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FIRST STANDARD

Karnataka Text Book Society (R.)

6th Cross, Malleshwaram,
Bengaluru - 560 003

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 Preface
The Textbook Society, Karnataka has been engaged in
producing new textbooks according to the new syllabi prepared
which in turn are designed based on NCF - 2005, since June
2010. Textbooks are prepared in 12 languages; seven of them
serve as the media of instruction. From standard 1 to 4 there
is the EVS, Mathematics and 5th to 10th there are three core
subjects namely mathematics, science and social science.
NCF - 2005 has a number of special features and they are :
• connecting knowledge to life activities.
• learning to shift from rote methods.

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• enriching the curriculum beyond textbooks.

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• learning experiences for the construction of knowledge.

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• making examinations flexible and integrating them with
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class room experiences.

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• caring concerns within the democratic policy of the

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country.
• making education relevant to the present and future needs.
• softening the subject boundaries, integrated knowledge
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and the joy of learning.

• the child is the constructor of knowledge.
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The new books are produced based on three fundamental

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approaches namely, Constructive Approach, Spiral Approach

and Integrated Approach.
The learner is encouraged to think, engage in activities,
master skills and competencies. The materials presented in
these books are integrated with values. The new books are not
examination oriented in their nature. On the other hand they help
the learner in the all round development of his/her personality,
thus help him/her become a healthy member of a healthy society
and a productive citizen of this great country, India.

ii
 Young learners in their initial stages of learning i.e., between
the ages of 5 and 10, acquire most of the concepts which they
need in consolidating learning in later stages. If this learning is
properly planned and well executed in the class room, children
may find learning easy and enjoyable.
Based on these principles, in the early stages from class
1 to 5, the following subject areas have been introduced -
Mother tongue, state language, English as a practice language,
mathematics and environmental studies. Environmental
studies include science and social science related to their daily
life experiences, information about their environment, society,
country, their duties and rights. These topics are presented

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through interesting situations and activities. Opportunities

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have been provided for self learning and creativity. In this stage

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importance is given to children sitting in pairs and groups
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and exchange their experiences. The efforts have been made

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to make illustrations colourful, attractive and meaningful.
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Teachers are expected to make use of these and help children

learn meaningfully and with pleasure. The textbooks aim at
making learning interesting, enjoyable and satisfying.
The textbook Society expresses grateful thanks to the
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chairpersons, writers, scrutinisers, artists, staff of DIETs and

CTEs and the members of the Editorial Board and printers in
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helping the Text Book Society in producing these textbooks.

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Prof. G.S. Mudambadithaya Nagendra Kumar

Coordinator Managing Director
Curriculum Revision and Karnataka Textbook Society (R),
Textbook Preparation,
Bengaluru, Karnataka
Karnataka Textbook Society (R),
Bengaluru, Karnataka

iii
 About the Book
National Curriculum Framework (NCF-2005) developed by the
National Council of Educational Research and Training (NCERT),
has set the guidelines for developing syllabi, textbooks and teaching
practices in the formal school education programmes in the country,
considering the new challenges that humankind is likely to face in
the years to come.
We have attempted to follow the five guiding principles on which
NCF 2005 is based, while adopting the framework in the textbooks of
classes 1 and 2 for the State of Karnataka. We have tried integrating
the science and social science concepts by softening the subject
boundaries in these textbooks. The idea is that the children should
view the natural and the social environments in a holistic manner from
the beginning of school education. We have included a wide range of
topics from family to plants and animals to festivals on the lines of

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the NCF 2005 guidelines.
While designing these textbooks titled Environmental Studies,

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EVS in short, we have taken into account the socio-economic,

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environmental and cultural aspects of the State for easy connect and
better understanding. Since the children are beginners in the school
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system, we have used illustrations heavily in these books for easy

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communication. We also have introduced simple activities such as
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observation, keeping the level of children in mind, to engage them

in learning process and make the learning more participative. The
idea is also to stimulate children to enquiry-based learning. Books
are designed with the objectives of familiarizing children with their
surroundings/local knowledge and introducing some basic concepts
of their natural and social environment so that they start appreciating
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the environment they are living in and every component that comes
with it. We have tried our best to make these books gender neutral in
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terms of language and presentation of concepts. At the beginning of

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every lesson, we have given the competencies that the children should
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develop after each lesson, to help teachers facilitate the learning

process.
While the thought provoking para of Rabindranath Tagore from
‘Civilization and Progress’, which NCF-2005 opens with, is indeed
inspiring for every teacher to search and adopt new and innovative
teaching-learning approaches. We welcome comments and suggestions
from the teachers, parents and public for further refinement.
Environment Education is Education of the Environment,
through the Environment and for the Environment.
Dr. R. Shailaja, Chairperson
Textbook Committee

iv
 Textbook Committee
Chairperson :
Dr. R. Shailaja, Director, Regional Environmental Studies
Centre, South Zone, 143, Infantry Road, Bengaluru.
Members :
Sri Sujay Sandeep, Asst. teacher, G.H.P.S. Navarathna Agrahara,
Bengaluru North Zone, Bengaluru North District.
Sri Ananda Ajila, Head Master, G.H.P.S. Nelyadi, Puttur Taluk,
Dakshina Kannada District.
Sri D.H. Lakshmanaiah, Asst. teacher, G.H.P.S. Nitturu, Gubbi
Taluk, Tumakuru District.
Sri K.L. Shanabhaga, Asst. teacher, G.H.P.S. Kodsula, Bhatkal

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Taluk, Uttara Kannada District.
Sri Sunagara Raghavendra, Asst. teacher, G.H.P.S. Naganura,

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Jamakhandi Taluk, Bagalkote District.

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Artist : BL
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Sri Prakash Thatti, Yatnatti Road, near water tank,

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Bhagyanagar, Koppala Taluk, Koppala District.
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Sri K. Anand, Drawing teacher, Rastrothana Shikshakara

Tarabethi Samsthe, Hagaribommanahalli, Ballari Dist.
Scrutinizer :
Sri D.R. Prasanna Kumar, Policy Planning Unit, Commissioner
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Office, Department of Public Instruction, Nrupathunga Road,

Bengaluru.
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Translator :
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Sri Sudhakar Mahendrakar, Asst. teacher, G.H.S. Narayanapura,

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Basavakalyana Tq, Bidar District.

Chief Co-ordinator :
Prof. G.S. Mudambaditaya, Co-ordinator, Curriculum revision
and textbook preparation, KTBS, Bengaluru.
Chief Advisors:
Sri Nagendra Kumar, Managing Dircetor, K.T.B.S., Bengaluru,
Smt. C. Nagamani, Deputy Director, KTBS, Bengaluru.
Programme Co-ordinator :
Smt. S.N. Leelavathi, SADPI, K.T.B.S, Bengaluru.

v
 About the Revision of Textbooks
Honourable Chief Minister Sri Siddaramaiah who is also the
Finance Minister of Karnataka, in his response to the public opinion
about the new textbooks from standard I to X, announced, in his
2014-15 budget speech of constituting an expert-committee, to
look into the matter. He also spoke of the basic expectations there
in, which the textbook experts should follow: “The textbooks should
aim at inculcating social equality, moral values, development of
personality, scientific temper, critical acumen, secularism and the
sense of national commitment”, he said.
Later, for the revision of the textbooks from class I to X, the
Department of Education constituted twenty seven committees and
passed an order on 24-11-2014. The committees so constituted were

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subject and class-wise and were in accordance with the standards

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prescribed. Teachers who are experts in matters of subjects and

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syllabi were in the committees.
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There were already many complaints, and analyses about the
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textbooks. So, a freehand was given in the order dated 24-11-2014

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to the responsible committees to examine and review text and even

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to prepare new text and revise if necessary. Eventually, a new order

was passed on 19-9-2015 which also gave freedom even to re-write
the textbooks if necessary. In the same order, it was said that the
completely revised textbooks could be put to force from 2017-18
instead of 2016-17.
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Many self inspired individuals and institutions, listing out the

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wrong information and mistakes there in the text, had send them
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to the Education Minister and to the Textbook Society. They were

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rectified. Before rectification we had exchanged ideas by arranging

debates. Discussions had taken place with Primary and Secondary
Education Teachers’ Associations. Questionnaires were administered
among teachers to pool up opinions. Separate meetings were held
with teachers, subject inspectors and DIET Principals. Analytical
opinions had been collected. To the subject experts of science, social
science, mathematics and languages, textbooks were sent in advance
and later meetings were held for discussions. Women associations
and science related organistation were also invited for discussions.
Thus, on the basis of all inputs received from various sources, the
textbooks have been revised where ever necessary.

vi
 Another important aspect has to be shared here. We constituted
three expert committees. They were constituted to make suggestions
after making a comparative study of the texts of science, mathematics
and social science subjects of central schools (NCERT), along with
state textbooks. Thus, the state text books have been enriched based
on the comparative analysis and suggestions made by the experts.
The state textbooks have been guarded not to go lower in standards
than the textbooks of central school. Besides, these textbooks have
been examined along side with the textbooks of Andhra Pradesh,
Kerala, Tamil Nadu and Maharashtra states.
Another clarification has to be given here. Whatever we have
done in the committees is only revision, it is not the total preparation
of the textbooks. Therefore, the structure of the already prepared

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textbooks have in no way been affected or distorted. They have

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only been revised in the background of gender equality, regional

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representation, national integrity, equality and social harmony. While
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doing so, the curriculum frames of both central and state have not
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been transgressed. Besides, the aspirations of the constitution are

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incorporated carefully. Further, the reviews of the committees were

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once given to higher expert committees for examination and their

opinions have been inculcated into the textbooks.
Finally, we express our grateful thanks to those who strived in
all those 27 committees with complete dedication and also to those
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who served in higher committees. At the same time, we thank all the
supervising officers of the Textbook Society who sincerely worked hard
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in forming the committees and managed to see the task reach its logical
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completion. We thank all the members of the staff who co-operated in

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this venture. Our thanks are also due to the subject experts and to
the associations who gave valuable suggestions.

Veeranna S. Jatti Prof. Baraguru Ramachandrappa

Managing Director Chairman-in-Chief
Karnataka Textbook Society (R) Textbook Revision Committees
Bengaluru. Karnataka Textbook Society (R)
Bengaluru.

vii
 Revision Committee
Chairman-in-Chief :
Prof. Baraguru Ramachandrappa, State Textbook Revision
Committees, Karnataka Textbook Society, Bengaluru.
Chairperson :
[Link], Professor and Chairman, Department of microbiology,
Davanagere University, Davanagere
Members:
Smt.K. Mamatha, Asst. teacher, GHS, Kengeri Upanagara, Bengaluru.
Sri K.S. Gireesh, Asst. teacher, GHS, Jalige, Devanahalli Tq.,
Bengaluru Rural Dist.
Smt. G. Renuka, Asst. teacher, GHS, Honnashettihally, Gubbi Tq.,
Tumakuru Dist.
Smt. R.N. Vasantha Sujay, Asst. teacher, GHS, Hebbala, Bengaluru.

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Smt. A. Lakshmidevi, Asst. teacher, GHPS, Kaveripura, Bengaluru.

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Smt. B. Hemalatha, Asst. teacher, GLPS, K. Narayanapura, Bengaluru.

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Artist :
Sri U. Hazarat Ali., Lecturer, Department of Fine Arts,Tumkur
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University, Tumakuru.
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High Power Review Committee Members :
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Dr. T.R. Anantharamu, Senior Scientist(Retd.), Geological Survey

of India, Bengaluru.
Prof. V.S. Vatsala, Principal (Retd.), M.E.S College, Malleswaram,
Bengaluru.
Dr. G.M. Nijaguna, Principal (Retd.), Vijaya College, Basavanagudi,
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Bengaluru.
Prof. K.S. Nataraj, Professor of Physics(Retd.), National College,
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Jayanagara, Bengaluru.
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Translators :
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Sri P.S. Suregaonkar, Asst. teacher (Retd.), Shri Shantinath Hindi High
School, Gantikeri, Hubballi.
Smt. Uma Rao, Asst. teacher (Retd.), Govt. Junior College (Ex-mple),
Ballari.
Chief Advisors :
Sri Veeranna S. Jatti, Managing Director, Karnataka Textbook Society,
Bengaluru.
Sri Kodandaramaiah. N, Deputy Director,Karnataka Textbook Society,
Bengaluru.
Programme Co-ordinator :
Sri. Shivappa, Senior Assistant Director, KTBS, Bengaluru.

viii
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26
 nmR> - 4
é{MH$a ñdmX
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,
• ñWmZr` CnbãY Amhmam| H$mo OmZmoJoŸ&
• ñWmZr` CnbãY Amhma nXmWm] H$mo nhMmZmoJoŸ&
• Amn X²dmam ImE OmZo dmbo Amhma H$mo nhMmZmoJoŸ&

Š`m, BZ {MÌm| _| Vwåhmao X²dmam ImE JE ImX²>`-nXmW© h¢? `{X

h¢, Vmo () {Mh²Z bJmAmoŸ&

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Vwåh| A{YH$ BpÀN>V ImX²` nXmW© H$m¡Zgm h¡? ~VmAmo,

27
BZ {MÌm| _| Vwåhmar OmZH$mar Ho$ Amhma nXmWm] H$mo (✓) {Mh²Z >S>mbmoŸ&

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N

AnZo Jm±d _| CnOZo dmb| Am¡a àmá hmoZo dmbo Amhma nXmWm] H$mo ~VmAmoŸ&

28
 {MÌ Ho$ AÝVad¥ËV _| Amhma nXmW© h¢Ÿ& CZgo ~ZmE JE
ImX²>`-nXmW© ~mh²`d¥ËV _| h¢ & {MÌ _| pñWV Amhma nXmW© Am¡a CZgo
~ZZo dmbo ImX²>` nXmWm] H$mo aoIm ItMH$a Omo‹S>moŸ&

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N

Ë`mohma Ho$ {XZ Vwåhmao Ka _| ~ZmE OmZo dmbo ImX²` nXmW© ~VmAmoŸ&

29
 {ZåZ {MÌm| _| Vw‘go H$ÀMo ImE OmZo dmbo Amhma nXmWm] H$mo
{Mh²Z S>mbmo, nH$mH$a ImE OmZo dmbo Amhma nXmWm] H$mo {Mh²Z S>mbmoŸ&

ED
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BE @K
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N

Iob Iobmo
AnZo {_Ìm| Ho$ gmW d¥ËVmH$ma _| I‹S>o ahmoŸ& A~ EH$-EH$ AnZo BpÀN>V
ImX²`m| H$m Zm_ ~VmAmoŸ& Cgo ~ZmZo Ho$ {bE Oê$ar Amhma nXmWm] H$m Zm_
~VmAmoŸ& Bg àH$ma Iob AmJo ~‹T>oŸ& `{X Vwåh| Amhma nXmWm] Ho$ ~mao _|
OmZH$mar Z {_br hmo, Vmo AnZo {_Ìm| `m Ka dmbm| go nyN>H$a OmZmoŸ&

30
AnZo BpÀN>V ImX²>` H$mo (✓) {Mh²Z bJmAmoŸ& ~VmAmo, `h Vwåh| Š`m| {à` h¡?

AnZo BpÀN>V \$b H$mo (✓) {Mh²Z bJmAmoŸ& ~VmAmo, `h Vwåh| Š`m| {à` h¡?

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AnZr BpÀN>V VaH$mar H$mo (✓) {Mh²Z bJmAmoŸ& `h Vwåh| Š`m| {à` h¡?
T
O
N

Š`m Vwåhmao Ka _| VaH$mar Am¡a \$bm| Ho$ noS‹ > h¢? `{X h¢, Vmo ~VmAmo do
H$m¡Z-H$m¡Z go h¢Ÿ&

31
{ZåZ {MÌm| _| a§J ^amoŸ&

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32
 N
O
T
TO
BE @K

33
R TB
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BL
IS
H
ED
 AnZo Ka _| ~ZmE OmZo dmbo ImX²` nXmWm] H$mo ~VmAmoŸ& CÝh| ~ZmZo Ho$
{bE Amdí`H$ Amhma nXmWm] H$mo nyN>H$a OmZ bmoŸ&
AnZo {ejH$ X²dmam ~VmE Amhma nXmWm] H$mo nhMmZmoŸ& (Mmdb, Xmb,
{Vb, _yJ± \$br BË`m{X nmH$sQ> {ejH$ ~VmE±)

JmAmo ZmMmo

Mm{hE hr Mm{hE VaH$mar

^m±{V-^m±{V H$s VaH$mar

ED
A§Jbw r H$s Vah ^tS>r

H
gm±n H$s Vah {MqM‹S>m

IS
H$‹S>dm - H$‹S>dm H$aobmBL
EP S
R TB

N>S‹ >r H$s Vah ghOZ

U
BE @K

a§J-{~a§Jo ~|JZ
gãOr H$mo Mm{hE ~rÝg
Vah-Vah H$s VaH$mar
TO

~oMZo Am`r H$mdoar

T
O
N

(`hm± {X`m hþAm JrV JmH$a, A{^Z` H$amoŸ& AnZr OmZH$mar H$s VaH$m[a`m|
H$mo OmoS‹ >H$a JmZm AmJo ~‹T>mAmoŸ&)

34
 nmR> - 5
³¶m h_| Amhma Mm{hE?

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

• Amhma H$s Amdí`H$Vm H$mo OmZmoJŸo &

ED
JmAmo ZmMmo

H
IS
gw~h go ^moOZ Zht gwñV-hr-gwñV
BL
EP S

^moOZ Ho$ ~mX _¢ _ñV-hr-_ñVŸ&

R TB
U
BE @K

Mmdb Am¡a Xmbm| go AmVr h¡ e{ŠV

H$ÀMo-nŠHo$ \$b ImZo go AmVr h¡ `w{ŠVŸ&
TO

XyY, Xhr Am¡a _ŠIZ go nŠH$m-nŠH$m

T

öï>-nwï> eara hmoVm hQ²>Q>m - H$Q²>Q>mŸ&

O
N

JmAmo ZmMmo
Mm{hE hr Mm{hE Amhma
Xoh H$mo Mm{hE Amhma
{Z_©b _Z Am¡a gwÝXa Xoh
OrdZ V¥{á H$m AmYma&

35
 ED
H
Xoh H$s A{^d¥{X²>Y Ho$ {bE Amhma Mm{hEŸ&
IS
BL
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BE @K
TO
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N

ñdñW ahZo Ho$ {bE VWm e{ŠV Ho$ {bE Amhma Mm{hEŸ&

36
ñdñW ahZo Ho$ {bE VWm e{ŠV Ho$ {bE Amhma Mm{hEŸ&

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H$m_ H$aZo Ho$ {bE Amdí`H$ e{ŠV Amhma go {_bVr h¡Ÿ&

~VmAmo, h_| Amhma Š`m| Mm{hE?

37
 nmR> - 6
_oam Ka

Bg nmR> H$mo grIZo H$o$ ~mX Vw_,

• AnZo Ka H$m n[aM` àmá H$amoJŸo &
• Ka H$mo AmYma _mZH$a, ñWmZr` àXoe H$s Xyar H$mo - {~ëHw$b ZOXrH$, ZOXrH$,
Xya, ~hþV Xya Bg àH$ma AÝXmO H$amoJŸo &
`h amYm Ho$ Ka H$m {MÌ h¡Ÿ& {MÌ H$mo AÀN>r Vah XoImoŸ&

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BZ àíZm| Ho$ CËVa XmoŸ&

• amYm Ho$ Ka _| H$m¡Z-H$m¡Z h¢?
• do Š`m H$a aho h¢?
38
 • amYm Ho$ Ka _| pñWV {I‹S>H$s, XadmOm| H$mo {JZH$a ~VmAmoŸ&
• Vwåhmao Ka _| H$m¡Z-H$m¡Z h¢?
• Š`m Vwåhmao Ka _| OmZdam| H$mo nmbm h¡?
• Vwåhmao Ka _| {H$VZr {I‹S>{H$`m± Am¡a XadmOo h¢?
amOZ H$o$ Ka H$m {MÌ XoIH$a, {XE JE àíZm| Ho$ CËVa ~VmAmoŸ&

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N

• amOZ Ho$ Ka go {~ëH$wb ZOXrH$ Š`m h¡?

• amOZ Ho$ Ka Ho$ nmg Š`m h¡?
• {dX²`mb` H$hm± h¡?
• amOZ Ho$ Ka go ~hþV Xya Š`m h¡?

39
Vwåhmao Ka go BZ ñWmZm| H$s Xyar () {Mh²Z go ~VmAmoŸ&

H«$.g§. _oao Ka go ~hþV$ ZOXrH$ Xya ~hþV

ZOXrH Xya
1 {_Ì/ghobr H$m Ka
2 Zb Hy$n / Zb
3 {dX²>`mb`
4 XwH$mZ

ED
5 Am§JZdm‹S>r

H
6 Hw$Am±

IS
7 ~g AS²>S>m BL
EP S
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U
8 H$m`m©b` / AñnVmb
BE @K

CËVa ~VmAmoŸ&
• Vwåhmao Ka Ho$ ~hþV ZOXrH$ Š`m h¡? ~VmAmoŸ&
TO

• Vwåhmao Ka Ho$ nmg Š`m h¡? ~VmAmoŸ&

T
O
N

• Vwåhmao Ka go Xya Š`m h¡? ~VmAmoŸ&

• Vwåhmao Ka go ~hþV Xya Š`m h¡? ~VmAmoŸ&
• Vwåhmao {dX²`mb` Ho$ nmg Š`m h¡? ~VmAmoŸ&
• Vwåhmao {dX²`mb` go Xya Š`m h¡? ~VmAmoŸ&

40
 Bg {MÌ _| a§J ^amoŸ&

N
O
T
TO
BE @K

41
R TB
EP S
U
BL
IS
H
ED
 JmAmo ZmMmo
Ka-Ka h_mam Ka
{I‹S>H$s XadmOo dmbm Ka
gwÝXa ~JrMo dmbm Ka
Ka-Ka h_mam KaŸ&
hdm - àH$me dmbm Ka

ED
ew^-« ñdÀN> h_mam Ka

H
{_bH$a g^r Py_Zo H$m Ka
IS
BL
EP S

Ka-Ka h_mam KaŸ&

R TB
U
BE @K
TO
T
O
N

42
 nmR> - 7
ñdÀN>Vm Aä`mg

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ eara Ho$ A§Jm| H$mo nhMmZmoJoŸ&
∙ eara Ho$ A§Jm| H$s ñdÀN>Vm VWm ñdÀN>Vm Ho$ Aä`mgm| H$mo g_PmoJoŸ&
`hm± ~VmE JE eara Ho$ A§Jm| Ho$ Zm_ ~VmAmoŸ&

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N

BZ ^mJm| H$mo AnZo eara _| nhMmZbmoŸ&

43
 _¢ H$m¡Z hÿ±?

ED
_wPgo Vwåh| Š`m

H
IS
BL Cn`moJ h¡ ? ~VmAmoŸ&
EP S
R TB
U
BE @K
TO
T
O
N

44
BZ ^mJm| H$mo {H$g H$m_ Ho$ {bE Cn`moJ H$amoJo ? aoIm ItMH$a Omo‹S>moŸ&

ED
H
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N

45
 BZ {MÌm| _| hmoZodmbo H$m`m] H$mo ~VmAmoŸ& BZ H$m`m] H$mo H$aZo Ho$ {bE
Vw_ AnZo eara Ho$ {H$Z-{H$Z A§Jm| H$m Cn`moJ H$amoJo?

ED
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46
AnZm hmW XoImo, {H$VZr A§Jw{b`m± h¢? {JZmoŸ&
XoImo {H$ g^r A§Jw{b`m± g_mZ h¡ Š`m?

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47
 ZrMo {XE JE ñWmZ _| AnZm ~m`m§ hmW aImoŸ& A§Jw{b`m| H$mo Iwbm
H$aHo$ n|{gb go A§Jw{b`m| Ho$ Mmam| Amoa bH$sa ItMmoŸ&

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48
{MÌm| H$mo XoImoŸ&

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BE @K
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N

CËVa XmoŸ&
• Vw_ _§OZ H$aZo Ho$ {bE Š`m Cn`moJ H$aVo hmo? ~VmAmoŸ&
• Vw_ ZmIyZ H$mQ>Zo Ho$ {bE Š`m Cn`moJ H$aVo hmo?
• Vw_ ZmíVm, ^moOZ Ho$ nhbo Š`m H$aVo hmo?
• {dX²`mb` go Ka AmVo hr Vw_ Š`m H$aVo hmo?

49
 Bg d¥ËV _| Hw$N> dñVwE± h¢Ÿ& `hm± H$s {H$Z dñVwAm| H$m Vw_ Cn`moJ
H$aVo hmo? CZ dñVwAm| H$mo d¥ËV S>mbmoŸ&

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BE @K
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N

BZ H$m_m| H$mo A{^Z` H$aHo$ ~VmAmoŸ&

1) XÝV_§OZ H$aZm 2) H§$Kr H$aZm
3) ñZmZ H$aZm 4) Xoh nm|N>Zm
5) _w±h YmoZm 6) ZmIyZ H$mQ>Zm
7) n¡a YmoZm 8) hmW YmoZm
9) àmW©Zm H$aZm

50
 nmR> - 8
gwajm Ed‘² AZwemgZ

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ ì`{ŠVJV gwajm H$mo OmZmoJŸo &
∙ H$Vma _| BÝVOma H$amoJ&o
∙ Amdí`H$VmAm| H$s ny{V© gw{w dYmAm| H$mo nhMmZmoJŸo &

ED
{MÌm| H$mo XoImoŸ&

H
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51
CÎma XmoŸ&
• BZH$mo Š`m IVam hmoJm Š`m|?
• Š`m Vw_Zo H$^r Eogm {H$`m h¡?
• Š`m {H$gr IVao _| \$go hmo?
AnZo ~wOJw m] H$mo H$m_ H$aVo hþE XoImoŸ& CZH$m AZwH$aU H$amoŸ& ~wOJw m]
VWm {ejH$m| H$s ~VmB© MoVmdZr H$s ~mVm| H$m nmbZ H$amoŸ& Vw_ gwa{jV ahmoJŸo &
{ZåZ {MÌ H$mo XoImoŸ&

ED
{MÌ _| Š`m {XImB© XoVm h¡? ~VmAmoŸ&

H
IS
BL
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Bg {MÌ go Vw_Zo Š`m OmZm?

52
{MÌm| _| ghr hmo Vmo () {Mh²Z, JbV hmo Vmo () {Mh²>Z bJmAmoŸ&

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H
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Vwåhmao bJmE JE {Mh²Zm| Ho$ H$maU ~VmAmoŸ&

53
 {ZåZ {b{IV dmŠ`m| _| ghr () {Mh²Z, H$m¡Z go h¢, JbV () {Mh²Z,
H$m¡Zgo h¢, nhMmZmoŸ&
1. H$Vma _| I‹S>o hm| Vmo g_` ì`W©Ÿ&
2. H$Vma _| I‹S>o hm| Vmo g^r H$mo nmZr {_bVm h¡Ÿ&
3. H$Vma _| I‹S>o hm| Vmo {H$grH$mo H$ï>Ÿ Zht&
4. ~g _| M‹T>Zo Ho$ {bE H$Vma _| I‹S>o hmo Vmo AÀN>mŸ&

ED
H
~g AS²>So {dX²`mb`

IS
BL
EP S
R TB
U
m ~dZ
g_Xy m`
BE @K

AñnVmb
TO

Bg {MÌ _| Vwåh| Š`m {XImB© XoVm h¡ ? ~VmAmoŸ&

T
O

• Jbr Ho$ Xrn Š`m| Mm{hE?

N

• {dX²`mb` Š`m| Mm{hE?

• ~g AS²>S>o go Vwåh| Š`m Cn`moJ h¡?
• Vw_ AñnVmb Š`m| OmVo hmo?
`o g^r haEH$ H$mo Oê$ar h¢& ~VmAmo, Vwåhmao Jm±d _| H$m¡Zgr
AZwHy$bVmE± h¢Ÿ& Ü`mZ Xmo {H$ BZ AZwHy$bVmAm| H$m Jm±d Ho$ bmoJ H¡$go Cn`moJ
H$aVo h¢Ÿ&

54
 nmR> - 9
> Hy$ ..... N>wH$²²..... ~wH$²>

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ ñWmZr` g§Mma Ho$ {d{dY àH$mam| H$mo nhMmZmoJŸo &
{ZåZ {b{IV {MÌm| _| pñWV dmhZm| Ho$ Zm_ ~VmAmoŸ&

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BE @K
TO
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N

Vwåhmao Jm±d _| nmE OmZo dmbo dmhZm| H$mo () {Mh²Z bJmAmoŸ&
Vw_Zo {H$Z dmhZm| _| `mÌm H$s h¡? CZHo$ Zm_ ~VmAmoŸ&
55
BZ {MÌm| H$mo XoImo, Vwåhmam ng§XrXm dmhZ H$m¡Zgm h¡? Š`m| ?

ED
H
IS
BL
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U
BE @K
TO
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O
N

Iob Iobmo
• BZ dmhZm| H$s Vah AmdmO H$aVo hþE Mbmo - aob, gmB{H$b, ñHy$Q>a, ~g&
• AnZo {_Ì Ho$ gmW aob H$m Iob IobmoŸ&
• H$mJO go Zmd ~ZmH$a, nmZr _| V¡aZo N>mS‹o >mŸo &

56
Zmd ~ZmZo H$m VarH$m grImoŸ&

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BE @K
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57
 N
O
T
BZ {MÌm| _| a§J ^amoŸ&

TO
BE @K

58
R TB
EP S
U
BL
IS
H
ED
 N
O
T
TO
BE @K

59
R TB
EP S
U
BL
IS
H
ED
`o dmhZ H$hm± MbVo h¢? aoIm ItMH$a OmoS>mo&

ED
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BE @K
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N

60
 JmAmo ZmMmo

{Q´>Z {Q´>Z {Q´>Z {Q´>Z gmB{H$b Jm‹S>r

nm| nm| nm| nm| _moQ>a Jm‹S>r
N>>w H$²> ~wH$² N>>w H$² ~wH$² aob Jm‹S>r
Jm±d ^a _| Vah - Vah H$s Jm‹S>r
g‹S>H$ Ho$ ~rM ~g H$m Iob

ED
nQ>ar na h¡ Xm¡S‹ >Vr aob

H
AmH$me _| XoImo {d_mZ H$s CS>mZ

IS
BL
EP S
bham| Ho$ ~rM h¡ OhmO `mZ
R TB
U
XoImo XoImo Vah Vah Ho$ g§Mma
BE @K

g_Pbmo g§Mma Ho$ {d{dY àH$ma

g~ Amoa MbZo dmbo {d{dY g§Mma
Mm{hE g^r H$mo `o g§Mma
TO
T
O
N

61
 nmR> - 10
h‘ Am¡a h_mao

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ n[adma _| ahZo dmbo gå~ÝYm| H$mo OmZmoJŸo &
∙ Ka Ho$ H$m_ _| aho nañna gh`moJ H$mo OmZmoJŸo &
∙ n[adma VWm n‹S>mgo r {_Ìm| H$mo nhMmZmoJŸo &

ED
H
{MÌ H$mo XoImoŸ&
IS
BL
EP S
R TB
U
BE @K
TO
T
O
N

gwZrb

`h gwZrb Ho$ n[adma H$m {MÌ h¡Ÿ& Bg {MÌ _| gwZrb Ho$ Ka Ho$ bmoJ h¢Ÿ& Bg
{MÌ _| H$m¡Z-H$m¡Z h¢? ~VmAmoŸ&
62
Vwåhmao Ka _| H$m¡Z-H$m¡Z h¢? Mm¡H$ _| () {Mh²Z S>mbmoŸ&

ED
H
IS
BL
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U
BE @K
TO
T
O
N

Vwåhmao Ka _| Am¡a H$m¡Z-H$m¡Z h¢? ~VmAmoŸ&

63
 Bg {MÌ _| H$m¡Z-H$m¡Z h¢? nhMmZH$a ~VmAmoŸ&

JmAmo ZmMmo

ED
H
`h JrV amJ~X²Y gwZmAmoŸ&
IS
BL
EP S
_mVm, {nVm, ^mB©, ~hZ
R TB
U
g^r Mm{hE _wPo
BE @K

{_bH$a ah|Jo g^r Vmo

Ka _| hmoJm gXmZÝXŸ&
{nVm H$o$ {nVm _oao o XmXm
TO

_mVm H$o$ {nVm _oao ZmZm

T

{nVm H$s _mVm _oar XmXr

O
N

_mVm H$s _mVm _oar ZmZr

CËVa XmoŸ&
• _mVm H$o$ {nVm Vwåhmao Š`m bJVo h¡? ¢
• {nVm H$s _mVm Vwåhmar Š`m bJVr h¡? ¢
• _mVm H$s _mVm Vwåhmar Š`m bJVr h¡? ¢
• {nVm H$o$ {nVm Vwåhmao Š`m bJVo h¡?
¢

64
BZ {MÌm| H$mo XoImoŸ& Vwåhmao BZ H$m_m| Ho$ {bE H$m¡Z ghm`Vm H$aVo h¢? ~VmAmoŸ&

ED
H
IS
BL
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U
BE @K
TO
T
O
N

65
 BZ {MÌm| H$mo XoImoŸ& BZ H$m_m| _| H$m¡Z _XX H$a aho h¢, aoIm
ItMH$a Omo‹S>moŸ&

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 BZ {MÌm| H$mo XoImo, BZ {MÌm| _| Mb aho H$m‘ H$m¡Z go h¢?
H$m¡Z {H$go ghm`Vm H$a aho h¢? ~VmAmoŸ&

ED
BZ {MÌm| H$mo XoImoŸ& Vw_ H$m¡Z-H$m¡Z go H$m_m| _| ghm`Vm H$amoJ?
o

H
Mm¡H$ _| () {Mh²Z bJmAmoŸ&
IS
BL
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U
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67
 BZ {MÌm| H$mo XoImo, Vw_go {H$`o OmZodmbo H$m_m| H$mo aoIm
ItMmoŸ& Z_yZm ~Vm`m J`m h¡Ÿ&

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Vwåhmao Ûmam ñHy$b _| {H$`o OmZodmbo H$m_m| H$mo () {Mh²Z bJmAmoŸ

ED
A Am B B©
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69
 .S.
H.P
vt.
Go

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Vw_ ñHy$b _| {H$gHo$ gmW ^moOZ H$amoJ?
BL o
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TO
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Vwåhmao Ka Ho$ nmg ahZodmbo {_Ìm| Ho$ Zm_ ~VmAmo &

70
 ~VmAmoŸ&
JmAmo ZmMmo
h_ g~ ~mbH$ h¢
h_ g~ {_Ì h¢
ñHy$b g^r Am`|Jo
{_bH$a H$m_ H$a|Jo
g^r {_bH$a grI|Jo
g^r IobH$a ZmM|Jo

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 nmR> - 11
A‹S>mog-n‹S>mog
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,
∙ Ka _| hmoZdo mbo VWm A‹S>mgo -n‹S>mgo _| hmoZdo mbo H$m_m| H$mo nhMmZmoJŸo &
∙ n‹S>m{o g`m| H$m gh`moJ OmZmoJŸo &
Vwåhmao Ka _| hmoZodmbo H$m_ Vw_ A~-VH$ OmZMwHo$ hmoŸ& BZ
{MÌm| H$mo XoImoŸ& {XE JE àíZm| Ho$ CÎma Xmo&

ED
H
Ka Ho$ gm_Zo

IS
Ho$db H$Mam AmAmo H$_bm H$Mam
BL {ZH$mb|
EP S
R TB
U
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Ka Ho$ gm_Zo Š`m h¡? `hm± Š`m hmo ahm h¡?

O

Zb Ho$ Amg-nmg A~ AÀN>m h¡Ÿ&

N

~hþV nmZr!

`hm± H$s OJh H¡$gr h¡? `o Š`m H$a aho h¡?

72
 a_m ~wbm ahr h¡ gagw, H$_bm
AmAmo Mb| C_m g^r
AmAm|

a§Jmobr ~Zmbr
h¢ Z !
a_m Zo g^r H$mo Š`m| ~wbm`m? `o Š`m H$a ahr h¢?

ED
H
IS
hm`....! BL
EP S

ho _m±....!
R TB

amo _V....
U

amo _V {~{Q>`m!
BE @K

a{d Š`m| amo ahm h¡? a{d Š`m| Mwn hmoJ`m?

TO
T
O
N

CËVa Xmo :
• Vw_ A‹S>mgo -n‹S>m{| g`m| Ho$ gmW {_bH$a Iobo OmZodmbo Iobm| Ho$ Zm_ ~VmAmoŸ&
• A‹S>mgo -n‹S>m{o g`m| Ho$ gmW {_bH$a JmE OmZodmbo JrV gwZmAmoŸ&
73
 ¶hm± ~ÀMo ³¶m H$a aho h¡¢, ~VmAmo& {H$E OmZodmbo H$m_m| H$mo
() {Mh²>Z bJmAmoŸ&

ED
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TO
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¶hm± ~S>o bmoJ ³¶m H$a aho h¡?

¢

74
 nmR>-12
Iobmo-Iob Iobmo
Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,
∙ {d{dY Iobm| H$m Zm_ ~VmAmoJoŸ&
`hm± H$o$ {MÌm| H$mo XoImo, Vw‘go Iobo OmZodmbo Iobmo| na () H$m {ZemZ bJmAmoŸ&

ED
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75
 ED
H
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BL
EP S
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U
BE @K

¶hm± H$wN> Iobmo| H$o$ {MÌ {X¶o J¶o h¡&¢ Iobmo| H$o$ Zm‘ ~VmAmo&
TO
T
O
N

76
 N
O
T
TO
BE @K

77
R TB
EP S
U
BL
IS
H
ED
 BZ {MÌm| _| Iobm| H$s MrO| Xr JB© h¢Ÿ& BÝh| {H$Z Iobm| _|
Cn`moJ H$amoJo? ~VmAmoŸ&

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TO
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N

78
`hm± N>moQ>r VWm ~‹S>r J|X go Iobo OmZodmbo Iob ~Vm`o J`o h¢Ÿ& XoImo&

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N

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Vw_ Bg J|X go Iobo OmZodmbo AÝ` Iob ~VmAmoŸ&

ED
JmAmo ZmMmo

H
IS
BL
EP S
R TB

gámh Ho$ gmV hr gmV {XZ

U

B©Vdma hr Nw>Q>² Q>r H$m {XZ

BE @K

gmo_dma H$mo JwëbrS>S§ >m

_§Jbdma H$mo dmbr~m°b
TO

{eH$ma H$m Iob ahm ~wYdma

T
O

AIm‹S>o _| ahm Jwédma

N

ewH$« dma H$mo ahm bQ²>Q>y J|X

e{Zdma H$mo ahm {H«$Ho$Q> J|X
gßVmh Ho$ gmV hr gmV {XZ
IobZo H$mo H$_ hm|Jo gmV {XZŸ&
>

80
{ZåZ Iobm| H$s dñVwAm| _| a§J ^amoŸ&

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81
 N
O
T
TO
BE @K

82
R TB
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U
BL
IS
H
ED
 nmR> -13
_wPo `o Mm{hE

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ _yb^yV Amdí`H$VmAm| H$s gyMr V¡`ma H$amoJŸo &
{MÌ _| pñWV ~ÀMo Š`m H$a aho h¢? ~VmAmoŸ&

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N

83
`hm± Hw$N> dñVwAm| Ho$ {MÌ h¢Ÿ& Vwåhmar BpÀN>V dñVwAm| H$mo aoIm ItMmoŸ&

ED
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U
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T
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N

84
 ^yI bJ ahr h¡
³¶m ^moOZ H$a|?

ED
H
IS
hm` ! ß`mg bJ BL
EP S

ahr h¡Ÿ& nrZo Ho$ {bE

R TB
U
nmZr Mm{hEŸ&
BE @K
TO
T
O
N

dfm© hmo ahr h¡

Mbmo Ka Mb|

85
 R>§S>, dfm©, hdm,
Yyn H$s J_u go ~MZo
Ho$ {bE H$n‹S>o Adí`
Mm{hEŸ&

ED
gm±g boZo Ho$

H
IS
{bE hdm ^r BL
EP S

Mm{hE Z ?
R TB
U
BE @K
TO
T
O
N

g^r H$mo hdm, nmZr, Amhma, H$nS>o, _H$mZ Adí` Mm{hEŸ&

`hr h_mar _yb^yV Adí`H$VmE± h¢Ÿ&

86
 ED
H
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BL
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U
BE @K
TO
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N

à{U`m| H$mo ^r hdm, nmZr VWm Amhma Mm{hE &

87
 ED
gñ`m| H$mo ^r hdm, nmZr VWm Amhma Mm{hEŸ&

H
IS
Mm¡H$ _| ahZo dmbo {MÌm| H$s Vah aoImAm| H$m AZwH$aU H$a, Ka H$m
BL
EP S

{MÌ ~ZmH$a a§J ^amoŸ&

R TB
U
BE @K
TO
T
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N

88
 N
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T
TO
BE @K

89
R TB
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U
BL
IS
H
ED
{MÌ XoIH$a ghr H$mo () {Mh²Z bJmAmoŸ&
_oao nrZo H$m nmZr

_oao ImZo H$m \$b

ED
H
IS
BL
EP S
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U

_oao ahZo H$m Ka

BE @K
TO
T
O
N

_oao nhZZo Ho$ H$n‹S>o

90
 nmR>-14
AmH$me H$o$ {_Ì

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ gy`,© M§Ð, ZjÌm| H$mo nhMmZmoJŸo &
Vw_Zo AmH$me XoIm h¡ Z? AmH$me _| Š`m {XImB© XoVo h¢?
{ZåZ{b{IV {MÌ _| AmH$me _| {XImB© XoZodmbm| H$mo Mm¡H$ _| ()
{Mh²Z bJmAmoŸ&

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91
 {XZ Ho$ g_` _| AmH$me _| Vwåh| Š`m {XImB© XoVm h¡? ~VmAmoŸ& amV Ho$ g_`
_| AmH$me _| Vwåh| Š`m {XImB© XoVm h¡Ÿ& `h AnZo {_Ì VWm gho{b`m| H$mo ~VmAmoŸ&
{MÌ XoIH$a ~VmAmoŸ&
A~ {XZ h¡, AmH$me _| Vwåh| Š`m {XImB© XoVm h¡?

ED
H
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BL
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TO

gyaO {N>nZo Ho$ ~mX Š`m hmoVm h¡? ~VmAmoŸ&

T
O

amV H$mo AmH$me _| Š`m-Š`m {XImB© XoVm h¡?

N

ZjÌ ~hþV Xya ahZo go do {~ÝXþAmo| H$s Vah {XImB© XoVo h¢Ÿ&
92
{MÌm| H$mo eãXm| go Omo‹S>moŸ&

M§Ð_m

ED
H
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BL
EP S
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BE @K

ZjÌ
TO
T
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N

gy`©

93
Iob Iobmo
• H$jm _| d¥ËV ItMH$a {ZåZ {b{IV {MÌ ~ZmAmoŸ&
• {_Ìm| Ho$ gmW {_bH$a d¥ËV Ho$ Mmam| Amoa Xm¡S>Zm Ama§^ H$amoŸ&
• EH$ grQ>r ~OmEŸ& grQ>r ~OmZo Ho$ ~mX gmao éH$ Om`oŸ& é$Ho$ hþE ñWmZ _| {bIo
AmH$me H$o$ {_Ìm| Ho$ Zm_ EH$ EH$ H$aHo$ ~mobŸ| &

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94
 JmAmo ZmMmo
gyaO Am`m, amoeZr bm`m
JmAmo, Iobmo ZmMmo {~{Q>`m
M§Xm_m_m Am`m, Mm±XZr bm`m
Hy$Xmo ZmMmo ß`mar {~{Q>`mŸ&
Vmam| H$s {JZVr h¡ gwhmZr
H${dVm gwZmAmo {~{Q>`m amZrŸ&

ED
H
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BL
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M_H$Vo X_H$Vo Vmao

R TB
U
_oao gmW {_bH$a Iob| gmao
BE @K

JJZ _| {N>Q>H$Vo {X`o

_wPo ^r amoeZr {Xbm`|Ÿ&
TO
T
O
N

Eogo H$amo
• Vw_ AnZo {_Ìm| Ho$ gmW {_bH$a amV _| AmH$me Ho$ ZjÌ {JZmoŸ&
• {ejH$m| H$s `m ~‹S>m| H$s ghm`Vm go gy`,© M§Ð, ZjÌm| Ho$ AbJ-AbJ kmZ
OmZ bmoŸ&

95
q~Xþ OmoS‹ >H$a a§J ^amo &

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96
 {MÌm| _| a§J ^amo

N
O
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BE @K

97
R TB
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U
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H
ED
 nmR>-15
_oao Amg-nmg

Bg nmR> Ho$ grIZo Ho$ ~mX Vw_,

∙ ñWmZr` n`m©daU Ho$ ~mao _| OmZH$mar bmoJŸo &

{ZåZ{b{IV {MÌ XoImoŸ& CZHo$ Zm_ ~VmAmoŸ& AÜ`mnH$ `m ~‹S>m| H$s ghm¶Vm bmo&

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BE @K
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98
 N
O
T
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BE @K

99
R TB
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U
BL
IS
H
ED
 {ZåZ {MÌ XoImoŸ& `o Vwåhmao Jm±d _| h¢? hmoVmo () {Mh²Z
bJmAmoŸ& Z hmoVmo () {Mh²>Z bJmAmoŸ&
H«$. g§. Vwåhmao Jm±d hmoVmo Z hmoVmo

1.

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2.
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>embm
r nmR
gH$m©a BL
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3.
T
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4.

100
 5.

6.

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BL
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7.
BE @K
TO

8.
T
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N

9.

Vwåhmao Jm°d§ Ho$ Amgnmg Š`m h¢? {ejH$m| AWdm ~S>m| Ho$ gmW MMm© H$amo&

101
 Bg {MÌ _| a§J ^aH$a, Iwe ahmoŸ&

N
O
T
TO
BE @K

102
R TB
EP S
U
BL
IS
H
ED
 JmAmo ZmMmo

AmAmo ^¡`m AmAmo ~hZm

JrV Jm`|
Amg nmg Omo h¡
dh OmZ|Ÿ&
AmB© XoImo nm| nm| ~g
emoa _MmVo g‹S>H$ na MbVr
ñHy$b H$s Amoa MbVr ~g
boH$a MbVr bmoJm| H$mo ~gŸ&

ED
Vmbm~ {H$Zmao _|T>H$ H$m Q>am©Zm

H
IS
nmZr _| \¡$br h¡ Vah Vah H$s brbm
BL
EP S

H$b-H$b ZXr _| _N>br H$s CN>mb

R TB
U
H$moH$² H$moH$² H$moH$² H$moH$² ~VH$ H$s hbMbŸ&
BE @K

XoImo Š`m h¡ Jm±d Ho$ Mmam| Amoa

~hVr gwX§ a ZXr H$m N>mao
nd©V Vbo \¡$bm O§Jb
TO

hao noS‹ >m| H$s Pwa_wQ> h¡ _§JbŸ&

T

n§{N>`m| H$m Km|gbm h¡ noS‹ >m| na

O
N

~§Xa XoImo S>mbr S>mbr na

PwH$s S>m{b`m| Ho$ ^wQ>² Q>m| H$m JmZ
n`m©daU h¡ Xoe H$s emZŸ&

AÜ`mnH$ `m ~‹S>m| Ho$ gmW Vwåhmao Jm±d Ho$ Amg-nmg H$s g¡a H$amoŸ& dhm±
Vw_Zo Š`m-Š`m XoIm h¡Ÿ, Bgo AnZo {_Ì, gho{b`m| H$mo ~VmAmoŸ&

103