Louder, and lifted his head:— /ˈlaʊdər, ənd ˈlɪftɪd hɪz hɛd:—/ “Tell them I came, and no one answered, /“tɛl ðəm aɪ keɪm, ənd nəʊ wʌn ˈɑːnsəd,/ That I kept my word,” he said. /ðət aɪ kɛpt maɪ wɜːd,” hi sɛd./ Never the least stir made the listeners, /ˈnɛvə ðə liːst stɜː meɪd ðə ˈlɪsənəz,/ Though every word he spake /ðəʊ ˈɛvri wɜːd hi speɪk/ Fell echoing through the shadowiness of the still house /fɛl ˈɛkəʊɪŋ θruː ðə ˈʃædəʊɪnəs əv ðə stɪl haʊs/ From the one man left awake: /frəm ðə wʌn mæn lɛft əˈweɪk:/ Ay, they heard his foot upon the stirrup, /aɪ, ðeɪ hɜːd hɪz fʊt əˈpɒn ðə ˈstɪrəp,/ And the sound of iron on stone, /ənd ðə saʊnd əv ˈaɪən ɒn stəʊn,/ And how the silence surged softly backward, /ənd haʊ ðə ˈsaɪləns sɜːʤd ˈsɒftli ˈbækwəd,/ When the plunging hoofs were gone. /wɛn ðə ˈplʌnʤɪŋ huːfs wɜː ɡɒn./ Grade 7: "The Raven" by Edgar Allan Poe Once upon a midnight dreary, while I pondered, weak and weary, /wʌns əˈpɒn ə ˈmɪdnaɪt ˈdrɪəri, waɪl aɪ ˈpɒndəd, wiːk ənd ˈwɪəri,/ Over many a quaint and curious volume of forgotten lore— /ˈəʊvə ˈmɛni ə kweɪnt ənd ˈkjʊəriəs ˈvɒljuːm əv fəˈɡɒtən lɔː—/ While I nodded, nearly napping, suddenly there came a tapping, /waɪl aɪ ˈnɒdɪd, ˈnɪəli ˈnæpɪŋ, ˈsʌdənli ðeə keɪm ə ˈtæpɪŋ,/ As of some one gently rapping, rapping at my chamber door. /æz əv sʌm wʌn ˈʤɛntli ˈræpɪŋ, ˈræpɪŋ æt maɪ ˈʧeɪmbə dɔː./ “’Tis some visitor,” I muttered, “tapping at my chamber door— /“tɪz sʌm ˈvɪzɪtə,” aɪ ˈmʌtəd, “ˈtæpɪŋ æt maɪ ˈʧeɪmbə dɔː—/ Only this and nothing more.” /ˈəʊnli ðɪs ənd ˈnʌθɪŋ mɔː.”/ Ah, distinctly I remember it was in the bleak December; /ɑː, dɪsˈtɪŋktli aɪ rɪˈmɛmbər ɪt wəz ɪn ðə bliːk dɪˈsɛmbə;/ And each separate dying ember wrought its ghost upon the floor. /ənd iːʧ ˈsɛpərət ˈdaɪɪŋ ˈɛmbə rɔːt ɪts ɡəʊst əˈpɒn ðə flɔː./ Eagerly I wished the morrow;—vainly I had sought to borrow /ˈiːɡəli aɪ wɪʃt ðə ˈmɒrəʊ;—ˈveɪnli aɪ həd sɔːt tə ˈbɒrəʊ/ From my books surcease of sorrow—sorrow for the lost Lenore— /frəm maɪ bʊks səˈsiːs əv ˈsɒrəʊ—ˈsɒrəʊ fɔː ðə lɒst ləˈnɔː—/ For the rare and radiant maiden whom the angels name Lenore— /fɔː ðə reər ənd ˈreɪdiənt ˈmeɪdən huːm ði ˈeɪnʤəlz neɪm ləˈnɔː—/ Nameless here for evermore. /ˈneɪmləs hɪə fɔːr ˈɛvəmɔː./ And the silken, sad, uncertain rustling of each purple curtain /ənd ðə ˈsɪlkən, sæd, ʌnˈsɜːtən ˈrʌslɪŋ əv iːʧ ˈpɜːpəl ˈkɜːtən/ Thrilled me—filled me with fantastic terrors never felt before; /θrɪld miː—fɪld mi wɪð fænˈtæstɪk ˈtɛrəz ˈnɛvə fɛlt bɪˈfɔː;/ So that now, to still the beating of my heart, I stood repeating /səʊ ðət naʊ, tə stɪl ðə ˈbiːtɪŋ əv maɪ hɑːt, aɪ stʊd rɪˈpiːtɪŋ/ “’Tis some visitor entreating entrance at my chamber door— /“tɪz sʌm ˈvɪzɪtər ɛnˈtriːtɪŋ ˈɛntrəns æt maɪ ˈʧeɪmbə dɔː—/ Some late visitor entreating entrance at my chamber door;— /sʌm leɪt ˈvɪzɪtər ɛnˈtriːtɪŋ ˈɛntrəns æt maɪ ˈʧeɪmbə dɔː;—/ This it is and nothing more.” /ðɪs ɪt ɪz ənd ˈnʌθɪŋ mɔː.”/ Presently my soul grew stronger; hesitating then no longer, /ˈprɛzəntli maɪ səʊl ɡruː ˈstrɒŋɡə; ˈhɛzɪteɪtɪŋ ðɛn nəʊ ˈlɒŋɡə,/ “Sir,” said I, “or Madam, truly your forgiveness I implore; /“sɜː,” sɛd aɪ, “ɔː ˈmædəm, ˈtruːli jɔː fəˈɡɪvnəs aɪ ɪmˈplɔː;/ But the fact is I was napping, and so gently you came rapping, /bət ðə fækt ɪz aɪ wəz ˈnæpɪŋ, ənd səʊ ˈʤɛntli ju keɪm ˈræpɪŋ,/ And so faintly you came tapping, tapping at my chamber door, /ənd səʊ ˈfeɪntli ju keɪm ˈtæpɪŋ, ˈtæpɪŋ æt maɪ ˈʧeɪmbə dɔː,/ That I scarce was sure I heard you”—here I opened wide the door;— /ðət aɪ skeəs wəz ʃʊər aɪ hɜːd juː”—hɪər aɪ ˈəʊpənd waɪd ðə dɔː;—/ Darkness there and nothing more. /ˈdɑːknəs ðeər ənd ˈnʌθɪŋ mɔː./ Deep into that darkness peering, long I stood there wondering, fearing, /diːp ˈɪntuː ðæt ˈdɑːknəs ˈpɪərɪŋ, lɒŋ aɪ stʊd ðeə ˈwʌndərɪŋ, ˈfɪərɪŋ,/ Doubting, dreaming dreams no mortal ever dared to dream before; /ˈdaʊtɪŋ, ˈdriːmɪŋ driːmz nəʊ ˈmɔːtəl ˈɛvə deəd tə driːm bɪˈfɔː;/ But the silence was unbroken, and the stillness gave no token, /bət ðə ˈsaɪləns wəz ʌnˈbrəʊkən, ənd ðə ˈstɪlnəs ɡeɪv nəʊ ˈtəʊkən,/ And the only word there spoken was the whispered word, “Lenore?” /ənd ði ˈəʊnli wɜːd ðeə ˈspəʊkən wəz ðə ˈwɪspəd wɜːd, “ləˈnɔː?”/ This I whispered, and an echo murmured back the word, “Lenore!”— /ðɪs aɪ ˈwɪspəd, ənd ən ˈɛkəʊ ˈmɜːməd bæk ðə wɜːd, “ləˈnɔː!”—/ Grade 8: "The Highwayman" by Alfred Noyes PART ONE The wind was a torrent of darkness among the gusty trees. /ðə wɪnd wəz ə ˈtɒrənt əv ˈdɑːknɪs əˈmʌŋ ðə ˈɡʌsti triːz./ The moon was a ghostly galleon tossed upon cloudy seas. /ðə muːn wəz ə ˈɡəʊstli ˈɡæliən tɒst əˈpɒn ˈklaʊdi siːz./ The road was a ribbon of moonlight over the purple moor, /ðə rəʊd wəz ə ˈrɪbən əv ˈmuːnlaɪt ˈəʊvə ðə ˈpɜːpəl mʊə,/ And the highwayman came riding— /ənd ðə ˈhaɪweɪmən keɪm ˈraɪdɪŋ—/ Riding—riding— /ˈraɪdɪŋ—ˈraɪdɪŋ—/ The highwayman came riding, up to the old inn-door. /ðə ˈhaɪweɪmən keɪm ˈraɪdɪŋ, ʌp tə ði əʊld ɪn-dɔː./ He’d a French cocked-hat on his forehead, a bunch of lace at his chin, /hiːd ə frɛnʧ kɒkt-hæt ɒn hɪz ˈfɒrɪd, ə bʌnʧ əv leɪs æt hɪz ʧɪn,/ A coat of the claret velvet, and breeches of brown doe-skin; /ə kəʊt əv ðə ˈklærət ˈvɛlvɪt, ənd ˈbrɪʧɪz əv braʊn dəʊ-skɪn;/ They fitted with never a wrinkle: his boots were up to the thigh! /ðeɪ ˈfɪtɪd wɪð ˈnɛvər ə ˈrɪŋkəl: hɪz buːts wər ʌp tə ðə θaɪ!/ And he rode with a jewelled twinkle, /ənd hi rəʊd wɪð ə ˈʤuːəld ˈtwɪŋkəl,/ His pistol butts a-twinkle, /hɪz ˈpɪstəl bʌts ə-ˈtwɪŋkəl,/ His rapier hilt a-twinkle, under the jewelled sky. /hɪz ˈreɪpɪə hɪlt ə-ˈtwɪŋkəl, ˈʌndə ðə ˈʤuːəld skaɪ./ Over the cobbles he clattered and clashed in the dark inn-yard, /ˈəʊvə ðə ˈkɒbəlz hi ˈklætəd ənd klæʃt ɪn ðə dɑːk ɪn-jɑːd,/ And he tapped with his whip on the shutters, but all was locked and barred; /ənd hi tæpt wɪð hɪz wɪp ɒn ðə ˈʃʌtəz, bət ɔːl wəz lɒkt ənd bɑːd;/ He whistled a tune to the window, and who should be waiting there /hi ˈwɪsəld ə tjuːn tə ðə ˈwɪndəʊ, ənd huː ʃʊd bi ˈweɪtɪŋ ðeə/ But the landlord’s black-eyed daughter, /bət ðə ˈlændlɔːdz blæk-aɪd ˈdɔːtə,/ Bess, the landlord’s daughter, /bɛs, ðə ˈlændlɔːdz ˈdɔːtə,/ Plaiting a dark red love-knot into her long black hair. /ˈplætɪŋ ə dɑːk rɛd lʌv-nɒt ˈɪntuː hə lɒŋ blæk heə./ And dark in the dark old inn-yard a stable-wicket creaked /ənd dɑːk ɪn ðə dɑːk əʊld ɪn-jɑːd ə ˈsteɪbəl-ˈwɪkɪt kriːkt/ Where Tim the ostler listened; his face was white and peaked; /weə tɪm ði ˈɒstlə ˈlɪsənd; hɪz feɪs wəz waɪt ənd piːkt;/ His eyes were hollows of madness, his hair like mouldy hay, /hɪz aɪz wɜː ˈhɒləʊz əv ˈmædnəs, hɪz heə laɪk ˈməʊldi heɪ,/ But he loved the landlord’s daughter, /bət hi lʌvd ðə ˈlændlɔːdz ˈdɔːtə,/ The landlord’s red-lipped daughter, /ðə ˈlændlɔːdz rɛd-lɪpt ˈdɔːtə,/ Dumb as a dog he listened, and he heard the robber say— /dʌm æz ə dɒɡ hi ˈlɪsənd, ənd hi hɜːd ðə ˈrɒbə seɪ—/ “One kiss, my bonny sweetheart, I’m after a prize to-night, /“wʌn kɪs, maɪ ˈbɒni ˈswiːthɑːt, aɪm ˈɑːftər ə praɪz tə-naɪt,/ But I shall be back with the yellow gold before the morning light; /bət aɪ ʃəl bi bæk wɪð ðə ˈjɛləʊ ɡəʊld bɪˈfɔː ðə ˈmɔːnɪŋ laɪt;/ Yet, if they press me sharply, and harry me through the day, /jɛt, ɪf ðeɪ prɛs mi ˈʃɑːpli, ənd ˈhæri mi θruː ðə deɪ,/ Then look for me by moonlight, /ðɛn lʊk fɔː mi baɪ ˈmuːnlaɪt,/ Watch for me by moonlight, /wɒʧ fɔː mi baɪ ˈmuːnlaɪt,/ I’ll come to thee by moonlight, though hell should bar the way.” /aɪl kʌm tə ðiː baɪ ˈmuːnlaɪt, ðəʊ hɛl ʃʊd bɑː ðə weɪ.”/ He rose upright in the stirrups; he scarce could reach her hand, /hi rəʊz ˈʌpraɪt ɪn ðə ˈstɪrəps; hi skeəs kʊd riːʧ hə hænd,/ But she loosened her hair i’ the casement! His face burnt like a brand /bət ʃi ˈluːsənd hə heər ɪ ðə ˈkeɪsmənt! hɪz feɪs bɜːnt laɪk ə brænd/ As the black cascade of perfume came tumbling o’er his breast; /æz ðə blæk kæsˈkeɪd əv ˈpɜːfjuːm keɪm ˈtʌmblɪŋ ɔː hɪz brɛst;/ And he kissed its waves in the moonlight, /ənd hi kɪst ɪts weɪvz ɪn ðə ˈmuːnlaɪt,/ (Oh, sweet black waves in the moonlight!) /(əʊ, swiːt blæk weɪvz ɪn ðə ˈmuːnlaɪt!)/ Then he tugged at his rein in the moonlight, and galloped away to the West. /ðɛn hi tʌɡd æt hɪz reɪn ɪn ðə ˈmuːnlaɪt, ənd ˈɡæləpt əˈweɪ tə ðə wɛst./ Grade 9: "Do not go gentle into that good night" by Dylan Thomas Do not go gentle into that good night, /duː nɒt ɡəʊ ˈʤɛntəl ˈɪntuː ðæt ɡʊd naɪt,/ Old age should burn and rave at close of day; /əʊld eɪʤ ʃʊd bɜːn ənd reɪv æt kləʊz əv deɪ;/ Rage, rage against the dying of the light. /reɪʤ, reɪʤ əˈɡɛnst ðə ˈdaɪɪŋ əv ðə laɪt./ Though wise men at their end know dark is right, /ðəʊ waɪz mɛn æt ðeər ɛnd nəʊ dɑːk ɪz raɪt,/ Because their words had forked no lightning they /bɪˈkɒz ðeə wɜːdz həd fɔːkt nəʊ ˈlaɪtnɪŋ ðeɪ/ Do not go gentle into that good night. /duː nɒt ɡəʊ ˈʤɛntəl ˈɪntuː ðæt ɡʊd naɪt./ Good men, the last wave by, crying how bright /ɡʊd mɛn, ðə lɑːst weɪv baɪ, ˈkraɪɪŋ haʊ braɪt/ Their frail deeds might have danced in a green bay, /ðeə freɪl diːdz maɪt həv dɑːnst ɪn ə ɡriːn beɪ,/ Rage, rage against the dying of the light. /reɪʤ, reɪʤ əˈɡɛnst ðə ˈdaɪɪŋ əv ðə laɪt./ Wild men who caught and sang the sun in flight, /waɪld mɛn huː kɔːt ənd sæŋ ðə sʌn ɪn flaɪt,/ And learn, too late, they grieved it on its way, /ənd lɜːn, tuː leɪt, ðeɪ ɡriːvd ɪt ɒn ɪts weɪ,/ Do not go gentle into that good night. /duː nɒt ɡəʊ ˈʤɛntəl ˈɪntuː ðæt ɡʊd naɪt./ Grave men, near death, who see with blinding sight /ɡreɪv mɛn, nɪə dɛθ, huː siː wɪð ˈblaɪndɪŋ saɪt/ Blind eyes could blaze like meteors and be gay, /blaɪnd aɪz kʊd bleɪz laɪk ˈmiːtiəz ənd bi ɡeɪ,/ Rage, rage against the dying of the light. /reɪʤ, reɪʤ əˈɡɛnst ðə ˈdaɪɪŋ əv ðə laɪt./ And you, my father, there on the sad height, /ənd juː, maɪ ˈfɑːðə, ðeər ɒn ðə sæd haɪt,/ Curse, bless, me now with your fierce tears, I pray. /kɜːs, blɛs, mi naʊ wɪð jɔː fɪəs tɪəz, aɪ preɪ./ Do not go gentle into that good night. /duː nɒt ɡəʊ ˈʤɛntəl ˈɪntuː ðæt ɡʊd naɪt./ Rage, rage against the dying of the light. /reɪʤ, reɪʤ əˈɡɛnst ðə ˈdaɪɪŋ əv ðə laɪt./ Grade 10: "Still I Rise" by Maya Angelou You may write me down in history /ju meɪ raɪt mi daʊn ɪn ˈhɪstəri/ With your bitter, twisted lies, /wɪð jʊər ˈbɪtər, ˈtwɪstəd laɪz,/ You may trod me in the very dirt /ju meɪ trɑd mi ɪn ðə ˈvɛri dɜrt/ But still, like dust, I'll rise. /bət stɪl, laɪk dʌst, aɪl raɪz./ Does my sassiness upset you? /dʌz maɪ ˈsæsinəs əpˈsɛt ju?/ Why are you beset with gloom? /waɪ ɑr ju bəˈsɛt wɪð ɡlum?/ ’Cause I walk like I've got oil wells /kəz aɪ wɔk laɪk aɪv ɡɑt ɔɪl wɛlz/ Pumping in my living room. /ˈpʌmpɪŋ ɪn maɪ ˈlɪvɪŋ rum./ Just like moons and like suns, /ʤəst laɪk munz ənd laɪk sʌnz,/ With the certainty of tides, /wɪð ðə ˈsɜrtənti əv taɪdz,/ Just like hopes springing high, /ʤəst laɪk hoʊps ˈsprɪŋɪŋ haɪ,/ Still I'll rise. /stɪl aɪl raɪz./ Did you want to see me broken? /dɪd ju wɑnt tə si mi ˈbroʊkən?/ Bowed head and lowered eyes? /baʊd hɛd ənd ˈloʊərd aɪz?/ Shoulders falling down like teardrops, /ˈʃoʊldərz ˈfɔlɪŋ daʊn laɪk ˈtɪrdrɑps,/ Weakened by my soulful cries? /ˈwikənd baɪ maɪ ˈsoʊlfəl kraɪz?/ Does my haughtiness offend you? /dʌz maɪ ˈhɔtinəs əˈfɛnd ju?/ Don't you take it awful hard /doʊnt ju teɪk ɪt ˈɔfəl hɑrd/ ’Cause I laugh like I've got gold mines /kəz aɪ læf laɪk aɪv ɡɑt ɡoʊld maɪnz/ Diggin’ in my own back yard. /ˈdɪɡɪn ɪn maɪ oʊn bæk jɑrd./ You may shoot me with your words, /ju meɪ ʃut mi wɪð jʊər wɜrdz,/ You may cut me with your eyes, /ju meɪ kʌt mi wɪð jʊər aɪz,/ You may kill me with your hatefulness, /ju meɪ kɪl mi wɪð jʊər ˈheɪtfəlnəs,/ But still, like air, I’ll rise. /bət stɪl, laɪk ɛr, aɪl raɪz./ Does my sexiness upset you? /dʌz maɪ ˈsɛksinəs əpˈsɛt ju?/ Does it come as a surprise /dʌz ɪt kʌm æz ə sərˈpraɪz/ That I dance like I've got diamonds /ðæt aɪ dæns laɪk aɪv ɡɑt ˈdaɪməndz/ At the meeting of my thighs? /æt ðə ˈmitɪŋ əv maɪ θaɪz?/ Out of the huts of history’s shame /aʊt əv ðə hʌts əv ˈhɪstəriz ʃeɪm/ I rise /aɪ raɪz/ Up from a past that’s rooted in pain /ʌp frəm ə pæst ðæts ˈrutəd ɪn peɪn/ I rise /aɪ raɪz/ I'm a black ocean, leaping and wide, /aɪm ə blæk ˈoʊʃən, ˈlipɪŋ ənd waɪd,/ Welling and swelling I bear in the tide. /ˈwɛlɪŋ ənd ˈswɛlɪŋ aɪ bɛr ɪn ðə taɪd./ Leaving behind nights of terror and fear /ˈlivɪŋ bəˈhaɪnd naɪts əv ˈtɛrər ənd fɪr/ I rise /aɪ raɪz/ Into a daybreak that’s wondrously clear /ˈɪntu ə ˈdeɪbreɪk ðæts ˈwʌndrəsli klɪr/ I rise /aɪ raɪz/ Bringing the gifts that my ancestors gave, /ˈbrɪŋɪŋ ðə ɡɪfts ðæt maɪ ˈænsɛstərz ɡeɪv,/ I am the dream and the hope of the slave. /aɪ əm ðə drim ənd ðə hoʊp əv ðə sleɪv./ I rise /aɪ raɪz/ I rise /aɪ raɪz/ I rise. /aɪ raɪz./ Grade 11: "Ulysses" by Alfred, Lord Tennyson It little profits that an idle king, /ɪt ˈlɪtəl ˈprɒfɪts ðət ən ˈaɪdəl kɪŋ,/ By this still hearth, among these barren crags, /baɪ ðɪs stɪl hɑːθ, əˈmʌŋ ðiːz ˈbærən kræɡz,/ Match'd with an aged wife, I mete and dole /mæʧt wɪð ən ˈeɪʤɪd waɪf, aɪ miːt ənd dəʊl/ Unequal laws unto a savage race, /ʌnˈiːkwəl lɔːz ˈʌntuː ə ˈsævɪʤ reɪs,/ That hoard, and sleep, and feed, and know not me. /ðət hɔːd, ənd sliːp, ənd fiːd, ənd nəʊ nɒt miː./ I cannot rest from travel: I will drink /aɪ ˈkænɒt rɛst frəm ˈtrævəl: aɪ wɪl drɪŋk/ Life to the lees: All times I have enjoy'd /laɪf tə ðə liːz: ɔːl taɪmz aɪ həv ɛnˈʤɔɪd/ Greatly, have suffer'd greatly, both with those /ˈɡreɪtli, həv ˈsʌfəd ˈɡreɪtli, bəʊθ wɪð ðəʊz/ That loved me, and alone, on shore, and when /ðət lʌvd miː, ənd əˈləʊn, ɒn ʃɔː, ənd wɛn/ Thro' scudding drifts the rainy Hyades /θruː ˈskʌdɪŋ drɪfts ðə ˈreɪni ˈhaɪədiːz/ Vext the dim sea: I am become a name; /vɛkst ðə dɪm siː: aɪ əm bɪˈkʌm ə neɪm;/ For always roaming with a hungry heart /fɔːr ˈɔːlweɪz ˈrəʊmɪŋ wɪð ə ˈhʌŋɡri hɑːt/ Much have I seen and known; cities of men /mʌʧ həv aɪ siːn ənd nəʊn; ˈsɪtiz əv mɛn/ And manners, climates, councils, governments, /ənd ˈmænəz, ˈklaɪmət_s, ˈkaʊnsəlz, ˈɡʌvənmənts,/ Myself not least, but honour'd of them all; /maɪˈsɛlf nɒt liːst, bət ˈɒnəd əv ðəm ɔːl;/ And drunk delight of battle with my peers, /ənd drʌŋk dɪˈlaɪt əv ˈbætəl wɪð maɪ pɪəz,/ Far on the ringing plains of windy Troy. /fɑːr ɒn ðə ˈrɪŋɪŋ pleɪnz əv ˈwɪndi trɔɪ./ I am a part of all that I have met; /aɪ əm ə pɑːt əv ɔːl ðət aɪ həv mɛt;/ Yet all experience is an arch wherethro' /jɛt ɔːl ɛksˈpɪəriəns ɪz ən ɑːʧ weəˈθruː/ Gleams that untravell'd world whose margin fades /ɡliːmz ðæt ʌnˈtrævəld wɜːld huːz ˈmɑːʤɪn feɪdz/ For ever and for ever when I move. /fɔːr ˈɛvər ənd fɔːr ˈɛvə wɛn aɪ muːv./ How dull it is to pause, to make an end, /haʊ dʌl ɪt ɪz tə pɔːz, tə meɪk ən ɛnd,/ To rust unburnish'd, not to shine in use! /tə rʌst ʌnˈbɜːnɪʃt, nɒt tə ʃaɪn ɪn juːs!/ As tho' to breathe were life! Life piled on life /æz ðəʊ tə briːð wɜː laɪf! laɪf paɪld ɒn laɪf/ Were all too little, and of one to me /wɜːr ɔːl tuː ˈlɪtəl, ənd əv wʌn tə miː/ Little remains: but every hour is saved /ˈlɪtəl rɪˈmeɪnz: bət ˈɛvri ˈaʊər ɪz seɪvd/ From that eternal silence, something more, /frəm ðæt iːˈtɜːnəl ˈsaɪləns, ˈsʌmθɪŋ mɔː,/ A bringer of new things; and vile it were /ə ˈbrɪŋər əv njuː θɪŋz; ənd vaɪl ɪt wɜː/ For some three suns to store and hoard myself, /fɔː sʌm θriː sʌnz tə stɔːr ənd hɔːd maɪˈsɛlf,/ And this gray spirit yearning in desire /ənd ðɪs ɡreɪ ˈspɪrɪt ˈjɜːnɪŋ ɪn dɪˈzaɪə/ To follow knowledge like a sinking star, /tə ˈfɒləʊ ˈnɒlɪʤ laɪk ə ˈsɪŋkɪŋ stɑː,/ Beyond the utmost bound of human thought. /bɪˈjɒnd ði ˈʌtməʊst baʊnd əv ˈhjuːmən θɔːt./ This is my son, mine own Telemachus, /ðɪs ɪz maɪ sʌn, maɪn əʊn təˈlɛməkəs,/ To whom I leave the sceptre and the isle,— /tə huːm aɪ liːv ðə ˈsɛptər ənd ði aɪl,—/ Well-loved of me, discerning to fulfil /wɛl-lʌvd əv miː, dɪˈsɜːnɪŋ tə fʊlˈfɪl/ This labour, by slow prudence to make mild /ðɪs ˈleɪbə, baɪ sləʊ ˈpruːdəns tə meɪk maɪld/ A rugged people, and thro' soft degrees /ə ˈrʌɡɪd ˈpiːpəl, ənd θruː sɒft dɪˈɡriːz/ Subdue them to the useful and the good. /səbˈdjuː ðəm tə ðə ˈjuːsfʊl ənd ðə ɡʊd./ Most blameless is he, centred in the sphere /məʊst ˈbleɪmləs ɪz hiː, ˈsɛntəd ɪn ðə sfɪə/ Of common duties, decent not to fail /əv ˈkɒmən ˈdjuːtiːz, ˈdiːsənt nɒt tə feɪl/ In offices of tenderness, and pay /ɪn ˈɒfɪsɪz əv ˈtɛndənəs, ənd peɪ/ Meet adoration to my household gods, /miːt ˌædəˈreɪʃən tə maɪ ˈhaʊshəʊld ɡɒdz,/ When I am gone. He works his work, I mine. /wɛn aɪ əm ɡɒn. hi wɜːks hɪz wɜːk, aɪ maɪn./ There lies the port; the vessel puffs her sail: /ðeə laɪz ðə pɔːt; ðə ˈvɛsəl pʌfs hə seɪl:/ There gloom the dark, broad seas. My mariners, /ðeə ɡluːm ðə dɑːk, brɔːd siːz. maɪ ˈmærɪnəz,/ Souls that have toil'd, and wrought, and thought with me— /səʊlz ðət həv tɔɪld, ənd rɔːt, ənd θɔːt wɪð miː—/ That ever with a frolic welcome took /ðæt ˈɛvə wɪð ə ˈfrɒlɪk ˈwɛlkəm tʊk/ The thunder and the sunshine, and opposed /ðə ˈθʌndər ənd ðə ˈsʌnʃaɪn, ənd əˈpəʊzd/ Free hearts, free foreheads—you and I are old; /friː hɑːts, friː ˈfɒrɪdz—juː ənd aɪ ər əʊld;/ Old age hath yet his honour and his toil; /əʊld eɪʤ hæθ jɛt hɪz ˈɒnər ənd hɪz tɔɪl;/ Death closes all: but something ere the end, /dɛθ ˈkləʊzɪz ɔːl: bət ˈsʌmθɪŋ eər ði ɛnd,/ Some work of noble note, may yet be done, /sʌm wɜːk əv ˈnəʊbəl nəʊt, meɪ jɛt bi dʌn,/ Not unbecoming men that strove with Gods. /nɒt ʌnbɪˈkʌmɪŋ mɛn ðət strəʊv wɪð ɡɒdz./ The lights begin to twinkle from the rocks: /ðə laɪts bɪˈɡɪn tə ˈtwɪŋkəl frəm ðə rɒks:/ The long day wanes: the slow moon climbs: the deep /ðə lɒŋ deɪ weɪnz: ðə sləʊ muːn klaɪmz: ðə diːp/ Moans round with many voices. Come, my friends, /məʊnz raʊnd wɪð ˈmɛni ˈvɔɪsɪz. kʌm, maɪ frɛndz,/ 'Tis not too late to seek a newer world. /tɪz nɒt tuː leɪt tə siːk ə ˈnjuːə wɜːld./ Push off, and sitting well in order smite /pʊʃ ɒf, ənd ˈsɪtɪŋ wɛl ɪn ˈɔːdə smaɪt/ The sounding furrows; for my purpose holds /ðə ˈsaʊndɪŋ ˈfʌrəʊz; fɔː maɪ ˈpɜːpəs həʊldz/ To sail beyond the sunset, and the baths /tə seɪl bɪˈjɒnd ðə ˈsʌnsɛt, ənd ðə bɑːθs/ Of all the western stars, until I die. /əv ɔːl ðə ˈwɛstən stɑːz, əntɪl aɪ daɪ./ It may be that the gulfs will wash us down: /ɪt meɪ bi ðət ðə ɡʌlfs wɪl wɒʃ ʌs daʊn:/ It may be we shall touch the Happy Isles, /ɪt meɪ bi wi ʃəl tʌʧ ðə ˈhæpi aɪlz,/ And see the great Achilles, whom we knew. /ənd siː ðə ɡreɪt əˈkɪliːz, huːm wi njuː./ Tho' much is taken, much abides; and tho' /ðəʊ mʌʧ ɪz ˈteɪkən, mʌʧ əˈbaɪdz; ənd ðəʊ/ We are not now that strength which in old days /wi ɑː nɒt naʊ ðæt strɛŋθ wɪʧ ɪn əʊld deɪz/ Moved earth and heaven, that which we are, we are; /muːvd ɜːθ ənd ˈhɛvən, ðæt wɪʧ wi ɑː, wi ɑː;/ One equal temper of heroic hearts, /wʌn ˈiːkwəl ˈtɛmpər əv hɪˈrəʊɪk hɑːts,/ Made weak by time and fate, but strong in will /meɪd wiːk baɪ taɪm ənd feɪt, bət strɒŋ ɪn wɪl/ To strive, to seek, to find, and not to yield. /tə straɪv, tə siːk, tə faɪnd, ənd nɒt tə jiːld./ Grade 12: "Ode on a Grecian Urn" by John Keats I. Thou still unravish'd bride of quietness, /ðaʊ stɪl ʌnˈrævɪʃt braɪd əv ˈkwaɪətnəs,/ Thou foster-child of silence and slow time, /ðaʊ ˈfɒstə-ʧaɪld əv ˈsaɪləns ənd sləʊ taɪm,/ Sylvan historian, who canst thus express /ˈsɪlvən hɪsˈtɔːriən, huː kænst ðʌs ɪksˈprɛs/ A flowery tale more sweetly than our rhyme: /ə ˈflaʊəri teɪl mɔː ˈswiːtli ðən aʊə raɪm:/ What leaf-fring'd legend haunts about thy shape /wɒt liːf-frɪnʤd ˈlɛʤənd hɔːnts əˈbaʊt ðaɪ ʃeɪp/ Of deities or mortals, or of both, /əv ˈdeɪɪtiːz ɔː ˈmɔːtəlz, ɔːr əv bəʊθ,/ In Tempe or the dales of Arcady? /ɪn ˈtɛmpi ɔː ðə deɪlz əv ˈɑːkədi?/ What men or gods are these? What maidens loth? /wɒt mɛn ɔː ɡɒdz ɑː ðiːz? wɒt ˈmeɪdənz ləʊθ?/ What mad pursuit? What struggle to escape? /wɒt mæd pəˈsjuːt? wɒt ˈstrʌɡəl tuː ɛsˈkeɪp?/ What pipes and timbrels? What wild ecstasy? /wɒt paɪps ənd ˈtɪmbrəlz? wɒt waɪld ˈɛkstəsi?/ II. Heard melodies are sweet, but those unheard /hɜːd ˈmɛlədiːz ɑː swiːt, bət ðəʊz ʌnˈhɜːd/ Are sweeter; therefore, ye soft pipes, play on; /ɑː ˈswiːtə; ˈðeəfɔː, ji sɒft paɪps, pleɪ ɒn;/ Not to the sensual ear, but, more endear'd, /nɒt tə ðə ˈsɛnʃuəl ɪə, bət, mɔːr ɛnˈdɪəd,/ Pipe to the spirit ditties of no tone: /paɪp tə ðə ˈspɪrɪt ˈdɪtiːz əv nəʊ təʊn:/ Fair youth, beneath the trees, thou canst not leave /feə juːθ, bɪˈniːθ ðə triːz, ðaʊ kænst nɒt liːv/ Thy song, nor ever can those trees be bare; /ðaɪ sɒŋ, nɔːr ˈɛvə kæn ðəʊz triːz bi beə;/ Bold Lover, never, never canst thou kiss, /bəʊld ˈlʌvə, ˈnɛvə, ˈnɛvə kænst ðaʊ kɪs,/ Though winning near the goal yet, do not grieve; /ðəʊ ˈwɪnɪŋ nɪə ðə ɡəʊl jɛt, duː nɒt ɡriːv;/ She cannot fade, though thou hast not thy bliss, /ʃi ˈkænɒt feɪd, ðəʊ ðaʊ hæst nɒt ðaɪ blɪs,/ For ever wilt thou love, and she be fair! /fɔːr ˈɛvə wɪlt ðaʊ lʌv, ənd ʃi bi feə!/

I Have Seen Bengal’s Face Jibanananda Das Translation of Jibanananda Das’s “Banglar Mukh Ami Dekhiyachhi” by Fakrul Alam Because I have seen Bengal’s face I will seek no more; The world has not anything more beautiful to show me. Waking up in darkness, gazing at the fig-tree, I behold Dawn’s swallows roosting under huge umbrella-like leaves. I look around me And discover a leafy dome-Jam, Kanthal, Bat, Hijol and Aswatha trees- All in a hush, shadowing clumps of cactus and zedoary bushes. When long, long ago, Chand came in his honeycombed boat To a blue Hijal, Bat and Tamal shade near the Champa, he too sighted Bengal’s incomparable beauty. One day, alas. In the Ganguri, On a raft, as the waning moon sank on the river’s sandbanks, Behula too saw countless aswaths bats besides golden rice fields And heard the thrush’s soft song. One day, arriving in Amara, Where gods held court, when she danced like a desolate wagtail, Bengal’s rivers, fields, flowers, wailed like strings of bells on her feet. Verse 1 Because I have seen Bengal’s face I will seek no more; Very Detailed Description in Easy English: The poem begins with a powerful and final declaration. When the speaker says he will "seek no more," it is not just about stopping a physical journey. It is a profound statement about finding a complete spiritual and emotional home. He has experienced the true essence of Bengal, and this experience is so fulfilling that it has ended his search for beauty or meaning anywhere else. This single line establishes the poem's central theme: Bengal is not just a place, but an all-encompassing experience that satisfies the soul completely. Bangla Translation (গভীর ও সহজ ভাবার্থ): কবিতাটি একটি শক্তিশালী এবং চূড়ান্ত ঘোষণার মাধ্যমে শুরু হয়। বক্তা যখন বলেন "আমি আর খুঁজব না," তখন এটি কেবল একটি শারীরিক যাত্রার সমাপ্তি বোঝায় না। এটি একটি গভীর আধ্যাত্মিক এবং মানসিক আশ্রয় খুঁজে পাওয়ার অনুভূতি। তিনি বাংলার প্রকৃত সারমর্ম উপলব্ধি করেছেন এবং এই অভিজ্ঞতা এতটাই পরিপূর্ণ যে এটি অন্য কোথাও সৌন্দর্য বা অর্থের সন্ধানকে শেষ করে দিয়েছে। এই একটি লাইনই কবিতার মূলভাব প্রতিষ্ঠা করে: বাংলা শুধু একটি স্থান নয়, এটি একটি সর্বাত্মক অভিজ্ঞতা যা আত্মাকে সম্পূর্ণরূপে সন্তুষ্ট করে। Verse 2 The world has not anything more beautiful to show me. Very Detailed Description in Easy English: This line directly follows the first, explaining why  the speaker's search is over. He makes a bold claim: after seeing Bengal, nothing the rest of the world has to offer can compare in terms of beauty. This elevates Bengal's beauty from a personal preference to a universal standard in the speaker's eyes. It implies that the unique combination of nature, culture, and spirit found in Bengal is, for him, the pinnacle of all earthly beauty. Bangla Translation (গভীর ও সহজ ভাবার্থ): এই লাইনটি প্রথম লাইনের ঠিক পরেই আসে এবং ব্যাখ্যা করে কেন  বক্তার অনুসন্ধান শেষ হয়েছে। তিনি একটি দৃঢ় দাবি করেন: বাংলা দেখার পর, বিশ্বের অন্য কোনো কিছুর সৌন্দর্যই এর সাথে তুলনীয় নয়। এটি বাংলার সৌন্দর্যকে বক্তার চোখে একটি ব্যক্তিগত পছন্দের স্তর থেকে এক सार्वभौमिक মানে উন্নীত করে। এর অর্থ হলো, বাংলায় প্রকৃতি, সংস্কৃতি এবং চেতনার যে অনন্য মিশ্রণ পাওয়া যায়, তা তার কাছে পৃথিবীর সমস্ত সৌন্দর্যের শিখর। Verse 3 Waking up in darkness, gazing at the fig-tree, I beholdDawn’s swallows roosting under huge umbrella-like leaves. Very Detailed Description in Easy English: To prove his point, the speaker presents a simple, quiet, and deeply personal image. The scene is set in the darkness just before dawn, a time of peace and private reflection. He focuses on a common fig tree (Dumur), not a rare or spectacular sight, showing that Bengal's magic is found in its ordinary, everyday life. The sight of swallows resting safely under the tree's large, protective leaves—which he compares to umbrellas—is a powerful symbol of nature providing shelter, peace, and tranquility. This gentle image is his evidence of Bengal's profound beauty. Bangla Translation (গভীর ও সহজ ভাবার্থ): বক্তা তার观点 প্রমাণ করতে একটি সাধারণ, শান্ত এবং অত্যন্ত ব্যক্তিগত চিত্র তুলে ধরেন। দৃশ্যটি ভোরের ঠিক আগের অন্ধকারের, যা শান্তি এবং ব্যক্তিগত চিন্তার সময়। তিনি একটি সাধারণ ডুমুর গাছের উপর মনোযোগ দেন, কোনো বিরল বা দর্শনীয় দৃশ্য নয়, যা দেখায় যে বাংলার জাদু তার সাধারণ দৈনন্দিন জীবনেই পাওয়া যায়। গাছের বড়, ছাতার মতো পাতার নিচে নিরাপদে আশ্রয় নেওয়া আবাবিল পাখির দৃশ্যটি প্রকৃতি প্রদত্ত আশ্রয়, শান্তি এবং প্রশান্তির এক শক্তিশালী প্রতীক। এই স্নিগ্ধ চিত্রটিই বাংলার গভীর সৌন্দর্যের প্রমাণ। Verse 4 I look around meAnd discover a leafy dome-Jam, Kanthal, Bat, Hijol and Aswatha trees-All in a hush, shadowing clumps of cactus and zedoary bushes. Very Detailed Description in Easy English: The speaker's view widens to the surrounding landscape. He uses the word "discover," suggesting he sees this familiar environment with a newfound sense of wonder. He lists trees that are icons of the Bengali countryside—Jam, Jackfruit, Banyan, Hijol, and Aswatha. These trees together form a "leafy dome," a natural ceiling that creates a feeling of being in a sacred, sheltered green world. The atmosphere is one of complete silence ("in a hush"), a stillness that is full of life. This canopy of great trees protects the wilder plants below, creating a rich, layered, and perfectly balanced ecosystem. Bangla Translation (গভীর ও সহজ ভাবার্থ): বক্তার দৃষ্টি চারপাশের দৃশ্যপটে প্রসারিত হয়। তিনি "আবিষ্কার" শব্দটি ব্যবহার করেন, যা থেকে বোঝা যায় যে তিনি এই পরিচিত পরিবেশকে এক নতুন বিস্ময়ের সাথে দেখছেন। তিনি জাম, কাঁঠাল, বট, হিজল এবং অশ্বত্থের মতো গাছগুলির তালিকা দেন, যেগুলি বাংলার গ্রামাঞ্চলের প্রতীক। এই গাছগুলি একসাথে একটি "পাতাভরা গম্বুজ" তৈরি করে, যা একটি পবিত্র, সুরক্ষিত সবুজ জগতে থাকার অনুভূতি দেয়। পরিবেশটি সম্পূর্ণ নীরব ("in a hush"), এক জীবন্ত স্থিরতায় পূর্ণ। এই বিশাল গাছের আচ্ছাদনটি নিচের বন্য গাছপালাকে রক্ষা করে, যা একটি সমৃদ্ধ, স্তরযুক্ত এবং নিখুঁতভাবে ভারসাম্যপূর্ণ বাস্তুতন্ত্র তৈরি করে। Verse 5 When long, long ago, Chand came in his honeycombed boatTo a blue Hijal, Bat and Tamal shade near the Champa, he too sightedBengal’s incomparable beauty. Very Detailed Description in Easy English: Here, the poem connects the present to the distant, mythological past. The speaker says that the beauty he sees is timeless. He mentions Chand Sadagar , a famous merchant from Bengali folklore who traveled on his magnificent "honeycombed boat." The poem insists that even this powerful, worldly man, centuries ago, witnessed the exact same "incomparable beauty" in Bengal's trees and shades. This suggests that Bengal's natural soul is eternal and unchanging, captivating people throughout history. Bangla Translation (গভীর ও সহজ ভাবার্থ): এখানে কবিতাটি বর্তমানকে দূরবর্তী, পৌরাণিক অতীতের সাথে যুক্ত করে। বক্তা বলেন যে তিনি যে সৌন্দর্য দেখছেন তা চিরন্তন। তিনি বাংলা লোককথার বিখ্যাত বণিক চাঁদ সওদাগরের  উল্লেখ করেন, যিনি তার চমৎকার "মধুকর ডিঙা" নিয়ে ভ্রমণ করেছিলেন। কবিতাটি জোর দিয়ে বলে যে এমনকি এই শক্তিশালী, বিষয়াসক্ত মানুষটিও বহু শতাব্দী আগে বাংলার গাছপালা ও ছায়ার মধ্যে ঠিক একই "অতুলনীয় সৌন্দর্য" প্রত্যক্ষ করেছিলেন। এটি ইঙ্গিত দেয় যে বাংলার প্রাকৃতিক আত্মা চিরন্তন এবং অপরিবর্তনীয়, যা ইতিহাস জুড়ে মানুষকে মুগ্ধ করে আসছে। Verse 6 One day, alas. In the Ganguri,On a raft, as the waning moon sank on the river’s sandbanks,Behula too saw countless aswaths bats besides golden rice fieldsAnd heard the thrush’s soft song. Very Detailed Description in Easy English: The poem deepens its emotional range by showing that Bengal's beauty is not just for happy moments, but also exists alongside deep sorrow. The speaker tells the story of Behula , from the same myth, who floated down a river on a raft with her dead husband. Even in this moment of heartbreaking tragedy ("alas"), she was surrounded by the enduring beauty of the landscape: the "golden rice fields," the ancient trees, and the gentle music of a bird's song. This powerful contrast shows that Bengal's nature is a constant, comforting presence that offers its solace even in the darkest times of human suffering. Bangla Translation (গভীর ও সহজ ভাবার্থ): কবিতাটি তার আবেগের গভীরতা আরও বাড়িয়ে তোলে यह দেখিয়ে যে বাংলার সৌন্দর্য কেবল সুখের মুহূর্তের জন্য নয়, বরং গভীর দুঃখের পাশেও তার অস্তিত্ব রয়েছে। বক্তা একই পুরাণের বেহুলার  গল্প বলেন, যিনি তার মৃত স্বামীকে নিয়ে ভেলায় করে নদীতে ভেসে যাচ্ছিলেন। এই হৃদয়বিদারক দুঃখের মুহূর্তেও ("হায়"), তিনি "সোনালি ধানক্ষেত," প্রাচীন গাছ এবং একটি পাখির নরম গানের মতো প্রাকৃতিক সৌন্দর্যে পরিবেষ্টিত ছিলেন। এই শক্তিশালী বৈপরীত্যটি দেখায় যে বাংলার প্রকৃতি একটি ধ্রুব, সান্ত্বনাদায়ী উপস্থিতি, যা মানুষের দুঃখের সবচেয়ে অন্ধকার সময়েও তার সান্ত্বনা প্রদান করে। Verse 7 One day, arriving in Amara,Where gods held court, when she danced like a desolate wagtail,Bengal’s rivers, fields, flowers, wailed like strings of bells on her feet. Very Detailed Description in Easy English: This is the poem's ultimate climax. When Behula reaches the court of the gods ("Amara") and dances to plead for her husband's life, her dance is filled with sadness ("desolate"). But the most incredible thing happens: the sound of her dance is not just the sound of ankle bells. The poem says that Bengal’s rivers, fields, and flowers "wailed"  through her bells. This means she has become the living embodiment of her homeland. Her personal grief has merged with the soul of the land itself. It powerfully shows that the connection between the people of Bengal and their land is unbreakable; they carry its spirit, its sounds, and its sorrows within them, no matter where they go. Bangla Translation (গভীর ও সহজ ভাবার্থ): এটি কবিতার চূড়ান্ত মুহূর্ত। বেহুলা যখন দেবতাদের সভায় ("অমরায়") পৌঁছে তার স্বামীর জীবন ভিক্ষা করার জন্য নৃত্য করে, তখন তার নাচ দুঃখে ("নিঃসঙ্গ") পরিপূর্ণ থাকে। কিন্তু সবচেয়ে অবিশ্বাস্য ঘটনাটি ঘটে: তার নাচের শব্দ কেবল ঘুঙুরের শব্দ ছিল না। কবিতাটি বলে যে বাংলার নদী, মাঠ এবং ফুলেরা  তার পায়ের ঘুঙুরের মতো "কেঁদে উঠেছিল"। এর অর্থ হলো, সে তার জন্মভূমির এক জীবন্ত প্রতিমূর্তিতে পরিণত হয়েছে। তার ব্যক্তিগত শোক ভূমির আত্মার সাথে এক হয়ে গেছে। এটি জোরালোভাবে দেখায় যে বাংলার মানুষ এবং তাদের ভূমির মধ্যেকার বন্ধন অটুট; তারা যেখানেই যাক না কেন, তারা এর আত্মা, এর শব্দ এবং এর দুঃখ নিজেদের মধ্যে বহন করে। Short Answer Questions What is the significance of Bengal’s beauty in the poem? The beauty of Bengal is portrayed as unparalleled, a beauty so extraordinary that the speaker feels no need to seek anything else in the world. The natural landscape, including trees, rivers, and fields, is deeply connected to history and mythology, adding to its grandeur. How does the speaker describe the environment upon waking up? The speaker describes waking up in darkness and gazing at the fig tree, which marks the beginning of their day. This moment of peace contrasts with the hustle of the day, allowing the speaker to connect with nature before the world awakens. What is the significance of the swallows resting under the leaves? The swallows, associated with the dawn, represent new beginnings and a peaceful start. Their resting under the large umbrella-like leaves adds to the serene and calming atmosphere of the early morning. How does the speaker describe the trees around them? The speaker describes a leafy dome created by trees like Jam, Kanthal, Bat, Hijol, and Aswatha. This dome creates a sense of enclosure and protection, as though nature itself is embracing the speaker in a peaceful, harmonious environment. What role do the trees play in the poem? The trees symbolize both the natural beauty of Bengal and its ancient history. The names of trees mentioned are not just flora but are deeply linked to the cultural and spiritual heritage of the land. Who is Chand, and what does he represent in the poem? Chand is a mythological or historical figure who arrived on his boat filled with honeycombs. His arrival under the shade of trees like Hijal, Bat, and Tamal represents his recognition of Bengal’s incomparable beauty, suggesting that the land has always attracted those who seek its enchantment. How does the poem connect the themes of nature and mythology? The poem weaves together nature and mythology by referencing figures like Chand and Behula, who experience Bengal’s beauty in mythical contexts. Nature becomes a powerful force, intertwined with divine and human experiences, making the land sacred. What event occurs in the Ganguri region in the poem? In the Ganguri region, Behula is floating on a raft, observing the waning moon as it sinks onto the river’s sandbanks. This moment signifies the passage of time and the cyclical nature of life, with the natural world continuing its rhythm despite human struggles. How does Behula contribute to the theme of the poem? Behula’s journey and dance in Amara, a place of divine significance, reinforce the connection between human experiences and the divine. Her lonely dance, as she moves with the sorrow of a wagtail, highlights the emotional depth of Bengal’s landscape, as its beauty stirs feelings of both joy and grief. What do the rivers, fields, and flowers symbolize in the poem? The rivers, fields, and flowers symbolize the land of Bengal itself—its beauty, abundance, and emotional resonance. As Behula dances, these elements seem to wail and resonate with the music of the bells, indicating that Bengal’s landscape is alive, responding to the emotions and experiences of its people. Multiple-choice questions based on the text: 10 multiple-choice questions (MCQs) based on the poem: What does the speaker suggest about Bengal’s beauty? a) It is fleeting and temporary. b) It is unparalleled and beyond comparison. c) It is only seen by mythological figures. d) It is comparable to other places in the world. Answer: b) It is unparalleled and beyond comparison. What does the speaker observe upon waking up in the morning? a) The swallows flying in the sky. b) The fig tree and the peaceful environment. c) The arrival of the sun. d) The distant hills covered in mist. Answer: b) The fig tree and the peaceful environment. Which trees are mentioned by the speaker in the poem? a) Mango, Banyan, and Palm trees. b) Jam, Kanthal, Bat, Hijol, and Aswatha trees. c) Oak, Pine, and Birch trees. d) Maple, Cedar, and Redwood trees. Answer: b) Jam, Kanthal, Bat, Hijol, and Aswatha trees. What is the significance of the swallows in the poem? a) They symbolize death. b) They represent the arrival of spring. c) They symbolize new beginnings and peace. d) They represent the passing of time. Answer: c) They symbolize new beginnings and peace. Who is Chand in the poem? a) A historical figure who observed Bengal’s beauty. b) A character from a mythological story who arrived in Bengal by boat. c) A famous poet who wrote about Bengal. d) A king who ruled Bengal in ancient times. Answer: b) A character from a mythological story who arrived in Bengal by boat. What does the phrase "Bengal’s incomparable beauty" refer to in the poem? a) The diversity of the people in Bengal. b) The unique natural and cultural beauty of the land. c) The political history of Bengal. d) The economic prosperity of Bengal. Answer: b) The unique natural and cultural beauty of the land. What is the significance of the "waning moon" in the poem? a) It symbolizes the passage of time. b) It represents the beginning of a new day. c) It indicates the arrival of a new season. d) It symbolizes eternal beauty. Answer: a) It symbolizes the passage of time. What does Behula’s dance represent in the poem? a) The sorrow and emotional turmoil in Bengal. b) A celebration of life and love in Bengal. c) A connection to the divine and the gods. d) The struggles of the common people of Bengal. Answer: c) A connection to the divine and the gods. What role does nature play in the poem? a) It represents the challenges of life. b) It is a reflection of the speaker’s emotions. c) It is a backdrop to the political events of Bengal. d) It symbolizes the divine connection between humanity and the gods. Answer: b) It is a reflection of the speaker’s emotions. What does the imagery of the "golden rice fields" symbolize in the poem? a) The harvest and prosperity of Bengal. b) The timelessness of nature. c) The innocence of the people. d) The fleeting nature of life. Answer: a) The harvest and prosperity of Bengal. Summary: The poem celebrates the unparalleled beauty of Bengal through vivid descriptions of its natural landscape and cultural significance. The speaker expresses that having witnessed the stunning face of Bengal, they no longer need to seek beauty elsewhere in the world. They begin by describing the peaceful morning they experience, where they wake up in the darkness, gaze at a fig tree, and observe swallows resting under large, protective leaves. The speaker feels surrounded by the beauty of the land, with trees like Jam, Kanthal, Bat, Hijol, and Aswatha forming a leafy dome over their head. The poem then weaves in elements of mythology and history, referencing figures like Chand and Behula, who experienced Bengal's beauty in different ways. Chand, arriving in his honeycombed boat, finds the beauty of Bengal in the shade of trees near the Champa, while Behula, in the mythological story, experiences the land's beauty as she journeys in the Ganguri region. Both figures, in their respective contexts, are struck by the land’s unmatched charm. As the poem progresses, the speaker brings attention to the rich symbolism of the landscape—rivers, fields, and flowers—suggesting that they are more than just physical features. These elements seem to resonate emotionally, as Behula’s dance in Amara, a place of divine power, echoes with the sorrow and beauty of Bengal. The poem ends by highlighting the emotional power of Bengal’s landscape, which moves both human and divine figures alike. Theme: The poem explores the timeless and incomparable beauty of Bengal, connecting its natural elements to emotional and mythological significance. Through its vivid descriptions, the poem reflects on the spiritual and cultural resonance of the land, emphasizing how its beauty has inspired awe in both historical and mythological figures. Bangla Translation (Summary) সারাংশ: কবিতাটি বাংলার অতুলনীয় সৌন্দর্যকে তার প্রাকৃতিক ভূদৃশ্য এবং সাংস্কৃতিক তাৎপর্যের প্রাণবন্ত বর্ণনার মাধ্যমে উদযাপন করে। বক্তা প্রকাশ করেছেন যে বাংলার অত্যাশ্চর্য মুখ দেখার পর, তাদের আর বিশ্বের অন্য কোথাও সৌন্দর্য খোঁজার প্রয়োজন নেই। তারা তাদের অভিজ্ঞতার শান্ত সকালের বর্ণনা দিয়ে শুরু করেন, যেখানে তারা অন্ধকারে জেগে ওঠে, একটি ডুমুর গাছের দিকে তাকায় এবং বড়, সুরক্ষিত পাতার নীচে গিলে ফেলা প্রাণীদের বিশ্রাম নিতে দেখে। বক্তা ভূমির সৌন্দর্যে ঘেরা অনুভব করেন, যেখানে জাম, কাঁঠাল, বাদুড়, হিজল এবং অশ্বথের মতো গাছগুলি তাদের মাথার উপর একটি পাতাযুক্ত গম্বুজ তৈরি করে। কবিতাটি এরপর পৌরাণিক কাহিনী এবং ইতিহাসের উপাদানগুলিতে বুনন করে, চাঁদ এবং বেহুলার মতো ব্যক্তিত্বদের উল্লেখ করে, যারা বিভিন্ন উপায়ে বাংলার সৌন্দর্য অনুভব করেছিল। চাঁদ, তার মৌচাকযুক্ত নৌকায় এসে, চম্পার কাছে গাছের ছায়ায় বাংলার সৌন্দর্য খুঁজে পায়, অন্যদিকে পৌরাণিক গল্পে বেহুলা, গাঙ্গুরি অঞ্চলে ভ্রমণ করার সময় ভূমির সৌন্দর্য অনুভব করে। উভয় ব্যক্তিত্ব, তাদের নিজ নিজ প্রেক্ষাপটে, ভূমির অতুলনীয় আকর্ষণে মুগ্ধ। কবিতাটি এগিয়ে যাওয়ার সাথে সাথে, বক্তা ভূদৃশ্যের সমৃদ্ধ প্রতীকীতার দিকে মনোযোগ আকর্ষণ করেন - নদী, মাঠ এবং ফুল - যা ইঙ্গিত দেয় যে এগুলি কেবল শারীরিক বৈশিষ্ট্য নয়। এই উপাদানগুলি আবেগগতভাবে অনুরণিত হয় বলে মনে হয়, যেমন ঐশ্বরিক শক্তির স্থান আমারায় বেহুলার নৃত্য বাংলার দুঃখ এবং সৌন্দর্যের সাথে প্রতিধ্বনিত হয়। কবিতাটি বাংলার ভূদৃশ্যের আবেগগত শক্তি তুলে ধরে শেষ হয়, যা মানুষ এবং ঐশ্বরিক উভয় ব্যক্তিত্বকেই একইভাবে নাড়া দেয়। Ad Vocabulary from "I Have Seen Bengal’s Face" Word (শব্দ) IPA Pronunciation (RP/Bengali) English Meaning (ইংরেজি অর্থ) Bangla Meaning (বাংলা অর্থ) Alas /əˈlæs/ An expression of grief, pity, or concern. হায়; দুঃখের বিষয় Amara / ɔ.mo .ra/ The immortal city of the gods in Hindu mythology, ruled by Indra. অমরাবতী (দেবতাদের শহর) Arriving /əˈraɪ.vɪŋ/ Reaching a destination at the end of a journey. পৌঁছে; আগমন করে Aswatha /ɔ.ʃot.t̪ʰo/ The sacred fig tree ( Ficus religiosa ), also known as Peepal. অশ্বত্থ Bat /bɔt/ The Banyan tree ( Ficus benghalensis ), known for its aerial roots. বট Beautiful /ˈbjuː.tɪ.fəl/ Having qualities that give great pleasure to the senses or mind. সুন্দর Behold /bɪˈhəʊld/ A poetic word for seeing or observing something remarkable. দেখা; দর্শন করা Behula / be.ɦu.la/ The devoted wife from the Bengali epic of Manasamangal. বেহুলা Boat /bəʊt/ A vessel for water travel; here, Chand's mythological Madhukar Dinga . নৌকা (এখানে মধুকর ডিঙা) Bushes /ˈbʊʃ.ɪz/ Low, branching shrubs. ঝোপঝাড় Cactus /ˈkæk.təs/ A spiny plant; likely the Phanimanasa  in the original Bengali. ক্যাকটাস; ফণীমনসা Champa / ˈtʃɔm.pa/ A mythical city/kingdom in Bengali folklore. চম্পা Chand /tʃɑ̃d/ Refers to Chand Sadagar, the merchant protagonist from folklore. চাঁদ (চাঁদ সওদাগর) Clumps /klʌmps/ A small, dense group of plants or trees. ঝোপ; গোছা Countless /ˈkaʊnt.ləs/ Too many to be counted; innumerable. অগণিত; অসংখ্য Court /kɔːt/ The assembly or council held by a ruler. সভা; দরবার Darkness /ˈdɑːk.nəs/ The absence of light; sets a quiet, pre-dawn mood in the poem. অন্ধকার Dawn /dɔːn/ The first light of day before sunrise. ভোর; ঊষা Desolate /ˈdes.ə.lət/ Feeling or showing great unhappiness or loneliness. নিঃসঙ্গ; পরিত্যক্ত Discover /dɪˈskʌv.ər/ To find something, suggesting a new appreciation for a familiar sight. আবিষ্কার করা Dome /dəʊm/ A rounded, vault-like structure; here, a natural canopy of leaves. গম্বুজ Face /feɪs/ Literally, the front of the head; metaphorically, the true essence or character of Bengal. মুখ (এখানে বাংলার আসল সত্তা) Fig-tree /fɪɡ triː/ A tree bearing figs; likely the common Dumur  tree in Bengal. ডুমুর গাছ Fields /fiːldz/ Open land for crops; specifically, "golden rice fields." মাঠ (এখানে সোনালি ধানক্ষেত) Flowers /ˈflaʊ.əz/ The beautiful, reproductive part of a plant. ফুল Ganguri / ˈɡaŋ.gu .ri/ A mythical river in the Manasamangal epic. গাঙ্গুড়ী Gazing /ˈɡeɪ.zɪŋ/ Looking steadily and intently at something. একদৃষ্টে তাকিয়ে থাকা Golden /ˈgəʊl.dən/ The color of gold, suggesting ripeness and value (of rice). সোনালি Held /held/ "Held court" means to preside over an official assembly. অনুষ্ঠিত হওয়া (সভা) Hijal /ˈɦi.dʒɔl/ A freshwater mangrove tree ( Barringtonia acutangula ). হিজল Honeycombed /ˈhʌn.i.kəʊmd/ Having a structure of many small chambers, like a honeycomb. মৌচাকের মতো গঠনযুক্ত Hush /hʌʃ/ A deep silence or stillness, full of life. নিস্তব্ধতা; নীরবতা Incomparable /ɪnˈkɒm.pər.ə.bəl/ So great or beautiful as to be without equal; matchless. অতুলনীয় Jam /dʒɑm/ The Java plum tree ( Syzygium cumini ). জাম Kanthal /ˈkɑ̃.tʰal/ The jackfruit tree ( Artocarpus heterophyllus ). কাঁঠাল Leafy / ˈliː.fi/ Having an abundance of leaves. পাতাভরা; পত্রবহুল Moon /muːn/ The Earth's natural satellite; described as "waning" to create a somber mood. চাঁদ (এখানে ক্ষয়িষ্ণু) Raft /rɑːft/ A flat structure used as a boat, often for a desperate journey. ভেলা Roosting /ˈruː.stɪŋ/ (Of birds) settling down to rest or sleep, suggesting safety. বাসায় থাকা; আশ্রয় নেওয়া Sandbanks /ˈsænd.bæŋks/ Shallow areas of sand in a river. চর; বালুচর Seek /siːk/ To look for or search for something. খোঁজা; সন্ধান করা Shade /ʃeɪd/ An area of comparative darkness and coolness; a place of rest. ছায়া Shadowing /ˈʃæd.əʊ.ɪŋ/ Casting a shadow over, suggesting protection. ছায়া ফেলা Sighted /ˈsaɪ.tɪd/ To have seen or caught sight of something. দেখেছিল; দৃষ্টিগোচর হয়েছিল Song /sɒŋ/ Music with words; here, the "thrush's soft song" adds beauty to a sad scene. গান Strings /strɪŋz/ "Strings of bells" refers to ghungroo , the bells on a dancer's ankles. মালা (এখানে ঘুঙুরের মালা) Swallows /ˈswɒl.əʊz/ A type of swift-flying bird (in Bengali, Ababil ). আবাবিল পাখি Tamal /t̪ɔ.mal/ A type of evergreen tree found in the region. তমাল Thrush /θrʌʃ/ A songbird (the original uses Shyama ). শালিক বা শ্যামা পাখি Wagtail /ˈwæɡ.teɪl/ A slender bird (the original is Khanjana ). খঞ্জন পাখি Wailed /weɪld/ Cried out with a long, high-pitched sound of grief. কেঁদে উঠেছিল; বিলাপ করেছিল Waning /ˈweɪ.nɪŋ/ (Of the moon) appearing to decrease in size, symbolizing decline or sorrow. ক্ষয়িষ্ণু World /wɜːld/ The entire Earth; used to contrast with the all-sufficient beauty of Bengal. পৃথিবী; জগৎ Zedoary /ˈzed.əʊ.ər.i/ A medicinal plant (the original is Shoti ). শটি 50 vocabulary words from the poem with their meanings in English and Bangla: Face English: A person's facial appearance or the front part of something. Bangla: মুখ Seek English: To look for or try to find something. Bangla: খোঁজা Beautiful English: Pleasing the senses or mind aesthetically. Bangla: সুন্দর Show English: To display or present something for others to see. Bangla: প্রদর্শন Waking English: The act of waking up from sleep. Bangla: জেগে উঠা Gazing English: Looking steadily and intently, often with admiration. Bangla: লক্ষ্য করা Behold English: To see or observe something, especially with admiration. Bangla: দেখানো Swallows English: A type of bird known for flying long distances. Bangla: ঝাঁঝরি পাখি Roosting English: Settling or resting, especially on a perch. Bangla: বাসা তৈরি করা Umbrella-like English: Resembling an umbrella in shape or function. Bangla: ছাতা-সদৃশ Leaves English: The flat, green parts of a plant or tree that are attached to the stem. Bangla: পাতা Dome English: A rounded, often hemispherical roof or covering. Bangla: গম্বুজ Hush English: A quiet, still, or peaceful state. Bangla: শান্ত Shadowing English: Creating or providing shade. Bangla: ছায়া সৃষ্টি করা Clumps English: A small, dense group or cluster. Bangla: গুচ্ছ Cactus English: A type of plant with thick, fleshy stems that typically grow in dry areas. Bangla: ক্যাকটাস Zedoary English: A type of plant from the ginger family, often used in traditional medicine. Bangla: জেডোয়ারি (একটি প্রকারের মসলাদার গাছ) Chand English: A mythological figure in the poem. Bangla: চাঁদ (কবিতায় একটি পৌরাণিক চরিত্র) Honeycombed English: Having a pattern or structure similar to a honeycomb. Bangla: মধুরচক্রযুক্ত Boat English: A small vessel for traveling on water. Bangla: নৌকা Shade English: A shadow or area sheltered from the sun. Bangla: ছায়া Sighted English: To see or notice something. Bangla: লক্ষ্য করা Incomparable English: So good or great that nothing can be compared to it. Bangla: অদ্বিতীয় Alas English: An expression of sorrow or regret. Bangla: হায় Raft English: A flat structure used for traveling or floating on water. Bangla: ভেলা Waning English: Decreasing in size, intensity, or strength. Bangla: ক্ষীণ হওয়া Sank English: To go down below the surface of water. Bangla: ডুবানো River’s sandbanks English: Shallow areas of sand along the edge of a river. Bangla: নদীর বালুচর Plunged English: To fall or dive into something. Bangla: তলিয়ে যাওয়া Break English: To separate or divide something into parts. Bangla: ভাঙা Cossack English: A member of a people from southeastern Russia, known for their horse-riding skills. Bangla: কসাক (রাশিয়ান জনগণের একটি জাতি) Reeled English: To stagger or lose balance. Bangla: দুলানো Sundered English: To break apart or separate. Bangla: বিচ্ছিন্ন করা Fell English: To cause to fall or be destroyed. Bangla: পতিত হওয়া Jaws of Death English: A metaphor for extreme danger or life-threatening situation. Bangla: মৃত্যুর মুখ Mouth of Hell English: Another metaphor indicating entering a perilous situation. Bangla: নরকের মুখ Glory English: Great honor, praise, or fame. Bangla: গৌরব Made English: Past tense of make, meaning to create or form something. Bangla: তৈরি করা Wondered English: To think about or question something with curiosity. Bangla: বিস্মিত হওয়া Honor English: High respect or esteem. Bangla: সম্মান Noble English: Having high moral qualities, virtuous. Bangla: মহৎ Charge English: To rush forward, especially in battle. Bangla: আক্রমণ Volleyed English: A rapid series of shots or blows. Bangla: গুলি বা আঘাতের একটি সারি Thundered English: To make a loud, booming noise, like thunder. Bangla: গর্জন করা Stormed English: To move forward forcefully, often in anger or aggression. Bangla: ঝড়ের মতো আক্রমণ করা Sabres English: A type of curved sword with a single edge. Bangla: স্যাবার (ধনুকাকৃত তলোয়ার) Bells English: A hollow instrument that makes a ringing sound when struck. Bangla: ঘণ্টা Court English: A place where kings and gods gather. Bangla: আদালত Desolate English: Feeling abandoned or uninhabited. Bangla: একাকী Wagtail English: A type of bird that frequently moves its tail. Bangla: ঝাঁকানো পাখি

Auld Lang Syne by Robert Burns (Based on a folk song from Scotland) Should old acquaintance be forgot, And never brought to mind? Should old acquaintance be forgot, And auld lang syne? (Chorus) For auld lang syne, my dear, For auld lang syne. We'll take a cup o' kindness yet, For auld lang syne. And surely you’ll buy your pint cup! And surely I’ll buy mine! And we’ll take a cup o’ kindness yet, For auld lang syne. We two have run about the slopes, And picked the daisies fine; But we’ve wandered many a weary foot, Since auld lang syne. We two have paddled in the stream, From morning sun till dine; But seas between us broad have roared Since auld lang syne. And there's a hand my trusty friend! And give me a hand o’ thine! And we’ll take a right good-will draught, For auld lang syne. Auld Lang Syne (পুরোনো সেই দিনের কথা) Robert Burns (রবার্ট বার্নস) (Based on a folk song from Scotland) ((স্কটল্যান্ডের একটি লোকসংগীতের উপর ভিত্তি করে)) Should old acquaintance be forgot, (পুরোনো দিনের পরিচয় কি ভুলে যাওয়া উচিত,) And never brought to mind? (আর কখনও কি মনে করা উচিত নয়?) Should old acquaintance be forgot, (পুরোনো দিনের পরিচয় কি ভুলে যাওয়া উচিত,) And auld lang syne? (এবং পুরোনো সেই দিনগুলো?) (Chorus) ((ধুয়া)) For auld lang syne, my dear, (পুরোনো সেই দিনের জন্য, আমার প্রিয়,) For auld lang syne. (পুরোনো সেই দিনের জন্য।) We'll take a cup o' kindness yet, (আমরা এখনো সৌহার্দ্যের পেয়ালা নেব,) For auld lang syne. (পুরোনো সেই দিনের জন্য।) And surely you’ll buy your pint cup! (এবং নিশ্চয়ই তুমি তোমার পানের পেয়ালা কিনবে!) And surely I’ll buy mine! (এবং নিশ্চয়ই আমি আমারটা কিনব!) And we’ll take a cup o’ kindness yet, (এবং আমরা এখনো সৌহার্দ্যের পেয়ালা নেব,) For auld lang syne. (পুরোনো সেই দিনের জন্য।) We two have run about the slopes, (আমরা দুজনে পাহাড়ের ঢালে দৌড়েছি,) And picked the daisies fine; (আর সুন্দর ডেইজি ফুল তুলেছি;) But we’ve wandered many a weary foot, (কিন্তু আমরা বহু ক্লান্ত পায়ে হেঁটেছি,) Since auld lang syne. (পুরোনো সেই দিনগুলোর পর।) We two have paddled in the stream, (আমরা দুজনে ঝর্ণার জলে পা ডুবিয়েছি,) From morning sun till dine; (সকালের সূর্য থেকে শুরু করে দুপুর পর্যন্ত;) But seas between us broad have roared (কিন্তু আমাদের মাঝে প্রশস্ত সমুদ্র গর্জন করেছে) Since auld lang syne. (পুরোনো সেই দিনগুলোর পর।) And there's a hand my trusty friend! (এবং এই নাও আমার হাত, আমার বিশ্বস্ত বন্ধু!) And give me a hand o’ thine! (এবং তুমিও তোমার হাতটি বাড়িয়ে দাও!) And we’ll take a right good-will draught, (এবং আমরা শুভেচ্ছার একটি পানীয় নেব,) For auld lang syne. (পুরোনো সেই দিনের জন্য।) Short Theme The central theme is the enduring value of old friendships  and the importance of cherishing past memories . The poem celebrates nostalgia, reunion, and the act of honoring shared history, suggesting that the bonds of the past should never be forgotten. Bangla Translation (সংক্ষিপ্ত মূলভাব): মূল উপজীব্য হলো পুরোনো বন্ধুত্বের চিরস্থায়ী মূল্য  এবং অতীতের স্মৃতিকে大切 করে রাখা । কবিতাটি স্মৃতিচারণ, পুনর্মিলন এবং साझा ইতিহাসকে সম্মান জানানোর বিষয়টিকে উদযাপন করে এবং পরামর্শ দেয় যে অতীতের বাঁধন কখনও ভোলা উচিত নয়। Short Summary "Auld Lang Syne" is about two old friends who reconnect after being apart for many years. They reflect on their shared childhood adventures, like running on hillsides and playing in streams, and contrast those happy times with the long, difficult years that have separated them. The poem concludes with a powerful gesture of renewing their bond: they offer their hands to one another and share a drink as a toast to their friendship and "for old times' sake." Bangla Translation (সংক্ষিপ্ত সারসংক্ষেপ): "Auld Lang Syne" কবিতাটি 오랜 দিন পর পুনরায় দেখা হওয়া দুই পুরোনো বন্ধুর গল্প। তারা তাদের শৈশবের স্মৃতি—পাহাড়ের ঢালে দৌড়ানো এবং ঝর্ণার জলে খেলার মতো আনন্দের মুহূর্তগুলো—মনে করে এবং সেই সুখের সময়ের সাথে তাদের বিচ্ছিন্ন করে রাখা দীর্ঘ কঠিন বছরগুলোর তুলনা করে। কবিতাটি তাদের বন্ধুত্বকে পুনর্নবীকরণের একটি শক্তিশালী অঙ্গভঙ্গির মাধ্যমে শেষ হয়: তারা একে অপরের দিকে হাত বাড়িয়ে দেয় এবং তাদের বন্ধুত্ব ও "পুরোনো সেই দিনের" সম্মানে একসাথে পান করে। Detailed Summary Stanza 1:  The poem opens with a rhetorical question: should old friends ("acquaintance") and shared memories be completely forgotten and never thought of again? The speaker repeats the question, emphasizing the term "auld lang syne" (old times). This sets the stage for the entire poem, asking the reader to consider the value of the past. The implied answer is that these connections are too important to be lost to time. Chorus:  This section provides a firm answer. For the sake of the past ("For auld lang syne"), the friends will "take a cup o' kindness." This is a symbolic act of sharing a drink, which represents warmth, goodwill, reunion, and a toast to their shared history. It is the central action and emotional core of the poem. Stanza 2:  This verse expands on the idea of the "cup of kindness" by showing the mutual commitment of the friends. The speaker says, "surely you’ll buy your pint cup! And surely I’ll buy mine!" This demonstrates that the desire to reconnect is reciprocal. Both friends are equally eager to invest in this moment of reunion, showing that their bond is a strong, two-way relationship. Stanza 3:  The poem shifts into specific nostalgic memories. The friends recall their carefree childhood days when they "run about the slopes" and "picked the daisies fine." This happy, innocent image is immediately contrasted with the reality of their lives since then: "But we’ve wandered many a weary foot." This line acknowledges the hardships, struggles, and long journey that each has undertaken since those youthful days. Stanza 4:  This verse continues the nostalgic theme with another memory of playing together in a stream ("paddled in the stream") from morning until noon ("dine"). This idyllic memory is then sharply contrasted with the powerful line, "But seas between us broad have roared." The "seas" serve as a metaphor for the vast physical distance, life changes, and emotional separation that have kept them apart for so long. Stanza 5:  This final stanza brings the poem to a moving conclusion. After reflecting on the past and the distance between them, one friend reaches out with his hand, saying, "And there's a hand my trusty friend! And give me a hand o’ thine!" This physical act of shaking hands bridges the gap created by years of separation. They resolve to seal their renewed friendship with a "right good-will draught" (a heartfelt, meaningful drink), once again doing so for the cherished reason: "For auld lang syne." Bangla Translation (বিস্তারিত সারসংক্ষেপ): প্রথম স্তবক:  কবিতাটি একটি প্রশ্ন দিয়ে শুরু হয়: পুরোনো বন্ধুদের ("acquaintance") এবং অতীতের স্মৃতিদের কি সম্পূর্ণ ভুলে যাওয়া উচিত এবং আর কখনও মনে করা উচিত নয়? বক্তা "auld lang syne" (পুরোনো দিন) শব্দটির ওপর জোর দিয়ে প্রশ্নটির পুনরাবৃত্তি করেন। এটি পুরো কবিতার প্রেক্ষাপট তৈরি করে, পাঠককে অতীতের মূল্য বিবেচনা করতে বলে। এর অন্তর্নিহিত উত্তর হলো, এই সম্পর্কগুলো সময়ের সাথে হারিয়ে যাওয়ার জন্য অত্যন্ত মূল্যবান। ধুয়া (Chorus):  এই অংশটি প্রশ্নের একটি দৃঢ় উত্তর দেয়। অতীতের খাতিরে ("For auld lang syne"), বন্ধুরা "সৌহার্দ্যের পেয়ালা নেবে" ("take a cup o' kindness")। এটি একসাথে পান করার একটি প্রতীকী কাজ, যা উষ্ণতা, শুভেচ্ছা, পুনর্মিলন এবং তাদের साझा ইতিহাসের প্রতি সম্মান প্রদর্শন করে। এটিই কবিতার কেন্দ্রীয় আবেগ এবং কর্ম। দ্বিতীয় স্তবক:  এই স্তবকটি বন্ধুদের পারস্পরিক প্রতিশ্রুতির উপর আলোকপাত করে "সৌহার্দ্যের পেয়ালা"র ধারণাটিকে আরও স্পষ্ট করে। বক্তা বলেন, "নিশ্চয়ই তুমি তোমার পানের পেয়ালা কিনবে! এবং নিশ্চয়ই আমি আমারটা কিনব!" এটি দেখায় যে পুনরায় সংযোগ স্থাপনের ইচ্ছা পারস্পরিক। উভয় বন্ধুই এই পুনর্মিলনের মুহূর্তে সমানভাবে আগ্রহী, যা প্রমাণ করে যে তাদের বন্ধন একটি শক্তিশালী, দ্বিমুখী সম্পর্ক। তৃতীয় স্তবক:  কবিতাটি এবার শৈশবের নির্দিষ্ট স্মৃতিচারণে মোড় নেয়। বন্ধুরা তাদের беззаботного শৈশবের দিনগুলোর কথা মনে করে যখন তারা "পাহাড়ের ঢালে দৌড়াত" এবং "সুন্দর ডেইজি ফুল তুলত।" এই সুখী, নিষ্পাপ ছবির সাথে তাদের পরবর্তী জীবনের বাস্তবতার বৈপরীত্য তুলে ধরা হয়: "কিন্তু আমরা বহু ক্লান্ত পায়ে হেঁটেছি।" এই লাইনটি সেই কঠিন যাত্রা এবং সময়ের ব্যবধানকে স্বীকার করে যা তাদের সেই কৈশোরের দিনগুলো থেকে আলাদা করে দিয়েছে। চতুর্থ স্তবক:  এই স্তবকটি সকাল থেকে দুপুর পর্যন্ত ঝর্ণার জলে পা ডুবিয়ে খেলার আরেকটি শৈশবের স্মৃতি দিয়ে נוстальгическую тему ادامه দেয়। এই মনোরম স্মৃতির সাথে তীক্ষ্ণভাবে বৈপরীত্য তৈরি করে শক্তিশালী লাইনটি, "কিন্তু আমাদের মাঝে প্রশস্ত সমুদ্র গর্জন করেছে।" এখানে "সমুদ্র" তাদের মধ্যেকার বিশাল শারীরিক দূরত্ব, জীবনের পরিবর্তন এবং মানসিক বিচ্ছিন্নতার একটি শক্তিশালী রূপক হিসেবে কাজ করে যা তাদের এতদিন ধরে আলাদা করে রেখেছে। পঞ্চম স্তবক:  এই শেষ স্তবকটি কবিতাকে একটি আবেগঘন উপসংহারে নিয়ে আসে। অতীত এবং তাদের মধ্যকার দূরত্বের কথা ভাবার পর, এক বন্ধু তার হাত বাড়িয়ে দিয়ে বলে, "এবং এই নাও আমার হাত, আমার বিশ্বস্ত বন্ধু! এবং তুমিও তোমার হাতটি বাড়িয়ে দাও!" হাত মেলানোর এই শারীরিক কাজটি বছরের পর বছর ধরে তৈরি হওয়া বিচ্ছিন্নতার ব্যবধানকে দূর করে দেয়। তারা তাদের পুনর্নবীকৃত বন্ধুত্বকে একটি "শুভেচ্ছার পানীয়" ("right good-will draught") দিয়ে নিশ্চিত করার সিদ্ধান্ত নেয়, এবং আবারও সেই cherished কারণটির জন্য এটি করে: "For auld lang syne"। Part 1: Multiple-Choice Questions (MCQs) Questions What is the best English translation for the phrase "Auld Lang Syne"? a) For our old friends b) For tomorrow's sake c) For old times' sake d) For auld's long sign What does the "cup o' kindness" symbolize in the poem? a) A farewell toast b) A drink to represent renewed friendship and goodwill c) A cup of coffee shared between friends d) A formal agreement Which of the following is a memory of childhood shared by the friends? a) Sailing on the seas b) Buying pint cups together c) Picking daisies on the slopes d) Writing letters to each other What do the "seas between us broad have roared" represent? a) A literal storm they survived b) An argument they once had c) The physical distance and time that separated them d) A noisy celebration The poem's central theme is about... a) The sadness of growing old b) The importance of preserving old friendships and memories c) The difficulty of travel in the past d) The beauty of the Scottish landscape What does the speaker ask in the first stanza? a) If his friend remembers his name b) If old friends should be forgotten c) Where they should get a drink d) Why his friend has been away so long In the line "we’ve wandered many a weary foot," the word "weary" suggests that the years apart have been... a) Full of exciting travel b) Easy and carefree c) Filled with hardships and struggles d) Spent walking together What physical action concludes the poem, symbolizing renewed connection? a) An embrace b) A toast with cups c) A formal bow d) Shaking hands Robert Burns is credited with writing the poem, but he based it on... a) An old Scottish folk song b) A story his mother told him c) A famous novel d) His own life story What is the "right good-will draught" mentioned in the last stanza? a) A legal document b) A breath of fresh air c) A meaningful drink taken as a gesture of friendship d) A final goodbye Answers for MCQs c)  For old times' sake b)  A drink to represent renewed friendship and goodwill c)  Picking daisies on the slopes c)  The physical distance and time that separated them b)  The importance of preserving old friendships and memories b)  If old friends should be forgotten c)  Filled with hardships and struggles d)  Shaking hands a)  An old Scottish folk song c)  A meaningful drink taken as a gesture of friendship Part 2: Short Answer Questions & Detailed Answers Questions What is the central theme of "Auld Lang Syne"? Explain the symbolism of the "cup o' kindness." What are two specific childhood memories mentioned in the poem? What contrast does the poem draw between the past and the present? What does the act of offering a hand in the final stanza signify? Who is the speaker addressing in the poem? How does the poem suggest that the friendship is mutual and reciprocal? What does the term "weary foot" imply about the friends' lives since they last saw each other? Why do you think this song is traditionally sung on New Year's Eve? In your own words, what is the poem's final message? Answers for Short Questions 1. What is the central theme of "Auld Lang Syne"? The most important idea in "Auld Lang Syne" is that we should never forget our old friends or the happy times we shared with them in the past. It teaches us to value our history and the people who were part of it, no matter how much time has passed or how far away they are. It’s a song about friendship, memories, and celebrating those old connections. Bangla Translation (বাংলা অনুবাদ): "Auld Lang Syne" কবিতার সবচেয়ে গুরুত্বপূর্ণ ধারণা হলো, আমাদের পুরোনো বন্ধুদের বা অতীতে তাদের সাথে কাটানো সুখের মুহূর্তগুলোকে কখনও ভুলে যাওয়া উচিত নয়। এটি আমাদের শেখায় যে আমাদের ইতিহাস এবং তার অংশীদারদের মূল্য দেওয়া উচিত, যতই সময় পেরিয়ে যাক বা তারা যতই দূরে থাকুক না কেন। এটি বন্ধুত্ব, স্মৃতি এবং সেই পুরোনো সম্পর্কগুলোকে উদযাপন করার একটি গান। 2. Explain the symbolism of the "cup o' kindness." The "cup o' kindness" is not just a real drink; it's a symbol. When the friends share this "cup," it represents the warm feelings, goodwill, and happiness of seeing each other again. Taking a drink together is their way of making a special toast to their friendship and to all the good memories they have from "old times' sake." Bangla Translation (বাংলা অনুবাদ): "cup o' kindness" বা "সৌহার্দ্যের পেয়ালা" শুধু একটি সাধারণ পানীয় নয়; এটি একটি প্রতীক। যখন বন্ধুরা এই "পেয়ালা" ভাগ করে নেয়, তখন এটি তাদের একে অপরকে পুনরায় দেখার উষ্ণ অনুভূতি, শুভেচ্ছা এবং আনন্দকে প্রকাশ করে। একসাথে পান করাটা তাদের বন্ধুত্বের প্রতি এবং "পুরোনো দিনের" সমস্ত ভালো স্মৃতির প্রতি একটি বিশেষ শ্রদ্ধা জানানোর উপায়। 3. What are two specific childhood memories mentioned in the poem? The poem mentions two very clear memories from when the friends were young. First, they remember running around together on the hillsides ("slopes") and picking daisy flowers. Second, they remember playing in a small river or stream ("paddled in the stream") for hours, from the morning until lunchtime. These are happy, simple memories of a carefree time. Bangla Translation (বাংলা অনুবাদ): কবিতাটিতে বন্ধুদের শৈশবের দুটি স্পষ্ট স্মৃতির উল্লেখ করা হয়েছে। প্রথমত, তাদের মনে আছে যে তারা একসাথে পাহাড়ের ঢালে ("slopes") দৌড়াদৌড়ি করত এবং ডেইজি ফুল তুলত। দ্বিতীয়ত, তাদের মনে আছে যে তারা সকাল থেকে দুপুর পর্যন্ত ঘণ্টার পর ঘণ্টা একটি ছোট নদী বা ঝর্ণার জলে ("paddled in the stream") খেলা করত। এগুলো তাদের беззаботного সময়ের সুখী ও সরল স্মৃতি। 4. What contrast does the poem draw between the past and the present? The poem shows a big difference between the past and the present. The past was a happy and innocent time when the friends were together, running and playing without any worries. The present, however, is shaped by the difficult years they spent apart. They have faced hardships ("weary foot") and have been separated by a great distance, which the poem describes as wide "seas" between them. Bangla Translation (বাংলা অনুবাদ): কবিতাটি অতীত এবং বর্তমানের মধ্যে একটি বড় পার্থক্য তুলে ধরে। অতীত ছিল একটি সুখী ও নিষ্পাপ সময় যখন বন্ধুরা একসাথে ছিল, কোনো চিন্তা ছাড়াই দৌড়াত এবং খেলত। কিন্তু, বর্তমানকে রূপ দিয়েছে তাদের আলাদাভাবে কাটানো কঠিন বছরগুলো। তারা কষ্টের ("weary foot") সম্মুখীন হয়েছে এবং বিশাল দূরত্ব দ্বারা বিচ্ছিন্ন হয়েছে, যাকে কবিতাটি তাদের মধ্যে প্রশস্ত "সমুদ্র" বলে বর্ণনা করেছে। 5. What does the act of offering a hand in the final stanza signify? In the last part of the poem, one friend offers his hand to the other. This is a very important action. It is a symbol of trust and reunion. By shaking hands, they are physically closing the gap that time and distance created between them. It’s a simple gesture that confirms their friendship is strong again and that they are reconnected. Bangla Translation (বাংলা অনুবাদ): কবিতার শেষ অংশে, এক বন্ধু অন্য বন্ধুর দিকে তার হাত বাড়িয়ে দেয়। এটি একটি অত্যন্ত গুরুত্বপূর্ণ কাজ। এটি বিশ্বাস এবং পুনর্মিলনের প্রতীক। হাত মেলানোর মাধ্যমে, তারা শারীরিকভাবে সেই ব্যবধানটি দূর করে যা সময় এবং দূরত্ব তাদের মধ্যে তৈরি করেছিল। এটি একটি সাধারণ অঙ্গভঙ্গি যা নিশ্চিত করে যে তাদের বন্ধুত্ব আবার শক্তিশালী হয়েছে এবং তারা পুনরায় সংযুক্ত হয়েছে। 6. Who is the speaker addressing in the poem? The speaker in the poem is talking directly to an old and trusted friend. We know this because he uses warm and friendly terms like "my dear" and "my trusty fiere" (which means trusty friend). It’s a personal and emotional conversation between two people who have a long history together and are very happy to be reunited. Bangla Translation (বাংলা অনুবাদ): কবিতার বক্তা সরাসরি একজন পুরোনো এবং বিশ্বস্ত বন্ধুর সাথে কথা বলছেন। আমরা এটি জানতে পারি কারণ তিনি "my dear" (আমার প্রিয়) এবং "my trusty fiere" (আমার বিশ্বস্ত বন্ধু) এর মতো উষ্ণ এবং বন্ধুত্বপূর্ণ শব্দ ব্যবহার করেছেন। এটি এমন দুই ব্যক্তির মধ্যে একটি ব্যক্তিগত এবং আবেগপূর্ণ কথোপকথন যাদের একসাথে একটি দীর্ঘ ইতিহাস রয়েছে এবং পুনরায় মিলিত হতে পেরে তারা খুব খুশি। 7. How does the poem suggest that the friendship is mutual and reciprocal? The poem shows that the friendship is equal and felt by both people. This is clear when the speaker says that you will buy your drink, and I will buy mine ("surely you’ll buy your pint cup! / And surely I’ll buy mine!"). This means that both friends are equally happy and willing to make an effort to celebrate their reunion. It’s not a one-sided friendship. Bangla Translation (বাংলা অনুবাদ): কবিতাটি দেখায় যে বন্ধুত্বটি সমান এবং উভয় ব্যক্তিই তা অনুভব করে। এটি স্পষ্ট হয় যখন বক্তা বলেন যে তুমি তোমার পানীয় কিনবে, এবং আমি আমারটা কিনব ("surely you’ll buy your pint cup! / And surely I’ll buy mine!")। এর মানে হলো, উভয় বন্ধুই তাদের পুনর্মিলন উদযাপন করার জন্য সমানভাবে খুশি এবং প্রচেষ্টা করতে ইচ্ছুক। এটি একতরফা বন্ধুত্ব নয়। 8. What does the term "weary foot" imply about the friends' lives since they last saw each other? The phrase "weary foot" means a tired foot from a long journey. It suggests that the friends' lives have been difficult since they last saw each other. They have probably faced many challenges, hardships, and tiring situations while they were apart. It paints a picture of a long, and not always easy, journey through life. Bangla Translation (বাংলা অনুবাদ): "weary foot" শব্দগুচ্ছের অর্থ হলো দীর্ঘ যাত্রার কারণে ক্লান্ত পা। এটি ইঙ্গিত দেয় যে বন্ধুদের জীবন একে অপরকে শেষবার দেখার পর থেকে কঠিন ছিল। তারা সম্ভবত বিচ্ছিন্ন থাকাকালীন অনেক চ্যালেঞ্জ, কষ্ট এবং ক্লান্তিকর পরিস্থিতির মুখোমুখি হয়েছে। এটি জীবনের দীর্ঘ এবং সবসময় সহজ নয় এমন একটি যাত্রার ছবি তুলে ধরে। 9. Why do you think this song is traditionally sung on New Year's Eve? This song is perfect for New Year's Eve because that is a time when we naturally think about the past year and the years before it. As the new year begins, people like to remember old friends and the good times they've had. The song’s message of saying goodbye to the past while still cherishing it fits perfectly with the feeling of New Year's Eve. Bangla Translation (বাংলা অনুবাদ): এই গানটি নববর্ষের জন্য উপযুক্ত কারণ এটি এমন একটি সময় যখন আমরা স্বাভাবিকভাবেই গত বছর এবং তার আগের বছরগুলো নিয়ে ভাবি। নতুন বছর শুরু হওয়ার সাথে সাথে, মানুষ পুরোনো বন্ধুদের এবং তাদের সাথে কাটানো ভালো সময়গুলো মনে করতে ভালোবাসে। অতীতের স্মৃতিকে大切 করে অতীতকে বিদায় জানানোর এই গানের বার্তাটি নববর্ষের অনুভূতির সাথে পুরোপুরি মিলে যায়। 10. In your own words, what is the poem's final message? The poem's final message is very hopeful and heartwarming. It tells us that even if time and distance separate us from people we care about, true friendship can last. The most important thing is to remember those connections and celebrate them whenever we get the chance. The poem teaches that renewing old bonds is a beautiful and worthwhile thing to do. Bangla Translation (বাংলা অনুবাদ): কবিতার চূড়ান্ত বার্তাটি অত্যন্ত আশাব্যঞ্জক এবং হৃদয়স্পর্শী। এটি আমাদের বলে যে সময় এবং দূরত্ব আমাদের প্রিয়জনদের থেকে আলাদা করে দিলেও, সত্যিকারের বন্ধুত্ব টিকে থাকতে পারে। সবচেয়ে গুরুত্বপূর্ণ বিষয় হলো সেই সম্পর্কগুলোকে মনে রাখা এবং যখনই সুযোগ পাওয়া যায় তা উদযাপন করা। কবিতাটি শেখায় যে পুরোনো সম্পর্ক পুনর্নবীকরণ করা একটি সুন্দর এবং সার্থক কাজ। Comprehensive Vocabulary from "Auld Lang Syne" Word (শব্দ) IPA Pronunciation (Scots/RP) English Meaning (ইংরেজি অর্থ) Bangla Meaning (বাংলা অর্থ) Acquaintance /əˈkweɪn.təns/ A person one knows; in this context, old friends or connections. পরিচিতি; পুরোনো পরিচয় Auld /ɔːld/ (Scots) Old. পুরোনো; পুরাতন Braes /breɪz/ (Scots) The slopes of hillsides, especially by a river. পাহাড়ের ঢাল Broad /brɔːd/ Wide; having a large distance from side to side. প্রশস্ত; চওড়া Burn /bʌrn/ (Scots) A small stream or brook. ঝর্ণা; ছোট নদী Cup /kʌp/ A drinking vessel; also symbolic of a shared experience. পেয়ালা Daisies /ˈdeɪ.ziz/ Small, common white and yellow wildflowers. ডেইজি ফুল Dine /daɪn/ Dinner-time; the main meal of the day (historically, midday). দুপুরের খাবারের সময় Draught /drɑːft/ A single act of drinking; a portion of a drink (pronounced "draft"). এক ঢোক পানীয় Fiere /fiːr/ (Scots) A friend, companion, or comrade. বন্ধু; বিশ্বস্ত সঙ্গী Fine /faɪn/ Excellent, beautiful, or delicate. সুন্দর; চমৎকার Forgot /fəˈɡɒt/ The past tense of forget; failed to remember. ভুলে যাওয়া Good-will /ˌɡʊdˈwɪl/ Friendly or helpful feelings; benevolence. শুভেচ্ছা; সদিচ্ছা Gowans /ˈɡʌu.ənz/ (Scots) The common daisy flowers. ডেইজি ফুল Kindness /ˈkaɪnd.nəs/ The quality of being friendly, generous, and warm. সৌহার্দ্য; দয়া Lang /lɑŋ/ (Scots) Long. দীর্ঘ Mind /maɪnd/ Memory; the faculty of consciousness and thought. মন; স্মৃতি Paddled /ˈpæd.əld/ Walked with bare feet in shallow water (in the original, paidl't ). জলে পা ডুবিয়ে হাঁটা Pint-stoup /paɪnt.stuːp/ (Scots) A pint tankard or drinking mug. পানের পেয়ালা Pou'd /puːd/ (Scots) Pulled or picked (flowers). তুলেছি Right /raɪt/ In this context, it means "truly" or "very." সত্যিকারের; খুব ভালো Roared /rɔːd/ Made a full, deep, prolonged sound, like a lion or the sea. গর্জন করেছে Surely / ˈʃʊər.li/ Certainly; used to express confidence or certainty. নিশ্চয়ই Syne /saɪn/ (Scots) Since; ago. আগে; পুরোনো কাল Thine /ðaɪn/ An old-fashioned word for "yours." তোমার Trusty /ˈtrʌs.ti/ Reliable, loyal, and able to be depended on. বিশ্বস্ত Twa /twɑː/ (Scots) Two. দুজন; দুই Wandered /ˈwɒn.dəd/ Walked or moved in a slow or aimless way (in the original, wander't ). ঘুরে বেড়িয়েছি Weary /ˈwɪə.ri/ Feeling or showing extreme tiredness. ক্লান্ত Yet /jet/ Still; up to this or that time. এখনো; তবুও

A Dialogue Between Two Friends About Merits and Demerits of Mobile Phones Shafiq:  You seem very glad today. What’s the reason? Rafiq:  Actually, my father bought me a new mobile phone yesterday. Here it is. Shafiq:  Nice, very nice. What do you think about mobile phones? Rafiq:  A mobile phone is a very essential device. It has made our communication easy. It adds speed to our lives. We can take photos, videos, and even enjoy music on a mobile. Shafiq:  Recently introduced Android and Windows phones work like computers. Rafiq:  Yes. By using them, we can send emails and make video calls. It has made our life easy and comfortable. Shafiq:  Right. It has reduced uncertainty, doubt, anxious waiting, and painful suspense. In fact, it has made our life easy and comfortable. Rafiq:  I can’t do without it for a single day. Shafiq:  Yes, you’re right. But there are some demerits of mobile phones. Rafiq:  What are you talking about? Shafiq:  Nowadays, mobiles have become an easy way of teasing girls. Some people commit crimes using mobile phones. Rafiq:  Not only that. Excessive use of mobiles is harmful to health. It harms our hearing, causes brain tumors, genetic damage, and many other incurable diseases. Shafiq:  During conversations, the blood-brain barrier may get damaged, blood pressure may rise, and red blood cells may be affected. Rafiq:  Even some students cannot concentrate on their studies because they talk over mobile phones all night. Shafiq:  Besides, it causes a lot of harm to teenagers. They can easily contact their so-called lovers at any time. Rafiq:  This point is also correct because the operators provide facilities at night. Shafiq:  But it’s not the fault of the mobile phone. It’s our fault. Rafiq:  Of course. Though we get immense benefits from it, we should use it with care and caution to avoid its demerits. Shafiq:  I’ve to go now. It’s time for my private tutor. Rafiq:  Ok. See you later. Bye. Shafiq:  Bye. Model Answer-2 A Dialogue Between Two Friends About Merits and Demerits of Mobile Phones Sadia:  Hey, Rahim! You look deep in thought. What’s on your mind? Rahim:  Oh, Sadia! I was just thinking about how dependent we’ve become on mobile phones. Do you think they’re more of a blessing or a curse? Sadia:  That’s an interesting question. Honestly, I think mobile phones are a blessing. They’ve connected the world in ways we never imagined. I can talk to my cousins abroad anytime or even video call them. It’s amazing! Rahim:  True, they’ve made the world smaller. But don’t you think we’ve become a bit too attached? People barely talk face-to-face anymore. Even when we meet friends, everyone’s glued to their screens. Sadia:  I agree. It’s frustrating at times, but it depends on how we use them. For example, I use my phone to learn new things—online courses, documentaries, even language apps. That’s a huge benefit, don’t you think? Rahim:  Yes, I can’t deny that. I also rely on my phone for research and keeping up with current events. But the problem is the distractions. Social media notifications, endless scrolling—it’s a productivity killer! Sadia:  True. It takes discipline. But isn’t it the same with any tool? Mobile phones aren’t inherently bad; it’s how we use them. Also, think about the convenience—online shopping, banking, even emergency services are just a tap away. Rahim:  That’s valid. I’ve used my phone in emergencies, and it’s a lifesaver. But we can’t ignore the health risks—eye strain, sleep disruption, and even anxiety from constant connectivity. Sadia:  You’re right. But again, moderation is key. If we set boundaries, like limiting screen time or using blue light filters, we can avoid many of those problems. Rahim:  I suppose that’s the balance we need. Use it as a tool, not let it control us. Sadia:  Exactly. Mobile phones are powerful, but we need to stay in control. Use them wisely, and they’re a huge asset. Rahim:  Well said, Sadia. Let’s be more mindful with our phones. Sadia:  Agreed! Now, let’s take a break from our screens and enjoy some real conversation. Rahim:  Sounds like a plan! Translation: A Dialogue Between Two Friends About Merits and Demerits of Mobile Phones Shafiq:  You seem very glad today. What’s the reason? শফিক:  তুমি আজ অনেক খুশি মনে হচ্ছে। কারণটা কী? Rafiq:  Actually, my father bought me a new mobile phone yesterday. Here it is. রফিক:  আসলে, আমার বাবা আমাকে গতকাল একটা নতুন মোবাইল ফোন কিনে দিয়েছেন। এটা দেখো। Shafiq:  Nice, very nice. What do you think about mobile phones? শফিক:  ভালো, খুব ভালো। মোবাইল ফোন নিয়ে তোমার কী ধারণা? Rafiq:  A mobile phone is a very essential device. It has made our communication easy. It adds speed to our lives. We can take photos, videos, and even enjoy music on a mobile. রফিক:  মোবাইল ফোন একটি অত্যন্ত গুরুত্বপূর্ণ ডিভাইস। এটি আমাদের যোগাযোগ সহজ করে তুলেছে। এটি আমাদের জীবনে গতি এনেছে। আমরা মোবাইলে ছবি, ভিডিও তুলতে পারি এবং গান উপভোগ করতে পারি। Shafiq:  Recently introduced Android and Windows phones work like computers. শফিক:  সম্প্রতি চালু হওয়া অ্যান্ড্রয়েড এবং উইন্ডোজ ফোন কম্পিউটারের মতো কাজ করে। Rafiq:  Yes. By using them, we can send emails and make video calls. It has made our life easy and comfortable. রফিক:  হ্যাঁ। এগুলো ব্যবহার করে আমরা ইমেইল পাঠাতে এবং ভিডিও কল করতে পারি। এটি আমাদের জীবনকে সহজ এবং আরামদায়ক করে তুলেছে। Shafiq:  Right. It has reduced uncertainty, doubt, anxious waiting, and painful suspense. In fact, it has made our life easy and comfortable. শফিক:  ঠিক বলেছো। এটি অনিশ্চয়তা, সন্দেহ, উদ্বিগ্ন অপেক্ষা এবং যন্ত্রণাদায়ক উৎকণ্ঠা কমিয়ে দিয়েছে। আসলে, এটি আমাদের জীবনকে সহজ এবং আরামদায়ক করে তুলেছে। Rafiq:  I can’t do without it for a single day. রফিক:  আমি একদিনও এটা ছাড়া থাকতে পারি না। Shafiq:  Yes, you’re right. But there are some demerits of mobile phones. শফিক:  হ্যাঁ, তুমি ঠিক বলেছো। কিন্তু মোবাইল ফোনের কিছু ক্ষতিকর দিকও আছে। Rafiq:  What are you talking about? রফিক:  তুমি কী বলছো? Shafiq:  Nowadays, mobiles have become an easy way of teasing girls. Some people commit crimes using mobile phones. শফিক:  আজকাল মোবাইল মেয়েদের উত্যক্ত করার সহজ উপায় হয়ে উঠেছে। কিছু মানুষ মোবাইল ব্যবহার করে অপরাধ করে। Rafiq:  Not only that. Excessive use of mobiles is harmful to health. It harms our hearing, causes brain tumors, genetic damage, and many other incurable diseases. রফিক:  শুধু তাই নয়। অতিরিক্ত মোবাইল ব্যবহারে স্বাস্থ্যহানি হয়। এটি আমাদের শ্রবণশক্তির ক্ষতি করে, মস্তিষ্কে টিউমার, জেনেটিক ক্ষতি এবং আরও অনেক দুরারোগ্য রোগ সৃষ্টি করে। Shafiq:  During conversations, the blood-brain barrier may get damaged, blood pressure may rise, and red blood cells may be affected. শফিক:  কথোপকথনের সময়, রক্ত-মস্তিষ্কের বাধা ক্ষতিগ্রস্ত হতে পারে, রক্তচাপ বাড়তে পারে এবং লাল রক্তকণিকা প্রভাবিত হতে পারে। Rafiq:  Even some students cannot concentrate on their studies because they talk over mobile phones all night. রফিক:  এমনকি কিছু ছাত্র মোবাইলে রাতভর কথা বলার কারণে পড়াশোনায় মনোযোগ দিতে পারে না। Shafiq:  Besides, it causes a lot of harm to teenagers. They can easily contact their so-called lovers at any time. শফিক:  তাছাড়া, এটি কিশোর-কিশোরীদের অনেক ক্ষতি করে। তারা যে কোনো সময় তাদের তথাকথিত প্রেমিক বা প্রেমিকার সঙ্গে সহজেই যোগাযোগ করতে পারে। Rafiq:  This point is also correct because the operators provide facilities at night. রফিক:  এ কথাও ঠিক, কারণ অপারেটররা রাতে সুবিধা দেয়। Shafiq:  But it’s not the fault of the mobile phone. It’s our fault. শফিক:  কিন্তু এটি মোবাইল ফোনের দোষ নয়। এটি আমাদের দোষ। Rafiq:  Of course. Though we get immense benefits from it, we should use it with care and caution to avoid its demerits. রফিক:  অবশ্যই। যদিও আমরা এটি থেকে অসীম সুবিধা পাই, তবুও এর ক্ষতিকর দিকগুলি এড়াতে আমাদের সাবধানে এবং সতর্কতার সঙ্গে ব্যবহার করা উচিত। Shafiq:  I’ve to go now. It’s time for my private tutor. শফিক:  এখন আমাকে যেতে হবে। আমার প্রাইভেট টিউটরের সময় হয়ে গেছে। Rafiq:  Ok. See you later. Bye. রফিক:  ঠিক আছে। পরে দেখা হবে। বিদায়। Shafiq:  Bye. শফিক:  বিদায়।

A dialogue about uses and abuses of mobile phone Shafiq : You seem to be in high spirits today. What's the reason behind your elation? Rafiq : My father gave me a brand-new mobile phone yesterday. Here, take a look. Shafiq : Wow, it's quite impressive. What's your stance on mobile phones? Rafiq : I believe that mobile phones are indispensable gadgets that have revolutionized our communication, making it faster and more convenient. We can capture photos, videos, and enjoy music anytime, anywhere. Shafiq : Agreed. The latest android and windows phones are a blend of smartphones and computers, enabling us to send emails and make video calls, elevating our comfort level. Rafiq : Indeed. Mobile phones have eliminated uncertainties, doubts, anxious waiting, and painful suspense, making our lives more organized. Shafiq : Undoubtedly, mobile phones have become an integral part of our lives. However, they have their share of drawbacks. Rafiq : Like what? Shafiq : Unfortunately, mobile phones have become an easy tool for harassing girls, and some people even commit heinous crimes using mobile phones. Rafiq : That's true. Additionally, excessive use of mobile phones can cause severe health issues such as hearing loss, brain tumors, genetic damage, and other incurable diseases. Shafiq : Moreover, long conversations on mobile phones can lead to damage to the blood-brain barrier, increased blood pressure, and damage to red blood cells. Rafiq : Some students get distracted from their studies and stay awake all night talking on mobile phones. Shafiq : Furthermore, mobile phones can be detrimental to teenagers, as they can easily connect with their so-called lovers, especially since operators provide nighttime facilities. Rafiq : You're right. It's not the mobile phone's fault; we must exercise caution and use them wisely to avoid their demerits, despite their numerous benefits. Shafiq : I must go now, my private tutor awaits me. Rafiq : Alright, catch you later. Take care. Shafiq : You too, bye. Bangla Translation Shafiq: You seem to be in high spirits today. What's the reason behind your elation? [শফিক: তোমাকে আজ বেশ উৎফুল্ল মনে হচ্ছে। তোমার এই আনন্দের কারণ কী?] Rafiq: My father gave me a brand-new mobile phone yesterday. Here, take a look. [রফিক: আমার বাবা গতকাল আমাকে একটি নতুন মোবাইল ফোন দিয়েছেন। এই দেখো।] Shafiq: Wow, it's quite impressive. What's your stance on mobile phones? [শফিক: বাহ, এটা বেশ চমৎকার। মোবাইল ফোন সম্পর্কে তোমার ধারণা কী?] Rafiq: I believe that mobile phones are indispensable gadgets that have revolutionized our communication, making it faster and more convenient. We can capture photos, videos, and enjoy music anytime, anywhere. [রফিক: আমি মনে করি মোবাইল ফোন একটি অপরিহার্য যন্ত্র যা আমাদের যোগাযোগ ব্যবস্থায় বিপ্লব এনেছে, একে দ্রুত এবং আরও সুবিধাজনক করেছে। আমরা যেকোনো সময়, যেকোনো জায়গায় ছবি, ভিডিও তুলতে পারি এবং গান উপভোগ করতে পারি।] Shafiq: Agreed. The latest android and windows phones are a blend of smartphones and computers, enabling us to send emails and make video calls, elevating our comfort level. [শফিক: ঠিক বলেছো। সর্বশেষ অ্যান্ড্রয়েড এবং উইন্ডোজ ফোনগুলো স্মার্টফোন এবং কম্পিউটারের সংমিশ্রণ, যা আমাদের ইমেইল পাঠাতে এবং ভিডিও কল করতে সক্ষম করে, আমাদের স্বাচ্ছন্দ্যের মাত্রা বাড়িয়ে দিয়েছে।] Rafiq: Indeed. Mobile phones have eliminated uncertainties, doubts, anxious waiting, and painful suspense, making our lives more organized. [রফিক: সত্যিই। মোবাইল ফোন অনিশ্চয়তা, সন্দেহ, উদ্বেগজনক অপেক্ষা এবং বেদনাদায়ক উৎকণ্ঠা দূর করে আমাদের জীবনকে আরও সুসংগঠিত করেছে।] Shafiq: Undoubtedly, mobile phones have become an integral part of our lives. However, they have their share of drawbacks. [শফিক: নিঃসন্দেহে, মোবাইল ফোন আমাদের জীবনের একটি অবিচ্ছেদ্য অংশ হয়ে উঠেছে। তবে এর কিছু অসুবিধাও রয়েছে।] Rafiq: Like what? [রফিক: যেমন?] Shafiq: Unfortunately, mobile phones have become an easy tool for harassing girls, and some people even commit heinous crimes using mobile phones. [শফিক: দুর্ভাগ্যবশত, মোবাইল ফোন মেয়েদের উত্ত্যক্ত করার একটি সহজ হাতিয়ার হয়ে উঠেছে, এবং কিছু লোক মোবাইল ফোন ব্যবহার করে জঘন্য অপরাধও করে।] Rafiq: That's true. Additionally, excessive use of mobile phones can cause severe health issues such as hearing loss, brain tumors, genetic damage, and other incurable diseases. [রফিক: এটা সত্যি। এছাড়াও, মোবাইল ফোনের অতিরিক্ত ব্যবহার শ্রবণশক্তি হ্রাস, ব্রেন টিউমার, জেনেটিক ক্ষতি এবং অন্যান্য দুরারোগ্য রোগের মতো গুরুতর স্বাস্থ্য সমস্যা সৃষ্টি করতে পারে।] Shafiq: Moreover, long conversations on mobile phones can lead to damage to the blood-brain barrier, increased blood pressure, and damage to red blood cells. [শফিক: তাছাড়া, মোবাইল ফোনে দীর্ঘক্ষণ কথা বললে রক্ত-মস্তিষ্কের প্রতিবন্ধকতার ক্ষতি, রক্তচাপ বৃদ্ধি এবং লোহিত রক্তকণিকার ক্ষতি হতে পারে।] Rafiq: Some students get distracted from their studies and stay awake all night talking on mobile phones. [রফিক: কিছু ছাত্রছাত্রী পড়াশোনা থেকে অমনোযোগী হয়ে পড়ে এবং সারারাত জেগে মোবাইল ফোনে কথা বলে।] Shafiq: Furthermore, mobile phones can be detrimental to teenagers, as they can easily connect with their so-called lovers, especially since operators provide nighttime facilities. [শফিক: এছাড়াও, মোবাইল ফোন কিশোর-কিশোরীদের জন্য ক্ষতিকর হতে পারে, কারণ তারা সহজেই তাদের তথাকথিত প্রেমিক-প্রেমিকাদের সাথে যোগাযোগ করতে পারে, বিশেষ করে যেহেতু অপারেটররা রাতের সুবিধা প্রদান করে।] Rafiq: You're right. It's not the mobile phone's fault; we must exercise caution and use them wisely to avoid their demerits, despite their numerous benefits. [রফিক: তুমি ঠিক বলেছো। এটা মোবাইল ফোনের দোষ নয়; এর অসংখ্য সুবিধা থাকা সত্ত্বেও আমাদের এর অপকারিতা এড়াতে সতর্কতার সাথে এবং বিচক্ষণতার সাথে এটি ব্যবহার করতে হবে।] Shafiq: I must go now, my private tutor awaits me. [শফিক: আমাকে এখন যেতে হবে, আমার প্রাইভেট টিউটর আমার জন্য অপেক্ষা করছেন।] Rafiq: Alright, catch you later. Take care. [রফিক: ঠিক আছে, পরে দেখা হবে। নিজের খেয়াল রেখো।] Shafiq: You too, bye. [শফিক: তুমিও, বিদায়।] Model -2 A dialogue about uses and abuses of mobile phone Ayesha : You seem pretty happy today. What's up? Fatima : My parents got me a new mobile phone yesterday. Check it out! Ayesha : Wow, it's sleek! What's your take on mobile phones in general? Fatima : Honestly, I think mobile phones are amazing. They've transformed how we communicate, making it so much faster and more convenient. Plus, we can take photos, record videos, and listen to music anytime we want. Ayesha : Absolutely. The latest smartphones are like mini-computers. We can send emails, make video calls, and stay connected no matter where we are. Fatima : Exactly. They help us stay organized and eliminate a lot of uncertainties and waiting. It feels like everything is just a tap away. Ayesha : True, but there are some downsides too. Mobile phones can be used for harmful purposes, like harassing others or even committing crimes. Fatima : That's a good point. And there's the health aspect as well. Overusing mobile phones can lead to issues like hearing loss, brain tumors, and other serious conditions. Ayesha : Not to mention the impact on our concentration. Some students get so distracted by their phones that they neglect their studies and stay up all night chatting. Fatima : Yeah, and teenagers can misuse the freedom mobile phones provide, getting into relationships and situations they might not be ready for, especially with all the late-night offers from service providers. Ayesha : Right. It's really about how we use them. Phones are powerful tools, but we need to be mindful and responsible to avoid their negative effects. Fatima : Exactly. It's not the device itself that's bad, but how we choose to use it. With some caution, we can enjoy the benefits without falling into the traps. Ayesha : Well said. Anyway, I've got to run, my study group is waiting for me. Fatima : Alright, talk to you later. Take care! Ayesha : You too, bye! Bangla Translation: Ayesha: You seem pretty happy today. What's up? [আয়েশা: তোমাকে আজ বেশ খুশি মনে হচ্ছে। কী ব্যাপার?] Fatima: My parents got me a new mobile phone yesterday. Check it out! [ফাতিমা: আমার বাবা-মা গতকাল আমাকে একটি নতুন মোবাইল ফোন কিনে দিয়েছেন। এই দেখো!] Ayesha: Wow, it's sleek! What's your take on mobile phones in general? [আয়েশা: বাহ, এটা তো দারুণ! মোবাইল ফোন নিয়ে তোমার মতামত কী?] Fatima: Honestly, I think mobile phones are amazing. They've transformed how we communicate, making it so much faster and more convenient. Plus, we can take photos, record videos, and listen to music anytime we want. [ফাতিমা: সত্যি বলতে, আমি মনে করি মোবাইল ফোন অসাধারণ। এটি আমাদের যোগাযোগের 방식কে বদলে দিয়েছে, যা এখন অনেক দ্রুত এবং সুবিধাজনক। এছাড়াও, আমরা যখন খুশি ছবি তুলতে, ভিডিও রেকর্ড করতে এবং গান শুনতে পারি।] Ayesha: Absolutely. The latest smartphones are like mini-computers. We can send emails, make video calls, and stay connected no matter where we are. [আয়েশা: একদম ঠিক। আধুনিক স্মার্টফোনগুলো যেন ছোট কম্পিউটার। আমরা যেখানেই থাকি না কেন, ইমেইল পাঠাতে, ভিডিও কল করতে এবং সংযুক্ত থাকতে পারি।] Fatima: Exactly. They help us stay organized and eliminate a lot of uncertainties and waiting. It feels like everything is just a tap away. [ফাতিমা: ঠিক তাই। এগুলো আমাদের গোছানো থাকতে এবং অনেক অনিশ্চয়তা ও অপেক্ষা দূর করতে সাহায্য করে। মনে হয় সবকিছু শুধু এক ট্যাপের দূরত্বে।] Ayesha: True, but there are some downsides too. Mobile phones can be used for harmful purposes, like harassing others or even committing crimes. [আয়েশা: সত্যি, কিন্তু এর কিছু খারাপ দিকও আছে। মোবাইল ফোন ক্ষতিকর উদ্দেশ্যে ব্যবহার করা যেতে পারে, যেমন অন্যদের হয়রানি করা বা এমনকি অপরাধমূলক কাজ করা।] Fatima: That's a good point. And there's the health aspect as well. Overusing mobile phones can lead to issues like hearing loss, brain tumors, and other serious conditions. [ফাতিমা: এটা একটা ভালো দিক তুলে ধরেছো। আর স্বাস্থ্যের বিষয়টিও আছে। মোবাইল ফোনের অতিরিক্ত ব্যবহার শ্রবণশক্তি হ্রাস, ব্রেন টিউমার এবং অন্যান্য গুরুতর রোগের কারণ হতে পারে।] Ayesha: Not to mention the impact on our concentration. Some students get so distracted by their phones that they neglect their studies and stay up all night chatting. [আয়েশা: আমাদের মনোযোগের উপর এর প্রভাবের কথা তো বলাই বাহুল্য। কিছু ছাত্রছাত্রী তাদের ফোনের কারণে এতটাই অমনোযোগী হয়ে পড়ে যে তারা পড়াশোনা বাদ দিয়ে সারারাত গল্প করে কাটায়।] Fatima: Yeah, and teenagers can misuse the freedom mobile phones provide, getting into relationships and situations they might not be ready for, especially with all the late-night offers from service providers. [ফাতিমা: হ্যাঁ, এবং কিশোর-কিশোরীরা মোবাইল ফোনের স্বাধীনতার অপব্যবহার করতে পারে, এমন সব সম্পর্ক এবং পরিস্থিতিতে জড়িয়ে পড়তে পারে যার জন্য তারা হয়তো প্রস্তুত নয়, বিশেষ করে পরিষেবা প্রদানকারীদের রাতের বিভিন্ন অফারের কারণে।] Ayesha: Right. It's really about how we use them. Phones are powerful tools, but we need to be mindful and responsible to avoid their negative effects. [আয়েশা: ঠিক। আসল বিষয় হলো আমরা এগুলো কীভাবে ব্যবহার করি। ফোন শক্তিশালী একটি যন্ত্র, কিন্তু এর নেতিবাচক প্রভাব এড়াতে আমাদের মনযোগী এবং দায়িত্বশীল হতে হবে।] Fatima: Exactly. It's not the device itself that's bad, but how we choose to use it. With some caution, we can enjoy the benefits without falling into the traps. [ফাতিমা: একদম ঠিক। যন্ত্রটি নিজে খারাপ নয়, বরং আমরা কীভাবে এটি ব্যবহার করতে পছন্দ করি তার উপর নির্ভর করে। কিছুটা সতর্কতা অবলম্বন করলে আমরা ফাঁদে না পড়ে এর সুবিধাগুলো উপভোগ করতে পারি।] Ayesha: Well said. Anyway, I've got to run, my study group is waiting for me. [আয়েশা: খুব ভালো বলেছো। যাইহোক, আমাকে এখন যেতে হবে, আমার স্টাডি গ্রুপ অপেক্ষা করছে।] Fatima: Alright, talk to you later. Take care! [ফাতিমা: ঠিক আছে, পরে কথা হবে। নিজের যত্ন নিও!] Ayesha: You too, bye! [আয়েশা: তুমিও, বিদায়!]

Dialogue on benefits of early rising: Friend:  Hi, friend, why are you always late for class? You're going to be in big trouble if you keep this up. Myself:  I try to be on time, but it's tough for me. Friend:  Why is that? What time do you usually wake up? Myself:  I usually roll out of bed around 9 am. I stay up late watching TV. Friend:  You should try waking up earlier and enjoy the benefits of early rising. Myself:  What benefits are there to waking up early? Friend:  Oh, there are plenty of advantages to being an early riser. Myself:  Could you tell me more about them? Friend:  Sure thing. First, you have more time in the day to do what you need to do. You can pray, exercise, and take advantage of the fresh morning air. Plus, studies have shown that early risers are more productive and earn more money. Myself:  Interesting. What else? Friend:  You can listen to the birds chirping, take a walk on the grass, and just enjoy the peacefulness of the morning. Myself:  But what about the comfort of a cozy bed in the morning? Friend:  Is that really more important to you than all the benefits of early rising? Myself:  I guess not, now that you put it that way. Friend:  There's a saying, "Early to bed and early to rise makes a man healthy, wealthy, and wise." It's true. Myself:  Wow, that's a great quote. I had no idea. I'm going to start waking up early tomorrow. Friend:  That's the spirit! I'll come over to your place in the morning and take you for a walk by the river. It'll be nice. Myself:  Thanks, man. I appreciate the encouragement. Friend:  No problem! I'm happy to help. Just think about how much more you can accomplish with those extra hours in the morning. Myself:  You're right. I can use that time to study more, get some exercise, and just start my day on a positive note. Friend:  Exactly! Plus, once you get into the habit, you'll find that you have more energy and feel better throughout the day. Myself:  I hadn't thought about it like that. It sounds like waking up early can really make a big difference. Friend:  It definitely can. Let's make a plan to wake up early and make the most of our mornings. We can keep each other accountable. Myself:  That sounds like a great idea. I'll set my alarm tonight and be ready for our walk tomorrow morning. Friend:  Perfect! See you bright and early. Let's make this a new habit and see how much it changes our lives. Myself:  Looking forward to it. Thanks again for the push, I really needed it. Friend:  Anytime! Here's to new beginnings and making the most of our days. Model Answer: Dialogue : Benefits of Early Rising Amit : Hello, Priya! How are you today? Priya : I’m doing well, thank you! How about you? Amit : I’m fine too, but I’ve noticed you’ve been coming to class late quite often. If this keeps up, it might be difficult to keep up with your studies. Priya : You’re right, Amit. I always try to be on time, but I just can’t manage it sometimes. Amit : I understand. What time do you usually wake up in the morning? Priya : I usually wake up around 9 a.m. I watch TV before going to bed and end up staying up late, so it’s hard to get up earlier. Amit : I see. Well, you should try waking up earlier. There are many benefits to early rising. Have you heard the saying, “Early to bed and early to rise makes a man healthy, wealthy, and wise”? Priya : Yes, I’ve heard it, but I don’t really understand the benefits of waking up early. Amit : Well, as the saying goes, waking up early helps you stay healthy, wise, and successful. If you wake up early, you have more time to plan your day, exercise, study, and eat a proper breakfast without rushing. Priya : That sounds good, but how will it help me be on time for class? Amit : If you wake up early, you’ll have enough time to finish your homework, prepare your meals, and get ready for college without feeling stressed. You can leave early and reach class on time, maybe even ahead of time! Priya : That makes sense. If I wake up earlier, I can manage my time better and not feel so rushed in the mornings. Amit : Exactly! Also, when you wake up early, you’ll feel more refreshed, and your mind and body will be ready to take on the day. Early risers are also more productive and can achieve more in a day, which often leads to better financial success. Priya : I didn’t realize all of that before. It’s true, I’ve been missing out on some great benefits. I think I’ll start waking up earlier from tomorrow. Amit : That’s a smart decision, Priya! To help you get started, how about I call you tomorrow morning and we go for a walk by the park? It’ll be a great way to begin the day. Priya : That sounds amazing, Amit! I really appreciate your advice. I’ll definitely try waking up earlier and see how it goes! Dialogue on benefits of early rising: Model Answer: Sajid:  Good morning, Rony! How are you today?( সাজিদ:  গুড মর্নিং, রনি! তুমি কেমন আছো আজ?) Rony:  Good morning, Sajid! I’m doing well, and you?( রনি:  গুড মর্নিং, সাজিদ! আমি ভালো আছি, তুমি কেমন?) Sajid:  I’m doing fine, thanks. Are you busy with anything right now?( সাজিদ:  আমি ভালো আছি, ধন্যবাদ। এখন কি তোমার কিছু কাজ আছে?) Rony:  No, not really. Why do you ask?( রনি:  না, আসলে। কেন, কি হয়েছে?) Sajid:  I wanted to talk to you about something important. I’ve been thinking about it for a while.( সাজিদ:  আমি তোমার সাথে কিছু গুরুত্বপূর্ণ কথা বলতে চাচ্ছিলাম। আমি কিছু দিন ধরে এটা ভাবছিলাম।) Rony:  Of course! You know I’m always ready to listen to what you have to say.( রনি:  অবশ্যই! তুমি জানো, আমি সব সময়ই তোমার কথা শোনার জন্য প্রস্তুত।) Sajid:  I’ve heard that you get up early every day and go for a long walk. Is that true?( সাজিদ:  আমি শুনেছি যে তুমি প্রতিদিন সকালে তাড়াতাড়ি ওঠো এবং অনেকক্ষণ হাঁটতে যাও। এটা কি সত্যি?) Rony:  Yes, it’s true. I always wake up at least an hour before sunrise and take a morning walk.( রনি:  হ্যাঁ, এটা সত্যি। আমি সবসময় সূর্যোদয়ের আগে কমপক্ষে এক ঘণ্টা উঠি এবং সকালে হাঁটতে যাই।) Sajid:  That’s really interesting! Can you tell me what benefits come with rising early?( সাজিদ:  এটা সত্যিই মজার ব্যাপার! তুমি কি আমাকে বলতে পারো, সকালে ওঠার কি কি উপকারিতা রয়েছে?) Rony:  Of course. There are many advantages to being an early riser. First, you get to start your day earlier and complete more tasks. An early riser has ample time to work, which helps in earning more and achieving success.( রনি:  অবশ্যই। তাড়াতাড়ি ওঠার অনেক সুবিধা আছে। প্রথমত, তুমি তোমার দিনটা আগে শুরু করতে পারো এবং আরও বেশি কাজ শেষ করতে পারো। একজন তাড়াতাড়ি ওঠা মানুষ পর্যাপ্ত সময় পায় কাজ করতে, যা তাকে আরও বেশি আয় করতে সাহায্য করে এবং সফল হতে সাহায্য করে।) Sajid:  That sounds great! Are there any other benefits of waking up early?( সাজিদ:  এটা খুব ভালো লাগছে! তাড়াতাড়ি ওঠার আরো কোন সুবিধা আছে কি?) Rony:  Yes, there are many more! An early riser has the chance to enjoy the peacefulness of nature. The air is fresher, and the surroundings are calm. You can walk by the riverside or in an open field. It’s a great way to refresh your mind.( রনি:  হ্যাঁ, আরো অনেক সুবিধা আছে! একজন তাড়াতাড়ি ওঠা মানুষ প্রকৃতির শান্তিপূর্ণ পরিবেশ উপভোগ করতে পারে। বাতাস তাজা থাকে, আর পরিবেশ থাকে শান্ত। তুমি নদীর পাড়ে বা একটি খোলা মাঠে হাঁটতে পারো। এটা তোমার মনকে সতেজ করার একটি দারুণ উপায়।) Sajid:  Wow, that sounds so peaceful! But what about people who sleep in and wake up late?( সাজিদ:  ওয়াও, এটা খুব শান্তিপূর্ণ শোনাচ্ছে! কিন্তু যারা দেরিতে ওঠে, তাদের কী হবে?) Rony:  Well, a late riser is often lazy. They waste a lot of precious time sleeping or lying in bed. People who wake up late start their work later and usually feel tired, dull, and sluggish throughout the day. They also become more prone to health problems over time.( রনি:  ভাল, একজন দেরিতে ওঠা মানুষ সাধারণত অলস হয়। তারা অনেক মূল্যবান সময় বিছানায় শুয়ে বা ঘুমিয়ে নষ্ট করে। যারা দেরিতে ওঠে, তারা তাদের কাজ দেরিতে শুরু করে এবং সাধারণত সারাদিন ক্লান্ত, ম্লান এবং অলস অনুভব করে। তারা সময়ের সাথে সাথে স্বাস্থ্য সমস্যা সম্পর্কে আরও সচেতন হয়ে ওঠে।) Sajid:  I never realized how important it is to wake up early. I always thought sleep was more important. But now I understand. I’ll start waking up early from tomorrow.( সাজিদ:  আমি কখনো বুঝতে পারিনি যে তাড়াতাড়ি ওঠা কতটা গুরুত্বপূর্ণ। আমি সবসময় ভেবেছিলাম ঘুম বেশি গুরুত্বপূর্ণ। কিন্তু এখন আমি বুঝতে পারছি। আমি আগামীকাল থেকে তাড়াতাড়ি ওঠা শুরু করব।) Rony:  If you get into the habit of waking up early, you will definitely see the difference. It’s not just about waking up; it’s about setting the tone for a productive day.( রনি:  যদি তুমি তাড়াতাড়ি ওঠার অভ্যাস গড়ে তুলো, তাহলে তুমি অবশ্যই পার্থক্যটা দেখবে। এটা শুধু ওঠা নিয়ে নয়; এটি একটি উৎপাদনশীল দিনের সূচনা করার ব্যাপার।) Sajid:  Thank you so much, Rony, for sharing these valuable tips. I’ll definitely follow them.( সাজিদ:  অনেক ধন্যবাদ, রনি, এই মূল্যবান পরামর্শ শেয়ার করার জন্য। আমি অবশ্যই এগুলো অনুসরণ করব।) Rony:  You’re very welcome, Sajid! I’m glad I could help. Best of luck with your new habit!( রনি:  তুমি খুব স্বাগতম, সাজিদ! আমি খুশি যে আমি তোমার সাহায্য করতে পেরেছি। তোমার নতুন অভ্যাসের জন্য শুভকামনা!**) Dialogue Between Zahid and Jahir About the Benefits of Early Rising Zahid:  Good morning, Jahir! How are you? Jahir:  Good morning, dear friend. I’m doing well. What about you? Zahid:  I’m fine too. I’m really glad to meet you so early in the morning at Victoria Park. Jahir:  I feel the same! It’s always refreshing to be here in the morning. Zahid:  When do you wake up and come here for exercise? Jahir:  I always get up before sunrise and come to Victoria Park right after saying my morning prayers. Zahid:  That’s great! What do you think is the value of early rising? Jahir:  There’s a famous saying: "Early to bed and early to rise makes a man healthy, wealthy, and wise."  An early riser gets plenty of time to complete their daily tasks on time without feeling rushed. Zahid:  That sounds beneficial! Are there any other advantages of early rising? Jahir:  Absolutely! An early riser gets to enjoy the fresh morning air, the beauty of nature, and the sweet chirping of birds. Morning air is rich in oxygen, which is very good for health. Zahid:  That’s really interesting! But what are the disadvantages of waking up late? Jahir:  A late riser often struggles to complete their tasks on time because they waste precious morning hours sleeping. They also miss out on the peaceful and refreshing environment of the morning. Zahid:  That makes sense. Are there any other negative effects of late rising? Jahir:  Yes, a late riser is more likely to suffer from various health problems, such as obesity, fatigue, and stress. In short, late risers often have poor health compared to early risers. Zahid:  I see! This conversation has been really enlightening. Thank you for sharing these valuable insights, Jahir. Jahir:  You’re most welcome, Zahid. I hope you’ll also start waking up early from now on! Zahid:  I’ll definitely try! No more for today. Goodbye! Jahir:  Goodbye! See you soon. Dialogue on benefits of early rising: Model Answer: Rahim : Hey Shamim, I’ve been hearing a lot about the benefits of waking up early. Do you think it’s actually true that early risers are more successful? Shamim : Oh, definitely! I’ve been waking up earlier for a while now, and I can honestly say it’s made a huge difference in my productivity. There’s something about starting the day early that sets a positive tone for the rest of it. Rahim : Really? I’ve always been more of a night owl. It’s hard for me to wake up early, but I do wonder if I’d feel more productive. What are some of the benefits you’ve noticed? Shamim : Well, first off, waking up early gives me a head start on the day. I have some quiet time to plan, think, and do things without distractions. It feels like I get more done before the world even wakes up! Rahim : That sounds nice, actually. I’ve noticed that in the mornings, it’s so peaceful and calm. I could probably use that time to get ahead with schoolwork. But does it make you feel more energetic throughout the day? Shamim : Yes, it really does! When I wake up early, I get more natural sunlight, which helps regulate my body clock. It boosts my mood and energy levels. Plus, I feel less rushed in the morning, so I’m not starting the day stressed out. Rahim : That makes sense. I always feel like I’m scrambling when I wake up late. Does it help with mental clarity too? Shamim : Absolutely! Early mornings are great for focusing. I’m more alert and clear-headed, so I can tackle important tasks like studying or working on projects with a fresh mind. It also gives me a chance to do things like exercise, which helps improve focus throughout the day. Rahim : Wow, I never thought about exercising in the morning. It sounds like a good way to get energized. But what about sleep? Isn’t waking up early hard on your body if you’re not getting enough rest? Shamim : That’s a great point. It’s all about finding the right balance. I make sure to go to bed earlier so that I still get enough sleep. Waking up early only works if you’re getting a solid 7–8 hours of rest. If you don’t, it can backfire, and you’ll feel sluggish instead of energized. Rahim : That makes sense. Maybe I should try going to bed earlier, too. How long did it take for you to adjust to waking up early? Shamim : It took me a couple of weeks to get into the habit. At first, it was tough, but once I started feeling the benefits—like more free time and less stress—it became easier. Now, I actually enjoy it! Rahim : I think I’ll give it a try. Waking up early sounds like it could really help with my focus and productivity. I’ll start by adjusting my bedtime and see how it goes. Shamim : That’s a great idea! Stick with it, and I’m sure you’ll start noticing some positive changes in your routine. Let me know how it goes! Model Answer: A Dialogue on the benefits of early rising: Arif:  Good morning, Riaz! How are you today?( আরিফ:  গুড মর্নিং, রিয়াজ! তুমি আজ কেমন আছো?) Riaz:  Good morning, Arif! I’m doing well. How about you?( রিয়াজ:  গুড মর্নিং, আরিফ! আমি ভালো আছি। তুমি কেমন?) Arif:  I’m good, thank you! I’ve been thinking a lot lately about waking up early. I’ve heard it has many benefits.( আরিফ:  আমি ভালো আছি, ধন্যবাদ! আমি সম্প্রতি অনেক ভাবছি তাড়াতাড়ি ওঠা নিয়ে। শুনেছি এর অনেক উপকারিতা আছে।) Riaz:  Yes, there are many advantages to waking up early. I’m actually someone who enjoys waking up early, and I can say it really helps me.( রিয়াজ:  হ্যাঁ, তাড়াতাড়ি ওঠার অনেক সুবিধা আছে। আমি নিজে তাড়াতাড়ি ওঠা পছন্দ করি এবং আমি বলতে পারি এটা সত্যিই আমাকে সাহায্য করে।) Arif:  That’s interesting! Can you tell me more about how waking up early helps you?( আরিফ:  এটা খুবই মজার! তুমি কি আমাকে বলতে পারো তাড়াতাড়ি ওঠা কিভাবে তোমার সাহায্য করে?) Riaz:  Of course! The first benefit is that when you wake up early, you have a calm and peaceful start to your day. You get time to clear your mind and plan your day properly.( রিয়াজ:  অবশ্যই! প্রথম সুবিধা হল, যখন তুমি তাড়াতাড়ি ওঠো, তুমি তোমার দিনের শুরুটা শান্তিপূর্ণ এবং আরামদায়কভাবে করতে পারো। তোমার মন পরিষ্কার করার এবং তোমার দিন পরিকল্পনা করার সময় থাকে।) Arif:  That sounds really good. I sometimes feel rushed in the mornings. What else can waking up early do?( আরিফ:  এটা সত্যিই ভালো শোনাচ্ছে। আমি মাঝে মাঝে সকালে তাড়াহুড়ো অনুভব করি। তাড়াতাড়ি ওঠা আর কি কি সুবিধা দিতে পারে?) Riaz:  Well, waking up early gives you time to focus on important tasks without distractions. You can work on personal projects, study, or even engage in a hobby. This time is peaceful and uninterrupted.( রিয়াজ:  আসলে, তাড়াতাড়ি ওঠা তোমাকে গুরুত্বপূর্ণ কাজগুলোতে মনোযোগ দেওয়ার সময় দেয়, কোনো ধরনের বিঘ্ন ছাড়াই। তুমি ব্যক্তিগত প্রকল্পে কাজ করতে পারো, পড়াশোনা করতে পারো, বা এমনকি কোনো শখের কাজ করতে পারো। এই সময়টা শান্তিপূর্ণ এবং বিঘ্নমুক্ত থাকে।) Arif:  That makes sense. I also hear that early risers are generally more productive. Is that true?( আরিফ:  এটা যুক্তিযুক্ত। আমি আরও শুনেছি যে তাড়াতাড়ি ওঠা মানুষ সাধারণত বেশি উৎপাদনশীল হয়। এটা কি সত্য?) Riaz:  Absolutely! When you wake up early, you have more energy and mental clarity. You’re ready to take on the day’s challenges, and this leads to more productive hours.( রিয়াজ:  পুরোপুরি! যখন তুমি তাড়াতাড়ি ওঠো, তোমার মধ্যে আরও শক্তি এবং মানসিক স্পষ্টতা থাকে। তুমি দিনের চ্যালেঞ্জগুলোর মোকাবিলা করতে প্রস্তুত থাকো, এবং এতে আরও উৎপাদনশীল সময় কাটাতে পারো।) Arif:  I’ve always thought I need more sleep, but maybe I’m wrong. What are some other benefits?( আরিফ:  আমি সবসময় ভাবতাম আমাকে বেশি ঘুমানোর প্রয়োজন, কিন্তু হয়তো আমি ভুল ভাবছি। আর কি কি উপকারিতা আছে?) Riaz:  Well, waking up early also gives you time for self-care. You can meditate, exercise, or have a healthy breakfast. These things are really important for your well-being, and doing them in the morning sets a positive tone for the rest of the day.( রিয়াজ:  আসলে, তাড়াতাড়ি ওঠা তোমাকে নিজের যত্ন নেওয়ার জন্যও সময় দেয়। তুমি ধ্যান করতে পারো, ব্যায়াম করতে পারো, বা স্বাস্থ্যকর নাস্তা করতে পারো। এই জিনিসগুলো তোমার সুস্থতার জন্য খুবই গুরুত্বপূর্ণ, এবং সকালে এগুলো করা বাকী দিনের জন্য একটি ইতিবাচক দৃষ্টিভঙ্গি সৃষ্টি করে।) Arif:  That’s amazing! What about the opposite, a late riser?( আরিফ:  এটা দারুণ! তাহলে কি শুয়ে থাকা বা দেরিতে ওঠার ফলে কিছু ক্ষতি হয়?) Riaz:  Yes, a late riser often misses out on the calmness of the early morning. They tend to feel more rushed during the day, and their productivity drops. They might also miss opportunities to engage in activities that benefit their health and mind.( রিয়াজ:  হ্যাঁ, দেরিতে ওঠা মানুষ সাধারণত সকালে শান্ত পরিবেশটা মিস করে। তারা দিনে তাড়াহুড়ো অনুভব করে এবং তাদের উৎপাদনশীলতা কমে যায়। তারা এমনকি স্বাস্থ্য এবং মানসিক উন্নতির জন্য উপকারী কর্মকাণ্ডেও সময় নষ্ট করে।) Arif:  I see. So, waking up early helps you not only with productivity but also with mental and physical health.( আরিফ:  আমি বুঝতে পারছি। তাই, তাড়াতাড়ি ওঠা শুধু উৎপাদনশীলতা বাড়ায় না, বরং মানসিক এবং শারীরিক স্বাস্থ্যের জন্যও ভালো।) Riaz:  Exactly! If you make a habit of waking up early, you’ll see the positive impact on your life. It might be hard at first, but once you get used to it, you’ll love it.( রিয়াজ:  একদম! যদি তুমি তাড়াতাড়ি ওঠার অভ্যাস গড়ে তোলে, তুমি এর ইতিবাচক প্রভাব তোমার জীবনে দেখতে পাবে। প্রথমে এটা কঠিন হতে পারে, কিন্তু একবার তুমি এর সাথে অভ্যস্ত হয়ে গেলে, তুমি এটা পছন্দ করবে।) Arif:  Thanks for the advice, Riaz. I’m going to try waking up early tomorrow.( আরিফ:  পরামর্শ দেওয়ার জন্য ধন্যবাদ, রিয়াজ। আমি কাল তাড়াতাড়ি ওঠার চেষ্টা করব।) Riaz:  You’re welcome, Arif! I’m sure you’ll feel the benefits soon. Good luck!( রিয়াজ:  তুমি স্বাগতম, আরিফ! আমি নিশ্চিত তুমি শীঘ্রই উপকারিতা অনুভব করবে। শুভকামনা!**) Model Answer: Amit : Hello, Priya! How are you doing today? Priya : Hey, Amit! I’m doing well, thanks for asking. How about you? Amit : I’m doing fine too, but I couldn’t help but notice that you’ve been coming to class late quite often recently. If this keeps happening, it might be hard to keep up with your studies and assignments. Priya : Yeah, you’re right. I’ve been trying to come on time, but it’s been really difficult for me to manage my mornings. I always seem to wake up late and end up rushing to get ready. Amit : I can totally relate. But have you ever considered waking up a bit earlier? Trust me, waking up early has tons of benefits that can make your day much more manageable. Priya : Hmm, I’ve heard about that, but I’m not sure how it can help. What exactly are the benefits of waking up early? Amit : Well, the old saying, "Early to bed and early to rise makes a man healthy, wealthy, and wise" really does hold some truth. When you wake up early, you have more time to start your day calmly. You can take care of important tasks, like studying, exercising, and eating a healthy breakfast, without the stress of running late. Priya : That sounds interesting, but how will waking up early help me be more punctual for class? Amit : That’s a great question! By waking up earlier, you give yourself plenty of time to prepare for the day without rushing. You can finish your homework, plan your day, and even have time to relax before leaving for class. You won’t have to stress about being late because you’ll already be ahead of the game. Priya : I see. So, if I wake up earlier, I won’t feel as rushed and I’ll have time to get everything done in a more organized way. That definitely sounds better than my usual hectic mornings. Amit : Exactly! It’s not just about having more time; it’s about setting a positive tone for the day. When you wake up early, your mind is fresh, and you feel more energetic. You can start working on important tasks right away, and you’ll be able to concentrate better. Plus, early risers tend to be more productive and get more accomplished throughout the day. Priya : That makes sense. I usually feel tired in the morning and kind of groggy. I guess waking up earlier would give me time to fully wake up and feel more alert. Amit : Exactly! Also, waking up early has physical benefits too. The early hours of the day are the best for getting sunlight, which helps regulate your body’s internal clock and boosts your mood. Plus, when you wake up earlier, you have time to engage in a morning exercise routine, which will make you feel more active and refreshed throughout the day. Priya : I’ve never thought about it that way. I always stay up late watching TV or scrolling through social media, and then I struggle to get out of bed in the morning. Maybe it’s time for a change. Amit : It’s all about creating a routine. If you set a goal to wake up early and stick to it, your body will adjust over time. And you’ll be amazed at how much more you can get done during the day, from finishing assignments to even having some time for yourself. Priya : You know, now that you mention it, I’ve always heard that early risers are more successful. I never really understood why, but it’s becoming clearer now. Amit : Exactly! It’s not just about waking up early, but how you use that extra time. You can set goals for the day, take care of your health, and even give yourself time to relax. Early risers tend to have more control over their lives and their time, which helps them achieve more in the long run. Priya : I was really in the dark about all of this before. I thought I was just being lazy, but I realize now it’s just about making better use of my mornings. I’m going to try waking up earlier from tomorrow. Amit : That’s a fantastic decision, Priya! You’ll definitely start noticing some positive changes in how you feel and how productive you are. And to make the transition a little easier, how about I call you tomorrow morning and we can go for a walk by the park together? It’ll be a refreshing way to start the day! Priya : That sounds like a wonderful idea, Amit! I really appreciate your advice. I think starting the day with a walk will be a perfect way to wake up and get motivated. I’ll definitely give it a try from tomorrow. Amit : I’m glad you liked the idea! It’ll be a great way to kick-start your new morning routine. Let’s see how it goes, and I’m sure you’ll feel the difference! Priya : Thank you, Amit! I’m excited to give it a try. Hopefully, waking up earlier will make my day a lot more productive! 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She Walks in Beauty by Lord Byron She walks in beauty, like the night Of cloudless climes and starry skies; And all that’s best of dark and bright Meet in her aspect and her eyes: Thus mellowed to that tender light Which heaven to gaudy day denies. One shade the more, one ray the less, Had half impaired the nameless grace Which waves in every raven tress, Or softly lightens o’er her face; Where thoughts serenely sweet express, How pure, how dear their dwelling-place. And on that cheek, and o’er that brow, So soft, so calm, yet eloquent, The smiles that win, the tints that glow, But tell of days in goodness spent, A mind at peace with all below, A heart whose love is innocent! She Walks in Beauty by Lord Byron She walks in beauty, like the night সে সৌন্দর্যে হাঁটে, রাতের মতো Of cloudless climes and starry skies; মেঘহীন দেশের আর তারাময় আকাশের; And all that’s best of dark and bright আর যা কিছু শ্রেষ্ঠ অন্ধকার ও আলোর Meet in her aspect and her eyes: মেশে তার চেহারায় আর চোখে: Thus mellowed to that tender light এভাবেই স্নিগ্ধ হয়ে সেই কোমল আলোয় Which heaven to gaudy day denies. যা স্বর্গ জাঁকজমকপূর্ণ দিনকে দেয় না। One shade the more, one ray the less, একটি ছায়া বেশি, বা একটি রশ্মি কম হলে, Had half impaired the nameless grace অর্ধেক নষ্ট করে দিত সেই অনামী লাবণ্য Which waves in every raven tress, যা ঢেউ খেলে তার প্রতিটি কালো চুলে, Or softly lightens o’er her face; বা আলতো করে তার মুখ আলোকিত করে; Where thoughts serenely sweet express, যেখানে শান্ত-মধুর ভাবনা প্রকাশ করে, How pure, how dear their dwelling-place. কত পবিত্র, কত প্রিয় তাদের আবাসস্থল। And on that cheek, and o’er that brow, আর সেই গালে, এবং সেই কপালে, So soft, so calm, yet eloquent, এত নরম, এত শান্ত, তবু ভাবপূর্ণ, The smiles that win, the tints that glow, যে হাসি মন জয় করে, যে আভা উজ্জ্বল হয়, But tell of days in goodness spent, তা কেবল সততায় কাটানো দিনের কথা বলে, A mind at peace with all below, এক মন যা পৃথিবীর সবকিছুর সাথে শান্তিতে আছে, A heart whose love is innocent! এক হৃদয় যার ভালোবাসা নিষ্পাপ! Theme of the Poem The central theme of "She Walks in Beauty" is the perfect harmony between external, physical beauty and internal, spiritual goodness.  The poem argues that true beauty is not merely skin-deep but is an outward reflection of a pure mind and an innocent heart. Byron celebrates the woman not just for her striking appearance—a perfect balance of "dark and bright"—but because this physical perfection is a direct result of her inner peace, her life spent in goodness, and her innocent love. Her beauty is elevated from something purely aesthetic to something profoundly moral and spiritual. কবিতার মূলভাব "She Walks in Beauty" কবিতার মূল উপজীব্য হলো বাহ্যিক শারীরিক সৌন্দর্য এবং অভ্যন্তরীণ আধ্যাত্মিক পবিত্রতার মধ্যে নিখুঁত सामंजস্য।  কবিতাটি বলে যে প্রকৃত সৌন্দর্য কেবল বাহ্যিক নয়, বরং এটি একটি নির্মল মন এবং নিষ্পাপ হৃদয়ের প্রতিফলন। বায়রন এই নারীর প্রশংসা শুধুমাত্র তার আকর্ষণীয় চেহারার জন্য করেননি—যা "আলো ও আঁধারের" এক নিখুঁত মিশ্রণ—বরং তিনি এই বিষয়টির ওপর জোর দিয়েছেন যে এই শারীরিক পূর্ণতা তার মানসিক শান্তি, সততায় কাটানো জীবন এবং নিষ্পাপ ভালোবাসারই ফল। তার সৌন্দর্য শুধুমাত্র নান্দনিক না থেকে এক গভীর নৈতিক এবং আধ্যাত্মিক স্তরে পৌঁছেছে। Short Summary of the Poem "She Walks in Beauty" is a poem by Lord Byron celebrating a woman's exceptional beauty. The poet compares her to a clear, starry night , finding a perfect balance of dark and bright  in her appearance, especially her eyes. Her beauty is so perfect that the slightest change would diminish its "nameless grace." The poem emphasizes that this outer beauty is not just physical; it's a direct reflection of her inner goodness. Her calm expressions reveal pure thoughts , and her winning smiles and glowing complexion are signs of a life spent in virtue. Ultimately, the poem concludes that her stunning appearance comes from a "mind at peace"  and a "heart whose love is innocent,"  making it a celebration of the harmony between inner and outer beauty. কবিতার সারসংক্ষেপ "She Walks in Beauty" লর্ড বায়রনের একটি কবিতা যা একজন নারীর অসাধারণ সৌন্দর্যকে উদযাপন করে। কবি তাকে একটি পরিষ্কার, তারাময় রাতের  সাথে তুলনা করেছেন এবং তার চেহারায়, বিশেষ করে তার চোখে, আলো ও আঁধারের  এক নিখুঁত ভারসাম্য খুঁজে পেয়েছেন। তার সৌন্দর্য এতটাই নিখুঁত যে সামান্যতম পরিবর্তনও তার "নামহীন লাবণ্যকে" ম্লান করে দেবে। কবিতাটি জোর দেয় যে এই বাহ্যিক সৌন্দর্য শুধু শারীরিক নয়; এটি তার ভেতরের পবিত্রতার সরাসরি প্রতিচ্ছবি। তার শান্ত অভিব্যক্তি নির্মল চিন্তার  প্রকাশ ঘটায়, এবং তার মন ভোলানো হাসি ও উজ্জ্বল আভা সততায় কাটানো জীবনের লক্ষণ।পরিশেষে, কবিতাটি এই সিদ্ধান্তে পৌঁছায় যে তার অসাধারণ সৌন্দর্য এসেছে একটি "শান্ত মন"  এবং একটি "নিষ্পাপ ভালোবাসার হৃদয়"  থেকে, যা এটিকে অভ্যন্তরীণ এবং বাহ্যিক সৌন্দর্যের सामंजস্যের এক উদযাপনে পরিণত করেছে। Detailed Summary of the Poem Stanza 1: The poem begins with the speaker observing a woman who moves with an exceptional beauty, which he compares to a "night of cloudless climes and starry skies." He notes that the very best qualities of both darkness and light are perfectly blended in her appearance, especially in her eyes. This unique combination creates a soft and "tender light," which the poet finds more beautiful and divine than the harsh, "gaudy" brightness of the daytime. Her beauty is immediately established as one of sublime balance and harmony, not of simple brightness. Stanza 2: In the second stanza, the poet emphasizes how perfect and delicate this balance is. He states that even the slightest change—"One shade the more, one ray the less"—would have damaged her indescribable ("nameless") grace. This grace is visible in her flowing black ("raven") hair and the gentle light that illuminates her face. The poet then makes the first direct connection between her outer beauty and inner self, observing that her calm, sweet facial expressions reveal how pure and precious her thoughts are. Her beautiful face is the perfect "dwelling-place" for such a pure mind. Stanza 3: The final stanza makes the connection between her inner and outer self absolutely clear. The poet describes her soft, calm cheek and brow as "eloquent"—meaning they express her character without words. Her winning smiles and the healthy glow of her skin are not just physical features; they are evidence of a life lived with virtue ("days in goodness spent"). The poem concludes with the ultimate source of her beauty: a "mind at peace with all below" and a "heart whose love is innocent." Her external beauty is, therefore, the beautiful consequence of her internal purity and tranquility. কবিতার বিস্তারিত সারসংক্ষেপ প্রথম স্তবক: কবিতাটি শুরু হয় এক নারীকে পর্যবেক্ষণের মাধ্যমে, যিনি এক অসাধারণ সৌন্দর্য নিয়ে চলেন। কবি তার সৌন্দর্যকে "মেঘহীন দেশের তারাময় আকাশের রাতের" সাথে তুলনা করেন। তিনি উল্লেখ করেন যে অন্ধকার এবং আলো উভয়ের সেরা গুণাবলী তার চেহারায়, বিশেষ করে তার চোখে, নিখুঁতভাবে মিশে গেছে। এই অনন্য সংমিশ্রণটি একটি নরম এবং "স্নিগ্ধ আলো" তৈরি করে, যা কবির কাছে দিনের কঠোর, "উচ্ছল" আলোর চেয়ে অনেক বেশি সুন্দর এবং স্বর্গীয় মনে হয়। শুরুতেই তার সৌন্দর্যকে গভীর ভারসাম্য এবং সামঞ্জস্যের প্রতীক হিসেবে প্রতিষ্ঠা করা হয়েছে। দ্বিতীয় স্তবক: দ্বিতীয় স্তবকে, কবি এই ভারসাম্যের নিখুঁত ও সূক্ষ্ম প্রকৃতির ওপর জোর দেন। তিনি বলেন যে সামান্যতম পরিবর্তন—"একটি ছায়া বেশি, বা একটি রশ্মি কম"—তার অবর্ণনীয় ("নামহীন") লাবণ্যকে নষ্ট করে দিত। এই লাবণ্য তার ঢেউ খেলানো কালো ("raven") চুলে এবং তার মুখকে আলোকিত করা স্নিগ্ধ আলোতে দৃশ্যমান। এরপর কবি প্রথমবারের মতো তার বাহ্যিক সৌন্দর্যের সাথে তার ভেতরের সত্তার সরাসরি সংযোগ স্থাপন করেন। তিনি বলেন যে তার শান্ত, মধুর মুখের অভিব্যক্তি প্রকাশ করে যে তার ভাবনাগুলো কতটা পবিত্র এবং মূল্যবান। তার সুন্দর মুখটি এমন নির্মল মনের জন্য এক উপযুক্ত "আবাসস্থল"। তৃতীয় স্তবক: শেষ স্তবকটি তার ভেতর এবং বাইরের সত্তার মধ্যকার সংযোগটিকে সম্পূর্ণ স্পষ্ট করে তোলে। কবি তার নরম, শান্ত গাল এবং কপালকে "ভাবপূর্ণ" ("eloquent") বলে বর্ণনা করেছেন—অর্থাৎ, এগুলো কোনো শব্দ ছাড়াই তার চরিত্রকে প্রকাশ করে। তার মন জয় করা হাসি এবং ত্বকের স্বাস্থ্যকর আভা শুধুমাত্র শারীরিক বৈশিষ্ট্য নয়; এগুলো সততায় কাটানো একটি জীবনের ("days in goodness spent") প্রমাণ। কবিতাটি তার সৌন্দর্যের চূড়ান্ত উৎস উল্লেখ করে শেষ হয়: একটি "মন যা পৃথিবীর সাথে শান্তিতে আছে" এবং একটি "হৃদয় যার ভালোবাসা নিষ্পাপ"। অতএব, তার বাহ্যিক সৌন্দর্য তার অভ্যন্তরীণ পবিত্রতা এবং প্রশান্তিরই সুন্দর প্রতিफल। Paraphrasing Verse 1 She walks in beauty, like the night Of cloudless climes and starry skies; Detailed Paraphrase in Easy English: The poet sees this woman moving, and her beauty isn't just in her face, it's in her every movement. He compares her beauty to a perfect night. Not a dark, scary night, but a beautiful, clear night in a place with no clouds, where you can see all the stars shining brightly. This is a very peaceful and wonderful kind of beauty, different from the bright, obvious beauty of a sunny day. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): কবি এই মহিলাকে চলতে দেখছেন, এবং তার সৌন্দর্য শুধু তার মুখে নয়, তার প্রতিটি পদক্ষেপে রয়েছে। তিনি তার সৌন্দর্যকে একটি নিখুঁত রাতের সাথে তুলনা করেছেন। এটি কোনো অন্ধকার, ভীতিকর রাত নয়, বরং মেঘহীন একটি জায়গার সুন্দর, পরিষ্কার রাত, যেখানে আপনি সমস্ত তারা উজ্জ্বলভাবে জ্বলতে দেখতে পারেন। এটি একটি খুব শান্তিপূর্ণ এবং চমৎকার ধরণের সৌন্দর্য, যা একটি রৌদ্রোজ্জ্বল দিনের উজ্জ্বল, সুস্পষ্ট সৌন্দর্য থেকে ভিন্ন। Verse 2 And all that’s best of dark and bright Meet in her aspect and her eyes; Detailed Paraphrase in Easy English: The poet says that she is a perfect mix of darkness and light. Imagine the best parts of darkness (like her dark hair) and the best parts of brightness (like her shining eyes or fair skin). All these best parts come together perfectly in how she looks overall, and you can see this beautiful mix most clearly when you look into her eyes. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): কবি বলছেন যে তিনি অন্ধকার এবং আলোর একটি নিখুঁত মিশ্রণ। অন্ধকারের সেরা অংশ (যেমন তার কালো চুল) এবং উজ্জ্বলতার সেরা অংশ (যেমন তার উজ্জ্বল চোখ বা ফর্সা ত্বক) কল্পনা করুন। এই সমস্ত সেরা অংশগুলি তার সামগ্রিক চেহারায় নিখুঁতভাবে একত্রিত হয়েছে, এবং আপনি যখন তার চোখের দিকে তাকান তখন এই সুন্দর মিশ্রণটি সবচেয়ে স্পষ্টভাবে দেখতে পান। Verse 3 Thus mellowed to that tender light Which heaven to gaudy day denies. Detailed Paraphrase in Easy English: Because she is a mix of dark and bright, the light that seems to come from her is very soft and gentle. It's not a loud or flashy kind of beauty. The poet thinks this gentle light is heavenly and special, something you can't find during the daytime, which he calls "gaudy" or too flashy and bright. Her beauty is more subtle and special. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): যেহেতু তিনি অন্ধকার এবং উজ্জ্বলের মিশ্রণ, তাই তার থেকে যে আলো আসে তা খুব নরম এবং স্নিগ্ধ। এটি কোনো কোলাহলপূর্ণ বা চটকদার সৌন্দর্য নয়। কবি মনে করেন এই স্নিগ্ধ আলো স্বর্গীয় এবং বিশেষ, যা আপনি দিনের বেলায় খুঁজে পাবেন না, যাকে তিনি "gaudy" বা খুব চটকদার এবং উজ্জ্বল বলেছেন। তার সৌন্দর্য আরও সূক্ষ্ম এবং বিশেষ। Verse 4 One shade the more, one ray the less, Had half impaired the nameless grace Detailed Paraphrase in Easy English: Her beauty is in a perfect and delicate balance. If you changed anything just a tiny bit—by adding a little more shadow or taking away a little bit of light—you would damage her amazing elegance. Her grace is so perfect that it's "nameless," meaning you can't even find the right word to describe it. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): তার সৌন্দর্য একটি নিখুঁত এবং সূক্ষ্ম ভারসাম্যে রয়েছে। যদি আপনি সামান্য কিছু পরিবর্তন করতেন—একটু বেশি ছায়া যোগ করে বা একটু আলো সরিয়ে নিয়ে—তবে আপনি তার আশ্চর্যজনক লাবণ্যকে নষ্ট করে ফেলতেন। তার লাবণ্য এতটাই নিখুঁত যে এটি "নামহীন", অর্থাৎ আপনি এটি বর্ণনা করার জন্য সঠিক শব্দও খুঁজে পাবেন না। Verse 5 Which waves in every raven tress, Or softly lightens o’er her face; Detailed Paraphrase in Easy English: You can see this perfect grace in her very dark, black hair ("raven tress") as it moves. You can also see it in the soft glow of light on her face. The contrast between her dark hair and her gently lit face is part of what makes her so beautiful. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): আপনি এই নিখুঁত লাবণ্য তার খুব অন্ধকার, কালো চুলে ("raven tress") দেখতে পারেন যখন তা নড়ে। আপনি এটি তার মুখের ওপর নরম আলোর আভাতেও দেখতে পারেন। তার কালো চুল এবং তার আলতোভাবে আলোকিত মুখের মধ্যে এই বৈসাদৃশ্যই তাকে এত সুন্দর করে তুলেছে। Verse 6 Where thoughts serenely sweet express, How pure, how dear their dwelling-place. Detailed Paraphrase in Easy English: Her facial expression shows what she is thinking, and her thoughts are calm, peaceful, and kind ("serenely sweet"). Her beautiful face is the perfect home ("dwelling-place") for these pure and wonderful thoughts. This shows that her inner goodness matches her outer beauty. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): তার মুখের অভিব্যক্তি দেখায় যে তিনি কী ভাবছেন, এবং তার ভাবনাগুলি শান্ত, শান্তিপূর্ণ এবং দয়ালু ("serenely sweet")। তার সুন্দর মুখটি এই পবিত্র এবং চমৎকার विचारগুলির জন্য নিখুঁত একটি বাড়ি ("dwelling-place")। এটি দেখায় যে তার ভেতরের সততা তার বাইরের সৌন্দর্যের সাথে মিলে যায়। Verse 7 And on that cheek, and o’er that brow, So soft, so calm, yet eloquent, Detailed Paraphrase in Easy English: Looking at her cheeks and forehead, you can see that they look gentle and peaceful. But at the same time, they are also "eloquent," which means they express her feelings very clearly without her having to say a single word. Her face tells you about her kind personality. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): তার গাল এবং কপালের দিকে তাকালে আপনি দেখতে পাবেন যে সেগুলি দেখতে স্নিগ্ধ এবং শান্তিপূর্ণ। কিন্তু একই সাথে, সেগুলি "eloquent" বা ভাবপূর্ণ, যার অর্থ হলো সেগুলি একটিও শব্দ না বলেই তার অনুভূতিগুলি খুব স্পষ্টভাবে প্রকাশ করে। তার মুখই আপনাকে তার দয়ালু ব্যক্তিত্ব সম্পর্কে বলে দেয়। Verse 8 The smiles that win, the tints that glow, But tell of days in goodness spent, Detailed Paraphrase in Easy English: Her wonderful smiles, which charm everyone, and the healthy, glowing color in her skin are not just there by chance. They are like signs that tell a story. The story they tell is about her past—that she has lived a good, kind, and virtuous life. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): তার চমৎকার হাসি, যা সবাইকে মুগ্ধ করে, এবং তার ত্বকের স্বাস্থ্যকর, উজ্জ্বল রঙ véletlenül নেই। এগুলি এমন চিহ্ন যা একটি গল্প বলে। তারা যে গল্পটি বলে তা তার অতীত সম্পর্কে—যে তিনি একটি ভালো, দয়ালু এবং সৎ জীবনযাপন করেছেন। Verse 9 A mind at peace with all below, A heart whose love is innocent! Detailed Paraphrase in Easy English: In the end, all of her physical beauty is just an outside reflection of her wonderful inner self. She has a mind that is calm and at peace with the world, without any worries. She also has a heart that is full of love that is pure and completely innocent. This combination of inner peace and outer beauty is what makes her truly beautiful. Paraphrase in Bangla (ভাবার্থের বঙ্গানুবাদ): শেষ পর্যন্ত, তার সমস্ত শারীরিক সৌন্দর্য তার চমৎকার ভেতরের সত্তারই একটি বাহ্যিক প্রতিচ্ছবি। তার একটি মন আছে যা পৃথিবীর সাথে শান্তিতে আছে, কোনো দুশ্চিন্তা ছাড়াই। তার একটি হৃদয়ও রয়েছে যা পবিত্র এবং সম্পূর্ণ নিষ্পাপ ভালোবাসায় পূর্ণ। এই ভেতরের শান্তি এবং বাইরের সৌন্দর্যের সংমিশ্রণই তাকে সত্যিকারের সুন্দর করে তুলেছে। Short Answer Questions What kind of skies are mentioned in the poem? The poem mentions "cloudless climes and starry skies."  This phrase describes a perfectly clear night sky, free from clouds and filled with the bright, shining light of stars. This imagery is used to symbolize the woman's beauty, suggesting it is pure, calm, and radiant, much like a serene and beautiful night. Where do the best qualities of dark and bright meet? The best of both darkness and brightness meet in her "aspect and her eyes."  Her "aspect" refers to her overall appearance. This line suggests a perfect harmony of contrasting elements—like her dark hair and bright eyes—which creates a unique and captivating beauty that reflects her deep character. What kind of light is described in the poem? The poem describes a "tender light."  This is a soft, gentle, and soothing glow, unlike the harsh brightness of daytime. This delicate light symbolizes the subtlety and grace of the woman's beauty, which is both radiant and calming. What would happen if there were "one shade more or one ray less"? If there were even a slight change in the balance of light and dark in her appearance—like one extra shadow or one less ray of light —it would disrupt the perfect harmony of her beauty. The poem says this small shift would "half impair the nameless grace," meaning it would diminish the mysterious and indescribable elegance that makes her so special. Where does her grace appear in her appearance? Her grace is seen in two places: In the waves of her dark, "raven tress"  (her black hair). In the gentle light that "softly lightens o'er her face." This shows that her elegance isn't just in one feature but is part of her entire presence, from her flowing hair to the soft glow on her face. What do her sweet, serene thoughts express? Her calm and sweet thoughts are expressed through her facial expressions. They reveal the purity and kindness of her inner self , showing just how "pure" and "dear" her mind is. This connection highlights that her outer beauty is a direct reflection of her beautiful soul. 😇 Which parts of her face are highlighted in the poem? The poem specifically highlights her cheek and brow.  The soft color on her cheek and the calm expression on her forehead are described as "eloquent," meaning they communicate her gentle and peaceful nature without her needing to speak. How are her smiles and complexion described? Her smiles are described as "the smiles that win,"  meaning they are captivating and can easily win hearts. Her complexion has "tints that glow,"  referring to a natural, healthy radiance that suggests warmth and inner goodness. What do her smiles and expressions reveal about her life? Her smiles and expressions reveal a life "in goodness spent."  The warmth and gentle glow on her face are seen as evidence that she has lived a life filled with kindness, virtue, and inner peace. What does the poem say about her mind and heart? The poem concludes by describing her inner self: Her mind  is "at peace with all below,"  suggesting she is calm, content, and wise. Her heart  has a love that is "innocent,"  meaning her feelings are pure, sincere, and free from deceit. These qualities show that her ultimate beauty is a fusion of her stunning appearance and her virtuous character. Why is the comparison to "night" unusual for a beautiful woman? Traditionally, beauty was often compared to a "summer's day" or the brightness of the sun. Byron’s comparison to "night"  is unique because it suggests a different kind of beauty—one that is mysterious, deep, and calming rather than bright and obvious. The "starry skies" add a touch of brilliance to this deep beauty, creating a more complex and captivating image. What is the rhyme scheme of the poem? The rhyme scheme is ABABAB  for each stanza. This consistent, interlocking pattern creates a smooth, musical rhythm that reinforces the themes of harmony, balance, and effortless grace found in the woman's character and appearance. 🎶 What does the word "eloquent" mean in the context of her face? In the line "So soft, so calm, yet eloquent," the word "eloquent"  means that her facial features are highly expressive. Even though her expression is calm, it clearly communicates her inner thoughts and feelings—like her kindness and peacefulness—without the need for words. Her face "speaks" volumes about her character. Multiple-choice questions based on the text: What type of skies are described in the poem? A) Cloudy and dark B) Cloudless and starry C) Rainy and stormy D) Foggy and gloomy Answer:   B) Cloudless and starry Where do the best of dark and bright meet? A) In her smile B) In her hair C) In her aspect and her eyes D) In the sky and the stars Answer:   C) In her aspect and her eyes What kind of light is mentioned in the poem? A) A bright, blinding light B) A tender, soft light C) A flickering candlelight D) A golden sunrise light Answer:   B) A tender, soft light What would happen if there were one shade more or one ray less? A) It would improve her beauty B) It would create more contrast C) It would damage her graceful charm D) It would make her brighter Answer:   C) It would damage her graceful charm Where does the "nameless grace" appear? A) In her voice and laughter B) In her jewelry and dress C) In her hair and face D) In the clouds and skies Answer:   C) In her hair and face What do her serene thoughts express? A) Sadness and grief B) Anger and frustration C) Purity and sweetness D) Confusion and doubt Answer:   C) Purity and sweetness Which features of her face are highlighted in the poem? A) Her nose and lips B) Her cheek and brow C) Her ears and chin D) Her teeth and dimples Answer:   B) Her cheek and brow How are her smiles described? A) Fake and forced B) Rare and dull C) Captivating and winning D) Shy and hidden Answer:   C) Captivating and winning What do her smiles and glow reveal about her life? A) A life filled with sadness B) A life spent in darkness C) A life of goodness and virtue D) A life of luxury and wealth Answer:   C) A life of goodness and virtue How is her heart described in the poem? A) Cold and distant B) Proud and arrogant C) Innocent and pure D) Weak and fragile Answer:   C) Innocent and pure Summary: The poem describes a woman whose beauty is compared to the serene and breathtaking qualities of nature, specifically a clear, starry night. The poet admires how the best aspects of both darkness and brightness blend perfectly in her appearance, especially in her eyes and facial expressions. This harmony creates a gentle, soft glow that is more delicate than the harsh light of day. The poet explains that even the slightest change in her features—like one extra shadow or one missing ray of light—would reduce the mysterious, nameless grace she carries. This grace is visible in the flowing waves of her dark hair and the soft radiance on her face. Her expressions reveal inner peace, purity, and sweetness, reflecting the goodness of her heart and mind. Her cheek and brow are highlighted for their calmness and quiet elegance, which speak volumes without words. Her captivating smile and the soft glow of her complexion suggest a life filled with kindness and virtue. Ultimately, the poet emphasizes that her outer beauty mirrors her inner purity—a peaceful mind and an innocent, loving heart. Theme: The poem explores the theme of ideal beauty —a perfect balance of outer charm and inner goodness. It highlights how true beauty comes from harmony, purity, and the peaceful connection between one’s appearance and soul. Bangla Translation (Summary) সারাংশ: কবিতাটিতে এমন এক নারীর বর্ণনা দেওয়া হয়েছে যার সৌন্দর্যকে প্রকৃতির শান্ত ও মনোমুগ্ধকর গুণাবলীর সাথে তুলনা করা হয়েছে, বিশেষ করে একটি পরিষ্কার, তারাভরা রাত্রির সাথে। কবি তার চেহারায়, বিশেষ করে তার চোখ এবং মুখের অভিব্যক্তিতে, অন্ধকার এবং উজ্জ্বলতার সেরা দিকগুলি কীভাবে নিখুঁতভাবে মিশে যায় তার প্রশংসা করেছেন। এই সামঞ্জস্যতা একটি মৃদু, নরম আভা তৈরি করে যা দিনের কঠোর আলোর চেয়েও বেশি সূক্ষ্ম। কবি ব্যাখ্যা করেছেন যে তার বৈশিষ্ট্যের সামান্যতম পরিবর্তন - যেমন একটি অতিরিক্ত ছায়া বা একটি অনুপস্থিত আলোর রশ্মি - তার বহনকারী রহস্যময়, নামহীন করুণাকে হ্রাস করবে। এই করুণা তার কালো চুলের প্রবাহমান তরঙ্গ এবং তার মুখের নরম দীপ্তিতে দৃশ্যমান। তার অভিব্যক্তি অভ্যন্তরীণ শান্তি, পবিত্রতা এবং মাধুর্য প্রকাশ করে, যা তার হৃদয় ও মনের মঙ্গলকে প্রতিফলিত করে। তার গাল এবং ভ্রু তাদের প্রশান্তি এবং শান্ত সৌন্দর্যের জন্য উজ্জ্বল, যা শব্দ ছাড়াই অনেক কিছু বলে। তার মনোমুগ্ধকর হাসি এবং তার বর্ণের নরম আভা দয়া এবং সদ্গুণে ভরা একটি জীবনের ইঙ্গিত দেয়। পরিশেষে, কবি জোর দিয়ে বলেছেন যে তার বাহ্যিক সৌন্দর্য তার অভ্যন্তরীণ পবিত্রতাকে প্রতিফলিত করে - একটি শান্তিপূর্ণ মন এবং একটি নির্দোষ, প্রেমময় হৃদয়। Ad Vocabulary from "She Walks in Beauty" Word (শব্দ) IPA Pronunciation (RP) English Meaning (ইংরেজি অর্থ) Bangla Meaning (বাংলা অর্থ) Aspect /ˈæs.pekt/ A person's appearance or facial expression. চেহারা বা অবয়ব Beauty /ˈbjuː.ti/ The quality of being pleasing to look at. সৌন্দর্য Brow /braʊ/ The forehead. কপাল বা ভ্রূ Calm /kɑːm/ Peaceful, quiet, and without worry. শান্ত Cheek /tʃiːk/ The side of the face below the eye. গাল Climes /klaɪmz/ Regions or lands (a poetic term). দেশ বা অঞ্চল Cloudless /ˈklaʊd.ləs/ Without any clouds in the sky. মেঘহীন Denies /dɪˈnaɪz/ Refuses to give or allow something. অস্বীকার করে, দেয় না Dwelling-place /ˈdwel.ɪŋ pleɪs/ A place where someone lives; a home. আবাসস্থল Eloquent /ˈel.ə.kwənt/ Expressive and meaningful without using words. ভাবপূর্ণ বা বাঙ্ময় Express /ɪkˈspres/ To show or make known a feeling or thought. প্রকাশ করা Gaudy /ˈɡɔː.di/ Excessively bright and showy; flashy. জাঁকজমকপূর্ণ, চটকদার Glow /ɡləʊ/ To produce a steady, warm light. উজ্জ্বল হওয়া, দ্যুতি Goodness /ˈɡʊd.nəs/ The quality of being morally good or virtuous. সততা বা ধার্মিকতা Grace /ɡreɪs/ Simple, effortless elegance and charm. লাবণ্য বা কমনীয়তা Heaven /ˈhev.ən/ The place where God is believed to live; a state of bliss. স্বর্গ Impaired /ɪmˈpeəd/ Weakened or damaged. ব্যাহত বা নষ্ট Innocent /ˈɪn.ə.sənt/ Pure; free from moral wrong. নিষ্পাপ বা নির্দোষ Lightens /ˈlaɪ.tənz/ To brighten or illuminate. আলোকিত করে Mellowed /ˈmel.əʊd/ Made soft and gentle by experience. স্নিগ্ধ বা কোমল Mind /maɪnd/ The part of a person that thinks, feels, and reasons. মন Nameless /ˈneɪm.ləs/ Indescribable; having no name. অনামী বা অবর্ণনীয় O'er /ɔːr/ A poetic contraction of the word "over". উপরে Peace /piːs/ A state of calm and quiet; freedom from conflict. শান্তি Pure /pjʊər/ Not mixed with anything else; clean and morally good. বিশুদ্ধ বা পবিত্র Raven /ˈreɪ.vən/ A deep, glossy black color, like the bird. মিশকালো Ray /reɪ/ A narrow beam of light. রশ্মি বা কিরণ Serenely / səˈriːn.li/ In a calm, peaceful, and untroubled way. শান্তভাবে, নির্মলভাবে Shade /ʃeɪd/ A degree of darkness or a variation of color. ছায়া বা আভা Skies /skaɪz/ The upper atmosphere and space, as seen from Earth. আকাশ Softly / ˈsɒft.li/ In a quiet, gentle, or delicate manner. আলতোভাবে, মৃদুভাবে Spent /spent/ Passed or used (referring to time). কাটানো বা অতিবাহিত Starry /ˈstɑː.ri/ Full of or lit by stars. তারাময় Tender /ˈten.dər/ Gentle, soft, or kind. নরম বা কোমল Thoughts /θɔːts/ Ideas or opinions produced by thinking. ভাবনা বা চিন্তা Tints /tɪnts/ A subtle shade or variety of color. আভা বা রঙের ছোঁয়া Tress /tres/ A lock of long hair. চুলের গোছা Waves /weɪvz/ Moves back and forth with a swaying motion. ঢেউ খেলে Win /wɪn/ To be successful or victorious; to gain someone's heart. জয় করা

I died for Beauty Emily Dickinson I died for beauty, but was scarce Adjusted in the tomb, When one who died for truth was lain In an adjoining room. He questioned softly why I failed? "For beauty," I replied. "And I for truth - the two are one; We brethren are," he said. And so, as kinsmen met a-night, We talked between the rooms, Until the moss had reached our lips, And covered up our names. I died for Beauty Emily Dickinson I died for beauty, but was scarce আমি সৌন্দর্যের জন্য মরেছি, কিন্তু সবে Adjusted in the tomb, কবরে গুছিয়ে বসেছি, When one who died for truth was lain এমন সময় সত্যের জন্য মরেছে যে তাকে শোয়ানো হলো In an adjoining room. পাশেরই এক কামরায়। He questioned softly why I failed? সে আলতো করে জানতে চাইল কেন আমার পতন? "For beauty," I replied. "সৌন্দর্যের জন্য," আমি উত্তর দিলাম। "And I for truth - the two are one; "আর আমি সত্যের জন্য - দুটো আসলে এক; We brethren are," he said. আমরা ভাই," সে বলল। And so, as kinsmen met a-night, আর তাই, রাতে দেখা হওয়া আত্মীয়দের মতো, We talked between the rooms, আমরা দুই কামরার মধ্যে কথা বললাম, Until the moss had reached our lips, যতক্ষণ না শ্যাওলা আমাদের ঠোঁটে পৌঁছাল, And covered up our names. এবং ঢেকে দিল আমাদের নাম। Paraphrasing "I died for beauty, but was scarce" I passed away because of my deep love or devotion to beauty. However, there were very few people who shared the same passion or reason for dying like I did. My kind of death was rare or unusual. "Adjusted in the tomb, When one who died for truth was lain In an adjoining room." I was placed in my grave, and not long after, another person who had died for the cause of truth was buried in a nearby grave. This person had a similar fate, but their death was because of their commitment to truth rather than beauty. "He questioned softly why I failed? 'For beauty,' I replied." The person who died for truth, from their grave, gently asked me why I had died. I responded softly and explained that my death was for the love and pursuit of beauty. "And I for truth - the two are one; We brethren are," he said." The person who died for truth replied by saying that, just like beauty and truth are both important ideals, our reasons for dying were connected. They are not separate; both beauty and truth are similar and tied together. We are like brothers who died for the same ultimate cause, though in different forms. "And so, as kinsmen met a-night, We talked between the rooms," Like close family members or "kinsmen" meeting at night to share stories or feelings, we began to communicate with each other from our graves. Our conversation continued between the spaces, even though we were physically separated by tombs. "Until the moss had reached our lips, And covered up our names." We talked and shared our thoughts for so long that over time, moss started to grow on our graves, slowly covering our faces and mouths so we could no longer speak. Eventually, the moss covered our names on the tombstones, completely hiding our identities, symbolizing that we had been forgotten by the world and had become one with nature. This interpretation goes deep into the symbolic meaning of the poem, showing how the speaker and the person who died for truth find common ground in death and share a connection that transcends their individual causes, even as they fade into obscurity. Verse-wise Paraphrase with Bangla Translation Verse 1 I died for beauty, but was scarceAdjusted in the tomb,When one who died for truth was lainIn an adjoining room. Detailed Paraphrase: The speaker begins by stating that their life was sacrificed for the ideal of Beauty . However, they had barely settled into their final resting place, the tomb, when another person was buried in the adjacent grave. This newcomer, the speaker learns, had died for the equally noble ideal of Truth . This sets up an immediate connection between two souls who sacrificed their lives for abstract principles. Bangla Translation (ভাবার্থের বঙ্গানুবাদ): বক্তা এই বলে শুরু করেন যে তিনি সৌন্দর্য  নামক আদর্শের জন্য নিজের জীবন উৎসর্গ করেছেন। তিনি কবরে ঠিকমতো গুছিয়ে বসার সুযোগও পাননি, এমন সময় পাশের কবরে আরেকজনকে সমাহিত করা হলো। বক্তা জানতে পারেন যে এই নতুন ব্যক্তি সত্য  নামক মহৎ আদর্শের জন্য মৃত্যুবরণ করেছেন। এর মাধ্যমে এমন দুটি আত্মার মধ্যে একটি তাৎক্ষণিক সংযোগ স্থাপন করা হয়, যারা মহৎ আদর্শের জন্য নিজেদের জীবন বিসর্জন দিয়েছেন। Verse 2 He questioned softly why I failed?"For beauty," I replied."And I for truth - the two are one;We brethren are," he said. Detailed Paraphrase: A quiet conversation begins between the two deceased individuals. The newcomer gently asks the speaker what cause they "failed" for, a poetic way of asking why they died. The speaker simply replies, "For beauty." The newcomer then reveals their own cause, "And I for truth," before making a profound philosophical statement: "the two are one."  He declares that Beauty and Truth are essentially the same fundamental concept. Because they both dedicated their lives to this unified ideal, he concludes, "We brethren are" —meaning they are kindred spirits, like brothers, united in their purpose and sacrifice. 🤝 Bangla Translation (ভাবার্থের বঙ্গানুবাদ): দুই মৃত ব্যক্তির মধ্যে একটি শান্ত কথোপকথন শুরু হয়। নবাগত ব্যক্তি বক্তাকে আলতো করে জিজ্ঞাসা করেন যে তিনি কোন কারণে "ব্যর্থ" হয়েছেন, যা মৃত্যুর কারণ জিজ্ঞাসা করার একটি কাব্যিক উপায়। বক্তা কেবল উত্তর দেন, "সৌন্দর্যের জন্য।" এরপর নবাগত ব্যক্তি নিজের কারণ প্রকাশ করে বলেন, "আর আমি সত্যের জন্য," এবং এরপর একটি গভীর দার্শনিক মন্তব্য করেন: "দুটো আসলে এক।"  তিনি ঘোষণা করেন যে সৌন্দর্য এবং সত্য মূলত একই মৌলিক ধারণা। যেহেতু তারা উভয়েই এই একীভূত আদর্শের জন্য নিজেদের জীবন উৎসর্গ করেছেন, তাই তিনি এই বলে শেষ করেন, "আমরা ভাই" —অর্থাৎ, তারা একই পথের পথিক, একই উদ্দেশ্য ও ত্যাগের কারণে তারা ভাইয়ের মতো। Verse 3 And so, as kinsmen met a-night,We talked between the rooms,Until the moss had reached our lips,And covered up our names. Detailed Paraphrase: Their bond solidified, they continued their conversation like relatives ("kinsmen") meeting in the eternal night of death. They spoke to each other from their separate tombs ("rooms"). This continued for a long time, until the slow, inevitable process of nature took over. The moss , representing time and decay, grew over their graves. In a powerful final image, the moss physically reaches their lips , silencing their philosophical conversation forever. It then covers their names  on the tombstones, erasing their individual identities and, by extension, the very ideals for which they died. The poem ends on a somber note, suggesting that death and time ultimately lead to oblivion, silencing even the most profound truths. ⌛ Bangla Translation (ভাবার্থের বঙ্গানুবাদ): তাদের বন্ধন দৃঢ় হওয়ার পর, তারা মৃত্যুর অনন্ত রাতে দেখা হওয়া আত্মীয়ের ("kinsmen") মতো তাদের কথোপকথন চালিয়ে যায়। তারা তাদের নিজ নিজ কবর ("rooms") থেকে একে অপরের সাথে কথা বলে। এটি দীর্ঘ সময় ধরে চলতে থাকে, যতক্ষণ না প্রকৃতির ধীর এবং অবশ্যম্ভাবী প্রক্রিয়া সবকিছু দখল করে নেয়। শ্যাওলা , যা সময় এবং ক্ষয়কে প্রতিনিধিত্ব করে, তাদের কবরের উপর জন্মাতে থাকে। একটি শক্তিশালী অন্তিম দৃশ্যে, শ্যাওলা তাদের ঠোঁট পর্যন্ত পৌঁছে যায় , যা তাদের দার্শনিক আলোচনাকে চিরতরে স্তব্ধ করে দেয়। এরপর এটি তাদের সমাধির উপর লেখা নামগুলোকেও ঢেকে দেয় , তাদের পরিচয় এবং সেইসাথে যে আদর্শের জন্য তারা মৃত্যুবরণ করেছিল, তা মুছে ফেলে। কবিতাটি একটি বিষণ্ণ অনুভূতির সাথে শেষ হয়, যা বোঝায় যে মৃত্যু এবং সময় শেষ পর্যন্ত সবকিছু ভুলিয়ে দেয়, এমনকি সবচেয়ে গভীর সত্যকেও নীরব করে দেয়। Short Answer Questions Short Answer Questions with Detailed Answers: Why did the speaker die? The speaker died because of their love for beauty. In the poem, the phrase “I died for beauty” suggests that the speaker’s devotion to beauty, perhaps an idealized concept or aesthetic, led them to their death. It could be interpreted as the speaker sacrificing their life for something they highly valued or believed in—beauty as a profound, guiding force. Where was the person who died for truth buried? The person who died for truth was buried in a grave right next to the speaker’s. In the poem, the speaker describes how they were placed in their tomb, and soon after, someone who had died for the cause of truth was laid in a tomb beside them. The proximity of their graves suggests a close relationship between their causes, as if their lives and deaths were connected by a shared purpose. How did the person who died for truth ask the speaker about their death? The person who died for truth asked the speaker softly why they had died. The phrase “He questioned softly why I failed” implies that the person was asking with gentleness and curiosity, as though trying to understand the reason behind the speaker’s death, perhaps wondering why they had chosen beauty over truth as their guiding principle. What was the speaker's response to the question of why they died? The speaker replied that they died for beauty. In response to the question, the speaker explains that their devotion to beauty was the reason for their death, emphasizing that beauty was a cause strong enough to end their life. What did the person who died for truth say about the connection between beauty and truth? The person who died for truth said that beauty and truth are one and the same, and that they are like brothers. This suggests a philosophical or spiritual view that beauty and truth are inseparable and interconnected ideals. The idea that they are "brethren" emphasizes a shared nature between the two concepts, implying that both beauty and truth serve similar purposes in life, even if they appear to be separate at first. How did the two individuals communicate after death? The two individuals communicated by speaking to each other from their graves. The poem describes them as talking “between the rooms,” where the “rooms” refer to their separate tombs. Even though they were physically separated by death, their spirits or souls continued to communicate, showing that even in death, their connection remained. What happened to the graves of the two individuals over time? Over time, moss began to grow over their graves. The moss eventually covered their lips and their names. This gradual covering symbolizes how time erases memories, identities, and voices, showing that even the most passionate causes—such as the pursuit of beauty and truth—fade as nature and time take their course. What is the significance of the moss covering their names and lips? The moss covering their names and lips signifies the passing of time and the fading of their identities. It symbolizes how even the most noble causes or ideals, like beauty and truth, are eventually forgotten by the world. The moss, growing over their mouths, suggests the silencing of their voices, and the covering of their names implies that no one will remember who they were or what they stood for. What does the phrase “We brethren are” suggest about the relationship between the speaker and the person who died for truth? The phrase “We brethren are” suggests a deep, almost familial bond between the speaker and the person who died for truth. It means that both individuals, though they had different reasons for dying, are united in their deaths. They share a similar devotion to abstract ideals—beauty and truth—and, in death, they are as close as brothers or kin, connected by their sacrifice for these causes. What might the "night" symbolize in the line "as kinsmen met a-night"? The "night" could symbolize death itself, as night often represents the end of life. It could also symbolize the quiet, peaceful nature of their afterlife communication. The meeting of the two souls in the "night" suggests a moment of unity and understanding after their lives have ended, as if death is the time when they can finally connect and converse without earthly distractions. Multiple-choice questions based on the text: Why did the speaker die? A) For love B) For beauty C) For truth D) For fame Answer: B) For beauty Who was buried in the grave next to the speaker’s? A) A person who died for love B) A person who died for fame C) A person who died for truth D) A person who died for beauty Answer: C) A person who died for truth What question did the person who died for truth ask the speaker? A) Why did you die for love? B) Why did you die? C) Why did you die for truth? D) Why did you die for fame? Answer: B) Why did you die? How did the speaker respond to the question about why they died? A) They died for fame. B) They died for truth. C) They died for beauty. D) They died for love. Answer: C) They died for beauty. What did the person who died for truth say about beauty and truth? A) They are separate and different. B) They are both unimportant. C) They are the same and connected. D) They are opposite ideals. Answer: C) They are the same and connected. What is the meaning of “We brethren are”? A) They are enemies. B) They are like close family members. C) They are strangers. D) They are rivals. Answer: B) They are like close family members. How did the two individuals communicate? A) By speaking to each other in person B) By writing letters C) By talking from their graves D) By visiting each other's graves Answer: C) By talking from their graves What grew over the graves of the two individuals? A) Flowers B) Grass C) Trees D) Moss Answer: D) Moss What did the moss eventually cover? A) Their graves only B) Their bodies C) Their names and lips D) Their tombstones only Answer: C) Their names and lips What could the moss covering their lips and names symbolize? A) The end of life and fading memory B) The growth of beauty C) The power of truth D) The arrival of a new life Answer: A) The end of life and fading memory Summary of the Poem "I Died for Beauty" by Emily Dickinson: In this poem, the speaker talks about their death, which happened because they loved beauty so much. The speaker says that they died for beauty, meaning that their deep love for beauty led to their passing. After they die, the speaker is placed in a tomb. Soon after, the speaker notices that another person, who died for truth, is buried in a tomb next to theirs. This person asks the speaker why they died. The speaker responds softly, saying they died because of beauty. The person who died for truth then tells the speaker that beauty and truth are the same and are connected. They even call each other “brethren,” which means they are like family, showing that even though they died for different reasons, their causes are linked. The poem continues with the two talking from their graves, as if they are still having a conversation despite being dead. Over time, moss grows over both of their graves, slowly covering their lips and their names. This growing moss symbolizes the passing of time and how everything, even important ideals like beauty and truth, eventually fades away and is forgotten. In the end, the moss completely covers their names and mouths, meaning that their causes, identities, and voices are lost to time and nature. Theme of the Poem : The main theme of the poem is about how life is short  and everything, including important ideas like beauty and truth, fades with time . The poem suggests that no matter how strong someone's beliefs or ideals are, they are eventually forgotten as time passes. The speaker and the person who died for truth show that beauty and truth are closely connected, even though they seem different. The moss growing over their graves represents how everything—no matter how meaningful it was—gets erased by time. The theme of the poem shows that life is fragile, ideals are temporary, and death eventually comes for all, no matter what they stood for. Bangla Translation (Summary) এই কবিতায় বক্তা তাদের মৃত্যুর কথা বলেছেন, যা ঘটেছিল সৌন্দর্যকে এত ভালোবাসতেন বলে। বক্তা বলেন যে তারা সৌন্দর্যের জন্য মারা গেছেন, অর্থাৎ সৌন্দর্যের প্রতি তাদের গভীর ভালোবাসা তাদের মৃত্যুতে নেতৃত্ব দিয়েছে। তাদের মৃত্যুর পর, বক্তাকে একটি সমাধিতে রাখা হয়। এর কিছুক্ষণ পরে, বক্তা লক্ষ্য করেন যে সত্যের জন্য মারা যাওয়া আরেকজন ব্যক্তিকে তাদের সমাধির পাশে একটি সমাধিতে সমাহিত করা হয়েছে। এই ব্যক্তি বক্তাকে জিজ্ঞাসা করেন কেন তারা মারা গেছেন। বক্তা মৃদুভাবে উত্তর দেন, বলেন যে তারা সৌন্দর্যের জন্য মারা গেছেন। সত্যের জন্য মারা যাওয়া ব্যক্তি তখন বক্তাকে বলেন যে সৌন্দর্য এবং সত্য একই এবং পরস্পর সংযুক্ত। এমনকি তারা একে অপরকে "ভাই" বলে ডাকে, যার অর্থ তারা পরিবারের মতো, যা দেখায় যে তারা বিভিন্ন কারণে মারা গেলেও, তাদের কারণগুলি সংযুক্ত। কবিতাটি তাদের কবর থেকে দুজনের কথা বলার মাধ্যমে চলতে থাকে, যেন তারা মৃত হওয়া সত্ত্বেও এখনও কথোপকথন চালিয়ে যাচ্ছে। সময়ের সাথে সাথে, তাদের উভয় কবরের উপর শ্যাওলা গজায়, ধীরে ধীরে তাদের ঠোঁট এবং তাদের নাম ঢেকে দেয়। এই ক্রমবর্ধমান শ্যাওলা সময়ের সাথে সাথে এবং কীভাবে সবকিছু, এমনকি সৌন্দর্য এবং সত্যের মতো গুরুত্বপূর্ণ আদর্শও, অবশেষে বিবর্ণ হয়ে যায় এবং ভুলে যায় তার প্রতীক। শেষ পর্যন্ত, শ্যাওলা তাদের নাম এবং মুখ সম্পূর্ণরূপে ঢেকে রাখে, যার অর্থ তাদের কারণ, পরিচয় এবং কণ্ঠস্বর সময় এবং প্রকৃতির কাছে হারিয়ে যায়। Ad Vocabulary words  from the poem "I Died for Beauty"  by Emily Dickinson Word English Meaning Bangla Meaning Short Example Sentence Died Stopped living মারা গেছে She died peacefully at home. Beauty A quality that makes something attractive সৌন্দর্য The beauty of nature is inspiring. Scarce Rare or not enough দুর্লভ বা অপ্রচুর Fresh water was scarce in the desert. Adjusted Became comfortable in a new situation মানিয়ে নেওয়া He adjusted quickly to his new school. Tomb A grave, especially a large one সমাধি The ancient tomb was discovered recently. Truth The quality of being true সত্য Always speak the truth. Lain Past participle of 'lie' (to rest) শোয়া She had lain there for hours. Adjoining Next to or connected সংলগ্ন They stayed in adjoining rooms. Room A part of a building enclosed by walls ঘর I cleaned my room today. Questioned Asked about something প্রশ্ন করা The teacher questioned the student. Softly In a gentle, quiet way নরমভাবে She spoke softly to calm the baby. Failed Did not succeed ব্যর্থ He failed to pass the test. Replied Answered উত্তর দেওয়া She replied with a smile. Brethren Brothers or close companions ভাই বা সহোদর They are brethren in spirit. Kinsmen Family members or relatives আত্মীয় The kinsmen gathered for the festival. Met Came together দেখা করা They met after many years. Night (a-night) Refers to the night time রাত It was dark and quiet at night. Talked Spoke with someone কথা বলা They talked for hours on the phone. Between In the space separating two things মাঝখানে The park is between two buildings. Moss A small green plant growing on surfaces শৈবাল Moss grew on the old stone wall. Reached Extended to a certain point পৌঁছানো The water reached the top of the glass. Lips The edges of the mouth ঠোঁট He smiled with his lips closed. Covered Put something over to hide or protect ঢেকে রাখা Snow covered the ground. Names Words by which people are identified নাম They wrote their names on the paper. Silent Without sound নীরব The room was silent after the announcement. End The final part of something শেষ The movie had a surprising end. Quiet Without much noise শান্ত Please be quiet in the library. Spirit The non-physical part of a person আত্মা His spirit lives on in our memories. Faded Became less bright or strong বিবর্ণ হওয়া The colors faded in the sunlight. Bond A strong connection বন্ধন They share a strong bond of friendship. Ad

Combining Sentences / Combining Sentences Combining Sentences for Better Writing Sentence combination| babarenglish

20 Techniques to Combine Sentences This guide provides a detailed overview of various techniques used to combine sentences, enhancing clarity, flow, and stylistic sophistication in writing. 1. Coordination (Using Coordinating Conjunctions) Coordination is a grammatical strategy used to connect two or more independent clauses of equal rank and importance. This is achieved by using one of the seven coordinating conjunctions, often remembered by the acronym FANBOYS  ( For, And, Nor, But, Or, Yet, So ). The resulting compound sentence gives equal weight to each clause, indicating that the ideas are balanced. Examples: The research was completed, and  the findings were published in a scientific journal. We can either go to the museum, or  we can visit the art gallery. He wanted to travel to London, but  his passport had expired. She did not want to miss the flight, so  she left for the airport three hours early. The sun was intensely hot, yet  a cool breeze made the afternoon pleasant. 2. Subordination (Using Subordinating Conjunctions) Subordination joins an independent (main) clause with a dependent (subordinate) clause to create a complex sentence. The subordinating conjunction (e.g., because, although, since, when, if ) establishes a logical relationship, indicating that one idea is less important than or dependent on the other. This technique is used to show cause and effect, contrast, or condition. Examples: Although  the team faced significant challenges, they successfully completed the project ahead of schedule. He decided to pursue a master's degree because  he wanted to advance his career. Unless  the weather improves, the outdoor event will be canceled. When  the new policy was announced, employees expressed a mixture of excitement and concern. She has been much happier since  she moved to the new city. 3. Parallelism Parallelism, or parallel structure, involves using the same grammatical form for two or more words, phrases, or clauses in a sentence. This technique creates balance, rhythm, and clarity, making the sentence easier to read and understand. It is often used in lists or comparisons. Examples: The report was criticized for being inaccurate , incomplete , and poorly organized . She enjoys reading novels , writing poetry , and attending plays . The company's mission is to innovate relentlessly , to serve customers faithfully , and to operate sustainably . He was asked to draft the proposal , to present the findings , and to lead the implementation team . Whether in the classroom, on the sports field, or within the community, he always demonstrated exceptional leadership. 4. Apposition An appositive is a noun or noun phrase that is placed next to another noun to rename, identify, or provide more information about it. This technique, known as apposition, allows a writer to combine sentences by embedding details concisely without creating a separate clause. Examples: Dr. Al-Kuwari, the lead researcher on the project , will present her findings at the conference. The company's most successful product, the Model X electric car , saw a 20% increase in sales. We visited Doha, the capital of Qatar , during our trip to the Middle East. The famous painting, Leonardo da Vinci's Mona Lisa , is housed in the Louvre Museum. My oldest brother, a software engineer for Google , advised me on which laptop to buy. 5. Relative (Adjective) Clauses A relative clause (also known as an adjective clause) is a dependent clause that modifies a noun or pronoun. It begins with a relative pronoun ( who, whom, whose, that, which ) or a relative adverb ( when, where, why ) and provides essential or non-essential information about the noun it follows. Examples: The engineer who designed the bridge  won a prestigious award for her innovative work. This is the university where I completed my undergraduate degree . The report, which was commissioned by the board of directors , highlighted several areas for improvement. She finally bought the car that she had been dreaming of for years . The author, whose novels have been translated into fifty languages , is a global literary icon. 6. Semicolon (;) A semicolon is a punctuation mark used to connect two closely related independent clauses. It suggests a stronger connection between the ideas than a period would, but it does not require a coordinating conjunction. It is a sophisticated way to show that two complete thoughts are linked in meaning, often indicating balance or contrast. Examples: The meeting was scheduled for 9:00 AM**;** the CEO arrived promptly. Some people prefer to work in a busy, collaborative office**;** others are more productive in a quiet environment. The final data has been collected**;** the analysis will begin tomorrow. History is not just a collection of dates and facts**;** it is the story of human experience. The budget was tight**;** every expense had to be justified. 7. Repetition Repetition is a rhetorical device that involves intentionally reusing a word, phrase, or grammatical structure to create emphasis, rhythm, or a powerful emotional effect. When used purposefully, it can make a point more memorable and persuasive. Examples: We must fight for justice, fight for equality, and fight for  a better future for our children. The problem was not a lack of effort, not a lack of resources, but a lack of  clear direction. This was his chance —his one chance  to prove everyone wrong. Government  of the people, by the people, for the people, shall not perish from the earth. She felt an overwhelming  sense of joy, an overwhelming  sense of relief, and an overwhelming  sense of gratitude. 8. Conjunctive Adverbs (Transition Words) Conjunctive adverbs (such as however, therefore, moreover, consequently, nevertheless ) act as transition words to connect two independent clauses. They show a logical relationship like contrast, cause and effect, or addition. A semicolon is typically used before the conjunctive adverb, and a comma follows it. Examples: The company invested heavily in marketing; however , sales did not improve as expected. The flight was delayed due to a mechanical issue; therefore , we missed our connecting flight. The research provided valuable insights; moreover , it opened up new avenues for future studies. He had all the necessary qualifications; nevertheless , he was not selected for the position. The demand for sustainable products has increased significantly; consequently , businesses are adapting their strategies. 9. Colon (:) A colon is used to introduce information that explains, illustrates, or amplifies the preceding independent clause. It can introduce a list, a quotation, an appositive, or a second clause that expands on the first. The key rule is that the clause before the colon must be a complete sentence. Examples: The project requires three key elements**:** a clear objective, a detailed plan, and a dedicated team. She had one goal in mind**:** to graduate with honors. The results of the study were clear**:** the new drug was significantly more effective than the placebo. The philosopher Francis Bacon offered this timeless advice**:** "Knowledge is power." We are facing a major dilemma**:** either we reduce our expenses, or we risk going out of business. 10. Passive Voice Using the passive voice changes the sentence's structure to emphasize the recipient of the action rather than the performer. The object of the active sentence becomes the subject of the passive sentence. It is often used in scientific and formal writing when the action or its recipient is more important than the agent. Examples: The new policy was implemented  by the administration last month. (Active: The administration implemented the new policy.) The discovery was made  by a team of international scientists. (Active: A team of international scientists made the discovery.) All applications must be submitted  by the deadline. (Focus is on the applications, not who submits them.) The Grand Mosque was designed  by a Syrian architect. (Active: A Syrian architect designed the Grand Mosque.) Mistakes were made , but lessons have been learned. (Avoids assigning blame.) 11. Inversion Inversion is the reversal of the typical subject-verb word order in a sentence, often placing the verb before the subject. This technique is used for emphasis, to create a dramatic effect, or in conditional sentences without "if." It is common after negative adverbs like never, rarely, seldom,  and not only . Examples: Never before have I witnessed  such a spectacular performance. Rarely does a company achieve  such rapid growth in its first year. Not only did he finish  the marathon, but he also set a new personal record. Under no circumstances should you  share your password with anyone. So profound was the impact  of the discovery that it changed the course of science. 12. Ellipsis Ellipsis is the intentional omission of one or more words from a sentence that are understood from the context. This technique makes writing more concise and can create a faster pace. In combined sentences, it often involves omitting a repeated verb in the second clause. Examples: The marketing team will handle the advertising; the sales team, the customer outreach. (The verb "will handle" is omitted.) He preferred the classical composers; she, the modern ones. (The verb "preferred" is omitted.) Some people are motivated by success; others, by the fear of failure. (The verb phrase "are motivated" is omitted.) The first presentation was excellent; the second, even better. (The verb "was" is omitted.) To err is human; to forgive, divine. (The verb "is" is omitted.) 13. Parentheses ( ) Parentheses are used to enclose supplemental information, afterthoughts, or clarifications that are not essential to the main point of the sentence. The information inside the parentheses can be a single word, a phrase, or a complete sentence. Examples: The company's quarterly report ( which you can find on our website ) shows steady growth. He finally achieved his lifelong dream ( after years of hard work and dedication ) of climbing Mount Everest. Please submit your form by the deadline ( Friday, October 10 ). Several international organizations ( including the UN and the WHO ) have pledged their support. The periodic table ( a foundational tool in chemistry ) organizes elements by their atomic number. 14. Em Dash (—) An em dash is a versatile punctuation mark used to set off information for emphasis, to indicate an interruption or abrupt change of thought, or to introduce an explanation. It creates a more dramatic separation than a comma and is often used more informally than a colon or parentheses. Examples: The results were exactly what we had hoped for— a complete success . There is only one solution to this problem— we must innovate . After months of negotiation, the deal— against all odds —was finally signed. Her final words— "always be true to yourself" —have guided me throughout my life. The ancient ruins were breathtaking— a silent testament to a once-great civilization . 15. Infinitive Phrases An infinitive phrase consists of the word "to" plus a verb, along with any objects or modifiers. It can function as a noun, adjective, or adverb. As a sentence connector, it is highly effective at expressing purpose, intention, or a goal. Examples: She traveled to Paris to study art and history . To succeed in this field , one must be both persistent and creative. He saved his money diligently to make a down payment on a house . The company hired a consultant to streamline its operations . To understand the present , we must first learn about the past. 16. Absolute Phrases An absolute phrase is a group of words consisting of a noun or pronoun and a participle (plus any modifiers) that modifies an entire independent clause. It does not modify a specific word but provides additional context or describes a cause or condition related to the main clause. Examples: Her presentation finished , the board members broke into applause. The weather being perfect , we decided to have a picnic in the park. He stood on the stage, his heart pounding with excitement . All things considered , the event was a remarkable success. The negotiations having failed , both sides prepared for a lengthy legal battle. 17. Gerund Phrases A gerund phrase is a group of words that begins with a gerund (a verb ending in "-ing" that acts as a noun) and includes modifiers and/or objects. The entire phrase functions as a noun in the sentence, serving as a subject, object, or complement. Examples: Conducting thorough market research  is the first step in launching a new product. (Subject) He credits his success to working harder than his competitors . (Object of a preposition) Her primary responsibility is managing the entire marketing department . (Subject complement) We enjoyed watching the sunset from the balcony . (Direct object) Before making a final decision , she consulted with several experts. (Object of a preposition) 18. Participle Phrases A participle phrase begins with a present participle (-ing) or a past participle (-ed/-en) and functions as an adjective, modifying a noun or pronoun. When placed at the beginning or end of a sentence, it provides additional information about the subject of the main clause. Examples: Working late into the night , the students finally completed their project. Impressed by her qualifications , the hiring committee offered her the job immediately. The scientist, having analyzed the data , published her groundbreaking findings. The ship sailed into the harbor, its sails battered by the storm . Confused by the complex instructions , he had to ask for clarification. 19. Direct Quotations A direct quotation uses the exact words of a speaker or source and encloses them in quotation marks. Integrating direct quotes is a way to combine sentences by weaving evidence, authority, or dialogue directly into your own writing. Examples: In his inaugural address, John F. Kennedy famously urged, "Ask not what your country can do for you—ask what you can do for your country." The report concluded, "Further research is necessary to confirm these preliminary findings." "I have a dream," declared Martin Luther King, Jr. , "that my four little children will one day live in a nation where they will not be judged by the color of their skin." My professor always says, "The key to good writing is clarity." After reviewing the data, the CEO announced, "This has been our most successful quarter to date." 20. Prepositional Phrases A prepositional phrase, which includes a preposition, its object, and any modifiers, can be used to connect ideas by showing relationships of time, space, or logic. Placing a prepositional phrase at the beginning of a sentence can provide a smooth transition from a previous idea. Examples: Despite the significant challenges , the team remained optimistic and focused. In addition to his role as CEO , he serves on the board of several non-profit organizations. Before the meeting began , she quickly reviewed her notes one last time. According to the latest report , the global economy is expected to grow by 3% next year. Without a doubt , this is the most effective strategy we have developed so far. Sentence Combining Exercise Instructions:  Combine the following sets of sentences into one clear and correct sentence. You must use the specific technique indicated in the parentheses for each prompt. An answer key is provided at the end. Sentences:  The team played well in the first half. They lost their momentum after halftime. (Technique: Coordination)  Use a coordinating conjunction like "but". Sentences:  The concert was postponed. The weather forecast predicted a severe thunderstorm. (Technique: Subordination)  Use a subordinating conjunction like "because". Sentences:  For the project, you need to research the topic. You also have to write an outline. Then you must create a presentation. (Technique: Parallelism)  Structure the three tasks in the same grammatical form. Sentences:  My brother is training for a marathon. A marathon is a 26.2-mile race. (Technique: Apposition)  Use the noun phrase "a 26.2-mile race" to describe the marathon. Sentences:  The movie won three awards last night. I had recommended it to all my friends. (Technique: Relative Clause)  Use "which" or "that" to connect the sentences. Sentences:  My sister is an excellent artist. My brother prefers playing sports. (Technique: Semicolon)  Join these two closely related independent clauses. Sentences:  The climb up the mountain was difficult. The path was difficult. The final ascent was the most difficult part. (Technique: Repetition)  Combine into one sentence, using "difficult" for emphasis. Sentences:  He studied for the test for several weeks. He did not get the grade he had hoped for. (Technique: Conjunctive Adverb)  Connect with a semicolon and a word like "however". Sentences:  I need to buy three things at the store. I need milk, bread, and eggs. (Technique: Colon)  Use a colon to introduce the list of items. Sentences:  The star quarterback threw the winning touchdown. (Technique: Passive Voice)  Rewrite the sentence to make "the winning touchdown" the subject. Sentences:  I have never heard such a ridiculous excuse in my life. (Technique: Inversion)  Restructure the sentence to begin with the word "Never". Sentences:  Sarah chose the pizza for dinner. Ben chose the tacos. (Technique: Ellipsis)  Combine with a semicolon, omitting the repeated verb in the second clause. Sentences:  The new student council president gave a speech. She is a junior from my history class. Her speech was about improving school events. (Technique: Parentheses)  Place the detail about her being a junior in parentheses. Sentences:  My favorite part of the trip was seeing the ocean. It was my first time seeing it. (Technique: Em Dash)  Use an em dash (—) to set off the final, explanatory phrase. Sentences:  She woke up early this morning. She wanted to watch the sunrise. (Technique: Infinitive Phrase)  Use "to watch..." to show the purpose of her action. Sentences:  The sun had finally set. We packed up our beach towels and went home. (Technique: Absolute Phrase)  Start with an absolute phrase (e.g., "The sun having set..."). Sentences:  Someone has to finish all this homework. It will take hours to do. (Technique: Gerund Phrase)  Use "Finishing..." as the subject of the sentence. Sentences:  The phone was dropped on the pavement. It now has a completely cracked screen. (Technique: Participle Phrase)  Start with the participle "Dropped..." to modify the phone. Sentences:  My coach always gives us advice before a game. He says, "Play smart and have fun." (Technique: Direct Quotation)  Combine into a single sentence that introduces the coach's words. Sentences:  He was feeling very nervous. He delivered his speech flawlessly. (Technique: Prepositional Phrase)  Begin the sentence with a phrase like "Despite...". Answer Key (Note: Minor variations in wording are acceptable, but the core structure should reflect the specified technique.) The team played well in the first half, but  they lost their momentum after halftime. The concert was postponed because  the weather forecast predicted a severe thunderstorm. For the project, you need to research  the topic, write  an outline, and create  a presentation. My brother is training for a marathon, a 26.2-mile race . The movie that  I had recommended to all my friends won three awards last night. My sister is an excellent artist; my brother prefers playing sports. The climb, the path, and the final ascent of the mountain were all difficult . He studied for the test for several weeks; however , he did not get the grade he had hoped for. I need to buy three things at the store: milk, bread, and eggs. The winning touchdown was thrown by  the star quarterback. Never  in my life have I heard  such a ridiculous excuse. Sarah chose the pizza for dinner; Ben, the tacos. The new student council president ( a junior from my history class ) gave a speech about improving school events. My favorite part of the trip was seeing the ocean—it was my first time seeing it. She woke up early this morning to watch  the sunrise. The sun having finally set , we packed up our beach towels and went home. Finishing all this homework  will take hours. Dropped on the pavement , the phone now has a completely cracked screen. My coach always gives us advice before a game, saying, "Play smart and have fun." Despite feeling  very nervous, he delivered his speech flawlessly. Comprehensive Sentence Synthesis Practice Instructions:  Combine each group of sentences below into a single, cohesive, and grammatically correct sentence. To do this, you must use all  of the specific techniques listed in the parentheses for each prompt. An answer key is provided at the end. Sentences:  Universities are increasing their tuition fees. Many students must now take out significant loans. These loans are financial burdens that can take decades to repay. (Techniques: Subordination + Apposition) Sentences:  Artificial intelligence is rapidly developing. It has the potential to solve complex global problems. It is often portrayed negatively in films. This portrayal raises public fear. (Techniques: Relative Clause + Participle Phrase) Sentences:  Megacities offer numerous job opportunities. They often struggle with overcrowding and pollution. Many residents consequently report a lower quality of life. (Techniques: Semicolon + Conjunctive Adverb) Sentences:  Global temperatures are continuing to rise. Many coastal communities now face a serious threat. The threat is rising sea levels. (Techniques: Absolute Phrase + Em Dash) Sentences:  People should maintain a balanced diet. They need to exercise regularly. Getting enough sleep is also important. These actions are essential for long-term health. (Techniques: Gerund Phrase + Parallelism) Sentences:  The government implemented new regulations. They wanted to curb carbon emissions from vehicles. The regulations made stricter emissions tests mandatory. (Techniques: Infinitive Phrase + Passive Voice) Sentences:  A person rarely achieves great success without facing setbacks. A person must also demonstrate incredible resilience. (Techniques: Inversion + Coordination) Sentences:  The world is experiencing rapid globalization. Many unique local traditions face a new kind of pressure. The pressure is the overwhelming influence of global media. (Techniques: Prepositional Phrase + Colon) Sentences:  Many young people now prefer freelance work. This type of work offers flexibility. It does not provide the job security of a traditional role. (Techniques: Relative Clause + Coordination) Sentences:  Processed foods are high in sugar and unhealthy fats. They contribute significantly to public health crises. One such crisis is the obesity epidemic. (Techniques: Participle Phrase + Apposition) Sentences:  An effective leader must inspire their team. They must delegate tasks effectively. They also need to provide constructive feedback. This is true even when facing tight deadlines. (Techniques: Subordination + Parallelism) Sentences:  The company launched its new smartphone. The phone features a revolutionary camera system. This system promises professional-quality photos. (Techniques: Semicolon + Participle Phrase) Sentences:  A famous political theorist once wrote a line. The line was, "The price of apathy towards public affairs is to be ruled by evil men." The theorist was Plato. (Techniques: Direct Quotation + Apposition) Sentences:  The final exam covers a huge amount of material. This material spans the entire semester. It is the single most important factor in our final grade. (Techniques: Relative Clause + Em Dash) Sentences:  We must act now. We must act decisively. We must act together. We need to prevent the worst effects of climate change. (Techniques: Infinitive Phrase + Repetition) Sentences:  The new policy was finally approved. The debate over it had lasted for months. The details will be announced to the public next week. (Techniques: Absolute Phrase + Passive Voice) Sentences:  Traditional art forms often reflect a culture's history. Modern art forms frequently question societal norms. (Techniques: Semicolon + Ellipsis) Sentences:  We can truly understand another culture only by immersing ourselves in it. We will always remain outsiders if we don't. (Techniques: Inversion + Subordination) Sentences:  Several nations signed a treaty. The treaty was a legally binding agreement. They wanted to reduce plastic pollution in the oceans. (Techniques: Infinitive Phrase + Parentheses) Sentences:  Regular exercise is beneficial for physical health. It also significantly improves mental well-being. Mental well-being is a key component of a happy life. (Techniques: Coordination + Apposition) Sentences:  A new community center was built by local volunteers. The project took two years to complete. It has now become a vital hub for residents. (Techniques: Passive Voice + Conjunctive Adverb) Sentences:  Balancing work with personal life is a common challenge. It requires careful time management. It also requires setting boundaries. (Techniques: Gerund Phrase + Parallelism) Sentences:  Many historic buildings are being demolished. This happens in the name of urban development. These are the buildings that give a city its unique character. (Techniques: Prepositional Phrase + Relative Clause) Sentences:  The festival is held annually in the city square. It celebrates the region's diverse cultural heritage. The square is a vibrant public space. (Techniques: Participle Phrase + Apposition) Sentences:  Many people are turning to a specific diet. The diet eliminates processed foods. It is called the Mediterranean diet. (Techniques: Colon + Relative Clause) Sentences:  The presentation was over. The CEO made a surprise announcement. The announcement was a new line of eco-friendly products. (Techniques: Absolute Phrase + Em Dash) Sentences:  The internet has revolutionized communication. It also presents challenges to personal privacy. These challenges are often discussed by experts. (Techniques: Subordination + Parentheses) Sentences:  A company may face financial difficulties. It should still prioritize the well-being of its employees. This is according to modern management theories. (Techniques: Prepositional Phrase + Subordination) Sentences:  The professor concluded her lecture. She reminded the students of a famous saying. The saying is, "The journey of a thousand miles begins with a single step." (Techniques: Subordination + Direct Quotation) Sentences:  Learning a new language is challenging. It offers remarkable cognitive benefits. One benefit is improved memory. (Techniques: Semicolon + Apposition) Answer Key (Note: Minor variations are possible, but your answers should correctly apply all specified techniques.) Although  universities are increasing their tuition fees, many students must now take out significant loans, financial burdens that can take decades to repay . Artificial intelligence, which has the potential to solve complex global problems , is often portrayed negatively in films, raising public fear . Megacities offer numerous job opportunities; however , they often struggle with overcrowding and pollution, and consequently , many residents report a lower quality of life. Global temperatures continuing to rise , many coastal communities now face a serious threat— rising sea levels . Maintaining  a balanced diet, exercising  regularly, and getting  enough sleep are essential actions for long-term health. To curb carbon emissions from vehicles , new regulations were implemented by the government, by which stricter emissions tests were made  mandatory. Rarely does a person achieve great success  without facing setbacks, and  they must also demonstrate incredible resilience. In the face of rapid globalization , many unique local traditions face a new kind of pressure: the overwhelming influence of global media . Many young people now prefer freelance work, which offers flexibility , but  it does not provide the job security of a traditional role. Laden with sugar and unhealthy fats , processed foods contribute significantly to public health crises like the obesity epidemic . Even when facing tight deadlines , an effective leader must inspire  their team, delegate  tasks effectively, and provide  constructive feedback. The company launched its new smartphone; it features a revolutionary camera system promising professional-quality photos . Plato, a famous political theorist , once wrote, "The price of apathy towards public affairs is to be ruled by evil men." The final exam, which covers material spanning the entire semester , is the single most important factor in our final grade— worth 50% . To prevent the worst effects of climate change , we must act now , decisively , and together . The debate having lasted for months , the new policy was finally approved, and the details will be announced  to the public next week. Traditional art forms often reflect a culture's history; modern ones, societal norms. Only by immersing ourselves in another culture can we truly understand it ; otherwise, we will always remain outsiders. To reduce plastic pollution in the oceans , several nations signed a treaty ( a legally binding agreement ). Regular exercise is beneficial for physical health, and  it also significantly improves mental well-being, a key component of a happy life . A new community center was built by local volunteers  over two years; consequently , it has become a vital hub for residents. Balancing  work with personal life, a common challenge, requires careful  time management and the setting of  firm boundaries. In the name of urban development , many historic buildings that give a city its unique character  are being demolished. Held annually in the city square , a vibrant public space , the festival celebrates the region's diverse cultural heritage. Many people are turning to a specific diet: the Mediterranean diet, which eliminates processed foods . The presentation being over , the CEO made a surprise announcement— a new line of eco-friendly products . While  the internet has revolutionized communication, it also presents challenges to personal privacy ( which are often discussed by experts ). According to modern management theories , a company should prioritize the well-being of its employees, even if  it faces financial difficulties. As  the professor concluded her lecture, she reminded the students of the famous saying, "The journey of a thousand miles begins with a single step." Learning a new language is challenging; it offers remarkable cognitive benefits, such as improved memory . All Techniques in Short Coordination : Joining two equal ideas with conjunctions like and, but, or . Example: I like coffee, but  she prefers tea. Subordination : Making one idea less important than another using words like because, while, although . Example: We stayed inside because  it was raining. Parallelism : Repeating a grammatical structure for balance and rhythm. Example: She loves hiking , biking , and swimming . Apposition : Placing a noun or phrase next to another to rename or describe it. Example: My friend, a talented artist , lives in Doha. Relative Clause : Adding extra information about a noun using who, which, or that . Example: This is the book that I was telling you about . Semicolon (;) : Connecting two closely related independent sentences. Example: He arrived late ; the traffic was terrible. Repetition : Reusing a word or phrase for emphasis. Example: The work was hard , the hours were hard , and the pay was hard  to live on. Conjunctive Adverb : Showing a logical relationship with words like however  or therefore . Example: The forecast predicted rain; however , the sky is clear. Colon (:) : Introducing a list, explanation, or quotation. Example: I need three things**:** milk, bread, and eggs. Passive Voice : Shifting focus from the doer of an action to the receiver. Example: The window was broken  by the storm. Inversion : Reversing the normal subject-verb order for emphasis. Example: Never have I seen  such a beautiful sunset. Ellipsis : Omitting words that are clearly understood from the context. Example: She plays piano; her brother, guitar. Parentheses ( ) : Inserting extra, non-essential information. Example: The team captain ( who is also my cousin ) scored the winning goal. Em Dash (—) : Setting off a phrase for emphasis or to add an explanation. Example: My favorite food—pizza—is what we're having for dinner. Infinitive Phrase : Using "to + verb" to show purpose or intent. Example: He is saving money to buy a new car . Absolute Phrase : Modifying an entire sentence with a noun and a participle. Example: Her homework finished , she watched a movie. Gerund Phrase : Using an "-ing" verb as a noun. Example: Running a marathon  requires months of training. Participle Phrase : Using a verb form (usually ending in -ing or -ed) as an adjective. Example: Waving to the crowd , the queen smiled. Direct Quotation : Including someone's exact words in your sentence. Example: He said, "I'll be there in five minutes." Prepositional Phrase : Using a preposition (like in, on, despite ) to connect ideas. Example: Despite the rain , the game continued.

Folk music 1. Read the following text and answer the questions A and B. Folk music consists of songs and music of a community that are uninfluenced by any sophisticated musical rules or any standard music styles. Bangladesh has a heritage of rich folk music  which includes both religious and secular songs.   Folk music may be described as that type of ancient music which springs from the heart of a community, based on their natural style of expression uninfluenced by the rules of classical music and modern popular songs. Any mode or form created by the combination of tune, voice and dance may be described as music. Thus, the combination of folk song, folk dance and folk tune may be called folk music. For example, Baul songs are a combination of tune, music and dance. Folk music has the following characteristics : (i) It is composed by rural folk on the basis of ancient rules transmitted orally; (ii) These ancient rules of music have not been influenced by classical or modern music; (iii) Folk songs may be sung in groups or individually; (iv) No regular practice is required for folk music; (v) It is composed and performed by illiterate or semi-literate people; (vi) It is a spontaneous expression in easy language, local dialect, and simple tune; (vii) Both words and tune are appealing; (viii) Despite its universal appeal it uses local dialect; (ix) It depends upon nature and the rural environment; (x) It is an explicit manifestation of the joys and sorrows of daily life; (xi) It uses simple and natural rhythms; It contains a strong emotive expression of human love and separation. A.   Choose the correct answer from the alternatives. a.       The word sophisticated mentioned in the passage means. (i)  uncultured   (ii) rustic     (iii) indigenous (iv) refined b.       The word community mentioned in the passage means. (i)  individual (ii) society (iii) singular (iv) singleton c.        The word characteristic mentioned in the passage means. (i)  untypical      (ii) theme    (iii) idea          (iv) feature d.       The word influence mentioned in the passage means. (i)  impact       (ii) limit           (iii) restrain (iv) rule e.       Folk music is the combination of ——. (i)  folk song (ii) folk dance (iii) folk tune (iv) All of the above   B.  Answer the following questions. a.       What does folk music consist of? b.       What kind of folk music does Bangladesh have? c.        How can folk music be described? d.       What may be described as music? e.       What may be called folk music? Describe with examples       Answer: A. Choose the correct answer from the alternatives: a. The word sophisticated  mentioned in the passage means: (iv) refined b. The word community  mentioned in the passage means: (ii) society c. The word characteristic  mentioned in the passage means: (iv) feature d. The word influence  mentioned in the passage means: (i) impact e. Folk music is the combination of: (iv) All of the above B. Answer the following questions: a. What does folk music consist of? Folk music consists of songs and music created by a community, reflecting their natural style of expression, uninfluenced by sophisticated musical rules or modern popular songs. b. What kind of folk music does Bangladesh have? Bangladesh has a heritage of rich folk music, which includes both religious and secular songs. c. How can folk music be described? Folk music can be described as ancient music that springs from the heart of a community, based on their natural style of expression, and is uninfluenced by classical or modern music. d. What may be described as music? Any mode or form created by the combination of tune, voice, and dance may be described as music. e. What may be called folk music? Describe with examples. Folk music may be called the combination of folk song, folk dance, and folk tune. For example, Baul songs are a combination of tune, music, and dance, which is considered a form of folk music. Bangla Translation ফোক সঙ্গীত বা লোকসংগীত হলো একটি সম্প্রদায়ের গান ও সুর যা কোনো পরিশীলিত সংগীতের নিয়ম বা প্রমিত শৈলী দ্বারা প্রভাবিত নয়। বাংলাদেশের সমৃদ্ধ লোকসংগীতের ঐতিহ্য রয়েছে, যার মধ্যে ধর্মীয় ও ধর্মনিরপেক্ষ উভয় প্রকারের গানই অন্তর্ভুক্ত। লোকসংগীতকে সেই ধরনের প্রাচীন সংগীত হিসেবে বর্ণনা করা যেতে পারে, যা একটি সম্প্রদায়ের হৃদয় থেকে উৎসারিত হয়। এটি তাদের মত প্রকাশের স্বাভাবিক শৈলীর উপর ভিত্তি করে তৈরি এবং শাস্ত্রীয় সংগীত বা আধুনিক জনপ্রিয় গানের নিয়ম দ্বারা প্রভাবিত নয়। সুর, কণ্ঠ এবং নৃত্যের সমন্বয়ে সৃষ্ট যেকোনো প্রকার বা রূপকে সংগীত হিসাবে বর্ণনা করা যেতে পারে। সুতরাং, লোকগান, লোকনৃত্য এবং লোকসুরের সমন্বয়কে লোকসংগীত বলা যেতে পারে। উদাহরণস্বরূপ, বাউল গান হলো সুর, সংগীত এবং নৃত্যের সংমিশ্রণ। লোকসংগীতের নিম্নলিখিত বৈশিষ্ট্যগুলো রয়েছে: (i) এটি গ্রামীণ জনগণ দ্বারা মৌখিকভাবে প্রচলিত প্রাচীন নিয়মাবলীর উপর ভিত্তি করে রচিত। (ii) এই প্রাচীন সংগীতের নিয়মগুলো শাস্ত্রীয় বা আধুনিক সংগীত দ্বারা প্রভাবিত হয়নি। (iii) লোকসংগীত দলবদ্ধভাবে বা এককভাবে গাওয়া যেতে পারে। (iv) লোকসংগীতের জন্য নিয়মিত অনুশীলনের প্রয়োজন হয় না। (v) এটি নিরক্ষর বা অর্ধ-শিক্ষিত মানুষের দ্বারা রচিত ও পরিবেশিত হয়। (vi) এটি সহজ ভাষা, স্থানীয় উপভাষা এবং সরল সুরে একটি স্বতঃস্ফূর্ত অভিব্যক্তি। (vii) এর কথা ও সুর উভয়ই আকর্ষণীয়। (viii) এর সর্বজনীন আবেদন থাকা সত্ত্বেও এটি স্থানীয় উপভাষা ব্যবহার করে। (ix) এটি প্রকৃতি এবং গ্রামের পরিবেশের উপর নির্ভরশীল। (x) এটি দৈনন্দিন জীবনের আনন্দ এবং দুঃখের একটি সুস্পষ্ট প্রকাশ। (xi) এটি সহজ এবং স্বাভাবিক ছন্দ ব্যবহার করে। এতে মানুষের ভালোবাসা এবং বিচ্ছেদের একটি শক্তিশালী আবেগপূর্ণ অভিব্যক্তি রয়েছে। Ad Passage-2 1.  Read the passage below and answer the following questions In Bangladesh folk music has great variety, with songs being composed on the culture, festivals, views of life, natural beauty, rivers and rural and riverine life. These songs are also about social inequality and poverty, about the material world and the supernatural. Mystical songs have been composed using the metaphors of rivers and boats. Since the country is basically riverine, the Bhatiyali forms an important genre of folk music. Folk music is formed and developed according to the environment. Differences in the natural environment are reflected in the people of the different regions. The dialects too vary across the different regions. Bangladeshi folk music therefore varies from region to region. Thus there are the northern Bhawaiya, the castern Bhatiyali and the southwestern Baul songs. The culture and lifestyle of the different tribes have also influenced folk music. Tribes like the Santal, Garo, Hajong, Chakma, Manipuri, Tripuri, Marma etc. have interacted with ethnic Bengali culture and lifestyle over the years. The interaction has been clearly reflected in the richness of folk music. Folk songs may be sung individually or in chorus. Folk songs sung individually include Baul, Bhatiyali, Murshidi and Marfati, while songs sung in chorus include Kabigan, Leto, Alkab and Gambhira. Some songs are regional in character, but others are common to both Bangladesh and West Bengal. Similarly, some songs belong distinctively to one religious community. Hindu or Muslim: Others cross religious boundaries. Some songs belong exclusively to men, others to women while some are sung by both men and women. Thus only women compose and sing Bratagan and Meyeli Git, but both men and women participate in the roof-beating songs that are sung while beating down and firming rooftops.   A. Choose the correct answer from the alternatives. 1´5=5 (a)     The word ‘ethnic’ refers to— (i) tribe                     (ii) religious        (iii) Muslim        (iv) pagan (b)     The phrase roof-beating refers to— (i) songs while cutting crops           (ii) songs while riding boat (iii) songs while recovering root      (iv) songs while cooking food (c)     Bhawaiya is the folk music of—-part of Bangladesh. (i) eastern                (ii) southwestern (iii) northeastern (iv) northern (d)     The word ‘distinctive’ means—- (i) characteristic      (ii) embody      (iii) company    (iv) harmony (e)     Which of the following has the closest meaning of the word ‘chorus’? (i) chart of a country                        (ii) culture of a country (iii) a band of singers                       (iv) a singer in a concert B. Answer the following questions. 2´5=10 (a)     What is folk music? (b)     What are these songs about? (c)     How does Bangladeshi folk music vary from region to region? (d)     Which folk songs do women only compose? (e)     What is the main theme of the passage? Answer: A. Choose the correct answer from the alternatives. (a) The word ‘ethnic’ refers to— (i) tribe (b) The phrase roof-beating refers to— (iv) songs while cooking food (c) Bhawaiya is the folk music of—-part of Bangladesh. (iv) northern (d) The word ‘distinctive’ means—- (i) characteristic (e) Which of the following has the closest meaning of the word ‘chorus’? (iii) a band of singers B. Answer the following questions. (a) What is folk music? Folk music is a genre of music that is deeply rooted in the culture, traditions, and lifestyles of a particular community or region. It is created by ordinary people and reflects their day-to-day experiences, thoughts, and feelings. The music is often passed down orally, without being influenced by sophisticated musical rules or formal training, and tends to capture the simplicity and natural rhythms of life. (b) What are these songs about? Folk songs in Bangladesh are about various aspects of life, including culture, festivals, the beauty of nature, rivers, and rural life. They also address serious social issues such as poverty, inequality, and the material world. Additionally, these songs explore the supernatural and often include mystical themes, using symbols like rivers and boats to convey deeper meanings. (c) How does Bangladeshi folk music vary from region to region? Bangladeshi folk music varies across regions due to differences in the natural environment, dialects, and cultural practices. For example, northern Bangladesh is known for Bhawaiya songs, while eastern Bangladesh is recognized for Bhatiyali songs. The southwest region features Baul music, each with its own distinct style influenced by local conditions and traditions. (d) Which folk songs do women only compose? Women exclusively compose and sing Bratagan and Meyeli Git, which are folk songs that reflect female experiences and perspectives. These songs are typically centered around women's roles and emotions. (e) What is the main theme of the passage? The main theme of the passage is the rich diversity and cultural significance of Bangladeshi folk music. The passage highlights how folk music is shaped by the environment, regional differences, and the influence of various tribes and religious communities, as well as the themes explored in these songs, such as social issues, nature, and spirituality. Passage-3   1. Read the following text and answer the questions A and B: Folk music consists of songs and music of a community that are uninfluenced by any sophisticated musical rules or any standard music styles. Bangladesh has a heritage of rich folk music which includes both religious and secular songs. Folk music may be described as that type of ancient music which springs from the heart of a community, based on their natural style of expression uninfluenced by the rules of classical music and modern popular songs. Any mode or form created by the combination of tune, voice and dance may be described as music. Thus, the combination of folk song, folk dance and folk tune may be called folk music. For example, Baul songs are a combination of tune, music and dance. In Bangladesh folk music has great variety, with songs being composed on the culture, festivals, views of life, natural beauty, rivers and rural and riverine life. These songs are also about social inequality and poverty, about the material world and the supernatural. Mystical songs have been composed using the metaphors of rivers and boats. Since the country is basically riverine, the Bhatiyali forms an important genre of folk music. Folk music is formed and develops according to the environment. Differences in the natural environment are reflected in the people of the different regions. The dialects too vary across the different regions. Bangladeshi folk music therefore varies from region to region. A. Choose the correct answer from the alternatives: 1×5=5 (a) What could be the closest meaning of 'sophisticated'? (i) Latest (ii) Old (iii) Last (iv) Past (b) The word 'heritage' refers to __ (i) heir (ii) tradition (iii) legitimacy (iv) intimacy (c) The word 'natural' could be replaced by __ (i) artificial (ii) spontaneous (iii) deliberate (iv) wanton (d) Folk music emanates from __ of a community. (i) background (ii) heart (iii) core (iv) inside (e) The synonym of 'mystical' is __ (i) dull (ii) material (iii) classical (iv) spiritual Answer to the question No. 1.A (a) i. Latest; (b) ii. tradition; (c) ii. spontaneous; (d) ii. heart; (e) iv. spiritual. B. Answer the following questions: 2×5=10 (a) What do you mean by folk music according to the text? (b) What does folk music reflect? (c) How are mystical songs composed of ? (d) What makes the Bhatiyali an important genre? (e) What are the reasons of great variety in folk music? Answer to the question No. 1.B a. Folk music is a kind of ancient music that springs from the heart of a community, based on their natural style of expression uninfluenced by the dogmas of classical rule and modern popular songs. b. Folk music reflects the culture, festivals, views of life, natural beauty and rivers and riverine life. It also reflects the social inequality and poverty of human life. Thus, folk music is the expression of joy and sorrows of common people. c. Mystical songs are composed using the metaphors of rivers and boats. d. Bangladesh is basically riverine. So, the Bhatiyali forms an important genre of folk music. e. Bangladesh has a varied set of culture, festivals, views of life, natural beauty, rivers and rural and riverine life based on which folk music is composed. For this reason, there is a great variety of folk music.

Rewriting Paragraph Correctly This process began with an analysis of a student's paragraph about a school magazine. The student showed a strong understanding  of the topic, accurately describing the magazine's purpose, structure, and contents. However, the writing contained significant and consistent errors in three main areas: Spelling  (e.g., "schoole," "memorles," "achivement") Grammar  (e.g., "magazine consist") Word Choice  (e.g., "refers the old memoried") The Correction Process A multi-layered correction was applied to provide a comprehensive learning tool. Heading Correction : The original heading, "A schoole magazine ", was corrected to the standard "A School Magazine" . Sentence-by-Sentence Correction : Each of the student's original sentences was rewritten in several different ways. This was done not just to fix the errors but to demonstrate linguistic flexibility , offering a range of vocabulary and sentence structures the student could use in the future. Model Paragraph Creation : The student's own ideas and information were synthesized into a new, polished paragraph. This final text serves as a model answer , showing how the original content can be expressed clearly and correctly in an academic style. Example of Correction: Incorrect Heading "A schoole magazine " Corrected Heading A School Magazine The School Magazine 1. Original Sentence : "A schoole magazine magazine refers the old memoried of school" Corrected : A school magazine evokes  old memories  of school life. Corrected : The purpose of a school magazine is to bring back memories  of school. Corrected : A school magazine serves as a chronicle of  old school memories . 2. Original Sentence : "The magazine is made for reyognizing the old memorles of the old day." Corrected : The magazine is produced to commemorate memories  from bygone  days. Corrected : Its purpose is to help readers recognize  and cherish old memories . Corrected : This publication is designed for remembering  the memories  of the past. 3. Original Sentence : "A school song magazine consist of the results of the Students identity, the history of the school, studert's teachers identity etc." Corrected : A school magazine comprises  several sections, including the school's history, profiles of students and teachers , and a list of student achievements . Corrected : The contents of a school magazine consist of  the school's history, information about its students and teachers , and student accomplishments . Corrected : A school magazine is composed of  institutional history, student and teacher identities , and a record of student achievements , among other things. 4. Original Sentence : "In a magazine studerta can express thin poeetry, literature also their greatfull drawing." Corrected : The magazine provides a platform for students  to express themselves through poetry,  literature, and artful drawings . Corrected : Within the magazine, students  can share their creative works, such as poetry,  literature, and skillful drawings . Corrected : Students  use the magazine to publish their poetry  and literature, as well as to showcase their impressive drawings . 5. Original Sentence : "The Coverpay e of the magazine teg dengimed with the theme of the country." Corrected : The magazine's cover page is designed  to reflect a national theme. Corrected : The cover is typically created  with a theme related to the country. Corrected : A national theme is used in the design of the magazine's cover page . 6. Original Sentence : "It Repuese represents the origin country of that school." Corrected : It symbolizes  the school's home country . Corrected : This design represents the school's country of origin . Corrected : The cover is meant to represent the nation where the school is located . 7. Original Sentence : "The front inner consist of the greetings of the head westen, directon the heads of the school." Corrected : The inside front cover contains  greetings from the headmaster and directors , who are the heads of the school. Corrected : Messages from the school's leadership, like the headmaster and directors, are featured on the opening pages . Corrected : The magazine begins with greetings from key figures such as the headmaster and school directors . 8. Original Sentence : "The bay magazine stants with the supporting tenerent Starfs, teachers, clanks also security." Corrected : The magazine opens by acknowledging  its supporting staff, including teachers, clerks, and security personnel . Corrected : It starts  with a section dedicated to thanking the support staff, teachers, clerks, and security guards . Corrected : The initial pages offer recognition for the supporting staff, from teachers and clerks to security members . 9. Original Sentence : "Tren it Shows the achivement of the Students, school ete." Corrected : Afterward,  it showcases the achievements  of the students and the school . Corrected : Following this,  the magazine highlights the accomplishments  of its students and the school itself . Corrected : The next section is dedicated to showing the achievements  of the school and its students. 10. Original Sentence : "In this port all Pear Studerts Shows theite marretiorious activity" Corrected : In this part , students from every year showcase their meritorious activities . Corrected : This section is where students display their most commendable work . Corrected : Here, the praiseworthy activities  of the student body are presented. 11. Original Sentence : "They draw picture, write poem Joke Story, etc." Corrected : Student contributions include drawings, poems, jokes, stories,  and more. Corrected : They contribute various works like pictures, poems, jokes, and stories . Corrected : Their submissions range from visual art to written pieces like poems, jokes, and stories . 12. Original Sentence : "Some wrote HIR OR thriller adventanous Story" Corrected : Some students write stories in genres like horror, thriller, and adventure . Corrected : The stories submitted often include adventurous tales, thrillers, and horror . Corrected : Among the written works are adventurous, thrilling, and scary stories . 13. Original Sentence : "They wrote Jorky expinience from one Place to another." Corrected : They write about their travel experiences . Corrected : Students also contribute articles about their journeys . Corrected : They share stories about the experiences they have while traveling . 14. Original Sentence : "At last they the magazine shows the Activements of the the country then it finished." Corrected : Finally,  the magazine showcases national achievements before it concludes . Corrected : Toward the end, the magazine highlights the accomplishments  of the country. Corrected : The magazine concludes with a section on the nation's achievements . 15. Original Sentence : "A school myazine represents the condition of the school with their way Of terching etc." Corrected : A school magazine  reflects the school's overall status, including its teaching methods . Corrected : The publication represents the general condition  of the school and its approach to teaching . Corrected : Overall, a school magazine serves as a symbol of the school's health and educational philosophy . The School Magazine A school magazine is an important publication that serves as a detailed record of an institution's life and identity, helping students and staff to recall old memories. The content is carefully structured, often beginning with a cover page designed with a national theme that represents the school's country of origin. The opening pages typically feature welcoming messages from the school's leadership, such as the headmaster and directors, alongside acknowledgments for the dedicated support staff, including teachers, clerks, and security personnel. Core sections of the magazine are dedicated to chronicling the school's history and celebrating the various achievements of both the students and the institution as a whole. The heart of the magazine is its literary section, which provides a vibrant platform for students to express their creativity and share their meritorious work. Here, one can find a rich variety of student contributions, ranging from poetry, jokes, and skillful drawings to stories spanning genres like adventure, thriller, and horror. Students also share personal articles about their travel experiences and write about interesting fun facts. Before it ends, the magazine often includes a section highlighting significant national achievements, placing the school within a broader context. Ultimately, a school magazine acts as a mirror, reflecting the overall condition of the school, its unique character, and its distinct approach to teaching.

Answering Questions from Stories for SSC 2026 & 2027 Answering Questions from Stories for Class Nine and Ten-1 Answering Questions from Stories for Class Nine and Ten-2 Stories of English For Today - Class 9& 10 The Merchant of Venice / The Trial -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Story of an Hour / Mrs. Mallard -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice /A Pound of Flesh -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Merchant of Venice / The Three Caskets -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper Mr. Moti - Answering Questions from Stories / Story Questions & Answers / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper Stories The Story of an Hour / When she abandoned -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English1st Paper The Purple Jar (Part-1) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Wheel of Cyclone / The Great Derangement -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-2) -Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper The Purple Jar (Part-3) - Answering Questions from Stories / Answering Questions from Stories for SSC -2026 / Stories from English For Today, Calss-9-10 / SSC English First Paper     More Sets of Questions To Practice Set 1 Answer any 5 (five) of the following questions from stories. (a) What does Sonabhan's act of releasing Moti after grounding him show about her character in the story Mr. Moti? (b) How does Ameen prepare for his trip to the bazaar, and what does this reveal about him in the story Mr. Moti? (c) Who are the main characters in the story The Purple Jar, and what roles do they play? (d) Why did Shylock initially praise Portia in court before realizing her strategy in The Merchant of Venice? (e) What does the imagery of spring symbolize in The Story of an Hour, and how does it relate to Mrs. Mallard's emotions? (f) Why does Sonabhan refrain from talking about the war in the story Mr. Moti, and what does this suggest about her past? (g) What qualities of Portia make her stand out as a strong character in The Merchant of Venice? (h) Why is the story titled The Story of an Hour, and how does the title reflect its central theme? Set 2 Answer any 5 (five) of the following questions from stories. (a) What was the author's first choice of route before the storm hit in the story The Great Derangement, and why did they change it? (b) How does the setting of The Purple Jar influence Rosamond's decisions and character development? (c) What was the purpose of the courtroom trial in The Merchant of Venice, and how did it affect the characters involved? (d) What change occurs in Sonabhan’s behavior after Moti’s death in the story Mr. Moti, and how does it impact her relationship with Ameen? (e) What does Mrs. Mallard’s reaction to her husband’s death reveal about her inner thoughts in The Story of an Hour? (f) How did Portia ensure that justice prevailed in the courtroom in The Merchant of Venice? (g) How did the author describe the force of the wind during the storm in The Great Derangement, and what effect did it have? (h) What does Ameen’s decision to leave for the bazaar symbolize in the story Mr. Moti? Set 3 Answer any 5 (five) of the following questions from stories. (a) What is the significance of Ameen’s silence at breakfast in the story Mr. Moti, and what does it foreshadow? (b) How does Sonabhan’s sleeplessness indicate her emotions and worries in Mr. Moti? (c) What does Rosamond’s regret at the end of The Purple Jar show about her personal growth? (d) What are the main themes explored in the story The Merchant of Venice? (e) How is Antonio’s kindness towards Bassanio and others demonstrated in The Merchant of Venice? (f) What is the overall message of The Story of an Hour, and how does it reflect on marriage and freedom? (g) How did Mrs. Mallard initially react after hearing the news of her husband’s death in The Story of an Hour? (h) Why does Sonabhan feel disconnected from her surroundings after Moti’s death in Mr. Moti? Set 4 Answer any 5 (five) of the following questions from stories. (a) How does the story Mr. Moti explore themes of loss and growing up through Ameen’s experiences? (b) How does Sonabhan treat her ducks and chickens in Mr. Moti, and what does it reveal about her personality? (c) What role does Rosamond’s mother play in The Purple Jar, and how does she try to guide her daughter? (d) What motivated Shylock to create the bond with Antonio in The Merchant of Venice, and what does this reveal about his character? (e) Why does Bassanio seek Antonio’s help at the beginning of The Merchant of Venice, and how does this reflect their friendship? (f) Who told Mrs. Mallard about her husband's death in The Story of an Hour, and how was the news delivered? (g) Why was Mrs. Mallard treated gently when she was informed about her husband's death in The Story of an Hour? (h) How did the author feel when the storm was over in The Great Derangement, and how did it change their perspective? Set 5 Answer any 5 (five) of the following questions from stories. (a) How does Sonabhan cope with the silence and emptiness after Moti’s death in Mr. Moti? (b) What is the significance of Moti in the story Mr. Moti, and how does his presence affect Sonabhan and Ameen? (c) Why did the author not get hurt during the storm in The Great Derangement, and what does this reveal about their experience? (d) How does the story The Purple Jar end, and what lesson does Rosamond learn? (e) How does Portia demonstrate her wisdom and intelligence in the courtroom in The Merchant of Venice? (f) Where does The Merchant of Venice take place, and how does the setting influence the story? (g) Why did Mrs. Mallard go to her room alone in The Story of an Hour, and what did she experience there? (h) What was the surprising twist at the end of The Story of an Hour, and how did it impact the story’s meaning? Set 6 Answer any 5 (five) of the following questions from stories. (a) Why is Sonabhan’s house described as empty at the end of Mr. Moti, and what does this symbolize? (b) Why does Sonabhan see Ameen as similar to his late father in Mr. Moti, and how does this affect her emotions? (c) What does Rosamond initially think the purple jar will do for her in The Purple Jar, and how does this change? (d) What kind of merchant is Antonio in The Merchant of Venice, and how is he perceived by others? (e) Why is Antonio respected and loved by the people of Venice in The Merchant of Venice? (f) Who was with Mrs. Mallard when the news of her husband’s death was delivered in The Story of an Hour? (g) How did Mrs. Mallard feel after spending time alone in her room in The Story of an Hour, and how did her emotions change? (h) How did the author’s perspective on the storm change after it passed in The Great Derangement? Set 7 Answer any 5 (five) of the following questions from stories. (a) Why does Ameen whistle before leaving for the market in Mr. Moti, and what does this suggest about his state of mind? (b) What emotions does Sonabhan feel when looking at her sleeping son in Mr. Moti, and how does this reflect her worries? (c) What did the author learn from experiencing the storm in The Great Derangement, and how did it affect their views? (d) What does Rosamond’s mother warn her about before buying the jar in The Purple Jar, and why is it important? (e) Why does Antonio borrow money from Shylock in The Merchant of Venice, and how does this lead to conflict? (f) How does Shylock react when offered twice the loan amount in The Merchant of Venice, and what does this show about him? (g) What did Mrs. Mallard think about after realizing her newfound freedom in The Story of an Hour? (h) How did Mrs. Mallard describe the years ahead of her in The Story of an Hour, and what did this mean to her? Set 8 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s memory of Moti affect him in Mr. Moti, and what does it reveal about his feelings? (b) Why does Sonabhan hesitate before letting Ameen go to the bazaar in Mr. Moti? (c) How does Rosamond’s decision to buy the purple jar instead of shoes in The Purple Jar affect her later? (d) What role does Gratiano play in The Merchant of Venice, and how does he contribute to the plot? (e) How does Portia test Bassanio’s love for her in The Merchant of Venice, and what does this reveal about their relationship? (f) How does the sudden death at the end of The Story of an Hour change the meaning of the story? (g) How did Mrs. Mallard feel after realizing her husband's death was false in The Story of an Hour? (h) What did the author observe about nature after the storm in The Great Derangement? Set 9 Answer any 5 (five) of the following questions from stories. (a) What did Ameen do when he saw the empty ground where Moti used to sit in Mr. Moti? (b) How does Sonabhan’s view of Ameen change as he grows up in Mr. Moti? (c) Why does Rosamond ignore her mother’s advice in The Purple Jar, and what does this teach readers? (d) How does Antonio show selflessness in The Merchant of Venice? (e) Why does Bassanio reject the gold and silver caskets in The Merchant of Venice? (f) Why does Mrs. Mallard’s heart problem play an important role in The Story of an Hour? (g) How does the atmosphere of the house change when Mrs. Mallard is alone in The Story of an Hour? (h) How did the storm described in The Great Derangement compare to any previous experiences of the author? Set 10 Answer any 5 (five) of the following questions from stories. (a) How does Sonabhan’s grief after Moti’s death affect her daily life in Mr. Moti? (b) What does Ameen’s decision to go to the bazaar symbolize in Mr. Moti? (c) How does Rosamond’s mistake in The Purple Jar teach an important life lesson? (d) How does the theme of justice appear in The Merchant of Venice? (e) How does Bassanio prove he values love more than wealth in The Merchant of Venice? (f) What does Mrs. Mallard’s reaction to her husband’s return reveal about her thoughts in The Story of an Hour? (g) How did the storm change the landscape in The Great Derangement? (h) Why was the storm in The Great Derangement considered unusual? Set 11 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s attitude toward responsibility change by the end of Mr. Moti? (b) What does Sonabhan’s attachment to Moti show about her personality in Mr. Moti? (c) What does Rosamond realize at the end of The Purple Jar, and how does it change her perspective? (d) How does the theme of mercy versus revenge shape the conflict in The Merchant of Venice? (e) How does Shylock’s demand for a pound of flesh reveal his personality in The Merchant of Venice? (f) Why does Mrs. Mallard welcome her new independence in The Story of an Hour? (g) How does the description of destruction in The Great Derangement reflect nature’s power? (h) How does the author’s perspective on climate change shift in The Great Derangement? Set 12 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s reaction to Moti’s absence show in Mr. Moti? (b) How does Sonabhan deal with her emotions after losing Moti in Mr. Moti? (c) What does Rosamond’s disappointment in The Purple Jar teach about decision-making? (d) How does Antonio’s kindness contrast with Shylock’s behavior in The Merchant of Venice? (e) What does the choice of caskets in The Merchant of Venice symbolize? (f) How does irony shape the meaning of The Story of an Hour? (g) What emotions did the author feel during and after the storm in The Great Derangement? (h) Why did the author feel powerless in The Great Derangement? Set 13 Answer any 5 (five) of the following questions from stories. (a) How does Ameen feel after the events in Mr. Moti? (b) What does Sonabhan’s behavior show about her love for Moti in Mr. Moti? (c) How does Rosamond learn from her experience in The Purple Jar? (d) What does Antonio’s willingness to risk his life say about him in The Merchant of Venice? (e) How does the idea of mercy influence Portia’s actions in The Merchant of Venice? (f) How does the ending of The Story of an Hour change its meaning? (g) How does The Great Derangement highlight the unpredictability of nature? (h) What did the author reflect on after surviving the storm in The Great Derangement? Set 14 Answer any 5 (five) of the following questions from stories. (a) Why does Ameen change after Moti’s death in Mr. Moti? (b) How does Sonabhan’s past affect her actions in Mr. Moti? (c) What does Rosamond regret the most in The Purple Jar? (d) How does Antonio prove his loyalty in The Merchant of Venice? (e) Why does Bassanio’s choice of the lead casket matter in The Merchant of Venice? (f) How does the imagery of nature shape The Story of an Hour? (g) What long-term effects did the storm have in The Great Derangement? (h) How does the author describe fear in The Great Derangement? Set 15 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s final action in Mr. Moti suggest? (b) Why does Sonabhan feel guilty in Mr. Moti? (c) How does The Purple Jar explore childhood mistakes? (d) Why is the bond between Antonio and Bassanio important in The Merchant of Venice? (e) How does Shylock’s downfall shape the conclusion of The Merchant of Venice? (f) How does the news of her husband’s return affect Mrs. Mallard in The Story of an Hour? (g) What does the storm symbolize in The Great Derangement? (h) How does the author connect personal experience to global issues in The Great Derangement? Set 16 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s understanding of loss change by the end of Mr. Moti? (b) Why does Sonabhan continue to think about Moti even after his death in Mr. Moti? (c) What lesson does Rosamond learn about choices and consequences in The Purple Jar? (d) How does Shylock’s character develop throughout The Merchant of Venice? (e) How does Portia’s intelligence influence the outcome of The Merchant of Venice? (f) How does Kate Chopin use irony to create an unexpected ending in The Story of an Hour? (g) How does The Great Derangement connect personal experience with climate change? (h) How does the storm in The Great Derangement serve as a warning about climate disasters? Set 17 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s reaction to Moti’s absence reveal about his character in Mr. Moti? (b) How does Sonabhan’s relationship with Moti shape the theme of loyalty in Mr. Moti? (c) What does Rosamond’s regret in The Purple Jar show about human nature? (d) How does Antonio’s friendship with Bassanio highlight the theme of sacrifice in The Merchant of Venice? (e) How does Shylock’s treatment by the Christians shape his actions in The Merchant of Venice? (f) How does Mrs. Mallard’s reaction to her husband’s death challenge traditional gender roles in The Story of an Hour? (g) What emotions did the author experience during the storm in The Great Derangement? (h) How does The Great Derangement illustrate the unpredictability of extreme weather events? Set 18 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s character change from the beginning to the end of Mr. Moti? (b) Why does Sonabhan feel a deep emotional connection to Moti in Mr. Moti? (c) How does Rosamond’s experience in The Purple Jar reflect the struggles of growing up? (d) How does Antonio’s generosity affect his fate in The Merchant of Venice? (e) How does the trial scene in The Merchant of Venice reveal the theme of justice and mercy? (f) How does Chopin use imagery to reflect Mrs. Mallard’s emotions in The Story of an Hour? (g) How does the author’s description of destruction in The Great Derangement highlight the power of nature? (h) What message does The Great Derangement convey about the human impact on the environment? Set 19 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s memory of Moti influence his future actions in Mr. Moti? (b) What does Sonabhan’s grief over Moti’s death reveal about her personality in Mr. Moti? (c) How does The Purple Jar illustrate the importance of financial wisdom? (d) How does Shylock’s punishment reflect the theme of revenge and justice in The Merchant of Venice? (e) How does Portia’s disguise in The Merchant of Venice highlight themes of intelligence and gender roles? (f) How does Mrs. Mallard’s newfound independence symbolize freedom in The Story of an Hour? (g) How does the storm in The Great Derangement serve as a metaphor for climate change? (h) What lessons about environmental responsibility can be learned from The Great Derangement? Set 20 Answer any 5 (five) of the following questions from stories. (a) How does Ameen cope with his feelings of loss after Moti’s death in Mr. Moti? (b) What does Sonabhan’s attachment to Moti symbolize in Mr. Moti? (c) How does The Purple Jar teach the value of patience and wise decision-making? (d) How does Shylock’s downfall in The Merchant of Venice reflect the consequences of revenge? (e) How does Antonio’s fate in The Merchant of Venice reflect the unpredictability of life? (f) How does the setting in The Story of an Hour reflect Mrs. Mallard’s emotions? (g) How does The Great Derangement connect personal experiences with global environmental concerns? (h) What role does human negligence play in climate disasters, as seen in The Great Derangement? Answers: You can get the answer from the following stories: Stories / Answering Questions from Stories of English For Today - Class 9 & 10 (SSC) - Lessons' Contents & Comprehensive List

Poems with Questions & Answer s Answering Questions from Poem for SSC 2026 & 2027 Answering Questions from Poems for Class Nine and Ten- 1 Answering Questions from Poems for Class Nine and Ten- 2 Answering Questions from Poems for Class Nine and Ten- 3 Important Poems for SSC 2026, 2027 Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Questions for Practice for Class 9 & 10 Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" highlight human imperfections? (b) Why does the poet call books a "magic box" in the poem "Books"? (c) How does "Two Mothers Remembered" explore the theme of role reversal? (d) What is the significance of the grave by the sea in "The Sands of Dee"? (e) What does "Time, You Old Gipsy Man" suggest about the fleeting nature of time? (f) How does "Stopping by Woods on a Snowy Evening" depict solitude and contemplation? (g) What lesson does "Solitude" convey about human companionship? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" suggest overcoming despair? (b) What does "Books" suggest about the lasting impact of reading? (c) How does "Two Mothers Remembered" show the strength of women? (d) Why does the poet emphasize Mary's call in "The Sands of Dee"? (e) How does "Time, You Old Gipsy Man" reflect the poet's emotions about aging? (f) What does "Stopping by Woods on a Snowy Evening" reveal about responsibilities? (g) How does "Solitude" contrast feasting and fasting? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) What does "O Me! O Life!" suggest about contributing a verse to life? (b) Why does "Books" portray books as lifelong companions? (c) What does "Two Mothers Remembered" reveal about a mother’s guidance? (d) How does "The Sands of Dee" depict nature’s power? (e) What does the poet mean by "only a moment" in "Time, You Old Gipsy Man"? (f) Why does "Stopping by Woods on a Snowy Evening" resonate with readers? (g) What does "Solitude" imply about isolation and grief? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" reflect Whitman’s perspective on self-expression? (b) Why does the poem "Books" call books treasures? (c) What message does "Two Mothers Remembered" convey about caregiving? (d) How does "The Sands of Dee" explore the relationship between humans and nature? (e) Why does the poet ask time to "stay just for a day" in "Time, You Old Gipsy Man"? (f) What does the phrase "promises to keep" signify in "Stopping by Woods on a Snowy Evening"? (g) What does "Solitude" suggest about human selfishness? Answer any 5 (five) of the following questions from poems. (2×5=10) (a) How does "O Me! O Life!" emphasize the significance of life’s struggles? (b) What does "Books" suggest about the influence of books on children? (c) How does "Two Mothers Remembered" highlight the bond between mother and child? (d) Why does the repetition of "call the cattle home" matter in "The Sands of Dee"? (e) What does "Time, You Old Gipsy Man" say about the inevitability of change? (f) How does "Stopping by Woods on a Snowy Evening" portray the allure of nature? (g) Why does "Solitude" mention “the hills will answer”? Poems with Questions & Answer s More To Practice For SSC - 2026 , 2027 Set 1 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  suggest overcoming despair? Why does the poem Books  call books a "magic box"? How does the poem Two Mothers Remembered  explore the theme of caregiving? What does The Sands of Dee  suggest about nature’s power? What does Time, You Old Gipsy Man  imply about the fleeting nature of life? Why does the poet describe the woods as “lovely” in Stopping by Woods on a Snowy Evening ? How does Solitude  reflect the isolation of grief? Set 2 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  highlight about human imperfections? Why does the poem Books  say books are magical? How does Two Mothers Remembered  depict the impact of memories on the speaker? What does the repeated calling of cattle symbolize in The Sands of Dee ? Why does the poet ask time to "stay just for a day" in Time, You Old Gipsy Man ? What does the phrase “promises to keep” signify in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast feasting and fasting? Set 3 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What message does O Me! O Life!  convey about self-expression? How does Books  describe the relationship between a reader and a story? How does Two Mothers Remembered  address the idea of role reversal? Why do the boatmen hear Mary’s call in The Sands of Dee ? How does Time, You Old Gipsy Man  reflect the poet's personal feelings? Why does Stopping by Woods on a Snowy Evening  resonate with readers? What lesson does Solitude  convey about human nature? Set 4 -- Answer any 5 (five) of the following questions from poems. (2×5=10) Why does Whitman emphasize contributing a verse in O Me! O Life! ? How does Books  portray books as lifelong companions? How does the speaker view her second mother in Two Mothers Remembered ? What is the significance of the grave by the sea in The Sands of Dee ? What does Time, You Old Gipsy Man  suggest about the passage of time? What role does the setting play in Stopping by Woods on a Snowy Evening ? How does Solitude  explore the theme of loneliness? Set 5 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What is Whitman’s tone at the conclusion of O Me! O Life! ? How does Books  suggest the influence of books on children? How does Two Mothers Remembered  portray the strength of women? Why does The Sands of Dee  focus on the tide’s movement? What does the poet’s plea to time reveal in Time, You Old Gipsy Man ? Why does the poet continue his journey in Stopping by Woods on a Snowy Evening ? What does Solitude  say about the selfishness of human relationships? Set 6 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  suggest about the significance of life's struggles? How does Books  emphasize curiosity and learning? Why is caregiving important in Two Mothers Remembered ? What is the significance of the boatmen hearing Mary’s call in The Sands of Dee ? How does the poet view the nature of human companionship in Time, You Old Gipsy Man ? Why does the poet call the woods "lovely" in Stopping by Woods on a Snowy Evening ? What does Solitude  reveal about emotional isolation? Set 7 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  say about human resilience? How does Books  depict books as a source of inspiration? How does Two Mothers Remembered  highlight the theme of love and loss? What is the role of nature in The Sands of Dee ? What does Time, You Old Gipsy Man  imply about accepting change? What does the phrase “miles to go” mean in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast happiness and sorrow? Set 8 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What is the poet’s message in O Me! O Life! ? Why does Books  refer to reading as a magical experience? How does Two Mothers Remembered  depict emotional strength? What does the tide symbolize in The Sands of Dee ? What does the poet mean by “only a moment” in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  depict solitude? What does Solitude  suggest about finding comfort in loneliness? Set 9 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  inspire individuals to find purpose? How does Books  describe the emotional connection with books? What does Two Mothers Remembered  reveal about the passage of time? How does The Sands of Dee  convey a sense of loss? Why does the poet plead with time in Time, You Old Gipsy Man ? What effect does repetition have in Stopping by Woods on a Snowy Evening ? What is the poet’s view on social behavior in Solitude ? Set 10 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What role does self-reflection play in O Me! O Life! ? How does Books  present books as a gateway to imagination? What emotions does Two Mothers Remembered  evoke? How does The Sands of Dee  depict the forces of nature? What does the poet mean by calling time a "gipsy" in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  reflect duty and responsibility? What contrast does Solitude  draw between joy and sorrow? Set 11 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  address the value of each individual? What makes books “magic” in Books ? How does Two Mothers Remembered  explore maternal sacrifice? What does the sea symbolize in The Sands of Dee ? How does Time, You Old Gipsy Man  convey urgency? Why does the poet pause in Stopping by Woods on a Snowy Evening ? What lesson about human nature does Solitude  teach? Set 12 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  say about human imperfection? How does Books  capture the transformative power of reading? What does Two Mothers Remembered  highlight about family bonds? How does The Sands of Dee  use imagery to create mood? What plea does the poet make in Time, You Old Gipsy Man ? What do the woods symbolize in Stopping by Woods on a Snowy Evening ? How does Solitude  explore emotional isolation? Set 13 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  encourage self-examination? What does Books  suggest about the role of books in shaping minds? How does Two Mothers Remembered  illustrate gratitude? How does The Sands of Dee  create a tragic atmosphere? What does time symbolize in Time, You Old Gipsy Man ? Why is the journey unfinished in Stopping by Woods on a Snowy Evening ? How does Solitude  compare different human experiences? Set 14 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What does O Me! O Life!  suggest about making an impact on the world? Why does the poet in Books  refer to books as “friends”? How does Two Mothers Remembered  reflect on aging? How does The Sands of Dee  use repetition for effect? What is the poet’s view of time in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  capture a sense of wonder? What warning does Solitude  give about human behavior? Set 15 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What realization does O Me! O Life!  lead to? How does Books  capture the timelessness of stories? What emotions does Two Mothers Remembered  emphasize? What role does nature play in The Sands of Dee ? How does Time, You Old Gipsy Man  reflect nostalgia? What does the traveler represent in Stopping by Woods on a Snowy Evening ? How does Solitude  contrast shared happiness and private sorrow? Set 16 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What key message does O Me! O Life!  convey? How does Books  celebrate the power of storytelling? How does Two Mothers Remembered  depict the process of remembering? What emotions are evoked by The Sands of Dee ? How does the poet address the idea of fleeting time in Time, You Old Gipsy Man ? How does Stopping by Woods on a Snowy Evening  explore obligations? What is the deeper meaning of Solitude ? Set 17 -- Answer any 5 (five) of the following questions from poems. (2×5=10) Why does O Me! O Life!  emphasize the role of an individual? How does Books  describe books as an adventure? How does Two Mothers Remembered  reflect on generational bonds? How does The Sands of Dee  use sound to create atmosphere? What is the poet’s relationship with time in Time, You Old Gipsy Man ? What internal conflict does Stopping by Woods on a Snowy Evening  show? What does Solitude  teach about life’s ups and downs? Set 18 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  inspire readers to take action? What is the poet’s attitude toward books in Books ? How does Two Mothers Remembered  present themes of devotion? Why is the tide an important element in The Sands of Dee ? What role does time play in Time, You Old Gipsy Man ? What makes the woods so captivating in Stopping by Woods on a Snowy Evening ? What social observation does Solitude  make? Set 19 -- Answer any 5 (five) of the following questions from poems. (2×5=10) How does O Me! O Life!  address self-worth? Why does Books  describe reading as a magical experience? How does Two Mothers Remembered  explore changing relationships? How does The Sands of Dee  build suspense? How does Time, You Old Gipsy Man  portray the passage of time? Why does Stopping by Woods on a Snowy Evening  use repetition? What contrast does Solitude  make between joy and despair? Set 20 -- Answer any 5 (five) of the following questions from poems. (2×5=10) What question does O Me! O Life!  ask the reader? How does Books  describe the transformative effect of reading? What does Two Mothers Remembered  suggest about memory and loss? How does The Sands of Dee  depict tragedy? Why does the poet plead for time in Time, You Old Gipsy Man ? What does the setting symbolize in Stopping by Woods on a Snowy Evening ? What does Solitude  reveal about human emotions? Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis “Dreams” by Langston Hughes A Bird on The Wire A Narrow Fellow in the Grass A Poison Tree by Witham Blake Amidst killer speeds I stand Blow, blow, thou winter wind by William Shakespeare Books Poem by Eleanor Farjeon Crabbed Age and Youth by William Shakespeare Crossing the Bar Dreams by H. Lawrence From Pippa Passes —Robert Browning From September 1, 1939 by H. Auden Go and Catch a Falling Star by John Donne Hope I died for Beauty by Emily Dickinson I Have Seen Bengal’s Face by Jibanananda Das I Wandered Lonely as a Cloud By William Wordsworth If I Had but Two Little Wings Leisure by William Henry Davies Little Drops of Water—Mrs. J. A. Carney Now We Are Six By A.A. Milne O Me! O Life! By Walt Whitman Ode On Solitude by Alexander Pope ‘Out, Out‘ by Robert Frost OZYMANDIAS by Percy Bysshe Shelley Remember - By Christina Rossetti SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth She walks in beauty, like the night Solitude By Ella Wheeler Wilcox Stopping by Woods on a Snowy Evening By Robert Frost The Blossom The Charge of the Light Brigade by Lord Alfred Tennyson The Chimney Sweeper by William Blake The Eagle by Alfred Lord Tennyson The Lake Isle of Innisfree by W.B. Yeats The Land of Nod The Little Boy Lost The Rime of the Ancient Mariner by Samuel Taylor Coleridge The Road Not Taken The Sands Of Dee by Charles Kingsley The School Boy by William Blake The Solitary Reaper by William Wordsworth The Tyger The Wind There is no Frigate Like a Book by Sway Dickinson Time, You Old Gypsy Man by Ralph Hodgson To Celia by Bert Janson To Daffodils by Robert Herrick Today by Thomas Carlyle Tree at my Window by Robert Frost Two Mothers Remembered by Joann Snow Duncanson Under the Greenwood Tree by William Shakespeare         Exercises / Worksheet   HSC Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions) Poems / Poetry - Lessons' Contents & Comprehensive List Important Poems for Examination A Bird on The Wire A Narrow Fellow in the Grass A Poison Tree by Witham Blake Amidst killer speeds I stand Blow, blow, thou winter wind by William Shakespeare Books Poem by Eleanor Farjeon Crabbed Age and Youth by William Shakespeare Crossing the Bar Dreams by H. Lawrence “Dreams” by Langston Hughes From Pippa Passes —Robert Browning From September 1, 1939 by H. Auden Go and Catch a Falling Star by John Donne Hope I died for Beauty by Emily Dickinson I Have Seen Bengal’s Face by Jibanananda Das I Wandered Lonely as a Cloud By William Wordsworth If I Had but Two Little Wings Leisure by William Henry Davies Little Drops of Water—Mrs. J. A. Carney Now We Are Six By A.A. Milne O Me! O Life! By Walt Whitman Ode On Solitude by Alexander Pope ‘Out, Out‘ by Robert Frost OZYMANDIAS by Percy Bysshe Shelley Remember - By Christina Rossetti SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth She walks in beauty, like the night Solitude By Ella Wheeler Wilcox Stopping by Woods on a Snowy Evening By Robert Frost The Blossom The Charge of the Light Brigade by Lord Alfred Tennyson The Chimney Sweeper by William Blake The Eagle by Alfred Lord Tennyson The Lake Isle of Innisfree by W.B. Yeats The Land of Nod The Little Boy Lost The Rime of the Ancient Mariner by Samuel Taylor Coleridge The Road Not Taken The Sands Of Dee by Charles Kingsley The School Boy by William Blake The Solitary Reaper by William Wordsworth The Tyger The Wind There is no Frigate Like a Book by Sway Dickinson Time, You Old Gypsy Man by Ralph Hodgson To Celia by Bert Janson To Daffodils by Robert Herrick Today by Thomas Carlyle Tree at my Window by Robert Frost Two Mothers Remembered by Joann Snow Duncanson Under the Greenwood Tree by William Shakespeare     Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions) Poetry Analysis Poetry for Class Nine Poetry for Class Nine (12)12 posts Poetry Appreciation - If I Had but Two Little Wings (12) Poetry for Class Nine Poetry Appreciation - “Hope” (11) Poetry Appreciation - Crossing the Bar (10)   Poetry Appreciation - 09 (The Wind) Poetry Appreciation - 08 (A Narrow Fellow in the Grass) Poetry Appreciation - 07 (The Land of Nod) Poetry Appreciation - 06 (The Road Not Taken) Poetry Appreciation - 05 (The Tyger) Poetry Appreciation - 04 (The Eagle) Poetry Appreciation - 03 (Now We Are Six) Poetry Appreciation - 02 (Remember) Poetry Appreciation - 01 (A Bird on The Wire) Poems with Questions & Answers Extensive List Poems - Alphabetically ordered A Bird on The Wire - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Bird on The Wire - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Narrow Fellow in the Grass - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Narrow Fellow in the Grass - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Poison Tree by Witham Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis A Poison Tree by Witham Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Amidst killer speeds I stand - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Blow, blow, thou winter wind by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Books Poem by Eleanor Farjeon - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crabbed Age and Youth by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crossing the Bar - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Crossing the Bar - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams  by Langston Hughes - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by H. Lawrence - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by H. Lawrence - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Dreams by Langston Hughes - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis From Pippa Passes —Robert Browning - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis From September 1, 1939 by H. Auden - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Go and Catch a Falling Star by John Donne - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Hope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Hope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I died for Beauty by Emily Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I Have Seen Bengal’s Face by Jibanananda Das - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis I Wandered Lonely as a Cloud By William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis If I Had but Two Little Wings - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Leisure by William Henry Davies - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Leisure by William Henry Davies - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Little Drops of Water—Mrs. J. A. Carney - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Now We Are Six By A.A. Milne - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis O Me ! O Life ! - Seen Comprehension / Poem - Multiple Choice & Short Question for SSC English First Paper - English for Today O Me! O Life! By Walt Whitman - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Ode On Solitude by Alexander Pope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Ode On Solitude by Alexander Pope - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Out, Out  by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Out, Out by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis OZYMANDIAS by Percy Bysshe Shelley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis OZYMANDIAS by Percy Bysshe Shelley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Remember - By Christina Rossetti/Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Remember - By Christina Rossetti/Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis She walks in beauty, like the night - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Solitude By Ella Wheeler Wilcox - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Stopping by Woods on a Snowy Evening By Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions) The Blossom - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Blossom - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Charge of the Light Brigade by Lord Alfred Tennyson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Chimney Sweeper by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Chimney Sweeper by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Eagle by Alfred Lord Tennyson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Eagle by Alfred Lord Tennyson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Lake Isle of Innisfree by W.B. Yeats - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Land of Nod - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Land of Nod - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Little Boy Lost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Little Boy Lost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Rime of the Ancient Mariner by Samuel Taylor Coleridge - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Road Not Taken - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Road Not Taken - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Sands Of Dee by Charles Kingsley - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The School Boy by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The School Boy by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Shepherd by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Shepherd by William Blake - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Solitary Reaper by William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Solitary Reaper by William Wordsworth - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Tyger - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Tyger - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Wind - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis The Wind - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis There is no Frigate Like a Book by Sway Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis There is no Frigate Like a Book by Sway Dickinson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Time, You Old Gypsy Man by Ralph Hodgson - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Celia by Bert Janson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Celia by Bert Janson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Daffodils by Robert Herrick - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis To Daffodils by Robert Herrick - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Today by Thomas Carlyle- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Today by Thomas Carlyle- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Tree at my Window by Robert Frost - Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Two Mothers Remembered by Joann Snow Duncanson- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Under the Greenwood Tree by William Shakespeare- Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis Poem / Poetry Appreciation / Exercises on Poem / Question-Answer on Poem / Theme and Summary of Poem / Poem Analysis “Dreams” by Langston Hughes A Bird on The Wire A Narrow Fellow in the Grass A Poison Tree by Witham Blake Amidst killer speeds I stand Blow, blow, thou winter wind by William Shakespeare Books Poem by Eleanor Farjeon Crabbed Age and Youth by William Shakespeare Crossing the Bar Dreams by H. Lawrence From Pippa Passes —Robert Browning From September 1, 1939 by H. Auden Go and Catch a Falling Star by John Donne Hope I died for Beauty by Emily Dickinson I Have Seen Bengal’s Face by Jibanananda Das I Wandered Lonely as a Cloud By William Wordsworth If I Had but Two Little Wings Leisure by William Henry Davies Little Drops of Water—Mrs. J. A. Carney Now We Are Six By A.A. Milne O Me! O Life! By Walt Whitman Ode On Solitude by Alexander Pope ‘Out, Out‘ by Robert Frost OZYMANDIAS by Percy Bysshe Shelley Remember - By Christina Rossetti SHE DWELT AMONG THE UNTRODDEN WAYS by William Wordsworth She walks in beauty, like the night Solitude By Ella Wheeler Wilcox Stopping by Woods on a Snowy Evening By Robert Frost The Blossom The Charge of the Light Brigade by Lord Alfred Tennyson The Chimney Sweeper by William Blake The Eagle by Alfred Lord Tennyson The Lake Isle of Innisfree by W.B. Yeats The Land of Nod The Little Boy Lost The Rime of the Ancient Mariner by Samuel Taylor Coleridge The Road Not Taken The Sands Of Dee by Charles Kingsley The School Boy by William Blake The Solitary Reaper by William Wordsworth The Tyger The Wind There is no Frigate Like a Book by Sway Dickinson Time, You Old Gypsy Man by Ralph Hodgson To Celia by Bert Janson To Daffodils by Robert Herrick Today by Thomas Carlyle Tree at my Window by Robert Frost Two Mothers Remembered by Joann Snow Duncanson Under the Greenwood Tree by William Shakespeare         Exercises / Worksheet   Summary of Poems Worksheet 5.0(1) for HSC Examination With Answers ( Board Questions)

English Stories: Practice Questions for Class 9 & 10 - 2 Set 11 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s attitude toward responsibility change by the end of Mr. Moti? (b) What does Sonabhan’s attachment to Moti show about her personality in Mr. Moti? (c) What does Rosamond realize at the end of The Purple Jar, and how does it change her perspective? (d) How does the theme of mercy versus revenge shape the conflict in The Merchant of Venice? (e) How does Shylock’s demand for a pound of flesh reveal his personality in The Merchant of Venice? (f) Why does Mrs. Mallard welcome her new independence in The Story of an Hour? (g) How does the description of destruction in The Great Derangement reflect nature’s power? (h) How does the author’s perspective on climate change shift in The Great Derangement? Set 12 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s reaction to Moti’s absence show in Mr. Moti? (b) How does Sonabhan deal with her emotions after losing Moti in Mr. Moti? (c) What does Rosamond’s disappointment in The Purple Jar teach about decision-making? (d) How does Antonio’s kindness contrast with Shylock’s behavior in The Merchant of Venice? (e) What does the choice of caskets in The Merchant of Venice symbolize? (f) How does irony shape the meaning of The Story of an Hour? (g) What emotions did the author feel during and after the storm in The Great Derangement? (h) Why did the author feel powerless in The Great Derangement? Set 13 Answer any 5 (five) of the following questions from stories. (a) How does Ameen feel after the events in Mr. Moti? (b) What does Sonabhan’s behavior show about her love for Moti in Mr. Moti? (c) How does Rosamond learn from her experience in The Purple Jar? (d) What does Antonio’s willingness to risk his life say about him in The Merchant of Venice? (e) How does the idea of mercy influence Portia’s actions in The Merchant of Venice? (f) How does the ending of The Story of an Hour change its meaning? (g) How does The Great Derangement highlight the unpredictability of nature? (h) What did the author reflect on after surviving the storm in The Great Derangement? Set 14 Answer any 5 (five) of the following questions from stories. (a) Why does Ameen change after Moti’s death in Mr. Moti? (b) How does Sonabhan’s past affect her actions in Mr. Moti? (c) What does Rosamond regret the most in The Purple Jar? (d) How does Antonio prove his loyalty in The Merchant of Venice? (e) Why does Bassanio’s choice of the lead casket matter in The Merchant of Venice? (f) How does the imagery of nature shape The Story of an Hour? (g) What long-term effects did the storm have in The Great Derangement? (h) How does the author describe fear in The Great Derangement? Set 15 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s final action in Mr. Moti suggest? (b) Why does Sonabhan feel guilty in Mr. Moti? (c) How does The Purple Jar explore childhood mistakes? (d) Why is the bond between Antonio and Bassanio important in The Merchant of Venice? (e) How does Shylock’s downfall shape the conclusion of The Merchant of Venice? (f) How does the news of her husband’s return affect Mrs. Mallard in The Story of an Hour? (g) What does the storm symbolize in The Great Derangement? (h) How does the author connect personal experience to global issues in The Great Derangement? Set 16 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s understanding of loss change by the end of Mr. Moti? (b) Why does Sonabhan continue to think about Moti even after his death in Mr. Moti? (c) What lesson does Rosamond learn about choices and consequences in The Purple Jar? (d) How does Shylock’s character develop throughout The Merchant of Venice? (e) How does Portia’s intelligence influence the outcome of The Merchant of Venice? (f) How does Kate Chopin use irony to create an unexpected ending in The Story of an Hour? (g) How does The Great Derangement connect personal experience with climate change? (h) How does the storm in The Great Derangement serve as a warning about climate disasters? Set 17 Answer any 5 (five) of the following questions from stories. (a) What does Ameen’s reaction to Moti’s absence reveal about his character in Mr. Moti? (b) How does Sonabhan’s relationship with Moti shape the theme of loyalty in Mr. Moti? (c) What does Rosamond’s regret in The Purple Jar show about human nature? (d) How does Antonio’s friendship with Bassanio highlight the theme of sacrifice in The Merchant of Venice? (e) How does Shylock’s treatment by the Christians shape his actions in The Merchant of Venice? (f) How does Mrs. Mallard’s reaction to her husband’s death challenge traditional gender roles in The Story of an Hour? (g) What emotions did the author experience during the storm in The Great Derangement? (h) How does The Great Derangement illustrate the unpredictability of extreme weather events? Set 18 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s character change from the beginning to the end of Mr. Moti? (b) Why does Sonabhan feel a deep emotional connection to Moti in Mr. Moti? (c) How does Rosamond’s experience in The Purple Jar reflect the struggles of growing up? (d) How does Antonio’s generosity affect his fate in The Merchant of Venice? (e) How does the trial scene in The Merchant of Venice reveal the theme of justice and mercy? (f) How does Chopin use imagery to reflect Mrs. Mallard’s emotions in The Story of an Hour? (g) How does the author’s description of destruction in The Great Derangement highlight the power of nature? (h) What message does The Great Derangement convey about the human impact on the environment? Set 19 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s memory of Moti influence his future actions in Mr. Moti? (b) What does Sonabhan’s grief over Moti’s death reveal about her personality in Mr. Moti? (c) How does The Purple Jar illustrate the importance of financial wisdom? (d) How does Shylock’s punishment reflect the theme of revenge and justice in The Merchant of Venice? (e) How does Portia’s disguise in The Merchant of Venice highlight themes of intelligence and gender roles? (f) How does Mrs. Mallard’s newfound independence symbolize freedom in The Story of an Hour? (g) How does the storm in The Great Derangement serve as a metaphor for climate change? (h) What lessons about environmental responsibility can be learned from The Great Derangement? Set 20 Answer any 5 (five) of the following questions from stories. (a) How does Ameen cope with his feelings of loss after Moti’s death in Mr. Moti? (b) What does Sonabhan’s attachment to Moti symbolize in Mr. Moti? (c) How does The Purple Jar teach the value of patience and wise decision-making? (d) How does Shylock’s downfall in The Merchant of Venice reflect the consequences of revenge? (e) How does Antonio’s fate in The Merchant of Venice reflect the unpredictability of life? (f) How does the setting in The Story of an Hour reflect Mrs. Mallard’s emotions? (g) How does The Great Derangement connect personal experiences with global environmental concerns? (h) What role does human negligence play in climate disasters, as seen in The Great Derangement? Key Answers of the Questions Based on Stories Set 11 (a) How does Ameen’s attitude toward responsibility change by the end of Mr. Moti?   At the start of the story, Ameen is seventeen years old. His mother still sees him as her "little son" who used to get into a lot of trouble. But his attitude about responsibility is changing. He makes a very big, adult decision to go to war. This shows he is ready to take on a serious duty. He also takes the basket of things his mother prepared and goes to the bazaar to sell them. This shows he is taking on family responsibilities. Through these actions, we see that Ameen is changing from a boy who caused trouble into a young man ready to face the world. (গল্পের শুরুতে আমিনের বয়স সতেরো বছর । তার মা এখনও তাকে তার "ছোট ছেলে" হিসেবেই ভাবেন, যে কিনা আগে অনেক দুষ্টুমি করত । কিন্তু দায়িত্বের প্রতি তার মনোভাব बदलছে। সে যুদ্ধে যাওয়ার মতো একটি খুবই বড়, প্রাপ্তবয়স্ক সিদ্ধান্ত নেয় । এটি দেখায় যে সে একটি গুরুতর দায়িত্ব নিতে প্রস্তুত। সে তার মায়ের তৈরি করা জিনিসপত্রের ঝুড়ি নিয়ে বাজারে বিক্রি করতেও যায় । এটি দেখায় যে সে পারিবারিক দায়িত্ব গ্রহণ করছে। এই কাজগুলোর মাধ্যমে আমরা দেখতে পাই যে, আমিন দুষ্টুমি করা একটি ছেলে থেকে এমন একজন তরুণের মধ্যে পরিণত হচ্ছে যে পৃথিবীর মুখোমুখি হতে প্রস্তুত।) (b) What does Sonabhan’s attachment to Moti show about her personality in Mr. Moti?  Sonabhan's deep love for Moti shows that she is a very caring and lonely person. She calls the rooster her "son". She protects him from boys who want to use him for cockfighting. When Moti dies, she is so sad that she buries him next to her husband's grave. This shows that Moti was more than a pet; he was like family. Her attachment to him reveals her need for companionship and her big, motherly heart. She gives her love to the animal because her husband is gone and her son is leaving. (মতির প্রতি সোনাবানের গভীর ভালোবাসা দেখায় যে তিনি খুব যত্নশীল এবং একাকী একজন মানুষ। তিনি মোরগটিকে তার "ছেলে" বলে ডাকেন । তিনি তাকে সেই ছেলেদের থেকে রক্ষা করেন যারা তাকে মোরগ লড়াইয়ের জন্য ব্যবহার করতে চায় । মতির মৃত্যুর পর, তিনি এতটাই দুঃখ পান যে তিনি তাকে তার স্বামীর কবরের পাশে কবর দেন । এটি দেখায় যে মতি কেবল একটি পোষা প্রাণী ছিল না; সে ছিল পরিবারের মতো। তার প্রতি এই টান তার সঙ্গীর প্রয়োজন এবং তার বড়, মাতৃসুলভ হৃদয়কে প্রকাশ করে। তিনি প্রাণীটিকে তার ভালোবাসা দেন কারণ তার স্বামী মারা গেছেন এবং তার ছেলে চলে যাচ্ছে।) (c) What does Rosamond realize at the end of The Purple Jar, and how does it change her perspective? At the end of the story, Rosamond realizes she made a bad choice. She finds out the purple jar she wanted so much was just a plain glass jar filled with smelly, dark water. It was not useful at all. At the same time, her shoes fall apart, so she cannot go outside to play. This experience changes her view. She starts to understand her mother’s lesson. She learns that it is more important to choose what you need over what you just think is pretty. This helps her see that making wise choices is better than just following your immediate wants. (গল্পের শেষে, রোজামন্ড বুঝতে পারে যে সে একটি ভুল সিদ্ধান্ত নিয়েছে। সে জানতে পারে যে সে যে বেগুনি জারটি খুব চেয়েছিল তা আসলে দুর্গন্ধযুক্ত কালো জলে ভরা একটি সাধারণ কাঁচের জার ছিল । এটি মোটেও কাজের ছিল না। একই সময়ে, তার জুতো ছিঁড়ে যায়, তাই সে বাইরে খেলতে যেতে পারে না । এই অভিজ্ঞতা তার দৃষ্টিভঙ্গি পরিবর্তন করে। সে তার মায়ের শিক্ষা বুঝতে শুরু করে। সে শেখে যে শুধুমাত্র সুন্দর জিনিসের চেয়ে প্রয়োজনীয় জিনিস বেছে নেওয়া বেশি গুরুত্বপূর্ণ। এটি তাকে বুঝতে সাহায্য করে যে তাৎক্ষণিক ইচ্ছাকে অনুসরণ করার চেয়ে বিজ্ঞ সিদ্ধান্ত নেওয়া ভালো।) (d) How does the theme of mercy versus revenge shape the conflict in The Merchant of Venice? The fight between mercy and revenge is the main conflict in the story. Shylock wants strict revenge. He refuses money and demands the penalty in the bond, which is a pound of Antonio’s flesh. He believes this is justice. On the other side, Portia speaks for mercy. She says mercy is a blessing for both the giver and the receiver. She begs Shylock to be merciful. When he refuses, the conflict becomes very clear. The whole trial is a battle between Shylock's desire for cruel revenge and Portia's argument for kind mercy. (দয়া বনাম প্রতিশোধের লড়াই গল্পের প্রধান দ্বন্দ্ব। শাইলক কঠোর প্রতিশোধ চায়। সে টাকা প্রত্যাখ্যান করে এবং বন্ডে লেখা শাস্তি দাবি করে, যা অ্যান্টোনিওর শরীর থেকে এক পাউন্ড মাংস । সে বিশ্বাস করে এটাই ন্যায়বিচার। অন্যদিকে, পোর্শিয়া দয়ার পক্ষে কথা বলেন। তিনি বলেন যে দয়া দাতা এবং গ্রহীতা উভয়ের জন্যই আশীর্বাদ । তিনি শাইলককে দয়ালু হতে অনুরোধ করেন । যখন শাইলক প্রত্যাখ্যান করে, তখন দ্বন্দ্বটি খুব স্পষ্ট হয়ে ওঠে। পুরো বিচারটি শাইলকের নিষ্ঠুর প্রতিশোধের ইচ্ছা এবং পোর্শিয়ার দয়ার যুক্তির মধ্যে একটি যুদ্ধ।) (e) How does the author’s perspective on climate change shift in The Great Derangement? The story shows how a personal experience can change someone's view on big issues like climate change. At first, the author is just a student and journalist living his life. The storm is a strange and shocking event. But after seeing the unbelievable destruction, he understands the terrible power of extreme weather. By keeping a newspaper article about the storm for a long time, he shows that the event had a lasting impact on him. His personal story of surviving the storm likely makes him see that climate change is not just a distant idea, but a real and dangerous threat. (গল্পটি দেখায় কীভাবে একটি ব্যক্তিগত অভিজ্ঞতা জলবায়ু পরিবর্তনের মতো বড় বিষয়গুলিতে কারও দৃষ্টিভঙ্গি পরিবর্তন করতে পারে। প্রথমে, লেখক কেবল একজন ছাত্র এবং সাংবাদিক হিসেবে তার জীবনযাপন করছিলেন । ঝড়টি একটি অদ্ভুত এবং মর্মান্তিক ঘটনা। কিন্তু অবিশ্বাস্য ধ্বংসযজ্ঞ দেখার পর, তিনি চরম আবহাওয়ার ভয়াবহ শক্তি বুঝতে পারেন । দীর্ঘদিন ধরে ঝড় সম্পর্কে একটি সংবাদপত্রের নিবন্ধ রেখে, তিনি দেখান যে ঘটনাটি তার উপর একটি স্থায়ী প্রভাব ফেলেছিল । ঝড়ে বেঁচে থাকার তার ব্যক্তিগত গল্প সম্ভবত তাকে এটা দেখতে সাহায্য করে যে জলবায়ু পরিবর্তন শুধু একটি দূরবর্তী ধারণা নয়, বরং একটি বাস্তব এবং বিপজ্জনক হুমকি।) Set 12 (a) How does Antonio’s kindness contrast with Shylock’s behavior in The Merchant of Venice? Antonio and Shylock are complete opposites. Antonio is very kind and generous. He helps his friends without asking for anything in return, and he helps the poor. He is loved by the people of Venice for his good heart. Shylock, on the other hand, is cruel and greedy. He lends money to make a profit and charges high interest. He is full of hate and wants revenge on Antonio. This big difference between Antonio's kindness and Shylock's cruelty creates the main problem in the story. (অ্যান্টোনিও এবং শাইলক সম্পূর্ণ বিপরীত। অ্যান্টোনিও খুব দয়ালু এবং উদার। তিনি কোনো কিছু ফেরত না চেয়েই তার বন্ধুদের সাহায্য করেন, এবং তিনি গরীবদের সাহায্য করেন । ভেনিসের লোকেরা তাকে তার ভালো হৃদয়ের জন্য ভালোবাসে । অন্যদিকে, শাইলক নিষ্ঠুর এবং লোভী । সে মুনাফা করার জন্য টাকা ধার দেয় এবং উচ্চ সুদ নেয় । সে ঘৃণায় পূর্ণ এবং অ্যান্টোনিওর উপর প্রতিশোধ নিতে চায়। অ্যান্টোনিওর দয়া এবং শাইলকের নিষ্ঠুরতার মধ্যে এই বড় পার্থক্যই গল্পের মূল সমস্যা তৈরি করে।) (b) What does the choice of caskets in The Merchant of Venice symbolize?   The three caskets are a test to find out a man's true character. Each casket is a symbol for a different value. The gold casket symbolizes the desire for wealth and things that look good on the outside. Its message, "All that glitters is not gold," warns against this. The silver casket symbolizes what a person thinks they deserve, which can be a sign of pride. The plain lead casket symbolizes inner worth and the idea that true value is often hidden on the inside. By choosing the lead casket, Bassanio shows he is wise and not greedy. (তিনটি কাস্কেট একজন মানুষের আসল চরিত্র খুঁজে বের করার একটি পরীক্ষা। প্রতিটি কাস্কেট একটি ভিন্ন মূল্যবোধের প্রতীক। সোনার কাস্কেটটি সম্পদ এবং বাইরের চাকচিক্যের প্রতি আকাঙ্ক্ষার প্রতীক। এর বার্তা, "যা কিছু চকচক করে তা সোনা নয়," এর বিরুদ্ধে সতর্ক করে । রুপার কাস্কেটটি একজন ব্যক্তি যা পাওয়ার যোগ্য বলে মনে করে তার প্রতীক, যা গর্বের লক্ষণ হতে পারে । সাধারণ সীসার কাস্কেটটি ভেতরের মূল্য এবং এই ধারণার প্রতীক যে আসল মূল্য প্রায়শই ভেতরে লুকানো থাকে। সীসার কাস্কেটটি বেছে নিয়ে, বেসানিও দেখান যে তিনি জ্ঞানী এবং লোভী নন ।) (c) How does irony shape the meaning of The Story of an Hour?   Irony is very important in this story. The biggest irony is at the very end. The doctors say that Mrs. Mallard died of "joy that kills" when she saw her husband alive. But the reader knows the truth. She did not die from too much joy. She died from the terrible shock and sadness of losing the new freedom she had just found. This irony makes the story's message very powerful. It shows the deep, hidden unhappiness in her life and how quickly her dream of a new life was destroyed. (এই গল্পে বিদ্রূপ খুবই গুরুত্বপূর্ণ। সবচেয়ে বড় বিদ্রূপটি গল্পের একেবারে শেষে। ডাক্তাররা বলেন যে মিসেস ম্যালার্ড তার স্বামীকে জীবিত দেখে "আনন্দ যা হত্যা করে" তার কারণে মারা গেছেন । কিন্তু পাঠক সত্যটা জানে। তিনি অতিরিক্ত আনন্দে মারা যাননি। তিনি তার নতুন পাওয়া স্বাধীনতা হারানোর ভয়াবহ ধাক্কা এবং দুঃখে মারা গেছেন। এই বিদ্রূপটি গল্পের বার্তাকে খুব শক্তিশালী করে তোলে। এটি তার জীবনের গভীর, লুকানো অসুখ এবং কীভাবে তার নতুন জীবনের স্বপ্ন দ্রুত ধ্বংস হয়ে গিয়েছিল তা দেখায়।) (d) What emotions did the author feel during and after the storm in The Great Derangement? During the storm, the author felt fear and astonishment. The noise was loud and "frenzied," and he saw unbelievable things flying past, like bicycles and entire tea stalls. He was so scared that he buried his head in his arms and lay still. After the storm, he felt shocked and confused. He walked away from the scene of destruction "in a daze". He had never seen anything like it before, and the experience left him deeply unsettled. (ঝড়ের সময়, লেখক ভয় এবং বিস্ময় অনুভব করেছিলেন। শব্দটি ছিল উচ্চ এবং "উন্মত্ত," এবং তিনি অবিশ্বাস্য জিনিস উড়তে দেখেছিলেন, যেমন সাইকেল এবং পুরো চায়ের দোকান । তিনি এতটাই ভয় পেয়েছিলেন যে তিনি তার মাথা বাহুতে লুকিয়ে রেখেছিলেন এবং স্থির হয়ে শুয়েছিলেন । ঝড়ের পরে, তিনি হতবাক এবং বিভ্রান্ত বোধ করেন। তিনি ধ্বংসের দৃশ্য থেকে "এক ঘোরের মধ্যে" হেঁটে চলে যান । তিনি এর আগে এমন কিছু দেখেননি, এবং এই অভিজ্ঞতা তাকে গভীরভাবে অস্থির করে তুলেছিল।) (e) Why did the author feel powerless in The Great Derangement?   The author felt powerless because the storm was so huge and strong that there was nothing he could do to stop it or control it. He had to run and hide on a small balcony to save himself. As he watched heavy things like scooters and lampposts fly through the air, he felt that even gravity itself had changed. He described it as a "wheel spinning upon the fingertip of some unknown power". This shows he felt very small and weak in the face of nature's incredible and destructive force. (লেখক নিজেকে শক্তিহীন মনে করেছিলেন কারণ ঝড়টি এত বিশাল এবং শক্তিশালী ছিল যে এটি থামানো বা নিয়ন্ত্রণ করার জন্য তার কিছুই করার ছিল না। নিজেকে বাঁচানোর জন্য তাকে দৌড়ে একটি ছোট বারান্দায় লুকিয়ে থাকতে হয়েছিল । যখন তিনি স্কুটার এবং ল্যাম্পপোস্টের মতো ভারী জিনিসগুলিকে বাতাসে উড়তে দেখছিলেন, তখন তিনি অনুভব করেছিলেন যে এমনকি মাধ্যাকর্ষণও বদলে গেছে । তিনি এটিকে "কোনো অজানা শক্তির আঙুলের ডগায় ঘুরতে থাকা চাকা" হিসাবে বর্ণনা করেছেন । এটি দেখায় যে প্রকৃতির অবিশ্বাস্য এবং ধ্বংসাত্মক শক্তির সামনে তিনি নিজেকে খুব ছোট এবং দুর্বল মনে করেছিলেন।) Set 13 (a) How does the idea of mercy influence Portia’s actions in The Merchant of Venice? The idea of mercy is central to what Portia does in the court. She believes mercy is a very important quality. At first, she tries to influence Shylock by appealing to his sense of mercy. She makes a famous speech saying that mercy is a blessing from God. Her first action is to ask for kindness. But when Shylock refuses to be merciful, Portia's actions change. She then uses the law without mercy to defeat him, showing that those who do not show mercy will not receive it. (দয়ার ধারণাটি পোর্শিয়া আদালতে যা করেন তার কেন্দ্রবিন্দুতে রয়েছে। তিনি বিশ্বাস করেন যে দয়া একটি অত্যন্ত গুরুত্বপূর্ণ গুণ। প্রথমে, তিনি শাইলকের দয়ার অনুভূতিকে জাগ্রত করার চেষ্টা করেন। তিনি একটি বিখ্যাত বক্তৃতা দেন যেখানে বলা হয় যে দয়া ঈশ্বরের আশীর্বাদ । তার প্রথম কাজ হলো দয়া চাওয়া। কিন্তু যখন শাইলক দয়ালু হতে অস্বীকার করে, তখন পোর্শিয়ার কার্যকলাপ পরিবর্তিত হয়। তিনি তখন তাকে পরাজিত করার জন্য নির্দয়ভাবে আইন ব্যবহার করেন, দেখান যে যারা দয়া দেখায় না, তারা দয়া পায় না।) (b) How does the ending of The Story of an Hour change its meaning?   The ending completely changes the story's meaning from a story of liberation to a story of tragedy. For most of the story, it seems Mrs. Mallard will have a new, happy life of freedom. The reader feels happy for her. But the surprise ending, where her husband comes home alive and she dies from the shock, changes everything. It means her dream of freedom lasted for only a very short time. The ending makes the story a sad comment on how a woman's hope for independence could be so easily and tragically destroyed. (শেষাংশটি গল্পের অর্থকে মুক্তির গল্প থেকে একটি悲剧 (tragedy)-র গল্পে পুরোপুরি পরিবর্তন করে দেয়। গল্পের বেশিরভাগ সময় ধরে, মনে হয় মিসেস ম্যালার্ড একটি নতুন, সুখী এবং স্বাধীন জীবন পাবেন । পাঠক তার জন্য খুশি হয়। কিন্তু আশ্চর্যজনক শেষাংশ, যেখানে তার স্বামী জীবিত বাড়ি ফিরে আসে এবং তিনি আঘাতে মারা যান, সবকিছু বদলে দেয় । এর মানে হলো তার স্বাধীনতার স্বপ্ন মাত্র খুব অল্প সময়ের জন্য স্থায়ী ছিল। শেষাংশটি গল্পটিকে একটি দুঃখজনক ভাষ্যে পরিণত করে যে কীভাবে একজন মহিলার স্বাধীনতার আশা এত সহজে এবং করুণভাবে ধ্বংস হয়ে যেতে পারে।) (c) How does The Great Derangement highlight the unpredictability of nature?   The story shows how unpredictable nature is by describing a storm that came without any warning on a day that should have been pleasant. Mid-March in Delhi is usually a calm and nice time of year. But on this day, dark clouds, rain, and a hailstorm appeared suddenly. Then, a powerful cyclone formed in moments and caused massive destruction. This sudden and violent change from good weather to a deadly storm highlights that nature can be completely unpredictable and humans cannot always know what will happen next. (গল্পটি দেখায় যে প্রকৃতি কতটা অপ্রত্যাশিত, এমন একটি ঝড়ের বর্ণনা দিয়ে যা কোনো সতর্কতা ছাড়াই একটি সুন্দর দিনে এসেছিল। দিল্লির মার্চের মাঝামাঝি সময়টা সাধারণত শান্ত এবং মনোরম থাকে । কিন্তু এই দিনে, হঠাৎ করে কালো মেঘ, বৃষ্টি এবং শিলাবৃষ্টি দেখা দেয় । তারপর, মুহূর্তের মধ্যে একটি শক্তিশালী ঘূর্ণিঝড় তৈরি হয় এবং ব্যাপক ধ্বংসযজ্ঞ ঘটায় । ভালো আবহাওয়া থেকে মারাত্মক ঝড়ে এই আকস্মিক এবং হিংস্র পরিবর্তনটি তুলে ধরে যে প্রকৃতি সম্পূর্ণ অপ্রত্যাশিত হতে পারে এবং মানুষ সবসময় জানতে পারে না এরপর কী ঘটবে।) (d) What did the author reflect on after surviving the storm in The Great Derangement? After surviving the storm, the author reflected on how lucky he was and how much destruction had happened. He walked away from the scene "in a daze," which means he was very shocked. He realized that if he had stayed in his first choice of shelter, he would have been badly injured by broken glass. Later, he looked for the newspaper report of the storm to remember the event. His reflection was on the terrible power of the storm and the thin line between life and death during a natural disaster. (ঝড়ে বেঁচে থাকার পর, লেখক ভেবেছিলেন তিনি কতটা ভাগ্যবান এবং কতটা ধ্বংসযজ্ঞ ঘটেছে। তিনি "এক ঘোরের মধ্যে" ঘটনাস্থল থেকে হেঁটে চলে যান, যার মানে তিনি খুব হতবাক হয়েছিলেন । তিনি বুঝতে পেরেছিলেন যে যদি তিনি তার প্রথম পছন্দের আশ্রয়ে থাকতেন, তবে তিনি ভাঙা কাঁচের দ্বারা মারাত্মকভাবে আহত হতেন । পরে, তিনি ঘটনাটি মনে রাখার জন্য ঝড়ের সংবাদপত্রের প্রতিবেদন খুঁজেছিলেন । তার ভাবনা ছিল ঝড়ের ভয়াবহ শক্তি এবং প্রাকৃতিক দুর্যোগের সময় জীবন ও মৃত্যুর মধ্যেকার পাতলা রেখা নিয়ে।) (e) Why does Ameen change after Moti’s death in Mr. Moti?   The story focuses on Sonabhan’s reaction to Moti's death, not Ameen's, because Ameen is away at war when it happens. However, Ameen has already started to change before  Moti's death. He decides to go to war and takes on the responsibility of going to the market. These actions show he is growing from a boy into a young man. Moti's death symbolizes the end of a more innocent time at home, a time that Ameen has already started to leave behind by choosing to become a soldier. (গল্পটি মতির মৃত্যুর প্রতি সোনাবানের প্রতিক্রিয়ার উপর আলোকপাত করে, আমিনের নয়, কারণ যখন এটি ঘটে তখন আমিন যুদ্ধে দূরে থাকে। তবে, মতির মৃত্যুর  আগে  থেকেই আমিন বদলাতে শুরু করে। সে যুদ্ধে যাওয়ার সিদ্ধান্ত নেয় এবং বাজারে যাওয়ার দায়িত্ব গ্রহণ করে । এই কাজগুলো দেখায় যে সে একটি ছেলে থেকে একজন তরুণ পুরুষে পরিণত হচ্ছে। মতির মৃত্যু বাড়ির একটি আরও নিষ্পাপ সময়ের সমাপ্তির প্রতীক, একটি সময় যা আমিন সৈনিক হওয়ার সিদ্ধান্ত নিয়ে ইতিমধ্যেই পেছনে ফেলতে শুরু করেছে।) Set 14 (a) How does Antonio prove his loyalty in The Merchant of Venice?   Antonio proves he is very loyal to his friend Bassanio. When Bassanio needs money, Antonio does not hesitate to help, even though his own money is at sea. His greatest act of loyalty is signing Shylock's dangerous bond. He agrees to give a pound of his own flesh if he cannot repay the loan. He is willing to risk his life for his friend's happiness. This shows that his loyalty is incredibly strong and selfless. (অ্যান্টোনিও প্রমাণ করেন যে তিনি তার বন্ধু বেসানিওর প্রতি খুবই অনুগত। যখন বেসানিওর টাকার প্রয়োজন হয়, তখন অ্যান্টোনিও সাহায্য করতে দ্বিধা করেন না, যদিও তার নিজের টাকা সমুদ্রে রয়েছে । তার আনুগত্যের সবচেয়ে বড় কাজটি হলো শাইলকের বিপজ্জনক চুক্তিতে স্বাক্ষর করা। তিনি ঋণ পরিশোধ করতে না পারলে নিজের শরীর থেকে এক পাউন্ড মাংস দিতে রাজি হন । তিনি তার বন্ধুর সুখের জন্য নিজের জীবনকে ঝুঁকির মধ্যে ফেলতে ইচ্ছুক। এটি দেখায় যে তার আনুগত্য অবিশ্বাস্যভাবে শক্তিশালী এবং নিঃস্বার্থ।) (b) Why does Bassanio’s choice of the lead casket matter in The Merchant of Venice?  Bassanio’s choice of the lead casket is very important. It matters because it shows his true character. By choosing the plain, simple-looking casket, he proves that he is not fooled by outward appearances. He understands that what is truly valuable is often on the inside. This wise choice shows he is the right husband for Portia. He loves her for who she is, not for her gold or silver. This allows him to win her hand in marriage. (বেসানিওর সীসার কাস্কেটটি বেছে নেওয়া খুব গুরুত্বপূর্ণ। এটি গুরুত্বপূর্ণ কারণ এটি তার আসল চরিত্র দেখায়। সাধারণ দেখতে কাস্কেটটি বেছে নিয়ে, তিনি প্রমাণ করেন যে তিনি বাহ্যিক রূপে প্রতারিত হন না । তিনি বোঝেন যে যা সত্যিই মূল্যবান তা প্রায়শই ভেতরে থাকে। এই বিজ্ঞ সিদ্ধান্ত দেখায় যে তিনি পোর্শিয়ার জন্য সঠিক স্বামী। তিনি তাকে তার সোনা বা রুপার জন্য নয়, বরং সে যেমন তার জন্যই ভালোবাসেন। এটি তাকে পোর্শিয়াকে বিয়ে করার সুযোগ করে দেয় ।) (c) How does the imagery of nature shape The Story of an Hour?   The pictures of nature in the story are very important because they mirror Mrs. Mallard's inner feelings. When she looks out her window, she sees signs of "new spring life," smells "the delicious breath of rain," and hears birds singing. These images of a fresh, lively world outside match the new feeling of freedom and life that is growing inside her. Nature seems to be celebrating with her as she welcomes her new future. (গল্পে প্রকৃতির ছবিগুলো খুব গুরুত্বপূর্ণ কারণ সেগুলো মিসেস ম্যালার্ডের ভেতরের অনুভূতিকে প্রতিফলিত করে। যখন তিনি তার জানালা দিয়ে বাইরে তাকান, তখন তিনি "নতুন বসন্তের জীবনের" লক্ষণ দেখতে পান, "বৃষ্টির সুমধুর গন্ধ" পান এবং পাখির গান শুনতে পান । বাইরের এই তাজা, জীবন্ত পৃথিবীর ছবিগুলো তার ভেতরে জন্ম নেওয়া স্বাধীনতা এবং জীবনের নতুন অনুভূতির সাথে মিলে যায়। প্রকৃতি যেন তার নতুন ভবিষ্যতকে স্বাগত জানানোর সময় তার সাথে উদযাপন করছে।) (d) What long-term effects did the storm have in The Great Derangement?   The story tells us about the immediate effects of the storm, like the destruction of buildings and the deaths of 30 people. For the author, a long-term effect was that the memory of the event stayed with him. He says that "Long afterward," he found the newspaper article about the storm and made copies of it. This shows that the storm had a lasting impact on his mind. It was an event so powerful that he needed to keep a record of it to prove it really happened. (গল্পটি আমাদের ঝড়ের তাৎক্ষণিক প্রভাব সম্পর্কে বলে, যেমন দালানকোঠার ধ্বংস এবং ৩০ জনের মৃত্যু । লেখকের জন্য, একটি দীর্ঘমেয়াদী প্রভাব ছিল যে ঘটনাটির স্মৃতি তার সাথে থেকে গিয়েছিল। তিনি বলেন যে "অনেক দিন পরে," তিনি ঝড় সম্পর্কে সংবাদপত্রের নিবন্ধটি খুঁজে পেয়েছিলেন এবং তার কপি তৈরি করেছিলেন । এটি দেখায় যে ঝড়টি তার মনে একটি স্থায়ী প্রভাব ফেলেছিল। এটি এমন একটি শক্তিশালী ঘটনা ছিল যে এটি সত্যিই ঘটেছিল তা প্রমাণ করার জন্য তাকে এর একটি রেকর্ড রাখার প্রয়োজন হয়েছিল।) (e) How does the author describe fear in The Great Derangement?   The author describes fear through his actions and observations. His fear makes him run to find shelter. It makes him jump over a wall and crouch on the floor of a balcony. His fear is so great that he buries his head in his arms and does not move. He also describes the "frenzied pitch" of the noise, which adds to the feeling of terror. His fear comes from seeing the world turned upside down by a power he cannot understand or control. (লেখক তার কাজ এবং পর্যবেক্ষণের মাধ্যমে ভয়কে বর্ণনা করেছেন। তার ভয় তাকে আশ্রয় খোঁজার জন্য দৌড়াতে বাধ্য করে । এটি তাকে একটি দেয়াল টপকে বারান্দার মেঝেতে গুটিয়ে বসতে বাধ্য করে । তার ভয় এতটাই বেশি যে তিনি তার মাথা বাহুতে লুকিয়ে রাখেন এবং নড়াচড়া করেন না । তিনি শব্দের "উন্মত্ত উচ্চতা" বর্ণনা করেছেন, যা ভয়ের অনুভূতিকে আরও বাড়িয়ে তোলে । তার ভয় আসে পৃথিবীকে এমন এক শক্তি দ্বারা ওলটপালট হতে দেখে, যা তিনি বুঝতে বা নিয়ন্ত্রণ করতে পারেন না।) Set 15 (a) How does the storm symbolize in The Great Derangement?   The storm in the story is a symbol of the dangerous and unpredictable power of nature, especially in a time of climate change. It is not just a normal storm; it is an "unseasonal" and extremely violent event that appears suddenly. It symbolizes how human actions have upset the balance of the environment, leading to "great derangement" or chaos. The storm acts as a real-life example and a powerful warning of the kind of disasters that can happen more often as the climate changes. (গল্পের ঝড়টি প্রকৃতির বিপজ্জনক এবং অপ্রত্যাশিত শক্তির প্রতীক, বিশেষ করে জলবায়ু পরিবর্তনের সময়ে। এটি শুধু একটি সাধারণ ঝড় নয়; এটি একটি "অসময়ের" এবং অত্যন্ত হিংস্র ঘটনা যা হঠাৎ করেই দেখা দেয় । এটি প্রতীকীভাবে দেখায় যে কীভাবে মানুষের কার্যকলাপ পরিবেশের ভারসাম্যকে নষ্ট করেছে, যা "গ্রেট ডিরেঞ্জমেন্ট" বা বিশৃঙ্খলার দিকে নিয়ে যাচ্ছে। ঝড়টি একটি বাস্তব জীবনের উদাহরণ এবং জলবায়ু পরিবর্তনের সাথে সাথে আরও ঘন ঘন ঘটতে পারে এমন ধরনের দুর্যোগের একটি শক্তিশালী সতর্কবার্তা হিসেবে কাজ করে।) (b) How does the author connect personal experience to global issues in The Great Derangement? The author connects his personal experience of surviving a cyclone to the global issue of climate change. He tells the detailed, scary story of what happened to him on one day in 1978. Then, by using the title "The Great Derangement," he suggests that his small, personal story is part of a much bigger, global story. His experience is an example of the strange and extreme weather that scientists say is happening more because of climate change. He uses his own memory to make the huge problem of climate change feel real and personal to the reader. (লেখক একটি ঘূর্ণিঝড়ে বেঁচে থাকার তার ব্যক্তিগত অভিজ্ঞতাকে জলবায়ু পরিবর্তনের বিশ্বব্যাপী সমস্যার সাথে সংযুক্ত করেছেন। তিনি ১৯৭৮ সালের একদিনে তার সাথে কী ঘটেছিল তার বিস্তারিত, ভয়ঙ্কর গল্প বলেন । তারপর, "দ্য গ্রেট ডিরেঞ্জমেন্ট" শিরোনামটি ব্যবহার করে, তিনি পরামর্শ দেন যে তার ছোট, ব্যক্তিগত গল্পটি একটি অনেক বড়, বিশ্বব্যাপী গল্পের অংশ। তার অভিজ্ঞতা সেই অদ্ভুত এবং চরম আবহাওয়ার একটি উদাহরণ যা বিজ্ঞানীরা বলছেন জলবায়ু পরিবর্তনের কারণে আরও বেশি ঘটছে। তিনি জলবায়ু পরিবর্তনের বিশাল সমস্যাটিকে পাঠকের কাছে বাস্তব এবং ব্যক্তিগত করে তোলার জন্য তার নিজের স্মৃতি ব্যবহার করেন।) (c) How does Shylock’s downfall shape the conclusion of The Merchant of Venice?  Shylock's downfall is the turning point that leads to the story's conclusion. His defeat in court resolves the main conflict of the story. Because he loses, Antonio's life is saved. This allows for a happy ending for Antonio, Bassanio, and Portia. Shylock's punishment, where he loses his wealth and must change his religion, is very harsh. This shapes the conclusion by showing the complete victory of the Christian characters over him. It ends the threat he posed and restores peace and order in their world. (শাইলকের পতন হলো সেই মোড় যা গল্পের উপসংহারের দিকে নিয়ে যায়। আদালতে তার পরাজয় গল্পের মূল দ্বন্দ্বের সমাধান করে। কারণ সে হেরে যায়, তাই অ্যান্টোনিওর জীবন রক্ষা পায় । এটি অ্যান্টোনিও, বেসানিও এবং পোর্শিয়ার জন্য একটি সুখী সমাপ্তির সুযোগ করে দেয়। শাইলকের শাস্তি, যেখানে সে তার সম্পদ হারায় এবং তার ধর্ম পরিবর্তন করতে বাধ্য হয়, তা খুবই কঠোর। এটি খ্রিস্টান চরিত্রদের তার উপর সম্পূর্ণ বিজয় দেখিয়ে উপসংহারটিকে রূপ দেয়। এটি তার দ্বারা সৃষ্ট হুমকি শেষ করে এবং তাদের জগতে শান্তি ও শৃঙ্খলা ফিরিয়ে আনে।) (d) How does the news of her husband’s return affect Mrs. Mallard in The Story of an Hour? The news that her husband is alive and has returned home has a terrible and fatal effect on Mrs. Mallard. She had just finished accepting and celebrating her new life of freedom. She was coming down the stairs feeling like a "goddess of Victory". When she sees her husband walk through the door, the sudden shock is too much for her weak heart. The return of her husband means the instant death of her new dream. This sudden loss of hope is what causes her to die. (তার স্বামী জীবিত এবং বাড়ি ফিরে এসেছেন এই খবরটি মিসেস ম্যালার্ডের উপর একটি ভয়াবহ এবং মারাত্মক প্রভাব ফেলে। তিনি সবেমাত্র তার নতুন স্বাধীন জীবনকে গ্রহণ এবং উদযাপন করা শেষ করেছিলেন। তিনি "বিজয়ের দেবী"র মতো অনুভূতি নিয়ে সিঁড়ি দিয়ে নামছিলেন । যখন তিনি তার স্বামীকে দরজা দিয়ে হেঁটে আসতে দেখেন, তখন আকস্মিক ধাক্কাটি তার দুর্বল হৃদয়ের জন্য খুব বেশি হয়ে যায় । তার স্বামীর ফিরে আসা মানে তার নতুন স্বপ্নের তাৎক্ষণিক মৃত্যু। আশার এই আকস্মিক ক্ষতিই তার মৃত্যুর কারণ হয়।) (e) Why is the bond between Antonio and Bassanio important in The Merchant of Venice? The bond of friendship between Antonio and Bassanio is important because it is what starts the whole story. It is because of their deep friendship that Antonio is willing to borrow money for Bassanio. This leads him to make the dangerous deal with Shylock. Their friendship shows the theme of loyalty and self-sacrifice. Antonio is willing to die for his friend. This strong bond creates the main problem of the play and sets up the dramatic trial scene where their friendship is put to the ultimate test. (অ্যান্টোনিও এবং বেসানিওর মধ্যে বন্ধুত্বের বন্ধনটি গুরুত্বপূর্ণ কারণ এটিই পুরো গল্পটি শুরু করে। তাদের গভীর বন্ধুত্বের কারণেই অ্যান্টোনিও বেসানিওর জন্য টাকা ধার করতে ইচ্ছুক হন । এটি তাকে শাইলকের সাথে বিপজ্জনক চুক্তি করতে পরিচালিত করে। তাদের বন্ধুত্ব আনুগত্য এবং আত্মত্যাগের বিষয়টিকে দেখায়। অ্যান্টোনিও তার বন্ধুর জন্য মরতেও রাজি। এই শক্তিশালী বন্ধনটি নাটকের মূল সমস্যা তৈরি করে এবং নাটকীয় বিচার দৃশ্যের সূচনা করে যেখানে তাদের বন্ধুত্বের চূড়ান্ত পরীক্ষা হয়।) Set 16 (a) How does Ameen’s understanding of loss change by the end of Mr. Moti?   The story does not show us Ameen at the very end, because he is away at war when his cockerel, Moti, dies. However, we can see his understanding of loss is starting to change. At the beginning, he makes the grown-up choice to leave his home and his mother to fight in a war. This is a very big step. It shows he is ready to face the possibility of great loss, like losing his own life or his friends. While he is gone, Moti dies. This is the loss of a piece of his childhood. So, Ameen is moving from the simple world of a boy with a pet to the difficult world of a man who must face death and separation. (গল্পটি আমাদের একেবারে শেষে আমিনের অবস্থা দেখায় না, কারণ তার মোরগ মতির মৃত্যুর সময় সে যুদ্ধে দূরে থাকে । তবে আমরা দেখতে পাই যে হারানোর বিষয়ে তার বোঝাপড়া বদলাতে শুরু করেছে। শুরুতে, সে বাড়ি এবং মাকে ছেড়ে যুদ্ধে যাওয়ার মতো একটি প্রাপ্তবয়স্ক সিদ্ধান্ত নেয় । এটি একটি খুব বড় পদক্ষেপ। এটি দেখায় যে সে বড় ধরনের হারানোর মুখোমুখি হতে প্রস্তুত, যেমন নিজের জীবন বা বন্ধুদের হারানো। সে দূরে থাকাকালীন, মতি মারা যায় । এটি তার শৈশবের একটি অংশ হারানোর মতো। সুতরাং, আমিন একটি পোষা প্রাণীসহ একটি ছেলের সরল জগৎ থেকে একজন মানুষের কঠিন জগতে চলে যাচ্ছে, যাকে মৃত্যু এবং বিচ্ছেদের মুখোমুখি হতে হবে।) (b) What lesson does Rosamond learn about choices and consequences in The Purple Jar? Rosamond learns a hard lesson about choices and what happens because of them. She chooses to buy a pretty purple jar that she wants, instead of new shoes that she needs. The consequence, or result, of her choice is bad. The jar turns out to be useless and filled with smelly water. And because she has no good shoes, her foot gets hurt and she cannot go out and play. She learns that when you make a choice, there is always a result, and choosing what you want over what you need can lead to unhappiness. (রোজামন্ড পছন্দ এবং তার ফলাফলের বিষয়ে একটি কঠিন শিক্ষা লাভ করে । সে তার প্রয়োজনীয় নতুন জুতার পরিবর্তে একটি সুন্দর বেগুনি জার কেনা বেছে নেয় যা সে চেয়েছিল । তার পছন্দের পরিণতি বা ফল খারাপ হয়। জারটি অকেজো এবং দুর্গন্ধযুক্ত জলে ভরা বলে প্রমাণিত হয় । এবং যেহেতু তার ভালো জুতো নেই, তার পায়ে আঘাত লাগে এবং সে বাইরে খেলতে যেতে পারে না । সে শেখে যে যখন তুমি একটি পছন্দ করো, তখন সবসময় একটি ফল থাকে, এবং তোমার প্রয়োজনের চেয়ে তোমার পছন্দের জিনিস বেছে নেওয়া অসুখের কারণ হতে পারে।) (c) How does Shylock’s character develop throughout The Merchant of Venice?   Shylock's character does not change very much; he stays focused on revenge. At the beginning, he makes a cruel bond with Antonio, planning to take his flesh. In the courtroom, he stays stubborn. He refuses twice the amount of money because his desire for revenge is so strong. Even when Portia speaks beautifully about mercy, he does not listen. He only develops in the sense that his plan fails. At the end, he is defeated and broken, forced to give up his wealth and his anger, but he does not learn to be merciful himself. (শাইলকের চরিত্র খুব বেশি পরিবর্তিত হয় না; তিনি প্রতিশোধের উপরই মনোনিবেশ করে থাকেন। শুরুতে, তিনি অ্যান্টোনিওর সাথে একটি নিষ্ঠুর চুক্তি করেন, তার মাংস নেওয়ার পরিকল্পনা করে । আদালতে, তিনি জেদি থাকেন। তিনি দ্বিগুণ পরিমাণ টাকা প্রত্যাখ্যান করেন কারণ তার প্রতিশোধের ইচ্ছা খুব শক্তিশালী । এমনকি যখন পোর্শিয়া দয়ার বিষয়ে সুন্দরভাবে কথা বলেন, তখনও তিনি শোনেন না । তার চরিত্রের বিকাশ শুধু এই অর্থেই হয় যে তার পরিকল্পনা ব্যর্থ হয়। শেষে, তিনি পরাজিত এবং ভেঙে পড়েন, তার সম্পদ এবং রাগ ত্যাগ করতে বাধ্য হন, কিন্তু তিনি নিজে দয়ালু হতে শেখেন না ।) (d) How does Kate Chopin use irony to create an unexpected ending in The Story of an Hour? Kate Chopin uses irony to give the story a very surprising end. The irony is that what seems to be true is the opposite of the real truth. Everyone thinks Mrs. Mallard is very sad about her husband's death. They worry her weak heart cannot take the sad news. The unexpected part is that the news actually makes her feel happy and free. The final, biggest irony is when her husband comes home alive. The doctors say she dies from the "joy that kills". But the reader knows she really died from the shock of losing her newfound freedom. (কেট শোপ্যাঁ একটি খুব আশ্চর্যজনক সমাপ্তি তৈরি করতে বিদ্রূপ ব্যবহার করেন। বিদ্রূপ হলো, যা সত্য বলে মনে হয় তা আসল সত্যের বিপরীত। সবাই মনে করে মিসেস ম্যালার্ড তার স্বামীর মৃত্যুতে খুব দুঃখিত । তারা চিন্তা করে যে তার দুর্বল হৃদয় এই দুঃখের খবর সহ্য করতে পারবে না । আশ্চর্যজনক অংশটি হলো খবরটি আসলে তাকে সুখী এবং মুক্ত বোধ করায় । চূড়ান্ত, সবচেয়ে বড় বিদ্রূপটি হলো যখন তার স্বামী জীবিত ফিরে আসে। ডাক্তাররা বলেন যে তিনি "আনন্দ যা হত্যা করে" তার কারণে মারা গেছেন । কিন্তু পাঠক জানে যে তিনি আসলে তার নতুন পাওয়া স্বাধীনতা হারানোর আঘাতে মারা গেছেন ।) (e) How does the storm in The Great Derangement serve as a warning about climate disasters? The storm acts as a strong warning because it was so unusual and destructive. The story says the storm was "unseasonal," meaning it was not supposed to happen at that time of year. It appeared suddenly and caused a lot of damage, killing 30 people and hurting 700. This kind of strange and powerful weather event is what scientists warn about when they talk about climate change. The author's personal story of this disaster serves as a real-life example and a warning that these terrible events can happen to anyone, anywhere, without notice. (ঝড়টি একটি শক্তিশালী সতর্কবার্তা হিসেবে কাজ করে কারণ এটি ছিল খুবই অস্বাভাবিক এবং ধ্বংসাত্মক। গল্পে বলা হয়েছে যে ঝড়টি ছিল "অসময়ের," যার মানে এটি বছরের সেই সময়ে হওয়ার কথা ছিল না । এটি হঠাৎ করেই দেখা দেয় এবং অনেক ক্ষতি করে, ৩০ জনকে হত্যা করে এবং ৭০০ জনকে আহত করে । বিজ্ঞানীরা যখন জলবায়ু পরিবর্তন নিয়ে কথা বলেন, তখন তারা এই ধরনের অদ্ভুত এবং শক্তিশালী আবহাওয়ার ঘটনা সম্পর্কে সতর্ক করেন। এই দুর্যোগের লেখকের ব্যক্তিগত গল্পটি একটি বাস্তব জীবনের উদাহরণ এবং একটি সতর্কবার্তা হিসেবে কাজ করে যে এই ভয়াবহ ঘটনাগুলো যে কারও সাথে, যে কোনও জায়গায়, কোনও বিজ্ঞপ্তি ছাড়াই ঘটতে পারে।) Set 17 (a) How does Antonio’s friendship with Bassanio highlight the theme of sacrifice in The Merchant of Venice?   The friendship between Antonio and Bassanio clearly shows the idea of sacrifice. Antonio loves his friend Bassanio so much that he is willing to sacrifice everything for him. To help Bassanio get money, Antonio makes a deal with his enemy, Shylock. He agrees to a terrible condition where he could lose a pound of his flesh, which means he could die. This huge risk shows what sacrifice means. Antonio is ready to give up his own life for his friend's happiness. (অ্যান্টোনিও এবং বেসানিওর বন্ধুত্ব ত্যাগের ধারণাটিকে স্পষ্টভাবে দেখায়। অ্যান্টোনিও তার বন্ধু বেসানিওকে এতটাই ভালোবাসেন যে তিনি তার জন্য সবকিছু ত্যাগ করতে ইচ্ছুক। বেসানিওকে টাকা পেতে সাহায্য করার জন্য, অ্যান্টোনিও তার শত্রু শাইলকের সাথে একটি চুক্তি করেন । তিনি একটি ভয়ানক শর্তে রাজি হন যেখানে তিনি তার শরীর থেকে এক পাউন্ড মাংস হারাতে পারেন, যার মানে তিনি মারাও যেতে পারেন । এই বিশাল ঝুঁকিটি দেখায় ত্যাগের অর্থ কী। অ্যান্টোনিও তার বন্ধুর সুখের জন্য নিজের জীবন উৎসর্গ করতে প্রস্তুত।) (b) How does Mrs. Mallard’s reaction to her husband’s death challenge traditional gender roles in The Story of an Hour?   Mrs. Mallard's reaction challenges old ideas about how a wife should feel. In the past, it was expected that a wife would be completely devastated if her husband died. At first, Mrs. Mallard does cry. But then, alone in her room, she feels joy and freedom. She looks forward to a future where she can "live for herself". This was a shocking idea at the time. Her secret happiness challenges the traditional role of a wife as someone who lives only for her husband, not for herself. (মিসেস ম্যালার্ডের প্রতিক্রিয়া একজন স্ত্রীর কেমন অনুভব করা উচিত সে সম্পর্কে পুরানো ধারণাগুলোকে চ্যালেঞ্জ করে। অতীতে, আশা করা হতো যে একজন স্ত্রী তার স্বামীর মৃত্যুতে পুরোপুরি ভেঙে পড়বেন। প্রথমে, মিসেস ম্যালার্ড কাঁদেন । কিন্তু তারপর, তার ঘরে একা, তিনি আনন্দ এবং স্বাধীনতা অনুভব করেন । তিনি এমন একটি ভবিষ্যতের দিকে তাকান যেখানে তিনি "নিজের জন্য বাঁচতে" পারবেন । সেই সময়ে এটি একটি আশ্চর্যজনক ধারণা ছিল। তার গোপন সুখ একজন স্ত্রীর ঐতিহ্যবাহী ভূমিকাকে চ্যালেঞ্জ করে, যিনি কেবল তার স্বামীর জন্য বাঁচেন, নিজের জন্য নয়।) (c) How does The Great Derangement illustrate the unpredictability of extreme weather events? The story shows how unpredictable extreme weather can be by describing a storm that came out of nowhere. The day started as a normal, pleasant day in March. There was no warning. But then, "suddenly," dark clouds appeared, followed by rain and a hailstorm. Then, a cyclone formed very quickly, like a "tube-like extrusion" from a cloud, and came down to earth. This sudden and violent change shows that these dangerous events can happen without any time to prepare, making them very unpredictable. (গল্পটি দেখায় যে চরম আবহাওয়া কতটা অপ্রত্যাশিত হতে পারে, এমন একটি ঝড়ের বর্ণনা দিয়ে যা কোথা থেকে যেন চলে এসেছিল। দিনটি মার্চের একটি সাধারণ, মনোরম দিন হিসেবে শুরু হয়েছিল । কোনো সতর্কবার্তা ছিল না। কিন্তু তারপর, "হঠাৎ," কালো মেঘ দেখা দিল, তারপর বৃষ্টি এবং শিলাবৃষ্টি হলো । তারপর, খুব দ্রুত একটি ঘূর্ণিঝড় তৈরি হলো, মেঘ থেকে একটি "নলের মতো আকৃতি"র মতো, এবং পৃথিবীতে নেমে এলো । এই আকস্মিক এবং হিংস্র পরিবর্তনটি দেখায় যে এই বিপজ্জনক ঘটনাগুলো প্রস্তুতির জন্য কোনো সময় ছাড়াই ঘটতে পারে, যা তাদের খুব অপ্রত্যাশিত করে তোলে।) (d) How does Ameen’s character change from the beginning to the end of Mr. Moti?   Ameen changes from a mischievous boy to a responsible young man. At the beginning, we learn that as a boy, he used to cause trouble for his neighbors, like stealing date juice. But now, at seventeen, he makes the serious decision to go to war. He also takes on the job of selling goods at the bazaar for his family. These actions show that he is no longer just a playful child. He is growing up and is ready to take on the duties of a man. (আমিন একজন দুষ্টু ছেলে থেকে একজন দায়িত্বশীল তরুণে পরিণত হয়। শুরুতে, আমরা জানতে পারি যে ছোটবেলায় সে তার প্রতিবেশীদের জন্য সমস্যা সৃষ্টি করত, যেমন খেজুরের রস চুরি করা । কিন্তু এখন, সতেরো বছর বয়সে, সে যুদ্ধে যাওয়ার মতো গুরুতর সিদ্ধান্ত নেয় । সে তার পরিবারের জন্য বাজারে জিনিসপত্র বিক্রি করার কাজও গ্রহণ করে । এই কাজগুলো দেখায় যে সে আর কেবল একটি খেলার ছলে থাকা শিশু নয়। সে বড় হচ্ছে এবং একজন পুরুষের দায়িত্ব নিতে প্রস্তুত।) (e) Why does Sonabhan feel a deep emotional connection to Moti in Mr. Moti?   Sonabhan feels a deep connection to Moti because she is lonely and needs someone to love and care for. Her husband is dead, and her only son, Ameen, is about to leave for war. Moti, her cockerel, becomes like a child to her. She calls him "my son" and protects him fiercely. He fills the emptiness in her life. This emotional connection gives her a purpose and a companion in her quiet, lonely world. (সোনাবান মতির প্রতি একটি গভীর সংযোগ অনুভব করেন কারণ তিনি একাকী এবং তার ভালোবাসা ও যত্নের জন্য кого-то প্রয়োজন। তার স্বামী মারা গেছেন, এবং তার একমাত্র ছেলে আমিন যুদ্ধে যেতে চলেছে । তার মোরগ মতি তার কাছে সন্তানের মতো হয়ে ওঠে। তিনি তাকে "আমার ছেলে" বলে ডাকেন এবং তাকে কঠোরভাবে রক্ষা করেন । সে তার জীবনের শূন্যতা পূরণ করে। এই মানসিক সংযোগটি তাকে তার শান্ত, একাকী জগতে একটি উদ্দেশ্য এবং একজন সঙ্গী দেয়।) Set 18 (a) How does the trial scene in The Merchant of Venice reveal the theme of justice and mercy? The trial scene shows a direct clash between two ideas: justice and mercy. Shylock stands for strict justice based on the law. He wants exactly what the bond allows, which is a pound of flesh, and he will not bend. Portia, on the other hand, stands for mercy. She argues that justice should be softened by mercy, saying it is a quality of God. The scene reveals that justice without mercy can be cruel. In the end, Shylock is given strict justice without any mercy, and it leads to his complete ruin. (বিচার দৃশ্যটি দুটি ধারণার মধ্যে সরাসরি সংঘাত দেখায়: ন্যায়বিচার এবং দয়া। শাইলক আইনের উপর ভিত্তি করে কঠোর ন্যায়বিচারের পক্ষে দাঁড়ায়। তিনি বন্ডে যা অনুমতি দেয় ঠিক তাই চান, যা হলো এক পাউন্ড মাংস, এবং তিনি নতি স্বীকার করবেন না । অন্যদিকে, পোর্শিয়া দয়ার পক্ষে দাঁড়ান। তিনি যুক্তি দেন যে ন্যায়বিচারকে দয়ার দ্বারা নরম করা উচিত, বলেন যে এটি ঈশ্বরের একটি গুণ । দৃশ্যটি প্রকাশ করে যে দয়া ছাড়া ন্যায়বিচার নিষ্ঠুর হতে পারে। শেষে, শাইলককে কোনো দয়া ছাড়াই কঠোর ন্যায়বিচার দেওয়া হয়, এবং এটি তার সম্পূর্ণ ধ্বংসের দিকে নিয়ে যায়।) (b) How does Chopin use imagery to reflect Mrs. Mallard’s emotions in The Story of an Hour? The writer, Chopin, uses pictures of the outside world to show what Mrs. Mallard is feeling inside. When Mrs. Mallard is locked in her room, she looks out an open window. Outside, she sees signs of new life. She sees trees in the spring, smells fresh rain, hears people singing, and sees patches of blue sky. These happy and lively images from nature reflect the new, happy feeling of freedom that is growing inside her. The open window itself is a picture of the new opportunities she now sees for her life. (লেখক, শোপ্যাঁ, মিসেস ম্যালার্ডের ভেতরের অনুভূতি দেখানোর জন্য বাইরের জগতের ছবি ব্যবহার করেন। যখন মিসেস ম্যালার্ড তার ঘরে তালাবদ্ধ থাকেন, তখন তিনি একটি খোলা জানালা দিয়ে বাইরে তাকান । বাইরে, তিনি নতুন জীবনের লক্ষণ দেখতে পান। তিনি বসন্তের গাছ দেখেন, তাজা বৃষ্টির গন্ধ পান, মানুষের গান শুনতে পান এবং নীল আকাশের টুকরো দেখতে পান । প্রকৃতি থেকে আসা এই সুখী এবং জীবন্ত চিত্রগুলো তার ভেতরে জন্ম নেওয়া স্বাধীনতার নতুন, সুখী অনুভূতিকে প্রতিফলিত করে। খোলা জানালাটি নিজেই তার জীবনের জন্য সে এখন যে নতুন সুযোগ দেখছে তার একটি ছবি।) (c) What message does The Great Derangement convey about the human impact on the environment? The story gives a strong message about how humans have affected the environment. The title itself, "The Great Derangement," suggests that things are very mixed up and chaotic. The story describes an "unseasonal" storm, which is a type of weather that is not normal for that time of year. This hints at the idea that human actions, like pollution, are changing the climate and causing nature to act in strange and dangerous ways. The story warns that our impact on the environment can lead to terrible disasters that we cannot predict or control. (গল্পটি পরিবেশের উপর মানুষের প্রভাব সম্পর্কে একটি শক্তিশালী বার্তা দেয়। শিরোনামটি নিজেই, "দ্য গ্রেট ডিরেঞ্জমেন্ট," ইঙ্গিত দেয় যে সবকিছু খুব বিশৃঙ্খল এবং এলোমেলো । গল্পটি একটি "অসময়ের" ঝড়ের বর্ণনা দেয়, যা বছরের সেই সময়ের জন্য স্বাভাবিক নয় এমন এক ধরনের আবহাওয়া । এটি এই ধারণার ইঙ্গিত দেয় যে মানুষের কার্যকলাপ, যেমন দূষণ, জলবায়ু পরিবর্তন করছে এবং প্রকৃতিকে অদ্ভুত এবং বিপজ্জনক উপায়ে আচরণ করতে বাধ্য করছে। গল্পটি সতর্ক করে যে পরিবেশের উপর আমাদের প্রভাব ভয়াবহ দুর্যোগের কারণ হতে পারে যা আমরা পূর্বাভাস বা নিয়ন্ত্রণ করতে পারি না।) (d) How does The Purple Jar illustrate the importance of financial wisdom?   The story shows why it is important to be wise with money. Rosamond is given a choice by her mother, because there is not enough money to buy everything. She can buy new shoes that she needs, or a pretty jar that she wants. She chooses the jar, spending her money on something that is not useful. As a result, she cannot afford the shoes she needs and she suffers for it. This illustrates that being wise with money means choosing to spend it on what is necessary and important, not just on things that look nice for a moment. (গল্পটি দেখায় কেন টাকা-পয়সার ব্যাপারে জ্ঞানী হওয়া গুরুত্বপূর্ণ। রোজামন্ডকে তার মা একটি পছন্দ করতে বলেন, কারণ সবকিছু কেনার মতো যথেষ্ট টাকা ছিল না । সে তার প্রয়োজনীয় নতুন জুতো কিনতে পারত, অথবা একটি সুন্দর জার যা সে চেয়েছিল । সে জারটি বেছে নেয়, তার টাকা একটি অকেজো জিনিসের উপর খরচ করে । ফলস্বরূপ, সে তার প্রয়োজনীয় জুতো কিনতে পারে না এবং এর জন্য তাকে কষ্ট পেতে হয় । এটি দেখায় যে টাকা-পয়সার ব্যাপারে জ্ঞানী হওয়ার অর্থ হলো প্রয়োজনীয় এবং গুরুত্বপূর্ণ জিনিসের উপর খরচ করা, শুধুমাত্র ক্ষণিকের জন্য সুন্দর দেখতে জিনিসের উপর নয়।) (e) How does Mrs. Mallard’s newfound independence symbolize freedom in The Story of an Hour? Mrs. Mallard's new feeling of independence is a powerful symbol of freedom. After she hears her husband is dead, she whispers "free, free, free!" to herself over and over. This is not just freedom from one man; it is freedom from a life where she could not be her own person. She looks forward to "a long procession of years to come that would belong to her absolutely". This new independence represents the freedom to make her own choices, to live for herself, and to have a "body and soul" that are finally her own. (মিসেস ম্যালার্ডের নতুন স্বাধীনতার অনুভূতি স্বাধীনতার একটি শক্তিশালী প্রতীক। তার স্বামীর মৃত্যুর খবর শোনার পর, তিনি বারবার নিজের মনে ফিসফিস করে বলেন "মুক্ত, মুক্ত, মুক্ত!" । এটি কেবল একজন মানুষের কাছ থেকে মুক্তি নয়; এটি এমন একটি জীবন থেকে মুক্তি যেখানে তিনি নিজের মতো করে বাঁচতে পারতেন না। তিনি "আগামী দীর্ঘ বছরগুলোর দিকে তাকান যা সম্পূর্ণরূপে তার নিজের হবে" । এই নতুন স্বাধীনতা তার নিজের পছন্দ করার, নিজের জন্য বাঁচার এবং অবশেষে তার "শরীর ও আত্মা" নিজের হওয়ার স্বাধীনতাকে প্রতিনিধিত্ব করে ।) Set 19 (a) How does Shylock’s punishment reflect the theme of revenge and justice in The Merchant of Venice? Shylock's punishment reflects the idea that wanting revenge can lead to your own ruin. He demands strict justice for himself, but in the end, he receives the same kind of harsh justice from the court. He wanted to take Antonio's life through the law, but instead the law is used against him. He loses his wealth and is forced to change his religion. This punishment is a form of legal revenge from the court. It shows that his own quest for revenge backfired and brought about his own downfall, mixing the themes of justice and revenge together. (শাইলকের শাস্তি এই ধারণাটিকে প্রতিফলিত করে যে প্রতিশোধের আকাঙ্ক্ষা আপনার নিজের ধ্বংসের কারণ হতে পারে। তিনি নিজের জন্য কঠোর ন্যায়বিচার দাবি করেন, কিন্তু শেষে, তিনি আদালত থেকে একই ধরনের কঠোর বিচার পান। তিনি আইনের মাধ্যমে অ্যান্টোনিওর জীবন নিতে চেয়েছিলেন, কিন্তু পরিবর্তে আইন তার বিরুদ্ধেই ব্যবহৃত হয়। তিনি তার সম্পদ হারান এবং তার ধর্ম পরিবর্তন করতে বাধ্য হন। এই শাস্তিটি আদালতের পক্ষ থেকে এক ধরনের আইনি প্রতিশোধ। এটি দেখায় যে তার নিজের প্রতিশোধের আকাঙ্ক্ষা উল্টো তার নিজেরই পতন ঘটিয়েছে, যা ন্যায়বিচার এবং প্রতিশোধের বিষয়গুলোকে একসাথে মিশিয়ে দেয়।) (b) How does Portia’s disguise in The Merchant of Venice highlight themes of intelligence and gender roles?   Portia's disguise as a male lawyer highlights two big ideas. First, it shows her great intelligence. She is smarter than all the men in the courtroom and finds a clever way to save Antonio. Second, it says something about gender roles at that time. As a woman, she would not have been allowed to speak in court or be taken seriously. She had to pretend to be a man, Doctor Balthazar, to use her intelligence and power. Her disguise shows that women were just as smart as men, but they had to break the rules of society to prove it. (পোর্শিয়ার পুরুষ আইনজীবী হিসেবে ছদ্মবেশ দুটি বড় ধারণা তুলে ধরে। প্রথমত, এটি তার অসাধারণ বুদ্ধিমত্তা দেখায়। তিনি আদালতের সব পুরুষের চেয়ে বেশি স্মার্ট এবং অ্যান্টোনিওকে বাঁচানোর একটি চতুর উপায় খুঁজে বের করেন । দ্বিতীয়ত, এটি সেই সময়ের লিঙ্গ ভূমিকা সম্পর্কে কিছু বলে। একজন নারী হিসেবে, তাকে আদালতে কথা বলার বা গুরুত্ব সহকারে নেওয়ার অনুমতি দেওয়া হতো না। তাকে তার বুদ্ধিমত্তা এবং ক্ষমতা ব্যবহার করার জন্য একজন পুরুষ, ডাক্তার বালথাজার, হিসেবে ভান করতে হয়েছিল । তার ছদ্মবেশ দেখায় যে নারীরা পুরুষের মতোই স্মার্ট ছিল, কিন্তু তা প্রমাণ করার জন্য তাদের সমাজের নিয়ম ভাঙতে হতো।) (c) How does the storm in The Great Derangement serve as a metaphor for climate change? The storm is like a metaphor, or a picture, for climate change. A metaphor uses one thing to represent another. The storm in the story is sudden, violent, and not normal for the season. This is similar to how climate change can cause extreme and unpredictable weather events that are not normal. The "derangement," or chaos, of the storm is like the derangement that climate change is causing to the Earth's weather systems. The author's single, scary experience with the storm is a small picture of the much larger, global danger of climate change. (ঝড়টি জলবায়ু পরিবর্তনের জন্য একটি রূপক বা ছবির মতো। একটি রূপক একটি জিনিসকে অন্যটির প্রতিনিধিত্ব করতে ব্যবহার করে। গল্পের ঝড়টি হঠাৎ, হিংস্র এবং মৌসুমের জন্য স্বাভাবিক নয় । এটি জলবায়ু পরিবর্তনের কারণে সৃষ্ট চরম এবং অপ্রত্যাশিত আবহাওয়ার ঘটনাগুলোর মতোই, যা স্বাভাবিক নয়। ঝড়ের "বিশৃঙ্খলা" বা এলোমেলো অবস্থাটি পৃথিবীর আবহাওয়া ব্যবস্থায় জলবায়ু পরিবর্তনের কারণে সৃষ্ট বিশৃঙ্খলার মতো। লেখকের ঝড়ের সাথে একটি একক, ভীতিকর অভিজ্ঞতা জলবায়ু পরিবর্তনের অনেক বড়, বিশ্বব্যাপী বিপদের একটি ছোট ছবি।) (d) What lessons about environmental responsibility can be learned from The Great Derangement? The story teaches us that we must be responsible for our environment. The "great derangement" in the title suggests that the world's weather is mixed up, and the story implies that this is because of human actions. The sudden, violent cyclone is a powerful example of what can happen when nature is out of balance. The lesson is that if we are not responsible and do not take care of our planet, we will face more of these dangerous and unpredictable disasters. The story serves as a warning to be more aware of our impact on the environment. (গল্পটি আমাদের শেখায় যে আমাদের পরিবেশের জন্য আমাদের অবশ্যই দায়িত্বশীল হতে হবে। শিরোনামের "গ্রেট ডিরেঞ্জমেন্ট" ইঙ্গিত দেয় যে পৃথিবীর আবহাওয়া এলোমেলো হয়ে গেছে, এবং গল্পটি বোঝায় যে এটি মানুষের কার্যকলাপের কারণে হয়েছে । আকস্মিক, হিংস্র ঘূর্ণিঝড়টি প্রকৃতির ভারসাম্যহীনতার ফলে কী ঘটতে পারে তার একটি শক্তিশালী উদাহরণ। শিক্ষাটি হলো, যদি আমরা দায়িত্বশীল না হই এবং আমাদের গ্রহের যত্ন না নিই, তবে আমরা আরও বেশি এই ধরনের বিপজ্জনক এবং অপ্রত্যাশিত দুর্যোগের মুখোমুখি হব। গল্পটি পরিবেশের উপর আমাদের প্রভাব সম্পর্কে আরও সচেতন হওয়ার জন্য একটি সতর্কবার্তা হিসেবে কাজ করে।) (e) How does Ameen cope with his feelings of loss after Moti’s death in Mr. Moti?   The story does not show how Ameen copes with Moti's death because he is not there when it happens. He has already left to go to war. The story focuses completely on his mother Sonabhan's deep sadness. We see Ameen's affection for Moti before he leaves, when he sits quietly with the cockerel. But we do not see his reaction to the loss. The story leaves this part of his experience out, focusing instead on the loss his mother feels at home. (গল্পটি দেখায় না যে আমিন মতির মৃত্যুর সাথে কীভাবে মোকাবেলা করে কারণ যখন এটি ঘটে তখন সে সেখানে থাকে না। সে ইতিমধ্যে যুদ্ধে যাওয়ার জন্য চলে গেছে । গল্পটি সম্পূর্ণরূপে তার মা সোনাবানের গভীর দুঃখের উপর আলোকপাত করে । আমরা দেখি যাওয়ার আগে মতির প্রতি আমিনের স্নেহ, যখন সে মোরগটির সাথে চুপচাপ বসে থাকে । কিন্তু আমরা তার হারানোর প্রতি তার প্রতিক্রিয়া দেখতে পাই না। গল্পটি তার অভিজ্ঞতার এই অংশটি বাদ দেয়, পরিবর্তে তার মা বাড়িতে যে ক্ষতি অনুভব করেন তার উপর আলোকপাত করে।) Set 20 (a) What does Sonabhan’s attachment to Moti symbolize in Mr. Moti?   Sonabhan's attachment to Moti symbolizes her need for love and companionship in a lonely life. Moti is more than just a pet; he is a symbol of family to her. Her husband is dead, and her son is leaving for war, so she pours her motherly love onto Moti, even calling him her "son". Moti symbolizes the life and joy that she is afraid of losing. When he dies, the "empty" house symbolizes that the last bit of that joy and companionship is gone, leaving her completely alone. (মতির প্রতি সোনাবানের টান একাকী জীবনে তার ভালোবাসা এবং সঙ্গীর প্রয়োজনীয়তার প্রতীক। মতি শুধু একটি পোষা প্রাণী নয়; সে তার কাছে পরিবারের প্রতীক। তার স্বামী মারা গেছেন, এবং তার ছেলে যুদ্ধে যাচ্ছে, তাই তিনি তার মাতৃস্নেহ মতির উপর ঢেলে দেন, এমনকি তাকে তার "ছেলে" বলেও ডাকেন । মতি সেই জীবন এবং আনন্দের প্রতীক যা তিনি হারাতে ভয় পান। যখন মতি মারা যায়, তখন "খালি" বাড়িটি প্রতীকীভাবে দেখায় যে সেই আনন্দ এবং সঙ্গের শেষ অংশটুকুও চলে গেছে, তাকে সম্পূর্ণ একা ফেলে রেখে ।) (b) How does The Purple Jar teach the value of patience and wise decision-making?   The story teaches the value of patience and making wise choices through Rosamond's mistake. Her mother offers her the chance to wait a month to buy the second item she wants. But Rosamond is not patient. She wants the pretty jar right now. She makes a quick decision based on looks instead of thinking wisely about what she needs. The bad result—a useless jar and broken shoes—teaches the reader that being patient and making a wise decision about what is truly important is better than getting what you want right away. (গল্পটি রোজামন্ডের ভুলের মাধ্যমে ধৈর্য এবং বিজ্ঞ সিদ্ধান্ত নেওয়ার মূল্য শেখায়। তার মা তাকে তার পছন্দের দ্বিতীয় জিনিসটি কেনার জন্য এক মাস অপেক্ষা করার সুযোগ দেন । কিন্তু রোজামন্ড ধৈর্যশীল নয়। সে এখনই সুন্দর জারটি চায় । সে কী প্রয়োজন তা নিয়ে বিজ্ঞভাবে চিন্তা করার পরিবর্তে চেহারার উপর ভিত্তি করে একটি দ্রুত সিদ্ধান্ত নেয়। খারাপ ফল—একটি অকেজো জার এবং ভাঙা জুতো—পাঠককে শেখায় যে ধৈর্যশীল হওয়া এবং যা সত্যিই গুরুত্বপূর্ণ সে সম্পর্কে একটি বিজ্ঞ সিদ্ধান্ত নেওয়া, যা আপনি এখনই চান তা পাওয়ার চেয়ে ভালো।) (c) How does Shylock’s downfall in The Merchant of Venice reflect the consequences of revenge? Shylock's downfall shows the terrible results of wanting revenge. His whole goal in the trial is not to get his money back, but to hurt Antonio. He is so focused on his revenge that he refuses to show any mercy. Because of this, when Portia turns the law against him, the court shows him no mercy either. He loses everything—his money and his property. His downfall is a direct consequence of his hateful desire for revenge. It teaches the lesson that seeking to harm others can end up harming yourself the most. (শাইলকের পতন প্রতিশোধ চাওয়ার ভয়াবহ পরিণতি দেখায়। বিচারে তার পুরো লক্ষ্য তার টাকা ফেরত পাওয়া নয়, বরং অ্যান্টোনিওকে আঘাত করা । সে তার প্রতিশোধের উপর এতটাই মনোনিবেশ করে যে সে কোনো দয়া দেখাতে অস্বীকার করে । এই কারণে, যখন পোর্শিয়া তার বিরুদ্ধে আইন প্রয়োগ করে, তখন আদালতও তাকে কোনো দয়া দেখায় না। সে সবকিছু হারায়—তার টাকা এবং তার সম্পত্তি । তার পতন তার ঘৃণ্য প্রতিশোধের ইচ্ছার একটি সরাসরি পরিণতি। এটি এই শিক্ষা দেয় যে অন্যের ক্ষতি করার চেষ্টা করলে শেষ পর্যন্ত নিজেরই সবচেয়ে বেশি ক্ষতি হতে পারে।) (d) How does the setting in The Story of an Hour reflect Mrs. Mallard’s emotions?   The setting, mainly her room with an open window, perfectly reflects Mrs. Mallard's changing emotions. At first, the closed room where she goes to be alone reflects her grief and her feeling of being trapped in her life. But the window in that room is open. Through it, she sees a world full of new life—spring trees, blue sky, and singing birds. This hopeful outside world reflects the new hope and feeling of freedom that is waking up inside her. The setting shows her moving from a closed-off, sad space to an open, hopeful one. (পরিবেশ, প্রধানত তার খোলা জানালাসহ ঘরটি, মিসেস ম্যালার্ডের পরিবর্তনশীল আবেগগুলোকে পুরোপুরি প্রতিফলিত করে। প্রথমে, যে বন্ধ ঘরে তিনি একা থাকতে যান, তা তার শোক এবং তার জীবনে বন্দী থাকার অনুভূতিকে প্রতিফলিত করে । কিন্তু সেই ঘরের জানালাটি খোলা। এর মধ্য দিয়ে, তিনি নতুন জীবনে পূর্ণ একটি বিশ্ব দেখতে পান—বসন্তের গাছ, নীল আকাশ এবং গান গাওয়া পাখি । এই আশাবাদী বাইরের জগতটি তার ভেতরে জেগে ওঠা নতুন আশা এবং স্বাধীনতার অনুভূতিকে প্রতিফলিত করে। পরিবেশটি দেখায় যে তিনি একটি বন্ধ, দুঃখজনক স্থান থেকে একটি খোলা, আশাবাদী স্থানে চলে যাচ্ছেন।) (e) What role does human negligence play in climate disasters, as seen in The Great Derangement? While the story does not directly use the word "negligence," it hints at the idea that humans are not paying enough attention to their impact on the environment. The title "The Great Derangement" suggests a world that is out of order, and the story implies this is linked to human activity. The fact that a violent, "unseasonal" cyclone can appear without warning suggests that the normal patterns of nature have been broken. This break from normal patterns is what many people believe is caused by human negligence, or our failure to take care of the planet. (যদিও গল্পটি সরাসরি "অবহেলা" শব্দটি ব্যবহার করে না, এটি এই ধারণার ইঙ্গিত দেয় যে মানুষ পরিবেশের উপর তাদের প্রভাবের প্রতি যথেষ্ট মনোযোগ দিচ্ছে না। "দ্য গ্রেট ডিরেঞ্জমেন্ট" শিরোনামটি একটি বিশৃঙ্খল বিশ্বের ইঙ্গিত দেয়, এবং গল্পটি বোঝায় যে এটি মানুষের কার্যকলাপের সাথে যুক্ত । একটি হিংস্র, "অসময়ের" ঘূর্ণিঝড় কোনো সতর্কতা ছাড়াই দেখা দিতে পারে এই ঘটনাটি ইঙ্গিত দেয় যে প্রকৃতির স্বাভাবিক ধারা ভেঙে গেছে। স্বাভাবিক ধারা থেকে এই বিচ্যুতিটিই অনেকে বিশ্বাস করেন যে মানুষের অবহেলার কারণে ঘটে, বা আমাদের গ্রহের যত্ন নিতে ব্যর্থতার কারণে।)

English Stories: Practice Questions for Class 9 & 10 - 1 Set 1 Answer any 5 (five) of the following questions from stories. (a) What does Sonabhan's act of releasing Moti after grounding him show about her character in the story Mr. Moti? (b) How does Ameen prepare for his trip to the bazaar, and what does this reveal about him in the story Mr. Moti? (c) Who are the main characters in the story The Purple Jar, and what roles do they play? (d) Why did Shylock initially praise Portia in court before realizing her strategy in The Merchant of Venice? (e) What does the imagery of spring symbolize in The Story of an Hour, and how does it relate to Mrs. Mallard's emotions? (f) Why does Sonabhan refrain from talking about the war in the story Mr. Moti, and what does this suggest about her past? (g) What qualities of Portia make her stand out as a strong character in The Merchant of Venice? (h) Why is the story titled The Story of an Hour, and how does the title reflect its central theme? Set 2 Answer any 5 (five) of the following questions from stories. (a) What was the author's first choice of route before the storm hit in the story The Great Derangement, and why did they change it? (b) How does the setting of The Purple Jar influence Rosamond's decisions and character development? (c) What was the purpose of the courtroom trial in The Merchant of Venice, and how did it affect the characters involved? (d) What change occurs in Sonabhan’s behavior after Moti’s death in the story Mr. Moti, and how does it impact her relationship with Ameen? (e) What does Mrs. Mallard’s reaction to her husband’s death reveal about her inner thoughts in The Story of an Hour? (f) How did Portia ensure that justice prevailed in the courtroom in The Merchant of Venice? (g) How did the author describe the force of the wind during the storm in The Great Derangement, and what effect did it have? (h) What does Ameen’s decision to leave for the bazaar symbolize in the story Mr. Moti? Set 3 Answer any 5 (five) of the following questions from stories. (a) What is the significance of Ameen’s silence at breakfast in the story Mr. Moti, and what does it foreshadow? (b) How does Sonabhan’s sleeplessness indicate her emotions and worries in Mr. Moti? (c) What does Rosamond’s regret at the end of The Purple Jar show about her personal growth? (d) What are the main themes explored in the story The Merchant of Venice? (e) How is Antonio’s kindness towards Bassanio and others demonstrated in The Merchant of Venice? (f) What is the overall message of The Story of an Hour, and how does it reflect on marriage and freedom? (g) How did Mrs. Mallard initially react after hearing the news of her husband’s death in The Story of an Hour? (h) Why does Sonabhan feel disconnected from her surroundings after Moti’s death in Mr. Moti? Set 4 Answer any 5 (five) of the following questions from stories. (a) How does the story Mr. Moti explore themes of loss and growing up through Ameen’s experiences? (b) How does Sonabhan treat her ducks and chickens in Mr. Moti, and what does it reveal about her personality? (c) What role does Rosamond’s mother play in The Purple Jar, and how does she try to guide her daughter? (d) What motivated Shylock to create the bond with Antonio in The Merchant of Venice, and what does this reveal about his character? (e) Why does Bassanio seek Antonio’s help at the beginning of The Merchant of Venice, and how does this reflect their friendship? (f) Who told Mrs. Mallard about her husband's death in The Story of an Hour, and how was the news delivered? (g) Why was Mrs. Mallard treated gently when she was informed about her husband's death in The Story of an Hour? (h) How did the author feel when the storm was over in The Great Derangement, and how did it change their perspective? Set 5 Answer any 5 (five) of the following questions from stories. (a) How does Sonabhan cope with the silence and emptiness after Moti’s death in Mr. Moti? (b) What is the significance of Moti in the story Mr. Moti, and how does his presence affect Sonabhan and Ameen? (c) Why did the author not get hurt during the storm in The Great Derangement, and what does this reveal about their experience? (d) How does the story The Purple Jar end, and what lesson does Rosamond learn? (e) How does Portia demonstrate her wisdom and intelligence in the courtroom in The Merchant of Venice? (f) Where does The Merchant of Venice take place, and how does the setting influence the story? (g) Why did Mrs. Mallard go to her room alone in The Story of an Hour, and what did she experience there? (h) What was the surprising twist at the end of The Story of an Hour, and how did it impact the story’s meaning? Set 6 Answer any 5 (five) of the following questions from stories. (a) Why is Sonabhan’s house described as empty at the end of Mr. Moti, and what does this symbolize? (b) Why does Sonabhan see Ameen as similar to his late father in Mr. Moti, and how does this affect her emotions? (c) What does Rosamond initially think the purple jar will do for her in The Purple Jar, and how does this change? (d) What kind of merchant is Antonio in The Merchant of Venice, and how is he perceived by others? (e) Why is Antonio respected and loved by the people of Venice in The Merchant of Venice? (f) Who was with Mrs. Mallard when the news of her husband’s death was delivered in The Story of an Hour? (g) How did Mrs. Mallard feel after spending time alone in her room in The Story of an Hour, and how did her emotions change? (h) How did the author’s perspective on the storm change after it passed in The Great Derangement? Set 7 Answer any 5 (five) of the following questions from stories. (a) Why does Ameen whistle before leaving for the market in Mr. Moti, and what does this suggest about his state of mind? (b) What emotions does Sonabhan feel when looking at her sleeping son in Mr. Moti, and how does this reflect her worries? (c) What did the author learn from experiencing the storm in The Great Derangement, and how did it affect their views? (d) What does Rosamond’s mother warn her about before buying the jar in The Purple Jar, and why is it important? (e) Why does Antonio borrow money from Shylock in The Merchant of Venice, and how does this lead to conflict? (f) How does Shylock react when offered twice the loan amount in The Merchant of Venice, and what does this show about him? (g) What did Mrs. Mallard think about after realizing her newfound freedom in The Story of an Hour? (h) How did Mrs. Mallard describe the years ahead of her in The Story of an Hour, and what did this mean to her? Set 8 Answer any 5 (five) of the following questions from stories. (a) How does Ameen’s memory of Moti affect him in Mr. Moti, and what does it reveal about his feelings? (b) Why does Sonabhan hesitate before letting Ameen go to the bazaar in Mr. Moti? (c) How does Rosamond’s decision to buy the purple jar instead of shoes in The Purple Jar affect her later? (d) What role does Gratiano play in The Merchant of Venice, and how does he contribute to the plot? (e) How does Portia test Bassanio’s love for her in The Merchant of Venice, and what does this reveal about their relationship? (f) How does the sudden death at the end of The Story of an Hour change the meaning of the story? (g) How did Mrs. Mallard feel after realizing her husband's death was false in The Story of an Hour? (h) What did the author observe about nature after the storm in The Great Derangement? Set 9 Answer any 5 (five) of the following questions from stories. (a) What did Ameen do when he saw the empty ground where Moti used to sit in Mr. Moti? (b) How does Sonabhan’s view of Ameen change as he grows up in Mr. Moti? (c) Why does Rosamond ignore her mother’s advice in The Purple Jar, and what does this teach readers? (d) How does Antonio show selflessness in The Merchant of Venice? (e) Why does Bassanio reject the gold and silver caskets in The Merchant of Venice? (f) Why does Mrs. Mallard’s heart problem play an important role in The Story of an Hour? (g) How does the atmosphere of the house change when Mrs. Mallard is alone in The Story of an Hour? (h) How did the storm described in The Great Derangement compare to any previous experiences of the author? Set 10 Answer any 5 (five) of the following questions from stories. (a) How does Sonabhan’s grief after Moti’s death affect her daily life in Mr. Moti? (b) What does Ameen’s decision to go to the bazaar symbolize in Mr. Moti? (c) How does Rosamond’s mistake in The Purple Jar teach an important life lesson? (d) How does the theme of justice appear in The Merchant of Venice? (e) How does Bassanio prove he values love more than wealth in The Merchant of Venice? (f) What does Mrs. Mallard’s reaction to her husband’s return reveal about her thoughts in The Story of an Hour? (g) How did the storm change the landscape in The Great Derangement? (h) Why was the storm in The Great Derangement considered unusual? Key Answers of the Questions Based on Stories Set 1 (a) What does Sonabhan's act of releasing Moti after grounding him show about her character in the story Mr. Moti?   Sonabhan punishes her rooster, Moti, by keeping him in one place for a full day. A neighbor complained about him, which is why she did it. However, seeing Moti sad made Sonabhan feel very bad. It hurt her deeply to see him unhappy. Because of this, she set him free the next morning. This shows that Sonabhan is a very kind and loving person. Her love for Moti was stronger than her anger. She could not bear to see him suffer. This shows she has a soft heart, especially for Moti, who she thinks of as her son. (সোনাবান তার মোরগ, মতিকে, পুরো একদিন এক জায়গায় আটকে রেখে শাস্তি দেন । একজন প্রতিবেশী তার নামে অভিযোগ করায় তিনি এটি করেছিলেন । তবে, মতিকে দুঃখী দেখে সোনাবানের খুব খারাপ লাগে । তাকে অসুখী দেখে সোনাবান গভীরভাবে কষ্ট পান । একারণে, তিনি পরের দিন সকালেই তাকে মুক্ত করে দেন । এটি দেখায় যে সোনাবান খুব দয়ালু এবং স্নেহময়ী একজন মানুষ। মতির জন্য তার ভালোবাসা তার রাগের চেয়ে বেশি শক্তিশালী ছিল। তিনি মতির কষ্ট সহ্য করতে পারছিলেন না। এটি দেখায় যে তার একটি নরম হৃদয় রয়েছে, বিশেষ করে মতির জন্য, যাকে তিনি নিজের ছেলের মতো মনে করেন ।) (b) How does Ameen prepare for his trip to the bazaar, and what does this reveal about him in the story Mr. Moti?   Ameen gets ready to go to the market, which is called the bazaar. He puts on a floral shirt with short sleeves over his lungi. He looks in a cloudy mirror to comb his hair. While he combs his hair, he whistles a tune. Then he puts a basket on his head with things to sell and calls out to his mother that he is leaving. This preparation shows that Ameen is growing up. He is taking on responsibilities like selling goods at the market. His whistling shows that even with serious things on his mind, like going to war, he still has a youthful and somewhat carefree spirit. (আমিন বাজারে যাওয়ার জন্য প্রস্তুত হয় । সে তার লুঙ্গির উপর একটি ছোট হাতার ফুল-তোলা শার্ট পরে । সে একটি ঘোলা আয়নায় তাকিয়ে তার চুল আঁচড়ায় । চুল আঁচড়ানোর সময় সে শিস দেয় । তারপর সে বিক্রি করার জিনিসপত্রসহ একটি ঝুড়ি মাথায় নিয়ে তার মাকে জানিয়ে দেয় যে সে যাচ্ছে । এই প্রস্তুতি দেখায় যে আমিন বড় হচ্ছে। সে বাজারে জিনিস বিক্রি করার মতো দায়িত্ব নিচ্ছে । তার শিস দেওয়া থেকে বোঝা যায় যে, যুদ্ধে যাওয়ার মতো গুরুতর বিষয় মাথায় থাকলেও, তার মধ্যে এখনও তারুণ্য এবং কিছুটা চিন্তা-ভাবনাহীন মনোভাব রয়েছে ।) (c) Who are the main characters in the story The Purple Jar, and what roles do they play? The main characters in "The Purple Jar" are a little girl named Rosamond and her mother. Rosamond is seven years old. She is a curious girl who is easily attracted to beautiful things she sees in shops. Her role is to learn a lesson about making choices. Her mother is wise and practical. Her role is to teach her daughter an important lesson. She tries to guide Rosamond to choose things that are useful, not just pretty. ("The Purple Jar" গল্পের প্রধান চরিত্রগুলো হলো রোজামন্ড নামের একটি ছোট মেয়ে এবং তার মা । রোজামন্ডের বয়স সাত বছর । সে একজন কৌতূহলী মেয়ে যে দোকানের সুন্দর জিনিস দেখে সহজেই আকৃষ্ট হয় । তার ভূমিকা হলো পছন্দ করার বিষয়ে একটি শিক্ষা লাভ করা। তার মা জ্ঞানী এবং বাস্তববাদী । তার ভূমিকা হলো তার মেয়েকে একটি গুরুত্বপূর্ণ শিক্ষা দেওয়া। তিনি রোজামন্ডকে শুধুমাত্র সুন্দর নয়, দরকারি জিনিস পছন্দ করতে শেখানোর চেষ্টা করেন ।) (d) Why did Shylock initially praise Portia in court before realizing her strategy in The Merchant of Venice?   Shylock praised Portia at first because he thought she was on his side. Portia, who was disguised as a wise young lawyer, read the bond. She said that the law supported Shylock's claim to a pound of Antonio's flesh. This made Shylock very happy. He called her a "noble judge" and an "excellent young man" because he believed she was going to let him win. He did not know that she had a clever trick to stop him. (শাইলক প্রথমে পোর্শিয়াকে প্রশংসা করেছিলেন কারণ তিনি ভেবেছিলেন পোর্শিয়া তার পক্ষে আছেন । পোর্শিয়া, যিনি একজন জ্ঞানী তরুণ আইনজীবী হিসেবে ছদ্মবেশে ছিলেন, তিনি চুক্তিপত্রটি পড়েন । তিনি বলেন যে আইন অনুযায়ী অ্যান্টোনিওর শরীর থেকে এক পাউন্ড মাংস নেওয়ার দাবিটি শাইলকের পক্ষে ছিল । এটি শাইলককে খুব খুশি করে । তিনি পোর্শিয়াকে "মহৎ বিচারক" এবং "চমৎকার তরুণ" বলে অভিহিত করেন কারণ তিনি বিশ্বাস করেছিলেন যে পোর্শিয়া তাকে জিততে দেবেন । তিনি জানতেন না যে পোর্শিয়ার কাছে তাকে থামানোর জন্য একটি চতুর কৌশল ছিল ।) (e) What does the imagery of spring symbolize in The Story of an Hour, and how does it relate to Mrs. Mallard's emotions?   In the story, the signs of spring are a symbol for a new life and freedom. After hearing that her husband is dead, Mrs. Mallard goes to her room alone. She looks out her open window. She sees trees that are "aquiver with the new spring life". She can smell rain in the air and hear birds singing. These happy signs of nature are happening at the same time as new feelings are growing inside her. She starts to feel a sense of freedom from her marriage. The new life outside her window is a picture of the new life she now hopes to live for herself. (গল্পে, বসন্তের চিহ্নগুলো একটি নতুন জীবন এবং স্বাধীনতার প্রতীক । তার স্বামীর মৃত্যুর খবর শোনার পর, মিসেস ম্যালার্ড একা তার ঘরে যান । তিনি তার খোলা জানালা দিয়ে বাইরে তাকান । তিনি দেখেন গাছগুলো "নতুন বসন্তের জীবনে কাঁপছে" । তিনি বাতাসে বৃষ্টির গন্ধ পান এবং পাখির গান শুনতে পান । প্রকৃতির এই আনন্দের লক্ষণগুলো তার ভেতরে নতুন অনুভূতি জন্মানোর সাথে সাথেই ঘটছে। তিনি তার বিবাহ থেকে মুক্তির অনুভূতি পেতে শুরু করেন । তার জানালার বাইরের নতুন জীবনটি সেই নতুন জীবনের একটি চিত্র যা তিনি এখন নিজের জন্য বাঁচার আশা করছেন ।) Set 2 (a) What was the author's first choice of route before the storm hit in the story The Great Derangement, and why did they change it?   The author first planned to go straight back to his room from the library. He decided to leave the library early because the weather was strange and unseasonal. However, on his way back, he suddenly decided to change his path. On an impulse, he went to visit a friend instead. Because the weather got even worse while he was there, he had to leave his friend's house and take a different route home, one that he did not use very often. (লেখক প্রথমে লাইব্রেরি থেকে সরাসরি তার ঘরে ফিরে যাওয়ার পরিকল্পনা করেছিলেন । তিনি তাড়াতাড়ি লাইব্রেরি ছাড়ার সিদ্ধান্ত নিয়েছিলেন কারণ আবহাওয়া ছিল অদ্ভুত এবং অসময়ের । তবে, ফেরার পথে তিনি হঠাৎ তার পথ পরিবর্তন করার সিদ্ধান্ত নেন । কোনো কারণ ছাড়াই তিনি পরিবর্তে এক বন্ধুর সাথে দেখা করতে যান । সেখানে থাকাকালীন আবহাওয়া আরও খারাপ হয়ে যাওয়ায়, তাকে তার বন্ধুর বাড়ি ছেড়ে অন্য একটি রাস্তা দিয়ে বাড়ি ফিরতে হয়েছিল, যে রাস্তাটি তিনি খুব কমই ব্যবহার করতেন ।) (b) How does the setting of The Purple Jar influence Rosamond's decisions and character development?   The setting is the busy streets of London, which are full of shops. The shop windows are filled with many beautiful and different things. This setting influences Rosamond because all the pretty things make her want to buy them, even if she does not need them. The setting creates a test for her. She has to choose between something she needs, like shoes, and something she wants just because it is beautiful, like the purple jar. Her final choice to buy the jar shows she is still learning to think about what is useful over what is just pretty. (গল্পের পটভূমি লন্ডনের ব্যস্ত রাস্তা, যা দোকানে পরিপূর্ণ । দোকানের জানালাগুলো অনেক সুন্দর এবং বিভিন্ন জিনিসে ভরা । এই পরিবেশটি রোজামন্ডকে প্রভাবিত করে কারণ সমস্ত সুন্দর জিনিস তাকে সেগুলো কিনতে আগ্রহী করে তোলে, যদিও তার সেগুলোর প্রয়োজন নেই । এই পটভূমি তার জন্য একটি পরীক্ষা তৈরি করে। তাকে প্রয়োজনীয় জিনিস, যেমন জুতো, এবং শুধুমাত্র সুন্দর বলে পছন্দ করা জিনিস, যেমন বেগুনি জার, এর মধ্যে একটি বেছে নিতে হয় । জারটি কেনার চূড়ান্ত সিদ্ধান্তটি দেখায় যে সে এখনও শুধুমাত্র সুন্দর জিনিসের চেয়ে দরকারি জিনিস নিয়ে ভাবতে শিখছে ।) (c) What was the purpose of the courtroom trial in The Merchant of Venice, and how did it affect the characters involved?   The purpose of the trial was to decide if Shylock had the legal right to take a pound of flesh from Antonio's body. Antonio had failed to pay back money he borrowed, and this was the penalty in their agreement. The trial had a huge effect on the characters. For Antonio, it was a matter of life and death. For Shylock, it was his chance to get revenge. For Bassanio, it was a moment of deep worry for his dear friend. In the end, the trial led to Shylock's defeat and the loss of his property, while Antonio's life was saved. (এই বিচারের উদ্দেশ্য ছিল শাইলকের আইনগতভাবে অ্যান্টোনিওর শরীর থেকে এক পাউন্ড মাংস কেটে নেওয়ার অধিকার আছে কিনা তা নির্ধারণ করা । অ্যান্টোনিও ধার করা টাকা ফেরত দিতে ব্যর্থ হয়েছিলেন, এবং এটাই তাদের চুক্তির শাস্তি ছিল । এই বিচারটি চরিত্রদের উপর একটি বিশাল প্রভাব ফেলেছিল। অ্যান্টোনিওর জন্য, এটি ছিল জীবন-মরণের প্রশ্ন । শাইলকের জন্য, এটি ছিল তার প্রতিশোধ নেওয়ার সুযোগ । বেসানিওর জন্য, এটি ছিল তার প্রিয় বন্ধুর জন্য গভীর উদ্বেগের মুহূর্ত । অবশেষে, এই বিচারের ফলে শাইলকের পরাজয় হয় এবং তিনি তার সম্পত্তি হারান, অন্যদিকে অ্যান্টোনিওর জীবন রক্ষা পায় ।) (d) What change occurs in Sonabhan’s behavior after Moti’s death in the story Mr. Moti, and how does it impact her relationship with Ameen?   After Moti dies, Sonabhan becomes very sad and stops doing her daily work. She is so full of grief that she does not even open her doors or let her other birds out of their coops. Her house becomes quiet and feels empty. The story does not say exactly how this impacts her relationship with Ameen, because Ameen is away at war. However, her deep sadness over Moti shows how much she loves those she cares for. This suggests that her worry for Ameen, who is in much greater danger, must be even bigger. (মতির মৃত্যুর পর, সোনাবান খুব দুঃখী হয়ে পড়েন এবং তার দৈনন্দিন কাজ করা বন্ধ করে দেন । তিনি এতটাই শোকে মগ্ন থাকেন যে তিনি তার ঘরের দরজা খোলেন না বা তার অন্য পাখিদের খাঁচা থেকে বেরও করেন না । তার বাড়ি নীরব এবং শূন্য মনে হয় । গল্পটি সরাসরি বলে না যে এটি আমিনের সাথে তার সম্পর্ককে কীভাবে প্রভাবিত করে, কারণ আমিন যুদ্ধে গেছে । তবে, মতির জন্য তার গভীর দুঃখ দেখায় যে তিনি যাদের যত্ন নেন তাদের কতটা ভালোবাসেন। এটি ইঙ্গিত দেয় যে আমিনের জন্য তার চিন্তা, যে আরও অনেক বড় বিপদে আছে, তা নিশ্চয়ই আরও অনেক বেশি।) (e) What does Mrs. Mallard’s reaction to her husband’s death reveal about her inner thoughts in The Story of an Hour?   At first, Mrs. Mallard cries with great sadness when she hears her husband is dead. But when she is alone, her true feelings come out. She starts to feel a "monstrous joy". She whispers the words "free, free, free!" to herself. This reaction shows that deep inside, she felt trapped in her marriage. Even if her husband was kind, she wanted to be independent and live life for herself. Her secret happiness shows she had a strong desire for freedom. (প্রথমে, মিসেস ম্যালার্ড তার স্বামীর মৃত্যুর খবর শুনে খুব দুঃখে কাঁদেন । কিন্তু যখন তিনি একা থাকেন, তখন তার আসল অনুভূতি প্রকাশ পায় । তিনি এক "ভয়ঙ্কর আনন্দ" অনুভব করতে শুরু করেন । তিনি নিজের মনে "মুক্ত, মুক্ত, মুক্ত!" শব্দটি ফিসফিস করে বলেন । এই প্রতিক্রিয়া দেখায় যে তিনি তার বিবাহে নিজেকে বন্দী মনে করতেন । যদিও তার স্বামী দয়ালু ছিলেন, তিনি স্বাধীন হতে এবং নিজের জন্য জীবনযাপন করতে চেয়েছিলেন । তার গোপন আনন্দ দেখায় যে তার স্বাধীনতার জন্য একটি তীব্র আকাঙ্ক্ষা ছিল।) Set 3 (a) What is the significance of Ameen’s silence at breakfast in the story Mr. Moti, and what does it foreshadow?   Ameen is quiet during breakfast and does not start any conversations. This silence is important because he sees that his mother's eyes are puffy from crying all night. He knows she is sad about his plan to go to war, so he does not want to talk about it and make her more upset. This silence shows that there is a problem or tension between them. It foreshadows, or gives a hint about, the sadness and separation that is coming. His leaving for war will bring a much longer and deeper silence to their home. (আমিন সকালের নাস্তার সময় চুপচাপ থাকে এবং কোনো কথা শুরু করে না । এই নীরবতাটি গুরুত্বপূর্ণ কারণ সে দেখে যে সারারাত কাঁদার কারণে তার মায়ের চোখ ফুলে আছে । সে জানে যে তার যুদ্ধে যাওয়ার পরিকল্পনা নিয়ে তার মা দুঃখিত, তাই সে এ বিষয়ে কথা বলে তাকে আরও কষ্ট দিতে চায় না । এই নীরবতাটি দেখায় যে তাদের মধ্যে একটি সমস্যা বা উত্তেজনা রয়েছে। এটি ভবিষ্যতের দুঃখ এবং বিচ্ছেদের একটি ইঙ্গিত দেয়। তার যুদ্ধে চলে যাওয়া তাদের বাড়িতে আরও দীর্ঘ এবং গভীর নীরবতা নিয়ে আসবে।) (b) How does Sonabhan’s sleeplessness indicate her emotions and worries in Mr. Moti? After Ameen says he is going to war, his mother, Sonabhan, cannot sleep that whole night. Her sleeplessness shows how worried and scared she is. She is afraid for her son's safety because war is very dangerous. She does not want to lose him, just as she lost her husband. Not being able to sleep is a sign of her deep love for Ameen and her great fear of being left all alone. (আমিন যুদ্ধে যাওয়ার কথা বলার পর, তার মা সোনাবান সারা রাত ঘুমাতে পারেন না । তার এই ঘুম না আসা দেখায় যে তিনি কতটা চিন্তিত এবং ভীত। তিনি তার ছেলের নিরাপত্তার জন্য ভয় পাচ্ছেন কারণ যুদ্ধ খুব বিপজ্জনক । তিনি তার স্বামীকে যেমন হারিয়েছেন, তেমনভাবে তাকে হারাতে চান না । ঘুমাতে না পারা আমিনের প্রতি তার গভীর ভালোবাসা এবং একা হয়ে যাওয়ার বড় ভয়ের একটি চিহ্ন ।) (c) What does Rosamond’s regret at the end of The Purple Jar show about her personal growth? The end of the story shows Rosamond feeling regret. She learns that the beautiful purple jar was filled with a bad-smelling, dark liquid and was not useful for holding flowers. Meanwhile, her old shoes get worse and she cannot walk or play comfortably. Her regret shows that she is starting to grow up. She is learning that making a choice based only on what looks pretty can lead to disappointment. She begins to understand her mother's lesson about choosing what is useful over what is just beautiful. (গল্পের শেষে রোজামন্ডকে অনুতপ্ত হতে দেখা যায় । সে জানতে পারে যে সুন্দর বেগুনি জারটি একটি দুর্গন্ধযুক্ত, কালো তরলে ভরা ছিল এবং ফুল রাখার জন্য এটি দরকারি ছিল না । এদিকে, তার পুরানো জুতো আরও খারাপ হয়ে যায় এবং সে আরামে হাঁটতে বা খেলতে পারে না। তার এই অনুশোচনা দেখায় যে সে বড় হতে শুরু করেছে। সে শিখছে যে শুধুমাত্র সুন্দর দেখতে জিনিসের উপর ভিত্তি করে পছন্দ করলে হতাশ হতে হয় । সে তার মায়ের শিক্ষাটি বুঝতে শুরু করে যে, শুধুমাত্র সুন্দর জিনিসের চেয়ে দরকারি জিনিস বেছে নেওয়া উচিত।) (d) What are the main themes explored in the story The Merchant of Venice?   The story explores several main ideas, or themes. One important theme is the difference between mercy and revenge. Portia argues for mercy, while Shylock wants revenge. Another theme is the value of true friendship and loyalty, which we see between Antonio and Bassanio. The story also looks at how appearances can be tricky, shown in the test of the three caskets. Finally, it deals with justice and how the law can be used for both good and bad reasons. (গল্পটি কয়েকটি প্রধান ধারণা বা বিষয় অন্বেষণ করে। একটি গুরুত্বপূর্ণ বিষয় হলো দয়া এবং প্রতিশোধের মধ্যে পার্থক্য । পোর্শিয়া দয়ার পক্ষে যুক্তি দেখান, যখন শাইলক প্রতিশোধ চান । আরেকটি বিষয় হলো সত্যিকারের বন্ধুত্ব এবং আনুগত্যের মূল্য, যা আমরা অ্যান্টোনিও এবং বেসানিওর মধ্যে দেখতে পাই । গল্পটি আরও দেখায় যে বাহ্যিক রূপ কীভাবে প্রতারণামূলক হতে পারে, যা তিনটি কাস্কেটের পরীক্ষার মাধ্যমে দেখানো হয়েছে । অবশেষে, এটি ন্যায়বিচার এবং আইনকে কীভাবে ভালো এবং খারাপ উভয় কারণে ব্যবহার করা যেতে পারে তা নিয়ে আলোচনা করে ।) (e) How is Antonio’s kindness towards Bassanio and others demonstrated in The Merchant of Venice? Antonio shows his kindness in many ways. He is very generous to his close friend, Bassanio. When Bassanio needs money to visit Portia, Antonio is ready to help, even though his own money is tied up in his ships at sea. To help his friend, he is willing to risk his own life by signing Shylock's dangerous bond. The people of Venice also love Antonio because he is honest and often helps the poor. (অ্যান্টোনিও অনেক উপায়ে তার দয়া প্রদর্শন করেন। তিনি তার ঘনিষ্ঠ বন্ধু বেসানিওর প্রতি খুব উদার । যখন পোর্শিয়ার সাথে দেখা করার জন্য বেসানিওর টাকার প্রয়োজন হয়, তখন অ্যান্টোনিও সাহায্য করতে প্রস্তুত থাকেন, যদিও তার নিজের টাকা সমুদ্রের জাহাজে আটকে আছে । তার বন্ধুকে সাহায্য করার জন্য, তিনি শাইলকের বিপজ্জনক চুক্তিতে স্বাক্ষর করে নিজের জীবনকে ঝুঁকির মধ্যে ফেলতে ইচ্ছুক । ভেনিসের লোকেরাও অ্যান্টোনিওকে ভালোবাসে কারণ তিনি সৎ এবং প্রায়শই গরীবদের সাহায্য করেন ।) Set 4 (a) How does the story Mr. Moti explore themes of loss and growing up through Ameen’s experiences? The story shows loss and growing up through Ameen. At the start, he is a seventeen-year-old boy who makes a big decision to go to war, which is a grown-up choice. This decision means he will be separated from his mother, which is a type of loss for her. As he gets ready to leave, his mother realizes he is no longer a little boy but has grown to be like his father. His journey to the bazaar by himself is a small step into the adult world of responsibility. The death of his cockerel, Moti, is another experience of loss that happens while he is away, marking an end to a part of his childhood life at home. (গল্পটি আমিনের মাধ্যমে হারানো এবং বড় হওয়ার বিষয়গুলো দেখায়। শুরুতে, সে সতেরো বছর বয়সী একটি ছেলে যে যুদ্ধে যাওয়ার মতো একটি বড় সিদ্ধান্ত নেয়, যা একটি প্রাপ্তবয়স্কের পছন্দ । এই সিদ্ধান্তের অর্থ হলো সে তার মায়ের কাছ থেকে বিচ্ছিন্ন হয়ে যাবে, যা তার মায়ের জন্য এক ধরনের ক্ষতি। যখন সে যাওয়ার জন্য প্রস্তুত হয়, তখন তার মা বুঝতে পারেন যে সে আর ছোট ছেলে নেই, বরং তার বাবার মতো বড় হয়ে গেছে । তার একাকী বাজারে যাওয়া দায়িত্বের প্রাপ্তবয়স্ক জগতে একটি ছোট পদক্ষেপ । তার মোরগ মতির মৃত্যু হলো আরেকটি হারানোর অভিজ্ঞতা যা সে দূরে থাকাকালীন ঘটে, যা বাড়িতে তার শৈশবের জীবনের একটি অংশের সমাপ্তি চিহ্নিত করে ।) (b) How does Sonabhan treat her ducks and chickens in Mr. Moti, and what does it reveal about her personality?   Sonabhan treats her ducks and chickens with great care, like they are part of her family. Every morning, she opens their coops and prepares their food. She mixes rice husks with water for them in a special bowl. She especially loves her cockerel, Moti, whom she calls her "son" and protects fiercely. This shows that Sonabhan is a very nurturing and loving person. Her world is small, but she fills it with care for her son and her animals. Her gentle treatment of them reveals her kind and motherly personality. (সোনাবান তার হাঁস এবং মুরগিদের খুব যত্ন সহকারে দেখাশোনা করেন, যেন তারা তার পরিবারেরই অংশ। প্রতিদিন সকালে, তিনি তাদের খাঁচা খুলে দেন এবং তাদের খাবার প্রস্তুত করেন । তিনি একটি বিশেষ পাত্রে তাদের জন্য চালের ভুষির সাথে জল মেশান । তিনি বিশেষ করে তার মোরগ মতিকে ভালোবাসেন, যাকে তিনি তার "ছেলে" বলে ডাকেন এবং কঠোরভাবে রক্ষা করেন । এটি দেখায় যে সোনাবান খুব যত্নশীল এবং স্নেহময়ী একজন মানুষ। তার জগৎ ছোট, কিন্তু তিনি তার ছেলে এবং তার পশুদের জন্য যত্ন দিয়ে তা পূর্ণ করেন। তাদের প্রতি তার কোমল আচরণ তার দয়ালু এবং মাতৃসুলভ ব্যক্তিত্ব প্রকাশ করে।) (c) What role does Rosamond’s mother play in The Purple Jar, and how does she try to guide her daughter?   Rosamond's mother plays the role of a wise teacher in the story. She tries to guide her daughter to make thoughtful choices instead of impulsive ones. When Rosamond wants to buy pretty things, her mother always asks what their use would be. She does not just say "no." Instead, she gives Rosamond a choice between the jar she wants and the shoes she needs. She wants Rosamond to think for herself and learn from her own mistakes. Her role is to help Rosamond grow into a more sensible person. (রোজামন্ডের মা গল্পে একজন জ্ঞানী শিক্ষকের ভূমিকা পালন করেন । তিনি তার মেয়েকে আবেগপ্রবণ সিদ্ধান্তের পরিবর্তে thoughtful সিদ্ধান্ত নিতে শেখানোর চেষ্টা করেন। রোজামন্ড যখন সুন্দর জিনিস কিনতে চায়, তখন তার মা সবসময় জিজ্ঞাসা করেন যে সেগুলোর ব্যবহার কী হবে । তিনি শুধু "না" বলেন না। পরিবর্তে, তিনি রোজামন্ডকে তার পছন্দের জার এবং তার প্রয়োজনীয় জুতার মধ্যে একটি বেছে নেওয়ার সুযোগ দেন । তিনি চান রোজামন্ড নিজের জন্য চিন্তা করুক এবং নিজের ভুল থেকে শিখুক । তার ভূমিকা হলো রোজামন্ডকে আরও বিচক্ষণ একজন মানুষ হিসেবে গড়ে তুলতে সাহায্য করা।) (d) What motivated Shylock to create the bond with Antonio in The Merchant of Venice, and what does this reveal about his character?   Shylock was motivated by two things: money and revenge. As a moneylender, he wanted a legal agreement, or bond, to make sure he would get his money back. But he also hated Antonio. He saw the bond as a chance to take revenge on Antonio if the loan was not repaid. The cruel condition of taking a pound of flesh shows that his desire for revenge was very strong. This reveals that Shylock is a character who is very strict about the law, unwilling to forgive, and driven by a powerful hatred. (শাইলক দুটি জিনিস দ্বারা অনুপ্রাণিত হয়েছিলেন: টাকা এবং প্রতিশোধ। একজন মহাজন হিসেবে, তিনি তার টাকা ফেরত পাওয়ার নিশ্চয়তার জন্য একটি আইনি চুক্তি বা বন্ড চেয়েছিলেন । কিন্তু তিনি অ্যান্টোনিওকে ঘৃণাও করতেন । তিনি এই বন্ডটিকে একটি সুযোগ হিসেবে দেখেছিলেন অ্যান্টোনিওর উপর প্রতিশোধ নেওয়ার, যদি ঋণ ফেরত না দেওয়া হয় । এক পাউন্ড মাংস কেটে নেওয়ার নিষ্ঠুর শর্তটি দেখায় যে তার প্রতিশোধের ইচ্ছা খুব শক্তিশালী ছিল । এটি প্রকাশ করে যে শাইলক এমন একটি চরিত্র যিনি আইন সম্পর্কে খুব কঠোর, ক্ষমা করতে অনিচ্ছুক এবং তীব্র ঘৃণা দ্বারা চালিত।) (e) Why does Bassanio seek Antonio’s help at the beginning of The Merchant of Venice, and how does this reflect their friendship?   Bassanio asks Antonio for help because he has no money but wants to visit a wealthy lady named Portia in a grand style. He likes to live a fancy life and has spent more money than he earned. He needs three thousand ducats to impress Portia. This situation shows that their friendship is very deep and trusting. Bassanio knows he can always go to Antonio for help. Antonio is willing to do anything for his friend, even risk his own life to borrow the money for him. (বেসানিও অ্যান্টোনিওর কাছে সাহায্য চান কারণ তার কাছে কোনো টাকা নেই, কিন্তু তিনি পোর্টিয়া নামের একজন ধনী মহিলাকে জাঁকজমকপূর্ণভাবে দেখতে যেতে চান । তিনি একটি বিলাসবহুল জীবনযাপন করতে পছন্দ করেন এবং তার আয়ের চেয়ে বেশি খরচ করেছেন । পোর্টিয়াকে প্রভাবিত করার জন্য তার তিন হাজার ডুকাটের প্রয়োজন । এই পরিস্থিতি দেখায় যে তাদের বন্ধুত্ব খুব গভীর এবং বিশ্বাসযোগ্য। বেসানিও জানেন যে তিনি সাহায্যের জন্য সবসময় অ্যান্টোনিওর কাছে যেতে পারেন । অ্যান্টোনিও তার বন্ধুর জন্য যেকোনো কিছু করতে ইচ্ছুক, এমনকি তার জন্য টাকা ধার করতে নিজের জীবনকে ঝুঁকির মধ্যে ফেলতে প্রস্তুত ।) Set 5 (a) How does Sonabhan cope with the silence and emptiness after Moti’s death in Mr. Moti? After Moti dies, Sonabhan is filled with great sadness. She copes with this by shutting herself away from the world. The story shows her walking slowly through her empty yard, onto her empty veranda, and into her empty home. She sits on the edge of an empty bed. The next day, she does not open her doors or let her other birds out. By staying inside and not doing her usual jobs, she is showing her deep grief. The silence and emptiness of her house now match the empty and sad feelings inside her heart. (মতির মৃত্যুর পর, সোনাবান খুব দুঃখে ভরে ওঠেন। তিনি নিজেকে দুনিয়া থেকে দূরে সরিয়ে রেখে এই দুঃখ মোকাবেলা করেন। গল্পে দেখা যায়, তিনি তার খালি উঠোন, খালি বারান্দা এবং খালি বাড়িতে ধীরে ধীরে হেঁটে যাচ্ছেন । তিনি একটি খালি বিছানার কোণায় বসেন । পরের দিন, তিনি তার দরজা খোলেন না বা তার অন্য পাখিদের বের হতে দেন না । ভেতরে থেকে এবং তার স্বাভাবিক কাজ না করে, তিনি তার গভীর শোক প্রকাশ করছেন। তার বাড়ির নীরবতা এবং শূন্যতা এখন তার হৃদয়ের ভেতরের খালি এবং দুঃখজনক অনুভূতির সাথে মিলে গেছে।) (b) What is the significance of Moti in the story Mr. Moti, and how does his presence affect Sonabhan and Ameen?   Moti is very important in the story. He is not just a rooster; he is a symbol of love and companionship for Sonabhan. She treats him like her own son. For Sonabhan, who is a widow with her son leaving for war, Moti fills a void and gives her someone to care for. His presence brings life to her daily routine. For Ameen, Moti is a pet he has raised. Moti's sudden death brings deep sorrow to Sonabhan, making her world feel completely empty and showing how much she depended on him for emotional comfort. (মতি গল্পে খুব গুরুত্বপূর্ণ। সে শুধু একটি মোরগ নয়; সে সোনাবানের জন্য ভালোবাসা এবং সঙ্গের প্রতীক । সোনাবান তাকে নিজের ছেলের মতো ভালোবাসেন । সোনাবানের জন্য, যার স্বামী মারা গেছেন এবং ছেলে যুদ্ধে যাচ্ছে, মতি তার একাকীত্ব পূরণ করে এবং তাকে যত্ন নেওয়ার জন্য একজন সঙ্গী দেয় । তার উপস্থিতি সোনাবানের দৈনন্দিন জীবনে প্রাণ নিয়ে আসে। আমিনের জন্য, মতি একটি পোষা প্রাণী যাকে সে বড় করেছে । মতির আকস্মিক মৃত্যু সোনাবানের জন্য গভীর দুঃখ নিয়ে আসে, তার পৃথিবীকে সম্পূর্ণ শূন্য করে তোলে এবং দেখায় যে তিনি মানসিক স্বস্তির জন্য মতির উপর কতটা নির্ভরশীল ছিলেন ।) (c) How does the story The Purple Jar end, and what lesson does Rosamond learn?   The story ends with Rosamond feeling very disappointed with her choice. When she gets the purple jar home, she finds out it is not purple glass at all. It was just a plain glass jar filled with a dark, bad-smelling liquid. She cannot use it for flowers as she had hoped. At the same time, her shoes have fallen apart, and she cannot go out to walk or play. The lesson Rosamond learns is that it is wiser to choose things that you truly need over things that you just want because they look pretty. She learns that making a quick choice based on appearance can lead to regret. (গল্পের শেষে রোজামন্ড তার পছন্দের জন্য খুব হতাশ বোধ করে। সে যখন বেগুনি জারটি বাড়িতে নিয়ে আসে, তখন সে দেখতে পায় যে এটি মোটেও বেগুনি কাঁচের নয়। এটি ছিল একটি সাধারণ কাঁচের জার যা একটি কালো, দুর্গন্ধযুক্ত তরল দিয়ে ভরা ছিল। সে আশানুরূপ ফুল রাখার জন্য এটি ব্যবহার করতে পারে না। একই সময়ে, তার জুতো ছিঁড়ে গেছে এবং সে বাইরে হাঁটতে বা খেলতে যেতে পারছে না। রোজামন্ড যে শিক্ষাটি পায় তা হলো, শুধুমাত্র সুন্দর দেখতে জিনিসের চেয়ে সত্যিকারের প্রয়োজনীয় জিনিস বেছে নেওয়া বুদ্ধিমানের কাজ । সে শেখে যে বাহ্যিক রূপের উপর ভিত্তি করে দ্রুত সিদ্ধান্ত নিলে অনুশোচনা হতে পারে।) (d) How does Portia demonstrate her wisdom and intelligence in the courtroom in The Merchant of Venice? Portia shows how smart and wise she is in the courtroom. She disguises herself as a male lawyer named Balthazar to save Antonio. First, she makes a beautiful speech about mercy, trying to convince Shylock to be kind. When that does not work, she uses her intelligence to find a flaw in the bond. She agrees that Shylock can take the flesh, but points out that the bond does not allow him to shed a single drop of blood. This clever trick makes it impossible for Shylock to proceed, and it saves Antonio's life. (পোর্শিয়া আদালতে দেখিয়ে দেন যে তিনি কতটা স্মার্ট এবং জ্ঞানী । তিনি অ্যান্টোনিওকে বাঁচানোর জন্য বালথাজার নামে একজন পুরুষ আইনজীবী হিসেবে ছদ্মবেশ ধারণ করেন । প্রথমে, তিনি দয়ার বিষয়ে একটি সুন্দর বক্তৃতা দেন, শাইলককে দয়ালু হতে বোঝানোর চেষ্টা করেন । যখন তা কাজ করে না, তখন তিনি তার বুদ্ধি ব্যবহার করে চুক্তির মধ্যে একটি ত্রুটি খুঁজে বের করেন । তিনি রাজি হন যে শাইলক মাংস নিতে পারে, কিন্তু উল্লেখ করেন যে চুক্তিটি তাকে এক ফোঁটা রক্তও ফেলতে দেয় না । এই চতুর কৌশলটি শাইলকের পক্ষে এগিয়ে যাওয়া অসম্ভব করে তোলে এবং এটি অ্যান্টোনিওর জীবন বাঁচায় ।) (e) Why did Mrs. Mallard go to her room alone in The Story of an Hour, and what did she experience there? Mrs. Mallard went to her room alone because she needed space after hearing the sad news of her husband's death. She felt a "storm of grief" and wanted no one to follow her. In her room, sitting in a chair by an open window, she experienced a surprising change of feelings. At first, she felt tired and empty. But then, as she looked outside at the signs of spring, a new feeling started to grow inside her. She began to feel a sense of joy and freedom, realizing she could now live her life just for herself. (স্বামীর মৃত্যুর দুঃখজনক খবর শোনার পর মিসেস ম্যালার্ডের একাকীত্বের প্রয়োজন হওয়ায় তিনি তার ঘরে একা গিয়েছিলেন । তিনি একটি "শোকের ঝড়" অনুভব করেছিলেন এবং চেয়েছিলেন কেউ যেন তাকে অনুসরণ না করে । তার ঘরে, একটি খোলা জানালার পাশে একটি চেয়ারে বসে, তিনি অনুভূতির এক আশ্চর্যজনক পরিবর্তন অনুভব করেন । প্রথমে, তিনি ক্লান্ত এবং শূন্য বোধ করেন । কিন্তু তারপর, যখন তিনি বসন্তের লক্ষণগুলোর দিকে বাইরে তাকালেন, তখন তার ভেতরে একটি নতুন অনুভূতি জন্মাতে শুরু করে । তিনি আনন্দ এবং স্বাধীনতার অনুভূতি পেতে শুরু করেন, বুঝতে পারেন যে তিনি এখন শুধু নিজের জন্য তার জীবনযাপন করতে পারবেন ।) Set 6 (a) Why is Sonabhan’s house described as empty at the end of Mr. Moti, and what does this symbolize? At the end of the story, Sonabhan's house is described as empty because she feels completely alone after Moti dies. The story says she walks through an "empty yard," onto an "empty veranda," and into an "empty home". This word is repeated to show how sad and lonely she feels inside her heart. The empty house is a picture, or symbol, of her empty feelings. Moti was her dear companion who brought her joy. Now that he is gone, and her son Ameen is also away, her home and her life feel empty of all happiness. (গল্পের শেষে সোনাবানের বাড়িকে খালি বলা হয়েছে কারণ মতির মৃত্যুর পর তিনি নিজেকে সম্পূর্ণ একা অনুভব করেন । গল্পে বলা হয়েছে যে তিনি একটি "খালি উঠোন" পেরিয়ে একটি "খালি বারান্দা" দিয়ে "খালি বাড়িতে" প্রবেশ করেন । এই শব্দটি বারবার ব্যবহার করা হয়েছে এটা দেখানোর জন্য যে তিনি তার হৃদয়ের গভীরে কতটা দুঃখী এবং একাকী বোধ করছেন । খালি বাড়িটি তার খালি অনুভূতির একটি ছবি বা প্রতীক। মতি ছিল তার প্রিয় সঙ্গী যে তার জন্য আনন্দ নিয়ে আসত । এখন সে চলে গেছে, এবং তার ছেলে আমিনও দূরে, তাই তার বাড়ি এবং জীবন আনন্দে খালি মনে হচ্ছে।) (b) Why does Sonabhan see Ameen as similar to his late father in Mr. Moti, and how does this affect her emotions?   Sonabhan sees Ameen as being like his dead father because he has grown up to have the same height, long neck, and straight shoulders. She also sees that Ameen has the same personality. Like his father, Ameen loves excitement and fighting, such as cockfighting and boat racing. He is also very stubborn; once he decides something, he cannot be stopped. This makes her feel both proud and scared. She is proud to see her son become a man like his father, but she is also worried because she knows this stubbornness is taking him away to a dangerous war. (সোনাবান আমিনকে তার মৃত বাবার মতো দেখেন কারণ সে বড় হয়ে তার বাবার সমান লম্বা, একইরকম লম্বা গলা এবং সোজা কাঁধের অধিকারী হয়েছে । তিনি আরও দেখেন যে আমিনের ব্যক্তিত্বও তার বাবার মতো। তার বাবার মতোই, আমিন উত্তেজনা এবং লড়াই ভালোবাসে, যেমন মোরগ লড়াই এবং নৌকা বাইচ । সে খুব জেদিও; একবার কিছু ঠিক করলে তাকে থামানো যায় না । এটি তাকে গর্বিত এবং ভীত উভয়ই করে তোলে। সে তার ছেলেকে তার বাবার মতো একজন পুরুষ হতে দেখে গর্বিত, কিন্তু সে চিন্তিতও কারণ সে জানে এই জেদ তাকে একটি বিপজ্জনক যুদ্ধের দিকে নিয়ে যাচ্ছে।) (c) What does Rosamond initially think the purple jar will do for her in The Purple Jar, and how does this change?   At first, Rosamond thinks the beautiful purple jar can be used as a flower pot. She wants it very badly simply because she likes how it looks. However, this changes after she buys it. She discovers that the jar is not actually purple glass. It is a clear jar filled with a bad-smelling, dark liquid. She cannot put flowers in it. She learns that the jar is not useful at all, and her idea about what it could do for her was completely wrong. (প্রথমে, রোজামন্ড মনে করে যে সুন্দর বেগুনি জারটি সে ফুলের টব হিসেবে ব্যবহার করতে পারবে । সে এটি খুব করে চায় কারণ এর দেখতে খুব সুন্দর । তবে, কেনার পর তার ধারণা বদলে যায়। সে আবিষ্কার করে যে জারটি আসলে বেগুনি কাঁচের নয়। এটি একটি স্বচ্ছ কাঁচের জার যা একটি দুর্গন্ধযুক্ত কালো তরল দিয়ে ভরা । সে এতে ফুল রাখতে পারে না। সে শেখে যে জারটি মোটেও দরকারি নয়, এবং এটি তার জন্য কী করতে পারে সে সম্পর্কে তার ধারণা সম্পূর্ণ ভুল ছিল।) (d) What kind of merchant is Antonio in The Merchant of Venice, and how is he perceived by others? Antonio is a very rich, kind, and generous merchant in Venice. He owns many ships that trade goods with other countries. Other people in Venice love him very much. They see him as an honest and good man because he always helps the poor and is very kind to his friends. His best friend Bassanio, for example, knows he can always count on Antonio for help. (অ্যান্টোনিও ভেনিসের একজন খুব ধনী, দয়ালু এবং উদার ব্যবসায়ী । তার অনেক জাহাজ আছে যা অন্য দেশের সাথে পণ্য বাণিজ্য করে । ভেনিসের অন্য লোকেরা তাকে খুব ভালোবাসে । তারা তাকে একজন সৎ এবং ভালো মানুষ হিসেবে দেখে কারণ তিনি সবসময় গরীবদের সাহায্য করেন এবং তার বন্ধুদের প্রতি খুব দয়ালু । তার সেরা বন্ধু বেসানিও, উদাহরণস্বরূপ, জানে যে সে সাহায্যের জন্য সবসময় অ্যান্টোনিওর উপর নির্ভর করতে পারে ।) (e) Who was with Mrs. Mallard when the news of her husband’s death was delivered in The Story of an Hour? When Mrs. Mallard was told that her husband had died, she was not alone. Her sister, Josephine, was with her. Josephine was the one who gently told her the sad news. Her husband's friend, Richards, was also there in the house, standing near her. They were both there to be careful and to support her because they knew she had a heart problem. (যখন মিসেস ম্যালার্ডকে বলা হয়েছিল যে তার স্বামী মারা গেছেন, তখন তিনি একা ছিলেন না। তার বোন, জোসেফিন, তার সাথে ছিলেন । জোসেফিনই তাকে আলতো করে দুঃখের খবরটি দিয়েছিলেন । তার স্বামীর বন্ধু, রিচার্ডস,ও সেখানে বাড়িতে তার কাছে দাঁড়িয়ে ছিলেন । তারা উভয়েই সেখানে ছিলেন সতর্ক থাকতে এবং তাকে সমর্থন করার জন্য কারণ তারা জানত যে তার হার্টের সমস্যা আছে ।) Set 7 (a) Why does Ameen whistle before leaving for the market in Mr. Moti, and what does this suggest about his state of mind?   Ameen whistles while combing his hair before he leaves for the market. This small action suggests that he is trying to act normal and perhaps a little cheerful. He knows his mother is very sad about his decision to go to war, and he was quiet at breakfast to avoid upsetting her. The whistling might be his way of showing that he is a grown-up who is ready for his journey. It shows he is trying to be brave and maybe a little carefree, even though he is about to do something very serious. (আমিন বাজারে যাওয়ার আগে চুল আঁচড়ানোর সময় শিস দেয় । এই ছোট কাজটি ইঙ্গিত দেয় যে সে স্বাভাবিক এবং কিছুটা উৎফুল্ল আচরণ করার চেষ্টা করছে। সে জানে তার মা তার যুদ্ধে যাওয়ার সিদ্ধান্তে খুব দুঃখিত, এবং সে সকালে নাস্তার সময় চুপ ছিল যাতে তার মা আরও কষ্ট না পান । এই শিস দেওয়াটা হয়তো তার দেখানোর একটি উপায় যে সে একজন প্রাপ্তবয়স্ক যে তার যাত্রার জন্য প্রস্তুত। এটি দেখায় যে সে সাহসী এবং কিছুটা চিন্তাহীন হওয়ার চেষ্টা করছে, যদিও সে খুব গুরুতর একটি কাজ করতে চলেছে।) (b) What emotions does Sonabhan feel when looking at her sleeping son in Mr. Moti, and how does this reflect her worries?   When Sonabhan looks at her sleeping son, Ameen, she feels a mix of deep love and sadness. She sees how he looks like his father when he snores and how he has her nose. She wants to lie down and cuddle him like when he was a baby. These feelings of love reflect her worries. She is worried because this boy, who still seems like her baby, is about to go to a dangerous war. She has already lost her husband, and she is very afraid of losing her son too. (যখন সোনাবান তার ঘুমন্ত ছেলে আমিনকে দেখেন, তখন তিনি গভীর ভালোবাসা এবং দুঃখের এক মিশ্রণ অনুভব করেন । তিনি দেখেন যে আমিন যখন নাক ডাকে তখন তাকে তার বাবার মতো দেখায় এবং তার নাকটি সোনাবানের মতো । তিনি তার পাশে শুয়ে তাকে জড়িয়ে ধরতে চান, যেমনটা তিনি করতেন যখন আমিন শিশু ছিল । এই ভালোবাসার অনুভূতিগুলো তার উদ্বেগকে প্রতিফলিত করে। তিনি চিন্তিত কারণ এই ছেলেটি, যাকে এখনও তার শিশুর মতোই মনে হয়, সে একটি বিপজ্জনক যুদ্ধে যেতে চলেছে। তিনি ইতিমধ্যে তার স্বামীকে হারিয়েছেন, এবং তিনি তার ছেলেকে হারানোর ভয়েও খুব ভীত।) (c) What did the author learn from experiencing the storm in The Great Derangement, and how did it affect their views?   By living through the storm, the author learned how powerful and unpredictable nature can be. He saw things he could not believe, like buses turned over and scooters in treetops. He also learned how lucky he was to be alive. The place he first wanted to hide was destroyed, and people there were hurt. This experience likely affected his views by making him see that humans are not always in control. It showed him that nature can unleash amazing and destructive power without any warning. (ঝড়ের মধ্য দিয়ে বেঁচে থেকে, লেখক শিখেছেন যে প্রকৃতি কতটা শক্তিশালী এবং অপ্রত্যাশিত হতে পারে । তিনি এমন সব জিনিস দেখেছেন যা তিনি বিশ্বাস করতে পারছিলেন না, যেমন উল্টে যাওয়া বাস এবং গাছের উপরে স্কুটার । তিনি আরও শিখেছেন যে তিনি বেঁচে থাকার জন্য কতটা ভাগ্যবান ছিলেন। তিনি প্রথমে যেখানে আশ্রয় নিতে চেয়েছিলেন সেই জায়গাটি ধ্বংস হয়ে গিয়েছিল এবং সেখানকার লোকেরা আহত হয়েছিল । এই অভিজ্ঞতা সম্ভবত তার দৃষ্টিভঙ্গিকে প্রভাবিত করেছে, তাকে এটা বুঝিয়েছে যে মানুষ সবসময় নিয়ন্ত্রণে থাকে না। এটি তাকে দেখিয়েছে যে প্রকৃতি কোনো সতর্কতা ছাড়াই আশ্চর্যজনক এবং ধ্বংসাত্মক শক্তি প্রকাশ করতে পারে।) (d) What does Rosamond’s mother warn her about before buying the jar in The Purple Jar, and why is it important?   Before Rosamond buys the jar, her mother reminds her that the jar is not a real flower pot and that she already has one. When Rosamond has to choose between the jar and new shoes, her mother does not tell her what to do. She just says, "I want you to think for yourself, dear". This is an important warning. Her mother is trying to teach her to think about what she really needs versus what she just wants. It is important because it is a lesson about making wise choices in life. (রোজামন্ড জারটি কেনার আগে, তার মা তাকে মনে করিয়ে দেন যে জারটি আসল ফুলের টব নয় এবং তার কাছে ইতিমধ্যে একটি আছে । যখন রোজামন্ডকে জার এবং নতুন জুতার মধ্যে একটি বেছে নিতে হয়, তখন তার মা তাকে কী করতে হবে তা বলেন না। তিনি শুধু বলেন, "আমি চাই তুমি নিজের জন্য চিন্তা করো, প্রিয়" । এটি একটি গুরুত্বপূর্ণ সতর্কবার্তা। তার মা তাকে শেখানোর চেষ্টা করছেন যে তার সত্যিকারের কী প্রয়োজন এবং সে কেবল কী চায় তার মধ্যে পার্থক্য করতে। এটি গুরুত্বপূর্ণ কারণ এটি জীবনে বিজ্ঞ সিদ্ধান্ত নেওয়ার একটি শিক্ষা।) (e) How does Shylock react when offered twice the loan amount in The Merchant of Venice, and what does this show about him?   When Bassanio offers Shylock twice the amount of money Antonio borrowed, Shylock refuses to take it. He says he does not want the money. He wants what the bond promises him, which is a pound of Antonio's flesh. This reaction shows that Shylock is not just interested in money. He is driven by a very strong desire for revenge against Antonio. His hatred is more important to him than getting a lot of money. (যখন বেসানিও শাইলককে অ্যান্টোনিওর ধার করা অর্থের দ্বিগুণ পরিমাণ প্রস্তাব দেয়, তখন শাইলক তা নিতে অস্বীকার করে । সে বলে যে সে টাকা চায় না। সে চায় চুক্তিপত্রে যা লেখা আছে, অর্থাৎ অ্যান্টোনিওর শরীর থেকে এক পাউন্ড মাংস । এই প্রতিক্রিয়া দেখায় যে শাইলক শুধু টাকাতেই আগ্রহী নয়। সে অ্যান্টোনিওর বিরুদ্ধে প্রতিশোধের এক তীব্র আকাঙ্ক্ষা দ্বারা চালিত । তার ঘৃণা তার কাছে অনেক টাকা পাওয়ার চেয়েও বেশি গুরুত্বপূর্ণ।) Set 8 (a) How does Ameen’s memory of Moti affect him in Mr. Moti, and what does it reveal about his feelings? The story shows Ameen's connection to Moti before his death. In the morning, Ameen picks up Moti and sits with him on the veranda while having breakfast. He quietly watches Moti eat rice. This shows that Ameen has a gentle and caring side. He has a quiet bond with his pet. Although the story focuses more on his mother's grief, Ameen's actions show that Moti was an important part of his quiet life at home. His gentle behavior toward Moti reveals that underneath his stubborn and adventurous personality, he has deep feelings of affection. (গল্পটি মতির মৃত্যুর আগে আমিনের সাথে তার সংযোগ দেখায়। সকালে, আমিন মতিকে তুলে নেয় এবং নাস্তা করার সময় তার সাথে বারান্দায় বসে । সে চুপচাপ মতিকে ভাত খেতে দেখে । এটি দেখায় যে আমিনের একটি কোমল এবং যত্নশীল দিক আছে। তার পোষা প্রাণীর সাথে তার একটি নীরব বন্ধন রয়েছে। যদিও গল্পটি তার মায়ের দুঃখের উপর বেশি আলোকপাত করে, আমিনের কাজগুলো দেখায় যে মতি তার বাড়ির শান্ত জীবনের একটি গুরুত্বপূর্ণ অংশ ছিল। মতির প্রতি তার কোমল আচরণ প্রকাশ করে যে তার জেদি এবং দুঃসাহসিক ব্যক্তিত্বের নীচে, তার গভীর স্নেহের অনুভূতি রয়েছে।) (b) Why does Sonabhan hesitate before letting Ameen go to the bazaar in Mr. Moti?   The story does not say that Sonabhan hesitates to let Ameen go to the bazaar. In fact, she is the one who prepares the things for him to sell there. However, she is very hesitant and scared about his bigger plan to go to war. When he says he will go to war, she shrieks and asks if he will leave her all alone. Her real hesitation is about him leaving for a dangerous journey from which he might not return, not about his simple trip to the market. (গল্পে বলা হয়নি যে সোনাবান আমিনকে বাজারে যেতে দিতে দ্বিধা বোধ করেন। প্রকৃতপক্ষে, তিনিই আমিনের জন্য বাজারে বিক্রি করার জিনিসপত্র প্রস্তুত করে দেন । তবে, তার যুদ্ধে যাওয়ার বড় পরিকল্পনা নিয়ে তিনি খুবই দ্বিধান্বিত এবং ভীত । যখন আমিন বলে যে সে যুদ্ধে যাবে, তখন সোনাবান চিৎকার করে ওঠেন এবং জিজ্ঞাসা করেন যে সে তাকে একা ফেলে যাবে কিনা । তার আসল দ্বিধা হলো আমিনের একটি বিপজ্জনক যাত্রায় চলে যাওয়া নিয়ে, যেখান থেকে সে হয়তো আর ফিরবে না, তার সাধারণ বাজার যাত্রার বিষয়ে নয়।) (c) How does Rosamond’s decision to buy the purple jar instead of shoes in The Purple Jar affect her later?   Rosamond’s decision to buy the jar has bad effects on her later. Because she chose the pretty jar, she does not have new shoes. Her old shoes have a hole in them and are very worn out. This means she cannot go for a walk with her father or play in the garden as planned. The stone in her shoe also hurts her foot. She learns that choosing something you want over something you need can lead to unhappiness and prevent you from doing things you enjoy. (রোজামন্ডের জার কেনার সিদ্ধান্তটি পরে তার উপর খারাপ প্রভাব ফেলে। কারণ সে সুন্দর জারটি বেছে নিয়েছিল, তাই তার নতুন জুতো ছিল না । তার পুরানো জুতোয় একটি ছিদ্র ছিল এবং সেগুলি খুব জীর্ণ হয়ে গিয়েছিল । এর মানে হলো সে তার বাবার সাথে হাঁটতে বা বাগানে খেলতে যেতে পারে না, যা তার পরিকল্পনা ছিল। তার জুতার ভেতরের পাথরটিও তার পায়ে ব্যথা দেয় । সে শেখে যে প্রয়োজনীয় জিনিসের চেয়ে পছন্দের জিনিস বেছে নিলে তা দুঃখের কারণ হতে পারে এবং তাকে আনন্দদায়ক কাজ করা থেকে বিরত রাখতে পারে।) (d) How does the sudden death at the end of The Story of an Hour change the meaning of the story? The sudden death of Mrs. Mallard at the end completely changes the story's meaning. For a short time, the story seems to be about a woman finding freedom and a new life. But when her husband returns alive, she dies of a heart attack. The doctors say she died from "joy that kills," which is a great irony. Her death shows how fragile her newfound freedom was. It suggests that for a woman like her at that time, the shock of losing her dream of independence was so great that it was fatal. The happy story of freedom becomes a very sad story about a lost dream. (শেষে মিসেস ম্যালার্ডের আকস্মিক মৃত্যু গল্পের অর্থ পুরোপুরি পরিবর্তন করে দেয়। কিছুক্ষণের জন্য, গল্পটি মনে হয় একজন মহিলার স্বাধীনতা এবং নতুন জীবন খুঁজে পাওয়ার বিষয়ে। কিন্তু যখন তার স্বামী জীবিত ফিরে আসেন, তখন তিনি হার্ট অ্যাটাকে মারা যান । ডাক্তাররা বলেন যে তিনি "আনন্দ যা হত্যা করে" তার কারণে মারা গেছেন, যা একটি বড় বিদ্রূপ । তার মৃত্যু দেখায় যে তার নতুন পাওয়া স্বাধীনতা কতটা ভঙ্গুর ছিল। এটি ইঙ্গিত দেয় যে সেই সময়ে তার মতো একজন মহিলার জন্য, স্বাধীনতার স্বপ্ন হারানোর ধাক্কা এতটাই বড় ছিল যে তা মারাত্মক ছিল। স্বাধীনতার সুখের গল্পটি একটি হারানো স্বপ্নের খুব দুঃখের গল্পে পরিণত হয়।) (e) What did the author observe about nature after the storm in The Great Derangement? After the storm passed, the author saw a scene of total destruction that showed nature's power. He observed buses that were turned upside down and scooters that were sitting on top of trees. He saw that walls had been ripped out of buildings, showing the rooms inside. Even the ceiling fans inside were twisted into strange shapes. Everything he saw—the jumbled debris, the broken glass, and the damaged buildings—was an observation of how powerful and destructive the storm had been. (ঝড় কেটে যাওয়ার পর, লেখক প্রকৃতির শক্তি দেখানো সম্পূর্ণ ধ্বংসের এক দৃশ্য দেখতে পান । তিনি উল্টে যাওয়া বাস এবং গাছের উপরে বসে থাকা স্কুটার দেখতে পান । তিনি দেখেন যে দালানের দেয়ালগুলো ছিঁড়ে গেছে, যার ফলে ভেতরের ঘরগুলো দেখা যাচ্ছে । এমনকি ভেতরের সিলিং ফ্যানগুলোও অদ্ভুত আকারে মুচড়ে গিয়েছিল । তিনি যা কিছু দেখেছিলেন—জumbled ধ্বংসাবশেষ, ভাঙা কাঁচ, এবং ক্ষতিগ্রস্ত দালান—সবই ছিল ঝড়ের কতটা শক্তিশালী এবং ধ্বংসাত্মক ছিল তার পর্যবেক্ষণ।) Set 9 (a) How does Antonio show selflessness in The Merchant of Venice?   Antonio shows he is selfless by being a very loyal and generous friend to Bassanio. He is willing to do anything to help his friend. Even though he has no cash himself, he agrees to borrow money for Bassanio. He shows the greatest selflessness when he agrees to Shylock's dangerous bond. He risks his own life, agreeing to give a pound of his flesh if he cannot repay the money, just so his friend can have what he needs. (অ্যান্টোনিও বেসানিওর প্রতি একজন খুব অনুগত এবং উদার বন্ধু হয়ে তার নিঃস্বার্থতা দেখান । তিনি তার বন্ধুকে সাহায্য করার জন্য যেকোনো কিছু করতে ইচ্ছুক। যদিও তার নিজের কাছে নগদ টাকা নেই, তবুও তিনি বেসানিওর জন্য টাকা ধার করতে রাজি হন । তিনি সবচেয়ে বড় নিঃস্বার্থতা দেখান যখন তিনি শাইলকের বিপজ্জনক চুক্তিতে রাজি হন। তিনি নিজের জীবনকে ঝুঁকির মধ্যে ফেলেন, যদি তিনি টাকা ফেরত দিতে না পারেন তবে তার শরীর থেকে এক পাউন্ড মাংস দিতে রাজি হন, শুধু যাতে তার বন্ধুর প্রয়োজন মেটে ।) (b) Why does Bassanio reject the gold and silver caskets in The Merchant of Venice?  Bassanio rejects the gold and silver caskets because he believes that outside appearances can be tricky and misleading. He thinks that pretty things on the outside can hide something ugly on the inside. The gold casket has a message that says, "All that glitters is not gold," which he understands is a warning not to be fooled by shiny things. He thinks the silver casket, which promises to give a man what he deserves, might be a trap for someone who is too proud. So, he chooses the plain lead casket instead, believing true value is not always on the surface. (বেসানিও সোনা এবং রুপার কাস্কেট প্রত্যাখ্যান করেন কারণ তিনি বিশ্বাস করেন যে বাহ্যিক রূপ প্রতারণামূলক এবং বিভ্রান্তিকর হতে পারে । তিনি মনে করেন যে বাইরের সুন্দর জিনিস ভেতরে কুৎসিত কিছু লুকাতে পারে । সোনার কাস্কেটে একটি বার্তা রয়েছে যা বলে, "যা কিছু চকচক করে তা সোনা নয়," যা তিনি বোঝেন যে এটি চকচকে জিনিস দ্বারা প্রতারিত না হওয়ার একটি সতর্কবার্তা । তিনি মনে করেন রুপার কাস্কেট, যা একজন মানুষকে তার প্রাপ্য দেওয়ার প্রতিশ্রুতি দেয়, তা হয়তো খুব গর্বিত কারো জন্য একটি ফাঁদ হতে পারে । তাই, তিনি পরিবর্তে সাধারণ সীসার কাস্কেটটি বেছে নেন, বিশ্বাস করেন যে আসল মূল্য সবসময় বাইরে দেখা যায় না।) (c) Why does Mrs. Mallard’s heart problem play an important role in The Story of an Hour? Mrs. Mallard's heart problem is very important for two reasons. First, it explains why her family is so careful when they tell her the news of her husband's death. They are afraid the shock will kill her. Second, her weak heart is also a symbol. It represents her trapped feelings and her lack of freedom in her marriage. At the end of the story, her heart fails and she dies, but the reason is ironic. She does not die from the sad news, but from the shock of seeing her husband alive and losing her dream of freedom. (মিসেস ম্যালার্ডের হার্টের সমস্যা দুটি কারণে খুব গুরুত্বপূর্ণ। প্রথমত, এটি ব্যাখ্যা করে কেন তার পরিবার তার স্বামীর মৃত্যুর খবর দেওয়ার সময় এত সতর্ক থাকে । তারা ভয় পায় যে এই আঘাতে তিনি মারা যেতে পারেন। দ্বিতীয়ত, তার দুর্বল হৃদয় একটি প্রতীকও। এটি তার বিবাহে তার বন্দী অনুভূতি এবং স্বাধীনতার অভাবকে প্রতিনিধিত্ব করে। গল্পের শেষে, তার হার্ট ফেল করে এবং তিনি মারা যান, কিন্তু কারণটি বিদ্রূপাত্মক। তিনি দুঃখের খবরে মারা যান না, বরং তার স্বামীকে জীবিত দেখে এবং তার স্বাধীনতার স্বপ্ন হারিয়ে ফেলার আঘাতে মারা যান ।) (d) How does the atmosphere of the house change when Mrs. Mallard is alone in The Story of an Hour? When Mrs. Mallard first hears the news, the house is filled with a sad atmosphere. She cries with "wild abandonment" in her sister's arms. But when she goes to her room alone, the atmosphere changes completely. Inside her room, with the door closed, it becomes a private and quiet space. Through her open window, she sees signs of new life, like spring trees and blue sky. The atmosphere in her room changes from one of sadness to one of quiet hope and then to a secret, joyful feeling of freedom. (যখন মিসেস ম্যালার্ড প্রথম খবরটি শোনেন, তখন বাড়িটি একটি দুঃখজনক পরিবেশে পূর্ণ থাকে। তিনি তার বোনের কোলে "বন্যভাবে" কাঁদেন । কিন্তু যখন তিনি একা তার ঘরে যান, তখন পরিবেশটি পুরোপুরি বদলে যায়। তার ঘরের ভেতরে, দরজা বন্ধ অবস্থায়, এটি একটি ব্যক্তিগত এবং শান্ত জায়গা হয়ে ওঠে। তার খোলা জানালা দিয়ে, তিনি নতুন জীবনের লক্ষণ দেখতে পান, যেমন বসন্তের গাছ এবং নীল আকাশ । তার ঘরের পরিবেশ দুঃখ থেকে শান্ত আশায় এবং তারপর স্বাধীনতার এক গোপন, আনন্দময় অনুভূতিতে পরিবর্তিত হয় ।) (e) How did the storm described in The Great Derangement compare to any previous experiences of the author?   The author says that the scene of destruction after the storm was something he had "never before beheld". This means he had never seen anything so terrible in his life before. The normal weather for that time of year in Delhi was usually nice and calm. The sudden, violent storm with a cyclone was completely unexpected and much worse than anything he had ever experienced. The sight of huge objects like buses and tea stalls flying through the air was an extraordinary and shocking experience for him. (লেখক বলেছেন যে ঝড়ের পরে ধ্বংসের দৃশ্যটি এমন কিছু ছিল যা তিনি "আগে কখনও দেখেননি" । এর মানে হলো তিনি তার জীবনে এর আগে এত ভয়ংকর কিছু দেখেননি। দিল্লির সেই সময়ের স্বাভাবিক আবহাওয়া সাধারণত সুন্দর এবং শান্ত থাকত । ঘূর্ণিঝড় সহ হঠাৎ, ভয়ংকর ঝড়টি সম্পূর্ণ অপ্রত্যাশিত এবং তার আগের যেকোনো অভিজ্ঞতার চেয়ে অনেক বেশি খারাপ ছিল। বাস এবং চায়ের দোকানের মতো বিশাল বস্তু বাতাসে উড়ে যাওয়ার দৃশ্যটি তার জন্য একটি অসাধারণ এবং মর্মান্তিক অভিজ্ঞতা ছিল ।) Set 10 (a) How does Rosamond’s mistake in The Purple Jar teach an important life lesson?  Rosamond makes the mistake of choosing the pretty purple jar over the new shoes she really needs. This mistake teaches her a very important lesson about needs and wants. She learns that wanting something just because it is beautiful does not mean it is useful or will bring lasting happiness. Because of her mistake, her feet hurt and she cannot play outside. This experience teaches her that it is important to think carefully and choose what you need before you choose what you simply want. (রোজামন্ড তার প্রয়োজনীয় নতুন জুতার পরিবর্তে সুন্দর বেগুনি জারটি বেছে নেওয়ার ভুল করে । এই ভুলটি তাকে প্রয়োজন এবং চাওয়ার বিষয়ে একটি খুব গুরুত্বপূর্ণ শিক্ষা দেয়। সে শেখে যে কোনো জিনিস শুধু সুন্দর বলে চাইলেই তা দরকারি হবে বা স্থায়ী সুখ নিয়ে আসবে এমন নয়। তার ভুলের কারণে, তার পায়ে ব্যথা হয় এবং সে বাইরে খেলতে পারে না। এই অভিজ্ঞতা তাকে শেখায় যে কেবল যা চাওয়া হয় তার আগে যা প্রয়োজন তা বেছে নেওয়া এবং সাবধানে চিন্তা করা গুরুত্বপূর্ণ।) (b) How does the theme of justice appear in The Merchant of Venice?   Justice is a central theme in the story. Shylock demands justice according to the exact words written in the law. He wants the court to give him his "pound of flesh" because that is what the bond says he is owed. He believes this is fair justice. However, Portia introduces another kind of justice. She uses the law in a very clever way to show that true justice must also include mercy. She stops Shylock by pointing out that the law gives him flesh, but not blood. In the end, Shylock receives a harsh justice himself, losing his wealth. (ন্যায়বিচার গল্পের একটি কেন্দ্রীয় বিষয়। শাইলক আইনে লেখা সঠিক শব্দ অনুযায়ী ন্যায়বিচার দাবি করে। সে চায় আদালত তাকে তার "এক পাউন্ড মাংস" দিক কারণ বন্ডে লেখা আছে এটাই তার প্রাপ্য । সে বিশ্বাস করে এটাই ন্যায্য বিচার। তবে, পোর্শিয়া আরেক ধরনের ন্যায়বিচারের পরিচয় দেন। তিনি আইনকে খুব চতুরভাবে ব্যবহার করে দেখান যে সত্যিকারের ন্যায়বিচারের মধ্যে দয়াও থাকতে হবে। তিনি শাইলককে এই বলে থামিয়ে দেন যে আইন তাকে মাংস দেয়, কিন্তু রক্ত নয় । শেষে, শাইলক নিজেই কঠোর বিচার পায় এবং তার সম্পদ হারায়।) (c) How does Bassanio prove he values love more than wealth in The Merchant of Venice? Bassanio proves he values love more than money when he chooses one of the three caskets to win Portia. He does not choose the shiny gold or silver caskets, which represent wealth. Instead, he chooses the plain lead casket because he understands that "appearances are often misleading" and true worth is on the inside. By making this wise choice, he proves that he wants Portia for who she is, not for her money. (বেসানিও প্রমাণ করেন যে তিনি পোর্শিয়াকে জয় করার জন্য তিনটি কাস্কেটের মধ্যে একটি বেছে নেওয়ার সময় টাকার চেয়ে ভালোবাসাকে বেশি মূল্য দেন। তিনি চকচকে সোনা বা রুপার কাস্কেট বেছে নেন না, যা সম্পদকে প্রতিনিধিত্ব করে । পরিবর্তে, তিনি সাধারণ সীসার কাস্কেটটি বেছে নেন কারণ তিনি বোঝেন যে "বাহ্যিক রূপ প্রায়শই বিভ্রান্তিকর" এবং আসল মূল্য ভেতরে থাকে । এই বিজ্ঞ সিদ্ধান্ত নেওয়ার মাধ্যমে, তিনি প্রমাণ করেন যে তিনি পোর্শিয়াকে তার টাকার জন্য নয়, বরং সে যেমন তার জন্যই চান।) (d) How did the storm change the landscape in The Great Derangement?   The storm completely changed the way the area looked. After the cyclone passed, the landscape was a scene of total devastation. Heavy buses were lying on their sides, completely overturned. Scooters, which should have been on the street, were now stuck high up in the branches of trees. Buildings were badly damaged, with entire walls ripped out so you could see inside. Everything was a mess of broken and twisted things, showing the incredible power of the storm. (ঝড়টি এলাকার দৃশ্যপট পুরোপুরি বদলে দিয়েছিল। ঘূর্ণিঝড়টি চলে যাওয়ার পর, ভূদৃশ্যটি ছিল সম্পূর্ণ ধ্বংসের এক চিত্র । ভারী বাসগুলো তাদের পাশে উল্টে পড়েছিল । স্কুটার, যা রাস্তায় থাকা উচিত ছিল, এখন গাছের ডালে উঁচুতে আটকে ছিল । দালানগুলো মারাত্মকভাবে ক্ষতিগ্রস্ত হয়েছিল, পুরো দেয়াল ছিঁড়ে গিয়েছিল যাতে আপনি ভেতরটা দেখতে পান । সবকিছু ভাঙা এবং মোচড়ানো জিনিসের এক জগাখিচুড়ি ছিল, যা ঝড়ের অবিশ্বাস্য শক্তিকে দেখিয়েছিল।) (e) Why was the storm in The Great Derangement considered unusual?   The storm was considered very unusual because of when and how it happened. It took place in mid-March, a time of year when the weather in north Delhi is usually very nice, clear, and calm. A sudden hailstorm and a powerful cyclone are not normal for that season. The author calls it "unseasonal weather". The sudden and violent way it appeared, turning a pleasant day into a disaster, was what made it so strange and shocking. (ঝড়টিকে খুব অস্বাভাবিক বলে মনে করা হয়েছিল কারণ এটি কখন এবং কীভাবে ঘটেছিল। এটি মার্চের মাঝামাঝি সময়ে ঘটেছিল, যে সময়ে উত্তর দিল্লির আবহাওয়া সাধারণত খুব সুন্দর, পরিষ্কার এবং শান্ত থাকে । হঠাৎ শিলাবৃষ্টি এবং একটি শক্তিশালী ঘূর্ণিঝড় সেই মৌসুমের জন্য স্বাভাবিক নয় । লেখক এটিকে "অসময়ের আবহাওয়া" বলেছেন । একটি সুন্দর দিনকে দুর্যোগে পরিণত করে হঠাৎ এবং হিংস্রভাবে এর আবির্ভাবের কারণেই এটি এত অদ্ভুত এবং মর্মান্তিক ছিল।)

English Poems: Practice Questions for Class 9 & 10 - 3 Set 17 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does O Me! O Life! suggest about the significance of life's struggles? b) How does Books emphasize curiosity and learning? c) Why is caregiving important in Two Mothers Remembered? d) What is the significance of the boatmen hearing Mary’s call in The Sands of Dee? e) How does the poet view the nature of human companionship in Time, You Old Gipsy Man? f) Why does the poet call the woods "lovely" in Stopping by Woods on a Snowy Evening? g) What does Solitude reveal about emotional isolation?   Set 18 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! say about human imperfection? b) How does Books capture the transformative power of reading? c) What does Two Mothers Remembered highlight about family bonds? d) How does The Sands of Dee use imagery to create mood? e) What plea does the poet make in Time, You Old Gipsy Man? f) What do the woods symbolize in Stopping by Woods on a Snowy Evening? g) How does Solitude explore emotional isolation?   Set 19 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) Why does Whitman emphasize contributing a verse in O Me! O Life!? b) How does Books portray books as lifelong companions? c) How does the speaker view her second mother in Two Mothers Remembered? d) What is the significance of the grave by the sea in The Sands of Dee? e) What does Time, You Old Gipsy Man suggest about the passage of time? f) What role does the setting play in Stopping by Woods on a Snowy Evening? g) How does Solitude explore the theme of loneliness?   Set 20 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What role does self-reflection play in O Me! O Life!? b) How does Books present books as a gateway to imagination? c) What emotions does Two Mothers Remembered evoke? d) How does The Sands of Dee depict the forces of nature? e) What does the poet mean by calling time a "gipsy" in Time, You Old Gipsy Man? f) How does Stopping by Woods on a Snowy Evening reflect duty and responsibility? g) What contrast does Solitude draw between joy and sorrow?   Set 21 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does "O Me! O Life!" suggest about contributing a verse to life? b) Why does "Books" portray books as lifelong companions? c) What does "Two Mothers Remembered" reveal about a mother’s guidance? d) How does "The Sands of Dee" depict nature’s power? e) What does the poet mean by "only a moment" in "Time, You Old Gipsy Man"? f) Why does "Stopping by Woods on a Snowy Evening" resonate with readers? g) What does "Solitude" imply about isolation and grief?   Set 22 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does O Me! O Life! address the value of each individual? b) What makes books “magic” in Books? c) How does Two Mothers Remembered explore maternal sacrifice? d) What does the sea symbolize in The Sands of Dee? e) How does Time, You Old Gipsy Man convey urgency? f) Why does the poet pause in Stopping by Woods on a Snowy Evening? g) What lesson about human nature does Solitude teach?   Set 23 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What message does O Me! O Life! convey about self-expression? b) How does Books describe the relationship between a reader and a story? c) How does Two Mothers Remembered address the idea of role reversal? d) Why do the boatmen hear Mary’s call in The Sands of Dee? e) How does Time, You Old Gipsy Man reflect the poet's personal feelings? f) Why does Stopping by Woods on a Snowy Evening resonate with readers? g) What lesson does Solitude convey about human nature?   Set 24 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does O Me! O Life! highlight about human imperfections? b) Why does the poem Books say books are magical? c) How does Two Mothers Remembered depict the impact of memories on the speaker? d) What does the repeated calling of cattle symbolize in The Sands of Dee? e) Why does the poet ask time to "stay just for a day" in Time, You Old Gipsy Man? f) What does the phrase “promises to keep” signify in Stopping by Woods on a Snowy Evening? g) How does Solitude contrast feasting and fasting?   Set 25 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! suggest overcoming despair? b) Why does the poem Books call books a "magic box"? c) How does the poem Two Mothers Remembered explore the theme of caregiving? d) What does The Sands of Dee suggest about nature’s power? e) What does Time, You Old Gipsy Man imply about the fleeting nature of life? f) Why does the poet describe the woods as “lovely” in Stopping by Woods on a Snowy Evening? g) How does Solitude reflect the isolation of grief? Key Set 17 a) What does O Me! O Life!  suggest about the significance of life's struggles?   The poem suggests that the hard times in life are important. They are important because they are the dark background that helps us find our purpose. The poem talks about the "sordid crowds" and "empty" results of life. By talking about these bad things, the poem shows us that our own good actions have more value. Our "verse," or contribution, is special because it happens in a world that is hard and not perfect. (কবিতাটি ইঙ্গিত দেয় যে জীবনের সংগ্রামগুলি তাৎপর্যপূর্ণ কারণ সেগুলি প্রয়োজনীয় পটভূমি তৈরি করে যার বিপরীতে আমরা আমাদের উদ্দেশ্য খুঁজে পাই । "নোংরা ভিড়" এবং "শূন্য" ফলাফল স্বীকার করে, কবিতাটি বোঝায় যে আমাদের অবদান, আমাদের "শ্লোক," তার মূল্য অর্জন করে কারণ এটি একটি কঠিন এবং অপূর্ণ বিশ্বে বিদ্যমান ।) b) How does Books  emphasize curiosity and learning? The poem "Books" puts a special focus on being curious and learning new things. It does this by calling books a "magic box" that asks us to come and explore. The idea that you can find "anything you want" inside a book makes a curious person want to open it. It makes you want to learn about the world, about the past, and about imagination. This helps a person feel a love for learning that can last their whole life. ("বই" বইকে একটি "জাদুর বাক্স" হিসাবে চিত্রিত করে যা অন্বেষণে আমন্ত্রণ জানায়, এর মাধ্যমে কৌতূহল এবং শেখার উপর জোর দেয় । ভিতরে "যা কিছু আপনি চান" খুঁজে পেতে পারেন এই ধারণাটি একটি কৌতূহলী মনকে সেগুলি খুলতে এবং বিশ্ব, ইতিহাস এবং কল্পনা সম্পর্কে শিখতে উৎসাহিত করে, যা জ্ঞানের জন্য এক আজীবন আকাঙ্ক্ষা জাগিয়ে তোলে ।) c) Why is caregiving important in Two Mothers Remembered ? Taking care of someone is very important in this poem. It is shown as the main thing that builds the deepest and longest-lasting love. The speaker's memories are not about big, fancy events. Her memories are about the small, simple acts of care that she got from her second mother every day. This shows that this kind of selfless love and attention is what truly builds a family bond that can never be broken. (কবিতায় যত্ন প্রদান গুরুত্বপূর্ণ কারণ এটি সবচেয়ে গভীর এবং স্থায়ী ভালোবাসার ভিত্তি হিসাবে উপস্থাপিত হয়েছে । বক্তার স্মৃতিগুলি কোনো বড় ঘটনার নয়, বরং তার দ্বিতীয় মায়ের কাছ থেকে পাওয়া সহজ, ধারাবাহিক যত্নের কাজগুলির, যা দেখায় যে এই নিঃস্বার্থ লালনপালনই সত্যিকারের এক অটুট পারিবারিক বন্ধন তৈরি করে ।) d) What is the significance of the boatmen hearing Mary’s call in The Sands of Dee ?   It is very important that the boatmen hear Mary's call. This is because it changes her death from a private, sad story into a local ghost story and a warning that never goes away. Her call becomes a spooky echo from another world. It is always there to remind people in the town of how dangerous the sea is. This makes sure that her story, and the sadness of it, will last for a very long time. (এর তাৎপর্য হলো এটি মেরি'র মৃত্যুকে একটি ব্যক্তিগত (tragedy) থেকে একটি স্থানীয় কিংবদন্তি এবং একটি স্থায়ী, ভুতুড়ে সতর্কবার্তায় রূপান্তরিত করে । তার ডাক একটি অতিপ্রাকৃত প্রতিধ্বনি হয়ে ওঠে, যা সম্প্রদায়কে সমুদ্রের বিপদ সম্পর্কে চিরকাল স্মরণ করিয়ে দেয় এবং নিশ্চিত করে যে তার গল্প, এবং এর সাথে জড়িত দুঃখ, সময়ের সাথে সাথে টিকে থাকে ।) e) How does the poet view the nature of human companionship in Time, You Old Gipsy Man ?   The poem sees friendship between people as a beautiful thing, but also as something that is very sad because it does not last. Time, the "gipsy man," takes away the "sweet girls" and "brave boys". This suggests that our friendships and the people we love are like treasures that we can only have for a short time. We will always lose them as time keeps moving forward. (কবিতাটি মানব সঙ্গকে সুন্দর কিন্তু দুঃখজনকভাবে ক্ষণস্থায়ী হিসাবে দেখে । সময়, "জিপসি ম্যান," "মিষ্টি মেয়ে" এবং "সাহসী ছেলে"দের কেড়ে নিয়ে যায় । যা ইঙ্গিত দেয় যে সম্পর্ক এবং আমরা যাদের ভালোবাসি তারা অস্থায়ী সম্পদ যা সময়ের নিরলস উত্তরণে অনিবার্যভাবে হারিয়ে যায় ।) f) Why does the poet call the woods "lovely" in Stopping by Woods on a Snowy Evening ?   The poet calls the woods "lovely" because they are a perfect, calm, and beautiful place to escape from the hard parts of the world. The mix of deep darkness, the quiet falling snow, and the total silence creates a beautiful and peaceful feeling. The speaker finds this feeling to be very attractive and calming. (কবি জঙ্গলকে "lovely" (সুন্দর) বলেছেন কারণ সেগুলি বিশ্বের জটিলতা থেকে এক নিখুঁত, নির্মল এবং সুন্দর পলায়নকে প্রতিনিধিত্ব করে । গভীর অন্ধকার, শান্ত তুষারপাত এবং গভীর নীরবতার সংমিশ্রণ এক নান্দনিক এবং আবেগপূর্ণ আবেদন তৈরি করে যা তিনি গভীরভাবে আকর্ষণীয় এবং শান্তিপূর্ণ মনে করেন ।) g) What does Solitude  reveal about emotional isolation?   The poem "Solitude" reveals that being alone with your feelings is what normally happens when you are having a hard time. The poem argues that happiness brings people to you. But it also argues that sadness pushes people away from you. This leads to a situation where a person is left all alone with their feelings to deal with their pain. ("সলিটিউড" প্রকাশ করে যে মানসিক বিচ্ছিন্নতা কষ্টের সময়ে মানুষের স্বাভাবিক অভিজ্ঞতা । যখন আনন্দ সঙ্গ আকর্ষণ করে, কবিতাটি যুক্তি দেয় যে শোক ("কাঁদো," "শোক করো") সক্রিয়ভাবে তা বিকর্ষণ করে, যা এমন এক অবস্থায় নিয়ে যায় যেখানে একজন ব্যক্তি তার নিজের ব্যথা নিয়ে মানসিকভাবে বিচ্ছিন্ন হয়ে পড়ে ।) Set 18 a) How does O Me! O Life!  say about human imperfection?   The poem talks about how people are not perfect. It lists problems like the "endless trains of the faithless," and "cities filled with the foolish," and the speaker's own self-doubt. It shows these problems not as a reason to give up. Instead, it shows them as the real truth of the world. And in this world, we still must be brave enough to live and to add our own good part. (কবিতাটি "বিশ্বাসহীনের অন্তহীন সারি," "মূর্খে ভরা শহর," এবং বক্তার নিজের আত্ম-সন্দেহের তালিকা করে মানুষের অপূর্ণতা সম্পর্কে বলে । এটি এই অপূর্ণতাগুলিকে হতাশার কারণ হিসাবে নয়, বরং বিশ্বের মৌলিক বাস্তবতা হিসাবে উপস্থাপন করে যেখানে আমাদের এখনও অস্তিত্ব এবং অবদান রাখার সাহস খুঁজে পেতে হবে ।) b) How does Books  capture the transformative power of reading?   The poem "Books" shows the power of reading to change us. It does this by using the picture of a "magic box". This picture suggests that reading is not something you do passively. It is an active thing that can magically change a person's inside world. Reading can make your imagination bigger. It can grow your knowledge and help you understand more than real life alone can. ("বই" একটি "জাদুর বাক্স" এর রূপক ব্যবহার করে পড়ার রূপান্তরকারী শক্তিকে ধারণ করে । এটি বোঝায় যে পড়া কোনো নিষ্ক্রিয় কার্যকলাপ নয়, বরং একটি সক্রিয় কার্যকলাপ যা জাদুকরীভাবে একজন ব্যক্তির অভ্যন্তরীণ জগতকে পরিবর্তন করতে পারে, তার কল্পনা, জ্ঞান এবং বোধকে এমনভাবে প্রসারিত করতে পারে যা কেবল বাস্তবতা একা পারে না ।) c) What does Two Mothers Remembered  highlight about family bonds?   The poem shows that family bonds are made stronger by love, care, and always being there for someone. It is not just about being related by blood. The speaker's very strong connection to her second mother proves that the truest family bonds are the ones that are actively taken care of. They are built on a foundation of selfless love. (কবিতাটি তুলে ধরে যে পারিবারিক বন্ধন কেবল রক্তের সম্পর্কের মাধ্যমে নয়, বরং ভালোবাসা, যত্ন এবং ধারাবাহিক উপস্থিতির মাধ্যমে গঠিত হয় । বক্তার দ্বিতীয় মায়ের সাথে তার শক্তিশালী সংযোগ প্রমাণ করে যে সত্যিকারের পারিবারিক বন্ধন সেগুলিই যা সক্রিয়ভাবে লালন করা হয় এবং ভক্তির ভিত্তির উপর নির্মিত হয় ।) d) How does The Sands of Dee  use imagery to create mood?   The poem uses strong pictures that we can see and hear in our minds. It uses these pictures to create a sad and scary mood. We can see pictures of the "crawling foam" and the "rolling mist". We can hear the sound of Mary's spooky call. All these pictures work together to build a feeling of fear, deep sadness, and a tragedy that cannot be stopped. (কবিতাটি একটি দুঃখজনক এবং অশুভ মেজাজ তৈরি করতে শক্তিশালী সংবেদনশীল চিত্রকল্প ব্যবহার করে । "হামাগুড়ি দেওয়া ফেনা" এবং "ঘূর্ণায়মান কুয়াশা" এর দৃশ্যমান চিত্র, মেরি'র ভুতুড়ে ডাকের শ্রুতিমধুর চিত্রের সাথে মিলিত হয়ে, ভয়, বিষণ্ণতা এবং অনিবার্য (tragedy)-র এক অনুভূতি তৈরি করতে একসাথে কাজ করে ।) e) What plea does the poet make in Time, You Old Gipsy Man ?   The poet makes a very desperate request to Time. He pictures time as a "gipsy man" and begs him to stop his journey that never ends. He asks him to please not let the beautiful things of the world get old and die. It is a request to save youth, beauty, and life itself from disappearing. (কবি সময়ের কাছে, যাকে একজন "জিপসি ম্যান" হিসাবে ব্যক্ত করা হয়েছে, তার নিরলস যাত্রা থামাতে ("একটু অপেক্ষা করো, জিপসি ম্যান") এবং বিশ্বের সুন্দর জিনিসগুলিকে বার্ধক্য এবং ক্ষয় থেকে রক্ষা করার জন্য এক মরিয়া অনুরোধ করেন । এটি যৌবন, সৌন্দর্য এবং জীবনকেই রক্ষা করার একটি আবেদন ।) f) What do the woods symbolize in Stopping by Woods on a Snowy Evening ?   The woods are a picture of the attraction of peace and beauty. They are also a picture of a short escape from the duties of life. If we think more deeply, their "dark and deep" look can also be a picture of the final rest of death. This would be a peaceful end that is very different from the speaker's long and busy journey in life. (জঙ্গল শান্তি, সৌন্দর্য এবং জীবনের দায়িত্ব থেকে এক অস্থায়ী পলায়নের আকর্ষণকে প্রতীকায়িত করে । এক গভীর স্তরে, তাদের "অন্ধকার এবং গভীর" প্রকৃতি চূড়ান্ত বিশ্রাম অর্থাৎ মৃত্যুকেও প্রতীকায়িত করতে পারে, এক শান্তিপূর্ণ বিস্মৃতি যা বক্তার চলমান যাত্রার সাথে বিপরীত ।) g) How does Solitude  explore emotional isolation? The poem "Solitude" explores being alone with your feelings. It does this by saying that happiness is something we share, but sadness is something we feel all by ourselves. The poem claims that when you are feeling sad, the world "turns and goes". It leaves you all alone with your feelings. You have to find your way through your pain without any help from other people. ("সলিটিউড" মানসিক বিচ্ছিন্নতাকে এই বলে অন্বেষণ করে যে যখন সুখ সাম্প্রদায়িক, তখন দুঃখ একটি মৌলিকভাবে একাকী অভিজ্ঞতা । এটি দাবি করে যে যখন আপনি শোক করছেন, তখন বিশ্ব "মুখ ফিরিয়ে চলে যায়," আপনাকে অন্যদের সমর্থন ছাড়াই আপনার ব্যথা মোকাবিলার জন্য মানসিক বিচ্ছিন্নতার অবস্থায় রেখে যায় ।) Set 19 a) Why does Whitman emphasize contributing a verse in O Me! O Life! ?   Whitman focuses on "contributing a verse" because it is a picture for how a single person can be a special and important part of life. It suggests that every person has a valuable role to play. It does not matter if they have problems or are not perfect. Everyone has a personal story to add to the big, ongoing poem of all humanity. (হুইটম্যান "একটি শ্লোক যোগ করার" উপর জোর দেন কারণ এটি জীবনে একজন ব্যক্তির অনন্য এবং অর্থপূর্ণ অংশগ্রহণের একটি রূপক । এটি ইঙ্গিত দেয় যে প্রতিটি ব্যক্তি, তাদের সংগ্রাম বা অপূর্ণতা নির্বিশেষে, একটি মূল্যবান ভূমিকা পালন করার এবং মানবতার মহান, চলমান কবিতায় একটি ব্যক্তিগত গল্প যোগ করার ক্ষমতা রাখে ।) b) How does Books  portray books as lifelong companions?   The poem "Books" shows books as friends that stay with you for your whole life. It does this by suggesting that they are a source of joy and wonder that you can always count on. Unlike people, books are always there for you. They never change. You can read them again at any time in your life to feel the same adventure and comfort that you felt the first time you read them. ("বই" সেগুলিকে একটি ধ্রুবক এবং নির্ভরযোগ্য আনন্দ ও বিস্ময়ের উৎস ("একটি জাদুর বাক্স") হিসাবে ইঙ্গিত করে আজীবন সঙ্গী হিসাবে চিত্রিত করে । মানুষের মতো নয়, বই সর্বদা উপলব্ধ, কখনো পরিবর্তন হয় না, এবং জীবনের যেকোনো পর্যায়ে একই অভিযান এবং সান্ত্বনা দেওয়ার জন্য পুনরায় পরিদর্শন করা যেতে পারে যেমনটি তারা প্রথমবার করেছিল ।) c) How does the speaker view her second mother in Two Mothers Remembered ?   The speaker sees her second mother with a huge amount of love, thanks, and respect. She remembers her as a person who gave her a steady life, comfort, and quiet strength. The poem says "her hands were cool and steady". She sees her as a very special guide and a person who took care of her. This mother's love was a very important and central part of her life. (বক্তা তার দ্বিতীয় মাকে অপরিসীম ভালোবাসা, কৃতজ্ঞতা এবং শ্রদ্ধার সাথে দেখেন । তিনি তাকে স্থিতিশীলতা, সান্ত্বনা এবং নীরব শক্তির উৎস হিসাবে স্মরণ করেন ("তার হাত শীতল এবং স্থির ছিল") । এই দৃষ্টিভঙ্গিটি একজন cherished পথপ্রদর্শক এবং যত্নশীলের, যার প্রভাব তার জীবনের কেন্দ্রবিন্দু ছিল ।) d) What is the significance of the grave by the sea in The Sands of Dee ?   The grave next to the sea is important. It is important because it is always there to remind us of Mary's sad story. It is a constant reminder of the sea's power to destroy. The grave puts a physical mark on the land that tells her story. This makes sure that people will not forget her. It also makes sure they will not forget the warning about the dangerous sea. (সমুদ্রের ধারে কবরটি তাৎপর্যপূর্ণ কারণ এটি মেরি'র ভাগ্য এবং সমুদ্রের ধ্বংসাত্মক শক্তির একটি ধ্রুবক, করুণ অনুস্মারক হিসাবে কাজ করে । এটি তার ক্ষতির গল্প দিয়ে ভূদৃশ্যটিকে শারীরিকভাবে চিহ্নিত করে, যা নিশ্চিত করে যে তার স্মৃতি এবং বিপজ্জনক জোয়ারের সতর্কবার্তা ভুলে যাওয়া হবে না ।) e) What does Time, You Old Gipsy Man  suggest about the passage of time?   The poem suggests that time's journey is something that never stops and does not care about our feelings. By comparing time to a "gipsy man" who is always on the move, the poem shows that time moves forward without stopping. It takes with it all the special moments of life, youth, and beauty. It does this without caring at all about what people wish for. (কবিতাটি ইঙ্গিত দেয় যে সময়ের উত্তরণ একটি নিরলস, উদাসীন এবং অবিচ্ছিন্ন যাত্রা । সময়কে একজন "জিপসি ম্যান"-এর সাথে তুলনা করে যে কখনো থামে না, এটি জোর দেয় যে সময় অপ্রতিরোধ্যভাবে এগিয়ে চলে, মানুষের ইচ্ছার প্রতি কোনো ভ্রূক্ষেপ না করে জীবন, যৌবন এবং সৌন্দর্যের সমস্ত মূল্যবান মুহূর্ত সাথে নিয়ে যায় ।) f) What role does the setting play in Stopping by Woods on a Snowy Evening ?   The setting, or place, is very important in this poem. The place is a dark, quiet, snowy woods on the "darkest evening of the year". This place helps create the main problem in the poem. It creates a feeling of calm beauty and a peaceful escape. This peaceful place is a strong temptation for the speaker. It is the opposite of the duties and jobs he has to do on his journey. (কবিতার প্রেক্ষাপট—"বছরের সবচেয়ে অন্ধকার সন্ধ্যায়" একটি অন্ধকার, নীরব, তুষার-আচ্ছাদিত জঙ্গল—কবিতার কেন্দ্রীয় সংঘাত প্রতিষ্ঠায় একটি গুরুত্বপূর্ণ ভূমিকা পালন করে । এটি নির্মল সৌন্দর্য এবং শান্তিপূর্ণ পলায়নের এক পরিবেশ তৈরি করে, যা বক্তার জন্য এক শক্তিশালী প্রলোভন হিসাবে কাজ করে, তার যাত্রার বাধ্যবাধকতার সাথে বিপরীত ।) g) How does Solitude  explore the theme of loneliness? The poem "Solitude" explores what it means to be lonely. It says that loneliness is the feeling we are pushed into when we feel sad. The poem argues that you can always find people to share your happy times with. But it says you will be left all by yourself with your sadness. This creates a very deep feeling of being lonely and emotionally cut off from the rest of the world. ("সলিটিউড" একাকীত্বকে এমন এক অবস্থা হিসাবে সংজ্ঞায়িত করে অন্বেষণ করে যেখানে দুঃখ অনুভব করার সময় একজনকে বাধ্য করা হয় । কবিতাটি যুক্তি দেয় যে যখন আপনি আপনার আনন্দ ভাগ করে নেওয়ার জন্য সর্বদা মানুষ খুঁজে পেতে পারেন, তখন আপনি আপনার দুঃখের সাথে একা থাকবেন, যা বিশ্ব থেকে এক গভীর একাকীত্ব এবং মানসিক বিচ্ছিন্নতার অনুভূতি তৈরি করে ।) Set 20 a) What role does self-reflection play in O Me! O Life! ? Thinking about yourself plays a very big role in this poem. It is how the poem starts. The whole first part of the poem is the speaker thinking in a deep and painful way. He is thinking about his feelings of being useless. He is thinking about all the problems in the world. This deep thinking is needed. It helps him get to the final, strong answer about his own purpose in life. (আত্ম-প্রতিফলন কবিতার সূচনা বিন্দু হিসাবে একটি গুরুত্বপূর্ণ ভূমিকা পালন করে । পুরো প্রথম বিভাগটি বক্তার অকেজোতার অনুভূতি এবং বিশ্বের ত্রুটিগুলির উপর একটি গভীর, বেদনাদায়ক আত্ম-প্রতিফলন । তার নিজের উদ্দেশ্য সম্পর্কে চূড়ান্ত, শক্তিশালী উত্তরে পৌঁছানোর জন্য এই আত্মদর্শন ضروری (necessary) ।) b) How does Books  present books as a gateway to imagination?   The poem shows that books are like a door to our imagination. It does this by calling a room full of books a "magic box". This picture directly tells us that books are like doorways. When you open one, you can unlock your own imagination. Your imagination can then travel to amazing places and see fantastic things. (কবিতাটি বইয়ে ভরা একটি ঘরকে "জাদুর বাক্স" বলে বইকে কল্পনার প্রবেশদ্বার হিসাবে উপস্থাপন করে । এই রূপকটি সরাসরি ইঙ্গিত দেয় যে বই হলো প্রবেশদ্বার; একটি খুললে পাঠকের কল্পনাকে উন্মুক্ত করা যায় এবং অবিশ্বাস্য জায়গায় ভ্রমণ করা ও চমৎকার জিনিস অভিজ্ঞতা করা যায় ।) c) What emotions does Two Mothers Remembered  evoke? The poem makes us feel several emotions. It makes us feel very thankful, warm, and sad for a time that is past. The speaker remembers his second mother with so much love. This creates a feeling of love and thanks in the reader. At the same time, thinking about time passing and about loss adds a layer of gentle sadness. (কবিতাটি গভীর কৃতজ্ঞতা, উষ্ণতা, নস্টালজিয়া এবং এক কোমল দুঃখের আবেগ জাগায় । বক্তার দ্বিতীয় মায়ের প্রতি তার স্নেহময় স্মরণ любовь (love) এবং appreciations-এর অনুভূতি তৈরি করে, যখন সময়ের উত্তরণ এবং ক্ষতির উপর প্রতিফলন এক মর্মস্পর্শী বিষণ্ণতার স্তর যোগ করে ।) d) How does The Sands of Dee  depict the forces of nature?   The poem shows the powers of nature, like the sea and the tide, in a special way. It shows them as beautiful, but also very cruel and strong. It also shows that nature does not care at all about human life. Nature is not just a quiet background in the story. It is an active and unstoppable bad guy. It causes Mary's sad death without giving any warning or feeling sorry. (কবিতাটি প্রকৃতির শক্তিগুলিকে—বিশেষত সমুদ্র এবং জোয়ারকে—সুন্দর কিন্তু নিষ্ঠুর, শক্তিশালী এবং মানব জীবনের প্রতি সম্পূর্ণরূপে উদাসীন হিসাবে চিত্রিত করে । প্রকৃতি কোনো কোমল পটভূমি নয়, বরং এক সক্রিয়, অপ্রতিরোধ্য প্রতিপক্ষ যা কোনো সতর্কতা বা অনুশোচনা ছাড়াই মেরি'র মর্মান্তিক মৃত্যু নিয়ে আসে ।) e) What does the poet mean by calling time a "gipsy" in Time, You Old Gipsy Man ? By calling time a "gipsy," the poet is saying that time is like a restless wanderer who likes to be free. It cannot be tied down or controlled by anyone. Just like a gipsy, time is always moving from place to place. It follows its own path. And it does not care about the begging of the people it passes by. (সময়কে "জিপসি" বলে কবি বোঝাতে চেয়েছেন যে সময় এক অস্থির, মুক্তমনা যাযাবর যাকে বেঁধে রাখা বা নিয়ন্ত্রণ করা যায় না । একজন জিপসির মতো, এটি ক্রমাগত চলমান, নিজের পথে চলে, এবং যারা তার পাশ দিয়ে যায় তাদের অনুরোধের প্রতি উদাসীন ।) f) How does Stopping by Woods on a Snowy Evening reflect duty and responsibility?   The poem shows the ideas of duty and responsibility in the speaker's final choice. He decides to leave the woods in the end. He has a very strong wish to stay and rest. But the thought of his "promises to keep" acts like his conscience. It reminds him that he has jobs to finish. These jobs are more important than his own personal wish for rest. (কবিতাটি বক্তার জঙ্গল ছেড়ে যাওয়ার চূড়ান্ত সিদ্ধান্তের মাধ্যমে কর্তব্য এবং দায়িত্বকে প্রতিফলিত করে । তার থাকার তীব্র ইচ্ছা সত্ত্বেও, তার "প্রতিশ্রুতি রক্ষা করার" চিন্তা একটি শক্তিশালী নৈতিক কম্পাস হিসাবে কাজ করে, যা তাকে মনে করিয়ে দেয় যে তার বাধ্যবাধকতা পূরণ করতে হবে, যা তার ব্যক্তিগত বিশ্রামের ইচ্ছার চেয়ে বেশি গুরুত্বপূর্ণ ।) g) What contrast does Solitude  draw between joy and sorrow?   The poem "Solitude" draws a very clear and sharp line between joy and sorrow. It shows joy as a public feeling that can be shared with many people. The world will celebrate with you. But it shows sorrow as a private and lonely feeling. The poem says the world will leave you when you are in pain ("weep alone"). This shows the different values that society puts on these two very basic feelings. ("সলিটিউড" আনন্দকে একটি সর্বজনীন, ভাগ করে নেওয়া যায় এমন অভিজ্ঞতা এবং দুঃখকে একটি ব্যক্তিগত, বিচ্ছিন্ন অভিজ্ঞতা হিসাবে এক তীব্র বৈসাদৃশ্য তুলে ধরে । কবিতাটি বলে যে বিশ্ব আপনার সাথে উদযাপন করবে ("তোমার সাথে হাসবে") কিন্তু আপনার ব্যথায় আপনাকে ত্যাগ করবে ("একাই কাঁদবে"), এই দুটি মূল আবেগের উপর স্থাপিত বিভিন্ন সামাজিক মূল্যবোধকে তুলে ধরে ।)   Set 21 a) What does O Me! O Life!  suggest about contributing a verse to life?   The poem suggests that "contributing a verse," or adding something good to the world, is the most important reason we are alive. It means every single person has a special and valuable part to play. It does not matter if you have flaws or if the world has many problems. Your good action, your idea, or even your kind word is what gives your life meaning. (কবিতাটি ইঙ্গিত দেয় যে "একটি শ্লোক যোগ করা," বা পৃথিবীতে ভালো কিছু যোগ করা, আমাদের বেঁচে থাকার সবচেয়ে গুরুত্বপূর্ণ কারণ। এর মানে হলো যে প্রত্যেক ব্যক্তিরই একটি বিশেষ এবং মূল্যবান ভূমিকা পালন করার ক্ষমতা রয়েছে। আপনার নিজের বা বিশ্বের সমস্যা থাকলেও কিছু যায় আসে না। আপনার ভালো কাজ, ধারণা, বা এমনকি একটি доброе слово (kind word) জীবনকে অর্থ প্রদান করে।) b) Why does Books  portray books as lifelong companions?   The poem shows books as friends for your whole life because you can always count on them to bring you happiness and wonder. Unlike people, books are always there for you when you need them. Their stories never change. You can visit them again at any time in your life, and they will give you the same adventure and comfort they gave you the very first time. ("বই" সেগুলিকে একটি ধ্রুবক এবং নির্ভরযোগ্য আনন্দ ও বিস্ময়ের উৎস ("একটি জাদুর বাক্স") হিসাবে ইঙ্গিত করে আজীবন সঙ্গী হিসাবে চিত্রিত করে। মানুষের মতো নয়, বই সর্বদা উপলব্ধ, কখনো পরিবর্তন হয় না, এবং জীবনের যেকোনো পর্যায়ে একই অভিযান এবং সান্ত্বনা দেওয়ার জন্য পুনরায় পরিদর্শন করা যেতে পারে যেমনটি তারা প্রথমবার করেছিল।) c) What does Two Mothers Remembered  reveal about a mother’s guidance?   The poem reveals that a mother's guidance is a gentle, steady, and long-lasting force. The speaker remembers her second mother’s "cool and steady" hands and her calm way of being. This suggests that the best guidance is not forceful. It is a quiet and constant support that shapes a child's life in a very deep and important way. (কবিতাটি প্রকাশ করে যে মায়ের নির্দেশনা এক কোমল, স্থির এবং স্থায়ী শক্তি। বক্তা তার দ্বিতীয় মায়ের "শীতল এবং স্থির" হাত এবং শান্ত উপস্থিতি স্মরণ করেন, যা ইঙ্গিত দেয় যে সবচেয়ে কার্যকর নির্দেশনা জোরপূর্বক নয়, বরং একটি ধ্রুবক, নীরব সমর্থন যা একটি শিশুর জীবনকে গভীরভাবে রূপ দেয়।) d) How does The Sands of Dee  depict nature’s power? The poem shows nature's power as something huge, uncaring, and very sad in the end. The tide that never stops and the fog that makes it hard to see are shown as forces that people cannot control or talk to. This huge power is the direct cause of Mary's death. It highlights that nature is much stronger than human life. (কবিতাটি প্রকৃতির শক্তিকে বিশাল, উদাসীন এবং শেষ পর্যন্ত দুঃখজনক হিসাবে চিত্রিত করে। নিরলস জোয়ার এবং অন্ধকারী কুয়াশাকে এমন শক্তি হিসাবে দেখানো হয়েছে যা মানুষ নিয়ন্ত্রণ বা तर्क (reason) করতে পারে না। এই অপ্রতিরোধ্য শক্তি সরাসরি মেরি'র মৃত্যুর দিকে নিয়ে যায়, যা মানব জীবনের উপর প্রকৃতির আধিপত্যকে তুলে ধরে।) e) What does the poet mean by “only a moment” in Time, You Old Gipsy Man ?   When the poet says "only a moment," he is showing us how short the present time is. Our "now" does not last very long. He begs time to stay for just this little bit of time. This shows how fast our good and beautiful moments go by. They quickly become part of the past. The "gipsy man" of time is always moving and carries these moments away from us forever. ("কেবল এক মুহূর্ত" বলে কবি বর্তমানের অত্যন্ত সংক্ষিপ্ত এবং ক্ষণস্থায়ী প্রকৃতিকে তুলে ধরছেন। এমনকি এই স্বল্প সময়ের জন্য থাকার অনুরোধটি জোর দেয় যে সুন্দর মুহূর্তগুলি কত দ্রুত চলে যায় এবং অতীতের অংশ হয়ে যায়, যা চিরচলমান "জিপসি ম্যান" দ্বারা বাহিত হয়।) f) Why does Stopping by Woods on a Snowy Evening resonate with readers?   The poem connects with many readers because it shows a feeling that every human has. It is the conflict between the wish for a peaceful escape and the need to do our duty. Its simple words, beautiful pictures, and deep idea make it easy for anyone to relate to. It feels familiar to anyone who has ever felt torn between what they want  to do and what they must  do. (কবিতাটি পাঠকদের সাথে অনুরণিত হয় কারণ এটি একটি সর্বজনীন মানবিক অভিজ্ঞতাকে ধারণ করে: শান্তিপূর্ণ পলায়নের আকাঙ্ক্ষা এবং কর্তব্য ও দায়িত্বের চাহিদার মধ্যেকার দ্বন্দ্ব। এর সহজ ভাষা, সুন্দর চিত্রকল্প এবং গভীর অন্তর্নিহিত বিষয়বস্তু এটিকে এমন যেকোনো ব্যক্তির কাছে সম্পর্কিত করে তোলে যে কখনো যা করতে চায় এবং যা করতে হবে তার মধ্যে দ্বিধাগ্রস্ত হয়েছে।) g) What does Solitude  imply about isolation and grief?   The poem suggests that deep sadness will almost always lead to being alone. It argues that happiness acts like a magnet, pulling people toward you. But sadness acts in the opposite way, pushing people away. When a person is grieving, the world tends to leave them. This forces the person to face their pain in a state of deep loneliness. (কবিতাটি বোঝায় যে শোক অনিবার্যভাবে বিচ্ছিন্নতার দিকে নিয়ে যায়। এটি যুক্তি দেয় যে যখন আনন্দ একটি সামাজিক চুম্বক, তখন দুঃখ একটি সামাজিক বিকর্ষক। যখন একজন শোক করছে ("কাঁদো"), তখন সমাজ সরে যাওয়ার প্রবণতা দেখায় ("তারা মুখ ফিরিয়ে চলে যায়"), যা ব্যক্তিকে গভীর বিচ্ছিন্নতার অবস্থায় তার ব্যথা মোকাবিলা করার জন্য ছেড়ে দেয়।) Set 22 a) How does O Me! O Life!  address the value of each individual?   The poem talks about how much each person is worth. It ends by saying that just being alive is part of a "powerful play". It says that each person's purpose is to "contribute a verse." This confirms that every single life is important and has a special part to play, no matter how hard that life is. (কবিতাটি এই উপসংহারে পৌঁছে প্রতিটি ব্যক্তির মূল্যকে সম্বোধন করে যে একজনের অস্তিত্বের সত্যটিই হলো "শক্তিশালী নাটক" এবং প্রতিটি ব্যক্তির উদ্দেশ্য হলো "একটি শ্লোক যোগ করা।" এটি নিশ্চিত করে যে প্রতিটি জীবন, তার সংগ্রাম নির্বিশেষে, অন্তর্নিহিত মূল্য এবং একটি অনন্য ভূমিকা পালন করার ক্ষমতা রাখে।) b) What makes books “magic” in Books ? What makes books "magic" is their special ability to hold whole worlds of imagination inside one small object. The magic is in their power to take a reader to different times and places. They let a person experience many different lives and ideas just by reading words on a page. (বইকে "জাদু" করে তোলে তাদের ক্ষমতা, একটি ছোট, ভৌত বস্তুর মধ্যে কল্পনা, অভিযান এবং জ্ঞানের সমগ্র জগৎ ধারণ করার। "জাদু" তাদের শক্তি, পাঠককে সময় এবং স্থানের বাইরে নিয়ে যাওয়ার, যা তাদের কেবল পড়ার মাধ্যমে অগণিত জীবন এবং ধারণা অভিজ্ঞতা করার অনুমতি দেয়।) c) How does Two Mothers Remembered  explore maternal sacrifice?   The poem explores the idea of a mother giving things up for her child. It does this through the speaker's deep thanks for his second mother. This woman took on the job of raising a child that was not born to her. By stepping in and giving selfless love and a good life, she made a big sacrifice. This sacrifice came from a place of deep love and devotion. (কবিতাটি বক্তার দ্বিতীয় মায়ের প্রতি তার appreciations-এর মাধ্যমে মাতৃ ত্যাগ অন্বেষণ করে, যিনি এমন একটি শিশুকে বড় করার ভূমিকা নিয়েছিলেন যা তার নিজের ছিল না। এই এগিয়ে আসা এবং নিঃস্বার্থ ভালোবাসা, যত্ন এবং একটি স্থিতিশীল জীবন প্রদান করার কাজটি ভক্তির বাইরে করা এক গভীর ত্যাগকে প্রতিনিধিত্ব করে।) d) What does the sea symbolize in The Sands of Dee ? The sea in this poem is a picture of a force of nature that is beautiful, but also tricky and deadly. It stands for a power that does not care about people. It acts on its own rules. It can give life, like when fishermen catch fish. But it can also take life away very suddenly and sadly, like it does to Mary. ("দ্য স্যান্ডস অফ ডি"-তে সমুদ্র প্রকৃতির এক সুন্দর কিন্তু প্রতারণামূলক এবং মারাত্মক শক্তিকে প্রতীকায়িত করে। এটি এক উদাসীন শক্তিকে প্রতিনিধিত্ব করে যা নিজের শর্তে চলে, যা জীবন দিতে (মাছ ধরার মাধ্যমে) সক্ষম কিন্তু মেরি'র সাথে যেমনটি করে, তেমনি হঠাৎ এবং দুঃখজনকভাবে তা কেড়ে নিতেও সক্ষম।) e) How does Time, You Old Gipsy Man  convey urgency? The poem makes us feel that time is running out. It does this through the poet's worried and repeated requests for time to please stop. Words like "Tarry a little," and "Put up your caravan just for one night," create a feeling of desperation. It pushes the reader to enjoy the present moment before it is gone forever. (কবিতাটি সময়কে থামানোর কবির উন্মত্ত এবং পুনরাবৃত্তিমূলক অনুরোধের মাধ্যমে জরুরি অবস্থা প্রকাশ করে। "একটু অপেক্ষা করো," "কেবল এক রাতের জন্য তোমার ক্যারাভ্যানটি রাখো," এবং ক্ষণস্থায়ী সৌন্দর্যগুলির তালিকা এক হতাশার অনুভূতি তৈরি করে, যা পাঠককে বর্তমানকে চলে যাওয়ার আগে উপলব্ধি করার জন্য অনুরোধ করে।) f) Why does the poet pause in Stopping by Woods on a Snowy Evening ?   The poet stops his journey because he is amazed by the deep beauty and quiet of the snowy woods. The scene gives him a moment of perfect, peaceful escape from his trip and from the duties of his life. He stops for the simple reason of watching the woods "fill up with snow" and to feel the peacefulness all around him. (কবি থামেন কারণ তিনি তুষারময় জঙ্গলের গভীর সৌন্দর্য এবং প্রশান্তিতে মুগ্ধ। দৃশ্যটি তার যাত্রা এবং জীবনের বাধ্যবাধকতা থেকে এক নিখুঁত, শান্ত পলায়নের মুহূর্ত প্রদান করে, এবং তিনি কেবল জঙ্গলকে "তুষারে ভরে উঠতে" দেখতে এবং সেই শান্তিকে শোষণ করার জন্য থামেন।) g) What lesson about human nature does Solitude teach?   The poem teaches the lesson that, deep down, people are often interested in what is best for themselves. It suggests that people are drawn to fun and will happily share in someone else's good times. But they will naturally avoid the heavy weight of someone else's sadness. This shows that people often look for friends to get something for themselves, not to give real, mutual support. (কবিতাটি এই শিক্ষা দেয় যে মানব প্রকৃতি মৌলিকভাবে স্বার্থান্বেষী। এটি ইঙ্গিত দেয় যে মানুষ স্বাভাবিকভাবে আনন্দের প্রতি আকৃষ্ট হয় এবং অন্যদের খুশিতে ভাগ করে নেয়, কিন্তু তারা সহজাতভাবে অন্যদের দুঃখের বোঝা এড়িয়ে চলে, যা খাঁটি, পারস্পরিক সমর্থনের পরিবর্তে লাভের জন্য সঙ্গ খোঁজার প্রবণতাকে প্রকাশ করে।) Set 23 a) What message does O Me! O Life!  convey about self-expression?   The poem gives the message that expressing yourself is not just for artists. It is the main purpose of life. By ending with the idea that each person can "contribute a verse," it argues that showing your own special self, your thoughts, and your actions is the strongest answer you can give to life's sadness. (কবিতাটি এই বার্তা দেয় যে আত্ম-প্রকাশ কেবল একটি শৈল্পিক কাজ নয়, বরং জীবনের মূল উদ্দেশ্য। প্রতিটি ব্যক্তি "একটি শ্লোক যোগ করতে পারে" এই উপসংহারে পৌঁছে, এটি যুক্তি দেয় যে নিজের অনন্য পরিচয়, চিন্তা এবং কর্ম প্রকাশ করাই জীবনের হতাশার সবচেয়ে শক্তিশালী উত্তর।) b) How does Books  describe the relationship between a reader and a story?   The poem "Books" describes this relationship as something very close and magical. The reader is not just watching the story from far away. The reader is an active part of it. They enter the "magic box" of the story. The relationship is full of new discoveries and wonder. The reader and the story connect with each other through imagination and deep feelings. ("বই" পাঠক এবং গল্পের মধ্যে সম্পর্ককে এক অন্তরঙ্গ এবং জাদুকরী হিসাবে বর্ণনা করে। পাঠক কোনো নিষ্ক্রিয় পর্যবেক্ষক নন, বরং একজন সক্রিয় অংশগ্রহণকারী যিনি গল্পের "জাদুর বাক্সে" প্রবেশ করেন। সম্পর্কটি আবিষ্কার এবং বিস্ময়ের, যেখানে পাঠক এবং গল্প একটি কল্পনাপ্রবণ এবং আবেগপূর্ণ স্তরে সংযুক্ত হয়।) c) How does Two Mothers Remembered  address the idea of role reversal?   The poem talks about roles changing places by showing the natural way life moves forward. The speaker, who was once the child being taken care of, now seems to be the one responsible for her older second mother. This switch shows us how taking care of each other in a family can happen in cycles. (কবিতাটি জীবনের প্রাকৃতিক অগ্রগতি দেখিয়ে ভূমিকা পরিবর্তনের বিষয়টি সম্বোধন করে, যেখানে বক্তা, একসময় যত্ন নেওয়া শিশু, এখন তার বয়স্ক দ্বিতীয় মায়ের জন্য দায়িত্বের অবস্থানে রয়েছে বলে মনে হয়। এই পরিবর্তন একটি পরিবারের মধ্যে যত্ন প্রদানের চক্রাকার প্রকৃতিকে তুলে ধরে।) d) Why do the boatmen hear Mary’s call in The Sands of Dee ?   The boatmen hear Mary's call because her sad death has become a ghost story that is now a permanent part of that place. Her call is not a real sound anymore. It is a spooky echo from another world. It is a sad warning that haunts the beach. It acts as a reminder of the tragedy that will never be forgotten. (মাঝিরা মেরি'র ডাক শুনতে পায় কারণ তার মর্মান্তিক মৃত্যু সেই স্থানে নিহিত একটি স্থায়ী, ভৌতিক কিংবদন্তিতে পরিণত হয়েছে। তার ডাক আর কোনো ভৌত শব্দ নয়, বরং একটি অতিপ্রাকৃত প্রতিধ্বনি, একটি দুঃখজনক সতর্কবার্তা যা বালিকে তাড়া করে ফেরে এবং সেই (tragedy)-র এক চিরন্তন অনুস্মারক হিসাবে কাজ করে।) e) How does Time, You Old Gipsy Man  reflect the poet's personal feelings?   The poem shows the poet's own personal feelings of sadness for the past, of wanting something he cannot have, and of feeling helpless. He talks directly to Time, and his begging voice shows a deep, personal sadness about losing his youth and beauty. It also shows his anger that he cannot stop the moments of his life from passing by. (কবিতাটি কবির ব্যক্তিগত নস্টালজিয়া, আকাঙ্ক্ষা এবং অসহায়ত্বের অনুভূতি প্রতিফলিত করে। সময়ের প্রতি তার সরাসরি সম্বোধন এবং তার অনুনয়মূলক সুর যৌবন এবং সৌন্দর্যের ক্ষতির বিষয়ে এক গভীর, ব্যক্তিগত দুঃখ এবং মুহূর্তগুলির নিরলস উত্তরণ থামাতে তার অক্ষমতার হতাশা প্রকাশ করে।) f) Why does Stopping by Woods on a Snowy Evening resonate with readers?   The poem connects with many readers because it shows a feeling that every human has. It is the conflict between the wish for a peaceful escape and the need to do our duty. Its simple words, beautiful pictures, and deep idea make it easy for anyone to relate to. It feels familiar to anyone who has ever felt torn between what they want  to do and what they must  do. (কবিতাটি পাঠকদের সাথে অনুরণিত হয় কারণ এটি একটি সর্বজনীন মানবিক অভিজ্ঞতাকে ধারণ করে: শান্তিপূর্ণ পলায়নের আকাঙ্ক্ষা এবং কর্তব্য ও দায়িত্বের চাহিদার মধ্যেকার দ্বন্দ্ব। এর সহজ ভাষা, সুন্দর চিত্রকল্প এবং গভীর অন্তর্নিহিত বিষয়বস্তু এটিকে এমন যেকোনো ব্যক্তির কাছে সম্পর্কিত করে তোলে যে কখনো যা করতে চায় এবং যা করতে হবে তার মধ্যে দ্বিধাগ্রস্ত হয়েছে।) g) What lesson does Solitude  convey about human nature?   The poem teaches the lesson that, deep down, people are often interested in what is best for themselves. It suggests that people are drawn to fun and will happily share in someone else's good times. But they will naturally avoid the heavy weight of someone else's sadness. This shows that people often look for friends to get something for themselves, not to give real, mutual support. (কবিতাটি এই শিক্ষা দেয় যে মানব প্রকৃতি মৌলিকভাবে স্বার্থান্বেষী। এটি ইঙ্গিত দেয় যে মানুষ স্বাভাবিকভাবে আনন্দের প্রতি আকৃষ্ট হয় এবং অন্যদের খুশিতে ভাগ করে নেয়, কিন্তু তারা সহজাতভাবে অন্যদের দুঃখের বোঝা এড়িয়ে চলে, যা খাঁটি, পারস্পরিক সমর্থনের পরিবর্তে লাভের জন্য সঙ্গ খোঁজার প্রবণতাকে প্রকাশ করে।) Set 24 a) What does O Me! O Life!  highlight about human imperfections?   The poem shows that people are not perfect. It does this by making a list of problems. It mentions "the endless trains of the faithless," "cities filled with the foolish," and the speaker's own feelings of doubt that keep coming back. By saying that these problems are a normal part of being human, the poem gets us ready for its happy ending. The happy ending is that life is still good and has value, even with all these problems. (কবিতাটি "বিশ্বাসহীনের অন্তহীন সারি," "মূর্খে ভরা শহর," এবং বক্তার নিজের পুনরাবৃত্ত আত্ম-সন্দেহের তালিকা করে মানুষের অপূর্ণতাগুলিকে তুলে ধরে। এই ত্রুটিগুলিকে মানব পরিস্থিতির অংশ হিসাবে স্বীকার করে, কবিতাটি তার উদ্দীপক উপসংহারের জন্য মঞ্চ তৈরি করে যে এগুলি সত্ত্বেও জীবনের মূল্য রয়েছে।) b) Why does the poem Books  say books are magical? The poem says books are magical because they have an amazing power to take our minds and spirits to new places. Like magic, they can make a small room feel like a huge world. They can let a reader live many different lives. And they can hold endless wonders, all inside the simple shape of a book with a cover. (কবিতাটি বলে যে বই জাদুকরী কারণ তাদের মন এবং আত্মাকে স্থানান্তরিত করার অসাধারণ ক্ষমতা রয়েছে। জাদুর মতো, তারা একটি ছোট ঘরকে এক বিশাল বিশ্বের মতো অনুভব করাতে পারে, একজন পাঠককে অগণিত জীবন অভিজ্ঞতা করার অনুমতি দেয়, এবং একটি সাধারণ বাঁধাই করা বইয়ের আকারে অফুরন্ত বিস্ময় ধারণ করতে পারে।) c) How does Two Mothers Remembered  depict the impact of memories on the speaker?   The poem shows that memories are a very strong, living force. They are so strong that they shape who the speaker is today. Her memories of her second mother are not weak or blurry. They are very clear and full of feeling. This shows that these past times continue to give her comfort and a sense of who she is. They also fill her with a deep feeling of being thankful. (কবিতাটি স্মৃতিকে এক শক্তিশালী, জীবন্ত শক্তি হিসাবে চিত্রিত করে যা বক্তার বর্তমানকে রূপ দেয়। তার দ্বিতীয় মায়ের স্মৃতিগুলি কোনো ক্ষীণ স্মৃতিচারণ নয়, বরং উজ্জ্বল এবং আবেগে পূর্ণ, যা দেখায় যে এই অতীতের অভিজ্ঞতাগুলি তাকে সান্ত্বনা, পরিচয় এবং এক গভীর কৃতজ্ঞতাবোধ প্রদান করতে থাকে।) d) What does the repeated calling of cattle symbolize in The Sands of Dee ?   The repeated calling of the cows is a picture of the sad, never-ending echo of a life that was ended too soon. What was once a simple, everyday job for Mary becomes something else after she dies. It becomes a spooky, ghost-like cry. It stands for the fact that she is gone forever. It also stands for the sadness that now hangs over the land. (গবাদি পশুর পুনরাবৃত্ত ডাক একটি অকালে শেষ হয়ে যাওয়া জীবনের দুঃখজনক, অন্তহীন প্রতিধ্বনিকে প্রতীকায়িত করে। যা একসময় মেরি'র জন্য একটি সহজ, দৈনন্দিন রুটিন ছিল, তার মৃত্যুর পর, তা একটি ভুতুড়ে, অতিপ্রাকৃত কান্নায় পরিণত হয় যা তার স্থায়ী অনুপস্থিতি এবং সেই ভূদৃশ্যে লেগে থাকা দুঃখকে প্রতিনিধিত্ব করে।) e) Why does the poet ask time to "stay just for a day" in Time, You Old Gipsy Man ?   The poet asks time to "stay just for a day" to show how strongly he feels. He deeply wishes he could pause the moments of life that fly by so fast. This is a very small request, but he knows it is impossible to get. This shows how powerless he is against time. It also shows his deep wish to enjoy the beauty of right now, even for a short while, before it is gone forever. (কবি সময়কে "কেবল একদিনের জন্য থাকতে" বলেন তার জীবনের ক্ষণস্থায়ী মুহূর্তগুলিকে থামানোর তীব্র আকাঙ্ক্ষাকে জোর দেওয়ার জন্য। এই ছোট, অসম্ভব অনুরোধটি তার অসহায়ত্বকে তুলে ধরে এবং অনিবার্যভাবে হারিয়ে যাওয়ার আগে, এমনকি অল্প সময়ের জন্য, বর্তমানের সৌন্দর্য উপভোগ করার এক গভীর আকাঙ্ক্ষা প্রকাশ করে।) f) What does the phrase “promises to keep” signify in Stopping by Woods on a Snowy Evening ?   The phrase "promises to keep" stands for all the speaker's duties and responsibilities. These are the jobs he must do for other people and for himself. These promises are the social and moral duties that pull him back to his journey. They are stronger than his desire to rest in the quiet woods. They keep him grounded and focused on his path in life. ("প্রতিশ্রুতি রক্ষা করার" বাক্যাংশটি বক্তার অন্যদের প্রতি এবং নিজের প্রতি কর্তব্য, দায়িত্ব এবং অঙ্গীকারকে বোঝায়। এই প্রতিশ্রুতিগুলি সামাজিক এবং নৈতিক বাধ্যবাধকতাকে প্রতিনিধিত্ব করে যা তাকে বিশ্রাম এবং নির্জনতার আকর্ষণ থেকে দূরে সরিয়ে দেয়, তাকে তার জীবনের যাত্রায় ভিত্তি স্থাপন করে।) g) How does Solitude  contrast feasting and fasting? The poem uses the ideas of "feasting" and "fasting" as pictures to show a difference. "Feasting" is a picture for happy times, and "fasting" is a picture for sad times. "Feasting in your halls" means having good times and success, which makes many people want to be with you. "Fasting" means having hard times and sadness. During these times, you are left all alone. This shows that people's friendship can be selfish. (কবিতাটি ভাগ করে নেওয়া আনন্দ এবং একাকী দুঃখের মধ্যে বৈসাদৃশ্য তৈরি করতে "ভোজ" এবং "উপবাস" রূপকভাবে ব্যবহার করে। "তোমার হলে ভোজ" সাফল্য এবং সুখের মুহূর্তগুলিকে প্রতিনিধিত্ব করে, যা মানুষের ভিড় আকর্ষণ করে। "উপবাস" কষ্ট এবং শোকের সময়কে প্রতিনিধিত্ব করে, যে সময়ে একজনকে একা থাকতে হয়, যা মানব সঙ্গের স্বার্থপর প্রকৃতিকে তুলে ধরে।) Set 25 a) How does O Me! O Life!  suggest overcoming despair? The poem suggests that we can get over our sad feelings. It does not tell us to ignore the pain in life. Instead, it tells us to find our own special purpose, even when things are hard. The final answer in the poem is very strong. It says, "That you are here... That you may contribute a verse". This shows that just being alive is a good enough reason to fight sadness. It is a reason to do something good and meaningful. (কবিতাটি জীবনের যন্ত্রণা উপেক্ষা করে নয়, বরং তার মধ্যে নিজের অনন্য উদ্দেশ্য খুঁজে বের করার মাধ্যমে হতাশা কাটিয়ে ওঠার পরামর্শ দেয়। চূড়ান্ত উত্তর—"যে তুমি এখানে আছো... যে তুমি একটি শ্লোক যোগ করতে পারো"—একটি শক্তিশালী உறுதி হিসাবে কাজ করে যে নিজের অস্তিত্বই হতাশা কাটিয়ে ওঠার এবং একটি অর্থপূর্ণ অবদান রাখার কারণ।) b) Why does the poem Books  call books a "magic box"?   The poet calls books a "magic box" because they hold so many amazing things and great adventures inside their pages. Just like a real magic box with tricks, opening a book can magically take the reader to new worlds. It can let you meet interesting people. It can show you new things that seem amazing and wonderful. All of this can come from just one small book. (কবি বইকে "জাদুর বাক্স" বলেছেন কারণ তাদের পৃষ্ঠাগুলির মধ্যে অগণিত বিস্ময় এবং অভিযান রয়েছে। একটি কৌশলের বাক্সের মতো, একটি বই খোলা পাঠককে জাদুকরীর মতো বিভিন্ন জগতে নিয়ে যেতে পারে, তাদের আকর্ষণীয় চরিত্রের সাথে পরিচয় করিয়ে দিতে পারে, এবং এমন জ্ঞান প্রকাশ করতে পারে যা fantástico বলে মনে হয়, সবই একটি ছোট বস্তু থেকে।) c) How does the poem Two Mothers Remembered  explore the theme of caregiving?   The poem explores taking care of someone as the most important job that shows what a mother is. It is the thing that creates family bonds that last forever. The speaker's memories are not of big, fancy actions. His memories are of the steady, gentle care he got from his second mother. This suggests that a real family is built on the foundation of selfless nurturing. (কবিতাটি যত্ন প্রদানকে কেন্দ্রীয় কাজ হিসাবে অন্বেষণ করে যা মাতৃত্বকে সংজ্ঞায়িত করে এবং স্থায়ী বন্ধন তৈরি করে। বক্তার স্মৃতিগুলি কোনো মহৎ অঙ্গভঙ্গির নয়, বরং তার দ্বিতীয় মায়ের দ্বারা প্রদত্ত ধারাবাহিক, কোমল যত্নের, যা ইঙ্গিত দেয় যে সত্যিকারের পরিবার নিঃস্বার্থ লালনপালনের ভিত্তির উপর নির্মিত।) d) What does The Sands of Dee  suggest about nature’s power?   The poem suggests that nature's power is total and complete. It does not care about us, and it cannot be tamed. The tide that never stops acts without any mean feelings, but what it does is terrible. This shows that human lives are very delicate. They can be broken by the huge, wild forces of the natural world that we cannot control. (কবিতাটি ইঙ্গিত দেয় যে প্রকৃতির শক্তি পরম, উদাসীন এবং অদম্য। নিরলস জোয়ার কোনো বিদ্বেষ ছাড়াই কিন্তু বিধ্বংসী পরিণতি নিয়ে কাজ করে, যা দেখায় যে মানব জীবন ভঙ্গুর এবং প্রাকৃতিক বিশ্বের বিশাল, অনিয়ন্ত্রিত শক্তির অধীন।) e) What does Time, You Old Gipsy Man  imply about the fleeting nature of life?   The poem suggests that life passes very quickly. It does this by showing time as a traveler who is always moving and carries everything away with him. The loss of the "sweet girls and brave boys" to time's wagon is a direct picture of how life itself is a short journey. It shows how the best and most lively moments of life quickly pass by and become just a memory. (কবিতাটি সময়কে এক ধ্রুবক চলমান ভ্রমণকারী হিসাবে চিত্রিত করে, যে সবকিছু কেড়ে নিয়ে যায়, এর মাধ্যমে জীবন ক্ষণস্থায়ী বলে বোঝায়। সময়ের ক্যারাভ্যানে "মিষ্টি মেয়ে এবং সাহসী ছেলেদের" হারানো একটি সরাসরি রূপক যে কীভাবে জীবন নিজেই একটি ক্ষণস্থায়ী যাত্রা, এবং এর প্রাণবন্ত মুহূর্তগুলি দ্রুত স্মৃতিতে পরিণত হয়।) f) Why does the poet describe the woods as “lovely” in Stopping by Woods on a Snowy Evening ?   The poet calls the woods "lovely" because they are a perfect, calm, and beautiful place to escape from the hard parts of the world. The mix of deep darkness, the quiet falling snow, and the total silence creates a beautiful and peaceful feeling. The speaker finds this feeling to be very attractive and calming. (কবি জঙ্গলকে "lovely" (সুন্দর) বলেছেন কারণ সেগুলি বিশ্বের জটিলতা থেকে এক নিখুঁত, নির্মল এবং সুন্দর পলায়নকে প্রতিনিধিত্ব করে। গভীর অন্ধকার, শান্ত তুষারপাত এবং গভীর নীরবতার সংমিশ্রণ এক নান্দনিক এবং আবেগপূর্ণ আবেদন তৈরি করে যা তিনি গভীরভাবে আকর্ষণীয় এবং শান্তিপূর্ণ মনে করেন।) g) How does Solitude  reflect the isolation of grief? The poem "Solitude" shows how being sad can make you feel very alone. It does this by showing the big difference between sadness and happiness. The poem's main message is that people will be happy to join your parties and celebrations. But these same people will leave you when you are sad ("weep, and you weep alone"). This forces you into a state of deep emotional loneliness. ("সলিটিউড" আনন্দের সাম্প্রদায়িক প্রকৃতির সাথে তীব্রভাবে বৈসাদৃশ্য তৈরি করে শোকের বিচ্ছিন্নতাকে প্রতিফলিত করে। কবিতার কেন্দ্রীয় বার্তাটি হলো, যখন মানুষ সানন্দে আপনার উদযাপনে যোগ দেবে, তখন তারা আপনাকে শোক করার সময় ত্যাগ করবে ("কাঁদো, এবং তুমি একাই কাঁদবে"), যা আপনাকে গভীর মানসিক বিচ্ছিন্নতার অবস্থায় বাধ্য করবে।)

English Poems: Practice Questions for Class 9 & 10 - 2 Set 9 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does O Me! O Life! address self-worth? b) Why does Books describe reading as a magical experience? c) How does Two Mothers Remembered explore changing relationships? d) How does The Sands of Dee build suspense? e) How does Time, You Old Gipsy Man portray the passage of time? f) Why does Stopping by Woods on a Snowy Evening use repetition? g) What contrast does Solitude make between joy and despair?   Set 10 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What is Whitman’s tone at the conclusion of O Me! O Life!? b) How does Books suggest the influence of books on children? c) How does Two Mothers Remembered portray the strength of women? d) Why does The Sands of Dee focus on the tide’s movement? e) What does the poet’s plea to time reveal in Time, You Old Gipsy Man? f) Why does the poet continue his journey in Stopping by Woods on a Snowy Evening? g) What does Solitude say about the selfishness of human relationships?   Set 11 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What realization does O Me! O Life! lead to? b) How does Books capture the timelessness of stories? c) What emotions does Two Mothers Remembered emphasize? d) What role does nature play in The Sands of Dee? e) How does Time, You Old Gipsy Man reflect nostalgia? f) What does the traveler represent in Stopping by Woods on a Snowy Evening? g) How does Solitude contrast shared happiness and private sorrow?   Set 12 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does "O Me! O Life!" highlight human imperfections? b) Why does the poet call books a "magic box" in the poem "Books"? c) How does "Two Mothers Remembered" explore the theme of role reversal? d) What is the significance of the grave by the sea in "The Sands of Dee"? e) What does "Time, You Old Gipsy Man" suggest about the fleeting nature of time? f) How does "Stopping by Woods on a Snowy Evening" depict solitude and contemplation? g) What lesson does "Solitude" convey about human companionship?   Set 13 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! inspire readers to take action? b) What is the poet’s attitude toward books in Books? c) How does Two Mothers Remembered present themes of devotion? d) Why is the tide an important element in The Sands of Dee? e) What role does time play in Time, You Old Gipsy Man? f) What makes the woods so captivating in Stopping by Woods on a Snowy Evening? g) What social observation does Solitude make?   Set 14 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What key message does O Me! O Life! convey? b) How does Books celebrate the power of storytelling? c) How does Two Mothers Remembered depict the process of remembering? d) What emotions are evoked by The Sands of Dee? e) How does the poet address the idea of fleeting time in Time, You Old Gipsy Man? f) How does Stopping by Woods on a Snowy Evening explore obligations? g) What is the deeper meaning of Solitude?   Set 15 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! inspire individuals to find purpose? b) How does Books describe the emotional connection with books? c) What does Two Mothers Remembered reveal about the passage of time? d) How does The Sands of Dee convey a sense of loss? e) Why does the poet plead with time in Time, You Old Gipsy Man? f) What effect does repetition have in Stopping by Woods on a Snowy Evening? g) What is the poet’s view on social behavior in Solitude?   Set 16 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does "O Me! O Life!" reflect Whitman’s perspective on self-expression? b) Why does the poem "Books" call books treasures? c) What message does "Two Mothers Remembered" convey about caregiving? d) How does "The Sands of Dee" explore the relationship between humans and nature? e) Why does the poet ask time to "stay just for a day" in "Time, You Old Gipsy Man"? f) What does the phrase "promises to keep" signify in "Stopping by Woods on a Snowy Evening"? g) What does "Solitude" suggest about human selfishness? Key Set 9 a) How does O Me! O Life!  address self-worth? The poem talks about how we see our own value. It starts with the speaker feeling sad and full of questions. But it moves to a feeling that is very strong and positive. The answer, "That you are here," tells us that every single person's life has value just because it exists. We find our own self-worth when we understand this idea. We feel worthy when we know we have the power to "contribute a verse," or add our own good part to the world. (কবিতাটি প্রশ্ন এবং হতাশার অবস্থা থেকে এক শক্তিশালী দৃঢ়তার দিকে এগিয়ে গিয়ে আত্ম-মূল্যকে সম্বোধন করে । উত্তর, "যে তুমি এখানে আছো," জোর দেয় যে প্রতিটি ব্যক্তির অস্তিত্বের অন্তর্নিহিত মূল্য রয়েছে । আত্ম-মূল্য এই সত্যটি স্বীকার করা এবং বোঝা থেকে আসে যে আপনার একটি "শ্লোক যোগ করার" ক্ষমতা আছে ।) b) Why does Books  describe reading as a magical experience?   The poem calls reading a magical experience because books have a special power. They can take a person to a brand new world. They can introduce us to so many different people and characters. They can fill our minds with new facts and wonder. And all of this happens without us ever leaving our own room. This power to change our world so completely is like real magic. (কবিতাটি পড়াকে একটি জাদুকরী অভিজ্ঞতা হিসাবে উল্লেখ করে কারণ বইয়ের শক্তি আছে একজন ব্যক্তিকে সম্পূর্ণ নতুন জগতে নিয়ে যাওয়ার, তাকে অগণিত চরিত্রের সাথে পরিচয় করিয়ে দেওয়ার এবং তার মনকে জ্ঞান ও বিস্ময়ে পূর্ণ করার, সবই তার ঘর না ছেড়েই । এই রূপান্তরকারী শক্তি জাদুর সমতুল্য ।) c) How does Two Mothers Remembered  explore changing relationships?   The poem looks at how relationships can change over time. It shows how the speaker's connection with her second mother grew stronger as the years passed. Her relationship with her birth mother was not there at all. But her bond with her second mother was built every day. It was built with acts of care and guidance. This shows that the strongest relationships are often the ones that we work on and take care of. (কবিতাটি দেখায় যে কীভাবে বক্তার দ্বিতীয় মায়ের সাথে তার সম্পর্ক সময়ের সাথে সাথে বিকশিত এবং গভীর হয়েছিল, এর মাধ্যমে পরিবর্তনশীল সম্পর্কগুলি অন্বেষণ করে । যখন তার জন্মদাত্রী মায়ের সাথে তার সম্পর্ক ছিল অনুপস্থিতির, তখন তার দ্বিতীয় মায়ের সাথে বন্ধনটি দৈনন্দিন যত্ন এবং নির্দেশনার মাধ্যমে নির্মিত হয়েছিল, যা প্রমাণ করে যে সবচেয়ে গভীর সম্পর্কগুলি প্রায়শই সেগুলিই যা লালন করা হয় ।) d) How does The Sands of Dee  build suspense? The poem "The Sands of Dee" makes us feel nervous and excited about what will happen next. It does this by giving hints of danger. It uses scary pictures of the sea coming closer. The "cruel crawling foam" and the thick "mist" make us feel that something bad is about to happen. Mary keeps calling for her cows while this danger gets closer. This makes the reader worry more and more about what will happen to her. ("দ্য স্যান্ডস অফ ডি" পূর্বাভাস এবং ধেয়ে আসা জোয়ারের অশুভ চিত্রকল্পের মাধ্যমে উত্তেজনা তৈরি করে । "নিষ্ঠুর হামাগুড়ি দেওয়া ফেনা" এবং ঘূর্ণায়মান "কুয়াশা" এক আসন্ন বিপদের অনুভূতি তৈরি করে । এই পটভূমিতে মেরি'র ডাকের পুনরাবৃত্তি পাঠককে তার ভাগ্য সম্পর্কে ক্রমবর্ধমানভাবে উদ্বিগ্ন করে তোলে, যখন অনিবার্য悲剧 (tragedy)-টি আরও কাছে চলে আসে ।) e) How does Time, You Old Gipsy Man  portray the passage of time?   The poem shows the passing of time as a long trip that never stops. It pictures time as a "gipsy man" with a wagon that "rattles and jolts". This creates a clear picture in our minds. We see time as a traveler who is always moving forward. As he travels, he picks up our moments and the people in our lives. He does this without ever stopping or looking back. (কবিতাটি সময়ের উত্তরণকে একটি অবিচ্ছিন্ন, অপ্রতিরোধ্য যাত্রা হিসাবে চিত্রিত করে । সময়কে একটি "ক্যারাভান" সহ "জিপসি ম্যান" হিসাবে ব্যক্ত করে যা "ঝাঁকুনি দেয়," কবিতাটি সময়ের এক উজ্জ্বল চিত্র তৈরি করে যে একজন ভ্রমণকারী হিসাবে সর্বদা এগিয়ে চলেছে, যেতে যেতে মুহূর্ত এবং মানুষ সংগ্রহ করছে, কখনো পিছনে ফিরে না তাকিয়ে ।) f) Why does Stopping by Woods on a Snowy Evening  use repetition?   The poem repeats its last two lines. It says, "And miles to go before I sleep" two times. This is done to show how big the speaker's duties are. It shows us that his life's journey is very long. The repetition feels like a quiet chant. It makes his decision to leave the woods feel very strong. It shows the powerful feeling of duty is stronger than his desire to rest. (কবিতাটি তার শেষ দুটি পংক্তিতে, "এবং ঘুমানোর আগে মাইলের পর মাইল যেতে হবে," পুনরাবৃত্তি ব্যবহার করে বক্তার অপরিসীম দায়িত্ব এবং জীবনের দীর্ঘ যাত্রাকে জোর দেওয়ার জন্য । পুনরাবৃত্তিটি একটি মন্ত্রের মতো কাজ করে, যা প্রলোভনসঙ্কুল জঙ্গল ছেড়ে যাওয়ার তার সিদ্ধান্তকে দৃঢ় করে এবং ইচ্ছার উপর কর্তব্যের শক্তিশালী টানকে আরও জোরদার করে ।) g) What contrast does Solitude  make between joy and despair?   The poem "Solitude" shows a very clear difference between joy and sadness. It shows joy as something we do in public with other people. It attracts friends to us ("Rejoice, and men will seek you"). But it shows sadness, or despair, as a private feeling. It is something that makes us feel alone and pushes others away ("Grieve, and they turn and go"). This forces a person to face their pain by themselves. ("সলিটিউড" আনন্দ এবং হতাশার মধ্যে একটি তীব্র বৈসাদৃশ্য তৈরি করে, আনন্দকে একটি সর্বজনীন, সাম্প্রদায়িক অভিজ্ঞতা হিসাবে উপস্থাপন করে যা অন্যদের আকর্ষণ করে ("আনন্দ করো, এবং মানুষ তোমাকে খুঁজবে") । বিপরীতে, এটি হতাশাকে একটি ব্যক্তিগত, বিচ্ছিন্ন অবস্থা হিসাবে চিত্রিত করে যা সঙ্গকে বিকর্ষণ করে ("শোক করো, এবং তারা মুখ ফিরিয়ে চলে যাবে"), যা একজনকে একাই এটি সহ্য করতে বাধ্য করে ।) Set 10 a) What is Whitman’s tone at the conclusion of O Me! O Life! ?   At the end of the poem, Whitman's tone is very hopeful and strong. The poem starts with a feeling of sadness and doubt. But it changes in a big way. The end of the poem has a tone of hope and purpose. It celebrates the simple idea that we are alive. And it celebrates the power that each person has to add something good and meaningful to the world. (কবিতার উপসংহারে হুইটম্যানের সুর শক্তিশালীভাবে আশাবাদী এবং সমর্থনসূচক । হতাশা এবং সন্দেহের সুর দিয়ে শুরু করার পর, এটি নাটকীয়ভাবে উদ্দেশ্য এবং আশার সুরে পরিবর্তিত হয় । এটি অস্তিত্বের সহজ সত্য এবং ব্যক্তির অর্থপূর্ণ কিছু অবদান রাখার ক্ষমতাকে উদযাপন করে ।) b) How does Books  suggest the influence of books on children?   The poem says that books have a very deep and special power over children. They help shape how children see the world and what they imagine. The poem describes a room full of books as a "magic box". This idea means that reading gives children many adventures that never end. Reading also gives them new things to learn. It gives them new ways to see the world. All of these things make their minds and their lives much richer. (কবিতাটি ইঙ্গিত দেয় যে শিশুদের উপর বইয়ের একটি গভীর এবং জাদুকরী প্রভাব রয়েছে, যা তাদের কল্পনা এবং বিশ্বদৃষ্টিকে রূপ দেয় । বইয়ে ভরা একটি ঘরকে "জাদুর বাক্স" হিসাবে উপস্থাপন করে, এটি বোঝায় যে পড়া শিশুদের অফুরন্ত অভিযান, জ্ঞান এবং দৃষ্টিভঙ্গি প্রদান করে যা তাদের মন এবং জীবনকে সমৃদ্ধ করে ।) c) How does Two Mothers Remembered  portray the strength of women?   The poem shows the strength of women through the second mother. This mother took on a hard job. But she gave love and support that never failed. The poem talks about her "cool and steady" hands. This is a picture of her calm and strong character. She had a quiet strength. This strength had a very big and good effect on the speaker's life. (কবিতাটি দ্বিতীয় মায়ের চরিত্রের মাধ্যমে নারীর শক্তিকে চিত্রিত করে, যিনি একটি কঠিন ভূমিকায় অবতীর্ণ হন এবং অটুট ভালোবাসা ও স্থিতিশীলতা প্রদান করেন । তার "শীতল এবং স্থির" হাত তার শান্ত, সহনশীল এবং লালনপালনকারী চরিত্রের প্রতীক, যা এক নীরব শক্তিকে মূর্ত করে যা বক্তার জীবনকে গভীরভাবে রূপ দেয় ।) d) Why does The Sands of Dee  focus on the tide’s movement?   The poem pays close attention to how the tide moves. It says the tide is "crawling" and "rolling". This makes the tide seem like a quiet and mean animal that is hunting. This focus makes us feel nervous. It also shows the power of nature that cannot be stopped. The tide comes closer and closer, silently, to take Mary's life. (কবিতাটি জোয়ারের গতিবিধির উপর আলোকপাত করে—এটিকে "হামাগুড়ি দেওয়া" এবং "ঘূর্ণায়মান" হিসাবে বর্ণনা করে—এটিকে একটি গোপন এবং নির্দয় শিকারী হিসাবে ব্যক্ত করার জন্য । এই আলোকপাতটি উত্তেজনা তৈরি করে এবং প্রকৃতির অপ্রতিরোধ্য শক্তিকে জোর দেয়, যা নীরবে এবং অনিবার্যভাবে মেরি'র জীবন দাবি করতে এগিয়ে আসে ।) e) What does the poet’s plea to time reveal in Time, You Old Gipsy Man ?   The poet's begging shows a deep feeling that all people have. It is the desire to keep beautiful and happy things safe. We know that things get old and are lost. By begging the "gipsy man" to not take away the beautiful things in the world, the poet shows a sad feeling for the past. He shows that he knows life is short and does not last forever. (কবির আবেদন ক্ষয় এবং ক্ষতির নিশ্চয়তার বিরুদ্ধে সৌন্দর্য এবং সুখকে রক্ষা করার এক গভীর মানবিক আকাঙ্ক্ষাকে প্রকাশ করে । "জিপসি ম্যান"-কে বিশ্বের সুন্দর জিনিসগুলিকে রেহাই দেওয়ার জন্য অনুরোধ করে, কবি এক সর্বজনীন nostalgia এবং জীবনের ক্ষণস্থায়ী প্রকৃতির এক মর্মস্পর্শী সচেতনতা প্রকাশ করেন ।) f) Why does the poet continue his journey in Stopping by Woods on a Snowy Evening ?   The poet keeps going on his journey because he remembers his duties. He remembers all the things he has to do in the world. He says this in the line, "But I have promises to keep". This feeling of duty is stronger than his wish to rest. It is stronger than his desire to escape into the beautiful, dark woods. This feeling of responsibility makes him move forward. (কবি তার যাত্রা চালিয়ে যান কারণ তিনি বিশ্বের প্রতি তার কর্তব্য এবং বাধ্যবাধকতাকে স্বীকার করেন, যা "কিন্তু আমার প্রতিশ্রুতি রক্ষা করতে হবে" এই পংক্তিতে সংক্ষিপ্ত করা হয়েছে । এই দায়িত্ববোধ সুন্দর, অন্ধকার জঙ্গলে বিশ্রাম নেওয়া এবং পালিয়ে যাওয়ার প্রলোভনকে ছাড়িয়ে যায়, যা তাকে এগিয়ে যেতে বাধ্য করে ।) g) What does Solitude  say about the selfishness of human relationships?   The poem "Solitude" suggests that many relationships between people are based on selfishness. People like to be with others when they can share in happy times and success. The poem says, "For men must borrow of your mirth" (or happiness). But people do not want to share the weight of sadness. This shows that people often look for friends to get something for themselves, not to give real support to each other. ("সলিটিউড" ইঙ্গিত দেয় যে মানব সম্পর্কগুলি প্রায়শই স্বার্থপরতার উপর ভিত্তি করে । মানুষ অন্যদের প্রতি আকৃষ্ট হয় তাদের আনন্দ এবং সাফল্য ভাগ করে নেওয়ার জন্য ("কারণ মানুষদের তোমার আনন্দ ধার করতে হবে") , কিন্তু তারা দুঃখের বোঝা ভাগ করে নিতে অনিচ্ছুক । এটি পারস্পরিক সমর্থনের চেয়ে ব্যক্তিগত লাভের জন্য সম্পর্ক খোঁজার মানুষের প্রবণতাকে প্রকাশ করে ।)   Set 11 a) What realization does O Me! O Life!  lead to? The poem helps us understand a very important idea. It shows that the value of life is not found by asking why it is so hard. Instead, we find life's value by feeling sure that our own life is important. We must believe we have a purpose. The final big idea is that every single person has the power and meaning to "contribute a verse." This means we can all add our own good part to the great story of life. (কবিতাটি আমাদের একটি অত্যন্ত গুরুত্বপূর্ণ ধারণা বুঝতে সাহায্য করে। এটি দেখায় যে জীবনের মূল্য কেন এত কঠিন তা প্রশ্ন করে পাওয়া যায় না। বরং, আমরা জীবনের মূল্য খুঁজে পাই আমাদের নিজের জীবনের গুরুত্ব সম্পর্কে নিশ্চিত হয়ে। আমাদের অবশ্যই বিশ্বাস করতে হবে যে আমাদের একটি উদ্দেশ্য আছে। চূড়ান্ত বড় ধারণাটি হলো যে প্রত্যেক ব্যক্তিরই "একটি শ্লোক যোগ করার" ক্ষমতা এবং অর্থ রয়েছে। এর মানে হলো আমরা সবাই জীবনের মহান গল্পে আমাদের নিজেদের ভালো অংশ যোগ করতে পারি।) b) How does Books  capture the timelessness of stories?   The poem "Books" shows that stories can last forever and never get old. It describes them as treasures kept inside a "magic box." We can open this box at any time in our lives. The stories and the characters inside the books do not age or disappear. They are always there, like constant friends. They can take a reader on a journey to different times, making the stories feel like they will live forever. ("বই" কবিতাটি দেখায় যে গল্প চিরকাল স্থায়ী হতে পারে এবং কখনও পুরানো হয় না। এটি গল্পগুলোকে একটি "জাদুর বাক্সে" রাখা সম্পদের মতো বর্ণনা করে। আমরা আমাদের জীবনের যেকোনো সময় এই বাক্সটি খুলতে পারি। বইয়ের ভেতরের গল্প এবং চরিত্রগুলোর বয়স বাড়ে না বা হারিয়ে যায় না। তারা ধ্রুবক বন্ধুর মতো সবসময় সেখানে থাকে। তারা পাঠককে বিভিন্ন সময়ে যাত্রায় নিয়ে যেতে পারে, যা গল্পগুলোকে চিরন্তন করে তোলে।) c) What emotions does Two Mothers Remembered emphasize?   The poem focuses on very deep and quiet feelings. It most strongly shows the feelings of being thankful, of loving someone, and of having a gentle respect. The way the speaker talks about the second mother is full of warmth and thanks. The poem helps us feel a very deep connection. This connection was built on love and care that was given every day, not just on being related by blood. (কবিতাটি খুব গভীর এবং শান্ত অনুভূতির উপর জোর দেয়। এটি সবচেয়ে জোরালোভাবে কৃতজ্ঞতা, ভালোবাসা এবং নম্র শ্রদ্ধার অনুভূতিগুলো দেখায়। বক্তা যেভাবে তার দ্বিতীয় মায়ের সম্পর্কে কথা বলেন তা উষ্ণতা এবং ধন্যבאাদে পূর্ণ। কবিতাটি আমাদের একটি খুব গভীর সংযোগ অনুভব করতে সাহায্য করে। এই সংযোগটি প্রতিদিনের যত্ন এবং ভালোবাসার উপর নির্মিত হয়েছিল, কেবল রক্তের সম্পর্কের উপর ভিত্তি করে নয়।) d) What role does nature play in The Sands of Dee ? In this poem, nature acts like the bad guy or the enemy. The sea, the tide, and the fog are all parts of nature. They are shown as beautiful, but they are also very deadly and cruel. They are powerful forces that do not care at all about human life. Nature is the agent that causes Mary's very sad fate. This shows how weak and helpless people can be against nature's power. (এই কবিতায়, প্রকৃতি ভিলেন বা শত্রুর ভূমিকা পালন করে। সমুদ্র, জোয়ার এবং কুয়াশা সবই প্রকৃতির অংশ। সেগুলোকে সুন্দর হিসাবে দেখানো হয়েছে, কিন্তু সেগুলো খুব মারাত্মক এবং নিষ্ঠুরও। সেগুলো শক্তিশালী শক্তি যা মানব জীবন সম্পর্কে মোটেও পরোয়া করে না। প্রকৃতিই মেরির করুণ পরিণতির নির্দয় কারণ। এটি দেখায় যে প্রকৃতির শক্তির বিরুদ্ধে মানুষ কতটা দুর্বল এবং অসহায়।) e) How does Time, You Old Gipsy Man  reflect nostalgia?   The poem shows a strong feeling of sadness for the past, which is called nostalgia. We see this feeling in the way the poet begs time to stop its journey. He wants time to spare the beautiful things from the past. He lists things like "sweet girls," "brave boys," and "bright swords." This creates a powerful feeling of wishing for a young and lively past that has been lost forever as time marched on. (কবিতাটি অতীতের জন্য এক গভীর দুঃখের অনুভূতি প্রতিফলিত করে, যাকে נוסטלגיה বলা হয়। আমরা এই অনুভূতিটি কবির সময়কে থামানোর মরিয়া অনুরোধের মাধ্যমে দেখতে পাই। তিনি চান সময় যেন অতীতের সুন্দর জিনিসগুলোকে রক্ষা করে। তিনি "মিষ্টি মেয়ে," "সাহসী ছেলে," এবং "উজ্জ্বল তলোয়ার"-এর মতো জিনিসগুলোর তালিকা করেন। এটি একটি প্রাণবন্ত যৌবনের জন্য এক শক্তিশালী আকাঙ্ক্ষা জাগায় যা সময়ের নিরলস অগ্রযাত্রায় হারিয়ে গেছে।) f) What does the traveler represent in Stopping by Woods on a Snowy Evening ?   The traveler in the poem is a picture of any ordinary person who is making their way through life. He is caught between two feelings. He has a desire to rest and enjoy a moment of peace and beauty (which is the woods). But he also feels the pull of his duties and the jobs he has to do for society (his "promises to keep"). This shows a common problem for all humans: the struggle between what we want for ourselves and what we must do for others. (ভ্রমণকারী জীবনের পথে চলা একজন সাধারণ মানুষকে প্রতিনিধিত্ব করে। সে বিশ্রাম, সৌন্দর্য এবং শান্ত প্রতিফলনের আকাঙ্ক্ষা (জঙ্গল) এবং সামাজিক বাধ্যবাধকতা ও দায়িত্বের ("প্রতিশ্রুতি রক্ষা করার") চাহিদার মধ্যে আটকা পড়েছে। এটি ব্যক্তিগত ইচ্ছা এবং কর্তব্যের মধ্যেকার সর্বজনীন মানব দ্বন্দ্বকে প্রতীকায়িত করে।) g) How does Solitude  contrast shared happiness and private sorrow?   The poem shows a big difference between happy times and sad times. It says that happiness is something we share with other people. It is a public feeling that brings people to us ("laugh, and the world laughs with you"). But sadness is a private and lonely feeling. It is a heavy thing that we must carry all alone ("weep, and you weep alone"). This highlights that people’s friendship is often not steady and can change. (কবিতাটি সুখকে একটি ভাগ করে নেওয়া, সর্বজনীন অভিজ্ঞতা হিসাবে বর্ণনা করে যা মানুষকে আকর্ষণ করে ("হাসো, এবং বিশ্ব তোমার সাথে হাসবে"), যখন দুঃখ একটি ব্যক্তিগত, বিচ্ছিন্ন বোঝা যা একজনকে একাই সহ্য করতে হয় ("কাঁদো, এবং তুমি একাই কাঁদবে") - এভাবে এদের মধ্যে বৈসাদৃশ্য তৈরি করে, যা মানব সঙ্গের শর্তাধীন প্রকৃতিকে তুলে ধরে।) Set 12 a) How does O Me! O Life!  highlight human imperfections?   The poem shows that people are not perfect. It does this by making a list of problems. It mentions "the endless trains of the faithless," "cities filled with the foolish," and the speaker's own feelings of doubt that keep coming back. By saying that these problems are a normal part of being human, the poem gets us ready for its happy ending. The happy ending is that life is still good and has value, even with all these problems. (কবিতাটি "বিশ্বাসহীনের অন্তহীন সারি," "মূর্খে ভরা শহর," এবং বক্তার নিজের পুনরাবৃত্ত আত্ম-সন্দেহের তালিকা করে মানুষের অপূর্ণতাগুলিকে তুলে ধরে। এই ত্রুটিগুলিকে মানব পরিস্থিতির অংশ হিসাবে স্বীকার করে, কবিতাটি তার উদ্দীপক উপসংহারের জন্য মঞ্চ তৈরি করে যে এগুলি সত্ত্বেও জীবনের মূল্য রয়েছে।) b) Why does the poet call books a "magic box" in the poem Books ?   The poet calls books a "magic box" because they hold so many amazing things and great adventures inside their pages. Just like a real magic box with tricks, opening a book can magically take the reader to new worlds. It can let you meet interesting people. It can show you new things that seem amazing and wonderful. All of this can come from just one small book. (কবি বইকে "জাদুর বাক্স" বলেছেন কারণ তাদের পৃষ্ঠাগুলির মধ্যে অগণিত বিস্ময় এবং অভিযান রয়েছে। একটি কৌশলের বাক্সের মতো, একটি বই খোলা পাঠককে জাদুকরীর মতো বিভিন্ন জগতে নিয়ে যেতে পারে, তাদের আকর্ষণীয় চরিত্রের সাথে পরিচয় করিয়ে দিতে পারে, এবং এমন জ্ঞান প্রকাশ করতে পারে যা fantástico বলে মনে হয়, সবই একটি ছোট বস্তু থেকে।) c) How does Two Mothers Remembered  explore the theme of role reversal?   The poem looks at the idea of roles changing places. The speaker is now a grown-up, and she is thinking about when she was a child. Back then, she was the one who was taken care of. But now, it seems like her second mother is older and needs care, almost like a child. This change shows the normal circles of life. It also shows how relationships in a family can change over the years. (কবিতাটি ভূমিকা পরিবর্তনের বিষয়টি অন্বেষণ করে যখন বক্তা, এখন একজন প্রাপ্তবয়স্ক, তার শৈশবের উপর আলোকপাত করে। সে এখন যত্নশীলের ভূমিকা নিয়েছে ("আমি, যার যত্ন নেওয়া হতো"), এবং তার দ্বিতীয় মা একটি শিশুর মতো নির্ভরশীল হয়ে পড়েছেন। এই পরিবর্তন জীবনের প্রাকৃতিক চক্র এবং পারিবারিক সম্পর্কের পরিবর্তনশীল গতিশীলতাকে তুলে ধরে।) d) What is the significance of the grave by the sea in The Sands of Dee ?   The grave next to the sea is important. It is important because it is always there to remind us of Mary's sad story. It is a constant reminder of the sea's power to destroy. The grave puts a physical mark on the land that tells her story. This makes sure that people will not forget her. It also makes sure they will not forget the warning about the dangerous sea. (সমুদ্রের ধারে কবরটি তাৎপর্যপূর্ণ কারণ এটি মেরি'র ভাগ্য এবং সমুদ্রের ধ্বংসাত্মক শক্তির একটি ধ্রুবক, করুণ অনুস্মারক হিসাবে কাজ করে। এটি তার ক্ষতির গল্প দিয়ে ভূদৃশ্যটিকে শারীরিকভাবে চিহ্নিত করে, যা নিশ্চিত করে যে তার স্মৃতি এবং বিপজ্জনক জোয়ারের সতর্কবার্তা ভুলে যাওয়া হবে না।) e) What does Time, You Old Gipsy Man  suggest about the fleeting nature of time?   The poem strongly suggests that time passes very quickly. It shows time as a "gipsy man" who is always moving and never waits for anyone. The picture of his wagon "rattling and jolting" away makes us feel how time is always moving forward and cannot be stopped. This makes the present moment feel very, very short and temporary. (কবিতাটি সময়কে একজন "জিপসি ম্যান" হিসাবে ব্যক্ত করে, যে সর্বদা চলমান এবং কারও জন্য অপেক্ষা করবে না, এর মাধ্যমে powerfully ইঙ্গিত দেয় যে সময় ক্ষণস্থায়ী। তার ক্যারাভ্যান "ঝাঁকুনি দিয়ে" চলে যাওয়ার চিত্রকল্প মুহূর্তগুলির ধ্রুবক, অপ্রতিরোধ্য উত্তরণকে জোর দেয়, যা বর্তমানকে অবিশ্বাস্যভাবে সংক্ষিপ্ত এবং ক্ষণস্থায়ী মনে করায়।) f) How does Stopping by Woods on a Snowy Evening depict solitude and contemplation?   The poem shows solitude, or being alone, as a time of peaceful and deep thinking. The speaker is by himself in the quiet, dark woods. This quiet place is far away from the noise of the world. It gives him a special moment to think about nature, beauty, his own wishes, and his journey through life. Being alone here is not a sad thing. It is a special time for deep thoughts. (কবিতাটি নির্জনতাকে শান্তিপূর্ণ, গভীর চিন্তাভাবনার একটি অবস্থা হিসাবে চিত্রিত করে। বক্তা, নীরব, অন্ধকার জঙ্গলে একা, বিশ্বের কোলাহল থেকে দূরে, যা তাকে প্রকৃতি, সৌন্দর্য, ইচ্ছা এবং তার নিজের জীবনের যাত্রা নিয়ে প্রতিফলনের এক বিরল মুহূর্ত দেয়। এখানকার নির্জনতা একাকীত্ব নয়, বরং গভীর চিন্তার জন্য একটি স্থান।) g) What lesson does Solitude  convey about human companionship?   The poem teaches a hard lesson. The lesson is that friendships with people are often not very deep. They can change depending on the situation. It teaches that people will be happy to share your good times and success. But they will quickly leave you when you are sad. This suggests that we should not expect other people to always be there to support us. (কবিতাটি একটি নিন্দামূলক শিক্ষা দেয় যে মানব সঙ্গ প্রায়শই শর্তসাপেক্ষ এবং বাহ্যিক। এটি শেখায় যে মানুষ সাফল্য এবং সুখ ভাগ করে নিতে আগ্রহী কিন্তু দুঃখের সময়ে অন্যদের ত্যাগ করতে দ্রুত, যা ইঙ্গিত দেয় যে বিশ্বের কাছ থেকে অটুট সমর্থন আশা করা উচিত নয়।) Set 13 a) How does O Me! O Life!  inspire readers to take action?   The poem encourages readers to do something with their lives. It changes our focus. First, we feel sad about the world's problems. Then, the poem shows us the power of what one person can do. The last line says, "That you may contribute a verse." This is like a direct order to take action. It tells every reader to be an active part of life and to add their own special value to the world. (কবিতাটি বিশ্বের ত্রুটি সম্পর্কে হতাশা থেকে মনোযোগ সরিয়ে ব্যক্তিগত অবদানের শক্তির দিকে নিয়ে গিয়ে পাঠকদের কাজ করতে অনুপ্রাণিত করে। শেষ পংক্তি, "যাতে তুমি একটি শ্লোক যোগ করতে পারো," সরাসরি কর্মের আহ্বান হিসাবে কাজ করে, যা প্রতিটি পাঠককে জীবনে সক্রিয়ভাবে অংশগ্রহণ করতে এবং তাদের নিজস্ব অনন্য মূল্য যোগ করতে অনুরোধ করে।) b) What is the poet’s attitude toward books in Books ? The poet feels a great deal of respect and wonder for books. He also feels a deep love for them. He calls books a "magic box". He calls a room full of books "a lovely world". By using these words, the poet shows how much he admires the power of books. He loves that they can fill us with wonder, teach us new things, and be our friends for our whole lives. (কবির মনোভাব হলো শ্রদ্ধা, বিস্ময় এবং গভীর স্নেহের। বইকে "জাদুর বাক্স" এবং বইয়ে ভরা একটি ঘরকে "একটি সুন্দর জগৎ" বলে, কবি বইয়ের মুগ্ধ করার, শিক্ষিত করার এবং আজীবন সঙ্গ দেওয়ার ক্ষমতার প্রতি এক গভীর প্রশংসা প্রকাশ করেন।) c) How does Two Mothers Remembered  present themes of devotion?   The poem shows the idea of being devoted through the speaker's loving memories. He remembers his second mother with great love. He remembers small details about her, like her steady hands and her gentle care. He remembers that she was always there. This shows that the mother gave her love without asking for anything back. And now, the speaker gives back that same devotion by remembering her with so much love. (কবিতাটি বক্তার দ্বিতীয় মায়ের প্রতি তার স্নেহময় স্মৃতির মাধ্যমে ভক্তির বিষয়বস্তু উপস্থাপন করে। মায়ের স্থির হাত, কোমল যত্ন এবং ধ্রুবক উপস্থিতির তার বিশদ স্মৃতিচারণ মায়ের পক্ষ থেকে এক জীবনব্যাপী নিঃস্বার্থ ভক্তিকে চিত্রিত করে, যা বক্তার নিজের ভক্তিমূলক স্মরণ দ্বারা প্রতিদান পায়।) d) Why is the tide an important element in The Sands of Dee ?   The tide is a very important part of this poem. It is the main bad thing and the cause of the sad event. The tide's "cruel crawling foam" is a picture of nature's mean and tricky power. The tide keeps moving and cannot be stopped. Its movement controls the whole story of the poem. It leads to Mary's death and decides her sad fate. (জোয়ার একটি গুরুত্বপূর্ণ উপাদান কারণ এটি প্রাথমিক প্রতিপক্ষ এবং 悲剧 (tragedy)-র এজেন্ট হিসাবে কাজ করে। এর "নিষ্ঠুর হামাগুড়ি দেওয়া ফেনা" প্রকৃতির প্রতারণামূলক এবং নির্দয় শক্তিকে প্রতিনিধিত্ব করে। জোয়ারের অপ্রতিরোধ্য গতি কবিতার কাহিনীকে নির্দেশ করে, যা মেরি'র মৃত্যুর দিকে নিয়ে যায় এবং তার ভাগ্যকে সীলমোহর করে।) e) What role does time play in Time, You Old Gipsy Man ? In this poem, time has the role of a powerful force that never stops. It does not care about our feelings. It controls the circle of life, beauty, and death. Time is shown as the "gipsy man". It is always moving forward. It takes away youth, beauty, and life. It is a strong reminder that we will not live forever and that all things must end. (কবিতায় সময় একটি ধ্রুবক, উদাসীন শক্তির ভূমিকা পালন করে যা জীবন এবং সৌন্দর্যের চক্রকে নিয়ন্ত্রণ করে। "জিপসি ম্যান" হিসাবে, এটি একটি সক্রিয় এজেন্ট যা নিরলসভাবে এগিয়ে চলে, যৌবন, সৌন্দর্য এবং জীবন কেড়ে নেয় এবং সমস্ত কিছুর নশ্বরতা এবং ক্ষণস্থায়ী প্রকৃতির এক শক্তিশালী অনুস্মারক হিসাবে কাজ করে।) f) What makes the woods so captivating in Stopping by Woods on a Snowy Evening ?   The woods are so attractive because they are a perfect, peaceful place to escape from the world. They are described as "lovely, dark and deep". The world is very quiet there. The snow is falling gently. All of this together creates a beautiful and almost magical feeling. The speaker finds this feeling of pure, calm beauty to be very wonderful. (জঙ্গলটি আকর্ষণীয় কারণ এটি বিশ্ব থেকে এক নিখুঁত, শান্তিপূর্ণ পলায়ন প্রদান করে। "সুন্দর, অন্ধকার এবং গভীর" হওয়ার সংমিশ্রণ, গভীর নীরবতা এবং তুষারের মৃদু পতনের সাথে, বিশুদ্ধ, শান্ত সৌন্দর্যের এক মুগ্ধকর এবং প্রায় সম্মোহিতকর পরিবেশ তৈরি করে।) g) What social observation does Solitude  make? The poem makes an observation about how people act in society. It observes that people are drawn to happy and good things. But they are pushed away by sad and bad things. The poem notes that people will gather around you to share your happiness (like when you "laugh" or "sing"). But these same people will quickly leave when you are facing sadness or hard times (like when you "weep" or "grieve"). (কবিতাটি এই সামাজিক পর্যবেক্ষণ করে যে সমাজ মৌলিকভাবে ইতিবাচকতার প্রতি আকৃষ্ট হয় এবং নেতিবাচকতা দ্বারা বিকর্ষিত হয়। এটি পর্যবেক্ষণ করে যে মানুষ কারও আনন্দ এবং সাফল্যে ভাগ করে নিতে ভিড় করবে ("হাসো," "আনন্দ করো," "গাও") কিন্তু কারও দুঃখ বা কষ্টের মুখোমুখি হলে দ্রুত অদৃশ্য হয়ে যাবে ("কাঁদো," "শোক করো," "দীর্ঘশ্বাস ফেলো")।) Set 14 a)  What key message does O Me! O Life!  convey?   b)  The main message is that every single person's life has a purpose and is valuable. This is true even though the world is not perfect. It is true even when we feel full of doubt about ourselves. The purpose of life is to be a part of it. The purpose is to add your own special "verse" to the big, ongoing poem of life. (মূল বার্তাটি হলো, বিশ্বের অপূর্ণতা এবং নিজের সন্দেহের অনুভূতি সত্ত্বেও প্রতিটি ব্যক্তির জীবনের অন্তর্নিহিত উদ্দেশ্য এবং মূল্য রয়েছে। জীবনের উদ্দেশ্য হলো এতে অংশগ্রহণ করা এবং অস্তিত্বের চলমান কবিতায় আপনার নিজস্ব অনন্য "শ্লোক" যোগ করা।) b) How does Books  celebrate the power of storytelling?   The poem "Books" celebrates how powerful stories can be. It does this by showing books as magical boxes. These boxes hold endless worlds and adventures. The idea that you can find "anything you want" inside a book is important. It shows that stories have the power to make our imaginations light up. They help us feel for others. And they can take us to places beyond our own small lives. ("বই" বইকে অসীম জগৎ এবং অভিযানের জাদুকরী আধার হিসাবে চিত্রিত করে গল্প বলার শক্তিকে উদযাপন করে। তাদের ভিতরে "যা কিছু আপনি চান" পাওয়া যেতে পারে এই ধারণাটি তুলে ধরে যে কীভাবে গল্পের ক্ষমতা আছে কল্পনাকে প্রজ্বলিত করার, সহানুভূতি বাড়ানোর এবং পাঠকদের তাদের নিজেদের জীবনের সীমাবদ্ধতার বাইরে নিয়ে যাওয়ার।) c) How does Two Mothers Remembered  depict the process of remembering?   The poem shows that remembering is a very warm and personal thing. It is connected to our senses. The speaker does not just remember facts about her mother. She remembers the feeling  of her mother's "cool and steady" hands. She remembers the look of the "old silk dress". And she remembers the sound of her gentle voice. This shows that real memory is connected to our feelings and what we can see, hear, and touch. (কবিতাটি স্মরণ করাকে একটি উষ্ণ, সংবেদনশীল এবং গভীরভাবে ব্যক্তিগত প্রক্রিয়া হিসাবে চিত্রিত করে। বক্তা কেবল তথ্য স্মরণ করেন না; তিনি তার মায়ের "শীতল এবং স্থির" হাতের অনুভূতি, "পুরানো রেশমি পোশাক," এবং তার কোমল কণ্ঠস্বর স্মরণ করেন। এটি দেখায় যে সত্যিকারের স্মরণ আবেগ এবং সংবেদনশীল ವಿವರগুলির (details)-এর সাথে বাঁধা।) d) What emotions are evoked by The Sands of Dee ? The poem "The Sands of Dee" makes us feel strong emotions. It makes us feel very sad. We feel sorry for the girl. And we feel a spooky kind of fear. The reader feels sorry for the innocent girl, Mary. We feel sad because she died in a tragic way. And we feel a fear that stays with us because of the spooky picture of her ghost's call. It echoes across the foggy beach. ("দ্য স্যান্ডস অফ ডি" দুঃখ, করুণা এবং এক ভুতুড়ে ভয়ের শক্তিশালী আবেগ জাগায়। পাঠক নিষ্পাপ মেরি'র জন্য করুণা অনুভব করে, তার মর্মান্তিক মৃত্যুর জন্য দুঃখ অনুভব করে, এবং কুয়াশাচ্ছন্ন বালির উপর প্রতিধ্বনিত তার ভৌতিক ডাকের ভুতুড়ে চিত্রকল্প থেকে এক দীর্ঘস্থায়ী ভয় অনুভব করে।) e) How does the poet address the idea of fleeting time in Time, You Old Gipsy Man ?   The poet talks about time passing quickly by speaking directly to time. He pictures time as a person, a "gipsy man". He does not just talk about time passing. He begs it to stop. He lists the special things that time is stealing from the world. This makes the idea of time passing quickly feel like a very personal and sad struggle for the poet. (কবি সময়কে একজন ব্যক্তিস্বরূপ "জিপসি ম্যান" হিসাবে সরাসরি মুখোমুখি হয়ে ক্ষণস্থায়ী সময়ের ধারণাকে সম্বোধন করেন। তিনি কেবল সময়ের উত্তরণ বর্ণনা করেন না; তিনি সক্রিয়ভাবে এর সাথে অনুরোধ করেন, এটি যে মূল্যবান জিনিসগুলি চুরি করছে তার তালিকা করেন, এবং তাকে থাকার জন্য অনুরোধ করেন, যা ক্ষণস্থায়ী সময়ের ধারণাকে একটি ব্যক্তিগত এবং আবেগপূর্ণ সংগ্রামে পরিণত করে।) f) How does Stopping by Woods on a Snowy Evening explore obligations?   The poem looks at our duties as the strong force that pulls the speaker back to the real world. He is on the edge of a peaceful escape. The repetition of the line "And miles to go before I sleep" is very important. It shows that these duties ("promises to keep") are not just small jobs. They are a very big and basic part of his life's journey that he knows he must finish. (কবিতাটি বাধ্যবাধকতাকে এমন শক্তি হিসাবে অন্বেষণ করে যা বক্তাকে শান্তিপূর্ণ পলায়নবাদের দ্বারপ্রান্ত থেকে বাস্তবে ফিরিয়ে আনে। "এবং ঘুমানোর আগে মাইলের পর মাইল যেতে হবে" এর পুনরাবৃত্তি জোর দেয় যে এই বাধ্যবাধকতাগুলি ("প্রতিশ্রুতি রক্ষা করার") কেবল কাজ নয়, বরং তার জীবনের যাত্রার একটি মৌলিক অংশ যা তাকে সম্মান করতে হবে।) g) What is the deeper meaning of Solitude ? The deeper meaning of the poem "Solitude" is a comment on how most human friendships are not very deep. It suggests that finding a true friend who will stay with you in good times and in bad times is very, very rare. The poem suggests that in the end, we must be ready to face the biggest sadnesses in our lives all by ourselves. ("সলিটিউড"-এর গভীর অর্থ হলো বেশিরভাগ মানব সম্পর্কের অগভীরতার উপর একটি মন্তব্য। এটি ইঙ্গিত দেয় যে সত্যিকারের, সহানুভূতিশীল সঙ্গ যা ভালো এবং খারাপ উভয় সময়েই টিকে থাকে তা ব্যতিক্রমীভাবে বিরল, এবং শেষ পর্যন্ত, একজনকে জীবনের সবচেয়ে বড় দুঃখগুলি একাই মোকাবিলা করার জন্য প্রস্তুত থাকতে হবে।) Set 15 a) How does O Me! O Life!  inspire individuals to find purpose?   The poem helps people find a reason for their lives. It does this by first showing that it understands their sad feelings. Then, it gives a very simple but powerful answer: be a part of life. It suggests that our purpose is not something we find somewhere out in the world. Instead, it is something we make. We make our purpose by adding our own special "verse" to the world. (কবিতাটি ব্যক্তিদের হতাশার অনুভূতিকে বৈধতা দিয়ে এবং তারপর একটি সহজ কিন্তু গভীর সমাধান প্রদান করে উদ্দেশ্য খুঁজে পেতে অনুপ্রাণিত করে: অংশগ্রহণ। এটি ইঙ্গিত দেয় যে উদ্দেশ্য বাইরে থেকে খুঁজে পাওয়ার মতো কিছু নয়, বরং বিশ্বে নিজের অনন্য "শ্লোক" যোগ করে তৈরি করার মতো কিছু।) b) How does Books  describe the emotional connection with books?   The poem "Books" describes our feeling for books as one of wonder. It also describes it as a kind of friendship. The "magic" of books creates a deep feeling of interest and happiness. Because books are always there to give us adventure and new things to learn, they become like good friends we can trust. This creates a bond that makes a reader's emotional life much richer. ("বই" আবেগপূর্ণ সংযোগকে বিস্ময় এবং সঙ্গের এক হিসাবে বর্ণনা করে। বইয়ের "জাদু" এক গভীর মুগ্ধতা এবং আনন্দের অনুভূতি তৈরি করে। অভিযান এবং জ্ঞানের ধ্রুবক উৎস হওয়ায়, বই বিশ্বস্ত বন্ধুর মতো হয়ে ওঠে, যা পাঠকের আবেগপূর্ণ জীবনকে সমৃদ্ধ করে এমন একটি বন্ধন তৈরি করে।) c) What does Two Mothers Remembered  reveal about the passage of time?   The poem shows that as time passes, many things change. Our roles in life can change. Our bodies can change. But the poem also shows that the good effects of love can never be erased. The speaker and her mother have both gotten older. Their roles have switched. The child is now the one who cares for the parent. But the memories and the loving feelings between them are still as strong as they ever were. (কবিতাটি প্রকাশ করে যে সময়ের উত্তরণ ভূমিকা এবং শারীরিক বাস্তবতা পরিবর্তন করে কিন্তু ভালোবাসার প্রভাব মুছে ফেলতে পারে না। বক্তা এবং তার মা বয়স্ক হয়েছেন, যত্নশীল এবং নির্ভরশীলদের ভূমিকা পরিবর্তন করেছেন, তবুও তাদের মধ্যেকার স্মৃতি এবং আবেগপূর্ণ বন্ধন আগের মতোই শক্তিশালী এবং উজ্জ্বল রয়েছে।) d) How does The Sands of Dee  convey a sense of loss? The poem makes us feel a deep sense of loss. It does this with its sad tone and its spooky pictures. The loss of Mary is not just one sad event that happened and ended. Her loss becomes a lasting part of the place. Her sad, ghostly call is heard forever by the fishermen. This makes sure that the sadness of her being gone is never, ever forgotten. (কবিতাটি তার শোকপূর্ণ সুর এবং ভুতুড়ে চিত্রকল্পের মাধ্যমে এক গভীর ক্ষতির অনুভূতি প্রকাশ করে। মেরি'র ক্ষতি কেবল একটি একক ঘটনা নয়; এটি ভূদৃশ্যের একটি স্থায়ী অংশ হয়ে যায়, যা মাঝিদের শোনা তার ভৌতিক ডাকে চিরকাল প্রতিধ্বনিত হয়, যা নিশ্চিত করে যে তার অনুপস্থিতির দুঃখ কখনো ভুলে যাওয়া হবে না।) e) Why does the poet plead with time in Time, You Old Gipsy Man ?   The poet begs time to stop because he knows that time has the power to destroy beautiful things and life itself. His plea is a last-ditch effort to hold on to the happy moments that pass so quickly. He wants to hold on to the feeling of being young and alive. This shows a feeling that all people have: the wish to stop the process of getting old and things fading away. (কবি সময়ের সাথে অনুরোধ করেন কারণ তিনি সৌন্দর্য এবং জীবনের উপর এর ধ্বংসাত্মক শক্তি সম্পর্কে তীব্রভাবে সচেতন। তার অনুরোধটি সুখের ক্ষণস্থায়ী মুহূর্ত এবং যৌবনের প্রাণবন্ততাকে ধরে রাখার এক মরিয়া প্রচেষ্টা, যা বার্ধক্য এবং ক্ষয়ের অনিবার্য প্রক্রিয়াকে থামানোর এক সর্বজনীন মানবিক আকাঙ্ক্ষাকে প্রকাশ করে।) f) What effect does repetition have in Stopping by Woods on a Snowy Evening ?   The repetition of the last line, "And miles to go before I sleep," has a calming, almost sleepy effect. But it also shows us how important the line is. By repeating it, the words change from a simple statement to a deep understanding of duty. The line becomes like a personal motto. It pulls the speaker out of his daydream and puts him back on the path of his life. (শেষ পংক্তির পুনরাবৃত্তি, "এবং ঘুমানোর আগে মাইলের পর মাইল যেতে হবে," একটি শান্ত, প্রায় সম্মোহিতকর প্রভাব ফেলে যা এর গুরুত্বকেও জোর দেয়। এটি বিবৃতিটিকে একটি সহজ সত্য থেকে কর্তব্যের এক গভীর উপলব্ধিতে রূপান্তরিত করে, যা একটি মন্ত্রের মতো কাজ করে যা বক্তাকে তার দিবাযত্ন থেকে টেনে এনে তার জীবনের পথে ফিরিয়ে আনে।) g) What is the poet’s view on social behavior in Solitude ? The poet's view is that the way people act with each other is often not very deep. He thinks it is often based on what is good for themselves. People are drawn to others to have fun and will happily share in good times. But they will naturally stay away from sharing in sad times. This shows a sad view of society. It is a group of people that wants to celebrate together, but forces each person to suffer alone. (কবির দৃষ্টিভঙ্গি হলো যে সামাজিক আচরণ মূলত বাহ্যিক এবং আত্ম-সেবামূলক। মানুষ আনন্দের জন্য অন্যদের প্রতি আকৃষ্ট হয় এবং সানন্দে আনন্দে ভাগ করে নেয়, কিন্তু তারা সহজাতভাবে দুঃখে ভাগ করে নেওয়া এড়িয়ে চলে। এটি সমাজকে একটি সমষ্টি হিসাবে এক নিন্দামূলক দৃষ্টিভঙ্গি প্রদান করে যা ভাগ করে নেওয়া উদযাপন খোঁজে কিন্তু ব্যক্তিগত কষ্টকে চাপিয়ে দেয়।) Set 16 a) How does O Me! O Life!  reflect Whitman’s perspective on self-expression?   The poem shows us the writer's belief about showing who you are on the inside. He believed that self-expression is the biggest purpose of life. The idea of "contributing a verse" is a picture for this. It means expressing your own special self and sharing your own feelings and life story. The poem suggests that every single person's voice is very important and is needed to make the great poem of all human life complete. (কবিতাটি লেখকের আত্ম-প্রকাশ সম্পর্কিত বিশ্বাসকে প্রতিফলিত করে। তিনি বিশ্বাস করতেন যে আত্ম-প্রকাশই জীবনের চূড়ান্ত উদ্দেশ্য । "একটি শ্লোক যোগ করার" ধারণাটি হলো নিজের অনন্য সত্তা এবং অভিজ্ঞতা প্রকাশ করার একটি শক্তিশালী রূপক । কবিতাটি ইঙ্গিত দেয় যে প্রতিটি ব্যক্তির স্বতন্ত্র কণ্ঠস্বর অস্তিত্বের মহান কবিতার জন্য অপরিহার্য ।) b) Why does the poem Books  call books treasures? The poem calls books "treasures" because they hold great value. This value is not about money or gold. It is about knowledge and feelings. Like a pirate's chest full of jewels, books are filled with priceless gems. These gems are made of knowledge, adventure, and imagination. They can make a person's life richer and better forever. (কবিতাটি বইকে "সম্পদ" বলে কারণ এগুলির 엄청 (enormous) মূল্য রয়েছে যা বস্তুগত নয়, বরং বুদ্ধিবৃত্তিক এবং আবেগপূর্ণ । জলদস্যুর ধন-সম্পদের বাক্সের মতো, এগুলি জ্ঞান, অভিযান এবং কল্পনার অমূল্য রত্নে পূর্ণ যা একজন ব্যক্তির জীবনকে চিরকালের জন্য সমৃদ্ধ করতে পারে ।) c) What message does Two Mothers Remembered  convey about caregiving?   The poem gives a message that taking care of someone with love builds the strongest family bonds. These bonds are the kind that last the longest. It shows that the act of raising a child and giving them steady support is more important than just being related by blood. This loving care is what truly shapes a person's life. It also is what makes a person feel thankful for their whole life. (কবিতাটি এই বার্তা দেয় যে ভালোবাসা এবং ভক্তির উপর ভিত্তি করে যত্ন প্রদান, সবচেয়ে শক্তিশালী এবং স্থায়ী পারিবারিক বন্ধন তৈরি করে । এটি দেখায় যে একজন ব্যক্তির জীবন গঠনে এবং তার আজীবন কৃতজ্ঞতা অর্জনে জৈবিক সম্পর্কের চেয়ে লালনপালন এবং স্থির সমর্থন প্রদানের কাজটি আরও বেশি তাৎপর্যপূর্ণ ।) d) How does The Sands of Dee  explore the relationship between humans and nature?   The poem looks at the relationship between people and nature as a sad conflict. In this conflict, people are weak and can be easily hurt by nature's great power. Nature does not care about people's feelings. Mary's simple life is ended suddenly by the cruel sea. This shows that nature is not always a kind helper. It can be a very strong force that destroys things, and people have no power to control it. (কবিতাটি মানুষ এবং প্রকৃতির সম্পর্ককে সংঘাত এবং (tragedy)-র এক হিসাবে অন্বেষণ করে, যেখানে মানুষ প্রকৃতির উদাসীন শক্তির কাছে দুর্বল । মেরি'র সরল, রাখালী জীবন নিষ্ঠুর সমুদ্র দ্বারা হঠাৎ শেষ হয়ে যায়, যা চিত্রিত করে যে প্রকৃতি সর্বদা এক হিতৈষী শক্তি নয়, বরং এক ধ্বংসাত্মক শক্তি হতে পারে যা মানুষ নিয়ন্ত্রণ করতে পারে না ।) e) Why does the poet ask time to "stay just for a day" in Time, You Old Gipsy Man ?   The poet asks time to "stay just for a day" to show how strongly he feels. He deeply wishes he could pause the moments of life that fly by so fast. This is a very small request, but he knows it is impossible to get. This shows how powerless he is against time. It also shows his deep wish to enjoy the beauty of right now, even for a short while, before it is gone forever. (কবি সময়কে "কেবল একদিনের জন্য থাকতে" বলেন তার জীবনের ক্ষণস্থায়ী মুহূর্তগুলিকে থামানোর তীব্র আকাঙ্ক্ষাকে জোর দেওয়ার জন্য । এই ছোট, অসম্ভব অনুরোধটি তার অসহায়ত্বকে তুলে ধরে এবং অনিবার্যভাবে হারিয়ে যাওয়ার আগে, এমনকি অল্প সময়ের জন্য, বর্তমানের সৌন্দর্য উপভোগ করার এক গভীর আকাঙ্ক্ষা প্রকাশ করে ।) f) What does the phrase "promises to keep" signify in Stopping by Woods on a Snowy Evening ? The phrase "promises to keep" stands for all the speaker's duties and responsibilities. These are the jobs he must do for other people and for himself. These promises are the social and moral duties that pull him back to his journey. They are stronger than his desire to rest in the quiet woods. They keep him grounded and focused on his path in life. ("প্রতিশ্রুতি রক্ষা করার" বাক্যাংশটি বক্তার অন্যদের প্রতি এবং নিজের প্রতি কর্তব্য, দায়িত্ব এবং অঙ্গীকারকে বোঝায় । এই প্রতিশ্রুতিগুলি সামাজিক এবং নৈতিক বাধ্যবাধকতাকে প্রতিনিধিত্ব করে যা তাকে বিশ্রাম এবং নির্জনতার আকর্ষণ থেকে দূরে সরিয়ে দেয়, তাকে তার জীবনের যাত্রায় ভিত্তি স্থাপন করে ।) g) What does Solitude  suggest about human selfishness?   The poem suggests that being selfish is a very basic part of how people act with one another. It says that people will come to you quickly to share in your good times, because it makes them feel good. But these same people will leave you when you are sad. They do not want to share the heavy weight of your problems. This shows that people often act in ways that help only themselves. (কবিতাটি ইঙ্গিত দেয় যে মানুষের স্বার্থপরতা সামাজিক আচরণের একটি মৌলিক দিক । এটি দাবি করে যে মানুষ আপনার আনন্দে ("mirth") ভাগ করে নেওয়ার জন্য আপনাকে "খুঁজতে" দ্রুত কারণ এটি তাদের উপকার করে, কিন্তু তারা শোকের সময়ে "মুখ ফিরিয়ে চলে যায়," বোঝা ভাগ করে নিতে অনিচ্ছুক, এভাবেই তারা স্বার্থপরতার বশবর্তী হয়ে কাজ করে ।)

English Poems: Practice Questions for Class 9 & 10 - 1 Set 1 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! encourage self-examination? b) What does Books suggest about the role of books in shaping minds? c) How does Two Mothers Remembered illustrate gratitude? d) How does The Sands of Dee create a tragic atmosphere? e) What does time symbolize in Time, You Old Gipsy Man? f) Why is the journey unfinished in Stopping by Woods on a Snowy Evening? g) How does Solitude compare different human experiences?   Set 2 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does "O Me! O Life!" emphasize the significance of life’s struggles? b) What does "Books" suggest about the influence of books on children? c) How does "Two Mothers Remembered" highlight the bond between mother and child? d) Why does the repetition of "call the cattle home" matter in "The Sands of Dee"? e) What does "Time, You Old Gipsy Man" say about the inevitability of change? f) How does "Stopping by Woods on a Snowy Evening" portray the allure of nature? g) Why does "Solitude" mention “the hills will answer”?   Set 3 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What question does O Me! O Life! ask the reader? b) How does Books describe the transformative effect of reading? c) What does Two Mothers Remembered suggest about memory and loss? d) How does The Sands of Dee depict tragedy? e) Why does the poet plead for time in Time, You Old Gipsy Man? f) What does the setting symbolize in Stopping by Woods on a Snowy Evening? g) What does Solitude reveal about human emotions?     Set 4 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) Why does O Me! O Life! emphasize the role of an individual? b) How does Books describe books as an adventure? c) How does Two Mothers Remembered reflect on generational bonds? d) How does The Sands of Dee use sound to create atmosphere? e) What is the poet’s relationship with time in Time, You Old Gipsy Man? f) What internal conflict does Stopping by Woods on a Snowy Evening show? g) What does Solitude teach about life’s ups and downs?   Set 5 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What is the poet’s message in O Me! O Life!? b) Why does Books refer to reading as a magical experience? c) How does Two Mothers Remembered depict emotional strength? d) What does the tide symbolize in The Sands of Dee? e) What does the poet mean by “only a moment” in Time, You Old Gipsy Man? f) How does Stopping by Woods on a Snowy Evening depict solitude? g) What does Solitude suggest about finding comfort in loneliness?   Set 6 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) What does O Me! O Life! say about human resilience? b) How does Books depict books as a source of inspiration? c) How does Two Mothers Remembered highlight the theme of love and loss? d) What is the role of nature in The Sands of Dee? e) What does Time, You Old Gipsy Man imply about accepting change? f) What does the phrase “miles to go” mean in Stopping by Woods on a Snowy Evening? g) How does Solitude contrast happiness and sorrow?   Set 7 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! suggest overcoming despair? b) What does "Books" suggest about the lasting impact of reading? c) How does "Two Mothers Remembered" show the strength of women? d) Why does the poet emphasize Mary's call in "The Sands of Dee"? e) How does "Time, You Old Gipsy Man" reflect the poet's emotions about aging? f) What does "Stopping by Woods on a Snowy Evening" reveal about responsibilities? g) How does "Solitude" contrast feasting and fasting?   Set 8 Answer any 5 (five) of the following questions from poems. (2×5=10)   a) How does O Me! O Life! suggest making an impact on the world? b) Why does the poet in Books refer to books as “friends”? c) How does Two Mothers Remembered reflect on aging? d) How does The Sands of Dee use repetition for effect? e) What is the poet’s view of time in Time, You Old Gipsy Man? f) How does Stopping by Woods on a Snowy Evening capture a sense of wonder? g) What warning does Solitude give about human behavior? Key Set 1 a) How does O Me! O Life!  encourage self-examination? The poem helps us look inside ourselves and think about our own lives. First, the poem asks many sad questions. It talks about people who have no faith. It talks about cities full of foolish people. It also talks about how hard life can be. This makes the reader feel sad. It makes us think about our own sad feelings. We start to ask, "What is the reason for my life?" After asking these hard questions, the poem gives a strong and happy answer. It says that each person is here to add something good to the world, like adding one line to a long poem. (কবিতাটি আমাদের নিজেদের ভেতরে তাকাতে এবং নিজের জীবন নিয়ে ভাবতে সাহায্য করে। প্রথমে, কবিতাটি অনেক দুঃখের প্রশ্ন করে। এটি বিশ্বাসহীন মানুষদের কথা বলে। এটি বোকা লোকে ভরা শহরের কথা বলে। এটি জীবনের কঠিন দিকগুলোও তুলে ধরে। এই কথাগুলো পাঠককে দুঃখী করে তোলে। এটি আমাদের নিজেদের দুঃখের অনুভূতি নিয়ে ভাবতে বাধ্য করে। আমরা প্রশ্ন করতে শুরু করি, "আমার জীবনের কারণ কী?" এই কঠিন প্রশ্নগুলো করার পর, কবিতাটি একটি শক্তিশালী এবং আশাবাদী উত্তর দেয়। এটি বলে যে প্রত্যেক ব্যক্তি এখানে পৃথিবীতে ভালো কিছু যোগ করার জন্য আছে, ঠিক যেমন একটি দীর্ঘ কবিতায় একটি লাইন যোগ করা হয়।) b) What does Books  suggest about the role of books in shaping minds?   The poem "Books" tells us that books are very important for our minds. It says books help to build our thoughts and ideas. They do this by opening up new worlds for us to see. These worlds are filled with imagination and new knowledge. The poem calls a book a "magic box." This is because a book holds wonderful things inside it. When we read, we become curious to learn more. Reading helps us love learning our whole lives. This love for learning helps build our good character and makes us smarter. ("বই" কবিতাটি আমাদের বলে যে বই আমাদের মনের জন্য খুব গুরুত্বপূর্ণ। এটি বলে যে বই আমাদের চিন্তা ও ধারণা তৈরি করতে সাহায্য করে। বই আমাদের দেখার জন্য নতুন জগৎ উন্মুক্ত করে দেয়। এই জগৎগুলো কল্পনা এবং নতুন জ্ঞানে পূর্ণ। কবিতাটি একটি বইকে "জাদুর বাক্স" বলে অভিহিত করেছে। এর কারণ হলো একটি বইয়ের ভেতরে চমৎকার জিনিস থাকে। যখন আমরা বই পড়ি, আমরা আরও জানতে আগ্রহী হয়ে উঠি। বই পড়া আমাদের সারাজীবন ধরে শিখতে ভালোবাসতে সাহায্য করে। এই শেখার প্রতি ভালোবাসা আমাদের ভালো চরিত্র গঠনে সাহায্য করে এবং আমাদের আরও বুদ্ধিমান করে তোলে।) c) How does Two Mothers Remembered  illustrate gratitude?   This poem shows what it means to be thankful. It does this by comparing two different mothers. The speaker remembers their first mother, who gave birth to them. Then, the speaker thinks about their second mother, who raised them. The speaker feels a very deep thanks for the second mother. They remember all the good things the second mother did. She gave them care and showed them the right way. These happy memories show a deep feeling of thankfulness for her love. (এই কবিতাটি কৃতজ্ঞ বা ধন্যবাদ জানানোর অর্থ কী তা দেখায়। এটি দুইজন ভিন্ন মায়ের তুলনা করে তা দেখিয়েছে। বক্তা তার প্রথম মায়ের কথা স্মরণ করেন, যিনি তাকে জন্ম দিয়েছিলেন। তারপর, বক্তা তার দ্বিতীয় মায়ের কথা ভাবেন, যিনি তাকে বড় করেছেন। বক্তা দ্বিতীয় মায়ের জন্য খুব গভীর কৃতজ্ঞতা অনুভব করেন। তিনি দ্বিতীয় মায়ের করা সমস্ত ভালো কাজের কথা মনে করেন। তিনি তাকে যত্ন দিয়েছেন এবং সঠিক পথ দেখিয়েছেন। এই সুখের স্মৃতিগুলো তার ভালোবাসার জন্য এক গভীর কৃতজ্ঞতার অনুভূতি প্রকাশ করে।) d) How does The Sands of Dee  create a tragic atmosphere?   "The Sands of Dee" makes us feel very sad. It creates a tragic feeling using spooky pictures and a sad tone. It keeps repeating a sad line about a girl named Mary. She is calling her cows to come home. The poem shows the sea's water, or tide, coming in. The tide is shown as a mean and cruel thing. The last picture we see is of Mary's body in the water after she has drowned. All of this creates a strong feeling of loss. It also makes us feel that bad things sometimes cannot be stopped. ("দ্য স্যান্ডস অফ ডি" আমাদের খুব দুঃখী করে তোলে। এটি ভুতুড়ে ছবি এবং একটি দুঃখজনক সুর ব্যবহার করে একটি করুণ অনুভূতি তৈরি করে। এটি মেরি নামের একটি মেয়ের সম্পর্কে একটি দুঃখের লাইন বারবার বলতে থাকে। সে তার গরুদের বাড়ি ফেরার জন্য ডাকছে। কবিতাটি দেখায় যে সমুদ্রের জল বা জোয়ার এগিয়ে আসছে। জোয়ারকে একটি নিষ্ঠুর এবং নির্দয় জিনিস হিসাবে দেখানো হয়েছে। সবশেষে আমরা যে ছবিটি দেখি তা হলো ডুবে যাওয়ার পর মেরির দেহ জলে পড়ে আছে। এই সবকিছু একটি গভীর হারানোর অনুভূতি তৈরি করে। এটি আমাদের 느끼তে বাধ্য করে যে খারাপ ঘটনা কখনও কখনও থামানো যায় না।) e) What does time symbolize in Time, You Old Gipsy Man ? In this poem, time is shown as a picture of something that never stops. It is like a traveler who is always moving forward. This traveler is called a "gipsy man." No one can ask the traveler to stop and stay. The gipsy man shows that time is wild and free. Time does not care about our feelings. It keeps moving. It carries every moment of today away and turns it into yesterday. (এই কবিতায়, সময়কে এমন কিছুর ছবি হিসেবে দেখানো হয়েছে যা কখনও থামে না। এটি এমন একজন ভ্রমণকারীর মতো যে সবসময় সামনে এগিয়ে চলেছে। এই ভ্রমণকারীকে "জিপসি ম্যান" বলা হয়েছে। কেউই এই ভ্রমণকারীকে থামতে এবং থেকে যেতে বলতে পারে না। জিপসি ম্যান দেখায় যে সময় বন্য এবং মুক্ত। সময় আমাদের অনুভূতির কোনো পরোয়া করে না। এটি চলতে থাকে। এটি আজকের প্রতিটি মুহূর্তকে কেড়ে নিয়ে গতকাল বানিয়ে দেয়।) f) Why is the journey unfinished in Stopping by Woods on a Snowy Evening ?   The journey in the poem is not finished for a clear reason. The speaker says he has "promises to keep." He also says he has "miles to go before I sleep." These words mean he has important jobs to do. He has duties and things he must finish in his life. These duties stop him from staying in the quiet woods. The woods are beautiful and peaceful, but his work is more important. (কবিতায় যাত্রাটি একটি স্পষ্ট কারণে শেষ হয়নি। বক্তা বলেন যে তার "প্রতিশ্রুতি রক্ষা করতে হবে।" তিনি আরও বলেন যে "ঘুমানোর আগে মাইলের পর মাইল যেতে হবে।" এই কথাগুলোর মানে হলো তার গুরুত্বপূর্ণ কাজ করার আছে। তার জীবনে কর্তব্য এবং এমন কিছু কাজ আছে যা তাকে অবশ্যই শেষ করতে হবে। এই দায়িত্বগুলো তাকে শান্ত বনে থাকা থেকে বিরত রাখে। বনটি সুন্দর এবং শান্তিপূর্ণ, কিন্তু তার কাজ আরও বেশি গুরুত্বপূর্ণ।) g) How does Solitude  compare different human experiences?   The poem "Solitude" compares being happy and being sad. It says that when you are happy, people want to be with you. The poem says, "laugh, and the world laughs with you." This means joy is something we share with many people. But when you are sad, people leave you by yourself. The poem says, "weep, and you weep alone." This shows that the world likes to share happy times more than sad times. ("সলিটিউড" কবিতাটি সুখী হওয়া এবং দুঃখী হওয়ার মধ্যে তুলনা করে। এটি বলে যে আপনি যখন সুখী হন, তখন লোকেরা আপনার সাথে থাকতে চায়। কবিতাটি বলে, "হাসো, এবং বিশ্ব তোমার সাথে হাসবে।" এর মানে হলো আনন্দ এমন একটি জিনিস যা আমরা অনেক লোকের সাথে ভাগ করে নিই। কিন্তু আপনি যখন দুঃখী হন, তখন লোকেরা আপনাকে একা ফেলে চলে যায়। কবিতাটি বলে, "কাঁদো, এবং তুমি একাই কাঁদবে।" এটি দেখায় যে পৃথিবী দুঃখের সময়ের চেয়ে সুখের সময় ভাগ করে নিতে বেশি পছন্দ করে।) Set 2 a) How does O Me! O Life!  emphasize the significance of life’s struggles?   The poem shows that life's hard times are important. It says these struggles are a part of everyone's life. We all face them. The poem lists some of these hard things. It talks about "the endless trains of the faithless." It also mentions "cities filled with the foolish." By talking about these struggles, the poem shows it understands our sad feelings. This makes the final, happy answer feel even stronger. The answer is that we can add our own "verse," or our own good part, to life. This makes our struggles feel more meaningful. (কবিতাটি দেখায় যে জীবনের কঠিন সময়গুলো গুরুত্বপূর্ণ। এটি বলে যে এই সংগ্রামগুলো প্রত্যেকের জীবনের একটি অংশ। আমরা সবাই এগুলোর মুখোমুখি হই। কবিতাটি এই কঠিন জিনিসগুলোর মধ্যে কয়েকটি তালিকাভুক্ত করে। এটি "বিশ্বাসহীনের অন্তহীন সারি" এর কথা বলে। এটি "মূর্খে ভরা শহর" এর কথাও উল্লেখ করে। এই সংগ্রামগুলোর কথা বলে, কবিতাটি দেখায় যে এটি আমাদের দুঃখের অনুভূতিগুলো বোঝে। এটি চূড়ান্ত, সুখী উত্তরটিকে আরও শক্তিশালী করে তোলে। উত্তরটি হলো আমরা জীবনে আমাদের নিজস্ব "শ্লোক" বা ভালো অংশ যোগ করতে পারি। এটি আমাদের সংগ্রামগুলোকে আরও অর্থবহ করে তোলে।) b) What does Books  suggest about the influence of books on children?   The poem says that books have a very deep and special power over children. They help shape how children see the world and what they imagine. The poem describes a room full of books as a "magic box." This idea means that reading gives children many adventures that never end. Reading also gives them new things to learn. It gives them new ways to see the world. All of these things make their minds and their lives much richer. (কবিতাটি বলে যে শিশুদের উপর বইয়ের একটি খুব গভীর এবং বিশেষ শক্তি রয়েছে। বই শিশুরা পৃথিবীকে কীভাবে দেখে এবং তারা কী কল্পনা করে তা গঠনে সহায়তা করে। কবিতাটি বইয়ে ভরা একটি ঘরকে "জাদুর বাক্স" হিসাবে বর্ণনা করে। এই ধারণাটির মানে হলো বই পড়া শিশুদের অনেক অভিযান দেয় যা কখনও শেষ হয় না। বই পড়া তাদের নতুন জিনিস শিখতেও সাহায্য করে। এটি তাদের বিশ্বকে দেখার নতুন উপায় দেখায়। এই সমস্ত জিনিস তাদের মন এবং জীবনকে আরও সমৃদ্ধ করে তোলে।) c) How does Two Mothers Remembered  highlight the bond between mother and child?   The poem shows the strong connection between a mother and a child. It does this by talking about the speaker's memories. The speaker has very special memories of the second mother who raised her. She remembers many details. She remembers how her mother made her feel safe. She remembers the guidance her mother gave her. This shows that their bond was not made from biology. It was built on love that never changed, on great care, and on deep feelings for each other. (কবিতাটি একজন মা এবং সন্তানের মধ্যেকার শক্তিশালী সংযোগ দেখায়। এটি বক্তার স্মৃতিচারণ করার মাধ্যমে তা করে। বক্তার দ্বিতীয় মা, যিনি তাকে বড় করেছেন, তার সম্পর্কে খুব বিশেষ স্মৃতি রয়েছে। তিনি অনেক খুঁটিনাটি বিষয় মনে রেখেছেন। তিনি মনে রেখেছেন কীভাবে তার মা তাকে নিরাপদ অনুভব করাতেন। তিনি তার মায়ের দেওয়া নির্দেশনার কথা মনে রেখেছেন। এটি দেখায় যে তাদের বন্ধন জীববিজ্ঞান থেকে তৈরি হয়নি। এটি এমন ভালোবাসা দিয়ে তৈরি হয়েছিল যা কখনও বদলায়নি, যা গভীর যত্ন এবং একে অপরের প্রতি গভীর অনুভূতি দিয়ে গড়া।) d) Why does the repetition of "call the cattle home" matter in The Sands of Dee ?   The line "call the cattle home" is repeated many times, and this is very important. The repetition sounds like a sad song that you can't forget. It reminds us of two things. First, it reminds us of Mary's simple job in the fields. Second, it warns us that something bad is going to happen to her. It makes us feel that a terrible event is coming. It is also a sad and ironic line. Her simple, innocent call is answered by the deadly sea. After she is gone, her call is still heard like a ghost's cry. ("কল দ্য ক্যাটল হোম" লাইনটি অনেকবার পুনরাবৃত্তি করা হয়েছে, এবং এটি খুব গুরুত্বপূর্ণ। এই পুনরাবৃত্তিটি একটি দুঃখের গানের মতো শোনায় যা ভোলা যায় না। এটি আমাদের দুটি জিনিসের কথা মনে করিয়ে দেয়। প্রথমত, এটি আমাদের মাঠে মেরির সহজ কাজের কথা মনে করিয়ে দেয়। দ্বিতীয়ত, এটি আমাদের সতর্ক করে যে তার সাথে খারাপ কিছু ঘটতে চলেছে। এটি আমাদের অনুভব করায় যে একটি ভয়ানক ঘটনা আসছে। এটি একটি দুঃখজনক এবং বিদ্রূপাত্মক লাইনও। তার সরল, নিষ্পাপ ডাকের উত্তর দেয় মারাত্মক সমুদ্র। সে চলে যাওয়ার পরেও, তার ডাক একটি ভূতের কান্নার মতো শোনা যায়।) e) What does Time, You Old Gipsy Man  say about the inevitability of change?   The poem shows that change must happen and can't be stopped. It describes time as a "gipsy man." This gipsy man is always on a journey and never stops. The poet begs him to stay for a while. But time keeps moving forward. This is a picture of how life is always changing. The seasons change, and our moments change. They are always moving forward. We cannot stop this from happening. (কবিতাটি দেখায় যে পরিবর্তন অবশ্যই ঘটবে এবং তা থামানো যাবে না। এটি সময়কে একজন "জিপসি ম্যান" হিসেবে বর্ণনা করে। এই জিপসি ম্যান সবসময় একটি যাত্রায় থাকে এবং কখনও থামে না। কবি তাকে কিছুক্ষণ থাকার জন্য অনুরোধ করেন। কিন্তু সময় সামনে এগিয়ে যেতে থাকে। এটি একটি ছবি যা দেখায় জীবন কীভাবে প্রতিনিয়ত পরিবর্তন হচ্ছে। ঋতু পরিবর্তন হয়, এবং আমাদের মুহূর্তগুলোও পরিবর্তন হয়। সেগুলো সবসময় সামনে এগিয়ে যাচ্ছে। আমরা এই প্রক্রিয়াটি থামাতে পারি না।) f) How does Stopping by Woods on a Snowy Evening portray the allure of nature?   The poem shows how beautiful and attractive nature is. It does this by showing how the speaker feels about the woods. The speaker thinks the woods are "lovely, dark and deep." The scene is very quiet. It is snowing. This place gives him a moment of peace. It is a beautiful escape from his busy life. The woods are so wonderful that he wants to forget his duties. He just wants to stay and watch the snow fall. (কবিতাটি দেখায় প্রকৃতি কতটা সুন্দর এবং আকর্ষণীয়। এটি বক্তা বনের প্রতি কেমন অনুভব করেন তা দেখানোর মাধ্যমে এটি করে। বক্তা মনে করেন বনটি "সুন্দর, অন্ধকার এবং গভীর।" দৃশ্যটি খুব শান্ত। বরফ পড়ছে। এই জায়গাটি তাকে এক মুহূর্তের শান্তি দেয়। এটি তার ব্যস্ত জীবন থেকে একটি সুন্দর পলায়ন। বনটি এতটাই চমৎকার যে তিনি তার দায়িত্ব ভুলে যেতে চান। তিনি শুধু সেখানে থেকে তুষারপাত দেখতে চান।) g) Why does Solitude  mention “the hills will answer”? The poem says that when you are happy, men will look for you. But when you are sad, they will leave you. After this, the poem suggests that nature is a better friend than people. Nature is always there for you. The line "the hills will answer" means something important. It means that when people leave you alone in your sadness, nature can still give you company. When you speak, you can hear your voice echo in the hills. This echo is like an answer. It is a type of friendship that people do not give. (কবিতাটি বলে যে আপনি যখন সুখী হবেন, তখন মানুষ আপনাকে খুঁজবে। কিন্তু যখন আপনি দুঃখী হবেন, তখন তারা আপনাকে ছেড়ে চলে যাবে। এরপর, কবিতাটি পরামর্শ দেয় যে প্রকৃতি মানুষের চেয়ে ভালো বন্ধু। প্রকৃতি সবসময় আপনার জন্য সেখানে থাকে। "পাহাড় উত্তর দেবে" এই লাইনটির একটি গুরুত্বপূর্ণ অর্থ আছে। এর মানে হলো, যখন মানুষ আপনার দুঃখে আপনাকে একা ফেলে চলে যায়, তখন প্রকৃতি আপনাকে সঙ্গ দিতে পারে। আপনি যখন কথা বলেন, তখন পাহাড়ে আপনার কণ্ঠের প্রতিধ্বনি শুনতে পাবেন। এই প্রতিধ্বনিটি একটি উত্তরের মতো। এটি এমন এক ধরনের বন্ধুত্ব যা মানুষ দেয় না।)   Set 3 a)  What question does O Me! O Life!  ask the reader? b)  The poem asks a very big and important question. It asks every person who reads it to think hard about life. The poem wants us to face our feelings of sadness and disappointment. It asks, "Oh me! Oh life! With all these sad questions that come again and again... what is good in any of this?" This is a challenge to the reader. It asks us to find a good reason for being alive, even when the world can seem like it has no meaning at all. (কবিতাটি একটি খুব বড় এবং গুরুত্বপূর্ণ প্রশ্ন করে। এটি প্রত্যেক পাঠককে জীবন নিয়ে গভীরভাবে ভাবতে বলে। কবিতাটি চায় আমরা যেন আমাদের দুঃখ এবং হতাশার অনুভূতিগুলোর মুখোমুখি হই। এটি জিজ্ঞাসা করে, "হায় আমি! হায় জীবন! এই সমস্ত দুঃখের প্রশ্ন যা বারবার ফিরে আসে... এই সবের মধ্যে ভালো কী আছে?" এটি পাঠকের জন্য একটি চ্যালেঞ্জ। এটি আমাদের বেঁচে থাকার একটি ভালো কারণ খুঁজে বের করতে বলে, এমনকি যখন পৃথিবীকে পুরোপুরি অর্থহীন বলেও মনে হতে পারে।) c)  How does Books  describe the transformative effect of reading? d)  The poem "Books" tells us that reading can change a person in a very big way. It says reading is like a magical trip. When you read a book, you are taken to new and different places. You can travel to other worlds and other times in history. This journey through stories helps you learn new things. It makes your imagination bigger and stronger. Reading a lot can completely change the way you look at the world and understand everything in it. ("বই" কবিতাটি আমাদের বলে যে বই পড়া একজন মানুষকে অনেক বড়ভাবে পরিবর্তন করতে পারে। এটি বলে যে বই পড়া একটি জাদুকরী ভ্রমণের মতো। আপনি যখন একটি বই পড়েন, তখন আপনাকে নতুন এবং ভিন্ন জায়গায় নিয়ে যাওয়া হয়। আপনি অন্য জগতে এবং ইতিহাসের অন্য সময়ে ভ্রমণ করতে পারেন। গল্পের মাধ্যমে এই ভ্রমণ আপনাকে নতুন জিনিস শিখতে সাহায্য করে। এটি আপনার কল্পনাকে আরও বড় এবং শক্তিশালী করে তোলে। অনেক বই পড়া আপনার পৃথিবীকে দেখার এবং এর সবকিছু বোঝার পদ্ধতিকে সম্পূর্ণরূপে পরিবর্তন করে দিতে পারে।) c) What does Two Mothers Remembered  suggest about memory and loss?   The poem shows us that memory is very powerful. It suggests that our memories can help us keep our loved ones with us. Even after someone is gone, our memory of them keeps their spirit alive. In the poem, the speaker has lost both of her mothers. But her memories of the second mother, who raised her, are very clear and full of love. These memories prove how much this mother changed her life. This shows that memory can be stronger than the final sadness of loss. (কবিতাটি আমাদের দেখায় যে স্মৃতি খুব শক্তিশালী। এটি ইঙ্গিত দেয় যে আমাদের স্মৃতি আমাদের প্রিয়জনকে আমাদের সাথে রাখতে সাহায্য করতে পারে। কেউ চলে যাওয়ার পরেও, তাদের স্মৃতি আমাদের মনে তাদের আত্মাকে বাঁচিয়ে রাখে। কবিতায়, বক্তা তার উভয় মা'কে হারিয়েছেন। কিন্তু তার দ্বিতীয় মায়ের স্মৃতি, যিনি তাকে বড় করেছেন, তা খুব স্পষ্ট এবং ভালোবাসায় পূর্ণ। এই স্মৃতিগুলো প্রমাণ করে যে এই মা তার জীবনকে কতটা প্রভাবিত করেছেন। এটি দেখায় যে স্মৃতি ক্ষতির চূড়ান্ত দুঃখের চেয়েও শক্তিশালী হতে পারে।) e)  How does The Sands of Dee  depict tragedy?   f)   The poem shows a tragedy by telling the sad story of a girl named Mary. She is a young girl doing her daily work. But a sudden, cruel tide comes in from the sea and she drowns. The tragedy feels even bigger because of how it is told. The poem shows that nature can be cruel and does not care about human life. Fishermen later hear her voice, like a ghost calling out. This creates a feeling of very deep and endless sadness. (কবিতাটি মেরি নামের একটি মেয়ের দুঃখজনক গল্প বলার মাধ্যমে একটি悲剧 (tragedy) তুলে ধরে। সে একজন অল্পবয়সী মেয়ে যে তার দৈনন্দিন কাজ করছিল। কিন্তু সমুদ্র থেকে হঠাৎ একটি নিষ্ঠুর জোয়ার আসে এবং সে ডুবে মারা যায়। যেভাবে গল্পটি বলা হয়েছে, তাতে এই悲剧 (tragedy)-কে আরও বড় মনে হয়। কবিতাটি দেখায় যে প্রকৃতি নিষ্ঠুর হতে পারে এবং মানুষের জীবনের পরোয়া করে না। জেলেরা পরে তার কণ্ঠস্বর শুনতে পায়, যেন একটি ভূত ডাকছে। এটি একটি খুব গভীর এবং অন্তহীন দুঃখের অনুভূতি তৈরি করে।) e) Why does the poet plead for time in Time, You Old Gipsy Man ?   The poet begs time to "wait a little." He asks for this because he wants to hold on to the good and beautiful moments of life. Time moves very fast, and it carries these moments away. His request shows a feeling that all people have. We all wish we could slow down time. We want to enjoy the present moment for a little longer, before it disappears and becomes part of the past. (কবি সময়কে "একটু অপেক্ষা করতে" অনুরোধ করেন। তিনি এটি চান কারণ তিনি জীবনের ভালো এবং সুন্দর মুহূর্তগুলোকে ধরে রাখতে চান। সময় খুব দ্রুত চলে যায়, এবং এটি এই মুহূর্তগুলোকে কেড়ে নিয়ে যায়। তার এই অনুরোধটি এমন একটি অনুভূতি প্রকাশ করে যা সব মানুষেরই আছে। আমরা সবাই চাই যে আমরা যদি সময়কে ধীর করতে পারতাম। আমরা বর্তমান মুহূর্তটিকে আরও কিছুক্ষণ উপভোগ করতে চাই, bevor es verschwindet und Teil der Vergangenheit wird।) f) What does the setting symbolize in Stopping by Woods on a Snowy Evening ?   The place where the poem happens is very important. It is a dark, quiet forest filled with snow on the "darkest evening of the year." This setting is a picture of a peaceful place to escape. It is a way to get away from the demands and duties of the world. The woods represent beauty, being alone, and maybe even the final rest of death. This peaceful place is the opposite of the speaker's real life, which is a long journey full of responsibilities. (কবিতার ঘটনাস্থলটি খুব গুরুত্বপূর্ণ। এটি "বছরের সবচেয়ে অন্ধকার সন্ধ্যায়" বরফে ভরা একটি অন্ধকার, শান্ত বন। এই পরিবেশটি একটি শান্তিপূর্ণ পালানোর জায়গার প্রতীক। এটি বিশ্বের চাহিদা এবং দায়িত্ব থেকে দূরে যাওয়ার একটি উপায়। বনটি সৌন্দর্য, একাকীত্ব, এবং সম্ভবত মৃত্যুর চূড়ান্ত বিশ্রামকেও প্রতিনিধিত্ব করে। এই শান্তিপূর্ণ জায়গাটি বক্তার বাস্তব জীবনের বিপরীত, যা দায়িত্বে পূর্ণ একটি দীর্ঘ যাত্রা।) g) What does Solitude  reveal about human emotions? This poem shows that we experience our feelings differently when we are with other people. It says that happiness is an emotion that people want to share. When you are happy, others want to join you. This makes joy a public feeling. But sadness is different. Sadness is often a lonely feeling. The poem says that when you are in pain, others tend to go away. This forces a person to face their sorrow all by themselves. (এই কবিতাটি দেখায় যে আমরা যখন অন্য মানুষের সাথে থাকি তখন আমাদের অনুভূতিগুলো ভিন্নভাবে অনুভব করি। এটি বলে যে সুখ এমন একটি আবেগ যা মানুষ ভাগ করে নিতে চায়। আপনি যখন খুশি হন, তখন অন্যরা আপনার সাথে যোগ দিতে চায়। এটি আনন্দকে একটি সামাজিক অনুভূতিতে পরিণত করে। কিন্তু দুঃখ ভিন্ন। দুঃখ প্রায়শই একটি একাকী অনুভূতি। কবিতাটি বলে যে আপনি যখন কষ্টে থাকেন, তখন অন্যরা চলে যাওয়ার প্রবণতা দেখায়। এটি একজন ব্যক্তিকে তার দুঃখের সাথে সম্পূর্ণ একা মোকাবিলা করতে বাধ্য করে।) Set 4 a) Why does O Me! O Life!  emphasize the role of an individual?   The poem shows that each single person is very important. It answers its own sad questions with a strong idea. The idea is that "you are here—that life exists." The final answer in the poem is "That you may contribute a verse." This means the purpose of life depends on one person. Each person has a special power to add their own small part to the big story of life. (কবিতাটি দেখায় যে প্রত্যেক ব্যক্তি খুব গুরুত্বপূর্ণ। এটি নিজের দুঃখের প্রশ্নগুলোর উত্তর একটি শক্তিশালী ধারণা দিয়ে দেয়। ধারণাটি হলো "তুমি এখানে আছো—জীবন বিদ্যমান।" কবিতার চূড়ান্ত উত্তরটি হলো "যাতে তুমি একটি শ্লোক যোগ করতে পারো।" এর মানে হলো জীবনের উদ্দেশ্য একজন ব্যক্তির উপর নির্ভর করে। প্রত্যেক ব্যক্তির জীবনের বড় গল্পে নিজের ছোট অংশ যোগ করার একটি বিশেষ ক্ষমতা রয়েছে।) b) How does Books  describe books as an adventure? The poem "Books" says that books are like a great adventure. It calls them a "magic box." Inside this box, you can find "anything you want." This makes us think that opening a book is like starting a trip. You can travel to new places you have never seen. You can meet new people and characters. You can be part of exciting events. And you can do all of this while sitting safely in your own room. ("বই" কবিতাটি বলে যে বই একটি মহান অভিযানের মতো। এটি বইগুলোকে "জাদুর বাক্স" বলে। এই বাক্সের ভেতরে, তুমি "যা কিছু চাও" খুঁজে পেতে পারো। এটি আমাদের ভাবতে বাধ্য করে যে একটি বই খোলা একটি যাত্রা শুরু করার মতো। তুমি এমন নতুন জায়গায় ভ্রমণ করতে পারো যা তুমি কখনও দেখোনি। তুমি নতুন মানুষ এবং চরিত্রের সাথে দেখা করতে পারো। তুমি উত্তেজনাপূর্ণ ঘটনার অংশ হতে পারো। এবং তুমি এই সবকিছু নিজের ঘরে নিরাপদে বসে থেকেই করতে পারো।) c) How does Two Mothers Remembered  reflect on generational bonds?   The poem thinks about the connections between different generations. It shows that an older person who is not related by blood can create a very strong bond. The second mother is not the birth mother. But her bond with the child is just as strong, or maybe even stronger. This suggests that family connections are not just about blood. They are about the love, care, and good lessons passed from an older person to a younger person. (কবিতাটি বিভিন্ন প্রজন্মের মধ্যেকার সংযোগ নিয়ে চিন্তা করে। এটি দেখায় যে একজন বয়স্ক ব্যক্তি যিনি রক্তের সম্পর্কের নন, তিনিও একটি খুব শক্তিশালী বন্ধন তৈরি করতে পারেন। দ্বিতীয় মা জন্মদাত্রী মা নন। কিন্তু সন্তানের সাথে তার বন্ধন ঠিক ততটাই শক্তিশালী, বা হয়তো আরও বেশি শক্তিশালী। এটি ইঙ্গিত দেয় যে পারিবারিক সংযোগ কেবল রক্তের সম্পর্ক নিয়ে নয়। এটি ভালোবাসা, যত্ন এবং ভালো শিক্ষা নিয়ে যা একজন বয়স্ক ব্যক্তির কাছ থেকে একজন তরুণ ব্যক্তির কাছে হস্তান্তরিত হয়।) d) How does The Sands of Dee  use sound to create atmosphere?   The poem uses sound in a very clever way. It uses sound to create a spooky and sad feeling. The most important sound is the repeated call of Mary. It sounds like a ghost calling out. The fishermen hear this call in the fog. This sound, along with the sound of the "cruel crawling foam" of the sea, fills the poem with a feeling of deep sadness and a strange, sad story. (কবিতাটি খুব চতুরভাবে শব্দ ব্যবহার করে। এটি একটি ভুতুড়ে এবং দুঃখজনক অনুভূতি তৈরি করতে শব্দ ব্যবহার করে। সবচেয়ে গুরুত্বপূর্ণ শব্দটি হলো মেরির বারবার করা ডাক। এটি একটি ভূতের ডাকের মতো শোনায়। জেলেরা কুয়াশার মধ্যে এই ডাক শুনতে পায়। এই শব্দটি, সমুদ্রের "নিষ্ঠুর হামাগুড়ি দেওয়া ফেনা"-র শব্দের সাথে মিলে, কবিতাটিকে গভীর দুঃখ এবং একটি অদ্ভুত, করুণ গল্পের অনুভূতিতে পূর্ণ করে তোলে।) e) What is the poet’s relationship with time in Time, You Old Gipsy Man ?   The poet's connection with time is weak and helpless. He talks directly to time. He begs time to stay with him. But he knows that he cannot win. He knows time is like a wild "gipsy man" that cannot be tamed. This gipsy man will not listen to his begging. This creates a sad feeling of wanting something you can never have. The poet has to accept that time will always keep moving forward. (সময়ের সাথে কবির সম্পর্ক দুর্বল এবং অসহায়। তিনি সরাসরি সময়ের সাথে কথা বলেন। তিনি সময়কে তার সাথে থাকতে অনুরোধ করেন। কিন্তু তিনি জানেন যে তিনি জিততে পারবেন না। তিনি জানেন যে সময় একটি বন্য "জিপসি ম্যান"-এর মতো যাকে বশ করা যায় না। এই জিপসি ম্যান তার অনুরোধ শুনবে না। এটি এমন কিছু চাওয়ার দুঃখজনক অনুভূতি তৈরি করে যা আপনি কখনও পেতে পারেন না। কবিকে মেনে নিতে হয় যে সময় সবসময় সামনে এগিয়ে যাবে।) g)  What internal conflict does Stopping by Woods on a Snowy Evening  show? h)  The poem shows a fight happening inside the speaker's mind. It is a conflict between what he wants and what he must do. The speaker really wants to stay in the woods. He wants to enjoy the quiet and beautiful snow (this is his desire). But then he thinks about his work and the long trip he has to make. He has "promises to keep" and "miles to go" (this is his duty). This pulls him away from the woods. (কবিতাটি বক্তার মনের ভেতরের একটি লড়াই দেখায়। এটি হলো তিনি কী চান এবং তাকে কী করতে হবে তার মধ্যে একটি দ্বন্দ্ব। বক্তা সত্যিই বনে থাকতে চান। তিনি শান্ত এবং সুন্দর বরফ উপভোগ করতে চান (এটি তার ইচ্ছা)। কিন্তু তারপর তিনি তার কাজ এবং দীর্ঘ যাত্রার কথা ভাবেন। তার "প্রতিশ্রুতি রক্ষা করতে হবে" এবং "মাইলের পর মাইল যেতে হবে" (এটি তার কর্তব্য)। এই চিন্তা তাকে বন থেকে দূরে সরিয়ে নিয়ে যায়।) g) What does Solitude  teach about life’s ups and downs?   The poem "Solitude" teaches us that we experience good times and bad times differently. It says that life's good times, like joy and success, are often shared with many people. They are like public parties that bring people to you. But life's bad times, like sadness and failure, are very private. We often have to face these hard times all alone. The poem suggests that real friends are hard to find, because most people want to share fun, not pain. ("সলিটিউড" কবিতাটি আমাদের শেখায় যে আমরা ভালো সময় এবং খারাপ সময় ভিন্নভাবে অনুভব করি। এটি বলে যে জীবনের ভালো সময়, যেমন আনন্দ এবং সাফল্য, প্রায়শই অনেক লোকের সাথে ভাগ করে নেওয়া হয়। এগুলো সামাজিক অনুষ্ঠানের মতো যা মানুষকে আপনার কাছে নিয়ে আসে। কিন্তু জীবনের খারাপ সময়, যেমন দুঃখ এবং ব্যর্থতা, খুব ব্যক্তিগত। আমাদের প্রায়শই এই কঠিন সময়গুলোর সাথে একা মোকাবিলা করতে হয়। কবিতাটি ইঙ্গিত দেয় যে সত্যিকারের বন্ধু খুঁজে পাওয়া কঠিন, কারণ বেশিরভাগ মানুষই আনন্দ ভাগ করতে চায়, কষ্ট নয়।) Set 5 a) What is the poet’s message in O Me! O Life! ? The poet’s main message is that life is very special and important. This is true even when we face hard times or feel disappointed. It is true even if life sometimes feels like it has no meaning. The biggest purpose of life is simple. It is to just be  here. And while we are here, we should add our own special "verse," or our own good action, to the big, continuing story of all people. (কবির প্রধান বার্তা হলো জীবন খুবই বিশেষ এবং গুরুত্বপূর্ণ। এটা সত্যি, এমনকি যখন আমরা কঠিন সময়ের মুখোমুখি হই বা হতাশ বোধ করি। এটা সত্যি, এমনকি যদি জীবনকে কখনও কখনও অর্থহীন মনে হয়। জীবনের সবচেয়ে বড় উদ্দেশ্য সহজ। তা হলো শুধু এখানে  থাকা । এবং আমরা এখানে থাকাকালীন, আমাদের উচিত সমস্ত মানুষের বড়, চলমান গল্পে আমাদের নিজস্ব বিশেষ "শ্লোক" বা ভালো কাজ যোগ করা।) b) Why does Books  refer to reading as a magical experience?   The poem calls reading a magical experience for a good reason. It is because books have a special power. They can take a person to a brand new world. They can introduce us to so many different people and characters. They can fill our minds with new facts and wonder. And all of this happens without us ever leaving our own room. This power to change our world so completely is like real magic. (কবিতাটি একটি ভালো কারণে পড়াকে একটি জাদুকরী অভিজ্ঞতা বলে। এর কারণ হলো বইয়ের একটি বিশেষ ক্ষমতা আছে। তারা একজন ব্যক্তিকে একটি সম্পূর্ণ নতুন জগতে নিয়ে যেতে পারে। তারা আমাদের অনেক বিভিন্ন মানুষ এবং চরিত্রের সাথে পরিচয় করিয়ে দিতে পারে। তারা আমাদের মনকে নতুন তথ্য এবং বিস্ময়ে পূর্ণ করতে পারে। এবং এই সবকিছু ঘটে আমাদের নিজেদের ঘর থেকে বের না হয়েই। আমাদের বিশ্বকে এত সম্পূর্ণরূপে পরিবর্তন করার এই ক্ষমতাটি আসল জাদুর মতো।) c) How does Two Mothers Remembered  depict emotional strength?   The poem shows emotional strength through the second mother. She was not the birth mother. But she showed love that never failed. She gave the speaker a stable life. The poem says "her hands... were cool and steady." This is a picture of her calm and strong character. She had a deep strength inside her. This strength was very important in raising the speaker. (কবিতাটি দ্বিতীয় মায়ের মাধ্যমে মানসিক শক্তি দেখায়। তিনি জন্মদাত্রী মা ছিলেন না। কিন্তু তিনি এমন ভালোবাসা দেখিয়েছেন যা কখনও ব্যর্থ হয়নি। তিনি বক্তাকে একটি স্থিতিশীল জীবন দিয়েছেন। কবিতাটি বলে "তার হাত... শীতল এবং স্থির ছিল।" এটি তার শান্ত এবং শক্তিশালী চরিত্রের একটি ছবি। তার ভেতরে এক গভীর শক্তি ছিল। এই শক্তিটি বক্তাকে বড় করার ক্ষেত্রে খুব গুরুত্বপূর্ণ ছিল।) d) What does the tide symbolize in The Sands of Dee ? The tide in this poem is a picture of nature's power. It shows that nature can be very strong and destructive. It also shows that nature does not care about people. The tide is a force that cannot be stopped. It is a cruel force. It causes the sad death of the girl, Mary. It does not think about her or her life. This shows a big difference between the mean power of the sea and the simple, innocent girl. (এই কবিতার জোয়ার প্রকৃতির শক্তির একটি প্রতীক। এটি দেখায় যে প্রকৃতি খুব শক্তিশালী এবং ধ্বংসাত্মক হতে পারে। এটি আরও দেখায় যে প্রকৃতি মানুষের পরোয়া করে না। জোয়ার এমন একটি শক্তি যা থামানো যায় না। এটি একটি নিষ্ঠুর শক্তি। এটি মেরি নামের মেয়েটির দুঃখজনক মৃত্যুর কারণ হয়। এটি তার বা তার জীবন সম্পর্কে চিন্তা করে না। এটি সমুদ্রের নির্দয় শক্তি এবং সরল, নিষ্পাপ মেয়েটির মধ্যে একটি বড় পার্থক্য দেখায়।) e) What does the poet mean by “only a moment” in Time, You Old Gipsy Man ?   When the poet says "only a moment," he is showing us how short the present time is. Our "now" does not last very long. He begs time to stay for just this little bit of time. This shows how fast our good and beautiful moments go by. They quickly become part of the past. The "gipsy man" of time is always moving and carries these moments away from us forever. (কবি যখন "কেবল এক মুহূর্ত" বলেন, তখন তিনি আমাদের দেখাচ্ছেন যে বর্তমান সময়টি কতটা সংক্ষিপ্ত। আমাদের "এখন" খুব বেশি সময় ধরে থাকে না। তিনি সময়ের কাছে অনুরোধ করেন যেন সে শুধু এই অল্প সময়ের জন্য থেকে যায়। এটি দেখায় যে আমাদের ভালো এবং সুন্দর মুহূর্তগুলো কত দ্রুত চলে যায়। সেগুলো দ্রুত অতীতের অংশ হয়ে যায়। সময়ের "জিপসি ম্যান" সবসময় চলমান এবং এই মুহূর্তগুলোকে আমাদের কাছ থেকে চিরতরে দূরে নিয়ে যায়।) f) How does Stopping by Woods on a Snowy Evening depict solitude?   The poem shows being alone, or solitude, as something peaceful. It is a time for quiet thinking. The speaker is all alone in the silent, snowy woods. Only his horse is with him. He is far away from any town or house. This feeling of being alone is not shown as a sad or lonely thing. Instead, it is a beautiful and nice escape. It gives him a chance for a moment of quiet thought. (কবিতাটি একাকীত্ব বা নির্জনতাকে একটি শান্তিপূর্ণ অবস্থা হিসেবে দেখায়। এটি শান্ত চিন্তার একটি সময়। বক্তা নীরব, বরফে ঢাকা বনে সম্পূর্ণ একা। কেবল তার ঘোড়াটি তার সাথে আছে। সে যেকোনো শহর বা বাড়ি থেকে অনেক দূরে। এই একা থাকার অনুভূতিকে দুঃখজনক বা নিঃসঙ্গ হিসেবে দেখানো হয়নি। বরং, এটি একটি সুন্দর এবং মনোরম পলায়ন। এটি তাকে এক মুহূর্তের জন্য শান্তভাবে ভাবার সুযোগ দেয়।) g) What does Solitude  suggest about finding comfort in loneliness?   The poem mainly talks about how people leave you when you are sad. But it also gives a small hint about finding comfort when you are lonely. When people are not there for you, you can turn to other things. The poem says "the hills will answer." This suggests that nature can be a friend. By accepting that you are on a lonely path, you can find a quiet kind of strength. You can find company that does not change, unlike people in society. (কবিতাটি প্রধানত দেখায় যে দুঃখের সময় মানুষ কীভাবে আপনাকে ছেড়ে চলে যায়। কিন্তু এটি একাকীত্বের মধ্যে সান্ত্বনা খুঁজে পাওয়ার বিষয়ে একটি ছোট ইঙ্গিতও দেয়। যখন মানুষ আপনার জন্য পাশে থাকে না, আপনি অন্য কিছুর দিকে ঝুঁকতে পারেন। কবিতাটি বলে "পাহাড় উত্তর দেবে।" এটি ইঙ্গিত দেয় যে প্রকৃতি একটি বন্ধু হতে পারে। আপনি যে একাকী পথে চলছেন তা মেনে নিয়ে, আপনি এক ধরনের শান্ত শক্তি খুঁজে পেতে পারেন। আপনি এমন সঙ্গ পেতে পারেন যা পরিবর্তন হয় না, সমাজের মানুষের মতো নয়।)   Set 6 a) What does O Me! O Life!  say about human resilience?   The poem suggests that people can be strong and can bounce back from sad times. This strength comes from finding a purpose in life. We can find this purpose even when we feel a lot of despair. After talking about all the hard parts of life, the poem ends with a powerful idea. It says each person has the chance to "contribute a verse," which means to add something good to the world. This tells us that our strength is found in our power to create, to be a part of life, and to add something of value, no matter how hard our situation is. (কবিতাটি ইঙ্গিত দেয় যে মানুষ শক্তিশালী হতে পারে এবং দুঃখের সময় থেকে ঘুরে দাঁড়াতে পারে। এই শক্তি আসে জীবনের একটি উদ্দেশ্য খুঁজে বের করার মাধ্যমে । আমরা এই উদ্দেশ্য খুঁজে পেতে পারি এমনকি যখন আমরা অনেক হতাশ বোধ করি। জীবনের সমস্ত কঠিন দিকগুলো নিয়ে কথা বলার পর, কবিতাটি একটি শক্তিশালী ধারণা দিয়ে শেষ হয়। এটি বলে যে প্রত্যেক ব্যক্তির "একটি শ্লোক যোগ করার" সুযোগ রয়েছে, যার মানে হলো পৃথিবীতে ভালো কিছু যোগ করা । এটি আমাদের বলে যে আমাদের শক্তি সৃষ্টির ক্ষমতায়, জীবনের অংশ হওয়ার ক্ষমতায়, এবং মূল্যবান কিছু যোগ করার ক্ষমতায় নিহিত, পরিস্থিতি যতই কঠিন হোক না কেন ।) b) How does Books  depict books as a source of inspiration?   The poem shows books as something that can give us great ideas and make us feel inspired. It describes books as a "magic box" that is full of endless wonders and possibilities. This idea suggests that books inspire us by waking up our imagination. They show us new ideas and new ways of thinking. They encourage us to dream big and to explore worlds that are far away from our own real lives. (কবিতাটি বইকে এমন কিছু হিসেবে দেখায় যা আমাদের মহান ধারণা দিতে পারে এবং আমাদের অনুপ্রাণিত করতে পারে। এটি বইকে একটি "জাদুর বাক্স" হিসাবে বর্ণনা করে যা অফুরন্ত বিস্ময় এবং সম্ভাবনায় পূর্ণ । এই ধারণাটি ইঙ্গিত দেয় যে বই আমাদের কল্পনাকে জাগিয়ে তুলে আমাদের অনুপ্রাণিত করে। তারা আমাদের নতুন ধারণা এবং নতুন চিন্তাভাবনার পথ দেখায় । তারা আমাদের বড় স্বপ্ন দেখতে এবং আমাদের নিজেদের বাস্তব জীবন থেকে অনেক দূরের জগৎ অন্বেষণ করতে উৎসাহিত করে ।) c) How does Two Mothers Remembered  highlight the theme of love and loss?   The poem highlights both love and loss by showing us the speaker's different memories. There is a feeling of loss for the birth mother, who the speaker did not really know. But this sad feeling is covered by a much stronger feeling of love for the second mother who raised her. The poem shows that love can build connections that last a very long time. These loving bonds are so strong that they can overcome the sadness of loss that comes with death. (কবিতাটি বক্তার বিভিন্ন স্মৃতির মাধ্যমে ভালোবাসা এবং ক্ষতি উভয়কেই তুলে ধরে । জন্মদাত্রী মায়ের জন্য একটি ক্ষতির অনুভূতি রয়েছে, যাকে বক্তা সত্যিই চিনতেন না । কিন্তু এই দুঃখের অনুভূতিটি তাকে বড় করে তোলা দ্বিতীয় মায়ের প্রতি অনেক শক্তিশালী ভালোবাসার অনুভূতির দ্বারা ঢাকা পড়ে যায় । কবিতাটি দেখায় যে ভালোবাসা এমন সংযোগ তৈরি করতে পারে যা অনেক দীর্ঘ সময় ধরে টিকে থাকে। এই ভালোবাসার বন্ধন এতটাই শক্তিশালী যে তা মৃত্যুর সাথে আসা ক্ষতির দুঃখকেও অতিক্রম করতে পারে ।) d) What is the role of nature in The Sands of Dee ? In this poem, nature has the role of a very powerful force that does not care about people. It is also shown as a destructive force that causes bad things to happen. The sea and the tide are not shown as beautiful. They are shown as a cruel and mean power that causes Mary's sad death. This helps us see how weak people are when they face the huge power of the natural world. (এই কবিতায়, প্রকৃতি একটি খুব শক্তিশালী শক্তির ভূমিকা পালন করে যা মানুষের পরোয়া করে না । এটি একটি ধ্বংসাত্মক শক্তি হিসাবেও দেখানো হয়েছে যা খারাপ ঘটনা ঘটায় । সমুদ্র এবং জোয়ারকে সুন্দর হিসাবে দেখানো হয়নি। সেগুলোকে একটি নিষ্ঠুর এবং নির্দয় শক্তি হিসাবে দেখানো হয়েছে যা মেরির দুঃখজনক মৃত্যুর কারণ হয় । এটি আমাদের দেখতে সাহায্য করে যে প্রাকৃতিক বিশ্বের বিশাল শক্তির সামনে মানুষ কতটা দুর্বল ।) e) What does Time, You Old Gipsy Man  imply about accepting change?   The poem suggests that even though people want things to stay the same, they must finally accept that change will always happen. The poet begs time to stop its journey, but this is not possible. Time is shown as a "gipsy man" who "will not tarry," or wait. The sad feeling in the poem suggests a slow and unwilling acceptance. We have to accept the constant flow of time and all the changes that it brings into our lives. (কবিতাটি বোঝায় যে যদিও মানুষ চায় জিনিসগুলো একই রকম থাকুক, তাদের অবশ্যই অবশেষে মেনে নিতে হবে যে পরিবর্তন সবসময় ঘটবে । কবি সময়কে তার যাত্রা থামাতে অনুরোধ করেন, কিন্তু তা সম্ভব নয় । সময়কে একজন "জিপসি ম্যান" হিসাবে দেখানো হয়েছে যে "অপেক্ষা করবে না" । কবিতার দুঃখজনক অনুভূতি একটি ধীর এবং অনিচ্ছাকৃত গ্রহণযোগ্যতার ইঙ্গিত দেয়। আমাদের সময়ের ধ্রুবক প্রবাহ এবং এটি আমাদের জীবনে যে সমস্ত পরিবর্তন নিয়ে আসে তা মেনে নিতেই হবে ।) f) What does the phrase “miles to go” mean in Stopping by Woods on a Snowy Evening ?   The words "miles to go before I sleep" have two different meanings in the poem. The first meaning is literal and simple. It means the speaker has to travel a long way before he can rest for the night. The second meaning is figurative, like a picture in our minds. It represents all the many duties, jobs, and things he has to do in his life. He must finish all of them before he can have his final rest, which is death. (কবিতায় "ঘুমানোর আগে মাইলের পর মাইল যেতে হবে" কথাটির দুটি ভিন্ন অর্থ রয়েছে । প্রথম অর্থটি আক্ষরিক এবং সহজ। এর মানে হলো রাতে বিশ্রাম নেওয়ার আগে বক্তাকে অনেক দূর পথ ভ্রমণ করতে হবে । দ্বিতীয় অর্থটি রূপক, যা আমাদের মনে একটি ছবির মতো। এটি তার জীবনের সমস্ত দায়িত্ব, কাজ এবং অভিজ্ঞতার প্রতিনিধিত্ব করে। তাকে তার চূড়ান্ত বিশ্রাম, অর্থাৎ মৃত্যুর আগে, সেগুলোর সবই সম্পন্ন করতে হবে ।) g) How does Solitude  contrast happiness and sorrow? The poem "Solitude" shows a big difference between happiness and sadness. It shows happiness as something we share with other people in society. The poem says, "laugh, and the world laughs with you." But it shows sorrow as a lonely weight that a person must carry all by themselves. The poem says, "weep, and you weep alone." The poem argues that people are happy to join in fun times, but they stay away from sad times. ("সলিটিউড" কবিতাটি সুখ এবং দুঃখের মধ্যে একটি বড় পার্থক্য দেখায়। এটি সুখকে এমন কিছু হিসাবে দেখায় যা আমরা সমাজের অন্য মানুষের সাথে ভাগ করে নিই । কবিতাটি বলে, "হাসো, এবং বিশ্ব তোমার সাথে হাসবে।" কিন্তু এটি দুঃখকে একটি একাকী বোঝা হিসাবে দেখায় যা একজন ব্যক্তিকে একাই বহন করতে হয় । কবিতাটি বলে, "কাঁদো, এবং তুমি একাই কাঁদবে।" কবিতাটি যুক্তি দেয় যে মানুষ আনন্দের সময়ে যোগ দিতে ভালোবাসে, কিন্তু তারা দুঃখের সময় থেকে দূরে থাকে ।) Set 7 a) How does O Me! O Life!  suggest overcoming despair? The poem suggests that we can get over our sad feelings. It does not tell us to ignore the pain in life. Instead, it tells us to find our own special purpose, even when things are hard. The final answer in the poem is very strong. It says, "That you are here... That you may contribute a verse". This shows that just being alive is a good enough reason to fight sadness. It is a reason to do something good and meaningful. (কবিতাটি পরামর্শ দেয় যে আমরা আমাদের দুঃখের অনুভূতিগুলো কাটিয়ে উঠতে পারি। এটি আমাদের জীবনের কষ্টকে উপেক্ষা করতে বলে না। বরং, এটি আমাদের কঠিন পরিস্থিতির মধ্যেও নিজের বিশেষ উদ্দেশ্য খুঁজে বের করতে বলে । কবিতার চূড়ান্ত উত্তরটি খুব শক্তিশালী। এটি বলে, "যে তুমি এখানে আছো... যে তুমি একটি শ্লোক যোগ করতে পারো" । এটি দেখায় যে শুধু বেঁচে থাকাটাই দুঃখকে জয় করার জন্য একটি যথেষ্ট ভালো কারণ। এটি ভালো এবং অর্থপূর্ণ কিছু করার একটি কারণ ।) b) What does Books  suggest about the lasting impact of reading?   The poem "Books" suggests that when we read, it stays with us for a very long time. The stories we read and the characters we meet become a part of our own mind and heart. They are like treasures that we can come back to again and again in our lives. Even long after we have closed the book, these stories can still give us happiness, comfort, and good ideas. ("বই" কবিতাটি ইঙ্গিত দেয় যে আমরা যখন পড়ি, তখন তা আমাদের সাথে অনেক দীর্ঘ সময় ধরে থাকে । আমরা যে গল্পগুলো পড়ি এবং যে চরিত্রগুলোর সাথে পরিচিত হই, সেগুলো আমাদের মন এবং হৃদয়ের একটি অংশ হয়ে যায় । সেগুলো সম্পদের মতো, যা আমরা আমাদের জীবনে বারবার ফিরে আসতে পারি । বই বন্ধ করার অনেক পরেও, এই গল্পগুলো আমাদের আনন্দ, সান্ত্বনা এবং ভালো ধারণা দিতে পারে ।) c) How does Two Mothers Remembered  show the strength of women?   The poem shows the strength of women through the second mother. This mother took on a hard job. But she gave love and support that never failed. The poem talks about her "cool and steady" hands. This is a picture of her calm and strong character. She had a quiet strength. This strength had a very big and good effect on the speaker's life. (কবিতাটি দ্বিতীয় মায়ের চরিত্রের মাধ্যমে নারীর শক্তি দেখায় । এই মা একটি কঠিন দায়িত্ব নিয়েছিলেন। কিন্তু তিনি এমন ভালোবাসা এবং সমর্থন দিয়েছিলেন যা কখনও ব্যর্থ হয়নি । কবিতাটি তার "শীতল এবং স্থির" হাতের কথা বলে। এটি তার শান্ত এবং শক্তিশালী চরিত্রের একটি প্রতীক । তার এক নীরব শক্তি ছিল। এই শক্তিটি বক্তার জীবনকে গভীরভাবে প্রভাবিত করেছিল ।) d) Why does the poet emphasize Mary's call in The Sands of Dee ?   The poet focuses on Mary's call because he wants to create a sad sound that we can't forget. This sound continues even after she has died. Her call used to be a simple job of calling her cows. But after her death, it becomes a spooky, ghost-like sound that fishermen hear. It becomes a symbol of her lost life. It also serves as a sad warning that is now a permanent part of the place. (কবি মেরির ডাকের উপর জোর দেন কারণ তিনি একটি দুঃখজনক এবং ভুতুড়ে প্রতিধ্বনি তৈরি করতে চান যা তার মৃত্যুর পরেও চলতে থাকে । তার ডাক, যা একসময় গবাদি পশু চরানোর একটি সহজ কাজ ছিল, জেলেদের শোনা একটি ভৌতিক শব্দে পরিণত হয় । এটি তার হারিয়ে যাওয়া জীবনের প্রতীক এবং সেই অঞ্চলের এক স্থায়ী, দুঃখজনক সতর্কবার্তা হিসাবে কাজ করে ।) e) How does Time, You Old Gipsy Man  reflect the poet's emotions about aging?   The poem shows the poet's sad feelings about getting older. He wishes that time would stop. He lists all the beautiful things that time carries away. He talks about "sweet girls" and "brave boys". This shows that he misses being young. He is sad that as time passes, people must get old. They must lose the wonderful things they once had. (কবিতাটি বার্ধক্য সম্পর্কে কবির বিষণ্ণ এবং কিছুটা দুঃখজনক আবেগ প্রতিফলিত করে । তিনি সময়কে থামানোর আকাঙ্ক্ষা করেন। তিনি সময়ের সাথে চলে যাওয়া সমস্ত সুন্দর জিনিসগুলোর বর্ণনা দেন—যেমন "মিষ্টি মেয়ে" এবং "সাহসী ছেলে" । এটি যৌবনের প্রতি তার এক আকাঙ্ক্ষা এবং দুঃখকে দেখায়, কারণ সময়ের উত্তরণ অনিবার্যভাবে বার্ধক্য এবং যা একসময় ছিল তা হারানোর দিকে নিয়ে যায় ।) f) What does Stopping by Woods on a Snowy Evening reveal about responsibilities?   The poem shows that our duties in life are a very strong force that keeps us grounded. The speaker really wants to stay in the peaceful woods. It is a big temptation for him. But in the end, he is guided by his "promises to keep". This shows that the promises we make to other people and to ourselves are a very important part of life's journey. We must honor these duties even more than what we want for ourselves. (কবিতাটি প্রকাশ করে যে দায়িত্ব জীবনের এক শক্তিশালী, ভিত্তি স্থাপনকারী শক্তি । শান্তিপূর্ণ জঙ্গলে থাকার গভীর প্রলোভন সত্ত্বেও, বক্তা শেষ পর্যন্ত তার "প্রতিশ্রুতি রক্ষা করার" দ্বারা পরিচালিত হন । এটি দেখায় যে অন্যদের প্রতি এবং নিজের প্রতি বাধ্যবাধকতা মানব যাত্রার একটি মৌলিক অংশ যা ব্যক্তিগত ইচ্ছার উপরে সম্মান করা আবশ্যক ।) g) How does Solitude  contrast feasting and fasting? The poem uses the ideas of "feasting" and "fasting" as pictures to show a difference. "Feasting" is a picture for happy times, and "fasting" is a picture for sad times. "Feasting in your halls" means having good times and success, which makes many people want to be with you. "Fasting" means having hard times and sadness. During these times, you are left all alone. This shows that people's friendship can be selfish. (কবিতাটি ভাগ করে নেওয়া আনন্দ এবং একাকী দুঃখের মধ্যে বৈসাদৃশ্য তৈরি করতে "ভোজ" এবং "উপবাস" রূপকভাবে ব্যবহার করে । "তোমার হলে ভোজ" সাফল্য এবং সুখের মুহূর্তগুলোকে প্রতিনিধিত্ব করে, যা মানুষের ভিড় আকর্ষণ করে । "উপবাস" কষ্ট এবং শোকের সময়কে প্রতিনিধিত্ব করে, যে সময়ে একজনকে একা থাকতে হয়, যা মানব সঙ্গের স্বার্থপর প্রকৃতিকে তুলে ধরে ।) Set 8 a) How does O Me! O Life!  suggest making an impact on the world?   The poem suggests that making a difference in the world is not about doing huge, heroic things. It is about adding your own special "verse". This idea means that every single person's life, voice, and actions are important. It does not matter how small they seem. They all add something to the big story of all people. Because of this, every small action has great meaning. (কবিতাটি পরামর্শ দেয় যে বিশ্বে প্রভাব ফেলা কোনো মহৎ, বীরত্বপূর্ণ কাজ নয়, বরং নিজের অনন্য "শ্লোক" যোগ করা । এই রূপকটি বোঝায় যে প্রতিটি ব্যক্তির জীবন, কণ্ঠ এবং কর্ম, যতই ছোট হোক না কেন, মানবতার সম্মিলিত গল্পে যোগ হয় এবং এভাবেই তার তাৎপর্য রয়েছে ।) b) Why does the poet in Books  refer to books as “friends”? The poet calls books "friends" because they act like good friends do. They give us company when we are lonely. They give us comfort when we are sad. And they can give us good advice. Books are always there for us when we need them. We can trust them to share their stories and wisdom. They are always present in our lives, and they never judge us. (কবি বইকে "বন্ধু" হিসাবে উল্লেখ করেছেন কারণ, ভালো বন্ধুর মতো, তারা সঙ্গ, সান্ত্বনা এবং নির্দেশনা প্রদান করে । তারা সর্বদা পাশে থাকে, গল্প এবং জ্ঞান ভাগ করে নেওয়ার জন্য বিশ্বাস করা যায়, এবং কোনো বিচার ছাড়াই একজন ব্যক্তির জীবনে একটি ধ্রুবক, নির্ভরযোগ্য উপস্থিতি প্রদান করে ।) c) How does Two Mothers Remembered  reflect on aging? The poem thinks about getting older by showing us memories from a grown-up point of view. The speaker is looking back at when she was young. She describes the second mother's "old silk dress" and her calm way of being. This shows us a mother who has already grown old. Now, the speaker is older too. So she can understand and appreciate the good sense and steadiness that came with her mother's age. (কবিতাটি বক্তার স্মৃতিগুলোকে একটি পরিপক্ক দৃষ্টিকোণ থেকে উপস্থাপন করে বার্ধক্যের উপর আলোকপাত করে, যেখানে সে তার যৌবনের দিকে ফিরে তাকায় । দ্বিতীয় মায়ের "পুরানো রেশমি পোশাক" এবং তার শান্ত আচরণের বর্ণনা এমন একজন ব্যক্তিকে ইঙ্গিত করে যিনি ইতিমধ্যে বয়স্ক হয়েছেন । এখন বক্তা নিজেও বয়স্ক, তাই তিনি সেই বয়সের সাথে আসা জ্ঞান এবং স্থিতিশীলতাকে সম্পূর্ণরূপে উপলব্ধি করতে পারেন ।) d) How does The Sands of Dee  use repetition for effect?   The poem uses repetition to make the story more powerful. It especially repeats the line "And call the cattle home". This repetition makes the poem feel like a sad, haunting song. It helps us feel the tragedy more deeply. By repeating the line again and again, the poem puts the picture of Mary's last job deep into our minds. Her ghostly, echoing call becomes the part of the poem that we can never forget. ("দ্য স্যান্ডস অফ ডি" পুনরাবৃত্তি ব্যবহার করে, বিশেষ করে "এবং গবাদি পশুদের ঘরে ডাকো" ধুয়াটিতে, একটি ভুতুড়ে, গানের মতো গুণ তৈরি করতে যা悲剧 (tragedy)-কে জোর দেয় । ধ্রুবক পুনরাবৃত্তি মেরি'র ভাগ্য-নির্ধারিত কাজের কেন্দ্রীয় চিত্রটি পাঠকের মনে গেঁথে দেয়, যা তার ভৌতিক, প্রতিধ্বনিত ডাককে কবিতার অবিস্মরণীয় হৃদয়ে পরিণত করে ।) e) What is the poet’s view of time in Time, You Old Gipsy Man ?   The poet sees time as something beautiful, but also cruel and uncaring. He pictures time as a "gipsy man". This shows he understands time's wild freedom and beauty. But he also sees its cruel side. Time steals away our special moments. It takes away the people we love. And it does this without ever stopping or showing any kindness. (কবির দৃষ্টিতে সময় প্রকৃতির এক সুন্দর কিন্তু নিষ্ঠুর এবং উদাসীন শক্তি । তিনি এটিকে একজন "জিপসি ম্যান" হিসাবে ব্যক্ত করেছেন, এর বন্য স্বাধীনতা এবং আকর্ষণকে স্বীকার করেছেন । কিন্তু তিনি মূল্যবান মুহূর্ত এবং প্রিয়জনকে কখনো না থেমে বা দয়া না দেখিয়ে চুরি করে নেওয়ার নিষ্ঠুরতাকেও স্বীকার করেছেন ।) f) How does Stopping by Woods on a Snowy Evening capture a sense of wonder?   The poem creates a feeling of wonder with its simple but beautiful pictures of nature. It describes the woods as "lovely, dark and deep". It talks about the "easy wind and downy flake" of snow. The world is very quiet, and the only sound is from the bells on the horse's harness. All these details create a magical and amazing feeling that fills the speaker with awe. (কবিতাটি প্রাকৃতিক বিশ্বের সহজ কিন্তু গভীর চিত্রকল্পের মাধ্যমে এক বিস্ময়ের অনুভূতি ধারণ করে । জঙ্গলকে "সুন্দর, অন্ধকার এবং গভীর" হিসাবে বর্ণনা করা, "সহজ বাতাস এবং নরম তুষার কণা," এবং কেবল ঘুঙুরের শব্দে ভেঙে যাওয়া গভীর নীরবতা এক জাদুকরী, মুগ্ধকর পরিবেশ তৈরি করে যা বক্তাকে বিস্ময়ে পূর্ণ করে ।) g) What warning does Solitude  give about human behavior?   The poem "Solitude" gives us a warning. It warns us that people's friendships are often not very deep. They can be selfish. The poem warns that people will come to you when you are happy and successful. But they will probably leave you when you are having a hard time. The poem tells us not to count only on other people for help. This is because friendships with people can often change and disappear. ("সলিটিউড" মানব আচরণের শর্তসাপেক্ষ এবং প্রায়শই স্বার্থপর প্রকৃতি সম্পর্কে একটি সতর্কবার্তা দেয় । এটি সতর্ক করে যে মানুষ সাফল্য এবং সুখের প্রতি আকৃষ্ট হয় কিন্তু কষ্টের সময়ে আপনাকে সম্ভবত ত্যাগ করবে । কবিতাটি সমর্থনের জন্য কেবল অন্যদের উপর নির্ভর করার বিরুদ্ধে সাবধান করে, কারণ মানব সঙ্গ প্রায়শই ক্ষণস্থায়ী ।)