IELTS General Training Reading - Cambridge All Books Answers with Explanation Cambridge IELTS General Training Book -21 Cambridge IELTS General Training 21 Reading Test 1 Answers with Explanation Cambridge IELTS General Training 21 Reading Test 2 Answers with Explanation Cambridge IELTS General Training 21 Reading Test 3 Answers with Explanation Cambridge IELTS General Training 21 Reading Test 4 Answers with Explanation Cambridge IELTS General Training Book -20 Cambridge IELTS General Training 20 Reading Test 1 Answers with Explanation Cambridge IELTS General Training 20 Reading Test 2 Answers with Explanation Cambridge IELTS General Training 20 Reading Test 3 Answers with Explanation Cambridge IELTS General Training 20 Reading Test 4 Answers with Explanation / Cambridge IELTS General Training Book -19 Cambridge IELTS General Training 19 Reading Test 1 Answers with Explanation Cambridge IELTS General Training 19 Reading Test 2 Answers with Explanation Cambridge IELTS General Training 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Cambridge IELTS General Training 21 Reading Test 1 Answers with Explanation Section 1: Castle Road Run & Hatcliff Backpackers Q Answer Keywords Location Analytical Explanation 1 red colour, fourth run Castle Road Run, Paragraph 2 The text states that all runners wear "white T-shirts with red numbers", except those taking part in their fifth race (who wear green). A person on their fourth run therefore wears a red number. 2 a questionnaire / the questionnaire future runs better Castle Road Run, Paragraph 2 Runners are asked to complete the questionnaire on the registration card "in order to assist us in improving upcoming Castle Road Runs." 3 28th October deadline, increase length Castle Road Run, Paragraph 3 Entrants may change their run length (e.g., Half to Full) "up until 28th October." 4 (by) email communicate request, alter length Castle Road Run, Paragraph 3 The instruction for making a change to the run length is "Please email details of the change to us." 5 safety / safety requirements reason, restricting numbers Castle Road Run, Paragraph 4 The text explains that a maximum number of entrants was imposed "Due to safety requirements." 6 race pack / race numbers get, North Lake Hotel Castle Road Run, Paragraph 5 Competitors are instructed to "collect their race pack... from North Lake Hotel". 7 (the) Race Manager outside area, contact Castle Road Run, Paragraph 5 Runners not from the Castle region are told to "get in touch with the Race Manager personally or by email". 8 TRUE accommodation, conveniently located Hatcliff Backpackers, Paragraph 1 The hostel is a "short stroll from Cathedral Square... everything you’ll want to see and do... is on our doorstep." 9 NOT GIVEN Rooms, limited storage Hatcliff Backpackers, Paragraph 3 Lockers and a safe are mentioned for valuables, but there is no information stating the rooms themselves have limited storage space. 10 TRUE possible, changes to reservation Hatcliff Backpackers, Paragraph 2 Guests can "usually upgrade your accommodation... and pay the difference when you arrive." 11 FALSE Long-term storage Hatcliff Backpackers, Paragraph 3 Lockers can only be hired "for a maximum of three days", contradicting the idea of long-term storage availability. 12 NOT GIVEN 24-hour reception desk Hatcliff Backpackers, Paragraph 4 The text says drinks and groceries are available 24 hours a day, but it never mentions a 24-hour reception desk. 13 FALSE free transport both to and from Hatcliff Backpackers, Paragraph 6 The hostel offers "one free collection or drop-off per traveller", meaning you must choose arrival or departure, not both. 14 TRUE assistance, travel and leisure Hatcliff Backpackers, Paragraphs 5 & 6 They provide information on what to do, and "advise and reserve seats for you on all national backpacker transport... and every adventure activity". Section 2: Job openings for sales clerks & Forklift operator course Q Answer Keywords Location Analytical Explanation 15 appearance on time, tidy Teatime, Paragraph 2 The text demands employees be punctual and states that "a clean and neat appearance is required." 16 flexible work schedules Teatime, Paragraph 2 Because of business demands requiring varied shifts, "employees whose time is flexible are wanted." 17 urgency perform duties, quickly Teatime, Paragraph 3 The job requires that tasks "be approached with urgency in order to complete the work in a timely fashion." 18 friction avoid, other staff Teatime, Paragraph 3 It states that working alongside co-workers "without friction is important to the operation of the store". 19 growth meeting sales goals, achieve Teatime, Paragraph 4, Bullet 1 A key responsibility is "contributing to sales growth at your location: delivering personal and team sales goals". 20 shortages reporting, supplies Teatime, Paragraph 4, Bullet 4 Clerks must be "advising your team leader of any shortages you notice in quantities of inventory". 21 safety Legal requirements, ensure Liftsure, Paragraph 1 The text states that the few legal requirements that exist "are for your safety and that of the people around you." 22 retention fast-paced, improve Liftsure, Paragraph 3 The accelerated training approach "has been proven to boost knowledge retention in the workplace." 23 explanation thorough, components Liftsure, Paragraph 4 The course provides "an in-depth explanation of the parts that make up the vehicle." 24 challenge moving heavy items Liftsure, Paragraph 5 The text notes that "once a load of significant weight is added, operating the vehicle can be a challenge". 25 spill respond to, harmful product Liftsure, Paragraph 5 Students learn proper packaging and "the immediate action to be taken when a spill occurs" with dangerous goods. 26 strategies operating in tight spaces Liftsure, Paragraph 5 Trainees work on "strategies to use when driving in confined spaces and narrow aisles." 27 inspection stresses importance, regular Liftsure, Paragraph 6 The module emphasizes "the need for an inspection by the operator before each shift." Section 3: The lure of diving Q Answer Keywords Location Analytical Explanation 28 responsibility take some, those diving with you Diving, Paragraph 1 The text states you must "accept a degree of responsibility towards your diving buddies." 29 safety rules keep to the, reduce risks Diving, Paragraph 1 The risk of diving is "reduced to acceptable limits by the observation of basic safety rules". 30 (physically) fit must be, physical demands Diving, Paragraph 2 Because diving makes demands on the body, it is important to "maintain a good level of physical fitness" (or be a "fit diver"). 31 energy use your, effectively Diving, Paragraph 2 The most useful fitness is the ability to "expend energy in a slow, controlled way, usually keeping some in reserve". 32 extreme weather conditions withstand low temperatures Diving, Paragraph 2 A fit diver will "suffer less from the effects of cold or extreme weather conditions." 33 TRUE suitable for most people Diving, Paragraph 1 The passage confirms scuba diving "can be undertaken and enjoyed by practically anybody." 34 NOT GIVEN good form of exercise Diving, Paragraph 2 The text says diving requires physical fitness, but never explicitly states that diving itself acts as a good form of exercise. 35 NOT GIVEN lamp, take good pictures Diving, Paragraph 3 While the text mentions an underwater lamp can instantly restore muted colours, it says nothing about photography or taking pictures. 36 NOT GIVEN more enjoyable, research beforehand Diving, Paragraphs 3 & 4 Research is mentioned regarding ancient civilizations, but there is no claim that doing research beforehand makes a dive more enjoyable. 37 TRUE growing demand, work underwater Diving, Paragraph 6 The world's increasing need to exploit sea resources "is involving more and more people in research under the surface in a wide range of occupations." 38 FALSE investigate causes of shipwrecks Diving, Paragraph 7 The impetus for developing diving devices was the "discovery of valuables from shipwrecks", not investigating their causes. 39 NOT GIVEN initially very wary Diving, Paragraphs 7 & 8 The history of diving device inventions is detailed, but public wariness or fear of using them is never mentioned. 40 FALSE air supply carried, same since 1825 Diving, Paragraphs 8 & 9

Cambridge IELTS General Training 21 Reading Test 4 Answers with Explanation Section 1: The Scottish Curling School Q Answer Keywords Location Analytical Explanation 1 FALSE Curling, slow, gentle pace Paragraph 1 The text states: "The impression given in the media that curling is a relaxed game is far from the truth." This contradicts the idea that it is played at a slow, gentle pace. DOCX 2 TRUE take part, any age Paragraph 2 The text confirms: "Many start curling as children and continue to play well into retirement." This supports the statement that people can participate at any age. DOCX 3 TRUE team, professional and amateur Paragraph 2 The passage notes: "you could easily find yourself playing a match against a team of international champions". Since the reader (a beginner) would be an amateur playing against champions, a game can involve both. DOCX 4 FALSE basic experience, required Paragraph 3 The course is targeted at those who "have never dared to try", and Day 1 is designed for a "basic understanding of the rules", meaning no prior experience is needed. DOCX+ 1 5 TRUE best, wear several tops Clothing section The clothing recommendations advise wearing "layers of clothing, which you can remove as you warm up." "Layers of clothing" corresponds to wearing several tops. DOCX 6 TRUE avoid clothes, certain kinds of material Clothing section The text recommends choosing "fabrics which won’t drop fibres onto the ice surface." This means certain materials that shed fibres must be avoided. DOCX 7 FALSE Suitable footwear, any type of trainers Footwear section The footwear guidance explicitly states: "If you plan to wear trainers instead, check that the soles are rubber; synthetic ones are very slippery on ice." Therefore, not any type of trainer is suitable. DOCX Section 1: Outdoor places to visit Q Answer Keywords Location Analytical Explanation 8 C organisers, welcome the help of volunteers Place C (Turner’s Wood) The text states they "are keen for people living nearby to get involved in looking after the reserve." Asking locals to get involved in looking after the reserve means welcoming volunteers. DOCX 9 D writer used to visit Place D (Moseley Reserve) The text notes the old trees were the "childhood inspiration of the author JRR Tolkien, who often passed through as he lived nearby." A writer passing through means he visited the place. DOCX 10 B not reached its intended size Place B (Thurrock Thameside Nature Park) The park currently has "120 acres of nature park, which will soon expand to 845 acres." Since it will soon expand, it has not reached its intended size yet. DOCX 11 E possible to take part in water sports Place E (Druridge Park) The text states the large freshwater lake "is available for launching windsurfers (by permit)." Windsurfing constitutes a water sport. DOCX 12 B area, used to get rid of large quantities of rubbish Place B (Thurrock Thameside Nature Park) The visitor centre is "built on the site of a former waste disposal site". A waste disposal site is where rubbish was gotten rid of. DOCX 13 C used for educational purposes Place C (Turner’s Wood) The text states: "We do make it available for pupils to visit on nature observation trips". Trips for pupils implies educational purposes. DOCX 14 A past, old building, provide information Place A (Balloch Castle Country Park) The text states: "The ruined castle... was once the main visitor centre." A visitor centre provides information. DOCX Section 2: Job: Sunset Orchard, Cromwell, New Zealand – Cherry Picking Q Answer Keywords Location Analytical Explanation 15 16 buckets / sixteen buckets minimum daily amount, picker must pick Picking section The text explicitly states: "However, you are required to pick at least 16 buckets." DOCX 16 (good) concentration mental quality, packer need Packing section The packing job description notes: "the employee must be fit and have good concentration." DOCX 17 bunkrooms form of accommodation Accommodation section The text states: "We have accommodation available on site in bunkrooms". DOCX 18 residential manager / the residential manager organises the accommodation Accommodation section The text notes: "Our residential manager will allocate beds and look after everyone’s needs." Allocating beds means organising accommodation. DOCX 19 fortnightly How often, bank accounts credited Transport and pay section The text states: "Pay is fortnightly and is paid by credit so you require a bank account." DOCX 20 a bicycle / bicycle type of personal transport, recommended Transport and pay section The text advises: "On-site parking for cars and vans is extremely limited so we suggest using a bicycle." DOCX Section 2: Service Division – Daylight Trading Company Q Answer Keywords Location Analytical Explanation 21 May annual deadline, submit ideas Staff Guidelines section The text instructs: "Any suggestions for additional items to be included should be sent to the Directorate Mailbox by the end of May each year." DOCX 22 lunch breaks / lunch break schedule, always someone in the office Hours of Work section The text emphasizes: "it is important that offices are staffed throughout the day. Please observe this when taking lunch breaks." DOCX 23 team insufficient staff, contribute to the work Hours of Work section The guidelines note: "we may need to help another team in times of staff shortage". Helping another team means contributing to a different unit's work. DOCX 24 urgent extra hours, without prior approval Hours of Work section The text states: "There will be occasions when an urgent job arises which will require extra time to be worked... if this is not possible [to approve in advance], you must advise him/her as soon as possible after the event." DOCX 25 three weeks' / 3 weeks' two-week holiday, advance warning Holidays section The guidelines require "three weeks’ notice for one week or more" of leave. Since two weeks is more than one week, three weeks' notice is needed. DOCX 26 operational needs turned down, take priority Holidays section The text states: "Wherever possible, holiday requests will be approved but operational needs will be the overriding criterion, and there may be occasions when requests cannot be approved." DOCX 27 ten days / 10 days maximum, saved from your holiday Holidays section The policy states that "staff are not allowed to carry more than ten days forward to the new holiday year". DOCX Section 3: Tracking elephants in Namibia Q Answer Keywords Location Analytical Explanation 28 vii Section A Section A Section A ends with Hendrick giving "the signal not to move, not to make a sound, not to breathe," matching "The need to keep still and quiet". DOCX 29 iv Section B Section B Section B recalls: "The last time I had seen these elephants, 15 years earlier, I had narrowly escaped being flattened". This describes "A past encounter". DOCX 30 vi Section C Section C Section C describes Deliwe getting too close, leading Hendrick to clap his hands, after which "the mother and daughter retreated a little." This matches "Making the elephants move back". DOCX 31 viii Section D Section D Section D details the reasons for the trip: "to collect data: to record the locations of these herds... support conservation efforts...". This aligns with "The expedition’s aims". DOCX 32 ix Section E Section E Section E explains how the writer took her clear picture of the trip and "had to make it happen," contacting EHRA and recruiting friends until "we were there in Namibia". This maps to "Turning an idea into reality". DOCX 33 v Section F Section F Section F describes expecting a dry desert but finding rain and flooded rivers, and later spotting a rainbow. The writer notes: "We certainly hadn’t expected to be cooking our barbecue under umbrellas!" This aligns with "A great surprise". DOCX 34 ii Section G Section G Section G notes that despite the rain, "the spirits of this all-women team were not dampened". This matches "A cheerful group of people". DOCX 35 C wasn't flattened, 15 years ago Section B The writer was "saved by the fact that the matriarch... had been towards the back of the herd. The younger females... had turned to check and see what she wanted to do." This confirms the oldest was behind the others, giving the humans time to escape. DOCX 36 A one aim of EHRA Section B Hendrick and rangers with EHRA try to "create a positive relationship... between the animals and the humans who live and work side by side with them". This implies preventing conflict. DOCX 37 B implies, pretending to eat Section A & C In Section A, the writer panics upon hearing they might be pretending to eat, asking "Is that bad?". In Section C, when they actually were eating, it "meant they were calm and curious rather than nervous and potentially aggressive." Therefore, pretending to eat implies they might be aggressive or a danger. DOCX+ 1 38 binoculars hard to see, even when using Section F The text states: "This made tracking them difficult, and we frequently had to climb up the rocks and peer through binoculars." DOCX 39 rainbow writer saw a Section F The text describes: "Later, as we headed back to our camp, I spotted a rainbow. In the desert!" DOCX 40 umbrellas had to use, prepared their meal Section F The section concludes: "We certainly hadn’t expected to be cooking our barbecue under umbrellas!" Cooking a barbecue corresponds to preparing their meal. DOCX

Cambridge IELTS General Training 21 Reading Test 3 Answers with Explanation Section 1: Supermarket reviews & Getting a credit card Q Answer Keywords Location Analytical Explanation 1 F high standard Supermarket F (Greenbaums) Shoppers appreciate the wide range of products and "their excellent quality." Here: excellent quality = high standard. 2 D wait a long time, pay Supermarket D (Fressons) The text states that "checkout queuing times are a problem", meaning customers have to wait a long time to pay. 3 C food, not always very fresh Supermarket C (TruCost) The review mentions that "the fruit and vegetables on sale are sometimes a bit past their best", indicating they are not always fresh. 4 B well worth the price Supermarket B (Carltons) Carltons is "generally accepted as the best of all the supermarkets for value for money." Here: value for money = well worth the price. 5 A greater variety, available Supermarket A (Sharpsavers) The text notes: "A wider range of goods has recently been introduced". Here: wider range = greater variety. 6 B limited choice, advantage Supermarket B (Carltons) The stock range isn't as wide, but customers are "happy that they don’t have to spend time making decisions on what brand to buy." Thus, the limited choice is seen as an advantage. 7 E easy to order, online Supermarket E (ValuMart) Customers are "impressed with how straightforward the website is to use, and the availability of delivery slots." Here: straightforward = easy. 8 F praise the service, employees Supermarket F (Greenbaums) The review states: "The staff here are also extremely helpful". This shows customers praising the service provided by employees. 9 FALSE good idea to repay only the minimum Getting a credit card, Paragraph 1 The text explicitly states: "You should avoid only paying the minimum your provider asks for each month". This contradicts the statement. 10 NOT GIVEN take out insurance, lose your card Getting a credit card, Paragraph 2 The text mentions insurance covering "damage to goods purchased" or "cancellation of a flight or holiday", but provides no information regarding insurance for losing your card. 11 TRUE aware of any restrictions, insurance claims Getting a credit card, Paragraph 2 The passage advises that "there are usually conditions attached so read the small print if you intend to rely on the cover." Here: conditions attached/small print = restrictions. 12 FALSE only claim insurance, paid for it all Getting a credit card, Paragraph 2 The text clearly states: "bear in mind that you don’t have to pay the full amount on your card to get protection". This contradicts the statement. 13 NOT GIVEN card provided by your bank, more security Getting a credit card, Paragraph 3 Going to your bank is mentioned as the "easiest option", but it is never stated that a bank card offers more security than one from another provider. 14 TRUE get a store card quite quickly Getting a credit card, Paragraph 3 Store cards are available at the point of sale and the process "can take as little as 10 minutes", which aligns with getting one quite quickly while in the store. Section 2: First day orientation for university staff members & Information for theatre staff managers Q Answer Keywords Location Analytical Explanation 15 discounted tickets qualify for, public transport Orientation, Transport and Parking The text states: "There are various bus and train links to the university and discounted tickets are available for staff." 16 Environment Team more details, different ways to get to Orientation, Transport and Parking The instructions advise: "Further information on transport options is available from the Environment Team". 17 permit using your own vehicle, obtain Orientation, Transport and Parking The text states: "If you intend to travel to work by car, you should... apply for a permit where applicable." 18 employee number given your, before you can create Orientation, Your IT Account IT Services can set up your account "once the Recruitment Team have generated an employee number for you." 19 smart printers University Card is necessary, use of equipment Orientation, Your University Card The text states you need the card to "gain access to smart printers and other resources." 20 Security Lodge collect your University Card from Orientation, Your University Card The instruction is: "To obtain your card, please go to the Security Lodge". 21 payslips Employee Self Service, viewing Orientation, Employee Self Service The text states this facility "is particularly useful for checking your payslips". Here: checking = viewing. 22 left lights, switch to the Theatre Managers, Box Office The lights are switched on by a "switch located on the left, directly outside the box office." 23 counter computer, switch found below Theatre Managers, Box Office The computer can be turned on by "pressing the power button located underneath the counter". Here: underneath = below. 24 productions display posters about future Theatre Managers, Noticeboards The large boards opposite the bar "are for publicity for forthcoming productions." Here: forthcoming = future; publicity = posters. 25 latecomers keep some places available for Theatre Managers, Auditorium The text specifies: "The three seats by the main foyer door should be left vacant for latecomers." Here: left vacant = keep places available. 26 food decide if, permitted inside Theatre Managers, Auditorium The guidelines state: "Items of food may be taken into the auditorium at the discretion of the manager." 27 spills make sure, are cleaned up Theatre Managers, Auditorium Drinks are allowed, however, "these might result in spills which should be dealt with as soon as they are noticed." Here: dealt with = cleaned up. Section 3: Algonquin Provincial Park Q Answer Keywords Location Analytical Explanation 28 ii Section A Section A Paragraph A describes the park's location, size in square kilometres, its proximity to Toronto and Ottawa, and its access routes (Highway 60). This matches "Geographic Setting". 29 ix Section B Section B Paragraph B details its establishment as a national park under the Federal government in 1893 and its later transition to provincial jurisdiction, perfectly matching "Gaining Official Status". 30 iii Section C Section C Paragraph C explains the arrival of the railway, which "provided the first easy access", and the building of hotels and camps "In an attempt to make the park more attractive to vacationers", aligning with "Encouraging Tourism". 31 vii Section D Section D Paragraph D discusses famous painters like Tom Thomson, the Group of Seven, and Ken Danby, who "found the environment inspiring", aligning with "A Favourite Subject for Artists". 32 v Section E Section E Paragraph E outlines the park's popularity for "year-round open-air pastimes" like canoeing, fishing, horseback riding, and cross-country skiing, which matches "Outdoor Activities". 33 i Section F Section F Paragraph F discusses the implementation of the Algonquin Master Plan to manage the park, enforce zoning rules, segregate logging, and limit recreational impact, matching "Redefining Policies". 34 D factors, makes the park so popular Section A The text explicitly states: "Its size, combined with its nearness to the major cities of Toronto and Ottawa, make Algonquin one of the most popular parks". Here: nearness to major cities = easily reached from two urban centres. 35 D holiday facilities were Section C The passage mentions Hotel Algonquin for "fishing", Highland Inn focusing on "winter activities", and Nominigan Camp as a "favourite of canoers", showing the facilities were built to appeal to a variety of people. 36 C suggest about Algonquin Park, paragraph D Section D The text notes that painters "found the environment inspiring" and contemporary painters show a profound appreciation through their "awe-inspiring works", indicating the environment is stimulating to creative people. 37 consultation developed after, with Algonquin visitors Section F The text states: "Six years of consultation with park guests resulted in the Algonquin Master Plan." 38 regions consequence, separation into distinct Section F One major change was that "the park is now divided into regions with different specified purposes and uses". Here: divided into = separation into. 39 recyclables regulations, prohibiting guests from bringing Section F The text states that as part of the rules to limit impact, "recyclables are banned in the interior." Here: banned = prohibiting. 40 campsite limits, number of individuals, stay at each Section F

Cambridge IELTS General Training 21 Reading Test 2 Answers with Explanation Section 1: Customer service standards for the county libraries Q Answer Keywords Location Analytical Explanation 1 TRUE staff, display, job titles Paragraph 1, Bullet 1 The text states staff will “wear badges, which will show that we work in the library, and state the position we hold”. Here: state the position = display their job titles. 2 FALSE interrupt conversation, answer the phone Paragraph 1, Bullet 3 The text commits to “deal with the person in front of us before answering the telephone”, directly contradicting the statement that they will interrupt a conversation. 3 NOT GIVEN reserved, kept behind the counter Paragraph 1, Bullet 6 The text mentions helping users “make use of our automated reservations service”, but provides no information regarding where reserved books are kept. 4 TRUE schedule, improving, every year Paragraph 1, Bullet 7 The text confirms they will “carry out a planned programme of library refurbishment that will be reviewed annually”. Here: refurbishment = improving; annually = every year. 5 FALSE rude, immediately put the phone down Paragraph 3 The policy states: “We may choose to end a telephone call if a caller becomes abusive, but only after giving due warning”. Giving due warning contradicts putting the phone down immediately. 6 FALSE complete answers, written enquiries, within a week Paragraph 4, Bullet 1 The text states they will acknowledge emails within seven days but "may not be able to respond fully within this time", contradicting the claim of providing complete answers within a week. Section 1: Places to eat in Riverton Q Answer Keywords Location Analytical Explanation 7 D celebrities eating Place D (Thai Palace) Thai Palace has "some well-known faces from music, sport and the media." Here: well-known faces = celebrities. 8 A wide range of wines Place A (Strollers) Strollers Restaurant states: "Whether you choose from the cocktail or wine list, you will be spoilt for choice", indicating a wide selection. 9 B walk to this place Place B (Al Pomodoro) Al Pomodoro is located "within a pedestrianised area", meaning no vehicles are allowed and you have to walk. 10 E everyone pays the same amount Place E (Riverton Hall) Riverton Hall serves "A set menu of four courses – at a price of £55 a person", meaning the cost is uniform for all diners. 11 C comfortable seating Place C (The Old Tavern) The Old Tavern is described as a "great place to chill out in deep sofas", matching comfortable seating. 12 E listen to music Place E (Riverton Hall) At Riverton Hall, hosts "keep you entertained with a selection of folk songs", meaning you can listen to music. 13 B meal outside Place B (Al Pomodoro) The text states: "you can eat on the terrace all year round", which means dining outside. 14 A currently closed Place A (Strollers) The advert promotes the "re-opening of the newly-refurbished Strollers Restaurant next month", indicating it is currently closed. Section 2: J&G’s commitments to candidates & Pool cars Q Answer Keywords Location Analytical Explanation 15 expectations meet your, regarding assignments Commitment 1 The text states J&G works closely with candidates to "confirm your assignment expectations". Here: confirm = meet. DOCX 16 feedback give updates, and advice Commitment 2 The commitment lists providing "updates on positions available, feedback during and following an assignment and useful advice". The missing item in this list is feedback. DOCX 17 interviews help you prepare for Commitment 3 The text notes that "prior to attending interviews with potential employers, you are briefed and given advice". Being briefed and given advice means they help you prepare. DOCX 18 danger back you up, serious Commitment 4 J&G promises that "If you find you are facing significant danger in an assignment, we will give you our full support". Here: full support = back you up; significant = serious. DOCX 19 professional consider only, matters Commitment 5 The text explicitly states: "we base our selection decisions on professional criteria only". Here: criteria = matters; base our selection decisions on = consider. DOCX 20 database offer you training, e.g. in using a Commitment 6 The text mentions offering "access to advantages such as database training". DOCX 21 discounts offer you, buying from certain stores Commitment 6 J&G provides "loyalty programmes providing discounts on purchases from a number of major retailers". Here: purchases from major retailers = buying from certain stores. DOCX Q Answer Keywords Location Analytical Explanation 22 line manager ask your, authorisation Booking procedure The instructions state: "Before booking a pool car, please ensure that you obtain the permission of your line manager." 23 Helpdesk to book email or call Booking procedure "Pool cars can be booked by contacting the Helpdesk, either by email... or telephone". 24 code use the, given in the logbook Where are the pool cars kept? To enter, "you will need to enter the code shown on the inside front cover of the pool car logbook." 25 marked bays collect the car from one of the Where are the pool cars kept? The text clarifies that "Pool cars are always parked in marked bays". 26 faults inform the helpdesk about any Before driving off The instructions strictly state: "Any faults must be reported to the Helpdesk immediately." 27 mileage write the current, in the logbook Before driving off Drivers are told: "You should enter into the logbook the mileage that is indicated". Section 3: Why some mammals have developed a cooperative approach to raising their young Q Answer Keywords Location Analytical Explanation 28 ix Section A Section A Section A focuses on the "arid landscape", "scarcity of food", and living in large groups where roles are shared to survive. This aligns with "Community life in a very harsh environment". 29 iv Section B Section B The strategy increases group size "so they can hold precious land against rival families", which matches "An unusual approach that assists in territorial defence". 30 viii Section C Section C The research found an "unusually high level of kinship" where "almost all members of a meerkat group are brothers and sisters", corresponding to "A remarkable number of siblings". 31 v Section D Section D Animals with lower kinship (fewer family connections) have to "engage in far more social manoeuvering" and "need to be clever", matching "How to progress without many family connections". 32 vii Section E Section E Banded mongooses "synchronise their pregnancies so all the females give birth on exactly the same morning" to avoid infanticide, matching "The benefits of operating to an identical timetable". 33 ii Section F Section F Prof. Cant's assumption that bigger pups would benefit from their head start was disproved, as mothers focused on the weakest. This matches "A previous theory disproved". 34 water survive without, for long periods Section A The Kalahari Desert environment has "no water throughout many months of the year." 35 predators safely keep clear of Section A The text highlights "the difficulty of finding anywhere suitable to hide from predators". 36 milk provide them with, initially Section A During the first three weeks, "subordinate females produce milk for the pups". 37 C Section B, Clutton-Brock, puzzled Section B Clutton-Brock remarks: "It is less easy to understand why in some cases individuals might spend a large section of their lives helping other individuals," showing he is puzzled. 38 D conclusion, Clutton-Brock, meerkats Section C Clutton-Brock concludes that because they share genes, females help raise siblings to ensure "the genes they share are passed on". 39 C important, lower kinship groups Section D Clutton-Brock states that in groups where everyone is not closely related, "you need to be clever," meaning members must become smarter to succeed. 40 A following experiment, Prof. Cant Section F

এইচএসসি রুটিন ২০২৭ (প্রস্তাবিত) বিষয় ও পরীক্ষা শুরুর সময় (সকাল ১০টা হতে বেলা ১টা পর্যন্ত) বিষয় কোড তারিখ ও দিন বিষয় ও পরীক্ষা শুরুর সময় (বিকাল ২টা হতে ৫টা পর্যন্ত) বিষয় কোড ১। বাংলা (আবশ্যিক) ১ম পত্র ১০১ ০৬/০৬/২০২৭ রবিবার X X ১। বাংলা (আবশ্যিক) ২য় পত্র ১০২ ০৮/০৬/২০২৭ মঙ্গলবার X X ১। ইংরেজি (আবশ্যিক) ১ম পত্র ১০৭ ১০/০৬/২০২৭ বৃহস্পতিবার X X ১। ইংরেজি (আবশ্যিক) ২য় পত্র ১০৮ ১২/০৬/২০২৭ শনিবার X X ১। তথ্য ও যোগাযোগ প্রযুক্তি (আবশ্যিক) ২৭৫ ১৪/০৬/২০২৭ সোমবার X X ১। পদার্থবিজ্ঞান (তত্ত্বীয়) ১ম পত্র ২। হিসাববিজ্ঞান ১ম পত্র ৩। যুক্তিবিদ্যা ১ম পত্র ১৭৪ ২৫৩ ১২১ ১৭/০৬/২০২৭ বৃহস্পতিবার X X ১। পদার্থবিজ্ঞান (তত্ত্বীয়) ২য় পত্র ২। হিসাববিজ্ঞান ২য় পত্র ৩। যুক্তিবিদ্যা ২য় পত্র ১৭৫ ২৫৪ ১২২ ১৯/০৬/২০২৭ শনিবার X X ১। ভূগোল (তত্ত্বীয়) ১ম পত্র ১২৫ ২০/০৬/২০২৭ রবিবার ১। উচ্চাঙ্গ সঙ্গীত (তত্ত্বীয়) ১ম পত্র ২। আরবি ১ম পত্র ৩। পালি ১ম পত্র ২১৮ ১৩৩ ১৩৯ ১। ভূগোল (তত্ত্বীয়) ২য় পত্র ১২৬ ২১/০৬/২০২৭ সোমবার ১। উচ্চাঙ্গ সঙ্গীত (তত্ত্বীয়) ২য় পত্র ২। আরবি ২য় পত্র ৩। পালি ২য় পত্র ২১৯ ১৩৪ ১৪০ ১। রসায়ন (তত্ত্বীয়) ১ম পত্র ২। ইসলামের ইতিহাস ও সংস্কৃতি ১ম পত্র ৩। ইতিহাস ১ম পত্র ৪। গৃহ ব্যবস্থাপনা ও পারিবারিক জীবন ১ম পত্র ৫। উৎপাদন ব্যবস্থাপনা ও বিপণন ১ম পত্র ১৭৬ ২৬৭ ৩০৪ ২৮২ ২৮৬ ২৩/০৬/২০২৭ বুধবার X X ১। রসায়ন (তত্ত্বীয়) ২য় পত্র ২। ইসলামের ইতিহাস ও সংস্কৃতি ২য় পত্র ৩। ইতিহাস ২য় পত্র ৪। গৃহ ব্যবস্থাপনা ও পারিবারিক জীবন ২য় পত্র ৫। উৎপাদন ব্যবস্থাপনা ও বিপণন ২য় পত্র ১৭৭ ২৬৮ ৩০৫ ২৮৩ ২৮৭ ২৬/০৬/২০২৭ শনিবার X X ১। অর্থনীতি ১ম পত্র ২। প্রকৌশল অঙ্কন ও ওয়ার্কশপ প্র্যাকটিস ১ম পত্র ২০৯ ১৮০ ২৭/০৬/২০২৭ রবিবার X X ১। অর্থনীতি ২য় পত্র ২। প্রকৌশল অঙ্কন… (তত্ত্বীয়) ২য় পত্র (ঐচ্ছিক-১, ২, ৩) ২১০ ২২২, ১৮২, ১৮৩ ২৯/০৬/২০২৭ মঙ্গলবার X X ১। পৌরনীতি ও সুশাসন ১ম পত্র ২। জীববিজ্ঞান (তত্ত্বীয়) ১ম পত্র ৩। ব্যবসায় সংগঠন ও ব্যবস্থাপনা ১ম পত্র ২৬৯ ১৭৮ ২৭৭ ০১/০৭/২০২৭ বৃহস্পতিবার ১। খাদ্য ও পুষ্টি ১ম পত্র ২৭৯ ১। পৌরনীতি ও সুশাসন ২য় পত্র ২। জীববিজ্ঞান (তত্ত্বীয়) ২য় পত্র ৩। ব্যবসায় সংগঠন ও ব্যবস্থাপনা ২য় পত্র ২৭০ ১৭৯ ২৭৮ ০৩/০৭/২০২৭ শনিবার ১। খাদ্য ও পুষ্টি ২য় পত্র ২৮০ ১। উচ্চতর গণিত ১ম পত্র ২। ইসলাম শিক্ষা ১ম পত্র ২৬৫ ২৪৯ ০৫/০৭/২০২৭ সোমবার ১। গার্হস্থ্য বিজ্ঞান ১ম পত্র ২। সংস্কৃত ১ম পত্র ৩। লঘু সঙ্গীত (তত্ত্বীয়) ১ম পত্র ২৭৩ ১৩৭ ২১৬ ১। উচ্চতর গণিত ২য় পত্র ২। ইসলাম শিক্ষা ২য় পত্র ২৬৬ ২৫০ ০৭/০৭/২০২৭ বুধবার ১। গার্হস্থ্য বিজ্ঞান ২য় পত্র ২। সংস্কৃত ২য় পত্র ৩। লঘু সঙ্গীত (তত্ত্বীয়) ২য় পত্র ২৭৪ ১৩৮ ২১৭ ১। মনোবিজ্ঞান (তত্ত্বীয়) ২য় পত্র ২। কৃষিশিক্ষা (তত্ত্বীয়) ২য় পত্র… ১২৪, ২৩৯, ২৮৯, ২২৬, ২২৮ ০৮/০৭/২০২৭ বৃহস্পতিবার ১। সমাজবিজ্ঞান ১ম পত্র ২। ব্যবহারিক শিল্পকলা… ১ম পত্র ১১৭, ২৮৪ ১। মনোবিজ্ঞান (তত্ত্বীয়) ১ম পত্র ২। কৃষিশিক্ষা (তত্ত্বীয়) ১ম পত্র… ১২৩, ২৩৮, ২৮৮, ২২৫, ২২৭ ১০/০৭/২০২৭ শনিবার ১। সমাজবিজ্ঞান ২য় পত্র ২। ব্যবহারিক শিল্পকলা… ২য় পত্র ১১৮, ২৮৫ বিশেষ নির্দেশাবলি: ১. পরীক্ষা শুরুর ৩০ (ত্রিশ) মিনিট পূর্বে অবশ্যই পরীক্ষার্থীদেরকে পরীক্ষা কক্ষে আসন গ্রহণ করতে হবে। ২. প্রশ্নপত্রে উল্লিখিত সময় অনুযায়ী পরীক্ষা গ্রহণ করতে হবে। ৩. প্রথমে বহুনির্বাচনি ও পরে সৃজনশীল/রচনামূলক (তত্ত্বীয়) পরীক্ষা অনুষ্ঠিত হবে এবং উভয় পরীক্ষার মধ্যে কোনো বিরতি থাকবে না। ৪. পরীক্ষার্থীগণ তাদের প্রবেশপত্র নিজ নিজ প্রতিষ্ঠান প্রধানের নিকট হতে পরীক্ষা আরম্ভের অন্ততঃ ৭ দিন পূর্বে সংগ্রহ করবে। ৫. শারীরিক শিক্ষা, স্বাস্থ্য বিজ্ঞান ও খেলাধুলা এবং ক্যারিয়ার শিক্ষা বিষয়সমূহ জাতীয় শিক্ষক্রম ও পাঠ্যপুস্তক বোর্ড-এর নির্দেশনা অনুসারে ধারাবাহিক মূল্যায়নের মাধ্যমে প্রাপ্ত নম্বর শিক্ষা প্রতিষ্ঠানসমূহ সংশ্লিষ্ট কেন্দ্রকে সরবরাহ করবে। সংশ্লিষ্ট কেন্দ্র ব্যাবহারিক পরীক্ষার নম্বরের সাথে ধারাবাহিক মূল্যায়নে প্রাপ্ত নম্বর বোর্ডের ওয়েবসাইটে অনলাইনে প্রেরণ করবে। ৬. পরীক্ষার্থীগণ তাদের নিজ নিজ উত্তরপত্রের OMR ফরমে তার পরীক্ষার রোল নম্বর, রেজিস্ট্রেশন নম্বর, বিষয় কোড ইত্যাদি যথাযথভাবে লিখে বৃত্ত ভরাট করবে। কোনো অবস্থাতেই উত্তরপত্র ভাঁজ করা যাবে না। ৭. পরীক্ষার্থীকে সৃজনশীল/রচনামূলক (তত্ত্বীয়), বহুনির্বাচনি ও ব্যাবহারিক অংশে পৃথকভাবে পাস করতে হবে। ৮. প্রত্যেক পরীক্ষার্থী কেবল নিবন্ধনপত্রে বর্ণিত বিষয়/বিষয়সমূহের পরীক্ষায় অংশগ্রহণ করতে পারবে। কোনো অবস্থাতেই ভিন্ন বিষয়ে পরীক্ষায় অংশগ্রহণ করার অনুমতি প্রদান করা যাবে না। ৯. পরীক্ষা শুরুর অন্ততঃ ০৭ দিন পূর্বে পরীক্ষার্থীদের মাঝে প্রবেশপত্র বিতরণ নিশ্চিত করতে হবে। এ বিষয়ে কোনো জটিলতা তৈরি হলে প্রতিষ্ঠান প্রধান দায়ী থাকবেন। ১০. পরীক্ষার্থীগণ পরীক্ষায় শিক্ষা বোর্ড কর্তৃক অনুমোদিত ক্যালকুলেটর ব্যবহার করতে পারবে। ১১. কেন্দ্রসচিব ছাড়া অন্য কোনো ব্যক্তি/পরীক্ষার্থী পরীক্ষা কেন্দ্রে মোবাইল ফোন আনতে এবং ব্যবহার করতে পারবেন না। ১২. সৃজনশীল/রচনামূলক (তত্ত্বীয়), বহুনির্বাচনি ও ব্যাবহারিক পরীক্ষায় পরীক্ষার্থীর উপস্থিতির জন্য একই উপস্থিতি পত্র ব্যবহার করতে হবে। ১৩. ব্যবহারিক পরীক্ষা স্ব স্ব কেন্দ্রে অনুষ্ঠিত হবে। ১৪. পরীক্ষার ফলাফল প্রকাশের ০৭ (সাত) দিনের মধ্যে পুনঃনিরীক্ষণের জন্য অনলাইনে আবেদন করতে হবে। এ বিষয়ে দৈনিক পত্রিকায় এবং শিক্ষা বোর্ডসমূহের ওয়েবসাইটে বিজ্ঞপ্তির মাধ্যমে আবেদন প্রক্রিয়া, তারিখ ও সময় জানিয়ে দেওয়া হবে। স্বাক্ষর ও অনুমোদনকারী: ২৪/০৮/২০২৬ প্রফেসর জেসমিন তাসলিমা বানু আহবায়ক, আন্তঃশিক্ষা বোর্ড পরীক্ষা নিয়ন্ত্রক কমিটি ও পরীক্ষা নিয়ন্ত্রক মাধ্যমিক ও উচ্চমাধ্যমিক শিক্ষা বোর্ড, ঢাকা

Cambridge IELTS General Training 20 Reading Test 4 Answers with Explanation Section 1: The best bags for taking things to the sports centre or gym & Why not try coasteering in North Devon? Q Answer Keywords Location Analytical Explanation 1 F wet swimwear, keep other items dry Section 1, Gym bag F The Under Armour duffel has a waterproof compartment “ideal for putting damp gear in so that everything else is unaffected by it”, a precise match for separating wet items. 2 B not wear out quickly Section 1, Gym bag B Filson is described as gear that “should last you a lifetime”, meaning it is highly durable and will not wear out quickly. 3 A environmentally friendly Section 1, Gym bag A Fjällräven is “great from an eco-perspective, as it’s made from 65 per cent recycled polyester and 35 per cent organic cotton”. 4 E two different sizes Section 1, Gym bag E The North Face duffel comes in a generous 50-litre capacity, but there is also “the trimmer 31 litre equivalent” available for purchase. 5 F not want to spend too much Section 1, Gym bag F The bag is described as a decent option “that won’t break the bank”, meaning it is affordable. 6 A only just appeared Section 1, Gym bag A The Fjällräven review mentions a “newly released lightweight bag” in its product range. 7 C weighs more Section 1, Gym bag C The Deuter pack has many features, “which does, however, make it on the heavier side.” 8 FALSE guarantees, see animals in the sea Section 1, Coasteering, Paragraph 1 The advert only states you “may even be able to observe a variety of marine wildlife” and "on some days". This contradicts a strict guarantee. 9 FALSE walk from the centre, to the start Section 1, Coasteering, Paragraph 2 The text explicitly states: “From our centre you’re transported to the coasteering location”, proving participants do not walk to the start. 10 NOT GIVEN refreshments, included in the fee Section 1, Coasteering, Paragraph 2 The text says "you can also get a drink or snack in the café", but provides no information regarding whether this is included in the course fee. 11 NOT GIVEN thrill-seeker route, most popular Section 1, Coasteering, Paragraph 4 The three routes are listed, but their comparative popularity among participants is never mentioned. 12 FALSE pay extra, hire, safety equipment Section 1, Coasteering, Paragraph 4 The £40 fee “covers the use of wetsuits, helmets and a buoyancy aid”. Therefore, it is false that participants must pay extra for these safety items. 13 TRUE recommends, put on a particular type of footwear Section 1, Coasteering, Paragraph 4 The centre recommends bringing "a pair of trainers to help you grip on slippery surfaces." 14 TRUE combine coasteering, learning another sport Section 1, Coasteering, Paragraph 5 The text explicitly states: “If you’re also interested in surfing, you can add lessons to your coasteering sessions”. Section 2: Opportunities for graduates – freelance writing & How to make sure your CV catches the hiring manager’s eye Q Answer Keywords Location Analytical Explanation 15 genuine specialist websites, employers are Section 2, Freelance writing, Paragraph 3 The advice states: “just make sure any organisation is genuine first.” Otherwise, freelancers risk doing unpaid work. 16 pitches the press, persuasive, kept to a minimum length Section 2, Freelance writing, Paragraph 4 The text advises writers to keep “the pitches – in which you present what you could write for them – brief and interesting.” Here: kept to a minimum length = brief. 17 workload power to decide, size of the Section 2, Freelance writing, Paragraph 5 Freelancing gives you “the responsibility of determining your own workload”. 18 flexibility scheduling of the work Section 2, Freelance writing, Paragraph 5 The text highlights that “the flexibility of the work hours may suit you” since graduates are used to working unusual schedules. 19 job commit to a second, generate income Section 2, Freelance writing, Paragraph 5 Freelancing “leaves it open for you to get a part-time job, however basic, which would bring in a regular amount.” 20 payment complete assignments without Section 2, Freelance writing, Paragraph 6 Graduate writers are “notorious for working for no actual payment” because companies assume it is acceptable. 21 motivation limited may not get any work Section 2, Freelance writing, Paragraph 7 The passage warns: “Freelancing is probably not for people who lack motivation.” 22 sections separated the CV into suitable Section 2, CV, Paragraph 2 The text advises candidates to “make sure your CV is extremely easy to read and is divided into appropriate sections.” 23 interest text too long, risk, reader's Section 2, CV, Paragraph 3 “Never make readers wade through large amounts of writing or you will risk losing their interest quickly.” 24 skills highlight the essential, early on Section 2, CV, Paragraph 3 You should research the role to “identify what skills are most needed and ensure these are clearly included near the beginning of your CV.” 25 budget how big, in charge of Section 2, CV, Paragraph 5 Writers should demonstrate responsibility scale by “including numbers such as the size of budget you control”. 26 achievements past, together with, statistics Section 2, CV, Paragraph 5 The advice is to prove your impact “by including quantifiable achievements you have had,” ensuring statistics back up claims. 27 mistakes checking that no, appear Section 2, CV, Paragraph 6 “Obvious spelling and grammar mistakes will be warning signs... Proofread your CV thoroughly”. Section 3: How archaeologists made some exciting discoveries in southeast Turkey Q Answer Keywords Location Analytical Explanation 28 vii Section A heading Section 3, Section A Section A explains the impending dam flooding provided a "great opportunity" for the government to invite archaeologists "to recover as much as they could". This represents the main reason for the investigations. 29 v Section B heading Section 3, Section B Tušhan was a provincial centre that guarded the border and was "part of the Assyrian network of imperial control". This represents an important link in the chain of defences. 30 iv Section C heading Section 3, Section C Section C provides extensive architectural details about the governor’s palace, including its painted geometric patterns and tiled bathrooms, aligning with a detailed description of one building. 31 viii Section D heading Section 3, Section D Section D concludes by identifying the building containing tokens, tablets, and standardized weights as "the commercial and administrative centre of Tušhan". This matches where the trade deals were done. 32 i Section E heading Section 3, Section E Section E details massive fortifications and thick city walls, but explicitly notes "Despite these precautions, Tušhan fell". This maps perfectly to defences which proved inadequate. 33 iii Section F heading Section 3, Section F Section F introduces the Ilisu Dam waters as a new threat advancing "along the same route as that used by the Medes and Babylonians". Water acts as an approaching force of a different type. 34 mosaics spacious courtyards, attractively patterned, on the floors Section 3, Section D The text notes the courtyards were "paved with beautiful black and white mosaics made of thousands of small, plain black or white pebbles". 35 tokens very small, represented a variety of goods Section 3, Section D The commercial building yielded "hundreds of tiny tokens in a range of forms standing for different numbers and commodities." 36 records maintain, of goods, men and women Section 3, Section D The tiny tokens are "thought to have been used for keeping records as merchandise and people passed in and out." 37 barley inscribed tablets, transport of Section 3, Section D An archive of 28 cuneiform writing tablets was discovered, which "most concern the movement of barley". 38 A learn about ancient city Section 3, Section B Tušhan was part of an imperial network that "imposed authority over conquered regions" and housed deportees uprooted from homelands. This confirms it was built in an area taken over by the Assyrians. 39 B burials under palace significant Section 3, Section C Cremation was not an Assyrian practice, which leads researchers to suggest the ruling elite had "either adopted local customs, or were not themselves Assyrians". This implies some governors may have been foreigners. 40 D Section F, conclusion Section 3, Section F The writer concludes that even if physical remains are lost to flooding, a rich record of the town is "now preserved in the archives and publications". Thus, documents will likely be the only surviving source of information.

Section 1: Entertainment events in Wales & Advanced driving courses Q Answer Keywords Location Analytical Explanation 1 D event, known by a different name Section 1, Event D The advert for Craft Festival Cardiff notes it is “formerly Made by Hand Cardiff”. This matches being previously known by a different name. 2 E end of this event, profits handed over, charities Section 1, Event E Sparks in the Park states: “All funds raised will be distributed to organisations that help people in need.” This corresponds to profits going to charities. 3 C refreshments, all been made locally Section 1, Event C Festival of Senses invites visitors for light snacks and to view goods “all produced in the area by our cooks, crafters and growers”. 4 A increased in size, since last held Section 1, Event A The Winter Food and Craft Festival advert states: "This year it’s going to be bigger and better than ever." 5 D advisable to reserve places, certain activities Section 1, Event D Craft Festival Cardiff mentions a "range of bookable workshops" and adds, "Our workshops are very popular and most sell out quickly." 6 B also takes place, another country Section 1, Event B Other Voices travels from “its home in Dingle on the west coast of Ireland” to Cardigan in Wales, meaning it runs in both countries. 7 B listen to a range of singers, without paying Section 1, Event B The Other Voices festival will "showcase a line-up of over 30 free musical and cultural events, featuring incredible vocal performances." 8 TRUE teach drivers, predict problems Section 1, Driving courses The course helps you learn skills to "anticipate hazards when you are driving". Here: anticipate hazards = predict problems. 9 FALSE every course, standard format Section 1, Driving courses The leaflet states: “Each available course differs in structure depending on the company that you choose to use.” This contradicts a standard format. 10 TRUE show participants, use less petrol Section 1, Driving courses The text explicitly states the course "may help reduce your fuel consumption". Here: reduce fuel consumption = use less petrol. 11 NOT GIVEN IAM Roadsmart, becoming available, more places Section 1, IAM Roadsmart The text mentions the company will match you with a local expert, but gives no information on whether courses are expanding or becoming available in more places. 12 TRUE IAM Roadsmart, one-to-one basis Section 1, IAM Roadsmart The company will "match you with a local expert who will observe your driving habits over a series of lessons", indicating a one-to-one instructor-student setup. 13 NOT GIVEN IAM Roadsmart, professional drivers Section 1, IAM Roadsmart The text states IAM offers packages for cars and motorcycles, but makes no mention of courses specifically for professional drivers. 14 FALSE BAC, only provides lessons, particular requirements Section 1, The BAC The BAC has tailored courses for specific challenges, yet it “also has a course intended to help improve confidence for more general road use”. This contradicts the word "only". Section 2: Cambridge is a city of cycles & HOW TO APPLY FOR A JOB ONLINE Q Answer Keywords Location Analytical Explanation 15 NOT GIVEN Darren's Bike Hire, open 7 days a week Section 2, Bike Hire The notice lists prices and contact information but never states the operating days or hours of the business. 16 TRUE all bicycles, cost the same Section 2, Bike Hire The text states a "large selection of bikes are all available for hire at only £25.00 a day". The rate applies across the selection. 17 FALSE pay extra, basket and lock Section 2, Bike Hire The daily rate of £25.00 is quoted with the “cost of basket and lock inclusive”. This directly contradicts having to pay extra. 18 TRUE reservations advised, some times of year Section 2, Bike Hire The text advises emailing in advance and notes: "This is particularly necessary during the school holiday period of July and August." 19 FALSE all bikes, child seats Section 2, Bike Hire The text states: "...for those too small to pedal themselves, there are bikes fitted with child seats." This implies only specific bikes have child seats, not all. 20 FALSE deposit, non-refundable Section 2, Bike Hire The £40.00 deposit “is returned to the hirer on the safe return of the bicycle”, meaning it is refundable. 21 TRUE cheaper to hire, winter months Section 2, Bike Hire The text states: "Rates are reduced for longer periods, especially in winter." 22 Current Vacancies select a job, section Section 2, Job Application, Paragraph 1 The instructions state: "Once you’ve found a post in the Current Vacancies that you’d like to apply for..." 23 First Time Applicant sign up, account, section named Section 2, Job Application, Paragraph 1 You are instructed to "Scroll down the section that says First Time Applicant to enter your email address". 24 sections move between tabs, fill in Section 2, Job Application, Paragraph 2 The form’s tabs are “split up to enable you to work on small sections” of the application. 25 name click Submit, putting in your Section 2, Job Application, Paragraph 4 The instructions say to "type your name (this is instead of a signature) and click Submit." 26 one sitting do not have to finish, in Section 2, Job Application, Paragraph 5 The guidance states: "The application does not need to be completed in one sitting." 27 recruitment office applying for multiple posts, separate application Section 2, Job Application, Paragraph 6 The text instructs applicants to “submit an application form to the recruitment office for every position you are interested in". Section 3: WIND POWER – A TURN FOR THE BETTER Q Answer Keywords Location Analytical Explanation 28 C comparison, new and traditional turbine designs Section 3, Paragraph C Paragraph C contrasts the two: “While conventional turbines rotate on a horizontal axis, the tall, V-shaped Aerogenerator spins on a vertical axis, like a record.” 29 F two unsatisfactory attempts, wind turbines, buildings Section 3, Paragraph F The paragraph mentions Richard Rogers' plan that was "turned down" and William Pedersen's sports centre which "do not provide a real solution to energy requirements." 30 B official policy, energy production Section 3, Paragraph B New wind farms are proceeding to meet “the government’s interim target for renewable-sourced energy”. A government target represents official policy. 31 H disappointing modifications, innovative corporate building Section 3, Paragraph H The Freedom Tower had an innovative wind farm design, but "other factors came to take precedence... the Freedom Tower became a rather ordinary office block." 32 I claim, changes in building design, impact urban areas Section 3, Paragraph I Guy Battle claims: "It’s a whole different layer of architecture coming through that will begin to change the face of our cities." 33 E wind farms in urban areas, solution to appearance Section 3, Paragraph E The text proposes integrating turbines into cities: "if nobody wants wind turbines in the countryside, why not put them in the cities?" to solve the landscape/appearance objection. 34 D source of finance, offshore project Section 3, Paragraph D Theo Bird is "funding this new Aerogenerator project through a combination of a government grant and the money he was saving". 35 E ambitious design, boring building Section 3, Paragraph H Guy Battle (E) was the consulting engineer for the Freedom Tower, which had an ambitious urban wind farm design but ultimately "became a rather ordinary office block". 36 A venture partially financed, personal wealth Section 3, Paragraph D Theo Bird (A) funded the project using "the money he was saving to buy a new house." 37 C building designed, leisure activities Section 3, Paragraph F William Pedersen (C) designed a "sports centre in New York" which attempted to incorporate wind turbines. 38 D producing virtually all its own energy Section 3, Paragraph G Sinisa Stankovic (D) stated that under the right circumstances, such a building could "generate nearly all of its own energy needs." 39 D project supported, group of countries Section 3, Paragraph G Project WEB, overseen by Sinisa Stankovic (D), was established by a "European Commission-sponsored organisation" (representing a group of European countries). 40 A more than one natural energy source Section 3, Paragraph D Theo Bird (A) suggests that in the future, you could double the power "by harnessing tidal power beneath the surface of the sea," combining both wi

Section 1: Great cycling trails & What steps to take to become a fashion designer Q Answer Keywords Location Analytical Explanation 1 D industrial history, cycle trail Section 1, Trail D Industrial history points to mining. The path follows a former railway line from the period when “the area was involved in coal mining”, with sites from that era to visit en route. 2 C advisable, get off bikes, on foot Section 1, Trail C The description mentions that "One hump-backed bridge is best walked across". Here: best walked across = advisable to get off their bikes and go on foot. 3 E buy something to eat Section 1, Trail E The description notes that there are "plenty of cafés on the way", meaning it is possible to stop and buy food. 4 C stop, see farm animals Section 1, Trail C The Birmingham description mentions “a family-friendly visitor attraction especially known for its sheep” at Woodgate Valley. Here: sheep = farm animals. 5 E stop for a while, sit by the sea Section 1, Trail E Trail E suggests you "have a rest on the beach at Caldy or Thurstaston". Here: rest on the beach = sit by the sea. 6 B very old building, open to public Section 1, Trail B The Montgomery Canal route offers a visit to “the nearby thirteenth-century Powis Castle and its beautiful gardens”. Here: thirteenth-century castle = very old building. 7 A extend the distance Section 1, Trail A The Bo’ness trail lets you “continue on to South Queensferry for a longer day out” instead of returning by the same path. Here: longer day out = extend the distance. 8 accessories specialise, less popular area, rather than clothing Section 1, Fashion Designer, Paragraph 1 The text states there are "not as many menswear, sportswear or accessories designers" compared to womenswear, making accessories a less popular specialization. 9 fit internship, good Section 1, Fashion Designer, Paragraph 2 The advice is to “find the company that’s the right fit for you”. Here: right fit = a good match between what you offer and what they need. 10 expense hand in personally, significant Section 1, Fashion Designer, Paragraph 3 Graduates who travel to New York or Milan to hand over their projects learn that the trip “can lead to considerable expense”. Here: considerable = significant. 11 profile get work seen, digital platforms Section 1, Fashion Designer, Paragraph 4 The text advises graduates to "Make use of online fashion and business networking sites. Create your profile on each one". Here: digital platforms = online networking sites. 12 agencies approach specialist, recruiting Section 1, Fashion Designer, Paragraph 4 The advice is to "Apply to as many fashion hiring agencies as you can". Here: involved in recruiting = hiring. 13 training review the, comprehensive Section 1, Fashion Designer, Paragraph 5 The passage tells readers to "Consider your training and fill in any gaps in it." Here: review = consider; fill in any gaps = make sure it is as comprehensive as possible. 14 contacts do not rely on ability, establish useful Section 1, Fashion Designer, Paragraph 6 The text warns that talent is not enough and advises "developing new contacts and utilising the ones you already have." Here: establish = developing. Section 2: Types of training in business & The small business lifecycle Q Answer Keywords Location Analytical Explanation 15 hours consulting, keeping a record Section 2, Types of training, Paragraph 2 The text explains that technical training helps consultants know how to "input the number of hours that should be charged to a client." Here: keeping a record = input the number of. 16 orders restaurants, computerised Section 2, Types of training, Paragraph 2 A restaurant server might be trained to "process customers’ orders using a tablet." Here: computerised = tablet. 17 marketing quality training, lower costs, effective Section 2, Types of training, Paragraph 3 The text says quality training brings cost savings and “an edge in the marketing of the product”. Here: edge in = more effective. 18 phone administrative assistant, using Section 2, Types of training, Paragraph 4 The passage states an administrative assistant might be trained in "how to answer the phone". 19 needs sales, evaluating Section 2, Types of training, Paragraph 4 A salesperson might be trained in "assessment of customer needs". Here: evaluating = assessment of. 20 price cashier, incorrect Section 2, Types of training, Paragraph 4 The text explains a cashier must know “what to do if something has been given the wrong price”. Here: incorrect = wrong. 21 listening communication, e.g. Section 2, Types of training, Paragraph 5 Essential soft skills include "being good at different types of communication, including listening to colleagues and customers." 22 opinions ask for different people's Section 2, Business lifecycle, Paragraph 2 Before taking the plunge, you should "get as many opinions as possible from friends, family, colleagues". Here: get = ask for. 23 mistakes affect future success, stage 2 Section 2, Business lifecycle, Paragraph 3 Stage 2 is called the riskiest stage because “mistakes made then can have an impact many years later”. Here: impact many years later = affect future success. 24 confused don't worry, by all the changes Section 2, Business lifecycle, Paragraph 3 The text says you might "start to feel a bit confused about what you’re doing. Don’t worry". 25 recruitment personally involved with Section 2, Business lifecycle, Paragraph 4 At Stage 3, employing the right people is essential, so you need to "take a major part in recruitment." Here: personally involved = take a major part. 26 quality careful planning, not affected Section 2, Business lifecycle, Paragraph 5 Stage 4 warns you to watch “how far expansion might affect the quality” of what you provide to existing customers. 27 leader maintain growth, different Section 2, Business lifecycle, Paragraph 6 To face new challenges and continue expanding, "Many companies in this situation bring in a new leader at this stage". Here: different = new. Section 3: The nursery that took all the children’s toys away Q Answer Keywords Location Analytical Explanation 28 D Gisela Marti, criticise, nurseries, third paragraph Section 3, Paragraph 3 Marti believes “children spend too much time being rushed around from one activity to another” and end up with a reduced space for life. This corresponds to the excessive amount of organisation children are exposed to (Option D). 29 B danger, Gisela Marti suggests, teachers Section 3, Paragraph 5 Marti accepts that limits vary: “some teachers will allow more dangerous and active play than others”. This indicates teachers adjust their response to danger (Option B). 30 D children feel, getting toys back Section 3, Paragraph 7 The text says: "The children were happy to get their toys back, but they were also aware that they had fun without them." This indicates they had mixed feelings (Option D). 31 C poorer social skills, not part of project Section 3, Paragraph 8 Elke Schubert states that children in the project "integrate better into groups and communicate better than the children who didn’t take part." Therefore, those not participating have poorer social skills. 32 A goal, express agreement and disagreement Section 3, Paragraph 3 Gisela Marti states a goal is to make children "able to say 'yes' as well as 'no'", matching the idea of expressing agreement and disagreement. 33 D excess of toys, irritation Section 3, Paragraph 9 Klaus’s father describes his child getting frustrated when toys were spread everywhere. After putting them away, "he gets much less frustrated." Here: irritation = frustration. 34 E fail to appreciate, children deciding themselves Section 3, Paragraph 10 Elsa Davies says: “Teachers often underestimate the power of that learning” when play is freely chosen by the child. Here: fail to appreciate = underestimate. 35 B employees, found it hard, allow children Section 3, Paragraph 4 Gudrun Huber states: "Initially it was difficult for the staff... it was difficult to hold back and let the children be." Here: allow children to do whatever = let the children be. 36 classroom did not know what to do, contained no toys Section 3, Paragraph 4 The video shows the children staring at each other and “looking apprehensively around the big, empty classroom” on the first day. 37 shoes used tables, blankets, to build a den Section 3, Paragraph 4 The children make a den by draping blankets over tables and "weighing them down with shoes". 38 games adapted to new approach, make up Section 3, Paragraph 6 Gisela Marti noted that once they settled down to the new regime, "they invented games". Here: make up = invented. 39 circus imagined they were, travelling on a train Section 3, Paragraph 6 The children enjoyed acting, "pretending to be in a circus or on a train". Here: imagined = pretending. 40 socialise activities taught them how to Section 3, Paragraph 6 Gisela Marti observed that while the children played their invented games, “they were learning to socialise”.

Section 1: Top campsites to visit & Cycling in Plymouth Q Answer Keywords Location Analytical Explanation 1 D pay, hire a tent Section 1, Bluewater Bay The statement is about paying to hire a tent, and only Bluewater Bay offers this: “the site offers pre-pitched ones that can be rented by the day”. 2 B short period, cannot use, showers Section 1, Treetops Farm The text explicitly states that the "washrooms, which are closed daily for an hour from midday for cleaning, have free hot water for showers." Here: closed daily for an hour = short period each day when you cannot use the showers. 3 C place on site, wash clothes Section 1, The Downs The Downs campsite lists its facilities, saying they "include a laundry room as well as showers". Here: laundry room = place on site where you can wash clothes. 4 F member of staff, available all day Section 1, Rock Harbour The statement about a member of staff being available all day needs an office with long opening hours. Rock Harbour has "someone in the campsite office from 9 am–9 pm" every day for assistance. 5 E swimming, winter Section 1, Dean Park Swimming in the winter requires the campsite to be open all year and have an indoor place to swim. Dean Park is "open all year" and has "an indoor pool". 6 TRUE number, traffic-free cycle paths, increasing Section 1, Cycling in Plymouth, Paragraph 1 The passage states the local government is "providing a growing number of cycle paths that are traffic free". Here: growing number = number is increasing. 7 FALSE destination faster, drive, cycle Section 1, Cycling in Plymouth, Paragraph 1 The text says "A journey in the city by bike is generally quicker than the same journey by car". The statement claims reaching your destination is faster if you drive, which contradicts the text. 8 FALSE numerous days, winter, weather prevents Section 1, Cycling in Plymouth, Paragraph 2 The text says the opposite: “the weather is rarely so bad in Plymouth” that it will stop you cycling. Rarely directly contradicts numerous days. 9 NOT GIVEN bike app, hire a bike, very popular Section 1, Cycling in Plymouth, Paragraph 2 The text mentions "various apps are available" for hiring bikes, but provides no information on whether using a bike app is "very popular". 10 TRUE higher price, buy a bike, light Section 1, Cycling in Plymouth, Paragraph 2 The passage advises that bikes "with lighter frames and good gears make cycling easier, but are more expensive". Here: more expensive = pay a higher price. 11 TRUE folding bikes, local trains, any time Section 1, Cycling in Plymouth, Paragraph 3 The text states: "if you want to take a bike on a local train at peak times, you will need one that folds up." The answer key confirms this aligns with the restriction requirements for local trains. 12 NOT GIVEN book, least a week before Section 1, Cycling in Plymouth, Paragraph 3 The leaflet says a reservation before travelling is essential, but it never specifies how far in advance. There is no mention of a week or any other specific booking window. 13 TRUE repairing a puncture, tyre lever Section 1, Cycling in Plymouth, Paragraph 4 The text lists required equipment for maintenance: "a pump, a spare inner tube, and tyre levers for mending punctures". Here: mending punctures = repairing a puncture. 14 NOT GIVEN broken glass, most common cause Section 1, Cycling in Plymouth, Paragraph 4 Broken glass appears only as an example of one possible cause of a puncture ("such as a piece of broken glass"). The text never compares causes or says which one is most common. Section 2: Learning to conduct difficult conversations & Making a success out of a new business Q Answer Keywords Location Analytical Explanation 15 behaviour challenge colleagues, poor Section 2, Paragraph 1 The gap follows the phrase about challenging colleagues. The opening paragraph talks about “confronting a co-worker over unsatisfactory behaviour”, supplying the exact word. 16 conflict afraid of causing, tricky issues Section 2, Paragraph 2 The text mentions reasons we don't raise difficult topics: "we fear being responsible for conflict". Here: afraid of causing = fear being responsible for; tricky issues = difficult topics. 17 environment select, most suitable Section 2, Paragraph 3 The sentence asks for the most suitable place to hold the talk, and the planning tip is explicit: “The right environment is key”. 18 friend consult, feedback, communicating Section 2, Paragraph 4 The text suggests: "rehearse what you plan to say in front of a friend so you know you are coming across as you wish to." Here: rehearse = consult for feedback; coming across = communicating. 19 solutions speaker sounds, want to find, problem Section 2, Paragraph 5 The passage states: "If you use the first example, you come across as looking for solutions together." Here: looking for = want to find. 20 workload line manager, fails to communicate, excessive Section 2, Paragraph 6 The sentence describes a line manager who fails to communicate. The text explains that the boss who never gives feedback “is simply struggling with her own extremely heavy workload”. 21 skills nothing good to say, lack appropriate Section 2, Paragraph 6 The text describes a negative team member who "simply doesn’t have the skills to ask for what he wants directly." Here: ask for what he wants directly = make requests appropriately; lack appropriate = doesn't have the. 22 half all new business ventures, not survive two years Section 2, Paragraph 7 The note asks what share of new businesses fail within two years, and the text states that “Half of small businesses fail in the first couple of years”. 23 reviews arrange frequent, ensure goals practicable Section 2, Paragraph 8 The text advises to "Introduce regular reviews of these goals and set new ones when appropriate." Here: frequent = regular; arrange = introduce. 24 employees make sure, fully aware Section 2, Paragraph 8 The text says: "communicate your mission and goals to your employees." Here: make sure fully aware = communicate to. 25 dates projected cashflow adequate, noting Section 2, Paragraph 9 The passage advises to "Check the dates of major outgoings, such as tax". Here: noting = check; paying tax and other outgoings = major outgoings. 26 rights select business partners, document stating Section 2, Paragraph 10 The text says the agreement “sets out the rights and responsibilities of each partner”, and the note already gives you responsibilities, making rights the missing word. 27 competitors research the market, product differs Section 2, Paragraph 11 The advice is to “understand who your competitors are” and identify what distinguishes your business from theirs, fitting the context of who else offers similar products. Section 3: The benefits for children of working with archaeologists Q Answer Keywords Location Analytical Explanation 28 B unusual, equal responsibilities Section 3, Paragraph B Paragraph B says school visits normally involve simple tasks, and that it is far less common to find pupils “working as partners with an archaeologist” — exactly the equal responsibilities described. 29 F relevance, achievements, educational requirements Section 3, Paragraph F The project reflects “a key principle in the Social Studies section of Scotland’s Curriculum for Excellence”. No other paragraph mentions national education policy. 30 C location, archaeologists' main project Section 3, Paragraph C The passage notes: "The main project was... located on common ground on the lower slopes of the Bennachie hills." Here: location of the main project = located on common ground. 31 D place, large amount of archaeological material Section 3, Paragraph D The text describes an excavation where children "discovered the remains of a 19th- or 20th-century midden, or rubbish dump, containing many pieces of broken pottery." 32 G relative's connection, local business Section 3, Paragraph G One child discovered that their “great-grandfather had once owned the Seaton workshop”. The word relative paraphrases great-grandfather, and local business paraphrases the Aberdeen workshop. 33 C experiment, paragraph A, designed to show Section 3, Paragraph A The passage describes children dropping a mug "so that they can see how it breaks on impact." Here: breaks on impact = what happens to a breakable object when it hits the ground. 34 D paragraph B, most schoolchildren do Section 3, Paragraph B The passage explains that schoolchildren visiting excavations "are normally given straightforward tasks like washing and sorting finds". Here: straightforward tasks = simple activities at the site. 35 B water mill, example of something Section 3, Paragraph D The children worked with “primary source materials, such as maps”, developed their own lines of enquiry, and then excavated to confirm the mill existed — meaning it was discovered using written documents. 36 A one child's grandmother Section 3, Paragraph G The text notes a child's grandmother "recounted her memories of making oatmeal porridge in a small bowl decorated with the same floral design as a pottery piece on display." 37 university children went to look, exhibits, museum Section 3, Paragraph E The passage states: "Following a visit to the university to see the museum there, the children produced a timeline". Here: visit to see the museum = look at the exhibits on display. 38 game created, visitors, test knowledge Section 3, Paragraph E The children went on to "invent a ‘guess the object’ game to engage visitors in their discoveries." Here: invent = created; test their knowledge = guess the object. 39 workshop piece of pottery, recognised, made at a particular Section 3, Paragraph E Paragraph E records that during identification one piece was traced to “the distinctive Seaton workshop in Aberdeen”, and a complete example was borrowed to sit beside it. 40 C suitable title Section 3, Paragraphs F & G

IELTS Academic Reading - Cambridge All Books Answers with Explanation Cambridge IELTS Academic Book -21 Cambridge IELTS Academic 21 Reading Test 4 Answers with Explanation Cambridge IELTS Academic 21 Reading Test 1 Answers with Explanation Cambridge IELTS Academic 21 Reading Test 3 Answers with Explanation Cambridge IELTS Academic 21 Reading Test 2 Answers with Explanation Cambridge IELTS Academic Book -20 Cambridge IELTS Academic 20 Reading Test 4 Answers with Explanation Cambridge IELTS Academic 20 Reading Test 3 Answers with Explanation Cambridge IELTS Academic 20 Reading Test 2 Answers with Explanation Cambridge IELTS Academic 20 Reading Test 1 Answers with Explanation Cambridge IELTS Academic Book -19 Cambridge IELTS Academic 19 Reading Test 1 Answers with Explanation Cambridge IELTS Academic 19 Reading Test 2 Answers with Explanation Cambridge IELTS Academic 19 Reading Test 3 Answers with Explanation Cambridge IELTS Academic 19 Reading Test 4 Answers with Explanation Cambridge 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Cambridge 21 Test 4 Reading Answers & Explanations Reading Passage 1: The Problems and Benefits Created by the Spread of the Water Hyacinth in Kenya Q Answer Keywords Location Analytical Explanation 1 TRUE water hyacinth, introduced, decorative plant, east Africa Reading Passage 1, Paragraph 2, lines 1–2 The passage explains that Belgian colonists brought the plant to Rwanda because they liked its glossy leaves and purple flowers. Here: liked its appearance = decorative purpose; arrived with Belgian colonists = was introduced by them. 2 FALSE fishermen, took plants, Lake Victoria Reading Passage 1, Paragraph 2, lines 2–3 The plant escaped from Rwanda through the Kagera River and moved downstream to Lake Victoria. Escaping through the river contradicts the claim that it was taken by fishermen. 3 TRUE difficult, boats, thick water hyacinth, Lake Victoria Reading Passage 1, Paragraph 3, lines 1–3 The passage says boats struggle to navigate through the mass of plants. Here: struggle to navigate = find it difficult to move; mass of plants = thick water hyacinth. 4 NOT GIVEN chemicals, fish numbers, water hyacinth Closest related location: Reading Passage 1, Paragraph 2, lines 3–5 The passage mentions blocked fishing routes and disease-carrying mosquitoes, but gives no information regarding chemicals produced by the plant or their effect on fish numbers. 5 NOT GIVEN charcoal, worse than wood, health Closest related location: Reading Passage 1, Paragraph 4, lines 1–5 The passage says both wood and charcoal increase indoor air pollution, but it does not compare the two fuels or state that charcoal is more harmful to health than wood. 6 FALSE impossible, remove, water hyacinth Reading Passage 1, Paragraph 5, lines 1–2 The passage describes huge piles of water hyacinth that villagers had removed from the lake. The fact that huge piles were removed contradicts the idea that it was impossible to remove much. 7 TRUE scientists, investigating, biogas, last century Reading Passage 1, Paragraph 5, lines 4–6 Researchers began exploring the plant’s potential as a biofuel in the 1980s. Here: exploring its potential = investigating the possibility; 1980s = last century. 8 cow dung water hyacinth, together with, digester Reading Passage 1, Paragraph 7, lines 3–4 The digesters transform a mixture of water hyacinth and cow dung into biogas. Here: a mix of water hyacinth and cow dung = water hyacinth together with cow dung. 9 fermentation process mixture, completed, 20 to 30 days Reading Passage 1, Paragraph 8, lines 1–3 The mixture remains inside the digester for 20 to 30 days while it goes through a fermentation process. This means it is left until the fermentation process is complete. 10 pipes gas, transport, homes Reading Passage 1, Paragraph 8, lines 3–4 The clean-burning gas is passed through pipes to the place where it will be used. Here: passed through pipes = transported using pipes. 11 time women, spend, collecting fuel Reading Passage 1, Paragraph 9, lines 3–4 The women no longer need to devote a lot of time to gathering firewood. Here: devote a lot of time = spend so much time; gathering firewood = collecting fuel. 12 money different tasks, bring in, enterprises Reading Passage 1, Paragraph 9, lines 4–5 The passage says the women can earn more money through other enterprises. Here: different tasks = other enterprises; bring in = earn or make. 13 price digesters, beyond reach, afford Reading Passage 1, Paragraph 11, lines 1–4 The digesters cost approximately $750, and most communities cannot afford them. Here: cannot afford the machines = their price is beyond reach. Reading Passage 2: How Could Multilingualism Benefit India’s Poorest Schoolchildren? Q Answer Keywords Location Analytical Explanation 14 I — dense population Delhi, population, people Reading Passage 2, Paragraph 1, lines 1–3 The passage describes crowded streets and says more than 20 million people live in Delhi. Here: more than 20 million people equates to a dense population. 15 J — new immigrants entire lives, recently moved, Delhi Reading Passage 2, Paragraph 1, lines 3–5 The passage contrasts people born in Delhi with millions who have recently moved there. Here: recently made Delhi their home = new immigrants. 16 H — nearby district surrounding neighbourhood, other side of India Reading Passage 2, Paragraph 1, lines 3–5 The passage says some people moved from surrounding neighbourhoods, cities and states. Here: surrounding neighbourhood = nearby district. 17 B — employment opportunities search, improved, better jobs Reading Passage 2, Paragraph 1, lines 4–5 Many people move to Delhi hoping to find better jobs and a better life. Here: better jobs = improved employment opportunities. 18 E — primary objective research, aim, discover why Reading Passage 2, Paragraph 2, lines 1–4 The passage describes the overriding aim of the four-year research project. Here: overriding aim = primary objective. 19 F — similar advantages multilingual children, benefits, Europe Reading Passage 2, Paragraph 2, lines 3–7 The passage says Indian children do not experience the benefits of multilingualism observed in European schools. Here: benefits = advantages; the same benefits = similar advantages. 20 NO ten-year-olds, literacy, numeracy, better Reading Passage 2, Paragraph 3, lines 1–3 The passage says more than 50% cannot complete the reading task fluently, while just under 50% cannot complete the subtraction task. This means a slightly higher percentage struggles with literacy, so performance is worse, not better. 21 NOT GIVEN Tsimpli, female students, take part Closest related location: Reading Passage 2, Paragraph 3, lines 3–5 The passage notes that female students are more seriously affected by school dropout. However, it does not mention Tsimpli having problems convincing girls to participate in the study. 22 YES poor performance, unfamiliar language, connection Reading Passage 2, Paragraph 4, lines 1–3 The researchers are investigating whether low learning outcomes are caused by children being taught in a language different from the one used at home. Here: low learning outcomes = poor academic performance. 23 NO decided against, teaching methods, learning outcomes Reading Passage 2, Paragraph 5, lines 1–5 The researchers intend to examine teaching practices and the lack of pupil-centred teaching. The statement claims they decided against investigating these issues, which contradicts the passage. 24 C primary schools, English instruction, poor children Reading Passage 2, Paragraph 6, lines 1–6 The passage says English-medium instruction may hold back children from low socio-economic backgrounds. This means poor children may be disadvantaged further by being instructed in English (Option C). 25 D that ship has sailed, English, withdrawn Reading Passage 2, Paragraph 7, lines 1–7 Tsimpli notes that while English should not necessarily be the main teaching language, she is not suggesting its complete removal. "That ship has sailed" means it is too late to remove it completely (Option D). 26 D surprised, researchers, slum children Reading Passage 2, Paragraph 8, lines 1–4 The surprising (unanticipated) finding was that children from slum backgrounds did not perform worse than children from other poor urban backgrounds, and sometimes performed better (Option D). Reading Passage 3: The Globemakers: The Curious Story of an Ancient Craft Q Answer Keywords Location Analytical Explanation 27 G — challenging task Bellerby, father, globe, unexpectedly Reading Passage 3, Paragraph 1, lines 1–4 What appeared to be a simple plan to give his father a globe became a difficult journey lasting around a decade, making it an unexpectedly challenging task. 28 J — numerous problems overcome, obstacles, problems Reading Passage 3, Paragraph 1, lines 2–4 The journey was marked by a series of obstacles, equating to having to overcome numerous problems. 29 I — internet purchase straightforward, online order, purchase Reading Passage 3, Paragraph 2, lines 1–3 The passage says obtaining a suitable globe was not simply a matter of making a quick online order (a straightforward internet purchase). 30 C — inferior makes available, shoddy commercial versions Reading Passage 3, Paragraph 3, lines 1–2 Bellerby found poorly made commercial globes designed for classrooms. Here: shoddy commercial versions = inferior makes. 31 A — educational use intended for, school classrooms Reading Passage 3, Paragraph 3, lines 1–2 The commercial globes were designed for school classrooms, meaning they were intended for educational use. 32 E — necessary skills travelled, Morocco, India, cartographers, knowledge Reading Passage 3, Paragraph 3, lines 2–4 Bellerby travelled hoping to find people who had preserved the knowledge of artisan cartographers. Here: specialist knowledge = necessary skills. 33 NO assumption, people in the past, geography Reading Passage 3, Paragraph 2, lines 2–4 The passage says the popular belief in ancient geographical ignorance is contrary to the evidence (e.g., people knew the world was spherical since the sixth century BCE). The writer therefore rejects this assumption. 34 NOT GIVEN Plato, criticised, leather ball Closest related location: Reading Passage 3, Paragraph 2, lines 4–5 The passage mentions Plato compared the world to a leather ball, but there is no information on whether he was criticised for it. 35 NOT GIVEN Crates of Mallus, globe, accurate Closest related location: Reading Passage 3, Paragraph 2, lines 5–7 The passage notes Crates of Mallus made the first recorded globe around 150 BCE, but provides no information regarding its accuracy. 36 YES Bellerby, few problems, well-made globe Reading Passage 3, Paragraph 2, lines 7–8 Bellerby believed that a good-quality globe would not be difficult to find. Here: would not be difficult = expected few problems. 37 B attach gores, globe surface, paper, problem Reading Passage 3, Paragraph 5, lines 6–11 Near the end of the process, Bellerby discovered the paper had stretched, causing the final gore to overlap the first. This means he became aware of an unexpected issue (Option B). 38 C reviewer, globemakers, past, Bellerby Reading Passage 3, Paragraph 6, lines 1–11 The reviewer discusses Behaim and Coronelli to show that Bellerby shared qualities and experiences with them (e.g., unexpected difficulties, strong ambition). He had something in common with each of them (Option C). 39 D Bellerby, traditional skills, craftsmen Reading Passage 3, Paragraph 7, lines 1–7 The book is described as a lament for disappearing traditions. Bellerby's struggle to find skilled craftspeople shows he regrets the loss of many globe-making skills (Option D). 40 A reviewer, book, final paragraph, commercial success Reading Passage 3, Paragraph 8, lines 4–6 The reviewer says the book is not a blueprint for commercial success (meaning it does not tell you how to create a profitable business). Instead, it creates admiration for traditional craftsmanship (Option A).

Cambridge 21 Test 3 Reading Answers & Explanations Reading Passage 1: Saving the Saiga Q Answer Keywords Location Analytical Explanation 1 dust swollen nostrils, keep out, bulbous nose Reading Passage 1, Paragraph 2, lines 3–4 The passage explains that the swollen nostrils of the saiga’s nose filter out dust. Here: filter out = keep out. The substance prevented from entering is dust. 2 blood lower temperature, summer, swollen nostrils Reading Passage 1, Paragraph 2, lines 3–4 The passage says that the swollen nostrils cool the blood during hot and dry summers. Here: cool = lower the temperature. The part being cooled is the animal’s blood. 3 coat thick, winter, loses, spring Reading Passage 1, Paragraph 2, lines 5–6 The passage refers to a heavy winter coat that the saiga sheds when the weather becomes warmer. Here: heavy = thick; sheds = loses; when the weather warms up = in spring. 4 horns poaching, male saiga, traditional medicine Reading Passage 1, Paragraph 4, lines 1–2 The passage explains that male saiga are particular targets because their horns are highly valued by traditional medicine practitioners. Here: particular target = especially hunted. The body parts wanted by the poachers are the horns. 5 habitat farms, settlements, reduction, size Reading Passage 1, Paragraph 5, line 1 The passage says that agricultural expansion and human settlement result in a loss of habitat. Here: agricultural expansion = expansion of farms; human settlement = settlements; loss of habitat = reduction in the size of the habitat. 6 routes physical barriers, access, migration Reading Passage 1, Paragraph 5, lines 2–3 The passage says that railways, pipelines and fences can block the saiga’s seasonal migration routes. Here: block = prevent access; seasonal migration routes = routes used for migration. 7 streams climate change, disappearance, relied on Reading Passage 1, Paragraph 7, lines 4–5 The passage says the steppe region has become increasingly dry and many smaller streams have dried up and vanished. Here: dried up and vanished = disappeared; normally depended on = relied on. 8 FALSE today, distributed evenly, four nations Reading Passage 1, Paragraph 1, lines 3–5 The passage states that Kazakhstan contains well over 90% of the global saiga population. Russia, Mongolia and Uzbekistan account for the remainder. Here: well over 90% in Kazakhstan contradicts distributed evenly. The population is not divided equally among the four countries. 9 FALSE most of the 20th century, population, falling Reading Passage 1, Paragraph 3, lines 2–4 The passage says legal protection ensured the saiga’s survival and its numbers steadily recovered throughout most of the 20th century. Here: steadily recovered = increased. The statement claims the population was falling, contradicting the passage. 10 TRUE protect rhinos, Africa, significant effect, saiga population Reading Passage 1, Paragraph 4, lines 2–6 Conservationists encouraged people to use saiga horns as an alternative to rhino horns. This increased demand for saiga horns, causing poaching to reach epidemic levels. Male saiga were almost wiped out, which caused a serious population crash. The effect on the saiga population was substantial. 11 NOT GIVEN climate fluctuations, Central Asian wildlife, more than other regions Closest related location: Reading Passage 1, Paragraph 7, lines 1–3 The passage says the saiga struggles to cope with temperature extremes and unpredictable changes in climate. However, it does not compare Central Asia with other parts of the world, nor does it compare the level of danger faced by wildlife in different regions. 12 TRUE Altyn Dala, formed, benefit, different animals Reading Passage 1, Paragraph 8, lines 4–6 The initiative aims to protect and restore steppe, semi-desert and desert ecosystems and the many species supported by them, including the saiga. Here: many species they support = several different animals. The initiative does not benefit the saiga alone. 13 NOT GIVEN recognition, World Restoration Flagship, international funding Closest related location: Reading Passage 1, Paragraph 8, lines 6–7 The passage says that the United Nations recognised the initiative as one of the ten best examples of large-scale ecosystem restoration. However, it does not say that the project received additional funding, that any new funding was international, or that recognition resulted in financial support. Reading Passage 2: The Problems of Getting Around the City of Dar es Salaam Q Answer Keywords Location Analytical Explanation 14 NOT GIVEN population, rising, more rapidly, previously predicted Closest related location: Reading Passage 2, Paragraph 1, lines 1–5 The passage provides information about the city’s current population growth, annual population increases, and future population forecasts. However, it does not compare the present growth rate with an earlier prediction. 15 FALSE most residents, high-rise blocks, edge of city Reading Passage 2, Paragraph 2, lines 1–2 The passage says four out of five residents live in single-storey informal settlements on the spreading edges of the city. Here: four out of five = most residents; single-storey settlements contradicts high-rise blocks. 16 NOT GIVEN residents, consulted, views, suburban rail line Closest related location: Reading Passage 2, Paragraph 3, lines 2–4 The passage says that a small suburban rail line serves some residents in areas south of the city. However, it does not mention consultations with residents, surveys about the rail service, or the opinions of residents. 17 TRUE majority, current development, unplanned Reading Passage 2, Paragraph 4, lines 4–6 The passage says nearly all the city’s expansion is happening on its outskirts and almost all of it takes place informally without an agreed strategy. Here: nearly all = the majority; informally without an agreed strategy = unplanned. 18 FALSE authorities, followed, many African cities, transport plan Reading Passage 2, Paragraph 5, lines 1–4 The passage says that, unlike many African cities, Dar es Salaam is not trying to build a metro. Instead, it has chosen a cheaper bus-based system. Here: unlike many cities contradicts followed the plan used by many cities. Dar es Salaam selected a different transport solution. 19 lanes buses, designated, reduce delays Reading Passage 2, Paragraph 6, lines 1–2 The passage says the BRT buses travel in bus lanes separated from other traffic. These lanes are positioned to reduce stoppages. Here: separated from other traffic = designated; reduce stoppages = reduce delays. 20 boarding passengers, pay fares, before Reading Passage 2, Paragraph 6, lines 2–3 The passage states that ticket purchase and control take place at the stations prior to boarding. Here: prior to = before. The action that follows payment is boarding. 21 wheelchairs passengers, every part, accessible, step-free Reading Passage 2, Paragraph 6, lines 3–4 The passage says the buses are step-free, meaning the entire route is accessible to people using wheelchairs and those travelling with baby buggies. The plural noun wheelchairs fits both the grammar and meaning. 22 fuel temperature control, not activated, reduce use Reading Passage 2, Paragraph 7, lines 3–4 A passenger says drivers sometimes refuse to turn on the air conditioning because they want to save fuel. Here: temperature control = air conditioning; save fuel = reduce fuel use. 23 flood insufficient vehicles, severe, main depot Reading Passage 2, Paragraph 8, lines 1–2 The passage says there is a shortage of buses because of a serious flood at the main depot during the rainy season. Here: shortage of buses = too few vehicles; serious = severe. 24 smartcards unable to use, equipment, not working Reading Passage 2, Paragraph 8, lines 2–4 The passage explains that smartcards cannot be used because the mechanical readers are not working. Here: readers are not working = equipment is out of action. The unavailable payment method is smartcards. 25 gates tickets, checked manually, station Reading Passage 2, Paragraph 8, lines 4–6 The tickets contain QR codes, but there are no scanners. Staff therefore stand beside the gates and tear the tickets as passengers enter. Here: staff tear tickets = manual checking. This happens at the station gates. 26 queues build up, rush hours, peak times Reading Passage 2, Paragraph 8, lines 6–7 The passage says that considerable queues form at peak times because of the manual ticket-checking system. Here: peak times = rush hours; are considerable = build up. Reading Passage 3: Rethinking the Past Q Answer Keywords Location Analytical Explanation 27 A writer doing, second paragraph, two things stand out Reading Passage 3, Paragraph 2, lines 1–6 The writer identifies two important changes in our understanding of prehistory: supposedly advanced behaviours may have begun much earlier, and prehistoric gender roles have been misunderstood. It pinpointes some key changes in our understanding of prehistory (Option A). 28 A mobile phones, sixth paragraph, evolution, technology Reading Passage 3, Paragraph 6, lines 1–4 The writer says evolution usually works through incremental steps, and technology develops the same way. Early birds were not good at flying, while early mobile phones were not very effective. This example shows that most developments happen in a gradual way (Option A). 29 D unpick this stuff, patriarchal views, earlier research Reading Passage 3, Paragraph 7, lines 1–5 The passage explains archaeology was established by people with outdated patriarchal beliefs. Researchers today are trying to separate the evidence from those old assumptions. Here: unpick = examine and correct carefully; this stuff = research affected by outdated social beliefs (Option D). 30 A final paragraph, past societies, choices, inequality Reading Passage 3, Paragraph 10, lines 1–3 The writer says inequality, authoritarianism and patriarchy are not unavoidable. Evidence from prehistory shows societies can be organised differently. This suggests studying past societies could help us create a fairer society today (Option A). 31 E Kalambo Falls, buried logs, 476,000 years, structure Reading Passage 3, Paragraph 3, lines 1–4 Researchers discovered logs shaped with stone tools to interlock, approximately 476,000 years old (almost 200,000 years older than Homo sapiens). This indicates that Homo sapiens was probably not the only species capable of sophisticated workmanship (Option E). 32 F high-altitude regions, Denisovans, harsh environments Reading Passage 3, Paragraph 3, lines 4–7 Extinct hominins like Denisovans lived in frozen high-altitude regions around 200,000 years ago. This challenges the belief that these harsh environments were first settled by modern humans only 3,600 years ago (Option F). 33 D June 2023, meta-analysis, women hunted, foraging societies Reading Passage 3, Paragraph 8, lines 1–5 A publication analysed foraging societies and found women hunted in 80% of them, contradicting the traditional idea that men hunted while women remained at home. This means experts may have been mistaken about who looked for food (Option D). 34 B Iberian leader, 4,000 years, female, assumed male Reading Passage 3, Paragraph 9, lines 1–2 Protein analysis of the leader’s teeth showed the individual was female, although researchers previously assumed the leader was male. This indicates previous assumptions about who had power in the prehistoric world were inaccurate (Option B). 35 NO Neanderthals, cave paintings, first artwork Reading Passage 3, Paragraph 4, lines 1–3 The passage confirms Neanderthals painted on cave walls. However, it says even earlier species, such as Homo erectus, may also have made art by engraving patterns on shells. This contradicts the claim that Neanderthal cave paintings were the first. 36 NOT GIVEN rare, prehistoric artwork, shells Closest related location: Reading Passage 3, Paragraph 4, lines 2–3 The writer says Homo erectus may have created art by engraving patterns on shells. However, the passage does not state how often these shells are discovered, whether such finds are rare, or how many examples have been found. 37 NOT GIVEN methods, examine, Rising Star cave, unconventional Closest related location: Reading Passage 3, Paragraph 5, lines 1–4 The passage says the findings were released in a non-traditional journal that published the peer reviews publicly. This describes an unusual publication method, not an unusual method of physically examining the cave. 38 YES unclear, age, etchings, Rising Star Reading Passage 3, Paragraph 4, lines 7–9 and Paragraph 5, lines 4–5 The passage says the etchings have not yet been firmly dated (their age is unclear). The writer also says more evidence is required, particularly regarding their date, confirming the uncertainty. 39 YES publicised, findings, controversy, released Reading Passage 3, Paragraph 5, lines 1–4 The writer says the dispute became more intense because the findings were released in a non-traditional journal. Here: the way the results were released = the way the findings were publicised; the dispute was heightened = the controversy increased. 40 NO brain size, key factor, H. naledi, art Reading Passage 3, Paragraph 5, lines 5–10 The writer directly states that the species’ small brain is a distraction. Other features, including the brain’s internal wiring, may be equally or more important. This contradicts the idea that brain size is a key

Cambridge 21 Test 2 Reading Answers & Explanations Reading Passage 1: Do Animals Dream? Q Answer Keywords Location Analytical Explanation 1 rats similar brain patterns, active, sleeping, dreaming Reading Passage 1, Paragraph 2, lines 1–4 Researchers compared the brain patterns of rats while they were running through a maze with their brain patterns during REM sleep. The patterns were very similar, leading researchers to conclude that the sleeping animals were dreaming about the maze. Here: when active = running through a maze while awake; when sleeping = during REM sleep. The animals involved in the experiment were rats. 2 visual pigeons, brain activity, input, flying Reading Passage 1, Paragraph 3, lines 4–7 The passage says that REM sleep activity was high in brain regions involved in processing visual information. The activity was especially connected with images relating to physical actions such as flying. Here: parts of the brain that deal with = brain regions involved in processing; input = information. The type of information was visual. 3 half whales, dolphins, brain awake, sleep Reading Passage 1, Paragraph 4, lines 3–5 The passage explains that whales and dolphins do not shut down their entire brain when sleeping. They shut down only one part and keep the remainder awake. Here: do not shut down their entire brain = part of the brain stays awake. They shut down only half of it. The completed sentence becomes: Whales and dolphins still have half their brain awake when they sleep. 4 temperature REM sleep, sensitivity, whales, dolphins Reading Passage 1, Paragraph 4, lines 7–8 The passage says whales and dolphins may not experience REM sleep because animals are more vulnerable to extremes of temperature during this stage. Here: more vulnerable to extremes of = sensitivity to. The environmental factor is temperature. 5 vivid dreams, whales, dolphins, non-REM sleep Reading Passage 1, Paragraph 4, lines 5–6 Whales and dolphins show no sign of REM sleep. The passage suggests that they may experience only non-REM dreams, which are less vivid. Here: less vivid = not very vivid. The adjective fits naturally after not very. 6 TRUE past experiences, lasting memories, dreaming Reading Passage 1, Paragraph 5, lines 1–4 The passage says that events are replayed in dreams and that this process helps integrate memories into longer-term storage. Here: events are replayed in dreams = dreaming about past experiences; longer-term storage = lasting memories; helps to integrate memories = helps create or preserve them. The statement agrees with the passage. 7 FALSE possible to tell, type of dream, dog Reading Passage 1, Paragraph 6, lines 1–5 People often interpret a sleeping dog’s moving limbs and quiet barks as signs that it is chasing something. However, the writer says that we do not know whether the dog is actually having an internal experience of chasing rabbits. Here: The behaviour may suggest a particular dream. The passage says the true internal experience remains unknown. The statement contradicts the passage. 8 NOT GIVEN David Scheel, documentary, influential, other research Closest related location: Reading Passage 1, Paragraph 7, lines 1–4 The passage says that David Scheel was making a documentary when he observed an octopus named Heidi apparently dreaming. However, it does not state that the documentary influenced later research; that other researchers based their work on it; or that the documentary changed the study of octopus sleep. 9 FALSE Costello, asleep, reacted, hunting Reading Passage 1, Paragraph 8, lines 1–3 Costello moved violently, made himself look larger and released ink as though he were being attacked by a predator. Here: being attacked by a predator = acting like prey defending itself; hunting = acting as the predator. The passage describes Costello as reacting to an attack, not hunting another animal. 10 TRUE Scheel, more research, octopus dreams Reading Passage 1, Paragraph 8, lines 3–6 Scheel says the nightmare study is based on only one animal. He argues that brain imaging is also needed to demonstrate that octopuses replay waking experiences in their dreams. Here: only based on one animal = the evidence is limited; brain imaging is needed = additional research is necessary. The statement agrees with his view. 11 FALSE soon, share dreams, other humans Reading Passage 1, Paragraph 9, lines 1–2 The writer says that humans will never be able to experience the dreams of animals. The same limitation applies to the dreams of other people. Here: never be able to experience contradicts may soon be able to share. The writer presents the limitation as permanent. 12 NOT GIVEN hearing, important, dreams, animals Closest related location: Reading Passage 1, Paragraph 9, lines 3–5 The passage explains that different species experience the world through different dominant senses: humans rely heavily on vision; dogs mainly use smell; spiders rely strongly on vibrations. However, the passage does not mention hearing as a dominant sense, animals hearing things in their dreams, or the role of sound in animal dreams. 13 NOT GIVEN interest, reasons humans dream, increased, recent times Closest related location: Reading Passage 1, Paragraph 10, lines 1–3 The final paragraph says that understanding the different purposes of animal dreams might help explain the purpose of human dreams. However, it does not discuss whether public or scientific interest has increased, the level of previous interest, or any recent change in attention to the subject. Reading Passage 2: Mapungubwe Q Answer Keywords Location Analytical Explanation 14 E uncertainty, purpose, certain objects Reading Passage 2, Paragraph E, lines 5–7 The passage describes animal and human figures discovered at Mapungubwe. It suggests that they may have been used in ceremonies as offerings to ancestors. However, their exact function is unknown. Here: precise function is not known = uncertainty about their purpose. The objects are the discovered figurines. 15 G climatic factor, increased problems, decline Reading Passage 2, Paragraph G, lines 1–4 The kingdom was already declining because overpopulation placed pressure on local resources. The passage says that a series of droughts may have brought the situation to a crisis point. Here: droughts = climatic factor; brought to a crisis point = increased or intensified the problems. "may have" shows likelihood rather than certainty. 16 C location, king’s family, lived, relatives Reading Passage 2, Paragraph C, lines 4–5 The passage says that grander residences were located around the outskirts of Babandyanalo. These homes probably belonged to male relatives of the king. Here: male relatives of the king = members of the king’s family; around the outskirts of Babandyanalo = where they lived. 17 D people, brought goods, ship, trade Reading Passage 2, Paragraph D, lines 4–5 Glass beads found at the site probably came from India. The passage says coastal states traded with merchants travelling from India by sea. Here: merchants = people involved in trade; travelling from India by sea = bringing goods by ship. 18 B estimate, size, community, population Reading Passage 2, Paragraph B, lines 1–2 The passage estimates that Mapungubwe’s population reached approximately 5,000 people at its peak in the middle of the 13th century. Here: total population at its peak = size to which the community grew; around 5,000 = an estimate. 19 A agricultural produce, exchanged, other items Reading Passage 2, Paragraph A, lines 4–5 Cattle herding and other farming activities produced plenty of food and a surplus. This surplus could be traded for goods the community needed. Here: food and a surplus = agricultural produce; traded for needed goods = exchanged for other items. 20 & 21 B and D gold, archaeological record, Mapungubwe, two pieces of information Reading Passage 2, Paragraph F, lines 1–8 The passage gives two relevant details. First, gold objects were found at the royal burial site (royal burial site = the place where Mapungubwe’s rulers were buried), supporting Option B. Second, a particular method of gold decoration was found nowhere else except Great Zimbabwe (same decoration method existed in another kingdom), supporting Option D. 22 prosperity professionally made pottery, indicates, community Reading Passage 2, Paragraph E, lines 1–3 The passage says pottery was produced on a scale large enough to suggest professional potters. This is described as an indicator of Mapungubwe society’s prosperity. Here: indicator of = indicates. The quality and quantity of pottery demonstrate the society’s prosperity. 23 whistles ceramic objects, animal figures, other discoveries Reading Passage 2, Paragraph E, lines 4–5 The passage lists ceramic discs and whistles before describing cattle, sheep and goat figurines. Here: round ceramic objects = ceramic discs. The next separate objects in the list are whistles. 24 bodies models of people, stretched, stylised humans Reading Passage 2, Paragraph E, lines 5–6 The passage describes small figures of highly stylised humans with elongated bodies and short limbs. Here: models of people = figures of humans; stretched = elongated. The elongated parts were their bodies. 25 ancestors figures, ceremonies, honour Reading Passage 2, Paragraph E, lines 6–7 The passage suggests that the figures may have been used as offerings during ceremonies for ancestors. Here: offerings to = used to honour. The people being honoured were ancestors. 26 jewellery / jewelry pieces, local metal, discovered Reading Passage 2, Paragraph E, lines 7–8 The passage says small jewellery items made from locally sourced copper were found. Here: local metal = locally sourced copper; pieces of = small items of. The objects were jewellery. Reading Passage 3: Artificial Intelligence Q Answer Keywords Location Analytical Explanation 27 B writer doing, first paragraph, public view, AI Reading Passage 3, Paragraph 1, lines 1–4 The writer describes widespread excitement and fear about AI in Western countries. Sensationalist media reports suggest that AI can cure diseases, increase innovation and improve creativity. The writer is not personally predicting what AI will do. Instead, the paragraph describes how AI is publicly presented and perceived. 28 A AI solutionism, second paragraph, danger, risk Reading Passage 3, Paragraph 2, lines 1–6 The writer defines AI solutionism as the belief that machine-learning algorithms can solve all human problems if they are given enough data. The writer then warns that this attitude may damage AI progress by ignoring safety principles, creating unrealistic expectations, and weakening the value of machine intelligence. This means the writer identifies a danger associated with AI solutionism. 29 C politicians, fourth paragraph, national AI initiatives, implementation Reading Passage 3, Paragraph 4, lines 1–4 Governments are investing in national AI initiatives and competing to lead the machine-learning sector. However, the writer says many politicians fail to understand the complexity of deploying advanced machine-learning systems in real-world situations. Here: fail to realise the complexity = are unaware of the challenges; deploying systems in the real world = implementing AI initiatives. 30 F — equality neural network, government, inclusive, fair Reading Passage 3, Paragraph 5, lines 3–5 The writer says adding a neural network to a government system does not automatically make it more inclusive or fair. Here: inclusive or fair = promoting equality. The summary describes what politicians may incorrectly expect. Among the options, equality best matches the idea of fairness and inclusion. 31 G — framework public sector, necessary, manage data, infrastructure Reading Passage 3, Paragraph 6, lines 1–3 The passage says AI requires large amounts of data, but the public sector usually lacks the appropriate data infrastructure needed to support advanced machine learning. Here: data infrastructure = organisational and technical framework. Necessary framework fits the summary grammatically and logically. 32 I — approval access data, departments, special permissions Reading Passage 3, Paragraph 6, lines 3–5 Data is distributed across different government departments. The passage says each department requires special permissions before its information can be accessed. Here: special permissions = approval. A person needs approval to gain access. 33 C — skills employees, technological capabilities, benefits Reading Passage 3, Paragraph 6, lines 5–7 The passage says the public sector lacks people with the right technological capabilities to make full use of machine intelligence. Here: technological capabilities = skills; human talent with the right capabilities = employees with the necessary skills. 34 A — reliability medical experts, little faith, programme, trust Reading Passage 3, Paragraph 11, lines 1–4 IBM Watson for Oncology was designed to provide doctors with the best treatment recommendations. However, human experts found it difficult to trust the system, and it was abandoned in most hospitals where it was tested. Here: found it hard to trust = had little faith in. The quality being questioned was its reliability. 35 D — prejudices court algorithms, magnified, discrimination, legal profession Reading Passage 3, Paragraph 12, lines 1–4 The system used risk-assessment scores to advise judges during sentencing. It was found to amplify structural racial discrimination. Here: amplify = magnify; structural racial discrimination = existing racial prejudices. Among the options, prejudices is the closest match. 36 NO Stuart Russell, proposals, impractical Reading Passage 3, Paragraph 7, lines 1–4 The writer says Stuart Russell supports a sensible and realistic approach that focuses on simple everyday uses of AI. Here: sensible and realistic contradicts impractical. The writer presents Russell’s approach positively. 37 NOT GIVEN Rodney Brooks, unfair criticism, AI supporters Closest related location: Reading Passage 3, Paragraph 7, lines 4–6 Rodney Brooks argues that most innovations in robotics and AI take much longer to become widely used than people expect. However, the passage does not mention criticism of Brooks, whether any criticism was unfair, or whether supporters of AI disagreed with him. 38 NO protect AI systems, always considered, installed Reading Passage 3, Paragraph 8, lines 1–6 The passage discusses the danger of adversarial attacks and says researchers have warned against introducing AI without security standards. However, AI security remains an often overlooked subject when machine-learning systems are installed. Here: often overlooked contradicts always considered. 39 YES benefit, reduce harm, concerns, distrust Reading Passage 3, Paragraph 9, lines 1–4 The writer says that gaining AI’s benefits while minimising its harms requires discussion about AI ethics, meaningful applications, and the distrust many people feel towards machine learning. Here: distrust = people’s concerns; discussion about distrust = exploring those concerns. The statement agrees with the writer. 40 B suitable subtitle, main message, AI limitations, solution Reading Passage 3, Paragraph 13, lines 1

Cambridge 21 Test 1 Answer Reading Passage 1: The Davies Sisters Q Answer Keywords Location Analytical Explanation 1 mining grandfather, wealth, transportation businesses Passage 1, Paragraph 1, lines 1–2 The passage says David Davies built his fortune through the shipping and mining industries. Here: shipping = transportation business. The other industry was mining. 2 education designed, interest, collecting art, early life Passage 1, Paragraph 2, lines 1–2 The passage says the sisters’ education was carefully directed towards cultural pursuits such as art appreciation and collecting. Here: rigorously geared towards such pursuits = designed to encourage those interests. 3 notes lengthy, art galleries, things they saw, governess Passage 1, Paragraph 2, lines 2–4 The sisters travelled with their governess, visited galleries and made extensive notes about the collections. Here: extensive = lengthy; made = took. 4 journals showed, liked, Old Master paintings Passage 1, Paragraph 4, lines 1–2 The passage says the sisters’ journals reveal their preference for Old Master paintings. Here: reveal their preference = showed what they liked. 5 Venice first Impressionist paintings, showed places, bought Passage 1, Paragraph 5, lines 4–6 The sisters’ first Impressionist purchases were paintings by Claude Monet showing scenes of Venice. Here: scenes of Venice = places in Venice. 6 canteen worked, soldiers, France, First World War Passage 1, Paragraph 6, lines 4–5 During the war, both sisters volunteered at a canteen for troops in Troyes, northern France. Here: troops = soldiers. 7 friends did not have, artists, isolation, typical collectors Passage 1, Paragraph 8, lines 1–2 The passage says the sisters lived in rural isolation and did not make friends with artists or gallery owners. Here: did not make friends with artists = did not have friends who were artists. 8 TRUE childhood, influenced, use their wealth Passage 1, Paragraph 1, lines 3–6 The sisters received a religious upbringing in rural Wales, giving them a strong sense of social responsibility. They chose to use their inheritance (decided how to use wealth) for cultural and charitable purposes. 9 NOT GIVEN Corot paintings, purchased, gallery, France Passage 1, Paragraph 4, lines 6–7 The passage notes early purchases included paintings by French artist Jean-Baptiste-Camille Corot, but does not state where they were purchased, if it was from a gallery, or if the gallery was in France. 10 FALSE Hugh Blaker, opposed, French Impressionists Passage 1, Paragraph 5, lines 1–4 The passage describes Hugh Blaker as a champion (supporter) of contemporary French art who had a hand in (helped influence) the sisters’ decision to collect Impressionist paintings, contradicting the claim that he opposed it. 11 NOT GIVEN Cézanne paintings, Bath gallery, popular, public Passage 1, Paragraph 7, lines 3–5 The passage states the paintings were sent to Bath and became the first works by Cézanne displayed in a British public gallery, but gives no information on visitor numbers or if it was popular. 12 TRUE First World War, Gwendoline, reconsider, collecting art Passage 1, Paragraph 9, lines 1–4 After the war, Gwendoline felt increasingly uncomfortable buying artworks (reconsidered collecting) because of the poverty and social upheaval created by the conflict (impact of the First World War). 13 TRUE French Impressionist art, very few people, period Passage 1, Paragraph 10, lines 1–3 The sisters collected French Impressionist paintings when this type of art was routinely ignored (attracted little interest) by individuals and institutions, meaning very few people were purchasing it. Reading Passage 2: Why We Need Silence Q Answer Keywords Location Analytical Explanation 14 C strategies, decrease noise, public exposure Passage 2, Section C, lines 1–8 Section C lists noise-reduction measures (quieter buses, noise-reducing surfaces, sound-absorbing greenery, bans on leaf blowers, vehicle fines), all of which are strategies to reduce public exposure. 15 B data, extent, problem, excessive noise Passage 2, Section B, lines 1–5 The section provides numerical data showing people in cities are exposed to more than 40 decibels at night, and one in five Europeans experiences harmful noise levels, demonstrating the problem's scale. 16 A physiological changes, bodies, sudden noises Passage 2, Section A, lines 2–5 The passage details how loud sounds change internal chemistry, listing physical responses like increased blood pressure, tense muscles, and hormone release. 17 G relatively quiet, more beneficial, totally silent Passage 2, Section G, lines 6–8 Participants in a study felt more relaxed and less bored sitting in an outdoor garden (relatively quiet) compared to a completely silent room (total silence). 18 breath concentrate, own, relax, meditate, flotation tanks Passage 2, Section D, lines 7–8 Justin Feinstein notes that focusing on (concentrating on) the breath helps people enter a relaxed or meditative state. 19 questionnaire 50 people, complete, before and after, experiment Passage 2, Section E, lines 1–2 Feinstein and colleagues asked 50 people to answer (complete) a questionnaire before and after a flotation session. 20 wellbeing relaxation, improved general, participants Passage 2, Section E, lines 2–4 After an hour, participants reported less pain and tension, and experienced increased relaxation and overall (general) wellbeing. 21 depression decreased brain activity, brain regions, associated with Passage 2, Section E, lines 8–10 Scans showed reduced activity in the default mode network. The passage explicitly links (associates) this group of brain regions with depression. 22 C unpleasant, upsetting, silent environment, against their will Passage 2, Section F, lines 4–6 Tal Dotan Ben-Soussan states that when people do not voluntarily want silence (against their will), the experience can be very distressing (unpleasant/upsetting). 23 A trend, quieter cities, increase, future Passage 2, Section C, lines 8–9 Nick Antonio predicts cities will introduce more noise-reduction measures in the future, meaning we will "see much more of this" (the trend will increase). 24 B no sensory input, brain compensates, images, sounds Passage 2, Section D, lines 3–6 Justin Feinstein explains the brain tries to "fill the void" (compensates) when external sensory information is absent, producing humming sounds and visual effects. 25 D short amount, silence, positive impact Passage 2, Section G, lines 8–10 Eric Pfeifer says "a few minutes at a time" (short amount) of regular silence can "make a big difference" (positive impact). 26 C external quietness, internal quietness, aware, appropriate response Passage 2, Section F, lines 1–3 Tal Dotan Ben-Soussan states quietness in our environment and inner selves makes us more conscious of our surroundings (aware) and helps provide an adequate (appropriate) response. Reading Passage 3: Book Review: The World of Sugar by Ulbe Bosma Q Answer Keywords Location Analytical Explanation 27 B cultivation, trading, sugar, first paragraph Passage 3, Paragraph 1, lines 4–6 The reviewer states beet sugar received subsidies and sold at artificially low prices, making it more competitive and threatening cane sugar producers. 28 A Britain, sugar market, second paragraph, stress Passage 3, Paragraph 2, lines 1–6 The paragraph traces how British sugar sources changed over time, from colonial plantations to Cuba/Brazil, then European beet, and finally domestic beet. 29 C third paragraph, popular belief, sugar cane, plantations Passage 3, Paragraph 3, lines 1–5 The reviewer corrects a misconception ("contrary to popular belief") that cane sugar was grown only on large wealthy plantations, noting small farmers in Java also grew it. 30 A overall message, final paragraph, sugar Passage 3, Paragraph 8, lines 1–5 The reviewer concludes humans could have lived without sugar and highlights the book's examination of tragedies and damaging consequences, presenting the product as harmful and unnecessary. 31 H Germany, US, depended on, large industries Passage 3, Paragraph 4, lines 1–3 German and US fields utilized Polish, Mexican, Sicilian, and other foreign workers. "Imported labour" directly paraphrases "migrant workers". 32 E South Asia, Latin America, continued, traditional methods Passage 3, Paragraph 4, lines 4–7 Traditional methods continued on small farms in South Asia and Latin America, equating to small-scale cultivation. 33 I sugar production, protect markets, capitalists, corporations Passage 3, Paragraph 5, lines 1–4 The text references capitalists, dynasties, and corporations (powerful individuals and businesses) that remained influential to defend their economic interests. 34 A Cuba, sugar industry, major influence Passage 3, Paragraph 5, lines 2–5 Powerful sugar interests played a major role in politics and influenced the "policies of states" (national governments). 35 G protect interests, producers, established Passage 3, Paragraph 5, lines 4–5 Producers' interests were protected using trade barriers and subsidies, both of which serve as financial controls. 36 C as a result, penalised, poor countries Passage 3, Paragraph 5, lines 5–6 The passage states poorer countries "came off worse" in the industry struggle, meaning less wealthy nations were penalised. 37 YES large quantities, agricultural developments, now available Passage 3, Paragraph 7, lines 1–3 The passage notes sugar went from tiny amounts to being widely available due to techniques, plant varieties, fertilisers, and irrigation (agricultural developments). 38 NOT GIVEN advertisers, initially marketed, luxury product Passage 3, Paragraph 7, lines 3–4 While sugar was once "regarded as a luxury", the text does not state that advertisers were the ones who originally marketed it that way. 39 NO invention, high-fructose corn syrup, positive development Passage 3, Paragraph 7, lines 10–14 The reviewer explicitly calls high-fructose corn syrup a "worrying new development" and a leading cause of obesity, contradicting the idea that it is positive. 40 YES high-fructose corn syrup, ingredient, processed foods Passage 3, Paragraph 7, lines 12–14 High-fructose corn syrup has been "adopted in the making of" (used as an ingredient) soft drinks and a large number of (many) processed foods.

Full Syllabus for HSC Examination 2027 Subject: English 1st Paper Subject Code: 107 Reading (পঠন অংশ) – ৬০ নম্বর প্রশ্ন নং প্রশ্নের ধরন (Test Items) নম্বর (Marks) মন্তব্য (Notes) ১ A. MCQ (context থেকে অর্থ অনুমান করা) B. Comprehension questions (analysis, synthesis এবং evaluation সম্পর্কিত open-ended প্রশ্ন) ০৫ ১০ মূল পাঠ্যবই (English For Today) এবং এর "Reading for Pleasure" অংশ থেকে টেক্সট নির্বাচন করা হবে। ২ Information transfer / Flow chart ১০ ৩ Summarizing ১০ ৪ Cloze test with clues ০৫ প্রশ্নকর্তারা নিজেদের মতো করে সম্পূর্ণ নতুন টেক্সট (Text) তৈরি করবেন। ৫ Cloze test without clues ১০ প্রশ্নকর্তারা নিজেদের মতো করে সম্পূর্ণ নতুন টেক্সট (Text) তৈরি করবেন। ৬ Rearranging (unseen) ১০ প্রশ্নকর্তারা নিজেদের মতো করে সম্পূর্ণ নতুন টেক্সট (Text) তৈরি করবেন। Writing (লিখন অংশ) – ৪০ নম্বর প্রশ্ন নং প্রশ্নের ধরন (Test Items) নম্বর (Marks) মন্তব্য (Notes) ৭ Writing paragraph by answering questions ১০ ৮ Completing a story ০৭ ৯ Writing informal letters / emails ০৫ ১০ Analyzing maps / graphs / charts ১০ ১১ Appreciating short stories / poems (theme, subject-matter এবং interpretation চিহ্নিতকরণ) ০৮ সর্বমোট (Total): ১০০ নম্বর

এইচএসসি ২০২৭ (HSC 2027) ইংরেজি ২য় পত্রের (বিষয় কোড: ১০৮) পূর্ণাঙ্গ সিলেবাস ও মানবণ্টন Part A: Grammar (ব্যাকরণ অংশ) – ৬০ নম্বর ক্রমিক নং ব্যাকরণের বিষয়বস্তু (Grammar Topics) মানবণ্টন (Marks Distribution) মোট নম্বর (Total Marks) ১ Articles (আর্টিকেল) ০.৫ × ১০ ০৫ ২ Prepositions (প্রিপজিশন) ০.৫ × ১০ ০৫ ৩ Special Uses of Words/Phrases (শব্দ বা ফ্রেজের বিশেষ ব্যবহার) ০.৫ × ১০ ০৫ ৪ Completing Sentences (বাক্য সম্পূর্ণকরণ - Conditionals, Clauses, Phrases) ০.৫ × ১০ ০৫ ৫ Right Form of Verbs (ভার্বের সঠিক রূপ) ০.৫ × ১০ ০৫ ৬ Transformation of Sentences (বাক্য পরিবর্তন) ১ × ৫ ০৫ ৭ Narrative Style (ন্যারেশন বা উক্তি পরিবর্তন) ৫ (অনুচ্ছেদ ভিত্তিক) ০৫ ৮ Pronoun Reference (অস্পষ্ট সর্বনাম স্পষ্টকরণ) ৫ (অনুচ্ছেদ ভিত্তিক) ০৫ ৯ Modifiers (মডিফায়ার - Pre & Post) ০.৫ × ১০ ০৫ ১০ Sentence Connectors (বাক্য সংযোগকারী শব্দ) ০.৫ × ১০ ০৫ ১১ Synonyms and Antonyms (সমার্থক ও বিপরীতার্থক শব্দ) ০.৫ × ১০ ০৫ ১২ Punctuation (বিরাম চিহ্নের ব্যবহার) ০.৫ × ১০ ০৫ সর্বমোট (Part A) ৬০ Part B: Composition (রচনামূলক অংশ) – ৪০ নম্বর ক্রমিক নং লিখন অংশ (Composition Topics) বিষয়ের বিবরণ (Description) মোট নম্বর (Total Marks) ১৩ Formal Letter / E-mail / Application প্রাতিষ্ঠানিক পত্র, ই-মেইল বা আবেদনপত্র ০৮ ১৪ Report Writing সংবাদপত্র বা প্রাতিষ্ঠানিক প্রতিবেদন লিখন ০৮ ১৫ Paragraph Writing নির্দিষ্ট বিষয়ের ওপর অনুচ্ছেদ লিখন (Cause & Effect, Listing, etc.) ১০ ১৬ Short Composition নির্দিষ্ট বিষয়ের ওপর সংক্ষিপ্ত প্রবন্ধ বা রচনা (২৫০-৩০০ শব্দের মধ্যে) ১৪ সর্বমোট (Part B) ৪০ সংক্ষিপ্ত সারসংক্ষেপ (Summary): মোট নম্বর: ১০০ সময়: ৩ ঘণ্টা

47th BCS English Questions Our sweetest songs are those that tell of saddest thought.' This oft-quoted line occurs in Shelley's notable poem a) To a Skylark b) Ode to the West Wind c) Adonais d) The Cloud Who authored the futuristic novel 'Brave New World'? a) E.M. Forster b) Virginia Woolf c) Aldous Leonard Huxley d) Graham Greene 'Good fences make good neighbors'. The line was written by a) Robert Graves b) Robert Frost c) Ezra Pound d) Carl Sandburg 'Cowards die many times before their deaths: The valiant never taste of death but once'. In which play of Shakespeare do you find this quote? a) Julius Caesar b) Romeo and Juliet c) The Tempest d) Twelfth Night 'Knowledge comes, but wisdom lingers.' This quote is extracted from Tennyson's poem titled a) Morte d' Arthur b) The Lotos-Eaters c) Tithonus d) Locksley Hall The tragedy 'Samson Agonistes' was penned by a) Christopger Marlowe b) Henrick Ibsen c) John Milton d) Arthur Miller Who is the playwright of the absurd drama 'Waiting for Godot'? a) Jean Genet b) Samuel Beckett c) Harold Pinter d) Tom Stoppard 'It's strange but true; for truth is always strange; Stranger than fiction.' This quote is taken from a poem of a) Mark Twain b) Robert Herrick c) Lord Byron d) Franz Kafka Who wrote the novella 'Heart of Darkness'? a) Joseph Conard b) Doris Lessing c) John Osborne d) Thomas Hardy Who was the writer of the autobiographical as well as political essay 'Shooting an Elephant'? a) Francis Bacon b) George Orwell c) Joseph Addison d) Charles Lamb 'For God's sake hold your tongue, and let me love. This line is taken from the poem-, a) To His Coy Mistress b) The Canonization c) The Definition of Love d) The Sun Rising The one-act play 'Riders to the Sea' was written by-. a) G. B. Shaw b) Oscar Wilde c) J. M. Synge d) John Galsworthy 'Neither a borrower nor a lender be, For loan oft loses both itself and friend'. This extract is taken from Shakespeare's play. a) Macbeth b) King Lear c) Measure for Measure d) Hamlet Who composed the elegiac poem 'Thyrsis¹? a) Thomas Gray b) Matthew Arnold c) John Milton d) P. B. Shelley Who is the writer of the famous essay 'Tradition and the Individual Talent'? a) George Orwell b) Aldous Leonard Huxley c) T. S. Eliot d) Francis Bacon A speech made without any previous thought, preparation or practice is called a/an a) free speech b) extempore speech c) maiden speech d) rousing speech Which one has the identical singular and plural form? a) Memorandum b) Stimulus c) Dice d) Oasis Select the sentence in which 'fast' is an adverb: a) Muslims fast during Ramadan. b) Ushashi went on a 24-hour fast to detox. c) Don't drive so fast! d) Technology is expanding at a fast pace. 'It was a cowardly attack on a defenceless man. Here 'cowardly' is/an a) adjective b) noun c) conjunction d) adverb The river flows past the village.' Here 'past' is a/an a) noun b) verb c) adverb d) preposition Ihana sleeps only for four hours a night. In this sentence the verb 'sleeps' is a) causative b) intransitive c) transitive d) factitive 'He started teaching Hamlet.' Here 'teaching' is a/an a) participle b) infinitive c) verbal noun d) gerund Fill in the blank with the appropriate prepostion: 'She was married [blank] a rich man.' a) with b) to c) of d) off Which gender is the word 'sibling'? a) Masculine b) Feminine c) Neuter d) Common Find out the correctly spelt word: a) reminiscence b) reminescence c) remeniscence d) reminicence The idiom' smell a rat' means to a) detect bad smell b) be in a bad mood c) suspect something wrong d) see hidden meaning Select the synonym for 'inclement'. a) affable b) mild c) rough d) genial Tell me frankly why you did this, the underlined part is a/an- a) adjective clause b) noun clause c) adverbial clause d) adverbial phrase The prefix 'non' can be added to-. a) office b) regular c) partisan d) obey Identify the correct passive form: 'I heard her sing'. a) She was heard sung by me b) She was heard sing by me. c) She was heard to be sung by me. d) She was heard to sing by me. Which sentence is correct? a) One of my sister are a nurse. b) One of my sisters are a nurse. c) One of my sisters is a nurse. d) One of my sister's are a nurse. Select the right determiner: 'She works as FBI analyst.' a) a b) an c) the d) none of the above We met Medha carrying a bouquet of red roses Here 'carrying' is a/an-. a) gerund b) infinitive c) verbal noun d) participle 'Five years have passed since his father died'. Identify the correct simple form of the sentence from the following options: a) His father has died five years ago. b) His father died five years ago. c) His father has died for five years. d) His father died since five years. Choose the antonym of 'controversy': a) contention b) bickering c) unanimity d) dispute ANSWER 01.A | 02.C | 03.B | 04.A | 05.D | 06.C | 07.B | 08.C | 09.A 10.B | 11.B | 12.C | 13.D | 14.B | 15.C | 16.B | 17.C | 18.A 19.B | 20.D | 21.B | 22.D | 23.B | 24.D | 25.A | 26.C | 27.C 28.B | 29.C | 30.D | 31.C | 32.B | 33.D | 34.B | 35.C 47th BCS English Questions and Answers 01. Our sweetest songs are those that tell of saddest thought.' This oft-quoted line occurs in Shelley's notable poem a) To a Skylark b) Ode to the West Wind c) Adonais d) The Cloud Correct Answer: a) To a Skylark Explanation: বিখ্যাত এই লাইনটি P.B. Shelley-এর লেখা "To a Skylark" কবিতা থেকে নেওয়া হয়েছে, যেখানে কবি মানুষের জীবনের বিষাদ ও শিল্পের সৌন্দর্যের মধ্যকার সম্পর্ক তুলে ধরেছেন। 02. Who authored the futuristic novel 'Brave New World'? a) E.M. Forster b) Virginia Woolf c) Aldous Leonard Huxley d) Graham Greene Correct Answer: c) Aldous Leonard Huxley Explanation: "Brave New World" (১৯৩২) হলো Aldous Huxley রচিত একটি বিখ্যাত dystopian বা futuristic উপন্যাস, যেখানে ভবিষ্যৎ পৃথিবীর প্রযুক্তিগত নিয়ন্ত্রণ ও মানবিকতার অবক্ষয় দেখানো হয়েছে। 03. 'Good fences make good neighbors'. The line was written by a) Robert Graves b) Robert Frost c) Ezra Pound d) Carl Sandburg Correct Answer: b) Robert Frost Explanation: এই প্রবাদপ্রতিম উক্তিটি আমেরিকান কবি Robert Frost-এর "Mending Wall" কবিতা থেকে উদ্ধৃত করা হয়েছে। 04. 'Cowards die many times before their deaths: The valiant never taste of death but once'. In which play of Shakespeare do you find this quote? a) Julius Caesar b) Romeo and Juliet c) The Tempest d) Twelfth Night Correct Answer: a) Julius Caesar Explanation: এই বিখ্যাত উক্তিটি উইলিয়াম শেক্সপিয়রের "Julius Caesar" নাটকের, যেখানে সিজার তার স্ত্রীকে সাহসিকতার গুরুত্ব বোঝাতে কথাগুলো বলেন। 05. 'Knowledge comes, but wisdom lingers.' This quote is extracted from Tennyson's poem titled a) Morte d' Arthur b) The Lotos-Eaters c) Tithonus d) Locksley Hall Correct Answer: d) Locksley Hall Explanation: আলফ্রেড লর্ড টেনিসনের (Alfred, Lord Tennyson) "Locksley Hall" কবিতা থেকে এই গভীর তাৎপর্যপূর্ণ লাইনটি নেওয়া হয়েছে, যার অর্থ হলো জ্ঞান দ্রুত অর্জন করা গেলেও প্রজ্ঞা বা wisdom আসতে সময় লাগে। 06. The tragedy 'Samson Agonistes' was penned by a) Christopger Marlowe b) Henrick Ibsen c) John Milton d) Arthur Miller Correct Answer: c) John Milton Explanation: "Samson Agonistes" (১৬৭১) হলো John Milton রচিত একটি বিখ্যাত closet drama (যা পড়ার জন্য লেখা, মঞ্চস্থ করার জন্য নয়) এবং এটি গ্রিক ট্র্যাজেডির আদলে লেখা। 07. Who is the playwright of the absurd drama 'Waiting for Godot'? a) Jean Genet b) Samuel Beckett c) Harold Pinter d) Tom Stoppard Correct Answer: b) Samuel Beckett Explanation: "Waiting for Godot" হলো Samuel Beckett রচিত Theatre of the Absurd-এর একটি কালজয়ী নাটক, যেখানে ভ্লাদিমির ও এস্ট্রাগন নামের দুই চরিত্র অন্তহীন অপেক্ষায় থাকে। 08. 'It's strange but true; for truth is always strange; Stranger than fiction.' This quote is taken from a poem of a) Mark Twain b) Robert Herrick c) Lord Byron d) Franz Kafka Correct Answer: c) Lord Byron Explanation: এই লাইনটি লর্ড বায়রনের (Lord Byron) মহাকাব্যিক ব্যঙ্গরচনা "Don Juan" থেকে উদ্ধৃত করা হয়েছে। 09. Who wrote the novella 'Heart of Darkness'? a) Joseph Conard b) Doris Lessing c) John Osborne d) Thomas Hardy Correct Answer: a) Joseph Conard (Spelled as Conrad normally) Explanation: "Heart of Darkness" হলো জোসেফ কনরাডের (Joseph Conrad) লেখা একটি বিখ্যাত উপন্যাসিকা (novella), যা আফ্রিকার কঙ্গোতে ইউরোপীয়দের ঔপনিবেশিক শোষণের চিত্র তুলে ধরে। 10. Who was the writer of the autobiographical as well as political essay 'Shooting an Elephant'? a) Francis Bacon b) George Orwell c) Joseph Addison d) Charles Lamb Correct Answer: b) George Orwell Explanation: "Shooting an Elephant" হলো জর্জ অরওয়েলের (George Orwell) লেখা একটি প্রবন্ধ, যেখানে তিনি বার্মায় পুলিশ অফিসার হিসেবে কাজ করার সময়কার একটি মানসিক দ্বন্দ্বের কথা বর্ণনা করেছেন। 11. 'For God's sake hold your tongue, and let me love. This line is taken from the poem-, a) To His Coy Mistress b) The Canonization c) The Definition of Love d) The Sun Rising Correct Answer: b) The Canonization Explanation: এই লাইনটি Metaphysical কবি John Donne-এর বিখ্যাত প্রেমের কবিতা "The Canonization"-এর একদম শুরুর লাইন (opening line)। 12. The one-act play 'Riders to the Sea' was written by-. a) G. B. Shaw b) Oscar Wilde c) J. M. Synge d) John Galsworthy Correct Answer: c) J. M. Synge Explanation: "Riders to the Sea" হলো আইরিশ নাট্যকার J. M. Synge রচিত একটি বিখ্যাত এক অঙ্কের নাটক (one-act tragedy), যেখানে আয়ারল্যান্ডের জেলেদের জীবনসংগ্রাম ও প্রকৃতির কাছে মানুষের অসহায়ত্ব ফুটে উঠেছে। 13. 'Neither a borrower nor a lender be, For loan oft loses both itself and friend'. This extract is taken from Shakespeare's play. a) Macbeth b) King Lear c) Measure for Measure d) Hamlet Correct Answer: d) Hamlet Explanation: উইলিয়াম শেক্সপিয়রের "Hamlet" নাটকে পোলোনিয়াস (Polonius) তার ছেলে লেয়ার্তেসকে (Laertes) ফ্রান্সে যাওয়ার আগে এই উপদেশগুলো দেন। 14. Who composed the elegiac poem 'Thyrsis¹? a) Thomas Gray b) Matthew Arnold c) John Milton d) P. B. Shelley Correct Answer: b) Matthew Arnold Explanation: "Thyrsis" হলো Matthew Arnold-এর লেখা একটি elegy বা শোকগাথা, যা তিনি তার বন্ধু ও সহকবি Arthur Hugh Clough-এর মৃত্যুতে রচনা করেছিলেন। 15. Who is the writer of the famous essay 'Tradition and the Individual Talent'? a) George Orwell b) Aldous Leonard Huxley c) T. S. Eliot d) Francis Bacon Correct Answer: c) T. S. Eliot Explanation: "Tradition and the Individual Talent" (১৯১৯) হলো আধুনিকতাবাদী কবি ও সমালোচক T. S. Eliot-এর লেখা একটি অন্যতম প্রভাবশালী সাহিত্য-সমালোচনামূলক প্রবন্ধ। 16. A speech made without any previous thought, preparation or practice is called a/an a) free speech b) extempore speech c) maiden speech d) rousing speech Correct Answer: b) extempore speech Explanation: কোনো পূর্বপ্রস্তুতি ছাড়া তাৎক্ষণিকভাবে দেওয়া বক্তব্যকে ইংরেজিতে "extempore" বা "impromptu" speech বলা হয়। (Maiden speech হলো জীবনের প্রথম বক্তব্য)। 17. Which one has the identical singular and plural form? a) Memorandum b) Stimulus c) Dice d) Oasis Correct Answer: c) Dice Explanation: "Dice" শব্দটি আধুনিক ইংরেজিতে singular এবং plural উভয় অর্থেই বহুল ব্যবহৃত হয় (যদিও ঐতিহ্যগতভাবে singular হলো 'die')। অন্যগুলোর বহুবচন হলো: Memoranda, Stimuli, Oases। 18. Select the sentence in which 'fast' is an adverb: a) Muslims fast during Ramadan. b) Ushashi went on a 24-hour fast to detox. c) Don't drive so fast! d) Technology is expanding at a fast pace. Correct Answer: c) Don't drive so fast! (Note: The provided answer key lists A, but grammatically "fast" in option A is a verb meaning 'রোজা রাখা'). Explanation: অপশন (c)-তে 'fast' শব্দটি 'drive' (verb)-কে modify করছে, তাই এটি adverb। অপশন (a)-তে এটি verb, (b)-তে noun এবং (d)-তে adjective হিসেবে ব্যবহৃত হয়েছে। 19. 'It was a cowardly attack on a defenceless man. Here 'cowardly' is/an a) adjective b) noun c) conjunction d) adverb Correct Answer: a) adjective (Note: The provided answer key lists B, but grammatically it is an adjective). Explanation: Noun-এর সাথে 'ly' যুক্ত হলে তা adjective হয় (coward + ly = cowardly)। এখানে 'cowardly' শব্দটি 'attack' (noun)-কে modify করছে, তাই এটি adjective। 20. The river flows past the village.' Here 'past' is a/an a) noun b) verb c) adverb d) preposition Correct Answer: d) preposition Explanation: এখানে 'past' শব্দটি 'the village' (noun)-এর পূর্বে বসে বাক্যের বাকি অংশের সাথে এর স্থানগত সম্পর্ক নির্দেশ করছে, তাই এটি preposition (অর্থ: পাশ দিয়ে বা অতিক্রম করে)। 21. Ihana sleeps only for four hours a night. In this sentence the verb 'sleeps' is a) causative b) intransitive c) transitive d) factitive Correct Answer: b) intransitive Explanation: 'Sleep' (ঘুমানো) verb-টির কোনো direct object-এর প্রয়োজন হয় না। বাক্যে 'sleeps'-এর পর কোনো object নেই, তাই এটি intransitive verb (অকর্মক ক্রিয়া)। 22. 'He started teaching Hamlet.' Here 'teaching' is a/an a) participle b) infinitive c) verbal noun d) gerund Correct Answer: d) gerund Explanation: 'Started' verb-টির পর 'teach' verb-এর সাথে 'ing' যুক্ত হয়ে object বা noun-এর কাজ করছে। Verb + ing যখন noun-এর কাজ করে, তখন তাকে gerund বলে। 23. Fill in the blank with the appropriate prepostion: 'She was married [blank] a rich man.' a) with b) to c) of d) off Correct Answer: b) to Explanation: Passive voice-এ 'married'-এর পর উপযুক্ত preposition হিসেবে 'to' ব্যবহৃত হয় (married to someone)। 24. Which gender is the word 'sibling'? a) Masculine b) Feminine c) Neuter d) Common Correct Answer: d) Common Explanation: 'Sibling' বলতে ভাই বা বোন দুজনকেই বোঝায়, এটি দিয়ে নির্দিষ্ট কোনো লিঙ্গ (পুরুষ বা নারী) আলাদা করে বোঝায় না। তাই এটি common gender। 25. Find out the correctly spelt word: a) reminiscence b) reminescence c) remeniscence d) reminicence Correct Answer: a) reminiscence Explanation: সঠিক বানানটি হলো 'reminiscence', যার অর্থ অতীত স্মৃতিচারণ বা স্মরণ। 26. The idiom' smell a rat' means to a) detect bad smell b) be in a bad mood c) suspect something wrong d) see hidden meaning Correct Answer: c) suspect something wrong Explanation: "Smell a rat" একটি জনপ্রিয় idiom, যার অর্থ হলো কোনো ব্যাপারে সন্দেহ হওয়া বা ভেতরে ভেতরে কোনো চক্রান্ত বা খারাপ কিছু চলছে বলে আঁচ করতে পারা। 27. Select the synonym for 'inclement'. a) affable b) mild c) rough d) genial Correct Answer: c) rough Explanation: 'Inclement' (সাধারণত আবহাওয়া বোঝাতে ব্যবহৃত) শব্দের অর্থ দুর্যোগপূর্ণ, রুক্ষ বা বৈরী। এর সঠিক সমার্থক শব্দ হলো 'rough'। 28. Tell me frankly why you did this, the underlined part is a/an- a) adjective clause b) noun clause c) adverbial clause d) adverbial phrase Correct Answer: b) noun clause Explanation: "why you did this" অংশটি বাক্যের মূল verb (tell)-এর direct object হিসেবে কাজ করছে, তাই এটি একটি noun clause। 29. The prefix 'non' can be added to-. a) office b) regular c) partisan d) obey Correct Answer: c) partisan Explanation: 'Partisan' (পক্ষপাতদুষ্ট) শব্দটির আগে 'non' বসালে 'nonpartisan' শব্দটি তৈরি হয়, যার অর্থ নিরপেক্ষ। অন্যগুলোর সঠিক prefix হলো: irregular, disobey। 30. Identify the correct passive form: 'I heard her sing'. a) She was heard sung by me b) She was heard sing by me. c) She was heard to be sung by me. d) She was heard to sing by me. Correct Answer: d) She was heard to sing by me. Explanation: Active voice-এ 'hear', 'see', 'make' ইত্যাদি verb-এর পর bare infinitive (to ছাড়া verb) বসে, কিন্তু passive voice-এ এদের পর পূর্ণ infinitive (to + verb) বসে। 31. Which sentence is correct? a) One of my sister are a nurse. b) One of my sisters are a nurse. c) One of my sisters is a nurse. d) One of my sister's are a nurse. Correct Answer: c) One of my sisters is a nurse. Explanation: "One of" যুক্ত phrase-এর পর সর্বদা plural noun (sisters) এবং singular verb (is) বসে। কারণ এখানে অনেকগুলোর মধ্যে একজনকে বোঝানো হয়। 32. Select the right determiner: 'She works as FBI analyst.' a) a b) an c) the d) none of the above Correct Answer: b) an Explanation: 'FBI' শব্দটির উচ্চারণ শুরু হয় ভাওয়েল সাউন্ড (Vowel sound) 'এ' (F = ef) দিয়ে। ভাওয়েল সাউন্ড দিয়ে শুরু হওয়া শব্দের আগে 'an' বসে। 33. We met Medha carrying a bouquet of red roses Here 'carrying' is a/an-. a) gerund b) infinitive c) verbal noun d) participle Correct Answer: d) participle Explanation: এখানে 'carrying' শব্দটি 'Medha' (noun)-এর অবস্থা বর্ণনা করছে এবং একই সাথে verb ও adjective-এর কাজ করছে, তাই এটি একটি present participle। 34. 'Five years have passed since his father died'. Identify the correct simple form of the sentence from the following options: a) His father has died five years ago. b) His father died five years ago. c) His father has died for five years. d) His father died since five years. Correct Answer: b) His father died five years ago. Explanation: বাক্যে 'ago' (অতীতে ঘটে যাওয়া সময়) থাকলে সেটি past indefinite tense হয়। তাই 'His father died five years ago' সঠিক simple form। 35. Choose the antonym of 'controversy': a) contention b) bickering c) unanimity d) dispute Correct Answer: c) unanimity Explanation: 'Controversy' শব্দের অর্থ হলো বিতর্ক বা মতবিরোধ। এর ঠিক বিপরীত অবস্থা হলো সর্বসম্মতি বা মতের ঐক্য, যার ইংরেজি 'unanimity'।

48th BCS English Questions 48th BCS Preli (Special) Doctor Faustus is- a) a comedy b) a historical novel c) a tragedy d) an absurd play John Keats wrote a) Ode to the West Wind b) Tintern Abbey c) Ode on a Grecian urn d) The ancient Mariner The passive form of the sentence, "Who did the work?" is- a) By whom the work was done? b) Whom had the work done by? c) By whom was the work done? d) Who was the work done? She succeeded [blank] her good work. a) because b) because of c) since d) as Choose the correct sentence. a) He resembles like his father b) He resembles with his father c) He resembles his father d) He resembles similar to his father Who composed paradise Lost? a) John Donne b) John Keats c) John Dryden d) John Milton What is the meaning of 'French leave? a) Leave on holidays b) spending time in France c) Leave without permission d) Emergency leave She works hard. What part of speech is the underlined word? a) Adjective b) Adverb c) Verb d) Noun The synonym of the word 'spectacular' is- a) ugly b) spacious c) spatial d) breathtaking What type of sentence is 'Do or die'. a) Complex b) Simple c) Compound d) Exclamatory Charles Dickens was an English a) poet b) playwright c) politician d) novelist He as well as his parents [blank] spending vacation abroad. a) are b) is c) will d) can These books [blank] me. a) belongs to b) belong to c) are belonged by d) belongs by কোনটি অশুদ্ধ বানান? a) Pneumonia b) Dyspepsia c) Gastitris d) Diarrhoea [blank] others is a great deed. a) To help b) Help c) To helping d) To have helped Lord of the Flies was written by a) William Shakespeare b) William Woradsworth c) William Golding d) T.S. Eliot Do you know the solution [blank] the problem? a) of b) for c) shout d) to What does the idiom "take someone to task" mean? a) To give someone a task to do b) To praise someone for his task c) To rebuke someone d) To appoint someone Choose the correct spelling. a) Repeatition b) Repeatation c) Repetition d) Ripitetion I love reading books and [blank] football. a) to play b) play c) playing d) to have played Choose the correct sentence. a) Where have you born? b) Where are you born? c) Where were you born? d) Where did you born? ANSWER 01.B | 02.B | 03.C | 04.C | 05.C | 06.D | 07.C | 08.B | 09.D | 10.C | 11.D | 12.B | 13.B | 14.C 15.A | 16.C | 17.D | 18.C | 19.C | 20.C | 21.C 48th BCS English Questions and Answers 01. Doctor Faustus is- a) a comedy b) a historical novel c) a tragedy d) an absurd play Correct Answer: c) a tragedy (Note: The provided answer key lists B, but this is factually incorrect). Explanation: Christopher Marlowe রচিত 'Doctor Faustus' একটি বিখ্যাত tragedy বা বিয়োগান্তক নাটক। 02. John Keats wrote a) Ode to the West Wind b) Tintern Abbey c) Ode on a Grecian urn d) The ancient Mariner Correct Answer: c) Ode on a Grecian urn (Note: The provided answer key lists B, but 'Tintern Abbey' was written by Wordsworth). Explanation: রোমান্টিক কবি John Keats-এর একটি বিখ্যাত কবিতা হলো 'Ode on a Grecian Urn'। 03. The passive form of the sentence, "Who did the work?" is- a) By whom the work was done? b) Whom had the work done by? c) By whom was the work done? d) Who was the work done? Correct Answer: c) By whom was the work done? Explanation: 'Who' যুক্ত Active voice-কে passive করতে 'By whom' বসে এবং এরপর বাক্যের গঠন interrogative (auxiliary verb + subject + verb-এর V3) হয়। 04. She succeeded [blank] her good work. a) because b) because of c) since d) as Correct Answer: b) because of (Note: The provided answer key lists C, but 'since' is a conjunction and grammatically incorrect here). Explanation: 'her good work' একটি noun phrase। Noun phrase-এর পূর্বে prepositional phrase হিসেবে 'because of' (কারণে) বসে। 'because', 'since', বা 'as' conjunction হিসেবে পুরো clause-এর পূর্বে বসে। 05. Choose the correct sentence. a) He resembles like his father b) He resembles with his father c) He resembles his father d) He resembles similar to his father Correct Answer: c) He resembles his father Explanation: 'Resemble' (সদৃশ হওয়া বা দেখতে একই রকম হওয়া) একটি transitive verb, তাই এর পর কোনো preposition (যেমন: to, with, like) বসে না, সরাসরি object বসে। 06. Who composed paradise Lost? a) John Donne b) John Keats c) John Dryden d) John Milton Correct Answer: d) John Milton Explanation: 'Paradise Lost' হলো John Milton রচিত ইংরেজি সাহিত্যের অন্যতম শ্রেষ্ঠ মহাকাব্য (epic)। 07. What is the meaning of 'French leave? a) Leave on holidays b) spending time in France c) Leave without permission d) Emergency leave Correct Answer: c) Leave without permission Explanation: 'French leave' একটি বহুল প্রচলিত idiom, যার অর্থ হলো কারও অনুমতি ছাড়া বা কাউকে না জানিয়ে কর্মস্থল বা স্থান ত্যাগ করা। 08. She works hard. What part of speech is the underlined word? a) Adjective b) Adverb c) Verb d) Noun Correct Answer: b) Adverb Explanation: এই বাক্যে 'hard' শব্দটি 'works' verb-টিকে modify করছে বা কাজের ধরন বোঝাচ্ছে, তাই এটি Adverb। 09. The synonym of the word 'spectacular' is- a) ugly b) spacious c) spatial d) breathtaking Correct Answer: d) breathtaking Explanation: 'Spectacular' শব্দের অর্থ চমৎকার, জাঁকালো বা দর্শনীয়। এর সঠিক সমার্থক শব্দ হলো 'breathtaking'। 10. What type of sentence is 'Do or die'. a) Complex b) Simple c) Compound d) Exclamatory Correct Answer: c) Compound Explanation: 'Do' এবং 'die'—এই দুটি independent clause 'or' নামক coordinating conjunction দ্বারা যুক্ত হওয়ায় এটি একটি Compound sentence। 11. Charles Dickens was an English a) poet b) playwright c) politician d) novelist Correct Answer: d) novelist Explanation: Charles Dickens ছিলেন ভিক্টোরিয়ান যুগের একজন বিশ্ববিখ্যাত ঔপন্যাসিক (novelist)। তাঁর রচিত বিখ্যাত উপন্যাসের মধ্যে রয়েছে Oliver Twist, Great Expectations ইত্যাদি। 12. He as well as his parents [blank] spending vacation abroad. a) are b) is c) will d) can Correct Answer: b) is Explanation: 'as well as' দ্বারা দুটি subject যুক্ত হলে প্রথম subject অনুযায়ী verb নির্ধারিত হয়। এখানে প্রথম subject 'He' (singular) অনুযায়ী verb 'is' বসবে। 13. These books [blank] me. a) belongs to b) belong to c) are belonged by d) belongs by Correct Answer: b) belong to Explanation: 'Belong to' অর্থ কারও অধিকারে থাকা। 'These books' (plural) বাক্যের subject হওয়ায় verb-এর plural form 'belong to' বসবে। 14. কোনটি অশুদ্ধ বানান? a) Pneumonia b) Dyspepsia c) Gastitris d) Diarrhoea Correct Answer: c) Gastitris Explanation: সঠিক বানানটি হবে 'Gastritis', যার অর্থ পাকস্থলীর প্রদাহ। অন্য অপশনগুলোর বানান সঠিক রয়েছে। 15. [blank] others is a great deed. a) To help b) Help c) To helping d) To have helped Correct Answer: a) To help Explanation: বাক্যের subject হিসেবে এখানে infinitive (To + verb-এর base form) ব্যবহৃত হবে। 'To help others is a great deed' অর্থ হলো 'অন্যকে সাহায্য করা একটি মহৎ কাজ'। 16. Lord of the Flies was written by a) William Shakespeare b) William Woradsworth c) William Golding d) T.S. Eliot Correct Answer: c) William Golding Explanation: 'Lord of the Flies' হলো নোবেলজয়ী ব্রিটিশ লেখক William Golding রচিত একটি বিখ্যাত রূপকধর্মী উপন্যাস (allegorical novel)। 17. Do you know the solution [blank] the problem? a) of b) for c) shout d) to Correct Answer: d) to Explanation: 'Solution'-এর পর appropriate preposition হিসেবে সাধারণত 'to' ব্যবহৃত হয় (যেমন: solution to the problem)। 18. What does the idiom "take someone to task" mean? a) To give someone a task to do b) To praise someone for his task c) To rebuke someone d) To appoint someone Correct Answer: c) To rebuke someone Explanation: "Take someone to task" একটি idiom, যার অর্থ হলো কাউকে কোনো ভুলের জন্য তিরস্কার করা, বকা দেওয়া বা জবাবদিহি করা (rebuke/scold)। 19. Choose the correct spelling. a) Repeatition b) Repeatation c) Repetition d) Ripitetion Correct Answer: c) Repetition Explanation: 'Repetition' (পুনরাবৃত্তি) শব্দটির সঠিক বানান এটি। এর root word হলো 'repeat', কিন্তু noun form-এ 'e' ব্যবহৃত হয়। 20. I love reading books and [blank] football. a) to play b) play c) playing d) to have played Correct Answer: c) playing Explanation: 'and' দ্বারা যুক্ত দুটি verb বা phrase-এর গঠন একই রকম থাকতে হয়, যাকে Parallelism বলে। এখানে 'reading'-এর সাথে সামঞ্জস্য রেখে 'playing' বসবে। 21. Choose the correct sentence. a) Where have you born? b) Where are you born? c) Where were you born? d) Where did you born? Correct Answer: c) Where were you born? Explanation: জন্মগ্রহণের বিষয়টি সবসময় past indefinite tense এবং passive voice-এ (be born) প্রকাশ করা হয়। তাই 'Where were you born?' বাক্যটি গঠনগতভাবে সঠিক।

49th BCS English Questions 49th BCS Preli (Special) Pick the correctly spelt word. a) Conscintious b) concientious c) Consientious d) conscientious They talked about going on a vacation'. Here 'going' is a/an- a) participle b) infinitive c) verbal noun d) gerund. Which gender is the noun 'neighbour'? a) Masculin b) Feminine c) Neuter d) Common Someone sneezed loudly at the back of the hall. In this sentence the verb 'sneezed' is a) causative b) transitive c) intransitive d) factitive A person who leaves his/her own country to settle permanently in another is called a/an a) immigrant b) expatriate c) emigrant d) migrant Identify the word that can be used as both singular and plural. a) light b) shot c) criterion d) cannon Identify the correct passive form, "people thought that the despot was corrupt" a) The despot had been thought to be corrupt b) It was thought that the despot was corrupt c) The despot was thought to be corrupt d) The despot is thought to be corrupt After lunch we went for a leisurely stroll' Here 'leisurely' is a/an- a) adverb b) adjective c) noun d) conjunction We know that the earth is a planet' The underlined part is a/an- a) noun clause b) adjective clause c) adverbial clause d) principle clause Select the sentence in which 'better' is an adverb a) We're helping for better weather tomorrow b) Sound travels better in water than in air c) It's hard to decide which one is better d) He joined the gym to better his health. Fill in the blanks with appropriate words. "Selina knocked it [blank] the park with her performance in culinary art" a) outside b) out of c) inside d) out The idiom 'icing on the cake means- a) a slice of the cake b) an attractive but unnecessary addition c) an attractive service d) an attractive and essential enhancement Choose the synonym for 'fright': a) placidity b) apprehension c) composure d) equanimity We work everyday except Friday. In this sentence except is a/an- a) adjective b) noun c) preposition d) pronoun Which sentence is correct? a) The picture was hanged on the wall b) The picture was hung on the wall c) The picture was hanged on the wall d) The picture had hanged on the wall The novel Wuthering Heights was penned by the author under the penname a) Ellise Bellet b) Ellis Bell c) Ellis Belle d) Una Elis The play "Englishmen for My Money" was written by- a) Christopher Marlowe b) William Haughton c) Thomas Kyd d) Ben Johnson "- I cannot but conclude the Bulk of your Natives, to be the most pernicious race of little odious vermin that Nature ever suffered to crawl upon the surface of the Earth"- the statement occurs in- a) Robinson Crusoe b) Vanity Fair c) A Doll's House d) Gulliver's Travels "Rubiyat of Khayyam" is attributed to a) Edward FitzGerald b) Thomas Fitzgerald c) Scott Fitzgerald d) William Fitzgerald Who wrote "A Vindication of the Rights of Women"? a) Claire Clairmont b) Mary Wollstonecraft Godwin c) Marry Wollstonecraft d) Mary Shelley ANSWER 01.D | 02.D | 03.D | 04.B | 05.C | 06.D | 07.C | 08.B | 09.A | 10.B 11.B | 12.B | 13.C | 14.C | 15.B | 16.C | 17.C | 18.D | 19.A | 20.B 49th BCS English Questions and Answers 01. Pick the correctly spelt word. a) Conscintious b) concientious c) Consientious d) conscientious Correct Answer: d) conscientious Explanation: "Conscientious" (বিবেকবান) শব্দটির সঠিক বানান এটি। 02. They talked about going on a vacation'. Here 'going' is a/an- a) participle b) infinitive c) verbal noun d) gerund. Correct Answer: d) gerund. Explanation: Preposition "about"-এর পর verb-এর সাথে 'ing' যুক্ত হয়ে gerund (going) বসেছে, যা বাক্যে noun-এর কাজ করছে। 03. Which gender is the noun 'neighbour'? a) Masculin b) Feminine c) Neuter d) Common Correct Answer: d) Common Explanation: 'Neighbour' (প্রতিবেশী) বলতে পুরুষ বা নারী উভয়কেই বোঝায়, তাই এটি common gender। 04. Someone sneezed loudly at the back of the hall. In this sentence the verb 'sneezed' is a) causative b) transitive c) intransitive d) factitive Correct Answer: b) transitive (Note: The provided answer key lists B, though grammatically "sneeze" is an intransitive verb as it does not take a direct object). Explanation: ব্যাকরণগতভাবে 'sneeze' একটি intransitive verb কারণ এর কোনো object থাকে না (এখানে loudly হলো adverb)। তবে প্রদত্ত উত্তরপত্রে এটি transitive হিসেবে দেওয়া আছে। 05. A person who leaves his/her own country to settle permanently in another is called a/an a) immigrant b) expatriate c) emigrant d) migrant Correct Answer: c) emigrant Explanation: নিজের দেশ ছেড়ে অন্য দেশে স্থায়ীভাবে বসবাস করতে যাওয়া ব্যক্তিকে 'emigrant' (দেশত্যাগী) বলে। অন্যদিকে, অন্য দেশ থেকে নিজের দেশে আসা ব্যক্তিকে 'immigrant' বলে। 06. Identify the word that can be used as both singular and plural. a) light b) shot c) criterion d) cannon Correct Answer: d) cannon Explanation: 'Cannon' (কামান) শব্দটি singular এবং plural উভয় ফর্মেই ব্যবহৃত হতে পারে (cannons-ও হয়, তবে cannon-ও বহুবচন হিসেবে ব্যাপকভাবে গ্রাহ্য)। 07. Identify the correct passive form, "people thought that the despot was corrupt" a) The despot had been thought to be corrupt b) It was thought that the despot was corrupt c) The despot was thought to be corrupt d) The despot is thought to be corrupt Correct Answer: c) The despot was thought to be corrupt Explanation: "People thought that..." যুক্ত বাক্যের passive সাধারণত "It was thought that..." অথবা "The subject (the despot) was thought to be..." উভয়ভাবেই করা যায়। অপশনগুলোর মধ্যে 'c' অধিকতর প্রচলিত। 08. After lunch we went for a leisurely stroll' Here 'leisurely' is a/an- a) adverb b) adjective c) noun d) conjunction Correct Answer: b) adjective Explanation: 'stroll' (হাঁটা) একটি noun, আর noun-কে modify করার কারণে 'leisurely' এখানে adjective হিসেবে কাজ করছে। 09. We know that the earth is a planet' The underlined part is a/an- a) noun clause b) adjective clause c) adverbial clause d) principle clause Correct Answer: a) noun clause Explanation: "that the earth is a planet" clause-টি transitive verb "know"-এর object হিসেবে বসেছে, তাই এটি একটি noun clause। 10. Select the sentence in which 'better' is an adverb a) We're helping for better weather tomorrow b) Sound travels better in water than in air c) It's hard to decide which one is better d) He joined the gym to better his health. Correct Answer: b) Sound travels better in water than in air Explanation: এখানে 'better' শব্দটি 'travels' verb-টিকে modify করছে, তাই এটি একটি adverb। অপশন (a)-তে এটি adjective এবং (d)-তে verb হিসেবে ব্যবহৃত। 11. Fill in the blanks with appropriate words. "Selina knocked it [blank] the park with her performance in culinary art" a) outside b) out of c) inside d) out Correct Answer: b) out of Explanation: "Knock it out of the park" একটি বহুল প্রচলিত idiom, যার অর্থ কোনো কাজে অসাধারণ সাফল্য অর্জন করা বা অসাধারণ পারফর্ম করা। 12. The idiom 'icing on the cake means- a) a slice of the cake b) an attractive but unnecessary addition c) an attractive service d) an attractive and essential enhancement Correct Answer: b) an attractive but unnecessary addition Explanation: "Icing on the cake" idiom-টির অর্থ হলো এমন কোনো বিষয় যা একটি ভালো পরিস্থিতিকে আরও আকর্ষণীয় করে তোলে, তবে তা অপরিহার্য বা আবশ্যক নয়। 13. Choose the synonym for 'fright': a) placidity b) apprehension c) composure d) equanimity Correct Answer: c) composure (Note: The provided answer key lists C, but "composure" is actually an antonym. The correct synonym for fright is "apprehension"). Explanation: 'Fright' শব্দের অর্থ ভয় বা শঙ্কা। এর সমার্থক শব্দ হওয়া উচিত 'apprehension' (উদ্বেগ/ভয়)। তবে প্রদত্ত উত্তরপত্রে 'composure' দেওয়া আছে যা আসলে এর বিপরীত শব্দ (শান্ত ভাব)। 14. We work everyday except Friday. In this sentence except is a/an- a) adjective b) noun c) preposition d) pronoun Correct Answer: c) preposition Explanation: এখানে 'except' শব্দটি 'Friday' noun-এর আগে বসে বাক্যের অন্য অংশের সাথে এর সম্পর্ক স্থাপন করেছে, তাই এটি preposition। 15. Which sentence is correct? a) The picture was hanged on the wall b) The picture was hung on the wall c) The picture was hanged on the wall d) The picture had hanged on the wall Correct Answer: b) The picture was hung on the wall Explanation: ছবি বা কোনো বস্তু ঝোলানোর ক্ষেত্রে 'hang'-এর past/past participle form হলো 'hung'। অন্যদিকে, ফাঁসি দেওয়ার ক্ষেত্রে 'hanged' ব্যবহৃত হয়। 16. The novel Wuthering Heights was penned by the author under the penname a) Ellise Bellet b) Ellis Bell c) Ellis Belle d) Una Elis Correct Answer: c) Ellis Belle (Note: The provided answer key lists C, but Emily Brontë's actual pen name was "Ellis Bell"). Explanation: Emily Brontë তাঁর বিখ্যাত উপন্যাস "Wuthering Heights" লিখেছিলেন তাঁর ছদ্মনাম 'Ellis Bell' ব্যবহার করে। প্রদত্ত উত্তরপত্রে বানানটি 'Ellis Belle' দেওয়া আছে। 17. The play "Englishmen for My Money" was written by- a) Christopher Marlowe b) William Haughton c) Thomas Kyd d) Ben Johnson Correct Answer: c) Thomas Kyd (Note: The provided answer key lists C, though the actual author is William Haughton). Explanation: "Englishmen for My Money" (১৫৯৮) নাটকটি রচনা করেছেন ইংরেজ নাট্যকার William Haughton। তবে প্রদত্ত উত্তরপত্রে Thomas Kyd দেওয়া আছে। 18. "- I cannot but conclude the Bulk of your Natives, to be the most pernicious race of little odious vermin that Nature ever suffered to crawl upon the surface of the Earth"- the statement occurs in- a) Robinson Crusoe b) Vanity Fair c) A Doll's House d) Gulliver's Travels Correct Answer: d) Gulliver's Travels Explanation: বিখ্যাত এই ব্যঙ্গাত্মক উক্তিটি Jonathan Swift-এর "Gulliver's Travels"-এর Brobdingnag-এর রাজার মুখ থেকে উচ্চারিত হয়েছিল। 19. "Rubiyat of Khayyam" is attributed to a) Edward FitzGerald b) Thomas Fitzgerald c) Scott Fitzgerald d) William Fitzgerald Correct Answer: a) Edward FitzGerald Explanation: ওমর খৈয়ামের "রুবাইয়াত"-এর সবচেয়ে বিখ্যাত ইংরেজি অনুবাদক হলেন Edward FitzGerald। 20. Who wrote "A Vindication of the Rights of Women"? a) Claire Clairmont b) Mary Wollstonecraft Godwin c) Marry Wollstonecraft d) Mary Shelley Correct Answer: b) Mary Wollstonecraft Godwin Explanation: নারীবাদী দর্শনের অন্যতম আদি প্রবক্তা Mary Wollstonecraft (Godwin) তাঁর বিখ্যাত গ্রন্থ "A Vindication of the Rights of Woman" (১৭৯২) রচনা করেন।

50th BCS English Questions 'Helena said I took the laptop home with me.' Its indirect form is- a) Helena said that she took the laptop home with her b) Helena said that she had taken the laptop home with her c) Helena confirmed that she has taken the laptop home with her d) Helena told that she has the laptop taken home with her 'It is no good falling in love at first sight'. Here word "falling" is a/an. a) participle b) infinitive c) gerund d) verbal noun Candidates are required to get - the centre before 09:00 am. a) at b) to c) in d) into To have a shot means: a) to open fire b) to take a photograph c) to make a try d) to test a gun The book that she recommended turned out to be very helpful. Here the undelined clause is a. a) relative clause b) noun clause c) adverbial clause d) independent clause What gender is the word 'monarch'? a) masculine b) feminine c) neuter d) common What is the antonym of 'percipience'? a) shrewdness b) dullness c) discerning d) astuteness Identify the sentence where 'up' functions as a noun. a) He turned the volume up. b) Business confidence is on the up. c) We live just up the road. d) Our system should be up by afternoon. Which one is a coordinating conjunction? a) since b) lest c) so d) as A very large building in which aircraft are housed is called a/an. a) terminal b) aerodrome c) hanger d) hangar You will need a variety of skills, including leadership, endurance etc. In this sentence the word 'including' is a- a) participle b) preposition c) conjunction d) gerund A synonym of the word 'crepuscular' is - a) nocturnal b) diurnal c) cathemeral d) twilit The sauing 'Every cloud has its silver lining' means: a) bad weather is often replaced by good weather b) clouds often have shining surroundings c) every difficult situation has a more hopeful aspect though not aparent at the beginning d) clouds and sunshine go hand in hand Identify the incorrect spelling: a) diletante b) homonym c) cromulent d) accubation Identify the compound sentence a) Either you do it or you will be fined b) Unless you do it, you will be fined c) Do it or I shall fine you d) You have to do it, otherwise I will fine you 'The villagers believed that he was an honest leader'. Passive form of this sentence is: a) He was believed to be an honest leader b) He was believed to have been an honest leader c) He has been believed to be an honest leader d) He was believed he was an honest leader Which functions both as a transitive and an intranstive verb? a) sleep b) arrive c) break d) die An element required in a paragraph for smooth flow of ideas is called a- a) transtion sentence b) topic sentence c) supporting sentence d) concluding sentence In which of these poems did Matthew Arnold express a pessimistic worldview, reflecting on a world full of conflicts and lacking in joy evincing an implicit criticism of Victorian era's aggressive spirit? a) Scholar Gipsy b) Dover Beach c) Rugby Chapel d) Immortiallty The killing of albatross in The Rime of the Anclent Mariner was indicative of- a) a trigger happy Mariner b) the essential irrationality of man c) a superstitious Mariner d) the Mariner as a skillful fowler Which of these works contains a defence of the right of freedom of speech and expression? a) Holy Living and Holy Dying b) Areopagitica c) Religio Medici d) A Free Man's Worship Which novel chronicles intense, destructive love fueling multigenerational cruelty & obsession? a) Jane Eyre b) Emma c) Wuthering Heights d) Persuasion Which of these is not characteristice of English Romantice Poetry? a) Expression of feelings rather than action or plot b) Inane and guady phraseology c) Ordinary life d) Everyday language In William Shakespeare's play As You Like It, the Seven Ages of Man speech was delivered by - a) Orlando b) Jaques c) Oliver d) Rosalind 'Poetry is the spontaneous overflow of powerful feeling: it takes its origin from emotion recollected in tranquility' is a statement ascribed to- a) Cloeridge b) TS Eliot c) IA Richards d) William Wordsworth Themes like racial prejudice, oppressive power dynamics, unbridgeable gulf between Eastern & Western cultures, etc. are best exemplified in. a) Kim by Rudyard Kipling b) Shadow of the Moon by MM Kaye c) Bhowani Junction by John Masters d) A Passage to India by EM Forster Let me not to the marriage of true minds/Admit impediments; love is not love/Which alters when it alteration finds'. Lines taken from a sonnet by a) Spencer b) Petrarch c) Shakespeare d) Donne In Gulliver's Travels, which of these traits Swift does not show in his depicion of the land of the Lilliput? a) pride b) peace & wisdom c) lies d) silly rules The lines 'A Book of Verse underneath the Bough, / A Jug of Wine, a Loaf of Bread and thou Beside me singing in the Wilderness...' are taken from a famous translation work by. a) Scott Fitzgerald b) William Fitzgerald c) Edward Fitzgerald d) Gerald Fitzgerald Which play is filled with nonsensical conversation, meaningless dialogues, and characters who often become forgetful? a) Pygmalion b) Waiting for Godot c) The Skin Game d) Candida ANSWER 01.B | 02.C | 03.B | 04.C | 05.A | 06.D | 07.B | 08.B | 09.D | 10.D 11.D | 12.D | 13.C | 14.A | 15.A.C.D | 16.A | 17.C | 18.A | 19.B | 20.B 21.B | 22.C | 23.D | 24.C | 25.B | 26.D | 27.C | 28.C | 29.B | 30.C Answers with Explanation 01. 'Helena said, 'I took the laptop home with me.' Its indirect form is- a) Helena said that she took the laptop home with her b) Helena said that she had taken the laptop home with her c) Helena confirmed that she has taken the laptop home with her d) Helena told that she has the laptop taken home with her Correct Answer: b) Helena said that she had taken the laptop home with her Explanation: Direct speech-এর past indefinite tense ("took"), indirect speech-এ past perfect tense ("had taken")-এ রূপান্তরিত হয়। 02. 'It is no good falling in love at first sight'. Here word "falling" is a/an. a) participle b) infinitive c) gerund d) verbal noun Correct Answer: c) gerund Explanation: "It is no good" phrase-টির পর verb-এর সাথে 'ing' যুক্ত হয়ে gerund বসে, যা বাক্যে noun-এর কাজ সম্পন্ন করে। 03. Candidates are required to get [blank] the centre before 09:00 am. a) at b) to c) in d) into Correct Answer: b) to Explanation: কোনো গন্তব্যে বা স্থানে পৌঁছানো বোঝাতে "get to" (arrive at) ব্যবহৃত হয়। 04. To have a shot means: a) to open fire b) to take a photograph c) to make a try d) to test a gun Correct Answer: c) to make a try Explanation: "To have a shot" একটি ইংরেজি idiom, যার অর্থ হলো কোনো কিছু করার চেষ্টা করা (to attempt or try to do something)। 05. The book that she recommended turned out to be very helpful. Here the undelined clause is a. a) relative clause b) noun clause c) adverbial clause d) independent clause Correct Answer: a) relative clause Explanation: "that she recommended" clause-টি পূর্ববর্তী noun "The book"-কে modify করছে, তাই এটি একটি relative clause বা adjective clause। 06. What gender is the word 'monarch'? a) masculine b) feminine c) neuter d) common Correct Answer: d) common Explanation: "Monarch" শব্দটি দিয়ে রাজা বা রানী (king or queen) উভয়কেই বোঝানো যায়, তাই এটি common gender। 07. What is the antonym of 'percipience'? a) shrewdness b) dullness c) discerning d) astuteness Correct Answer: b) dullness Explanation: "Percipience" শব্দের অর্থ তীক্ষ্ণ বুদ্ধিমত্তা বা গভীর অন্তর্দৃষ্টি। এর সঠিক বিপরীত শব্দ "dullness" বা নির্বুদ্ধিতা। 08. Identify the sentence where 'up' functions as a noun. a) He turned the volume up. b) Business confidence is on the up. c) We live just up the road. d) Our system should be up by afternoon. Correct Answer: b) Business confidence is on the up. Explanation: এখানে "up" শব্দটির আগে article "the" বসেছে এবং এটি preposition "on"-এর object হিসেবে ব্যবহৃত হয়েছে, তাই এটি noun। 09. Which one is a coordinating conjunction? a) since b) lest c) so d) as Correct Answer: c) so (Note: The provided answer key lists D, but grammatically 'so' is the correct answer). Explanation: 'So' হলো একটি coordinating conjunction (FANBOYS-এর অংশ), যা দুটি independent clause-কে যুক্ত করে। 'Since', 'lest' এবং 'as' হলো subordinating conjunctions। 10. A very large building in which aircraft are housed is called a/an. a) terminal b) aerodrome c) hanger d) hangar Correct Answer: d) hangar Explanation: বিমান রাখার বিশাল আচ্ছাদিত ঘরকে ইংরেজিতে "hangar" বলা হয়। অন্যদিকে "hanger" মানে কাপড় ঝোলানোর বস্তু। 11. You will need a variety of skills, including leadership, endurance etc. In this sentence the word 'including' is a- a) participle b) preposition c) conjunction d) gerund Correct Answer: b) preposition (Note: The provided answer key lists D). Explanation: বাক্যে "including" শব্দটি preposition হিসেবে কাজ করছে, যা এর পরের noun-গুলোর সাথে বাক্যের অন্য অংশের সম্পর্ক স্থাপন করেছে। 12. A synonym of the word 'crepuscular' is - a) nocturnal b) diurnal c) cathemeral d) twilit Correct Answer: d) twilit Explanation: "Crepuscular" শব্দের অর্থ গোধূলিকালীন বা twilight-সম্পর্কিত। এর সমার্থক শব্দ হলো "twilit"। 13. The sauing 'Every cloud has its silver lining' means: a) bad weather is often replaced by good weather b) clouds often have shining surroundings c) every difficult situation has a more hopeful aspect though not aparent at the beginning d) clouds and sunshine go hand in hand Correct Answer: c) every difficult situation has a more hopeful aspect though not aparent at the beginning Explanation: এই প্রবাদটির অর্থ হলো— চরম হতাশা বা কঠিন বিপদের মধ্যেও একটি আশার আলো বা ইতিবাচক দিক লুকিয়ে থাকে। 14. Identify the incorrect spelling: a) diletante b) homonym c) cromulent d) accubation Correct Answer: a) diletante Explanation: সঠিক বানানটি হবে "dilettante" (ডাবল 't' হবে), যার অর্থ শিল্পের অপেশাদার অনুরাগী। 15. Identify the compound sentence a) Either you do it or you will be fined b) Unless you do it, you will be fined c) Do it or I shall fine you d) You have to do it, otherwise I will fine you Correct Answer: a, c, d (Multiple correct options as per key: 15.A.C.D) Explanation: Compound sentence-এ independent clause-গুলো coordinating conjunction (যেমন- or, otherwise) দিয়ে যুক্ত থাকে। Option A, C এবং D-তে এই নিয়ম মানা হয়েছে। 16. 'The villagers believed that he was an honest leader'. Passive form of this sentence is: a) He was believed to be an honest leader b) He was believed to have been an honest leader c) He has been believed to be an honest leader d) He was believed he was an honest leader Correct Answer: a) He was believed to be an honest leader Explanation: "People/villagers believed that..." যুক্ত বাক্যের passive form সাধারণত "He was believed to be..." দিয়ে শুরু হয়। 17. Which functions both as a transitive and an intranstive verb? a) sleep b) arrive c) break d) die Correct Answer: c) break Explanation: "Break" verb-টি object-সহ (transitive: He broke the glass) এবং object ছাড়া (intransitive: The glass broke) দুইভাবেই ব্যবহার করা যায়। 18. An element required in a paragraph for smooth flow of ideas is called a- a) transtion sentence b) topic sentence c) supporting sentence d) concluding sentence Correct Answer: a) transtion sentence Explanation: Paragraph-এ একটি বাক্য বা ধারণার সাথে অন্যটির সুশৃঙ্খল ও মসৃণ সংযোগ (smooth flow) তৈরি করতে transition sentence ব্যবহৃত হয়। 19. In which of these poems did Matthew Arnold express a pessimistic worldview, reflecting on a world full of conflicts and lacking in joy evincing an implicit criticism of Victorian era's aggressive spirit? a) Scholar Gipsy b) Dover Beach c) Rugby Chapel d) Immortiallty Correct Answer: b) Dover Beach Explanation: "Dover Beach" কবিতায় Matthew Arnold ভিক্টোরিয়ান যুগের মানুষের ধর্মবিশ্বাসের অভাব এবং আধুনিক জীবনের সংঘাত নিয়ে তার হতাশাবাদী দৃষ্টিভঙ্গি প্রকাশ করেছেন। 20. The killing of albatross in The Rime of the Anclent Mariner was indicative of- a) a trigger happy Mariner b) the essential irrationality of man c) a superstitious Mariner d) the Mariner as a skillful fowler Correct Answer: b) the essential irrationality of man Explanation: অ্যালবাট্রস পাখিটিকে কোনো কারণ ছাড়াই হত্যা করা হয়েছিল, যা প্রকৃতির প্রতি মানুষের সহজাত অযৌক্তিকতা বা irrationality নির্দেশ করে। 21. Which of these works contains a defence of the right of freedom of speech and expression? a) Holy Living and Holy Dying b) Areopagitica c) Religio Medici d) A Free Man's Worship Correct Answer: b) Areopagitica Explanation: John Milton-এর লেখা "Areopagitica" হলো বাকস্বাধীনতা ও সংবাদমাধ্যমের স্বাধীনতার (freedom of the press) পক্ষে একটি ঐতিহাসিক গদ্য রচনা। 22. Which novel chronicles intense, destructive love fueling multigenerational cruelty & obsession? a) Jane Eyre b) Emma c) Wuthering Heights d) Persuasion Correct Answer: c) Wuthering Heights Explanation: Emily Brontë রচিত "Wuthering Heights" উপন্যাসে Heathcliff ও Catherine-এর তীব্র, ধ্বংসাত্মক প্রেম এবং বংশপরম্পরায় এর নিষ্ঠুর প্রভাব বর্ণিত হয়েছে। 23. Which of these is not characteristice of English Romantice Poetry? a) Expression of feelings rather than action or plot b) Inane and guady phraseology c) Ordinary life d) Everyday language Correct Answer: b) Inane and guady phraseology (Note: Provided key lists D, but factually B is the trait they rejected). Explanation: রোমান্টিক কবিরা "inane and gaudy phraseology" (অর্থহীন ও আড়ম্বরপূর্ণ শব্দগুচ্ছ) প্রত্যাখ্যান করে সাধারণ মানুষের everyday language ব্যবহারের পক্ষে ছিলেন। 24. In William Shakespeare's play As You Like It, the Seven Ages of Man speech was delivered by - a) Orlando b) Jaques c) Oliver d) Rosalind Correct Answer: b) Jaques (Note: Provided key lists C, but factually Jaques delivers it). Explanation: শেক্সপিয়রের "As You Like It" নাটকে বিখ্যাত "All the world's a stage" বা Seven Ages of Man মনোলগটি Jaques চরিত্রটি প্রদান করে। 25. 'Poetry is the spontaneous overflow of powerful feeling: it takes its origin from emotion recollected in tranquility' is a statement ascribed to- a) Cloeridge b) TS Eliot c) IA Richards d) William Wordsworth Correct Answer: d) William Wordsworth (Note: Provided key lists B, but the quote belongs to Wordsworth). Explanation: এটি উইলিয়াম ওয়ার্ডসওয়ার্থ-এর বিখ্যাত উক্তি, যা তিনি "Lyrical Ballads"-এর Preface-এ কবিতার সংজ্ঞায়নে ব্যবহার করেছেন। 26. Themes like racial prejudice, oppressive power dynamics, unbridgeable gulf between Eastern & Western cultures, etc. are best exemplified in. a) Kim by Rudyard Kipling b) Shadow of the Moon by MM Kaye c) Bhowani Junction by John Masters d) A Passage to India by EM Forster Correct Answer: d) A Passage to India by EM Forster Explanation: E.M. Forster-এর "A Passage to India" উপন্যাসে ব্রিটিশ শাসনমলে ভারতীয় ও ব্রিটিশদের মধ্যকার সাংস্কৃতিক ব্যবধান এবং বর্ণবৈষম্যের চিত্র নিপুণভাবে ফুটে উঠেছে। 27. Let me not to the marriage of true minds/Admit impediments; love is not love/Which alters when it alteration finds'. Lines taken from a sonnet by a) Spencer b) Petrarch c) Shakespeare d) Donne Correct Answer: c) Shakespeare Explanation: বিখ্যাত এই লাইনগুলো উইলিয়াম শেক্সপিয়রের লেখা Sonnet 116 থেকে নেওয়া হয়েছে, যা প্রকৃত ভালোবাসার অপরিবর্তনশীলতা নিয়ে রচিত। 28. In Gulliver's Travels, which of these traits Swift does not show in his depicion of the land of the Lilliput? a) pride b) peace & wisdom c) lies d) silly rules Correct Answer: b) peace & wisdom (Note: Provided key lists C). Explanation: Lilliputian-রা ছিল ক্ষুদ্র, অহংকারী (pride) এবং অর্থহীন নিয়মের অনুসারী (silly rules)। লেখক তাদের মধ্যে "peace & wisdom" বা শান্তি ও প্রজ্ঞার চিত্র ফুটিয়ে তোলেননি। 29. The lines 'A Book of Verse underneath the Bough, / A Jug of Wine, a Loaf of Bread and thou Beside me singing in the Wilderness...' are taken from a famous translation work by. a) Scott Fitzgerald b) William Fitzgerald c) Edward Fitzgerald d) Gerald Fitzgerald Correct Answer: c) Edward Fitzgerald (Note: Provided key lists B). Explanation: বিখ্যাত এই লাইনগুলো ওমর খৈয়ামের "রুবাইয়াত"-এর ইংরেজি অনুবাদ থেকে নেওয়া, যা Edward FitzGerald অনুবাদ করেছিলেন। 30. Which play is filled with nonsensical conversation, meaningless dialogues, and characters who often become forgetful? a) Pygmalion b) Waiting for Godot c) The Skin Game d) Candida Correct Answer: b) Waiting for Godot (Note: Provided key lists C). Explanation: Samuel Beckett-এর "Waiting for Godot" একটি Absurd drama, যেখানে চরিত্রগুলোর কথোপকথন অর্থহীন (nonsensical) এবং উদ্দেশ্যহীনভাবে তারা অপেক্ষা করতে থাকে।

BCS English Questions With Answers - English Portions of BCS Examination Questions / Answers with Explanation of BCS English Questions 50th BCS English Questions & Answers with Explanation 49th BCS English Questions & Answers with Explanation 48th BCS English Questions & Answers with Explanation 47th BCS English Questions & Answers with Explanation 46th BCS English Questions & Answers with Explanation 45th BCS English Questions & Answers with Explanation 44th BCS English Questions & Answers with Explanation 43rd BCS English Questions & Answers with Explanation 42nd BCS English Questions & Answers with Explanation 41st BCS English Questions & Answers with Explanation 40th BCS English Questions & Answers with Explanation 39th BCS English Questions & Answers with Explanation 38th BCS English Questions & Answers with Explanation 37th BCS English Questions & Answers with Explanation 36th BCS English Questions & Answers with Explanation 35th BCS English Questions & Answers with Explanation 34th BCS English Questions & Answers with Explanation 33rd BCS English Questions & Answers with Explanation 32nd BCS English Questions & Answers with Explanation 31st BCS English Questions & Answers with Explanation 30th BCS English Questions & Answers with Explanation 29th BCS English Questions & Answers with Explanation 28th BCS English Questions & Answers with Explanation 27th BCS English Questions & Answers with Explanation 26th BCS English Questions & Answers with Explanation 25th BCS English Questions & Answers with Explanation 24th BCS English Questions & Answers with Explanation 23rd BCS English Questions & Answers with Explanation 22nd BCS English Questions & Answers with Explanation 21st BCS English Questions & Answers with Explanation 20th BCS English Questions & Answers with Explanation 19th BCS English Questions & Answers with Explanation 18th BCS English Questions & Answers with Explanation 17th BCS English Questions & Answers with Explanation 16th BCS English Questions & Answers with Explanation 15th BCS English Questions & Answers with Explanation 14th BCS English Questions & Answers with Explanation 13th BCS English Questions & Answers with Explanation 12th BCS English Questions & Answers with Explanation 11th BCS English Questions & Answers with Explanation 10th BCS English Questions & Answers with Explanation English for BCS Examination 1. Adjective Adjective - Lesson-1 * Adjective - Exercise -1 * Adjective - Exercise -2 * Adjective - Exercise -3 * Adjective - Exercise -4 * 2. Adjective and Article, Determiners Adjective and Article, Determiners - Exercise -1 * 3. Adverb Adverb - Lesson -1 * Adverb - Exercise -1 * 4. Affirmative & Negative Agreement Affirmative and Negative Agreement Affirmative & Negative Agreement - Lesson -1 * Affirmative & Negative Agreement - Exercise -1 5. Analogy Analogy Exercise -1 * Analogy - Exercise - 2 * Analogy - Exercise - 3 * 6. Antonym Antonym Exercise -1 * 7. Articles Article- Lessons' Contents & Comprehensive List Articles - Lesson - 1 * Article - Exercise -1 * Articles - Exercise - 4 * 8. Causative Verb Causative Verb - Lesson -1 * 9. Clauses Clauses - Lessons' Contents & Comprehensive List Clauses - Exercise -1 * 10. Conditional Conditional Sentences - Lesson -1 * Conditional Sentences - Exercise -2 * 11. Conjunction Conjunction - Lesson -1 * Conjunction & Linkers - Exercise -1 * Conjunction & Linkers - Exercise -3 * Conjunction & Linkers - Exercise -3 * 12. Corrections Correction Lesson - 1 * Correction Exercise -1 * Correction Exercise -3 * Correction Exercise - 4 * Correction Exercise - 6 * 13. Dangling Modifiers Dangling Modifier Lesson -1 * Dangling Modifier Exercise -1 * 14. Degree of Comparison Degree of Comparison - Lesson 1 * Degree of Comparison - Lesson 2 * 15. Diction Diction Exercise -1 * 16. Gender Gender Lesson -1 * Gender- Exercise -1 * 17. Gerund and Participle Gerund & Participle - Exercise -1 * 18. Interjection Interjection - Exercise -1 * 19. Inversion Inversion - Exercise -1 * Inversion - Exercise -1 * 20. Literature Literature Exercise -2 * Literature - Exercise -3 * Literature - Exercise - 4 * Literature - Exercise - 5 * Literature - Exercise - 7 * Literature - Exercise - 8 * Literature - Exercise -9 * Literature Exercise -10 . * 21. Modal Verbs Modal Verb - Lesson -1 * 22. Narration Narration - Exercise -1 * Narration Exercise -2 * Narration Exercise - 3 * Narration Exercise - 4 * Narration Practice (MCQ) Passage Narration Lesson -1 * 23. Noun Noun Lesson * Noun Exercise -1 * Noun Exercise -2 * Noun Exercise -4 * 24. Number Number Lesson -1 * Number Exercise -1 * Number Exercise -2 * 25. Parallelism Parallelism Parallelism - Lessons' Contents & Comprehensive List Parallelism Exercise 1 Parallelism - Exercise -1 * 26. Parts of Speech Parts of Speech - Lesson * Parts of Speech - Exercise -1 * Parts of Speech - Exercise -2 * 27. Phrase Phrase Lesson - 1 * Phrase - Exercise -1 * Phrase - Foreign Phrases - Exercise - 1 * 28. Phrase and cluse Phrase and Clause - Lesson-1 * 29. Phrase and Idioms Phrase and Idioms - Exercise -2 * 30. Pin Pointing Errors Pin Pointing Errors Exercise -1 * Pin Pointing Errors Exercise -4 * 31. Preposition , Appropriate Preposition Preposition - Lessons' Contents & Comprehensive List Preposition Lesson-1 * Preposition - Exercise - 1 * Preposition - Exercise -2 * Preposition Exercise - 6 * Appropriate Preposition- Exercise -1 * Appropriate Preposition- Exercise -1 Preposition - Appropriate Preposition Exercise - 4 * Preposition - Appropriate Preposition Exercise - 5 * Preposition - Appropriate Preposition Exercise - 7 * Preposition - Appropriate Preposition Exercise - 8 * Preposition - Appropriate Preposition Exercise - 9 * Preposition - Appropriate Preposition Exercise - 12 * 32. Pronoun Pronoun Lesson 1 * Pronoun- Exercise -1 * Pronoun- Exercise -2 * Pronoun- Exercise -3 * 33. Proverb PROVERBS Exercise -1 * 34. Punctuation Punctuation and Capitalization - Lesson -1 * 35. Quotation Quotation - Exercise -1 * 36. Redundancy Redundancy Exercise -1 * 37. Right form of verb Right form of verb Lesson - 1 * Right form of Verbs Exercise Right form of verb- Exercise -2 * Right form of verb- Exercise -6 * Right form of verb- Exercise - 9 * 38. Sentence Sentence - Lesson -1 * Sentence - Exercise -1 * Sentence- Exercise -2 * 39. Spelling Spelling Exercise -1 * Spelling Exercise -4 * Spelling Exercise -5 * Spelling Exercise - 6 * Spelling Exercise -8 * 40. Subject Verb Agreement Subject Verb Agreement - Lesson - 1 * Subject Verb Agreement - Exercise -2 * Subject Verb Agreement - Exercise - 3 * Subject Verb Agreement - Exercise - 4 * 41. Subjunctive Mood Subjunctive / Subjunctive Mood Exercise -1 * Subjunctive Mood - Lesson -1 * 42. Suffix and Prefix Suffix and Suffix -Derivatives - Exercise -1 * Suffix and Suffix -Derivatives - Exercise -1 * 43. Synonym and Antonym Synonym & Antonym List -1 * Synonym & Antonym List -2 * Synonym & Antonym Exercise -1 * Synonym & Antonym Exercise -1 * Synonym Exercise -1 * 44. Tag Question Tag Question - Lesson -1 * 45. Tense Tense - Lessons' Contents & Comprehensive List Tense Lesson -1 TENSE - Sequence of Tense Lesson -2 * TENSE - Sequence of Tense * TENSE - IDENTIFICATION OF TENSE Tense Exercise -1 * 46. Text Book of Grade 12 Text Book Exercise -1 * 47. Translation Translation Exercise -1 * Translation Exercise -2 * Translation - Exercise - 3 * Translation - Exercise - 4 * Translation - Exercise - 5 * Translation - Exercise - 6 * Translation - Exercise - 10 * 48. Verb Verb Lesson 1 * Verb - Exercise -1 * Verb - Exercise -2 * Verb - Exercise -3 * Verb Exercise - 5 * Verb Exercise - 6 * Verb Exercise - 8 * 49. Verbal Verbal - Exercise -2 * 50. Vocabulary Vocabulary (Word Meaning) - Exercise -1 * Vocabulary Exercise -3 * Vocabulary Exercise - 4 * Vocabulary Exercise - 5 * Vocabulary Exercise - 6 * 51. Voice Voice Lesson - 1 * Voice - Exercise -1 * Voice Exercise -2 * Voice Exercise - 3 * Voice Exercise - 4 * Voice Exercise - 8 * 52. Miscellaneous English English Miscellaneous Exercise - 6 *

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SSC Exam Routine 2027 All Boards নিচে ২০২৭ সালের এসএসসি পরীক্ষার সম্পূর্ণ সময়সূচি টেবিল আকারে দেওয়া হলো: তারিখ ও দিন বিষয় ও বিষয়ের নাম বিষয় কোড ১৪/০৩/২০২৭ (রবিবার) বাংলা (আবশ্যিক)-১ম পত্র সহজ বাংলা-১ম পত্র ১০১ ১০৩ ১৬/০৩/২০২৭ (মঙ্গলবার) বাংলা (আবশ্যিক)-২য় পত্র সহজ বাংলা-২য় পত্র ১০২ ১০৪ ১৮/০৩/২০২৭ (বৃহস্পতিবার) ইংরেজি (আবশ্যিক)-১ম পত্র ১০৭ ২১/০৩/২০২৭ (রবিবার) ইংরেজি (আবশ্যিক)-২য় পত্র ১০৮ ২২/০৩/২০২৭ (সোমবার) তথ্য ও যোগাযোগ প্রযুক্তি ১৫৪ ২৫/০৩/২০২৭ (বৃহস্পতিবার) গণিত (আবশ্যিক) ১০৯ ২৮/০৩/২০২৭ (রবিবার) বাংলাদেশ ও বিশ্ব পরিচয় ১৫০ ৩০/০৩/২০২৭ (মঙ্গলবার) পদার্থবিজ্ঞান (তত্ত্বীয়) বাংলাদেশের ইতিহাস ও বিশ্বসভ্যতা ফিন্যান্স ও ব্যাংকিং ১৩৬ ১৫৩ ১৫২ ০১/০৪/২০২৭ (বৃহস্পতিবার) ভূগোল ও পরিবেশ ১১০ ০৪/০৪/২০২৭ (রবিবার) রসায়ন (তত্ত্বীয়) পৌরনীতি ও নাগরিকতা ব্যবসায় উদ্যোগ ১৩৭ ১৪০ ১৪৩ ০৬/০৪/২০২৭ (মঙ্গলবার) গার্হস্থ্যবিজ্ঞান, কৃষিশিক্ষা, সঙ্গীত, আরবি, সংস্কৃত, পালি, শারীরিক শিক্ষা, চারু ও কারুকলা ১৫১, ১৩৪, ১৪৯, ১২১, ১২৩, ১২৪, ১৩৩, ১৪৮ ০৮/০৪/২০২৭ (বৃহস্পতিবার) হিসাববিজ্ঞান ১৪৬ ১১/০৪/২০২৭ (রবিবার) উচ্চতর গণিত (তত্ত্বীয়) বিজ্ঞান ১২৬ ১২৭ ১৩/০৪/২০২৭ (মঙ্গলবার) জীববিজ্ঞান (তত্ত্বীয়) অর্থনীতি ১৩৮ ১৪১ ১৫/০৪/২০২৭ (বৃহস্পতিবার) ইসলাম ও নৈতিক শিক্ষা, হিন্দুধর্ম, বৌদ্ধধর্ম, খ্রিষ্টধর্ম ১১১, ১১২, ১১৩, ১১৪ Practical Exam Routine সঙ্গীতসহ সকল বিষয়ের ব্যাবহারিক পরীক্ষা ২২/০৪/২০২৭ তারিখের মধ্যে স্ব স্ব পরীক্ষা কেন্দ্রে সম্পন্ন করতে হবে। পরীক্ষার্থীদের নিজ খরচে নির্ধারিত তারিখে সকাল ৯.৩০ মিনিটের মধ্যে কেন্দ্রে উপস্থিত হতে হবে। Important Instructions পরীক্ষা শুরুর ৩০ (ত্রিশ) মিনিট পূর্বে অবশ্যই পরীক্ষার্থীদেরকে পরীক্ষা কক্ষে আসন গ্রহণ করতে হবে। প্রথমে বহুনির্বাচনি (MCQ) ও পরে সৃজনশীল/রচনামূলক (তত্ত্বীয়) পরীক্ষা অনুষ্ঠিত হবে এবং উভয় পরীক্ষার মধ্যে কোনো বিরতি থাকবে না। পরীক্ষার্থীগণ তাদের প্রবেশপত্র নিজ নিজ প্রতিষ্ঠান প্রধানের নিকট হতে পরীক্ষা আরম্ভের অন্ততঃ ৭ দিন পূর্বে সংগ্রহ করবে। পরীক্ষার্থীকে সৃজনশীল/রচনামূলক (তত্ত্বীয়), বহুনির্বাচনি ও ব্যাবহারিক অংশে পৃথকভাবে পাস করতে হবে। কেন্দ্রসচিব ছাড়া অন্য কোনো ব্যক্তি/পরীক্ষার্থী পরীক্ষা কেন্দ্রে মোবাইল ফোন আনতে এবং ব্যবহার করতে পারবেন না। পরীক্ষার্থীগণ পরীক্ষায় শিক্ষা বোর্ড কর্তৃক অনুমোদিত ক্যালকুলেটর ব্যবহার করতে পারবে। Frequently Asked Questions ২০২৭ সালের এসএসসি পরীক্ষা কবে শুরু হবে? আন্তঃশিক্ষা বোর্ড পরীক্ষা নিয়ন্ত্রক কমিটির প্রকাশিত রুটিন অনুযায়ী, ২০২৭ সালের এসএসসি পরীক্ষা ১৪ মার্চ ২০২৭ (রবিবার) সকাল ১০:০০ টা থেকে শুরু হবে। এসএসসি পরীক্ষায় কি ক্যালকুলেটর ব্যবহার করা যাবে? হ্যাঁ, পরীক্ষার্থীগণ পরীক্ষায় শুধুমাত্র শিক্ষা বোর্ড কর্তৃক অনুমোদিত সাধারণ বা সায়েন্টিফিক ক্যালকুলেটর ব্যবহার করতে পারবেন। এসএসসি পরীক্ষা ২০২৭, কোন কোন ক্যালকুলেটর পরীক্ষা কক্ষে ব্যবহার জানাল বোর্ড ২০২৭ সালের মাধ্যমিক স্কুল সার্টিফিকেট (এসএসসি) পরীক্ষা রুটিন অনুযায়ী শুরু হচ্ছে এই পরীক্ষায় নির্ধারিত ৮টি মডেলের সায়েন্টিফিক নন প্রোগ্রামেবল ক্যালকুলেটর ব্যবহার করতে পারবে পরীক্ষার্থীরা। এ ছাড়া সাধারণ ক্যালকুলেটরও ব্যবহার করা যাবে। ক্যালকুলেটরের নির্দিষ্ট মডেল উল্লেখ করে এ–সংক্রান্ত নির্দেশনা কেন্দ্র সচিব ও সংশ্লিষ্টদের পাঠানো হয়েছে। মডেলগুলো হলো— ১. এফএক্স ৮২এমএস২. এফএক্স ১০০এমএস ৩. এফএক্স ৫৭০এমএস ৪. এফএক্স ৯৯১এমএস ৫. এফএক্স ৯৯১ইএক্স ৬. এফএক্স ৯৯১ইএস ৭. এফএক্স ৯৯১ইএস প্লাস ৮. এফএক্স ৯৯১সিডব্লিউ। এসব মডেলের ক্যালকুলেটর এসএসসি পরীক্ষায় ব্যবহার করা যাবে। বিশেষ নির্দেশাবলি: ১. পরীক্ষা শুরুর ৩০ (ত্রিশ) মিনিট পূর্বে অবশ্যই পরীক্ষার্থীদেরকে পরীক্ষা কক্ষে আসন গ্রহণ করতে হবে। ২. প্রশ্নপত্রে উল্লিখিত সময় অনুযায়ী পরীক্ষা গ্রহণ করতে হবে। ৩. প্রথমে বহুনির্বাচনি ও পরে সৃজনশীল/রচনামূলক (তত্ত্বীয়) পরীক্ষা অনুষ্ঠিত হবে এবং উভয় পরীক্ষার মধ্যে কোনো বিরতি থাকবে না। ৪. পরীক্ষার্থীগণ তাদের প্রবেশপত্র নিজ নিজ প্রতিষ্ঠান প্রধানের নিকট হতে পরীক্ষা আরম্ভের অন্ততঃ ৭ দিন পূর্বে সংগ্রহ করবে। ৫. শারীরিক শিক্ষা, স্বাস্থ্য বিজ্ঞান ও খেলাধুলা এবং ক্যারিয়ার শিক্ষা বিষয়সমূহ জাতীয় শিক্ষক্রম ও পাঠ্যপুস্তক বোর্ড-এর নির্দেশনা অনুসারে ধারাবাহিক মূল্যায়নের মাধ্যমে প্রাপ্ত নম্বর শিক্ষা প্রতিষ্ঠানসমূহ সংশ্লিষ্ট কেন্দ্রকে সরবরাহ করবে। সংশ্লিষ্ট কেন্দ্র ব্যাবহারিক পরীক্ষার নম্বরের সাথে ধারাবাহিক মূল্যায়নে প্রাপ্ত নম্বর বোর্ডের ওয়েবসাইটে অনলাইনে প্রেরণ করবে। ৬. পরীক্ষার্থীগণ তাদের নিজ নিজ উত্তরপত্রের OMR ফরমে তার পরীক্ষার রোল নম্বর, রেজিস্ট্রেশন নম্বর, বিষয় কোড ইত্যাদি যথাযথভাবে লিখে বৃত্ত ভরাট করবে। কোনো অবস্থাতেই উত্তরপত্র ভাঁজ করা যাবে না। ৭. পরীক্ষার্থীকে সৃজনশীল/রচনামূলক (তত্ত্বীয়), বহুনির্বাচনি ও ব্যাবহারিক অংশে পৃথকভাবে পাস করতে হবে। ৮. প্রত্যেক পরীক্ষার্থী কেবল নিবন্ধনপত্রে বর্ণিত বিষয়/বিষয়সমূহের পরীক্ষায় অংশগ্রহণ করতে পারবে। কোনো অবস্থাতেই ভিন্ন বিষয়ে পরীক্ষায় অংশগ্রহণ করার অনুমতি প্রদান করা যাবে না। ৯. পরীক্ষা শুরুর অন্ততঃ ০৭ দিন পূর্বে পরীক্ষার্থীদের মাঝে প্রবেশপত্র বিতরণ নিশ্চিত করতে হবে। এ বিষয়ে কোনো জটিলতা তৈরি হলে প্রতিষ্ঠান প্রধান দায়ী থাকবেন। ১০. পরীক্ষার্থীগণ পরীক্ষায় শিক্ষা বোর্ড কর্তৃক অনুমোদিত ক্যালকুলেটর ব্যবহার করতে পারবে। ১১. কেন্দ্রসচিব ছাড়া অন্য কোনো ব্যক্তি/পরীক্ষার্থী পরীক্ষা কেন্দ্রে মোবাইল ফোন আনতে এবং ব্যবহার করতে পারবেন না। ১২. সৃজনশীল/রচনামূলক (তত্ত্বীয়), বহুনির্বাচনি ও ব্যাবহারিক পরীক্ষায় পরীক্ষার্থীর উপস্থিতির জন্য একই উপস্থিতি পত্র ব্যবহার করতে হবে। ১৩. ব্যবহারিক পরীক্ষা স্ব স্ব কেন্দ্রে অনুষ্ঠিত হবে। ১৪. পরীক্ষার ফলাফল প্রকাশের ০৭ (সাত) দিনের মধ্যে পুনঃনিরীক্ষণের জন্য অনলাইনে আবেদন করতে হবে। এ বিষয়ে দৈনিক পত্রিকায় এবং শিক্ষা বোর্ডসমূহের ওয়েবসাইটে বিজ্ঞপ্তির মাধ্যমে আবেদন প্রক্রিয়া, তারিখ ও সময় জানিয়ে দেওয়া হবে। স্বাক্ষর ও অনুমোদনকারী: ২৪/০৮/২০২৬ প্রফেসর জেসমিন তাসলিমা বানু আহবায়ক, আন্তঃশিক্ষা বোর্ড পরীক্ষা নিয়ন্ত্রক কমিটি ও পরীক্ষা নিয়ন্ত্রক মাধ্যমিক ও উচ্চমাধ্যমিক শিক্ষা বোর্ড, ঢাকা

Affirmative & Negative Agreement (সমর্থনমূলক এবং অস্বীকৃতিসূচক সমঝোতা) 🔎 Topic Information: Affirmative and negative agreement refers to how we show agreement or disagreement with a previously mentioned positive or negative statement. This structure allows us to avoid repetition by using short responses such as so / too / also / either / neither. · These patterns are important in both spoken and written English, especially in connected speech and cohesion. · It tests your knowledge of auxiliary verbs, word order, and understanding of positive/negative logic. ✅ Affirmative Agreement (Positive Statements): When someone makes a positive statement, and another person wants to agree, we use: ✅ Structure 1: So + Auxiliary Verb + Subject Example:→ California relies heavily on fruit crops, and so does Florida.→ I love tea, and so does my sister. ✅ Structure 2: Subject + Auxiliary Verb + too / also Example:→ California relies heavily on fruit crops, and Florida does too / also.→ I love tea, and my sister does too / also. 🟡 Note: · “Also” is usually used in written English and comes before the verb. · “Too” is used in spoken English and comes at the end of the sentence. ❌ Negative Agreement (Negative Statements): When someone makes a negative statement and another person wants to agree (also be negative), we use: ❌ Structure 1: Neither + Auxiliary Verb + Subject Example:→ My family members do not like tea, and neither do I.→ He doesn't eat meat, and neither does his wife. ❌ Structure 2: Subject + Auxiliary Verb + not + either Example:→ My family members do not like tea, and I don’t either.→ He doesn't eat meat, and his wife doesn’t either. 🟡 Common Errors (Incorrect Forms):🚫 “I don’t too”🚫 “Neither I do”🚫 “I do neither” (used in formal/literary style only) 📚 Sample Questions (Grammar MCQs): 01. California relies heavily on income from fruit crops and —.A. Florida alsoB. Florida tooC. so does Florida ✅D. Florida is as well 02. My family members do not like tea and —.A. neither do I ✅B. I don’t tooC. I do neitherD. neither I do 📝 Summary Rules: Agreement Type Structure Example Affirmative Agreement So + Auxiliary + Subject So does she. Affirmative Agreement Subject + Auxiliary + too/also He does too. Negative Agreement Neither + Auxiliary + Subject Neither do I. Negative Agreement Subject + Auxiliary + not + either I don’t either. Classification of Agreement in English Grammar ✳️ Topic: Affirmative and Negative Agreement Understanding agreement helps learners express shared experiences, preferences, and actions concisely. This section explores two main types: 🔵 1. Affirmative Agreement (ইতিবাচক সমর্থন বা একমত হওয়া) 🔍 Definition Affirmative agreement refers to agreeing with a positive statement made by someone else. It is often used in conversations to avoid repetition. ✅ Structures of Affirmative Agreement: i. Subject + Auxiliary Verb + too/also ii. So + Auxiliary Verb + Subject 📘 Examples: Sentence A (Positive Statement) Sentence B (Agreement) Himel is honest, and you are too / also. They will leave at noon, and you will too. We are going to the concert, and so are they. I am worried about it, and so is he. Rose wants to go home, and so do we. Mary wants to go home, and we do too. Julia goes to that school, and she does also. Pioneer men and women endured terrible hardships, and so did their children. 📝 Affirmative Agreement Exercises: Fill in the blanks using the correct auxiliary and structure (either so + aux + subject or subject + aux + too): 1. Bitu likes to fly, and her brother __________ too. 2. They will leave at noon, and I __________ too. 3. He has an early appointment, and so __________ I. 4. Rabia has already written her composition, and so __________ her friends. 5. Their plane is arriving at nine o'clock, and so __________ mine. 6. I should go grocery shopping this afternoon, and so __________ my neighbour. 7. We like to swim in the pool, and they __________ too. 8. Our Spanish teacher loves to travel, and so __________ we. 9. He has lived in Mexico for five years, and you __________ too. 10. I must write them a letter, and she __________ too. ✅ Answers: 1. does 2. will 3. do 4. have 5. is 6. should 7. do 8. do 9. have 10. must 🔴 2. Negative Agreement (নেতিবাচক সমর্থন বা একমত হওয়া) 🔍 Definition Negative agreement is used to agree with a negative statement made by another person. Two main structures are used to reflect this kind of agreement. ❌ Structures of Negative Agreement: i. Subject + Auxiliary Verb + not + either ii. Neither + Auxiliary Verb + Subject 📘 Examples: Sentence A (Negative Statement) Sentence B (Agreement) He won’t be here today, and neither will his sister. Jane won't go to the party, and neither will he. She is not in agreement, and neither am I. I didn’t know the answer, and neither did he. She hasn’t finished the work, and neither have I. 📝 Negative Agreement Exercises: Fill in the blanks using either neither + aux + subject or subject + aux + not + either: 1. The children shouldn’t take that medicine, and ________ should she. 2. We don’t plan to attend the concert, and ________ do they. 3. I don’t like tennis, and he doesn’t ________. 4. She didn’t see anyone she knew, and ________ did Tim. 5. The Yankees couldn’t play due to the bad weather, and ________ could the Angels. 6. Mary can’t type well, and her sister can’t ________. 7. I’m not interested in reading that book, and ________ is she. 8. They won’t have to work on weekends, and we won’t ________. 9. I can’t stand listening to that music, and she can’t ________. 10. Michael doesn’t speak English, and his family doesn’t ________. ✅ Answers: 1. neither 2. neither 3. either 4. neither 5. neither 6. either 7. neither 8. either 9. either 10. either 🧠 Conclusion: Type Use Structures Affirmative Agreement To agree with positive statements - So + aux + subject- Subject + aux + too/also Negative Agreement To agree with negative statements - Subject + aux + not + either- Neither + aux + subject Remind The Rules 1. Technically, glass is a mineral and so —.A. we haveB. we areC. have weD. are we Correct answer: B. we are Explanation:This is an example of inversion used with "so" for agreement. "Glass is a mineral" → "So are we." 2. He behaved so nicely with me. And so —. [13th BCS]A. I behavedB. I didC. I tooD. did I Correct answer: B. I did Explanation:“So + auxiliary verb + subject” is the structure for agreement with a past simple action like “behaved.” 3. One ought to cooperate with one's neighbours when they are in trouble, and —.A. neither do theyB. so do theyC. so they doD. vice versa Correct answer: B. so do they Explanation:Used to express agreement: “so + auxiliary + subject.” “Do” matches the verb “cooperate.” 4. "I won't be late." The correct response may be —.A. "So do I"B. "Me neither"C. "I too"D. "Nor am I!" Correct answer: D. "Nor am I!"Explanation:Negative agreement in present simple or future uses “Nor + auxiliary + subject.” 5. She won't be going to the party and —.A. her friends will notB. her friends will neitherC. neither her friends willD. neither will her friends Correct answer: D. neither will her friendsExplanation:"Neither + auxiliary + subject" is used for negative agreement. 6. Pioneer men and women suffered terrible hardships, and —.A. also did the childrenB. also the childrenC. so do the childrenD. so did their children Correct answer: D. so did their childrenExplanation:“So + auxiliary + subject” shows agreement in the past. "Did" matches "suffered." 7. "She likes cooking." The correct response is —.A. Me neitherB. So am IC. So do ID. Neither am I Correct answer: C. So do IExplanation:Present simple agreement with “likes” requires “So do I.” 8. He didn't hurt the people, —.A. nor did he cheat themB. he didn't cheat themC. he never cheats themD. never did he cheat them Correct answer: A. nor did he cheat themExplanation:“Nor + auxiliary + subject” is used to add another negative point. 9. The professor wanted me to send email address and —.A. so send IB. so do IC. so did ID. so I send Correct answer: C. so did IExplanation:The verb “wanted” is past, so we use “did” for agreement. 10. My friend believes that research is a group effort and — do I.A. asB. the sameC. soD. too Correct answer: C. soExplanation:Correct format: “so do I” to agree with a present belief. 11. A good number of adolescents do not socialize, —.A. they neither build up the careerB. nor they build up the careerC. nor do they build up the careerD. hardly they build up the career Correct answer: C. nor do they build up the careerExplanation:Negative continuation: “Nor + auxiliary + subject + verb.” 12. They could not solve the problem, —.A. we could not eitherB. neither could not weC. also we could notD. and we could not neither Correct answer: A. we could not eitherExplanation:“Either” is used to agree with a negative statement without inversion. 13. Find out the correct sentence.A. I am worried about it, and also he isB. I am worried about it, and so is heC. I am worried about it, and also is heD. As I am worried about it, so he is Correct answer: B. I am worried about it, and so is heExplanation:Correct inverted form with “so”: “so + auxiliary + subject.” Previous Years' Questions – Dhaka University 1. Poetry in every language celebrates beauty and truth – [DU B. 2021]A. So does artB. So as artC. As well as artD. Why not art? ✅ Correct Answer: A. So does artExplanation: Affirmative agreement. Structure: So + auxiliary verb + subject“Poetry celebrates” → Present simple → Use does → “So does art” 2. He is hardworking and — [DU B. 2015–16]A. I am goB. so I amC. so am ID. I too am ✅ Correct Answer: C. so am IExplanation: Affirmative agreement.Structure: So + auxiliary verb (am/is/are) + subject“He is hardworking” → “So am I” 🟩 Affirmative Agreement Rules (Reminder): Subject + verb + too/also Example: He is tired, and I am too. So + auxiliary verb + subject Example: He is tired. So am I. 3. My friend does not like terrorism and — [DU 2011]A. Neither I doB. Neither do IC. I doD. I do either ✅ Correct Answer: B. Neither do IExplanation: Negative agreement.Structure: Neither + auxiliary verb + subject“My friend does not like terrorism” → “Neither do I” 🟥 Negative Agreement Rules (Reminder): Negative + and + subject + negative auxiliary + either Example: She doesn’t like it, and I don’t either. Neither + auxiliary + subject Example: She doesn’t like it. Neither do I. 4. She took pictures, and — [DU C. 2004–05]A. I did soB. so I didC. I did alsoD. so did I ✅ Correct Answer: D. so did IExplanation: Affirmative agreement.Structure: So + auxiliary verb (did) + subject“She took pictures” → Past simple → Use did → “So did I” 5. Which one of the following is correct? [DU C. 2000–01]A. Pioneer men and women endured terrible hardships, and so do their childrenB. Pioneer men and women endured terrible hardships, and neither did the childrenC. Pioneer men and women endured terrible hardships, also the childrenD. Pioneer men and women endured terrible hardships, and so did their children ✅ Correct Answer: D. and so did their childrenExplanation: Affirmative agreement in past tense.Structure: So + did + subject“Endured” → Past simple → “So did their children” Jahangirnagar University – Previous Years' Questions 1. Find the incorrect word from the following sentence:"Rima has not completed the task yet, and Mina hasn't neither."[JU B. 2018–19]A. has notB. taskC. yetD. either ✅ Correct Answer: D. eitherExplanation: The sentence is negative (“hasn't”), so we should use “either” instead of “neither” in the second clause.Correct sentence: Rima has not completed the task yet, and Mina hasn't either. 2. California relies heavily on income from fruit crops and —[JU ESD-1, 2013–14]A. Florida alsoB. Florida tooC. Florida is as wellD. So does Florida ✅ Correct Answer: D. So does FloridaExplanation: This is an affirmative agreement with present simple tense → Use “does”.Structure: So + does + subject 3. My friend believes that research is a group effort and — do I.[JU ESD-1, 2013–14]A. SoB. AsC. The sameD. Too ✅ Correct Answer: A. SoExplanation: Affirmative agreement → So do IStructure: So + auxiliary verb + subject“My friend believes” → Present simple → Use do → “So do I” 4. "He didn't pay the fees." The correct response is —[JU Set-2, 2013–14]A. So did IB. Me neitherC. Neither am ID. So am I ✅ Correct Answer: B. Me neitherExplanation: Negative agreement with past simple.Structure: Me neither (informal) = Neither did I (formal)“He didn’t pay the fees.” → “Me neither.” 5. "I am a student." The expected response would be —[JU-C2, Set-1, 2012–13]A. Me neitherB. So am IC. Neither am ID. What are you ✅ Correct Answer: B. So am IExplanation: Affirmative agreement.Structure: So + be verb (am) + subject → “So am I” 6. "I don’t like milk." The correct response may be —[JU-C, Set-1, 2011–12]A. I tooB. I like chocolateC. Neither do ID. Why aren’t you? ✅ Correct Answer: C. Neither do IExplanation: Negative agreement.Structure: Neither + auxiliary verb + subject“I don’t like milk.” → “Neither do I” 🏛️ Rajshahi University – Previous Questions on Agreement 01. My family members do not like tea and —(RU-B, Set-1, 2013–14) A. neither do I ✅ B. I don't too C. I do neither D. neither I do 🔹 Correct Answer: A. neither do I🔸 Explanation:This is negative agreement.Structure: Neither + auxiliary verb + subject✔ “My family members do not like tea, and neither do I.” 02. Mr. Bashir is not happy; Mr. Rashid is not happy —(RU-B, 2019–20) A. too B. with C. either ✅ D. yet 🔹 Correct Answer: C. either🔸 Explanation:Use "either" to agree with a negative statement.✔ “Mr. Bashir is not happy; Mr. Rashid is not happy either.” 03. California relies heavily on income from fruit crops and —(RU-B, 2004–07) A. Florida is as well B. Florida too C. Florida also D. So does Florida ✅ 🔹 Correct Answer: D. So does Florida🔸 Explanation:This is affirmative agreement in present simple.Structure: So + auxiliary verb + subject✔ “California relies heavily on fruit crops, and so does Florida.” 04. Choose the correct sentence: A. I am worried about it, and also he is B. I am worried about it, and so is he ✅ C. I am worried about it, and also is he D. As I am worried, so he is 🔹 Correct Answer: B. I am worried about it, and so is he🔸 Explanation:This is affirmative agreement using the be verb.✔ Structure: So + be verb + subject 🏛️ Chittagong University – Questions on Agreement (Affirmative & Negative) 01. California relies heavily on income from fruit crops and —(CU-B, Set-1, 2023–24) A. Florida also B. Florida too C. so does Florida ✅ D. Florida is as well 🔹 Correct Answer: C🔸 Explanation: Affirmative agreementStructure: So + auxiliary verb + subject 02. Quite a few students don't study hard, —(CU-D, 2023–24) A. nor do they take part in games and sports ✅ B. nor they take part in cultural activities C. neither they take part in games and music D. either do they take part in games and sports 🔹 Correct Answer: A🔸 Explanation: Negative agreementStructure: Nor/Neither + auxiliary verb + subject 03. She didn't see anyone she knew, and —(CU-A, Shift-2, 2022–23) A. either did Tanu B. Tanu did not see C. nor did Tanu ✅ D. neither did Tanu 🔹 Correct Answer: C🔸 Explanation: Negative agreement using nor + auxiliary + subject 04. California relies heavily on income from fruit crops, and —(CU-B, Shift-C, 2022–23) A. Florida is as well B. Florida too C. Florida also D. so does Florida ✅ 🔹 Correct Answer: D🔸 Explanation: Affirmative agreement 05. Florida has not yet ratified the Equal Rights Amendment, and —(CU-B, Set-3, 2021–22) A. several other states hasn't either B. neither have several other states ✅ C. neither has some of the other states D. some other states also have not either 🔹 Correct Answer: B🔸 Explanation: Negative agreementStructure: Neither + have + plural subject 06. Mary won't be going to the conference, and —(CU-B, Set-3, 2021–22) A. neither will her colleagues ✅ B. will neither her colleagues C. would her colleagues either D. won't her colleagues either 🔹 Correct Answer: A🔸 Explanation: Negative agreement using neither + will + subject 07. My father did not believe me, —(CU-D, Set-1, 2021–22) A. and so was my elder sister B. whether I have passed the exam or not C. why I was unhappy with this D. nor did my mother upon hearing my story ✅ 🔹 Correct Answer: D🔸 Explanation: Negative agreement using nor + auxiliary + subject 08. “It is not very cold. I don't think we need these big jackets.”“I don't think so, —”(CU-B, 2020–21) A. anyway B. neither C. either ✅ D. too 🔹 Correct Answer: C🔸 Explanation: Negative agreementStructure: I don’t think so, either. 09. My family members do not like coffee, and —(CU-B, 2016–17) A. I don't too B. neither I do C. neither do I ✅ D. I do neither 🔹 Correct Answer: C🔸 Explanation: Negative agreementStructure: Neither + do + subject 10. Rajshahi relies heavily on income from fruit crops, and —(CU-B, 2016–17) A. and so is Dinajpur B. and so are other districts C. and so is Chittagong D. and so does Dinajpur ✅ 🔹 Correct Answer: D🔸 Explanation: Affirmative agreement with present simple tense 11. They are planning on attending the convention next month, and —(CU-B, 2015–16) A. so am I ✅ B. and I will C. I also D. I will too 🔹 Correct Answer: A🔸 Explanation: Affirmative agreement with be verb 12. She can't drive, and —(CU-B, 2014–15) A. can her husband neither B. her husband neither can neither C. can neither her husband D. neither can her husband ✅ 🔹 Correct Answer: D🔸 Explanation: Negative agreementStructure: Neither + can + subject 13. He did not remember, and —(CU-D, 2013–14) A. either I did not B. not either I did C. neither I did D. neither did I ✅ 🔹 Correct Answer: D🔸 Explanation: Negative agreementStructure: Neither + did + subject 14. Kamal and his brother studied Accounting last year, and so —(CU-C, 2005–06) A. does their sister B. has their sister C. did their sister ✅ D. do their sister E. is their sister 🔹 Correct Answer: C🔸 Explanation: Affirmative agreementMatch the past tense (studied) with did GST (University) – Affirmative Agreement Questions 01. Neptune is an extremely cold planet; — Uranus.(GST, 2022–23) A. so does B. so had C. so is ✅ D. it is 🔹 Correct Answer: C🔸 Explanation:Affirmative agreement with the verb to be in present tense:Structure → So + is + subjectExample: Neptune is cold; so is Uranus. 02. My half-brother visited Cox's Bazar a couple of weeks ago, and —(NURSING, 2011–19) A. so I did B. so I was C. so I had D. so did I ✅ 🔹 Correct Answer: D🔸 Explanation:Affirmative agreement in the past simple tense:Structure → So + did + subjectExample: My half-brother visited Cox's Bazar; so did I. Test Yourself – Negative and Affirmative Agreement 01. He did not write to me, nor —.A. he telephonedB. did he telephone ✅C. did he telephoneD. has not telephoned Explanation: Negative agreement with inversion after "nor" → nor + auxiliary verb + subjectCorrect: nor did he telephone 02. "I won’t be late." The correct response may be —A. So do IB. Me neither ✅C. I tooD. Nor am I Explanation: Responding to a negative statement → Me neither or Neither do I is correct. "So do I" is affirmative. 03. She can’t drive and —A. can her husband neitherB. her husband can neitherC. neither can her husband ✅D. can neither her husband Explanation: Negative agreement with inversion → neither + auxiliary verb + subject 04. She won’t be going to the party, and —A. her friends will notB. her friends will neitherC. neither her friends willD. neither will her friends ✅ Explanation: Negative agreement with inversion → neither + auxiliary verb + subject 05. She was very exhausted and —A. the other were soB. the others were alsoC. were so the othersD. so were the others ✅ Explanation: Affirmative agreement with "so" + auxiliary + subject 06. He didn’t hurt the people —A. nor did he cheat them ✅B. he didn’t cheat themC. he never cheats themD. never did he cheat them Explanation: Negative agreement using "nor" + auxiliary + subject 07. Kamal does not enjoy reading science fiction; —A. his brother doesn’t neitherB. nor his brother doesC. neither his brother doesD. his brother doesn’t either ✅ Explanation: Negative agreement using either after negative statement 08. Kamal does not tell a lie —A. he doesn’t cheat othersB. not he cheats othersC. neither does he cheat othersD. nor does he cheat others ✅ Explanation: Negative agreement with "nor" + auxiliary + subject 09. Which of the following is acceptable in standard written English?A. Seldom did I saw such an awesome scenery.B. Seldom I saw such an awesome scenery.C. Seldom did I see such an awesome scenery. ✅D. Seldom I have seen such an awesome scenery. Explanation: After "seldom," inversion is needed; use base verb "see" not past "saw" 10. Which of the following sentences is correct?A. She took pictures, and I did so.B. She took pictures, and so I did.C. She took pictures, and I did also.D. She took pictures, and so did I. ✅ Explanation: Affirmative agreement with "so + auxiliary + subject" AFFIRMATIVE & NEGATIVE AGREEMENT Questions 1. Times have changed and so — [সহকারী জজ-১৮] A. I have B. I had C. had I D. have I Ans: D (Explanation: The first clause uses the Present Perfect Tense ("have changed"). In affirmative agreement with "so", the subject and auxiliary verb are inverted. Therefore, "so have I" is the correct structure.) 2. Times have changed and so — [রেলওয়ে-১৩] A. we have B. we are C. have we D. are we Ans: C (Explanation: Similar to the previous question, the auxiliary "have" is used. The inverted structure is "so have we".) 3. Technically, glass is a mineral and —. [RU 11-12] A. so is water B. water is so C. so water is D. water so Ans: A (Explanation: The main verb is "is". Affirmative agreement requires "so" + auxiliary/be verb + subject. Correct: "so is water".) 4. Peter can't go and I can't — [রেলওয়ে-১৩] A. neither B. too C. also D. either Ans: D (Explanation: When a negative statement is repeated or agreed with using the same auxiliary ("can't"), "either" is placed at the end of the sentence. "Neither" comes at the beginning of a clause (e.g., "neither can I").) 5. They are engrossed in studies and — (তারা পড়াশোনায় নিবিষ্ট আছে আর আমিও তাই) [CU 18-19] A. so do I B. so I am C. so am I D. so did I Ans: C (Explanation: The first clause uses the verb "are" (to be). The agreement must use the corresponding form of "to be" for the new subject "I", which is "am". Inversion applies: "so am I".) 6. He is hard working and — [DU 15-16] A. I am so B. so I am C. so am I D. I too am Ans: C (Explanation: Affirmative agreement with "be" verb: "so am I".) 7. One ought to cooperate with one's neighbours when they are in trouble, and —. [CU D3 15-16] A. neither do they B. so do they C. so they do D. vice versa Ans: D (Explanation: While "so should they" would be the grammatical agreement, "vice versa" logically implies the reverse relationship is also true (neighbours should also cooperate with one), which fits the context of mutual cooperation best.) 8. Select the correct sentence. [আমার বোন গীবত/পরনিন্দা পছন্দ করে না এবং আমিও না] [JnU 15-16] A. My sister does not like backbiting and I do either. B. My sister does not like backbiting and neither I do. C. My sister does not like backbiting and neither do I. D. My sister does not like backbiting and I do. Ans: C (Explanation: For negative agreement, we use "neither" + auxiliary + subject. Correct: "neither do I".) 9. My friend does not like sweets. '— do I.' [RU 15-16] A. neither B. either C. or D. so Ans: A (Explanation: Negative agreement requires "neither" at the beginning of the tag.) 10. Pioneer men and women suffered terrible hardships, and — [CU 06-07] A. also did the children B. also the children C. so do the children D. so did their children Ans: D (Explanation: The verb "suffered" is in the Past Indefinite Tense. The auxiliary for agreement is "did". Structure: "so did their children".) 11. Which one of the following is correct? [DU 00-01] A. Pioneer man and women endured terrible hardships, and so do their children. B. Pioneer man and women endured terrible hardships, and neither did the children. C. Pioneer man and women endured terrible hardships, and also the children. D. Pioneer man and women endured terrible hardships, and so did their children. Ans: D (Explanation: "Endured" is past tense, so the agreement uses "did". Positive statement -> Positive agreement with "so".) 12. My friend does not like terrorism and — [DU 04-05] My parents don't like coffee, and —. [CU 11-12] A. neither do I B. neither I do C. I do D. I do either Ans: A (Explanation: Negative statement -> Negative agreement: "neither do I".) 13. If you don't do it, I won't do it — [BU 14-15] A. too B. also C. just D. either Ans: D (Explanation: "Won't" is negative. Agreement at the end of the sentence requires "either".) 14. A: I can't ride a bike. B: — [IU 11-12] A. Neither can't I B. So can't I C. Neither can I D. So can I Ans: C (Explanation: Negative agreement. "Neither" + auxiliary + subject. "Neither can I".) 15. "She likes cooking." The correct response is: [JU 15-16] A. "So am I" B. "So do I" C. "Me neither" D. "Neither am I" Ans: B (Explanation: "Likes" is Present Indefinite. The auxiliary is "do". Correct response: "So do I".) 16. My half-brother visited Cox's Bazaar a couple of weeks ago, and — [CU 12-13] A. so I did B. so I was C. so I had D. so do I E. so did I Ans: E (Explanation: "Visited" is Past Tense. Agreement uses "did". Structure: "so did I".) 17. You like chocolate — [CU 09-10] A. and me too B. and I too C. and so do I D. and I do Ans: C (Explanation: Affirmative agreement: "and so do I".) 18. I can remember all their names — my sister. [KU 11-12] A. and so can B. and so does C. and so might D. and so may Ans: A (Explanation: The modal used is "can". Agreement must use the same modal: "and so can".) 19. My friend believes that research is a group effort and — do I. [JU 13-14] A. as B. the same C. so D. too Ans: C (Explanation: Structure: "so" + auxiliary + subject.) 20. Runa can't type well, and her sister — [CU 12-13] A. can either B. also C. neither can D. either can't E. can't either Ans: E (Explanation: Negative agreement at the end of a clause: auxiliary + not + "either". "Her sister can't either".) 21. My family members do not like coffee and — [CU 12-13] A. either don't I B. I do neither C. neither do I D. neither don't I Ans: C (Explanation: Standard negative agreement: "neither do I".) 22. Most foreign students don't like American coffee, and —. [RU 06-07, NCC Bank-11] A. neither do I B. neither I do C. I do neither D. neither don't I Ans: A (Explanation: "Neither do I" is the correct inverted structure for negative agreement.) 23. Neptune is an extremely cold planet, and — [IU 10-11] A. So does Uranus B. Uranus so C. So is Uranus D. So has Uranus Ans: C (Explanation: The verb is "is". Agreement uses "is". "So is Uranus".) 24. He does not like vegetables, neither — I. [BRUR 09-10] A. like B. prefer C. do D. does Ans: C (Explanation: The auxiliary in the first clause is "does" (Present Simple). For "I", the auxiliary is "do".) 25. I didn't know the answer, and — (আমি প্রশ্নটির উত্তর জানতাম না আর সেও না) [SUST 06-07] A. neither did he B. he didn't too C. nor does he D. he does not either Ans: A (Explanation: Past negative ("didn't know"). Agreement: "neither did he".) 26. She is a painter and — [IU 17-18] A. he so B. so he is C. so is he D. none of the above Ans: C (Explanation: "Is" requires "so is he".) 27. Shuvo has admission test today, and — Kakoli. [CU 15-16] A. too has B. so has C. too does D. so does Ans: B (or D) (Explanation: "Has" is the main verb here. In British English, "so has" is often acceptable. In American English, "so does" is preferred. Given the source key usually follows traditional rules found in local textbooks, B is the indicated answer.) 28. He behaved so nicely with me. And so — (সে খুব ভালো আচরণ করল আর আমিও তাই) [JUST 16-17] A. I behaved B. I did C. I too D. did I Ans: D (Explanation: Past tense "behaved" -> "did". Inversion: "and so did I".) 29. He did not remember and — (সে মনে করিনি আর আমিও করিনি) [CU 13-14] A. hither I did not B. not either I did C. neither I did D. neither did I Ans: D (Explanation: Negative past. "Neither did I".) 30. California relies heavily on income from fruit crops, and — [COU 09-10] A. so does Florida B. Florida too C. Florida also D. Florida is as well Ans: A (Explanation: "Relies" is Present Simple. Auxiliary "does". "So does Florida".) 31. Rajshahi relies heavily on income from fruit crops, —. [CU 18-19] A. and so is Dinajpur B. and so are other districts C. and so is Chittagong D. and so does Dinajpur Ans: D (Explanation: "Relies" takes "does". "And so does Dinajpur".) 32. My brother doesn't like coffee, — [CU 12-13] A. and I do neither B. and so do I C. and neither do I D. and neither do Ans: C (Explanation: Negative agreement: "and neither do I".) 33. The promising boy did not spoil a single moment, — develop any bad habit. [CU 16-17] A. nor did he B. none but C. neither does he D. never was he Ans: A (Explanation: Continuation of a negative past idea. "Nor did he".) 34. A good number of adolescents do not socialize, — [CU 17-18] A. they neither build up the career B. nor do they build up the career C. nor they build up the career D. hardly they build up the career Ans: B (Explanation: Inverted order after "nor": "nor do they build...".) 35. He did not write to me, nor —. (সে আমাকে চিঠি লিখেনি, ফোনও করেনি) [CU 05-06] A. he telephoned B. telephoned C. did he telephone D. has not telephoned Ans: C (Explanation: "Nor" triggers inversion. "Nor did he telephone".) 36. "I won't be late." The correct response may be — [JU 11-12] A. "So do I" B. "Me neither" C. "I too" D. "Nor am I!" Ans: B (Explanation: "Me neither" is a common informal way to agree with a negative statement. Technically "Neither will I" is formal, but "Me neither" is the correct choice among options.) 37. This problem does not concern him, nor — it — you. [CU 05-06] A. is, concern B. does, concern C. do, concern D. does, concerns Ans: B (Explanation: "Does not concern" (Present Simple). Inversion after "nor": "nor does it concern you".) 38. She can't drive and — [CU 14-15] A. can her husband neither B. her husband can neither C. neither can her husband D. can neither her husband Ans: C (Explanation: Negative agreement: "neither can her husband".) 39. She won't be going to the party, and — [CU 08-09] A. her friends will not B. her friends will neither C. neither her friends will D. neither will her friends Ans: D (Explanation: Future negative ("won't" = will not). Agreement: "neither will her friends".) 40. She was very exhausted and — (সে খুব ক্লান্ত ছিল এবং অন্যরাও তাই ছিল) [CU 12-13] A. the other were so B. the others were also C. were so the others D. so were the others Ans: D (Explanation: "Was" (be verb). Subject "others" is plural -> "were". Inversion: "so were the others".) 41. He didn't hurt the people, — (সে লোকজনকে আঘাতও দেয়নি আর প্রতারণাও করেনি) [CU 12-13] A. nor did he cheat them B. he didn't cheat them C. he never cheats them D. never did he cheat them Ans: A (Explanation: Negative continuation with inversion: "nor did he cheat them".) 42. Kamal does not enjoy reading science fictions; — [CU 12-13] A. his brother doesn't neither B. nor his brother does C. neither his brother does D. his brother doesn't either Ans: D (Explanation: Negative agreement at the end of the clause: "his brother doesn't either".) 43. Kamal does not tell a lie, — (কামাল না মিথ্যা বলে, না অন্যদেরকে ঠকায়) [CU 14-15] A. he doesn't cheat others B. neither does he cheat others C. not he cheats others D. nor does he cheat others Ans: D (Explanation: "Does not... nor..." structure. "Nor does he cheat others".) 44. Which of the following is acceptable in standard written English? [CU 11-12] A. Seldom did I saw such an awesome scenery. B. Seldom I saw such an awesome scenery. C. Seldom did I see such an awesome scenery. D. Seldom I have seen such an awesome scenery. Ans: C (Explanation: Sentences starting with negative adverbs like "Seldom" require inversion. Structure: Seldom + Auxiliary (did) + Subject (I) + Base Verb (see). "Seldom did I see...".) 45. ওরা সমস্যার সমাধান করতে পারেনি, আমরাও পারিনি। [RU 05-06] A. They could not solve the problem, we could not either. B. They could not solve the problem, neither could not we. C. They could not solve the problem, also we could not. D. They could not solve the problem and we could not neither. Ans: A (Explanation: "We could not either" is the correct structure for agreeing with a negative statement at the end of a clause.) 46. Which of the following sentence is correct? [DU 04-05] A. She took pictures, and I did so. B. She took pictures, and so I did. C. She took pictures, and I did also. D. She took pictures, and so did I. Ans: D (Explanation: Affirmative agreement with "so" requires inversion. "and so did I".) 47. Find out the correct sentence. (আমি এ ব্যাপারে দুশ্চিন্তিত, এবং সেও তাই) [RU 08-09] A. I am worried about it, and also he is. B. I am worried about it, and so is he. C. I am worried about it, and also is he. D. As I am worried about it, so he is. Ans: B (Explanation: Agreement with "am" (be verb). Inversion: "and so is he".) More practice on Affirmative and Negative Agrement Questions: 1. Technically, glass is a mineral and --- a) so is water b) water is so c) so water is d) water so 2. They are engrossed in studies and --- a) so do I b) so I am c) so am I d) I 3. My friend does not like sweets. --- do I. a) neither b) either c) or d) so 4. My friend does not like terrorism and --- a) neither do I b) neither I do c) I do d) I do either 5. You like chocolate --- a) and me too b) and I too c) and so do I d) and I do 6. Neptune is an extremely cold planet, and --- a) So does Uranus b) Uranus so c) So is Uranus d) So has Uranus 7. She was very exhausted and --- a) the other were so b) the others were also c) were so the others d) so were the others 8. Kamal does not tell a lie, --- he doesn't cheat others. a) not he cheats others b) neither does he cheat others c) nor does he cheat others d) nor he cheats others 9. "I won't be late." The correct response may be a) "So do I" b) "Me neither" c) "I too" d) "Nor am I!" 10. Rajshahi relies heavily on income from fruit crops, --- a) and so is Dinajpur b) and so are other districts c) and so is Chittagong d) and so does Dinajpur 11. Times have changed and so --- a) we have b) we are c) have we d) are we 12. A: I cannot drive a car. B: a) Neither can't I b) So can't I c) Neither can I d) So can I 13. "She likes cooking." The correct response is: a) "Me neither" b) "So am I" c) "So do I" d) "Neither am I" 14. Soma wants to go home and: a) so we are b) so want c) so do we d) we do so 15. California relies heavily on income from fruit crops, and --- a) so does Florida b) Florida too c) Florida also d) Florida is as well 16. My family members do not like coffee and --- a) either don't I b) I do neither c) neither do I d) neither don't I 17. The promising boy did not spoil a single moment, --- develop any bad habit. a) nor did he b) neither does he c) none but d) never was he 18. He did not write to me, nor --- a) he telephoned b) did he telephone c) telephoned d) has not telephoned Answers With Explanation: 1. a) so is water (Affirmative Agreement with 'be' verb: "and + so + verb + subject". Glass is..., so is water. গ্লাসের মতো পানিও মিনারেল।) 2. c) so am I (Affirmative Agreement with 'be' verb 'are'. "So + am + I". তারা পড়াশোনায় মগ্ন এবং আমিও।) 3. a) neither (Negative Agreement. "Neither + auxiliary + subject". আমার বন্ধু মিষ্টি পছন্দ করে না, আমিও না।) 4. a) neither do I (Negative Agreement with 'do' verb. "Neither + do + I". সে সন্ত্রাসবাদ পছন্দ করে না, আমিও না।) 5. c) and so do I (Affirmative Agreement with main verb 'like'. "and + so + do + I". তুমি চকলেট পছন্দ কর এবং আমিও।) 6. c) So is Uranus (First clause has 'is', so the agreement uses 'is'. নেপচুন ঠান্ডা গ্রহ এবং ইউরেনাসও।) 7. d) so were the others (Past tense 'was' becomes 'were' for plural subject 'others'. "So + were + the others". সে ক্লান্ত ছিল এবং বাকিরাও।) 8. c) nor does he cheat others (Negative addition. "Nor + auxiliary + subject". সে মিথ্যা বলে না, এবং প্রতারণাও করে না। Note: 'Neither' is usually paired with 'nor' or used alone, but here 'Nor' connects the clause with inversion.) 9. b) "Me neither" (Informal response to a negative statement ("won't"). Formal: "Neither will I". "Me neither" is common in spoken English. আমিও দেরি করব না।) 10. d) and so does Dinajpur (First clause has main verb 'relies' (Present Simple), so auxiliary 'does' is used. রাজশাহী নির্ভর করে এবং দিনাজপুরও।) 11. c) have we (Present Perfect 'have changed' requires 'have' in agreement. সময় বদলেছে এবং আমরাও।) 12. c) Neither can I (Negative statement with modal 'cannot'. Response uses "Neither + can + I". আমি গাড়ি চালাতে পারি না, বি-ও পারে না।) 13. c) "So do I" (Statement has 'likes' (Present Simple). Agreement uses 'do'. সে রান্না পছন্দ করে, আমিও।) 14. c) so do we ('Wants' is Present Simple. Agreement uses 'do'. সোমা বাড়ি যেতে চায় এবং আমরাও।) 15. a) so does Florida ('Relies' is Present Simple. Agreement uses 'does'. ক্যালিফোর্নিয়া নির্ভর করে এবং ফ্লোরিডাও।) 16. c) neither do I (Negative statement 'do not like'. Agreement: "Neither + do + I". তারা কফি পছন্দ করে না, আমিও না।) 17. a) nor did he (Negative continuation in past tense. "Nor + did + he". সে সময় নষ্ট করেনি, এবং কোনো খারাপ অভ্যাসও গড়ে তোলেনি।) 18. b) did he telephone (Inversion after 'nor'. "Nor + did + he + verb". সে আমাকে লেখেওনি, ফোনও করেনি। Note: Source key suggests 'c', but 'b' is grammatically correct.)

Dangling Modifier Dangling Modifier (ঝুলন্ত বা অসংলগ্ন বিশেষণ) হলো এমন একটি শব্দগুচ্ছ (Phrase) যা বাক্যের শুরুতে বসে কিন্তু পরবর্তী Clause-এর Subject-কে সঠিকভাবে নির্দেশ করতে পারে না। সহজ কথায়, বাক্যের শুরুতে যদি এমন কোনো কাজ (Action) উল্লেখ থাকে, কিন্তু সেই কাজটি কে করছে (Doer) তা যদি পরবর্তী অংশের Subject হিসেবে না থাকে, তবে বাক্যটি ভুল হয়। এই ভুলকেই Dangling Modifier বলে। Basic Principle: বাক্যের শুরুতে থাকা Introductory Phrase-এর কাজ যে ব্যক্তি বা বস্তু সম্পন্ন করে, তাকেই অবশ্যই Main Clause-এর Subject হতে হবে। Incorrect: Walking down the street, the trees looked beautiful. (গাছ কি রাস্তায় হাঁটতে পারে? না। তাই এটি Dangling Modifier). Correct: Walking down the street, I saw the beautiful trees. (এখানে হাঁটার কাজটি 'I' করছে এবং 'I' বাক্যের Subject)। Rules & Methods of Correction Dangling Modifier সংশোধন করার দুটি প্রধান উপায় আছে: Method 1: Change the Main Subject Introductory Phrase-এর কাজ যে করছে, তাকে Main Clause-এর Subject হিসেবে বসাতে হবে। Incorrect: Reading the book, the story was interesting. Correct: Reading the book, I found the story interesting. Method 2: Expand the Phrase into a Clause শুরুর Phrase-টিকে ভেঙে একটি পূর্ণাঙ্গ Clause (Subject + Verb যুক্ত) তৈরি করতে হবে। Incorrect: While sleeping, the phone rang. Correct: While I was sleeping, the phone rang. Common Structures & Examples 1. Present Participle (Verb+ing) Phrase Incorrect: Flying out the window, he grabbed the papers. (মানুষ জানালা দিয়ে উড়ে যায় না, কাগজ উড়ে যায়). Correct: He grabbed the papers flying out the window. Correct: As the papers were flying out the window, he grabbed them. Incorrect: Looking at his watch, the time was 10 AM. Correct: Looking at his watch, he noticed the time was 10 AM. 2. Past Participle (V3) Phrase Incorrect: Confused by the question, the answer could not be found. Correct: Confused by the question, the student could not find the answer. 3. Infinitive Phrase (To + Verb) Incorrect: To get a good grade, studying is necessary. (Studying নিজে গ্রেড পেতে পারে না). Correct: To get a good grade, you must study hard. Incorrect: To enter the room, the key must be used. Correct: To enter the room, we must use the key. 4. Prepositional Phrase Incorrect: After jumping out of the boat, the shark bit the man. (হাঙর বোট থেকে লাফ দেয়নি). Correct: After the man jumped out of the boat, the shark bit him. Correct: After jumping out of the boat, the man was bitten by a shark. Previous Years' Questions with Explanation 01. Correct the sentence: "Driving down the road, a huge tree was seen." [DU-B] (A) Driving down the road, a huge tree was seen. (B) Driving down the road, we saw a huge tree. (C) A huge tree was seen driving down the road. (D) While driving down the road, a huge tree was seen. Ans: (B) Explanation: গাড়ি চালানোর কাজটি 'we' করছে, কোনো 'tree' নয়। তাই Subject হিসেবে 'we' বসবে। 02. Correct the sentence: "To become a doctor, biology is compulsory." (A) To become a doctor, biology is compulsory. (B) Biology is compulsory to become a doctor. (C) To become a doctor, a student must study biology. (D) Becoming a doctor, biology is needed. Ans: (C) Explanation: Biology ডাক্তার হতে পারে না, একজন ছাত্র হতে পারে। তাই Subject হিসেবে 'a student' সঠিক। 03. "Reading the novel, the story interested me." This sentence is — (A) Correct (B) Incorrect (Dangling Modifier) (C) Complex Sentence (D) Compound Sentence Ans: (B) Explanation: Novel পড়ার কাজটি 'Story' করতে পারে না। সঠিক হতো: "Reading the novel, I found the story interesting." 04. Correct: "Unlike the other students, the teacher gave Rahim a prize." (A) Unlike the other students, Rahim was given a prize by the teacher. (B) Unlike the other students, the teacher gave Rahim a prize. (C) The teacher gave Rahim a prize unlike the other students. (D) Rahim, unlike the other students, gave the teacher a prize. Ans: (A) Explanation: তুলনা করা হচ্ছে 'Rahim' এবং 'other students'-এর মধ্যে। 'Teacher' এবং 'students'-এর মধ্যে নয়। তাই Subject হিসেবে 'Rahim' আসতে হবে। Master Exercise Choose the correct sentence from the alternatives: 01. (A) Walking along the road, a bus hit him. (B) Walking along the road, he was hit by a bus. (C) While walking along the road, a bus hit him. (D) A bus hit him walking along the road. Ans: (B) (হাঁটার কাজটি 'he' করছিল, বাস নয়)। 02. (A) Having finished the work, the TV was switched on. (B) Having finished the work, he switched on the TV. (C) The work being finished, the TV was switched on. (D) Both B and C. Ans: (D) (B তে Subject ঠিক আছে; C তে Absolute Phrase ব্যবহার করা হয়েছে যা গ্রামারটিক্যালি সঠিক)। 03. (A) Cooked in butter, my mother makes delicious eggs. (B) Cooked in butter, eggs are delicious. (C) My mother makes delicious eggs cooked in butter. (D) Both B and C. Ans: (D) (A তে বোঝাচ্ছে 'mother' কে রান্না করা হয়েছে, যা ভুল। B এবং C সঠিক)। 04. (A) Lying on the floor, the clock struck ten. (B) Lying on the floor, I heard the clock strike ten. (C) While lying on the floor, the clock struck ten. (D) The clock struck ten lying on the floor. Ans: (B) (ঘড়ি মেঝেতে শুয়ে থাকে না, 'I' শুয়ে ছিল)। 05. (A) To improve your vocabulary, read more books. (B) To improve your vocabulary, books should be read. (C) Reading more books, vocabulary will be improved. (D) Vocabulary is improved by reading books. Ans: (A) (Imperative sentence-এ subject 'You' উহ্য থাকে, তাই এটি সঠিক। B তে 'books' ভোকাবুলারি উন্নত করতে চায় না)। 06. (A) After retiring from office, the neighbors gave him a party. (B) After retiring from office, he was given a party by the neighbors. (C) Retiring from office, a party was given. (D) While retiring, the party was held. Ans: (B) (অবসর গ্রহণের কাজটি 'he' করেছে, প্রতিবেশীরা নয়)। 07. (A) Using a telescope, the star was clearly seen. (B) Using a telescope, I saw the star clearly. (C) The star was seen using a telescope. (D) Both B and C. Ans: (D) (B তে Subject ঠিক আছে। C তে Passive Voice সঠিক, যেখানে 'using' phrase টি implied agent দ্বারা সম্পন্ন হচ্ছে)। 08. (A) While going to class, a dog bit me. (B) While I was going to class, a dog bit me. (C) Going to class, the dog bit me. (D) A dog bit me going to class. Ans: (B) (Clause expand করে Subject পরিষ্কার করা হয়েছে)। 09. (A) Wounded in the leg, the soldier could not walk. (B) Wounded in the leg, walking was impossible. (C) Wounded in the leg, the doctor saw the soldier. (D) The soldier could not walk wounded in the leg. Ans: (A) (আহত হয়েছিল সৈনিক, তাই Subject 'The soldier')। 10. (A) Thinking of his future, the decision was made. (B) Thinking of his future, he made the decision. (C) The decision was made thinking of his future. (D) Thinking of his future, it was decided. Ans: (B) (ভবিষ্যৎ নিয়ে চিন্তা করছিল 'he')। More Questions with Answers and Explanation DANGLING MODIFIER Questions 1. —, a deer leapt out in front of me. [সার্কেল অ্যাডজুটেন্ট-১৫, JKKNIU (ঘ) 16-17] A. While driving down the road B. While I was driving down the road C. I was driving down the road D. Driving down the road Ans: B (Explanation: If the sentence starts with "While driving" (A) or "Driving" (D), the subject of the modifier must be the subject of the main clause. The subject of the main clause here is "a deer". Since a deer was not driving, these options create a Dangling Modifier. Option B ("While I was driving") provides a complete clause with its own subject "I", making the sentence grammatically correct.) 2. According to the conditions of my scholarship, after finishing my degree, — . [20th BCS, CU (E) 14-15] A. my education will be employed by the university B. employment will be given to me by the university C. the university will employ me D. I will be employed by the university Ans: D (Explanation: The introductory phrase "after finishing my degree" describes an action performed by the speaker ("I"). Therefore, "I" must be the subject of the independent clause immediately following the introductory phrase. Only Option D starts with "I".) 3. After seeing the movie, —. / After watching the movie 'Centennial', —. [CU (E) 14-15, (C) 17-18, JU (E) 17-18] A. the book was read by many people B. the book made many people want to read it C. many people wanted to read the book D. the reading of the book interested many people Ans: C (Explanation: Who saw the movie? "Many people". Therefore, "many people" must be the subject of the sentence to modify the introductory phrase correctly. The book did not see the movie.) 4. Worn out by a long walk, she fainted. Here 'worn out' is a [IU (B) 13-14] A. dangling participle B. present participle C. adjective complement D. adverb Ans: A (Explanation: Grammatically, "Worn out" is a Past Participle phrase correctly modifying "she". However, in the context of this specific exam question layout where "Past Participle" is not an option, the term "Dangling Participle" is often used in a broad sense to categorize introductory participle phrases in exam syllabi, even if used correctly here.) 5. 'Climbing up a tree, I saw a grey monkey.' - who was climbing up the tree? [DU (D) 03-04, (C) 13-14, IU (G) 10-11] A. a monkey B. the speaker C. somebody else D. none Ans: B (Explanation: The subject of the introductory modifier "Climbing up a tree" is the subject of the sentence, "I" (the speaker). If the monkey were climbing, the sentence structure would likely be: "I saw a grey monkey climbing up a tree.") 6. While going to class, —. [COU (B) 08-09] A. the dog bit me B. dog bit me C. a dog bit me D. I was bitten by a dog Ans: D (Explanation: Who was going to class? "I". Therefore, "I" must be the subject. Options A, B, and C make "the dog" the subject, implying the dog was going to class.) 7. — the passer-by took a nap. (পথিকটি অত্যন্ত ক্লান্ত ও পরিশ্রান্ত হয়ে একটু ঘুমিয়ে নিল) [CU (B1) 14-15] A. Be tired and exhausted B. Having tired and exhausted C. After having tired and exhausted D. Tired and exhausted Ans: D (Explanation: Adjectives or participles placed at the beginning of a sentence modify the subject. "Tired and exhausted" correctly describes the state of "the passer-by".) 8. While biking home before the storm, — [CU (B-1) 13-14] A. the bicycle of Jahan broke down B. Jahan had an accident C. it happened that Jahan's bike broke down D. the storm caught Jahan Ans: B (Explanation: The person biking was Jahan. Therefore, "Jahan" must be the subject of the main clause. In options A, C, and D, the subjects are "bicycle", "it", and "storm", none of which were biking.) 9. —, the seeds of the Kentucky coffee plant are poisonous. [JnU (A) 12-13] A. Until they have been cooked B. Cooking them C. Cooked until D. Being cooked Ans: A (Explanation: To avoid a dangling modifier (since "seeds" cannot cook themselves), the introductory phrase must act as a complete dependent clause with its own subject. "Until they have been cooked" fulfills this requirement.) 10. Hanging on the wall, — [আমি দেয়ালে তার মায়ের ঝুলন্ত একটি ছবি দেখলাম] [CU (E) 08-09] A. was there a photograph of my mother B. a photograph of my mother was C. I saw a photograph of my mother D. was a photograph of my mother E. a photograph of my mother I saw Ans: E (Explanation: The phrase "Hanging on the wall" modifies "a photograph". Option E uses an inverted structure ("...a photograph... I saw") where the object is placed immediately after its modifier, which is stylistically acceptable here.) 11. Plunging into water, — [সে জলে ডুবে ডুবন্ত শিশুটিকে উদ্ধার করলো] [CU (E) 08-09] A. the drowning child was rescued B. the child has been rescued C. drowning child rescued he D. he rescued the drowning child Ans: D (Explanation: The person who plunged into the water is "he". Therefore, "he" must be the subject of the sentence.) 12. Which one is correct? [JU (C) 14-15] A. Having finished the assignment, the TV was turned on B. After reading the original study, the article remains unconvincing C. Relieved of your responsibilities at work, your home should be a place to relax D. Having finished the assignment, I turned on the TV Ans: D (Explanation: "Having finished the assignment" refers to "I". In option A, the TV finished the assignment (incorrect). Option D correctly aligns the modifier with the subject "I".) 13. Choose the correct sentence. [সে পার্কে হাঁটার সময় সাপের কামড় খেল] [CU (D) 11-12] A. Walking in the park, he was bitten by a snake. B. Walking in the park, a snake bit him. C. Walking in the park, he bit a snake. D. Walking in the park, a snake was bit him. Ans: A (Explanation: The person walking was "he". Therefore, "he" must be the subject. Option B implies the snake was walking in the park.) 14. Choose the correct sentence. [RU (E) 11-12] A. After jumping of a boat, the shark (হাঙ্গর) bit the man. B. After jumping of a boat, the shark bite the man. C. After jumping of a boat, the man was bitten by a shark. D. After jumping of a boat, the man bite the shark. Ans: C (Explanation: The man jumped off the boat, so "the man" must be the subject. Options A and B imply the shark jumped off the boat.) 15. No confusion of the grammatical subject occurs in — [DU (B) 02-03, 99-00] A. Young and inexperienced, the task seemed easy to me. B. Young and inexperienced, it seemed to be an easy task. C. Young and inexperienced, I thought the task easy. D. Young and inexperienced, it was an easy task for me. Ans: C (Explanation: The modifiers "Young and inexperienced" describe a person. Therefore, the subject of the main clause must be a person ("I"). In the other options, the subject is "task" or "it".) 16. Which of the following sentence is correct? [DU 96-97] A. Hearing the good news, I was happy. B. Hearing the good news, happiness was mine. C. Hearing the good news, happy I was. D. Hearing the good news, mine was happiness. Ans: A (Explanation: The person who heard the news is "I". Option A correctly places "I" as the subject immediately after the participle phrase.) 17. Walking through the forest, — [CU (E) 01-02] A. the path of the traveller was moonlit. B. the traveller saw the moon above the trees. C. the moon lit up the leaves of the trees. D. the moon appeared like a luminous ball. Ans: B (Explanation: The person walking through the forest is "the traveller". Thus, "the traveller" must be the subject.) 18. Choose the correct sentence [NU (মানবিক) 10-11] A. Having arrived late for practice, a written excuse was needed B. Having arrived late for practice, the team captain needed a written excuse C. Having arrived late for practice, need the excuse the captain D. Having arrived later for practice, an application was needed Ans: B (Explanation: The person who arrived late is "the team captain". This subject must immediately follow the introductory phrase.) 19. Find out the correct sentence. [DU (C) 91-92, বাংলাদেশ ব্যাংক (AD)-০৬] A. Crossing the street, a car almost struck us. B. As we crossed the street, a car almost struck us. C. A car almost struck us, crossing the street. D. Having crossed the street, a car almost struck us. Ans: B (Explanation: A dangling modifier is avoided by expanding the phrase into a full dependent clause: "As we crossed the street". In options A, C, and D, the implied subject is "a car", suggesting the car was crossing or had crossed the street.) 20. Which is the correct sentence? [জেলা প্রাথমিক শিক্ষা অফিসার-৯৩] A. He was bitten by a snake when walking in the garden. B. Walking in the garden, a snake bite him. C. He was bitten by a snake while walking in the garden. D. While he was walking in the garden, a snake had bitten him. Ans: C (Explanation: Option C is concise and correct. "While walking" modifies "He". Option D is also grammatically correct but C is often preferred for conciseness in these tests. Option B is a classic dangling modifier.) 21. Having been served lunch — [থানা/উপজেলা প্রকৌশলী-৯৯, PUST (A) 09-10, BU (D, Ad. English) 12-13] A. the problem was discussed by the members of the committee. B. the committee members discussed the problem. C. it was discussed the committee members the problem D. a discussion of the problem was made by the members of the committee. Ans: B (Explanation: The "committee members" were served lunch. Therefore, they must be the subject of the sentence.) 22. Which sentence is correct? (দেখে পথ না চলায় সে একটা কারের সাথে ধাক্কা খেল) [DU (B) 00-01, JnU (B-EE) 09-10] A. Not looking where he was going, a car hit him. B. Not looking where he was going, a car had hit him. C. Not looking where he was going, he was hitted by a car. D. Not looking where he was going, he was hit by a car. Ans: D (Explanation: The person not looking was "he". So, "he" must be the subject. Option C is incorrect because "hitted" is not a word.) 23. Choose the correct sentence. [DU (C) 03-04] A. Flying outside the window, he grabbed the papers. B. Flying out of the window, he grabbed the papers. C. Flying out the window, the papers were grabbed by him. D. Flying out the window, the papers grabbed by him. E. Flying out the window, the papers were grabbed him. Ans: C (Explanation: The items flying out the window were "the papers". Therefore, "the papers" must be the subject. In options A and B, "he" is the subject, implying he was flying.) 24. Find out the correct sentence. [DU (D) 92-93] A. Knowing little algebra, it was difficult to solve the problem. B. Knowing little algebra, the problem was difficult to solve. C. Knowing little algebra, I found it difficult to solve the problem. D. Knowing little algebra, solving the problem was difficult. Ans: C (Explanation: The person who knows little algebra is "I". Thus, "I" must be the subject.) 25. Choose the correct sentence. [তাড়াহুড়ার মধ্যে থাকায় সে দরজা খোলা রেখে চলে গেল] [CU (খ) 03-04] A. Being in haste, the door was left. B. Being in haste, the door was left open. C. Being in haste, she left the door open. D. Being in haste, the door was opened. Ans: C (Explanation: The person in haste was "she". So, "she" must be the subject. Options A, B, and D imply the door was in haste.) 26. Upon hatching, — A. swimming is known by young ducks B. young ducks know how to swim C. how to swim is known in young ducks D. the knowledge of swimming is in young ducks Ans: B (Explanation: The creatures that hatch are "young ducks". Therefore, "young ducks" must be the subject.) 27. Smaller and flatter than an orange, — [DU (BBA-IBA) 02-03] A. a tangerine is easy to peel and its sections separate readily B. the peel of a tangerine is easily removed and its sections are readily separated C. it's easy to peel a tangerine and to separate its sections D. to peel a tangerine is easy, and it sections can be readily separated Ans: A (Explanation: The thing that is "smaller and flatter than an orange" is "a tangerine". Therefore, "a tangerine" must be the subject.)

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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: Stopping by Woods on a Snowy Evening — Robert Frost Whose woods these are I think I know. /huːz wʊdz ðiːz ɑːr aɪ θɪŋk aɪ nəʊ/ His house is in the village though; /hɪz haʊs ɪz ɪn ðə ˈvɪlɪdʒ ðəʊ/ He will not see me stopping here /hiː wɪl nɒt siː miː ˈstɒpɪŋ hɪə/ To watch his woods fill up with snow. /tə wɒtʃ hɪz wʊdz fɪl ʌp wɪð snəʊ/ My little horse must think it queer /maɪ ˈlɪtl hɔːs mʌst θɪŋk ɪt kwɪə/ To stop without a farmhouse near /tə stɒp wɪˈðaʊt ə ˈfɑːmhaʊs nɪə/ Between the woods and frozen lake /bɪˈtwiːn ðə wʊdz ənd ˈfrəʊzn leɪk/ The darkest evening of the year. /ðə ˈdɑːkɪst ˈiːvnɪŋ əv ðə jɪə/ He gives his harness bells a shake /hiː ɡɪvz hɪz ˈhɑːnɪs belz ə ʃeɪk/ To ask if there is some mistake. /tə ɑːsk ɪf ðeə rɪz sʌm mɪˈsteɪk/ 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./ 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./ 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./ Grade 8: "The Highwayman" by Alfred Noyes 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,/ 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/ 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;/ 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,/ Poems for Recitation Competition (Previous Version) 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!/

[Dear students, the questions are given first. The answers are below. Scroll down to see them. You may use these board questions for practice. Try to answer by yourself first, then check the answers.] ছায়াপথ কুমিল্লা বোর্ড ১১৩ 03 Set ENGLISH FIRST PAPER [According to the Syllabus of 2026] ১০৫৭/২০২৬ Subject Code: 1 0 7 Time-3 hours Full marks-100 [N.B. The figures in the right margin indicate full marks. Answer all the questions.] Part A - Reading Test Marks - 70 Read the following passage carefully. Then answer questions 1, 2 and 3: Meherjan lives in a slum on the Sirajgonj Town Protection Embankment. The whispering wind from the river Jamuna makes the fire unsteady. The dancing flames remind Meherjan of the turmoil in her life. Not long ago Meherjan had everything a family, arable land and cattle. The erosion of Jamuna gradually consumed all her land property. It finally claimed her only shelter during the last monsoon. It took the river only a day to devour Meher's house, trees, vegetable garden and the bamboo bush. She had a happy family once. Over the years, she lost her husband and her family to diseases that cruel hunger and poverty brought to her family. Now, she is the only one left to live on with her loss and the pain. The greedy Jamuna has shattered her dreams and happiness. There are thousand others waiting to share the same fate like Meherjan. Bangladesh is a land of rivers, some of whose banks overflow or erode during monsoon. Erosion is a harsh reality for the people living along the river banks. During each monsoon many more villages are threatened by the mighty rivers like the Jamuna, the Padma and the Meghna. It is estimated that river erosion makes at least 1,00,000 people homeless every year in Bangladesh. In fact, river erosion is one of the main dangers caused by climate change. If we can't take prompt action to adapt to climate change, there will be thousands of more Meherjans in our towns and villages every year. 1. Choose the correct answer from the alternatives given after each question. Marks 1x7=7 (a) There is/are _____ In Meherjan's family. (i) many members (ii) a few members (iii) one member (iv) few member Answer: (iii) one member (b) _____ has made Meherjan's life miserable. (i) old age (ii) sickness (iii) frustration (iv) river erosion Answer: (iv) river erosion (c) All her land property _____ gradually by the erosion of Jamuna. (i) consumed (ii) was consumed (iii) consumes (iv) is consumed Answer: (ii) was consumed (d) The people who live by the side of the river lead a very _____ life. (i) happy (ii) nice (iii) anxious (iv) luxurious Answer: (iii) anxious (e) The word 'tremble' mentioned in the passage means _____. (i) steady (ii) stable (iii) throb (iv) vibrate Answer: (iv) vibrate (f) Which is the figure related to the homeless people in Bangladesh every year? (i) 10,00,000 (ii) 10,000 (iii) 1,000 (iv) 1,00,000 Answer: (iv) 1,00,000 (g) What is the main purpose of the author of the passage? (i) To explain the importance of big rivers (ii) To describe the impact of river erosion (iii) To depict of impact of the monsoon (iv) To describe the destiny of a woman Answer: (ii) To describe the impact of river erosion 2. Answer the following questions in your own words: 2×5=10 (a) What do you know about the early life of Meherjan? Answer: In her early life, Meherjan had a happy and prosperous family. She possessed arable land, cattle, a house, a vegetable garden, and a bamboo bush before the river Jamuna consumed everything. (b) What does Meherjan use to make fire for cooking foods? Answer: Although not explicitly detailed in the provided text beyond making a fire, Meherjan uses fallen leaves, dry straw, and whatever scraps she can gather around the embankment to make a fire for cooking her food. (c) Why is the phrase 'greedy Jamuna' used to describe the river? Answer: The phrase 'greedy Jamuna' is used to personify the river as a cruel and insatiable entity that has ruthlessly devoured Meherjan's property, house, and happiness, much like a greedy person who takes away everything. (d) In which season is the river erosion most likely to occur? Answer: River erosion is most likely to occur during the monsoon season, as the passage mentions that rivers overflow or erode during this time. (e) What is the central idea of the passage? Answer: The central idea of the passage is to highlight the devastating impact of river erosion and climate change on the vulnerable people of Bangladesh, using Meherjan's tragic life as a realistic example. 3. Read the above passage again and fill in each gap with a suitable word based on it: 1×5=5 River erosion is still posing (a) _____ to the lives and properties of thousands of people (b) _____ close to the rivers. They are most (c) _____ the worst victims of river erosion. Each year about one lac people (d) _____ homeless for river erosion in Bangladesh. Meherjan's life is just one (e) _____ Answers: (a) threat / danger (b) residing / living (c) likely / often (d) become (e) example Read the passage carefully and answer the questions no. 4 and 5: Bangladesh is blessed with huge inland open water resources. It has numerous rivers, canals, beels, lakes and vast areas of flood plains. Hakaluki Haor is one of the major wetlands of Bangladesh. With a land area of 18,386 hectores, it supports a rich biodiversity and provides direct and indirect livelihood benefits to nearly 1,90,000 people. This haor was declared an ecologically critical area in April 1999 by the Government of Bangladesh. Hakaluki is a complex ecosystem, containing more than 238 interconnecting beels and jalmahals. The haor falls into two administrative districts Maulovibazar and Sylhet. Some 1,90,000 people live in the area surrounding the haor. The haor is a very important resting place of migratory water-fowls flying in from the north. The interesting species is the Barheaded Goose which is now hardly seen in fresh water wetlands. Hakaluki Haor is known as a good grazing land in winter. The haor had very dense swamp forests in the past, but deforestation and lack of conservation practices have virtually destroyed this unique forest in the last two decades. 4. Complete the table below with information from the above passage. Marks 1×5=5 About Hakaluki Haor Who/What Event/activity Speciality/area Place/time Hakaluki Haor is a major water land with an area of in Bangladesh The haor was declared Ecologically critical area falls into two districts (iii).......... (iv) is seen which is the most interesting, water fowl in fresh water The haor (v) as good grazing land in winter Answers: (i) 18,386 hectares (ii) in April 1999 (iii) Maulovibazar and Sylhet (iv) The Barheaded Goose (v) is known (Note: 'Water' এর পরিবর্তে 'Winter' হবে।) 5. Write a summary of the above passage in your own words. 10 Answer: Hakaluki Haor, spanning 18,386 hectares across Maulovibazar and Sylhet, is one of Bangladesh's most significant wetlands and a vital inland open water resource. Declared an ecologically critical area in April 1999, this complex ecosystem supports immense biodiversity and sustains the livelihoods of approximately 1,90,000 people. It serves as a crucial winter grazing land and a sanctuary for rare migratory birds like the Barheaded Goose. Unfortunately, over the past two decades, unchecked deforestation and a lack of proper conservation have severely destroyed the unique, dense swamp forests that once flourished in the region. 6. Match the parts of sentences given in column A, B and C to write five complete sentences: 1×5=5 Column A Column B Column C (a) Morality develops the conscience (i) himself in a proper way and cultivate (i) which cannot ignore logic and reason (b) It helps a man guide (ii) is increasing and we are losing (ii) and right and wrong (c) It is such a great natural power (iii) from our childhood, we shall (iii) the invaluable virtue of morality (d) But nowadays moral erosion (iv) that it grows naturally in human behavior (iv) fall in every aspect of life (e) If we do not practise morality (v) by which man can judge good or bad (v) all the virtues to become a complete man Answers: a + v + ii: Morality develops the conscience by which man can judge good or bad and right and wrong. b + i + v: It helps a man guide himself in a proper way and cultivate all the virtues to become a complete man. c + iv + i: It is such a great natural power that it grows naturally in human behavior which cannot ignore logic and reason. d + ii + iii: But nowadays moral erosion is increasing and we are losing the invaluable virtue of morality. e + iii + iv: If we do not practise morality from our childhood, we shall fall in every aspect of life. 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. 1×8=8 (a) He earned a lot of money from his dynamite business. (b) This award was named after Alfred Nobel. (c) He was an engineer. (d) Dr. Alfred Nobel was born in 21 October, 1833 at Stockholm, Sweden. (e) So, it was called the Nobel Prize. (f) He invented dynamite after some years of joining his father's company. (Note: Appears as '1' in prompt, corrected to 'f' based on standard sequential flow) (g) This award was also given for setting up peace in the world. (h) He undertook a plan to give an award for encouraging the creative work. Answer: d + c + f + a + h + b + e + g (Dr. Alfred Nobel was born in 21 October, 1833 at Stockholm, Sweden. -> He was an engineer. -> He invented dynamite after some years of joining his father's company. -> 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. -> This award was also given for setting up peace in the world.) 8. Answer any five of the following questions from the poems. Marks 2×5=10 (a) How does Whitman view the role of humanity in "O Me! O Life!"? Answer: Walt Whitman views humanity as an endless, struggling crowd where each individual faces foolishness and despair, yet still possesses a unique purpose and the profound opportunity to contribute their own "verse" to the grand play of life. (b) What does the phrase "The powerful play goes on" mean in "O Me! O Life!"? Answer: The phrase is a metaphor indicating that the grand, unstoppable narrative of human history and existence continues despite individual struggles, and everyone has a role to play in it. (c) What does the poem 'Books' suggest about reading as a mental journey? Answer: The poem suggests that reading is a powerful mental journey that acts as a magical vessel, transporting the reader's imagination to different times, realms, and experiences without ever leaving their physical location. (d) What does the poem "Two Mothers Remembered" suggest about patience? Answer: The poem suggests that a mother's patience is boundless and deeply enduring, highlighting how mothers silently bear immense hardships and make sacrifices to raise their children with unconditional love. (e) What does the poet suggest about human resilience in "The Sands of Dee"? Answer: While the poem highlights the tragic fate of Mary and the destructive power of nature, the continuous, echoing call of the fishermen reflects human resilience, showing how communities endure and remember their lost ones. (f) Why does the poet use the metaphor of a caravan in "Time, You Old Gipsy Man"? Answer: The poet uses the metaphor of a caravan to depict Time as a restless, wandering gypsy that never permanently halts, emphasizing the fleeting, unstoppable, and ever-moving nature of time. (g) What is the role of snow in "Stopping by Woods On a Snowy Evening"? Answer: The falling snow creates a serene, isolated, and hypnotic atmosphere. It symbolizes the alluring, quiet beauty of nature that tempts the speaker to pause and escape from his worldly duties and obligations. (h) What does the poet mean by "Be glad and your friends are many" in "Solitude"? Answer: The poet means that people are naturally drawn to happiness and success. When you are cheerful, you will easily attract companions, but in times of sorrow or difficulty, people tend to abandon you to suffer alone. 9. Answer any five of the following questions from the stories: 2×5=10 (a) How does Sonabhan react to Moti's death in the story "Mr. Moti"? Answer: Sonabhan is initially deeply heartbroken and devastated by the profound tragedy of Moti's death, experiencing intense grief over the loss of her beloved companion. (b) What marks a significant change in Sonabhan's routine after Moti's death in the story "Mr. Moti"? Answer: Following Moti's passing, Sonabhan's routine changes drastically as she has to shoulder new, heavy responsibilities to survive, working harder and managing all household struggles independently. (c) Who had brought the news of Mr. Brently Mallard's death in "The Story of an Hour"? Answer: Richard, a close friend of Mr. Brently Mallard, and Josephine, Mrs. Mallard's sister, brought the tragic news of his supposed death in a railroad disaster to Mrs. Mallard. (d) What does the purple jar symbolize in "The Purple Jar"? Answer: The purple jar symbolizes superficial beauty, illusion, and impracticality. It serves to teach the protagonist, Rosamond, a moral lesson about valuing true utility over mere outward appearance. (e) What did Portia emphasize about God's mercy in "The Merchant of Venice"? Answer: Portia emphasized that mercy is a divine quality, dropping like "gentle rain from heaven." She argued that it blesses both the giver and receiver, and human justice becomes closest to God's when seasoned with mercy. (f) What was Antonio's primary occupation in "The Merchant of Venice"? Answer: Antonio was a prominent, wealthy Christian merchant in Venice whose primary occupation involved trading valuable goods across the seas using a fleet of merchant ships. (g) What was Mrs. Mallard's reaction when he entered the house in "The Story of an Hour"? Answer: When Mr. Brently Mallard—who was presumed to be dead—suddenly unlocked the front door and entered the house completely unharmed, Mrs. Mallard was profoundly shocked. (h) Why did Mrs. Mallard die at the end of the story "The Story of an Hour"? Answer: Mrs. Mallard died of a sudden heart attack, described ironically by doctors as "the joy that kills." In truth, the fatal shock was likely caused by the devastating, abrupt loss of her newly discovered freedom and independence. Part B - Writing Test Marks - 30 10. Read the beginning of a story. Add at least ten new sentences to complete the story. Give a suitable title to it. 15 Once there lived a happy cobbler who passed his days in working and singing from morning till night. He had a rich neighbour, a banker, who, one day, said to him, "How much do you earn a year?" The cobbler replied,". Answer: The Happy Cobbler and the Rich Banker Once there lived a happy cobbler who passed his days in working and singing from morning till night. He had a rich neighbour, a banker, who, one day, said to him, "How much do you earn a year?" The cobbler replied, "I do not know, sir. I only earn enough day by day to feed my family and myself, and that is quite enough to keep me happy." The wealthy banker, who was always stressed about his vast wealth, pitied the poor man's financial state. Desiring to help him, the banker gave the cobbler a bag containing a thousand gold coins, telling him to keep it for times of need. The cobbler had never seen so much money in his entire life. He took the heavy bag of gold home and buried it secretly in a corner of his house. However, from that day onward, his life changed entirely. He lost his sweet sleep, constantly worrying that thieves might break in and steal his treasure. He even stopped singing his cheerful songs while working, as his mind was preoccupied with protecting the gold. His peace of mind completely vanished, and he became anxious and miserable. Finally, realizing that the money was the root cause of his unhappiness, he dug up the gold coins. He went straight to the banker's house and returned the money, saying, "Please take back your gold, sir. I would much rather have my songs, my sleep, and my peace of mind than all the wealth in the world." From then on, the cobbler returned to his simple life, singing happily every single day. 11. Education is very important for the development of a nation. Suppose, you are Nadi/Sagor and your friend is Adib/Adiba. Now, write a dialogue between you and your friend about the importance of education in the development of a nation. 15 Answer: A Dialogue on the Importance of Education Sagor: Hello, Adib! How are you doing today? Adib: I am doing great, Sagor. I was just reading an article in the newspaper about the newly proposed education budget of our country. Sagor: That is an excellent topic. Education is undeniably the most important factor for the development of any nation. What are your thoughts on it? Adib: I completely agree with you. I believe that education is the backbone of a nation. Without a well-educated population, no country can ever hope to prosper economically or socially. Sagor: Exactly. Education removes the darkness of ignorance and enlightens the human mind. It teaches people how to distinguish between right and wrong. Adib: Yes, and it also creates skilled manpower. An educated workforce can utilize modern technology, improve agricultural output, and boost industrial production. Sagor: Furthermore, education raises awareness about health, sanitation, and population control. Educated citizens are more conscious of their rights and duties towards the state. Adib: You are absolutely right. Look at the developed countries around the world; their success is deeply rooted in their high literacy rates and advanced educational systems. Sagor: Unfortunately, a significant portion of our population is still illiterate. They often fall victim to superstitions and cannot contribute effectively to national growth. Adib: That is why the government and conscious citizens must work together to ensure that every single child gets access to quality education. No one should be left behind. Sagor: I truly hope our new budget reflects that vision. We need more schools, better training for teachers, and modern facilities. Adib: Absolutely, Sagor. Only proper education can unlock the true potential of our nation and lead us to a brighter, more prosperous future. Sagor: Well said, Adib. It was great discussing this crucial issue with you. Adib: Same here, Sagor. Have a great day ahead! চট্টগ্রাম বোর্ড ENGLISH FIRST PAPER [According to the Syllabus of 2026] Subject Code: 107 Time: 3 hours Full marks: 100 [N.B. Answer all the questions. Figures in the right margin indicate full marks.] Part A—Reading Test (Marks-70) Read the passage and answer questions no. 1, 2 and 3: Humans can neither change the sun's radiation nor the earth's orbit around the sun. But they can control the increase in the amount of greenhouse gases and its effect on the atmosphere. Only during the last hundred years the carbon dioxide concentration has been raised alarmingly in the atmosphere and we humans can be held responsible for this. The main cause of the increase in carbon dioxide level in the atmosphere is the burning of fossil fuels. Since the end of the 19th century, industrial activities increased rapidly giving rise to many factories. These factories required energy, which was produced through the combustion of coal. Besides coal, other sources of energy, such as mineral oil and natural gas were also burned to heat our houses, run cars and airplanes or to produce electricity. Nowadays, about 85 million barrels of crude oil are burned daily. Every time a fossil raw material is burned, it releases carbon dioxide into the air. Therefore, it is clear that more and more greenhouse gases like carbon dioxide are being generated worldwide by humans. Moreover, we are also strengthening the greenhouse effect by deforestation, which means cutting down trees. Every year enormous areas of forests are destroyed by people to obtain wood and to clear regions for mining and to create pasture. This loss of the forest causes dual problems. Trees that are burned up release large volumes of carbon dioxide gas into the air. On the other hand, as forests absorb a lot of carbon dioxide from the air and deliver oxygen instead, we also destroy an important storehouse of carbon dioxide when we clear forests. 1. Choose the correct answer from the following alternatives: (1×7=7) (a) "Forests absorb a lot of carbon dioxide from the air." Here 'absorb' means ______ (i) take in (ii) take up (iii) take down (iv) take after (b) "Crude oil" refers to ______ (i) refined oil (ii) purified oil (iii) unpurified oil (iv) both (i) and (ii) (c) According to the text, the loss of the forest causes- problems. (i) single (ii) double (iii) triple (iv) quadruple (d) What does the word 'combustion' mentioned in the passage mean? (i) Comforting (ii) Burning (iii) Consumption (iv) Concentration (e) What is not beyond human capacity? (i) Controlling the emission of greenhouse gases (ii) Controlling the sun's orbit (iii) Controlling the sun's radiation (iv) Controlling the earth's orbit (f) Greenhouse gases have ______ effects on the environment. (i) pleasant (ii) smooth (iii) dangerous (iv) positive (g) Which of the following is an immediate atmospheric consequence of rising carbon dioxide levels as described in the text? (i) Cooling of the upper atmosphere (ii) Strengthening of the greenhouse effect (iii) Decrease in global energy demand (iv) Expansion of the earth's orbit 2. Answer the following questions: (2×5=10) (a) What are fossil fuels and why do we need them? (b) Why are trees important for protecting our environment? (c) In what ways can we reduce the rise of greenhouse gases in the air? (d) How are we strengthening the greenhouse effect? (e) Do you agree that humans are responsible for greenhouse effect? Give reasons for your answer. 3. Read the above passage again and fill in each gap with a suitable word based on the information in the passage: (1×5=5) Each time a kind of non-renewable (a) ______ is burned to run vehicles or heat our (b) ______. The atmosphere receives more (c) ______ gas. This gas slowly stores in the air and traps more heat (d) ______ the earth. Over time, this process weakens the natural (e) ______ that helps to protect the earth from dangerous climate change. Read the following passage carefully and answer the questions no. 4 and 5: Walt Whitman was a poet, essayist, journalist and humanist. He was born on 31 May 1819 in West Hills, Long Island, New York. He grew up in a large family and attended public school until the age of eleven. After leaving school, he worked as a printer's apprentice and later as a teacher and journalist. In 1855, Whitman published the first edition of his most famous poetry collection, 'Leaves of Grass'. Though it received mixed reviews at first, the book became highly influential and was expanded many times throughout his life. During the American Civil War in 1861 Whitman served as a volunteer in Washington DC caring for wounded soldiers. His wartime experiences deeply influenced his later writings. Whitman received widespread recognition during his lifetime and is now considered one of America's greatest poets. In 1873, he suffered a stroke, after which he moved to Camden, New Jersey, where he lived for the rest of his life. Walt Whitman died on 26 March 1892 in Camden and was buried in Harleigh Cemetery. 4. Complete the table below with the information from the above passage: (1×5=5) Who/What Event/Activity Year/When Place/Where Walt Whitman was born 1819 (i) ______ (ii) ______ was published 1855 New York Walt Whitman worked as a volunteer (iii) ______ Washington DC He moved after stroke 1873 (iv) ______ He (v) ______ 1892 Camden 5. Write a summary of the above passage in your own words. (10) 6. Match the parts of sentences given in column 'A', 'B' and 'C' to write five complete sentences. (1×5=5) Column A Column B Column C (a) The ground (i) can fall (i) by every builder. (b) Tall buildings (ii) sits (ii) when an earthquake happens. (c) Bangladesh (iii) need to know (iii) in a big shake. (d) Earthquake resistance building codes (iv) shakes (iv) what to do during an earthquake. (e) People (v) must be followed (v) on moving tectonic plates. 7. 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. (1×8=8) (a) The courtier considered him an ordinary person and did not treat him duly. (b) Instead of eating, Saadi began putting the food into his pockets, saying his dress deserved it. (c) One day the emperor invited Saadi to his palace. (d) The courtier welcomed him warmly and served him delicious food. (e) Sheikh Saadi was a great Persian poet who led a simple life. (f) Later, Saadi again stopped at the same house on his return journey but this time he wore a rich dress. (g) The courtier realized his mistake and apologized for it. (h) Saadi set out for the palace wearing an ordinary dress and stopped at a courtier's house on the way to spend the night. 8. Answer the following questions from poems (any five out of eight): (2×5=10) (a) What does the phrase 'useless years' mean in Whitman's poem 'O Me! O Life!'? (b) Why does Eleanor Farjeon call each book 'a magic box'? (c) Who are the two mothers in Joann Snow Duncanson's poem 'Two Mothers Remembered'? (d) Why does Charles Kingsley call the river 'cruel' and 'hungry' in the poem 'The Sands of Dee'? (e) Why is time called 'an old gipsy man' in the poem 'Time, You Old Gipsy Man'? (f) Describe the scenery where the poet Robert Frost stopped in the poem 'Stopping by Woods on a Snowy Evening'. (g) What does the word 'sleep' mean in the line 'And miles to go before I sleep'? (h) What is the final message of the poem 'Solitude' by Ella Wheeler Wilcox? 9. Answer the following questions from stories (any five out of eight): (2×5=10) (a) Describe Ameen's character as mentioned in Rahad Abir's story 'Mr. Moti'. (b) How was the milliner's shop decorated in the story "The Purple Jar"? (c) Why didn't Rasamond examine the purple jar well before buying it? (d) 'But I would rather find out the use first.' Who said this in the story 'The Purple Jar'? Why did she say so? (e) Who was Bassanio? Why was he short of money all the time? (f) What type of man was Shylock? (g) How many caskets did Portia's father make? Which casket contained the portrait of Portia? (h) Who was the wise lawyer that saved Antonio's life? What type of person was she? Part B—Writing Test (Marks-30) 10. Read the beginning of a story and complete it in your own way: (15) Motin is a poor farmer living in a village. His wife Dilara is an honest and pious woman. They have old parents and two school going children living with them. So, they had to maintain the family with great difficulty. One day Dilara bought a lottery ticket and kept it in her bag. When the draw took place, she found.. 11. Suppose, you are Abir and your friend is Bablu. Bublu was a good student but he is now very inattentive to his study. He is always busy with playing online games on his smart phone. But smart phone has also some beneficial side. Now, write a dialogue between you and your friend Bablu about the uses and abuses of smart phone. (15) Key ( Answers followed by Questions) চট্টগ্রাম বোর্ড ENGLISH FIRST PAPER [According to the Syllabus of 2026] Subject Code: 107 Time: 3 hours Full marks: 100 [N.B. Answer all the questions. Figures in the right margin indicate full marks.] Part A—Reading Test (Marks-70) Read the passage and answer questions no. 1, 2 and 3: Humans can neither change the sun's radiation nor the earth's orbit around the sun. But they can control the increase in the amount of greenhouse gases and its effect on the atmosphere. Only during the last hundred years the carbon dioxide concentration has been raised alarmingly in the atmosphere and we humans can be held responsible for this. The main cause of the increase in carbon dioxide level in the atmosphere is the burning of fossil fuels. Since the end of the 19th century, industrial activities increased rapidly giving rise to many factories. These factories required energy, which was produced through the combustion of coal. Besides coal, other sources of energy, such as mineral oil and natural gas were also burned to heat our houses, run cars and airplanes or to produce electricity. Nowadays, about 85 million barrels of crude oil are burned daily. Every time a fossil raw material is burned, it releases carbon dioxide into the air. Therefore, it is clear that more and more greenhouse gases like carbon dioxide are being generated worldwide by humans. Moreover, we are also strengthening the greenhouse effect by deforestation, which means cutting down trees. Every year enormous areas of forests are destroyed by people to obtain wood and to clear regions for mining and to create pasture. This loss of the forest causes dual problems. Trees that are burned up release large volumes of carbon dioxide gas into the air. On the other hand, as forests absorb a lot of carbon dioxide from the air and deliver oxygen instead, we also destroy an important storehouse of carbon dioxide when we clear forests. 1. Choose the correct answer from the following alternatives: (1×7=7) (a) "Forests absorb a lot of carbon dioxide from the air." Here 'absorb' means ______ (i) take in (ii) take up (iii) take down (iv) take after (b) "Crude oil" refers to ______ (i) refined oil (ii) purified oil (iii) unpurified oil (iv) both (i) and (ii) (c) According to the text, the loss of the forest causes- problems. (i) single (ii) double (iii) triple (iv) quadruple (d) What does the word 'combustion' mentioned in the passage mean? (i) Comforting (ii) Burning (iii) Consumption (iv) Concentration (e) What is not beyond human capacity? (i) Controlling the emission of greenhouse gases (ii) Controlling the sun's orbit (iii) Controlling the sun's radiation (iv) Controlling the earth's orbit (f) Greenhouse gases have ______ effects on the environment. (i) pleasant (ii) smooth (iii) dangerous (iv) positive (g) Which of the following is an immediate atmospheric consequence of rising carbon dioxide levels as described in the text? (i) Cooling of the upper atmosphere (ii) Strengthening of the greenhouse effect (iii) Decrease in global energy demand (iv) Expansion of the earth's orbit Answer: 1. Choose the correct answer from the following alternatives: (a) "Forests absorb a lot of carbon dioxide from the air." Here 'absorb' means ______ (i) take in (b) "Crude oil" refers to ______ (iii) unpurified oil (c) According to the text, the loss of the forest causes- problems. (ii) double (d) What does the word 'combustion' mentioned in the passage mean? (ii) Burning (e) What is not beyond human capacity? (i) Controlling the emission of greenhouse gases (f) Greenhouse gases have ______ effects on the environment. (iii) dangerous (g) Which of the following is an immediate atmospheric consequence of rising carbon dioxide levels as described in the text? (ii) Strengthening of the greenhouse effect 2. Answer the following questions: (2×5=10) (a) What are fossil fuels and why do we need them? (b) Why are trees important for protecting our environment? (c) In what ways can we reduce the rise of greenhouse gases in the air? (d) How are we strengthening the greenhouse effect? (e) Do you agree that humans are responsible for greenhouse effect? Give reasons for your answer. Answer: (a) What are fossil fuels and why do we need them? Fossil fuels are natural energy sources like coal, mineral oil, and natural gas. We need them to produce electricity, heat our houses, and run vehicles like cars and airplanes. (b) Why are trees important for protecting our environment? Trees are very important because they absorb a huge amount of harmful carbon dioxide gas from the air. In return, they deliver fresh oxygen, which helps keep the environment healthy and balanced. (c) In what ways can we reduce the rise of greenhouse gases in the air? We can reduce greenhouse gases by burning fewer fossil fuels like coal and crude oil. We also need to stop deforestation completely and plant more trees to save the environment. (d) How are we strengthening the greenhouse effect? We are strengthening the greenhouse effect mainly through rapid deforestation. People are continuously cutting down and burning enormous forest areas to get wood and clear land, which releases massive carbon dioxide into the air. (e) Do you agree that humans are responsible for greenhouse effect? Give reasons for your answer. Yes, I fully agree that humans are responsible. During the last hundred years, humans have rapidly increased industrial activities, burned millions of barrels of crude oil daily, and destroyed forests, which directly causes the greenhouse effect. 3. Read the above passage again and fill in each gap with a suitable word based on the information in the passage: (1×5=5) Each time a kind of non-renewable (a) ______ is burned to run vehicles or heat our (b) ______. The atmosphere receives more (c) ______ gas. This gas slowly stores in the air and traps more heat (d) ______ the earth. Over time, this process weakens the natural (e) ______ that helps to protect the earth from dangerous climate change. Answer: (a) energy (b) houses (c) greenhouse (d) within/surrounding (e) balance Read the following passage carefully and answer the questions no. 4 and 5: Walt Whitman was a poet, essayist, journalist and humanist. He was born on 31 May 1819 in West Hills, Long Island, New York. He grew up in a large family and attended public school until the age of eleven. After leaving school, he worked as a printer's apprentice and later as a teacher and journalist. In 1855, Whitman published the first edition of his most famous poetry collection, 'Leaves of Grass'. Though it received mixed reviews at first, the book became highly influential and was expanded many times throughout his life. During the American Civil War in 1861 Whitman served as a volunteer in Washington DC caring for wounded soldiers. His wartime experiences deeply influenced his later writings. Whitman received widespread recognition during his lifetime and is now considered one of America's greatest poets. In 1873, he suffered a stroke, after which he moved to Camden, New Jersey, where he lived for the rest of his life. Walt Whitman died on 26 March 1892 in Camden and was buried in Harleigh Cemetery. 4. Complete the table below with the information from the above passage: (1×5=5) Who/What Event/Activity Year/When Place/Where Walt Whitman was born 1819 (i) ______ (ii) ______ was published 1855 New York Walt Whitman worked as a volunteer (iii) ______ Washington DC He moved after stroke 1873 (iv) ______ He (v) ______ 1892 Camden Answer: (i) West Hills, Long Island, New York. (ii) 'Leaves of Grass' (iii) 1861 (iv) Camden, New Jersey (v) died 5. Write a summary of the above passage in your own words. (10) Walt Whitman was a famous American poet, journalist, and humanist born in New York in 1819. He started working at an early age and published his greatest poetry collection, 'Leaves of Grass', in 1855. During the American Civil War, he kindly served as a volunteer to care for wounded soldiers, which deeply inspired his writing. He became highly respected during his lifetime and spent his final years in Camden until his death in 1892. 6. Match the parts of sentences given in column 'A', 'B' and 'C' to write five complete sentences. (1×5=5) Column A Column B Column C (a) The ground (i) can fall (i) by every builder. (b) Tall buildings (ii) sits (ii) when an earthquake happens. (c) Bangladesh (iii) need to know (iii) in a big shake. (d) Earthquake resistance building codes (iv) shakes (iv) what to do during an earthquake. (e) People (v) must be followed (v) on moving tectonic plates. Answer: (a + ii + v) The ground sits on moving tectonic plates. (b + i + iii) Tall buildings can fall in a big shake. (c + iv + ii) Bangladesh shakes when an earthquake happens. (d + v + i) Earthquake resistance building codes must be followed by every builder. (e + iii + iv) People need to know what to do during an earthquake. 7. 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. (1×8=8) (a) The courtier considered him an ordinary person and did not treat him duly. (b) Instead of eating, Saadi began putting the food into his pockets, saying his dress deserved it. (c) One day the emperor invited Saadi to his palace. (d) The courtier welcomed him warmly and served him delicious food. (e) Sheikh Saadi was a great Persian poet who led a simple life. (f) Later, Saadi again stopped at the same house on his return journey but this time he wore a rich dress. (g) The courtier realized his mistake and apologized for it. (h) Saadi set out for the palace wearing an ordinary dress and stopped at a courtier's house on the way to spend the night. Answer: e+c+h+a+f+d+b+g Sheikh Saadi was a great Persian poet who led a simple life. One day the emperor invited Saadi to his palace. Saadi set out for the palace wearing an ordinary dress and stopped at a courtier's house on the way to spend the night. The courtier considered him an ordinary person and did not treat him duly. Later, Saadi again stopped at the same house on his return journey but this time he wore a rich dress. The courtier welcomed him warmly and served him delicious food. Instead of eating, Saadi began putting the food into his pockets, saying his dress deserved it. The courtier realized his mistake and apologized for it. 8. Answer the following questions from poems (any five out of eight): (2×5=10) (a) What does the phrase 'useless years' mean in Whitman's poem 'O Me! O Life!'? The phrase 'useless years' refers to the time people waste on endless sadness, foolish mistakes, and meaningless struggles instead of finding the true beauty and purpose of life. (b) Why does Eleanor Farjeon call each book 'a magic box'? The poet calls each book a magic box because a book hides wonderful surprises inside. When we open it, it magically takes us to new worlds of imagination and adventure. (c) Who are the two mothers in Joann Snow Duncanson's poem 'Two Mothers Remembered'? The two mothers are actually the same woman seen at two different stages of life. First, she is remembered as a strong, loving young mother, and later as a weak, old woman who needs care. (d) Why does Charles Kingsley call the river 'cruel' and 'hungry' in the poem 'The Sands of Dee'? The poet calls the river 'cruel' and 'hungry' because the wild waves and thick fog showed no mercy and took the life of the innocent young girl named Mary. (e) Why is time called 'an old gipsy man' in the poem 'Time, You Old Gipsy Man'? A gipsy is a traveler who never stays in one place. Time is called an old gipsy man because time also never stops or waits for anyone; it is always moving forward. (f) Describe the scenery where the poet Robert Frost stopped in the poem 'Stopping by Woods on a Snowy Evening'. The poet stopped by a beautiful, deep, and dark forest. It was a very peaceful and quiet place filled with falling snow on the darkest evening of the year. (g) What does the word 'sleep' mean in the line 'And miles to go before I sleep'? In the last line of the poem, the word 'sleep' has a deeper meaning. It symbolizes the final, endless rest of human life, which is death. (h) What is the final message of the poem 'Solitude' by Ella Wheeler Wilcox? The final message is that when you are happy and successful, people will gladly join you. But when you are sad or in pain, you have to suffer and cry all alone. 9. Answer the following questions from stories (any five out of eight): (2×5=10) (a) Describe Ameen's character as mentioned in Rahad Abir's story 'Mr. Moti'. Ameen was a brave, patriotic, and courageous seventeen-year-old boy. He loved his country so much that he left his mother's safe home to join the 1971 Liberation War. (b) How was the milliner's shop decorated in the story "The Purple Jar"? The milliner's shop was decorated very beautifully. It had bright shop windows filled with colorful ribbons, artificial flowers, and many attractive items to catch people's eyes. (c) Why didn't Rasamond examine the purple jar well before buying it? Rosamond did not examine the jar well because she was completely fascinated by its bright purple color on the outside. She was young and foolishly thought it was filled with solid colored glass. (d) 'But I would rather find out the use first.' Who said this in the story 'The Purple Jar'? Why did she say so? Rosamond's mother said this line. She said so to teach her young daughter a practical lesson that usefulness is much more important than just outward beauty. (e) Who was Bassanio? Why was he short of money all the time? Bassanio was Antonio's very close and dear friend. He was always short of money because he lived a very luxurious lifestyle and spent far more wealth than he actually had. (f) What type of man was Shylock? Shylock was an extremely greedy, cruel, and selfish moneylender. He hated Antonio deeply and wanted to use the cruel bond to take Antonio's life without showing any mercy. (g) How many caskets did Portia's father make? Which casket contained the portrait of Portia? Portia's father made three caskets. They were made of gold, silver, and lead. The dull, ordinary-looking lead casket contained the beautiful portrait of Portia. (h) Who was the wise lawyer that saved Antonio's life? What type of person was she? The wise lawyer was actually Portia in disguise as a man named Balthazar. She was a highly intelligent, clever, and deeply loyal woman who used her brilliant mind to defeat Shylock. Part B—Writing Test (Marks-30) 10. Complete the Story Motin is a poor farmer living in a village. His wife Dilara is an honest and pious woman. They have old parents and two school-going children living with them. So, they had to maintain the family with great difficulty. One day Dilara bought a lottery ticket and kept it in her bag. When the draw took place, she found that she had won one crore taka. At first, Dilara could not believe her eyes. She became very excited and informed her husband. Motin was also surprised to hear the news. But they did not become proud or careless. They thanked Allah for the blessing and decided to use the money wisely. First of all, they repaired their old broken house and built a small brick-built home. Then they arranged proper treatment for Motin’s old parents. They also admitted their children to a better school so that they could receive a good education. Motin bought some farming land and modern farming equipment. As a result, he could produce more crops than before. Dilara also helped poor people in the village. She donated money to the local mosque and helped some poor students buy books and school dresses. Many people advised them to spend money carelessly, but Dilara was wise enough to avoid wastefulness. She always remembered their hard days and taught her children to live honestly and simply. After a few years, Motin’s family became respected in the village for their honesty, kindness, and good behavior. They lived happily and peacefully. Moral: Money can bring happiness if it is used wisely and honestly. 11. Dialogue about the Uses and Abuses of Smart Phone Abir: Hello Bablu! How are you? Bablu: I am fine. What about you? Abir: I am fine too. But nowadays I see you are always busy with your smart phone. Bablu: Yes, I spend much time playing online games. It helps me enjoy my free time. Abir: Recreation is necessary, but too much gaming is harmful. You were once a very good student, but now you are becoming inattentive to your studies. Bablu: You are right. But smart phones also have many benefits. Abir: Of course. Smart phones are very useful for education and communication. We can attend online classes, search for information, read e-books, and learn English easily. Bablu: Yes, I also use YouTube and educational apps sometimes. Abir: That is good. Smart phones also help us contact friends and family quickly. We can know world news and learn many important things through the internet. Bablu: But many students misuse smart phones by wasting time on games and social media. Abir: Exactly. Excessive use of smart phones can damage our studies, waste valuable time, and even harm our health. Bablu: I understand now. I should use my smart phone only when necessary and spend more time studying. Abir: Very good. If you use technology properly, it will help you succeed in life. Bablu: Thank you, Abir, for your good advice. Abir: You are most welcome.

[Dear students, the questions are given first. The answers are below. Scroll down to see them. You may use these board questions for practice. Try to answer by yourself first, then check the answers.] Barishal Board ENGLISH SECOND PAPER [According to the Syllabus of 2026] Subject Code: 108 Time—3 hours Full marks—100 [N.B. The figures in the right margin indicate full marks.] Part A—Grammar Marks—60 1. Fill in the blanks with the words from the box. You may need to change the forms of some of the words. You may need to use one word more than once: (1×10=10) important wise relative their who anyone use time lose it We know that time is a very valuable thing. Time which is lost once is (a) ________ for ever. There is a proverb, "(b) ________ and tide wait for none." (c) ________ is time which does not have the (d) ________ feelings. It does not wait for (e) ________ if it is not used (f) ________. It is really essential to realize the (g) ________ of time in our life. Those (h) ________ have become great would make proper (i) ________ of time. They never put off (j) ________ work for tomorrow. That's why, they have contributed a lot to the society. 2. Make five sentences using parts of sentences from each column of the table below: (1×5=5) Column A Column B Column C Self-confidence helps one to lose his self-confidence. It should exercise a man to reach the goal of life. The lack of determination is it in order to overcome the problems of life. Success without self-confidence leads not enjoyable. One one of the invaluable human qualities. 3. Complete the following text with right forms of the verbs given in the box: (1×10=10) require rise compare provide consider become achieve remain make be Education is the backbone of a nation. It is very often (a) ________ to light and (b) ________ to be the pillar of human civilization. And it is only education which can (c) ________ a nation (d) ________ to the level of standard development. From this point of view, it (e) ________ quite clear to us that if a country (f) ________ its people with education (g) ________ for the modern aspects of life, it (h) ________ unable to (i) ________ on all-out prosperity to the betterment and welfare of the nation. Otherwise the nation (j) ________ in the darkness of ignorance. 4. Change the sentences according to directions: (1×10=10) (a) Self-study means learning something by yourself. (Interrogative) (b) It helps you so that you can understand things at your own speed. (Simple) (c) So, no other way of learning is so good as self-study. (Affirmative) (d) By reading books, you can learn many things. (Complex) (e) Self-study makes you more confident because you solve problems of your own. (Simple) (f) When you read alone, you can choose the area of your study. (Compound) (g) Regular self-study can make you successful in school and in life. (Complex) (h) It is a very effective way of knowing something. (Exclamatory) (i) Every student should practise self-study regularly. (Negative) (j) How important self-study is! (Assertive) 5. Make tag questions of the following statements: (1×5=5) (a) Great people could do nothing without a plan of action, ________? (b) You need to see a doctor, ________? (c) Let's have a walk outside the farm, ________? (d) A mother is like a gentle breeze, ________? (e) The young hardly practise good manners, ________? 6. Fill in the gaps in the following text by adding suffixes, prefixes or the both with the root words given in the parenthesis: (1×5=5) Vocabulary is very important in learning a language properly. To (a) ________ (rich) your vocabulary, you have to read books and learn new words by knowing their meanings (b) ________ (accurate). You may use a dictionary to know the (c) ________ (know) words or try to understand the (d) ________ (text) meaning of them. Repeated reading will help you understand the (e) ________ (specify) topic clearly and use them in various situations. 7. Fill in the blanks with suitable prepositions: (1×5=5) Poverty was hindrance (a) ________ his success. It hindered him (b) ________ going abroad. But he did not lose his heart. He was hopeful (c) ________ his success. He hit (d) ________ a plan. The plan worked well. He succeeded in his attempt. For this, he was thankful (e) ________ Allah. 8. Complete the passage using suitable connectors: (1×5=5) Some people think that blood donation is so serious a loss from their body (a) ________ it cannot be recovered or 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 produced from the bone, have a lifespan of 120 days. 9. Use capitals and punctuation marks where necessary in the following text: (5) suddenly a voice called out good morning gentlemen where are you going and what are you doing here oh nowhere and nothing. Part B—Composition Marks—40 10. Write a paragraph on 'Deforestation'. (10) 11. Suppose, you are Razu/Roza of Komlapur Secondary School. Your school has no debating club. Write an application to the Headmaster of your school for setting up a debating club in the school. (10) 12. Write a composition on "Wonders of Modern Science". (20) Key Barishal Board ENGLISH SECOND PAPER [According to the Syllabus of 2026] Subject Code: 108 Time—3 hours Full marks—100 1. Fill in the blanks with the words from the box. You may need to change the forms of some of the words. You may need to use one word more than once: (1×10=10) important wise relative their who anyone use time lose it We know that time is a very valuable thing. Time which is lost once is (a) ________ for ever. There is a proverb, "(b) ________ and tide wait for none." (c) ________ is time which does not have the (d) ________ feelings. It does not wait for (e) ________ if it is not used (f) ________. It is really essential to realize the (g) ________ of time in our life. Those (h) ________ have become great would make proper (i) ________ of time. They never put off (j) ________ work for tomorrow. That's why, they have contributed a lot to the society. Answer: (a) lost (b) Time (c) It (d) relative (e) anyone (f) wisely (g) importance (h) who (i) use (j) their 2. Make five sentences using parts of sentences from each column of the table below: (1×5=5) Column A Column B Column C Self-confidence helps one to lose his self-confidence. It should exercise a man to reach the goal of life. The lack of determination is it in order to overcome the problems of life. Success without self-confidence leads not enjoyable. One one of the invaluable human qualities. Answer: (a) Self-confidence is one of the invaluable human qualities. (b) It helps a man to reach the goal of life. (c) The lack of determination leads one to lose his self-confidence. (d) Success without self-confidence is not enjoyable. (e) One should exercise it in order to overcome the problems of life. 3. Complete the following text with right forms of the verbs given in the box: (1×10=10) require rise compare provide consider become achieve remain make be Education is the backbone of a nation. It is very often (a) ________ to light and (b) ________ to be the pillar of human civilization. And it is only education which can (c) ________ a nation (d) ________ to the level of standard development. From this point of view, it (e) ________ quite clear to us that if a country (f) ________ its people with education (g) ________ for the modern aspects of life, it (h) ________ unable to (i) ________ on all-out prosperity to the betterment and welfare of the nation. Otherwise the nation (j) ________ in the darkness of ignorance. Answer: (a) compared (b) considered (c) make (d) rise (e) is (f) doesn't provide (g) required (h) will become (i) achieve (j) will remain 4. Change the sentences according to directions: (1×10=10) (a) Self-study means learning something by yourself. (Interrogative) (b) It helps you so that you can understand things at your own speed. (Simple) (c) So, no other way of learning is so good as self-study. (Affirmative) (d) By reading books, you can learn many things. (Complex) (e) Self-study makes you more confident because you solve problems of your own. (Simple) (f) When you read alone, you can choose the area of your study. (Compound) (g) Regular self-study can make you successful in school and in life. (Complex) (h) It is a very effective way of knowing something. (Exclamatory) (i) Every student should practise self-study regularly. (Negative) (j) How important self-study is! (Assertive) Answer: (a) Doesn't self-study mean learning something by yourself? (b) It helps you to understand things at your own speed. (c) Self-study is the best way of learning. (d) If you read books, you can learn many things. (e) Self-study makes you confident because of solving problems of your own. (f) You read alone, and you can choose the area of your study. (g) If you practise self-study regularly, you can be successful in school and in life. (h) What an effective way of knowing something it is! (i) There is no student who should not practise self-study regularly. (j) Self-study is very important. 5. Make tag questions of the following statements: (1×5=5) (a) Great people could do nothing without a plan of action, ________? (b) You need to see a doctor, ________? (c) Let's have a walk outside the farm, ________? (d) A mother is like a gentle breeze, ________? (e) The young hardly practise good manners, ________? Answer: (a) could they? (b) don't you? (c) shall we? (d) isn't she? (e) do they? 6. Fill in the gaps in the following text by adding suffixes, prefixes or the both with the root words given in the parenthesis: (1×5=5) Vocabulary is very important in learning a language properly. To (a) ________ (rich) your vocabulary, you have to read books and learn new words by knowing their meanings (b) ________ (accurate). You may use a dictionary to know the (c) ________ (know) words or try to understand the (d) ________ (text) meaning of them. Repeated reading will help you understand the (e) ________ (specify) topic clearly and use them in various situations. Answer: (a) enrich (b) accurately (c) unknown (d) contextual (e) specific 7. Fill in the blanks with suitable prepositions: (1×5=5) Poverty was hindrance (a) ________ his success. It hindered him (b) ________ going abroad. But he did not lose his heart. He was hopeful (c) ________ his success. He hit (d) ________ a plan. The plan worked well. He succeeded in his attempt. For this, he was thankful (e) ________ Allah. Answer: (a) to (b) from (c) about/of (d) upon (e) to 8. Complete the passage using suitable connectors: (1×5=5) Some people think that blood donation is so serious a loss from their body (a) ________ it cannot be recovered or 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 produced from the bone, have a lifespan of 120 days. Answer: (a) that (b) But/Actually (c) as (d) even (e) that 9. Use capitals and punctuation marks where necessary in the following text: (5) suddenly a voice called out good morning gentlemen where are you going and what are you doing here oh nowhere and nothing. Answer: Suddenly, a voice called out, "Good morning, gentlemen. Where are you going and what are you doing here?" "Oh, nowhere and nothing." Part B — Composition [Marks: 40] 10. Write a paragraph on 'Deforestation'. (10) Deforestation Deforestation means the cutting down of trees in large numbers without planting new ones. It is one of the biggest problems in our modern world. There are many reasons behind deforestation. The most common reason is our growing population. As the population increases, people need more land for living and agriculture. So, they cut down forests to build houses, roads, and factories. People also cut trees to get wood for making furniture, paper, and fuel. However, the effects of deforestation are very dangerous. Trees are our best friends because they give us oxygen and take in harmful carbon dioxide. When we cut down trees, the amount of carbon dioxide in the air increases, which causes global warming and climate change. Because of deforestation, the weather is getting hotter, and natural disasters like floods, cyclones, and droughts are happening more often. Many wild animals and birds are losing their natural homes and dying. If we do not stop cutting trees, our beautiful world will soon turn into a dead desert. To save our environment, we must stop deforestation immediately. The government should make strict laws to protect forests. At the same time, we must plant more trees through massive tree plantation programs to make our earth green and safe for the future. 11. Suppose, you are Razu/Roza of Komlapur Secondary School. Your school has no debating club. Write an application to the Headmaster of your school for setting up a debating club in the school. (10) 20 June 2026 To The Headmaster, Komlapur Secondary School, Komlapur. Subject: Prayer for setting up a debating club. Sir, We, the students of your reputed school, beg most respectfully to state that our school is one of the famous schools in the district. We have a big library, a computer lab, and a large playground. But it is a matter of great sorrow that there is no debating club in our school. A debating club is very important for the students. It helps us to develop our speaking skills and logical thinking. Through debates, we can learn how to speak confidently in front of people. It also helps us to gather practical knowledge about the outside world. Many students in our school are very interested in taking part in debate competitions, but we are falling behind because we do not have a proper club to practice. Therefore, we pray and hope that you would be kind enough to take the necessary steps to set up a debating club in our school as soon as possible and oblige thereby. Yours obediently, Razu Roll No: 01 Class: X On behalf of the students of Komlapur Secondary School. 12. Write a composition on "Wonders of Modern Science". (20) Wonders of Modern Science We live in an age of science. Modern science has completely changed our daily lives. From the moment we wake up in the morning until we go to sleep at night, we use the gifts of science. It has made our lives easier, more comfortable, and very fast. Science is like a magical lamp that has made the impossible things possible. The most important and greatest wonder of modern science is electricity. It is the driving force of modern civilization. Electricity lights our houses, runs our fans, washing machines, and refrigerators. It also runs big factories, heavy industries, and modern trains. Without electricity, modern life would completely stop in a single day. Science has brought a massive revolution in the field of communication. In the past, it took months to send a simple message. Now, we have mobile phones, emails, and the internet. We can talk to our friends and family living in another country in just a few seconds. We can even see their faces through video calls. The whole world has now become a small global village because of modern communication technology. Science has also removed the distance of places. People used to travel on foot or use animals, which took a lot of time and effort. Now, we have fast buses, modern trains, and cars. Airplanes are one of the greatest wonders. They fly faster than birds and can take us from one country to another in just a few hours. Modern science has done wonders in the field of medicine. Many dangerous diseases that used to kill thousands of people are now easily curable. Science has given us life-saving medicines, antibiotics, and vaccines. Modern machines like X-rays, ECGs, and MRIs help doctors easily find out the exact problem inside the human body. As a result, people are living much longer and healthier lives today. Science has also improved our agriculture. Farmers now use modern machines like tractors instead of cows. They use scientific fertilizers and better seeds. Because of science, farmers can grow more food in less time to feed the growing population of the world. Modern science is undoubtedly the greatest blessing for human beings. It has given us comfort, knowledge, and health. However, some inventions like nuclear bombs are dangerous and can destroy the world. We must use science only for the peace and betterment of humanity, not for destruction.

Most Important Compositions (Question No. 12) for SSC 2027 Priority Composition Title Board Exam References [Total Appearances] Test Exams-26 Click on the answer 1. A Journey You Like Most (Boat/Train) ✪✪✪ DB-2025, 2013, 2010; CB-2024, 2017, 2013; DjB-2019, 2012; SB-2016; BB-2015, 2012; RB-2012, 2007 [13] 2 A JOUNRY BY TRAIN A JOURNEY BY BOAT / A BOAT JOURNEY YOU HAVE ENJOYED 2. Your Future Plan of Life / My Aim in Life / What I Want to Be ✪✪✪ CB-2025; RB-2025, 2015, 2011; CtgB-2019; DB-2019, 2017, 2015, 2013, 2010; JB-2017, 2015; DjB-2015 [13] 4 MY AIM IN LIFE / My Future Plan of Life /CHOICE OF CAREER/Your Ambition in Life 3. Duties of a Student / Student Life ✪✪✪ MB-2025; DjB-2025; CtgB-2025, 2010; BB-2025; SB-2020; JB-2019, 2016; CB-2019; DB-2016 [10] 16 STUDENTS AND SOCIAL SERVICE / Duties of Students / Student Life 4. Wonders of Modern Science / Science in Everyday Life ✪✪✪ RB-2019, 2016, 2013; DjB-2019, 2016, 2012; SB-2019, 2015, 2011; JB-2010 [10] 17 THE BLESSINGS / WONDERS OF SCIENCE / THE VALUE OF SCIENCE IN EVERYDAY LIFE/ THE TRIUMPH OF SCIENCE / The Advancement of Science in Modern Age 5. Your Favourite Hobby (Gardening) ✪✪✪ RB-2024, 2020, 2010; DjB-2024, 2020; JB-2020; All Boards-2018; CB-2016; BB-2016; CtgB-2015 [10] 6 MY FAVOURITE HOBBY / YOUR HOBBY 6. Uses of Computer in Everyday Life ✪✪✪ CB-2019, 2013; CtgB-2016, 2013, 2008; DB-2010, 2008; JB-2014; DjB-2014 [9] 4 Computer / IMPORTANCE OF COMPUTER EDUCATION ( Paragraph / Composition / Essay ) 7. Importance of Reading Newspapers ✪✪✪ SB-2025, 2024; DB-2024, 2020; BB-2024, 2020; CtgB-2020; RB-2017 [8] 16 NEWSPAPER/ NEWSPAPER READING /READING NEWSPAPER 8. The Season You Like Most ✪✪✪ JB-2025, 2024, 2011; MB-2024; DB-2017; CtgB-2017 [6] 12 NEWSPAPER/ NEWSPAPER READING /READING NEWSPAPER 9. Population Problem in Bangladesh ✪✪✪ DB-2011, 2009; RB-2013, 2010, 2008; JB-2011 [6] 5 Over-Population /The Curse of Over-Population / Population Problems in Bangladesh 10. The Game You Like Most ✪✪✪ SB-2025; CtgB-2024, 2019; DjB-2017; CB-2014 [5] 3 The Importance of Games and Sports/ The Utility (Importance) of Sports and Games / My Favourite Game / Sports / The Game I Like Most 11. Tree Plantation / Importance of Trees ✪✪✪ BB-2019, 2017; CB-2010; DjB-2013; JB-2012 [5] 5 Tree Plantation / The Usefulness of Trees 12. A Memorable Day in Your Life ✪✪✪ DjB-2010; RB-2005; BB-2005, 2002; CtgB-2001 [5] 2 A MEMORABLE DAY IN MY LIFE / AN OCCASION I REMEMBER 13. A Village Fair / A Village Market ✪✪✪ JB-2013; SB-2010; CB-2012, 2009; BB-2011 [5] 0 Visiting A Village Fair 14. The Importance of Physical Exercise ✪✪✪ CB-2025, 2020; SB-2017; DB-2012 [4] 4 Physical exercise 15. Childhood Memories ✪✪✪ RB-2009; CtgB-2010, 2008; SB-2007 [4] 10 My Childhood / My Childhood Memories 16. Your Visit to a Historical Place ✪✪✪ CtgB-2011; DB-2009; SB-2006; CB-2005 [4] 2 Visit to A Place of Historical Interest 17. Recent Floods in Bangladesh ✪✪ CB-2015; BB-2014, 2008; JB-2008 [4] 0 My Childhood / My Childhood Memories 18. Students and Social Services ✪✪✪ MB-2020 [1] 3 STUDENTS AND SOCIAL SERVICE / Duties of Students / Student Life 19. Satellite TV Channels & Young Generation ✪ RB-2020 [1] 2 The Uses and Abuses Of Satellite Channels/ Satellite TV Channels 20. Climate Change ✪✪ 2 Climate Change / Causes and Effects of Climate Change 21. Deforestation ✪✪ 1 Deforestation 22. Green House Effects ✪ 1 The Greenhouse Effect 23. Causes of Road Accidents ✪ 1 A Road Accident / Street Accidents/ Causes and Effects of Road Accidents 24. Food Adulteration ✪ 1 Food Adulteration 25. Merits and Demerits of Mobile Phone ✪✪✪ 1 Mobile Phone / The Uses and Abuses of Mobile Phone 26. Uses and Abuses of Social Media / Impact of Social Media on Teenagers ✪✪ 1 Social Media (Networks) / Facebook / The Impact of Facebook on the Young Generation / The Effects of social media on Mental Health /The Impact of Facebook on Teenager 27. Television ✪✪ 1 Television/ My Favourite Television Programme 28. The Value of Time ✪✪ 1 THE PROPER USE OF TIME / The Value of Time 29. The July Revolution 2024 in Bangladesh ✪✪ (Recent Topic) 0 The July Revolution or the Student–People's Uprising (2024) 30. Recent Earthquakes in Bangladesh ✪✪ (Recent Topic) 0 An Earthquake 31. Uses and Abuses of Internet ✪✪✪ 0 Internet / Uses and Abuses of Internet 32. A Farmer ✪ 0 A Farmer /Life of a Farmer (Note: DB=Dhaka, CB=Cumilla, RB=Rajshahi, JB=Jashore, SB=Sylhet, BB=Barishal, DjB=Dinajpur, CtgB=Chattogram, MB=Mymensingh)