Nepal is the First Country to Double Its Tiger Population

Nepal is the first country to double its tiger population is the reading text of class 8 English new course. In this article we have covered all the exercise of new courses including reading writing exercise and grammar.

Nepal is the first country to double its tiger population

A. Match the words in column A with their meanings given in column B.

a. nationwide – iv. existing in all parts of a particular country

b. intricately – vi. with a lot of different parts that fit together

c. poaching – ii. hunting birds and animals illegally

d. enforcement – i. the act of making people obey a particular law or rule

e. coexistence – iii. the state of being together in the same place at the same time

f. dispersal – v. the process of spreading something over a wide area

B. Fill in the blanks with correct information from the text.

a. The third tiger and prey survey found a total of 235 tigers in Nepal.

b. Tigers are at the top of the food chain.

c. The national commission related to tiger conservation in Nepal is headed by the Prime Minister of Nepal.

d. National and international stakeholders have supported the tiger conservation program.

e. Development works and construction should be conducted in a wildlife-friendly way.

C. Answer these questions.

a. How many tiger surveys have already been conducted?

Four tiger surveys have already been conducted in Nepal.

b. What was the percentage of tigers in 2010 in Asia?

The tiger population in the wild had drastically dropped by 97% by 2010 in Asia.

c. When was the St. Petersburg declaration made?

The St. Petersburg Declaration was made in 2010.

d. Mention any one initiative that Nepal has adopted for tiger conservation.

Nepal has established additional habitats for tigers and prey species, such as Banke National Park and the extension of Parsa National Park.

e. What are the threats to tiger conservation?

The threats to tiger conservation include poaching, illegal wildlife trade, and the impacts of climate change.

D. In Nepal, some development and construction activities have been conducted without considering nature and its ecosystem. What might be its effects? Discuss.

Development and construction activities can have a significant impact on the environment in Nepal. These activities can lead to deforestation, pollution, habitat destruction, and landslides. It is important to consider the environmental impact of these activities before they are undertaken. There are a number of ways to minimize the environmental impact of development and construction activities, such as reducing the amount of land that is cleared for development, using sustainable construction materials, reducing pollution, and protecting habitats. By taking these steps, we can help to protect Nepal’s natural environment and ensure that development and construction activities are sustainable.

Writing I

Chart Interpretation

The chart below shows the number of men and women studying engineering in a university. Write an interpretation of the chart.

The chart below shows the number of men and women studying engineering at a university. This data indicates a positive trend towards gender equality in the field of engineering.

The bar chart shows the number of men and women studying engineering at a university between the years 1992 and 2012. The number of men studying engineering has decreased slightly over this period, from 1400 in 1992 to 1200 in 2012. The number of women studying engineering has increased steadily over this period, from 200 in 1992 to 600 in 2012. This has led to an overall increase in the number of engineering students, from 1600 in 1992 to 1800 in 2012.

The diagram shows that opportunities and perceptions regarding engineering are changing, and more women are breaking stereotypes and entering traditionally male-dominated fields.

Grammar I

a. I’m sorry, but there’s…no…. (any/no)…..milk. Is black tea OK?

b. If you want to lose weight, you should eat..less… (less/more) chocolate.

c. Ifyou want to helpme make breakfast, you can peel..some.. (any/some) potatoes.

d. We don’t have…enough… (all/enough) tomatoes, Can you bring another five or six, please?

e. When I was a child, I used to drink….a…lot..of… (a lot of/most) milk.

f. I don’t generally like fruits but I eat …a..lot..of..(no/a lot of) mangoes.

g. I’m not sure if we can make a cake. Do we have …some…. (some/much) eggs?

h. Sorry, I can’t go with you. I’ve got …..some….. (any/some) work to do.