òçjiy nk«gL¤J« ò¤jh¡f¥gæ‰Á - SABL - ssa.tn.nic.in · MÁçaç‹ ftd¤Â‰F... 1....
Transcript of òçjiy nk«gL¤J« ò¤jh¡f¥gæ‰Á - SABL - ssa.tn.nic.in · MÁçaç‹ ftd¤Â‰F... 1....
2016 - 2017
MÁça® ifnaL
òçjiy nk«gL¤J« ò¤jh¡f¥gæ‰Á - SABL
fšé FHªijfë‹ cçik
midtU« f‰ngh« midtU« ca®nth«midtU¡F« fšé Ïa¡f«
f£lf¤ jahç¥ò¡ FG
xU§»iz¥ghs®
ÂU. it.ghyKUf‹,Ïiz Ïa¡Fe® (gæ‰Á)
SCERT , br‹id - 6
Kidt®. Á. cõhuhâ,Ïiz Ïa¡Fe® (gæ‰Á)
SSA , br‹id - 6
ÂU. v°. ÁtFkh®Kjšt® kht£l MÁça® fšé
k‰W« gæ‰Á ãWtd«, fëah«ó©o fhŠÁòu«- 5
ÂUkÂ. Iç‹ j§fuh{,
cjé xU§»iz¥ghs®- SABLkhãy¤ £l Ïa¡ff«br‹id . 6
üyhÁça®fŸ
ÂUkÂ. Ph. jtkâ knfZtç, KJãiy éçÎiuahs®kht£l MÁça® fšé k‰W« gæ‰Á ãWtd«, Â%® ÂUtŸq® kht£l«.
ÂUkÂ. k. rhé¤Âç, MÁça® gæ‰We®,t£lhu tsika« - éšèth¡f«, ÂUtŸq® kht£l«.
ÂUkÂ. Ïuh.nfh»yh njé, MÁça® gæ‰We®,t£lhu tsika«- F‹w¤ö®,fhŠÁòu« kht£l«.
ÂUkÂ. Á.nAkyjh, jiyikahÁça®,C.x.bjh. gŸë, F‹w¤ö® x‹¿a«,fhŠÁòu« kht£l«.
ÂUkÂ. gh.uÉdh ngf«, MÁça® gæ‰We®,t£lhu tsika« - fh£lh§Fs¤ö®fhŠÁòu« kht£l«.
ÂUkÂ. g. RjªÂu RkÂ, MÁça® gæ‰We®,t£lhu tsika« - c¤Âunk%®,fhŠÁòu« kht£l«.
ÂU. M. eluh#‹, MÁça® gæ‰We®,t£lhu tsika«- Á¤jh_®, fhŠÁòu« kht£l«.
ÂU. g. Átè§f«, MÁça¥ gæ‰We®,t£lhu tsika« - ó©o ÂUtŸq® kht£l«.
ÂU. f. rka‹, MÁça¥ gæ‰We®,t£lhu tsika«- kJuhªjf«, fhŠÁòu« kht£l«.
tšYe®njÁa ešyhÁça® ÂUkÂ. M®. khyÂ, Mnyhrf®, khãy¤ £l Ïa¡ff«, br‹id - 6
bghUsl¡f«
tçir v©
jiy¥ò g¡f« v©
1 K‹Diu 1
2 vëik¥gL¤j¥g£l braštê¡ f‰wš 2-17
3 jäœ 18-24
4 M§»y« 25-51
5 fz¡F 52-88
6 m¿éaš 89-112
7 r_f m¿éaš 113-123
II - CRC
8 jäœ 125 - 134
9 M§»y« 135 - 153
10 fz¡F 154 - 161
11 m¿éaš 162 - 169
12 r_f m¿éaš 170 - 177
1
m¿Kf«
“cŸs¤Â‰F Ïåik¡bfhL¥gJ ešy fšéna!
khzt®fis be¿¥gL¤Â rKjha¤Âš Ïz¡f« bgw¢ brŒtJ ešy gŸëna!”
fšé v‹gJ ÏašghfΫ, ÏåikahfΫ, cŸsh®ªj Âw‹fis
ts®¡f¡ToajhfΫ, Ïl®ghLfŸ Ï‹¿ vëikahfΫ, jh‹ f‰F« ntf¤Â‰F V‰g
totik¡f¥g£LŸs Kiwna vëik¥gL¤j¥g£l braštê¡ f‰wš.
MÁça® ika¡ fšé Kiwæš ÏUªJ FHªijfŸ ika¡ fšé Kiw¡F
kh‰w¤ij V‰gL¤Â mo¤jsä£lJ Ï‹iwa braštê¡ f‰wš Kiwna.
bjhl¡f fšé khzt®fŸ j§F jilæ‹¿ jkJ fšéia¤ bjhluΫ, bjhl®ªj
fšéia¢ Áw¥ghf Ko¥gj‰F«, jukhd fšéia¤ jhnk bgWtj‰F«, jilæ‹¿¡
f‰W¡bfhŸs Jiz¥òç»wJ.
braštê¡ f‰wèš jhdhfΫ, FGthfΫ, rf khzt®fë‹ x¤JiH¥nghL«,
MÁça®fë‹ têfh£LjnyhL« f‰fΫ, f‰wt‰iw kdš ãiy ãW¤jΫ, gÂÎ
brŒaΫ, f‰wèš vªj ãiyæš ã‰»‹nwh« vd khzt®fŸ jhnk m¿ªJ¡ bfhŸS«
tifæš mikªJŸsJ. mo¥gil¤ Âw‹fshd nf£lš, ngRjš, go¤jš, vGJjš
Âw‹fis ts®¥gj‹ _y« khzt®fë‹ g‹neh¡F¤ Âw‹fis nk«gL¤j brŒ»wJ.
ghLjš, ÁªÂ¤jš, c‰Wneh¡Fjš, f‰gidÂw‹, ifntiyghLfŸ, éisah£oš
FGkd¥gh‹ik, eo¤jš M»a cŸsh®ªj Âw‹fis btë¡bfhzU« tifæš
braštê¡ f‰wš Kiw mikªJŸsJ.
khzt®fë‹ ghl¢Rik k‰W« nj®Î ga¤ij fU¤Âš bfh©L, _‹W gUt§fŸ
bfh©l ghl¤Â£l« eilKiw¥gL¤j¥g£LŸsJ. kÂ¥Õ£L KiwfŸ khzt®fë‹
V‰w¤ jhœit¥ ngh¡F« tifæš ju¡ F¿pL k‰W« khzt®fë‹ x£Lbkh¤j
ts®¢ÁiaÍ«,K‹nd‰w¤ijÍ« më¡F« KGikahd bjhl® k‰W« KGikahd
kÂ¥Õ£L Kiw Ï¡fšé Kiwæš cŸsJ.
khzt®fŸ ÁªÂ¤J brašgl, nf£f nt©oa nfŸé gšfis jhnk cUth¡»
bfhŸs, mid¤J Âw‹fëY« j«ik br«ik¥gL¤Â bfhŸs, braštê¡ fšé Kiw
khzt®fë‹ fšé K‹nd‰w¤Â‰F têtif brŒ»wJ.
“ fšé v‹gJ fU«ig¥ ngh‹W Ïå¡F« Rit
gŸë v‹gJ FHªijika¡ f‰wè‹ mit”
2
vëik¥gL¤j¥g£l braštê¡ f‰wš
NCF 2005 Ï‹ T‰W¥go 5 k‰W« 6 taJila FHªijfŸ cséaš ßÂahfΫ,
Áªjid¤ ÂwåY« x¤j kdãiyia¡ bfh©oU¥g®. mt®fS¡F V‰g Kjš k‰W«
Ïu©lh« tF¥ò Vâ¥gofŸ Ïiz¡f¥g£LŸsd. ÏJ ngh‹nw _‹W k‰W« eh‹fh«
tF¥ò Vâ¥gofŸ Ïiz¡f¥g£LŸsd. xnu goãiyæš x‹W mšyJ Ïu©L
Âw‹fŸ Ïiz¤J Vâ¥goæš mik¡f¥g£LŸsd. Vâ¥goæš x‹W Kjš eh‹fh«
tF¥ò tiuæYŸs goãiyfS¡F¤ bjhl® v©fŸ bfhL¡f¥g£LŸsd. nkY«,
mid¤J¢ Á‹d§fS¡F« x‹W Kjš eh‹F tF¥ò tiu bjhl® v©fŸ
bfhL¡f¥g£LŸsd. f‰wš brašgh£L m£ilæš bjhl® v©iz it¤J tF¥ig
vëš m¿ªJ bfhŸsyh«. f‰wš brašgh£il ikakhf¡bfh©L Á‹d§fŸ
mik¡f¥g£LŸsd. IªJ ghl§fS¡F« bghJthd 17 Á‹d§fS«, ghl§fS¡F V‰g
jå¥g£l Áy Á‹d§fS« mik¡f¥g£LŸsd.
bghJ¢ Á‹d§fŸ
t. v© bghJ¢ Á‹d§fŸ Á‹d¤Â‹ bga®/Âw‹
1 fyªJiuahlš
Âw‹: c‰Wneh¡Fjš, éth¤jš. nf£lš,
ngRjš, brhš bjhF¥ò
2 tYñ£lš
Âw‹: òçªJbfhŸSjš, vGJjš,
m£ltiz¥gL¤Jjš, bghU¤Jjš
3 tiujY« t©zäLjY«
Âw‹: f‰gid¤ Âw‹, gil¥gh‰wš,
bjhl®ògL¤Jjš, E©jir¥ gæ‰Á
4 Å£L¥ghl«
Âw‹: ãidÎ T®jš, ÛŸ gh®it
5
6
7
8
9
10
11
12
3
Âw‹: xU
kd¥
k¤jš,
Âw‹: n
Âw‹: e
Âw
Âw‹: Ï
1, 2 & 3 g
Âw‹: nf£
k»
éi
U§»izª
gh‹ikia
jiyik¥ g
fij
nf£lš, ngR
ts
bgh«
eo¤J¡fh£
Â
fiyͫ i
‹: E©ji
gil
ò¤jf¥
thÁ¤jš, g
Ïiz¤J¥ ò
kÂ¥ÕL
gUt kÂ¥Õ
ghlš
£lš, ÂU«g
»œjš.
isah£L ªj clšrh®
a ts®¤jš,
g©ò, é£L
j TWjš Rjš, f‰gi
s®¤jš
«kyh£l« £lš, ngRjš
Âw‹
if t©z
ir, f‰gid
l¥gh‰wš ¥ ó§bfh¤J
gl¤ijÍ«
òçªJbfhŸ
ÕL
g¥ ghLjš,
® ts®¢Á, F
éÂfis
L¡ bfhL¤j
id¤ Âwid
š, f‰gid¤
zK« d¤ Âw‹,
J brhšiyÍ«
ŸSjš
FG
jš
d
¤
«
13
14
15
16
17
x
m
ky®fis
neh¡Fj
kd¥gh‹
braštê
gšntW
MÁça®
x›bthU gh
mH»a ky®
s¥ ngh‹W
jš, vGJjš
‹ik, eo¤j
ê¡ f‰wš m
gl§fSl
®fŸ ešyKi
hlthçahf
jäœ
M§»
fz¡
m¿é
r_f
®¤ njh£l«
W bk‹ik
š, f‰gid¤
jš Kjèa
m£ilfŸ Á
l‹ kd¤i
iwæš FHª
jå¤jå t
ghl«
»y«
¡F
éaš
féaš
« ngh‹wi
ahdt®fŸ
¤ Âw‹, if
a Âw‹fis
Áªjidia
ij¡ ftU«
ªijfël«
4
Âw‹: Ï
Âw‹: cfhz
t
Âw‹:
Âw‹
t©z« bf
t©
Úy«
ÏsŠÁt¥
fUŠÁt¥g¢ir
MuŠR
it bjhl¡f
Ÿ. ngRjš
fntiy¥ghL
s ts®¡F
a¤ ö©L«
« tifæY
« bfh©L n
fs
c‰Wneh¡
Ïa‰ifia
bra
c‰Wneh¡f
zš, bjhl®òg
tif¥gL¤J
ò¤j
go¤jš, vG
go¤
: ãidÎT
g
vGJj
fhL¡f¥g£
©z«
¥ò (Pink)
¥ò (Maroon)
f¥ gŸëf
, go¤jš,
LfŸ, tiuj
F« tifæ
« tifæY«
Y« toti
nr®¤jš nt
s¥gaz« ¡fš, étç¤
¡ f©Lfë
ašÂ£l« fš, fhuz«
gL¤Â ãid
Jjš, gÂÎb
jf¥gæ‰Á GJjš, ãi
¤J¥ gh® T®jš, bghU
go¤jš
jš -kÂ¥ÕL
£LŸsJ.
)
Ÿ. khzt
ghLjš, Á
jš, t©z
æY«, vëi
«, M®t_£
k¡f¥g£LŸ
t©L«.
¤J¡ Twš ,
ë¤jš
« m¿jš, Ô®
dÎT®jš,
brŒjš.
idÎT®jš.
USz®ªJ
L
t¢ bršt§
ÁªÂ¤jš, c
z« Ô£Ljš,
ik¥gL¤j¥
£L« tifæ
Ÿsd. Ït
,
®Î
.
§fŸ
c‰W
, FG
¥g£l
æY«,
‰iw
5
Áw¥ghf¢ brašg£L tU« vëik¥gL¤j¥g£l braštê¡ f‰wiy tY¥gL¤J«
tifæY« tF¥giwæš V‰gL« Ïl®ghLfis¡ fisÍ« tifæY« MÁça®fŸ
j§fis¤ jh§fns RakÂ¥ÕL brŒJ nkY« c¤ntf¤Jl‹ brašgL« tifæš
gæ‰Á¤jhŸfSl‹ Ï¡f£lf« mik¡f¥g£LŸsJ.
vëik¥gL¤j¥g£l braštê¡ f‰wš tF¥giwæš Ã‹g‰w nt©oa bghJthd
brašKiwfŸ:
MÁçaç‹ ftd¤Â‰F...
1. Ma¤j¥ goãiy: Kjyh« tF¥ò khzt®fS¡F tF¥giw ãfœÎfis
Ma¤j¥gL¤j, 15 eh£fëš Ma¤j¥ goãiyæYŸs brašghLfis MÁça®fŸ
f‰W¡ bfhL¡f nt©L«. mš f‰wš cgfuz¥ bg£o(kit box) Á‹d«
tU«bghGJ MÁça® khzt®fS¡F
Á‹d§fis m¿Kf¥gL¤Jjš
Vâ¥goæid m¿Kf¥gL¤Jjš
f‰wš m£ilfis¥ bg£oæèUªJ (Tray) vL¤jš / it¤jš
6 FG¡fë‹ m¿Kf«
f‰wš m£ilfis¥ bg£oæèUªJ vL¤J cça FGéš mk®jš
ngh‹w brašghLfis e‹F gæ‰Á më¡f nt©L«.
Ãw tF¥òfëš òÂjhf gŸëæš nr®¡f¥gL« khztU¡F« Ï¥gæ‰Á
më¡f¥g£L, khzt®fŸ tF¥giw ãfœÎfëš j§Fjilæ‹¿ g§nf‰gij
cWÂ brŒa nt©L«.
2. tF¥ÃYŸs khzt®fŸ midtU« xnu neu¤Âš mid¤J goãiyfisÍ«
Ko¥gj‰F thŒ¥Ãšiy. khzt®fis mtut® f‰wš Âw‹fë‹
mo¥gilænyna Vâ¥goæš bršy têtif brŒa nt©L«.
3. fhè¡f£l¢ brašghL: Vâ¥goæš x›bthU goãiyæY« kÂ¥ÕL Á‹d¤Â‰F
K‹ghf fhè¡f£l« bfhL¡f¥g£LŸsJ. Ï¡fhèf£l¤Âš tF¥ÃYŸs
Û¤Âw‹ k‰W« bkJthf f‰F« FHªijfë‹ njitfS¡nf‰g MÁça®fŸ
brašghLfis totik¤J¡ bfhL¡f nt©L«.
4. fhiy/khiy FG¢brašghL: ghlš, fij, éisah£L, bgh«kyh£l«,
éšY¥gh£L, FGéthj«, gçnrhjid, ciuahlš (ÏUt® ÏUtuhf), eo¥ngh«
6
eo¥ngh«, fiyÍ« ift©zK«, fs¥gaz«, bjhiy¡fh£Á ngh‹w
brašghLfis khzt®fŸ FG¢brašghLfshf fhiy/khiy neu¤Âš
brŒtj‰F MÁça® têtif brŒant©L«. Ëd® Vâ¥goæš khzt‹ mªj
brašgh£o‰F (ghlš, fij, éisah£L........) tU«bghGJ MÁça®
m¢brašgh£oš Tw¥g£LŸs fU¤J¡fis khzt‹ òçªJ bfh©lij
cWÂgL¤J« éjkhf nfŸéfŸ nf£L mL¤j brašgh£oid¢ brŒa mDk¡f
nt©L«.
5. MÁça®fS¡F më¡f¥gL« mid¤J gæ‰ÁfisÍ« mt®fŸ SABL
tF¥giwæš f‰Ã¤jè‹ nghJ«, khzt®fŸ brŒJ f‰wè‹nghJ«
xU§»iz¤J brašKiw¥gL¤j nt©L«.
vL¤J¡fh£lhf:-
go¤jš, vGJjš gæ‰Á, xè c¢rç¥ò gæ‰Á ( Phonetic Methods), M§»y
gæ‰Á (British Council training), jhnd f‰wš cgfuz§fis¥ ga‹gL¤J«
gæ‰Á, m¿éaèš vëa nrhjidfS¡fhd¥ gæ‰Á ngh‹w gæ‰Áfë‹
brašKiwfis SABL tF¥giwæš MÁça®fŸ khzt®fë‹ ghl¥gFÂfS¡F
V‰g xU§»iz¤J¡ f‰Ã¤jš nt©L«.
6. khzt®fë‹ milÎãiyia vëš bjçªJbfhŸS« éjkhfΫ K¥gUt¡
fšéKiw¡Fnf‰g _‹whf¥ Ãç¤J milΤÂw‹ m£ltiz
totik¡f¥g£LŸsJ. Ïš khzt®fŸ xU gUt¤Â‰Fça FA(a), FA(b) k‰W«
SA brašghLfis¢ brŒJ Ko¤jËd® MÁça® m£ltizæš F¿pL
brŒaΫ. khzt®fshš Vâ¥goæš Ko¡f¥g£LŸs goãiy¡F k£Lnk
MÁça®fŸ milΤÂw‹ m£ltizæš F¿æl nt©L«.
7. x›bthU khztiuÍ« gUt kÂ¥ÕL brŒÍ« K‹d®, m«khzt‹ f‰W
bfh©lij ãidÎ TW« éjkhf goãiyfëYŸs (m¥gUt¤Â‰Fça) kÂ¥ÕL
m£ilia¤ (Star card) ÂU¥òjš gæ‰Á¡fhf¡ bfhL¡fyh«.
8. mid¤J ghl§fS¡F« vëikahf, brašfS¡nf‰g¥ bghJthd Á‹d§fŸ
mik¡f¥g£LŸsd. ghl§fS¡nf‰w Áw¥ò Á‹d§fS« c©L.
9. vëik¥gL¤jg£l braštê¡f‰wš tF¥giwæš 6 FG¡fŸ c©L. 6 FG¡fS«
fšé M©L KoÍ«tiu tF¥giw¢ brašgh£oš ÏU¡f nt©L«.
t. v©
1
2
3
4
5
6
8
9
10
bghJ¢ Á
Á‹d§fŸ
gæ‰
I. b
nf£lš
ãidÎT
xU§»i
kd¥gh‹
jiyik
c‰Wne
brhš b
ãidÎ
go¤jš
òçªJb
m£lti
nf£lš
thÁ¤j
òçªJb
7
‰Á¤jhŸ-
bghU¤Jf
Á‹
š, ÂU«g¥ g
T®jš, bgh
izªj clš
‹ikia ts
k¥ g©ò, é£
eh¡Fjš, é
bjhF¥ò
Î T®jš, ÛŸ
š, vGJjš, ã
bfhŸSjš,
iz¥gL¤J
š, ngRjš, f
jš, gl¤ijÍ
bfhŸSjš
-1
f.
‹d¤Â‹ Â
ghLjš, k»
hUSz®ªJ
šrh® ts®¢Á
s®¤jš, éÂf
£L¡ bfhL¤
éth¤jš.
Ÿ gh®it
ãidÎT®
vGJjš,
Jjš, bghU
‰gid¤ Âw
Í« brhši
Âw‹
»œjš.
J go¤jš
Á, FG
fis k¤jš
¤jš
nf£lš, ng
jš
U¤Jjš
wid ts®¤
yÍ« Ïiz
š,
Rjš,
¤jš.
z¤J¥
8
II. éilaë
1. Kjš tF¥ò khzt®fS¡F MÁça® ------- eh£fëš Ma¤j goãiy
brašghLfis¡ f‰W¡bfhL¡f nt©L«.
2. Vâ¥goæš MÁça® brašghLfis khzt®fS¡F totik¤J¡ bfhL¡f
thŒ¥òŸsjh? v›thW?
3. vªbjªj brašghLfis FG¢ brašghlhf MÁça® f‰Ã¡fyh«?
4. FG¢ brašghLfŸ goãiyæš tU«bghGJ MÁça® mjid v›thW ifahs
nt©L«?
5. tF¥giwæš M©L KGtJ« 6 FG¡fS« brašgh£oš ÏU¡f nt©Lkh?
V‹?
6. milΤ Âw‹ m£ltiz tF¥giwæš v§F ÏU¡f nt©L«?
7. milΤ Âw‹ m£ltizæš mid¤J khzt®fS¡F« xnu khÂçahf
F¿pL F¿¡fyhkh? V‹?
9
FG¡fŸ
vëik¥gL¤jg£l braštê¡f‰wš tF¥giwæš 6 FG¡fŸ c©L. 6
FG¡fS« fšé M©L KoÍ«tiu tF¥giw¢ brašgh£oš ÏU¡f nt©L«.
gæ‰Á¤jhŸ – 2
éL¥g£lt‰iw ãu¥òf.
Kjš FG
f‰f nt©oa ÂwD¡fhd Ma¤j¢ brašghLfis¡
bfh©l Á‹d§fŸ Kjš FGéš Ïl« bg‰WŸsd.
Ï¢brašghLfŸ mid¤ijÍ« MÁçaç‹ KG cjéÍl‹
brašgL¤j nt©L«. Kjš tF¥ò FHªijfS¡F¢
Á‹d§fis m¿Kf¥gL¤j¥ ga‹gL« f‰wš cgfuz¥ bg£o¢
Á‹dK« Ï¡FGéš Ïl« bg‰WŸsJ.
Ïu©lh« FG
f‰f nt©oa Âwid m¿Kf« brŒtj‰fhd
brašghLfŸ ml§»a Á‹d§fŸ Ïu©lh« FGéš Ïl«
bg‰WŸsd. Ï¢brašghLfŸ mid¤J« MÁçaç‹ KG
cjéÍl‹ brašgL¤Jjš nt©L«.
_‹wh« FG
f‰f nt©oa ÂwD¡fhd f‰wš brašghLfŸ
ml§»a Á‹d§fŸ _‹wh« FGéš Ïl« bg‰WŸsd.
Ï¢brašghLfë‹nghJ XusÎ MÁçaç‹ cjéÍl‹
FHªijfŸ brašgLjš nt©L«.
10
eh‹fh« FG
Kjš _‹W FGéš f‰W¡bfh©l ÂwD¡fhd
tYñ£L« brašghLfŸ ml§»a Á‹d§fŸ eh‹fh« FGéš
Ïl« bg‰WŸsd. Ï¢brašghLfis nk‰bfhŸS« FHªij,
j‹ FGéš cŸs Ãw FHªijfë‹ cjéfis¥ bg‰W¡
bfhŸsyh«.
Iªjh« FG
ts¥gL¤jš brašghLfŸ ml§»a Á‹d§fŸ Iªjh«
FGéš Ïl« bg‰WŸsd. Ï¢brašghLfis nk‰bfhŸS«
FHªij, j‹ FGéš cŸs FHªijfëlK« cjéfis¥
bg‰W¡ bfhŸsyh«.
Mwh« FG
FHªijfŸ f‰W¡bfh©l Âwid
kÂ¥ÕLtj‰fhd brašghLfŸ ml§»a Á‹d§fŸ Mwh«
FGéš Ïl«bg‰WŸsd. ahUila cjéÍä‹¿¡
FHªijfŸ jhkhf Ï¢brašghLfëš <LgLjš nt©L«.
11
gæ‰Á¤jhŸ – 3
tF¥giwæš eh‹ ah®?
braštê¡ f‰wš tF¥giwæš ÏU¡f nt©oait:
1. v©â¡ifæš eh‹ MW, v‹åš khzt®fŸ t£lkhŒ mk®t® ghU
2. Å£oš ö§f it¥gtS« ehnd, tF¥Ãš go¡f it¥gtS« ehnd?
3. mL¤jij¡ fh£oL« têfh£o, v‹åš V¿¢bršt® eh‹ ah®?
4. f‰W¡bfhŸt® bfh©lho. milit¡ fh£L« f©zho. eh‹ ah®?
5. fça ãw¤Âd‹
FŸs cUt¤Âd‹
FHªijfë‹ if g£lÎl‹ cyf mHf‹ eh‹ jhnd!
6. jiy¡Fnkš f£oæU¥ng‹.
khzt® if t©z« fh£oæU¥ng‹
7. khj« KG¡f¡ F¿¤ÂLt®
j£g bt¥g« fh£oLnt‹
8. f‰wš m£il v‹DŸns
f‰wš Á‹d« v‹nkny
9. clš eyid¡ fh¤ÂLnt‹.
mHfhŒ c‹id¥ guhkç¥ng‹
10. j‹ tUif m¿ªÂlnt
v‹W« ehnd cjéLnt‹
11. fz¡»š fr¥ig¥ ngh¡»Lnt‹
òèahŒ c‹id M¡»Lnt‹
12
gæ‰Á¤jhŸ – 4
gŸëfis tif¥gL¤Jjš – got«
mid¤J muR k‰W« muR cjé bgW« gŸëfëYŸs 1 Kjš 4 tF¥òfS¡F
vëik¥gL¤j¥g£l braštê¡ f‰wš (SABL) Kiwæš f‰wš ãfœÎfŸ eilbg‰W
tU»‹wd. m¥gŸëfëYŸs vëik¥gL¤j¥g£l braštê¡ f‰wš (SABL) tF¥òfŸ
gh®itæl¥g£L khjªnjhW« ju« tH§f¥gL»wJ. Áy kÂ¥Õ£L TWfë‹
mo¥gilæš jh‹ tF¥òfŸ/gŸëfS¡F ju« tH§f¥gL»wJ. m«kÂ¥Õ£L TWfŸ
ÑnH bfhL¡f¥g£LŸsJ.
vëik¥gL¤j¥g£l braštê¡ f‰wš (SABL)
gŸëfis tif¥gL¤Jjš – got«
kht£l«: gŸëæ‹ bga®:
x‹¿a«: MÁçaç‹ bga®:
t. v©
ftå¡f nt©oait
khj§fŸ R
ak
Â¥
ÕL
#]
‹
#]
iy
Mf
¦°£
br
¥l
«g
®
m¡
nl
hg®
et
«g
®
or
«g
®
#d
tç
Ã¥
utç
kh®
¢
1. f‰wšbg£ofëš (Tray) ghlthçahf Á‹d§fŸ x£l¥g£L cŸsJ.
2. khzt®fŸ Vâ¥goia¥ gh®¤J jh§fŸ f‰F« m£ilfis MÁça®fŸ cjéæ‹¿ jh§fns vL¤J¢ br‹W cça FG¡fëš mk®ªJ f‰»‹wd®.
3. khzt®fë‹ RatUif gÂntL Kiwahf mt®fshš Âdrç F¿¡f¥gL»‹wJ (têgh£o‰F K‹ò). Mnuh¡»a¢ r¡fu« brašgh£oš cŸsJ.
4. Ñœk£l fU«gyifæš khztç‹ bga®, njÂ, tF¥ò, m£il v© ngh‹wt‰iw vG , vG¤J gæ‰Áæid khzt®fŸ nk‰bfhŸ»‹wh®fŸ.
5. Ñœk£l fU«gyifæš vGÂæU¥ggij khzt®fŸ thÁ¡»‹wd®.
6. khzt®fë‹ milÎ ãiy m£ltiz MÁçauhš Kiwahf¡ F¿¡f¥g£oU¡»wJ.
7. Vâ¥goæš bfhL¡f¥g£LŸs FG
brašghLfŸ (group activities) v.fh: ghlš,
13
éisah£L ... xG§fhf eilbgW»wJ. 8. fhyãiy m£ltiz ÂdK« _‹W
ntisfëY« F¿¡f¥g£L , khjªnjhW« bjhF¡f¥g£L tF¥ò MÁçauhš fyªJiuahlY¡F c£gL¤j¥g£L cŸsJ.
9 khzt®fë‹ F¿¥ngLfŸ ÂdK«
(classwork, homework,twolines / fourlines) nj F¿¥Ã£L MÁça® ifbah¥g¤Jl‹ ga‹gh£oš cŸsJ.
10 FA(b) ¡fhd brašghLfis (Star m£il) MÁça® ÂU¤Â njÂÍl‹ ifbah¥gä£L ghlMÁça® gÂnt£oš gÂÎ brŒa¥g£LŸsJ.
11 tF¥ghÁça® gÂntL, v‹dhš KoÍ«, ehnd
brŒnt‹ (I can, I did) gÂntL, khzt® ÂuŸ gÂntL M»aitfëš Kiwahf gÂÎ brŒa¥g£LŸsJ.
12 ò¤jf¥ ó§bfh¤J / CD’s Kiwahf ga‹gL¤j¥gL»wJ.
13 FHªijfë‹ gil¥ò¤Âw‹ btë¥gl Kiwahf têKiw brŒa¥g£LŸsJ.
14 Vâ¥goæš f‰wš cgfuz¥ bg£o Á‹d«
tU« bghGJ SLM Kiwahf ga‹gL¤j¥gL»‹wd.
15 khzt®fŸ mo¥gil fâj brašghLfis brŒ»‹wd®
16 m¿éaš ghl¤Â‰fhd gçnrhjidfŸ brŒJfh£l¥gL»wJ.
17 Nœãiyæaš/m¿éaš/r_f m¿éaš ghl¤Âš fyªJiuahlš Á‹d« brašghL MÁçauhš Kiwahf ifahs¥gL»wJ.
18 khzt®fŸ jäœ thÁ¡»‹wd®.
19 khzt®fŸ M§»y« thÁ¡»‹wd®.
20 khzt®fŸ Vâ¥goæš vªj¥ goãiyæš cŸsdnuh mªj goãiy¡Fça Âwid bg‰¿U¡»‹wd®.
21 jäêš brhštij¡ nf£L vGJjèš khzt®fŸ Âw‹ bg‰¿U¡»‹wd®.
22 M§»y¤Âš brhštij nf£L vGJjèš khzt®fŸ Âw‹ bg‰¿U¡»‹wd®.
bkh¤j kÂ¥bg©fŸ ju«
14
1. j§fŸ tF¥giwia A ju« bgWtj‰F jh§fŸ nk‰bfhŸséU¡F«
têKiwfŸ-----------------------------------------------------
--------------------------------------------------------------
2. j§fŸ tF¥giwia A ju¤Ânyna ÏU¥gj‰F jh§fŸ nk‰bfhŸséU¡F«
têKiwfŸ-----------------------------------------------------
--------------------------------------------------------------
m¥gŸëæYŸs x›bthU MÁça®fë‹ tF¥giwÍ« gh®itæl¥g£L
got¤Â‹ mo¥gilæš ju« tH§f¥gl nt©L«. Ëd® m¥gŸëæš x›bthU
MÁça®fS¡F« tH§f¥g£l ju¤Â‹ ruhrçia fz¡»£L gŸëæ‹ jukhf tH§f¥gl
nt©L«.
gŸëæ‹ ju«
F¿¥ò:
1 k‰W« 2 brašghLfŸ x›bth‹¿‰F« 1 kÂ¥bg©fŸ bfhL¡fΫ.
3 Kjš 12 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 2 kÂ¥bg©fŸ bfhL¡fΫ.
13M« brašgh£o‰F 3 kÂ¥bg©fŸ bfhL¡fΫ.
14 Kjš 16 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 5 kÂ¥bg©fŸ bfhL¡fΫ.
17Kjš 22 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 10 kÂ¥bg©fŸ bfhL¡fΫ.
x›bthU kht£l§fëY« braštê¡ f‰Ã¤jš eilbgwhj gŸëfis E v‹W
F¿¥ÃlΫ.
bkh¤j kÂ¥bg©fis it¤J gŸëfis¤ ju« Ãç¡fΫ
kÂ¥bg©fŸ ju« 90 - 100 A 70 – 89 B 50 – 69 C
< 50 D SABL eilbgwhj gŸëfŸ E
gŸë gh®it got¤Âš 13 š ÏUªJ 22 tiu bfhL¡f¥g£LŸs kÂ¥ÕL
Kiw¡fhd kÂ¥Õ£L¡ TWfŸ ÑnH bfhL¡f¥g£LŸsJ.
13. FHªijfë‹ gil¥ò¤Âw‹ btë¥gl Kiwahf têKiw brŒa¥g£LŸsJ.
• fiyÍ« ift©zK« brašgh£il M®t¤Jl‹ khzt®fŸ brŒ»‹wd®– (1 kÂ¥bg©)
• tiujY« t©zäLjY« brašgh£il M®t¤Jl‹ khzt®fŸ brŒ»‹wd®– (1 kÂ¥bg©)
• f«Ã¥ gªjš/Rt®fëš khzt®fë‹ gil¥òfëš khzt® bga®,tF¥ò,njÂ
F¿¡f¥g£L MÁça® ifbah¥gä£L gh®it¡F it¡f¥g£LŸsJ. khjªnjhW«
f«Ãgªjèš gil¥òfŸ kh‰w¥gL»wJ. –(1 kÂ¥bg©)
15
14. Vâ¥goæš f‰wš cgfuz¥ bg£o Á‹d« tU« bghGJ SLM Kiwahf
ga‹gL¤j¥gL»‹wd.
• SLM Á‹d¤ij¥ gh®¤jÎl‹ m¡f‰wš m£ilæš F¿¥Ã£LŸs f‰wš
cgfuz§fis MÁça® ga‹gL¤J»wh® – (1 kÂ¥bg©)
• m£ilæš cŸs neh¡f§fŸ g‰¿ MÁça® bjëthf m¿ªJŸsh®.– (1 kÂ¥bg©)
• jhnd f‰wš cgfuz¤ij Kiwahf ga‹gL¤Â khzt®fS¡F f‰Ã¡»wh® –
(1 kÂ¥bg©)
• MÁça® cjéÍl‹ khzt®fŸ f‰wš cgfuz« ga‹gL¤Â fz¡Ffis
brŒ»‹wd®. – (2 kÂ¥bg©)
15. khzt®fŸ mo¥gil fâj brašghLfis¢ brŒ»‹wd®
I & II STD
• khzt®fŸ ÃiHæ‹¿ T£lš fz¡Ffis¢ brŒ»‹wd®. – (3 kÂ¥bg©)
• khzt®fŸ ÃiHæ‹¿ fê¤jš fz¡Ffis¢ brŒ»‹wd®. – (2 kÂ¥bg©)
III & IV STD
• khzt®fŸ ÃiHæ‹¿ mo¥gil fâj brašghLfshd T£lš, fê¤jš,
bgU¡fš k‰W« tF¤jš fz¡Ffis¢ brŒ»‹wd®. – (5 kÂ¥bg©)
16. m¿éaš ghl¤Â‰fhd gçnrhjidfŸ brŒJfh£l¥gL»wJ.
• braš Kiw¡F njitahd bghUŸfis¤ jah®ãiyæš it¤ÂU¤jš.–
(1 kÂ¥bg©)
• brŒKiwia Kiwahf MÁça®fŸ/ khzt®fŸ brŒ»‹wd®.–(2 kÂ¥bg©)
• V‹? vj‰F? v¥go? v‹w nfŸé¡fis khzt®fŸ nf£f¤ ö©L« éjkhf
nrhjid brŒJ fh£l¥gL»wJ. –(2 kÂ¥bg©)
17. Nœãiyæaš/m¿éaš/r_f m¿éaš ghl¤Âš fyªJiuahlš Á‹d« brašghL
MÁçauhš Kiwahf ifahs¥gL»wJ.
• khzt®fŸ m£ilæ‹ K‹ bfhL¡f¥g£LŸs gl§fis c‰W neh¡F»‹wd®.-
(2 kÂ¥bg©)
• MÁça® x›bthU khztD¡F« mšyJ xnu goãiyæš cŸs khzt®fis¢
nr®¤J fyªJiuahL»wh®. - (2 kÂ¥bg©)
16
• m£ilæ‹ Ã‹ g¡f¤Âš F¿¥Ã£LŸs édh¡fŸ(I & II STD) / F¿¥òfŸ(III & IV
STD) MÁçauhš KGikahf ga‹gL¤j¥gL»wJ. - (2 kÂ¥bg©)
• khzt®fë‹ f‰wš ÂwD¡nf‰g R‰W¢ NHnyhL bjhl®ògL¤Â édh¡fis
(known to unknown) MÁça® nf£»wh®. - (2 kÂ¥bg©)
• khzt®fë‹ <LghL k‰W« òçªJ bfhŸSjš éj« – (2 kÂ¥bg©)
18. FHªijfŸ jäœ thÁ¡»‹wd®.
I & II STD
• khzt®fŸ vG¤J¡fis milahs« fh©»‹wd®.– (5 kÂ¥bg©)
• th®¤ijfis thÁ¡»‹wd®.– (5 kÂ¥bg©)
III & IV STD
khzt®fŸ jh§fŸ go¤j m£ilfëèUªJ
• F¿š, beoš vG¤J¡fë‹ é¤Âahr§fis¡ f©l¿ªJ rçahf
c¢rç¡»‹wd® – (2 kÂ¥bg©)
• brh‰bwhl®fis¤ jilæ‹¿ thÁ¡»‹wd® -(2 kÂ¥bg©)
• th®¤ijfë‹ bghUSz®ªJ thÁ¡»‹wd®.- (2 kÂ¥bg©)
• ãW¤j‰ F¿pLfis¡ f©l¿ªJ brh‰bwhl®fis V‰w Ïw¡f¤Jl‹
ÃiHæ‹¿ thÁ¡»‹wd®.– (2 kÂ¥bg©)
khzt®fŸ brŒÂ¤jhŸ mšyJ ò¤jf ó§bfh¤J ò¤jf§fëš cŸs
brh‰bwhl®fis thÁ¡»‹wd®– (2 kÂ¥bg©)
19. FHªijfŸ M§»y« thÁ¡»‹wd®.
I & II STD
• khzt®fŸ vG¤J¡fis milahs« fh©»‹wd®.– (5 kÂ¥bg©)
• th®¤ijfis thÁ¡»‹wd®.– (5 kÂ¥bg©)
III & IV STD
khzt®fŸ jh§fŸ go¤j m£ilfëèUªJ
• brh‰bwhl®fis thÁ¡»‹wd® -(3 kÂ¥bg©)
• th®¤ijfë‹ bghUSz®ªJ thÁ¡»‹wd®.- (3 kÂ¥bg©)
17
• ãW¤j‰ F¿pLfis¡ f©l¿ªJ brh‰bwhl®fis V‰w Ïw¡f¤Jl‹
ÃiHæ‹¿ thÁ¡»‹wd®.– (2 kÂ¥bg©)
• M§»y« thÁ¥gš M®t¤Jl‹ cŸsd®.– (2 kÂ¥bg©)
20. khzt®fŸ Vâ¥goæš vªj¥ goãiyæš cŸsdnuh mªj goãiy¡Fça Âwid
bg‰¿U¡»‹wd®.
• khzt®fŸ Vâ¥goæš jh§fŸ ÏU¡F« goãiy v©, Á‹d« v©
M»at‰iw TW»‹wd®. –(2 kÂ¥bg©)
• khzt®fŸ K‹ go¤j m£ilfë‹ brašghLfis Kiwahf brŒJŸsd®.–
(2 kÂ¥bg©)
• khzt®fŸ K‹ go¤j m£ilfëèUªJ nf£f¥gL« édh¡fS¡F gš
më¡»‹wd®.- (3 kÂ¥bg©)
• khzt®fŸ jh§fŸ f‰F« m£ilfëš bfhL¡f¥g£LŸs fU¤J¡fis
TW»‹wd®.- (3 kÂ¥bg©)
21. jäêš brhštij¡ nf£L vGJjèš khzt®fŸ Âw‹ bg‰¿U¡»‹wd®.
gh®itæ‹ nghJ MÁça® gæ‰We® m£ilfëYŸs brh‰fis/vG¤J¡fis
brhštij¡ nf£L
I & II STD
• ÃiHæ‹¿ vGJ»wh®fŸ – (5 kÂ¥bg©)
• vG¤Jfis cça tot¤Jl‹ vGJ»wh®fŸ- (5 kÂ¥bg©)
III & IV STD
• ghl« rhuhj (c.«) brŒÂ¤jhŸ, ò¤jf ó§bfh¤J, Cç‹ bga®, m‹whl«
ga‹gL¤J« bghUŸfë‹ bga®fis vGJ»wh®fŸ – (3 kÂ¥bg©)
• ÃiHæ‹¿ vGJ»wh®fŸ – (4 kÂ¥bg©)
• vG¤Jfis cça tot¤Jl‹ vGJ»wh®fŸ- (3 kÂ¥bg©)
22. M§»y¤Âš brhštij nf£L vGJjèš khzt®fŸ Âw‹ bg‰¿U¡»‹wd®.
gh®itæ‹ nghJ MÁça® gæ‰We® m£ilfëYŸs brh‰fis/vG¤J¡fis
brhštij¡ nf£L
• ÃiHæ‹¿ vGJ»wh®fŸ – (5 kÂ¥bg©)
• vG¤Jfis cça tot¤Jl‹ vGJ»wh®fŸ- (5 kÂ¥bg©)
1.
2. b
ngR
3. b
4. b
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vGJj
brhªj¡ fU
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brŒÍŸ
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th«
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FHªij
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18
m£ilfS
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nghnj
æY«,
fΫ. v.fh. g
j‰nf‰g m
FHªijf
« brašgL¤
Ÿ mid¤
g g£ g£l g£
mikªj g
fŸ FGthf
¤jyh«.
¤ÂY« br
£l«.
ghl¥gFÂfŸ
f ÏizªJ
h‰fsŠÁa
Ÿ
J
a¥
20
9. bjhl® t©o
Âw‹ : c‰Wneh¡Fjš
gl§fŸ / vG¤JfŸ / brh‰fŸ ml§»a
m£ilfis¤ bjhl®t©o nghš mL¡f¢ brŒaΫ.
10. vGJ« Kiw
m¿nth«
Âw‹ : vG¤Jfis¤ bjhl§» Ko¡F« éj« m¿jš
vG¤Â‹ tçtot¤ij vGJ« Kiw m¿ªJ
bfhŸtj‰nf‰g m«ò¡F¿Íl‹ vG¤JfŸ
bfhL¡f¥g£LŸsd. MŸfh£o éuiy¡ bfh©L
jlt¢ brŒaΫ. éijfŸ / kâfŸ / bfh£ilfis
mj‹nkš mL¡f¢ brŒayh«.
11. brhš éisah£L
Âw‹ : brh‰fsŠÁa¥ bgU¡f«
FHªijfë‹ brh‰fsŠÁa«, bgUFtj‰nf‰g
Ï¢brašghLfŸ bfhL¡f¥g£LŸsJ. mid¤J¡
FHªijfS« x‹Wnghš Ïšyhkš x›bthU
FHªijæ‹ jå¤ÂwidÍ« btë¥gL¤J« tifæš
C¡Fé¡fΫ.
gl«
bga
brŒ
1. Âw‹
« gh®¤
aiu¡TWj
2. braš
ŒÍŸ
3. m£i
I
II
4. ghl¥
‹ k‰W« bra
¤J
jš.
Âw‹:
braš
-----
-----
-----
šgh£il vG
Âw
br
--
--
--
il¡fhd Á
¥ò¤jf¤Â‹
ašgh£il
--------
ghL -----
---------
---------
---------
GJf.
w‹: brŒÍŸ
rašghL --
----------
- --------
----------
‹d« k‰W
‹ g¡f v©f
g
vGJf.
----------
---------
----------
----------
----------
Ÿ Xir ea«
---------
---------
---------
---------
« Ïl«bg‰
Á‹d«
FG v©
Á‹d¤Â
FG v©
fis k£Ln
21
gæ‰Á¤jhŸ
-
----------
---------
---------
---------
« m¿jš.
---------
---------
---------
---------
‰¿U¡F« F
--------
©: -------
‹ bga® :
©: -------
nk bfh©l
Ÿ- 1
---------
---------
---------
---------
---------
---------
---------
---------
FGéid v
---------
---
--
l m£ilfë
---------
---------
---------
---------
----------
---------
---------
---------
vGJf.
-
ë‹ bga®fi
---------
----------
----------
----------
---------
---------
----------
---------
is vGJf
------
------
------
------
------
------
------
------
.
22
jäœ bkhê ghl¤Âš f‰wš f‰Ã¤jš k‰W« brhªj fU¤ij¥ ngRjš Á‹d§fŸ
tF¥giwæš ifahs¥ggl nt©oa éj¤Âid xU vL¤J¡fh£Ll‹
és¡f¥g£LŸsJ.
f‰wš f‰Ã¤jš-6
Ï›t£ilæ‹ _y« khzt®fS¡F
c‰Wneh¡Fjš, éth¤jš, nf£l¿jš, ngRjš,
brhš bjhF¥ò M»a Âw‹fŸ nk«gL« tifæš
MÁça® tF¥giwæš f‰Ã¤jš nt©L«.
goãiy-1 K‹d® gæ‹w ghlš m£ilæš go¤j
ghlè‹ fU¤J bjhl®ghf nfŸéfis¡ nf£f
nt©L«.
1. njÜ vij¤ njo¢ br‹wJ?
2. vW«ò vij¤ njo¢ br‹wJ?
3. ghliy vGÂat® ah®?
ngh‹w nfŸéfis¤ bjhl®ògL¤Â nf£L ghlè‹ bghUis x›bthU tç¡F« és¡»
mj‹ ika¥ bghUisÍ« és¡»¡ Âwid tY¥gL¤j nt©L«.
goãiy – 2 MÁça® f‰wš f‰Ã¤jš m£il 6š cŸs gl¤ij¡ fh£o njÜ, vW«ò,
g£lh«ó¢Á ngh‹wt‰¿‹ brašghLfis khzt®fël« nfŸéfshf¡ nf£f
nt©L«. m£ilæš cŸs x›bthU tçfisÍ« go¤J¡fh£o bghUŸ Twnt©L«.
ÏJ bjhl®ghd ntWÁy fU¤J¡fisÍ« MÁça® Twnt©L«. (c.«) m©zš
m«ng¤f® ešy üšfis¤ njo¢ br‹W f‰wjhš jh‹ Áwªj r£lnkijahf és§»dh®
v‹gij T¿ khzt®fis eštê¥gL¤Jjš nt©L«.
goãiy-3 MÁça®m£ilæš cŸs ghlè‹ fU¤ij Fuš V‰w Ïw¡f¤Jl‹ thÁ¤J
fh£l khzt®fŸ ftå¡f nt©L«.
goãiy- 4 MÁça® x›bthU th®¤ijahf vG¤J¡T£o go¡f khzt® vG¤Â‹ ÛJ
if it¤J Ëbjhl®ªJ go¡f nt©L«.
23
goãiy-5 MÁça® x›bthU brhšyhf if it¤J thÁ¡f khzt® m›thnw if
it¤J Ë bjhl®ªJ go¡fΫ.
goãiy-6 Ï¥bghGJ khzt® go¡f mt®fŸ jtW brŒÍ« Ïl¤Âid MÁça®
R£o¡fh£o têfh£l nt©L«. Ï›thW ghlè‹ bghUis és¡F« Ï›t£ilia
khzt®fS¡F¡ f‰Ã¡f nt©L«.
brhªj¡ fU¤ij¥ ngRjš 10
Ï›t£ilæš ‘brhªj¡ fU¤ij¥ ngRjš’ v‹w jiy¥Ãš éLfij gFÂ
mik¡f¥g£LŸsJ. FHªijfŸ j§fë‹ brhªj fU¤ij
j§F jilæ‹¿ ngrΫ, ng¢R Âwid ts®¡fΫ
Ï›t£il mik¡f¥g£LŸsJ.
f©l¿jš, tif¥gL¤Jjš, nt‰Wika¿jš,
bjhl®ògL¤Jjš Kjèa Âw‹fis FHªijfŸ
brašgh£o‹ têahf btë¥gL¤J« tifæš éLfijfŸ
mik¡f¥g£LŸsd.
goãiy-1 MÁça® FHªijfS¡F¤ bjçªj ò®fis¡
Tw¢brŒa nt©L«.
goãiy -2 MÁça® m£ilia¡ fh£o khzt®fis
c‰Wneh¡f¢ brŒJ mš v‹bd‹d cŸsJ v‹gij nf£l¿a nt©L«.
goãiy-3
• ‘eh‹ gw¥ng‹ gwit mšy’ khztçl« Ï›t£ilæš cŸs gl§fëš gw¥gJ
vJ v‹W nf£lhš mt®fŸ g£lh«ó¢Á gÿ‹ v‹W TWt®.
• ‘óéš njid¡ Fo¥ng‹ njÜÍ« mšy’ v‹gij T¿, nj‹ Fo¥gJ vJ? v‹W
nf£F« nghJ ‘g£lh«ó¢Á’ v‹w gÂiy khzt® TWth®.
• ‘gy t©z¤Âš ÏU¥ng‹ óΫ Ïšiy’ v‹w tçÍ« g£lh«ó¢Á¡F
bghU¤jkhdjh v‹W khztçl« nf£L gÂiy tutiH¡fnt©L«. Ï›thwhf
x›bthU F¿¥òfisÍ« gl¤Jl‹ x¥Ã£L éLfijfis és¡f nt©L«.
éLfij v‹gJ bghUis és¡FjY¡fhd F¿¥òfŸ v‹gij khztU¡F Tw
nt©L«.
24
gæ‰Á¤jhŸ – 2
Á‹d§fë‹ brašghLfŸ m¿jš
1. jäœ ghl¤Âš cŸs “ghlš” m£il¡F« k‰w ghl§fëš cŸs “ghlš”
m£il¡F« cŸs ntWghL ahJ?
2. “go¤J¥ gh®” m£ilia vGj it¡fyhkh?
3. “brhªj¡ fU¤ij¥ ngRjš” m£ilæš cŸsij¥ gh®¤J ngRtš khzt®fŸ
Áuk¥gL« nghJ MÁça®fsh»a Ú§fŸ v›thW m¢Áuk¤ij fisÅ®fŸ?
4. braštê¡ f‰wèš thÁ¥ò¤Âw‹ nk«gl vªbjªj m£ilfis¥
ga‹gL¤jyh«?
5. khzt®fŸ vGJjš Âwid nk«gL¤j vªbjªj m£ilfis cgnah»¥Õ®?
6. f‰wš f‰Ã¤jš m£il tU«nghJ m£ilæš cŸs fU¤ij k£L« T¿dhš
nghJkhdjh? V‹!
7. Å£L¥ ghl¢Á‹d« tU«bghGJ MÁça® v‹d brŒa nt©L«.
25
ENGLISH
INTRODUCTION
Language learning is not just a matter of acquiring the skills of listening, speaking
reading and writing. It consists of developing a communicative competency;
these communicative skills are often used in integrated manner along the several
other abilities that help in conducting a dialogue. Most human interaction involves
the use of language in holistic sense rather than of discrete skills. Children
should be able to use all these skills to carry formal and informal communication
in the daily lives.
Teaching English as a second language is not similar to that of mother tongue.
The child gets lot of opportunity to learn its mother tongue. But the scope of
listening and speaking English is often limited in the classroom atmosphere. It is
rightly said, “First language is caught; second language is taught”. There by
it is the duty of the teachers to create a good language learning atmosphere in
the classroom.
The SABL methodology is planned in such a way as to acquire all the four skills
of the language. Each milestone of SABL ladder possess logos which develop
specific competencies among children. Skipping a single logo will make the child
devoid of that competency. So, it is mandatory to pass through all the logos. The
role of each logo, its arrangement, the purpose of such arrangement etc., was
discussed in earlier trainings.
This training focuses on Strengthening of SABL classroom emphasizing on
process of handling specific logos. Various activities are designed to make
learning more purposeful.
Activity – 1: What’s missing Learning objectives
By the end of this activity participants will be able to;
• Recall the logos in SABL in English.
26
• Recall the arrangement of logos in a milestone and purpose of the
sequence.
Duration: 5 Minutes
Worksheet - 1
Fill in the missing logos.
In pairs check your answers.
Song time
Hand writing
Games
Victory Cup
27
Reflection
Discuss in pairs and write down your answers below.
Activity: 2 - Match the Logo
Learning objectives
By the end of this activity participants will be able to understand the logos
and identify the group they belong to.
Duration: 5 Minutes
Worksheet - 2
Match the logos with its group card and activity given in the help desk. One has been done for you
What is the purpose of the sequence of the logos in the milestone?
28
LOGO GROUP/ACTIVITY
a. Star oral.
b. Classroom-I (prose)
c. Handwriting.
d. Games.
e. Victory cup.
f. Conversation.
g. Book exercise.
h. Supplementary reader.
i. Building block.
j. Song time.
k. Project.
l. Classroom Language Structure (LS)
m. Think and write.
n. Star written.
o. Television.
p. Classroom – II (poetry)
q. Art and craft.
r. Paint brush.
3 Reinforcement
29
Help Desk
1 Motivation
2 Introduction
3 Reinforcement
4 Enrichment
5 Extension
6 Evaluation
Reflection
Answer the following questions:
1) Do you make children pass through all the six groups?
2) List out the logos which can be taught as a whole class activity
3) List out the logos which are used for FA(a) activity.
4). List out the logos which are used for FA(b) activity.
30
Logo and its explanation
“Song Time”
Song time is a motivation session. Each card under this logo has a
rhyme related to the prose lesson in the textbook. Along with
motivation, rhymes help in developing vocabulary and correct
pronunciation.
Teachers need not insist on students knowing the meaning of the rhyme.
Instead should make student focus on words. First the teacher reads out the
rhyme while the students listen. Then she makes the students repeat after her
for more practice. The teacher may recite the rhyme to a tune for fun while
motivating them for the lesson.
The following steps are to be followed to teach a Song/Rhyme card
• The teacher should start by teaching the key vocabulary through gestures,
realia, flash cards etc.,
• The teacher then introduces meaningful sentences in song/rhyme as
chunks
• The teacher creates actions to go with lyrics
• The teacher should tell the students that they are going to listen to a song
“name of the song” and they must listen and watch carefully
• The teacher should sing the song and mime the actions for each verse
• The teacher asks the student to listen to the song and do the actions
alone. The teacher sings the song again and asks the students to sing
with her with action
• repeat the steps to give more practice
31
Class Room
This is a teacher card. Here the teacher teaches the textual lessons to the
students. The textual lessons are simplified and given in the form of
short summaries, conversations, role plays, stories, Mono Act, etc.
Besides, these meanings for unfamiliar words are also given for
better understanding. In standard 3 and 4, Class Room II logo has
been introduced to teach poetry. Rhyming words and meaning for unfamiliar
words related to the poem of that particular milestone is given in this logo for
better understanding of the poem.
The following steps are to be followed to teach a Classroom 1 (prose)
• The teacher introduces the prose lesson through the classroom 1 card -
Title of the lesson, the lesson summary bilingually ( more English less
Tamil) etc.,
• The teacher takes up the text book to divide the text into smaller
units/paragraphs
• The teacher then teaches new words with meaning from the chosen
paragraph/text
• The teacher then gives a model reading of the paragraph chosen from the
textbook
• This is followed by loud reading by the student.
• The teacher then explains the concept in the paragraph/text bilingually.
This can be followed by an FA(a) activity as and when required
• The same steps to be continued for rest of the lesson.
• The teacher should ensure the completion of the whole lesson before
moving on to the next card in the ladder.
32
ACTIVITY – 3 Let’s demonstrate
A lesson is demonstrated to show the link between the classroom card I
(prose) and the lesson is the textbook.
The lesson is dealt in five stages. Warmer activity/Motivation activity,
deals with the characters and important vocabulary dealt in the lesson.
Introduction activity helps learners to understanding the key vocabulary as the
lead idea of the lesson. Presentation activity helps to learn/teach the content of
the lesson in brief. Practice activity is for making children learn the meaning of
unfamiliar words and also to read the lesson. Closing activity to make children to
take time to read and therefore enrich their reading. It could also be an
assessment about the learning achievement. Learning objectives:
By the end of this session, the participants will be able to
• handle a classroom card effectively
• understand the link between the classroom card and the textbook.
Duration: 25 minutes
Consider yourself as a learner.
33
34
Lesson time: 20 minutes Class: II. Lesson: Unit – 3; term I SABL card: Classroom card - 11
Topic: Black is beautiful.
Resources needed:
• Pictures of animals namely elephant, monkey, deer, giraffe, flock of
birds, bees and rats.
• Pictures of green elephant, blue elephant, and brown elephant.
• Colour flash cards for black, brown, green, and blue.
Plan of the lesson:
STAGES OF LESSON INSTRUCTION TO THE TEACHERS STUDENTS’
RESPONSE
Warmer/ motivation
1. Place the animal picture cards in a pile. 2. Take one card (elephant) and say “What animal
is this? 3. Repeat the same question with other animals
also (monkey, deer, giraffe, tortoise, birds, bees, and rats).
4. Introduce the names of the animals given in the book (lesson).
5. Show the picture card of elephant and say. “He is Hatu the Elephant.
6. Say “Repeat after me.” 7. Repeat the same expression with other animals
showing their pictures, Say “She is Deru the deer”. Say “He is Chinna the tortoise.”
Say “He is Remu the giraffe.”
Say “He is Monu the monkey.” Say “They all lived in a jungle”, Ask, “Where did they all live?”
8. Show the colour flash cards one by one and elicit the name of the colours, from the participants. Say “What colour is this?”
9. Repeat with other colour flash cards also (blue, brown, green),
Elephant
Monkey, deer, giraffe, tortoise, birds, bees, rats.
Hatu the Elephant
Deru the deer
Chinna the tortoise
Remu the giraffe
Monu the monkey
Jungle
Black
Blue, brown, green
35
Presentation activity
10. Say, “Do you all like the colour of your skin?” 11. Repeat the question with two or more
individuals.
12. Say, “That’s good! But this poor elephant did not like his colour. He wished to change it. Ask, “What did Hatu wish?”
13. Hold the picture of monkey and say “His friend Monu the monkey helped the Elephant by painting him blue.” Ask the participants “Who helped Hatu to change his colour?” What colour did he paint?
14. Say “Hatu the elephant rested in the field.” 15. Show the picture of birds and say, “A flock of
thirty birds thought he was pond and landed on him and were about to peck him”. Ask “Will he like this colour now?”
16. Say “Now Monu the monkey painted him brown”. Show the picture of brown elephant.
17. Show the picture of rats and say “At night the rats started to bite and dig hole on him”.
Ask, “Will Hatu like his colour now?”
18. Say, “Now Monu the monkey painted him green.” Show the picture of green elephant.
19. Show the picture of ants and bees and say, “The ants and bees started to crawl on it thinking it is a leaf.”
20. Ask, “Will Hatu like his colour now?”
21. Show the elephant picture and say “ Hatu got lot of problems. So, he went to the river and washed his colour. He was black again.”
22. Ask, “Why was Hatu black again”?
Yes/No
To change his colour
Monu the monkey
Blue
No
No
No
He got lot of problems.
36
Practice activity
23. Say “Open your module and turn to pg no 33. 24. Say “Look at the card and repeat the words after
me.” 25. Say “Crawl” and do the action, and ask the
children to repeat. Say – “Pour” and do the action. Let the children repeat.
Say – “Flock” and give the meaning bilingually “T£l«”. let the children repeat.
Say – “Peck” and give the meaning bilingually “bfh¤J” let the children repeat.
26. Split the lesson into three parts
(1. Once an Elephant........painted him blue. 2. One day Hatu............to dig a hole. 3. The rats went ...........to be what I am.)
27. Say “Listen carefully”. 28. Teacher reads the first part of the lesson and
explains the lesson bilingually. 29. Teacher reads the first part of the lesson and
asks the students to repeat each line after her.
Crawl
Pour
Flock
Peck
Closing Activity
30. Make children take turns to read aloud in the class.
31. Repeat the same practice activity for the rest of the second and third part of the lesson.
Reflection
Answer the following questions
1). How was the lesson introduced?
2). Did the teacher tell the story completely? How?
37
3). Did the teacher/trainer question in between? Why?
4). Did the teacher create a link between the card and the textbook?
5). What did the trainer/teacher do in warmer/motivation activity?
6). What does introduction activity specify?
7). What happens in the presentation activity?
8). What is the role of practice activity and closing activity?
Classroom LS
Another classroom card, focusing on the language structure is
introduced to make students learn grammatical structures along with prose &
poetry. The teacher without limiting herself to the cards, should use exercises
from textbook and other sources to give maximum exposure to students, on the
given structure. (The topic for language structure to be taught in each milestone is given in the teacher card)
38
The following steps are to be followed to approach the Classroom LS card:
• The teacher starts with examples of the structure given in the classroom
LS card. He/she elicits a few sentences in which the structures appears
• The teacher explains the rules that govern the structure taught. The
teacher should make the explanation clear, concise and short with real
examples that relate to the students life
• The teacher makes the students practice the structure with similar
examples from the textbook
Class room – LS card Milestone Language structures to be covered
1 I am / I have 2 This / That 3 I can 4 The preposition – IN 5 A / An 6 Action words 7 What / Where 8 Don’t/ Doesn’t 9 Naming words
10 Action words 11 Describing words 12 A/An 13 Singular/Plural 14 When 15 Preposition 16 Singular / Plural 17 Adjectives- Degrees of Comparison 18 The Simple tense 19 Subject – Verb agreement 20 Pronouns 21 Punctuation 22 Contractions 23 Vocabulary enrichment 24 Understanding pronouns 25 Degree of comparisons 26 Adverbs 27 The definite article ‘The’ 28 Conjunctions 29 Sentence
39
Activity – 4 Let’s demonstrate a Classroom LS card.
Many teachers tend to skip grammar and language structure part in the text, but
it is an integral part of learning a language. Thereby a standalone card for
language structure is introduced in each milestone in the year 2014-2015. This
facilitates a separate learning time for language structure.
A demonstration will be carried out by the trainer to handle the L.S card.
Consider yourself as learners.
40
DEMONSTRATION LESSON
Lesson time: 20 minutes. SABL card: Classroom L.S - 17
Class: III Textbook page: 58 and 59.
Term: I
LEARNING OBJECTIVES:
By the end of the lesson the participants will be able to;
• Teach classroom L.S. card effectively.
• Create a zig zag book.
• Make the children answer degrees of comparison.
41
Resources needed:
1. Real objects of pencil, book, eraser, notebook, and paint brush.
2. Flash card of long, thick, small, big, thin.
3. A4 sheet for preparing zig-zag book.
Plan of the lesson
STAGES OF LESSON INSTRUCTION TO THE TEACHERS RESPONSE
Warmer 1). Teacher introduces some objects used by the
students.
2). Show a pencil and ask “What is this?”
3). Repeat the same thing with the other objects like
book, eraser, notebook, and paint brush.
Pencil.
Book, eraser,
notebook,
paintbrush.
Presentation activity
4). Display the flashcard showing the words long, thick,
small, big, thin.
5). Say the word “long” holding the flashcard. Ask the
learners to repeat it.
6). Repeat the same thing for the other words – thick,
small, big, thin.
7). Display the word card “long” and the object “pencil”
and ask them to say together.
8). Repeat with other combinations and elicit answer.
a). Show word card “thick” and object “book”.
b). Show word card “small” and object “eraser”.
c). Show word card “big” and object “notebook”.
d). Show word card “thin” and object
“paint brush”.
Long.
thick, small, big,
thin.
Long pencil.
thick book.
small eraser.
big notebook.
thin paintbrush.
42
Practice activity
9). Provide A4 sheet to the participants. 10). Demonstrate how to make “zigzag book.” 11). Say “Write your name in the front page.” 12).Say “Turn page 1 and draw three pencils of different length.” 13).Say “In the next page draw three pencils of different length.” 14).Say “In the next page draw three erasers of different size.” 15).Say “In the next page draw three paint brush of different thinness.” 16). Show the real objects of three pencils 17) Say, “Repeat after me” “This is a long pencil This is a longer pencil this is the longest pencil.” 18). Write down the three words on the notebook; long – longer – longest. 19). Make the children to write three degrees for their pencil in their zigzag book. 20). Say “When there is no comparison it is just the word”, saying this underling the word long in the notebook and say “This is a Positive degree.” 21). Say “When two things are compared add ‘er’ to the word” saying this underline “er” in the word longer in notebook and say “This is Comparative degree.” 22). Say “When more than two things are compared add ‘est’ in the word.” Saying this underline ‘est’ in the word longest in the notebook and say “This is Superlative degree.” 23). Say “Look at Classroom L.S. – 17 and read the degrees. 24). Write down the words thick, small, big, thin in notebook. 25). Ask the children to write other two degrees in their zigzag book.
This is a long pencil, This is a longer pencil This is the longestpencil. Strong – stronger – strongest Tall – taller – tallest Big – bigger – biggest
Closing activity
26). Make the children to present their zigzag book. 27) Say, “Turn to page no 58 in your textbook and write down the answer for the exercise.”
43
REFLECTION
Say “Yes” or “No”:
1). The teacher explained the structure rule first. __________
2). The teacher used real examples that relate to students’ life. __________
3). The teacher moved from known to unknown. __________
4). The zigzag book helped them to have fun in learning. __________
5).This model lesson will facilitate in teaching language structure in classroom.
__________
6). The structure of the language is derived at the end. __________
Conversation All kinds of greetings, simple conversations, simple
commands, requests, informal conversations, and other type of
expressions related to the lesson are done here. Printed cards are
given to the teachers. Suggestive answers are also given for the
teacher to continue the dialogue with the children. The
conversations also act as a motivational activity prior to content
learning in all milestones.
The following steps are to be followed to teach a Conversation card
• The teacher should tell the student to listen carefully
• The teacher reads the dialogue with proper stress and intonation, actions
and facial expressions
• The teacher encourages the student to repeat the dialogues after her
• He/She keeps repeating the dialogues using the various drilling
techniques ( substitution drill, chain drill, alternate drill)
• The teacher should encourage the students to repeat the dialogue in open
and closed pair activity for more practice. This can be followed by an
FA(a) activity as and when required
44
Activity – 5 - Let’s drill a Conversation
Listening and reading are receptive skills of a language which gives way
for productive skills namely speaking and writing. Speaking can happen
effectively only when there is good listening. In SABL classroom, speaking in
English can happen among children only if they listen to it. This listening
atmosphere will not be created unless the teacher converses in English.
Conversation cards are meant to develop conversation skill among children. But
the teacher has a greater role in making it happen.
The following steps are to be followed to teach a conversation card.
• The teacher should tell the students to listen carefully.
• The teacher reads the dialogue with proper stress, intonation, facial
expression and actions.
• The teacher encourages the children to repeat the dialogues after her.
• This repetition can be carried out using any one of the drilling techniques
learnt before.
• Some of the techniques suggested are:
1). Substitution drill.
2). Chain drill.
3). Alternate drill.
4). Repetition drill.
5). Guessing games.
6). Disappearing text.
7). Dialogue building.
8). Mingle activities.
45
(Further explanation on each drilling technique is given in CPD workbook for teachers of Strengthening of Reading /Writing Skills in English - 2014-15 & 2015-16).
• The teacher needs to encourage the students to repeat dialogue in
open and closed pair activity for more practice.
Learning objectives:
By the end of this activity, the participants will be able to;
• Identify the language chunk in the conversation.
• Learn how to accept and neglect an offer.
• Understand dialogue building technique.
Duration: 15 minutes.
Resources needed: Face masks of a hen, cow, horse, goat.
46
Procedure:
• Say “We will meet four characters in this conversation.”
• Say “One is hen, other three are cow, horse, and goat.”
• Say “Listen to me carefully.”
• Holding the mask of the hen, say “Who will help me to cut the grain?.”
• Change the mask and move ahead and read other dialogues like a mono-
act.
As you practise the first set, don’t forget to write one or two words of each
dialogue on the board.
Here it is,
---------------------------------------------to cut the rice grain?
----------------------------------------------giving milk.
----------------------------------------------pulling cart.
----------------------------------------------go to the fields.
• Make the participants listen to this set of dialogues at least twice.
• Say “Look at the conversation card given in the module.”
• Divide the class into four, each representing a character.
• Make them participate in the conversation.
• A representative in each group will have the mask and lead the group
in practise the dialogue.
• The role of representative can be shifted among other participants of
the group.
Reflection
Answer the following questions:
1. What are the various drilling techniques discussed here?
47
2. What drilling technique is followed for this conversation?
3. Why did the teacher/trainer write words of each dialogue on board?
4. Did the teacher practice the whole conversation card? Why?
5. Will the students feel confident in practicing the conversation in this way?
Paint and Brush
Activities like colouring and drawing pictures by joining lines
are given under this logo. Drawing is a multi-sensory activity.
When a child paints or colours during the Paint and Brush
logo,the teacher should say the name of that particular object.
In this process first the child listens to and repeats the name of the
object. Next he / she looks at it and draws the object. Simultaneously the child
listens, repeats, looks and draws the object. Through this process of multi-
sensory perception and cross sensory inputs a child’s learning becomes strong.
Kit - Box It is one of the logos found in the Starters (zero) milestone of
the ladder. The main objective of this logo is to make the children
get familiarized with the various logos that are found in the ladder.
Training should also be given to children in such a way that they
are able to identify a particular card with a particular number in the
ladder and they should be able to pick up the same card from the
kit-box. This practice will help them move up smoothly in the ladder
when they actually begin to learn through this ladder system.
48
Letter train
The letter train logo is used to develop students’ observation skill. Children are given practice to arrange letter train in sequence to familiarize them with all the letters of English Alphabet.
Four lines As all writing begins with finger movement, the teachers of std I & II should demonstrate the shape of English alphabet by moving their fingers in the air, to form letter shapes.
The same can be practised on sand. Take your children out or have sand
trays in the class. Show the children how to write the letters on the sand, put the
children in pairs or in small groups. Each child will write on the sand taking turns.
Watch the finger movement and help them if necessary.
Finally practise writing on low level block board and four lines note book
using words and sentences from cards and textbook. Uniformity in the shapes
should be insisted and maintained. There are no cards for this logo, instead
teachers should make students practice handwriting using the four line note
books provided to all students in the school using the words and sentences taken
from cards / textbook. Here, the teacher can make it more purposeful by giving
practice on new vocabulary, language structure etc learnt in the lesson. This
exercise is to be done besides the regular handwriting practice usually given as
homework.
Building Block
The expected competencies and skills for each unit is reinforced and enriched in this logo through different activities. As this card comes under partial teacher support group teachers need to assist the students wherever necessary.
49
Think and Write
Writing skill is emphasized and practiced through different writing activities related to the content taught in the milestone. Students are given opportunity to be analytical and creative. Teacher’s assistance is required while students write. These cards also act as a reinforcement/enrichment card. The activities are given in such a way that it should kindle students’ creativity and make them answer by associating sounds and letters as well as
pictures and words which are already learnt in the previous cards of that milestone.
Games Language games related to the lesson introduced in this
logo. Assessment of Multiple skills can be done through games.
Children are expected to acquire language skills and learn the
grammar concepts through language games. It is a whole class
activity, where children’s individual participation is emphasized
even when they are in groups. Teacher needs to ensure the
participation of each and every student in the class.
Book exercises
As the SABL cards follow the textbook, the book logo has
been provided for students to make an ample use of all textbook
activities and exercises. It contains the page numbers of
exercises related to the lesson from the textbook for each milestone. Teachers
should ensure that students complete all textbook exercises under this logo.
Oral Evaluation
In oral evaluation, the expected competencies for the
particular milestone are evaluated orally. The child must be given
time to think and answer. Teacher should not expect instant
answer. Teacher must value the “waiting time”.
50
Written Evaluation
This logo comes at the end of every milestone, where
students’ understanding of expected competencies, concepts and
skills of that particular milestone are evaluated in writing. Word
families are also given in this card for the child to internalise the
pattern easily and construct new words/ sentences.
Supplementary Reader Teachers should use the ‘Puthaga Poongothu’ books, other
story books and textual stories given for supplementary reading to
enhance students’ interest towards reading. Such an extensive
reading increases their passive vocabulary which in turn develops
their skill in using the language.
Television
Teacher can use Hello English CDs and Simply English, Fun with English, Toon Masti CDs etc. to develop students’
interest towards English Language. While listening and watching
these CDs the teacher should make sure that every child in the
class involves and participates in the activity by asking questions
and eliciting answers from them.
Art and Craft
Teacher should give craft work (paper cutting, paper folding etc) that
involves making things skillfully according to childrens level.
Project Projects are extensive activities, so the teacher should
assign project work in such a way that it should kindle the
students’ creativity and team work. Teachers’ guidance is
required for an effective completion of projects
51
Teacher card
There are four teacher card one per class for standard 1 to 4.
The purpose of the teacher card is to enable the teachers to have an over
view of the lessons in each milestone. It gives details of each units- prose,
poetry and language structure. It also gives instructions to the teachers on
the usage of art and craft card, project card, supplementary readers and TV
logo.
Victory Cup
This is an examination card. There are three such cards in each
standard for a year. Some of the exercises given in various
evaluation cards are chosen and put in Victory cup cards. Some
new exercises based on the exercises done already are also given
in this card. Pupils’ achievement and skill development is
assessed thrice a year through this logo.
Conclusion:
SABL is a methodology that demands lots of effort from the part of the
teacher. But it has effective results when carried out successfully. Teachers are
suggested to follow the instructions provided in this training to create a good
language learning atmosphere in the class. The teacher need to speak a lot in
English and use less of regional language in English classroom which would
definitely bring in good results.
52
fz¡F
K‹Diu
1 Kjš 4 tF¥òfS¡fhd braštê¡f‰wš fz¡F¥ ghl¤Â‰F Vâ¥gofS«
f‰wš brašghLfS« vëik¥gL¤j¥g£L Kiwahf tçir¥gL¤j¥g£LŸsd. fâj
mo¥gil¢ brašghLfshd T£lš, fê¤jš, bgU¡fš, tF¤jš ngh‹w
brašghLfis¤ jhnd f‰wš cgfuz§fis¥ ga‹gL¤Â¢ brŒJ f‰»‹wd®. nkY«
FHªijfŸ jh‹ f‰w fz¡F¤ Âw‹fis m‹whl thœ¡ifæš ga‹gL¤Jtj‰F
VJthf¢ brašghLfŸ Ïl« bg‰WŸsd.
Kjš k‰W« Ïu©lh« tF¥ò Vâ¥gofis Ïiz¤J xnu Vâ¥goahfΫ,
_‹W k‰W« eh‹fh« tF¥ò Vâ¥gofis Ïiz¤J k‰bwhU Vâ¥goahfΫ kh‰w«
brŒa¥g£LŸsd. v©fŸ, thœ¡if fz¡F, Ïdkh‰¿¡ fê¤jš, msitfŸ,
mik¥òfŸ, étu§fis¡ ifahSjš, Ëd§fŸ, R‰wsÎ-gu¥gsÎ ngh‹w
jiy¥òfëš Ïl«bg‰WŸs fU¤Jfis vëš f‰W¡bfhŸSkhW gæ‰Á
brašghLfŸ Kiwahf tçir¥gL¤Â¡ bfhL¡f¥g£LŸsd. fz¡F¤ Âw‹fis
tYñ£Ltj‰F«, ts¥gL¤Jtj‰F« brašghLfŸ bfhL¡f¥g£LŸsd. FHªijfŸ
jh§fŸ milªj Âw‹fis kÂ¥ÕL brŒtj‰F¢ brašghLfŸ tH§f¥g£LŸsd.
FHªijfS¡F¡ f‰Ã¡f¥gl nt©oa fz¡F¤ Âw‹fë‹ neh¡f« k‰W«
ga‹gL¤j nt©oa Jiz¡fUéfŸ M»at‰iw¡ f‰wš cgfuz¥bg£o¢ Á‹d
m£ilæY« mt‰¿id v›thW ga‹gL¤j nt©L« v‹gj‰fhd és¡f§fŸ
Ï¡ifna£oY« bfhL¡f¥g£LŸsd.
bghJthd Á‹d§fŸ
Á‹d« m¿Kf¥bg£o tiujY« t©zäLjY« ghlš éisah£L
c‰Wneh¡»¥ gÂÎ brŒjš ghl¥ò¤jf« kÂ¥ÕL gUt¤nj®Î
fz¡F¥ ghl¤Â‰fhd Áw¥ò¢ Á‹d§fŸ
cUbth‰¿ tiujš fâj cgfuz¥ bg£o ÁWt‹ vGJjš v©fŸ T£lš fê¤jš msitfŸ toéaš
ÁWt‹ ÁªÂ¤jš thœ¡if¡ fz¡FfŸ ÁWä ÁªÂ¤jš (kd¡ fz¡F) bgU¡fš tF¤jš ÁWä bghU¤Jjš R‰wsÎ- gu¥gsΠËd«
53
braš tê¡f‰wš I – IV fz¡F
fz¡F òÂa
Á‹d§fŸ
Á‹d¤Â‹ bga®
Á‹d¤Â‹ brašghL
f‰wš m£ilfë‹ v©â¡if
I II III I
1
jhuheh¤ cUbth‰¿ tiujš - - - -
2
Á‹d« m¿Kf¥ bg£o
Á‹d¤Â‹ fz¡F¡ F¿pLfis m¿a Á‹d§fis m¿Kf¥gL¤jš k‰W« brašghLfis és¡Fjš
- - - -
3
ÁWt‹ ÁªÂ¤jš
cŸns-btëna nkny-ÑnH mU»š -
bjhiyéš ngh‹w btë¤bjhl®ò (Spatial Relationship) rh®ªj K‹ fz¡F¤ Âw‹fis m¿a¢brŒjš
5 - - -
4 ghlš fz¡F¥ ghl¥bghUŸ bjhl®òila
M®t_£L« ghlšfŸ 6+1 - - -
5 bgæ©£ ÃuZ
tiujY« t©zäLjY« 6+3 6 4 2
6 éisah£L fz¡F¥ ghl¥bghUŸ bjhl®òila
éisah£L¡fŸ 6+1 15 9 6
7 f‰wš cgfuz¥ bg£o
fz¡F¤ Âw‹fis tF¥giw¢ brašghLfshf¡ f‰Ã¤jš 19+12 23 28 32
8
ÁWt‹ vGJjš
v©QU k‰W« fz¡F¡ F¿pLfis vGÂ¥ gHFjš 3 - - -
9
v©fŸ v©fŸ – gæ‰Á¢ brašghLfŸ 10 5 4 5
10 T£lš m£il
T£lš Âw‹ rh®ªj gæ‰Á¢ brašghLfŸ 4 2 1 2
11 fê¤jš m£il
fê¤jš Âw‹ rh®ªj gæ‰Á¢ brašghLfŸ 4 2 1 2
12 ò¤jf« ò¤jf¤Âš Ïl« bg‰WŸs brašghLfis
brŒJ m¿jš. 12 20 19 25
13 ÁWä bghU¤Jjš
fz¡F¤ Âw‹fis ãidÎ T®ªJ bghU¤Â m¿jš. 7 4 8 2
14
toéaš tot§fŸ k‰W« cUt§fŸ bjhl®òila gæ‰Á¢ brašghLfŸ 1 3 4 4
15 msitfŸ Ú£lysit, ãW¤jysit, Kf¤jysit,
ehza§fŸ ngh‹w msitfŸ rh®ªj gæ‰Á¢ brašghLfŸ.
- 5 8 9
54
16
c‰Wneh¡»¥ gÂÎ brŒjš
étu§fis c‰W neh¡» m£ltiz¥gL¤Â¤ ԮΠfhQjš - 3 2 1
17
bgU¡fš m£il
bgU¡fš Âw‹ rh®ªj gæ‰Á¢ brašghLfŸ - 2 3 2
18 thœ¡if¡ fz¡FfŸ
fz¡F¤ Âw‹ rh®ªj thœ¡if¡ fz¡Ffis¢ brŒjš - 5 3 8
19
ÁWä ÁªÂ¤jš
fz¡F¤ Âw‹ rh®ªj fz¡Ffis kd¤Âš ԮΠf©L brhšYjš (kd¡ fz¡F) - 4 5 3
20
tF¤jš m£il
tF¤jš Âw‹ rh®ªj gæ‰Á¢ brašghLfŸ - - 2 1
21
Ëd§fŸ Ëd« rh®ªj gæ‰Á¢ brašghLfŸ - - 2 2
22 R‰wsΫ gu¥gsΫ
R‰wsÎ k‰W« gu¥gsÎ rh®ªj gæ‰Á¢ brašghLfŸ
- - - 2
23 kÂ¥ÕL goãiy¡Fça Âw‹fis kÂ¥ÕL brŒjš.
10 9 10 10
24 gUt« kÂ¥ÕL
Kjš, Ïu©lh« k‰W« _‹wh« gUtkÂ¥ÕL 3 3 3 3
113 111 116 121
fz¡F f‰wš m£ilfS« és¡f§fS« 1) jhuheh¤
• cUbth‰¿ tiujš brašghlhf¤ jhuheh¤ Á‹d« mikªJŸsJ.
fz¡»š ga‹gL¤j¥gL« F¿pLfS« tot§fS« Ïl« bg‰¿U¡F«. ÏJ
FHªijfS¡F fz¡F¡ F¿pLfis m¿a xU K‹ndh£l¤ij më¡F«.
2) ÁWt‹ ÁªÂ¤jš
• FHªijfë‹ fz¡F K‹d¿Î¤ Âw‹fëš (Pre Mathematical
Concepts) bghUŸfŸ Ï›btëæš bfh©LŸs bjhl®òfŸ (Spatial
Relationships) g‰¿¤ bjçªJ bfhŸtJ K¡»akhdjhf¡ fUj¥gL»‹wJ.
cŸns-btëna, mU»š-bjhiyéš, nkny-ÑnH, ÚskhdJ – F£ilahdJ,
fdkhdJ –ÏnyrhdJ ngh‹w brašghLfŸ Ï›t£ilfëš Ïl« bg‰WŸsdd.
55
3) f‰wš cgfuz¥bg£o
• MÁça® FHªijfS¡F¡ f‰Ã¡f¥gl nt©oa fz¡F¤
Âw‹fë‹ neh¡fK« k‰W« ga‹gL¤j nt©oa Jiz¡fUéfS«
bfhL¡f¥g£LŸsd.
• MÁça® ifna£oš Ϫj¤ Âw‹fis miltj‰fhd brašghLfS«
Jiz¡fUéfis v›thW ga‹gL¤j¥gl nt©L« v‹w F¿¥òfS«
tH§f¥g£oU¡F«.
• MÁça® ifna£oš bfhL¡f¥g£LŸs brašghLfŸ F¿¥Ã£l fz¡F¤Âwid
ts®¥gj‰F¥ nghJkhdjhf Ïšiyba‹W fUJÅ®fnsahdhš NHY¡nf‰g
cŸS® ts§fis¥ ga‹gL¤Â¡ TLjš brašghLfis mik¤J¡ bfhŸsyh«.
• Ï›thwhf¡ f‰wš cgfuz¥bg£o m£ilæš 1 Kjš 4 tF¥òfS¡F bkh¤j« 102
brašghLfŸ bfhL¡f¥g£LŸsd.
4) ÁWt‹ vGJjš
• MÁça® ghl¥bghUS¡F V‰wthW ÑGŸs gæ‰ÁfS¡fhd
Ï›t£ilfis¥ ga‹gL¤Â¡ bfhŸs nt©L«.
• 0 Kjš 9 tiu cŸs v©QU¡fisÍ« fz¡F¡F¿pLfshd +, -, =
M»at‰iwÍ« v›thW vGJtJ v‹W F¿¥Ãl¥g£LŸsJ.
• Ïu¥g® v©QUit¡bfh©L bjhL cz®Î _y« v©QUit m¿a¥ gæ‰Á
më¤jš k‰W« v©fS¡nf‰g¥ bghUŸfis mL¡F« gæ‰ÁÍ« bfhL¡fyh«.
Ϫj m£il Kjš tF¥Ã‰F k£L« cçaJ. bkh¤j« _‹W m£ilfŸ cŸsd.
5) v©fŸ
• Ϫj m£ilæš v©fŸ m¿Kf«, v©fis x¥ÃLjš, x‰iw v©,
Ïu£il v©, Ïl kÂ¥ò k‰W« ju tçir ngh‹w fz¡F fU¤JfŸ Ïl«
bg‰WŸsd. Ï¡ fz¡F¡ fU¤Jfis MÁça® f‰wš cgfuz¤Â‹ _y«
f‰Ã¤j Ëò khzt®fŸ gæ‰Á¡ fz¡FfŸ brŒÍ« tifæš Ï¢brašghLfŸ
cŸsd. Ïit 1 Kjš 4 tF¥òfS¡F bkh¤j« 24 m£ilfŸ cŸsd.
6) T£lš
• f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® T£lš Âwid f‰Ã¤j
Ëò mj‰fhd gæ‰Á¢ brašghLfis nk‰bfhŸs gæ‰Á¡ fz¡FfŸ
Ï›t£ilæš Ïl« bg‰WŸsd. Ï¢brašghLfŸ 1 Kjš 4 tF¥òfS¡F
bkh¤j« 9 m£ilfŸ bfhL¡f¥g£LŸsd.
56
7) fê¤jš
• f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® fê¤jš Âwid f‰Ã¤j Ëò
mj‰fhd gæ‰Á¢ brašghLfis nk‰bfhŸs gæ‰Á¡ fz¡FfŸ Ï›t£ilæš
Ïl« bg‰WŸsd. Ï¢brašghLfŸ 1 Kjš 4 tF¥òfS¡F bkh¤j« 9 m£ilfŸ
bfhL¡f¥g£LŸsd.
8) bgU¡fš
• jhnd f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® bgU¡fš Âwid¡
f‰Ã¤j Ëò mj‰fhd gæ‰Á¢ brašghLfis nk‰bfhŸs gæ‰Á¡ fz¡FfŸ
Ï›t£ilæš Ïl« bg‰WŸsd. Ïit jéu¥ ò¤jf¤Âš cŸs gæ‰Á¡
fz¡FfisÍ« nk‰bfhŸs nt©L«. Ï›t£ilfë‹ v©â¡if bkh¤j« 7.
9) tF¤jš
• jhnd f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® tF¤jš Âwid¡
f‰Ã¤j Ëò mj‰fhd gæ‰Á¢ brašghLfis nk‰bfhŸs gæ‰Á¡ fz¡FfŸ
Ï›t£ilæš Ïl« bg‰WŸsd. tF¤jš Âw‹ rh®ªj brašghLfŸ 3 k£L« 4
tF¥òfS¡F k£L« cçaJ. ϤÂw‹ rh®ªj gæ‰Á m£ilfŸ bkh¤j« 3. Ïit jéu¥
ò¤jf¥ gæ‰ÁiaÍ« MÁça® nk‰bfhŸs nt©L«.
10) Ëd«
• Ëd¡T£lš, Ëd¡ fê¤jš brašghLfis, f‰wš cgfuz¤Â‹
_y« f‰Ã¤j Ëò m¤Âwid tY¥gL¤J« gæ‰Á¡ fz¡FfŸ Ï›t£ilæš
Ïl« bg‰WŸsd. Ï›t£ilfŸ 3 k£L« 4 tF¥òfS¡F bkh¤j« 4 m£ilfŸ
cŸsd. Ïit jéu¥ ò¤jf¥ gæ‰Á¡ fz¡FfisÍ« brŒjš nt©L«.
11) msitfŸ
• Ú£lysit, ãW¤jysit, bfhŸssit k‰W« fhy msitfis, f‰wš
cgfuz¤ij¡ bfh©L f‰Ã¤j Ëò m¡f‰wš Âwid tYñ£L« gæ‰Á¡
fz¡FfŸ Ï›t£ilæš Ïl« bg‰WŸsd.
• %ghŒ ehza§fis m£il¥ gz« _y« m¿Kf¥gL¤Â mt‰¿‰F
Ïilna cŸs bjhl®ig¡ f‰Ã¤j Ëò ehza§fëš T£lš k‰W« fê¤jš
brašghLfëš KG¤Âw‹ bgw¢ brŒa njitahd gæ‰ÁfŸ Ï›t£ilæš Ïl«
bg‰WŸsd. 2, 3 k‰W« 4M« tF¥òfS¡F bkh¤j« 22 m£ilfŸ cŸsd.
Ït‰iw¤ jéu¥ ò¤jf¥ gæ‰ÁfisÍ« brŒa it¤jš nt©L«.
57
12) thœ¡if¡fz¡F
• FHªijfŸ jh‹ f‰w fz¡F¤ Âw‹fis m‹whl thœ¡if¢ NHèš
ga‹gL¤J« éjkhf thœ¡if¤ bjhl®òila gæ‰Á¡ fz¡FfŸ
Ï›t£ilæš totik¡f¥g£LŸsd. FHªijfŸ Ï›t£ilæš
bfhL¡f¥g£LŸs gæ‰Á¡ fz¡Ffis¥ go¤J¥ òçªJ bfhŸtj‰F MÁça®
cjt nt©L«.
• Ït‰iw¤ jéu¥ ò¤jf¥gæ‰ÁfisÍ« brŒa it¤jš nt©L« Ï›t£ilfŸ 2,3
k‰W« 4M« tF¥òfS¡F bkh¤j« 16 m£ilfŸ cŸsd.
13) toéaš
• f‰wš cgfuz§fis¥ ga‹gL¤Â mo¥gil tot§fshd rJu«,
br›tf«, K¡nfhz« k‰W« t£l« M»at‰iw¥ g‰¿Í« mt‰¿‹
g©òfisÍ« MÁça® f‰Ã¤j Ëò mj‰Fça gæ‰Á¢ brašghLfŸ toéaš
m£ilæš bfhL¡f¥g£LŸsd. nkY« jsãu¥ÃfŸ, nl‹»uh« mik¥òfŸ
ngh‹w tot§fnshL bjhl®òila brašghLfŸ bfhL¡f¥g£LŸsd.
Ï›t£ilfŸ 1 Kjš 4M« tF¥òfS¡F 12 m£ilfŸ cŸsd.
14) R‰wsΫ gu¥gsΫ
• f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® gu¥gsΫ R‰wsΫ
Âw‹fis¡ f‰Ã¤j Ëò, mj‰fhd gæ‰Á¢ brašghLfis nk‰bfhŸs
gæ‰Á¡ fz¡FfŸ Ï›t£ilæš Ïl« bg‰WŸsd. Ï›t£il 4M« tF¥Ã‰F
k£L« 2 m£ilfŸ cŸsd.
15) ÁWä ÁªÂ¤jš
• FHªijfS¡F m‹whl thœ¡ifnahL bjhl®òila fz¡FfŸ k‰W«
v©fŸ bjhl®ghd fz¡FfŸ Ï›t£ilæš bfhL¡f¥g£LŸsd. nkY«
MÁça® Ï¡fz¡Ffis thŒbkhêahf¡ nf£f, khzt® kd¤Âš
m¡fz¡Ffis¢ brŒJ thŒbkhêahf¤ Tw nt©L«. njit¥go‹
m¡fz¡Ffis¢ brŒJgh®¤J¡ Tw mDk¡f nt©L«. Ï›t£ilfŸ 2,3
k‰W« 4M« tF¥òfS¡F bkh¤j« 12.
16) ÁWä bghU¤Jjš
• gæ‰Á m£ilfëš e‹F gæ‰Á bg‰w Ëd® tYñ£L« gæ‰Áahf Ϫj¡ f‰wš
m£il cŸsJ. “m” gFÂæš cŸs fz¡FfS¡F “M” gFÂæš cŸs éilfëš
bghU¤Â¡ fh£l nt©L«. Ï›t£ilfŸ 1 Kjš 4 tF¥òfS¡F cçaJ. bkh¤j«
21 m£ilfŸ cŸsJ.
58
17) c‰Wneh¡» gÂÎ brŒjš
• Ï›t£ilæš étu§fS« mj‰fhd gl§fS« bfhL¡f¥g£LŸsd.
mt‰iw¡ FHªijfŸ e‹F c‰Wneh¡» m£ltiz¥gL¤ÂÍ«
bfhL¡f¥g£LŸs édh¡fS¡F éilaë¡F« tifæš Ï›t£il
totik¡f¥g£LŸsJ.
• Ït‰iw¢ brŒtj‰F¡ FHªijfŸ rf khzt®fŸ JizÍlndh jhdhfnth
brŒjš nt©L«. Ï›t£ilfŸ 2, 3 k‰W« 4M« tF¥òfS¡F bkh¤j« 6 cŸsd.
Ït‰iw¤ jéu¥ ò¤jf¥gæ‰ÁfisÍ« brŒa it¤jš nt©L«.
18) kÂ¥ÕL
• x›bthU goãiyæY« FHªijfŸ f‰w¤Âwid kÂ¥ÕL
brŒtj‰fhf, mªj¤ Âw‹fS¡F¤ bjhl®òila fz¡FfŸ Ï›t£ilæš
bfhL¡f¥g£LŸsd. 1 Kjš 4 tF¥òfS¡F bkh¤j« 39 m£ilfŸ
tH§f¥g£LŸsd.
19) gUt kÂ¥ÕL
• Kjš, Ïu©lh«, _‹wh« gUt kÂ¥ÕLfS¡fhf 1 Kjš 4 M« tF¥ò
tiu bkh¤j« 12 m£ilfŸ bfhL¡f¥g£oU¡F«.
• x›bthU gUt kÂ¥Õ£L m£ilæY« FHªijfŸ jh§fŸ f‰w
mid¤J¤ Âw‹fisÍ« kÂ¥ÕL brŒÍ« tifæš fz¡FfŸ
bfhL¡f¥g£LŸsd..
20) ghl¥ò¤jf«
• x›bthU goãiyæY« ò¤jf¢ Á‹d¤Â‰F v©fŸ ju¥g£LŸsd.
mªj v©fS¡Fça g¡f v©fŸ, ghl¤Â‹ bga® jå m£ilæš Ïl«
bg‰WŸsd.
• bjhlU« fšé M©oš g¡f v©fëš kh‰w«tç‹ mij¤ ÂU¤Â mik¥gj‰fhf
Vâ¥gofëš ò¤jf¤Â‰Fça g¡f v©fŸ bfhL¡f¥gléšiy.
21) ghlš
• FHªijfŸ, tF¥giw¢ NHèš m¢rä‹¿¥ ngrΫ gHfΫ eld
mirÎfSl‹ f‰wš eilbgwΫ ghlš m£ilfŸ totik¡f¥g£LŸsd.
Ï¢Á‹d« Âw‹ rh®ªj ghlšfisÍ« bfh©LŸsJ.
• FHªijfŸ gŸë¢ NHY¡F Kj‹Kjyhf tU«bghGJ mt®fŸ
59
ÏW¡fkhd NHèš Ïšyhkš Ïz¡fkhd NHiy mt®fŸ mila nt©L«.
mj‰fhf Ma¤j goãiyæš ÁWä ghLjèš vëikahd ghlš x‹W
bfhL¡f¥g£LŸsJ.
• Ï›t£il Kjš tF¥Ã‰F k£L« 0-6 tiu bfhL¡f¥g£LŸsJ. ò¤jf¤Âš cŸs
ghlšfis MÁça® FHªijfS¡F¡ f‰Ã¤jš nt©L«.
22) tiujY« t©zäLjY«
• FHªijfŸ k»œ¢ÁÍlD« j§fŸ f‰gid¤Âwid btë¥gL¤J«
éjkhfΫ v©fŸ, tot§fŸ, mik¥òfŸ, msitfŸ ngh‹w Âw‹fis
ts¥gL¤J« éjkhf tiujY« t©zäLjY« m£ilfŸ
totik¡f¥g£LŸsd.
• Ma¤j¥ goãiyæš ga‹gL¤j v©fŸ VJ« Ïšyhkš bfhL¡f¥g£LŸsd. Ãw
goãiyæš v©fŸ bfhL¡f¥g£L 1 Kjš 4 tF¥òfS¡F bkh¤j« 18 m£ilfŸ
tH§f¥g£LŸsd. Ït‰iw¤ jéu¥ ò¤jf¤Âš cŸst‰iwÍ« MÁça®
FHªijfis tiua¢ brŒayh«. ÏJ mid¤J ghl§fS¡F« bghJthd
Á‹dkhF«.
23) éisah£L
• fz¡F¤ Âw‹fis tY¥gL¤J« brašghLfshf éisah£L
m£ilfŸ bfhL¡f¥g£LŸsd. Ï¢brašghLfis MÁça® ÁW
FGthfnth bgça FGthfnth mik¤J éisahl¢ brŒayh«. nkY«
MÁça® fz¡F¤ Âw‹ rh®ªj ntW éisah£L¡fëY« FHªijfis
<LgL¤jyh«. (v.fh) gh©o éisahLjš, jha« cU£Ljš, nfu« éisah£L
ngh‹witahF«. Ma¤j¥ goãiyæš v©fŸ Ïšyhkš éisah£L m£il
ju¥g£LŸsJ k‰w tF¥òfS¡F« nr®¤J bkh¤j« 36 m£ilfŸ ju¥g£LŸsd.
24) MÁçaU¡fhd Ïl«
• x›bthU goãiyæ‹ ÏWÂæY« nj®Î mšyJ kÂ¥Õ£L m£il¡F
K‹d® xU bt‰¿l« bfhL¡f¥g£LŸsJ. f‰wš brašghLfëš <LgL«
FHªijfS¡F m¥goãiyæ‹ Âwid¥ bgWtš/òçªJ bfhŸtš
Ïl®ghL VnjD« ÏU¥Ã‹, m¡FHªij m¤Âwid¥ bgWtj‰F V‰g MÁça®,
brašghLfis cUth¡» el¤Jtj‰F m›bt‰¿l¤ij¥ ga‹gL¤jyh«.
60
f‰wš cgfuz¥ bg£o – ifnaL
Kjš tF¥ò
go
ãiy
f.c.bg
m. v© MÁçaU¡fhd F¿¥ò
0 0 tçir¥gL¤Jjš k‰W« mit rh®ªj Âwid¢ nrh¤j¿jš
1 1
1. J©L¡ f承‹ Ïu©L KidfisÍ« nr®¤J t£lkhf mik¤J t£l« v‹W TWjš. nr®ªÂU¡F« Kidfis¢ Á¿J Ú¡» Ï¥nghJ ÏJ t£l« Ïšiy v‹gij m¿a¢ brŒjš.
2. rkkhd eh‹F F¢Áfis it¤J _oa xG§F tot¤ij cUth¡»¢ rJu« v‹W TWjš. VnjD« xU F¢Áia Ú¡»dhY« rJu« Ïšiy v‹gij m¿a¢ brŒjš
3. bt›ntW msΟs ÏU n#ho F¢Áfis it¤J _oa xG§F tot¤ij cUth¡»¢ br›tf« vd és¡Fjš. VnjD« xU F¢Áia Ú¡»dhY« br›tf« MfhJ v‹gij m¿a¢ brŒjš.
4. _‹W F¢Áfis it¤J _oa xG§F tot¤ij cUth¡» K¡nfhz« v‹W TWjš. VnjD« xU F¢Áia Ú¡»dhš mJ K¡nfhz« Ïšiy vd és¡Fjš.
5. MÁça® jiuæš rJu«, br›tf«, K¡nfhz« t£l« ngh‹w tot§fis tiuªJ mj‹ nkš bghU£fis mL¡» tot§fë‹ bga®fis¡ TWjš
6. tot§fis tiuªJ t©z« Ô£lš
7. tF¥giw¢ NHèš cŸs bghU£fis rJu«, br›tf«, K¡nfhz«, t£l« vd tif¥gL¤Jjš
2 fd cUt§fis m¿jY«, x¤j cUt§fis Ïd« fhQjY«
1. fz¡F¥ bg£lf¤Âš cŸs fd cUt§fis¤ bjh£L¥ gh®¤J czu¢ brŒjš 2. bfhL¡f¥g£l bghUŸfis cUt§fS¡F V‰g tif¥gL¤j¢ brŒjš 3. cU©ilahd k‰W« j£ilahd bghUŸfis¡ fh£o cU©il j£il
tot§fis m¿a¢ brŒjš.
2 3
1. 1 Kjš 5 tiu v©fis v©â m¿a¢ brŒjš
2. jhnd f‰wš bg£oæš cŸs v©f£ilfëš 1 Kjš 5 tiu cŸs v©
f£ilfis x‹w‹ Ë x‹whf vL¤J x‹W, Ïu©L, _‹W v‹W v©â¡
TWjš
3. MÁça® TW« v©Q¡nf‰g v©f£ilfis vL¤J¡ fh©Ã¡f¢ brŒjš
4. MÁça® vL¤J¡fh£L« v©f£ilfS¡F V‰w kâfis v©â¡ TWjš
5. v©Q¡nf‰g kâfisÍ«, kâfS¡nf‰g v©izÍ« vL¤J it¤jš
4
6Kjš 9 tiuæyhd v©fis v©â m¿jš k‰W« 1 Kjš 9 tiu v© bga®
m¿jš.
1. v©m£ilfis¥ ga‹gL¤Â 1 Kjš 9 tiu v©fis tçirahf m¿Kf«
brŒjš. v©f£ilfis mL¡Fjš
2. 1 Kjš 9 tiu cŸs v©fS¡F V‰g¡ F¢ÁfŸ / kâfŸ tçirahf
mL¡Fjš
61
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
3. 1 Kjš 9 tiu v© bgaçid¢ brhšy¡ f‰W¤ jUjš.
4. MÁça® TW« v©fS¡F V‰g¡ F¢ÁfŸ / kâfis v©â vL¤J
it¤jš
5
1 Kjš 9 tiu cŸs v©fëš bgçaJ, Á¿aJ k‰W« rk« m¿jš
1. 1 Kjš 9 tiu cŸs v©fëš VnjD« Ïu©L v©fS¡nf‰w kâfŸ
vL¡f¢ brŒJ Ïš vJ mÂf« / FiwÎ vd¡ nf£L mt‰W¡Fça v©
bgçaJ Á¿aJ v‹gij m¿Kf« brŒjš
2. gl m£ilfisÍ«, v© m£ilfisÍ« ga‹gL¤Â Ïu©L v©fëš
bgçaJ, Á¿aJ k‰W« rk« K‹å bjhlç k‰W« Ïil¥g£l v© M»at‰iw
m¿a¢ brŒjš
3 6
TLjš 9 ¡F äfhkš 1 Kjš 9 tiu VnjD« ÏU v©fë‹ TLjš m¿jš
1. »©z¥ gl m£ilæš x‹¿š Ïu©L f‰fisÍ« k‰bwh‹¿š xU
fšiyÍ« ngh£L Ïu©L« nr®¤J bkh¤j« v¤jid vd v©â m¿jš
2. MÁça® 5 v‹w v©Q¡Fça v© f£ilia vL¤J it¤J 5¡FŸ ¯ûÇ
v© f£ilfis¡ bfhL¤J vªj ÏU v© f£ilfis¢ nr®¤jhš 5
»il¡F« v‹gij édÎjš.
7 1 Kjš 9 tiuÍŸs v©fëš Tðlš thŒghL mik¤jš
1. éijfisÍ« kâfisÍ« bfh©L T£lš thŒghLfis mik¡f f‰W¤
jUjš éilfŸ 9¡F äfhkš ÏU¤jš nt©L«.
4 8
1 Kjš 9 tiuÍŸs v©fS¡FŸ fê¤jš brŒjš
1. 9 gl§fis vL¡f¢ brhšè mÂèUªJ 3 gl§fis¤ jåahf vL¤J it¡f¢
brhšè ÛjKŸs gl§fŸ v¤jid vd v©â m¿jš 2. Ïnj nghš tF¥giw¢ NHèš cŸs bghUŸfis¥ ga‹gL¤Â¡ fê¤jš
m¿jš
5 9
0 v‹gj‹ fU¤ij m¿a¢ brŒjš
1. khzt®fël« °Ã‹oš gyifiaÍ« 45 F¢ÁfisÍ« bfhL¤J v©fS¡F V‰g¡ F¢Áfis¥ gyifæš fhèahf cŸs Ïl¤Âš it¡f¢ brŒjš. tçirahf 9 Kjš 1 tiu it¤jË ifæš F¢Á VJ« ÏU¡fhJ. V‹ ϧF it¡féšiy vd¡ nf£L¥ ó{ía« v‹w v©â‰F k¥Úiy vd m¿a¢ brŒjš
2. v©â¡if 9¡FŸ f‰fis¡ Féayhf it¤J MÁça® VjhtJ v©iz¡ TwΫ, mj‰F¤ jFªjh‰ nghš f‰fis vL¡f¢ brŒjš. ó{ía« v‹w v©iz¡ TW« nghJ V‹ vL¡féšiy vd¡ fhuz« nf£L¥ ó{ía¤ij¥ g‰¿ m¿ªJŸsduh vd cW brŒjš.
3. RU¡F¥ ig éisah£o‹ _y« ó{ía« g‰¿a fU¤Âid nkY« tYñ£lš
10 9 tiu cŸs v©fnshL ó{ía¤ij¡ T£o m¿jš
1. »©z¥gl m£ilfëš bfh£ilfŸ mšyJ kâfis v©â¡if¡F
62
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
V‰g¥ ga‹gL¤Â 2 cl‹ 2 nr®¡f 4 v‹W«, 2 cl‹ 1 nr®¡f 3 v‹W«, 2 cl‹ 0 nr®¡f 2 v‹W« m¿a¢ brŒjš
2. v© m£ilfisÍ« F¿pLfisÍ« ga‹gL¤Â, v©fnshL ó{ía¤ijÍ«, 3. ó{ía¤njhL v©fisÍ« T£L« Kiwia m¿a¢ brŒjš nkY«
tF¥giw¢ NHèš gy gæ‰ÁfŸ bfhL¤J¥ ó{ía¤Jl‹ bt›ntW v©fis¡ T£o¤ Âwid ts®¤jš.
11
9 tiu cŸs v©fnshL ó{ía¤ij¡ fê¤J m¿jš
»©z¥gl m£ilfëš kâfis v©â¡if¡F V‰g¥ ga‹gL¤Â 5
kâæèUªJ 2I Ú¡» 3 kâ v‹W« 3 kâæèUªJ 2 kâia Ú¡f 1 kâ
v‹W« 1 kâæèUªJ 0 kâia Ú¡f 1 kâ v‹W« m¿a¢ brŒjš. vªj
v©âèUªJ« ó{ía¤ij fê¤jhY« mnj v© éilahf¡ »il¡F« v‹w
fU¤Âid¥ gy vL¤J¡ fh£LfŸ _y« m¿a¢ brŒjš
6 12
10 v‹w v©iz m¿Kf« brŒjš 1. 5 f‰fSl‹ x‹W x‹whf¢ nr®¤J x›bthU KiwÍ« mj‹
v©â¡ifia¡ nf£l¿jš Ë 9 f‰fSl‹ 1 fš nr®¤J¥ g¤J vd m¿Kf« brŒjš
2. v© m£ilfisÍ« kâfisÍ« ga‹gL¤Â 1 Kjš 10 tiu v©â¡if¡F V‰g kâfis mL¡Fjš
3. g¤ij¡ F¿¡F« v© m£ilia¡ fh£o¥ g¤J v‹W c¢rç¤J¡ bfh©nl vG¡ fh£o¤ bjhl®ªJ khzt®fis vGj¢ brŒjš.
13
11 Kjš 20 tiu v©fis m¿jš k‰W« 1 Kjš 10 tiu v© bga® m¿jš
1. F¢ÁfŸ mšyJ éijfis¥ ga‹gL¤Â 11 Kjš 20 tiu v©fis v©â¢ brhšYjš
2. g¤J¡ F¢ÁfSl‹ 1 F¢Áia¢ nr®¤J¥ gÂbdh‹W v‹W« Ï›thW x›bthU F¢Áahf¢ nr®¤J¡ filÁæš 19 F¢ÁfSl‹ 1 F¢Áia¢ nr®¡f 20 F¢Áfsh»wJ v‹gij m¿a¢ brŒjš
3. kuòrh® v© bga®¥ gyifæš cŸs 0 v© nkš v© m£ilfis mL¡»Í« kâ¢ru§fŸ it¤J« 11-20 tiu v©fis m¿Kf« brŒjš
4. 11 Kjš 20 tiu v©fis x‹w‹ Ñœ x‹whf vGj¡ TWjš 5. 1 Kjš 10 tiu v©bga® vGj¡ f‰W¡ bfhL¤jš
7 14
T£L¥gy‹ 20 ¡F äfhkš VnjD« ÏU v©fë‹ TLjš fhzš
1. »©z¥gl m£ilæš éijfis v©â¡if¡F V‰g¥ ngh£L Ïu©ilÍ« nr®¤J bkh¤j« v¤jid éijfŸ v‹W v©â¡fh£Ljš
2. 8,7 M»a v©fS¡F V‰g¡ f‰fis Ïu©L FéašfshfΫ, mj‰nf‰w v© m£ilfis vL¤J it¤J« f‰fis¢ nr®¤J v©â 8-«, 7-« nr®¤J 15 v‹gjid m¿a¢ brŒjš
3. T£lš g£il¥ gyifia¥ ga‹gL¤Â vëa T£lš rk‹gh£il mik¤J¡ bfhL¤J« 20 ¡FŸ T£liy m¿a¢ brŒjš
4. 1 Kjš 9 tiu cŸs v©fëš T£lš thŒghLfis mik¤J¡ fh£lš
63
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
15
20 ¡FŸ fê¤jš
1. xU »©z¥gl m£ilæš 13 éijfis it¤J v©z¢ brŒJ mÂèUªJ
9 éijfis Ú¡» Ï¥nghJ v¤jid éijfŸ cŸsd v‹gij v©â
m¿a¢ brŒjš
2. fê¤jš g£il¥ gyifia¥ ga‹gL¤Â 20¡FŸ fê¤jš brašgh£oš gæ‰Á
më¡fΫ
3. 1 Kjš 19 tiu cŸs v©fëš bghUŸfis¥ ga‹gL¤Â fê¤jš
thŒghLfŸ mik¡f¢ brŒjš.
8 16
£läšyh msÎfis¡ bfh©L msªJ m¿jš 1. tF¥giwæš cŸs fU«gyifia MÁça® rh©, KH« M»a msÎfis¡
bfh©L jå¤jåahf msªJ fh£o¡ FHªijfis ms¡f¢brŒJ x¥Ã£L¡ fh£lš
2. tF¥giwæ‹ Ús, mfy¤ij¡ fhyo, j¥go bfh©L msªJ fh£Ljš, khzt®fis msªJfh£l¢ brŒJ fhyo, j¥go v¤jid vd¡ nf£l¿jš bghUŸfis¤ Jh¡»¥ gh®¤J¡ fdkhdJ, nyrhdJ vd kÂ¥Ãlš tif¥gL¤Jjš
3. gl§fis c‰Wneh¡» caukhdJ F£ilahdJ v‹gij m¿jš bt›ntW msΟs bghUŸfis¡ bfh©L msªJ kÂ¥Ãlš
17
eilKiwæš cŸs ehza§fŸ, %ghŒ neh£LfŸ m¿jš 1. eilKiwæš cŸs c©ik ehza§fis ÏUòwK« fh£o ekJ eh£o‹
ehza§fis m¿a¢ brŒjš 2. MÁça® TW« ehza¤Â‰F V‰g¥ gl¤Âš cŸs ehza§fis milahs«
fh£Ljš
9 18
21 Kjš 99 tiu v©fis m¿jš 10 Kjš 90 tiu g¤J¥ g¤jhf v©â m¿jš 1. g¤J kâ¢ru«. cÂç kâfis¥ ga‹gL¤Â 21 Kjš 99 tiu v©fis
m¿Kf« brŒjš. 2. MÁça® TW« v©Q¡ nf‰g khzt®fŸ 21 Kjš 99 tiu cŸs v©
m£ilfis vL¤J it¡f¢ brŒjš 3. F¢Áfis¥ g¤J¥g¤jhf¡; f£l¢ brŒjš; Ë mjndhL x›bthU f£lhf¢
nr®¤J 10, 20,........90 tiu m¿Kf« brŒjš. 4. kuò rh® v© bga®¥ gyifiaÍ« g¤J kâ¢ru§fisÍ« ga‹gL¤Â 10, 20,
...............90 tiu v©fS¡F V‰g kâ¢ru§fis mL¡f¢ brŒjš tF¥giw¢ NHèš gšntW bghUŸfis¥ ga‹gL¤Â 10 Kjš 90 tiu m¿Kf« brŒjš
10 19
étu§fis¡ ifahSjš
1. gl¤ij c‰W neh¡»¥ gl¤Âš cŸs bghUŸfis¥ g‰¿¡ fyªJiuahlš gl§fë‹ bga® Twš
2. gl¤Âš cŸs x›bthU gl¤Â‹ étu§fisÍ« v©â¡ Tw¢ brŒjš.
64
braštê¡ f‰wš – fz¡F ( Ïu©lh« tF¥ò)
go
ãiy
f.c.bg
m.v© MÁçaU¡fhd F¿¥ò
11 20 1. x¤j tot§fŸ xU F¿¥Ã£l tçiræš bjhl®ªJ tUtJ mik¥ghF«
v‹gij¥ gl§fŸ _y« m¿Kf« brŒJ f‰Ã¡f nt©L«.
21
£läšyh «Ç¨Å¸¨Ç¡ bfh©L bghUŸfë‹ Ús¤ij msªJ m¿jš 1. tF¥giw¢ NHèš cŸs bghUŸfis¢ rh© ÓÆõ M»a msÎfŸ bfh©L
khzt®fis msªJ fh£l¢ brŒjš k‰W« m›tsÎfis ms¡f¢ brhšè x¥ÃLjš
2. tF¥giwæ‹ Ús mfy¤ij¡ fhyo, j¥go bfh©L msªJ fh£lš khzt®fis ms¡f¢ brŒJ x¥Ãlš.
3. Ú£lš msitæy mikªj gšntW bghUŸfis¤ £läšyh msit ga‹gL¤Â msªj¿a¢ brŒjš
12 22
<çy¡f v©fëš bgçaJ, Á¿aJ m¿jš
1. ÏU <çy¡f v© m£ilfisÍ«, mj‰nf‰g kâ¢ru« k‰W« kâfis vL¤J x¥Ã£L¥ bgçaJ, Á¿aJ fhzš.
2. òŸë gl m£ilia x¥Ã£L¥ bgçaJ Á¿aJ m¿jš 3. VnjD« _‹W <çy¡f v©fS¡F v© m£ilfisÍ«, mj‰nf‰g
kâ¢ru§fŸ k‰W« kâfis it¤J c‰Wneh¡» äf¥bgça v©, äf¢ Á¿a v© M»at‰iw m¿a¢ brŒjš
F¿¥ ò : bt›ntW gl m£ilfŸ, kâfŸ _y« nghJkhd gæ‰Á më¡fΫ
nkY« >, < , = F¿pLfis¡ bfh©L gæ‰Á më¡fΫ.
23
<çy¡f v©fis¥ Ãç¤J« nr®¤J« vGJjš 1. 100 ¡F¡ Fiwthd v©fS¡F éijfŸ mšyJ nrhêfŸ bfhL¤J
g¤JfshfΫ, x‹WfshfΫ Ãç¡f¢ brŒjš. 2. kuò rh® v©bga®¥ gyifia¥ ga‹gL¤Â <çy¡f v©fis¥ Ãç¤J« nr®¤J« vGJjš.
<çy¡f v©fë‹ Ïy¡f§fë‹ ÏlkÂ¥ò m¿jš
1. kuòrh® v©bga®¥ gyifia¥ ga‹gL¤Â 99 tiu cŸs <çy¡f v©fë‹
ÏlkÂ¥ig m¿a¢ brŒjš
Mâ kâ¢r£l« ga‹gL¤Â ÏlkÂ¥òfis m¿a¢ brŒjš
24
v©fis VW tçiræY«, Ïw§FtçiræY« mik¤jš
1. kho¥go gl m£ilæš x›bthU goæ‹ ÛJ v©fis mL¡» éy§FfŸ
jhé tUtJ nghy VW, Ïw§F tçiria és¡fΫ
2. v© m£ilfis¡ bfh©L 2,5,10‹ kl§Ffë‹ VWtçir, Ïw§F tçir
m¿jš
13 25
100-¡FŸ <çy¡f v©fë‹ TLjš fhzš (Ïdkh‰wä‹¿)
1. 10 kâ¢ru§fŸ ga‹gL¤Â 10Ï‹ kl§Ffshf cŸs <çy¡f v©fë‹
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ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
TLjš fhzš
2. 10 kâ¢ru« k‰W« cÂçfis¥ ga‹gL¤Â Kjèš <çy¡f v©nzhL
Xçy¡f v©izÍ«, Ë <çy¡f v©Ql‹ <çy¡f v©izÍ«
nr®¤J¡ T£L« Kiwia m¿jš, v©fis¢ br§F¤jhf vG¡ T£L«
KiwiaÍ« m¿a¢ brŒjš.
26
100¡FŸ <çy¡f v©fë‹ T£L¤ bjhifia m¿jš (Ïdkh‰w¤Jl‹)
1. cÂç kâfŸ 9 cl‹ 1 kâ nr®¡f 10 kâfŸ v‹W« Ïj‰F¥ gÂyhf¥
g¤J¥ g¤J kâfŸ nfh¡f¥g£l xU 100 kâ¢ru¤ij¥ ga‹gL¤jyh«
v‹W« m¿a¢ brŒjš
2. bfhL¡f¥g£l v©fS¡F V‰g¥ g¤J kâ¢ru§fŸ k‰W« cÂç
kâ¢ru§fis¥ ga‹gL¤Â Kjèš x‹WfisÍ« ÃwF g¤JfisÍ«
nr®¤J¡ T£L¤ bjhifia m¿a¢ brŒjš
3. Mâ kâ¢r£l« ga‹gL¤Â¡ T£L¤ bjhif fhzš
27
Ïd kh‰w¤JlD«, Ïd kh‰wä‹¿Í« <çy¡f¡ T£lèš mikªj thœ¡if¡ fz¡FfS¡F¤ ԮΠfhzš
1. x›bthU gl¤ijÍ« fh£o étu§fis¡ nf£l¿jš, jkJ f‰gid¡ nf‰wthW thœ¡if¡ fz¡F mik¤jš
2. v©fis milahs« fhQjš m›bt©fis¢ nr®¤jyh Ú¡Fjyh v‹gij Ô®khå¤jš, v©fis x‹w‹Ã‹ x‹whf mik¤J¤ ԮΠfhzš
14 28
rJu«, br›tf«, K¡nfhz« , t£l« M»a tot§fŸ tiujš
1. gŸë¢ NHèš »il¡F« bghUŸfis¥ ga‹gL¤Â¢ rJu«, br›tf«, K¡nfhz«, t£l« M»a tot§fŸ cUth¡Fjš
2. ínahäÂ¥ gyifia¥ ga‹gL¤Â tot§fŸ mik¤J¡ fh£lš tot§fë‹ g©òfŸ m¿jš
29
x‹W Kjš g¤J tiu ju tçir v©fis m¿jš
1. glm£ilia¡ fh£o mš cŸs rhjd§fë‹ bga®fis¡ nf£l¿jš. 2. F¿¥Ã£l rhjd¤Â‹ bga® T¿ v¤jidahtJ Ïl¤Âš cŸsJ vd¡
nf£l¿jš
15 30
100¡FŸ <çy¡f v©fë‹ Ú¡Fjš, x¥ÃLjš k‰W« ntWghL fhQjš (bga® kh‰wä‹¿)
1. g¤J¥ g¤jhf¡ nr®¡f¥g£l kâ¢ru§fŸ bfh©L g¤Jfë‹ kl§Ffë‹ fê¤jš brŒjš
2. fê¤jš brašghLfŸ brŒÍ« nghJ Ú¡Fjš, x¥ÃLjš, ntWghL M»a brh‰fis¥ ga‹gL¤Â és¡f« më¡fΫ.
31 100¡FŸ <çy¡f v©fëš fê¤jš brŒjš ( bga® kh‰w¤Jl‹)
1. g¤J kâ¢ru«, cÂçfis¡ bfh©L <çy¡f v©fëš bga® kh‰w¤Jl‹ Toa fê¤jš brŒjš
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ãiy
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m.v©. MÁçaU¡fhd F¿¥ò
2. Mâ kâ¢r£l« _y« fê¤jš brŒjš 3. fê¤jš étu§fis¡ »ilk£lkhfΫ, br§F¤jhfΫ mik¤J¡ fê¤jš
brašghLfŸ brŒJ fh£lš
32 Ïd kh‰w¤Jl‹/Ïd kh‰wä‹¿ <çy¡f v©fëš fê¤jš thœ¡if¡ fz¡FfS¡F¤ ԮΠfhzš.
1. gl m£ilfis¡ fh£o¡ fyªJiuahlš 2. gl m£ilfŸ _y« vëa thœ¡if¡ fz¡FfS¡F¤ ԮΠfhzš
16 33 bghUë‹ vilia¤ juhÁš ãW¤Â m¿jš
1. tF¥giw¢ NHèš »il¡F« bghUŸfis¤ jhuÁš vilæ£L¡ fh£lš
17 34
v© mik¥òfŸ m¿jš
1. tF¥giw¢ NHèš »il¡F« F¢ÁfŸ, kâfŸ bfh©L Ïu©ou©lhf,
eh‹F eh‹fhf mL¡» m¿jš
2. F¿¥Ã£l tçiræš mikÍ« v© bjhliu v© mik¥ò v‹»nwh« v‹w
fU¤Âid¥ gyéj¥ gl§fŸ _y« és¡Fjš
35 fd cUt§fŸ
1. fd cUt§fis MÁça® brŒJ bjh£Lz®ªJ tot§fis cz®jš 2. éë«òfŸ tiuªJ tot§fis¤ bjhl®ò gL¤Jjš
36
étu§fis¡ ifahSjš
1. tF¥giw¢ NHèš cŸs bghUŸfis¥ ga‹gL¤Â mt®fë‹ j‹ikfS¡F V‰g tif¥gL¤Â¡ fh£lš
2. glés¡f« _y« jftš bjhF¥Ãid és¡Fjš, tiugl« _y« jftš bjhF¥Ãid m¿jš
18 37 bghUŸfë‹ bfhŸssit¢ ÁW ÁW gh¤Âu§fŸ _y« msªJ f©l¿jš
1. gh£oèš cŸs j©Ùç‹ bfhŸssit l«s® bfh©L ms¤jš 2. thëæš cŸs j©Ùç‹ bfhŸssit¡ Ftis bfh©L ms¤jš 3. brh«Ã‹ cŸs j©Ùç‹ bfhŸssit¡ »©z¤ij¡ bfh©L ms¤jš
38
fhy msit
1. 2012 khj eh£fh£oia¡ fh£o khj§fë‹ bga®fis tçirahf m¿a¢ brŒjš
2. X® M©oš v¤jid khj§fŸ vd v©â¥gh®¡f¡ TWjš 3. F¿¥Ã£l ÏU khj§fë‹ bga®fis¡ T¿ mj‰F Ïilæš tU«
khj§fis¡ f©l¿jš
39
bjhF¥Ãš cŸs ehza§fë‹ kÂ¥g¿jš
1. xU »©z¤Âš it¡f¥g£LŸs bt›ntW ehza§fë‹ kÂ¥ig khzt®fis¡ Tw¢ brŒjš
2. F¿¥Ã£l xU ehza¤Â‰F«, %ghŒ neh£LfS¡F« ehza¤ bjhF¥ig m¿a¢ brŒjš.
67
go
ãi
y
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
19 40 T£lè‹ RU¡fnk bgU¡fš
1. éijfŸ mšyJ bfh£ilfis Ïu©ou©lhf 9 Féayhf it¡fΫ mj‰nf‰w v© m£ilfis it¤J¥ Ë x‹whf¢ nr®¤J¡ T£lè‹ RU¡fnk bgU¡fš vd és¡Fjš
41
thœ¡if¡ fz¡Ffëš bgU¡fš
1. éij¡ Féašfis¡ fh£o étu§fis nf£l¿jš, bgU¡fš étu¤Âid mik¤jš
2. jkJ f‰gid¡ nf‰wthW thœ¡if fz¡FfŸ mik¤jš
3. v©fis milahs« fhzš (bgU¡F« v©, bgU¡f¥gL« v©) v©fis¡ F¿pLl‹ vG¤ ԮΠfhzš »il¡F« Ô®éid¤ jåna vL¤J vGJjš
20 42
m¢R mik¥òfis cUth¡Fjš
1. xnu m¢ir Û©L« Û©L« gÂa¢ brŒJ cUt« c©lh¡Fjš
2. iféuš nuifia¥ ga‹gL¤Â cUt§fŸ mik¡f¥ gæ‰Á më¡fΫ.
(F¿¥ò nkY« étu§fS¡F¡ fiyÍ« ift©zK« MÁça® ifna£il
khÂçahf¡ bfh©L òÂa c¤Âfis cUth¡fΫ).
_‹wh« tF¥ò
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
21 43 rJu«, br›tf«, K¡nfhz«, t£l« M»a tot§fë‹ g©òfis m¿jš. 1. gl¤Âš fh£oÍŸs bghUŸfis c‰W neh¡» tot§fS¡F V‰wthW
tif¥gL¤Jjš. 2. fz¡F¥ bg£lf¤Âš cŸs rJu«, br›tf«, K¡nfhz«, t£l« M»a
tot§fis¥ ga‹gL¤Â éë«òfis tiuªJ g©òfis m¿jš. 3. ko¤jš _y« rJu«, br›tf«, K¡nfhz«, t£l« M»a tot§fis
brŒJ fh£lš. khzt®fis¥ go¥goahf¢ brŒa it¤J¥ “g¡f«,
_iyé£l«, KidfŸ” M»at‰iw és¡Fjš. 44 ne®nfhL, tisnfhL, t£l« tiujš.
1. gŸë¢ NHèš »il¡F« gyéjkhd¥ bghUŸfis¥ ga‹gL¤Â m¥bghUë‹ éë«òfis tiuªJ ne®nfhL, tisnfhL, t£l« M»aitfshf tif¥gL¤Jjš.
2. bg‹Áyhš üiy¡f£o, üè‹ kW Eåia ikakhf mG¤Â¥ Ão¤J¡ bfh©L tiujš, »il¡F« tot§fis c‰W neh¡» m¿jš.
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go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
45 nl‹»uh« toéaš tiujš. 1. Ód¥ò® nl‹»uhäš 5 J©LfŸ tot§fis¥ ga‹gL¤Â¡ f‰gid¡F
V‰w tot§fis cUth¡»¢ brhšYjš. 46 js ãu¥Ãfis m¿jš
1. tot§fë‹ Ïilbtë ÏšyhkY«, x‹¿‹ nkš x‹W goahkY« xU js¤Âid ãu¥ò« nghJ js ãu¥ÃfŸ »il¡»‹wd, v‹w fU¤ij¥ gšntW tot m£ilfŸ bfh©L és¡Fjš.
2. gl§fŸ mšyJ gŸë¡F mU»š cŸs Å£oš nghl¥g£l js ãu¥Ãfis¡ fh£o és¡f« më¤jš.
47 mikél§fis m¿jš
bfhL¡f¥g£l gl¤ij c‰W neh¡»¥ òwbtë ÏU¤jè‹ bjhl®òfshd
mU»š, g¡f¤Âš, mL¤jL¤j, K‹dhš, Ëdhš, Ïilæš,
btFbjhiyéš, nkny, ÑnH ngh‹witfis¥ g‰¿¡ fyªJiuahLf.
22 48 1. 1 Kjš 1000 tiu v©fisÍ«, v©QU¡fisÍ« m¿jš.
2. 1 Kjš 1000 tiu v©fis m¿ªJ vGJjš.
3. _‹¿y¡f v©fë‹ ÏlkÂ¥ò¡ fhzš. 4. Mâk⢠r£l¤ij¥ ga‹gL¤Â 1 Kjš 1000 tiu v©fis m¿Kf«
brŒjš, v©fS¡F V‰g kâfisÍ«, kâfS¡F V‰g v©fisÍ« vL¡f¡ TWjš.
5. ÏUgJfshfΫ, I«gJfshfΫ, go¡fΫ vGjΫ brŒjš. 6. VnjD« _‹¿y¡f v© x‹¿id vGj¢ brŒJ mj‰nf‰g v©
m£ilfis vL¤J mL¡f¢ brŒjš. _‹¿y¡f v©â‹ Ïy¡f§fis
x›bth‹whf¡ nf£l¿ªJ mt‰¿‹ kÂ¥òfis m£ilfis¥ Ãç¤J¡
fh£Ltj‹ _y« m¿a¢ brŒjš. (v.fh) 435Ïš 4,3,5 M»a Ïy¡f§fŸ
cŸsd. 4 Ï‹ ÏlkÂ¥ò - 4 üWfŸ mšyJ 400, 3 Ï‹ ÏlkÂ¥ò -3
g¤JfŸ mšyJ 30, 5 Ï‹ ÏlkÂ¥ò -5 x‹WfŸ mšyJ 5
49 1 Kjš 100 tiu v©bga® vGJjš.
1. 1 Kjš 9 tiu v© m£ilfisÍ«, mj‰nf‰w v©bga® m£ilfisÍ«
x›bth‹whf it¤J v© bgaiu MÁça® e‹F c¢rç¤J¡ fh£o
khzt®fis¢ brhšy¢ brŒJ vGj it¤jš.
2. 10 Kjš 19 tiu, 100 Kjš 1000 tiu v© m£ilfisÍ«, mj‰nf‰w
v©bga® m£ilfisÍ« x›bth‹whf it¤J, v© bga®fis e‹F
c¢rç¤J m¿Kf« brŒJ vGj it¤jš.
50 1. 1 Kjš 1000 tiu cŸs v©fis > < = M»a F¿pLfis¥ ga‹gL¤Â
x¥Ãlš.
2. VW tçiræY« Ïw§FtçiræY« vGJjš.
3. x‰iw v© Ïu£il v© vd m¿jš.
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ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
23 51 1. 1000¡FŸ <çy¡f k‰W« _‹¿y¡f v©fë‹ T£L¤bjhif m¿jš.
(Ïdkh‰wä‹¿Í« Ïdkh‰w¤JlD«)
2. T£lèš thœ¡if¡ fz¡FfS¡F¤ Ô®Îfhzš.
3. 10 k⢠ru§fŸ bfh©l rJu¥g£ilfisÍ«, kâ¢ru§fisÍ«, cÂç
kâfisÍ« ga‹gL¤Â _‹¿y¡f v©fnshL <çy¡f v©fisÍ«
ga‹gL¤Â Ïu©L _‹¿y¡f v©fisÍ« T£L Kiwia m¿a¢
brŒjš.
4. cÂç kâfis x›bth‹whf v©z¢ brŒJ x‹gJ kâfSl‹ xU kâia¢ nr®¡f g¤J kâfŸ v‹W« Ïj‰F¥ gÂyhf xU k⢠ru¤ij¥ ga‹gL¤jyh« v‹W« Ïnj nghš kâ¢ru§fis xU g¤J kâ¢ru« Ïu©L g¤J kâ¢ru« v‹W x›bth‹whf v©z¢ brŒJ 9 kâ¢ru§fSl‹ 1 kâ¢ru¤ij¢ nr®¡f 10 kâ¢ru§fŸ v‹W«, Ïj‰F¥ gÂyhf 10 kâ¢ru§fŸ bfh©l rJu¥g£ilia¥ ga‹gL¤jyh« v‹W« Ïdkh‰W¢ braèš <LgL¤Â khzt®fis¥ gæ‰Á bgw¢brŒjš.
52 thœ¡if fz¡FfS¡F¤ ԮΠfhzš
1. MÁça® bghU£fh£Á¥ gl m£il (4)I khzt®fël« fh£o¥
bghU£fh£Áia¢ rh®ªJ gšntW étu§fis¡ nf£l¿ªJ gl¤ÂYŸs
NHY¡nf‰wthW T£lš bjhl®ghd thœ¡if¡ fz¡Ffis
khzt®fis¡ bfh©L cUth¡»¤ jUjš.
2. #šè¡f£L¥ gl m£ilia khzt®fël« fh£o #šè¡f£L ãfœ¢Á
rh®ªj gšntW étu§fis¡ nf£l¿ªJ gl¤ÂYŸs NHY¡nf‰wthW
T£lš bjhl®ghd thœ¡if¡ fz¡Ffis khzt®fS¡F cUth¡»¤
jUjš.
24 53 _‹¿y¡f v©fëš fê¤jš brŒjš
bfhL¡f¥g£l fê¤jš étu¤Âš cŸs v©fis¥ g¤JfshfΫ x‹WfshfΫ éç¤J vGÂ, vªj v©âèUªJ fê¤jš brŒa nt©oa v©â‰nf‰g kâ¢ru§fisÍ«, cÂç kâfisÍ«, vL¡f¢ brŒJ vªj v©iz Ú¡f nt©Lnkh m›bt©â‰nf‰g cÂç kâfisÍ« kâ¢ru§fisÍ« Ú¡Fjš _y« fê¤jiy m¿a¢ brŒjš.
54 fê¤jèš thœ¡if¡ fz¡FfŸ
FoæU¥ò (gl m£il-6) gFÂfŸ tiua¥g£l gl m£ilia khzt®fël«
fh£o¥ gšntW étu§fis¡ nf£l¿jš. khzt®fŸ cjéÍl‹ thœ¡if¡
fz¡FfŸ mik¤J¤ jUjš.
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ãiy
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m.v©. MÁçaU¡fhd F¿¥ò
25 55 bgU¡fš
1. bgU¡fš gyifiaÍ« kâfisÍ« ga‹gL¤Â xUKiw Ïu©L kâfŸ
Ïl 1X2=2, Ïu©L Kiw Ïu©L kâfŸ Ïl 2X2=4 v‹W T¿athnw
2M« bgU¡fš thŒghL mik¤J¡ fh£lš. Ïnj Kiwæš 3,4,5,10
thŒghLfis mik¡f khzt®fŸ f‰W¡ bfhŸSjš.
2. bj‹d§F¢Áfis¥ ga‹gL¤Â¥ gl¤Âš fh£oæU¥gJ nghš 2,3,4,5,10
M»a thŒghLfis¥ go¥goahf mik¡f¢ brŒJ, go¡f¢ brŒjš.
3. éijfis _‹W _‹whf 5 FéašfŸ it¤J x›bthU FéaY¡F«
bghU¤jkhd v©z£ilia it¡fΫ, Kjš FéanahL ÃwFéašfis
x›bth‹whf¢ nr®¤J x›bthU KiwÍ« v©â, ÏUéijfë‹ bkh¤j
v©â¡ifia m¿a¢ brŒjš. Ïjid¢ RU¡fkhf 5x3=15 v‹D«
m¿jš.
3+3+3+3+3=15 5x3=15 v© f® gl m£ilia¥ ga‹gL¤Â¡ T£lè‹ RU¡fnk bgU¡fš
v‹gij m¿a¢ brŒjš.
56 <çy¡f _‹¿y¡f v©fis Xçy¡f v©zhš bgU¡Fjš.
bgU¡fš rJu¡f£l¤ JâiaÍ«, t©zkâ¡ nfhitiaÍ« ga‹gL¤Â
<çy¡f, _‹¿y¡f v©fis Xçy¡f v©zhš Ïdkh‰w¤Jl‹ Toa
bgU¡fš m¿a¢ brŒjš. xU f£l¤Âš cŸs kâfë‹ v©â¡if g¤J
mšyJ mj‰F nk‰g£L ÏU¡Fkhdhš mt‰iw¥ g¤Jfë‹ bjhF¥gh¡»
Ïdkh‰w« brŒJ, mj‰nf‰g xnu nfhitia¡ bfh©l kâfsh¡»¥
bgU¡fš gyid m¿a¢ brŒjš.
57 v©fis¥ ó¢Áa¤jhš bgU¡Fjš
1. bt›ntW vL¤J¡fh£L _y« ó¢Áa¤Jl‹ X® v©iz¥ bgU¡F«nghJ
bgU¡fš gy‹ ó¢Áa« v‹gij m¿a¢ brŒjš.
2. vªj v©Ql‹ ó¢Áa¤ij¥ bgU¡»dhY« »il¡F« bgU¡fš gy‹
ó¢ÁakhF«.
3. ó¢Áa¤Jl‹ vªj v©iz¥bgU¡»dhY« »il¡F« bgU¡fš gy‹
ó¢ÁakhF« v‹gij m¿jš.
58 bgU¡fèš thœ¡if¡ fz¡FfŸ
gl m£ilia khzt®fël« bfhL¤J c‰W neh¡f¢ brŒJ gl« bjhl®ghd
bt›ntW étu§fis¡nf£L m¿jš (v.fh. tçir¡F 8 brofŸ Åj« 15
tçirfëš v¤jid brofŸ ÏU¡F«)
71
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
26 59 rkg§ÑL KiwæY« bjhl® fê¤jš KiwæY« tF¤jiy m¿Kf« brŒjš,
tF¤jš F¿pL m¿Kf«.
15 kâfis 5 »©z¥gl m£ilfëš rkkhf¥ g§ÑL brŒa, Kjèš
x›bthU »©z¤ÂY« xU kâ Åj« Ïl¢ brŒJ, ÏJ ngh‹W mid¤J
kâfisÍ« g§ÑL brŒjš nt©L«. Ï¥nghJ x›bthU »©z¤ÂY«
v¤jid kâfŸ cŸsd v‹gij v©z¢ brŒJ 15 kâfis 5
rkghf§fshf¥ Ãç¡f x›bthU »©z¤ÂY« 3 kâfŸ ÏU¡F« v‹gij
m¿a¢ brŒjš, Ïjid Ïu¥g® F¿p£il¥ ga‹gL¤Â tF¤jš étukhf
brŒjš nt©L«.
(F¿¥ò: 2,3,4,5,10 thŒghLfëš mikªj fz¡FfŸ k£L« ga‹gL¤jyh«)
60 bgU¡fY¡F« tF¤jY¡F« cŸs bjhl®Ãid m¿jš
tF¤jš gyifia¥ ga‹gL¤Â 10 kâfis 5 rkghf§fshf¥ Ãç¡f¢
brŒJ bghU¤jkhd tF¤jš étu¤Âid vGj¢ brŒjš. X® v© 5 Mf
ÏU¡F«go vªj X® v©id¥ bgU¡»dhš 10 »il¡F« v‹gij¥ bgU¡fš
m£ltizæèUªJ m¿a¢ brŒJ bgU¡fY¡F« tF¤jY¡F« cŸs
bjhl®Ãid m¿a¢ brŒjš 10/5=2, 5x2=10
27 61 bghUŸfS¡F Ïilna cŸs bjhiyit¤ £lk‰w msÎfshš msªJ
kÂ¥Ãlš
1. fU«gyifæš Ús«, tF¥giwæ‹ Ús«, #‹dè‹ Ús« M»at‰iw, khzt®fis¡ bfh©L £lk‰w msitfshd rh©, KH«, j¥go ngh‹w msitfis¥ ga‹gL¤Â ms¡f¢ brŒJ khztU¡F khzt® Ï›tsÎfŸ ntWgLtij m¿a¢ brŒJ mj‰fhd fhuz§fis¢ ÁªÂ¡f¢ brŒjš.
2. Û£l® msitfŸ thœ¡ifæš ga‹gL« ãfœÎfis¡ nf£l¿ªJ
tF¥giw – nkir, #‹dš ngh‹wt‰¿‹ Ús, mfy¤ij Û£l® msit¡ bfh©L bt›ntW khzt®fshš ms¡f¢ brŒJ všyhUila msΫ xnu msthf cŸsij m¿a¢ brŒjš. bghJthf bjhiyÎ msÎfis Û£l® myFfëY«, äf¢ Á¿a msÎfis¢ br‹oÛ£l® myFfëY« ms¡»nwh« v‹gij m¿a¢ brŒJ Û£lU¡F«, br‹oÛ£lU¡F cŸs bjhl®Ãid m¿a¢ brŒjš 1 Û£l® = 100 br‹oÛ£l®.
62 vil¡f‰fis milahs« fhQjš, »uh«, »nyh»uh« Ït‰¿‰F Ïilna
cŸs bjhl®ig m¿jš.
bt›ntW mséyhd vil¡f‰fis khzt®fël« bfhL¤J¡ ifæš
vL¤J¥ gh®¡f¢ brŒJ vilfë‹ ntWghLfis¤ njhuhakhf czu¢
brŒjš, nkY« vil¡f‰fis Ïd« fhz¢ brŒjš, thœ¡ifæš ãW¤jš
msitfŸ ga‹gL« ãfœÎfis¡ nf£l¿jš.
72
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
63 bfhŸssit
1. xU Á¿a gh¤Âu¤Â‹ kzš mšyJ j©Ùiu ãu¥Ã, mij¡ »©z«,
Ftis, l«s®, #¡F ngh‹w £läšyh msitfshš msªJ fh£l¢
brŒjš.
2. 1 è, 500 äè, 200 äè, 100 äè, 50 äè M»a msÎfis khztål«
bfhL¤J, c‰Wneh¡» x›bth‹iwÍ« milahs« fhz¢brŒjš.
bfhŸssÎfŸ m‹whl« thœ¡ifæš ga‹gL« ãfœÎfis¡ nf£l¿jš.
3. 1 è£l® msitæš 500 äè msitia¡ bfh©L Ïu©L Kiw
j©Ùuhš ãu¥g, c‰W neh¡f¢ brŒJ 1 è£l® 1000 äšè è£lU¡F¢ rk«
v‹gij m¿a¢brŒjš, nkY« bt›ntW ä.è msÎfis¡ bfh©L xU
è£l® msitahš j©Ùiu ãu¥g è£lU¡F«, äšè è£lU¡F« cŸs
bjhl®ig m¿a¢ brŒjš. 1 è£l® = 1000 äšè è£l®.
28 64 fhy msit
1. c©ik¡ fofhu¤ijÍ«, m£il¡ fofhu¤ijÍ« ga‹gL¤Â mj‹ Kf¥ò 12 rk ghf§fshf¥ Ãç¡f¥ g£L 1 Kjš 12 tiu vGj¥g£LŸsJ v‹W«, Á¿a KŸ X® v©âèUªJ k‰nwh® v©â‰F efu xU kâ neu« M»wJ v‹W«, xU KG¢R‰W R‰¿tu 12 kâ neukhF« v‹W«, Ï›thW xU ehis¡F Ïu©L R‰WfŸ R‰¿ tU« v‹gijÍ« m¿a¢ brŒjš. bgçaKŸ xU KG¢R‰W¢ R‰¿ tu xU kâ neu« MF«. Ïnj nghš X® v©âèUªJ k‰nwh® v©â‰F efu 5 ÁW gFÂfis¡ fl¡f vL¤J¡bfhŸS« neu« xU ãäl« v‹W« m¿Kf« brŒjš. Mfnt bgça KŸ fofhu¤ij xU KG¢R‰W R‰¿ tu 60 ãäl§fŸ vL¤J¡bfhŸS« vd m¿a¢ brŒjš.
2. F¿¥Ã£l khj¤Â‰fhd étu§fis eh£fh£oæš nf£l¿jš. ÏJ vªj khj¤Â‰fhd eh£fh£o v‹W« m«khj¤Â‰fhd bkh¤j ehŸfŸ, Kªija khj«, mL¤j khj«, khj¤Â‰fhd tçir v©, K¡»a ãfœÎfŸ eilbgW« ehŸ ngh‹w étu§fis¡ nf£l¿jš.
65 ehza§fŸ
1. 1000 %ghŒ k¥ÉFŸ mikÍkhW m£il %ghŒ neh£LfŸ mšyJ
c©ik %ghŒ neh£Lfis khztål« bfhL¤J, mt‰¿‹ bkh¤j kÂ¥ò
m¿a¢ brŒjš.
2. 100 %ghŒ, 500 %ghŒ, 1000 %ghŒ neh£Lfis m¿Kf« brŒJ mt‰¿id
50 %ghŒ 100 %ghŒ 500 %ghŒ M»aitfë‹ bjhF¥òfshfΫ m¿a¢
brŒjš.
3. fil éisah£L _y« Ášyiu bfhL¡fΫ, Û¢ Ášyiu th§fΫ,
gæ‰Á më¤jš, bghUŸfë‹ éiy¥ g£oaiy¥ gh®¤J th§»a
bghUŸfë‹ bkh¤j kÂ¥ig m¿a¢ brŒjš.
73
go ãiy
f.c.bg. m.v©.
MÁçaU¡fhd F¿¥ò
66 thœ¡if¡ fz¡FfS¡F¤ ԮΠfhz¢ brŒjš. 1. bghUŸfë‹ éiy¥g£oaš ml§»a m£ilia¡ fh£o¤ njitahd
gšntW étu§fis¡ nf£l¿jš. VnjD« Ïu©L mšyJ _‹W bghUŸfë‹ bkh¤j éiyia m¿a¢ brŒjš.
2. rhjhuz¡ T£lš brašghLfëš gæ‰Á më¤jJ nghš m£il %ghŒ neh£Lfis¥ ga‹gL¤Â¡ T£lš fê¤jš brašghLfŸ m¿jš.
3. éiy¥ g£oaiy¥ ga‹gL¤Â xU goæš mikªj vëa thœ¡if¡ fz¡Ffis kd¡fz¡fhf¢ brhšy¢ brŒjš.
29 67 Ëd« 1. gŸë¢ NHèš »il¡F« gH§fŸ ðf£L ngh‹w bghUŸfis¤
jå¤jåahf khzt®fël« fh£o mt‰¿‹ bga®fis¡ nf£l¿jš. Ïit x›bth‹W« KG¥ bghUŸ v‹W« mt‰iw¤ jå¤jåahf¢ ÁW ÁW gFÂfshf¥ Ãç¤J miu, fhš, K¡fhš M»a Ëd¡fU¤Jfis¥ go¥goahf m¿a¢ brŒjš.
2. éijfis¥ ga‹gL¤Â v©â¡ifia¢ rk gFÂfshf¥ Ãç¤J¡ fhš, miu, K¡fhš M»a Ëd¡fU¤Jfis¥ go¥goahf m¿a¢brŒjš.
3. t£l«, rJu«, br›tf tot¡ fh»j¤J©Lfis ko¤J¡fh£Lt‹ _y« fhš, miu, K¡fhš M»a Ëd¡fU¤Jfis¥ go¥goahf m¿a¢ brŒjš.
4. fz¡F¥bg£lf¤Âš cŸs Ëd t£Lfis m¿Kf« brŒJ mt‰iw¥ ga‹gL¤Â¡ fhš, miu, K¡fhš M»a Ëd¡fU¤Jfism¿a¢ brŒjš.
5. xU Ëd¤ij vªj X® v©zhš bgU¡»dhnyh tF¤jhnyh »il¡F« Ëd« rkhd Ëd« MF« v‹w fU¤ij m¿a¢ brŒjš.
30 68 mik¥Ã‹ j‹ik m¿jš, toéaèš fhz¥gL« mik¥òfis m¿jš
1. m£ilæš cŸs gl¤ij¡ fh©Ã¤J¥ “bghUŸfŸ, v©fŸ k‰W« ãfœÎfŸ M»ait éÂfS¡F£g£L xnu Óuhd tifæš bjhl®ªJ tUtJ mik¥ghF« v‹w fU¤ij és¡Fjš.
2. ne®nfhLfŸ k‰W« Ãw toéaš tot§fis¡ bfh©L Óuhf¡ bjhl®ªJ
ts®ªJ tU« mik¥òfŸ “tsU« mik¥òfŸ” v‹gij¥ gl m£ilfŸ, °o¡f® bgh£L M»at‰iw¥ ga‹gL¤Â és¡f« më¤jš.
3. ne®nfhLfŸ k‰W« Ãw toéaš tot§fis¡ bfh©L Óuhf¡ bjhl®ªJ
ÂU«g¤ ÂU«g tU« mik¥òfŸ “RHY« mik¥òfŸ” v‹gij tot§fisÍ« gl m£ilfisÍ« ga‹gL¤Â és¡f« më¤jš.
69 v©fë‹ mik¥òfŸ, rk¢Ó® cUt§fis m¿jš 1. x‰iw k‰W« Ïu£il v©fis¡bfh©L Óuhf¤ bjhl®ªJ tU«
mik¥òfŸ “tsU« mik¥òfŸ” v‹gij v© m£ilfis¥ ga‹gL¤Â m¿a¢ brŒjš (v.fh) 1,3,5,7....... 10,20,30......17,19,21......
2. x‰iw k‰W« Ïu£il v©fis¡bfh©L Óuhf¤ bjhl®ªJ ÂU«g¤
ÂU«g tU« mik¥òfŸ “RHY« mik¥òfŸ” v‹gij v© mik¥òfŸ _y« m¿a¢ brŒjš v.fh.744, 744,744......, 156, 156, 156...... 101 101 101.........
3. ÏU ghf§fë‹ ÏU miu¥ghf¤Âš cŸs totkhdJ k‰bwhU
74
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
miu¥ghf¤Â‹ tot¤ij¥ nghy ÏU¥gJ rk¢Ó® tot§fŸ v‹gij m¿jš
KG tot¤ij Ïu©L rk ghf§fshf¥ Ãç¡F« nfhL rk¢Ó®¡ nfhL
v‹gij cz®¤Jjš, gšéj cUt§fis¡ bfh©L fh»j ko¥ò _y«
rk¢Ó®¡ nfhLfis m¿Kf« brŒjš.
70 étu§fis m¿jš 1. gl¤ij¡fh£o khzt®fël« fyªJiuaho, gH§fë‹ v©â¡ifia
Tw¢ brŒjš. x›bthU gH¤Â‹ v©â¡ifiaÍ« v©â m£ltiz¥gL¤Jjš. étu§fis¢ nrfç¤jš, ne®fhzš k‰W« édh ãuš _ykhf¤ jftšfŸ bgw¥gLtij msÅLfŸ v‹W TW»nwh« v‹w fU¤ij m¿a¢ brŒjš.
2. étu§fë‹ v©â¡if mÂfkhf ÏU¡F« nghJ vëikahf¡ fz¡»l
ne®nfh£L¡ F¿æid¥ ga‹gL¤J»nwh«. ne®nfh£L¡ F¿æid ‘I’ _y« F¿æLf vdΫ eh‹F ne®nfh£L¡ F¿¡F¥Ã‹ IªjhtJ
ne®nfh£L¡ F¿p£il IIII vd¡ F¿pLf vd¥ gæ‰Á më¤jš. tot§fŸ
étu§fis m¿jš ne®nfh£L¡ F¿pLfŸ ga‹gL¤J« Kiwia m¿jš.
eh‹fh« tF¥ò
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
31 71 1. rJu«, br›tf«, K¡nfhz«, I§nfhz« M»at‰¿‹ g©òfis és¡Fjš.
2. rJu«, br›tf«, K¡nfhz«, I§nfhz« M»at‰iw¡ fh»j tot§fŸ _ykhfΫ Ô¡F¢ÁfŸ _ykhfΫ tot§fis mik¤J khzt®fS¡F és¡Fjš. nkY« Kid¥òŸëfŸ, g¡f§fŸ _iyé£l§fis m¿a¢ brŒaΫ.
72 1. Mu«: t£l¤Â‹ ika¤Âš ÏUªJ t£l¤Â‹ÛJ VnjD« xU òŸëia Ïiz¡F« nfh£L¤J©L t£l¤Â‹ Mu« vd¥gL«.
2. é£l« : t£l¤Â‹ÛJŸs VnjD« ÏU òŸëfis Ïiz¡F« nfh£L¤J©L t£l ika¤Â‹ têahf¢ bršY« våš t£l¤Â‹ é£l« vd¥gL« v‹w tiuaiwia és¡Fjš.
3. fh»j ko¥Ã‹ _y« t£l¤Â‹ Mu«, é£l« M»at‰iw és¡fΫ F¿¥Ã£l msΟs Mu§fS¡F¡ ftuha« msÎnfhš ga‹gL¤Â t£l« tiua¥ gæ‰Á më¡fΫ.
73 nl‹»uh« k‰W« js ãu¥ÃfŸ
1. 7 J©L nl‹»uhik¥ ga‹gL¤Â¥ gšntW tot§fis cUth¡f¥ gæ‰Á
më¡fΫ.
2. gšntW tot¤ js ãu¥Ãfis¡bfh©L, js§fis ãu¥g khzt®fS¡F¥ gæ‰Á më¡fΫ.
75
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
32 74 Ïl kÂ¥ò 1. 1000-10000 tiu v©bga® vGÂa m£ilfŸ _y«
v©QU¡fisÍ« v©bga®fisÍ« m¿Kf« brŒaΫ.
2. jrk v©Kiw khw¡ToaJ, Mâkâ¢r£l« M»at‰iw¥
ga‹gL¤Â 1000-10000 tiu v©fë‹ Ïl kÂ¥ò m¿a¢ brŒjš.
75 bgçaJ Á¿aJ rk« k‰W« VW tçir Ïw§F tçir
1. jrk v©Kiw khw¡ToaJ cgfuz¤ij¥ga‹gL¤Â 4 Ïy¡f
v©fis x¥Ã£L¥ gh®¤J¥ bgçaJ, Á¿aJ, rk« F¿pLfis¥
ga‹gL¤Â vGj¢ brŒaΫ.
2. eh‹F Xçy¡f v©fis¡ bfhL¤J bt›ntW eh‹»y¡f v©fis
cUth¡f¢ brŒJ mt‰¿š äf¥bgça v© äf¢ Á¿a v©
M»at‰iw m¿a¢ brŒjš.
3. bt›ntW eh‹»y¡f v©fis¡ bfhL¤J VW tçir k‰W« Ïw§F
tçir mik¡f¢ brŒaΫ.
76 x‰iw v© k‰W« Ïu£il v©
v© m£ilfis¥ ga‹gL¤Â x‹WfŸ Ïl¤Âš cŸs Ïy¡f§fŸ 1,3,5,7,9
M»a v©fŸ ÏUªjhš“x‰iw v©fŸ” vdΫ x‹WfŸ Ïl¤Âš cŸs
Ïy¡f§fŸ 0, 2,4,6,8 M»a v©fŸ ÏUªjhš “Ïu£il v©fŸ” vdΫ
khzt®fS¡F és¡f« më¡fΫ. v©fis¡ f©LÃo¡f, gæ‰Á
më¡fΫ. <çy¡f v©fis 10Ï‹ bghUSilajhf kÂ¥Ãl¡ f‰W¡
bfhL¤jš.
33 77 eh‹»y¡f v©fë‹ T£L¤ bjhif k‰W«
thœ¡if¡ fz¡F m¿a¢ brŒjš (Ïdkh‰wä‹¿)
1. °lh«¥ éisah£L cgfuz¤ij¥ ga‹gL¤Â¡ bfhL¡f¥g£LŸs
v©fS¡nf‰g v© m£ilfis mL¡f¢ brŒJ x‹WfisÍ«
g¤JfisÍ« üWfisÍ« Mæu§fisÍ« jå¤jåna nr®¤J¡ T£L¤
bjhifia¡ f‰Ã¡fΫ.
2. òŸë éisah£L cgfuz¤ij¥ ga‹gL¤Â eh‹»y¡f v©fë‹
T£L¤bjhifia m¿a gæ‰Á më¡fΫ.
3. thœ¡if¡ fz¡FfS¡F¤ ԮΠfhz¢ brŒjš.
78 eh‹»y¡f v©fë‹ T£L¤ bjhif m¿jš (Ïdkh‰w¤Jl‹)
thœ¡if fz¡F m¿a¢ brŒjš.
1. °lh«¥ éisah£L cgfuz¤ij¥ ga‹gL¤Â eh‹»y¡f v©fë‹ T£L¤bjhifia m¿a¢ brŒaΫ.
76
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
2. òŸë éisah£L cgfuz¤ij¥ ga‹gL¤Â bt›ntW eh‹»y¡f v©fë‹ T£L¤ bjhifia m¿a gæ‰Á më¡fΫ.
3. Mâkâ¢r£l¤ij¥ga‹gL¤Â bt›ntW eh‹»y¡f v©fS¡fhd T£L¤bjhifia m¿a¢ brŒaΫ.
4. thœ¡if fz¡FfS¡F¤ ԮΠfhz¢ brŒjš. 79 eh‹»y¡f v©fë‹ fê¤jš (Ïdkh‰wä‹¿) k‰W«
thœ¡if¡ fz¡F m¿a¢ brŒjš.
1. °lh«¥ éisah£L cgfuz¤ij¥ ga‹gL¤Â eh‹»y¡f v©fëš
fê¤jš brŒjš.
2. thœ¡if¡ fz¡FfS¡F¤ ԮΠfhz¢ brŒjš.
80 eh‹»y¡f v©fë‹ fê¤jš m¿jš (Ïdkh‰w¤Jl‹)
thœ¡if¡ fz¡F m¿a¢ brŒjš.
1. jrk v©Kiw ãiya‰wJ cgfuz¤ij¥ ga‹gL¤Â Ïd kh‰w¤Jl‹
Toa eh‹»y¡f v©fëš fê¤jš brŒaΫ.
2. °lh«¥ éisah£L cgfuz¤ij¥ ga‹gL¤Â Ïd kh‰w¤Jl‹ Toa
eh‹»y¡f v©fëš fê¤jš brŒaΫ.
3. Mâk⢠r£l¤ij¥ ga‹gL¤Â eh‹»y¡f v©fëš fê¤jš
brŒaΫ.
4. thœ¡if fz¡FfS¡F¤ ԮΠfhz¢ brŒjš.
81 1. FHªijfS¡F vëa T£lš fê¤jš thœ¡if fz¡FfS¡F
thŒbkhêahf¡ nf£L kd¡fz¡fhf¢ brŒa it¤J éilaë¡f¥ gæ‰Á
më¡fΫ.
2. 10‹ bghUSilajhf kÂ¥Ãlš.
34 82 Ú£lš msit
1. FW»a Ús msit ms¡f¥ ga‹gL« myF br‹o Û£l® v‹W« nkY«
br‹o Û£l® myifÍ«, Û£l® myifÍ« x¥Ãl¢ brŒJ 1Û=100 br.Û
v‹gij m¿a¢ brŒaΫ (1 Û£l® = 100 br‹o Û£l®)
2. tF¥giwæš cŸs ÁW ÁW bghUŸfis¡ bfhL¤J bk£ç¡ Kiwæš Ús
my»id njhuhakhf¡ fz¡»l¢ brŒjš. VnjD« xU bghUis msªJ
mªj mséid bjhl¡f msthf¡ bfh©L Ãw bghUŸfë‹ Ús
mséid njhuhakhf¡ fz¡»Ljš.
83 Û£l® br‹o Û£l® myFfëš T£lš, fê¤jš brŒa gæ‰Á më¡fΫ
84 ãW¤jysit
1. xU »nyh »uh« Mæu« »uhä‰F¢ rk« v‹gij vil¡f‰fis¡bfh©L
vilæ£L m¿a¢ brŒtJl‹ gŸëæYŸs juhir¥ ga‹gL¤Â
1,2,3,4,5,6,7,8,9,10 »nyh »uhä‰F¢ rkkhd »uhik m¿a¢ brŒaΫ.
77
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
2. »nyh »uhik¡ »uhkhf kh‰w 1000 Mš bgU¡f nt©L« v‹W« »uhik
»nyh»uhkh¡f 1000 Mš tF¡f nt©L« v‹W« m¿a¢ brŒaΫ.
»nyh »uh«, »uh« myFfëš T£lš, fê¤jš bgU¡fš, tF¤jš
fz¡Ffëš gæ‰Á më¡fΫ.
35 85 1. bgU¡fš gyif t©z kâ¡nfh®itia¥ ga‹gL¤Â¡ T£lš fê¤jš
bgU¡fš tF¤jš fz¡Ffëš gæ‰Á më¡fΫ.
2. 6 Kjš 10 tiu cŸs bgU¡fš thŒghLfŸ m¿a gæ‰Á më¡fΫ.
86 1. bgU¡fš rJu¡ f£l¤JâiaÍ« t©z kâ¡nfh®itiaÍ«
ga‹gL¤Â Ïu©oy¡f, _‹¿y¡f v©fis <çy¡f v©fshš
bgU¡F« Kiwia m¿a¢ brŒaΫ.
2. bgU¡fèš mikªj thœ¡if fz¡FfS¡F¤ ԮΠfhz gæ‰Á
më¡fΫ.
87 1. tF¤jš gyifiaÍ« °lh«¥ éisah£ilÍ« ga‹gL¤Â _‹¿y¡f
eh‹»y¡f v©fis Xçy¡f v©zhš tF¡F« Kiwia m¿a¢
brŒaΫ.
2. tF¤jèš mikªj thœ¡if¡ fz¡FfS¡F¤ ԮΠfhz gæ‰Á
më¡fΫ.
36 88 bfhŸssit
1. xU è£l® Mæu« äšè è£lU¡F¢ rk« v‹gjid äšè è£l®, è£l®
msitfis¡ bfh©L msªJ m¿a¢ brŒaΫ. ÏJnghynt 1,2,3,4,5
è£l® k‰W« 1/4, 1/2, 3/4 è£lU¡F¢ rkkhd äšè è£l®fis m¿a¢
brŒaΫ.
2. è£liu äšè è£luhf kh‰w 1000 Mš bgU¡f nt©L« v‹W« äšè
è£liu è£luhf kh‰w 1000 Mš tF¡f nt©L« v‹gij m¿a¢
brŒaΫ.
89 è£l®, äšè è£l® myFfëš T£lš fê¤jš fz¡Ffis¢ brŒa gæ‰Á
më¡fΫ.
90 fhy msit
1. fofhu¤ij¡ fh©Ã¤J kâKŸ, ãäl KŸ Tw¢ brŒJ kâ ãäl§fŸ g‰¿ m¿a¥ gæ‰Á më¡fΫ. fofhu¤ij c‰W neh¡» miu kâ, fhš kâ, K¡fhš kâ m¿a¢ brŒJ gæ‰Á më¡fΫ.
2. eŸëuΡF« e©gfY¡F« Ïil¥g£l neu« K‰gfš vdΫ, e©gfY¡F« eŸëuΡF« Ïil¥g£l neu« Égfš vdΫ F¿¥ÃL»nwh« v‹gij MÁça® khzt®fS¡F és¡f nt©L«.
3. m‹whl ãfœÎfS¡F Ïil¥g£l fhy msit¡ fz¡»l¥ gæ‰Á më¡fΫ.
78
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
91 eh£fh£o
1. el¥gh©o‰fhd khj eh£fh£oia¡ fh©Ã¤J ehŸfŸ, thu«, khj§fŸ,
»HikfŸ M»ait g‰¿a gšntW étu§fis c‰W neh¡f¢ brŒJ
gæ‰Á më¡fΫ.
2. ÏU njÂfS¡F Ïil¥g£l ehŸfë‹ v©â¡ifia¡ fz¡»lΫ
eh£fh£oæ‹ _y« gæ‰Á më¡fΫ.
37 92 ehza§fŸ
1. c©ik ehza§fŸ mšyJ m£il ehza§fis¥ ga‹gL¤Â %ghia
igrhthfΫ, igrhit %ghahfΫ kh‰¿ vGJ« Âwid¥ bgw gæ‰Á
më¡fΫ.
2. %ghŒ igrh¡fëš T£lš, fê¤jš, bgU¡fš fz¡FfS¡F¤ ԮΠfhz
gæ‰Á më¡fΫ.
3. bghUŸfë‹ éiy¥g£oaiy¡ bfhL¤J mj‹ éiy étu§fis m¿a¢
brŒJ mJ bjhl®ghd édh¡fS¡F¤ ԮΠfhz gæ‰Á më¡fΫ.
38 93 Ëd§fŸ
1. Ëd t£LfŸ, fh»j ko¥òfŸ, éilfŸ f‰fŸ Ït‰iw¥ ga‹gL¤Â¡
fhš, miu, K¡fhš, Ëd¤Â‹ gFÂ, Ëd¤Â‹ bjhF ngh‹w Ëd«
rh®ªj mid¤J¡ fU¤JfisÍ« ãidÎ Tu¢brŒaΫ.
2. Ëd t£Lfis¥ ga‹gL¤Â xU KG¥gFÂæš 10 rk ghf§fshf¥
Ãç¡f¥g£LŸsij¡ fh£o¥ gF bjhFÂfis és¡»¡ fh£lΫ.
94 rkhd Ëd«
1. Ëd t£Lfis¥ ga‹gL¤Â¢ rkhd Ëd§fis m¿a¢ brŒaΫ.
2. rkhd Ëd§fŸ v¥go cUth»‹wJ v‹gij cz®¤j¥ Ëd¤Â‹
bjhF gFÂæid xnu v©zhš bgU¡f rkhd Ëd« »il¡F«
v‹gij khzt®fŸ òçªJ bfhŸS« t©z« és¡»¡ TwΫ.
95 Ëd§fëš bgçaJ k‰W« Á¿aJ m¿a¢ brŒjš
1. Ëd t£Lfis¥ ga‹gL¤Â Ïu©ou©L Ëd§fshf x¥Ã£L¥
gh®¤J¥ bgçaJ Á¿aJ m¿a¢ brŒaΫ.
2. gF v© xnu v©iz¡bfh©l Ïu©L Ëd§fëš bjhF v©
bgçajhf cŸs Ëdnk bgça ËdkhF«.
3. bjhF v© xnu v©iz¡bfh©l Ïu©L Ëd§fëš gF v©
Á¿ajhf cŸs Ëdnk bgça ËdkhF« v‹gij MÁça®
khzt®fS¡F¤ bjëthf és¡f nt©L«.
79
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
96 Ëd§fëš T£lš fê¤jš
1. Ëd t£Lfis¥ ga‹gL¤Â¥ gF v© xnu v©iz¡ bfh©l
Ëd§fëš T£lš fê¤jš m¿a¢ brŒaΫ.
2. f£l¤jhis¥ ga‹gL¤Â¥ gF v© xnu v©zhf¡ bfh©l
Ëd§fëš T£lš fê¤jš m¿a¢ brŒaΫ.
39 97 bghUŸfë‹ R‰wsit¤ £läšyh k‰W« £l msÎfis¡bfh©L ms¡f¢ brŒjš.
1. tF¥giwæ‹ eh‹F Rt®fë‹ Ús msit Û£l® (m) mo msÎnfhiy¡ bfh©L ms¡f¢ brŒJ R‰wsit Û£l®, br‹oÛ£lçš (m) mo m§Fy¤Âš vGj¢ brŒaΫ. Ïnjnghy¡ fhyo, j¥go bfh©L ms¡f¢ brŒJ R‰wsit¤ £läšyh my»š Tw¢ brŒjš.
2. f‰wš m£ilfis¡ bfhL¤J eh‹F g¡f msÎfis¢ br‹o Û£lçš
ms¡f¢ brŒJ x›bth‹¿‹ R‰wsitÍ« jå¤jåna fz¡»l¢
brŒaΫ, brŒÂ¤jhis¡ bfhL¤J¢ R‰wsÎ fhz¢ brŒaΫ.
brŒÂ¤jhŸfis K¡nfhz toéš ko¤J¡ bfhL¤J¢ R‰wsÎ fhz¢
brŒaΫ.
98 rJu« br›tf« ngh‹w totKila bghUŸfë‹ gu¥gsit m¿a¢ brŒjš 1. xU br.Û ÚsK« xU br.Û mfyK« bfh©l Á¿a m£ilfis¢ br›tf
(m) rJu tot m£ilfë‹ ÛJ mL¡f¢ brŒJ m£ilfë‹ gu¥gsit v©â¡ifæš fz¡»l¢ brŒaΫ.
2. 1 r.br.Û mséš ÁW rJu§fis¡ bfh©l f£l¤jhis¡ bfhL¤J¥ gu¥gsit¢ brhšy¢ brŒJ msªJ gh®¤J¢ rç gh®¡f¢ brŒaΫ.
3. ga‹gL¤j¥g£l mŠrš m£il, ÁW mséyhd f‰wš m£ilfis¡ bfhL¤J, mt‰¿‹ gu¥gséid C»¡f¢ brŒtJl‹ msªJ rç gh®¡fΫ.
40 99 rk¢Ó®¤j‹ik k‰W« vÂbuhë¥ò m¿a¢ brŒjš
1. MÁça®, ò¤jf¥ g¡f« 3Ïš bfhL¡f¥g£LŸs ikÁªJ gutš _y« vÂbuhë¥ò v‹w fU¤Âid és¡»¡ FHªijfS¡F¢ brŒJ fh£l nt©L«. Ëò mt®fis ÏJ ngh‹W bt›ntW vÂbuhë¥ò j‹ikÍila totik¥òfis cUth¡f¢ brŒa nt©L«.
2. fh»j¤ jhŸ ko¥ò_y« vÂbuhë¥ò k‰W« f©zho _y« vÂbuhë¥ò¡ fU¤Âid MÁça® ò¤jf« g¡f v©.4Ïš bfhL¡f¥g£LŸsthW és¡»¡ FHªijfis¢ brŒJ gh®¡f¢ brhšy nt©L«.
3. fh»j¤ jhŸ ko¥ò _y« rk¢Ó®nfhL k‰W« toéaèš rk¢Ó®¤ j‹ik M»a fU¤J¡fis MÁça® vL¤J¡ fh£LfSl‹ és¡f nt©L«.
80
go
ãiy
f.c.bg.
m.v©. MÁçaU¡fhd F¿¥ò
100 toéaèš mik¥òfŸ v© mik¥òfŸ g‰¿ m¿jš
1. MÁça®, ò¤jf¥ g¡f v©.50 Ïš bfhL¡f¥g£LŸs js XLfis c‰W
neh¡f¢ brŒJ mt‰¿š mikªÂU¡F« mik¥Ãid és¡f nt©L«.
2. tot§fëš bjhl®ªJ tU« mik¥òfis c‰Wneh¡f¢ brŒJ
mt‰¿‰»ilnaahd bjhl®Ãid és¡»¥ Ëò mjid¤ bjhl®ªJ tU«
mik¥òfŸ v›thW ÏU¡F« v‹W nf£f nt©L«.
3. Ïij¥ ngh‹W v©fëš mik¥òfis c‰Wneh¡» mt‰¿‰»ilnaahd
bjhl®Ãid m¿ªJ Ëò mjid¤ bjhl®ªJ tU« v©fis¡ nf£f
nt©L«. nkY« v©fëš T£lš fê¤jš brašghLfëš fhz¥gL«
mik¥òfis vL¤J¡fh£LfSl‹ és¡f nt©L«.
101 1. v©fëš bgU¡fš tF¤jš brašghLfëš fhz¥gL« mik¥òfis
vL¤J¡ fh£LfSl‹ és¡f nt©L«.
2. 9Ï‹ kl§Ffëš v© mik¥òfŸ x‹gJfshf¤ bjhF¤jš, x‹gij
Ú¡Fjš m¿jš.
102 étu§fis¡ ifahSjš.
1. nrfç¡f¥g£l jftšfŸ v©fë‹ _y« më¡f¥gLtJ étu§fŸ
vd¥gL« v‹w fU¤ij m¿a¢ brŒjš.
2. MÁça® bt›ntW gl§fis c‰Wneh¡f¡ brŒJ m¥gl§fëš cŸs
étu§fS¡F V‰w édh¡fis¡ nf£L¡ FHªijfŸ éilaë¡f gæ‰Á
më¤jš.
3. fz¡F T‰WfS¡F V‰g t£l tiugl« tiua gæ‰Á më¤jš.
81
gæ‰Á¤jhŸ- 1
Ïy¡f«, v©QU, vG¤JU m¿nth«.
I. Ñœ¡f©l v©fis gæ‰Á¤jhëš ãu¥g¢ brŒjš nt©L«.
1380, 2704, 6038, 9999, 10755
t.
v©
Mæu« x‹WfŸ v©QU
vGJf
vG¤JU vGJf
g¤jhæu« Mæu« üW g¤J x‹W
1
2
3
4
5
II. v‹id¡ f©LÃo!
M ü g x
1. v©Qila x‹wh« Ïy¡f« äf¢ Á¿a Ïu£il v© MF«.
2. g¤jh« Ïy¡f« v© x‹wh« Ïy¡f v©izél VG mÂf«.
3. üwh« Ïy¡f« v© x‹wh« Ïy¡f v©iz¥nghš Ïu©L kl§F MF«.
4. MæukhtJ Ïy¡f v© üwh« Ïy¡f v©izél Ïu©L FiwÎ MF«
våš eh§fŸ ah®?
82
gæ‰Á¤jhŸ: 2
I. bfhL¡f¥g£l v©Q¡F bgça v©, Á¿a v©, TLjš, ntWghL fh©f.
t. v©
bfhL¡f¥g£l v© bgça v© Á¿a v© T£L¤ bjhif
ntWghL
1 4,2,1
2 2,3,1,9
3 5,3,8,2
4 7,2,6,4
5 6,0,7,5
(* v©fŸ 0 bfh©L Mu«gkhfhJ nkY«, bfhL¡f¥g£l mid¤J v©fisÍ« it¤J
v©fŸ cUth¡f« brŒjš nt©L«.)
II. Áªjid¡F!
M‰¿š Û‹fŸ 30 cŸsd. x›bthU 3 ÛD¡F« FŠRfŸ ÏUªjJ. tisæš
Á¡»aJ 19 våš M‰¿š ÛjKŸs Û‹fŸ v¤jid?
Ô®Î:
gæ‰Á¤jhŸ –3 I. T£lš k‰W« fê¤jš bjhl®Ãid m¿ªJ rçahd éilia¤ nj®Î brŒf.
83
II. ò®
ÑnH bfhL¤JŸs òÂiu¡ T®ªJ ftå¤J nfŸé¡F¿ ÏU¡F« Ïl¤Âš v‹d v©
tU«? v‹gij bfhL¤JŸs v©fis¡ bfh©L f©LÃoͧfŸ gh®¡fyh«!
8
2 5 2
1 2 4 2 1
1 2 1 3 1 2 1
1 2 1 1 ? 1 1 2 1
84
gæ‰Á¤jhŸ- 4
I. <çy¡f v©fshš bgU¡fΫ
1. 2. 3.
4. 5.
II. ò®.
t£l¤Âš bfhL¡f¥g£l v©fis c‰Wneh¡» nfŸé¡F¿ Ïl¥g£l Ïl¤Â‹ Ô®Î
fh©?
65 x 90
27 x 36
72 x 100
105 x 23
535 x 60
85
Ô®Î:
gæ‰Á¤jhŸ – 5
vëa têæš tF¤jš brŒf.
6974 ÷ 9
goãiy Ïy¡f« tF¤jš braš <Î Û Ïdkh‰w« brŒj kÂ¥ò
go-1 Mæu§fŸ
go-2 üWfŸ
go-3 g¤JfŸ
go-4 x‹WfŸ
éil <Î: ÛÂ:
86
gæ‰Á¤jhŸ-6
X® msit k‰bwhU msthf kh‰w« brŒf.
1. 6 Û = 6x 100
= ---------- br.Û
2. 105 br.Û = ---------- x 10
= ---------- ä.Û
3. 30 Û = 30 x ----------
= ---------- br.Û
4. 7 ».ä = 7 x 1000
= ---------- Û
5. 70 br.Û = 70 x 10
= ---------- ä.Û
87
gæ‰Á¤jhŸ – 7
gl¤Âš cŸs bghUŸfë‹ msÎfis vGÂ, kh‰wnt©oa msÎfëš kh‰w« brŒf.
t. v© bghUŸfë‹ bga® bfhL¡f¥g£l msÎ kh‰w nt©oa msÎ
1 mçÁ __________».»
2 r®¡fiu __________»
3 c¥ò ___».» _____»
4 Jtu« gU¥ò ______ ».» _____»
5 fliy gU¥ò __________»
88
gæ‰Á¤jhŸ – 8
I. xU ghš éahghçæ‹ bfhŸKjš é‰gid étu« (ÏU ntisfëš)
ju¥g£LŸsJ. bkh¤j é‰gidÍ«, ÛjKŸs ghè‹ msitÍ« ehŸ tçahf
ÑGŸs m£ltizæš ãu¥òf.
ehŸ bfhŸKjš
brŒj ghè‹
msÎ
fhiyæš é‰w
ghè‹ msÎ
khiyæš é‰w
ghè‹ msÎ
é‰w bkh¤j
ghè‹ msÎ
ÛjKŸs
ghè‹ msÎ
è äè è äè è äè è äè è äè
1 15 0 7 200 5 300 ____ ____ ____ ___
2 20 500 2 500 8 700 ____ ____ ____ ___
3 5 500 2 250 2 750 ____ ____ ____ ___
4 105 200 25 900 15 900 ____ ____ ____ ___
5 110 900 80 900 30 000 ____ ____ ____ ___
II. Áªjid¡F
xUt® xU ghšnf‹ ãiwa ghš it¤JŸsh®. mtçl« 5 è, 3 è msitfŸ
k£Lnk cŸsJ. tho¡ifahs® 4è ghš nf£f nk‰f©l Ïu©L msÎfis k£Lnk
ga‹gL¤Â v¥go 4 è ghš tH§Fth®?
®Î:
89
m¿éaš
“ntiy¡F¥ nghtj‰fhd Ma¤jkšy fšé”, mJ xU kåjid KGikah¡F«
thœé‹ njlš, r_f¤ij neh¡» mtid mJ miH¤J¢ bršy nt©L«.” - bešr‹
k©nlyh.
fšéia¥ gŸë v‹w f£l¤ÂèUªJ«, ghlò¤jf« v‹w FW»a t£l¤ÂèUªJ«
éy¡» khztå‹ Áªjidia¥ bgU¡» thœéš tsik nr®¡f VJfukhæU¡f
Ï¢Á¿a Ka‰Á nk‰bfhŸs¥g£LŸsJ.
f‰wij xU FHªijæ‹ brhªj¢ Áªjidahf kh‰Wtnj fšé, mj‰fhd¥
ghijia m¿Î f£ol¤J¡fhd rhu« v‹»wd®. ÏJ _‹W goãiyia¡ bfh©lJ
mit Kiwna f‰W¡ bfh©l ghl¥bghUS¡F¢ braš tot« jUjš (enactive
representation), fh£Á tot« jUjš (Iconic representation), brhªj bkhê tot« jUjš
(language representation) m¿éaš f‰wèš Ï¥goãiyna eilKiwæš cŸsJ.
Ïa‰ifia c‰Wneh¡» mj‹ ika nfh£gh£oid FHªijna totik¤J
mjid j‹kakh¡»¡ bfhŸ»wJ. Ï›thW FHªij Ïa‰ifnahL ÏiaªJ f‰f¤ j¡f
tifæš brašghLfŸ totik¡f¥g£LŸsJ. m¢brašghLfis FHªij¡F vL¤J¢
bršY« MÁça®, Ïa‰ifæ‹ kf¤Jt¤ijÍ« c‹dj¤ijÍ« FHªij¡F
fh©Ã¥gtuhf ÏU¡»wh®. ÏJnt Ëdhëš eh« v®gh®¡F« Nœãiyia¥ g‰¿a
ne®kiwahd v©zkhfΫ, mjid¥ ghJfh¡f nt©L« v‹w kd¥gh‹ikahfΫ
cUbtL¡F« v‹gš Iaäšiy.
vdnt MÁçanu! Ï¡ifna£oid FHªijfS¡F vL¤J¢ br‹W, kh‰w¤ij
ÊRfël« éijͧfŸ! thœ¤J¡fŸ!!
90
braštê¡f‰wš I-IV tF¥ò
t. v©
m¿éaš Á‹d§fŸ Á‹d¤Â‹ bga®/Âw‹ m£ilfë‹ v©â¡if
I II III IV 1
fyªJiuahlš
Âw‹: c‰Wneh¡Fjš, éth¤jš, nf£lš, ngRjš, brhš bjhF¥ò
10 12 13 13
2
c‰Wneh¡»¥ gÂÎ brŒjš
Âw‹: c‰Wneh¡Fjš, gF¤jhŒÎ, tif¥gL¤jš, gÂÎ brŒjš, x¥ÃLjš.
11 7 11 11
3
tYñ£lš
Âw‹: òçªJbfhŸSjš, vGJjš, m£ltiz¥gL¤Jjš, bghU¤Jjš
10 12 12 12
4
ÁªÂ¤J¢ brašgLjš
Âw‹: c‰Wneh¡Fjš, gÂÎ brŒjš, ÁªÂ¤jš, brašgLjš
6 8 12 14
5
tiujY« t©zäLjY«
Âw‹: f‰gid¤ Âw‹, gil¥gh‰wš, bjhl®ògL¤Jjš, E© jir¥ ga‰Á
9 6 4 4
6
Å£L¥ghl«
Âw‹: ãidÎ T®jš, ÛŸ gh®it ‐ ‐ 5 2
7 kÂ¥ÕL 9 12 13 13
8 1, 2 &3 - gUt« kÂ¥ÕL 6 4 6 6
9
ghlš
Âw‹: nf£lš, ÂU«g¥ ghLjš, uÁ¤jš
5 5 4 2
10
gçnrhjid
Âw‹: c‰Wneh¡Fjš, ÁªÂ¤jš, nfŸé nf£lš, m¿éaš kd¥gh‹ik ts®¤jš, brŒj¿jš
3 2 5 6
11
éisah£L
Âw‹: xU§»izªj clšrh® ts®¢Á, FGkd¥gh‹ikia ts®¤jš, éÂfis k¤jš, jiyik¥ g©ò, é£L¡ bfhL¤jš
4 4 5 7
12 FG éthj«
Âw‹: FG kd¥gh‹ik ts®¤jš, ÁªÂ¤jš, ngRjš,
5 3 6 6
13 fij TWjš
Âw‹: nf£lš, ngRjš, f‰gid¤ Âwid ts®¤jš
2 2 3 4
14
15
16
17
18
19
20
1. fyªJ
fyªJi
FHªij
tF¥gi
vëa nf
t©z«
bjhl®òi
bjhl®òg
Jiuahlš
iuahL« K‹
fë‹ N
wæš thŒ
fŸéfis¡
« fyªJ
ilajhf Ï
gL¤Â¡ fy
bgh«
Âw‹Âw‹
fiy
Âw‹gil
ò¤jf
Âw‹Ïiz
fs¥
Âw‹Ïa‰
bra
Âw‹fhztif
ò¤jf
Âw‹go¤j
go¤J
Âw‹ ãid
š:
Ï¢brašg
Ïš Âw‹
njitahd
x›bthU
cUth¡»¡
‹dnu ghl
Nœãiy¡nf
Âwthj, T
¡ nf£f nt©
iuahlš
ÏU¥Ã‹,
yªJiuahl
«kyh£l«
‹: eo¤J¡fh‹
yÍ« if t©
‹: E© jirl¥gh‰wš
f¥ ó§bfh¤
‹: thÁ¤jšz¤J¥ òçªJ
¥gaz«
‹: c‰Wneh¡‰ifia uÁ¤
šÂ£l«
‹: c‰Wnehzš, bjhl®òg
f¥gL¤Jjš,
f¥gæ‰Á
‹: jš, vGJjš
J¥ gh®
‹: dÎ T®jš,
ghL Vâ¥g
‹ rh®ªj g
d F¿¥òfŸ
FHªijf
¡ nf£f
l¥gFÂfis
f‰wthW
T¢r Fz«
©L«. FHª
eilbgw
FHªijfi
èš <Lgl¢
91
h£lš, ngRjš
©zK«
r, f‰gid¤ Â
¤J
š, gl¤ijÍ«J bfhŸSj
¡fš, ét礤jš, mH»aš
h¡fš, fhuzgL¤Â ãid, gÂÎ brŒj
š, ãidÎ T
bghUSz®
gofëš 47
gl§fŸ xU
Ÿ kWg¡f¤Â
fë‹ f‰
nt©L
s¥ g‰¿¤
MÁça®
« cila F
ªijfŸ ghl
nt©L
is btën
¢ brŒayh«
š, f‰gid¤
Âw‹,
brhšiyÍ«jš
¤J Twš , š cz®Î
z« m¿jš, ÔdÎ T®jš, jš.
T®jš.
®ªJ thÁ¤j
goãiyfë
U g¡f¤ÂY
ÂY« bfhL
‰wš ÂwD
L«. M
bjëthf¤
vL¤J¡fh
FHªijfis
l¥bghUis
«. ghl¥b
na miH¤J
«.
¤ 1
5
« ‐
1
ԮΠ‐
1
š
‐
ëY« bfhL
Y«, fyªJi
L¡f¥g£LŸ
D¡F V‰g
MÁça® F
¤ bjçªÂU
h£LfŸ T
sͫ ngri
s e‹whf¥ ò
bghUŸ
J¢ br‹W
2 2
4 4
‐ ‐
1 1
‐ 5
1 1
‐ 13
L¡f¥g£LŸ
iuahLjY¡
ŸsJ. MÁ
g édh¡f
FHªijfS
U¡f nt©
Tw nt©
t¡F« éj
òçªJbfhŸ
R‰W¥òw¤n
W m¢NHn
2
4
‐
1
1
1
13
Ÿsd.
¡F¤
Áça®
fis
Sl‹
©L«.
©L«.
jkhf
ŸS«
njhL
nyhL
3
m£ilæ
bfhŸS
Û¤Âw‹
ÏU¡f
F¿¥òfŸ
Vâ¥go
fyªJi
Á‹d«
nt©L«
khzti
tU«bgh
2. c‰W
ÁªÂ¡»
bjçªjt
m¿it¥
3. 1,2 &3
bfhL¡f
k»œtJ
k‰W« 4 t
æš bfhL¡
Stš Áuk
‹ Fiwªj
fyªJiua
Ÿ tiu Kj
oæš ghl¤i
iuahlš Á‹
tU«bghG
«. Ëò V
iu¢ brŒa i
hGJ, Ïu©
Wneh¡»¥ g
FH
jh‹
brŒ
v¥n
»‹wd®. V
t®fëlnkh
¥ bgW»‹w
3 gUt« -
x
m
m
m
é
f¥g£LŸsd
J nghš it¡
tF¥òfS¡
¡f¥g£oU¥g
« cŸsjhf
khzt®fŸ
ahlš m£i
jèš f‰Ã¡
ij¥ Ãç¤J
‹d« bfhL
GJ MÁça
â¥goæš
it¡f nt©
©lhtJ gFÂ
gÂÎ brŒ
HªijfŸ b
‹ thG« N
Œ»‹wd®.
ghjhtJ
V‹? vj‰
h nf£L¤
wd®. Ï¢bra
- kÂ¥ÕL
xU tF¥Ã
mid¤J« V
mšyJ eh‹
mik¡f¥g£
éjkhf
d. Ïj‰f
¡f¥g£LŸs
¡F ghl¡fU
gjhš khz
f MÁça®f
Ÿ (bkšy¡
il Ïu©
¡f nt©L
J f‰W bf
L¡f¥g£LŸ
a® m£ilæ
mj‰F bj
©L«. mj‹
Âia¥ g‰¿
Œjš :
brašgh£oš
Nϋiyna
gl¤Âš
gh®¡F«
‰fhf v‹
bjëÎ bg
ašghL Vâ
: Éfhd gh
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W ÁW ò¤jf
¥giwænyn
f©izÍ«
l¥g£oU¥gj
f¥goahd
Ïl§fëš
ò¤jf¤ij
ò
éHh órâ
ki
ku«
óä
bgh
J milΤÂ
šÂ£l« cjÎ
jhnyhÁ¤j
ªj gšntW
hL¡f¥g£LŸ
: fŸ thœé‰
fhŸS« F
èš nk«g
‹wd®. c
®tkhdbjh
f mH»a
f§fŸ bfh
na, FHªij
« fU¤ij
jhš FHªi
fU¤Jfis
š bfhL¡
j¥ ga‹gL
II- tF¥ò
â¡ bfho
iHæ‹ gaz
« jU« tu«
äæš xU
h¡»r«
–
98
Âw‹ brayh
λwJ. FHª
š, Ïizª
W Âw‹f
Ÿsd.
‰fhd thrš
FHªijfŸ
ghL mil
cyif¤ j
hU thδ
gl§fS
hL¡f¥g£L
jfŸ gh®¡F
jͫ ftU
ijfS¡F
s m¿ªJ b
¡f¥g£LŸs
L¤j nt©
I
ah® gy
z« ó¢Áf
m£lf
« gaDŸ
gh£o i
brŒJ
h¡f« vªj
ªijfŸ br
ªJ brašgL
is¥ bgW
šfŸ. vGj¥
Ÿ ò¤jf¥
l»‹wd®.
jçÁ¡f c
¥ò. x‹
Sl‹ mt
LŸsd. mi
F« éjkhf¡
U« éjkh
mt‰iw
bfhŸsΫ
sd. tF
©L«. ÏJ
III- tF¥ò
yrhè?
ë‹
fhr«
Ÿs g‰fŸ
it¤Âa«
J gh®¥nghkh
msé‰F c
rašÂ£l« b
Ljš, x¤j
W»‹wd®.
¥ go¡f bj
ó§bfh¤J
thÁ¤j
jΫ thr
‹W, Ïu©
t®fs¿ªj
itÍ« ò¤jf
¡ fæWfëš
hd t©z
vL¤J¥ g
cjλwJ
F¥ò thça
jéu ntW
eh‹
rªij
J¥òw
kiH
h m¿é
cŸsJ v‹
brŒtj‹ _
j KoÎ vL
Ï¢braš
jhl¡f ãiy
J¥ gæ‰Á
jèš Ïå
ryhf thÁ
©lh« t
brh‰fi
f mykhçf
š f£o¤ bj
z¥gl§fS
go¡F« M
J. Ï¢braš
ahf¡
W ò¤jf§f
IV- tF¥
bjçŠÁ¡»
j
wÎ ey thœ
H ehŸ
éaš Mdª
‹gij
_y«
L¤jš
šghL
yæš
Áahš
åik
Á¤jš
tF¥ò
isna
fëš
jh§f
Sl‹
M®t«
šghL
ÑnH
fS«
¥ò
»£nl‹
œÎ
ªj«
20. ò¤
bfhL¡f
k‰W« g
ò¤jf¥g
fU¤Jf
21. Fi
brašgh
ghl« bj
Mnuh Ï
ÏJ N
ga‹gL¤
f
x›bthU
fofhuK
k
FiwÍl
f
r¡fu¤i
g‰¿a f
¤jf¥ gæ
f¥g£LŸsd
g¡f« v©
gæ‰Áæš b
fŸ Ï‹D«
iw¤Ô® f
f
m
hLfŸ bfh
jhl®òila
h¡»a¢ rÏš xnu x
Nœãiyæaš
¤j nt©o
fofhu Kf
U glK«
KŸ ngh‹w t
khzt®fŸ
l‹ tªjhš m
fhiy têgh
ij¢ R‰w n
fU¤J¡fi
æ‰Á: ò¤jf¥gæ
bfhL¡f¥
F¿¥Ãl¥g
FHªijfS
mikªJŸ
d. Ïš Vâ
ngh‹wit
bfhL¡f¥g£
tYñ£l¥g
f‰Ã¤jš
x›bt
f£l« bfhL
m¡FHªijf
hL¡fyh«.
brašghLf
r¡fu«
xU m£il
š Vâ¥go
a brašghl
mik¥Ãš
X® clš
tot¤ij m
ehŸnjhW«
mij mt®
hL bjhl§
t©L«. m
is khzt
æ‰Á¡fhf
¥g£LŸsJ.
g£LŸsd.
S¡F,
ŸsJ. Ï¢
â¥goæY
t bjëthf
£LŸs g¡f
gL»‹wd.
thU goãi
L¡f¥g£LŸ
fŸ f‰F«
Û¤Âw‹ b
fis¡ bfh
l k£L« fo
oæš fh£l
lhF«.
v£L¥ gl
š ey¢ b
m£ilæš b
« R¤jkhf
® k£L« m¿
§F« nghJ
m›éj« R‰
t®fis¡ T
99
x›bthU
mš
brašghL
tYñ£lš
¢brašghL
YŸs ghl¥ò
¡ bfhL¡f
f§fëš c
iyæY« kÂ
ŸsJ. bkJt
« ãiyia
bfh©l F
hL¤J¢ brŒ
ofhu mik
l¥glhé£l
l§fŸ tiu
brašgh£i
bt£o x£l
fΫ, Mnuh
¿ªJ ãt®¤Â
mšyJ tF
‰W« nghJ
Tw¢ brŒj
U tF¥Ã
ò¤jf¥ gæ
Lfis tF¥
š brašg
Vâ¥g
¤jf¢ Á‹d
f¥g£LŸsd
cŸs braš
Â¥Õ£L m£
thf¡ f‰F«
a mÂfç¡
HªijfS¡
Œa¢ brhšy
¥Ãš ÏU¡
lhY« Âd
ua¥g£oU¡
il¡ F¿¡
lΫ.
h¡»akhfÎ
 brŒJ bf
F¥giw bj
“jiythU
jš nt©L
ÉF« m
æ‰Á¡fhd
¥Ãnyna Â
ghlhf¥ ò
goæš 82
d¤Â‹ v©
d. jh§fŸ
šghLfis¢
£il¡F K‹
« FHªijf
¡f Ï‹D«
¡F Ï‹D«
yyh«.
F«.
dK«
F«.
F«.
Ϋ tunt©
fhŸs Ï¡F
jhl§F« K
jš’’ gl«
L«. Ëò
m£il x
g¡f v©
Âw«gl¢ br
ò¤jf¥ gæ
2 Ïl§f
©, ghl¤ji
f‰wij Ï
¢ brŒÍ« n
‹dhš bt
fS¡F MÁ
« vëa t
« mÂfgo
©L«. Vj
F¿pL cjÎ
K‹ Mnuh¡
tªjhš m
ò mJ F¿
x‹W
©fŸ
rŒÍ«
æ‰Á
fëš
iy¥ò
Ϫj¥
nghJ
‰W¡
Áça®
tif
ahd
htJ
Ϋ.
»a¢
ij¥
¿¤J
100
mÂf¥goahd fU¤Jfis MÁça®, FHªijfS¡F vL¤J¡ Tw nt©L«. j‹id
rçbrŒJ bfhŸtj‰F ÏJ thŒ¥ghf mikÍ«. FHªijæ‹ kd¤ij¥ gh¡fhj
éj¤Âš MÁça® R¤j¤Â‹ mtÁa¤ij vL¤J¡ T¿, mt®fŸ R¤jkhf tu têtif
brŒa nt©L«.
fhyãiy m£ltiz
ÏJ Vâ¥goæš fh£l¥glh é£lhY« ehŸnjhW« brŒa¥gl nt©oa brašghlhF«. FHªijfŸ FGthfnth jåahfnth Ï¢brašghLfis¢ brŒa nt©L«.
»HikfŸ fhiy e©gfš khiy§fŸ
br›thŒ òj‹
éahH‹ btŸë
rå PhæW
Ï›t£ltiz gŸëæš ehŸnjhW« ãu¥g¥gl nt©oaJ. fhiy, e©gfš k‰W«
khiy gŸëéL« neu¤Âš khzt®fshš brŒa¥gl nt©L«. vªj ehëš, vªj neu¤Âš
v¤jifa fhyãiy cŸsnjh mij¡ F¿¡F« gl¤Âid m¡f£l¤Âš tiuant©L«.
(v.fh) §fŸ, e©gfš Nça‹ bjçahj msé‰F nkf_£lkhf ÏUªjhš
nkf_£l¤ij¡ fh£L« gl¤Âid §fŸ e©gfY¡F cça f£l¤Âš ãu¥gyh«.
khj« xU Kiw fhyãiy F¿¤J MÁçaU« khzt®fS« éth¡f nt©L«.
m«khj¤Âš v‹W, v¥bghGJ mÂf kiH bgŒjJ, v¥bghGJ mÂf msÎ fh‰W ÅÁaJ.
v¤jid ehŸ äj bt¥gkhf ÏUªjJ ngh‹w édh¡fS¡F khzt®fŸ fhyãiy
m£ltizia¥ gh®¤J¥ gš bjçé¡f nt©L«.
Ma¤j¥ goãiy
Vâ¥go Ma¤j¥goãiyæš v£L¢ brašghLfŸ bfhL¡f¥g£LŸsd.
m¢brašgh£oš v›éj v©Q« bfhL¡f¥glhkš bt‰W¡f£lkhf ÏU¡F«. x›bthU
brašgh£o‹ nkšgFÂæš “tUf tUf’’ vd¡ F¿¡f¥g£oU¡F« mJnt
Ma¤jgoãiy¢ brašghLfŸ MF«. FHªijæ‹ E©jir¥ gæ‰Á¡fhd gy
brašghLfŸ bfhL¡f¥g£LŸsd. Ïš fyªJiuahlš brašgh£oš gl« k£Lnk
bfhL¡f¥g£LŸsJ. MÁça® FHªijfnshL fyªJiuaho f‰wèš <LgL¤j
nt©L«.
101
gæ‰Á¤jhŸ-1
1. m¿éaèš FGthf brašgL¤j nt©oa brašghLfŸ vit?
2. ghl¤ij KGikahfΫ, bjëthfΫ f‰Ã¡f totik¡f¥g£LŸs Á‹d« vJ?
3. ghl¤Â‹ ika¡ fU¤ij khzt‹ Û©L« f‰f têtif¢ brŒÍ« Á‹d« vJ?
4. m¿éaš éªijfis¡ f©Tlhf gh®¤J f‰f, MÁça® tF¥giwæš el¤Â¡
fh©gj‰fhd Á‹d« vJ?
5. ò¤jf m¿it btë cynfhL bjhl®ògL¤Â Áªjidia¤ ö©L« Á‹d« vJ?
6. jhdhfnt nrhjid brŒJ, Ra m¿it ts®¡f, c‰Wneh¡f, kh‰w¤ij m¿ªJ
ghl ika¡ fU¤ij cŸth§f beL ehŸ MF«. Ϥjifa braiy¡ F¿¡F«
Á‹d« vJ?
102
7. 3 k‰W« 4 tF¥ò khzt®fS¡F ghl¡fU¤J bgçjhf cŸsjhš, xnu ghl
ntisæš f‰Ã¡f KoahJ. Ïjid j鮡f m£ilæš ifahs¥g£LŸs Í¡Â
v‹d?
8. m¿éaš Vâ¥goæš 27 goãiy bfhL¡f¥g£LŸsJ. mš tU« Á‹d§fŸ
Ïl«bgW« FG v©, ah® ifahs nt©L« v‹gij bfhL¡f¥g£LŸs
m£ltizæš ó®¤Â brŒf. ÏÂèUªJ Ú§fŸ m¿ªJ bfh©lJ v‹d?
Á‹d§fŸ FG v© ah® ifahs nt©L«
9. 3 k‰W« 4 tF¥òfS¡fhd fyªJiuahlš m£ilæš bfhL¡f¥g£LŸs
F¿¥òfis khzt®fël« kd¥ghl« brŒÍkhW Twyhkh? V‹?
eh‹
neh¡f«
c
1. br
2. ãu¥
‹fh« tF¥
:
cŸSW¥òf
çkhd k©
¥òf.
a. clY¡
b. czÎ
c. czé
d. czé
e. brç¡f
______f. Ïiu¥i
g. czé
h. brç¤j
i. ÁWFl
j. ÁWFl
¥ò
is¥ g‰¿Í
©ly¤Â‹ gF
F¤ njita
Tœk ãiy
š cŸs bf
š cŸs r¤
f¥glhj fê
____. igæš ___
š _______
jš rçtu ei
è‹ K‹gF
è‹ Ã‰gF
gæ‰
k
Í«, brçkhd
FÂfë‹ b
ahd M‰wi
yia milÍ
fhG¥ig br
¤J¡fis c
êÎ¥ bghUŸ
__________
_______ r¤
ilbgwhé£
FÂæš ___
Âæš eil
103
‰Á¤jhŸ-2
kåj clš
d k©ly¤i
bga®fis¡
iy¡ bfhL
Í« gFÂ ___
rç¡f¢ brŒ
c¿ŠR« gF
Ÿ btënaW
________ b
¤J mÂfäU
£lhš ek¡F
__________
bgW« bra
2
ij¥ g‰¿Í«
¡ F¿¡f.
L¡F« k©l
_________
ŒÍ« Ú® ____
FÂ _______
W« ghij _
braš _y«
U¥Ã‹ brç
F V‰gL« c
_____ bra
aš _______
« m¿ªJ b
ly« _____
______
_________
__________
__________
« czÎ TH
çjš vëik
cghijfŸ _
š KGika
__________
gUt« - I
bfhŸSjš.
__________
_____
_
_, _______
Hh¡f¥gL»
kahŒ ÏU¡F
__________
ail»wJ.
_
___
____,
»wJ.
F«.
___
104
3. kåj clèš _is, Ïja«, Eiupuš k‰W« ÁWÚuf¤Â‹ mikél¤ij¥ gl¤Âš
F¿¥ÃLf.
4. bfhL¡f¥g£LŸs Ïja¤Â‹ FW¡F bt£L¤njh‰w¤Âš miwfis¡ F¿¥ÃLf.
Ït‰¿š cŸs jiræ‹ bga® v‹d?
jir:
105
gæ‰Á¤jhŸ-3
_‹wh« tF¥ò ek¡FŸns gUt« - I
1. kåj clèš vY«òfns Ïšiy våš v›thW ÏU¡F« .
2. vY«òfëš Ïiz¥ò Ïšiy våš (neuhf ÏU¥Ã‹) ekJ ãiy v‹d?
3. e« clè‹ cŸSW¥òfis¥ ghJfh¥git vJ?
4. gl¤ij¥ gh®¤J ãu¥òf.
5. ÑnH bfhL¡f¥g£LŸs gl¤Âš cŸs _£Lfë‹ bga®fis F¿¡f.
vY«ò
vY«ò
6.
v
7. Ï
t
1
v¢braè‹
Ï«_£LfŸ
Ïa§F»‹
fhz¥
v.fh:
Ïu©L mš
t.v©
‹nghJ
Ÿ
‹wd
¥gL« Ïl«
yJ _‹W
b
njhŸg£i
ÏizÍ«
_£
_£LfŸ Ï
raš
ilÍl‹ if
« Ïl«
mirah
106
£Lfë‹ ti
ÏizªJ Ï
KH§
KH§
______
iffŸ
Ïa§F« bra
Ï
§if,
fhš k©
Ï
mirÍ« _£
________
ašgh£oid
Ïa§F« _£
KJbfY«ò
©ilnah£nlh
izÍ« gFÂ
£L
d vGJf.
£L
hL
Â
kââ¡f£L
107
8. nfho£l Ïl¤ij ãu¥òf.
jirfë‹ tiffŸ
gæ‰Á¤jhŸ-4
eh‹fh« tF¥ò ó¢ÁfŸ gUt« - I
neh¡f«:
ó¢Áfë‹ clš mik¥ÃidÍ« mj‹ Áw¥ò m«r¤ÂidÍ« bjçªJbfhŸSjš.
fiuah‹
clš mik¥ò:
if, fhš Ïa§F« Ïiu¥ig, Rthr
k©ly cW¥ò
Ïja«
éU¥g¤Â‰F
f£L¥g£L
b šéU¥g¤Â‰F
f£L¥glhj jir
Áw¥ò Ïa§F jir
Ϥjir
Ïa§Ftj‰fhd _‹W
brašfis vGJf.
1.____________
2. ____________
3. ____________
108
czÎ
Ãw¢ brŒÂfŸ
bt£L¡»ë:
clš mik¥ò:
czÎ
Ãw¢ brŒÂfŸ
109
t©z¤J¥ó¢Á
clyik¥ò:
czÎ:
ÃwbrŒÂfŸ
gæ‰Á¤jhŸ – 5
I. cU¥bgU¡»æ‹ Jiz¡bfh©L fu¥gh‹ ó¢Áæ‹ clyik¥ig¥ gh®¤J gl¤Âš
F¿pLf.
110
II gl§fis¥ gh®¤J Ñœ bfhL¡f¥g£LŸs édh¡fS¡F éilaë.
1. ku«/g£il czthf¡ bfhŸS« ó¢Á.
2. jftik¥ò cila ó¢ÁfŸ
3. Ô§F éisé¡F« ó¢ÁfŸ
4. xU ehŸ k£L« cæ®thG« ó¢Á
5. äf mHfhf ÏU¡F« ó¢Á
6. Ï¥ó¢Á ËD« tiyæ‹ _ynk j‹ czit Ão¤J¡ bfhŸS«
III cy»‹ mÂfkhd v©â¡ifæš cŸs cæçd«.
fiuah‹ òŸë t©L c‹å F¢Á ó¢Á
<rš gh¢rh‹ ÁyªÂ Ïiy ó¢Á
111
gçnrhjidfŸ
éªijahd m¿éaiy m¿ªJbfhŸtj‰fhf tF¥giwæš vëikahf brŒJ¡
fh£l¡Toa 3 gçnrhjidfŸ ϧF bfhL¡f¥g£LŸsJ.
nrhjid-1 éyF« äsF
njitahd bghUŸfŸ:
Á¿a f©zho »©z«, äsF¤öŸ/ Ô¡F¢Á, gh¤Âu« Jy¡f ga‹gL¤J«
nrh¥ò Âut«. Ú©l F¢Á
brŒKiw:
• Á¿a »©z¤Âš ghÂasÎ Úiu ãu¥gΫ.
• bgho brŒj äs»id / Ô¡F¢Áia Úç‹ nk‰gFÂæš ötΫ
• Ú©l F¢Áæ‹ xU Kidia gh¤Âu« Jy¡f ga‹gL« nrh¥ò Âut¤Âid
bjhlΫ.
• nrh¥ò Âut« cŸs F¢Áæ‹ Kidia Úç‹ nk‰gFÂæš bjhL«go it¡fΫ.
• ãfG« kh‰w¤ij c‰Wneh¡fΫ.
nrh¥ò Âut« Úç‹ gu¥ò ÏGéiria¡ Fiw¡»wJ. mjdhš gu¥Ãš Ú® _y¡TWfŸ
gué brš»wJ. mjdhš Ú® nk‰gu¥Ãš cŸs äsF¤öŸ gy cUt§fis
cUth¡F»‹wd.
nrhjid-2 kha vG¤J¡fŸ
njitahd bghUŸfŸ:
M¥g nrhlh/ rikæš nrhlh, Ú®, Á¿a gh¤Âu«, gŠR, btŸis¤jhŸ, t®z¥ó¢R
(water Colour), öçif, nj¡fu©o
brŒKiw:
• MÁçaç‹ JizÍl‹ 4 nj¡fu©o rikaš nrhlhitÍ« 4 nj¡fu©o
ÚiuÍ« xU Á¿a gh¤Âu¤Âš fy¡fΫ.
112
• Á¿jsÎ gŠÁid Ï¡fyitæš eid¤J¡ bfhŸsΫ.
• fyitæš eid¤j gŠÁid¡ bfh©L btŸis¤ jhëš khztå‹ bgaiu
vGj¢ brŒaΫ.
• btŸis¤jhŸ KGtJ« fhÍ« tiu m¥gona é£L élΫ.
• fhŒªj btŸis¤ jhë‹ ÛJ water colour I¡ bfh©L t®z« Ô£Lf.
Ï¥nghJ ãfG« kh‰w« v‹d?
btŸis¤jhŸ e‹F fhŒªjÎl‹ mš vGj¥g£oU¡F« vG¤J¡fŸ
bjçahJ. Mdhš t®z« Ô£odJ« mš vGj¥g£oU¥gJ thÁ¥gj‰F
bjçÍ«.
nrhjid – 3 äj¡Fkh? _œFkh?
njitahd bghUŸfŸ:
vYä¢r« gH«, bgça »©z«, Ú®,
brŒKiw:
• »©z¤Â‹ ¾ gFÂia Úuhš ãu¥òf. vYä¢r« gH¤Âid m¡»©z¤Âš cŸs
Úçš it¡fΫ. Ï¥bghGJ vYä¢r« gH« Úçš äj¥gij¡ fhzyh«.
• Ï¥bghGJ mnj vYä¢r« gH¤Â‹ njhiy cç¤JélΫ Ëò, »©z¤Âš
cŸs Úçš vYä¢r« gH¤ij¥ nghlΫ.
• Ï¥bghGJ vYä¢r« gH« äj¡»wjh? _œF»wjh?
Ïj‰fhd fhuz« v‹d.
vYä¢r« gH« njhYl‹ ÏU¡F« nghJ Úçš äj¡»wJ fhuz« vYä¢r«
gH¤njhèš Á¿a fh‰wiwfŸ ÏU¥gjhš Úç‹ ml®it él vYä¢r« gH¤Â‹ ml®Î
Fiwth»wJ. mjdhš vYä¢r« gH« äj¡»wJ. vYä¢r« gH¤Â‹ njhèid
Ú¡»dhš fh‰wiwfŸ Ú¡f¥gL»wJ. mjdhš vYä¢r« gH¤Â‹ ml®¤Â
mÂfç¡»wJ. vdnt, vYä¢r« gH¤Â‹ ml®¤Â Úç‹ ml®it él mÂfkh»wJ.
mjdhš vYä¢r« gH« _œF»wJ.
113
r_f m¿éaš
r_f m¿éaš ghl« _‹wh« tF¥ò Kjš FHªijfS¡F m¿Kf¥gL¤J»wJ.
r_f m¿éaš go¡F« khzt‹ j‹id¥ g‰¿Í«, R‰W¥òw« k‰W« r_f¤ij¥ g‰¿a
m¿it¥ bgW»wh‹.
kht£l«, khãy«, ehL k‰W« cyf¤ij¥ g‰¿a éçthd gy jftšfis m¿ªJ¡
bfhŸtj‰fhd thŒ¥ig tH§F»wJ. ehL éU«gj¡f tifæš x›bthU khztiuÍ«
Áwªj Fokfdhf cUth¡F»wJ. khzt®fŸ x›bthUtU« Ãw® cçikia k¤J«, j‹
flikia¢ rçahf brŒJ« thœtj‰fhf têfh£L»wJ.
nkY« jh‹ thG« Ïl«, k© tiffŸ, éisÍ« gæ®fŸ, Ïa‰if ts§fŸ,
ngh¡Ftu¤J rhjd§fŸ, jftš bjhl®ò trÂfŸ g‰¿Í« m¿ªJ¡ bfhŸ»wh‹. FL«g
éHh¡fŸ, rKjha éHh¡fŸ, eh£L¥òw fiyfŸ g‰¿a brŒÂfis m¿a cjλwJ.
rKjha¤Âš x‰Wik cz®nthL thGjš, bgçnahiu k¤J el¤Jjš, r_f¤Âš
e‹kÂ¥ig bgWjš ngh‹w g©òfis¥ bg‰W thœtj‰F tê¡fh£L»wJ.
ϤÂw‹fis x›bthU khztD« bg‰W¡bfhŸS« tifæš vëik¥gL¤j¥g£l
braštê¡f‰wš brašghLfŸ r_f m¿éaš ghl¤Âš mik¡f¥g£LŸsd.
ghl¤ij thŒ_o ftå¥gJ, x¥Ã¥gJ, vGJtJ Ïit k£Lnk f‰wš brašghL vd
ãid¥gJ fuo bgh«ikia cæUŸs fuo v‹W ãid¥gj‰F rk«.
-Mšg®£ I‹° O‹
braštê f‰Ã¤jèš cænuh£lkhd fšéahf cz®ªJ f‰f thŒ¥gë¡»‹nwh«.
Ïjid bkUT£lnt Ï¥gæ‰Á ifna£oš, nkY« Áy fhè¡f£l brašghLfisÍ«
MÁça®fis¢ ÁªÂ¥gt®fshfΫ, brašgLgt®fshfΫ kh‰w gæ‰Á¤jhŸ
brašghLfis¡ bfhL¤ÂU¡»nwh«.
114
_‹W k‰W« eh‹fh« tF¥ò – r_f m¿éaš
t.
v©
r_f m¿éaš
Á‹d§fŸ
Á‹d§fŸ
és¡f« Âw‹fŸ
m£ilfë‹ v©â¡if bkh¤j«
III IV 1
ghlš nf£lš, ghLjš 5 7 12
2 fij nf£lš, brhšYjš Âw‹ 3 2 5
3
fyªJiuahlš nf£lš, ngRjš (MÁça®
khzt® fU¤J¥ gçkh‰w«)
11 15 26
4
tYñ£lš ÁªÂ¤jš, vGJjš 11 15 26
5 go¤J¥gh® thÁ¤jš 11 15 26
6 ¾¸Åø §º¸¡¢ò¾ø
c‰Wneh¡fš vGJjš FG
éthj«
11 13 24
7 tiujY«/ t©z«
Ô£LjY«
f‰gid¤ Âw‹ tiuÍ«
Âw‹ ÁªÂ¤jš
10 11 21
8 ò¤jf¥ gæ‰Á vG¤J¥ gæ‰Á 1 1 2
9
ò¤jf¥
ó§bfh¤J
thÁ¤jš Âw‹ 1 1 2
10 ciuahlš fU¤J¥ gçkh‰w«, ngR«
Âw‹
2 5 7
11 fiyͫ if
t©zK«
f‰gid¤Âw‹
ifntiy¥ghL
5 5 10
12 bgh«kyh£l« eo¡F« Âw‹ 1 1 2
13 éšY¥gh£L 1 1 2
115
14
éisah£L cl‰gæ‰Á, jir¥gæ‰Á 4 5 9
15
brŒJgh® c‰Wneh¡Fjš, ÁªÂ¤jš,
vGJjš
4 5 9
16 fs¥gaz« c‰Wneh¡Fjš, nf£l¿jš
jftš nrfç¤jš
1 1 2
17
gUt kÂ¥ÕL 3 3 6
18
kÂ¥ÕL 11 15 26
19
Å£L¥ghl« 1 1 2
Á‹d§fë‹ és¡f§fŸ . 1) ghlš-
gšntW NHèš ÏUªJ tU« FHªijfë‹ kd¤ij xUKf¥gL¤Â
f‰wY¡F Ma¤j« brŒa¡ bfhL¡f¥g£LŸs Á‹d« ghlš.
Ï¢Á‹d« ghl¥gFÂia¢ rh®ªj ghlyhf¡ bfhL¡f¥g£LŸsJ.
Vâ¥goæš 12 go ãiyfëš k£Lnk Ï¢Á‹d« tU«. MÁça® ghliy V‰w
Ïw¡f¤Jl‹ XirÍlD« jåahfnth FGthfnth Ïiz¤J khzt®fS¡F¡ f‰W¤ju
nt©L«. NHY¡F V‰wthW MÁça® Âw‹ rh®ªj ntW ghlšfisÍ« jahç¤J
tF¥giwæš khzt®fS¡F¡ f‰W¡ bfhL¡fyh«. khzt®fë‹ jå¤Âwid ts®¡F«
bghU£L khzt®fS¡F¤ bjçªj ghlšfis¥ ghl¢ brŒjš.
2) fij Ï¢Á‹d« nf£lš Âwid mo¥gilahfΫ ghl¥gFÂia ikakhfΫ
bfh©L mik¡f¥g£oU¡F«. fij nf£gJ mid¤J khzt®fS¡F«
äfΫ Ão¡F«. vdnt, MÁça® FHªijfis¤ jh§fŸ nf£l¿ªj
fijia¡ Tw¢ brŒa nt©L«. Ëd®¥ ghl¥gFÂia ikakhf¡ bfh©L
mik¡f¥g£oU¡F« fijia, V‰w Ïw¡f¤JlD« Kf ght¤JlD« khzt®fë‹
M®t¤ij¤ ö©L« tifæš MÁça® Tw nt©L«. Ï¢Á‹d« Vâ¥goæš 5 go
ãiyfëš k£Lnk tU«. fijæš tU« thœ¡if¤ Âw‹fis khzt®fŸ czu¢ brŒjš
nt©L«.
116
3) tiujY« t©zäLjY«
Ï¢Á‹d« Vâ¥goæš 21 go ãiyfëš k£Lnk tU«. Ï¢Á‹d«
cUt§fis tiuaΫ, òŸëfis Ïiz¡fΫ, t©z« Ô£lΫ,
khzt®fë‹ f‰gid¤ Âwid ts®¡f¡ Toa tifæš
mik¡f¥g£LŸsd. Ï¢brašghL m£ilia x›bthU khztidÍ«
j§fŸ éU¥g« nghš t©z« Ô£o tu¢ brhšy nt©L«.
4) go¤J¥ gh® Ï¢Á‹d« Vâ¥goæš 26 go ãiyfëY« tU«. khzt®fS¡F vëjhf¥
ghl¥ gFÂia¥ òçªJ bfhŸtj‰F Ï¢brašghL bfhL¡f¥g£LŸsJ.
(x›bthU khztiuÍ« thÁ¡f it¡f nt©L«..)
5) ò¤jf¥ gæ‰Á
Ï¢Á‹d« Vâ¥goæš 23 go ãiyfëš k£Lnk tU«. xnu m£ilæš mid¤J¥
ghl¤ jiy¥òfS«, ghl¥ò¤jf¤Â‹ g¡f v©Q« bfhL¡f¥g£oU¡F«. 3-
M« tF¥ò¡F 1 m£ilÍ« 4-M« tF¥ò¡F 1 m£ilÍ«
bfhL¡f¥g£oU¡F«. ghl¥gF¢ brašghL m£ilfis¥ go¤J¥ òçªJ
bfh©lij it¤J¥ ò¤jf¤Âš cŸs (g¡f v© bfhL¡f¥g£oU¡F«)
brašghLfis vGj it¡f nt©L«.
6) ò¤jf¥ ó§bfh¤J
Ï¢Á‹d« Vâ¥goæš 11 go ãiyfëš k£L« tU«. ghl¤Âw‹
bjhl®òila fij¥ ò¤jf¤ij khzt®fns go¡f nt©L«. go¤J Ko¤J¡
fijæ‹ fU¤ij MÁçaçl« Tw nt©L«. Ïjdhš khztU¡F¥ òÂa
jftšfS«, thÁ¥ò¤ ÂwD« mÂfç¡F«.
7) éisah£L
Ï¢Á‹dkhdJ Vâ¥goæš 9 go ãiyfëš k£Lnk tU«. éisah£L¤
Âwid¢ rh®ªJ Ï¢Á‹d« mikªJŸsJ. khzt®fŸ FGthf
MÁçaç‹ K‹åiyæš éisahl nt©L«. khzt®fŸ éisah£il
tF¥Ãnyh, btëænyh br‹W éisahlyh«. éisah£o‹ _y«
éÂfis Ëg‰Wjš k‰W« FG kd¥gh‹ik ts®»wJ.
117
8) fiyÍ« ift©zK«
Ï¢Á‹d« Vâ¥goæš 10 goãiyfëš k£Lnk tU«. khzt®fë‹
f‰gid¤ ÂwD«, if ntiy¥ghL« tsU« tifæš Ï¢brašghLfŸ
bfhL¡f¥g£LŸsd. khzt®fŸ brŒÍ« ifntiy¥ bghUŸfis
tF¥giwæš khztid¥ ghuh£o midtU« gh®¡F« t©z« it¡f
nt©L«.
9) kÂ¥ÕL
Ï¢Á‹d« Vâ¥goæš 26 goãiyfëY« tU«. x›bthU goãiyæ‹
ÏWÂæY« m¥goãiyæ‹ f‰wš Âwid kÂ¥ÃL« tifæš Ï¢brašghL
bfhL¡f¥g£LŸsJ.
10) gUt kÂ¥ÕL
Ï¢Á‹dkhdJ Vâ¥goæš 6 goãiyfëš k£Lnk tU«.
Ï¢Á‹dkhdJ Kj‰gUt«, Ïu©lh« gUt«, _‹wh« gUt« v‹w _‹W
nj®Î ãiyfis¡ F¿¡F« tifæš cŸsd. Ï¢Á‹d« 3 mšyJ 4
goãiy¡F xU Kiw tU«. ÏJ khzt®fë‹ Âwdilit m¿a
cjéahf ÏU¡F«.
11) ciuahlš
Ï¢Á‹d« Vâ¥goæš 7 goãiyfëš k£Lnk tU«. Ï¢brašghL
m£ilæš khzt®fŸ ghl¡ fU¤Jfis xUtU¡bfhUt® òçªJ
ciuaho¤ j« fU¤Jfis ciuahlè‹ thæyhf btë¥gL¤j KoÍ«.
ciuahlè‹ _ykhf¡ ftå¤jš, ngRjš Kjèa Âw‹fŸ ts®»wJ. ÏU
khzt®fë‹ ciuahlš MÁçaç‹ nk‰gh®itæ‹ Ñœ eilbgw nt©L«.
12) fyªJiuahlš Ï¢Á‹d« Vâ¥goæš 26 go ãiyfëY« tU«. Ïš ghl¤Âw‹ rh®ªj
gl§fŸ , ghl¥gFÂæ‹ RU¡f« vd ÏU gFÂfŸ cŸsd. ghl¥bghUis
khzt®fŸ e‹F czu¡Toa tifæš mik¡f¥g£LŸsd. mid¤J
118
khzt®fS« éthj¤Âš g§F bgw thŒ¥ò më¡f nt©L«. MÁça® TLjš
brŒÂfisÍ« khzt®fS¡F és¡fkhf¡ Tw nt©L«.
13) jftš nrfç¤jš
Ï¢Á‹d« Vâ¥goæš 24 goãiyfëš k£Lnk tU« khzt®fŸ
Âu£oa jftšfis¥ gF¤jhŒÎ brŒJ gÂÎ brŒ»wh®fŸ. ÏJ
khzt®fë‹ M®t« k‰W« Âwid¢ rh®ªnj mikªÂU¡F«.
bjhF¥ngLfëš jftšfis vGÂÍ«, gl§fis x£oÍ« tu¢ brŒa
nt©L«. Ïj‹ _y« khzt®fS¡F¥ òÂa jftšfis
m¿ªJ¡bfhŸS« mDgt« »il¡»wJ.
14) éšY¥gh£L :
Ï¢Á‹d« Vâ¥goæš 2 goãiyfëš k£Lnk tU«. ghl¤ bjhl®òila ghl¥
gFÂia vëš òçªJ bfhŸs Ï¢brašghL cjλwJ. éšY¥gh£L e«Kila ghu«gça
»uhäa¡ fiyfëš x‹whF«. Ïij khzt®fns M®tKl‹ brŒth®fŸ. (MÁça® xU
Kiw brŒJ fh£l nt©L«.)
15) brŒJ gh®:
Ï¢Á‹d« Vâ¥goæš 9 goãiyfëš k£Lnk tU«. Ï¢Á‹d¤Âš
MÁça®fŸ brašghLfS¡F V‰g f‰wš m£ilfisÍ« gl§fisÍ« vGÂ
it¡f nt©L«. khzt®fŸ brašghLfS¡F V‰wh‰nghš m£ilfis¥
bghU¤Â éila¿ªJ F¿¥ng£oš vG MÁçaçl« fh©Ã¡f nt©L«.
16) fs¥gaz«
Ï¢Á‹d« Vâ¥goæš 2 goãiyfëš k£Lnk tU«. Ï¢Á‹d«
Âwid¢ rh®ªnj mik¡f¥g£LŸsJ. ghl¥ gFÂæš jh‹
f‰W¡bfh©lt‰iw¡ fs¥gaz¤Â‹ nghJ neuoahf¡ f©L mj‹ _y«
jftšfis¤ Âu£l cjΫ tifæš Ï¡fs¥gaz« mika nt©L«.
nf£lYl‹ gh®¤jY« khzt®fë‹ kd¤Âš ghl¡ fU¤Âid MHkhf¥ gÂa it¡F«.
17) tYñ£lš
Ï¢Á‹d« Vâ¥goæš 26 goãiyfëš k£Lnk tU«. khzt®fŸ
fyªJiuahlš m£ilæš go¤j fU¤Jfis kd¤Âš gÂa it¡F«
tifæš Ï¢brašghL mik¡f¥g£LŸsJ. éilfis¡ F¿¥ng£oY« Ñœ
119
k£l¡ fU«gyifæY« vG MÁçaçl« fh©Ã¡f nt©L«.
18) bgh«kyh£l«
Ï¢Á‹d« Vâ¥goæš 2 goãiyfëš k£Lnk tU«. Âiu¢ Óiy¡F¥ Ëdhš
bgh«ikfis it¤J xëæ‹ cjéÍl‹ bgh«kyh£l¤ij khzt®fis¡
bfh©L eo¡f¢ brŒa nt©L«. Ï¢brašgh£o‹ _y« FHªijfS¡FŸ
ÏU¡F« gaK« ja¡fK« kiwÍ«. Ï¢brašgh£il mid¤J
khzt®fisÍ« Ïiz¤J¢ brašgL¤j nt©L«. fod¥ ghl¥gFÂæid
vëš òçªJbfhŸs Ï¢brašghL cjλwJ. (MÁça® xU Kiw brŒJ fh£l nt©L«.)
19) Å£L¥ ghl«
Ï¢Á‹d« Vâ¥goæš 17 goãiyfëš k£Lnk tU«. xnu
m£ilæš mid¤J¥ ghl¤jiy¥òfS«, ghl¥ ò¤jf¤Â‹ g¡f v©Q«
Å£L¥ghlkhf¡ bfhL¡f¥g£oU¡F«. 3M« tF¥ò¡F 1 m£ilÍ« 4M«
tF¥ò¡F 1 m£ilÍ« cŸsd. ò¤jf¤Â‹ g¡f v©fis¡ bfh©L
Å£oèUªJ Å£L¥ghl¤ij khzt®fŸ brŒJ tu nt©L«.
120
Áw¥ò Á‹d§fŸ k‰w« mj‹ brašghLfis m¿jš.
gæ‰Á¤jhŸ- 1
1. r_f m¿éaš ghl¤Âš f‰wš m£ilæš cŸs Áw¥ò¢ Á‹d§fŸ ahit?
2. ciuahlè‹ _y« khzt®fŸ bgW« Âw‹fŸ ahit?
3. e«Kila ghu«gça »uhäa¡ fiyfëš x‹W ghl¡fU¤Jfis vëš òça it¡f
cjΫ Á‹d« vJ?
4. éšY¥gh£L FG¢ brašghlh? mšyJ jåeg® brašghlh? k‰W« éšY¥gh£L
mj‹ Á‹d« tU«bghGJ k£L« ga‹gL¤j nt©Lkh?
5. m£ltiz¥gL¤Jjš, gl§fŸ k‰W« mj‰Fça és¡f§fis¥ bghU¤Jjš tU«
Á‹d« vJ?
6. f‰W¡ bfh©l ghl¡fU¤ij, neuoahf gh®¤J jftšfis¤ Âu£l cjΫ Á‹d«
vJ?
7. brŒJgh® Á‹d« Vâ¥goæš v¤jid goãiyfëš tU«
8. fs¥gaz« Á‹d« Vâ¥goæš v¤jid goãiyfëš tU«
9. éšY¥gh£L Á‹d« Vâ¥goæš v¤jid goãiyfëš tU«
10. ciuahlš Á‹d« Vâ¥goæš v¤jid goãiyfëš tU«
Ï¢brašghLfë‹ _y« r_f m¿éaš ghl¤Âš Áw¥ò¢ Á‹d§fS« mjid¥ g‰¿
és¡f§fisÍ« bjëthf m¿jš.
121
gæ‰Á¤jhŸ – 2
vd¡F Ão¤j cyf«: gUt« I FL«g cwÎ Kiwfis bjçªJ¡ bfhŸSjš
_‹W kf‹fŸ kfŸ
fzt®
kidé kidé kidé
kf‹
1. ékè‹ jh¤jh, gh£oæ‹bga® -------------, ---------------.
2. ékè‹ jh¤jh gh£o¡F Ãwªj ßisfŸ v¤jid ng® -------------.
3. M©ÃŸisfŸ v¤jid ng®? -------------, bg© ßisfŸ v¤jid ng®? --------.
4. KUf‹ jh¤jh, fhkh£Á gh£oæ‹ kf‹fŸ bga® vGjΫ. ------, ------, ---------.
5. Ãuòé‹ kf‹ bga® ---------.
6. ékè‹ jh¤jh gh£oæ‹ kfë‹ bga® v‹d? ---------.
7. ékè‹ Á¤j¥gh, Á¤Â bga®fŸ ---------,---------.
8. ékè‹ bgça¥gh ,bgça«kh bga®fŸ ---------,---------.
9. yjh ékY¡F v‹d cwÎ ---------.
10. m¤ij yjhé‹ fzt® fnzZ ékY¡F v‹d cwÎ? ---------.
KUf‹ jh¤jh
fhkh£Á gh£o
r¡Â Ãuò uh{
y£Rä
ékš
yjh
fnzZ
Ñjh khyh
122
F¿¥ò:
m¥ghnthL Ãwªj M©fŸ - bgça¥gh, Á¤j¥gh mt®fë‹ kidéfŸ bgça«kh, Á¤Â
m¥ghnthL Ãwªj, bg©fŸ- m¤ij k‰W« mtç‹ fzt® khkh, v‹w cwÎ Kiwia
m¿jš.
Ï‹iwa ãiyæš M§»y nkhf¤Â‹ fhuzkhf cwÎ Kiwfis
bjçªJbfhŸshkš všnyhiuÍ« Uncle, Aunty v‹w Kiwæš FHªijfS¡F cwÎ
Kiwfis¢ RU¡» f‰W¤ ju¥gL»wJ. Ϫj¢ brašghLfŸ _y« m¿ªJ brašgL«nghJ
cwÎKiw éçtil»wJ, beU¡f« c©lh»wJ.
é©btëéªijfŸ
gæ‰Á¤jhŸ: 3
jftš nrfç¥ngh« m£il v© 12š nghJkhd jftšfis¢ nrfç¤jš.
é©btë¡F é©fy‹fŸ brY¤j¥g£l M©L k‰W« Ït‰¿š bgw¥g£l K¡»a
jftšfis m¿ªJ bfhŸSjš.
é©btë¡F ϪÂah mD¥Ãa é©fy‹fŸ g‰¿a bjçªj jftšfis
m£ltizæš ó®¤Â brŒaΫ.
m£ltiz
t. v© é©fy¤Â‹ bga® mD¥Ãa M©L bgw¥g£l jftšfŸ
1
2
3
4
5
6
7
8
9
10
123
gh®¤J el¡f nt©L«
rhiy éÂfŸ g‰¿a òJtif M¤Â¢No
5M« goãiyæš ghlš m£il Ïšiy MÁça®fŸ khzt®fS¡F òJtif
M¤Â¢No gho¡fh£o rhiy éÂfis nkY« és¡Fjš.
mÂntf« Mg¤J
Mg¤ij cz®
ÏašghŒ X£L
<d« Fo¤njh£lš
cçk« nt©L«
C®Âia ãW¤Â bršngR
v¥bghGJ« jiy¡ ftr«
Vwhnj ru¡T®Âæš
Iakw éÂa¿
x¥ÃšyhjJ cæ®
X«òf C®Âia
II CRC
124
125
jäœ
1. K‹d¿ nj®Î
gæ‰Á¤jhŸ-1
bfhL¡f¥g£LŸs F¿¥Ãid¥ ga‹gL¤Â fhè¡f£l¤ij ãu¥òf.
1. Á‹d¤Â‹ bga® : FG v©:
• FHªijfis t£lkhf c£fhu¢ brŒjš nt©L«.
• xU FHªij VnjD« _‹W brh‰fis¡ Twnt©L«. mL¤J mk®ªJŸs
FHªij m¢brh‰fis mfu tçir¥gL¤Â Twnt©L«. Ëò ntW _‹W
brh‰fis¡ T¿¤ bjhlu nt©L«.
• rçahf mfu tçiræš brhšyhéonyh, äFÂahd neu« vL¤J¡ bfh©lnyh
m¡FHªij M£l¤ÂèUªJ btëna‰w¥gL«.
2. Á‹d¤Â‹ bga® : FG v©:
126
3. Á‹d¤Â‹ bga® : FG v©:
i. ahidæ‹ K‹dhš Fs« cŸsJ; Ëdhš ku« cŸsJ.
ii. òè¡Fifæ‹ cŸns ÏU£lhfΫ btëna btë¢rkhfΫ cŸsJ.
iii. ku¤Â‹ nkny Fu§FfŸ ÏUªjd; ÑnH òšbtë mHfhŒ ÏUªjJ.
iv. kh‹ cUt¤Âš bgçaJ; Û‹ cUt¤Âš Á¿aJ.
v®¢brhš bfh©L ãu¥òf.
i. òè, Fifæ‹ ------ brš»wJ. kh‹ btëna Âç»wJ.
ii. bfh¡F j‹ K‹dhš JŸë¡ F¡F« Ûid¥ gh®¡»wJ.
òè¡F£ofŸ j‹ jhæ‹ ------- brš»‹wd.
iii. ahid bgçaJ; Kaš ------
4. Á‹d¤Â‹ bga® : FG v©:
gŸëæèUªJ Å£L¡F¢ bršY« têæš Ú fhQ« és«gu¥ gyifæ‹ thrf§fis
vGÂ tUf.
127
5. Á‹d¤Â‹ bga® : FG v©:
6. Á‹d¤Â‹ bga® : FG v©:
fånghy Ïå¤ÂLkh«
f‰f©lhŒ Rit¤ÂLkh«
ngR« nghnj ¤¡F«
ngRt® gyU« v¤Â¡F«. . .
128
2. brŒÍis¢ Rit¥ngh«
jäê‹ Ï‹g¤ij¢ Rit¡f Toa gFÂna brŒÍŸ gFÂ.
khzt®fS¡F MÁça® Ï¥gFÂia¢ Rit¥gl f‰Ã¡F«bghGJ
khzt®fS¡F brŒÍS¡fhd¤ Âw‹ br‹wilÍ«. brŒÍŸ
gFÂ xsitah® gl¤Jl‹ Toa m£il mik¡f¥g£LŸsJ.
Kjš tF¥ig jéu k‰w tF¥Ãš Ï›t£il mik¡f¥g£LŸsJ.
Ïu©lhtJ tF¥Ãš 7 m£ilfS«, _‹wh« tF¥Ãš 9
m£ilfS«, eh‹fh« tF¥Ãš 9 m£ilfS«
mik¡f¥g£LŸsd. Ï›t£il Ïu©lhtJ FGéš
mik¡f¥g£LŸsJ. Ï›t£ilia¡ bfh©L tU« khztU¡F
ËtUkhW f‰Ã¡fyh«.
goãiy 1 brŒÍŸ m£il 1 ia khzt‹ bfh©L tU«bghGJ brŒÍë‹ eh‹F
tçfisÍ« uhf¤Jl‹ MÁça® ghLjš (2 Kiw) nt©L« khzt®
ftå¤jš nt©L«.
goãiy 2 m£ilæš cŸs tçfis MÁça® x›bthU tçahf ghl khzt® Ë
bjhl®ªJ ghl¢ brŒjš (3 Kiw)
goãiy 3 Ïu©L Ïu©L tçfshf MÁça® ghl khzt® Ë bjhl®ªJ ghl
nt©L«.
goãiy 4 MÁça® brŒÍë‹ Kjš tçia¥ ghl khzt® Ïu©lhtJ tçia¥
ghlΫ Ï›thwhf eh‹F tçfisÍ« gho khzt® kdš ghliy¥ gÂa
it¤jš.
goãiy 5 brŒÍë‹ x›bthU tçæY« cŸs brh‰fS¡F« bghUŸ T¿ tçfis
és¡»¡ TWjš nt©L«.
(c.«:)
• mw« v‹whš ešy¢ brašfŸ
• bra v‹whš brŒa (ešy¢ brašfis¢ brŒa)
• éU«ò v‹whš éU«òjš nt©L« (ešy¢ brašfis¢ brŒa éU«òjš
nt©L«)
• mw« bra éU«ò v‹whš ešy¢ brašfis¢ brŒa eh« éU«òjš nt©L«
v‹W MÁça® khzt®fS¡F és¡Fjš nt©L«. Ï‹W Ú VnjD« ešy
129
brašfis¢ brŒJŸshah? v‹W khztçl« nfŸé¡ nf£L, ÁªÂ¤J gš Tw
thŒ¥gë¡f nt©L«. vitbašyh« ešy braš v‹gij khzt®fël« nf£L
mt‹ T¿aij¤ j鮤J nkY« cŸs ešy¢ brašfis és¡» Tw nt©L«.
Ï›thwhf eh‹F tçfisÍ« és¡»¡ TWjš nt©L«.
goãiy 6 MÁça® éuiy it¤J go¤J¡ fh£Ljiy khzt® ftå¤jš nt©L«
mL¤J MÁça® x›bthU vG¤ijÍ« T£o brhšiy¥ go¡f khzt®
ÂU«g¡ TWjš.
goãiy 7 MÁçaiu¤ bjhl®ªJ khzt® vG¤ij¡ T£o go¡f nt©L«
goãiy 8 MÁçaçl« eh‹F tçfisÍ« khzt® gh®¡fhkš x¥Ã¡f nt©L« Ëò
Ñœk£l¡ fU«gyifæš vG gh®¤J jtWfis Ú¡f nt©L« Ëò jdJ
V£oš vG MÁçaçl« ifbah¥g« bgw nt©L«. Ï›thwhf gy
goãiyfis¥ Ëg‰¿ MÁça® khzt®fS¡F brŒÍë‹ Âw‹
tY¥bgwΫ ts«bgwΫ gæ‰Á më¤J Rit¥gl f‰Ã¡f nt©L«.
gæ‰Á¤jhŸ - 2
1. brŒÍŸ m£il vªj tF¥Ãš vªj gUt¤Âš bjhl§F»wJ?
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2. brŒÍis vëikahf f‰Ã¡f jh§fŸ ifah©l têKiwfŸ VnjD«
Ïu©oid vGJf.
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3. brŒÍis¡ f‰F«nghJ khztU¡F V‰gL« Ïl®gh£il vGJf. mjid fisa
jh§fŸ nk‰bfh©l têKiwia vGJf.
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130
3. bkhê m¿nth«
eilKiw Ïy¡fz§fis f‰Ã¤jY¡fhf mik¡f¥g£l Á‹dnk bkhê
m¿nth« Á‹d«. Ï›t£il bkh¤j« 11 cŸsJ. Ïš Ïu©lh« tF¥Ã‰F 2
m£ilfS«, _‹wh« tF¥Ã‰F 3 m£ilfS«, eh‹fh« tF¥Ã‰F 6 m£ilfS«
cŸsd. Ï›t£ilia f‰Ã¥gš cŸs Ïl®gh£il¡ fisjY¡fhf khÂç m£il
f‰Ã¡F« Kiw ÑnH bfhL¡f¥g£LŸsJ.
Ï›t£il m¿Kf¡ FGéš (Ïu©lhtJ) Ïl«bgWtjhš MÁça® Ïy¡fz¤ij
Ïåikahf khztU¡F m¿Kf¥gL¤Jjš nt©L«. Ï›t£ilia¡ bfh©L tU«
khzt® k‰W« MÁça® ciuahlš.
MÁça®: m£ilæš cŸst‰iw go
khzt® : Ïiy – ÏiyfŸ, nuh#h – nuh#h¡fŸ, fhf« - fhf§fŸ
MÁça®: jiy¥ò v‹dbt‹W go
khzt® : xUik g‹ik
MÁça®: xUik v‹whš v‹d bjçÍkh?
131
khzt® : bjçahJ
MÁça®: xU bghUëš x‹wid k£Lnk F¿¥gJ xUik cjhuzkhf xnu
xU Ïiyia k£L« F¿¥gJ xUik. nuh#h ky® x‹¿id k£L«
F¿¥gJ ?
khzt® : xUik
MÁça®: fhf« x‹W k£L« ÏUªjhš F¿¥gJ xUik. x‹W¡F nk‰g£L
ÏU¥gJ g‹ik. fhf« eh‹F mšyJ IªJ ÏUªjhš fhf§fŸ
v‹W Tw nt©L«.
Ï¥nghJ m£ilæš cŸst‰iw¥ gh®¤J go
khzt®: Ïiy – ÏiyfŸ, nuh#h – nuh#h¡fŸ, fhf« - fhf§fŸ
MÁça®: bg‹Áš ÏJ xUikah g‹ikah? V‹?
khzt® : xUik Vbdåš ÏJ xnu xU bg‹Áiy k£Lnk F¿¡»wJ.
MÁça®: rçahf brh‹dhŒ ghuh£LfŸ! eh‹F bg‹ÁšfŸ ÏUªjhš
khzt® : g‹ik
MÁça®: eh« xU éisah£L éisahlyhkh? eh‹ xUikia¡ T¿dhš
mj‰fhd g‹ik¢ brhšiy Ú Tw nt©L«. Û‹
khzt® : Û‹fŸ
Ï›thW m£ilæ‹ Ã‹òw« cŸs nfŸéfis éisah£o‹ _ynk
m¿a it¤jš.
F¿¥ò:
m£ilæš cŸst‰iw k£L« khzt®fŸ go¤Jé£L¢ brštJ nghjhJ xUik¥
g‹ikia khzt®fŸ cz®ªJŸsduh v‹gij MÁça® cW brŒjš nt©L«.
132
gæ‰Á¤jhŸ-3
1. Âw‹ ---------------, FG v©-------- .
2. bkhê m¿nth« m£ilfë‹ v©â¡if -------------.
tF¥ò m£ilfë‹ v©â¡if
Kjš tF¥ò ------------
Ïu©lh« tF¥ò ------------
_‹wh« tF¥ò ------------
eh‹fh« tF¥ò ------------
3. ÑnH cŸs m£ilia v›thW f‰Ã¥Õ®fŸ?
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133
4. tUzidia tutiH¥ngh«
gæ‰Á¤jhŸ-4
1.
2. ghliy ãiwÎ brŒf. g¢ir t©z¤ njh£lkh« - mš
kŠrŸ t©z¥ ó¡fsh«.
óéš njid c¿Šrnt
t©z¤J¥ó¢Á tªjjh«!
g¢ir t©z« njh£lkh« - mš
btŸis t©z¥ ó¡fsh«
óéš njid c¿ant
----------------------
g¢ir t©z¤ njh£lkh« - mš
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------------------------
------------------------
3. tUâ¤J vGJf.
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134
fhè¡f£l brašghL
gæ‰Á¤jhŸ-5
• x›bthU goãiyæ‹ ÏWÂæY« fhè¡f£l¢ brašghL bfhL¡f¥g£LŸsJ.
• fhè¡f£l brašgh£o‰bf‹W jå m£il Ïšiy.
• Û¤Âw‹ ä¡f k‰W« Û¤Âw‹ Fiwªj khztU¡F V‰g MÁçanu brašghLfis
totik¤J¤ jUjš nt©L«.
1. Kjš tF¥Ãš cŸs Ï›t£ilia f‰f fod¥gL« FHªij¡F MÁçauh»a
Ú§fŸ xU fhè¡f£l brašghL vGJf.
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2. Ï›t£il¡F Û¤Âw‹ ä¡f khztU¡F xU fhè¡f£l brašghL vGJf.
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135
English Activity – 1 SLAS result 2015 –16 reflect that students lag behind in understanding and
applying homophones in the right places. There by this activity helps in fixing this
issue.
Learning Objectives
By the end of this session the participants will be able to
• Understand the techniques to teach homophones/
• Make children understand homophones easily
• Make children apply the right homophones in appropriate places
Time: 10 Minutes
136
Class : III SABL card: Reinforcement - 20 & Written evaluation – 22
Read the sentence: A girl said, “Weight for me at the bus stop”.
1. Is the sentence right?
2. What is wrong with the sentence?
Worksheet – 1
Activity- A
Match the same sound words
Hint: This type of matching activity will be easier for the children to identify the
homophone pairs. As the extension of this activity these words can be used in
sentences to reinforce.
Activity- B
Choose the right words from the homophones pairs
1. My aunt has a ______(Sun/son) and two daughters.
2. I ______ (won/one) a prize in annual sport meet.
3. The ______ (sea/see) water is salty.
4. There is ____( known / no) water in the pot.
5. I am ______ (board/bored).
“These types of words with same sounds but with different spelling and
meaning are termed as Homo phones.”
1. Bored Son
2. no won
3. see known
4. sun board
5. one sea
137
Hint:
Now the students understand the meaning of the words clearly. The sentence
selected for this type of activity should be very simple. To make it more effective this
activity further extended.
Activity – C
Choose the right homophones and fill in the blanks
1. My aunt’s ________ likes to walk in the ______.(Sun/son)
2. The team _______ the match by _____ run. (one/won)
3. Rahul likes to ________ the _______ at night. (see/sea)
4. Don’t say ______ to _____ new things (no/know)
5. The student felt ______ to write on the black _______ ( bored/board)
Hint: The activity plan for teaching homophone should move from simple to
complex. So, the students would feel confident in learning and applying the right
pairs in appropriate place.
Reflection
1. Do homophones enrich student vocabulary? How?
2. List out any 10 sets of homophones.
138
ACTIVITY – 2 – Let’s demonstrate a Classroom Card
Handling classroom card – 1 (prose) was already dealt in phase – 1 training-
Strengthening SABL. Demonstration lesson was about a story in that phase. The
techniques to be adopted while handling a lesson on facts will be discussed in this
demo class.
139
Learning objectives
By the end of the session you will be able to
Handle a classroom card on factual details effectively.
Make the children remember all the vocabulary items of the lesson.
Understand the content by using realia (Real objects)
Use both SABL card and textbook for holistic learning.
Duration 25 minutes
Lesson time: 20 minutes. Class: III Lesson: Unit – 2 term III SABL card: Class room card I– 20
Topic: An introduction to chess.
Resource needed 1. Picture of indoor games like carrom, snake and ladder, ludo, chess, business.
2. Picture of outdoor games like cricket, football, hockey, tennis.
3. Word cards of indoor games – Carrom, Snake and Ladder, Ludo and Chess
4. Chess board and coins.
Plan of the lesson:
STAGES OF LESSON
INTRODUCTION TO THE TEACHER RESPONSE
Warmer
1. Paste the word card “Indoor Games” and “Outdoor
Games” on a the chart.
2. Distribute various indoor games and outdoor
games pictures to the participant.
3. Ask the participant to paste the picture in the
respective game either indoor or outdoor on the
chart.
4. Distribute the word cards of the name of indoor
games to the participant.
5. Remove the outdoor game chart from the board.
6. Say “Paste” the names of the game next to the
respective game.”
7. Ask the participant to read the name of the indoor
games.
Carrom, snake and
ladder, ludo, chess,
business.
140
Introduction
8. Move your hand horizontally and say
“Horizontally”. Make them repeat it.
9. Move your hand vertically and say “Vertically”.
Make them repeat it.
10. Move your hand diagonally and say “Diagonally.”
Make them repeat it.
11. Move one step forward and say “Ahead”. Make
them repeat it.
12. Display the chessboard and coins
13. Say, “This is a game of Indian origin called
“Saturang”.
14. Repeat the word “Saturang” ask the participant to
say it.
15. Showing the chessboard, say “This is battlefield.”
16. Repeat the word “Battlefield” ask the participant to
say it.
17. Show the king and say “This is King. There are
two kings – one white and one black.”
18. Ask “How many kings are there?”
19. Ask “What’s their colour?”
20. Repeat the same activity for all other characters
namely queen, rooks, bishops, knights, and pawns.
21. Ask the same type of questions to make them
22. familiarize with all the coins of the chessboard.
Horizontally.
Vertically.
Diagonally.
Ahead.
Saturang.
Battlefield.
Two kings.
White and black.
Two queens.
White and black.
Four rooks, two
white and two black.
Four bishops, two
white and two black.
Four knights, two
white and two black.
Sixteen pawns,
eight white and eight
black.
141
Presentation
23. Showing the white coin say “White moves first.”
24. Holding Bishop coin on chessboard say, “Bishop
moves diagonally”
25. Repeat it twice and ask the participant “Who
moves diagonally?”
26. Holding Rook coin on chessboard say, “Rook
moves horizontally or vertically.”
27. Repeat it and ask “Who moves horizontally or
vertically?”
28. Holding Queen coin on chessboard say, “Queen
moves horizontally, vertically and diagonally.
29. Repeat it and ask, “Who moves horizontally,
vertically and diagonally?”
30. Holding Pawn coin on chessboard say, “Pawn
moves one square ahead.”
31. Repeat it and ask, “How does pawn move?”
32. Holding Knight coin on chessboard, say “Knight
moves like the letter ’L’.”
33. Repeat it and ask, “How does the knight move?”
34. Say, “White is black’s opponent and black is
white’s opponent.”
35. Say, “When the piece moves to the square
occupied by the opponent’s piece, it is said to be
captured.”
36. Repeat 33 and 34 emphasizing the word
“opponent and captured.”
37. Make children to repeat it.
38. Say, “All the coins safeguard the king.”
39. Ask, “Whom does all the coin safeguard?”
40. Moving towards the king on the board say, “The
player says check before capturing the king
41. Say, “Repeat the word – check”
42. Say, “Check is warning, if you save the king, you
Bishop
Rook.
Queen.
.
One step ahead
Like letter L.
.
King.
Check.
142
win or you loose the game.”
43. Show the flash card “brief – short” and say “brief –
short.”
44. Continue the same thing for other word, meaning
options also like;
Origin – beginning.
Battle – fight.
Ahead – in front.
Opponent – enemy.
Capture – arrest.
brief – short.
Practice
activity
45. Say, “Open your module and turn to page No.
138.”
46. Look at the card displayed there and make children
read the names of coins.
47. Read the words given in the card and give the
meaning bilingually.
48. Turn to page 46 in textbook and split the lesson
into two parts.(1. There are………..first move
2.The Pawn………loses the game.)
49. The teacher reads the first part of lesson give the
meaning bilingually.
50. Teacher reads the first part of the lesson and asks
the children to repeat.
King, queen, rook,
knight, bishop,
pawn.
Closing
activity
51. Make child to take turn to read the lesson aloud in
the class.
52. Repeat the activity for the next part of the lesson.
143
Worksheet -2
Answer the following questions
1). How was the lesson introduced?
2). Did the teacher tell the content completely? How?
.
3). Did the teacher ask questions in the course of the activity?
4). Did the teacher create a link between SABL card and the textbook?
5). What did the teacher do in Warmer activity?
6). What did the teacher do in the Introduction activity?
7). What happens in Presentation activity?
8). What is the role of practice and closing activity?
144
Activity – 3 - Space for teachers
SABL classroom caters a heterogeneous group. The needs of the multi-level
classroom can be addressed not by a common phenomenon. It demands a lot of
creativity from the teachers of these classes. The gifted children should be provided
with extensive and supplementary activities where as the slow bloomers are to be
addressed with, simple activities for acquiring the content and language skills in the
milestone. The “Space for teachers” provided in each milestone gives
opportunities for teacher to design such activities in SABL classroom.
Many teachers have queries in designing such activities for children. Suggested
activities for a milestone are provided here both for gifted children and slow
bloomers.
Duration : 5 minutes Milestone: 4
Class: STD – I Target group: Gifted children
Activity - A Form words
1. ________ 1. ________
2. ________ 2. ________
3. ________ 3. ________
an
C F
M
in
B F
P
145
Activity - B
Circle the letter that spell the first sound of the word that the picture represents.
1. - N, M, P, A
2. - K, L, O, B
3. - C, D, P, E
4. - F, M, H, L
Duratio
Class: SBloome
ActivityMatch th
1
2
3
4
5
6
7
8
n : 5 minut
STD – I ers
y - A he pictures
tes
with the respective wo
146
ords
- B
- tr
- F
- P
- p
- g
- g
- to
Milesto
Target
Beans
ree
Farm
Potato
plant
guava
greens–
omato
one: 4
group: Sloow
147
Reflection:
Answer the following questions
1. Were the blank space activities helpful for both gifted children and slow bloomers? How?
2. Have you designed blank space activities for the students in your class?
3. Write down the activity that you have designed for blank space.
The following steps are to be followed to teach a Classroom 2 card (poetry)
• The teacher reads the poem aloud
• The teacher summarizes the poem bilingually ( more English less Tamil)
• The teacher picks out and defines the new words from the poem.
• he/she reads the poem aloud again ( here ,the teacher might ask questions
on the poem to kindle interest and develop understanding)
• the teacher makes the student recite the poem followed by the exercises
given in the text book
148
Activity – 4 - Let’s demonstrate a Poem
Poetry is the most kinaesthetic of all literature. Poetry open venues speaking
and listening, much neglected doming of English language in a classroom.
The poetry session introduced in STD III & IV make the children develop
understanding about language. The rhythms and rhyme in poems make learning fun
and easier. Many teachers teach poem as that of prose emphasizing on the content.
They are meant to develop language skills.
Let’s explore the ways of teaching a poem.
Lesson time: 25 minutes. Class: IV
Lesson: Unit – 2 Term II SABL card: Class room card II– 26
Topic: A Night in June.
Learning objective: At the end of this session you will in able to…
• Understand the link between SABL classroom card II and textbook.
• Introduce and practice new vocabulary and language structures.
• Enable the students to develop proper pronunciation and intonation.
149
• Develop technical language skills through the rhythms and rhyming patterns.
• engage fun in learning.
Resource needed
1. Picture of Night scene (with 2 or 3 Stars, the moon, a tree, bushes, birds in
the nest and a river)
2. Picture of cuckoo and thrush
3. Word cards bearing rhyming words
4. word cards bearing meaning of words
1. ___________________
2. ___________________
3. ___________________
4. ___________________
5. ___________________
6. ___________________
7. ___________________
Plan of the lesson STAGES OF
LESSON INTRODUCTION TO THE TEACHER RESPONSE
Warmer Activity
1. Ask the participants to draw a night scene on the
space provided above
2. Say, “Write down any seven words from the picture
you have drawn”
3. Say, “If you have written the words I read, give them
a mark”
4. Read out some words from the poem. Say, “Sun,
stars, trees, sky, water”
Moon, stars, house,
river, tree, birds, sky
Draw a night Scene
150
Presentation Activity
5. Say, “The Sun has long been set” with action
6. Ask, “What has been set?”
7. Say, “Yes, the Sun has gone down”
8. Say with action, “The stars are out by twos and
threes”
9. Ask, “Are there so many stars”
10. Say, “Little birds are piping yet”
“Among the bushes and trees”
11. Ask, “What do you mean by piping?”
12. Say, “Piping is shrill cry”
13. Show the word card and say, “Piping is shrill cry”
14. Ask, “Where are the little birds piping?”
15. Say, “There is Cuckoo and one or two thrushes”
16. Ask, “Have you seen a Cuckoo?”
17. Show the picture and say, “This is a Cuckoo”
18. Ask, “What colour is this?”
19. Say, “Cuckoo is a black singing bird”
20. Ask, “Have you seen a thrush?”
21. Show the picture of a thrush and say, “This is a
thrush. Thrush is also a singing bird.
22. Ask, “What are the two singing birds?
23. Say, “And a far of wind rushes,
And a sound of water that gushes”
24. Show the word cards and say, “rushes, gushes
means rapid flow”
25. Ask, “What does the wind do?
What does the water do?”
26. Say, “And a Cuckoo sovereign cry
Fill all the hollow of the sky”
The Sun
No, twos and threes
Among the bushes
and trees
Yes/No
Black
Yes / No
Cuckoo and thrush
rushes
gushes
27. Show the word card “sovereign” and say, “Sovereign is supreme or powerful.”
28. Show the word card “hallow and say, “Hollow is empty.”
29. Ask, “What filled the hollow sky?”
Sovereign cry
151
Practice activity
30. Read the poem and ask the following questions
• What do the little birds do?
• Where do little birds pipe?
• What are the two singing birds given in the
poem?
• What rushes and what gushes?
• What is sovereign?
31. Make children recite the poem aloud
Piping
Among bushes &
trees
Cuckoo and thrush
Wind rushes, water
gushes
Powerful
Closing activity
32. Say, “Underline the rhyming words”
33. Shuffle the rhyming words.
34. Ask one student to pick one set of rhyming word,
place them on the floor and read it.
35. Following the same activity with other sets also
Set - yet
Threes-trees
Thrushes –
rushes/gushes,
cry - sky
Extension activity
36. Explain each punctuation mark given in SABL card
with examples bilingually.
37. Make children complete the exercises given in the
textbook page no 47
152
Reflection:
Answer the following question
Notes/Answers for the trainer
1. Did the teacher read the poem aloud?
2. Was there any kinesthetic activity why teaching poem?
3. Is there any link between SABL classroom card II and textbook?
4. What is the role of SABL classroom card II in this poem?
Activity – 5 Learning English through sounds:
English is a non-phonetic language. So, we the learners of English as second language will find its pronunciation challenging. If children, right from their primary classes are tuned well in phonics of English language, they will find learning easier in later years. Thereby, teaching of English through phonetic method is made mandatory in all government and government aided schools of Tamilnadu. This has proved to be a great success. The results of SLAS 2015-16 proved it. Further emphasize on this method will definitely bring about desirable results in English reading ability of all children.
Tips on teaching Phonetic method to children:
• Reading English through phonetic method should be practiced everyday for atleast 30 minutes.
• Frequency and consistency are more important than the length of time spent on each lesson.
• Never allow any student to skip or substitute or guess a word. Accuracy is more important than speed.
The Read aloud cards provided for all classes (Cards without logo) are to be used every day in classroom for practising words. These cards need to read aloud as a whole class. It emphasises on learning language in the right way. The teacher should read the word aloud in a legible way and children need to say it after her. Later the children can read it as a whole class.
153
154
fz¡F
gæ‰Á¤jhŸ-1 thœ¡if fz¡F
I. bfhL¡f¥g£l édhit¥ go¤J, nf£f¥g£l édhé‰F gš më¡fΫ.
1. Ú xU fil¡F¢ br‹W 295 Át¥ò ãw gªJfS«, 15 btŸis ãw gªJfS«
th§»dhš c‹ ifæš cŸs bkh¤j gªJfŸ v¤jid? Ï¡fz¡»š Ïl«bgW«
fâj¢ braš vJ ? V‹?
2. xU yhçæš 1500 gyh¥gH§fŸ bfh©L tªjd®, mš 728 gH§fŸ
Ïw¡f¥g£Lé£lJ våš yhçæš Ûj« cŸs gyh¥gH§fŸ v¤jid ?
Ï¡fz¡»š Ïl«bgW« fâj¢ braš vJ ? V‹?
3. xU ruzhya¤Â‰F 2500 gwitfŸ tªjJ mš 1250 gwitfŸ btëæš gwªJ
br‹wd våš Ûj« ruzhya¤Âš ÏU¡F« gwitfŸ v¤jid? Ï¡fz¡»š
Ïl«bgW« fâj¢ braš vJ ? V‹?
4. 1 »nyh y£L %. 230 våš 6 »nyh y£Lfë‹ éiy v‹d? Ï¡fz¡»š
Ïl«bgW« fâj¢ braš vJ ? V‹?
5. 156 bg‹Ášfis 12 khzt®fS¡F rkkhf¥ Ãç¤jhš xU khztU¡F
»il¡F« bg‹Áš v¤jid? Ï¡fz¡»š Ïl«bgW« fâj¢ braš vJ ? V‹?
155
II. Áªjid¡F
1. 5 mo cau« cŸs xU ku¡f‹¿‹ ãHš 2 mo Ús« éG»wJ. mnj bjhiyéš
120 mo cauKŸs k‰bwhU ku¤Â‹ ãHš v¤jid mo Ús« éG«.
2. v‹ål« Áy nfhêfS«, Áy MLfS« cŸsd. mt‰¿‹ fhšfë‹
v©â¡if 20 bkh¤j cU¥gofŸ 8. Mdhš v‹ål« v¤jid MLfŸ,
nfhêfŸ cŸsd.
gæ‰Á¤jhŸ-2
Ëd T£lš k‰W« fê¤jš brŒJ, tU« éil¡Fça gl¤ij¥ bghU¤Jf.
1) 4/7 + 1/7 =
2) 5/10 - 2/10 =
3) 3/8 + 2/8 =
4) 7/9 - 1/9 =
5) 4/6 + 2/6 =
rkhd Ã
éth¡
• r
b
1/2
2/4
1)
3)
‹d« f©L
¡fΫ
rkhd Ëd
brŒÍ« Fiw
X 2
X4
LÃo
d¤Âš khz
wÔ® f‰Ã¤j
5)
gæ‰
zt®fŸ brŒ
jš brašgh
2/3
2
156
‰Á¤jhŸ-3
ŒÍ« ÃiHfŸ
hL v‹d?
3
X
2)
4)
3
Ÿ v‹d? m
3/6
X3
X
1/5
mt‰iw¡ f
3
X5
fisa Úé®®
157
gæ‰Á¤jhŸ-4
gl¤ij c‰Wneh¡» bfhL¤JŸs msÎfis¡ bfh©L R‰wsÎ fh©f. (msÎfŸ br.Û
bfhL¡f¥g£LŸsJ)
1)
R‰wsÎ: ___________________
R‰wsÎ: ____________________
R‰wsÎ: ___________________ 2)
R‰wsÎ: ___________________
R‰wsÎ: ___________________ 3)
R‰wsÎ: ___________________
R‰wsÎ: ___________________ 4)
R‰wsÎ: ___________________
158
gæ‰Á¤jhŸ- 5
gl¤ij c‰Wneh¡» bfhL¤JŸs msÎfis¡ bfh©L gu¥gsÎ fh©f.
= 1 r. br.Û
t.v© tot« tot¤Â‹ ãHè£l
rJu¤Â‹
v©â¡if
bfhL¤JŸs tot¤Â‹
gu¥gsÎ (r.br.Û )
1
2
3
4
159
gæ‰Á¤ jhŸ- 6
Ñœ¡f©l tot§fis c‰Wneh¡» rk¢Ó® j‹ik m¿jš.
t.v© tot« rk¢Ó®j‹ik c©L /
Ïšiy
cŸsJ våš v¤jid
rk¢Ó® nfhL
1
2
3
4
5
6
7
160
gæ‰Á¤jhŸ – 7 vÂbuhë¥ò¤ j‹ik
t.v© tot« f©zho
1
2
3
4
5
161
gæ‰Á¤jhŸ - 8
2015, 2016 M« tUl eh£fh£o
t. v© khj« 2015 « tUl¤Âš khj¤Â‹
bkh¤j eh£fŸ
(rhjhuzM©L)
2016 « tUl¤Âš khj¤Â‹
bkh¤j eh£fŸ (Ä¥ M©L)
1 #dtç 30 eh£fŸ 30 eh£fŸ
2 Ã¥utç 28 eh£fŸ 29 eh£fŸ
3 kh®¢ 31 eh£fŸ 31 eh£fŸ
4 V¥uš 30 eh£fŸ 30 eh£fŸ
5 nk 31 eh£fŸ 31 eh£fŸ
6 É‹ 30 eh£fŸ 30 eh£fŸ
7 Éiy 31 eh£fŸ 31 eh£fŸ
8 Mf°£ 31 eh£fŸ 31 eh£fŸ
9 br¥l«g® 30 eh£fŸ 30 eh£fŸ
10 m¡nlhg® 31 eh£fŸ 31 eh£fŸ
11 et«g® 30 eh£fŸ 30 eh£fŸ
12 or«g® 31 eh£fŸ 31 eh£fŸ
bkh¤j« 365 eh£fŸ 366eh£fŸ
édh¡fŸ:
1. xU tUl¤Â‰F bkh¤j« v¤jid khj« ---------------
2. 2015 M« tUl¤Âš 30 eh£fŸ cŸs khj§fë‹ v©â¡if – -----------
3. 2015 M« tUl¤Âš 31 eh£fŸ cŸs khj§fë‹ v©â¡if -----------
4. 30 eh£fS¡F¡ Fiwthf cŸs khj¤Â‹ bga® ---------------
5. 2015 k‰W« 2016 tUl¤ij x¥Ã£L vªj khj¤Âš eh£fŸ ntWghL cŸsJ?
---------------
6. bkh¤j eh£fis c‰Wneh¡» rhjhuz M©o‰F« Ä¥ M©o‰F« cŸs
é¤Âahr« ahJ?
---------------
162
m¿éaš
gçnrhjidfŸ
Kjš gæ‰Áæ‹ bjhl®¢Áahf khzt®fëilna m¿éaš kd¥gh‹ikia
ts®¥gj‰fhf 4 gçnrhjidfŸ ϧF bfhL¡f¥g£LŸsJ.
gçnrhjid- 1 1/5 gFÂ O2
neh¡f« :
tëk©ly¤Âš 1/5 gF O2 v‹gij Ï¢nrhjidæ‹ _y« ãUäjš.
njitahd¥ bghUŸfŸ:
f©zho gh¤Âu«1, bkGFt®¤Â, f©zho l«s®, Ô¥bg£o, uit
brašKiw:
• f©zho¥ gh¤Âu¤Âš ghÂasÎ Ú® ãu¥Ã¡ bfhŸsΫ, mš uitæid¡ fyªJ
bfhŸsΫ.
• f©zho gh¤Âu¤Â‹ ika¤Âš vçÍ« bkGFt®¤Âia ã‰f¢ brŒaΫ.
• Ï¥bghGJ, fhè f©zho l«siu vçÍ« bkGFt®¤Âæ‹ ÛJ f霤jΫ.
• ãfG« kh‰w¤ij c‰Wneh¡fΫ.
és¡f«:
• vçÍ« bkGFt®¤Â miz»wJ. f©zho gh¤Âu¤Âš cŸs Ú® l«sçš 1/5th
gFÂ VW»wJ.
• tëk©ly¤Âš 1/5th M¡ì#‹ cŸsJ v‹gij Ï¢nrhjidæ‹ _y«
ãUáfyh«.
• eh‹fh« tF¥ò _‹wh« gUt¤Âš fh‰W v‹D« ghl¤Âš Ï¢nrhjid
ghl¥ò¤jf¤Âš bfhL¡f¥g£LŸsJ.
163
gçnrhjid- 2 fh‰W xU fyit
neh¡f«:
fh‰¿š gy thÍ¡fŸ fyªJŸsJ, mš CO2 x‹W fh‰¿š CO2 cŸsJ v‹gij
ãUäjš.
njitahd¥ bghUŸfŸ:
f©zho l«s®, R©zh«ò Ú®, c¿ŠÁ FHš
brašKiw:
• f©zho l«sçš ¾ msÎ R©zh«ò Úiu vL¤J¡bfhŸsΫ.
• mš cWŠÁ¡ FHhæ‹ xU Kid R©zh«ò Úçš Kœ»æU¡F« goahf
it¡fΫ.
• cWŠÁ FHhæ‹ kWKidia thæš it¤J CjΫ.
• ãfG« kh‰w¤ij c‰Wneh¡Ff.
és¡f«:
R©zh«ò Ú® ghš nghš khW»wJ. mj‰F, fhuz« eh« c¿ŠÁ FHhæ‹ têahf
CÂa¡ fh‰¿š CO2 cŸsJ. CO2æ‹ g©ò R©zh«ò Úiu ghš nghš kh‰w¡ ToaJ.
gçnrhjid- 3 g¡ . . . g¡ . . . g¡ . . .
neh¡f«:
khzt®fŸ jh§fshfnt gçnrhjidfis¢ brŒÍ« M®t¤ij¤ ö©Ljš.
njitahd bghUŸfŸ:
Ãsh°o¡ f¥, gU¤Â üš, ng¥g® »ë¥, ng¥g® ltš, Mâ, f¤jç¡nfhš, Ú®.
164
brašKiw:
• 40cm msΟs gU¤Â üiy bt£o vL¡fΫ.
• Ãsh°o¡ f¥Ã‹ ika¤Âš Mâia it¤J JisælΫ.
• üè‹ xU Kidia f¥Ã‹ Jis têahf EiH¤J ng¥g® »ë¥ cl‹ f£o
élΫ.
• xU ÁW J©L ng¥g® ltèid ko¤J mjid Úçš eid¡fΫ.
• xU ifæš f¥ig cWÂahf¥ Ão¡fΫ.
• f¥ò¡F mU»š cŸs üè‹ ÛJ eidªj ng¥g® ltiy it¤J K‹D« ËD«
ÏG¡fΫ.
• ãfœtij¡ c‰Wneh¡fΫ.
és¡f«
• üèid K‹D« ËDkhf ÏG¡F« bghGJ x® nfhê¡ FŠÁ‹ r¤j« Ãsh°o¡
f¥Ãš ÏUªJ btë¥gLtij¡ nf£fyh«.
• üèid K‹D« ËDkh ÏG¡F« nghJ V‰gL« m®éid Ãsh°o¡ f¥
bgU¡Ftjdhš e«khš xèia nf£f Ko»wJ.
• bt›ntW tifahd üèid ga‹gL¤Â Ï¢nrhjid brŒJ gh®¡fyh«. vªj
üš ga‹gL¤J« nghJ mÂfkhd xè tU»wJ v‹gijÍ« f©l¿ayh«.
• f¥Ã‹ msÎ (Á¿aJ/bgçaJ) xèæ‹ msit gh¡»‹wjh v‹gijÍ«
f©l¿ayh«.
gçnrhjid- 4 Áäå és¡F
neh¡f«:
bt¥g ryd¤Âdhš Nlhd fh‰W nkšneh¡» brštJ« m›él¤ij
F뮢Áahd fh‰W ãu¥òtijÍ« m¿ªJbfhŸSjš.
njitahd¥ bghUŸfŸ:
thŒ mf‹w Ãsh°o¡ l¥gh, kzš, ½ è Ãsh°o¡ gh£oš, bkGFt®¤Â,
Ô¥bg£o.
165
brašKiw:
• thŒ mf‹w Ãsh°o¡ l¥ghéš kziy ãu¥òf.
• bkGFt®¤Âia l¥ghé‹ ika¤Âš br§F¤jhf it¤J vça élΫ.
• ½ è Ãsh°o¡ gh£oè‹ mo¥gFÂia 3 Ïl¤Âš “V” tot¤Âš bt£o vL¡fΫ.
• vçÍ« bkGFt®¤Âæ‹ ÛJ bt£l¥g£l Ãsh°o¡ gh£oiy br§F¤jhf
f霡fΫ.
• Á¿J neu« fê¤J v‹d kh‰w« V‰gL»wJ v‹gij c‰Wneh¡fΫ.
• Ï¥nghJ br§F¤jhf ãW¤Â it¤j gh£oiy kzY¡FŸ mG¤J§fŸ (V
JisahdJ k©Q¡FŸ bršY« msΡF)
• v‹d kh‰w« ãfœ»wJ v‹gij c‰Wneh¡fΫ.
és¡f«
vçÍ« bkGFt®¤Âæ‹ ÛJ bt£l¥g£l Ãsh°o¡ gh£oiy br§F¤jhf
it¡F«nghJ bkGFt®¤Â bjhl®ªJ vç»wJ. vçÍ« nghJ gh£oY¡FŸ RlU¡F
nkny cŸs fh‰W Nlh» éçtil»wJ. Ïjdhš RlU¡F nk‰gFÂæš fh‰¿‹
ml®¤ÂÍ« mG¤jK« Fiw»wJ. Nlhd fh‰¿‰F ml®¤Â FiwÎ. Fë¢Áahd
fh‰W¡F ml®¤Â mÂf«. mG¤j« mÂfkhd Ïl¤ÂèUªJ mG¤j« Fiwªj
Ïl¤J¡F¡ fh‰W brštJ Ïašò. gh£oè‹ nk‰gFÂæš V‰g£l Fiwªj
ml®¤ÂiaÍ« mG¤j¤ijÍ« rk¥gL¤Â F뮢Áahd fh‰W btëæèUªJ gh£oè‹
mo¥gFÂæš cŸs JisfŸ têahf gh£oY¡FŸ nkš neh¡» brš»wJ. Ïjdhš
vçtj‰F njitahd M¡ì#‹ bjhl®ªJ »il¡»wJ.
gh£oiy k©Q¡FŸ mG¤Â it¤jnghJ bkGFt®¤Â mizªjJ.
bkGFt®¤Â vçtjhš cUthd Nlhd fh‰W nkny brš»wJ. gh£oY¡FŸ ÏUªj
fh‰¿š cŸs M¡ì#D« Ô®ªJ éL»wJ. moæYŸs JisfŸ _l¥g£ljhš fh‰W
cŸns tUtj‰fhd têæšiy. vçtj‰F M¡ì#‹ »il¡fhjjhš bkGFt®¤Â
mizªJéL»wJ. Á«å és¡F Ϫj nfh£gh£o‹ mo¥gilænyna ntiy brŒ»wJ.
166
gæ‰Á¤jhŸ-1
ÑœfhQ« édh¡fS¡F éilaë¡fΫ.
1. ãyéš cŸs k©âš bro tsuhJ. Mdhš m«k©iz óä¡F¡ bfh©L
tªJ éij C‹¿ Ú® C‰¿dhš bro tsU« V‹?
2. ãyéš jfu¤Âdhyhd bfhoia C‹¿d®. Jâahyhd bfhoia C‹wéšiy.
V‹?
3. és«gu¤Â‰F¥ ga‹gL¤J« gÿ‹fŸ k£L« caukhf gw¡»wJ. V‹?
4. vj‰fhf¤ jtis¡F¥ Ëd§fhšfŸ Úskhf ÏU¡»‹wd?
5. fhªj« ÏU«ò¥ bghUŸfis <®¡»‹wd. V‹?
6. njÜ¡fŸ v¥go ó¡fŸ ÏU¡F« Ïl¤ij¡ f©l¿»‹wd?
167
7. vW«òfŸ tçirahf x‹w‹Ã‹ x‹whf brštj‰fhd fhuz« v‹d?
8. Ûå‹ thæèUªJ Ú® FäêfŸ tu¡fhuz« v‹d?
9. jhåa§fŸ, gæW tiffëèUªJ r¤J¡fis KGikahf¤ bgw v‹d
brŒayh«?
10. ku¤ÂèUªJ ÏiyfS«, gH§fS« nkny v¿a¥g£l bghUŸfS« Ñœneh¡»
éH¡fhuz« v‹d?
11. tGtG¥ghd jiuæš ntfkhf el¡F« bghGJ eh« V‹ tG¡» éG»nwh«. V‹?
12. JL¥òfŸ cjéÍl‹ glif¢ brašgL¤J« nghJ brašgL« éir vJ?
13. nfu« éisahL« nghJ gyifæ‹ ÛJ gÎl® nghLtJ V‹?
168
14. kiHia¡ bfh©L tUtJ vJ?
15. beU¥ò¡F« fh‰W¡F« v‹d bjhl®ò?
16. fh‰W¡F« ä‹rhu¤Â‰F« cŸs bjhl®ò v‹d?
17. fhŒ¢rè‹ nghJ eh« Ritia m¿a Kotšiy V‹?
18. e£r¤Âu§fŸ gfèš e« f©fS¡F bjçtšiy V‹?
19. fh‰¿‰F«, Úçš glF brY¤Jtj‰F« bjhl®ò c©lh V‹?
20. f©zho gh¤Âu¤Âš nfhèF©LfŸ Xusé‰F ãu¥g¥g£LŸsJ. k‰bwhU
f©zho gh¤Âu¤Âš Ú® KGtJ« ãu¥g¥g£LŸsJ. Ïu©L gh¤Âu§fëY«
fh‰W cŸsjh? v§F cŸsJ?
169
gæ‰Á¤jhŸ – 2
Ñœ¡bfhL¡f¥g£LŸs fUéfŸ v›tif be«ònfhiy¢ rh®ªjit v‹gijÍ«
x›bthU fUéæY« gS, Âw‹, Mjhu¥òŸë v›él¤Âš mikªJŸsJ v‹gijÍ«
F¿¥ÃLf.
t. v© Ï¡fUéæš v›él¤Âš gS, Âw‹, Mjhu¥òŸë mikªJŸsJ v‹gij gl¤Âš F¿¡fΫ
v›tif be«ònfhš
1
2
3
4
5
6
170
r_f m¿éaš
czé‹ fij
tF¥ò 3 M« tF¥ò
gUt« II
gæ‰Á¤jhŸ-1
beš, f¤jç¡fhŒ, nj§fhŒ, fU«ò, nfhJik, bt©il¡fhŒ, ãy¡fliy,
thiH, nfœtuF, j¡fhë, órâ¡fhŒ, Nça fhªÂ, f«ò, bt‰¿iy, nrhs«,
Riu¡fhŒ, vŸ, njæiy, rhik, K£ilnfh°, Mkz¡F, fh¥Ã, tuF, cUis
nt«ò, gU¤Â, Âid, Õ£%£, u¥g®, k¡fh¢ nrhs«, äsfhŒ, fLF.
nkny bfhL¡f¥g£LŸs éis¥bghUŸfis ÑnH bfhL¡f¥g£LŸs
m£ltizæš tif¥gL¤Jjš.
jhåa§fŸ fhŒf¿fŸ v©bzŒ é¤J¡fŸ njh£l¥gæ®fŸ
• ÏJ _‹wh« tF¥ò, gUt« II czé‹ fij v‹w ghl¤Â‰fhd brašghL.
Ïjid goãiy 7-š cŸs fhè¡f£l¤Âš TLjš jftšfshf
khzt®fS¡F më¡fyh«.
171
gæ‰Á¤jhŸ-2 gaz« nghnthkh!
thfd§fis nj®Î brŒJ cjtyh«
ÏuhK FL«g¤Âd® br‹idæèUªJ Ïuh#°jh‹, blšè, fšf¤jh
M»a Ïl§fS¡F¢ bršy KoÎ brŒ»wh®fŸ. br‹idæš cŸs
»©oæèUªJ br‹id ékhd ãiya¤Â‰F brštj‰F jauhdh®fŸ. mt®fŸ
ékhd ãiya« bršy thfd¤ij¤ nj®Î brŒJ cjÎnthkh!
jhâ, k»GªJ, ngUªJ
ÏuhK FL«g¤Âd® ékhd ãiya« br‹wilªjd®. Ëò mt®fŸ br‹id
ékhd ãiya¤ÂèUªJ Ïuh#°jh‹ khãy« b#ŒóU¡F bršy nt©L«.
mt®fŸ bršy thfd¤ij¤ nj®Î brŒJ bfhL§fŸ.
ékhd«, Ïuæš, ngUªJ
b#Œó® tªj ÏuhK FL«g« jh® ghiytd¤ij R‰¿ gh®¡f Mir¥g£lh®fŸ.
ghiytd¤ij¢ R‰¿ gh®¡f ÏuhK FL«g¤Âd® vš br‹¿U¥gh®fŸ?
x£lf«, k»GªJ, Ïuæš
mt®fŸ ghiytd¤ij R‰¿ gh®¤J k»œ¢Áail»wh®fŸ. mL¤j ehŸ
blšèia¢ R‰¿¥gh®¡f KoÎ brŒJ k»GªJ _y« blšè tªJ nr®ªjh®fŸ.
blšè v‹gJ« e«Kila eh£o‹ jiyef® v‹gJ ÏuhKΡF ãidΡF tªjJ.
m§F cyf mÂra§fëš x‹whd jh{kfhiy fhz KoÎ brŒ»wh®fŸ. Ït®fŸ
blšèæš ÏUªJ M¡uhéš cŸs jh{kfhY¡F gaz« brštj‰F thfd¤ij
nj®Î brŒa cjéL§fŸ.
ngUªJ, Á‰WªJ, k»GªJ
mt®fŸ jh{kfè‹ mHif¡ f©L uÁ¤J k»œªjd®. mL¤j ehŸ blšèæèUªJ ékhd« _y« fšf¤jh tªjilªjd®.
jhTç‹ rhªÂ ãnfj‹ gŸëia¥ gh®¡f KoÎ brŒJ mjid¢ R‰¿ gh®¤J
172
k»œ¢Á bfhŸ»wh®fŸ. R‰Wyhit Ïåjhf Ko¤J¡ bfh©L Ú®tê _y«
gaz« brŒa éU¥g¥g£L fšf¤jh JiwKf« tU»wh®fŸ. Ït®fŸ br‹id
brštj‰fhd thfd¤ij¤ nj®ªbjL¡f cjΧfŸ .
f¥gš, ngUªJ, Ïuæš
Ú®tê _y« br‹id tªj ÏuhK k‰W« FL«g¤Âdç‹ R‰Wyh gaz«
Ïånj Ï‹ò‰W KoªjJ.
Ëò ÏuhK FL«g¤Âd® br‹idæèUªJ R‰Wyh br‹w Ïl§fŸ
mj‰F ga‹gL¤Âa thfd§fisÍ« ϪÂa tiugl¤Âš F¿¡fΫ. V‰w
Ïl¤Âš g§nf‰ghs®fŸ F¿pLfis Xéakhf tiujš.
F¿pLfŸ
173
2. éL¥g£l f£l§fëš rçahd vG¤J¡fis vGÂ gšntW tifahd
ngh¡Ftu¤J rhjd§fis¥ g‰¿ m¿ªJbfhŸSjš.
1. Fiwªj neu¤Âš mÂf öu« gaz« brŒa cjΫ ngh¡Ftu¤J rhjd«
2. ghiytd¡ f¥gš vd miH¡f¥gLtJ
3. ÏU«ò ghij ngh¡Ftu¤J rhjd«
4. Ú®tê¥ ngh¡Ftu¤Â‰F ga‹gL« rhjd«
5. vç bghUŸ Ï‹¿ ga‹gL« rhjd«
6. rhiy ngh¡Ftu¤Âš ga‹gL¤J« xU K¡»a rhjd«
3. éLfijfŸ:
1. Ú©l cl«ò¡fhu‹ beLªöu¥ gaz¡fhu‹ mt‹ ah®?
2. _‹W r¡fu« cilat‹ rhiyæš KªÂ¡ bfh©L bršth‹ mt‹ ah®?
3. Úçš Ú ªJth‹ fhš »ilahJ if c©L Ït‹ ah®?
4. m°Âthuäšyhkš f£l¥g£l mHF khëif cyif R‰¿ tUth‹ Ït‹
ah®?
5. K¡f© cilat‹ K¢rªÂæny ã‰gt‹ Ciuna f£LgL¤Jth‹ Ït‹
ah®?
6. Ïu©L ng® K‹dho nghf Ïu©L ng® Ëdho tu gaz« nghf cjΫ
vçbghUŸ Ïšyhkš X£o¢ bršY« thfd« vJ?
é «
x «
bjh t o
ä t o
ng J
f š
174
ekJ kht£l«
gæ‰Á¤jhŸ: 3
fl‰fiu kht£l§fŸ vit?
MªÂu všiyia x£oa kht£l§fŸ vit?
f®ehlf všiyia x£oa kht£l§fŸ vit?
nfush všiyia x£oa kht£l§fŸ vit?
cŸkht£l§fŸ vit?
©L¡fš, f%®, f‹åahFkç, ÂUbešntè, Ïuhkehjòu«, »UZz»ç, <nuhL,
bgu«gÿ®, mçaÿ®, òJ¡nfh£il, ÂUth%®, ntÿ®, jUkòç, Úy»ç, kJiu,
Átf§if, fhŠÁòu«, nfha«ò¤ö®, ÂUtŸq®, éG¥òu«, flÿ®, ehk¡fš, nry«,
ÂU¥ó®, jŠrhñ®, ÂUt©zhkiy, njå, br‹id, ehf¥g£od«, éUJef®,
ö¤J¡Fo k‰W« ÂU¢Á
175
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Kjš f£l¤Âš cŸs bgaU¡F bghU¤jkhd bjhl®ò fU¤Âid Ïu©lh«
f£l¤ÂèUªJ vL¤J vGJΫ.
f£l« : 1
1. fhªÂaofŸ, 2. nejhí RghZ rªÂungh°, 3. r®jh® tšyghŒ gnlš, 4.
t.c.Áj«gu« ßis, 5. ghuÂah®, 6. lh¡l® uhjh»UZz‹ 7. fhkuhr®.
f£l« : 2
1. MÁça® Âd«, 2. njÁa fé, 3. njr jªij, 4. ϪÂahé‹ ÏU«ò kåj®,
5. bgUªjiyt®, 6. b#ŒïªJ 7. f¥gnyh£oa jäH‹.
bjhl®ògL¤Â vGJjš
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cŸsJ. Ïjid RjªÂu¥nghuh£l Åu®fis¥ g‰¿a TLjš jftšfis
m¿tj‰fhf goãiy 16š cŸs fhè¡f£l¤Âš khzt®fS¡F
tH§fyh«.
176
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neh¡f« :
MWfis tlϪÂa bj‹åªÂa MWfŸ vd tif¥gL¤Â m¿ªJ
bfhŸSjš.
bfhL¡f¥g£LŸs tiugl cjéÍl‹ édh¡fS¡F cça gÂiy
brh‰nfhòu¤Âš ãu¥òf.
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tl ϪÂaMWfŸ bj‹ÏªÂaMWfŸ
ÁªJ, f§if, Ãukò¤Âuh, e®kjh, jgÂ
kfheÂ, nfhjhtç, »UZzh, fhéç, itif
if
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1. r§f« it¤J jäœ ts®¤j kJiuæš ghÍ« MW vJ?
2. ϪÂa eÂfëš òåj eÂahf fUj¥gLtJ vJ?
3. nk£^® mizæ‹ FW¡nf f£l¥g£LŸsJ vJ?
4. Ïkakiyæš c‰g¤Âah» gh»°jhåš ghÍ« e vJ?
5. bj‹åªÂa eÂfëš f§if vd¥gLtJ vJ?
6. MªÂuhit ts¥gL¤J« M© bga® bfh©l e vJ?
7. xçrh khãy¤Âš ghÍ« e vJ?
8. ϪÂa eÂfëš mÂf Ús« bfh©l e vJ?
9. muá flèš fy¡F« ÏU eÂfŸ vJ?