Set-7
Read the passage carefully and answer the following questions:
Education is the process by which our mind develops through formal learning at an institution like a school, college or university. It is mental and intellectual training which provides opportunities or growth and helps to meet challenges and overcome obstacles to progress. Again, the purpose of education is to enlighten the individual and develop his/her capacity to the limit. It is also the business of education to train individuals to make the right choices to go ahead. It ennobles our mind and refines our sensibility. It also broadens our outlook and helps us become aware of our rights and responsibilities. According to Newman, education “gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, eloquence in expressing them and a force in using them”. Therefore, it is often compared to light which removes the darkness of ignorance and helps us distinguish between right and wrong. Ex-President Julius Nyerer of Tanzania way back in 1974 said at an international conference that the primary purpose of education was the liberation of man from the restrictions of habits and attitudes which limit his humanity. He further said education should promote humanity and universal brotherhood and that it could be used as a catalyst for a change for the better. How right he was!
5. Write short answers to the following questions. 5
a) What is education?
b) What do the schools, colleges and universities do?
c) What is the purpose of education?
d) Does education make our mind noble?
e) How can we meet challenges and overcome obstacles to progress?
6. Fill in the gaps with suitable words: 5
Education enlightens mankind. Newman says “(a) — gives a man a clear conscious views of his own opinions and judgments, a (b) — in developing them, an eloquence in expressing them and a force in using them”. It is often (c) — to light which removes the (d) — of ignorance and helps us distinguish between right and wrong. Ex-president Julius Nyerer of Tanzania way back in 1974 said in an international conference that the primary purpose of education was the liberation of man from the (e) — of habits and attitudes which limit his humanity.
7. Summaries five important points of the above passage regarding the purpose of education. 5
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing what education does. 5
1. Provides opportunities of growth—2.—3.—4.—5.—6.
Ans. to the Ques. No. Set-7
5. (a) Education is the process by which our mind develops through formal learning. (b) The schools, colleges and universities provide opportunities of growth and help to meet challenges and overcome obstacles to progress. (c) The purpose of education is to enlighten the individual and develop his/her capacity to the limit. (d) Yes, education makes our mind noble. (e) We can meet challenges and overcome obstacles to progress by receiving real education.
6. (a) education (b) potency (c) compared (d) darkness
(e) restriction
7. Summary: The process by which our mind develops through formal learning at an institution like school, college or university is called education. The purpose of education is to enlighten the individual and develop his/her capacity to the limit. It helps us overcome all obstacles to progress. It enables our mind and refines our sensibility. It trains the individual to the right choice to go ahead.
Read the passage carefully and answer the following questions (Unit-10, Lesson-1):
Television has become the most common and widespread source of entertainment of the present world. A wide range of programmers of varied interest is telecast on numerous cannels. Almost every middle class and even working class families have a television set today. Television programmers are not only entertaining; they can be highly educative too. For example, television is used for distance learning. Courses run by the Open University are shown on BTV. Several channels telecast highly informative programmers. Watching TV, however, has become an addiction for many. Satellite telecasting has added new dimensions to television but it has sometimes been branded as a cultural assault on developing nations. The East is being exposed more and more to Western music, entertainment and modes of life. As a result, young people s testes are gradually being influenced by them.
5. Write short answers to the following questions.
How has television become an addiction for many?
How does satellite telecast influence our young generation?
What do you mean by cultural assault?
What part does television play in our education?
What do you think are the good effects of television?
6. Fill in the gaps with suitable words:
Television is a (a) — means of communication and recreation. After day’s work, we sit before a television (b) — and enjoy different programmes. Television can educate the people to the current (c) — of the world. Some vulgar programmes destroy the (d) — of the young people. The students become (e) — to watching programmes and lose their valuable time.
7. Summarise the above passage in five sentences.
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing demerits of watching television. (No. 1 has been done for you).
1. it influences the character 2. 3. 4. 5. 6.
of the young generation
Read the passage carefully and answer the following questions:
Education is the process by which our mind develops through formal learning at an institution like a school, college or university. It is mental and intellectual training which provides opportunities or growth and helps to meet challenges and overcome obstacles to progress. Again, the purpose of education is to enlighten the individual and develop his/her capacity to the limit. It is also the business of education to train individuals to make the right choices to go ahead. It ennobles our mind and refines our sensibility. It also broadens our outlook and helps us become aware of our rights and responsibilities. According to Newman, education “gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, eloquence in expressing them and a force in using them”. Therefore, it is often compared to light which removes the darkness of ignorance and helps us distinguish between right and wrong. Ex-President Julius Nyerer of Tanzania way back in 1974 said at an international conference that the primary purpose of education was the liberation of man from the restrictions of habits and attitudes which limit his humanity. He further said education should promote humanity and universal brotherhood and that it could be used as a catalyst for a change for the better. How right he was!
5. Write short answers to the following questions. 5
a) What is education?
b) What do the schools, colleges and universities do?
c) What is the purpose of education?
d) Does education make our mind noble?
e) How can we meet challenges and overcome obstacles to progress?
6. Fill in the gaps with suitable words: 5
Education enlightens mankind. Newman says “(a) — gives a man a clear conscious views of his own opinions and judgments, a (b) — in developing them, an eloquence in expressing them and a force in using them”. It is often (c) — to light which removes the (d) — of ignorance and helps us distinguish between right and wrong. Ex-president Julius Nyerer of Tanzania way back in 1974 said in an international conference that the primary purpose of education was the liberation of man from the (e) — of habits and attitudes which limit his humanity.
7. Summaries five important points of the above passage regarding the purpose of education. 5
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing what education does. 5
1. Provides opportunities of growth—2.—3.—4.—5.—6.
Ans. to the Ques. No. Set-7
5. (a) Education is the process by which our mind develops through formal learning. (b) The schools, colleges and universities provide opportunities of growth and help to meet challenges and overcome obstacles to progress. (c) The purpose of education is to enlighten the individual and develop his/her capacity to the limit. (d) Yes, education makes our mind noble. (e) We can meet challenges and overcome obstacles to progress by receiving real education.
6. (a) education (b) potency (c) compared (d) darkness
(e) restriction
7. Summary: The process by which our mind develops through formal learning at an institution like school, college or university is called education. The purpose of education is to enlighten the individual and develop his/her capacity to the limit. It helps us overcome all obstacles to progress. It enables our mind and refines our sensibility. It trains the individual to the right choice to go ahead.
Read the passage carefully and answer the following questions (Unit-10, Lesson-1):
Television has become the most common and widespread source of entertainment of the present world. A wide range of programmers of varied interest is telecast on numerous cannels. Almost every middle class and even working class families have a television set today. Television programmers are not only entertaining; they can be highly educative too. For example, television is used for distance learning. Courses run by the Open University are shown on BTV. Several channels telecast highly informative programmers. Watching TV, however, has become an addiction for many. Satellite telecasting has added new dimensions to television but it has sometimes been branded as a cultural assault on developing nations. The East is being exposed more and more to Western music, entertainment and modes of life. As a result, young people s testes are gradually being influenced by them.
5. Write short answers to the following questions.
How has television become an addiction for many?
How does satellite telecast influence our young generation?
What do you mean by cultural assault?
What part does television play in our education?
What do you think are the good effects of television?
6. Fill in the gaps with suitable words:
Television is a (a) — means of communication and recreation. After day’s work, we sit before a television (b) — and enjoy different programmes. Television can educate the people to the current (c) — of the world. Some vulgar programmes destroy the (d) — of the young people. The students become (e) — to watching programmes and lose their valuable time.
7. Summarise the above passage in five sentences.
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing demerits of watching television. (No. 1 has been done for you).
1. it influences the character 2. 3. 4. 5. 6.
of the young generation
Seen Comprehension Set- 3 & 4
Ans. to the Ques. No. Set-3
5. (a) Television has become an addiction for many by telecasting a wide range of programmes of varied interest on numerous channels. (b) Satellite telecast influences our young generation by exposing more and more western music, entertainment and modes of life. (c) Cultural assault means the degradation of a country’s culture because of the influence of other country’s culture. (d) Television plays an important role in the sense that it is used for transmitting distance learning. (e) I think the good effects of TV are telecasting both informative and educative programmes.
6. (a) common/widespread (b) set (c) news/information (d) morality/character (e) addicted
7. Summary: Nowadays television is the most common source of entertainment all over the world. It also telecasts educational programmes. It is used for distance learning. The channels like discovery channel and the National Geographic Channel telecast highly informative programmes. But sometimes it is treated as cultural assault on the developing nations. It has a great influence on American children. It also influences their learning style.
Set-4
Read the passage carefully and answer the following questions:
There have been significant changes in the types of entertainment over time. Many of these no longer exist. Even if they do, people keep, looking for newer forms of entertainment. Thus snake charming, puppet shows, jatra, jarigan, sharigan and kabigan which were common forms of entertainment in the past, have almost lost their appeal. Radio, which used to be a good source of entertainment in the past, is now giving place to television, and to satellite channels in particular. The entertainment business, like other spheres of life, is getting westernised day by day. Folk music or polygenetic is now sung with western instruments. At the same time, modern music is now fusing melodies from folk and traditional songs. In general, band and pop music is becoming more and more popular, particularly among the young generation. Sport has become a source of entertainment today. Football, which used to be the most popular spectator sport in Bangladesh, is gradually being replaced by cricket as a popular form of sports entertainment.
5. Write short answers to the following questions about entertainment:
Is there any change in the field of entertainment in our country?
What were the common forms of entertainment in the past?
What is the position of radio now?
Are the common forms of entertainment in the past?
Which sport is gradually taking the place of football?
6. Fill in each gap with a suitable word: 5
Change is the (a) — of the day. Everything (b) — in course of time. What is new today will grow old tomorrow. In the same way we notice changes in the matter of (c) —. At present our people find little (d) — in jarigan, sharigan and kabigan. Our melodious and meaningful Bangla songs are yielding place (e) — the vociferous pop songs.
7. Summarise the passage in five sentences.
8. Make short notes in each of the boxes in the flow chart showing how changes are taking place in the sphere of entertainment. (No 1 has been done for you):
1.Noticeable changes in the forms of entertainment 2 3 4 5 6
Seen Comprehension Set- 4 & 5
প্রিয় শিক্ষার্থীরা, পূর্ব প্রকাশের পর আজ ইংরেজি ১ম পত্রের Part-A-এর (Seen Comprehension) ২য় passage অর্থাৎ ৫ থেকে ৮ নম্বর প্রশ্ন আলোচনা করব। প্রথমে দেওয়া হলো সেট ৪-এর সঠিক উত্তর।
Answer to the question no. Set-4:
5. (a) There is a great change in the field of entertainment in our country. (b) Jatra, Jarigan, Sharigan, puppet show and snake charming etc. were the common forms of entertainment in the past (c) Radio is no more popular because it is being replaced by television. (d) No, the common forms of entertainment are not popular as before. (e) Cricket is gradually taking the place of football.
6. (a) order (b) changes (c) entertainment (d) delight/interest (e) to.
7. Summary: With the passage of time forms of entertainment are undergoing a great change. As a result, many of them have already disappeared. People do not find any interest in traditional snake charming, puppet show, jarigan, sharigan. The same thing has happened in case of entertainment. The traditional radio has been replaced by television and satellite channels and in case of sports cricket has been replaced by football in Bangladesh.
Set-5
Read the passage below and answer questions:
A society’s culture is made up of all of its ideas and ways of behaving, language, music, ideas about what is bad and good, ways of working and playing, and the tools and other objects made and used by people in the society- all these are part of a society’s culture. As studying a person’s repeated actions is a good way to find out about that person, studying the important patterns of an entire society is a way to learn about the culture of that group. Patterns of behavior and action vary from individual to individual, class to class, society to society and country to country. These differences are referred to as cultural differences. What is an appropriate mode of behavior in one culture might prove inappropriate or even rude in another culture. For example, when Latin Americans talk to each other, they stand about 18 to 12 inches apart, measured nose to nose. To stand further away from each other while talking seems unfriendly to them. In some Arab countries too, the proper and polite distance for conversation is to be close enough to feel the other person’s breath. But in British or American society, getting so close during a conversation is considered inappropriate.
5. Write short answers to the following questions.
i. What do you mean by culture?
ii. What is the way to know about a group’s culture?
iii. What are the cultural differences?
iv. What is Latin American culture?
v. What is inappropriate in British society?
6. Fill in the gaps with suitable words.
The culture of a society (a) — to all of its activities. Ideas about good and bad may not be (b) — everywhere. Even the tools and objects made and used by a community reflect its (c) —. People of one class are seen to behave and act differently from the (d) — of another class. A mode of behaviour in one society may be considered (e) — in another.
7. Summarise the passage in about five sentences.
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the ways of learning a society’s culture.
1. Learning about a society’s culture 2. 3. 4. 5. 6.
Answer to the question no. Set-5:
5. (a) Culture means ideas and ways of behaving, language, music, ideas about bad and good, ways of working and playing, and the tools and other objects made and used by the people in the society. (b) Studying the important patterns of an entire society is the way to learn about a group’s culture. (c) Patterns of behaviour and action differ from individual to individual, class to class, society to society, and country to country. These are known as cultural differences. (d) Latin Americana stand 18 to 12 inches apart during conversation. (e) Getting very close during a conversation is inappropriate in British society.
6. (a) refers (b) same/similar (c) culture (d) people (e) inappropriate
7. Summary: A society’s culture consists of its ideas, ways of behaving and actions, language and things. By studying patterns of behaviour and actions of a society we can learn about its cultural pattern. Culture varies from person to person and society to society. Cultural differences show how people or a society or a country is different from other group or country. An appropriate mode in one culture might be inappropriate or rude in another culture.
ead the passage below and answer questions:
In Kuwait, men and women wear their traditional dress most of the time. For men, this consists of a long robe and a piece of cloth covering the head. For women it is similar though generally they wear a veil. Foreign male visitors usually wear lightweight cotton trousers and white shirts with short or long sleeves. Men often wear sandals during the day though rarely in the office. They wear a jacket and tie for social occasions, but when it is really hot, it is usual to take off the jacket. Foreign women visitors usually wear long, loose clothing which cover their neck and arms. The Swedes are very interested in clothes and are less formal now than they were in the past. People usually dress well in public and wear bright colours. In Sweden, winters are very cold, so overcoats and ski jackets are common. Men wear business suits for work, with a shirt and a tie and women often wear trousers. People often carry a spare pair of shoes because they need boots outside. Children and teenagers are more casual than their parents. For school, they wear jeans and t-shirts. Traditional dress in India for women is the sari and for men the achkan suit. The sari has its own distinctive style depending on which part of India it comes from every region has its own special colours, patterns and style. The men wear heavy and expensive achkan suits on formal occasions but normally they wear the kurtha suit, a light, long, loose shirt and light trousers, Indian people wear lighter colours as they grow older, and at funerals, white is the usual colour to wear. Many people, however, wear western style clothes these days, particularly to work. Young people here too are as casual as young people all over the world with their jeans and t- shirts.
5. Write short answers to the following questions.
(a) What do men and women in Kuwait wear most of the time?
(b) What do people wear on social occasion?
(c) What do foreign women visitors usually wear?
(d) What are very interested in clothes?
(e) What do the Swedes wear in winter?
6. Fill in the gaps with suitable words:
Foreign women visitors usually wear long loose cloth (a) —their neck and arms. The Swedes have keen (b) — in clothes. At present they are not as (c) — as they were in the past. People usually wear good and bright coloured dress in public. During winter people (d) — overcoats and ski jackets to protect themselves from heavy (e) —.
7. Summaries the above passage:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the dress of the Indians. (No. 1 has been done for you).
1. sari the dress for women 2. 3. 4. 5. 6.
Answer to the question no. set-6:
5. (a) Most of the time men and women wear their traditional dress.
(b) On social occasions people wear a jacket and a tie.
(c) Foreign women visitors usually wear long, loose clothing which covers their neck and arms.
(d) The Swedes are very interested in clothes.
(e) The Indian people wear light colours as they grow older.
6. (a) covering (b) interest (c) formal (d) wear (e) cold.
7. Summary: In Kuwait most of the time men and women wear their traditional dress consisting of a long robe and a piece of cloth. The Swedes are very interested in clothes. In Sweden people usually dress well in public and wear bright colours. In winter the Swedes wear overcoats and ski jackets to protect themselves from heavy cold. Men wear business suits for work with a shirt and a tie and women wear trousers. Traditional dress in India for women is the sari and for men the achkan suit. In India men wear heavy and expensive achkan suits on formal occasion but normally they wear lighter colours as they grow old and at funerals they wear white coloured dress. Many people wear western dress to work. The young people of India wear jeans and t-shirts.
Set-7
Read the passage below and answer questions:
British eating habits are very different now from thirty years ago. No longer are tastes confined to roast beef, mint sauce and Yorkshire pudding (which in fact is not a pudding at all) People travel more and are learning to enjoy food from many different countries. In most towns there are Italian, Chinese and Indian restaurants but in big cities you can also eat Japanese, Thai, Korean and Malaysian food. These restaurants are often cheaper than European restaurants and many people find the food more interesting. Indeed supermarkets now offer a wide range of multi cultural, ready to cook foods to try at home. Take-away food is also very popular in Britain. Many people think that the idea of take-away meals comes from the USA, but in fact it comes from Britain. The original British take-away meal was fish and chips and there are still fish and chip shops in places, as well as joints that sell fast food like pizzas and hamburgers. In Britain most people use knives and forks for eating. In some countries, for example, China, Japan, Korea and Taiwan, people used chopsticks. In many other countries as in the Indian sub-continent, people use their fingers.
5. Write short answers to the following questions:
(a) What types of dishes were the British confined to in the past?
(b)What do the British joints sell?
(c)Why do the British go to foreign restaurants in Britain?
(d)How have the British people learnt to enjoy different types of food?
(e)What do the British and the Chinese use for eating?
6. Fill in the gaps with suitable words:
Cultural exchange has a great effect on the tradition of a nation. Different aspects of customs change in a cross-cultural setting. The British culture is also overlapping with other cultures. They are losing and gaining in some patterns of behaviour and action. Their (a) — habits are changing as for example. Some people are turning to foreign restaurants and enjoying dishes. Not only are the dishes (b) — but the foods are interesting too. Some people are now fond of (c) — meals like fish and chips and the others are keen on (d) — foods like pizzas and hamburgers. So, some day or other the British may use Japanese (e) — for eating.
7. Summaries the above passage regarding British food habits in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the main causes of changing eating habits of the British. (No.-1 has been done for you):
1. traveling by the British 2. 3. 4. 5. 6.
Answer to the question. no. set-7:
5. (a) The British were confined to roast beef , mint sauce and Yorkshire pudding in the past.
(b) The British joints sell fast food like pizza and hamburgers. (c) The British go to foreign restaurants because they are cheaper and the food is more interesting.
(d) The British have learnt to enjoy different types of food by traveling more and more in many countries.
(e) The British use knives and forks and the Chinese use chopsticks for eating.
6. (a) eating (b) cheap (c) take-away
(d) fast (e) chopsticks
7. Summary: the British are fond of taking different kinds of food. Their tastes are not confined to only their traditional food habits like roast beef, mint sauce and Yorkshire pudding. They are now interested in the foods of other countries like Italy, Japan, Thailand, Korea, China, Malaysia etc. Take-away food is also very popular to the British. Nowadays they like pizzas and hamburgers excluding their traditional take-away meal like fish and chips.
=======
Set-8
Read the passage below and answer questions:
Shaheed Dr. Shamsuzzoha is considered to be the first intellectual who attained martyrdom during the pre-liberation period of Bangladesh. Following the killing of Sergeant Zohurul Haque in prison by the Ayub Khan government on 15 February 1969 (after the failure of the trumped-up Agartala conspiracy case), a flame of protest spread throughout erstwhile East Pakistan. On February 17, Section 144 was imposed on Rajshahi city. The students of Rajshahi University who had joined the protest, took out a procession in violation of Section 144 and were locked in a clash with police in front of the residence of the Principal of Rajshahi Medical College. As a result, several students were injured. On hearing this, Dr. Zoha, a professor of Chemistry and Proctor of the University, rushed to the spot and took the injured students to hospital. Next morning, on February 18, tension grew on the campus. The students were preparing to violate Section 144 again. The armed forces were deployed in front of the University main gate, which was kept locked to prevent the agitating students from going out. The students however started to jump over the gate and to scale the walls. Seeing this the teachers requested the guard on duty to open the gate. Meanwhile the students doused a pak army jeep kerosene and set it on fire. The armed forces started to take up their positions against the students. Dr Zoha repeatedly requested the officers, “Please, don’t open fire, my students will go back now.” But when the army officers refused to pay any heed to him, he declared, “Your bullets will pierce my heart first before they hit any student.” The situation deteriorated further and at one point Dr. Zoha was shot in the back at 11 in the morning. Later, he was bayonet-charged too. Bleeding profusely, Dr. Zoha was taken to Rajshahi Municipal office which was used as a jail by Pakistan Army and was kept untreated there till 3.30 p.m. He was eventually shifted to the operation theatre but he breathed his last at 4 p.m.
5. Write short answers to the following questions:
(a) When was section 144 imposed on Rajshahi city?
(b) What did the students of Rajshahi University do against section 144?
(c) What was the result of the clash? (d) What did Dr. Zoha do hearing the news?
(e) What happened as a result of killing of Sergeant Zohurul Haque?
et-8
6. Fill in the gaps with suitable words:
The students of Rajshahi University (a) — the imposition of section 144 and (b) — with the police before the residence of the Principal of Rajshahi Medical College. In the clash several students received (c) —. Dr. Zoha (d) — the news and rushed to the spot and took the injured students to hospital. Tension was prevailing high on the campus and the students took (e) — to violence section 144.
7. Summaries the above passage in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the result of killing Sergeant Zohurul Haque. (No-1 has been done for you):
1. spreading of a protest through out the then Pakistan 2. 3. 4. 5. 6.
Answer to the question no. set-8:
5. (a) On February 17, 1969 section 144 was imposed on Rajshahi city.
(b) Against section 144 the students of Rajshahi University took out a procession and were locked in a clash with police.
(c) The result of the clash was that several students were injured. (d) Hearing the news Dr. Zoha rushed to the spot and took the injured students to hospital.
(e) As a result of killing of Sergeant Zohurul Haque a flame of protest spread through out erstwhile East Pakistan.
6. (a) violated (b) clashed (c) injury (d) heard (e) preparation
7. Summary: Shaheed Dr. Shamsuzzoha, a professor of chamestry and proctor of the Rajshahi University attained the martyrdom during the pre liberation period of Bangladesh. A flame of protest spread throughout erstwhile Pakistan for the killing of Sergeant Zohurul Haque in Prison by the Ayub Khan government on 15th February 1969. To protest against the killing the students of Rajshahi University brought out a procession violating section 144 which resulted in a clash between the students and the police. As a result several students were injured. Hearing the news Dr. Zoha rushed to the spot and took the wounded students to hospital. The situation worsened. Tension grew high on the campus. The students went beyond the control of the university authority. The armed forces took up their position. They did not pay heed to Dr. Zoha’s request. Dr. Zoha was shot in the back and was bayonet charged. He embraced death because of heavy bleeding.
Read the following passage and answer the questions:
In Bangladesh the retirement age for government employees is 57 years and for university teachers 65 years. In the United Nations the retirement age is 65 years. But this does not mean that after this age people suddenly become useless and unit to work. These people are an asset to society with knowledge that only experience can bring and need to feel useful and want in society. In the developed countries social security is provided by the government in the form of post retirement and old age benefits, so that these people get free medical facilities and can also be economically independent. In Bangladesh, government employees are granted a pension and there are a few facilities at the government hospitals for the old but these are hardly enough. Besides, the majority of our female population does not belong to the working class. They are housewives and are not eligible for any pension or gratuity. According to the National Bureau of Statistics, about 6% of the population of Bangladesh are aged people which came to about 13.3 Million people in 2000. This includes male and female elderly people both from the villages and towns. These people have served their nation and their families through the years. In their old age, it is their right to expect serviced from jus in return. Their physical health had started deteriorating and they need as much care and consideration as possible. The government still does not have any system to meet the health and economic needs of this large population. We ourselves however must ensure that the elderly among us are respected and cared for. After all, can we forget that we ourselves are going to grow old one day?
5. Write short answers to the following questions:
(a) When does a government employee retire in Bangladesh?
(b) What is the retirement age limit in the United Nations?
(c) Why are the retired people considered an asset?
(d) Who do not belong to the working class?
(e) What can’t we forget?
6. Fill in the gaps with suitable words:
In the developed countries the government (a) — social security, free medical facilities and other benefits to the retired old people. But in our country the facilities (b) — to the retired persons are not (c) —. They only enjoy a (d) — and a little medical (e) —.
===
Summaries the above passage in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the benefits a retired person both in Bangladesh and developed countries enjoy. (No. 1 has been done for you):
1. in developed countries social securities 2. 3. 4. 5. 6.
provided by the government
Answer to the question no. set-9:
5. (a) A government employee in Bangladesh retires at the age of 57 years.
(b) The retirement age limit in the United Nations is 65 years.
(c) The retired people are considered an asset because their knowledge and experience are useful in the society.
(d) The majority of our female population does not belong to the working class.
(e) We can’t forget that we ourselves are going to grow old one day.
6. (a) provide (b) given (c) sufficient (d) pension (e) facilities
7. Summary: In Bangladesh a government employee retires at 57 and the university teachers at 65. In the United Nations the retirement age is 65 years. In our country retired persons are considered useless but they are actually asset to the society with their knowledge and experience. They enjoy little benefit. They only enjoy pension. In developed countries the retired persons are provided with social security and other facilities.
Ans. to the Ques. No. Set-3
5. (a) Television has become an addiction for many by telecasting a wide range of programmes of varied interest on numerous channels. (b) Satellite telecast influences our young generation by exposing more and more western music, entertainment and modes of life. (c) Cultural assault means the degradation of a country’s culture because of the influence of other country’s culture. (d) Television plays an important role in the sense that it is used for transmitting distance learning. (e) I think the good effects of TV are telecasting both informative and educative programmes.
6. (a) common/widespread (b) set (c) news/information (d) morality/character (e) addicted
7. Summary: Nowadays television is the most common source of entertainment all over the world. It also telecasts educational programmes. It is used for distance learning. The channels like discovery channel and the National Geographic Channel telecast highly informative programmes. But sometimes it is treated as cultural assault on the developing nations. It has a great influence on American children. It also influences their learning style.
Set-4
Read the passage carefully and answer the following questions:
There have been significant changes in the types of entertainment over time. Many of these no longer exist. Even if they do, people keep, looking for newer forms of entertainment. Thus snake charming, puppet shows, jatra, jarigan, sharigan and kabigan which were common forms of entertainment in the past, have almost lost their appeal. Radio, which used to be a good source of entertainment in the past, is now giving place to television, and to satellite channels in particular. The entertainment business, like other spheres of life, is getting westernised day by day. Folk music or polygenetic is now sung with western instruments. At the same time, modern music is now fusing melodies from folk and traditional songs. In general, band and pop music is becoming more and more popular, particularly among the young generation. Sport has become a source of entertainment today. Football, which used to be the most popular spectator sport in Bangladesh, is gradually being replaced by cricket as a popular form of sports entertainment.
5. Write short answers to the following questions about entertainment:
Is there any change in the field of entertainment in our country?
What were the common forms of entertainment in the past?
What is the position of radio now?
Are the common forms of entertainment in the past?
Which sport is gradually taking the place of football?
6. Fill in each gap with a suitable word: 5
Change is the (a) — of the day. Everything (b) — in course of time. What is new today will grow old tomorrow. In the same way we notice changes in the matter of (c) —. At present our people find little (d) — in jarigan, sharigan and kabigan. Our melodious and meaningful Bangla songs are yielding place (e) — the vociferous pop songs.
7. Summarise the passage in five sentences.
8. Make short notes in each of the boxes in the flow chart showing how changes are taking place in the sphere of entertainment. (No 1 has been done for you):
1.Noticeable changes in the forms of entertainment 2 3 4 5 6
Seen Comprehension Set- 4 & 5
প্রিয় শিক্ষার্থীরা, পূর্ব প্রকাশের পর আজ ইংরেজি ১ম পত্রের Part-A-এর (Seen Comprehension) ২য় passage অর্থাৎ ৫ থেকে ৮ নম্বর প্রশ্ন আলোচনা করব। প্রথমে দেওয়া হলো সেট ৪-এর সঠিক উত্তর।
Answer to the question no. Set-4:
5. (a) There is a great change in the field of entertainment in our country. (b) Jatra, Jarigan, Sharigan, puppet show and snake charming etc. were the common forms of entertainment in the past (c) Radio is no more popular because it is being replaced by television. (d) No, the common forms of entertainment are not popular as before. (e) Cricket is gradually taking the place of football.
6. (a) order (b) changes (c) entertainment (d) delight/interest (e) to.
7. Summary: With the passage of time forms of entertainment are undergoing a great change. As a result, many of them have already disappeared. People do not find any interest in traditional snake charming, puppet show, jarigan, sharigan. The same thing has happened in case of entertainment. The traditional radio has been replaced by television and satellite channels and in case of sports cricket has been replaced by football in Bangladesh.
Set-5
Read the passage below and answer questions:
A society’s culture is made up of all of its ideas and ways of behaving, language, music, ideas about what is bad and good, ways of working and playing, and the tools and other objects made and used by people in the society- all these are part of a society’s culture. As studying a person’s repeated actions is a good way to find out about that person, studying the important patterns of an entire society is a way to learn about the culture of that group. Patterns of behavior and action vary from individual to individual, class to class, society to society and country to country. These differences are referred to as cultural differences. What is an appropriate mode of behavior in one culture might prove inappropriate or even rude in another culture. For example, when Latin Americans talk to each other, they stand about 18 to 12 inches apart, measured nose to nose. To stand further away from each other while talking seems unfriendly to them. In some Arab countries too, the proper and polite distance for conversation is to be close enough to feel the other person’s breath. But in British or American society, getting so close during a conversation is considered inappropriate.
5. Write short answers to the following questions.
i. What do you mean by culture?
ii. What is the way to know about a group’s culture?
iii. What are the cultural differences?
iv. What is Latin American culture?
v. What is inappropriate in British society?
6. Fill in the gaps with suitable words.
The culture of a society (a) — to all of its activities. Ideas about good and bad may not be (b) — everywhere. Even the tools and objects made and used by a community reflect its (c) —. People of one class are seen to behave and act differently from the (d) — of another class. A mode of behaviour in one society may be considered (e) — in another.
7. Summarise the passage in about five sentences.
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the ways of learning a society’s culture.
1. Learning about a society’s culture 2. 3. 4. 5. 6.
Answer to the question no. Set-5:
5. (a) Culture means ideas and ways of behaving, language, music, ideas about bad and good, ways of working and playing, and the tools and other objects made and used by the people in the society. (b) Studying the important patterns of an entire society is the way to learn about a group’s culture. (c) Patterns of behaviour and action differ from individual to individual, class to class, society to society, and country to country. These are known as cultural differences. (d) Latin Americana stand 18 to 12 inches apart during conversation. (e) Getting very close during a conversation is inappropriate in British society.
6. (a) refers (b) same/similar (c) culture (d) people (e) inappropriate
7. Summary: A society’s culture consists of its ideas, ways of behaving and actions, language and things. By studying patterns of behaviour and actions of a society we can learn about its cultural pattern. Culture varies from person to person and society to society. Cultural differences show how people or a society or a country is different from other group or country. An appropriate mode in one culture might be inappropriate or rude in another culture.
ead the passage below and answer questions:
In Kuwait, men and women wear their traditional dress most of the time. For men, this consists of a long robe and a piece of cloth covering the head. For women it is similar though generally they wear a veil. Foreign male visitors usually wear lightweight cotton trousers and white shirts with short or long sleeves. Men often wear sandals during the day though rarely in the office. They wear a jacket and tie for social occasions, but when it is really hot, it is usual to take off the jacket. Foreign women visitors usually wear long, loose clothing which cover their neck and arms. The Swedes are very interested in clothes and are less formal now than they were in the past. People usually dress well in public and wear bright colours. In Sweden, winters are very cold, so overcoats and ski jackets are common. Men wear business suits for work, with a shirt and a tie and women often wear trousers. People often carry a spare pair of shoes because they need boots outside. Children and teenagers are more casual than their parents. For school, they wear jeans and t-shirts. Traditional dress in India for women is the sari and for men the achkan suit. The sari has its own distinctive style depending on which part of India it comes from every region has its own special colours, patterns and style. The men wear heavy and expensive achkan suits on formal occasions but normally they wear the kurtha suit, a light, long, loose shirt and light trousers, Indian people wear lighter colours as they grow older, and at funerals, white is the usual colour to wear. Many people, however, wear western style clothes these days, particularly to work. Young people here too are as casual as young people all over the world with their jeans and t- shirts.
5. Write short answers to the following questions.
(a) What do men and women in Kuwait wear most of the time?
(b) What do people wear on social occasion?
(c) What do foreign women visitors usually wear?
(d) What are very interested in clothes?
(e) What do the Swedes wear in winter?
6. Fill in the gaps with suitable words:
Foreign women visitors usually wear long loose cloth (a) —their neck and arms. The Swedes have keen (b) — in clothes. At present they are not as (c) — as they were in the past. People usually wear good and bright coloured dress in public. During winter people (d) — overcoats and ski jackets to protect themselves from heavy (e) —.
7. Summaries the above passage:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the dress of the Indians. (No. 1 has been done for you).
1. sari the dress for women 2. 3. 4. 5. 6.
Answer to the question no. set-6:
5. (a) Most of the time men and women wear their traditional dress.
(b) On social occasions people wear a jacket and a tie.
(c) Foreign women visitors usually wear long, loose clothing which covers their neck and arms.
(d) The Swedes are very interested in clothes.
(e) The Indian people wear light colours as they grow older.
6. (a) covering (b) interest (c) formal (d) wear (e) cold.
7. Summary: In Kuwait most of the time men and women wear their traditional dress consisting of a long robe and a piece of cloth. The Swedes are very interested in clothes. In Sweden people usually dress well in public and wear bright colours. In winter the Swedes wear overcoats and ski jackets to protect themselves from heavy cold. Men wear business suits for work with a shirt and a tie and women wear trousers. Traditional dress in India for women is the sari and for men the achkan suit. In India men wear heavy and expensive achkan suits on formal occasion but normally they wear lighter colours as they grow old and at funerals they wear white coloured dress. Many people wear western dress to work. The young people of India wear jeans and t-shirts.
Set-7
Read the passage below and answer questions:
British eating habits are very different now from thirty years ago. No longer are tastes confined to roast beef, mint sauce and Yorkshire pudding (which in fact is not a pudding at all) People travel more and are learning to enjoy food from many different countries. In most towns there are Italian, Chinese and Indian restaurants but in big cities you can also eat Japanese, Thai, Korean and Malaysian food. These restaurants are often cheaper than European restaurants and many people find the food more interesting. Indeed supermarkets now offer a wide range of multi cultural, ready to cook foods to try at home. Take-away food is also very popular in Britain. Many people think that the idea of take-away meals comes from the USA, but in fact it comes from Britain. The original British take-away meal was fish and chips and there are still fish and chip shops in places, as well as joints that sell fast food like pizzas and hamburgers. In Britain most people use knives and forks for eating. In some countries, for example, China, Japan, Korea and Taiwan, people used chopsticks. In many other countries as in the Indian sub-continent, people use their fingers.
5. Write short answers to the following questions:
(a) What types of dishes were the British confined to in the past?
(b)What do the British joints sell?
(c)Why do the British go to foreign restaurants in Britain?
(d)How have the British people learnt to enjoy different types of food?
(e)What do the British and the Chinese use for eating?
6. Fill in the gaps with suitable words:
Cultural exchange has a great effect on the tradition of a nation. Different aspects of customs change in a cross-cultural setting. The British culture is also overlapping with other cultures. They are losing and gaining in some patterns of behaviour and action. Their (a) — habits are changing as for example. Some people are turning to foreign restaurants and enjoying dishes. Not only are the dishes (b) — but the foods are interesting too. Some people are now fond of (c) — meals like fish and chips and the others are keen on (d) — foods like pizzas and hamburgers. So, some day or other the British may use Japanese (e) — for eating.
7. Summaries the above passage regarding British food habits in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the main causes of changing eating habits of the British. (No.-1 has been done for you):
1. traveling by the British 2. 3. 4. 5. 6.
Answer to the question. no. set-7:
5. (a) The British were confined to roast beef , mint sauce and Yorkshire pudding in the past.
(b) The British joints sell fast food like pizza and hamburgers. (c) The British go to foreign restaurants because they are cheaper and the food is more interesting.
(d) The British have learnt to enjoy different types of food by traveling more and more in many countries.
(e) The British use knives and forks and the Chinese use chopsticks for eating.
6. (a) eating (b) cheap (c) take-away
(d) fast (e) chopsticks
7. Summary: the British are fond of taking different kinds of food. Their tastes are not confined to only their traditional food habits like roast beef, mint sauce and Yorkshire pudding. They are now interested in the foods of other countries like Italy, Japan, Thailand, Korea, China, Malaysia etc. Take-away food is also very popular to the British. Nowadays they like pizzas and hamburgers excluding their traditional take-away meal like fish and chips.
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Set-8
Read the passage below and answer questions:
Shaheed Dr. Shamsuzzoha is considered to be the first intellectual who attained martyrdom during the pre-liberation period of Bangladesh. Following the killing of Sergeant Zohurul Haque in prison by the Ayub Khan government on 15 February 1969 (after the failure of the trumped-up Agartala conspiracy case), a flame of protest spread throughout erstwhile East Pakistan. On February 17, Section 144 was imposed on Rajshahi city. The students of Rajshahi University who had joined the protest, took out a procession in violation of Section 144 and were locked in a clash with police in front of the residence of the Principal of Rajshahi Medical College. As a result, several students were injured. On hearing this, Dr. Zoha, a professor of Chemistry and Proctor of the University, rushed to the spot and took the injured students to hospital. Next morning, on February 18, tension grew on the campus. The students were preparing to violate Section 144 again. The armed forces were deployed in front of the University main gate, which was kept locked to prevent the agitating students from going out. The students however started to jump over the gate and to scale the walls. Seeing this the teachers requested the guard on duty to open the gate. Meanwhile the students doused a pak army jeep kerosene and set it on fire. The armed forces started to take up their positions against the students. Dr Zoha repeatedly requested the officers, “Please, don’t open fire, my students will go back now.” But when the army officers refused to pay any heed to him, he declared, “Your bullets will pierce my heart first before they hit any student.” The situation deteriorated further and at one point Dr. Zoha was shot in the back at 11 in the morning. Later, he was bayonet-charged too. Bleeding profusely, Dr. Zoha was taken to Rajshahi Municipal office which was used as a jail by Pakistan Army and was kept untreated there till 3.30 p.m. He was eventually shifted to the operation theatre but he breathed his last at 4 p.m.
5. Write short answers to the following questions:
(a) When was section 144 imposed on Rajshahi city?
(b) What did the students of Rajshahi University do against section 144?
(c) What was the result of the clash? (d) What did Dr. Zoha do hearing the news?
(e) What happened as a result of killing of Sergeant Zohurul Haque?
et-8
6. Fill in the gaps with suitable words:
The students of Rajshahi University (a) — the imposition of section 144 and (b) — with the police before the residence of the Principal of Rajshahi Medical College. In the clash several students received (c) —. Dr. Zoha (d) — the news and rushed to the spot and took the injured students to hospital. Tension was prevailing high on the campus and the students took (e) — to violence section 144.
7. Summaries the above passage in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the result of killing Sergeant Zohurul Haque. (No-1 has been done for you):
1. spreading of a protest through out the then Pakistan 2. 3. 4. 5. 6.
Answer to the question no. set-8:
5. (a) On February 17, 1969 section 144 was imposed on Rajshahi city.
(b) Against section 144 the students of Rajshahi University took out a procession and were locked in a clash with police.
(c) The result of the clash was that several students were injured. (d) Hearing the news Dr. Zoha rushed to the spot and took the injured students to hospital.
(e) As a result of killing of Sergeant Zohurul Haque a flame of protest spread through out erstwhile East Pakistan.
6. (a) violated (b) clashed (c) injury (d) heard (e) preparation
7. Summary: Shaheed Dr. Shamsuzzoha, a professor of chamestry and proctor of the Rajshahi University attained the martyrdom during the pre liberation period of Bangladesh. A flame of protest spread throughout erstwhile Pakistan for the killing of Sergeant Zohurul Haque in Prison by the Ayub Khan government on 15th February 1969. To protest against the killing the students of Rajshahi University brought out a procession violating section 144 which resulted in a clash between the students and the police. As a result several students were injured. Hearing the news Dr. Zoha rushed to the spot and took the wounded students to hospital. The situation worsened. Tension grew high on the campus. The students went beyond the control of the university authority. The armed forces took up their position. They did not pay heed to Dr. Zoha’s request. Dr. Zoha was shot in the back and was bayonet charged. He embraced death because of heavy bleeding.
Read the following passage and answer the questions:
In Bangladesh the retirement age for government employees is 57 years and for university teachers 65 years. In the United Nations the retirement age is 65 years. But this does not mean that after this age people suddenly become useless and unit to work. These people are an asset to society with knowledge that only experience can bring and need to feel useful and want in society. In the developed countries social security is provided by the government in the form of post retirement and old age benefits, so that these people get free medical facilities and can also be economically independent. In Bangladesh, government employees are granted a pension and there are a few facilities at the government hospitals for the old but these are hardly enough. Besides, the majority of our female population does not belong to the working class. They are housewives and are not eligible for any pension or gratuity. According to the National Bureau of Statistics, about 6% of the population of Bangladesh are aged people which came to about 13.3 Million people in 2000. This includes male and female elderly people both from the villages and towns. These people have served their nation and their families through the years. In their old age, it is their right to expect serviced from jus in return. Their physical health had started deteriorating and they need as much care and consideration as possible. The government still does not have any system to meet the health and economic needs of this large population. We ourselves however must ensure that the elderly among us are respected and cared for. After all, can we forget that we ourselves are going to grow old one day?
5. Write short answers to the following questions:
(a) When does a government employee retire in Bangladesh?
(b) What is the retirement age limit in the United Nations?
(c) Why are the retired people considered an asset?
(d) Who do not belong to the working class?
(e) What can’t we forget?
6. Fill in the gaps with suitable words:
In the developed countries the government (a) — social security, free medical facilities and other benefits to the retired old people. But in our country the facilities (b) — to the retired persons are not (c) —. They only enjoy a (d) — and a little medical (e) —.
===
Summaries the above passage in five sentences:
8. Based on your reading of the passage, make short notes in each of the boxes in the flow chart showing the benefits a retired person both in Bangladesh and developed countries enjoy. (No. 1 has been done for you):
1. in developed countries social securities 2. 3. 4. 5. 6.
provided by the government
Answer to the question no. set-9:
5. (a) A government employee in Bangladesh retires at the age of 57 years.
(b) The retirement age limit in the United Nations is 65 years.
(c) The retired people are considered an asset because their knowledge and experience are useful in the society.
(d) The majority of our female population does not belong to the working class.
(e) We can’t forget that we ourselves are going to grow old one day.
6. (a) provide (b) given (c) sufficient (d) pension (e) facilities
7. Summary: In Bangladesh a government employee retires at 57 and the university teachers at 65. In the United Nations the retirement age is 65 years. In our country retired persons are considered useless but they are actually asset to the society with their knowledge and experience. They enjoy little benefit. They only enjoy pension. In developed countries the retired persons are provided with social security and other facilities.
1 comment:
Great Work. This is surely very helpful and effective presentation for the HSC level student. Love to say "Thanks for your brilliant work." Enjoyed the topics. Come back soon for new update.
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