self-instructional materials...(dzongkha) 2. tsheringla, principal, daga central school, dagana (...

Self-Instructional Materials

Key-stage I and II

Introduction.

The Self-Instructional Materials (SIMs) with the theme ‘Reaching the Unreached’ are developed

primarily to facilitate education of the students living in remote places with either limited or no

access to BBS and Internet for e-learning lessons. The learning activities in the SIMs packages are

developed considering the class-levels and learning potentials of the students. The designs of the

learning activities are intended technically to promote self-engagement and independent learning

of the students at homes.

Supporting Students in Using the Self-Instructional Materials

It is also acknowledged that the students of Primary Schools, especially students of classes Pre-

Primary to III, and IV to VI may face certain challenges in using the SIMs. It is possible that certain

instructions, content, and the activities may be difficult to understand due to the student’s limited

acquaintance with the medium of instructions and certain concepts covered in the learning

activities.

Therefore, it is imperative for family members and teachers staying in localities to provide

necessary guidance to students at homes. The support from the following individuals can be of

great help in student’s self-engagement and learning through the use of SIMs.

• Parent: can at least spare time to be with the child to monitor and motivate, if possible, help

with the lessons.

• Siblings: elder siblings in higher classes may help younger ones.

• Teachers: individual teachers in and around the same vicinity may help students in their

learning.

• NFE Instructors: may assist parents and students staying nearby.

• Family friends: educated family friends may help students living close to their houses.

• Student’s friends: the student’s friends in close neighbours can work together.

Our collaborations and joint efforts can make a difference in educating our children.

Published by

Ministry of Education in collaboration with Royal Education Council, Paro

Copyright © Ministry of Education, Bhutan

Advisors

1. Karma Tshering, Officiating Secretary, Ministry of Education

2. Kinga Dakpa, Director General, Royal Education Council, Paro

3. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,

Ministry of Education

SIM Developers

1. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,

MoE (English)

2. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination

Division, DSE, MoE (English)

3. Pelden, Deputy Chief Programme Officer, Non-Formal and Continuing Education Division,

DAHE, MoE ( Key Stage Coordinator and English)

4. Pem Dema, Teacher, Jigme Namgyel Lower Secondary School, Thimphu (English)

5. Kinley Dema, Teacher, Rinchen Kuenphen Primary School, Thimphu (Dzongkha)

6. Kinley Wangmo, Teacher, Samtengang Primary School, Wangdiphodrang (Mathematics)

7. Norbu Zam, Teacher, Khuruthang Middle Secondary School, Punakha (Mathematics)

Content Editor

1. Sonam Zangmo, Teacher, Sonamgang Middle Secondary School, Phuentsholing Thromde

(Dzongkha)

2. Tsheringla, Principal, Daga Central School, Dagana ( English)

3. Anthony Joshy, Teacher, Yangchenphug Higher Secondary School (Mathematics)

Layout and Design

1. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination

Division, DSE, MoE

2. Chokey Dorji, Teacher, Bjishong Central School, Gasa

Cover Design

Samdrup Tshering, Teacher, Lamgong MSS, Paro

Overall Coordinator

Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,

MoE

Self-Instructional Material

1 English- Class III

KEY STAGE-I

Lesson No: 1 Subject: English Class level: III Time: 30 minutes

Learning Area: Phonemic Awareness

Topic: Syllable

Introduction

In today’s lesson, you will learn syllables. What is a syllable?

A syllable is a unit of pronunciation forming the whole or a part of a word. We must learn syllable because it helps us to pronounce the words correctly. Some words will have one syllable while others will have more than one syllable.

Activity 1

Instruction: Let us read some examples of words having one, two and three syllable(s).

Examples Division of syllable of word

Number of syllable(s) in the word

dog

1

Say the syllable of the words correctly.

Identify syllable(s) in the words.

Learn the syllable(s) to pronounce the words correctly for

successful acquisition of reading, spelling and writing.

Picture courtesy: Google



KEY STAGE-I

fish

1

eat

1

time

1

chil - dren

2




KEY STAGE-I

ta - ble

2

ba - by

2

but - ter - fly

3

ba - na - na

3




KEY STAGE-I

com - pu - ter

3

Activity 2

Instruction: Read and write the number of syllable(s) for each word.

The first one is done for you.

Word examples

Break the word into syllable(s) Number of syllable(s)

1. doctor doc - tor 2

2. mother

3. big

4. tomorrow

5. elephant

6. winter




KEY STAGE-I

Self-check for Learning

Instruction: Read the words given in the box below. How many syllable(s) do they have? Write each word in the correct box.

Words with ONE syllable Words with TWO syllables Words with THREE syllables

1.

2.

3.

Activity 2

Examples

Break the word into syllable (s) Number of syllables

2. mother moth-er 2 3.big big 1 4.tomorrow to-mor-row 3 5.elephant el-e-phant 3 6.winter win-ter 2

dog banana teacher tomorrow picnic bedroom hill cucumber boy



KEY STAGE-I


Learning Area: Reading and Writing

Topic: Family

Introduction

What is a family?

A family is a group of people who live with you, loves you and cares about you.

A family has a father, a mother, a brother and a sister. Sometimes you can be the only child and sometimes you might be in an extended family with your grandparents, uncle, aunt and cousins. Each of this kind has their own charm.

Here is an example of family.

Grandparents Father and mother

Uncle and aunt Me Brother and sister

Name the family members.

Read the responsibilities of the family members.

Write how you help your parents at home.



KEY STAGE-I

Activity 1

Instruction: Read the responsibilities of family members.

Instruction: Let us look at how Dechen helps her family at home.

This is Dechen.

She lives with her family in Mongar.

She is in class III ‘A’.

She is a very good girl. She does her classwork and homework on time when in school.

Now the school is closed due to COVID-19 and she is at home with her parents.

At home she attends the video lessons in BBS every morning and then helps her parents.

She helps her parents by cleaning the house, washing the plates and feeding her pet dog ‘Domchu’.

She helps her younger sister in class I to do her homework.

She is very helpful to her parents at home.

Each family member has their own responsibilities.

The role of parents is to take care of you and also do jobs like cooking, sweeping, taking you to the school and most importantly earning money for your family. Brothers and sisters play a role of taking care of you and helping you as well.

You should always help your family. You can help them by washing your own plate, making your own bed and cleaning your room.

Are you helping your family?



KEY STAGE-I


Instruction: Draw a picture and write how you are helping your parents at home.



KEY STAGE-I


Learning Area: Reading and Writing

Topic: Festivals in Bhutan-Tshechu and Losar

Introduction A festival is an event celebrated by people in the community or a dzongkhag or the country mostly for religious or cultural purposes. There are many types of festivals celebrated in our country. You have learnt about one such festival ‘Blessed Rainy Day’ in class II.

Today, let us learn about two more festivals celebrated in Bhutan. They are Tshechu and Losar.

First, let us look at Tshechu.

What is Tshechu?

Tshechu is a religious festival held once a year in every dzongkhag and in some cases, they are held in the local regions of the dzongkhgs. Tshe-chu means the "tenth day”, therefore Tshechu is a religious event celebrated on the tenth day of the month of the lunar calendar corresponding to the birthday of Guru Rinpoche (Guru Padmasambhava).

During Tshechu, we wear beautiful gho and kira, carry packed food and go to the dzongs, monasteries and temples to witness the mask dances. The mask dance known as Cham in Dzongkha is generally performed by the monks. Each mask dance has its own importance and has a story to tell.

For example;

The Dance of Judgement Day called Raksha Mangcham, tells us the story of the good person,Chimdapelkey who is sent to heaven and the evil, Nyelwabum who is taken to hell. This story shows us the need to be good human beings.

We must therefore, attend Tshechu to receive blessings and cleanse or wash away our misdeeds or sins.

Say what festival is.

Read about two festivals celebrated in Bhutan.

Write about your favourite festival.



KEY STAGE-I

Here are some pictures of Tshechu.

Going to Tshechu in beautiful dress.

Picture courtesy: https://www.google.com/search?q=festivals+inbhutan&tbm

Mask dance in Tshechu



KEY STAGE-I

Instruction: Next, let us look at Losar.

What is Losar?

‘Lo’ means year and ‘sar’ means new. Therefore, ‘Losar’ means ‘New Year’. We celebrate Losar at the start of each new year. On this day we prepare special and delicious dishes and eat with our family. Some families go out for picnic while some stay indoor to celebrate. Usually, men go out to play khuru and archery and women dance in groups to celebrate Losar. During Losar celebrations, men, women and children wear beautiful Bhutanese costumes.

We enjoy delicious food together with family during Losar.

Activity 1

Instruction: Choose any festival you like and write about it in the space given below. Write why you like that festival and how you celebrated it. You may draw if you want.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Picture source: https://www.google.com/search?q=bhutan+food+recipes&tbm

https://www.google.com/search?q=bhutan+food+recipes&tbm



KEY STAGE-I


Instruction: Answer the following questions.

1. What does ‘Losar’ mean?

Answer:______________________________________________________________________

_____________________________________________________________________________

2. When do we celebrate Tshechu?

Answer:______________________________________________________________________

___________________________________________________________________

3. Write two differences and two similarities between ‘Tshechu’ and ‘Losar’.

Differences between Tshechu and Losar

Tshechu Losar

1.

2.

Similarities between Tshechu and Losar

1.

2.



KEY STAGE-I


1.’Lo’ means year and ‘sar’ means new, Therefore, Losar means new year for the Bhutanese people.

2. We celebrate Tshechu on tenth day every year in monasteries, temples and dzongs throughout the country.

Differences between Tshechu and Losar

Tshechu Losar

1.It is a religious festival to celebrate

birthday of Guru Rinpoche.

It is a celebration of Bhutanese new year.

2.It is held in the monasteries and

temples by monks and lamas.

It is held among individual family members

and friends at home and outdoor.

Similarities between Tshechu and Losar

1.Both are festivals celebrated by the Bhutanese.

2.People wear beautiful dress and enjoy delicious food during these festivals.



KEY STAGE-I


Learning Area: Grammar

Topic: Prepositions-beside, behind and in front of

Introduction

You have learnt prepositions in, on and under in earlier classes and we will learn some more prepositions like beside, behind and in front of.

What is preposition?

Preposition is a set of word or words that show location, direction and time or introduces an object.

Here are some examples of prepositions - behind, beside and in front of.

Read the prepositions beside, behind and in front of.

Use the prepositions correctly in the sentences.

Identify the prepositions in the paragraph.

The boy is behind the tree.

The elephant is beside the tree. The rabbit is in front of the tree.




KEY STAGE-I

Activity 1

Instruction: Read the dialogue between Ap Bokto and Pema. Underline the prepositions.

Why are you here? Ap Bokto

I am looking for something. I don’t see my bag, my cat and my bangchung.

Let me help you. Your cat is behind the tree. Can you see it?

Yes!! My cat is behind the tree.

Welcome Ap Bokto.

I can see my bangchung in front of the house and bag beside the house. Thank you Pema.

Your bangchung is in front of the house and your bag is beside the house.

Picture courtesy: AthangPvtLtd




KEY STAGE-I


Instruction: Choose the correct prepositions from the given options and complete the sentence.


1. The bear is in front of (in /beside/in front of) the cave.

2. The girl is _________________(beside/under/behind) the curtain.

3. The boy is _____________________ (beside/in front of / under) the curtain.




KEY STAGE-I

4. The thread ball is ____________(in/beside/behind) the cat.

5. The girl is _______________ (in front of, behind, beside) the books.

Activity 1

behind, beside, in front of




KEY STAGE-I


Learning Area: Grammar

Topic: Punctuation marks-capital letter, comma, apostrophe and exclamation

mark.

Introduction

You have learnt some punctuation marks in class II. Let us learn some more punctuation marks.

What is punctuation?

Punctuation is a specific sign or symbols used in order to make meaning of the sentences. We will take a look at four punctuation marks with examples. The first punctuation mark is capital letter.

Read the usage of punctuation marks such as capital letter,

comma, apostrophe and exclamation mark.

Use punctuation marks correctly.

Use of Capital letter

The first word in the sentence.

Example: He is sad. For word I

Example: I like apples.

For names of people, days, months and places.

Example: Dorji, Pema, Monday, April, Thimphu




KEY STAGE-I

Comma (,) We use a comma in a sentence to show where to stop for a short time and when there is a list of words.

Example: I like to eat carrot, broccoli, chilli and cabbage.

Apostrophe (’) We use an apostrophe for short forms and to show possession. Example: I’m [I am] jumping. This is Dorji’s dog.

Exclamation mark (!) We use an Exclamation mark at the end of a sentence to show sudden emotions. Example: Do not shout in the class! Ouch! I just hit my leg.




KEY STAGE-I

Activity 1

Instruction: Read the sentences and circle the punctuation marks as instructed in the brackets.


1. like my new shoes. (circle the capital letter)

2. Dema and her friend Deki went to the shop and bought books, pencils, crayons and cello

tape. (circle the capital letters and commas).

3. We played football last Sunday in the school ground. (circle the capital letters and full stop).

4. Where is my bag? Is it at home or in the classroom? (circle the question marks).

5. Come quickly! Oh! it is raining heavily! (circle the exclamation marks).

6. This is Dechen’s bag. I’m going to tell her to take it. (circle the apostrophe).

7. Don’t go out in the market where there are a lot of people, it’s not safe.

(circle the apostrophe and full stop).

8. Hurray! shouted the boys, girls and the teachers when they won the football match.

(circle the exclamation mark, commas and full stop).


Instruction: Re-write the sentences using capital letter, comma, apostrophe, exclamation mark and full stop correctly.

1. dorji washes his hands frequently to keep away from germs

Answer:______________________________________________________________________

2. thimphu is the capital of bhutan.

Answer: ______________________________________________________________________

I



KEY STAGE-I

3. In the farm i saw cow calf ox and horses.

Answer:______________________________________________________________________

4. Did you wash your hands with soap

Answer: ______________________________________________________________________

5. Ouch my finger got cut with knife.

Answer: ______________________________________________________________________

6. The red building is boys toilet and the blue one is girls toilet.

Answer: ______________________________________________________________________

7. I dont like to stay home because Im missing my school and friends.

Answer: ______________________________________________________________________

8. Are you going to Tshechu

Answer: ______________________________________________________________________


1. Dorji washes his hands frequently to keep away from germs.

2.Thimphu is the capital of Bhutan.

3.In the farm I saw cow, calf, ox and horses.

4.Did you wash your hands with soap?

5.Ouch! my finger got cut with knife.

6.The red building is boy’s toilet and the blue one is girl’s toilet.

7.I don’t like to stay home because I’m missing my school and friends.

8.Are you going to Tshechu?


1 Mathematics – Class III

KEY STAGE-I

Lesson No: 1 Subject: Mathematics Class level: III Time: 30 minutes

Learning Area: Numbers and Operations

Topic: Counting Numbers

Introduction

You have learnt to skip count numbers by 10s and 100s. In this lesson you will learn to skip

count by numbers by 1000s. We will also learn to round numbers to the nearest ten, hundred, or

thousand which helps us to compare numbers and to estimate.

To skip count by 1000s we can add 1000 repeatedly or we can skip nine hundred ninety-nine

numbers and jump to the thousandth number.

Activity 1

Look at the picture below. Skip count in 1000s to fill in the blanks with the missing numbers.

The first blank is filled for you.

Each has 1000 toys

❖ Skip count numbers by 1000s.

❖ Round numbers to the nearest tens, hundreds and thousands.

1000, 2000, 3000, _____, _____, 6000, _____, _____, 9000



KEY STAGE-I

Example: Round the following numbers to the nearest ten:

a) 42 b) 45 c) 47

a) 42

b) 45

c) 47

0 20 10 30 50 40 70 60 80 100 90

42

0 20 10 30 50 40 70 60 80 100 90

45

0 20 10 30 50 40 70 60 80 100 90

47

47 is between 40 and 50.

47 is closer to 50 than 40.

So, 47 is round to 50.

Activity 2

42 is between 40 and 50

42 is closer to 40 than 50.


45 is exactly between 40 and 50.

50 is the greater tens.


If a number falls exactly between two tens, the number is round to the greater tens.



KEY STAGE-I

i. Use the number line to help you round each number to the nearest ten.


a. 33 30 b. 67 _____ c. 84 _____

ii. Use the number line to help you round each number to the nearest hundred.


a. 189 200 b. 614 _____ c. 872 _____

iii. Use the number line to help you round each number to the nearest thousand.


a. 2790 3000 b. 8149 _____ c. 4278 _____

0 200 100 300 500 400 700 600 800 1000 900

189 614 872

0 2000 1000 3000 5000 4000 7000 6000 8000 9000

2790 4278 8149

0 20 10 30 50 40 70 60 80 100 90

33 67 84



KEY STAGE-I


1. Round the following numbers to the nearest hundred.

a. 728 _____ b. 292 _____

2. Round the following numbers to the nearest thousand.

a. 9119 _____ b. 5856 _____

Activity 1

Activity 2 i. b. 70 c. 80

ii. b. 600 c. 900

iii. b. 8000 c. 4000


1. a. 700 b. 300

2. a. 9000 b. 6000

1000, 2000, 3000, 4000, 5000, 6000, 7000, 8000, 9000

རང་ཉིད་སློབ་སློན་མཁོ་ཆས།

1 རློང་ཁ། སློབ་རིམ་གསུམ་པ།

གནས་རིམ་ - ༡ པ།

འཆར་གཞི་ཨང་ ༡ ཆོས་ཚན་ རློང་ཁ། སློབ་རིམ་ གསུམ་པ། དུས་ཚློད་ སྐར་མ་༣༠ དློན་ཚན་ ལྷག་དེབ་ལག་ལེན། དློན་ཚན་ནང་གསེས་ ལྷག་དེབ་བདག་འཛིན་དང་ ལྷག་ཐངས།

ངོ་སློད།

➢ ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས་ཚུ་ ཤེས་དགོ། ➢ ལྷག་དེབ་ག་དེ་མང་མང་ ལྷག་ནི་ལུ་ ལང་ཤློར་བཙུགས་དགོ།

སློང་ལཱ་༡ པ།

➢ འློག་གི་པར་ཚུ་ལུ་བལྟ་སྟེ་ རྗོད་ཚིག་ཚུ་ལྷག།

ལས་དློན།

➢ ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས་ཚུ་ ལྷག་ཚུགས། ➢ ལྷག་དེབ་ལྷག་པའི་ ཕན་པ་ཚུ་ འབྲི་སབ་འབད་ཚུགས།

ལྷག་དེབ་ལག་ལེན་འཐབ་ཐངས།

པར་ཚུ་གི་རྒྱབ་རྟེན། Google




༡) × ལྷག་དེབ་ཚུ་ རང་རློང་འབད་ ག་མནློ་སར་ བཀོ་བཞག་ནི་མེན་པར་

ལེགས་ཤློམ་འབད་ གཞིབ་བཞག་དགོཔ་ཨིན།

༢) × ལྷག་དེབ་ནང་ལས་ ཤློག་ལེབ་ཚུ་ སྤེད་ནི་མེན་པར་

༣) × ཤློག་ལེབ་ཚུ་ཡང་ མཛུབ་མློ་གུ་ཚིལ་མ་བཏབ་སྟེ་ ལྷློག་ནི་མེན་པར་

ཤློག་ལེབ་ཀྱི་མཐའ་མ་ ཡང་ན་ ཤློག་ལེབ་ཀྱི་མགུ་ལས་

འགྲོས་ཀྱིས་འབད་ ལྷློག་དགོཔ་ཨིན།

གུས་ཞབས་ཀྱི་ཐློག་ལས་ བདག་འཛིན་འབད་དེ་

བཞག་དགོཔ་ཨིན།





སློང་ལཱ་༢ པ།

➢ ལྷག་དེབ་ལྷག་ཐངས་ སང་བ་འབད།




རང་ཉིད་དབྱེ་ཞིབ།

➢ དྲི་བ་ཚུ་གི་ལན་བྲིས།

༡༽ སྲུང་འདི་ནང་ལས་ ག་ཅི་ཧ་གོ་ཡི?

ལན།

༢༽ སྲུང་འདི་ནང་ལུ་ སེམས་ཅན་ ག་ཅི་ར་འདུག?

ལན།

ལན་གསལ་དཔེ། རང་ཉིད་དབྱེ་ཞིབ།

༡༽ སྲུང་འདི་ནང་ལས་ རང་ལུ་ཡློད་པའི་ བཟའ་འཐུང་གི་རིགས་ཚུ་ ཆ་རློགས་ཚུ་དང་གཅིག་ཁར་ འཆམ་ཏློག་ཏློ་འབད་ བགོ་བཤའ་རྐྱབ་དགོ་པས་ཟེར་ ཧ་གོ་ཡི།

༢༽ སྲུང་འདི་ནང་ལུ་ སེམས་ཅན་ སག་ བྱི་ལི་ འ་དློམ་ཚུ་འདུག།




ཆར་གཞི་ཨང་ ༢ ཆོས་ཚན་ རློང་ཁ། སློབ་རིམ་ གསུམ་པ། དུས་ཚློད་ སྐར་མ་༣༠ དློན་ཚན་ གྱངས་ཁ་༡ ལས་༡༠ ཚུན། དློན་ཚན་ནང་གསེས་ གྱངས་ཁ་༡༠ ཚུན་ ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ འབྲི་ཐངས།

ངོ་སློད།

➢ ་ གྱངས་ཁ་ཚུ་ ཨང་ཡིག་དང་ ཡིག་གཟུགས་གཉིས་ཆ་ར་ནང་ བྲིཝ་ཨིན།

སློང་ལཱ་༡ པ།

➢ ཨང་ཡིག་ཚུ་ ཡིག་གཟུགས་ནང་བྲིས། ཨང་ཡིག། ཡིག་གཟུགས། ༡ དཔེར་ན། གཅིག། ༢ ༣ ༤ ༥ ༦ ༧ ༨ ༩ ༡༠

ལས་དློན།

➢ གྱངས་ཁ་༡ ལས་༡༠ ཚུན་ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ བྲི་ཚུགས། ➢ གྱངས་ཁ་ཚུ་ ཨང་ཡིག་དང་ཡིག་གཟུགས་གཉིས་ཆ་ར་ནང་ བྲི་ཚུགས།





➢ པར་ཚུ་གྱངས་ཁ་རྐྱབ་སྟེ་ ལན་ཨང་ཡིག་ནང་བྲིས།

༡༽ མཛུབ་མློ་ ག་དེམ་ཅིག་ འདུག?

ལན།

༢༽ མེ་ཏློག་ ག་དེམ་ཅིག་ འདུག?

ལན།

༣༽ སློབ་ཕྲུག་ ག་དེམ་ཅིག་ འདུག?

ལན།

༤༽ རྐང་ཁྲི་ ག་དེམ་ཅིག་ འདུག?

ལན།

༥༽ བྱི་ལི་ ག་དེམ་ཅིག་ འདུག?

ལན།






➢ པར་ཚུ་གྱངས་ཁ་རྐྱབ་སྟེ་ ཨང་ཡིག་དང་ཡིག་གཟུགས་ནང་ བྲིས།

༡༽ + = ༤ བཞི།

༢༽ + =

༣༽ + =

༣ གསུམ།

༡ གཅིག།




༤༽ + =

ལན་གསལ་དཔེ།

སློང་ལཱ་༡ པ། ༢ གཉིས། ༣ གསུམ། ༤ བཞི། ༥ ལྔ།

༦ དྲུག། ༧ བདུན། ༨ བརྒྱད། ༩ དགུ། ༡༠ བཅུ་ཐམ།


༡༽ མཛུབ་མློ་ ༡༠ འདུག། ༢༽ མེ་ཏློག་༣ འདུག།

༣༽ སློབ་ཕྲུག་༨ འདུག། ༤༽ རྐང་ཁྲི་༧ འདུག།

༥༽ བྱི་ལི་༢ འདུག།


༢༽ ༥ ལྔ + ༤ བཞི། = ༩ དགུ། ༣༽ ༣ གསུམ། + ༣ གསུམ། = ༦ དྲུག། ༤༽ ༣ གསུམ། + ༢ གཉིས། = ༥ ལྔ།


self-instructional materials...(dzongkha) 2. tsheringla, principal, daga central school, dagana (...

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