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¤ Â£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¤ Â£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 ÏašghfÎ«, ÏåikahfÎ«, cŸsh®ªj Âw‹fis

ts®¡f¡ToajhfÎ«, Ïl®ghLfŸ Ï‹¿ vëikahfÎ«, 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¤ bjhluÎ«, bjhl®ªj

fšéia¢ Áw¥ghf Ko¥gj‰F«, jukhd fšéia¤ jhnk bgWtj‰F«, jilæ‹¿¡

f‰W¡bfhŸs Jiz¥òç»wJ.

braštê¡ f‰wèš jhdhfÎ«, FGthfÎ«, rf khzt®fë‹ x¤JiH¥nghL«,

MÁça®fë‹ têfh£LjnyhL« f‰fÎ«, f‰wt‰iw kdÂš ãiy ãW¤jÎ«, gÂÎ

brŒaÎ«, 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 gÂšfis 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 ßÂahfÎ«,

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

vëÂš 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, éthÂ¤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¥

kÂ¤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

fiyÍ« 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.

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Ÿ. khzt

ghLjš, Á

jš, t©z

æY«, vëi

«, M®t_£

k¡f¥g£LŸ

t©L«.

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ë¤jš

« m¿jš, Ô®

dÎT®jš,

brŒjš.

idÎT®jš.

USz®ªJ

L

t¢ bršt§

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z« Ô£Ljš,

ik¥gL¤j¥

£L« tifæ

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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«. mÂš 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«. Ã‹d® 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 mDkÂ¡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 vëÂš bjçªJbfhŸS« éjkhfÎ« K¥gUt¡

fšéKiw¡Fnf‰g _‹whf¥ Ãç¤J milÎ¤Âw‹ m£ltiz

totik¡f¥g£LŸsJ. ÏÂš khzt®fŸ xU gUt¤Â‰Fça FA(a), FA(b) k‰W«

SA brašghLfis¢ brŒJ Ko¤jÃ‹d® MÁça® m£ltizæš F¿pL

brŒaÎ«. khzt®fshš Vâ¥goæš Ko¡f¥g£LŸs goãiy¡F k£Lnk

MÁça®fŸ milÎ¤Âw‹ 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¤

éthÂ¤jš.

Ÿ gh®it

ãidÎT®

vGJjš,

Jjš, bghU

‰gid¤ Âw

Í« brhši

Âw‹

»œjš.

J go¤jš

Á, FG

fis kÂ¤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. milÎ¤ Âw‹ m£ltiz tF¥giwæš v§F ÏU¡f nt©L«?

7. milÎ¤ 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


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


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 vGÂ , 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) njÂ 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«. Ã‹d® 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¡fÎ«.

3 Kjš 12 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 2 kÂ¥bg©fŸ bfhL¡fÎ«.

13M« brašgh£o‰F 3 kÂ¥bg©fŸ bfhL¡fÎ«.

14 Kjš 16 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 5 kÂ¥bg©fŸ bfhL¡fÎ«.

17Kjš 22 tiuÍŸs brašghLfŸ x›bth‹¿‰F« 10 kÂ¥bg©fŸ bfhL¡fÎ«.

x›bthU kht£l§fëY« braštê¡ f‰Ã¤jš eilbgwhj gŸëfis E v‹W

F¿¥ÃlÎ«.

bkh¤j kÂ¥bg©fis it¤J gŸëfis¤ ju« Ãç¡fÎ«

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¥gÂš 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 gÂš

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©)



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



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18

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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¢ brŒaÎ«.

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¢ brŒaÎ«. 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¡fÎ«.

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

--------

©: -------

Â‹ 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, éthÂ¤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 Ã‹bjhl®ªJ go¡f nt©L«.

23

goãiy-5 MÁça® x›bthU brhšyhf if it¤J thÁ¡f khzt® m›thnw if

it¤J Ã‹ bjhl®ªJ go¡fÎ«.

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‹¿ ngrÎ«, ng¢R Âwid ts®¡fÎ«

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 òÂ®fis¡

Tw¢brŒa nt©L«.

goãiy -2 MÁça® m£ilia¡ fh£o khzt®fis

c‰Wneh¡f¢ brŒJ mÂš 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‹ óÎ« 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


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 ngRtÂš 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.

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¥goahfÎ«,

_‹W k‰W« eh‹fh« tF¥ò Vâ¥gofis Ïiz¤J k‰bwhU Vâ¥goahfÎ« kh‰w«

brŒa¥g£LŸsd. v©fŸ, thœ¡if fz¡F, Ïdkh‰¿¡ fê¤jš, msitfŸ,

mik¥òfŸ, étu§fis¡ ifahSjš, Ã‹d§fŸ, R‰wsÎ-gu¥gsÎ ngh‹w

jiy¥òfëš Ïl«bg‰WŸs fU¤Jfis vëÂš 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¥gsÎ Ã‹d«

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¤ Ô®Î fhQjš - 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 Ô®Î f©L brhšYjš (kd¡ fz¡F) - 4 5 3

20

tF¤jš m£il

tF¤jš Âw‹ rh®ªj gæ‰Á¢ brašghLfŸ - - 2 1

21

Ã‹d§fŸ Ã‹d« rh®ªj gæ‰Á¢ brašghLfŸ - - 2 2

22 R‰wsÎ« gu¥gsÎ«

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 Ïªj¤ 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«.

Ïªj m£il Kjš tF¥Ã‰F k£L« cçaJ. bkh¤j« _‹W m£ilfŸ cŸsd.

5) v©fŸ

• Ïªj 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 Ã‹ò 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

Ã‹ò 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 Ã‹ò

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 Ã‹ò 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 Ã‹ò 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. Ï¤Âw‹ rh®ªj gæ‰Á m£ilfŸ bkh¤j« 3. Ïit jéu¥

ò¤jf¥ gæ‰ÁiaÍ« MÁça® nk‰bfhŸs nt©L«.

10) Ã‹d«

• Ã‹d¡T£lš, Ã‹d¡ fê¤jš brašghLfis, f‰wš cgfuz¤Â‹

_y« f‰Ã¤j Ã‹ò 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 Ã‹ò 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 Ã‹ò 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 Ã‹ò 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‰wsÎ« gu¥gsÎ«

• f‰wš cgfuz§fis¥ ga‹gL¤Â MÁça® gu¥gsÎ« R‰wsÎ«

Âw‹fis¡ f‰Ã¤j Ã‹ò, 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 mDkÂ¡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 Ã‹d® tYñ£L« gæ‰Áahf Ïªj¡ 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‹¿¥ ngrÎ« gHfÎ« eld

mirÎfSl‹ f‰wš eilbgwÎ« 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«

éjkhfÎ« 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¥ bgWtÂš/òçªJ bfhŸtÂš

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

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m. v© MÁçaU¡fhd F¿¥ò

0 0 tçir¥gL¤Jjš k‰W« mit rh®ªj Âwid¢ nrhÂ¤j¿jš

1 1

1. J©L¡ fæ‰¿‹ 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 msÎŸs 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‹ Ã‹ 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

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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 ÏÂš 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¤jÃ‹ ifæš F¢Á VJ« ÏU¡fhJ. V‹ Ï§F it¡féšiy vd¡ nf£L¥ ó{ía« v‹w v©â‰F kÂ¥Ãšiy vd m¿a¢ brŒjš

2. v©â¡if 9¡FŸ f‰fis¡ Féayhf it¤J MÁça® VjhtJ v©iz¡ TwÎ«, 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 cWÂ 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

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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 Ã‹ 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 vGÂ¡ 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 FéašfshfÎ«, 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

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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¡fÎ«

3. 1 Kjš 19 tiu cŸs v©fëš bghUŸfis¥ ga‹gL¤Â fê¤jš

thŒghLfŸ mik¡f¢ brŒjš.

8 16

Â£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 msÎŸs 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; Ã‹ 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)

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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

Â£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¤ Â£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¡fÎ«

nkY« >, < , = F¿pLfis¡ bfh©L gæ‰Á më¡fÎ«.

23

<çy¡f v©fis¥ Ãç¤J« nr®¤J« vGJjš 1. 100 ¡F¡ Fiwthd v©fS¡F éijfŸ mšyJ nrhêfŸ bfhL¤J

g¤JfshfÎ«, x‹WfshfÎ« 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¡fÎ«

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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TLjš fhzš

2. 10 kâ¢ru« k‰W« cÂçfis¥ ga‹gL¤Â Kjèš <çy¡f v©nzhL

Xçy¡f v©izÍ«, Ã‹ <çy¡f v©Ql‹ <çy¡f v©izÍ«

nr®¤J¡ T£L« Kiwia m¿jš, v©fis¢ br§F¤jhf vGÂ¡ 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¤ Ô®Î fhzš

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¤ Ô®Î fhzš

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 mÂš 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¡fÎ«.

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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2. Mâ kâ¢r£l« _y« fê¤jš brŒjš 3. fê¤jš étu§fis¡ »ilk£lkhfÎ«, br§F¤jhfÎ« 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¤ Ô®Î fhzš.

1. gl m£ilfis¡ fh£o¡ fyªJiuahlš 2. gl m£ilfŸ _y« vëa thœ¡if¡ fz¡FfS¡F¤ Ô®Î fhzš

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.

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19 40 T£lè‹ RU¡fnk bgU¡fš

1. éijfŸ mšyJ bfh£ilfis Ïu©ou©lhf 9 Féayhf it¡fÎ« mj‰nf‰w v© m£ilfis it¤J¥ Ã‹ 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‹ vGÂ¤ Ô®Î fhzš »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¡fÎ«.

(F¿¥ò nkY« étu§fS¡F¡ fiyÍ« ift©zK« MÁça® ifna£il

khÂçahf¡ bfh©L òÂa c¤Âfis cUth¡fÎ«).

_‹wh« tF¥ò

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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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45 nl‹»uh« toéaš tiujš. 1. Ód¥òÂ® 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, Ã‹dhš, 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. Mâkâ¢ 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. ÏUgJfshfÎ«, I«gJfshfÎ«, go¡fÎ« vGjÎ« 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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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 kâ¢ 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 kâ¢ 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¤ Ô®Î fhzš

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¤JfshfÎ« x‹WfshfÎ« 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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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¡fÎ«, 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© fÂ® 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«)

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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¤ Â£lk‰w msÎfshš msªJ

kÂ¥Ãlš

1. fU«gyifæš Ús«, tF¥giwæ‹ Ús«, #‹dè‹ Ús« M»at‰iw, khzt®fis¡ bfh©L Â£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 msÎ« 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.

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63 bfhŸssit

1. xU Á¿a gh¤Âu¤Â‹ kzš mšyJ j©Ùiu ãu¥Ã, mij¡ »©z«,

Ftis, l«s®, #¡F ngh‹w Â£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 kÂ¥Ã‰FŸ 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¥òfshfÎ« m¿a¢

brŒjš.

3. fil éisah£L _y« Ášyiu bfhL¡fÎ«, ÛÂ¢ Ášyiu th§fÎ«,

gæ‰Á më¤jš, bghUŸfë‹ éiy¥ g£oaiy¥ gh®¤J th§»a

bghUŸfë‹ bkh¤j kÂ¥ig m¿a¢ brŒjš.

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MÁçaU¡fhd F¿¥ò

66 thœ¡if¡ fz¡FfS¡F¤ Ô®Î fhz¢ 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 Ã‹d« 1. gŸë¢ NHèš »il¡F« gH§fŸ Ã°f£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 Ã‹d¡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 Ã‹d¡fU¤Jfis¥ go¥goahf m¿a¢brŒjš.

3. t£l«, rJu«, br›tf tot¡ fh»j¤J©Lfis ko¤J¡fh£LtÂ‹ _y« fhš, miu, K¡fhš M»a Ã‹d¡fU¤Jfis¥ go¥goahf m¿a¢ brŒjš.

4. fz¡F¥bg£lf¤Âš cŸs Ã‹d t£Lfis m¿Kf« brŒJ mt‰iw¥ ga‹gL¤Â¡ fhš, miu, K¡fhš M»a Ã‹d¡fU¤Jfism¿a¢ brŒjš.

5. xU Ã‹d¤ij vªj X® v©zhš bgU¡»dhnyh tF¤jhnyh »il¡F« Ã‹d« rkhd Ã‹d« 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

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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 vdÎ« 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

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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 _ykhfÎ« Ô¡F¢ÁfŸ _ykhfÎ« tot§fis mik¤J khzt®fS¡F és¡Fjš. nkY« Kid¥òŸëfŸ, g¡f§fŸ _iyé£l§fis m¿a¢ brŒaÎ«.

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¡fÎ« F¿¥Ã£l msÎŸs Mu§fS¡F¡ ftuha« msÎnfhš ga‹gL¤Â t£l« tiua¥ gæ‰Á më¡fÎ«.

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¡fÎ«.

2. gšntW tot¤ js ãu¥Ãfis¡bfh©L, js§fis ãu¥g khzt®fS¡F¥ gæ‰Á më¡fÎ«.

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32 74 Ïl kÂ¥ò 1. 1000-10000 tiu v©bga® vGÂa m£ilfŸ _y«

v©QU¡fisÍ« v©bga®fisÍ« m¿Kf« brŒaÎ«.

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¢ brŒaÎ«.

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¢ brŒaÎ«.

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” vdÎ« x‹WfŸ Ïl¤Âš cŸs

Ïy¡f§fŸ 0, 2,4,6,8 M»a v©fŸ ÏUªjhš “Ïu£il v©fŸ” vdÎ«

khzt®fS¡F és¡f« më¡fÎ«. v©fis¡ f©LÃo¡f, gæ‰Á

më¡fÎ«. <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¡fÎ«.

2. òŸë éisah£L cgfuz¤ij¥ ga‹gL¤Â eh‹»y¡f v©fë‹

T£L¤bjhifia m¿a gæ‰Á më¡fÎ«.

3. thœ¡if¡ fz¡FfS¡F¤ Ô®Î fhz¢ 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¢ brŒaÎ«.

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2. òŸë éisah£L cgfuz¤ij¥ ga‹gL¤Â bt›ntW eh‹»y¡f v©fë‹ T£L¤ bjhifia m¿a gæ‰Á më¡fÎ«.

3. Mâkâ¢r£l¤ij¥ga‹gL¤Â bt›ntW eh‹»y¡f v©fS¡fhd T£L¤bjhifia m¿a¢ brŒaÎ«.

4. thœ¡if fz¡FfS¡F¤ Ô®Î fhz¢ 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¤ Ô®Î fhz¢ 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 brŒaÎ«.

2. °lh«¥ éisah£L cgfuz¤ij¥ ga‹gL¤Â Ïd kh‰w¤Jl‹ Toa

eh‹»y¡f v©fëš fê¤jš brŒaÎ«.

3. Mâkâ¢ r£l¤ij¥ ga‹gL¤Â eh‹»y¡f v©fëš fê¤jš

brŒaÎ«.

4. thœ¡if fz¡FfS¡F¤ Ô®Î fhz¢ 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¡fÎ«.

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¢ brŒaÎ« (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¡fÎ«

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¢ brŒaÎ«.

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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¢ brŒaÎ«.

»nyh »uh«, »uh« myFfëš T£lš, fê¤jš bgU¡fš, tF¤jš

fz¡Ffëš gæ‰Á më¡fÎ«.

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¡fÎ«.

2. 6 Kjš 10 tiu cŸs bgU¡fš thŒghLfŸ m¿a gæ‰Á më¡fÎ«.

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¢ brŒaÎ«.

2. bgU¡fèš mikªj thœ¡if fz¡FfS¡F¤ Ô®Î fhz gæ‰Á

më¡fÎ«.

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¢

brŒaÎ«.

2. tF¤jèš mikªj thœ¡if¡ fz¡FfS¡F¤ Ô®Î fhz gæ‰Á

më¡fÎ«.

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¢ brŒaÎ«. 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¢

brŒaÎ«.

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¢

brŒaÎ«.

89 è£l®, äšè è£l® myFfëš T£lš fê¤jš fz¡Ffis¢ brŒa gæ‰Á

më¡fÎ«.

90 fhy msit

1. fofhu¤ij¡ fh©Ã¤J kâKŸ, ãäl KŸ Tw¢ brŒJ kâ ãäl§fŸ g‰¿ m¿a¥ gæ‰Á më¡fÎ«. fofhu¤ij c‰W neh¡» miu kâ, fhš kâ, K¡fhš kâ m¿a¢ brŒJ gæ‰Á më¡fÎ«.

2. eŸëuÎ¡F« e©gfY¡F« Ïil¥g£l neu« K‰gfš vdÎ«, e©gfY¡F« eŸëuÎ¡F« Ïil¥g£l neu« Ã‰gfš vdÎ« 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¡fÎ«.

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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¡fÎ«.

2. ÏU njÂfS¡F Ïil¥g£l ehŸfë‹ v©â¡ifia¡ fz¡»lÎ«

eh£fh£oæ‹ _y« gæ‰Á më¡fÎ«.

37 92 ehza§fŸ

1. c©ik ehza§fŸ mšyJ m£il ehza§fis¥ ga‹gL¤Â %ghia

igrhthfÎ«, igrhit %ghahfÎ« kh‰¿ vGJ« Âwid¥ bgw gæ‰Á

më¡fÎ«.

2. %ghŒ igrh¡fëš T£lš, fê¤jš, bgU¡fš fz¡FfS¡F¤ Ô®Î fhz

gæ‰Á më¡fÎ«.

3. bghUŸfë‹ éiy¥g£oaiy¡ bfhL¤J mj‹ éiy étu§fis m¿a¢

brŒJ mJ bjhl®ghd édh¡fS¡F¤ Ô®Î fhz gæ‰Á më¡fÎ«.

38 93 Ã‹d§fŸ

1. Ã‹d t£LfŸ, fh»j ko¥òfŸ, éilfŸ f‰fŸ Ït‰iw¥ ga‹gL¤Â¡

fhš, miu, K¡fhš, Ã‹d¤Â‹ gFÂ, Ã‹d¤Â‹ bjhFÂ ngh‹w Ã‹d«

rh®ªj mid¤J¡ fU¤JfisÍ« ãidÎ Tu¢brŒaÎ«.

2. Ã‹d t£Lfis¥ ga‹gL¤Â xU KG¥gFÂæš 10 rk ghf§fshf¥

Ãç¡f¥g£LŸsij¡ fh£o¥ gFÂ bjhFÂfis és¡»¡ fh£lÎ«.

94 rkhd Ã‹d«

1. Ã‹d t£Lfis¥ ga‹gL¤Â¢ rkhd Ã‹d§fis m¿a¢ brŒaÎ«.

2. rkhd Ã‹d§fŸ v¥go cUth»‹wJ v‹gij cz®¤j¥ Ã‹d¤Â‹

bjhFÂ gFÂæid xnu v©zhš bgU¡f rkhd Ã‹d« »il¡F«

v‹gij khzt®fŸ òçªJ bfhŸS« t©z« és¡»¡ TwÎ«.

95 Ã‹d§fëš bgçaJ k‰W« Á¿aJ m¿a¢ brŒjš

1. Ã‹d t£Lfis¥ ga‹gL¤Â Ïu©ou©L Ã‹d§fshf x¥Ã£L¥

gh®¤J¥ bgçaJ Á¿aJ m¿a¢ brŒaÎ«.

2. gFÂ v© xnu v©iz¡bfh©l Ïu©L Ã‹d§fëš bjhFÂ v©

bgçajhf cŸs Ã‹dnk bgça Ã‹dkhF«.

3. bjhFÂ v© xnu v©iz¡bfh©l Ïu©L Ã‹d§fëš gFÂ v©

Á¿ajhf cŸs Ã‹dnk bgça Ã‹dkhF« v‹gij MÁça®

khzt®fS¡F¤ bjëthf és¡f nt©L«.

79

go

ãiy

f.c.bg.


96 Ã‹d§fëš T£lš fê¤jš

1. Ã‹d t£Lfis¥ ga‹gL¤Â¥ gFÂ v© xnu v©iz¡ bfh©l

Ã‹d§fëš T£lš fê¤jš m¿a¢ brŒaÎ«.

2. f£l¤jhis¥ ga‹gL¤Â¥ gFÂ v© xnu v©zhf¡ bfh©l

Ã‹d§fëš T£lš fê¤jš m¿a¢ brŒaÎ«.

39 97 bghUŸfë‹ R‰wsit¤ Â£läšyh k‰W« Â£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¢ brŒaÎ«. Ïnjnghy¡ fhyo, j¥go bfh©L ms¡f¢ brŒJ R‰wsit¤ Â£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¢

brŒaÎ«, brŒÂ¤jhis¡ bfhL¤J¢ R‰wsÎ fhz¢ brŒaÎ«.

brŒÂ¤jhŸfis K¡nfhz toéš ko¤J¡ bfhL¤J¢ R‰wsÎ fhz¢

brŒaÎ«.

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¢ brŒaÎ«.

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¢ brŒaÎ«.

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®¡fÎ«.

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«. Ã‹ò 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.


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¡»¥ Ã‹ò 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 Ã‹ò 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. òÂ®

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©LÃoÍ§fŸ 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¡fÎ«

1. 2. 3.

4. 5.

II. òÂ®.

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:


vëa têæš tF¤jš brŒf.

6974 ÷ 9

goãiy Ïy¡f« tF¤jš braš <Î ÛÂ 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


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


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®?

Â®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 Ã‹dhëš eh« vÂ®gh®¡F« Nœãiyia¥ g‰¿a

ne®kiwahd v©zkhfÎ«, mjid¥ ghJfh¡f nt©L« v‹w kd¥gh‹ikahfÎ«

cUbtL¡F« v‹gÂš Iaäšiy.

vdnt MÁçanu! Ï¡ifna£oid FHªijfS¡F vL¤J¢ br‹W, kh‰w¤ij

ÃŠRfël« éijÍ§fŸ! 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, éthÂ¤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 kÂ¤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

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gL¤Â¡ fy

bgh«

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fiy

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fs¥

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bra

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91

h£lš, ngRjš

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r, f‰gid¤ Â

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¡fš, étç¤¤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

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nt©L

is btën

¢ brŒayh«

š, f‰gid¤

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brhšiyÍ«jš

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z« m¿jš, ÔdÎ T®jš, jš.

T®jš.

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goãiyfë

U g¡f¤ÂY

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na miH¤J

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ó§bfh¤J

thÁ¤j

jÎ« thr

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t®fs¿ªj

itÍ« ò¤jf

¡ fæWfëš

hd t©z

vL¤J¥ g

cjÎ»wJ

F¥ò thça

jéu ntW

eh‹

rªij

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kiH

h m¿é

cŸsJ v‹

brŒtj‹ _

j KoÎ vL

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jhl¡f ãiy

J¥ gæ‰Á

jèš Ïå

ryhf thÁ

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brh‰fi

f mykhçf

š f£o¤ bj

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J. Ï¢braš

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j

wÎ ey thœ

H ehŸ

éaš Mdª

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šghL

yæš

Áahš

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tF¥ò

isna

fëš

jh§f

Sl‹

M®t«

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fS«

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»£nl‹

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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

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k

FiwÍl

f

r¡fu¤i

g‰¿a f

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g¡f« v©

gæ‰Áæš b

fŸ Ï‹D«

iw¤Ô® f

f

m

hLfŸ bfh

jhl®òila

h¡»a¢ rÏÂš 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. ÏÂš 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

mÂš

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

fÎ«, 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¿¡

lÎ«.

h¡»akhfÎ

Â brŒJ bf

F¥giw bj

“jiythU

jš nt©L

Ã‰F« 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«.

Î« tunt©

fhŸs Ï¡F

jhl§F« K

jš’’ gl«

L«. Ã‹ò

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

Ïªj¥

nghJ

‰W¡

Áça®

tif

ahd

htJ

Î«.

»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¥ ghÂ¡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 khiyÂ§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) Â§fŸ, e©gfš Nça‹ bjçahj msé‰F nkf_£lkhf ÏUªjhš

nkf_£l¤ij¡ fh£L« gl¤Âid Â§fŸ e©gfY¡F cça f£l¤Âš ãu¥gyh«.

khj« xU Kiw fhyãiy F¿¤J MÁçaU« khzt®fS« éthÂ¡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¥ gÂš 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. ÏÂš 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 KGikahfÎ«, bjëthfÎ« 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«. Ï¤jifa 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 jé®¡f m£ilæš ifahs¥g£LŸs Í¡Â

v‹d?

8. m¿éaš Vâ¥goæš 27 goãiy bfhL¡f¥g£LŸsJ. mÂš 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

Ï¤jir

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


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 Ã‹D« 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 Ï§F 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¥gÎ«.

• bgho brŒj äs»id / Ô¡F¢Áia Úç‹ nk‰gFÂæš ötÎ«

• Ú©l F¢Áæ‹ xU Kidia gh¤Âu« Jy¡f ga‹gL« nrh¥ò Âut¤Âid

bjhlÎ«.

• nrh¥ò Âut« cŸs F¢Áæ‹ Kidia Úç‹ nk‰gFÂæš bjhL«go it¡fÎ«.

• ãfG« kh‰w¤ij c‰Wneh¡fÎ«.

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¡fÎ«.

112

• Á¿jsÎ gŠÁid Ï¡fyitæš eid¤J¡ bfhŸsÎ«.

• fyitæš eid¤j gŠÁid¡ bfh©L btŸis¤ jhëš khztå‹ bgaiu

vGj¢ brŒaÎ«.

• btŸis¤jhŸ KGtJ« fhÍ« tiu m¥gona é£L élÎ«.

• 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‹ mÂš vGj¥g£oU¡F« vG¤J¡fŸ

bjçahJ. Mdhš t®z« Ô£odJ« mÂš 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¡fÎ«. Ï¥bghGJ vYä¢r« gH« Úçš äj¥gij¡ fhzyh«.

• Ï¥bghGJ mnj vYä¢r« gH¤Â‹ njhiy cç¤JélÎ« Ã‹ò, »©z¤Âš

cŸs Úçš vYä¢r« gH¤ij¥ nghlÎ«.

• 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 kÂ¤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 cjÎ»wJ.

rKjha¤Âš x‰Wik cz®nthL thGjš, bgçnahiu kÂ¤J el¤Jjš, r_f¤Âš

e‹kÂ¥ig bgWjš ngh‹w g©òfis¥ bg‰W thœtj‰F tê¡fh£L»wJ.

Ï¤Âw‹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®fshfÎ«, brašgLgt®fshfÎ« 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 fiyÍ« 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¥gilahfÎ« ghl¥gFÂia ikakhfÎ«

bfh©L mik¡f¥g£oU¡F«. fij nf£gJ mid¤J khzt®fS¡F«

äfÎ« Ão¡F«. vdnt, MÁça® FHªijfis¤ jh§fŸ nf£l¿ªj

fijia¡ Tw¢ brŒa nt©L«. Ã‹d®¥ 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 tiuaÎ«, òŸëfis Ïiz¡fÎ«, t©z« Ô£lÎ«,

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¥gFÂ¢ 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 Ã‹g‰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«. ÏÂš 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 vëÂš òçªJ bfhŸs Ï¢brašghL cjÎ»wJ. 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 vGÂ 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 cjÎ« 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« vGÂ MÁçaçl« fh©Ã¡f nt©L«.

18) bgh«kyh£l«

Ï¢Á‹d« Vâ¥goæš 2 goãiyfëš k£Lnk tU«. Âiu¢ Óiy¡F¥ Ã‹dhš

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

vëÂš òçªJbfhŸs Ï¢brašghL cjÎ»wJ. (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 vëÂš òça it¡f

cjÎ« 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 cjÎ« 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


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 ÃŸisfŸ v¤jid ng® -------------.

3. M©ÃŸisfŸ v¤jid ng®? -------------, bg© ÃŸisfŸ v¤jid ng®? --------.

4. KUf‹ jh¤jh, fhkh£Á gh£oæ‹ kf‹fŸ bga® vGjÎ«. ------, ------, ---------.

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. Ïªj¢ 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 ÏªÂah mD¥Ãa é©fy‹fŸ g‰¿a bjçªj jftšfis

m£ltizæš ó®¤Â brŒaÎ«.

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«. Ã‹ò 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; Ã‹dhš ku« cŸsJ.

ii. òè¡Fifæ‹ cŸns ÏU£lhfÎ« btëna btë¢rkhfÎ« cŸsJ.

iii. ku¤Â‹ nkny Fu§FfŸ ÏUªjd; ÑnH òšbtë mHfhŒ ÏUªjJ.

iv. kh‹ cUt¤Âš bgçaJ; Û‹ cUt¤Âš Á¿aJ.

vÂ®¢brhš bfh©L ãu¥òf.

i. òè, Fifæ‹ ------ brš»wJ. kh‹ btëna Âç»wJ.

ii. bfh¡F j‹ K‹dhš JŸë¡ FÂ¡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 Â¤Â¡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

Ã‹tUkhW 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® Ã‹

bjhl®ªJ ghl¢ brŒjš (3 Kiw)

goãiy 3 Ïu©L Ïu©L tçfshf MÁça® ghl khzt® Ã‹ bjhl®ªJ ghl

nt©L«.

goãiy 4 MÁça® brŒÍë‹ Kjš tçia¥ ghl khzt® Ïu©lhtJ tçia¥

ghlÎ« Ï›thwhf eh‹F tçfisÍ« gho khzt® kdÂš 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 gÂš Tw

thŒ¥gë¡f nt©L«. vitbašyh« ešy braš v‹gij khzt®fël« nf£L

mt‹ T¿aij¤ jé®¤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« Ã‹ò

Ñœk£l¡ fU«gyifæš vGÂ gh®¤J jtWfis Ú¡f nt©L« Ã‹ò jdJ

V£oš vGÂ MÁçaçl« ifbah¥g« bgw nt©L«. Ï›thwhf gy

goãiyfis¥ Ã‹g‰¿ MÁça® khzt®fS¡F brŒÍë‹ Âw‹

tY¥bgwÎ« ts«bgwÎ« 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. ÏÂš 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¥gÂš 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® cWÂ 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« - mÂš

kŠrŸ t©z¥ ó¡fsh«.

óéš njid c¿Šrnt

t©z¤J¥ó¢Á tªjjh«!

g¢ir t©z« njh£lkh« - mÂš

btŸis t©z¥ ó¡fsh«

óéš njid c¿ant

----------------------

g¢ir t©z¤ njh£lkh« - mÂš

------------------------

------------------------

------------------------

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


Four knights, two


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


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:


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.

154

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fâj¢ braš vJ ? V‹?

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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

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 Ï§F bfhL¡f¥g£LŸsJ.

gçnrhjid- 1 1/5 gFÂ O2

neh¡f« :

tëk©ly¤Âš 1/5 gFÂ O2 v‹gij Ï¢nrhjidæ‹ _y« ãUÃ¤jš.

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¡ bfhŸsÎ«, mÂš uitæid¡ fyªJ

bfhŸsÎ«.

• f©zho gh¤Âu¤Â‹ ika¤Âš vçÍ« bkGFt®¤Âia ã‰f¢ brŒaÎ«.

• Ï¥bghGJ, fhè f©zho l«siu vçÍ« bkGFt®¤Âæ‹ ÛJ féœ¤jÎ«.

• ãfG« kh‰w¤ij c‰Wneh¡fÎ«.

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«

ãUÃ¡fyh«.

• 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, mÂš CO2 x‹W fh‰¿š CO2 cŸsJ v‹gij

ãUÃ¤jš.


f©zho l«s®, R©zh«ò Ú®, c¿ŠÁ FHš

brašKiw:

• f©zho l«sçš ¾ msÎ R©zh«ò Úiu vL¤J¡bfhŸsÎ«.

• mÂš cWŠÁ¡ FHhæ‹ xU Kid R©zh«ò Úçš Kœ»æU¡F« goahf

it¡fÎ«.

• cWŠÁ FHhæ‹ kWKidia thæš it¤J CjÎ«.

• 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 msÎŸs gU¤Â üiy bt£o vL¡fÎ«.

• Ãsh°o¡ f¥Ã‹ ika¤Âš Mâia it¤J JisælÎ«.

• üè‹ xU Kidia f¥Ã‹ Jis têahf EiH¤J ng¥g® »ë¥ cl‹ f£o

élÎ«.

• xU ÁW J©L ng¥g® ltèid ko¤J mjid Úçš eid¡fÎ«.

• xU ifæš f¥ig cWÂahf¥ Ão¡fÎ«.

• f¥ò¡F mU»š cŸs üè‹ ÛJ eidªj ng¥g® ltiy it¤J K‹D« Ã‹D«

ÏG¡fÎ«.

• ãfœtij¡ c‰Wneh¡fÎ«.

és¡f«

• üèid K‹D« Ã‹Dkhf ÏG¡F« bghGJ x® nfhê¡ FŠÁ‹ r¤j« Ãsh°o¡

f¥Ãš ÏUªJ btë¥gLtij¡ nf£fyh«.

• üèid K‹D« Ã‹Dkh ÏG¡F« nghJ V‰gL« mÂ®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 ghÂ¡»‹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

Fë®¢Áahd fh‰W ãu¥òtijÍ« m¿ªJbfhŸSjš.


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 élÎ«.

• ½ è Ãsh°o¡ gh£oè‹ mo¥gFÂia 3 Ïl¤Âš “V” tot¤Âš bt£o vL¡fÎ«.

• vçÍ« bkGFt®¤Âæ‹ ÛJ bt£l¥g£l Ãsh°o¡ gh£oiy br§F¤jhf

féœ¡fÎ«.

• Á¿J neu« fê¤J v‹d kh‰w« V‰gL»wJ v‹gij c‰Wneh¡fÎ«.

• Ï¥nghJ br§F¤jhf ãW¤Â it¤j gh£oiy kzY¡FŸ mG¤J§fŸ (V

JisahdJ k©Q¡FŸ bršY« msÎ¡F)

• v‹d kh‰w« ãfœ»wJ v‹gij c‰Wneh¡fÎ«.

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 Fë®¢Áahd 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 Ïªj nfh£gh£o‹ mo¥gilænyna ntiy brŒ»wJ.

166

gæ‰Á¤jhŸ-1

ÑœfhQ« édh¡fS¡F éilaë¡fÎ«.

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¥ Ã‹d§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 KotÂšiy V‹?

18. e£r¤Âu§fŸ gfèš e« f©fS¡F bjçtÂšiy 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


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¿¡fÎ«

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®. Ã‹ò 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® vÂš 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 ÏuhKÎ¡F ãidÎ¡F 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 cjÎ§fŸ .

f¥gš, ngUªJ, Ïuæš

Ú®tê _y« br‹id tªj ÏuhK k‰W« FL«g¤Âdç‹ R‰Wyh gaz«

Ïånj Ï‹ò‰W KoªjJ.

Ã‹ò ÏuhK FL«g¤Âd® br‹idæèUªJ R‰Wyh br‹w Ïl§fŸ

mj‰F ga‹gL¤Âa thfd§fisÍ« ÏªÂa tiugl¤Âš F¿¡fÎ«. 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 cjÎ« 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® Ã‹dho tu gaz« nghf cjÎ«

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?

Â©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

gæ‰Á¤jhŸ-4 RjªÂu ÏªÂah

Kjš f£l¤Âš cŸs bgaU¡F bghU¤jkhd bjhl®ò fU¤Âid Ïu©lh«

f£l¤ÂèUªJ vL¤J vGJÎ«.

f£l« : 1

1. fhªÂaofŸ, 2. nejhí RghZ rªÂungh°, 3. r®jh® tšyghŒ gnlš, 4.

t.c.Áj«gu« ÃŸis, 5. ghuÂah®, 6. lh¡l® uhjh»UZz‹ 7. fhkuhr®.

f£l« : 2

1. MÁça® Âd«, 2. njÁa fé, 3. njr jªij, 4. ÏªÂahé‹ ÏU«ò kåj®,

5. bgUªjiyt®, 6. b#ŒïªJ 7. f¥gnyh£oa jäH‹.

bjhl®ògL¤Â vGJjš

1. fhªÂaofŸ njr jªij

2. ----------- ----------

3. ----------- ----------

4. ----------- ----------

5. ----------- ----------

6. ----------- ----------

7. ----------- ----------

• Ï¢brašghL tF¥ò IV gUt« I RjªÂu ÏªÂah v‹w ghl¤jiy¥Ãš

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

gæ‰Á¤jhŸ- 5

ekJ ehL

neh¡f« :

MWfis tlÏªÂa 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.

ÏªÂaMWfŸ

tl ÏªÂaMWfŸ bj‹ÏªÂaMWfŸ

ÁªJ, f§if, Ãukò¤Âuh, e®kjh, jgÂ

kfheÂ, nfhjhtç, »UZzh, fhéç, itif

if

§

fh ç

Á J

jh ç

U Z

k Â

Ã k ¤

® k j Â

177

1. r§f« it¤J jäœ ts®¤j kJiuæš ghÍ« MW vJ?

2. ÏªÂa eÂfëš òåj eÂahf fUj¥gLtJ vJ?

3. nk£^® mizæ‹ FW¡nf f£l¥g£LŸsJ vJ?

4. Ïkakiyæš c‰g¤Âah» gh»°jhåš ghÍ« eÂ vJ?

5. bj‹åªÂa eÂfëš f§if vd¥gLtJ vJ?

6. MªÂuhit ts¥gL¤J« M© bga® bfh©l eÂ vJ?

7. xçrh khãy¤Âš ghÍ« eÂ vJ?

8. ÏªÂa eÂfëš mÂf Ús« bfh©l eÂ vJ?

9. muÃ¡ flèš fy¡F« ÏU eÂfŸ vJ?

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