Passage 1 · Questions 1–13
The Secret of Roman Concrete

A Scattered across the territories of the former Roman Empire are concrete structures that have survived for roughly two thousand years: harbour walls still pounded by the Mediterranean, aqueducts that carried water across deep valleys and, most famously, the Pantheon in Rome, whose vast dome was completed in about AD 126, during the reign of Hadrian. Modern concrete, by comparison, is typically engineered to last between fifty and a hundred years, and many motorway bridges and multi-storey car parks erected in the twentieth century are already showing signs of decay. Why the ancient material should have proved so much more durable is a question that has occupied engineers, chemists and archaeologists for well over a century.

B The Romans did not invent the practice of binding stones together with lime; earlier Mediterranean peoples had used lime mortars for centuries. What the Romans achieved was to turn it into a systematic technology that could be reproduced on an imperial scale. The essential binder was quicklime, obtained by heating limestone in a kiln, which was combined with water and a volcanic ash later named pozzolana after the town of Pozzuoli, on the Bay of Naples, where particularly rich deposits occur. To this mortar, builders added fist-sized chunks of rock or broken brick, known as caementa. Crucially, the mixture was not poured into moulds as a liquid, as concrete is today. It was laid by hand in successive layers and tamped down firmly, often between two facing walls of brick or stone.

C Much of what is known about these methods comes from Vitruvius, an architect and military engineer who served under Julius Caesar and later Augustus. In De architectura, a ten-volume treatise composed in the final decades of the first century BC, he set out recipes in considerable detail. For ordinary walls, he advised, three parts of quarried sand should be mixed with one of lime; for structures built in the sea, two parts of pozzolana to one of lime. He also recorded that the powder found around Baiae and Mount Vesuvius would harden not only in air but under water. Vitruvius was, however, a practitioner rather than a scientist: he could describe what happened without being able to explain why.

D It was in the sea that Roman concrete achieved its most remarkable results. Pliny the Elder, a naval commander as well as a naturalist, claimed that concrete placed in seawater became a single stone mass, impregnable to the waves and growing stronger every day. Roman engineers valued pozzolana so highly that they shipped it across the Mediterranean; the great harbour at Caesarea, constructed for King Herod between about 22 and 10 BC, was built with ash transported from Italy. In 2017, a team led by the geologist Marie Jackson of the University of Utah demonstrated that Pliny had not been exaggerating. Analysing cores drilled from ancient piers, they found that seawater percolating through the concrete had gradually dissolved components of the ash, allowing new minerals – notably a rare crystal called aluminous tobermorite – to grow in the pores and reinforce the material. In ordinary modern concrete, by contrast, chemical reactions with seawater are usually destructive.

E A second line of explanation emerged in 2023, when researchers at the Massachusetts Institute of Technology, led by Admir Masic, examined samples from the city wall of Privernum, an ancient settlement south-east of Rome. Like much Roman concrete, these contained small white lumps of lime which had long been dismissed as evidence of careless mixing or poor-quality raw materials. Masic’s team proposed instead that the lumps were the product of ‘hot mixing’, in which quicklime was added directly rather than first being combined with water. The lumps, they argued, act as reservoirs of calcium: when a crack forms and water seeps in, the lime dissolves and then recrystallises as calcium carbonate, sealing the gap. To test the idea, they produced hot-mixed samples, cracked them deliberately and ran water through them. Within two weeks the cracks had closed completely, whereas in samples made without quicklime the water continued to flow.

F Knowledge of Roman techniques did not vanish entirely when the western empire collapsed in the fifth century AD, but the large-scale use of pozzolanic concrete declined sharply. Medieval builders relied largely on cut stone and simple lime mortar. Renaissance architects pored over surviving copies of Vitruvius, yet it was not until the eighteenth century that binders capable of setting under water were again investigated systematically. In the 1750s, the British engineer John Smeaton, seeking a mortar that could withstand the waves for his Eddystone Lighthouse off Plymouth, discovered that limestone containing clay produced a lime that would set in wet conditions. In 1824, a bricklayer named Joseph Aspdin patented ‘Portland cement’, so called because it resembled a pale building stone quarried on the Isle of Portland.

G Interest in the subject is not merely historical. Manufacturing Portland cement requires kilns heated to around 1,450°C, and the industry is estimated to be responsible for roughly eight per cent of global carbon dioxide emissions; Roman lime could be burned at substantially lower temperatures. Nevertheless, few engineers suggest that the ancient recipe could simply replace its modern successor. Roman concrete is considerably weaker under compression, cures slowly, and was never designed to work alongside the steel reinforcing bars on which contemporary bridges and tower blocks depend. The likelier outcome is that principles drawn from ancient chemistry – volcanic additives, self-healing lime, lower firing temperatures – will be incorporated into new mixes.

📚 Vocabulary from this passage · শব্দভাণ্ডার (B2–C1) — পরীক্ষা জমা দেওয়ার পর দেখা যাবে
depositB2(n.)a layer of a natural substance found in the ground(প্রাকৃতিক) মজুত; সঞ্চিত স্তর reinforceB2(v.)to make a material or structure strongerমজবুত করা; শক্তিশালী করা dismissB2(v.)to decide something is not worth serious attentionউড়িয়ে দেওয়া; নাকচ করা incorporateB2(v.)to include something as part of a larger wholeঅন্তর্ভুক্ত করা contemporaryB2(adj.)belonging to the present time; modernসমকালীন; আধুনিক reignC1(n.)the period during which a king or emperor rulesরাজত্বকাল; শাসনকাল erectC1(v.)to build a structure such as a bridge or buildingনির্মাণ করা; স্থাপন করা successiveC1(adj.)following one after another in orderপরপর; ক্রমান্বয়িক exaggerateC1(v.)to make something seem bigger or better than it isঅতিরঞ্জন করা resembleC1(v.)to look like or be similar to somethingসাদৃশ্যপূর্ণ হওয়া; দেখতে একই রকম হওয়া durableAdv(adj.)able to last a long time without being damagedটেকসই; দীর্ঘস্থায়ী withstandAdv(v.)to resist or survive strong force without damageসহ্য করা; প্রতিরোধ করা
Questions 1–7 · Note Completion
Complete the notes below. Choose NO MORE THAN TWO WORDS AND/OR A NUMBER from the passage for each answer.
Roman concrete
  1. 1Main binding agent: quicklime, made by firing rock in a ______

    kiln. Paragraph B: “The essential binder was quicklime, obtained by heating limestone in a kiln”. WHY: “main binding agent” = essential binder; “made by firing rock” = obtained by heating limestone. Trap: “limestone” is the raw material, not the place where it is heated; the 1,450°C kilns in Paragraph G are for modern Portland cement. 🔑 বাংলায়: quicklime তৈরি হতো limestone-কে kiln-এ গরম করে। limestone হলো কাঁচামাল, gap-এ লাগবে কোথায় গরম করা হয় — kiln।
  2. 2Ingredient from eruptions, whose name comes from a port near Naples: ______

    pozzolana. Paragraph B: “a volcanic ash later named pozzolana after the town of Pozzuoli, on the Bay of Naples”. WHY: “from eruptions” = volcanic; “name comes from a port” = named after the town. Trap: Pozzuoli is the place, not the ingredient; quicklime comes from limestone, not eruptions. 🔑 বাংলায়: volcanic ash-টার নাম pozzolana — Pozzuoli হলো জায়গার নাম, ingredient নয়। এই trap-এ অনেকে ভুল করে।
  3. 3Placement: built up manually in ______, then compressed hard

    layers. Paragraph B: “It was laid by hand in successive layers and tamped down firmly”. WHY: “manually” = by hand; “compressed hard” = tamped down firmly. Trap: “moulds” — the passage says the mix was not poured into moulds. 🔑 বাংলায়: “laid by hand in successive layers” — হাতে স্তরে স্তরে বসানো হতো; moulds হলো আধুনিক পদ্ধতি, তাই trap।
  4. 4Vitruvius on marine work: ______ of volcanic ash per measure of lime

    two parts. Paragraph C: “for structures built in the sea, two parts of pozzolana to one of lime.” WHY: “marine work” = structures built in the sea. Trap: “three parts” is the ratio for ordinary walls (quarried sand), not for sea structures. 🔑 বাংলায়: সমুদ্রের কাঠামোর জন্য two parts pozzolana : one lime; “three parts” হলো সাধারণ দেয়ালের sand-এর হিসাব — trap।
  5. 5Herod’s port in the eastern Mediterranean: key ingredient brought in from ______

    Italy. Paragraph D: Caesarea “was built with ash transported from Italy.” WHY: “brought in from” = transported from; “Herod’s port” = the harbour at Caesarea built for King Herod. Trap: Caesarea is where the ash went, not where it came from. 🔑 বাংলায়: Caesarea-তে ash এসেছিল Italy থেকে — গন্তব্য (Caesarea) আর উৎস (Italy) গুলিয়ে ফেলবেন না।
  6. 6Jackson’s research group: piers strengthened by the formation of minerals such as ______

    aluminous tobermorite. Paragraph D: new minerals, “notably a rare crystal called aluminous tobermorite – to grow in the pores and reinforce the material.” WHY: “strengthened” = reinforce; “formation” = grow; “such as” = notably. Trap: “calcium carbonate” belongs to the 2023 MIT explanation (Paragraph E), not Jackson’s seawater study. 🔑 বাংলায়: Jackson-এর study-তে নতুন mineral = aluminous tobermorite; calcium carbonate হলো Paragraph E-র MIT study — আলাদা গবেষণা, trap।
  7. 7Masic’s experiment: fractures in hot-mixed specimens had healed in no more than ______

    two weeks. Paragraph E: “Within two weeks the cracks had closed completely”. WHY: “fractures … healed” = cracks had closed; “in no more than” = within. Grammar: “in no more than two weeks” is correct. 🔑 বাংলায়: “Within two weeks the cracks had closed” — fracture = crack, healed = closed। উত্তর two weeks।
Questions 8–13 · True / False / Not Given
Do the following statements agree with the information given in Reading Passage 1? Choose TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.
  1. 8Most concrete produced nowadays is intended to stay sound for many centuries.

    FALSE. Paragraph A: modern concrete “is typically engineered to last between fifty and a hundred years.” A life of 50–100 years directly contradicts “many centuries”. Trap: it is the Roman structures that have lasted two thousand years. 🔑 বাংলায়: আধুনিক concrete-এর আয়ু 50–100 বছর ধরা হয় — “many centuries”-এর সাথে সরাসরি contradiction, তাই FALSE।
  2. 9The Romans were the first to use lime as a means of holding building blocks in place.

    FALSE. Paragraph B: “The Romans did not invent the practice of binding stones together with lime; earlier Mediterranean peoples had used lime mortars for centuries.” The statement claims the opposite. Trap: the Romans systematised the technique — that is not the same as being first. 🔑 বাংলায়: Romans প্রথম ছিল না — আগের Mediterranean মানুষরাও lime mortar ব্যবহার করত। Romans শুধু পদ্ধতিটাকে systematic করেছিল। তাই FALSE।
  3. 10Some buildings designed by Vitruvius can still be seen today.

    NOT GIVEN. Paragraph C describes Vitruvius as an architect and engineer and summarises his treatise, but says nothing about whether any of his own buildings survive. Trap: the passage opens with surviving Roman structures (Paragraph A), but none is linked to Vitruvius. 🔑 বাংলায়: Vitruvius architect ছিলেন, কিন্তু তাঁর নিজের কোনো building এখনো আছে কিনা passage-এ বলা নেই — তাই NOT GIVEN।
  4. 11Present-day concrete tends to deteriorate when it comes into contact with salt water.

    TRUE. Paragraph D: “In ordinary modern concrete, by contrast, chemical reactions with seawater are usually destructive.” “tends to deteriorate” = reactions are usually destructive; “salt water” = seawater. 🔑 বাংলায়: আধুনিক concrete-এ seawater-এর reaction সাধারণত destructive — অর্থাৎ ক্ষতি করে। তাই TRUE।
  5. 12The pale fragments that occur in many ancient samples were formerly regarded as a defect.

    TRUE. Paragraph E: the white lumps “had long been dismissed as evidence of careless mixing or poor-quality raw materials.” “pale fragments” = small white lumps; “a defect” = evidence of careless mixing or poor-quality raw materials; “formerly regarded as” = had long been dismissed as. Trap: Masic’s team now interprets them positively — but the statement is about the earlier view, which the passage confirms. 🔑 বাংলায়: সাদা lump-গুলোকে আগে careless mixing-এর প্রমাণ মনে করা হতো — মানে তৈরির ত্রুটি। তাই TRUE।
  6. 13Aspdin’s product was harder than the material from which its name was taken.

    NOT GIVEN. Paragraph F: Portland cement was “so called because it resembled a pale building stone quarried on the Isle of Portland.” The only link given between the cement and the stone is their appearance; their hardness or strength is never compared. Trap: Paragraph G compares Roman concrete with modern cement for strength, not Portland cement with Portland stone. 🔑 বাংলায়: Portland cement-এর নাম এসেছে Portland stone-এর মতো দেখতে বলে — কোনটা বেশি শক্ত, সেই তুলনা passage-এ নেই। তাই NOT GIVEN।
Passage 2 · Questions 14–26
Sleeping with One Eye Open

A Sleep is, on the face of it, a hazardous habit. An animal that is asleep cannot feed, cannot search for a mate and, above all, is poorly placed to notice an approaching predator. If the state conferred no essential benefit, one might expect natural selection to have eliminated it long ago. Yet every animal that has been examined carefully appears to sleep in some form. The American sleep researcher Allan Rechtschaffen once remarked that if sleep does not serve an absolutely vital function, it must be the biggest mistake evolution ever made. Half a century later, scientists still disagree about what that function is – or whether there is only one – but research on species far removed from ourselves has transformed the terms of the debate.

B Studying sleep in animals requires a definition that does not depend on asking the subject how it feels. Researchers generally rely on behavioural criteria: a characteristic resting posture, a reduced response to stimuli, the capacity to be roused quickly, and a ‘rebound’ effect, whereby an individual deprived of rest compensates by resting more later. Using these tests, sleep has been identified in fruit flies, zebrafish and nematode worms. Most strikingly, in 2017 a team at the California Institute of Technology reported that Cassiopea, the so-called upside-down jellyfish, met every criterion, even though it possesses no brain, only a loose network of nerve cells. At night its pulsing slowed by roughly a third; individuals took noticeably longer to react when the surface beneath them was removed; and when they were disturbed by jets of water throughout the night, they were less active the following day. If so simple a creature sleeps, the behaviour may be far older than the brain itself.

C The most extraordinary variations, however, are found among animals for which losing consciousness entirely would be fatal. Dolphins, which must rise to the surface to breathe, cannot afford the deep, motionless sleep of land mammals. In the 1970s, the Russian neurophysiologist Lev Mukhametov, recording electrical activity in the brains of bottlenose dolphins, discovered that the animals allowed only one hemisphere to sleep at a time while the other remained alert. The halves took turns, and during each period the eye connected to the waking hemisphere stayed open. This ‘unihemispheric’ sleep enables a dolphin to keep swimming, surfacing and monitoring its surroundings. Its importance was underlined in 2005, when researchers observing captive bottlenose dolphins and killer whales reported that newborn calves and their mothers showed almost no sign of rest during the calves’ first month of life – a pattern that would cause serious harm in a land mammal.

D Birds offered the first experimental evidence that half-brain sleep might serve as a defence against predators. In a study published in 1999, Niels Rattenborg and colleagues at Indiana State University filmed and recorded mallard ducks resting in a row of four. The ducks in the two central positions, flanked by companions, slept mostly with both hemispheres. Those at the ends, however, increased their use of unihemispheric sleep by around 150 per cent, and consistently directed their open eye away from the group, towards the open space from which a predator would be most likely to approach. The ducks, in other words, were not simply sleeping lightly; they were regulating which side of the brain stayed on guard according to where danger lay.

E Some seventeen years later, Rattenborg, by then at the Max Planck Institute for Ornithology in Germany, addressed a long-standing puzzle: how do seabirds that remain aloft for weeks manage to sleep at all? With colleagues, he fitted great frigatebirds nesting in the Galápagos Islands with small devices that recorded brain activity during flights over the ocean lasting up to ten days. The results, published in 2016, showed that the birds did sleep on the wing, sometimes with one hemisphere and occasionally with both, mostly while circling in thermals – columns of rising warm air. The episodes were extraordinarily brief, averaging around twelve seconds, and added up to only about 42 minutes a day, compared with more than twelve hours a day when the same birds were back on land. While circling, the waking hemisphere was usually the one linked to the eye facing the direction of the turn, suggesting that the birds were watching where they were going.

F Such findings suggest that sleep is far more flexible than was once assumed. Northern fur seals, studied by Oleg Lyamin and Jerome Siegel, sleep with both hemispheres on land and display the rapid eye movement (REM) stage familiar in humans; in the water, however, they switch to unihemispheric sleep and REM almost disappears, sometimes for weeks, apparently without ill effects. This challenges theories that treat REM as indispensable for mammals. Equally surprising, a 2017 study led by Paul Manger of the University of the Witwatersrand, which tracked two wild African elephants in Botswana, found that they slept for only about two hours a day, often standing up. None of this means that sleep is unimportant. Experiments on mice by Maiken Nedergaard and colleagues in 2013 indicated that during sleep the spaces between brain cells widen, flushing out waste products that accumulate during waking hours – a function that may be shared by many species. What the animal kingdom reveals is not that sleep is optional, but that evolution has found remarkably varied ways of accommodating it.

📚 Vocabulary from this passage · শব্দভাণ্ডার (B2–C1) — পরীক্ষা জমা দেওয়ার পর দেখা যাবে
eliminateB2(v.)to remove something completelyসম্পূর্ণ দূর করা; বিলুপ্ত করা criterionB2(n.)a standard used for judging something (pl. criteria)মানদণ্ড possessB2(v.)to have or own somethingঅধিকারী হওয়া; থাকা regulateB2(v.)to control how something happensনিয়ন্ত্রণ করা accommodateB2(v.)to make room for or fit something inজায়গা করে দেওয়া; খাপ খাইয়ে নেওয়া predatorC1(n.)an animal that hunts and kills other animalsশিকারি প্রাণী depriveC1(v.)to prevent someone from having something they needবঞ্চিত করা compensateC1(v.)to make up for something lost or missingপুষিয়ে নেওয়া; ক্ষতিপূরণ করা stimulusC1(n.)something that causes a reaction (pl. stimuli)উদ্দীপক; উদ্দীপনা fatalC1(adj.)causing deathপ্রাণঘাতী; মারাত্মক hazardousAdv(adj.)dangerous; involving riskবিপজ্জনক; ঝুঁকিপূর্ণ indispensableAdv(adj.)absolutely necessary; impossible to do withoutঅপরিহার্য
Questions 14–19 · Matching Headings
Reading Passage 2 has six paragraphs, A–F. Choose the correct heading for each paragraph from the list of headings below. Write the correct number, i–ix.
List of Headings
  1. The sleepless early weeks of marine newborns
  2. Behavioural yardsticks that have extended research to unlikely species
  3. Why larger animals require less rest
  4. Rest without landing
  5. An apparently costly behaviour with an unclear purpose
  6. Evidence of surprising adaptability
  7. Disagreement over how brain activity should be recorded
  8. Position within a group shapes vigilance
  9. Remaining partly conscious in order to breathe
  1. 14Paragraph A

    v. Paragraph A argues that sleep is risky (“cannot feed … poorly placed to notice an approaching predator”) yet universal, and that scientists “still disagree about what that function is”. Costly + unclear purpose = v. Trap: vii — disagreement is mentioned, but about sleep’s function, not about recording methods. 🔑 বাংলায়: Paragraph A: sleep ঝুঁকিপূর্ণ, তবু সব প্রাণী ঘুমায়, আর এর উদ্দেশ্য নিয়ে বিজ্ঞানীরা একমত নন — তাই v।
  2. 15Paragraph B

    ii. Paragraph B explains the behavioural criteria used to define sleep and how they have revealed it in flies, worms and even a brainless jellyfish. Criteria = yardsticks; flies/worms/jellyfish = unlikely species. Trap: vii — no dispute about measuring brain activity; the point is that brain recordings are not needed. 🔑 বাংলায়: Paragraph B-র মূল কথা: behaviour দেখে sleep চেনার criteria, যেগুলো দিয়ে jellyfish-এর মতো অপ্রত্যাশিত প্রাণীতেও sleep পাওয়া গেছে — তাই ii।
  3. 16Paragraph C

    ix. Paragraph C: dolphins “must rise to the surface to breathe”, so only one hemisphere sleeps “while the other remained alert”. Half-awake = partly conscious. Trap: i — the newborn calves are only a supporting detail in the final sentence, not the main idea. 🔑 বাংলায়: Paragraph C: dolphin শ্বাস নেওয়ার জন্য মস্তিষ্কের অর্ধেক জাগিয়ে রাখে — তাই ix। calves-এর কথা শুধু একটা detail, তাই i trap।
  4. 17Paragraph D

    viii. Paragraph D: ducks in the middle slept with both hemispheres, while those at the ends kept one eye open towards “where danger lay”. Where a bird sat (position in the row) controlled how watchful it was (vigilance). 🔑 বাংলায়: Paragraph D: সারির মাঝখানের হাঁস আর কিনারার হাঁস আলাদাভাবে ঘুমায় — অবস্থান অনুযায়ী সতর্কতা বদলায়, তাই viii।
  5. 18Paragraph E

    iv. Paragraph E: frigatebirds that “remain aloft for weeks” were shown to “sleep on the wing”. Sleeping in flight = rest without landing. Trap: ix — the frigatebirds do not stay awake to breathe; that is the dolphins’ problem in C. 🔑 বাংলায়: Paragraph E: frigatebird উড়তে উড়তেই ঘুমায়, নামতে হয় না — তাই iv।
  6. 19Paragraph F

    vi. Paragraph F opens “sleep is far more flexible than was once assumed” and gives fur seals and elephants as examples, ending with “remarkably varied ways of accommodating it”. Flexible = adaptability. Trap: iii — the elephants sleep little, but the passage never links body size to sleep need. 🔑 বাংলায়: Paragraph F: sleep আগের ধারণার চেয়ে অনেক flexible — fur seal, elephant উদাহরণ। তাই vi। iii (বড় প্রাণী কম ঘুমায়) passage-এ বলা হয়নি।
Questions 20–23 · Matching Sentence Endings
Complete each sentence with the correct ending, A–G, below. Write the correct letter, A–G.
List of endings
A   was the one wired to the active half of the brain.
B   rested only when surrounded by companions.
C   almost entirely stop showing one stage of sleep.
D   remained shut for the whole of the night.
E   may have evolved before brains did.
F   sleep for longer than they do on land.
G   kept watch over the area beyond the group.
  1. 20The Cassiopea results imply that sleep

    E. Paragraph B: “If so simple a creature sleeps, the behaviour may be far older than the brain itself.” “may be far older than the brain” = may have evolved before brains did. Trap: C/F describe other animals. 🔑 বাংলায়: jellyfish-এর brain নেই, তবু ঘুমায় — তাই sleep হয়তো brain-এর চেয়েও পুরনো। উত্তর E।
  2. 21In Mukhametov’s research on dolphins, the eye that was not closed

    A. Paragraph C: “during each period the eye connected to the waking hemisphere stayed open.” “connected to the waking hemisphere” = wired to the active half of the brain. Trap: D — the open eye was, by definition, not shut; G describes the ducks in Paragraph D, not dolphins. 🔑 বাংলায়: খোলা চোখটা মস্তিষ্কের জাগ্রত অর্ধেকের সাথে যুক্ত — তাই A। G হলো হাঁসের কথা, trap।
  3. 22In the 1999 experiment, the mallards with a neighbour on only one side

    G. Paragraph D: those at the ends “consistently directed their open eye away from the group, towards the open space from which a predator would be most likely to approach.” A bird with a neighbour on only one side = a bird at the end of the row; watching the open space = keeping watch beyond the group. Trap: B — it was the central ducks that were surrounded by companions. 🔑 বাংলায়: সারির শেষ প্রান্তের হাঁস (এক পাশে সঙ্গী) খোলা চোখ দলের বাইরের দিকে রাখত — তাই G। মাঝখানের হাঁসরা সঙ্গী-ঘেরা, তাই B trap।
  4. 23When the marine mammals investigated by Lyamin and Siegel are swimming at sea, they

    C. Paragraph F: “in the water, however, they switch to unihemispheric sleep and REM almost disappears”. REM = one stage of sleep; “almost disappears” = almost entirely stop showing. Trap: F — the passage never says they sleep longer in the water. 🔑 বাংলায়: পানিতে fur seal-এর REM sleep প্রায় হারিয়ে যায় — REM হলো sleep-এর একটা stage। তাই C। পানিতে বেশি ঘুমায় (F) বলা হয়নি।
Questions 24–26 · Short-answer Questions
Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.
  1. 24What kind of air movement were the frigatebirds typically using when they dozed in flight?

    thermals. Paragraph E: the birds slept “mostly while circling in thermals – columns of rising warm air.” “dozed in flight” = sleep on the wing; “typically” = mostly. (“rising warm air” is also accepted; “columns of rising warm air” is five words — over the limit.) 🔑 বাংলায়: frigatebird বেশিরভাগ সময় thermals-এ (উপরে ওঠা গরম বাতাস) চক্কর দিতে দিতে ঘুমাত। উত্তর thermals — তিন শব্দের limit মনে রাখবেন।
  2. 25Roughly what daily amount of rest did Manger record for the creatures he followed?

    about two hours. Paragraph F: the two wild elephants “slept for only about two hours a day, often standing up.” “daily amount” = a day; “the creatures he followed” = the two wild elephants he tracked. Trap: “twelve hours” is the frigatebirds’ sleep on land (Paragraph E). 🔑 বাংলায়: elephant-রা দিনে মাত্র about two hours ঘুমাত। twelve hours হলো frigatebird-এর মাটিতে ঘুম — trap।
  3. 26What did Nedergaard’s team find is expelled from neural tissue when an animal is not awake?

    waste products. Paragraph F: during sleep the spaces between brain cells widen, “flushing out waste products that accumulate during waking hours”. “expelled” = flushing out; “neural tissue” = spaces between brain cells; “not awake” = during sleep. 🔑 বাংলায়: Nedergaard-এর mouse গবেষণা: ঘুমের সময় brain থেকে waste products বের হয়ে যায়। উত্তর waste products।
Passage 3 · Questions 27–40
Should Endangered Languages Be Saved?

A Of the roughly 7,000 languages spoken in the world today, around 40 per cent are classed as endangered, many of them with fewer than a thousand speakers. In 1992, the linguist Michael Krauss of the University of Alaska published a paper in the journal Language predicting that, by the end of the twenty-first century, as many as 90 per cent of the world’s languages might be either extinct or doomed. In the same article he rebuked his own profession for its complacency, warning that linguistics might go down in history as the only science that had looked on while most of what it studied vanished. Krauss’s figure may yet prove too pessimistic – the rate of loss is notoriously difficult to measure – but the direction of travel is not in serious doubt.

B Those who argue for preservation usually begin with heritage. Each language, on this view, is a unique cultural achievement, containing stories, humour and habits of thought that cannot be fully translated. Kenneth Hale, a linguist at the Massachusetts Institute of Technology who spent decades working with Aboriginal Australian and Native American communities, is widely quoted as likening the loss of a language to dropping a bomb on the Louvre. The image is vivid. Yet the analogy is imperfect in one important respect. A painting has no say in whether it survives, whereas a language lives only for as long as people choose to speak it and pass it on to their children. To treat a language as an exhibit is, in a sense, to forget the speakers.

C A second argument concerns knowledge. K. David Harrison, in his book When Languages Die (2007), points out that many small languages encode a detailed understanding of the local environment: the behaviour of animals, the medicinal uses of plants, the signs of changing weather. The Tofa, reindeer herders in Siberia, have terms that classify a domesticated reindeer by its age, sex, fertility and whether it can be ridden, so that a single word conveys what English needs a whole phrase to express. There is a scientific case, too: every language is a test of theories about what human grammar can and cannot do, and a theory built only on the world’s major languages rests on a dangerously narrow sample. Of the arguments for preservation, this seems to me the more persuasive, since it rests on evidence rather than on sentiment.

D Not every linguist agreed. In a response to Krauss and his colleagues, published in the same journal that year, Peter Ladefoged of the University of California, Los Angeles, warned against a paternalistic attitude towards communities that were abandoning their languages. Speakers, he observed, may have sound reasons of their own for adopting a more widely used tongue, and it is not for outsiders to tell them otherwise. In his view, the responsible linguist should document a language as fully as possible, but should not campaign for its survival. A blunter version of this position holds that linguistic diversity is simply an obstacle, and that a world with fewer languages would be one of greater harmony. This last claim, at least, is easily dismissed: some of the bloodiest civil wars in history, from the American to the Spanish, were fought between people who spoke the same language.

E Ladefoged’s warning deserves to be taken seriously; it would be absurd for academics to insist that a community remain loyal to a language that offers its children few opportunities. But the notion of free choice is harder to sustain when one examines how most languages have actually declined. In nineteenth-century Wales, pupils caught speaking Welsh in some schools were made to wear a wooden board known as the ‘Welsh Not’; in Canada, Australia and the United States, indigenous children were sent to residential schools where their languages were often forbidden. A decision taken by parents who were themselves punished for speaking their mother tongue can hardly be described as neutral. Much apparent ‘choice’ turns out, on closer inspection, to be the long shadow of coercion.

F Nor is decline irreversible. Hebrew, for centuries confined largely to prayer and scholarship, became an everyday language again, though in unusual historical circumstances. More instructive are recent efforts. In New Zealand, Māori ‘language nests’, pre-schools in which young children are cared for entirely in Māori, have operated since 1982. In Hawaii, where by the mid-1980s fewer than fifty children could speak the indigenous language, similar immersion pre-schools opened in 1984, and their former pupils have gone on to Hawaiian-medium schools and university courses. What these cases have in common is that the initiative came from the communities themselves, with public funding following later. Recordings and dictionaries, however valuable, cannot do this work alone: an archive preserves a language much as a museum cabinet preserves a butterfly.

G It does not follow that every language can, or should, be rescued by outsiders. Where a community has genuinely decided to move on, the most useful contribution linguists can make is a thorough record. But where speakers wish to keep their language, governments should remove the obstacles that remain, rather than treating disappearance as a natural and inevitable process. A common objection is that maintaining a minority language holds children back. Research points the other way: children are entirely capable of growing up with two or more languages, and there is no sound evidence that doing so impairs their development. Supporting a language, in the end, does not mean preserving it in amber; it means giving its speakers a genuine choice.

📚 Vocabulary from this passage · শব্দভাণ্ডার (B2–C1) — পরীক্ষা জমা দেওয়ার পর দেখা যাবে
abandonB2(v.)to stop using or doing something completelyপরিত্যাগ করা; ছেড়ে দেওয়া obstacleB2(n.)something that blocks progressবাধা; প্রতিবন্ধকতা notionB2(n.)an idea or beliefধারণা inevitableB2(adj.)certain to happen; impossible to avoidঅনিবার্য thoroughB2(adj.)complete and careful, including every detailপূর্ণাঙ্গ; পুঙ্খানুপুঙ্খ heritageC1(n.)culture and traditions passed down from the pastঐতিহ্য analogyC1(n.)a comparison showing how two things are similarউপমা; সাদৃশ্যমূলক তুলনা sentimentC1(n.)feeling or emotion rather than reasonআবেগ; ভাবাবেগ indigenousC1(adj.)belonging originally to a particular placeআদিবাসী; দেশজ sustainC1(v.)to keep an idea or argument convincingটিকিয়ে রাখা; সমর্থনযোগ্য রাখা complacencyAdv(n.)being too satisfied to see a danger or problemআত্মতুষ্টি coercionAdv(n.)the use of force or threats to make people actজবরদস্তি; বলপ্রয়োগ
Questions 27–31 · Multiple Choice
Choose the correct letter, A, B, C or D.
  1. 27What is the writer’s view of Krauss’s 1992 prediction?

    C. Paragraph A: “Krauss’s figure may yet prove too pessimistic … but the direction of travel is not in serious doubt.” Too pessimistic = could be exaggerated; direction of travel = overall trend. Trap: A — the writer says the rate of loss is hard to measure, not that Krauss counted badly; D — Krauss rebuked linguists, but nothing says they changed. 🔑 বাংলায়: লেখক বলছেন Krauss-এর সংখ্যা হয়তো বেশি pessimistic, কিন্তু ভাষা হারানোর ধারা নিয়ে সন্দেহ নেই — তাই C।
  2. 28What is the writer’s main reservation about the heritage argument in Paragraph B?

    A. Paragraph B: “A painting has no say in whether it survives, whereas a language lives only for as long as people choose to speak it … To treat a language as an exhibit is … to forget the speakers.” Overlooks speakers’ decisions = forgets that people choose. Trap: B — untranslatability is part of the heritage view itself, not the writer’s objection. 🔑 বাংলায়: লেখকের আপত্তি: painting নিজে কিছু ঠিক করে না, কিন্তু ভাষা টিকে থাকে মানুষের choice-এর উপর — heritage argument এটা ভুলে যায়। তাই A।
  3. 29The writer mentions the Tofa in order to illustrate

    D. Paragraph C: the Tofa “have terms that classify a domesticated reindeer by its age, sex, fertility and whether it can be ridden, so that a single word conveys what English needs a whole phrase to express.” One word carrying age, sex, fertility and rideability = much practical detail in one item of vocabulary. Trap: B — English can express the idea, only less economically (“a whole phrase”); C — grammar is discussed in the next sentence, about all languages. 🔑 বাংলায়: Tofa-দের একটা শব্দেই reindeer-এর বয়স, লিঙ্গ, উর্বরতা, চড়া যায় কিনা — সব তথ্য থাকে। তাই D। English-এ phrase দিয়ে বলা যায়, তাই B trap।
  4. 30The writer refers to the ‘Welsh Not’ to support the view that

    B. Paragraph E: after the Welsh Not and residential schools, the writer concludes that “much apparent ‘choice’ turns out … to be the long shadow of coercion.” Coercion = pressure. Trap: C — the writer says Ladefoged’s warning “deserves to be taken seriously”, the opposite of dismissing it. 🔑 বাংলায়: Welsh Not-এর উদাহরণ দিয়ে লেখক দেখান — অনেক সময় ভাষা ছাড়া “choice” না, চাপের ফল (coercion)। তাই B। লেখক Ladefoged-কে seriously নিতে বলেছেন, তাই C trap।
  5. 31What point does the writer make about the Hawaiian early-childhood schools?

    C. Paragraph F: after the pre-schools opened in 1984, “their former pupils have gone on to Hawaiian-medium schools and university courses” — children now educated through Hawaiian, when fewer than fifty could speak it before. Trap: A — “the initiative came from the communities themselves”, with public funding later; B — the Māori nests began earlier, in 1982; D — recordings “cannot do this work alone”. 🔑 বাংলায়: Hawaii-তে আগে 50-এর কম শিশু ভাষাটা জানত; pre-school-এর পর ছাত্ররা Hawaiian-medium school ও university-তে গেছে — নতুন প্রজন্মের speaker। তাই C। Māori nest আগে (1982), তাই B trap।
Questions 32–35 · Matching Features
Look at the following statements (Questions 32–35) and the list of people below. Match each statement with the correct person, A–D. You may use any letter more than once.
List of People
A   Michael Krauss
B   Kenneth Hale
C   Peter Ladefoged
D   K. David Harrison
  1. 32Specialists had been neglecting a crisis within their own field.

    A. Paragraph A: Krauss “rebuked his own profession for its complacency”, warning that linguistics might be the only science “that had looked on while most of what it studied vanished.” Complacency = neglecting; his own profession = their own field. Trap: C — Ladefoged criticised linguists’ attitude to communities, not their neglect. 🔑 বাংলায়: Krauss নিজের পেশার (linguists) উদাসীনতার সমালোচনা করেছিলেন — তাই A।
  2. 33Giving up an ancestral language can be a sensible decision for a community.

    C. Paragraph D: Ladefoged “observed” that speakers “may have sound reasons of their own for adopting a more widely used tongue”. Sound reasons = sensible decision. Trap: B/D — Hale and Harrison argue for preservation. 🔑 বাংলায়: Ladefoged বলেছেন, community-র নিজস্ব যুক্তিসঙ্গত কারণ থাকতে পারে বড় ভাষায় চলে যাওয়ার — তাই C।
  3. 34Losing a language does as much harm as destroying a great art collection.

    B. Paragraph B: Hale “is widely quoted as likening the loss of a language to dropping a bomb on the Louvre.” The Louvre = a great art collection; likening = treating the two losses as comparable. Trap: the “museum cabinet” image in Paragraph F is the writer’s own, about archives. 🔑 বাংলায়: Hale ভাষা হারানোকে Louvre-এ বোমা ফেলার সাথে তুলনা করেছেন — Louvre মানে বিশাল art collection। তাই B। Paragraph F-এর museum cabinet লেখকের নিজের কথা।
  4. 35Scholars should aim to capture every aspect of a vanishing tongue but not fight for its continued use.

    C. Paragraph D: “In his view, the responsible linguist should document a language as fully as possible, but should not campaign for its survival.” Document as fully as possible = as complete a record as they can; not campaign for its survival = without trying to keep it alive. Trap: D — Harrison stresses the knowledge languages hold, not limiting linguists to recording. (C is used twice.) 🔑 বাংলায়: Ladefoged-এর মতে linguist-এর কাজ ভাষাটা পুরোপুরি document করা, বাঁচানোর campaign করা না — তাই আবার C। একই letter দুবার আসতে পারে।
Questions 36–40 · Yes / No / Not Given
Do the following statements agree with the claims of the writer in Reading Passage 3? Choose YES if the statement agrees with the claims of the writer, NO if the statement contradicts the claims of the writer, or NOT GIVEN if it is impossible to say what the writer thinks about this.
  1. 36The case based on what languages can teach us is stronger than the one based on culture.

    YES. Paragraph C: “Of the arguments for preservation, this seems to me the more persuasive, since it rests on evidence rather than on sentiment.” “this” = the knowledge/scientific argument; the alternative is the heritage argument of Paragraph B. More persuasive = stronger. 🔑 বাংলায়: লেখক নিজে বলছেন knowledge-এর argument বেশি persuasive, কারণ এটা evidence-ভিত্তিক — heritage (culture) argument-এর চেয়ে। তাই YES।
  2. 37If everyone shared a common language, conflict would probably become less frequent.

    NO. Paragraph D: the claim that fewer languages would bring “greater harmony” is “easily dismissed: some of the bloodiest civil wars in history … were fought between people who spoke the same language.” The writer rejects the idea. Trap: this view is reported in the passage, but the writer argues against it. 🔑 বাংলায়: এক ভাষা হলে শান্তি — এই দাবি লেখক “easily dismissed” বলেছেন; একই ভাষার মানুষের মধ্যেও ভয়াবহ civil war হয়েছে। তাই NO।
  3. 38Teaching toddlers solely through a heritage tongue works better than classes for adults.

    NOT GIVEN. Paragraph F describes Māori and Hawaiian immersion pre-schools favourably, but adult learning is never mentioned, so the writer’s view on this comparison cannot be known. Trap: the comparison (“more effective than”) is invented. 🔑 বাংলায়: Paragraph F-এ pre-school-এর প্রশংসা আছে, কিন্তু adult class-এর সাথে তুলনা নেই — তাই NOT GIVEN।
  4. 39Documentation alone can be enough to ensure that a tongue is still spoken.

    NO. Paragraph F: “Recordings and dictionaries, however valuable, cannot do this work alone: an archive preserves a language much as a museum cabinet preserves a butterfly.” Documentation = recordings and dictionaries; the writer says they are not enough. 🔑 বাংলায়: লেখক বলছেন recording আর dictionary একা ভাষা বাঁচাতে পারে না — archive ভাষাকে “মৃত butterfly”-র মতো সংরক্ষণ করে। তাই NO।
  5. 40Acquiring two languages in early life is unlikely to damage a child’s progress.

    YES. Paragraph G: “children are entirely capable of growing up with two or more languages, and there is no sound evidence that doing so impairs their development.” Impairs their development = damage a child’s progress. Trap: the sentence before (“holds children back”) is an objection the writer rejects. 🔑 বাংলায়: লেখক বলছেন একাধিক ভাষা নিয়ে বড় হলে শিশুর development-এর ক্ষতি হয় এমন প্রমাণ নেই — তাই YES। “holds children back” হলো আপত্তি, যা লেখক মানেন না।