Information Transfer for HSC Examination -5.0 (Board Question)

Information Transfer for HSC Examination- 5.0

Question No-2 : Information Transfer (HSC)

1. Read the text and complete the table below with the given information:— [B. B. 2017]                      1x10=10

I declared that the Assembly would continue to meet. But suddenly on the 1st of March the Assembly was shut down. Mr. Yahya Khan called the session of the Assembly in his capacity as the President and I declared I would be attending it. Mr. Bhutto said he wouldn't be part of it. Thirty-five members of the Assembly came from West Pakistan to take part in its proceedings. But it was dissolved all of a sudden. The blame was put on the people of Bengal, the finger was pointed at me!

After the Assembly's session was prorogued, the people of this country protested. I told them, "Observe the General Strike we have called peacefully." I told them" Shut down all mills and factories." Our people responded to my call. They came to the streets spontaneously. They expressed their firm determination to carry out the struggle peacefully.

What have we got in return? Those who brought arms with our money to defend us from external enemies are now using those arms on the poor, -the wretched, -the downtrodden people of the land. Bullets are being aimed at their hearts. We constitute the majority in Pakistan; but whenever we Bengalis have tried to assume power they have used force on us.

Who/What	Event/Activity	Where/Place	When/How
The Assembly	was shut down		(i)..........
Mr. Yahya Khan	(ii)........		as the president.
Bangabandhu	(iii) .........		to meet.
(iv) ........	disagreed to join
Thirty five	the Assembly joined the	(v)..........
members (vi)....	Assembly was dissolved		(vii).........
Bangabandhu	told the people (viii)		peacefully.
The people	(ix) ........	to the streets	(x)..........

Ans:

(i) 1st of March (ii) called the session of the Assembly (iii) declared that the Assembly would continue (iv) Mr. Bhutto (v) from West Pakistan (vi) of the Assembly (vii) all of a sudden (viii) to carry out the struggle (ix) responded to Bangabandhu’s call (x) spontaneously

2. Read the passage and complete the table with the given information.            1x10=10

(Unit - 1, Lesson - 1)

Imprisoned for nearly three decades for his fight against white minority rule, Mandela never lost his resolve to fight for his people’s emancipation. He was determined to bring down apartheid while avoiding a civil war. His prestige and charisma helped him win the support of the world.

“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.’’ 

What/Who	Event/Occurrence	What/When	Where
Nelson Mendela	(i) .... for a long period for	(ii)
(iii) ...........	faciliated him to win	the appreciation	(iv) ...............
(V)...........	had waged war against race discrimination	(vi).......	in a country where apartheid was prevalent.
Nelson Mandela	was (vii) ........	in 1994	(viii)............
The people of South Africa at last	(ix) ...........	(x) ..........	in an African country.

Ans:

(i) was imprisoned (ii) his fight against white minority rule (iii) His prestige and charisma (iv) of the world (v) Nelson Mandela (vi) during his life (vii) the first black president (viii) in South Africa (ix) have achieved (x) their political emancipation.

3. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 1)

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.

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.

“He is at the epicenter of our time, ours in South Africa, and yours, wherever you are,” Nadine Gordimer, the South African writer and Nobel Laureate for Literature, once remarked.

The years Mandela spent behind bars made him the world’s most celebrated political prisoner and a leader of mythic stature for millions of black South Africans and other oppressed people far beyond his country’s borders.

What/Who	Event/Occurrence	What/When	Where
Nelson Mandela as an advocate of human dignity	played (i) ...... from political repression to AIDS and took	every challenge	(ii) ......
(iii).........	gave up public life	(iv) .......
Nelson Mandela	told his countrymen “Don't call me. I’ll call you.”	(V).......
As (vi) .......         Nelson Mandela	combined	iconic sparkle with (vii) .....
(viii) ..........	spoke highly of Mandela	by saying (ix)
The years Mandela spent in the prison	made him a leader of mythic stature	for the oppressed people even	(x).....

Ans:

(i) a prominent role (ii) on the world stage (iii) Nelson Mandela (iv) in June 2004 (v) before his 86th birthday (vi) one of the world’s most revered public figures (vii) an unwavering message of freedom, respect and human rights (viii) Nadine Gordimer (ix) “He is at the epicenter of our time, ours in South Africa, and yours, wherever you are” (x) far beyond his country’s borders.

4. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 1)

Charged with capital offences in the 1963 Rivonia Trial, his statement from the dock was his political testimony.

“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.

“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.

What/Who	Event/Occurrence	What/When	Where
Nelson Mandela	was charged with	(i) .........	(ii) ..........
Mandela	waged war against	(iii)..........	(iv) ...........
Nelson Mandela	(v) .....about	his ideology.
Mandela	(vi) .....to	(vii) ......of the African people.
(viii) ....of Mandela	warmly called him	(ix) .......by which he was familiar	to the clan (x)......

Ans:

(i) capital offences (ii) from the dock (iii) white domination and black domination (iv) in Africa (v) told the court (vi) had dedicated himself (vii) the struggle (viii) Friends (ix) Madiba (x) in South Africa

5. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 2)

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.    

What/Who	Event/Activity	What/When	Where
(i)..........	voted Bangabandhu and the Awami League to sit		(ii) ..........
The members of the National Assembly	were to draft	(iii).........for themselves
The people of this land	(iv)........the Awami League to get	(v) ..........
The people of Bangladesh	first (vi)...........	(vii)..........	on the streets of Dhaka.
(viii)..........	declared Martial Law to enslave us	(ix)..........
(x) ...........	was launched	in 1966.

Ans:

(i) The people of Bangladesh (ii) in the National Assembly (iii) a constitution (iv) voted (v) economic, political, and cultural freedom (vi) shed blood (vii) the struggle (viii) Ayub Khan (ix) in 1958 (x) The six point movement

6. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 2)

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. Mr. Bhutto came here; he carried out discussions with us; he had said that the doors of negotiations had not been shut and that there would be further negotiations. I then had talks with other leaders; I said to them, “Come and sit down with us; let’s create a constitution for ourselves through discussions.” But Mr. Bhutto declared that if West Pakistani members came here the Assembly would end up as a slaughterhouse. He claimed that whoever came here would be slaughtered. He said that if anyone showed up here all shops from Peshawar to Karachi would be shut down.

What/Who	Event/Occurrence	What/How	When/Where
(i) .......	was requested to hold the session of	the National Assembly	(ii) ............
(iii).........	(iv)...........		in the first week of March. 1971.
(V) ........	came to Dhaka and carried out	(vi)........with Bangabandhu and the Awami League.
If (vii).........	came to Dhaka, the Assembly would end up	(viii) ........
(ix)..........	would be shut down		(x) ...........

Ans:

(i) President Yahya Khan (ii) on 15 January (iii) The meeting (iv) would take place (v) Mr. Bhutto (vi) discussion (vii) West Pakistani members (viii) as a slaughterhouse (ix) all shops (x) from Peshawar to Karachi

7. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 2)

My brothers,

The Assembly has been called into session on the 25th of March. But the blood spilled on our streets has not yet dried. About the 10th of this month, I have told them: Mujibur Rahman won’t join the Round Table Conference because that would mean wading over the blood that has been shed. Although you have called the Assembly into session, you’ll have to listen to my demands first. You’ll have to withdraw Martial Law. You’ll have to return all army personnel to their barracks. You’ll have to investigate the way our people have been murdered. And you’ll have to transfer power to the representatives of the people. It is only then that I’ll decide whether we will take our seats in the Assembly or not. I don’t want the Prime Minister’s office. We want the people of this country to have their rights. I want to state clearly that from this day Bangladesh’s courts, magistracies, government offices and educational institutions will be shut down indefinitely. So that the poor don’t have to suffer, so that my people don’t have to go through hardships, all other things will be exempted from the General Strike from tomorrow. Rickshaws, horse carriages, trains, and launches will be allowed to move. Only the Secretariat, the Supreme Court, the High Court, Judges’ Court, and semi-government organizations such as WAPDA will not be allowed to work. On the 28th employees will go and collect their salaries. If their salaries are not paid, if another bullet is fired, if my people are shot dead again, I request all of you: convert every house into a fort: confront the enemy with whatever you have. And even at the risk of your life, and even if I am not around to direct you, shut down all shops and make sure that traffic on all roads and ports are brought to a standstill. If need be, we will starve to death, but we’ll go down striving for our rights..           

What/Who	Event/Occurrence	What/When	Where/How
(i) ...........	(ii)........	on the 25th of March, 1971.
(iii) ........	won’t participate in	(iv) ..........
Bangabandhu	urged to (v) ......	(vi)......... first.
Mujibur Rahman	didn't want	(vii) ..........
Bangladesh’s courts and other offices	would remain closed	(viii) ..........
(ix) ........	would attend their offices to collect	(x) ..........

Ans:

(i) The Assembly (ii) has been called into session (iii) Mujibur Rahman (iv) the Round Table Conference (v) listen to (vi) his demands (vii) the Prime Minister’s office (viii) from this day (ix) employees (x) their salaries.

8. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 2)

To those in the armed forces I have this to say: you are my brothers; stay in your barracks and no one will bother you. But don’t try again to aim your bullets at our chests. You can’t suppress seventy million people forever. Since we have learned to sacrifice ourselves no one can suppress us any more.

And as for our martyrs and those who have been wounded, we in the Awami League will do everything we can to assist them and their loved ones. If you have the means, please give what little you can to our Relief Committee. To owners of factories whose workers had participated in the General Strike the last seven days I have this to say: make sure that they are paid wages for those days. To government employees I have this to tell: you’ll have to listen to my directives. Till our country is liberated, taxes and custom duties won’t be collected. No one will pay them either.

What/Who	Event/Occurrence	What/When	Where
(i) ..........	were rquested to stay		(ii) .......
The military	should not try again to aim	(iii) ........	(iv).......
The members in (v)..........	would do for the martyrs and the wounded	(vi)...........
(vii).........	were requested to pay the workers	(viii) ...........
Bangladesh’s courts and other offices	would remain closed	(viii) ..........
(ix)...........	were requested not to collect	(x) ........

Ans:

(i) The armed forces (ii) in their barracks (iii) their bullets (iv) at our chests (v) the Awami League (vi) everything (vii) Owners of factories (viii) wages for those days (ix) Government employees (x) taxes and custom dudes

9. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 3)

Valentina Tereshkova was born in the village Maslennikovo, Tutayevsky District, in Central Russia. Tereshkova's father was a tractor driver and her mother worked in a textile plant. Tereshkova began school in 1945 at the age of eight, but left school in 1953 and continued her education through distance learning. She became interested in parachuting from a young age, and trained in skydiving at the local Aeroclub, making her first jump at age 22 on 21 May 1959. At that time she was employed as a textile worker in a local factory. It was her expertise in skydiving that led to her selection as a cosmonaut.

After the flight of Yuri Gagarin (the first human being to travel to outer space in 1961), the Soviet Union decided to send a woman in space. On 16 February 1962, "proletaria" Valentina Tereshkova was selected for this project from among more than four hundred applicants. Tereshkova had to undergo a series of training that included weightless flights, isolation tests, centrifuge tests, rocket theory, spacecraft engineering, 120 parachute jumps and pilot training in MiG-15UTI jet fighters.           

What/Who	Event/Occurrence	What/When	Where/How
At the age of eight (i) ..........	(ii) .........	(iii)....
But Tereshkova	left school forever	(iv) .......... and continued her education	(v)..........
She	(vi) .........	in sky driving	(vii).........
Tereshkova at the age of 22	(viii) as a textile worker		(ix) ........
(x) ........	selected Tereshkova to send her		in the space.

Ans:

(i) Valentina Tereshkova/Tereshkova (ii) began school (iii) in 1945 (iv) in 1953 (v) through distance learning (vi) trained (vii) at the local Aeroclub (viii) was employed (ix) in a local factory (x) the Soviet Union

10. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 3)

Although Tereshkova experienced nausea and physical discomfort for much of the flight, she orbited the earth 48 times and spent almost three days in space. With a single flight, she logged more flight time than the combined times of all American astronauts who had flown before that date. Tereshkova also maintained a flight log and took photographs of the horizon, which were later used to identify aerosol layers within the atmosphere.

Vostok-6 was the final Vostok flight and was launched two days after Vostok-5, which carried Valary Bykovsy into a similar orbit for five days, landing three hours after Tereshkova. The two vessels approached each other within 5 kilometers at one point, and from space Tereshkova communicated with Bykovsky and the Soviet leader Khrushchev by radio.

What/Who	Event/Occurrence	What/When	Where
Tereshkova	(i)............ and spent almost three days		(ii) .............
Tereshkova’s flight log and photographs of the horizon	were later used to identify	(iii) .......	(iv) .........
(v).......	carried Valary Bykovsy for five days		(vi)
(vii) ........	(viii) ........... within 5 kilometers		at one point.
By radio (ix).......	communicated with Bykovsky		(x).........

Ans:

(i) orbited the earth 48 times (ii) in space (iii) aerosol layers (iv) within the atmosphere (v) Vostok-5 (vi) into an orbit (vii) Vostok-5 and Vostok-6 (viii) approached each other (ix) Tereshkova (x) from space

11. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 3)

Chawla was bom in Kamal, India. She completed her earlier schooling at Tagore Baal Niketan Senior Secondary School, Kamal. She is the first Indian-born woman and the second person in space from this sub-continent. After graduating in Aeronautical Engineering from Punjab Engineering College, India, in 1982, Chawla moved to the United States the same year. She obtained her Master's degree in Aerospace Engineering from the University of Texas in 1984. Later she did her Ph.D. in Aerospace Engineering in 1988 from the University of Colorado. Determined to become an astronaut even in the face of the Challenger disaster 1986 that broke apart 73 seconds into its flight, leading to the deaths of its seven crew members, Chawla joined NASA in 1988. She began working as a Vice President where she did Computational Fluid Dynamics (CFD) research on vertical take-off and landing. In 1991 she got U.S. citizenship and started her career as a NASA astronaut in 1995. She was selected for her first flight in 1996. She spoke the following words while travelling in the weightlessness of space, "You are just your intelligence." She had travelled 10.67 million miles, as many as 252 times around the Earth.

What/Who	Event/Occurrence	What/When	Where
Kalpana Chawla,(i) ....	completed her primary schooling		(ii)......
After graduating in Aeronautical Engineering, Chawla	(iii) .........	in 1982.
She	(iv) ..... in Aerospace Engineering	after obtaining (v) .... in 1988	(vi).......
Chawla	(vii) .......... to become	(viii) ...............
Chawla	(ix) ...........	in the same year when she did her Ph.D.
She	started her profession as a NASA astronaut	(x) ...........

Ans:

(i) the first Indian-born woman and the second person in space (ii) at Tagore Baal Niketan Senior Secondary School, Kamal (iii) moved to the United States (iv) did her Ph.D (v) masters (vi) from the University of Colorado (vii) was determined (viii) an astronaut (ix) joined NASA (x) in 1995

12. Read the passage and complete the table with the given information. 1x10=10

(Unit - 1, Lesson - 3)

Her first space mission (Mission STS 87) began on 19 November 1997 with six other astronauts on the Space Shuttle Columbia. On her first mission that lasted for 15 days, 16 hours, 34 minutes and 4 seconds, she travelled 6.5 million miles. She was responsible for deploying the Spartan Satellite which however malfunctioned, necessitating a spacewalk by Winston Scott and Tako Doi, two of her fellow astronauts, to retrieve the satellite.

In 2000 she was selected for her second space mission STS 107. This mission was repeatedly delayed due to scheduling conflicts and technical problems. On 16 January 2003, Kanpana Chawla finally started her new mission with six other space crews on the ill-fated space shuttle Columbia. She was one of the mission specialists. Chawla's responsibilities included the microgravity experiments, for which the crew conducted nearly 80 experiments studying earth and space science, advanced technology development, and astronaut health and safety.

After a 16 day scientific mission in space, on 1 February 2003, Columbia disintegrated over Texas during its re-entry into the Earth's atmosphere. All the crew in Columbia including Chawla died only 16 minutes prior to their scheduled landing. Investigation shows that this fatal accident happened due to a damage in one of Columbia's wings caused by a piece of insulating foam from the external fuel tank peeling off during the launch. During the intense heat of re-entry, hot gases penetrated the interior of the wing, destroying the support structure and causing the rest of the shuttle to break down.

What/Who	Event/Occurrence	What/When	Where
(i) .........with six other astronauts	(ii) .........	(iii) .........	on the Space Shuttle Columbia.
(iv) .........	retrieved	(v) .........	in the space.
Chawla	was selected for her second space mission	(vi) .........
Chawla with six other space crew	(vii) .........	(viii) .........	on the ill-fated space shuttle Columbia.
(ix) .........	disintegrated over Texas during its re­entry	after a 16 day scientific mission	(x) .........

Ans:

(i) Kalpana Chawla (ii) began her first space mission (iii) on 19 November 1997 (iv) Winston Scott arid Tako Doi (v) the Spartan satellite (vi) in 2000 (vii) started her new mission (viii) on 16 January 2003 (ix) Columbia (x) into the Earth's atmosphere

13. Read the passage and complete the table with the given information. 1x10=10

(Unit - 2, Lesson - 1)

When you are in the driving seat of a car, you have the steering and the horn in your hands, the brake and accelerator under your feet, eyes open looking ahead, left and right. The same can be said about a motorcycle rider, with some modifications. These are all very visible. But, behind all, there is something that keeps working unseen. And that is the Central Processing Unit (CPU), your brain. CPUs are artificially intelligent machines that are programmed to do specific jobs under fixed conditions and judgments. But the human brain is intelligent by nature. It is the most sophisticated machine that is able to operate on ever-changing conditions and standards of judgment. As conditions in the traffic keep invariably changing, this virtue of sophistication of your brain must be at work when you are driving. The difference between traffic in the roads and highways and racing circuit must not be blurring inside you. Never imagine yourself to be a Michael Schumacher driving an F-l at 300 mph. Leave no room for fantasy. You must always be ready to encounter unexpected behavior from any vehicle or pedestrian. 'Keep your cool' is easy to advice but difficult to maintain. Still you must always restrain yourself because, at the end of the day, you don't want to be regarded as a killer. Now you see, the last thing that differentiates you from a computer is your conscience.

What/Who	Event/Occurrence	Reasons/What	Where/How
(i)..........	keeps eyes open looking ahead, left and right	(ii) .........	(iii)........
(iv) .........	are artificially intelligent machines with programmes	(v)........	(vi) .........
(vii)........	is the most sophisticated machine	(viii) ........
(ix) .........	drives an F-l		(x).......

Ans:

(i) A driver (ii) for driving a car (iii) on the roads (iv) CPUs (v) to do specific jobs (vi) under fixed conditions and judgements (vii) The human brain (viii) to operate on ever- changing conditions and standards of judgement (ix) Michael Schumacher (x) at 300 mph

14. Read the passage and complete the table with the given information. 1x10=10    (Unit - 2, Lesson - 2)

I am in a tiny steel cage attached to a motorcycle, stuttering through traffic in Dhaka, Bangladesh. In the last ten minutes, we have moved forward maybe three feet, inch by inch, the driver wrenching the wheel left and right, wriggling deeper into the wedge between a delivery truck and a rickshaw in front of us.

Up ahead, the traffic is jammed so close together that pedestrians are climbing over pickup trucks and through empty rickshaws to cross the street. Two rows to my left is an ambulance, blue light spinning uselessly. This is what the streets here look like from seven o’clock in the morning until ten o’clock at night. If you’re rich, you experience it from the back seat of a car. If you're poor, you’re in a rickshaw, breathing in the exhaust.

I’m sitting in the back of a CNG, a three-wheeled motorcycle shaped like a slice of pie and covered with scrap metal. I'm here working on a human rights project, but whenever I ask people in Dhaka what they think international organizations should really be working on, they tell me about the traffic.

What/Who	Event/Occurrence	What/Why	Where/How
(i)......	is in a tiny small cage		(h) .......
Because of traffic jam (iii)                 ........	are climbing over pickup trucks	(iv) .......	(v) ......
(vi) ........	look like	(vii) ..... from morning until ten o’clock at night.
CNG, (viii) .....	is shaped like	(ix) ........	and covered (x) ........

Ans:

(i) The writer/The Narrator (ii) attached to a motorcycle (iii) Pedestrians (iv) to cross the street (v) in Dhaka, Bangladesh (vi) the streets (vii) the same (viii) a three-wheeled motorcycle (ix) a slice of pie (x) with scrap metal

15. Read the passage and complete the table with the given information. 1x10=10

(Unit - 2, Lesson - 2)

Then there are the users of the roads. Besides pedestrians, the narrow lanes are shared by bicycles, rickshaws, scooters, motorcycles, CNGs, buses, and cars. All these modes take up a different amount of space and have different top speeds. Most people you talk to in Bangladesh blame the traffic jams on the rickshaws. There are too many of them, they say, and they drive so slowly that they trap the cars, buses, and CNGs behind them. The government is under pressure to designate some lanes as car-only, to build wider roads and overpasses, to take the slow traffic out from in front of the fast.

And this brings us to the third reason why the traffic problem is so difficult to solve. All of these fixes sound easy and obvious, but they come at a cost. One and a half million people drive rickshaws for a living, plus another few hundred thousand own and repair them. Government efforts to get people out of rickshaws and into buses and trains are going to attract huge opposition.                                         

What/Who	Event/Occurrence	What/Why	Where/How
(i)............	(ii) ............by	various types of vehicles.
(iii) ............	blame the traffic jam on	(iv) ............
(v) ............	(vi) ............	for taking various steps.
(vii)............	drive rickshaws	(viii) ............	(ix) ............
(x)..........against rickshaws	are going to attract	huge opposition.

Ans:

(i) the narrow lanes (ii) are shared (iii Most people in Bangladesh (iv) the rickshaws (v) The government (vi) is under pressure (vii) One and a half million people (viii) for a living (ix) in Dhaka city (x) Government efforts

16. Read the passage and complete the table with the given information. 1x10=10

(Unit - 2, Lesson - 2)

The obvious solution is to separate the rickshaws from the cars, from the CNGs, give each of them lanes and lights according to their top speed, and, crucially, make car drivers pay the cost of taking up more space on the roads. But that, politically speaking, is unrealistic. Car owners are a small part of the population, but they are the most influential. Every year, Dhaka adds an extra 37,000 cars to its already overcrowded roads.

Think about all this from a Bangladeshi politician’s point of view. Any attempt to solve the traffic mess means annoying the poor, the middle class, and the rich all at once.

Thanks to the donors, In 2012, the government announced a $2.75 billion plan to build a metro rail system and a $45 million bus rapid-transit line from the airport. For residents of Dhaka, it will come as a relief.                       

What/Who	Event/Occurrence	What/When	Where
(i) ............	is to separate	(ii) ............
(iii) ............	are made to pay the cost of taking up	(iv) ............	(v) ............
(vi) ............	adds an extra number of cars	(vii) ............	(viii) ............
(ix) ............	announced a plan to build a metro rail system	(x) ............

Ans:

(i) The obvious solution, (ii) the rickshaws from the cars, from the CNGs, (iii) Car drivers, (iv) more space, (v) on the roads, (vi) Dhaka, (vii) each year, (viii) to its already overcrowded roads, (ix) The government, (x) in 2012.

17. Read the passage and complete the table with the given information. 1x10 = 10

(Unit - 2, Lesson - 4)

The persona of a traffic policeman has always been a curious one. It has often found important space and close treatment in literature and other arts. Besides the many poems about this fascinating character, there is at least one movie where the central character is a traffic policeman. In 1963, Greek film maker Filippos Fylaktos made this film named My Brother, the Traffic Policeman. It featured a slightly manic traffic policeman, Antonis Pikrocholos, who is utterly devoted to service and duty, and applies the traffic code with unyielding severity. Tickets rain down upon law-breakers in particular taxi-drivers and especially Lampros, who happens to be in love with Pikrocholos' sister, Fofo. In his turn, the traffic policeman is in love with a businessman's daughter, Kiki, who is afraid to reveal her feelings to her father. Besides, Antonis has given lots of traffic tickets to a bus belonging to her father’s company. For all these reasons, the road to marriage for both couples is long and strewn with obstacles, but the outcome is a happy one for everyone involved.            

What/Who	Event/Occurrence	What/When	Where/How
(i) ............	has often found important space		(ii) ............
(iii) ............	have been written to sketch	(iv) ............
(V) ............	(vi) ............named ‘My Brother, the Traffic Policeman’	(vii) ............
(viii) ............	is completely dedicated to service and duty and applies the traffic code		(ix) ............
A businessman’s daughter, Kiki	afraid to reveal her father	(x) ............

Ans:

(i) The persona of a traffic policeman (ii) in literature and other arts (iii) Many poems (iv) the character of a traffic policeman (v) Filippos Fylaktos (vi) made a film (vii) in 1963- (viii) Antonis Pikrocholos (ix) with unyielding severity (x) her feelings

18.Read the passage and complete the table with the given information.1x10= 10

(Unit - 3, Lesson - 1)

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% vegetables and 35% fruits were found to be contaminated with unsafe level of pesticides. Analysing 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 analysed for the presence of formaldehyde. Adulteration was thereby detected in samples of coriander, mango and fresh shrimps.

What/Who	Event/Occurrence	What/When	Where/How
(i) .........	collected and tested food samples		(ii) .........
(iii) .........	published the survey report		(iv) .........
(v) .........	read that milk, milk products, fish, fruits and vegetables contained	(vi).........
(Vii) .........	were found to be contaminated		(viii) .........
(ix) ......... above safety limits	(x) .........		in a total of 5 out of 13 rice samples.

Ans:

(i) A 15-member team of the National Food Safety Laboratory (ii) from the capital's Gulshan, Karwanbazar and Mohakhali markets (iii) The Dhaka Tribune (iv) by acquiring its copy (v) The survey report (vi) banned pesticides (vii) Around 50% Vegetables and 35% fruits (viii) with unsafe level of pesticides (ix) Arsenic and chromium (x) were detected

19. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 3, Lesson - 1)

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 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 of ensuring safety in food products, they added.

What/Who	Event/Occurrence	What/When	Where/How
(i) .........	had also been contaminated		(ii) .........
High microbial populations	(iii) .........		(iv).........
(v) .........	were being carried out		(vi) .........
(vii) .........	said that the findings were shocking for	(viii) .........
(ix) .........	(x) .........	food  adulteration.

Ans:

(i) Poultry feed (ii) in the country (iii) were found (iv) in several samples of pasteurised milk (v) Further tests of different products (vi) at the Food Safety Lab (vii) Around A former Director General of the Health Services and senior national adviser of the FAO (viii) the whole nation (ix) Better monitoring and supervision (x) were mandatory for stopping

20. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 3, Lesson - 2)

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 does fly! 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 afterwards? 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.

What/Who	Event/Occurrence	What/When	Where/How
The writer	(i) .........	after a long time	(ii) .........
He	(iii) .........	twenty years ago	(iv) .........
The lady	(v) .........	(vi) .........of the writer.
She	(vii) .........	the morning	(viii) .........
(ix) .........	would eat		(x) .........

Ans:

(i) caught sight of her (ii) at the play (iii) was living (iv) in  Paris (v) had read (vi) a book (vii) was spending (viii) at the Luxembourg (ix) The French senators (x) at Foyot’s

21. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 3, Lesson - 2)

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.

What/Who	Events/Occurrence	What/When	Where/How
The writer	(i) .........	on Thursday at half-past twelve	(ii) .........
(iii) .........	was not so young	(iv) .........
She	(v) .........of having more teeth		(vi) .........
The writer	(vii) .........to see	(viii) .........
(ix) .........	ordered	(x) .........for her.

Ans:

(i) would meet his friend (ii) at Foyot's (iii) The lady (iv) in  age (v) gave the writer an impression (vi) white and large and even, than were necessary for any practical purpose (vii) was startled (viii) the .bill of fare (ix) The writer (x) a beautiful salmon

22.Read the passage and complete the table with the given information.1x10=10

(Unit - 3, Lesson - 2)

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. I'm 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. I 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, pries tike face, and he assured me that they had some so large, so splendid, so tender, that it was a marvel.

What/Who	Event/Occurrence	What/When	Where/How
The lady	ate	(i) .........	talking (ii) .........
(hi) .........	was taken to task for	(iv) .........	(v) .........
(vi) .........	waved the waiter aside		(vii) .........
Without having some of those (viii) ........., the lady	(ix) .........to leave		(x) .........

Ans:

(i) the caviare and salmon (ii) gaily of art and literature and music (iii) The writer/ The author (iv) a mutton chop (v) quite seriously (vi) The lady (vii) with an airy gesture (viii) giant asparagus (ix) would be sorry (x) Paris

23. Read the passage and complete the table with the given information.1x10=10

(Unit - 3, Lesson - 2)

"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 false 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 any more. 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 hand, and never eat more than one thing for luncheon."

"I'll do better than that', I retorted. "I'll eat nothing for dinner to-night.'

"Humorist!1 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.

What/Who	Event/Occurrence	What/When	Where/How
(i) .........	came up to the writer and his guest	(ii) .........	(iii) .........
He	(iv) .........	full of huge peaches.
(v) .........	(vi) .........	the blush of an innocent girl.
(vii) .........	knew	(viii)
(ix) .........	had his revenge	(x) .........

Ans:

(i) The head waiter (ii) while they were waiting for the coffee (iii) with an ingratiating smile on his false face (iv) bore a large basket (v) Peaches (vi) had (vii) Lord (viii) their cost (ix) The writer/ The author (x) at last

24. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 4, Lesson - 1)

There are rules of behavior you have to follow in a company. We are social beings and have to consider the effect of our behaviour on others, even if we are at home and dealing with our family members.

We have two terms to describe our social behaviour- 'etiquette' and 'manners'. 'Etiquette' is a French word and it means the rules of correct behaviour in society. The word 'manners' means the behaviour that is considered to be polite in a particular society or culture. Manners can be good or bad. For example, it is a bad manner to speak with food in one's mouth. No one likes a bad-mannered person. Remember that etiquette and manners vary from culture to culture and from society to society.

What/Who	Event/Occurrence	What	Where
(i) .........	have to follow	(ii) .........	(iii) .........
Being the members of the society, we	(iv) .........	(v) .........even if we are	(vi) .........
(vii) .........	are used to describe	(viii) .........'etiquette' and 'manners.'
(ix) .........	vary		(x) .........

Ans:

(i) We, (ii) rules of behavior (iii) in a company (iv) have to consider (v) the effect of our behaviour on others (vi) at home (vii) Two terms, (viii) our social behaviour (ix) Etiquette and manners (x) from culture to culture and from society to society.

25. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 4, Lesson - 1)

We learn etiquette and manners from our parents, families and various institutions, such as schools, colleges or professional bodies. There are rules of behaviour for all kinds of social occasions and it is important to learn them and practice them in everyday life. The manners that are correct in a wedding reception will not do in a debating club. Therefore, we have to be careful about etiquette and manners. We know how important it is to say 'please' and 'thank you’ in everyday life. A few more polite expressions such as 'pardon me’, 'excuse me', may I, are bound to make your day smooth and pleasant.

What/Who	Event/Occurrence	What	Where/Why
(i) .........	are taught	(ii) .........	(iii) .........
(iv) .........	are important to learn and practice		(v) .........
(vi) ......... that	are proper in a wedding reception will not do		(vii) .........
(viii) .........	is important in practicing	(ix) .........	(X) .........

Ans:

(i) We (ii) etiquette and manners (iii) from our parents, families and various institutions (iv) Rules of behaviour (v) in everyday life (vi) The manners (vii) in a debating club (viii) etiquette and manners (ix) Etiquette and manners (x) to make our day smooth and pleasant

26. Read the passage and complete the table with the given information.1 x10=10

(Unit - 4, Lesson - 3)

I was ten years old. My grandmother sat on the string bed, under the mango tree. It was late summer and there were sunflowers in the garden and a warm wind in the trees. My grandmother was knitting a woolen scarf for the winter months. She was very old, dressed in a plain white sari; her eyes were not very strong now, but her fingers moved quickly with the needles, and the needles kept clicking all afternoon. Grandmother had white hair, but there were very few wrinkles on her skin.

I had come home after playing cricket on the maiden. I had taken my meal, and now I was rummaging in a box of old books and family heirlooms that had just that day been brought out of the attic by my mother. Nothing in the box interested me very much, except for a book with colourful pictures of birds and butterflies. I was going through the book, looking at the pictures, when I found a small photograph between the pages. It was a faded picture, a little yellow and foggy; it was a picture of a girl standing against a wall and behind the wall there was nothing but sky; but from the other side a pair of hands reached up, as though someone was going to climb the wall. There were flowers growing near the girl, but couldn’t tell what they were; there was a creeper too, but it was just a creeper.

What/Who	Event/Occurrence	What/Why	Where/When
The narrator’s (i) -........	(ii)..... sitting on the string bed		(iii) ..............
(iv) ...........	moved quickly with	(v) ..........which kept clicking	(vi) ................
The narrator	(vii).........in a box of	(viii) ..............
He	found	(ix).........	(x) .............

Ans:

(i) grandmother (ii) was knitting a woollen scarf (iii) under the mango tree (iv) her fingers (v) the needles (vi) all afternoon (vii) was rummaging (viii) of old books and family heirlooms (ix) a small photograph (x) between the pages

27. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 4, Lesson - 3)

I jumped on the bed beside my grandmother and she walloped me on the bottom and said, ‘Now I’ve lost count of my stitches, and the next time you do that I’ll make you finish the scarf yourself.’ She took the photograph from my hand, and we both stared at it for quite a long time. The girl had long, loose hair, and she wore a long dress that nearly covered her ankles, and sleeves that reached her wrists, and there were a lot of bangles on her hands; but, despite all this drapery, the girl appeared to be full of freedom and movement; she stood with her legs apart and her hands on her hips, and she had a wide, almost devilish smile on her face. ‘Whose picture is it?’ I asked.

‘A little girl’s of course’, said Grandmother. 'Can't you tell’?

‘Yes, but did you know the girl?'

‘Yes, I knew her’, said Granny, ‘but she was a very wicked girl and I shouldn’t tell you about her. But I’ll tell you about the photograph. It was taken in your grandfather’s house, about sixty years ago and that's the garden wall, and over the wall there was a road going to town'.

What/Who	Event/Occurrence	What/When	Where/Why
The narrator	(i)......on the bed		(ii) .....
(hi) .........	stared at	(iv) ...........after taking it	(V)
(vi).........in the picture	wore a long dress that		(vii).......
(ix) ............	was taken	(x) ...........

Ans:

(i) jumped (ii) beside his grandmother (iii) She (iv) the photograph (v) from his hand (vi) The girl (vii) nearly covered her ankles (viii) on her face (ix) The photograph (x) about sixty years ago

28. Read the passage and complete the table with the given information.1x10=10

(Unit - 4, Lesson - 3)

‘And what about the girl?’ I said. ‘Tell me about the girl.’

‘Well, she was a wicked girl,’ said Granny. ‘You don’t know the trouble they had getting her into those fine clothes she’s wearing.’

‘Who was the girl?’ I said. ‘You must tell me who she was.’

‘No, that wouldn’t do,’ said Grandmother, but I pretended I didn’t know. I knew, because Grandmother still smiled in the same way, even though she didn’t have as many teeth.

Come on, Granny,’ I said, ‘tell me, tell me.’

But Grandmother shook her head and carried on with the knitting; and I held the photograph in my hand looking from it to my grandmother and back again, trying to find points in common between the old lady and the little pig-tailed girl. A lemon-coloured butterfly settled on the end of Grandmother’s knitting needle, and stayed there while the needles clicked away. I made a grab at the butterfly, and it flew off in a dipping flight and settled on a sunflower.

‘I wonder whose hands they were,’ whispered Grandmother to herself, with her head bowed, and her needles clicking away in the software silence of that summer afternoon.

What/Who	Source	What/Where	When/How
The narrator	(i)	the identity of the girl.
(ii) .........	getting her into the fine clothes	(iii) .........
(vi) .........	still smiling		(v) .........
Grandmother	(vi) .........with	(vii) .........
The narrator	holding the photograph	(viii) .........
(ix)	clicking away		(x) .........

Ans:

(i) Granny to know about (ii) The trouble (iii) she’s wearing (iv) Grandmother (v) the same way (vi) shaking her head and carrying on (vii) the knitting (viii) his hand (ix) Her needles (x) that summer afternoon

29. Read the passage and complete the table with the given information.1x10 = 10

(Unit - 5, Lesson - 1)

Children must pass through several stages in their lives to become adults. For most people, there are four or five such stages of growth where they learn certain things: infancy (birth to age 2), early childhood (3 to 8 years), later childhood (9 to 12 years) and adolescence (13 to 18 years). Persons 18 and over are considered adults in our society. Of course, there are some who will try to act older than their years. But, for the most part, most individuals have to go through these stages irrespective of their economic or social status.

World Health Organisation (WHO) identifies adolescence as the period in human growth and development that occurs after childhood and before adulthood. This phase represents one of the critical transitions in one's life span and is characterised by fast paced growth and change which are second only to those at infancy. Biological processes drive many aspects of this growth and development with the onset of puberty marking the passage from childhood to adolescence. The biological determinants of adolescence are fairly universal: however, the duration and defining characteristics of this period may vary across time, cultures, and socio­economic situations. This period has seen many changes over the past century-puberty for example, comes earlier than before, people marry late, and their sexual attitudes and behaviours are different from their grandparents, or even parents. Among the factors responsible for the change are education, urbanization and spread of global communication.

What/Who	Source	What/When	Where/Why
(i) .........	several stages	to become adult	(ii) .........
(iii) .........	growth		(iv) .........
According to the identification of WHO (v).....	occurrence	(Vi) .........	(vii) .........
(viii) .........	many aspects of this growth and development with	(ix) .........
This period	many changes	(x) .........

Ans:

(i) Children (ii) their lives (iii) four or five stages (iv) they learn certain things (v) adolescence (vi) after childhood and before adulthood (vii) life (viii) Biological processes (ix) the onset of puberty marking the passage (x) the past century

30. Read the passage and complete the table with the given information.1x10=10

(Unit - 5, Lesson - 1)

The time of adolescence is a period of preparation for adulthood during which one experiences several key developments. Besides physical and sexual maturation, these experiences include movement toward social and economic independence, development of identity, the acquisition of skills needed to carry out adult relationships and roles and the capacity for abstract reasoning. While adolescence is a time of tremendous growth and potential, it is also a time of considerable risks during which social contexts exert powerful influences.

Many adolescents face pressure to use alcohol, cigarettes, or other drugs and to initiate sexual relationships putting themselves at high risk for intentional and unintentional injuries, unintended pregnancies, and sexually transmitted infections (STIs), including the human immunodeficiency virus (HIV). Many also experience a wide range of adjustment and mental health problems. Behaviour patterns that are established during this period such as the use or avoidance of drugs and taking or abstaining from sexual risk can have long-lasting negative and positive effects on future health and well-being. As a result, adults have unique opportunities to influence adolescents.

What/Who	Event/Occurrence	What	Where/When
One	(i) .........	some key developments	(ii) .........
(iii) .........	include	(iv) .........	(v) ......... needed for adult dealings.
(vi) .........	face pressure to use	(vii) .........
(viii) .........	also experience	(ix) .........
(x) ......... that are established during this period	can have	long-lasting negative and positive effects.

Ans:

(i) experiences (ii) during the time of adolescence (iii) these experiences (iv) movement toward social and economic independence, development of identity the acquisition of skills (vi) Many adolescents (vii) alcohol, cigarettes, or other drugs (viii) Many (ix) a wide range of adjustment and mental health problems (x) Behaviour patterns.