Download go¤jš, vGJjš k‰W« mo¥gil fâj brašghLfis nk«gL¤Jtj‰fhd gæ‰Á f£lf

go¤jš, vGJjš k‰W« mo¥gil fâj brašghLfis nk«gL¤Jtj‰fhd
gæ‰Á f£lf«
ca® bjhl¡fãiy tF¥ò
f£lf¤ jahç¥ò
khãy¡ fšéæaš MuhŒ¢Á k‰W« gæ‰Á ãWtd«
k‰W«
midtU¡F« fšé Ïa¡f«
1
ÂUkÂ. ó#hFšf®â, Ï.M.g.,
khãy¤ £l Ïa¡Fe®,
midtU¡F« fšé Ïa¡f«,
br‹id-600 006.
xU eh£o‹ r_f, bghUshjhu k‰W« bjhêš ts®¢Áæ‹ mo¥gil Mjhukhf ÂfœtJ
kåj tsnk. kåj ts¤ij nk«gL¤Jtš K¡»a m§fkhf ÂfœtJ “fšé”. kåj ts nk«gh£o‹
mo¥gilfshd bkhê¤Âw‹ k‰W« fâj¤Âw‹ ngh‹wt‰¿š Ï‹iwa ãiyæš fhz¥gL« Fiwfis
Ú¡» fšé bgW« khzt®fëilna EhW rjÅj thÁ¤jš Âw‹, vGJjš Âw‹ k‰W« mo¥gil¡ fâj¤
Âw‹fis ts®¥gnj Ï¡f£lf¤Â‹ jiyaha neh¡fkhF«.
Mfnt, bfhL¡f¥g£LŸs brašghLfŸ k‰W« EQ¡f§fis MÁça®fŸ KGikahf m¿ªJ
bfh©L, e«äl« fšébgW« khzt®fël« thÁ¤jš, vGJjš k‰W« mo¥gil¡ fâj¤ Âw‹fis
KGikahf ts®¡f VJthf Ï¡f£lf« totik¡f¥g£LŸsd. vdnt Ï¥gæ‰Á f£lf¤ij ga‹gL¤Â
khzt®fë‹ go¤jš, vGJjš k‰W« mo¥gil fâj brašghLfis br«ikgL¤J«goÍ«, midtU¡F«
fšé Ïa¡f¤Â‹ jiyahŒ neh¡fkhd jukhd fšé v‹gjhš mj‰F V‰wh® nghy gšntW
brašghLfis brŒJ khzt®fë‹ thœéš fšé xëia V‰¿ it¡f nf£L¡bfhŸ»nw‹.
2
f£lf¤ jahç¥ò FG
bgh‹.Fkh®,
TLjš Kj‹ik¡ fšé mYty®,
midtU¡F« fšé Ïa¡f«,
»UZz»ç kht£l«.
1. N. eluh#‹
cjé £l mYty®
midtU¡F« fšé Ïa¡f«,
ntÿ® kht£l«.
2. G. kJRjdh
éçÎiuahs®,
DIET, Ïuhâng£il
3. v. brªÂšuh{,
éçÎiuahs®,
DIET, Ïuhâng£il
4.J.P. Á¤uh
BRTE, BRC XN®,
»UZz»ç kht£l«.
5. L. b#aÓy‹
BRTE, BRC g®T®
»UZz»ç kht£l«.
6. M®. fha¤ç,
BRTE, BRC »UZz»ç,
»UZz»ç kht£l«.
7. Ã. bjhšfh¥Ãa‹,
BRTE, BRC eh£u«gŸë,
ntÿ® kht£l«.
8. M®. jäœky®,
BRTE, BRC »UZz»ç,
»UZz»ç kht£l«.
9. v«. brsªjuh#‹
BRTE, BRC mu¡nfhz«,
ntÿ® kht£l«.
10 .L. nahfy£Rä
B.T. Asst., GBHSS »UZz»ç,
»UZz»ç kht£l«.
11. v«. Ñjh
B.T. Asst., PUMS myre¤j«,
»UZz»ç kht£l«.
12. é. b#ar§fç
Spl. Teacher., BRC g®T®
»UZz»ç kht£l«.
3
tçir
v©
bghUsl¡f«
g¡f«
v©
I
jäœ
1
1
go¤jš Âw‹ nk«gl
2
2
vG¤J¥ gæ‰Á
4
English
II
11
3
Reading
11
4
Enhanced writing
19
5
Grammar
21
fz¡F
III
29
6
fâj mo¥gil¢ brašfŸ
31
7
v©âaš
37
8
msitfŸ
41
9
Ïa‰fâj«
44
10
étu§fis¡ ifahSjš
46
11
toéaš
47
12
kh‰W¤Âw‹ bfh©l khzt®fS¡fhd jäœ , M§»y« vGJjš, go¤jš k‰W«
mo¥gil¡ fâj¢ brašghLfŸ
49
4
go¤jš, vGJjš k‰W« mo¥gil bkhêa¿it nk«gL¤J« ca®bjhl¡f ãiy
tF¥òfS¡fhd gæ‰Á f£lf«
K‹Diu:
“v®fhy thœé‰fhf xUtid cUth¡Ftjšy fšé; ãfœfhy¤Âš
xUtid¤ Âw«gl Ïa§f¢ brŒtnj fšé” vD« fU¤Â‰nf‰g, fšé khztuJ cŸsh®ªj Âw‹fŸ
btë¥gL«goahfΫ, MSik ts®¢Á mÂf¥gL«goahfΫ mikjš nt©L«. Ï‹iwa Ï‹¿aikah¤ njitfSŸ x‹W,
khzt®fŸ j§fŸ mo¥gil¤ Âw‹fis nk«gL¤Â¡bfhŸtnj MF«. go¤jš, vGJjš k‰W« fz¡»L« Âw‹
bgWjš ngh‹witna x›bthU FHªijiÍ« khzt¥ gUt¤Âš bgw nt©oa K¡»a¤ Âw‹fŸ MF«. kh¡fëèUªJ
k¡fis ntWgL¤Â¡ fh£L« ϤÂw‹fis, Ïs«gUt« Kjyhf¥ go¥goahf¡ f‰W¥ ga‹bgw mw¥gâah‰W«
MÁça®fë‹ têfh£Ljš mtÁa«.
“v©Q« vG¤J« f© vd¤ jF«” v‹gj‰nf‰g Kjèš go¥gj‰F¡ f‰fΫ Ë f‰gj‰fhf¥
go¡fΫ gH¡Fjš nt©L«. khzt®fŸ x›bthUtU« ntWg£lt®fŸ; Mjyhš mtut® ÂwD¡F V‰wh‰
nghš khWg£l f‰Ã¤jš thæyhf, khztuJ Âw‹fis ts®¤jš nt©L«.
neh¡f«: 1. brh‰fsŠÁa« bgU¡Fjš 2. gil¥òfis¢ Rit¤jš 3. v©z§fis vG¤Âš to¤jš 4. JâªJiu¤jš,
kW¤Jiu¡F« Âw‹ bgwš 5. brhšyh£Á¤ Âw‹ ts®¤jš 6. ò¤jf« go¡F« gH¡f¤ij c©lh¡Fjš 7. òÂad
gil¡F« Âw‹ bgwš
8. m¿it¥ bgU¡Fjš, m¿ahikia¢ RU¡Fjš 9. ÁªÂ¡F« Âw‹ ts®¤jš 10. f‰wt‰iw eilKiw thœnthL
bjhl®ògL¤J« Âw‹ ts®¤jš.
M®t_£L« brašghL – brh‰go¡f£L mik¤jš
MÁça® xU bjhliu¡ Tw nt©L«. m¤bjhlç‹ ÏW¢ brhšyhdJ mL¤j bjhlç‹ Kjš brhšyhf
mikÍ«go khzt®fŸ brh‰go¡f£L mik¤J¡ bfh©nl bršy nt©L«.
be‰¿¡f©
f©kâ
.
kâ¡ T©L
T©L¡»ë
»ë¥ng¢R
ng¢R¤Âw‹......
Ï›tifahd bkhêéisah£Lfis Ïz¡f¤Jl‹ brŒJ¡fh£o bkhê¤Âw‹fis ts®¡fyh«.
go¤jš Âw‹ nk«gl:
khztuJ brh‰fsŠÁa¥ bgU¡f¤Âid mÂf¥gL¤jΫ, jFªj Ïl§fëš brhš MSikia V‰gL¤jΫ
go¤jš Âw‹ ga‹gL« Ïj‰bfd bkhê MÁça®fŸ gšntW brašghLfis tH§fyh«.
brašghL : 1 xU éidK‰iw MÁça® fU«gyifæš vGJjš nt©L«. khztiu miH¤J k‰bwhU
brhšiy¢ nr®¤J bjhliu Ú£o¡f¢ brŒa nt©L«.
v.fh.
go¤jh‹.
uhK go¤jh‹.
5
mÂfhiy uhK go¤jh‹.
ne‰W mÂfhiy uhK go¤jh‹.
ne‰W mÂfhiy uhK e‹whf¥ go¤jh‹.
Ï›tifahd brašghLfŸ _y« vGthŒ, gaåiyfSl‹ milbkhêfis¢ nr®¤J Ú©l bjhl®fis mik¡f
Koͫ.
brašghL : 1
v.fh.
ÏU brhš my§fhu«:
1. rh«gh® kz¥gnj‹?
ngh® Åu‹ Áw¥gnj‹? éil : bgU§fha«
2. FHªij mGtJ V‹?
F¥ig nj§FtJ V‹? éil : vL¥ghu‰W
tF¥giwia ÏUntW FG¡fshf¥ Ãç¡fΫ xU FG nfŸéia¡ nf£f kW FG mj‰fhd éilia¡ f©l¿ªJ
TwΫ nt©L«.
eh Ãwœ gæ‰Á / eh be»œ gæ‰Á:
mG¤j« ÂU¤jkhfΫ, cŸsij cŸsthnw V‰w Ïw¡f¤Jl‹ go¤ÂlΫ, ‘y’ fu ‘s’ fu ‘H’ fu ntWghL m¿ªJ
f‰fΫ gæ‰Á më¤jš mtÁa« Ïj‰fhf “ehÃwœ gæ‰Á”
/ eh be»œ gæ‰Áfis tH§»Ljš
v®gh®¡F« gaid¤ jU«.
v.fh. 1 - <UUë
v.fh. 2 - flYy cuY cUSJ bghwSJ
ÃuSw cuYy cäæšy jéošy
v.fh. 3
mtŸ
mtš
msªjhŸ
ÏtŸ
mtš
ms¥ghŸ
ÏtŸ
mtš
msªjhŸ
mtŸ
mtš
ms¥ghŸ
ÏtS« mtS« ms¡fhé£lhš
vtŸ
mtš
ms¥ghŸ
Ï›tifahd gæ‰Áfis¢ rçahd xè¥ò KiwÍl‹ khzt®fŸ f‰fΫ f‰wèš M®t¤ij¤ ö©lΫ
vG¤Jfë‹ xè¥ò Kiwæš V‰gL« Ia§fis¥ ngh¡» Kiwahd xè¥ò Kiwia m¿ªJ¡bfhŸsΫ ngUjé
ò绋wd.
ãW¤j‰F¿pLfis m¿ªJ go¤jš / bghUs¿ªJ Ãç¤J go¤jš
ãW¤j‰F¿fis¥ ga‹gL¤Jtj‹ K¡»a¤Jt¤ij khzt®fŸ m¿jš ešyJ. bghUŸ khwhkš khzt®fŸ
rçahd bghUŸ cz®ªJ go¤jèš ãW¤j‰F¿fë‹ gâ msél‰fçaJ.
brašghL: njitahd bghUŸ: 1. fU«gyif 2. R©z¡f£o
fU«gyifæš MÁça® Ñœ¡f©l bjhliu vGÂ, mjid xU khztid go¡f¢ brŒa nt©L«. cça
ãW¤j‰F¿fis Ï£L Û©L« go¡f¢ brŒjš nt©L«.
ghuÂ, ah® Å£o‰F¢ br‹wh®?
ghuÂah® Å£o‰F¢ br‹wh®.
ÏUntW bjhl®fŸ ÏU ntW bghUis cz®¤JtjhŒ mikªJŸsd.
(v.fh.)
ÁW Fu§F vd mj‹ thèš
Ô it¤jhnd – mJ
6
bfhS¤Âanjh mt‹ M©l
Ô it¤jhnd!
- brh‹dt® thè
F¿š beoš ntWgh£oid cz®¤J f‰wš
F¿iy beoyhf¥ ÃiHÍl‹ f‰F«nghJ mj‹ bghUŸ ntWgL»wJ. Mjyhš cça Kiwæš cŸsij
cŸsthnw f‰f MÁça® gæ‰Wé¤jš mtÁa«.
braš 1. bfhL - nfhL 2. vL - VL 3. bt£L-nt£L
nk‰f©l brh‰fis m£ilfëš vGÂ khzt®fëilna jUjš nt©L«. xU khzt‹ vGªJ mtålKŸs
m£ilæš vGj¥g£LŸs brh‰fis Kiwahf¥ go¡f¢ brhšy nt©L«. m¢brhšY¡F¥ bghU¤jkhd F¿š /
beoš brhš cŸs m£ilia khzt‹ go¤jš nt©L«. Ïj‹tê, khzt®fŸ F¿š beoš ntWgh£il cz®ªj¿ayh«.
gHbkhêfisÍ«, bgh‹bkhêfisÍ« go¤J Ï‹òwš
KJbkhêfis¥ bghUŸ m¿ªJ mt‰iw jFªj Ïl§fëš khzt®fŸ ga‹gL¤Âl MÁça®fŸ cjéLjš
nt©L«. ‘gHbkhêfŸ’ v›tif fhuz« fUÂ Tw¥g£lJ v‹gij m¿ahkš Ï‹iwa ehëš mit gšntW éj§fëš
ga‹gL¤j¥g£L tU»‹wd. vdnt gHbkhêfë‹ c©ikahd bghUis khzt®fŸ K‰¿Ykhf m¿ªJ¡bfh©L
Ï‹òw¢ brŒjš nt©L«.
(v.fh.) 1 -ehia¡ f©lhš fšiy¡ fhnzh«.
bghUŸ
fšèš to¡f¥g£l ehŒ Á‰g¤ij¡ fhQ« nghJ ehahfnt bj‹gLtjhš mJ fšyhf¤ bjçtšiy. fšyhf¡
fhQ«nghJ brJ¡f¥g£l ehæ‹ cUt« bjçtšiy.
(v.fh.) 2- MbeŒ¡bfhU fhy« tªjhš
óbeŒ¡bfhU fhy« tU«.
bghUŸ (M – gR) gRéDila beŒia mÂf« c©L tªjhš V‰gL« clš gUkid Fiw¡f (óbeŒ – nj‹)
óédJ beŒia c©z nt©oa ãiy tU«.
brašghL -
gšntW gHbkhêfëš cŸs brh‰fis¤ jå¤jåna brhš m£ilfëš vG khztçl« jUjš
nt©L«. Ï›thW ju¥g£l brhš m£ilia x‹whf Ïiz¤J gHbkhêfis cUth¡»Ljš nt©L«.
bjçÍ«
éisÍ«
mHF
fh‰WŸsnghnj
gæ®
ä‹Dtbjšyh«
Jh‰¿¡bfhŸ
bgh‹dšy
Kisæny
Ïsikæš
fhy«
Kf¤Âš
bjçÍ«
mf¤Â‹
fš
bgh‹ngh‹wJ
vG¤J¥ gæ‰Á
7
ca®ãiy bkhê¤Âw‹fshd go¤jš, vGJjš ngh‹w Âw‹fis¥ bgwΫ, mt‰iw ts®¤ÂlΫ tF¥giw
brašghLfis MÁça®fŸ m›t¥nghJ mik¤J¤ jUjš nt©L«.
gh®¤J vGJjš - mfu Kjèia¥ ga‹gL¤Jjš
khzt®fë‹ vGJjš Âw‹ nk«gl tF¥giwæš mfu Kjè cgnah»¤jiy MÁça® C¡Fé¤jš nt©L«.
brašghL - gy bghUŸ jU« xU bkhêia MÁça®fŸ m£ilfëš vGÂ tF¥giwæš cŸs FG¡fS¡F¤
jUjš nt©L«. m¡FGéš cŸs khzt®fŸ x‹¿izªJ mfuKjèia¥ ga‹gL¤Â bfhL¡f¥g£l brh‰fS¡fhd gy
bghUŸfis¢ nrfç¤jš nt©L«.
v.fh.
Nça‹ - gfyt‹, gçÂ, PhæW, btŒnah‹, fÂut‹, Âthfu‹
br¥òjš – brhšYjš, gfUjš, TWjš, Ïa«òjš, eéYjš
Ï¢brašghL tF¥giwæš fodkhd brh‰fis vëa Kiwæš bghUs¿ªJ vGj khzt®fS¡F
cWJizahŒ mikÍ«. brh‰fS¡fhd TLjš bghUis m¿ªJ¡bfh©L ga‹bgwΫ, brh‰fsŠÁa¤ij¥
bgU¡»¡ bfhŸsΫ ÏJngh‹w brašghLfŸ ga‹gL«.
F¿¥òfis¥ ga‹gL¤Â¡ fij vGJjš - v.fh. - Á‰Ã – fšiy¥ gh®¤jš – Áiyahf¢ brJ¡f¡ nf£lš - fš
kW¤jš – ntW fšèl« nf£lš – x¥ò¡bfhŸsš – fš Áiyahjš – óir brŒjš – nj§fhŒ cil¡f¡ fš njit¥glš –
kW¤j fš mf¥glš
F¿¥òfis¡ bfhL¤J mjd tê fij vGJtij C¡Fé¤jš _y« khztuJ Áªjid¤ Âw‹, fU¤ij btë¥gL¤J«
Âw‹, brhš MSik¤ Âw‹, gil¥gh‰wš Âw‹ ngh‹wt‰iw tsu¢ brŒayh«. Ï¢brašghL f£Liu tiujš,
RU¡» vGJjš, éç¤J vGJjš, g¤Âahf mik¤jš ngh‹wt‰iw¡ f‰W¤ bjëa thŒ¥ghf mikÍ«.
brhštij¡ nf£L vGJjš - khzt®fS¡F Ïs«taJ Kjyhf vGJjèš gæ‰Á ju, brhštij¡ nf£L vGJjš
Kiw (Dictation) têtêahf¥ ga‹gL¤j¥g£L tU»wJ.
ghl¥bghUëš K¡»a k‰W« òÂa brh‰fis vëikahf¡ f‰fΫ, y,s,H-fu F¿š, beoš
ntWghLQ®ªJ vGjΫ brhštij¡ nf£L vGJ« Kiw rhy¢ ÁwªjjhF«. (v.fh.
1. ãy¡»Hh® 2.
eh£Lòw¥ghlš
3. nfhéš 4. fU¥ò 5. f‰w¿ªnjh® 6. fâå)
xG§FgL¤Â vGJjš / tçir¥gL¤Â vGJjš
xG§FgL¤Â vGJ« tifæš mik¡f¥g£l m£ilfis khzt®fS¡F¡ bfhL¥gj‹ _y« ÃiHæ‹¿ vGJtij
m¿ªJ¡bfhŸs ÏaY«.
brašghL : 1
ik j sh Ÿ
jŸshik
-
ò U if ¥ æ
-
ifæU¥ò
¡ ‹ Ã j « d if
-
j‹d«Ã¡if
brašghL : 2 t£l¤J¡FŸ Á¡»a vG¤J¡fis¥ ga‹gL¤Â brh‰fis mik¤J vGJjš
M
j
d
il
Ïy¡fz«
t
f
u
8
«
gl
‘Ïy¡fzä‹¿ Ïy¡»a« mikahJ
Ïy¡»aä‹¿ bkhê ts« bgwhJ’
bkhêia¡ ifahStš Âwik bgw Ïy¡fz« mtÁa«. Ïy¡fz¥ ÃiHæ‹¿ vGJjš mikÍ« nghJ k£Lnk
mj‹ rçahd bghUŸ és§F«.
Ïy¡fz« Ïå¡F« - Ïåa brašghLfŸ
éid¢ brhš
éid
K‰W
éid
v¢r«
th
tªjh‹
tªJ
tªj
fh©
f©lh‹
f©L
f©l
bjhê‰
bga®
éa§nfhŸ éidK‰W
tªjt‹
tUjš (tUif)
tUf!
f©lt‹
fhQjš (fh£Á)
fh©f!
bga® éidahyizÍ«
v¢r«
bga®
thœ
thœªjh‹ thœªJ thœªj
thœªjt‹
XL
Xodh‹
Xoat‹
Xo
Xoa
thœjš (thœ¡if) thœf!, thê!, thêa!, thêa®!
XLjš (X£l«)
XLf!
1. éidK‰W - xU éid¢brhš K‰W bg‰Wé£lhš mJ éidK‰whF«.
2. éidba¢r« - xU éid¢brhš éidia¡bfh©L Koªjhš éidba¢r« MF«.
(v.fh.) tªJ - br‹wh‹ (tªJ v‹w éidba¢r« br‹wh‹ v‹w éid¢brhšiy¡ bfh©L Ko»wJ).
3. bgabu¢r« - xU éid¢brhšyhdJ bgaiu¡ bfh©L Koªjhš mJ bgabu¢r« MF«. (v.fh.) Xoa
ehŒ – Xoa v‹w éid¢brhšyhdJ ehŒ v‹w bga®brhšiy¡ bfh©L Ko»wJ.
4. éidahyizÍ« bga® - éid¢brhšyhdJ F¿¥Ã£l bghUisnah, egiunah bfh©L KoÍkhdhš mJ
éidahyizÍ« bga® MF« - v.fh. elªjt‹, thœªjt‹
5. bjhê‰bga® - éiz¢brhšyhdJ mš (m) jš v‹w éFÂia¡bfh©L KoÍkhdhš mJ bjhê‰bga®
MF« - v.fh. thœjš, el¤jš, ngh‰Wjš
6. éa§nfhŸ éidK‰W - ÏWÂahf M¢rça¡F¿Íl‹ thœ¤Jjš nghš KoÎ bg‰whY«, f£lis¤ bjhluhf
ÏUªjhY« mJ éa§nfhŸ éidK‰W MF« - v.fh. el¡f!, f‰f!,
brašghL : 1 - nk‰f©l tif¡F IªJ brhš m£ilfis¤ jah® brŒJ khzt® K‹ it¤jš nt©L«. brhš
m£ilfëš éa§nfhš éidK‰iw Ïd« f©L mt‰iw cça Kiwæš tif¥gL¤Jjš nt©L«.
thêa
tªj
thœ¡if
vGÂ
c©zh thœf
njlh
brŒj
Xo
ghLjš
Ï¢brašghLfŸ tê, khzt®fŸ Ïy¡fz¤ij vëikahf¡ f‰W mij m‹whl thœéš ga‹gL¤J« Âw‹
bgw ÏaY«.
9
MFbga®: Ïy¡»a¤ij¢ Rit¡f MFbgaiu m¿ªJ bfhŸSjš mtÁa«. Ï›thwhd m¿ªJ bfhŸSjš Ïy¡fz¤ij¢
Rit¥gnjhl‹¿ mt‰iw¡ bfh©L Ïy¡fz Kiw¥go òÂanjh® Ïy¡»a« gil¡fΫ cjΫ.
jiy¡F xU %ghŒ bfhL
mtid¡ Ñœ¥gh¡f¤Â‰F mD¥g
nt©L«
or«g® ó¤jJ
órâ rh«gh®
btŸisia Vçš ó£L
bgh§fš c©lh‹
1.
bghUshF bga®
- KG bghUS¡F« mšyhkš Áid¡F M» tUtJ
2.
ÏlthF bga®
-
3.
fhythF bga®
4.
ÁidahF bga®
- Áid¡F Mfhkš bghUS¡F M» tUtJ
5.
g©ghF bga®
-
6.
bjhêyhF bga®
- bjhênyhL bjhl®òila ÿbjh‹¿‰F M» tUtJ.
Ïl¤Âid¢ R£lhkš bjhl®òila ntbwh‹W¡F M»
tU»wJ
fhy¤ij m‹¿ m¡fhy¤nj el¡»‹w braš, j‹ik¡F M»
tUtJ.
g©ò¡F
Mfhkš
m¥g©nghL
ntbwh‹W¡F M»tUtJ.
bghUªÂa
Tw¥g£l éÂfS¡F¥ bghU¤jkhd brh‰bwhl®fis m›tt‰nwhL Ïiz¤J MFbgaç‹ tiffis m¿ªJ
bjëÎ bgwΫ, ea¤Jl‹ khzt®fŸ go¡fΫ, cz®ªJ Ï‹òwΫ Ï¢brašghL cjλwJ.
vJif nkhid - vJif nkhidæ‹¿ ghlš VJ?
“vJif Ï‹¿ vêš mikah
nkhid Ï‹¿ bkhê tsuh”
vdnt vJif nkhid vD« vUé£L v‹W« mêah j䜥 gæ®
ts®¥ngh«.
Kjš vG¤J x‹¿ tªjhš nkhidiaÍ«, Ïu©lh« vG¤J x‹¿ tªjhš vJifiaÍ« ÏW vG¤njh Ónuh x‹¿
tªjhš Ïiaò v‹W« khzt®fŸ m¿ªJ¡bfhŸsš nt©L«.
v.fh. - v § fŸ thœÎ« v§fŸ tsK«
k § fhj jäbH‹W r§nf KH§F
v § fŸ gift® v§nfh kiwªjh®
Ï § FŸs jäH®fŸ x‹whjš f©nl
10
vJif brh‰fis¢ ÁªÂ¤J vGJf
§fŸ
____________
Mil
____________
ey«
____________
____________
____________
____________
____________
____________
____________
____________
____________
____________
nkhid brh‰fis¢ ÁªÂ¤J vGJf
kšèif
gts«
igªjäœ
___________
____________
____________
____________
____________
____________
____________
____________
____________
___________
____________
____________
Ïiaò brh‰fis¢ ÁªÂ¤J vGJ
cd¡fhf
v‹W«
gh®¤nj‹
____________
____________
____________
____________
____________
____________
___________
____________
____________
òz®¢Á
“jå¢ brh‰fŸ òzuh
òz®¢Áæ‹¿¤ bjhl®fŸ mikah”
brh‰fŸ òz®jiy cz®jš mtÁa«
Fl«
bgh‰Fl«
-
éfhu¥ òz®¢Á
ky®
bgh‹ky®
-
Ïašò òz®¢Á
-
éfhu¥ òz®¢Á
bgh‹
bgh‹d«gy«
m«gy«
nk‰f©l brašgh£o‹ _y« brh‰fŸ x‹Wl‹ x‹W ÏizÍ«nghJ Ïašò, éfhu« - v‹w ÏU tif¥
òz®¢Á ãfœ»‹wJ v‹gjid khzt® cz®jš nt©L«.
éfhu¥òz®¢Á
njh‹wš
thiH + gH«
kiH + fhy«
Âçjš
bfLjš
k© + Fl«
ntš + gil
11
ku« + nt®
gH« + rhW
Âiz, ghš, v©, Ïl« m¿nth«
Âiz : Âiz v‹gJ xG¡f¤ij¡ F¿¥gJ. Ï~J Ïu©L tif¥gL«.
1. ca®Âiz – (v.fh.) kåj‹ euf®, njt® ngh‹w Mw¿Î gil¤njh®.
2. m‡¿iz - (v.fh.) eh‰fhè, »ë ngh‹w cæ® cŸs, cæw‰w Iªj¿Î gil¤jit mid¤J«.
ghš: ghš v‹gJ ntWgL¤Â m¿jš. Ï~J IªJ tif¥gL«.
ca®Âiz¡FçaJ
M© ghš - Miz¡ F¿¥gJ (v.fh.) uhk‹
bg© ghš - bg©iz¡ F¿¥gJ (v.fh.) fyh
gy®ghš - gyiu¡ F¿¥gJ (v.fh.) mt®fŸ
m‡¿iz¡FçaJ
x‹w‹ ghš - xUikia¡ F¿¥gJ (v.fh.) mJ , ÏJ
gyé‹ghš - gyt‰iw¡ F¿¥gJ (v.fh.) mitfŸ, ÏitfŸ
v© : v©â¡ifia¡ F¿¥gJ. ÏJ Ïu©L tif¥gL«.
xUik - x‹iw k£L« F¿¥gJ (v.fh.) ky®, khL
g‹ik - x‹W¡F nk‰g£ldt‰iw¡ F¿¥gJ (v.fh.) ky®fŸ, khLfŸ
Ïl« : Ïl« _‹W tif¥gL« mit 1. j‹ik 2. K‹åiy 3. gl®¡if
1. j‹ik - j‹id¡ F¿¥gJ (v.fh.) eh‹, eh«
2. K‹åiy - K‹dhš ÏU¥gt®fis¡ F¿¥gJ (v.fh.) Ú, Ú§fŸ
3. gl®¡if - _‹whtJ egiu¡ F¿¥gJ v.fh. mt‹, mtŸ, mJ, mit
cfªj Ïl¤Âš ãu¥òf
eh‰fhè
uhk‹
ò¤jf«
eh‹
njt®
mJ
ku«
ò¤jf§fŸ
fkyh
kåj‹
j‹ik K‹åiy gl®¡if
12
Ú
xUik
Ïl«
ca®Âiz
Âiz
g‹ik
v©
m~¿iz
ghš
M©ghš bg©ghš
ENGLISH - UPPER PRIMARY
Introduction:
English language, as we all know remains the universal language. It is the only
link language in the modern world. One gains self-confidence and positive attitude if
one knows how to read, write and speak English.
Ice Breaking Activity:
Coin as many words as possible. (Maximum number of words is appreciated by
the trainer.) ADMINISTRATION, ARRANGEMENT, ACKNOWLEDGEMENT
Aims:
 This module aims to develop reading and writing skills of pupils with a lot of
enriched
vocabulary
activities
which
naturally
develops
fluency
and
understanding of the content.
 This module aims at sustaining interest of the learner by providing a supportive
learning material.
13
Objectives:
 To motivate pupils for developing reading and writing. To create interest by
giving pre reading activities like puzzles, riddles, word grids, etc. To make them
participate in post reading and writing like role play, conversation, letter writing
and hints development, etc.
 To enable pupils follow the writing patterns correctly in hand writing notebooks.
To create interest in grammar learning through activities for enhanced writing.
Topics discussed in this module:
Reading
Pre Reading
& Writing
Post Reading
Cursive Writing
Grammar
Activities
Pre Reading Activities:
i) Fill in the missing letters, words, etc.. ii) Re-arrange the letters to form a word. iii)
Word building games. iv) Answering crossword puzzles, tongue twisters.
Post-reading Task:
i) Prepare collage of pictures, collect and draw pictures for description. ii) Dramatization
role play, conversation proverbs, mind mapping, summarizing, rearranging sequentially.
Pre-reading Task:
SYLLABIFICATION
It is a Puff of air with vowel sounds (a, e, i, o, u). Mono, di, tri, tetra and poly are the
types of syllables.
Activity-1 :
Supply vowel – “a” letter
Original word
Pat
14
New word
c__n
Mat
Rat
-
m__n
l__p
Activity-2:
Supply vowel sound – “a” words
Original word
New word
ants
arm
arch
Note:The same procedure is to be followed for the rest of the vowel letters (a, e, i, o, u).
Group work - Identification of vowel sounds:
The teacher utters a few words, the teams A & B have to identify the vowel
sounds. Timings can be given for identification.
Example: Eye - ____________
Production of Vowel Sounds:
The teacher utters a few words, the teams A & B have to produce words with the
vowel sounds. Example: Run - Fun
Note: Each vowel sound is known as syllable.
Individual Work:
Syllabification - Temple Construction
Home
pa / rents
per / ma / nent
com / pe / ti / tion
vo / ca / bu / la / ry
Rules : The number of vowel sounds in a word equals the number of syllables.
Example: Home =1 ,
Subject =2
When two or more consonants come between two vowels in a word, it is usually divided
between the first two consonants.
Example: Sis - ter, but - ter , hun - gry.
15
When a single consonant comes between two vowels in a word, it is usually divided
after the consonant, if the vowel is short.
Example: lev- er , cab - in, hab - it
When two vowels come together in a word, and are sounded separately, it is divided
the word between two vowels.
Example: ra- di - o, di - et, i- de- a
5. When a vowel is sounded alone in a word, it forms a syllabic itself.
Example: grad- u -ate, a -pron
6. A word that has a prefix / suffix is divided between the root word and affix.
Example: dis- count, thank -ful, dis - agree - ment.
PREFIXES AND SUFFIXES
Fixes are placed before or after root words to form a new word which differs in its
meaning.
Root Word: A meaningful word
Group work
1) Match the prefixes with their root words:
Prefixes
Un
Root words
im
able
Possible
2) Suffix - Form new words from the suffix ------------“ful”
Hope ______, Thought ______, Right ______, Wonder ______,
3) Affix: Choose the correct matching words to the right word given below [ ness, semi,
ment, hood, non]
Circle, Child, Government, Kind, Treat
Individual / Group work - Know More: Dictionary reference writing, Preparation of
Prefixes “bank”, Preparation of Suffixes “bank”.
Note: The teacher can give any number of prefixes and suffixes.
Limited Task- The teacher can give limited prefixes for reference writing.
Example: List
un
semi
in
16
im
unable
colon
credible
patient
Unlimited Task:
Refer dictionary and list out the root word for the following prefixes: re_, mis_,
dis_, ir_, en_, un_, trans_, poly_, ill_, il_, non_, mono_, under_, vice_, tele_, up_, inter_,
in_, fore_, etc.
Example: List
Register
gister is not a root word
Rearrange arrange is a root word
omit such word-prefix
include in the list-prefix
Note: For each prefix, do the same.
Suffix - Limited Task: Refer dictionary and list the root words for the following suffixes.
-ness
good
kind
-ful
colour
beauty
List suffix root word (Unlimited Task) : (_ant, _al, _ive, _er, _ate, _ness, _ours, _ish,
_less, _ment, _ist, _ful, _wise, _hood, _ity, _dom, _ion, _ship, _by, _able)
Example: coolant, pennywise, friendship
COMPOUND WORDS
Compound words are the combination of two words with different meaning and give a
new word with a new meaning.
Example: dining table, bath room, bed room, compound wall, kitchen ware, iron hand.
Activity: Match the following:
sea
-
box
match
-
shore
Grids can be prepared by using parts of speech except Interjection and Conjunction.
Noun + Noun – Eg.: Inland water, Verb + Noun – Eg.: Call letter, etc.
SINGULAR - PLURAL
17
Singular
-
It denotes a person, an animal or a thing
Plural
Formation:
-
It denotes more than one person, animal or thing
Words added with ‘s’ to form plural
-
Cow - cows
boy - boys
Words ending with ‘o’ & ‘x’, ‘s’, ‘ss’, ‘ch’, ‘sh’ added with
‘es’ to form
Mango - Mangoes
box - boxes
glass - glasses
church - churches
brush - brushes
Words ending with ‘y’ added with ‘ies’ to form plural by
dropping ‘y’
-
baby - babies
cry- cries
Words ending with ‘f’ and ‘fe’ are added with ‘ves’ to form
plural
-
Leaf - leaves
shelf - Shelves
Note: Equivalent vowels are changed. Eg: man - men, goose - geese, tooth - teeth,
child- children, brother - brethren
Words which are always singular:
1. Physics 2.Mathematics 3.Politics 4.News 5.Progress
6.Innings 7.Information
8.Luggage 9.Machinery 10.Fun 11.Poetry 12.Advice 13.Cash 14.Clothing 15.Nonsense
16.Furniture
Words always plural:
1. Billiards 2. Cattle 3. Scissors 4. Spectacles 5. Environs 6.Drawers 7.Pants /
trousers 8.Thanks 9.People 10.Mumps 11.Cutting pliers 12.Tongs 13.Breeches
14.Measles 15.Annals 16.Anklets
Game: 50 - 50 Quiz Group / Individual
i) Teacher Produces a word from singular / plural ii) + 50, -50 marks are assigned for
the right response. iii) The same is followed till the end. iv) + 50 points are counted to
declare the winners.
GENDERS
The Gender of noun indicates the sex or the absence of sex. It is called as Masculine,
Feminine (commonly as Male and Female), Common – which has life (things, persons)
and Neuter Genders (which are lifeless things)
Note : Collective Nouns may have life.
Examples: hen - cock, man – woman, God - Goddess, lion - lioness
18
Say the Opposite gender:
1. prince - ________ 2. lady - ________ 3. horse - ________ 4. duke - ________
Note: The male gender of cow, elephant and whale are also called as bull.
Classify the names under the heading given:
(baby, boy, lioness, table, people, queen, mare, son, desk, students)
Male
_______________
_______________
Female
_______________
_______________
Common
_______________
_______________
Neuter
_______________
_______________
ANAGRAM
Word with same letter forming another word :
Eg. : Late- tale ; loop – pool ; rail – liar ; reap - pear.
PALINDROME
Palindrome is a word or a phrase and a sentence that is the same whether you read it
backwards or forwards.
Word
eg.: 1. eye 2. refer 3. race car
Phrase
eg. : 1. Put up
Sentence
eg. : 1. Madam I’m Adam. 2. Was it a cat I saw.
Activity: Find the same spelt pro & back letter word:
1. ____________ (Clue - south Indian Regional language)
2. _____________ (Clue - Soap brand)
Answers: 1. Malayalam 2.Liril
Solve the puzzle: Words beginning from “ ki”
1. Ki _______ 2. Ki _______ 3. Ki _______ 4. Ki _______ 5. Ki _______
Answers: Kill, King, Kiss, Kilo, Kids, Kiwi, Kick, Kin, Kite, Kiln)
SYNONYMS AND ANTONYMS
Colour the box which has the synonym:
rock aged idle stupid stone
sick
lazy
silly
old
ill
Use a word to replace the underlined word that has a similar meaning:
19
Fix, start, glad, nap
a) We waited for the game to begin.
We waited for the game to start
b) I helped my mother mend the broken glass.
Answer: ………………………………………………………..……………….
c) I had a short sleep.
Answer: ………………………………………………………..……………….
Note: Teacher can prepare grids for Antonyms.
WORD FAMILIES, CATEGORIZATION, SEMANTIC MAPPING
It can be given for the vocabulary development.
Example:
Hospital - Doctor, Nurse, Patients, Ambulance, etc.
School - ______, ______,______,______,______
Note: Kinds of nouns, verbs, adverbs and adjectives can be done for further practice.
Tongue Twister - Tongue Yoga:
It is a phrase or a sentence which is hard to speak fast, usually because of
alliteration or a sequence of nearly similar sounds. It helps to develop reading and
speaking skills. Here are few examples. Repeat them a few times!
1. “I wish to wish the wish you wish to wish, but if you wish the wish the witch wishes,
I won’t wish the wish you wish to wish”.
2. Penny’s pretty pink piggy bank.
3. Rubber baby -buggy bumpers.
Add on your own........
Dictionary usage: Starting from A to Z, words starting with A, B, C……. etc. can be
made to prepare. Then students must tell out the words in front of the class. Words with
meanings can be written by the same student on the black board and organize
alphabetically.
20
Newspaper Reading - Students can be assigned the task of reading the headlines,
weather report, and sports news from the newspaper, daily during the assembly.
.
Slogan Preparation: Related to the Awareness Day celebrated in the year has to
be made use by the teachers to motivate students to prepare relevant slogans to the
day celebrated.
Example:
Road Safety Day -
“Speed thrills but kills”
Environmental Day / Earth Day”, …. …..
Activity : Rearrange the jumbled sentences sequentially:
Class VI - Prose Unit - I i) The cashew is not really a nut. ii) Harvesting the cashew is
a hard job. iii) The oil that leaks out of the cashew shell can cause rashes. iv) cashew is
a seed. v) It grows at tip of cashew fruit.
Silent Letter: Few words in English have silent letters which do not occur sound.
Eg.: Knowledge, Psalm, Arm, Epistle etc.
Bingo game - Group activity:
Ten / five words from each silent letters are given / written by the teacher on the
blackboard. Students select 6-7 words from the list and write in their copy. As teacher
utters, pupils strike the words. First striker wins the game.
Example:
Words silent “ T”
Listen
Christmas
Watch
Silent“U”
Biscuit
Guard
Guest
Words Silent “W”
Whole
Answer
Wrong
Silent “K”
Knife
Know
Knight
Note: Silent b, p, h, d, g, h, words can be given for the activity.
Post Reading Activity
Dramatization / Role play:
21
Any supplementary text can be used for role paly or dramatization (VI-VIII-Std)
Example: Greedy Govind
Telephonic Conversation: Class VIII Unit-I Prose can be utilized
Proverbs: Children learn famous proverbs (words of wisdom) through stories.
Example: One day, a - king showed a heap of grains in his granary and said to his
subjects, “Take as much as you want” All the people collected grains in small bags. But
Dixo collected grains in a sack. Then, he carried the sack home on his head. But the
sack could not contain the weight and it burst open. “It was due to my greed that I lost
all the grains”, thought Dixo sadly. “COVET ALL LOSE ALL”
Note: Try making other stories, too, based on other proverbs.
1. Slow and steady wins the race.
2. A sound mind in a sound body.
Group Presentation - Mind maps, summarization and sequential arrangements from
class 6 to 8 must be practiced for post reading activity.
ENHANCED WRITING
Identification of Small letters / Capital letters. Let us know the Alphabet:
Procedure: The teacher asks the students to encircle the alphabet (Which the teacher
tells) from a given text / newspaper / magazines.
A
a
B
b
C
c
D
d
E
e
F
f
Circle small letters a, d, f.
Alphabet Game: Two teams - what comes after?
Eg.:
1. A
.........
2. L
..........
Students become familiar with identification of alphabet.
Arrange alphabetically: Give a collection of words from text, newspaper, magazines and
ask the students to arrange in an alphabetical order.
CURSIVE WRITING
22
As handwriting occupies an essential part in writing, the students must be given proper
training to improve their handwriting. Four ruled notes can be given for practice. Daily
topics which has to be checked based on the writing pattern (Top, bottom, non-joiners),
Punctuation marks also holds importance.
Capital Letters:
ABCDEFGHIJKLMNOPQRSTUVWXYZ
Small Letters:
abcdefghijklmnopqrstuvwxyz
Supply Missing letters:
Example: 1. B __ c __ c l __ (Bicycle) 2. B __ e __ k (Break) 3. P __ d __ l (Pedal)
4. C __ a __ h (Clash)
Memory games - Recall & write -: Various class room objects can be kept on the
table. Students may be given 5 minutes to look at it, now objects must be placed out of
sight and then students are asked to write the names of the objects (maximum is
awarded).
Grammar - For Enhanced writing
Parts of speech: Various kinds of words that make a sentence.
Part of
Speech
Definition
Example
Noun
Naming word (a person, place or thing)
Raja, Krishnagiri,
Balloon
Pronoun
A word which stands in place of a noun.
I, you, he, she, it,
we, they
Verb
An action word
work,
etc.
Adverb
A word which adds to the meaning of the verb.
silently,
carefully.
23
like,
write
quickly,
Adjective
A word which describes the qualities of a noun or clever boy, black
an object.
dog, long street.
Preposition
A word links a noun or pronoun .
Conjunction
A word used for joining two words, clauses or
and, but, till
sentences.
Oh!, Alas!, Ouch!,
A word used to express sudden feelings or
Wow!,
Hurrah
emotions.
!,.......
Interjection
1. Noun: Activity 1 :
to, with, for, at,
after, on etc.
The teacher specifies the nouns from the conversation as
given below :
Class room situation:
Student 1: What is your name ?
Student 2: My name is Satish
Student 1: Where are you coming from?
Student 2: I am coming from Salem.
Nouns are introduced in the above activity.
Satish, Salem, Name, ___________
Kinds of Noun:
Activity 2: Work sheet / Give more examples under each
Proper Noun: Ashoka, Milton, __________, __________, __________, __________
Common Noun: Student, Tree, __________, __________, __________, __________
Collective Noun: Army, fleet, __________, __________, __________, __________
Abstract Noun: Thought, Strength, __________, __________, __________, _______
Material Noun: Gold, Silver, __________, __________, __________, __________
2. Pronoun:
Activity-1: Pick out the pronouns from the supplementary reader class (VI, VII, VIII)
3. Verb:
Activity-1: Students may be asked to mime the action like jump, walk, run, cry,
laugh, etc.:
The other students are asked to say the action done by the 4 students. Then it is
written on the blackboard to make them understand ‘actions” are ‘verbs’.
4. Adverb: Activity-1: Two students are asked to run and the rest of them are asked to
watch. The answer raised for the question is given.
i) He runs fast. ii) He runs slowly.
24
5. Adjective: Activity: Showing the real objects to the students and asking them to
describe the qualities.
Example: Red rose Black board Green land
6. Prepositions:
Types of Prepositions
Simple Prepositions
Compound Prepositions
Phrase Prepositions
:
:
:
Example
by, in, off, at, up, with, out
within, without, outside, inside
on account of, on behalf of, according to
Activity-1: The teacher places objects at various positions. The students are asked to
say the positions of the objects
7. Conjunction: Pick out the conjunctions from the newspaper cutting.
8. Interjection: Prepare an album showing strong feelings of people.
Articles: “A” , “AN”
Articles are demonstrative adjectives. When we talk about general things, we
use “a” or “an”, “A / AN” is an indefinite article. The indefinite article “ A “ is used before
the words starting with the consonant letters or sounds.
Example: 1. This is a xylophone
2. That is a yak 3. _____ University 4. ____ one
eyed man.
The indefinite article “An” is used before the words starting with vowel sounds.
Example: an ice cream, an egg, an ant, an owl, an umbrella, an MLA, an hour
Article “THE” is the definite article, we use when we talk about a particular thing,
before superlatives, before universal facts etc.
Activity-1: Instruct the children to write down the words from the black board and circle
the nouns, that take definite article “ the”.
Apple, Ramayana, Himalayas, Book, Moon, Boy, sun, Ganges, guitar, stars, Horse,
Bible, sea
Note: Students are asked to fetch the newspaper cuttings to the class room and
underline the articles.
25
SENTENCE PATTERN
Basic sentence patterns are SV, SVO, SVC, SVA, SVIODO, SVOCA
“S” - subject, “V” - verb, “O” - object, “A” - Adjunct, “ C” - Complement.
1. Subject (S): “S” - the subject referring to a person or thing about which something is
said.
Eg. : 1) The Stars twinkle at night. 2) The sun is also a planet.
2. Verb (V): “V” - the action done by the subject in SV, SVO, SVC, SVA Pattern.
Eg.: The birds fly 2.The dog barks.
“V” - the linking word in SVC pattern.
1. He is an Engineer. 2. She has ten rupees.
3. Object “(O): “O” - objects which refer to things to which the action or feeling is
directed by the verb.
Eg.: 1. The tree gives fruit, 2.) The hen gives eggs 3.) The cow gives milk.
4. Complement ( C): “C” - complement which gives complete meaning to a sentence
and comes after a verb.
Eg.: 1. The sun is a Star 2. Fish swim in water 3. Radha is a girl.
5) Adjunct (A): ‘A’ - adjunct that gives additional information to the subject.
Eg.: 1. The sun shines brightly 2. Latha has a sweet voice.
Activity: Words are written in the flash cards. Patterns like
Complement
Object
S+V
Indirect object
Direct object
Adjunct
are written on the board. Students are asked to arrange according to the pattern.
Activity-2: Incorrect sentences are given and students are asked to form correct
sentences.
Activity-3: Asking the students to form simple sentences for the picture shown like
26
1. S + V
2. S + V + O,
etc.
Kinds of Verbs
1. “Be” Verbs - am, is, was, are, were
2. “Do” verbs - Do, did, does
3. Auxiliary verbs - shall, should, will, would, can, could, may, might, must, has, have, had
Pronouns: He, She, It, We, They, You are called pronouns.
Singular
Plural
First Person
Second Person
Third Person
First Person
Second Person
Third Person
I
Me
Mine
My
You
You
Yours
He, She, it
him
her
his
Its
we
us
our
You
You
Yours
they
them
their
Use of Pronoun with verbs (know Tense easily)
1. ‘Be’ verbs am, is, was, are, were
Present Tense
Subject Present verb Extension
am
I
Playing
He
a boy
She
a girls
is
It
walking
Raj
Past Tense
Subject Present verb
I
He
was
It
Raja
We
They
were
You
Girls
Extension
playing
a boy
a girls
sleeping
walking
doing
eating
catching
2. ‘Do’ verbs Do, Does, Did (does come only with the 3rd person)
Present Tense
Subject Present verb
Extension
I
we
they
do
you
it
boys
the work
the same
he
Past Tense
Subject Present verb Extension
I
we
they
you
it
Boys
did
the work
the same
he
she
it
Ravi
she
it
Ravi
does
27
Mother
Mother
3.Future Verbs: shall -should, will - would
Present future Tense
Subject Present verb
Extension
I
shall
we
come
they
go
you
arrive
boys
teach
sing
he
will
play
she
write
it
jump
Ravi
Mother
Past future Tense
Subject Present verb
Extension
I
sing
should
we
dance
he
come
she
catch
play
it
would
write
they
throw
Raj
Girls
Note: a) shall, should come only with pronouns like I, we
b) will, would, come only with pronouns like he, she, it, they, you
Unconditional verbs:
Present form
Subject Present verb Extension
I
he
Sing a song
she
can
see tomorrow
it
catch
we
take rest
may
they
find
you
Latha
Past form
Subject Present verb
I
he
she
could
it
we
might
they
you
Raj
Extension
catch
take rest
meet you
Conditional verb:
Perfect verb
Subject Present verb Extension
I
have
we
come
they
go
you
gone
drunk
Boys
kicked
He
has
plays
she
It
Gopal
Past perfect verb
Subject Present verb Extension
I
come
we
go
they
game
you
drunk
he
had
kicked
read
she
it
boys
Gopal
Note: ‘have’ comes with the pronouns like I, we, they, you, and plural nouns.
28
‘has’ with third person singular like He, she, it
1.Specific guidelines to language Teachers
The first step towards improvement of students’ reading skills is being
aware that teachers must help learners develop their reading skills. Reading
activities should be done in the classroom.
It should be interesting,
interactive, student –centered and helpful to the learner himself. Teacher,
should closely follow the reading of the learner and ask questions.This will
help him interpret what is read, understand and respond to the questions
related to the reading materials. Each reading activity must have a clearly
stated aim.
2.Reading Techniques:
 Skimming
29
This technique provides understanding of the whole text without reading
it word to word. It involves discovering the main ideas of a text by reading first
and last paragraphs and topic sentences and paying attention to other details
on the page title, bold type or italics, photograph and captions. Newspapers
could be used for developing the skimming skills of students. After reading a
news item, teacher must ask relevant questions to assess if the learner has
succeeded in understanding the core idea.
3. Scanning
Scanning is a reading technique which helps one to find out specific
information without reading the whole text. It involves looking down and
around a page quickly and efficiently searching for important words, facts or
phrases to find specific information, when scanning a text one should not
focus only on the logical flow of the text.Like a careful driver, the reader should
look around for various clues to enable himself to understand the reading
material holistically.
Some important strategics
pre-viewing/ pre- reading activity
The reader can review titles, section headings, photo captions to get a
sense of the structure and content of the passage or lesson.
Predicting
The learner can make use or his own previous knowledge the subject
matter to make predictions about content and vocabulary and check
comprehension; using knowledge of the text type and purpose to make
predictions about discourse structure, using knowledge about the author to
make predictions about writing style, vocabulary and content.
Skim and Scan
Using a quick survey of the text to get the main ideas, identify the text
structure, confirm or challenge the predictions.
Guessing from the context
Using prior knowledge of the subject and the ideas in the text as clues to
the meaning of unfamiliar words instead of stopping to look up the dictionary
every now and then.
Reading to learn
 Students must figure out the purpose of reading and choose the strategy
appropriate to the purpose of reading.
30
 Students must attend to the parts of the text that are relevant to the
purpose and ignore the rest. This selectivity enables students to focus
on specific items in the input and reduce the amount of information they
have to remember.
 The teacher needs to check comprehension of student reading while
reading and when the reading task is completed.
Monitoring
comprehension failures, helping them to evolve alternative reading
strategies are the responsibilities of the teachers.
fz¡F
jiy¥òfŸ: 1. fâj mo¥gil¢ brašfŸ 2. v©âaš 3. msitfŸ
4. Ïa‰fâj« 5. étu§fis¡
ifahSjš 6. toéaš
1. fâj mo¥gil¢ brašfŸ: 1. T£lš , 2. fê¤jš, 3. bgU¡fš, 4. tF¤jš
2. v©âaš – 1. ÏlkÂ¥ò, Ïy¡f§fŸ 2. ϪÂa nuhkhåa v© Kiw
tçir 4. kl§FfŸ, tF¤ÂfŸ, fhuâfŸ 5. Ëd«, jrk v©fŸ, njhuha«
3. VWtçir, Ïw§F
6. t®¡f«.
3. msitfŸ - 1. tot§fŸ, 2. gu¥gsÎ, 3. R‰wsÎ
4. Ïa‰fâj« - 1. kh¿ 2. kh¿è 3. bfG, go 4. cW¥ò
5. étu§fis¡ ifahSjš - 1. T£L ruhrç 2. Ïilãiy 3. KfL 4. Å¢R
31
6.toéaš - 1. òŸë, nfhL, f®, js«, nfh£L¤J©L 2. rk¢Ó®j‹ik, rk¢Ó®nfhL
K‹Diu:
fâj« rçahfΫ, bjëthfΫ, JšèakhfΫ, KobtL¡F« Âwikia ts®¡f¡ ToaJ. fâj« RaÁªjidnahL,
k‰wt‰iw¤ bjhl®ògL¤Â thœ¡ifia éntf¤Jl‹ el¤j tê brhš»wJ. fâj f‰wiy Ïåikahdjhf mika, òÂa,
òÂa Áªjid tsu, khztå‹ m¿Î ts®¢Á¡F«, Áªjid¡F« msÎ nfhyhf eh« fâj¤ij brhšè¡ bfhL¡f nt©L«.
‘fz¡F Ãz¡F’ v‹w brhšiy kh‰¿ “fz¡F vd¡F Ão¡F«” v‹W brhšy it¡fnt©L«.
khztdhf ÏUªJ X® MÁçaç‹ Ka‰Áahš fâj nkijfshf ca®ªjt® gy®. mt®fëš Áy®, 1.
Ãu«k F¥j® 2. M®ag£l® 3. gh°fuh 4. r® Ir¡ ãô£l‹
5. fâjnkij Óåthr
ÏuhkD#‹.
neh¡f§fS«, milÎfS« :
Ïaš v©fŸ
1. v©fŸ
KG v©fŸ
äif v©fŸ
2. KG¡fŸ
Fiw v©fŸ
3. K‹å, bjhlç, VW tçir, Ïw§F tçir
4. Ïy¡f§fŸ, ÏlkÂ¥ò
5. T£lš, fê¤jš, bgU¡fš, tF¤jš
6. thŒghL 1 – 16 tiu go¡f nt©L«
7. tot§fŸ, msitfŸ, m‹whl¡ fz¡FfŸ M»at‰iw xU khzt‹ Mwh« tF¥Ãš tU«nghJ e‹F
f‰¿U¡f nt©L«. nk‰fh© jiy¥òfis nk«gL¤j Áy têKiwfŸ, gæ‰ÁfŸ bfhL¡fyh«. Ïjid éisah£L,
ò®, m‹whl ãfœÎfŸ, khztD¡F Ão¤j Kiwæš Áªjidia Jh©L« éjkhf f‰W¡bfhL¡f nt©L«.
1. Á¿a kd¡fz¡Ffis brŒa it¡f nt©L«. cjhuzkhf xU bg‹Áè‹ éiy %.4 våš 7 bg‹Ášfë‹ éiy v‹d?
vd¡ nf£lš.
2. Å£oèYŸs fjÎ, #‹dšfë‹ Ús«, mfy« fhz¢ brŒJ msÎnfhiy ga‹gL¤J« Kiwia m¿a¢ brŒjš.
3. %ghŒ neh£Lfis bfhL¤J T£l¢ brŒJ bkh¤j« fhz¢ brŒjš.
4. fil¡F¢ br‹W fhŒf¿ éiyfis¡ fhz¢brŒJ mij m£ltiz¥gL¤Jjš.
5. KG¡fë‹ T£lš, fê¤jš, bgU¡fš fz¡Ffis m£ltizæ‹ _y« vëik¥gL¤jyh«.
M®t_£lš brašghL
32
cjhuz«: 1. khzt®fël« v©fë‹ tot«, milahs« ga‹ghL M»at‰iw nrh¡f Áy fz¡Ffis
bfhL¡fyh«.
+
+
= 3 f£l§fŸ
= 2 bgh«ikfŸ
2. khztål« xU Ïy£r«, xU nfho vGj¢ brŒjš
Ïy£r« =
1,00,000
nfho
=
1,00,00,000
v©fŸ khztD¡F vJtiu bjç»wJ v‹gij m¿ayh«
1. Ïu©L Ïy£r¤J _‹Dh‰W MW
=
2,00,306
2. xU nfhona eh‹F Ïy£r¤J ÏUg¤J _‹W
=
1,04,00,023
3. xU nfho¡F v¤jid ó{ía§fŸ cŸsd?
=
7 (VG)
4. thŒ¥ghLfis T£o vGj¢ brhšt‹ _y« T£lY« vëš òçÍ«. T£lè‹ RU¡f«, bgU¡fš v‹gij
m¿ªJ¡bfhŸs brŒayh«.
1. fâj mo¥gil brašfŸ:
1. vëa Kiwæš T£liy òça it¤jš
+
11
12
13
14
15
16
17
18
19
0
1
2
3
4
18
5
20
6
7
23
8
9
28
2. vëa Kiwæš fê¤jiy òça it¤jš
m«khél« 9 M¥ÃŸfŸ cŸsJ. mš m©zD¡F 5 M¥ÃŸfŸ bfhL¤jhš, j«Ã¡F Ûj« v›tsÎ M¥ÃŸfŸ
cŸsJ?
-
=
3. vëa Kiwæš tot§fis m¿jš
33
?
ínah gyif¥ ga‹gL¤Â ÏUgçkhd tot§fis m¿a¢ brŒjš k‰W« Ús«, mfy« é¤Âahr«
m¿a¢ brŒjš
.
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.
4. fofhu« bfh©L T£lš f‰wš
Ϫj fofhu¤ij ga‹gL¤Â TLjš 20
tUkhW brŒa nt©L«. Ïj‹ _y« T£lš
brašghL vëš òçÍ«.
5. bgU¡fY¡F vëa braš Kiw
xU K¡nfhz¤Â‰F _‹W Ô¡F¢ÁfŸ Åj« _‹W K¡nfhz¤Â‰F v¤jid Ô¡F¢ÁfŸ njit¥gL«?
Ïj‹ _y« tot§fŸ, T£lš, bgU¡fš g©òfis m¿a¢ brŒJ thŒghLfis (2 Kjš 9 tiu) cUth¡»
vGj¢ brŒjš.
bgU¡fš thŒghL – 3
_‹W g¡f«
T£lš
bgU¡fš
1X3 =
kl§F
3
=
2X3 =
6
3+3+3=
3X3=
9
3
=
3+3
khzt®fël« ÏJngh‹w thŒgh£il òça it¡fyh«. kl§FfŸ v‹w fU¤ijÍ« tY¥gL¤j KoÍ«.
6. tF¤jš
34
tF¤jš v‹gJ rkg§ÑL k£Lk‹W bjhl® fê¤jyhF«. bjhl® fê¤jš Kiwia¥ ga‹gL¤Â bt›ntW
v©fS¡F tF¤jš braiy bjhl®ªJ brŒJ fh£l nt©L«.
9÷ 3
9
-3
6
-3
3
- 3
0
Kjš Kiw
[ 9 èUªJ 3 I bjhl®ªJ 3 Kiw
2« Kiw
fê¤ÂU¡»nwh«. (Û ó{ía« tU«tiu)]
3« Kiw
9÷3=3
7. bgU¡fY¡F«, tF¤jY¡F« cŸs bjhl®ò
tF¤jš – 1
bgU¡fš
bkh¤j¥ gªJfŸ 4X 2 = 8
tF¤jš - 2
8÷2=4
8÷4=2
8. v© éisah£L
braš - 1 : X® v©iz ãid¤J¡bfhŸ (X), mªj v©iz t®¡f¥gL¤Jf (X2), mt‰Wl‹ ãid¤j v©âš ÏU kl§if
T£Lf. (X2+2X) »il¤j éilÍl‹ x‹iw T£Lf (X2+2x+1) tU« v© v‹d? éil ãid¤j v© x=
v.fh.
ãid¤j v©
6
éil
t®¡f¥gL¤J
49‹ t®¡f _y«
36
ÏU kl§F T£L
12
49
x‹iw T£l
+1
x‹iw fê¡f = 7 – 1 = 6
49
vdnt ãid¤j v© 6.
braš – 2. T£lš r¡fu«
7
7
6
8
7
7
=7
1
5
9
7
7
7
4
35
(x+1)2 - 1
khzt®fël« Ï›thW tiua¢ brŒJ ne® neuhf
T£odhš 15 tUkhW brašghL (FG)
bfhL¡fyh«.
braš – 3 K£il mL¡F fz¡F :-
182
92
(nfhòu¤Âš Ïw§F« nghJ fê¤jš brašgh£ilÍ«,
42
nfhòu¤ÂèUªJ VW«nghJ T£lš brašgh£ilÍ«
ga‹gL¤Jf.)
23
10
Ïu©L v©fë‹ TLjš éilahf tunt©L«.
braš – 4. eh‹F mo¥gil brašghLfŸ (+, -, x, ÷ ) éisah£L :-
9
-
+
-
3
+
+
-1
/
-
3
1
+
+
8
1
6
1
1
braš – 5 kha rJu«:-
36
1 Kjš 16 tiu cŸs v©fis ga‹gL¤Â mid¤J g¡f§fisÍ« T£odhš 34 tu nt©L«.
37
braš – 6 <çy¡f bgU¡fš éisah£L :khzt®fël« bgU¡fš Âwid nk«gL¤jΫ, M®t_£lΫ ÏJ ngh‹w bgU¡fš brašfis brŒayh«.
éL¥g£l Ïl§fis ãu¥Ã k»œf.
37 X 3
( = 3 X 1 ) = 111
37 X 6
( = 3 X 2 ) = 222
37 X 9
_______________
37 X 12
( = 3 X 4 ) = 444
37 X 15
_______________
37 X 18
_______________
37 X 21
( = 3 X 7 ) = 777
37 X 24
_______________
37 X 27
( = 3 X 9 ) = 999
100¡F nkš cŸs v©fë‹ bgU¡f‰gy‹ fhQ« têKiw
 bgU¡f¥gl ÏU¡F« ÏU v©fis vL¤J¡bfh©L 100 èUªJ é¤Âahr« fhz nt©L«.
 bgU¡F« v©fis T£o mÂèUªJ 100-ia fê¤J Ïl¥òw« vGj nt©L«.
 é¤Âahr§fis bgU¡» v©â‹ ty¥òw« vGj nt©L«.
v.fh. 102 X 103
102: (100 + 2 = 102)
103: (100 + 3 = 103)
ÏlJ g¡f« : (102 + 103) - 100 = 205 – 100 = 105
tyJ g¡f«: 2 X 3 = 6 = 06
~ 102 X 103 = 10506
braš – 7. thŒgh£il¥ ga‹gL¤Â t£l§fis ãu¥òf:2
6
3
18
24
20
6
5
braš –8. kha é¤ij (ehis¢ brh‹dhš »Hikia¢ brhšnt‹):khj¤Â‰Fça v©
ehS¡Fça v©
38
ehŸ
khj«
v©
v©
#dtç
1
rå
0
Ã¥utç
4
PhæW
1
kh®¢
4
§fŸ
2
V¥uš
0
br›thŒ
3
nk
2
òj‹
4
É‹
5
éahH‹
5
Éiy
0
btŸë
6
Mf°£
3
br¥l«g®
6
Ä¥ tUl«
m¡nlhg®
1
#dtç – 0
et«g®
2
Ã¥utç – 3
or«g®
6
[2000¡F Ë Ãwªjt®fS¡F ehS¡Fça milahs v©. rå-1, PhæW-2, §fŸ-3, br›thŒ-4, òj‹ -5,
éahH‹ - 6, btŸë – 0.]
v.fh. Ãwªj ehŸ: 11.07.1995
1. Ãwªj njÂ
-
2. Éiy khj v© -
0
3. M©L
-
95
-
23
4. 95 ÷ 4
TLjš
5. 129 ÷ 7
<Î
-
11
129
ÛÂ -
3
3¡Fça ehŸ - br›thŒ
39
2. v©âaš:
neh¡f§fS«, F¿¡nfhŸfS«:
1. ÏlkÂ¥ò, Ïy¡f kÂ¥ò, K‹å, bjhlç
2. ϪÂa nuhkhåa v© Kiw
3. VWtçir, Ïw§Ftçir
4. kl§FfŸ, tF¤ÂfŸ, fhuâfŸ
5. Ëd«, jrk v©fŸ
6. t®¡f« M»at‰iw m¿a¢ brŒjš.
braš -1. v£L Ïy¡f v© bfhL¤J ÏlkÂ¥ò fhz brŒjš
khzt®fël« (1-9) tiu cŸs v©fis¥ ga‹gL¤Â 8 Ïy¡f« bfh©l v©fis cUth¡» mj‹ ÏlkÂ¥òfis
vGj¢ brŒjš.
(i) 4 9 6 8 7 3 1 5 (ii) 8 6 3 8 9 2 0 1 (ii) 4 3 2 5 8 9 7 3
braš -2. ϪÂa nuhkhåa Kiwæš cŸs v©fë‹ v©bga® vGJjš.
(i) 468934 (ii) 2358976 (iii) 24568913 (iv) XXIV (v) CXIX (Vi) DXX
ϪÂa nuhkhåa v© Kiw
1
-
I
11
-
XI
50
-
L
2
-
II
12
-
XII
100
-
C
3
-
III
13
-
XIII
500
-
D
4
-
IV
14
-
XIV
1000
-
M
5
-
V
15
-
XV
5000
-
6
-
VI
16
-
XVI
10000
-
7
-
VII
17
-
XVII
50000
-
8
-
VIII
18
-
XVIII
100000
-
9
-
IX
19
-
XIX
500000
-
10
-
X
20
-
XX
1000000
-
V
X
L
C
D
M
braš - 3. VWtçir, Ïw§Ftçiræš vGJf
2,5,6,7,4 M»a v©fis¡ bfh©L, 5 Ïy¡f« bfh©l v©fis cUth¡f¢ brŒJ, Ë VWtçiræY«,
Ïw§FtçiræY« ã‰f¢ brŒjš.
40
braš - 4. kl§FfŸ
1. khzt®fis tçirahf ã‰f it¤J kl§Ffis Tw¢brŒJ éisahlyh«.
1
2
3
4
5
6
7
8
9
tçirahf ifj£l nt©L«. kl§F tU« Ïl¤Âš if j£l¡ TlhJ. Ïnj nghš k‰w v©fë‹ kl§FfŸ brhšè éisahlyh«.
2. kl§F m£ltiz
X 2 3
1 2
2 4
3 6
4 8
5 10
4
5
6
7
24
35
braš - 5.tF¤ÂfŸ - fhuâfŸ
64
64
1
64
2
32
4
16
32
4
8
8
2
fhuâ Kiw
64
2 X 32
4 X 16
8 X 8
2
2
braš - 6. Ëd«, jrk v©fŸ
1. Ëd« - nfhè F©LfŸ
41
2
braš: 1
khzt®fël« Ëd« v‹whš v‹d v‹gij és¡»aË, t£l¤Âš cŸs nfhèfis v©â Tw¢ brŒjš
nt©L«. fU¥ò t©zKila nfhè F©LfŸ bjhFÂiaÍ«, fU¥ò k‰W« btŸis ãwKŸs bkh¤j nfhè F©LfŸ
gFÂiaÍ« F¿¡»‹wd. Ïij¡ bfh©L fU¥ò t©z nfhèfë‹ Ã‹d tot¤ij 2/5, 3/7 vd vGjyh«, btŸis t©z
nfhèfë‹ Ã‹d tot« v‹d? Ïnj nghš nfhèfë‹ v©â¡ifia kh‰¿ Ëd v©fis cUth¡» k»Hyh«.
braš: 2 khzt®fël« Áy Ëd v©fis bfhL¤J mj‰F V‰wh‰nghš tot§fis tiuªJ t©zäl¢ brŒjš.
v.fh.
éil:
3
8
jFËd«
jfhËd«
3
7
5
2
fy¥òËd«
1
3
4
2. jrk v©fŸ 438.23
KG¥gFÂ
jrkòŸë
jrk v© gFÂ
438
.
23
T£lš: 23542.236 + 43.246
fê¤jš: 4370.23 – 243.1
brašghL: 1
1 – 12 tiuæyhd v©fis xnu xU Kiw
ga‹gL¤Â vªj g¡f« T£odhY« TLjš 23 tunt©L«.
jrk v©fisÍ« ga‹gL¤jyh«.
7. t®¡f _y« fhQ« Kiw (11 – 20)
brašghL: 1
1. <çy¡f v©âèUªJ 10 I fê¤J tU« v©iz X v‹f.
2. <çy¡f v©nzhL X I¡ T£o Ïl¥òw¤Âš vGJ.
3. ty¥òw¤Âš X2 vGJ. éL¥g£l v©fë‹ t®¡f _y« fh©f.
112 = (11 + 1)
12 = 12
1 = 121
42
122 = (12 + 2)
22 = 14
4 = 144
132 = _____________________________
(18+1)
142
= (14 + 4)
42
= 18
16 = 19 6 = 196
152 = _______________________________
162 = _______________________________
172 = (17 + 7)
72 = 24
49 = 28 9 = 289
182 = _______________________________
192 = _______________________________
202 = (20 +10) 102 = 30 100 = 40 0 = 400
brašghL: 2 - 3 v‹w v©â‹ t®¡f§fë‹ mik¥ò
32
=
9
332
=
1089
3332
=
110889
33332
=
___________
333332
=
1111088889
3333332
=
____________
v,fh: 33332 . ϧF, n=4 tU« éilæš Ïy¡f§fë‹ v©â¡if 8. mnj nghš éL¥g£l v©fë‹ Ïy¡f§fis f©l¿ªJ
ãu¥òf.
brašghL: 3 v©fë‹ t®¡f§fë‹ mik¥ò
12
=
112
=
1112 =
11112 =
1
1
1
2 1
2
3 2 1
___________ kÂ¥ò fh©.
3. msitfŸ
ghl¥bghUŸ :
1. tot§fŸ
2. gu¥gsÎ
3. R‰wsÎ
neh¡f« k‰W«
F¿¡nfhŸfŸ :
1. rJu«, br›tf«, K¡nfhz«, t£l«
2. rJu¤Â‹ gu¥gsÎ, R‰wsÎ
43
3. br›tf¤Â‹ gu¥gsÎ, R‰wsÎ
4. K¡nfhz¤Â‹ gu¥gsÎ, R‰wsÎ
5. t£l¤Â‹ gu¥gsÎ, R‰wsÎ m¿a¢ brŒjš
1. tot§fŸ:
brašghL: khzt®fŸ mŠrš m£il, thœ¤J m£il, j£L, nrhlh _o, nrh¥ò l¥gh, tisaš, gh£oš _o, etc.
Kjyhd bghU£fis nrfç¡f¢ brŒJ, mitfëš ÏUgçkhd, K¥gçkhd tot§fis ntWgL¤Â m£ltizæl¢
brŒjš.
2. gu¥gsÎ :
xU bghUŸ rkjs¥gFÂia mil¡F« _oa gFÂna m¥bghUë‹ gu¥ò v‹»nwh«.
brašghL:
khzt®fis rJu«, br›tf«, K¡nfhz«, t£l« ngh‹w T£L cUt§fŸ bfh©l bgh«ik ngh‹w mik¥ig
tiua¢ brŒJ, x›bthU tot¤Â‰F« xU t©z¤ij nj®Î brŒJ, m›tot¤Â‹ gu¥ig t©zäl¢ brŒjš. (v.fh.
rJu tot§fŸ - Át¥ò ãw«, t£l tot« - kŠrŸ ãw« etc.,)
3. R‰wsÎ : xU _oa tot¤Â‹ R‰wsÎ v‹gJ m›ÎUt¤Â‹ všiyæ‹ bkh¤j Ús« MF«.
AB + BC + CD + DA =
brašghL – j‹ tF¥Ãš bt›ntW msÎila gšntW tot§fis f©l¿ªJ, mt‰¿‹ všiyfis Ehiy¡ bfh©L msªJ
R‰wsit g£oaèLjš.
bghU£fŸ
fU«gyif
tot«
br›tf«
R‰wsÎ
256 br.Û
fofhu«
t£l«
____________
____________ ____________ ____________
____________ ____________ ____________
rJu« :
mid¤J g¡f§fS« rk« v‹gjhš gu¥gsÎ = g¡f« X g¡f« r.m.
~ gu¥gsÎ (A) = (SXS) r.m.
44
rJu¤Â‹ R‰wsÎ : mid¤J g¡f§fS« rk« v‹gjhš,
R‰wsÎ = g¡f« + g¡f« + g¡f« + g¡f« myFfŸ
perimeter (P) = S+S+S+S = 4S myFfŸ.
brašghL – Ô¡F¢Áfis¥ ga‹gL¤Â bt›ntW msΟs rJu§fis mik¤J, mj‹ g¡f«, gu¥ò, R‰wsÎ
f©l¿jš.
br›tf« :
br›tf¤Âš eh‹F g¡f§fŸ cŸsJ, mš vÂbu® g¡f§fŸ rk«.
vdnt, Ús« - length – l, mfy« - breath – b.
l
b
b
R‰wsÎ : br›tf¤Â‹ R‰wsÎ = Ús« + mfy« + Ús« + mfy«
l
= 2 (Ús« + mfy«)
R‰wsÎ = 2 (l + b) myFfŸ.
brašghL: khzt®fël« gšntW br›tf tot bghU£fë‹ Ús«, mfy¤ij ms¡f¢ brŒJ, mj‹ R‰wsÎ
fhz¢brŒjš.
K¡nfhz« : _‹W g¡f§fshš mil¥gL« gFÂ K¡nfhz«.
gu¥gsÎ :
K¡nfhz¤Â‹ gu¥gsÎ = 1/2 bh r.m.
b v‹gJ base – mo¥g¡f«
h
h v‹gJ height – cau«
b
brašghL: 1. fh»j¤ij K¡nfhz totkhf bt£o mjid fh£o, gu¥gsÎ fhz¢ brŒjš khzt®fë‹ Å£oš cŸs
K¡nfhz toéš cŸs bghU£fë‹ bga®fis vGÂtu¢ brŒjš, v.fh. ä£lhŒ, nfh©.
brašghL: 2. Ϫj tot¤Âš v¤jid K¡nfhz§fŸ cŸsd.
t£l¤Â‹ gu¥gsÎ – R‰wsÎ:
t£l toéyhd bghU£fis khzt®fS¡F fh£o t£l¤Âid és¡Fjš.
v.fh: tisaš, j£L, bgh£L, Kf« gh®¡F« f©zho.
gu¥gsÎ
t£l¤Â‹ gu¥gsÎ (A)
=
r2 r.m.
45
r

=
=
Mu«
22
7
= 3.14
R‰wsÎ
t£l¤Â‹ R‰wsÎ (P)
=
2r
r
A
v.fh: Ehiy it¤J R‰wsit (t£l tot bghU£fë‹ R‰wsit) ms¡f brŒjš. brašghL:
khzt®fŸ j§fŸ bg‹Áèš Ehiy f£o bg‹Áiy ãiyahf it¤J¡ bfh©L, Ehè‹ msit kh‰¿aik¤J
t£l§fis tiuªJ t©zä£L, Mu§fŸ, gu¥gsÎ, R‰wsÎ Kjèat‰iw m£ltiz¥gL¤Jf.
Mu«
gu¥ò
R‰wsÎ
7 br.Û
154 br.Û2
44 br.Û
____________ ____________ ____________
____________ ____________ ____________
4. Ïa‰fâj«
Ïa‰fâj¤ij F¿¡F« M§»y brhš Algebra, mnuÃa bkhêæèUªJ bgw¥g£lJ. rk‹ghL v‹gj‹
bghUŸ mš-¡thç°Û vGÂa ò¤jf¤Âš Fiw¤jY« x¥ÃLjY« MF«. ‘lnah~gh©l°’ v‹gt® Ïa‰fâj¤Â‹
jªij Mth®.
M§»y vG¤J¡fisÍ« (kh¿fisÍ«) v©fisÍ« (kh¿èfisÍ«) fâj¢ brašghLfŸ _ykhf nr®¤J vGJtJ
Ïa‰fâj nfhitahF«.
neh¡f§fŸ :
1. kh¿, kh¿è 2. bfG, go, cW¥ò 3. nfhitfŸ, x¤j cW¥òfŸ, khWg£l
cW¥òfŸ m¿a brŒjš.
1. kh¿:
khzt®fël« fhyãiyia¡ T¿, ÏJ ãiya‰wJ, mJnghy kh¿ v‹gJ ãiyahd kÂ¥ò Ïšiy,
khw¡ ToaJ. Ïjid, a,b,. . . z cŸs vG¤J¡fis bfh©L F¿¡f nt©L« vd és¡fkhf Twyh«.
v.fh. rªÂu‹ njh‹Wjš, Ïnj nghš kh‰w« milÍ« ãfœÎfis (kh¿) g£oaèLf.
2. kh¿è:
Ï‹W eh« ga‹gL¤J« %ghŒ kÂ¥ò, Ïaš v©fŸ, KG v©fŸ, Fiw, äif, KG¡fŸ
M»at‰iw T¿ és¡fkhf brhšYjš.
v.fh. EhW %ghŒ, Mæu« %ghŒ, v©fŸ mid¤J«.
Nça‹ cja«, Nça‹ kiwjš, ÂirfŸ nghš, cd¡F bjçªj kh¿èfis g£oaèLf.
3. bfG, go, cW¥ò:
46
bfG - X® cW¥Ãš cŸs kh¿ (m) fhuâæ‹ bfG v‹gJ m›ÎW¥Ã‹ k‰bwhU fhuâahF«.
v.fh: 7x2y v‹w cW¥Ãš x2y Ï‹ bfG 7, 7x2 Ï‹ bfG y, 7y Ï‹ bfG x2 MF«.
go - P1 x P 1 = P 2
Ïš 2 v‹gJ P Ï‹ go
v.fh.
x2y
x2y2
+
x2y
y v‹w nfhitæ‹go
+
x2y2
go = 3 (2+1)
y1
go = 4(2+2) go= 1
Ïš 4 bgçaJ, vdnt Ï¡nfhitæ‹ go = 4.
4. cW¥ò:
khzt®fël« xU kh¿èahfnth, xU kh¿ahfnth mšyJ kh¿è k‰W« kh¿fë‹ bgU¡fè‹
nr®¡ifnah X® cW¥ò vd¥gL« v‹gij òça it¤jš.
v.fh.
- 6P2 + 18 PQ + 9Q2 – 7 Ïš bkh¤j« v¤jid cW¥òfŸ cŸsJ.
- 6P2,
éil:
18 PQ,
9Q2
-7
2
3
4
1
eh‹F cW¥òfŸ cŸsJ.
brašghL:1. xU bg£oæš Ïa‰fâj nfhitfŸ vGÂa m£ilfis¥ ngh£L mÂèUªJ xU m£ilia vL¡f¢
brŒJ, ËtU« nfŸéfS¡F gš Tw¢ brŒjš.
1. kh¿ vL
2. kh¿è vL
3. nfhitia cUth¡F
4. bfG fh©
Ïa‰fâj¥ bg£o
2xy, 3, 2x2, 7y, 7x2yz
2. t©Lfë‹ fz¡F / kd¡fz¡F
ky® x‹W¡F xU t©L Åj« mk®ªjhš, xU t©L mku ky® Ïšiy. vdnt tªj t©Lfbsšyh«
vGªÂUªJ ky® x‹W¡F Ïu©L t©Lfshf mk®ªjd. m¥nghJ xU ky® ÛÂahf ÏUªjJ våš, tªj t©LfŸ
v¤jid? jlhf¤Âš ÏUªj ky®fŸ v¤jid?
t©LfŸ = X
ky®fŸ = y
X –1 = y
X + 1 =y
2
X + 2 = 2y
X – 2y = -2
2
1
X– y= 1
X - 2y = -2
1
(-) (+)
(+)
y =3
2
X–3=1
X = 1+3 = 4
X=4
bkh¤j t©LfŸ = 4, ky®fŸ = 3
47
3. ËtUtdt‰WŸ cŸs kh¿, kh¿èfis f©LÃo
1. –xy, -9.5, 1/2, b, x2y, 100
2. X bfh©oU¡F« cW¥igÍ«, mj‹ bfGitÍ« fh©f.
y2x+y, 3+x+x2y, 5+z+zx
3. x¤j, khWg£l cW¥òfis fh©f.
4x, 6y, 7x, 2a, 7b, -3b, ab, a2b, 7a2b.
5. étu§fis¡ ifahSjš
étu§fis¡ ifahSjš v‹gJ òŸëæaè‹ xU gFÂahF«. òŸëæaš v‹w brhš ‘°nl£l°’ v‹w y¤Ô‹
brhšèèUªJ tªjjhF«. òŸëæaš v‹gJ m¿éaš rh®ªj v©fŸ. mªj v©fis étu§fnshL nr®¤J
x¥ÃL»nwh«.
1. T£L ruhrç - xU bjhF¥Ãš cŸs v©fë‹ T£L¤ bjhifia m›bt©â¡ifæš tF¥gJ ruhrç MF«.
v.fh.
5,6,7,3,2 -‹ ruhrç fh©f.
5+6+7+3+2
23
X=
=
= 4.6
5
5
2. Ïilãiy: v©fis VWtçir/Ïw§Ftçiræš vGÂ, eLéš tU« v©izna (x‰iw¥gil v©zhf ÏUªjhš)
ÏilãiyasÎ v‹»nwh«.
v©fis VWtçiræš vGJ« nghJ Ïu£il¥gil v©zhf ÏUªjhš eLéš cŸs ÏU v©fis T£o Ïu©lhš
tF¤J tU« v©iz ÏilãiyasÎ v‹»nwh«.
5, 6, 9, 8, 3, 4, 2 - Ïilãiy fh©f. (x‰iw¥gil)
v.fh.
1.
éil:
2, 3, 4, 5, 6, 8, 9
ÏilãiyasÎ
2.
éil :
3, 6, 9, 8, 3, 4 - Ïilãiy fh©f. (Ïu£il¥gil)
3, 4, 5, 6, 8 9
5+6 = 11 = 5.5 - ÏilãiyasÎ
2
2
brašghLfŸ: 1. khzt®fis cau« thçahf ã‰f it¤J Ïilãiyasit fhzyh«.
160 br.Û 150 br.Û 140 br.Û 130 br.Û 120 br.Û
Ïilãiy msÎ = 140 br.Û
2. khzt®fë‹ vilfis vGj¢ brŒJ ruhrç fhz¢ brŒjš.
32, 28, 29, 31, 35 (».»)
32 + 28+ 29 +31 + 35
=
155
= 31 ».»
48
5
5
3. Å¢R fhz¢ brŒjš
khzt®fis cau tçiræš ã‰f it¤J Å¢R fhzš.
150 br.Û 140 br,Û 130 br.Û 120 br.Û 110 br.Û
Å¢R = cau« mÂfKŸs khzt‹ - cau« Fiwªj khzt‹
Å¢R = 150 – 110 = 40 br.Û
4. KfL fhz¢ brŒjš
khzt®fë‹ vilfis F¿¡f¢ brŒjš
28, 35, 34, 28, 34, 28, 33 (».»)
28 ».» vil mÂfKiwæš tUtjhš 28 KfL MF«.
6. toéaš
toéaš v‹gJ cUt§fë‹ msÎ, ãiy k‰W« gšntWg£l g©òfis bjçªJ bfhŸs ga‹gL»wJ. »nu¡f
bkhêæš toéaš v‹gj‰F ‘òé msÅL’
v‹W bghUshF«.
é©btë, f£ol¡fiy, tiufiy k‰W«
bgh¿æaš M»a Jiwfëš bgU« g§F t»¡»wJ.
neh¡f§fS«, F¿¡nfhŸfS«:
1. òŸë, nfhL, f®, nfh£L¤ J©L, js«
2. rk¢Ó®j‹ik, rk¢Ó® nfhL m¿a brŒjš
òŸë: xU òŸë¡F Ús«, jok‹ VJäšiy. Mdhš F¿¥Ã£l ãiyia¡ F¿¡F«.
A
.
B
.
C
D
.
.
nfhL: äf beU¡fkhf xU F¿¥Ã£l ne® tçiræš mikÍ« òŸëfë‹ bjhF¥ò nfhL MF«.
braš: FHªijfS¡fhd thu ÏjœfŸ, khj Ïjœfëš tU« òŸëfis Ïiz¤J cUt§fis mik¡F« brašghLfis
bfhL¤J tisnfhLfŸ, ne®nfhLfŸ tiua¢ brŒjš.
f®: F¿¥Ã£l òŸëæèUªJ tiua¥gL« nfhL f® MF«.
js«:
všyh g¡f§fëY« Koéšyhkš bršY« xU rk gu¥ò js« vd¥gL«.
49
nfh£L¤J©L:
nfh£L¤J©L v‹gJ ne®nfh£o‹ xU gF MF«. Ïj‰F bjhl¡fK«, KoΫ, xU
F¿¥Ã£l ÚsK« c©L.
braš: khzt®fŸ j§fë‹ neh£L¥ ò¤jf«, ngdh M»at‰¿‹ ÏU Kid¥òŸëfis F¿¤J, mt‰iw Ïiz¤J, mj‹
msÎfis msªJ g£oaèLf.
rk¢Ó®j‹ik: xU bghUë‹ ÏU miughf§fŸ x‹nwhblh‹W cUt« k‰W« mséš rçahf bghUªÂdhš
mJ rk¢Ó® j‹ik vd¥gL«.
v.fh: rkkhf¥ Ãç¡f¡Toa tot§fŸ Ïiy, g£lh«ó¢Á, M¥ÃŸ,
rJu«, br›tf«, mW§nfhz«.
braš: rk¢Ó® j‹ik bfh©l M§»y vG¤J¡fis g£oaèLf.
rk¢Ó®nfhL: bfhL¡f¥g£l xU gl¤Âš xU nfhlhdJ ÏU rk gFÂfshf¥ Ãç¤J ÏlJ gh tyJ ghÂnahL
rçahf bghUªJkhæ‹ m¡nfhL rk¢Ó®nfhL MF«.
v.fh.
rJu¤Â‹ rk¢Ó®nfhL = 4
braš : gšntW tot§fis fh»j¤Âš tiuªJ mij ko¤J
m›tot¤Â‰F v¤jid rk¢Ó®¡nfhLfŸ »il¡»‹wd v‹gij
g£oaèLf.
e‹¿
kh‰W¤Âw‹ bfh©l khzt®fS¡fhd vGJjš, go¤jš k‰W« mo¥gil¡ fâj¢
brašghLfis¡ f‰Ã¥gj‰fhd gæ‰Á f£lf«
jäœ - ca® bjhl¡f ãiy tF¥ò
K‹Diu:
eèΉw FHªijfŸ fšéia eho tu Ïayhé£lhš
fšéjh‹ mt®fis eho¢ bršy nt©L«
50
-
éntfhdªj®.
‘kh‰W¤ ÂwDila khzt®fS¡F¡ fšé m¿Î òf£LtJ flÎS¡F¢ brŒÍ«
bjh©ilél nkydhJ’
kh‰W¤ÂwDila khzt®fŸ m¿Î¤ ÂwåY« clš Ïa¡f¢ brašghLfëY« rhjhuz khzt®fëläUªJ
ntWg£L
fhz¥gLt®.
Ït®fël«
kiwªJŸs
nk«g£l
Âw‹fis¡
f©l¿ªJ,
C¡Fé¤J
mt®fë‹
Âw‹fS¡nf‰wthW mj‹ _y« mo¥gil¤ Âw‹fshd go¤jš, vGJjš k‰W« fz¡»Ljš ngh‹wt‰iw
gæ‰Wé¤jš x›bthU MÁçaç‹ flikahF«.
neh¡f«:
1. m¿ªjÂèUªJ m¿ahjij f‰Ã¤jš
2. v©z§fis nk«gL¤Jjš
3. brh‰fsŠÁa« bgU¡Fjš
4. thÁ¡F« Âw‹ nk«gL¤Jjš
jäêš thÁ¥ò¤ Âw‹ nk«gl F¿š, beoš, xè ntWghL k‰W« bghUŸ m¿ªJ thÁ¡f gæ‰Á më¡f
nt©L«. Ïj‹ _y« kh‰W¤ Âw‹ bfh©l khzt®fS« bjëthd c¢rç¥òl‹ go¡f cjt KoÍ«.
kh‰W¤Âw‹ bfh©l khzt®fS¡F¥ ò¤jf¤ij m¥gona thÁ¡f brŒtijél bghUŸ khwhj vëa
th¡»a§fis vëikahd th®¤ijfshf¡ bfh©L thÁ¡f brŒÍ«nghJ thÁ¥ò¤ Âw‹ nk«gL«.
xU ghl¤ÂYŸs K¡»a¡ fU¤J¡fis k£L« mt®fis m¿a¢ brŒayh«.
beLédh¡fŸ ãidéš it¥gJ fod« v‹gjhš Ït®fS¡F XçU th®¤ijfëš éil më¤jš, òwta édh¡fŸ
(Objective type question) _y« gæ‰Á më¤jš ga‹ jU«.
FG éisah£L – F¿š, beoš gæ‰Á
thÁ¡F«nghJ c¢rç¥Ãš V‰gL« ÃiHfis¡ fisªJ bjëÎ bgw Ñœ¡f©l gæ‰Áfis tH§f nt©L«.
khzt®fis ÏU FG¡fshf¥ Ãç¤J xU FG F¿š XirÍila brhšiy Tw mj‰F Ïizahd beoš XirÍila
brhšiy Ïu©lh« FGéd® Tw nt©L«.
(c.«)
gL
-
ghL
Fil
-
Til
mil
-
Mil
gš
-
ghš
ä‹
-
Û‹
ÁW
-
ÓW
bghUŸ m¿jš brašghL:
MÁça® fodkhd, òÂa brh‰fis éisah£L _y« f‰Ã¤jš.
MÁça® xU gªij ifæš it¤J¡bfh©L Mê v‹w th®¤ijia¡ T¿ xU khztål« gªij nghl nt©L«.
m«khzt‹ gªij Ão¤J Ë Mê v‹whš flš v‹W cu¡f bghUis¡ Tw nt©L«.
brašghL:
51
ä‹ m£il, gl m£ilfŸ _y« v®¥gj« f‰Ã¤jš
fhiy
X
khiy
ÑnH
X
nkny
gfš
X
ÏuÎ
bt‰¿
X
njhšé
cŸns X
btëna
xè ntWghL ghlš:
fhL
brê¤jhš
kiH
bghêÍ«
kiH
bghêªjhš
k©
FëU«
k©
FëUªjhš
taš
éisÍ«
taš
éisªjhš beš
»il¡F«
beš
»il¤jhš ts«
bgUF«
ts«
bgU»dhš
ehL
brê¡F«
ehL
brê¤jhš
eh«
k»œnth«.
vGJjš: kh‰W¤ÂwDila khzt®fë‹ vGJjš Âwid nk«gL¤j m›t¥bghGJ vGJ« gæ‰Áia
nk‰bfhŸs nt©L«. nf£lš, gh®¤jš _y« vG¤J gæ‰Áæš <Lgl Koahj khzt®fS¡F tF¥giwæš
FG¢ brašghLfëš rf khzt®fë‹ g§fë¥òl‹ mfu Kjèia ga‹gL¤Â vGj gæ‰Á më¡f nt©L«.
xnu rka¤Âš mÂfkhd òÂa th®¤ijfis òf£lhkš m‹whl« ga‹gL¤J« vëa th®¤ijfis ga‹gL¤Â
brh‰fsŠÁa¤ij ts¥gL¤jyh«.
v.fh.
Mrh‹ Ãjh
MÁça®, FU
m¥gh, jªij
xUik g‹ik m¿ªJ vGj brŒjš
òš
fš
v.fh.
fŸ
òš + fŸ
= ò‰fŸ
brhš
gš
ϧF š, v‹gJ ‘‰’ Mf kh¿ xè¡fΫ vGjΫ f‰Ã¡f¥gl nt©L«.
 th¡»a§fis cUth¡Fjš
mtŸ
ghl«
mt‹
go¤jhŸ
vGÂdh‹
go¤jh‹
vGÂdhŸ
M©ghš, bg©ghš ntWghL m¿ªJ th®¤ijfis¥ bghU¤jkhf Ïiz¤J th¡»akhf vGj
gæ‰Á më¤jš.
 bga®¢brhš, vGÂa m£ilfŸ, éid¢brhš vGÂa m£ilfis khztål« bfhL¤J bghU¤jkhf Ïiz¤J
th¡»a« cUth¡f¢ brŒjš.
52
nty‹
ku«
guéaJ éiuªjh‹
brŒÂ
ó
ó¤jJ
ts®ªjJ
 bgabu¢r« - ‘m’ éš KoÍ« brh‰fŸ, éidba¢r« - ‘Ï’, ‘c’ éš KoÍ« brh‰fŸ Ït‰iw ä‹d£ilfëš
vG mt‰iw Ãç¤J m¿ªJ tçir¥gL¤Â vGj¢ brŒjš
bgabu¢r«
éidba¢r«
tªJ
vGÂ
Xoa
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CWSN - ENGLISH - UPPER PRIMARY
Reading Practice: Simple words can be given for reading and vocabulary enrichment.
 Repeated reading
 Group reading
 Reading through pictures
 Use bold or colouful letters.
Writing - Easy way to write English:
Simple to Complex: Two letter words, three letter words, …..
Match and make sentence:
I
She
Raju
He
They
You
happy
am
is
are
sad
angry
surprised
Create word ladder:
a summer fruit
m a n g
o you put on your hair
i
a wild animal
l
i o n
e
s
a clock tells
t
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Birds make this.
To teach Adjectives
Use one thing to introduce adjective - The pencil is long
Use two things to teach comparative sentences - This pencil is longer than red pencil
Use more than two things to teach Superlative adjective - This pencil is the longest of
all pencils.
i) Sita is tall. ii) Sona is taller than Sita
iii Reshma is the tallest girl in the class.
Use picture to teach opposite:
elephant
Ant
big
small
Speaking skills (conversation) - Pair work:
Choose two children for simple conversation:
Hello
Hello
How are you ?
Fine
Tomorrow is my
birthday please come
to my house for the
party
Ok I will come
Vocabulary comprehensive:
1. You go to school _____________. (regularly)
2. You are too _____________. (late)
3. You get us _____________ in the morning. (early)
4. You are sick. Go to doctor _____________. (now)
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fâj«
msitfŸ:
ms¤jš - Ús«, mfy« ntWgL¤Â m¿jš
é¤Âarkhd msÎfŸ bfh©l bghU£fis khzt®fël« tH§» bghU£fS¡»ilna cŸs é¤Âahr§fis
m¿a brŒjš.
v.fh.
1. Úskhd F¢Á, F£ilahd ngdh (cau«, F£il)
2. ò¤jf«, fU«gyif
3. Desk, Bench
4. khzt®fë‹ cau ntWghL, cUt ntWghL
Úskhdit, F£ilahdit
caukhdit, FŸskhdit
vd m£ltiz¥gL¤j brŒjš.
nk‰f©l bghU£fSl‹ msÎnfhš (m) msit ehlhit khzt®fël« tH§» khzt®fis msªJ gh®¡f¢
brŒjš. Ïj‰F K‹d® MÁça® msit ehlhit¥ g‰¿Í«, msÎnfhiy¥ g‰¿Í« mjid¥ ga‹gL¤J« Kiw¥
g‰¿Í«, khzt®fël« édh éil Kiwæš m¿a it¡fΫ.
v.fh. msit ehlhit¡ fh£o,
MÁça®
:
Ïij v§nf¥ gh®¤JŸÇ®fŸ?
khzt®fŸ
:
Jâ¡fil, ily® fil, f£ol« f£Lgt®fël«
Ï›thW brŒÍ«nghnj khzt®fël« òŸëfisÍ« m¿Kf¥gL¤jyh«.
A
B
Ïnjnghy, br›tf, rJu, K¡nfhz¥ bghU£fisnah (m) tot§fisnah mL¤jL¤J m¿Kf¥gL¤Â òŸëfSl‹
ms¤jiy f‰Ã¡fyh«.
msÎnfhèš
msÎfis
rçahf
fh©gj‰F
(Magnifier).
e‹¿
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(gh®¥gj‰F)
cU¥bgU¡»ia¥
ga‹gL¤jyh«