Project sample answers

AROMA ENGLISH SECONDARY SCHOOL

 BHARATPUR, CHITWAN

Grade XII – English (Management Morning)

Project Work (2082)

1. Letter to the Editor of The Chitwan Post

Subject: Deterioration in the Standard of Living in Bharatpur City

Bharatpur, Chitwan
Date: __________

To
The Editor
The Chitwan Post
Bharatpur, Chitwan

Sir/Madam,

I would like to draw the attention of the concerned authorities and the general public to the rapidly deteriorating standard of living in Bharatpur city through the esteemed columns of your newspaper.

Over the past few years, the cost of living in our city has increased sharply. Prices of daily essentials such as food items, cooking gas, electricity, rent, and transportation have risen beyond the reach of common people. Despite this, income levels and employment opportunities have not improved accordingly. As a result, middle-class and low-income families are struggling to manage their daily expenses. Moreover, poor waste management, unmanaged traffic, pollution, and frequent power cuts have further reduced the quality of urban life.

Another serious concern is the lack of effective health and sanitation facilities. Government hospitals are overcrowded, while private hospitals charge unaffordable fees. Similarly, public education institutions are deteriorating, forcing parents to send their children to expensive private schools.

To improve the situation, the government should strictly control price hikes, create employment opportunities, and promote skill-based training for youth. Municipal authorities should improve waste management, public transportation, and urban planning. Additionally, investment in quality public health and education is essential to ensure a decent standard of living for all citizens.

I hope the concerned authorities will take this issue seriously and work toward improving the living conditions of the people of Bharatpur.

Yours faithfully,
Bikash Bhandari
Bharatpur, Chitwan

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2. News Article: Digital Payment System in Nepal

Digital Payment System Gaining Momentum in Nepal

Kathmandu: The digital payment system in Nepal has witnessed remarkable growth in recent years, transforming the way people conduct financial transactions. With the expansion of internet services and smartphone usage, digital platforms such as eSewa, Khalti, IME Pay, and mobile banking apps have become increasingly popular among the public.

The Nepal Rastra Bank (NRB) has played a significant role in promoting cashless transactions through various policies and regulations. QR code payments, online fund transfers, and digital wallets are now commonly used in markets, hotels, educational institutions, and even public transportation. The government has also encouraged digital payments by providing tax incentives and integrating payment systems with public services.

Digital payment systems have made transactions faster, safer, and more transparent. They reduce the risk of carrying cash and help control corruption by maintaining transaction records. During the COVID-19 pandemic, digital payments proved especially useful by enabling contactless transactions.

However, challenges such as cyber security risks, limited digital literacy, and poor internet connectivity in rural areas still exist. To address these issues, the government and financial institutions must focus on public awareness programs, infrastructure development, and stronger security systems.

Overall, the digital payment system is a major step toward modernizing Nepal’s financial sector and supporting economic growth.

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3. Application for the Post of Accountant

To
The Human Resource Manager
Himalayan Brewery Pvt. Ltd.
Nawalpur, Nepal

Subject: Application for the Post of Accountant

Dear Sir/Madam,

I am writing to apply for the post of Accountant at Himalayan Brewery Pvt. Ltd., as advertised. I believe that my academic qualifications, skills, and experience make me a suitable candidate for this position.

I have completed my Bachelor’s degree in Management with specialization in Accounting from a recognized university. I have sound knowledge of financial accounting, taxation, auditing, and computerized accounting systems. I am well-versed in using accounting software such as Tally and MS Excel. Additionally, I have two years of work experience as a junior accountant in a reputed organization, where I handled accounts preparation, ledger maintenance, and financial reporting.

I am honest, hardworking, and capable of working under pressure. I can work both independently and as part of a team. I am confident that I can contribute positively to your organization.

I have attached my CV for your kind consideration. I would be grateful for an opportunity to attend an interview.

Yours sincerely,
Bikash Bhandari
Bharatpur, Chitwan
Contact No: __________

Curriculum Vitae (CV)

Name: Bikash Bhandari
Address: Bharatpur, Chitwan
Contact: __________
Email: __________

Academic Qualification:
• Bachelor in Management (Accounting)

Work Experience:
• Junior Accountant – 2 Years

Skills:
• Accounting Software (Tally)
• MS Excel & MS Word
• Financial Reporting

Personal Qualities:
• Honest and responsible
• Good communication skills

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4. Press Release by Nepal Airlines

Press Release
Date: __________

Nepal Airlines hereby informs all valued passengers that all flights scheduled from Bharatpur to Kathmandu for today have been cancelled due to unfavorable weather conditions. Poor visibility and adverse climatic conditions have made it unsafe to operate flights on this route.

The safety of our passengers and crew members is our top priority. Therefore, the decision to cancel the flights was taken as a precautionary measure following weather reports from aviation authorities.

Passengers are requested to contact our ticketing office or customer service center for information regarding flight rescheduling or ticket refunds. We sincerely apologize for the inconvenience caused and appreciate your understanding and cooperation.

Nepal Airlines remains committed to providing safe and reliable air services. Flights will resume once weather conditions improve.

General Manager
Nepal Airlines Corporation

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5. Informative Report: Tourist Destinations in Chitwan

Tourist Destinations in Chitwan District

Chitwan is one of the most popular tourist destinations in Nepal, famous for its natural beauty, wildlife, and cultural diversity. The district attracts both domestic and international tourists throughout the year.

The most significant attraction is Chitwan National Park, which receives the highest number of tourists. Visitors come to enjoy jungle safaris, wildlife observation, elephant rides, and bird watching. Compared to other destinations, Chitwan National Park accounts for the largest share of tourist visits.

Another important destination is Sauraha, a well-developed tourist hub near the national park. It offers hotels, cultural programs, canoeing, and local Tharu cultural experiences. Tourist arrivals in Sauraha are slightly lower than in the national park but still remain substantial.

Other destinations such as Devghat, Narayani River, and religious and cultural sites attract fewer tourists in comparison. However, these sites are gaining popularity due to improved road access and promotion.

Overall, the data shows that wildlife-based tourism dominates Chitwan’s tourism sector. While tourist numbers have increased gradually over the years, diversification of tourism products and better infrastructure could further enhance tourist inflow. Promotion of religious and eco-tourism would help distribute tourist flow more evenly across the district.

6. Interpretation of the Given Graph: Trend of Death of Migrant Workers

Trend of Death of Migrant Workers (2008/09–2017/18)

The given line graph illustrates the trend of deaths of Nepali migrant workers over a ten-year period from the fiscal year 2008/09 to 2017/18. Overall, the graph shows a sharp rise in the number of deaths during the early years, followed by fluctuations and a slight decline toward the end of the period.

In 2008/09, the number of deaths was the lowest, at around 77. This figure increased dramatically to approximately 438 in 2009/10. The upward trend continued in 2010/11, when deaths rose to about 544. Similarly, in the next two years, 2011/12 and 2012/13, the number of deaths increased gradually, reaching around 648 and 723 respectively. This steady rise indicates growing risks and challenges faced by migrant workers abroad.

The trend peaked in 2014/15, with the number of deaths climbing to nearly 1,006, the highest in the entire period. This alarming increase can be attributed to unsafe working conditions, poor health facilities, long working hours, and lack of proper protection in foreign countries.

After this peak, the number of deaths declined to about 816 in 2015/16 and further dropped to around 786 in 2016/17. However, a slight increase was observed in 2017/18, with deaths rising to approximately 821. In conclusion, although there has been some improvement in recent years, the situation remains serious. Strong government measures are necessary to ensure the safety and welfare of Nepali migrant workers.

 

Class 12 Compulsory English Unit 19 Used to and Would

 

Use of Used to and Would

1 USED TO

Use

We use used to + base verb to talk about past habits or past states that are no longer true now.

Form

Subject + used to + base verb

Examples (Habits)

• I used to wake up early when I was a student.
• She used to play football after school.
• We used to go to the river in summer.

Examples (States)

• He used to live in Chitwan.
• There used to be a park here.
• I used to be very shy.

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❌ Negative & Question

• Negative:
• I didn’t use to like tea.
• Question:
• Did you use to walk to school?

Tip: After did / didn’t, use use to, not used to.

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2 WOULD

Use

We use would + base verb to talk about repeated past actions (habits), NOT states.

Usually, the time is already clear (often with a past time expression).

Form

Subject + would + base verb

Examples (Habits only)

• When we were children, we would play in the fields.
• My grandfather would tell us stories at night.
• Every evening, she would sit by the window.

 

Grammar

A. Make sentences from the table below using used to / didn’t use to as shown in the example.

a. She used to travel a lot but now she rarely leaves her town.
b. She used to be lazy but now she works hard.
c. She didn’t use to like junk food but she eats momo and noodles these days.
d. She used to have a pet but it died last year.
e. She used to be a school teacher but now she is a professor.
f. She used to have many friends but now she has few friends.
g. She didn’t use to read many books but she reads a lot of books.
h. She didn’t use to drink coffee but now she drinks coffee.
i. She used to go to parties a lot but now she doesn’t attend parties.

B. Complete the following sentences with used to or would.

a. My sister used to have short hair when she was young.

Correct

Reason:
“Have short hair” is a past state, and used to is correct for past states that are no longer true.

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b. We used to have lunch in the same school café when I was in middle school.

Correct

Reason:
This sentence talks about a past habit (repeated action). Used to is correctly used.

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c. My father used to play badminton before he had a backbone problem.

Mostly correct (small improvement suggested)

Better version:
My father used to play badminton before he had a back problem.

Reason:
“Play badminton” is a past habit, so used to is correct.
(Backbone problem is understandable but back problem is more natural.)

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d. When I was very young, I didn’t use to like milk.

Correct

Reason:
In negative sentences, we use didn’t + use to + base verb.
Not used to.

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e. She would call me after class for a chat.

Needs context

Corrected version:
When we were in college, she would call me after class for a chat.

Reason:
Would is used for repeated past actions, but it needs a clear past time reference.

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f. My mother didn’t use to wear glasses when she was at the university.

Correct

Reason:
“Wear glasses” describes a past state/habit, and the negative form with didn’t use to is correct.

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g. When I was a child, we used to live in a village.

Correct

Reason:
“Live in a village” is a past state, so only used to is possible (not would).

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h. On Sundays, my mother would wake up and go to the temple.

Needs past-time context

Corrected version:
When I was a child, on Sundays, my mother would wake up and go to the temple.

Reason:
Would is correct for repeated past actions, but the past time must be clear.

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i. How many friends did you have in class ten?

❌ Incorrect originally

Original:
❌ How many friends would have in class ten?

Reason:
Would is not used in questions like this.
This is a simple past fact, so we use did + subject + base verb.

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j. My father would always read me bedtime stories before bed.

Needs context

Corrected version:
When I was young, my father would always read me bedtime stories before bed.

Reason:
Would is correct for a repeated past habit, but again, it needs a past-time reference.

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Quick Summary

• Used to → past habits and states
• Would → past repeated actions only
• Would always needs a clear past time
• Negative & questions → did / didn’t + use to

 

Class 11 Compulsory English 3rd One-Act Play Refund By Fritz Karinthy

           3rd One-Act Play                    Refund

                                                                   By Fritz Karinthy

About the Playwright

Fritz Karinthy (Hungarian: Frigyes Karinthy) was a famous Hungarian writer, playwright, poet, journalist, and translator. He lived in the early 20th century and is remembered for his wit, satire, and clever plays. Karinthy was also the first person to introduce the idea later known as six degrees of separation in his short story Chains. Refund is one of his most popular one-act plays, known for its humour and sharp satire.

About the play

Refund is a one-act satirical play written by the Hungarian writer Fritz Karinthy. The play humorously criticizes the traditional education system and exposes its weaknesses through irony and exaggeration. The story revolves around Wasserkopf, a former student who returns to his school after eighteen years and demands a refund of his tuition fees, claiming that his education has made him incompetent and useless in real life. His strange demand shocks the school authorities and challenges the value of formal education. Instead of rejecting his claim directly, the teachers decide to conduct a re-examination. Although Wasserkopf deliberately gives ridiculous and wrong answers to fail the test, the teachers cleverly interpret all his answers as correct to protect the reputation of their institution. In the end, Wasserkopf is declared to have passed with distinction and receives no refund. The play uses humor and satire to highlight the gap between academic learning and practical life skills, while also emphasizing personal responsibility.

Main Characters

Here are the principal figures in the play:

• Wasserkopf – The main character, an ex-student who demands a refund of his tuition.
• The Principal – The head of the school who faces Wasserkopf’s audacious demand.
• The Mathematics Master – A key teacher who cleverly deals with Wasserkopf.
• The Physics Master – One of the teachers involved in the re-examination.
• The History Master – Takes part in questioning Wasserkopf.
• The Geography Master – Another teacher present at the exam.
• The Servant / Staff – Minor characters who help set the comic tone.

Main Themes

The play explores several important themes, mostly through satire and humour:

1. Satire of the Education System

The central idea is a critique of traditional schooling — suggesting that grades, certificates, and reputations sometimes matter more than real learning or applicable knowledge.

2. Absurdity and Irony

Wasserkopf’s demand and the teachers’ response create a comically absurd situation that makes the audience laugh and think about how society values education.

3. Wit and Unity

The teachers’ clever strategy — working together to turn every wrong answers into a right one — highlights how unity and wit can dissolve even the strangest of problems.

4. Personal Responsibility

Wasserkopf blames his school for every failure in his life, but the play indirectly suggests that life’s outcomes also depend on the individual’s efforts and character.

Understanding the text

Answer the following questions.

a. Why does Wasserkopf demand a refund of his tuition fees from the school?

Wasserkopf demands a refund of his tuition fees because he believes that his long years of education have been completely useless. After studying at the school for nearly eighteen years, he feels that he has gained no practical knowledge or skills that could help him succeed in life. He repeatedly fails to get a job and blames the school entirely for his incompetence and failure. According to him, the education system only wasted his time and money without making him capable or independent. He argues that since the school failed to educate him properly, it should return the fees he paid. His demand is unusual and absurd, but it highlights his frustration and dissatisfaction with formal education. Through Wasserkopf’s demand, the playwright satirizes the education system and exposes the tendency of individuals to blame institutions instead of accepting personal responsibility.

b. Why does Wasserkopf consider himself good for nothing?

Wasserkopf considers himself good for nothing because he believes that his education has not helped him become successful or competent in real life. Despite completing his studies, he fails repeatedly in securing employment and achieving social stability. He feels that he lacks practical knowledge, confidence, and useful skills, which makes him incapable of handling life’s challenges. Instead of reflecting on his own shortcomings, he places all the blame on his school and teachers. He claims that the education he received was meaningless and theoretical, providing him with certificates but no real ability. This self-image of being useless reflects his bitterness and frustration. Karinthy uses Wasserkopf’s attitude to criticize both the flawed education system and the mindset of people who refuse to take responsibility for their own failures and weaknesses.

c. What did the teachers decide to do when Wasserkopf asked for a refund?

When Wasserkopf demanded a refund of his tuition fees, the teachers were shocked and offended because such a request challenged the reputation of their institution. Instead of directly rejecting his demand, they decided to handle the situation cleverly. After discussion, they agreed to conduct a re-examination of Wasserkopf to test whether he was truly uneducated. Their plan was not to fail him but to pass him in every subject, regardless of the answers he gave. By proving that Wasserkopf still possessed knowledge, they could justify the education he had received and protect the school’s honor. This decision shows the unity and intelligence of the teachers. Their strategy also reflects the satirical nature of the play, where logic is twisted to expose the absurdities of the education system and human behavior.

d. Why did Wasserkopf give ridiculous answers? Why did the teachers accept these answers?

Wasserkopf gave ridiculous and incorrect answers deliberately because he wanted to fail the re-examination. He believed that if he failed, it would prove that the school had not educated him properly, strengthening his claim for a refund. His intention was to show himself as completely ignorant and incapable. However, the teachers accepted his absurd answers and cleverly interpreted them as correct. They did this to protect the school’s reputation and avoid admitting failure as educators. By turning wrong answers into right ones, they ensured that Wasserkopf passed the examination with distinction. This ironic situation creates humor and highlights the absurdity of rigid academic systems. The incident also shows how authority can manipulate logic to serve its own interests, which is a central satirical message of the play.

e. How does the Mathematics Master describe Wasserkopf’s character?

The Mathematics Master describes Wasserkopf as a clever, cunning, and troublesome person who deliberately plans to fail the examination. He understands that Wasserkopf is not genuinely ignorant but is intentionally giving wrong answers to support his claim for a refund. According to the Mathematics Master, Wasserkopf is sly and manipulative, using abusive language and provocative behavior to irritate the teachers and pressure them into accepting his demand. He sees Wasserkopf as an unusual individual who tries to exploit the education system for personal gain. At the same time, the description reveals the Mathematics Master’s sharp intelligence and ability to see through Wasserkopf’s tricks. This characterization adds humor to the play and emphasizes the conflict between the individual and institutional authority.

f. How did the teachers outwit Wasserkopf?

The teachers outwitted Wasserkopf by turning his own strategy against him. Wasserkopf intentionally gave wrong and absurd answers in order to fail the re-examination. However, the teachers, especially the Mathematics Master, cleverly interpreted his incorrect responses as intelligent and meaningful. When asked to calculate the refund amount, Wasserkopf solved the problem correctly without realizing its implication. The Mathematics Master immediately declared him a mathematical genius for solving a “difficult” problem. Similarly, teachers of other subjects praised his nonsense answers as brilliant. As a result, Wasserkopf was declared to have passed the examination with distinction. This clever manipulation frustrated Wasserkopf and defeated his demand. The incident highlights the teachers’ unity, intelligence, and presence of mind, while reinforcing the play’s satirical tone.

g. What is the final judgment on Wasserkopf’s demand of refund?

The final judgment completely rejects Wasserkopf’s demand for a refund. After the re-examination, the principal officially announces that Wasserkopf has passed with distinction in all subjects. The school declares that his earlier education was valid and that he fully deserved the certificate he had received. Since he has once again proved his academic competence, there is no justification for returning his tuition fees. Instead of receiving money, Wasserkopf is humiliated and dismissed from the school. This ending reinforces the irony and humor of the play. It also conveys the message that blaming institutions alone cannot solve personal failure. Through this judgment, Karinthy criticizes both the education system and individuals who avoid responsibility for their own shortcomings.

Reference beyond the text

a. The play is a satire on the present-day education system. Do you think that our education system does not prepare students for life? Discuss.

Yes, I strongly believe that our present education system does not adequately prepare students for real life, and Refund sharply exposes this weakness through satire. Our education system mainly emphasizes rote learning and examination performance rather than life skills, creativity, and problem-solving abilities. Students are trained to memorize answers and reproduce them in exams, but they rarely learn how to apply knowledge in practical situations. As a result, many students complete their education with certificates but lack confidence, communication skills, and decision-making ability.

Moreover, the curriculum is highly theoretical and outdated, offering little connection to real-world challenges such as employment, financial management, or critical thinking. Education should prepare students for survival, struggle, and responsibility in society, but instead, it often makes them passive learners. Teachers are pressured to finish courses rather than nurture curiosity, while students focus only on grades.

However, students themselves are also responsible to some extent. Many are more interested in marks than meaningful learning. Like Wasserkopf in the play, they later blame the system for their failures. Thus, the play rightly satirizes an education system that values certificates over competence and fails to equip learners for practical life.

b. Our education system focuses on memorisation rather than creative thinking. Do you think the knowledge imparted by education may not have practical relevance in one’s day-to-day life? Who do you blame for this?

Yes, I agree that much of the knowledge imparted by our education system lacks practical relevance in day-to-day life because it focuses more on memorisation than creative and critical thinking. Students are encouraged to remember facts, definitions, and theories instead of understanding concepts or applying them in real situations. This approach suppresses creativity and independent thinking.

The curriculum is largely theoretical, leaving little room for hands-on learning, skill development, or innovation. As a result, students may score well in exams but struggle to solve real-life problems. Education should teach students how to think, not what to think, but unfortunately, our system does the opposite.

I mainly blame the government and policymakers for this issue. They design rigid curricula and exam-oriented evaluation systems that discourage creativity. At the same time, teachers are forced to teach for exams, and students are rewarded only for memorisation. However, students are also partly responsible because many blindly follow this system without questioning it. Like trained performers, they repeat what they are taught without seeking real understanding. Therefore, the failure is collective, involving the government, institutions, teachers, and students alike.

c. Most students want to learn just for examination rather than knowledge. Do you think that a certificate will help them in their future career?

It is true that many students today study only to pass examinations rather than to gain real knowledge, but such certificates alone cannot ensure success in their future careers. A certificate may help someone secure an interview, but it cannot guarantee competence, confidence, or long-term career growth. Employers now look for practical skills, problem-solving abilities, communication skills, and adaptability rather than mere academic qualifications.

Students who rely solely on memorisation often lack creativity and practical understanding. They may perform well in exams but struggle in real work environments. This is why many degree holders remain unemployed or are forced to take low-skilled jobs, sometimes even abroad, despite having high academic qualifications. Their certificates fail to represent their true abilities.

Real knowledge, experience, and skills are what shape a successful career. Certificates without substance are merely pieces of paper. As shown in Refund, formal education without meaningful learning leads to frustration and failure. Therefore, students must shift their focus from exam-centered learning to acquiring real knowledge and skills. Only then can education truly help them build a secure and successful future.