DELHI PUBLIC SCHOOL, DURGAPUR

CLASS IX
SUBJECT – ENGLISH TERM 1_ASSIGNMENT 01
TOPICS-HOW I TAUGHT MY GRANDMOTHER TO READ
INFORMAL LETTER
INTEGRATED GRAMMAR

__________________________________________________________________________________
ENGLISH LITERATURE
HOW I TAUGHT MY GRANDMOTHER TO READ BY SUDHA MURTHY
Theme
The story deals with the idea that age is no bar for learning. A strong determination, desire to succeed and
confidence in one’s self can help one accomplish even the impossible. In the lesson, Sudha Murty has focused
on the theme of love, independence, desperation, and happiness. The story is a retrospective look at the
narrator’s life with her grandmother and how she taught her grandmother to read. The story also explodes the
myth of generation gap. It deals with the liberation of women through education and a very strong message
that a teacher, irrespective of gender or age, should be respected.
Character Sketch
1.Grandmother
The grandmother, Krishtakka, is a very powerful and determined character. She had not been very fortunate
in her childhood. She never went to school and never learnt to read and write. She married young and had
children and grandchildren. She was a good housewife and felt contented and happy in cooking and feeding
all her children.
She made sure that her children and grandchildren studied well. Later, circumstances forced the sixty
two-year old lady to learn the Kannada alphabet from her granddaughter.
She proved that there is no age bar for learning. It was her determination, strong willpower, hard work an
self confidence that helped her succeed in learning to read and write within a short period of time.

2. Granddaughter (the narrator)

The narrator loved her grandmother very much. She used to read for her grandmother as the latter was an
illiterate woman. When she came to know about her grandmother’s helplessness because of illiteracy, the
narrator feels distressed too. She accepts her grandmother’s request to teach her the Kannada alphabet, though
she felt it was very strange for a woman of her age to be doing. But later, she realised the importance of her
plea. She started teaching the grandmother. She was a conscientious teacher who fulfilled the great task of
teaching her grandmother at such an old age. She was literate and thus, knew the importance of education in
one’s life. She even bought the novel ‘Kashi Yatre’ by Triveni as a gift for her grandmother. The
granddaughter was however, taken aback when her aged granddaughter sought her blessings, considering her
to be a guru who had initiated her into the world of letters.

Note: The following questions and answers will be learnt by the students and written down in the fair
literature notebook:

TEXTUAL QUESTIONS AND ANSWERS:

Short Questions
Q1. Why did the grandmother depend on her granddaughter to know the story?
Ans. The grandmother depended on her granddaughter because she was illiterate. She need help to get the
magazine read. She never went to school and so she could neither read nor write.Therefore, every new
episode of the Karmaveera would be read to her by her twelve-year-old granddaughter.

Q2. Could the grandmother succeed in accomplishing her desire to read? How?
Ans: The granddaughter succeeded in accomplishing her desire to read. Her granddaughter taught her the
letters of the Kannada alphabet. She worked hard to comprehend and read Kannada; within the deadline she
had set for herself.

Q3. ‘Kashi Yatre,’ was the catalyst in the transformation of the grandmother. Support with an example.
Ans. ‘Kashi Yatre’ was certainly the catalyst in the transformation of the grandmother. She was following
the story very minutely. Unfortunately, her granddaughter who used to read the story out for her was not
available on a particular Wednesday. She was very depressed with herself, and rued the fact that she had
not acquired the skill to read and write. Her restlessness and feeling of hopelessness, made her take a decision
to become literate. It was the urge to read the book that made grandmother set a target for herself, and
achieve it.
Long Questions:
Q1. What message does the story, “How I taught my grandmother “hold for the present generation and the
elders?
Ans: This story gives and excellent picture of love and attachment between two different generations of
people: a grandmother and her granddaughter. The narrator explains explicitly about the love and affection
they shared for each other. The elderly woman was able to open out to her granddaughter, who was just a
twelve-year-old child, and make her understand her desire to study. Age is only a number, and learning is a
continuing process, that does not get bound by the concept of time. Thus, the message the story conveys is
that if we make up our minds to love and respect each other, despite belonging to different generations, the
much prophesied ‘generation gap’ will not exist.

Q2. “Good fiction’s job is to comfort the disturbed and disturb the comfortable.” How does it apply to the
grandmother after she had finished reading Kashi Yatre? Explain with a reason.
Ans: The purpose of this fiction is to give the reader, who like all of us, is trapped in her own thoughts, an
imaginary access to the minds of the protagonist. This is because an inevitable part of being a human being
is to experience suffering. A large majority of humans therefore, resort to art, for appeasement of one’s
miseries. Reading a book gives us an experience of suffering. We all suffer in this real world; true empathy
is impossible. But if a piece of fiction can allow us imaginatively to identify with a character’s pain, we
might satisfy our minds assuming that perhaps might be identifying with our problems too.
In the lesson ‘How I taught my grandmother to read’, the narrator’s grandmother identifies with the
protagonist of the story she has been following. She had the same yearnings and desires as the character in
the story. Therefore, when she gets updated with life of that lady, she finds solace in her own life. This way,
a good fiction can comfort you. On the other hand, it disturbs those who are comfortable, by inciting curiosity
in them. The desire to know what happens next, makes the grandmother restless and uncomfortable. She
waits for the magazine to arrive every Wednesday, to get updated with the protagonist’s life.

EXTRA QUESTIONS AND ANSWERS:

Note: The following questions and answers are for your reference and practice. Learn the value points
and note them in your rough notebook.
Q1. ‘I knew that my student had passed with flying colours.’
a) Who are ‘I’ and ‘my student’ in the above line?

b) What test had ‘the student’ passed?

c)What is ‘flying colour’ referred to here?

d)What is the first thing that the grandmother read?

Ans: a)’I’ and ‘my student’ in the above line are the ‘narrator’ and the ‘grandmother’ respectively.

b) ‘The student’ had passed the test of reading independently.

c) Flying colour refers to the extraordinary success of the grandmother to read.

d) The first thing that the grandmother read was the title ‘Kashi Yatre’ by Triveni.

Q2. Why did the grandmother think of learning to read and write at the age of sixty-two?

Ans: The weekly edition of Karmaveera had arrived. Grandmother was frantic to get updated with the
developments in the new episode of the novel ‘Kashi Yatre.’ Unfortunately, her granddaughter, who
used to read out the story to her, had not returned from a family wedding. It was a moment of
desperation, helplessness, and worthlessness that the elderly woman experienced, as she was not able to
decipher a single letter from the book. To avoid a similar situation again, she decides to learn to read and
write Kannada, at the age of sixty-two.

Q3. How had the narrator planned to surprise her grandmother? How was she herself surprised?

Ans: The narrator had planned to surprise her grandmother by gifting her ‘Kashi Yatre’ which had been
published as a novel by that time. The narrator was surprised because after giving her the gift, her
grandmother suddenly bent down and touched her feet. The narrator was surprised and taken aback.

Q4. “For learning, there is no age bar.” Explain the sentence with reference to the grandmother.

Ans: Age is no bar for learning. A strong determination, the will to work and confidence in oneself can
help one accomplish the impossible. The narrator’s grandmother didn’t get a chance to go to school as a
child. Till the age of sixty-two, the thought of acquiring literacy did seem necessary to her. A small
incident however, changed her life completely. Her inability to read an episode of ‘Kashi Yatre’ on her
own, hurt her so much that she resolved to become ‘independent,’ and decided to learn to read and write
the Kannada language. Initially, the narrator made fun of her intentions, and tried to dissuade her. Her
grandmother stuck to her resolve and said that there is no age bar for learning. She asked her
granddaughter to be her teacher. The old lady’s firm determination, willpower and hard work soon bore
fruit. She could accomplish the task by the deadline she had set for herself.

Q5. Describe the character of the grandmother.

Ans: The grandmother was a very cheerful woman and totally involved in bringing up her children and
grandchildren. Though she had not been educated herself, she knew the value of education and made
sure that all her children were well-educated. She was also very determined. This characteristic was
revealed when she wanted to learn how to read and write. She did not feel embarrassed to approach her
granddaughter and ask her to teach her.

She was very hardworking as we see that she worked very hard to learn how to read and write, within
the deadline that she had set for herself. We also see that she was not self-conscious and did not feel any
embarrassment in touching her granddaughter’s feet as she had assumed the role of her teacher. She was
very wise and understood the value of education and independence, thus she said, ‘We are well off, but
what use is money when I cannot be independent.”

Note: The following questions must be done in the fair literature notebook:

Homework:
1.Analyse the agony experienced by the elderly lady, when her desire to catch up with the latest episode
was hampered because of being illiterate.

2.The happiness of the orphan girl is more important than worshipping Lord Vishweshwara at Kashi.
Write a paragraph on the thought behind this statement.

3. Grandmother comes across a post online. ‘Don’t let age be a concern. Live your dream! As
grandmother, write a short paragraph expressing your heartfelt emotion on your achievement.

ENGLISH LANGUAGE TERM I -ASSIGNMENT-1

INFORMAL LETTER

INFORMAL LETTER
FORMAT
Informal letters are social or friendly letters, usually written to people we know personally. These letters
are written in a conversational or friendly tone.

1.Sender’s Address

2.Date (4 April 2023)

3.Salutation

4.Content/Body

5.Subscription (Yours lovingly/ affectionately)

6.Sender’s name

SAMPLE LETTER: Amit/ Anita from Hyderabad has got admission in a college at Bengaluru. He/
She has to share his/her room with another boy/girl. When he/she arrives at the hostel, he/she learns
that his/her roommate has gone home for a few days. Based on his/ her observation of his/her room,
Amit/Anita writes a letter to his/her friend, Sumit/ Sumita about his/her new roommate. Write a letter
within 120 words expressing Amit/ Anita’s reaction.
Banerghatta Road
Bengaluru

4 May 2023

Dear Sumit

Hope you are in good health and enjoying your studies. You may be aware that I got admission in a
college in Bengaluru. I have just shifted to my new hostel. I have to share this room with one of my
batch mates. It will be a great opportunity for me to learn new things and make friends. Unfortunately, I
am unable to meet my new room mate as he has gone to his home town for a few days.

While looking at his belongings, I made some interesting observations about him. The way things are
strewn all over the place, he seems to be a man in a hurry. But the way his books are kept on the table,
he seems to be a studious boy. There is a racket and a ball, that explains an inclination to outdoor
games. His stylish photo on the wall and a cartoon on a file towel forces me to think that he is really a
funny boy. I hope I will have great time sharing the room with him. Once he comes back, I will write
more about him and my interactions with him.

Convey my regards to uncle and aunt.

Yours truly
Amit/ Anita

Classwork: You are Shivani/ Shivam. Write a letter to your sister about the Vasantotsav Celebration
of your school held last month, in about 120 words.
Homework: You are Harshita/ Harsh, living in Pune. You have received a letter from a friend who
has asked you to describe the picnic you have recently enjoyed in the company of your friends and
teachers. Write a letter in reply in about 120 words. (To be practiced in rough notebook)
Note: The above format, sample letter and class work must be done in the fair language
notebook.

INTEGRATED GRAMMAR EXERCISES (Class work to be done in C.W. Notebook)

1. Complete the following passage by choosing the correct option.
The process of ageing(i)___________________ with conception in the mother’s womb. When we (ii)
_____________________ young, we (iii) _____________________ recognize that there will come a
time when our limbs (iv) ________________________ weak, our eyesight less keen and our body unable
to function as smoothly as before. Unfortunately, off late, we (v) __________________________ able to
recognize the concept of respecting, caring, and helping the older generation in a systematic way.
Although we (vi)________________________ recognizing the needs of the young, we have blissfully
(vii) _________________________ to ignore them and have left to fend for themselves.
(i) (a) start (b) starts (c) starting
(ii) (a) is (b) am (c) are
(iii) (a) didn’t (b) don’t (c) doesn’t
(iv) (a) will grow (b) shall grow (c) is going to grow
(v) (a) don’t (b) wasn’t (c) aren’t
(vi) (a) have started (b) start (c) will start
(vii) (vii) choose (b) chosen (c) had chosen

2. There is an error in each line of the passage given below. Write the incorrect word and the correction
in the space provided.
Error Correction
The moon was came up in the east behind me came coming
and stars was shining in the (a) ____________ _______________
clear sky above me.
There isn’t a cloud in the sky. (b)____________ ________________
I am happy to be alone high up above (c)____________ ________________
the sleeping countryside.
I was flown my old Dakota aeroplane over (d)____________ _________________
France back to England.
I am dreaming of my holiday (e)____________ _________________
and looking
forward to being with my family. I look at my (f)____________ __________________
watch- one thirty in the morning.
As I looking down past (g)____________ ____________________
the nose of the aeroplane, I see the lights of a (h)_____________ ____________________
big city in front of me.

PRACTICE QUESTIONS (UIEO 2021) (to be done in rough N.B.)

Q. Select correct options to fill corresponding blanks.
Birds are the only creatures with feathers. Their feathers are very light. Feathers allow a bird to fly and
keep P by keeping rain and snow away from the skin. They can be as Q as a rainbow or make a bird R
in perfectly with its surroundings. Every feather on a bird’s body is controlled by a set of tiny muscles,
which S the bird to raise or lower them. Most of the birds T their feathers every year, a few at a time, in
a process called molting. Ducks and geese lose all their feathers at once, U they are unable to fly until
the new ones grow.
P can be replaced by : (A) warm (B) protected (C) dry (D) safe
Q can be replaced by : (A) beautiful (B) colourful (C) bright (D) attractive
R can be replaced by : (A) hide (B) camouflage (C) blend (D) suite
S can be replaced by : (A) moved (B) allows (C) permit (D) cause
T can be replaced by : (A) change (B) remove (C) exchange (D) replace
U can be replaced by : (A) so (B) because (C) but (D) since

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 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS – IX (2023-24)
HINDI LITERATURE TERM-I, ASSIGNMENT- 1
TOPIC – DUKH KA ADHIKAR

पाठ – दुख का ऄधधकर

रचनाकार – यशपाल

हिंदी के जाने-माने किंानीकार यशपाल मुख्यतः मध्यमवगीय जीवन के कलाकार िंैं। आन्िंोंने मध्यम वगग की धवसंगधतयों,

कमजोररयों, धवरोधाभासों, रूढ़ियों अढद पर करारा व्यंग ढकया िंै। गरीबों के प्रधत ऄमानवीय व्यविंार को धचधित करने में
यशपाल की लेखनी धसद्धिंस्त िंै।

'दुख का ऄधधकार' एक व्यंग्य पूणग किंानी िंै धजसमें लेखक ने आस बात पर दुख व्यक्त ढकया िंै ढक लोग गरीबों के दुख को

निंीं समझते िंैं। यिं किंानी देश में फै ले ऄंधधवश्वास और धनी लोगों के ऄमानवीय व्यविंार, गरीबों की मजबूरी आत्याढद को
ईजागर करती िंै। दुख सभी को तोड़ देता िंै। दुख के सामने सभी ऄवश िंो जाते िंैं परंतु कु छ ऐसे ऄभागे लोग भी िंैं धजन्िंें
न तो दुख मनाने का ऄधधकार िंै और ना िंी ऄवकाश। कोइ भी आनकी धववशता को निंीं समझता। लोग ईनके घाव पर
नमक धछड़क कर ईनकी मन की पीड़ा को और ऄधधक ब़िा देते िंैं।

1. प्रधतमान ईत्तर वाले प्रश्न ईत्तर के साथ (Model Questions With Answer)

1. 'िंमारी पोशाक कभी - कभी िंमें झुकने निंीं देती िंै।' कथन की साथगकता प्रमाधणत करते हुए बताआए ढक पोशाक िंमें

क्यों झुकने निंीं देती िंै?

* पोशाके िंमारी हजदगी में ऄिंम भूधमका धनभाती िंैं। ये िंमें धवधभन्न श्रेधणयों में बााँटती िंैं, ऄथागत ये िंमारी सामाधजक और
अर्थथक धस्थधत की पररचायक िंोती िंैं। पोशाक मनुष्य को समाज में ईसका दजाग और ऄधधकार ढदलाती िंै। पोशाक मनुष्य
के धलए ऄनेक बंद दरवाजे खोल देती िंैं।
यिं पोशाक िंी िंै जो िंमें समाज के धनचले वगग की परे शाधनयों को समझने के धलए झुकने निंीं देती। धजस प्रकार वायु की
लिंरें कटी हुइ पतंग को ऄचानक भूधम पर धगरने निंीं देती ईसी तरिं खास पररधस्थधतयों में िंमारी पोशाक िंमें झुकने से
रोके रिंती िंै।

2. 'भगवाना की मााँ समाज में व्याप्त ऄंधधवश्वासों का धशकार बनी ।' क्या अप आस कथन से सिंमत िंैं ? समझा कर ईत्तर
धलधखए।
* व्यधक्त के धवकास में धशक्षा का बहुत बड़ा िंाथ िंोता िंै। धशक्षाधविंीन व्यधक्त समाज की दढकयानूसी रूढ़ियों और
ऄंधधवश्वासों में जकड़ा रिंता िंै। भगवाना की मााँ ऄनप़ि गाँवार थी। जैसे िंी बुढ़िया मााँ को पता चला ढक भगवाना को सााँप
ने काटा िंै, विं बावली िंोकर ओझा को बुला लाइ। झाड़-फूाँ क करवाया और नाग देवता की पूजा करवाइ। घर में जो कु छ

अटा-दाल था दान -दधक्षणा में चला गया। आसके स्थान पर यढद बुढ़िया भगवाना को ऄस्पताल ले जाती या ढकसी डॉक्टर
के पास ले जाती तो कदाधचत सााँप का जिंर धनकाल देने तथा समय पर ईधचत आलाज धमलने से भगवाना की जान बच
सकती थी परं तु ऄज्ञानता और धन की कमी के कारण गरीब लोग ऄंधधवश्वासों में जकड़े रिंते िंैं और जीवन गाँवा बैठते िंैं।
भगवाना की मृत्यु के बाद ईसके दािं संस्कार में सामाधजक रीधत-ररवाजों को पूणग करने में बुढ़िया के पास बचे रुपए - पैसे

और जेवर तक धबक गए। लेखक द्वारा व्यंग्यपूणग यिं किंा जाना ढक 'हजदा व्यधक्त नंगा भी रिं सकता िंै परं तु मुदे को नंगा

कै से धवदा ढकया जाए' सामाधजक ऄंधधवश्वासों को दशागता िंै। क्या हुअ यढद मृत व्यधक्त को पुराने कपड़े से ढक कर िंी धवदा
ढकया जाए।
ऄत: िंााँ , यिं कथन किंानी के संदभग में पूरी तरिं से साथगक प्रतीत िंोता िंै।

2. ऄभ्यास के धलए प्रश्न (Questions For Practice)

1. बुढ़िया की ईस धववशता का ईल्लेख कीधजए धजसके कारण ईसे सूतक में भी खरबूजे बेचने अना पड़ा?

2. बुढ़िया के दुःख को देखकर लेखक को ऄपने पड़ोस की संभ्ांत मधिंला की याद क्यों अइ?

3. अज ऄच्छी पोशाक की अवश्यकता एवं मिंत्त्व क्यों ब़ि गया िंै? पोशाक िंमारे धलए कब बंधन और ऄड़चन बन जाती
िंै?
4. ढदए गए प्रश्नों के ईधचत धवकल्प का चयन कीधजए-

क) लेखक ढकसके रोने का कारण निंीं जान सका ?

ऄ. बच्चे के ब. बुढ़िया के
स. दुकान वाले के द. आनमें से कोइ निंीं

ख) बुढ़िया के दुःख को देख कर लेखक को ढकसकी याद अइ ?

ऄ. ऄपनी मााँ की ब.गााँव की
स. संभ्ांत मधिंला की द. बच्चों की

ग) समाज में मनुष्यों का ऄधधकार और ईसका दजाग कै से सुधनधित िंोता िंै ?

ऄ. रिंन-सिंन से ब. खान-पान से
स. पोशाक से द. क, ख दोनों

घ) खरबूजे बेचने वाली बुढ़िया के बेटे का क्या नाम था ?

ऄ. भगवाना ब. भगावना
स. भागवाना द. भागवन
3. पाठाधाररत व्याकरधणक प्रश्न (Text Based Grammar Questions)

1. ढदए गए शब्दों में से ऄनुस्वार और ऄनुनाधसक वाले शब्दों को छााँटकर ऄलग-ऄलग धलधखए-

शंका, मुाँिं, ईंट, में, संरचना, संशय, ऄाँधेरा, मैं, ईाँ गली, पतंग, नंगा

2. धनम्नधलधखत शब्द-समूिंों का ऄपने वाक्यों में प्रयोग कीधजए-

पास-पड़ोस, मुाँिं-ऄाँधेरे, पुि-धवयोधगनी, पत्थर-ढदल, धमग-इमान

3. ऄनुस्वार युक्त जो शब्द सिंी िंै, ईस धवकल्प को चुधनए-

ऄ. चंचल ब.घुाँघट स. कुं वारा द. सााँप

4. धजस शब्द में ऄनुनाधसक का सिंी प्रयोग हुअ िंै, ईस धवकल्प का चुनाव कीधजए -
ऄ. िंंसमुख ब. अाँगन स. गांव द. काँ गाल

5. ‘धुधला’ शब्द में ईधचत स्थान पर ऄनुनाधसक धचह्न का प्रयोग ढकस धवकल्प में हुअ िंै –
ऄ. धुधलााँ ब. धुधाँला स. धुाँधला द. धुाँधलााँ

__________________________________________________________________________

‘जो तकलीफ़ अप खुद निंीं बदागश्त कर सकते विं ढकसी दूसरे को भी मत दें।’
 DELHI PUBLIC SCHOOL, DURGAPUR
ASSIGNMENT-I, (2023-24)
CLASS- IX
SUBJECT:- SANSKRIT 2ND LANGUAGE
_____________________________________________________________________________

व्याकरण खण्डम ् (GRAMMAR PORTION)

वणणमाला

परिभाषा – वर्णौं के समूह को वर्णणमाला कहते हैं ।

वणण पररचयः

परिभाषा – वर्णण उस मूल ध्वनि को कहते हैं जििके खण्ड व टुकड़े ि हो सके ।

वणण के प्रकार

संस्कृत व्याकिर्ण के अिुसाि वर्णण के तीि भेद होते हैं ।

* स्वि वर्णण
* व्यञ्िि वर्णण
* अयोगवाह
स्वर वणण – परिभाषा - स्वि वर्णण स्वतंत्र वर्णण हैं जििके उच्चािर्ण में ककसी दस
ू िे (अन्य) वर्णण की सहायता
िही ली िाती है ।

स्वर-वणण के प्रकार

संस्कृत व्याकिर्ण के अिुसाि स्वि-वर्णण के तीि भेद होते हैं ।

* ह्रस्व स्वि -
* दीर्ण स्वि
* संयुक्त स्वि / ममश्रित स्वि

Page 1 of 6
व्यञ्जन वणण -पररभाषा -जजसके उच्चारण में स्वर वणण की सहायता ली जाती है उसे व्यञ्जन -वणण कहते हैं ।
व्यञ्जन वणण के प्रकार
संस्कृत व्याकिर्ण के अिस
ु ाि व्यञ्िि वर्णण के चाि भेद होते हैं ।

* स्पर्ण -व्यञ्िि
* अन्तःस्थ व्यञि
* उष्म -व्यञ्िि
* संयुक्त -व्यञ्िि / ममश्रित- व्यञ्िि

* स्पर्ण -व्यञ्जन -(25)

क-वगण – क , ख , ग , र् , ङ
च–वगण – च , छ , ि , झ , ञ
ट-वगण – ट , ठ , ड , ढ़ , र्ण
त-वगण – त , थ , द , ध , ि
पा-वगण – प , फ , ब , भ, म
* अन्तःस्थ व्यञन – (04)
[ य, ि, ल, व]

* उष्म -व्यञ्िि – (04)

[ र्, ष, स, ह]
* संयक्
ु त -व्यञ्िि / ममश्रित- व्यञ्िि (04)

क् +ष ्+अ = क्ष । त ्+ि्+अ = त्र । ि ्+ञ ्+अ = ज्ञ । र् ्+ि्+अ =ि

Page 2 of 6
1.अधोललखखतम ् अनच्
ु छे दं पठित्वा प्रदत्तप्रश्नानाम ् उत्तराखण ललखत –
एकदा िदयाः तटे जस्थतः एकः पक्षी िलं पपबनत स्म । तस्यां िदयां एकः काष्ठ खण्डः वहनत स्म । तजस्मि ्
काष्ठ -खण्डे एकः पपपीलकः आसीत ्।सः खगः अश्रचन्तयत ् –एषः पपपीलकः िदयाः वीश्रचमभः यदद िले पनतष्यनत
तदहण पञ्चत्वं प्राप्सस्यनत । दयायुक्तः खगः काष्ठ खण्डं चञ्च्वे धत्ृ वा भूमौ अस्थापयत ् । प्रसन्िः पपपीलकः िक्षकं
प्रनत स्वकृतज्ञतां प्रादर्णयत ् । कनतपय कालान्तिं सः खगः एकस्य वक्ष
ृ स्य उपरि उपपवष्टः आसीत ् । वक्ष
ृ स्य
अधः जस्थतः पपपीलकः एकं व्याधम ् अपश्यत ् । सः स्वाथी व्याधः तं खगं हन्तुं तत्पिः कृतज्ञतः । पपपीलकः
खगस्य प्रार्ण िक्षाथणम ् अश्रचन्तयत ् । सपदद पपपीलकः व्याधस्य पादम ् आरूह्य तम ् अदर्त ् । पीडया व्याधः
लक्ष्यभेदिे असमथणः िातः खगः च तं दृष््वा उदपतत ् ।

I.एकपदे न उत्तरत -
(क) खगः काष्ठ-खण्डं कुत्र अस्थापयत ् ? भूमौ
(ख) काष्ठ -खण्डे कः आसीत ्? एकः पपपीलकः

II.पण
ू व
ण ाक्येन उत्तरत -
(क) खगः अश्रचन्तयत ् यत ् - एषः पपपीलकः िदयाः वीश्रचमभः यदद िले पनतष्यनत तदहण पञ्चत्वं प्राप्सस्यनत ।
(ख) स्वाथी व्याधः तं खगं हन्तंु तत्पिः कृतज्ञतः ।

III.भाषषक -कायणम ्
(क) ‘दृष््वा’ इनत पदे कः प्रत्ययः? क्त्वा
(ख) ‘हन्तुम’् इनत पदे कः प्रत्ययः? तुमुि ्

IV.अनच्
ु छे दस्य कृते समचु चतं र्ीषणकं ललखत ।
दयायक्
ु तः खगः

Page 3 of 6
अधोमलखखतं गदयांर्ं पदठत्वा तत ् आधारित प्रश्िािाम ् उत्तिाखर्ण निदे र्ािस
ु ािं मलखत –

अजस्त उज्िनयन्याम ् माधवः िाम पवप्रः । एकदा तस्य भायाण स्व बाला अपत्यस्य िक्षाथं तम ् अवस्थाप्सय स्िातुं
गता । अथ ब्राह्मर्णः िाज्ञा िादधाथं निमजन्त्रतः । ब्राहमर्णः सहि दारिद्रयात ् अश्रचन्तयत ् – यदद अहं सत्विं ि
गच्छामम तदा अन्यः कजश्चत ् िादधाथं वत
ृ ः भवेत ् ।

I. एकपदे ि उत्तित –

(i) पवप्रस्य िाम ककम ् आसीत ् ?

(ii) स्िातुं का गता ?

II.पूर्णव
ण ाक्येि उत्तित –

(i) ब्राहमर्णः सहि दारिद्रयात ् ककम ् अश्रचन्तयत ् ?

(ii) केि ककमथं च निममजन्त्रतः ?

III. भापषक-कायणम ्

(i) ‘ र्ीघ्रम ् ’ इनत अथे गदयांर्े कः र्ब्दः प्रयक्

ु तः ?

(क) सत्विम ् (ख) स्िातुम ् (ग) वत्त

ृ ः (र्) तम ्

उत्तिाखर्ण –
I. एकपदे ि उत्तित –
(i) माधवः
(ii) पवप्रस्य भायाण
II. पर्ण
ू व ण ाक्येि उत्तित –
(i) ब्राहमर्णः सहि दारिद्रयात ् अश्रचन्तयत ् – यदद अहं सत्विं ि गच्छामम तदा अन्यः कजश्चत ् िादधाथं वत
ृ ः
भवेत ् ।
(ii) अथ ब्राह्मर्णः िाज्ञा िादधाथं निमजन्त्रतः ।
III. भापषक-कायणम ्
(i) ‘ र्ीघ्रम ् ’ इनत अथे गदयांर्े कः र्ब्दः प्रयुक्तः ?
(क) सत्वरम ् (ख) स्िातुम ् (ग) वत्त
ृ ः (र्) तम ्

Page 4 of 6
 अधोमलखखतं गदयांर्ं पदठत्वा तत ् आधारित प्रश्िािाम ् उत्तिाखर्ण निदे र्ािुसािं मलखत –

ककन्तु बालस्य अत्र िक्षकः िाजस्त । तत ् ककं किोमम ? भवतु श्रचिकालपामलतम ् इमं पुत्रनिपवणर्ेषं िकुलं

बालिक्षायां व्यवस्थाप्सय गच्छामम तथा कृत्वा गतः ।ततस्तेि िकुलेि बालसमीपम ् उपसपणि ् कृष्र्णसपणः दृष्टः।
सः तं व्यापादय खण्डर्ः कृतवाि ् ।

I. एकपदे ि उत्तित –

(i) कस्य िक्षकः ि अजस्त ?

(ii) िकुलेि कः दृष्टः ?

II.पर्ण
ू व ण ाक्येि उत्तित –

(i) ब्राहमर्णः बालिक्षायां कं व्यवस्थाप्सय गच्छनत ?

III. भापषक-कायणम ्

(i) ‘ पुत्रनिपवणर्ेषं िकुलं ’ अत्र पवर्ेषर्णपदं ककम ् ?

(क) िकुलं (ख) पुत्रनिपवणर्ेषं (ग) वत्त

ृ ः (र्) तम ्

उत्तिाखर्ण –
I. एकपदे ि उत्तित –
(i) बालस्य
(ii) कृष्र्ण सपणः
II. पूर्णव
ण ाक्येि उत्तित –
(i) ब्राहमर्णः बालिक्षायां िकुलं व्यवस्थाप्सय गच्छनत ।

III. भापषक-कायणम ्
(i) ‘ पुत्रनिपवणर्ेषं िकुलं ’ अत्र पवर्ेषर्णपदं ककम ् ?

(क) िकुलं (ख) पुत्रननषवणर्ेषं (ग) वत्त

ृ ः (र्) तम ्

Page 5 of 6
अधोललखखत वाक्येषु रे खांककत पदानन आचित्य प्रश्नननमाणणं कुरुत –

(क) माधवः उज्जनयन्याम ् अवसत ् ।

(ख) ब्राह्मर्णी मर्र्ोः िक्षाथं ब्राह्मणं नियोज्य स्िातुं गता ।
(ग) ब्राह्मर्णः दाररद्रयात ् अश्रचन्तयत ् ।
(र्) िकुलः समीपम ् आगच्छन्तं कृष्णसपणम ् अमाियत ् ।
(ङ) िकुलस्य मुखं पादाः च रक्तेन पवमलप्सताः ।
आदािस्य प्रदािस्य कतणव्यस्य च कमणर्णः ।
क्षक्षप्रम ् अकियमार्णस्य कालः पपबनत तद्रसम ् ॥
अन्वयः - कालः -----------(i) अकियमार्णस्य---------(ii) -------------प्रदािस्य

--------------- (iii) च कमणर्णः --------------(iv) िसम ् -------(v)

मञ्िूषा – [ तत ् , आदािस्य , क्षक्षप्रम ् , पपबनत , कतणव्यस्य ]

अधोमलखखतं श्लोकं पदठत्वा आधारित प्रश्िािां उत्तिाखर्ण मलखत ।

पश्रृ थव्यां त्रीखर्ण ित्िानि िलमन्िं सुभापषतम ् ।

मूढैः पाषार्णखण्डेषु ित्िसंज्ञा पवधीयते ॥
I. एकपदे ि उत्तित –
(i) पश्रृ थव्यां कनत ित्िानि सजन्त ?
(ii) पाषार्णखण्डेषु कैः संज्ञा पवधीयते ?
II. पूर्णव
ण ाक्येि उत्तित –
(i) पश्रृ थव्यां कानि ित्िानि सजन्त ?
III. भापषक-कायणम ्
(i) ‘त्रीखर्ण ित्िानि ’ अियोः पदयोः पवर्ेषर्णपदं ककम ् ?
(क) ित्िानि (ख) त्रीखर्ण (ग) त्रत्र (र्) ित्ि
गौिवं प्राप्सयते दािात ् ि तु पवत्तस्य सञ्चयात ् ।
जस्थनतः उच्चैः पयोदािां पयोधीिामधः जस्थनतः ॥
I. एकपदे ि उत्तित –
(i) कस्य सञ्चयात ् गौिवं ि प्राप्सयते ?
(ii) केषां जस्थनतः उच्चैः भवनत ?
II. पर्ण
ू व ण ाक्येि उत्तित –
(i) गौिवं कथं प्राप्सयते ?
III. भापषक-कायणम ्
(i) ‘धिस्य ’ कः पयाणय पदः श्लोके प्रयुक्तम ् ?
(क) पवत्तस्य (ख) पयोधीिाम ् (ग) उच्चैः (र्) बलस्य

Page 6 of 6
 DELHI PUBLIC SCHOOL, DURGAPUR
BENGALI STUDY MATERIAL
CLASS –9
1st ASSIGNMENT

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(i) ü¡j£ ¢h­hL¡e¾c ¢hnÄ¡p Ll­ae ­k ¢jp ­e¡­h­ml j­dÉ HLSe fËL«a ¢pwq£l …Z¡hm£ haÑj¡e
(ii) ü¡j£ ¢h­hL¡e¾c ¢hnÄ¡p Ll­ae ­k ¢jp ­e¡­hm i¡lah¡p£l ­ph¡u hËa£ q­u­Re
(iii) ü¡j£ ¢h­hL¡e¾c ¢hnÄ¡p Ll­ae ­k ¢jp ­e¡­h­ml i¡l­al L¡­S i¢hoÉa B­R
(iv) ü¡j£ ¢h­hL¡e¾c ¢hnÄ¡p Ll­ae ­k ¢jp ­e¡­hm a¡yl L¡­S pgm q­he
2. ‘Bj¡­L BjlZ ­a¡j¡l f¡­n f¡­hz’- HLb¡ hm¡l L¡lZ ?
(i) CE­l¡f£u S£h­el p¤¤M-ü¡µR¾c aÉ¡N L­l i¡l­al Eæ¢ap¡d­el L¡­S ¢jp ­e¡­hm pgm q­he
(ii) i¡l­al Eæ¢ap¡d­el L¡­S e¡e¡ h¡d¡-¢hOÀ H­m ü¡j£¢S ¢jp ­e¡­hm­L p¡q¡kÉ Ll­he
(iii) i¡l­al Eæ¢ap¡d­e ¢jp ­e¡­hm pgm h¡ hÉbÑ q­mJ ü¡j£¢S a¡y­L p¡q¡kÉ Ll­he
(iv) ¢jp ­e¡­hm ­hc¡¿¹ djÑ aÉ¡N Ll­mJ ü¡j£¢S a¡yl f¡­n b¡L­he
3. phÑc¡C ­e¡­hm­L ü¡j£¢S ü¡Na S¡e¡­me ­Le ?
(i) i¡lah­oÑl NË£×jfËd¡e Smh¡u¤ qJu¡ p­šÄJ i¡l­al Eæ¢ap¡d­el L¡­S p¡qp ­cM¡­e¡l SeÉ
BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 1 of 17
(ii) nq­ll h¡C­l p¤¤¢hd¡ e¡ ­f­mJ L¡S Ll­a l¡¢S e¡ qJu¡l SeÉ
(iii) pjÙ¹ fË¢aL¨m f¢l¢ÙÛ¢a­L E­fr¡ L­l L¡­S ­k¡N ­cJu¡l p¡qp£ j¡e¢pLa¡l SeÉ
(iv) N¡­‰u fË­c­nl j¡e¤o­L i¡­m¡h¡p¡l SeÉ
4. j¿¹hÉ : “pl¡p¢l ­a¡j¡­L ­mM¡ i¡­m¡z” - k¤¢š² : hš²¡ ­e¡­h­ml L¡kÑfËZ¡m£ S¡e­a Q¡ez
(i) j¿¹hÉ i¥m, L¡lZ ¢WL
(ii) j¿¹hÉ ¢WL, L¡lZ i¥m
(iii) j¿¹hÉ J L¡lZ c¤­V¡C ¢WL
(iv) j¿¹hÉ J L¡lZ c¤­V¡C i¥m
5. j¿¹hÉ : “a¥¢j ¢WL ­pCl©f e¡l£ k¡­L BS fË­u¡Sez” - k¤¢š² : a¡yl dje£­a fËh¡¢qa ­L¢ÒVL l­š²l
SeÉz
(i) j¿¹hÉ i¥m, L¡lZ ¢WL
(ii) j¿¹hÉ ¢WL, L¡lZ i¥m
(iii) j¿¹hÉ J L¡lZ c¤­V¡C ¢WL
(iv) j¿¹hÉ J L¡lZ c¤­V¡C i¥m
6. ­e¡­hm i¡l­al ­L¡e L¡­S cªt pwLÒf ?
(i) ­ph¡ L¡­S p¡gmÉ ­f­a
(ii) L¥pwú¡l c§l Ll­a
(iii) ph¢LR¥ Q¡r¥o ­cM­a
(iv) ­hc¡¿¹ djÑ fËQ¡l Ll­a
7. ‘phÑc¡C B…­el qmL¡ Qm­Rz’- B­m¡QÉ Aw­n ­mML i¡l­al ­L¡e A’­ml Smh¡u¤l Lb¡ h­m­Re ?
(i) f§hÑ¡’m
(ii) f¢ÕQj¡’m
(iii) c¢rZ¡’m
(iv) N¡­‰u f¢ÕQj¡’m
8. ‘a¥¢j ¢WL ­pCl©f e¡l£, k¡­L BS fË­u¡Sez’ - ¢L­pl SeÉ ­pCl©f e¡l£­L fË­u¡Se h­m hš²¡ j­e L­le ?
(i) i¡lah­oÑl p¡¢hÑL Eæ¢a p¡d­el SeÉ
(ii) i¡la£u e¡l£ pj¡­Sl ANËN¢al SeÉ
(iii) L¥pwú¡l, AØf«nÉa¡ c§l£Ll­Zl SeÉ
(iv) Ef­ll ph L¢V Ešl ¢WL
9. ‘¢L¿¹¥ a¡y­cl HMeJ ­L¡­e¡ ¢e¢cÑø L¡kÑfËZ¡m£ ­eCz’ - HM¡­e L¡kÑfËZ¡m£ hm­a ¢L ­h¡T¡­e¡ q­u­R ?
(i) ­e¡­h­ml p¡­b i¡laïjZ
(ii) ­hc¡¿¹ djÑ fËQ¡l J ¢nh ‘¡­e S£h ­ph¡l j¡dÉ­j i¡lah­oÑl Eæ¢a p¡d­el L¡­S AwnNËqZ
(iii) i¡lah­oÑl ü¡d£ea¡l k¤­Ü AwnNËqZ
(iv) Ef­ll ph L¢V Ešl ¢WL
10. j¿¹hÉ : “pl¡p¢l ­a¡j¡­L ­mM¡ i¡­m¡z” - k¤¢š² : avL¡m£e i¡lah­oÑl e¡e¡e pjpÉ¡ pÇf­LÑ Ah¢qa Ll¡­a
Q¡ez
(i) j¿¹hÉ i¥m, L¡lZ ¢WL
(ii) j¿¹hÉ ¢WL, L¡lZ i¥m
(iii) j¿¹hÉ J L¡lZ c¤­V¡C ¢WL
(iv) j¿¹hÉ J L¡lZ c¤­V¡C i¥m
BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 2 of 17
11. ¢jp j¤m¡l ­Le pgm q­he e¡ ?
(i) l¦r ­jS¡S Hhw A¢ÙÛl ¢Qša¡l SeÉ
(ii) c¤¢eu¡­L JmVf¡mV L­l ­cJu¡l rja¡ ­eC ­pSeÉ
(iii) ay¡l p­‰ j¡¢e­u Qm¡ Apñh HC L¡l­Z
(iv) Ef­ll ph L¢V Ešl ¢WL
12. ‘p­hÑ¡f¢l ­a¡j¡l dj¢e­a fËh¡¢qa.............l­š²l SeÉz’ - a¡yl dj¢e­a ­L¡eÚ lš² fËh¡¢qa ¢Rm ?
(i) i¡la£u lš²
(ii) ­L¢ÒVL lš²
(iii) CE­l¡f£u lš²
(iv) L­Lp£u¡e lš²

13. j¿¹hÉ : ‘a¡l¡ ­nÄa¡‰­cl H¢s­u Q­m Hhw a¡l¡J H­cl M¤h OªZ¡ L­lz’ - k¤¢š² : i­u Abh¡ OªZ¡uz
(i) j¿¹hÉ i¥m, k¤¢š² ¢WL
(ii) j¿¹hÉ ¢WL, k¤¢š² i¥m
(iii) j¿¹hÉ J k¤¢š² c¤­V¡C ¢WL
(iv) j¿¹hÉ J k¤¢š² c¤­V¡C i¥m
14. ¢jp j¤m¡­ll j­dÉ ­L¡b¡u pq©cu¡ J Aj¡¢uLa¡l f¢lQu f¡Ju¡ k¡u ?
(i) Apq¡u i¡lah¡p£­cl SeÉ ­ph¡ Ll¡l BL¥ma¡u
(ii) CE­l¡f J B­j¢lL¡l h奭cl clL¡­l B¢bÑL p¡q¡kÉ ¢c­a fË¢a‘¡hÜa¡u
(iii) CE­l¡f J B­j¢lL¡l h奭cl SeÉ LmL¡a¡u h¡¢s i¡s¡ ­eJu¡l j­dÉ
(iv) de£ f¢lh¡­l S­eÈJ CE­l¡f J B­j¢lL¡l p¡d¡lZ h奭cl p¡­b HLp¡­b L¡S Ll¡l j¡e¢pLa¡u
15. ‘Bj¡­L BjlZ ­a¡j¡l f¡­n f¡­hz’ - hš²¡l HLb¡ hm¡l L¡lZ ¢L?
(i) L¡lZ ­e¡­hm i¡lah­oÑl f¢l¢ÙÛ¢al Lb¡ ­i­h iu ­f­u¢R­me
(ii) ­e¡­hm i¡lah­oÑl L¡­S pgm h¡ hÉbÑ q­mJ ¢Lwh¡ ­hc¡¿¹ djÑ aÉ¡N Ll­mJ ¢h­hL¡e¾c phÑc¡ a¡y­L
pq­k¡¢Na¡l Ll­he HC BnÄ¡p ¢c­a HLb¡ h­me
(iii) i¡lah­oÑ ­L¡b¡J ¢jp ­e¡­hm CE­l¡f£u p¤¤M-ü¡µR¾cÉ f¡­he e¡ h­m HLb¡ h­m ¢R­me
(iv) Ef­ll ­L¡­e¡ L¡lZC p¢WL eu
16. ‘­nÄa¡­‰l¡ ­a¡j¡­L M¡j­Mu¡¢m j­e Ll­h Hhw fË­aÉL¢V N¢a¢h¢d p­¾c­ql ­Q¡­M ­cM­hz’ - hš²¡l Hl©f
j¿¹­hÉl L¡lZ ¢L ?
(i) ­nÄa¡‰ j¡e¤oS­el j­a ¢a¢e i¡l­a ¢e­Sl ü¡bÑ¢p¢Ül SeÉ L¡S Ll­Re
(ii) i¡l­al ja ¢f¢R­u b¡L¡ pwú¡l¡µRæ ­c­n ¢a¢e ­ph¡l L¡S ­Le Ll­he ­pV¡ h¤T­a e¡ ­f­l
(iii) ­ph¡l Bs¡­m ¢a¢e ­N¡f­e h¡¢eSÉ L­l pÇfc hª¢Ü Ll­he HC Lb¡ LÒfe¡ L­l
(iv) Ef­ll phL¢V L¡lZ paÉz
17. ­e¡­hm­L ü¡j£¢S ü¡Na S¡e¡­me ­Le ?
(i) H­c­nl NË£×jfËd¡e Smh¡u¤ qJu¡ p­šÄJ L¡S Ll­a Bp­a p¡qp ­cM¡­e¡l SeÉ
(ii) nq­ll h¡C­l p¤¤¢hd¡ e¡ ­f­mJ L¡S Ll­a l¡¢S e¡ qJu¡l SeÉ
(iii) pjÙ¹ Ap¤¤¢hd¡ J fË¢aL¨ma¡ p­šÄJ L¡­S ­k¡N ­cJu¡l p¡qp ­cM¡­e¡l SeÉ
(iv) H­c­nl j¡e¤o­L i¡­m¡h¡p¡l SeÉz

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 3 of 17

18. j¿¹hÉ : ‘pl¡p¢l ­a¡j¡­L ­mM¡ i¡­m¡z’ - k¤¢š² : hš²¡ ­e¡­h­ml L¡kÑfËZ¡m£ HLcj S¡e­ae e¡ a¡C pl¡p¢l
S¡e­a Q¡ez
(i) j¿¹hÉ i¥m, k¤¢š² ¢WLz
(ii) j¿¹hÉ ¢WL, k¤¢š² i¥mz
(iii) j¿¹hÉ J k¤¢š² c¤­V¡C ¢WLz
(iv) j¿¹hÉ J k¤¢š² c¤­V¡C i¥mz
19. ‘¢ce L­u­Ll j­dÉ a¥¢j h¤T­a f¡l­hz’ - ¢ce L­u­Ll j­dÉ ¢a¢e ¢L h¤T­a f¡l­he h­m hš²¡ j­e L­le ?
(i) ¢jp j¤m¡­ll A¢ÙÛl ¢Qša¡ Bl i¡la£u­cl fË¢a OªZ¡l ül©f
(ii) ¢jp j¤m¡l V¡L¡ ¢c­u c¤¢eu¡­L JmVf¡mV L­l ¢c­a f¡­le Bl ph¡C­L hn Ll­a f¡­le
(iii) ¢jp j¤m¡l ¢e­S­L ­eœ£ i¡­he Bl V¡L¡ ¢c­u c¤¢eu¡ JmVf¡mV Ll­a Q¡e Bl a¡l p¡­b h¢e­u Qm¡
Apñh
(iv) ¢jp j¤m¡l H­c­nl ­m¡L­L B¢bÑL p¡q¡kÉ L­l f¤ZÉ ASÑe Ll­a Q¡e

fËnÀ-Ešl
1z “¢L¿¹¥ ¢hOÀJ B­R hýz”-
Lz hš²¡ ­L ? L¡­L ¢a¢e hý ¢h­OÀl Lb¡ S¡¢e­u­Re ?
Mz ¢a¢e L£ L£ ¢h­OÀl Lb¡ h­m­Re ?
Ešl -
Lz ü¡j£ ¢h­hL¡e¾c l¢Qa "h¡Z£ J lQe¡’ NË­¿Û pçj M­™ "fœ¡hm£’ fkÑ¡­ul A¿¹NÑa ‘¢Q¢W’ NcÉ¡w­n ­b­L hš²¡
q­me üuw ü¡j£ ¢h­hL¡e¾cz ¢a¢e Bm­j¡s¡ ­b­L f¡W¡­e¡ HL¢V f­œ ¢jp ­e¡­hm­L HC Lb¡ h­m­Rez
Mz ü¡j£¢S S¡­ee i¡l­a ¢jp ­e¡­h­ml L¡­S i¢hoÉv b¡L­mJ A­eL ¢hOÀ B­Rz fl¡d£e i¡lah­oÑ c¤xM-
L¥pwú¡l, c¡paÆ, AØf«nÉa¡ fËi«¢a L£ dl­Zl fË¢ah¾dLa¡ ¢q­p­h L¡S Ll­h ­pV¡ ­e¡­hm S¡­ee e¡z HM¡­e
H­p ¢a¢e ¢e­S­L ­cM­a f¡­he AdÑ Em‰ ApwMÉ ele¡l£ ­h¢øa AhÙÛ¡uz HR¡s¡ H­c­n S¡¢a J AØf«nÉa¡
pÇf­LÑ EvLV d¡lZ¡ B­Rz a¡C Hl¡ ­nÄa¡‰­cl H¢s­u Q­mz a¡C ­e¡­hm H­c­n L¡S öl¦ Ll­m a¡l¡
p­¾c­ql ­Q¡­M ­cM­hz i¡la NË£×jfËd¡e ­cnz a¡C HM¡­e L¡S Ll­a a¡yl M¤h Lø q­hz Bl n¡pL­nË¢ZJ
a¡­L i¡­m¡ ­Q¡­M ­cM­h e¡z a¡­L M¡j­Mu¡¢m h­m i¡h­hz Hph ¢ho­u ¢a¢e p¡hd¡e L­l­Rez

2z “Bh¡l ­a¡j¡­L HLV¥ p¡hd¡e Ll¡ clL¡lz”-

Lz ­L L¡­L p¡hd¡e Ll­a ­Q­u­Re ?
Mz ay¡­L ­Le p¡hd¡e Ll­a ­Q­u¢R­me ?
Nz L£ L£ ¢ho­u p¡hd¡e Ll­a ­Q­u¢R­me ?
Ešl -
Lz ü¡j£ ¢h­hL¡e¾c l¢Qa ‘¢Q¢W’ NcÉ¡wn üuw ü¡j£ ¢h­hL¡e¾c ¢jp ­e¡­hm­L p¡hd¡e Ll­a ­Q­u¢R­mez
Mz fl¡d£e i¡la ¢Rm e¡e¡ L¥pwú¡l J Aå­aÆ BµRæz ü¡j£¢S ­Q­u¢R­me ­pC fÕQ¡cfca¡ (Ae¤æa AhÙÛ¡)
­b­L ms¡l SeÉ HLSe j¢qup£ e¡l£­Lz ¢jp ­e¡­hm ­ajeC HLSe j¢qm¡z ¢a¢e i¡l­a H­p L¡S Ll­a
Q¡Ju¡u üuw ü¡j£ ¢h­hL¡e¾c a¡y­L ¢LR¥ ¢ho­u p¡hd¡e L­l ¢R­mez
Nz ü¡j£ ¢h­hL¡e¾c Q¡C­ae ¢jp ­e¡­hm ­ke ¢jp j¤m¡l h¡ AeÉ L¡­l¡ p¡q¡kÉ R¡s¡u üuw-pÇf¨ZÑ l©­f ¢e­Sl
f¡­u c¡ys¡­a prj qez L¡lZ i¡la£u e¡l£­cl SeÉ a¡­L hý c¡¢uaÆ NËqZ Ll­a q­hz ¢jp j¤m¡l Ap¡d¡lZ
j¢qm¡, ¢L¿¹¥ a¡l d¡lZ¡ ­Lhm V¡L¡ ¢c­u fª¢bh£­L hc­m ­gm¡ k¡uz a¡l l¦r ­jS¡S Hhw A¢ÙÛl ¢Q­šl

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 4 of 17

 L¡l­Z a¡l E­ŸnÉ jqv q­mJ a¡ h¡Ù¹h¡¢ua qJu¡ pñh euz a¡C ¢h­hL¡e¾c ­pC hÉbÑa¡l pwØfÑ­n
­e¡­hm­L ­k­a ¢e­od L­l­Rez ¢a¢e j­e L­l­Re BaÈ¢eiÑln£m q­a f¡l­mC ph L¡S p¤¤ù¥i¡­h Ll¡ pñhz
pjÙ¹ fË¢aL¨m f¢l¢ÙÛ¢a b¡L¡ p­šÄJ i¡la£u pj¡­Sl ANËN¢al j­¿» a¡­L c£¢ra q­a q­h - HC fl¡jnÑ
¢c­u­Rez a¡C BaÈ¢eiÑl qJu¡l SeÉ ­e¡­hm­L j¤m¡­ll RœR¡u¡ ­b­L c§­l b¡L¡l SeÉ p¡hd¡e L­l­Rez

3z “H­c­n H­m a¥¢j ¢e­S­L AdÑ-Em‰ ApwMÉ el-e¡l£­a f¢l­h¢øa ­cM­a f¡­hz”-
Lz hš²¡ L¡­L ­Le HLb¡ h­m­Re ?
Mz HM¡­e hš²¡l ­k j¡e¢pLa¡l f¢lQu f¡J a¡ ­mMz
Ešl -

Lz h¡wm¡l je£o£­cl j­dÉ ANËNZÉ ü¡j£ ¢h­hL¡¾c l¢Qa ‘¢Q¢W’ NcÉ¡wn ­b­L ­eJu¡ q­u­Rz B­m¡QÉ Aw­nl hš²¡
üuw ¢h­hL¡e¾c HLb¡ h­m­Re i¡l­al c£e-c¢l­âl ­ph¡l SeÉ ¢e­h¢ca fË¡Z, °h¢cL d­jÑ c£¢ra qJu¡l
SeÉ BL¥m ¢h­c¢ne£ ¢jpÚ j¡NÑ¡­lV H¢mS¡­hb ­e¡­hm­Lz ­e¡­hm p¡l¡ S£he i¡l­al j¡e¤o­cl ­ph¡l SeÉ
BaÈ EvpNÑ Ll­a ­Q­u¢R­mez a¡yl i¡la pð­å d¡lZ¡ BlJ Øfø Ll­a ¢h­hL¡e¾c i¡l­al pjL¡m£e
AhÙÛ¡l hZÑe¡ ¢c­u Ef¢lEš² E¢š²¢V L­l­Rez
Mz hš²¡l HC hš²­hÉl j­dÉ pq¡e¤i¢¨ a, jja¡ J c¡¢uaÆn£ma¡l f¢lQu ¢e¢qa B­Rz ¢a¢e HC ­c­nl j¡e¤­ol
c¤l¡hÙÛ¡ ¢e­u ¢R­me EvL¢ãaz fÕQ¡cfc ­c­nl Eæ¢a ¢hd¡­e kMe ­üµR¡u ­e¡­hm H­c­n Bp­a ­Q­u­Re
aMe a¡­L HC ­c­nl ¢ho­u p­Qae Ll­a ­Q­u­Re ü¡j£¢Sz ­e¡­hm HLSe cªt­Qa¡, ­aS¢üe£ e¡l£z ¢L¿¹¥
¢a¢e ­k ­cn ­b­L H­c­n Bp­he ­p ­c­nl p¡j¡¢SL J AbÑ°e¢aL f¢lÙÛ¢a H­Lh¡­lC Bm¡c¡z p¤¤al¡w
Bj¡­cl j­a¡ ­c­nl p¡­b ­e¡­h­ml j¡¢e­u ¢e­a qua Ap¤¤¢h­d q­a f¡­l h­m ü¡j£¢S j­e L­l­Rez
H­c­nl c¡¢lâa¡, A¢nr¡l p¡­b ­e¡­h­ml f¢lQu ­eCz a¡C ¢a¢e ­e¡­hm­L HC ­c­nl fËL«a AhÙÛ¡l R¢h
a¥­m d­l­Rez a¡yl HC hš²­hÉl j­dÉ ¢c­u a¡l Ec¡la¡, ­cn­fËj, c¡¢uaÆn£ma¡l f¢lQu g¥­V J­Wz

4z “jlc ¢L h¡a, q¡¢a L¡ c¡yaz”-

Lz L¡l ­mM¡ ­L¡e lQe¡l A¿¹NÑa ?
Mz ­L¡e fËp­‰ HLb¡ hm¡ q­u­R ?
Nz B­m¡QÉ Aw­nl a¡vfkÑ ­mMz
Ešl -
Lz ü¡j£ ¢h­hL¡¾c l¢Qa ‘¢h­hL¡e­¾cl’ fœ¡hm£ NË­¿Ûl A¿¹NÑa ‘¢Q¢W’ NcÉ¡wn EÜ«a¡wn¢V ­b­L Nªq£a q­u­Rz
Mz ü¡j£ ¢h­hL¡e¾c j¡eh ­fË¢jLz L¥pwú¡l¡µRæ, ¢cn¡q£e, c¢lâ, Apq¡u i¡lah¡p£­L ¢QlL¡m B­m¡l ¢cn¡
­cM¡h¡l ­Qø¡ L­l­Re ¢a¢ez Hl©f L¢We f¢l¢ÙÛ¢a­a ¢a¢e S¡e­a f¡­le ¢jpÚ j¡NÑ¡­lV H¢mS¡­hb ­e¡­hm
i¡l­al Eæ¢al ü¡­bÑ, e¡l£ S¡¢al p¡¢hÑL ¢hL¡­nl SeÉ H­c­n Bp­Rez aMe ¢a¢e ­e¡­hm­L p¡c­l BqÄ¡e
S¡¢e­u­Re Hhw ­k ­L¡e f¢l¢ÙÛ¢a ­j¡L¡¢hm¡ Ll¡l SeÉ pq­k¡¢Na¡l BnÄ¡p ¢c­u­Rez a¡l HC fË¢a‘¡ ­L¡e
f¢l¢ÙÛ¢a­aC i‰ q­h e¡ - a¡ ­h¡T¡­aC HC fËh¡c h¡­LÉl hÉhq¡l Ll¡ q­u­Rz
Nz Bj¡­cl fË¡aÉ¢qL k¡f­el p¡­b S¢s­u b¡­L e¡e¡ fËh¡c-fËhQez HC pLm fËhQe ­l¡SL¡l A¢i‘a¡ ­b­L
j¡e¤o M¤y­S ­euz B­m¡QÉ Aw­n ü¡j£¢S M¡y¢V f¤l¦­ol üi¡h-d­jÑl f¢lQu a¥­m dl­a ­Q­u­Re fËQ¢ma HL¢V
fËh¡c­L BnËu L­lz fËQ¢ma HC fËh¡c¢Vl AbÑ M¡y¢V f¤l¦o j¡e¤­ol Lb¡ q¡¢al c¡y­al j­a¡ j§mÉh¡e J cªtz
h¡Ù¹¢hL f¢l¢ÙÛ¢a ka L¢We ­q¡L e¡ ­Le M¡y¢V j¡e¤­ol Lb¡ esQs qu e¡z ­e¡­hm­L HC Lb¡ h­m ¢a¢e
­h¡T¡­a ­Q­u­Re a¡­L ¢a¢e ­k pq­k¡¢Na¡l BnÄ¡p ¢c­u­Re a¡ ­b­L ¢a¢e LMeJ p­l k¡­he e¡z
i¡lah­oÑl j¡e¤­ol A‘a¡, L¥pwú¡l c§l L­l ¢nr¡l B­m¡u B­m¡¢La Ll¡l ­k L¢We pwLÒf ¢jpÚ ­e¡­hm
¢e­u­Re ­pL¡­S hÉbÑ q­mJ BS£he ü¡j£¢S a¡yl f¡­n b¡L­he, a¡y­L p¡q¡kÉ Ll­hez

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 5 of 17

5z “H­c­nl c¤xM, L¥pwú¡l, c¡paÆ fËi«¢a L£ dl­Zl, a¡ a¥¢j d¡lZ¡ Ll­a f¡­l¡ e¡z”
Lz L¡l ­mM¡ ­L¡e lQe¡l A¿¹NÑa ?
Mz ­L, L¡­L HLb¡ h­m­Re ?
Nz B­m¡QÉ Aw­nl a¡vfkÑ ­mMz
Ešl-
Lz ü¡j£ ¢h­hL¡¾c l¢Qa ‘¢h­hL¡e­¾cl fœ¡hm£’ NË­¿Ûl A¿¹NÑa ‘¢Q¢W’ NcÉ¡wn EÜ«a¡wn¢V ­b­L Nªq£a q­u­Rz
Mz hš²¡ q­me üuw ü¡j£ ¢h­hL¡e¾cz ¢a¢e Bm­j¡s¡ ­b­L ­fË¢la HL¢V f­œ ¢jp ­e¡­hm­L HC Lb¡ h­m­Rez
Nz ü¡j£¢S a¡yl Cw­lS iš² ØV¡¢XÑl L¡R ­b­L Ah¢qa q­u¢R­me ­k, ¢jpÚ ­e¡­hm i¡l­a H­p ¢e­S­L ­ph¡
j§mL L¡­S EvpNÑ Ll­a Q¡e, HLb¡ ‘¡a q­u ü¡j£¢S fœ j¡lgv ­e¡­hm­L i¡l­al haÑj¡e AhÙÛ¡ pÇf­LÑ
p­Qae Ll­a ­Q­u­Rez Ee¢hwn na­Ll ­nof­hÑ i¡lahoÑ fl¡d£ez aMe H­c­n Cw­lS l¡SaÆz HM¡­e
p£j¡q£e c¡¢lâ, A¢nr¡ J L¥pwú¡­l BµRæ q­u B­Rz AåL¡l ­c­n e§eÉaj ‘¡­el B­m¡ aMe AfËa¥mz
S¡a-f¡a, djÑ - h­ZÑl ­ic¡­ic j¡e¤­ol p¡­b j¡e¤­ol pqS pw­k¡­Nl fb­L Ahl¦Ü L­l ­l­M¢Rmz Bh¡l
avL¡m£e pj­u e¡l£­cl p¡j¡¢SL AhÙÛ¡ ¢Rm BlJ p‰£ez a¡­cl ü¡hmð£ qJu¡l ja ­L¡e Ef¡u ­kje
¢Rm e¡, ­aje ­pC AhÙÛ¡ ­b­L a¡­cl E­š¡lZ OV¡­e¡l ja ­L¡e A¢ii¡hL ¢Rm e¡z ­p¢cL ­b­LJ ­e¡­hm
a¡­cl ­k¡NÉ A¢ii¡¢hL¡ q­u EW­a f¡­lez ­e¡­hm ­k­qa¥ CE­l¡­fl HL¢V Eæa Ae¤L¨m f¢l­h­n b¡L­a
AiÉÙ¹, ­pC­qa¥ avL¡m£e i¡l­al p¡j¡¢SL AhÙÛ¡ H­c­nl L¥pwú¡lµRæa¡, c¡paÆ ¢ho­u C¢e H­Lh¡­lC
A‘z HC Lb¡¢V ü¡j£¢S ­e¡­hm­L fœ j¡lgv S¡¢e­u¢R­mez

6z “HLSe fËL«a ¢pwq£l fË­u¡Sez”

Lz L¡l ­mM¡ ­L¡e lQe¡l A¿¹NÑa ?
Mz hš²¡ L¡­L ­Le ¢pwq£l p¡­b a¥me¡ L­l­Re ?
Nz B­m¡QÉ E¢š²¢Vl a¡vfkÑ ­mMz
Ešl-
Lz ü¡j£ ¢h­hL¡e¾c l¢Qa ‘¢h­hL¡e­¾cl fœ¡hm£’ NË­¿Ûl A¿¹NÑa ‘¢Q¢W’ NcÉ¡wn EÜ«a¡wn¢V ­b­L Nªq£a q­u­Rz
Mz ü¡j£ ¢h­hL¡e¾c a¡yl ¢noÉ¡ ¢jp ­e¡­hm­L E­ŸnÉ L­l Bm­j¡s¡ ­b­L 29 ­n S¥m¡C, 1897 p¡­m ­fË¢la
HL¢V ¢Q¢W­a ­e¡­hm­L ¢pwq£l p­‰ Ef¢ja (a¥me¡) L­lez ¢pwq£l j­dÉ ­k p¡qp, ­n±kÑÉ Hhw ¢eiÑ£L
¢Qšhª¢š b¡­L, ­pC HLC fËL¡l Q¡¢l¢œL °h¢n­øÉl fËL¡n ü¡j£¢S ¢jp ­e¡­h­ml j­dÉ mrÉ L­l­Rez ¢jp
­e¡­h­ml j­a¡ cªt­Qa¡ e¡l£C f¡­le HC ­c­nl Apq¡u e¡l£­L BaÈn¢š²­a S¡N¢la Ll­a, ü¡hmð£ L­l
N­s a¥m­az HC L¡l­ZC ¢a¢e ¢pwq£l p­‰ a¡y­L Ef¢ja L­lez
Nz ü¡j£¢S ­c­nl pˆVL¡­m ¢eiÑ£L, ­n±kÑÉfl¡uZ j¡e¤­ol Ai¡h ­h¡d L­lez ­c­nl fl¡d£ea¡l j§m L¡lZ ­k
i¡lahoÑ£u­cl c¤hÑma¡, Aåc¡paÆ J BaÈn¢š²l Ai¡h a¡ a¡yl S¡e¡¢Rmz ­pC pju i¡lah­oÑl e¡l£L¨­ml
AhÙÛ¡e ¢Rm AaÉ¿¹ Ll¦Zz HL¢c­L ­c­nl fl¡d£ea¡l nª´Mmj¤¢š², AeÉ¢c­L e¡l£pj¡­Sl AhÙÛ¡l Eæ¢al SeÉ
ü¡j£¢S ¢jp ­e¡­h­ml j­a¡ ¢pwqq©cu e¡l£l fË­u¡eS£ua¡ Efm¢ì L­lez k¤N k¤N d­l Q­m Bp¡ L¥pwú¡l J
fÕQ¡vfc ¢Q¿¹¡ H­c­nl e¡l£­cl­L ­hy­d ­l­M¢Rmz BaÈn¢š² a¡­cl ­b­L A¿¹¢qÑa q­u¢Rmz ü¡j£¢Sl j­e
q­u¢Rm, ­e¡­hm q­me Hje e¡l£ ¢k¢e H­c­nl i¡o¡q£e e¡l£­L i¡o¡ ¢c­a f¡l­he, Bn¡q£e e¡l£l h¤­L
Bn¡ p’¡l Ll­a f¡l­hez a¡y­cl S¡N¢la Ll­a f¡l­he ea¥e EeÈ¡ce¡uz HC i¡he¡­L hÉš² Ll­a ¢N­u
ü¡j£¢S ­e¡­hm­L ­aSü£ ¢pwq£l p¡­b a¥me¡ L­l­Rez

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 6 of 17

7z “j­e q­µR, pl¡p¢l ­a¡j¡­L ­mM¡ i¡­m¡z”
Lz ­L, L¡­L HLb¡ h­m­Re ?
Mz ­L¡e fËp­‰ HLb¡ h­m­Re ?
Nz hš²¡l ­Le j­e q­u¢Rm EŸ£ø hÉ¢š²­L pl¡p¢l ­mM¡ clL¡l ?
Ešl :
Lz ü¡j£ ¢h­hL¡e¾c l¢Qa ‘¢Q¢W’ NcÉ¡w­n HLb¡ ü¡j£¢S ¢jp ­e¡­hm­L h­m­Rez
Mz ü¡j£ ¢h­hL¡e¾c fœ j¡lgv S¡e­a ­f­l¢R­me ­k ¢jp ­e¡­hm i¡l­a H­p ph¢LR¥ ¢e­Sl ­Q¡­M ­cM­a Q¡e
Hhw i¡la£u­cl SeÉ ¢a¢e ­ph¡L­jÑ T¡y¢f­u fs­a Q¡ez ü¡j£ ¢h­hL¡e­¾cl j­e q­u¢Rm pl¡p¢l a¡y­L ¢LR¥
¢ho­u AhNa Ll¡ clL¡lz HC fËp­‰ B­m¡QÉ E¢š²l Aha¡lZ¡ Ll¡ q­u­Rz
Nz ­mM­Ll j­e q­u¢Rm i¡l­al SeÉ, ¢h­noa i¡l­al e¡l£pj¡­Sl SeÉ HLSe fËL«a ¢pwq£l fË­u¡Sez a­h
H­c­n ­ph¡j§mL L¡­Sl ­r­œ ­kph h¡d¡ B­R ­p…¢m pÇf­LÑ ü¡j£¢S B­N ­b­L pl¡p¢l ¢jp ­e¡­hm­L
AhNa Ll¡­a ­Q­u¢R­mez k¡­a ¢jp ­e¡­h­ml H­cn pð­å HLV¡ üµR d¡lZ¡ b¡­Lz i¢hoÉ­a ­ke H­c­n
H­p a¡yl L¡S Ll­a Ap¤¤¢hd¡ e¡ quz H­c­n c¤xM, L¥pwú¡l, c¡paÆ p£j¡q£ez Smh¡u¤ AaÉ¿¹ NË£×jfËd¡ez
nq­ll h¡C­l CE­l¡f£u p¤¤Mü¡µR¾cÉ ¢LR¥j¡œ f¡Ju¡l Ef¡u ­eCz a¡C L¡­S e¡j¡l B­N ¢a¢e ¢jp ­e¡­hm­L
h­m­Re ¢h­noi¡­h ¢Q¿¹¡i¡he¡ Ll­az a­h HLb¡J h­m­Re ­k, ­L¡­e¡ L¡l­Z hÉbÑ q­m ¢a¢e ü¡j£¢S­L
BjlZ a¡yl f¡­n f¡­hez HL¢V ¢h­no ¢ho­u p¡hd¡e L­l ¢c­u ü¡j£¢S S¡¢e­u¢R­me ­k, ¢jp j¤m¡l h¡ AeÉ
L¡lJ L¡­R BnËu ¢e­m Qm­h e¡z HC ¢hn¡m ­c­n ­ph¡j§mL L¡­S pgm q­a ­N­m AhnÉC ¢e­Sl f¡­u
c¡ys¡­a q­h, fl¢eiÑln£m q­m Qm­h e¡z Hph Lb¡ pl¡p¢l S¡e¡­e¡V¡C ­nËu h­m ü¡j£¢S j­e L­l¢R­me
h­mC ¢a¢e pl¡p¢l hš²¡­L HLb¡ ¢m­M¢R­mez

8z "¢Q¢W' - lQe¡¢V­a ü¡j£ ¢h­hL¡e­¾cl Q¢lœ ¢h­nÔoZ Llz

Ešl :
"¢Q¢W' lQe¡¢Vl j­dÉ ¢c­u ü¡j£ ¢h­hL¡e­¾cl Q¢l­œl e¡e¡ ¢cL Bj¡­cl p¡j­e Øfø q­u J­Wz ­p…¢m qm-
1z c§lcnÑ£ : ¢jp ­e¡­hm ­k i¡l­al ¢f¢R­u fs¡ e¡l£pj¡­Sl Eæ¢a­a …l¦aÆf§ZÑ i¨¢jL¡ NËqZ Ll­a f¡l­he
a¡ ü¡j£¢S B­NC h¤­T¢R­mez a¡C ¢a¢e fœ j¡lga a¡y­L i¡l­a ü¡Na S¡¢e­u¢R­mez
2z ¢hQrZ : i¡l­a L¡S Ll­a ¢N­u Smh¡u¤, pj¡S pq i¢hoÉ­a Bl ­L¡e ­L¡e pjpÉ¡l j¤­M¡j¤¢M ­e¡­hm
q­a f¡­le, ­p ¢ho­u ü¡j£¢Sl BN¡j d¡lZ¡ Ll­a ­f­l¢R­mez a¡C ¢hQrZ j¡e¤­ol j­a¡ a¡­L B­N
­b­LC p¡hd¡e L­l ¢c­u¢R­mez
3z ­pÀqn£m J Ec¡l : ¢Q¢Wl fË¢a¢V R­œ ­e¡­h­ml fË¢a ü¡j£¢Sl ­pÀqn£m j­e¡i¡­hl f¢lQu Bjl¡ f¡Cz
i¡l­a L¡S Ll¡l pju ü¡j£¢S ­e¡­hm­L a¡yl kb¡p¡dÉ p¡q¡kÉ Ll­he h­m BnÄÙ¹ L­l­Rez HjeL£ ­hc¡¿¹
djÑ aÉ¡N Ll­mJ ¢a¢e ­e¡­hm f¡­n b¡L­he h­m­Rez k¡ a¡l Ec¡la¡­LJ fËL¡n L­lz
4z e¡l£l fË¢a nËÜ¡ : ¢ef£¢sa i¡la£u e¡l£­cl ¢nr¡ J Eæ¢al ¢ho­u ¢Q¿¹¡, ¢jp j¤m¡l­L "QjvL¡l j¢qm¡',
¢j­pp ­p¡¢iu¡l­L "e¡l£L¥­ml laÀ¢h­no' h­m pÇj¡e ­cJu¡l j­dÉ ¢c­u Bjl¡ ü¡j£ ¢h­hL¡e­¾cl e¡l£l fË¢a
fËhm nËÜ¡­h¡­dl f¢lQu f¡Cz
5z pj¡S p­Qae J ü­cn­fËj£ : L¥pwú¡­ll p­‰ p­‰ H­c­nl e¡e¡ p¡j¡¢SL hÉ¡¢d…¢ml pÇf­LÑ
pj¡Sp­Qae ü¡j£ ¢h­hL¡e¾c ­k ¢hQ¢ma ¢R­me ¢Q¢Wl e¡e¡ j¿¹­hÉ Bjl¡ a¡ ­cM­a f¡Cz HLCi¡­h
ü­cn­fËj£ ü¡j£ ¢h­hL¡e¾c Cw­lS­cl L¥n¡p­el f¡n¡f¡¢n c¤xM-c¡¢lâÉ, L¥pwú¡l, AØf«nÉa¡ ­b­L ­cnh¡p£­L
j¤¢š² ¢c­a ­Q­u¢R­mez

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 7 of 17

pw¢rç fË­nÀ¡šl x
1z ü¡j£ ¢h­hL¡e¾c ¢jp ­e¡hÚmÚ-Hl Q¢l­œ ­L¡e ­L¡e …Z¡hm£ mrÉ L­l­Re ?
Ex ¢nr¡, IL¡¢¿¹La¡, f¢hœa¡, Ap£j i¡­m¡h¡p¡, cªta¡ CaÉ¡¢c …Z¡hm£l SeÉ ¢jp ­e¡­hm ü¡j£S£l cª¢ø BLoÑZ
L­lez
2z "­a¡j¡l dje£­a fËh¡¢qa ­L¢ÒVL l­š²l SeÉ a¥¢j ¢WL ­pl©f e¡l£' "­L¢ÒVL lš²' hm­a L£ ­h¡T¡­e¡
q­u­R?
Ex ­L¢ÒVL i¡o¡­N¡¢ùl I¢aqÉju piÉa¡ pwú«¢aL d¡l¡ k¡l¡ Ešl¡¢dL¡lp§­œ hqe L­l Q­m­Re a¡­cl I¢aqÉh¡q£
d¡l¡­L "­L¢ÒVL lš²' h­mz HC I¢aqÉ hqe L­l Bu¡mÑÉ¡™, úVmÉ¡™, ¢hË­Vepq pjNË CE­l¡­fl h¡¢p¾c¡l¡z

3z i¡lah­oÑl Smh¡u¤ ­Lje ?

Ex i¡lah­oÑl Smh¡u¤ AaÉ¿¹ NË£×jfËd¡ez a¡R¡s¡ H­c­nl n£aL¡m CE­l¡­fl NË£­×jl j­a¡ Hhw c¢rZ¡’­m
phÑc¡C B…­el qmL¡ h­u k¡uz
4z "HLSe fËL«a ¢pwq£l fË­u¡Se'- "fËL«a ¢pwq£' hm­a ¢L ­h¡T¡­e¡ q­u­R ?
Ex ­cn­fË¢jL ü¡j£ ¢h­hL¡e¾c fl¡d£e i¡lah­oÑl e¡l£ pj¡­Sl Eæ¢al SeÉ Hje HLSe L¡™¡¢l­L ­Q­u­Re
¢k¢e HL¡d¡­l fl¡œ²jn¡m£ Hhw pq¡e¤i¨¢an£mz ¢jp ­e¡hÚmÚ-Hl ¢nr¡, IL¡¢¿¹La¡, f¢hœa¡, Ap£j i¡­m¡h¡p¡,
cªta¡ Hhw ­pCp­‰ ay¡l dje£­a fËh¡¢qa ­L¢ÒVL l­š²l SeÉ ü¡j£S£ ay¡­L Efk¤š² "fËL«a ¢pwq£' h­m
E­õM L­l­Rez
5z "¢j­pp ­p¢iu¡l e¡l£L¥­ml laÀ¢h­no'- H Lb¡ hm¡l L¡lZ L£ ?
Ex ¢j­pp ­p¢iu¡l ü¡j£S£l S°eL¡ ¢h­c¢n ¢noÉ¡ ¢k¢e ­hc¡¿¹ fËQ¡­ll L¡­S ANËZ£ i¨¢jL¡ ¢e­u¢R­mez l¡jL«o·
pw­O ¢a¢e j¡c¡l e¡­j f¢l¢Qa ¢R­mez ¢a¢e ¢R­me ­pÀqju£ e¡l£z ¢a¢e ab¡L¢ba ­nÄa¡‰­cl j­a¡
i¡lah¡p£­L OªZ¡ L­le¢e, h¡ a¡­cl Jfl j¤l¦¢îu¡e¡J ­cM¡e¢ez a¡C ü¡j£S£l j­a ¢a¢e q­me "e¡l£L¥­ml
laÀ¢h­noz'
6z "Bj¡l fl¡jnÑ HC ­k'- fl¡jnÑ¢V L£ ?
Ex ü¡j£ ¢h­hL¡e­¾cl "¢Q¢W'-­a ¢jp ­e¡hÚmÚ­L E­ŸnÉ L­l fl¡jnÑ¢V qm ¢jp jÉ¡Lm¡EX J ¢j­pp h¤­ml p­‰
¢jp ­e¡hmÚ-Hl i¡l­a Bp¡z HL¡ HL¡ B­j¢lL¡ ­b­L i¡l­a Bp¡l ­r­œ ¢jp ­e¡hÚ­ml HL­O­u¢j m¡N­a
f¡­lz a¡C ¢h­hL¡e¾c ¢jp ­e¡hm­L fl¡jnÑ ¢c­u­Re AeÉ c¤C ¢noÉ¡ ¢jp jÉ¡Lm¡EX J ¢j­pp h¤­ml p‰£
¢q­p­h ­k¡N ¢c­m ay¡l f­bl HL­O­u¢j c§l q­hz
7z ¢jp ­e¡­hm­L i¡lah­oÑl ¢hOÀ pÇf­LÑ p­Qae Ll¡l fË­u¡Se ¢Rm ­Le ?
E :- ¢jØV¡l ØV¡¢XÑl ¢Q¢W f­s kMe ü¡j£S£ S¡e­a f¡­le ­k, ¢jp ­e¡­hm i¡l­a H­p L¡S Ll­a Q¡e, aMe
i¡l­al AeNËpl pj¡ShÉhÙÛ¡, CE­l¡­fl p¡­b i¡l­al Smh¡u¤l a¡lajÉ, i¡l­a hph¡pL¡l£ ­nÄa¡‰­cl
cª¢øi‰£, CE­l¡­fl j­a¡ p¤¤Mü¡µR­¾cl Ai¡h CaÉ¡¢c h¡d¡ pÇf­LÑ p­Qae Ll¡l fË­u¡Se h­m j­e L­l¢R­me
Hhw HL¢V üµR d¡lZ¡ ¢c­a ­Q­u¢R­mez L¡Lz, k¡­a i¡lahoÑ pÇf­LÑ ¢jp ­e¡­h­ml ­L¡­e¡ ï¡¿¹ d¡lZ¡ pª¢ø
e¡ qu Hhw ¢a¢e ­ke j¡e¢pL fËÙ¹¥¢a ¢e­uC i¡l­a B­pez
8z ¢jp ­e¡­hm­L ü¡j£¢S ¢jp j¤m¡­ll frf¤­V BnËu ¢e­a h¡lZ L­l¢R­me ­Le ?
E :- ¢jp j¤m¡l HLSe QjvL¡l j¢qm¡z ¢L¿¤¹ c¤iÑ¡NÉœ²­j ­R­m­hm¡ ­b­LC ay¡l j¡b¡u t¥­L­R ­k, ¢a¢e BSeÈ
­eœ£ Hhw c¤¢eu¡­L JmVf¡mV L­l ¢c­a V¡L¡ R¡s¡ AeÉ ¢LR¥l fË­u¡Se ­eCz ay¡l HC j­e¡i¡h A‘¡ap¡­l
h¡lh¡l j¡b¡ ­a¡m¡l g­m ay¡l p­‰ j¡¢e­u Qm¡ ¢jp ­e¡­h­ml f­r fË¡u Apñhz l¦r ­jS¡S, A¢ÙÛl¢Qš J
jW¡dÉr¡p¤¤mi j­e¡i¡h pÇfæ hÉ¢š²­cl H¢s­u Qm¡C i¡­m¡z a¡R¡s¡ k¡l¡ ¢e­Sl f¡­u cy¡s¡­a f¡­l a¡­clC
L¡S p¤¤ùi
¤ ¡­h pÇfæ quz a¡C ü¡j£¢S ¢jp ­e¡­hm­L ¢jp j¤m¡­ll frf¤­V BnËu ¢e­a h¡lZ L­l¢R­mez

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 8 of 17

9z ¢jØV¡l ØV¡¢XÑl ¢Q¢W f­s ü¡j£S£l ¢L j­e q­u¢Rm ?
E :- ¢jØV¡l ØV¡¢XÑ q­me ü¡j£ ¢h­hL¡e­¾cl HLSe Cw­lS iš²z i¡l­a b¡L¡L¡m£e ¢a¢e Bm­j¡s¡u afpÉ¡
L­lez ¢jØV¡l ØV¡¢XÑl m™­el L¡S f™ qJu¡u ¢a¢e hsC qa¡n q­u f­s¢R­mez ay¡lC gmül©f ay¡l
­mM¡ ¢Q¢W¢V f­s ü¡j£S£l hsC ö×L J fË¡Zq£e h­m j­e q­u¢Rmz
10z ¢j­pp ­p¢iu¡l­L "e¡l£L¥­ml laÀ¢h­no' hm¡l L¡lZ L£ ?
E :- ¢j­pp ­p¢iu¡l q­me ü¡j£ ¢h­hL¡e­¾cl S°eL¡ ¢h­c¢n ¢noÉ¡ ¢k¢e ­hc¡¿¹ fËQ¡­ll L¡­S ¢h­no i¨¢jL¡
¢e­u¢R­mez ¢a¢e ¢R­me i¡­m¡h¡p¡ f§ZÑ J ­pÀqju£ e¡l£z ¢a¢e ab¡L¢ba ­nÄa¡‰­cl j­a¡ H­cnh¡p£­cl OªZ¡
L­le¢e h¡ i¡la£u­cl Efl j¤l¦¢îu¡e¡J ­cM¡e¢ez a¡C ü¡j£ ¢h­hL¡e­¾cl i¡o¡u ¢a¢e q­me "e¡l£L¥­ml
laÀ¢h­no'z
11z ü¡j£ ¢h­hL¡e¾c ay¡l ¢Q¢W­a ¢jp ­e¡­hm­L E­ŸnÉ L­l L£ fl¡jnÑ ¢c­u¢R­me ?
E :- ü¡j£ ¢h­hL¡e¾c ay¡l ¢Q¢W­a ¢jp ­e¡­hm­L E­ŸnÉ L­l ­k fl¡jnÑ¢V ¢c­u¢R­me a¡ qm ¢jp jÉ¡Lm¡EX J
¢j­pp h¤­ml p¡­b i¡l­a Bp¡z HL¡ HL¡ B­j¢lL¡ ­b­L i¡l­a Bp¡l ­r­œ ¢jp ­e¡­h­ml HL­O­u¢j
m¡N­a f¡­l, a¡C ay¡­cl p‰ ¢e­m ¢jp ­e¡­h­ml f­bl HL­O­u¢j c§l q­hz
12z "HC j­e¡i¡h a¡l A‘¡ap¡­lC h¡l h¡l j¡b¡ a¥­m­Rz'- HM¡­e ­L¡e j­e¡i¡­hl Lb¡ hm¡ q­u­R ? HC
j­e¡i¡h ­b­L EŸ£ø hÉ¢š²l pÇf­LÑ ¢L d¡lZ¡ Ll­a f¡¢l ?
E :- ü¡j£ ¢h­hL¡e­¾cl ­mM¡ "¢Q¢W' ­a S¡¢e­u­Re ­k, ¢jp j¤m¡­ll ­R­m­hm¡ ­b­LC d¡lZ¡ ¢Rm, ¢a¢e BSeÈ
­eœ£ Hhw pjNË SNv­L JmVf¡mV L­l ¢c­a V¡L¡ R¡s¡ ­L¡­e¡¢LR¥lC fË­u¡Se ­eCz B­m¡QÉ Aw­n HC
AqwL¡l£, c¡¢ñL j­e¡i¡­hl Lb¡C hm¡ q­u­Rz
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13z ¢jp j¤m¡­ll jW¡dÉrp¤¤mi pwLÒf¢V pgm e¡ qJu¡l L¡lZ ¢L ?
E :- ¢jp j¤m¡­ll jW¡dÉrp¤¤mi pwLÒf¢V pgm e¡ qJu¡l L¡lZ qm c¤¢Vz fËbja, ¢jp j¤m¡­ll l¦r ­jS¡S Hhw
¢àa£ua, Aá¥a A¢ÙÛl¢Qš j­e¡i¡hz
14z “a¡yl haÑj¡e pwLÒf HC ­k ...” - ‘a¡yl’ hm­a L¡l Lb¡ hm¡ q­u­R ? a¡yl ‘haÑj¡e pwLÒf’ L£ a¡
­mMz
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¢jp j¤m¡l ¢e­S­L BSeÈ ­eœ£ h­m j­e Ll­aez ¢a¢e ¢pÜ¡¿¹ ¢e­u¢R­me ­k, LmL¡a¡u ¢a¢e HL¢V h¡¢s
i¡s¡ ­e­hez HC h¡¢s­aC ¢jp ­e¡­hm J B­j¢lL¡ ­b­L Bp¡ a¡l h奭cl b¡L­a hm­he Hhw ­pM¡e
­b­LC a¡l¡ L¡S Ll­he Hje¢V ­i­h¢R­me ¢jp j¤m¡lz HC i¡he¡­L ü¡j£ ¢h­hL¡e¾c ¢jp j¤m¡­ll ‘haÑj¡e
pwLÒf’ h­m­Rez

h¡¢sl L¡S
fËnÀ-
1z “H­c­n H­m a¥¢j ¢e­S­L AdÑ Em‰ ApwMÉ ele¡l£­a f¢l­h¢øa ­cM­a f¡­hz”-
hš²¡ ­L ? a¥¢j hm­a L¡­L ­h¡T¡­e¡ q­u­R ? hš²¡ Hje Lb¡ h­m­Re ­Le ? B­m¡QÉ Aw­n hš²¡l pj¡S
i¡he¡l L£ f¢lQu f¡Ju¡ k¡u ?
2z “ay¡l haÑj¡e pwLÒf HC ­k.......z”
ay¡l hm­a L¡l Lb¡ hm¡ q­u­R ? ay¡l f¢lQu c¡Jz ay¡l haÑj¡e pwLÒf L£ ?
3z “­nÄa¡­‰l¡ ­a¡j¡­L M¡j­Mu¡¢m j­e Ll­h Hhw fË­aÉL¢V N¢a¢h¢d p­¾c­ql Q­r ­cM­hz”
L¡­L E­ŸnÉ L­l ü¡j£¢S HLb¡ h­m­Re ? ay¡­L Hl©f paLÑh¡aÑ¡ f¡W¡­e¡l L¡lZ L£ ? ­nÄa¡‰l¡ ay¡­L
M¡j­Mu¡¢m j­e Ll­h - Bl ay¡l N¢a¢h¢dC h¡ p­¾c­ql ­Q¡­M ­cM­h ­Le ?
BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 9 of 17
 Bj By¢Vl ­iyf¤ (fËbj AdÉ¡u)
(¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u)
­mML f¢l¢Q¢a :- SeÈ 12C ­p­ÃVðl 1894, jªa¥É 1m¡ ­p­ÃVðl 1950z ¢fa¡ jq¡e¾c h­¾cÉ¡f¡dÉ¡u, j¡a¡
jªZ¡¢me£ ­ch£z h¡mÉ J °L­n¡­l Qlj c¡¢l­âl j­dÉ A¢ah¡¢qa q­u­Rz heNË¡j EµQ Cw­l¢S
¢hcÉ¡mu ­b­L 1944 p¡­m fË­h¢nL¡ fl£r¡u Eš£ZÑ qez 1916 p¡­m LmL¡a¡l ¢lfe
L­mS ­b­L BC.H. fl£r¡u f¡n L­le, JC L­mS ­b­LC 1918 ¢MËØV¡­ë ¢h.H. f¡n
L­lez LjÑS£he öl¦ ¢nrLa¡ ¢c­uz fËb­j S‰£ f¡s¡u j¡Cel ú¥­m ¢nrLa¡ L­lez a¡lfl
­p¡e¡lf¤l q¢le¡¢i­a Q­m k¡e ¢nrLa¡l hª¢š ¢e­uz Hlfl f¢s­u­Re LÉ¡mL¡V¡ Ce¢ØV¢Vne,
S¢‰f¡s¡ ú¥m, ­N¡f¡meNl ú¥­mJ f¢s­u­Rez ¢nrLa¡ R¡s¡J S¢jc¡¢l H­ØV­Vl jÉ¡­eS¡¢l,
‘­N¡lrZ£’ pi¡l fËQ¡lL ¢q­p­hJ L¡S L­l­Rez ay¡l fËbj EfeÉ¡p ‘f­bl fy¡Q¡m£’z Hlfl
‘Afl¡¢Sa¡’, ‘cª¢øfËc£f’, ‘BlZÉL’, ‘BcnÑ ¢q¾c¥ ­q¡­Vm’, ‘CµR¡ja£’ fËi«¢a EfeÉ¡p
fËL¡¢na quz ­no S£h­e ¢a¢e ¢hq¡­ll O¡V¢nm¡u h¡¢s L­l A¢dL¡wn pju ­pM¡­e L¡V¡­aez
1950 p¡­m a¡yl jªaÉ¥ quz
f¡W ­O¡oZ¡ /
p¡lpw­rf :-
BS Bjl¡ ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡­ul ­mM¡ ‘Bj By¢Vl ­iyf¤’l A¿¹NÑa L¥¢Wl j¡W (1j)
NÒf¢V fshz fËbj N­Òf ­c¢M Af¤ j¡O j¡­p plüa£ f§S¡l ¢h­L­m Af¤ J a¡l h¡h¡ q¢lql
L¥W£l j¡W ­cM­a k¡uz aMe Af¤l hup Ru-p¡a hRlz HC ¢Rm Af¤l S£h­e fËbj NË¡­jl
h¡C­l k¡Ju¡z AS¡e¡ f¢l­h­n Af¤ HL Ai¨af§hÑ A¢i‘a¡ m¡i L­lz Af¤ h­el SNv­L
Ah¡L ¢hØj­u ­cM­a b¡­Lz HL¢V hs L¡eJu¡m¡ fË¡Z£­L ­p ­pM¡e ­b­L Q­m ­k­a ­c­Mz
­p S¡e­a f¡­l fË¡Z£¢V Ml­N¡pz Af¤ Ah¡L q­u k¡uz L¡lZ ­p hZÑf¢lQu hC­a ‘M’ ­a
Ml­N¡­pl Lb¡ f­s­Rz hC­a fs¡ ­L¡e fË¡Z£ ¢Li¡­h Sm-j¡¢Vl fª¢bh£­a h¡Ù¹h q­u ­cM¡
¢c­a f¡­l ­p h¤T­a f¡­le¡z Hlfl a¡l h¡h¡ e£mLl­cl ­g­m k¡Ju¡ f¢laÉš² e£mL¥¢W¢V
a¡­L ­cM¡uz ­p Ah¡L q­u ­p¢c­L a¡¢L­u b¡­Lz L¡lZ a¡l Ru hR­ll S£h­e HC fËbj
­p NË¡­jl h¡C­l f¡¢c­u­Rz HL Be¾cil¡ je ¢e­u L¥¢Wl j¡W ­c­M ­p ¢g­l B­pz

A¢apw¢rç fË­nÀ¡šl x
1z e£mLã f¡¢M ­cM­a Af¤ a¡l h¡h¡l p­‰ L­h ­h¢s­u¢Rm ?
(i) j¡O j¡­pl ¢h­L­m
(ii) j¡O j¡­pl c¤f¤­l
(iii) j¡O j¡­pl påÉ¡u
(iv) j¡O j¡­pl pL¡­m
2z BmL¥¢n ¢L ?
(i) E‹Æm l­Pl gm
(ii) lP£e g¥m
(iii) g¥­ml E‹Æm ­b¡­m¡
(iv) g¥­ml E‹Æm f¡f¢s
3z e£mLã f¡¢M ­cM­a k¡Ju¡l f­b Af¤ h­s¡ L¡eJu¡m¡ ­L¡e fË¡Z£ ­c­M¢Rm ?
(i) ­nu¡m
(ii) ö­u¡l
(iii) Ml­N¡p
(iv) ¢N¢e¢fN

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 10 of 17

4z q¢lql l¡­ul p¡­b NË¡­jl Bl ­L e£mLã f¡¢M ­cM­a ¢N­u¢Rm ?
(i) eh£e f¡¢ma
(ii) c£e¤ f¡¢ma
(iii) l¡S¥ l¡u
(iv) Aæc¡ l¡u
5z e£mLã f¡¢M ­cM­a k¡Ju¡l pju Af¤l hup La ¢Rm ?
(i) f¡yQ-Ru
(ii) Ru-p¡a
(iii) p¡a-BV
(iv) eu-cn
6z e£mLã f¡¢M ­cM­a k¡Ju¡l pju q¢lql ¢L ¢nL¡­ll fl¡jnÑ Ll¢R­me ?
(i) Ml­N¡p ¢nL¡l
(ii) f¡¢M ¢nL¡l
(iii) jvpÉ ¢nL¡l
(iv) X¡ýL
7z eh£e f¡¢ma ­ph¡l ¢L Q¡o L­l m¡ih¡e q­u¢R­me ?
(i) d¡e
(ii) l¡P¡ Bm¤
(iii) n¡yL Bm¤
(iv) ­j­W¡ Bm¤
8z e£mLã f¡¢Ml ­L¡e N¡­Rl j¡b¡u hp¡l Lb¡ ¢Rm ?
(i) AnÄ› N¡R
(ii) h¡hm¡ N¡R
(iii) N¡h N¡R
(iv) hV N¡R

Ešl x
1z (i) j¡O j¡­pl ¢h­L­m 2z (i) E‹Æm l­Pl gm
3z (iii) Ml­N¡p 4z (i) eh£e f¡¢ma
5z (ii) Ru-p¡a 6z (iii) jvp ¢nL¡l
7z (iii) n¡yL Bm¤ 8z (ii) h¡hm¡ N¡R

fËnÀ-Ešl
1z “Cq¡C ¢Rm aq¡l SN­al p£j¡z”-
(i) ‘a¡q¡l’ hm­a L¡l Lb¡ hm¡ q­u­R ?
(ii) HM¡­e SN­al p£j¡ hm­a ­mML ¢L h¤¢T­u­Re ?
(ii) fËp‰ EõM L­l h¤¢T­u c¡Jz
Ešl-
(i) ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj By¢Vl ­iyf¤’ NÒf ­b­L ­eJu¡ Aw­n Af¤l Lb¡ hm¡ q­u­Rz Af¤ qm
¢e¢ÕQ¢¾cf¤l ¢eh¡p£ q¢lql l¡u J phÑSu¡l f¤œz HC N­Òfl ­L¢¾cÊu Q¢lœ Hhw LÒfe¡fËhZ h¡mLz hRl Ru
p¡­al g¥Vg¥­V p¤¤¾cl ¢Rf¢R­f ­Qq¡l¡l Af¤ fËbjh¡l h¡h¡l p¡­b NË¡­jl h¡C­l ­h¢l­u¢Rmz

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 11 of 17

(ii) Af¤l Ru hR­ll S£h­e h¡¢sl h¡C­l ¢h­noa NË¡­jl h¡C­l LMeJ f¡ l¡­M¢ez a¡l SN­al p£j¡ ¢Rm M¤hC
pw¢rçz ­es¡­cl h¡¢s, ¢e­S­cl h¡¢sl p¡j­eV¡ hs­S¡l l¡Z¤¢c¢c­cl h¡¢s- HC ¢Rm a¡l ­Qe¡ SN­al p£j¡z
(iii) j¡O j¡­pl ­n­o plüa£ f¤­S¡l ¢h­L­m Af¤ a¡l h¡h¡l p¡­b NË¡­jl h¡C­l fËbjh¡l e£mLã f¡¢M ­cM­a
­h¢s­u¢Rmz C¢af§­hÑ ­p LMeC h¡¢sl h¡C­l AbÑ¡v NË­jl h¡C­l f¡ l¡­M¢ez g­m a¡l SNa ¢Rm p£j¡hÜz
fËbjh¡l h¡¢sl h¡C­l H­p ­p j¤‡ J Ah¡L cª¢ø­a ­Q­u ­Q­u ph ¢LR¥ ­cM¢Rmz ­R¡V Af¤l fËbjh¡l h¡¢sl
h¡C­l H­p ­k ea¥e A¢i‘a¡ q­u¢Rm ­pC fËp­‰C B­m¡QÉ E¢š²¢V Ll¡ q­u­Rz

2z “Sm j¡¢Vl °al£ enÄl fª¢bh£­a H OVe¡ ¢L L¢lu¡ pñh qCmz”-

(i) ­L LMe HLb¡ ­i­h­R ?
(ii) a¡l f¢lQu c¡Jz
(iii) ¢L ­c­M a¡l HC i¡he¡ ?
Ešl-
(i) ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj j¡y¢Vl ­iyf¤’ N­Òf Af¤ plüa£ f¤­S¡l ¢h­L­m h¡h¡l p­‰ L¥¢Wl j¡­W
e£mLã f¡¢M ­cM­a k¡Ju¡l pju HLb¡ h­m­Rz
(ii) phÑSu¡ J q¢lql l¡­ul HL j¡œ ­R­m qm Af¤z Af¤ qm Ru p¡a hR­ll h¡mLz ­p ­L¡e¢ce h¡¢sl h¡C­l
k¡u¢ez fËbjh¡l kMe ­p h¡h¡l p¡­b e£mLã f¡¢M ­cMh¡l SeÉ L¥¢Wl j¡­W k¡u, aMe l¡Ù¹¡l d¡­l e¡e¡ lLj
cªnÉ ­c­M a¡l ­L±a¥qm S¡­N Hhw h¡h¡­L e¡e¡ fËnÀ ¢S‘¡p¡ Ll­a b¡­Lz Af¤ ¢Rm ­L±a¨qm ¢fËu HL
LÒfe¡fËhZ h¡mLz
(iii) Af¤ kMe e£mLã f¡¢M ­cM¡l SeÉ kMe h¡h¡l p¡­b L¥¢Wl j¡­W k¡¢µRm aMe ­p HLV¡ hs L¡eJu¡m¡ S¿¹¥
­cM­a f¡uz S¿¹¥¢V­L ­c­M a¡l LÒfe¡ fËhZ j­e e¡e¡ fËnÀ S¡­Nz a¡l h¡h¡l hå¥l L¡­R kMe ­p S¡e­a
f¡­l hC­u ­k Ml­N¡­pl Lb¡ f­s­R HV¡ qm ­pC Ml­N¡pz aMe HC S£h¿¹ Qm¡­gl¡ Ll¡ S¿¹¢V­L ­c­M
a¡l j­e HC i¡he¡l Ecu quz

3z “fË°N¢aq¡¢pL k¤­Nl A¢aL¡u ¢qwpË Lˆ¡­ml j­a¡ f¢su¡¢Rmz”

(i) L¡l ­mM¡ ­L¡e j§mNË¿Û ­b­L ­eJu¡ q­u­R ?
(ii) L¡l pð­å HLb¡ hm¡ q­u­R ?
(iii) EŸ£øÉ hÙ¥¹¢V ­pM¡­e f­s¢Rm ­Le ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa L¥¢Wl j¡W AdÉ¡u ­b­L ­eJu¡ q­u­Rz
(ii) fË¡°N¢aq¡¢pL k¤N hm­a p¡d¡lZa C¢aq¡p pª¢øl f§hÑ pju­L AbÑ¡v C¢aq¡­pl NeZ¡ kMe öl¦ qu¢e, a¡l
B­Nl AhÙÛ¡­L ­h¡T¡­e¡ q­u­Rz j¡O j¡­p plüa£ f¤­S¡l ¢h­L­m Af¤ a¡l h¡h¡ J NË¡­jl L­uLSe ¢j­m
L¥¢Wl j¡­W e£mLã f¡¢M ­cM­a ¢N­u¢Rmz ­pM¡­eC Af¤l h¡h¡ q¢lql Af¤­L e£mLl p¡­qh­cl ­g­m k¡Ju¡
e£mL¥¢Wl Lb¡ hm¡ q­u­Rz S£h ¢h‘¡e£­cl j­a fË°N¢aq¡¢pL k¤­N fª¢bh£­a A¢aL¡u S£­hl¡ l¡SaÆ Llaz
e£mLl­cl ­g­m ­cJu¡ L¥¢W¢V ¢Rm ­kje fË¡Q£e, ­ajeC fËL¡™ - a¡C ­mML L¥¢W¢V pÇf­LÑ HC j¿¹hÉ
L­lez
(iii) Af¤­cl NË¡­jl f¡­n hý¢ce d­lC e£mLl­cl i¡P¡ L¥¢W¢V f­s ¢Rmz Bp­m öd¤ Af¤­cl NË¡­j eu, ac¡¢e¿¹e
pj­u h¡wm¡l hýNË¡­j ­N­mC e£mL¥¢W ­cM­a f¡Ju¡ ­kaz i¡lah­oÑ ¢hË¢Vnl¡ rja¡¢hÙ¹¡­ll p¡­b m¡iSeL
e£m Q¡o öl¦ L­lz 1833 p¡m fkÑ¿¹ CØV C¢™u¡ ­L¡Çf¡e£ HL­Q¢Vu¡ e£mQ¡o Ll­mJ ­L¡Çf¢el BC­el
pe­cl g­m a¡l¡ A¢dL¡l q¡l¡uz HLcm Cw­lS H­c­n H­p e£­ml hÉhp¡ öl¦ L­lz a¡l¡C e£mLl h­m
f¢l¢Qa quz H­c­n H­p e£mLll¡ p¡­q­hl¡ e£mL¥¢W ÙÛ¡fe L­lz ­pM¡­e e£mQ¡o Ll­a e¡ Q¡Ju¡ L«oL­cl
BV­L l¡M¡ pq a¡­cl hÉhp¡ f¢lQ¡me¡ Llaz 1860 p¡m e¡N¡c e£mLl­cl ¢hl¦­Ü h¡wm¡l L«oLl¡ ¢h­â¡q
L­lz Hlfl e£m L¢jne NWe quz B­¾c¡me a£hË q­a b¡­Lz a¡lfl e£mQ¡o hå q­u k¡uz e£mL­ll¡
a¡­cl ­c­n ¢g­l k¡uz ¢L¿¹¥ e£mL¥¢W…¢m a¡­cl Øj¡lL ¢q­p­h h¡wm¡l hýÙÛ­m ­b­L k¡uz Af¤­cl NË¡­jl
f¡­n e£mLl­cl fË¢a¢ùa L¥¢W¢V f¢laÉš² q­u fË°N¢aq¡¢pL k¤­Nl Lˆ¡­ml j­a¡ f­s ¢Rmz HC L¥¢W¢V ¢O­l
NË¡­jl j¡e¤­ol ­L±a¨qm J lq­pÉl p£j¡ ¢Rm e¡z Af¤l j­eJ L¥¢W¢V ¢O­l e¡e¡ ­L±a¨qm SeÈ q­u¢Rmz

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 12 of 17

4z “Cq¡l fl qC­aC Apñ­hl ­cn, AS¡e¡l ­cn öl¦ qCu¡­Rz”
(i) B­m¡QÉ Aw­nl hš²¡ ­L ?
(ii) ‘Cq¡l fl’ hm­a L£ ­h¡T¡­e¡ q­u­R ?
(iii) Af¤l L¥¢Wl j¡W ­cM¡l A¢i‘a¡ ¢e­Sl i¡o¡u ­mMz
Ešl -
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘Bj By¢Vl ­iyf¤’ lQe¡l ‘A¿¹NÑa L¥¢Wl j¡W’ AdÉ¡u ­b­L
­eJu¡ Aw­nl hš²¡ q­me üuw ­mMLz
(ii) Af¤ a¡l h¡h¡l p­‰ ¢e¢ÕQ¢¾cf¤l NË¡­jl h¡C­ll j¡­W e£mLã f¡¢M ­cM­a ¢N­u¢Rmz ­pC j¡­W ­f±y­R Af¤
­c­M¢Rm p¡­qh­cl L¥¢Wz ­pC L¥¢WV¡ ec£l d¡­ll A­eLV¡ S¡uN¡ S¥­s fË¡°N¢aq¡¢pL k¤­Nl M¤h hs ¢qwpË
S¿¹¥l Lˆ¡­ml j­a¡ f­s¢Rmz S£h­el fËbjh¡l Af¤ ­pM¡­e H­p¢Rmz Q¡¢l¢c­Ll ph¢LR¥ ­p ¢hØj­ul p­‰
­cM¢Rmz ‘Cq¡l fl’ hm­a Eš² j¡­Wl p£j¡e¡l f­ll AS¡e¡ S¡uN¡V¡l Lb¡ ­h¡T¡­e¡ q­u­Rz Af¤ j¡­ul
L¡­R l©fLb¡l NÒf, l¡SL¥j¡­ll NÒf, Apñh ­c­nl NÒf ö­e­Rz Af¤ l©fLb¡u h¢ZÑa L¡Òf¢eL N­Òfl
p¡­b h¡Ù¹­hl g¡l¡L ­h¡­Te¡z a¡C L¥¢Wl j¡­Wl flhaÑ£ AS¡e¡ S¡uN¡¢V­L Af¤l Apñh ­cn h­m j­e
q­u­Rz
(iii) h¡mL Af¤l L¥¢Wl j¡W ­cM¡l A¢i‘a¡¢V ¢Rm M¤hC ­l¡j¡’Llz Ha¢ce fkÑ¿¹ a¡l SN­al p£j¡ hm­a ¢Rm
­es¡­cl h¡¢s, ¢e­S­cl h¡¢sl p¡j­eV¡, hs­S¡l l¡Z¤¢c¢c­cl h¡¢sz ­pC ­Qe¡ SNv ­R­s ­p¢ce ­p H­p¢Rm
ea¥e HL AS¡e¡l ­c­nz p¡­qh­cl L¥¢W ­p Af¡l ¢hØj­u ­cM¢Rmz Ha¢ce ­p h¡h¡l j¤­M, ¢c¢cl j¤­M,
f¡s¡l La ­m¡­Ll j¤­M L¥¢Wl j¡­Wl Lb¡ ö­e­Rz ¢L¿¹¥ ¢e­Sl ­Q¡­M ­cM¡l fl a¡l h¡mL-je Be­¾c
BfÔ¥a q­u¢Rmz

5z “JC k¡­µR h¡h¡, cÉ¡­M¡ h¡h¡z”-

(i) ­L ¢L ­c­M HC Lb¡ h­m­R ?
(ii) h¡h¡ ­L ? a¡l f¢lQu c¡Jz
(iii) OVe¡¢V ­L¡e ¢c­el ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘L¥¢Wl j¡W’ AdÉ¡u ­b­L ­eJu¡ Aw­n ¢e¢ÕQ¢¾cf¤l NË¡­jl ¢QlL¡m£e ¢L­n¡l Af¤l Lb¡ hm¡ q­u­Rz
Af¤ a¡l h¡h¡l p¡­b e£mLã f¡¢M ­cM­a ¢N­u¢Rm L¥¢Wl j¡­Wz ­pM¡­e ­p Em¤M­sl ­T¡­fl Bs¡­m hs
L¡eJu¡m¡ Ml­N¡p ­c­M Ef¢lEš² j¿¹hÉ¢V L­l­Rz
(ii) Af¤ HC N­Òfl ­L¢¾cÊu Q¢lœz a¡l h¡h¡ q­me q¢lqlz a¡yl f¤­l¡ e¡j q¢lql l¡uz c¢lâ hË¡þZz hwn
flÇfl¡u q¢lqll¡ ¢hcÉ¡QQÑ¡ L­l H­p­Rez a¡yl ¢fa¡ l¡jQ¡yc aLÑ¡mˆ¡lz ¢a¢e pwú«a p¡¢q­aÉ f¢äa J
f¤y¢bl ­mMLz q¢lql L¡n£ ­b­L pwú«a p¡¢q­aÉ f¡¢äaÉ ASÑe L­l H­p¢R­mez a¡y­cl NË¡­j f¡¢ä­aÉ a¡yl
pja¥mÉ Bl ­LE ¢Rm e¡z g­m c¡¢lâ ¢Rm a¡yl ¢eaÉp‰£z ¢a¢e Aæc¡ l¡­ul h¡¢s ­N¡jÙ¹¡l L¡S Ll­aez
(iii) j¡O j¡p aMe ­no q­u H­p­Rz n£a aMeJ k¡u¢ez ­ajeC HL j¡O j¡­pl plüa£ f§S¡l ¢h­L­m Af¤l
h¡h¡ J NË¡­jl L­uLSe cm ­hy­d L¥¢Wl j¡­W e£mLã f¡¢M ­cM­a ¢N­u¢Rmz HM¡­e ­pC ¢c­el E¢õ¢Ma
OVe¡l Lb¡ hm¡ q­u­Rz

Bj By¢Vl ­iyf¤ (¢àa£u AdÉ¡u)

(¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u)
f¡W ­O¡oZ¡ /
p¡lpw­rf :-
BS Bjl¡ ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡­ul ­mM¡ ‘Bj By¢Vl ­iyf¤’l A¿¹NÑa ‘B­jl L¥¢n’ (2)
NÒf¢V fshz NÒf¢V c¤N¡Ñl Bj L¥s¡­e¡l NÒfz Af¤ ­Mm¡ Ll¢Rm aMe c¤NÑ¡ ­L¡b¡ ­b­L L¡yQ¡
Bj L¥¢s­u B­ez Af¤ Ol ­b­L ­am mˆ¡ Be­m a¡C ¢c­u c¤NÑ¡ B­jl L¥¢n Ss¡uz Hl
j­dÉ a¡­cl j¡ f¤L¥l ­b­L pÀ¡e L­l H­p c¤NÑ¡l e¡j d­l X¡L­a b¡­Lz c¤NÑ¡l j¤­M B­jl
BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 13 of 17
 L¥¢n b¡L¡u ­p p¡s¡ ¢c­a f¡l¢Rm e¡z a¡l¡ EW¡­el L¡yW¡m N¡­Rl Bs¡­m ¢N­u B­jl L¥¢n
­M­a b¡­Lz M¡Ju¡ ­no L­l a¡l¡ j¡­ul L¡­R B­pz Af¤ a¡l j¡­L h­m ¢M­c ­f­u­Rz
phÑSu¡ np¡ ­L­V, Q¡m­i­S Af¤­L ­M­a ¢c­mez Af¤ Q¡mi¡S¡ ­M­a ­M­a S¡e¡u, Bj
­M­u a¡l c¡ya V­L ­N­Rz c¤NÑ¡l Cn¡l¡u Lb¡V¡ ­Q­f k¡uz aMe fËpæ ­N¡u¡¢me£ N¡C c¤C­a
H­m Lb¡V¡ Q¡f¡ f­s k¡uz c¤NÑ¡ ­p k¡œ¡u ¢eÙ¹¡l f¡uz

hý¢hLÒf ¢i¢šL fË­nÀ¡šl x

1z Bj…­m¡ c¤NÑ¡ ­L¡b¡ ­b­L ­f­u¢Rm ?
(i) ¢pyc¤l­L¡­V¡ Bj am¡u
(ii) N­sl f¤L¥l f¡­s
(iii) ­p¡e¡j¤M£ Bj am¡u
(iv) L¥¢Vl j¡W ­b­L
2z c¤NÑ¡l hup La ?
(i) eu-cn
(ii) cn-HN¡­l¡
(iii) HN¡­l¡-h¡­l¡
(iv) cn-h¡­l¡ hRl
3z j¡­ul X¡L ö­e c¤NÑ¡l p¡s¡ ­ch¡l Ef¡u ¢Rm e¡ ­Le ?
(i) B­jl L¥¢n­a a¡l j¤M i¢aÑ ¢Rm
(ii) i­u ­p Q¥f ¢Rm
(iii) c¤NÑ¡ f¡e ¢Q­h¡¢µRm
(iv) j¤­M L¡yQ¡ L¥m il¡ ¢Rm
4z Af¤l h¡h¡ ¢L L¡S L­l ?
(i) e¡­u­hl
(ii) ­N¡jÙ¹¡l
(iii) ­f±l¢q­aÉl
(iv) Q¡o¡h¡c
5z Af¤l j¡ mˆ¡ ­L¡b¡u l¡­M ?
(i) aš²¡l Efl
(ii) ­l¡u¡­L
(iii) T¥¢s­a
(iv) j¡Q¡l Jfl
6z c¤NÑ¡l j¡l Lb¡V¡ ­L Bp¡u Q¡f¡ f­s ­Nm ?
(i) fV¢ml W¡L¥j¡
(ii) ­pS W¡LÚl¦e
(iii) üZÑ ­N¡u¡¢me£
(iv) e¡s¥l j¡
7z j¿¹hÉ x ­a­ml i¡ys R¥­m j¡ j¡l­h ­k ?
L¡lZ x Af¤ h¡¢p M¡h¡l ­M­u¢Rmz
(i) L¡lZ ¢WL j¿¹hÉ i¥m
(ii) L¡lZ J j¿¹hÉ c¤­V¡C i¥m

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 14 of 17

(iii) L¡lZ i¥m j¿¹hÉ ¢WL
(iv) L¡lZ J j¿¹hÉ c¤­V¡C ¢WL
8z q¢lql L¡l h¡¢s­a ­N¡jÙ¹¡l L¡S L­l ?
(i) üZÑ l¡­ul h¡¢s­a
(ii) ih¡e£ l¡­ul h¡¢s­a
(iii) Aæc¡ l¡­ul h¡¢s­a
(iv) ¢nh¡e£ l¡­ul h¡¢s­a
9z “q¡h¡ HLV¡ ­L¡b¡L¡l- k¢c HaV¥L¥ h¤¢Ü b¡­Lz”- "q¡h¡' hm­a L¡l Lb¡ ­h¡T¡­e¡ q­u­R ?
(i) c¤NÑ¡­L
(ii) fV¢m­L
(iii) üZÑ­L
(iv) Af¤­L
10z “Lj­m h¡R¥l, J pæ, Ha ­hm¡ L­l H­m ¢L h¡y­Qz”- "Lj­m h¡R¥l' L£ ­h¡T¡­e¡ q­u­R?
(i) Ljm¡ l­Pl h¡R¥l
(ii) Lj¢m N¡C­ul h¡R¥l
(iii) pcÉS¡a h¡R¥l
(iv) Lj¢m­cl h¡R¥l

Ešl x 1z (i) ¢pyc¤l­L¡­V¡ Bj am¡u 2z (ii) cn-HN¡­l¡

3z (i) B­jl L¥¢n­a a¡l j¤M i¢aÑ ¢Rm 4z (ii) ­N¡jÙ¹¡l
5z (i) aš²¡l Efl 6z (iii) üZÑ ­N¡u¡¢me£
7z (iii) L¡lZ i¥m j¿¹hÉ ¢WL 8z (iii) Aæc¡ l¡­ul h¡¢s­a
9z (iv) Af¤­L 10z (iii) pcÉS¡a h¡R¥l

fËnÀ-Ešl
1z “j¤MV¡ j¤­R ­gme¡ h¡yclz”-
(i) ­L L¡­L HLb¡ h­m­R ?
(ii) LMe HLb¡ h­m­R ?
(iii) a¡­L j¤M j¤­R ­gm­a hm¡ q­u­R ­Le ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘B­jl L¥¢n’ AdÉ¡­u Ef¢lEš² Lb¡…¢m q¢lq­ll LeÉ¡ c¤NÑ¡ a¡l ­R¡V i¡C Af¤­L h­m­Rz
(ii) j¡­ul Ae¤f¢ÙÛ¢a­a c¤NÑ¡ e¤e J ­am ¢c­u B­jl L¥¢n S¡¢l­u i¡C­ul p­‰ M¡¢µRmz ¢L¿¹¥ pj­ul B­N
phÑSu¡ AbÑ¡v a¡­cl j¡ Q­m Bp¡u a¡­cl dl¡ fs¡l pñhe¡ °a¢l q­u¢Rmz fË¡Zf­Z ­NË¡N¡­p ­L¡­elL­j
­p…­m¡ ¢N­m e¡l­L­ml j¡m¡V¡ S‰­m Ry¥­s ­g­m ¢c­u i¡C­L p­Qae L­l c¤NÑ¡ HC Lb¡…­m¡ h­m¢Rmz
(iii) c¤NÑ¡ j¡­ul Ae¤f¢ÙÛ¢a­a L¢Q B­jl L¥¢n S¡¢l­u i¡C­ul p¡­b i¡N¡i¡¢N L­l kMe M¡¢µRm, aMe qW¡v L­l
phÑSu¡ O­l ¢g­l H­p c¤NÑ¡­L X¡L ­cuz ¢L¿¹¥ j¤M i¢aÑ Bj b¡L¡u c¤NÑ¡ ¢Lwh¡ Af¤ L¡­l¡lC p¡s¡ ­cJu¡l
AhL¡n ¢Rm e¡z ­L¡­eœ²­j ­p…¢m NmdLlZ L­l j¡­ul L¡­R k¡Ju¡l B­N c¤NÑ¡ a¡l i¡C Af¤­L p­Qae
L­l ¢c­a j¤­M ­m­N b¡L¡ e¤e j¤­R ­gm­a h­m¢Rmz k¡­a a¡­cl HC AeÉ¡u j¡­ul L¡­R dl¡ f­s e¡ k¡u,
L¡lZ dl¡ f­s ­N­m c¤NÑ¡l hL¡ J j¡l M¡Ju¡l pñhe¡ ¢Rmz

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2z “B¢j ­k e¡N¡m f¡C­ez”
(i) ­L L¡­L LMe HLb¡ h­m­R ?
(ii) hš²¡l f¢lQu c¡Jz
(iii) a¡l fl ¢L OVe¡ O­V¢Rm ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘B­jl L¥¢n’ AdÉ¡­u Ef¢lEš² Lb¡…¢m Af¤ a¡l ¢c¢c c¤NÑ¡­L h­m­Rz HL NË£­×jl pL¡­m c¤NÑ¡ HL¢V
e¡l­L­ml j¡m¡u L­uL¢V L¢Q B­jl V¥L­l¡ ¢e­u H­p Af¤­L ­X­L h­m ­p B­jl L¥¢n S¡l¡­hz aMe
c¤NÑ¡l j¡ pÀ¡­el O¡­V ¢N­u¢R­mez ­pC p¤¤­k¡­N ­p Af¤­L i¡ys¡l ­b­L ­am J e¤e ¢e­u Bp­a h­mz Af¤
e¡l­L­ml j¡m¡u ­am J e¤e ¢e­u Bp­m c¤NÑ¡ B­jl L¥¢n S¡l¡¡uz a¡lfl c¤S­e B­jl L¥¢n i¡N¡i¡¢N
L­l ­euz c¤NÑ¡ aMe Af¤­L h­m Ol ­b­L HLV¡ mˆ¡ ¢e­u Bp­az Eš­l Af¤ S¡e¡u, a¡­cl j¡ aš²¡l
Efl mˆ¡ l¡­Mz aš²¡l EµQa¡ ­h¢n, a¡C ­p ­pM¡­e e¡N¡m f¡­h e¡z g­m mˆ¡J ¢e­a f¡l­h e¡z
(ii) Af¤ qm ¢e¢ÕQ¢¾cf¤l ¢eh¡p£ q¢lql l¡u J phÑSu¡l f¤œz HC N­Òfl ­L¾cÊ£u Q¢lœ Hhw LÒfe¡fËhZ h¡mLz
hRl Ru p¡­al g¥Vg¥­V p¤¤¾cl ¢Rf¢R­f ­Qq¡l¡l ¢L­n¡lz a¡l SN­al p£j¡ hs pw¢rçz ­es¡­cl h¡¢s, l¡Z¤
¢c¢c­cl h¡¢s Bl ¢e­S­cl h¡¢sl p¡j­eV¡ - HC ¢Rm a¡l SN­al p£j¡z ­p j¡­ul j¤­M ­n¡e¡ l©fLb¡l
SNv- ­kM¡­e nÉ¡j-mˆ¡l ­cn, ­h‰j¡-­h‰j£ O¤­l ­hs¡uz ­pCph LÒfe¡l SNa­L Af¤ p¢aÉ h­m j­e L­lz
LÒfe¡l X¡e¡ ­j­m ­pC Apñh ­m¡­L ­p ­f±yR¡­a Q¡uz
(iii) a¡­cl B­jl L¥¢n M¡Ju¡ ­no qJu¡l B­N qW¡v Te¡v L­l ¢Ml¢Ll clS¡ ­M¡m¡l në quz a¡l¡ h¤T­a
f¡­l a¡­cl j¡ H­p­Rez a¡­cl j¡ c¤NÑ¡l e¡j d­l X¡L­mJ, j¤­M B­jl L¥¢n b¡L¡u ­p Ešl ¢c­a f¡l¢Rm
e¡z Af¤l j¤­M e¤­el …y­s¡ ­m­N ¢Rm, c¤NÑ¡ j¤M j¤­R ­gm­a h­mz a¡s¡a¡¢s ­N¡NË¡­p B­jl L¥¢n NmdLlZ
L­l c¤NÑ¡ e¡l­L­ml j¡m¡V¡ S‰­m R¥y­s ­g­m ­cuz

3z “Bj ­M­u k¡ cy¡a V­L.........z”-

(i) E¢š²¢V L¡l ?
(ii) LMe ­p HLb¡ h­m­R ?
(iii) Hlf­l ¢L O­V¢Rm ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘B­jl L¥¢n’ AdÉ¡­u Ef¢lEš² Lb¡¢V Af¤ h­m­Rz
(ii) HL NË£­×jl pL¡­m c¤NÑ¡ HL¢V e¡l­L­ml j¡m¡u L­uL¢V L¢Q B­jl V¥L­l¡ ¢e­u H­p Af¤­L ­X­L h­m ­p
B­jl L¥¢n S¡l¡­hz aMe c¤NÑ¡l j¡ pÀ¡­el O¡­V ¢N­u¢R­mez ­pC p¤¤­k¡­N ­p Af¤­L i¡ys¡l ­b­L ­am J e¤e
¢e­u Bp­a h­mz Af¤ e¡l­L­ml j¡m¡u ­am J e¤e ¢e­u Bp­m c¤NÑ¡ B­jl L¥¢n S¡l¡uz a¡lfl c¤S­e
B­jl L¥¢n i¡N¡i¡¢N L­l ­euz a¡­cl M¡Ju¡ ­no qJu¡l B­N qW¡v Te¡v L­l ¢Ml¢Ll clS¡ ­M¡m¡l në
quz a¡l¡ h¤T­a f¡­l a¡­cl j¡ H­p­Rez a¡l¡ ­L¡eœ²­j B­jl L¥¢n NmdLlZ L­l ­euz Hlfl Af¤ a¡l
j¡­L ­M­a ¢c­a h­mz Af¤l j¡ l¡æ¡O­ll c¡Ju¡u h¡y¢V ­f­a nn¡ L¡V­a h­pez a¡lfl Af¤­L Q¡mi¡S¡
­M­a ­cuz Af¤ Q¡mi¡S¡ ¢Q­h¡­e¡l pju c¡y­a hÉb¡ Ae¤ih L­l Ef¢lEš² Lb¡¢V h­mez
(iii) Af¤ a¡l j¡­ul L¡­R paÉV¡ fËL¡n Ll¡u f¡­R a¡l¡ hL¡ M¡­h, HC ­i­h c¤NÑ¡ Af¤­L ­Q¡­Ml Cn¡l¡ L­lz
aMe Af¤ Q¥f L­l k¡uz ¢L¿¹¥ phÑSu¡ ­pC fË­nÀl ­Sl ­V­e Af¤­L Bj ­L¡b¡u ­fm a¡ S¡e­a Q¡C­m Af¤
¢c¢cl ¢c­L ¢S‘¡p¡p§QL cª¢ø­a ­Q­u b¡­Lz aMe üZÑ­N¡u¡¢me£ N¡C c¤C­a Bp¡u Lb¡V¡ Q¡f¡ f­s k¡uz

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4z “c¤j L¢lu¡ ¢eOÑ¡a HL ¢Lm hp¡Cu¡ ¢cu¡ L¢qm- mrÈ£R¡s¡ h¡ycl!”-
(i) L¡l ­mM¡ ­L¡e lQe¡l A¿¹NÑa ?
(ii) ­L L¡­L LMe HLb¡ h­m­R ?
(iii) ­Le ­p HLb¡ h­m­R ?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘B­jl L¥¢n’ AdÉ¡u ­b­L ­eJu¡ q­u­Rz
(ii) Ef¢lEš² Lb¡¢V q¢lql J phÑSu¡l LeÉ¡ c¤NÑ¡ a¡l i¡C Af¤­L h­m­Rz h¡l h¡l h¡lZ Ll¡ p­šÄJ Af¤ j¡­L
Bj M¡Ju¡l ¢hou¢V h­m ­cuz c¤NÑ¡ a¡l Efl r¥æ q­u¢Rmz j¡­ul ¢e­cÑ­n c¤NÑ¡ kMe üZÑ­N¡u¡¢me£l N¡C
­c¡u¡­e¡ ­cM­a k¡u, Af¤J a¡l ¢fR­e ¢fR­e ­pM¡­e Ef¢ÙÛa quz Af¤ h¡C­ll EW¡­e f¡ ­cJu¡ j¡œ c¤NÑ¡
a¡l ¢f­W ¢Lm h¢p­u HLb¡ h­m­Rz
(iii) c¤NÑ¡ j¡­ul Ae¤f¢ÙÛ¢a­a L¢Q B­jl L¥¢n S¡¢l­u i¡C­ul p¡­b i¡N¡i¡¢N L­l ­M­u¢Rmz k¡­a j¡­ul L¡­R
dl¡ e¡ f­s k¡u a¡C f§­hÑC ­p i¡C­L p¡hd¡e L­l ­cuz L¡lZ, ­p i¡­m¡ L­lC S¡e­a¡ j¡ S¡e¡­a f¡l­m
a¡l n¡¢Ù¹ Ahd¡¢laz j¡ pÀ¡e­p­l h¡¢s ¢g­l H­p a¡­cl ­M­a ­cuz Af¤ ­M­a h­p c¡y­a hÉb¡ Ae¤ih L­lz
aMe ­p ¢c¢c c¤NÑ¡l p¡hd¡eh¡Z£ ¢hØj«a q­u j¤M gp­L Bj ­M­u c¡ya V­L k¡Ju¡l Lb¡ h­m ­g­mz j¡­ul
L¡­R p¢aÉ dl¡ f­s k¡Ju¡u c¤NÑ¡ ­hn ¢hfæ ­h¡d Ll¢Rmz ¢L¿¹¥ üZÑ ­N¡u¡¢me£ N¡C c¤C­a Bp¡u Lb¡V¡
aMeL¡l j­a¡ Q¡f¡ f­s k¡uz Af¤l ¢ehѤ¢Üa¡ J Ap¡hd¡ea¡l L¡l­ZC c¤NÑ¡ BS n¡¢Ù¹ ­f­a Q­m¢Rm, ­pC
l¡­N i¡C­ul ¢f­W ¢Lm h¢p­u ­p Lb¡…¢m h­m¢Rmz

5z “M¡C­a M¡C­a ¢c¢cl ¢c­L Q¡¢qu¡ ­p ­c¡o pð­å p­Qaea¡p§QL q¡¢p q¡¢pm”-
(i) HM¡­e ¢c¢c J ­p hm­a L¡­cl Lb¡ hm¡ q­u­R?
(ii) a¡l¡ L£ M¡¢µRm? ­pC M¡h¡l a¡l¡ ­L¡b¡ ­b­L ­f­u¢Rm?
(iii) "­c¡o pð­å p­Qaea¡p§QL q¡¢p q¡¢pm' hm­a L£ ­h¡T¡­e¡ q­u­R?
Ešl-
(i) Lb¡p¡¢q¢aÉL ¢hi¨¢ai¨oZ h­¾cÉ¡f¡dÉ¡u l¢Qa ‘f­bl f¡yQ¡¢m’ EfeÉ¡­pl A¿¹NÑa ‘Bj By¢Vl ­iyf¤’ lQe¡l
A¿¹NÑa ‘B­jl L¥¢n’ AdÉ¡­u ¢c¢c J ­p hm­a c¤NÑ¡ J Af¤l Lb¡ h­m q­u­Rz
(ii) c¤NÑ¡ a¡l i¡C Af¤ S¡l¡­e¡ L¢Q B­jl L¥¢n M¡¢µRmz
HL NË£­×jl pL¡­m j¡ phÑSu¡l Ae¤f¢ÙÛ¢a­a c¤NÑ¡ h¡¢s ­b­L ­hl q­u fV¢m­cl h¡N¡­e ¢pyc¤l­L±­V¡ N¡­Rl
am¡ ­b­L Bj…­m¡ ­S¡N¡s L­l B­ez Hlfl i¡C­ul pq­k¡¢Na¡u ­am, e¤e ­S¡N¡s L­l B­jl L¥¢n…­m¡
S¡¢l­u i¡N¡i¡¢N L­l c¤Se ¢j­m ­M­a b¡­Lz
(iii) c¤NÑ¡ j¡­ul Ae¤f¢ÙÛ¢a­a L¢Q B­jl L¥¢n S¡¢l­u i¡C­ul p¡­b i¡N¡i¡¢N L­l M¡¢Rmz HC Ahp­l j¡ pÀ¡e
­p­l h¡¢s ¢g­l c¤NÑ¡­L X¡L ¢c­m, i¡C­L ¢e­u c¤NÑ¡ L¡yW¡mN¡­Rl …y¢sl Bs¡­m ¢N­u ­N¡NË¡­p h¡¢L B­jl
L¥¢n…­m¡ ¢Nm­a b¡­Lz L¢Q B­jl L¥¢n M¡Ju¡ ü¡­ÙÛÉl f­r i¡­m¡ euz j¡ phÑSu¡l h¡lZ b¡L¡ p­šÄJ ¢c¢cl
p­‰ HC ¢e¢oÜ hÙ¹¥l Bü¡c ­eJu¡l pju Af¤l ¢e­S­cl ­c¡o pð­å p­Qae ¢Rmz j¡­L m¤¢L­u ¢e¢oÜ
L¡­Sl j­dÉ ­k ­l¡j¡’Ll Be¾c a¡-C "­c¡o pð­å p­Qaea¡p§QL q¡¢p q¡¢pm' jdÉ ¢c­u fËL¡¢na q­u­Rz

BENGALI--CL—9__CHITHI & AAM ANTHIR BHNEPU _1st__ASSIGNMENT Page 17 of 17

/

DELHI PUBLIC SCHOOL, DURGAPUR

ASSIGNMENT -I
CLASS – IX
SESSION 2023 –24
NUMBER SYSTEM
Q.1: Find five rational numbers between 1 and 2.
Q.2: Find five rational numbers between 3/5 and 4/5.
Q.3: Locate √3 on the number line.
Q.4: Are the square roots of all positive integers irrational? If not, give an example of the
square root of a number that is a rational number.
Q.5: Find the decimal expansions of 10/3, 7/8 and 1/7.
Q.6: Show that 0.3 that can be expressed in the form p/q, where p and q are integers and q ≠0 .
Q.7: What can the maximum number of digits be in the repeating block of digits in the
decimal expansion of 1/17? Perform the division to check your answer.
Q.8: Find three different irrational numbers between the rational numbers 5/7 and 9/11.
Q.9: Visualise 3.765 on the number line, using successive magnification.
Q.10: Add 2√2+ 5√3 and √2 – 3√3.
Q.11: Simplify: (√3+√7) (√3-√7).
Q.12: Rationalise the denominator of 1/[7+3√3].
Q.13: Simplify:
(i) 72/3.71/5
(ii) 101/2/101/4
Q.14: What is the product of a rational and an irrational number?
Q.15: What is the value of (256)0.16× (256)0.09?
Q.16: Find two rational numbers between 0.1 and 0.3

Q.17: Express in the form of decimal.

Q.18: Simplify :

Q.19: Rationalise the denominator of

Q.20: Express as a fraction in simplest form.

1
Q.21: If find the value of x - 𝑥

Q.22: Simplify

Q.23: If find the value of

Q.24: What is the value of

 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - I
SUB: PHYSICS CLASS: IX WEEK: 1ST

TOPIC: Motion
SUB-TOPIC:(i) Distance and Displacement (ii) Speed and velocity (iii) Acceleration

Introduction-
• An object is said to be in motion when its position changes with time.
• We describe the location of an object by specifying a reference point. Motion is relative. The total path covered by an
object is said to be the distance travelled by it.
• The shortest path/distance measured from the initial to the final position of an object is known as the displacement.

• Uniform motion: When an object covers equal distances in equal intervals of time, it is said to be in uniform motion.
• Non-uniform motion: Motions where objects cover unequal distances in equal intervals of time.
• Speed: The distance travelled by an object in unit time is referred to as speed. Its unit is m/s.
• Average speed: For non-uniform motion, the average speed of an object is obtained by dividing the total distance
travelled by an object by the total time taken.

• Velocity: Velocity is the speed of an object moving in definite direction. S.I. unit is m/s.

• Acceleration: Change in the velocity of an object per unit time.

Very short Answer type questions:

Q1 An object has moved through a distance. Can it have zero displacement?
Ans. Yes, an object can have zero displacement even when it has moved a distance. This takes place when
the final position of an object coincides with its own initial position.
Q2 A body is moving with a velocity of 10 m/s. If the motion is uniform, what will be the velocity after 10
s?
Ans. As the motion is uniform, the velocity remains equal to 10 m/s even after 10 s.
Q3 Under what condition, the distance covered by a particle is equal to the magnitude of displacement of
particle?
Ans. This happens when the body moves in straight path.
Q4 Is it possible that the average velocity of a particle is zero when its average speed is not zero?
Ans. Yes. This occurs when the particle returns to the starting point.
Q5 Can an object be at rest as well as in motion at the same time?
 Yes. An object may be at rest relative to one object and at the same time it may be in motion relative to
Ans.
another object.
Short Answer type questions:

Q6 Which of the following is true for displacement?

(a) It cannot be zero.
(b) Its magnitude is greater than the distance travelled by the object.
Ans. None of the above statements is actually true for displacement.
First statement is completely false because displacement can be zero in case of a circular path. Second
statement is also false because displacement is less than or equal to the distance travelled by the object
in case of motion in opposite direction.
Q7 Distinguish between speed and velocity.
Ans. Speed Velocity
Speed is the distance travelled by an object in a Velocity is the displacement shown by an object in
given interval of time. a given interval of time.
Speed = Distance / Time Velocity = Displacement / Time
Speed is scalar quantity and has only Velocity is vector quantity and has both magnitude
magnitude. and direction.
Q8 When will you say a body is in (i) uniform acceleration? (ii) Non-uniform acceleration?
Ans. (i) A body is said to be in uniform acceleration if it travels in a straight line and its velocity increases
or decreases by equal amounts in equal time intervals.
(ii) A body is said to be in non-uniform acceleration if the rate of change of its velocity is not
constant, that is differs in different time intervals.
Home Assignment:
1. Define acceleration and state its SI unit. For motion along a straight line, when do we consider the
acceleration to be (i) positive (ii) negative? Give an example of a body in uniform acceleration.
2. The speedometer readings of a car are shown below. Find the acceleration of the car.
Time Speedometer
9:25 am 36 km/h
9:45 am 72 km/h
3. What does the odometer of an automobile measure? Which of the following is moving faster? Justify
your answer.
(a) A scooter moving with a speed of 300 m per minute.
(b) A car moving with a speed of 36 km per hour.
4. A car travels from stop A to stop B with a speed of 30 km/h and then returns back to A with a speed of
50 km/h. Find
(a) Displacement of the car. (b) Distance travelled by the car. (c) Average speed of the car.
5. (a) Define average speed.
(b) A bus travels a distance of 120 km with a speed of 40 km/h and returns with a speed of 30 km/h.
Calculate the average speed for the entire journey.

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT – I
SUBJECT-CHEMISTRY CLASS: IX Date-10.04.23
CHAPTER - MATTER IN OUR SURRONNDINGS

SUB-TOPIC:

i)Characteristics of particles of matter

ii) states of matter ,solid liquid and Gaseous
iii) Characteristics of each state of matter
iv)Conversion of one state of matter to another state .

Activity to show particles of matter are very small

For particles of matter are extremely small -crystals of potassium permanganate taken in a glass cylinder and
Water is added

Activity ---To show that particles are in a state of motion

Th

PARRTICLES ARE IN A STATE OF

MOTION

• The smell of incense stick

spreads when burnt in a corner of
a room
• Diffusion of potassium
permanganate crystals in water.
Very short Answer type questions:
Q1 A diver is able to cut through water in a swimming pool .Which property of matter does this
observation show?
Ans. The observation shows the following properties
• Inter particle forces of attraction is not very strong in water .
• The inter particle spaces are slightly large in water
Q2 A gas exert pressure on the walls of the container .

Ans. The molecules of the gas have high kinetic energy .They strike the walls of the container with certain
force and impart pressure on them .The force per unit area is responsible for the pressure of the gas .

Q4 Ice at 273 K causes more cooling effect than water at 273 K

Ans. As for melting each kilogram of ice takes heat equal to its latent heat of fusion ie 3.34 x10 ^5J of
heat from that substance and hence cools the substance more effectively,
Q5 What produces more severe burn –boiling water or steam? .

Ans. Steam at 100 ℃ contains much more heat than boiling water at the same temperature .When steam
falls on our skin condenses to form water it gives out 22.5x10^5 j per kg of more heat than boiling
water at the same temperature,Thus causes more severe burn than boiling water at the same
temperature.

Short Answer type questions:

When a gas jar containing air is inverted over a gas jar containing bromine vapour the red brown
Q1
bromine vapour diffuse into air .Explain how bromine vapour diffuse into air
– p Particles of bromine vapour mix with the particles of air independently due to diffusion .
Ans.
Describe in your own words what happens to the particles when salts dissolves in water .
Q2
When salt is dissolved in water then salt crystals break into small pieces and enter into the spaces
Ans between the water molecules .Thus there is no change in the volume of the water taken in the beaker

Q3 Compare characteristics of three states of matter

PROPERTY SOLID LIQUID GAS

1.Interparticle Particles are closely Particles are loosely Particles are very
spaces packed packed loosely packed
2.Interparticle Very strong weak Very weak
forces
3.Compressibility Negligible Negligible Highly compressible
4.Shape and Definite shape and Indefinite shape but Indefinite shape as
volume volume definite volume well volume
5.Density high Less than the density Very low density
of solid
6.Kinetic energy low Comparatively high Very high
 7.Diffusion Negligible slow Very fast

Home Assignment:
Q1) Convert -50℃ to kelvin scale
Q2) When we throw water on the floor first it starts spreading but after some time it stops .Give reason
for both the observations
Q3) Why does temperature remain constant during boiling of a liquid ?
Q4) When we put salt in water ,it dissolves Where do the salt particle disappear ?

****************
 DELHI PUBLIC SCHOOL, DURGAPUR
SESSION: 2023-24
ASSIGNMENT - I
SUB:BIOLOGY CLASS: IX
TOPIC: THE FUNDAMENTAL UNIT OF LIFE
SUB-TOPIC: INTRODUCTION OF CELL AND ITS STRUCTURAL COMPONENTS

Very short Answer type questions:

Q1 Name the scientist who discovered Cell and Nucleus respectively.

Ans. Robert Hooke( Cell) and Robert Brown( Nucleus).
Q2 Who gave the Statement Omnis Cellula e cellulae?
Ans. Rudolf Virchow.
Q3 Name the famous book written by Robert Hooke.
Ans. Micrographia
Q4 Who discovered the first living cell?
Ans. Anton Von Leeuwenhooke.
Q5 Name an organism which is an exception to the cell theory?
Ans. Virus
Q6. Name the scientist who gave the Fluid Mosaic model of Plasma membrane.
Ans. Singer and Nicolson.
Q7. Name the three main components of Plasma Membrane.
Ans. Lipid, Protein, Carbohydrate.
Q8. What are Glycolipids?
Ans. Lipids containing carbohydrate head attached to them .

Short Answer type questions:

Q1 What are the functional regions of a cell.

There are three major functional regions of cells:
cell membrane or plasma membrane,
Ans.
nucleus and
cytoplasm
Identify the single celled organisms from the following:
Q2
cockroach, chlamydomonas, snake, mosquito, bacteria.
Ans. Bacteria and chlamydomonas
Q3 Give the postulates of cell theory.
They are as follows:
a. The cell is the structural and functional unit of life.
b. Every living organism is made of cell and cell components
Ans.
c. Every cell arises from pre- existing cells.
d. A cell is the smallest unit in which life exists.

Q4 If the organisation of a cell is destroyed due to some physical or chemical influence, what will happen?
Various parts of a cell are responsible for various functions. They work in tandem to continue life in the
cell. In case, the organization of a cell is destroyed due to some physical or chemical influence, the cell
Ans will die
Home Assignment:

Q1. Who coined the term protoplasm?

Q2. Name the book written by Robert Hooke in which he mentions about cell.

Q3. Name the following:

a) largest cell and the smallest living cell.
b) An anucleate , binucleate and multinucleate cell.
c) Largest cell in the human body.
d) Father of microscopy.

Q4. Write a short note on the Fluid Mosaic Model of Plasma membrane.

Q5. What are intrinsic and Extrinsic Proteins?

Q6. Make a comparison and write down ways in which plant cells are also different from animal.

Q7. Where do the lipids and proteins constituting the cell membrane get synthesised?
 DELHI PUBLIC SCHOOL,DURGAPUR
SESSION: 2023-2024
ASSIGNMENT - 1
SUB: GEOGRAPHY CLASS: IX
TOPIC:INDIA SIZE & LOCATION.
Worksheet
Q-1 The sun rises two hour earlier in eastern parts of Arunachal Pradesh as compared to
Jaisalmer in the west but the watches shows the same time. How does it happen? (CBQ)
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
Q-2 Justify the naming of Indian Ocean after India?
Ans._________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Q-3. How have been mountain passes been helpful in India since historic times? Explain.(CBQ)
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Q4 Why is India said to enjoy a strategic position with reference to the International
trade route? (CBQ)
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Q5 Describe India’s location with reference to her neighbors.

__________________________________________________________________________________
Ans. __________________________________________________________________________________
_________________________________________________________________________________.
Q6. How is the knowledge of latitude and longitude important for people?(CBQ)
__________________________________________________________________________________
Ans. __________________________________________________________________________________
__________________________________________________________________________________
Q7. What are the implications of large land boundaries and vast coastline of India?
__________________________________________________________________________________
__________________________________________________________________________________
Ans
__________________________________________________________________________________
_________________________________________________________________________________.
Q8. Highlight the significance of geographical location of India?
____________________________________________________________________________
____________________________________________________________________________
Ans
____________________________________________________________________________
____________________________________________________________________________.

***********
SUB : ECONOMICS
SUB: THE STORY OF VILLAGE PALAMPUR
Worksheet
Q-1 What are the essential four requirements for production?
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
Q-2 Mention the main features of the Green Revolution
Ans._________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Q-3. What are the harmful effects of the Green Revolution.
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Q4 What was the major disadvantage associated with HYV seeds? Explain.
Ans. __________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Q5 What are the main reasons to grow three different crops in a year in Palampur?
__________________________________________________________________________________
Ans. __________________________________________________________________________________
_________________________________________________________________________________.
Q6. How is land distributed amongst the farmers of Palampur?
__________________________________________________________________________________
Ans. __________________________________________________________________________________
__________________________________________________________________________________
Some shopkeepers in Palampur buy various goods from wholesale markets in the cities and sell them
Q7. in the village. This process is called___________ .

__________________________________________________________________________________
__________________________________________________________________________________
Ans
__________________________________________________________________________________
_________________________________________________________________________________.
Q8. One of the important non-farming activities besides farming in Palampur is _______
____________________________________________________________________________
____________________________________________________________________________
Ans
____________________________________________________________________________
____________________________________________________________________________.
 DELHI PUBLIC SCHOOL, DURGAPUR
Assignment-1
History
CLASS -9
__________________________________________________________________
TOPIC: - THE FRENCH REVOLUTION:

SUB-TOPIC-THE OUTBREAK OF THE REVOLUTION

Stages of French – Revolution

Stage I – The meeting of the Estates-General
Despite the non-aristocratic members outnumbering the aristocrats in terms of population. Yet,
they could be outvoted by the other two bodies.
Before the meeting of the Estates-General on May 5, members of the Third Estate (as the non-
aristocratic class was known) began to mobilise the support of equal voting rights which would
be on the basis of head and not by status With further talks having failed the Third estate met
alone and formally adopted the title of National assembly on June 17, 1789. They gathered in a
nearby indoor tennis court and took the oath of office. This oath was known as the Tennis Court
Oath. The members of this new assembly vowed not to disperse until reforms have been
initiated. Seeing no other option Loius XVI had the absorb the three assemblies into the new
order.
Stage II – The French Revolution Begins
The National Assembly continued to meet at Versailles. The rebellions caused the nobles of the
country to flee en masse. This period is known as the Great Fear when the National Assembly
finally dealt a fatal blow to feudalism on August 4, 1789. The old order had finally ended.
Stage III – Declaration of Rights of Man
The National Assembly adopted the Rights of Man and of the Citizen on August 4, 1789. The
charter was grounded on democratic principles, drawing from philosophical as well as political
ideas of Enlightenment thinkers like Jena-Jacques Rosseau. The declaration was published
on August 26, 1789
The constitution was adopted on September 3, 1791. It symbolised a new French society where
the king would have limited powers with a moderate assembly wield the most power. This,
however, was not enough for the radical elements of the assembly like Goerges Danton and
Maximilien de Robespierre, who demanded a trial of the king and a more republican form of
government. The French constitution was adopted on September 3, 1791.

Please write these in your CW copy:

Questions from the topic:
Q1. Who was the ruler of France during the revolution?
Q2. Name the three ‘Estates’ into which the French society was divided before the Revolution.
Q 3. What was tithes and taille?
Q 4. Who formed the National Assembly in France in 1789?
Q 5. To whom was the taxes called Tithes payable by the peasants in the eighteenth century
France?
Q 6. Which class of society in France was behind the French Revolution?
Q 7. What was feudal system?
Q 8. “The inequality that existed in the French Society in the Old Regime became the cause of
French Revolution”. Justify the statement by giving three suitable examples.
Q 9. When I ascended the throne in 1774 and I founded the royal treasury empty-why and who
am I?
Q10.Write three main features of the French Constitution of 1971.
Q 11. Why did the people attack the Bastille Fort?
Q12. Why was the indoor Tennis court so important in the history of France?
Q13. When I (coming from a 3rd Estate) entered the Estate General , I felt myself very humiliated
–why?
Q-14. What was the immediate cause of the French Revolution?
Q 15. What type of rights were given to the active citizens of France?
 DELHI PUBLIC SCHOOL, DURGAPUR
Artificial Intelligence Assignment-I (2023-24)
Introduction to AI
CLASS-IX

1. What is AI?
Ans. Artificial Intelligence is nothing but making a machine that is as intelligent as a human being. The
AI these days growing very fast around us. Our future lie in AI that can make a machine to work like a
human being. When a machine displays attributes like learning, reasoning and solving problems based
on the situation or the environment around, the machine is based on AI.
It is a branch of Computer Science by which we can create intelligent machines which can act
like a human, think and reason like humans and able to make decisions like human.

2. What is Intelligence made up of?

Ans.

Reasoning Intelligence Linguistic

Learning Perception Problem

Solving

i. Reasoning: - It is a set of process that help us in providing a base for judging, making decisions
and predicting behavior. It is of two types:-
Inductive Reasoning Deductive Reasoning
It conducts specific observations to It starts with a general statement and examines the
make broad general statements. possibilities to reach a specific and logical conclusion.

ii. Learning:- It is act of gaining knowledge or skill by either studying the mechanism or by
practicing a skill or being taught a concept or experiencing something around. Learning are of
various types like Auditory Learning (through listening and hearing), Episodic Learning
(through some sequence of events), Motor Learning (through movement of muscles),
Observational Learning (through watching others), Perceptual Learning (through sensory
learning), Relational Learning (through relationship or relational properties), Spatial Learning
(through visual stimuli) and Stimulus-Response Learning (through a particular behavior).
iii. Problem Solving:- It is the process in which one perceives and tries to find a solution of a
current situation by following some path. Problem Solving also involves decision making.
iv. Perception: - It is the process of acquiring, analyzing, interpreting, selecting and organizing
sensory information. Perception presumes sending. In terms of AI, perception mechanism puts
the data derived from sensory organs in an organized manner.
v. Linguistic Intelligence:- It is one’s ability to use, understand, evaluate, speak and write the
verbal and written language.

(CL-IX/AI/Assignment-I/2023-24/Page 1 of 2)
 3. What are types of Intelligence?
Ans.
Sl No. Name Example
i. Linguistic Intelligence Narrators, Orators
ii. Musical Intelligence Musicians, Singers, Composers
iii. Logical Mathematical Intelligence Mathematicians, Scientists
iv. Spatial Intelligence Map Readers, Astronauts, Physicists
v. Bodily-Kinesthetic Intelligence Players, Dancers
vi. Intra-Personal Intelligence Gautam Buddha
vii. Interpersonal Intelligence Communicators, Interviewers
viii. Existential Intelligence Motivational or Inspirational Speaker, writer,
clergy, author, philosopher, economist or
blogger
ix. Naturalist Intelligence Botanist, Oceanographer, Camp Counsellor,
Astronomer, Meteorologist, Geologist or
Landscape Architect.
x. Emotional Intelligence Writers, Filmmakers, Actors
xi. Creative Intelligence Designer, Photographer, Architect, Engineer
xii. Collaborative Intelligence Managers, Team Leaders, Group Captain
4. Difference between Human and Machine Intelligence.
Sl No. Human Intelligence Machine Intelligence
i. Human perceive by patterns. The machines perceive by set of rules and data.
ii. Humans store and recall Machine has memory that can store and recall the
information by patterns. information by searching algorithm.
iii. Humans can figure out the The machine finds it difficult to complete or figure out
complete object even if some the missing part of an object and cannot do it correctly.
parts of it is missing or distorted.

5. Why we need Artificial Intelligence?

Ans. Some main reasons which show importance of AI:-
 With the help of AI, we can create such software or devices which can solve real-world
problems easily and with utmost accuracy such as health issues, marketing, traffic issues, etc.
 With the help of AI, we can create personal virtual assistant, such as Cortana, Google Assistant,
Siri etc.
 With the help of AI, we can build such Robots which can work in an environment where
survival of human can be at risk like freezing zones, political boundaries, risky terrain etc.

6. List down goals of AI.

Ans. Following are the main goals of AI:-
i. Imitate human intelligence
ii. Solve tasks based on knowledge.
iii. An intelligent connection of observation and action.
iv. Building a machine or a device which can perform tasks that requires human intelligence such
as:
 Proving a theorem.
 Playing chess.
 Plan some surgical operations.
 Driving a car in traffic.
 Interpreting user’s language.
v. Creating some system which can demonstrate intelligent behaviors, learn new things by itself,
show, explain, and can advise to its user.

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(CL-IX/AI/Assignment-I/2023-24/Page 2 of 2)