sample question papers - central board of secondary …1/sqp-hindi-sans-xii.pdf · sample question...

SAMPLE QUESTION PAPERSin

English, Hindiand

Sanskrit

For Class - XII

Effective from March 2007 Examinations

CENTRAL BOARD OF SECONDARY EDUCATIONPREET VIHAR, DELHI – 110 092

(ii)

July, 200610,000 Copies

© CBSEPrice :

Published by :The Secretary, Central Board of Secondary Education, 2, Community Centre, Preet Vihar,Delhi-110092

Printed at :R.R. Enterprises, Delhi–51

(iii)

FOREWORD

Examinations are not merely means of certification but act as tools of quality control in the teaching

learning process. The examination paper is based on the examination specifications which are brought out

in the curriculum document for each year. Keeping in view the unavoidable character of examinations it is

imperative that students and teachers familiarize themselves with the main features of question papers which

form the basis of the written examination.

There has been felt a need to produce Sample Question Papers in English and in Hindi in the last

few years. The Committee of Courses in the subjects alongwith practicing teachers have helped to design

the Sample Question Papers. The sample paper is a useful device in the hands of teachers and learners. It

broadly reflects the pattern of the question paper that may appear in the annual examination. This pattern

reflects the weightage assigned to different components of testing and types of questions represented by the

design of the question paper. It also reveals the general nature of the questions, their style, their depth, their

expanse, which also play a significant role in influencing the performance of students. The different kinds of

questions such as long questions, short questions and very short questions also form a part of the sample

paper.

The English question papers are divided into sections, which test the skills of reading comprehension,

writing and appreciation of literature. There are two sets of question papers in English Core and Functional

English. There are also two sets for Hindi Core and Hindi Elective and two for Sanskrit Core and Sanskrit

Elective.

I take this opportunity to thank the committee of courses and practicing teachers who participated in

the workshops to prepare the Sample Question Papers in English, Hindi and Sanskrit. I also take this

opportunity to thank the former Director (Academic), Sh. G. Balasubramanian and Dr. Sadhana Parashar,

Education Officer for bringing out this document.

It is hoped that this document will help students and teachers to prepare for the Board Examination.

Comments and suggestions for further improvement are most welcome.

Ashok GangulyChairman

(iv)

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(v)

THE CONSTITUTION OF INDIA

PreambleWe, The people of India , having solemnly resolved to constitute India into a1 (Sovereign

Socialist Secular democratic republic) and to secure to all its citizens :

Justice , Social, Economic and Politicial;

Liberty of thought, expression, belief, faith and worship;

Equiality of status and of opportunity; and to promote among them all

Fraternity assuring the dignity of the individual and the2 (unity and integrity of the Nation);

In our Constitutent Assembly this twenty-sixth day of November, 1949, do hereby adopt, enactand give to ourselves this constitution.

1. Subs. by the Constitution (Forty-second Amendment) Act, 1976, sec. 2, for "SovereignDemocratic Republic (w.e.f. 3.1.1977)".

2. Subs. by the Constitution (Forty-second Amendment) Act, 1976, sec. 2, for "Unity of theNation (w.e.f. 3.1.1977)".

THE CONSTITUTION OF INDIAChapter IV A

Fundamental DutiesArticle 51-AFundamental Duties– It shall be the duty of every citizen of India-

(a) to abide the Constitution and respect its ideals and institutions, the National Flag and theNational Anthem;

(b) to cherish and follow the noble ideals which inspired our national struggle for freedom;

(c) to uphold and protect the sovereignty, unity and integrity of India;

(d) to defend the countlry and render national service when called upon to do so;

(e) to promote harmony and the spirit of common brotherhood amongst all the people of Indiatranscending religious, linguistic and regional or sectional diversities; to renounce practicesderogatory to the dignity of women;

(f) to value and preserve the rich heritage of our composite culture;

(g) to protect and improve the rich natural environment including forests, lakes, rivers, wild lifeand to have compassion for living creatures;

(h) to develop the specific temper, humanism and the spirit of inquiry and reform;

(i) to safeguard public property and to abjure violence;

(j) to strive towards excellence in all spheres of individual and collective activity so that thenational constantly rises to higher levels of endeavour and achievement.

(vi)

CONTENTS

English Core Subject Code : 301

Sample Question Paper–I 1

Sample Question Paper–II 13

Functional English Subject Code : 101

Sample Question Paper–I 25

Sample Question Paper–II 39

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1

ENGLISH CORECODE NO. : 301

Class – XIISample Question Paper – I

Section A : Reading Max. Marks : 20

1. Read the passage given below and then answer the questions which follow : 12

1. Concern about the effects of television on children has centered exclusively upon the contentsof the programmes which children watch. Social scientists and researchers do complex andingenious experiments to find out whether watching violent programmes makes children behaveaggressively. But it is easy to overlook the simple fact that one is always just watching televisionwhen sitting in front of the screen rather than having any other experience.

2. Parents who are deeply troubled about the effects of television upon their children have centredtheir concern on the subject matter of the programmes. A group called Action For Children'sTelevision (ACT) was formed in the US not only to reduce the amount of violence in programmesbut also to protest against incessant commercial breaks which encouraged children to crave forfashionable toys and unhealthy foods. One of its founders described its aims ".....parents havethe right to ask that programmes aimed at the young should meet the specific needs of children.....".But is it the needs of children which are at stake when parents demand better programmes?Surely the fact that young children watch so much television reflects the needs of parents to finda convenient source of amusement for their offspring and a period of quiet for themselves. Theiranxieties about the possible ill effects of those hours of passive, quiet viewing are lessened ifthe time spent at least seems to be educational.

3. The real needs of young children are quite different. They need to develop initiative and to findout things for themselves; television provides answers too easily. Children need to acquirefundamental skills of communication; television retards verbal development because the childis silent while watching it. Television discourages the sort of games that enable the young todiscover their strengths and weaknesses, with the result that as adults they will be less fulfilled.Their need for fantasy is gratified far better by their own make-believe activities than by theadult-made fantasies offered on television. Intellectual stimulation is provided more completelyby manipulating, touching and doing than by passively watching and listening.

4. Oddly enough, the television industry, though often cynical and self-serving in its exploitationof children, sometimes unknowingly serves their best interests. Because television offers cheapjunk programmes, conscientious parents do in fact limit their children's viewing when suchundesirable programmes are the only ones available. Unfortunately, if organization like ACTsucceed in improving the quality of programmes significantly, the, effects on young childrenwill be more harmful because their permitted viewing time will increase and no matter howgood their content, TV programmes are always a poor substitute for other activities.

5. There are a number of fallacies that have misled parents into thinking that the problem oftelevision will be solved by improving its quality. It is suggested, for example, that a youngsterunfamiliar with TV programmes will find making friends difficult and will be labelled as an

2

outsider. On the contrary, other children will usually respect their independence and recognize-even envy - the richness of their alternative activities. More subtle is the mistaken belief thatthe experience that children gain from watching television is the same as when the adults watchtelevision, their own past and present experiences come into play, so that they can test the viewof the world presented on the small screen against their knowledge of real life. But youngchildren have very few real-life experiences to set against their viewing, so that for them TV isprimary source of experience; their formative years are spent largely in an unreal, unnatural,second-hand world.

6. It is also universally assumed that TV is an important source of learning. Like an animatedpicture book it presents in an easily digested and entertaining way a great deal of informationabout the natural world, history, current affairs, other countries and so on. But the 'knowledge'of today's television-educated children, spouting words and ideas they do not fully understandand 'facts' whose accuracy they cannot judge from their limited experience, cannot comparewith the knowledge acquired by reading or activity. It is then that children use their minds andtheir bodies, their imaginative and reasoning power, to enrich their lives.

7. Only when parents begin to question the nature of television itself and its effects on their childrenand on themselves as parents will they begin to realize that it is not the programme but televisionitself and especially the good programmes – which poses the greater threat to their children'swell-being. (Adapted from Plug-in Durg by Marie Winn)

a) On the basis of your reading the passage answer the questions given below: 9

(i) Why is the ACT against frequent commercial breaks on the small screen. 2

(ii ) What are three reasons given by the author to justify the harmful effect 3

TV has on the children ?

(iii ) How are adults able to relate to the programme on TV ? 1

(iv) What do you understand by the phrase second-hand world ? 1

(v) How does the author differentiate between the knowledge gained by 2

watching TV programmes and that gained by reading ?

b) Pick out the words from the passage which mean 3

(i) continuous (para 2) 1

(ii ) tendency to have a low opinion of people's reasons for doing things (para 4) 1

(iii ) pour out in a stream (para 6) 1

2. Read the passage given below : 8In the democratic countries, intelligence is still free to ask whatever questions it chooses. This freedom,it is almost certain, will not survive another war. Educationists should, therefore, do all they can,while there is yet time, to build up, the men and women of the next generation who will otherwise beat the mercy of that skilful propagandist who contrives to seize the instruments of information andpersuasion. Resistance to suggestion can be built up in two ways. First, children can be taught to relyon their own internal resources and not to depend on incessant stimulation from without. This isdoubly important. Reliance on external stimulation is bad for the character. Moreover, such stimulationis the stuff with which propagandists bait their books, the jam in which dictators conceal their ideologicalpills. An individual who relies on external stimulations thereby exposes himself to the full force ofwhatever propaganda is being made in his neighborhood. For a majority of people in the West,

3

purposeless reading, purposeless listening-in, purposeless listening to radios, purposeless looking atfilms have become addictions, psychological equivalents of alcoholism and morphinism. Things havecome to such a pitch that there are many millions of men and women who suffer real distress if theyare cut off for a few days or even a few hours from a newspaper, radio, music or moving pictures. Likethe addict to a drug, they have to indulge their vice, not because the indulgence gives them any realpleasure, but because, unless they indulge, they feel painfully subnormal and incomplete. Even byintelligent people, it is now taken' for granted that such psychological addictions are inevitable andeven desirable, that there is nothing to be alarmed at in that fact that the majority of civilized men andwomen are now incapable of living on their own spiritual resources, but have become abjectly dependenton incessant stimulation from without.

How can children be taught to rely upon their own spiritual resources and resist the temptation tobecome reading addicts, hearing addicts, seeing addicts ? First of all, they can be taught how toentertain themselves by making things, by playing musical instruments, by purposeful study, by scientificobservation, by the practice of some art and so on. But such education of the hand and the intellect isnot enough. Psychology has its Gresham's Law, it is bad money that drives out the good. Most peopletend to perform the actions that require least efforts to think the thoughts that are easiest to feel. Andthey will tend to do this even if they possess the knowledge and skill to do otherwise. Along with thenecessary knowledge and skill must be given the will to use them even under the pressure of incessanttemptation to take the line of least resistance and become an addict to psychological drugs. Mostpeople will not wish to resist these temptations unless they have a coherent philosophy of life, whichmakes it reasonable and right for them to do so. The other method of heightening resistance to suggestionis purely intellectual and consists in training young people to subject the diverse devices of thepropagandists to critical analysis. The first thing that educators must do is to analyze the words currentlyused in newspapers, on platforms by preachers and broadcasters. Their critical analysis and constructivecriticism should reach out to the children and the youth with such a clarity that they learn to react toforceful suggestions the right way at the right time.

(a) On the basis of your reading of the above passage make notes on it using 5 Marksheadings and sub-headings. Use recognizable abbreviations wherever necessary

(b) Write a summary of the above passage in 80 words, using the notes made 3 Marksand also suggest a suitable title.

Section B : Advanced Writing Skills Max. Marks : 35

3. On the occasion of World Heritage Day design a poster highlighting the need 5 Marksto preserve the monuments of our country. You are Aman/Amina, the President of theSocial Science Club. (Word limit 50)

OR

You want to sell off your old computer as you have purchased a new one. Draft anadvertisement to be published in the Times of India under classified columns givingits details & the expected price. You are Shan of C5 Saket, New Delhi (word limit 50)

4. You participated in a career counselling programme organized by 'Careers India' 10 MarksYou had the opportunity of listening to professionals from various fields like foodtechnology, fashion technology, media management etc. Write a report of theprogramme for Career Times. You are Alok/Anita (100-125 words)

OR

4

You were shopping in a busy and crowded market when you saw two terrorists beingshot at by the police. Describe in about 100-125 words the panic created amongstpeople by the gun shots and the scuffle that look place between the police and theterrorists before they fell down.

5. Write a letter to the Editor of a national daily on the mushrooming of various coaching10 Markscentres and how extra tuitions have become a common feature in a student's life. Youare Vineet/Veena.

OR

During summer months after your exams are over, you want to utilize your time byworking for the summer in a leading chain of restaurants. You are Sanjay/Geeta.Write an application for the post of a supervisor giving your complete bio-data to theHR Manager Subways, GK Part II, New Delhi.

6. In today's world of instant communication the art of writing letter to friends, parents,10 Markscousins is long forgotten. Write an article on the joyful experience of penning letterspacked with emotions and personal triumph. You are Arun/Amita (Word limit 150-200)

OR

You are Amit/Gouri. You strongly feel that education about life-skills should be madea compulsory part of school curriculum. Write a speech of about 150-200 words to begiven in the school assembly explaining life skills education and its implication in astudent's life.

Section C : Literature Max. Marks : 45

7. (a) Choose any one of the following extracts and answer the question given 4 Marks

below it :

Then he arose and walked straightway across the court,

And entered where they wrangled of their deed of love

Before the priests.

A while he listened sadly; then

Had turned away

(i) Who is 'he' in the extract ? 1 Mark

(ii) Who are 'they' and what were they wrangling about ? 2 Marks

(iii) Why is he sad ? 1 Mark

OR

So I have learnt many things, son,

I have learned to wear many faces

like dresses-homeface,

officeface, streetface, hostface,

cocktailface with all their conforming smiles

like a fixed portrait smile.

(i) Mention two things that the poet had learnt. 2 Marks

5

(ii) Explain : like a fixed portrait smile. 1 Mark

(iii) Is the poet happy about what he had learnt ? Give reasons for your answer. 1 Mark

(b) Answer three of the following questions in about 30-40 words each. 6 Marks

(i) Why does Ben Jonson want to be like a lily and not an oak tree ? 2 Marks

(ii) What do you learn about Hardy's views on war in the poem 2 Marks'The Man He Killed ?'

(iii) What is "dwelling in a puppet's world" according to Tagore ? 2 Marks

(iv) Did the pilgrims empathise with the beggars ? Why did they give alms ? 2 Marks

8. Answer the following questions in about 30-40 words each. 10 Marks

(a) What plan did Maggie devise to cure her mother of her illness ? 2 Marks

(b) Where did Ernest live and why did he come to town ? 2 Marks

(c) Why does Max Mueller say that India is a good place to study the science 2 Marksof languages ?

(d) When convicts were first taken to the Andaman Island, all of them died 2 Markswithout exception. Give two reasons for the same.

(e) It is assumed that the possession of material commodities make people happy. 2 MarksDoes Bertrand Russell agree ? Why / Why not ?

9. Answer any one of the following in about 125-150 words. 10 Marks

"The British could chain the prisoners but not their spirit". Illustrate the truth of the statement withexamples from 'The Andaman Islands'

OR

"Some of the most valuable and most instructive materials in the history of man are treasured up inIndia only" says Max Mueller. Elaborate the statement.


"Money has a corrupting influence on people". Discuss with reference to "The Hour of Truth"

OR

What are the dimensions with which our youth should equip themselves according to Dr. Karan Singhin the lessons 'Youth and the Tasks Ahead' ?

11. Answer the following briefly (30-40 words) 8 Marks

(1) Where did the narrator find the man he was looking for ? (The Face on the Wall)

(2) What was Gandhiji's idea about a "True text book" ? (Gandhiji as a Schoolmaster)

(3) What was Mrs. Wang's idea of resolving the issues concerning wars and disputes ?(The Old Demon)

(4) How can parents of handicapped children make them happy ? 2×4 = 8 Marks(The Future is Now : A Zest for Living)

6

ENGLISH COREClass – XII

Sample Question Paper – IMarking Scheme


Answer Key1. (i) The ACT is against frequent commercial breaks because they lure the children

to long for fashionable toys and unhealthy foods. 1+1 Marks

(ii) The child glued to the T.V. does not have the opportunity to develop hiscommunicative skill, he does not play games which ultimately makes hima less fulfilled individual and his intellectual stimulation is curbed. 1+1+1 Marks

(iii) Adults are able to compare their past and present experiences with whatthey see on the small screen. 1 Mark

(iv) Children have very few real-life experiences. What they see on the TV isa world created by the adult and passed on to them. 1 Mark

(v) The knowledge acquired by watching TV is merely accumulation of factswhere as the knowledge acquired by reading helps the children use theirmind, imaginative and reasoning powers. 2 Marks

1.2 incessant (Para-2) – 1cynical (Para-4) – 1} 3 Marksspouting (Para-6) – 1

Total : 12 Marks

2. (a) Note-makingTitle – Developing Resistance to Suggestion 1 Mark1. Resistance to suggestion can be built upon in two ways

(a) Childr. rely on themselves(b) Not on external stimulatn.(c) Ext. stimulatn.

(i) bad for character(ii) propagandists use it(iii) distators use it(iv) gets addictive(v) dep. on spiritual help

2. How sh. childr. be taught to rely on themselves.(a) self entertainment(b) musical instruments(c) scientific observation.

7

3. Ed. not to take the line of least defence

(a) critically analyses

(b) react to suggestions right way-right time 3 Marks

Key to Abbreviations used

Childr. – children

Stimulatn. – stimulation

Dep. – depends

Sh. – should

Ed. – education

(b) Summary

The summary should include all the important points given in the notes. Marks to be awardedwith the following considerations in view. 3 Marks

Content 2 Marks

Expression 1 Mark

Marks for the title be awarded either in the notes or the summary. 2 + 1 = 3 Marks

Section B : Writing Max. Marks : 35

3. Poster Caption – World Heritage Day 1 Mark

Presentation (Content) 3 Marks

slogan highlighting the need to preserve the monuments.

e.g. Let's preserve the country's architectural heritage.

Our monuments, Our heritage Let's preserve them.

Expression 1 Mark

OR

Advertisement

Title : For Sale

Content : Details of computer

• Size of screen/monitor

• RAM–Floppy drive

• UPS etc.

• Windows 98 or XP etc.

• Expected price

• Contact No.

Expression 1 Mark

8

4. Report

Format – Title name of the writer/reporter

Place, date ½ + ½ Mark

Title – Careers Fair/Career Counseling Seminar

Content – • When ?

• Where ?

• Who organized it ?

• speakers

• highlights of the speakers' message

• any other relevant information 4 Marks

Expression – Spelling, grammatical accuracy 2½ MarksCoherence, relevance 2½ Marks

OR

Factual Description

Content 4 Marks

Expression – coherence and relevance 3 Marks

spelling and grammatical accuracy 3 Marks

Value points – • description of market & context of shopping

• description of terrorists

• panic among people

• scuffle with police 1 × 4 = 4

Total : 10 Marks

Formal Letter

Format – Writer's address, receiver's address, date, 2 Marks

Salutation, subject, complimentary close

Content – • increasing number of coaching centers

• tuitions-a status symbol now

• students compelled to join tuition groups

• parental and peer pressure

• no time for relaxation

• any other relevant point e.g. money involved 3 Marks

Expression – Spellings and grammatical accuracy 2½ Marks

Coherence and relevance 2½ Marks

OR

Job Application

Format – Writer's address, receiver's address, date, subject salutationand complimentary close 2 Marks

9

Content – • Covering Letter

• Reference to advertisement

• brief profile of self

• submission of application

• Resume/bio-data separately as enclosure 3 Marks

Expression – Spellings, grammatical accuracy 2½ Marks

Coherence and relevance 2½ Marks

Total : 10 Marks

Article

Title – The Art of Writing letters

Writer's Name

Content – • instant communication due to technological advancements e.g. E-mails,telephones, mobile etc.

• letter writing – dying art

• forgotten writing letters expressing our feelings and emotions

• letters – personal, use of language

• eager wait for postman missing 4 Marks

• any other appropriate / relevant idea 2 Marks

Expression – • Spellings, grammatical accuracy 2 Marks

• Coherence, relevance 3 Marks

Total : 10 Marks

OR

Speech

Style/Format – Address and name of the speaker at the end 1 Mark

Content – • Life skills & their explanations

• Why is it necessary to impart education of life skills

• How does it affect a student's personality

• Its positive results and advantages 4 Marks

Expression – Spellings, grammatical accuracy 2½ Marks

– coherence, relevance 2½ Marks

Total : 10 Marks

10

Section C : Literature Max. Marks : 45

7. (a) Objectives: to test the students' comprehension of the poem, their ability to interpret, evaluateand respond to the lines of the poem.

Option–1

Value Points :

(i) the peasant 1 Mark

(ii) 'they' are various claimants to the plate of gold like nobles, munshisand hermits. 1 Mark

they are fighting about their relative worhiness to be recipients of the plateof gold 1 Mark

(iii) he is saddened by the hollowness of their claims as none of them had 1 Marksincerely reached out to the poor and needy for pure and unselfishreasons.

Option–2

Value Points :

(i) • to shake hands without genuine warmth

• to speak pleasant words without sincerity

• to wear expressions on his face which mask his true feelings(any 2 points) 2 Marks

(ii) like a smile on a face in a portrait, it appears fixed and lifeless. 1 Mark

(iii) the poet is unhappy about these changes because they have made himinsincere and false and taken away his spontaneity. 1 Mark

7. (b) Questions are to be answered in 30-40 words each.

Objectives : to test students' ability to interpret evaluate and respond tothe poems.

Distribution of Marks :

Content : 1 Mark

Expression : 1 Mark

(deduct ½ mark for exceeding 50 words)

Value points :

(i) unlike the oak which does not bring beauty and light into people's lives although it liveslong, the lily lives only for a day but brings light into our lives because of its perfectionand beauty.

(ii) Hardy is saddened by / disapproves of war which forces people into regarding fellowhuman beings as enemies whom they would have befriended in other circumstances.

(iii) Behaving like brainless puppets/objects who are manipulated by the desires and whimsof the rulers who command and shape their lives.

11

(iv) No, the pilgrims did not empathise with the beggars. They gave them almsbecause they wanted to do good deeds and achieve the lord's blessings.

8. Objectives: to test the students' ability for local comprehension of the prose texts. Questions are to beanswered in 30-40 words.


Content : 1 mark

Expression : 1 mark


Value points :

(a) requests Mr. Gupta to gaze into the crystal in the ring and reassure her mother that her son wasalive and well.

(b) Ernest lived in Shropshire and has come to town to propose to Gwendolen.

(c) • One can study the growth and decay of dialects

• One can study the possible mixture of languages with regard to words and grammaticalelements by studying the many languages of India and their contact with various invadersand conquerors.

(d) • the original inhabitants shot them down, regarding them as enemies.

• climate inhospitable – heavy rains and immense heat-causing tropical diseases thatproved fatal.

(e) No, he does not. According to him, it is admiration and respect which makes people happy. Insome societies this is achieved through material possessions but not in others.

9. Objectives: To test global comprehension of prose texts

Marking Scheme :

Content : 6 marks

Fluency and Expression : 4 mark

(deduct ½ mark for exceeding word limit by 20 words; 1 mark for exceeding by more than 20words.)

Value points :

Option–1

• Kartar Singh refused to appeal against death sentence and was executed.

• Pingale ascended the gallows bravely, seeking God's help for the sacred cause.

• Bhai Parmanand and sixteen others sing songs and remain in good spirits throughout thejourney to Calcutta in spite of fetters and handcuffs and in the barracks there and duringthe sea voyage in the lowest hold of the ship.

• They cope courageously with the cruelty of the notorious jail keeper Mr. Berrie.

Option–2

• Exclusive study of Jew, Greek and Roman thought not enough as India has a wealth ofphilosophy and thought.

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• Fields such as geology, botany, ethnology, archaeology and vedic mythology provide vaststores of knowledge.

• Study of fables of India can lead to research on place of origin as many tales common toIndia and the West.

• Sanskrit study will yield valuable insights into its language and a literature which delvesinto the inner world of mind and spirit.

• Growth and influences on languages and various religions can be studied extensively inIndia.

10. Objectives : To be able to comprehend incidents and evaluate it.

Marking : 1 mark each for the value points given below 4

3 marks for expression. (½ + ½) fluency and accuracy

Value points :

• temptation to get easy money is quite difficult to resist

• materialistic attitude of Baldwin's wife Martha, son John and daughter Evie

• reaction of Martha – she weeps when she finds her husband unwilling to give up hishonesty.

• regards misappropriation of money as a technicality.

OR

• youth must attain physical strength / fitness by undertaking physical training

• intellectual development, youth must have academic ability of the highest order.

• patriotism-youth should have urged for unity and progress of nation

• spiritualism-youth of today should cut across all narrow barriers and distinctions.

11. Objectives : To be able to understand and interpret the ideas contained in the lessons.

Marking : 1 Mark for one value point

1 Mark for expression. 2 × 4 = 8 Marks

Value points :

• On way to Folkstone, on the companion way-for the upper deck of the ship.

• Gandhiji felt that the true text book for the pupil is his teacher

• through dialogue

• by allowing them to define happiness themselves.

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ENGLISH CORECODE NO. : 301

Class – XIISample Question Paper – II


1. Read the passage given below and then answer the questions which follow : 12 Marks

1. From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of alearning process which will determine in large measure the sort of person it will become. Languagestands head and shoulders over all other tools as an instrument of learning. It is language thatgives man his lead in intelligence over all other creatures. No other creature can assemble a listof ideas, consider them, draw conclusions and then explain his reasoning. Man can do all thisbecause he possesses language. And if thought depends on language, clearly the quality of anindividual's thought will depend on that person's language-rudimentary or sophisticated, preciseor approximate, stereotyped or original.

2. Very young babies are soothed by human voice uttering comforting words close to them. Thisessentially emotional response provides early evidence that feeling is an important componentof language learning. Children learn to use language in interaction with other human beings andthis learning proceeds best against a background of affectionate feedback from the person whois closest to them. This is seen to perfection in the interaction between parent and baby : eyeslocked together, the adult almost physically drawing 'verbal' response from the baby, both engulfedby that unique experience of intimate and joyful 'connecting' which sets the pattern of relationshipsbetween two people.

3. Thus, long before they can speak, children are involved in a two-way process of communicationwhich is steadily building a foundation on which their later use of language will be based.Constantly surrounded by language, they are unconsciously building structures in their mindsinto which their speech and reading will later fit-grammatical constructions, tense sequencesand so on. The forms of these structures will depend on the amount and complexity of speechthey hear. The fortunate children are those who listen to articulate adults expressing ideas anddefending opinions. They will know, long before they can contribute themselves that relationshipsare forged through this process of speaking and listening; that warmth and humour have a placein the process, as have all other human emotions.

4. Using books is the most important means of ensuring a child's adequate language development.None of us can endlessly initiate and maintain speech with very small children; we run out ofideas or just get plain sick of it. Their lives are limited and the experience just isn't there toprovide the raw material for constant verbal interaction, without inevitable boredom on thechild's part and desperation on the adult's...

5. Parents and children who share books share the same frame of reference. Incidents in every daylife constantly remind one or the other of a situation, a character, an action, from a jointlyenjoyed book, with all the generation of warmth and well being that is attendant upon suchsharing. All too often, there is a breakdown of communication between parents and childrenwhen the problems of adolescence arise. In most cases this is most acute when the give-and-take

14

of shared opinion and ideas has not been constantly practised throughout childhood. Books canplay a major part in the establishment of this verbal give-and-take, because they are rooted inlanguage.

6. Young children's understanding greatly outruns their capacity for expression as their speechstrains to encompass their awareness, to represent reality as they see it. Shades of meaningwhich may be quite unavailable to the child of limited verbal experience are startlingly talked-to toddler. All the wonderful modifying words-later, nearly, tommorrow, almost, wait, half,lend, begin to steer the child away from the simple extremes of "Yes" and "No" towards theadult word of compromise; from the child's black and white world to the subtle shades and tintsof the real world. The range of imaginative experience opened up by books expands the inevitablylimited horizons of children's surroundings and allowed them to make joyful, intrigued, awe-struck acquaintance with countless people, animals, objects and ideas in their first years of life,to their incalculable advantage.

7. Books also help children to see things from other points of view besides their own as theyunconsciously put themselves into other people's places- 'if that could happen to him, it couldhappen to me.' This imaginative self-awareness brings apprehensions and fears as well asheightened hopes and joys.

8. In books children can experience language which is subtle, resourceful, exhilarating andharmonious; languages which provides the human ear (and understanding) with a pointed andprecise pleasure, the searing illuminating impact of good and true words.

(Adapted from Babies Need Books by Dorothy Butler)

9 Marks(1) List three things that a baby can do from the moment that it is born that 1 Mark

enable it to learn about the world around it.

(2) How does the range of language affect a person's thinking ? 1 Mark

(3) What advantages do children who listen to articulate adults enjoy in 2 Markscomparison with the others ?

(4) Why according to the writer is talking alone an inadequate base for 1 Marklanguage development ?

(5) What is the role of books in maintaining good relationships ? Explain. 2 Marks

(6) Pick out two other advantages of books mentioned in the passage. 2 Marks

(7) Find words from the passage that mean : 3 Marks

(a) Pronounce distinctly (para 3)(b) accompany (para 5)(c) give and take (para 6)

2. Read the passage given below : 8 MarksIf you wish to pursue higher studies without taxing your parents with education debts, it's time to actnow. As education costs escalate every year, it is not feasible for parents to spend the lion's share oftheir savings on your higher education. However, with a number of scholarship programmes availablethese days, you can fund your own studies, at least in part. All that you need is a sound academicrecord and the ability to complete with other candidates. If you are not meritorious, look out for loans,which can be repaid once you have finished your degree.

15

Scholarships

One of the first avenues that students must explore is the National Science Talent Search (NSTS),which is available to students of class V to XII. If you have an interest in Science and can make a goodscience project, apply to the NSTS. "After school, fellowships are available for different levels ofstudy that include science, arts and social science. There are also scholarships available for researchabroad, the information for which is posted to colleges and university departments directly."

For scholarships in the US, enquire at the office of the United States Educational Foundation in India(USEFI) which has an office in New Delhi, Mumbai, Chennai and Kolkata. Similarly, if you wish topursue higher studies in the UK, drop in at The British Council, which has branches all over thecountry. The British Chevening Scholarship is awarded to gifted studies in various disciplines in theU.K. Similarly, Fulbright is a distinguished US fellowship programme for research scholars.

There are also a number of exchange programmes with different countries, provided by the Governmentof India. The German Academic Exchange fellowship invites PG students in bio-engineering, bio-pharmacology, metallurgy, environment science, agronomy, veterinary science, horticulture and animalhusbandry, with two years of teaching or research experience.

Loans

Alternately, you can look for loans, which can be repaid once you start earning. In India, such loansare available from commercial banks and the Life Insurance Corporation of India (LIC), but bothrequire security. "In banks, some security in the form of immovable property or jewellery may have tobe mortgaged, while in the case of LIC, you should have a life insurance policy with premium havingbeen paid for a certain number of years."

If you seek loans to study abroad, such as in the US, you must have a US citizen co-signer and youshould have already taken admission in US university. The whole process requires a lot of hard work,merit and self-motivation, but once you complete your degree, self-funding can be extremely rewarding.

(a) On the basis of your reading of the above passage make notes on it using 5 Marksheadings and sub headings. Use recognizable abbreviations wherevernecessary

(b) Write a summary of the above passage using the notes in 80 words. Also 3 Markssuggest a title.


3. You are Anil/Anita, the school captain of Orchids International School. You wish to 5 Markscall a meeting of the Students' Council to discuss the measures to be taken to checkthe explosion of crackers in the school premises during Diwali time. Draft the Noticein not more than 50 words.

OR

You are Ankit/Aditi School Captain of Pratibha Vikas Vidyalaya. You have decided tocelebrate "The Grand Parents Day" in school. Draft a formal invitation to be sent tothe grandparents of students of your school giving details of the programme, day dateand time etc. (50 words)

4. You attended a seminar conducted by Swami Krishnanada. The seminar was on the 10 Marksbenefits of Yoga for heart ailments and the need to practise it for good health. Write areport about it for your newspaper. (100–125 words)

16

OR

You have been going for morning walks in a nearby park. A number of people of allages come to the park for jogging, meditation, yoga and morning walks. Describe thescene of the park in about 100-125 words.

5. You saw the following advertisement in the Times of India. You think you are eligible 10 Marks to apply for the post mentioned. Write an application in response to the advertisement.

Applications are invited by Sundaram Business Services a division of SundaramFinance Limited. For the post of HEAD-HR, a middle management position,reporting to the Head of the Division, in Chennai.

Applicant should be around 35 years of age with postgraduate qualification in HRfrom a reputed institution, should have minimum five years experience in HRfunctions. Should be conversant with the best HR practices in the industry andshould have implemented robust performance monitoring/appraisal system andproductivity linked incentive schemes.

Apply with full particulars and the emoluments expected, within a week to chiefHR Manager, Sundaram Business Services, No.-05, Shanti Colony, Arya Nagar,Chennai-04

OR

Write a letter to the Editor of 'The Hindustan Times' drawing attention of the concernedauthorities towards the ill maintained bus-stands in your area. Give your suggestions.You are Juli/Jalaj of B-II Vasant Kunj, Lucknow.

6. Tourism as in industry is flourishing at the global level yet in our homes we do not 10 Markshave time to entertain our guests with warmth and true hospitality. Guests are nolonger the goods as they were thought to be in earlier times. Write an article, discussingthe present day preoccupations of the people with themselves (for your schoolmagazine) (150-200 words).

OR

Children usually come to school without taking breakfast in the morning. This habitaffects adversely the performance of students in academics and sports. Write a speechin about 150–200 words to be given in your school assembly giving the benefits oftaking breakfast.

Section C : Literature Max. Marks : 457. (a) Choose any one of the following extracts and answer the question given 4 Marks

below it :

To her fair works did Nature link

The human soul that through me ran;

And much it grieves my heart to think

What man has made of man.

(i) What does the poet describe as Nature's 'fair works' ? 1 Mark

(ii) Explain Wordsworth's concept of nature as described in these lines. 1 Mark

(iii) What is the reason for his grief ? 2 Marks

17

OR

But ranged as infantry

And staring face to face

I shot at him as he at me

And killed him in his place

(i) Who are 'I' and 'him' in this extract ? 1 Mark

(ii) Where were they and in what circumstances had they met ? 2 Marks

(iii) What might have they done if they had met in different circumstances ? 1 Mark

(b) Answer three out of the following questions in about 30-40 words each. 6 Marks

(i) What does the poet of 'Once upon a Time' want to relearn ? Why ? 2 Marks

(ii) How, according to Rabindranath Tagore, are the 'shackles of slumber' 2 Markspreventing people from becoming free ?

(iii) Bring out the contrast between the peasant and the other claimants to the 2 Marksplate of gold in Leigh Hunt's poem.

(iv) What kind of balance does the poet advocate in the poem 'Once upon a time'? 2 Marks

8. Answer the following questions in about 30-40 words each. 10 Marks

(a) Why does Bertrand Russell hold machines responsible for the greater ferocityof war ? Give two reasons.

(b) What impressions did Alice's mother have about India ?

(c) What was the effect of the Brahmo Samaj on the movement of the emancipationof women ?

(d) What was Lady Bracknell's observation after her visit to Lady Harbery ?(The Importance of Being Ernest)

(e) When does the blind man realize that he has been recognized ?(A Man Who Had No Eyes)


Describe the contributions made by women to the creation of modern India and thereforms that have helped in improving their status. (The Awakening of Women)

OR

Parsons and Markwardt have completely different outlooks towards life. Describe thedifference in the outlook. (A Man who had no Eyes)


In "The Bet" who emerges as a better human being-the lawyer or the banker ?

OR

How does the Yellow river play a significant role in the life of Mrs. Wang ?

11. Answer the following briefly (30-40 words) 8 Marks

(1) Why did Gandhiji hit the boy when he was in the Tolstoy farm ? What impact did it have on Gandhiji?

(2) Why is there a need for the youth in this nuclear age to be academically inclined ?

(3) How did Mr. Baldwin manage to be loyal to Mr. Gresham without sacrificing his principles ?

(4) Give a reason to show how Barin was conscious of his public image.

18

ENGLISH COREClass – XII

Sample Question Paper – IIMarking Scheme


Answer Key1. (1) Sight, sound and sensation 1 Mark

(All three to be included)

(2) • helps assemble a list of ideas• consider these ideas• draw conclusions based on these ideas• explain his reasoning ½+½ Marks (Any two)

(3) • learn to use lang. for interaction with other human beings• lang. becomes a unique experience of joy• helps build relationship with other people 2 Marks (Any two)

(4) Talking alone is inadequate because• child is not always exposed to a complexity of speech if the adult is not articulate. (1)

(5) Parents and children who share books• share situations• share characters• share action

This fosters a good relationship that will grow into adolescence.

(6) • Children are exposed to a range of vocabulary• imaginative experience expanded• see/things from other points of view• creates self awareness. (2)

(Any two advantages)

(7) (a) Pronounce distinctly (para 3) articulate(b) accompanies (para 5) - attendant(c) givke and take (para 6) - compromise 3 Marks

2. Title : No Longer a Burden

Notes

(1) Scholarships available

(a) sound academic record

(b) ability to compete

(c) some loans repayable after degree

19

(2) Scholarship lists(a) NSTS

(i) Class V-XII(b) Res. abroad

(3) Scholarships abroad(a) U S E F I(b) B C(c) Fulbright(d) Commonwealth(e) Paul foundation

(4) Exchange programmes

(a) For. exchange

(i) Bio.-eng.

(ii) Bio. pharm.

(iii) Met.

(5) Loans

(a) LIC

(b) Banks


NSTS – National Science Talent Scholarship

Res. – Research

USEFI – United State Educational Foundation in India

B C – British Council

For. – Foreign

Bio.eng. – Bio Engineering

Bio-Pharm – Bio Pharmacology

LIC – Life Insurance Corporation of India

Met. – Metallurgy

3. Notice

Format – Title, Date, Signature with designation 1 Mark

Content – (a) Where ?

(b) When ?

(c) For whom the meeting is being held

(d) Agenda 2 Marks(Word limit – 50)

Expression – coherence, relevance 1 Markspellings, grammatical accuracy 1 Mark

20

Title : The Grand Parents Day

Content : • issue invitation

• day, date, time

• venue

• programme

• special invites

Expression : cohernce, relevance, spellings, grammatical accuracy

Total : 10 Marks

4. Report

Format – Title, writer's name (place and date optional) 1 Mark

Content – • seminar

• where

• when

• duration

• organized by whom

• benefits for heart problems

• why we need to practise it 4 Marks

Expression – coherence, relevance, spellings, grammatical accuracy 2½ Marks2½ Marks

OR

Factual Description

Value Points :

Content – • park - its situation, morning scene, cool breeze, greenery etc. 6 Marks

• variety & no. of people.

• various activities in the park

• over all impact of morning walk

Expression – coherence, relevance, spellings, grammatical accuracy 4 Marks

Total : 10 Marks

5. Letter

Format – writer's address, receiver's address, date, subject, salutation andcomplementary close. 2 Marks

Content – • covering letter

• reference to advertisement

• brief profile of self

• submission of application

• resume / bio-data separately as enclosure. 3 Marks

Expression – spellings, grammatical accuracy, relevance 2½ Markscoherence, cohesion 2½ Marks

21

OR

Format – Writer's address, receiver's address, date, subject 2 Marks

salutation and complimentary close, subscription

Contents – • bus stands-their pathetic condition littered, broken 2 Marksdilapidated, hot, no shelter from sur or rain.

• proper sheltered bus stands, water arrangements, 3 Marksdustbins-if possible telephone booth.

Expression – spellings, grammitcally accuracy coherence, relevance 2½ Marks

Article

Format – Title, writer's name

Content – • attitude towards guests in earlier times

• present day scenario - fast paced, nuclear families, busyschedules and hence practically no time for guests...

• growing self-centeredness

• Tourism - growing industry; economic gains

• Contrast in the two attitudes.

• any other relevant idea 4 Marks

Expression – Coherence, relevance 2½ Marksspellings, grammatical, accuracy 2½ Marks

OR

Speech

Style/Format – Address and name of the speaker at the end or beginning 1 Mark

Content – (1) • Description of students who do not have breakfastin the morning

• fall down on ground in assembly

• can't stand for a long time

• feel tired after playing or mass physical exercise.

• sleepy and drowsy during morning hours

• cannot concentrate on studies.

(2) Compare with students who have breakfast

• Active throughout

• more energetic

• can concentrate more etc. 4 Marks

Expression – spellings, grammatical accuracy 2½ Marks

– coherence, relevance 2½ Marks

22

7. (a) Objectives: To test the students' comprehension of the poem, their ability to interpret, evaluateand respond to the lines of the poem.

Option–1

Value Points :

(i) To the flora and fauna around 1 Mark

(ii) Nature has established her link with Man through her beautiful 1 Markcreations. Man must learn to commune with Nature and appreciatethe wornders of Nature.

(iii) The poet grieves because Man has failed to understand the link 2 Markswith Nature. He, in the name of progress, dissatisfies Nature bydestroying the beauty around.

Option–2

Value Points :

(i) Two mercenary soldiers on opposite siders in a war. 1 Mark

(ii) They are at a war front fighting for their countries. 2 Marks

(iii) If they had met elsewhere they would have exchanged pleasantries, 1 Markgot one another a drink.

(iv) The poet says that life is full of both joy and sorrows. The balancebetween the good moments and the painful ones needs to beconstantly maintained.

(b) Questions are to be answered in 30-40 words each.

Objectives : To test students' ability to interpret, evaluate and respond tothe poems.


Content : 1 mark

Expression : 1 mark


Value points :

(i) The poet wants to relearn to smile with genuine warmth at people, because he has becomehypocritical. He pretends to have feelings which he doesn't have.

(ii) Chained to ignorance and unwilling to take the risks and forge ahead, the people areprevented from becoming free-free to act, to surge ahead.

(iii) Peasant - genuine compassion, loves humanity. No greed for money. Other claimants-greed for money makes them pretend to be compassionate.

8. Objectives : To test the students' ability for local comprehension of the prose texts.


Content : 1 mark

23

Expression : 1 mark


Value points :

(a) machines make larger armies possible

• they facilitate a cheap press which fans people's emotions for war

• they starve the anarchic, spontaneous side of human nature which then 2 Marksfind an outlet in war (any two)

(b) that India is full of dangers in the form of tigers and snaskes or diseases 2 Markslike cholera and malaria.

(c) limited impact on some sections only - women broke rules of purdah 2 Marksand moved freely in society.

(d) Lady Bracknell's observations is that Lady Harbury seems to be living entirely 2 Marksfor pleasure.

(e) When Parasons tells him that the story was the other way round and calls 2 MarksMarkwardt by his name.

9. Objectives : To test global comprehension of prose texts

Marking Scheme :

Content : 6 Marks

Fluency and Expression : 4 Marks

(deduct ½ mark for exceeding word limit by 20 words; 1 mark for exceeding word limit bymore than 20 words.)

Value points :

Option–1

• Women participated actively in non-cooperation movement-picketedliquor shops, enforced boycott of foreign cloth, undertook civildisobedience.

• equal participation in freedom struggle gave them the position of equalityand released them from social bondage.

• Women were appointed to high posts in independent India and servedas governors, ambassadors etc. 3 Marks

• legislative reforms have further enhanced their status - e.g. right toindependent property, freedom of marriage, right to education andemployment, raising of age of consent for marriage, prevention ofdedication of women to temple services etc. 3 Marks

Option–2

Parson's outlook

• positive, optimistic

• overcomes his handicap by working hard

24

• does not indulge in self pity

• self sufficient & independent

• Mardwardt's outlook

• pessimist

• does not try to overcome his handicap

• exploits his handicap and indulges in self pity

• becomes a parasite

10. Objectives : To be able to comprehend incidents and evaluate it.

Marking : 1 Mark for each value point (4 points)

3 Marks for expression. (1½ + 1½ accuracy and fluency)

Value points :

Lawyer

reasons : • desire for money vanishes

• magnanimous in allowing the banker to declare himself the winnerby leaving the place five minutes in advance.

• reading a lot of books had transformed him

OR

Value Points :

Association with the river—

• spends evening with her husband besides river bank

• river responsible for her husband's death

• river causes havoc in the village

• she guards her village with the help of the river to ward off the Japanese.

11. Objectives : To be able to interpret, infer the incidents in the stories.

Marking : 1 Mark for one value point

1 Mark for expression.

Value points : (1) • Gandhiji became angry and exasperated ½ Mark

• he repented for his act. ½ Mark

(2) to repay their debt to society,

(3) he didn't succumb to temptation

(4) though he desperately wanted to confess to Pulak he didn't because he thoughtof his fans and admirers.

25

FUNCTIONAL ENGLISHCODE NO. : 101

Class – XIISample Question Paper – I


1. Read the following passage :

1. I had submitted across an article 'Reforming our education system' recently wherein the needfor our educational system to shift its focus from insisting upon remembering to emphasizing orunderstanding was stressed upon.

2. This article brought back the memory of an interesting conversation between my daughter andmyself in the recent times wherein I had learnt that Economics and Physics were a few of themost difficult subjects for her as she had to mug up the answers. Though I offered to help her outwith the immediate problem on hand, I learnt subsequently that many a time it pays to mug upthe answer properly, because the teachers find it easier to evaluate that way. It seems the moredeviation there is from the way the sentences are framed in the textbook, the more risk one runsof losing marks on that count many a time.

3. This reminded me of a training session I had attended at work wherein we were required tocarry out an exercise of joining the dots that were drawn in rows of three without lifting the penand without crossing the trodden path more than once. Thouse the exercise seemed quite simplealmost 95 percent of us failed to achieve the required result, no matter how hard we tried. Theinstructor then informed us cheerily that it happned all the time, because the dots that appearedto fit into a box like formation do not allow us to think out of the box. That was when I realizedthat all of us carry these imaginary boxes in our minds thanks to our stereotyped upbringing thatforces our thinking to conform to a set pattern.

4. "What is the harm in conforming as long as it is towards setting up a good practice". Someonemight want to ask. Perhaps, no harm done to others but to the person being confined to "think byrote". It may mean being deprived of rising to the heights he/she is capable of rising to, evenwithout the person being aware of the same.

5. If we instill too much of fear of failure in the children right from the young age, the urge toconform and play safe starts stifling the creative urge which dares to explore, err and exploreagain. As we know, most of the great inventions were initially considered to be most outrageousand highly impractical. It is because the persons inventing the same were not bothered aboutbeing ridiculed and were brave enough to think of the unthinkable these inventions came intobeing.

6. For many children studies are the most boring aspect of their lives. Learning instead of becomingfun, is being considered the most mundane and avoidable activity thanks to the propagators ofan educational system that is more information oriented than knowledge oriented. Too much ofsyllabus, too many students per teacher, lack of enough hands on exercises, teaching as a routinewith the aim of completing the syllabus in time rather than with a goal of imparting knowledge,the curriculum more often than not designed keeping in view the most intelligent student ratherthan the average student. The peer pressure, great expectations of the parents in an extremely

26

competitive environment, the multitude of distractions in an era of technological revolution areadding further to the burden on the young minds.

7. For a change, can we have some English/Hindi poems ickle, tickle and pickle the young mindsand send them on a wild goose chase for the pot of gold at the end of a rainbow ? Can we havelessons in History that make the child feel proud of his heritage instead of asking him to mug upthe years of the events ? Can the physics and chemistry lessons be taught more in the laboratoriesthan in the classrooms ? Can a system be devised so as to make the educational excursionscompulsory in schools so that visits to historical/botanical places are ensured without fail ? Canthe educational institutes start off inter school projects on the Internet, the way the schoolsabroad do, so as to encourage the child to explore on her own and sum up her findings in theform of a report ?

8. Finally, can we make the wonder of the childhood last and get carried forward into the adulthoodinstead of forcing pre-mature adulthood on children ? I, for one, have realized that it is worthdoing so, hence I have asked my child to go ahead by choosing to write the answers on her own,in her own language by giving vent to her most fanciful imagination!

Source : The Hindu

1.1 On the basis of your understanding of the passage answer the following : 8 Marks

(a) What does the article "Reforming our Education System" emphasise ? 1 Mark

(b) What exercise was the author given in her training session ? 1 Mark

(c) What are the "imaginary boxes" that are referred to here ? 1 Mark

(d) What is the likely harm that may occur if a person is taught to always 1 Markthink by rote ?

(e) List the factors that have made learning a very boring process ? 2 Marks

(f) Give at least four suggestions the author gives for making schooling 2 Marksinteresting.

1.2 Pick out the words from the passage which mean the following : 4 Marks

(a) Later (para 2)

(b) Conservative (para 3)

(c) In the beginning (para 5)

(iv) Ordinary (para 6)

2. Read the passage given below :How do we build a peaceful world ? This question demands an answer. The causes of war are many :economic, political, social, thnic and religious causes. But most people would not include televisionto be among them. Let us look at the entertainment industry, movies and television in particular andnotice the amount of violence that is offered as entertainment. If the general public watches violencenight after night, year after year, the world will be a violent place.

In order to understand the connection it is important to review the nature of the mind. The mind of manis like a computer; what you put in is what you get out, "Energy follows thought". You may believethat you are responsible for what you do but not for what you think. The reality is that you are responsiblefor what you think because what you think determines what you are. You cannot change yourself bychanging your behaviour and keeping your old thoughts. But you can change your mind; and this iswhere real change comes from. Your mental world is the only thing over which you have complete

27

control.

Thoughts are a subtle form of matter. The problem with violent images on television is that theycombine thought and emotion, which gives the image more power. Listen to a violent TV programmefrom the next room and notice the role of music in controlling your emotions. The audience is playedwith like a puppet on a string. Do you find that honourable ? When the TV show is over and you turnit off, these thoughts are still with you. Did the experience make you a better person ? How manyyears will you carry the memory of those images around with you ?

It is an old saying that the hand that rocks the cradle controls the destiny. If television is the modernday babysitter, then the quality of the images determines man's destiny. Should we be teaching ourchildren that violence is an acceptable solution to the problems of life ? The subconscious mindaccepts whatever is offered to it if impressed with repetition and intense emotion. "As a man thinkethin his heart, so is he".

Mankind is halfway between an animal and a God. Violence is a part of the animal world and thereforean integral part of man's past. War was the constant state of primitive man; peace is the measure of theadvancement of civilization. Freewill, or the ability to choose, is humanity's most precious possession.When you choose to be entertained by violence you are strengthening the animal nature within you.When you refuse to be entertained by violence you are treading the part of discipleship. A disciple issomeone who consciously works on himself. The pat of discipleship is also called the path of purification.At some point in the evolution of consciousness the individual chooses to weed out the elements of theanimal nature like anger and fear and begins to build into his consciousness the divine qualities likeharmlessness and compassion. The journey from seaweed to divinity is inevitable. You cannot changethe destination; but you can choose to go quickly or slowly, to go forward or back. Divine consciousnessis your inheritance, but to make the journey you must leave the animal nature behind.

Habit is one tool that humanity can use for advantage. Everyone who has learnt to play a musicalinstrument or a sport knows the value of practice and more practice. If you make it a habit to practiceyour music one-hour a day you will improve. If you watch violence every day you are tuning yourinstrument to resonate with violence. Is this what you want ? Discipleship is hard work because it isbecoming conscious in areas of life that previously were unconscious. Habit can be consciously usedto speed us along toward our goal. Be a disciple, turn off the T.V.

By Michale Virat

(a) On the basis of your reading of the above passage make notes on it using 5 Marksheadings and sub headings. Use recognizable abbreviations wherevernecessary

(b) Write a summary of the above in 80 words using the notes. 3 MarksSuggest a title for your notes.


3. Design an advertisement for a newly launched health drink manufactured by Health 5 MarksCare Pvt. Ltd. (50 Words)

OR

The Dramatics Club in your school is staging the play "Teacher, Teacher" ? Design aposter for the school display board.

28

4. You are Aditya/Alka. Write a letter to KCG Infotech, Pune asking for details regarding 10 Marksa summer course in Multimedia offered by them. (80-100 words)

OR

Write a letter to the Editor of a National daily on the increasing beggar menace atimportant tourist spots. Suggest suitable measures to curb this problem (125-150 words)

5. Based on the poll findings published in a daily write an article on what you consider 10 Marksis true success for Teen views a monthly magazine. You are Vikram / Vaishali (200words)Metro Monitor

How important is success in life ?

What are the important signs of success ?

Owning expensive car 7%

Travelling on holiday frequently 1%

Being satisfied with life / happy with who you are 10%

Shopping at expensive / prestigious stores 2%

Having latest appliances and kitlchen equipment 0%

Making the important decisions of your life 10%

Having a successful career of your own 25%

Wearing expensive clothes 2%

Giving large contributions to charity 4%

Being knowledgeable about current events 3%

Owning a lot of jewellery 6%

Owning a home 12%

Being a well-known personality 6%

Having a successful spouse 7%

Having successful children 5%

As the reporter of Daily Mirror write a report on the DEAR (Drop Everything And 10 MarksRead) Programme launched in all the Government and Public Schools to revive thereading habit among students. (200 Words)

Section C : Grammar Max. Marks : 20

6. Rearrange the following sentences sequentially to make complete sense. 5 Marks

(a) That day there were seven radio warnings about ice but the Titanic did not slow down.

(b) The White Star Shipping Company was proud to tell the world in 1912 that the world had neverseen a ship as large and safe as its new Titanic.

(c) By the time the crew saw a large iceberg straight ahead, it was too late to avoid it completely.

(d) By the end of the fifth day, the ship made good progress and it was not far from the coast of America.

(e) After it left Southampton, it sailed first to Ireland and then to America.

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7. The following passage has ten errors. Identify the errors in each line and 5 Markswrite them along with the corrections as shown in the example.

Summer internships were earlier confined with / to

(a) only all disciplines and taken up---------------------------------------------(b) to reinforce that students learnt ----------------------------------------------( c) in his regular curriculum. Colleges------------------------------------------(d) now encourages students of arts and ----------------------------------------(e) humanities to take up smaller jobs ------------------------------------------(f) in fitting environments to motivating ---------------------------------------(g) them into learn more about their --------------------------------------------(h) subject for study. Sometimes the --------------------------------------------(i) experience must turn out to --------------------------------------------------(j) being lucrative too. ------------------------------------------------------------

8. The National Trust was set up in 1895. It was established to save places of beauty orspecial interest for the British public to see and enjoy. It has been doing this now for overa hundred years and during that time, it has become the owner and protector of 4,00,000hectares of a beautiful landscape alongwith a third of Britain’s coast. In addition, manyof the country’s best old country houses and gardens have been given by their owner tothe National Trust for protection.

Imagine you are a journalist who is about to interview the Director of the National Trust.Frame ten questions for your interview. 5 Marks

For example: When was the National Trust set up?

(Begin your question with any of the following : why, how what, are; is ,do, does, when ... )

9. The gardener tells Dev/Devina about planting a sunflower. Use the information given belowto construct a dialogue between the two.

Make five sets of exchanges. 5 Marks

1. Want to plant sunflower - can you helpSure-fill small plant pot with compost

2. What to do nextPress sunflower seed

3. What after thatWater plant

4. How often to water it ?Daily and keep in sun,

5 How long to flowerTake about a month

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Section D : Literature Max. Marks : 35

10. Read the following extract and answer the questions that follow: 7 MarksBut her hands are a wet eagle'stwo black pink-crinkled feet,one talon crippled in a garden trapset for a mouse.

(a) Whose hands are described here? 1 Mark(b) What are talons? In this context what does talon refer to? 2 Marks(c) How did ‘the talon’ get crippled? 2 Marks(d) Identify the figure of speech in the first line and explain 2 Marks

OR

When he beats his bars and would be free. It is not a carol of joy or glee;But a prayer that he sends from his hearts deep core. 7 Marks

(a) Name the poem and the poet. 1 Mark(b) Identify 'he'. What does 'he' symbolize? 2 Marks(c) Why doesn’t 'he' sing a joyful song? 1 Mark(d) What is his prayer? 2 Marks(e) What is a carol? 1 Mark

11. Answer any two of the following in about 50 words each: 4 × 2 = 8 Marks(a) In the poem Survivors how does the poet bring out the brutality of war? Cite any three vivid

examples.(b) Bring out the significance of the title ‘Curtain’ written by Helen Spalding.(c) In the poem Ars Poetica MacLeish says 'A poem should be palpable and mute as a globed fruit'.

Identify the figure of speech and explain.

12. Answer any one of the following in about 80 to 100 words. 5 Marks

In ‘An Adventure Story’ the Queen Mother talks of the devil in Alexander that wouldn’t let him rest.What does she mean by this and how does her assessment of Alexander come true?

OR

What did Mr. White wish for while holding the monkey’s - paw? Did his wish come true? Commenton the uncanny coincidence.

13. Answer any two of the following in about 50 words each 4 × 2 = 8 Marks

(a) How did Robichon enthrall the audience at Appeville-Sous-Bois?(b) When she reached her house, Mrs. Malik did not want to get down from the car. Bring out the

irony in this situation?(c) How does Einstein define a truly successful person?

14. Answer any one of the following in 100-125 words 7 Marks

Lisa Belagorskaya sits down to write her diary after she had received the letter informing her of thedeath of Major Doronin. Going over the events of her life, she was struck by the fact that play actingwas her destiny on and off the stage. Write her diary entry.

OR

The narrator of ‘What’s your Dream’? is a successful writer today. Speaking at the launch of his newnovel he recalls the advice given to him by the old beggar. Write his speech.

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FUNCTIONAL ENGLISHClass – XII

Sample Question Paper – IMarking Scheme


1. Objectives• to understand the writers attitude and bias• to develop the ability to comprehend language as required in related fields (education)

• to develop the ability to form opinions

1.1 (a) It had emphasized the need for shifting education from remembering to understanding.

(b) They had to join dots that were drawn in rows of three without lifting the pen and withouterasing the same path.

(c) These are ways of thinking that we cannot change.

(d) There is the likelihood that such a person may never rise in his ability to think.

(e) Too much syllabus

• Too many students per teacher• No hands on exercise• Curriculum designed for the bright child only

(f) Funny poems

• Science involving words• History as stones.• More lab-work• More excursions• lnterschool projects on internet.

1.2 (i) subsequently iii. initially(ii) stereotyped iv. mundane

2. Objectives

• to develop the skill of taking down notes from talks and lectures• to develop the extracted ideas into sustained pieces of writing.

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(a) Note: Building a Peaceful World

(1) Causes of war

(a) eco.(b) pol.(c) soc.(d) ethnic(e) rel.

(2) Nature of the Mind

(a) like a computer input and output

(b) man resp. for what you do

(c) what you do result of what you think.

(3) Violence on T.V.

(a) emotion and thought exploited

(b) Resides in the memory

(c) T.V. modern day baby sitter

(4) Man and Animal

(a) Primitive man ass. with war

(b) Violence that entertains exploits animal in man

(c) Man who weeds out violence moves towards discipleship.

(5) Habit a tool

(a) habit is practice

(b) choose what to practice

(i) violence

(ii) discipleship

Key to abbreviations used

Eco – economics

Resp. – responsible

Pol. – political

Rel. – religions

Soc. – society

T.V. – television

Cons. – concedes

Ass. – associated

Marking :

Title – 1 mark Abbreviations/symbols (any 4) 1 Mark

Content – (minimum 2 subheadings with proper indentation and notes) 3 Marks(a) cons. practice.(b) the notes shown be used to make the summary. 3 Marks

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Marking :

Content 2 marksExpression 1 mark

Section B : Advanced Writing SkillsMax. Marks : 25

3. Option–lObjectives : To design a display advertisement in an effective and attractive style.

Marking : 5 Marks

Content : • Any four points carry ½ mark each.

• name of drink

• type of drink

• name of manufacturer

• unique selling point of drink

• launch from where, price (optional)

Expression : 3 Marks

Note: Credit should be given for creativity in presenting ideas, coherently and clearly

OR

Option–2

Objective : To use an appropriate style to draft a poster.

Marking : 2 Marks for content

3 Marks for expression

Note: Credit should be given for creativity in presenting ideas coherently and clearly.

Content : The following points carry ½ a mark each

• name of play, playwright

• when (date, time)

• where (venue)

• who (participation)

• highlights (optional)

4. Option–l

Objectives : • to write a formal letter using the appropriate style and format

• write a letter seeking information

Marking :

Format : Writer’s address, receiver’s address, date, subject,

salutation and complementary close. 2 Marks

Content : • introducing oneself

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• details of information required

• reasons for seeking information

• how is information to be sent and where 3 Marks

Fluency 2½ Marks

Accuracy 2½ Marks

OR

Option-2 10 Marks

Objectives : • to write a formal letter

• to articulate one’s views on a social issue.

Marking :

Format : writer’s address, receiver’s address, date, subject, salutation and

complementary close. 2 Marks

Content : • increasing number of beggars at places of tourist interest

• effects - poor impression of country on foreign visitors

• spoil the beauty of the place

• lead to crimes and increase in number of criminals

• suggestions for removal of beggars e.g.

• providing homes and employments

• taking stem action against beggars found begging

• any other relevant idea 3 MarksFluency 2½ MarksAccuracy 2½ Marks

5. Option–lObjectives : • to write in an appropriate style 10 Marks

• to plan, organize and present ideas coherently

• to transact information from visual to verbal form

• to analyze given information and arrive at conclusions

Marking:

Format : Title and Writer’s name 1 MarkContent : Credit should be given for the candidate’s creativity in presenting his/her ideas.

However the following points should be included :• definition of true success

• instances, examples of persons who have achieved true success

• refer to survey conducted

• interpretation and discussion of information given

• compare with actual measure of success 4 Marks

Fluency 2½ marks

Accuracy 2½ marks

35

OROption–2Objectives : • to write in an appropriate style

• to plan, organize and present ideas coherently

• to transcode information from visual to verbal form

• to analyze given information and arrive at conclusions

Marking :

Format : Heading, writer’s name; date and place (optional) 1 MarkContent : • details of project

• when held

• where

• why / purpose

• who organized it ?

• highlights of the programme

• chief guest if any

• any other relevant idea 4 Marks

Fluency 2½ Marks

Accuracy 2 ½ Marks


6. Objective : to be able to present ideas in grammatically correct sequence.

Marking : 1 mark for every correct answer. 5 Marks

Answer : 1. The White Star Shipping Company was proud to tell the world in 1912that the world had never seen a ship as large and safe as its new Titanic.

2. After it left Southampton on its first and only trip, it sailed first to Irelandand then to America.

3. By the end of the fifth day, the ship made good progress and it was notfar from the coast of America.

4. That day there were seven radio warnings about ice but Titanic did notslow down.

5. By the time, the crew saw a large iceberg straight ahead; it was too late toavoid it completely.

7. Objective : to use grammatical items appropriately. 5 Marks

Error Correction

(a) all–some / certain

(b) that–what

(c) his–their

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(d) encourages-encourage

(e) smaller..small

(f) motivating-motivate

(g) learn–learning

(h) for–of

(i) must–can

(j) being~be

Marking : ½ Mark each 5 Marks

8. Objectives : to understand the context and frame relevant and appropriate questions.

Marking : ½ mark for every accurate question framed.

No marks to be awarded if there is any inaccuracy.

Sample Questions :

Example : (1) When was the National Trust set up?

(2) Why was it established?

(3) How many hectares of land does it protect?

(4) What sort of monuments does it protect?

(5) Are all the monuments owned by the government?

(6) Do other orgfu1izations of this type exist in Britain?

(7) Do you charge any fee from the visitors?

(8) Are you funded by the British government?

(9) What are your plans for the future?

(10) Are there any plans for setting up other such Trusts?

9. Objective : to be able to extend a situation into a meaningful dialogue

Dev : I want to plant sunflowers. Can you help me? 5 Marks

Gardener : Sure, fill a small pot with compost first. Dev, What do I donext?

Gardener : You should press a sunflower seed into it.

Dev : What should I do after that?

Gardener : You should water the seed.

Dev : How often should I water it?

Gardener : You should water the plant daily and keep it in the sun.

Dev : How long will it take for the plant to flower?

Gardener : It will take about a month for it to flower.

Marking : ½ mark for each correct dialogue provided it is accurately and appropriatelyexpressed.

37


10. Objective : to test students’ comprehension of poetry local, global, interpretative,

inferential, and evaluative. 7 Marks

Option–I

(a) The poet’s mother’s hands are described here. 1 Mark

(b) Talons are the claws of birds of prey like the eagle. 1+1 Mark

In this context talon refers to mother’s fingers.

(c) In a garden trap set for mouse. 2 Marks

(d) metaphor mother’s hands are a wet eagle’s pinkcrinkled feet. 1+1 Mark

Option-II 7 marks

(a) Sympathy by Paul Laurence Dunbar. 1 Mark

(b) ‘he’ refers to the caged bird.

He symbolizes man in bondage. 2 Marks

(c) The bird is not happy being behind bars. 1 Mark

(d) His prayer is a plea to God seeking freedom. 1+1 Mark

(e) A carol is a religious song of joy and praise. 1 Mark

11. Objective : to test students’ comprehension of poetry - local and global.

Marking : Content : 3 marks

Expression : 1 mark

(a) Scared faces/dreams drip with murder/shock has caused stammering

(b) The poem vividly draws the curtain of separation between two younglovers. The lady bids goodbye yet is unable to overcome the grief ofseparation. However the separation has happened and she has realized itis time to draw the curtains. Hence the title is apt.

(c) Simile/The poet compares a poem to a globed fruit. Like a fruit that istasty and delicious a poem must be appealing to the senses. The readermust understand the meaning of the poem, readily. The poem must be asdelectable as a fruit.

12. Objective : to test the students’ ability to comprehend plays, understand character,evaluation and interpret character’s state of mind at different moments.


Expression : 2 mark

Option–I : The Queen Mother refers to the lust for power in Alexander as the devil. Herassessment of him is quite true. Even when she says ‘the devil will conqueryou’ Alexander is unfazed. He replies that it wouldn’t matter if the devilconquered him because he would conquer the world. He expressed his desireto conquer India and told the Queen that to him it was action that was important.It was ‘doing’ that mattered to him in this world.

38

Option–II : Mr. White wished for two hundred pounds. He did get two hundred pounds.The uncanny coincidence was that the very same night Herbert dies at hiswork spot and the company offers a compensation of 200 pounds.

13. Objective : to test students’ ability to comprehend, interpret and evaluate prose texts


Expression : 1 mark

(a) by impersonating Jacques Roux- Robichon entertained the audience withhis hideous anecdotes. He elaborated on the agonies of the condemnedand mirrored the last moments of the guilty. His remorseful speech leftthe audience spell bound.

(b) All her life Mrs. Malik was eager to live in her house but when the actualmoment arrived she was hesitant.

(c) A truly successful man is one who gives as much as he receives.

14. Objective : • to test students’ ability to comprehend prose texts globally, interpret andevaluate them.

• to test students’ ability to extrapolate.

Option–l

Lisa’s diary entry Value Points 7 Marks

• worshipped acting

• proposal and rejection

• meets Major Doronin

• her letter and his reply

• confesses her love

• after the news of his death performs on stage

• is applauded

• realizes that play-acting is her destiny

Option–II : • Speech

• Value points

• advice given by the beggar

• have a dream

• work for your dream

• move towards it all the time

• don’t take other people’s dream

• don’t aspire for more

• avoid greed

39

FUNCTIONAL ENGLISHCODE NO. : 101

Class – XIISample Question Paper – II


1. Read the following passage :

1. MARIA AURORA COUTO’s Goa: A Daughter’s Story is an extraordinary narrative that weavestogether autobiography and collective history, bringing to light a rich social and cultural tapestrylittle known outside its locus. Couto takes, as her demanding subject, the complex story of theGoan identity as a product of the colonial encounter between the Indic and Iberian cultures,launched by this circumstance on a trajectory distinct from his neighbours in British ruledIndia. Goa and its people have long had to suffer the foolish stereotypes imposed upon them byHindi cinema, charter tourism, and fanatical Indianisers: the pernicious myths of the easy -going Goan drunkard, Goa as a kingdom of sun and sand, Goan culture as a European aberrationin an Indian environment, are all dispelled by Couto’s treatment, which is distinguished by anelegance and sensitivity, a felicity of touch that masks the labour of archival research andfieldwork.

2. Couto’s inquiry leads her into the records of the Portuguese colonial administration, thereminiscences of the fast-vanishing generation of mandarins, scholars and activists who grewup in colonial Goa. She re-creates vividly for us the lives of thinkers inspired by the drama thatwas the European Enlightenment. She imparts a flesh-and-blood reality to the generic bugabooof “conversion”, attesting to the strategic, yet traumatic, choices made by communities facedwith the Hobsonian inquisitor’s choice between preservation of religious identity and loss ofsocial and economic prestige.

3. The title of Couto’s book holds its key gesture; the author speaks as the inheritor of variouslegacies, heirloom dilemmas, family tragedies, and sources of hope and regeneration. It is botha meditation on the persistence and lacunae of collective memory, and also a compelling accountof the development of a private self through the momentous passage from colonialism to thepost-colonial period. As her father’s daughter, Couto paints a moving portrait of her father, aman devoted to the refinement of sensibility, but at odds with conventional society; shememorializes the graceful, vanished milieu of cultivated intellectuals and gifted artists in Goaand Dharwar, where she grew up during the 1950s. As the daughter of a particular community,whose way of life was forever altered by the arrival ofthe Portuguese in 1510 A.D., Coutoreflects on the Saraswat Brahmins of Goa, descendants of Kashmiri scholar-priests who becameinfluential landowners and mandarins, and were locked into a complicated sequence ofnegotiations with the Portuguese colonialists.

4. By contrast to the simple-minded tale of ruthless conquistadors thrusting sword and cross uponhapless locals, Couto unfolds an intricate fabric of social and religious transactions,demonstrating how concessions alternated with impositions, force was succeeded by relativetolerance; and if conversion to Catholicism was used as a basis to divide Hindu families by thecolonial administration, through differentials of property transfer, those who remainedunconverted and marginalized staged a comeback through the espousal of trade. One lasting

40

result of this uneven rhythm of upheaval and tranquility was that, between the 16th and 18thCenturies, one section of Goa’s elite converted to the Catholic faith, while others crossed theriver into North and South Kanara, or sailed to Kerala, or migrated to the Maratha territories, topreserve their religious freedom in exile.

5. Sharing Couto’s ethnic background as I do (her ancestors remained behind and were baptized;my ancestors crossed the river with their gods), I am amazed at the honesty and courage withwhich she has chosen to address the theme of conversion, in a public sphere dominated by theforces of aggressive majoritarianism. Living at the cusp of cultural narratives, couto investigatesthe processes of self-definition and self-renewal, in response to the historical crises of migration,invasion, conversion and flight. With her, we trace the gradual assimilation of the majority intothe Portuguese language and European world-view; a slower entry, shadowed by insecurity,into that world; the changing positions of the Portuguese as the notion of divinely sanctionedkingship yielded before a humanist conception of the body politic. And so we come to anappreciation of the distinctive character of Goan culture, in which the major divides are alsothe most enduring bridges.

1.1 On the basis of your understanding answer the following. 8 Marks

1. Why is “Goa : A Daughter’s Story” called an extraordinary narrative? 1 Mark

2. What are the usual impressions one has of Goa? 2 Marks

3. Mention two aspects of Goa that Couto tries to reveal to us? 2 Marks

4. How did Goa’s elite save themselves from being converted to 2 MarksChristianity?

5. Explain the statement “Living at the cusp of cultural narratives” 1 Mark

1.2 Find words that are similar in meaning to the following: 4 Marks

1. fabric (para 1)

2. regard as an example of a fixed type (para 1)

3. recollection of the past (para 2)

4. forced upon (para 4)

2. Read the following passage:

STRESS is arguably the greatest killer in the world today. Stress per se does not kill but it leads toseveral other medical conditions that are killers such as diabetes, hypertension, heart problems, andulcers. It is important to understand that stress does not occur overnight. It builds up over a period oftime. Second, stress knows no gender bias. It affects both men and women. Third, stress has begun tostrike early. Youngsters and school students also fall prey early and this affects them for a very longtime. Fourth, stress also has no industry bias. Last stress has begun to take its toll even in areas likesports earlier considered stress busters.

Stress is a mental condition, not one of the body. From a behavioural disease in the past, it has nowbecome pathological since it causes stress changes in the normal physiology of the body.

Regardless of how stress is viewed in other systems of medicine, acupuncture tends to classify stressin three ways. First are what can be called over-anticipators - perfectionists and workaholics. Theseare inveterate chasers of work and when they do not have anything to do, they start worrying. Thesecond category is hyperactive people, either children or adults. The third can be called the “doubtingThomases”. They are among the high-risk category of the stress-prone people.

41

All systems of medicine say the thinking, memory and ‘mind’ are seated in the brain. But in acupuncture,the mind is situated in the Heart Meridian. The heart houses the mind. So anything concerned withbehavioural problems, that too in a stressed stage, will see the Heart Meridian being hyperactive,which naturally leads to a stressed state in the brain. For, such people, either adults or children, theHeart Meridian is stimulated for 15 days (30 minutes a day). After a gap of two to eight days, theprocedure has to be repeated. After about 90 days, the patient generally becomes normal.

Over-anticipators remain mentally active during nights leading to insomnia. Stimulation of theirPericardium Meridian along their Heart Meridian eases their mind and they get a good night’s sleepafter 60 sittings. Sometimes over anxiety leads to nightmares and dreams. Disturbance in the LiverMeridian may cause this. This problem is also solved by a 60-day session.

Acupuncture says that when the Gall Bladder Meridian is not working properly, the person willbecome indecisive. The more they are indecisive, the more confused they become and they go into astate of unidentified stress. For such patients, the Gall Bladder Meridian will be stimulated for 15days and after a gap of 2-8 days, the procedure will be repeated. A total of 60 days treatment will berequired.

Most medical systems work at how to “manage” stress. Consequently it is kept at minimal levelswithout it being eliminated. However, in Acupuncture, because of superior aetiology, causes for theconditions are known. Thus, for these vulnerable groups, Acupuncture is a pure definitive and timebound system.

Source: The Hindu

2.1 Make notes on the main points using recognizable abbreviations.Suggest a suitable title. 5 Marks

2.2 Make a summary of the above passage using the notes in not more than 80 words. 3 Marks


3. You are the Secretary of your school’s sports club. You are planning to start ‘Joggers' Club’for your school students during summer vacation. Draft a notice for the school display boardinviting students to join the club. Give all relevant details. You may mention any offers forearly birds.(word limit 50-80) 5 Marks

ORYou are Ajay Chandran, the Secretary of your school “Painting Club” . You have received aninvitation from the nearby Kendriya Vidyalaya to participate in the activities of the PaintingClub during autumn break. Write a reply declining the offer and giving a valid reason. (wordlimit 50-80) 5 Marks

4. You are Pooja Sharma, a citizen of Delhi. You feel deeply concerned about the growing apathyof people towards eve-teasing in local buses. Write a letter to the editor of a newspaperexpressing your deep concern about the problem and suggest ways in which women can allensure their own, safety. (word limit 125-150) 10 Marks

OR

You are Malvika the head girl of your school. On the occasion of farewell function to ClassXII your class has decided to give a gift of Children’s Encyclopedia for the school library.

42

Write a letter to Messrs. Galgotia & Sons, Connaught Place, New Delhi, placing an order forthe same mentioning the discount. (word limit 125 150) 10 Marks

OR

5. The use of computers is becoming very popular in every sphere of life in India. On the basis ofreading the news item given below, write a speech in about 200 words emphasizing theadvantages of using computers in everyday life. 10 marks

Computer sales in Asia rise 16% in QI : Computer sales in Asia, including India,rose 16% to 7.4 million units in the March quarter compared with the previous year.Sales were slightly higher than expected, including in the key markets of Australiaand India, IDC said. Compared with the previous quarter, however, sales dipped 5%due to seasonal trends. “The Asia Pacific region’s PC market got off to a solid startin 2004”, said IDC analyst Bryan Ma.

OR

The following newspaper headlines relate to an earthquake in your city. Read theseheadlines and write an article for your school magazine suggesting ways to manage thedisaster. (about 200 words) 10 Marks

4000 feared dead in the earthquakemulti-storeyed buildings collapseBuilders mafia violate certificationNGOs come to rescueDisaster management techniques help children escape the calamity.


6. Rearrange the following words to form meaningful sentences.One has been done for you. 5 Marks(i) were created / a thousand years ago / in / the sea / the foundations for / a whole city /

(ii) oil / much more / was found / in the 1960s / North seal recently / the / under

(iii) designed / as a result / very differently / those / the new rigs / from / In calmer waters / were

(iv) all around / hundreds / 1967 and 1985 / between / of / the new rigs / were built / in / the NorthSea / Shipyards

(v) 170 Eiffel Towers / enough steel / than / in building / them / for more / was used

Example

* A thousand years ago, the foundations for a whole city in the city were created.

7. The following passage has ten errors. Identify the errors and write them along with the correspondingcorrections as shown in the example. 5 marks

The forests is inexhaustible reserves is are

(a) Providing subsistence to a growing millions --------------------------- ----------------------------

(b) and are not only essentials for the ---------------------------------------- ----------------------------

43

(c) conservation of soil, forest, grasslands and ----------------------------- ----------------------------

(d) water, also our very life depend on -------------------------------------- ----------------------------

(e) them. The oxygen which we breathe are -------------------------------- ----------------------------

(f) emit from trees and the water we ----------------------------------------- ----------------------------

(g) drink is in many way dependent ------------------------------------------ ----------------------------

(h) from trees and plants. Alongwith beautifying the palace ------------- ----------------------------

(i) the trees provides us shade and timber and keep a check ------------ ----------------------------

(j) of soil erosion which avoid natural disasters like floods. ------------ ----------------------------

8. You are the editor of the school magazine. You have been asked to collect information about thereading habits of the students of the middle school. You need to collect data about the types ofbooks that students enjoy the kind of books they possess and the magazines and newspapersthey read. You would also want to know if they visit book fairs and book shops. Frame aquestionnaire to conduct the above survey by adding eight more questions to the one givenbelow. 5 Marks

Questionnaire

1. How many hours a week do you spend in reading for pleasure?(Begin your questions using any of the following words - would, do, what, which, have, can,how, where, when).

9. Amit I Amita has to appear for an interview on 10th March for the post of a teacher. She wantsthe directions to the address. Use the information given in the box and construct a dialogue.The first one has been done for you. 5 Marks

1. Where’s your residenceVasant Vihar

2. Take the road on the rightWill that lead to Kay Tee Placement

3. We come to T point and take a right there near Jaypee PalaceNow, I know- Kay tee Placement is right across.

4. How long will you take ?About an hour

5. How will you come ?By car


10. Read the following extract and answer the questions that follow: 7 Marks

“They’ll soon forget their haunted; their cowedSubjection to the ghosts of friends who died,Their dreams that drip with murder; and they’ll be proudof glorious war that shattered all their pride.”

(i) Who are the “they” in the above lines? 1 Mark

(ii) What will they forget soon? 2 Marks

44

(iii) Explain - “Their dreams that drip with murder”, 2 Marks

(iv) What is the contradiction in the last line? 2 Marks

OR

“Where are the songs of Spring! Ay, where are they?Think not of them, thou hast thy music too,While barred clouds bloom the soft-dying day,And touch the stubble plains’ with rosy hue.”,

(i) Name the poet and the poem. 2 Marks

(ii) Who is referred to as, “thou”? 1 Mark

(iii) What does the poet mean when he says “songs of spring”? 2 Marks

(iv) What image is conjured up with “stubbled plains”? 2 Marks

11. Answer any two of the following in 50 words each: 4 × 2 = 8 Marks

(i) What is a poem according to Archibald Macleish? .

(ii) What are the images used by Ramanujan to describe his mother as a young woman?

(iii) Cite two instances of irony from the poem “Curtain”.

12. Answer any one of the following (80 to 100 words): 5 Marks

Alexander is a wiser man at the end. How has he changed?What would you attribute these changes to?

OR

Seargeant Morris was very apprehensive about handing over the paw to anyone else. That night hewrites a diary entry expressing his feelings and why he is apprehensive. Write his diary entry.

13. Answer any two in 50 words each: 4 × 2 = 8 Marks

(i) “I remained in the litchi tree, pondering over his wisdom ....” says the narrator of ‘What’sYourDream?’ What was the wisdom?

(ii) Why does Robert Lynd say, “ .... the bee is morally far higher in the scale than the mosquito”?

(iii) How was Doronin’s attitude towards the love they felt for each other different from Lisa’s?

14. Answer any one in 100–125 words : 7 Marks

(i) It is said that man proposes and god disposes. Bring out the truth of this statement with referenceto the story “A Room 10’ × 8".

OR

(ii) “1 have known children who preferred school time to vacation” What are the suggestions madeby Einstein to make school an enjoyable place for children?

45

FUNCTIONAL ENGLISHClass – XII

Sample Question Paper – IIMarking Scheme


1. Objectives (Goa)

• to read and comprehend the given text

• to understand the writers attitude and bias

• to infer

• to differentiate between claims and realities.

Answers

1.1. She has been able to link up autobiography and the collective history of Goa. 1 Mark

1.2. • easy going Goan drunkard

• sun and sand kingdom

• Goan culture seen as Europian India (Any 2) 2 Marks

1.3. • lives of thinkers in Goa

• the pictures of conversion' 2 Marks

1.4. • they fought the conversion'

• they went away to Kerala 1 Mark

1.5. Two cultures Indian and European. 2 Marks

2. (1) tapestry 4 Marks

(2) stereotypes

(3) reminiscences

(4) imposition

2. Objectives (Stress)

• to make notes from various resources

• to develop the extracted ideas into sustained pieces of writing.

Answers

Title: Free of Stress/ Acupuncture and Stress

(any other suitable title)

I. Medical conditions - result of stress

(a) diabetes

(b) B.P.

(c) heart problems

(d) ulcers

II. Facts about Stress

46

(a) builds over time

(b) no gender bias

(c) strikes early

(d) no part. prof.

(e) sports persons also

(f) mental condition affecting pathological and physiology changes

III. Stress as classified by Acupuncture

(a) over anticipators

(i) perfectionists

(ii) workaholics

(b) hyperactive

(c) doubting Thomases - high risk category

IV. Acupuncture beliefs

(a) mind in the heart meridian

(i) needs stimulation

(b) overanticipatois .

(i) stimulate pericardium prevents insomnia

(ii) 60 sittings

(c) gall bladder meridian

(i) makes patient indecisive

(ii) stimulation for 15 days.


B.P. – Blood Pressure

Path. – Pathalogical

BIds. – builds

Phys. – Physical - physiological

Part. – Particular

Prof. – Profession

Marking : Title : 1 Mark

Abbreviations / symbols (only four) : 1 Mark

Content (minimum 2 sub-headings proper indentation)

2.2 Summary : The notes made may be used to write summary

Content : 2 marks

Expression : 1 mark

47


3. Option–l

Objective : To use an appropriate style to draft a notice.

Marking : 2 marks for content. ½ for each point and credit should be given for ideas coherentlyand clearly.

The following four points carry ½ mark each:

• title (what)

• venue, time, date (when)

• participation (who)

• salient features (How)

Format : 1 Mark.

Fluency : 1 Mark

Accuracy : 1 Mark

OR

Option–2

Objective : To use an appropriate style to express inability / decline an invitation.

Marking : 2 marks for content ½ for each point and 3 marks for expression.

The following four points carry ½ marks each:

• thanking for the invitation

• inability to accept offer

• reason for the same

• wishing them success 2 + 3 = 5 Marks

4. Option–l

Objective : To use an appropriate style to write a formal letter. To plan, organize and presentideas coherently.

Marking : 2 marks for format.

(format clues the following points : Sender’s address, Addressee’s address, date,subject, salutation, subscription and complimentary close)

3 marks for the body / content of the letter and 5 marks for expression (2½ forfluency and 2½marks for accuracy)

Content may include the following value points

• introduction/elaboration ofthe problem of eve-teasing in local buses 1 Mark

• expression of concern 1 Mark

• suggestions to women for their own safety 1 Mark

try in judo-:karate / self defence

carrying chilli powder

shouting for help

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not to move alone as far as possible in lonely lanes and streets etc.(Any two of the above) ½ for each point ½ × 2 = 1 Mark

Total : 2+3+5 = 10 Marks

OR

Option–2

• statement of order in clear words giving name, number, edition andpublication 2 Marks

• terms and condition of delivery of encyclopedia 1 Mark

Total : 2+3+5 = 10 Marks

5. Option–l

Objective : To write in a style appropriate to the given situation. To plan, organize and presentideas coherently.

Marking : 1 mark for format (introduction of speech and appropriate ending) 4 marks forcontent and 5 for expression (2½ for fluency and 2½ for accuracy) 1 mark each forthe following value points:

• by use of computer - updated data

• the fastest means of communication

• knowledge/information accessed easily

• various applications available for different things

OR

Option–2 : One mark for the format + title and name of the writer).

1 mark each for the following value points.

• consequences of the earthquake - extent of disaster

• certification by the MCD / local body on the safety of the buildings

• training people in safety measures / disaster management techniques• empowerment of NGOs


6. Objective : to read and arrange words to form logical, grammatically accurate sentences.

Marking : 1 mark for each meaningful sentence.

No marks be awarded in case of any grammatical inaccuracy.

(1) Much more recently, in the 1960s, oil was found under the North Sea.

(2) As a result, the new rigs were designed very differently from those in calmerwaters.

(3) Between 1967 and 1985, hundreds of new rigs were built in shipyards allaround the North Sea.

(4) In building them, enough steel for more than 170 Eiffel Towers was used.

(5) And with these rigs in position, more than 30 new oil and gas fields wereopened up.

49

7. Objective : To use grammatical items accurately and appropriately

Marking : ½ mark for each correct answer.

Error Correction

(a) a-the

(b) essentials-essential

(c) forest-forests

(d) depend-depends

(e) are-is

(f) emit-emitted

(g) way- ways

(h) from-on

(i) provides-provide

(j) keeping- keep

(k) of-on

8. Objectives : To understand the purpose of the survey. Identify the target sample to be surveyedand frame suitable, relevant questions for the survey.

Marking : ½ mark for each correct answer provided that it is clearly and accuratelyexpressed.No mark is to be awarded if there is any inaccuracy in an answer.

Sample Questions

(1) I am collecting data on the reading habits of school children. Would youplease answer the questions below?

(2) Do you like reading?

(3) What type of books do you read?

(4) Which books form a part of your personal library?

(5) Do you enjoy reading magazines and newspapers?

(6) Have you ever visited book fairs and bookshops?

(7) Can you name any popular bookshops in your city?

(8) How many magazines do you subscribe to?

(9) Which was the last book you read?

(10) Who is your favourite writer?

9. Objective : to be able to extend a situation into a meaningful dialogue.

Marking : ½ mark for each correct dialogue provided that it is accurately and appropriatelyexpressed. No mark is to be awarded if there is any inaccuracy. This includesinaccuracies in grammar, spelling or punctuation.

Receptionist : Where is your residence?

Amita : I live in Vasant Vihar.

Receptionist : In that case, you should take the road on the right.

Amita : Will the road lead to Kay Tee Placement?

50

Receptionist : No you have to come to T point and take a right near JaypeePalace.

Amita : Now I think I’know the place. Kay Tee Placement is rightacross the Palace .

Receptionist : How long will it take you to reach this plase ?

Amita : It will take me about an hour

Receptionist : How will you come here ?

Amita : I will come by car.


10. Objectives : to test students’ comprehension of poetry-local, global, interpretative, inferentialand evaluative.

Option–l

Value points (i) they are survivors of the war 1 Mark

(ii) unpleasant memories of their friends who died in the battlewhich had been haunting them and oppressing them. 2 Marks

(iii) they dream of hatred and acts of violence against the enemy. 2 Marks

(iv) On the one hand, war is regarded as a glorious activity for themotherland. On the other hand war has demoralized them anddestroyed their pride in their actions. 2 Mark

Option-2

Value Points (i) poet - John Keats poem Ode to Autumn. 2 Marks

(ii) autumn 1 Mark

(iii) the joy and exuberance of spring season 2 Marks

(iv) the grain had been harvested and only the short, dry stalksremain like the stubble of hair on the face. 2 Marks

11. Objectives : to test students’ comprehension of poetry - local and global.

Marking Scheme

Content : 3 Marks

Expression : 1 Mark

(i) A poem is not a stringing together of words and lines but a complete entity inwhich language and meaning are inseparable.

(ii) Silk and white petals of the blackbone tree, a wet eagle’s two black pinkcrinkled feet with one of its talons crippled.

(iii) Parting is very painful but the two people seem to loosen their laced fingersand hardly utter any words to each other. This makes it seem that parting isvery easy.

12. Objectives : to test the students’ ability to comprehend plays, understand character evolutionand interpret characters’ state of mind at different moments.

51

Marking Scheme

Content : 3 marksExpression : 2 marks

Option–1

Value Points

• Alexander was earlier very ambitious and had grand ideas of conquering theworld with total support from his soldiers.

• Alexander, on his death bed, is wiser and sadder. Knows that his ambitionsare regarded as those of a mad man, that ‘the master of the world’ is not aglorious title but condemnation to death, his life was merely an adventurewhich was nearing its end.

• Life / experiences and age had made him wiser. His soldiers refused tocooperate willingly.

Option-2 • recollects what had happened to the previous owner of the monkey’s pawand to himself when they expressed their three wishes

• worries that Mr. and Mrs. White might become foolhardy in their curiosityand ruin themselves

• a sense of regret / conflict in his mind about having parted with the paw andgiving it to them

• hope that they will take his words of caution seriously.

13. Objectives : to test students’ ability to comprehend, interpret and evaluate prose texts.

Marking Scheme

Content : 3 marksExpression : 1 mark

Value Points (i) • work persistently to achieve your goal, discarding all things that comein the way

• not to lose what you have gained through greed, carelessness or takingthings for granted.

(ii) Unlike the mosquito which attacks you unprovoked in cold blood, the bee

• helps strawberries and apples to multiply

• provides honey

• attacks only when annoyed.

(iii) • Doronin was a realist, believed that after the war, Lisa may not find himattractive anymore

• Lisa was a romantic and felt that she could not live without him and waswilling to sacrifice her career for love.

14. Objectives : to test students’ ability to comprehend prose texts globally, interpret and evaluatethem.

Marking Scheme

Content : 4 marksExpression : 3 marks

52

Option–l (i) Man proposes - Mrs. Malik had planned the layout of her house, supervisedevery detail of its construction and eagerly awaited the time when she couldlive in the house.

(ii) God disposes - events took a different turn.

• the house was requisitioned by the govt.

• her husband passed away

• her daughter - in - law took charge of the house and relegatedher to the l0' × 8' room which she had designed for her mother-in-law. 7 Marks

Option–2 • focus on development of students’ individual personalities, not merely ontransferring knowledge

• allow students to develop their individuality

• make students perform due to interest in subject, curiosity and desire fortruth, not out of fear and compulsion.

• not over emphasize individual ambition such that it becomes a race forsurvival

• let all activities be governed by pleasure motive

• develop childlike inclinations and desires for recognition

of students. 7 Marks

Option-1 (i) Man proposes - Mrs. Malik had planned the layout of her house, supervisedevery detail of its construction and eagerly awaited the time when she couldlive in the house.

(ii) God disposes - events took a different turn.

• the house was requisitioned by the govt.

• her husband passed away

• her daughter-in-law took charge of the house andrelegated her to the l0' × 8' room which she had designed

for her mother-in-law. 6 Marks

Option-2 • focus on development of students’ individual personalities,not merely on transferring knowledge

• allow students to develop their individuality

• make students perform due to interest in subject, curiosityand desire for truth not out of fear and compulsion.

• not over emphasize individual ambition such that it becomesa race for survival

• let all-activities be governed by pleasure motive

• develop childlike inclination and desire for recognition of

students. (any four) 6 Marks

53

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17- fuEufyf[kr x|ka'k dks /;ku ls if<+, vkSj rRlaca/kh iz'uksa ds mÙkj nhft, %

izÑfr vkSj O;fDr ds laca/kksa esa fodkj vk jgk gSA O;fDr izÑfr ls nwj gks x;k gSAtula[;k&foLQksV ls rFkk iznw"k.k ds dqizHkko ls izÑfr dh 'kksHkk ij ladV ds ckny eaMjkusyxs gSaA ,slh foijhr fLFkfr esa Hkh izÑfr dk lkSan;Z olar ds vkxeu ij f[ky mBrk gSAfoLe; gksrk gS fd vktdy yksxksa dks olar ds vkxeu dk Hkh vkHkkl ugha gksrkA iq"iokfVdkvksa esa jax&fcjaxs Qwyksa dh pV[k vkSj egd ls oklarh iou >we mBrk gSA iq"iia[kqfM+;ksa ij frrfy;ksa ds uR; eu eksg ysrs gSaA Hkzejksa dk e/kqj xqatu vkuan dh of"V djrkgSA _rqjkt ds Lokxr esa vke dh Mky ij dksfdyk Hkh e/kqj rkusa NsM+rh gSA eksjfu;ksa ds >qaMls f?kjk eksj eLrh esa ukprk gSA

izÑfr dh ;g NVk yksxksa dks ulhc ugha gksrh D;ksafd muds eu esa izÑfr&izse 'ks"k ugha jgkAO;fDr izÑfr&izse ds vHkko esa ekufld nckoksa esa th jgk gSA vr% olar ds vkxeu ij izR;sdO;fDr ds eu esa mldk Lokxr djus dh Hkkouk tkxuh pkfg,A

¼i½ izÑfr dh 'kksHkkJh ij ladV ds ckny D;ksa eaMjk jgs gSa \ 1

¼ii½ foijhr ifjfLFkfr esa Hkh izÑfr dh fo'ks"krk D;k gS \ 1

¼iii½ ys[kd dks foLe; D;ksa gksrk gS \ 1

¼iv½ izÑfr dh dkSu&lh NVk yksxksa dks ulhc ugha gksrh \ 1

¼v½ ekufld nckoksa ls NqVdkjk ikus dh nok D;k gS \ 1

18- fuEufyf[kr dkO;ka'k dks /;ku ls if<+, vkSj rRlaca/kh iz'uksa ds mÙkj nhft, %

Fkdk&gkjk lksprk eu&lksprk euA

my>rh gh tk jgh gS ,d my>u

va/ksjs esa va/ksjs ls dc ryd yM+rs jgsa

lkeus tks fn[k jgk gS] og lpkbZ Hkh dgsaA

HkhM+ va/kksa dh [kM+h [kq'k jsoM+h [kkrh

va/ksjs ds b'kkjksa ij ukprh&xkrhA

Fkdk gkjk lksprk eu&lksprk euA

Hkw[kh I;klh dkukQwlh ns mBh nLrd

va/k cu tk >qdk ns re&}kj ij eLrd

jsoM+h dh ck¡V esa rw jsoM+h cu tk

frfej ds njckj esa njcku&lk ru tkA

Fkdk gkjk] mBk xnZu&tw>rk eu

nwj my>u! nwj] my>u! nwj my>u!

58

py [kM+k gks iSj esa ;fn yx xbZ Bksdj

[kM+k gks la?k"kZ esa fQj jks'kuh gksdj

eR;q Hkh ojnku gS la?k"kZ esa I;kjs

lR; ds la?k"kZ esa D;ksa jks'kuh gkjsA

ns[krs gh ns[krs re rksM+rk gS ne

vkSj lwjt dh rjg ge Bksadrs gSa [keA

¼i½ Fkds gkjs eu dh my>u D;k gS \ 1

¼ii½ va/ksjs esa va/kksa dh HkhM+ [kq'k D;ksa gS \ 1

¼iii½ Hkw[k&I;kl dh foo'krk dk D;k ijke'kZ gS \ 1

¼iv½ tq>k: eu us lq>ko D;ksa ugha ekuk \ 1

¼v½ la?k"kZ esa fot; fdls feyrh gS \ 1

19- vkids iM+ksl esa dksbZ vkradoknh jg jgk gSA vkius ml edku esa dqN vkradoknhxfrfofèk;k¡ ns[kh gSaA vki vius uxj ds mPp iqfyl vf/kdkjh dks i= fy[kdj bldh iw.kZtkudkjh nhft, rkfd fdlh nq?kZVuk ls iwoZ gh mfpr dkjZokbZ gks ldsA 5

vFkok

?kk;y lqj{kkdehZ dks ,d i= fyf[k,] tks vkidk ifjfpr] laca/kh ;k fj'rs dk HkkbZ gSA

20- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 250 'kCnksa esa fuca/k fyf[k, % 10

¼i½ fofo/krk esa ,drk&Hkkjr dh fo'ks"krk

¼ii½ eaxy xzg dh ;k=k

¼iii½ cky etnwjh&,d vfHk'kki

¼iv½ yksdra= esa pquko

¼v½ ijfgr lfjl /kje ufga HkkbZA

59


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&Ivad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq

vad&fooj.k

1- fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSA

¼i½ jpuk vkSj jpukdkj dk ukeksYys[k ½+½ ¾ 1

¼ii½ izlax&iwokZij laca/k&dFku 1

¼iii½ O;k[;k 2½

¼iv½ 'kq) Hkk"kk&laizs"k.k ½

dqy vad % 5

¼i½ ^tM+ dh eqLdku*] gfjoa'k jk; cPpu

¼ii½ izxfr djus ij vius ewyk/kkj dks Hkwy tkus okys dks muds ewyk/kkj dk egÙo le>kusds fy, o{k ds ek/;e ls tM+ dh eqLdku Li"V djrh gSA

¼iii½ rus ds fodkl esa Mkfy;ksa] Vgfu;ksa vkSj ifÙk;ksa ds ckn dyh vkSj iq"i viuh&viuh'ks[kh c?kkjrs gSaA Mkfy;ka rus dh] Vguh Mkyksa dh] ifÙk;k¡ Vguh dh] dyh ifÙk;ksa dhvkSj iq"i dyh dh mis{kk djrs gSaA iq"i dks xa/k vkSj :i ij xoZ gSA rHkh nwj&nwj rdgok egd jgh gSA Hkzej Hkh mldk xq.kxku dj jgs gSa] iq"i dh xohZyh ok.kh ij tM+eqLdjkrh gS vkSj jgL; crkrh gSA o{k dk fodkl vkSj vfLrRo tM+ ij vk/kkfjr gSAtM+ futhZo ugha] ltho gSA

vFkok

¼i½ ^g¡lk tksj ls* losZ'oj n;ky lDlsukA

¼ii½ nqfu;k dks O;fDr dk lq[k vkSj nq[k QwVh vk¡[k ugha HkkrkA yksx mlds 'kksd] xe vkSjvkuan esa Hkkxhnkjh ugha fuHkkrsA tks yksx nqfu;k ds lkFk viuk lq[k&nq[k ck¡Vukpkgrs gSa] mu yksxksa dks dfo lykg nsrk gSA

60

¼iii½ bl fofp= nqfu;k dks viuh ihM+k le>kuk vR;ar dfBu dk;Z gSA blfy, bldslkeus viuh nnZ&dFkk ij le; u"V er dhft,A gk¡] nnZ rks xnZu mBk,xk vkSjpkgsxk fd nqfu;k dks lqukÅ¡] dksbZ u dksbZ lqusxk] vo'; lqusxkA dfo dk lPpkijke'kZ gS fd ,slh fLFkfr esa futZu iFk ij dne c<+krk py] xfr esa gh izxfr gS]izxfr esa ihM+k dk funku gS] thou dh bl izxfr'khy dnerky esa nq[k ds fnu chrtk,axsA lq[k feysxkA jghe dfo us Hkh lekukarj iafDr;ksa esa dgk gS %

^^jfgeu fut eu dh O;Fkk] eu gh jk[kks xks;lqfu vfB ySagSa yksx lc] ckaV u ySagSa dks;A**

2- fdUgha nks dkO;ka'kksa ds Hkko&lkSan;Z vkSj f'kYi&lkSan;Z dh izLrqfr visf{kr gSµ 3$3¾6

¼d½ • ifr&iRuh ds vVy nkEiR; thou dk dFku• ^in&jt* vkSj ^/kqzo&lh* ^vVy* esa :id vkSj miek vyadkj dk lkSan;Z izdV

gqvk gSA• ^in&jt* esa lukru laca/k vfHkO;Dr gqvk gS rks ^/kqzo&lh* esa miek ds }kjk

,dfu"Brk O;Dr gqbZ gSA

¼[k½ • ru eu ds LoPN vkSj mTToy thou ds vkºoku dk dFkuA• ^Ükax'kh'k* esa vuqizkl vkSj :id vyadkj] ^jax:i dk ØhV* esa Hkh :id vyadkj• vkxeu dk ckny tSlk jaxhu :i] fgefxfj ds f'k[kj ij 'kksHkk;eku lkSan;Z dk

dFkuA ¼Hkko&lkSan; 1½] f'kYi&lkSan;Z 1½½

3- fdUgha nks iz'uksa ds laf{kIr mÙkj nhft, % 2$2¾4¼i½ fdlku dh Hkqtk,¡ Je djds vUu dk mRiknu djrh gSaA ;gh dkj.k gS fd dfo us

mldh Hkqtkvksa ij lkS&lkS ;qx] lkS&lkS fgeky; vkSj lkS&lkS xaxk U;ksNkoj djus dhdkeuk dh gSA

¼ii½ og fdlh ls dqN u ekaxs] fujarj ijksidkj djrk jgs] mldh dFkuh&djuh esa varju gks] dVq opu lqudj Hkh mls Øks/k u vk,] lq[k&nq[k mls fopfyr u djsa ogfu;eksa dk iyuk djuk pkgrk gS rkfd LFkk;h :i esa jke dh HkfDr izkIr gksA

¼iii½ cPpksa dh xqfM+;k&lh Hkksyh feV~Vh dk vfLrRo D;k gS\ gok mls mM+k nsrh gS vkSj ikuhmls xyk nsrk gSA

4- ¼i½ vusdrk esa ,drk dh Hkkouk Hkkjr dh iqjkuh lkaLÑfrd fo'ks"krk jgh gSA vkt dslanHkZ esa Hkh ;g izklafxd gS D;ksafd gekjs ns'k dh fofo/krk gh bldh fo'ks"krk gSA 2

¼ii½ Hkkjr esa izkar&fo'ks"k ds yksx vius vyx vfLrRo ds fy, vkanksyu djrs jgs gSaA mlhds lkFk ns'kokfl;ksa dh ;g Hkkouk Hkh cyorh jgh fd ge ,d jk"Vª ds :i esax.krkaf=d 'kklu esa jgsaA pØorhZ jkT; dk ladYi bldk lk{; gSA bl ekSfyd,drk us izkarh;rk dks iuius ugha fn;kA 2

¼iii½ ys[kd ikB esa Hkkjr dh fo'ks"krkvksa dh ppkZ djrs gq, mldh fHkUurkvksa dk mYys[kdjrk gS vkSj mls yxrk gS fd Hkkjr pkgs Hkhrj ls dVk&QVk lk yxrk gks ij og,d gh ns'k gSA 2

61

vFkok

¼i½ ys[kd gjs&Hkjs isM+ vkSj ,d BwaB ij gok dk izHkko ns[krs&ns[krs bl urhts ij igq¡pkfd Bw¡B ij bldk dksbZ vlj ugha gksrkA ^u fgyuk*] ^u >qduk* 'kCn gh mldsvarjeu esa dkSa/krk jgs tks ladsr ns jgs Fks fd euq"; dk O;fDrRo dSlk gksuk pkfg,A 2

¼ii½ ys[kd mls ohj iq#"k ekurk gS] ftlds thou esa fLFkjrk gSA og vius fu'p; ijvVy jgrk gSA og vius y{; ls b/kj&m/kj ugha gksrkA fgyrk rd ugha gSA n<+jgrk gSA foijhr ifjfLFkfr gks ;k vklqjh 'kfDr] og muds lkeus ur&eLrd ughagksrkA 2

¼iii½ gjs&Hkjs isM+ vkSj futhZo BwaB ds ek/;e ls euq"; ds LoHkko dh fo'ks"krk crkus ds lanHkZ esa 2

5- dsoy rhu iz'uksa ds mÙkj nsuk visf{kr gSaA izR;sd mÙkj esa nks ewy fcanqvksa dh vfHkO;fDrgksA dF; 3$3$3¾9

¼i½ va'k vkSj laiw.kZ dk laca/k isM+&ikS/kksa vkSj i'kqvksa ds mnkgj.k nsdj ou dh lexzrk dkLi"Vhdj.k visf{krA

¼ii½ 'kadjkpk;Z us fp=dkj ls dgk fd gal dk fp= geus Hkh cuk;k Fkk ysfdu yksdra=esa gekjs gal esa dkSvk utj vkrk gSA gekjh dwfp;ksa esa lkaiznkf;drk ds jax crk, tkrsgSaA vc yksdra= esa yksd ds gkFkksa gal dk fp= cuus nksA

¼iii½ tula[;k vkSj tu dqÑR;ksa ds fooj.k ds lkFk egkufn;ksa ds iznwf"kr ty dsLi"Vhdj.k ls ufn;ksa dh eks{knkf;uh 'kfDr dk fouk'k crkuk gSA

¼iv½ uhyw dh lgt psruk] laizs"k.kfiz; O;ogkj] vkRe lEeku] LokfeHkfDr vkSj vfgaldln~O;ogkj ds mnkgj.kksa ls mfDr fl) dh xbZ gksA

6- fofo/krk ds vk/kkj ij dsoy rhu iz'uksa ds mÙkj dkj.k vkSj dk;Z ds Li"Vhdj.k&lfgrvisf{kr % dF; 2$2$2¾6

¼i½ v:eqxe ds 'kkS;Ziw.kZ cfynku ds dkj.k dk mYys[k v'kksd pØ ds fy, fd;k gksA

¼ii½ os VaMu th dh /khjrk] n<+rk vkSj vaxzst QkSth vQljksa ds lkeus mudh 'kkarfuHkhZdrk ns[k&lqu jgs FksA

¼iii½ xwaxk viuh rSjkdh vFkok dyk&cy ls ml cPps dks rqjar u fudky ldkA rhuiz;klksa esa futhZo&lh lQyrk ds dkj.k ;k vU; dkj.k( rdZ&lfgr visf{krA

¼iv½ fdlh 'kks/k djus okys us Hkkjrh th ls muds lkfgR;&ifjp; ds fy, vuqjks/k fd;kFkkA vr% mUgksaus i= fy[kkA

7- ^lR; fdj.k* ,dkadh ds ik=ksa dh varfoZjks/kh izo`fÙk;ksa dk laf{kIr ifjp; visf{krAdF; 3$ vfHkO;fDr 1¾4

vFkok

^jeu dk okRlY;* izsjd izlax ds vk/kkj ij jeu ds rhu xq.kksa dk mYys[k visf{krA

62

8- ^fojkVk dh ifùuh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj visf{kr gSaA dF; 2$ Hkk"kk 1 ¼2×3¾6½

¼i½ vyhenkZu dh lokZf/kd mYys[kuh; fo'ks"krk ;g gS fd og fganqvksa dh /kkfeZd Hkkoukvksaij vk?kkr ugha djrkA nqxkZ eafnj ij mlus rksi ls vkØe.k ugha fd;k&nsohflag usfd;k] mÙkj esa ;g Li"V fd;k x;k gksA

¼ii½ dqeqn csrok unh dh <kyw pV~Vku ds Nksj rd igq¡p xbZA mlus ^efyfu;k Qqyokykvks uanu cu ds* yksdxhr xk;k vkSj csrok unh esa Nykax yxk nhA vius izseh dsfo;ksx esa vkRe&fcynku fn;k vkSj 'k=q ls Lo;a dks cpk;kA

¼iii½ nsohflag Nn~e os'k esa dQuflag cqansyk ds :i esa jkeuxj x<+ ds }kj ij fpYyk;kAizgjh vk x, rFkk ykspuflag vkSj mlds lkfFk;ksa us x<+ fot; dj fy;kA

9- dqeqn dk ifjp;&vuU; lqanjh] yksxksa dh vkLFkk dk dsanz] nsoh dk vorkj] lR;orh] xq.korh]vuU; izsfedk] fuHkhZd vkSj ifo= ukjh&vkfn esa ls fdUgha pkj fo'ks"krkvksa dk mYys[klksnkgj.k visf{krA 1$1$1$1¾4

vFkok

miU;kl dk izeq[k mn~ns'; Hkkjr ds izkphu bfrgkl ds xkSjo'kkyh iUuksa dk izn'kZu dj ubZ ih<+h esa ns'kizse]cfynku Hkkouk vkSj vkn'kZ Hkkouk dk lapkj djuk gSA

10- HkkbZ us&tkfrokpd laKk] iqfYyax] ,d opu] drkZdkjd] ^iwNk* fØ;k dk drkZA 1

iwNk&ldeZd fØ;k] iqfYyax] ,d opu] Hkwrdky] drZokP;] iw.kZ i{kA 1

dksbZ&vfu'p;okpd loZuke] iq-] ,d opu] drkZ dkjd] ^vk;k gS*] fØ;k dk drkZA 1

11- ¼i½ jko.k us lhrk dk gj.k fd;kA 1

¼ii½ chekj ;k=h ls Åaps ioZr ij p<+k ugha x;kA 1

¼iii½ lqHkk"kpanz cksl ds vkºoku ij ;qodksa }kjk jDrnku fd;k x;kA 1

12- fdUgha nks leklksa dk foxzg vkSj ukeksYys[k visf{kr gS& 2$2¾4

iFkHkz"V & iFk ls Hkz"V &rRiq#"k

dj&dey & dey ds leku dj &deZ/kkj;

pØ/kj & pØ dks /kkj.k djrk gS tks ¼JhÑ".k vFkok fo".kq½ &cgqczhfg

f=yksdh & rhu yksdksa dk lewg &f}xq

13- ¼i½ iq= us firk ds pj.kksa esa flj >qdk fn;kA

¼ii½ geus bl ij fopkj&foe'kZ fd;kA

¼iii½ eq>s xq#th us D;ksa cqyk;k gS \

14- ¼i½ pw¡fd fo|kFkhZ dks iqLrd [kjhnuh Fkh blfy, og cktkj x;kA 1

¼ii½ iq#"kkFkhZ O;fDr ds fy, dksbZ dk;Z dfBu ugha gksrkA 1

63

¼iii½ og fo|ky; esa vk;k vkSj mlus dgkuh lqukbZA 1

¼iv½ D;k chekjh ds dkj.k Lusgyrk us ijh{kk ugha nh \ 1

15- ¼i½ mís'; fo/ks;

drkZ dk foLrkj drkZ deZ fØ;k foLrkj

eerk dh csVh lq/kk fØdsV [ksyrh gS jkst

¼ii½ dkyh xk; us [ksr esa [kM+h gjh Qly dks pjuk 'kq: dj fn;kA 2

16- ¼d½ fdUgha nks yksdksfDr;ksa ds lkFkZd iz;ksx ij vad fn, tk,a % 1$1¾2

¼i½ FkksM+h fo|k ;k /ku ls ?keaM esa vkuk&vFkZ ij /;ku nsaA

¼ii½ tkucw>dj eqlhcr eksy ysuk&vFkZ ij /;ku nsaA

¼iii½ la?k"kZ nksuksa i{kksa dh Hkwy ls gksrk gS&vFkZ ij /;ku nsaA

¼[k½ fdUgha nks eqgkojksa ds lkFkZd iz;ksx ij vad fn, tk,aA 1$1¾2

¼i½ nq"V ls nq"Vrk dk O;ogkj djukA&vFkZ ij /;ku nsaA

¼ii½ vknj lRdkj djukA&vFkZ ij /;ku nsaA

¼iii½ dqN Hkh izHkko u gksukA&vFkZ ij /;ku nsaA

17- ¼i½ tula[;k&foLQksV vkSj iznw"k.k ds dkj.k izÑfr dh 'kksHkk ij ladV gSA 1

¼ii½ izÑfr dk lkSan;Z f[ky mBrk gSA 1

¼iii½ yksxksa dks vktdy olar ds vkxeu dk Hkh vkHkkl ugha gksrkA 1

¼iv½ iq"iksa dk lkSan;Z dksfdyk ds xhr] eksj ds uR; vkSj Hkzejksa ds e/kqj xqatu dh NVk 1yksxksa dks ulhc ugha gksrhA

¼v½ izÑfr&izse ekufld nckoksa ls eqfDr fnyk ldrk gSA 1

18- ¼i½ va/ksjs ls la?k"kZ tkjh j[ksa ;k ugha] my>u FkhA 1

¼ii½ va/ksjs ds b'kkjksa ij ukp&xkdj jsoM+h [kkdj [kq'k FkhA 1

¼iii½ ijke'kZ Fkk va/ksjs ds v/khu gks tkA 1

¼iv½ lR; ls la?k"kZ esa >qduk vfHk'kki gS] ej tkuk ojnku gSA 1

¼v½ tks lR; ds la?k"kZ esa iz;kljr jgrk gS] mls fot; feyrh gSA 1

19- i= ys[ku i= dh vkSipkfjdrk,a 2i= dk oÙkkar&fooj.k 3¾5

20- fuca/k ys[ku izLrkouk 1fo"k;& izfriknu ¼4 fcanqvksa dk foospu½ 6

milagkj 1Hkk"kk&'kSyhxr ekSfydrk 2¾ 10

64


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&II


1- fuEufyf[kr dkO;ka'k dh lizlax O;k[;k dhft, % 5

flagh dh xksn ls Nhurk gS f'k'kq dkSu

ekSu Hkh D;k jgrh og jgrs izk.k \

js vtku

,d es"k ekrk gh

jgrh gS fufeZes"k&

nqcZy og&

fNurh larku tc]

tUe ij vius vfHk'kIr

rIr vkalw cgkrh gSA

fdarq D;k \

;ksX; tu thrk gS]

if'pe dh mfDr ugha]

xhrk gS] xhrk gS]

Lej.k djks ckj&ckj

tkxks fQj ,d ckjA

vFkok

dkgs js cu [kkstu tkbZ

loZ fuoklh lnk vysik rksfg lax lekbZAA

iqgqi e/; T;ksa ckl clr gS] eqdqj ekafg tl NkabZ

tSls gh gfj clS fujarj ?kV gh [kkstks HkkbZAA

65

ckgj Hkhrj ,dS tkuks ;g xq# Kku crkbZA

Hku ûkud* fcu vkik phUgs feVs u Hkze dh dkbZAA

2- fuEufyf[kr dkO;ka'kksa esa fdUgha nks dk dkO;&lkSan;Z Li"V dhft, % 3$3¾6

¼d½ fojps f'ko] fo".kq] fojafp foiqy

vxf.kr czãkaM fgyk, gS

iyus esa izy; >qyk;k gS

xksnh esa dYi f[kyk, gSaA

¼[k½ eSaus mldks

tc tc ns[kk

yksgk ns[kk

yksgs tSls

rirs ns[kk

xyrs ns[kk

<yrs ns[kk

eSaus mldks

xksyh tSlk

pyrs ns[kkA

¼x½ ij u tkus D;ksa&

ijkt; us eq>s 'khry fd;k]

vkSj gj HkVdko us xfr nh

ugha dksbZ Fkk

blh ls lc gks x, esjs

eSa Lo;a dks ckaVrh gh fQjh

fdlh us eq>dks ugha ;fr nhA

3- fuEufyf[kr esa ls fdUgha nks iz'uksa ds laf{kIr mÙkj nhft, % 2$2¾4

¼i½ ^;s vukt dh iwysa rsjs dka/ks >wysa* dfork esa dfo us ok;q dks fdlku dh mTToy xkFkkvkSj lw;Z dks mldk jFk D;ksa crk;k gS \

¼ii½ ôhjkaxuk* dfork esa Hkkjrh; ukjh dh fdu&fdu fo'ks"krkvksa dks n'kkZ;k x;k gS \

¼iii½ dfo DydZ&thou dh fdu&fdu tfVyrkvksa dks thus ds fy, ck/; gS\ êSa vkSj esjkfiV~Bw* uked dfork ds vk/kkj ij Li"V dhft,A

66

4- fuEufyf[kr x|ka'k dks i<+dj rRlaca/kh iz'uksa ds mÙkj nhft, %

thou esa nsg gS] thou esa vkRek gSA nsg gS uk'k'khy vkSj vkRek gS 'kk'or] rks vkRek dksfgyuk&>qduk ugha vkSj nsg dks fujarj fgyuk&>qduk gh gS( ugha rks ge gks tk,axs jkeyhykds jko.k dh rjg] tks ckal dh [kifPp;ksa ij [kM+k jgrk gS&u fgyrk gS] u >qdrk gSA gekjsfopkj yphys gksa] ifjfLFkfr;ksa ds lkFk os leUo; lk/krs pysa] ij gekjs vkn'kZ fLFkj gksaA gekjsiSjksa esa thou ds ekspsZ ij MVs jgus dh Hkh 'kfDr gks vkSj Lo;a eqM+dj gesa mBus&cSBus&ysVusesa enn nsus dh HkhA la{ksi esa thou dh ÑrkFkZrk ;g gS fd og n<+ gks] ij vfM+;y u gksA

¼i½ fdl fLFkfr esa ge jkeyhyk ds jko.k dh rjg gks ldrs gSa \ 2

¼ii½ thou dh ÑrkFkZrk vfM+;y gksus dh vis{kk n<+rk esa D;ksa gS \ 2

¼iii½ gekjs fopkj yphys D;ksa gksus pkfg,] Li"V dhft,A 2

vFkok

vkneh dh ftanxh vius&vki esa cgqr gh vdsyh vkSj uhjl gksrh gSA vkneh&vkneh dsfj'rs&&ukrs cgqr nwj rd lkFk ugha nsrsA ij tc og buls vkxs c<+dj ,d O;kid lacaèkdk;e djus dh dksf'k'k djrk gS rks mlds lkFk ou] ioZr] unh vkfn lc py iM+rs gSaA rcog vdsyk ugha jg tkrkA vkt og ouLifr;ksa vkSj ikuh ds fj'rs dks Hkwydj vius dks Hkhvdsyk cuk jgk gS vkSj muls vkilh laca/kksa dk Hkh foPNsn djrk tk jgk gSA xaxk] ;equk]xksnkojh] ueZjk vkSj dkosjh vkt Hkh Hkkjr esa cg jgh gSaA ij vc os eks{knk;uh ugha jg xbZ gSaA

¼i½ ys[kd vkneh dh ftanxh dks vius vki esa uhjl vkSj vdsyh D;ksa dg jgk gS \ 2

¼ii½ vkt dk euq"; ouLifr vkSj ikuh ds fj'rs dks Hkwydj vius vki dks vdsykdSls cuk jgk gS \ 2

¼iii½ ys[kd ,slk D;ksa dgrk gS fd Hkkjr dh ufn;k¡ vc eks{knkf;uh ugha jg xbZ gSa \ 2

5- fdUgha rhu iz'uksa ds mÙkj nhft, % 3$3$3¾9

¼i½ ^;g ns'k ,d gS* ikB ds vk/kkj ij fl) dhft, fd Hkkjr esa fofo/krk ds Hkhrj gh,drk ds xq.k fo|eku gSaA

¼ii½ dksfdy ds Hkhrj rksrs dk jguk orZeku lekt dh fdl ekufldrk dh vksj ladsrdjrk gS \ ^fp=* ikB ds vk/kkj ij Li"V dhft,A

¼iii½ ou dh ladYiuk dks isM+&ikS/ks vkSj i'kq Lohdkj D;ksa ugha dj ik jgs Fks \ ^rRlr*dgkuh ds vk/kkj ij mÙkj nhft,A

¼iv½ ^esjs fy, Hkkjrh; gksus dk vFkZ* ikB esa ys[kd iqf'du ds i= dks mn~/kr djds gesa D;kcrkuk pkgrk gS \

6- ^fofo/kk* Hkkx &2 ds vk/kkj ij fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj yxHkx 25&30'kCnksa esa nhft, 2$2$2¾6

¼d½ jktf"kZ iq#"kksÙke nkl VaMu ds O;fDrRo dh D;k fo'ks"krk,a Fkh \ ^VaMu th vfMx jgs*ikB ds vk/kkj ij crkb,A

67

¼[k½ ^bafnz;fyIlq thou ugha gSA* ^ew¡xk xwaxk* dgkuh ds vk/kkj ij Li"V dhft,A

¼x½ johanzukFk Bkdqj us Hkfxuh fuosfnrk dh lsok dks ^fny dh lsok* D;ksa dgk Fkk \

¼?k½ ys[kd ds firk ds thou dh dkSu&lh ?kVuk,¡ mudh fonzksgh izofÙk ij izdk'k Mkyrh

gSa \ ^,d i=* ikB ds vk/kkj ij crkb,A

7- fuEufyf[kr iz'u dk mÙkj yxHkx 50&60 'kCnksa esa fyf[k, % 4

^^dke iwjk gksus ls igys ugha e:axk lkgc**A ^ek¡ tkurh gS* ikB esa v:eqxe ds fdu dk;ks±

ls mlds bl dFku dh iqf"V gksrh gS \

vFkok

iafMr fo".kq fnxacj iyqLdj ds pfj= dh fdu&fdu fo'ks"krkvksa us vkidks lokZf/kd izHkkfor

fd;k vkSj D;ksa \

8- ^fojkVk dh ifùuh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj yxHkx 40&50 'kCnksa esa nhft, % 3$3¾6

¼i½ cqansy[kaM dk iapunk dkSu&lk LFkku dgykrk gS \ ;g LFkku D;ksa izfl) gS \ ogka

dkSu tkdj Bgjs Fks \

¼ii½ vyhenkZu ds flagx<+ vkus ls dqatjflag izlUu D;ksa ugha Fkk \

¼iii½ nsohflag us var esa nkaxh ohjksa dks fdu 'kCnksa esa J)katfy nh \ fojkVk dh tkxhj ds

fy, D;k fu.kZ; fd;k \

9- ^fojkVk dh ifùuh* miU;kl ds vk/kkj ij dqatj flag dh pkfjf=d fo'ks"krk,a Li"V dhft, 4

vFkok

^fojkVk dh ifùuh* dk mn~ns'; ubZ ih<+h dks Hkkjr ds izkphu xkSjo ls ifjfpr djkukgS&bl dFku dk foospu dhft,A

10- js[kkafdr inksa dk O;kdjf.kd ifjp; nhft, % 3

'khr _rq esa fgeky; dk {ks= iw.kZr;k cQZ ls <d tkrk gS vkSj ogka dk tu&thou

vLr&O;Lr gks tkrk gSA

11- funsZ'kkuqlkj okP;&ifjorZu dhft,A 3

¼i½ v/;kid fo|ky; esa f'k{kk nsrs gSaA ¼deZokP; esa½

¼ii½ ck<+ ihfM+rksa dh lgk;rk ds fy, ljdkj }kjk djksM+ksa #i, [kpZ fd, tkrs gSaA ¼drZ okP; esa½

¼iii½ eSa bl xehZ esa lks ugha ldrkA ¼Hkko okP; esa½

68

12- ¼d½ leLr inksa dk foxzg djds lekl dk uke Hkh fyf[k, % 2

gFkksagkFk] xtkuuA

¼[k½ leLr in cukb, vkSj lekl dk uke Hkh fyf[k, % 2

xaxk vkSj ;equk] gkFk ls fyf[krA

13- fuEufyf[kr v'kq) okD;ksa dks 'kq) djds fyf[k, % 3

¼i½ Ñi;k nks fnu dk vodk'k iznku djus dh Ñik djsaA

¼ii½ 'ksj dks lkeus ns[kdj esjs rks izk.k gh lw[k x;kA

¼iii½ eq>s dsoy ek= ikap #i, pkfg,A

14- vFkZ ds vk/kkj ij fuEufyf[kr okD;ksa ds Hksn crkb, % 2

¼i½ os yksx dgka jgrs gSa \

¼ii½ vkidh ;k=k 'kqHk gksA

¼iii½ mldh iRuh cgqr chekj FkhA

¼iv½ vxj os vk tkrs rks esjk dke cu tkrkA

15- funsZ'kkuqlkj okD;ksa esa ifjorZu dhft, % 2

¼d½ ykykth FkSyk mBkdj nqdku dh vksj pysA ¼la;qDr okD; esa½

¼[k½ o"kkZ gksus ij eksj ukpus yxrs gSaA ¼fefJr okD; esa½

16- ¼d½ fuEufyf[kr okD; dk fo'ys"k.k dhft, % 2

¼i½ rstLoh pk.kD; us ohj panzxqIr dks ex/k dk lezkV cuk fn;kA

¼ii½ iouiq= guqeku us ns[krs gh ns[krs lksus dh yadk tyk nhA

¼[k½ fuEufyf[kr okD;ksa dk la'ys"k.k dhft, % 2

¼i½ gksjh ,d fdlku FkkA og cgqr xjhc FkkA og cgqr ifjJe djrk FkkA

¼ii½ 'khyk esjh cgu gSA og eqacbZ ls dy vk,xhA ge nks fnu rd ekSt&eLrh djsaxsA

17- ¼d½ mi;qDr yksdksfDr;ksa ls fjDr LFkkuksa dh iwfrZ dhft, % 2

¼i½ jke us dgk fd esjh vkfFkZd nqnZ'kk esa rqEgkjh FkksM+h&lh lgk;rk esjs fy,-------

---------------------------------------------------------cu tk,xhA

¼ii½ eSa tYnckth esa iqjkuh ukSdjh ls bLrhQk ns vk;k vkSj ubZ ukSdjh feyh ughaAesjh n'kk rks ,slh gks xbZ tSls-----------------------------------------------------------------------------------A

69

¼[k½ fuEufyf[kr eqgkojksa esa ls fdUgha nks dk okD;ksa esa bl izdkj iz;ksx dhft, fd mudsvFkZ Li"V gks tk,¡ % 2

¼i½ xk¡B ck¡/k ysuk

¼ii½ flj gFksyh ij j[kuk

¼iii½ pkj pk¡n yxkuk

18- fuEufyf[kr x|ka'k dks i<+dj uhps fn, x, iz'uksa ds mÙkj nhft,A

¼d½ eSa ftl lekt dh dYiuk djrk gwa] mlesa xgLFk lU;klh vkSj lU;klh xgLFk gksaxsvFkkZr lU;kl vkSj xgLFk ds chp og nwjh ugha jgsxh tks ijaijk ls pyrh vk jgh gSAlU;klh mÙke dksfV dk euq"; gksrk gS] D;ksafd mlesa lap; dh ofÙk ugha gksrh] yksHkvkSj LokFkZ ugha gksrkA ;gh xq.k xgLFk esa Hkh gksuk pkfg,A lU;klh Hkh ogh Js"B gS tkslekt ds fy, dqN dke djsA Kku vkSj deZ dks fHkUu djksxs rks lekt esa fo"kerkmRiUu gksxh ghA eq[k esa dfork vkSj dj?ks ij gkFk] ;g vkn'kZ eq>s ilan FkkA blhdh f'k{kk eSa nwljksa dks Hkh nsrk gwa vkSj rqeus lquk gS ;k ugha fd ukud us ,d vehjyM+ds ds gkFk ls ikuh ihuk vLohdkj dj fn;k FkkA yksxksa us dgk] ^xq#th ;g yM+dkrks vR;ar laHkzakr oa'k dk gS] blds gkFk dk ikuh ihus esa D;k nks"k gS \** ukud cksys]^^bldh gFksyh esa esgur&etnwjh ds fu'kku ugha gSaA ftlds gkFk esa esgur ds Bsys ughagksrs] mlds gkFk dk ikuh ihus esa eSa nks"k ekurk gw¡A** ukud Bhd FksA Js"B lekt oggS] ftlds lnL; th [kksydj Je djrs gSa vkSj] rc Hkh t:jr ls vfèkd /ku ij vf/kdkj tekus dh mudh bPNk ugha gksrhA

¼i½ ^xgLFk lU;klh vkSj lU;klh xgLFk gksaxs* ls ys[kd dk D;k vk'k; gS \ 1

¼ii½ lU;klh mÙke dksfV dk euq"; D;ksa ekuk x;k gS \ 1

¼iii½ lekt esa fo"kerk dc mRiUu gksrh gS \ 1

¼iv½ Js"B lekt dkSu&lk gS \ 1

¼v½ ^fo"kerk* 'kCn dk foykse fy[kdj blesa iz;qDr izR;; vyx dhft,A 1

¼[k½ uhps fn, x, dkO;ka'k dks i<+dj iwNs&x, iz'uksa ds mÙkj nhft, %

[kqc x,

nwf/k;k fuxkgksa esa

QVh fcokb;ksa okys [kqjnjs iSj

/kal x,

dqlqe dksey eu esa

xqV~By ?kV~Bksa okys dqfy'k dBksj iSj

ns jgs Fks xfr

jcM+ foghu BwaB iSMyksa dks

pyk jgs Fks

70

,d ugha] nks ugha] rhu&rhu pØ

dj jgs Fks ek= f=foØe okeu ds iqjkus iSjksa dks

uki jgs Fks /kjrh dk vugn Qklyk

?kaVksa ds fglkc ls <ks, tk jgs Fks!

nsj rd Vdjk,

ml fnu bu vka[kksa ls os iSj

Hkwy ugha ikÅaxk QVh fcokb;ka

[kqc xbZ nqf/k;k fuxkgksa esa

/kal xbZ

dqlqe dksey eu esaA

¼i½ fjD'kk pkyd ds iSjksa esa fcokb;ka vkSj xk¡Bksa ls Hkjs ?kV~Bs D;ksa iM+ x, Fks \ 1

¼ii½ dfo us fjD'kk pkyd ds iSjksa dh rqyuk fdlds iSjksa ls dh gS \ 1

¼iii½ dfo us vius eu vkSj nf"V ds fy, fdu miekuksa dk iz;ksx fd;k gS vkSj D;ksa \ 1

¼iv½ ^?kaVksa ds fglkc ls <ks, tk jgs Fks* ls dfo fdl dVq lR; dh vksj ladsr djrk gS \ 1

¼v½ dfo dks D;ksa yxrk gS fd og fjD'kk pkyd ds ^fcokbZ&iM+s iSjksa* dks Hkwy ugha ik,xk \ 1

19- fo|ky; ds okf"kZd mRlo dk o.kZu djrs gq, iqjLdkj izkfIr dh izlUurk O;Dr djrs gq,jkgqy dh vksj ls firkth dks ,d i= fyf[k,A 5

vFkok

nSfud lekpkj&i= ds laiknd dks fnO;k dh vksj ls ,d i= fyf[k,] ftlesa dk;kZy;ksaesa c<+rs Hkz"Vkpkj dh vksj ljdkj dk /;ku vkdf"kZr djk;k x;k gksA

20- fdlh ,d fo"k; ij yxHkx 250 'kCnksa esa fuca/k fyf[k, % 10

¼d½ bDdhloha lnh dk Hkkjr

¼[k½ c<+rh vkcknh vkSj fleVrs lk/ku

¼x½ deZ gh iwtk gSA

¼?k½ lapkj Økafr vkSj Hkkjr

¼³½ eu ds gkjs gkj gS] eu ds thrs thrA

71


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&IIvad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq

izŒlaŒ visf{kr mÙkj&ladsr@ewY; fcanq vad&fooj.k@;ksx

1- ¼dsoy ,d dkO;ka'k dh lizlax O;k[;k visf{kr½

vad foHkktu&

¼i½ dfo vkSj dfork dk ukeksYys[k ½+½ ¾ 1

¼ii½ izlax ¼iwokZij lacaèk fuokZg½ 1

¼iii½ O;k[;k % izeq[k Hkko&fcanqvksa dk Li"Vhdj.k visf{kr 2½

¼iv½ vfHkO;fDr&dkS'ky] Hkkf"kd&dq'kyrk ½

dqy vad % 5

izlax % izLrqr dkO;ka'k lw;Zdkar f=ikBh ^fujkyk* dh dfork ^tkxks fQj ,d ckj* ls fy;kx;k gSA

Hkkjrh; ohjksa dks 'k=qvksa ds fo#)] izksRlkfgr djrs gq, dgk x;k gS fd ohjksa ds vfèkdkj&guudk dksbZ lkgl ugha dj ldrkA

O;k[;k&fcanq % gs Hkkjroklh! tks HksM+ ds leku dk;j gksrs gSa] os vius vfèkdkj fNurs ns[kfojksèk ugha djrs] ifj.kker% thou&i;±r vkalw cgkrs gSaA MkfoZu ls iwoZ Hkkjr esa JhÑ".k usxhrk esa vU;k; ds fo#) 'kL= mBkus dh izsj.kk nh Fkh D;ksafd leFkZ gh thfor jgus dkvfèkdkjh gSA

fo'ks"k % Hkk"kk&rRle 'kCn&iz/kku 'kCnkoyh ls ;qDr] eqDr Nan] vkst xq.k] izrhdkRedrk dkxq.kA

vFkok

izlax % izLrqr in ^larok.kh* 'kh"kZd ds varxZr ladfyr xq# ukud }kjk jfpr gSA bZ'oj dksfdlh fo'ks"k LFkku ij [kkstk ugha tk ldrk D;ksafd og rks loZ&O;kid gSA

O;k[;k&fcanq % bZ'oj loZ&O;kid gS] blfy, mls ou vkfn esa [kkstus dh vko';drk ughagSA ftl izdkj iq"i esa xaèk vkSj niZ.k esa ijNkbZ lekbZ gS] mlh izdkj euq"; ds ân; esa ogijekRek lek;k gSA mls ân; esa gh [kkstuk gksxkA xq# ds Kku ds Hkhrj&ckgj ¼loZ=½ O;kIrbZ'oj dk vuqHko fd;k tk ldrk gSA vr% Hkze nwj gksus ij gh Lo;a dks tkuk tk ldrk gSA

fo'ks"k % Hkk"kk esa vke cksypky ds 'kCn] miek] n"Vkar vyadkj] Hkk"kk esa fp=kRedrk dk xq.kgSA

72

2- fdUgha nks dkO;ka'kksa dk dkO;&lkSan;Z Li"V djuk visf{kr 3$3¾6

vad&foHkktu %

¼i½ Hkko&lkSan;Z 1½

¼ii½ f'kYi&lkSan;Z 1½

dqy vad % 3

¼d½ Hkko lkSan;Z % f'ko eaxy flag lqeu us ^feV~Vh dh efgek* uked dfork dh buiafDr;ksa esa feV~Vh dks lokZfèkd izkphu vkSj czãk] fo".kq rFkk egs'k dh tUenk=h ds :iesa fpf=r fd;k x;k gSA

f'kYi&lkSan;Z % Hkk"kk ljy] ljl ,oa izokgiw.kZ [kM+h cksyh gSA feV~Vh ij ekuoh; Hkkoksadk vkjksi.k gSA ekuohdj.k o vuqizkl vyadkj dk iz;ksx gSA

¼[k½ Hkko&lkSan;Z % dsnkjukFk vxzoky us ^ohjkaxuk* dfork esa ukjh dks ohjkaxuk&:i esafpf=r dj mls 'kfDr&Lo:ik ekuk gSA og fo"ke ifjfLFkfr;ksa esa n<+ jgrs gq, nwljksads dY;k.k&gsrq fHkUu&fHkUu :iksa esa <yrh gSA

f'kYi&lkSan;Z % ukjh ds dksey ,oa n<+ :iksa dk l'kDr ,oa uohu <ax ls fp=.k fd;kx;k gSA dfork esa izlkn xq.k gSA Hkk"kk lgt ,oa izokgiw.kZ [kM+h cksyh gSA vuqizkl ,oamiek vyadkjksa dh NVk nz"VO; gSA dfork esa lgt Nan&izokg gSA ;g y?kq dforkdk ,d lqanj mnkgj.k gSA

¼x½ Hkko&lkSan;Z % thou ds izfr vk'kkoknh nf"Vdks.kA lcds izfrizse vkSj lgkuqHkwfr]lekt esa ,d O;fDr dh Hkh O;fDrxr egÙkkA

f'kYi&lkSan;Z % vke cksypky ds 'kCnksa ls ;qDr [kM+h cksyh dh Hkkoe;h dfork gSAfojksèkkHkkl vkSj ekuohdj.k vyadkj dh izèkkurk gSA

3- fdUgha nks iz'uksa ds mÙkj visf{kr gSa 2$2¾4

vad&foHkktu %

¼i½ dF; 1½

¼ii½ Hkk"kk&'kq)rk ½

dqy vad % 2

¼d½ ok;q dks fdlku dh mTToy xkFkk blfy, dgk x;k gS] D;ksafd Je dk ;'k ok;q dhrjg lc txg O;kIr gSA lw;Z dks fdlku dk jFk blfy, dgk x;k gS] D;ksafd lwjtdh Å"ek ds cy ij Qlysa rS;kj gksrh gSaA

¼[k½ Hkkjrh; ukjh izkphu dky ls gh vkRefo'oklh] lPph izsfedk] ifrozrk] foijhrifjfLFkfr;ksa esa vfMx jgus okyh] LQwfrZe;h] ifr ds lq[k&nq[k dh lkfFku] vk'kk ,oafo'okl ls Hkkjh gSA

73

¼x½ dfo dks DydZ ds :i esa fujarj thou dh tfVyrkvksa dks >syuk iM+rk gSA vkfFkZdraxh dks lguk iM+rk gSA izfrfnu thou esa loZ= la?k"kZ djuk iM+rk gSA

4- ¼i½ ;fn ge ifjfLFkfr ds vuqlkj yphys ;k n<+ ugha gksrs rks ge jkeyhyk ds jko.k dh Hkkafr gks tk,axs tks u fgyrk gS u >qdrk gSA 2

¼ii½ thou dh ÑrkFkZrk vfM+;y gksus dh vis{kk n<+rk esa gSa D;ksafd gesa vius vkn'kks± dkikyu n<+rk ls djuk pkfg,A fcuk mfpr&vuqfpr dk fopkj fd, vfM+;y cus jgusls thou ÑrkFkZ ugha gksrkA 2

¼iii½ gekjs fopkjksa esa yphykiu gS rks ge lgt gh ifjfLFkfr;ksa ds lkFk lkeatL; LFkkfirdj ldrs gSaA gekjs vkn'kZ fLFkj gksa vkSj fopkjksa esa yphykiu gks rks ge thou ds ekspsZij MVs jg ldrs gSa( tSls ckal dk gjk&Hkjk isM+ gok ds lkFk fgyrk gS] >qdrkgS] fQj lhèkk [kM+k gks tkrk gSA

vFkok

¼i½ euq"; dk izÑfr ls n<+ ukrk gSA ou] ioZr] unh ds fcuk mldk thou vdsyk vkSjuhjl gks tkrk gSA 2

¼ii½ vkt euq"; ouLifr vkSj ty ls viuk ukrk rksM+ jgk gS ftlds dkj.k mldk thouuhjl vkSj vdsyk gksrk tk jgk gSA ouLifr vkSj ikuh dk fj'rk vVwV vkSj vuar gS]euq"; dk ukrk buls vVwV gSA vkt euq"; dks vius LokFkZ vkSj O;Lrrk R;kxdjÁÑfr dh gfj;kyh o ty dh ifo=rk dks cuk, j[kuk pkfg,A 2

¼iii½ vkt uxj o dkj[kkuksa dh xanxh ls Hkh ufn;ksa dk ty iznwf"kr gks x;k gSA tks ufn;kathou o laLÑfr dk lzksr gSa o vkt c<+rs ty&iznw"k.k ds dkj.k viuk egRo [kks jghgSaA 2

5- fdUgha rhu iz'uksa ds mÙkj visf{kr 3$3$3¾9

vad foHkktu %

¼i½ dF; 2

¼ii½ izLrqfr 1

dqy vad % 3

¼d½ Hkk"kk] èkeZ] [kkuiku o os'kHkw"kk vkfn dh nf"V ls ge esa fofoèkrk Hkys gh gks] ijlkfgfR;d] nk'kZfud ,oa lkaLÑfrd nf"V ls ge esa ,drk dh Hkkouk fo|eku gSA lHkhHkk"kkvksa o èkeks± ds lkfgR; esa Hkkoukxr lkE; feyrk gSA lHkh {ks=ksa esa lR;] vfgalk]R;kx] ijksidkj ,oa U;k; vkfn ekuoh; Hkkoukvksa ds izfr lEeku dh Hkkouk gSA

¼[k½ dksfdy ds Hkhrj rksrs dk jguk bl ekufldrk dh vksj ladsr djrk gS fd Lora= :ils cksyus okys O;fDr vius Hkk"kk vkSj Hkko vius ekfyd ds ladsr ij cny jgs gSaA osogh nksgjkrs gSa tks mUgsa muds vkdk dgrs gSaA ckgj ls dksfdy vFkkZr Lora= gksus dk<ksax djrs gSa ij vanj dh ekufldrk lq[k&Hkksx vkSj ijkèkhurk dh gSA

74

¼x½ isM+&ikSèks vkSj i'kq lHkh viuk iFkd vfLrRo le>rs FksA os lcds lexz :i ou ls

vutku FksA vKku ds dkj.k viuh&viuh <iyh viuk&viuk jkx vykirs FksA mUgsa;g Kku gh ugha Fkk fd os lc feydj ou gSaA os lc ou ds va'k gSa] bls os ugha ekurs

Fks] ugha tkurs FksA

¼?k½ ns'k esa O;kIr vlarqyu ds ckotwn ftl izdkj iqf'du viuk ns'k fdlh vU; ns'k ls

cnyuk ugha pkgrk mlh izdkj vusd leL;kvksa] dfBukb;ksa ls tw>rs gq, Hkh ys[kd

ds eu esa blds izfr xgjk izse gSA ns'k orZeku esa gh ugha gksrkA mldh tM+ vrhr

dh xgjkb;ksa rd QSyh gksrh gSA gj Hkkjrh; dh lPph igpku mu yksxksa ls gS tksvrhr esa Fks] ftudh feV~Vh bl èkjrh esa nch gSA

6- fdUgha rhu iz'uksa ds mÙkj visf{kr 2$2$2¾6

vad foHkktu %

¼i½ dF; 1½

¼ii½ Hkk"kk&'kq)rk ½

dqy vad % 2

¼d½ jktf"kZ iq#"kksÙke nkl VaMu ds O;fDrRo dh fo'ks"krk,a % Hkkjrh; Lora=rk lsukuh] fganh

dks jktHkk"kk ds :i esa lEeku fnykus okys] fu"dyad Nfo] dkaxzsl ds lefiZr usrk]

fuHkhZd] fl)karksa ds izfr fu"Bk vkfnA

¼[k½ ewaxk xwaxk ckr&ckr ij viekfur gksrk FkkA ekaxdj [kkuk mls mfpr ugha yxrk FkkA

bafnz; lq[k rd thou dks lhfer ugha j[kuk pkfg,A bafnz; lq[k ls Åij mBdj

thou dks mRlkgiwoZd thus esa thou dk okLrfod vkuan gSA

¼x½ os lPps vFkks± esa fny ls lsok djus okyh lekt&lsoh FkhaA os ru vkSj èku ls ugha]

lPps fny ls] fu%LokFkZ Hkkouk ls vdky] ck<+ o Iysx&ihfM+rksa dh lsodk FkhaA

¼?k½ mUgksaus firk ds }kjk yxku&olwyh vkSj ysu&nsu ds dk;Z dk fojksèk fd;kA os ?kj

NksM+dj cjsyh pys x,A os ys[kd dh ekrk ds fojksèk ij Hkh gj rjg dh fdrkcsa mUgsa

i<+us dks nsrsA ?kj esa laifÙk ds caVokjs ij Hkkb;ksa ls [kwc >xM+k gqvkA

7- v#eqxe ftl dke dks Hkh gkFk esa ysrk Fkk] mls iwjk djrk Fkk] mlus vius dPps ?kj dksiDds ?kj esa cnyk] Hkkath dh 'kknh djus dk opu iwjk fd;k rFkk 'k=q ds tsV dks fxjk, fcuk

mlus ne ugha rksM+kA ¼mÙkj 50&60 'kCnksa esa visf{kr½

vFkok

iafMr fo".kq fnxacj iyqLdj ds LokfHkekuh pfj=] vuq'kklu&fiz;rk] laxhr ds izfr yxkovkSj ykypghu LoHkko us gesa izHkkfor fd;kA xq.kksa ij i;kZIr izdk'k Mkyk x;k gksA 4

75

8- fdUgha nks iz'uksa ds mÙkj visf{krA 3$3¾6

vad foHkktu %

¼i½ dF; 2

¼ii½ izLrqfr&vfHkO;fDr 1

dqy vad % 3

¼d½ iapunk cqansy[kaM dk ,d fo'ks"k LFkku gS tgka ;equk] flaèkq] ikgqt vkSj dqekjh&;sufn;ka ,d LFkku ij feyrh gSaA ckyw( ikuh vkSj gfj;kyh dk ;g oSHko fofp= feJ.kdh jpuk djrk gSA bl laxe ds djhc ,d x<+h esa jktk uk;d flag ny ds lkFkvkdj Bgjs FksA

¼[k½ flagx<+ esa dqatj flag NksVh jkuh ls ckrphr ds nkSjku Li"V dgrk gS fd mUgsa vyhenkZudks lgk;rk ds fy, ugha cqykuk pkfg, FkkA jkuh nyhi uxj dh izkfIr ds fy,vyhenkZu dk lg;ksx vko';d ekurh gSa vkSj bl mís'; ls gh mlus vyhenkZu dksjk[kh fHktokbZ FkhA dqatj flag tkurk Fkk fd vyhenkZu dh bl lgk;rk ds ihNs nwljkgh earO; gS] D;ksafd og rks ikyj dh nsoh dks ikus vkSj eafnj dks u"V djus vk;k gSA

¼x½ nsoh flag us nkaxh ohjksa ds 'koksa dks flj uokdj iz.kke fd;kA lHkh lSfudksa us Hkh ureLrd gksdj ueLdkj fd;kA nsoh flag us #) xys ls dgk ^^viuh cku ij vM+s Fks(viuh cku ij] fu'p; ds lkFk esaA bUgsa ejus esa tSlk lq[k feyk gksxk] gesa dnkfprthou esa Hkh u feysxkA cgqr lekjksg ds lkFk budh nkg&fØ;k dh tkuh pkfg,A**fojkVk dh tkxhj ds fy, mlus fu.kZ; fy;k fd fojkVk dk xkao fdlh vU; dkstkxhj esa ugha fn;k tk,xkA nkafx;ksa esa tks cpsxk mlh ds gkFk esa ;g xkao jgsxkA

9- dqatjflag dh pkj pkfjf=d fo'ks"krk,a visf{kr ¼miU;kl dh ?kVukvksa ds vkyksd esa fo'ks"krkvksadk Li"Vhdj.k visf{kr½

vad foHkktu %

¼i½ dF; 3

¼ii½ Hkk"kk&'kq)rk] vfHkO;fDr 1

dqy vad % 4

dqatj flag % miU;kl dk izeq[k iq#"k ik=] fuLokFkZ Hkko ls jktk ds izfr lefiZr] viusvfèkdkjksa ds fy, yM+us okyk] ohjrk ,oa lkgl dh izfrewfrZ] drZO;fu"B ,oa ohj ;ks)k]rksi&lapkyu esa fuiq.k] vkn'kZ izseh] opu ij vfMx jgus okyk vkSj èkeZ&j{kd vkfnA

vFkok

dFku ds leFkZu esa fdUgha rhu fcanqvksa dk mYys[k visf{krA

10- 'khr % xq.kokpd fo'ks"k.k] fo'ks"; gS ^_rq* ¼fyax] opu vkSj dkjd fo'ks"; ds vuqlkj½ 1

fgeky; dk % O;fDrokpd laKk] iq-] ,dopu] lacaèkdkjd] lacaèkh 'kCn ^{ks=* 1gks tkrk gS % vdeZd fØ;k] iq-] ,dopu] fu'p;kFkZ] orZeku] drZokP;] drZfj iz;ksxA 1

76

11- ¼d½ vè;kidksa }kjk fo|ky; esa f'k{kk nh tkrh gSA 1

¼[k½ ck<+ ihfM+rksa dh lgk;rk ds fy, ljdkj us djksM+ksa #i, [kpZ fd,A 1

¼x½ eq>ls bl xehZ esa lks;k ugha tk ldrkA 1

12- ¼d½ gkFk gh gkFk esa & vO;;h Hkko lekl 1xt ds leku vkuu gS ftldk ¼x.ks'k½ & cgqczhfg lekl 1

¼[k½ xaxk&;equk & }a} lekl 1gLrfyf[kr & rRiq#"k lekl 1

13- ¼d½ Ñi;k nks fnu dk vodk'k iznku djsaA 1

¼[k½ 'ksj dks lkeus ns[kdj rks esjs izk.k gh lw[k x,A 1

¼x½ eq>s ek= ikap :i, pkfg,A 1

14- ¼d½ iz'uokpd okD; ½

¼[k½ bPNkokpd okD; ½

¼x½ foèkkuokpd okD; ½

¼?k½ ladsrokpd okD; ½

15- ¼d½ ykykth us FkSyk mBk;k vkSj nqdku dh vksj pys x,A 1

¼[k½ tc o"kkZ gksrh gS] eksj ukpus yxrs gSaA 1

16- ¼d½ ¼i½ drkZ & pk.kD; us 1

drkZ foLrkj & rstLoh

deZ & panzxqIr dks

deZ foLrkj & ohj

fØ;k in & cuk fn;k

iwjd & exèk dk lezkV

¼ii½ drkZ & guqeku us 1

drkZ foLrkj & iou iq=

deZ & yadk

deZ dk foLrkj & lksus dh

fØ;k in & tyk nh

fØ;k fo'ks"k.k & ns[krs gh ns[krs

¼[k½ ¼i½ gksjh ,d xjhc vkSj ifjJeh fdlku FkkA 1

¼ii½ esjh cgu 'khyk ds dy eqacbZ ls vkus ij ge nks fnu rd ekSt&eLrh djsaxsA 1

77

17- ¼d½ ¼i½ Mwcrs dks fruds dk lgkjk 2

¼ii½ èkksch dk dqÙkk] ?kj dk u ?kkV dk 2

dqy vad % 4

¼[k½ mi;qDr iz;ksx ij iwjs vad nsaA 1$1¾2

18- ¼d½ ¼i½ xgLFk lU;klh vkSj lU;klh xgLFkh ls vk'k; gS&xgLFk esa jgdj lU;klhtSlk lknk thou thukA nksuksa esa larqyu cukuk gh lU;klh xgLFk thou gSA 1

¼ii½ D;ksafd mlesa lap; dh ofÙk ugha gksrhA og yksHk vkSj LokFkZ ls ijs jgrk gSrFkk lekt&lsok dk dk;Z djrk gSA 1

¼iii½ Kku vkSj deZ esa fHkUurk djus ls ;k nksuksa esa leUo; u gksus ls lekt esa]fo"kerk mRiUu gksrh gSA 1

¼iv½ ftlds lnL; Kku vkSj deZ dks cjkcj egRo nsrs gSa] os th [kksydj ifjJedjrs gSa vkSj t:jr ls vfèkd èku ij vfèkdkj ugha tekrsA 1

¼v½ lerk] izR;;& ^rk* 1

¼[k½ ¼i½ fjD'kkpkyd izfrfnu ?kaVksa rd jcM+&foghu l[r iSMyksa dks iSjksa ls tksjyxkdj pykrk FkkA 1

¼ii½ fjD'kkpkyd ds iSjksa dh rqyuk okeu vorkj èkkj.k djus okys Hkxoku fo".kqds rhu yksd ukius okys iSjksa ls dh xbZ gSA 1

¼iii½ dfo us vius eu vkSj nf"V ds fy, Qwy vkSj nwèk miekuksa dk iz;ksx fd;k]D;ksafd eu Qwy&lk dksey vkSj Hkkoqd gS] nf"V nwèk&lh èkoy ,oa laosnukls ;qDr gS] ftlls os [kqjnjs iSjksa dh pqHku eglwl dj ldrs gSaA 1

¼iv½ fjD'kkpkyd ?kaVksa ds fglkc ls fjD'ks ds ekfyd dks fdjk;k nsrs gSaA viuhesgur dh dekbZ dk ,d cM+k fgLlk fdjk, ds :i esa nsrs gSaA 1

¼v½ fjD'kkpkyd ds thou&la?k"kZ dks dfo us ân; dh xgjkbZ ls eglwl fd;kgS( blfy, ;g xgjh laosnuk fjD'kkpkyd ds fcokbZ&iM+s iSjksa dh Le`frcuk, j[ksxhA1

19- i= ys[ku vkSipkfjdrk,a 2fo"k;&lkexzh@izfriknu vkSj vfHkO;fDr 3

dqy vad % 5

20- fucaèk ys[ku izLrkouk 1fo"k;&lkexzh vkSj izLrqfr 6milagkj 1Hkk"kk&'kq)rk@vfHkO;fDr 2

dqy vad % 10

78

fganh ¼,sfPNd½fganh ¼,sfPNd½fganh ¼,sfPNd½fganh ¼,sfPNd½fganh ¼,sfPNd½d{kk&12d{kk&12d{kk&12d{kk&12d{kk&12

izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&I


1- fuEufyf[kr x|ka'kksa esa ls fdlh ,d dh lizlax O;k[;k dhft, % 10

¼d½ oSj Øks/k dk vpkj ;k eqjCck gSA ftlls gesa nq%[k igqapk gS] ml ij ;fn geus Øksèkfd;k vkSj ;g Øks/k gekjs ân; esa cgqr fnuksa rd fVdk jgk rks og oSj dgykrk gSAbl LFkk;h :i esa fVd tkus ds dkj.k Øks/k dk osx vkSj mezrk rks /kheh iM+ tkrh gS]ij y{; dks ihfM+r djus dh izsj.kk cjkcj cgqr dky rd gqvk djrh gSA Øks/k viukcpko djrs gq, 'k=kq dks ihfM+r djus dh ;qfDr vkfn lkspus dk le; izk;% ugha nsrkA

¼[k½ bruk lp tku iM+rk gS fd Hkh"e ds drZO;&vdrZO; ds fu.kZ; esa dgha dksbZ detksjhFkhA og mfpr volj ij mfpr fu.kZ; ugha ys ikrs FksA ;|fi og tkurs cgqr Fks]rFkkfir dqN fu.kZ; ugha ys ikrs FksA mUgsa vorkj u ekuuk Bhd gh gqvkA vktdkyHkh ,sls fo}ku fey tk,axs] tks tkurs cgqr gSa] djrs dqN Hkh ughaA djus okykbfrgkl&fuekZrk gksrk gS] flQZ lkspus okyk bfrgkl ds Hk;adj jFk&pØ ds uhps filtkrk gSA bfrgkl dk jFk og gkadrk gS tks lksprk gS vkSj lksps dks djrk Hkh gSA

2- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mRrj yxHkx 40&50 'kCnksa esa nhft, % 4$4$4¾12

¼d½ ^vFkkrks ?kqeDdM+ ftKklk* ikB ds ys[kd ;qokvksa dks ?kqeDdM+&/keZ xzg.k djus dkijke'kZ D;ksa nsrs gSa \

¼[k½ ^O;fDr dh ,d >yd* ikB esa ys[kd us izlkn ds O;fDrRo ds cká vkSj Hkhrjh Lo:idh fdu fo'ks"krkvksa dk mYys[k fd;k gS \

¼x½ fe'kujh Hkko dh fuank vkSj bZ";kZ&}s"k ls izsfjr fuank esa D;k varj gS \ ^fuank jl* ikBds vk/kkj ij Li"V dhft,A

¼?k½ ^esjh thou ;k=kk% nks fp=* ikB ds vk/kkj ij fVIi.kh dhft, fd ys[kd ds thou ds;s nks fp=k cnyrh lkekftd ekufldrk ds ifjpk;d gSaA

79

3- fuEufyf[kr iz'uksa esa ls fdlh ,d dk mÙkj 40&50 'kCnksa esa nhft, % 3

¼d½ i;kZoj.k ;k fodkl vkSj vfLrRo ;k fouk'k fuca/k ds ek/;e ls ys[kd us vkt dsjk"Vªh; vkSj lekftd thou ds lanHkZ esa dkSu&dkSu lh leL;k,a mBkbZ gSa \

¼[k½ ^^ftlus dHkh ryokj ugha pykbZ] og bjknk djus ij Hkh ryokj ugha pyk ldrkA**^ea=k* dgkuh ds vk/kkj ij bl dFku dh leh{kk dhft,A

4- fuEufyf[kr dkO;ka'kksa esa ls fdlh ,d dh lizlax O;k[;k dhft, vkSj mlds dkO; lkSan;Zij Hkh izdk'k Mkfy,A 5$5¾10

eksfg ew<+ eu cgqr fcxks;ksA

;kds fy, lqugq d:uke; eSa tx tufe&tufe nq[k jks;ksAA

lhry e/kqj ih;w"k lgt lq[k fudVfga jgr] nwj tuq [kks;ksAA

cgq Hkkafru lze djr eksg cl cFkfga eanefr ckfj fcyks;ksAA

dje&dhp ft;] tkfu] lkfu fpr] pkgr dqfVy eyfgey /kks;ksA

r"kkoar lqjlfj fcgk; lB] fQfj&fQfj fcdy vdkl fupks;ksAA

rqylhnkl izHkq dik djgq vc] eSa fut nks"k dNw ufga xks;ksA

Mklr gh xbZ chfr fulk lc] dcgq¡ u ukFk uhan Hkfj lks;ksA

vFkok

Hkkjr ugha LFkku dk okpd xq.k&fo'ks"k uj dk gS]

,d ns'k dk ugha 'khy ;g Hkw&eaMy ij dk gSA

tgk¡ dgha ,drk v[kafMr tgka izse dk Loj gS]

ns'k&ns'k esa ogk¡ [kM+k Hkkjr thfor HkkLoj gSA

fuf[ky fo'o dh tUeHkwfe oanu dks ueu d:¡ eSaA

fdldks ueu d:¡ eSa Hkkjr! fdldks ueu d:¡ eSa \

5- fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj nhft, % 3$3$3¾9

¼i½ ^vks esjs eu* dfork esa dukr*] fcLrj* vkSj Vsfj;j dqÙks* izrhd dSls O;fDr;ksa ds fy,iz;qDr fd, x, gSa \

¼ii½ ^^ySai iksLV rks eSa Hkh tyk ldrk gw¡** ^igpku* dfork ds bl dFku ds lanHkZ esacqf)thoh oxZ dh Hkwfedk Li"V dhft,A

¼iii½ ^vuq[ku ek/ko&ek/ko lqfejbrs] lqanfj Hksfy e/kkbZ*&dFku dk lkSan;Z Li"V dhft,A

¼iv½ ^^;g egk naHk dk nkuoihdj vuax dk vklodj pqdk egk Hkh"k.k jolq[k ns izk.kh dks ekuo]

80

rt fot;&ijkt; dk dq<axA**mi;qZDr iafDr;ksa dk Hkko&lkSan;Z Li"V dhft,A

6- rqylhnkl vFkok jke/kkjh flag ^fnudj* ds thou] jpukvksa vkSj dkO;xr fo'ks"krkvksa 6ij izdk'k Mkfy,A

7- ^jaxHkwfe* miU;kl ds dFkkud dh izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A 5

vFkok

^^jaxHkwfe tu&tkxj.k dk miU;kl gS**&bl dFku ls vki dgk¡ rd lger gSa \rdZ&lEer mRrj nhft,A

8- ^^lwjnkl xka/khoknh fopkjksa ds okgd] ekuoh; xq.k&nks"kksa ls ;qDr iq#"k gSaA** bl dFku ds 5ifjizs{; esa lwjnkl dk pfj= fp=.k dhft,A

vFkok

^^izHkq lsod vkRelsoh ls gh tu&lsoh cuus okyk fodkl'khy ik= gS**&bl dFku dsvkyksd esa izHkq lsod ds pfj= ij izdk'k Mkfy,A

9- ^jaxHkwfe Hkkjrh; Lora=rk&laxzke dh egkxkFkk gSA*&bl mfDr ds vk/kkj ij ^jaxHkwfe* 5miU;kl dh ns'kdky vkSj okrkoj.k&;kstuk ij izdk'k Mkfy,A

vFkok

^^Hkk"kk&'kSyh dh n`f"V ls ^jaxHkwfe* ,d mRd`"V vkSiU;kfld d`fr gSA**&bl dFku dk;qfDr ;qDr foospu dhft,A

10- ^^jhfrdkyhu dfork dk iz/kku Loj Ükaxkjijd gSA**&bl dFku dh iqf"V djrs gq, jhfr& 4dkyhu lkfgR; dh rhu izeq[k izo`fRr;ksa ij izdk'k Mkfy,A

vFkok

lar dkO; dh fdUgha rhu izo`fRr;ksa dks Li"V djrs gq, bl dky ds nks izeq[k dfo;ksa dsuke Hkh fyf[k,A

11- Nk;kokn dks ^^LFkwy ds izfr lw{e dk fonzksg** D;ksa dgk tkrk gS \ Nk;koknh dkO; dh 5pkj izeq[k fo'ks"krkvksa dks Hkh Li"V dhft,A

vFkok

izxfroknh dkO; dh pkj izeq[k fo'ks"krkvksa dks Li"V djrs gq, bl dky ds nks dfo;ksa dkukeksYys[k dhft,A

12- izsepan&;qxhu fganh&miU;kl lkfgR; ij izdk'k Mkfy,A 4

vFkok

izlkn ;qxhu fganh&ukVd lkfgR; dk laf{kIr ifjp; nhft,A

81

13- fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, % 12

¼d½ fo'o esa c<+rk vkradokn¼[k½ daI;wVj&vkt dh vko';drk

¼x½ lcls U;kjk ns'k gekjk

¼?k½ uj gks u fujk'k djks eu dks

¼³½ jk"Vª&fuekZ.k esa lkfgR; dk ;ksxnkuA

14- fuEufyf[kr x|ka'k dks i<+dj uhps fn, x, iz'uksa ds mRrj nhft, %

vko';drkuq:i izR;sd dks dk;Z djuk iM+rk gSA deZ ls dksbZ eqDr ugha gSA ,d vR;armPpLrjh; vk/;kfRed iq#"k vFkok mlds foijhr oSpkfjd {kerk ls ghu O;fDr gh fcuk deZ

ds jg ldrk gSA bu nksuksa Jsf.k;ksa ds e/;orhZ yksxksa dks dk;Z djuk iM+rk gSA xhrk dgrh

gS&;fn rqe LosPNk ls dk;Z ugha djksxs rks izdfr rqe ls cykr~ deZ djk,xh vkSj lgh Hkkouk

ls vuqf"Br deZ /kkfeZd gks tkrk gSA bl nf"V ls tks jktuhfr ds ek/;e ls ekuork dh lsok

djuk pkgrs gSa mUgsa misf{kr ugha fd;k tk ldrkA ;fn os mfpr Hkkouk ls dk;Z djsa rks os

vius dk;ks± dks vk/;kfRed Lrj rd mBk ldrs gSaA ;g le; dh iqdkj gSA tks jktuhfresa izos'k ikuk pkgrs gSa] os ;g dk;Z ,d vk/;kfRed nf"Vdks.k ysdj] ijksidkfjrk dk mPp

Hkko ysdj djsa vkSj fnu&izfrfnu vkRefo'ys"k.k] varnZf"V] lrdZrk vkSj lko/kkuh ds Hkko

ysdj vius vki dk ijh{k.k djsa] ftlls os lUekxZ ls P;qr u gksus ik,¡A

¼i½ deZ ls eqfDr laHko D;ksa ugha gS \ 1

¼ii½ deZ vk/;kfRed lk/kuk dSls cu ldrk gS \ 1

¼iii½ lgh Hkkouk ls deZ D;ksa djuk pkfg, \ 1

¼iv½ jktuhfr esa izos'k djus ds bPNqd O;fDr;ksa dks vius deZ fdl izdkj djus pkfg,A 1

¼v½ mi;qZDr x|ka'k ds fy, ,d mi;qDr 'kh"kZd nhft,A 1

15- fuEufyf[kr dkO;ka'k dks i<+dj uhps fn, x, iz'uksa ds mRrj nhft, %

,d fnu lglk

lwjt fudyk

vkSj f{kfrt ij ugha]

uxj ds pkSd

/kwi cjlh

ij varfj{k ls ugha

QVh feV~Vh lsA

82

Nk;k,a ekuo tu dh

fn'kkghu

lc vksj iM+ha&og lwjt

ugha mxk Fjkk iwjc esa] og

cjlk lglk

chpks&chp uxj ds

dky&lw;Z ds jFk ds

ifg;ksa ds T;ksa vjs VwVdj

fc[kj x, gksa

nlksa fn'kk esa

dqN {k.k dk og mn;&vLrA

dsoy ,d izTofyr {k.k dh

n'; lks[k ysus okyh nksigjh

fQj \

Nk;k,¡ ekuo&tu dh

ugha feVh yach gks&gksdj

ekuo gh lc Hkki gks x,A

Nk;k,a rks vHkh fy[kh gSaA

>qyls gq, iRFkjksa ij

mtM+h lM+dksa dh xp ijA

¼i½ f{kfrt ls u mxdj uxj ds chpksa&chp cjlus okyk ^og lwjt* D;k Fkk \ 1

¼ii½ og nq?kZVuk dc dgk¡] ?kVh Fkh \ 1

¼iii½ mls ^dqN {k.k dk mn;&vLr* D;ksa dgk x;k gS \ 1

¼iv½ ^ekuo gh] lc Hkki gks x,* dFku dk D;k vk'k; gS \ 1

¼v½ bl ?kVuk ds izek.k vkt fdl :i esa izkIr gksrs gSa \ 1

83


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&Ivad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq


1- ¼dsoy ,d x|ka'k dh lizlax O;k[;k visf{kr½ 10

vad foHkktu&

¼i½ ys[kd rFkk ikB dk ukeksYys[k ½+½ ¾ 1

¼ii½ izlax ¼iwokZij laca/k fuokZg½ 1

¼iii½ O;k[;k ¼izeq[k fcanqvksa dk Li"Vhdj.k½ 5

¼iv½ Hkk"kk&'kSyh ij fVIi.kh 3

dqy vad % 10

¼i½ izlax % izLrqr x|ka'k vkpk;Z jkepanz 'kqDy }kjk jfpr Øks/k* uked fuca/k ls vorfjrgSA bl x|ka'k esa Øks/k vkSj cSj euksHkkoksa ds Lo:i dks crkrs gq, nksuksa ds varj dksLi"V fd;k x;k gSA

O;k[;k&fcanq % eu esa cgqr fnuksa rd jgus ij Øks/k cSj esa cny tkrk gSA Øks/k dkLFkk;h vkSj ifjiDo :i gh cSj gSA le; ds varjky ds lkFk Øks/k dh xfr ean gkstkrh gSA Øks/k esa 'k=kq ls cpko dk miko ugha lw>rkA

fo'ks"k % fo'ys"k.kkRed] fopkjkRed vkSj lw=kRed 'kSyhA rRle cgqy] fdarq lgt ,oaizokg&iw.kZ Hkk"kk dk iz;ksxA

¼ii½ izlax % izLrqr iafDr;ka vkpk;Z gtkjh izlkn f}osnh&dr ^Hkh"e dks {kek ugha fd;kx;k* uked fuca/k ls yh xbZ gSaA Hkh"e dh pkfjf=d nqcZyrk dk o.kZ djrs gq, dgkx;k gS fd dsoy fparu djus dh vis{kk deZ djus okyk gh bfrgkl esa vej gksrk gSA

O;k[;k&fcanq % Hkh"k esa le; ij fu.kZ; ys ikus dh {kerk u FkhA Kku dk O;kogkfjd i{kvf/kd egRoiw.kZ gS] fopkj vkSj deZ dk laca/k j[kus okyk O;fDr gh bfrgkl jprk gSA

fo'ks"k % fopkjkRed 'kSyh] lwfDre;rk] rRle iz/kku lkfgfR;d Hkk"kk dk iz;ksxA

2- fdUgha rhu iz'uksa ds mRrj yxHkx 40&50 'kCnksa esa visf{kr gS % 4$4$4¾12

vad&foHkktu %

¼i½ dF; 3

¼ii½ Hkk"kk&'kq)rk 1

dqy vad % 4

84

¼i½ ;qokoLFkk gh ?kweus ds fy, mi;qDr gS] ?kqeDdM+h ls Kku esa of) gksrh gS] la?k"kZ djusdh {kerk c<+rh gS] O;fDrRo esa fu[kkj vkrk gS vkSj u,&u, vuqHko izkIr gksrs gSaA

¼ii½ izlkn dk laiw.kZ O;fDrRo fnO; ,oa eksgd FkkA enqy eqLdku ls ;qDr] /kS;ZiwoZd ckrsadjuk] lPps fe=] eLrekSyk vkSj O;ogkj dq'ky&mudk vkarfjd Lo:i&vkuanoknh]uke o ;'k dh vkdka{kk ls ijs] lHkh leh{kkvksa ij rVLFk cus jguk vkfnA

¼iii½ fe'kujh Hkko dh fuank cSj vkSj }s"k&jfgr] HksnHkko&jfgr] fufyZIr rFkk ifo=k Hkko ls]fcuk fdlh dk vfgr pkgs] flQZ vkuan izkfIr ds fy, gksrh gSA ;g fuandksa ds fy,VkWfud gksrh gSA bZ";kZ&}s"k ls izsfjr fuankghurk vkSj detksjh fNikus ds fy, rFkk vgadh rqf"V ds fy, gksrh gSA fuand bZ";kZ dh vkx esa tyrk jgrk gS vkSj mlesa nwljksads vfgr dk Hkko fNik gksrk gSA

¼iv½ igyk fp= ys[kd ds cpiu dk gS] ftlesa :f<+oknh lkearh ekufldrk ds dkj.k yksx;gLohdkj ugha dj ikrs fd ,d nfyr ckyd Hhk i<+kbZ dk vf/kdkjh gSA nwljk fp=mudh fd’kksj voLFkk dk gS] tc os tcyiqj izf’k{k.k&laLFkku esa v/;;u dj jgs FksAogka mUgsa lHkh tkfr vkSj oxZ ds yksxksa ls lg;ksx vkSj lEeku feykA

3- fdUgh nks iz’uksa ds mÙkj yxHkhx 40&50 ’kCnksa esa vif{kr gSA rhu fcanqvksa esa iz’u dk 3mÙkj lekfgr gksA

¼i½ LeL;k,¡ % i;kZoj.k&iznw"k.k esa of) dh leL;k] izkdqfrd lalk/kuksa dh deh] tSfod

fofo/krk dk àkl] xjhc vkSj vehj ds chp dh [kkbZ] yksxksa ds mtM+us dh leL;k]

LokLF; dh leL;k vkfnA

¼ii½ Hkxr dk LoHkko % n;kyq ,oa ijksidkjh FkkA muds LoHkko esa Fkk fu"dke Hkko ls

yksd&dY;k.k djuk] fdlh dk vfgr u djukA Mk- pM~<+k ds izfr Øks/k ,oa izfrdkj

dh Hkkouk ds ckotwn og mlds iq= dh izk.k&j{kk ds fy, igqap tkrs gSaA

4- ,d dkO;ka'kks dh lizlax O;k[;k visf{kr gS % 10

vad foHkktu

¼i½ dfo] dfork dk uke ½ + ½

¼ii½ izlax ¼iwokZij laca/k&fuokZg½ 1

¼iii½ O;k[;k ¼izeq[k Hkko&fcanqvksa dk Li"Vhdj.k½ 3

¼iv½ dkO; lkSan;Z 5

dqy vad % 10

izlax % egkdfo rqylhnkl }kjk jfpr izLrqr in esa lalkj esa vklfDr ds dkj.k HkfDr ls

fojfDr dk o.kZu djrs gq, dfo }kjk vius i'p;krki&cks/k dk izHkq ds le{k fuosnu fd;k

x;k gSA

85

O;k[;k&fcanq % ew[kZ eu }kjk HkVdk, tkus ds dkj.k gh thokRek tUe&ej.k dk nq%[k Hkksx

jgh gS rFkk eu ds dkj.k gh ver ds leku 'khry] e/kqj HkfDr dk vkuan ikus ls og oafprgSA lq[k&izkfIr&gsrq eksgo'k fd;k x;k ifjJe ikuh dks eFkdj ?kh fudkyus tSlk O;FkZ gSA

thou&Hkj lq[kksa dks izkIr djus dk iz;Ru ,slk gS] tSls fcLrj fcNkrs&fcNkrs jkr chr tk,

vkSj lq[k dh uhan izkIr u gksA

dkO; lkSan;Z % ''kq) lkfgfR;d czt Hkk"kk dk iz;ksxA vyadkj&vuqizkl] iqu:fDr izdk'k]

n"Vkar] leklksfDr vkfn in Nan ,oa jl&^'kkar* vkfn ij vk/kkfjr foLrr fVIi.kh viksf{krA

vFkok

izlax % dfodj jke/kkjh flag fnudj* dh dfork fdldks ueu d:a eSa* dh bu iafDr;ksa esa izsevkSj lnkpkj dh f'k{kk nsus ds dkj.k Hkkjr dks laiw.kZ fo'o ds fy, oanuh; ekuk x;k gSA

O;k[;k&fcanq % Hkkjr dks fdlh HkkSxksfyd lhek esa ugha cka/kk tk ldrkA og rks ,d fo'ks"k

xq.k vkSj Hkkouk dkuke gSA Hkkjr dk 'khy o lnkpkj fo'o ds fy, vuqdj.kh; jgk gSA Hkkjr

us fo'o dks ,drk] v[kaMrk vkSj izse dk lans'k fn;k gS] og lcds ds fy, oanuh; gSA

fo'ks"k % Hkkjr ds txn~xq# xkSjo dk o.kzu fd;k x;k gSA Hkk"kk rRle 'kCnkoyh;qDr [kM+h

cksyh gSA Hkk"kk esa vkst xq.k gSA vuqizkl rFkk iqu#fDr izdk'k vyadkj dk iz;ksxA

5- fdUgha rhu iz'uksa ds mRrj visf{krA 3$3$3¾9

¼d½ dukr % ikikpkj&nqjkpkj djus okyksa dks ekSu gksdj ns[kus rFkk muds dkys dkjukeksa

ij inkZ Mkyus okysA

fcLrj % dqdeZ djus okys yksxksa dks lg;ksx nsus okysA

Vsfj;kj dqÙks % vius Lokeh ds LokFkZ&fl) djus esa fgald <ax ls lg;ksx nsus okysA

¼[k½ ySai iksLV tykus dk izrhdkFkZ gS&psruk tkxzr djuk&cqf)thoh oxZ viuh fopkj'kfDr ls] Kku ds izdk'k ls] vkSj ys[kuh dh rkdr ls lkekU; tu esa psruk yk ldrk

gS] lekt esa QSys vU;k;&vR;kpkj dk fojks/k dj ldrk gSaA

¼x½ fo|kifr }kjk jfpr ^inkoyh* dh bu iafDr;ksa esa jk/kk dh fojgkoLFkk dk vR;ar

ekfeZd fp=.k fd;k x;k gsA jk/kk ek/ko&ek/ko djrh gqbZ ek/koe; gks xbZ gSA Lo;a

dks Hkwy xbZ gSA jk/kk ek/ko ds :i esa vius gh xq.kksa ij eksfgr gksus yxh gSA l?ku

izsekuqHkwfr vkSj fojg dh pje voLFkk dk ekfeZd fp=.k fd;k x;k gSA

¼?k½ Hkko&lkSan;Z % t; 'kadj izlkn }kjk jfpr dfork ^v'kksd dh fpark* dh bu iafDr;ksa

esa dfo us fot;h v'kksd ds var}Za}}kjk fot; dh fujFkZdrk vkSj ekuork dh

mi;ksfxrk dk lans'k fn;k gSA ;q) ;k fgalk NksM+dj gesa lcds dy;k.k&gsrq deZ

djus pkfg,A HkkokuqHkwfr dh l?kurk vkSj O;kidrk dk ekfeZd fp=.kA

86

6- fdlh ,d dfo dk thou&ifjp; visf{kr gS %

vad&foHkktu %

¼1½ thou&ifjp; 2

¼2½ jpuk,a o lkfgfR;d dk;Z 2

¼3½ dkO;xr fo'ks"krk,a 2

dqy vad % 6

rqylhnkl dk tUe lu~ 1532 bZ- esa ckank ftys ¼m- iz-½ ds jktkiqj uked xkao esa gqvk FkkA

firk vkRekjke nwcs vkSj ekrk gqylh FkhA ckck ujgfjnkl us mudk ikyu&iks"k.k fd;k rFkkmUgs f'k{kk&nh{kk iznku dhA

jpuk,a % ^jkepfjrekul* ^ikoZrh eaxy]* ^fou; if=dk* ^dforkorh]* ^nksgkoyh]* ^Jhd".k

xhrkoyh]* ^jkeyyk ugNw*a

dkO;xr fo'ks"krk,a % vo/kh ,oa czt&nksuksa Hkk"kkvksa ij leku vf/kdkjA izca/k ,oa eqDrd&

nksuksa dkO;&'kSfy;ksa esa leku n{krk ls jpuk,a dhA nksgk] pkSikbZ] dfoÙk loZ;k] NIi; vkfn

Nanksa dk iz;ksx fd;kA Jaxkj] ohj] okRlY;] 'kkar vkfn lHkh jlksa dk lqanj iz;ksx budhjpukvksa esa gSA miek] :id] mRizs{kk vkfn vyadkjksa dk lgt iz;ksxA

vFkok

jke/kkjh flag ^fnudj* dk tUe fcgkj jkT; ds eqaxsj ftys esa flefj;k uked xkao esa 1908

bZ- esa gqvk FkkA iVuk fo'fo|ky; ls ch-,- ¼vkWulZ½ ds ckn mPp fo|ky; esa iz/kkukpk;Z ds

in ij dk;Z fd;kA 1952 bZ- esa laln lnL; euksuhr gq,A Hkkxyiqj fo'ofo|ky; ds

midqyifr vkSj Hkkjr ljdkj ds fganh lykgdkj jgsA

jpuk,a ¼dkO;½ % ^js.kqdk*] ^gqadkj*] ^dq:{ks=*] ^jf'ejFkh*] ^ij'kqjke dh izrh{kk*] ^lke/ksuh* vkSj

^moZ'kh*A ^moZ'kh* KkuihN iqjLdkj ls lEekfur dkO; gsa

x| % ^laLdfr ds pkj v/;k;*] ^feV~Vh dh vksj*] ^'kq) dfork dh [kkst*] ^v/kZukjh'oj*]

^dkO; dh Hkwfedk*a

dkO;xr&fo'ks"krk,a % buds dkO; esa lkSan;Z] izse vkSj ekuoh; laosnuvksa dk ekfeZd vadu

fd;k x;k gSA Hkk"kk esa vkst vkSj izokg gS% O;aX;kRedrk vkSj laoknkRedrk budh Hkk"kk dhvU; fo'ks"krk,a gSaA

7- vad & foHkktu %

¼1½ dF; 4

¼2½ Hkk"kk&'kq)rk 1

dqy vad % 5

87

^jax Hkwfe* ds dFkkud dh izeq[k fo'ks"krk,a % dFkkud vR;ar ekSfyd gSA blesa xBu gSA dFkk

dh lHkh ?kVuk,a Øec() o xqafQr gSa ,oa muesa jkspdrk vkSj ftKklk var rd cuh jgrh gSAmiU;kl vius mís'; dks Li"V djus esa iw.kZr;k lQy gSA eq[; dFkk vkSj izklafxd dFkk,a

lgtrk ls tqM+h gqbZ gSaaA ik=kksa ds ekufld var}Za}dks izHkkoh <a+x ls vfHkO;Dr djus esa

dFkkoLrq iw.kZ l{ke gSA dFkkf'kYi ;k dFkkud mís';iw.kZ gSA dFkkud dh nf"V ls ^jaxHkwfe*

,d lQy jpuk gSA

vFkok

^jaxHkwfe* tu&tkxj.k dk miU;kl gsA lwjnkl dk vU;k; ds fo:) vihy djuk] iwathoknhO;oLFkk dh LokFkZijrk vkSj 'kks"k.k ds fo:) tkxfr ykuk] dq¡vj lkgc] jkuh tkg~uoh] MkWŒ

xkaxqyh] banznÙk] fou;] lksfQ;k vkfn ds mnkgj.k }kjk lfefr ds fofHkUu dk;ksZa dk myys[k

djrs gq, tu&tkxj.k vksj ekuo&lsok ds mPp vkn'kksZa dk L"Vhdj.k visf{kr gSA

8- lwjnkl ds ek/;e ls ys[kd us lexz xka/khokn dks gh ugha oju~ Lo;a xka/kh dks lkdkj dj

fn;k gSA lwjnkl xka/khoknh fopkjksa ds okgd gSaA vfgalk] lR;] R;kx vkSj /keZ dk tks lqanj

leUo; lwjnkl ds pfj= esa gqvk gS] og foy{k.k gSA bu ekuosrj xq.kksa ds lkFk&lkFkk lgtekuoh; xq.k&nks"k Hkh mlds O;fDrRo esa ik, tkrs gSaA ¼tSls&?khlw }kjk rax djus ds izfr

yxko] >ksaiM+h esa vkx yxus ij iSlksa dh FkSyh dks ryk'kuk vkfn mnkgj.kksa ls lgt ekuoh;

xq.k&nks"kksa dk Li"Vhdj.k½ lân;rk dh Hkkouk] vU;k; ds fo#) vkokt mBkuk] lkglh o

fuHkhZd] vkS|ksxhdj.k o iwathoknh O;oLFkk dk rhoz fojks/kh rFkk {kek'khyrk vkfn xq.k mlesa

fo|eku gSaA 4$1¾5

vFkok

izHkq lsod dh pkfjf=d fo'ks"krk,a&lân;rk dh Hkkouk] yksHk&ykylk ls eqDr] lkSan;Zoknh o

vkuanoknh] v{Nk dfo] mRlkgh vkSj lkglh] vkn'kZoknh] LokfHkekuh] la;e o R;kx dh

Hkkouk] ekuork dk iqtkjh] fo"kerkvksa ls u ?kcjkus okyk vkfnA miU;kl dh ?kVukvksa ds

vkyksd esa bu fo'ks"krkvksa dk Li"Vhdj.k visf{kr gSA

9- ^jaxHkwfe* miU;kl Hkkjrh; Lora=rk laxke dh egkxkFkk gSA jaxHkwfe* ml le; ds jktuhfrd

la?k"kZ dks ikBdksa ds le{k cM+h ;FkkFkZrk ls izLrqr djrk gsA blds lkFk gh xzkeh.k rFkk xjlaLdfr;ksa dk la?k"kZ Hkh ;gka fpf=r gqvk gSA bl mi:kl esa ns'kh ujs'kksa ds vR;kpkj vkSj

iwathoknh nks"kksa dk Hkh àn;gkjh fp=.k feyrk gSA ;g miU;kl rRdkyhu ns'kdky vkSj

okrkoj.k dh ;FkkFkZrk dks Lokhkkfod :i esa fpf=r djrk gSA ml le; dk lkekftd]

jktuhfrd rFkk lkaLdfrd ifjos'k ikBdksa ds le{k lkdkj gks mBrk gSA ¼miU;kl ds vusd

mnkgj.kksa ds vkyksd esa bu fcanqvksa dk Li"Vhdj.k visf{kr gSA½ 5

vFkok

izsepan dh Hkk"kk esa vke cksypky ds 'kCnksa ds lkFk vaxzsth rFkk mnwZ ds 'kCnksa dk iz;ksx Hkh

feyrk gSA budh Hkk"kk lgt] LokHkkfod] jkspd] izokge;h] ik=kuqdwy vkSj izlaxkuqdwy ,oa

88

HkkokfHkO;fDr esa iw.kZr% l{ke gSA eqgkojs ,oa yksdksfDr;ksa dk lgt iz;ksx feyrk gSA

O;aX;kRedrk] fp=kkRedrk o ltukRedrk dk xq.k budh Hkk"kk&'kSyh esa ik;k tkrk gSA ¼bufcUnqvksa ij mnkgj.k&lfgr izdk'k visf{kr gSA½

10- jhfrdkyhu dkO; jkt&njckjksa esa fy[kk x;k% bfly, blesa Jaxkfjdrk dk vkuk LokHkkfod

FkkA Jaxkj dh iz/kkurk ds dkj.k( bls ßJaxkj dkyÞ uke fn;k x;kA

jhfrdkyhu dfork dh dksbZ rhu izofÙk;ka % y{k.k xazFkksa dk fuekZ.k] Jazxkfjdrk] HkfDr vkSj

uhfr] ukjh ds izfr foykflrkiw.kZ nf"Vdks.k] izdfr dk m|hiu :i esa fp=.k] vkJ;nkrkvksa

dh iz'kalk vkfnA ¼rhu izofÙk;ksa dk mnkgj.k&lfgr Li"Vhdj.k visf{kr gSaA½ 1$3¾4

vFkok

lar dkO; dh rhu izo`fÙk;k¡ %

nks dfo;ks ds uke & ¼;gk nks lar dfo;ksa ds ukeksa dk mYys[k visf{kr½

izo`fÙk;ka % ,ds'ojokn ij cy] fuxq.kZ o fujkdkj bZ'oj ij fo'okl] :f<+;ksa vkSj vkMacjksa dk

fojks/k] xq# dk egÙkk] jgL;&Hkkouk vkfnA

izeq[k dfo % 1- dchjnkl] 2- xq# ukud nso

11- ^LFkwy ds izfr lq{e dk fonzksg* Li"Vhdj.k visf{kr & 1

pkj izeq[k fo'ks"krk,a 4

Nk;kokn dks LFkwy ds izfr lq{e dk fonzksg dgus dk rkRi;Z gS&LFkwy ykSfddrk ds fo:)

vkSj tM+rk&jfgr lw{e vykSfdd osnuk dk fp=.kA bl O;kid vykSfdd osnuk dks uohu

vk/;kfRed psruk vkSj lw{e vuqHkwfr dh uohu Hkfxek ds lkFk ubZ 'kSyh esa O;Dr djukA

izeq[k fo'ks"krk,a % oS;fDrd vuqHkwfr;ksa dh vfHkO;fDr] osnuk ,oa d#.kk dh Hkkouk] izse vkSjlkSan;Z dk o.kZu] jk"Vªh; Hkkouk] yk{kf.kdrk ,oa fp=kRdrk] izdfr dk ekuohdj.k] ekuorkokn]

xhr 'kSyh dk iz;ksx vkfnA

vFkok

izxfroknh dkO; dh pkj fo'ks"krk,a %

nks izeq[k dfo;ksa ds uke

izeq[k fo'ks"krk,a % 'kksf"krksa ds izfr lgkuqHkwfr] 'kks"kdksa ds izfr fonzksg] vkØks'k ,oa ?k`.kk] Økafr;FkkFkZoknh nf"V] ekuorkoknh nf"Vdks.k vkfnA

dfo;ksa ds uke % jke/kkjh flag fnudj ckyd".k 'kekZ ^uohu*] dsnkjukFk vxzoky] f'koeaxy

flag] lqeu] ujsanz 'kekZ vkfnA

89

12- izsepan ;qxhu miU;kl&bl ;qx ds miU;kldkjksa us;qx&thou dks ok.kh iznku dhA izsepan

us jktuhfrd o lkekftd fLFkfr dk ;FkkFkZ vadu djrs gq, vkn'kZoknh lek/kku izLrqrfd,A ^lsoklnu*] ^jaxHkwfe*] ^deZHkwfe*] ^xksnku* buds izeq[k miU;kl gSaA t;'kadj izlkn us

vius miU;klksa esa lekt dh vusd leL;kvksa vkSj iz'uksa dks mHkkjk gSA oankouyky oekZ us

,sfrgkld ?kVukvksa ij izse&dFkk,a izLrqr dhA ^mxz* us miU;klksa esa lkekftd /kjkry dks

vk/kkj cuk;k] Hkorh pj.k oekZ us ^fp=ys[kk* esa iki vkSj iq.; dh uohu O;k[;k rFkk

iquewZY;kadu dk LrqR; i;kl fd;k gSA tSusnz dqekj us euq"; ds vareZu rFkk vopsru eu

dh Nkuchu ds }kjk ekuo fØ;kdykiksa ds lkFk laca/k LFkkfir fd;kA vU; izeq[kmiU;kldkj&izlkn oankouyky oekZ] paMhizlkn àn;s'k] fo'oahkjukFk 'kekZ] mxz] fujkyk

vkfnA

vFkok

izlkn ;qxhu fganh&ukVd % ;g ;qx fganh ukVd&lkfgR; dk Lo.kZ ;qx* ;k mRFkku dky gSA

izlkn th us vius ukVdksa esa Hkkjrh; bfrgkl dh Hkwyh&fcljh dfM+;ksa dks tksMus dk iz;kl

fd;k gSA buds ukVdksa esa izkphu Hkkjrh; bfrgkl dh xkSjo'kkyh laLdfr dk fp=.k gqvk gSAbuds ukVdksa esa ukVdh; lkSan;Z dk iwjk mRd"kZ gS] ik=kksa ds pfj=kadu ,oaokrkoj.k ds fp=.k

esa bUgsa fo'ks"k lQyrk feyh gSA bl ;qx esa ik¡p izdkj ds ukVdksa dh jpuk

gqbZ&,sfrgkfld&ikSjkf.kd ukVd] lkekftd ukVd] izrhdkRed ukVd] gkL;&O;ax;iz/kku

ukVd] jaxeap ls izHkkfor ukVdA

izlkn;qxhu ukVddkj % loZ Jh y{ehukjk;.k feJ] gfjd".k izseh rFkk xksfoan cYyHk iar ds

uke mYys[kuh; gSaaA

13- fuca/k&ys[ku %

¼i½ izLrkouk 1

¼ii½ dF;&fu:i.k vkSj izLrqfr 6

¼iii½ milagkj@ fu"d"kZ 2

¼iv½ Hkk"kk&'kq)rk vkSj 'kSyh 3

dqy vad % 12

14- ¼i½ vR;ar mPp Lrjh; ;v/;kfRed iq#"k vkSj oSpkfjd {kerk ls foghu O;fDr gh fcuk

deZ ds jg ldrs gSA

xhrk dgrh gS& ;fn rqe LosPNk ls dk;Z ugha djksxs rks izdfr rqels cyiwoZd deZ

djk,xhA 1

¼ii½ ;fn lgh Hkkouk ls dk;Z fd;k tk, rks og /kkfeZd vFkkZr vk/;kfRed lk/kuk dk

Lo:i cu tkrk gSA 1

90

¼iii½ lgh Hkkouk ls fd;k x;k deZ /kkfeZd gks tkrk gSA 1

¼iv½ jktuhfr esa izos'k ds bPNqd O;fDr;ksa dks vius dk;Z vk/;kfRed n`f"Vdks.k ysdj]ijksidkfjrk dk mPpHkko ysdj djus pkfg,A 1

lUekxz ij pyrs jgus ds fy, ijksidkfjrk ds Hkko ds lkFk dk;Z djrs jguk pkfg,

vkSj izfrfnu vkRefo'ys"k.k] vUrnZf"V vkSj lrdZrk ls viuk ijh{k.k djrs jguk

pkfg,A

¼v½ fdlh Hkh mi;qDr 'kh"kZd ij 'kr&izfr'kr vad ;kuh 1 vad fn;k tk ldrk gSA 1

15- ¼i½ vesfjdk }kjk tkiku ij fxjk;k x;k v.kqceA 1

¼ii½ f}rh; fo'o ;q) ds var esa tkiku ds fgjksf'kek uxj ijA 1

¼iii½ ce&foLQksV vpkud gqvk Fkk vkSj dqN gh {k.kksa esa lc&dqN u"V gks x;k FkkA 1

¼iv½ izpaM xehZ ds dkj.k euq"; u"V gks x,] jk[k cu x,A 1

¼v½ >qyls gq, iRFkjksa vkSj mtM+h lM+dksa ds :i esaA 1

91


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&II


1- vèkksfyf[kr x|ka'kksa esa ls fdlh ,d dh lizlax O;k[;k dhft, % 10

¼i½ blh ls èkeZ] uhfr vkSj f'k"Vkpkj rhuksa esa Øksèk ds fujksèk dk mins'k ik;k tkrk gSA laryksx rks [kyks ds opu lgrs gh gSa] nqfu;knkj yksx Hkh u tkus fdruh Åaph&uhphipkrs jgrs gSaA lH;rk ds O;ogkj esa Hkh Øksèk ugha rks Øksèk ds fpâ nck, tkrs gSaA blizdkj dk izfrcaèk lekt dh lq[k&'kkafr ds fy, cgqr vko';d gSA ij bl izfrcaèkdh Hkh lhek gSA ;g ija&ihM+dksUeq[k rd ugha igqaprkA

¼i½ vktdy Hkh ,sls fo}ku fey tk,axs tks tkurs cgqr gSa] djrs dqN Hkh ughaA djus okykbfrgkl&fuekZrk gksrk gS] flQZ lksprs jgus okyk bfrgkl ds Hka;dj jFkpØ ds uhps filtkrk gSA bfrgkl dk jFk og gkdrk gS tks lksprk gS vkSj lksps gq, dks djrk Hkh gSA

2- fuEufyf[kr iz'uksa ds laf{kIr mÙkj nhft, % 4$4$4¾12

¼i½ Hkkjr vkSj phu vkLVªsfy;k dh vikj laifÙk vkSj vfer Hkwfe ls oafpr D;ksa jg x,\jkgqy lkadR;k;u ds fopkjkuqlkj dkj.k crkb,A

¼ii½ ^ea=* dgkuh ds vkèkkj ij crkb, fd dSyk'k us e.kkfyuh ds fdl vkxzg dks varr%Lohdkj dj fy;k vkSj D;ksa\

¼iii½ ^O;fDr dh ,d >yd* ds vuqlkj t;'kadj izlkn vkSj izsepan fdl izdkj ,d nwljsds iwjd gSa\

¼iv½ ^fny ls x, fnYyh esa* ds vkèkkj ij Li"V dhft, fd gkf'k, esa fVds ys[k fdUgsa dgkx;k gS\ os tM+ksa ls viuk er dSls cuk, j[krs gSa\

3- fuEufyf[kr esa ls fdlh ,d iz'u dk mÙkj thou&ewY;ksa ds izdk'k esa nhft, % 3

¼i½ i;kZoj.k&j{k.k ds vkanksyu dh ppkZ djrs gq, laqnjyky cgqxkz.kk miHkksDrk laLdfrvkSj lÙkklhu yksxksa dks i;kZoj.k&fouk'k ds fy, ftEesnkj d;ksa Bgjkrs gSa\

92

¼ii½ ^esjh thou ;k=k % nks fp=* ds vkèkkj ij crkb, fd ys[kd us igys fp= esa vè;;udky dh fdl vlá ihM+k dk o.kZu fd;k gS\

4- fuEufyf[kr dkO;ka'kksa dh lizlax O;k[;k dhft, vkSj mlds dkdlkSan;Z ij Hkh izdk'knhft, % 5$5¾10

tequk ds rhj cgS lhry lehj tgka

eèkqdj djr eèkqj ean lksj gSaA

dfo efrjke rgka Nfo lkSa Nchyh cSBh

vkaxu rSa QSyr lqxaèk ds >dksj gSaa

ihre fcgkjh dh fugkfjcs dks ckV ,slh

pgqa vksj nhj?k nxu dfj nkSj gSaA

,d vksj ehu euksa ,d vksj datiqat

,d vksj [katu pdksj ,d vksj gSaA

vFkok

vHkh iM+k gS vkxs lkjk ;kSou

Lo.kZ&fdj.k dYyksyksa ij cgrk js ;g ckyd eu

esjs gh vfodflr jkx ls

fodflr gksxk caèkq fnxar

dHkh u gksxk esjk varA

5- fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj nhft, % 3$3$3¾9

¼i½ xksjh lksos lst ij] eq[k ij Mkjs dslpy [kqljks ?kj vkius jSu HkbZ pgq¡ nslA

vehj [kqljks ds mDr nksgs dk vizLrqr vFkZ Li"V dhft,A

¼ii½ ^vks esjs eu* dfork esa thou ds izfr dfo ds {kksHk dk D;k dkj.k gS\

¼iii½ ß;s {kf.kd py jgk jkx&jaxtyrk gS ;g thou iraxÞ

mi;qZDr iafDr;ksa dk vk'k; Li"V dhft,A

¼iv½ yks dc dh lqfèk;ka txhz] vkg

f'k'kq ?ku&dqjax

iqjok flgdh fQj nh[k x,

f'k'kq ?ku&dqjax

93

'kf'k ls 'kjekuk lh[k x,

f'k'kq ?ku&dqjax

mi;qDr iafDr;ksa dk Hkko vkSj f'ky; lkSan;Z Li"V dhft,A

6- xtkuu ekèko eqfDrcksèk vFkok efyd eqgEen tk;lh dk thou&ifjp; nsrs gq, mudhjpukvksa vkSj dkO;&f'kY; dh fo'ks"krkvksa dk mYys[k dhft,A 6

7- ^jaxHkwfe* miU;kl vkt ds lanHkZ esa Hkh izklafxd gSA dFkkud ds vkèkkj ij fVIi.kh dhft,A 5

8- ^jaxHkwfe* ds dFkkud dh pkj fo'ks"krkvksa ij izdk'k Mkfy,A 5

9- ^jaxHkwfe* miU;kl ds mís'; ij izdk'k Mkfy,A 5

vFkok

^jaxHkwfe* miU;kl dh Hkk"kk vkSj 'kSyh dh nks&nks fo'ks"krkvksa dk lknkgj.k mYys[kdhft,A

10- Kku&ekxhZ rFkk izse&ekxhZ fuxqZ.k HkfDr&dkO; dk varj Li"V djrs gq, izse&ekxhZ fuxqZ.kHkfDr dh fdUgh rhu fo'ks"krkvksa dk mYys[k dhft,A 4

11- izxfrokn vFkok ubZ dfork dh pkj izeq[k izo~fÙk;ksa dk foospu dhft,A fdUgh nks dfo;ksadk mYys[k djuk vko';d gSA 5

12- Lokra=;ksÙkj fganh&fucaèk vFkok fganh&ukVd ds fodkl dk o.kZu dhft,A 4

13- fuEufyf[kr esa ls fdlh ,d fo"k; ij yXkHkx rhu lkS 'kCnks esa fucaèk fyf[k, % 12

¼d½ yksdra= esa pquko

¼[k½ gekjh laLdfr ds ifjpk;d gekjs ioZ&R;ksgkj

¼x½ fu%LokFkZ lsok

¼?k½ yksHkh vkSj ykyph eu

¼³½ fganh&lkfgR; % ikBdksa dk vHkko

14- vorj.k dks è;ku ls if<+, vkSj rRlacaèkh iz'uksa ds mÙkj nhft, %

fganh jaxeap dh xfrfofèk;ka c<+ jgh gSaA jax&egksRlo ds volj ij jaxeap ij ukVkdsa dkizn'kZu gksrk gSA fganh&jaxeap ls vusd vuwfnr uk~; jpuk,a izLrq dh tk jgh gSA fganh esaekSfyd jax&ukVdksa dk vkHkko gSA jaxeap dh ekax ij fganh&ys[kdksa us Hkh fy[kuk 'kq: fd;kgSA vfèkdka'k ys[kd&dgkuhdkj tc ukVd dh jpuk djrs gSa rks dbZ ckj foèkxr Hksn Hkqyknsrs gSaA dgkuh dh oLrq dks ik=kksa ds likV laoknksa esa dg nsus ls og dFkkoLrq ukVd ughacu tkrhA dfork ;k laxhr vkfn ds ekè;e ls dkO; dks laokn&'kSyh esa izLrqr djus ij HkhdkbZ jpuk ukVd ugha gks tkrhA jax ukVd ogh gksrk gS] ftls eap ij Hkyh&Hkkafr [ksyk tkldsA

94

ukVd dk viuk foèkkxr Lo:i gksrk gSA ;g dgkuh vFkok dfork ds Lo:i ls fHkUu gksrkgSA vfHku;&izn'kZu] eap&lTt;k vkSj ukVdh; dk;Z&O;kikj dh izLrqfr ls jax&ukVdf[kyrk gSA vr% jax&ukVd dh jpuk dks jax&oLrq dh vis{kkvksa ds :i esa gh tkuk&igpkuktk ldrk gSA dgkuh dk :ikarj.k gks ;k ekSfyd jpuk&ukVd vius :i vkSj jax ls ns'kesa vyx lkfgfR;d lÙkk j[krk gSA

¼i½ fganh&jaxeap ij vuwfnr ukVdksa dh izLrqfr dk D;k dkj.k gS\ 1

¼ii½ dgkuh ds ik=ksa ds likV laoknksa ls jax&ukVd D;ksa ugha curk\ 1

¼iii½ jax&ukVd dk rkRi;Z D;k gS\ 1

¼iv½ jax&ukVd fdl izdkj f[kyrk gS\ 1

¼v½ jax&ukVd dh oLrq dks dsls ij[k&igpkuk tk ldrk gS\ 1

15- vèkksfyf[kr dkO;ka'k dks è;ku ls if<+, rFkk rRlacaèkh iz'uksa ds mÙkj nhft, %

dye vkt mudh t; cksy

ihdj ftudh yky f'k[kk,¡

mxy jgha yw yiV fn'kk,¡

ftuds flagukn~ ls lgeh

èkjrh jgh vHkh rd MksyA

dye vkt mudh t; cksyAA

vaèk pdkpkSaèk dk ekjk]

D;k tkus bfrgkl fcpkjkA

lk{kh gSa ftudh efgek ds&

lw;Z] panz] Hkwxksy] [kxksyA

dye vkt mudh t; cksyA

¼i½ Lokèkhurk laxzke ds 'kghnksa ds flagukn ls vkt Hkh èkjrh D;ksa Mksy tkrh gS\ 1

¼ii½ ^D;k tkus bfrgkl fcpkjk* dgdj dfo bfrgkl dks ;qx dk ni.kZ D;ksa ugha ekurk\ 1

¼iii½ Lokèkhurk ds ohj cfynkfu;ksa dh efgek ds lk{kh lw;Z] panz] Hkwxksy] [kxksy D;ks crk,x, gSa\ 1

¼iv½ dye ls fdudh t; cksyus dk vkxzg fd;k x;k gS vkSj D;ksa \ 1

¼v½ dkO;ka'k ds 'kSyh&lkSan;Z ij fVIi.kh dhft,A 1

95


izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&izfrn'kZ iz'ui=&IIvad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq


1- ¼dsoy ,d x|ka'k dh lizlax O;k[;k visf{kr½

vad foHkktu&

¼i½ lanHkZ&dFku] jpukdkj vkSj jpuk dk mYys[k ½+½ ¾ 1

¼ii½ iwokZij lacaèk@izlax&dFku 1

¼iii½ leqfpr Li"V O;k[;k 5

¼iv½ Hkk"kk&'kSyh ij fVIi.kh 3

dqy vad % 10

¼d½ ¼i½ jkepan 'kqDy&^Øksèk*

¼ii½ ys[kd Øksèk ds Lo:i rFkk mlds vU; euksfodkjka ls lacaèk dk fo'ys"k.k djrs gq,yksd&dY;k.k dh nf"V ls Øksèk dh lkFkZdrk vkSj mi;ksfxrk ij izdk'k Mkyrs gSa]

d;ksafd Øksèk dks 'kkafr Hkax djusokyk euksfodkj ekuk x;k gSA

¼iii½ 'kqDy th ekurs gSa fd èkeZ] uhfr vkSj f'k"Vkpkj ds varxZr Øksèk ds fujksèk dk vkns'k

gSA lar LoHkko ds yksx nq"Vksa ds nqO;Zogkj dks lg ysrs gSA le>nkj lkalkfjd yksx

Hkh ,sls O;ogkj ij vkx ugha mxyrsA lh;rk dk rdktk gS fd Øksèk dk izn'kZu udjsaA lekt esa bl izdkj dh ikcanh ls veu&pSu jgrk gSa ;g fLfkfr lekt ds fy,

t:jh gSA 'kqDy th bl ikcanh dh Hkh ,d lhek ekurs gSaA bldk ykHk ;g gS fd ;g

nwljksa esa Øksèk ugha HkM+dkrhA mUgsa d"V ugha nsrhA

fo'ks"k&fVIi.kh % rRle 'kCn&izèkku 'kSyh fo"k;kuqdwy gS( lkjxfHkZr okD;ksa dk iz;ksx

fucaèk esa laf{kIrrk ykrk gS] ^fdruh Åaph&uhph ipkrs gsa] esa iwohZ fganh dk iz;ksxA

¼[k½ ¼i½ gtkjh izlkn f}osnh] ^Hkh"e dks {kek ugha fd;k x;k*a

¼ii½ O;fDrRo O;atd vkSj vkReijd 'kSyh esa f}osnh th Hkh"e firkeg ds pfj.k&fo'ys"k.k

ls bfrgkl ds ,d fl)kar& fo'ks"k dh LFkkiuk djrs gSaa

egkHkkjr dky dh ckr NksfM+,] vktdy Hkh cgqr ls lwpuk&laiUu Kkuh vkSj fo}ku

fey tkrs gSaA ;s yksx lksprs cgqr&dqN gSa] ysfdu djrs dqN Hkh ughaA bfrgkl&fuekZrk

96

dk y{k.k ;g gS fd og djrk gS] flQZ lksprk ughaA bfrgkl dk fuekZrk vkSj

lapkyd ogh gksrk gS tks vPNh rjg fopkj djrk gS vkSj fopkj fd, gq, dks djrkHkh gSA fopkj dks deZ ls tksM+dj pyrk gSA bfrgkl dk jFk dsoy ogh [khaprk gSA

fopkj&fo|k vkSj Kku dk vikj HkaMkj j[kus okyk ;fn dqN djrk ugha gS rks bfrgkl

ds ifg, ds uhps dqpy fn;k tkrk gSA Hkh"e& esa vikj fo|k vkSj Kku Fkk] ysfdu

dfrRo ls tqM+ko u gksus ds dkj.k os bfrgkl&fuekZrk u cu ldsA

fo'ks"k&fVIi.kh % le; dh f'kyk*] jFk vkSj jFkpØ* 'kCnksa ds ekè;e ls vfHkO;fDr&dkS'ky

ped mBk gSA ^jFkpØ ds uhps fil tkuk* vkfn O;atukijd vfHkO;fDr gSaA vktdyds ladV esa egkHkkjr ds bl pfj= us le&lkef;d vkSfpR; iznku fd;k gsA ;g

Hkk"kk&'kSyh dk u;k :i gS rdZ&izèkku] fo'ys"k.kijd 'kSyh gSA

rhuksa iz'uksa ds mÙkj visf{kr gSa % 4$4$4¾12

¼i½ Hkkjr vkSj phu vkLVªsfy;k dh vikj laifÙk vkSj vfer Hkwfe ls blfy, oafpr jg x,]

D;ksafd os ?kqeDdM+h èkeZ NksM+ cSBs vkSj Hkwy x, fd muds ikl fdruk laiUu {ks=k

[kkyh iM+k gsA Hkkjr vkSj phu ;wjksih;ksa dh vis{kk vkLVsfy;k ds fudV Fks] fdUrqLoHkko ls ?kqeDdM+ ;wjksih;ksa us vkLVªsfy;k dks gfFk;k fy;k vkSj Hkkjr&phu vius esa

gh fleVs jgsA

¼ii½ dSyk'k liZ&izn'kZu&dyk dk ekfgj dykdkj FkkA mlus fdrus gh liZ iky j[ks Fks

e.kkfyuh mlls vdlj vkxg djrh&rqEgkjs lkai dgka gSa\tjk eq>s fn[kk nksA og

dy fn[kkus dk lq>kko nsdj Vky nsrk FkkA ,d fnu dbZ fe=ksa dh mifLFkfr esa mlus

vkxzg fd;k rks dSyk'k us Vky fn;kA e.kkfyuh dh >saih gqbZ lwjr ns[kdj mls yxkfd e.kkfyuh dks mldk badkj cqjk yxk gSA dSyk'k us e.kkfyuh vkSj vU; fe=ksa ds

lkeus liZ&dyk&izn'kZu dk ifjp; fn;kA

¼iii½ izsepan dk lkfgR; nq%[k ds vkèkkj ij fLFkr gSA izsepan us vkuan ds jpukRed i{k ij

vfèkd è;ku ugha fn;kA blds foijhr izlkn lqlaLdr] LOLFk ukjh vkSj iq#"k&'kfDr

dk jgL; izdV djrs gSaA blfy, izlkn 'kfDr ds lkèkd gsaA bl izdkj izlkn vkSj

izsepan ,d nwljs ds iwjd gSaa

¼iv½ tks yksx ckgj xk¡o&nsgkr ls vkdj fnYyh esa dke dj vthfodk dekrs gSa mUgsa

gkf'k, esa fVds yksx dgk x;k gSA os lky esa ,d ckj Qly dkVus ds cgkus ¼pkgs og

Qly viuh u gks½ viuh t+ehj rd tkrs gSa vkSj rjksrkt+k gksdj ykSVrs gSaA

3- iz'u ds mÙkj esa Øe ls 3 fcanqvksa dk mYys[k vko';d gSA izR;sd fcanq ij ,d&,d vadA 1$1$1¾3

¼i½ miHkksDrk laLdfr ds fy, ubZ oLrqvksa dk mRiknu gks jgk gSA mUgsa ,u vkd"kZd iSdsVksa

esa cspk tkrk gSA blls u,&u, dkj[kkus [kqy jgs gSa vkSj okrkoj.k esa fo"k ?kqy jgkgSA lÙkk ls tqM+s yksx iwjh ra= ij gkoh gsA muds gkFk esa jktuhfrd] vkfFkZd 'kfDr;ka

gSa] os fodkl ds uke ij i;kZoj.k&fouk'k ij rqys gSaA

97

¼ii½ uhph tkfr ds cPpksa dks i<+us ij Hkh vieku dh vlá ihM+k ls xqtjuk iM+rk gSA

f'k{kk vkSj tkx:drk }kjk gh blls eqfDr ikbZ tk ldrh gSA

4- fdlh ,d dkO;ka'kksa dh lizlax O;k[;k visf{kr gS %

vad&foHkktu bl izdkj gS %

¼i½ jpukdkj vkSj jpuk dk mYys[k ½+½¾1

¼ii½ iwokZij lacaèk@ izlax&dFku 1

¼iii½ dkO;ka'k dh O;k[;k 3

¼iv½ Hkk"kk&'kSyh vkSj dkO;&lkSan;Z ij fVIi.kh 5

dqy vad % 10

¼i½ efrjke % ^lkSan;Z vkSj Ükaxkj*

¼ii½ ;equk ds fdukjs vius fiz;re ¼d".k½ dh izrh{kk esa cSBh ukf;dk jkèkk ds vkdqy us=ksa

dh papyrk dk fp=.k egkdfo efrjke djrs gSaa

¼iii½ ;equk rV ij 'khry&ean lehj cg jgk gSA eèkqdj vius vèkqj 'ksj ls okrkoj.k dks

eèkqj cuk jgs gSaA efrjke dfo dgrs gSa fd ,sls lq[kn le; esa viuh laiw.kZ lqanjrkds lkFk lkSan;ZJh jkèkk cSbh gSaA muds vaxksa ls lqxzèk ds >ksads QSy jgs gSaA jkèkk th

vius fiz;re czt&fcgkjh Jhd".k dk n'kzu ikus ds fy, vius cM+s&cM+s us=ksa dks

bèkj&mèkj nkSM+k jgh gSaA muds papy us= dHh papyrk ds dkj.k eNyh tSls] dhkh

lanjrk ds dkj.k dey tSls] dHkh dkfyek ds dkj.k [katu tSls] rks dhkh ,dkxzrk

ds dkj.k pdksj tSls nf"Vxkspj gksrs gSaA

fo'ks"k % dfoÙk Nan vuqie gSA vuqizkl vyadkj dk izHkko loZ= gSA vafre iafDr;ksa esamRizs{kk vyadkj dk iz;ksx gSA

vFkok

¼i½ lw;Zdkar f=ikBh ^fujkyk* & ^èofu* dfork

¼ii½ fujkyk vius thou esa fujk'kk vkSj dfBukbZ;ksa ls tw>rs jgsA muds bl thou ij

yksxksa us uqDrkphuh dhA fujkyk vius lkfgfR;d [ksy dh ikjh lekIr dj pqds FksA

fdUrq dfo vius thou dk bls izFke pj.k ekurs gSaA os ugha ekurs fd ;gka eR;q dhmifLFkfr gSA

vHkh vkxs law.kZ thou iM+k gsA lqfoèkk&vlqfoèkk] vk'kk&fujk'kk] lq[k&nq%[k dh fpark

fd, fcuk esjk ;g ckyd&eu dud fdj.kksa ls [ksyrk jgrk gSA fn'kk,¡ esjs gh

vfodflr jkx ls fodflr gksaxhA dfo dk jpukèkehZ dfrro gh fodkl dk 'ka[kukn

djsxkA mlls nlksa fn'kk,a xwatsaxhA tks le> jgs gSa fd esjk var fudV gSa] os le>

ysafd esjk var vHkh D;k] dHkh ugha gksxkA

98

fo'ks"k % Lo.kZ* fdj.kksa ls [ksyrk ckyd eu* dfo ds fojkV O;fDrRo dh O;atuk djrk

gSA dfo vius iz;Ru ls lalkj esa uo thou dk lapkj djus dk vkre fo'okl izdVdjrk gSA uo xhr dh 'kSyh esa jfpr ;g xh laxhrkRedrk fy, gSA rRle 'kCnkoyh

dk BkB cjkcj cuk gqvk gSA

5- fdUgha rhu dk mÙkj visf{kr 3$3$3¾9

¼i½ izLrqr nksgk vehj [kqljksa us vius xq# ihj futkeqíhu vkSfy;k ds fuèku ij dgk FkkA

lwQh lar Hkh ihj dks iSxacj dk ntkZ nsrs gSaA vè;kRe esa xkSjh czã Lo:i gS tks tx

ds izf.k;ksa ls vks>y gSA psruk ij vkoj.k iM+ x;k gSA ,sls esa [kqljksa vius ?kj ykSVusdh ckr Hkh vè;kRe Lrj ij dgrs gSA xq# x, rks izdk'k x;kA vc rks pkjksa vksj

vaèkdkj gh gSA vr% [kqljks ds thou dk vc dksbZ vkSfpR; ugha jgkA

¼ii½ {kksHk ds vusd dkj.k gSaA thou LokFkhZ gks x;kA ge laosnughu gks x, gSaA ijksidkj

ls eqag eksM+us yxs gSaA yksd&fgr ;k d:.kk dks vius&vius thou ls geus fudky

fn;k gSA rdZ ds lkFk fopkj djuk NksM+ fn;k gSA

¼iii½ lalkj dh u'ojrk vkSj {kf.kdrk dk mYys[k@lkalkfjd lq[kksa dks {kf.kd crk;k x;kgSA thou iraxs dh Hkkafr lalkj ds lq[kksa dh vkap esa >qyl dj lekIr gks tkrk gSA

¼iv½ ^yks dc dh lqfèk;ka-----------------------f'k'kq?ku dqjaxA

Hkko&lkSan;Z % ;gk cknyksa dks papy fgj.k&'kkod ekuk x;k gSA ckny iwokZ ds dkj.k

yqd&fNi jgs gSa vkSj fofHkUu :iksa esa fn[kkbZ iM+ jgs gSaaA

f'kYi&lkSan;Z % vuqizkl vkSj :id vyadkjA

lqfèk;ksa ls rqyuk % vizLrqr ls izLrqr dh rqyukA

cknyksa ds cnyrs :iksa vkSj mudh papyrk dk lgt fp=.kA

6- fdlh ,d dfo dk lkfgfR;d ifjp; visf{kr gSA

vad&foHkktu bl izdkj gS %

lkekU; thou&ifjp; 2

jpukvksa dk mYys[k2

dkO; f'kYi&foospu 2

dqy vad % 6

l xtkuu ekèko eqfDrcksèk

¼i½ eè;izns'k] xokfy;j tuin ds ';ksiqj xkao esa 1917 esa tUesa] firk iqfyl lc

baLisDVjA rcknyksa ds dkj.k i<+kbZ VwVrh&twM+rh jghA 1954 esa ukxiqj fo'ofo|ky;

ls ,e- ,- fganhA firkth ls bZekunkjh] U;k;fiz;rk vkSj bPNk'kfDr dh izsj.kkA ^u;k

99

[kwu* if=dk dk laiknuA fnfXot; egkfo|ky; jktukanxkao] eè;izns'k esa vè;kiuA

fganh&foHkkx ds vè;{kA 1964 esa er;qA

¼ii½ ^pkan dk eqag Vs<+k gS] ^Hkwjh&Hkwjh [kkd èkwy* rFkk Ng [kaMksa esa îzdkf'kr&eqfDrcksèk jpukoyhA*

¼iii½ ubZ dfork dk izeq[k dfo] fof'k"V dkO;&f'kYi] csgrj lekt&fuekZ.k dh vkdka{kk] fcac vkSj izrhdksa dk

dfork esa iz;ksx] QSaVslh ds f'kYi&foLe; dk iz;ksxA yach dfork jpuk ds tudA foMacukvksa vkSj

fcnwirkvksa dk fp=.kA

vFkok

l efyd eqgEen tk;lh

¼1482&1542½ mÙkjizns'k] vesBh ds fudV tk;l ds jgus okysA igqaps gq, Qdhj

lS;n v'kjQ vkSj 'ks[k cqjgku ds f'k";A lwQh&ekxhZ dkO; ds loZJs"B dfoA

jpuk,a % înekor~* ^v[kjkoV* vkSj ^ vkf[kjh dyke*A

Qkjlh vkSj laLdr 'kCnksa ls ;qDr xzkeh.k voèkh Hkk"kk] eluoh 'kSyh] nksgk&pkSikbZ Nan]

yksd&thou dh O;kid iSB gSA miek] :id] yksdksfDr vkSj eqgkojksa dk Hkjiwj iz;ksxA

dkO;&Hkk"kk ij yksd&laLdfr dk izhkkoA înekor* izse dkO;&ijaijk dk loZJs"Bizcaèk dkC; gSA

7- jaxHkwfe vkt ds lanHkZ esa Hkh izkalfxd gSA vkSn~;ksxhdj.k c<+rk tk jgk gS vkSj mlds fy,

fdlkuksa dh Hkwfe ys yh tkrh gSA fdlkuksa dk fojksèk vulquk jg tkrk gSA 'kfDr laiUu yksx

gFkdaMs viukdj fojksèk dks nck nsrs gSaA ¼dqy pkj fcanq 4 vad $ Hkk"kk 1 vad½ 5

8- lwjnkl dk pfj=&fp=.k % fuEufyf[kr esa ls fdUgh pkj fo'ks"krkvksa dk lksnkgj.k

mYys[k % 4$1¾5

^jaxHkwfe* dk izeq[k ik= gS & lwjnkl

¼i½ {kh.k&dk; vaèkk fHk[kkjh

¼ii½ fookg ds izfr mnklhu

¼iii½ iq'rSuh tehu ds izfr vlhe eksg

¼iv½ vkS|kksxhdj.k dk fojksèkh

¼v½ Hkrhts feBqvk ds izfr vlhe I;kj dk Hkko

fdUgha pkj fo'ks"krkvksa ij izdk'k Mkyuk visf{krA

vFkok

jkuh tkg~uoh dh fdUgha pkj fo'ks"krkvksa dk mYys[kA

¼i½ ,d vkn'kZ ik= gSA cukjl ds èkuh {kf=; tehankj dh vèkkZafxuhA

100

¼ii½ izn'kZu&fiz;

¼iii½ ifr&ijk;.kk

¼iv½ vfr'k; egRokdka{kh

¼v½ fujarj lfØ;

¼vi½ LokLF;&fuekZ.k esa l{ke

¼vii½ lkSan;Z] 'khy vkSj Hkkoe;] vkd"kZd O;fDrRo vkfn esa ls fdUgha pkj fo'ks"krkvksa ij

izdk'kA

9- ¼d½ ^jaxHkwfe* lksn~ns'; jfpr miU;kl gSA fuEufyf[kr esa ls fdUgha nks dk mYys[kvisf{kr %

¼i½ thou dks [ksy le>us dh èkkj.kk dks izfrf"Br djukA

¼ii½ ns'kks)kj gsrq tu&tkxzfr iSnk djukA

¼iii½ xkaèkhokn ds lefkZu rFkk Økafrdkfj;ksa dh xfrfofèk;ksa ds fp=.k vkfn ij izdkj 4$1¾5

¼[k½ ^jaxHkwfe* dh Hkk"kk dh 4 fo'ks"krk,a %

'kSyh dh nks fo'ks"krk,a

Hkk"kk % 'kCnkoyh ds iz;ksx dh nf"V ls rRle] rn~Hko] ns'kt] mnwZ&Qkjlh] vaxzth 'kCnksa dk iz;ksx]

eqgkojs] yksdksfDr rFkk lwfDr;ksa ds iz;ksxA

fp=kRed Hkk"kk] ik=kkuqdwy] vyadkfjd Hkk"kk vkfn fo'ks"krkvksa esa pkj dk mYys[kA

'kSyh % ltho] izokgiw.kZ] Hkkoiw.kZ] vkfn esa fdUgh nks dk mYys[k visf{krA

10- ¼i½ Kku ekxhZ vkSj izse ekxhZ fuxZq.k HkfDr ds varj dk Li"Vhdj.k visf{krA 1

¼ii½ Kku ekxhZ vFkok izse ekxhZ HkfDr dh fo'ks"krkvksa@ izofÙk;ksa esa ls fdUgh 3 dk mYys[kA 3

11- ¼i½ izxfrokn dh fdUgh pkj izeq[k izofÙk;ksa dh foospuk rFkk nks dfo;ksa dk mYys[k % 4

¼ii½ foospu dh Hkk"kk&'kSyh 1

vFkok

¼i½ ^ubZ dfork* dh pkj izeq[k izofÙk;ksa dh foospuk rFkk nks dfo;ksa dk mYys[k %

¼ii½ foospu dh Hkk"kk&'kSyh

12- ¼i½ Lokra«;ksÙkj fganh&fucaèk dh fodkl&;k=k dk o.kZu & 3

¼ii½ o.kZu dh Hkk"kk 'kSyh & 1

101

13- yxHkx 300 'kCnksa esa fucaèk&ys[ku visf{kr gSA

vad & foHkktu bl izdkj gS%

¼i½ Hkwfedk 1

¼ii½ fo"k;&izfriknu ¼de ls de pkj fcanqvksa dk rdZ&laxr izfriknu½ 8

¼iii½ milagkj 1

¼iv½ fo"k;&izfriknu 'kSyh@lexz izHkko 1

¼v½ 'kq) Hkk"kk 1

dqy vad % 12

14- izR;sd iz'u ds lgh mÙkj ij 1 vad nsa dqy vad % 5

¼i½ fganh jaxeaph; ukVdksa esa ekSfyd ukVdksa dh dehA

¼ii½ jax ukVd laokn ds vfHku; izn'kZu ls curk gSA dFkk&laokn dgus dh dyk&ek=

gksrs gSaA

¼iii½ jax&ukVd og dgykrk gS] ftls eap ij [ksyk tk ldsA

¼iv½ jax&ukVd vfHku;] eap&lTtk] rFkk ukVdh; dk;Z&O;ogkj dh izLrqfr ls f[kyrkgSA

¼v½ jax&ukVd dh oLrq dks jaxoLrq dh vis{kkvksa ds :i esa ij[kk&igpkuk tk ldrk gSA

15- izR;sd mÙkj ds fy, ,d&,d vadA dqy vad % 5

¼i½ vkt Hkh Lokèkhurk ds 'kghnksa dh ohjxkFkk jksekafpr dj nsrh gSA muds flagukn ls

vkt Hkh iFoh dki tkrh gSA fons'kh lÙkk mldk rki ugha lg ikbZa

¼ii½ dfo dh ekU;rk gS fd bfrgkl esa LokFkZ&izsfjr dqNsd yksxksa dk o.kZu feyrk gSA lPpsohjksa ds oÙkkar bfrgkl esa ugha feyrsA bfrgkl ;qx dk ni.kZ ugha gSA blhfy,

bfrgkl dks cspkjk o vutkuk dgk gSA

¼iii½ Lora=rk ds 'kghnksa ds p'enhn xokg lwjt] pkan] tehu vkSj vkdk'k blfy, crk,

gSa] D;ksafd mUgksaus lR; ns[kk gS vkSj os bfrgkl dh Hkkafr vaèks ugha gSaaA

¼iv½ dfo pkgrk gS fd ys[kuh mu cfynkuh ohjksa dh t;&t;dkj djs] ftUgksaus Lora=rk

dh cfyosnh ij izk.k fuNkoj dj fn, vkSj muds cfynku dh vkx ls vkt Hkh vaxzsthlÙkk FkjkZrh gSA

¼v½ bl vkst xq.k laiUu dkO;ka'k esa y{k.kk 'kCn'kfDr dk izHkkoh iz;ksx gqvk gSA rRle

'kCnksa dk i;kZIr iz;ksxA Hkk"kk izokgiw.kZA ns'k&izse dh Hkkouk ds fp=.k esa Hkk"kk&'kSyh

lQy gqbZ gSA

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