0% found this document useful (0 votes)
15 views11 pages

Rajibpur Pre-Cadet School English Exam 2023

Uploaded by

ahad01716671828
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
15 views11 pages

Rajibpur Pre-Cadet School English Exam 2023

Uploaded by

ahad01716671828
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOC, PDF, TXT or read online on Scribd

Rajibpur Pre-Cadet School Rajibpur Pre-Cadet School

Annual Examiantion-2023 Annual Examiantion-2023


Class : Two Class : Two
Subject: English 1st Paper Subject: English 2nd Paper
Time : 2 Hours Full Marks : 100 Time : 2 Hours Full Marks : 100
1. Making words with letters : 2×5=10
U, D, E, J, V, O, X
1. wb‡Pi †h‡Kvb 5wU cÖ‡kœi DËi `vI : 5×10=50
2. Make sentences : (any five) 2×5=10 (a) Letter Kv‡K e‡j? Letter KZ cÖKvi I Kx Kx?
Round, Farmer, Sells, Come, Fine, Lives, Seat (b) Noun I Pronoun Kv‡K e‡j? D`vniY `vI|
3. Fill in the blanks : 1×5=5 (c) Singular Number I Plural Number Kv‡K e‡j? D`vniY `vI|
(a) _____ at the board. (d) Article Kv‡K e‡j? Article KZ cÖKvi I Kx Kx?
(b) She _____ to go school.
(c) The farmer _____ the egg.
(e) Person Kv‡K e‡j? Person KZ cÖKvi I Kx Kx?
(d) There ______ no eggs. (f) Alphabet Kv‡K e‡j? Alphabet KZ cÖKvi I Kx Kx?
(e) I ______ my face. (g) Subject I Predicate Kv‡K e‡j? D`vniY `vI|
4. Word meaning : (any 5) 2×5=10 (h) Parts of speech Kv‡K e‡j? Parts of speech KZ cÖKvi I
Complete, Action, Missing, Evening, Count, Catch, Listen. Kx Kx?
5. Re-arrange the following sentences : 2×5=10
(a) A forest in lives it? (i) Indefinite Article I Definite Article Kv‡K e‡j? D`vniY
(b) An idea have I? `vI|
(c) To school goes she. 2. Translate into Bengali : (any 5)
(d) At the look board. 52=10
(e) A hen is this. (a) I am a student. (b) He is very rich. (c) Was the book new?
6. Answer the following questions : 3×5=15
(a) Who her teacher?
(d) You have a book. (e) He has no shirt. (f) He had no TV. (g)
(b) What shapes is round? I was not there. (h) They a have a cow.
(c) Who is the woman? 3. Translate into English : (any five)
(d) What does she do? 53=15
(e) What does she have for breakfast? (a) Avgvi wK A_© _vK‡e? (b) Avwg Mvb Kwi| (c) Zzwg
7. wel‡qi bvg †jL : “Shapes” 10
Kjg wK‡bwQ‡j? (d) wkÿK G‡mwQ‡jb (e) Avwg †mLv‡b
8. Write a paragraph with 5 lines : 10
(a) My mother (b My self. wQjvg bv| (f) mvwKe KvR Ki‡Zv (g) QvÎiv evB co‡e, (h)
9. Dictation of five words. 5 m~h© Dw`Z n‡e|
10. Write the Rhyme “Saturday Sunday” or “Put your hand on your head” 10 4. Paragraph writing : 10
11. Reading test. 5 “My family”
In the morning. She washes her face. Then, she has breakfast. She has eggs 5. Write a letter to your friend inviting him to your sister’s
and mangoes. Then she brushes her teeth. She goes to school.
12. Greeting. 5 marriage ceremony. 10
Hello Rafi. This is Meena. She’s 8 years old. Hi Meena, I’m Rafi. I’m 7. Or, Write an application to the Headmaster of your school for
This is Mahin. He’s 8 year’s old too. praying for leave in advance.
ivwRecyi wcÖ-K¨v‡WU ¯‹zj 10| R¨vwgwZ t wPÎmn msÁv †jL t 5
evwl©K cix¶v-2023 wLªt (K) ¯’~j‡KvYx (L) mgwØevû
‡kªwY : wØZxq
welq : cÖv_wgK MwYZ
mgq : 2 N›Uv
c~Y©gvb : 100
1| A‡¼ †jL t 10×1=10
GKvbœ, evnvËi, cuPvËi, mvZvËi, weivwk, Pzivwk,
mvZvwk, beŸB, GKvbeŸB, weivbeŸB, PzivbeŸB, ivwRecyi wcÖ-K¨v‡WU ¯‹zj
mvZlwÆ, AvUlwÆ| evwl©K cix¶v-2023 wLªt
2| K_vq †jL t 10×1=10 ‡kªwY t wØZxq
53, 55, 56, 64, 65, 73, 74, 93, 97, 99, 100, 54, 72, 77,
welq t evsjv 2q cÎ
79|
3| ¸Y Ki t (†h‡Kvb 2wU) 5×2=10
mgq t 2 N›Uv
(K) (L) 010= (M) 33 (N) 52 c~Y©gvb t 100
106= 4  5 1| ‡h‡Kvb 6wU cÖ‡kœi DËi `vI t
4| fvM Ki t (†h‡Kvb 2wU) 5×2=10 610=60
(K) 488 (L) 497= (M) 3)24( = (N) 9)36( (K) KviK Kv‡K e‡j? KviK KZ cÖKvi I wK wK?
5| 6 A_ev 7 Gi N‡ii bvgZv †jL| (L) KZ©„KviK I KiY KviK Kv‡K e‡j? D`vniY `vI|
10 (M) m¤úª`vb KviK I Acv`vb KviK Kv‡K e‡j? D`vniY
6| ¯’vbxq gvb †jL t `vI|
10 (N) wefw³ Kv‡K e‡j? wefw³ Kq cÖKvi I wK wK?
(K) 47 (L) 50
(O) kã wefw³ I wµqv wefw³ Kv‡K e‡j? D`vniY `vI|
7| Bs‡iwR 12 gv‡mi bvg †jL| 5×2=10
(P) mgvm Kv‡K e‡j? mgvm Kq cÖKvi I wK wK?
8| LvwiNi c~iY Ki t 5
(K) - 36 =12 (L) 14+ =37 (Q) ØÜ mgvm I Kg©avivq mgvm Kv‡K e‡j? D`vinY
9| mgm¨vi mgvavb Ki t (†h‡Kvb 2wU) 2×10=20 `vI|
(K)iæwgi gvi‡ej Av‡Q 75wU Ges ivRyi 47wU gvi‡ej (R) w`¸ mgvm I Ae¨qxfve mgvm Kv‡K e‡j? D`vniY
Av‡Q| iæwgi †_‡K ivRyi KqwU gvi‡ej ‡ewk ev Kg `vI|
Av‡Q? (S) mgv_©K kã †jL : (†h‡Kvb 2wU K‡i)
(L) iægyi †_‡K Szgy 8 eQ‡ii eo| Szgyi eqm 24 eQi| Ak^, AwMœ, AvKvk, DËg, K_v, Lei, c„w_ex,
iægyi eqm KZ? gvbyl
(M) GKwU Sywo‡Z 10wU Avg Av‡Q| hw` 6wU Szwo 2| Aby‡”Q` wjL t
_v‡K, Z‡e †gvU KZ¸‡jv Avg n‡e?
(N) iwn‡gi 66wU PK‡jU Av‡Q| hw` †m GKw`‡b 8wU 10
PK‡jU Lvq, Z‡e KZw`‡b †m PK‡jU¸‡jv †kl Ki‡e? ÒAvgvi eBÓ
3| ‡Zvgvi †ev‡bi we‡q‡Z `vIqvZ w`‡q eÜz‡K
GKLvbv cÎ †jL||
10
A_ev,
Aa©w`‡bi QzwU †P‡q cÖavb wkÿ‡Ki wbKU GKwU
`iLv¯Í wjL|
4| cÖeÜ iPbv †jL t (†h‡Kvb 1wU)
20
(K) Avgv‡`i RvZxq dzj kvcjv
(L) RvZxq cvwL
(M) wcÖq Kwe
ivwRecyi wcÖ-K¨v‡WU ¯‹zj ô, ®ú, Â, ¯’, Ü, ½, ×
6| mwVK kã w`‡q k~Y¨¯’vb c~iY Ki t 5
evwl©K cix¶v-2023 wLªt (K) wZwb my‡ijv ÑÑÑÑÑÑ Mvb MvB‡Qb|
‡kªwY t wØZxq (L) ‡iv‡` evwj ÑÑÑÑÑÑ K‡i|
welq t evsjv 1g cÎ (M) wZwb †fv‡i D‡V ÑÑÑÑÑÑ K‡ib|
mgq t 2 N›Uv (N) b`xi ÑÑÑÑÑÑ mv`v Kvkeb|
c~Y©gvb t 100 (O) gv‡qi ÑÑÑÑÑÑÑ Zzjbv nq bv|
1| mwVK DËiwU DËic‡Î †jL t 15=5
(K) KvVz‡i Kuv`‡Z jvM‡jv †Kb?
1. Rjcwi‡K †`‡L 2. Kzovj c‡o hvIqvq 3. †mvbvi †Kvovj
†`‡L 7| wecixZ kã †jL t (†h‡Kvb 5wU)
(L) ‡XuwK w`‡q Kx fvbv nq? 5
1. avb 2. Mg 3. f~Æv mKvj, Av‡M, Avb›`, kÎæ‡mbv, kÎæ, Avq, †mvbv
(M) AvP‡j †Q‡K Zviv Kx gvQ a‡i? 8| hw` ev weivg wPý e¨envi Ki t 5
1. eo gvQ 2. iæB gv 3. f~Æv mKv‡j m~h© I‡V `ycyi †iv‡` Kov nq weKv‡ji †iv`
(N) AvP‡j †Q‡K Zviv Kx gvQ a‡i? †mvbvwj mܨvq cwðg AvKvk iwOb n‡q I‡V ivZ KL‡bv
1. Svby 2. cvKv 3. KwP AÜKvi KL‡bv Puv‡`i Av‡jvq Sjg‡j
(O) fvcv wcVv evbv‡Z nq Kxfv‡e? 9| evK¨ ˆZwi Ki t (†h‡Kvb 5wU)
1. fvc w`‡q 2. †f‡R 3. wm× K‡i 10
2| KweZv I Kwei bvgmn ÒAvgv‡`i †QvU b`xÓ A_ev cÖv_©bv, †gv‡`i, ÿwZ, `ycyi, wKQzÿY
ÒAvgv‡`i †`kÓ KweZvi 8 jvBb †jL| 10 10| GK K_vq cÖKvk Ki t †h‡Kvb 5wU 5
3| kãv_© †jL t (†h‡Kvb 10wU) ¯^vaxbZvi Rb¨ †h jovB, mKv‡ji Lvevi, †Kvb wKQz
10 PvIqv, iƒcvi g‡Zv ˆmb¨‡`i _vKvi RvqMv, euvk ev †e‡Zi
Kzmyg, evM, Avj‡m, Z…YjZv, Mvp, cPÛ, aibx, †gv‡`i, ˆZwi PvOvwi ev cvÎ, wPrKvi K‡i WvKv|
¯^vaxbZv, ÿwZ, Lbb Kiv, AvniY 11| Aby‡”Q` wjL 5wU ev‡K¨ t 10
4| †h‡Kvb 5wU cÖ‡kœi DËi `vI t ÒAvgvi wcÖq wcVvÓ
35=15 12| kÖæwZ wjLb| 10
(K) evsjv‡`‡ki cÖavb K‡qKwU b`xi bvg †jL|
(L) RvZxq cZvKvi is Kx? Gi gvc KZ?
(M) †jvfx KvVz‡i Rjcwii KvQ †_‡K Kx wkÿv †cj?
(N) fvcv wcVv evbv‡Z Kx Kx jv‡M?
(O) `yLyi Avmj bvg Kx? `yLy `jej wb‡q Kx K‡ib?
(P) gnvbwe(mt) mKj‡K Kx Lbb Ki‡Z ej‡jb? mK‡j gvwU
KvUv ïiæ K‡jb †Kb?
(Q) Avgv‡`i RvZxq Kwei bvg Kx?
5| hy³eY© †f‡½ 1wU K‡i kã MVb Ki t (†h‡Kvb 5wU)
2×5=10
ivwRecyi wcÖ-K¨v‡WU ¯‹zj 5| mZ¨/wg_¨v wbY©q Ki t
51=5
evwl©K cix¶v-2023 wLªt (K) †Ljvayjv kix‡ii Rb¨ fv‡jv|
‡kªwY t wØZxq (L) weKvj †ejv †Ljvayjv Kiv DwPr|
welq t Avgvi cwi‡ek weÁvb I ¯^v¯’¨ K_v (M) me‡P‡q fv‡jv e¨vqvg n‡”Q e‡m _vKv|
mgq t 2 N›Uv (N) R¦i n‡j wZZv Lvevi †ewk †L‡Z nq|
(O) Lv‡`¨i Dcv`vb 6wU|
c~Y©gvb t 50
1| ms‡¶‡c DËi `vI t †h‡Kvb 5wU
52=10
(K) ‡Ljvayjv kix‡ii Rb¨ wKiƒc? ivwRecyi wcÖ-K¨v‡WU ¯‹zj
(L) e¨vqvg Ki‡j wK nq?
(M) kixi fv‡jv _vK‡j wK fv‡jv _v‡K? evwl©K cix¶v-2023 wLªt
(N) R¦i n‡j †Kvb RvZxq Lvevi †ewk †L‡Z nq? ‡kªwY t wØZxq
(O) ‡Kvb mgq Nygv‡j kixi †gvUv nq?
(P) ‡Kvb d‡j me‡P‡q †ewk AvqiY Av‡Q? welq t My Picture Dictionary
(Q) Kzwj Ki‡j wK nq? mgq t 2 N›Uv c~Y©gvb t
(R) Avgiv wK‡mi Øviv ïwb?
2| wb‡Pi †h‡Kvb 5wU eY©bvg~jK cÖ‡kœi DËi `vI t 50
55=25 1. Do English : (any 10) 101=10
(K) e¨vqvg Kv‡K e‡j?
(L) Lv`¨ Kv‡K e‡j? Zviv, m~h©, b`x, mvMi, e„wó, SY©v, cvnvo,
(M) mylg Lv`¨ Kv‡K e‡j? MÖvg, †gN, Lvj, †mvbv, j‡KU, ïµevi, c„w_ex, cv_i|
(N) 5wU †ivM cÖwZ‡iva Lvev‡ii bvg ej? 2. Do Bengli : (any 10) 101=10
(O) Lv‡`¨i Dcv`vb KqwU I wK wK?
(P) kix‡ii †Kv‡bv Ask cy‡o †M‡j wK Ki‡Z n‡e? Boy, Man, Good, Fat, Old, New, Bad, Girl, Pain, Ulcer,
(Q) Kx Kx Dcv`v‡b Lvevi m¨vjvBb ˆZix Kiv hvq? Cancer, Fever, Salt, Iron, Gold.
(R) 5wU kw³`vqK Lv‡`¨i bvg †jL| 3. Answer to the questions : (any 5) 56=30
3| mwVK DËiwU‡Z wUK wPý `vI t
5 (a) Write the name of six ‘Aninals’ in English and Bengali?
(K) †Ljva~jv kix‡ii Rb¨- f‡jv/Lvivc| (b) Write the name of six ‘Birds’ in English and Bengali?
(L) KLb ‡Ljva~jv Kiv DwPr- mKv‡j/weKv‡j|
(c) Write the name of six ‘About School’ in English and
(M) Wv³vi wK K‡ib- wPwKrmv/‡mev|
(N) Lv`¨‡K Kq fv‡M fvM Kiv hvq- 3/2/4| Bengali?
(O) Lv‡`¨i Dcv`vb KqwU- 4/5/6| (d) Write the name of six ‘Sports’ in English and Bengali?
4| k~b¨¯’vb c~iY Ki t
(e) Write the name of six ‘Tools’ in English and Bengali?
51=5
(K) Nyg †`n‡K ÑÑÑÑÑÑ †`q| (L) Av‡qvwW‡bi Afv‡e ÑÑÑÑÑÑ (f) Write the name of six ‘Professions’ in English and Bengali?
nq| (g) Write the name of six ‘Conveyance’ in English and
(M) mvgyw`ªK gv‡Q ch©vß ÑÑÑ cvIqv hvq| (N) Avgiv ÑÑ
Bengali?
Øviv †`wL| (O) Avgiv ÑÑÑ Øviv ïwb|
(h) Write the name of six ‘Musical Instruments’ in English and
Bengali?
ivwRecyi wcÖ-K¨v‡WU ¯‹zj (K) Avgv‡`i cÖfy †K?- evev/gv/Avjøvn|
(L) Avmgvbx wKZve †gvU- 104 Lvbv/16wU/17wU|
evwl©K cix¶v-2023 wLªt (M) bvgv‡hi †gvU KqwU dih- 15wU/16wU/17wU|
‡kªwY t wØZxq (N) cÖavb †d‡ikZv KqRb?- 2Rb/4Rb/5Rb|
welq t Bmjvg wkÿv (O) GK †bvKZvhy³ nid KqwU?- 10wU/12wU/14wU|
mgq t 2 N›Uv (P) mvj‡gvbyj A_© Kx?- iæB/KvZjv/g„‡Mj|
c~Y©gvb t 100 (Q) mvIg A_© Kx? - †ivhv/bvgvh/nR¦|
1| ms‡¶‡c DËi `vI t †h‡Kvb 10wU (R) ‡ngšÍ Aviwe‡Z Kx?- dvmjyb/Lvwidzb/mvbvZ
102=20 (S) Avj-KziAv‡bi cÖ_g m~iv †KvbwU?-
(K) Avj KziAvb Kx? KzivBk/dxj/dvwZnv|
(L) ‡KqvgZ Kv‡K e‡j? (T) ie k‡ãi A_© Kx?-
(M) Kxfv‡e Bev`Z Kiv hvq? cvjbKZ©v/m„wóKZ©v/wiwhK`vZv|
(N) Kx Kx Dcv‡q cweÎ _vKv hvq? 4| k~b¨¯’vb c~iY Ki t
(O) Zvbexb Kv‡K e‡j? 20
(P) ‡bvKZvhy³ nid KqwU I Kx Kx? (K) nvk‡ii w`b ÑÑÑÑÑÑÑ Avgv‡`i wePvi Ki‡eb|
(Q) bvgvh Kv‡K e‡j? (L) nR A_© ÑÑÑÑÑÑ ev msKí Kiv|
(R) nhiZ wgKvBj(Avt) Gi KvR Kx? (M) ‡hi ni‡di ÑÑÑÑÑÑÑ e‡m|
(S) Bev`Z wel‡q Avjøvn Kx e‡jb? (N) ‡d‡ikZviv ÑÑÑÑÑÑÑ ˆZwi|
(T) nhiZ Bmivwdj(Avt) Gi KvR Kx? (O) cweÎZv Cgv‡bi ÑÑÑÑÑÑÑÑ|
(U) niKZ Kv‡K e‡j? niKZ KqwU I Kx Kx? (P) Rh‡gi D”PviY ÑÑÑÑÑÑÑ g‡Zv nq|
(V) Ahy Ki‡j Kx nq? (Q) ÑÑÑÑÑÑÑÑ †bvKZvhy³ nid ev‡ivwU|
2| wb‡Pi †h‡Kvb 5wU eY©bvg~jK cÖ‡kœi DËi (R) ÔieÕ k‡ãi A_© ÑÑÑÑÑÑÑ|
`vI t (S) Avj-KziAv‡b †gvU m~iv Av‡Q ÑÑÑÑÑÑ|
58=40 (T) ‡ck ni‡di ÑÑÑÑÑÑ e‡m|
(K) ‡bvKZvwenxb Aviwe nid KqwU I Kx Kx? 5| mZ¨ n‡j ÔmÕ wg_¨v n‡j ÔwgÕ wjL t
(L) Aviwe nid KqwU I Kx Kx? 10
(M) hRg ev mvwKb Kv‡K e‡j? (K) Dc‡i †bvKZvhy³ nid 10wU|
(N) Zvk`x` Kv‡K e‡j? (L) he‡ii evsjv D”PviY B-Kv‡ii g‡Zv nq|
(O) mvZ w`‡bi bvg †jL| (M) gnvbwe(mt) 60 eQi eq‡m B‡šÍKvj K‡ib|
(P) ev‡iv gv‡mi bvg †jL| (N) abx‡`i Rb¨ Rxe‡b GKevi nR¦ cvjb Kiv mybœZ|
(Q) Aviwe‡Z cuvPwU gv‡Qi bvg †jL| (O) Bev`Z A_© `vmZ¡ ev e‡›`Mx Kiv|
(R) Aviwe‡Z cuvPwU d‡ji bvg ‡jL| (P) `yB †bvKZvhy³ nid 2wU|
3| mwVK DËiwU‡Z wUK wPý `vI t (Q) mKj bexB ivm~j bb| Z‡e mKj ivm~jB bex|
10 (R) ‡d‡ikZviv cyiælI bb, bvixI bb|
(S) Ahyi mybœZ ev‡ivwU|
(T) Rvnvbœvg A_© †e‡nkZ|
ivwRecyi wcÖ-K¨v‡WU ¯‹zj (K) cwi®‹vi cwi”QbœZv a‡g©i- g~j/gv_v/A½|
(L) Dcvmbvi c~e©kZ© n‡”Q-
evwl©K cix¶v-2023 wLªt ïwPšÍv/cwi”QbœZv/wek^vm|
‡kªwY t wØZxq (M) cwi”Qbœ †Q‡j-‡g‡q‡`i `uvZ _vK‡e-
welq t wn›`y ag© cwicvwU/SKS‡K/‡QvU †QvU|
mgq t 2 N›Uv (N) kix‡i gqjv Rg‡j bvbv iK‡gi- †ivM
c~Y©gvb t 100 /Pg©‡ivM/Wvqwiqv nq|
1| ms‡¶‡c DËi `vI t †h‡Kvb 10wU (O) ‡bvsiv I †Lvjv Lvev‡i _v‡K- gvwQ e‡m/‡ivM
102=20 RxevYy/a~jvevwj|
(K) `~M©v †`exi KqLvbv nvZ? Zvi evnb wK? (P) a‡g©i jÿY KqwU- 3wU/4wU/5wU|
(L) Kg© Kv‡K e‡j? (Q) ¯^‡M©i ivRv †K?- B›`ª/hg/weòz
(M) Kg©x Kv‡K e‡j? (R) j²x †`exi evnb Kx?- nsm/‡cuPv/nvwZ|
(N) ¯^M© wK? (S) `~M©vi evnb Kx?- †cuPv/wmsn/weQv|
(O) ¯^‡M© Kviv evm K‡ib? (T) ‡Kv_vq GKwUB FZz?- ¯^‡M©/bi‡K/c„w_ex‡Z|
(P) Kviv bi‡K hvq? 4| k~b¨¯’vb c~iY Ki t
(Q) Kv‡K mevB N„Yv K‡i? 20
(R) ïwPšÍv Kq cÖKvi I Kx Kx? (K) gi‡bi c‡i c~Y¨ev‡biv --------- hvb|
(S) mbvZb A_© Kx? (L) ¯^‡M© GKUv evMvb Av‡Q Zvi bvg ---------|
(T) ag© cvj‡bi cÖavb kZ© Kx? (M) bi‡Ki ivRv n‡”Q ---------|
(U) ‡e` KqL‡Û wef³ I Kx Kx? (N) gi‡Yi c‡i cvcxiv --------- hvq|
(V) c~Rv Kx? (O) G c„w_ex‡Z hvivB g›` KvR Ki‡e, ZvivB --------- hv‡e|
2| wb‡Pi †h‡Kvb 5wU eY©bvg~jK cÖ‡kœi DËi (P) g‡bi ïwPšÍv n‡”Q g‡bi --------- |
`vI t (Q) ‡bvsiv I †Lvjv Lvev‡i --------- _v‡K|
58=40 (R) kix‡i --------- Rg‡j bvbv iK‡gi Pg©‡iv‡Mi m„wó nq|
(K) evB‡ii ïwPšÍv Kx? (S) --------- wQ‡jb Rb¥vÜ|
(L) cwi”Qbœ †Q‡j-‡g‡q †Kgb _vK‡e? (T) --------- w`b a‡i Kziæ‡ÿ‡Î hy× Pj‡jv|
(M) wb¯‹vgKg©x Kv‡K e‡j? 5| mZ¨ n‡j ÔmÕ wg_¨v n‡j ÔwgÕ wjL t
(N) Avgiv †Kb ag© cvjb Kie? 10
(O) a‡g©i jÿY KqwU I Kx Kx? (K) ‡`eZviv AvKv‡k evm K‡i|
(P) ‡Kvb MÖš’‡K wn›`y‡`i mKj a‡g©i mvi ejv nq? (L) ¯^‡M© GKUv my›`i evMvb Av‡Q Zvi bvg Avb›`
(Q) wbqwgZ cÖv_©bv Ki‡j wK nq? Kvbb|
(R) wke †K? (M) ¯^‡M© GKUv e„ÿ Av‡Q Zvi bvg Kíe„ÿ|
3| mwVK DËiwU‡Z wUK wPý `vI t (N) ¯^‡M©i ivRvi bvg hg|
10 (O) bi‡Ki ivRv n‡”Qb eªþv|
(P) Avgv‡`i a‡g©i bvg wn›`y ag©|
(Q) Avgv‡`i cÖ`vb ag©MÖ‡š’i bvg †e`|
(R) ‡e` 3 L‡Û wef³|
(S) ‡e` †Kvb gvby‡li †jLv bq, †e` Ck^‡ii evYx|
(T) evsjv fvlvq ivgvqb Abyev` K‡ib ivg‡`e|

Common questions

Powered by AI

Translating between English and Bengali engages cognitive processes like semantic understanding, syntactic restructuring, and lexical retrieval. It cultivates bilingual proficiency by enhancing vocabulary in both languages and improving the ability to switch between linguistic systems. This practice involves understanding cultural nuances and idiomatic expressions, thus promoting deeper cognitive flexibility and language awareness .

Re-arranging sentences improves understanding by exposing learners to different syntactic structures and dependencies within a sentence. For example, exercises like 'A forest in lives it?' require learners to recognize subject-verb-object order to form a coherent sentence: 'It lives in a forest.' This pattern recognition helps reinforce grammatical rules such as maintaining subject-verb agreement and proper use of prepositions .

Solving mathematical division problems fosters logical reasoning and problem-solving skills by requiring students to understand numerical relationships and execute operations systematically. For example, exercises like '48 ÷ 8' or '52 ÷ 5' promote analytical thinking as students must apply division rules and consider remainders. This enhances their ability to approach problems methodically and logically, essential skills for advanced mathematics .

Answering comprehension questions evaluates reading skills by assessing students' ability to understand, interpret, and synthesize information from a given text. It supports critical thinking by challenging them to draw inferences, make connections, and evaluate the content. Such exercises, as seen in answering 'What shapes is round?' or 'What does she have for breakfast?', encourage students to pay attention to details and develop reasoning skills .

Writing letters or applications aligns with real-world communication skills by simulating tasks students will encounter outside the classroom, such as composing letters inviting a friend or applying for leave. It imparts skills like formal tone usage, ensuring clarity and intent in communication, which are crucial for professional and social interactions. This practice encourages learners to think critically about their audience and purpose .

Paragraph writing exercises improve students' abilities to organize and express ideas coherently by necessitating structured thinking and logical progression of thoughts. Writing about topics like 'My family' or 'My mother' prompts students to plan their content, use appropriate transitions, and maintain focus on a central theme. This practice aids in developing their narrative skills and clarity in expression .

Dictation reinforces the connection between auditory processing and written language skills by requiring learners to translate heard information into accurate spelling and syntax. This practice enhances listening comprehension, attention to phonetics, and familiarity with language structure, helping young learners build a strong foundation for literacy skills .

Role-play greetings impact social interaction skills by allowing students to practice verbal communication in a controlled setting. It enhances their ability to initiate and sustain conversations, understand social cues, and respond appropriately. This form of experiential learning fosters confidence and adaptability in interaction scenarios, as seen in exchanges like 'Hello Rafi. This is Meena.' .

Exercises requiring students to fill in blanks target skills such as vocabulary recall, grammatical accuracy, and context comprehension. They benefit language learners by encouraging active engagement with language rules and vocabulary use. For example, completing sentences like 'She _____ to go school' helps reinforce correct verb conjugation and the use of prepositions .

Exercises focusing on word formation from letters aid vocabulary development and spelling proficiency by engaging learners in decoding and assembling words. This activity improves phonetic skills, boosts memory for word structures, and expands their lexical database. For instance, rearranging U, D, E, J, V, O, X enhances their understanding of word patterns and spelling conventions .

You might also like