Strike and Its Impact on Life Composition in about 200 words

 Write a composition on 'Strike and Its Impact on Life'.

Strike and Its Impact on Life | Composition for JSC, SSC and HSC

STRIKE AND ITS IMPACT ON LIFE
'Strike' has been imported from the western countries, to our country. Even only sixty to seventy years ago, this strike was unknown to our society.

Strike, nowadays, has become a regular issue in the Indian subcontinent and in other poor countries. Needless to say that poverty is the root cause of this strike. This strike is one of the strong holds of vicious circle. The poor people are to revolve round this vicious circle of poverty.

There are the owners and the workers in mills and factories. In case of manifold problems and pressures the owners become merciless towards the workers. Workers start to demand more in the face of greater necessity. The owners start not to listen to the limitless demand of the workers. The owners of these mills, factories and industries naturally are richer.

Workers and labourers being deprived of their dues, resort to strike to press home their demand. Consequently, a clash between the workers and owners crop up.

Some people in Bangladesh sire trying to create troubles and dislocations in the government. And that is why they are trying to use this good weapon of strike with an evil purpose. As a result, the daily life of the people is frustrated.

The people of all walks fall in danger. Firstly, the educational institution's are closed and so the study of the students is greatly hampered. Even the school going, college going and university going students are to face a terrific session jam. The government, semi-government and non-government offices are generally closed. So, the economy of the country is on the wane.

The prices of daily commodities are on the increase because of the lack of necessary supply. So, today the necessity of strike is not prevailing that much in the country. No doubt, in a democratic country where everything is done by the people and for the people to call strike is a democratic right. But there must be some reasons.

Without strong reasons or by making superfluous reasons to call strike to 'serve one's own interest is never desirable. A simple day's strike causes huge losses for tliis poor country. Many strikes we have come across. It is high time, we gave up the culture of calling strike for trifling or no reason.

So, we have seen that the strike has both the sides good and bad. We should try to use the good side of it and should try to refrain from the bad, and evil side of it.
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JSC English 1st Paper (All units with all lessons)








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JSC English First Paper | Unit: One | A glimpse of our culture

Class viii , JSC English First Paper , JSC English First Paper  Unit One  A glimpse of our culture
After we have studied this unit, we will be able to
• read and understand texts through silent reading
• infer meaning from context
• ask and answer questions
• write answers to questions
• write short compositions

If you want to read the lessons of this unit please click the links below:
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JSC English First Paper | Unit: 1, Lesson: 1 | A glimpse of our culture | Our folk songs

Key words: folk, musical, instruments

A. Work in pairs. Read out the musical instruments and answer the following questions.
dotara
sarinda
guitar
bamboo flute
drum
tabla
piano
harmonium
ek-tara
violin
1 Can you sing a song?
2 Can you play any of these musical instruments?
3 Do you know anybody who can play any of these instruments? Tell what you know about her/him.
Class viii , JSC English First Paper » JSC English First Paper  Unit 1, Lesson 1  A glimpse of our culture  Our folk songs
B. Read the text and answer the following questions.
Folk songs are songs sung in the traditional style of a community or country. Here the traditional style includes the themes, words and tunes of the songs that have existed for a long time among the common people.

We have a rich history and collection of folk songs in Bangladesh. Of them Palligiti, Bhatiali, Bhawaiya, Jari, Sari, Gambhira, Lalongiti, Palagaan and songs of Hason Raja are very popular. The traditional musical instruments are usually played with these songs.

Questions
1 Who usually likes our folk songs?
2 Can you name some well known folk singers?
3 Do you like folk songs? If you do, who is your favourite folk singer? Which song or songs do you like most?
4 Look at the musical instruments in Activity A above and say which instruments go well with the folk songs.
5 Discuss in groups whether the modern instruments like the guitar and the piano could be played with the folk songs.

C. Discuss in groups and write a paragraph on the following question. Do you want more or less programmes on folk songs on our TV channels? Why?/Why not?

If you want to read the next lesson of this unit please click the link below:

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JSC English First Paper | Unit: 1, Lesson: 2 | A glimpse of our culture | Nakshi Kantha

Key words: quilt, artistic, commercially, traditional, demand, pattern 

A. Look at the picture and the questions. Then ask and answer the questions with your partner.
1 What do you see in the picture?
2 What is it called?
3 Have you seen it before? Where?
4 What do we do with it?

B. Now read the text to know about nakshi kantha.
Nakshi kantha is a kind of embroidered quilt. The name was taken from the Bengali word, 'naksha' which means artistic pattern. It is a kind of traditional craft and is said to be indigenous to Bangladesh and West Bengal in India. The art has been practised in rural Bengal for centuries. The name'Nakshi Kantha' became popular after the poet Jasimuddin's poem ' Nakshi KantharMath' was published in 1929.
Class viii , JSC English First Paper » JSC English First Paper  Unit 1, Lesson 2  A glimpse of our culture  Nakshi Kantha
Traditional kanthas are made for family use. Old or new cloth and thread are used to make these quilts. Mymensingh, Jamalpur, Rajshahi, Faridpur, Bogra and Jessore are most famous for this craft. Now it is produced commercially. You can find them in many expensive handicraft shops in cities. The quilts are now in great demand because of the colourful patterns and designs embroidered on them.

C. Write a paragraph describing how the nakshi kantha is made. Start like this: Old or new cloth and coloured thread are needed. First the cloth is folded, then...........

D. Do you like a nakshi kantha or an ordinary kantha! Why?

E. Complete the sentences with clues given

Bengali, patterns, embroidery, years, fashion, art, rural, designs, quilt, naksha

1 Naksha means artistic.................
2 The name was taken from a............. word.........
3 The art has been practised in ............ Bengal for ................
4 Nakshi kanthas are now sold in............... shops.
5 Nakshi kanthas are in great demand because of their colourful........... and..............
6 Nakshi kanthas are a kind of...............

F. Write down five questions for the completed statements in activity E above.
One is done for you.

1. What does naksha mean ?

G. Work in pairs. Ask and answer all the questions. Now write 3-4 more questions on the text given in activity B above.

If you want to read the next lesson of this unit please click the link below:
Lesson: 3 | Our ethnic friends (1)

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JSC English First Paper | Unit: 1, Lesson: 3 | A glimpse of our culture | Our ethnic friends (1)

Key words: ethnic region majority shifting

A. Look at the question and discuss in groups.
Have you heard the word 'ethnic people'? Can you tell what it means?
Now look at the pictures. Then discuss the following questions.
1. Do you know where the ethnic people live in Bangladesh?
2. What are they called?
Class viii , JSC English First Paper » JSC English First Paper  Unit 1, Lesson 3  A glimpse of our culture  Our ethnic friends (1)
B. Now read the text.
The ethnic people in Bangladesh hold a very important place in the culture of the country.
The majority of these people live in the Chittagong Hill Tracts. The others live in the regions of Mymensingh, Rajshahi and Sylhet. They live in forest areas, in the hills and in rural areas. They do Jhum cultivation. For this work they clear apiece of land in the forest, prepare it and sow seeds in it. They are mostly farmers. By religion they are Hindus, Christians or Buddhists. They speak their own mother tongues. Some of them are the Chakmas, the Marmans, the Tipperas and the Moorangs, who live in the Hill Tracts. The Santals live in Rajshahi. The Khasias and the Monipuries, live in Sylhet and the Hajangs and the Garos in Mymensingh.

C. True or false? If false, give the correct information.
1. All the ethnic people of our country live in the Chittagong Hill Tracts.
2. Most of them are farmers.
3. By religion all of them are Buddhists.
4. The Moorangs are an ethnic group.
5. They practise jhum cultivation.

D. Ask and answer the questions in pairs.
1. Where do you find the Mar/nans?
2. What language do they speak at home?
3. Where and how do they do the Jhum cultivation? 

If you want to read the next lesson of this unit please click the link below:
Lesson: 4 | Our ethnic friends (2)

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SSC English 1st Paper all units with all lessons | English for Today Class 9-10

SSC English 1st Paper - Class 9-10 English 1st Paper - English 1st paper Class 9-10 - Class nine-ten English 1st paper
Unit One: Good Citizens
Lesson: 1 | Can you live alone?
Lesson: 2 | Knowledge, skills and attitudes
Lesson: 3 | Good Character
Lesson: 4 | Responsibilities


Unit Two: Pastimes
Lesson: 1 | Have you any favourite pastime?
Lesson: 2 | Reading really helps!
Lesson: 3 | Change in pastime
Lesson: 4 | Change in pastimes in Bangladesh
Lesson: 5 | Pastimes vary


Unit Three: Events and Festivals
Lesson: 1 | Mother's Day
Lesson: 2 | May Day
Lesson: 3 | International Mother Language Day - 1
Lesson: 4 | International Mother Language Day - 2
Lesson: 5 | Independence Day


Unit Four: Are We Aware?
Lesson: 1 | The ferry boat
Lesson: 2 | Are we too many?
Lesson: 3 | Our food and shelter
Lesson: 4 | The story of Lipi
Lesson: 5 | Let's become skilled workforce


Unit Five: Nature and environment
Lesson: 1 | The greed of the mighty rivers
Lesson: 2 | Environmental pollution
Lesson: 3 | Man and climate
Lesson: 4 | Putting our fish in hot water
Lesson: 5 | A friend of the Earth


Unit Six: Our Neighbours
Lesson: 1 | Nepal, the land of Everest
Lesson: 2 | Sri Lanka: The pearl of the Indian Ocean
Lesson: 3 | The Maldives
Lesson: 4 | India: Unity in diversity
Lesson: 5 | Bhutan: The land of happiness


Unit Seven: People who stand out
Lesson: 1 | Zainul Abedin, the great artist
Lesson: 2 | The art of silence
Lesson: 3 | Flashback
Lesson: 4 | The beginning
Lesson: 5 | The missionary
Lesson: 6 | Love for humanity
Lesson: 7 | The wizard of Apple
Lesson: 8 | Jobs' childhood


Unit Eight: World heritage
Lesson: 1 | The Shat Gambuj Mosque
Lesson: 2 | The Somapura Mahavihara
Lesson: 3 | The Statue of Liberty
Lesson: 4 | Lake Baikal


Unit Nine: Unconventional jobs
Lesson: 1 | Jobs that people do
Lesson: 2 | Weird jobs around
Lesson: 3 | Floral career


Unit Ten: Dreams
Lesson: 1 | I have a dream
Lesson: 2 | What I dream to be
Lesson: 3 | They had dreams 1
Lesson: 4 | They had dreams 2


Unit Eleven: Renewable energy
Lesson: 1 | Renewable energy sources -1
Lesson: 2 | Renewable energy sources -2
Lesson: 3 | Renewable energy sources -3


Unit Twelve: Roots
Lesson: 1 | My roots
Lesson: 2 | My roots -2
Lesson: 3 | The return of the native
Lesson: 4 | In search of identity


Unit Thirteen: Media and modes of e-communication
Lesson: 1 | Media and modes of e-communication
Lesson: 2 | Social network services
Lesson: 3 | E-learning


Unit Fourteen: Pleasure and purpose
Lesson: 1 | Books
Lesson: 2 | Two Mothers Remembered
Lesson: 3 | The Sands of Dee
Lesson: 4 | Time, You Old Gipsy Man
Lesson: 5 | Stopping by Woods on a Snowy Evening
Lesson: 6 | The Purple Jar-1
Lesson: 7 | The Purple Jar-2
Lesson: 8 | The Purple Jar-3
Lesson: 9 | A Pound of Flesh
Lesson: 10 | The three caskets
Lesson: 11 | The trial


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