Kuakata: Daughter Of The Sea This class discusses “Kuakata: Daughter Of The Sea” reading passages or seen comprehension. This class is part of Unit 8, Lesson 5, Polytechnic English course of the Bangladesh Technical Education Board (BTEB), course code 65712. This class is also part of Class 11 – 12 (HSC) English 1st Paper Unit-8 Lesson-5.

 

Kuakata: Daughter Of The Sea

 

Kuakata, locally known as Sagar Kannya (Daughter of the Sea) is a rare scenic spot located on the southernmost tip of Bangladesh.

স্থানীয়ভাবে সাগর কন্যা (সাগরের কন্যা) হিসেবে পরিচিত কুয়াকাটা বালাদেশের সর্ব দক্ষিণে অবস্থিত একটা বিরল নৈসর্গিক স্থান।

Kuakata in Latachapli union under Kalapara Police Station of Patuakhali district is about 30 km in length and 6 km in breadth. It is 70 km from Patuakhali district headquarters and 320 km from Dhaka.

পটুয়াখালী জেলার কলাপাড়া পুলিশ ষ্টেশনের অধীনে লতাচাপলি ইউনিয়নে অবস্থিত  কুযাকাটা প্রায় দৈঘ্যে ৩০ কি.মি এবং প্রস্থে ৬ কি.মি.। এটি পটুয়াখালী জেলা সদর থেকে ৭০ কি.মি এবং ঢাকা থেকে ৩২০ কি.মি দূরে অবস্থিত।

 

 

An excellent combination of the picturesque natural beauty, sandy beaches, blue sky, and the shimmering expanse of water of the Bay of Bengal and the evergreen forest makes Kuakata a much sought-after tourist destination.

অপূর্ব প্রাকৃতিক সৌন্দর্য, বালুময় সৈকতসমূহ নীল আকাশ এবং বঙ্গোপসাগরের পানির ঝিকমিক প্রসারণ এবং চিরশ্যামল বনের এক চমৎকার সমন্বয় কুয়াকাটাকে অতি অন্বেষিত পর্যটন স্থানে পরিনত করেছে।

The name Kuakata takes its origin from the story of a “Kua”- or well-dug on the sea shore by the early Rakhine settlers for collecting drinking water.

খাবার পানি সংগ্রহ করা নিমিত্তে প্রাচীন রাখাইন বসতি স্থাপনকারীদের দ্বারা সমুদ্রসৈকতে  খননকৃত কূপ অথবা  কুয়া’ র গল্প থেকে কুয়াকাটা নামটি উদ্ভূত হয়েছে।

The Rakhaines had landed on the Kuakata coast after being expelled from Arakan by the Mughals. Following the first well, it became a tradition to dig wells in the neighborhood of Rakhine homesteads for freshwater supply.

মোগলেদের দ্বারা আরাকান হতে বিতাড়িত হয়ে রাখাইনরা কুয়াকাটা উপকূলে আশ্রয় নিয়েছিল। প্রথম কুয়াটিকে অনুসরণ করে বিশুদ্ধ পানির সরবারহের জন্য রাখাইন বসতির আসে পাশে কূয়া খনন করা একটা ঐতিহ্যে পরিণত হয়েছে।

 

 

Kuakata is one of the unique spots that allow a visitor to watch both the sunrise and the sunset from the beach. That perhaps makes Kuakata one of the world’s most attractive beaches.

কুয়াকাটা অন্যতম অনন্য স্থান যা একজন পর্যটককে সৈকত হতে সূর্যোদয় ও সূর্যাস্ত উভয়টি অবলোকন করতে দেয়। সেটিই সম্ভবত পৃথিবীর অন্যতম আকর্ষনীয় সৈকতে পরিণত করেছে। কুয়াকাটার লম্বা ও বিস্তৃতি সৈকতটির একিট অনুপম প্রাকৃতিক পরিবেশ আছে।

The long and wide beach at Kuakata has a typical natural setting. This sandy beach slopes gently into the Bay and bathing there is as pleasant as is swimming or diving.

এই বালুময় সৈকতটি ক্রমশ ঢালুভাবে উপসাগরে গিয়ে পতিত হয়েছে এবং স্নান যেমন আনন্দদায়ক তেমনি সাতার কাটা বা জলে ডুব দেওয়া আনন্দদায়ক।

Kuakata is truly a virgin beach and a sanctuary for migratory winter birds. Fishing boats plying in the Bay of Bengal with colorful sails, surfing waves, and the lines of coconut trees add to the vibrant colors of Kuakata.

কুয়াকাটা শীতকালীন পরিযায়ী পাখিদের জন্য সত্যিই একটা অসাধারন আশ্রয়স্থল। বঙ্গপোসাগরে ভাসমান রঙিন পালতোলা মাছ ধরার নৌকা, ফেনিল ঢেউ এবং নারিকেল গাছের সারি কুয়াকাটার উজ্জ্বল রংসমূহকে বৃদ্ধি করেছে।

The indigenous culture of the Rakhine community and hundred-year-old Buddhist temples indicate the age–old tradition and cultural heritage of this area.

রাখাইন সম্প্রদায়ের নিজস্ব সংস্কৃতি এবং শত বছরের পুরোনো বৌদ্ধ মন্দিরগুলো এই এলাকার পুরানো ও সাংস্কৃতিক ঐতিহ্যকে সূচিত করে।

Kuakata is also a holy land for the Hindus and Buddhists. Each year thousands of devotees come here to attend the festivals Rash Purnima and Maghi Purnima.

কূয়াকাটা হিন্দু ও বৌদ্ধদের জন্য একটা পবিত্র স্থানও। প্রত্যেক বছর হাজার হাজার ভক্ত রাস পূর্ণিমা ও মাঘী পূর্ণিমা উৎসবে যোগদান করতে এখানে আসে।

On these two days, pilgrims take holy bath and enjoy going to the traditional fairs.

এই দুই দিন তীর্থযাত্রীরা পূর্ণ্যস্নান করে এবং ঐতিহ্যবাহী মেলায় গিয়ে আনন্দ লাভ করে।

 

 

English	বাংলা
New Word 1.Rare (Adj) 2.Scenic (adj) 3.Headquarters (n) 4.Excellent (adj) 5.Combination (n) 6.Picturesque (adj) 7.Shimmering (adj) 8.Sought (adj)	শব্দ সমাহার 1.বিরল 2.নৈসর্গিক 3.সদর দফতর 4.চমৎকার 5.সমন্বয় 6.চিত্রোপম 7.ঝিকিমিকি 8.অন্বেষিত

 

English	বাংলা
New Word 09. Destination (n) 10. Expanse (n) 11. Expelled (v) 12. Homestead (n) 13. Unique (adj) 14. Typical (adj) 15. Pleasant (adj) 16. Sanctuary (n)	শব্দ সমাহার ০৯. গন্তব্যস্থান ১০. বিস্তরণ ১১. অপসারিত ১২. বাড়িঘর ১৩. অনন্য ১৪. প্রতিরূপ ১৫. আনন্দদায়ক ১৬. আশ্রয়স্থল

 

English	বাংলা
New Word 17. Migratory (adj) 18. Vibrant (adj) 19. Indigenous ( adj) 20. Community (adj) 21. Indicate (v) 22. Heritage ( n) 23. Devotee (n) 24. Pilgrim (n)	শব্দ সমাহার ১৭. ভ্রমণশীল/ পরিযায়ী ১৮. উজ্জ্বল ১৯. দেশীয় ২০. সম্প্রদায় ২১. সূচিত ২২. এতিহ্য ২৩. ভক্ত ২৪. তীর্থযাত্রী

 

 

Details about Kuakata: Daughter Of The Sea – English Grammar :

 

Eating Habit and Hazards This class discusses “English EATING HABIT AND HAZARDS” reading passages or seen comprehension. This class is part of Unit 3, Lesson 2, Polytechnic English course of the Bangladesh Technical Education Board (BTEB), course code 65712. This class is also part of Class 11 – 12 (HSC) English 1st Paper Unit-3 Lesson-1. There are two parts to this class, this is the first part.

 

Eating Habit and Hazards

 

2. Now read the story (slightly abridged) and answer the questions that follow.

The story, “The Luncheon,” is by William Somerset Maugham (1874-1965). Maugham was a British novelist, playwright, and short story writer whose work is characterized by a clear, lucid style, and a profound understanding of human nature. “The Luncheon” is about a lady admirer of the writer who managed to get a luncheon invitation from him to an expensive Paris restaurant twenty years ago. With humor and irony, the writer describes the lady’s lavish eating at his expense and what happened to her twenty years later.

 

The Luncheon

William Somerset Maugham

 

I caught sight of her at the play, and in answer to her beckoning, I went over during the interval and sat down beside her. It was long since I had last seen her, and if someone had not mentioned her name I hardly think I would have recognized her.

She addressed me brightly.

“Well, it’s many years since we first met. How time flies! We’re none of us getting any younger. Do you remember the first time I saw you? You asked me to luncheon.”

Did I remember?

It was twenty years ago and I was living in Paris. I had a tiny apartment in the Latin quarter overlooking a cemetery, and I was earning barely enough money to keep body and soul together. She had read a book of mine and had written to me about it. I answered, thanking her, and presently I received from her another letter saying that she was passing through Paris and would like to have a chat with me; but her time was limited, and the only free moment she had was on the following Thursday;

 

 

she was spending the morning at the Luxembourg and would I give her a little luncheon at Foyot’s afterward? Foyot’s is a restaurant at which the French senators eat, and it was so far beyond my means that I had never even thought of going there. But I was flattered, and I was too young to have learned to say no to a woman…. I had eighty francs (gold francs) to last me the rest of the month, and a modest luncheon should not cost more than fifteen. If I cut out coffee for the next two weeks I could manage well enough.

I answered that I would meet my friend by correspondence at Foyot’s on Thursday at half past twelve. She was not as young as I expected and in appearance imposing rather than attractive. She was, in fact, a woman of forty … and she gave me the impression of having more teeth, white and large and even, than were necessary for any practical purpose. She was talkative, but since she seemed inclined to talk about me I was prepared to be an attentive listener.

 

I was startled when the bill of fare was brought, for the prices were a great deal higher than I had anticipated. But she reassured me.

“I never eat anything for luncheon,” she said.
“Oh, don’t say that!” I answered generously.

“I never eat more than one thing. I think people eat far too much nowadays. A little fish, perhaps. I wonder if they have any salmon.”

Well, it was early in the year for salmon and it was not on the bill of fare, but I asked the waiter if there was any. Yes, a beautiful salmon had just come in, it was the first they had had. I ordered it for my guest. The waiter asked her if she would have something while it was being cooked.

“No,” she answered, “I never eat more than one thing unless you have a little caviare, I never mind caviare.”

My heart sank a little. I knew I could not afford caviare, but I could not very well tell her that. I told the waiter by all means to bring caviare. For myself, I chose the cheapest dish on the menu and that was a mutton chop.

“I think you are unwise to eat meat,” she said. “I don’t know how you can expect to work after eating heavy things like chops. I don’t believe in overloading my stomach.” Then came the question of drink.

“I never drink anything for luncheon,” she said.
“Neither do I,” I answered promptly.
“Except white wine,” she proceeded as though I had not spoken.
“These French white wines are so light. They’re wonderful for the digestion.”
“What would you like?” I asked, hospitable still, but not exactly effusive.
She gave me a bright and amicable flash of her white teeth.
“My doctor won’t let me drink anything but champagne.”

 

I fancy I turned a trifle pale. I ordered half a bottle. I mentioned casually that my doctor had absolutely forbidden me to drink champagne.

What are you going to drink, then?” “Water.” ”

She ate the caviare and she ate the salmon. She talked gaily of art and literature and music. But I wondered what the bill would come to. When my mutton chop arrived she took me quite seriously to task.

“I see that you’re in the habit of eating a heavy luncheon. Tm sure it’s a mistake. Why don’t you follow my example and just eat one thing? I’m sure you’d feel ever so much better for it.”
“I am only going to eat one thing,” I said, as the waiter came again with the bill of fare. She waved him aside with an airy gesture.

“No. no. I never eat anything for luncheon. Just a bite, I never want more than that, and I eat that more as an excuse for conversation than anything else. 1 couldn’t possibly eat anything more unless they had some of those giant asparagus. I should be sorry to leave Paris without having some of them.”

 

 

My heart sank. I had seen them in the shops, and I knew that they were horribly expensive. My mouth had often watered at the sight of them.
“Madame wants to know if you have any of those giant asparagus,” I asked the waiter. I tried with all my might to will him to say no. A happy smile spread over his broad, priest-like face, and he assured me that they had some so large, so splendid, so tender, that it was a marvel.

“I’m not in the least hungry,” my guest sighed, ‘but if you insist I don’t mind having some asparagus.’ I ordered them.
“Aren’t you going to have any?” “No, I never eat asparagus.”

“I know there are people who don’t like them. The fact is, you ruin your palate by all the meat you eat.” We waited for the asparagus to be cooked. Panic seized me. It was not a question now of how much money I should have left over for the rest of the month, but whether I had enough to pay the bill. The asparagus appeared. They were enormous, succulent, and appetizing. The smell of the melted butter tickled my nostrils…

“Coffee?” I said.
“Yes, just an ice cream and coffee,” she answered.
I was past caring now. So I ordered coffee for myself and an ice cream and coffee for her.

“You know, there’s one thing I thoroughly believe in,” she said, as she ate the ice cream. “One should
always get up from a meal feeling one could eat a little more.”
“Are you still hungry?’ I asked faintly.

“Oh, no, I’m not hungry; you see, I don’t eat luncheon. I have a cup of coffee in the morning and then dinner, but I never eat more than one thing for luncheon. I was speaking for you.” “Oh, I see!”

Then a terrible thing happened. While we were waiting for the coffee, the head waiter, with an ingratiating smile on his face, came up to us bearing a large basket full of huge peaches. They had the blush of an innocent girl; they had the rich tone of an Italian landscape. But surely peaches were not in season then? Lord knew what they cost. “You see, you’ve filled your stomach with a lot of meat”-my one miserable little chop-” and you can’t eat anymore. But I’ve just had a snack and I shall enjoy a peach”.

The bill came and when I paid it I found that I had only enough for a quite inadequate tip. Her eyes rested for an instant on the three francs I left for the waiter, and I knew that she thought me mean. But when I walked out of the restaurant I had the whole month before me and not a penny in my pocket. “Follow my example,” she said as we shook hands, and never eat more than one thing for luncheon.”

“I’ll do better than that”, I retorted. “I’ll eat nothing for dinner tonight.” “Humorist!” she cried gaily, jumping into a cab, “you’re quite a humorist!”
But I have had my revenge at last. I do not believe that I am a vindictive man, but when the immortal gods take a hand in the matter it is pardonable to observe the result with complacency. Today she weighs twenty-one stone.

The meanings of some words and terms from the story are given below. Read the story a second time, and if you still have words you don’t know the meanings of find them in a dictionary.

Luncheon: a formal lunch
play: a theatre performance
Latin Quarter: a section of Paris popular with students and writes like the story’s narrator
cemetery: a large burial ground senator: a member of a senate, a lawmaker imposing: impressive in
appearance startle: give sudden shock bill of fare: a menu
generous: liberal, showing readiness to give something
caviare: the mass of eggs of a large fish, especially sturgeon, eaten as a delicacy hospitable: friendly, genial
effusive: showing pleasure or emotion in an unrestrained manner amicable: friendly airy: causal
ingratiating: intended to gain someone’s approval or favor
humorist: a humourous writer
vindictive: revengeful
complacency: uncritical self-satisfaction
stone: 14 pounds

 

 

Details about Eating Habit and Hazards – English Grammar :

 

 

Food Adulteration This class is part of Unit 3, Lesson 1, Polytechnic English course of the Bangladesh Technical Education Board (BTEB), course code 65712. This class is also part of Class 11 – 12 (HSC) English 1st Paper Unit-3 Lesson-1.

 

Food Adulteration

 

1. Warm-up activity:

Share the following questions with your friend.

1. What is food adulteration?
2. Have you heard the name of a pesticide called formalin which is used as a preservative?
3. Who, do you think, uses chemical pesticides on food/fruits?

 

 

2. Read the following feature item published in a Dhaka daily.

Unsafe levels of pesticides are present in around half of the vegetables and more than a quarter of fruits sold in the capital’s markets, a recent survey has found. A 15-member team of the National Food Safety Laboratory, with support from the Food and Agriculture Organisation (FAO), came up with the findings after collecting and testing food samples from the capital’s Gulshan, Karwanbazar, and Mohakhali markets.

The survey report, a copy of which was acquired by the Dhaka Tribune, read that nearly 40% of 82 samples of milk, milk products, fish, fruits, and vegetables contained banned pesticides such as DDT, Aldrin, Chlordane, and Heptachlor. The amounts of pesticide in these samples were found to be 3 to 20 times greater than the limits set by the European Union. Around 50% of vegetables and 35% of fruits were found to be contaminated with unsafe levels of pesticides.

Analyzing more than 30 samples of turmeric powder (branded, packaged, and open), the team also found that nearly 30% of the samples contained traces of lead chromate, which can be fatal if swallowed or inhaled. These samples also contained lead at 20 to 50 times above the safety limit of 2.5 parts per million set by the Bangladesh Standard Testing Institute (BSTI). Arsenic and chromium above safety limits were detected in a total of 5 out of 13 rice samples.

 

 

 

Using a sensitive High-Performance Liquid Chromatography (HPLC) method developed by the Food Safety Lab, 66 samples were analyzed for the presence of formaldehyde. Adulteration was thereby detected in samples of coriander, mango, and fresh shrimp.

The tests indicated that poultry feed in the country had also been contaminated, as samples of chicken and fish contained traces of antibiotics. High microbial populations were found in several samples of pasteurized milk, indicating poor processing procedures by the manufacturers. Samples of cucumber and street foods also showed high microbial populations, suggesting widespread contamination in the water supply.

The Director of the Institute of Public Health (IPH), told the Dhaka Tribune that the survey report has been submitted to the Health Ministry. Further tests of different products were being carried out at the Food Safety Lab.

A former Director General of the Health Services and senior national adviser of the FAO said the findings were shocking for the whole nation. He added that instead of focusing only on the end products, the issue should be addressed at the root level. Pointing out that there were four steps in the production process-farmer, transport, wholesale, and retail trader, -he said better monitoring and supervision were mandatory for stopping food adulteration.

Adulterated food products are reportedly the cause behind thousands of people suffering from fatal diseases like cancer, kidney failure, and heart problems. Health specialists told the Dhaka Tribune that the Ministry of Food had enacted a Food Safety Act, but was yet to prepare the necessary rules. As the issue of food safety was also linked to 14 other ministries, a coordinated agency should take responsibility for ensuring the safety of food products, they added.

 

 

Details about Food Adulteration – English Grammar :

 

 

The Unforgettable History This class discusses “The Unforgettable History” reading passage or seen comprehension. This is about the famous 7th March Speech of Bangabandhu Sheikh Mujibur Rahman. This class is part of Unit 1, Lesson 2, Polytechnic English course of the Bangladesh Technical Education Board (BTEB), course code 65712. This class is also part of Class 11 – 12 (HSC) English 1st Paper Unit-1 Lesson 2 or HSC English 1st Paper Unit 1, Lesson 2.

 

The Unforgettable History

 

1. Read the passage and answer the questions A and B. U-1, L-1 (B)
I stand before you today with a heart overflowing with grief. You are fully aware of the events that are going on and understand their importance. We have been trying to do our best to cope with the situation. And yet, unfortunately, the streets of Dhaka, Chattogram. Khulna. Rajshahi and Rangpur are awash with the blood of our brothers. The people of Bengal now want to be free, the people of Bengal now want to live, and the people of Bengal now want their rights.

 

 

What have we done that was wrong? After the elections, the people of Bangladesh voted as one for me, for the Awami League. We were to sit in the National Assembly, draft a constitution for ourselves there, and build our country; the people of this land would thereby get economic. political, and cultural freedom. But it is with regret that I have to report to you today that we have passed through twenty-three tragic years; Bengal’s history of those years is full of stories of torture inflicted on our people, of blood shed by them repeatedly. Twenty-three years of a history of men and women in agony!

The history of Bengal is the history of a people who have repeatedly made their highways crimson with their blood. We shed blood in 1952; even though we were the victors in the elections of 1954 we could not form a government then. In 1958 Ayub Khan declared Martial Law to enslave us for the next ten years. In 1966 when we launched the six-point movement our boys were shot dead on 7 June. When after the movement of 1969 Ayub Khan fell from power and Yahya Khan assumed the reins of the government he declared that he would give us a constitution and restore democracy: we listened to him then. A lot has happened since and elections have taken place.

I’ve met President Yahya Khan. I’ve made a request to him not only on behalf of Bengal but also as the leader of the party which has the majority in Pakistan: I said to him: “You must hold the session of the National Assembly on 15 January.” But he did not listen to me. He listened to Mr. Bhutto instead. At first, he said that the meeting would take place in the first week of March. We said. “Fine, we will be taking our seats in the Assembly then,” I said we will carry out our discussions in the Assembly. I went so far as to say that if anyone came up with an offer that was just, even though we were in the majority we would agree to that offer.

A. Choose the correct answer from the alternatives:
(a) The word ‘inflict’ mentioned in the passage means ___.
i. Oppose
ii. Suppose
iii. Impose
iv. Imprecate

(b) When did Ayub Khan fall from power?
i. in 1958
ii. in 1959
iii. in 1966
iv. in 1969

(c) According to the speech the word ‘import’ refers to ___
i. uselessness
ii. Patience
iii. Importance
iv. foreign product

(d) The word category of ‘awash’ in the passage means ___.
i. drenched
ii. Awake
iii. Awakening
iv. washed

 

 

(e) What is meant by martial law?
i. A situation in which the army controls an area instead of the police, especially because of fighting against the government.
ii. A situation in which the police control everything.
iii. A condition in which people don’t care about the law.
iv. A condition in which there is no rule of law.

(f) The speaker had the majority but he wanted to have a ___ with the Pakistani rulers.
i. friendly atmosphere
ii. fruitful discussion
iii. political encounter
iv. secret meeting

(g) What does ‘crimson’ refer to?
i. radish
ii. Glorify
iii. Red
iv. dark red

(h) Why did President Yahya not listen to Sheikh Mujibur Rahman?
i. because he did not like Sheikh Mujib
ii. because he wanted to make Bhutto President
iii. because he did not want to give up the seats that were won by the Awami League
iv. because he wanted to break Pakistan

(i) The history of twenty-three years is full of___.
i. mystery and joy
ii. grief and achievement
iii. pain, pangs, and plight
iv. confusion and conflict

(j) The word ‘restore’ mentioned in the passage means___.
i. . found
ii. re-establish
iii. Renovate
iv. degenerate

B. Answer the following questions:
a. “I stand before you today with a heart overflowing with grief. Who is the speaker here? Can you explain the reason for his heart being one flowing with grief?
b. Do you know the period mentioned as the twenty-three tragic years? Why was the period termed tragic? Explain in your own words.
c. We shed blood in 1952. What was the reason behind the bloodshed? Can you specify the date with the outcome of the bloodshed?
d What is six-point movement and what compelled the speaker to launch six-point movement?
e. What is Assembly? How did the Awami League gain the majority in the Assembly?

 

 

Details about The Unforgettable History – English Grammar :

 

 

Nelson Mandela This class discusses “Nelson Mandela” reading passage or seen comprehension. This class is part of Unit 1, Lesson 1, Polytechnic English course of the Bangladesh Technical Education Board (BTEB), course code 65712. This class is also part of Class 11 – 12 (HSC) English 1st Paper Unit-1 Lesson-1.

 

Nelson Mandela

 

Nelson Mandela guided South Africa from the shackles of apartheid to a multi-racial democracy, as an icon of peace and reconciliation who came to embody the struggle for justice around the world.(নেলসন ম্যান্ডেলা শান্তি ও সংহতির একজন আদর্শ হিসেবে দক্ষিণ আফ্রিকাকে বর্ণবাদের নিগড় থেকে বহুজাতিক গণতন্ত্রে পরিণত করায় নেতৃত্ব দিয়েছিলেন যিনি সারাবিশ্বে ন্যায়বিচারের সংগ্রামকে বাস্তব রূপদান করেন।)

 

 

Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. (তিন দশক জেলে বন্দী হয়েও ম্যান্ডেলা সংখ্যালঘু শ্বেতাঙ্গদের শাসনের বিরুদ্ধে সংগ্রামের কারণে কখনো জনসাধারণের মুক্তির সংগ্রাম থেকে বিরত থাকেননি।)

He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world. (তিনি গৃহযুদ্ধ পরিহার করে বর্ণবাদ উচ্ছেদ করতে দৃঢ়প্রতিজ্ঞ ছিলেন। তাঁর মর্যাদা ও উৎসাহ সঞ্চারের ক্ষমতা তাকে সারাবিশ্বের সমর্থন লাভে সহায়তা করে।)

“I hate race discrimination most intensely and in all its manifestations, I have fought it all during my life; I will fight it now and will do so until the end of my days, “Mandela said in his acceptance speech on becoming South Africa’s First black president in 1994….”The time for the healing of the wounds has come. The moment to bridge the chasms that divide us has come. We have, at last, achieved our political emancipation.

(“আমি বর্ণবিভেদকে ও এর সব ধরনের প্রকাশকে সর্বান্তকরণে ঘৃণা করি। আমি সারা জীবন এর জন্য সংগ্রাম করেছি, আমি এখনো সংগ্রাম করছি এবং আমার জীবনের শেষ দিন পর্যন্ত সংগ্রাম করে যাব। “ ম্যান্ডেলা 1994 সালে দক্ষিণ আফ্রিকার প্রথম কৃষ্ণাঙ্গ প্রেসিডেন্ট হওযার পর তার স্বাগত বক্তৃতায় বলেন, ….“নিষ্পেশিতদের পরিত্রাণের সময় এসে গেছে। আমাদের মধ্যে বিভেদ সৃষ্টিকারী ফাটলগুলো জোড়া লাগানোর সময় এসেছে। অবশেষে, আমরা আমাদের রাজনৈতিক মুক্তি লাভ করেছি।”)

In 1993, Mandela was awarded the Nobel Peace Prize, an honor he shared with F।W De Klerk, the white African leader who had freed him from prison three years earlier and negotiated the end of apartheid. (1993 সালে ম্যান্ডেলা আফ্রিকার শ্বেতাঙ্গ নেতা এফ.ডব্লিউ ডি ক্লার্কের সাথে যৌথ সম্মাননা হিসেবে নোবেল শান্তি পুরস্কার লাভ করেন। যিনি তাকে তিন বছর পূর্বে জেল থেকে মু্কত করেন এবং বর্ণবাদ বিনাশে একমত হন।)

Mandela went on to play a prominent role on the world stage as an advocate of human dignity in the face of challenges ranging from political repression to AIDS. (রাজনৈতিক নিপীড়ন থেকে শুরু করে এইডস এর মতো সমস্যা মোকাবিলায় মানবিক মর্যাদার একজন ধারক হিসেবে ম্যান্ডেলা বিশ্বের মঞ্চে একটি বিশিষ্ট ভূমিকা পালন করে।)

 

 

He formally left public life in June 2004 before his 86th birthday. telling his adoring countrymen. Don’t call me, I’ll call you But he remained one of the world’s most revered public figures, combining celebrity sparkle with an unwavering message of freedom, respect, and human rights.

(তার ৮৬তম জন্মদিনের আগে ২০০৪ সালের জুন মাসে তিনি আনুষ্ঠানিক ভাবে তার কর্ম জীবন শেষ করে প্রিয় দেশবাসীকে বলেন, “আমাকে ডাকবেন না। আমিই আপনাদের ডাকব।” কিন্তু তিনি এখনও বিশ্বের সবচেয়ে সম্মানিত জননেতাদের একজন হিসেবে থেকে গিয়েছেন যার সাথে মিশ্রিত রয়েছে স্বাধীনতা, সম্মান ও মানবাধিকারের একটি বার্তা।)

He is at the epicenter of our time, ours in sough Africa, and yours, Wherever you are, Nadian Gordimer, the South African writer and Nobel Laureate for Literature, Once remarked. (দক্ষিণ আফ্রিকার লেখক এবং সাহিত্য নোবেল বিজয়ী নাদিম গরডিমায় একবার মন্তব্য করেছিরেন, “তিনি দক্ষিণ আফ্রিকায় আমাদের সময়ের কেন্দ্রে রয়েছেন এবং আপনি যেখানেই থাকুন না কেন, আপনাদেরও।”)

The years Mandela spent behind bars made him the world’s most celebrated political prisoner and a leader of mythic suture for millions of black South Africans and other oppressed people far beyond his country’s borders Charged with capital offenses in the 1963 Rivonia Trial, his statement from the dock was his political testimony.

(ম্যান্ডেলা কারাগারে যে সময় অতিবাহিত করেছিরেন তা তাকে বিশ্বের সবচেয়ে পরিচিত রাজনৈতিক বন্দী এবং তার দেশের সীমানা অতিক্রম করে দক্ষিন আফ্রিকার লক্ষ লক্ষ কৃষ্ণাঙ্গ এবং অন্যান্য নিপীরিত মানুষের জন্য অবিস্মরণীয় নেতা হিসেবে পরিনত করেছিল। গুরুতর অপরাধে অভিযুক্ত হয়ে ১৯৬৩ সালের রিভনিয়া বিচারের সময় ডক থেকে তার বিবৃতি তার রাজনৈতিক সাক্ষ্য হিসেবে ধরা হয়।)

During my lifetime I have dedicated myself to this struggle of the African people. I have fought against white domination and I have fought against Black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities, he told the court.

(“আমার জীবনকালে আমি আফ্রিকার মানুষদের এই সংগ্রামে নিজেকে উৎসর্গ করেছি। আমি শ্বেতাঙ্গ আধিপত্যের বিরুদ্ধে সংগ্রাম করেছি এবং আমি কৃষ্ণাঙ্গ আধিপত্যের বিরুদ্ধে সংগ্রাম করেছি। “ তিনি আদালতে বলেন “আমি এমন একটি গনতান্ত্রিক ও মুক্ত সমাজের আদর্শ মনেপ্রাণে চাই যেখানে সব মানুষ সমান সুযোগ নিয়ে এক সঙ্গে থাকতে পারব।)

It is an Ideal I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die. Friends adored Mandela and fondly called him “Madiba’ the clan name by which he was known. People lauded his humanity kindness and dignity.

(“এটা একটি আদর্শ যার জন্যে এবং যা অর্জন করার জন্য আমি বেচে থাকার আশা করি। কিন্তু যদি প্রয়োজন হয়, এটা এমন একটি আদর্শ যার জন্য আমি জীবন দিতে প্রস্তুত আছি। “ বন্ধুরা ম্যান্ডেলপাকে ভালোবাসত এবং আদর করে ‘মাদিবা’ বলে ডাকত, যে বংশের নামে পরিচিত ছিলেন। মানুষ তার মানবতা উদারতা এবং মর্যাদার প্রশংসা করত।)

 

Details about Nelson Mandela – English Grammar :

Introduction to Reading Passage / Seen Comprehension This class discusses “Reading Passage / Seen Comprehension”. This class is part of Unit 1, Lesson 1, Polytechnic English course of the Bangladesh Technical Education Board (BTEB). The course code is 65712. This class is also part of HSC (Class 11 – 12) English 1st Paper Unit-1 Lesson-1.

 

Introduction to Reading Passage / Seen Comprehension

 

Technically, a passage is simply a portion or section of a written work, either fiction or non-fiction. Some hold that a passage can be as short as a sentence, but most consist of at least one paragraph and usually several. One iteration of SAT Passage-based Reading included both Short Passages of 1-2 paragraphs and Long Passages of 4-9 paragraphs. These days, most test passages, at least at the high school level, come in at what is amorphously described as “medium length.”

 

Some passages incorporate excerpts from multiple sources and may lack a central idea of their own. However, in most instances and on most test sections, a passage presents a carefully curated excerpt that can be perceived as containing some sort of greater meaning. This greater meaning might present as a thesis or claim in a non-fiction passage or a contained story in a fiction piece.

 

 

In fact, all reading passages on standardized exams revolve around a central idea that serves as a foundation from which to test a battery of core reading skills. And from that essential aspect, I draw a more figurative definition of passage in the tradition of the great explorers. Passage in the physical sense involves the action or process of passing from one place, condition, or stage to another. Isn’t this what occurs in a mental sense as well within the structure of a typical test passage?

From its introduction through the body to the inevitable conclusion, a well-written passage carries a willing participant from a state of specific ignorance to one of knowledge. At first, you do not know whatever it is the author wrote the passage to say about a specific topic, but by the end, if you’ve read closely and carefully, you do. Traversing passages such as these requires active engagement, but the process inevitably leads to a sort of progress… and, on tests, a lot of points!

 

Details about Introduction to Reading Passage / Seen Comprehension – English Grammar :

Subject and Predicate This is part of the polytechnic English course “English (65712)”. As the polytechnic and HSC, English 2nd Paper curriculum is similar, this class will be helpful for those who are preparing their Class 11 English 2nd paper and Class 12 English 2nd Paper. This class is also useful for contestants preparing for competitive exams like BCS Preparation, University Admission, Bank Jobs, etc.

 

Subject and Predicate

 

What Is a Subject?

The term ‘subject’ refers to the doer of the action in a sentence. It is either a noun, a pronoun, or a noun phrase. According to the Oxford Learner’s Dictionary, a subject is defined as “a noun, noun phrase or pronoun representing the person or thing that performs the action of the verb (I in I sat down.), about which something is stated (the house in the house is very old) or, in a passive sentence, that is affected by the action of the verb (the tree in the tree was blown down in the storm)”.

 

 

Sentences can have more than one subject. It can either be a compound subject or two completely different subjects performing various actions in the same context. Unlike other sentences, imperative sentences do not require a subject to make sense. In addition to nouns, pronouns, and noun phrases, gerunds and gerund phrases can also perform the role of subjects in sentences.

Examples of Subject

Go through the following sentences. The subject in each sentence has been underlined for your reference.

• Marina Beach is one of the famous beaches in South India.
• Sujith and Sonia are cousins.
• The girl staying opposite my house is working at Hindustan Unilever.
• Anish dances well, and his brother is a poet.
• We visited Hampi last week.
• Will Joey, Ross, and Chandler come for dinner tonight?
• The final dance would be performed by the final-year students.
• Buckingham Palace is the official residence of the Queen of England.
• It was raining yesterday.
• Can you help me?

What Is a Predicate?

A predicate contains the verb that represents the action done by the subject, the receiver of the action, other information about the subject, the verb or the time/place of the action, and so on. The Oxford Learner’s Dictionary defines a predicate as “a part of a sentence containing a verb that makes a statement about the subject of the verb, such as went home in John went home.”

Predicates are of different types – they can be one-word predicates, short predicates, long predicates, or compound predicates. Take a look at the following examples for a clearer understanding. The predicates have been underlined for your reference.

Examples of Predicate

• We work from Monday to Friday.
• Krishna is my best friend.
• Nalini and her daughter go for a walk every morning.
• We were feeling hungry but continued working.
• My train starts from Coimbatore North Junction at 210:40 p.m.
• They had masala dosa for breakfast.
• The road to the airport has been blocked for weeks due to some construction work.
• The bear sat with his head bowed down.
• Niya, Diya, and Riya went on a jeep safari.
• Dan’s laptop hasn’t been working since yesterday.

 

Check Your Understanding of Subjects and Predicates

Identify the subject and predicate in the following sentences.

1. A cat was sleeping under the parked car.

2. I received three new dresses for my birthday.

3. My son started walking today.

4. We had to wash our clothes.

5. I missed my bus yesterday.

6. They had gulab jamun for dessert.

7. She invited all her friends to her wedding.

8. Three children did not go on the field trip organized by the school.

9. The teacher asked the students to stay quiet.

10. It started raining around noon.

Check out the answers for the above exercise.

1. Subject – A cat

Predicate – Was sleeping under the parked car.

2. Subject – I

Predicate – Received three new dresses for my birthday.

3. Subject – My son

Predicate – Started walking today.

4. Subject – We

Predicate – Had to wash our clothes.

5. Subject – I

Predicate – Missed my bus yesterday.

6. Subject – They

Predicate – Had gulab jamun for dessert.

7. Subject – She

Predicate – Invited all her friends to her wedding.

8. Subject – Three children

Predicate – Did not go on the field trip organized by the school.

9. Subject – The teacher

Predicate – Asked the students to stay quiet.

10. Subject – It

Predicate – Started raining around noon.

 

 

 

Details about Subject and Predicate – English Grammar :

 

 

Transitive Verb and Intransitive Verb This is part of the polytechnic English course “English (65712)”. As the polytechnic and HSC, English 2nd Paper curriculum is similar, this class will be helpful for those who are preparing their Class 11 English 2nd paper and Class 12 English 2nd Paper. This class is also useful for contestants preparing for competitive exams like BCS Preparation, University Admission, Bank Jobs, etc.

 

Transitive Verb and Intransitive Verb

 

What Is a Transitive Verb?

A transitive verb is a type of verb that needs an object to make complete sense of the action being performed by the subject.

 

Dictionary Definition of a Transitive Verb

According to the Cambridge Dictionary, a transitive verb is a verb “having or needing an object”. The Collins Dictionary defines a transitive verb as “a verb accompanied by a direct object and from which a passive can be formed, as ‘deny’, ‘rectify’, ‘elect’”. The Merriam-Webster Dictionary gives a similar definition. According to them, a transitive verb is “characterized by having or containing a direct object”.

What Is an Intransitive Verb?

Since you now know what a transitive verb is, you will definitely be able to guess what an intransitive verb would be. There you go. You guessed it right. An intransitive verb is a verb that does not necessarily require an object to make sense of the action being performed by the subject in a sentence or context. However, there are some exceptional verbs that can perform the role of both a transitive verb and an intransitive verb.

 

 

Dictionary Definition of an Intransitive Verb

The Merriam-Webster Dictionary defines an intransitive verb as a verb that is “characterized by not having or containing a direct object”. According to the Cambridge Dictionary, an intransitive verb is a verb “having or needing no object”. “A verb that indicates a complete action without being accompanied by a direct object, as sit or lie, and, in English, that does not form a passive” is defined as an intransitive verb, according to the Collins Dictionary.

Transitive Verbs vs Intransitive Verbs

Let us look at the following table and try to comprehend the difference between a transitive verb and an intransitive verb.

Transitive Verbs	Intransitive Verbs
Require an object to make complete sense of the action being referred to.	Does not require an object to complete the sentence or make sense of the action being referred to.
Transitive verbs occur in sentences that follow the SVO, SVIODO, SVOC, SVOA, ASVO patterns.	Intransitive verbs usually occur in sentences with the pattern ASVC, SV, SVC, ASVA and so on.
A sentence that uses a transitive verb can be changed into a passive voice.	A sentence that makes use of an intransitive verb cannot be altered to form the passive voice.
Transitive verbs are followed by an indirect object or a direct object.	Intransitive verbs are followed by either an adjunct or a complement.

 

 

 

Details about Transitive Verb & Intransitive Verb – English Grammar :

 

 

Conjugation of Verb This is part of the polytechnic English course “English (65712)”. As the polytechnic and HSC, English 2nd Paper curriculum is similar, this class will be helpful for those who are preparing their Class 11 English 2nd paper and Class 12 English 2nd Paper. This class is also useful for contestants preparing for competitive exams like BCS Preparation, University Admission, Bank Jobs, etc.

Conjugation of Verb

 

What Is Verb Conjugation?

Conjugation of verbs is the linguistic process in which a verb changes its form in order to reflect aspects like person, number, tense, mood, etc. Changes in the verb can be by way of inflections, changes in the spelling, usage of helping verbs, and so on. In simpler terms, the verb in the infinitive form is conjugated to agree with the person, number, mood, and tense of the particular sentence.

 

 

How is ‘Verb Conjugation’ Defined?

The term ‘verb conjugation, according to the Oxford Learner’s Dictionary, is defined as the process in which you have to “conjugate something to give the different forms of a verb, as they vary according to number, person, tense, etc.” According to the Collins Dictionary, conjugation is defined as “the act of giving the different forms of a verb according to the number of people it refers to, or according to whether it refers to the past, present, or future”, and “inflection of a verb for person, number, tense, voice, mood, etc”.

How to Conjugate a Verb? – Rules and Examples

As already mentioned, a verb can be conjugated with reference to the number, person, mood, and tense. Now, let us take a look at how it is done in each of these cases in detail.

 

 

Verb Conjugation According to Person

‘Person’ in English grammar is classified (with reference to pronouns) into three – the first person, the second person, and the third person. The verb in a sentence appears in the singular or plural form according to the pronouns. Below is a table to show you how it works.

Pronoun	Person	Verb	Example
I	First person singular	Plural verb	I teach English.
We	First person plural	Plural verb	We teach English.
You	Second person	Plural verb	You teach English.
He	Third person singular	Singular verb	He teaches English.
She	Third person singular	Singular verb	She teaches English.
They	Third person plural	Plural verb	They teach English.
It	Third person singular	Singular verb	It looks amazing.

 

 

Details about Conjugation of Verb – English Grammar :

 

 

The Determiner English Grammar This is the first class of the English course “English (65712)”. This course is part of the Polytechnic discipline of the Bangladesh Technical Education Board (BTEB). As the polytechnic and Class 11 and Class 12 syllabus is similar, this class will be useful for HSC Class 11, and Class 12 students. This class is also part of BCS Preparation as the first topic of the BCS Preliminary Syllabus. Therefore this class will be useful for everyone who is preparing for any kind of job or admission exam in Bangladesh.

 

The Determiner English Grammar

 

What Is a Determiner? – Meaning and Definition

A determiner is a word that is used to modify or introduce the noun in a sentence. It mostly acts like an adjective in that it refers to the noun. Determiners include articles, adjectives of quantity, demonstrative adjectives, possessive adjectives, etc. A determiner need not always be at the beginning of a sentence; it can be used with nouns placed anywhere in the sentence.

A determiner, according to the Oxford Learner’s Dictionary, is defined as “a word such as the some, my, etc. that comes before a noun to show how the noun is being used”, and according to the Cambridge Dictionary, a determiner is “a word that is used before a noun to show which particular example of the noun you are referring to”.

The Merriam-Webster Dictionary defines a determiner as “a word (such as an article, possessive, demonstrative, or quantifier) that makes specific the denotation of a noun phrase”, and the Collins Dictionary defines it as “a word which is used at the beginning of a noun group to indicate, for example, which thing you are referring to or whether you are referring to one thing or several.”

 

Types of Determiners

Determiners are classified into four main types namely,

• Articles (such as ‘a’, ‘an’, and ‘the’)
• Possessive Determiners (such as ‘my’, ‘your’, ‘his’, ‘her’, ‘its’, ‘our’ and ‘their’)
• Demonstrative Determiners (such as ‘this’, ‘that’, ‘those’ and ‘these’)
• Quantifiers (such as ‘some’, ‘a few’, ‘many’, ‘a little’, ‘little’, ‘few’, ‘none’, etc)
• Distributive Determiners (such as ‘every’, ‘each’, ‘either’, ‘neither’, ‘both’, ‘all’, ‘half’, etc.)

 

Examples of Determiners – Learn How They Are Used

Here are a few examples of determiners to help you learn how exactly they are used in sentences.

• My house is being renovated.
• This movie is interesting.
• I bought some apples and mangoes.
• She gifted me an autographed copy of my favourite book.
• Vanessa liked the dress I gave her.
• Santana and Brittany sang a song together.
• The Glee Club of William McKinley High School won the International Acapella Championship.
• Rachel offered to make the dessert.
• A few girls have gone to practise for the Teachers Day programme.
• I need those books I gave you last month.

 

 

Details about The Determiner – English Grammar :