STD 9 ENG

Activity Card English Class : 9

Activity 1 WORKSHEET 5

It means that we need to dream big so that our dreams encourage us everyday to do
something big for ourselves and others.
It was Tarun’s dream to become the fastest runner in the world.
Ram Narayan’s motivation and inspiration helped Taruntake the step forward towards
achieving his dream.
Their meeting at the park marked a turning point in the life of Tarun. They spoke a
lot to each other on that day. Ram Narayan understood the calibre of Tarun and gave
him an offer.
Shall we attempt the conversation between Ram Narayan and Tarun?
This is how it began.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

What happened I failed in two
dear? subjects.

Now complete the conversation between Tarun and Ram Narayan

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

Ram Narayan : .....................................................................................................

Tarun : .....................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

Tarunfelt very happy about the offer given by Ram Narayan. On his way back home,
many thoughts came to his mind.

(father’s anger, golden opportunity, practice schedule, mother’s back up)

Write the thoughts of Tarun on his way back home.
You may make use of the hints given above.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 6

Activity 1

Tarun practised zealously. With great confidence, he reached the stadium on the day
of the race. He heard the announcement of the race at the stadium.
Guess what the announcement would have been?
Write the likely announcement in the box given below.

Ladies and Gentlemen,
As part of Children’s day celebration ............................

Activity 2

Tarun tried his level best but failed. The shallow path on the track turned out to be
the villain. Tarun decided to write a letter of complaint to the stadium management.
Can you complete the letter for him?

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

From
....................
......................
.........................
14/11/2000

To
...........................
..........................
.........................

Respected Sir,

Sub: .......................................................................

This is to inform …………………………………………………………......
…………………………………………………………………………………….
…………………………………………………………………………………….
…………………………………………………………………………………….
………………………………………………………………………………….....
…………………………………………………………………………………….
…………………………………………………………………………………….
…………………………………………………………………………………….
…………………………………………………………………………………….
………………………………………………………………………………….…
Thanking you
.....................................
Sd/-
Name

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 7

Activity 1

Sachin often tried to emulate the mannerisms of his favourite players.
Which are his favourite players mentioned in the lesson?.

Vinod Kambli Sunil Gavaskar

Brett Lee Viv Richards

He admired them for their …………… .(bowling/batting/fielding) style.

Sachin loved playing cricket from a very early age. His brother Ajit was a strong
support to him and wanted him to give due importance to the game of cricket. Ajit
took Sachin to the summer camp of RamakantAchrekar sir, the cricket coach.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

The events that took place at the camp are given in jumbled order.

• Achrekar sir advised Ajit to bring Sachin back to the camp when he was a
little older.

• Sachin was asked to bat in the nets with many people around and he was not at
all comfortable.

• Ajit insisted on giving his brother one more opportunity because he was sure
that Sachin could do better.

• Sachin felt at ease and started to hit the ball well.

• Sachin failed to make an impact.

• Achrekar sir agreed to let Sachin join the camp.

• Ajit requested Achrekar sir to watch Sachin play from a distance.

Can you sort them out in the right order?

............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................
............................................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 3

Sachin was delighted to get entry into the camp. It was an opportunity that
transformed his life.
Write a paragraph on how Sachin gained entry into the summer camp?
You may make use of the sentences in Activity 2.

..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................
..................................................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 8

Activity 1

The daily schedule of Sachin during the summer cricket camp was rigorous.
• Wake up and freshen up
• Travel to the camp for morning session
• Morning session
• Travel back home after morning session
• Time for washing cricket clothes and for lunch
• Travel to the camp for evening practice
• Evening session
Narrate the daily event’s in Sachin’s life during the cricket camp at Shivaji Park in a
paragraph using appropriate linkers.
…………………………………………………………………….........................

…………………………………………………………………….........................

…………………………………………………………………….........................

…………………………………………………………………….........................

…………………………………………………………………….........................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

Achrekar sir understood that Sachin had the potential to be a good cricketer. He put
forward a suggestion to Sachin’s father to transfer him from New English School in
Bandra to SharadhashramVidyamandir if he wanted to pursue cricket seriously. On
that day, Sachin and his father had a discussion about the same. How would their
conversation be?
Father : I understand that cricket is your passion.

Sachin : .............................................................................................................

Father : .............................................................................................................

Sachin : .............................................................................................................

Father : .............................................................................................................

Sachin : .............................................................................................................

Father : It’s not going to be easy. I hope you remember the rigorous training at the
summer camp.

Sachin : .............................................................................................................

Father : .............................................................................................................

Sachin : .............................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 9

Activity 1

Last fifteen minutes training at the cricket camp is presented as picture story.

The one rupee coin technique taught Sachin how to concentrate even when physically
drained.
What do you understand by this statement?
………………………………………………………………………………….

………………………………………………………………………………….

………………………………………………………………………………….

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

One rupee coin played an important role in building up Sachin’s concentration and
confidence.

Fill up the blanks with words/phrases from the brackets .

(fielding, technique, intense fifteen minutes, physically drained, managed,
satisfaction, the coin was his, run by, bowler, survive, place, bowl to him)

The one rupee coin on top of the stumps was a .................. at the cricket
camp ........... Achrekar Sir. Towards the last 15 minutes, Sir would ............
a one-rupee coin on top of the stumps and if Sachin ............... to avoid
getting out, ........................ In this session, every ............in the camp
would come and ................., with some sixty to seventy boys ............. It
meant he had to hit every ball along the ground to .............. those
.................................... Winning the one-rupee coin used to give him
immense ....................... and taught him how to concentrate even when
.........................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 10

Activity 1

Match the following

IDIOMS MEANINGS

1. Felt blue a. a misfortune which brings good results.

2. Raining cats and dogs b. happening very rarely

3. Once in a blue moon c. feel sad

4. A blessing in disguise d. the last ray of hope.

5. The last straw e. raining very heavily.

Activity 2

Sachin’s journey back home from the camp was hectic. He rarely got a seat in the
bus during the peak hours of the day. He had to stand with the kitbag. The bus
conductors were often rude and would ask him to buy two tickets for occupying the
space of another passenger. Dirty clothes added to the embarrassment. Back home
one day, he narrates the experience to his mother. How would he narrate his
experience?

You may make use of the idioms given in brackets as you jot down the narration.

(felt blue, raining cats and dogs, once in a blue moon, a blessing in disguise, the last
straw)

It was a hectic day, mom. My journey back home was a herculean task...................

.....................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

.........................................................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 11

Activity 1

Look at these sentences and put tick mark for the ones that show the sufferings of
Mikali.
• Mikali couldn’t go for work as he had to bear on his back the burden of a new-

borne baby.
• Mikali wandered about like a lost soul.
• The men had work and so the children had something to eat.
• Refugees in his camp were ready to help him.
• Mikali hadn’t a penny to buy infant milk and no woman in the camp was ready

to give him breast milk.
• The China man’s wife was ready to feed his new born baby.
• Mikali’s mother died when she gave birth to his young brother.

Activity 2

Now arrange the sentences with tick marks in correct order.

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

...............................................................................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 3

Write a paragraph on the sufferings of Mikali as he carries his infant brother on his
back. You may make use of the above sentences.
……………………………………………………………………………………..
………………………………………………………………………………………..
……………………………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….
………………………………………………………………………………………..
…………………………………………………………………………………………
………………………………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….
………………………………………………………………………………………..
……………………………………………………………………………………….
………………………………………………………………………………………..
…………………………………………………………………………………………
………………………………………………………………………………………….

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 12

Read the following dialogue between the Chinaman and Mikali.

Chinaman : How can I help you?

Mikali : I need some milk for my little brother.

The Chinaman took Mikali home with him and told his wife about Mikali.

This is how he said it.

“I asked Mikali how I could help him.

He replied that he needed some milk for his little brother.”

Based on the above statement of the Chinaman, identify whether the following are
true or false.

When the conversation was reported:-

• Tense form was changed. True/ False

• Pronoun was changed according to the speaker. True/ False

• Reporting verbs were not used. True/ False

• Apt conjunctions were used. True/ False

Try to report the following dialogues.

1. Mikali : Where can I find some milk for my baby?

Chinaman : My wife will feed your baby.

Mikali asked the Chinaman where …….(he/they) could find milk for his baby.

The Chinaman replied that his wife would feed ……………………………

2. Mikali : Why do you look so shocked?

Woman : The baby looks dreadful with its enormous head and shrivelled
body.

Mikali asked the woman why ………………………………………………

The woman replied that the baby …………………………………………..

3. Kallenbach : What name shall we give for the farm?

Gandhiji : We can call it Tolstoy Farm.

Kallenbach asked …………………………………………………………....

Gandhiji …………………………………………………………………......

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 1 WORKSHEET 13

You may have your own dreams. Express one of your dreams in the space provided.
You can draw a picture of your dream or write about your dream.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

Read the following lines from the poem ‘ Song of a Dream’
ONCE in the dream of a night I stood
Lone in the light of a magical wood,
Soul-deep in visions that poppy-like sprang;
And spirits of Truth were the birds that sang,
And spirits of Love were the stars that glowed,
And spirits of Peace were the streams that flowed
In that magical wood in the land of sleep.

Now choose the correct answer.
1. When did the poet have the dream?

a. In the morning
b. In the afternoon
c. In the evening
d. At night
Answer :…………………………………………………
2. What does the ‘magical wood’ stand for?
a. Pieces of wood
b. Magical stick
c. Perfect land of ideal values
d. None of the above
Answer :…………………………………………………
3. What is the ‘Spirit of Peace’ compared to?
a. Birds that sang
b. Stars that glowed
c. Streams that flowed
d. None of the above
Answer :…………………………………………………

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

4. The ‘Spirit of Love’ is compared to?
a. Birds that sang
b. Stars that glowed
c. Streams that flowed
d. None of the above
Answer :…………………………………………………

5. Soul deep in visions that poppy-like sprang’. Which poetic device is
employed in this line?
a. Simile
b. Metaphor
c. Personification
d. Hyperbole
Answer :…………………………………………………

Worksheet 14

Match Column A with Column B?

A-(Meaning) B- (Lines from thepoemt)
• The speaker was alone in
• And I heard the song of
a magical wood. the spirits of Truth
• The poet had soulful visions that
• I stood lone in the light
sprang before her like poppies. of a magical wood
• The presence of the Spirits of Truth
• I felt the stars of the spirits of Love
made the magical wood ideal. Gather and gleam round my
delicate youth.
• The magical wood glittered with
the Spirits of Love. • To quench my longing I bent me low
By the streams of the spirits
• Her longing for serenity was of Peace that flow.
quenched by the Spirits of Peace.
• Soul-deep in visions that
poppy-like sprang.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 15

Activity 1

Read the lines from the poem ‘ Song of a Dream’.
ONCE in the dream of a night I stood
Lone in the light of a magical wood,
Soul-deep in visions that poppy-like sprang;
And spirits of Truth were the birds that sang,
And spirits of Love were the stars that glowed,
And spirits of Peace were the streams that flowed
In that magical wood in the land of sleep.

Lone in the light of that magical grove,
I felt the stars of the spirits of Love
Gather and gleam round my delicate youth,
And I heard the song of the spirits of Truth;
To quench my longing I bent me low
By the streams of the spirits of Peace that flow
In that magical wood in the land of sleep.

Now pick out the images which appeals to our sense of sight and sense of hearing
and complete the table.

Sense of sight Sense of hearing
Night Birds that sang

a.-------------------- d. ----------------------

b.-------------------- e. ----------------------

c.--------------------

The images that appeal to our sense of sight are………………………………..

The images that appeal to our sense of hearing are………………………………..

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 16

Activity 1

Look at these lines.
Once in the dream of a night I stood
Lone in the light of a magical wood.

The underlined words are called --------------------.
Complete the table suitably:

Rhyming words
a. stood- wood
b. -----------------------------
c. -----------------------------
d. -----------------------------
e. -----------------------------
f. -----------------------------

The rhyme scheme followed
Stanza 1 :............…….
Stanza 2 :……………..

Activity 2

‘Lone in the light of a magical wood’.
The words’ Lone’ and ‘light’ begin with the same consonant sounds.
This is an example of ......................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 3

Some poetic devices are in the box given below. Fill up the table using the clues
provided.

Simile, Metaphor, Personification, Alliteration

A. Poetic devices B. What they stand for C. Examples from the poem

Simile • A direct comparison of .....................................
wo unlike things using ......................................
‘like’ or ‘as’

………………….. • A direct comparison ......................................
between unlike things ......................................
stating that one is the ......................................
other or does the action
of the other.

• Repetition of consonant ......................................
………………….. sounds at the beginning of ......................................

adjacent words in a line.

• Giving human traits and ......................................
………………….. qualities to an inanimate

object.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 17

Activity 1

Look at this expression.
‘We cannot allow thoughtless people to ruin our beautiful village’.
Do you agree with this statement of Shastri?

YES/ NO
Grandmother: ‘At last the mountain spoke loud enough for everyone to hear’.
What do you understand from this statement?
………………………………………………………………………………..

………………………………………………………………………………..

……………………………………………………..........................................
Study the table given below:
It shows the differences in the attitudes of Grandmother and Mr. Dixit.

Grandmother Mr Dixit
No TV, radio, movies, much less Tourism is a part of development.
noise ....... but happy.
The river, trees, flowers, birds and A fabulous multi-storeyed five
animals are friends. star hotel will attract many tourists.
We have to protect Nature. The waterfalls, trees, wildlife
etc attract tourists.
Lives in harmony with nature. The breathtaking view of the gorgeous
mountain will attract many people.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Who do you support? ..................................

Why? -............................................................................................................................

.........................................................................................................................................

Is development possible without destructing nature- Yes/ No
If such a development is possible, we call it as sustainable development.
Suggest ways to promote sustainable development.
• Reduce, Reuse, and Recycle resources.
• ………………………………………………
• ………………………………………………
• ………………………………………………
• ………………………………………………

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 18

Look at this board.

SITE FOR A MULTI
STORED FIVE STAR
HOTEL

They are going to build a five star hotel there.It will destroy the river, mountain and
the calm atmosphere of Dharmagiri.

Being responsible citizens, it is our duty to protect Nature. You have decided to
conduct a campaign to protest against the construction of the five-star hotel.

Activity 1

Posters are to be placed to announce the campaign. Prepare posters for the same in
the space provided.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

Now look at this.
‘Join hands to save environment’
This is a slogan raised by the students while protesting against the construction of
the hotel .
Prepare slogans expressing your protest against the construction of the hotel.

...................................................................................................................

..................................................................................................................

.................................................................................................................

Activity 3

Students used placards for the protest. One of the placards prepared by the students
is given below. Prepare more placards to be used for the protest.

SAVE DHARMAGIRI

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 19

Activity 1

The grandmother in the play ‘Listen to the Mountain’says that the river, trees, flowers,
birds and animals are all her friends. She became worried about their plight when
she heard about the construction of a five star hotel on top of Dharmagiri mountain.
She felt that her grandson Narayan, the village school headmaster could do something
about it and gave him some instructions.

• You must talk to the children.

• Don’t put ideas into their heads.

• Just tell them everything.

Can you change these instructions into requests?

The first one is done for you.

1. You must talk to the children. Please talk to the children.

2. Don’t put ideas into their heads …………………………

3. Just tell them everythin ……………………………..

Activity 2

Look at these sentences.
• Ask the children what they feel about it.
• Give me the details by tomorrow.
• Make arrangements for a meeting with the government officials.

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Shall we convert these instructions into requests of different types?
The first one is done for you.
1. Give me the details by tomorrow.

• Please give me the details by tomorrow.
• Could you please give me the details by tomorrow?
• Would you mind giving me the details by tomorrow?

2. Ask the children what they feel about it.
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….

3. Make arrangements for a meeting with the government officials.
……………………………………………………………………………….
……………………………………………………………………………….
……………………………………………………………………………….

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 20

Activity 1

Imagine that the grandmother in the play ‘Listen to the Mountain’ advises her
grandson, the school headmaster.
This is how she would say it.
“You had better talk to the children.”
Had better + verb (for giving
advice/suggestion/warning)

The Chinaman is advising Mikali to stop crying.
How would he say it?
You .................................................. crying.
Convert the following instructions into advices? One has been done for you .
1. Give me the details by tomorrow.

You had better give me the details by tomorrow.
2. Come home with me.

…………………………………………………………
3. Do not waste water because water scarcity is a major problem.

...………………………………………………………………………………
4. Maintain social distancing to control the spread of the virus.

...………………………………………………………………………………
5. Stop pretending that climate change is not a serious issue.

...………………………………………………………………………………

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

6. Face the challenge with courage and honesty.

...………………………………………………………………………………

Activity 2

What advice would you give in the following situations?

1. Your friend has the habit of
smoking which is dangerous to
his health.

You had better ......................................................................................

2. You know that rainfall is less nowadays
and planting trees is the solution.

……………………………………………………………………

3. Your little brother is avoiding the footpath and walking
on the road.

……………………………………………………………………

4. Your neighbours are burning plastic and you know that it is SCERT
hazardous to health.

……………………………………………………………………

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA

Activity Card English Class : 9

WORKSHEET 21

Activity 1

If you study well, you will get a good score.
If you studied well, you would get a good score.

If you had studied well, you would have got a good score.

How will you divide the above sentences into two parts?

If you study well

you would get a good score.

The above sentences are examples of conditional sentence type 1, 2 and 3 respectively.
Conditional sentences are statements which say about hypothetical situations and
their consequences. Conditional sentences contain a conditional clause (often referred
to as the if-clause) and the consequence(main clause).

Activity 2

Underline the verbs in the following sentences.

• If you study well, you will get a good score.

• If you studied well, you would get a good score.

• If you had studied well, you would have got a good score.

What did you notice in the tense form of the verbs in the first sentence?

The verb in the ‘if-clause’ is in simple present tense and the verb in the main clause
is in simple future tense.

What about the other two sentences?

If-clause Main clause

simple past tense .........................................................

........................................................... would +have +V3

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Fill up the following sentences based on their conditions.

1. If you practise well, ........................................................

2. If you worked hard, .............................................................

3. If I had reached on time, .........................................................

4. ............................................, they would win the match.

5. ............................................................, she would have been successful.

6. If he had not fallen, .....................................................................

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

WORKSHEET 22

Activity 1

Mikali could not put up with the attitude of his compatriots towards his little brother.
He came across a Chinaman who offered to help him.
Mikali was taken aback by the generosity shown by the Chinaman and his wife.
What is special about the expressions written in bold in the above sentences?
They are phrasal verbs. Their meanings are different from the meanings of the
individual words.

Match the phrasal verbs in Column A with their meaning in Column B.

Put up with To meet someone by chance
Come across To establish something
Taken aback To express an idea
Set up To tolerate
Turn down To stop making an effort.
Put across To surprise or shock someone
Set out To decide
Give up To reject an offer
Make up one’s mind To continue
Go on To begin a journey

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

Activity Card English Class : 9

Activity 2

Replace the underlined words in the passage with the right phrasal verbs
from Activity 1.

Tolstoy farm was a community of Indians established (a) by Gandhiji in South Africa.
He decided (b) to make some provision for the education of boys and girls in the
farm. Qualified Indian teachers were scarce, and even when available they rejected
(c) the offer because of the small salary. Gandhiji could not tolerate (d) the existing
system of education and he expressed (e) his idea of experimenting a true system.

a) ………………………………….

b) ………………………………….

c) …………………………………..

d) ……………………………………….

e) …………………………………………..

GENERAL EDUCATION DEPARTMENT SAMAGRA SHIKSHA, KERALA S C E R T

9

85

{É±Ö É ¤ÉxÉÒ lÉÒ ¨ÉÉÄ

01

ʱÉJÉ,å ÊSÉjÉ ¨Éå EòÉèxÉ-EòÉxè É ½éþ?
...............................................................................................

ºÉ½þÒ |ɺiÉÉ´ÉÉå {É®ú  EòÉ ÊxɶÉÉxÉ ±ÉMÉÉB*Ä

1. ¨ÉÉÄ ¦ÉÉ<ªÉÉå Eäò ¤ÉÒSÉ {É±Ö É ¤ÉxÉÒ lÉÒ*

2. ¤Éä]õä =iiÉ®únùÉʪÉi´É EòÉä ¤ÉÉZä É xɽþÓ ºÉ¨ÉZÉxÉä´ÉɱÉä lÉä*

3. ¨ÉÉÄ EòÒ näùJɦÉÉ±É EòÒ ÊVɨ¨Énä ùÉ®úÒ ¤É]ä õÉå {É®ú +É MÉ<*Ç

4. ¨ÉÖºÉÒ¤ÉiÉ ºÉ¨ÉZÉEò®ú ¨ÉÉÄ º´ÉªÉÆ Ê¤ÉUôÖc÷iÉÒ ½èþ*

5. ¤É]ä õÉå EòÉ VÉÒ´ÉxÉ ¤É®ä úÉEä ò]õÉEä ò SɱÉiÉÒ MÉÉc÷Ò Eäò ºÉ¨ÉÉxÉ ®ú½þÉ*

6. ¨ÉÉÄ Eòä SɱÉä VÉÉxÉä ºÉä ¤Éä]õä ¤Éºä ɽþÉ®úä ®ú½äþ* 1

86

02

=ÊSÉiÉ ´ÉÉCªÉÉ¶Æ É SÉxÖ Éå +Éè®ú iÉÉʱÉEòÉ EòÒ {ÉÚÌiÉ Eò®åú*
• {ÉÖ±É Eò½þÉ MɪÉÉ ½èþ*
• ¤Éä]õÉå EòÒ ËWÉnùMÉÒ ¤Éä®úÉEä ò]õÉEä ò SɱÉiÉÒ ½èþ*
• VÉÉäc÷xÉ´ä ÉɱÉÒ Eòc÷Ò ½èþ*
• ¤É]ä äõ ¤Éºä ɽþÉ®úä ¤ÉxÉ VÉÉiÉä ½þé*
• xÉ®úåpù {ÉÖÆb÷®úÒEò EòÒ EòÊ´ÉiÉÉ ½þè*

{ÉÖ±É ¤ÉxÉÒ lÉÒ ¨ÉÉÄ ............................................................
¨ÉÉÄ EòÉä <ºÉ EòÊ´ÉiÉÉ ¨Éå .....................................................
¨ÉÉÄ PÉ®ú Eòä ºÉnùºªÉÉå EòÉä .....................................................
¨ÉÉÄ °ü{ÉÒ {ÉÖ±É ºÉä ............................................................
¨ÉÉÄ Eäò +¦ÉÉ´É ¨Éå ...........................................................

2

87

03

"{ÉÖ±É ¤ÉxÉÒ lÉÒ ¨ÉÉÄ' EòÊ´ÉiÉÉ EòÒ <xÉ {ÉÎÆ CiɪÉÉå EòÉ +É¶ÉªÉ Ê±ÉJÉ*å
½þ¨É ¦ÉÉ<ªÉÉå Eäò ¤ÉÒSÉ
{É±Ö É ¤ÉxÉÒ lÉÒ ¨ÉÉÄ
ÊVɺɨÉå +ÉB ÊnùxÉ
nùÉcè ÷iÉÒ ®ú½þiÉÒ lÉÒ ¤ÉävÉc÷Eò
ʤÉxÉÉ ÊEòºÉÒ ½þ®úÒ ±ÉÉ±É ¤ÉiiÉÒ Eäò
½þ¨É ±ÉÉMä ÉÉå EòÒ UÖôEò UÖôEò UôEò UôEò

.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................

3

88

]õÒ´ÉÒ

01

EòÉä¹`öEò ºÉä =ÊSÉiÉ ¶É¤nù SÉxÖ ÉEò®ú ´ÉÉCªÉÉå EòÒ {ÉÌÚ iÉ Eò®åú*
(BEò Eò¨É]å ÅõÒ, ¨ÉxÉɽä þ®ú SÉÉSÉÉ, {É®úäc÷, ZÉÉÄÊEòªÉÉ,Ä ]õEò]õEòÒ ±ÉMÉÉB)

]õÒ´ÉÒ {É®ú 26 VÉxÉ´É®úÒ EòÒ ..................... +É ®ú½þÒ ½þè* MÉÉ{ä ÉÚ +É®è ú =ºÉEòä ¤ÉɤÉÉ
......................... nùäJÉ ®ú½þä ½þé* ......................... ¤ÉMÉ±É ¨Éå ¤Éè`äö ½éþ* ]õÒ´ÉÒ
¨Éå ........................ SÉ±É ®ú½þÒ ½þé, +É®è ú ................. ¦ÉÒ*

MÉÉä{ÉÚ Eòä ¤ÉɤÉÉ xÉä MÉÉä{ÉÚ, SÉxÖ xÉÒ +Éè®ú ±É±±ÉÚ EòÉä +{ÉxÉä-+{ÉxÉä PÉ®ú {ɽÖÄþSÉÉB* ¨ÉÉÄ EòÉä
näùJÉiÉä ½þÒ MÉÉä{ÉÚ ®úÉäxÉä ±ÉMÉÉ* ¨ÉÉÄ-¤Éä]äõ Eäò ¤ÉÒSÉ ¤ÉÉiÉSÉÒiÉ ½þÖ<Ç* +iÆ É ¨Éå ¨ÉÉÄ xÉä ¤É]ä õä EòÉä MɱÉä
±ÉMÉɪÉÉ* ¨ÉÉ-Ä ¤É]ä äõ Eäò ¤ÉÒSÉ ½Öþ<Ç ¤ÉÉiÉSÉÒiÉ Eòä EÖòUô +¶Æ É xÉÒSÉä ½éþ* =ÊSÉiÉ ´ÉÉCªÉ
SÉxÖ ÉEò®ú ¤ÉÉiÉSÉÒiÉ EòÒ {ÉÌÚ iÉ Eò®úå*

• xɽþÓ, ¨ÉéxÉä ¨ÉEòÉäcä÷ {É®ú EòºÉ¨É JÉÉxÉä EòÉä Eò½þÉ*
• iÉ¨Ö ½þå EòÉ<ä Ç b÷®ú iÉÉä xɽþÓ ±ÉMÉÉ? EòÉä<Ç nùÖPÉ]Ç õxÉÉ ½þÉiä ÉÒ iÉÉ?ä
• ¨ÉÉ¡ò EòÒÊVÉB ¨ÉÉ*Ä ¨Éé Bºä ÉÒ MɱÉiÉÒ Eò¦ÉÒ xɽþÓ Eò°üÄ MÉÉ*
• +É{É ºÉÉä ®ú½þÒ lÉÒ* ºÉÉSä ÉÉ, SÉÖ{ÉEäò ºÉä ]õÒ´ÉÒ nùäJÉEò®ú +ÉBMÄ É*ä

4

89

MÉÉ{ä ÉÚ : ¨ÉÉ.Ä .. ¨ÉÉ.Ä ..
¨ÉÉÄ : MÉÉä{ÉÚ iÉ¨Ö ÉxÉä ªÉ½þ CªÉÉ ÊEòªÉÉ ¤É]ä õä! iÉÖ¨É ±ÉÉäMÉ SÉ{Ö ÉEäò ºÉä CªÉÉå

MÉB?
MÉÉä{ÉÚ : .....................................................................
¨ÉÉ Ä : ±É±±ÉÚ +É®è ú SÉÖxxÉÒ ¦ÉÒ SÉÖ{ÉEòä ºÉä VÉÉxÉä Eòä ʱÉB iÉèªÉÉ®ú lÉä?
MÉÉä{ÉÚ : .....................................................................
¨ÉÉÄ: .....................................................................
MÉÉ{ä ÉÚ : {ɽþ±Éä iÉÉä b÷®ú xɽþÓ lÉÉ* ±ÉäÊEòxÉ näù®ú ¶ÉÉ¨É ½þÉxä Éä {É®ú SÉÖxxÉÒ ®úÉxä Éä

±ÉMÉÒ*
¨ÉÉÄ : +ÉMÉä BäºÉÉ ¨ÉiÉ Eò®úxÉÉ*
MÉÉä{ÉÚ : .....................................................................

5

90

02

MÉÉä{ÉÚ ºÉä ºÉƤÉÆÊvÉiÉ ºÉ½þÒ ´ÉÉCªÉÉå {É®ú  EòÉ ÊxɶÉÉxÉ ±ÉMÉÉB*Ä

1. ÊEòiÉxÉÒ |ÉiÉÒIÉÉ ºÉä nùںɮäú MÉÉÄ´É MɪÉÉ lÉÉ!
2. ]õÒ´ÉÒ nùäJÉxÉä +Eòä ±Éä MɪÉÉ lÉÉ*
3. ¨ÉxÉɽä þ®ú SÉÉSÉÉ Eòä PÉ®ú VÉÉEò®ú ]õÒ´ÉÒ näùJÉxÉÉ SÉɽþiÉÉ lÉÉ*
4. ®úɺiÉÉ ¦ÉÚ±É MɪÉÉ*
5. +iÆ É ¨Éå {ɽÖÄþSÉ MɪÉÉ*
6. ±ÉäÊEòxÉ ¤ÉÉ{É ®äú...! ºÉÉ®úÒ |ÉiÉÒIÉÉBÄ ]õÚ]õ MÉ<È*
7. ¨ÉÉÄ ºÉä Eò½þEò®ú SɱÉÉ MɪÉÉ*
8. ¤Éc÷Ò nùä®ú iÉEò ]õÒ´ÉÒ nùäJÉiÉÉ ®½þÉ*
9. ʤÉVɱÉÒ SɱÉÒ MÉ<Ç*

6

91

03

MÉÉä{ÉÚ PÉ®ú {ɽÖÄþSÉÉ* ´É½þ ªÉÉnùÉå ¨Éå JÉÉä MɪÉÉ* Ê¡ò®ú b÷ɪɮúÒ Ê±ÉJÉxÉä ±ÉMÉÉ* ʱÉJÉå MÉÉä{ÉÚ EòÒ
b÷ɪɮúÒ*

.........2...V.É.Ö±.É.É.<..Ç .2..0.2..1.......................................................
.........º.É.É.¨ä .É´..ÉÉ.®.ú...............................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................
................................................................................

7

92

{ÉIÉÒ +Éè®ú nùÒ¨ÉEò

01

.................. .................. ..................

ªÉä {ÉÉjÉ ÊEòºÉ Eò½þÉxÉÒ Eòä ½þé?

{ÉIÉÒ MÉÉc÷Ò´ÉɱÉä ºÉä CªÉÉ JÉ®úÒnùiÉÉ ½þè?

nùÒ¨ÉEò Eòä ¤Énù±Éä {ÉIÉÒ CªÉÉ nùäiÉÉ ½þè?

02

ÊxɨxÉʱÉÊJÉiÉ ´ÉÉCªÉÉå EòÒ ºÉ½þɪÉiÉÉ ºÉä xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ +Éè®ú Ê{ÉiÉÉ {ÉIÉÒ Eäò ¤ÉÒSÉ EòÒ
¤ÉÉiÉSÉÒiÉ EòÒ {ÉÚÌiÉ Eò®úå*

• ¤É]ä äõ, iÉÖ¨É CªÉÉ Eò®ú ®ú½äþ ½þÉä?
• +ɺɨÉÉxÉ ¨Éå =c÷xÉÉ ½þÒ Ê¡òWÉ±Ú É ½èþ, ´É½þ ¨ÉJÚ ÉÉç EòÉ EòÉ¨É ½þè*
• ¤É]ä õä, nùÒ¨ÉEåò ½þ¨ÉÉ®úÉ º´ÉɦÉÉÊ´ÉEò +ɽþÉ®ú xɽþÓ ½èþ*
• ªÉ½þ iÉÉä EòÉ<ä Ç ¤Éc÷Ò ¤ÉÉiÉ xÉ½Ó ½þè* ¨ÉZÖ Éä iÉÉä nùںɮäú EòÒc÷ä, ¡ò±É, +xÉÉVÉ Eäò nùÉxÉä

EòÖ Uô ¦ÉÒ +SUäô xɽþÓ ±ÉMÉiÉä*
• MÉÉc÷Ò´ÉɱÉä EòÉä +{ÉxÉÉ {ÉÆJÉ iÉÉcä ÷Eò®ú CªÉÉå nùäiÉä ½þÉä?

8

93

Ê{ÉiÉÉ {ÉIÉÒ : .....................................................................
xÉÉVè É´ÉÉxÉ {ÉIÉÒ : nùÒ¨ÉEåò JÉÉ ®ú½þÉ ½ÄþÚ* ´Éɽþ, ¤Éþ½ÖþiÉ +SUôÒ ±ÉMÉiÉÒ ½þé*
Ê{ÉiÉÉ {ÉIÉÒ : .....................................................................
xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ : iÉÉä CªÉÉ? ¤É½þÖiÉ º´ÉÉÊnù¹]õ ¦ÉÉVä ÉxÉ ½þè*
Ê{ÉiÉÉ {ÉIÉÒ : .....................................................................
xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ : nùÉä nùÒ¨ÉEòÉå Eäò ʱÉB BEò {ÉJÆ É iÉÉä näùxÉÉ ½þÒ ½èþ*
Ê{ÉiÉÉ {ÉIÉÒ : nùÒ¨ÉEòÉå Eòä ʱÉB {ÉÆJÉ! ½þ®úÊMÉWÉ xɽþÓ nùä ºÉEòiÉ*ä
xÉÉVè É´ÉÉxÉ {ÉIÉÒ : .....................................................................
Ê{ÉiÉÉ {ÉIÉÒ : iÉ¨Ö É Bºä Éä {ÉÆJÉ näùiÉä ®ú½þÉäMÉä iÉÉä =c÷ÉäMÉä EèòºÉä? iÉÖ¨É iÉÉä ʤɱÉEòÖ ±É

MɱÉiÉÒ Eò®ú ®ú½þä ½þÉ*ä
xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ : .....................................................................

9

94

03

ºÉEÆ òä iÉÉå EòÒ ºÉ½þɪÉiÉÉ ºÉä {É]õEòlÉÉ Eòä <ºÉ où¶ªÉ EòÒ {ÉÌÚ iÉ Eò®åú*

• {ÉÆJÉ • Eò½þÉÄ ºÉä ʨɱÉÓ
• ±ÉMɦÉMÉ ¶ÉÉ¨É EòÉ • nùÉä nùÒ¨ÉEòå
• {Éäc÷ EòÒ b÷ɱÉÒ {É®ú
ºÉ¨ÉªÉ • ¨ÉÄÖ½þ ¡òä ®úiÉä ½þÖB
• +ɶSɪÉÇ ºÉä • {ÉIÉÒ =c÷ VÉÉiÉÉ ½þè
• nùÒ¨ÉEòå JÉÉ ®ú½þÉ ½ÄÚþ* • º´ÉɦÉÉÊ´ÉEò ¦ÉÉVä ÉxÉ
• nùÒ¨ÉE

où¶ªÉ - 1

VÉMÆ É±ÉÒ <±ÉÉEòÉ* ...........................*

(BEò xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ ......................¤É`è öÉ ½þè* {ÉÉºÉ ¨Éå =ºÉEòÉ Ê{ÉiÉÉ {ÉIÉÒ ½þè*
xÉÉVè É´ÉÉxÉ {ÉIÉÒ EòÉä VªÉÉnùÉ ....... xɽþÓ ½þè* =ºÉxÉä +{ÉxÉä {É®è ú Eäò xÉÒSÉä ........ EòÉä
nù¤ÉÉB ®úJÉÉ ½èþ* Ê{ÉiÉÉ +É®è ú xÉÉVè É´ÉÉxÉ {ÉIÉÒ Eòä ¤ÉÒSÉ ¤ÉÉiÉSÉÒiÉ ½þÉäiÉÒ ½èþ*)

Ê{ÉiÉÉ {ÉIÉÒ : (................) ¤Éä]õÉ, ªÉ½þ iÉÚ CªÉÉ Eò®ú ®ú½þÉ ½þè?

xÉÉVè É´ÉÉxÉ {ÉIÉÒ : .......................*

Ê{ÉiÉÉ {ÉIÉÒ : ªÉä nùÒ¨ÉEòå iÉ¨Ö ½åþ ..................?

xÉÉVè É´ÉÉxÉ {ÉIÉÒ : (JÉ¶Ö ÉÒ ºÉä) =ºÉ MÉÉc÷Ò´ÉɱÉä ºÉä* ´É½þ BEò {ÉÆJÉ Eòä ¤Énù±Éä
......................... nùäiÉÉ ½èþ*

Ê{ÉiÉÉ {ÉIÉÒ : (ºÉ¨ÉZÉÉiÉä ½þÖB) ¤Éä]õÉ, nùÒ¨ÉEòå ½þ¨ÉÉ®úÉ ..................... xɽþÓ*
=ºÉEäò ʱÉB ½þ¨ÉÉ®äú {ÉJÆ É iÉÉä ½þ®úÊMÉWÉ xɽþÓ ÊnùªÉä VÉÉ ºÉEòiÉ*ä

xÉÉVè É´ÉÉxÉ {ÉIÉÒ : (....................) ÊnùB iÉÉä CªÉÉ? ¤É½þÖiÉ º´ÉÉÊnù¹]õ ¦ÉÉVä ÉxÉ ½þè*

Ê{ÉiÉÉ {ÉIÉÒ : ±ÉäÊEòxÉ ¤Énù±Éä ¨Éå {ÉJÆ É nùäxÉÉ ½þè xÉ? +ÉMÉä =c÷ ¦ÉÒ xɽþÓ {ÉÉ+ÉMä É*ä

xÉÉVè É´ÉÉxÉ {ÉIÉÒ : (ÊvÉCEòÉ®ú ºÉ)ä ¨Éé xɽþÓ ¨ÉÉxÉMÚÄ ÉÉ*

(xÉÉèVÉ´ÉÉxÉ ........................* Ê{ÉiÉÉ {ÉIÉÒ =nùÉºÉ ¤É`è ö VÉÉiÉÉ ½þè*)

10

95

04

ºÉÆEäòiÉÉå EòÒ ºÉ½þɪÉiÉÉ ºÉä xÉÉèVÉ´ÉÉxÉ {ÉIÉÒ EòÒ SÉÊ®újÉMÉiÉ Ê´É¶Éä¹ÉiÉÉ+Éå {É®ú Ê]õ{{ÉhÉÒ Ê±ÉJÉå*

+{ÉxÉÒ MɱÉÊiɪÉÉå {É®ú
ºÉ¡òÉ<Ç JÉÉäVÉxÉ´ä ÉɱÉÉ

|ɱÉÉä¦ÉxÉÉå ¨Éå xÉÉVè É´ÉÉxÉ ¨ÉÎÖ CiɤÉÉvä É EòÒ Eò½þÉxÉÒ
¡ÄòºÉxÉ´ä ÉɱÉÉ {ÉIÉÒ "{ÉIÉÒ +Éè®ú nùÒ¨ÉEò'

EòÉ |ɨÉJÖ É {ÉÉjÉ

¤Éc÷Éå EòÒ ¤ÉÉiÉÉå EòÉä xÉ +ɱɺÉÒ º´É¦ÉÉ´É´ÉɱÉÉ
¨ÉÉxÉxÉä´ÉɱÉÉ

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..................................................................................................................................

..........................................................................................................................................................................................................................................................

..................................................................................................................................

..................................................................................................................................

11

96

MÉÉvÄ ÉÒVÉÒ MÉÉvÄ ÉÒVÉÒ Eòè ºÉä ¤ÉxÉä

01

iÉÒxÉ ¤ÉnÆ ù®úÉå EòÉ ªÉ½þ ÊJɱÉÉèxÉÉ MÉÉvÄ ÉÒVÉÒ EòÉä Ê|ÉªÉ lÉÉ* ʱÉJÉ,å ªÉä ¤ÉnÆ ù®ú CªÉÉ Eò½þ ®ú½äþ

½éþ? ..................
.................. ....................... ..................
....................... .......................

• ¤É®Ö úÉ ¨ÉiÉ ¤ÉÉä±ÉÉä*
• ¤ÉÖ®úÉ ¨ÉiÉ Eò½þÉ*ä
• ¤ÉÖ®úÉ ¨ÉiÉ ºÉÖxÉÉä*

ºÉƤÉvÆ É {ɽþSÉÉxÉ,å ºÉ½þÒ Ê¨É±ÉÉxÉ Eò®åú*

• MÉÉÆvÉÒVÉÒ EòÉ VÉÒ´ÉxÉ ½þÒ <ºÉʱÉB ½þ¨Éå ºÉÉnùMÉÒ EòÉä +{ÉxÉÉxÉÉ SÉÉʽþB*

• nùä¶É Eòä ±ÉÉäMÉ MÉ®úÒ¤É ½þé ½þ¨Éå ¤Éc÷É ¤ÉxÉxÉÉ SÉÉʽþB*

• +{ÉxÉä Ê´ÉSÉÉ®úÉå +Éè®ú EòɨÉÉå ºÉä ½þ¨Éå +{ÉxÉä VÉÒ´ÉxÉ ¨Éå +{ÉxÉÉxÉÉ SÉÉʽþB*

,

• VɽþÉÄ ¦ÉÒ EòÖ Uô +SUôÉ ±ÉMÉä =xÉEòÉ ºÉÆnùä¶É lÉÉ*

12

97

02

MÉÉvÆ ÉÒVÉÒ Eäò Ê´ÉʦÉxxÉ ºÉ¨ÉªÉ Eòä °ü{ÉÉå EòÉ {ÉÊ®úSÉªÉ {ÉÉBÄ*
• EÖò®úiÉÉ-{ÉÉVÉɨÉÉ {ɽþxÉiÉä lÉ*ä
• ºÉ®ú {É®ú ¤ÉÉ±É xɽþÓ Eòä ¤É®úɤɮú lÉä*
• ºÉ®ú {É®ú JÉÚ¤É ºÉÉ®äú ¤ÉÉ±É lÉ*ä
• {ÉÉ´Ä É ¨Éå SÉ{{É±É lÉä*
• MÉɱä É Sɶ¨ÉÉ {ɽþxÉiÉä lÉ*ä
• Vɤä É-PÉc÷Ò Eò¨É®ú ¨Éå ±É]õEòÉiÉä lÉ*ä
• ]õÉä{ÉÒ {ɽþxÉiÉä lÉ*ä
• MɱÉä ¨Éå ZÉÉä±ÉÉ ]õÉÄMÉiÉä lÉ*ä
• ʺɡÇò BEò vÉÉiä ÉÒ {ɽþxÉiÉä lÉ*ä

´ÉÉCªÉÉå EòÉä =ÊSÉiÉ JÉÉxÉÉå ¨Éå ʱÉJÉå +Éè®ú {ÉnùºÉÚªÉÇ EòÒ {ÉÚÌiÉ Eò®úå*

MÉÉvÆ ÉÒVÉÒ Eäò ¤ÉSÉ{ÉxÉ
Eòä °ü{É

MÉÉÆvÉÒVÉÒ ¤ÉxÉ VÉÉxÉä Eòä 13
¤ÉÉnù Eòä °ü{É

98

03

+˽þºÉÉ {É®ú ªÉä xÉÉ®äú {Égåø*
• +˽þºÉÉ ºÉ¤ÉºÉä ¤Éc÷É ½þÊlɪÉÉ®ú ½þè*
• <ƺÉÉÊxɪÉiÉ {É®ú ¦É®úɺä ÉÉ ®úJÉ*å
• ¤ÉxÉå ºÉiªÉ-+˽þºÉÉ Eòä +xÉªÖ ÉɪÉÒ*
• +˽þºÉÉ Eäò ºÉiªÉ ¨ÉÉMÉÇ {É®ú ¤Égäø SɱÉå*
+CiÉڤɮú 2 MÉÉÆvÉÒ VɪÉÆiÉÒ EòÉ ÊnùxÉ "+ÆiÉ®úÉ¹Ç ]õÅÒªÉ +˽þºÉÉ Ênù´ÉºÉ' Eòä °ü{É ¨Éå ¨ÉxÉɪÉÉ
VÉÉiÉÉ ½èþ* <ºÉEòä ʱÉB BEò {Éɺä ]õ®ú iɪè ÉÉ®ú Eò®úå*

14

99

xÉMÆ Éä {Éè®ú

01

19
2 7 11
38

56
4 10

´ÉMÉÇ{ɽþä±ÉÒ EòÒ {ÉÚÌiÉ Eò®åú*

nùÉ<È +É®ä ú:

1. {ÉÉäº]õ¨Éxè É EòÉä ................... xɽþÓ lÉÉ* (ºÉÉ<ÊÇ Eò±É / EòɨÉ)
2. ªÉ½þ VÉÚiÉÉ ¤ÉxÉÉiÉÉ ½þè* (EòÖ ¨½þÉ®ú / ¨ÉÉäSÉÒ)
4. ¤É¤ä ÉÒ CªÉÉ {Égø ®ú½þÒ lÉÒ? (¤ÉɱÉʨÉjÉ / ºÉ¨ÉÉSÉÉ®ú {ÉjÉ)
6. EòÉxè É ÊSÉ]Âõ`öÒ ±ÉÉiÉÉ ½þè? (¤Égø<Ç / {Éɺä ]õ¨Éxè É)
7. {ÉÉäº]õ¨ÉèxÉ EòÉä CªÉÉ ={ɽþÉ®ú ʨɱÉÉ? (VÉiÚ ÉÉ / Eò±É¨É)
8. ¤É¤ä ÉÒ Eò½þÉÄ ¤Éè`ö ®ú½þÒ lÉÒ? ({ɱÉÆMÉ / {ÉÒ`ö)
10. "xÉÆMÉä {É®è ú' Eò½þÉxÉÒ EòÒ |ɨÉÖJÉ {ÉÉjÉ* (¤Éä¤ÉÒ / ʨÉxÉÒ)

xÉÒSÉä EòÒ +É®ä ú:

3. ¨ÉÉäSÉÒ EòÉ xÉÉ¨É CªÉÉ ½èþ? (±ÉiÉÒ¢òÉ / ½þ®úÒ¤ÉÉ)
5. {Éɺä ]õ¨Éxè É Eòä {Éè®ú EòÒ Ê´É¶Éä¹ÉiÉÉ ½þè* (MÉɱä É / {ÉiɱÉÉ)
9. vÉ{Ú É ºÉä ¤ÉSÉxÉä Eäò ʱÉB {ÉÉäº]õ¨ÉèxÉ EòÉä CªÉÉ SÉÉʽþB? (ZÉÉä±ÉÉ / UôÉiÉÉ)
11. {É®è ú Eäò ʱÉB nùںɮúÉ ¶É¤nù* (½þÉlÉ / {ÉMÉ)

15

100