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01. Let the children assume that they are the

tamarind tree in this poem and individually
reflect upon their feelings

Observation
schedule / Check list

02. Make the children into grous, let each

group set a tune of thier own to this poem
and present it before the class.

Rating scale / Check

list / Anectodal
Records

03. Let the children write a brief essay on

uses of tamarind tree.
04. Let the children draw and paint a picture
or write a poem on deforestation and its
effects.

03

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10

Classroom Processes (Facilitating Activities)

Preparatory Activity
Teacher begins the class with the warm up activities
suggested in the book. Students match the given pictures
with their descriptions by drawing lines and then a few of
them read out their answers. Later, using the points given
students say a few lines about the following :
l
What does honey contain ?
l
How do bees make honey ?

Learning
objectives

Students will
activate their
background
knowledge about
the topic. Students
will also develop
the ability to speak
in English using
the clues given.

Overall objectives : 1. To enable learners to read and comprehend the lesson

Unit 3 : How do Bees Make Honey ?

Class : VI

5.1 : English : Sample Unit Plan

Black
board /
Note
books

How do I feel
about the just
concluded class ?
Am I happy /
satisfied /
disappointed ?
Why do I feel

Materials/ Assess Teacher

Resources ment Reflection
required (tools
(TLM)
and
techni
ques)

Date

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11

Comprehension check (Lets Understand)

Note Book
Teacher asks a few more questions to check the comprehension
level of the students. For doing this teacher divides them into 3-4
groups and writes a few questions (relevent questions from C1 and
C2) on the black board. Children sit in groups and discuss the answers
Later one member from each group presents the answers orally.
And later students write the answers individually in their notebooks.

Students will develop Reading aloud by the students

the skill of reading
Students will read the lesson aloud (paragraphs 1 to 3), in groups
aloud
with correct pronunciation, pause, stress and intonation. The group
monitor will correct the mistakes if any and report to the teacher.
One child from each group will then read the paragraph aloud to
the whole class.

Students will learn

to share their ideas
in groups and present
them to the whole class

Textbook

Silent reading by the learners (paragraphs 1 to 3)

Teacher encourages the students to read the lesson
silently and find answers for the following questions :
1. What is honey used for ?
2. Where do bees collect nectar from?

Students will acquire

the ability to read the
text silently and
understand the main
theme and supporting
details

Pictures

Textbook

Introducing new words (paragraphs to 3)

Teacher introduces the meanings of new words through
pictures/dictionery use/Kannada equivalents (New words : soothe,
sore throat, enzyme, honey sac, bacteria, nectar beehive)

Recognition of words Reading aloud by the teacher (paragraphs 1 to 3)

and sentences
Teacher reads the lesson aloud with proper stress,
and reading aloud
pronunciation, pause and intonation.
skills will be developed

Students will be
able to listen and
comprehend the
meanings of new words

Text book

comprehe What changes

nsion skill would I like to make
(2 points) to my teaching ?

What went well

Objective and what did not
to assess go so well in my
reading Class ?

So ?
Were all the
students actively
involved in my class

12

Students will acquire

the ability to read the
text silently and
understand the main
theme and supporting
details

Silent reading by the learners (paragraphs 4 to 6)

Text Book
Teacher encourage the students to read the lesson silently,
discuss in groups and find answers for the questions given under
Section C1 and C2. (relevant questions from C1 and C2 are written
on the blackboard). Groups present their answers to the class

Recognition of words Reading aloud by the students and teacher (paragraphs 4 to 6) Text book
and sentences and
reading aloud skills
will be developed

Pictures/
Black board

Students will be able Introducing new words (paragraphs 4 to 6)

to listen and
comprehend the
meanings of new words

Note Book

Black Board
/Note Books

Assignments
Let them make meaningful phrases /sentences using some of the
word combinations. e.g. I read books everyday, I tasted honey
yesterday, etc.

Students will
construct
meaningful phrases
and sentences

Note Book

Students will be able Checking assignment

to construct meaningful
phrases/sentences

Lets Practise words

Let children write the action words to the given words such as
honey, house, nest, etc. Let one child from each group read out
all the words to the class. Whichever group writes the maximum
number of words can be declared as the winning group.

Students will learn to

write associated
words and will
develop their
vocabulary

What follow-up
activities can I do
for those who
were not able to
do this ?
How many of my
students were able
to complete the
flow chart ?
HowcanIsupportthose
who were not able
to complete this ?

comprehend the
lesson and answer
the questions ?

How many
students were
able to read silently

13

Text bok

Students will develop Fill in the blanks

sentence construction Students will use appropriate forms of verbs (under Lets Practice
skills
language) and complete the sentences.

Students will learn to Pronunciation game

pronounce words with Students will look at the words given in the box under Extended
the same vowel sound activity and pick out words with the same vowel sound. These
words will be written on the blackboard.

Teacher
encourages
peer asses
-sement
for this
Activity

Objective
To assess
reading
comprehe
nsion and
writing Skills
completing
a flow chart)
(3 points)

Textbook/ Teacher
black board encourages
students to
carry out

Studnets will develop Speaking - explaining a recipe

Text book
speaking skills
Teacher asks students whether they know how to prepare Upma.
They may say the recipe in Kannada. Teacher then selects three
students asks one student to read the ingredients aloud, another
to read the instructions and the third one to mime the actions.
Students will then sit in groups, discuss how to prepare lemon juice Chart and
tea / coffee, write them in a chart paper and make presentations.
Sketch Pens

Text book

Students will be able Individual writing

read, make notes and
complete a flow chart

Where all the

students able to
complete the
exercises given
in the workbook ?
How many Students
had problems in
doing the work
book exercise ?
What support/ follow
activities could be
given to those
students ?
How should I plan
my next lesson ?

What went well

and what did not
go so well in
todays class ?

Did I involve
all the students in
todays class ?

14

Workbook

Workbook

Workbook

Students will find out Crossword puzzle

words related to
Students will solve the crossword puzzle given in the Workbook
health and body

Students will read and Individual reading

comprehend the poem Students will read the given poem silently and answer the
Questions

Workbook

Students will learn to Constructing singular-plural sentences

about subject-verb
Students will complete the exercises, related to subject-verb
agreement and singular-plural forms given in the Workbook.

Students will learn to Pair Work-Expresing daily routine

express daily routine Students will read Praveens schedule for the day silently.
They will sit in pairs and report their daily routine to each other.

Work Book

Students will learn how Pronunciation activity

to pronounce past tense Student read the passage given in the work book paying special
forms
attention to the underlined words. Teacher then teachers them, giving
a number of examples, the three different ways in which past tense
forms are pronounced. Students will then complete the exercises.
related to pronuncication, given in the Workbook.

Teacher assessement
Objective-to assess
reading comprehension
skills (5 points)

Self assessment

Students will carry

out peer assessment

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vwP
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ZlnP : - Aid PAi

DU zsU, CU UtPtU v DU fU U iw AU
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24

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fU CAU AAid
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Ml CA : 10
1. Png U zsv v AAiP UV AUr.
g, Pg, zg, DdP, Pt, CqU G, a.
25

2) GzguAiAv PP tU
AAiP

WlP zsvU

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CAii
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18

26

7.2

27

Indicators for assessment

ii Silent reading : Read Bhagat Singhs

letter to the convicts and answer the
questions given.

l
i. Speak well (dialogue in pairs - one
Ability to take turns and
child will play the role of father/mother
engaged in a dialogue
and the other one the role of son/daughter) l
Appropriacy of language used.
Topic : Your parents refuse to send you l
Clarity of pronunciation
on a school trip. Try to convince them
Relevance and appropriacy
of ideas expressed
l
Fluency and confidence

Activities

* Death
* relatives

4) If I live I might perhaps get a

chance to fulfil them
What wishes did he want to fulfil ?
5) Why did Bhagat Singh feel proud
of himself ?

3) Bhagat Singh is a model of

l
Social servant * Political wisdom
l
Sacrifice

l
Friends
l
Enemies

-fice 2) Bhagat Singh was never afraid of meeting Questions

to lead

Sacri 1) what kind of life did Bhagat Singh desire

of

will

The

7.

Unit
No.

Points
allotted

NOTE : An example regarding the entry for one Formative Assessments (F A 4) has been given
below. FA 4

6.2 : English : Formative Assessment Tasks and Activites

--------

Check
list

Tool

Questioning

Role
play

Techniques

Class : IX
Units 7 and 8
No. of activities :
Total points : 20

28

Activities
4
6

l
Content - Relevance
and adequacy (2 points)
l
Organization of ideas
l
Accuracy of language
used (2 points)
l
Appropriacy of words use

Marks scored
Unit 7 (10)
7

Marks scored
Unit 8 (10)
8

15

Total (20)

FA 4
(10%)
7.5

Rating
scale

Tool

Grade

Writing

Questioning

Techniques

2. For Summative Assessment (SA), teachers are expected to conduct both written and oral tests. While preparing the
question paper for SA, we should not assess only the content-knowledge (i.e. information given in the textbook). It is
important to assess the sub- skills of reading, writing and other higher-order skills as well as different aspects of language.

1. Activities should be conducted to assess all the four skills (L,S.R and W) in FA1, Fa2, Fa3 and Fa4 respectively.

Rakshith

Note :

Student name

Sl.No.

Points
allotted

8 blanks -1/2 a point each

Indicators for assessment

Note : In CCE, self-assessment plays an important role. Wherever possible, involve learners in selfassessment and make them aware of their strengths and weakness.
Student individual record for FA 4

8.
I. Listening to a passage : Listen to the
To
teacher and complete the passage.
My
ii. Practise writing : Write a profile of
CouDr Abdul Kalam.
ntry
Men

Unit
No.

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29

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30

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guvP ii 1,2,3,4 jPU WlPg P jP zs nAiAv

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31

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PPt v PAiis
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1.

FA 1-

2.

FA 2 -

3.

FA 3 -

4.

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n
PAi iPg
t
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CAPU


r Uq C
z.
jP qPz

8.2 APvP ii (Summative Assessment) SA

PPt : o AiP AAzAv wPAi 10 CAPU vwP jP (Theory Exam) 20
CAPU AiVP jP (Practical Exam) ir CAPU MlUr CAPnAi
Uq z. Ez Pg iZ wAU SA2 vwP v AiVP
ZlnPU q Uq qz.
32

8.3 PAiis Pt (Work Experience)

o AiP AAzAv wPAi 20 CAPU vwP jP (Theory Exam) CAPU
AiVP jP ir CAPU MlUr CAPnAi Sa-1 Uq z.
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SA

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Z : iiP Mrz Avg Aii zyU 30 QAv Pr C tAi

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Z : xP v izsP PPg NCF - 2005 Dzsjv o Cj
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s AZz j vP zs jwAi CQ rz avP.
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P, aAv, gs, AiA DAz Ev CAU Cs v eAiAz
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eUv PUvz.

33

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l
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zsjz.
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l
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l
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l
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8.6 wP gZ :
avP Ptz wPAi gaPUvz. zj wP F PPAq CAU
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l
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34

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35

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36


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37

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Aia, z zs/vAvU z irlPAqg CU vgUw QAi DAzzAiPUvz.
ES CPjU U sn rzU vgUwU D, P irg PU Pw
Al vj, Cg Qv jZ, vgUw QAiAi CQAv Pgv
Avg ..E U CgAU Za zRUVAv P AiQP zs R
JAz gAir.

zR uAi U F PU rg av Uj

PPg AiQP Uw zR
iiz Azsz z P AiQP zvAU e v vqVPP
AiU vQz MmV WlPg z. w WlPP t z g.i.
PrPgtz Azsz J CAU MmV Pr, PqP jw Avg t
z. PPg AiQP zRAz gV P Uw vP zRUvz. Ml CAP
v t PrPv CAPAi zRqvz.
39

40

P.A.

Uq

Uz

Uq

Uz

Uq

Uz

Uq

Uz

Uj

Utv
.C

Pq

Utv
.C

Utv
.C
Pq

Utv
.C
Pq

Pq

Ml

rAg

Pq

Ag
sj

Pq

DU

Utv
.C

Utv
.C

Jgq Czs

Pq

Ml

Z : EAV sU AAzAv, 1 jAz 4 vgUwAi o Aiz AiQP AiAv zRAi z rPz.

zyU
g

Utv
.C

Ai :

Utv
.C

z Czs

J j
Ml

Pq

z.AS

vgUw :

Pq

Z : PPg ZjAi P UwAi Dzsj E CAQ-CAU DAii wAU PAi CgV PPAi Dzsj sw iqz

9.1 - PPg AiQP z (1 jAz 3 vgUw -P ng)

Utv
.C

41

P.A.
Utv

Uq

Pq

Uq
Uz

Uq
Uz

Uz

Uq

jg
CzsAi
Uz

Ml

Ml

Utv

Pq

Uq
Uz

jg
CzsAi

Utv

Uq
Uz

Pq

Uq
Uz

Uq
Uz

J j Ml

Uq
Uz

Jgq Czs
jg
CzsAi

o Aiz tU
ifP GAiP
Gvz PAi.
(S.U.P.W.)

P v PgPv

AVv v v

zP v DgU
Pt

Uq

Z : 1 jAz 4 vgUwAi o Aiz PrPv AiAv EAV sU zRAi zrPz.

zyU
g
Uz

Ai :

Uq

z Czs
iU, AiQP v
ifP tU

z.AS

vgUw :

Uz

9.2 : 1 jAz 3 vgUw (-P) P UwAi PrPv

svA

zy dgz U

qz U

42

P.A.

zyU
g

1
2

t
Tv

.15

WWWWWWWWMl
.15
t
WWWWWWWWMl

1&3 guvP ii PrPgt 2&4 guvP ii PrPgt 1&2 A.i. P

Ai :
iTP

vgUw :
Ml
.20
t
Ml.50
t

9.3 : PPg AiQP z (1 jAz 4 vgUw WlPg o Ai)

Ml100
t

43
P.A.
zyU
g

1
2

1
2

1
2

1
2

1
2

1
2

1
2

1
2

1
2

1
2

zP v DgU Pt
P v PgPv
AVv v v
ifP GAiP
Gvz
iU, AiQP v
ifP tU

9.4 : PPg AiQP z (1 jAz 4 vgUw o Ai -P vgUwU j)

C
Qq s zvg
vAq wAi Azg.
DgU v
PrPvg.

t
zs P ZlnPU DQ
vjvg.
zs P v PgPvAi P
zvg.

d Ut Azg.

t
AVv v vU DQ
Azg.
AVvz gU/vz Cj
Azg.
P s / CAi zvg.

t
Ug Azg.
vd U P iqvg.
jg AgPu Ut Azg.

t
zv Ut Azg.
Dv Ut Azg.
Aivv v Ai Ai
Cjvg.

zyU
g

ii
100%

Ml

15%
20%
50%
100%
15%
15%
20%
50%
15%
15%
20%
50%
100%
15%
15%
20%
50%
15%
15%
20%
50%

20%
50%
15%

15%
15%

Pq it

Ml-2
g-3
g-4
A-2
Ml
Ml
g-1
g-2
A-1
Ml-2
g-3
g-4
A-2
Ml
Ml
g-1
g-2
A-1
Ml-2
g-3
g-4
A-2
Ml

g-2
A-1

g-1

CAP

P.A.

jg
CzsAi
AVv v v

P v PgPv

zP v DgU
Pt

CAP

CAP

CAP

o Aiz tU
ifP GAiP
Gvz PAi.
(S.U.P.W.)

Utv
iU, AiQP v
ifP tU

x s wAi s
Uq

Ml

zRw AS

9.5 : 1 jAz 4 vgUwAi gAvg v P iiz PrPv

C
1
2
1
2
1
2

44

svA

zy dgz U

qz U

45

P.A.

zyU
g

vgUw :
g C

Ai:
1&3 guvP ii PrPgt 2&4 guvP ii PrPgt 1&2 A.i. P

9.6 : PPg AiQP z (5 jAz 8 vgUw WlPg)

WWWWWWWWMl
.10
t
WWWWWWWWMl
10
t
Tv
iTP
Ml
.30
t
Ml .50
t
Ml .100
t

P.A.

zyU
g

ii C

g-1
g-2
A-1
Ml
g-3
g-4
A-2
Ml
Ml
g-1
g-2
A-1
Ml
g-3
g-4
A-2
Ml
Ml
g-1
g-2
A-1
Ml
g-3
g-4
A-2
Ml
Ml

Pq it

10%
10%
30%
50%
10%
10%
30%
50%
100%
10%
10%
30%
50%
10%
10%
30%
50%
100%
10%
10%
30%
50%
10%
10%
30%
50%
100%

t
CAP

CAP

t
CAP

zP &
e id DgU
e
Pt
PPt/
PAlg
PAii
Pt
s

CAP
t
CAP

t
CAP

t
CAP

CAP

zRw AS

Utv

x wAi vwAi
s s s
Uq

Ml

o Aiz tU

9.7 : 5 jAz 8 vgUwAi gAvg v P ii PrPv

g C
1
2
1
2
1
2

46

zy dgz U

svA

qz U
zsgu

iU

dv

e PU
v P

AWl PU

svP-ifP
PU

CAP

47
P AS
zyAi
g

2
1

2
1

g C

AWl
PU
eP
PU
v P
dv
zsgu

9.8 : PPg AiQP z (5-9 vgUw o Aiz t)

svP-ifP
PU

Ai vg.
pUU/PPgUU Ai iqvg.
Gv ZgU Avg
t
Ai PAiPU AWn Ai iqvg.
UAq AiUAz juPj P iqvg.

gAig UU Avg.

t
zA CP AUwUU eP e Cvg.
AiU iq P zvg.
KP ? U ? JA U P Gvg qzPvg.

t
AVv / v/ lPz DQAz sUvg.
avP / PgP ZlnPU vqVPvg.
dz PU DQ Azg.

t
v wsAi V zvg.
zs zU dvAi vgvg.
Evgg PAi Zvg.

t
jg U Ug U Pf vgvg.
pU PjvV zsvP s Azg
jg AiiVzg.

t
itPv, wPv U sPv zvg.

iU

zvAi (Aw, CAi, AP, x,

CAU) Ugvg.
zAi, Ai iq v dj g s
Azg.

48

P.A zyU
g

Ml

iTP

t
Tv

.10

WMl

W-

W-

W-

W-

W-

W-

W-

.10

WMl

W-

W-

W-

W-

W-

W-

W-

vgUw :
.30, 60

9.9 PPg AiQP z (9 vgUw WlPg)

Ai:
1&3 guvP ii PrPgt 2&4 guvP ii PrPgt 1&2 A.i. P
t

(FA1+FA2+FA3+
FA4+SA2)

t
Ml .100

t
Ml .50

P.A.

zyU
g

Pq it

10%
10%
30%
50%
10%
10%
60%
100%
10%
10%
30%
10%
10%
60%
100%
10%
10%
30%
50%
10%
10%
60%
100%

ii C

g-1
g-2
A-1
Ml
g-3
g-4
A-2
Ml
g-1
g-2
A-1
g-3
g-4
A-2
Ml
g-1
g-2
A-1
Ml
g-3
g-4
A-2
Ml

t
CAP

t
CAP

t
CAP

zP &
e id DgU
e
Pt
PPt/ PAlg
PAii
Pt
s

CAP
t
CAP

CAP

t
CAP

t
CAP

CAP

zRw AS

Utv

x wAi vwAi
s s s
Uq

Ml

o Aiz tU

9.10 : 9 vgUwAi gAvg v P iiz PrPv

C
1
2
1
2
1
2

49

svA

zy dgz U
qz U
zsgu

iU

dv

e PU
v P

AWl PU

svP-ifP
PU

PlP Pg
dP Pt ES

zyAi
sav
( SzsAig
zrPgtzAU)

Uw v
PtP 201

- 201

P vgUw : 1 2 3
zyAi g : _______________________________________
Ai g

: ________________________________________
_______________________________________

d AP

: _______________________________________

zRw AS

: _______________________________________

vAi g

: _______________________________________

vAzAi g

: _______________________________________

Ai

: _______________________________________
_______________________________________
_______________________________________
_______________________________________

zgt AS

: _______________________________________

Jvg

: __________ vP_______ gPz UA________

Pt P P
Pt CAii
Jg PAit - Jg Ait

50

oAiP AAzAv zyAi zs (*-P)

z CzsP C

Ai

DU Ag Ml

J j
Ml

Jgq CzsP C
rAg sj

Ml

g.i.-3 g.i.-4 A.i.-2

Ml

100%

x s
Utv
jg CzsAi
g.i.-1 g.i.-2 A.i.-1
15%

wAi s
(EAV)**
Z : *

15%

20%

Ml
50%

15%

15%

20%

J j

Ml (100%)

50%

-PAi P PPAi gAvgV iiPr Uw lz w zRUvz.

zRAi V Uw vz tzAv wAUU UUVz.

wAU
CAvP U
r
g Ml xU
n
g P
PAi U
w
Ai j
Ut

Pq
P j
w

tU Vz.

** wAi s EAV oUU CUtV PPAi UwAi jUt (..E Cg) PqP
jw tU Vz.
** g.i : guvP ii

** A.i : APvP ii

o AiP AAzAv zyAi zs

AiU

z CzsP C

Jgq CzsP C

zP v DgU Pt
P v PgPv
AVv v v
ifP GAiP Gvz
PAi (S.U.P.W.)
iU, AiQP v
ifP tU
o AiP AAz tU

o AiP AAz tU

CAPU

90-100

A+

Cvv

70-89

Gv

50-69

B+

zsgt

30-49

30QAv Pr

51

z CzsP

Jgq CzsP

zy dgz U

zy dgz U

qz Ml U

qz Ml U

Mmg
CAi

Mmg
CAi

zyAi

zyAi

vgUw PPg

vgUw PPg

RPPg

RPPg

Pg

Pg

svA :
U CAzU, sU,
A PtP AP : _____________________ jAz gAsUvz, U Uv.
******************************

DwAi Pg,
?
U

UwAi zR gAvg v P ii Dzsjz. Ezg

U Ug.

?
U w U dgUAv rP.
?
U

zs v wsU Ezg UgwVz, CU -

j t.

R PPg
( jAU)

52

PlP Pg
dP Pt ES

zyAi
sav
( SzsAig
zrPgtzAU)

Uw v
PtP 201

- 201

vgUw : 1 2 3 4
zyAi g : _______________________________________
Ai g

: ________________________________________
_______________________________________

d AP

: _______________________________________

zRw AS

: _______________________________________

vAi g

: _______________________________________

vAzAi g

: _______________________________________

Ai

: _______________________________________
_______________________________________
_______________________________________
_______________________________________

zgt AS

: _______________________________________

Jvg

: __________ vP_______ gPz UA________

Pt P P
Pt CAii
Jg PAit - Jg Ait

53

oAiP AAzAv zyAi zs

z CzsP C

Ai

g.i-1 g.i-2 A.i-1

15%
15%
20%

Ml
50%

J j
Ml
100%

Jgq CzsP C
g.i-3 g.i-4 A.i-2
15%
15%
20%

Ml
50%

x s
wAi s
Utv
jg CzsAi
Z : *

zyAi UwAi tU Vz.

g.i : guvP ii

A.i : APvP ii

o AiP AAzAv zyAi zs

AiU

z CzsP C

Jgq CzsP C

zP v DgU Pt
P v PgPv
AVv v v
ifP GAiP Gvz
PAi (S.U.P.W.)
iU, AiQP v
ifP tU

o AiP AAz tU

o AiP AAz tU

CAPU

90-100

A+

Cvv

70-89

Gv

50-69

B+

zsgt

30-49

30QAv Pr

54

z CzsP

Jgq CzsP

zy dgz U

zy dgz U

qz Ml U

qz Ml U

Mmg
CAi

Mmg
CAi

zyAi

zyAi

vgUw PPg

vgUw PPg

RPPg

RPPg

Pg

Pg

svA :
U CAzU, sU,
A PtP AP : _____________________ jAz gAsUvz, U Uv.
******************************

DwAi Pg,
?
U

UwAi zR gAvg v P ii Dzsjz. Ezg

U Ug.

?
U w U dgUAv rP.
?
U

zs v wsU Ezg UgwVz, CU -

j t.

R PPg
( jAU)

55

PlP Pg
dP Pt ES

zyAi
sav
( SzsAig
zrPgtzAU)

Uw v
PtP 201

- 201

vgUw : 5 6 7 8
zyAi g : _______________________________________
Ai g

: ________________________________________
_______________________________________

d AP

: _______________________________________

zRw AS

: _______________________________________

vAi g

: _______________________________________

vAzAi g

: _______________________________________

Ai

: _______________________________________
_______________________________________
_______________________________________
_______________________________________

zgt AS

: _______________________________________

Jvg

: __________ vP_______ gPz UA________

Pt P P
Pt CAii
Jg PAit - Jg Ait

56

oAiP AAzAv zyAi PtP zs (5 jAz 8 vgUw - tU)

z g

Ai

g.i-1 g.i-2 A.i-1

10%

10%

30%

Ml

Ml
t

50%

100%

Jgq g

Ml

g.i-3g.i-4 A.i-2

50%

10%

10%

30%

x s
wAi s
vwAi s
Utv
e
id e
zP v DgU
Pt
P Pt/
PAiis
PAlg Pt
* g.i : guvP ii

* A.i : APvP ii

* Z : 1. zyAi UwAi tU Vz.

2. PPt, PAiis v PAlg Ptz tAi AAz PPg z.

o AiP AAzAv zyAi zs

g

z
g

Jgq
g

z
g

svP-ifP
PU

dv

AWl P

zsgu

eP PU

iU

v P

zsAi PvU

zsAi g

z DlU / Qq / AiU / avP /v/

Pv / z / J.. / m v
Uq / PgPv /dz P / vlUjP /
z / Evg

57

Jgq
g

tU g
o AiP AAz tU

o AiP AAz tU

CAPU

90 - 100

A+

Cvv

70 - 89

Gv

50 - 69

B+

zsgt

30 - 49

30 QAv Pr

z g

Jgq g

zy dgz U

zy dgz U

qz Ml U

qz Ml U

Mmg
CAi

Mmg
CAi

zyAi

zyAi

vgUw PPg

vgUw PPg

R PPg

R PPg

Pg

Pg

svA :
U CAzU, sU,
A PtP AP : _________________________ jAz gAsUvz, U Uv.
******************************
DwAi Pg,
?
U U
w
Ai zR gAvg
v P ii


Dzj
s z. Ezg
U U

g
.
?
U w U dgUAv rP.
?
U zs v wsU Ezg UgwVz, CU - j t.

R PPg
( jAU)

58

PlP Pg
dP Pt ES

zyAi
sav
( SzsAig
zrPgtzAU)

Uw v
PtP 201

- 201

vgUw : 9
zyAi g : _______________________________________
Ai g

: ________________________________________
_______________________________________

d AP

: _______________________________________

zRw AS

: _______________________________________

vAi g

: _______________________________________

vAzAi g

: _______________________________________

Ai

: _______________________________________
_______________________________________
_______________________________________
_______________________________________

zgt AS

: _______________________________________

Jvg

: __________ vP_______ gPz UA________

59

oAiP AAzAv zyAi PtP zs

z C

Ai

g.i-1 g.i-2 A.i-1

10%

10%

30%

J j
Ml

Jgq C
Ml

g.i-3 g.i-4 A.i-2

50%

10%

10%

(10+10+10+
10+60)

60%

100%

x s
wAi s
vwAi s
Utv
e
id e
zP v DgU
Pt
P Pt/
PAiis
PAlg Pt
* g.i : guvP ii

* A.i : APvP ii

* Z : 1. zyAi UwAi tU Vz.

2. Ml tU guvP iiP Er z ii U APvP iiP
2 g PAi ii jUtVz.
3. PPt, PAiis v PAlg Ptz tAi AAz PPg z.

o AiP AAzAv zyAi zs

g

z
C t

Jgq
C t

svP-ifP
PU

dv

AWl P

zsgu

eP PU

iU

z
C t

v P

zsAi PvU

zsAi g

z DlU / Qq / AiU / avP /v/

Pv / z / J.. / m v
Uq / PgPv /dz P / vlUjP /
z / Evg

60

Jgq
C t

tU g
o AiP AAz tU

o AiP AAz tU

CAPU

90 - 100

A+

Cvv

70 - 89

Gv

50 - 69

B+

zsgt

30 - 49

30 QAv Pr

z C

Jgq C

zy dgz U

zy dgz U

qz Ml U

qz Ml U

Mmg
CAi

Mmg
CAi

zyAi

zyAi

vgUw PPg

vgUw PPg

R PPg

R PPg

Pg

Pg

svA :
U CAzU, sU,
A PtP AP : _________________________ jAz gAsUvz, U Uv.
******************************
DwAi Pg,
?
U U
w
Ai zR gAvg
v P ii


Dzj
s z. Ezg
U U

g
.
?
U w U dgUAv rP.
?
U zs v wsU Ezg UgwVz, CU - j t.

R PPg
( jAU)

61