DELHI PUBLIC SCHOOL, DURGAPUR

CLASS VIII
ASSIGNMENT – 5 (TERM I-2024-25)
SUBJECT – ENGLISH
TOPIC – THE MONKEY’S PAW
OZYMANDIAS
REPORTED SPEECH
DETERMINERS
CONJUNCTIONS
DIARY ENTRY

ENGLISH LITERATURE – THE MONKEY’S PAW

EXTRA QUESTIONS
Q1. “For God’s sake, don’t let it in,” – Why do you think the speaker was afraid of letting “it” in? Why
was the listener trying to let “it” in?
Ans. Here “it” refers to the monkey’s paw. Mrs. Herbert was already frantic about having her son back. As
she heard the knock at the door, she was certain to find Herbert at the gate. So, she rushed towards it. But Mr.
White was very apprehensive about the situation. He had the scare of finding Herbert in that mutilated form
outside the door, which he knew, would make Mrs. White afraid and dreadful. So, somehow, he tried to catch
her by the arm and held her tightly. Mrs. Herbert was quite adamant at this situation as mother’s love knows
no bounds and is always hopeful for something better.

Q2. Describe the tale that was narrated by the Seargeant at the Whites’ residence.
Ans. Sergeant Major Morris mentioned that the paw had a spell put on it by an old fakir who had been a holy
man. He wanted to exhibit that fate ruled people’s lives, and those that tried to change it would regret that
later. He had put a spell on it so that three different men would have three wishes from the paw.

Q3. “Never mind, though; there’s no harm done, but it gave me a shock all the same.” Elucidate your
experience in reading these lines stated by Mr. White.
Ans. Herbert knew his father quite well. He had realized that Mr. White had a wish somewhere within to get
his wish fulfilled by the paw. At this, Herbert had given him the idea of two hundred pounds that would be
well enough to pay for the house. After this, the wish was made and he felt as if the paw twisted in his hand
like a snake. Mr. White handled the situation with calmness of his mind thinking that there was no possible
harm done immediately after that; only a shock left him in deep thoughts. But later we realize that the
monkey’s paw had a great role to play in the story. Invariably, it granted the wish of Mr. White and let him
have those two thousand pounds. Well, the story reaches a climax when we witness that those two hundred
pounds came with a huge coincidence, i.e. Herbert’s death.

Q4. Comment on the response of the Whites after Morris mentioned the paw.
Ans. The Whites were eagerly waiting for Mr. Morris, an acquaintance of Mr. White. Soon after he entered,
the family circled around him listening to tales of distant past. Those included that of wild scenes and brave
acts of wars and strange people. Morris insisted him on the monkey’s paw that he had mentioned earlier. To
this, Morris referred to it as ‘magic’ and adding to it was that it was an ordinary little paw, dried to a mummy.
Mrs. White felt disgusted to look at it, but Herbert took it in his hands with quite a considerable interest.
Major Morris disclosed that a spell was put on it by an old fakir who wanted to show that fate ruled people’s
lives and those that tried to change would feel guilty later. Three different people could have three different
wishes from it. Morris clearly claimed that he already had enough of it and that he wouldn’t be responsible if
anything wrong happens to the Whites as Mr. White demanded to have that.

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Q5. The stranger was very apprehensive before entering the Whites’ house. Elucidate on this statement.
Ans. The stranger from Maw and Meggins came to break the news to the old couple that they had lost their
only son, Herbert at a very tragic accident at the factory. He was apprehensive about how the Whites would
respond to this tragic news. He was there to announce the amount of two hundred pounds to be given as
compensation from the factory for this immeasurable loss and that the company held no responsibility for
whatever had happened. Therefore, he did not understand how would the situation be with the parents of
Herbert who had just lost their only son.

Q6. Can you justify Mrs. Whites’ behaviour after her son’s death.
Ans. After Herbert’s death, the couple would sometimes talk to each and sometimes not. She would weep and
collect his memories unable to withstand the pain of the severe loss. Then one day, in need of the paw, she
woke up and behaved frantically after Mr. White mentioned where it was. She collected what the old fakir had
mentioned and realised that the other two wishes were left to be fulfilled. Mr. White, trying to explain her that
it was all a ‘coincident’ never wanted to have it back. She somehow wanted to have her son back and asked
Mr. White to get the talisman back. Mrs. White appeared to be white and expectant and a little unfamiliar to
Mr. White. Soon after there were three knocks at the door and Mrs. White was hysterical to open the door,
expecting Herbert to be there. With a heart full of guilt and apprehension, Mr. White never wanted to open the
door in fear of something more eerie. His heart pounded to think if some harm was waiting for Mrs. White and
that he wouldn’t be able to bear any more beyond Herber’s death. YES, there was a lot of mental exhaustion
that makes us realise that Mrs. White had been eccentric. But we know the truth that it is very common for a
woman who has just lost her only son in a tragic accident.

HOMEWORK
EXTRAPOLATORY QUESTION:
1. Imagine yourself to be Mr. White. Elucidate how the news of Herbert’s death brought a havoc change in the
family and how it affected the equilibrium. (120-150 WORDS)
EXTRA QUESTION
1. We find the stranger in an utterly clumsy situation. Do you agree? Give opinions.

ENGLISH LITERATURE – OZYMANDIAS

TEXTUAL QUESTIONS – Pg – 65, Ex. A, Ex. B
Q1. Where had the traveler come from?
Ans. The traveler had come from a land where a civilisation flourished in ancient times. He is probably
referring to Egypt.

Q2. What had he seen in the desert? What are the various phrases used to describe it in the poem?
Ans. The traveler had seen a huge statue of a king called Ozymandias.
Various phrases like ‘shattered visage’, ‘wrinkled lip’, ‘colossal wreck’ have been used to describe the
remnants of the great statue of Ozymandias.

Q3. What was written on the pedestal of the statue? Explain it in your own words. What do the lines say
about the character of Ozymandias?
Ans. The huge statue had two trunkless legs of the statue of Ozymandias which were still standing on a
pedestal. The half-broken face was lying shattered near the legs, half buried in the sand. The inscription on the
pedestal read, “My name is Ozymandias, king of kings: Look upon my works, ye Mighty, and despair!”
The lines proclaim that the statue is that of Ozymandias, who is the mightiest of all kings and that people
should fear him by looking at his statue. The expression on the face of the statue was that of sneering. It
seemed as if the king was looking upon everyone with contempt and disgust. These lines talk about a powerful
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and haughty man who was not at all affectionate towards the feelings of his subjects. It reflects the autocratic,
dominating and uncaring attitude of the king.

B. Q1. “Near them, on the sand, / Half sunk, a shattered visage lies”
a. Who is the speaker?
Ans. The traveler who had come from a land where a civilisation flourished in ancient times, said these
words.

b. What was the expression on the face of the statue? What did the expression say about the sculptor?
Ans. The face of the statue was half-buried. The face was broken, but the traveller could still see the
sculpture, wearing a frown and a sneer. It can be stated that the sculptor must have known his subject well
because it is obvious from the statue’s face that this man, Ozymandias was a great leader, but one who could
also be very vicious. He describes his sneer as having a “cold command.” Even though the leader was
probably very great, it seems that the only thing that survives from his realm is this statue, which is half-
buried and somewhat falling apart.

c. Explain the meaning of ‘shattered visage’. Why was it half sunk?

Ans. The phrase ‘shattered visage’ implies the broken face of Ozymandias. It was half-sunk because it had
been ruined with time which spares no one whether rich or poor. With the passing of time, everything turns to
dust.

Q2. “The hand that mocked them, and the heart that fed;”
a. Whose hand is being referred to in the given line? Who does the word ‘them’ refer to?
Ans. The “hand” stands for the sculptor’s hands or the artist who sculpted the statue. The word ‘them’ refers
to the facial expressions, emotions and expressions of cruelty sand arrogance that are still visible in the half-
ruined face of the statue of king Ozymandias.

b. Explain the two meanings of the word ‘mocked’.

Ans. The sculptor ‘mocked’ which also means the appropriate way in which he copied or captured the
emotions and expressions of Oxymandias. He has delivered his hand on the sculpture so well that it exactly
imitates the king. In this way he mocks or makes fun of Ozymandias as well as the ego and self-pride which
the ‘visage’ portrays ultimately lying down, all futile ‘half-sunk’ and ‘shattered’ in the sand.

c. Whose heart in being referred to in the line? What had it ‘fed’?

Ans. The king Ozymandias’ heart has been referred to here. The fact that the traveller says it was his "heart"
that fed means that his actions were initiated from a wicked and cold heart that was devoid of any empathy or
compassion toward the people he forced to serve him. The expression "the heart that fed" is both a metaphor
and a synecdoche.

d. Where do the passions of the old king survive?

Ans. The traveller who observes the shattered statue of the once great king Ozymandias lying on the desert,
says that the passions of the king once felt, still survive because the sculptor who made the statue, captured
them in the carved face of Ozymandias. Ozymandias' passions can be discerned from his ‘frown’, ‘wrinkled
lip’ and ‘sneer of cold command’.

EXTRA QUESTIONS
Q1. What did the traveler see in the desert?
Ans. The traveler intimated the narrator that he came across a queer scene in a desert while he was travelling
to an ancient land. He witnessed two vast and trunkless legs of stone standing all bare in the desert. Near the
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trunkless legs laid a human face half buried in the sand. The sculptor very aptly carved the emotions of the
despot whose statue it was.
Q2. What is ironic about the inscription on the pedestal of Ozymandias’ statue?
Ans. The inscription on the pedestal of Ozymandias’ statue suggests that the king was boastful, vain and
arrogant. He thought that his kingdom would remain as it had been, forever. But neither he nor his kingdom
were to be seen anywhere; all remains in a dilapidated state. He failed to realise the limitations of life; life is
ephemeral indeed. The poem highlights the vanity of human glory and power.
Q3. Who does the “shattered visage” in the poem ‘Ozymandias’ belong to and why is it “half sunk”?
Ans. The “shattered visage” belongs to that of Ozymandias. It is in a shattered condition as it is ravaged by
time. King Ozymandias had got the statue created to exert his power and might but time, as inevitable as it is
has destroyed it all. Time is that powerful and can destroy everything.
Q4. What quality of king Ozymandias does the poem reflect?
Ans. The poem conveys that Ozymandias was a very powerful ruler. He had immense pride of his strength.
Owing to his achievements, he had become arrogant. He was indeed as authoritarian and a despot. His wishes
meant his laws. He had a desire of being remembered by the posterity as a a ruler of might.
Q5. What feelings does the partially destroyed statue of Ozymandias convey?
Ans. The half-shattered statue bears the witness to reality. It conveys that time is the most powerful thing in
the world. It also expressed that the sculptor of the statue had been a very meticulous and skilled person who
was full of scorn and hostility. He had almost thrown challenge to the powerful people of the other kingdoms
of the contemporary world.

HOMEWORK
EXTRAPOLATION
Q1. Imagine yourself to be the speaker in the poem ‘Ozymandias’. Write a letter to your friend describing
your emotional state of mind after looking at the broken statue of such a powerful king. (in 120 words).

ENGLISH LANGUAGE – REPORTED SPEECH

A. Read the dialogues given below and then complete the report by choosing the correct options from
the ones given below the dialogue:
1. Judge: Why don’t you speak the truth?
Witness: I have spoken only the truth.
Judge: Were you really present at the scene?
Witness: Yes, sir.
The judge asked the witness (a) ……… the truth. The witness replied that (b) ………. only the truth. At this
the judge asked (c) ………….. at the scene. The witness replied in positive.

2. Mother: What is the matter?

Son: Grandfather has shot a policeman.
Mother: Why?
Son: He was a deserter.
Mother asked the son (a) ………… The son replied (b) …………. a policeman. The mother demanded (c)
………… To this the son replied that he was a deserter.

ENGLISH LANGUAGE – DETERMINERS

A. Choose the correct determiner from the bracket:
A tired traveler stopped at Nizam’s tent at the corner and asked for shelter for _______ (a/ any) night. Without
_____ (a/ some) delay, the man caught ______ (a few/ a) fish and handed it to _______ (his/their) wife for
______ (a/the) guest’s supper. As they begin speaking to each other, they realise that _____ (a/the) traveler
has ______ (many/much) information about the east. He himself said that he had been a part of a Bengali
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family, so he was habituated with having at least _____ (a few/ much) fish on his platter every day.
______(either/neither) Nizam or ______ (his/ theirs) wife was there to attend him with fresh cooked food.
______ (many/enough) food was served and that left him in happiness. When _______ (a little/ a few) was
left on the plate, the guest realized that ______ (little/ the little) did he know about the host’s real intentions.

ENGLISH LANGUAGE – CONJUNCTIONS

A. Correct the errors in the following sentences:
1. There is no such doctor which you mention.
2. We had scarcely reached the station than the train started.
3. He met not only me, also my brother.

B. Complete each sentence using the subordinating conjunction from the parenthesis:
1. I could not get a seat, _________ I came early. (as, though, when)
2. We are leaving on Wednesday _________ or not it rains. (if, whether, though)

C. Complete each sentence using the correct correlative conjunction pair from the parenthesis:
1. _________ I have salad for dinner, _____________________I can have ice cream for dessert. (if /then,
when / than, whether / or)
2. _________ flowers _________ trees grow _________ during warm weather. (not only / or, both / and, not /
but)

D. Complete each sentence using the correct coordinating conjunction from the parenthesis:
1. I have to be on time, _________ my boss will be annoyed if I’m late. (and, nor, for)
2. Do you like chocolate _________ vanilla ice cream better? (or, nor, and)

ENGLISH WRITING SKILL – DIARY ENTRY

Q1. You have the habit of watering the plants every evening. Today something happened at the garden
that distracted your mind and you are unable to comprehend that. Write a diary entry in 120 words
relating to what happened today.

Monday, 9 October, 2023 9.30pm

I usually spend pleasant evenings with my flowers around – they sing and dance and bloom with smiling
faces. I feel lively while watering the plants every day. I was expecting the same today as well. I went out
bare-footed to enjoy the breeze while watering the plants who I feel, wait for me quite patiently every evening.
To my amazement, as I crossed the threshold of the extended balcony, I realised a shadow behind me. The
mellow dusk did throw me a challenge and I felt a little scared. I was unable to understand what followed me.
Well, then I became quite busy with my work. It happened again and this time, my cautious mind sent an
alarm and I decided to call out loud, in case of any danger. As I was about to knock my door, my mother came
out and informed me that there has been a burglary in the afternoon in the house right across our house. I
calculated it all and wrapped the water-pipe and sat with my mother over a cup of coffee. I, was anxious
enough to share my mother all about what I experienced. My mother is alert now and we have by now guessed
what might have happened in the evening.

Q1. You are Rita/ Rana. Last evening while you were playing with your friends, your gang discovered
something at your locality, unseen and unexplored till date. That experience has left you thrilled and lost at the
same time. Make a diary entry expressing your feelings. Word limit: 100-120 words.
Please Note- All the tasks on Literature, Language, Writing Skill need to be completed in your English
Assignment Note-book.
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 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-
ASSIGNMENT - 05 (TERM I-2024-25)
SUBJECT- HINDI
TOPIC- अंबर की बातें मैं क्या जानूूँ और चीफ की दावत

----------------------------------------------------------------------------------------------------------------

पाठ – अंबर की बातें मैं क्या जानूूँ और चीफ की दावत

रचनाकार- नममदा प्रसाद खरे और भीष्म साहनी

1. ननम्ननिनखत प्रश्नों के उत्तर निनखए-

(i) कनव को धरती पर अनभमान है। क्या आपको िगता है कक धरती पर अनभमान ककया जाना चानहए ?

(ii) भाग्य के भरोसे हाथ पर हाथ रखकर बैठे रहने वािों को कनव क्या कहना चाहते है ?

(iii) भाव स्पष्ट करें जीवन का प्रेरक गीत कदया । ,काूँाों ने किठन परीोंा िे -

(iv) चीफ, शामनाथ की माूँ से नमिकर खुश क्यों हुए?

(v) शामनाथ की पत्नी और शामनाथ सुबह से चीफ़ की दावत के निए क्या-क्या तैयािरयाूँ की?

2. पाठाधािरत रचनात्मक प्रश्न (Text Based Creative Writing Questions)

(i) कनवता का प्रनतपाद्य अपने शब्दों में निनखए।

(ii) चीफ साहब का चिरत्र-नचत्रण पाठ के आधार पर निनखए।

(iii) माूँ को आूँखों से कदखाई नहीं देता था, कफर भी चीफ के निए माूँ फु िकारी बनाने को तैयार क्यों हो गई? इसमें माूँ
की कौन-सी भावना निपी हुई है ?

3. रचनात्मक – िेखन प्रश्न

संबाद िेखन

(i) नचककत्सक और रोगी के मध्य संवाद िेखन निनखए।-

(ii) अध्यापक और नशष्य के बीच पढ़ाई को िेकर हुई बातचीत को संवाद के रूप में निनखए

****ईश्वर द्वारा प्रदत प्रकृ नत मानव के निए सीख है ***

(CLASS-VIII/HINDI (2nd LANGUAGE)/ASSIGNMENT-05/TERM-I/2024-25/Page 1)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS - VIII
ASSIGNMENT - 05 (TERM I-2024-25)
SUBJECT- BENGALI (2ND LANG.)
TOPIC – JATRAPOTHE & BHORAI

__________________________________________________________________
k¡œ¡f­b (°puc j¤Sah¡ B¢m)

1z "j¡ M¤ ¢QqÚmÚ J f”jÚ qÙ¹jÚz'- Hl AbÑ qm -

(i) B¢j f’¡æ eð­ll
(ii) B¢j f’¡n eð­ll
(iii) B¢j fyua¡¢õn eð­ll
(iv) B¢j fyuo¢– eð­ll
2z j¿¹hÉ : f¡q¡l¡Ju¡m¡­cl jÙ¹­L hSÊ¡O¡az k¤¢š² : L¡h¤m ­b­L Q¢õn Se L­u¢c ¢e­u S¡m¡m¡h¡­cl ­S­m
k¡Ju¡l f­b HLSe L­u¢c f¡¢m­u k¡uz
(i) j¿¹hÉ k¤¢š² c¤CC i¥m
(ii) j¿¹hÉ ¢WL k¤¢š² i¥m
(iii) j¿¹hÉ k¤¢š² c¤CC p¢WL
(iv) j¿¹hÉ i¥m k¤¢š² ¢WL
3z "­noV¡u HLSe h¤¢Ü h¡am¡mz' h¤¢ÜV¡ ¢L ¢Rm ?
(i) AeÉ ­LE S¡e¡l B­NC ¢ejm¡l h¡N¡e f¢laÉ¡N Ll­a q­h
(ii) l¡Ù¹¡l ­L¡­e¡ ­m¡L­L d­l ­Ny¡S¡¢jm ¢c­a q­h
(iii) ­i¡­ll ej¡S ­no L­lC L¡h¤m ­fy±R¡­a q­h
(iv) Jf­ll ph Ešl i¥m
4z j¿¹hÉ : jl¡ ­m¡­L ­a¡ Bl Lb¡ Lu e¡z
k¤¢š² : L) S¡m¡m¡h¡­cl ­Sm ­b­L k¡l¡ ­h¢l­u B­p a¡l¡ g¡u¡¢lw ­ú¡u¡­Xl j¤­M¡j¤¢M quz
M) A­eÉl Ly¡­dl Efl ­Q­f L¢g­e ö­uz
(i) k¤¢š² L) J M) c¤CC p¢WL
(ii) k¤¢š² L) ¢WL M) i¥m
(iii) k¤¢š² L) i¥m M) ¢WL
(iv) k¤¢š² L) Hhw M) c¤CC i¥m

fË­nÀ¡šl :-
1z “­pC qai¡N¡ ­a¡ S¡m¡m¡h¡­cl S¡q¡æ­j ¢N­u Y¥Lmz”
(i) L¡l ­mM¡, ­L¡e lQe¡l A¿¹NÑa ? "qai¡N¡¢V' ­L ?
(ii) L¡­L "S¡m¡m¡h¡­cl S¡q¡æj' hm¡ q­u­R ? Hje j¿¹­hÉl ­fR­e ­L¡e k¤¢š² L¡S Ll­R ?
E :-
(i) °puc j¤Sah¡ B¢ml ­mM¡ ‘k¡œ¡f­b’ lQe¡l A¿¹NÑaz fË¡u ¢œn hRl B­N ¢ejm¡l h¡N¡­eC Q¢õn Se
L­u¢c ¢e­u l¡¢œh¡p Ll¡l pju a¡­cl j­dÉ HLSe f¡¢m­u k¡u, f¡q¡l¡Ju¡m¡l¡ ­pC pwMÉ¡ f§l­Zl SeÉ
HLSe plm J p¡c¡¢p­d NË¡jÉ j¡e¤o­L d­l L­u¢c­cl j­dÉ Y¥¢L­u ­cuz a¡­LC qai¡NÉ hm¡ q­u­Rz
(ii) "BgN¡e ­Sm­L' HM¡­e "S¡m¡m¡h¡­cl S¡q¡æj' hm¡ q­u­Rz BgN¡¢eÙÛ¡­el ­Sm…¢m­a ­kph
f¡q¡l¡Ju¡m¡l¡ L¡S L­l a¡­cl LaÑhÉL­jÑ Ah­qm¡l S­eÉ h£ivpÉ n¡¢Ù¹l Lb¡ ­n¡e¡ k¡uz ­pC n¡¢Ù¹
(CLASS-VIII/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-05/TERM -I-2024-25 PAGE 1 of 5)
 LMeJ gy¡¢p, LMeJ …¢m L­l qaÉ¡ h¡ ApqÉ ­Smh¡pz HLh¡l ­Sm q­m a¡l HLj¡œ n¡¢Ù¹ jªaÉ¥z jªa
hÉ¢š²l j¤M ­b­L ­k­qa¥ ¢LR¥ ­n¡e¡ k¡u e¡, ­pC ­qa¥ ­Smh¡­pl Apqe£u h£ivpÉ n¡¢Ù¹l Lb¡ LÒfe¡
L­lC Hje j¿¹hÉ Ll¡ q­u­Rz
2z “­p clM¡Ù¹ f¡W¡­e¡l ­Qø¡ ­R­s ¢c­u­Rz”
(i) L¡l Lb¡ hm¡ q­u­R ? L£­pl clM¡Ù¹ ?
(ii) clM¡Ù¹ f¡W¡­e¡l ­Qø¡ ­R­s ­cJu¡l L¡lZ ¢L ?
E :-
(i) °puc j¤Sah¡ B¢ml ­mM¡ ‘k¡œ¡f­b’ lQe¡u Q¢õn Se L­u¢cl HLSe ­hf¡š¡ q­u ­N­m, ­p ÙÛ¡e f§ZÑ
Ll¡l SeÉ HLSe plm J p¡c¡¢p­d NË¡jÉ j¡e¤o­L l¡Ù¹¡ ­b­L d­l L­u¢c­cl j­dÉ Y¥¢L­u ­cJu¡ quz
HM¡­e a¡l Lb¡C hm¡ q­u­Rz ­Sm ­b­L R¡s¡ f¡h¡l SeÉ BgN¡¢eÙÛ¡­el pjË¡V Bm¡ qSla h¡cn¡l
L¡­R pjÙ¹ OVe¡l hZÑe¡ ¢c­u qai¡NÉ ­m¡L¢V HL¢V clM¡Ù¹ ­ch¡l ­Qø¡ L­lz
(ii) S¡m¡m¡h¡­cl ­S­m clM¡Ù¹ pq­S pjË¡­Vl L¡­R ­fy±Ru e¡z L¡lZ H­a ­Sm­llJ fË¡­Zl iu b¡­Lz ­p
i¡­m¡i¡­h pe¡š² e¡ L­lC HL ­hLp¤¤l ­L ­S­m f¤­l ­cJu¡l SeÉ Qlj n¡¢Ù¹ ­f­a f¡­lz Abh¡ ­Sml
­i­h­R ­m¡LV¡ ¢j­bÉLb¡ hm­R eu­a¡ ­S­ml AeÉ L­u¢c­cl ja ­pJ f¡Nmz a¡C A­eL T¥­m¡T¥¢m L­l
clM¡Ù¹ ­mM¡ q­mJ ­o¡­m¡ hR­lJ ­pC clM¡Ù¹ ýS¥­ll L¡­R ­fy±R¢e ­c­M ­p clM¡Ù¹ f¡W¡­e¡l ­Qø¡ ­R­s
­cuz
3z “ýS¥­ll p­¾cq qm, ­m¡LV¡ h¤¢T f¡Nmz”
(i) "ýS¥­ll' f¢lQu c¡Jz
(ii) "ýS¥­ll' HC p­¾cq LaM¡¢e k¤¢š² p‰a h­m a¥¢j j­e Llz
E :-
(i) °puc j¤Sah¡ B¢ml ­mM¡ ‘k¡œ¡f­b’ lQe¡u ýS¥l q­me avL¡m£e BgN¡¢eÙÛ¡­el p¤¤ma¡e B¢jl qh£h
Eõ¡z na­c¡­ol j¡­T a¡l HLV¡ jqv …Z ¢Rmz ­L¡­e¡ ¢S¢e­pl ­MC dl­m a¡l pj¡d¡e L­lC R¡s­aez
(ii) fË¡u ¢œn hRl B­N ¢ejm¡l h¡N¡­eC Q¢õn Se L­u¢c ¢e­u f¡q¡l¡Ju¡m¡l¡ l¡¢œh¡p Ll­a h¡dÉ quz
a¡­cl j­dÉ HLSe f¡¢m­u k¡uz pwMÉ¡f§lZ Ll­a aMe a¡l¡ HLSe qai¡NÉ plm J p¡c¡¢p­d NË¡jÉ
j¡e¤o­L d­l L­u¢c­cl j­dÉ Y¥¢L­u ¢cmz a¡­L iu ­c¢M­u ¢n¢M­u ­cJu¡ qm, ­LE ¢LR¥ ¢S‘¡p¡ Ll­m
­p ­ke h­m, "B¢j fyua¡¢õn eð­ll'z ­pCja V¡e¡ ­o¡­m¡ hRl ­p JC HLC j¿» Sf L­l k¡­µRz aMe
HL¢ce BgN¡¢eÙÛ¡­e k¤hl¡­Sl ¢hh¡q Abh¡ ­R­ml SeÈNËqZ Efm­rÉ M¤n£l Evp­h p¤¤ma¡e L­uc£­cl
fË¢a cu¡flhna ¢e­S a¡­cl p¡­b ­cM¡ L­l Afl¡d, n¡¢Ù¹ Hhw AhÙÛ¡ pÇf­LÑ ­My¡SMhl ­e­he h­m
­Sml­L L­u¢c­cl ay¡l p¡j­e q¡¢Sl Ll­a h­mez ph­n­o ­pC qai¡NÉ NË¡jÉ j¡e¤o¢V­L ýS¥­ll p¡j­e
Be­m, ýS¥l a¡­L a¡l pð­å k¡ k¡ fËnÀ L­l, ­p aMe ph fË­nÀl Eš­lC S¡e¡u "B¢j fyua¡¢õn
eð­ll'z p¤¤al¡w Bj¡l j­e qu ýS¥­ll HC p­¾cq H­Lh¡­lC kb¡bÑz L¡lZ ­L¡­e¡ p¤¤ÙÛ j¡e¤o ­Sm ­b­L
R¡s¡ f¡h¡l Hahs p¤¤­k¡N q¡aR¡s¡ Ll­h e¡z
4z “AeÉ L­u¢cl¡J Q¥f L­l lCm ?”
(i) L¡l ­mM¡, ­L¡e lQe¡l A¿¹NÑa ? ­L, L¡­L E­ŸnÉ L­l Lb¡¢V h­m¢R­me ?
(ii) AeÉ L­u¢c­cl Q¥f L­l b¡L¡l ­fR­e ­L¡e j¡e¢pLa¡ L¡S L­l­R ?
E :-
(i) °puc j¤Sah¡ B¢ml ­mM¡ ‘k¡œ¡f­b’ lQe¡l Awnz N¡s£l Q¡mL pcÑ¡lS£ NÒfLbL ­ha¡lh¡Z£­L E­ŸnÉ
L­l Lb¡¢V h­m¢R­mez
(ii) fË¡u ¢œn hRl B­N ¢ejm¡l h¡N¡­eC Q¢õn Se L­u¢c ¢e­u f¡q¡l¡Ju¡m¡l¡ l¡¢œh¡p Ll­a h¡dÉ quz
a¡­cl j­dÉ HLSe f¡¢m­u k¡uz pwMÉ¡f§lZ Ll­a aMe a¡l¡ HLSe qai¡NÉ plm J p¡c¡¢p­d NË¡jÉ
j¡e¤o­L d­l L­u¢c­cl j­dÉ Y¥¢L­u ¢cmz HC Q¢õn Se L­u¢cl fË­aÉ­LC qm X¡L¡az ­k f¡¢m­u­R ­p
k¢c a¡­cl SeÉ ­L¡­e¡ p¤¤­k¡N L­l ¢c­a f¡­l a¡q­m i¢hoÉ­a a¡l¡J ­Sm ­b­L j¤¢š² ­f­a f¡­lz
L­u¢c­cl Q¥f b¡L¡l ­fR­e HC j¡e¢pLa¡C L¡S L­l­Rz

(CLASS-VIII/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-05/TERM -I-2024-25 PAGE 2 of 5)

h¡¢sl L¡S :-
1z “p¡j¡eÉ ¢S¢ep j¡e¤­ol pjÙ¹ S£h­el d¡l¡ ¢L lLj AeÉ f­b ¢e­u ­gm­a f¡­l öe¤ez”
(i) L¡l ­mM¡, ­L¡e lQe¡l A¿¹NÑa ? ­L, L¡­L Eš² Lb¡…¢m h­m¢Rm ?
(ii) p¡j¡eÉ ¢S¢ep j¡e¤­ol pjÙ¹ S£h­el d¡l¡ ¢Li¡­h f¡­ÒV ¢c­u¢Rm, hZÑe¡ Llz
2z “a¡l pÇf¨ZÑ A¢Ù¹aÆ a¡l p°hÑh pšÄ¡ JC HL j­¿»z”
(i) L¡l pÇf­LÑ HC E¢š² ? j¿»¢V L£ ?
(ii) B­m¡QÉ Aw­nl a¡vfkÑ ¢h­nÔoZ Llz

­i¡l¡C (p­aɾcÊe¡b cš)

1. “S¡Nm p¡s¡ ¢ecÚjq­m,”
(i) ¢ecÚjqm hm­a ¢L ­h¡T¡­e¡ q­u­R ? ¢ecÚjq­m ¢Li¡­h p¡s¡ ­S­N­R ?
(ii) HC p¡s¡ S¡N¡l L¡lZ ¢L ?
Ešl :
(i) R­¾cl S¡c¤Ll L¢h p­aɾcÊe¡b cš l¢Qa ‘­hm¡ ­n­ol N¡e’ L¡hÉNË­¿Ûl A¿¹NÑa ‘­i¡l¡C’ L¢ha¡u ¢ecÚjqm
hm­a l¡­al ¢e¢âa f¤l£ AbÑ¡v ¢e¢âa fª¢bh£­L ­h¡T¡­e¡ q­u­Rz
­p±¾ckÑ l¢pL L¢h p­aɾcÊe¡b cš ‘­i¡l¡C’ L¢ha¡u nlv­p±¾ckÑ hZÑe¡ Ll­a ¢N­u fËb­jC h­m­Re, p¡l¡
l¡¢œ d­l pjNË ¢hnÄ-fª¢bh£ ¢Rm ¢e¢âa, ¢eÙ¹ì; ¢L¿¹¥ nlvL¡­ml ­i¡l ­hm¡u ­jOj¤š² e£m BL¡­n Al¦Z¡i¡­pl
p­‰ p­‰ e­h¡¢ca p§­kÑl B­m¡u ¢cL ¢cN¿¹ i­l ­Nmz l¡­al O¤j¿¹ SNv, fËL«¢a J fË¡Z£L¨m pq d£­l d£­l
­S­N EW­Rz p¤¤¢çl Ssa¡ L¡¢V­u ­S­N EWm c£¢Ol h¤­L fcÈ, ¢n¢nl¢pš² ¢n¢bm ­h¡yV¡u ¢nE¢m ¢nö, S¡Nm
fËL«¢a J j¡e¤o; S¡NËa qm L¢hl fË¡Z ehS£h­el S¡NlZ£ j­¿»z l¡­al ¢ecÚjq­m fËi¡a Øf­nÑ HC S¡Nl­Zl
Lb¡ L¢h hm­a ­Q­u­Rez
(ii) HC p¡s¡ S¡N¡l L¡lZ B­m¡l Eá¡pz e­h¡¢ca p§kÑ a¡l Ll¡O¡­a d¢lœ£­L S¡¢N­u ¢c­µRz ­kje L­l p§­kÑl
fËi¡a£ l¢nÈ Bj¡­cl ­Q¡­M m¡­N, Bl a¡l g­m Bjl¡ O¤j ­b­L ­S­N E¢W, ­aje L­l N¡R, f¤×f, fË¡Z£
phC p§kÑ¡­m¡L Øf­nÑ eh­Qae¡u Øf¢¾ca q­u ­S­N EW­Rz j¡e¤­ol j­dÉ LjÑQ’ma¡l fËL¡n ­c­M HC p¡s¡
S¡N¡ ­ke Efm¢ì Ll¡ k¡uz
2. “BeÚ­L¡ B­m¡u k¡u cÉ¡M¡ JC fcÈL¢ml q¡C - ­a¡m¡! ”
(i) ‘BeÚ­L¡’ n­ël AbÑ ¢L ? ‘fcÈL¢ml q¡C - ­a¡m¡’ hm­a ¢L ­h¡T¡­e¡ q­u­R ?
(ii) B­m¡l p­‰ fcÈL¢ml ‘q¡C-­a¡m¡’l pÇfLÑ ­L¡b¡u ?
Ešl :
(i) ‘BeÚ­L¡’ n­ël AbÑ - BeÚ­L¡l¡ h¡ ea¥ez
pjÙ¹ l¡¢œ Ni£l ¢eâ¡jNÀ ­b­L ­i¡l ­hm¡u O¤­jl B­hn L¡¢V­u EWh¡l SeÉ h¡ BmpÉ c§l Llh¡l SeÉ
p¡d¡lZa pL­mC q¡C ­a¡­mz q¡C ­a¡m¡l pju j¡e¤o ­kje q¡y L­l - ¢WL fcÈL¢mJ ­ke ­i¡­ll B­m¡u
­aje f¡f¢s ­j­m ¢hL¢na quz fcÈL¢ml Efl j¡e¢hL ­Qae¡ B­l¡f L­l L¢h Af§hÑ ¢Qœl©f LÒfe¡
L­l­Rez
(ii) l¡­œ p­l¡h­l h¡ c£¢O­a f­cÈl ­L¡lL…¢m ­ke Ni£l ¢eâ¡u qa ­Qae q­u …¢V­u b¡­Lz ­i¡­ll B­m¡u
AbÑ¡v p§kÑ ¢Ll­Z fcÈL¢m d£­l d£­l f¡f¢s ­j­m fËØg¥¢Va quz
3. “f¤h NN­e ¢bl e£¢mj¡ i¥¢m­u­R je i¥¢m­u­R / f¢ÕQ­j ­jO ­jm­R SV¡-¢pwq ­Lnl g¥¢m­u­Rz”
(i) ­L¡e fËp­‰ HLb¡ hm¡ q­u­R ?
(ii) f¤h-f¢ÕQ­jl ­L¡e ­L¡e °h¢nøÉ L¢h Aˆe Ll­a ­Q­u­Re ?
Ešl :

(CLASS-VIII/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-05/TERM -I-2024-25 PAGE 3 of 5)

(i) R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­hm¡­n­ol N¡e L¡hÉ NË­¿Ûl A¿¹NÑa ­i¡l¡C L¢ha¡u L¢h nlvL¡­ml
BL¡­nl fËL«¢al HL j­e¡j¤‡Ll ¢Qœ Aˆe L­l­Rez ­l¡c J hª¢øl m¤­L¡Q¥¢l nlv Ga¥­a haÑj¡ez L¢hl
­Q¡­M fËL«¢al HC Bf¡a¢h­l¡d£ °hf¢laÉ dl¡ f­s­R Hhw ­pC °h¢n­øl Lb¡ hm­a ¢N­uC B­m¡QÉ E¢š²l
Aha¡lZ¡z
(ii) f¤h BL¡­nl ¢ÙÛl e£¢mj¡ E‹Æm p§kÑ¡­m¡­L c£çz a¡l h¤­L öï­j­Ol q¡mL¡ Q¡­m f¡e¢pl j­a¡ ­i­p
k¡Ju¡z j¢au¡ l­Pl öï ­j­O B­m¡L pÀ¡­e f¡¢s ¢c­u­R L­f¡a-L­f¡a£z a¡lC j¡­T BL¡n N¡­P fcÈg¥­ml
A”¢m ¢c­a ­cM¡ k¡uz kMe n¡lc fËi¡­a f§hÑ¡L¡n ¢ÙÛl, AQ’m, E‹Æm aMe qW¡v f¢ÕQj BL¡­n ­e­j
B­p c¤­kÑ¡­Nl Bi¡pz H ­ke p¤¤¾cl nlv BL¡n­L L¡¢mj¡¢mç Ll¡l osk¿»z L¢h ­c­M­Re, nlv fËL«¢a­a
C¾cÊe£mj¢Z h¡ e£m¡l j­a¡ E‹Æm e£ml­Pl p¡Nl ¢hÙ¹¡lz H öd¤ Ae¿¹ fËp¡¢la e£m¡L¡n eu, ­ke fËL«¢alC
cl¡S EeÈ¥š² hrz nl­al e£m¡L¡­n qW¡v ­j­Ol SV¡ ­e­s T­sl B¢hÑi¡h q­m ­pV¡ q­h j§¢aÑj¡e
R­¾c¡faez Bp­m L¢h nlvL¡­ml ¢el¦¢àNÀ fVi¨¢jL¡u T­sl C¢‰a ¢c­u­Rez k¡ ay¡l L¡­R HL¡¿¹ Ah¡¢“a
J Ae¢i­fËaz
4. “BS ¢L E¢Qa Xˆ¡ ¢c­u T¡ä¡ ¢e­u Ts ­a¡m¡ ?”
(i) L¡l ­mM¡ ­L¡e L¢ha¡l Awn ? ‘Xˆ¡’ J ‘T¡ä¡’ hm­a ¢L ­h¡T¡­e¡ q­u­R ?
(ii) B­m¡QÉ Aw­nl a¡vfkÑ E­õM Llz
Ešl :
(i) R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
Xˆ¡ qm fË¡Q£e i¡l­al k¤­Ül SeÉ hÉhq©a c¡j¡j¡ ¢L¿¹¥ HC L¢ha¡u ‘Xˆ¡’ hSÊ dÆ¢el fËa£Lz ‘T¡ä¡’ qm
¢en¡e h¡ fa¡L¡, HM¡­e a¡ c¤l¿¹ ­j­Ol fËa£Lz
(ii) L¢h HM¡­e nl­al ­jOj¤š² ¢ejÑm fËi¡­al hZÑe¡ ¢c­a ¢N­u HL¢V °hf¢l­aÉl R¢h a¥­m d­l­Rez f¤h-
BL¡n e­h¡¢ca h­ZÑl RV¡u E‹Æm, d¡­el ­r­a ph¤­Sl pj¡­l¡q BL¡­nl h¤­L V¥L­l¡ V¥L­l¡ ­j­Ol
Be¡­N¡e¡ ­ke qwp ­nË¢Zl ¢el¦­Ÿn k¡œ¡, B­m¡u ­iS¡ f¡ul¡l E­s k¡Ju¡, ­i¡­ll B­m¡L pÇf¡­a c§hÑ¡
O¡­pl Efl ¢n¢nl ¢h¾c¥ fËc£­fl eÉ¡u fË‹Æ¢ma Hhw hej­dÉ f¡¢Ml L¨Se J ïj­ll …”­e Q¡¢l¢cL j¤M¢laz
Hje p¤¤¾cl f¢l­h­n qW¡v L¡­m¡ ­j­Ol B¢hiÑ¡h AaÉ¿¹ Ap‰¢af§ZÑz nl­al e£m-BL¡­n qW¡v ­j­Ol SV¡
­e­s T­sl B¢hÑi¡h q­m ­pV¡ q­h j§¢aÑj¡e R­¾c¡faez L¢hl L¡­R a¡ HL¡¿¹ Ah¡¢“a J Ae¢i­fËaz
5. “d¡­el ­r­a ph­S ­L BS - ­p¡q¡N ¢c­u R¥¢f­u­R ?
­pC ­p¡q¡­Nl HLV¥ fl¡N ­V¡fl f¡e¡u V¥¢f­u­Rz”
(i) ‘d¡­el ­r­a ph­S’ hm­a L¢h L£ h¤¢T­u­Re ?
(ii) LQ¥¢lf¡e¡u ¢Li¡­h ­p¡q¡­Nl fl¡N ­m­N­R ?
Ešl :
(i) ‘­i¡l¡C’ L¢ha¡u L¢h p­aɾcÊe¡b cš nlvL¡­ml fËi¡­al HL Afl©f ­p±¾c­kÑl hZÑe¡ ¢c­u­Rez Q¡¢l¢cL
d¡­el ­r­al nÉ¡j¢mj¡u ¢h­j¡¢qaz a¡l Ef­l fËi¡­al E‹Æm p§kÑ¡­m¡­Ll Eá¡­o a¡ A¢ehÑQe£u l©f
f¢lNËq L­lz d¡­el ­r­al ­pC ph¤S lP­L L¢h ­p¡q¡N j¡M¡ fËL«¢al p­‰ a¥me¡ L­l­Rez fË i¡a B­m¡l
Øf­nÑ a¡ ­ke i¡­m¡h¡p¡u BlJ E‹Æm J c£¢çju q­u E­W­Rz
(ii) L¢h LÒfe¡ L­l­Re, h¤¢T fËL«¢a Ap£j j¡a«-jja¡u d¡­el ­r­a J ­V¡f¡f¡e¡­L ph¤S l­P l¡¢P­u a¥­m­Re,
­kje L­l j¡ flj ­pÀ­q p¿¹¡e­cl p¡¢S­u ­cez ay¡l Bcl ­p¡q¡NC ­V¡f¡ f¡e¡l Efl f¤×f­lZ¤l j­a¡ V¥f
V¥f L­l T­l f­s­Rz ­pC i¡­m¡h¡p¡l c£¢ç J K‹Æ­mÉl ­Ry¡u¡ ­m­N­R f¡e¡ f¤L¥­ll LQ¥¢lf¡e¡uz a¡lg­m
S­m i¡pj¡e LQ¥¢lf¡e¡l f¡a¡…¢m­L L¢hl j­e qu ­p¡q¡­Nl l­P ­Q¡h¡­e¡ ­L¡­e¡ V¥¢fz

pfËp‰ hÉ¡MÉ¡ ­mMz

1. “j¢au¡ ­j­Ol Q¡jl ¢fy­S / f¡ul¡ ­g­l B­m¡u ¢i­Sz
fcÈg¥­ml A”¢m ­k BL¡n-N¡­P k¡u ­Y­mz”
Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ­i¡l¡C L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
(CLASS-VIII/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-05/TERM -I-2024-25 PAGE 4 of 5)
fËp‰ : nl­al ¢ejÑm BL¡­n j¤­š²¡l eÉ¡u p¡c¡ V¥L­l¡ V¥L­l¡ ­jO ­i­p ­hs¡u, a¡C ­c­M L¢hl j­e q­u­R
­jO…­m¡ Q¡j­ll j­a¡ BL¡­n R¢s­u f­s­Rz nl­al fËi¡­al hZÑe¡ ¢c­a ¢N­u L¢h B­m¡QÉ fËp­‰l
Aha¡lZ¡ L­l­Rez
hÉ¡MÉ¡ : fËi¡¢a B­m¡u BL¡­n Es¿¹ f¡ul¡l lP q­u J­W j¤­š²¡l j­a¡z a¡l¡ j­el Be­¾c BL¡­n E­s ­hs¡uz
a¡­cl N¡­u p§­kÑl lš² l¡­Nl Øf­nÑ ­ke j­e qu j¤­š²¡ h­ZÑl V¥L­l¡ V¥L­l¡ ­jO M­™l pj¡q¡l, a¡C ­c­M
L¢hl j­e q­u­R ­p…¢m ­ke BL¡n N¡­P ¢e­h¢ca fcÈg¥­ml A”¢mz HCi¡­h L¢h Es¿¹ f¡ul¡l p­‰
fcÈg¥­ml A”¢ml a¥me¡ L­l­Rez

2. “n£am ¢n¢bm ¢nE¢m-­h¡yV¡u p¤¤ç ¢nöl O¤j V­mz”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : nlvL¡­m HL¢ce ­i¡l ­hm¡u O¤j­i­P ­S­N E­W L¢h ­cM­Re p¡l¡ fËL«¢a HL ea¥e B­m¡u i­l ­N­Rz
­i¡­ll N¡­el p¤¤lC qm HC L¢ha¡l j§m p¤¤lz nl­al fËL«¢al hZÑe¡ fËp­‰C B­m¡QÉ E¢š²l Aha¡lZ¡z
hÉ¡MÉ¡ : nlv Ga¥l ¢fËuaj g¥m qm ¢nE¢mz HC g¥­ml AØg¥V Ly¥¢s…¢m p¡l¡l¡¢œ d­l ­g¡­V Bl pL¡­m ­h¡yV¡ ­b­L
¢n¢nl ¢pš² q­u T­l f­sz HC cªnÉ¢V­L L¢h HL¢V O¤j¿¹ ¢nöl O¤­jl ­O¡­l V¡m M¡Ju¡l p­‰ a¥me¡
L­l­Rez ¢nö ­kje p¡l¡ l¡¢œ a¡l j¡­ul ­L¡­ml L¡R¢V­a ¢e¢âa ­b­L pL¡­m O¤j ­b­L ­S­N J­W,
¢nE¢ml Ly¥¢sJ ­aj¢e ¢nöl j­a¡ a¡l hªrj¡a¡l hª­¿¹ pwmNÀ ­b­L ­g¡V¡l f¡m¡ ­no L­l ­i¡l­hm¡u
¢n¢n­l ¢i­S n£am q­u ¢n¢bm hª¿¹ ­b­L T­l f­sz

3. “Bmfe¡ ­cu Bm­a¡ h¡a¡p ­i¡l¡C p¤¤­l je ­i¡m¡z”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ Awn¢V Nªq£az
fËp‰ : L¢h nlvL¡­ml ­i¡l­hm¡u ­k jªc¤-j¾c h¡a¡p fËh¡¢qa qu a¡ ¢ÙÛl S­ml Efl ¢c­u kMe h­u k¡u aMe
j­e qu ­ke ­LE a¡­a Bmfe¡ ¢c­µRz HLb¡ hm­a ¢N­u B­m¡QÉ fËp­‰l Aha¡lZ¡z
hÉ¡MÉ¡ : p¡d¡lZa ­chNª­q h¡ Nªqà¡­l ­k j¡‰­mÉ ¢Qœ ByL¡ qu a¡­L Bmfe¡ h­mz nl­al ­i¡­l A°b S­ml
Jfl h¡a¡­pl ­h­N ­k ­YE E­W­R, ­pC ¢h¢Qœ ByL¡h¡yL¡ ­YE…¢m­L Bmfe¡l p­‰ a¥me¡ L­l­Rez ­i¡l¡C
p¤¤l qm ­i¡l­hm¡l N¡­el p¤¤lz nlvL¡­ml ­i¡l­hm¡u p§­kÑ¡c­ul p­‰ p­‰ BL¡­n h¡a¡­p, S­m-ÙÛ­m ­k
S¡Nl­Zl p¤¤l ­n¡e¡ k¡­µR, ­pC j­e¡q¡¢le£ p¤¤­l pL­ml je ­ke i­l EW­Rz

4. “e£m L¡S­ml L¡Smma¡ / BpÚj¡­e ­Q¡MX¥¢h­u ­kz”

Evp : R­¾cl S¡c¤Ll p­aɾcÊe¡b c­šl ­mM¡ ‘­hm¡ ­n­ol N¡e’ L¡hÉNË­¿Ûl A¿¹NÑa ‘­i¡l¡C’ L¢ha¡ ­b­L B­m¡QÉ
Awn¢V Nªq£az
fËp‰ : L¢h h¡wm¡­c­nl fõ£l HL¢V nlvL¡­ml ­i¡­ll ­jOj¤š² e£m¡L¡­nl ¢pÀ‡a¡ J ­p±¾c­kÑl hZÑe¡ fËp­‰ B­m¡QÉ
E¢š²l Aha¡lZ¡z
hÉ¡MÉ¡ : fËi¡­al B­m¡u j¡W-fË¡¿¹l fÔ¡¢ha, Afl¡¢Sa¡ g¥­ml e£m lP B­m¡L ­b­L S¡az BL¡n hÉ¡ç E‹Æm
e£¢mj¡ ­c­Mj­e qu ­ke e£m L¡S­ml f¡œ qm I BL¡nz I e£¢mj¡u ­Q¡M üaxC X¥h ¢c­a Q¡uz
Afl¡¢Sa¡ g¥m¢V a¡l ­Q¡­M e£m l­Pl L¡Sm (A”e) ­j­M ¢e­u­R BL¡­nlC e£m L¡Sm ma¡ ­b­Lz

(CLASS-VIII/ BENGALI (2nd LANGUAGE)/ ASSIGNMENT-05/TERM -I-2024-25 PAGE 5 of 5)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT – 5 ( 2024-25)
SUBJECT- MATHEMATICS
TOPIC – ALGEBRAIC EXPRESSIONS & IDENTITIES

MCQ
1. An algebraic expression that contains only one term is called:
A. Monomial B. Binomial C. Trinomial D. None of the above
2. The algebraic expression 3x+2y+6 is a:
A. Monomial B. Binomial C. Trinomial D. None of the above
3. The product of 5x and 3y is:
A. xy B. 2xy C. 5xy D. 15xy
4. Multiplication of monomials x², (–x)³, (–x)4 is equal to:
A. x9 B. x5 C. x7 D. x6
5. Which of the following is a like term as 8xy?
A. 8 B. 8x C. 8y D. xy
6. In which of the following, the two expressions are like terms?
A. 7x and 7y B. 7x and 9x C. 7x and 7x2 D. 7x and 7xy
7. Which of the following is the numerical coefficient of x2y2?
A. 0 B. 1 C. x2 D. y2
25 32 -12
8. What is the value of 5x - 3x + 2x at x=1?
A. 0 B. 2 C. 4 D. None of these
9. How many terms are there in the expression 5xy + 9yz + 3zx + 5x – 4y?
A. 1 B. 3 C. 4 D. 5
ASSERTION AND REASON BASED
Direction: In the question number 14 to 18, a statement of assertion (A) is followed by a statement of
reason (R). Answer the questions by selecting appropriate options.
Both (A) and (R) are true and (R) is the correct explanation of (A).
Both (A) and (R) are true but (R) is not the correct explanation of (A).
(A) is true but (R) is false.
(A) is false but (R) is true.
10. (A): The expression x + y + z is in three variables.
(R): There are three variables x, y and z.
11. (A): The value of 5x when x = 5 is 5.
(R): A numerical coefficient is defined as a fixed number that is multiplied to a variable.
12. (A): The product of (x + 10) and (x – 6) is x2 + 4x – 60.
(R): (x + a)(x – b) = x2 + (a – b)x – ab.
13. (A): The value of (a + 1)(a – 1)(a2 + 1) is a4 + 1.
(B): The value of (a + b)2 – (a – b)2 = 4ab

(CLASS-VIII/ASSIGNMENT -5 /2024-25 Page 1 of 2)

 Very Short Answer:
14. Subtract 6x2 – 4xy + 5y2 from 8y2 + 6xy -3x2.
15. Add: ab – bc, bc – ca and ca – ab.
16. Add: 2p2q2 – 3pq + 4, 5 + 7pq – 3p2q2.
17. Find the product:
(a) ab & a – b (b) (a + b + c) & (2a -3b + 3c)
(c) (2x + 5) & (4x – 3) (d) (x2 + y) & (x + y2)
18. Simplify: (i) (x + y)(m – n) + (x – y)(m + n) + 2(xm + yn).
(iii) (x + y)(x2 – xy + y2)
Short Answer
19. Simplify: x + [2x2 – {x2 – 2xy – (-5x2 – x)}].
20. Subtract (a3 – 5b3 + 2c3 + 3abc) from the sum of (-3a3 – 7b3 + c3 + abc); (3a3 – b3 + 7c3 +5abc) and
(-a3 – b3 – 2c3 – 3abc).
21. If the product of (4y + 1) and (y + 4) is my2 + ny + p, find the value of 2m -3n + 4p.
22. The product of polynomials 4xy2, -7yz and 0.5x2yz3 is kx3y4zt, where k and t are unknown constants. What
is the value of k and t?
23. The product of -4xpy and xy2 -3xqy + rxy is -4x4y3 + 12x8y2 + 20x4y2, where p, q and r are unknown
constants. Find the value of p + q – r.
24. Length and breadth of a rectangular plot are 4a2b and 4ab2. Find its perimeter and area.

25. Find the product of 2xy2, x2z2, 3xyz. Also, verify the result for x = 1, y= - 2 and z = -3.

26. Verify: (a – b) (a + b) + (b – c) (b + c) + (c – a) (c + a) = 0
Case – Study
27. Ramesh wants to purchase (3x – 2y) number of chairs, (x + 2y) number of tables. Cost of each chair is
₹ 4xy and cost of each table is ₹ (2x – y).
Based on the above information answer the following:
(i) Find the total number of chairs and tables.
(ii) Find the total cost of tables.
(iii) If x= 5 and y = 3 find the total amount paid by Ramesh to purchase all chairs.
Or
(iii) If Ramesh purchase 5 chairs and 6 tables, find the amount paid by him.

(CLASS-VIII/ASSIGNMENT -5 /2024-25 Page 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (2024-25)
SUBJECT- PHYSICS

TOPIC: SOUND
SUB-TOPIC: (i)How is Sound Produced? (ii) How does Sound travel?
(iii) Characteristics of sound wave, Loudness , Audible- Inaudible sounds, Musical Instruments
Speed of Sound, Music & Noise

Sound:
(i) Sound is a form of energy like heat energy, light energy, potential energy and kinetic energy. It causes a
sensation of hearing in our ears. Sound helps us communicate with each other.
Production of Sound:
(i) Sound is produced due to the vibration of object.
(ii) The motion of materials or objects causes vibration.
(iii) Vibration is a kind of rapid to and fro motion of an object a
central position. It is also referred to as oscillation.
Examples:
(a) A stretched rubber band when plucked vibrates and produces
sound.
(b) In the music room of your school you hear the sounds made by musical instruments like flute, tabla,
harmonium, guitar etc. because of vibration.
(c) When a spoon is beaten on the plate, it starts vibrating and produces sound.

(d) When the tuning fork is hit with a rubber hammer, the tines begin to vibrate. The back and forth vibration of
the tines produce disturbances of surrounding air molecules and produced sound.

How do humans produce sound?

1. Human beings have a voice box or larynx which is present in their throat on the upper side of the windpipe.
2. The larynx has two vocal cords which have a narrow slit between them so that air can pass through it.
3. As the lungs throw the air out of the windpipe, it passes through the slit and hence allows the production of
sound as the vocal cords start vibrating.
4. The vocal cord muscles also play a role in the production of sound.
5. Their thickness and tightness describe the quality or type of the voice a person has.
6. The vocal cords in males are of length 20 mm and females have 15mm long vocal cords. Children, on the
other hand, have very short length vocal cords. Hence, the voices, their quality and their type are always different
in women, men and children.
Propagation of sound through a medium
1.Sound always requires a medium to travel from the source of its production to the receiver end. Different
mediums of propagation of sound are air, liquid and solids.
2.Sound cannot travel through a vacuum as it lacks any medium of transmission.

(CLASS-VIII /ASSIGNMENT -05/2024-25/ PAGE- 1 of 5)

How sound travels in a medium?
Sound needs some vibration of molecules to travel. Solids, liquids and gases all have molecules present in them
which allow the propagation of sound. These molecules or particles in solids, liquids and gases are packed in
varied ways. Solids have tightly packed particles in them and hence they allow fast propagation of sound through
them as the vibrations can be carried easily from one particle to another. Liquids have slightly loosely packed
particles and hence it takes a little time for sound to travel in water or through a liquid. Gases have completely
loosely packed particles and hence sound takes the most time in travelling through the air.
Describe an activity to show that sound requires a material medium for its propagation.
The bell jar experiment is a common experiment used to demonstrate that sound needs a medium to travel. A bell
jar is a laboratory equipment used for creating a vacuum. It is so named as its shape is similar to that of a bell. A
bell jar is placed on a base which is vented to a hose fitting that can
be connected via a hose to a vacuum pump. By pumping the air out
of the bell jar, the air pressure inside the jar can be varied. The
experiment is done by placing an electrical bell in the bell jar. As the
air is pumped out of the sealed bell jar, the sound from the bell jar
fades. At a particular vacuum, no more sound is heard from the bell,
but we can see that the hammer continues hitting the gong and sound
is produced. However, the sound is not audible to our ears because of
the vacuum inside the jar. This demonstrates that the sound wave
cannot travel through vacuum. That is, a sound wave needs a
material medium for its propagation.

*The characteristics of sound waves like amplitude, frequency, wavelength, and timbre.
The image beside indicates the sound wave in wave form.

a) Amplitude-
Amplitude refers to the distance of the
maximum vertical displacement of the wave
from its mean position

b) Frequency-

Frequency in a sound wave refers to the rate

of the vibration of the sound traveling
through the air. This parameter decides
whether a sound is perceived as high
pitched or low pitched.

In sound, the frequency is also known as Pitch.

The frequency of the vibrating source of sound is calculated in cycles per second.

(c)Wavelength- The physical distance between two consecutive peaks or valleys in a sound wave is referred to as
the wavelength of the sound wave.

(CLASS-VIII /ASSIGNMENT -05/2024-25/ PAGE- 2 of 5)

(d)Timbre/Quality- Sound "quality" or "timbre" describes those characteristics of sound which allow the ear to
distinguish sounds which have the same pitch and loudness.
LOUDNESS:
*The loudness of a sound wave is determined by its association with the amplitude, all types of waves have a
certain amplitude.
*This phenomenon of a sound depending on the amplitude of the sound wave. If the amplitude of the sound wave
is large, then the sound is said to be loud.
*It is directly proportional to the square of the amplitude of vibration. If the amplitude of the sound wave becomes
double, then the loudness of the sound will be quadrupled.
*It is expressed in decibel (dB). Sounds above 80 dB becomes noise to human ears
Pitch of Sound
• This depends on the frequency of vibration of the waves.
• If the frequency of vibration is higher, we say that the sound is shrill and has a high pitch. On the other
hand, if the sound is said to have a lower pitch then it has a lower frequency of vibration.
• A bird produces high pitched sound whereas roaring of a lion is a low pitched sound.
• Voice of a woman has a high pitch than that of a man.
Audible and inaudible sounds:
Audible sounds are those that can be heard while inaudible sounds are those that cannot be heard.

Human can hear sounds with frequency between 20Hz and 20,000Hz.

Low frequency sounds which cannot be hear are called infrasonics.

Objects that vibrate at frequencies of above 20,000Hz produce sound which also cannot be heard by us. Such
sounds are called ultrasonics.

Speed of sound:
The speed of sound changes with the
change in medium. Speed also depends
on the physical state and temperature of
the medium. At higher temperature, the
speed of sound is higher, while at lower
temperature, the speed
decreases.
The speed of sound is maximum in solids
(5920m/s in steel), lesser in liquids
(1480m/s in water) and minimum in gases
(330m/s in air).
Musical sounds and noise:
Sounds can be classified as musical sounds and noise.
Musical sounds:
The sounds produced by a tuning fork, violin, veena, flute and piano are pleasing to the ear. They are called
musical sounds. They are produced by regular, periodic vibrations.
Noise:
Certain sounds such as thunder, the rattling of wheels on a rough road, or a large number of people talking at the
same time inside a room are unpleasant to hear. These sounds are called noise and produced by irregular and non-
periodic vibrations.
Musical instruments:
Musical instruments are categorized into three types:
Stringed instruments, wind instruments and percussion instruments.
(CLASS-VIII /ASSIGNMENT -05/2024-25/ PAGE- 3 of 5)
Stringed instruments:
Stringed instruments make use of a string or wire to produce vibrations and sound. The frequency of sound is
varied by varying the length of the vibrating wire.
In a sitar, the shorter the length of the wire, the higher the pitch it produces.
Wind instruments:
Wind instruments use the principle of a vibrating air column to produce sound. The frequency is varied by
changing the length of the vibrating air column.
Flute, shehnai and clarinet are some well known wind instruments.
Percussion instruments:
They are instruments in which vibrations of a stretched animal hide produce sound. The frequency of vibration
can be increased by stretching the hide more.
Table, drums and Mridangam are some examples of percussion instruments.

Very short Answer type questions:

Q1 How are sound produced?
Ans Sound waves are produced due to vibration (back and forth movement of a body about a central
position) of molecules of a medium (gas, liquid or solid).
Q2 Name three types of musical instruments.
Ans The three types of musical instruments are:

1. Stringed instruments
2. Wind instruments
3. Percussion instruments
Q3 Discuss the importance of sound in our life.
Ans Sound plays an important role in our life; Sound helps us to communicate with one another.Sound is so
important because animals are able to hear events all around them, no matter where their attention is
focused or not.
Q4 What are vibrating parts of Veena and Tabla?
Ans Vibrating part of Veena that produces sound is stretched string and Vibrating part of Tabla that
produces sound is stretched membrane.
Q5 What are vibrating parts of Flute?
Ans Vibrating part of Flute that produces sound is air column.
Short Answer type questions:

Q6 Explain with an activity that vibrating object produces sound.

Ans Take metal dish pour water into it, strike its edge with a spoon, you will hear a sound, now again strike
the edge of dish and look at the surface of water inside it, you will observe that vibrating dish
producing sound along with wave in water. This shows that there is vibration in dish which is
producing sound.
Q7 Vibrating objects produces sound; can we see the vibrations all the time?
Ans No, we cannot see the vibrations all the time as their amplitude is so small that we cannot see them
rather we can feel them.
Q8 Does any part of human body vibrate while speaking or singing a song?
Ans Yes, while speaking or singing our voice box or larynx which is located at the upper end of the wind
pipe vibrates.
Q9 Why the larynx in human body does vibrate while speaking or singing a song?
(CLASS-VIII /ASSIGNMENT -05/2024-25/ PAGE- 4 of 5)
Ans There are two vocal cords which are stretched across the voice box or larynx in such a way that it
leaves a narrow slit between them for the passage of air, when the lungs force air through the slit, the
vocal cords vibrate producing sound.
Q10 Discuss the importance of sound in our life.
Ans Sound plays an important role in our life; Sound helps us to communicate with one another. Sound is
so important because animals are able to hear events all around them, no matter where their attention is
focused or not.

Home Assignment:

Q1. Identify the part which vibrates to produce sound in the following instruments:
(a) Dholak (b) Sitar

Q2. Sketch larynx and explain its function in your own words.

Q3. What do you mean by vibratory motion?

Q4. What are the necessary and sufficient conditions for production of sound?

Q5. Why do mosquitoes make noise in your ears?

Q6. How do we use sound in everyday life?

Q7. How is sound produced when we clap?

Q8. “Sound travels through a medium, it cannot travel in a vacuum”. Justify the statement.

Q9. Lightning and thunder take place in the sky at the same time and at the same distance from us.
Lightning is seen earlier and thunder is heard later. Can you explain why?

Q10. Why sound travels faster in solid medium as compared to liquid and gases?

Q11. Why the speed of sound in sea water is slightly more than distilled water?

Q12. Fill in the blanks with the correct words.

1. Sound is produced because of .................... (vibrations/refractions).

2. Sound needs a .................... (medium/vacuum) to travel.

3. The speed of sound is .................... (same/different) in different substances.

Q13. Does sound travel faster in solid or air?

Q14. How whales and dolphins are able to communicate?

***************

(CLASS-VIII /ASSIGNMENT -05/2024-25/ PAGE- 5 of 5)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 5 (TERM I-2024-25)
SUBJECT- CHEMISTRY

TOPIC: COMBUSTION AND FUEL

SUB TOPICS :

 Combustion
 Combustible substance
 Non Combustible substance
 Oxygen is a supporter of combustion
 Carbon dioxide is a non supporter of combustion
CONTENT :

 When a substance combines fast with oxygen giving out heat (and light) the phenomenon is
called combustion.
 Combustion involves the burning of a substance.
 Example – burning of paper
 Chemical reaction occurs between the substance which is burnt and oxygen present in air.
The elements contained in the substance being burnt form their oxides along with heat and
light.
 A substance that undergoes combustion is said to be combustible substance.
 Example – wood, coal, petrol, diesel, natural gas and petroleum gas are combustible
substances.
 A substance that is burnt with a view to obtaining heat and light from it is called a fuel.
 Example – wood, coal, petrol, diesel, kerosene, wax etc
 A Supporter of combustion is a substance whose presence is essential for the combustion of
another substance .
 Oxygen is a supporter of combustion
 Activity - A candle cannot burn without oxygen

(CLASS-VIII /CHEMISTRY/TERM -1/ASSIGNMENT -5 / 2024-25 /Page 1 of 4)

 We light a candle and place an inverted glass over it. The candle stops burning after
sometime. The candle burns only as long as the oxygen of the air is present in the inverted
glass. When all the oxygen of the air is used up in burning, the candle gets extinguished.
 Activity - Fix a lighted candle on a table. Put a glass chimney over the candle and rest it on a
few wooden blocks in such a way that air can enter the chimney . We observe what happens
to the flame. Now we remove the blocks and let the chimney rest on the table . Again we
observe the flame. Finally, we put a glass plate over the chimney . We watch the flame
again.

We find that for combustion, air is necessary. The candle burns freely in first case when air
can enter the chimney from below. In case second case , when air does not enter the
chimney from below, the flame flickers and produces smoke. In third case , the flame finally
goes off because the air is not available.
 Carbon dioxide is a non supporter of combustion
 Activity – carbon dioxide does not support combustion, so it extinguishes a fire

(CLASS-VIII /CHEMISTRY/TERM -1/ASSIGNMENT -5 / 2024-25 /Page 2 of 4)

 We take some baking soda in a small bottle and add some vinegar to it. We light a candle
and hold a folded piece of paper in a slanting position. We keep the mouth of the bottle near
the upper end of the paper. We will find that the candle stops burning. Since carbon dioxide
formed on addition of vinegar to baking soda is heavier than air, it travels down the folded
paper and reaches the flames. As the gas does not support combustion, the flame is
extinguished.

Home Assignment: (To be answered in Assignment note book)

Q1. In a chemistry laboratory a teacher had set up a demonstration to compare the

combustibility of different substances. The students were observing the reactions and
properties of various materials commonly found in our household.

1. (i) Based on the given information, what could be the probable identity of the substance
that caught fire during the demonstration?
2. (ii) Explain the difference between combustible and non-combustible substances, and
provide examples of each.

Q2. A science teacher conducts an experiment in a classroom to demonstrate the role of

oxygen as a supporter of combustion. The teacher takes two identical candles and places
one in an airtight container and the other in an open container. The candles are then lit
simultaneously and observed.

(i) What do you expect to observe during the experiment ?

(ii) How does it demonstrate that oxygen is a supporter of combustion?
Q3. Assertion: Combustible substances are those that have a low ignition point and can
undergo combustion.
Reason: Combustion is a chemical process in which a substance reacts with oxygen,
releasing heat and light.
Q4. Assertion: Oxygen is considered a supporter of combustion.
Reason: Oxygen is required for the combustion process as it acts as the oxidizing agent.
Q5. A substance which reacts with oxygen giving heat is called a combustible substance.
Which, one of the following is a combustible substance?
(a) iron nail (b) glass (c) stone piece (d) wood

Q6. Which of the following is not a combustible substance?

(CLASS-VIII /CHEMISTRY/TERM -1/ASSIGNMENT -5 / 2024-25 /Page 3 of 4)
 (a) camphor (b) glass (c) straw (d) alcohol
Q7. Boojho wants to separate the following materials as combustible and non-combustible.
Can you help him?
Charcoal, chalk, stone, iron rod, copper coin, straw, cardboard, glass, paper, candle,
wood.
Q8. Describe an activity to show Oxygen is a supporter of combustion
Q9. Describe an activity to show Carbon dioxide is a non supporter of combustion

****************

(CLASS-VIII /CHEMISTRY/TERM -1/ASSIGNMENT -5 / 2024-25 /Page 4 of 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 5 (TERM I-2024-25)
SUBJECT-BIOLOGY
TOPIC- 1.MICROORGANISMS:FRIEND AND
FOE
SUB TOPICS- NITROGEN CYCLE, FOOD FROM ANIMALS
MICROORGANISMS AND ITS CLASSIFICATION-FUNGI ,PROTOZOA
AND VIRUSES

1.Fungus (pl.fungi) is any member of the group of eukaryotic organisms that includes micro-organisms
such as yeasts ,molds,as well as mushrooms. A characteristic that places fungi in a different kingdom
from plants ,bacteria is the chitin in their cell walls. The fungi are heterotrophs, they are achlorophyllus
organisms thus cannot perform the photosynthesis.

HYPHAE MYCELIUM
A long Network or mass of
,branching,filamentous branching of hyphae
structure

Some of the common fungus

PROTOZOA
Protozoa are single celled organisms. They come in many different shapes and sizes
ranging from an Amoeba which can change its shape to Paramecium with its fixed shape and complex
structure. They live in a wide variety of moist habitats including fresh water, marine environments and
the soil.

(CL-VIII/ASSIGNMENT 5/TERM- I-2024-25/Page 1 of 4)

 Amoeba

VIRUSES
The viruses are defined as acellular particles, that present between the
living and non-living stage.They are total or obligate parasite on their host cells .Outside the host cell
they unable to replicate so consider as Non-Living ,while when they enter inside their specific host they
start to replicate and consider as living. The virus particles are consists of either DNA or RNA as the
genetic material ,which is surrounded by a protein capsid or coat. This structure is also called the
nucleo-capsid.

HIV Or Human Causes AIDS ,when a person

immunodeficiency viruses becomes infected with HIV ,the
virus attacks and weakens the
immune system

It attacks the lungs,

INFLUENZA VIRUS nose,throat.Young
children,older adults ,people
with cronic disease are at high
risk

BACTERIOPHAGE OR It infects and replicates within

PHAGE VIRUS the bacteria .

(CL-VIII/ASSIGNMENT 5/TERM- I-2024-25/Page 2 of 4)

 It is named so because it
TOBACCO MOSAIC VIRUS majorly infects tobacco
plants,the infection creates a
mosaic like pattern ,mottling
and discoloration of the leaves.

ECONOMIC IMPORTANCES OF FUNGI

USEFUL ROLES HARMFUL ROLES

1. AS FOOD 1. SPOILAGE OF FOOD, LEATHER

2. FERMENTATION 2. DISEASES CAUSING PATHOGENS

3. IN MEDICINE

4. AS DECOMPOSER

ECONOMIC IMPORTANCES OF PROTOZOA

USEFUL ROLES HARMFUL ROLES

1.USEFUL LINK OF THE AQUATIC FOOD CHAIN 1. RESPONSIBLE FOR DISEASES LIKE
DYSENTRY, MALARIA AMOEBIC
2. WASTE MANAGEMENT

(CL-VIII/ASSIGNMENT 5/TERM- I-2024-25/Page 3 of 4)

ANSWER THE QUESTIONS:
1.Observe the given set up and answer the following questions

a.What happens to the sugar solution in A ?

b.Which gas is released in A?
c.What changes will you observe in B when the released gas passes through it?

2.How can we prevent the following diseases?

a.Cholera.
b.Typhoid
c.Hepatitis A
3.Classify the following into friendly and harmful microorganisms, give one reason to support the
answer.

Yeast, Plasmodium, HIV, Bread mould, Penicillium

4.Paheli dug two pits A and B ,in her garden.In pit A ,she put a polythene bag packed with some
agricultural waste.In pit B ,she dumped the same kind of waste but without packing it in a polythene
bag.She ,then covered both the pits with soil.What did she observe after a month?

******************

(CL-VIII/ASSIGNMENT 5/TERM- I-2024-25/Page 4 of 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT – 5 (TERM I-2024-25)
SUBJECT- CIVICS & HISTORY
___________________________________________________________________________

Name of the Topic: SECULAR VISION OF OUR INDIAN CONSTITUTION

Synopsis of the topic:
The Indian Constitution mandates that the Indian state be a secular state. One religious
community does not dominate another in a secular state. In a secular state, some members do
not dominate other members of the same religious community.
The separation of the State and religion in democratic societies is important because of
the following reasons:

1. It helps a country to function democratically.

2. The tyranny of the majority and the violation of Fundamental Rights can be very
harmful to the people belonging to the minority. So, it protects people from any type
of religious violence.
3. It protects the freedom of individuals to exit from their religion and embrace another
religion. It gives people the freedom to interpret religious teachings differently.

Steps Taken by Indian State to Protect Secularism in India

The Indian State works in various ways:

 It uses a strategy of distancing itself from religion. In India, government spaces like
law courts, police stations, government schools and offices are not supposed to
display or promote any one religion.
 A strategy of noninterference. This means that in order to respect the sentiments of all
religions and not interfere with religious practices, the State makes certain exceptions
for particular religious communities.
 A strategy of intervention. This means that to ensure the laws relating to equal
inheritance rights are respected, the State can intervene in the religion-based ‘personal
laws’ of communities.
 The intervention of the State can also be in the form of support. For example, the
Indian Constitution grants the right to religious communities to set up their own
schools and colleges. It also gives them financial aid on a non-preferential basis.
Fundamental rights are the basic human rights enshrined in the Constitution of India which
are guaranteed to all citizens. They are applied without discrimination on the basis of race,
religion, gender, etc. Significantly, fundamental rights are enforceable by the courts, subject
to certain conditions.

Please write these in your CW copy:

Questions and answer from the topic:
1. How does the Indian Constitution strike a balance between the rights of religious
communities and ensuring equality for all citizens?

(CLASS-VIII/ASSIGNMENT -5/HISTORY/TERM –1-2024-25-Page 1 of 3

 2. Explain the significance of Article 25 of the Indian Constitution in ensuring religious
freedom and secularism.
3. Discuss the concept of "freedom of conscience" and its importance in upholding the
secular vision of the Indian Constitution.
4. The Right to Freedom of Speech and Expression is a cornerstone of democracy.
Describe how it encourages active citizenship and civic engagement among citizens.
5. Imagine you are a member of the Constituent Assembly. How would you justify the
inclusion of fundamental rights in the Indian Constitution?

TOPICS - Name of the Topic: COLONIAL AGRAGARIAN POLICY

Synopsis of the topic:
PERMANENT SETTLEMENT
In 1793, the Company introduced the Permanent Settlement. By the terms of the settlement,
the rajas and taluqdars were recognised as zamindars, who were asked to collect rent from the
peasants and pay revenue to the Company. The amount to be paid was fixed permanently.
The problem
The Permanent Settlement created problems. Soon, the company officials discovered that the
zamindars were not investing in the improvement of land because the fixed revenue was very
high. By the first decade of the nineteenth century, the situation changed. The prices in the
market rose, and cultivation slowly expanded. Even then, the zamindars were not interested
in improving the land.
In the villages, the cultivator found the system extremely oppressive. The rent they paid to
the zamindar was high, so they took a loan from the moneylender, and when they failed to
pay the rent, they were evicted from the land.
MAHALWARI SETTLEMENT
The Company officials decided to change the system of revenue. Holt Mackenzie devised the
new system, which came into effect in 1822. Under his directions, collectors went from
village to village, inspecting the land, measuring the fields, and recording the customs and
rights of different groups. The estimated revenue of each plot within a village was added up
to calculate the revenue that each village (mahal) had to pay. This demand was to be revised
periodically, not permanently fixed.
RYOTWARI SETTLEMENT
In the British territories in the south, a new system was devised known as the ryotwar (or
ryotwari). This system was gradually extended all over South India. The settlement had to be
made directly with the cultivators (ryots) who had tilled the land for generations. Their fields
had to be carefully and separately surveyed before the revenue assessment was made.

Compare and contrast the Permanent Settlement, Ryotwari System and the Mahalwari
System introduced by the British Government.
PERMANET MAHALWARI RYOTWARI
1. Ownership of The land was owned by the handed over the ownership
Land: the zamindars village community under the of land to the peasants
were the owners of Mahalwari system.
land.
2. Revenue Collection: the Company collected the the revenue was directly
The Zamindars revenue from the Lambardar collected from the peasants.
collected the revenue or the village headman.

(CLASS-VIII/ASSIGNMENT -5/HISTORY/TERM –1-2024-25-Page 2 of 3

 under the permanent
settlement system.
3. Amount of the amount was revised the amount was revised
Revenue: The periodically. periodically.
amount of revenue
was fixed and was
not to be raised in
the permanent
settlement system,
Condition of Peasants: The Condition of Peasants: The Condition of Peasants: The
peasants were exploited peasants were exploited. peasants were exploited.

How did the British Land Reform policy affect the Indian agriculture?
Ans: Major impact:
Landlords became the system under these reforms.
Moneylenders entered rural India, the tenants were unprotected and the majority of real
cultivators becomes landless laborers.
Commercialisation of agriculture began to take shape around 1860, it means agriculture
become a market commodity.
The basic land reform policy oriented to extract high land revenue whether peasantry could
pay it or not makes the condition of agriculture and peasant both miserable.
Under Perrmanent system the peasants suffered enormously the landlords and the British
rulers benefited.

Please write these in your CW copy:

Questions and answer from the topic:
1. "Imagine you are a colonial governor responsible for revenue collection in a newly
established colony. Develop a competency-based question that assesses students'
understanding of the challenges and strategies involved in revenue settlement during
the colonial period."
2. "Using examples from the colonial revenue settlement, analyze the challenges faced by
colonial governors in collecting revenue and propose effective strategies to overcome
them. Support your response with historical evidence and demonstrate critical thinking
skills."
3. Evaluate the fairness and effectiveness of colonial revenue settlements in promoting
economic growth in the colonized territories.
4. Discuss the ethical implications of colonial revenue settlements, considering the
exploitation of resources and labor in the context of colonialism.
5. What is the meaning of ‘Diwan of Bengal’?
6. When was the Blue Rebellion?
7. Imagine you are a historian studying the colonial revenue settlement during the time of
British rule. Analyze a primary source document, such as a colonial revenue settlement
agreement or a letter from a colonial official, and assess its impact on the local economy
and society. What insights can you gather about the motives behind the revenue
settlement and its consequences for the indigenous population?
8. How did the Blue Rebellion influence the perception of British rule in India?
9. What were the long-term effects of the Blue Rebellion on indigo cultivation and the
agrarian economy in Bengal?
10. How did the Blue Rebellion contribute to the broader Indian independence movement?

(CLASS-VIII/ASSIGNMENT -5/HISTORY/TERM –1-2024-25-Page 3 of 3

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 5 (TERM I -2024-25)
SUBJECT- GEOGRAPHY
TOPIC- LAND, SOIL AND WATER RESOURCES

To be done in c/w copy:

1. Match the following:

2. The thin layer of grainy substance covering the surface of the earth is called soil. It is closely linked
to land. Landforms determine the type of soil. Soil is made up of organic matter, minerals and
weathered rocks found on the earth. This happens through the process of weathering. The right mix
of minerals and organic matter make the soil fertile. Landslides are simply defined as the mass
movement of rock, debris or earth down a slope. They often take place in conjunction with
earthquakes, floods and volcanoes. A prolonged spell of rainfall can cause heavy landslide that can
block the flow of river for quite some time. The formation of river blocks can cause havoc to the
settlements downstream on its bursting. In the hilly terrain landslides have been a major and widely
spread natural disaster that often strike life and property and occupy a position of major concern.
a. What is closely linked to land?
b. What make the soil fertile?
c. What can cause heavy landslides?

3. State the human factors affecting land use of an area.

Ans: Economic factors:
a. Urbanization
b. Industrial Activity
c. Resources
Socio-Cultural Factors:
a. Religious Centres
b. Cultural centres
With Proper Explanation and examples

4. How can relief affect the land use?

Ans: Mountains: Less of agricultural activities, difficult for industries to set up, problem of
transportation
Can only be meant for Recreation and Tourism

Plains: Best suited for agriculture, industries, transportation; more population density
Plateaus: storehouse of minerals- mining activity, suited for human habitations

(CLASS-VIII/ ASSIGNMENT- 5/TERM-I-2024-25 Page 1 of 2)

 5. Answer the following with respect to this picture:

This is feature made by Chambal river in Madhya Pradesh.

a. Identify the feature.
b. What leads to such condition?
c. Mention the measures required to reclaim this area.
6. What is soil? Why is it important?
7. Give reasons:
a. The Amazon Basin is one of the suitable regions for human habitation.
b. Mawlynnong, being the wettest place o Earth, has less population than Dispur.
c. The Coastal plains of India help in rice cultivation.
8. Assertion/ Reasoning:
a. Assertion (A)- Land degradation, landslides, soil erosion, desertification are the major threats
to the environment
Reason (R)- People started encroaching the common lands to build up commercial areas,
housing complexes in the urban areas and to expand the agricultural land in the rural areas.
b. Assertion (A)- large scale destruction of forest cover and arable land and has created a fear
of losing this natural resource.
Reason (R)-Growing population and their ever growing demand
c. Assertion (A)- common methods used to conserve land resources are Afforestation, land
reclamation, regulated use of chemical pesticide and fertilisers and checks on overgrazing
Reason (R)-Growing population and their ever growing demand has led to a large scale
destruction of forest cover.
9. Differentiate between topsoil and subsoil.
Ans: The differences between topsoil and subsoil are:

10. Draw a diagram and label the horizons of soil.

**************************************************************************

(CLASS-VIII/ ASSIGNMENT- 5/TERM-I-2024-25 Page 2 of 2)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS-VIII
ASSIGNMENT-5, (TERM I-2024-25)
SUBJECT:- SANSKRIT 3L
TOPIC – तृ तीयः पाठः -बीरबल चातुयम्/ ाकरणख म् -उपसगः , यः
________________________________________________________________

श दाथाः (Word Meaning)

उ पितः= उ प होना मिहषी =भस

जलचराः= जल म रहने वाले यूतः= थैला
थलचराः =जमीन पर रहने वाले बिह कारः= योग न करना
नभचराः = आकाश म उड़ने वाले कपटः = कपड़ा
या= प ित िवपिण= बाजार
ाकृ ितकः= वाभािवक पे टका= ब सा
त डु लः= चावल चारः= िव ापन
आिव कारः =नई खोज सारः=फै लना
अविश ाः=अवशेष

अ यास –कायम्

1.एकपदेन उ रत ।
( Answer in one word.)
(क) जलचराः कु वसि त ? --------------------------------------------
(ख) लाि टक य योगेण क य िवनाशःभवित? --------------------------------------------
(ग) आ ेण कम् उ पादयित? --------------------------------------------
(घ) व ग क य यूयम् योगंक र यिस? --------------------------------------------
(ङ) लाि टक य आिव कारं कः अकरोत्? --------------------------------------------

_________________________________________________________________________________________________

2. िनमाणं कु त ।
(Frame the questions.)
(क) सव लाि टक य अवशेषाः एव दृ यन ते । -------------------------------------------------------------------
(ख) अ माकम् पूवजाः स िच ेन संसारे वसि त म । -------------------------------------------------------------
(ग) लाि टक य नाशः कदािप न भवित ? -------------------------------------------------------------------
(घ) य ेन वयम् लाि टक य िवनाशं क र यामः। -------------------------------------------------------------------
(ङ) अहम् कपट य यूतं नयािम । -------------------------------------------------------------------

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 1 of 8)

 भाषा –अवबोधनम्

1. को कात् समुिचतािन िवक पािन िच वा र थानािन पूरयत ।

( Fill in the blanks with suitable word from the bracket.)

(क) --------------------- उभयतःवृ ाः सि त । (मागम्,माग, माग य)

(ख)बालकः --------------------- सह ग छित । (जनके न,जनकं ,जनक य)
(ग) सः िभ ुकः ------------------------- विधरः । (कणयोः, कणा याम्,कणन)
(घ) अधुना रामः --------------- ित अग छत् । (गृहम्, गृह य,गृहण
े )
(ङ) मोहनः इदं पु तकं --------------- दा यित ? ( कम् ,क मै , क य)
(च) ------------------------------- फलं रोचते | (माम् ,म म् ,मया)

2. िन िलिखतािन वा यािन उपपदिवभि –अनुसारे ण शु ािन कु त ।

(Correct the sentences as per example.)

उदाहरणम् - अ यापकः िश यान् ानम् अय छत् । अ यापकः छा े यः ानम् अय छत् ।

(क) माग य उभयतः वृ ाः सि त । -----------------------------------------
(ख) पु तक य िवना कथं प ठ यिस ? ----------------------------------------
(ग) मां शीतलं जलं रोचते । -----------------------------------------
(घ) बालकः जनके न ं पृ छित । ----------------------------------------
(च) िश क य अिभतः छा ाःसि त । ------------------------------------------

3.म जूषायाः उिचताश दैः वा यािन पूरिय वा िलखत।

(Fill in the blanks using appropriate word from the box.)

म जूषा:- [ सवदा , अिप ,कदा ,मा ,सह ,यत् ]

(क) सीता कपट यूतेन ------------------- िवपिणम् ग छित।

(ख) वम् --------------------------------------- प ठ यिस ?
(ग) अहम् -------------------------------------- फलं खादािम।
(घ) ---------------------------------- काय कु प र मेण कु ।
(ङ) लाि टक य योगं---------------------------------- कु ।
(च) पु ! ------------------------------------------- स यं वद ।

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 2 of 8)

 ाकरण ख डः कारकम् (CASE)

सू –( या विय कारकम्) प रभाषा – वा य म यु सं ा या सवनाम् का या के साथ सीधा स ब ध जाना जाय उसे

कारक

कहते ह ।

यथा –(i) अहं पु तकं पठािम ।

। । ।

सवनाम् कम या

(ii) राधा प ं िलखित

। । ।

कता/सं ा कम या

िवभि कारक बालक श द प बालक श द प बालक श द प कारक िच ह

एकवचनम् ि वचनम् ब बचनम्
थमा कता बालकः बालकौ बालकाः ने
ि तीया कम बालकम् बालकौ बालकान् को
तृतीया करण बालके न् बालका याम् बालकै ः से , के ारा
चतुथ स दान बालकाय बालका याम् बालके यः को , के िलए
प मी अपादान बालकात् बालका याम् बालके यः से(अलगाव के अथ म )
ष ी स बध बालक य बालकयोः बालकानाम् का,के ,क ,रा,रे,री
स मी अिधकरण बालके बालकयोः बालके षु म पर
स बोधन स बोधन हे बालक ! हे बालकौ ! हे बालकाः! हे! अहे! अहो! अरे !
अहो!

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 3 of 8)

 िवभि

(I)कारक िवभि (II)उपपद िवभि

(I)कारक िवभि
प रभाषा: - जो िवभि या के िच न के आधार पर लगती है और िजसम सामा य
िनयम लगते ह उसे कारक िवभि कहते ह ।
यथा : - (i)मोहनः रामायणं पठित ।
(ii) सा फलं खादित ।
(II)उपपद िवभि
प रभाषा: - जब वा य म कसी िवशेष श द के कारण या िच न के अनुसार िवभि न
लगाकर कोई िवशेष िवभि लग जाए उसे ‘उपपद िवभि ’कहते ह ।
यथा : - (i)जलं िवना जीवनं ।
(ii) ामं प रतः राजमागः अि त ।

(I)कारक िवभि
(i) सू -कत र थमा –
प रभाषा:- कता कारक म थमा िवभि होती है ।
यथा- (i) सा िलखित ।
(ii) अहं पठािम ।
(iii) वम् िलखिस ।
(ii) सू - कमिण ि तीया –
प रभाषा :- कम कारक म ि तीया िवभि होती है ।
यथा - (i)राधाप ं िलखित ।
(ii)मनोहरः फलं खादित।
(iii)सा थं पठित ।

(iii)सू – करणे तृतीया –

प रभाषा :- करण कारक म तृतीया िवभि होती है ।

यथा - (i) सा कलमेन िलखित ।
(ii)अहं चमसेन खादािम।
(iii) वम् यानेन ग छिस।

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 4 of 8)

(iv)सू – स दाने चतुथ –

प रभाषा :- स दान कारक म चतुथ िवभि होती है ।

यथा - (i) सा डनाय ग छित ।
(ii)अहं पठनाय ग छािम।
(iii) वम् मणाय ग छिस।
(v)सू – अपादाने प मी –

प रभाषा :- अपादाने कारक म प मी िवभि होती है ।

यथा - (i) सा गृहात्आग छित ।
(ii)वृ ा फलािन पति त ।
(iii)रमेशः िव ालयात्आग छित।
(vi)सू – स ब धे ष ी –

प रभाषा :- स ब धे कारक म ष ी िवभि होती है ।

यथा - (i) सा सीतायाः भिगनी अि त ।
(ii) सीता राम य भाया आसीत् ।
(iii)अहं मोहन य आग छित।
(vii)सू – अिधकरणे स मी –

प रभाषा :- अिधकरणे कारक म स मी िवभि होती है ।

यथा - (i)क ायाःबिहः बालकाः सि त ।
(ii)वृ े खगाः सि त ।
(iii) गृहे जनाः सि त ।
(viii)सू – स बोधने थमा –

प रभाषा :- स बोधने कारक म थमा िवभि होती है ।

यथा - (i)भो बालक।
(ii)हे राम ।
(iii) गृहे जनाः सि त ।

(II)उपपद िवभि
(i) ि तीय िवभि
उभयतः = दोन ओर
प रतः =चार ओर
सवतः =सभी ओर
िवना = के िवना
िनकषा = िनकट
ित = क ओर /के ित
समया = समीप

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 5 of 8)

(ii)तृतीया िवभि
सह = के साथ
साकम् = के साथ
सा म् = के साथ
समम्= के साथ
* अंग िवकार योगे
* अलं – िनषेध के अथ म
(iv)चतुथ िवभि
नमः = नम कार
वि त = क याण
वाहा = क याण कारक
दा/ य छ = देना
अलं = पया के अथ म
(v)प मी िवभि
माद = आल य करना
िवना = के िवना
पृथक =अलग होना
भी = डरना
(vi)ष ी िवभि
पूरतः = माने से
पृ तः =िपछे से
अधः = नीचे
उप र = ऊपर
अ तः = आगे
अनादरे = अनादर, ितर कार
(vii)स मी िवभि
ि = ेह, ेम
िव स् = िव ास करना
िनपूण = द
कु शल = द
पि डत = द
िवणा =

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 6 of 8)

* उपपद िवभि वा याधा रत उदाहरणम्
* ि तीया
(i)िव ालयम्उभयतः वृ ाः सि त ।
(ii) ामंप रतः राजमागः अि त ।

(iii)गु ं सवतः िश याः सि त ।

(iv)जलंिवना मीनाः न जीवि त ।

* तृतीया
(i)जलेनिवना जीवनं न अि त ।

(ii)रामेणसह सीता वनं गतवती ।

(iii)सःने ण
े काणः अि त ।

(iv)मोहनःने ा याम् अ धःअि त ।

(v)सापृ न
े कु जा अि त ।

(vi)रमेशःपादेन ख ः अि त ।

(vii)अलं कोलाहलेन।

(viii) अलं कलहेन।

(ix)अलं िववादेन ।

*चतुथ
(i)गणेशायनमः ।

(ii)लोके यः वि त ।

(iii)व णाय वाहा ।

(iv) सः दीनाय व ं ददाित ।

(v) मनोहरः दीने यः धनं ददाित ।

(vi) ीकृ णः कं साय अलाम् ।

(vii) ी रामः रावणाय अलम् ।

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 7 of 8)

* प मी
(i) राधा अ यनात् मादयित ।

(ii) जलात् िवना जीवनं न अि त ।

(iii) वृ ात् प ािण पति त ।

(iv) माजारः कु कु रात् िवभेित ।

*ष ी

(i)वृ य उप र वानराः सि त ।

(ii) क ायाः बिहः छा ाः सि त ।

(iii) िव ालय य पुरतः वृ ाः सि त ।

(iv) वृ य अधः पिथकः अि त ।

(v) गृह य दि णतः रे लमागः अि त ।

(vi) दतः वालक य माता अग छत्।

* स मी

(i)आचायः िश येषु ि ित ।

(ii)माता पु ष
े ुि ित ।

(iii)जनकः पु ेिव सित ।

(iv)रामः शा े िनपुणः अि त ।

(v)लता ाकरणे कु शली ।

(vi)मनोहरः याये पि डतः

(vii)छा ः सं कृ ते द ः ।

******

(CLASS-VIII/ASSIGNMENT-05/SANSKRIT 3L/TERM-I 2024-25/ PAGE- 8 of 8)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT- 5TH (2024-25)
SUBJECT- BENGALI (3RD LANG)
TOPIC – CHALIYAT, POD, BACHAN

Q¡¢mu¡a (p¤¤L¥j¡l l¡u)

h¡LÉlQe¡ Ll :-
n¡¢ju¡e¡ ¡- Bj¡l SeÈ¢ce Efm­r h¡¢sl h¡C­l ¢hn¡m n¡¢ju¡e¡ M¡V¡­e¡ q­u­Rz
jÉ¡¢SL - h¡åh£l SeÈ¢c­e jÉ¡¢SLJu¡m¡l L¡­R jÉ¡¢SL ­c­M M¤h Be¾c m¡Nmz
Qr¥¢ÙÛl - ­R¡­V¡ ­j­u¢Vl L¡uc¡ ­c­M Bj¡l Qr¥¢ÙÛl q­u ­Nmz
m‹¡u - m‹¡u j¤M e¡ ­Y­L p¡je¡p¡j¢e Lb¡ hmz
Nñ£l - ¢a¢e Nñ£l j¤­M h­p B­Rez
p¡­qh - hs p¡­q­hl ­jS¡S ­hn Ls¡z
cj¡cj - ¢j­bÉ Lb¡ hm¡l SeÉ h¡h¡ cj¡cj j¡l­mez
¢hs¢hs - j¡ ­l­N ­N­m j¡­T j¡­T ¢hs¢hs L­l hL­a b¡­Lez
h¡¢SJu¡m¡ - j¡­T j¡­T NË¡­j h¡¢SJu¡m¡ Bpa e¡e¡ ­Mm¡ ­cM¡­az
j¡ØV¡ljn¡C - fs¡ e¡ f¡l­m j¡ØV¡ljn¡C hL¡h¢L Ll­aez
­f¡yVm¡ - f¤­S¡l f­l h¡j¤e ­f¡yVm¡ ­hy­d ¢S¢epfœ ¢e­u Qm­mez
EcÉ¡e - ­R­ml¡ f¡s¡l EcÉ¡­e ­Mm¡ L­lz
¢hfl£a në :-
Bpa x ­ka hs x ­R¡V A¿¹ x B¢c ea¥e x f¤­l¡e hy¡d¡ x ­M¡m¡
EyQ¥ x e£Q¥ p¡j­e x ¢fR­e p¡c¡ x L¡­m¡ M¡¢m x il¢a
a¡s¡a¡¢s x d£­l d£­l Bsðl x Ae¡sðl ­Ly­c x ­q­p cy¡¢s­u x h­p
pw¢rç fËnÀ-Ešl -
1z “ú¥­ml ­R¡­V¡ ­R¡­V¡ ­R­ml¡ qy¡ L­l Ah¡L q­u ­Q­u b¡Laz”
L) ú¥­ml ­R¡­V¡ ­R­ml¡ Ah¡L q­u L¡l ¢c­L ­Q­u b¡La ?
M) a¡­cl HlLj ­Q­u b¡L¡l L¡lZ L£ h­m ­a¡j¡l j­e qu ?
Ešl :-
L) p¤¤L¥j¡l l¡­ul ­mM¡ "Q¡¢mu¡a' N­Òf ­R¡­V¡ ­R¡­V¡ ­R­ml¡ Ah¡L q­u nÉ¡jQy¡­cl ¢c­L ­Q­u b¡Laz
M) nÉ¡jQy¡­cl ­f¡n¡L f¢lµRc, lLj-pLj L¡uc¡l A¿¹ ¢Rm e¡z ­p l¢Pe R¡a¡ j¡b¡u ¢c­u, ea¥e S¥­a¡l MQjQ
në L­l Nñ£l Q¡­m O¡s EyQ¥ L­l ú¥­m Y¥Laz a¡l hC J ¢V¢ge f¡N¢s hy¡d¡ Q¡fl¡¢n h­u Beaz a¡l
HC BQlZ ¢Rm Bl pLm h¡m­Ll ­b­L H­Lh¡­l Bm¡c¡z a¡C ­R¡­V¡ ­R­ml¡ a¡l ¢c­L ­Q­u b¡La h­m
Bj¡l j­e quz
2z “........ ¢a¢e jÉ¡¢SL ­cM¡­hez”-
L) ¢a¢e ­L ? ¢a¢e ­L¡b¡ ­b­L Bp­he Hhw ­L¡b¡u jÉ¡¢SL ­cM¡­he ?
M) ay¡l fËbj c¤¢V jÉ¡¢SL ¢L?
Ešl :-
L) Q¡¢mu¡a N­Òf ¢a¢e q­me h¡¢SJu¡m¡z¢a¢e LmL¡a¡ ­b­L Bp­hez¢a¢e ¢hcÉ¡m­ul EcÉ¡­e jÉ¡¢SL ­cM¡­hez
M) ay¡l fËbj jÉ¡¢SL¢V qm - HLV¡ p¡c¡ l¦j¡m ­Q¡­Ml p¡j­eC m¡m e£m ph¤­Sl L¡¢lL¥¢l­a l¢Pe L­l ­a¡m¡
Hhw ¢àa£u jÉ¡¢SL¢V qm HLV¡ ¢pÜ ¢Xj ¢N­m j¤­Ml j­dÉ ­b­L HN¡­l¡V¡ BÙ¹ ¢Xj ­hl Ll¡z

(CLASS-VIII/ BENGALI (3RD LANGUAGE)/ ASSIGNMENT -05/TERM -I-2024-25 PAGE 1 of 5)

3z “­Qep¤¤Ü O¢sV¡­L L¡N­S j¤­s....W¥L­a m¡Nmz”
L) L¡l O¢s ? ­L W¥L­a m¡N­me ? ­L¡b¡u W¥L­a m¡N­me ?
M) a¡­a O¢sl AhÙÛ¡ L£ qm ? ­noL¡­m O¢sV¡­L ­L¡b¡u f¡Ju¡ ­Nm ?
Ešl :-
L) p¤¤L¥j¡l l¡­ul ­mM¡ "Q¡¢mu¡a' N­Òf nÉ¡jQy¡­cl O¢sl Lb¡ hm¡ q­u­Rz
jÉ¡¢SLJu¡m¡ ­pC O¢s W¥L­a m¡Nmz
jÉ¡¢SLJu¡m¡ ­Qep¤¤Ü O¢sV¡­L HL¢V L¡N­S j¤­s q¡j¡e¢cÙ¹¡u W¥L­a m¡N­mez
M) q¡j¡e¢cÙ¹¡u ­W¡L¡l g­m nÉ¡jQy¡­cl O¢s¢V f¤­l¡ V¥L­l¡ V¥L­l¡ q­u k¡uz k¢cJ ­noL¡­m O¢sV¡­L HLV¡
f¡El¦¢Vl j­dÉ BÙ¹ f¡Ju¡ ­Nmz
4z “.....nÉ¡jQy¡c ­f¡yVm¡ ­c¢M­u hmm, HC ­kz”
L) nÉ¡jQy¡c ­L ?
M) L£­pl ­f¡yVm¡ ?
N) f­l ­f¡yVm¡u ­L, L£ L£ ¢S¢ep ­fm ?
Ešl :-
L) Q¡¢mu¡a N­Òf j§m Q¢lœ qm nÉ¡jQy¡cz ­k­qa¥ a¡l h¡h¡ p¡­qh A¢g­p jÙ¹ hs L¡S Ll­ae, a¡C a¡l
q¡ii¡h, BQ¡l-BQlZ ph¢LR¥C ¢Rm AeÉ­cl ­b­L Bm¡c¡z
M) h¡¢SJu¡m¡ e¡e¡S­el L¡R ­b­L e¡e¡ ¢S¢ep ­Q­u¢R­mez ­kje Qnj¡, Bw¢V, j¡¢ehÉ¡N, ­fe¢pm CaÉ¡¢cz
a¡lfl pL­ml p¡j­e ¢S¢ep…¢m ­f¡yVm¡u ­hy­d nÉ¡jQy¡c­L ­X­L ­f¡yVm¡¢V a¡l q¡­a ¢c­mez HM¡­e ­pC
­f¡yVm¡l Lb¡u hm¡ q­u­Rz
N) f­l nÉ¡jQy¡c ­f¡yVm¡ M¤­m a¡l j­dÉ L­uL V¥L­l¡ Lum¡ J ¢Ym ­cM­a ­fmz
5z “.....L¡lJ L¡­R O¢s B­R ?”
L) ­L, LMe HC E¢š²¢V L­l­Re ?
M) Hlfl hš²¡ O¢s¢V­L ¢e­u L£ Ll­me ?
N) hš²¡l L¡S ­c­M nÉ¡jQy¡­cl L£ fË¢a¢œ²u¡ q­u¢Rm ?
Ešl :-
L) jÉ¡¢SLJu¡m¡ jÉ¡¢SL ­cM¡­e¡l E­Ÿ­nÉ HC E¢š²¢V L­l­Rez
M) Hlfl hš²¡ O¢s¢V­L ¢e­u q¡j¡e¢cÙ¹¡u W¥L­a m¡N­mez a¡lfl L­uL V¥L­l¡ i¡P¡ ­m¡q¡ Bl Ly¡Q ­c¢M­u
hm­me nÉ¡jQy¡c­L ¢S‘¡p¡ L­le HV¡ a¡l O¢s ¢Le¡ ?
N) hš²¡l L¡S ­c­M nÉ¡jQy¡c ­a¡ Ah¡Lz qy¡ L­l ­Q­u b¡L­mez M¡¢eL h¡­c HLM¡e¡ fy¡El¦¢Vl j­dÉ
O¢sV¡­L f¡Ju¡ ­Nm Hhw ­n­o nÉ¡jQy¡­cl j¤­M q¡¢p g¥Vmz

¢h­noÉ fc
1z fc Lu fËL¡l J L£ L£ ?
E :- fc fy¡Q fËL¡lz ¢h­noÉ fc, ¢h­noZ fc, phÑe¡j fc, ¢œ²u¡ fc J AhÉu fcz
2z ¢h­noÉ fc L¡­L h­m ?
E :- ­k f­cl à¡l¡ ­L¡­e¡ ¢LR¥l e¡j ­h¡T¡u a¡­L ¢h­noÉ fc h¡ e¡j fc h­mz
­kje - ¢qj¡mu, i¡lahoÑ, l¡j, l¡j¡uZ, Bj, ­N¡m¡f, ¢Vu¡ f¡¢M CaÉ¡¢cz
Ec¡qlZ :
1z lh£¾cÊe¡b W¡L¥l ­e¡­hm fË¡CS f¡ez 2z ¢qj¡mu i¡l­al Eš­l Ah¢ÙÛaz
3z h¡mÈ£¢L l¡j¡uZ lQe¡ L­lez 4z h¤mh¤¢m ¢j¢ø p¤¤­l N¡uz
5z j¡e¤o jlZn£mz 6z L¥L¥l fËi¥iš² fË¡Z£z
7z Nl¦ Nªqf¡¢ma föz 8z f¡¢M BL¡­n J­sz
9z ­p h¡P¡m£z 10z ­j¡l¡ HLC hª­¿¹ c¤¢V L¥p¤j ¢q¾c¥-j¤pmj¡ez

(CLASS-VIII/ BENGALI (3RD LANGUAGE)/ ASSIGNMENT -05/TERM -I-2024-25 PAGE 2 of 5)

11z hC B­e¡z 12z Lmj ¢c­u ­mMz
13z HLV¥ Sm c¡Jz 14z Q¡ L­l¡z
15z c¤d ü¡­ÙÛÉl f­r i¡­m¡z 16z BL¡­n f¡¢M J­sz
17z h¡a¡p hC­Rz 18z ­j­ul ­n¡­L j¡ f¡Nm q­u ­Nmz
19z pc¡ paÉ Lb¡ hm­hz 20z g¥­ml ­p±¾ckÑ Bj¡­L j¤‡ L­lz
21z ­m¡LV¡l nl£­l cu¡-j¡u¡ ­eCz 22z ­i¡l­hm¡ ïjZ ü¡­ÙÛÉl f­r M¤h EfL¡l£z
23z ­k¢ce M¡Ju¡ ­S¡­V M¡Cz 24z ¢L O¤j O¤j¡m¡jz
25z HL f¡m Nl¦ j¡­W Ql­Rz 26z NË¡­j pi¡ h­p­Rz
h¡¢sl L¡S :-
e£­Ql h¡LÉ…¢m­a c¡N ­cJu¡ fc…¢ml ­L¡e¢V ¢h­noÉ fc a¡ ­mM :-

1z ­p¡e¡ c¡j£ ¢S¢epz 11z ¢aa¢m gm ­M­a i¡­m¡h¡­pz

2z LmL¡a¡ f¢ÕQjh­‰l l¡Sd¡e£z 12z L¡­RC he, ­pM¡­e B­R h¡Oz
3z h¡O­L ph¡C iu L­lz 13z ¢hfÔh£h¡¢qe£ …¢m Ry¥s­a m¡Nmz
4z h— SÆ¡m¡u ¢aeL¢sV¡z 14z q¢lZ hmm, ­hn a¡C q­hz
5z l¡j h¡h¤l cu¡l nl£lz 15z ASu e­c h¡e ­X­L­Rz
6z qmÉ¡™ ­cnV¡ M¤h QÉ¡V¡­m¡ Bl pjamz 16z Ap¤¤M p¡l¡h¡l Ef¡u B¢j S¡¢ez
7z ­R­ml cm j¡­W ¢œ²­LV ­Mm­Rz 17z cu¡ jqv …Zz
8z W¡™¡u LÓ¡¢¿¹­a ­p ­i­P f­s­Rz 18z a¡l¡l¡ NÉ¡­pl pj¢ø Eó¡l¡ L¢Wez
9z ­ln­e Q¡m-X¡m ¢c­µRz 19z ­p¡e¡ A¢a j§mÉh¡e d¡a¥z
10z h¡¢Oe£ j¡­ul j­a¡ jja¡ju£z
phÑe¡j fc
* ­k fc ¢h­noÉ f­cl f¢lh­aÑ h­p a¡­L phÑe¡j fc h­mz
­kje : B¢j, a¥¢j, Bf¢e, ­p, a¡l¡, ­L, L¡l¡, ­L¡b¡u, JV¡, HV¡, a¡­cl, a¡l, CaÉ¡¢cz
h¡¢sl L¡S
e£­Ql h¡LÉ…¢m ­b­L phÑe¡j fc ­hl L­l a¡ ­mM :-
1z ­a¡jl¡ ­L¡b¡u k¡µR ? 2z HLb¡ LMe hm¡ qm ? 3z JV¡ ¢e­u Hpz
4z ­L H­p­R ? 5z ­L¡b¡u k¡­h ? 6z E¢e ¢L ­a¡j¡l j¡j¡ ?
7z B¢j N¡e N¡C­a i¡­m¡h¡¢pz 8z ¢a¢e ­hs¡a k¡µRez 9z a¥¢j ­L¡b¡u k¡h ?
10z a¥C ­h¢n Lb¡ h¢mp e¡z 11z ­a¡jl¡ Mma k¡Jz 12z Bj¡l Ol Qmz
13z ­p HL¢V L¥L¥l f¤oRz 14z Bf¢e ­L¡b¡u k¡­he ? 15z Bj¡­cl h¡¢s k¡¢h ?
16z a¡l p¡qp ­a¡ Lj eu ! 17z "­i­P ­j¡l O­ll Q¡¢hz'

¢h­noZ fc
¢h­noZ fc L¡­L h­m ? ¢h­noZ f­cl i¡N …¢m L£ L£ ?
E:- ­k fc ¢h­noÉ, ¢h­noZ, phÑe¡j J ¢œ²u¡ f­cl ­c¡o …Z AhÙÛ¡ pwMÉ¡ CaÉ¡¢c ­h¡T¡u a¡­L ¢h­noZ fc h­mz
Ec¡qlZ :
1z M¤h i¡­m¡ ­R­mz 2z VLV­L m¡m g¥mz 3z Oe e£m BL¡nz
4z i£oZ c¤ø¥ ­R­mz 5z ­S¡­l h¡a¡p hC­Rz 6z Tj Tj L­l hª¢ø fs­Rz
7z ­O¡s¡ â¥a ­c±s¡uz 8z d£­l Qmz 9z ­p Q¡m¡L ­R­mz
h¡¢sl L¡S
e£­Ql h¡LÉ…¢m­a c¡N ­cJu¡ fc…¢ml ­L¡e¢V ¢h­noZ fc a¡ ­mM :-
(CLASS-VIII/ BENGALI (3RD LANGUAGE)/ ASSIGNMENT -05/TERM -I-2024-25 PAGE 3 of 5)
1z BL¡n Oe e£mz 2z n£am h¡a¡p hC­Rz
3z d£­l Qmz 4z kc¤ h¤¢Üj¡e ­R­mz
5z NË¡­jl fË¡¿¹­l HL ¢hn¡m hVhªr B­Rz 6z j¤omd¡­l hª¢ø fs­Rz
7z ­j­u¢V HLe¡N¡­s ­Ly­c Q­m­Rz 8z qmÉ¡ä ­cnV¡ M¤h pjamz
9z e¢ja¡l Q¥m L¥QL¥­Q L¡­m¡z 10z ­nËu¡ ­O¡o¡m QjvL¡l N¡C­Rz
11z BL¡n L¡­m¡ ­j­O ­R­u ­Nmz 12z fËQ™ ­S¡­l hª¢ø fs­Rz
13z mLX¡E­e fbO¡V ph Sen§eÉz 14z SÆ­l ­R­mV¡ WLWL L­l Ly¡f­a m¡Nmz

¢œ²u¡ fc
* ¢œ²u¡ fc L¡­L h­m, ¢œ²u¡ fc Lu fËL¡l J L£ L£ ?
E:- ­k f­cl à¡l¡ ­L¡­e¡ ¢LR¥ Ll¡, qJu¡, b¡L¡ CaÉ¡¢c L¡S Ll¡ ­h¡T¡u a¡­L ¢œ²u¡fc h­mz
­kje : L­l, ­M­m, M¡u, k¡u, h¡u, Q­m, ­c±s¡u, X¡­L, J­W, ­m­M, e¡­Q CaÉ¡¢cz
h¡¢sl L¡S
h¡LÉ…¢m f­s ¢œ²u¡ f­cl am¡u c¡N c¡J :-
1z Q¡o£l¡ j¡­W d¡e L¡­Vz 2z ­j­u¢V ­mh¤ M¡­µRz
3z ­jO L¡­m¡ L­l hª¢ø Hmz 4z BL¡­n HL Ty¡L f¡ul¡ E­s Nmz
1z j¡¢T-jõ¡l¡ cy¡s h¡C­Rz 2z fcÈ¡l C¢m­nl cl E­W­Rz
3z qy¡¢s­a i¡a g¥V­Rz 4z BL¡n ¢O­l ­jO L­l­Rz
5z h¡¢Oe£ h¡µQ¡­cl c¤d M¡Ju¡­µRz

AhÉu fc
* AhÉu fc L¡­L h­m Hhw a¡l i¡N …¢m L£ L£ ?
E :- ­k f­cl ­L¡e hÉu ­eC Abh¡ ­L¡e AhÙÛ¡­aC ­L¡e f¢lhaÑe qu e¡ a¡­L AhÉu fc h­mz
­kje : J, Hhw, AbQ, ea¥h¡, A­fr¡, J­q¡, p¡h¡n, Bl, ¢L¿¹¥, AaHh, p¤¤al¡wz
h¡¢sl L¡S :-
h¡LÉ…¢m f­s ¢œ²u¡ f­cl am¡u c¡N c¡J :-
1z ¢heu M¤h Q¡m¡L J h¤¢Üj¡ez 2z B¢j Abh¡ p¤¤e£m k¡hz
3z d¡e ­b­L Q¡m quz 4z ­m¡L¢V ¢he¡ ¢Q¢Lvp¡u j¡l¡ ­Nmz
5z Ex hÉb¡ m¡Nmz 6z ¢R ¢R a¥¢j ¢j­bÉ Lb¡ hm­mz
7z j¡m¡ J h¤m¡ c¤C ­h¡ez 8z Bx ¢hlš² Ll e¡z
9z L¡l p¡­b H­pR ­M¡L¡ ? 10z p¡h¡p M¤h i¡­m¡ ­lS¡ÒV L­lRz

hQe
­L¡­e¡ hÉ¢š², fË¡Z£ h¡ hÙ¹¥l pwMÉ¡ ­h¡T¡­m, a¡­L hQe h­mz hQe c¤-fËL¡lz
1) HLhQe :-
­k hQe à¡l¡ ­Lhm HLSe hÉ¢š², HL¢V fË¡Z£ h¡ hÙ¹¥l pwMÉ¡ ­h¡T¡u, a¡­L HLhQe h­mz
­kje:- HLSe ­R­m, HL¢V g¥mz
HLhQ­el ¢euj :-
L) p¡d¡lZa j§m ¢h­noÉ h¡ phÑe¡j fc¢V A¢hLm hÉhq¡l L­l HLhQe ­h¡T¡­e¡ quz
­kje- ­R­m, ­j­u, g¥m, f¡¢M, f¡a¡, B¢j, a¥¢j, ­pz
M) ¢h­noÉ f­cl B­N HL, HLV¡, HL¢V, HLM¡e¡ h¢p­u HLhQe NWe Ll¡ quz
­kje:- HL l¡S¡, HL V¡L¡, HL¢V ­j­u, HLM¡e¡ R¢h, HLV¡ V¡L¡z
(CLASS-VIII/ BENGALI (3RD LANGUAGE)/ ASSIGNMENT -05/TERM -I-2024-25 PAGE 4 of 5)
N) ¢h­noÉ f­cl ­n­o ¢V, V¡, M¡e¡, M¡¢e, N¡R¡, N¡¢R h¢p­u HLhQe NWe Ll¡ quz
­kje:- ­j­u¢V, hCV¡, j¡m¡N¡R¡,L¡fsM¡e¡, ¢Q¢WM¡¢ez
2) hýhQe :-
­k hQe à¡l¡ H­Ll ­h¢n hÉ¢š², HL¢V fË¡Z£ h¡ hÙ¹¥l pwMÉ¡ ­h¡T¡u, a¡­L hýhQe h­mz
hýhQ­el ¢euj :-
L) ¢h­noÉ J phÑe¡jf­cl ­n­o l¡, Hl¡, …¢m, …­m¡, ­cl, ¢c­Nl CaÉ¡¢c ­k¡N L­l hýhQe Ll¡ quz
­kje:- ­R­ml¡, h¡m­Ll¡, f¡¢M…¢m, Bj¡­cl, Bj¡¢c­Nlz
M) ¢h­n­oÉl ­n­o NZ, pj§q, j¡m¡, l¡¢n, ph, pLm, hNÑ, f¤” CaÉ¡¢c ­k¡N L­l hýhQe Ll¡ quz
­kje:- hå¥NZ, ¢nrLhª¾c, Sml¡¢n, fhÑaj¡m¡, f¢rL¥mz
N) ¢h­n­oÉl B­N ASpË A­eL, hý, ApwMÉ CaÉ¡¢c ­k¡N L­l hýhQe Ll¡ quz
­kje:- ASpË deÉh¡c, A­eL ­m¡L, La Lb¡, ApwMÉ j¡e¤oz
O) HLC ¢h­noÉ fc c¤-h¡l hÉhq¡l L­l hýhQe Ll¡ quz
­kje:- h­e h­e, X¡­m X¡­m, f¡a¡u f¡a¡uz
P) HLC ¢h­noZ fc c¤-h¡l hÉhq¡l L­l hýhQe Ll¡ quz
­kje:- ­R¡­V¡ ­R¡­V¡, hs hs, ea¥e ea¥ez
Q) HLC phÑe¡jfc c¤-h¡l hÉhq¡l L­l hýhQe Ll¡ quz
­kje:- ­k ­k, ­L ­L, ­L¡e ­L¡ez

HLhQe hýhQe HLhQe hýhQe

B¢j Bjl¡ a¥¢j ­a¡jl¡
Nl¦ Nl¦…¢m N¡R h­s¡ h­s¡ N¡R
g¥m g¥m…¢m g¥m m¡m m¡m g¥m
Bj¡l Bj¡­cl ­a¡j¡l ­a¡j¡­cl
M¡a¡ M¡a¡…­m¡ Lmj¢V Lmj…­m¡
­R­m ­R­ml¡ ­R­m ­R­ml cm
f¡ul¡ HL Ty¡L f¡ul¡ Lm¡ HL Ly¡¢c Lm¡
a¡l¡ a¡l¡j™m£ ­jO ­jOj¡m¡
­pe¡ ­pe¡ h¡¢qe£ j¡R ­R¡V ­R¡V j¡R
h¡mL h¡m­Ll¡ ­e±L¡ ­e±L¡…¢m
e£­Ql h¡­LÉ c¡N ­cJu¡ fc…¢m ­L¡e¢V ­L¡e hQe a¡ ¢eZÑu Ll¡ qm :-
1z Bjl¡ BS ­hs¡­a k¡hz - HlhQe 2z ­R¡­V¡ ­R¡­V¡ ­R­m­j­ul¡ ­Mm­Rz - hýhQe
3z M¡a¡…­m¡ p¢l­u l¡Mz - hýhQe 4z h¡­l¡ j¡­p HLhRlz - hýhQe
5z HLM¡e¡ ­f¢¾pm Bj¡l B­Rz – HlhQe 6z ­j­u¢V f­s ­Nmz --HLhQe
7z m¡¢WN¡R¡ f­s B­Rz – HlhQe 8z pLm h¡mL H¢c­L Hpz -- hýhQe
* h¡¢sl L¡S :-
[L] e£­Ql h¡­LÉ c¡N ­cJu¡ fc…¢m ­L¡e¢V ­L¡e hQe a¡ ¢eZÑu Ll :-
1z ­j­u q¡¢aV¡l e¡j ¢Rm L¥p¤jL¢mz 2z f¤Ù¹LM¡¢e pL­ml fs¡ E¢Qaz
3z h¡P¡m£l h¡­l¡ j¡­p ­a­l¡ f¡hÑZz 4z ­R­ml¡ ú¥­m k¡­µRz
5z Bjl¡ BS ­hs¡­a k¡hz 6z m¡m m¡m g¥mz
7z Bj¡­L cnV¡L¡ c¡Jz 8z hy¡clV¡ X¡­m h­p ¢L¢Ql¢j¢Ql Ll­Rz
9z BN¡j£L¡m Bjl¡ jÉ¡¢SL ­cM­a k¡hz 10z R¡œR¡œ£l¡ j¡­W ­Mm­Rz
(CLASS-VIII/ BENGALI (3RD LANGUAGE)/ ASSIGNMENT -05/TERM -I-2024-25 PAGE 5 of 5)
 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
ASSIGNMENT - 05 (TERM I-2024-25)
SUBJECT- 3rd LANGUAGE HINDI
TOPIC- अनौपचारिक पत्र , विशेषण

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विषय - ाऄनौपचररक पत्र

1. प्रवतमान ाईत्तर िाले प्रश्न ाईत्तर के साथ (Model Questions With Answer)

छात्रािास में रहने िाले ाऄपने छोटे भााइ को समय का सदुपयोग करने की सलाह देते हुए पत्र वलवखए ।

कॉलेज रोड ,नीलाचल

कोलकाता
ददनाांक – 06 /07 /24
वप्रय सोहन,
शुभाशीष , हम सब यहााँ कु शल हैं ,ाअशा है दक तुम भी सकु शल होगे। मैं तुम्हें यह पत्र समय का सदुपयोग के सदुपयोग न
करने से होने िाले नुकसान के बारे में बताने के वलए वलख रहा हाँ।
मुझे पता चला है दक तुम ाऄपना ाऄवधकतर समय खेल-कू द ि व्यथथ के कायों में वनकाल देते हो, पढााइ के िक़्त भी तुम्हारा
ध्यान कहीं और ही रहता है। ाआसी िजह से ाआसी ाआस बार परीक्षाओं में तुम्हें कम ाऄांक वमले हैं । मैं यह नहीं कहता दक खेलो
मत ,पर हर चीज़ के वलए समय वनवित करना ाअिश्यक है । वप्रय भााइ समय एक बार वनकल जाता है तो दिर कभी
िापस नहीं ाअता है । दुवमया में हर िस्तु खरीदी जा सकती है पर समय नहीं । समय दकसी के वलए नहीं रुकता । जो
ाआांसान समय की कदर नहीं करता ाईसे बाद में बहुत पछताना पड़ता है । ाऄताः समय को महत्त्ि दो।
मुझे तुम पर भरोसा है दक तुम मेरी बातों को गांभीरता से लोगे और ाऄपने समय का सदुपयोग कर पढााइ में ध्यान लगाओगे
. साथ ही ाऄपने स्िास््य का भी ध्यान रखना.
तुम्हारा भााइ
प्रणय

2. ाऄभ्यास के वलए प्रश्न (Questions For Practice)

ाअपके वमत्र को खेल-कू द प्रवतयोवगता में प्रथम पुरस्कार प्राप्त हुाअ है , बधााइ देते हुए पत्र वलवखए ।

(CLASS-VIII/HINDI (3rd LANGUAGE)/ASSIGNMENT-05/TERM-I/2024-25/Page 1)

 विशेषण
जो शब्द सांज्ञा या सिथनाम की विशेषता बताते हैं , ाईन्हें विशेषण कहते हैं . जैसे मीठा ,लांबा ,सुांदर ,ाअलसी पररश्रमी ,चार
लीटर , दस मीटर ाअदद ।

विशेषण शब्द वजन शब्दों की विशेषता बताते हैं ,ाईन्हें विशेष्य कहते हैं,.जैसे – मीठा ाअम , सुांदर लड़की , चार लीटर दूध
ाअदद ( रां गीन शब्द विशेष्य हैं ।)

ाअाआए विशेषण –विशेष्य को समझें :-

विशेषण विशेष्य

एक बगीचा

लाल सेब

हरी घास

शरारती बच्चें

विशेषण के भेद :-

विशेषण के चार भेद होते हैं –

क) गुणिाचक विशेषण - जो विशेषण सांज्ञा / सिथनाम के ाअकार ,गुण ,दोष ,दशा ,रां ग ाअदद का बोध कराते हैं ,ाईन्हें
गुणिाचक विशेषण कहते हैं ,जैसे – ाऄच्छी लड़की , सुांदर साड़ी ,चतुर लोमड़ी ाअदद ।

(CLASS-VIII/HINDI (3rd LANGUAGE)/ASSIGNMENT-05/TERM-I/2024-25/Page 2)

ख) पररमाणिाचक विशेषण – पररमाण का ाऄथथ है माप-तौल । जो विशेषण सांज्ञा की माप-तौल का बोध कराते हैं , ाईन्हें
पररमाणिाचक विशेषण कहते हैं . जैसे – तीन दकलो चािल , दो मीटर कपड़ा , एक लीटर दूध ाअदद ।

ग) सांख्यािाचक विशेषण – जो विशेषण सांज्ञा /सिथनाम की सांख्या बताए , ाईसे सांख्यािाचक विशेषण कहते हैं , जैसे –चार
लड़के , कु छ पेड़ ,पहला व्यवि ।

घ) सािथनावमक विशेषण – जब सिथनाम को सांज्ञा के ाअगे लगाकर विशेषण की तरह प्रयोग दकया जाता है, तो ाईसे
सािथनावमक विशेषण कहते हैं . जैसे – कु छ ाअदमी , िह मवहला ,यह पुस्तक ाअदद ।

ाऄभ्यास के वलए प्रश्न (Questions For Practice) :-

1. विशेषण – विशेष्य का सही वमलान कीवजए –

क . पके i) घोड़ा

ख . सफ़े द ii) तेल

ग . दो लीटर iii) कपड़ा

घ . लांबी iv) ाअम

ड. सात मीटर v) सड़क

2. नीचे ददए िाक्यों में से विशेषण – विशेष्य छाांट कर वलवखए –

िाक्य विशेषण विशेष्य

नाइ कमीज पहनो।

दो दकलो चीनी ले ाअओ।

कोाइ ाअदमी वचल्ला रहा है ।

घर के सामने दो पेड़ हैं ।

3 . रां गीन विशेषण शब्दों के भेद वलवखए :-

(CLASS-VIII/HINDI (3rd LANGUAGE)/ASSIGNMENT-05/TERM-I/2024-25/Page 3)

क ) हमने बाजार से दो दकलो गुड़ ख़रीदा ।

ख ) यह लड़का मेरा भााइ है ।

ग ) शेर खतरनाक होते हैं ।

घ ) चार बच्चें खेल रहे हैं ।

ड.) खुबसूरत िू ल हैं ।

*** कल को ाअसान बनाने के वलए ाअज ाअपको कड़ी मेहनत करनी ही पड़ेगी ।***

(CLASS-VIII/HINDI (3rd LANGUAGE)/ASSIGNMENT-05/TERM-I/2024-25/Page 4)

 DELHI PUBLIC SCHOOL, DURGAPUR
CLASS- VIII
SUBJECT- COMPUTER
COMPUTER ASSIGNMENT- 5 (TERM 1-2024-25)
Chapter-5: Creating a Documentary
Subjective Questions
1. What is Trimming?
2. What is Splitting?
3. Define Video transition. Name a few Video transitions.
4. Distinguish between Timeline and Storyboard in Movie Maker.
5. Write the steps to split a movie into two clips.

Chapter-6: Applying Special Effects

Subjective Questions
1. What are Visual effects? Mention a few.
2. What does the View video effects option do?
3. Discuss how the volume of an audio can be adjusted.
4. What are the Fade In and Fade Out audio effects?
5. What are titles/credits? How are they added in a movie?

Please solve the highlighted questions in the Assignment notebook.

Important MCQs with Answers from Chapter 4, 5 and 6 (Movie Maker)

1. Where do you stack images, videos and audio after importing them in Windows Movie
Maker?
(a) Show Storyboard/Timeline (b) Tasks Pane
(c) Contents Pane (d) Preview monitor
Correct Answer : (c)
2. What minimum duration is required for the AutoMovie feature to work?

(CLASS VIII/ASSIGNMENT-4/2024-25/CS/Page 1 of 5)
(a) 30 seconds (b) 10 seconds
(c) 15 seconds (d) 20 seconds
Correct Answer : (a)
3. Which one of the following AutoMovie editing styles can be used to add titles and credits
to the movie?
(a) Flip and Slide (b) Sports Highlights
(c) Highlights Movie (d) Old Movie
Correct Answer : (c)
4. Which one of the following AutoMovie editing styles allows you to add a reveal effect to
the movie?
(a) Old Movie (b) Flip and Slide
(c) Music Video (d) Highlights Movie
Correct Answer : (b)
5. Which one of the following AutoMovie editing styles can be used to quickly edit the fast
beats?
(a) Flip and Slide (b) Music Video
(c) Highlights Movie (d) Old Movie
Correct Answer : (b)

6. Which one of the following function keys can be pressed to save a movie as a project?
(a) F12 (b) F13
(c) F11 (d) F10
Correct Answer : (a)
7. Which one of the following tasks needs to be performed once a movie is created?
(a) Delete the movie project (b) Cancel the movie project
(c) Create the movie project (d) Save the movie as a project
Correct Answer : (d)
8. Which one of the following menus has Save Movie File option?
(a) Edit (b) Tools
(c) View (d) File

(CLASS VIII/ASSIGNMENT-4/2024-25/CS/Page 2 of 5)
Correct Answer : (d)
9. Which one of the following locations allows you to save and send the movie as an
attachment?
(a) DV camera (b) Recordable CD
(c) The Web (d) E-mail
Correct Answer : (d)
10. Which one of the following actions needs to be performed to view the movie in the
.WMV format?
(a) Export the movie (b) Import the movie
(c) Delete the movie (d) Highlight the movie
Correct Answer : (a)
11. What does WMV stand for?
(a) Windows Media Video (b) Windows Mailing Video
(c) Windows Movie Video (d) Windows Media View
Correct Answer : (a)
12. Which one of the following options is a pane that has the option for importing the videos?
(a) Movie Tasks (b) Tasks
(c) Collections (d) Content
Correct Answer : (a)

13. Which one of the following combinations of keys helps you select all the videos to be
imported into the Import File dialog box? (Marks : 1) (Topic : Importing Videos)
(a) Shift+A (b) Shift+B
(c) Ctrl+A (d) Ctrl+B
Correct Answer : (c)
14. The shows a thumbnail view of each and every video placed in the timeline.
(a) Storyboard (b) Storyline
(c) Movieboard (d) Videoboard
Correct Answer : (a)
15. Which one of the following steps is the first step to create the documentary in Windows

(CLASS VIII/ASSIGNMENT-4/2024-25/CS/Page 3 of 5)
Movie Maker?
(a) Import videos (b) Create videos
(c) Delete videos (d) Export videos
Correct Answer : (a)
16. The shows the sequence and time period of videos in a movie maker file.
(a) Movieline (b) Videoline
(c) Timeline (d) Storyline
Correct Answer : (c)
17. Which one of the following options represents a pane that displays all the imported
videos?
(a) Movie Tasks (b) Tasks
(c) Collections (d) Content
Correct Answer : (c)
18. Which one of the following options is a valid option that can be used to import videos in
Windows Movie Maker?
(a) Import video (b) Import videos
(c) Import video files (d) Import files
Correct Answer : (a)
19. The is used to trim the video clip from the end.
(a) EndTrimHandle (b) TrimHandle
(c) EndHandle (d) TrimEndHandle

Correct Answer : (a)

20. Which one of the following menus has the Set End Trim Point option?
(a) View (b) File
(c) Edit (d) Clip
Correct Answer : (d)
21. is used to shorten a video from the beginning to the end.
(a) Trimming (b) Importing
(c) Splitting (d) Removing

(CLASS VIII/ASSIGNMENT-4/2024-25/CS/Page 4 of 5)
Correct Answer : (a)
22. Which one of the following menus has the Split option?
(a) Edit (b) Clip
(c) View (d) File
Correct Answer : (b)
23. The Split option divides the clip into logical parts.
(a) Two (b) Three
(c) Four (d) Five
Correct Answer : (a)
24. The act of removing frames from the beginning or end of a video during the editing
process is called .
(a) Trimming (b) Splitting
(c) Deleting (d) Removing
Correct Answer : (a)

************************************************

(CLASS VIII/ASSIGNMENT-4/2024-25/CS/Page 5 of 5)