Lesson Template
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- The document outlines a lesson plan on the topic of electricity for 9th standard students. It includes the learning outcomes, content analysis, classroom activities, and review questions. - The key points covered are the causes of electricity like static electricity, the uses of electricity in daily life, and the importance of conserving electricity for the benefit of society. Interactive activities like discussions and demonstrations are used to explain concepts. - The lesson concludes with a review of the important topics and a follow up activity where students are asked to prepare posters highlighting the importance of electricity conservation.
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LESSON TEMPLATE
Name of the Teacher : AizXn Fkv. bp.
Name of the School : Kh. tamUÂ F¨v.-F-kv.-F-kv. sh«n-¡-he
Subject : kmaq-ly-imkv{Xw
Unit : Poh-Pew
Topic : Pee`yX
Standard : IX
Strength : 37/40
Division : B
Date : 1-9-2015
Duration : 30 minutes
LEARNING OUTCOMES
Pe-e-`yX F¶ ]mTw ]Tn¨p Ign-ªm Ip«n Xmsg ]d-bp¶ {]hÀ¯--§-fn GÀs¸Spw
l P-kw-Jym-hÀ²-hv, Pe-e-`y-X, Pe-£maw Chsb kzm[o-n¡pw F¶v hymJym-n¡pw
l KmÀlnI Bh-iy-§Ä¡p-th-nbpÅ Pe-¯nsâ D]-tbmKw ]«n-I-s¸-Sp-¯p-¶p.
l ip²-P-e-e-`y-X-bn ap-jysâ {]hÀ¯--§-fpsS kzm[ow hni-I-ew sN¿pw
l temI-P-e-Zn--¯nsâ {]m[m-y-s¯-¸än kaq-l-¯nv Ah-t_m[w ÂIpw
l Pe-kw-c-£W {]hÀ¯--hp-ambn _Ô-s¸«v t]mÌÀ X¿m-dm¡pw
CONTENT ANALYSIS
Terms : KmÀlnI D]-t`m-Kw, X®oÀX-S-§Ä, `£y-ImÀjnI kwL-S
Year 2008 March 22
Place tdmw](https://image.slidesharecdn.com/4-151027114700-lva1-app6892/85/Lesson-Template-1-320.jpg)
![-2-
Facts v Pe-£maw D-m-Ip-¶-Xnsâ Hcp {][m--s¸« ImcWw P-kwJym hÀ²-hv
BWv.
v amÀ¨v 22 Pe-Zn--ambn BtLm-jn-¡p-¶p.
v h--io-I-c-Ww, X®oÀXSw nI-¯Â, Ip¶n-Sn-¡Â XpS-§nb {]hÀ¯--§Ä
ip²-Pe e`y-Xsb kzm[o-n-¡p¶ LS-I-§Ä BWv.
v tIc-f-¯n KmÀlnI D]-tbmKw Pe-¯nsâ Imcy-¯n IqSp-X-em-Wv.
Concept v Pe-e`yX Ipd-bp-¶-Xnsâ Imc-W-§Ä
Pre-requiesites v `qKÀ`-PeNq-jWw aqe-apÅ {]Xym-Lm-X-§-sf-¸än Adnbmw
Learning material/ v Nn{X-{]-ZÀiw (P-e-£maw hyà-am-¡p-¶-Xv)
Resource support v NmÀ«v (ip²-P-e-e-`y-Xsb kzm[o-n-¡p¶ ap-jysâ {]hÀ¯--§Ä)
CLASSROOM - INTERATION PROCEDURE
A²ym-]nI Ip«n-I-fp-ambn kulr-Z-kw-`m-j-W-¯n-eqsS ¢mÊv Bcw-`n-¡p-¶p.
shÅw shÅw kÀÆ{X
XpÅn IpSn-¡m-n-Ãt{X
F¶ CucSn A²ym-]nI ¢mÊn sNmÃp-¶p. Ip«n-I-tfmSv AhÀ a-Ên-
em-¡nb Bibw hni-Zo-I-cn-¡p-hm³ ]d-bp-¶p. IqSmsX ap¶dnhp-IÄ ]cn-tim-
[n-¡p-hm-mbn Nne tNmZy-§Ä tNmZn-¡p-¶p.
Pupil Response
Exp: CucSn Gäp sNmÃp-¶p.
Actual : CucSn sNmÃp-Ibpw
Bibw hni-Z-am-¡p-Ibpw
sNbvXp.](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
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- Platelets help blood clotting and control bleeding.
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Qwizdom year 8 maths - laws of indices
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Personal model by john paul
This document outlines the principles of non-directive teaching, which is a student-centered approach based on counseling techniques. The key aspects are that the teacher acts as a facilitator rather than instructor, helping students explore ideas related to their own lives through discussion and problem-solving. The goal is to build lifelong learning skills rather than focus on short-term content, with an emphasis on positive human relationships between students and teachers working as partners.
Social interaction model
The social interaction model stresses relationships between individuals and society. It uses instructional methods like group work to facilitate interaction. Students work in structured groups to discuss concepts while the instructor monitors. Key steps include an introduction by the instructor, breaking into groups, and groups presenting findings. Social interaction promotes higher-level thinking, meaningful learning, and skills like leadership. However, it can be time-consuming and some students may not participate fully. Different models include jurisprudential inquiry, group investigation, and social inquiry.
Model of Teaching
The document discusses models of teaching proposed by Bruce Joyce and Marsha Weil. It aims to provide different teaching strategies to match various learning styles. Joyce and Weil developed several teaching models consisting of guidelines for designing educational activities and environments to achieve learning goals. The models fall into four families - information processing, personal, social interaction, and behavior modification. Each model has elements like focus, syntax, social system, and principles of reaction. One example provided is the concept attainment model, which helps teach concepts by having students categorize examples and form hypotheses to understand attributes and rules.
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1. The document outlines a lesson plan about the importance of the Ganges River in ancient India. It includes learning outcomes, content analysis, classroom interaction process, and review questions.
2. The key points of the lesson are that the Ganges River valley was an important center of civilization in ancient India. Some characteristics of the Ganges civilization included an advanced irrigation system and established social hierarchy.
3. The lesson aims to explain the significance of the Ganges River and discuss how aspects of the Ganges civilization like trade and culture influenced the development of India today.
Lesson Template
This document provides a lesson plan template for teaching 8th grade students about traditional stories from the Chang'an era in China. The lesson will introduce students to Chang'an era stories called "gudian gushi" and their cultural significance. Students will learn how gudian gushi provide insights into life in Chang'an society. The teacher will use videos and pictures of gudian gushi to aid discussion and help students understand different types of traditional stories.
Innovative lesson plan
1. The lesson plan aims to provide students with an understanding of culture and socialization through activities like discussion, cooperation, and role-playing.
2. The plan discusses concepts like culture, socialization, social norms, social institutions, and their importance for human life. It also explains how incorporating local cultural elements enhances learning.
3. Various activities and questions are used to discuss topics like the cultural aspects of different communities, the role of culture in shaping identity and lifestyle, and ensuring students understand the relationship between culture and socialization.
LESSON TEMPLATE- IORNIC TECHNOLOGY
Ccp-1⁄4v was an important early domesticated animal. It provided milk and was well-suited to pastoral life. While cattle herding declined, cattle still have cultural and economic significance.
The lesson discusses cattle domestication history and roles. Students learn about cattle characteristics, how they were first domesticated, and why cattle herding decreased. They consider what challenges early domestication posed and how cattle addressed needs. The teacher engages students through questions and activities to reinforce key points.
Name of the teacher saranya s nair
1) The document discusses vitamins, which are essential nutrients found in food that help support various bodily functions. It describes different types of vitamins like Vitamins A, C, D, E, and K.
2) Vitamins are classified based on whether they are fat-soluble and stored in the body (like Vitamins A, D, E, and K) or water-soluble and excreted from the body (like Vitamins B and C).
3) The document provides information on the roles and health benefits of various vitamins, such as Vitamin A supporting vision and Vitamin C promoting healing.
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1) The teacher introduced the topic of cells by asking the students if they knew about cells and microscopes. The students responded that they had some prior knowledge about different body parts from their previous lessons.
2) The teacher then explained the four main types of cells - epithelial cells, connective tissues, muscle cells, and nerve cells - and their functions. The students participated actively by answering questions about each cell type.
3) To conclude, the teacher summarized that cells are a group of tissues that work together and make up living organisms. The students demonstrated their understanding of the key concepts about cells.
Lesson template
The document provides details about a lesson plan for a 9th standard class on the topic of "Anthropic activities and their impact". The lesson aims to help students understand the anthropic activities of cattle and their role in human life. It outlines learning outcomes, content analysis, classroom interactions, and assessment questions. The teacher engages students in discussion about cattle and livestock they are familiar with. Students learn that cattle were first domesticated in the Middle East and that they provide dairy, labor, and manure for agriculture. The lesson emphasizes that cattle have significantly contributed to human civilization through their economic and social impacts, despite difficulties in early domestication and cattle rearing.
Lesson Template
The document provides details about a lesson plan for a 9th standard class on the topic of "Anthropic features of rivers". The lesson plan outlines learning outcomes, content analysis, classroom interaction process, pupil response, and review questions.
The key points are:
1. The learning outcomes include understanding rivers' characteristics, comparing rivers to other landforms, and identifying how rivers shaped human civilization.
2. The content analysis covers terms, places, facts about rivers influencing early human settlements, and the concept of rivers' drainage patterns.
3. Classroom activities include a discussion about familiar landforms and rivers' importance for irrigation, transport, and power generation. Pupils identify rivers' continued significance despite
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The document provides details about a lesson on the history of taxonomy taught by a teacher. It discusses how early scientists like Aristotle, Pliny and Linnaeus classified living things based on various characteristics. It mentions that Aristotle is considered the father of taxonomy and explained how Pliny cataloged thousands of plants and animals. It notes that Linnaeus developed a more scientific method of taxonomy and cataloged over 18,000 species of plants in his publications. The document aims to help students understand the development of taxonomy in various historical periods through these early scientists' classifications.
Lesson template
This lesson teaches students about the different parts of a tree and their functions. It discusses how water and nutrients are transported through the xylem vessels and phloem tubes in the trunk to different parts of the tree. Specifically, it focuses on the xylem, phloem, sapwood and heartwood. The lesson provides key facts about each part and how they work together to support the tree. Students learn that xylem vessels transport water and minerals upwards from the roots while phloem tubes transport food made by the leaves throughout the tree. They also learn how sapwood and heartwood are formed as a tree ages.
Stella
This lesson teaches students about the different parts of a tree and their functions. It discusses how water and nutrients are transported through the xylem vessels and phloem tubes in the trunk to different parts of the tree. Specifically, it focuses on the xylem, phloem, sapwood and heartwood. The lesson provides key facts about each part and how they work together to support the tree. Students learn that xylem vessels transport water and minerals upwards from the roots, while phloem tubes transport sap horizontally through the trunk and branches. They also learn how sap is collected from maple trees through tapping.
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The teacher uses a story song mode to teach students about cells. He asks the students if they know about stories and songs. The students respond that in the past, different topics were taught separately, making it difficult to learn and apply concepts. Now, topics are taught together integratedly.
The teacher introduces the four types of cells - blood cells, tissue cells, nerve cells, and cell cells - through a story song. He asks questions about each cell type to check students' understanding. Students actively participate by answering the questions correctly.
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Innovative lesson plan no 16.09.2014
The teacher uses a story song mode to teach students about cells. He asks the students if they know about stories and songs. The students respond that in the past, different topics were taught separately, making it difficult to learn and apply concepts. Now, topics are taught together integratedly.
The teacher introduces the four types of cells - blood cells, tissue cells, nerve cells, and cell cells - through a story song. He asks questions about each cell type to check students' understanding. Students actively participate by answering the questions correctly.
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This document provides a lesson template for an innovative lesson on the short story "One Small Step" by F. S. Herek. The lesson involves students analyzing themes and symbols in the story through group discussions and activities. Students will discuss their understanding of the story, examine symbols found in the text, and create a visual representation of the story in small groups. The teacher will then lead a discussion to consolidate learning and ensure all students comprehend the key elements of the story.
Praseeda online lesson plan
This document provides a lesson template for an innovative lesson on the short story "One Small Step" by F.S. Herek. The lesson involves students analyzing themes and symbols in the story through group discussions and activities. Students will discuss their understanding of the story, examine symbols found in the text, and create a visual representation of the story in small groups. The teacher will then lead a discussion to consolidate learning and ensure all students comprehend the key elements of the story.
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This document provides a lesson template for an innovative lesson on the short story "One Small Step" by F.S. Herek. The lesson involves students analyzing themes and symbols in the story through group discussions and activities. Students will discuss their understanding of the story, examine symbols found in the text, and create a visual representation of the story in small groups. The teacher will then lead a whole class discussion to consolidate learning and ensure all students comprehend the key elements of the story.
Lesson plan
1. The lesson plan discusses the evolution of human civilization from hunter-gatherer societies to settled agricultural communities.
2. It explains how early human settlements developed and the social changes that occurred as a result of adopting agriculture, including no longer being nomadic and developing new tools and technology.
3. The teacher engages students in a discussion about early human civilization and uses images to illustrate how settlements and social structures changed over time as humans increasingly engaged in agricultural activities rather than only hunting and gathering.
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This lesson plan is about Ip«-\m-S3 (honeybee) and was submitted by Lekshmi M S to her teacher Suba. The lesson involves an interactive classroom discussion with students about honeybees and their habitats. It includes two hands-on activities - a quiz about the type of honey found most in India and its production, and a discussion of honeybee importance and challenges they face. Key points covered are the roles of apiculture projects like the Kudumbashree initiated tXm«- ̧Ån kv]n3 in 1951 and X®oÀap¡w _− in 1955 in improving living conditions in Ip«-\m-«n (honey
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This document outlines a lesson plan template for an 8th grade biology class on animal tissues. The lesson will use role-playing to teach students about the four main types of tissues - epithelial, connective, nervous, and muscular tissues. Students will be selected to take on roles representing each tissue type and act out a dialogue highlighting the key functions. The teacher will guide students through selecting roles, setting up the scene, performing the role play, and discussing and evaluating the activity. The goal is for students to understand tissues and be able to apply this knowledge to explain body systems.
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Chapter wise All Notes of First year Basic Civil Engineering.pptx
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Lesson Template
- 1. -1- LESSON TEMPLATE Name of the Teacher : AizXn Fkv. bp. Name of the School : Kh. tamU F¨v.-F-kv.-F-kv. sh«n-¡-he Subject : kmaq-ly-imkv{Xw Unit : Poh-Pew Topic : Pee`yX Standard : IX Strength : 37/40 Division : B Date : 1-9-2015 Duration : 30 minutes LEARNING OUTCOMES Pe-e-`yX F¶ ]mTw ]Tn¨p Ign-ªm Ip«n Xmsg ]d-bp¶ {]hÀ¯--§-fn GÀs¸Spw l P-kw-Jym-hÀ²-hv, Pe-e-`y-X, Pe-£maw Chsb kzm[o-n¡pw F¶v hymJym-n¡pw l KmÀlnI Bh-iy-§Ä¡p-th-nbpÅ Pe-¯nsâ D]-tbmKw ]«n-I-s¸-Sp-¯p-¶p. l ip²-P-e-e-`y-X-bn ap-jysâ {]hÀ¯--§-fpsS kzm[ow hni-I-ew sN¿pw l temI-P-e-Zn--¯nsâ {]m[m-y-s¯-¸än kaq-l-¯nv Ah-t_m[w ÂIpw l Pe-kw-c-£W {]hÀ¯--hp-ambn _Ô-s¸«v t]mÌÀ X¿m-dm¡pw CONTENT ANALYSIS Terms : KmÀlnI D]-t`m-Kw, X®oÀX-S-§Ä, `£y-ImÀjnI kwL-S Year 2008 March 22 Place tdmw
- 2. -2- Facts v Pe-£maw D-m-Ip-¶-Xnsâ Hcp {][m--s¸« ImcWw P-kwJym hÀ²-hv BWv. v amÀ¨v 22 Pe-Zn--ambn BtLm-jn-¡p-¶p. v h--io-I-c-Ww, X®oÀXSw nI-¯Â, Ip¶n-Sn-¡Â XpS-§nb {]hÀ¯--§Ä ip²-Pe e`y-Xsb kzm[o-n-¡p¶ LS-I-§Ä BWv. v tIc-f-¯n KmÀlnI D]-tbmKw Pe-¯nsâ Imcy-¯n IqSp-X-em-Wv. Concept v Pe-e`yX Ipd-bp-¶-Xnsâ Imc-W-§Ä Pre-requiesites v `qKÀ`-PeNq-jWw aqe-apÅ {]Xym-Lm-X-§-sf-¸än Adnbmw Learning material/ v Nn{X-{]-ZÀiw (P-e-£maw hyà-am-¡p-¶-Xv) Resource support v NmÀ«v (ip²-P-e-e-`y-Xsb kzm[o-n-¡p¶ ap-jysâ {]hÀ¯--§Ä) CLASSROOM - INTERATION PROCEDURE A²ym-]nI Ip«n-I-fp-ambn kulr-Z-kw-`m-j-W-¯n-eqsS ¢mÊv Bcw-`n-¡p-¶p. shÅw shÅw kÀÆ{X XpÅn IpSn-¡m-n-Ãt{X F¶ CucSn A²ym-]nI ¢mÊn sNmÃp-¶p. Ip«n-I-tfmSv AhÀ a-Ên- em-¡nb Bibw hni-Zo-I-cn-¡p-hm³ ]d-bp-¶p. IqSmsX ap¶dnhp-IÄ ]cn-tim- [n-¡p-hm-mbn Nne tNmZy-§Ä tNmZn-¡p-¶p. Pupil Response Exp: CucSn Gäp sNmÃp-¶p. Actual : CucSn sNmÃp-Ibpw Bibw hni-Z-am-¡p-Ibpw sNbvXp.
- 3. -3- v `q{]-X-e-¯n 3 F{X-`mKw Pe-¯m Bh-cWw sNbvXn-cn-¡p¶p? v 97% Pew GXv Pe-amWv ? v CXn- ip²-P-e-¯nsâ Af-sh{X ? v tcn-«p-]-tbm-Kn-¡m-hp¶ ip²-P-e-¯nsâ Afhv F{X? Pew ½psS ssZw-Zn Pohn-Xm-h-iy-am-Wv. Pe-¯nsâ e`y-X-sb-¡p-dn-¨mWv ]Tn-¡p-¶Xv F¶v ]dªv Pe-e-`yX F¶ Bibw Ah-X-cn-¸n-¡p-¶p. Pe-e-`yX (B. B.) PkwJy hÀ²n-¡p-¶-X-p-k-cn¨v Btfm-lcn Pe-e-`yX Ipd-bp-Ibpw Pe- £maw D-m-Ip-Ibpw sN¿p¶p F¶ hkvXpX A[ym-]nI t_m[y-s¸-Sp-¯p- ¶p. Pe-hn-n-tbmKw kw_-Ôn¨ Bi-b-§Ä ]¦p-h-bv¡p-¶-Xn-mbn hyàn-KX {]hÀ¯w Ip«n-IÄ¡v ÂIp¶p {]hÀ¯w ½psS FÃm-hn[ Bi-b-§Ä¡pw Pew An-hm-cy-am-Wv. F¦n n§- fpsS ho«n Fs´Ãmw Bh-iy-§Ä¡mWv Pew hnn-tbm-Kn-¡p-¶Xv F¶v ]«n- I-s¸-Sp-¯p-hm³ ]Tn-Xm-¡-tfmSv ]d-bp-¶p. shÅw ]p-cp-]-tbmKw S-¯m-hp¶ kµÀ`-§Ä hyà-am-¡p-hmpw Ip«n-IÄ¡v Ah-kcw ÂIp-¶p. A[ym]nIbpw Ip«n-Ifpw tNÀ¶v Bi-b-§Ä t{ImUo-I-cn-¡p-¶p. Actual : 2 Exp: eh-W-Pew Actual : ehW Pew Actual : 0.33% Actual : Pe-£maw cq£-amWv Actual : P-kwJym hÀ²-hv Pe- £m-a-¯nv Imc-W-amWv
- 4. -4- shÅw ]p-cp-]-tbmKw S-¯m-hp¶ kµÀ`-§Ä v ]¨-¡dn Ig-p-Inb Pew ASp-¡-f-t¯m-«-]-cn-]m-e--¯n-mbn amäpI v sNSn -bv¡m³ D]-tbm-Kn-¡pI ½psS kwØm-¯pw aäp kwØm--§-fnepw ip²-P-e-¯nsâ Afhv Ipd- ªp-h-cp¶ Ah-Ø-bmWv DÅ-Xv. Pew tXSn-bpÅ Intem-ao-ä-dp-I-tfmfw ofp¶ bm{X-IÄ ½psS cmPy¯v ]Xn-hpÅ ImgvN-bm-Wv. Pe-£m-a-¯nsâ Xo{hX hyà-am-¡p¶ Nn{X-§Ä A²ym-]nI ¢mÊn {]ZÀin-¸n-¡p-¶p. ap-jysâ Fs´Ãmw {]hÀ¯--§-fmWv ip²-P-e-e-`y-Xsb kzm[o-n-¡p-¶Xv F¶p Is-- ¯p-hm-mbn {Kq¸v {]hÀ¯w ÂIp-¶p. {]hÀ¯w 2 A²ym-]nI Ip«n-Isf {Kq¸p-I-fmbn Xncn-¡p-¶p. ap-jysâ {]hÀ¯--§Ä ip²-Pe e`y-Xsb GsXÃmw Xc-¯n kzm[o-n-¡p¶p F¶v Is-¯n hni- Zo-I-cn-¡m³ Ip«n-I-tfmSv ]d-bp-¶p. NÀ¨m kqN-I-§Ä A[ym-]nI ImÀUn Fgp-Xn-ÂIp-¶p. NÀ¨m-kq-N-I-§Ä v h--io-I-cWw v X®oÀXSw nI-¯pI v Ip¶n-Sn-¡Â v hoSnsâ apäw tIm¬{Io-än-S v hb nI-¯Â Ip«n-I-fpsS {]Xn-n-[n-IÄ ¢mkn Bibw Ah-X-cn-¸n-¡p-¶p. A²ym-]nI th- Xncp-¯-ep-IÄ S-¯p-¶p. t{ImUo-I-cn-¡p-¶p. Exp: ]¨-¡-dn-t¯m« ]cn-]m-ew Actual : hmlw Igp-Im³, I¶p- Im-en-Isf Ipfn-¸n-¡m³ Exp : Nn{Xw ho£n-¡p-¶p. Actual : Nn{X-§Ä ho£n¨v Pe- £maw _m[n-¡p¶ taJ-e-IÄ ¢mÊn ]d-ªp. Exp : Ip¶n-Sn-¡Â, h--io-I-cWw Actual : X®oÀ¯Sw nI-¯Â, hb nI-¯Â, Ip¶n-Sn-¡Â
- 5. -5- ip²-Pe e`y-X-bn am-hsâ CS-s]-S v hio-I-cWw ag-bpsS Afhv Ipd-bv¡p¶p. v X®oÀXSw nI-¯Â `qKÀ`-P-e-¯nv hnLm-X-am-Ip-¶p. v Ip¶n-Sn-¡Â `qKÀ`-P-e-kw-c-£-W-¯nv hnLm-X-am-Ip¶p v hoSnsâ apäw tIm¬{Ioäv sN¿p-¶Xv ag-bpsS DuÀ¶n-d-§-ens XS-Ê-s¸-Sp-¯p¶p v Zn-I-fnse aWÂhm-c Pe-£m-aw- XcWw sN¿p-I, Pew kwc-£n-¡pI F¶o ktµ-i-§-fp-ambn `£y-þ-ImÀjnI kwL-S 2008 amÀ¨v 22v tdman temI-P-e-Zn--¯nv XpS¡w Ipdn-¨p. kmaq-ln-I-ambn Gsd {]m[myw AÀln-¡p¶ H¶mWv {]Ir-Xn-hn-`-h-amb Pe-¯nsâ kwc-£Ww F¶p ]dªv A²ym-]nI ¢mÊv t{ImUo-I-cn-¡p-¶p. Exp: amÀ¨v 22 Actual : amÀ¨v 22 Pe-Zn--ambn BtLm-jn-¡p-¶p. Review Questions v KmÀlnI D]-tbm-K-¯n Pew GsXms¡ Xc-¯n ]p-cp-]-tbm-Kn¡mw? v temI-P-e-Znw F¶v? v X®oÀ¯-S-§Ä F¶m F´v? Follow up activity v Pe-kw-c-£-W-s¯-¸än kaq-ls¯ t_m[-h¡-cn-¡p-¶-Xn-mbn t]mÌ-dp-IÄ X¿m-dm-¡p-I.