NEB English Grade 11: Foresters without Diplomas

 

WRITING

Personal letters

(A) Study the given letter and underline sender’s address, date, greeting and complimentary close.

27 Barnes Avenue, London

March 1^st, 2020

Dear Mrs. MacDonald,

As you know, we have been in the flat now for six months. We like it, but I’m afraid there are a few problems.

 

First, a good deal of the furniture is rather old. The armchairs, for example, are in bad condition and so is the big table where we eat. Could you please replace these items?

 

Secondly, the flat is extremely cold in winter. The central heating doesn’t work very well and we have to use electric fires. And they are expensive, of course. Part of the problem is the windows. They don’t fit very well, so they let the wind in.

 

Finally, there’s the kitchen. It really does need painting. We are quite prepared to do the work ourselves if you pay for the paint.

 

Can you possibly come and look at the flat yourself? I’m sure you will agree with us.

In any case, please let us know about these things as soon as possible.

Yours sincerely,

Sandra Shaw

(B) Suppose you are MacDonald. Write a reply to Sandra Shaw.

 

 

(C) Write an essay on ‘The Community Forest in Nepal’. Describe how these community forests have contributed to maintain ecology in our environment.

 

Community forest in Nepal

The community forestry programme in Nepal is a government effort to reduce deforestation.

The government promoted sustainable forestry practices as well as to improve the livelihood of the community.

It incorporates distinct policies, institutions and practices.

The main goals of the community forestry programme are to empower local communities.

It gives authority to the community and groups to manage forest resources.

Nepal is the first developing country to adopt a community forestry management programme.

As a result, Nepal is the leaders in community based forest management.

 

Contribution of community forests in ecology in environment

The National Biodiversity Strategy (2002) urged to integrate the conservation of biological diversity.

It is the sustainable use of its components into sectoral and cross-sectoral plans, programs and policies.

 

It also identified the need, constraints and gaps of conserving biodiversity outside the protected areas especially community forests of the Mid-hills.

 

Community forest controls wildlife hunting, grazing, forest fire and conservation of soil erosion prone areas   have positive impact on forest biodiversity.

Community forest also helps for leaf litter collection, species  selection, removal of unwanted herb, shrubs   and climbers, excessive thinning and pruning, removal and harvesting of dead and logged trees and forest  clearing  cause detrimental  impact on the  structure, composition and function of the forest.

 

Keep in Mind

Types of forest:
Tropical rain forest	Temperate One	Mediterranean Forest
Sub-tropical forest	Montane Forest	Coniferous Forest
Deciduous forest	Plantation Forest

 

 

GRAMMAR

Transitive, intransitive and linking verbs

(A) Study the examples.

A couple bought a couple of tickets for their honeymoon.

The car stopped suddenly.

All the children seem satisfied with their exam result.

 

Here bought is a transitive verb, stopped an intransitive verb and seem a linking verb.

 

(B) What is the difference among transitive, intransitive and linking verbs? Give examples of each.

Transitive verb	Intransitive verb	Linking verb
Transitive verb requires an object to complete the action.	Intransitive verb does not require an object to complete the action.	Linking verb links a subject with its predicate.
Manju gave a gift to Eshna.	Ridima laughed	He seems drunk.
Manju gave to Eshna a gift.	Ridima voted in the local election.	She is a doctor.

 

Keep in Mind

Common linking verbs: is, are, am, was, were, has, have, seem, look, appear, become, taste, smell, touch, feel, sound, turn, remain, prove, grow etc.

Transitive verb has direct and indirect object.

 

 

(C) Underline the verb in each sentence and write whether it is transitive, intransitive or linking.

(a)  His father looks handsome.	(b) Bhawana drinks milk every day.
(c)  He became a watchman.	(d)  This bread smells good.
(e)  The dog barked loudly.	(f)  He chased the dog.
(g)  My sister swims fast.	(h)  He painted a picture.
(i)  Radhika always asks questions.	(j)  Anjana has a long hair.
(k) Hungry lion roars.	(l) He tried again and again.
(m) The weather is hot.	(n) Owls hide in the daytime.

 

Answer

(a)  His father looks handsome.	linking	(b) Bhawana drinks milk every day.	transitive
(c)  He became a watchman.	linking	(d)  This bread smells good.	linking
(e)  The dog barked loudly.	intransitive	(f)  He chased the dog.	transitive
(g)  My sister swims fast.	intransitive	(h)  He painted a picture.	transitive
(i)  Radhika always asks questions.	transitive	(j)  Anjana has a long hair.	linking
(k) Hungry lion roars.	intransitive	(l) He tried again and again.	intransitive
(m) The weather is hot.	linking	(n) Owls hide in the daytime.	intransitive

 

 

 

LISTENING

Audio

Audio credit: CDC, Nepal

 

(A) Look at the picture and answer these questions:

 

(a)  What are they talking about?

(b)  What types of television programmes you prefer?

(c)  What do you know about the climate change?

(d)  What are the reasons of the climate change?

 

(B)  Listen to an interview about environmental governance and state whether the following statements are true or false.

(a)  Maria Ivanova is a professor of the University of Massachusetts.

(b)  Environmental governance is the design and execution of the policy related to the environment.

(c) For Maria, the climate change is a separate issue.

(d)  There is a nexus among the various organizations and institutions.

(e)  The issues of climate change should be brought down to the classrooms.

 

(C) Answer the following questions:

(a)  What is Maria Ivanova’s working field?

(b)  What is the global problem for today, according to Maria?

(c)  What is Maria’s dissatisfaction about the efforts towards the environmental issues?

(d)  What is the best way forward to address the governance and the climate change issues?

 

(D) Maria Ivanova is advocating for the education of the environmental issues. Why is she doing this? Talk to your classmates.

 

 

SPEAKING

Asking about opinions/giving opinions

(A) Read the expressions for asking about and giving opinions.

Asking about opinions	Giving opinions
What do you think?	I think/reckon…
What’s your view?	In my opinion/In my view…
How do you see the situation?	I feel that…
What’s your opinion?	As far as I’m concerned…
Do you think (that)…?	From my point of view…
Would you agree with me that…?	Well, I reckon (that)…
Don’t you think (that)…?	I believe (that)…
	Personally speaking, I believe/think…
	As for me, I reckon…

 

 

(B) Work in pairs. Ask about and give opinions using different expressions on the following topics.

Example:

A: What do you think about politics?

B: As for me, I think politics is the policy of the policies.

 

(a)	educating girls	(f)	learning English
(b)	following foreign traditions	(g)	speaking several languages
(c)	worshipping god	(h)	engaging in corruption
(d)	depending on foreign aid	(i)	brain drain
(e)	cheating in exams	(j)	being drunkards

 

 

PROJECT WORK

(a) Imagine that you are a chief guest of the programme organized by a local government on the occasion of The Environment Day. Write a 10-minute speech and deliver it to the class.

 

(b) Identify a person from your community who has worked on environmental protection. Write a story of that person incorporating the efforts s/he made to change things and attitudes of people.

 

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