GRADE 1 1

All rights reserved with the Directorate of Curriculum and

Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

Development Team:

ƒƒ Mr. Amin Dad, (Desk Officer & Subject Expert) Principal GHS Kholian Bala, Haripur.
ƒƒ Mr. Zafar Arbab Abbasi, (Subject Expert) Principal GHS Chita Bata, Mansehra.
ƒƒ Mr. Hameed Ud Din Khattak, Subject Specialist English GHSS Nizampur, Nowshera.
ƒƒ Muhammad Ilyas, Subject Specialist English Mazdoor abad Takht Bhai, Mardan
ƒƒ Mr. Yousaf Khan, Subject Specialist English GHSS Muslim Abad Kohat.
ƒƒ Mr. Sufaid Khan, (working teacher) PST GPS No.3 Akbarpura, Nowshera.

Review Team:

ƒƒ Mr. Amin Dad (Desk Officer) Subject Expert, Principal GHS Kholian Bala, Haripur.
ƒƒ Mr. Inam Ullah, Subject Expert, V/P GHSS Shakardara, Kohat.
ƒƒ Mr. Zafar Arbab Abbasi Subject Expert, Principal GHS Chita Batta, Mansehra.

Technical Assistance:

Khyber Pakhtunkhwa Education Sector Programme (KESP) Team.

Coordinator:

Abrar Ahmad, Additional Director Teacher Professional Development, Directorate of

Curriculum and Teachers’ Education Khyber Pakhtunkhwa, Abbottabad.

Guidance and Supervision:

Gohar Ali Khan

Director, Curriculum and Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.
 TABLE OF CONTENTS

INTRODUCTION ....................................................................................................................................................................................................................I
PREFACE ............................................................................................................................................................................................................................IV

MONTH 1

LESSON 1: ALPHABET: READING, WRITING PHONICS..................................................................................................................2

LESSON 2: WORD PATTERNS .............................................................................................................................................................................8
LESSON 3: READING AND WRITING READINESS (HOLDING A PENCIL CORRECTLY) .................................16
LESSON 4: READING AND WRITING READINESS (PRE-WRITING PATTERNS-I)....................................................18
LESSON 5: READING AND WRITING READINESS (PRE-WRITING PATTERNS-II) .................................................20
LESSON 6: READING AND WRITING READINESS (DIRECTIONALITY).............................................................................23
LESSON 7: ALPHABET: READING, WRITING, PHONICS ...............................................................................................................26
LESSON 8: INITIAL SOUNDS ................................................................................................................................................................................30
LESSON 9: INTRODUCING YOURSELF .......................................................................................................................................................33

MONTH 2

LESSON 10: PREDICTION............................................................................................................................................................................................37

LESSON 11: DESCRIBING COMMON OBJECTS ..................................................................................................................................40
LESSON 12: TRACING FAMILIAR WORDS ..................................................................................................................................................43
LESSON 13: MISSING LETTERS .............................................................................................................................................................................45
LESSON 14: NUMBERS IN WORDS ...................................................................................................................................................................47
LESSON 15: MATCHING NAMING WORDS WITH PICTURES ...................................................................................................50
LESSON 16: SUBSTITUTION WORDS (PRONOUNS) .........................................................................................................................53
LESSON 17: SENTENCES WITH CAPITALISATION/ PUNCTUATION ...................................................................................56
LESSON 18: WRITING ONE-SYLLABLE WORDS ....................................................................................................................................58
LESSON 19: IDENTIFICATION OF COMMON SIGHT WORDS AND CONSONANT DIGRAPHS..................61
LESSON 20: COMMUNICATION SKILL (ORAL AND WRITTEN) ...............................................................................................69
LESSON 21: READING AND RECITING POEMS ......................................................................................................................................72
LESSON 22: INDIVIDUAL SOUNDS ...................................................................................................................................................................74
LESSON 23: POETRY RECITATION ....................................................................................................................................................................76

MONTH 3

LESSON 24: NAMING AND ACTION WORDS .........................................................................................................................................79

LESSON 25: CAPITALISATION AND PUNCTUATION .......................................................................................................................81
LESSON 26: RHYMING WORDS ..........................................................................................................................................................................83
LESSON 27: USING NAMING WORDS ...........................................................................................................................................................85
LESSON 28: COMMANDS AND REQUESTS ..............................................................................................................................................87
LESSON 29: READING STRATEGIES (GUESSING WHAT FOLLOWS IN A STORY)...................................................90
LESSON 30: EXPRESSING LIKES AND DISLIKES ABOUT A STORY..........................................................................................93
LESSON 31: NAMING WORDS .............................................................................................................................................................................96
LESSON 32: SUBSTITUTION WORDS (PRONOUNS)..........................................................................................................................100
LESSON 33: VOWELS AND CONSONANT, USE OF “A” AND “AN”.........................................................................................102
LESSON 34: INITIAL CONSONANT CLUSTERS .......................................................................................................................................107
LESSON 35: WRITING ACTION VERBS ..........................................................................................................................................................109
LESSON 36: CONSTRUCTING SIMPLE SENTENCES ..........................................................................................................................112
LESSON 37: EXPRESSING NEEDS .......................................................................................................................................................................115
LESSON 38: SPOKEN AND WRITTEN WORDS ........................................................................................................................................117
LESSON 39: WORD PATTERNS .............................................................................................................................................................................119
LESSON 40: UNDERSTANDING A POEM .....................................................................................................................................................122
LESSON 41: COLOURS, SHAPES, AND SIZES ...........................................................................................................................................124
LESSON 42: NAMING WORDS .............................................................................................................................................................................127

MONTH 5

LESSON 43: WORD PATTERNS .............................................................................................................................................................................132

LESSON 44: COMMUNICATION SKILLS (ORAL AND WRITTEN) ............................................................................................135
LESSON 45: LOCATING SPECIFIC INFORMATION .............................................................................................................................138
LESSON 46: SENTENCES WITH CAPITALISATION / PUNCTUATION ..................................................................................141
LESSON 47: NAMING WORDS .............................................................................................................................................................................143
LESSON 48: QUESTION AND PUNCTUATION MARKS ...................................................................................................................146
LESSON 49: ACTION WORDS ...............................................................................................................................................................................148
LESSON 50: USE OF ARTICLES WITH PLURAL NOUNS ...................................................................................................................151
LESSON 51: WRITING NUMBERS 1 - 10 ..........................................................................................................................................................153
LESSON 52: WRITING DATES, CAPTIONS, GETTING INFORMATION A TABLE (CALENDAR) ......................155
LESSON 53: ONE-SYLLABLE RHYMING WORDS ..................................................................................................................................157

MONTH 6

LESSON 54: USE OF ‘AM’, ‘IS’, AND ‘ARE’.......................................................................................................................................................160

LESSON 55: DESCRIBING WORDS ...................................................................................................................................................................163
LESSON 56: ITEM OF SIMILAR CATEGORY ...............................................................................................................................................166
LESSON 57: ORAL COMMUNICATION (PARTICIPATION AND TURN-TAKING).......................................................169
LESSON 58: WRITING DATES, CAPTIONS, GETTING INFORMATION FROM A TABLE ........................................171
LESSON 59: BRAINSTORMING .............................................................................................................................................................................173
LESSON 60: PARTS OF THE BODY ....................................................................................................................................................................176
LESSON 61: SENTENCES WITH CAPITALISATION / PUNCTUATION ..................................................................................178
LESSON 62: WRITING DATES, CAPTIONS, GETTING INFORMATION FROM A A TABLE (CALENDAR).180
LESSON 63: MISSING INFORMATION ............................................................................................................................................................182

MONTH 7

LESSON 64: STORY TIME ...........................................................................................................................................................................................185

LESSON 65: PRE-READING STRATEGIES (USING TITLE AND PICTURES) ......................................................................188
LESSON 66: FULL STOP ...............................................................................................................................................................................................191
LESSON 67: STORY TIME ...........................................................................................................................................................................................193
LESSON 68: SIGHT WORDS AND WORDS WITH COMMON SPELLING PATTERNS ............................................196
 MONTH 8

LESSON 69: ENDING WITH /S/ AND /Z/ SOUNDS ............................................................................................................................199

LESSON 70: WORDS SHOWING POSSESSION .....................................................................................................................................202
LESSON 71: COMMANDS AND REQUESTS ..............................................................................................................................................204
LESSON 72: FORMULAIC EXPRESSIONS IN SPEECH BUBBLES ...............................................................................................206
LESSON 73: POETRY RECITATION ....................................................................................................................................................................212
LESSON 74: SPECIFIC INFORMATION IN A CALENDAR.................................................................................................................214
LESSON 75: USE OF COMMA ..............................................................................................................................................................................216
LESSON 76: POETRY RECITATION ....................................................................................................................................................................218
 INTRODUCTION

Teaching and learning process in the classroom can vary concerning the ability, experience,
and training of the teacher, which is why to standardize instruction, every good and effective
teacher requires a lesson plan. The preparation of a lesson plan is important for clarity and
comprehension regarding how the entire learning process will be handled as well as how
students can understand and store the knowledge that is being passed onto them.

Lesson plans are vital for helping students accomplish their goals within a learning environment
on a short-term and long-term basis. Lesson plans based on clearly defined Student Learning
Outcomes (SLOs) con-cerning the textbooks ensure students are taught the required curriculum
most efficiently. These ensure the teacher is adequately prepared and has a clear sense of
direction for their lessons. In the context of Khyber Pakhtunkhwa, Lesson Plans are designed
to support teachers to implement new pedagogical meth-ods and help provide direction to
instruction in the classrooms.

Traditional Teaching Style:

Many teachers in Pakistan have come to rely on the textbook for teaching. They come into the
classroom, ask students to open the textbook on a certain page, have students read a portion of
the text, paraphrase the same and then ask students to answer questions that require them to
reproduce material from the text. They teach every subject (the exception being mathematics)
and every lesson in the same way. In some cases, the teacher is unable to complete the curriculum
or impart the SLOs for a particular grade to the students effectively. Using lesson plans ensure
standardization in teaching quality and provides a clear goal with relevant activities that can
help students learn more effectively and achieve curriculum mile-stones.

What is a Lesson Plan?

A lesson plan is a description of the instructions for the purpose of teaching the contents of the
textbook of a particular subject and achieving Student Learning Outcomes (SLOs).

A lesson plan is the road map for teachers for the achievement of SLOs effectively during class
time. The teachers design appropriate learning activities and develop strategies to obtain
feedback on students’ learning. A carefully constructed lesson plan allows the teacher to enter
the classroom with more confi-dence and maximizes the chance of having a meaningful
learning experience with the students.

A successful lesson plan addresses and integrates three key components:

◊ Student Learning Outcomes (SLOs).
◊ Learning activities.
◊ Assessment to check for students’ understanding.

Benefits of Lesson Planning

Most important benefits of lesson planning are to:

ƒƒ Improve the quality of teaching and learning.
ƒƒ Establish clarity of purpose.
ƒƒ Facilitate achievement of student learning outcomes.
ƒƒ Use available time effectively.
ƒƒ Develop appropriate materials and ensure their effective use.
ƒƒ Develop the confidence of teachers.

GRADE 1 i
 Development Process of a Lesson Plan

Lesson plan usually starts with a thinking process. This thinking process is basically completed
in four parts.
ƒƒ First, determine the SLO; that is, what the children will learn, what they will be able to do
upon completing the activities or work of the lesson.
ƒƒ Second, determine what the students already know, before beginning of the lesson that
can lead into a new curriculum of the day.
ƒƒ Third, determine at least one way to assist the students in learning the new curriculum.
ƒƒ Fourth, determine a way to evaluate the learning outcomes of the students.

Components of a Lesson Plan

Common elements of lesson plans are; unit of study, a title/topic/problem, identification of

student learn-ing outcomes (SLOs), a sequence of learning activities including introductory,
developmental and conclud-ing activities, list of materials to be used and assessment
strategies.
◊ Choosing the Topic. You can choose any topic from the textbook of the designated
grade, a skill such as information gathering, a value such as peace, a current affair topic
or an area of special concern such as the environmental pollution etc.
◊ Identifying Student Learning Outcomes (SLOs) from the Curriculum. The Curriculum
has identified the stu-dent learning outcomes to be achieved for each topic. Identifying
the student learning outcomes will help you to clarify the knowledge, skills, attitudes and
values to be developed. Choose only one to three SLOs to develop your lesson (many
more for a unit plan).
◊ Material Resources. A key part of planning is to ensure the identification, adaptation and
development of resources required for the lesson for both teachers and students.
ƒƒ Development:
◊ Introductory Activities: Introductory activities are designed to introduce the topic, a
subtopic or establish connection with the previous lesson. They are designed to build
readiness, create interest, raise questions and explore what children already know
about the topic, recall relevant information, motivate students and focus their atten-
tion on the topic/ theme/problem to be studied. Introductory activities can include an
arrangement of pictures and other times that stimulate interest and questions. Others
may be based on the teacher posing questions, reading a poem or story etc. A test, an
inventory, or a quiz may be used to find out what students know in order to build on their
existing knowledge.
◊ Developmental Activities: Developmental activities should emerge out of the intro-
ductory activities. There should be smooth transi-tions between the activities to pro-
vide a smooth learning sequence. These activities are designed to actu-alize the stu-
dent learning outcomes. They introduce new concepts, skills and values or build on past
learn-ing and should be linked with each other. Applicative or demonstrative activities
extend learning and de-velop the ability to use concepts and skills. Creative and expres-
sive activities enrich learning and develop the ability to improvise and apply learning in
original ways.
◊ Concluding the lesson: Conclusion includes activities that serve to consolidate, sum-
marize, or facilitate application of knowledge and skills of students to a new situation.
They are generally related to the main idea of the lesson. The concluding activities could
bring together the different main ideas of the unit. In this case, the emphasis should be
on the educational outcomes and not on “putting on a show”.
◊ Assessment of Learning. Assessment strategies can tell us how well or to what extent

ii GRADE 1
 the student learning outcomes have been met. Assessment of learning is important in
all phases of the lesson/unit from intro-duction to conclusion. A variety of tools can be
used to assess the realization of the chosen learning out-comes. Some of these will be
prepared as part of the learning activities. For example, the drawing and la-beling of a
map, the checklist for evaluating a discussion or simply asking questions relevant to the
day’s topic. Other tools such as tests can be prepared ahead of time as well.
◊ Follow up/homework task. This component includes follow up activities or home as-
signments to be under-taken by students at home.

GRADE 1 iii
 PREFACE

The Government of Khyber Pakhtunkhwa, Elementary and Secondary Education Department, is

committed to improve the quality of teaching and learning by taking a number of reforms and
initiatives for the improvement of quality education in line with the national and international
emerging trends. Providing quality education at primary level is the first imperative step
towards achieving this goal.

For this purpose, the Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa,
at Abbottabad, has been entrusted the responsibility of developing and reviewing teachers’
in-service and pre-service training materials for the improvement of pedagogical skills of
teachers.

These quality improving initiatives also include development of teacher’s guides of scripted
lesson plans at primary level that support teachers to implement new pedagogical methods.
These teacher guides are intended to assist teachers with the provision of content, effective
teaching methods and tools for measuring what learners have gained. These guides will
ensure an effective and participative engagement of teachers with students as activities
included in these lesson plans are student-centered.

These teachers’ guides of Lesson Plans based on Student Learning Outcomes (SLOs) of
Curriculum 2006 were developed for the first time in 2013. In 2018-2019, the Directorate of
Curriculum & Teachers’ Education Khyber Pakhtunkhwa undertook the task to revise and
develop the Scripted Lesson Plans for Grade I-III according to the Academic Calendar on
missing Students Learning Outcomes (SLOs).

As the Curriculum has been revised and new textbook are developed in 2020 for Grades Pre-I
to V, hence the need has been felt that these Lesson Plans for Grades I to V are to be revised,
developed and aligned with the updated Curriculum 2020, accordingly.

The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa constituted

different committees comprising of Curriculum/Subject experts and working teachers for
developing these Lesson Plans based on Curriculum 2020. DCTE acknowledges the efforts of
these experts for developing and reviewing these scripted lesson Plans.

The Directorate of Curriculum and Teachers Education Khyber Pakhtunkhwa is also thankful to
the Technical Assistance of Khyber Pakhtunkhwa Education Sector Programme (KESP) in the
finalisation of these lesson plans.

Gohar Ali Khan

Director,
Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

iv GRADE 1
Month

GRADE 1 1
 UNIT 1: TIME TO RECALL
LESSON

1 ALPHABET: READING, WRITING

PHONICS

STUDENT LEARNING OUTCOMES

ƒƒ Articulate the sounds of letters of the alphabet in series and in random order.

INFORMATION FOR TEACHERS

1. Articulation of sound gives birth to correct pronunciation. Select proper words which
may lead to original sounds of letters.
2. Make students produce sounds of letters which they already know. Facilitate the
students with clear sounds who do have a problem in articulation.
3. There are twenty six letters (alphabets) of English which make forty four sounds used in
English. However, we will discuss only 26 sounds in this lesson.
4. Articulation is the act of expressing something in a clear verbal form. To articulate is to
say something very clearly, so that each word or syllable can be heard.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ PERIOD 1

MATERIALS / RESOURCES REQUIRED

ƒƒ Alphabet chart, flash cards, recorded alphabet song, chart-paper cut out alphabets,
worksheets with letters and pictures to colour and worksheets with dotted alphabets.

INTRODUCTION | 5 MINUTES

The Teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Aliakum/Hello!” to the students
and the students will answer the greeting by saying “Good morning/Walaik-um-Assalam/
Hello!”. Ensure that the students respond to the greeting.

DEVELOPMENT | 20 MINUTES

Activity 1: | 20 MINUTES
The teacher will:
1. Sing the phonics song in front of the students or let them listen to a recorded phonics
song, pointing to each letter on the chart as he/she sings.
Aa for /ă/apple,
Bb for /b/ ball,
Cc for /c/ cat,
Dd for /d/ dog,

2 GRADE 1
 Ee for /ĕ/elephant,
Ff for /f/ fish,
Gg for /g/ gorilla,
Hh for /h/ hat,
Ii for /ī/ igloo,
Jj for /j/ juice,
Kk for /k/ Kangaroo,
Ll for /l/ lion,
Mm for /m/ monkey,
Nn for /n/ nose,
Oo for /ŏ/octopus,
Pp for /p/ parrot.
Qq for /k/ question,
Rr for /r/ ring,
Ss for /s/ sun,
Tt for /t/ train.
Uu for /ū/ umbrella,
Vv for /v/ van,
Ww for /w/ watch,
Xx for /ks/ X-ray.
Yy for /j/ yellow
Zz for /z/ zoo.
Happy happy we will be
When we have learnt our ABC.
2. Sing/play the phonics song again and ask the students to sing along.
3. Ask the students to repeat one line at a time after him/her. Repeat all the lines a few times.
4. Point to each alphabet on chart as he/she says it, focusing on any letter that are
particularly difficult for the students.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt sounds of letters of the English alphabet
which will help us in pronouncing words of English.

ASSESSMENT | 4 MINUTES

1. While the students sing the alphabet song, the teacher will move around the room and
check that the students are able to identify the letters of the alphabet. The teacher may
provide prompting and support to the students as needed.
2. The teacher will display the alphabet chart on the board and will ask the students to look
and say after him/her.

GRADE 1 3
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice alphabet song at home.

2. Throughout the year, continuously guide and assess students’ abilities to recognize,
articulate and write letters of alphabets.
3.  Assign students to do the relevant activities/ exercises from their textbook as homework.

DURATION / NO OF PERIODS: 35 MIN/ 1 PERIOD

STUDENT LEARNING OUTCOMES

ƒƒ Articulate the sounds of letters of the alphabet in series and in random order.

INFORMATION FOR TEACHERS

1. Most letters’ names are similar to the sounds they make, so knowing the names of letters
leads to a better understanding of letter sounds.
2. Understanding letter sounds help students learn reading and writing skills.
3. Becoming fluent in letter recognition helps students to become familiar and at ease with
the alphabet.
4. Allowing students to interact with letters in a variety of learning experiences helps to
build their letter recognition fluency skill.
5. Motivation can be ensured through brainstorming activities. It should be according to
the learning level of the students.
6. Encourage students all the time. Some students may make mistakes again and again.
7. While teaching the lesson, the teacher should also consult the textbook at all steps.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, block of letters, flash cards of alphabets, etc.

4 GRADE 1
 INTRODUCTION | 5 MINUTES

The Teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum/Hello!” to the students
and the students will answer the greeting by saying “Good morning/Walaik-um-Assalam/
Hello!”. Ensure that the students respond to the greeting.
2. Tell the students that yesterday we learnt to articulate the sounds of letters of the
alphabets. Today we will learn to articulate the sounds of letters of the alphabets in series.

DEVELOPMENT | 20 MINUTES

Activity 1: | 20 MINUTES
The teacher will:
1. Divide the writing board into two halves by drawing a line in between.
2. Write A-Z (capital letters) in series on one half of the writing board and will ask a student
to come and articulate all the letters written on writing board. Repeat the activity with a
couple of other students.

3. Write a-z (small letters) in series on the other half of the writing board and will ask a
student to come and articulate all the letters written on writing board. Repeat the activity
with a couple of other students.
4. Erase a few letters from the board, leaving letters out so students can fill in. Write the
erased letters in a box as clue for students.

5. Ask a student to come near the writing board and try to articulate only the letters that
are written on writing board, leaving the blanks. Repeat the activity with a couple of other
students.
6. Now ask some other student to come and write the missing letters on the writing board.
Repeat the activity with different students.
7. First get the capital letters done, later small letters. Help the students where necessary.
This activity will help students learn what comes before and after a letter.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to articulate and write letters of the alphabet
in series. We have also learnt what comes before and after a letter.

GRADE 1 5
 ASSESSMENT | 4 MINUTES

1. Informally assess students’ ability to articulate the sounds of letters of the alphabets in
series. Appreciate those students who answer correctly and motivate those students who
still can’t answer correctly.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice articulating the sounds of letters of the alphabets (capital
and small) in series.
2. Neatly write capital letters in series at the top line of each student’s notebook and ask the
students to write small letters of the same in to their notebooks.
3. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write letter of the alphabet.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

DURATION / NO OF PERIODS: 35 MIN/ PERIOD 3

STUDENT LEARNING OUTCOMES

ƒƒ Articulate the sounds of letters of the alphabet in series and in random order.

INFORMATION FOR TEACHERS

1. Most letters’ names are similar to the sounds they make, so knowing the names of letters
leads to a better understanding of letter sounds.
2. Understanding letter sounds helps students learn reading and writing skills.
3. Becoming fluent in letter recognition helps students to become familiar and at ease with
the alphabet.
4. Allowing students to interact with letters in a variety of learning experiences helps to
build their letter recognition fluency skill.
5. Motivation can be ensured through brainstorming activities. It should be according to
the learning level of the students.
6. Encourage students all the time. Some students may make mistakes again and again.
7. Present students with interesting ideas about letters with colour full pictures. The AV aids
motivate students to learn and participate.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, blocks of letters, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The Teacher will:

1. Begin the class by saying “Good morning” to the students and the students will answer
the greeting by saying “Good morning”. Ensure that the students respond to the greeting.
2. Tell the students that yesterday we learnt to articulate the sounds of letters of the
alphabets in series. Today we will learn to articulate the sounds of letters of the alphabets
in random order.

6 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: | 20 MINUTES
The teacher will:
1. Now divide the writing board into two halves by drawing a line in between.
2. Write A-Z (capital letters) in random order on one half of the writing board and will ask a
student to come and articulate all the letters written on writing board. Repeat the activity
with a couple of other students.
3. Write a-z (small letters) in random order on the other half of the writing board and will
ask a student to come and articulate all the letters written on writing board. Repeat the
activity with a couple of other students.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to articulate the sounds of letters of the
alphabets in random order.

ASSESSMENT | 4 MINUTES

1. Once the students are familiar with the letters and have had a chance to practice them,
the teacher will ask the students to take out their notebooks.
2. Explain to the students that you will say a letter and they will have to write it down (both in
capital and small on their notebooks.
3. When the students are ready, say a letter in random order and ask the students to write it
down in their notebooks.
4. While the dictation is going on, the teacher can walk around the class monitoring and
checking on what’s being written. It will be quite easy to see when a student has either
misheard the letter whereupon you can get to check that particular letter and correct the
students where necessary.
5. The teacher is required to dictate 4-5 words in a period. Don’t overdo the activity.
6. If the teacher finds that students have copied letter from charts displayed in class, don’t
snub them but encourage them to think and write themselves.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice articulating the sounds of letters of the alphabets (capital
and small) in random order.
2. Neatly write capital letters at the top line of each student’s notebook and ask the students
to write small letters of the same in to their notebooks.
3. The teacher is required to dictate 4-5 words every day now and then throughout the year,
to guide and assess students’ abilities to write letters of alphabets..

GRADE 1 7
 UNIT 1: TIME TO RECALL
LESSON

2 WORD PATTERNS

STUDENT LEARNING OUTCOMES

ƒƒ Recognise individual sounds of letters in a word e.g. /p/, /i/, /n/ in pin, etc.
ƒƒ Copy and write simple one syllable words with correct spellings.
ƒƒ Leave regular spaces between words.
ƒƒ Identify one syllable words that rhyme, (bat and cat).
ƒƒ Pronounce familiar one syllable words.
ƒƒ Identify words that end with the same sounds.
ƒƒ Recognize that as letters of words change, so the sounds.

INFORMATION FOR TEACHERS

1. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pencil (two syllables), pen (one syllable)
etc. More often each syllable has a single vowel sound. Alter your pace and spend more
time on a skill if you feel that the students are struggling with it. Don’t rush to get on to
the next step until you are sure that the students are ready for it. The number of periods
given here is a suggestion, you may increase or decrease it according to the needs of
your students.
2. Alter your pace and spend more time on a skill if you feel that the students are struggling
with it. Don’t rush to get on the next step until you are sure that the students are ready
for it. The number of periods given here is a suggestion, you may increase or decrease it
according to the needs of your students.
3. Ask students meaning of the words during each activity which provide an opportunity to
the objects or at least pictures of different things mentioned to lass to that the students
learn the vocabulary.
4. Use some of the words in sentences. When you use the words ‘run’ ask them, ‘do you like
to run in the playground? Or, ‘can you run fast?’ etc.
5. Tell the students that when we make sounds for which we don’t join our teeth or lips or
move our tongue too much, those are vowels. We can make vowel sounds freely without
friction.
6. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

DURATION / NO OF PERIODS: 35 MIN/ PERIOD 1

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flashcards of alphabets.

8 GRADE 1
 INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning / Hello / Assalam-O-Alaikum!” to the students
and the students will answer the greeting by saying “Good morning / Hello / Walaik-um-
Assalam”. Ensure that the students respond to the greeting properly.
2. Say “how are you?” to the students and make sure that the students reply, “we are fine,
thank you.”
3. Write “b” on the board and ask the students how to pronounce it. Seek answers from
students. Repeat this practice with more letters like f, g, m, r etc. and make sure that the
students can pronounce them correctly.
4. Draw a picture of a “fan” on the board and ask about it. Seek answers. The teacher will tell,
it is a “fan”. Repeat the word “fan” with all the students. Invite few students to repeat the
activity.

DEVELOPMENT | 20 MINUTES

Activity 1: | 20 Minutes

The teacher will:

1. Draw / display picture of a “van” on the board and point to the picture of the “van” and ask
about it. Seek answers from the students. The teacher
will tell it is a “van”. Repeat the word “van” with all the
students. Invite students individually to repeat it.
2. Draw / display a picture of a “man” on the board
and point at the picture of the “man” and ask about
it. Seek answers from the students. The teacher will
tell it is a “man”. Repeat the words “man” with all the
students. Invite few students to repeat it.
3. Ask the students if “man”, “van” and “fan” are
beginning with the same letter sound?
4. Say/an/, v/an and f/an in exaggerated style and
ask the students to repeat. Tell the students that as
letters of words change, so do the sounds.
5. Ask the students what is common in man, van and fan, to the responses the on the board.
Tell students that the “an” sound at the end of the three words is common. Tell them that
as we change the first letter, the sound changes but as the letter ‘an’ are the same in all
the words so their ending sound does not change and they rhyme.
6. Tell the students that we pronounce “an” as /a/ and /n/.
7. Write the letters “a” and “n” on the board. Ask students to articulate sound of /a/ and /n/.
Repeat the sounds after the students, and them articulate “an”. Ask the students to repeat
it a couple of times.
8. Show the flashcard with “an”. Ask them to articulate each letter (make the sound of each
letter and then join the sounds) and articulate “an” individually till each student is able to
do so.
9. Write the letter “p” before “an”. Ask students to tell the sound of /p/. Encourage them to
blend it with the sound of “an”. Tell them “p” and “an” make “pan”. Show /draw picture of
“pan”. Practice with the students collectively and individually till they are comfortable
with articulating the word. Ask some of the students to read the whole word and some to
produce the sound of the individual letters.

GRADE 1 9
 CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to pronounce and identify words that end
with “an” sound.

ASSESSMENT | 4 MINUTES

1. The teacher will use the same activity by changing the initial letter as a formative
assessment to assess the students’ performance. (this will guide the teacher in pacing
his/her activities, spending more or less time on one level).
2. The teacher will give students a worksheet or will write “an” words in the students’
notebooks. Ask the students to trace given words.

HOMEWORK / FOLLOW UP | 2 MINUTES

3. Ask the students to practice tracing/copying “an” words several times at home.
4. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write one syllable words.
5. Repeat activity with different initial letter sounds but rhyming words (with the same word
endings) not more than three letters e.g. bet, get, jet, let, met, net, pet, set, wet, yet. Show
the difference in pronunciation bet, get, jet, let, met, net, pet, set, wet, yet.
6. Assign students to do the relevant activities/ exercises from their textbook as homework.

DURATION / NO OF PERIODS: 35 MIN/ 1 PERIOD

STUDENT LEARNING OUTCOMES

ƒƒ Recognize individual sounds of in a word e.g. /p/, /i/, /n/ in pin, etc.
ƒƒ Copy and write simple one syllable words with correct spellings.
ƒƒ Leave regular spaces between words.
ƒƒ Identify one syllable words that rhyme, (bat and cat).
ƒƒ Pronounce familiar one syllable words.
ƒƒ Identify words that end with the same sounds.
ƒƒ Recognize that as letters of words change, so the sounds.

10 GRADE 1
INFORMATION FOR TEACHERS

1. Spelling patterns can help us divide and read words that have multiple syllables.
2. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pencil
3. (two syllables), pen (one syllable) etc. More often each syllable has a single vowel sound.
4. Alter your pace and spend more time on a skill if you feel that the students are struggling
with it. Don’t rush to get on to the next step until you are sure that the students are ready
for it. The number of periods given here is a suggestion, you may increase or decrease it
according to the needs of your students.
5. Tell the students meaning of the words used i n each act i v i ty wh i ch prov i des an
opportunity to involve students. Wherever possible, bring the objects or at least picture
of different things to school, or at least pictures of the things mentioned, so that the
students learn the vocabulary.
6. Use at least some of the words in sentences, when you use the word ‘run’, ask them, ‘Do
you like to run in the playground? or,’ Can you run fast?’ etc.
7. Tell the students that when we make sounds for which we don’t join our teeth or lips or
move our tongue too much, those are vowels.
8. We can make vowel sound freely without friction.
9. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, blocks of letters, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning / Hello / Assalam-o-Alaikum!” to the students
and the students will answer the greeting by saying “Good morning / Hello / Walaik—um-
Assalam”. Ensure that the students respond to the greeting properly
2. Say “How are you?” to the students and make sure that the students reply, “we are fine,
thank you.”
3. Write “an” and draw three pictures, for example, the picture of a pan, man, fan etc. Ask the
students to take cues from the pictures and write the correct letter to make a word.
4. Tell the students that these are rhyming words with the same word endings sounds.
5. Tell the students that yesterday we have learnt “an” family word pattern. Today we will
learn words that end with “at”.

DEVELOPMENT | 20 MINUTES

Activity 1: | 10 Minutes

The teacher will:

1. Display picture of a “cat” on the board and point to the picture of “cat” and ask what it is.
2. Seek answers from the students. The teacher will tell it is a “cat”. Repeat the word “cat” with
all the students. Invite few students to repeat.

GRADE 1 11
 3. Draw/display picture of a “bat” on the board and point to the picture of the “bat” and ask
what it is. Seek answers from the students.
4. The teacher will say it is a “bat”. Repeat the word “bat” with all the students. Invite five or six
students individually to repeat it.
5. Ask the students if “cat”, “bat” and “hat” begin with the same sound.
6. Say c/at, b/at and h/at in exaggerated style and will ask the students to repeat these. Tell
the students that as letters of words change, so do the sounds.
7. Ask the students what is common in cat, bat and hat. Tell students that the /at/ sound at
the end of the three words is common. Tell them that as we change the first letter, the
sound changes but as the letters ‘at’ are the same in all the words, so their ending sound
does not change and they rhyme.
8. Tell the students that we write “at” as “/a/ and /t/.
9. Write the letters “a” and “t” on the board.
10. Ask students to articulate sound of /a/ and /t/. Repeat the sounds after the students, and
then articulate “at”. Ask the students to repeat these a couple of times.
11. Show the flashcard with “at”. Ask them to articulate each letter (make the sound of each
letter) and articulate the word individually till each student is able to do so.
12. The teacher will write the letter “r” before “at”. Ask students to articulate the sound of /r/.
Encourage them to blend it with the sound of /at/. Tell them /r/ and /at/ make “rat”. Show/
draw picture of “rat”. Practice w i th the students co l l ect i ve l y and individually till they
are comfortable with sounding out the word. Ask some of the students to read the whole
word and some to produce the sound of the individual letters.

Activity 2: | 10 Minutes

The teacher will:

1. Give students a worksheet or write “at” words in the students’ notebooks. Ask the students
to trace given words.

12 GRADE 1
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to pronounce one syllable words and to
identify words that end with “at” sound.

ASSESSMENT | 5 MINUTES

1. Give a list of three letter words to the students learnt earlier. There should be at least two
words ending with the same sound. If you have to provide a list of words ending with -at,
-in, -an and -ap’, there should be at least two words ending with ap, two words with at’,
two words with in and so on.
2. Ask the students to read the words aloud and identify the words ending with the same
sound.
3. Ask the students to say the words and tell the words ending with the same sound.
4. Write the words ending with the same sound on the board.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice tracing/copying “at” words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write one syllable words.

DURATION / NO OF PERIODS: 35 MIN/ PERIOD 3

STUDENT LEARNING OUTCOMES

ƒƒ Recognise individual sounds of in a word e.g. /p/, /i/, /n/ in pin, etc.
ƒƒ Copy and write simple one syllable words with correct spellings.
ƒƒ Leave regular spaces between words.
ƒƒ Identify one syllable words that rhyme, (bat and cat).
ƒƒ Pronounce familiar one syllable words.
ƒƒ Identify words that end with the same sounds.
ƒƒ Recognize that as letters of words change, so the sounds.

INFORMATION FOR TEACHERS

1. Spelling patterns can help us divide and read words that have multiple syllables.
2. Alter your pace and spend more time on a skill if you feel that the students are struggling
with it. Don’t be in a hurry to rush on to the next step until you are sure that the students
are ready for it. The number of periods given here is a suggestion, you may increase or
decrease it according to the needs of the students.
3. Tell the students meaning of the words used i n each act i v i ty wh i ch prov i des an
opportunity to involve them. Wherever possible, bring the objects or at least picture
of different things to school, or at least pictures of the things mentioned, so that the
students learn the vocabulary.

GRADE 1 13
 MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, blocks of letters, flashcards of alphabets.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning / Hello / Assalam-o-Alaikum!” to the students
and the students will answer the greeting by saying “Good morning / Hello /Walaik-um-
Assalam”. Ensure that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “we are fine,
thank you.”
3. Tell the students that yesterday we learned family word pattern. Today we will learn words
that end with “ot”. You can also copy and write simple one syllable words with correct
spelling.
4. Tell the students that always leave regular spaces between words while writing.

DEVELOPMENT | 20 MINUTES

Activity 1: | 10 Minutes

The teacher will:

1. Draw/display a picture of a “pot” on the board and point to the picture of “pot” and will
ask what it is. Seek answers from the students. The teacher will say it is a “pot”. Repeat the
word “pot” with all the students. Invite few students to repeat it.
2. Draw a picture of something “hot” and point to the picture on the board and ask about
it. Seek answers from the students. The teacher will say it is a “hot”. Repeat the word “hot”
with all the students. Invite five to six students individually to repeat it.
3. Ask the students that “pot”, “hot” and “cot” are beginning with the same ending sound.
4. Say p/ot, h/ot and c/ot in exaggerated style and will ask the students to repeat.
5. Ask the students what is common in “pot”, “hot”, “cot”? Tell students that the “ot” sound at
the end of the three words is common.
6. Tell the students That we write “ot” as “o” and “t”.
7. Write the letters “o” and “t” on the board. Ask students to elicit sound of “o” and “t”. Repeat
the sounds after the students, and then say the word “ot”. Ask the students to repeat this a
couple of times.

14 GRADE 1
8. Show the flashcard with the word “ot”. Ask them to voice out each letter (make the sound
of each letter and then join the sounds to make the word) and say the word individually
till each student is able to do so.
9. Write the letter “d” before “ot”. Ask students to tell the sound of /d/. Encourage them to
blend it with the sound of “ot”. Tell them “d” and “ot” make “dot”. Show /draw picture of
“dot”. Practice with the students collectively and individually till they are comfortable with
sounding out the word. Ask some of the students to read the whole word and some to
produce the sound of the individual letters.

Activity 2: | 10 Minutes

The teacher will:

1. Give students a worksheet or write “ot” words in the students’ notebooks. Also draw
pictures. Ask the students to write “ot” words with respective pictures.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to pronounce one syllable words and to
identify words that ends with /ot/

ASSESSMENT | 4 MINUTES

1. The teacher will use the “activity 2” as a formative assessment to assess the students’
performance. (This will guide the teacher in pacing his/her activities, spending more or
less time on one level).

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice tracing/copying “in” words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write one syllable words..

GRADE 1 15
 UNIT 1: TIME TO RECALL
LESSON
READING AND WRITING
3 READINESS
(HOLDING A PENCIL CORRECTLY)

STUDENT LEARNING OUTCOMES

ƒƒ Hold a pencil correctly.

INFORMATION FOR TEACHERS

1. Most of the students will hold the pencil in their right hand while some may hold it in their
left hand.
2. Pay attention to those students who use their left hand while writing, help them, and do
not force them to use their right hand.
3. Learning to hold a pencil is a fine motor skill, it takes time for the students to get
accustomed. Make it a fun activity by drawing or colouring.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Glass, book, pencil eraser, sharpener, writing board, textbook, etc..

INTRODUCTION | 5 MINUTES

1. Greet students by saying “Assalam-o-Alaikum”, or “Good Morning”.

2. Encourage those students who respond to the greeting correctly and motivate others.
3. Demonstrate to students, how to hold:

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

1. Demonstrate in front of the students how to pick up a pencil using a thumb and index

16 GRADE 1
 finger.

2. Ask the students to pick up a pencil using their thumb and index finger.
3. Demonstrate and then ask the students to extend their thumb and index finger and bend
the other three fingers of their writing hand inwardly.
4. Demonstrate and then ask the students to rest the pencil on the curled middle finger and
along with the space between the thumb and forefinger (some students may use the
middle finger to hold the pencil too, and that should be allowed).

5. Help the students to hold the pencil with their thumb and index finger to have a firm grip.
6. Ask the students to relax the grip after holding the pencil so that they are comfortable
and do not strain their fingers.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students: Today, we have learnt how to grip a pencil correctly.

ASSESSMENT | 5 MINUTES

1. Ask a few students to demonstrate how to grip a pencil correctly.

2. Appreciate those students who hold the pencil correctly and motivate those students
who still can’t hold a pencil correctly.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Explain and ask the students to run “pencil walk” with their siblings/parents at home.
2. Show them hold the eraser-end of a pencil using their thumb, index, and middle fingers.
Using their dominant hand i.e. right or left (Step-1)
3. Use only these three fingers to “walk” down the pencil to the tip. (Step-2)
4. Now, flip the pencil over. (Step-3)
5. Then “walk” back up to the eraser end. Be sure not to use your ring finger or the other
hand, to help! (Step-4)
6. Throughout the year, continuously guide the students on how to hold a pencil correctly
and use an eraser (if required).

(Step-1) (Step-2) (Step-3) (Step-4)

GRADE 1 17
 UNIT 1: TIME TO RECALL
LESSON

4 READING AND WRITING READINESS

(PRE-WRITING)

STUDENT LEARNING OUTCOMES

ƒƒ Trace and draw vertical, horizontal, slanted, curved lines forwards and backwards.
ƒƒ Trace and draw circles and curves.

INFORMATION FOR TEACHERS

1. To draw smooth lines, you need to use your hands, arms, and shoulders. Moreover, sitting
at a desk for a long time with bad posture can seriously harm your back.
2. Horizontal lines go from left to right across the page.
3. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, scrap papers, bottle caps, jar lids, a chart with vertical, horizontal, slanted,
curved lines showing forwards and backwards direction, circles, curves, and worksheet/
textbook/notebook, pencil, and chalk.

INTRODUCTION | 5 MINUTES

1. Greet the students by saying “Assalam-o-Alaikum” and “Good Morning”. Encourage those
students who respond to the greeting correctly and help others.
2. Tell the students, today, we are going to learn how to hold the pencil to draw different
lines.
3. Draw a straight line (from left to right) on the writing board with chalk.
4. Ask a few students to come to the writing board and draw straight lines from left to right
using their fingers.
5. Ask the students to draw a straight line from left to right in their notebooks.

DEVELOPMENT | 20 MINUTES

Activity 1: 7 Minutes

1. Ask your students to look around the classroom/school for different types of lines.
2. They could identify, for example, a ruler, a pencil box, a desk, or a window/door.
3. Now, draw straight dotted lines (left to right) on the writing board.
4. Say “straight line” by pointing at the dotted lines on the writing board.
5. Point at the arrows (left to right) to show the direction of the lines.

18 GRADE 1
6. Ask the students to hold the pencil correctly and trace/draw straight lines (left to right) on
their notebooks using pencils.
7. Draw a straight dotted line (top to bottom and bottom to top) on the writing board.

8. Say “straight line” by pointing at the dotted lines on the writing board.
9. Point at the arrows (top to bottom and bottom to top) to the direction of the lines.
10. Ask students to hold the pencil and trace / draw straight lines (top to bottom and bottom
to top) on their notebooks using pencils.

11. Draw dotted slanted lines (top to bottom and bottom to top) on the writing board.
12. Say “slanted line” by pointing at the dotted lines on the writing board.
13. Point at the arrows (top to bottom and bottom to top) to show the direction of the lines.
14. Ask the students to hold the pencil correctly and trace/draw slanted lines (top to bottom
and bottom to top) on their notebooks using pencils.

Activity 2: 7 Minutes

1. Divide your class into two groups so that one group moves in a single line and the other
one watches it.
2. Ask the students of group 2 to join hands in a horizontal line with everyone facing the front
of the class.
3. While holding hands, ask the students at the two ends to take one step forward, and the
students in the middle to take one step backward.
4. Ask them: What happened? (wait for their responses)
5. Explain to students that now the line is a curve-like part of a ball.
6. Draw curved dotted lines (backward and forward) on the writing board.
7. Say “curved line” by pointing at the dotted lines on the writing board.
8. Point at the arrows (backward and forward) to show the direction of the lines.

GRADE 1 19
 9. Ask the students to hold the pencil correctly and trace/draw curved lines (backwards and
forwards) on their notebooks using a pencil.
10. Move among the students to facilitate them.

Activity 3: 6 Minutes

1. Ask students to identify round objects in the classroom. e.g. a wall clock, a button, a
wristwatch.
2. Draw a circle on the writing board and ask students. What is this?
3. Take their responses and tell them that such a round shape is called a “circle”
4. Give bottle cap, jar lid, or other circular objects to each student.
5. Draw a dotted circle on the writing board to show students that how to trace round
objects.
6. Ask the students to draw circles on their notebooks using a pencil.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today we have learnt how to draw vertical, horizontal, slanted, lines,
circles, and curves.

ASSESSMENT | 3 MINUTES

1. Informally assess students’ ability to draw different types of lines through observation
during activity.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Draw the given horizontal lines in your notebooks. Draw vertical lines between the upper
two and lower two lines.
2. Throughout the session, continuously facilitate the students on how to hold a pencil
correctly and write from left to right and top to bottom.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

20 GRADE 1
 UNIT 1: TIME TO RECALL
LESSON

5 READING AND WRITING READINESS

(PRE-WRITING PATTERNS-II)

STUDENT LEARNING OUTCOMES

ƒƒ Colour within lines and create simple patterns.

INFORMATION FOR TEACHERS

1. Colouring within the lines is possible only when students have substantial hand strength
and improved eye-hand coordination.
2. Tell students that squeezing a spray bottle and picking up things with big tweezers help
improve hand strength and hand-eye coordination substantially.
3. In the initial stages of painting and colouring, encourage students to colour images
having big borders as it helps them learn to colour more easily. 
4. Use various geometric shapes and objects to create bright, colourful patterns.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Coloured chalks/markers, easily available no-cost / low-cost AV -aids, pencil, writing board,
textbook, etc.

INTRODUCTION | 5 MINUTES

1. Greet the students by saying “Assalam-o-Alaikum”, or “Good Morning”. Encourage those

students who respond to the greeting correctly and motivate others.
2. Draw a simple pattern of geometrical shapes on the writing board, e.g., square and circle.
3. Ask a volunteer and help him/her in colouring the image.

DEVELOPMENT | 21 MINUTES

Activity 1: 11 Minutes

1. Give the students white charts/scrap papers, pencils/crayons.

2. Ask the students to draw their favourite geometrical shape/image/object on the chart/
paper. Help them if required.
3. Tell the students to start colouring, covering the corners/ boundaries first.
4. Help struggling students by holding their hand, and teach them how to colour within the
marked lines without letting the crayons/pencil run outside the lines.
5. Select a few well-coloured images and display them to the class.
6. Appreciate students’ work and motivate others.

GRADE 1 21
 Activity 2: 10 Minutes
1. Invite students to look around the room and ask them, “Can anyone identify a pattern?”
2. If no one knows what a pattern is, then make a simple pattern on the writing board, e.g.
circle, triangle, circle, triangle, circle, triangle.
3. Use different coloured chalks/ markers
4. Inform the students that this is a pattern of circles and triangles.
5. Invite students to draw various patterns of geometrical shapes and colour them.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell the students that today they have learnt how to use colours within the lines to create
simple patterns.

ASSESSMENT | 5 MINUTES

2. Informally assess students’ abilities to colour within the lines and create simple patterns.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to draw their favourite fruit on their notebooks and colour within the lines.
2. Throughout the year, continuously guide and assess students’ abilities to colour within the
lines and create simple patterns.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

22 GRADE 1
 UNIT 1: TIME TO RECALL
LESSON

6 READING AND WRITING READINESS

(DIRECTIONALITY)

STUDENT LEARNING OUTCOMES

ƒƒ Recognize that English is written from left to right.

ƒƒ Trace and write small and capital letters following appropriate writing models of regular
shape and size.

INFORMATION FOR TEACHERS

1. Most students have seen a book/magazine, etc. Use this familiarity technique to help
students to hold a book.
2. While teaching, the teacher should also consult the textbook where and when required.
3. Make maximum use of physical response and oral response.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ English textbook, few other books including Urdu textbook, “The Hokey Pokey Song” chart,
easily available, no-cost / low-cost AV aids, writing board, etc.

INTRODUCTION | 5 MINUTES

1. Show students a book and ask the following questions:

◊ What is this?
◊ Is the title written in English or Urdu?
◊ How did you find that the title is in English or Urdu?
2. Tell the students that today we will sing “The Hokey Pokey” song to understand that English
is written from left to right and runs from left to right and top to bottom, in reading and
writing English.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Display the chart of “The Hokey Pokey” song on the writing board.
When I read an English book, I start from left to right. (Pretend to read)
I do the same thing when I want to write. (Pretend to write)
I do the reader wiggle and I turn myself about. (Wiggle and turn)
That’s how I read and write. (Clap)
I do the reader wiggle. (Repeat three times)

GRADE 1 23
 That’s how I read and write. (clap)
When I read an English book, I start from top to bottom. (Pretend to read)
I do the same thing when I want to write. (Pretend to write)
I do the reader wiggle and I turn myself about. (Wiggle and turn)
That’s how I read and write. (Clap)
I do the reader wiggle. (Repeat three times)
That’s how I read and write. (Clap)
Note: The instructions in brackets are only for the teachers, don’t write them on the chart.
2. Recite the given poem a couple of times with actions to the students following rhyme and
rhythm and using stress and pause (Intonation Patterns).
3. Enjoy pretending to read and write from left to right and from top to bottom while singing
the song.
4. Tell the students that we read and write in English from left to right and from top to
bottom. Show them how to write on the writing board in English.

Activity 2: 10 Minutes

1. Draw four lines on the writing board and demonstrate how to write the letter “a” in two
lines.
2. Write dotted “a” on the writing board and ask a few students to trace the letter on the
board.

3. Now write dotted “a” on a worksheet/students’ notebook and ask the students to trace.
Help students trace the letter correctly.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell the students that today, we have learnt how to recognize the shape of the letter “a”.
2. Tell the students that we have also learnt that English is written and read from left to right
but Urdu is read and written from right to left. However, both English and Urdu are written
and read from top to bottom.

ASSESSMENT | 4 MINUTES

Ask the students orally:

1. How do we read English?
2. How do we write English?

HOMEWORK / FOLLOW UP | 4 MINUTES

1. Draw the following patterns on the board or draw them on paper and get photocopies
for students. Ask them to trace the line from the owls to their home/ tree which is left to
right. Ask students to draw similar patterns from left to right as homework. Use crayons or
a pencil.
2. Take the students on a walk around the school, asking them what they see on their left
and right. Ask students to talk to each other about it and correct each other in a friendly

24 GRADE 1
 manner.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 25
 UNIT 1: TIME TO RECALL
LESSON

7 ALPHABET: READING, WRITING,

PHONICS

STUDENT LEARNING OUTCOMES

ƒƒ Tell what comes before and after an alphabet.

ƒƒ Write capital and small letters in series and in random order. Take dictation of alphabet.

INFORMATION FOR TEACHERS

1. Most letters’ names are similar to the sounds they make, so knowing the names of letters
leads to a better understanding of letter sounds.
2. Understanding letter sounds help students learn reading and writing skills.
3. Becoming fluent in letter recognition helps students to become familiar and at ease with
the alphabet.
4. Allowing students to interact with letters in a variety of learning experiences helps to
build their letter recognition fluency skill.
5. Motivation can be ensured through brainstorming activities. It should be according to
the learning level of the students.
6. Encourage students all the time. Some students may make mistakes again and again.
7. Present students interesting ideas about letters with colourful pictures. The AV aids
motivate students to learn and participate.
8. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 70 MIN / 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, block of letters, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum/Hello!” to the students
and the students will answer the greeting by saying “Good morning/Walaik-um-Assalam/
Hello!”. Ensure that the students respond to the greeting.
2. Tell the students that yesterday we have learnt to articulate, identify and match capital
and small letters of the alphabet, in series and in random order. Today we will learn what
comes before and after a letter.

26 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

1. Divide the writing board into two halves by drawing a line in between.
2. Write A-Z (capital letters) in series on one half of the writing board and will ask a student
to come and articulate all the letters written on writing board. Repeat the activity with a
couple of other students.

3. Write a-z (small letters) in series on the other half of the writing board and will ask a
student to come and articulate all the letters written on writing board. Repeat the activity
with a couple of other students.
4. Erase a few letters from the board, leaving letters out so students can fill in. Write the
erased letters in a box as clue for students.

5. Ask a student to come to the writing board and try to articulate only the letters that are
written on writing board, leaving out the blanks. Repeat the activity with a couple of other
students.
6. Now ask some other student to come and write the missing letters on the writing board.
Repeat the activity with different students.
7. First get the capital letters done, later small letters. Help the students where necessary.
This activity will help students learn what comes before and after a letter.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt how to grip a pencil correctly.

ASSESSMENT | 5 MINUTES

2. Ask the students to demonstrate how to grip a pencil correctly.

3. Appreciate those students who hold the pencil correctly and motivate those students
who still can’t hold a pencil correctly.

GRADE 1 27
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice gripping a pencil several times at home.

2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write letter of the alphabet, in series and random order.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

PERIOD 2 / 35 MIN

STUDENT LEARNING OUTCOMES

ƒƒ Write capital and small letters in series and in random order. Take dictation of alphabet.

INFORMATION FOR TEACHERS

1. Most letters’ names are similar to the sounds they make, so knowing the names of letters
Most letters’ names are similar to the sounds they make, so knowing the names of letters
leads to a better understanding of letter sounds.
2. Understanding letter sounds helps students learn reading and writing skills.
3. Becoming fluent in letter recognition helps students to become familiar and at ease with
the alphabet.
4. Allowing students to interact with letters in a variety of learning experiences helps to
build their letter recognition fluency skill.
5. Motivation can be ensured through brainstorming activities. It should be according to
the learning level of the students.
6. Encourage students all the time. Some students may make mistakes again and again.
Don’t snub them.
7. Present students interesting ideas about letters with colourful pictures. The AV aids
motivate students to learn and participate.
8. While teaching the lesson, the teacher should also consult the textbook at all steps.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, blocks of letters, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by saying “Good morning” to the students and the students will answer
the greeting by saying “Good morning”. Ensure that the students respond to the greeting.
2. Tell the students that yesterday we learnt what comes before and after a letter. Today we
will learn to write capital and small letters in series and in random order.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Divide the writing board into two halves by drawing a line in between.

28 GRADE 1
2. Write A-Z (capital letters) in random order on one half of the writing board and will ask a
student to come and articulate all the letters written on writing board. Repeat the activity
with a couple of other students.
3. Write a-z (small letters) in series on the other half of the writing board and will ask a
student to come and articulate all the letters written on writing board. Repeat the activity
with a couple of other students.
4. Now ask the students to write capital and small letters (in series and in random order) on
their notebooks.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt how to write capital and small letters in series
and in random order.

ASSESSMENT | 5 MINUTES

1. Once the students are familiar with the letters and have had a chance to practice them,
the teacher will ask the students to take out their notebooks.
2. Explain to the students that you will say a letter and they will have to write it down (both in
capital and small on their notebooks.
3. When the students are ready, say a letter in random order and ask the students to write it
down in their notebooks.
4. While the dictation is going on, the teacher can walk around the class monitoring and
checking on what’s being written. It will be quite easy to see when a student has either
misheard the letter whereupon you can get to check that particular letter and correct the
students where necessary.
5. The teacher is required to dictate 4-5 words in a period. Don’t overdo the activity.
6. If the teacher finds that students have copied letter from charts displayed in class, don’t
snub them but encourage them to think and write themselves.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice articulating the sounds of letters of the alphabets (capital
and small) in random order.
2. Neatly write capital letters at the top line of each student’s notebook and ask the students
to write small letters of the same in to their notebooks.
3. The teacher is required to dictate 4-5 words every day now and then throughout the year,
to guide and assess students’ abilities to write letters of alphabets.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 29
 UNIT 2: MY FAMILY AND I
LESSON

8 INITIAL SOUNDS

STUDENT LEARNING OUTCOMES

ƒƒ Pronounce and match the initial sounds of common words depicted in pictures with their
corresponding letters.

INFORMATION FOR TEACHERS

1. Students need phonics skills to pronounce the sounds of letters and match them with
their written shapes.
2. When teaching the alphabet, remember that every student learns in different ways.
Simply showing a flashcard and getting students to say the letter will not be enough to
help a student who is a tactile learner (i.e., who learns more with the sense of touch). Here
are some methods you can include in your alphabet teaching routine to ensure all of
your students get the most out of your alphabet lessons:
◊ Visual: show alphabet flashcards with a letter on the front and a picture on the back
(e.g. a / apple). Display alphabet posters on the walls and have students read the
alphabet picture books.
◊ Listening: say the sounds of each letter clearly and repeat a few times so your stu-
dents can clearly hear the sounds. If you have a mobile phone and speaker, play
the ABC song or phonics song and ask students to sing along. Alternatively, sing the
song to students and ask them to repeat it after you. You can listen and download
ABC and phonics songs from the following website: https://www.dreamenglish.com/
topic alphabet
◊ Touch and manipulation: use alphabet blocks that students can touch and pass
around. They can also use the blocks to put the letters in the right order. Let students
trace the shape of the letters on the flashcards and then “draw” the shapes with
their fingers on the floor and doors, etc. Use Play-Doh to make the letters. Play the
ABC song and have the students touch the letters as they are sung.
◊ Movement: have students make the shapes of the letters with their hands and bod-
ies. For example, for the letter “c”, students can cup their hands or bend their bodies
into a “c” shape. For more difficult letters, students can make the shapes in pairs or
3s (e.g. two students can make the body shapes for “b”, “d”, “m” etc. by working to-
gether).
3. While teaching the lesson, also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Alphabet blocks, alphabet chart, flashcards with capital letters (1 letter per card) 3 sets,
flashcards with small letters (1 letter per card) 3 sets recorded alphabet song, double-sid-
ed flashcards with the letter on one side and a picture on the other, worksheets with
letters and pictures to colour, textbook, writing board, etc.

30 GRADE 1
 INTRODUCTION | 5 MINUTES

1. Tell students: we have learned how to articulate and identify the sounds of letters. Today
we are going to practise listening to the first sounds of a few words and matching them
with the letters.
2. Display the alphabet chart on the board and review the alphabet chart (including both
capital and small letters) with the students, or pick out certain common objects from the
classroom and practice the initial sounds with students e.g. bag, book, board, cup, etc.
3. Ask students to say their names individually and then repeat it turn by turn, stressing on
the beginning sound, and differentiate them. Write a few words on the writing board with
the initial letters in the names of students.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Divide the class into three groups, give a set of shuffled letter flash cards: one set with
small-letters (a-z), and one set of capital-letters set (A - Z) to each group.
2. Ask each group to sort the capital letters in order according to the alphabet chart
displayed on the board.
3. Next, ask each group to sort the small letters in order according to the alphabet chart
displayed on the board.
4. Ask each group to match both the capital and small letters.
5. Walk around to ensure students are working together and understand the instructions.
6. Select a few keywords for different initial sounds (e.g., bat, cat, dog, egg, fan, gum, hat,
igloo, etc). Pronounce a word and ask students to identify its first sound. Then, ask them to
show you the letter for that sound by holding its flashcard in their hands.
7. Repeat it for all selected words.

Activity 2: 10 Minutes

1. Hold up an “Aa” letter flashcard (double-sided flashcards with the letter on one side and a
picture on the other side) so all students can see it.

2. Show the letter “Aa” and ask students to say its name and sound. Then ask a few students
randomly to say the letter’s name and sound individually e.g., “What’s this?” (elicit “Aa”).
3. Teach the sound of the letter (e.g. “Aa” is for /a/ ... /a/ - /a/ - /a/). Chorus again and check
individually.
4. Turn the double-sided flashcard and provide an example of an object that begins with
the letter e.g., “What’s this?” (elicit “Aa”) and “Aa” is for...? (turning the card over) “apple”.
Chorus the word and check individually.
5. Repeat the activity with a few more letters.

GRADE 1 31
 6. Give the students a worksheet and ask them to match the initial sound of common words
depicted in pictures with their corresponding letters by drawing a line to join the letters
with relevant pictures. Similarly, ask them to match the small and capital letters too.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell students that today, we have learnt to match the initial sounds of words with the
letters. Review with the help of a few examples.

ASSESSMENT | 4 MINUTES

1. Ask students to name a few objects starting with “Aa, Bb, Cc, and Dd” from the classroom
environment or a picture /illustrations, (some students might say some Urdu words with
“Aa, Bb, Cc, and Dd”, accept those words but encourage them to think of English words).
Give them clues so that they come up with as many responses as possible.

HOMEWORK / FOLLOW UP | 4 MINUTES

1. Ask students to match the small letters with the capital letters by drawing a line.
2. Give students a matching worksheet of the initial letter sounds and pictures.
3. Throughout the year, continuously guide and assess students’ abilities to recognise,
articulate and write letters of the alphabet.
4. For real-life experience, ask students to look for and identify the letters in a variety of print
material, old books, newspapers, billboards, wrappers, cartons, etc.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.

32 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

9 INTRODUCING YOURSELF

STUDENT LEARNING OUTCOMES

ƒƒ Demonstrate the use of common conventions and dynamics of oral interactions in a group
to introduce themselves.

INFORMATION FOR TEACHERS

1. If you provide an interactive environment to students and enforce rules so that students
do not make fun of or fight with each other, then students will be able to express
themselves in the class confidently.
2. Create activities for students to have healthy conversations with each other. This will
help to develop student’s interpersonal skills.
3. It is extremely important to present the model of courtesies that you are teaching to the
students, remember to say “Thank you”, “Excuse me”, “I am sorry”, “You are welcome”. Look
for opportunities to use these as often as you can.
4. Always ask for permission before taking someone else belonging.
5. As you practice conversation, also demonstrate the use of appropriate body language
for different communicative functions for example:
6. Tell them that while talking to people, do not speak when the other person is speaking,
wait for your turn.
7. Tell them it’s polite to answer if somebody is asking some questions or wants to talk.
8. Ensure that students listen to each other with respect.
9. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chart, marker/ chalk, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by cheerfully saying Assalam-o-Alaikum/Good Morning to students.

(Expected response: “Wa’alaik-um-Assalam /Good Morning”). Ensure that the students
respond to the greeting.
2. Ask, “How are you?” (Expected response: “Fine, thank you”). Ensure that students respond to
the greeting.
3. Ask the students:
◊ When you meet someone for the first time, what do you ask them? (Expected answers,
Assalam-o-Alaikum, how are you? etc.)
◊ Next, ask them how what they say when someone is asking them who they are or
requesting an introduction or they are meeting them for the first time and need to tell

GRADE 1 33
 them a bit about themselves and need to know the other person(s). (Expected re-
sponse: I’m Izza. My name is Amal. , etc.)
4. Tell students that today we will learn how to introduce ourselves to other people and ask
their names.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Tell students that we say “What’s your name?” when we want to ask someone’s name. A
more polite way of asking this is “May I have your name, please?”
2. Ask students to repeat after you: “What’s your name?” (Articulate the sentence with a
proper tone so that the students hear and understand each word correctly). Chorus the
sentence a few times.
3. Now tell students that when someone asks “What’s your name?” we say “My name is
_______” (use your name in place of the “blank” but tell students to use their names while
repeating).
4. Tell students that it is always more polite to introduce yourself before asking for a person’s
name. “Hello/ Assalam-o-Alaikum, my name is Sidra. It is a pleasure to meet you. May I ask
your name?” The other person may respond like “It’s good to meet you too, I’m Yasmin.” 
5. When you talk to someone, it is polite to pay attention and make eye contact with them.
6. Tell students to practice in pairs and ask and tell each other their names.
7. Encourage the students to call each other by their names in routine.

Activity 2: 10 Minutes
Role Play
1. Call two students for a role-play/ dialogue activity.
2. Help out the students in carrying out the following role-play/ dialogue.
Step 1: (student 1)Smile
Step 2: (student 1) introduce yourself by telling your name first (as shown below)
◊ “Assalam-o-Alaikum/ Hello, I am Saira. It is a pleasure to meet you. May I
ask your name?”
Step 3: (student 2) respond to student 1, use your name (as shown below)
◊ “It’s good to meet you too, my name is Hina.” 
Step 4: Ask a question
“Where are you from?”
Or
“Do you come here often?”

Note: Tell them that listen and wait for each other’s responses.

34 GRADE 1
 CONCLUSION / SUM UP | 2 MINUTES

1. Tell students that today, they have learnt to introduce themselves and ask other person’s
name politely.
2. Tell them that if they find it difficult to use complete and accurate sentences, initially
they can use short phrases or broken sentences. Just remember to smile when talking to
someone for the first time.

ASSESSMENT | 3 MINUTES

1. Informally assess students’ ability to introduce themselves. Appreciate those students

who introduce themselves correctly with confidence and motivate those students who
are struggling.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice introducing themselves many times with their siblings at home.
2. Throughout the year, continuously guide and assess students’ abilities to introduce
themselves and to express and offer a few basic social courtesies with appropriate body
language for different communicative functions.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 35
 Month

36 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

10 PREDICTION

STUDENT LEARNING OUTCOMES

ƒƒ Use pre-reading strategies to predict the story by looking at the picture(s) in the texts.

INFORMATION FOR TEACHERS

1. Effective readers use pictures, titles, headings, and text—as well as personal
experiences—to make predictions before they begin to read.
2. Predicting involves thinking ahead while reading and anticipating information and
events in the text.
3. After making predictions, students can read through the text and refine, revise, and verify
their predictions.
4. The strategy of making predictions actively engages students and connects them to the
text by asking them what they think might occur in the story.
5. Model how to make predictions for emergent readers. The “think-aloud” strategy is
particularly helpful. For example, ‘think’ and ‘say’ the following to students as if you were
‘thinking aloud’: “I found an interesting book at the library and by looking at the cover I am
guessing or predicting the story will be about _____ and _______. When we use what we
know to make a guess before we read it is called ‘predicting.’”
6. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Textbook, storybooks, writing board, marker/ chalk, etc.

INTRODUCTION | 7 MINUTES

1. The class will begin with a greeting (Assalam-o-Alaikum/Good Morning) and end with the
teacher saying “Thank you/Good-Bye/Allah Hafiz”.
2. Draw a sad face on the writing board and ask the students to describe it. Ask them to
guess why the face looks sad. Encourage them to respond without worrying about wrong
answers.
3. Next, draw a cake (next to the sad face) and ask students to describe it. Then, ask them to
guess who will eat the cake. Accept all answers and ask them to guess what you will draw
next.
4. Now, draw a happy face next to the cake.
5. Ask students to try to guess why the face looks happy now. (Someone might say, “After
eating a cake, the boy is feeling happy.”)
6. Now, write the following on the board:
◊ Once there was a boy who was____________.

GRADE 1 37
 ◊ Then, he found a piece of ____________ in the kitchen.
◊ After eating the cake, he became____________.
7. Point to the drawings on the writing board and ask students for answers to fill in the
blanks.
8. Add on: Draw the following emojis and ask students who could our story-boy be? Any
guesses?

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

Read aloud
1. Select a story from any storybook or textbook.
2. Show the cover page to students and make them guessthe story.
3. Then, open the storybook and show the pictures while reading the text aloud. Pause just
before a new event/ action in the story. Pointing to the relevant pictures, ask students to
guess what happens next.
4. Similarly, before reading the end of the story, pause just before the end, and pointing to
any relevant pictures in the book, ask students to guess the end of the story.
5. Read the end of the story and ask students to check if their guesses were correct.

Activity 2: 10 Minutes

Think-Pair-Share
1. Ask students to open the textbook to a certain page.
2. Ask them to look at the pictures and guess what the text is about.
3. Say, “Now, turn to a partner and discuss your guesses about the pictures/ text. Both
partners should share their guesses with each other.”
4. In pairs, they should come up with responses about the pictures.
5. Allow 2 – 3 pairs to share their responses with the whole class.
6. Next, ask students to read the text and check if their guesses were right.
7. To conclude the activity, ask a few questions about the events, characters, and colours in
the pictures.
8. Highlight the relationship of pictures/ illustrations with the text.

CONCLUSION / SUM UP | 2 MINUTES

1. Using the textbook or a storybook, summarise the use and importance of pictures in texts.
Pictures/illustrations can speed up the process of understanding and make it easier to
comprehend the text.

38 GRADE 1
 ASSESSMENT | 4 MINUTES

1. Show different pictures to students randomly from the textbook or any storybook and ask
them to look at the pictures and tell what they show and what the text may be about.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to draw a picture story in 1 to 3 pictures.

1. Tell them to look at pictures in a children’s magazine or children’s page from a newspaper
(Friday or Sunday edition). Before reading the text, guess what it is about by looking at the
pictures. Share their findings with the class next week.
1. Assign students to do the relevant activities/ exercises from their textbook as homework...

GRADE 1 39
 UNIT 2: MY FAMILY AND I
LESSON

11 DESCRIBING COMMON
OBJECTS

STUDENT LEARNING OUTCOMES

ƒƒ Point out/name some common objects in a picture or an illustration.

ƒƒ Describe them in a word or two, or a sentence.

INFORMATION FOR TEACHERS

1. Pictures/ illustrations support reading comprehension.

2. Give students the concept that pictures/ illustrations can help a reader get to the main
idea of the text quickly.
3. Provide them with relevant and appropriate vocabulary to describe objects in a picture/
illustration:
The picture shows …...(singular or plural noun). … (position: on the left/right/…) there is / are
… / we can see.... … is … (position: on the left/right/…) In this picture, the ……………(singular noun)
is (verb)-ing …../ the …………….. (plural noun) are (verb)-.ing ..
4. Use pictures/ illustrations given in the textbook for this purpose. Use other sources too,
e.g., children’s magazines, children’s pages in newspapers, storybooks, etc.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, realia, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by cheerfully saying Assalam-o-Alaikum/Good Morning to students.

(Expected response: “Wa’alaik-um-Assalam /Good Morning”). Ensure that the students
respond to the greeting.
2. Ask the students to name a few objects starting with /b/ from the classroom environment
or from a picture /photograph (students might say book, bags, etc. or they might say
some Urdu words with the sound /b/, encourage them to think of English words). Give
them clues so that they come up with as many responses as possible.
3. Repeat it for a few other sounds/ letters.

DEVELOPMENT | 23 MINUTES

Activity 1: 13 Minutes

1. Tell the students that when we say apple, the first sound that we utter is /a/. Repeat saying
/a/ a few times with the whole class. Now, ask 2 - 3 students individually to utter /a/.
2. Display the following charts on the writing board.

40 GRADE 1
3. Tell the students “ant” by pointing at the picture of ant on the chart. Repeat saying /a/ a
few times with the whole class. Now ask 5-6 students individually to utter/a/.
4. Write “A” and “a” on the writing board..

Activity 1: 13 Minutes

1. Ask students to name a few objects/things from the classroom environment.

2. Display a picture on the board and ask students to name the things they see in the
picture. You can also draw the following picture on a chart, colour it and display it for all
students to see and describe:

3. Tell them to use phrases like:

◊ There is a…………………… in the picture.
◊ There are……………………. in the picture.
4. Ask students to work in pairs and write a few sentences to describe the objects/ things
seen in the picture. Tell them they can use the phrases practised above.
5. As the pairs work, move around and provide the necessary support.
6. Once they have completed the task, invite 2 – 3 pairs to share their work with the whole
class.
7. Appreciate students for their active participation in the activity.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell students that today, we have learnt to name and describe some common objects in
a picture.

GRADE 1 41
 ASSESSMENT | 3 MINUTES

1. Point to a few objects in the classroom and ask students to name them.
2. Next, ask students to write one or two words to describe those objects.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to make a list of objects they have in their school bags.
2. Throughout the year, continuously guide and assess students’ abilities to name and de-
scribe common objects.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

42 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

12 TRACING FAMILIAR WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Trace and copy familiar words learnt in class..

INFORMATION FOR TEACHERS

1. Tracing refines the pre-writing skills and lays a base for writing.
2. Make sure that every child can hold the pencil correctly.
3. Tracing activity may be conducted frequently in the class for the early grades.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, notebooks, pencils, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class with greetings.

2. Ask students to stretch their hands and arms
3. Ask them to draw a wavy line, a straight line, and a zigzag line to control the pencil.
4. Provide help if needed.
5. Ask students to tell some familiar words.
6. Write these words on the writing board.
7. Now tell them we are going to trace and copy some of these familiar words.

DEVELOPMENT | 23 MINUTES

Activity 1: 13 Minutes

1. Distribute photocopies of the following worksheet to students and ask them to trace the
words:

GRADE 1 43
 (Note: If you do not have the facility for getting photocopies, you can prepare students’
notebooks beforehand by writing these words in dotted lines on their notebooks.
Moreover, find tracing worksheets given in the textbook and use them for this lesson).
2. Help the students out during this activity, if they find any sort of difficulty.

Activity 2: 10 Minutes
1. Ask students to copy the same words in their notebooks.
2. Monitor this activity and help students if needed.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell students: Today we have learnt to trace and copy a few familiar words. Tracing helps
to learn writing skills.
2. In copying, we produce our own words by looking at already written words.

ASSESSMENT | 3 MINUTES

1. Ask students to copy the following words in their notebooks:

boy, sit, dog, ball, doll.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to copy at least ten familiar words from the textbook in their notebooks as a
home assignment.
2. Assign students to do the relevant activities/ exercises from their textbook as homework..

44 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

13 MISSING LETTERS

STUDENT LEARNING OUTCOMES

ƒƒ Provide the missing letters in a simple one/two-syllable word.

INFORMATION FOR TEACHERS

1. Spelling skills require recognition and understanding of syllables and basic phonics
(sounds).
2. Syllables help us pronounce and spell words by breaking them into smaller chunks.
3. One-syllable words cannot be broken into parts. They are pronounced as a single unit.
4. Exp: cat, ant, bird, dog, etc.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, A4 size papers cut into four pieces, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Ask students to name some objects from the classroom.

2. Write the names of the objects on the writing board. (Try to choose one/two-syllable
words). Exp: pen, pencil, desk, window, etc.
3. Read aloud these words and ask students to repeat after you.
4. Now, delete a letter or two from a word.
5. Ask students to help you re-write the word with correct spellings by providing the missing
letters.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

1. Write a word on a piece of paper and show it to the class.

Exp: ‘book’
2. Read aloud the word and ask students to look at the word.
3. Cover the word when all the students have seen it.
4. Now, show them another piece of paper with the same word written on it but with a
missing letter.
Exp: ‘bo__k’.

GRADE 1 45
 5. Distribute pieces of blank paper among students or ask them to open a blank page from
their notebooks.
6. Ask them to write the complete word on the piece of paper by recalling their memory.
7. Again, show students the complete word and ask them to check if their spelling is correct.
8. Repeat this activity until the students are able to provide the missing letter correctly.
9. Do it for a few more words.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that we have learnt how to write missing letters to complete a word with
correct spelling.

ASSESSMENT | 5 MINUTES

1. Display a chart of classroom objects and their names (with missing letters) and ask stu-
dents to complete the name of each object by writing the missing letters.
ch___ir

fa___

___ag

b___n

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to complete the missing letter activity in the textbook.

2. Assign students to do the relevant activities/ exercises from their textbook as homework.

46 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

14 NUMBERS IN WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Recognize the different categories of some numbers in words.

INFORMATION FOR TEACHERS

1. The song in this lesson, “The Numbers Song”, is great to use when you are teaching
numbers and counting, but it can also be used as a fun warm-up or played at any point
in the lesson.  Students usually love rhymes and songs and enjoy them in class.
2. While teaching the lesson, the teacher should consult the textbook at all steps where and
when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects with numbers from 1-10 in words, a chart with
“The Numbers Song.”

INTRODUCTION | 8 MINUTES

1. Begin the class by cheerfully saying Assalam-o-Alaikum/Good Morning to students.

(Expected response: “Wa’alaik-um-Assalam /Good Morning”). Ensure that the students
respond to the greeting.
2. Ask students, “How many eyes do you have?”
3. Ask students how many legs a dog has.
4. Display the chart of “The Numbers Song” on the board so that all students can see it easily:

GRADE 1 47
 "The Numbers Song"
1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Jump!
Turn around and clap your hands
And jump!

1 – 2 – 3 – 4 – 5 Kick!
6 – 7 – 8 – 9 – 10 Kick!
Turn around and clap your hands
And kick!

1 – 2 – 3 – 4 – 5 Wiggle!
6 – 7 – 8 – 9 – 10 Wiggle!
Turn around and clap your hands
And wiggle!

1 – 2 – 3 – 4 – 5 Jump!
6 – 7 – 8 – 9 – 10 Kick!
Turn around and clap your hands
And Jump!
Kick!
Wiggle!
And Jump!
(Source: https://www.eslkidstuff.com/)

5. Sing this song with the class. Get everyone to stand up and march along and do the
actions. Make sure you do the actions with students so that they can follow you and copy
what you are doing.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Write numbers from 1 to 10 in words (To be started when students learn one-syllable
words).
2. Show a chart having 1-10 objects with numbers in words.
3. Ask students to count the objects and help them read the number in words.
4. Ask students to copy the numbers in words.
5. Ask students to learn the spelling and write the numbers in words.
6. Show pictures with different numbers of objects; ask students to write correct numbers in
words.
7. Display a number chart in the class with animals’ pictures.

48 GRADE 1
Activity 2: 10 Minutes

1. Ask students to move around in the classroom, look outside the classroom, and tell a
partner what things/ objects/ persons they have seen.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell the students that today, we have learnt to write numbers 1 – 10 in words.

ASSESSMENT | 3 MINUTES

Ask students the following questions orally:

1. How many fingers do you have in one hand?
2. How many fingers do you have in both hands?

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to write the numbers 1 –10 in words in their notebooks.

2. Throughout the year, continuously ask the students to count different objects in the class-
room.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

GRADE 1 49
 UNIT 2: MY FAMILY AND I
LESSON

15 MATCHING NAMING WORDS

WITH PICTURES
STUDENT LEARNING OUTCOMES

ƒƒ Recall and match common naming words with pictures from the immediate environment.

INFORMATION FOR TEACHERS

1. A noun is a word that represents a person, place, or thing. Everything we can see or talk
about is represented by a word. That word is called a “noun.” You might find it useful to
think of a noun as a “naming word.”
2. Often a noun is a name for something we can touch (e.g., “lion,” “cake,” “computer”), but
sometimes a noun names something we cannot touch (e.g., “bravery,” “mile,” “joy”).
3. This lesson can be made interesting for students by showing real objects to them. In
some cases, you may show pictures of objects. But students can be better engaged if
you walk into the classroom with a big basket having some toys, fruits, and vegetables.
4. While teaching the lesson, also consult the textbook at all steps where and when
required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flashcards of alphabets, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class with greetings.

2. Write the following questions on the writing board.
◊ What is your Name?
◊ Can you name the object you are sitting on?
◊ Where are you at the moment?
◊ What is inside your bag?
3. Ask students the questions written on the writing board and note down their responses.
(Expected answer: one-word answer – a noun)
4. Now announce to them that everything has got a name and that name is called a noun
or a naming word.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Ask students to recall the last activity and describe what ‘naming words’ are. Refer to
their own names.

50 GRADE 1
2. Tell them that just like they have names, animals, things, and places have names too.
3. Draw/display the following pictures on the writing board.

4. Ask students to name the objects shown in the pictures. (Students might say park, egg,
elephant or they might say some Urdu words. Don’t discourage them but encourage
them to think of English words). Give them clues so that they may come up with as many
responses as possible.
5. Ask students to first share the names of things from the pictures in pairs.
6. Then, allow 3 – 4 students to share the names of a few things with the whole class.
7. If a student tells an incorrect word, make indirect correction by saying, “Good, so you
mean_________________ (correct word).”
8. Tell students that everything has a name sto help us recognize it and differentiate it from
others.
9. Display a chart with pictures of a bulb, cake, cup, car, desk, jug, lamp, mug, pen, pencil,
van, etc. These are mostly names of things that are the same in English as well as in Urdu.
You can bring some of these objects to class too, such as a cup and a bulb, pen, and
pencil.
10. Tell students again that everything has a name so that we can recognize it and
differentiate it from others, therefore the name that we give to an object is called a
naming word.

Activity 2: 10 Minutes
1. Draw a plant/tree, a desk, a chair, a fan, and a lunch box on the writing board and ask the
students to match the objects with the same in immediate surroundings. When they have
done so, ask them to name these things.
2. Collect their response and write the names of the objects on the writing board.
3. Also, ask for students’ names and their friends’ names.
4. Ask them to name a few more things from their surroundings, e.g., point to the writing
board, marker/ chalk, duster, window, door, clock, bell, etc, and ask students to name the
objects.
5. Ask students to share if they have any pets or other animals at home. As they share, write
a few names on the board.

GRADE 1 51
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt that people, places, animals, and things have
particular names and they can be grouped accordingly.

ASSESSMENT | 5 MINUTES

1. Ask students to quickly identify a few more naming words from the classroom
environment or from a picture/photograph (students might say Ahmed, board, etc. or
they might say some Urdu words, encourage them to think of English words). Give them
clues so that they come up with as many responses as possible.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to quickly identify a few more naming words from the classroom
environment or from a picture/photograph (students might say Ahmed, board, etc. or
they might say some Urdu words, encourage them to think of English words). Give them
clues so that they come up with as many responses as possible.

52 GRADE 1
 UNIT 2: MY FAMILY AND I
LESSON

16 SUBSTITUTION WORDS
(PRONOUNS)
STUDENT LEARNING OUTCOMES

ƒƒ Recognize and use substitution words me, you, him, her, us, them, I, you, he, she, we, they, it.

INFORMATION FOR TEACHERS

1. Make use of physical responses like pointing to self, person speaking to and or sitting /
standing away.
2. Give examples of sentences using common names of persons and things present in
class room and then replace it with substitution words e.g.:
◊ I like Ahmad.
◊ I like him.
◊ Aslam likes English.
◊ He likes English.
3. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker and duster.

INTRODUCTION | 5 MINUTES

1. Revise with students about action words and naming words e.g.

2. What is an action word?

(play, write, run)
What is a naming word?
(Ali, Chair, School)

3. Tell the students that today we will learn about the substitution words called pronouns.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
The teacher will:
1. Write a few simple sentences on the board.
2. Make sure to use complete names of objects and persons and use both singular and
plural names.

GRADE 1 53
 Sentences:
◊ Ali likes Ice-cream
◊ Alia is a girl.
◊ Picture is beautiful.
◊ Saba and Sara are friends.
◊ Father brought apples.
◊ Mother cooks meal.
3. Now underline the naming words involving students.
4. Invite students to replace the underlined naming words with the words given in the box
below:
I, you, he, she, they, it
Sentences:
I. I likes it
ii. She is a girl.
iii. It is beautiful.
iv. They are friends.
v. He brought apples.
vi. She cooks meal.
5. Now ask students which words are replaced by new words.
6. Provide feedback to the students that the replacing words (I, you, he, she, they, it) are
called pronouns.

Activity 2: 10 Minutes
The teacher will:

1. Display a picture of a garden, wherein a girl (Sara), her brother (Ahmad), her father (Mr.
Aslam) and her mother (Mrs. Aslam) are shown doing different tasks.
2. Ask students to identify the names of the persons in the picture. e.g.
3. (Mr. Aslam, Ahmad, Sara) etc.
4. Now ask students to name the action words in the picture e.g.
5. (Plucking, cleaning, watering) etc.
6. Then ask students few questions about the picture. e.g.
7. Q: (What is Ali doing? Ans: Ali is watering plants).
8. Underline the proper name “Ali” in the sentence. Ask students with which word we can
replace the proper noun, Ali.
9. Write students’ responses on the board.
10. Replace the proper noun Ali with correct response.
11. (Ali is watering plants).
12. (He is watering plants).
13. Repeat similar question asking about other naming words, shown in the picture. e.g.
14. What is Mr. Aslam doing?

54 GRADE 1
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt about substitution words called pronouns.
2. A pronoun is a word that can be used instead of a noun.

ASSESSMENT | 5 MINUTES

1. Write few simple sentences on board and ask students to copy it on their notebooks.
2. Ask students to identify pronouns in these sentences.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice substitution words (me, you, him, her, us, them) at home.
2. Ask some students to share their work when they come to the class next time.
3. Hang punctuation marks’ cards in the class.
4. Assign students to do the relevant activities/ exercises from their textbook as homework..

GRADE 1 55
 UNIT 2: MY FAMILY AND I
LESSON

17 SENTENCES WITH
CAPITALISATION / PUNCTUATION

STUDENT LEARNING OUTCOMES

ƒƒ Trace/copy simple sentences leaving spaces between words using correct capitalization,
punctuation and spelling.
ƒƒ Apply capitalization to the initial letter of the first word of a sentence.
ƒƒ Write name and phone number.

INFORMATION FOR TEACHERS

1. Sentence is key to conversation. Practice of simple construction of subject, verb, object

should be given to students.
2. Its importance should also be highlight to the students.
3. Ensure that students can trace/copy simple sentence with correct spellings.
4. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker and duster.

INTRODUCTION | 5 MINUTES

1. Tell students it is important to write legibly for conveying a message.

2. There are certain rules which should be followed to convey our writing message to other.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Write the following letters (jumbled form) on the writing board.

Ispeaktoahamd
2. Ask few students, try to read it, what is written on the writing board.
3. Note their responses on the writing board putting space,, where students pause e.g.

I speak to ahamd
4. Tell them it is difficult to read and recognize words if they are written without leaving
proper spaces between them.
5. Now rewrite the above letters (words) putting proper spaces between them.

56 GRADE 1
 I speak to ahamd
(don’t capitalize or punctuate it)
1. Explain students that we can only copy/write simple sentences if proper spaces are
inserted between words.

Activity 2: 10 Minutes
1. Write the following sentence on the writing board learnt earlier.

I speak to ahamd
2. Invite students to look for point out any mistakes in the sentence.
3. Probably few students identify capitalization mistakes, appreciate them if they do so.
4. Now explain students that besides leaving proper spaces between words, sentence
should be written by capitalization certain letters.
5. Invite few students to write some simple sentences on the writing board they learnt
earlier.
6. Encircle capitalization/punctuation mistakes (if any) on the board.
◊ Each sentence begins with a capital letter.
◊ Always capitalize the pronoun / letter (i) anywhere it appears separately iin a sen-
tence.
◊ Always capitalize the initial letter of a proper noun.
7. Now make punctuation corrections to the sentences written on the board e.g.
8. To reinforce the concept,, ask the students to write a sentence using their name and
phone number.
9. Ensure that the students leave space between words and use correct capitalization .

CONCLUSION / SUM UP | 3 MINUTES

Tell the students that today we have learnt to:

1. Why it is necessary to learn spaces between words while writing/copying.
2. We also learnt to capitalize the intail letter of a sentence.

ASSESSMENT | 5 MINUTES

1. Ask students to spell some commonly used words e.g. speak, run,, talk, tell, good etc.
2. Which words are capitalize in writing / copying?
3. Ask the students to write their name and phone number on their notebooks.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Copy few simple sentences according to capitalization rules in your notebook.

2. Hang “punctuation mark” cards iin the class.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 57
 UNIT 2: MY FAMILY AND I
LESSON

18 WRITING ONE-SYLLABLE
WORDS
STUDENT LEARNING OUTCOMES

ƒƒ Copy and write simple one-syllable words with correct spelling. Leave regular spaces be-
tween words.

INFORMATION FOR TEACHERS

1. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pen-cil (two syllables), pen (one syllable),
etc. More often each syllable has a single vowel sound.
2. Alter your pace and spend more time on a skill if you feel that the students are struggling
with it. Don’t rush to get on to the next step until you are sure that the students are ready
for it. The number of periods given here is a suggestion, you may increase or decrease it
according to the needs of your students.
3. Ask students the meanings of the words during each activity which provides an
opportunity to involve students. Whenever possible, bring the objects or at least pictures
of different things mentioned to class so that the students learn the vocabulary.
4. Use some of the words in sentences. When you use the word ‘run’, ask them, ‘Do you like
to run in the playground? or,’ Can you run fast?’ etc.
5. Tell the students that when we make certain sounds for which we don’t join our teeth
or lips or close our mouth, those are called vowels. We can make vowel sounds freely
without friction.
6. While teaching the lesson, consult the textbook at all steps where and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flashcards of alphabets, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting students.

2. Say “How are you?” to students and make sure that students reply, “We are fine, thank
you.” Or “Fine, thanks.” Or “Fine, thank you.”
3. Write “b” on the writing board and ask the students how to pronounce it. Seek answers
from students. Repeat this practice with more letters like f, g, m, r, etc., and make sure that
the students can pronounce them correctly.
4. Draw a picture of a “fan” on the writing board and ask students its name. If nobody can
respond, tell them it is a “fan”. Repeat the word “fan” with all students. Invite a few students
to say it aloud for the whole class.

58 GRADE 1
 DEVELOPMENT | 23 MINUTES

Activity 1: 10 Minutes
1. Draw/display a picture of a “van” on the writing board, point to it, and ask students
its name. If nobody can respond, tell them it is a “van”. Repeat the word “van” with all
students. Invite a few students individually to repeat it.

2. Draw/display a picture of a “man” on the writing board and repeat the above-mentioned
steps.
3. Ask the students if “man”, “van” and “fan” are beginning with the same letter sound?
(Expected response: No)
4. Say m/an, v/an, and f/an in exaggerated style and ask students to repeat.
5. Ask students what is common in man, van, and fan. (Expected response: the “an” sound at
the end of the three words is common).
6. Ask students to write ‘_an’ in their notebooks. Then, add an ‘m’ to it and write ‘man’. Next,
add a ‘v’ to it and write ‘van’. Repeat this process for a few more one-syllable words.

Activity 2: 13 Minutes
7. Write the following on the board and ask students to find and circle the one syllable word
with correct spellings.
c a t m Key:
s p a n Cat
z l u b Pan
k x f a One
o n e g Bag
q t a p Tap
8. Arrange the jumbled letters to make one-syllable words.

c p a Key:
Cap
a m n
Man
n f a
Fan
n v a
Van
t a h
Hat

GRADE 1 59
 CONCLUSION / SUM UP | 2 MINUTES

1. Tell students that today we have learnt to copy and write simple one-syllable words.

ASSESSMENT | 3 MINUTES

1. Use the above activities as a formative assessment to assess the students’ performance.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice tracing/copying one-syllable words several times at home.

2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write one-syllable words.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

60 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

19 IDENTIFICATION OF COMMON SIGHT

WORDS AND CONSONANT DIGRAPHS

STUDENT LEARNING OUTCOMES

ƒƒ Pronounce some common consonants digraph in initial position.

INFORMATION FOR TEACHERS

1. A consonant digraph consists of two adjacent consonants that produce one sound. The
digraphs sh, ch, wh and th represent unique sounds that are not usually associated with
any individual letters of the alphabet.
2. Point out various digraphs to students as they read books. They may be given word cards
to put into groups, according to their digraphs. They will also be given phonic activities
that encourage them to write words containing certain digraphs. It is very important for
students to be given the chance to practice writing words in order to learn the correct
spelling.
3. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by saying “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning/Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.” to that.
3. Review sounds already taught: /ă/, /t/, /s/, /ŏ/, /m/, /b/, /ĕ/, /c/, /f/, /r/, /d/, /l/, /n/, /k/, /p/, /ĭ/, /h/,
/j/, /ŭ/, /w/, /v/, /g/, /y/, /x/, /z/, /q/.
4. Ask the students what sound they hear at the beginning of the word “zoo” (emphasize on
the initial sound). Seek answers from the students. The teacher will say “zoo”. Repeat the
word “zoo” with all the students.
5. Ask what sound they hear at the beginning of the word “cat”. DO NOT WRITE the words. Also
ask the students for the beginning sounds for ‘kid’, just’, ‘up’, ‘bag’, ‘tab’, ‘hit’, ‘van’, ‘wish’.
6. Tell the students that we have learnt about words that have the same sound in initial
position, today, we are going to learn about some special pairs of letters called digraphs.
A digraph is two letters that make just one sound.

GRADE 1 61
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Draw/display picture of a “chair” on the board (or display a chart) and point out to the
picture of “chair” and ask what it is? Seek answers from the students.
2. Tell the students it is a “chair” (emphasizing on the initial sound /ch/). Repeat the word
“chair” with all the students. Invite few students to repeat.
3. Write the word “chair” on the board and tell the students that when two consonants come
together and make one new sound, such words are called diagraphs. When you see ‘ch’
together in a word, they stand for a new sound.
4. Underline the two letters “ch” to remind students that the two letters together make ONE
sound. The digraph “ch” makes the /ch/ sound.
5. Ask the students to listen, /ch/. Repeat the word “chair” with all the students. Invite few
students to repeat.
6. Instruct the students DO NOT sound out the “c” and “h” separately. ALWAYS sound out “ch”
as /ch/ - ONE SOUND!

Activity 2: 10 Minutes

The teacher will:

1. Draw/display picture of a “chicken” on the board (or display a chart) and point to the
picture of “chicken” and ask about it. Seek answers from the students. Tell the students
that it is a “chicken” (emphasizing on the initial sound /ch/). Repeat the word “chicken” with
all the students. Invite few students to repeat.
2. Write the word “chicken” on the board and tell the students that when two consonants
come together and make one new sound, such words are called diagraphs. When you
see ‘ch’ together in a word, they stand for a new sound.
3. Underline the two letters “ch” to remind students that the two letters together make ONE
sound. The digraph “ch” makes the /ch/ sound.
4. Ask the students to listen, /ch/. Repeat the word “chicken” with all the students. Invite few
students individually to repeat.
5. Instruct the students DO NOT sound out the “c” and “h” separately. ALWAYS sound out “ch”
as /ch/ - ONE SOUND!

62 GRADE 1
 CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to pronounce the consonant digraph /ch/

ASSESSMENT | 4 MINUTES

1. Take the flashcard for the digraph ‘ch’ and at least ten other random letters (or write the
letters on the board). Quickly point to one at a time and ask students to raise their hand if
they know the name of the letter. Take only two minutes for this activity.
2. Say the sound for the digraph ‘ch’. Ask students to raise their hands if they can say the first
sound in ‘chip’, ‘chair’, ‘chop’. Remind them that two letters make one sound.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the words chip, chicken and chair and ask the students to practice tracing/copying
“ch” words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write /ch/ diagraphs.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 63
 PERIOD 2 / 35 MIN

STUDENT LEARNING OUTCOMES

ƒƒ Pronounce some common consonants digraph in initial position.

INFORMATION FOR TEACHERS

1. A consonant digraph consists of two adjacent consonants that produce one sound. The
digraphs ‘sh’, ‘ch’, ‘wh’ and ‘th’ represent unique sounds that are not usually associated
with any individual letters of the alphabet.
2. While teaching the lesson, the teacher should also consult the textbook at all steps.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flash cards of alphabets, etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Aliakum” to the students and the
students will answer the greeting by saying “Good morning/Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”
3. Review sounds already taught: /ch/
4. Ask the students what sound they hear at the beginning of the word “chin” (emphasize on
the initial sound). Seek answers. Tell students that it is “chin”. Repeat the word “chin” with all
the students.
5. Ask what sound they hear at the beginning of the word “chat”. DO NOT WRITE the words.
6. Tell the students that we have learnt about /ch/ sound in initial position, today, we are
going to learn about /sh/ digraphs. A digraph is two letters that make just one sound.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Draw/display picture of a “shirt” on the board (or display a chart) and point out to the
picture of “shirt” and ask about it. Seek answers from the students. Tell the students it is a
“shirt” (emphasizing on the initial sound /sh/). Repeat the word “shirt” with all the students.
Invite few students to repeat.
2. Write the word “shirt” on the board and will tell the students that when two consonants
come together and make one new sound, such words are called diagraphs. When you
see “sh” together in a word, they stand for a new sound.
3. Underline the two letters “sh” to remind students that the two letters together make ONE
sound. The digraph “sh” makes the /sh/ sound.
4. Ask the students to listen, /sh/. Repeat the word “shirt” with all the students. Call five to six

64 GRADE 1
 students individually to repeat.
5. Instruct the students DO NOT sound out the “s” and “h” separately. ALWAYS sound out “sh”
as /sh/ - ONE SOUND!

Activity 2: 10 Minutes

The teacher will:

1. Draw/display a picture of a “sheep” on the board (or display a chart) and point out to the
picture of “sheep” and ask about it. Seek answers from the students. Tell the students it
is a “sheep” (emphasizing on the initial sound /sh/). Repeat the word “sheep” with all the
students. Invite few students to repeat.
2. Write the word “sheep” on the board and tell the students that when two consonants
come together and make one new sound, such words are called diagraphs. When you
see ‘sh’ together in a word, they stand for a new sound.
3. Underline the two letters “sh” to remind students that the two letters together make ONE
sound. The digraph “sh” makes the /sh/ sound.
4. Ask the students to listen, /sh/. Repeat the word “sheep” with all the students. Invite few
students to repeat.
5. Instruct the students DO NOT sound out the “s” and “h” separately. ALWAYS sound out “sh”
as /sh/ - ONE SOUND!

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to pronounce the consonant digraph /sh/.

ASSESSMENT | 4 MINUTES

1. Take the flashcard for the digraph ‘sh’ and at least ten other random letters (or write the
letters on the board). Quickly point to one at a time and ask students to raise their hands if
they know the name of the letter. Take only 30 seconds or so for this activity.
2. Say the sound for the digraph ‘sh’: /sh/. Ask students to raise their hands if they can say the
first sound in ‘ship’, ‘shop’, ‘shine’. Remind them that two letters make one sound.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the words shirt, sheep and ship, ask the students to practice tracing/copying “sh”
words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write /sh/ diagraphs.
3. Point out various digraphs to students as they read books. They may be given word cards
to put into groups, according to their digraphs. They will also be given phonic activities

GRADE 1 65
 that encourage them to write words containing certain digraphs. It is very important for
students to be given the chance to practice writing words in order to learn the correct
spelling.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

PERIOD 3 / 35 MIN

STUDENT LEARNING OUTCOMES

ƒƒ Pronounce some common consonants digraph in initial position.

INFORMATION FOR TEACHERS

1. A consonant digraph consists of two adjacent consonants that produce one sound. The
digraphs sh, ch, wh and th represent unique sounds that are not usually associated with
any individual letters of the alphabet.
2. Point out various digraphs to students as they read books. They may be given word cards
to put into groups, according to their digraphs. They will also be given phonic activities
that encourage them to write words containing certain digraphs. It is very important for
students to be given the chance to practice writing words in order to learn the correct
spelling.
3. While teaching the lesson, the teacher should also consult the textbook at all steps.

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, and flashcards of alphabets.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by saying “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning/Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”
3. Review sounds already taught: /ch/ and /sh/
4. Ask the students what sound they hear at the beginning of the word “chin” (emphasize
on the initial sound). Seek answers from the students. Tell the students “chin”. Repeat the
word “chin” with all the students.
5. Ask what sound they hear at the beginning of the word “shoes”. DO NOT WRITE the words.
6. Tell the students that we have learnt about /sh/ sound in initial position, today, we are
going to learn about /th/ and /wh/ digraphs. A digraph is two letters that make just one
sound.

66 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Draw/display picture of a “thumb” on the board (or display a chart) and point to the
picture of “thumb” on the board and ask about it. Seek answers from the students. Tell the
students it is a “thumb” (emphasizing on the initial sound /th/). Repeat the word “thumb”
with all the students. Invite few students to repeat.
2. Write the word “thumb” on the board and tell the students that when two consonants
come together and make one new sound, such words are called diagraphs. When you
see “th” together in a word, they stand for a new sound.
3. Underline the two letters “th” to remind students that the two letters together make ONE
sound. The digraph “th” makes the /th/ sound.
4. Ask the students to listen, /th/. Repeat the word “thumb” with all the students. Invite few
students to repeat.
5. Instruct the students DO NOT sound out the “t” and “h” separately. ALWAYS sound out “th”
as /th/ - ONE SOUND!

Activity 2: 10 Minutes

The teacher will:

1. Write the word “what” on the board (or display a chart) and
point out to the word “what” on the board and ask about it.
Seek answers from the students. Tell the students it is a “what”
(emphasizing on the initial sound /wh/). Repeat the word “what”
with all the students. Invite few students to repeat.
2. Write the word “what” on the board and tell the students that
when two consonants come together and make one new sound,
such words are called diagraphs. When you see ‘wh’ together in a
word, they stand for a new sound.
3. Underline the two letters “wh” to remind students that the two
letters together make ONE sound. The digraph “wh” makes the /
wh/ sound.
4. Ask the students to listen, /wh/. Repeat the word “what” with all the
students. Invite few students to repeat.
5. Instruct the students DO NOT sound out the “w” and “h” separately. ALWAYS sound out “wh”
as /wh/ - ONE SOUND!

GRADE 1 67
 CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt to pronounce the consonant digraph /th/ and
/wh/.

ASSESSMENT | 4 MINUTES

1. Take the flash card for the digraph ‘th’ and at least 10 other random letters (OR write the
letters on the board). Quickly point to one at a time and ask students to raise their hand if
they know the name of the letter. Take only 30 seconds or so for this activity.
2. Display the chart on the board and ask students randomly to name the sounds of the words.
Remind them that two letters make one sound.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the words thing, whale, what and thick, ask the students to practice tracing/copying
“th” and “wh” words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write /th/ and /wh/ diagraphs.
3. Make little sentences to help them have fun with digraphs, such as:
◊ Why is a photo funny? Ask them to read the sentence aloud and point out the di-
graphs in it.
4. Other possible sentences can be:
◊ A sheep should not use the phone.
◊ Why are these shoes on the chair? (You can actually put shoes on your chair when
you do this sentence).
◊ A cat went to the shoe-shop.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.”

68 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

20 COMMUNICATION SKILL
(ORAL AND WRITTEN)
STUDENT LEARNING OUTCOMES

ƒƒ Articulate, recognize and use some formulaic expressions to exchange basic routine greet-
ings.

INFORMATION FOR TEACHERS

1. Teaching students to greet people politely is one of the first steps to gradually and
firmly establish idea of good manners in student’s mind. It also sets a foundation for
good communication skills in the future. Starting the class by greeting your students at
the door helps set a positive tone for the rest of the day, when greeting students at the
classroom door:
◊ Say the student’s name
◊ Make eye contact
◊ Use a friendly nonverbal greeting, such as a handshake
◊ Give a few words of encouragement
◊ Ask how the day is going
2. Provide phrases for students to learn, practice and reproduce appropriately while
teaching the students greetings and courtesies. However, give them multiple options, for
example “Assalam-o-Alaikum” “Good morning”, “Good evening”, “Good afternoon”, “Good
night”, “Allah Hafiz” and “Good bye”.
3. Create opportunities for students to have real conversations with each other, not just
role play in class. This will help develop the student’s interpersonal skills.
4. Greeting each other is not a one-time activity, it is routine. Be an example to the students,
model the correct way to use greetings for the students. Greet the students when you
meet them and use appropriate parting comments when you leave.
5. Formulaic expression is a linguistic term for verbal expressions that are fixed in form,
often non-literal in meaning with attitudinal tones, and closely related to communicative
skills. A wide range of formulaic expressions are used daily. These may consist of a single
word or of several words acting as a unit. Here are some examples:
bye goodbye hello hi excuse me thanks

thank you sorry pardon thanks a lot good morning farewell

Asalam-o-Alaikum Walaik-um-Asalam Allah hafiz Good day

6. Articulation is the act of expressing something in a clear verbal form. To articulate is to

say something very clearly, so that each word or syllable can be heard.\

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Greeting charts.

GRADE 1 69
 INTRODUCTION | 5 MINUTES

The teacher will:

1. Greet the students by saying “Assalam-o-Alaikum”, “Hello” or “Good morning”. Appreciate
those students who respond to the greeting.
2. Ask the students, “When you wake-up in the morning and see your mother/father/sister,
what do you say?”
3. Tell the students that we say “Assalam-o- Alaikum” or “Good morning”. Emphasize to say
the greeting with love and happiness since it will set a positive tone for the rest of the day..

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Tell the students that when you meet someone they often ask “How are you?”
2. Ask the students to repeat after him/her “How are you?” (Articulate the sentence with
proper pause so that the students hear and understand each word correctly). Repeat the
sentence 6-7 times.
3. Now tell the students that when someone says “How are you?” we say “I am fine, thank
you.”
4. Ask the students to repeat after him/her “I am fine, thank you.” (Articulate the sentence
with proper pause so that the students hear and understand each word correctly).
Repeat the sentence 6-7 times.
Role Play:
1. Call a student to come in front of the class for role-play. The teacher will say “Good
morning” to the student. Ensure that the student responds by saying “Good morning”.
2. Ask the student “How are you?” the student responds by saying “I am fine, thank you”.
3. Make eye contact with the student while greeting him/her and encourage the student to
look at the teacher directly when they reply.
4. Tell the students that when you talk to someone, it is polite to pay to them attention and
make eye contact with them.
5. Repeat the activity 5-6 times with other students of the class.
6. Display the basic routine greeting chart in class and ask the students to observe
formulaic expressions in speech bubbles.

70 GRADE 1
Activity 2: 10 Minutes

1. Tell the students that when we part/leave we say “Allah Hafiz” or “Good Bye” as parting
greeting.
2. Ask the students to repeat after him/her “Good bye” (Articulate the greeting with proper
pause so that the students hear and understand each word correctly). Repeat “good bye”
6-7 times.
3. Tell the students that they should say the parting greeting when they leave the house.
Encourage the students to use this greeting with each other at home.
4. Tell them to say “Allah Hafiz” or “Good bye” at the end of the day/class (say it cheerfully
and by making eye contact).
5. Display the basic routine greeting chart in class and ask the students to observe
formulaic expressions in speech bubbles.

CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt how to articulate and use some basic routine
greetings use some basic routine greetings in your daily convention.

ASSESSMENT | 3 MINUTES

1. Informally assess students’ abilities to exchange basic routine greetings during activities.

HOMEWORK / FOLLOW UP | 3 MINUTES

1. Ask the students to exchange basic routine greeting with their siblings at home several
times.
2. Throughout the year, continuously guide and assess students’ abilities to exchange basic
routine greetings. Make it routine to greet students yourself and encourage them to
respond.
3. Use different common phrases and formulaic expressions each time you practice
greeting, like “I am feeling great”, “I am very happy this morning”, “I am feeling sad today”, “I
am feeling lazy today”, “I am good” etc.
4. Encourage the students to make individual responses, giving them the vocabulary they
need as they go along.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 71
 UNIT 3: COBBLER, COBBLER
LESSON

21 READING AND RECITING

POEMS
STUDENT LEARNING OUTCOMES

ƒƒ Recite short poems or nursery rhymes with actions.

ƒƒ Respond to the text (post-reading) to express likes/dislikes about a poem.
ƒƒ Demonstrate the use of common conventions and dynamics of oral interactions in a
group to recite poems

INFORMATION FOR TEACHERS

1. Be prepared to be a child with students. Sing to them, perform the actions and try to
involve them in actions.
2. Learning anything requires patience. Nursery rhymes should be fun, not a boring activity.
3. Try your best to rhyme and sing in a way that students could feel and enjoy the poem
such as “Cobbler Cobbler……”, “The Wheels on the Bus”
4. Select poems that are short and understandable for students with good musical effects.
5. Select poems that are culturally suitable and do not contradict moral/ethical values.
6. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 1 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Books of nursery rhymes with pictures in them, cut-outs and props of characters or audio/
video recordings of poems (if available), board, charts of poems, textbook.

INTRODUCTION | 5 MINUTES

1. Ask a few students to recite their favourite nursery rhymes with actions.
2. Tell students that today we are going to recite a poem with actions.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Play or paste a chart of the given poem on the writing board.

2. Recite the poem twice with actions to students with appropriate rhyme and rhythm and
using a stress and pause (intonation patterns).
3. Exaggerate your expressions and actions so that students’ involvement is enhanced.
THE WHEELS ON THE BUS
The wheels on the bus go round and round
Round and round
Round and round
The wheels on the bus go round and round
All ‘round the town

72 GRADE 1
 The wipers on the bus go swish, swish, swish
Swish, swish, swish
Swish, swish, swish
The wipers on the bus go swish, swish, swish
All ‘round the town
The driver on the bus goes ‘move on the back’
Move on back
Move on back
The driver on the bus goes ‘move on the back’
All ‘round the town
The people on the bus go up and down
Up and down
Up and down
The people on the bus go up and down
All ‘round the town
The horn on the bus goes beep, beep, beep
Beep, beep, beep
Beep, beep, beep
The horn on the bus goes beep, beep, beep
All ‘round the town
Note: The audio recording of the poem can be downloaded from the link:
https://www.lyrics.com/lyric/3100409/Ken+Whiteley/Wheels+ on+ the+ Bus+ Lyrics

Activity 2: 10 Minutes
1. Ask students to join you in reciting the poem with actions with appropriate rhyme and
rhythm and intonation patterns.
2. Then, ask students to work in pairs or small groups to recite the poem with actions, rhyme
and rhythm, and intonation patterns in front of the class.
3. Observe and help those students who are struggling.
4. Ask the following questions:
◊ How do the wheels of the bus move?
◊ Which sound (s) mentioned in the poem you like the most?
◊ Do you like/dislike the poem “The Wheels on the Bus”?

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt to recite a poem with actions and also express
our likes and dislikes about it.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to recite the poem with actions during the above
activities.55th, 73rd, 82nd, 91st

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice reciting the poem several times at their homes.
2. The first key to teaching a nursery rhyme is to expose them to it, a lot, hence, singing
nursery rhymes should be an ongoing activity throughout the term.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 73
 UNIT 3: COBBLER, COBBLER
LESSON

22 INDIVIDUAL SOUNDS

STUDENT LEARNING OUTCOMES

ƒƒ Recognise and produce individual sounds, and blend the individual.

INFORMATION FOR TEACHERS

1. Individual sounds are the smallest units of a spoken language.

2. These are also known as phonemes, they combine to form syllables and eventually
words.
3. When we blend the individual sounds, they form words and thus language.
4. This can be done by showing children some letters written on a piece of paper (one letter
on one piece of paper); by pointing to each letter utter its sound loud. Ask students to
repeat after you.
5. Then show the letter to students to recognize it and they will utter its sounds.
6. Combine the letters and demonstrate how they form a word.
7. Blending can also be demonstrated by tapping out sounds on fingers.
8. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk, marker, paper, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the lesson with greetings.

2. Sing the ABC song with students for warm-up.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

Individual sounds
1. Using a ‘letter-sound-keyword’ approach, make students practice by showing letters
either written on the writing board or a chart and then utter their sounds aloud while
students repeat after you each time.
A a aa Ant
B b buh Bat

74 GRADE 1
 C c kuc Cat
D d duh Dog
E e eh Egg
F f fuh Fan
G g guh Get
H h huh Hen
I i ee Sit
J j juh Jug

Activity 2: 10 Minutes

Blending the Individual Sound

1. Show the letters on a piece of paper or the writing board along with pictures drawn on it.
◊ B Buh b-a-g
◊ C Kuh c-u-p
◊ H Huh h-a-t
2. In the beginning, say the individual sounds aloud once, then blend them for the second
time but still focusing on the individual sounds for their recognition. For example, say /b/
and touch your index finger with the thumb and show it to students, then say /a/ and
touch the middle finger with your thumb, then say /t/ and touch your ring finger with your
thumb. Finally, slide your thumb on these fingers starting from the index finger and slowly
say the word ‘bat’. It would sound like /bbbaaattt/. Then, say it at normal speed and ask
students to repeat it. Do this practice with students for a few more words. Here’s another
way of blending the individual sounds:

◊ C-a-t
= Cat
◊ Ca-t

CONCLUSION / SUM UP | 3 MINUTES

1. Review the key points of the lesson with the class and give them a few more examples,
e.g., c-a-p, m-a-n, d-o-g.

ASSESSMENT | 5 MINUTES

1. Show pictures of a few animals or objects from the textbook, for example hen, hat, cat,
fan, bat, and ask students to say the individual sounds then blend it into a word.
2. Ask questions like:
◊ What is the beginning sound of ________________.
(showing picture of a bat, drawn on writing board)
◊ How many sounds are there in ‘bat’?
◊ What is the ending sound of ‘bat’?
3. Ask students to repeat the whole word by looking at the pictures one by one and wait for
their responses.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice individual sounds of their names at home.

2. Ask students to select a few three-letter words from their textbook, identify their individual
sounds, and practice blending those sounds to make words
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 75
 UNIT 3: COBBLER, COBBLER
LESSON

23 POETRY RECITATION

STUDENT LEARNING OUTCOMES

ƒƒ Recite short poems or nursery rhymes with actions.

INFORMATION FOR TEACHERS

1. Singing nursery rhymes verbally should be an on-going activity throughout the term.
2. Select poems that are short and simple enough for the students to understand.
3. Select poems that:
◊ Do not contradict moral and ethical values.
◊ That do not have to have a moral.
◊ Choose poems that are fun to read. Make sure that they don’t encourage a negative
attitude.
4. Which students can show actions such as Old McDonald had a Farm, Itsy Bitsy Spider.
5. Highlight the poem with the help of illustrations. Make cut-outs of characters of a poem.
These can be worn as masks or held in hands by the students as they perform in pairs or
groups. These cut-outs can be pinned / pasted on the board / wall or hung by strings in
the classroom.
6. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Books of nursery rhymes with pictures in them, cut-outs and props of characters and ob-
jects mentioned in the poem, board, audio-cassettes (if available), charts of poem.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Ask few students to recite their favorite nursery rhymes with actions.
2. Tell the students that today we are going to recite a poem with action.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

3. Paste a chart of the given poem on the writing board.
4. Recite the given poem a couple of times with actions to the students following rhyme and
rhythm and using a stress and pause (Intonation patterns).

76 GRADE 1
 BRUSH YOUR TEETH
Brush your teeth up and down.
Brush your teeth round and round.
Brush your teeth from left to right.
Brush your teeth in the morning and night.
Brush brush brush.
Brush brush brush.
Brush your teeth in the morning and night.
Brush your teeth to keep them white.
Brush your teeth so your smile is bright.
Brush your teeth. It’s so much fun.
Brush your teeth when the day’s begun.
Brush brush brush.
Brush brush brush.
Brush your teeth when the day’s begun
Note: Seek help from the following link for proper rhyme, rhythm, intonation, pause and stress.
https://supersimple.com/song/brush-your-teeth/

Activity 2: 10 Minutes

The teacher will:

1. Ask the students to join you in reciting the poem with actions following rhyme and rhythm
and intonation patterns.
2. Then ask the student to come in pairs / groups to recite the poem with actions following
rhyme & rhythm and intonation patterns in front of the class.

CONCLUSION / SUM UP | 4 MINUTES

1. The teacher will tell the students to recite short poems or nursery rhymes with actions.
2. Familiarize themselves with rhythm, stress and intonation of English language for
comprehension by listening to simple stories and poems read aloud in class.

ASSESSMENT | 4 MINUTES

1. Informally assess students’ ability to recite the poem with actions following rhyme and
rhythm and intonation patterns.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice reciting the poem several times at their homes.
2. Continue to give practice to the students by revising the poems regularly.
3. Ask a different child to lead the singing each time.
4. Instruct the child who will lead to use actions in a lively manner. The child may add his/her
own actions if he/she likes.
5. Assign students to do the relevant activities/ exercises from their textbook as homework...

GRADE 1 77
 Month

3
78 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

24 NAMING AND ACTION WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Identify naming words and action words.

ƒƒ Read common naming and action words and match with pictures.

INFORMATION FOR TEACHERS

1. This lesson can be made interesting for students by performing different actions for
their practical observation and then giving them opportunities for doing the actions
themselves. For example, you can walk, hop, run, laugh, drink, skip, etc. In some cases, you
may show pictures of objects.
2. While teaching the lesson, also consult the textbook at all steps where and when
required.

DURATION / NO OF PERIODS: 80 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures showing actions, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting the students.

2. One by one perform the following actions (e.g., walk/ hop/ jump/skip/sing)
3. As you perform an action, ask students, “What am I doing?”
4. Note their responses on the writing board and explain to them that all the words that
show action are called ‘action words’ or ‘verbs’.

DEVELOPMENT | 21 MINUTES

Activity 1: 10 Minutes

1. Ask students to observe the classroom and look for any actions taking place at the mo-
ment.
2. If students describe these actions in their mother tongue/Urdu, encourage them to think
of English words.
For example: reading, writing, talking, moving, etc.
3. Now, ask students, “What do you do first when you get up daily?”
4. Help them with clues/vocabulary so that they come up with as many responses as possi-
ble.
5. Repeat the above steps for a few more similar questions, e.g., “What do you do on the
weekend/ Eid/ Pakistan Day?”, etc.

GRADE 1 79
 Activity 2: 11 Minutes

1. Remind students that every activity we perform is an action and every object has a
name. We use action words to describe actions and ‘naming words’ to name persons,
places, things, and animals.
2. Now, refer to the textbook page(s) or display the given pictures on the writing board:

3. Ask the students to identify the action words shown in the picture(s).
4. Take their response and reinforce the difference between ‘action words’ and ‘naming
words’

CONCLUSION / SUM UP | 3 MINUTES

Tell students that today we have learnt that:

1. Every activity we perform is an action and every object, person, place, and animal have
a name. We use ‘action words’ to describe actions and ‘naming words’ to name persons,
places, things, and animals.
2. People, places, things, and animals have particular names and they can be grouped
accordingly.
3. The action words are called ‘verbs’ and the naming words are called ‘nouns’.

ASSESSMENT | 4 MINUTES

1. Assign a short text from the textbook and ask students to point out naming and action
words in it.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to look for different actions people are doing on the way back home and
share with the class the next day.
2. Display a chart of common actions in the classroom.
3. Ask students to think of a few similar or related actions for each word, write them on slips
of paper and paste them on the chart.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

80 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

25 CAPITALISATION AND
PUNCTUATION
STUDENT LEARNING OUTCOMES

ƒƒ Trace and write simple sentences leaving spaces between words using correct capitalisa-
tion, punctuation, and spelling.

INFORMATION FOR TEACHERS

1. A sentence is a key to the conversation. The practice of simple construction of subject,

verb, and object should be given to students.
2. Tell students it is important to write legibly to convey a message.
3. There are certain rules which should be followed in our writing to convey a message to
others.
4. Help students to trace/copy simple sentences with correct spelling, capitalisation, and
punctuation..

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Write the following sentence without spaces on the board:

ispeaktoahmad
2. Ask a few students to read what is written on the writing board.
3. Note their responses while reading from the writing board.
4. Tell them it is difficult to read and recognise words if they are written without spaces.
5. Now, rewrite the above sentences putting proper spaces.

I speak to ahmad
6. Tell students that we can only copy/write simple sentences if proper spaces are inserted
between words.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Write the following sentence on the writing board learnt earlier:

i speak to ahmad
2. Invite students to point out mistakes in the given sentence.
3. Probably a few students will identify capitalisation and spelling mistakes, appreciate
them if they do so.
4. Now, explain to students that besides leaving proper spaces between words, sentences
should be written by capitalising certain letters and share the following points:

GRADE 1 81
 ◊ Each sentence begins with a capital letter.
◊ Always capitalise the pronoun (I) anywhere it appears in a sentence.
◊ Always capitalise the initial letter of a proper noun, for example, Pakistan, Ali, Pesha-
war.
5. Now, re-write the sentence by applying capitalisation e.g.,

I speak to Ahmad.

Activity 2: 10 Minutes
1. Write the following sentence on the writing board:

I have a pensil
2. Again, challenge students to look for/point out any mistakes in the sentence.
3. If they point out the spelling mistake, appreciate them.
4. Now, write the sentence as follows:

I have pencil
5. Seek students’ confirmation by asking if the sentence is correct.
6. If they say ‘yes’ tell them, still, there is a mistake in the sentence.
7. Challenge them to point it out.
8. If anyone points out the punctuation mistake, give him/her a big hand.
9. Tell students that a full stop is placed at the end of statements (affirmative sentences). It
marks the end of a sentence.
10. Repeat the above activity for the interrogative form of the same sentence and help
students understand the use of the question mark.

CONCLUSION / SUM UP | 3 MINUTES

Review the following key points with students:

1. It is important to leave spaces between words while writing/copying.
2. The first letter of a sentence is always capitalised.
3. A full stop marks the end of a statement.
4. A question mark is used at the end of a question.

ASSESSMENT | 5 MINUTES

1. Ask students to spell some commonly used words e.g., speak, run, talk, tell, good, etc.
2. Ask students to write 3 – 4 simple sentences in their notebooks. Remind them of using
proper capitalisation, punctuation, and spelling.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to write the given sentence on their notebooks correctly:

◊ my name is ………………………………..
◊ i livein peshawar
◊ doyou like this school
2. Display ‘Punctuation Marks’ cards in the classroom.
3. Ask students to find out 2 examples of using these punctuation marks from their
textbooks, write them on slips of paper, and paste them around the relevant cards..

82 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

26 RHYMING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Articulate and identify simple rhyming words in the text.

INFORMATION FOR TEACHERS

1. Rhyming words are two or more words that have the same or similar ending sound.
Some examples of rhyming words are goat, boat, moat, float, and coat.
2. Don’t translate the poems or force students to fully comprehend them, make reading a
poem fun.
3. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker, low-cost audio-visual aids, chart of a poem or book of nurs-
ery rhymes with illustration, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting the students.

2. Tell students, today we are going to play a “Mirror Twin” game.
3. Explain to them that you are going to name your “Mirror Twin” by looking in the mirror.
4. Now, display a mirror and invite a volunteer to look himself/herself in the mirror.
5. Say his name aloud, for example, ‘Ehsan’/’Shabana’, and ask the class to name his/her
“Mirror Twin”. Tell them that the twin’s name should sound like the real name.
6. Take students’ responses; they may name it Rahman, Zeeshan or Rehana, Farzana, etc.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Write or paste a chart of the poem “Stop! Stop!” on the writing board.
2. Recite the given poem once with actions to students following rhyme and rhythm and
using intonation patterns.
3. Now, ask students to join you in reciting the poem with actions following rhyme and
rhythm and using intonation patterns.
Stop! Stop! That pot is hot!
Grab a lid. Put it on top!
There is a lot of pop-pop-pop

GRADE 1 83
 Hopping popcorn in that pot!

Activity 2: 10 Minutes

1. Ask students to work in pairs.

2. Ask them to read the poem on the chart and note down in their notebooks the words with
the same ending sound i.e., rhyming words.
3. Tell students when they are confused if two words rhyme or not, use their ears to listen as
you say the words. If they sound the same or similar, they rhyme. If the two words sound
different, they do not rhyme.
4. After students have finished their task, write the rhyming words given in the poem “Stop!
Stop” on the board.
◊ ‘Pot’ and ‘hot’ rhyme (emphasize on final sounds)
◊ ‘Stop’ and ‘top’ rhyme (emphasize on final sounds)
◊ ‘Pop’ and ‘top’ rhyme (emphasize on final sounds)
5. Ask students to check their answers with the above list of rhyming words.
6. Ask the students to make corrections and copy rhyming words from the poem in their
notebooks.
7. In the end, ask some of the pairs to say aloud rhyming words in front of the class.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt to identify and say rhyming words in a text.

ASSESSMENT | 5 MINUTES

1. Tell students that you will say a word, they should listen to it and provide its rhyming word.
For example, if you say, “cry”, students will respond, “fry”, etc.
2. Do it for 4 – 5 words. Randomly pick a few students for each word to share their responses
with the whole class.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the student to recite any poem from their nursery rhyme book and make a list of
rhyming words mentioned in the poem.
2. The key to teaching rhyming words is to expose students to nursery rhymes/poems a lot
and helping them identify the rhyming words, hence, singing nursery rhymes should be
an ongoing activity throughout the term.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

84 GRADE 1
 UNIT 3: COBBLER, COBBLER
LESSON

27 USING NAMING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Use naming words in speech and writing.

INFORMATION FOR TEACHERS

1. Consult the previous lesson on naming words.

2. This lesson can be made interesting for students by showing real objects to them. In
some cases, you may show pictures of objects. But students can be better engaged if
you walk into the class with a basket having models of some toys, fruits, and vegetables.
3. While teaching the lesson, the teacher should also consult the textbook at all steps
where and when required..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, realia, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting “Assalam-o-Alaikum/ Good morning” to the students and the
students will answer the greeting by saying “Wa-Alaik-um-Assalam/ “Good morning”.
2. Ask the following questions from students:
◊ What is your name?
◊ What is your father’s/mother’s name?
◊ Which places do you like to visit?
◊ Which is your favourite animal?
◊ What do you want to become when you grow up?
3. Allow 3 – 4 students to share their responses with the whole class. Write their answers on
the board in the form of a table.
4. Tell them we describe persons, places, animals, and things by assigning names, which
are called ‘naming words’ or nouns.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Help students recall the previous lesson about naming words. Review the definition of
naming words with the help of a few examples.
2. Divide the class into four groups.

GRADE 1 85
 3. Give each group a category of naming words i.e., names of persons, places, things,
animals.
4. Ask them to discuss within the group and write as many examples of the assigned
category as they can.
5. Clap for the group with the maximum number of examples.

Activity 2: 10 Minutes

1. Draw four columns on the writing board and label the columns as person, place, animal,
and thing.
2. Show an object or its picture/drawing and ask students its name.
3. Encourage students to help you in placing it in the relevant column drawn on the board.
4. Show another picture and ask a volunteer to tell which group of naming words it belongs
to.
5. If a student finds out the correct group, it means the student has recognized the
categories of naming words but if he/she is not able to do so, reinforce the concept so
that students may understand it fully.

CONCLUSION / SUM UP | 3 MINUTES

Tell students that today we have learnt that:

1. People, places, things, and animals have particular names and they can be grouped
accordingly.
2. These naming words are called ‘nouns’.

ASSESSMENT | 5 MINUTES

1. Ask students to name a few things from the classroom environment or a picture/
photograph. (Students might say some Urdu words. Encourage them to think of English
words).

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to make a list of names of their family members, things at home, a few
nearby places, and animals in their village/town/neighbourhood.
2. Display charts of vegetables/vehicles/fruits/stationery items etc. in the classroom and
refer to them from time to time during relevant lessons.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

86 GRADE 1
 UNIT 4: LET’S HAVE FUN
LESSON

28
COMMANDS AND REQUESTS

STUDENT LEARNING OUTCOMES

ƒƒ Articulate, recognize and use some formulaic expression to listen and respond to few
commands.

INFORMATION FOR TEACHERS

1. Create interesting commands keeping in view your students’ vocabulary of action words
and naming words, such as ‘Look up at the sky’, or ‘Touch your friend’s shoulder’ etc.
2. Introduce common action words with Total Physical Response Method (TPR).
3. Consult the textbook at all steps where and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker/chalk and duster.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning/Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you,” to that.
3. Say some basic action words to the students and they will perform. The action words may
include walk, run, laugh, etc.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Use and respond to simple sentences showing requests and command, both physically
and in their speech.
2. Introduce commands and requests with Total Physical Response Method. In this method
you should do the following steps:
3. Say a sentence of command while performing it yourself for example, if the teacher has
to teach the sentence “Open the book” the teacher will demonstrate to open the book,

GRADE 1 87
 while saying the sentence.
4. Say the sentence and the students will perform accordingly.
5. The students will say the sentence and the teacher will perform.
6. Now the teacher and the students both will say and perform together.
7. For requests, put ‘please’ before the sentence. For example: ‘Open the book’ will become
‘Please, open the book.’

Activity 2: 10 Minutes

The teacher will:

1. Divide the class into pairs and then ask any two pairs to perform a short role play.
2. Now ask a pair of students to come in front of the class where one student will give
command / request and the other student will physically perform it. Ask the students to
choose the command / request words from the following.
◊ Open the door. (Command)
◊ Please, open the door. (Request)
◊ Pick up the stick. (Command)
◊ Please, pick up the stick. (Request)
3. If a student is unable to read a word, whisper it to him/her. Start with those students
who are confident to perform in front of the class. This activity gives shyer students an
opportunity to become more comfortable in front of the class.
4. Repeat this activity a couple of times.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today we have learnt how to recognize and physically respond to
simple sentences of command and request.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to use and physically respond to simple sentences
showing request and command.
2. Articulate, recognize and use some formulaic expression to listen and respond to few
commands.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to think of commands and requests and repeat those requests with their
siblings.
2. Ask students to think of more commands and requests, and allow them to make those
requests for the repetition sessions.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

88 GRADE 1
Month

GRADE 1 89
 UNIT 4: LET’S HAVE FUN
LESSON

29 READING STRATEGIES
(GUESSING WHAT FOLLOWS IN A STORY)

STUDENT LEARNING OUTCOMES

ƒƒ Interact with a text and use reading strategies (while reading) to guess what follows in a
story.

INFORMATION FOR TEACHERS

1. Children this age are just beginning to understand how to use their background
knowledge and experiences (their schema) to make predictions. They are also learning
to make connections between themselves and the stories they read. You can support
this development by providing them with frequent opportunities to think and guess what
happens next in a story. While reading aloud to students, pause and ask them what they
think will happen next. Encourage them to use their imagination, background knowledge,
experiences, and understanding of the story to make predictions.
2. While you read aloud in class, ask questions, so that the students connect themselves to
the text and can visualize and guess what follows in a story.
3. Pauses, referring to pictures will help them guess what is going to happen next.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, storybook, etc.

INTRODUCTION | 10 MINUTES

1. Begin the class by greetings the students.

2. Tell students a short story with at least two pauses and ask them to think and guess what
follows in the story.

90 GRADE 1
3. Questions may be:
◊ Guess what happens next?
◊ What will happen when they are on a walk?
◊ Who will eat the porridge?
4. Encourage all sorts of guesses/responses. After listening and giving feedback to their
responses, continue with the remaining part of the story. Keep asking students to guess
what happens next a few more times whenever there’s a new event to happen in the
story:

While they were out, a little girl named Goldilocks came to their house. She
knocked on the door but there was no answer. So she pushed the door open
and went inside. On the table were three bowls of porridge; one great big bowl,
one middle-sized bowl, and one little bowl.[Pause and ask students to guess
what happens next, e.g., “What will the little girl do?”] Goldilocks was hungry,
so she tried some of the porridge from the great big bowl. But it was too hot.
Goldilocks then tried some of the porridge from the middle-sized bowl. But it was
too cold. [pause and ask students to guess what happens next, e.g., “Do you
think the third bowl will be hot or cold?”, “Will she be able to eat the porridge?”]
Finally, she tried some of the porridge from the little bowl. It was just right and so
delicious that she ate it all up.
5. Before concluding the story at this point, ask students to guess what might the bears do
when they come back, how might they feel, etc.
6. Ask students, “Do you think the girl did the right thing by entering into the bears’ house and
eating the porridge without their permission?” Tell them it is always important to ask for
permission before entering into someone’s house or before using their things.

DEVELOPMENT | 15 MINUTES

Activity 1: 15 Minutes

GRADE 1 91
 1. Read aloud the first segment of the above story to the class and ask the following
questions:
◊ What do you think will now happen to Jack?
◊ Do you think that Jack will go to market again to find the cow?
2. Read aloud the second segment of the above story to the class and ask the following
questions:
◊ Do you think the giant will kill Jack?
◊ Will Jack ever come back home?
3. Read aloud the last segment of the above story and ask students to match the
conclusion of the story with their responses.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we practised guessing what happens next in a story. Tell them
it is important to use your imagination, experience, and background knowledge to
understand a text while reading it.

ASSESSMENT | 5 MINUTES

1. Write the following incomplete short story on the writing board:

“It was a fine Monday morning. The sun was shining. The alarm clock rang; it was 07
o’clock in the morning. Little Sara got up. She washed her face, brushed her teeth, and
took her breakfast. ……………………………………………………….”
2. Read it aloud and ask students what will happen next in the given story.
3. Take the responses of a few students randomly to complete the story.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to read a picture story from the textbook and guess what would happen
next in the story as a home assignment, and retell it in the classroom the next day.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

92 GRADE 1
 UNIT 4: LET’S HAVE FUN
LESSON

30 EXPRESSING LIKES AND DISLIKES

ABOUT A STORY

STUDENT LEARNING OUTCOMES

ƒƒ Respond to the text (post-reading) to express likes/dislikes about a story.

INFORMATION FOR TEACHERS

1. Storytelling should be an ongoing activity in early grades throughout the term.

2. Stories with illustrations are best understood and help a lot in inculcating factual
information.
3. Top to bottom technique should be incorporated.
4. Stories might have liked and disliked factors for some reasons. This element can
generate discussion among students.
5. Reading aloud a story develops listening and reading skills. Model reading is an initiation
on the part of the teacher.
6. Highlighting the characters of a story facilitates understanding of its theme and moral
which plays a vital role in the mental and moral growth of students.
7. While teaching the story, the teacher should also use the textbook where and when
needed.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Charts, markers, pencils, scissors, available props, stuffed toys, cut-outs of the story, etc.

INTRODUCTION | 5 MINUTES

1. Ask students to open their textbook at the relevant page and mention the paragraphs of
Begin the class by greeting the students.
2. Ask them if they have recently read or heard any stories.
3. Ask a few students to share what the story was about.
4. Ask them if they liked it or not. Tell them to share what they liked or disliked about the story.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

1. Make students sit in a circle on the floor. Tell them they are going to listen to a story in
English. (The Hare and the Tortoise).
2. Ask them to look at the pictures and brainstorm what the story is about.

GRADE 1 93
 3. Read the story once using appropriate intonation, stress, pronunciation, and body
language (with actions) pointing to pictures and introducing characters.
4. Display/draw the characters and some important objects from the story on the writing
board.
5. Ask a few students to tell the beginning of the story.
6. Ask a few students to tell what happened in the middle.
7. Ask few students to tell the ending of the story.
8. Appreciate students for their responses.
9. Now, ask them to think over the story and discuss with a partner what they liked and
disliked about the story.
10. Finally, allow 3 – 4 students to share their responses with the whole class.

CONCLUSION / SUM UP | 2 MINUTES

Tell the students that today we have learnt to:

1. Tell a story by looking at pictures in the text.
2. Express likes/dislikes about a story.

ASSESSMENT | 6 MINUTES

Paste a series of cut-out pictures of a story and ask a few questions. Accept correct answers
even if the language is local.
1. Who is walking on the road? (Supposedly Maaz)
2. What did Maaz see?
3. Did he pick up the bird?
4. Why did he give it water?
5. What did Maaz do?
6. Why did he let the bird fly away?
7. Would you do the same?
8. Do you help animals and birds that are hurt?
9. What do you like about this story?
10. What do you dislike about this story?

94 GRADE 1
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to read any story from a book at home and mention their likes and dislikes
about the story.
2. Discuss the problem in the story.
3. Ask students to change endings.
4. Encourage students to bring their own dolls, stuffed toys, and other toys to the classroom
one day and make stories using their own/ each other’s toys.
5. Encourage students to go home and narrate the same story to their friends and family.
6. Ask them to come back and report how they liked the story.
7. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 95
 UNIT 4: LET’S HAVE FUN
LESSON

31 NAMING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Recognize that people and places have particular names.

ƒƒ Read aloud words with a reasonable level of accuracy in pronunciation
ƒƒ Write appropriate naming word(s) to identify an object or an action in a picture.
ƒƒ Recall and match common naming words with pictures from the immediate environment.
ƒƒ Recognize and change the number of simple naming words by adding or removing
(singular/plural).
ƒƒ Recognize and classify into different categories, some simple action and naming words from
pictures and immediate surrounding e.g. animals, fruits, vegetables parts of body, objects in
the classroom and at home, colors, shapes, directions (left/right) and numbers in words and
first, second, third, etc.

INFORMATION FOR TEACHERS

1. This lesson can be made interesting for students by showing real objects to them. In
some cases you may show pictures of objects. But students can be better engaged if
you walk into class with a big basket having models of some toys, fruits and vegetables.
2. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures charts etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning / Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Display the given chart on the board and ask the students to name the object. (Students
might say some Urdu words, don’t snub them but encourage them to think of English
words). Give them clues so that they come up with as many responses as possible.
3. Now ask the students to identify animals in the chart. Invite students to come and circle
the animals in the chart.
4. Tell the students that yesterday we learnt that people, places, actions and things have
particular names. Today we will learn about number of naming words.

96 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Show a pencil to the students. Ask them, “How many pencils are there?” The students
will say, “one”. Add two more pencils and ask, “How many pencils are there now?” The
students will say, “three”.
2. Keep one pencil in one hand and two pencils in the other hand.
3. Stretch forward the other hand with one pencil and say, “pencil” with emphasis on sound
of final letter and ask the students “What is this?” (expected answer “pencil”) Repeat
saying “pencil” ten times with the whole class. Now ask few students to utter “pencil”.
4. Stretch forward the hand with three pencils and say, “pencils” with emphasis on sound of
final letter and ask the students “What are these?” (expected answer “pencil or pencils”)
Repeat saying “pencils” ten times with the whole class. Now ask few students to utter
“pencils”.
5. Repeat this activity with different objects.

Activity 2: 10 Minutes

The teacher will:

1. Draw one pencil on the board and write ‘pencil’ under it. Draw more than one pencils on
the board and write ‘pencils’ under it.

Pencil Pencils
2. Ask students the difference between the two words. Seek for answers. Point out that one
has “s” at the end and the other doesn’t. The “s” at the end tells that there is more than one
pencil.
3. Draw an apple on the board and write ‘apple’ under it. Draw more than one apples on the
board and write ‘apples’ under it

GRADE 1 97
 4. Ask students the difference between the two words. Seek for answers. Point out that one
has an “s” at the end and the other doesn’t. The “s” at the end tells that there is more than
one apple.
5. Draw a boy on the board and write ‘boy’ under it. Draw more than one boy on the board
and write ‘boys’ under it.

6. Ask students the difference between the two words. Seek for answers. Point out that one
has “s” at the end and the other doesn’t. The “s” tells that there is more than one boy.
Repeat this activity with different objects.
7. Display the following chart on the board and ask the students to look at each of the boxes
below and see if the picture in each box is one or more than one. If it’s one, circle the word
without “s” and if it’s more than one circle the word with “s”.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt about common naming words and
recognized the concept of singular/plural.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to name common naming words and recognized the
concept of singular/plural during activities.

98 GRADE 1
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to read each word and turn it into many by adding “s” at the end.

2. Assign work in groups. Ask one group to think of names of things you see in a park. The
other group can think of names of things you eat! The third can come up with names of
sports-related things etc.
3. Ask each group to share one word, then ask each group to share their second word, and
continue like this.
4. If a group runs out of words, they will be out of the game, but they will listen to the others
and learn.
5. The group that remains not-out till the end will be declared the winner.
6. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 99
 UNIT 4: LET’S HAVE FUN
LESSON

32 SUBSTITUTION WORDS
(PRONOUNS)
STUDENT LEARNING OUTCOMES

ƒƒ Use words that points to something: this, that, these, those

INFORMATION FOR TEACHERS

1. Make students practice using this, that, these, those given in the textbook.
2. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker and duster.

INTRODUCTION | 5 MINUTES

1. Tell the students that today are going to learn about this, that, these, and those which are
used for pointing to something.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

2. Paste a chart of talking about things.

3. Read the chart aloud and let the students listen to it carefully.

100 GRADE 1
4. Now read the chart again along with the students.
5. Ask few students to repeat reading chart till they are familiar with the naming words.

Activity 2: 10 Minutes

1. Ask the students to work in pairs / groups and read the chart carefully.
2. Invite them to differentiate between the use of these and those, this and that.
3. Facilitate them in concluding “that”, “this” and “these” point to nearer things while “that”
and “those” point to farther things.

CONCLUSION / SUM UP | 3 MINUTES

1. We have learnt about words that points to things (this, that, these, those).

ASSESSMENT | 5 MINUTES

1. Fill in the blanks with a word from the box given below:

This That These Those

_____________ is earth. (Picture of earth)
_____________ are stars. (Picture of stars)
_____________ is sky. (Picture of sky)
_____________ are apples. (Pictures of apples)

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to work in pairs/groups to copy the chart and fill in the blanks.
2. Ask some of the groups to share their work.
3. Display charts of substitution words in class.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 101
 UNIT 4: LET’S HAVE FUN
LESSON

33 VOWELS AND CONSONANT,

USE OF “A” AND “AN”
STUDENT LEARNING OUTCOMES

ƒƒ Recognize and identify consonant and vowels in the English alphabet.

ƒƒ Use of “a” and “an”.

INFORMATION FOR TEACHERS

1. Demonstrate to the students how the sounds of a, e, i, o, u are produced without stopping
in the oral cavity. Tell them these are vowel sounds.
2. Demonstrate the sound of other letters called consonant which creates hindrance in the
oral cavity.
3. While teaching the lesson, the teacher should consult textbook at all steps where and
when required.
4. It is not required to explain the students about consonants in detail. Telling them that a, e,
i, o, u are ‘vowels’ and the rest of the letters are ‘consonants’ is sufficient.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, activity sheets, low cost AV aids.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Greet the students cheerfully by saying “Assalam-o-Alaikum”, “Hello” or “Good morning”.
Appreciate those students who respond to the greeting correctly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”.
3. Say the word “tap” in an exaggerated manner, to make a sound, and let the students
guess the letters that makes the middle sound. (Make vowel sound in an exaggerated
manner, very loud, clear and stretch them long.)
4. Ask students to come up with some new words with the middle sound same as the “tap”.
5. Repeat the activity with “top”, “pin”, “leg”, and “ten”. Ask the students to write the spelling of
these words on the writing board.
6. Tell the students that sounds for which we don’t join our teeth or lips or move our tongue
too much, are vowels.

102 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Write a, e, i, o, u on the writing board and tell the students that these five letters are called
‘vowels’. We use vowels to form words and most words have at least one vowel in them.
2. Repeat vowels, a, e, i, o, u with the students several times.
3. Now ask the students if “m” is a vowel.
4. Tell students that for some sounds we move our lips, teeth and tongue. Make an
exaggerated ‘p’ sound by putting your lips together. Ask them to repeat the sound.
5. Ask the students which letter has consonant sound. If they say “m”, tell them this is a
consonant because we moved our lips to block the air.
6. Repeat the same steps for letters:
◊ “t” (join teeth in an exaggerated manner).
◊ “f” (join teeth and lower lip in exaggerated manner).

Activity 2: 10 Minutes

The teacher will:

1. Now mix some vowel, and consonant, sounds and ask students if the sound you just
made was a vowel or a consonant. Repeat this question with other ‘consonants’ and
‘vowels’ until the students have a clear understanding of what vowels are.
2. Write “bat” on the writing board and ask student’s which letter is a vowel in the word?
Repeat “a” with the students.
3. Point out to every letter in bat and ask if it is a vowel? Help those students who are unable
to identify the vowels correctly. Repeat the same procedure using words such as hen, pin,
hot, sun, cat, tin, ten, pot and cup.
4. Now tell the students that you would say a vowel and the students would have to come
up with a word that have a vowel.
5. Ask names of the students e.g. Bilal, Ahmed, Sara etc. and ask what vowels are mentioned
in their names. Practice other words randomly one by one in the same way.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt about vowels and consonants.

ASSESSMENT | 5 MINUTES

1. The teacher will give worksheet to the students and will ask them to fill in the correct
vowels to complete each word.

GRADE 1 103
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. The teacher will write the words “hat, pen, top, tip and put” on students’ notebooks and will
ask the students to circle around the word that is vowel.
2. Continue to give students practice through repetition of the above activities at regular
intervals.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

PERIOD: 2 / 35 MIN

STUDENT LEARNING OUTCOMES

ƒƒ Recognize and identify consonant and vowels in the English alphabet.

ƒƒ Use of “a” and “an”.

INFORMATION FOR TEACHERS

1. Remind your students that “a” and “an” are used only when you want to say ‘one’ with a
noun. They are not used each time you name an object.
2. Demonstrate to the students how the sounds a, e, i, o, u are produced without stopping in
the oral cavity. Tell them these are vowel sounds.
3. Demonstrate the sound of other letters called consonant sounds which creates
hindrance in the oral cavity.
4. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.
5. It is not required to explain the students about consonants in detail. Telling them that a, e,
i, o, u are ‘vowels’ and the rest of the letters are ‘consonants’ is sufficient.
a e i o u
bat hen pin hot sun
cat ten tin pot cup
hat leg bin log hut
mat pen cat bus
pan top
man
van

104 GRADE 1
 MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, activity sheets, low cost AV aids.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by cheerfully saying “Good morning students” and the students will
answer the greeting by saying “Good morning”. Ensure that the students respond to the
greeting properly.
2. Ask the students, “How are you?” and the students will answer the greeting by saying “we
are fine, thank you”. Ensure that the students respond to the greeting properly.
3. Tell the students that yesterday we learned about vowels and consonants.
4. Write a, e, i, o, u on the writing board and ask the students to name a few objects that start
with a, e, i, o, u (emphasize on the word start). Expected answers could be apple, elephant,
egg, ice-cream, octopus, orange, umbrella etc. Write their responses on the writing board.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Tell the students that we add “an” before names of things starting with vowels (only when
we are talking about one apple or one egg etc.).
2. Practice on the writing board asking students to say “an” with “apple”. (Put it in different
sentences:
◊ I want an apple.
◊ I just ate an apple.
◊ Do you want to eat an apple?
3. Ask the students to say it with you when you say “an apple”.
4. Write t, s, b, p, n on the writing board and ask the students to name a few objects that start
with t, s, b, p, n (emphasize on the word start). Expected answers could be table, teacher,
snake, soap, bus, boat, board, parrot, pen, pencil, nest, net etc. Write all the responses on
the board.
5. Tell the students that we add “a” before names of things starting with consonants (only
when we are talking about one pen or one table etc.).
6. Practice on writing board asking students to say “a” with “pen”. (Put it in different
sentences:
◊ I want a pen.
◊ I just found a pen.
◊ Do you want a pen?
7. Ask the students to say it with you when you say “a pen”.

Activity 2: 10 Minutes

The teacher will:

1. Show the students the following pictures or flashcards and ask the students to produce
the sound for the letter on their own and then decide to put a/an before names of the
objects in pictures/flashcards. Practice with flashcards and pictures until all students
have understood the concept.

GRADE 1 105
 CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt about use of “a” and “an” with vowels and
consonants respectively.

ASSESSMENT | 4 MINUTES

1. Informally assess students’ ability if they have learnt the use of “a” and “an”.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. The teacher will write the words igloo, house, eagle, airplane, goat and orange on stu-
dents’ notebooks and will ask the students to add “an” before the word that starts with a
vowel and add “a” before word that starts with a consonant.

2. Throughout the year, continue to give students practice through repetition of the above
activities at regular intervals.
3. Follow the use of a/an in your daily conversation with the children, for example, ‘It’s a sun-
ny day’, ‘I have an aunt’, ‘My mother reads an English newspaper’, ‘I saw an elephant in the
zoo.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

106 GRADE 1
 UNIT 4: LET’S HAVE FUN
LESSON

34 INITIAL CONSONANT CLUSTERS

STUDENT LEARNING OUTCOMES

ƒƒ Identify initial consonant clusters..

INFORMATION FOR TEACHERS

1. Cluster means group, bunch, or collection.

2. A consonant cluster/blend in a word is a group of consonant letters with no vowels
between them. In a consonant cluster, you can hear the two sounds, e.g., clear, brush,
speak, etc.
3. Each letter within the cluster is pronounced individually, but quickly so they blend
together. Your students should know basic consonant sounds before moving on to
clusters/blends.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 1 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, alphabet chart, textbook, etc.

INTRODUCTION | 5 MINUTES

1. First, fully review individual consonant sounds before teaching blends using an alphabet
chart.
2. Help students recognise each consonant letter and its sound.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Write some familiar words on the writing board for example: ‘bed’, ‘cat’, ‘pin’, etc.
2. Ask a few students to say these words and tell the beginning sound i.e., /b/, /k/, /p/, etc.
3. Now, write a few common blends and a word that goes along with them on the writing
board. For example, “bl” and blend, “blue,” “black,” or “cr” and “crow,” “cry”, etc.
4. After writing several examples, ask students to help you come up with a word for each
blend.
5. If your students need help in thinking of new examples, provide hints about words you
have in mind, such as visual cues.

Activity 2: 10 Minutes

1. Now, write the letters of the blend (starting with blends that begin familiar words i.e. close,
brown) in the form of an equation. For example, “c+l = cl” or “b+r =br”.

GRADE 1 107
 2. Read the equation aloud.
3. After that explain to students that two consonants together in one word make up a con-
sonant cluster/blend. These clusters/blends typically make a distinct sound.
4. Remind them about the difference between hard and soft “c”, and explain that when “c”
comes before “l”, it will be hard.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that we have learnt that two consonants in one word make up a ‘consonant
cluster/blend’.
2. Each consonant in a cluster/blend retains its basic sound but is pronounced quickly.

ASSESSMENT | 5 MINUTES

1. Scan a newspaper and cut the pictures beginning with common consonant clusters/
blends. For example, bread, flag, clip, grapes, tree, etc.
2. Display these pictures to students and ask them to name the pictures.
3. Finally, ask them to identify the consonant clusters/blends used for naming pictures. For
example: ‘tr’ blends to name the picture of a ‘tree’.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to look for the names of objects at home/classroom/school beginning with a
consonant cluster, note them in their word bank/vocabulary wallet, and share them with
the class the next day.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

108 GRADE 1
 UNIT 4: LET’S HAVE FUN
LESSON

35 WRITING ACTION VERBS

STUDENT LEARNING OUTCOMES

ƒƒ Show a series of actions in a picture by writing action verbs.

INFORMATION FOR TEACHERS

1. Verbs are the action words in a sentence that describe what the subject is doing.
Along with nouns, verbs are the main part of a sentence, telling what is taking place. In
fact, without a verb, full thoughts can’t be properly conveyed, and even the simplest
sentences have one verb.
2. When learning the rules of grammar, students are often taught that verbs are ‘doing/
action’ words, which signify the part of the sentence which explains the action taking
place.
3. It is important that you bring a lot of energy to the class. Don’t feel shy in acting things
out. When students watch your performance, they will be motivated.
4. Introduce common action words with Total Physical Response Method (TPR).
5. Consult textbook at all steps where and when needed..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing boards, charts with different actions, flashcards, texts/other print resources, text-
book, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting the students.

2. Display the following chart on the writing board and ask students to look at it and tell
what the chart shows (expected answers, actions, people doing different things, etc).

GRADE 1 109
 3. Ask the students, “What does “action” mean?”
4. Take their responses and summarise that an action is something that we do/perform.
5. Tell them that today they are going to learn to write a few action verbs, i.e., the verbs that
describe certain actions.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Review the definition of ‘action verb’ with the class: An action verb is a verb that describes
an action, like run, jump, kick, eat, break, cry, smile, or think.
2. Build on the introductory activity and tell students that the pictures on the chart show
different actions. We can use ‘action verbs’ to describe these actions.
3. Ask students to have a look at the first picture (on the chart) and tell what is happening in
the picture.
4. Some students may respond in Urdu or their local language. Do not discourage them. Ask
them to think of an English word.
5. Write “walk” on the board and repeat all letters of walk like W A L K with the class. Say the
word while performing it yourself. Call a student over and ask him/ her to walk in front of
the class.
6. Ask the students to have a look at the second picture and tell what is happening in the
picture.
7. Elicit the word ‘stand’, write it on the board, and ask students to repeat it after you.
8. For the rest of the pictures, ask students to identify the action, say the action verb that
describes it, and write the action verb on their notebooks.
9. Once they have completed the task, review the action verbs with the whole class and ask
students to check the words they have written and make corrections.

Activity 2: 10 Minutes

1. Tell students: Now we are going to play a game. Give instructions as follows:
2. There will be two teams.
3. One player from a team will be given an action word and that player will act out the word

110 GRADE 1
 trying to get his teammates to guess it.
4. The player acting out the verb may not talk. That player must just use actions.
5. The team members must raise their hands to tell the word they have guessed. The team
gets one point for each correct answer.
6. If the team members cannot guess the word, the other team will get a chance to guess. If
they guess it correctly, they get a bonus point.
7. Each team will get five action verbs to guess.
8. The team with the higher score will win the game.
9. Pick an action from the chart displayed during the introduction and act it out for the
students to guess (as an example). Don’t give any verbal cues when you do this. Make
your actions exaggerated so that students can easily guess.
10. Select ten easy-to-do actions. Place students in two teams. Start the activity with the
students from each team who are not nervous in performing in front of the class. One by
one, supply the five words to the first team and follow the procedure mentioned above.
11. Repeat it for the second group.
12. Keep writing the score of each team on the board. In the end, calculate the total score for
each team and announce the winning team. Have the class clap for them.
13. Write performed actions on the writing board and ask students to copy them to their
notebooks.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today we have learnt to write a few action verbs.

ASSESSMENT | 5 MINUTES

1. Say a few action words one by one (e.g., smile, cry, run, look, and say) and ask students to
write them in their notebooks.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to observe different actions on the way back home and find out action verbs
to describe them. Make a list and share it with the class the next day.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 111
 UNIT 6: BLESSING OF ALLAH
LESSON

36 CONSTRUCTING SIMPLE
SENTENCES
STUDENT LEARNING OUTCOMES

ƒƒ Construct simple sentences of three/four words using correct capitalisation, punctuation,

and spelling.

INFORMATION FOR TEACHERS

1. The elements of good writing are spelling, punctuation, and capitalisation.

2. By mastering the rules and conventions, you will make your writing easier to understand
and more enjoyable to your readers.
3. Involve students actively in simple sentence construction which uses capitalisation,
punctuation, and spelling.
4. Allow students to observe both correct and incorrect constructions.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Write the following sentences on the board and ask students to find out mistakes:
◊ i play criket
◊ she eats the meel
◊ what is your name
2. Divide the class into pairs.
3. Tell pairs to recall rules of punctuation, spelling, and capitalisation learnt earlier and find
out the mistakes in the given sentences written on the writing board.
4. Tell students to discuss and make corrections.
5. Once they have completed the task, invite a few pairs randomly to come up and share
their corrections.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Break the following sentences into pieces so that each word and punctuation mark is
written on a small chit of paper. Prepare sets for 5 – 6 groups (depending on the number
of students in your class).
2. Write the following sentences on the board:
◊ I am a student.
◊ I like candies.

112 GRADE 1
 ◊ You drink water.
◊ Is it your bag?
◊ Who are you?
3. Divide the class into groups.
4. Give each group a set of small chits. Every chit will have a word or punctuation mark
written on it.
5. Tell students to look at the sentences one by one written on the writing board and then
arrange the words on the chits to make a simple three/four-word sentence accordingly.
6. Give the groups 10 minutes to complete this task.
7. After the allotted time, invite groups to come up and share simple sentences arranged
and completed by them.

Activity 2: 10 Minutes

1. Draw three big circles on the writing board and fill the circles with the information as
given below:

2. Tell students to remain in the same groups.

3. Select group leaders.
4. Tell groups to select one word from each circle at a time and make a simple sentence. i.e.
who+ does + what. (I + work + hard)
5. Repeat the same procedure for the next sentence, and so on.
6. Tell each group to make at least five simple sentences by using the words from the word
bank available in the circles.
7. Invite group leaders one by one to come up and share their work.

CONCLUSION / SUM UP | 3 MINUTES

Conclude the lesson by telling students that:

1. Capitalisation, punctuation, and spellings are very important parts of writing.
2. With the correct use of these items, we can make our writing simple, smooth, and
understandable.

ASSESSMENT | 5 MINUTES

3. Write the following sentence starters on the writing board:

◊ I drink--------------------------
◊ You play ----------------------
◊ We go to ---------------------
4. Ask students to complete the sentence starters with one or two suitable word
5. Tell students to focus on capitalisation, punctuation, and spelling.

GRADE 1 113
 6. Randomly review the students’ work.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Give students the following words as a vocabulary bank and instruct them to make 10
sentences by using the words from the vocabulary bank.
Who: I, she, they, father, teacher, player
Does: watch, washes, win, plays, walks, run, ask, work
What: football, clothes, match, question, fast, hard
2. Tell students to share their work in the upcoming class.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

114 GRADE 1
 UNIT 5: SHARING IS CARING
LESSON

37 EXPRESSING NEEDS

STUDENT LEARNING OUTCOMES

ƒƒ Articulate, recognise and use some formulaic expressions to express limited needs.

INFORMATION FOR TEACHERS

1. Needs are essentials of human life.

2. Give students practice in expressing needs through communicative activities.
3. Also, use visuals and real-life situations to help students understand the process of
expressing needs e.g.,
◊ Teacher: What do we need when we are hungry?
◊ Student: Food, Bread, Candy, etc.
◊ Teacher: How do we ask for something we need?
◊ Student: May I have a sharpener? I need to sharpen my pencil.
4. Engage students in active oral communication.
5. Refer to the textbook when and where necessary.
6. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, real objects, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Pretend you want to write something on the writing board, but you do not have a chalk/
marker.
2. Ask students to tell you what “item” you need to write with. Elicit ‘chalk/ marker’ from
students and write it on the board.
3. Now, ask a student to bring a glass of water. (Say: “Could you please fetch me a glass of
water?” or “Can you please bring me a glass of water?”)
4. When the student brings the glass of water, drink it, and ask this question from the
students.
◊ Why did I need to drink water?
(Students may respond by saying, ‘Because you were thirsty’).
5. Explain to students that we ask for something when we need it.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Bring the following items to the classroom.

GRADE 1 115
 an apple, a small bag of rice, a glass of water, a few pieces of chalk, a duster, and a
dustbin
2. Display the things on the front table and say, “I need a few of these things but I don’t know
exactly which ones I need. Please help me understand what I need.”
3. Now, ask the following questions one by one:
◊ I am hungry, what do I need? Expected answer: apple, rice
◊ I am thirsty. What do I need? Expected answer: water.
◊ What do I need to wipe the writing board? Expected answer: duster!
◊ I want to write on the writing board, what do I need? Expected Answer: chalk/ marker.
◊ Where do I need to throw the garbage? Expected answer: dustbin!
4. Thank students for their help.
5. Tell students that when we express a need, we use certain polite expressions. For example,
when you need a pencil, you can ask a class fellow: “Could you please lend me a pencil?”
Tell them that the expressions like ‘please’, ‘could you…’, ‘would you…’, ‘kindly…’, etc. help us
politely express our needs so that others help us fulfil those needs..

Activity 2: 10 Minutes

1. Divide the class into small groups. Select a group leader.

2. Assign each group one of the following topics:
◊ Plan for a picnic
◊ Plan for a birthday party
◊ Plan for the prize distribution ceremony at school
3. Tell students that they are going to discuss and find what items, people, or help they need
for planning their assigned event.
4. List the needs on a piece of paper and then think of one sentence for each need to
ask someone to help fulfill the need. For example, to go for a picnic, students need the
permission of their parents. So they can ask their parents, “Is it alright if I go for a picnic
with my class fellows?”
5. Invite group leaders to come up and share the needs for planning their assigned event.
Ask their respective group members to share the sentences to express those needs.

CONCLUSION / SUM UP | 3 MINUTES

1. Conclude the lesson by telling students that we ask for things when we need them.
2. Highlight the polite expressions used to express needs or make requests to others to fulfil
those needs.

ASSESSMENT | 5 MINUTES

1. Divide the class into pairs and ask students to make a list of things they need when they
are hungry. Then, think of a few sentences to express those needs.
2. After that, invite a few pairs randomly to come up and share their responses with the
whole class.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to make a list of things they need for their studies.
2. Share their findings in the upcoming classes.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

116 GRADE 1
 UNIT 5: SHARING IS CARING
LESSON

38 SPOKEN AND WRITTEN WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Pronounce and match spoken words with written words.

INFORMATION FOR TEACHERS

1. The focus of this lesson plan is on pronunciation and matching the spoken words with
written words.
2. Use flashcards for a better understanding of the concept.
3. Focus on letter sounds and help students in pronouncing different letters.
4. Help students pronounce and match spoken words with written words.
5. Use classroom objects for practising the pronunciation of high-frequency words.
6. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, flashcards, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Articulate the individual sounds in the word ‘pen’, i.e., /p/, /e/, and /n/, and ask students to
guess the word or try to join the sounds together and make the word.
2. Show students a pen and pronounce the word (pen) loudly.
3. Tell students to repeat the word after you.
4. Now, say the first sound /p/ and ask students to write the letter that represents it. Ask 2 – 3
students to show you the letter they have written on their notebooks. Appreciate them for
the correct answer. Then, repeat the above steps for /e/, and /n/ too.
5. Now, write the word (pen) on the writing board and ask students to read it aloud.
6. Ask students to use this technique to match the spoken words with written words. i.e.,
◊ Identify the letters and their sounds.
◊ Say the sounds of each letter.
◊ Join them to pronounce the word.
7. Tell them that for some words, they have to hear them spoken and look at their written
shape and remember it, e.g., the words like is, am, are, one, two, you, he, this, that, here, and
there, etc. Such words are called sight words..

GRADE 1 117
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Write the following words on the writing board as shown below:

(c-a-t), (c-a-r), (b-a-g), (b-o-o-k), (b-a-t)
2. Divide the class into pairs.
3. Ask each pair to pronounce each letter of the word separately and then pronounce the
complete word. Do the first word as an example.
4. Give them 03 minutes to practice the given words in pairs.
5. Say: “Now I will pronounce the words written on the writing board one by one. When I
speak a word, I will call one of you to come and circle that word written on the writing
board.”
6. Now say the words written on the writing board one by one and invite students randomly
to circle the word on the writing board.

Activity 2 10 Minutes

1. Write the following words on the writing board:

hat, see, desk, wall, window, fan, bulb, cup, chalk, shop.
2. Divide the class into two teams: Team A and Team B.
3. Say a word and ask the ‘Team A’ to identify its written shape on the board. If they do it
correctly, they will get one point. Then, you will say another word and ask the ‘Team B’ to
identify its written shape.
4. Play this game for all the words.
5. The team with higher scores will win.

CONCLUSION / SUM UP | 3 MINUTES

1. Conclude the lesson by telling students that it is helpful to break the words into smaller
parts called syllables, pronounce the letters of each syllable separately, and then
pronounce the whole word. For sight words, it is important to remember their shape and
match it with the ‘whole’ sound of the word.

ASSESSMENT | 5 MINUTES

1. Write these words on the writing board:

pen, book, car, see, cup
2. Ask students to copy the words on their notebooks.
3. Now, pronounce one of these words loudly.
4. Ask students to underline that word and show it to you.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to go through their textbooks and select 10 words.

2. Use the techniques learnt by separating the words into letters/ syllables first and then
pronouncing the complete words.
3. Share the words selected in upcoming classes.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

118 GRADE 1
 UNIT 5: SHARING IS CARING
LESSON

39 WORD PATTERNS

STUDENT LEARNING OUTCOMES

ƒƒ Recognise that as letters of words change, so do the sounds.

INFORMATION FOR TEACHERS

1. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pen-cil (two syllables), pen (one syllable),
etc. More often each syllable has a single vowel sound.
2. Alter your pace and spend more time on a skill if you feel that students are struggling
with it. Don’t rush to get on to the next step until you are sure that students are ready for
it. The number of periods given here is a suggestion, you may increase or decrease it
according to the needs of your students.
3. Ask meanings of the words from students in each activity which provides an opportunity
to involve them. Wherever possible, bring the objects or at least pictures of different
things mentioned to class so that students learn the essential vocabulary as well while
practising word patterns.
4. Use some of the words in sentences. When you use the word ‘run’, ask them, ‘Do you like
to run in the playground? or,’ Can you run fast?’, etc.
5. Tell students that when we make sounds for which we don’t join our teeth or lips or
move our tongue too much, those are vowels. We can make vowel sounds freely without
friction.
6. While teaching the lesson, the teacher should also consult the textbook at all steps
where and when required..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk, duster, pointer, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting the students.

2. Write “b” on the board and ask students to pronounce it. Seek answers from the students.
Repeat this practice with more letters like f, g, m, r, etc., and make sure that students can
pronounce them correctly.
3. Draw a picture of a “fan” on the writing board and ask what it is. Seek answers from the
students. If nobody can answer, tell the class it is a “fan”. Repeat the word “fan” with all the
students. Invite a few students to tell the first sound of ‘fan’.

GRADE 1 119
 DEVELOPMENT | 20 MINUTES

Activity 1: 14 Minutes

1. Draw/display a picture of a “ball” on the writing board, point to the picture of the “ball”
and ask about it. Seek answers from students. Repeat the word “ball” with the whole class.
Invite students individually to repeat it.
2. Now, point towards the wall and ask students what it is called. Repeat the above steps for
the word ‘wall’.
3. Draw two trees on the board – one tall and the other short. Ask students which one is tall.
4. Ask students if “ball”, “wall”, “tall” and “small” begin with the same sound. Do they have
different initial letters, too?
5. Say b/all, w/all, t/all and s/m/all in exaggerated style and ask students to repeat. Tell
students that as the letters of words change, so do the sounds.
6. Ask students what is common in the word ball, wall, tall and small. (Expected response: the
‘-all’ sound at the end of the four words is common. Tell them that as we change the first
letter, the initial sound changes but because the letters ‘all’ are the same in all the words,
their ending sound does not change and that is why they rhyme.)
7. Give a few more examples, e.g., bin, tin, and pin; bell, tell, and sell, etc. Repeat the steps as
above.

Activity 2: 6 Minutes

1. Give students a worksheet or write the following “-an” words on the writing board.
2. Ask students to note the changing sounds while tracing. Elicit from students that as the
letters of words change, so do the sounds.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt how the sounds change if the letters of the words
change.

ASSESSMENT | 5 MINUTES

1. Use the same activities by changing the initial letter as a formative assessment to assess
the students’ performance. (This will guide you, the teacher, about pacing your activities,
spending more or less time on one level).

120 GRADE 1
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice tracing/copying words with different initial but same ending
sounds/ letters several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognise, read,
and write one-syllable words.
3. Repeat activity with different initial letter sounds but rhyming words (with the same word
endings) consisting of not more than three letters, e.g., bet, get, jet, let, met, net, pet, set,
wet, yet. Show the difference in pronunciation of bet, get, jet, let, met, net, pet, set, wet, yet.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 121
 UNIT 5: SHARING IS CARING
LESSON

40 UNDERSTANDING A POEM

STUDENT LEARNING OUTCOMES

ƒƒ Respond to the text (post-reading) to express understanding of a poem.

INFORMATION FOR TEACHERS

1. Select poems that are short, interesting, and simple enough for students to understand.
2. Also, choose poems that are fun to read.
3. Highlight the poems with the help of illustrations.
4. Give students opportunities to sing the poems and act them out using gestures,
movements, and body language.
5. While teaching this lesson, consult the textbook at all steps where and when needed..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, chart of a handwritten short poem, etc.

INTRODUCTION | 5 MINUTES

1. Ask two or three students to recite their favourite nursery rhymes/poems with actions.
2. Ask other students, “Do you understand these poems?”
3. Take their responses and tell them today we are going to read a poem and try to
understand it.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Display a chart having the following poem (or write the poem on the board):

122 GRADE 1
2. Read the poem aloud with correct pronunciation, appropriate stress, intonation, and
expressions.
3. Demonstrate actions using body language.
4. Involve students in performing different actions, while you read the poem e.g.,
See Big & Round

(putting hands above their eyes) (making shapes with both hands)
5. Ask them to act out the lines ‘climb the tree’ and ‘hold it tight’. Then, ask them to imagine
they have picked up that big apple. Say, “Now, take a big bite and tell me how it tastes!”

Activity 2: 10 Minutes

‘Think, Pair and Share’

1. Divide the class into pairs and ask them to read the poem together.
2. Then ask them the following questions:
◊ What is up in the tree?
◊ What is the size of the apple?
◊ How is the taste of the apple?
3. Ask students to discuss their answers in pairs.
4. Next, ask students to compare their answers with those of other pairs.
5. Help them out if they find any difficulty finding the answers.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have read a poem for our understanding.
2. We tried to understand the meaning/message of the poem using recitation, action,
gestures, and body language.

ASSESSMENT | 5 MINUTES

3. Write the following questions on the writing board and ask students to discuss them in
pairs:
◊ Identify the rhyming words used in the poem
◊ What is the shape of the apple?
4. When students work in pairs, observe and listen to their responses.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to read a short poem from their textbooks for understanding and note a few
questions about it as a home assignment.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 123
 UNIT 5: SHARING IS CARING
LESSON

41 COLOURS, SHAPES, AND SIZES

STUDENT LEARNING OUTCOMES

ƒƒ Recognise the different categories of some colours, shapes, and sizes.

INFORMATION FOR TEACHERS

1. The focus of this lesson plan is on recognising different categories of colours, shapes,
and sizes.
2. Use pictures and flashcards for a better understanding of the concept.
3. Give students real-life examples to understand colours, shapes, and sizes i.e., sun, tree,
pen, etc.
4. Make students focus on one category at a time.
5. Use classroom objects for practising colours, shapes, and sizes.
6. While teaching the lesson, also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Point towards the writing board and ask the following questions from students:
◊ What is the colour of the writing board?
Expected Answer: White/black
◊ Is the writing board small or Big?
Expected Answer: Small/Big
◊ Is the writing board round?
Expected Answer: No
2. Draw the following shapes on a chart and colour them using different colours.
3. Ask students to tell the names of the shapes, sizes, and colours.

124 GRADE 1
 DEVELOPMENT | 23 MINUTES

Activity 1: 13 Minutes

1. Draw the following given shapes on the writing board without colouring them: the Sun,
leaf, the national flag of Pakistan, inkpot, apple
2. Ask students to think about the colours of the images and share their answers with a
partner, e.g.,
◊ The sun is yellow.
◊ The leaf is green.
◊ Pakistani flag is green and white.
◊ Ink is blue.
◊ Apple is red.
3. Now, take responses from a few pairs by pointing towards each word/shape.
4. Next, point to or show different items to demonstrate the difference of sizes, e.g., show a
marker and a pencil to students and say: “The marker is big and the pencil is small.”
5. Show the following objects to the students and get their responses. i.e., big or small:
Book/notebook, chalk/marker, writing board/slate

Activity 2: 10 Minutes

1. Divide the class into three groups and give one task to each group i.e., SHAPES, COLOURS,
and SIZES.
2. Tell them that they have to walk through the classroom and find the objects of different
colours, shapes, and sizes and list them.
3. Distribute the task as follows:
◊ SHAPES: Make a list of things of different shapes available in the classroom.
◊ COLOURS: Make a list of things of different colours available in the classroom.
◊ SIZES: Make a list of things of different sizes available in the classroom.
4. Allow them 05 minutes to complete this activity.
5. After the allotted time, allow one student from each group to come to the front and share
their list with the whole class, e.g.,
◊ Colours: Ink (Blue), wall (White), etc.
◊ Shapes: eraser (Rectangle), Bottle Neck (Round), etc.
◊ Sizes: Book (Big), Notebook (Small), etc.

CONCLUSION / SUM UP | 2 MINUTES

Conclude the lesson by telling students that:

1. Different things have different colours, e.g., The sun is yellow, a leaf is green, etc.
2. Some objects are small, and some are big, e.g., the writing board is big and the slate is
small.
3. Different things have different shapes like circles, triangles, rectangles, and squares, etc.

GRADE 1 125
 ASSESSMENT | 4 MINUTES

1. Draw the following table on the writing board and ask students to copy it on their
notebooks:

Column A Column B
Elephant Black
Banana Red
Tomatoes Big
Crow Blue
Sky Yellow
2. Now, ask students to match the words from the first column with the words given in the
second column.

HOMEWORK / FOLLOW UP | 1 MINUTES

3. Tell students to go through their textbooks and find a few pictures from their textbook.
4. Write the colour, shape, and size for each picture.
5. Share their work with a partner the next day.
6. Assign students to do the relevant activities/ exercises from their textbook as homework.

126 GRADE 1
 UNIT 5: SHARING IS CARING
LESSON

42 NAMING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Identify the gender of naming words from the immediate environment (masculine / femi-
nine).

INFORMATION FOR TEACHERS

1. Gender is a specific form of noun class system in which the division of noun classes
forms an agreement system with another aspect of the language, such as adjectives,
articles, pronouns, or verbs.
2. Gender divisions include masculine, feminine and neuter but in this lesson we will only
teach masculine and feminine gender.
3. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures charts etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Hello / Assalam-o- Alaikum” to the students and the students
will answer the greeting by saying “Hello/Walaik-um-Assalam”. Ensure that the students
respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”
3. Display the following chart on the board and ask the students to name the objects.
(Students might say some Urdu words, don’t snub them but encourage them to think
of English words). Give them clues so that they come up with as many responses as
possible.

4. Now ask the students to identify animals, things and person in the chart. Invite students
(one at a time) to come and circle the animals with blue colour, things with red and
person with green on the chart.
5. Tell the students that we have learned to recognize that people, places, actions and

GRADE 1 127
 things have particular names and number. Today we will learn about gender of naming
words..

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Display picture of a “king” on the board and ask the students to name it. Seek answers
(expected answers are king, prince, man etc.). The students might name some Urdu
words, don’t snub them but encourage them to think of English names.

2. Say he is a “king”. Repeat the word “king” with all the students. Invite few students one by
one to repeat.
3. Display picture of a “man” on the board and ask the students to name it. Seek answers
(expected answers old man, father, grandfather, man etc.). The students might name
some Urdu words.
4. Tell he is a “man”. Repeat the word “man” with all the students. Invite few students one by
one to repeat.

5. Display picture of “father and son” on the board and ask the students to name it. Seek
answers (expected answers man, father, boy, son, brother etc.). The students might name
some Urdu words.

6. Tell they are “father and son”. Repeat the words “father and son” with all the students.
Invite students one by one to repeat.

128 GRADE 1
Activity 2: 10 Minutes

The teacher will:

1. Display picture of a “woman” on the board and ask the students to name it. Seek answers
(expected answers old woman, mother, grandmother, woman etc.). The students might
name some Urdu words, don’t snub them but encourage them to think of English names.
2. Say she is a “woman”. Repeat the word “woman” with all the students. Call five or six
students one by one to repeat.

3. Display picture of a “queen” on the board and ask the students to name it. Seek answers
(expected answers woman, queen, princess etc.). The students might name some Urdu
words, don’t snub them but encourage them to think of English names.
4. Say she is a “queen”. Repeat the word “queen” with all the students. Call five or six
students one by one to repeat.
5. Display picture of “mother and daughter” on the board and ask the students to name it.
Seek answers (expected answers woman, mother, sister, daughter etc.). The students
might name some Urdu words.

6. Tell they are “mother and daughter”. Repeat the word “mother and daughter” with all the
students. Invite few students one by one to repeat.
7. Tell the students that naming words for people can be differentiated as male
(masculine) and female (feminine). Masculine nouns are words for men, boys and male
animals. Feminine nouns are words for women, girls and female animals.
8. Display a chart on the board and tell the students that:
◊ king is masculine and queen is feminine
◊ man is masculine and woman is feminine
◊ father is masculine and mother is feminine.
◊ son is masculine and daughter is feminine.

GRADE 1 129
 CONCLUSION / SUM UP | 4 MINUTES

1. Tell the students that today, we have learnt how to identify the gender of few naming
words from the immediate environment (masculine/feminine).

ASSESSMENT | 4 MINUTES

1. Informally assess students’ ability to identify the gender of naming words during activities.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the following words in students’ notebooks, write the following words in the
respective columns and ask the students to match the masculine with feminine.
Boy woman
Man sister
King mother
Father girl
Grandfather queen
Brother grandmother
2. Arrange a written quiz after a week to assess whether the students are able to change
gender of nouns from immediate and extended environment.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

130 GRADE 1
Month

GRADE 1 131
 UNIT 6: BLESSING OF ALLAH
LESSON

43 WORD PATTERNS

STUDENT LEARNING OUTCOMES

ƒƒ Identify words that begin with the same sound.

INFORMATION FOR TEACHERS

1. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pencil (two syllables), pen (one syllable)
etc. More often each syllable has a single vowel sound. Alter your pace and spend more
time on a skill if you feel that the students are struggling with it. Don’t rush to get on to
the next step until you are sure that the students are ready for it. The number of periods
given here is a suggestion, you may increase or decrease it according to the needs of
your students.
2. Alter your pace and spend more time on a skill if you feel that the students are struggling
with it. Don’t rush to get on the next step until you are sure that the students are ready
for it. The number of periods given here is a suggestion, you may increase or decrease it
according to the needs of your students.
3. Ask students meaning of the words during each activity which provide an opportunity to
the objects or at least pictures of different things mentioned to lass to that the students
learn the vocabulary.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flash cards of alphabets. Blocks of letters,
flashcards of alphebts.

INTRODUCTION | 5 MINUTES

The Teacher will:

1. Begin the class by greeting “Good morning / Hello / Assalam-O-Alaikum!” to the students
and the students will answer the greeting by saying “Good morning / Hello / Walaik-um-
Assalam”. Ensure that the students respond to the greeting properly.
2. Say “how are you?” to the students and make sure that the students reply, “we are fine,
thank you.”
3. Tell the students that yesterday we learnt words that end with the same sound, today we
are going to learn words that begin with same sound.

132 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Say “cap” and ask the students about the initial sound of a “cap”. Seek answers from the
students. Repeat the /k/ sound with all students. Invite few students individually to repeat.
2. Draw/display picture of a “cap” on the board and point to the picture of the “cap” and ask
about it. Seek answers from the students.
3. Say it is a “cap”. Repeat the word “cap” with all the students. Invite few students to repeat.
4. Say “cup” and ask the students what the initial sound comes when we say a “cup”. Repeat
/k/ with all the students. Now tell the students that the initial sound in “cup” and “cap” is the
same i.e. /k/. Repeat “c” with all the students. Emphasize on the same initial sounds..

Activity 2: 10 Minutes

The teacher will:

1. Say “pan” and ask the students about the initial sound of a “pan”. Seek answers from the
students. Repeat the /p/ sound with all students. Invite few students to repeat.
2. Draw/display a picture of a “pan” on the board and point out to the picture of the “pan”
and ask what it is? Seek answers from the students. The teacher will say it is a “pan”.
Repeat the word “pan” with all the students. Invite few students to repeat.
3. Say “pin”, and ask the students what the initial sound comes when we say the word “pin”.
Repeat /p/ with all the students. Now tell the students that the initial sound in “pin” and
“pan” is the same i.e. /p/. Guide them if they make any mistake.
4. Repeat the /p/ sound with all students. Call five to six students individually to repeat.
5. Draw a picture of a “tap” on the board and point to the picture of the “tap” and ask what it
is? Seek answers from the students. The teacher will say it is a “tap”. Repeat the word “tap”
with all the students. Call five to six students individually to repeat it.
6. Say “top” and ask the students what the initial sound comes when we say “top”? Repeat
/t/ with all the students. Now tell the students that the initial sound in “tap” and “top” is the
same i.e. /t/. Repeat “t” with all the students. Emphasize on the same initial sounds.
7. Display chart of words starting with same sound on the board. Point at the pictures and
ask the students what it is? Seek answers and
8. tell the students that “This is a _______.” Repeat these words with the students.

GRADE 1 133
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to pronounce one syllable words and to
identify words that start with same sound.

ASSESSMENT | 5 MINUTES

1. The teacher will use the “activity 1 and 2” as a formative assessment to assess the
students’ performance. (This will guide the teacher in pacing his/her activities, spending
more or less time on one level).

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the words cap, cup, tap, top, pin and pan on students’ notebooks and ask the
students to practice tracing/copying the words several times at home.
2. Throughout the year, continuously guide and assess students’ abilities to recognize, read
and write one syllable words.

134 GRADE 1
 UNIT 6: BLESSINGS OF ALLAH
LESSON

44 COMMUNICATION SKILLS
(ORAL AND WRITTEN)
STUDENT LEARNING OUTCOMES

ƒƒ Use appropriate body language for different communicative functions.

INFORMATION FOR TEACHERS

1. Oral communication has two parts: The use of language and interpersonal skills.
2. If you provide a safe environment to the students, and enforce rules so that students do
not make fun of or fight with each other, students will then have the courage to express
themselves in class.
3. Create opportunities for students to have real conversations with each other, not just
role play in class. This will help develop the students’ interpersonal skills.
4. Since these are not tasks that will be done once only, we are calling them “routines” and
not “activities”.
5. It is extremely important that you model the courtesies that you are teaching to the
students, remember to say “Thank you”, “Excuse me”, “I am sorry”, “You are welcome”. Look
for opportunities to use these as often as you can.
6. As you practice conversation, also demonstrate use of appropriate body language for
different communicative functions for example:
◊ Tell them that while talking to people, do not speak while the other person is speak-
ing wait for your turn.
◊ Tell them it’s polite to answer if somebody is asking some questions or wants to talk.
◊ While teaching the lesson, the teacher should also consult the textbook where and
when required..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing Board, emotion chart

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class cheerfully by greeting “Assalam-o-Alaikum” or “Good morning” to the
students and the students will answer the greeting by saying “Walaik um Assalam” or
“Good morning”. Ensure that the students respond to the greeting. Make eye contact
with the students while greeting the students and encourage the students to look at the
teacher directly when they reply.
2. Ask the students, “How are you?” and the students will answer the greeting by saying “I
am fine, thank you”. Ensure that the students respond to the greeting and also teach the
students to ask the teacher the same question.
3. Intentionally tell the students that “I am feeling happy today”.
4. Write “happy” on the writing board and draw a “happy face” with it.

GRADE 1 135
 5. Ask the students “How are you feeling today?” (Expected answers could be happy, sad
and angry). If the students don’t know what to reply, prompt them to express how they
feel.
6. Display the pictures of emotions on the board.

How Are You Feeling?

Happy Sad Angry

7. Read the pictures of emotions to the students and ask them again how they are feeling?

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Tell the students that imagine you are playing cricket with your friends and your team
wins the match. How would you feel? (Expected answer: happy). Similarly, how would the
losing team feel? (Expected answer: sad).
2. Now call out for role play. While role playing ensure that students follow the social
courtesies learnt earlier.
Role Play:
3. Tell the students that they will now have a role play on conversation between two friends.
The teacher will model a conversation by asking one student to come in front. Ensure the
student takes active part in conversation, prompt if he/she does not know the answer.
◊ Teacher: Assalam o’ Alaikum
◊ Student: Walaik um Assalam
◊ Teacher: How are you?
◊ Student: I am fine, thank you. How are you?
◊ Teacher: I am fine, thank you. How was your football match?
◊ Student: We won the match.
◊ Teacher: How are you feeling?
◊ Student: I am feeling happy.
◊ Teacher: Can you please give me your bat?
◊ Student: Yes, here it is.
◊ Teacher: Thank you.
◊ Student: You are welcome.
4. (Don’t give them a list of sentences that will limit their responses to those fixed
responses).
5. Repeat activities.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to express enjoyment while playing.

136 GRADE 1
 ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to use appropriately, common phrases and formulaic
expressions in class and playground.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice these formulaic expressions and social courtesies many
times with your siblings at home.
2. Continue to model the use of routine courtesies.
3. Throughout the year, continuously guide and assess students’ abilities to express
and offer a few basic social courtesies with appropriate body language for different
communicative functions.
4. Encourage the students to use these skills at home and to report about them in class.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 137
 UNIT 6: BLESSING OF ALLAH
LESSON

45 LOCATING SPECIFIC
INFORMATION
STUDENT LEARNING OUTCOMES

1. Interact with text and use reading strategies (while reading) to locate specific factual
information.

INFORMATION FOR TEACHERS

1. Factual information is information that solely deals with facts. It is short, non-explanatory,
and rarely gives in-depth background on a topic.
2. Help students understand that whenever they are reading a text, they should be
constantly noting the important details.
3. When discussing reading comprehension, think of details as the individual features,
facts, or particulars in the text. These details are essential to developing reading
comprehension.
4. While teaching the lesson, the teacher should also use textbooks where and when
necessary..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 7 MINUTES

1. Write the following text on the board and ask students to find out the details required in
the questions below:

Peshawar is the capital of Khyber Pakhtunkhwa. With a recorded history

since 539 B.C, Peshawar is the oldest city in Pakistan and one of the oldest cities
in the world. The city was an important trading centre during the Mughal Empire.
The city of Peshawar has a population of 1,970,042 according to the 2017 census,
making it the largest city in Khyber Pakhtunkhwa and the sixth-largest in
Pakistan, while Peshawar District has a population of 4,269,079.

2. Ask students to work in pairs and find out the following details from the paragraph:
◊ What is the name of the capital of Khyber Pakhtunkhwa province?
◊ Since when the history of Peshawar is recorded?
◊ What was Peshawar’s role during the Mughal Empire?
◊ Which city is the sixth-largest in Pakistan?
3. Give students clues about what kind of information each question is asking for (e.g.,
a date, a number, a name, a title, etc). Help them notice the keywords related to their
required information.
4. Once they have completed the task, review the answers with the whole class. Highlight
how knowing the type of required information and its related keywords helped students

138 GRADE 1
 find the required information quickly and easily.
5. Tell them that now they are going to practise this skill with the help of a story.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Make students sit in a circle on the floor. Tell them they are going to listen to a story in
English.
2. Show students the pictures and ask them to guess what the story is about by looking at
the pictures.
3. Read the story once using appropriate intonation, stress, and body language (with
actions) pointing to pictures, and introducing characters.

The Lion and the Mouse

A lion was sleeping in a forest. A mouse started playing with his hair. The lion was
disturbed and arose from his sleep. He caught up the mouse angrily and tried
to crush him. The mouse started crying and asked the lion to leave him off and
promised him that he would help the lion someday. The lion laughed at the mouse
and let him off.
A few days later, the lion was caught in a net spread by a hunter. He roared and
tried to escape but in vain. The mouse heard the lion’s roaring and came there. He
started cutting the net with his teeth. The lion escaped and thanked the mouse.
They became friends forever.

Activity 2: 10 Minutes

1. Ask the students to identify and name the characters in the story.
2. Then, divide the class into pairs and ask them to locate the following details in the story:
◊ Where was the lion sleeping?
◊ Who disturbed the lion? How?
◊ Why did the lion laugh?
◊ What was the lion caught in?
◊ How did the mouse help the lion?
3. Once they have completed the task, allow 2 – 3 pairs to share their responses with the
whole group.
4. Review the answers with the whole class. Highlight keywords and information types that
helped to find the answers.
5. Appreciate students for their active participation in the activity.

GRADE 1 139
 CONCLUSION / SUM UP | 1 MINUTES

Tell the students that today we have learnt to:

1. Understand and use the types of details to find specific information in a text.
2. Understand and use keywords.
3. Find important factual information through a story.

ASSESSMENT
| 5 MINUTES

1. Write the following text on the board and ask students to find the factual information
required below:
• Bees have 5 eyes and 6 legs.
• Honey bees collect juices from flowering plants.
• Male bees in the hive are called drones and they do not have a stinger.
• Worker bees are females.
• Honey bees live in large groups called colonies.
• An average beehive can hold around 50,000 bees.
Questions:
◊ How many eyes does a bee have?
◊ How many legs does a bee have?
◊ What are drones?
◊ What do we call a group of bees?
◊ How many bees can live in a beehive?
2. Review the answers with the whole group. Check if students could make use of keywords
to find the required details.

HOMEWORK / FOLLOW UP | 2 MINUTES

Ask students to:

1. Take any story and read it aloud.
2. Find key factual points in the story and list them.
3. Encourage students to go home and narrate the same story to their friends and family.
Ask them to come back and report how they liked the story.

140 GRADE 1
 UNIT 6: BLESSINGS OF ALLAH
LESSON

46 SENTENCES WITH
CAPITALIZATION / PUNCTUATION

STUDENT LEARNING OUTCOMES

ƒƒ Recognize and practice that words combine to make sentences.

INFORMATION FOR TEACHERS

1. Sentence is key to conversation. Practice of simple construction of subject, verb object

should be given to students. Its importance should also be highlighted to the students.
2. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing Board, chart/marker and dusters.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Mime/ act out a simple activity like, “Drink water.” Ask them to tell in words what you just
did, and their reply may be something like, ‘Drinking water’ or ‘You are drinking water’; you
can gently correct them if needed:
2. You may refer to the lesson plan on “Action Words” and choose from those “action words”
for this activity.
3. Ask a student to act something while rest of the class may guess it.
4. Tell the students that what they said are complete sentences; that a sentence is a set of
words telling us something.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Write few sentences on the writing board. Ensure the words are in the students’ vocabu-
lary. Read them once with proper stress and intonation pausing after each sentence e.g.
this is a fat cat. Eat your bun.
◊ This is his coat.
2. Ask students to repeat each sentence after you.
3. Ask them to read these sentences independently, first in the same order in which they are
written and then by jumbling them. Point out any sentence on the board and ask students
to read it.

GRADE 1 141
 4. Remind the students that words combine in a certain arrangement to make a sentence.
5. Remove one word from the sentence and ask the students, ‘Does the sentence make
sense now?’
6. Ask the students to make sentences with the help of a substitution table, or ask them
to think of substitute words for the under-lined words. So ‘Open the big door’ may be
changed to ‘Open the big car’, ‘Open the small door’, etc.
7. The sentences may be:
◊ Open the big door.
◊ Brush your teeth.
◊ Open your red book.
◊ I eat banana.
◊ Go to the door.
◊ She has a green parrot.
◊ Give me a long pencil.
◊ This is your black goat.
8. Repeat the above activity orally and then write sentences in the students’ copy for them
to trace and copy.

CONCLUSION / SUM UP | 3 MINUTES

1. Teacher will tell students today we have learnt that words combine to make simple
sentences.

ASSESSMENT | 5 MINUTES

1. Write four sentence long story on the writing board. Ask one of the students to read it
properly, stopping at the full stops.
2. The four sentences may be something like:
◊ Alina had a cat.
◊ The cat played with a ball.
◊ The ball got lost.
◊ Alina got her a new pink ball.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write few sentences leaving blanks and ask students to copy them in their notebooks and
fill in the blanks to complete the sentences.
2. Write short sentences in students’ notebooks, leaving one line empty after each sentence
where students copy the sentence adding the full stop and the capitalization.

142 GRADE 1
 UNIT 6: BLESSING OF ALLAH
LESSON

47 NAMING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Recognise that people and places have particular names.

INFORMATION FOR TEACHERS

1. This lesson can be made interesting by showing real objects to students for better
understanding. In some cases, you may show pictures of objects. But for the interest
of students, you can take a basket in the class having models of some toys, fruits, and
vegetables.
2. While teaching the lesson, also consult the textbook at all steps where and when
required.:

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, flashcards of alphabets, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting the students.

2. Ask students the following questions:
◊ Do you know what are naming words?
◊ Do you know what a person is?
◊ Do you know what a place is?
◊ Do you know what a thing is?
3. Allow students to share their responses.
4. Review their answers to each question before proceeding to the next activity.

DEVELOPMENT | 20 MINUTES
z
Activity 1: 10 Minutes

1. Ask students to recall their learning from the previous lesson about naming words.
2. Tell them that just like they have names, animals, things, and places have names too.
3. Tell them that everything has a name so that we can recognise it and differentiate it from
others. Ask them to think of a few names of things, persons, places, and animals. Allow a
few students to share the names with the whole class.
4. Display a chart having pictures of a bulb, cake, cup, car, desk, jug, lamp, mug, pen, pencil,
etc. (These are mostly names of things which are the same in English as well as in Urdu).

GRADE 1 143
 You can bring some of these objects to class too, such as a cup, bulb, pen, and pencil.
5. Tell students again that everything has a name so that we can recognize it and
differentiate it from others, therefore the name that we give to an object is called a noun
or a naming word.
6. Explain to students that there are groups of naming words i.e. person, place, animal, and
thing.
7. Next, review the difference between common nouns and proper nouns:
◊ A noun that names a particular person, place, thing, or animal is called a proper noun.
For example, Muhammad Ali Jinnah, Fatima, and Saira are names of particular per-
sons. Similarly, Peshawar and Mardan are names of particular places.
◊ A noun that gives a common name to persons, places, things, or animals of the same
kind is called a common noun, e.g., man, woman, city, village, pen, marker, cat, dog,
etc.

Activity 2: 10 Minutes

1. Review the concept of common and proper nouns again with the whole class.
◊ Common nouns name general objects, persons, places, or animals, not specific ones.
For example, the word ‘car’ is a common noun. There are many cars. Honda City is a
particular car.
◊ A name for a specific object, person, place, or animal is a proper noun. Always capital-
ise proper nouns.
2. Write the following sentences on the board:
◊ Saira is my friend.
◊ I live in Kohat.
◊ I like bananas.
◊ Dabgari Garden is a beautiful place in Peshawar.
◊ Babar Azam is a very good batsman.
◊ Rex is a strong dog.
◊ I purchased a few oranges.
◊ Abbottabad is a big city.
◊ I was born in October.​
3. Ask students to work in pairs and identify the types of nouns in these statements.
4. Once the pairs have completed their task, review the answers with the whole class.
5. Appreciate students for their active participation.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt that people, places, actions, and things have
particular names and they can be grouped accordingly.
2. Names of particular persons, places, things, and animals are called proper nouns.
3. Proper nouns are always capitalised.

ASSESSMENT | 5 MINUTES

1. Ask students to name few objects (a person, place, animal, and thing) from the classroom
environment or from a picture/photograph (students might say Ahmed, board, etc. or
they might say some Urdu words, encourage them to think of English words). Give them
clues so that they come up with as many responses as possible.

144 GRADE 1
2. Ask them to make a list of proper nouns from among the nouns they found from the
classroom environment.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to draw a picture of an animal/bird and a thing in their notebooks.

2. Name it and tell whether it is a common noun or a proper noun.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 145
 UNIT 6: BLESSINGS OF ALLAH
LESSON

48 QUESTIONS AND
PUNCTUATION MARKS

STUDENT LEARNING OUTCOMES

ƒƒ Use questioning words: who, what, where, when, and why.

ƒƒ Comprehend and respond to simple wh- questions.
ƒƒ Use am, is, are in short sentences to identify and describe a person, place, and thing e.g I
am.
ƒƒ Recognise and use a full stop at the end of a statement.
ƒƒ Recognise and use a question mark at the end of a question.

INFORMATION FOR TEACHERS

1. Punctuation marks play a key role in written expressions like, “slaves, not friends” or
“slaves not, friends”.
2. Questions are asked to get information that there are 5 WH-Questions i.e. What, When,
Who, Where, and Why.
3. Intonation is the way the pitch of your voice goes up and down as you talk or recite
something.
4. Point out the punctuation. Explain that question mark (?) helps us in recognizing a
question.
5. While teaching the lesson, also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, charts of Wh-Questions, textbook, marker/ chalk, etc.

INTRODUCTION | 5 MINUTES

1. Ask students if they meet a stranger, what three questions would they like to ask?
2. Seek students’ responses.
3. Tell them questions are used to get information so today we will discuss about the Wh-
questions.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

1. Ask the students to answer the following Wh-questions. Tell them that you are going to
ask something and they will answer. The teacher may write these questions on the writing
board.

146 GRADE 1
 The questions are:
◊ What is your name?
◊ Who is your best friend?
◊ Where, is your school?
◊ When is your birthday?
◊ Why are you happy?
2. These questions help the students understand the function of question words. Use proper
intonation for questions. Help them see the difference in the way we read a sentence that
ends with a full stop and one that ends with a question mark.
3. Point out the punctuation mark.
4. Ask/tell them why is there no full stop at the end of this sentence.
5. Ask a few students to further ask “what”, “when”, “who”, “where” and “why” questions.

CONCLUSION / SUM UP | 3 MINUTES

1. We learnt today the use of questions of “what”, “when”, “who”, “where” and “why” questions.

ASSESSMENT | 5 MINUTES

1. Make pairs among students and ask the following questions.

◊ What is your name?
◊ What is in your hand?
2. Repeat the activities three to four times among pairs of remaining students for
reinforcement.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to write only one sentence of “what” question in their notebook and write
the response of the question.
2. For all ‘wh’ question activities, encourage students to create their own questions and ask
the rest of the class.
3. Encourage students to use two kinds of ‘wh’ questions together, for example ‘What is in
this big blue box? Who brought it here?
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 147
 UNIT 6: BLESSINGS OF AL-
LESSON

49 ACTION WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Read common naming and action words and match with pictures.
ƒƒ Physically respond to, and use some common action words.

INFORMATION FOR TEACHERS

1. Verbs are the action words in a sentence that describe what the subject is doing.
Along with nouns, verbs are the main part of a sentence, telling what is taking place. In
fact, without a verb, full thoughts can’t be properly conveyed, and even the simplest
sentences, have one verb.
2. When learning the rules of grammar, students are often taught that verbs are ‘doing/
action’ words, signify the part of the sentence which explains the action taking place.
3. It is important that you bring a lot of energy to the class. Don’t feel shy in acting things
out. If students see you perform these tasks with enthusiasm, they too will feel excited.
4. Introduce common action words with Total Physical Response Method (TPR).
5. Consult textbook at all steps where and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing boards, charts with different activities, flash cards, texts/other print resources.

INTRODUCTION | 5 MINUTES

1. Begin the class by greeting “Good morning/

Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good
morning/Walaik-um-Assalam”.
2. Ensure that the students respond to the greeting
properly.
3. Display the chart on the board and ask the
students to look and say, what’s on the chart
(expected answers, action).
4. Ask the students what does “action” mean? Seek
answers from the students.
5. Tell the students that action can be something
that we do/perform.

148 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Build on the introduction activity and tell the students that the words we use to describe
an action are action words. Anything you do is an action.
2. Ask the students to have a look at the first picture (introduction chart) and tell what is
happening in the picture.
3. The students will respond in Urdu by saying walk or walking. Do not discourage them and
tell them that it is called walk.
4. Write “walk” on the board and repeat all letters of walk like, W A L K with the students. Say
the word while performing it yourself. Call a student over to and ask him to walk. Make the
student repeat “walk” with you several times.
5. Ask the students to have a look at the second picture and tell what is happening in the
picture.
6. The students will respond in Urdu by saying stand or standing. Do not discourage them
and tell them that it is called “Stand” in English. Write “Stand” on the board and repeat all
letters of stand like, S T A N D with the students. Call a student over to yourself and ask him
to “stand”. Make the student repeat stand with you several times.
7. Repeat the same practice with “jump”, wash and “run”.

Activity 2: 10 Minutes

The teacher will:

1. Tell the students that we are going to play a game called Charades.
2. Give instructions:
◊ There will be two teams.
◊ One player from a team will be given an action word and that player will act out the
word trying to get his teammates to guess it.
◊ The player acting out the verb may not talk.
◊ That player must just use actions.
◊ The team members must raise hands to guess. Give three chances of guessing then
the other team can guess.
3. Pick an action from the chart displayed during introduction and act it out for the students
to guess (as an example). Don’t give any verbal cues when you do this. Make your actions
exaggerated so that students can easily guess. Don’t tell the students they are wrong
even if they give the answer in Urdu at this point. Just tell them the English word if they
don’t know it.
4. Place the students in two teams. Ask the students to choose the words from the chart
displayed. If a student is unable to read a word, whisper it to him/her. Start with the
confident students from each team who are not nervous about performing in front of the
class. This activity gives shyer students an opportunity to get motivated.
5. Repeat activity a couple of times..

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt and recognized action words.

GRADE 1 149
 ASSESSMENT | 5 MINUTES

1. Say a few action words like driving, sleeping, running and ask the student randomly to
perform it in action.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to draw picture of an action they like doing.

Brain-storm:
2. Ask students about things they love doing, and put them on the board. If they don’t know
the English word, use the Urdu one, gently help them learn the English word.
3. Also ask them about things they wish they could do (drive, dance, swim, fly, etc.).
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

150 GRADE 1
 UNIT 6: BLESSING OF ALLAH
LESSON

50 USE OF ARTICLES WITH PLURAL

NOUNS

STUDENT LEARNING OUTCOMES

ƒƒ Recognise that plural nouns do not take articles “a” or “an”.

INFORMATION FOR TEACHERS

1. Nouns have two number forms i.e., singular and plural.

2. Regular plural nouns are formed by adding -s or -es at the end.
3. We use articles (a, an, or the) with a singular noun.
4. We do not use articles (a, an) with a plural noun.
5. Article (a) is used before singular nouns starting with consonant sounds.
6. Article (an) is used before singular nouns starting with vowel sounds. i.e. (a-e-i-o-u).
7. Use real objects and especially classroom items to make the students understand the
concept that plural nouns do not take articles ‘a ‘or ‘an’.
8. Try to engage students actively in the learning process.
9. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Show a pencil to students and ask this question:

◊ What is this?
Expected Answer: A pencil.
2. Now, show more than one pencil and ask this question:
◊ What are these?
Expected answer: Pencils.
3. Recall the definition of a noun. i.e., a noun is a naming word and refers to a person, place,
thing, or animal.
4. Next, tell students that we use ‘a’ or ‘an’ when we talk about a singular noun e.g., a pen, an
egg, or a chair. But we do not use ‘a’ or ‘an’ with nouns when we talk about more than one.
Instead, we use -s, or - es with the singular noun to make it plural.

GRADE 1 151
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Recall singular/plural forms of a few nouns i.e., book/books, egg/eggs.
2. Write the following words on the writing board:
pencil, books, apples, table, fan, slates, colours, chair, walls, window
3. Divide the class into pairs.
4. Tell students to first think about the words written on the writing board and then find out
which noun might take ‘a’ or ‘an’.
5. Ask them to turn towards their partners and share their answers with each other.
6. Tell students to make two columns, in column ‘A’ write nouns which take ‘a’ or ‘an’ and in
column ‘B’ write nouns which do not take ‘a’, or ‘an’. (hint : Nouns with -s, -es ending do not
take ‘a’, ‘an’)

Activity 2: 10 Minutes

1. Write/draw the following nouns on the writing board:

apples, pencil, balls, book, bananas, cups, glass
2. Tell students that when you point to a noun, they will stand up if the noun takes an ‘a’ or
‘an’, and keep seated if the noun does not take ‘a’ or ‘an’.
3. After going through all the words invite some students randomly to come up and write an
‘a’ or ‘an’ with singular nouns.

CONCLUSION / SUM UP | 3 MINUTES

Conclude the lesson by telling the students that:

1. Nouns have two number forms i.e., singular and plural.
2. Regular plural nouns are formed by adding -s or -es at the end.
3. We use articles (a, an, or the) with a singular noun.
4. We do not use articles (a, an) with a plural noun.

ASSESSMENT | 5 MINUTES

1. Write the following words with the instruction on the writing board:
◊ an apple / a apples
◊ a pen / an pen
◊ a charts / charts
◊ a book/book
2. Ask students to write the correct option in their notebooks.
3. Speak out each option one by one and ask students to raise their hands for the correct
answer.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to go through their textbooks and find 10 nouns that take an ‘a’ or ‘an’.
2. Share the findings in the upcoming class.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

152 GRADE 1
 UNIT 6: BLESSINGS OF AL-
LESSON

51 WRITING NUMBERS 1 – 10

STUDENT LEARNING OUTCOMES

ƒƒ Write numbers from 1 to 10 in words.

INFORMATION FOR TEACHERS

1. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects with numbers from 1-10 in words.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by saying “Assalam-o-Alaikum/Good morning” to the students and the
students will answer the greeting by saying “Good morning”. Ensure that the students
respond to the greeting.
2. Ask the students how many legs a dog, cat etc. has?
3. Ask how many eyes do you have?

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Write numbers from 1 to 10 in words (To be started when students learn one syllable
words).
2. Show a chart having 1-10 objects with numbers in words.
3. Ask the students to count the objects and help them read the number in words.
4. Ask the students to copy the numbers in words.
5. Ask the students to learn the spelling and write the numbers in words.
6. Show pictures with different number of objects; ask students to write correct numbers in
words.

GRADE 1 153
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt writing numbers 1-10 in words.

ASSESSMENT | 5 MINUTES

Ask the students following questions orally:

1. How many fingers do you have in one hand?
2. How many fingers do you have in both the hands?

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Write the numbers 1-10 in words in your notebooks.

2. Throughout the year, continuously ask the students to count different objects in
classroom.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

154 GRADE 1
 UNIT 7: CLASSROOM MANNERS
LESSON

52 WRITING DATES, CAPTIONS, GETTING

INFORMATION FROM A TABLE (CALENDAR)

STUDENT LEARNING OUTCOMES

ƒƒ Read familiar words appearing on a variety of reading material such as food labels, toy box-
es, etc.

INFORMATION FOR TEACHERS

1. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.
2. Make maximum use of toy boxes, food labels and wrappers while teaching the lesson..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures of different objects, toy boxes, food labels and wrappers.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Bring yourself or ask the students to bring food labels, toy boxes, advertisements,
wrappers, etc.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Give the students food labels, for example, a packet of juice or packet of sweets. Ask the
students to try and read the words they already know. If they do not know, help them read
it.
2. Arrange a competition as who will read maximum number of words on the food labels.
This activity will encourage the students to read day-to-day material found around them.
3. Ask the students to follow above given procedure by reading toy boxes, advertisements,
etc. (Tell them to read words on different things when they go to the market).
4. Show pictures of supermarket shelves, currency etc. ask them to read names of things.
5. Ask them to trace some names, draw and colour pictures.

GRADE 1 155
 CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to read few familiar words written on
wrappers/boxes of edible items.

ASSESSMENT | 5 MINUTES

1. Display a few more wrappers/boxes of edible items and ask the students to guess the
word written on them.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to copy words written on snacks / biscuit boxes / wrappers they like most on
their notebooks.
2. Throughout the year, continuously ask the students to read names written on wrappers/
boxes of edible items.

156 GRADE 1
 UNIT 7: CLASSROOM MANNERS
LESSON

53 ONE-SYLLABLE RHYMING
WORDS
STUDENT LEARNING OUTCOMES

ƒƒ Identify one-syllable words that rhyme.

INFORMATION FOR TEACHERS

1. Syllable means a word or a part of a word that can be pronounced with one impulse
from the voice e.g. ba-na-na (three syllables), pencil (two syllables), pen (one syllable),
etc. More often each syllable has a single vowel sound.
2. A syllable is a part of a word that contains sounds (phonemes) of a word. It usually
has a vowel in it. A syllable is also called a ‘beat’ and teachers often teach children to
identify syllables by clapping the ‘beats’ in words. Another way to describe a syllable is a
‘mouthful’ of a word.
3. You can often find the syllables in a word if you notice when you open and close your
mouth as you pronounce the word. Touch your chin as you say the word ‘elephant’. How
many times did your chin drop? You probably pronounced the syllables like this: ‘e-le-
phant’ and your chin would have dropped three times. Here are examples of syllables
within words:
◊ ‘lake’ – has one syllable
◊ ‘pa-per’ – has two syllables
◊ ‘en-er-gy – has three syllables
◊ ‘cal-cu-la-tor’ – has four syllables
◊ ‘comm-u-ni-ca-tion – has five syllables
◊ ‘res-pon-si-bi-li-ty’ – has six syllables
4. When different words give similar ending sounds, they are called rhyming words, e.g.,
pen, ten, and hen..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Write the following word on the writing board and pronounce it loudly.
◊ bat
2. Ask students to repeat the word after you loudly.
3. Now break the word like this and pronounce it loudly.
◊ b-at
4. Then, tell students that the word bat has one syllable.
5. Explain the concept of syllables to students (see information for teacher).
6. Tell them to touch their chin to feel the syllables by the movement of the chin.
7. Now write these words on the writing board:

GRADE 1 157
 ◊ bat, see , cat , on , hat
8. Tell students to pronounce these words loudly and identify words that are giving similar
ending sounds.
9. Take responses from some students.
10. Now explain to students that when different words give similar ending sounds, they are
called rhyming words.

DEVELOPMENT | 23 MINUTES

Activity 1: 13 Minutes

1. Read the following poem and help students identify the rhyming words i.e. rat, fat, cat, etc.
Once there was a rat
The rat was very fat.
Fat rat lived in my brother’s hat,
My brother did not like that.
He called a black cat,
To scare the rat.
Fat rat saw the black cat,
He was very afraid of that.
The fat rat left the hat,
My brother was very happy about that.
2. Ask students to repeat the words that rhyme.

Activity 2: 10 Minutes

1. Write the following words on the writing board:

cat , sell , cow , wing , well , sat , now , sing , fall , how , tall , tell, king , ball , bat
2. Divide the class into pairs.
3. Tell them that there are different one-syllable rhyming words in the given list.
4. Tell pairs to pronounce each word aloud and to find its rhyming word. List the rhyming
words formed on a piece of paper.
5. Tell pairs to exchange their work with another pair.
6. Invite 3 – 4 pairs to come up and pronounce the rhyming words. Other students will listen
and give their feedback by showing thumbs up on correct rhyming and thumbs down on
incorrect rhyming.

CONCLUSION / SUM UP | 3 MINUTES

1. z
Conclude the lesson by telling students that:
1. One syllable word involves one pulse of the voice.
2. When the words have the same ending sounds they are called rhyming words.

ASSESSMENT | 5 MINUTES

1. Tell students to recall the rhyming words they have learnt in this lesson.
2. Invite a few students randomly to say these words.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to go through their textbooks and find out ten one-syllable rhyming words.
2. Tell them to share their work in the upcoming class.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

158 GRADE 1
Month

GRADE 1 159
 UNIT 7: CLASSROOM MANNERS
LESSON

54 USE OF ‘AM’, ‘IS’, AND ‘ARE’

STUDENT LEARNING OUTCOMES

ƒƒ Use ‘am’, ‘is’, ‘are’ in short sentences to identify and describe a person, place, and things
e.g., I am.

INFORMATION FOR TEACHERS

1. Use real-life examples and situations to teach this concept.

2. For a person, you can refer to yourself and a student.
3. For place, you can refer to different places in the school and around.
4. For things, you can refer to different objects in the classroom.
5. Involve students in the process of making sentences with ‘am’, ‘is’, and ‘are’.
6. Refer to relevant units/exercises in the textbook..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, chart, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Ask the following questions from students. Use body language/ gestures as well. i.e., point
towards the object/ person/ place you are talking about:
◊ Who am I?
Expected Answer: “Teacher” or “You are a teacher.”, or “You are sir/madam.”
2. Now say this sentence: “Yes, I am a teacher.”
3. Next, invite a student to come up, point towards the student, and ask the class:
◊ Who is he/ she?
Expected Answer: Student or his/her name.
4. Now say this sentence: “Yes, He/she is a student.” or He/ She is [name of the student].”
5. Now point towards the chairs and ask this question?
◊ What are those?
Expected Answer: Chairs.
6. Now say this sentence: “Yes, those are chairs.”
7. Tell students that they are going to practice using is, are, and am in short sentences.

160 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Make a chart of the following worksheet and ask students to match the correct columns.

Columns A Column B

It is a pencil.

He is a teacher.

They are students.

These are chairs.

This is a classroom.

This is a writing board.

This is a picture of Quaid-e-Azam.

2. Paste the chart on the front wall of the classroom.

3. Ask students to work with a partner to match the sentence with the correct pictures.
4. Review the answers with the whole class.
Note: If printout or drawing is not possible, cut pictures from newspapers, magazines and
paste them on the chart.

GRADE 1 161
 Activity 2: 10 Minutes

1. Make 4 sets of flashcards of the following words. Each set will consist of the following
words.
◊ Is, are, am (03 each)
◊ He, it, I, they, those, this (02 each)
◊ Doctor, students, book, boy, chairs (01 each)
◊ a, an (5 each)
2. Divide the class into four groups and assign group leaders.
3. Provide them flashcards.
4. Tell students to use these flashcards and make as many short sentences as they can
make.
He + is + a + boy.
5. Next, invite each group leader to come up and present their sentences to the whole class.

CONCLUSION / SUM UP | 3 MINUTES

6. Conclude the lesson by reviewing the following table with the whole class:

am Used with ‘I’ e.g., “I am a teacher.” Or “I am reading a book.”

Used with singular nouns/ pronouns e.g., “Ali is a brave boy.” Or “This is
is
a car.” Or “She is writing.” Or “Peshawar is our city.”

Used with plural nouns/ pronouns e.g., “The streets are busy.” Or “Birds
are
are flying” or “Those are tables.” Or “They are playing.”

ASSESSMENT | 5 MINUTES

1. Ask the following questions from the whole class. Point towards the objects/ persons
referred to in the questions:
◊ What is this?
◊ What are those?
◊ Who is he?
2. Students might answer like: This is a book. Those are fans, etc.
3. Ask questions from as many students as possible.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Give students the following words to make sentences by using is, are, and am as a home
assignment:
computer, car, brother, gate, keys, doors, toy, bicycles, balls, notebook.
2. Tell students to take help from their parents or siblings when needed.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

162 GRADE 1
 UNIT 7: CLASSROOM MANNERS
LESSON

55 DESCRIBING WORDS

STUDENT LEARNING OUTCOMES

ƒƒ Use some describing words showing size.

INFORMATION FOR TEACHERS

1. Describing words are those words that are used to describe any characteristic, quality,
aspect, size, colour, etc. of a thing, person, or place like big, small, sunny, rainy, open,
close, hot, cold, long, sort, empty, full, etc.
2. Describing words may be chosen from the school/home environment.
3. Use the textbook whenever required to give examples..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, charts, English textbook for Grade-1, English dictionary, worksheet, etc.

INTRODUCTION | 5 MINUTES

1. Show two books to students, one English dictionary and the other, a Grade-1 English
textbook.
2. Ask students which book is heavy. Dictionary or Grade-1 English book? (Possible response:
English dictionary).
3. Now ask students: Which book is light? (Possible response is Grade-1 English book)
4. Tell students that the words “heavy” and “light” describe a certain quality of the books and
these words are called describing words.
5. Next, draw a small box and a big box on the board. Ask students to talk about their size, i.e.,
big and small.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Ask a student to stand in front of the class.

2. Now, ask another student to loudly tell the colour of his/her hair to class fellows (possible
response may be black or brown).
3. Point to a tall and a short tree in the school and ask students to talk about their sizes.
4. Next, review the deifinition of adjectives with students. Say, “Adjectives are words that
describe nouns.”
5. Ask, “Do you remember what a noun is?”

GRADE 1 163
 6. Allow a few students to respond, and say, “Yes! Nouns are words for people, places, or
things.”
7. Tell students that adjectives usually come before the nouns they describe. Write the
following examples on the board:
◊ Tall man
◊ Round ball
◊ Funny boy
◊ Cute kitten
◊ Tiny ladybug
8. Tell students that all of the underlined words are adjectives! Adjectives can describe
people, places, or things.
9. Next, ask students to work in pairs and look at the examples written on the board to find
out the adjectives that describe the ‘size’ of the noun.
10. Give them a couple of minutes for this. If nobody can respond, review the answers with
the whole class so that everyone understands (tall, and tiny). Give a few more examples
of adjectives that describe size.
11. Now, review the concept of adjectives with the help of the following song (sing it with
students or play on a device. This song is available on Kathleen Wiley’s English: Sing Your
Way to Easy Learning)
An ADJECTIVE describes a noun
An ADJECTIVE describes a noun
An ADJECTIVE describes a noun
Let’s see what we can do now...

Let’s take dog...

It’s a PRETTY dog..
CLEAN dog, a DIRTY dog...
MEAN dog and NICE dog..
LONG, TALL, SHORT, FAT, SKINNY dog.

An ADJECTIVE describes a noun

An ADJECTIVE describes a noun
An ADJECTIVE describes a noun
Let’s see what we can do now...

Let’s take swing..

It’s a SAFE swing...
HIGH swing... UNSAFE swing.
LOW swing...and a ROPE swing..
CHAIN swing, WOOD swing..STICKY swing...

An ADJECTIVE describes a noun

An ADJECTIVE describes a noun
An ADJECTIVE describes a noun
Let’s see what we can do now...

Let’s take boy...

He’s a FINE boy
SWEET girl...
A KIND girl...
A HAPPY family we see
TRUSTING, LOYAL family.

An ADJECTIVE describes a noun

An ADJECTIVE describes a noun
An ADJECTIVE describes a noun
BIG, SMALL, TINY, FUZZY nouns.

164 GRADE 1
Activity 2: 10 Minutes

1. Display the following chart on the board:

2. Ask students to name the things shown in the pictures.

3. Don’t discourage them if they name the pictures in Urdu or the local language.
4. Now, ask students which animal is big? (Correct response is: elephant).
5. Ask students which animal is small? (Correct response is: rabbit).
6. Ask students which object is hot? (Correct response is: the sun).
7. Ask students which object is sweet? (Correct response is: candy/toffee).
8. Ask students which object is sour? (Correct response is grapes).
9. Ask students which object is cold? (Correct response is ice).
10. Keep on noting their responses on board.
11. Tell students these words are called describing words or adjectives.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have learnt about describing words, which are words used to
describe a person, thing, or place and are also called adjectives.

ASSESSMENT | 5 MINUTES

1. Ask students to identify the related nouns in the classroom or from their textbooks for the
following describing words:
big, small, tall, short, thin, thick, large, little, tiny

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to copy the describing words used in the textbook activity.
2. Prepare a list of commonly used describing words on a chart and hang it in the class-
room.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 165
 UNIT 7: CLASSROOM MANNERS
LESSON

56 ITEM OF SIMILAR CATEGORY

STUDENT LEARNING OUTCOMES

ƒƒ List items of similar category from given text.

INFORMATION FOR TEACHERS

1. List items on the basis of their characteristics/ features (state, identity, class or behavior)
like, stationery, fruits, vegetables, furniture etc.
2. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chart, pictures of fruits and vegetables / Writing board.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting with “Good morning” to the students and the students will
answer the greeting by saying “Good morning”. Ensure that the students respond to the
greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”
3. Write the words banana, apple, mango, grapes and guava on the board and read the
words. The teacher will say the words and will ask the students to repeat the word. Invite
few students to repeat.
4. Tell the students that all these words belong to the same family/category i.e. fruit
category.
5. Tell the students that we come across different things in our daily life. For example, we use
different fruits and vegetables. Today we are going to learn sorting items into categories
based on how they are the same.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Display the chart of different items on the board and ask the students to identify them.
2. Ask the students one by one to tell the items of furniture. On correct answer the teacher

166 GRADE 1
 will tick the item on the chart.
3. Repeat the same process for stationery items and will ask the students to identify the
stationery items one by one. On correct answer the teacher will tick the item on the chart.
4. Tell the students that there are two categories of items. In category 1 furniture items
(table, chair, black board, sofa) and in category 2 stationery items (eraser, pen, color
pencil, sharpener).

Furniture Stationery

Activity 2: 10 Minutes

The teacher will:

1. Display the following chart on the writing board.
2. Ask the students to come one by one to the writing board
and tick one of the fruit items from the chart.
3. Now ask the students to come one by one and identify
one of the vegetable item on the chart.
4. Tell the students that the vegetable items which are
ticked on the chart are: tomato, onion, turnip, brinjal,
carrots and potato.
5. Also tell the students the fruit items which are ticked
on the chart are: apple, banana, grapes, mango, water
melon and strawberry.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt how to list different categories of objects.

GRADE 1 167
 ASSESSMENT | 5 MINUTES

1. Ask some of the volunteer students to tell names of two items of similar category
(vehicles / utensils / foods etc.)

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to write names of five different vehicles in their notebooks.
2. Throughout the year, continuously ask the students to go and touch items of similar
category that has been displayed in the class. Allow them to get excited, run around
looking for the word.

168 GRADE 1
 UNIT 8: NATURE IS BEAUTY
LESSON

57 ORAL COMMUNICATION
(PARTICIPATION AND TURN-TAKING)

STUDENT LEARNING OUTCOMES

ƒƒ Demonstrate the use of common conventions and dynamics of oral interaction in a

group to participate in a conversation and to take turns.

INFORMATION FOR TEACHERS

1. Involve students in active communication.

2. Make them realize they should wait for their turn when speaking.
3. They should wait until another person has spoken.
4. Engage students in discussions and dialogues.
5. While teaching the lesson, also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

6. Ask the following question from students:

What is your name? (Several students are likely to answer at once and at a time.)
7. Now, tell students that if you want to answer someone or want to be a part of a
conversation, wait for your turn to answer.
8. In the classroom, they should raise their hands and wait for their turn to speak.
9. Also, tell them that taking turns in conversation helps the conversation to go on smoothly
and everyone can understand what others are saying.
10. Similarly, it is important to participate in a conversation or discussion to express your
opinion or share your ideas.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Make two groups of students and select a group leader in each group.
2. Give the following discussion starters to the group leader:
◊ Assalam-o-Alaikum, I live in Peshawar, where do you live?
◊ I like to play cricket. Which sports do you like?
◊ I love to eat rice. What food do you like?
3. The group leader will ask the given questions from the group. Instruct the group leaders

GRADE 1 169
 secretly as follows:
◊ Group A: Tell your members to answer questions at once and at a time – without tak-
ing turns.
◊ Group B: Tell your members to first raise their hands and then answer the questions at
their turns.
4. Instruct the whole class that they will observe the conversation of both groups and notice
any difference in the way they talk.

Activity 2: 10 Minutes

5. Divide the class into four groups.

6. Select a group leader in each group and ask them to start a conversation about the
assigned topic.
7. Give them the following topics:
◊ Best things about our school
◊ The problems in our village/ town/ city
◊ TV is good or bad
◊ The best places in our village/ town/ city
8. Move around and observe the conversation/ discussion in different groups.
9. Observe passive students and engage them in the discussion.
10. Keep reinforcing that students should take turns during a conversation by raising hands.

CONCLUSION / SUM UP | 3 MINUTES

Conclude the lesson by telling students that:

1. We should take turns while interacting and participating in active conversation.
2. The benefit of turn-taking is that it will keep the conversation smooth and
understandable.

ASSESSMENT | 5 MINUTES

1. Assess students through their performance in the previous activities.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to practice turn-taking in their conversations at their homes.

2. Tell them that they will be observed in upcoming classes’ about turn-taking in their
conversation.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

170 GRADE 1
 UNIT 8: NATURE IS BEAUTIFUL
LESSON

58 WRITING DATES, CAPTIONS, GETTING

INFORMATION FROM A TABLE

STUDENT LEARNING OUTCOMES

ƒƒ Arrange a list of words in alphabetical order.

INFORMATION FOR TEACHERS

1. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.
2. Ensure that students have learnt numbers from one to thirty (in words).
3. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, charts with different activities, flashcards, texts for more practice.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Bring cut-outs of letters a, b, c, d to class. Line them up in their correct sequence.
2. Then mix them up and ask students’ to help in putting them back in order

GRADE 1 171
 DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Explain to the students how to organise words using the natural sequence of the letters of
the alphabets. Revise the alphabet orally and provide chart/list of the alphabet for recap.
2. Write a list of words that are in the students’ reading and writing vocabulary on the
blackboard and ask them to arrange the list in alphabetical order. The list may be: cake,
desk, apple, fan, bat, egg.
3. Ask the students to look at the first letter of every word, circle it and write it on a side of the
worksheet e.g. c, d, a, f, b, e.
4. Help the students to see which letter comes first, second and so on in the alphabet list.
5. Using this cue, the students may come to the blackboard and write the words using the
alphabetical order; apple, bat, cake, desk, egg, fan. (With one student writing one word
only) Practice this activity a couple of times with each student using the blackboard.
6. Give similar practice on worksheets / notebooks.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to arrange list of words in alphabetical order.

ASSESSMENT | 5 MINUTES

1. Ask orally which word comes first, cake or desk, apple or ball, cat or bat.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to write names of their close friends in alphabetical order.
2. Throughout the year, continuously ask the students to arrange classroom article in
alphabetical order.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

172 GRADE 1
 UNIT 8: NATURE IS BEAUTY
LESSON

59 BRAINSTORMING

STUDENT LEARNING OUTCOMES

ƒƒ Brainstorm to gather ideas for various activities/tasks.

INFORMATION FOR TEACHERS

1. Brainstorming is an important technique to gather ideas.

2. Help students to brainstorm by engaging them in activities using real-life situations.
3. Give students practice in brainstorming ideas and then listing those ideas in mind maps,
lists, and spider diagrams, etc., from time to time during various lessons.
4. Tell students to be creative and generate as many ideas as possible.
5. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Bring a toothbrush in the classroom and show it to the students and ask the following
question:
◊ What is this?
Expected answer: Toothbrush.
2. Now ask this question:
◊ Why do we use a toothbrush?
Expected answer: To clean our teeth.
3. Ask the students to discuss in pairs and think of some alternate uses of a toothbrush.
4. Draw a spider diagram on the writing board. (Make a large circle in the centre and small
circles with branches around the large cirlce).
5. Take responses from the students and add them to the spider diagram.
6. Share with students that they are going to think and generate ideas for “Planning for a
picnic” in the upcoming activities.

GRADE 1 173
 DEVELOPMENT | 23 MINUTES

Activity 1: 13 Minutes

1. Divide the class into small groups, depending upon the class size.
2. Select a group leader for each group.
3. Tell students that they are going to plan for a picnic.
4. Each group will make their own plan using the following guiding questions (written on the
board):
◊ Where should we go for a picnic? Why that place?
◊ How will we get there? (in a bus, train, etc)
◊ How will we arrange food? What will we eat?
◊ What activities will we do there?
◊ What time should we leave? What time should we come back?
5. Give students a quick and brief explanation of these questions.
6. Tell students to make a list of their ideas to share with the whole class later.
7. As the groups work, move around and provide guidance and feedback when and where
required.

Activity 2: 10 Minutes

1. Tell students to stay in the same groups.

2. Tell them that they are going to decorate their classroom next week to make it more
beautiful.
3. Ask the groups to think of as many ideas as possible to decorate their classroom
beautifully.
4. If a group is struggling, help them by giving a few clues, e.g., display student drawings
of the Pakistani flag, map of Pakistan, eid cards, etc; bring a few indoor plants for the
classroom, paint the walls, etc.
5. Once the groups have completed the task, invite the representatives from each group
one by one to share their ideas with the whole class.
6. List the ideas that can be implemented. Ask students to brainstorm a day and time to
decorate their classroom. Also, brainstorm who will do what.
7. Announce the finalized plan and tell students to prepare for it during this week.
8. Appreciate them for great ideas!

CONCLUSION / SUM UP | 2 MINUTES

Conclude the lesson by telling the students that:

1. We brainstorm to gather ideas about different tasks and activities.
2. We can list our ideas to organise them later.
3. Brainstorming helps us create and generate ideas when we want to write on a topic.
4. Tell students to use this technique as the first step of their writing tasks.

ASSESSMENT | 3 MINUTES

1. Tell students to individually think of ideas on how they will spend if they have Rs.500? Ask
them to list at least 4 – 5 ideas.
2. Randomly ask a few students to share their ideas with the whole class.

174 GRADE 1
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to plan a birthday party. Ask them to do the following as a home assignment:
◊ List ideas
◊ Write a few simple sentences to describe their plan
2. Ask students to work with their family members to brainstorm for an upcoming family
event (e.g., a wedding, a birthday, Eid, or a picnic, etc), list the ideas, and then organise
them.
3. Share the list in the next class.
4. Assign students to do the relevant activities/ exercises from their textbook as homework..

GRADE 1 175
 UNIT 8: NATURE IS BEAUTY
LESSON

60 PARTS OF THE BODY

STUDENT LEARNING OUTCOMES

ƒƒ Recognise the different categories of some parts of the body.

INFORMATION FOR TEACHERS

1. The human body is a gift of Allah, make students aware of this blessing from Allah.
2. Demonstrate parts of the body by practically involving students.
3. Make students practice at least 10 parts of the body.
4. Focus more on practical demonstration.
5. Involve students in pair and group work.
6. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Either sing or play the following nursery rhyme and ask students to listen and observe. Use
gestures and touch each part of the body mentioned in the song.
Head, shoulders, knees, and toes
Knees and toes
Head, shoulders, knees, and toes
Knees and toes
And eyes, and ears, and mouth, and nose
Head, shoulders, knees, and toes
Knees and toes
2. Now, sing the rhyme again with gestures and ask students to copy you. Repeat it twice or
thrice.
3. Next, invite 2 – 3 students randomly to come up, sing and act individually.
4. Explain to the students the importance of parts of the body and tell them that today they
are going to learn about parts of the body.

DEVELOPMENT | 24 MINUTES

Activity 1: 10 Minutes

1. This game is a ‘Simon Says’ type game but uses the word ‘please’ instead of ‘Simon says’.
2. Ask all students to stand up.

176 GRADE 1
3. Before playing the game, practice following the instructions.
4. Tell students to listen to your instructions and do as you say. For example, you might say
‘Touch your nose.’ and the students should touch their nose with their finger.
5. Practice a few more times until the students can easily follow your instructions.
6. Now, tell students to do as you say only if you say the word ‘please’. i.e., ‘Touch your nose,
please.’, ‘Touch your head, please.’, etc. If you don’t say the word ‘please’ and a student still
does the action, then that student loses the game.
7. Play it for the following parts of the body:
◊ shoulders, knees, toes, eyes, ears, mouth, nose
8. Appreciate students for their active participation in the activity.

Activity 2: 14 Minutes

1. Draw a simple sketch/diagram of the human body. Focus on the following body parts:
shoulders, knees, toes, eyes, ears, mouth.
2. Write the following missing information statements on the side of the writing board:
◊ Number of eyes --------------
◊ Number ears -------------------
◊ Number of knees---------------
◊ Number of shoulders------------------
◊ Number of mouths -----------------
3. Divide the class into pairs.
4. Tell students to first observe the parts of the body sketch on the writing board. Then try to
find missing information for given statements, written on the side of the board i.e.
◊ Number of eyes: 2.
5. Now, tell students to turn to a partner and share their answers with each other. Give them
05 minutes.
6. After the sharing and discussion invite a few pairs randomly to come up and share their
answers with the whole class.

CONCLUSION / SUM UP | 2 MINUTES

Conclude the lesson by telling students that:

1. Our parts of the body are a gift from Allah. We should take care of them and keep our
bodies healthy and clean.
2. We should know the names of parts of the body.

ASSESSMENT | 2 MINUTES

1. Tell students that you are going to touch different parts of the body and they should say
the name of that part of the body.
2. Next, tell them that now you will touch a certain part of the body and say its name; if you
say the correct name, all students will clap. If you say the wrong name for it, all students
will wave their left hand.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to find and practice 5 more parts of the body at their homes. They can take
help from their parents.
2. Draw and label the parts of the body and share them in the upcoming class.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

GRADE 1 177
 UNIT 8: NATURE IS BEAUTIFUL
LESSON

61 SENTENCES WITH CAPITALISATION

/ PUNCTUATION

STUDENT LEARNING OUTCOMES

ƒƒ Apply capitalisation to the initial letter of the first word of a sentence.

INFORMATION FOR TEACHERS

1. Sentence has some rules of punctuation and construction. Talk about them briefly. Write a
sentence on the board containing mistakes. Correct it by defining each sentence structure
point clearly and loudly.
2. While teaching the lesson, the teacher should also consult textbook at all steps where and
when required.
3. Build on new activities that students have already learnt.
4. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, chalk/marker, textbook and duster.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Tell students it is important to write legibly for conveying a message.
2. There are certain rules which should be followed to convey our writing message to others

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
The teacher will:
1. Introduce the activity by writing few simple sentences learnt earlier e.g.
◊ i am a boy
◊ you are a teacher
2. Write few simple questions on the board:
◊ do you like ice-cream
◊ are you feeling bored
◊ how are you
3. Invite few students to identify mistakes in the sentences.
4. Most of the students will point out capitalization mistakes.

178 GRADE 1
5. After getting students’ input, display punctuation marks flash cards for:
◊ Questions mark (?)
◊ Period / full stop (.)
6. Now explain students besides capitalization, we have to use certain signs, called punctuation
marks for writing correct sentences.
7. Ask them to insert (?) or (.) at the end of above written sentences.
8. Finally explain them that (?) mark is placed at the end of sentences asking for some
information and (.) is placed at the end of sentences giving information.
9. Provide feedback by putting (?) or (.) correctly to the above written sentences.

Activity 2: 10 Minutes

The teacher will:

1. Read three (3) sentences to the students, stressing on how we stop when we reach to the
end of one sentence, take a breath and then go on to the next one.
2. Tell them that we show this stop and breathe by putting a little dot (.) called full stop.
3. Provide sentences with correct capitalization of first letter of the sentence and a full stop
at the end for students to see.
4. Write sentences on the board without capitalizing the first letter of the sentence and a full
stop at its end.
5. Ask the students to capitalize first letter of the sentence and put a full stop at the end.
6. Ask the students to read the text observing spaces, capitalization, punctuation and spell-
ings.
7. Write some more sentences on the board without capitalizing and without full stops.
8. Ask the students to copy these on their notebooks, using the capital letter at the begin-
ning and adding the full stop at the end.

CONCLUSION / SUM UP | 2 MINUTES

1. We have learnt to insert punctuation marks (?) and (.) at the end of sentences and certain
words to be written with capital letters.

ASSESSMENT | 5 MINUTES

1. Ask students orally what sign is placed at the end of sentences asking for information.
2. Which words are capitalized in a sentence?

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to insert (?) or (.) at end of given simple sentences.

2. Write short sentences in student’s notebook, leaving one line empty after each sentence
where students copy the sentence adding the full stop (.) and question mark (?) at the
end of each sentence.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 179
 UNIT 9: MY CULTURE MY PRIDE
LESSON

62 WRITING DATES, CAPTIONS, GETTING

INFORMATION FROM A TABLE (CALENDAR)

STUDENT LEARNING OUTCOMES

ƒƒ Write dates and captions on top of the page.

INFORMATION FOR TEACHERS

1. While teaching the lesson, the teacher should also consult the textbook at all steps where
and when required.
2. Make maximum use of calendar while teaching the lesson.
3. Ensure that students have learnt numbers from one to thirty (in words)..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, charts with different activities, flashcards, texts for more practice. A large
copy of a calendar (preferably updated).

INTRODUCTION | 5 MINUTES

The teacher will:

1. Tell students it is important to do our work in time. Calendar is helpful in scheduling our
activities. We can also remember important events, using dates given on a calendar.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Display an enlarged calendar on the writing board.

180 GRADE 1
2. Point to the days and date on the calendar and ask students, what is the date today?

3. Note their responses on the board.

4. Now point to correct square on the calendar, ask them what date is it?

5. Write the current date on the board.

6. Ask student to copy the days and date on the top of their notebooks page.
7. Tell the students, since the topic we are learning today is “calendar” so write it below the
date on your notebooks.

CONCLUSION / SUM UP | 3 MINUTES

1. Teacher will tell students, today you learn how to write day, date and topic on the note
book page.

ASSESSMENT | 5 MINUTES

Ask orally:
1. Name the first month of the year.
2. Tell few months ending in letter “r”.
3. What is the date tomorrow?

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to prepare greeting cards for each other.

2. Ask orally:
◊ What is the date today?
◊ Ask about any festival starting in near future.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 181
 UNIT 8: NATURE IS BEAUTY
LESSON

63 MISSING INFORMATION

STUDENT LEARNING OUTCOMES

ƒƒ Fill in missing information to complete simple sentences.

INFORMATION FOR TEACHERS

1. Use worksheets and practice exercises to help students find out the missing information.
2. Use pair and group work for this practice.
3. Guide and give feedback to students when and where necessary.
4. While teaching the lesson, the teacher should also consult the textbook at all steps...

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Chalks/markers, writing board, duster, textbook, etc.

INTRODUCTION | 5 MINUTES

1. Write the following text on the writing board:

Today is Sunday.
Tomorrow will be ________________.
It was ______________ yesterday.
2. Ask students to read the text and think about the missing information in the blanks.
3. Now, ask students to turn to a partner and share their answers about missing information.
4. Ask 2 - 3 students to share their answers with the whole class.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Write the following piece of text on the writing board:

Ali has a pet. His pet is a fat cat. The fat cat catches rats. Rats are afraid of the fat cat. So
when they see the cat, they quickly run away from the house.
2. Divide the class into pairs.
3. Tell the pairs to read the text and fill in the missing information in blanks as given below:
◊ Ali has a ------------. (pet, pat)
◊ Cat is --------------. (fit ,fat)
◊ Cat catches -----------. (rats, cats)
◊ Rats are ----------. (afraid, cats)

182 GRADE 1
1. Now, invite pairs randomly to come up and share their work with the class.

Activity 2: 10 Minutes

1. Write the following short paragraph on the writing board:

My partner’s name is _______________ He/ She lives in ________________

He/she studies in class ___________. He/ She has _____________brother(s)
and _________________ sister(s). He/ She likes to play ____________.

2. Divide the class into pairs. Ask partners to interview each other and fill in the missing
information about their partner.
3. Guide and give feedback when and where needed.
4. After completion invite some students randomly to come up and share their work with
the class.

CONCLUSION / SUM UP | 3 MINUTES

1. Review the key points of the lesson with the class.

2. Tell students that in order to fill in the missing information in a simple sentence, guessing
the type of the word missing can help, e.g., in the sentence “I eat ……….”, the missing word is
a noun. So, you can think of a noun to complete the sentence, i.e., an apple/ apples, rice,
ice cream, etc.

ASSESSMENT | 5 MINUTES

1. Write the following worksheet on the writing board.

2. Ask students to fill choose the correct words from the word bank to complete the
sentences.
four, seven, twelve, thirty, 365
◊ A week has ________________ days.
◊ A year has ________________ days.
◊ A year has _______________ months.
◊ A month has _____________ days.
◊ A car has _____________ tyres.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Tell students to fill in the missing information in the following table at home after
consulting their parents.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

Our Routine Menu at Home

Monday We often cook _________________ on Mondays.
Tuesday On Tuesdays, we usually eat_________________.
Wednesday Our Wednesday dish is _________________ .
Thursday Thursday is the day when we eat our favourite dish called _____________
Friday On Friday _________________________________________________
Saturday On Saturday_______________________________________________.
Sunday On Sunday, we_____________________________________________

GRADE 1 183
 Month

184 GRADE 1
 UNIT 9: A GREETING CARD
LESSON

64 STORY TIME

STUDENT LEARNING OUTCOMES

ƒƒ Interact with the text and use reading strategies (while reading) to follow a sequence in a
simple procedure or a picture map.
ƒƒ Show a series of action in a picture by writing actions verbs.

INFORMATION FOR TEACHERS

1. Story telling should be an ongoing activity throughout the term.

2. Stories with illustrations are best understood and help a lot in inculcating the factual
information.
3. Top to bottom technique should be incorporated.
4. Stories might have liked and disliked factors for some reasons. This element can
generate discussion among students.
5. Reading aloud a story develops listening and reading skills. Model reading is an initiation
on the part of teacher.
6. Highlighting the characters of a story facilitates in understanding of its theme and moral
which plays a vital role in mental and moral growth of students.
7. While teaching the story, the teacher should also use textbook where and when
necessary.

DURATION / NO OF PERIODS: 35 MIN/ 1 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Charts, crayons, marker, pencils, scissors, available props, stuffed toys, cut outs of the
story etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Tell the students that we learnt how to read a story. Today, we are going to learn how to
listen attentively and perform the story effectively.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Make students sit in a circle on the floor. Tell them they are going to listen to a story in
English.
2. Show students the pictures and brainstorm, what the story is about, looking at the
pictures.

GRADE 1 185
 3. Read the story once using intonation, stress and pronunciation and body language (with
actions) pointing to pictures and introducing characters.
4. Ask the students to look at the pictures carefully and caption the pictures using action
verbs thus showing a series of actions.

The Lion and the Mouse

5. A lion was sleeping in a forest. A mouse started playing on it. The lion was disturbed and
arose from his sleep. It caught up the mouse angrily and tried to crush it.
6. Then the mouse asked the lion to leave him off and assured that it would help him when it
needed. The lion laughed at it and let him off.
7. One day the lion was caught in a net spread by a hunter. It roared and tried to escape but
in vain. The mouse heard the lion’s roaring and came there. It started cutting the net with
its teeth. The lion escaped and thanked the mouse.

Activity 2 10 Minutes

The teacher will:

1. Some of the students read/retell aloud the same story.
2. Ask the students to identify and name the characters in the story.
3. Ask two students from the class to come and perform role play voluntarily.
4. Assign the character of lion to one student and the character of mouse to the other
student.
5. Instruct them to play the roles of lion and the mouse as presented in the story with
movement and expression of their mutual communication.
6. Appreciate them after the role play.

CONCLUSION / SUM UP | 3 MINUTES

Tell the students that today we have learnt to:

1. Express their understanding of story through movement and expressions of
communication.
2. Listen to a story attentively.
3. Read aloud a story.
4. Identify and name characters

186 GRADE 1
 ASSESSMENT | 5 MINUTES

1. Ask any other two students to come and repeat the role play.
2. Ask one student from the class to read aloud the story.

HOMEWORK / FOLLOW UP | 2 MINUTES

Ask the student to:

1. Take any small story and read it aloud.
2. Perform role play story with the help of your siblings.
3. Discuss the problem in the story.
4. Ask students to change endings.
5. Encourage students to bring their own dolls, stuffed toys and other toys to class one day
and make stories using their own / each other‘s toys.
6. Encourage students to go home and narrate the same story to their friends and family.
Ask them to come back and report how they liked the story.

GRADE 1 187
 UNIT 9: A GREETING CARD
LESSON

65 PRE-READING STRATEGIES
(USING TITLE AND PICTURES)

STUDENT LEARNING OUTCOMES

ƒƒ Locate text/lesson by looking at the title and pictures.

INFORMATION FOR TEACHERS

1. Students are usually familiar with the title and pictures of different books and magazines.
Using this background knowledge, teachers can demonstrate with the help of different
magazines and contents lists of different books to locate text and lesson.
2. Predicting is an important reading strategy. It allows students to use information from
the text, such as titles, headings, pictures, and diagrams to anticipate what will happen in
the story, or what the text is about.
3. While teaching, the teacher should also consult the textbook where and when needed..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, and flashcards (having titles of different lessons)
and pictures.

INTRODUCTION | 5 MINUTES

1. Write the following topic on the writing board:

◊ My Kitty Cat
2. Tell students that it is the title of a book. Ask them to guess what the is about.
3. Get responses from a few students and summarise the correct responses (i.e., the book is
about a pet cat).
4. Next, show them the pictures on the cover page of a storybook and ask them to guess what
the book is about.
5. Tell students that today we are going to learn how to locate lessons/texts by looking at their
titles and pictures.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes
1. Ask students to look at the following picture and guess what the lesson may be about.

188 GRADE 1
2. Tell them to think of a few words that describe the picture. Name the objects/ things shown
in the picture. This will help them guess correctly. Elicit ‘fast food’ from students.
3. Help students to guess what the red sign over the food items shown in the picture means.
Ask them if they have seen it anywhere in school, at restaurants, in the street signs, or at the
bus station/ railway station/ airport. If nobody can respond to this, tell them it is called a ‘no
sign’ or a no symbol. The no symbol is also called prohibition sign, no sign, circle-backslash
symbol, nay, or universal no. It is used to communicate that something is not allowed at a
place. It says “don’t do or use” a particular thing at a place, e.g., no parking, no entry, etc.
4. Allow students to share their responses with the whole class.
5. Tell them that identifying the keywords related to a picture can help to guess correctly
what the related text may be about. For example, this picture shows the images of fast food
items (a burger and a cold drink) with a ‘no’ sign on them.
6. Next, ask them to write a suitable title for the text that is based on this picture. Expected
responses may be: Don’t eat fast food, Say NO to fast food, or fast food is not healthy, etc).

Activity 2: 10 Minutes

1. Divide the class into small groups according to the class size.
2. Ask each group to open the cover pages of different textbooks i.e., English, Urdu, Maths,
and General Knowledge.
3. Ask students to work in groups and note how the pictures and titles on the cover pages
relate to the contents of the books. Ask them to note down the keywords that describe the
pictures and titles.
4. Then, ask them to read the titles of different units/ chapters within the books and note
down the keywords. Discuss how they show what the lesson/ unit/ chapter is about.
5. Ask them to read the title of a lesson in the table of contents and locate it inside the book.
6. As the groups work, move around and provide support.
7. Once they have completed the task, allow 2 – 3 groups to share their work with the whole
class.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students: we can easily locate lesson/text if we carefully observe pictures and
read titles.
2. Every picture and title has certain keywords related to it; if we find those keywords, it can

GRADE 1 189
 help us guess correctly what the text/ lesson is about.

ASSESSMENT | 5 MINUTES

1. Draw a picture of a school, mosque, and house on the writing board.

2. Tell students that these pictures are from the title pages of three different lessons.
3. Ask students to guess what each lesson or text is about by looking at these pictures.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to select a textbook other than English.

2. Look at its content pages or titles and pictures.
3. Ask them to locate a few lessons inside the book.
4. Assign students to do the relevant activities/ exercises from their textbook as homework.

190 GRADE 1
 UNIT 9: A GREETING CARD
LESSON

66 FULL STOP

STUDENT LEARNING OUTCOMES

ƒƒ Recognise and use a full stop at the end of a statement.

INFORMATION FOR TEACHERS

1. Punctuation marks play a key role in written expression.

2. In order to understand the written expression correctly and to convey the message, the
correct use of punctuation marks is essential.
3. The full stop is also a very important mark of punctuation.
4. A full stop (or period) is primarily used to mark the end of a sentence.
5. The full stop indicates that a point has been made and that you are about to move on to
further explanations or a related point.
6. Learners may be acquainted with this mark in the beginning.
7. While teaching the lesson, also consult the textbook at all steps. .

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, charts (having simple statements where a full stop is used),
textbook, etc.

INTRODUCTION | 5 MINUTES

1. Write the following sentences on the writing board without a full stop at the end of each
sentence:
◊ This is a chair
◊ That is a table
◊ He is a boy
◊ She is a girl
2. Ask a few students to guess what is missing in these sentences.
3. A few students may answer that the full stop is missing in these sentences.
4. Now, tell them that today we are going to practise using the full stop at the end of
sentences.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. With the help of already prepared charts, teach students about the use of full stop:

GRADE 1 191
 ◊ Amna is happy.
◊ The cat is in the park.
◊ Our classroom is clean.
◊ Amjad is my class fellow.
◊ She is writing in her notebook.
2. Help students recognize a statement and then use a full stop.
3. Tell students while involving them that in each sentence we use a full stop at the end of a
sentence.

Activity 2: 10 Minutes

1. Divide the class in pairs.

2. Write the following paragraph on the writing board:

‘Sara is a good girl she comes to school in time she always helps the weak
students she works hard in her studies so she always gets the first position in her
class
3. Ask the pairs to use a full stop in the above paragraph where required.
4. As students are working in pairs, support them if needed.
5. Ask two or three pairs to present their work in front of the class, while explaining that
where they have used a full stop.

CONCLUSION / SUM UP | 2 MINUTES

By concluding the lesson, tell the students that:

1. Use of full stop is necessary/essential and if we forget to use a full stop, it is very difficult
to comprehend the complete sense of a sentence. The reader gets confused whether we
have finished saying something or not yet.
2. The full stop marks the end of a sentence and conveys to the reader that a particular
point has been made/ a message has been completed.

ASSESSMENT | 5 MINUTES

1. Write the following sentences on the board and ask students to use the full stop at
appropriate places:
I study in Government Primary School It is near my house I like it very much.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to write at least five sentences on ‘My Introduction’ while using the full stop at
proper places. They can use the following guiding questions to write their sentences:
◊ What is your name?
◊ How old are you?
◊ How many brother(s) and sister(s) do you have?
◊ What is your favourite colour? etc.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

192 GRADE 1
 UNIT 10: THE HARE AND THE TORTOISE
LESSON

67 STORY TIME

STUDENT LEARNING OUTCOMES

ƒƒ Listen to a story/fairy tale of a few sentences, read aloud by the teacher.

ƒƒ Read aloud the same story/fairy tale themselves.

INFORMATION FOR TEACHERS

1. Storytelling is a very interesting activity. It should be an ongoing activity for early grades
throughout the year.
2. Stories with illustrations are best understood and help a lot in inculcating the information
as well as the pleasure of reading.
3. Reading aloud a story develops listening and reading skills.
4. Model-reading is an initiative on the part of a teacher.
5. While teaching this lesson, consult the relevant storybook and the textbook where and
when needed..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, charts of a simple story, etc.

INTRODUCTION | 5 MINUTES

1. With exaggerated enthusiasm, expressions, and excitement, tell students that you are
going to tell them a very interesting story.
2. Tell them they may have heard it already but NOT with this ending.
3. Choose a popular story (e.g., The Hare and the Tortoise), change its ending (i.e., in this
version of the story, the hare doesn’t sleep under the tree, and wins the race OR the
tortoise wakes up the hare before reaching the finish line and asks him to come and
cross the finish line together).
4. Use a few prediction questions while telling the story – especially before telling the new
ending!
5. Enjoy the expressions of surprise on the children’s faces!

DEVELOPMENT | 24 MINUTES

Activity 1: 12 Minutes

1. Write the following story on a chart and display it at the front of the class.
2. Ask students to look at the chart of the story and guess what the story is about.
3. Read aloud the story using correct pronunciation, intonation, and body language, and
pointing toward pictures, and finger-tracking while reading.

GRADE 1 193
 4. Ask a few comprehension questions including prediction and inference questions while
reading.

Activity 2: 12 Minutes

1. First, let all students read the story silently.

2. Next, ask them to read it aloud one by one in small groups.
3. As the groups work, move around and provide support where needed.
4. Listen to students’ pronunciation of words and observe their use of stress and intonation
as well as body language. Give them feedback and help them do it effectively.
5. Finally, call two students in front of the class to read the story aloud.
6. Appreciate students for their active participation in the activity.

194 GRADE 1
 CONCLUSION / SUM UP | 2 MINUTES

1. Tell students that we have learnt how to listen to a story attentively and read-aloud/retell
it.
2. We have learnt to identify different characters in the story.

ASSESSMENT | 2 MINUTES

1. Ask students to work in pairs and read aloud/retell the same story to each other.
2. Observe how they read aloud the story. Note their strengths and areas for improvement.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to ask their elders (grandparents, parents, older people in the village) to tell
them a story. Listen to the story attentively. Practise retelling that story in your own words
next time in class.
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 195
 UNIT 10: THE HARE AND THE TORTOISE
LESSON

68 SIGHT WORDS AND WORDS WITH

COMMON SPELLING PATTERNS

STUDENT LEARNING OUTCOMES

ƒƒ Identify, recognise and articulate common two to three lettered sight words and words with
common spelling patterns.

INFORMATION FOR TEACHERS

1. Sight words are often used in writing. They occur several times in reading and writing
activities.
2. These words are commonly used and young children should be encouraged to
memorize them as a whole by sight so that they can automatically recognise these
words in print.
3. They do not have common spelling patterns, e.g., are, so, not, am, but, all, no, our, from
of, etc. Therefore, it is difficult to decode them using the principles of phonics. Moreover,
they need to be learnt during the early stages of learning to read because they occur
frequently in the texts children encounter.
4. The words like pet, net, let, etc. have a common spelling pattern, therefore, it is easy to
decode them using the principles of phonics.
5. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, charts of sight words, etc.

INTRODUCTION | 5 MINUTES

1. Write the following words on the writing board:

◊ are, am, so, but, no, of
◊ sit, bit, hit, get, jet, let
2. Ask students to note the differences between two groups of words written on the writing
board (i & ii).
3. Collect their responses and tell them that the first group of the words is often used in
writing and reading and we learn it as a whole by sight and they are called sight words.
They do not have any common spelling patterns, while the second group of the words has
common spelling patterns. We can read them with the help of letter sounds.

196 GRADE 1
 DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Select a paragraph from the textbook. Identify the sight words as well as the words
with common spelling patterns in the paragraph. Make two separate lists to share with
students. For example, i) sight words: one, my, me, big, red, away, here, etc., and ii) words
with common spelling patterns: saw, law, jaw, toy, boy, etc.
2. Write the selected words on the board. First, practise them with the class and then divide
the class into small groups and ask students to identify these words in the assigned
paragraph.
3. Next, assign a different paragraph from the textbook to students and ask them to find out
sight words and the words with common spelling patterns in the assigned paragraph. Ask
them to make two different lists of the words.
4. After completion, each group will present their lists of the words.
5. Ask other students to give feedback and confirm if their lists are correct.

Activity 2: 10 Minutes

1. Write the following words on the writing board:

◊ but, lot, pet
2. Ask students to work in the same group and add at least two words of the same spelling
pattern for each of the given words. Help students recall their learning from previous
lessons about word families. Tell them to identify the word family for each word.
(i.e., -ut, -ot, and –et families)
3. After completion of the task, ask one or two groups to present their words to the whole
class.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have practised sight words and words with common spelling
patterns. Sight words are frequently used in the English language and they can be
memorized as a whole.
2. We can use our knowledge of phonics to decode (sound-out/read) the words with
common spelling patterns.

ASSESSMENT | 5 MINUTES

1. Write the following words on the writing board:

◊ set, pet, all, over, from, net, of, kit, so, wet.
2. Ask students to make two separate lists: i) the words with common spelling patterns, and
ii) sight words.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to make a list of sight words in their notebooks while reading unit no. 01 and
unit No. 02 as a home assignment (at least ten words).
2. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 197
 Month

198 GRADE 1
 LESSON UNIT 10: THE HARE AND THE TORTOISE

69 WORDS ENDING WITH /S/ AND /Z/ SOUNDS IN

THE PLURAL FORM OF A WORD.

STUDENT LEARNING OUTCOMES

ƒƒ Differentiate between words ending with /s/ and /z/ sounds in the plural form of a word.

INFORMATION FOR TEACHERS

1. The pronunciation of “s” at the end of plural nouns, sometimes causes problems for
students because it can be pronounced as / s / or / z /.
2. Letters or symbols between two slash marks (/ /), refer to the pronunciation of that letter
or sound.
3. The pronunciation depends on the last sound of the verb or noun which is usually
a consonant. In some cases, the main difference between the pair is whether the
consonant is voiced or unvoiced, that is, whether or not the vocal chords vibrate when
making this sound.
4. An easy way to determine whether a consonant is voiced or not is to place a finger on
your throat. As you pronounce a letter, feel the vibration of your vocal cords. If you feel
a vibration the consonant is a voiced one. These are the voiced consonants: B, D, G, J, L,
M, N, Ng, R, Sz, Th (as in the word “then”), V, W, Y, and Z. But if consonants are only single
letters, what are Ng, Sz, and Th? They’re common sounds that are produced by blending
the two consonants phonetically.
5. Voiceless consonants do not use the vocal cords to produce their hard, percussive
sounds. Instead, they’re slack, allowing air to flow freely from the lungs to the mouth,
where the tongue, teeth, and lips engage to modulate the sound. These are the voiceless
consonants: Ch, F, K, P, S, Sh, T, and Th (as in “thing”).
6. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, pictures charts etc.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning / Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you.”
3. Write the word “books” on the board. Point at the word and say “books” with emphasis on
final sound and ask the students to say the word. Repeat saying “books” ten times with the
whole class. Now ask few students to say “books”.

GRADE 1 199
 4. Write the word “pens” on the board. Point at the words and say “pens” with emphasis on
final sound and ask the students to say the word. Repeat saying “pens” ten times with the
whole class. Now ask 5-6 students one by one to say “pens”.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Tell the students that when we say “books” the final sound that we utter is /s/ (point at the
“books” written on board). Repeat saying /s/ ten times with the whole class. Now ask 5-6
students one by one to utter /s/.
2. Tell the students that when we say “pens” the final sound that we utter is /z/ (point at the
“pens” written on board). Repeat saying /z/ ten times with the whole class. Now ask 5-6
students one by one to utter /z/.
3. Ask the students what noise a bee makes. As they make a buzzing noise, do the same and
put your fingers on your throat, indicating that they should do likewise. This will allow them
to feel the vibrations of the vocal chords that occur with /z/ sound. Ask them if they can
feel the vibration.
4. Ask the students what noise a snake makes. As they make a hissing noise, do the same
and put your fingers on your throat, indicating that they should do likewise. This will allow
them to feel the vibration of the vocal chords and they will notice that no vibration occur
with /s/ sound. Ask them if they can feel the vibration.
5. /z/ like the sound a bee makes... zzzzzz
6. /s/ like the sound a snake makes... sssssss
7. Ask the students to say “books” again and see if it makes a buzzing or hissing sound. Now
ask the students to say “pens” again and see if it makes a buzzing or hissing sound. Seek
answers (don’t snub them but encourage them to utter the /s/ and /z/ sounds to know the
difference). Give them clues so that they come up with responses as many as possible.
8. Ask the students to utter the words “cups” and “cars” with emphasis on final sound and
tell which word makes a /s/ sound and which one makes /z/ sound. While doing so ask the
students to put their fingers on their throat to feel the vibration.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to differentiate between words ending with /s/
and /z/ sounds in the plural form of a word

ASSESSMENT | 5 MINUTES

2. Informally assess students’ ability to differentiate between words ending with /s/ and /z/
sounds in the plural form of a word during activities.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to read each plural word and differentiate if the words end with /s/ and
/z/ sounds in the plural form.

200 GRADE 1
2. Activity 1 has the advantage of establishing the voiced / unvoiced distinction, and a
shared gesture that students and the teacher can use in class to indicate that a sound
is voiced or unvoiced, i.e. the fingers on the throat. It also helps students to become
conscious of the muscle movements involved in voicing a consonant. This will be useful in
higher classes.
3. Assign students to do the relevant activities/ exercises from their textbook as homework..

GRADE 1 201
 LESSON UNIT 10: THE HARE AND THE TORTOISE

70 WORDS SHOWING
POSSESSION
STUDENT LEARNING OUTCOMES

ƒƒ Use words showing possessions, e.g., my, your, our.

INFORMATION FOR TEACHERS

1. Possessive adjectives are used to show possession.

2. They indicate the possession of the noun to a person/a few people.
3. A few examples of possessive adjectives are my, our, your, his, their, her, and its. For
example, my computer is not working. Her father told us not to quarrel. Their house is very
beautiful.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, charts, etc.

INTRODUCTION | 5 MINUTES

1. Collect different items from different students (e.g., a pencil from one student, a sharpen-
er from another, an eraser from another, and so on) and place the items on the table in
front of the class.
2. Now, call those students in front of the class and ask them to hold their item one by one in
their hands i.e. ‘pick up your pencil’
3. While they are holding their items in their hands, repeat the sentences like:
◊ He is Ali, this is his eraser.
◊ She is Hajra, this is her pencil.
4. Continue this activity till the items are finished.

DEVELOPMENT | 20 MINUTES
5.
. fo

Activity 1: 10 Minutes
1. Write the following sentences on the board:
◊ Ali brushes his teeth daily.
◊ Kiran likes her doll.
◊ I lost my storybook yesterday.
◊ This is your class.
2. Ask students, “What do the underlined words show?”
3. Collect their responses and tell them that these words show possession.

202 GRADE 1
Activity 2: 10 Minutes
‘Think, Pair and Share’
1. Write the possession words, ‘my’ ‘his’ ‘her’ and ‘your’ on the top of the writing board.
2. Make pairs of the class and ask them to note down the words written on the writing board.
3. Ask students to work in pairs, think about their belongings and belongings of their parents/
family members, and the partner, working in pairs. Then, describe them to each other, e.g.,
my brother has a car. His car is very beautiful.
4. Monitor and help students where needed.
5. Once they have done the task, invite 2 – 3 pairs to share their work with the whole class.
6. Appreciate them for their active participation.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that words like ‘his’, ‘her’, ‘my’, and ‘your’ are used to show possession. These
are called possessive adjectives.

ASSESSMENT | 5 MINUTES

Write the following sentences on the writing board/chart and ask students to identify the
words showing possession:
1. This is my daughter. Her name is Hajra.
2. This is my son. His name is Zahoor.
3. You are students. This is your school.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to write a short introduction of their family members.

2. Tell them to mention at least one belonging of each family member and describe it.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 203
 LESSON UNIT 10: THE HARE AND THE TORTOISE

71 COMMANDS AND REQUESTS

STUDENT LEARNING OUTCOMES

ƒƒ Articulate, recognize and use some formulaic expression to listen and respond to few
commands.
ƒƒ Use and physically respond to simple sentences showing request and command.

INFORMATION FOR TEACHERS

1. Create interesting commands keeping in view your students’ vocabulary of action words
and naming words, such as ‘Look up at the sky’, or ‘Touch your friend’s shoulder’ etc.
2. Introduce common action words with Total Physical Response Method (TPR).
3. Consult the textbook at all steps where and when required.
4. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 80 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker/chalk and duster.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by greeting “Good morning/Assalam-o-Alaikum” to the students and the
students will answer the greeting by saying “Good morning/Walaik-um-Assalam”. Ensure
that the students respond to the greeting properly.
2. Say “How are you?” to the students and make sure that the students reply, “We are fine,
thank you,” to that.
3. Say some basic action words to the students and they will perform. The action words may
include walk, run, laugh, etc.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Use and respond to simple sentences showing requests and command, both physically
and in their speech.
2. Introduce commands and requests with Total Physical Response Method. In this method
you should do the following steps:
3. Say a sentence of command while performing it yourself for example, if the teacher has
to teach the sentence “Open the book” the teacher will demonstrate to open the book,

204 GRADE 1
 while saying the sentence.
4. Say the sentence and the students will perform accordingly.
5. The students will say the sentence and the teacher will perform.
6. Now the teacher and the students both will say and perform together.
7. For requests, put ‘please’ before the sentence. For example: ‘Open the book’ will become
‘Please, open the book.’

Activity 2: 10 Minutes

The teacher will:

1. Divide the class into pairs and then ask any two pairs to perform a short role play.
2. Now ask a pair of students to come in front of the class where one student will give
command / request and the other student will physically perform it. Ask the students to
choose the command / request words from the following.
◊ Open the door. (Command)
◊ Please, open the door. (Request)
◊ Pick up the stick. (Command)
◊ Please, pick up the stick. (Request)
3. If a student is unable to read a word, whisper it to him/her. Start with those students
who are confident to perform in front of the class. This activity gives shyer students an
opportunity to become more comfortable in front of the class.
4. Repeat this activity a couple of times.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today we have learnt how to recognize and physically respond to
simple sentences of command and request.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to use and physically respond to simple sentences
showing request and command.
2. Articulate, recognize and use some formulaic expression to listen and respond to few
commands.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to think of commands and requests and repeat those requests with their
siblings.
2. Ask students to think of more commands and requests, and allow them to make those
requests for the repetition sessions.
3. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 205
 UNIT 10: THE HARE AND THE TORTOISE
LESSON

72 FORMULAIC EXPRESSIONS IN
SPEECH BUBBLES
STUDENT LEARNING OUTCOMES

ƒƒ Identify and fill in speech bubbles with given appropriate word and formulaic expressions.

INFORMATION FOR TEACHERS

1. A robust vocabulary improves all areas of communication listening, speaking, reading,

If you provide a safe environment to the students, and enforce rules so that students do
not make fun of or fight with each other, students will then have the courage to express
themselves in class.
2. Create opportunities for students to have real conversations with each other, not just
role play in class. This will help develop student’s interpersonal skills.
3. Since these are not tasks that will be done once only, we are calling them “routines” and
not “activities”.
4. If you provide a safe environment to the students, and enforce rules so that students do
not make fun of or fight with each other, students will then have the courage to express
themselves in class.
5. Create opportunities for students to have real conversations with each other, not just
role play in class. This will help develop student’s interpersonal skills.
6. Since these are not tasks that will be done once only, we are calling them “routines” and
not “activities”.
7. It is extremely important that you model the courtesies that you are teaching to the
students, remember to say “Thank you”, “Excuse me”, “I am sorry”, “You are welcome”. Look
for opportunities to use these as often as you can.
8. As you practice conversation, a l so demonstrate use of appropriate body language for
different communicative functions for example:
◊ Tell them that while talking to people, do not speak when the other person is speak-
ing, wait for your turn.
◊ Tell them it’s polite to answer if somebody is asking some questions or wants to talk.
◊ Ensure that students listen to each other with respect.
9. While teaching the lesson, the teacher should also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ PERIOD 1

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker/chalk and duster.

206 GRADE 1
 INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by cheerfully saying “Good morning” to the students and the students will
answer the greeting by saying “Good morning”. Ensure that the students respond to the
greeting.
2. Ask the students, “How are you?” and the students will answer the greeting by saying “we
are fine, thank you”. Ensure that the students respond to the greeting.
3. Ask the students:
◊ When you meet someone for the first time, what do you ask them? (Expected answers,
Salam, how are you? etc.) Keep asking them until they say “What is your name?” if they
fail to answer, prompt them with a response.
4. Tell the students that today we will learn how to introduce ourselves to other people and
ask their name.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Tell the students that we say “What is your name?” when we want to ask someone’s name.
2. Ask the students to repeat after him/her “What is your name?” (Articulate the sentence
with proper pause so that the students hear and understand each word correctly).
Chorus the sentence 6-7 times.
3. Now tell the students that when someone asks “What is your name?” we say “My name is
_______” (the teacher will use his/her name in place of “dash” but will tell the students to
utter their names while repeating).
4. Tell the students that when you talk to someone it is polite to pay attention and make eye
contact with them.
5. Ask the students to repeat after him/her “My name is __________”. (Articulate the
sentence with proper pause so that the students hear and understand each word
correctly). Chorus the sentence 6-7 times.

Activity 2: 10 Minutes

Role Play
The teacher will:
1. Tell the students that they will now have a role play “a conversation between two people”.
2. Model a conversation by asking one student to come in front.
3. Ensure the student takes active part in conversation, prompt if he/she don’t know the
answer.
◊ Teacher: Assalam-o- Alaikum
◊ Student: Walaik um Assalam
◊ Teacher: How are you?
◊ Student: I am fine, thank you. How are you?
◊ Teacher: I am fine, thank you. What is your name?
◊ Student: My name is Ali/Sara? What is your name?
4. Ask another pair of students to come in front and have a conversation. The teacher will
encourage the students to make individual responses, giving them the vocabulary they
need as they go along.

GRADE 1 207
 5. Repeat the activity with at least 5-6 pairs of students.
6. Display the introduction chart in class and ask the students to observe sentences in
speech bubbles.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt to express and offer a few basic social
courtesies with appropriate body language for different communicative functions.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to come and introduce themselves. Appreciate those
students who introduce themselves correctly and motivate those students who still can’t
introduce themselves.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice introducing themselves many times with their siblings at
home.
2. Throughout the year, continuously guide and assess students’ abilities to introduce
themselves and to express and offer a few basic social courtesies with appropriate body
language for different communicative functions.

208 GRADE 1
 DURATION / NO OF PERIODS: 35 MIN/ PERIOD 2

STUDENT LEARNING OUTCOMES

ƒƒ Identify and fill in speech bubbles with given appropriate word and formulaic expressions.

INFORMATION FOR TEACHERS

1. Speech bubbles can serve many purposes but they are primarily a way to provide a
visible reference and reminder to learners of key ideas or moments in their learning.
They make students’ thinking visible to themselves or others, remind a class of key ideas,
insights, or questions, and show multiple perspectives on a topic. They also celebrate
and strengthen a group’s identity as a learning group.
2. Speech bubbles are relatively easy to implement and do not require a lot of preparation.
They can be posted on walls, bulletin boards, posters, or panels in or outside the
classroom. Speech bubbles can be used before, during, or after a learning experience as
a reminder of previous steps or key ideas.
3. Speech bubbles can express speech or thoughts depending on the shape of the speech
bubble. A circular or rectangular speech bubble normally represents speech whereas a
cloud shaped speech bubble normally represents inner thoughts. Speech bubbles can
show dialogue between two or more characters.

MATERIALS / RESOURCES REQUIRED

ƒƒ Activity sheet, writing board.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Begin the class by cheerfully saying “Good morning” to the students and the students will
answer the greeting by saying “Good morning”.
2. Ensure that the students respond to the greeting properly.
3. Ask the students, “How are you?” and the students will answer the greeting by saying “we
are fine, thank you”.
4. Ensure that the students respond to the greeting properly.
5. Tell the students that yesterday we have learnt how to introduce ourselves to other
people and ask about their name. Today, we are going to fill in speech bubbles with
appropriate sentences to introduce ourselves.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Ask the students what do you say when we want to ask someone’s name?
2. The students will reply “What is your name?” Ensure the students answer the question,
prompt if he/she don’t know the answer.
3. Ask the students, what do you say when someone asks you “What is your name?”

GRADE 1 209
 4. The students will reply “My name is __________”.
5. Ensure the students answer the question, prompt if he/she don’t know the answer.
6. Display the introduction chart again in class and ask the students to observe sentences in
speech bubbles (Let the chart be on the board throughout the period).

7. Tell the students that speech bubbles express what the character says or thinks.
8. Ask the students the following questions pointing at the chart:
◊ Point to the speech bubble. (Ensure that almost all students should be able to point
out a speech bubble in a text).
◊ What is the character saying?
◊ What does a speech bubble look like?
9. Tell the students that not all books we read have speech bubbles but we can always use
them in our own writing.
10. Display a picture of two boys/girls on the board and ask the students to draw a picture of
two boys/girls on their notebooks. (Don’t ask the students to copy your drawing, let them
draw their own figures. Encourage them to try doing better).

11. While the students are drawing, the teacher can walk around the class monitoring and
checking on what’s being drawn. It will be quite easy to see when a student has either
misheard the instruction whereupon you can get to check that particular picture and
correct the students where necessary.
12. After all the students finish drawing pictures, draw speech bubbles with each figure
on the board and ask the students to draw speech bubbles with each figure on their
notebooks (Help the students draw speech bubbles).

210 GRADE 1
13. After the students draw speech bubbles, fill in each speech bubble on board with the
sentences “What is your name?” and “My name is ____.” .

14. Ask the students to copy the sentences inside the speech bubbles they have drawn on
their notebooks. Ask the students to write their names in place of _____.
Help the students spell their names if they have difficulty in writing their names.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell the students that today, we have learnt how to fill in speech bubbles with given
appropriate words and formulaic expressions.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to write their names. Appreciate those students who
spell their names correctly and motivate and help those students who still can’t spell

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice the classroom activity at home.

2. Throughout the year, continuously guide and assess students’ abilities to introduce
themselves and to express and offer a few basic social courtesies with appropriate body
language for different communicative functions.
3. In separate periods, follow the similar pattern as to fill in speech bubbles with
◊ “How are you?” and “I am fine, thank you.”
◊ “Thank you.” and “You are welcome.”

GRADE 1 211
 UNIT 11: LOVE ANIMALS
LESSON

73 POETRY RECITATION

STUDENT LEARNING OUTCOMES

ƒƒ Recite short poems or nursery rhymes with actions.

INFORMATION FOR TEACHERS

1. Singing nursery rhymes verbally should be an on-going activity throughout the term.
2. Select poems that are short and simple enough for the students to understand.
3. Select poems that:
◊ Do not contradict moral and ethical values.
◊ That do not have to have a moral.
◊ Choose poems that are fun to read. Make sure that they don’t encourage a negative
attitude.
4. Which students can show actions such as Old McDonald had a Farm, Itsy Bitsy Spider.
5. Highlight the poem with the help of illustrations. Make cut-outs of characters of a poem.
These can be worn as masks or held in hands by the students as they perform in pairs or
groups. These cut-outs can be pinned / pasted on the board / wall or hung by strings in
the classroom.
6. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Books of nursery rhymes with pictures in them, cut-outs and props of characters
and objects mentioned in the poem, board, audio-cassettes (if available), charts of
poem.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Ask few students to recite their favorite nursery rhymes with actions.
2. Tell the students that today we are going to recite a poem with action.

DEVELOPMENT | 20 MINUTES

Activity 1: 20 Minutes

The teacher will:

1. Paste a chart of the given poem on the writing board.
2. Recite the given poem a couple of times with actions to the students following rhyme and

212 GRADE 1
 rhythm and using a stress and pause (Intonation patterns).
BRUSH YOUR TEETH
Brush your teeth up and down.
Brush your teeth round and round.
Brush your teeth from left to right.
Brush your teeth in the morning and night.
Brush brush brush.
Brush brush brush.
Brush your teeth in the morning and night.
Brush your teeth to keep them white.
Brush your teeth so your smile is bright.
Brush your teeth. It’s so much fun.
Brush your teeth when the day’s begun.
Brush brush brush.
Brush brush brush.
Brush your teeth when the day’s begun
3. Note: Seek help from the following link for proper rhyme, rhythm, intonation, pause and
stress. https://supersimple.com/song/brush-your-teeth/

CONCLUSION / SUM UP | 3 MINUTES

1. The teacher will tell the students to recite short poems or nursery rhymes with actions.
2. Familiarize themselves with rhythm, stress and intonation of English language for
comprehension by listening to simple stories and poems read aloud in class.

ASSESSMENT | 5 MINUTES

1. Informally assess students’ ability to recite the poem with actions following rhyme and
rhythm and intonation patterns.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the students to practice reciting the poem several times at their homes.
2. Continue to give practice to the students by revising the poems regularly.
3. Ask a different child to lead the singing each time.
4. Instruct the child who will lead to use actions in a lively manner. The child may add his/her
own actions if he/she likes.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 213
 UNIT 11: LOVE ANIMALS
LESSON

74 SPECIFIC INFORMATION IN A CALENDAR

STUDENT LEARNING OUTCOMES

ƒƒ Point out specific information in a calendar.

INFORMATION FOR TEACHERS

1. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.
2. Make maximum use of a calendar while teaching the lesson.
3. Ensure that students have learnt numbers from one to thirty (in words) .

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, charts with different activities, flashcards, texts for more practice. A large
copy of a calendar (preferably updated).

INTRODUCTION | 5 MINUTES

The teacher will:

1. Tell students that it is important to do our work in time. Calendar is helpful in scheduling
our activities and are done well in time. We can also remember important events using
dates given on a calendar.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Show the class a birthday card.
2. Sing “Happy Birthday to you”.
3. Ask any student “when is your birthday?”
4. The student may answer March, April, etc. or 25th, 18th etc. or 25 March, 20th April.
5. Write their responses on the board.
6. Now tell the names of the months in order, pointing out on the calendar.
7. Read the name of a month, aloud and ask any student to point it on the calendar.
8. Make them trace the names of months in their notebooks.

214 GRADE 1
Activity 2: 10 Minutes

The teacher will:

1. Announce in class that school will remain closed for summer / winter vacations from ……….
to ……….. (Specify date according to the context).
2. Write both the dates on the writing board.
3. Point to the calendar and ask students if they can locate when is the school closing for
vocations?
4. Help them to locate the date
5. Ask them when will the school resume/reopen?
6. Make them practice locating dates on the calendar.
7. Repeat till students are able to locate required information on a calendar.

CONCLUSION / SUM UP | 3 MINUTES

1. Teacher will tell students, today you learn how to locate date and month in a calendar.

ASSESSMENT | 5 MINUTES

Ask orally:
1. Name the first month of the year.
2. Tell few months ending in letter “r”.
3. What is the date today?

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask students to prepare a Birthday / Eid card for each other.

2. Make it a class ritual asking daily.
3. What is the date today?
4. Ask about any festival starting in near future.
5. Assign students to do the relevant activities/ exercises from their textbook as homework.

GRADE 1 215
 UNIT 11: LOVE ANIMALS
LESSON

75 USE OF COMMA

STUDENT LEARNING OUTCOMES

ƒƒ Recognise and use comma in a list.

INFORMATION FOR TEACHERS

1. The comma is one of the most important and commonly used types of punctuation.

2. It is frequently used in a sentence. Commas separate ideas, add pauses, and help to list
things clearly.
3. It also connects words, phrases, and clauses together to make longer sentences.
4. While teaching commas, always use a sentence with exaggerated pauses to show a list.
5. While teaching the lesson, also consult the textbook at all steps.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒƒ Writing board, marker, duster, textbook, flashcards, and chart of sentences in which com-
ma (,) can be used.

INTRODUCTION | 5 MINUTES

1. Write the following sentence on the writing board without putting commas:
My brother does not like candies chips and burgers.
2. Read the above sentence with pauses.
3. Tell students that when we take a pause, we use a comma to reflect that pause in writing.
4. Put the following punctuation marks on the writing board:
5. (.), (,) and (?)
6. Ask students to identify each punctuation mark.
7. Help them to identify the comma.
8. Use commas for pauses in the sentence.

DEVELOPMENT | 20 MINUTES

Activity 1: 10 Minutes

1. Display a chart with the following sentences in front of students OR write these sentences
on the writing board.
◊ We bought a storybook two erasers and one sharpener.
◊ My friend likes to eat mango bananas and peach.

216 GRADE 1
 ◊ Please switch off the light fan and TV.
2. Divide the class into pairs; assign one sentence to each pair.
3. Ask them to use a comma where required.
4. As they work in pairs, move around, and provide the necessary help.
5. After completion, each pair will share his/her work.

Activity 2: 10 Minutes

1. Write the following sentences on the writing board and ask students to put commas in
each sentence individually.
◊ Dogs cats and fish are good pets
◊ My favourite colours are red blue and green
◊ We need to take shoes shirts and pants for the trip.
2. Check whether they are using commas correctly.
3. Provide necessary support.

CONCLUSION / SUM UP | 3 MINUTES

1. Tell students that today we have discussed the use of the comma and learnt how to use it
correctly. It is used to show a pause or to list different items in a sentence.

ASSESSMENT | 5 MINUTES

1. Write the following sentences on the board:

◊ I visited the market to bring dresses shoes and toys.
◊ My father gave me a watch pen and diary.
◊ My brother brought notebooks bag and pencil for me.
◊ My aunt gave me a watch cake and balloon at my birthday party.
2. Ask students to work individually and rewrite these sentences, using a comma where
appropriate.
3. As they work, move around and observe their work randomly.

HOMEWORK / FOLLOW UP | 2 MINUTES

1. Assign a page of the textbook (where commas have been used) to the students as a
home assignment, and ask them to circle all commas and write the sentences having a
comma in their notebooks.
2. Ask students to share their work with the class the next day.

GRADE 1 217
 UNIT 11: LOVE ANIMALS
LESSON

76 POETRY RECITATION

STUDENT LEARNING OUTCOMES

ƒƒ Recognize and write rhyming words from a poem.

INFORMATION FOR TEACHERS

1. Singing nursery rhymes verbally should be an on-going activity throughout the term.
2. Select poems that are short and simple enough for the students to understand.
3. Select poems that:
◊ Do not contradict moral and ethical values.
◊ That does not have to have a moral,
◊ Choose poems that are fun to read. Make sure that they don’t encourage a negative
attitude.
4. Which students can show actions such as Old McDonald had a Farm, Itsy Bitsy Spider.
5. Highlight the poem with the help of illustrations. Make cut-outs of characters of a poem.
These can be worn as masks or held in hands by the students as they perform in pairs or
groups. These cut-outs can be pinned / pasted on the board / wall or hung by strings in
the classroom.
6. While teaching the lesson, the teacher should also consult textbook at all steps where
and when required.
7. Ask the students to copy rhyming words from a poem.
8. The words given to the students should have the same ending sounds / the words
rhyming together such as cat, bat, rat, six, fix, mix etc.
9. While teaching the lesson, the teacher should also consult the textbook at all steps..

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

1. Books of nursery rhymes with pictures in them, cut-outs and props of characters and
objects mentioned in the poem, board, audio-cassettes (if available), charts of the poem.

INTRODUCTION | 5 MINUTES

The teacher will:

1. Tell the students that previously we learnt how to recite a poem with actions following
rhyme and rhythm and intonation patterns. Today, we are going to point out rhyming
words in a poem and will copy them.

218 GRADE 1
 DEVELOPMENT | 23 MINUTES

Activity 1: 10 Minutes

The teacher will:

1. Paste a chart of the poem “One Two Buckle My Shoes” on the writing board.
2. Recite the given poem once with actions to the students following rhyme and rhythm and
using intonation patterns.
3. Now ask the students to join you in reciting the poem with actions following rhyme and
rhythm and using intonation patterns.
One Two Buckle My Shoes
One two
Buckle my shoe
Three four
Shut the door
Five six
Pick up sticks
Seven eight
Lay them straight
Nine ten
A big fat hen

Activity 2: 13 Minutes

The teacher will:

1. Ask the students to work in pairs / groups.
2. Ask them to read the poem on the chart and identify the end sounds that rhyme. Seek
students’ responses.
3. Write the rhyming words on the board. Tell the students that:
◊ Shoe and two rhyme (emphasize on final sounds)
◊ four and door rhyme (emphasize on final sounds)
◊ six and sticks rhyme (emphasize on final sounds)
◊ Eight and straight rhyme (emphasize on final sounds)
◊ Ten and hen rhyme (emphasize on final sounds).
4. Ask the students to copy rhyming words from the poem in notebooks.
5. At the end ask some of the pairs / groups to say aloud rhyming words in front of the class.

CONCLUSION / SUM UP | 2 MINUTES

1. Tell the students that today we have learnt about rhyming words which are usually used
in the poems.

ASSESSMENT | 3 MINUTES

1. Ask some of the students randomly to say aloud two rhyming words and copy the words
in their notebook.

GRADE 1 219
 HOMEWORK / FOLLOW UP | 2 MINUTES

1. Ask the student to recite any poem from your nursery rhyme book and copy rhyming
words from it.

2. Prepare and hang in class a list of commonly used opposite words.

3. Assign students to do the relevant activities/ exercises from their textbook as homework.

220 GRADE 1
A teacher’s purpose is not to create students in
his/her own image, but to develop students who
can create their own image.

Directorate of Curriculum and Teacher

Education Khyber Pakhtunkhwa
Abbottabad

GRADE 1 221
 All rights reserved with the Directorate of Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

Development Team:

ƒ Mr. Babar Bashir, (Desk Officer & Subject Expert) Subject Specialist, DCTE Abbottabad.
ƒ Qari. Muhammad Ilyas, (Subject Expert) Principal GHSS Bagra Haripur.
ƒ Mr. Abdul Khaliq, (Subject Expert) Principal GHSS No-1 Kohat..
ƒ Muhammad Hanif, Subject Specialist GHSS Nawan Shehr Abbottabad.
ƒ Muhammad Wajid., (Subject Expert), SST GHS Muslim Abad Abbottabad.
ƒ Muhammad Tufail, (working teacher) PST GPS Changan Mansehra.

Review Team:

ƒ Mst. Rafia Naz Jadoon, Subject Expert, (Desk Officer), DCTE, Abbottabad.
ƒ Mr. Abdul Khaliq, (Subject Expert) Principal GHSS No-1 Kohat.
ƒ Mr. Rasool Shah Subject Expert, Subject Specialist, GHSS Togh Bala Kohat.
ƒ Muhammad Wajid., (Subject Expert), SST GHS Muslim Abad Abbottabad.

Technical Assistance:

Khyber Pakhtunkhwa Education Sector Programme (KESP) Team.

Coordinator:

Abrar Ahmad, Additional Director Teacher Professional Development, Directorate of

Curriculum and Teachers’ Education Khyber Pakhtunkhwa, Abbottabad.

Guidance and Supervision:

Gohar Ali Khan

Director, Curriculum and Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.
 TABLE OF CONTENTS

Lesson 1: My Introduction............................................................................................................................................................1

Lesson 2: Good Habits.................................................................................................................................................................3

Lesson 3: Likes ............................................................................................................................................................................ 5

Lesson 4: Major parts of body .............................................................................................................................................7

Lesson 5: Five Senses.................................................................................................................................................................. 9

Lesson 6: Health and Cleanliness ..................................................................................................................................... 11

Lesson 7: Health and cleanliness ..................................................................................................................................... 13

Lesson 8: My Family ...................................................................................................................................................................15

Lesson 9: Our Parent’s Life ..................................................................................................................................................... 17

Lesson 10: Rules of playing games...................................................................................................................................19

Lesson 11: Benefits of Games and Exercise ................................................................................................................. 21

Lesson 12: Neighbourhood ...................................................................................................................................................23

Lesson 13: Neighbourhood ...................................................................................................................................................25

Lesson 14: Places of Worship ..............................................................................................................................................27

Lesson 15: Pakistan ....................................................................................................................................................................29

Lesson 16: School ......................................................................................................................................................................... 31

Lesson 17: Rules in School .....................................................................................................................................................33

Lesson 18: Cleanliness in School.......................................................................................................................................35

Lesson 19: Transportation .....................................................................................................................................................37

Lesson 20: Transportation ....................................................................................................................................................39

Lesson 21: Traffic Rules..............................................................................................................................................................41

Lesson 22: Good Manners and Habits .........................................................................................................................43

Lesson 23: Good Manners ................................................................................................................................................... 45

Lesson 24: Eating Manners ..................................................................................................................................................47

Lesson 25: Living and Non – living things ................................................................................................................. 49

Lesson 26: Plants ..........................................................................................................................................................................51

Lesson 27: Animals ...................................................................................................................................................................53

Lesson 28: Plants ........................................................................................................................................................................ 55

Lesson 29: Earth...........................................................................................................................................................................57

Lesson 30: Celestial objects ............................................................................................................................................... 59

i GRADE 1
 INTRODUCTION

Teaching and learning process in the classroom can vary concerning the ability, experience,
and training of the teacher, which is why to standardize instruction, every good and effective
teacher requires a lesson plan. The preparation of a lesson plan is important for clarity and
comprehension regarding how the entire learning process will be handled as well as how
students can understand and store the knowledge that is being passed onto them.

Lesson plans are vital for helping students accomplish their goals within a learning environment
on a short-term and long-term basis. Lesson plans based on clearly defined Student Learning
Outcomes (SLOs) concerning the textbooks ensure students are taught the required curriculum
most efficiently. These ensure the teacher is adequately prepared and has a clear sense of
direction for their lessons. In the context of Khyber Pakhtunkhwa, Lesson Plans are designed
to support teachers to implement new pedagogical methods and help provide direction to
instruction in the classrooms.

Traditional Teaching Style:

Many teachers in Pakistan have come to rely on the textbook for teaching. They come into the
classroom, ask students to open the textbook on a certain page, have students read a portion of
the text, paraphrase the same and then ask students to answer questions that require them to
reproduce material from the text. They teach every subject (the exception being mathematics)
and every lesson in the same way. In some cases, the teacher is unable to complete the
curriculum or impart the SLOs for a particular grade to the students effectively. Using lesson
plans ensure standardization in teaching quality and provides a clear goal with relevant
activities that can help students learn more effectively and achieve curriculum milestones.

What is a Lesson Plan?

A lesson plan is a description of the instructions for the purpose of teaching the contents of the
textbook of a particular subject and achieving Student Learning Outcomes (SLOs).

A lesson plan is the road map for teachers for the achievement of SLOs effectively during class
time. The teachers design appropriate learning activities and develop strategies to obtain
feedback on students’ learning. A carefully constructed lesson plan allows the teacher to
enter the classroom with more confidence and maximizes the chance of having a meaningful
learning experience with the students.

A successful lesson plan addresses and integrates three key components:

◊ Student Learning Outcomes (SLOs).
◊ Learning activities.
◊ Assessment to check for students’ understanding.

Benefits of Lesson Planning

Most important benefits of lesson planning are to:

ƒ Improve the quality of teaching and learning.
ƒ Establish clarity of purpose.
ƒ Facilitate achievement of student learning outcomes.
ƒ Use available time effectively.
ƒ Develop appropriate materials and ensure their effective use.
ƒ Develop the confidence of teachers.

GRADE 1 ii
 Development Process of a Lesson Plan

Lesson plan usually starts with a thinking process. This thinking process is basically completed
in four parts.
ƒ First, determine the SLO; that is, what the children will learn, what they will be able to do
upon completing the activities or work of the lesson.
ƒ Second, determine what the students already know, before beginning of the lesson that
can lead into a new curriculum of the day.
ƒ Third, determine at least one way to assist the students in learning the new curriculum.
ƒ Fourth, determine a way to evaluate the learning outcomes of the students.

Components of a Lesson Plan

Common elements of lesson plans are; unit of study, a title/topic/problem, identification of

student learning outcomes (SLOs), a sequence of learning activities including introductory,
developmental and concluding activities, list of materials to be used and assessment strategies.
◊ Choosing the Topic. You can choose any topic from the textbook of the designated
grade, a skill such as information gathering, a value such as peace, a current affair
topic or an area of special concern such as the environmental pollution etc.
◊ Identifying Student Learning Outcomes (SLOs) from the Curriculum. The Curriculum
has identified the student learning outcomes to be achieved for each topic. Identifying
the student learning outcomes will help you to clarify the knowledge, skills, attitudes
and values to be developed. Choose only one to three SLOs to develop your lesson
(many more for a unit plan).
◊ Material Resources. A key part of planning is to ensure the identification, adaptation
and development of resources required for the lesson for both teachers and students.
ƒ Development:
◊ Introductory Activities: Introductory activities are designed to introduce the topic, a
subtopic or establish connection with the previous lesson. They are designed to build
readiness, create interest, raise questions and explore what children already know
about the topic, recall relevant information, motivate students and focus their attention
on the topic/theme/problem to be studied. Introductory activities can include an
arrangement of pictures or activities that stimulate interest and questions. Others may
be based on the teacher posing questions, reading a poem or story on the teacher
posing questions or reading a poem,story, etc. A test, an inventory, or a quiz may be
used to find out what students know in order to build on their existing knowledge.
◊ Developmental Activities: Developmental activities should emerge out of the
introductory activities. There should be smooth transitions between the activities to
provide a smooth learning sequence. These activities are designed to actualize the
student learning outcomes. They introduce new concepts, skills and values or build
on past learning and should be linked with each other. Applicative or demonstrative
activities extend learning and develop the ability to use concepts and skills. Creative
and expressive activities enrich learning and develop the ability to improvise and
apply learning in original ways.
◊ Concluding the lesson: Conclusion includes activities that serve to consolidate,
summarize, or facilitate application of knowledge and skills of students to a new
situation. They are generally related to the main idea of the lesson. The concluding
activities could bring together the different main ideas of the unit. In this case, the
emphasis should be on the educational outcomes and not on “putting on a show”.
◊ Assessment of Learning. Assessment strategies can tell us how well or to what extent
the student learning outcomes have been met. Assessment of learning is important in
all phases of the lesson/unit from introduction to conclusion. A variety of tools can be
used to assess the realization of the chosen learning outcomes. Some of these will be
prepared as part of the learning activities. For example, the drawing and labeling of a
map, the checklist for evaluating a discussion or simply asking questions relevant to
the day’s topic. Other tools such as tests can be prepared ahead of time as well.
◊
Follow up/homework task. This component includes follow up activities or home
assignments to be undertaken by students at home.
iii GRADE 1
 PREFACE

The Government of Khyber Pakhtunkhwa, Elementary and Secondary Education Department,

is committed to improve the quality of teaching and learning by taking a number of
reforms and initiatives for the improvement of quality education in line with the national
and international emerging trends. Providing quality education at primary level is the first
imperative step towards achieving this goal.

For this purpose, the Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa,
at Abbottabad, has been entrusted the responsibility of developing and reviewing teachers’
in-service and pre-service training materials for the improvement of pedagogical skills of
teachers.

These quality improving initiatives also include development of teacher’s guides of scripted
lesson plans at primary level that support teachers to implement new pedagogical methods.
These teacher guides are intended to assist teachers with the provision of content, effective
teaching methods and tools for measuring what learners have gained. These guides will
ensure an effective and participative engagement of teachers with students as activities
included in these lesson plans are student-centered.

These teacher guides of Lesson Plans based on Student Learning Outcomes (SLOs) of
Curriculum 2006 were developed for the first time in 2013. In 2018-2019, the Directorate of
Curriculum & Teachers’ Education Khyber Pakhtunkhwa undertook the task to revise and
develop the Scripted Lesson Plans for Grade I-III according to the Academic Calendar on
missing Students Learning Outcomes (SLOs).

As the Curriculum has been revised and new textbooks are developed in 2020 for Grades
Pre-I to V, hence the need has been felt that these Lesson Plans for Grades I to V are to be
revised, developed and aligned with the updated Curriculum 2020, accordingly.

The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa constituted

different committees comprising of Curriculum/Subject experts and teachers for developing
these Lesson Plans based on Curriculum 2020. DCTE acknowledges the efforts of these experts
for developing and reviewing these scripted lesson plans.

The Directorate of Curriculum and Teachers Education Khyber Pakhtunkhwa is also thankful
to the Technical Assistance of Khyber Pakhtunkhwa Education Sector Programme (KESP) in
the finalization of these lesson plans.

Gohar Ali Khan

Director,
Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

GRADE 1 iv
 CHAPTER # 1: Myself
LESSON

1 MY INTRODUCTION

STUDENT LEARNING OUTCOMES

ƒ Describe themselves briefly. For example, their Name, age, likes, games, and favorite food,
what they want to be when they grow up.

INFORMATION FOR TEACHERS

1. The teacher knows the names, ages and family background of the students.
2. The above SLO can be achieved through mutual discussion.

DURATION / NO OF PERIODS: 70 MINUTES / 2 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of General knowledge Grade – I, Writing board, charts of games and fruits.

INTRODUCTION | 10 MINUTES

1. Teacher introduce himself, (name, age, favorite food, favorite games and profession).
2. Teacher ask some students to introduce themselves in front of class (Name, age, food
and games).

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Call students in front of class and ask following questions turn by turn.
◊ What is your name?
◊ What is your age?
◊ Which class do you read in?
◊ What is your favorite game?
2. Collect their responses and help them in answering the questions.
3. Facilitate them while they are introducing each others.

Activity 2:

1. Divide the class in suitable pairs/groups and encourage the students to introduce
themselves to each other. Help them if they fell any difficulty.

1 GRADE 1
 Activity 3:

1. Teacher call few students randomly in front of class and ask some questions about their
likes:
◊ Food
◊ Games

Activity 4:

1. Teacher ask some students infront of class and ask few questions about their profession.
For example what you want to be in future?
2. Write answers of the students on writing board.

CONCLUSION / SUM UP | 5 MINUTES

1. The teacher will revise the main points of the lesson that today all of you have learnt
about the names, ages and likes of your class fellows.
2. The teacher will repeat and conclude his lesson by introducing himself once again.

ASSESSMENT | 5 MINUTES

1. The teacher will ask randomly from students and ask the following questions.
◊ What is your name?
◊ What is your age?
◊ Are you like to play cricket?
◊ Are you like to eat mango?
◊ What you want to be in future?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to paste their photographs in their notebook and write their name and
age below it. (Parent help them in writing)
2. Paste the picture of their favorite fruits.

GRADE 1 2
 CHAPTER # 1: Myself
LESSON

2 GOOD HABITS

STUDENT LEARNING OUTCOMES

ƒ Identify good qualities in themselves (Telling the truth, respecting elders and listening to their
advice, getting up early in the morning).
ƒ Recognize the good qualities of others.

INFORMATION FOR TEACHERS

1. Good habits are learned unconsciously through observation.

2. Islam teaches as good habits in our daily life and all good habit have rewards for human
beings.
3. Honest, kind and loyal people are liked by everyone in our society.
4. Mutual discussion will be suitable way to teach the topic.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Charts, textbook of Grade – 1, Flash cards, writing board and picture etc.

INTRODUCTION | 5 MINUTES

1. Who are the good people?

2. Do you like truthful people?
3. How do you feel to help others?
4. Why we keep ourselves neat and clean?
5. What type of habit is to rise early?

DEVELOPMENT | 15 MINUTES

Activity 1:

1. The teacher will call student randomly in front of class and will ask each to tell his two
good habits.

Activity 2:

2. Divide the students into groups and make four play cards, of four goods habits, telling
truth, respecting elders, listening their advice and get up early in the morning.
3. Students may be asked to join the group of their own choice.

3 GRADE 1
 Activity 3:

1. Ask few students to tell one good quality of each other turn by turn.

CONCLUSION / SUM UP | 5 MINUTES

1. Ask the students to describe advantages of good habits in our daily life.
2. Tell the students the uses of words thank you, please, excuse me, Assalam-o-Alaikum, yes
sir, sorry.

ASSESSMENT | 5 MINUTES

1. The teacher will ask the students.

◊ Why do you speak the truth?
◊ Why do you get up early in the morning?
◊ When your father gives you a gift, what will you say?
◊ Are you brush your teeth daily?
◊ What type of habit is to rise early?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Tell your friends about your good habits. Also know about his/her good habits.

GRADE 1 4
 CHAPTER # 1: Myself
LESSON

3 LIKES

STUDENT LEARNING OUTCOMES

ƒ Identify the ways in which they are same and different from other with respect to likes.

INFORMATION FOR TEACHERS

1. Different people have their different likes and choices in colours, weathers, foods,
dresses, animals and sports. In the same way, different people have their different
choices in profession.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of Grade – 1, colour charts, weather chart and animals charts, writing board,
marker etc.

INTRODUCTION | 5 MINUTES

1. Call few students randomly infront of class and ask their choices of colour, weather, food,
dresses and games.

DEVELOPMENT | 15 MINUTES

Activity 1:

1. Display already prepared chart of colours, weathers, foods, dresses, animals and games
and then ask the students one by one telling his own and his friend favourite colour,
weather, food, dress, animals and games guide them if they fell any difficulty.
2. Activity about their likes may also be given.

CONCLUSION / SUM UP | 5 MINUTES

1. Different people likes different food, colours dresses, weather and animals.

ASSESSMENT | 5 MINUTES

1. Ask the following questions randomly for assessment.

◊ Which is your favourite weather?
◊ What do you like to eat in lunch?

5 GRADE 1
 ◊ Which colour do you like?
◊ What is your favourite game?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to paste their favorite animal’s picture on his notebook.

GRADE 1 6
 CHAPTER # 2: My body
LESSON

4 MAJOR PARTS OF BODY

STUDENT LEARNING OUTCOMES

ƒ Name major parts of the human body (eyes, nose, ears, mouth, arms, feet, hands and legs)
ƒ Identify the function of various body parts.

INFORMATION FOR TEACHERS

1. Names of parts of body, eyes, nose, mouth, arm, hand, head, legs foot, etc.
2. Function of eyes, nose, ears, mouth, arms, feet, hands and legs. Sighting, smelling, eating,
catching, walking etc.
3. Importance of parts of body.
4. Demonstration teaching method should be adopted for teaching this lesson.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, marker, duster model of parts of body, textbook of G-K Grade 1.

INTRODUCTION | 10 MINUTES

1. Call one student in front of class.

2. Put hand on his nose and ask students what is this?
3. Put hand on his eyes and ask what is this? And just like other parts.
4. After collecting their responses about the names of parts of body, tell them that today we
are going to learn about different parts of human body and their function.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Ask the students about parts of body with the help of model of the parts of the human
body.
2. Help them out of they find any confusion to identify the parts of body.

Activity 2:

1. Ask the following questions from students randomly:

◊ What is the function of eyes? (sight)
◊ What is the function of nose (smell)
◊ What is the function of ear? (hearing)

7 GRADE 1
 ◊ What is the function of legs? (walking)
◊ What is the function of hands? (touching)
◊ What is the function of mouth? (eating)
2. Help the students if they feel any sort of deficiency to answer.
3. Responses of the students may be written on the writing board and involve the students
for answering the questions.

CONCLUSION / SUM UP | 5 MINUTES

1. Tell the students that we have been gifted many parts of body by Allah.
2. Each parts of body has its own function, importance and it is helpful us in many ways.

ASSESSMENT | 5 MINUTES

1. Divide the class in two team A and B

2. The leader of the Team A will, touch the parts of the body (eye, nose, ear, leg, foot, arm)
while the leader of Team B will tell the function of their parts of body.
3. The winner team should be appreciated while loser will be encouraged.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Provide picture of different parts of body in black and white.

2. Ask the students to colour them.

GRADE 1 8
 CHAPTER # 2: My body
LESSON

5 FIVE SENSES

STUDENT LEARNING OUTCOMES

ƒ Name the five senses.

ƒ Identify their body parts which help them to taste, touch, smell, hear and see.
ƒ Identify the sensory description of each of the five senses (Taste: sweet sour, bitter, salty;
Touch: smooth, hard, soft, rough, cold, warm, hot; Hearing: loud, soft, high, low Sight: bright,
dim and recognize colours. Smell: pleasant, unpleasant)

INFORMATION FOR TEACHERS

1. There are five major senses in human body, i.e. the senses of smell, taste, hearing sight
and touch. Each sense is different from other.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook grade – I, colour, charts and image of the parts of body with
relevant senses, sweet and sour, fruits, hot and cold object.

INTRODUCTION | 10 MINUTES

1. Ask the students following questions randomly:

◊ Which part of our body watch the things? (eyes)
◊ Which part of the body help us to smell? (nose)
◊ What is the functions of ear? (earing)
◊ What do we do with our hands? (touch)
◊ Which part of the body help us to taste food? (tongue)
2. These are called five senses of our body.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the students into two groups.

2. A students of group 1, will call the name of any particular sense.
3. While students from group 2, will tell the name of the relevant organ.

9 GRADE 1
 Group 1 Group 2
Body parts Five senses
Ear Hearing
Nose Smell
Eyes Sight
Tongue Taste
Hand Touch

Activity 2:

1. Divide the students into different groups.

2. Tie a piece of cloth around their eyes as in hide and seek and give them different things to
taste (sugar, salt, and sour fruit).
3. Ask them to express the taste to the other groups.

Activity 3:

1. Divide the class into suitable groups.

2. Group ‘A’ to hear different sounds (noise, singing, bell, whispering)
3. Group ‘B’ to smell different object (flowers, and objects with different smell).
4. Ask the students to identify things of different smell.
5. Tie a piece of cloth around the eyes of a group and put in their hands ice, warm water,
and ask them about the difference.
6. To introduce the students with the sense of sight to switch button of the light on and off
turn by turn.

CONCLUSION / SUM UP | 5 MINUTES

Teacher conclude the lesson by telling the students about all the five senses.
ƒ Sense of touch
ƒ Sense of hearing
ƒ Sense of smell
ƒ Sense of sight
ƒ Sense of taste

ASSESSMENT | 5 MINUTES

1. Ask students the following questions

2. What are eyes for?
3. How do we taste thing?
4. Which part of the body is to smell with?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the student to draw the following parts of human body on their notebooks.
(Ear, eye, nose, hand, tongue)

GRADE 1 10
 CHAPTER # 3: Keeping Ourselves Clean
LESSON

6 HEALTH AND CLEANLINESS

STUDENT LEARNING OUTCOMES

ƒ Identify the ways by which they can keep themselves clean (washing hands, before and after
meal and using the toilet, clipping/trimming nails, brushing teeth daily, taking bath regularly
etc.
ƒ Recognize the importance of keeping themselves, their clothes and surroundings clean for
their health.

INFORMATION FOR TEACHERS

1. Cleanliness is essential for health.

2. Cleanliness is part of our faith.
3. Cleanliness is also essential for good health.
4. A healthy body always keep sound mind.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Text book G.K Grade 1, Chart, pictures, soap, nail cutter, tooth brush, hair brush, writing
board.

INTRODUCTION | 10 MINUTES

1. Introduce the topic by asking few questions from the students randomly.
◊ What do you do before breakfast early in the morning?
◊ Why do you wash your hands before meal?
◊ Do you like cleanliness?
◊ Why are we clip our nails?
◊ Do you brush your teeth daily?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the students in suitable Groups.

2. Ask them to discuss that how can we keep our self-clean.
3. Engage the groups in discussion for 10 mints and supervise them after that the teacher
ask them “what are the main things essential for cleanliness”.
4. Make a list on the whiting Board such as washing hands, clipping nails, brushing teeth etc.

11 GRADE 1
 Activity 2:

1. Maintain the groups according to the previous activity.

2. Ask Group 1 to demonstrate nail cutting.
3. Group 2 to demonstrate hand washing.
4. Group 3 to demonstrate brushing teeth teacher will observe throughout the activity and
will tell about the importance of all these.

Activity 3:

1. Ask the students to clean their chair, desk and surrounding area and throw the garbage in
the dust bin.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Concluding the lesson the teacher should write the main prints about cleanliness on the
writing board.
ƒ Wearing clean clothes.
ƒ Brushing teeth daily.
ƒ Washing hands.
ƒ Clipping nails.
ƒ Keeping your surroundings clean.

ASSESSMENT | 5 MINUTES

1. Ask some questions for assessment from students turn by turn.

2. How do you keep yourself clean?
3. What would happen if you do not keep yourself clean.
4. How do you wash your hands and brush your teeth to keep yourself clean.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students “come to school tomorrow wearing neat and clean uniform”.

GRADE 1 12
 CHAPTER # 3: Keeping Ourselves Clean
LESSON

7 HEALTH AND CLEANLINESS

STUDENT LEARNING OUTCOMES

ƒ Recognize the fact that germs can cause diseases and list ways to avoid germs.
ƒ Identify the unhealthy habits that cause illness like (cough, diarrhea etc)

INFORMATION FOR TEACHERS

1. Diseases are spread by germs.

2. Contaminated water and unhygienic food causes illness.
3. Diseases spread due to playing in dirty places.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, picture, textbook of G.K Grade – 1, soap, and thermometer.

INTRODUCTION | 10 MINUTES

1. Teacher will aware the students about the causes of diseases such as dirty water, dirty
food, dirty dress, unhygienic places and dumping around street:
◊ Germs are so small that we can’t see them with naked eyes.
◊ Germs lives on dirty hands, dirty dresses, food and another dirty things.
◊ Germs enter our body and make us sick.
2. Narrate personal experiences regarding illness caused by unhealthy food, water and dirty
places.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Pictures can be shown to elaborate the spreading of germs.

Activity 2:

1. Divide the students in groups who remained ill during last two / three months.
2. Ask them to share their experience.

Activity 3:

1. Activity about “early rising playing games, brushing teeth and washing hands”, from the
textbook may be carried out and discussed in detail.

13 GRADE 1
 CONCLUSION / SUM UP | 5 MINUTES

ƒ Tell the students that diseases are mostly spread in our environment by germs. Germs are
born and grow up on dirty things. So we should drain out the dirty water nearby.
ƒ We should also sprinkle kerosene oil on the standing water.
ƒ Educate the students about safety measures against germs and especially corona virus.
ƒ We should keep our body neat and clean.
ƒ We should cover our food and keep our surroundings clean.

ASSESSMENT | 5 MINUTES

Ask the following questions.

ƒ Why should we wash our hands before eating?
ƒ Why is it necessary to brush our teeth?
ƒ What are the causes of diarrhea?
ƒ Why do we need clean drinking water?
ƒ Why do we use soap for hand washing?
ƒ Where are germs born and grow up?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Teacher will ask the students to make a list of diseases caused by germs at home.

GRADE 1 14
 CHAPTER # 4: My Family and Friends
LESSON

8 MY FAMILY

STUDENT LEARNING OUTCOMES

ƒ Identify some family members (parents brothers and sisters grand-parents, aunts, uncles
and cousins)
ƒ (Paternal and Maternal)
ƒ Recognize that they should respect all family members and friends.
ƒ Narrate the special qualities of some of their friends.

INFORMATION FOR TEACHERS

1. The family members include father and mother, brothers and sisters, maternal
grandfather and maternal grandmother, paternal grandfather and paternal
grandmother, uncle and aunt.
2. Different family members live together and they respect each other.
3. Qualities of friends, i.e. gentleman, able, respect for elders and punctual.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G-K Grade – I, charts showing relationship of family members

INTRODUCTION | 5 MINUTES

1. Ask the students following questions randomly.

2. How many people live in your home?
3. How many brothers and sisters do you have?
4. How many brothers and sisters does your father have?
5. How do you behave with elder members of your family?
6. Who is your favourite friends?
7. Why do you like your friend?

DEVELOPMENT | 15 MINUTES

Activity 1:

1. Call some students in front of class and ask them how many people are there at your
home?
2. Describe the relations of people living there.
3. How many uncles do you have?

15 GRADE 1
4. How many aunts do you have?
5. What is the name of your elder uncle?
6. What is the name of your younger brother?

Activity 2:

1. Paste the chart of textbook of G-K Grade-1 on relevant page on writing board and ask the
students to tell relation between A and B.

Activity 3:

1. Make some groups of students who are friends and ask them to describe good qualities of
their friend.

Activity 4:

1. Ask some students to tell names of their dear friends loudly in classroom and teacher
should write the name on the writing board.

CONCLUSION / SUM UP | 5 MINUTES

1. Describe briefly the relationship of family members living together at home and their
position.
2. Tell the students to respect elders at home and in the society.
3. Describe the importance of friendship and some good qualities of friendship and tell the
students to avoid bad friends.

ASSESSMENT | 5 MINUTES

Ask the students.

1. Name the people whom you must respect?
2. What is the name of your paternal grandfather?
3. What does your elder uncle do?
4. Where does your aunt live?
5. Who is your favourite friend?
6. Is your friend a brave boy?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to draw the picture of a family tree as home assignment.

GRADE 1 16
 CHAPTER # 4: My Family and Friends
LESSON

9 OUR PARENT’S LIFE

STUDENT LEARNING OUTCOMES

ƒ Describe things that their parents did differently in their childhood.

INFORMATION FOR TEACHERS

1. In past the life of the people was quite different from today.
2. In those days our parents used bullocks and reap the crops with hands whereas today
we plough through tractors and reaping the crops by machines.
3. The people of those time were simple and there lives were tough. They were used simple
food like milk, butter and Lassi, whereas today we use fast foods like Chinese, pizza and
burgers etc.
4. Our parents used to travel on foot, tangas and horses but today there are many modern
means of transportation like Rikshaws, motor cycles buses, train and aeroplans.
5. Those people were used wood as fuel whereas in modern time we use gas as a fuel.
6. In past livestock was a main source of income of the people whereas today people have
different jobs and trade.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook grade – I, pictures.

INTRODUCTION | 5 MINUTES

Teacher will ask the students randomly the following questions:

ƒ Which means of transport do you use to travel from one place to another?
ƒ How our parents used to travel in the past?
ƒ What is your favourite food to eat?
ƒ What was the common food in the past?
ƒ How do the people sow and reap the crops today?
ƒ What was the main source of income of our parents in the past?
ƒ What are the main source of communications today?
ƒ What source of communication was used by our parents in the past?

17 GRADE 1
 DEVELOPMENT | 15 MINUTES

Activity 1:

1. Ask the students randomly few questions and during this process, teacher help and
facilitate them, if they feel any difficulty to reply.
2. How did the people plough in the past?
3. How did the people travel in the past?
4. What was the food in those times?
5. What is your favourite food?

Activity 2:

1. Divide the class into two groups

2. Group A will collect pictures of those time of transportation, whereas group B will collect
pictures of modern means of transportation.
3. Teacher will facilitate both the groups.

CONCLUSION / SUM UP | 5 MINUTES

1. Compare those people with the people of present time and tell the students that our
parent’s lives were quite different from us.
2. They were tough and have no modern facilities whereas due to scientific development, we
are living comfortably.
3. Teacher will conclude the lesson with given examples from daily life.

ASSESSMENT | 5 MINUTES

1. Ask the students randomly:

◊ How did the people travel in the past when there was no vehicle?
◊ How did our parents sow and reap the crops in the past?
◊ What was the food of those people?
◊ How did the people get water in the past?
◊ What was the source of communication of those people?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to ask their parents to tell them few means of transportation and food
they were used in past.

GRADE 1 18
 CHAPTER # 5: Sports and Rule
LESSON

9 RULES OF PLAYING GAMES

STUDENT LEARNING OUTCOMES

ƒ Name the games they like to play.

ƒ Recognize the importance of collaboration by participating in group activities and games.
ƒ Define rules.
ƒ Recognize importance of following rules.
ƒ Observe and identify the rule when playing a game

INFORMATION FOR TEACHERS

1. Teacher should know the basic rules for game.

2. Honesty is the basic principle for playing game.
3. Waiting for your turn is the most important rule for a game.
4. Helping one another is the spirit of games.
5. Respect and obey for referee and umpire.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Bat, ball, football, playing ground, textbook grade – I, writing board.

INTRODUCTION | 5 MINUTES

Teacher will ask the students:

ƒ How do you feel when you win a game?
ƒ When you lose a game, how do you feel?
ƒ What is your favourite game?
ƒ How many players are there in a cricket team?
ƒ Who supervises the cricket match?
ƒ How do you obey the referee?

DEVELOPMENT | 15 MINUTES

Activity 1:

1. Divide the students in team A and B.

2. Arrange a cricket match of two overs between team A and B.

19 GRADE 1
3. Fumble the toss between the teams.
4. Make them understand about the basic rules of cricket.

Activity 2:

1. Ask the toss winning team to decide, who will bat first.
2. After playing the limited overs, the batting turn will be changed.
3. After the completion of the match, encourage the loser and appreciate the winner.
4. Looser team should congratulate the winner.

CONCLUSION / SUM UP | 5 MINUTES

1. Teacher will tell the students that there are certain rules for every game which must be
followed by players. Following rules develop civic sense.

ASSESSMENT | 5 MINUTES

ƒ Ask students randomly the following questions:

◊ What is your favourite game?
◊ How many players are there in a cricket team?
◊ Who will decide to bat or bowl first?
◊ What is the importance of group activity and game?
◊ What are rules for?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to arrange a cricket match in your home and share your experiences on
the next day with your class mates.

GRADE 1 20
 CHAPTER # 5: Sports and Rule
LESSON

10 BENEFITS OF GAMES AND

EXERCISE
STUDENT LEARNING OUTCOMES

ƒ Understand the importance of playing games and exercise for better health.

INFORMATION FOR TEACHERS

1. Sports are very important for better health.

2. Physical exercises and games are important for good health.
3. Different types of physical exercises are skipping, jumping, drill, etc.
4. Benefits of games and physical exercises such as, relaxation of muscles, release of
tension, physical and mental health etc.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of grade – I, pictures of different physical exercises and games

INTRODUCTION | 5 MINUTES

Ask some questions from the students.

ƒ Do you go out for morning walk with your father?
ƒ What is your favourite game?
ƒ Why are games necessary for good health?
ƒ How many physical exercises do you take?
ƒ Which games are being played in your school?

DEVELOPMENT | 15 MINUTES

Activity 1:

1. Divide students into two groups.

2. Group A, Students interested in exercises and group B, Students interest in games.
3. Arrange PT show for group A and a football match of 15 minutes for group B.
4. After completion the activities, tell the students about the benefits of physical exercises
and games for better health.

21 GRADE 1
 CONCLUSION / SUM UP | 5 MINUTES

1. Describe the benefits and importance of games and physical exercises.

2. Morning walk, regular physical exercises and games keep you fit and healthy.

ASSESSMENT | 5 MINUTES

ƒ Ask the students:

◊ Where do you go for morning walk?
◊ Why do we play games?
◊ Are the games and physical exercises necessary for good health?
◊ How can we prevent ourselves from diseases?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to arrangement an exercise at your home.

GRADE 1 22
 CHAPTER # 6: Neighbourhood
LESSON

11 NEIGHBOURHOOD

STUDENT LEARNING OUTCOMES

ƒ Recognize that many families living in a locality make a neighbourhood.

ƒ Describe their neighborhood (in terms of people, farms, shops, streets, parks and playgrounds
etc.)
ƒ Identify key places on a pictorial map of a neighbourhood.

INFORMATION FOR TEACHERS

1. People living together in one area makes a neighborhood.

2. Mutual cooperation and respect makes neighbourhood, a lovely and peaceful place.
3. Sayings of the Prophet Muhammad (SAW) remind us about the importance of
neighbourhood and our duties regarding neighbourhood.
4. Mutual discussion can be the suitable method to teach the topic.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K, Grade – I

INTRODUCTION | 5 MINUTES

ƒ Ask the students the following questions.

◊ What is the name of your mohallah?
◊ Where do you live?
◊ Are there other houses in the surroundings of your home?
◊ What do you call the people living in the surroundings of your house?

DEVELOPMENT | 15 MINUTES

Activity 1:

ƒ Divide the class into suitable groups and ask them to discuss about their friends living in
their neighbourhood.
ƒ Visit each group and supervise their discussions.
ƒ Two students from each group tell the class about their friends in the neighbourhood.
ƒ Explain the concept of neigh boar hood?

23 GRADE 1
 Activity 2:

ƒ Maintain the previous Groups

ƒ Ask the Students to discuss the picture at relevant page of the textbook G.K 1 in groups.
ƒ Help them to identify the key places on the pictorial map.
ƒ Ask the students to think and discuss key places near their homes.
ƒ Call students from each group to describe the features of their neighbourhood.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Write the following key points on writing board and explain.

◊ Neighborhood.
◊ Neighbors.

ASSESSMENT | 5 MINUTES

ƒ Write the following two sentences on writing board.

◊ Ask the students to complete the verbally.
◊ Place where many families live together is called a _________.
◊ People living near our house are called _________.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Draw a picture of a house on a paper and colour it.

GRADE 1 24
 CHAPTER # 6: Neighbourhood
LESSON

12 NEIGHBOURHOOD

STUDENT LEARNING OUTCOMES

ƒ Identify the different kinds of houses (bungalow, mud house, hut and apartment).
ƒ Describe their home.
ƒ Identify what makes the neighbourhood clean or dirty.
ƒ Understand and practice the idea of keeping their homes and neighbourhood clean.

INFORMATION FOR TEACHERS

1. Variation in size and structure of houses is caused by two reasons i.e. availability of
space and resources.
2. In big cities due to lack of space high rising buildings containing a large number of
apartments are being constructed.
3. By training cleanliness can be made a habit and a part of one’s attitude.
4. The concept of cleanliness is not limited to one’s self but it includes the whole
environment.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K, Grade – I, teacher’s hand written worksheets.

INTRODUCTION | 10 MINUTES

Ask the following questions.

1. Where is your house situated?
2. How many rooms are there in your house?
3. Are all the houses in your area of the same style?
4. What is the difference between your school and house?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the class in suitable groups.

2. Ask the students to discuss the pictures on the relevant page of textbook in groups.
3. Provide basic information about the topic (kinds of houses) and guide each group.

25 GRADE 1
 Activity 2:

4. Hand written worksheet (as given below) shall be distributed in groups.

5. Ask the Students tick (√) the right habit after mutual discussion.

ƒ Throw waste in the dust bin.

ƒ Chalking on the street walls.
ƒ Keep your houses and streets clean.
ƒ Spitting everywhere.
ƒ Throwing the garbage of your home in the
street.
ƒ Making a proper duct for dirty water.

Activity 3:

1. Ask the students to discuss in groups that “why should they keep their home and
neighbourhood clean?”
2. Provide guidance to refine the ideas of students.
3. At the completion of discussion, one student from each group present the assigned task.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Write the main points on the writing board and explain.

◊ Kinds of houses.
◊ Clean environment
◊ Dirty environment

ASSESSMENT | 5 MINUTES

Ask the students

ƒ What is the difference between bungalow and a mud house?
ƒ What makes our environment dirty?
ƒ How can we keep our city clean?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Draw a house on a paper and colour it.

GRADE 1 26
 CHAPTER # 7: Places of Worship
LESSON

13 PLACES OF WORSHIP

STUDENT LEARNING OUTCOMES

ƒ Identify the Masjid in their neighbourhood as a place of worship for Muslims.

ƒ Inquire about other places of worship (Church, Mandir, Guradwara etc.)
ƒ Recognize that they should respect all places of worship and all religions.

INFORMATION FOR TEACHERS

1. Worship is the basic necessity of human being.

2. Each and every religion prescribes a certain mode of worship for its followers.
3. Islam makes it compulsory for Muslims to offer prayers five times a day.
4. Other religions also prescribe a certain schedule of worship for their followers.
5. A visit to Masjid and mutual discussion shall be the suitable method for teaching the
topic.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of G.K grade – I, writing board, marker, / chalk, pencil.

INTRODUCTION | 10 MINUTES

ƒ Introduce the topic by asking few questions from the students randomly:
◊ Who is worthy of worship?
◊ Have you ever been to Masjid?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Teacher will lead the students towards Masjid if it is situated at a nearby place to the
school.
2. Teacher will explain that Masjid is a sacred place and all of us must respect it.
3. All the Muslims follow certain pre-requisites before entering the Masjid, like make ablution
and put off shoes.

Activity 2:

Teacher will:
1. Divide the students into suitable groups

27 GRADE 1
2. Ask students to open the textbook of G.K G-I, and discuss the pictures in groups for five
minutes.
3. Teacher will facilitate/observe the groups during group work.
4. After allotted time invite groups for presentation, and make corrections where necessary.
5. Encourage students for their group work.
6. Tell students that Muslims go to Majid for prayer.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Teacher will conclude the activity by sharing the following key points.
◊ Muslims go to Masjid for prayers.
◊ Christians go to church, Hindus go to Mandir and sikh to Gurdawara for worship.
◊ We must respect the place of worship of every religion.

ASSESSMENT | 5 MINUTES

ƒ Activity at page # 30 of the textbook G.K, Grade – I, can be used for assessment purpose.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Draw a picture of place of worship according to your own religion and colour it.

GRADE 1 28
 CHAPTER # 8: Our Country Pakistan
LESSON

14 PAKISTAN

STUDENT LEARNING OUTCOMES

ƒ Tell the full name of our country and date of existence.

ƒ Recognize that all the countries have a flag.
ƒ Draw the flag of Pakistan
ƒ Identify what the colours and symbols on the flag represent.

INFORMATION FOR TEACHERS

1. The official name of Pakistan is Islamic Republic of Pakistan.

2. Pakistan came into being on 14th August 1947.
3. The flag of Pakistan has two colours
4. The green colour of flag of Pakistan represents Pakistani Muslims majority while the
white colour shows the minorities in Pakistan.
5. The crescent shows progress of the Pakistan and the star shows light and knowledge.
6. Every country has his own flag which shows their independence.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Pakistani flag, flag of other countries like Saudia Arabia, Turkey, India, China, Iran, America,
Textbook grade – I, Map of Pakistan, flash cards.

INTRODUCTION | 10 MINUTES

1. Paste/Draw the flag of Pakistan on writing board and ask students the following questions.
◊ Do you know about the flag?
◊ Do you hoist the flag every day in school?
◊ Encourage students.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the class into four groups

2. Ask groups to draw flag of Pakistan and colour it.
3. Give them ten minutes for drawing.
4. During the activity teacher will facilitate groups

29 GRADE 1
5. After allotted time ask students to paste their respective groups flag on the front wall.
6. Ask all groups for gallery walk.
7. Tell them that it is the flag of Islamic Republic of Pakistan.
8. Pakistan came into being on 14th August 1947.

Activity 2:

1. Teacher will ask the students.

◊ Which part of the flag is big?
◊ Take responses from students.
◊ Now ask another question to the students.
◊ Which part of flag is small?
◊ After receiving their response ask them.
◊ What is the crescent and the star for?
2. Take responses and give feedback.

Activity 3:

1. Make pairs of the students.

2. Ask students to open the relevant page of GK-1 and observe the flags of different countries
for two minutes.
3. After allotted time conclude the activity by identifying the flags of different countries.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Tell the students that our country came into being on 14th August, 1947, the official name
of our country is Islamic Republic of Pakistan.
ƒ Our country has also its own flag. Our flag is respectable for all of us.
ƒ The national flag of Pakistan have two colours.
ƒ Green for Muslims and white for non-Muslims.
ƒ The crescent shows progress of the Pakistan and the star shows light and knowledge

ASSESSMENT | 5 MINUTES

ƒ Ask the following question to assess the students.

◊ What is the name of our country?
◊ When did our country come into being?
◊ What does the green colour represent in our flag?
◊ What does the white colour represent in our flag?
ƒ During collecting their responses, if they feel any difficulty guide and facilitate them.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to draw flag of any country of your choice from the relevant page of
textbook G.K, G-I.

GRADE 1 30
 CHAPTER # 9: My School
LESSON

15 SCHOOL

STUDENT LEARNING OUTCOMES

ƒ Tell the name and location of their school.

ƒ Identify people they interact with in school (Teachers, students, principal, service providing
staff etc.)
ƒ Describe the activities they engage at school
ƒ Recognize that they should respect everyone in their school (Teacher, class fellows,
service providing staff etc.), regardless of their faith ethnicity and social background.

INFORMATION FOR TEACHERS

1. Teacher may clearly mention school name its area.

2. Teacher must have complete information about school staff, its history, servicing staff
etc.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of grade – I, writing board, school picture.

INTRODUCTION | 10 MINUTES

Ask the students.

ƒ Which school do you read in?
ƒ Where is your school situated?
ƒ How many rooms are there in your school?
ƒ Is there any playground in your school?
ƒ How many students are studying in your class?
ƒ Who rings the bell in the school?
ƒ Who brings water for school?
ƒ What do you do in your school?
ƒ Do you respect your teachers and chowkidar?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Call students one by one infront of class and ask them to tell his school name loudly. i.e.
My school name is Government Primary School.

31 GRADE 1
2. Write down the school full name on writing board in Urdu and English and tell the students
to write it in their notebooks.
3. Help them out and provide guidance.

Activity 2:

1. Arrange a role play, one student play a role of teacher and the others to play role of
student.
2. A student may play a role of service providing staff (Chowkidar).

Activity 3:

1. Plantation day at school may be celebrated with the participation of students and staff of
the school.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Tell the students that the name of our school city Government Primary School ____. It
is located in the middle of the village. There are huge numbers of students are studying
in our school. All the students and community should respect all the teaching and non –
teaching staff of the school.

ASSESSMENT | 5 MINUTES

Ask the students some questions to assess the students.

ƒ What is your school name?
ƒ Who is the Head teacher of your school?
ƒ Who provide services for your school?
ƒ Do the people of your village respect the school staff?
ƒ Who is your school chowkedar?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Draw a picture of your school at your notebook.

2. Discuss about the school activities with your parent at home.

GRADE 1 32
 CHAPTER # 9: My School
LESSON

16 RULES IN SCHOOL

STUDENT LEARNING OUTCOMES

ƒ Share and understand the rules they follow in class and school.
ƒ Understand why following the rules is important
ƒ Appreciate diversity by understanding that they make different friends in school and
these friends can be from different social and religious backgrounds.

INFORMATION FOR TEACHERS

1. Rules are very important for school by obeying rules, discipline can be maintained in the
class and school.
2. The students and staff should all follow the rules in the class and school.
3. Students must enter and leave the school with the permission of teacher.
4. All the students must follow the teacher’s instructions.
5. Try to create fair friendly environment in school.
6. Respect each other in the class and call the correct name of your class fallows.
7. All of the students in the class and school are friends whatever their religion or social
background may be.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of grade – I, writing board, chart showing classroom and school rules, flash
cards etc.

INTRODUCTION | 10 MINUTES

Ask the students randomly.

ƒ What do you do while entering the class in the presence of teacher?
ƒ Do you come to school in time?
ƒ How many friends, do you have in school?
ƒ Do you wear neat and clean uniform?
ƒ Do you maintain cleanliness in your school and classroom?
ƒ Do you take things of other students without permission?

33 GRADE 1
 DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the students into two groups and ask them to share the school rules with each
other. Help and supervise them.

Activity 2:

1. Distribute the flash cards of school rules among the students and ask them to read loudly.

Activity 3:

1. Arrange a role play for students which shows the regularity and following the school and
class rules.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Rules are very important in maintaining school discipline. All these rules are for our
benefits. Following rules can save us from lot of troubles. These rules are as under:
◊ Listen your teacher carefully
◊ Obey your teachers.
◊ Don’t ask or speak without permission.
◊ Call the students and teachers with respectable manners.
◊ Apply through applications for leave
◊ Observe the school timing.

ASSESSMENT | 5 MINUTES

Ask students to assess the students.

ƒ Do you observe school timing?
ƒ Do you take part in morning assembly?
ƒ Do you take permission at the time of entrance and leaving the classroom?
ƒ What are the benefits of following the school rules?
ƒ Which language do you and your friends use in the class?
ƒ Do you have any a friend abroad?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to discuss the school rules with their parent, brothers and sisters at home.

GRADE 1 34
 CHAPTER # 9: My School
LESSON

17 CLEANLINESS IN SCHOOL

STUDENT LEARNING OUTCOMES

ƒ Know the importance of keeping their School clean.

INFORMATION FOR TEACHERS

1. Our religion gives great importance to cleanliness.

2. Cleanliness keeps us away from many diseases
3. Cleanliness keeps us healthy and happy.
4. It increases the beauty of school.
5. We should try to keep clean ourselves, our homes, streets, school and our country.
6. If we do not keep our school clean, it will affect badly the environment of school.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Textbook of grade – I, writing board, marker, flash cards etc.

INTRODUCTION | 5 MINUTES

ƒ Ask the students.

◊ How do you help your mother at home?
◊ Who sweeps the school?
◊ Why should we keep our school clean?
◊ Do you put garbage in dust bin?
◊ Is there any dustbin in your classroom?

DEVELOPMENT | 15 MINUTES

Activity 1:

ƒ Ask the students to clean their classroom and put all the garbage in the dustbin.
ƒ Observe whether all the students take part in the activity.

Activity 2:

ƒ Ask the students to clean the school lawn.

ƒ Also observe this activity, encourage the students and also realize them the importance of

35 GRADE 1
 cleanliness.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Conclude the lesson in the following points.

ƒ Cleanliness has great importance in life.
ƒ Cleanliness protect us from many diseases.
ƒ Clean environment keeps us happy and healthy.
ƒ It provides us the best environment for education.

ASSESSMENT | 5 MINUTES

ƒ To assess the student, ask following questions:

◊ Is your classrooms neat and clean?
◊ Do you like to keep your school clean?
◊ What are the benefits of cleanliness?
◊ Where do you put garbage?
◊ What is the duty of sweeper?
◊ Is there a dustbin in your classroom?

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the students to bring a piece of cloth to clean his/her bench desk regularly.

GRADE 1 36
 CHAPTER # 10: Getting Around Transportation
LESSON

18 TRANSPORTATION

STUDENT LEARNING OUTCOMES

ƒ Identify the means of transportation which people use.

ƒ Differentiate between slow and fast means of transportation.

INFORMATION FOR TEACHERS

1. With technological advancement we have been able to travel very fast such that we
can travel around the globe within 24 hours.
2. Development in transportation means, is an important step towards globalization.
3. The topic can be taught by question/answers and sequencing /list making method.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook GK Grade – 1, Pictures of various means of transportation, glue,

charts.

INTRODUCTION | 10 MINUTES

Teacher will ask the following questions.

ƒ How do you go to a nearby place?
ƒ When will we use a ride?
ƒ Have you ever been out of your city / village?
ƒ Which ride did you use to get there?

DEVELOPMENT | 45 MINUTES

Activity 1:

Teacher will:
1. Divide the class into suitable groups and ask them to open the relevant page of their book
and recognize various means of transportation by mutual discussion.
2. Supervise the activity in groups, and facilitate the students according to their needs.

Activity 2:

Teacher will
1. Provide each group a chart, glue and pictures of various means of transportation.
2. ask the students to arrange the pictures from slowest to fastest moving means of

37 GRADE 1
 transportation using mutual consultation in groups.
3. At completion of arrangement/sequencing ask the students to paste the pictures on the
chart in a similar order.
4. At the completion of task one student from each group shall present their group work
chart in front of class.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Teacher will conclude the activity by sharing the following key points.
ƒ Bicycle, tonga, rickshaw, motorcycle, bus, car, train and aero plane are common means of
transportation.
ƒ Bicycle, tonga, rickshaw are slow moving, while car, bus, train and aero plane are fast
moving means of transportation.

ASSESSMENT | 5 MINUTES

ƒ Teacher shall paste the pictures of various means of transportation on writing board and
ask the students to identify the fastest and slowest ride.

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask the student to paste the pictures of various means of transportation in their notebook.

GRADE 1 38
 CHAPTER # 10: Getting Around Transportation
LESSON

19 TRANSPORTATION

STUDENT LEARNING OUTCOMES

ƒ Identify the places where buses and trains stop, areoplanes land and ship berth.
ƒ Describe the activities that take place at a bus stop, railway station, airport and harbour.

INFORMATION FOR TEACHERS

1. With the passage of time life has become too much busy and people want to reach their
destinations as early as possible.
2. Bus station, railway station and airports are too much busy places with people arriving
and departing every other minutes.
3. Seaports are mainly used for loading and unloading of trade goods.
4. In order to teach the topic observation method and mutual discussion shall be useful.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, Textbook of G.K Grade – 1, pictures of bus station, airport, railway station
and harbor.

INTRODUCTION | 5 MINUTES

ƒ Teacher will introduce the topic by asking following questions from students randomly.
◊ Have you ever travelled another city?
◊ By which mean of transport have you travelled?
◊ Where does the buses stop?

DEVELOPMENT | 15 MINUTES

Activity 1:

ƒ Teacher will divide the class into suitable groups.

ƒ Ask students a to open the relevant page of their textbook and ask students to discuss the
pictures in groups.
ƒ Supervise the activity by providing guidance in groups where needed.

Activity 2:

ƒ Teacher will divide the class into four groups.

ƒ Provide different picture to each group like:

39 GRADE 1
 ◊ Group – A Railway station
◊ Group – B Airport
◊ Group – C Bus station
◊ Group – D Seaport
ƒ Ask students to observe the picture in their group and discuss the name of the place and
activities taking place there in five minutes.
ƒ Supervise and guide the work of all groups during the activity.
ƒ After allotted time ask groups for presentation and encourage them.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Teacher will conclude the activity by sharing main points.

ƒ People go to bus station to travel other cities.
ƒ People go to railway station to travel other cities by train.
ƒ From airport people can fly to other cities.

ASSESSMENT | 5 MINUTES

ƒ Pictures of bus station, railway station, airport and seaport are pasted by the teacher on
writing board and students are asked to name the places.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Students are asked to draw and colour a picture of their favorite mean of transportation.

GRADE 1 40
 CHAPTER # 11: Traffic Rules
LESSON

20 TRAFFIC RULES

STUDENT LEARNING OUTCOMES

ƒ Identify some traffic rules.

ƒ Identify the safety rules they should follow while walking on the road, crossing a road
travelling by a bus etc.

INFORMATION FOR TEACHERS

1. Traffic laws/rules are made to maintain discipline.

2. Following traffic rules will minimize accidents.
3. Traffic rules are very much essential for our safety and smooth flow of traffic on roads.
4. Observation and mutual discussion are the suitable ways to teach the topic.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, charts, colour pencils, marker / chalk, prepared
chart of traffic signs.

INTRODUCTION | 10 MINUTES

Teacher will ask the following questions to introduce the topic.

ƒ Have you ever travelled outside of your village / city?
ƒ What rides have you travelled through?
ƒ Have you ever seen a big square with three coloured lights inside a city?
ƒ Introduce the topic in the light of their responses.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Teacher will paste prepared chart of traffic rules/signs from the relevant page of G.K
textbook grade – I.
2. Get the information from the children through questions, shown in the picture.
3. The teacher should summarize the activity by explaining, use of footpath, zebra crossing,
the meaning of red, yellow and green

Activity 2:

1. Teacher will make three groups of students.

41 GRADE 1
2. Provide each group with a chart on which three pencil sketches have been drawn as
under:

3. Ask the groups to colour the relevant light with proper colour. At the completion of activity
charts will be pasted at the writing board.
4. Give feedback if required.

CONCLUSION / SUM UP | 5 MINUTES

Teacher will conclude the activity by repeating following main points.

ƒ Use zebra crossing, while crossing the road
ƒ Walk on the footpath or right side of the road.
ƒ Wearing helmet while riding cycle/motorcycle.
ƒ Red light means stop
ƒ Yellow light means get ready to move
ƒ Green light means move.

ASSESSMENT | 5 MINUTES

ƒ A chart with multiple traffic signs shall be pasted on the writing board and teacher shall
randomly ask the meanings of various signs from different students to assess their
learning.
ƒ Ask student to open the textbook activity page of chapter G.K Grade – I, and match the
columns

HOMEWORK / FOLLOW UP | 5 MINUTES

1. Ask students to share the traffic rules with their siblings at home.

GRADE 1 42
 CHAPTER # 12: Good Manners and Habits
LESSON

21 GOOD MANNERS AND HABITS

STUDENT LEARNING OUTCOMES

ƒ Greet others by saying Assalam-o-Alaikum, Hello, Good Morning etc

INFORMATION FOR TEACHERS

1. Various greetings such as Assalam-o-Alaikum,Hello, good morning etc.

2. The teacher should start this lesson through discussion and conversation method.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1

INTRODUCTION | 5 MINUTES

Teacher should greet students with Assalam-o-Alaikum while entering the class.
Ask the students.
ƒ How are you?
◊ Expected answer: we are fine
ƒ What do you say to your parents while leaving for school?
Note their answers on the writing board, add points or repeat correct sentences if needed).

DEVELOPMENT | 15 MINUTES

Activity 1:

ƒ Ask the students:

◊ What do you say when you meet someone?
◊ How do you greet each other and your family members when you get up in the morn-
ing?
◊ Tell the students that we say Assalam-o-Alaikum and good morning to each other.
◊ What else do we say?
ƒ Let students think for a while and collect their responses. Make correction if needed.

Activity 2:

ƒ Divide the students into two groups.

ƒ Ask each group to sit in a circle.

43 GRADE 1
ƒ Ask one groups to give something like book, notebook, pen and pencil share to other
group.
ƒ Ask the all group to thank loudly.
ƒ Now ask the groups to say thank you loudly.
ƒ What do you say if you commit a mistake?

Activity 3:

ƒ Sit the students in pairs to discuss the pictures on relevant page of the textbooks G-K
Grade 1.
ƒ Collect responses from the students by question and answer.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Tell the students that people of different religions greet each other differently when they
meet.

ASSESSMENT | 5 MINUTES

Assess the student with the help of following.

ƒ When you meet with friend, what you say____________?
ƒ When you leaving the home, what you say ____________?

HOMEWORK / FOLLOW UP | 5 MINUTES

Ask the students:

ƒ Greet their parents when leaving for school, friends at school and teachers with Assalam-
o-Alaikum.

GRADE 1 44
 CHAPTER # 12: Good Manners and Habits
LESSON

22 GOOD MANNERS

STUDENT LEARNING OUTCOMES

ƒ Identify various aspects of good character. (Punctuality, speaking politely, kindness, honesty,
and truthfulness.)

INFORMATION FOR TEACHERS

1. Good qualities of character are imbedded in the early years of one’s life.
2. Good qualities of character are learned by following those personalities which inspire us.
3. Teachers are a good source of inspiration for students of Grade – I.
4. Therefore, teachers are required to exhibit consciously those good qualities of character
in order to become a source of inspiration for their pupils.
5. Role play, discussion and real life activities of sharing shall be the suitable ways for the
teaching of the topic.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1

INTRODUCTION | 5 MINUTES

ƒ Ask following questions to the student:

ƒ Which type of persons are liked by every one?
ƒ Can you name some good qualities?

DEVELOPMENT | 15 MINUTES

Activity 1:

ƒ Divide students in groups and assign one topic of good character for role play to each
group.
ƒ Teacher shall explain the meaning of every good quality.
ƒ Teacher shall discuss in each group the detail about how to perform role play.
ƒ Teacher shall play the role of active facilitator for the execution of role play.

Activity 2:

ƒ Arrange an activity of lunch sharing by the students in classroom during the mid-break.
ƒ Teacher shall supervise the activity and also talk about the importance of sharing things

45 GRADE 1
 with others.

Activity 3:

ƒ Ask the students to come infront of class one by one and narrate stories about how and
when they shared something with a friend.
ƒ Teacher shall facilitate and encourage shy students to narrate their words.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Repeat the key points in class i.e.

ƒ To be successful in life one must adopt a good character.
ƒ Punctuality is the key to success.
ƒ By speaking politely we can win the hearts of others.
ƒ Kindness is very much liked by Allah.
ƒ Honesty and truthfulness are the most admirable aspects of good characters.

ASSESSMENT | 5 MINUTES

ƒ Write down the following list on the writing board and ask a few students to come one by
one and encircle the good quality of character.
◊ Punctuality, telling lies, speaking harshly, kindness, speaking politely, honesty, back
biting, deceiving, and truthfulness.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Make a conversation with your parents about good qualities of character and present it in
the class next day.

GRADE 1 46
 CHAPTER # 12: Good Manners and Habits
LESSON

23 EATING MANNERS

STUDENT LEARNING OUTCOMES

ƒ Demonstrate etiquettes of eating (don’t waste food, eat with clean hands, don’t drop food
around)
ƒ Understand the hazards of eating unhealthy food.
ƒ Recognize the etiquettes of using the washroom.

INFORMATION FOR TEACHERS

1. Knowledge and practice of the etiquettes of eating is essential for their demonstration in
daily life.
2. Continuous monitoring and supervision of students during the mid-break when they are
taking their lunch is very helpful in producing the desired results.
3. Practical activities like washing hands, eating activities in the class room with clear and
precise instructions will be the suitable way for the teaching of topic at hand.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1

INTRODUCTION | 10 MINUTES

ƒ Teacher will ask the following questions:

◊ Which is your favourite dish?
◊ What are the important steps which you keep in mind while going to eat something?
ƒ Collect their responses and involve the students in discussion.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Take all the students out of class towards the hand washing place in your school.
2. Repeat the proper hand washing steps provided on the relevant page of textbook of G.K
Grade – I.
3. Ask each student to come forward and repeat a similar practice.

Activity 2:

1. Ask the students to take their lunch within classroom.

47 GRADE 1
2. The teacher shall facilitate the activity and monitor them.
3. During activity the teacher will explain in the class about basic etiquettes of eating.
4. After the process of eating, the teacher ask them to wash their hands.

Activity 3:

1. Through a question answer session the teacher shall share with students basic principles
of health i.e.
2. they must take healthy food.
3. eating un-healthy food causes severe harms to their health.
4. washing hands with soap after using the toilet protect us from germs.

Activity 4:

1. Take all the students out of the class and practice them how to use washroom.
2. The following etiquettes must be followed in this connection.
3. After using the washroom, properly wash the hands with sope.
4. Make proper use of the water/toilet paper etc.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Main points of the lesson shall be repeated to conclude the lesson.

ASSESSMENT | 5 MINUTES

ƒ Ask randomly from students to describe orally the eating manners.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Students shall demonstrate the hand washing steps to their parents at home.

GRADE 1 48
 CHAPTER # 13: Plants and Animals
LESSON

24 LIVING AND NON – LIVING

THINGS
STUDENT LEARNING OUTCOMES

ƒ Recognize living and non-living things around them.

INFORMATION FOR TEACHERS

1. Things around us can be categorized into two broads groups. i.e. living things and non-
living things.
2. Living things are further divided into two groups. i.e. plants and animals.

DURATION / NO OF PERIODS: 35 MIN/ 01 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, charts showing the pictures of living and non-
living things glue, marker/chalk.

INTRODUCTION | 5 MINUTES

Paste the picture of a cat and chair on the writing board and ask following questions.
ƒ What do you see in these pictures?
ƒ How the cat is different from chair?
ƒ What are the main differences between cat and chair.
Teacher will write the answers on writing board in the form of a list.

DEVELOPMENT | 15 MINUTES

Activity 1:

1. Teacher will explain the main differences between living and non-living things and
then through question – answer session to deduce the following points and write their
response on writing board.
◊ Living things can breathe.
◊ Living things can move.
◊ Living things can eat and drink.
◊ Living thing can grow up.
◊ Living things can die.
◊ Non – living things neither breathe nor move.
◊ Non – living things neither eat nor drink.
◊ Non – living things do not grow up.

49 GRADE 1
 Activity 2:

1. Distribute the class into suitable groups and provide each group with a chart having two
columns.

Living things Non – Living things

2. Provide each group a number of pictures of living and non-living things and ask them to
paste the pictures in their respective columns with mutual discussion.
3. During the activity teacher will facilitate the groups.
4. At the completion of activity group leader from each group shall present the work in front
of the class.
5. Teacher will appreciate and encourage the students.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Teacher wall repeat the three main differences between living and non – living things as
pointed out in the activity 1.

ASSESSMENT | 5 MINUTES

ƒ Teacher will ask the students to fill the activity chart provided on the relevant page of
textbook G.K for grade – I students many be asked to add more living things and Non-
living things in the chart if they know.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Prepare a small album of living and Non – living things by collecting photographs/
pictures.

GRADE 1 50
 CHAPTER # 13: Plants and Animals
LESSON

25 PLANTS

STUDENT LEARNING OUTCOMES

ƒ Identify the plants they see around them.

ƒ Recognize the differences between the plants they see around them.
ƒ Recognize the importance of plants/trees as a source of food, shade and shelter.
ƒ Identify the things around them that are made up of plants/trees.

INFORMATION FOR TEACHERS

1. Plants can be derided into two groups:

2. Flowering plants (sun flowers, orchids etc) and Non following plants (mosses and ferns
etc)
3. Plants generate oxygen and absorb carbon dioxide which provide us in a clean and
healthy environment.
4. Observation and mutual discussion are suitable method to teach the topic at hand.

DURATION / NO OF PERIODS: 105 MIN/ 03 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, charts of various plants. Marker etc.

INTRODUCTION | 25 MINUTES

ƒ Teacher will ask the following questions.

◊ What kind of plants are there in your home?
◊ Which types of plants you see in your school?
ƒ What are the main benefits of plants?

DEVELOPMENT | 65 MINUTES

Activity 1:

1. Take the students for a short visit to a garden situated near the school.
2. Ask them to keenly observe the plants around them in the garden.
3. Teacher should help them in recognizing various features of plants and their names.
4. When students return back to the classroom, ask them to share the informations of their
visit.

51 GRADE 1
 Activity 2:

1. Distribute the class into two groups.

2. Ask one group to take a round trip of the school building while the other group will
minutely observe the classroom.
3. Direct both groups to identify the things made up of wood.
4. At the end, group leader of each group will present the findings in front of class.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Teacher will discuss the main points:

◊ Plants are an important source of wood, food, shade and shelter.
◊ Plants play very important role to keep the environment clean and healthy.

ASSESSMENT | 5 MINUTES

ƒ Following questions will be asked as assessment.

◊ How many types of plants are there?
◊ From where we get wood?
◊ Name a few things made up of wood?

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Ask the students to paste stickers of different flowers/plants in their notebook.

GRADE 1 52
 CHAPTER # 13: Plants and Animals
LESSON

26 ANIMALS

STUDENT LEARNING OUTCOMES

ƒ Identify the differences between common, domestic and wild animals in terms of physical
features.
ƒ Identify some common domestic and wild animals.
ƒ Identify the food which different animals eat.

INFORMATION FOR TEACHERS

1. Some animals are called pet animals.

2. Some animals cannot be domesticated because of their wild nature and physical features.
3. Most of the wild animals are meat eaters.
4. Observations and discussion are suitable to teach the topic in hand.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, charts of different animals, marker etc.

INTRODUCTION | 10 MINUTES

ƒ Teacher will ask following questions.

◊ Which animals are there in your home?
◊ Name few animals which we keep as pets?
◊ Do we keep lion as a pet?
ƒ Name few animals dangerous for us.

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the class into suitable groups.

2. Ask the students to open the relevant page # of textbook successively and discuss the
pictures in groups.
3. Teacher will observe each group and will facilitate the student in recognizing various
animals and their physical features.
4. Teacher will explain the students that wild animals cannot be kept at home due to their
dangerous habits, as they can cause harm to us.
5. Through pictures on relevant page #, teacher explain that some animals eat only meat,
some animals eat grass and some animals eat both grass and meat.

53 GRADE 1
 Activity 2:

1. Provide each group with a chart, having the following columns.

Wild Animals Pet Animals

2. Provide each group with a number of pictures of wild and pet animals.
3. Ask the students to paste the pictures in their respective columns.
4. After the completion of activity, group leader from each group will present group work in
front of the class.

Activity 3:

1. Following animals list written on a chart will be provided to each group.

Goat Cow Lion Bear

Monkey Cheetah Buffalo

◊ Students are advised to colour the boxes
◊ Animals which eat only meat shall be coloured red.
◊ Animals which eat only grass shall be coloured green.
◊ Animals which eat both meat and grass shall be coloured brown.
◊ After the completion of activity, charts will be pasted infront of class.

CONCLUSION / SUM UP | 5 MINUTES

Teacher will repeat the main points of lesson infront of class:

ƒ Wild animals have large claws and pointed teeth.
ƒ Goats, cows, rabbits, dogs and some bird are common domestic animals.
ƒ Bear, lion, snake and crocodile are wild animals.
ƒ Some animals eat meat some eat grass while some other eat both meat and grass.

ASSESSMENT | 5 MINUTES

ƒ The following questions will be asked as assessment:

◊ Name some domestic animals.
◊ Name some wild animals.
◊ Which type of teeth are found in wild animals?
◊ Name an animal which eat both meat and grass?
◊ Name of the animals which eat meat only.
◊ Name of the animals which eat grass only.
◊ Name of the animals which eat both meat and grass.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Collect the pictures of some domestic and wild animals to make a small album.

GRADE 1 54
 CHAPTER # 13: Plants and Animals
LESSON

27 PLANTS

STUDENT LEARNING OUTCOMES

ƒ Recognize the importance of animals as a source of food, joy and transport.

ƒ Identify the homes of animals (desert, jungle, water, mountains etc.)
ƒ Differentiate between animals that can and cannot be kept at home with reasons.
ƒ Identify measures for better care of domestic and wild animals and plants.

INFORMATION FOR TEACHERS

1. Egg, meat and milk are major sources of food, provided by animals.
2. Some animals are used as transport such as horse, camel, and elephant etc.
3. Different environments are suitable for different animals like jungle, water and
mountains.

DURATION / NO OF PERIODS: 140 MIN/ 4 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, charts of domestic and wild animals, glue marker
etc.

INTRODUCTION | 25 MINUTES

ƒ Teacher will ask the following questions:

◊ Do you drink milk and eat meat?
◊ Name few animals from which we get meat?
◊ Name of animals that provide us milk?
ƒ Have you riddden an animal? If yes then name.

DEVELOPMENT | 100 MINUTES

Activity 1:

1. Divide the class into suitable groups and ask them to open textbooks at the relevant page.
2. Ask them to discuss the pictures in groups.
3. Facilitate each group and explain the key points during discussion.
◊ We get milk, meat and eggs from animals.
◊ Animals are also used for carrying goods and as a transport like donkey, ox, camel
and horse.
◊ Most of the animals live on land while few animals live in water like fish.

55 GRADE 1
 Activity 2:

4. Provide each group of students with a chart having three columns.

Meat Milk Eggs

5. Provide each group with multiple pictures of different animals.

6. Ask them to paste the pictures of various animals from which we get meat, milk and eggs
in their respective columns.
7. After completion of task, each group leader will present group work in front of class.

Activity 3:

1. Ask the students to discuss the pictures at the relevant page of the textbook in groups.
2. Teacher will observe the groups and explain basic concept through discussion:
3. Camel is found in deserts which is best place to its physical features.
4. Fish are found in water which is suitable to their needs and physical features.
5. Lion is found in Jungle which is according to its nature.

Activity 4:

1. Take the pictures of camel, lion, cow, goat and fish.

2. Past the pictures on the writing board
3. Ask the students where does each one of the animals live?
4. Randomly repeat the pictures and take answers from different students.

Activity 5:

1. Teacher will initiate a discussion with class about how can we take care of pet animals
and plants.
2. Teacher will conclude the discussion with following key notes:
3. We should take care about the cleanliness of our pets and their living places.
4. Plants need to be watered daily and make sure that proper light is available.

CONCLUSION / SUM UP | 5 MINUTES

ƒ Key points to be repeated:

◊ Animals are a source of food and transport.
◊ Different environments suit different animals.
◊ Cleanliness is essential for pets.
◊ Water and light are essential for plants.

ASSESSMENT | 5 MINUTES

ƒ Ask the following questions from students as assessment

◊ Name two animals which give us milk?
◊ Which animal is found in desert?
◊ Name an animal which lives in water?

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Collect two pictures i.e. one of a pet animal and one of a wild animal and paste them in
your notebook.
GRADE 1 56
 CHAPTER # 14: Earth and Sky
LESSON

28 EARTH

STUDENT LEARNING OUTCOMES

ƒ Identify earth as a planet.

ƒ Recognize the shape of the earth.
ƒ Recognize that the Earth is covered with land and water.

INFORMATION FOR TEACHERS

1. Earth is the part of solar system and sun is the central point.
2. The Earth is one of the nine planets which revolve around the Sun.
3. Observation of the model of the Earth (Globe) and discussion shall be the suitable way
to teach the topic.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, Globes, dry erase markers, prepared chart, flash
cards.

INTRODUCTION | 10 MINUTES

ƒ The teacher shall bring a tennis ball to the class. While displaying the ball infront of class
ask the children.
◊ What is the shape of ball?
◊ What is the shape of the Earth on which we live?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Divide the class into suitable groups and provide each group a globe.
2. Ask the students to discuss the shape of the globe.
3. Monitor the groups and provide basic information about globe.
4. The globe is a small model of the Earth which shows the shape of the earth.
5. Earth is a planet which revolves around the Sun.

Activity 2:

1. Maintain the groups, paste the chart of solar system on the writing boards, provide them
flash cards of the solar system.
2. Ask the students to discuss the sun and the planets revolving around it.

57 GRADE 1
3. Observe whether earth is one of these planets.
4. Each group tell the class what did they see in the flash cards.
5. Identify the planets on the chart.

Activity 3:

1. Rearrange the class in two groups.

2. Ask group A to trace the blue area of the globe and colour it in blue.
3. Group B to trace, the area other than the blue and colour it in green / brown.
4. Ask each group to paste their traced paper on the writing board.
5. Now, tell the students, the tracing paper of group A represents the water and the tracing
paper of group B represents the land.
6. Both the water and land covers the earth.

CONCLUSION / SUM UP | 5 MINUTES

Write the main points of the lesson on writing board and explain.
ƒ The earth
ƒ Land
ƒ Water

ASSESSMENT | 5 MINUTES

ƒ Teacher will ask the following questions.

◊ What is the shape of the Earth?
◊ Which portion of the Earth is filled with water?
◊ What is the other portion covering.

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Ask the students to colour the picture of Earth provided at the page # 60 of the textbook
G.K.
ƒ Fill the land with green colour and water with blue colour.

GRADE 1 58
 CHAPTER # 14: Earth and Sky
LESSON

29 CELESTIAL OBJECTS

STUDENT LEARNING OUTCOMES

ƒ Identify celestial objects in the Sky during day and night.

ƒ Recognize that the Sun shines very brightly during the day and gives us heat and light.
ƒ Recognize that the Moon and Stars shine at night.

INFORMATION FOR TEACHERS

1. The Earth, the Sun and the Moon are the part of solar system.
2. Sun is the central point of the solar system.
3. The Earth and other planets revolve around the Sun.
4. Sun is the source of energy which provides light and heat to the Earth and the Moon.

DURATION / NO OF PERIODS: 70 MIN/ 02 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Writing board, textbook of G.K Grade – 1, A chart containing the sketch of Sun, Moon and
Stars.

INTRODUCTION | 10 MINUTES

ƒ Teacher ask the following questions.

◊ What do you see in the Sky at night?
◊ What do you see in the Sky during the day time?
◊ Can you tell why is day so bright?
◊ What is the colour of the sky during the day time and at night?

DEVELOPMENT | 45 MINUTES

Activity 1:

1. Paste a chart containing the sketch of Sun, Moon and Stars on the writing board.
2. Ask the students to identify the Sun, Moon and Stars on the chart.
3. The Sun shines brightly during the day.
4. In the evening the Sun goes down and it gets dark everywhere.
5. When it becomes dark the Moon and Stars are visible.

59 GRADE 1
 Activity 2:

1. Take the students out of the classroom, ask them to observe the sky and their
surroundings.
2. After 5 to 10 minutes bring the students back into the classroom?
3. Now ask the students what did they see in the sky?
4. Was there any difference between temperature inside the classroom and outside in the
sun

CONCLUSION / SUM UP | 5 MINUTES

Write down the main points on the writing board and repeat it.
ƒ Sun
ƒ Moon
ƒ Day
ƒ Night

ASSESSMENT | 5 MINUTES

ƒ Ask the students:

◊ What does the Sun do for us?
◊ Why does darkness prevail at night?
◊ Why do we feel hot during the day time?

HOMEWORK / FOLLOW UP | 5 MINUTES

ƒ Draw the objects visible during night on a chart and colour them.

GRADE 1 60
 All rights reserved with the Directorate of Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

Development Team:

ƒ Mr. Abbas Khan (Desk Officer) Subject Specialist DCTE Abbottabad.

ƒ Mr. Javed Akhtar (Subject Expert) Subject Specialist GHSS Bagra Haripur.
ƒ Mr. Raza Hassan Subject Expert Vice-Principal, GHS No-3 Kohat.
ƒ Muhammad Basharat Subject Expert, Subject Specialist GHSS Sherpur Mansehra.
ƒ Muhammad Saeed, Subject Expert, SST GHSS Serai Saleh Haripur.
ƒ Syed Masoom Shah Subject Expert, SCT GHS Tarkha Nowshera.

Review Team:

ƒ Mr. Abbas Khan (Desk Officer) Subject Specialist DCTE Abbottabad.

ƒ Mr. Javed Akhtar (Subject Expert) Subject Specialist GHSS Bagra Haripur.
ƒ Mr. Ahmad ullah Subject Specialist Mathematics GHSS Muslimabad Kohat
ƒ Syed Masoom Shah Subject Expert, SCT GHS Tarkha Nowshera.

Technical Assistance:

Khyber Pakhtunkhwa Education Sector Programme (KESP) Team.

Coordinator:

Abrar Ahmad, Additional Director Teacher Professional Development, Directorate of

Curriculum and Teachers’ Education Khyber Pakhtunkhwa, Abbottabad.

Guidance and Supervision:

Gohar Ali Khan

Director, Curriculum and Teacher Education,
Khyber Pakhtunkhwa, Abbottabad.
GRADE 1 i
 TABLE OF CONTENTS

Month 1

Lesson 1: Counting 1 to 9 and Number Zero “0” ........................................................................................................1

Lesson 2: Counting .......................................................................................................................................................................4
Lesson 3: Counting .......................................................................................................................................................................8
Lesson 4: Counting .....................................................................................................................................................................10
Lesson 5: Counting Backwards and Ordering Numbers .................................................................................. 13
Lesson 6: Before, After and Between ..............................................................................................................................16

Month 2

Lesson 7: Number Ten “10” and Place Value...............................................................................................................19

Lesson 8: Numbers 0 - 99......................................................................................................................................................... 21
Lesson 9: Forward Counting and Backward Counting .....................................................................................25
Lesson 10: Place Value................................................................................................................................................................. 27
Lesson 11: Place Value ..............................................................................................................................................................29
Lesson 12: Comparing Numbers............................................................................................................................................ 31

Month 3

Lesson 13: Ordering Numbers ..............................................................................................................................................35

Lesson 14: Before, After and Between .............................................................................................................................. 37
Lesson 15: Count in Tens............................................................................................................................................................39
Lesson 16: Missing Numbers....................................................................................................................................................42
Lesson 17: Counting ....................................................................................................................................................................44
Lesson 18: Ordinal Numbers ................................................................................................................................................. 46
Lesson 19: One-to-One Correspondence ...................................................................................................................48
Lesson 20: Comparing Objects ..............................................................................................................................................51

Month 4

Lesson 21: How Much More.......................................................................................................................................................55

Lesson 22: Addition of 1-digit Numbers............................................................................................................................58
Lesson 23: Addition of 1-digit Numbers........................................................................................................................... 60
Lesson 24: Addition of 2-digit Numbers............................................................................................................................61
Lesson 25: Finding Unknown Numbers............................................................................................................................. 64
Lesson 26: Addition Using Mental Strategies................................................................................................................67
Lesson 27: Addition Using Mental Strategies............................................................................................................... 69

Month 5

Lesson 28: How much Less........................................................................................................................................................ 72

Lesson 29: Subtraction of 1-Digit Numbers....................................................................................................................75
Lesson 30: Subtraction of 1-Digit Numbers from 2-Digit Numbers...............................................................78
Lesson 31: Subtraction of 2-digit numbers from 2-digit numbers................................................................81
Lesson 32: Finding Unknown Numbers..............................................................................................................................84

ii GRADE 1
Lesson 33: Subtraction Using Mental Strategies .....................................................................................................87
Lesson 34: Subtraction Using Mental Strategies........................................................................................................89

Month 6

Lesson 35: Comparison of Height and Length.............................................................................................................92

Lesson 36: Heavy, Heavier and Heaviest and Light, Lighter and Lightest ................................................95
Lesson 37: Pakistani Coins and Notes ..............................................................................................................................97
Lesson 38: Changing Money ..................................................................................................................................................99
Lesson 39: Adding and Subtracting Price .................................................................................................................. 101
Lesson 40: Adding and Subtracting Price ...................................................................................................................104

Month 7

Lesson 41: Clock ............................................................................................................................................................................ 107

Lesson 42: Clock ............................................................................................................................................................................109
Lesson 43: Days of the Week .................................................................................................................................................113
Lesson 44: Solar Months and Islamic Months ............................................................................................................ 116
Lesson 45: 2-D Shapes ............................................................................................................................................................... 119
Lesson 46: 2-D Shapes ................................................................................................................................................................121

Month 8

Lesson 47: 2-D Shapes .............................................................................................................................................................. 124

Lesson 48: Patterns........................................................................................................................................................................127
Lesson 49: Position........................................................................................................................................................................ 129
Lesson 50: Position..........................................................................................................................................................................131

GRADE 1 iii
 INTRODUCTION

Teaching and learning process in the classroom can vary concerning the ability, experience,
and training of the teacher, which is why to standardize instruction, every good and effective
teacher requires a lesson plan. The preparation of a lesson plan is important for clarity and
comprehension regarding how the entire learning process will be handled as well as how
students can understand and store the knowledge that is being passed onto them.

Lesson plans are vital for helping students accomplish their goals within a learning environment
on a short-term and long-term basis. Lesson plans based on clearly defined Student Learning
Outcomes (SLOs) concerning the textbooks ensure students are taught the required curriculum
most efficiently. These ensure the teacher is adequately prepared and has a clear sense of
direction for their lessons. In the context of Khyber Pakhtunkhwa, Lesson Plans are designed
to support teachers to implement new pedagogical methods and help provide direction to
instruction in the classrooms.

Traditional Teaching Style:

Many teachers in Pakistan have come to rely on the textbook for teaching. They come into the
classroom, ask students to open the textbook on a certain page, have students read a portion of
the text, paraphrase the same and then ask students to answer questions that require them to
reproduce material from the text. They teach every subject (the exception being mathematics)
and every lesson in the same way. In some cases, the teacher is unable to complete the
curriculum or impart the SLOs for a particular grade to the students effectively. Using lesson
plans ensure standardization in teaching quality and provides a clear goal with relevant
activities that can help students learn more effectively and achieve curriculum milestones.

What is a Lesson Plan?

A lesson plan is a description of the instructions for the purpose of teaching the contents of the
textbook of a particular subject and achieving Student Learning Outcomes (SLOs).

A lesson plan is the road map for teachers for the achievement of SLOs effectively during class
time. The teachers design appropriate learning activities and develop strategies to obtain
feedback on students’ learning. A carefully constructed lesson plan allows the teacher to
enter the classroom with more confidence and maximizes the chance of having a meaningful
learning experience with the students.

A successful lesson plan addresses and integrates three key components:

◊ Student Learning Outcomes (SLOs).
◊ Learning activities.
◊ Assessment to check for students’ understanding.

Benefits of Lesson Planning

Most important benefits of lesson planning are to:

ƒ Improve the quality of teaching and learning.
ƒ Establish clarity of purpose.
ƒ Facilitate achievement of student learning outcomes.
ƒ Use available time effectively.
ƒ Develop appropriate materials and ensure their effective use.
ƒ Develop the confidence of teachers.

iv GRADE 1
 Development Process of a Lesson Plan

Lesson plan usually starts with a thinking process. This thinking process is basically completed
in four parts.
ƒ First, determine the SLO; that is, what the children will learn, what they will be able to do
upon completing the activities or work of the lesson.
ƒ Second, determine what the students already know, before beginning of the lesson that
can lead into a new curriculum of the day.
ƒ Third, determine at least one way to assist the students in learning the new curriculum.
ƒ Fourth, determine a way to evaluate the learning outcomes of the students.

Components of a Lesson Plan

Common elements of lesson plans are; unit of study, a title/topic/problem, identification of

student learning outcomes (SLOs), a sequence of learning activities including introductory,
developmental and concluding activities, list of materials to be used and assessment strategies.
◊ Choosing the Topic. You can choose any topic from the textbook of the designated
grade, a skill such as information gathering, a value such as peace, a current affair
topic or an area of special concern such as the environmental pollution etc.
◊ Identifying Student Learning Outcomes (SLOs) from the Curriculum. The Curriculum
has identified the student learning outcomes to be achieved for each topic. Identifying
the student learning outcomes will help you to clarify the knowledge, skills, attitudes
and values to be developed. Choose only one to three SLOs to develop your lesson
(many more for a unit plan).
◊ Material Resources. A key part of planning is to ensure the identification, adaptation
and development of resources required for the lesson for both teachers and students.
ƒ Development:
◊ Introductory Activities: Introductory activities are designed to introduce the topic, a
subtopic or establish connection with the previous lesson. They are designed to build
readiness, create interest, raise questions and explore what children already know
about the topic, recall relevant information, motivate students and focus their attention
on the topic/theme/problem to be studied. Introductory activities can include an
arrangement of pictures or activities that stimulate interest and questions. Others may
be based on the teacher posing questions, reading a poem or story on the teacher
posing questions or reading a poem,story, etc. A test, an inventory, or a quiz may be
used to find out what students know in order to build on their existing knowledge.
◊ Developmental Activities: Developmental activities should emerge out of the
introductory activities. There should be smooth transitions between the activities to
provide a smooth learning sequence. These activities are designed to actualize the
student learning outcomes. They introduce new concepts, skills and values or build
on past learning and should be linked with each other. Applicative or demonstrative
activities extend learning and develop the ability to use concepts and skills. Creative
and expressive activities enrich learning and develop the ability to improvise and
apply learning in original ways.
◊ Concluding the lesson: Conclusion includes activities that serve to consolidate,
summarize, or facilitate application of knowledge and skills of students to a new
situation. They are generally related to the main idea of the lesson. The concluding
activities could bring together the different main ideas of the unit. In this case, the
emphasis should be on the educational outcomes and not on “putting on a show”.
◊ Assessment of Learning. Assessment strategies can tell us how well or to what extent
the student learning outcomes have been met. Assessment of learning is important in
all phases of the lesson/unit from introduction to conclusion. A variety of tools can be
used to assess the realization of the chosen learning outcomes. Some of these will be
prepared as part of the learning activities. For example, the drawing and labeling of a
map, the checklist for evaluating a discussion or simply asking questions relevant to
the day’s topic. Other tools such as tests can be prepared ahead of time as well.
◊ Follow up/homework task. This component includes follow up activities or home
assignments to be undertaken by students at home.

GRADE 1 v
 PREFACE

The Government of Khyber Pakhtunkhwa, Elementary and Secondary Education Department, is

committed to improve the quality of teaching and learning by taking a number of reforms and
initiatives for the improvement of quality education in line with the national and international
emerging trends. Providing quality education at primary level is the first imperative step towards
achieving this goal.

For this purpose, the Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa,
at Abbottabad, has been entrusted the responsibility of developing and reviewing teachers’
in-service and pre-service training materials for the improvement of pedagogical skills of
teachers.

These quality improving initiatives also include development of teacher’s guides of scripted
lesson plans at primary level that support teachers to implement new pedagogical methods.
These teacher guides are intended to assist teachers with the provision of content, effective
teaching methods and tools for measuring what learners have gained. These guides will ensure
an effective and participative engagement of teachers with students as activities included in
these lesson plans are student-centered.

These teacher guides of Lesson Plans based on Student Learning Outcomes (SLOs) of Curriculum
2006 were developed for the first time in 2013. In 2018-2019, the Directorate of Curriculum &
Teachers’ Education Khyber Pakhtunkhwa undertook the task to revise and develop the Scripted
Lesson Plans for Grade I-III according to the Academic Calendar on missing Students Learning
Outcomes (SLOs).

As the Curriculum has been revised and new textbooks are developed in 2020 for Grades Pre-I
to V, hence the need has been felt that these Lesson Plans for Grades I to V are to be revised,
developed and aligned with the updated Curriculum 2020, accordingly.

The Directorate of Curriculum and Teacher Education Khyber Pakhtunkhwa constituted

different committees comprising of Curriculum/Subject experts and teachers for developing
these Lesson Plans based on Curriculum 2020. DCTE acknowledges the efforts of these experts
for developing and reviewing these scripted lesson plans.

The Directorate of Curriculum and Teachers Education Khyber Pakhtunkhwa is also thankful to
the Technical Assistance of Khyber Pakhtunkhwa Education Sector Programme (KESP) in the
finalization of these lesson plans.

Gohar Ali Khan

Director,
Curriculum and Teacher Education
Khyber Pakhtunkhwa, Abbottabad.

vi GRADE 1
Month

GRADE 1 vii
 Unit 1: Whole Numbers
LESSON

1 COUNTING 1 TO 9 AND NUMBER

ZERO “0”
STUDENT LEARNING OUTCOMES

ƒ Identify numbers 1 – 9
ƒ Identify 0 as a number

INFORMATION FOR TEACHERS

The teacher should know:

1. How to use hand gestures/terms/words/numbers.
2. How many fingers to hold up while saying different numbers.
3. That zero (0) means nothing.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Board, Marker, Notebooks, Textbooks, Pencils, Chart, Small Items like bottle caps, erasers,
leaves, pebbles, etc.

INTRODUCTION

1. Display the following chart on the board and ask students to count the number of objects.
2. Guide the students to count different items on these charts.
3. Hold up the correct number of fingers as well.
4. Using a single type of item e.g. pencil. First place one pencil on the table and using fingers
identify it as 1, next place another pencil identify that as 2, tell them when you place one
pencil and then another one it is now called 2. Repeat until all 9 pencils are placed while
explaining that when one another pencil is comes into the pile the total pencils are more
than before. We count them so we can tell how many we have.

1 GRADE 1
 DEVELOPMENT

Activity 1

1. For this activity, focus on the numbers 1 to 5.

2. Sort and display different items on the teachers’ desk. e.g., place 1 eraser, 2 pencils, 3
sharpeners, 4 leaves, and 5 pebbles/rocks on the table.
3. Ensure that no single item has more than 5 units.
4. Ask students to come up to the front of the class to answer questions.
5. For each question, the student should say the correct number and also show the correct
number of fingers:
◊ How many erasers do you see?
◊ How many pencils do you see?
◊ How many sharpeners do you see?
◊ How many leaves do you see?
◊ How many rocks do you see?

Activity 2

1. For this activity, focus on the numbers 6 to 9.

2. Draw new images not already on the chart e.g., draw 6 hearts, 7 balls, 8 apples, and 9
stars.
3. Ask students to come up to the front of the class to answer the questions written below.
4. For each question, the student should say the correct number and also show the correct
number of fingers:
◊ How many hearts do you see?
◊ How many balls do you see?
◊ How many apples do you see?
◊ How many stars do you see?

Activity 3

1. To introduce the idea of zero as ‘’nothing’’ this activity will be conducted in the classroom.
2. Place nine pencils on the table.
3. Ask ten students to come to the teacher’s table.
4. Ask the 1st student to count these pencils and say the number out loud. The student will
say “9”.
5. Now ask each student, one by one, to pick one pencil from the table and count the
remaining pencils and say that number out loud.
6. Continue this until the 10th student. When that student will not find any pencil on the table,
he/she should say that there is nothing on the table or there is no pencil on the table.
7. Tell students that when there is “nothing” then we can say “there are zero pencils on the
table”.
8. Tell students that “nothing” is the same as “no thing” which is the same as “zero”.
9. On the board, show students that when written numerically, “zero” is written as “0”.

CONCLUSION / SUM UP

Guide student discussion so that students recall the counting of various items. Students
should also recall that the absence of an item or ‘’nothing’’ is the same as “no thing” and in
Mathematics it is represented by “0” and read as “zero”.

GRADE 1 2
 ASSESSMENT

1. Ask a few (1-9) students to line up at the front of the class.

2. Ask how many students can you count standing at the front of the class?
3. Do this several times with a different number of students lined up at the front.
4. After students are sent back to their seats, ask “how many students can you count
standing at the front of the class?”. Students should say “zero”.

HOMEWORK / FOLLOW UP

Assign a different number (0 - 9) to the students and ask them to bring any small item equal
to the assigned number to the class.

3 GRADE 1
 Unit 1: Whole Numbers
LESSON

2 COUNTING

STUDENT LEARNING OUTCOMES

ƒ Read numbers up to 9 in numerals and words.

ƒ Write numbers up to 9 in numerals and words.

INFORMATION FOR TEACHERS

The teacher should:

1. Know how many fingers to hold up while saying different numbers.
2. Know the spellings of each number 0 to 9.
3. Understand that zero (0) means nothing.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Chart, Flashcards with numbers from 1 to
9.

INTRODUCTION

1. Use the chart from lesson 1 and paste it on the board. If the chart is not available, then
draw the pictures on the board.
2. Ensure that there are 2 blank spaces in front of each picture as shown below:

1 One

_____________ _____________

_____________ _____________

GRADE 1 4
 _____________ _____________

_____________ _____________

_____________ _____________

_____________ _____________

_____________ _____________

_____________ _____________

ƒ Ask students to raise their hands and say out loud the number of items in each row.
ƒ When a student says “one” write the numeral in the second column followed by the words
in the third column. This has been shown for 1 above.
ƒ Repeat this for all numbers from 1 to 9.

DEVELOPMENT

Activity 1

1. Divide the class into pairs and give them cards with numerals from 1 to 9 written on one
side.
2. Ask the pair to work together and to write in words the number on the other side of the
flashcard.
3. Tell students to get guidance from the chart on the board.

5 GRADE 1
 Activity 2

1. Collect the flashcards from Activity 1 and place them on your desk. There is no need to sort
out the cards. They may be facing up or down.
2. Ask a student to come up to the desk, select a card and read what it says.
3. If the student comes up and selects the flashcard with the number 4, the student should
say out loud “four”. If the student is unable to read, other students should help.
4. Ask another student to come up to the board and select a card with the numeral 4.
5. Paste these two flashcards together on the board as shown below:

FOUR 4

6. Repeat this until all numbers from 1 – 9 are paired on the board.
7. Provide guidance where needed.

Activity 3

1. Ask students if they know what we say “nothing” in Maths?

2. Students should remember from the previous lesson that the word “zero” denotes nothing
in mathematics. Guide students if necessary.
3. Write and paste the following two flashcards on the board and ask students to copy them
in their notebooks.

ZERO 0

CONCLUSION / SUM UP

1. Draw the following table to summarize the topic.

Numeral Form In Words Form

0 Zero

1 One

2 Two

3 Three

4 Four

5 Five

6 Six

7 Seven

8 Eight

9 Nine
2. Randomly select students to read the numbers (either numerals, words, or both) in any
order.

GRADE 1 6
 ASSESSMENT |

1. Draw the table below on the writing board.

2. Ask the students to complete the table. These numbers are not in order.

Numeral Form Word Form

One

Three

Nine

Six

Five

HOMEWORK / FOLLOW UP

Complete page 6 of the textbook in your notebooks.

7 GRADE 1
 Unit 1: Whole Numbers
LESSON

3 COUNTING

STUDENT LEARNING OUTCOMES

ƒ Count objects up to 9 and represent in numbers.

INFORMATION FOR TEACHERS

1. The teacher should know:

◊ Counting with objects
◊ Demonstrate the counting with different objects.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Chart with numbers from 1 to 9,
Flashcards

INTRODUCTION

ƒ Tell a student to count the doors and windows in the classroom.

ƒ Place some books on your desk.
ƒ Ask another student to count these books.
ƒ The counting should be done out loud. Guide the student to begin with 1 and count
upwards.
ƒ Other students may give their feedback after the students have counted.

DEVELOPMENT

Activity 1

1. This activity requires two types of flashcards.

◊ Type 1 – The picture of a distinct number of objects from 0 to 9
◊ Type 2 – The numerals from 0 – 9
2. Place the picture flashcards in one pile and the numerals in another pile
on the desk.
3. Select 2 students at random and ask them to come to the front of the class.
4. Ask the first student to pick a card from the first pile. Let’s assume that the
student picks the card shown on the right with two footballs.
5. Now ask the second student to pick the card on which the corresponding
number is written in numeral form. The student should pick the flashcard

GRADE 1 8
 showing the number 2.
6. Ask the pair if this matching is correct? Ask the entire class if they agree or disagree. Guide
the students wherever required.
7. There will be a flashcard with no image drawn on it. This corresponds to the numeral 0.
Give students some extra time to figure out this case.
8. Repeat the same activity for 10 pairs.
9. Do not replace the flashcards as each pair should pick a new numeral.

CONCLUSION / SUM UP

1. Ask students how we can represent/show the number of different objects?

2. Guide student discussion so that the key takeaway is that when we count something we
can represent it in words and numbers.

ASSESSMENT

1. Draw the following table on the writing board and ask the students to answer the following
questions:

2. How many cats do you see in the table?

3. How many flowers?
4. How many pencils?
5. If Ali had 1 cat and Ayesha had 2 cats who has more cats?
6. In the table above do you see more cats or do you see more pencils?

HOMEWORK / FOLLOW UP

Ask students to complete the table given on page 6 of their textbooks.

9 GRADE 1
 Unit 1: Whole Numbers
LESSON

4 COUNTING

STUDENT LEARNING OUTCOMES

ƒ Match numbers 0 – 9 with objects.

INFORMATION FOR TEACHERS

1. The teacher should know how to match a certain number of objects with their
corresponding numerals on the chart.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards.

INTRODUCTION

At the start of the lesson, help students recall basic counting and matching objects with
numbers. You may ask the following questions:
ƒ How many fingers are there on one hand? Count each finger and then count further up to
9.
ƒ How many days are there in a week? As you say “Monday” hold up one finger, “Tuesday”
hold up two fingers, and so on.

DEVELOPMENT

Activity 1

1. This activity requires the design of two types of flashcards.

◊ Type 1 – The numerals from 0 – 9
◊ Type 2 – The picture of a distinct number of objects from 0 to 9
2. On the teacher’s desk, place the numeral flashcards in one pile and the pictures in
another pile.
3. Select 2 students at random and ask them to come to the front of the class.
4. Ask the first student to pick a card from the numeral pile. Let’s assume that the student
picks the card shown below.

5. Now ask the second student to pick the card on which the corresponding image is drawn.

GRADE 1 10
 The student should pick the following flashcard.

6. Ask the pair if this matching is correct? Ask the entire class if they agree or disagree. Guide
the students wherever required.
7. For the number 0, there will be no image on the flashcard. Give students some extra time
to figure out this case.
8. Repeat the same activity for 10 pairs.

Activity 2

1. Draw the chart shown below and paste on the board.

2. Ask students to draw a line (or indicate where the line should be drawn) that matches the
numeral with the correct number of shapes:

CONCLUSION / SUM UP

Ask students how objects and numbers can be matched. Encourage students to give
examples. Guide students where needed.

11 GRADE 1
 ASSESSMENT

1. Draw the tables shown below on the board.

2. Divide the class into pairs (Student 1 and Student 2) and tell each pair to copy and
complete the tables.
3. Students may draw any object of their own choice in the space in front of each number.

Student 1 Student 2

Number Object Number Object

2 5

4 9

7 0

6 1

3 8

HOMEWORK / FOLLOW UP

Draw the following table on the writing board and tell students to make something similar
(with different items/objects that they like) in their notebooks.

Number Object

GRADE 1 12
 Unit 1: Whole Numbers
LESSON

5 COUNTING BACKWARDS AND

ORDERING NUMBERS
STUDENT LEARNING OUTCOMES

ƒ Count Backwards from 9.

ƒ Arrange numbers in ascending and descending order (up to 9).

INFORMATION FOR TEACHERS

1. The teacher should understand terms like ascending and descending order.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards.

INTRODUCTION

1. Randomly pick students to read numbers from 0-9 such that the first student starts from 0
and the last student ends at 9.
2. Tell the students to remember their numbers.
3. Introduce backward counting, by asking the same students to say their number but this
time the order will be reversed; starting with the student who said “9”, followed by “8”, then
“7” until “0”.
4. Tell students that going from 0 to 9 is called ascending or increasing order i.e. we
are going upward to a higher number and going from 9 to 0 is called descending or
decreasing order i.e. we are going downward to a lower number. Make students write
down these words in their notebooks with an example.
5. To increase means to put another one or to add another one. e.g. if you have a box with
one pencil and you put in another one you have increased the total in the box to 2 pencils.
6. To decrease means to take out one or to remove one. e.g. if you have a box with two
candies and you take one away you have decreased the total in the box to one candy.

DEVELOPMENT

Activity 1

1. This activity requires the design of multiple flashcards with numerals from 0 – 9.
2. Divide the class into pairs and give each pair flashcards with numerals from 0 to 9 written
on them. Ensure that the flashcards are completely shuffled and in random order.
3. Ask students to put the number flashcards in ascending order on the table.
4. Ask the students to read loudly forwards from 0 to 9.

13 GRADE 1
5. Now ask students to put the number flashcards in descending order on the table.
6. Ask the students to read loudly backward from 9 to 0.
7. Guide students where needed.

Activity 2

1. Ask the students the following questions:

◊ What is ascending order? How do we write numbers in ascending order?
◊ What is descending order? How do we write numbers in descending order?
◊ Guide student discussion so that they arrive at the correct understanding.
2. Place a box with 9 pencils on the teacher’s desk and make 10 boxes horizontally on the
board as shown below:

3. Ask one student to count the pencils and then write the number of pencils in the first
horizontal box from left to right. Then the student should hold one pencil in his/her hand
and not place it back in the box. The table should look like the one shown below:

9
5. Now ask another student to count the number of pencils in the box. That student should
also write the number in the table as shown below. The student should hold one pencil in
his/her hand and not place it back in the box. See below:

9
7. Now continue the same practice until the box of 9 pencils becomes empty and students
have written the number in the table as shown below:

9 8 7 6 5 4 3 2 1 0
8. After the table is complete, ask the students to read from left to right.
9. Now tell the students when we count from 9 to 0 it is called descending order.
10. Now show the students the empty box and ask them how many pencils are in the box?
11. Write the number 0 on the right-most side. See above.
12. Now ask the students, who have the pencils in their hands, to come up one by one and
start placing the pencils back in the box. Write the number 0 before students start the
activity to show that the box was completely empty.
13. As each student places their pencil they write the number of pencils in the box in the
relevant place in the table.
14. When all 9 students have put their pencils back in the box the completed table should look
as shown below:

0 1 2 3 4 5 6 7 8 9
15. After the table is completed ask the students to read from left to right.
16. Now tell the students when we count from 0 to 9 it is called ascending order.

CONCLUSION / SUM UP

Ask students to summarize the meaning of ascending and descending by giving examples
for both. Students should recall:
ƒ → smaller to greater [0-9]
Ascending [forward counting]
ƒ Descending [backward counting] → greater to smaller [9-0]

GRADE 1 14
 ASSESSMENT

Ask the students to copy and complete the following questions in their notebooks.
i. Write the following numbers in ascending order

4 3 1 0 8 7

ii. Write the following numbers in descending order

3 4 9 2 0 5

HOMEWORK / FOLLOW UP

Assign the relevant questions on pages 10 and 11 from the textbook.

15 GRADE 1
 Unit 1: Whole Numbers
LESSON

6 BEFORE, AFTER AND BETWEEN

STUDENT LEARNING OUTCOMES

Identify which number (up to 9) comes:

ƒ Before and after a given number
ƒ Between two given numbers

INFORMATION FOR TEACHERS

Teachers should be able to identify numbers that come before, after, and between two
numbers.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards.

INTRODUCTION

1. Choose 3 students at random and assigns them a number; the first student shall be
called “1”, the 2nd student shall be called “2”, the 3rd student shall be called “3” for this
activity.
2. Send all 3 students out of the class and tell “1” to enter the class and stand in front of the
class. Now ask “2” to enter the class and stand in front. Lastly, ask “3” to enter the class and
stand in front of the class.
3. Ask the students the following questions:
◊ Who entered the class first?
◊ Who entered the class after “1”?
◊ Who entered the class after “2”?
◊ Who entered the class before “2”?
◊ Who entered the class before “3”?
◊ Who came between “1” and “3”?
4. Ensure that students develop an understanding of the words before, after, and between.

DEVELOPMENT

Activity 1

1. Randomly select 10 students and give them cards with the numbers 0 to 9 written on
them.

GRADE 1 16
 2. Randomly select one of the students and ask them to come to the front of the class.
3. Ask students the following questions:
◊ which number does the student have?
◊ what number comes before it?
◊ What number comes after it?
4. Repeat this activity with students with different numbers.
5. Tell students to note the numbers (before and after) in their notebooks.

Activity 2

1. Randomly select 10 students from the class as done in Activity 1.

2. Ask students which have a number gap between them (e.g. the students with card
numbers 3 and 5) to come to the front of the class.
3. Ask the remaining students which number comes between or in the middle of these two
numbers?
4. Repeat this activity with different students and different numbers.
5. Tell students to note each example in their notebooks.

CONCLUSION / SUM UP

Conclude the activity by asking students to share examples of numbers that come before a
number, after a number, or between two given numbers (such as 3 and 5 or 4 and 6).

ASSESSMENT

1. Write numbers from 0 to 9 on the board and the following questions. Ask students to tick
“” the correct word (before, after, or between) as shown in the example.
2. Example: 4 comes (before / after / between) 3
3. 7 comes (before / after / between) 6
4. 3 comes (before / after / between) 4
5. 6 comes (before / after / between) 5 and 7.
6. 1 comes (before / after / between) 0

HOMEWORK / FOLLOW UP

Assign the relevant questions on page 13 from the textbook.

17 GRADE 1
Month

GRADE 1 18
 Unit 1: Whole Numbers
LESSON

7 NUMBER TEN “10” AND PLACE

VALUE
STUDENT LEARNING OUTCOMES

ƒ Identify 10 as a 2-digit number.

ƒ Compare and order the numbers 0-10.

INFORMATION FOR TEACHERS

The teacher should know:

1. The number 10 is the first and smallest 2-digit number
2. How to compare and order numbers from 0 to 10.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Writing Board, Marker, Notebooks, Textbooks, Pencils, Flashcards, Glass

INTRODUCTION

1. Write the numbers from 0 to 9 on the writing board and ask the students to read the
numbers one by one.
2. Ask the students what number comes after 9?
3. Take their responses and guide them to arrive at the correct answer i.e., “10”.
4. Students should copy the following in their notebooks which shows 10 objects (lightning
flashes), the numeral 10, and the written word “ten”.

10 Ten

DEVELOPMENT

Activity 1

1. Ask one of the students to place a glass on the table and ask students to put a pencil, one
by one, into the class with counting.
2. Make sure that you ask students how many pencils are in the glass when it is empty?
Ensure that all students say “zero”.
3. As each student puts a pencil in the glass make sure they say the number of pencils in the
glass out loud. Pause at “9”.

19 GRADE 1
4. Now put one more pencil in the glass and ask students how many pencils are there in the
glass now?
5. Take their responses, guide them to the correct answer i.e., “10”.
6. Now point to “ten” and “10” written on the writing board and ask one student to read aloud.
7. Tell students that 10 is a two-digit number.

Activity 2

1. Make 4 groups in the class and randomly distribute flashcards with numbers from 0 to 10
written on them. Make sure each group has more than 6 cards.
2. Ask one student from each group to stand at the front of the class with their flashcards.
3. The student should sort the flashcards, first in decreasing/descending order (from 10 to 0)
and then in ascending / increasing order (from 0 to 10) on your desk.
4. Group members should guide the students on how to sort the cards.
5. Ask the students:
◊ What number comes after 9?
◊ What number comes before 10?
◊ What is the difference between 9 and 10? The expected answer is that 10 is a 2-digit
number whereas 9 is a 1-digit number and when you add one to 9 you get 10.
6. Guide the students where needed.

CONCLUSION / SUM UP

1. Ask students what comes after 9 if we write numbers in ascending order?

2. Students should highlight that if we write numbers in ascending order 10 will come after 9
as 10 is larger than 9.

ASSESSMENT

1. Write the numbers from 0 to 10 in a jumbled manner and draw an empty table on the
board as shown below:

2. Ask the students to come up to the board and draw an arrow to indicate which number
should go in which box if we write the numbers in increasing order.

HOMEWORK / FOLLOW UP

Assign the students to write numbers from 0 to 10 in their notebooks.

GRADE 1 20
 Unit 1: Whole Numbers
LESSON

8 NUMBERS 0 - 99

STUDENT LEARNING OUTCOMES

ƒ Read numbers up to 99.

ƒ Write numbers up to 99.

INFORMATION FOR TEACHERS

The teacher should:

1. Read the unit and develop understanding on the use of certain terms/words /numbers
prior to the lesson.
2. Know the concept of place value for ones and tens.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Writing Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Chart, Multiple Flashcards with
numbers from 1 to 9

INTRODUCTION

1. Write the number 10 on the writing board and ask the students to read this number.
Students should say “10” based on previous knowledge.
2. Ask the students how many digits are there in 10.
3. Take their responses and guide them to arrive at the correct answer i.e. it has two digits,
the ones digit and the tens digit.
4. Write the following on the board:

TENS ONES
1 0
5. Tell students that the number 10 has 0 in the ones place and 1 in the tens place.
6. Ask students what will be the next number? Students will not know the concept of 11 so ask
students what comes after 0. Students should say 1.
7. Tell students we keep digit at tens place the same and increase 0 at ones place to make
it 1. This number is called “eleven”. Show students the new number on the table as shown
below:

21 GRADE 1
 TENS ONES
1 0
1 1
8. Ask students what number comes after this number 11 “eleven”? Guide students to arrive
at 12. Tell students that this number is called “twelve”. Show students the new number on
the table as shown below:

TENS ONES
1 0
1 1
1 2
9. Continue to say all the numbers out loud “thirteen”, “fourteen”, “fifteen” and so on. Keep
writing each number in the table until you reach 19, “nineteen”. The table should look like it
does below:

TENS ONES
1 0
1 1
1 2
. .
. .
1 9
10. Ask students what will be the next number? Give students a few moments to think.
11. Tell students that when we get to 9 in the ones place we cannot go any further so we
increase the tens place and reset the 9 to make it 0. Show students the updated table
below and introduce the number 20. Say “twenty” out loud.

TENS ONES
1 0
1 1
1 2
. .
. .
1 9
This number This number
increases by 1 20 20 resets to 0

GRADE 1 22
 12. Tell students that today we will learn to read and write two-digit numbers up to 99.

DEVELOPMENT

Activity 1

1. Paste a chart as shown below on the writing board and ask students to come forward one
by one and say out loud the number of items drawn in each box (left most column). This
should be done for all numbers 10 to 20. Guide students if needed.
2. When a student says “ten” write the numeral in the second column. This has been shown
for 10 below.

Draw ten lines in this box 10

Draw eleven lines in this box
Draw twelve lines in this box
Draw thirteen lines in this box
Draw fourteen lines in this box
Draw fifteen lines in this box
Draw sixteen lines in this box
Draw seventeen lines in this box
Draw eighteen lines in this box
Draw nineteen lines in this box
Draw twenty lines in this box
Activity 2

1. Paste a chart or write as shown below on the board and ask students to repeat each
number out loud.
2. Say the numeral in the first column, for e.g. “twenty” and then draw some lines or small
shapes in the second column. This has been demonstrated for 10 and 20 below.

10

20

30
40
50
60

23 GRADE 1
 70
80
90
3. Repeat the process for all the numbers given in the table (up to 90).
4. Students should draw this table in their notebooks and write each number for their
reference.

5. Guide the students about packet of five is

Activity 3

1. Divide the class into two groups.

2. The groups will be called the “Tens Group” and the “Ones Group”
3. Distribute flashcards with numbers from 2 to 9 among the students of the “Tens Group”
and flashcards with 0 to 9 to the “Ones Group”.
4. With their flashcards, ask for a random student from the Tens Group to come up to the
front of the class and a random student from the Ones Group to come to the front. Say the
flashcards held up by the students are 4 (Tens Group) and 7 (Ones Group).
5. Ensure that the students stand in the correct order. Tens Group student on the left and
Ones Group student on the right.
6. Ask the students what the number is. Give students a few minutes to think and discuss.
7. Tell students that the way to do read this number is to first imagine a zero next to the
number written on the Tens Group Card i.e. imagine it is 40. Say this number out loud.
8. Students should say “Forty”.
9. Then tell students to say the number written on the Units Group Card i.e. 7. Students will
say “seven”.
10. As a final step, say the two together to read the number 47 as “forty-seven”.
11. Repeat the process with other students and numbers.
12. Ensure that students write each example in their notebooks.

CONCLUSION / SUM UP

1. Ask students why we write 20 after 19 or 30 after 29? Students should re-cap that when
we get to 9 in the ones place we cannot go any further so we increase the tens place and
reset the 9 to make it 0. See introduction above.
2. Guide student activity so that they can count objects up to 99, say the numbers, and write
the number in numerals.

ASSESSMENT

1. Write various numbers such as 0, 11, 15, 21, 25, 36, 44, 59, 60, 71, 82, 93, etc. on the board and
ask the students to read the numbers out loud.
2. Say various numbers (from 0 to 99) out loud and the students should write those numbers
in numerals in their notebooks.

HOMEWORK / FOLLOW UP

The students should write numbers (in numerals) from 0 to 99 in their notebooks.

GRADE 1 24
 Unit 1: Whole Numbers
LESSON

9 FORWARD COUNTING AND

BACKWARD COUNTING
STUDENT LEARNING OUTCOMES

ƒ Count forward and backward up to 99

INFORMATION FOR TEACHERS

The teacher should know how to count forward and backward from any number between 0
and 99.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards.

INTRODUCTION

1. Ask students to start counting from 0. Students should say out loud “0, 1, 2, 3, 4…”
2. Let students count up to 20.
3. Tell students that this was counting forward or upward.
4. Ask students “what is a countdown?” Tell students to look at page 11 on their textbooks for
help.
5. Let students discuss amongst themselves for a few minutes. Take students responses.
6. Tell students that a countdown or backward count is when we count the numbers
downward and say out loud “10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0”. Indicate to students to join in the
countdown and say the numbers out loud as well.
7. Ask the students to count downward from 20 now.
8. Write the number on the board in descending order to help the students. Pay special
attention and guide “… 13, 12, 11, 10, 9, 8, 7…”
9. Tell students that in today’s lesson they will learn about counting forwards and counting
backward.

DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Give each pair a random flashcard with a number written on it.
3. Some sample flashcards are shown below:

25 GRADE 1
4. Tell each pair that for their given flashcard, one student will count the next 10 numbers
upward and the other student will count the next ten numbers downward.
5. e.g., if a pair has the flashcard with the number 47 on it, then one student will count
upward “47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57” and the other student will count downward
“47, 46, 45, 44, 43, 42, 41, 40, 39, 38, 37”.
6. Write the numbers on the board as the students say them.
7. Other students should be allowed to help.
8. Ask other pairs to come to the front of the class and based on the number given on their
flashcards, also count up and down from that number.
9. Provide guidance wherever needed.

CONCLUSION / SUM UP

Ask students to give examples of forward and backward counting by starting with any
number between 10 - 90.

ASSESSMENT

1. Ask the student to copy and complete the following table:

Number Forward Count (10 numbers) Backward Count (10 numbers)

45 46, 47, 48, 49, 50, 51, 52, 53, 54, 55 44, 43, 42, 41, 40, 39, 38, 37, 36, 35, 34
32
79
2. Provide feedback and guidance where needed.

HOMEWORK / FOLLOW UP

Students should revise numbers from 0 to 99 (previous homework) and write numbers from
99 to 0 (new task) in their notebooks.

GRADE 1 26
 Unit 1: Whole Numbers
LESSON

10 PLACE VALUE

STUDENT LEARNING OUTCOMES

ƒ Recognize the place value of a specific digit in a 2-digit number (tens and ones).

INFORMATION FOR TEACHERS

1. The teacher should know the concept of place value for ones and tens.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

ƒ Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Glasses, Straws, Rubber Band, Bundles
of 10 ones.

INTRODUCTION

1. Place two empty glasses, side by side, on the teacher’s table.

2. In the glass placed to the right, put 9 straws one by one.
3. Count every time you put a straw in the glass.
4. When you put 1 straw ask the children how many straws are there in the glass. Students
should say “1”.
5. When you put 2 straws students should say 2 and so on up to 9 straws.
6. How many straws are now in the glass? Students should answer 9.
7. Put 1 more straw in the glass and ask the students how many straws are there now?
Guide students to say 10.
8. Tell students that we will make a bundle of these 10 straws. Tie a rubber band around the
straws to make a bundle of ten ones.
9. Place the bundle in the left glass.
10. Ask students if there are any straws left in the glass on the right? The response from the
students should be “No” as the glass to the right should now be empty.
11. Now label the glass on the left as tens and the glass on the right as ones.
12. Tell students that every time ones get together and become 10, we bind them up to make
them 1 bundle of 10 ones.

DEVELOPMENT

Activity 1

1. Place two glasses on the table, a “Tens Glass” on the left and “Ones Glass” on the right.

27 GRADE 1
2. Put 3 bundles of 10 straws each (with a rubber band around each) in the left glass and 4
separate straws in the right glass.
3. Tell students that the bundles of 10 straws represent tens and the 4 straws represent ones.
4. Ask students how many tens are in the left glass? Students should be able to count and
say 3.
5. Ask students how many ones are in the right glass? Guide students to the correct answer of 4.
6. Make a table of ones and tens on the writing board

Tens Ones

7. Ask students which number is represented by the straws in both glasses? Give students a
few minutes to think and response.
8. Ask one of the students to write 3 under the Tens column.
9. Ask another student to write 4 under the Ones column.
10. Tell students that the number represented by the straws is 34 and the place value of 4 is
ones and the place value of 3 is tens.

Activity 2

1. Ask the students to write the place value of the circled numbers. The first has been done
for you.

Tens Ones Place Value

1 7 The place value of 1 is __tens___
3 5 The place value of 3 is __________
5 2 The place value of 2 is __________
8 6 The place value of 6 is __________
9 4 The place value of 9 is __________

CONCLUSION / SUM UP

Conclude the activity by involving the students in explaining the place value of a two-digit
number. Students should say that the numeral on the right of a two-digit number has a place
value of ones and the digit on the left has a place value of tens.

ASSESSMENT

1. Write two-digit numbers like 29, 35, 63, 94, etc. on the writing board.
2. Draw the given table on the writing board.

Tens Ones

3. Point to the number 29 and ask students how many tens are there? [Correct answer: 2]
and how many ones are there? [Correct answer: 9]
4. Ask one of the students to come forward and write the number 29 in the correct columns.
5. Repeat the activity for the other numbers.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on page 29.

GRADE 1 28
 Unit 1: Whole Numbers
LESSON

11 PLACE VALUE

STUDENT LEARNING OUTCOMES

ƒ Identify the place value of the specific digit in a 2-digit number.

ƒ Decompose a number up to 99 to identify the value of a number in tens and ones place.

INFORMATION FOR TEACHERS

The teacher should know the concept of place value for ones and tens.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards, Rubber Bands, Matchsticks.

INTRODUCTION

1. Draw the following table on the writing board.

Tens Ones

2. Divide the students into groups of 2.

3. Distribute matchsticks and rubber bands to each group. Ensure that more than 9 but less
than 100 matchsticks are given to each pair.
4. Ask students to put a rubber band around every bundle of 10 matchsticks. You should
demonstrate how to do this to the entire class.
5. There should, in most cases, be a few matchsticks that are free/unbound.
6. Now ask each pair to come up to the board and give a short presentation and then fill in
the table drawn on the board. e.g., if a pair has 2 bundles of 10 matchsticks and 7 free/
unbound matchsticks they should come up to the board and say, “we have 2 tens and 7
ones”. Guide the pair.
7. Then each pair should write these numbers in the place value chart drawn on the board
as shown. For the example given above the students will write:

Tens Ones
2 7
8. Erase the number in the table and repeat the activity with other pairs.

29 GRADE 1
 DEVELOPMENT

Activity 1

1. Reshuffle the students forming new pairs.

2. Distribute flashcards with different 2-digit numbers written on them to each pair.
3. Ask students to use the sticks and rubber bands to represent each number e.g., if a pair
of students has the flashcard with the number 54 on it then they should represent the
number as follows:

4. Ask the students to tell the place value of each digit in the number by saying sentences
like “54 has 5 tens and 4 ones and the place value of 4 is ones and 5 is tens”.
5. Allow all pairs to share their work.
6. Guide students where needed.

CONCLUSION / SUM UP

Ask students to explain the concept of place value for 2 digit numbers with examples.
Students should say that for a 2-digit number (say 42) the digit on the right (2) has a place
value of one and the digit on the left (4) has a place value of ten.

ASSESSMENT

1. Draw the following table on the board.

2. Students should copy and complete the table shown below clearly indicating the ones
and tens for each number in the place value chart.

Number Tens Ones

13 1 3
26
33
42
56
70
87
92

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on page 29.

GRADE 1 30
 Unit 1: Whole Numbers
LESSON

12 COMPARING NUMBERS

STUDENT LEARNING OUTCOMES

ƒ Compare 1-digit and 2- digit numbers.

INFORMATION FOR TEACHERS

Teacher should:
1. Know that a 2-digit number is greater than a 1-digit number.
2. Be able to compare numbers based on their place values.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk

INTRODUCTION

1. Hold up the flashcards with the numbers 10 and 8.

2. Ask students which number is larger? Give students a few minutes to discuss.
3. Draw the figure on the board to help students realize which number is larger

1 ten = 10 ones 8 ones = 8

4. Tell students that 8 is a 1-digit number and 10 is a 2-digit number.
5. Tell the students that all 2-digit numbers are greater than any 1-digit number. This is an
important point; emphasize this to the students by showing them 8 pencils and 10 pencils,
ask them which ones are more.
6. Therefore, 10 is greater than 8. (You can also explain that if you put 2 more pencils with 8
you will get 10).
7. Tell students that in today’s lesson we will be comparing 1 and 2 digit numbers.

DEVELOPMENT

Activity 1

1. Write the numbers 37 and 34 on the board.

31 GRADE 1
2. Ask the students which number is larger? Give students a few minutes to discuss in small
groups.
3. Some students may guess that 37 is larger than 34 as if comes after 34 but give students
a structured approach to comparing numbers through place value.
4. Ask students how many tens does 37 have? Students should say that 37 has 3 tens.
5. Ask students how many tens does 34 have? Students should say that 34 also has 3 tens.
6. If there is a tie/draw, then we look at the ones digits. Ask students how many ones in 7?
The answer should be 7.
7. Ask students how many ones in 4? The answer should be 4.
8. Which one is larger from 7 and 4? Students should answer 7.
9. Therefore, 37 is larger than 34.
10. Tell students if the digits in the tens place are the same, we look at the digits in the ones
place to decide which number is larger.
11. Tell students that to compare 2-digit numbers we start the comparison by looking at the
digits to the left. If these numbers are the same, then we compare the numbers written on
the right.

Activity 2

1. Copy and complete the following table in your notebooks:

Write “bigger than” or “smaller than” in the blanks

6 is ______________________ than 9
24 is ______________________ than 21
37 is ______________________ than 47
58 is ______________________ than 50
90 is ______________________ than 99
2. Tell students to use the approach outlined in the introduction to determine which number
is larger and which is smaller while comparing.
3. Guide the students to arrive at the correct answers.

CONCLUSION / SUM UP

1. Ask the students to explain how to compare a one-digit number with a two-digit number.
Students should say that any two-digit number is greater than anyone-digit number.
2. Ask the students to explain how to compare a two-digit number with another two-digit
number. In two-digit numbers, the comparison should start with the tens digit.
3. If tens digits are of equal value, then we compare ones digits.

ASSESSMENT

1. Ask the students to copy and complete the following questions in their notebooks.
◊ Compare and colour the box with the larger number.

5 7 51 41 53 76 81 89

◊ Compare and colour the box with a smaller number.

GRADE 1 32
 15 13 34 49 73 79 98 93

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on page 31.

33 GRADE 1
Month

GRADE 1 34
 Unit 1: Whole Numbers
LESSON

13 ORDERING NUMBERS

STUDENT LEARNING OUTCOMES

ƒ Order the set of numbers from 0 to 99 in ascending and descending order.

INFORMATION FOR TEACHERS

Teachers should know how to order numbers in ascending and descending order.
ƒ Ascending Order:
◊ Ascending order is the arrangement of numbers from the smallest to the largest.
◊ For example, the numbers are in ascending order 15, 17, 29, 37
ƒ Descending Order:
◊ Descending order is an arrangement of numbers from the largest to the smallest.
◊ For example the numbers: 45, 32, 26, 12 are arranged in descending order.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Chart, Flashcards

INTRODUCTION

1. Write the following numbers on the board.

45 26 32 67 12
2. Ask students to identify the smallest number? Based on their previous knowledge students
should be able to say “12”. If students struggle with identifying the smallest number tell
them that 12 is the smallest as it has the fewest tens i.e. 1 only.
3. Ask students to identify the largest number? Based on their previous knowledge students
should be able to say “45”. If students struggle with identifying the largest number tell
them that 45 is the largest as it has the most tens i.e. 4.
4. Ask students to compare the numbers 26, 67, and 32 (the remaining numbers).
5. Students should be able to say that 26 is smaller because it has 2 tens.
6. After that comes 32 as it has 3 tens and then comes 67 as it has 6 tens.
7. Ask students to arrange all 5 numbers from smallest to largest or in ascending order.
8. Guide students to arrive at the correct answer.
12 26 32 45 67
9. Now ask students to write the same set of numbers from largest to smallest or in
descending order.
10. Tell students that in today’s lesson we will be ordering numbers in ascending and
descending order.

35 GRADE 1
 DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Give each pair a flashcard with 6 numbers from 0 to 99 written on it randomly e.g.

72 24

16 1

32 59
3. Tell each pair to write the numbers on their flashcards in ascending order.
4. Each pair should also write these numbers in descending order under a separate heading.
5. Once they complete their flashcard they will swap their flashcard with the pair sitting next
to them.
6. Each pair should complete 6 distinct flashcards by the end of this activity.
7. Walkthrough the class and provide guidance wherever needed.

CONCLUSION / SUM UP

Ask students to define ascending and descending order with examples of numbers from 0 to
99.

ASSESSMENT

Draw the following table on the writing board. Ask the students to tick the correct box.

Ascending Order Descending Order

14, 15, 16, 21, 25, 30 

40, 34, 32, 31, 28

89, 90, 93, 95, 97

79, 76, 73, 71, 69

HOMEWORK / FOLLOW UP

1. Assign the relevant activities from the textbook on page number 32.
2. Ask students to write on their notebooks, the ages of their 5 relatives (brother, sister,
cousins, father, mother, friend, etc.) in ascending and descending order.

GRADE 1 36
 Unit 1: Whole Numbers
LESSON

14 BEFORE, AFTER AND BETWEEN

STUDENT LEARNING OUTCOMES

Identify which number (up to 99) comes:

ƒ Before and after a given number.
ƒ Between two given numbers.

INFORMATION FOR TEACHERS

Teachers should know how to identify numbers that come before, after, and between two
numbers.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Flashcards

INTRODUCTION

1. Revisit the concept of before, after, and between with the following activity.
2. Choose 4 students at random and assign them a number; the first student shall be called
“1”, the 2nd student shall be called “2”, the 3rd student shall be called “3” and the 4th
student shall be called “4” for this activity.
3. Send all 4 students out of the class and tell “1” to enter the class and stand in front of the
class.
4. After that ask “2” to enter the class and stand in front.
5. Then ask “3” to enter the class and stand in front.
6. Ask 4 to enter the class and stand in front.
7. Ask the students the following questions:
◊ Who entered the class first? Ans: 1
◊ Who entered the class after “1”? Ans: 2
◊ Who entered the class after “3”? Ans: 4
◊ Who entered the class before “4”? Ans: 3
◊ Who entered the class before “3”? Ans: 2
◊ Who entered the class between “1” and “4”? Ans: 2 and 3
8. Ensure that students develop an understanding of the words before, after, and between
from this example.

37 GRADE 1
 DEVELOPMENT

Activity 1

1. Select any 10 random students out of the class and give them flashcards containing ten
different numbers from 0 to 99.
2. Select a student with a card at random and ask them to come to the front of the class.
3. Ask the students the following questions:
◊ What number does the student have?
◊ What number comes before it?
◊ What number comes after it?
4. Repeat this activity with all 10 students who have different numbers.
5. Tell students to note each example in their notebooks.

Activity 2

1. Randomly select 10 students from the class and give them cards containing the numbers
2, 4, 16, 18, 25, 28, 37, 40, 84, 87, 96, 99.
2. Select students which have a small number gap between them (no more than 3), e.g. the
students with card numbers 37 and 40.
3. Ask these students to come to the front of the class.
4. Ask the remaining students which numbers come between these two numbers?
5. Tell students that they should start with 37 and ask “what comes after 37?” They should
arrive at “38”. Then the next step is to ask “what comes after 38?” They should arrive at 39.
Then the next step is to ask “what comes after 39?” They should arrive at 40.
6. Alternatively, start with 40 and ask “what comes before 40?” They should arrive at “39”.
Then the next step is to ask “what comes before 39?” They should arrive at 38. Then the
next step is to ask “what comes before 38?” They should arrive at 37.
7. Repeat this activity with different students and numbers. Ensure that only those flashcards
are selected that have a gap of no more than 3 numbers e.g. 96 and 99.
8. Tell students to note each example in their notebooks.

CONCLUSION / SUM UP

1. Ask students how can we find the numbers that come between two given numbers.
2. Students should say that to find the numbers that are between 2 given numbers we ask
what comes after the smaller number and keep going until we reach the larger number or
we ask what comes before the larger number and keep going until we reach the smaller
number.

ASSESSMENT

1. Write the following sequence numbers on the writing board and ask the students to find
the missing numbers.
◊ 71, …, 73, …, 75, 76,…, …, 79, ….
◊ 91, 92, …., 94, …, 96, 97, …, …, 100

HOMEWORK / FOLLOW UP

Assign the relevant questions on page 35 from the textbook.

GRADE 1 38
 Unit 1: Whole Numbers
LESSON

15 COUNT IN TENS

STUDENT LEARNING OUTCOMES

ƒ Count in tens and recognize 100 as a 3- digit number.

INFORMATION FOR TEACHERS

Teachers should know how to count in tens up to 100.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chalk, Chart, Matchsticks, Rubber Bands

INTRODUCTION

1. Paste the chart on the board at the start of the activity.

2. Ask students to count the number of ones in each block and write the number in the next
column.

Blocks Number

10

39 GRADE 1
3. Ensure that students also write the following in their notebooks.
◊ 1 Ten = 10
◊ 2 Tens = 20
◊ 3 Tens = 30
◊ 4 Tens = 40
◊ 5 Tens = 50
◊ 6 Tens = 60
◊ 7 Tens = 70
◊ 8 Tens = 80
◊ 9 Tens = 90
◊ 10 Tens =?
4. Tell students that when we count only bundles/blocks of 10 we are “counting in tens” e.g.,
10, 20, 30, 40, 50, 60, 70, 80, 90…

DEVELOPMENT

Activity 1

1. Ask students to count in tens like:

◊ 10, 20, 30
◊ 40, 50, 60
◊ 70, 80, 90
2. Ask the students what will come next?
3. Expected answers from the students might be 99, 95, 92, 91. Some students might already
know about 100.
4. Emphasize the correct answer and write “100” on the board. Write ones, tens, and
hundreds above 100.
5. Ask students to point out what is different about 100? How is different from other numbers
such as 90?
6. Tell students that hundred is the first 3 - digit number and the value of the ones place is 0,
the value of the tens place is also 0 but the value of the hundreds place is 1.

Activity 2

1. Divide the class into 10 groups.

2. Make 10 bundles of 10 matchsticks each bound by rubber bands.
3. Distribute the 10 bundles to the groups.
4. Ask each group to hold up their bundle of sticks and say how many sticks they have.
They may remove the rubber band and count. They should say 10. Then they place their
matchsticks on the teacher’s desk.
5. The next group should also do the same.
6. Then ask the class how many matchsticks are there on the teacher’s desk. Students
should say 20.
7. Each group must first say how many matchsticks they have (10) and then bring their stack
of matchsticks to the teacher’s desk.
8. Repeat this until all 10 bundles/stacks are on the teacher’s desk and students say “100”.

GRADE 1 40
 9. Tell the students, for 10 bundles we can write 100.
10. Once again, go over counting in tens with students by recapping how many matchsticks
there were on the teacher’s desk. Say out loud along with the students,”10, 20, 30, 40, 50,
60, 70, 80, 90, 100”.

CONCLUSION / SUM UP

1. Ask students what is counting in 10s and what makes 100 different from the numbers we
have learned about earlier.
2. Guide student discussion so that they recall the following:
◊ 1 Ten = 10
◊ 2 Ten = 20
◊ 3 Ten = 30
◊ 4 Ten = 40
◊ 5 Ten = 50
◊ 6 Ten = 60
◊ 7 Ten = 70
◊ 8 Ten = 80
◊ 9 Ten = 90
◊ 10 Ten = 100
3. Students should say that 100 is a 3-digit number whereas earlier we had learned about
2-digit and 1-digit numbers.

ASSESSMENT

1. Write the following on the board and tell students to fill in the blanks:
◊ 1 Ten = 10
◊ 5 Tens = _____
◊ 7 Tens = _____
◊ 8 Tens = _____
◊ 10 Tens = _____

HOMEWORK / FOLLOW UP

1. Write the following question on the board and ask the students to answer them in their
notebooks:
Fill in the blanks.
3 tens = _______
6 tens = _______
9 tens = _______
10 tens = _______

41 GRADE 1
 Unit 1: Whole Numbers
LESSON

16 MISSING NUMBERS

STUDENT LEARNING OUTCOMES

ƒ Identify and write missing numbers in a sequence from 1 to 100.

INFORMATION FOR TEACHERS

Teachers should be able to identify missing numbers in a sequence of numbers from 1 to

100.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Chalk, Chart of Written Numbers from 1 – 100.

INTRODUCTION

1. Display a chart of 1 to 100 numbers on the board for the students.

2. Tell the students to read the chart carefully.
3. Ask students to count:
◊ 1 to 10 (1st student)
◊ 11 to 20 (2nd student)
◊ 21 to 30 (3rd student)
◊ 31 to 40 (4th student)
◊ 41 to 50 (5th student)
◊ 51 to 60 (6th student)
◊ 61 to 70 (7th student)
◊ 71 to 80 (8th student)
◊ 81 to 90 (9th student)
◊ 91 to 100 (10th student)
4. Tell students that these are sequences with no missing number.
5. Today we will identify the missing numbers in the sequence.

DEVELOPMENT

Activity 1

1. Write the following number sequence on the board

1 2 4 5 6 7 8 10 11 12 14 15 16 19 20 22

GRADE 1 42
 2. Point to the first blank space in the sequence and ask students what number comes
there? To prompt students thinking ask them which number comes after 2 or before 4?
3. Write 3 in the first blank space.
4. Ask students to copy and complete the table given above.

Activity 2

Ask students to work in pairs and write the missing numbers in the sequences given below:

a) 26 27 _____ 29 _____ 31 32 _____ _____ 35

b) 67 _____ 69 _____ 71 72 _____ 74 _____ 76
c) _____ 85 86 87 _____ 89 _____ 91 _____ _____
d) _____ 92 _____ 94 95 _____ _____ 98 99 _____

CONCLUSION / SUM UP

1. Ask students how can we identify the missing numbers in a given sequence of numbers.
2. Students should say that to identify missing numbers in a sequence of numbers we
should ask which number comes before and/or after the numbers are given.

ASSESSMENT

1. Prepare the following chart and paste it on the board.

2. Ask the students to come to the board and write the missing numbers.

2 6 8

11 14 18 20

21 23 26 27 29

31 35 37 38 40

41 44 46 49

51 54 56 60

61 62 64 66 68 70

71 75 78 80

81 82 85 87 89

93 95 96 99

HOMEWORK / FOLLOW UP

Assign the relevant questions on page 35 from the textbook.

43 GRADE 1
 Unit 1: Whole Numbers
LESSON

17 COUNTING

STUDENT LEARNING OUTCOMES

Count and write numbers of objects in a given set.

INFORMATION FOR TEACHERS

The teacher should:

1. Know about the different ways items and objects can be grouped making them easier
to count.
2. Be familiar with counting in 10s.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Chalk, Matches, Chart

INTRODUCTION

1. Ask students how many ones are in the blocks shown below (draw these on the board)

2. The correct answer is 70 based on their previous knowledge of counting in 10s.

3. Tell students that in today’s lesson they will count different objects and write the number.

DEVELOPMENT

Activity 1

1. Ask students to work in pairs.

2. Take a handful of matches from a matchbox and distribute them to each pair.
3. Ensure that the matches are more than 10 but less than 100.
4. Ask the students to count the matches and verify the count.
5. Ask a student from each pair to come and write their count on the board.
6. Repeat this process of counting for all pairs.

Activity 2

1. Paste the following chart on the board.

GRADE 1 44
 2. Ask students to count the set of hearts and write their number below.

♥♥♥♥♥♥
♥♥♥♥♥♥
♥♥♥♥♥♥
♥♥♥♥♥♥
♥♥♥♥♥♥
3. Guide students to the correct count of 36 hearts.

CONCLUSION / SUM UP

Conclude the lesson by telling students that we have learned about counting objects and
then writing the number of objects which were given in the set.

ASSESSMENT

1. Draw the following on the writing board.

2. Ask students to count the set of balls and write their number below:







HOMEWORK / FOLLOW UP

1. Count and write, the number of books and notebooks in your school bag.
2. Assign the relevant questions on page 35 from the textbook.

45 GRADE 1
 Unit 1: Whole Numbers
LESSON

18 ORDINAL NUMBERS

STUDENT LEARNING OUTCOMES

Identify the position of objects using ordinal numbers such as first, second, …, tenth including
representations 1st, 2nd, …, 10th through pictures.

INFORMATION FOR TEACHERS

1. Teachers should know that ordinal numbers are used to place objects in order and also
to identify their position.
2. The teacher should know that the order of different objects can be represented as 1st,
2nd, 3rd, …., 10th.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Chalk, Chart showing objects in their ordinal positions.

INTRODUCTION

1. Ask students about the speed of different animals i.e. elephant, horse, cheetah, and ant.
2. Create consensus among the students.
3. The ant is the slowest among the animals listed.
4. The elephant runs slowly but is faster than the ant.
5. The horse runs faster than the elephant.
6. The cheetah is the fastest animal on the list.
7. Tell the students that the animals listed above get into a race.
8. Ask the following questions from the students:
◊ Which animal will win the race? Let students discuss amongst each other and then tell
them that the cheetah is the winner of the race. Cheetah is the “first” and can be writ-
ten as “1st”. Emphasize how to write “1st”.
◊ Which animal will come after the cheetah? Let students discuss amongst each other
and then tell them that the horse comes after the cheetah. The horse is the “second”
and can be written as “2nd”. Emphasize how to write “2nd”.
◊ Which animal will come after the horse? Let students discuss amongst each other and
then tell them that the elephant comes after the horse. The elephant is the “third” and
can be written as “3rd”. Emphasize how to write “3rd”.
◊ Which animal will come after the elephant? Let students discuss amongst each other
and then tell them that the slow ant comes after the elephant. The ant is the “fourth”
and can be written as “4th”. Emphasize how to write “4th”.
9. Say loudly that in the race, the cheetah was the 1st, the horse was 2nd, the elephant was
3rd, and the ant was 4th.

GRADE 1 46
 DEVELOPMENT

Activity 1

1. Draw an empty table on the board or paste the chart.

2. Ask 10 random students to stand in a line at the front of the class.
3. Now starting from left to right, tell the 1st student to go back to his/her seat.
4. As the student returns to their seat, say “[student’s name] is the first to return to their seat”
and write in the first row in the table as shown below.
5. Repeat the same process with each student updating the table on the chart as they
return to their seats. Involve students in saying the ordinal number.
6. After completing all 10 rows, tell students to copy the table below in their notebooks

Number Ordinal Number in Words Ordinal Number in numerals

1 First 1st
2 Second 2nd
3 Third 3rd
4 Fourth 4th
5 Fifth 5th
6 Sixth 6th
7 Seventh 7th
8 Eighth 8th
9 Ninth 9th
10 Tenth 10th
7. Tell students that numbers that help us identify positions are called ordinal numbers.

CONCLUSION / SUM UP

1. Ask students how we can express the position of different objects through ordinal
numbers.
2. Students should summarize that by using words like “First, second, Third, Fourth, Fifth, Sixth,
Seventh, Eighth, Ninth, Tenth” or by using 1st, 2nd, 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th we can
represent the order of different objects.

ASSESSMENT

1. Take the students to the ground and make them participate in a race.
2. Make sure that there are 10 or fewer students in the race.
3. Ask the students about their position in the race.
4. Do this with different groups of students.
5. Upon returning to class, tell students to write their position in both words and numerals on
the board.

HOMEWORK / FOLLOW UP

Assign the relevant questions on page 37 from the textbook.

47 GRADE 1
 Unit 1: Whole Numbers
LESSON

19 ONE-TO-ONE
CORRESPONDENCE
STUDENT LEARNING OUTCOMES

Match objects having one to one correspondence

INFORMATION FOR TEACHERS

The teacher should know about the one-to-one correspondence of objects such as cricket
bat and ball, pencil and copy, horse and horse rider, etc., and conclude which object is more
and which is less.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Chalk, Charts, Pictures of Cricket Bat, Cricket Ball,
Toothbrush, Toothpaste, Pencil, Notebook.

INTRODUCTION

1. Ask the following questions from the students.

2. Which object is related to the cricket bat? Answer: Cricket Ball.
3. Which object is related to the toothbrush? Answer: Toothpaste.
4. Which object is related to the pencil? answer: Paper.
5. Take the responses from the students and tell students the correct answers.
6. Ask students, “how many students are there in the classroom?”.
7. Give students a few minutes to count. Verify the count.
8. Then ask how many math books are there in the classroom? Give students a few minutes
to count. Verify the count.
◊ Important: If there are as many books as students tell students that the students and
books have a one-to-one correspondence.
◊ Important: If there are more students than textbooks please write the count for both
objects, students and textbooks, and then conclude that students are more than text-
books or textbooks are less than students.
9. Now tell the students that in today’s lesson we will match objects having one-to-one
correspondence.

DEVELOPMENT

Activity 1

1. Draw the following on the board or prepare the chart and paste it on the board.

GRADE 1 48
 2. Tell students to come to the board and match the plates and cups given below and fill in
the blanks. Use double arrows as shown on the board.

Plates

Cups

3. After students have counted and filled in the blanks, write on the board:
There are 7 plates and 3 cups.
7 is more than 3
3 is less than 7.
4. Draw the following on the board and then ask students to match the birds and cats given
below and fill in the blanks.

Birds

Cats
5. After students have counted and filled in the blanks, write on the board:
There are 4 birds and 2 cats.
4 is more than 2
2 is less than 4.

Activity 2

1. Place three baskets on the teachers’ desk with pictures of locks in the 1st basket, pictures
of cups in the 2nd basket, and pictures of spoons in the 3rd basket.
2. Now distribute pictures of keys, plates, and bowls to students, ensuring that every student
has a picture.
3. Ask students to come to the teacher’s desk and match their picture with one of the objects
in the basket.
4. After the matching activity, address the students having a picture of a lock and a key and
tell all other students that they matched these pictures because a lock and a key have a
1-1 (one-to-one) correspondence.
5. Similarly, tell the students that some students matched the pictures of a cup and a plate
because they have 1-1 correspondence as well.
6. Similarly addressing the students that matched spoons and bowls did so because of the
1-1 correspondence.

CONCLUSION / SUM UP

1. Conclude the activity by asking students to explain 1-1 correspondence for different
objects from our daily life such as a student with a bag, a cycle with a cyclist, a lock with a
key, etc.
2. After matching objects, students should know how to conclude which object is more and
which is less.

49 GRADE 1
 ASSESSMENT

1. Copy and complete the following in your notebooks:

___ rackets

___ shuttlecocks

2. There are___ rackets and ____ shuttlecocks.

3. ___ is more than ___.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on page 38.

GRADE 1 50
 Unit 1: Whole Numbers
LESSON

20 COMPARING OBJECTS

STUDENT LEARNING OUTCOMES

ƒ Compare two or more groups of objects in terms of numbers.

ƒ Identify the number of objects in two groups to show ‘’more than’’ and ‘’less than’’.

INFORMATION FOR TEACHERS

The teacher should know how to compare the number of objects in two or more groups in
terms of their numbers (by counting) and then state which group has more objects and
which group has fewer objects.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Sharpeners, Chalk, Charts,

INTRODUCTION

1. Paste the following chart on the board and ask students to count and write the number of
objects in the box below:

♥♥♥♥♥♥ 
♥♥♥♥♥♥ 
♥♥♥♥♥♥ 
♥♥♥♥♥♥ 
♥♥♥♥♥♥ 

2. Students should count 36 hearts and 35 balls.

3. Ask the students to discuss and then raise their hands if they know the correct answers.
4. Write both statements on the board. Ask a student to circle the correct answer:
The hearts are more than/less than the circles. Answer: more than
◊ Fill in the blank:
36 is ____ more than 35. Answer: 1
Tell students to find out how much more or less they should start with the smaller number
and count (on their fingers) until they reach the larger number. In this example, students
should start counting from 35 until they reach 36. There is only a difference of 1.

51 GRADE 1
 DEVELOPMENT

Activity 1

1. Draw the following pictures on the board or prepare and paste the chart on the board
before the activity.
2. Count and compare the number of balls shown bellow

3. Give students a few minutes to count and take their responses.

4. Write the number of balls in the boxes.
5. Circle the correct answer:
◊ 7 balls are less than/more than 9 balls.
6. Tell students to find out how much more or less they should start with the smaller number
and count until they reach the larger number. In this example, students should start
counting from 7 until they reach 9.
7. Ask a few students to find the difference for you and then demonstrate the correct answer.
There is only a difference of 2.
8. Fill in the blank: So, 7 is ______ less than 9

Activity 2

1. Paste the charts shown below or draw the pictures. Draw simple pictures as well.
2. Ask the students to tick () the box which has more objects and fill them with the total
number of objects in the box.

3. After students have counted and ticked the correct option ask them to circle the correct
option below:
◊ 8 cats are less than/more than 4 cats.
◊ So, 8 is __________ more than 4

4. After students have counted and ticked the correct option ask them to circle the correct
option below:
◊ 6 goats are less than/more than 9 goats.
◊ So, 6 is __________ less than 9

GRADE 1 52
 CONCLUSION / SUM UP

1. Ask students, “how we can compare the number of objects in two groups?”
2. Students should say that we can compare different objects by counting and then saying
which one is more or less.
3. Ask students how we can find out how much more or less the objects in one group are
compared to the other.
4. Students should say that we start counting from the smaller number and count until we
reach the larger number.

ASSESSMENT

1. Ask the following questions:

◊ 9 is ____________ greater than 3
◊ 4 is ____________ less than 7
◊ 7 is 3 greater than _____________.

HOMEWORK / FOLLOW UP

Assign the relevant questions on page 39 from the textbook.

53 GRADE 1
Month

GRADE 1 54
 Unit 2: Number of Operations
LESSON

21 HOW MUCH MORE

STUDENT LEARNING OUTCOMES

ƒ Compare numbers from 1 to 20 to identify ‘’how much more’’ one is from another.

INFORMATION FOR TEACHERS

Teachers should know:

1. How to find the difference between two numbers by counting forward.
2. That the number line may be used for finding how much more one number is from
another.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Textbook, Writing Board, Marker/Chalk, Chart, Flashcards (Numbers from 1 to 20)

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
◊ Attiya has 4 storybooks. Her sister, Aleema, has 7 storybooks.
3. Ask students how many more storybooks does Aleema has than Attiya?
4. Let students discuss the answer in pairs.
5. Ask a few pairs to share their thoughts with the class.
6. If students give 3 as an answer, ask them to explain.
7. Now tell students, to find how many more books Aleema has than Attiya we start counting
from 4 until we reach 7.
8. Show students the chart below and hold up a finger for each step i.e., when you say “5”
you should hold up one finger when you say “6” you should hold up two fingers and when
you say “7” you hold up three fingers.

9. Ask students how many steps were taken to reach 7 from 4?

10. Students should say “3”.
11. Tell students that Aleema has 3 more books than Attiya.

55 GRADE 1
12. Ask a student to fill in the blank shown below:
◊ 7 is ____ more than 4.

DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
Hooria is a 16-year-old student. She loves playing games on her mother’s phone and
wants to get her own. When she asks her baba for a phone, he says that she must wait
until she is 20. How many years will Hooria have to wait to get a phone?
3. Allow students to raise their hands and give an answer.
4. If any student uses the “count forward” method and gives 4 as an answer, by counting
from 16 to 20, then commend the answer.
5. If the students are not able to answer, show the correct steps on the writing board. See
below:

6. Raise a finger with every step and ensure that 4 fingers are visible to all students when the
count reaches 20 from 16, after 4 steps.
7. Tell students that Hooria has to wait 4 years to get the phone.
8. As a final step ask a student to fill in the blank shown below:
20 is ____ more than 16.

Activity 2

1. Ask students to work in pairs.

2. Distribute flashcards with different numbers (either from 1 to 10 or from 11 to 20) to each
pair and make sure that the difference between the numbers is not more than 9.
3. Call a pair to the front of the class.
4. Ask them to hold up their 2 flashcards with different numbers.
5. Ask the students in the pair to compare which number is larger and which number is
smaller.
6. Other students should also give their input.
7. Now ask the pair to find how much more the larger number is than the smaller number.
8. The students in the pair should count forward from the smaller number until they reach
the larger number and then find “how much more”.
9. Other students should give their input before you guide and verifies the answer.
10. Call another pair to the front of the class having two different number flashcards.
11. Repeat the steps mentioned above.
12. Ensure that students from all pairs come up to the front of the class and find how much
more the larger number is than the smaller number.

GRADE 1 56
 CONCLUSION / SUM UP

1. Ask students how to find how much more a larger number is than a smaller number.
2. Students should mention that they have learned to compare two numbers and find:
3. How much more one number is than another by counting forward from the smaller
number until they reach the larger number.

ASSESSMENT

1. Draw the table below on the writing board.

2. Individually ask students to come to the board and complete the following table.

Smaller Number Larger Number How Much More

5 8
3 9
13 17
11 19
3. After the students have completed the table, share the solution.

HOMEWORK / FOLLOW UP

Assign the questions from the textbook on page 45 as homework.

57 GRADE 1
 Unit 2: Number of Operations
LESSON

22 ADDITION OF 1-DIGIT
NUMBERS
STUDENT LEARNING OUTCOMES

ƒ Recognize and use symbols of addition “+” and equality “=”

ƒ Add two 1-digit numbers sum up to 9.

INFORMATION FOR TEACHERS

Teachers should know:

1. The meaning and correct usage of “+” and “=“
2. How to pictorially add a one-digit number with a one-digit number by counting.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart Paper

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
Amir has 2 marbles. His best friend Fiaz gives him 5 more. How many marbles does Amir
have altogether?”
3. Let students discuss the question in pairs.
4. Tell them to draw a picture to represent the question.
5. Ask a few pairs to share their answers with the class.
6. After taking student responses, draw a picture and write the words as shown below:

7. Show students how the separate marbles are put together and then counted so that 2
and 5 equals 7.
8. Ask students if they know the symbols they can use instead of writing “AND’ and “EQUALS”.
9. Take student responses and record them on the writing board.

GRADE 1 58
 10. Introduce the “+” and the “=“ symbols to students as shown below:

2 AND 5 EQUALS 7

2 + 5 = 7
11. Tell students that we can use the “+” symbol instead of “AND” and use the “=” symbol
instead of “EQUALS”

DEVELOPMENT

Activity 1

1. Write the following example on the writing board and ask students to solve it in pairs.
There were 3 almonds in the jar. Ali put 5 more almonds in it. How many almonds does the
jar have altogether?
2. Let students discuss the question in pairs.
3. Ask students to draw a picture of their solution.
4. Ask a few pairs to share their answers with the class.
5. Show students a picture solution as shown below:

+ =

6. After drawing a picture on the board tell students how the almonds are brought together.
Count the almonds. Show students that 3 and 5 make 8.
7. Write the statement using numbers as well as shown below:

3 + 5 = 8

CONCLUSION / SUM UP

Ask students to explain the steps involved in the addition of a 1-digit number with another
1-digit number. Students should mention that we can draw a picture to help with the addition.

59 GRADE 1
 Unit 2: Number of Operations
LESSON

23 ADDITION OF 1-DIGIT
NUMBERS
STUDENT LEARNING OUTCOMES

ƒ Recognize and use symbols of addition “+” and equality “=”

ƒ Add two 1-digit numbers sum up to 9.

INFORMATION FOR TEACHERS

Teachers should know:

1. The meaning and correct usage of “+” and “=“
2. How to pictorially add a one-digit number with a one-digit number by counting.

INTRODUCTION

Tell the students that they will continue to explore the addition of a 1-digit number with another
1-digit number in this lesson..

DEVELOPMENT

Activity 2
1. Write the following example on the writing board and ask students to solve it in their notebooks.
2. Amna has 6 pencils. She bought 3 more pencils. How many pencils does Amna have now?
3. Let students discuss the answer in pairs.
4. Ask a few pairs to share their answers with the class.
5. After student discussion, share the correct answer with the students. Draw a picture as
well as write 6 + 3 = 9.

CONCLUSION / SUM UP

Ask students to explain the steps involved in the addition of a 1-digit number with another
1-digit number. Students should mention that we can draw a picture to help with the addition
and also highlight the meaning and correct usage of “+” and “=“.

ASSESSMENT

1. Write the following question on the writing board and ask students to solve it on the board.
Read the question and explain it to the students.
◊ Irtiza has 5 stamps and Mustafa has 2 stamps. How many stamps do both of them
have altogether?
2. After students have attempted the question, share the correct solution, with pictures, with
the students.

HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 46 to 50.

GRADE 1 60
 Unit 2: Number of Operations
LESSON

24 ADDITION OF 2-DIGIT
NUMBERS
STUDENT LEARNING OUTCOMES

ƒ Add 2-digit numbers to 10s.

ƒ Add two 2-digit numbers.

INFORMATION FOR TEACHERS

Teachers should know that numbers can be added by adding ones with ones and then tens
with tens.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
A teacher has 47 pencils. She buys 30 more pencils for her class. How many pencils does
the teacher have altogether?
3. Let students discuss the answer in pairs.
4. Ask a few pairs to share their answers with the class. Ask students why is it difficult to find
the difference by counting on their fingers? Take student responses.
5. Show students the following pictorial representation of the question:

TENS ONES

Pencils the teacher has 4+7

More pencils she buys 3+0

Total Pencils 7+7

6. Tell students that as a first step, they should add the ones i.e., 7 + 0 = 7
7. Then as the next step, they should add the tens i.e., 4 + 3 = 7.
8. Tell students that by making a pictorial representation they can add a 2-digit number
with a 2-digit number (multiple of 10).

61 GRADE 1
9. Show students an addition table with numerals as well:

TENS ONES
Pencils the teacher has 4 7
More pencils she buys + 3 0
Total Pencils 7 7
10. Now ask the students, what if the teacher had bought 32 pencils rather than 30.
11. Let students discuss the answer in pairs.
12. Ask a few pairs to share their answers with the class.
13. Once again show the students a pictorial representation of the revised question:

TENS ONES

Pencils the teacher has 4+7

More pencils she buys 3+2

Total Pencils 7+9

14. Show students an addition table with numerals as well as shown below:

TENS ONES
Pencils the teacher has 4 7
More pencils she buys + 3 2
Total Pencils 7 9
15. Remind students that by making a pictorial representation and by making a table they
can add a 2-digit number with a 2-digit number, whether it is a multiple of 10 or not.
Highlight that first the ones are added and then the tens.

DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Write the following questions on the board.

i) tens ones ii) tens ones iii) tens ones

5 3 1 4 3 0
+ 2 0 + 6 0 + 5 7

iv) tens ones v) tens ones vi) tens ones

1 3 8 1 6 4
+ 1 3 + 1 6 + 3 3

GRADE 1 62
 3. Let students discuss and attempt the questions in pairs.
4. Ask a few pairs to share their answers with the class.
5. After taking student responses, share the correct responses with the students.

CONCLUSION / SUM UP

1. Ask students for their input on the process of addition of 2-digit numbers with 2-digit
numbers.
1. Students should mention that numbers can be added by writing them as ones and tens,
then adding the ones followed by adding the tens.
1. Students should mention that they can represent the addition pictorially or with numerals.

ASSESSMENT

1. Write the following questions on the writing board and ask students to solve them in their
notebooks.

i) tens ones ii) tens ones iii) tens ones

4 0 2 0 4 4
+ 4 0 + 6 9 + 2 0

iv) tens ones v) tens ones vi) tens ones

2 2 3 2 7 3
+ 1 7 + 2 1 + 2 2

2. After students have attempted the question, share the correct solutions with the students.

HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 53 – 54

63 GRADE 1
 Unit 2: Number of Operations
LESSON

25 FINDING UNKNOWN NUMBERS

STUDENT LEARNING OUTCOMES

Recognize the use of symbol to represent an unknown such as  + 4 = 7, 3 + 4 =  ,

4 +  = 7 (include questions that sum up to 20)

INFORMATION FOR TEACHERS

Teachers should know how to identify the unknown in a simple mathematical equation.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Charts

INTRODUCTION

1. Paste the chart, on the board, with the picture of birds as shown below. The chart should
be prepared before the lesson.

2. Tell students to discuss in pairs and then fill in the blanks.

___________________ birds were sitting on the tree
___________________ more birds flew and sat on the tree
___________________ birds were on the tree altogether
3. Guide students during their discussion to count the birds.
4. Fill in the blanks as follows:
4 birds were sitting on the tree
2 more birds flew and sat on the tree
6 birds were on the tree altogether
5. Students should also discuss in pairs and complete the empty box shown below:

4 + = 6

GRADE 1 64
 6. The filled box is shown below for the teacher:

4 + 2 = 6
7. Ask students how can we identify the missing number if we did not have a picture story to
guide us.
8. Let students think and discuss.
9. Take student responses.
10. Tell students that to identify the missing number we start counting forward from the given
number up to the number on the right side of the equals sign i.e., start counting from 4 up
to 6.
11. Hold up a finger for each step i.e., say “5” and hold up one finger, then say “6” and hold up
two fingers. Therefore, the missing number is 2.
12. Tell students that in today’s lesson they will be identifying the unknown number in the box.

DEVELOPMENT

Activity 1

1. Paste a chart with the following pictures showing addition.

9 + = 12

+ 5 = 12

8 + 8 = 16
2. Tell students to work in pairs and write the correct numbers under each picture.
3. Take responses from some pairs
4. Take student input on each response.
5. Guide students during the activity and arrive at the correct answers.

CONCLUSION / SUM UP

1. Ask students how can they identify unknown numbers in simple mathematical sentences.
2. Students should say that when pictures are given they may count the number of
objects in the picture and write the relevant numbers under the pictures and verify the
statements.
3. Students should also mention that to find the missing number in a mathematical

65 GRADE 1
 sentence, they may also use the counting forward strategy from the given number up to
the number on the right side of the equals sign as outlined in the introductory section.

ASSESSMENT

1. Write the following on the board:

+ 2 = 8
2. Ask students to complete the empty box in their notebooks.
3. Encourage the students to count upwards from 2 to 8 to find the missing number. If some
students are unable to do the question do not guide them yet.
4. Now show the following picture to the students:

5. Ask students who were unable to do the question, to now complete the empty box.
6. Guide all students where needed.

HOMEWORK / FOLLOW UP|

Assign the questions from the textbook on page 55 as homework.

GRADE 1 66
 Unit 2: Number of Operations
LESSON

26 ADDITION USING MENTAL

STRATEGIES
STUDENT LEARNING OUTCOMES

Add numbers (up to 20) using mental strategies by using real-life examples.

INFORMATION FOR TEACHERS

Teachers should know mental strategies when adding numbers such as separating tens
and ones in a 2-digit number and then adding ones mentally.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart

INTRODUCTION

1. Write the following question on the board (or paste a chart) and ask students to mentally
answer the question without writing it.
Tahir had 14 balloons. His sister gives him 3 more balloons. How many balloons did Tahir
have altogether?
2. Give students a few minutes to think about the question.
3. Let students raise their hands and give their answers.
4. Ask students to present a rationale for their answers.
5. Students may say that they counted up 3 steps from 14 to arrive at 17.
6. Commend this approach and elaborate on an alternative approach as mentioned below.
7. Explain the following steps to students:
◊ Step 1: Separate tens and ones 14 = 10 + 4
◊ Step 2: Add the ones 4+3=7
◊ Step 3: Add the tens and answer 10 + 7 = 17

DEVELOPMENT

Activity 1

1. Display a chart on the writing board with the following questions:

Jamal has 11 toy cars. His father gifts him 5 more. How many toy cars does Jamal have
altogether?
Alina has 15 markers. Her brother gives her 2 more. How many markers does Alina have
now?

67 GRADE 1
 A zoo has 12 animals. It gets 7 more from a nearby zoo. How many animals does the zoo
have now?
2. Ask students to raise their hands if they can explain the mental strategy they used.
3. Guide students during the mental calculations.

Activity 2

1. Write the following questions on the board.

2. Tell the students to add the following numbers by using the mental strategy
◊ 10 + 8 = 
◊ 4 + 11 = 
◊ 15 + 4 = 
3. Students should raise their hands if they can explain the mental strategy they used.
4. Guide students during the mental calculations.

CONCLUSION / SUM UP

Ask students how can they do addition using mental strategies. Students should give
examples of addition and mention mental strategies such as separating tens and ones in a
2-digit number, adding ones mentally, and then adding the answer to the 10.

ASSESSMENT

1. Students should copy and complete the following questions in their notebooks by using a
mental strategy.
12 + 4= 
Farhan had 10 Rupees in his pocket. His sister gave him 5 rupees more. How much money
does Farhan have now?
2. Share the final solutions and the steps with the students.

HOMEWORK / FOLLOW UP

Assign the questions from the textbook on page 56 as homework.

GRADE 1 68
 Unit 2: Number of Operations
LESSON

27 ADDITION USING MENTAL

STRATEGIES
STUDENT LEARNING OUTCOMES

Construct addition sentences from given number stories.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ That number stories are a way to show that math is connected to real life.
ƒ How to identify the correct information from a number story and make an additional
sentence from it.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart

INTRODUCTION

1. Write the following number story on the board.

◊ Asad has 14 markers, and his brother gives him 10 more. How many markers does Ali
have now?
2. Ask students how do we solve this problem?
3. Give students a few minutes to discuss in pairs.
4. Take students’ responses.
5. Tell students that to solve the question we must add 14 and 10.
6. Tell students that Asad already had 14 markers and gets 10 more. Therefore, we add the
numbers together to find how many he has altogether.
7. Tell students that when the numbers are written using the correct mathematical symbols
it is called an “addition sentence” as shown below:
14 + 10 = 24
8. Tell students that in today’s lesson we will be writing some addition sentences from given
number stories.

DEVELOPMENT

Activity 1

1. Write the following number stories or paste a chart on the board. The chart should be
prepared before the lesson.

69 GRADE 1
 Abid has 18 marbles and Ahmed has 40 marbles. How many marbles do they have
altogether?
Zeeshan brought biscuits for Rs. 40 and toffees for Rs. 50. How much does he spend
altogether?
Saman has 12 chocolates, and her sister gives her 7 more chocolates. How many
chocolates will Saman have altogether?
2. Ask students to work in pairs and write the addition sentences for each number story in
their notebooks.
3. Ask students to come up to the board and write the addition sentences and solve the
questions.
4. Encourage other students to also give their input.
5. Also, provide guidance where needed and share the correct addition sentences after
ensuring student participation.

CONCLUSION / SUM UP

Ask students what a number story is and how do we construct addition sentences from
number stories. Students should mention that number stories are a way to show that math
is connected to real life. Students should highlight that it is important to identify the correct
information from a number story to make an addition sentence from it.

ASSESSMENT

1. Ask students to individually write the addition sentence for the following number story.
Adnan brought wheat for Rs. 70 and corn for Rs. 60. How much did he pay to the
shopkeeper?
2. After students have attempted the question share the correct addition sentence with the
students.

HOMEWORK / FOLLOW UP

Ask students to write addition for all the number of stories written on pages 53 to 54.

GRADE 1 70
 Month

71 GRADE 1
 Unit 2: Number of Operations
LESSON

28 HOW MUCH LESS

STUDENT LEARNING OUTCOMES

Compare numbers from 1-20 and find ‘’how many less’’ one is than the other?

INFORMATION FOR TEACHERS

Teachers should know how to find the difference between two numbers by counting
backward.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Textbook, Writing Board, Marker/Chalk, Chart, Flashcards (Numbers from 1 to 20)

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
Asma has 13 sweets. Her sister Amal has 8 sweets. How many fewer sweets does Amal
have than Asma?
◊ How many less sweets does Amal have than Asma?
3. Let students discuss the answer in their pairs.
4. Ask a few pairs to share their thoughts with the class.
5. If students give 5 as an answer, then ask them to explain their thinking process.
6. Now tell students, to find how many less sweets Amal has than Asma we start counting
backward from 13 until we reach 8.
7. Show students the chart below and hold up a finger for each step i.e., say “12” and hold up
one finger, say “11” and hold up two fingers, and so on until you reach 8 and hold up five
fingers.

8. Ask students how many steps were taken to reach 8 from 13?
9. Students should say “5”.
10. Tell students that Amal has 5 less sweets than Asma.

GRADE 1 72
 11. As a final step ask a student to fill in the blank shown below (in their notebooks):
12. 8 is ____ less than 13.

DEVELOPMENT

Activity 1

1. Ask students to work in pairs.

2. Distribute flashcards with different numbers (from 1 to 20) to each pair and make sure
that the difference between the numbers is not more than 9.
3. Call a pair to the front of the class.
4. Ask them to hold up their flashcards.
5. Ask the students in the pair to compare which number is larger and which number is
smaller.
6. Other students should also give their input.
7. Now ask the pair to find how much less the smaller number is than the larger number.
8. The students in the pair should count backward (on their fingers) from the larger number
until they reach the smaller number and then find “how much less”.
9. Other students should give their input before the teacher also provides guidance and
verifies the answer.
10. Call another pair to the front of the class.
11. Repeat the steps mentioned above.
12. Ensure that all pairs come up to the front of the class and find how much less the smaller
number is than the larger number.

CONCLUSION / SUM UP

1. Ask students how to find how much less the smaller number is than the larger number.
2. Students should mention that they have learned to compare two numbers and find how
much less one number is than another by counting backward from the larger number
until they reach the smaller number.

ASSESSMENT

1. Ask students to complete the following table on the board.

2. The chart should be prepared before the lesson.

Larger Number of Objects Smaller Number of Objects How Much Less

3. After students are done, they should share their solutions.

73 GRADE 1
4. Draw the following on the board and ask students to fill in the blanks

15 is _________ less than 20.

5. After students have attempted the question take student responses, guide, and then give
a solution.

HOMEWORK / FOLLOW UP

Assign the questions from the textbook on page 58 as homework.

GRADE 1 74
 Unit 2: Number of Operations
LESSON

29 SUBTRACTION OF 1-DIGIT
NUMBERS
STUDENT LEARNING OUTCOMES

ƒ Recognize subtraction as a difference and take away and use the symbol “-“.
ƒ Subtract 1 - digit number from 1 - digit number.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ how to pictorially subtract a one-digit number from a one-digit number by crossing out
pictures.
ƒ the correct usage of the minus “-“ symbol.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart Paper

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
Hooria had 8 marbles out of which she gave 3 marbles to her brother. How many marbles
are left with Hooria?
3. Let students discuss the question in pairs.
4. Tell them to draw a picture to represent the question.
5. Ask a few pairs to share their answers with the class.
6. After taking student responses, draw objects representing the larger number and cut out
the objects as the smaller number.
7. Draw a picture with 8 marbles and cross out 3 marbles as shown below:

8. Count the remaining marbles

9. Show students how the remaining marbles are 5.
10. Introduce the “-” and the “=“ symbols to students as shown below:

8 MINUS 3 EQUALS 5

75 GRADE 1
 8 - 3 = 5
11. Tell students that we can use the “-” symbol instead of “MINUS” and use the “=” symbol
instead of “EQUALS”

DEVELOPMENT

Activity 1

1. Write the following example on the writing board and ask students to solve it in pairs.
There were 9 eggs in a tray. Hareem’s mother used 4 eggs to bake a cake. How many
eggs were left in the tray?
2. Let students discuss the question in pairs.
3. Ask students to draw a picture of their solution.
4. Ask a few pairs to share their answers with the class.
5. Show students a picture solution as shown below:

6. Cross out 4 eggs.

7. Tell students how there were 9 eggs and 4 were used.
8. Count the remaining eggs. Show students that 5 eggs are left.
9. Write the statement using numbers as shown below:
9 - 4 = 5.

Activity 2

1. Write the following example on the writing board and ask students to solve it in their
notebooks.
Amna has 6 pencils. She gave away 3 pencils to her best friend. How many pencils does
Amna have now?
2. Let students discuss the answer in pairs.
3. Ask a few pairs to share their answers with the class.
4. After student discussion, share the correct answer with students.
5. Draw a picture as well as write 6 - 3 = 3.

CONCLUSION / SUM UP

1. Ask students to explain the steps involved in the subtraction of a 1-digit number with
another 1-digit number.
2. Students should mention that we can draw a picture and then cross out the number of
objects that were taken away.
3. Students should highlight that to find how many objects are left, they count. Students
should also touch upon the meaning and correct usage of “-” and “=“.

ASSESSMENT

1. Write the following example on the writing board and ask students to solve it in their
notebooks.

GRADE 1 76
 Irtiza has 5 stamps, and he gave 2 to Mustafa. How many stamps does Irtiza have left?
2. After students have attempted the question, share the correct solution, with pictures, with
the students.

HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 59 -62.

77 GRADE 1
 Unit 2: Number of Operations
LESSON

30 SUBTRACTION OF 1-DIGIT
NUMBERS FROM 2-DIGIT NUMBERS

STUDENT LEARNING OUTCOMES

Subtract a 1-digit number from 2- digit number.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ That to subtract a 1-digit number from a 2-digit number we need to count backwards,
the same number of steps as the 1-digit number, from the 2-digit number.
ƒ That numbers can be subtracted by writing them in tens and ones.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart paper

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
◊ Mina has 13 chocolates, and she gives her sister 5 chocolates.
3. How many chocolates will Mina have left?
4. Let students discuss the question in pairs.
5. Ask a few pairs to share their answers with the class.
6. After taking student responses, show students the following chart.

7. Tell students that to subtract a 1-digit number from a 2-digit number we count
backwards, the same number of steps as the 1-digit number from the 2-digit number i.e.
hold up a finger for each step i.e. when you say “12” you should hold up one finger, when
you say “11” you should hold up two fingers, when you say “10” you should hold up three
fingers, when you say “9” you should hold up four fingers, and finally when you say “8” you
should be holding up five fingers as 5 had to be subtracted from 13.
Write 13 - 5 = 8 on the writing board.

GRADE 1 78
 DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
Umar had 27 sweets. His younger brother took 5 from him. How many sweets does Umar
have left?
3. Let students discuss the answer in pairs.
4. Ask a few pairs to share their answers with the class.
5. Commend any student that counts backwards 5 steps from 27 and arrives at 22 as an
answer.
6. Show students the following table:

TENS ONES
Sweets Umar has 2 7
Taken by his brother - 5
Sweets left with Umar 2 2
7. Show students where each digit is written in the table.
8. Tell students that as a first step, they should subtract the ones i.e., 7 - 5 = 2. Draw a picture
of 7 sweets and cross out 5 to show students that 2 are left.
9. Then as the next step, they should subtract the tens i.e., 2 - 0 = 2.
10. Tell students that if there is nothing written in the tens box then it means 0.
11. Tell students that by making a table they subtract a 1-digit number from a 2-digit number.
12. For the question above, they were able to find that after Umar’s brother has taken away 5
sweets, Umar has 22 sweets left.

CONCLUSION / SUM UP

1. Ask students how to subtract a 1-digit number from a 2-digit number.

2. Students should mention that to subtract a 1-digit number from a 2-digit number we need
to count backwards, the same number of steps as the 1-digit number from the 2-digit
number.
3. Furthermore, two 2-digit numbers can also be subtracted by writing them in tens and
ones and first finding the difference between the ones and then the tens.

ASSESSMENT

1. Write the following questions on the writing board and ask students to answer them in
their notebooks.

tens ones tens ones

2 5 1 8
- 4 - 7

2. Sana had 18 strawberries; she ate 6 strawberries of them. How many strawberries are left?

79 GRADE 1
 T O

Total strawberries

Eaten Strawberries -
_____________________________________________

Strawberries left

HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 63 to 64.

GRADE 1 80
 Unit 2: Number of Operations
LESSON

31 SUBTRACTION OF 2-DIGIT
NUMBERS FROM 2-DIGIT NUMBERS

STUDENT LEARNING OUTCOMES

ƒ Subtract tens from 2-digit numbers

ƒ Subtract a 2-digit number from a 2-digit number

INFORMATION FOR TEACHERS

Teachers should know that numbers can be subtracted:

ƒ by finding the difference between the ones and
ƒ then finding the difference between the tens.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils

INTRODUCTION

1. Divide the students into pairs.

2. Write the following real-life scenario on the board. Explain it to the students as well.
A teacher has 34 pencils. She distributes 20 pencils among her students. How many
pencils does the teacher have left?
3. Let students discuss the answer in pairs.
4. Ask a few pairs to share their answers with the class.
5. Show students the following pictorial representation of the question:

TENS ONES
3 4

1 4

6. Tell students that as a first step, they should subtract the ones i.e., 4 - 0 = 4
7. Then as the next step, they should subtract the tens i.e., 3 - 2 = 1.
8. Tell students that by making a pictorial representation they can see how 2 tens were
crossed out and 14 pencils were left.

81 GRADE 1
9. Show students a table with numerals as well. See below:

TENS ONES
Pencils the teacher has 3 4
Pencils she distributes - 2 0
Pencils she has left 1 4

10. Now ask the students, what if the teacher had given away 22 pencils rather than 20.
11. Let students discuss the answer in pairs.
12. Ask a few pairs to share their answers with the class.
13. The teacher should once again show the students a pictorial representation of the revised
question:

TENS ONES
3 4

1 2

14. Show students a table with numerals as well. See below:

TENS ONES
Pencils the teacher has 3 4
Pencils she distributes - 2 2
Pencils she has left 1 2

15. Remind students that by making a pictorial representation and by making a table they
can subtract a 2-digit number from a 2-digit number, whether it is a multiple of 10 or not.
The teacher should highlight that first the ones are subtracted and then the tens.

DEVELOPMENT

Activity 1

1. Divide the students into pairs.

2. Write the following questions on the board.

i) tens ones ii) tens ones iii) tens ones

5 3 6 4 3 7
- 2 0 - 4 0 - 2 0

GRADE 1 82
 iv) tens ones v) tens ones vi) tens ones
2 3 8 7 5 4
- 1 3 - 1 6 - 3 3

3. Let students discuss and attempt the questions in pairs.

4. Ask a few pairs to share their answers with the class.
5. After taking student responses, share the correct responses with the students.

CONCLUSION / SUM UP

1. Ask students for their input on the process of finding the difference between two 2-digit
numbers.
2. Students should mention that numbers can be subtracted by writing them in ones and
tens and then first finding the difference between the ones and then the difference
between the tens.
3. Students should mention that they can represent the subtraction pictorially and cross
number bars or blocks to find how many are left.

ASSESSMENT

1. Write the following questions on the writing board and ask students to individually solve
them in their notebooks.

i) tens ones ii) tens ones iii) tens ones

4 0 6 9 4 4
- 3 0 - 3 0 - 2 0

iv) tens ones v) tens ones vi) tens ones

2 2 3 2 7 3
- 1 1 - 2 1 - 2 2

2. After students have attempted the questions, share the correct solutions with the
students.

HOMEWORK / FOLLOW UP

Assign the relevant questions from the textbook on pages 65 – 66

83 GRADE 1
 Unit 2: Number of Operations
LESSON

32 FINDING UNKNOWN NUMBERS

STUDENT LEARNING OUTCOMES

Recognize the use of symbol to represent an unknown such as 9 -  = 7, 9 - 7 = 

INFORMATION FOR TEACHERS

Teachers should know how to identify the unknown in a simple mathematical equation.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Charts

INTRODUCTION

1. Paste the chart with the picture of sitting and flying away birds shown below on the writing
board. The chart should be prepared before the lesson.
2. Tell students to discuss in pairs and then fill in the blanks.
◊ ___________________ birds were on the tree before any flew away
◊ ___________________ birds flew away from the tree
◊ ___________________ birds were left on the tree
3. Guide students during their discussion to count the birds.
4. Fill in the blanks as follows:
6 birds were on the tree before any flew away
2 birds flew away from the tree
4 birds were left on the tree
5. Students should also discuss in their pair and complete the empty box shown below:

6 - = 4
6. Ask students how we can identify the missing number if we did not have a picture story to
guide us.
7. Let students think and discuss.
8. Take student responses.
9. Tell students that to identify the missing number we start counting backward from the
given number to the number on the right side of the equals sign i.e., start counting from 6
until you get to 4.
10. Hold up a finger for each step i.e., when you say “5” you should hold up one finger, when
you say “4” you should hold up two fingers. Therefore, the missing number is 2.

GRADE 1 84
 11. Hide the 6 and display the 2 and ask students how they would find the unknown number.
12. Let students think and discuss.
13. Take student responses.
14. Tell students that in today’s lesson they will be identifying the unknown number in the
box.

DEVELOPMENT

Activity 1

1. Paste a chart with the following pictures showing subtraction.

14 - = 9

- 4 = 8

16 - 6 = 10

3. Students should work in pairs and write the correct number in each box.
4. Take responses from some pairs
5. Take student input on each response.
6. Guide students during the activity and arrive at the correct answers.
7. These have been shown in blue only for the teacher.

CONCLUSION / SUM UP

1. Ask students how they can identify unknown numbers in simple mathematical sentences.
2. Students should say that when pictures are given, they may count the number of
objects in the picture and write the relevant numbers under the pictures and verify the
statements.
3. Students should also mention that to find the missing number in a mathematical
sentence, they may also use a counting backward strategy from the given number up to
the number on the right side of the equals sign.

85 GRADE 1
 ASSESSMENT

1. Write the following on the board:

- 3 = 4
2. Ask students to complete the empty box.
3. Guide all students where needed.

HOMEWORK / FOLLOW UP

Assign the questions from the textbook on page 68 as homework.

GRADE 1 86
 Unit 2: Number of Operations
LESSON

33 SUBTRACTION USING MENTAL

STRATEGIES
STUDENT LEARNING OUTCOMES

Subtract the numbers (up to 20) using mental strategies involving real-life situations.

INFORMATION FOR TEACHERS

Teachers should know mental strategies when subtracting numbers such as separating
tens and ones in a 2-digit number and then subtracting the ones mentally.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart

INTRODUCTION

1. Write the following question on the board (or paste a chart) and ask students to use a
mental strategy (without writing) to answer the question.
Tahir had 14 balloons. He gave his sister 3 balloons. How many balloons did Tahir have
left?
2. Give students a few minutes to think about the question.
3. Let students raise their hands and give their answers.
4. Ask students to present a rationale for their answers.
5. Students may say that they counted backward 3 steps from 14 to arrive at 11.
6. Praise this approach and elaborate on an alternative approach as mentioned below.
7. Explain the following steps to students:
◊ Step 1: Separate tens and ones 14 = 10 + 4
◊ Step 2: Subtract the ones 4-3=1
◊ Step 3: Add the tens and answer 10 + 1 = 11

DEVELOPMENT

Activity 1

1. Display a chart on the writing board with the following questions:

◊ Jamal has 16 toy cars. He gifts 5 of them to his cousin. How many toy cars does Jamal
have left?
◊ Alina has 19 markers. She gives her younger brother 4 of them. How many markers
does Alina have left?

87 GRADE 1
 ◊ A zoo has 19 animals. It donates 7 of them to a nearby zoo. How many animals does
the zoo have left?
2. Ask students to raise their hands if they can explain their thinking through the solution.
3. Guide students during the mental calculations.

Activity 2

1. Write the following questions on the board.

2. Tell the students to subtract the following numbers by using the mental strategy:
19 - 8 = 
16 - 3 = 
19 - 4 = 
3. Students should raise their hands if they can explain their thinking through the solution.
4. Guide students during the mental calculations.

CONCLUSION / SUM UP

1. Ask students how to do subtraction by using mental strategies.

2. Students should give examples of subtraction and mention mental strategies such as
separating tens and ones in a 2-digit number and then finding the difference between the
ones mentally and then adding the answer to the 10.

ASSESSMENT

1. Ask students to copy and complete the following questions. Students should do mental
math.

2. Zain had 18 rupees in his pocket. He bought a pen for Rs. 8. How much money is left with
Zain?

HOMEWORK / FOLLOW UP

Assign the questions from the textbook on page 69 as homework.

GRADE 1 88
 Unit 2: Number of Operations
LESSON

34 SUBTRACTION USING MENTAL

STRATEGIES
STUDENT LEARNING OUTCOMES

Construct subtraction sentences from given number stories.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ that number stories are a way to show that math is connected to real life.
ƒ how to identify the correct information from a number story and make a subtraction
sentence from it.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Textbooks, Pencils, Chart

INTRODUCTION

1. Write the following number story on the board.

Hassan went to the market and purchased five balloons and gave 2 balloons to his sister.
How many balloons are left with Hassan?
2. Ask students how do we solve this problem?
3. Give students a few minutes to discuss in pairs.
4. Take students’ responses.
5. Tell students that to solve the question we must subtract 5 and 2.
6. Tell students that Hassan had 5 balloons and gives away 2 of them. Therefore, we subtract
the numbers to find how many are left.
7. Tell students that when the numbers are written using the correct mathematical symbols
it is called a “subtraction sentence” as shown below:
5-2=3
8. Draw and show students the following picture as well:

89 GRADE 1
 DEVELOPMENT

Activity 1

1. Write the following number stories or paste a chart on the board. The chart should be
prepared before the lesson.
◊ Abid has 18 marbles. He gives away 7 of them to Ahmed. How many marbles are left
with Abid?
◊ Hooria has 16 boxes of chocolates. She gives 10 boxes to her best friend. How many
boxes are left with Hooria?
◊ Saman has 12 sweets. She gives 7 sweets to her sister. How many sweets are left with
Saman?
2. Ask students to work in pairs and write the subtraction sentences for each number story in
their notebooks.
3. Ask students to come up to the board, write the subtraction sentences and answer the
questions.
4. Encourage other students to also give their input.
5. Provide guidance where needed and share the correct subtraction sentences after
ensuring student participation.

CONCLUSION / SUM UP

1. Ask students what a number story is and how can we construct subtraction sentences
from number stories.
2. Students should mention that number stories are a way to show that math is connected
to real life.
3. Students should highlight that it is important to identify the correct information from a
number story to make a subtraction sentence from it.

ASSESSMENT

1. Ask students to write the subtraction sentence in their notebooks for the following number
story.
Adnan brought 18 bananas and he ate 5 of them. How many bananas are left with Adnan?
2. After students have attempted the question share the correct subtraction sentence with
the students.

HOMEWORK / FOLLOW UP

Ask students to write subtraction sentences for all the number of stories written on pages 63
to 64.

GRADE 1 90
 Month

91 GRADE 1
 Unit 3: Measurement
LESSON

35 COMPARISON OF HEIGHT AND

LENGTH
STUDENT LEARNING OUTCOMES

ƒ Compare the heights/lengths of two or more objects using the following terms:
◊ Long, Longer, Longest
◊ Short, Shorter, Shortest
◊ Tall, Taller, Tallest
◊ High, Higher, Highest

INFORMATION FOR TEACHERS

The teacher should know that:

1. Length is the distance between two points, and we can compare lengths by using terms
like long, longer, longest or short, shorter, shortest.
2. Height is the perpendicular distance of an object from the earth, and we can compare
heights by using terms like tall, taller, tallest and high, higher, highest.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils (of different sizes), Chalk, Charts, Candles of different
heights.

INTRODUCTION

1. Hold up two fingers on the left hand (Index finger and Middle finger). Students should also
hold up these two fingers on their left hands. The Index finger is the finger closest to the
thumb.
2. Ask the students which finger is longer. Tell students that the middle finger is longer.
3. Which finger is shorter? Let students answer that the index finger is shorter.
4. Tell the students that in today’s lesson we will be comparing the lengths and heights of
different objects.

DEVELOPMENT

Activity 1

1. Hold up 3 fingers (Index, Middle, and Ring finger) and ask students to use the words
“long”, “longer, and “longest” to describe the three. Give students a few minutes to discuss
amongst themselves.
◊ After a few minutes, draw the picture below

GRADE 1 92
 longest
longer
long

2. Using the same 3 fingers ask the students to use the words “short”, “shorter, and “shortest”
to describe the three. Give students a few minutes to discuss amongst themselves.
3. After a few minutes, draw the picture below

short
shorter
shortest

4. Divide the class into groups.

5. Distribute various objects like, sticks pencils, chalks, and scales to each group.
6. Tell them to arrange the objects lengthwise.
7. Ask the students which is longest, and which is shortest?

Activity 2

1. Ask 3 students (with a visible height difference) to stand at the front of the class. Ask
students to describe the students using the words “tall”, “taller” and “tallest”.
2. Guide students to arrive at the correct answers.
3. Show three candles of different heights to the students and ask them to identify which
candle is “short”, “shorter” and “shortest”.
4. Paste the chart that has pictures of three buildings. See below:

5. Ask the students to identify the tallest building? Correct answer: The building on the right.

93 GRADE 1
6. Paste the chart that has pictures of three mountains. See below:

7. Ask the students to identify the high mountain, the higher mountain, and the highest
mountain? Let students discuss amongst themselves for a few minutes. Guide students to
arrive at the correct answers.
8. Tell the students for buildings we use the words tall, taller and tallest and for mountains,
we may use the words high, higher, and highest.

CONCLUSION / SUM UP

1. Ask the students to explain how they can categorize different objects by their lengths and
heights using:
◊ Long, Longer, Longest
◊ Short, Shorter, Shortest
◊ Tall, Taller, Tallest
◊ High, Higher, Highest
2. Students should say that we can compare lengths by using terms like long, longer,
longest, or short, shorter, shortest.
3. Students should also mention that height is the perpendicular distance of an object from
the earth, and we can compare heights by using terms like tall, taller, tallest and high,
higher, highest.

ASSESSMENT

1. To assess the students, ask the following questions.

◊ What is the name of the tallest student in the class?
◊ What is the name of the shortest student in the class?
◊ Look at the height of the door and the window. Which one is higher?
◊ Compare your ruler with your pencil? Which one is shorter?

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 75 to 81.

GRADE 1 94
 Unit 3 – Measurement
LESSON

36 HEAVY, HEAVIER AND HEAVIEST

AND LIGHT, LIGHTER AND LIGHTEST

STUDENT LEARNING OUTCOMES

ƒ Compare the masses of two or more objects using the terms:

◊ Heavy, heavier, heaviest
◊ Light, lighter, lightest

INFORMATION FOR TEACHERS

The teacher should know that:

ƒ The more the quantity of matter in an object the heavier it will be.
ƒ We can compare masses of objects by using terms like heavy, heavier, heaviest or light,
lighter, lightest.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils (of different sizes), Chalk, Charts, 1.5 liter Water Bottle, Tennis
ball, Cricket Hardball, Leaves, Stones, Bricks.

INTRODUCTION

1. Ask a student to volunteer to come to the front of the class.

2. Give this student the empty water bottle to hold.
3. Half-fill the bottle with water and give it to the student to hold again.
4. Now fill the bottle with water till the top and give it once again to the student to hold.
5. Now ask the students “when was the water bottle the lightest”? Let students answer: When
it was empty.
6. Now ask the students “when was the water bottle the heaviest”? Let students answer:
When it was full.
7. Tell students that in today’s lesson they will be comparing the mass of different objects by
using the words “Heavy, heavier, heaviest” and “Light, lighter, lightest”.

DEVELOPMENT

Activity 1

1. Divide the students into groups of 3.

2. Place a tennis ball, a hard cricket ball, and a heavy brick on the teacher’s desk.
3. Tell each group to draw the three objects in their notebooks and write “Heavy, Heavier,
Heaviest” under each picture. Write “Heavy” under the cricket ball to get the students

95 GRADE 1
 started. Students may come up to the teacher’s desk and hold each object to get a sense
of its weight.
4. Now place a book, a pencil and some leaves on the teacher’s desk.
5. Tell each group to draw the three objects in their notebooks and write “Light, Lighter,
Lightest” under each picture. Write “Light” under the book to get the students started.
Students may come up to the teacher’s desk and hold each object to get a sense of its
weight.

CONCLUSION / SUM UP

Ask the students to explain how they can categorize different objects by their masses using:
ƒ Heavy, heavier, heaviest
ƒ Light, lighter, lightest

ASSESSMENT

Ask the following questions:

ƒ Which is the lightest thing in your bag?
ƒ Which is the heaviest thing in your bag?
ƒ Which one is lighter, a hen or its egg?

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 82-83.

GRADE 1 96
 Unit 4: Money
LESSON

37 PAKISTANI COINS AND NOTES

STUDENT LEARNING OUTCOMES

ƒ Identify Pakistani currency coins (Rs 1, 2, 5, and 10)

ƒ Identify Pakistani currency notes (Rs 10, 20, 50, and 100)

INFORMATION FOR TEACHERS

Teachers should know that:

ƒ Money is in the form of notes and coins.
ƒ Coins are made up of metal while notes are made of paper.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Writing board, Chalk/Marker, Currency coins of 1,
2, 5, and 10. Fake currency notes of Rs. 10, 20, 50, and 100.

INTRODUCTION

Ask the students the following questions and record their responses:
1. What is meant by money? Answer: Money is used to buy different things.
2. How do we use it in real life? We can use it to buy things or services (like cleaning).
3. Where is money used? Answer: We can use it in the supermarket, restaurant or even pay
people like the barber. We can use it to pay our bills.
4. What are the different types of money? Answer: In Pakistan, we have different coins and
notes.

DEVELOPMENT

Activity 1

1. Divide the class into groups of 5.

2. Distribute currency coins of 1, 2, 5, and 10 Rupees to each group. Ensure that each group
has a coin.
3. Tell the students to look at each coin and observe it closely.
4. Ask students to discuss in their groups:
◊ What number is written on the coin?
◊ What is made on it?
5. Each group should observe a coin for 3-4 minutes and then pass it on to the next group.

97 GRADE 1
6. After students have discussed this in detail, ask them to the table below on the writing
board. Guide the students through the activity. The complete table is for the reference of
the teacher.

Coin What is made on the coin

1 rupee The Badshahi Mosque on one side and Quaid-e-Azam on the other
2 rupees The crescent and a star on one side and the Badshahi Mosque on the other
5 rupees The number 5 inside a shape and the crescent and a star on the other side
10 rupees The crescent and a star on one side and the Faisal Mosque on the other

Activity 2

1. To the same groups, distribute the fake currency notes of Rs 10, 20, 50, and 100. Ensure that
each group has a note.
2. Tell the students to look at each currency note and observe it closely.
3. Ask students to discuss in their groups
◊ What number is written on the currency note?
◊ What is made on it?
4. Each group should observe a currency note for 3-4 minutes and then pass it on to the
next group.
5. After students have discussed in detail ask them to copy and complete the table below in
their notebooks. The completed table is for the reference of the teacher.
6. As a teacher, you can decide what level of detail you want to provide to the students.

Note What is made on the coin

10 rupee The Bab-e-Khyber Gate on one side and Quaid-e-Azam on the other
20 rupees Mohenjo-Daro ruins on one side and Quaid-e-Azam on the other
50 rupees The Karakoram Peaks on one side and Quaid-e-Azam on the other
100 rupees The Quaid-e-Azam house in Quetta on one side and Quaid-e-Azam on
the other.

CONCLUSION / SUM UP

Conclude the activities by asking students to list some key features of Pakistani notes and
coins.

ASSESSMENT

To assess students, call them to the teacher’s desk and ask the following questions:
ƒ Place different currency coins on the table and ask the students to recognize Rs. 1 and Rs.
5 coins.
ƒ Place different currency notes on the table and ask the students to recognize Rs. 10 and Rs.
100 currency notes.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 88 to 90.

GRADE 1 98
 Unit 4: Money
LESSON

38 CHANGING MONEY

STUDENT LEARNING OUTCOMES

ƒ Match a group of coins/notes to an equivalent group of different denominations.

INFORMATION FOR TEACHERS

The teacher should know about the Pakistani currency coins and notes, and the relation
between coins and notes.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Writing board, Chalk/ Marker, Currency coins of 1,
2, 5, and 10, Fake currency notes of Rs. 10, 20, 50, and 100.

INTRODUCTION

1. Ask two students to come forward.

2. Give two coins of Rs. 1 to one student and 1 coin of Rs. 2 to the other student.
3. Ask the first student to show the 2 coins and count aloud. (The student should say 2)
4. Ask the 2nd student to show the coin of Rs. 2 to the class.
5. Now ask the students who has more money? Give students a few minutes to think and
discuss amongst themselves.
6. Tell the class that they are both equal as one coin of Rs. 2 has the same value as two
coins of Rs. 1. See the image below:

Rs. 2 = Rs. 1 + Rs. 1

= +

So, two coins of Rs. 1 are equivalent to one coin of Rs. 2.

DEVELOPMENT

Activity 1

1. Ask two other students to come forward.

99 GRADE 1
2. Give two coins of Rs. 5 to one student and 1 coin of Rs. 10 to the second student.
3. Ask the first student to show the two coins and count aloud. (The student should say 10)
4. Ask the second student to show the coin of Rs. 10
5. Now ask the students who has more money? Give students a few minutes to think and
discuss amongst themselves.
6. Tell the class that they are both equal as two coins of Rs. 5 have the same value as one
coin of Rs. 10. See the image below:

Rs. 5 + Rs. 5 = Rs. 10

+ =

8. Create consensus among the children that two coins of Rs. 5 make one coin of Rs. 10.

Activity 2

1. On the your desk, one after the other, place A on one side and B on the other.
A – 2 coins of 5 rupees B – One coin of 5 rupees
A – 4 coins of 2 rupees B – One ten-rupee coin
A – 1 ten-rupee note B – 2 coins of 5 rupees
A - 1 twenty-rupee note B – 2 ten-rupee notes
2. Tell students to pick the side with more money.
3. Represent both sides with the currency coins/currency notes mentioned above so that
students can recognize them.
4. Give students time to think and then guide them to the correct answers.
5. In A Side A has more money as 5 + 5 is more than 5
6. In B Side B has more money as 10 is more than 2 + 2 + 2 + 2 which makes 8
7. In C both Side A and Side B are equal as 10 = 5 + 5
8. In D both Side A and Side B are equal as 20 = 10 + 10

CONCLUSION / SUM UP

Conclude the activity by involving the students in explaining that high-value notes can be
exchanged with notes and coins of lower values for example one note of Rs. 20 is equivalent to
two notes of Rs. 10. Similarly one note of Rs. 100 is equivalent to five notes of Rs. 20 and so on.

ASSESSMENT

To assess the children, ask the following questions.

ƒ How many coins of Rs. 1 are equivalent to two coins of Rs. 2?
ƒ How many coins of Rs. 10 are equivalent to one note of Rs. 50?
ƒ How many notes of Rs. 20 are equivalent to one note of Rs. 100?
ƒ Guide students where needed before sharing the correct answers.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 91-94.

GRADE 1 100
 Unit 4: Money
LESSON

39 ADDING AND SUBTRACTING

PRICE
STUDENT LEARNING OUTCOMES

Add and subtract money using the prices of objects (transactions) (e.g., toys)

INFORMATION FOR TEACHERS

The teacher should know that money is used for shopping in our daily life, and we have to
add or subtract money to buy different things and calculate the change.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Writing board, Chalk/Marker, Currency coins of 1,
2, 5, and 10, Fake currency notes of Rs. 10, 20, 50 and 100, Chips Packet, Chocolate packet with
price mentioned.

INTRODUCTION

1. Ask the children if they have any experience of shopping with their parents/family
members.
2. Why do you go to the bazaar/market?
3. What do you normally buy? How much money does that cost?
4. When do you know you have enough money to buy something?

DEVELOPMENT

Activity 1

1. Place a book on the table with a price tag of Rs. 30 on it.

2. Tell students that they will need Rs. 30 to buy the book.
3. Give Rs. 20 note to one student and ask the class how much money does the student has?
4. The class should say that the student has Rs. 20.
5. Ask the student “Can you buy the book?” (Answer: No)
6. Now give the same student an additional Rs. 20 and ask once again, “Can you buy the
book?” (Answer: Yes)
7. Ask the students how he/she knows that they can now buy the book? Give the students a
few minutes to think and discuss.
8. Guide students to the correct answer: As the price of the book is Rs. 30 and the student
now has Rs.40, he can buy the book.
9. Ask the student to pay you the money and take the book.

101 GRADE 1
10. Ask the class “has the shopping finished?” Let students think and discuss amongst
themselves.
11. Ask the children if we pay more than the price of an object then should we get the rest of
the amount back? This amount is called “change”.
12. Ask the whole class how much money you should give back to the student who has just
bought the book? Let students think and discuss amongst each other.
13. Students may count up from 30 to 40 and conclude that you have to give back Rs. 10. (40
– 30 = 10)
14. Repeat this activity for other items and amounts with different students.

Activity 2

1. Tell students to complete the question in their notebooks.

2. Hania buys one packet of Chips for Rs. 30 and one chocolate for Rs. 20. How much money
does she spend?
3. Guide students to set up the question as follows:

Cost of Chips = Rs. 30

Cost of chocolate = + Rs. 20

Total cost = Rs. 50

4. Hania spends a total of Rs. 50

CONCLUSION / SUM UP

Conclude the activity by involving the children in explaining adding and subtracting prices
and calculating change. Students should give the example of the purchase of different things
that they like and then calculate the change as well.

ASSESSMENT

1. Prepare a chart and paste it on the board.

2. Assess the children by asking the given questions.
3. Add the values of coins and notes:

+ +

GRADE 1 102
 Hania has Rs. 70. She wants to buy toys worth Rs. 85. How much more money does she
need?
4. Provide students guidance where needed.

HOMEWORK / FOLLOW UP|

Assign the relevant activities from the textbook on pages 94-98.

103 GRADE 1
 Unit 4: Money
LESSON

40 ADDING AND SUBTRACTING

PRICE
STUDENT LEARNING OUTCOMES

ƒ Recognize money change (up to 100) to its equivalents/denominations.

ƒ Determine if enough money is available to make a purchase (up to 100).
ƒ Add different combinations of coins/notes (to make sum up to 100).

INFORMATION FOR TEACHERS

Teacher should:
ƒ Know that money is used for buying things in daily life.
ƒ Be able to add and subtract money to determine if there is enough money to buy
something.
ƒ Be able to calculate change.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Currency coins of 1, 2, 5, and 10, Fake currency
notes of Rs. 10, 20, 50, and 100.

INTRODUCTION

1. Show the students different currency coins/notes and ask if students recognize them.
2. Ask what are the notes and coins used for? Let students think and recall. Tell the children
that we use these for shopping/buying of items etc.
3. Tell the students that in today’s lesson we will discuss the addition and subtraction of
money to determine if they can buy something and to calculate change.

DEVELOPMENT

Activity 1

1. Invite students to come closer to your table.

2. Place a Rs. 50 note on one side of the table and ask students if they can identify it.
3. On the other side of the table place Rs. 50 but in coins i.e. (two coins of Rs. 5, two notes of
Rs 10, and one note of Rs. 20). The two sides of the table, the notes and coins, should be
visible to all students. Draw an illustration on the board if some students cannot see it.
4. Ask the students which side of the table has more money?
5. Let the students think. Encourage them to add the money so that they can see that the
amounts on both sides of the table are equal.

GRADE 1 104
 6. Now place six notes of Rs. 10 on one side of the table and three notes of Rs. 20 on the other
side of the table. Again, ask the students which side of the table has more money?
7. Let the students think. Encourage them to add the money so that they can see that the
amounts on both sides of the table are equal.
8. Repeat the exercise with several other denominations.

Activity 2

1. Anaya has two coins of Rs. 5 and one coin of Rs. 2.

She went to a book shop and saw an interesting storybook. She wanted to buy it, so she
asked the shopkeeper its price. The shopkeeper said its price is Rs.25. Can Anaya buy that
book with the money she has?
2. Ask the students to discuss in pairs.
3. After taking their responses ask them why she cannot buy the book?
4. How much more money does she need to buy the book? How much money does she
have? How much more does she need?
5. Set up similar questions like the one mentioned above and ask the students whether the
money is sufficient to buy the object.

Activity 3

1. Divide the class into pairs.

2. Tell students to make up Rs. 20 in as many ways as possible, using both coins and notes.
3. Note for teacher: There are many ways to make Rs. 20
◊ Rs. 20 note ◊ 2 Ten rupee notes
◊ 2 Ten rupee coins ◊ Four 5 rupee coins Etc.
4. Encourage all pairs to participate in this activity.
5. Provide guidance where needed.

CONCLUSION / SUM UP

Conclude the activity by discussing why we need currency coins and currency notes. What
is their role in our daily lives? Also ask the students to discuss how we know we have enough
money to buy something and how to find change after we buy something.

ASSESSMENT

1. Tell students that after Eid a student has Rs. 100 and goes shopping for items like toys,
sweets, chocolates etc.
2. Assign a price to each item.
3. Ask students to determine if they have enough money to buy the things they want.
4. Ask students to determine what their change should be after the purchase.
5. Take up the role of a shopkeeper to engage students.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 99-100.

105 GRADE 1
Month

GRADE 1 106
 Unit 5: Time
LESSON

41 CLOCK

STUDENT LEARNING OUTCOMES

Recognize the hour and minute hands on an analog clock.

INFORMATION FOR TEACHERS

ƒ Teachers should know that an analog clock typically has 3 hands, an hour hand, a
second hand, and a minute hand.
ƒ The teacher should know which hand is the hour hand, which hand is the minute hand,
and which hand is the second hand on an analog clock.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Analog clock.

INTRODUCTION

1. To develop students’ interest in the topic, ask the following questions:

◊ When did you wake up in the morning?
◊ What time did you come to the school?
◊ What is the school closing time?
◊ What time is it right now?
2. Tell students that to find out what time it is, we must look at an analog clock and know
what the pointers on an analog clock indicate. The pointers are called the hands (say this
word out loud). In today’s lesson, we will learn about the hands of the analog clock.

DEVELOPMENT

Activity 1

1. Display an analog clock in the class and ask students what they know about it. If an actual
analog clock is not available then a picture of an analog clock may also be used.
Important Note: Use an analog clock with only two hands, the hour hand and the minute
hand. Seconds are introduced to students in later grades.
2. Ask students the following questions:
i How do we use an analog clock? Ans: We tell the time.
ii How many numbers are there on the clock? Ans: 12
iii How many needles called hands do you see on the clock? Ans: 2
iv Now ask the students what do these hands indicate?

107 GRADE 1
3. Let the students discuss amongst each other for a few minutes and then guide students
to the correct answers.
4. For iv, tell the students that the long hand is called the minute hand. It shows the time in
minutes.
5. Tell the students that the short hand is called the hour hand and it shows the time in
hours. Show students the image on page 102. See below

6. Tell the students that if the short hand or the hour hand is on the number 2 and the long
hand or the minute hand is on the number 12 then the time will be 2 o’clock.
7. Explain to students the process of reading an analog clock. Since the hour hand is on 2,
we can say that it is 2 hours and some minutes. How many minutes? Let’s look at the long
hand or the minute hand.
8. When the minute hand is at 12, it indicates that no minutes have passed after the hour.
That it is exactly, 2 o’clock.
9. Now move the hands (long and short) to different times and ask students what time it is.
Ensure that the minute hand stays on 12 for every example.

Activity 2

1. Ask students to draw and label an analog clock in their notebooks.

2. Walk through the class and guide students on the type of hands on an analog clock.

CONCLUSION / SUM UP

1. Ask students to state the key takeaway from the lesson i.e. there are two hands on an
analog clock, the long hand shows the minutes and the short hand shows the hours.
2. Furthermore, there are 12 digits on an analog clock.

ASSESSMENT

Adjust the hour and minute hands of a clock and ask each student to tell the time on an
analog clock. Once again, ensure that the minute hand is pointing at 12.

HOMEWORK / FOLLOW UP

Draw an analog clock on the board as shown below and ask the students to copy them in
their notebooks. Tell them to write the correct time in the space provided.

GRADE 1 108
 Unit 5: Time
LESSON

42 CLOCK

STUDENT LEARNING OUTCOMES

ƒ Read and tell time in hours from the analog clock for example 2 o¬’ clock.
ƒ Read and tell time in hours from the digital clock.

INFORMATION FOR TEACHERS

Teachers should know that:

ƒ an analog clock, through the movement of hands, shows the time.
ƒ for grade 1, an analog clock expresses time with the help of 2 hands (minute hand and
hour hand)
ƒ a digital clock shows the time numerically (i.e., in digits).

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Analog clock, Digital Clock or Chart containing
images of analog and digital clocks, Flashcards.

INTRODUCTION

1. Ask the following questions:

◊ What do you call this? (Pointing to the analog clock on the wall)
◊ How can you tell time using an analog clock?
◊ Is there any other way to tell the time?
◊ How can you tell time using a digital clock?
2. Let students discuss amongst each other and then tell the students that today they will
learn how to tell the time on an analog (a clock with pointers/hands) and a digital (a
clock with digits) clock.

DEVELOPMENT

Activity 1

1. Display the chart containing the images of an analog and a digital clock.

Analog Clock Digital clock

109 GRADE 1
2. Ask students what time is it on the analog clock?
3. Let students discuss amongst each other for a few minutes and then tell them that the
shorthand is called the hour hand and it shows the time in hours. The long hand or the
minute hand shows the time in minutes. Show students the image on page 102. See below

4. For the analog clock on page 102, tell the students that if the shorthand or the hour hand is
on the number 2 and the long hand or the minute hand is on the number 12 then the time
will be 2 o’clock.
5. Once again ask students what time is shown on the analog clock on the chart?
6. Guide students to the correct answer of 3 o’clock.
7. Ask students what time is it on the digital clock? Some students may be able to guess that
it is 10 o’clock.
8. Provide clarity on how to tell time using the digital clock
9. Tell students that the: separates the hours on the left side from the minutes on the right
side. The time in the picture shown below is 7 o’clock.

Activity 2

1. Draw some analog and digital clocks on the board and ask students to raise their hands
to tell the time.
2. Other students may provide guidance and feedback.
What time is it on these Analog Clocks?
3. What time is it on these Digital Clocks?

03:00 05:00 8:00

Activity 3

1. Make two groups of students, having five students in each group.

2. Group 1 will be given flashcards on which time is represented on analog clocks.
3. Group 2 will be given flashcards at which the same time is represented on digital clocks.
4. Ask students from Group 1 to show the time on one flashcard and ask the students from
GRADE 1 110
 the Group 2 to show the flashcard with the same time in digital form.
5. Both the students (from Group 1 and 2) with the same time on their clocks, will stand
together at the front of the class.
6. In the next round ask Group 2 to show the time on one flashcard and ask the students
from the Group 1 to show the flashcard with the same time in analog form.
7. Repeat this activity with different students and different flashcards.

Activity 4

1. Paste the following chart on the board and ask students, one by one, to come to the
board.
2. On the chart, match the time shown on the analog clock with the correct time shown on
the digital clock. Guide students if needed.

Analog Clock Digital Clock

9:00

3:00

11:00

6:00

12:00

8:00

CONCLUSION / SUM UP

Guide student discussion so that the key takeaways from the lesson are:
1. A clock is used to indicate time.

111 GRADE 1
2. There are two types of clocks: analog clock and a digital clock
3. Time is represented by 2 hands in an analog clock: hour hand and minute hand.
4. In a digital clock, time is represented in digits.

ASSESSMENT

Ask students:
1. In an analog clock which hand indicates hours?
2. How do we tell the time on an analog clock?
3. How do we tell time on a digital clock?

4. How is the : used in a digital clock? What is it used to separate?

HOMEWORK / FOLLOW UP

1. Assign the relevant activities from the textbook on pages 104-105.

2. By drawing the clocks in your notebooks, show the following times on analog and digital
clocks:
◊ 10 o’clock
◊ 5 o’clock
◊ 8 o’clock,
◊ 3 o’clock
◊ 11 o’clock

GRADE 1 112
 Unit 5: Time
LESSON

43 DAYS OF THE WEEK

STUDENT LEARNING OUTCOMES

ƒ Name in order days of the week.

ƒ Identify which day comes after/before a particular day.

INFORMATION FOR TEACHERS

The teacher should:

ƒ know the different days of the week.
ƒ be able to tell which day comes before and after a given day.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Flashcards, Calendar.

INTRODUCTION

1. Show a calendar to the class and ask a few students to point out their birthday on the
calendar. Take student responses and say out loud the day on which the birthday falls
e.g., “Ali’s birthday is on the 6th of September which will be a Monday”.
2. Then ask the students to mention the day on which the school is off. Some students
should know that Sunday is the day that school is off.
3. On which days do you come to the school? Guide students to say the names of days of
the week.
4. On which day do we have the Jumma prayer? Tell students that Jumma is on Friday.

DEVELOPMENT

Activity 1

1. Write the names of the days of the week on the board. See page 106.

113 GRADE 1
2. Students will read loudly in sequence starting from Monday.
3. The students will also read turn wise i.e., 1st student will say “Monday”, the 2nd will say
“Tuesday” and so on until all students have had a turn.

Activity 2

1. Select seven students from the class and give them, at random, a flashcard with the
name of a day written on it.
2. Tell the students to sort themselves by day, starting from Monday, and clearly display the
card that has the name of their day on it.
3. The rest of the students should guide these students so that they are standing, left to right,
starting from Monday and ending on Sunday. See below:

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

1 2 3 4 5 6 7
4. Instruct the first student to say “I am the first day of the week. My name is Monday”.
5. The second student will say “I am the second day of the week. My name is Tuesday”.
6. Ask the rest of the students to come forward and continue the activity in the same way.
7. The same activity may be repeated in groups of 7 so that students learn the names of the
days and their sequence.

Activity 3

1. Divide the class into small groups and distribute flashcards to the groups on which the
name of the days are written.
2. Direct the groups to keep the cards in sequence as shown below:

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

3. Ask the following questions:
◊ What day comes after Monday?
◊ What day comes before Tuesday?
◊ What day comes after Friday?
◊ What day comes after Wednesday?
◊ What day comes after Sunday? Tell students that after Sunday we start again with
Monday.

CONCLUSION / SUM UP

To revise the key points of the lesson, ask the following questions:
1. How many days are there in a week?
2. Name the days of the week in sequence starting with Monday.
3. What is the name of the day that comes after Saturday?
4. What is the name of your favorite day and what comes after that day?
5. Name the day that comes before Friday?

GRADE 1 114
 ASSESSMENT

1. Make a chart and write the names of the days of the week.
2. Ask students, what are the different days of the week.
3. Ask students, which day comes before and after a given day, for example, Tuesday comes
after Monday but before Wednesday.
4. Guide students if needed.

HOMEWORK / FOLLOW UP

1. Assign the relevant activities from the textbook on page 107.

2. Make the following handout and distribute it to students.
3. Ask the students to complete the table on the handout as homework.

The day before… The day after…

1. Friday Saturday
2. Sunday
3. Tuesday
4. Thursday
5. Wednesday

115 GRADE 1
 Unit 5: Time
LESSON

44 SOLAR MONTHS AND ISLAMIC

MONTHS
STUDENT LEARNING OUTCOMES

ƒ Name (orally) the solar months of the year.

ƒ Name (orally) the Islamic months of the year.

INFORMATION FOR TEACHERS

Teachers should know that:

ƒ there are 12 solar and lunar months in a year.
ƒ the earth completes one revolution around the sun in approximately 365.25 days. This
amount of time is known as one solar year.
ƒ there are twelve full moons in the year and the Islamic months are based on the moon.

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Flashcards, Calendar with both Solar and Islamic
months mentioned on it.

INTRODUCTION

1. Ask the students about important dates during the year.

2. Let students raise their hands and talk about the different important dates in their lives
such as birthdays and other holidays.
3. During the discussion emphasize that:
◊ In February we celebrate Kashmir day (5th February)
◊ In March we celebrate Pakistan day (23rd March)
◊ In August we celebrate our Independence Day (14th August)
◊ Quaid-e-Azam was born in December (25th December)
◊ Similarly, Muslims start fasting on the 1st of Ramzan
◊ The Holy Prophet (‫ )یلص �اہلل ہیلع �و�اہل �و�ااحصہب �وملس‬was born on the 12th of Rabi-ul-Awal.
◊ Hajj starts on the 8th of Zilhajj

DEVELOPMENT

Activity 1

1. Display the chart on the board and sing this poem.

GRADE 1 116
 January, February, and March
Sat waiting under an arch.
April, May, and June
Take their lunch at noon.
July, August, and September
I wish I could remember.
October, November, and December
2. Ask about the names of the months used in this poem.
3. Ask students to learn the poem by heart so that the students can learn the name of all the
months in the solar calendar.

Activity 2

1. Show the following chart which has the names of all the Islamic months. Revise the names
of the months to help students memorize them.

1. Muharram 2. Safar
3. Rabi-ul- Awal 4. Rabiulsani
5. Jamadi-ul-Awwal 6. Jamad-ul-Sani
7. Rajab 8. Shaaban
9. Ramazan 10. Shawal
11. Zi’qad 12. Zil Hajj

Activity 3

1. Display a chart on which the names of both the solar and the Islamic months are written
and numbered.
2. Read the name of the months with the students.
3. Ask students questions like:
◊ What is the 3rd month in the solar calendar?
◊ What is the 7th month in the Islamic calendar?
◊ What is the 1st month in both the Islamic and the solar calendar?
◊ What is the last month in both the Islamic and the solar calendar?
4. Repeat this activity with other questions allowing all students to read the name of both the
solar and the Islamic months of the year.

Activity 4

1. Divide the students into 2 groups, then:

2. Distribute the flashcards to one group on which names of months are written.
3. Distribute the flashcards to the second group on which numbers 1-12 are written.
4. Ask the students to match the name of the month with the correct numbering. e.g., 1
matches with January.
5. Repeat the activity with the Islamic Calendar.

117 GRADE 1
 CONCLUSION / SUM UP

Ask students:
1. How many solar months are there in a year? (Ans: 12)
2. Name the months of the solar year. Students should take turns saying each name. (Ans:
Jan to Dec)
3. How many Islamic months are there? (Ans: 12)
4. What are the names of the Islamic months? Students should take turns saying each name
(Ans: Muharram to Zil Hajj)

ASSESSMENT

Ask the following questions:

1. Name 1st three months of the solar year and the Islamic year.
2. Name two months of the summer season in the solar calendar.
3. Name two months of the winter season in the solar calendar.
4. Which is the last month of the year in the solar calendar?
5. Which is the last month of the year in the Islamic calendar?
6. Which month comes before July?

HOMEWORK / FOLLOW UP

1. From the textbook, copy the names of the months of the solar and the Islamic calendar in
your notebooks.
2. Assign the relevant activities from the textbook on page 113.

GRADE 1 118
 Unit 6: Geometry
LESSON

45 2-D SHAPES

STUDENT LEARNING OUTCOMES

ƒ Recognize and identify shapes of similar objects in daily life.

ƒ Identify the following basic shapes
◊ Rectangle
◊ Square
◊ Circle
◊ Triangle
ƒ Match similar basic shapes in daily life.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ two objects which have the same shape are called similar objects.
ƒ similar objects, may or may not have the same size. For example,

ƒ is similar to because their shapes are the same, even though their
sizes are different.

DURATION / NO OF PERIODS: 70 MINUTES / 2 PERIODS

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Charts, Cardboard cut-outs of Circle, Rectangle,
Square, and Triangle.

INTRODUCTION

1. Ask students to look at the writing board and describe its shape.
2. Draw a picture of a football on the board and ask students to describe its
shape.
3. Draw a picture of the house , shown on the right, and ask students if they
recognize any of the shapes.
4. Take student responses and record them on the board.
5. Tell the students that many objects around us have specific shapes e.g.,
a television is shaped like a rectangle, a wall clock is shaped like a circle,
a ludo board is like a square, a slice of cake looks like a triangle, etc.
6. Tell students that in today’s lesson they will learn about different shapes.

119 GRADE 1
 DEVELOPMENT

Activity 1

1. Call four students to the front of the class.

2. Give one cardboard piece to each student which represents the different shapes (see
table below).
3. Each student should hold up their shape and then read the following from page 116. Help
with the reading.

STUDENT 1: Circle STUDENT 2: Square

Circle circle is my name
Square square is my name
Round and round, never stop again
My 4 sides are the same
Look at the wheel, it looks like me
Look at the carom, it looks like me

STUDENT 3: Rectangle STUDENT 4: Triangle

Triangle triangle is my name
Rectangle rectangle is my name
Look at me, look at me
My 4 sides are not the same
Count my sides one, two, tree
Look at the door, it looks like me
Look at the snack, it looks like me

4. Tell students what a side and corner are, using the square as an example.
5. Ask students to work in pairs and make observations about the shapes. The students
should count the sides and corners.
6. After student discussion has taken place tell the class that:
Shape 1 is a circle; it has no corner.
Shape 2 is a square, it has four corners, all its sides are equal.
Shape 3 is a rectangle, it has four corners, all its sides are not equal, only opposite sides
are equal.
Shape 4 is a triangle; it has three corners and three sides.
7. The students should record this information in their notebooks.

CONCLUSION / SUM UP

Ask different students to come to the front of the class to list the properties of different
shapes.
ƒ Students should mention that a circle has no corner.
ƒ A square has four corners, and all its sides are equal.
ƒ A rectangle has four corners, and its sides are not equal, only opposite sides are equal.
ƒ A triangle has three corners and three sides.

GRADE 1 120
 Unit 6: Geometry
LESSON

46 2-D SHAPES

STUDENT LEARNING OUTCOMES

ƒ Recognize and identify shapes of similar objects in daily life.

ƒ Identify the following basic shapes
◊ Rectangle
◊ Square
◊ Circle
◊ Triangle
ƒ Match similar basic shapes in daily life.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ two objects which have the same shape are called similar objects.
ƒ similar objects, may or may not have the same size. For example,

ƒ is similar to because their shapes are the same, even though their
sizes are different.

INTRODUCTION

ƒ Ask the students to spot some shapes in the classroom which are similar to the shapes
they have just learned about.
ƒ They should be able to identify rectangles and squares (doors and windows), circles
(sharpener’s pencil hole), triangles (geometry box ruler) in the classroom. Allow all
students to participate.

DEVELOPMENT

Activity 2

1. Draw the following table on the writing board and ask the students to come up to the
board and complete it. Provide guidance where needed.

# Object Shape
1 Writing board Rectangle
2 Shirt Buttons
3 Sun
4 Wall Clock
5 Pages of Book

121 GRADE 1
 6 Set Square (Triangular Ruler) in Geometry Box
7 Ring
8 Biscuits
9 Ludo Board

CONCLUSION / SUM UP

Guide student discussion so that students agree that:

ƒ Every object has a shape
ƒ Round-shaped objects like a football are like circles.
ƒ The Hangers and pieces of the cake look like triangles.
ƒ The Carrom and ludo board looks like a square.
ƒ The LCD TV looks like a rectangle.

ASSESSMENT

Ask students the following:

ƒ Our classroom door is shaped like a _____________
ƒ Our school going is shaped like a ______________
ƒ Board of ludo is shaped like a __________________
ƒ Samosa’s shape is like a _______________
Note: This is an optional assessment for advanced students:
ƒ Draw the figure on the board.
ƒ Look at the picture carefully and answer the questions below:

◊ How many circles are there? __________________

◊ How many squares are there? __________________
◊ How many rectangles are there? __________________
◊ How many triangles are there? __________________

HOMEWORK / FOLLOW UP

1. Assign the relevant questions from the textbook on pages 117-120.

2. Ask students to observe objects in their homes and make a list of things that are similar to
circle, triangle, square, and rectangle. Use the table below:

Object Shape
Cooking Pan Circle

GRADE 1 122
 Month

123 GRADE 1
 Unit 6: Geometry
LESSON

47 2-D SHAPES

STUDENT LEARNING OUTCOMES

ƒ Distinguish basic shapes by considering their attributes (sides).

ƒ Classify 2-D shapes according to the number of sides and corners.

INFORMATION FOR TEACHERS

Teachers should know the basic shapes of geometry (circles, squares, rectangles, and
triangles) and their properties (number of corners and sides).

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Charts, Flashcards or Cardboard cut-outs of

Circle, Rectangle, Square and Triangle

INTRODUCTION

1. Ask students to give examples of circles, squares, rectangles, and triangles from daily life.
2. Let students discuss and volunteer. Give the examples to students:
◊ Wall clocks and pizzas are like circles.
◊ Some windows, the ludo game, and the face of dice are all like squares.
◊ Pencil boxes and TVs are like rectangles.
◊ Road signs and hangers are like triangles.
3. Now draw a square on the writing board and ask students the following questions:
◊ What is a side? (Ask students to point out the side of the square)
◊ What is a corner? (Ask students to point out the corner of the square)
◊ How many corners does a square have? (Ans: 4)
◊ How many sides does a square have? Are they equal? (Ans: 4 and yes)

DEVELOPMENT

Activity 1

1. Divide students into groups of 4.

2. Distribute flashcards of 4 different shapes to each group. Ensure that each group has a
circle, triangle, square, and rectangle.
3. The shapes can be of different sizes.

GRADE 1 124
 4. Tell each group to complete the following table in their notebooks. The first one has been
done for them.
5. Give students a few minutes to discuss and complete.

Shape Name Picture Number of Sides Number of Corners

Circle 0 0

6. After students have completed the activity, you should summarize:

◊ Squares have four corners and four equal sides.
◊ Rectangles have four corners and four sides, but opposite sides are equal.
◊ Triangles have three corners and three sides. These sides may or may not be equal.
◊ Circles have no corners and no sides.

CONCLUSION / SUM UP

1. Guide student discussion so that students agree that:

◊ Every object has a shape.
◊ Round-shaped objects like balls are like circles. Circles have no sides or corners.
◊ Triangles have three corners and three sides. Some hangers and road signs are like
triangles.
◊ A square has 4 corners and 4 sides. All sides of a square are equal. The Carom board
looks like a square.
◊ A rectangle also has 4 corners and sides. The opposite sides of a rectangle are equal.
The TV looks like a rectangle.

ASSESSMENT

Draw a few pictures of circles, squares, rectangles, and triangles on the writing board and ask
students to distinguish among these shapes and to list their attributes.

HOMEWORK / FOLLOW UP

Revise the completed table from Activity 1.

125 GRADE 1
 Number of Sides
Shape Name Picture Number of Corners
Are the sides equal?

Circle 0 0

4
Square Are the sides equal? 4
Yes

Rectangle Are the sides equal? 4

Opposite sides are
equal

3
Are the sides equal?
Triangle 3
They may or may not
be equal.

GRADE 1 126
 Unit 6: Geometry
LESSON

48 PATTERNS

STUDENT LEARNING OUTCOMES

ƒ Identify the next shape in the patterns with 2 or 3 elements.

ƒ Extend a given pattern of 2 or 3 elements.

INFORMATION FOR TEACHERS

Teachers should know:

ƒ how to design a pattern with different objects.
ƒ how to identify and draw the next object(s) in a pattern.
ƒ how to organize the objects given in a pattern(s).

DURATION / NO OF PERIODS: 35 MINUTES / 1 PERIOD

MATERIALS / RESOURCES REQUIRED

Board, Marker, Notebooks, Pencils, Textbook, Charts, Cardboard cut-outs of Moon, Pictures of
flower and parrot, Stars, Circles, Rectangles, Squares, and Triangles.

INTRODUCTION

1. Paste the pictures of the flowers and parrots on the writing board as shown below.

2. Ask the students what can they observe?

3. Let students discuss amongst each other for a few minutes.
4. Tell students that the images on the board follow a pattern i.e. flower, bird, flower, bird,
flower…
5. Ask students if they can guess what will come next in the pattern? Let students raise their
hands and answer. Guide them to the correct answer“bird”.
6. Tell students that in the pattern above, the bird comes after every flower and the flower
comes after every bird.
7. Tell students that in today’s lesson we will talk about patterns and predict the next shape
in a given pattern.

127 GRADE 1
 DEVELOPMENT

Activity 1

1. Paste the pattern of the basic shapes on the writing board.

2. Ask students to make the next shape(s) and complete the pattern in their notebooks:

________________ _____________

________ ________ ________

3. A good strategy to extend the pattern above is to say out loud, “square, triangle, circle,
square, triangle circle…” That way, the student will know that the next 3 shapes to draw are
“square, triangle, circle”.
4. Guide students to enter the correct shapes to complete the patterns in their notebooks.

Activity 2

1. Draw the pattern of different images and ask the children to complete it in their
notebooks.

________________ _____________

________ ________ ________

2. A good strategy to extend the pattern is to say out loud, “flower, clock, pencil, flower, clock,
pencil…” That way, the student will know that the next 3 pictures to draw are “flower, clock, pencil”
3. Guide students to enter the correct shapes to complete the patterns.

CONCLUSION / SUM UP

1. Ask students how can we identify the next shape in a pattern and extend the pattern of
different objects/shapes.
2. Students should highlight the importance of observing the pattern closely and outline the
strategy of saying aloud something about the shapes/images in the pattern to identify
and draw the next shape.

ASSESSMENT

1. Provide 3 pictures of each objext to the students e.g. Moon, Star, Circle, Rectangle, Square,
and Triangle, etc.
2. Ask some of the children to make a pattern from these pictures on the board.
3. Ask some other children to extend the pattern on the board.
4. Provide guidance where needed.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 121 to 123.

GRADE 1 128
 Unit 6: Geometry
LESSON

49 POSITION

STUDENT LEARNING OUTCOMES

ƒ Identify whether an object is placed

◊ Inside or outside
◊ Above or below
◊ Over or under
◊ Far or near
◊ Before or after a given object

INFORMATION FOR TEACHERS

The teacher should be able to tell the position of an object in all instances mentioned in the
SLO i.e., the teacher should know the meanings and contextual usage of each word.

DURATION / NO OF PERIODS: 70 MINUTES / 2 PERIODS

MATERIALS / RESOURCES REQUIRED

ƒ Board, Marker, Notebooks, Pencils, Textbook, Charts, Flashcards

INTRODUCTION

1. To engage the students with the topic, ask the following questions:
◊ Name two objects which are outside the classroom? (Tree and swing)
◊ Name two objects which are inside the classroom? (Book and table)
◊ Name something that is above you? (Fan and ceiling)
◊ Name something that is below you? (Floor and ground)
2. Make clear the meaning of each word with every example.
3. Tell students that in today’s lesson we will learn about the “position of objects”.

DEVELOPMENT

Activity 1

1. Draw a box on the writing board and also draw a ball beside the box.
2. Now draw another box showing a ball inside.

129 GRADE 1
 Box 2 Box 1

3. Ask students where is the ball in box 1?

4. Students should respond “outside the box 1”.
5. Now ask students, where is the ball in box 2?
6. Students should respond “inside the box”.
7. Now ask students to open page 138 of the Mathematics Grade 1 textbook and look at the
pictures given for ‘Inside and Outside’ activity.
8. Complete the textbook activity and explain the concept of ‘Inside and Outside’ through
this activity of the textbook

Activity 2

1. Follow the same methodology outlined in ‘Activity 1’ of this lesson.,

2. Complete the activity given on page 139 of the Mathematics Grade 1 textbook for ‘Above
and Below’ concepts.

CONCLUSION / SUM UP

1. Ask the students to give examples of objects that are inside and outside.
2. Ask the students to give examples of objects that are above and objects that are below.
3. Guide students where needed.

GRADE 1 130
 Unit 6: Geometry
LESSON

50 POSITION

INTRODUCTION

1. To engage the students with the topic, ask the following questions:
◊ Name two objects which are outside the classroom? (Tree and swing)
◊ Name two objects which are inside the classroom? (Book and table)
◊ Name something that is above you? (Fan and ceiling)
◊ Name something that is below you? (Floor and ground)
2. Make clear the meaning of each word with every example.
3. Tell students that in today’s lesson we will learn about the “position of objects”.

DEVELOPMENT

Activity 3

(This activity is for over and under)

1. Display the chart with the picture below and explain the concept of over and under.

◊ The bird is over the table.

◊ The bird is over the cat.
◊ The table is over the cat.
◊ The table is under the bird.
◊ The cat is under the table.
◊ The cat is under the bird.
2. Paste the picture shown below on the writing board.
3. Ask the students to tell the position (over and under) of the objects (car, road) in the
picture shown.

131 GRADE 1
 Activity 4

(This activity is for far and near)

1. Ask two students from two different rows to stand up. Ensure that one student is in the 1st
row and the 2nd student is in the last row.
2. Ask the other students to tell which student is near the board and which is far from the
board.
3. Now ask the students to think of five objects which are near the classroom door and 5
objects that are far from the classroom door.
4. Draw the picture on the board and ask students which student is near the car, and which
is far from the car?

Zain Usman

Activity 5

(This activity is for before and after)

1. Tell students that in a race between a car, a jeep, and a bus the result was:
◊ The jeep was the fastest and came 1st
◊ The car came in 2nd
◊ The bus was the slowest and came in 3rd.
2. Ask students to answer the following questions:
◊ Who finished the race after the jeep?
◊ Who finished the race before the bus?
◊ Who finished the race after the car?

CONCLUSION / SUM UP

1. Ask students how the position of an object can be described. Ask students to give
examples.
2. Students should mention that objects can be compared by using the following words:
◊ Inside, Outside
◊ Above, Below
◊ Over, Under
◊ Far, Near
◊ Before, After

GRADE 1 132
 ASSESSMENT

1. Ask the following questions:

◊ You are sitting ________________ the fan.
◊ 2 comes ________________ 3.
◊ 8 comes ________________ 7.
◊ Water flows ________________ the bridge.
◊ The tree is _______________ the classroom.

HOMEWORK / FOLLOW UP

Assign the relevant activities from the textbook on pages 126, 128, 130, 132, 134.

133 GRADE 1
 ‫خ‬ ‫ت‬ ‫ن‬
‫ٹ‬
‫ا� آابد وفحمظ ہ ی�۔‬ ‫ہلمج وقحق قحب ِ ظ�اِتم اصنب و ِی‬
‫� ااسذتہ‪ ،‬ی ب‬
‫�ر وتخپوخنا‪ ،‬ی ب‬
‫ن‬
‫مُص�ِف� ی ن‬
‫�‪:‬‬
‫خ‬ ‫ت‬ ‫ف‬
‫ی‬ ‫ی‬ ‫ن‬ ‫ی‬
‫ب‬
‫ِومضمن(اسل�ات)‪ ،‬اظنتم اصنب و � ااسذتہ ‪� ،‬ر وتخپوخنا‬ ‫ی‬ ‫‪1‬۔ اتج ویل اخن‪ ،‬ڈ�یسک آ�ر‪ ،‬امرہ‬
‫ف‬
‫‪2‬۔س وثاب اشہ‪( ،‬امرہِومضمن)‪ ،‬رپلپسن‪ ،‬وگرٹنمن اہیئ اوکسل‪ ،‬وبرا‪ ،‬یا� آر اشپور‬ ‫ید‬
‫ن‬ ‫ئ‬
‫ا� آابد‬ ‫اہ� س�یک���ڈری اوکسل‪ ،‬ملسم آابد‪ ،‬ی ب ٹ‬
‫عسد‪ ،‬امرہِ ومضمن‪ ،‬وگرٹنمن ی ر‬ ‫‪3‬۔دمحم ی‬
‫� امرٹس‪ ،‬وگرٹنمن اہیئ اوکسل‪،‬یچ انچ‪ ،‬وکاہٹ‬ ‫س وفغر اشہ‪ (،‬امرہِومضمن)‪ ،‬ہ ی �ڈ‬ ‫‪4‬۔ ی د‬
‫ن‬ ‫ئ‬
‫مح ُگ‪ ،‬اچر دسہ‬ ‫اہ� س�یک���ڈری اوکسل‪ ،‬ڑگیھ ی د‬ ‫ِومضمن)‪ ،‬وگرٹنمن ی ر‬ ‫ٹ‬ ‫‪ -5‬وصقمد اجن‪( ،‬امرہ‬
‫ٹ‬
‫ا� آابد‬ ‫�ر‪ ،‬وگرٹنمن رپارمئی اوکسل‪ ،‬یلگ وھٹکال‪ ،‬ی ب‬ ‫‪-6‬دمحم رادش‪ ،‬رپارمئی اوکس ل ی چ‬

‫رظنِ اثین‪:‬‬
‫خ‬ ‫ت‬ ‫ف‬
‫ن‬
‫ِومضمن(اسل�ات)‪ ،‬اظنتم اصنب و ی‬ ‫‪1‬۔ اتج ویل اخن‪ ،‬ڈ�یسک ی‬
‫� ااسذتہ ‪ ،‬ی ب‬
‫�ر وتخپوخنا‬ ‫ی‬ ‫آ�ر‪ ،‬امرہ‬
‫ن‬ ‫ئ‬
‫اہ� س�یک���ڈری اوکسل‪ ،‬بک اگین‪ ،‬وصایب‬
‫‪2‬۔دمحم ا�ی وب‪ ،‬امرہِومضمن‪ ،‬وگرٹنمن ی ر‬
‫� امرٹس‪ ،‬وگرٹنمن اہیئ اوکسل‪،‬یچ انچ‪ ،‬وکاہٹ‬ ‫س وفغر اشہ‪ (،‬امرہِومضمن)‪ ،‬ہ ی �ڈ‬‫‪3‬۔ ی د‬
‫ن‬ ‫ئ‬
‫مح ُگ‪ ،‬اچر دسہ‬
‫اہ� س�یک���ڈری اوکسل‪ ،‬ڑگیھ ی د‬
‫‪4‬۔وصقمد اجن‪( ،‬امرہِومضمن)‪ ،‬وگرٹنمن ی ر‬

‫ت ن‬
‫�‬
‫ک� ی اعموتن‪:‬‬
‫ک‬
‫ی‬ ‫�‬
‫ی یش ن ٹ‬ ‫خ‬
‫وک یسر رپورگام‬ ‫ی بر‬
‫� وتخپوخنا ج‬
‫ا�‬

‫ن ٹ‬
‫وکآرڈ�ی��ی��ر‪:‬‬
‫خ‬ ‫ت‬ ‫شن‬
‫ٹ‬ ‫ی‬ ‫ش‬ ‫یٹ‬ ‫ی‬
‫ا� آابد‬ ‫(� وراہن رتیق رباےئ ااسذتہ)‪ ،‬اظنتم اصنب و � ااسذتہ‪ ،‬ی ب‬
‫�ر وتخپوخنا‪ ،‬ی ب‬ ‫اربار ادمح‪ ،‬ا�ی �ڈ� ڈارئ�ر‪ ،‬پ ی‬

‫رگنان و رسرپیتس‪:‬‬
‫خ‬ ‫ت‬
‫�ر وتخپوخنا‪ ،‬ی ب ٹ‬ ‫یٹ‬
‫ڈارئ�ر‪ ،‬اظنتم اصنب و ی‬
‫ا� آابد‬ ‫� ااسذتہ‪ ،‬ی ب‬ ‫وگرہ یلع اخن‪،‬‬
 ‫رہفتس‬
‫ن‬
‫م ہ��ی�ہ ‪ 1‬ات ‪3‬‬
‫قبس ربمن ‪ :1‬اسدہ رصمےع‪ ،‬ااعشر اورںىمظن نُس رک دنسپ اک ااہظر رکان ‪5.........................................................................‬‬
‫قبس ربمن ‪ :2‬اافلظ ىک ادتباىئ آواز دبتلى رکےک اىن ظفل انبان ‪7...................................................................................‬‬
‫قبس ربمن ‪ :3‬رحوف‪ ،‬اافلظ اور اسدہ ےلمج دھکى رک انھکل ‪9..........................................................................................‬‬
‫قبس ربمن ‪ :4‬مہ آواز اافلظ انبان ‪11...............................................................................................................‬‬
‫قبس ربمن ‪ :5‬اِمس ىک اچہپن رکان ‪13...............................................................................................................‬‬
‫قبس ربمن ‪ :6‬لسنپ‪ ،‬اکىپ‪ ،‬ٹىلس اى ىتخت اور اتکب وک درتس رطےقى ےس ڑکپ ان ‪15.............................................................‬‬
‫ن‬
‫م ہ� ی��ہ ‪4‬‬
‫قبس ربمن ‪ :7‬اافلظ ىک آرخى آواز دبتلى رکےک اىن ظفل انبان ‪19..................................................................................‬‬
‫قبس ربمن ‪ :8‬رحاکت ( شىپ‪ ،‬زرب‪ ،‬زرى ورىغہ) ىک دبتىلى ےس اافلظ وک ُدرتس ظفلت ےس ڑپانھ ‪21...............................................‬‬
‫قبس ربمن ‪ :9‬وصترى دھکى رک ااىش ےک انم انھکل ‪23..................................................................................................‬‬
‫قبس ربمن ‪ :10‬رگوىہ اکومں ںىم ومشتىل ااىتخر رک ان‪25.........................................................................................‬‬
‫قبس ربمن ‪ :11‬اسدہ ےلمج نُس رک وہفمم انھجمس ‪27.................................................................................................‬‬
‫قبس ربمن ‪ :12‬لعفِ ارم وىہن وک نس رک ھجمس رک ُدرہاان ‪29........................................................................................‬‬
‫قبس ربمن ‪ :13‬دى ىئگ دہااىت رپ لمع رکان ‪31...................................................................................................‬‬
‫قبس ربمن ‪ :14‬رىثک االامعتسل اافلظ درتس رطےقى ےس ڑپانھ‪33.................................................................................‬‬
‫قبس ربمن ‪ :15‬اسدہ اافلظ نُس رک انھکل ‪35.........................................................................................................‬‬
‫قبس ربمن ‪ :16‬اپھچىئ ےک دىچىپہ وصترات ىک اشندنىہ رکان ‪37....................................................................................‬‬
‫ن‬
‫م ہ��ی�ہ ‪5‬‬
‫قبس ربمن ‪ :17‬وسال ھجمس رک وجاب دانى ‪41......................................................................................................‬‬
‫قبس ربمن ‪ :18‬اىنپ ذات‪ ،‬رھگ اور اخدنان ےک ابرے ںىم ابت رکان‪43..........................................................................‬‬
‫قبس ربمن ‪ :19‬اانپرصتخم اعترف شىپ رکان ‪45......................................................................................................‬‬
‫قبس ربمن ‪ :20‬اىنپ دنسپ وان دنسپ اک ااہظر رکان ‪47.................................................................................................‬‬
‫قبس ربمن ‪“ :21‬ےہ” “وہں” اور “ںىہ” اک اامعتسل ‪49..........................................................................................‬‬
‫قبس ربمن ‪ :22‬لعف ىک اچہپن ‪51..................................................................................................................‬‬
‫قبس ربمن ‪ :23‬روزّرمہ اُردو وبل اچل‪53..........................................................................................................‬‬
‫قبس ربمن ‪ :24‬نتم ڑپھ رک وساالت ےک وجاابت دانى ‪55........................................................................................‬‬
‫قبس ربمن ‪ :25‬اکى ےس دس کت ىتنگ اُردو دنہوسں اور وظفلں ںىم انھکل ‪57....................................................................‬‬
‫قبس ربمن ‪ :26‬وادح اور عمج ںىم رفق رکان ‪59....................................................................................................‬‬
‫قبس ربمن ‪ :27‬رمکا امجتع ےک اکومں ںىم مظن وطبض اظمرہہ رکان ‪61...........................................................................‬‬

‫امجتع ا ّول‬ ‫‪ii‬‬

 ‫قبس ربمن ‪ :28‬اىنپ اامعتسل ىک زىچوں وک اھبنسل رک رانھک ‪63.....................................................................................‬‬
‫قبس ربمن ‪ :29‬رہفتس اور ونعاانت دھکى رک قبس التش رکان ‪65.................................................................................‬‬
‫قبس ربمن ‪ :30‬رھگ اِوکسل اى اموحل ےک ابرے ںىم رمکا امجتع ںىم ااہظر اىخل رکان ‪67........................................................‬‬
‫ن‬
‫م ہ��ی�ہ ‪6‬‬
‫قبس ربمن ‪ :31‬رھگ اور اوکسل ںىم اامعتسل وہےن واىل اعم ااىشء ىک اچہپن ‪71.....................................................................‬‬
‫قبس ربمن ‪ :32‬اکى ٹنم ںىم ےب ٰىنعم سىب اافلظ ڑپانھ‪73......................................................................................‬‬
‫قبس ربمن ‪ :33‬وصترى اى رظنم دھکى رک اىنپ دنسپ و اندنسپ اک ااہظر رکان ‪75...........................................................................‬‬
‫قبس ربمن ‪ :34‬ذمرک‪ ،‬ؤمثن ںىم رفق رکان ‪77....................................................................................................‬‬
‫قبس ربمن ‪ :35‬وبل اچل اورنىل دنى ےک رطےقى ‪79............................................................................................‬‬
‫قبس ربمن ‪ :36‬ہفىطل اى ىلىہپ نس رک انھجمس اور وبانھج ‪81...........................................................................................‬‬
‫قبس ربمن ‪ :37‬وسال وک انھجمس اور وجاب دانى ‪83.................................................................................................‬‬
‫قبس ربمن ‪ :38‬اسدہ ےلمج ُد ُرتس ظفلت اور رواىن ےک اسھت ڑپانھ ‪85.............................................................................‬‬
‫قبس ربمن ‪ِ :39‬‬
‫رحف ااضتف ‪87.................................................................................................................‬‬
‫ن‬
‫م ہ� ی��ہ ‪7‬‬
‫قبس ربمن ‪ :40‬اسدہ ابعرت رواىن ےس ڑپانھ‪91...................................................................................................‬‬
‫قبس ربمن ‪ :41‬دوےس نىت اراکن واےل اافلظ اک ولمجں ںىم اامعتسل ‪93..........................................................................‬‬
‫قبس ربمن ‪ :42‬اھت‪ ،‬ىھت اور ےھت اک رفق ‪95.......................................................................................................‬‬
‫قبس ربمن ‪ :43‬تسشن ورب اختس ےک آداب اک اىخل رانھک ‪97...................................................................................‬‬
‫ن‬
‫م ہ� ی��ہ ‪8‬‬
‫قبس ربمن ‪ :44‬اہکىن نُس رک درہاان‪101............................................................................................................‬‬
‫قبس ربمن ‪ :45‬ىمىہفت وساالت ےک وجاابت دانى ‪103.............................................................................................‬‬
‫قبس ربمن ‪ :46‬ىسک ونعان رپ وخد ےس ےلمج انھکل‪105.............................................................................................‬‬
‫قبس ربمن ‪ :47‬رىغ االخىق رحاکت واِاشرات ‪107................................................................................................‬‬
‫قبس ربمن ‪ :48‬اگ‪ ،‬ىگ‪،‬ےگ ںىم رفق رکان ‪109....................................................................................................‬‬
‫قبس ربمن ‪ّ :49‬رحم رہ اشنانت‪ ،‬گنس لىم اور اسنئ وبرڈ دھکى رک انھجمس ‪111.....................................................................‬‬
‫خت‬
‫�‬
‫قبس ربمن ‪ � :50‬مہ اور وساہىل اشنن اک اامعتسل ‪113..............................................................................................‬‬
‫قبس ربمن ‪ :51‬اموحل ےس قلعتم ىسک ونعان رپ ےلمج انھکل ‪115...................................................................................‬‬
‫قبس ربمن ‪ :52‬رو ز رمہ اُومر ےک قلعتم وساالت ےک وجاابت دانى ‪117.........................................................................‬‬
‫قبس ربمن ‪ :53‬وصترى اى امڈل دھکى رک ےلمج انھکل ‪119..............................................................................................‬‬
‫قبس ربمن ‪ :54‬ىمىہفت وساالت ےک وجاابت انھکل ‪121............................................................................................‬‬

‫‪iii‬‬ ‫امجتع ا ّول‬

 ‫اعترف‬
‫ت‬
‫ب ت‬ ‫ی ت‬ ‫�و ی‬ ‫م ی‬ ‫رمکاامجتع ی‬
‫رت� ےک وحاےل ےس فلتخم وہ تاتکس ت‬
‫ےہ۔ ومٔرث‬ ‫دتر� اک لمع ااتسد یک الصح‪ ،‬رجتےب اور ّ ی‬
‫�ف�ہ�‬ ‫ی‬ ‫س�ق‬ ‫ی‬
‫ل رہ اےھچ ااتسد وک ب ی وصنمےب یک رضورت وہیت ےہ۔ دتر� وکومٔرث انبےن اور ہبلط یک یم اور ی ِ‬
‫�‬ ‫دتر� ےک ی‬
‫ہی ت‬ ‫ت‬
‫ا� ریتھک ےہ۔‬ ‫ل س�بقی وصنمےب یک ّ ی�اری تہب‬‫ملع ےک لمع وک رتہب انبےن ےک ی‬
‫ت‬
‫ق‬
‫ب‬ ‫س�‬ ‫ہ‬
‫ل تہب رضوری ی�۔ ی وصنمےب اجعم‬ ‫ی‬
‫وط� الم� یع�اد اقمدص یک � ےک ی‬ ‫س�بقی وصنمےب ہبلط ےک قل�یل الم� یع�اد اور ی‬
‫ت‬
‫ہ‬
‫� رپ ینبم وہےت ی�‪ ،‬نج اک قلعت دریس بتک ےس وہات ےہ اور �ی ہبلط ت ےک ی‬ ‫ی‬ ‫ِ‬
‫ل رضوری اصنب یک ومٔرث‬
‫ت‬ ‫ن‬ ‫احالصت ق‬
‫ت‬
‫� انبےت ہ ی� ۔س�بقی وصنمےب اابسق یک ومٔرث ی�اری اور درتس تمس ےک �ع� ی ن� ی‬ ‫ی‬ ‫ی‬
‫د� ہ ی�۔‬ ‫م ااتسد وک دمد ی‬ ‫دتر� وک ی‬
‫خ‬
‫ل درتس تمس‬ ‫ی‬ ‫�‬ ‫ق‬
‫ب‬ ‫س�‬ ‫ی‬
‫�روتخپوخنا ےک انترظ م ی وصنمےب ااسذتہ وک دج�ی د رط یقہ اہےئ دتر� اور ومٔرث ااستکیب لمع ےک ی‬ ‫ب‬ ‫ی‬
‫ت‬
‫ک اجےت ہ ی�۔‬ ‫رفامہ رکےن ےک ےئل ی�ار ی‬

‫ت‬
‫روا� رطز ی‬
‫ِدتر�‪:‬‬ ‫ی‬

‫م دالخ وہرک ہبلط‬‫م ز ی�ادہ رت ااسذتہ ڑپاھیئ ےک دوران دریس اتکب رپ یہ ااصحنر رکےت ہ ی�۔ وہ رمکا امجتع ی‬ ‫اپاتسکن ی‬
‫دبت� رکےن اور‬ ‫م ی‬ ‫وک یسک اخص ےحفص رپ اتکب وھکل رک نتم اک وکیئ ہّصح ڑپےنھ اک ےتہک ہ ی�۔ دریس وماد وک اسدہ زابن ی‬
‫ی ن‬
‫اضمم (وساےئ ر ی�ایض ےک) اور اابسق‬ ‫اےس ُدرہاےن ےک دصقم ےک وحاےل ےس ہبلط ےس وساالت وپےتھچ ہ ی�۔ وہ امتم‬
‫ق‬
‫م ااتسد اصنب یا� یسک اخص درےج ےک ہبلط ےک ےئل وصخمص احالصتِ‬ ‫رط� ےس ڑپاھےت ہ ی� ۔ضعب احالت ی‬
‫ی ت‬ ‫ایس‬
‫ل‬ ‫ی‬
‫رسرگموں ےک ی‬ ‫دتر� ےک لمع وک ومٔرث انبےت ہ ی� اور ہقلعتم‬ ‫ؤمرث� ےساقرص راتہ ےہ ۔ س�بقی وصنمےب ی‬ ‫ی‬ ‫مّلعت یک‬
‫ق‬
‫کس۔‬ ‫س رکاصنیب گنس م�یل رسرک ی‬ ‫رط� ےس ی‬‫ی‬ ‫واحض ادہاف رفامہ رکےت ہ ی� اتہک ہبلط رتہب‬

‫س�بقی وصنمہب ی ا‬
‫ک ےہ؟‬
‫ی‬
‫م فلتخم مسق یک دتر� دہا ی�ات اور یسک اخص ومضمن اک اصنیب وماد وموجد وہات‬ ‫ا� اخہک ےہ ‪،‬سج ی‬
‫ا� ی ا‬ ‫س�بقی وصنمہب ی‬
‫ن �ز‬
‫کا اجات ےہ۔‬‫ل رمبت ی‬ ‫ِ‬
‫احالصت مّلعت ےک وصحل ےک ی‬ ‫ی‬
‫ےہ‪� �،‬ی‬
‫ت‬
‫ی‬ ‫ی‬
‫ذر� ےہ۔ ااتسد ا� ومزوں اور انمبس دتر�‬ ‫ا� ؤمرث ی‬ ‫ی‬ ‫ِ‬
‫احالصت مّلعت یک � اک ی‬ ‫س�بقی وصنمہب ااتسد ےک ی‬
‫ل‬
‫ت‬ ‫یت‬ ‫ت‬
‫ا� ااھچ ی�ار دشہ س�بقی وصنمہب‬ ‫د�ا ےہ‪،‬نج ےک ی‬
‫ذر� ےس ہبلط ےک مّلعت اک اجزئہ یلا اج اتکس ےہ۔ ی‬ ‫ماں ی ب‬
‫رت�‬ ‫رسرگ ی‬

‫امجتع ا ّول‬ ‫‪iv‬‬

 ‫ت‬ ‫س�یک ن‬
‫ماب س�بقی وصنمہب ی�ن‬ ‫ی ت‬ ‫ااتسد وک رمکا امجتع ی‬
‫ےہ۔ا� اک ی‬
‫ی‬ ‫م رپ اامتعدانبات ےہ اور ہبلط یک ھ�ے یک الصح وک ِ ا‬
‫� اتشخب‬ ‫ج‬
‫ازجاء رپ لمتشم وہات ےہ۔‬
‫ ˜احالصت ِملعت‬
‫ی‬
‫ ˜دتر� رسرگ ی‬
‫ماں‬
‫ ˜اجزئہ‬

‫س�بقی وصنمےب ےک وفادئ ‪:‬‬

‫ذ� ہ ی�‪:‬‬ ‫رت� وفادئ درج ی‬ ‫س�بقی وصنمےب ےک امہ ی ن‬

‫عمار توک رتہب انبان۔‬

‫دتر� و مّلعت ےک ی‬ ‫ ƒ ی‬
‫� ن‬
‫ ƒ اقمدص یک واحض تمس اک ع�ی�۔‬
‫م اعموتن۔‬ ‫احالصت ملعت ےک وصحل ی‬ ‫ِ‬ ‫ ƒ‬
‫ت‬
‫دساب وتق اور واسلئ اک ؤمرث اامعتسل۔‬ ‫ ƒ ی‬
‫ت‬
‫ ƒ انمبس وماد یک ّ ی�اری اور اس اک رتہب اامعتسل۔‬
‫م ااضہف۔‬ ‫ ƒااتسد ےک اامتعد ی‬

‫ت‬
‫س�بقی وصنمےب یک ی�اری‪:‬‬
‫ن‬
‫�ادی وطر رپ اچر وصحں رپ لمتشم وہات ےہ۔‬ ‫ا� لمع ےہ۔ نوسےنچ اک �ی لمع ب ی‬ ‫ت‬ ‫س�بقی وصنمہب دنبی وسےنچ اک ی‬
‫س�یک‬ ‫� ن‬
‫ک رکےن ےک اقلب‬ ‫ی‬
‫ک ں ےگ؟ قبس اور رسرگموں ےک دعب وہ ی ا‬ ‫ی‬ ‫ھ�‬ ‫احالصت ملعت اک ع�ی� رکان‪ � ،‬یع�ی ہبلط ی ا‬
‫ِ‬ ‫ ƒ الہپ ہّصح‪:‬‬
‫ت‬ ‫وہں ےگ؟‬
‫� ن‬
‫ک اجےتن ہ ی�؟ قبس ےک آاغزےس لبق یا�ا رکان ےئن اصنب یک‬ ‫ ƒدورسا ہّصح‪:‬اس ابت اک ع�ی� رکان ہک ہبلط ےلہپ ےس ی ا‬
‫رطف رہ امنیئ رک اتکس ےہ۔‬
‫س�یک ن‬ ‫ن‬ ‫خت‬ ‫ت‬
‫ی‬ ‫�‬ ‫ھ‬
‫ا�ار رکان وج ہبلط وک ی�ا اصنب ے م دمد دے۔‬ ‫�‬
‫ا� رط ٔیقہ اکر ی‬ ‫ی‬
‫ا� ا‬ ‫ی‬
‫ ƒ�را ہّصح‪ :‬ی‬
‫خت‬
‫ِ‬
‫احالصت مّلعت ےک وصحل وک اجاچن اج ےکس ۔‬ ‫ا�ار رکان سج ےس ہبلط ےک‬ ‫ا� ی ا‬
‫ا� رط� ٔیقہ اکر ی‬ ‫ ƒوچاھت ہّصح‪ :‬ی‬

‫س�بقی وصنمےب ےک ےّصح‪:‬‬

‫س�یک ن‬ ‫ی‬
‫احالصت مّلعت یک اچہپن‪ ،‬ھ�ے ےک لمع‬
‫ِ‬ ‫م دتر� قبس‪ ،‬ونعان ‪/‬وموضع ‪ ،‬ہبلط ےک‬ ‫س�بقی وصنمےب ےک امہ وّصحں ی‬
‫نت خ‬ ‫ت‬
‫ی‬
‫� ��ز رسرگ ی‬
‫ماں‪ ،‬اامعتسل وہےن‬ ‫ماں‪ ،‬یگتخپ ےک ےئل ی ج‬
‫م اعتریف رسرگ ی‬‫رت� وار ہلسلس‪ :‬سج ی‬ ‫ی‬
‫رسرگموں اک ی ب‬ ‫ےس قلعتم‬

‫‪v‬‬ ‫امجتع ا ّول‬

 ‫ع‬
‫واےل وماد اور اجزئے یک تمکحِ مل�ی�وں یک رہفتس اشلم ہ ی�۔‬

‫� ‪:‬ولعمامت‬ ‫ ƒوموضع اک ااختنب‪ :‬آپ ہقلعتم درےج یک دریس اتکب ےس یسک یھب وموضع اک ااختنب رک ےتکس ہ ی�۔ ج ی‬
‫�‪ :‬اموح یلایت‬ ‫ِ‬
‫احالت احرضہ ےس قلعتم وموضع ی�اوصخیص وتہج اک اطبل وکیئ وموضع ج ی‬ ‫�‪ :‬انم‪،‬‬ ‫رکان‪ ،‬وکیئ دقر ج ی‬
‫ایھٹک غ‬
‫آولدیگ ی‬
‫و�رہ۔‬

‫ِ‬
‫احالصت مّلعت‬ ‫ےسہبلط ےک‬ ‫م رہ وموضع ےک وحاےل‬ ‫ی‬ ‫ی‬
‫ت‬ ‫اصنب م ےس ہبلط ےک احالصت ِمّلعت اجانن‪ :‬وقیم اصنب ن‬ ‫ ƒ ت‬
‫ی‬ ‫گاےہ۔ ہبلط ےک احالصت ملعت یک اشنن دیہ‪ ،‬ی‬ ‫�ع� ی ن‬
‫رو� اور ادقار‬
‫ولعمامت‪،‬اہمر�‪ ،‬ی‬ ‫اجےن وایل‬
‫ت‬ ‫دی‬ ‫ا�‬ ‫ی‬ ‫ا‬ ‫�‬
‫ی‬ ‫رکد‬ ‫�‬ ‫اک‬
‫ا� ےس ی ن‬ ‫ت‬ ‫ت‬
‫ِ‬
‫احالصت مّلعت بختنم ی‬
‫رک�۔‬ ‫�‬ ‫د� ےہ۔ اانپ قبس ی�ار رکےن ےک ےئل ی‬ ‫م دمد ی‬ ‫واحض رکےن ی‬

‫احالصت ملعت یھب ےل ےتکس ہ ی�۔)‬

‫ِ‬ ‫ےکل ز ی�ادہ‬
‫ی‬ ‫ا� �ی وٹن یک وصنمہب دنبی‬
‫ ƒ( ی‬

‫ااہتنیئ امہ رمہلح ےہ وج ااسذتہ اور ہبلط دوونں یک رضور ی�ات ےک‬
‫نق‬ ‫ا�‬‫ ƒذراعئ‪ /‬واسلئ‪� :‬ی س�بقی وصنمہب دنبی اک ی‬
‫� انبات ےہ۔‬ ‫لدراکر واسلئ یک وموجدیگ وک ی ی‬ ‫اطمقب قبس ےک ی‬

‫ت‬
‫ی�اری‪:‬‬

‫�دا رکےن ےک‬ ‫ماں ونعان‪ /‬یذ� ونعان وک اعتمرف رکاےن ی�ا زگہتش قبس ےس رطب پ ی‬ ‫ماں ‪ :‬اعتریف رسرگ ی‬
‫ ƒاعتریف رسرگ ی‬
‫ماں ہبلط ی‬ ‫ت‬
‫م آامدیگ‪ ،‬دیپسچل ‪،‬وساالت ااھٹےن‪ ،‬وموضع ےس قلعتم ہبلط یک اسہقب‬ ‫ل ی�ار یک اجیت ہ ی�۔ �ی رسرگ ی‬ ‫ی‬
‫غ‬ ‫ن‬ ‫ت‬
‫واقف� ی� اک اجزئہ یل‪ ،‬ہقلعتم ولعمامت یک ی�اد داہین‪ ،‬ہبلط وکرت�� بی� دالےن اور ان یک وتہج ڑپاھےئ اجےن واےل وموضع‬
‫ت‬ ‫رسرگموں ی‬ ‫ت‬
‫رت� وار اشلم ی ا‬
‫ک‬ ‫اصتو�ر اور ونعاانت وک ی ب‬
‫ی‬ ‫م‬ ‫ی‬ ‫رپ رموکز رکےن ےک ےئل ی�ار یک اجیت ہ ی�۔ارگ اعتریف‬
‫ذر� ہبلط یک ِدیپسچل وکااھبرا اج اتکس ےہ۔‬
‫اجےئ وت وساالت ےک ی‬

‫ا� رسرگیم ےسدورسی‬ ‫اچ�۔ ی‬ ‫رسرگموں ےس یہ رشوع وہین ہ ی‬ ‫ی‬ ‫ماں ‪،‬اعتریف‬ ‫ماں‪ :‬یگتخپ یک رسرگ ی‬ ‫ ƒیگتخپ یک رسرگ ی‬
‫س�یک ن‬
‫ماں احالصت ِمّلعت‬ ‫�دا وہاجےئ۔ �ی رسرگ ی‬ ‫م رطب پ ی‬ ‫رسرگیم یک رطف یلقتنم اس ادناز ےس وہ ہک ھ�ے ےک لمع ی‬
‫س�یک‬
‫ےک وصحل وک نکمم انبیت ہ ی�۔ �ی ےئن وصترات‪ ،‬اہمروتں اور ادقار وک اعتمرف رکایت ہ ی� یا� ےلہپ ےس ھے وہےئ مّلعت‬
‫ی‬ ‫ہ‬ ‫ن‬
‫ماں ہبلط‬ ‫ی‬
‫ماں رموبط وہین اچ�۔االطیق رسرگ ی‬ ‫ہ‬
‫انبیت ی�۔ �ی امتم رسرگ ی‬ ‫وک ب ی‬
‫�اد نانب رک یئن ولعمامت ےک وصحل وک نکمم ن‬
‫ی ت‬ ‫س�ک‬
‫م الےن ےک اقلب انبیت ہ ی�۔‬ ‫ُ� وصترات اور اہمروتں وک اامعتسل ی‬
‫قق‬
‫الصح وک رتہب انبےن ےک اسھت ا ی‬ ‫یک یھ�ے یک‬ ‫�ت خ‬
‫ت‬ ‫ی ت‬
‫م االطق نکمم وہات‬ ‫ح ادناز ی‬ ‫د� ہ ی� اوران ےس ااستکیب لمع اک ی‬ ‫وقت� ی‬ ‫�ل�یقی اور ااہظری رسرگ ی‬
‫ماں مّلعت وک‬
‫ج‬ ‫س�ک ن‬
‫ا�‬ ‫م ی‬ ‫رت� دی یئگ ےہ اتہک ہبلط وجڑوں اور رگووپں ی‬ ‫م لم ُ ج� رک یھ�ے ےک لمع وک ی‬ ‫رسرگموں ی‬
‫ی‬ ‫ےہ۔ ان‬
‫کس ۔‬ ‫کس اور اعموتن رک ی‬ ‫س ی‬ ‫دورسے ےس ی‬

‫ماں وہیت ہ ی� وج مّلعت وک یگتخپ ےنشخب ‪،‬الخہص ب ی�ان رکےن اور ہبلط وک اےنپ‬
‫ماں وہ رسرگ ی‬
‫ ƒقبس اک ااتتخم ‪ :‬ااتتخیم رسرگ ی‬
‫ت‬
‫ماں اعم وطر رپ قبس ےک رمزکی‬ ‫د� ہ ی� ۔�ی رسرگ ی‬ ‫م دمد ی‬ ‫م اامعتسل رکےن ی‬‫ملع اور اہمرت وک روزّرمہ زدنیگ ی‬

‫امجتع ا ّول‬ ‫‪vi‬‬

 ‫ت‬
‫م‬ ‫ل�‬
‫ی‬ ‫ع‬ ‫ی �‬ ‫ہ‬ ‫خ‬ ‫ہ‬ ‫خ‬
‫�االت وک ااھٹک رک یت �۔ اس وصرت م ی اقمدص‬ ‫ی‬ ‫�ی‬ ‫ی‬
‫�ال ےس ڑجی وہیت �۔ �ی یسک وٹن ےک فلتخم رمزکی ی‬ ‫ی‬
‫ی‬ ‫پش‬
‫ا� رفت� رسرگیم نب اجےئ یگ۔‬ ‫اچ� ورہن �ی ضحم ی‬ ‫وک ی ِ‬
‫� رظن رانھک ہ ی‬

‫احالصت مّلعت اک وصحل نکمم وہا‬ ‫ِ‬ ‫� ادنازہ وہات ےہ ہک سک دح کت‬ ‫ ƒمّلعت اک اجزئہ ‪ :‬اجزئے یک تمکح عمل�ی�وں ےس ہ ی‬
‫ہی ت‬
‫احالصت ملعت ےک وصحل اک‬ ‫ِ‬ ‫ا� اک احلم وہاتےہ۔‬ ‫ےہ۔قبس ےک آاغز ےس ااتتخم کت رہ رمےلح رپ مّلعت اک اجزئہ‬
‫ش‬ ‫ق‬ ‫ن‬
‫ا� یک غاشنن دیہ‬ ‫ہ‬
‫ک اجےت ی�‪ً ،‬الثم‪ :‬ہشقن انبان اور اس رپ وموجد فلتخم ی ا‬ ‫رط� اامعتسل ی‬ ‫ی‬ ‫ل فلتخم‬ ‫اجزئہ یل ےک ی‬
‫رکواان ‪،‬اجزئے رپ ینبم رہفتس یا� وموضع ےس قلعتم وساالت وپانھچاور وتق ےس ےلہپ آزاموشئں یک ت ی�اری ی‬
‫و�رہ ۔‬
‫ض‬ ‫ض‬
‫وفت� اکر رپ ینبم‬ ‫ی‬ ‫ی‬ ‫ی‬
‫وفت� اکر ‪ :‬ی وصنمہب دنبی اک �ی ہّصح دتر� ےک دوران ااجنم دی یئگ رسرگموں ےس قلعتم‬ ‫ق‬‫ب‬ ‫س�‬ ‫ ƒ ی‬
‫ِ‬
‫وہات ےہ وج ہبلط رھگ ےس رک ےک الےت ہ ی� ۔‬

‫‪vii‬‬ ‫امجتع ا ّول‬

 ‫پش‬
‫� ظفل‬‫ی‬
‫ت خ‬
‫ل‬‫عمار وک رتہب انبےن ےک ی‬ ‫دتر� و ملعت ےک ی‬ ‫م ی‬ ‫�روتخپوخنا اعیمل اوروقیم راحجانت ےک انت رظ ی‬ ‫� یب‬ ‫ہمکحم ادتبایئ و اثونی ی‬
‫ت‬
‫� اس دصقم ےک وصحل یک رطف الہپ دقم ےہ۔‬ ‫عماری ی‬ ‫تہب یس االصاحت اور ادقاامت رک راہ ےہ ۔رپارمئی حطس رپ ی‬
‫خ‬ ‫ت‬
‫�روتخپوخنا‪ ،‬ی ب ٹ‬
‫دوران المزتم اور لبق از‬ ‫ِ‬ ‫ا� آابد ےن‬ ‫و� ااسذتہ ی ب‬ ‫ل اظنِتم اصنب ی ِ‬ ‫اس دصقم ےک وصحل ےک ی‬
‫ت‬ ‫دتر� اہمروتں ی‬ ‫ی‬ ‫ب ت‬
‫م رتہبی الےن ےک ےئل وماد یک ی�اری اور اس رپ رظن اثین یک‬ ‫ل ااسذتہ یک‬ ‫رت� ےک ی‬ ‫المزتم ی‬
‫ا� دقم رپارمئی حطس رپ س�بقی وصنموبں یک‬ ‫م ی‬ ‫ل ااھٹےئ ےئگ ادقاامت ی‬ ‫عمار یک رتہبی ےک ی‬ ‫ذےمداری ااھٹیئ ےہ۔ ی‬
‫ق‬ ‫ی‬ ‫ت‬
‫م دمد رفامہ رکےت ہ ی�۔ �ی رہ امنےئ ااسذتہ ‪،‬ااسذتہ‬ ‫رط�وں رپ لمع درآدم ی‬ ‫دتر� ی‬ ‫ی�اری یھب ےہ‪ ،‬وج ااسذتہ وک یئن‬
‫ن‬ ‫ق‬ ‫ی‬
‫م‬ ‫م دمد اگر اثتب وہں ےگ۔ �ی رہ امن بتک اابسق ی‬ ‫ل ی‬ ‫رط�وں اور مّلعت اک اجزئہ ی‬ ‫دتر� ی‬ ‫وک وماد یک رفایمہ‪ ،‬ؤمرث‬
‫ن‬ ‫ق‬
‫ی ی‬ ‫ومشل وک ی ی‬ ‫ت‬
‫ماں اشلم ہ ی� نج اک رمزکی‬ ‫م ا� رسرگ ی‬ ‫� انبےت ہ ی�۔ ان س�بقی وصنموبں‬ ‫ااسذتہ اور ہبلط یک ؤمرث ی‬
‫ہطقن ہبلط ہ ی�۔‬
‫ئ‬ ‫ی ت‬
‫‪ ۲۰۰۶‬ءےک اصنب رپ ینبم اح الصت ِ مّلعت‬ ‫گ‪ ،‬وجہک ت‬ ‫رت� دی ی‬ ‫ب‬ ‫م ی‬ ‫ء‬ ‫رمہبت‪۲۰۱۳‬‬ ‫یلہپ‬ ‫بتک‬ ‫امن‬ ‫رہ‬ ‫�ی‬ ‫یک‬ ‫وصنموبں‬ ‫ی‬ ‫س�بق‬
‫خ‬ ‫ت‬ ‫ت‬
‫�ع یل�م ک ن‬ ‫�۔ ‪ ۲۰۱۸‬۔ ‪ ۱۹‬ی‬
‫ل‬‫ی‬
‫�روتخپوخنا ےن ی ���ڈر ےک اطمقب امجتع ا ّو نل ات‬‫�‬ ‫ی‬
‫� ااسذتہ ب‬ ‫م اظنِتم اصنب و ی ِ‬ ‫رپ لمتشم ی‬
‫�‬ ‫احالصت مّلعت ےس قلعتم اابسق یک ت ی�اری اور ان رپ رظن اثین یک ذےم داری اھبنیئ وج ےلہپ ےس وموجد ہ ی‬ ‫ِ‬ ‫وسم ےک ان‬
‫ےھت۔‬
‫ت‬ ‫ی ن‬
‫گ ےہ‪ ،‬اس ارم یک رضورت‬ ‫ک یا‬ ‫م ی�ا ناصنب ی�ار ی ا‬ ‫ل ‪ ۲۰۲۰‬ء‬ ‫اب وچں ہک رظن اثین ےک دعب امجتع ا ّول ات مجنپ ےک ی‬
‫ت‬
‫وسحمس یک یئگ ہک ت ‪۲۰۲۰‬ء ےک اصنب ےک اطمقب س�بقی وصنمےب ی�ار رکےک ی‬
‫ک اجےئ ۔‬ ‫ا� ےئن اصنب ےس مہ آگنہ ی ا‬ ‫خ‬
‫ت‬ ‫ق‬
‫ب‬ ‫س�‬ ‫ع� ی ن‬
‫ل اصنب‬ ‫‪۲۰۲۰‬ء ےک � اطمقب ت ی وصنموبں خیک ی�اری ےک ی‬ ‫اصنب ئ‬ ‫�روتخپوخنا ےن‬ ‫ی‬
‫� ااسذتہ ب‬ ‫اظنِتم اصنب و ی ِ‬
‫ٹ‬ ‫اضمم ےک ی ن‬ ‫ی ن‬
‫�روتخپوخنا س�بقی وصنموبں‬ ‫� ااسذتہ ی ب‬ ‫اظنِتم اصنب و ی ِ‬ ‫ت‬ ‫انب�۔‬ ‫مکاں ن ی‬ ‫امرہ� رپ لمتشم فلتخم ی ی‬ ‫اور ہقلعتم‬
‫�حس� ن پ ش‬ ‫ل ان ی ن‬ ‫ت‬
‫� رکات ےہ۔‬ ‫رخاج ی� ی‬ ‫ا� ِ‬ ‫امرہ� یک اکووشں رپ ی‬ ‫یک ی�اری اور رظناثین ےک ی‬
‫ت ن‬ ‫ت‬ ‫خ‬ ‫ت‬
‫�‬ ‫س�‬
‫م ک��یکی اعموتن رفامہ رکےن رپ‬ ‫� ی‬ ‫�روتخپوخنا ان بقی وصنموبں یک ی‬ ‫� ااسذتہ ی ب‬ ‫اصنب و ی‬ ‫از� اظنِتم ش ِ‬ ‫العوہ ی‬
‫خ‬
‫ی‬ ‫ٹ‬ ‫ی‬ ‫یج ی ن‬
‫�روتخپن وخا ا�وک سر رپورگام( ےک۔ای۔ا�۔یپ) اک یھب رکش زگار ےہ۔‬ ‫ب‬ ‫ی‬

‫خ‬ ‫وگرہ یلع اخن ت‬

‫�ر وتخپوخنا‪ ،‬ی ب ٹ‬ ‫یٹ‬
‫ا� ٓاابد‬ ‫ڈارئ�ر اصنب و ی ِ‬
‫� ااسذتہ ی ب‬

‫امجتع ا ّول‬ ‫‪1‬‬

 ‫ن‬
‫الہپ م ہ��ی�ہ‬
‫دتر� لمع ی‬ ‫ی‬
‫کا اجےئ۔‬ ‫م اشلم ی‬ ‫گ ےہ۔ ات ہک ےئن آےن واےل ہبلط وک یھب‬ ‫ااعدے ےک وطر رپ د یا� یا‬ ‫دریس اتکب رباےئ امجتع ا ّول اک الہپ ہّصح ئ‬
‫ڑپاھ�۔‬ ‫ی‬ ‫م ہّصح ا ّول‬ ‫دی یئگ دہا ی�ات ےک روینش ی‬
‫پش‬ ‫ئ‬
‫رک� اور ان ٓاوازوں یک‬ ‫� ی‬ ‫رکوا�‪ /‬یا� وخد یلمع ومنہن ی‬ ‫ی‬ ‫م ئدی یئگ رحوف یجہت ےک انم اور اُن ےک آواز ی� ہبلط ےس اذخ‬ ‫ ƒقبس ربمن ‪ ۱‬ی‬

‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫قشم ابر ابر‬
‫ت‬ ‫ ƒقبس ربمن ‪ ۲‬ی‬
‫ئ‬ ‫رکوا�۔‬ ‫ی‬ ‫� ےس ڑپےنھ یک قشم‬ ‫م ہبلط وک رحوف یجہت رت ی ب‬
‫ت‬ ‫ت‬ ‫ی‬
‫رکوا� ئ۔‬‫ی‬ ‫� ےس ےنھکل اور ڑپےنھ ےک قشم‬ ‫رت� رحوف یجہت وک رت ی ب‬ ‫ربمن‪۳‬م ےب ی ب‬ ‫ ƒقبس‬
‫م لکش یک‬ ‫د� ےئگ اراکن اور اافلظ ی‬ ‫رکوا� اور ی‬ ‫ی‬ ‫م ہبلط وک رحوف یجہت یک لمکم لکش ےک اسھت وھچیٹ لکش یک اچہپن‬ ‫ ƒقبس ربمن ‪ ۴‬ی‬
‫ئ‬
‫رکوا�۔‬ ‫ی‬ ‫اچہپن‬
‫ئ‬
‫رکوا� ًالثم “اب‪ ،‬وب‪ ،‬یب‪ ،‬ےب” اور‬ ‫ی‬ ‫م ہبلطئ وک رحوف یجہت یک آواز “‪/‬ا ‪/،.‬او‪/،/‬ای‪/،/‬اے‪ ”/‬ےک اسھت قشم‬ ‫ ƒقبس ربمن ‪ ۵‬ات ربمن ‪ ۸‬ی‬
‫م رہزگہن ی‬
‫وتڑ�۔‬ ‫رکوا�۔ اس قشم ےک دوران رنک وک رحوف ی‬ ‫ی‬ ‫لمکم رنک ڑپےنھ یک قشم‬
‫ئ‬
‫رک�۔‬ ‫رک� ہک ہبلط ارفنادی وطر رپ اراکن ڑپےنھ یک قشم ی‬ ‫رکوا�۔ وکشش ی‬ ‫د� ےئگدو رحیف اراکن وک ڑپےنھ یک قشم ئ ی‬ ‫م ی‬ ‫ ƒقبس ربمن ‪ ۹‬ی‬
‫رکوا�ئ۔‬‫ی‬ ‫م امتم ہبلط ےک اسھت لم رک اراکن ڑپےنھ یک قشم‬ ‫آرخ ی‬
‫رکوا�۔ ہبلط ےک اسےنم اراکن “ا‪ ،‬او‪ ،‬ای‪ ،‬اے” اک اچرٹ رمکا امجتع‬ ‫ ƒقبس ربمن ‪۱۰‬ات ‪۱۱‬ہبلط ےس دو اراکن الم رک ظفل انبےن یک قشم ئ ی‬
‫� اب‪ ،‬اب = اباب اب‪،‬اج = اباج‪ ،‬اب‪،‬ال = ابال وب‪ ،‬ال = وبال وب‪ ،‬یٹ = وبیٹ‪،‬‬ ‫انب�۔ ج ی‬ ‫ک ہک اراکن وک الم رک اافلظ ی‬ ‫رک� اور ہبلط ےس ہ ی‬ ‫آو��زاں ی‬ ‫م ی‬ ‫ی‬

‫ئ‬ ‫ئ‬ ‫وب‪،‬ےل = وبےل‬

‫دولا�۔‬ ‫آو��زاں اچرٹ یک رطف ی‬ ‫م ی‬ ‫رکوا�۔ ہبلط یک وتہج رمکا امجتع ی‬ ‫ی‬ ‫‪۱۲‬م رنک ےک اسھت رحف الم رک ظفل انبےن یک قشم‬ ‫ ƒقبس ربمن ی‬
‫نب اجےئ اگ۔ اب ہبلط ےس رنک اب ےک اسھت وکیئ اور رحف‬ ‫� رنک اب ےک اسھت پ اگلےن ےس ظفل ابپ ئ‬ ‫د�۔ ج ئ ی‬ ‫ا� اثمل ی‬ ‫اور �اںیھن ی‬
‫ی‬
‫رکوا�۔‬ ‫رکوا�۔ اِیس رطح امتم اراکن ےک اسھت قشم‬ ‫ی‬ ‫الم رک ظفل انبےن یک قشم‬
‫ا� رنک ےک اسھت دورسے اراکن الم رک اافلظ انبےن‬ ‫‪۱۴‬م “ای” اور “اے” یک اراکن یک قشم دی یئگ ہ ی�۔ہبلط وک ی‬ ‫ ƒقبس ربمن ‪ ۱۳‬اور ی‬
‫ئ‬
‫� اس‪،‬رے = اسرے اور اس‪ ،‬ڑیھ = اسڑیھ۔‬ ‫رکوا� ج ی‬ ‫ی‬ ‫یک قشم‬
‫م اور وھچیٹ‬ ‫مان ی‬ ‫م ئ“ے” اافلظ ےک در ی‬ ‫‪۱۵‬م “ے” وطبر آواز اے ےک وطر رپ اامعتسل وہین یک قشم دی یئگ ہ ی�۔ اِس ی‬ ‫ ƒقبس ربمن ی‬
‫ت‬
‫رکوا�۔‬ ‫ی‬ ‫ےک قشم‬ ‫� ےت۔را = ی�را۔ ہبلط ےس ی‬ ‫لکش ی‬
‫ا� اافلظ ےنھکل اور وبےنل غ‬ ‫ی‬
‫م اھکل اجات ےہ۔ ج ی‬
‫و�رہ۔‬ ‫� وردی‪ ،‬وادی‪ ،‬وتق ی‬ ‫گا ےہ۔ ج ی‬ ‫م واو وطبر رحف حص اامعتسل ی ا‬
‫ک ی‬ ‫ ƒ قبس ربمن ‪ ۱۶‬ی‬
‫� ی�‪� ،‬ی و�ی و‪ ،‬ی�اک ی‬ ‫ی‬
‫م �ی‬ ‫م “ی” یک فلتخم ااکشل آیت ہ ی�۔ ج ی‬ ‫حص اامعتسل وہا ےہ سج ی‬ ‫م وھچیٹ “ی” وطبر رحف‬ ‫ ƒقبس ربمن ‪ ۱۷‬ی‬

‫ن‬ ‫ااکشل وموج د ہ ی�۔‬

‫کا اجات ےہ۔‬ ‫� ی‬ ‫م ی�اےئ دعموہل یک آواز اعتمرف یک یئگ ہ ی�۔ےسج ادا ہ ی‬ ‫ ƒقبس ربمن ‪ ۱۸‬ی‬
‫ن‬
‫دورسا م ہ��ی�ہ‬
‫پش‬
‫� ( ُ ) اافلظ ےک اسھت قشم دی یئگ ہ ی�۔ ارعاب ےک دمد ےس ہبلط وک اافلظ ڑپےنھ یک‬ ‫ز�ر( ِ ) اور ی‬ ‫ ƒقبس ربمن ئ‪ ۲۲ ،۲۱ ،۲۰‬زرب ( َ )‪ ،‬ی‬
‫ئ‬ ‫ئ‬ ‫رکوا�۔‬ ‫ی‬ ‫قشم‬
‫ی‬
‫ ƒقبس ربمن ‪ :۲۳‬م ہبلط وک زجم یک العتم یک اچہپن رکوا� اور نج رحوف رپ �ی العتم وموجد ےہ۔ اُس یک قشم ئ‬
‫ی‬
‫رکوا�۔‬ ‫ی‬
‫ی‬
‫رکوا�۔‬ ‫اور اب ہبلط ےس زم�ی د اافلظ اذخ رکواےن یک قشم‬ ‫م واو یک آواز “اُو” ہبلط وک اثمل ی‬ ‫ ƒقبس ربمن ‪ ۲۴‬ی‬
‫ن‬ ‫د� وُچاہ‪ ،‬وھُپل ئ‬
‫�‬‫ماین ئلکش اور اُس ےس ےلہپ رحف ےک ی چ‬ ‫رکوا� یئگ ےہ۔ “ی” یک در ی‬ ‫ی‬ ‫م “ے” یک آواز یا� ےئ رعموف ولخمط اعتمرف‬ ‫ ƒقبس ربمن ‪ ۲۵‬ی‬
‫رکوا�۔ اِس قشم ےک دعب ہبلط وک اراکن‬ ‫ی‬ ‫ا� اافلظ ےھکل وہےئ داھک رک ڑپےنھ یک قشم‬ ‫ز�ر یک العتم یھکل اجیت ہ ی�۔ًالثم ئ” ِم�یل“ ہبلط وک ی‬ ‫ی‬
‫ِ یت‬
‫ئ‬ ‫�‪ ،‬یس‪،‬ات = ا‬
‫س‬ ‫رکوا�۔ ج ی‬ ‫ی‬ ‫الم رک اافلظ ےنھکل یک قشم یھب‬
‫م وموجد‬ ‫اثمل اتکب ی‬ ‫رکوا� یئگ ےہ۔ ی‬ ‫ی‬ ‫ماین اور آرخی ےسج لمکم لکش یھب ےتہک ہ ی�۔ اعتمرف‬ ‫م رحف یک رشوع یک‪ ،‬در ئ ی‬ ‫ ƒقبس ربمن ‪ ۲۷‬ی‬
‫رکوا�۔‬‫ی‬ ‫ہ ی�۔ اُس ےک اطمقب ہبلط ےس قشم‬

‫‪2‬‬ ‫امجتع ا ّول‬

‫م آیت ےہ۔ اور اِس ےک ےلہپ رحف رپ زرب یک العتم‬ ‫مان ی‬ ‫ےک در ی‬ ‫ ƒقبس ربمن ‪ ۲۸‬واؤ یک آواز “اَو” اعتمرف رکوایئ یئگ ےہ اور �ی اافلظ ئ‬
‫ت ت‬
‫ی‬
‫رکوا�۔‬ ‫� وَسچ ہبلط ےس اےس ڑپےنھ اور ےنھکل ےک قشم‬ ‫اگلیئ اجیت ہ ی� ج ی‬
‫م ے یک آواز “اے” اعتمرف رکوایئ یئگ ےہ۔ ہبلط وک دو اافلظ َ ب ی�‪ ،‬ب ی� َ پ ی�ر‪ ،‬پ ی�ر‪ َ ،‬ی�ر‪ ،‬ی�ر اب ہبلط ےس ان اافلظ وک ڑپےنھ‬ ‫ ƒقبس ربمن ‪ ۲۹‬ی‬
‫ئ‬
‫کس۔‬ ‫م رفق اجن ی‬ ‫رکوا� ات ہک وہ اے اور اَے ےک آواز ی‬ ‫ی‬ ‫یک قشم‬
‫ن‬ ‫ت‬
‫�را م ہ��ی�ہ‬‫ی‬
‫م ےلہپ‬‫‪۳۲‬م رحتمک رحف ےک دعب دو رحیف اور ہس رحیف یتلع رنک اور رمبک ےک اسھت قشم دی یئگ ےہ۔ اِس ی‬ ‫ی‬ ‫ ƒقبس ربمن ‪ ۳۱‬اور ربمن‬
‫پش‬ ‫ت‬ ‫پش‬
‫� رحتمک رحوف ےک دعب دو رحیف رمبک‬ ‫ز�ر‪ ،‬ی‬
‫مئ زرب‪ ،‬ی‬‫� یلگ‪ِ ،‬کاب‪ ،‬رُبی ہبلط وک ان اافلظ ی‬‫� وہیگ۔ ج ی‬‫زرب‪،‬ز�ر ی�ا ی‬
‫ی‬ ‫رحف رپ رحتمک‬
‫ئ‬
‫ی‬
‫اھجمس�۔‬ ‫ی‬
‫رکوا�۔ ہبلط وک �ی اافلظ وتڑ رک‬ ‫اور ہس رحیف اافلظ اگل رک ظفل انبےن یک قشم‬
‫گ۔ یل‬ ‫گَل‬
‫ ƒ تی= َ‬
‫ک۔اتب‬ ‫ ƒ ِکاب = ِ‬
‫ن‬ ‫ب۔ری‬‫ƒرُبی = ُ‬ ‫ ‬
‫م رحوف یک دعتاد ھچ ہ ی� اور‬ ‫گ وت ان ی‬ ‫م رحوف ی‬ ‫� َ پ�اان ارگ اِن ی‬ ‫م اپچن رحیف اافلظ اعتمرف رکواےئ ےئگ ہ ی�۔ ج ی‬ ‫ی‬
‫ƒقبس ربمن ‪ ۳۳‬ت‬ ‫ ‬
‫ن ہ‬
‫(پ‪،‬اک‪ ،‬ان)‬ ‫اراکن یک دعتاد ی� ی�۔ رحوف (پ‪ ،‬ا‪ ،‬ک‪ ،‬ئا‪ ،‬ن‪ ،‬ا) اراکن َ‬
‫ی‬
‫رکوا�۔‬ ‫ا� اافلظ ےنھکل اور ڑپےنھ ےک ہبلط وک قشم‬ ‫ƒ ی‬ ‫ ‬
‫مان ی‬ ‫ہ‬ ‫ƒقبس ربمن‪ ۳۴‬ی‬
‫م‬ ‫اور “ں” یک احتل بج وہ یسک رحف ےک در ی‬ ‫آواز� ئ اعتمرف رکوایئ یئگ ی�۔ اَں‪ ،‬اُوں‪ ،‬ی َ� ئ‬ ‫ی‬ ‫م “ں”یک فلتخم‬ ‫ ‬
‫غ‬ ‫رکوا�۔‬ ‫ی‬ ‫رکوا�۔ اِن اافلظ ےک ےنھکل یک قشم یھب‬ ‫ی‬ ‫آےئ یک آوازوں یک اچہپن اور قشم‬
‫� وخد‪ ،‬وخاب‪ ،‬وخیش ی‬
‫و�رہ۔‬ ‫م “و” یک آواز اسنک آیت ئےہ۔ ج ی‬ ‫م واؤ دعموہل سج ی‬ ‫ƒقبس ربمن ‪ ۳۶‬ی‬
‫ئ‬ ‫ ‬
‫اھجمس� ہک سج رحف رپ‬ ‫ی‬ ‫م ان اافلظ وک وتڑ رک ہبلط وک‬ ‫رکوا� اور دعب ی‬ ‫ی‬ ‫م دشت�ی د یک العتم اافلظ رپ اگلےن یک قشم‬ ‫ƒقبس ربمن ‪ ۳۶‬ی‬ ‫ ‬
‫� ظفل چس۔اچ = ّ چ ا‬
‫س‬ ‫ا� ابر ی ا‬ ‫ک اج ات ےہ ی ن‬
‫دشت�ی د ےہ دوابر ہ ادا ی ا‬
‫ئ‬ ‫ک اجات ےہ۔ ج ی‬ ‫ل اھکل ی‬
‫اھجمس ی�۔‬ ‫ونت� یک قشم دی یئگ ےہ۔ ہبلط ےک اسےنم ہتخت ی‬ ‫‪۳۹‬م العتم ی ن‬ ‫ƒقبس ربمن ی‬
‫رحت�ر رپ �ی اافلظ ںیھکل۔ وفراً‪ ،‬ومعًام‪ ،‬آًان‪ ،‬افًان ہبلط وک ئ‬ ‫ ‬
‫اگل�۔‬‫ونت� یک العتم ی‬ ‫ل اُردو اُوصل ےک اطمقب ن ےک اجبےئ “اً” اگل رک ی ن‬ ‫ہک ارگ مہ آواز وک ادایئ ےک احلظ ےس ںیھکل۔ “وفرن” ی ن‬

‫امجتع ا ّول‬ ‫‪3‬‬

 ‫ہنیہم‬

‫‪3‬‬

‫‪4‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اسدہ رصمےع‪ ،‬ااعشر �ا�و�رںیمظن نُس رک دنسپ اک ااہظر رکان‬ ‫‪1‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫نظ‬
‫یں نُس رک دنسپ اک ااہظر رک ی‬
‫کس۔‬ ‫� م�‬
‫�‬
‫ل ےک وحاےل ےس اسدہ رصمےع‪ ،‬ااعشر اور‬ ‫ ƒآگنہن ظاور َ‬
‫ ƒرصتخم ��م�یں ارفنادی وطر رپ اور لم رک رتمّن ےس ڑپھ ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫درتس ظفلت‪ ،‬انمبس بل وہجہل اور اُاتر ڑچاھؤ عم اترثات اشلم ہ ی�۔‬ ‫ی‬
‫ ‪1 .‬مظن ڑپےنھ ےک اوصولں م ئ‬
‫ئ‬ ‫کس۔‬‫انس� ات ہک ہبلط فطل ادنوز وہ ی ن ظ‬
‫ل ےکاسھت ی‬ ‫ ‪2 .‬مظن وک رتمن اور َ‬
‫�‬ ‫�‬
‫ ‪3 .‬ہبلط یک رمع اور دیپسچل وک دم رظن رےتھک وہےئ اُن وک وھچیٹ وھچیٹ م�یں‪ ،‬ااعشر اور رصم ےع انُس ی� اور ان ےس مظن ےک وحاےل ےس‬
‫د�۔‬ ‫دنسپ�ی دیگ ےک ااہظر اک ومعق رضور ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ رحت ی�ر‪ ،‬امر رک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن ‪ ،‬وچبں ےک راسےل‪/‬اابخر و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫م دی یئگ مظن رتمن اور َ‬
‫ل ےک اسھت زابین ی‬
‫انُس�۔‬ ‫ ‪1 .‬ہبلط وک دجول ی‬

‫امون یمری ایھچ امون اہکں یئگ یھت؟‬ ‫امون یمری ایھچ امون ‬
‫رھپ ی‬
‫کا وہا؟‬ ‫ےتلچ ےتلچ یکچ ہپ رک یئگ یھت ‬
‫رھپ ی‬
‫کا وہا؟‬ ‫ ‬ ‫ٓااٹ �پ�یس�ا ی ‬
‫ک انب ی�ا‪ ،‬‬
‫رھپ ی‬
‫کا وہا؟‬ ‫ ‬ ‫گ وچاہ‪ ،‬‬
‫اھک یا‬
‫ک وک ‬ ‫ی‬
‫امون ڑبی دنگی امون‪ ،‬امون ڑبی دنگی امون‪،‬‬ ‫م‪ ،‬‬ ‫وچےہ وک اھکیئگ ی‬
‫ن‬
‫ک ہک مظن وغر ےس ی‬
‫س۔ ‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫ک۔‬ ‫ ‪3 .‬ہبلط وک مظن اےنپ اسھت ڑپےنھ اک ہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن‪1:‬‬
‫ئ‬
‫م دی یئگ مظن ’اہیھت‘ زابین انُس ی�۔‬‫ ‪1 .‬ہبلط وکدجول ی‬

‫امجتع ا ّول‬ ‫‪5‬‬

 ‫اہیھت‬
‫�دوھکی وچب! اہیھت آ ی�ا‬
‫م اانپ ہچب ال یا�‬ ‫اسھت ی‬
‫وھچیٹ وھچیٹ آوھکنں واال‪ ،‬ڑبے ڑبے اکونں واال‬
‫یت‬
‫د�ا ےہ بس وک یسر رک اات ےہ‬ ‫وج یھب پ ی�‬
‫�دوھکی وچب! اہیھت آ ی�ا‬
‫ ‪3 .‬اُاتسد‪/‬اُاتسین آگنہ اور َ‬
‫ل ےک اسھت مظن ڑپےھ۔‬
‫رک� اتہک ہبلط فطل ادنوز وہ ی‬
‫کس۔‬ ‫ل ےک اسھت ڑپےنھ اک ہ ی‬
‫ک اور اسھت اسھت یلمع اظمرہ ی‬ ‫ ‪ 4 .‬ہبلط وکیھب مظن آگنہ اور َ‬

‫رسرگیم ربمن ‪:۲‬‬

‫ی‬ ‫م دی یئگ مظن ڑپںیھ۔‬ ‫‪1‬ہبلط ےک اسےنم رتمن ےس دجول ی‬ ‫ ‪.‬‬
‫د� امہرا مہ وک پ ی�ارا‬ ‫ن‬
‫س۔‬ ‫ک ہک مظن وغر ےس ی‬ ‫‪2‬ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫مہ بس یک آوھکنں اک اترا‬
‫ک۔‬ ‫ہی‬
‫د� ہپ مہ رقابن‬ ‫اےنپ ی‬ ‫‪3‬ہبلط وک مظن اےنپ اسھت ڑپےنھ اک ت‬ ‫ ‪.‬‬
‫ی‬ ‫ک۔‬ ‫م ہبلط وک ی ہ� مظن اےنپ ی‬
‫اس�و ں ےک اسھت رتمّن ےس ڑپےنھ اک ہ ی‬ ‫‪ٓ 4‬ارخ ی‬ ‫ ‪.‬‬
‫اپاتسکن‬ ‫امہرا‬ ‫د�‬
‫اس یک وخیش آرام امہرا‬
‫اس ےک انم ےس انم امہر ا‬
‫اس یک اشن امہری اشن‬
‫اپاتسکن‬ ‫امہرا‬ ‫د�‬‫ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫نظ‬
‫کس ےگ۔ہبلط مظن وک ہن رصف‬ ‫� م�‬
‫�‬
‫ل ےک اسھت یں‪ ،‬ااعشر اور رصمےع نُس رک اینپ دنسپ اک ااہظر رک ی‬ ‫ی‬
‫رسرگموں ےک دعب ہبلط آگنہ اور َ‬ ‫ان‬
‫ت‬
‫کس ےگ ہکلب ی‬
‫اس�وں ےک اسھت لم رک ڑپےنھ ےس یھب وظحمظ وہ ں ےگ۔‬ ‫ارفنادی وطر رپ ڑپھ ی‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ہبلط ےس وپںیھچ‪:‬‬
‫یس‬ ‫�‬ ‫ک‬
‫ ‪ 1 .‬آپ وک مظن ‘اہیھت’ ی یگل؟‬
‫ک۔‬ ‫ ‪2 .‬ہبلط وک ڑپیھ یئگ مظن ‘اہیھت’ رتمّن ےس ڑپےنھ اک ہ ی‬
‫ ‪3 .‬ہبلط یک رحاکت اور رہچے ےک ات رثات اک اشمدہہ ی‬
‫رک�۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬ ‫ئ‬
‫آ�۔‬ ‫اھب�وں‪/‬دووتسں وک مظن ‘اہیھت’ ی‬
‫انُس� اور اُن ےس یئن مظن نُس رک ی‬ ‫رھگ اجرک نہب ی‬

‫‪6‬‬ ‫امجتع ا ّول‬

 ‫ن‬ ‫قبسربمن‬
‫اافلظ یک ادتبایئ آواز ی‬
‫دبت� رکےک یا� ظفل انبان‬ ‫‪2‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫دبت� رکےک ےئن ظفل انب ی‬
‫کس۔‬ ‫ ƒاافلظ یک ادتبایئ آواز ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫م ہبلط‬ ‫ھک ی‬ ‫ھک ی‬‫ماں ہ ی�‪ ،‬نج یک دمد ےس ی‬ ‫دبت� رک ےک ےئن اافلظ انبان دل یپسچ ےس رھب وُپر رسرگ ی‬ ‫‪1‬اافلظ یک ادتبایئ یا� آرخی آواز ی‬ ‫ ‪.‬‬
‫خ‬ ‫خ‬
‫م ااضہف رکیت ہ ی�۔‬‫ذ�رہ اافلظ ی‬
‫ماں ادتبایئ امجوتعں ےس یہ ہبلط ےک ی‬
‫غ‬ ‫ی‬ ‫رسرگ‬ ‫�ی‬ ‫ےہ۔‬ ‫اتکس‬ ‫اج‬ ‫ا‬ ‫ی‬
‫ک‬ ‫ااضہف‬ ‫م‬ ‫ذ�رہ اافلظ ی‬
‫ےک ی‬
‫و�رہ۔‬‫رات ی‬ ‫‪2‬اُاتسد‪/‬اُاتسین دنچ اافلظ ی‬
‫اباج‪ ،‬دادا‪ ،‬ئ‬ ‫�‪ :‬‬ ‫وبل ج ی‬ ‫ ‪.‬‬
‫م‪/‬ر‪/‬یک آواز‬ ‫م‪/‬دا‪/‬اوررات ی‬ ‫م‪/‬اب‪/‬یک آواز‪ ،‬دادا ی‬ ‫� اباج ی‬ ‫ی‬
‫رکوا�۔ ج ی‬ ‫ی‬
‫آواز� اذخ‬ ‫ابری ابری ہبلط ےس ان اافلظ ےک ادتبایئ‬ ‫‪ 3‬غ‬ ‫ ‪.‬‬
‫ی‬
‫و�رہ۔‬
‫ئ‬ ‫ئ‬
‫ونبا�۔‬ ‫ی‬
‫رکوا� اور ےئن اافلظ ی‬ ‫‪4‬ا ُاتسد‪/‬اُاتسین اس تمکح یلمع وک اانپ رک ہبلط ےس اافلظ یک ادتبایئ آواز ی‬
‫دبت�‬ ‫ ‪.‬‬
‫ئ‬ ‫ن‬
‫دبت� رکےک‪/‬ب‪/‬یک ٓاوازاگل رک ی�ا ظفل “ابت” ی‬
‫ونبا�۔‬ ‫م‪/‬ر یک ٓاواز وک ی‬ ‫�‪:‬ظفل “رات” ی‬ ‫‪ 5‬جی‬ ‫ ‪.‬‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ی‬
‫و�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪6 .‬اُاتسد‪/‬اُاتسین ہبلط ےک اسےنم ظفل “انان” ی‬
‫وبل۔‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ‪7 .‬ہبلط ےس اس ظفل یک یلہپ ٓاواز وپںیھچ‪ :‬ہبلط ےس ٓاواز‪/‬ان‪/‬اذخ‬
‫ن‬ ‫ ‪8 .‬اب ہبلط ےس وپںیھچ ہک ارگ “انان” یک یلہپ ٓاواز‪/‬ان‪/‬وک ی‬
‫دبت� رک ےک‪/‬اج‪/‬اگل د یا� اجےئ وت وکن اس ی�ا ظفل ےنب اگ؟ (اجان)‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن‪1:‬‬
‫ئ‬
‫د� اور دورسے رگوپ وک ‘م’ اک انم ی‬
‫د�۔‬ ‫۔ا� رگوپ وک ‘ج’ اک انم ی‬ ‫ ‪1 .‬ہبلط ےک دورگوپ ی‬
‫انب� ی‬
‫�‪:‬‬ ‫ذ� اافلظ یک ادتبایئ آواز وک یئن آواز ےس دبل رک ی‬
‫وبل۔ ج ی‬ ‫ ‪2 .‬اب رگوپ ‘ج’ ےس ہ ی‬
‫ک ہک وہ درج ی‬
‫ ˜ابیل۔ہنکمم وجاب‪ :‬اتیل‪ ،‬امیل‪ ،‬اٹیل‪ ،‬اجیل‬
‫ ˜وجڑا۔ہنکمم وجاب‪:‬وتڑا‪ ،‬ومڑا‪ ،‬وھچڑا‬
‫ ˜ اترے۔ ہنکمم وجاب‪ :‬اسرے‪ ،‬ابرے‪ ،‬امرے‬

‫امجتع ا ّول‬ ‫‪7‬‬

 ‫ذ� اافلظ یک ادتبایئ ٓاواز وک یئن ٓاواز ےس ی‬
‫دبت� ی‬
‫رک�۔‬ ‫ ‪3 .‬اب رگوپ ‘م’ درج ی‬
‫�‪:‬وم ر۔ہنکمم وجاب‪ :‬دور ‪ ،‬وچر‪ ،‬وشر‬
‫ ˜ جی‬
‫ ˜اجر۔ ہنکمم وجاب‪ :‬اکر‪ ،‬اہر‪ ،‬اپر‬
‫ ˜رن م۔ خہنکمم وجاب‪ :‬رگم‪ ،‬رھبم‪ ،‬رکم ئ‬
‫رھک ہک ہبلط ابینعم اافلظ ی‬
‫انب�۔‬ ‫�ال ی‬‫ ‪4 .‬اس ابت اک ی‬
‫ ‪5 .‬رگووپں ےک اکم وک ہ ی‬
‫رسا� اور انمبس رہ امنیئ ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫رھک۔‬‫ ‪1 .‬ہبلط ےک رگوپ رب رقار ی‬
‫د� نج یک ادتبایئ ٓاواز یک ی‬
‫دبت� ےس ےئن اافلظ ےتنب وہں۔‬ ‫ ‪2 .‬رہ رگوپ وک ی‬
‫ا� اافلظ ی‬
‫د�۔‬ ‫ل ‪۲‬ٹنم اک وتق ی‬ ‫وسےنچ ےک ی‬‫ ‪3 .‬ہبلط وک ت‬
‫ن‬
‫ ‪4 .‬اب دو ی�ا ی� وجڑوں ےس ےئن انبےئ ےئگ اافلظ وپںیھچ۔‬
‫ ‪5 .‬اافلظ انبےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫دبت� رکےکزم�ی د اافلظ انب ےتکس ہ ی�۔‬
‫ہبلط اافلظ یک ادتبایئ آواز وک اچہپےتن ہ ی� اور اُےس ےئن رحف اور اراکن ےس ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫آواز� ی‬
‫دبت� رکوا رک ےئن اافلظ ونبا�۔‬ ‫ی‬ ‫ ‪1 .‬اُاتسد‪/‬اُاتسین ہبلط ےس درج ی‬
‫ذ� اافلظ یک ادتبایئ‬
‫ر� ‪.1‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‪.2‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ‪ 2 .‬ی‬
‫ ‪3 .‬ابل ‪.1‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‪.2‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫دبت� رکےک اینپ اک پ ی�وں رپ ھکل رک ی‬
‫ال�۔‬ ‫آواز� ی‬
‫ی‬ ‫م وکیئ ےس دو اافلظ چ ی‬
‫وس� اور ان یک ادتبایئ‬ ‫رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪8‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫رحوف‪ ،‬اافلظ اور اسدہ ےلمج ی‬
‫د� رک انھکل‬ ‫‪3‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫د� رک ھکل ی‬
‫کس۔‬ ‫ ƒرحوف‪ ،‬اافلظ اور اسدہ ےلمج ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬ ‫ن ت‬
‫�ادی وطر رپ فلتخم ااکشل وہیت ہ ی� اور ان ولکشں‬
‫م یھکل اجےن وایل زابن ےہ۔ رحوف یک ب ی‬ ‫ƒاردو درالص رعیب رمسُ اطخل “�س� ن ت یق” ی‬
‫�‬‫عل‬ ‫ ‬
‫�‬
‫ا� مخ دار )‪ ،(Cursive‬تہب �پ�ی� چ�ی�دہ )‪ (Highly Complexed‬اور اسحس سفنِ ومضمن‬ ‫ےس فلتخم اافلظ ےتنب ہ ی�۔ طخِ س�عل�یق ی‬
‫ی‬
‫ذر� یھکل اجیت ےہ۔‬‫)‪ (Sensitive Context‬ہپ لمتشم رمس اطخل ےہ۔ �ی ا� زابن ےہ ئ وج رصف رحوف )‪ (Letters‬ےک ی‬
‫ذ� اوصل رضور ی‬
‫اتب�۔‬ ‫ل درج ی‬ ‫ƒااسذتہ رکام ہبلط وک اُر ُدو یک اھکلیئ ےک ی‬ ‫ ‬
‫ƒےتھکل وتق ےنھٹیب اک ادناز درتس وہ۔ ےتھکل وتق اکیپ انمبس افےلص رپ ی‬
‫رھک۔‬ ‫ ‬
‫پش‬ ‫ی‬
‫رک�۔‬‫� آےئ اس وک ےنھکل یک ابرابر قشم ی‬ ‫م آپ وک لکشم ی‬ ‫حص ےنھکل ی‬ ‫ƒسج ظفل وک‬ ‫ ‬
‫رک�‪ ،‬آہتسہ آہتسہ اور وخش طخ ںیھکل۔‬ ‫ƒےتھکل وتق دلجی تم ی‬ ‫ ‬
‫ƒروزاہن اپدنبی ےک اسھت قشم ی‬
‫رک�۔‬ ‫ ‬
‫�ال ی‬ ‫خ‬
‫رھک۔‬ ‫ƒرہ ظفل وک ےتھکل وتق اس یک انبوٹ اور رحوف ےک رسوں اک ی‬ ‫ ‬
‫� انمبس افہلص ی‬
‫رھک اور لک�‬ ‫ہ یش‬
‫ئ‬ ‫ںیھکل۔‬ ‫رپ‬ ‫�‬
‫ر‬ ‫ی‬ ‫ƒاافلظ ےک در ی‬
‫مان‬ ‫ ‬
‫ت‬ ‫پش‬
‫رک� اور ان اک انمبس لح یھب ی‬
‫اتب�۔‬ ‫� ی‬ ‫در� اسملئ رپ ابت چ ی‬
‫م ی‬ ‫ƒہبلط وک ےلمج ےنھکل ی‬ ‫ ‬

‫دوراہین‪105 :‬ٹنم‪/‬نیتریپڈی‬
‫ل‪ 1 ،‬پ ی�ر�ی �ڈ اافلظ ےنھکل اور ‪ 1‬پ ی�ر�ی �ڈ ےلمج ےنھکل ےک ی‬
‫ل)‬ ‫پی‬
‫(‪�1‬ر�ی �ڈ رحوف ےنھکل ےک ی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫شی ٹ‬
‫�‪ ،‬ڈرٹس‪/‬اھجڑن ی‬ ‫دریس اتکب اُر ُدو رباےئ امجتع ا ّول‪ ،‬اچرٹ‪ ،‬ہتختٔ ی‬
‫و�رہ۔‬ ‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ورک‬

‫اعترف‪5 :‬ٹنم‬
‫ذ� وساالت وپںیھچ۔‬ ‫ل درج ی‬ ‫م دیپسچل ڑباھےن ےک ی‬ ‫‪1‬ہبلط یک قبس ی‬ ‫ ‪.‬‬
‫م ‘ب’ ےنھکل اک ہ ی‬
‫ک۔‬ ‫ا� اطبل ملع‪/‬اطہبل وک وہا ی‬ ‫‪2‬یسک ی‬ ‫ ‪.‬‬
‫ک۔‬ ‫‪3‬دورسے اطبل ملع‪/‬اطہبل وک ‘ج’ ےنھکل اک ہ ی‬ ‫ ‪.‬‬
‫ک‬‫ی‬ ‫�‬‫س‬ ‫ئ‬
‫ی‬ ‫ھ�‬
‫‪4‬ہبلط وک اتب� ہک آج مہ رحوف‪ ،‬اافلظ اور اسدہ ےلمج انھکل ں ےگ۔‬ ‫ی‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫‪ 30‬ٹنم‬ ‫ ‬
‫رسرگیم ربمن ‪:۱‬‬

‫امجتع ا ّول‬ ‫‪9‬‬

 ‫رحوف ی‬
‫د� رک انھکل‬
‫رک�۔‬‫رحت�ر یک رطف وتمہج ی‬ ‫ ‪1 .‬ہبلط وک ہتختٔ ی‬
‫ک‬
‫ی‬ ‫�‬
‫ک ہک یمرے اہھت یک رطف د ھ�یں۔‬ ‫ ‪2 .‬اب ہبلط ےس ہ ی‬
‫ٹ‬ ‫ ‪“3 .‬ا” ھکل رک ہبلط ےس ہ ی‬
‫ک ہک وہ اینپ اکیپ‪ ،‬ئیتخت یا� سل� ی� رپ ایس رطح ںیھکل۔‬
‫ی‬
‫ی‬
‫درہا�۔‬ ‫ل ہ� رسرگیم‬ ‫ ‪4 .‬ابیق رحوف ےنھکل ےک ی‬
‫د� رک ےنھکل یک قشم رک ی� ےگ۔‬
‫زع��ز ہبلط! لک مہ ےن رحوف ےنھکل یک قشم یک یھت آج مہ اافلظ ی‬ ‫پ ی�ر�ی �ڈ ربمن ‪ :۲‬ی‬

‫‪ 35‬ٹنم‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ربمن ‪:۲‬‬

‫رسرگیم ‬
‫رحت�ر یک رطف وتمہج ی‬
‫رھک۔‬ ‫‪1‬ہبلط وک ہتخت ٔ ی‬ ‫ ‪.‬‬
‫ب‬ ‫ب‬ ‫س‬
‫م فلتخم رحوف و ئاراکن ںیھکل۔‬ ‫د� ےئگ اخونں ی‬ ‫‪2‬ہتختٔ ی‬
‫رحت�ر رپ ی‬ ‫ ‪.‬‬
‫م‬ ‫ل‬ ‫ق‬ ‫ک ہک نان رحوف وک الم رک اافلظ ی‬
‫انب� اور اسےنم‬ ‫‪3‬اب ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫ُ� ںیھکل۔‬ ‫ما ی‬ ‫د� ےئگ اخےن ی‬ ‫ی‬
‫ب‬ ‫ات‬ ‫ِ‬
‫ک‬
‫ک ہک ہتخت ی‬
‫رحت�ر رپ‬ ‫‪4‬رسرگیم لمکم وہےن ےک دعب دنچ ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫اافلظ ںیھکل۔‬
‫ت‬
‫د� وہےئ اینپ اکیپ رپ ےھکل وہےئ اافلظ درتس ںیھکل۔‬‫ک ہک ان اافلظ وک ی‬‫ ‪5 .‬اب ہبلط ےس ہ ی‬
‫د� رک ےنھکل یک قشم ی‬
‫رک� ےگ۔‬ ‫د� رک ےنھکل یک قشم یک یھت آج مہ اسدہ ےلمج ی‬ ‫پ ی�ر�ی �ڈ ربمن ‪ :۳‬ی‬
‫زع��ز ہبلط ! اس ےس ےلہپ مہ ےن رحوف اور اافلظ ی‬

‫‪ 25‬ٹنم‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ ‬ ‫ربمن ‪ :3‬‬ ‫رسرگیم ‬

‫ئ‬ ‫ت‬
‫� اکمل ی‬
‫انب�۔‬ ‫رحت�ر رپ ی ن‬
‫ ‪1 .‬ہتخت ٔ ی‬
‫اکمل ج‬ ‫اکمل ب‬ ‫اکمل افل‬
‫د� ےئگ اافلظ ںیھکل۔ ًالثم‪:‬‬
‫م ی‬ ‫ ‪ 2 .‬رہ اکمل ی‬
‫ڑپیتھ ےہ‬ ‫اتکب‬
‫د� ےئگ اافلظ یک دمد ےس ےلمج لمکم رکےک ںیھکل۔‬‫ک ہک ی‬ ‫ ‪3 .‬ہبلط ےس ہ ی‬
‫رکیت ےہ‬ ‫قبس ی�اد‬
‫اعہشئ‬ ‫ ˜اعہشئ اتکب ڑپیتھ ےہ۔‬
‫اھکیت ےہ‬ ‫اھکان‬
‫دوھیت ےہ‬ ‫ڑپکے‬ ‫ ˜_____________________‬
‫ ˜_____________________‬
‫_____________________‬
‫ئ‬ ‫ ˜‬
‫ی‬
‫وھکلا�۔‬ ‫ ‪4 .‬ہبلط ےس ی ہ� ےلمج اینپ پ ی‬
‫اک�وں رپ‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م ےنھکل ےک اقلب وہ ےئگ ہ ی�۔‬‫رسرگموں ےک دعب ہبلط رحوف‪ ،‬اافلظ اور ےلمج اُاتسد‪/‬اُاتسین یک رہ امنیئ ی‬
‫ی‬ ‫در ج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک‬ ‫رحت�ر رپ ںیھکل اور امتم ہبلط ےس اس یک لقن رکےن وک ہ ی‬
‫ذ� اافلظ ہتختٔ ی‬‫ ‪1 .‬درج ی‬
‫ ˜ج۔ ص۔ھج۔وٹ۔�ی ‪ ،‬اک‪ ،،‬رہش‪ ،‬اگؤں‪ ،‬یمرا‪�،‬ی یمرا اگؤں ےہ۔ �ی یمرا رہش ےہ۔‬
‫�یک‬
‫ک ہبلط ےن رحوف‪ ،‬اافلظ اور ےلمج لقن رکےک انھکل ی‬
‫س ی‬
‫لا ےہ؟‬ ‫م امتم ہبلط اک اکم د ھ�یں ہک ی ا‬ ‫ ‪ 2 .‬آرخ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ا� ہلمج ھکل رک ی‬
‫ال�۔‬ ‫ا� ی‬
‫امتم ہبلط رھگ ےساپچن رحوف‪ ،‬دو اافلظ اور ی‬

‫‪10‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫مہ آواز اافلظ انبان‬ ‫‪4‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒمہ آواز اافلظ انب ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫غ‬
‫ی‬
‫�‪ :‬اکن‪ ،‬اشن‪ ،‬انن‪ ،‬اپن‪ ،‬و�رہ۔‬‫� آواز واےل وہں۔ ج ی‬ ‫ا� ج ی‬ ‫م رحوف ی‬ ‫ƒمہ آواز اافلظ وہ وہےت ہ ی�‪ ،‬نج ےک آرخ ی‬
‫ئ‬ ‫ ‬
‫د�۔‬ ‫ی‬ ‫ی‬
‫ƒہبلط وک مہ آواز اافلظ یک قشم رکوا� اور روز رمہ وبل اچل م اامعتسل وہےن واےل اافلظ یک اثمل ی‬
‫ی‬ ‫ ‬
‫خ‬
‫س اجےت ہ ی�۔‬ ‫م ااضہف وہات ےہ اور وہ ےئن اافلظ انبان ی‬ ‫ذ�رہ اافلظ ی‬
‫ƒمہ آواز اافلظ ےس ہبلط ےک ی‬ ‫ ‬
‫ن‬
‫ل مہ آواز اافلظ س�یکھ��ا آاسن وہات ےہ۔‬ ‫ƒرعشی ذوق رےنھک واےل ہبلط ےک ی‬ ‫ ‬
‫ت‬ ‫ن‬
‫م دل یپسچ یل ہ ی�۔‬ ‫ƒہبلط مہ آواز اافلظ س�یکھ�ے ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ی‬
‫و�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ا� امےن”۔‬
‫ا� اجےن رہ ی‬ ‫وبل “رہ ی‬‫ ‪1 .‬ااتسد‪/‬ااتسین �ی ہلمج ی‬
‫ئ‬
‫م مہ آواز اافلظ یک اچہپن رک ےک ی‬
‫اتب�۔‬ ‫ک ہک اس ےلمج ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫ئ‬
‫�‪“ :‬اجےن‪ ،‬امےن”‬ ‫ی‬
‫درہا�۔ ج ی‬ ‫ ‪3 .‬ہبلط ےک اتبےن ےک دعب وخد یھب مہ آواز اافلظ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫د� نج رپدرج ی‬
‫ذ� اافلظ ےھکل وہں۔‬ ‫ا� اکرڈ ی‬
‫ا� ی‬
‫ ‪1 .‬اپچن ہبلط وک ی‬

‫روات‬ ‫اھکےئ‬ ‫دام‬ ‫وجڑ‬ ‫ابیل‬

‫ئ‬
‫ ‪2 .‬اب ہبلط ےس ہ ی‬
‫ک ہک وہ اکرڈ رپ اھکل وہا ظفل ڑپںیھ اور ابیق ہبلط اُس ےک مہ ٓاواز اافلظ انب�۔‬
‫ی‬

‫ئ‬ ‫�‪ :‬ابیل‪ ،‬اجیل‬

‫ ‪ 3 .‬ج ی‬
‫ی‬
‫ی‬
‫درہا�۔‬ ‫ل یھب ہ� رسرگیم‬‫ ‪4 .‬ابیق اکرڈز ےک ی‬
‫ت‬
‫د� وہےئ مہ آواز اافلظ انبےن یک قشم اجری ی‬
‫رھک۔‬ ‫ ‪ 5 .‬ہبلط وک اشابش ی‬

‫امجتع ا ّول‬ ‫‪11‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬
‫ئ‬
‫انب�۔‬ ‫وبل اور ان ےس ہ ی‬
‫ک ہک ان ےک مہ آواز اافلظ ی‬ ‫ا� ظفل ی‬
‫ا� رگوپ ےک اسےنم ی‬
‫ ‪ 2 .‬ی‬
‫�‪ :‬کلف۔ ہنکمم وجاابت‪ :‬کمچ۔ کمن۔ دکم‬ ‫ ˜ جی‬
‫ہ‬
‫ ‪3 .‬دورسے رگوپ وک وکیئ اور ظفل وبل رک اس ےک مہ آواز اافلظ انبےن اک ی‬
‫ک۔‬
‫ئ‬ ‫�‪ :‬وشر۔ ہنکمم وجاابت‪:‬دور۔ ومر۔ اور‬ ‫ ˜ جی‬
‫ی‬
‫رکوا�۔‬ ‫رک� اور ہبلط وک قشم‬
‫ ‪4 .‬اُاتسد‪/‬اُاتسین اینپ رط ف ےس اافلظ اک ااختنب ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫رسرگموں یک ااجنم دیہ ےس مہ آواز اافلظ انبےن ےک اقلب وہےئگ ہ ی�۔‬
‫ی‬ ‫ہبلط اس رطح یک‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ت‬
‫�‪:‬‬ ‫ی‬ ‫ہ‬ ‫ن‬ ‫ی‬ ‫ ‪1 .‬اُاتسد‪/‬اُاتسین رمکا امجتع ی‬
‫م ظفل “ ی�اد” وبل رک ہبلط ےس اس ےک � مہ آواز اافلظ انبےن اک ک ج ی‬ ‫غ‬
‫ی‬
‫ ˜ ی�اد۔ اشد۔ الد و�رہ۔‬
‫ ‪2 .‬مہ ٓاواز اافلظ انبےن رپ ہبلط یک وح ہلص ازفایئ ی‬
‫رک�۔‬

‫قشم‪2 :‬ٹنم‬
‫پش‬
‫� ی‬
‫رک�۔‬ ‫م ی‬‫رھگ ےس وکیئ یھب اچر مہ آواز اافلظ انب رک رمکا امجتع ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪12‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اِمس یک اچہپن رکان‬ ‫‪5‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاِمس یک اچہپن رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫غ‬
‫ی‬
‫۔�‪ :‬یلع‪ ِ ،‬ب�‪ ،‬رُمیغ‪ ،‬ابزار‪ ،‬اتکب‪ ،‬اعہشئ و�رہ۔‬ ‫� ےک انم وک اظرہ ی‬
‫رک� ج ی‬ ‫ ƒاِمس‪ :‬امس وہ ہملک ےہ وج یسک صخش اجونر‪ ،‬ہگج یا� چ ی �ز‬
‫��زوں ےک انم اتب ےتکس ہ ی�۔‬ ‫ ƒہبلط اےنپ اردرگد ےک اموحل ےس چ ی‬
‫م وساالت‬‫��زوں ےک انم یھب اجےتن ہ ی�۔ ذٰہلا اُن ےس اموحل اور رےتش داروں ےک انومں ےک ابرے ی‬ ‫ ƒرھگ ےک ارفاد‪ ،‬رےتش داروں اور چ ی‬
‫وپںیھچ۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈڑس‪/‬اھجڑن‪ ،‬ولھپں اک اچرٹ‪ ،‬ی‬
‫وصت�ری اکرڈز و�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫غ‬
‫ی‬ ‫�ز‬ ‫م وموجد چ ی‬ ‫‪1‬ہبلط ےس ابری ابری رمکا امجتع ی‬
‫‪:‬رکیس‪ ،‬یم‪ ،‬اھکنپ‪ ،‬ڑھکیک‪ ،‬دروازہ و�رہ۔‬
‫غ‬ ‫�‬ ‫��زوں ےک انم نوپںیھچ۔ ج ی‬ ‫ ‪.‬‬
‫�‬
‫ز�دہ‪ ،‬رف�ی دہ ی‬
‫و�رہ۔‬ ‫ی‬ ‫وحد‪ ،‬اشدہ‪� ،‬یلم‪ ،‬ب‬ ‫�‪:‬رمعان‪ ،‬ی‬ ‫‪2‬دنچ ہبلط ےس اُن ےک انم وپںیھچ۔ ج ی‬ ‫ ‪.‬‬
‫غ‬
‫و�رہ۔‬ ‫ا� آابد‪ ،‬وکاہٹ‪ ،‬الوہر ی‬‫ک۔ ج�‪:‬اشپور‪ ،‬ی ب ٹ‬ ‫‪3‬ہبلط ےس یسک ہگج اک انم اتبےن وک ہ ی‬ ‫ ‪.‬‬
‫ی‬ ‫ئ‬
‫� یا� صخش ےک انم وک امس ےتہک ہ ی�۔‬ ‫‪4‬اب ہبلط وک اتب ی� ہک �ی بس انم ہ ی� اور یسک ہگج‪ ،‬چ ی �ز‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬ ‫ت‬
‫ی‬ ‫ی‬ ‫ن‬ ‫ی‬
‫غ‬ ‫ ‪1 .‬ہبلط وک � رگووپں م � ی ئ‬
‫رک�۔‬
‫�‪ :‬آم‪ ،‬اماٹل‪ ،‬یکا‪ ،‬اانر‪ ،‬اوگنر ی‬
‫و�رہ‬ ‫اصتو�ر ی‬
‫انب�۔ ج ی‬ ‫ی‬ ‫ ‪2 .‬ہتختٔ ی‬
‫رحت�ر رپ دنچ ولھپں یک‬
‫ئ‬
‫اتب�۔‬‫��زوں ےک انم وسچ رکرگووپں وک ی‬ ‫ک ہک ان چ ی‬ ‫ ‪3 .‬ہبلط ےس ہ ی‬
‫د�۔‬‫ل ہبلط وک ‪ ۵‬ٹنم اکوتق ی‬ ‫ ‪4 .‬اس رسرگیم ےک ی‬
‫وصت�روں ےک انم وپھچ رک ہتخت ٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪5 .‬ہبلط ےس ئ ی‬
‫اتب� ہک امتم ولھپں ےک انم امس ہ ی�۔‬
‫ ‪6 .‬ہبلط وک ی‬

‫امجتع ا ّول‬ ‫‪13‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫‪1‬ہبلط ےک رگوپ ربرقار ی‬
‫رھک۔‬ ‫ ‪.‬‬
‫ئ‬
‫ی‬
‫اتب�۔‬ ‫ہی‬
‫ا� رگوپ ےس ک ہک “م” ےس رشوع وہےن واےل وکیئ ےس اچر انم وسچ رک ئ‬ ‫‪ 2‬ی‬ ‫ ‪.‬‬
‫م وموجد اچر چ ی‬
‫��زوں ےک انم وس چ رک ی‬
‫اتب�۔‬ ‫ک ہک اےنپا وکسل ی‬ ‫‪3‬دورسے رگوپ ےس ہ ی‬ ‫ ‪.‬‬
‫ت‬
‫ک۔‬ ‫�رے رگوپ وک اچر وہگجں ےک انم وس ےنچ اک ہ ی‬‫‪ 4‬ی‬ ‫ ‪.‬‬
‫د�۔‬ ‫ل ‪ ۵‬ٹنم اکوتق ی‬‫ ‪5 .‬رگووپں وک وسےنچ ےک ی‬
‫ ‪6 .‬رہ رگوپ وک چ ی‬
‫��زوں‪ ،‬وہگجں اور ااخش ص ےک انم اتبےن اک ومعق ی‬
‫د�۔‬
‫ ‪7 .‬اُاتسد‪/‬اُاتسین ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫س ےکچ ہ ی� اور�ی ھجمس ےئگ ہ ی� ہک �ی بس اِمس الہکےت ہ ی�۔‬ ‫ہبلط اےنپ ارد رگد ےک اموحل ےس چ ی‬
‫��زوں‪ ،‬وہگجں اور ااخشص ےک انم اتب ان ی‬
‫ئ�‬ ‫ ‪8 .‬‬
‫اج��زہ‪/‬اجچن‪5 :‬ٹنم‬
‫د� ےئگ ےلمج ہتختٔ ی‬ ‫ ‪1 .‬دجول ی‬
‫ےلمج‪:‬‬ ‫رحت�ر رپ ںیھکل۔ ئ‬ ‫م ی‬
‫ک ت‬ ‫ ‪2 .‬ہبلط ےس ان ولمجں ی‬
‫ ƒابعس ھ�یل��ا ےہ۔‬ ‫م وموجد امس یک اچہپن رک�و� یا�۔‬
‫ٹ‬ ‫�ز‬
‫ ƒ یم رپ تم �ب� ی�ھو۔‬ ‫رسا� اور ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪3 .‬درتس وجاب وک ہ ی‬
‫ ƒاشپور وخب وصرت رہش ےہ۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬
‫رکال�۔‬ ‫ہبلط رھگ ےس زم�ی د ی ن‬
‫� امس اینپ اکیپ رپ ھکل‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪14‬‬ ‫امجتع ا ّول‬

 ‫ق‬ ‫ٹ‬
‫لسنپ‪ ،‬اکیپ‪ ،‬سل� ی� یا� یتخت اور اتکب وک درتس رط�ی‬ ‫قبسربمن‬
‫ےس ڑکپ ان‬ ‫‪6‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ق‬ ‫ٹ‬
‫رط� ےس ڑکپ ی‬
‫کس۔‬ ‫ ƒلسنپ‪ ،‬اکیپ‪ ،‬سل� ی� یا� یتخت اور اتکب وک درتس ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬ ‫ت س�یک ت‬
‫ی‬ ‫ہ‬ ‫ہ‬
‫وہیت ےہ۔‬‫ڑبی وخیش ئ‬ ‫اہمر� ھ�ے ی� وت ا�‬ ‫ی‬ ‫ہبلط وھچیٹ وھچیٹ‬
‫ ƒبج ت‬
‫ت یق ن‬ ‫ت‬
‫کس۔‬‫� انب ی�ا اج ی‬ ‫ومشل وک ی‬ ‫رت� دی ی‬
‫اج� ات ہک ہبلط یک ی‬ ‫ماں ی ب‬‫ل دل پسچ رسرگ ی‬ ‫ی‬
‫اہمر� اھکسےن ےک ی‬ ‫ ƒ�ی‬
‫ت‬ ‫ی ت‬ ‫ت‬
‫رت� ی‬
‫د� اور‬ ‫ارفناد� ےک احلم ہبلط وہ ےت ہ ی� ذٰہلا اُن یک ارفناد� وک دم رظن رےتھک وہےئ رسرگ ی‬
‫ماں ی ب‬ ‫ی‬ ‫م فلتخم‬ ‫ ƒرمکا امجتع ی‬
‫ئ‬
‫د�۔‬ ‫اب� اہھت ےس ےنھکل واےل ہبلط وک اخص وتہج ی‬‫ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫ٹ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬لسنپ‪ ،‬یتخت‪ ،‬اتکب‪ ،‬اکیپ‪ ،‬سل� ی�‪ ،‬و�رہ‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ا� اطبل ملع‪/‬اطہبل وک لسنپ ڑکپ ےن اک ہ ی‬
‫ک۔‬ ‫م یسک ی‬ ‫ ‪ 1 .‬رمکا امجتع ی‬
‫ک۔‬ ‫ ‪2 .‬یسک دورسے اطبل ملع‪/‬اطہبل وک اتکب وھکےنل اک ہ ی‬
‫ک اور االگ ہحفص ربمن وپںیھچ۔‬ ‫ ‪3 .‬اُس ےس ورق اُاٹل ےن اک ہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک دو رگووپں ی‬
‫ٹ‬
‫د�۔‬‫‪ 2‬دوونں رگووپں ےک اسےنم لسنپ‪ ،‬یتخت‪ ،‬سل� ی�‪ ،‬اکیپ اور اتکب رھک ی‬ ‫ ‪.‬‬
‫ئ‬ ‫‪3‬اُاتسد‪/‬اُاتسین ہبلط ےک اسےنم اتکب وھکےنل اک یلمع اظمرہ ہ ی‬
‫رک�۔‬ ‫ ‪.‬‬
‫ٹ سل� ی� ٹ‬
‫ئ‬ ‫۔‬ ‫ی‬
‫اھکس�‬ ‫یقہ‬ ‫�‬ ‫رط‬ ‫درتس‬ ‫اک‬ ‫ےن‬ ‫ڑکپ‬ ‫یتخت‬ ‫اور‬ ‫ی‬ ‫‪4‬رھپ اس ےک دعب لسنپ‪ ،‬سل� ی�‪،‬‬ ‫ ‪.‬‬
‫ق‬ ‫ٹ‬
‫ی‬
‫رکوا�۔‬ ‫ی‬
‫رط� ےس ڑکپےن اک یلمع اظمرہہ‬ ‫‪5‬ےلہپ رگوپ ےس اتکب ‪ ،‬اکیپ اور سل� ی� اور دورسے رگوپ ےس لسنپ ‪ ،‬یتخت درتس‬ ‫ ‪.‬‬
‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ ‪1 .‬دوونں رگووپں ےک ہبلط وک اسےنم ی‬
‫اھٹب�۔‬

‫امجتع ا ّول‬ ‫‪15‬‬

 ‫ٹ‬
‫رھک۔‬ ‫ ‪2 .‬اسےنم یم�ز رپ لسنپ‪ ،‬اتکب‪ ،‬اکیپ‪ ،‬یتخت‪ ،‬سل� ٹی� اور سل� ی�ی ی‬
‫�یک‬ ‫ق‬
‫ڑکپ� اور دورسے ہبلط وغر ےس د ھ�یں۔‬ ‫رط� ےس لسنپ وک ی‬ ‫ی‬ ‫ک ہک وہ درتس‬ ‫ا� اطبل ملع‪/‬اطہبل ےس ہ ی‬ ‫ ‪3 .‬اب رگوپ ‘افل’ ےک ی‬
‫رک�۔‬ ‫اُاتسد‪/‬اُاتسین اس دوران ہبلط یک انمبس رہ امنیئ ی‬
‫م اُاتسد‪/‬اُاتسین رہ امنیئ‬ ‫ا� اطبل ملع‪/‬اطہبل وک اتکب ڑکپےن ہ ی‬
‫اکک۔ اتکب وک درتس ڑکپ ےن ی‬ ‫م ےس یسک ی‬ ‫ ‪ 4 .‬رگوپ ‘ب’ ےک ہبلط ی‬

‫ئ‬ ‫ی‬
‫رک�۔‬
‫ٹ‬
‫ی‬
‫درہا�۔‬ ‫اطبل ملع‪/‬اطہبل ےس لسنپ‪ ،‬اتکب‪ ،‬اکیپ‪ ،‬سل� ی� اور یتخت ڑکپےن یک قشم وک‬
‫ ‪5 .‬ایس رطح ابری ابری رہ ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ‪6 .‬بس ہبلط ےس یلمع اکم‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ق‬ ‫ٹ‬
‫رط� ےس ڑکپ ی‬
‫کس۔‬ ‫ی‬ ‫ی‬
‫رسرگموں ےک دعب ہبلط اس اقلب وہںےگ ہک وہ لسنپ‪ ،‬اکیپ‪ ،‬اتکب‪ ،‬سل� ی� اور یتخت وک درتس‬ ‫ان‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ق‬ ‫ٹ‬
‫ی‬
‫رکوا�۔‬ ‫ی‬
‫رط� ےس ڑکپ ےن اکیلمع اظمرہہ‬ ‫ا� ہبلط وک اسےنم البرک لسنپ‪ ،‬اکیپ‪ ،‬اتکب‪ ،‬سل� ی� اور یتخت درتس‬
‫ ‪1 .‬دنچ ی‬
‫د�۔‬‫ ‪2 .‬درتس اظمرہہ رکےن رپ ہبلط وک اشابش ی‬

‫قشم‪2 :‬ٹنم‬
‫ق‬ ‫ٹ‬ ‫رھگ اجرک�و� ی ن‬
‫رط� ےس ڑکپےن یک ابرابر قشم ی‬
‫رک�۔‬ ‫ی‬ ‫م لسنپ‪ ،‬اکیپ‪ ،‬اتکب‪ ،‬سل� ی� اور یتخت وکدرتس‬‫ادل�‪/‬رس رپ تس یک رہ امنیئ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪16‬‬ ‫امجتع ا ّول‬

‫ہنیہم‬

‫‪4‬‬

‫امجتع ا ّول‬ ‫‪17‬‬

‫‪18‬‬ ‫امجتع ا ّول‬
 ‫ن‬ ‫قبسربمن‬
‫اافلظ یک آرخی آواز ی‬
‫دبت� رکےک یا� ظفل انبان‬ ‫‪7‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫دبت� رکےک ےئن ظفل انب ی‬
‫کس۔‬ ‫ ƒاافلظ یک آرخی آواز ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خ‬
‫رک�۔‬‫م ااضہف ی‬ ‫ذ�رہ اافلظ ی‬
‫ƒادتبایئ امجوتعں ےس ہبلط ےک ی‬ ‫ ‬
‫خ‬
‫م ہبلط ےک ی‬
‫ذ�رہ‬ ‫ھک ی‬ ‫ماں ہ ی�‪ ،‬نج یک دمد ےس ی‬
‫ھک ی‬ ‫دبت� رکےک ےئن اافلظ انبان دپسچل رسرگ ی‬‫ƒاافلظ یک ادتبایئ یا� آرخی آواز ی‬ ‫ ‬
‫م ااضہف ی ا‬
‫ک اتکس ےہ۔‬ ‫اافلظ ی‬
‫غ‬
‫�‪ :‬رااج۔ آم۔ اصف۔ ونط ی‬
‫و�رہ‬ ‫ƒاُاتسد‪/‬اُاتسین دنچ اافلظ ی‬
‫وبل۔ ج ی‬
‫ئ‬ ‫ ‬
‫م‪/‬ف‪/‬ونط‬ ‫م‪/‬م‪/‬اصف ی‬ ‫م‪/‬اج‪/‬آم ی‬ ‫�‪ :‬رااج ی‬ ‫رکوا�۔ ج ی‬ ‫ی‬ ‫ی‬
‫آواز� اَذخ‬ ‫ƒابری ابری ہبلط ےس غان اافلظ ےک آرخی رحوف یک‬ ‫ ‬
‫م‪/‬ن‪/‬یک آواز ی‬
‫و�رہ‬ ‫ی‬
‫غ‬ ‫ئ‬
‫و�رہ۔‬‫�‪:‬ابت ےس ابپ ی‬ ‫ƒ اِیس تمکح یلمع وک اانپ رک ہبلط ےس ےئن اافلظ ی‬
‫ونبا�۔ ج ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ی‬
‫و�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬اُاتسد‪/‬اُاتسین ظفل “السم” ی‬
‫وبل۔‬
‫ ‪2 .‬ہبلط ےس اس ظفل یک آرخی آواز وپںیھچ۔‬
‫ ‪3 .‬ہبلط اک وجاب‪/‬م‪/‬وہان ہ ی‬
‫اچ�۔‬
‫ن‬ ‫ی‬
‫آواز‪/‬م‪/‬دبت� رکےک‪/‬د‪/‬اگل یئ اجےئ وت وکن اس ی�ا ظفل ےنب ئاگ؟ (السد)‬ ‫ ‪4 .‬اب ہبلط ےس وپںیھچ ہک ارگ “السم” یک آرخی‬
‫ن‬
‫�اد انبےت وہےئ ہبلط وک رسرگیم یک رطف ےل رک ی‬
‫اج�۔‬ ‫رک� اور اس وک ب ی‬
‫م ادا ی‬‫ ‪5 .‬رھپ ویہ ظفل درتس بل وےجہل ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬
‫ا� رگوپ وک “ت” اک انم ی‬
‫د�۔‬ ‫ ‪ 2 .‬ی‬
‫ ‪3 .‬دورسے رگوپ وک “ش” اک انم ی‬
‫د�۔‬

‫امجتع ا ّول‬ ‫‪19‬‬

 ‫�‪:‬‬ ‫ذ� اافلظ یک آرخی آواز وک یئن آواز ےس دبل رک ی‬
‫وبل۔ ج ی‬ ‫ ‪4 .‬اَب رگوپ “ت” ےس ہ ی‬
‫ک ہک وہ درج ی‬

‫ئ‬ ‫ابل‪،‬ابر‪ ،‬ابز‪،‬ابغ‬ ‫ ˜ابت ےس ابب‪ ،‬‬

‫ن‬ ‫ذ� اافلظ یک آرخی آواز وک ی‬
‫ ‪5 .‬اب رگوپ “ش”ےس درج ی‬
‫دبت� رکےک یا� ظفل ی‬
‫ونبا�۔ ج ی‬
‫�‪:‬‬
‫اگان ےس اگات‬ ‫انم ےس انن‪ ،‬ئ‬ ‫ ˜اجگ ےس اجل‪ ،‬‬
‫�ال ی‬ ‫خ‬
‫رھک ہک ہبلط ابینعم اافلظ ی‬
‫انب�۔‬ ‫ ‪6 .‬اس ابت اک ی‬
‫ ‪7 .‬ہبلط ےک اکم وک رسا ہ ی� اور وبتقِ رضورت انمبس رہ امنیئ ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬
‫د� نج ےک آرخی آواز یک ی‬
‫دبت� ےس ےئن اافلظ ےتنب وہ۔ وس ےئ‪ ،‬اجل‬ ‫ا� اافلظ ی‬ ‫ ‪2 .‬رہ رگوپ وک دو دو ی‬
‫ل ھچک وتق ی‬
‫د�۔‬ ‫ ‪3 .‬ہبلط وک وسےنچ ےک ی‬
‫ ‪4 .‬اب رہ رگوپ ےس ےئن انبےئ ےئگ اافلظ وپںیھچ۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫نت‬
‫ہ‬ ‫ی‬
‫� م ہبلط اافلظ یک آرخی آواز اچہپےتن وہےئ ےئن اافلظ انب ےتکس ی�۔‬ ‫ی‬
‫رسرگموں ےک ی ج‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫آواز� ی‬
‫دبت� رکوا رک دو ےئن اافلظ ونبا�۔‬ ‫ی‬ ‫ ‪1 .‬ہبلط ےس درج ی‬
‫ذ� اافلظ یک آرخی‬
‫غ‬
‫و�رہ)‬‫ی‬
‫ہنکمم وجاابت (اشم‪ ،‬اشل‪ ،‬اشن غ‬ ‫ ˜اشد ‪.1‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ‪.2‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ‬
‫ہنکمم وجاابت (ومر‪ ،‬ومج‪ ،‬ومت ی‬
‫و�رہ)‬ ‫ ˜ومم‪.1‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ‪.2‬۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫آواز� ی‬
‫دبت� رکےک ےئن اافلظ ی‬
‫انب�۔‬ ‫ی‬ ‫ک ہک وہ اینپ رطف ےس وکیئ ےس ی ن‬
‫� اافلظ ںیھکل اور اُن یک آرخی‬ ‫ہبلط ےس ہ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪20‬‬ ‫امجتع ا ّول‬

 ‫غ‬ ‫پش‬
‫و�رہ) یک ی‬
‫دبت� ےس اافلظ وک‬ ‫ز�ر ی‬
‫�‪ ،‬زرب‪ ،‬ی‬‫رحاکت ( ی‬ ‫قبسربمن‬
‫ُدرتس ظفلت ےس ڑپانھ‬ ‫‪8‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫غ‬ ‫پش‬
‫دبت� ےس اافلظ وک درتس َ�تلفُّ ظ� ےس ڑپھ ی‬
‫کس۔‬ ‫ی‬ ‫یک‬ ‫رہ)‬ ‫ی‬
‫و�‬ ‫ر‬ ‫ی‬
‫ز�‬ ‫زرب‪،‬‬ ‫‪،‬‬‫�‬‫ ƒرحاکت( ی‬
‫ُُ‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ٹ‬ ‫ت ظ‬
‫� اور درتس وبےنل‬ ‫م اافلظ یک درتس ادایئ ازدح رضوری ےہ۔ اافلظ وک ی‬ ‫ورحت�ر ی‬
‫ی‬ ‫درتس ادایئ َ�لفُّ� الہکات نےہ۔ ی‬
‫رقت�ر‬ ‫ ƒ یسک ظفل یک ت‬
‫ہ‬ ‫ی‬ ‫ہ‬
‫العم اگل یئ اجیت ی� اِ� “ارعاب” ےتہک ی�۔‬ ‫ل وج ی‬ ‫ےک ی‬
‫ی ت‬
‫ ˜اجہ‪ :‬رحوف یک آواز اور ان یک رحاکت وانکست وک اجہ ےتہک ہ ی�۔ درتس اجہ ےک ی‬
‫ل ارعاب اک اجانن اہن� رضوری ےہ۔‬
‫ہی ت‬ ‫پش‬
‫ا� ہمّلسم ےہ۔ وظفلں یک ادایئ ان ےک ونعمں وک یھب‬ ‫م ان یک‬‫� وک رحتک ےتہک ہ ی�۔ ارعاب اگلےن ی‬ ‫‪-‬ز�ر‪ ،‬ی‬
‫ ˜رحتک‪ :‬زرب ی‬
‫ل اُن رپ ارعاب اگلان تہب رضوری ےہ۔‬ ‫دبت� رکیت ہ ی� اس ی‬ ‫ی‬
‫‪ .2‬اعمَل‪ ،‬اعمِل‬ ‫�‪ .1:‬وَہا‪ ُ ،‬ہ و‬
‫�ا ‬ ‫ ˜ جی‬
‫اورپ اگلیئ اجیت ےہ۔ سج رحف رپ زرب وہا ےس وتفمح ےتہک ہ ی�۔‬ ‫ƒزرب یا� ہحتف ( ‪� :) َ-‬ی العتم رحف ےک ن‬ ‫ ‬
‫ز�ر وہ اےس وسکمر ےتہک ہ ی�۔‬ ‫� اگلیئ اجیت ےہ۔ سج رحف رپ ی‬ ‫ز�ر یا� رسکا ( ‪� :) ِ-‬ی العتم رحف ےک ی چ‬ ‫ƒ ی‬ ‫ ‬
‫پش‬ ‫پش‬
‫۔‬ ‫�‬ ‫ی‬ ‫� وہ اےس ومضمم ےتہک ہ‬ ‫� یا� ہمض ( ُ‪� :)-‬ی العتم رحف ےک اورپ اگلیئ اجیت ےہ۔ سج رحف رپ ی‬ ‫ƒ ی‬ ‫ ‬
‫غ‬
‫� اافتًاق‪ ،‬اغًابل‪ً ،‬الثم ی‬
‫و�رہ۔‬ ‫م ونن یک آواز اشلم وہ اجیت ےہ۔ ج ی‬ ‫ونت� وہ۔ اس ی‬ ‫ونت� ( ً‪ :)/ٍ/‬سج رحوف رپ ی ن‬ ‫ƒ ین‬ ‫ ‬
‫ا� دہعف اھکل اجاتےہ۔ ًالثم‪ :‬ایمّ‬‫ل ی‬ ‫ƒدشت�ی د یا� دش ( ‪ :) ّ-‬سج رحف رپ دشت�ی د وہ اُےس دشمد ےتہک ہ ی� اور اےس دو رمہبت ڑپاھ اجاتےہ ی ن‬
‫غ‬ ‫ ‬
‫ی‬
‫(ام‪+‬یم)‪ ،‬ہّچب (چب‪+‬ہچ) و�رہ۔‬
‫�‬ ‫رحف ےک اسھت الم رک ڑپےتھ ہ ی� ج ی‬ ‫ƒزجم ی�ا قوکسن ( ْ‪ :) ۸/‬سج رحف رپ �ی العتم وہا س یک آواز اسنک وہیت ےہ اور اےس ےلہپ ن‬ ‫ ‬
‫ہ‬ ‫ت‬ ‫ت‬
‫ی‬
‫ل اس رپ زجم اگلےن یک رضورت � وہیت۔‬ ‫)(م)۔ اُر ُدو اک آرخی رحف اسنک وہات ےہ اس ی‬ ‫(� َ‬ ‫ق ِ ْسمَ� ِ ْ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب اُردو رباےئ امجتع ا ّول‪ ،‬اچرٹ‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬اافلظ ےک اکرڈز و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ذ� وساالت وپںیھچ‪:‬‬‫ل درج ی‬‫م دیپسچل ڑباھےن ےک ی‬ ‫ہبلط یک قبس ی‬
‫رحت�ر رپ درتس ا ِ رعاب ےک اسھت درج ی‬
‫ذ� اافلظ ںیھکل۔‬ ‫ ‪1 .‬ہتختٔ ی‬
‫س س‬
‫ ‪َ 2 .‬حَ�ر‪ِ /‬حَ�ر‪َ ،‬دم‪ُ /‬دم‬
‫ک۔‬‫ ‪3 .‬ہبلط ےس اافلظ ڑپوھاےن اک ہ ی‬
‫م وپںیھچ۔‬‫م رفق ےک ابرے ی‬ ‫ ‪4 .‬ہبلط ےس اافلظ ی‬
‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ہ‬ ‫ی‬ ‫ی‬ ‫ی‬ ‫ِ‬ ‫ی‬
‫ ‪5 .‬ہبلط وک اتب� ہک ا رعاب یک دبت� ےس اافلظ ےک ونعمں م یھب دبت� واعق وہ یت �۔ ہبلط وک اافلظ ےک ینعم یھب اتب�۔‬

‫امجتع ا ّول‬ ‫‪21‬‬

 ‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫پش‬ ‫ئ‬
‫لعدہ ےنب‬‫لعدہ ی‬
‫�‪ ،‬دش‪ ،‬زجم ےک اکرڈز ی‬ ‫ز�ر‪ ،‬ی‬‫زد� نج رپ اافلظ ےک اسھت اسھت زرب‪ ،‬ی‬ ‫انب� اور ان وک فلتخم اکرڈ ی‬‫ ‪ 1 .‬ہبلط ےک دو رگوپ ی‬
‫وہےئ وہں۔‬
‫غ‬ ‫ذ� وہ ےتکس ہ ی�۔‬ ‫ ‪2 .‬اافلظ درج ی‬
‫غ‬
‫�ر )‬‫و�رہ (ارعاب اگلےئ ب ی‬
‫امد‪ ،‬تفم‪ ،‬اتکب‪ ،‬دقر‪ ،‬قبس‪ ،‬الگب‪ ،‬ااجتل‪ ،‬اافتاق ی‬ ‫ ˜تنحم‪ ،‬اتفل‪ ،‬ی‬
‫ت‬ ‫پش‬
‫د� نج اک اسزئ اافلظ ےک اکرڈز ےک اسزئ یک تبسن اک یف‬ ‫م ی‬ ‫ا� اکرڈ یک وصرت ی‬ ‫یھب ی‬ ‫�‪ ،‬دش‪ ،‬زجم یک ی‬ ‫(ز�ر‪ ،‬زرب‪ ،‬ی‬
‫ ‪3 .‬ایس رطح ی‬
‫العم ن‬
‫کس۔‬ ‫� اگل ی�ا اج ی‬
‫مک وہ اتہک اافلظ یک انمتبس ےس وہ اس وک اُورپ یا� ی چ‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ‪4 .‬امتم اافلظ رپ ہبلط ےس درتس ارعاب اگلےن یک ابرابر قشم‬

‫رسرگیم ربمن ‪:۲‬‬

‫‪1‬ہبلط ےک رگوپ رب رقار ی‬
‫رھک۔‬ ‫ ‪.‬‬
‫ئ‬ ‫� ےئگ اافلظ ںیھکل۔ اس‪ ،‬لپ‪ ،‬ان‬ ‫‪2‬ہتخت ی‬
‫رحت�ر رپ د ی‬ ‫ ‪.‬‬
‫پش‬
‫� اگل رک اب اعمین ظفل ی‬
‫انب�۔‬ ‫ز�ر اور ی‬
‫� ےئگ اافلظ رپ زرب‪ ،‬ی‬‫ک ہک د ی‬‫‪ 3‬رگووپں ےس ہ ی‬ ‫ ‪.‬‬
‫م درتس ظفلت ےک اسھت ڑپںیھ۔‬ ‫‪4‬ظفل انب رک رگووپں ی‬ ‫ ‪.‬‬
‫ئ‬
‫ی‬
‫ڑپوھا�۔‬ ‫‪ 5‬دوونں رگووپں ےس انبےئ ےئگ اافلظ درتس ظفلت ےک اسھت‬ ‫ ‪.‬‬
‫د�۔‬ ‫‪6‬اافلظ درتس ظفلت ےک اسھت ڑپےنھ رپ رگووپں وک اشابش ی‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫رسرگموں ےک دعب ہبلط اافلظ وک درتس ظفلت ےک اسھت ادا رک ےتکس ہ ی�۔‬
‫ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ت‬ ‫پش‬
‫� اک گ� ی�‬‫ز�ر ی‬
‫زرب ی‬ ‫ ƒہبلط ےک اسھت دی یئگ مظن ڑپںیھ۔‬
‫پش‬ ‫پش‬ ‫پش‬
‫�‬ ‫ز�ر ی‬‫� زرب ی‬ ‫ز�ر ی‬
‫زرب ی‬ ‫� یک رحاکت رپ وصخیص وتہج ی‬
‫د�۔‬ ‫ز�ر اور ی‬
‫ ƒمظن ڑپےنھ ےک دوران زرب‪ ،‬ی‬
‫تن‬
‫�ی ہ ی� ی�وں وھچےٹ وھچےٹ اشنن‪،‬‬ ‫ک۔‬ ‫ذ� مظن وک درتس ظفلت ےک اسھت ڑپےنھ اک ہ ی‬ ‫ ƒہبلط ےس زابین درج ی‬
‫زرب اورپ نگل اجےئ وت “اَ” نب اجےئ‪،‬‬
‫� ےگل وت “اِ” نب اجےئ‪،‬‬ ‫ی‬
‫ز�ر ی چ‬
‫پش‬
‫� اورپ ےگل وت “اُ” نب اجےئ‪،‬‬ ‫ی‬
‫آواز دبانل ےہ ان اک اکم!‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫پش‬
‫ا� ظفل ھکل رک ی‬
‫ال�۔‬ ‫ا� ی‬
‫� اگل رک ی‬‫زربز�ر‪ ،‬ی‬
‫ی‬ ‫امتم ہبلط رھگ ےس‬

‫‪22‬‬ ‫امجتع ا ّول‬

 ‫ش‬ ‫قبسربمن‬
‫ا�ا ےک انم انھکل‬ ‫وصت�ر ی‬
‫د� رک ی‬ ‫ی‬ ‫‪9‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ش‬
‫ا�اےک انم ھکل ی‬
‫کس۔‬ ‫د� رک اُس یم وموجد ی‬
‫وصت�ر ی‬
‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬
‫� اُس ےک قلعتم اجےنن یک وخاشہ پ ی‬
‫�دا وہیت ےہ۔‬ ‫د� رک ہ ی‬
‫� وک ی‬‫ا� احلص ےہ۔یسک چ ی �ز‬
‫ہی ت‬
‫م اصبرت وک ب ی‬
‫�ادی‬ ‫ ƒوصحل ملع ی‬
‫ن‬
‫اصتو�ر س�یکھ�ے س�یکھ�اےن اک رتہب ی ن‬ ‫ت‬
‫ذر� ہ ی�۔‬‫� ی‬ ‫ی‬ ‫م دل یپسچ یل ہ ی� اور‬ ‫د� رک ان ی‬ ‫وصت� یر� ی‬
‫ ƒہبلط رگن ربیگن ی‬
‫ت‬ ‫خ‬ ‫ش‬
‫ک اج اتکس ےہ۔‬ ‫م ااضہف ی ا‬ ‫الصحوں ی‬‫ی‬ ‫ذ�رہ اافلظ اور اشمدہایت‬ ‫ا� ےک انم یک اچہپن رکوارک ان ےک ی‬‫ ƒہبلط ےسدی یئگ ی ا‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫وصت�ر اک اچرٹ۔ ی‬
‫و�رہ‬ ‫رحت�ر‪ ،‬اچک‪/‬امرک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ولھپں اور رپدنوں یک ی‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ی‬ ‫ہ‬ ‫ی‬
‫وصت�ری اچرٹ اگل � اور ہبلط ےس ک ہک ان م وموجد رپدنوں ےک انم اتب�۔‬ ‫رپدنوں ےک ی‬ ‫ ‪1 .‬رمکا امجتع ی‬
‫م ن‬ ‫ت‬
‫ٓاو��زاں رک ےتکس ہ ی�۔‬
‫اصتو�ر انب رک ی‬
‫ی‬ ‫دساب ہ ی‬
‫� ےہ وت ٓاپ وخد یھب اسدہ اچرٹ رپ‬ ‫ونٹ‪ :‬ارگ اچرٹ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫وصت�ری اچرٹ ی‬
‫آو��زاں ی‬
‫رک�۔‬ ‫م زبس�ی وں اک ی‬ ‫ ‪2 .‬رمکا امجتع ی‬
‫�یک‬
‫م رظن آےن وایل زبس�ی وں وک د ھ�یں او ر ان ےک انم‬‫وصت�ر ی‬
‫ ‪ 3 .‬ئ ی‬
‫ی‬
‫اتب�۔‬
‫ ‪4 .‬دنچ ہبلط ےس انم وپںیھچ۔ ت‬
‫م‬ ‫ک ہک اینپ ی ن‬
‫� دنسپ�ی دہ زبس�ی وں ےک انم اکیپ ی‬ ‫ ‪5 .‬اب ہبلط ےس ہ ی‬
‫ئ‬ ‫ںیھکل۔‬
‫ی‬
‫وھکلا�۔‬ ‫ ‪6 .‬دنچ ہبلط ےس زبس�ی وں ےک انم ہتخت ی‬
‫رحت�ر رپ‬

‫امجتع ا ّول‬ ‫‪23‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫تق‬
‫رک�۔‬‫� ی‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫�یک‬
‫وصت�ر وک وغر ےس د ھ�یں۔‬
‫ک ہک دریس اتکب امجتع ا ّول ےک ہحفص ربمن ‪ ۱۱۸‬رپ دی یئگ ی‬ ‫ ‪2 .‬وجڑوں ےس ہ ی‬
‫ش‬
‫ا�ا ےک انم اینپ اکیپ ی‬ ‫وصت�ر ی‬
‫م ںیھکل۔‬ ‫م رظن آےن وایل اپچن ی‬ ‫ ‪3 .‬اب ی‬
‫ئ‬ ‫د�۔‬ ‫ل ‪ ۵‬ٹنم اک وتق ی‬
‫ ‪4 .‬ہبلط وک رسرگیم لمکم رکےن ےک ی‬
‫ی‬
‫وھکلا�۔‬ ‫ ‪5 .‬رسرگیم لمکم وہےن ےک دعب دنچ وجڑوں ےس انم ہتخت ی‬
‫رحت�ر رپ‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ش‬ ‫ت‬
‫ہ‬ ‫ی‬ ‫ی‬ ‫ہ‬ ‫ی‬ ‫ی‬
‫رسرگموں یک � ےک دعب ہبلط اس اقلب وہ ےئگ ی� ہک وہ اصتو�ر م وموجد ی‬
‫ا�اء ےک انم ھکل ےتکس ی�۔‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ ƒہبلط وک زبس�ی وں اک ی‬
‫وصت�ری اچرٹ دوابرہ داھک�۔ ئ‬
‫م رگن ی‬
‫رھب�۔‬ ‫انب� اور اس ی‬
‫وصت�ر ی‬
‫ا� دنسپ�ی دہ زبسی یک ی‬ ‫ک ہک اینپ ی‬‫ ƒہبلط ےس ہ ی‬
‫ک۔‬‫وصت�ر داھکےن اک ہ ی‬
‫ ƒہبلط ےس ان یک انبیئ وہیئ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫ال�۔‬ ‫ی‬
‫داھک� اور اینپ دنسپ�ی دہ دو ولھپں اک ااختنب رک ےک رھگ ےس اکیپ رپ ان ےک انم ھکل رک ی‬ ‫ہبلط وک ولھپں اک ی‬
‫وصت�ری اچرٹ‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪24‬‬ ‫امجتع ا ّول‬

 ‫ت خت‬ ‫قبسربمن‬
‫ومشل ی‬
‫ا�ار رک ان‬ ‫م ی‬‫رگویہ اکومں ی‬ ‫‪10‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت خت‬
‫ا�ار رک ی‬
‫کس۔‬ ‫ومشل ی‬‫ ƒرگ ویہ اکومں یم ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫غ‬ ‫پن‬
‫ی‬ ‫م بی‬
‫اتک� اور اک پ ی�اں ڈاانل و�رہ۔‬ ‫�ا‪ ،‬ڑپکے اننہپ‪ ،‬ےتسب ی‬ ‫م اپین ی‬ ‫�‪ :‬الگس ی‬
‫ ƒہبلط اےنپ تہب ےس وھچےٹ وھچےٹ اکم وخد رک ےتکس ہ ی�۔ ج ی‬
‫ل‪ ،‬دروازہ وھکےنل اور دنب رکےن‬ ‫� اُاھٹےن ےک ی‬ ‫ل‪ ،‬وکیئ دراکر چ ی �ز‬ ‫ ƒرھگ ےک دورسے ارفاد یک دمد یھب رک ےتکس ہ ی� یسک وک البےن ےک ی‬
‫ت‬
‫د� ہ ی�۔‬‫� اکم وخبیش ااجنم ی‬ ‫جی‬
‫ت‬ ‫ن‬
‫رک� یکوہکن ذےم دار‬ ‫�دا ی‬ ‫رحت� اور ذجہب پ ی‬
‫ومشل یک ی‬ ‫م ی‬ ‫م رگویہ اکومں ی‬ ‫�اد انب رک اُن ی‬
‫اہمرت وک ب ی‬ ‫ ƒااتسد‪/‬ااتسین ہبلط یک ایس امسیج‬
‫ت‬ ‫ئ‬
‫اس�وں ےک اسھت لم لج رک اکم رک ےکس‬ ‫اھبن� اور اسھت اسھت دورسے ی‬ ‫رہشی ویہ ےہ وج ذےم داری وک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫وصت�ری اکرڈ ز ی‬
‫و�رہ۔‬ ‫رحت�ر‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬امررک‪/‬اچک‪ ،‬اچرٹ پ ی پ‬
‫�رز‪ ،‬وگدن‪،‬رپدنوں اور اجونروں ےک ی‬ ‫امجتع ا ّول‪،‬ہتخت ٔ ی‬
‫ن‬ ‫دریس اتکب رباےئ‬
‫ف‬ ‫ہ‬ ‫ت‬
‫اصتو�ر انب یل۔‬
‫ی‬ ‫� ہ ی� وت یسک اسدہ ی د‬
‫س اک ذغ رپ ‪ ۵‬ےس ‪ ۶‬رپدنوں اور اجونروں یک‬ ‫دساب ی‬
‫ونٹ‪ :‬ارگ اکرڈ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫انُس�۔‬‫م دی یئگ اہکین ی‬ ‫ل دجول ی‬ ‫ ‪1 .‬ہبلط وک وتمہج رکےن ےک ی‬
‫ش‬ ‫� ن‬
‫ا� رپ‬ ‫ک یھب اجےت وت اےھٹک اجےت۔ ارگ لگنج اک ی ر‬
‫� ی‬ ‫م تہب اافتق اھت۔ اہجں ہ ی‬ ‫م دو بھ�ی�سے رےتہ ےھت۔ ان ی‬ ‫یسک لگنج ی‬
‫ش‬ ‫ت‬
‫م ڑل ڑپے۔‬ ‫ا� دن وہ دوونں آسپ ی‬ ‫� ان ےک ی ب‬ ‫ل یر‬ ‫ہلمح رکات وت دوونں لم شرک اےس اگھب ی‬
‫رق� ہن آات اھت۔� ب ی ن‬ ‫د�۔ اس ی‬
‫س‬ ‫ی�‬ ‫�‬ ‫ھ‬ ‫ہ‬ ‫اک ی‬ ‫دوونں ی ٰ‬
‫ے رپ ہلمح ی‬
‫کا اور اےس امر د ی�ا۔ دورسا‬ ‫ا�‬‫د�ا وت تہب وخش ُ�وا۔ اس ےن ی‬ ‫لعدہ وہےئگ۔ ی�ر ےن ان وک ی ا‬ ‫� ن‬
‫� �ی قبس اتلم ےہ ہک لم لج رک رےنہ ےس ربتک وہیت‬ ‫گا۔ ھچک دن دعب اےس یھب امررک اھک یلا اس ےس ہ ی‬ ‫بھ ی��س�ا یھب ی‬
‫اکا رہ ی‬
‫ےہ۔‬
‫ن‬
‫س۔‬ ‫ک ہک اہکین وغر ےس ُ ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬
‫رک�۔‬ ‫ا� یل�ڈر رقمر ی‬‫ ‪2 .‬رہ رگوپ اک ی‬
‫� اور وگدن دے ی‬
‫د�۔‬ ‫پ‬
‫ا� اچرٹ ی پ ر‬ ‫م ی‬ ‫ ‪3 .‬ہبلط وکرگووپں ی‬

‫امجتع ا ّول‬ ‫‪25‬‬

 ‫د�۔‬‫اصتو�ر واےل اکرڈز دے ی‬‫ی‬ ‫ ‪4 .‬رگوپ ‘افل’ وک رپ دنوں اور رگوپ ‘ب’ وک اجونروں یک‬
‫ک ہک وہ اےنپ ربممان یک دمد ےس اکرڈ وک اچرٹ پ ی پ ر‬
‫� رپ اپسچں ی‬
‫رک�۔‬ ‫ ‪5 .‬رگوپ یل�ڈر ےس ہ ی‬
‫د�۔‬ ‫ل ‪ ۵‬ٹنم اک وتق ی‬ ‫ ‪6 .‬ہبلط وک رسرگیم لمکم رکےن ےک ی‬
‫ئ‬ ‫ ‪7 .‬وجرگوپ بس ےس ےلہپ ی‬
‫وصت�ری اکرڈ اپسچں رک ےل اگ وہ افحت وہ اگ۔‬
‫ت‬
‫لاں ی‬
‫وجبا�۔‬ ‫ل ات ی‬
‫د� وہےئ افحت رگوپ ےک ی‬ ‫د� اور اکم ی‬‫ ‪8 .‬وتق لمکم وہےن رپ اکم روک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫رھک۔‬ ‫م رسرگیم اجری ی‬ ‫‪1‬ہبلط رگووپں ی‬ ‫ ‪.‬‬
‫ن‬
‫ک ہک اچرٹ رپ یگل وہ یئ ی‬
‫وصت�روں ےک ی چ‬
‫� رپدنوں اور اجونروں ےک انم ںیھکل۔‬ ‫‪2‬دوونں رگووپں ےس ہ ی‬ ‫ ‪.‬‬
‫د�۔‬‫ل ‪ ۱۰‬ٹنم اک وتق ی‬ ‫‪3‬ہبلط وک اس رسرگیم ےک ی‬ ‫ ‪.‬‬
‫رک�۔‬ ‫‪4‬رگوپ یل�ڈر اانپاچرٹ رمکا امجتع یک د�ی وار رپ ی‬
‫ٓاو��زاں ی‬ ‫ ‪.‬‬
‫م اکم رکےن رپ وحہلص ازفایئ ی‬
‫رک�۔‬ ‫‪5‬ہبلط یک رگووپں ی‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ا� دورسے یک دمد رکان ی ا‬
‫ک اگل؟ہبلط وک اتب� ہک ی‬
‫ا� دورسے ےک اسھت‬ ‫م لم لج رک اکم رکان اور ی‬ ‫ہبلط ےس وپںیھچ ہک �اںیھن رگوپ ی‬
‫ت‬
‫م لمکم رک یل ہ ی�۔‬ ‫اکم رکےن ےس مہ اکم ٓااسین ےس اور رصتخم وتق ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫م ی‬
‫اتب�۔‬ ‫ ‪1 .‬رگووپں ےس ہ ی‬
‫ک ہک وہ د�ی وار رپ ےگل وہےئ اچرسٹ رپ اپسچں رپدنوں اور اجونروں ےک ابرے ی‬
‫پش‬
‫د�۔‬‫� شک رپ اشابش ی‬ ‫ ‪2 .‬رہ رگوپ وک ان ےک اکم یک ی‬

‫قشم‪2 :‬ٹنم‬
‫ا� انم بختنم ی‬
‫رک�۔‬ ‫رھگ اجرک اےنپ رگوپ اک ااھچ اس انم چ ی‬
‫وس� اور ربممان ےک وشمرےےس ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪26‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اسدہ ےلمج نُس رک وہفمم انھجمس‬ ‫‪11‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاسدہ ےلمج نُس رک ان اک وہفمم ھجمس ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ی ت‬ ‫ ƒہبلط ی‬
‫الصح پ ی‬
‫�دا رکین ےہ ہک ارگ ان ےک اسےنم وکیئ یھب اسدہ ہلمج وبال اجےئ وت وہ نُس رک اس ےک وہفمم وک ےنھجمس ےک اقلب‬ ‫م �ی‬ ‫ئ‬
‫ین‬ ‫ی‬
‫اج�۔ ہبلط م وتہج ےس ےننس اور نُس رک ےنھجمس یک اہمرت وک رفوغ د�ا ےہ۔‬ ‫وہ ی‬
‫وھکل۔ اینپ اکیپ ی‬
‫اکنل‪ ،‬ہتختٔ‬ ‫۔�‪ :‬اینپ ب ی‬
‫اتک� ی‬ ‫کس ج ی‬‫د� اتہک وہ نُس رک ان رپ لمع رک ی‬
‫غ‬
‫ی‬
‫امجتع م رباہ راتس دہا ی�ات ی ن غ‬ ‫ ƒہبلط وک رمکا‬
‫ھ�‬ ‫�یک‬
‫و�رہ و ی‬
‫�رہ۔‬ ‫س ی‬ ‫رحت�ر یک رطف د یں‪ ،‬یمری ابت وغر ےس ی‬ ‫ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ٔرحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬اسدہ ولمجں ےک اکرڈز‪ ،،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫م ی‬
‫ڈال۔‬ ‫ا� ڈےب ی‬
‫ ‪1 .‬فلتخم اکرڈز رپ دنچ اسدہ ےلمج ھکل رک ی‬

‫اکرڈز‪:‬‬
‫رک�۔‬ ‫م یھگنک ی‬ ‫ ƒاےنپ ابولں ی‬
‫رھک۔‬‫ ƒاتکب رپ یم�ز ی‬
‫ئ‬
‫م ےس لسنپ اکنل رک داھک ی�۔‬ ‫ ƒےتسب ی‬
‫ئ‬
‫ی‬ ‫ی‬ ‫ی‬ ‫ہ‬
‫الب� اور �اںیھن ک ہک ڈےب م ےس ی‬
‫ا� اکرڈ اکنل۔‬ ‫ ‪2 .‬دنچ ہبلط وک اےنپ اپس ی‬
‫ ‪3 .‬ااتسد‪/‬ااتسین �ی اکرڈ دنلب آواز ےس ڑپںیھ۔‬
‫ ‪4 .‬اطبل ملع‪/‬اطہبل ےس ہ ی‬
‫ک ہک ہلمج نُس رک اس رپ لمع ی‬
‫رک�۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ ‪ 1 .‬یم�ز رپ اکرڈز اُٹل رکےک ی‬
‫رھک۔‬
‫ئ‬
‫ا� اطبل ملع‪/‬اطہبل وک اسےنم ی‬
‫الب�۔‬ ‫ ‪2 .‬یسک ی‬

‫امجتع ا ّول‬ ‫‪27‬‬

 ‫ئ‬ ‫اکرڈز‪:‬‬
‫ ƒرسخ رگن ےک لھپ اک انم ی‬
‫اتب�۔‬ ‫ئ‬
‫ ƒاےنپ دوتس اک انم ی‬
‫اتب�۔‬
‫ ƒآپ وک وکن اسرگن دنسپ ےہ؟‬
‫رک�۔‬‫ ƒاانپ دا ی�اں اہھت ڑھکا ئ ی‬
‫ ƒاینپ اکن وک اہھت ی‬
‫اگل�۔‬
‫�ز‬
‫ ‪4 .‬اطبل ملع‪/‬اطہبل یم رپ ےس ی‬
‫ا� اکرڈ ااھٹ رک ااتسد‪/‬ااتسین وک دے۔‬
‫م ڑپںیھ۔‬ ‫ ‪5 .‬ااتسد‪/‬ااتسین اکرڈ وک دنلب آواز ی‬
‫ک ہک ہلمج نُس رک اس ےک اطمقب لمع ی‬
‫رک�۔‬ ‫ ‪6 .‬اطبل ملع‪/‬اطہبل ےس ہ ی‬
‫ ‪7 .‬اطبل ملع‪/‬اطہبل یسک دورسے اک انم ےل رک اکپرے۔‬
‫ ‪ 8 .‬اِیس رطح دنچہبلط ےک اسھت اس رسرگیم وک لمکم ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫م ی‬
‫ڈال۔‬ ‫ا� وٹ رکی ی‬
‫ئ‬ ‫ےلمج‪:‬‬ ‫د�ےئگ ےلمج ھکل رک ی ئ‬
‫ا� اکذغ رپ ی‬
‫ ‪ 1 .‬ی‬
‫ ƒاےنپ دنسپ�ی دہ وھپل اک انم ی‬
‫اتب�۔‬ ‫ا� اکرڈ اُاھٹ یل۔‬
‫م ےس ی‬‫الب� وج وٹرکی ی‬
‫ا� اطبل ملع‪/‬اطہبل وک ی‬‫ ‪2 .‬ابری ابری ی‬
‫ئ‬
‫ی‬
‫ ƒاینپ دنسپ�ی دہ زبسی ئاک انم اتب�۔‬ ‫ ‪3 .‬ااتسد‪/‬ااتسین اکرڈ وک دنلب آواز ےس ڑپںیھ۔‬
‫ ƒاےنپ رس وک اہھت ی‬
‫اگل� ئ۔‬ ‫رک�۔‬‫ک ہک ہلمج نُس رک اس ےک اطمقب لمع ی‬ ‫ ‪4 .‬اطبل ملع‪/‬اطہبل ےس ہ ی‬
‫ ƒاےنپ ڑپکوں اک رگن ی‬
‫اتب�۔‬ ‫م اشلم وہےن اک ومعق ہن الم وہ۔‬‫رسرگموں ی‬
‫ی‬ ‫د� ںیھنج ےلہپ وایل‬ ‫ ‪ 5 .‬ی‬
‫ا� ہبلط وک ومعق ی‬
‫ ƒ�� آںیھکن دنب ی‬
‫رک�۔‬ ‫ ‪6 .‬دنچ ہبلط ےک اسھت �ی رسرگیم لمکم ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫ک ہک ٓاج ےک دو ی�ا ی ن‬
‫� ےلمج وج‬ ‫ا� اطبل ملع‪/‬اطہبل ےس ہ ی‬
‫ہبلط اسدہ ےلمج نس رک ئان اک وہفمم ےتھجمس وہےئ ان رپ لمع رک ےتکس ہ ی�۔ یسک ی‬
‫ٓاپ وک زابین ی�اد وہ‪ ،‬ی‬
‫اتب�۔‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک۔‬ ‫ا� ہلمج وسےنچ اک ہ ی‬ ‫وکا� ی‬
‫ƒامتم ہبلط ی‬
‫�پ ن‬ ‫ ‬
‫�‬‫ھ�‬
‫ی‬ ‫ن‬
‫ا� اطبل ملع‪/‬اطہبل یک رطف ک�یں۔‬ ‫گ ےل رک یسک ی‬ ‫ا� ی د‬‫ƒااتسد‪/‬ااتسین ی‬ ‫ ‬
‫ن‬
‫ا� ہلمج وبےل۔‬‫گ ڑکپ رک ی‬‫ƒاب وہ اطبل ملع‪/‬اطہبل ی د‬ ‫ ‬
‫�پھ�ی ن‬
‫ƒاب وہ اطبل ملع‪/‬اطہبل یسک دورسے یک رطف ابل �کے۔‬ ‫ ‬
‫ ƒ�ی رسرگیم دنچ ہبلط ےک اسھت لمکم ی‬
‫رک�۔‬

‫قشم‪2 :‬ٹنم‬
‫ن‬
‫ی‬ ‫پ‬ ‫ی‬
‫م ایّم اوّب ےس وکیئ ےس دو ےلمج س اور ان وک اک�وں رپ ںیھکل۔‬ ‫ہبلط ےس ہ ی‬
‫ک ہک رھگ ی‬

‫‪28‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫لعفِ ارم ویہن وک نس رک ھجمس رک ُدرہاان‬ ‫‪12‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒلعفِ “ارم ویہن” ےک اسدہ ےلمج نس رک ھجمس رک درہا ی‬
‫کس۔‬ ‫ُ‬
‫کس۔‬ ‫ ƒلعفِ “ارم ویہن” ےک اسدہ ےلمج ادا رک ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ا� لعف ےہ‬ ‫ا� ی ا‬
‫م یسک اکم ےک رکےناک مکح اپ یا� اجےئ۔ ًالثم‪ :‬قبس ی�اد رکو۔ بج ہک لعف یہن ی‬ ‫ا� لعف سج ی‬
‫ƒلعف ارم ےس رماد ےہ ی ا‬ ‫ ‬
‫گ وہ۔ ًالثم‪ :‬رفش رپ تم وھتوک۔‬ ‫م یسک اکم ےک رکےن ےس عنم ی ا‬
‫ک یا‬ ‫سج ی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫اثمل دے رک لعف ارم ویہن ئ ےک ولمجں یک زابین اور وھکلا رک قشم‬ ‫ƒااسذتہ ہبلط وک روز رمہ زدنیگ ےس ی‬ ‫ ‬
‫رکوا�۔ہبلط یک ذینہ ادعتساد وک دم رظن رھک رک لعف ارم ولعف یہن رپ ینبم‬‫ی‬ ‫ƒہبلط یک روزاہن ومعم الت اور اموحل ےس قلعتم ےلمج اامعتسل‬ ‫ ‬
‫کس۔‬‫کس اور لمع رک ی‬ ‫ا� وہں نج وک ہبلط نُس رک ھجمس ی‬ ‫رک�۔ ےلمج ی‬
‫ولمجں اک ااختنب ی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫م وموجد لعف ارم ولعف یہن ےک ولمجں یک اشنن دیہ‬ ‫م ےس فلتخم ابعرات ی‬ ‫ƒااسذتہ ہبلط وک دریس اتکب ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ٔرحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ولمجں ےک اکرڈز و ی‬
‫�رہ۔‬ ‫دریس اتکب اُردو رباےئ امجتع ا ّول‪ ،‬اچرٹ‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫رحت�ر رپ ںیھکل اور ہبلط وک آہتسہ آہتسہ ڑپھ رک انس�۔‬
‫ی‬ ‫ا� رک ےک ہتخت ی‬ ‫ا� ی‬ ‫ذ� ےلمج ی‬ ‫ ‪1 .‬درج ی‬
‫گا ےہ۔لعف ارم اور یہن ےکوصتر یک اشنن دیہ‬
‫ک ی‬ ‫گ ےہ ی�ا اکم رکےن ےس عنم ی ا‬
‫م اکم رکےن اک مکح د یا� یا‬‫ ‪ 2 .‬ہبلط ےس وپںیھچ ہک اس ےلمج ی‬
‫ئ‬
‫ی‬
‫اھجمس�۔‬ ‫رکواےت وہےئ ان اک رفق‬
‫ٹ‬
‫لعف ارم‬ ‫ ˜اجؤ ب ی�ا! اپین ےل آؤ۔ ‬
‫لعف ارم‬ ‫ ‬ ‫دروازہ دنب رکو۔ ‬
‫ ˜ ‬
‫لعفِ یہن‬ ‫ ‬ ‫وتڑو۔‬
‫ ˜وھپل تم ‬
‫ی‬ ‫ت �ز‬
‫لعفِ یہن‬ ‫ی‬
‫ ˜ ی� دوھپ م تم ھکو۔ ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬

‫امجتع ا ّول‬ ‫‪29‬‬

 ‫ک۔‬ ‫م وسےنچ اک ہ ی‬ ‫م لعف ارم اور لعف یہن واےل اکومں ےک ابرے ی‬ ‫ا� رگوپ وک رمکا امجتع ی‬
‫لعف ارم ےک ےلمج‬ ‫ ‪ 2 .‬ی پ ش‬
‫رحت�ر یک رطف �دوھکی (لعف ارم) د�ی وار رپ ہن وھکل (لعف یہن)۔‬
‫�‪ :‬ہتخت ی‬ ‫� ی‬
‫رک�۔ ج ی‬ ‫اثمل ی‬
‫ ƒاےنپ داتن ربش رکو۔‬
‫ ‪3 .‬وسچ رک اسدہ ےلمج ادا ی‬
‫رک�۔‬
‫ ƒہنم اہھت دوھول۔‬
‫د�اور رہ امنیئ ی‬
‫رک�۔‬ ‫ ‪4 .‬اُاتسد‪/‬اُاتسین دہا ی�ات ی‬
‫ ƒداکن ےس وسدا ےل آؤ۔‬ ‫پش‬ ‫چ‬
‫�‪:‬‬
‫رک�۔ ج ی‬ ‫� ی‬ ‫وس�۔ اثمل ی‬‫ ‪5 .‬دورسا رگوپ رمکا امجتع ےس لعف ارم اور لعف یہن ےس قلعتم ےلمج ی‬
‫ ƒرھگ اک اکم رکو۔‬ ‫اطقر انبؤ۔ (لعف ارم) وھپل تم وتڑو (لعف یہن)‬
‫ئ‬
‫ ƒاھکان وتق رپ اھکؤ۔‬ ‫م ی‬
‫انُس�۔‬ ‫ ‪6 .‬الہپ رگوپ اےنپ ےلمج(لعف ارم ولعف یہن) رمکا امجتع ی‬
‫ن‬
‫وادل� یک دختم رکو۔‬‫ ƒ ی‬ ‫ ‪7 .‬اس ےک دعب دورسے رگوپ وکومعق ی‬
‫د�۔‬
‫ل ‪ ۱۰‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪8 .‬ہبلط وک اس رسرگیم ےک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ ‪1 .‬ہبلط ےک رگوپ ربرقار ی‬
‫رھک۔‬
‫لعف یہن ےک ےلمج‬
‫ل ہی‬
‫ک۔‬ ‫ ‪2 .‬ےلہپ رگوپ وک لعف ارم ےس قلعتم اسدہ ےلمج انبےن ےک ی‬
‫ ƒوھجٹ تم وبول۔‬
‫ک۔‬‫ل ہی‬
‫‪3‬دورسے رگوپ وک لعف یہن ےس قلعتم اسدہ ےلمج انبےن ےک ی‬ ‫ ‪.‬‬
‫ ƒوشر ہن ترکو۔‬
‫ ƒوضفل ی‬ ‫یق ن ئ‬ ‫‪4‬ہبلط یک رہ امنیئ ی‬
‫رک�۔‬ ‫ ‪.‬‬
‫اب� ہن رکو۔‬
‫� ی‬
‫انب�۔‬ ‫م بس ہبلط یک رشتک وک ی‬ ‫‪5‬رگوپ ی‬ ‫ ‪.‬‬
‫م تم ی‬
‫ھکو۔‬ ‫ ƒابرش ی‬ ‫ئ‬
‫ی‬
‫داھک�۔‬ ‫‪6‬دوونں رگوپ اےنپ ےلمج اُاتسد‪/‬اُاتسین وک‬ ‫ ‪.‬‬
‫ ƒز ی�ادہ رگم اچول تم اھکؤ۔‬ ‫ئ‬
‫�چھ� �ڑ‬ ‫ ‪7 .‬دوونں رگوپ لعف ارم اور لعف یہن ےک ےلمج الکس ےک اسےنم آرک ی‬
‫انس�۔‬
‫ ƒیلجب ےک اتروں وکتم ی�و۔‬
‫ ƒ ین‬
‫وادل� وک گنت ہن رکو۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫کس اور درہا ی‬
‫کس۔‬ ‫رسرگموں ےک دعب ہبلط اس اقلب ےئگ ہ ی� ہک وہ لعف ارم ویہن ےک اسدہ ےلمج نس رک ھجمس ی‬
‫ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪8 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫د� ےئگ ےلمج ی‬
‫رحت�ر ی‬
‫رک�۔‬ ‫ ƒاُاتسد‪/‬اُاتسین ہتخت ٔ ی‬
‫رحت�ر رپ ی‬
‫ملع احلص رکو۔‬ ‫� ‬ ‫ � اپین اضعئ ہن رکو۔ ‬
‫ٹ‬
‫اتکب ہن اھپڑو۔‬ ‫ �‬ ‫تم �ب� ی�ھو۔ ‬ ‫ � اخومش ‬
‫� ی� ٹ‬
‫� رکیس رپ ب� ھو۔‬
‫رک�۔‬‫ادا ی‬
‫ ƒہبلط ےک اسےنم ابری ابری ےلمج ئ‬
‫ک ہک ہلمج نس رک ی‬
‫اتب� ہک �ی لعف ارم ی�ا لعف یہن ےہ۔‬ ‫ ƒ ہبلط ےس ہ ی‬
‫ک۔‬ ‫ ƒہبلط ےس ویہ ہلمج دوابرہ ادا رکےن اک ہ ی‬

‫قشم‪2 :‬ٹنم‬
‫ن‬ ‫ن‬ ‫ئ‬
‫ہ‬ ‫ی‬ ‫ہ‬ ‫ی‬ ‫ن‬
‫وادل� یا� ااسذتہ اُ� ےتہک ی� یا� سج ےک ہن رکےن ےس اُ� روےتک ی�۔‬ ‫رھگ اجرک دو دو اکومں یک رہفتس ی‬
‫انب� سج ےک رکےن اک ی‬

‫‪30‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫دی یئگ دہا ی�ات رپ لمع رکان‬ ‫‪13‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒدی یئگ دہا ی�ات نس رک ان رپ لمع ی‬
‫رککس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ین‬
‫د�ا اور ان رپ لمع رکان ان ی‬
‫�دا رکیت ےہ۔‬ ‫م ااسحس ذہم داری پ ی‬ ‫ ƒہبلط وکدہا ی�ات‬
‫اچ� اتہک ہبلط �اںیھن ٓااسین ےس ھجمس ی‬
‫کس۔‬ ‫ ƒدہا ی�ات اسدہ‪ ،‬اعم مہف اور آاسن ولمجں رپ لمتشم وہین ہ ی‬
‫ن‬
‫د� ہ ی‬
‫اچ�۔‬ ‫ ƒہبلط وک دہا ی�ات ےنھجمس اور اس رپ لمع رکواےن ےک وماعق ابر ابر ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ٔرحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن ی‬
‫و�رہ‬ ‫ولمجں ےک اکرڈز‪ ،‬گج‪ ،‬الگس‪ ،‬لسنپ‪ ،‬اشررنپ‪ ،‬رڑب‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬ہبلط وک اینپ رطف وتمہج ی‬
‫رک�۔‬
‫د� اتہک ہبلط ھجمس رک لمع ی‬
‫رککس۔‬ ‫ ‪2 .‬ہبلط وک ابری ابری دی یئگ دہا ی�ات ی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ‪ 3 .‬دہا ی�ات دے رک ہبلط ےس یلمع اظمرہہ یا� اکم‬
‫اینپ ہگج ڑھکے وہ اجؤ۔‬ ‫ ˜ ئ‬
‫ی‬
‫ ˜دا� رطف کھج اجؤ۔ ئ‬
‫ی‬
‫اب� رطف کھج اجؤ۔‬ ‫سدےھ ڑھکے وہاجؤ۔ ‬ ‫ ˜ ی‬
‫سدےھ ڑھکے وہ اجؤ۔‬ ‫ ˜ ی‬
‫� ی� ٹ‬
‫ ˜ ب� ھ اجؤ۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ن‬
‫�ز �ک‬ ‫ذ� ےلمج اکرڈز‪/‬اکذغ رپ ںیھکل اور ہ ی‬
‫ا� یم رپ بھ�ی�ر ی‬
‫د�۔‬ ‫ ‪4 .‬درج ی‬
‫ی‬
‫ ˜�آںیھکن وھکل۔ ئ‬
‫ ˜دوونں اہھت اورپ ا ی‬
‫ُاھٹ�۔‬
‫ ˜�� آںیھکن دنب ی‬
‫رک�۔‬

‫امجتع ا ّول‬ ‫‪31‬‬

 ‫رک� ئ۔‬‫ا� دورسے وک السم ی‬ ‫ ˜ ی‬
‫ک۔‬ ‫ا� اکرڈ ااھٹےن اک ہ ی‬ ‫ا� اطبل ملع‪/‬اطہبل وک اسےنم ی‬
‫الب� اور ی‬ ‫ ‪ 5 .‬ی‬
‫م ڑپںیھ۔ ئاور اطبل ملع‪/‬اطہبل ھجمس رک اس رپ لمع ی‬
‫رک�۔‬ ‫ ‪6 .‬اکرڈ وک دنلب آواز ی‬
‫ی‬
‫ی‬
‫درہا�۔‬ ‫ل ہ� لمع‬ ‫ ‪7 .‬رہ اکرڈ ےک ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫ت‬ ‫ی ت‬
‫د�۔‬ ‫دہا� چ ی‬
‫وس� وج وہ اےنپ ی‬
‫اس�وں وک ی‬ ‫ ‪1 .‬امتم ہبلط وکیئ ی‬
‫ا�‬
‫ ƒ ی‬
‫اثمل‪:‬‬
‫ ˜اتکب وھکول۔‬
‫ ˜اتکب دنب غرکو۔‬
‫ ˜اتیل اجبؤ ی‬
‫و�رہ۔‬
‫ ‪2 .‬ابری ابری رہ اطبل ملع‪/‬اطہبل اسےنم آےئ۔‬
‫م ی‬ ‫ی ت‬
‫دہا� دنلب آواز ی‬
‫وبل۔‬ ‫ ‪3 .‬اینپ‬
‫ی ت‬
‫ ‪4 .‬ابیق ہبلط اس دہا� وک ھجمس رک اس رپ لمع ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫رسرگموں ےک دعبہبلط دی یئگ دہا ی�ات نُس رک اُن ےک اطمقب لمع رک ےتکس ہ ی�۔‬
‫ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ش‬
‫ا�ا یم�ز رپ ی‬
‫رھک۔‬ ‫ ‪1 .‬ااتسد‪/‬ااتسین دنچ ی‬
‫ ‪2 .‬اطبل ملع‪/‬اطہبل وک ابری ابری الب رک مک ازمک دو دہا ی�ات ی‬
‫د�۔‬
‫م ڈاول۔‬ ‫ ˜گج ےس اپین الگس ی‬

‫غ‬ ‫ ˜لسنپ رتاوش۔‬

‫ ˜رڑب ےس یلہپ رطس اٹمؤ۔ ی‬
‫و�رہ‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬
‫ےگ۔‬ ‫ی‬
‫اتب�‬ ‫وک‬ ‫وں‬ ‫ی‬
‫ےگ اوراےلگ دن اےنپ اس�‬ ‫ی‬
‫ٓا�‬ ‫م وسچ رک‬‫م ہحفص ربمن ‪ ۹۱‬رپ دی یئگ رسرگیم ربمن ‪ ۸‬ےک ابرے ی‬‫ہبلط رھگ ےس دریس اتکب ی‬

‫‪32‬‬ ‫امجتع ا ّول‬

 ‫ق‬ ‫ث‬ ‫قبسربمن‬
‫ی‬
‫رط� ےس ڑپانھ‬ ‫ی‬
‫کر االامعتسل اافلظ درتس‬ ‫‪14‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ق‬
‫رط� ےس ڑپھ ی‬ ‫ت ث‬
‫کس۔‬ ‫ا� ٹنم یم مک از مک ی� ی‬
‫کرا الامعتسل اافلظ درتس ی‬ ‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫کر اال امعتسل اافلظ اک رواین ےس ڑپانھ ؤمرث ی‬‫ث‬ ‫ل اُر ُدو نتم ی‬
‫ل تہب رضوری ےہ۔ ان یک دمدےس‬ ‫دتر� ےک ی‬ ‫د� ےئگ ی‬ ‫م ی‬ ‫ ƒہبلط ےک ی‬
‫ی‬
‫وہ اب ٓااسین ےلمج ڑپھ اور ھکل کس ےگ۔‬
‫م ااضہف وہاگ۔ بج ہک وج ہبلط ُرک رک یا� اکٹ اکٹ رک ڑپےتھ ہ ی�‬ ‫کس ےگ اانت یہ ان ےک مہف ی‬ ‫ ƒہبلط ےنتج اافلظ رواین ےس وبل ی‬
‫ل مہف اک ہلسلس ُرک اجات ےہ۔‬‫ان ےک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ث‬
‫ر‪،‬کر اال امعتسل اافلظ اک اچرٹ‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن ی‬
‫و�رہ‬ ‫رحت� ی‬
‫ہتخت ٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫ ƒہبلط وک ی‬
‫اتب� ہک آج مہ تہب یہ دپسچل اکم ی‬
‫رک� ےگ۔‬
‫س�یک‬ ‫ت‬
‫ی‬ ‫ھ�‬
‫م � اافلظ ڑپانھ ں ےگ۔‬ ‫ی‬ ‫ا� ٹنم ی‬ ‫ ƒ ی‬
‫نت‬
‫ج‬
‫م اقمہلب وہاگ۔دوونں رگوپ ی� یک رھب وُپر وکشش ی‬
‫رک�۔‬ ‫ ƒاس ےک دعب دو رگووپں ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬‫م ی‬ ‫ی‬
‫رک�۔‬ ‫ ‪1 .‬ااتسد‪/‬ااتسین ہبلط وک دو رگووپں ئ‬
‫رحت�ر رپ ی‬
‫اگل�۔‬ ‫ ‪2 .‬اانپ انب یا� وہا اچرٹ ہتخت ٔ ی‬
‫ی ت‬ ‫ی‬
‫ر�‬ ‫مہ‬ ‫ا�‬
‫ی‬ ‫مت‬ ‫بج‬ ‫م‬
‫ت‬
‫آم‬ ‫وسیھک‬ ‫ی�رے‬ ‫ابدل‬ ‫وہ‬ ‫آےن‬
‫اگج ی�ا‬ ‫س ی�ا‬
‫ُ ا‬ ‫ایّم‬ ‫�ج ی ب‬ ‫دادی‬ ‫اشم‬
‫انب ی�ا‬ ‫اسرے‬ ‫اترے‬ ‫اپس‬ ‫ابرش‬ ‫امسچ‬
‫ےہ‬ ‫اکم‬ ‫اوکسل‬ ‫یمرے‬ ‫وہا‬ ‫وھُپل‬

‫امجتع ا ّول‬ ‫‪33‬‬

 ‫م ےس ڑپںیھ۔‬‫ک ہک ےلہپ دنپرہ اافلظ اچرٹ ی‬ ‫ا� رگوپ ےک ہبلط ےس ہ ی‬
‫ ‪ 3 .‬ی‬
‫ک۔‬ ‫ ‪4 .‬دورسے رگوپ وک آرخی دنپرہ اافلظ ڑپےنھ اک ہ ی‬
‫ک ہک بس اافلظ وک رواین ےس ڑپںیھ۔‬ ‫ ‪5 .‬اب ےلہپ رگوپ ےک ہبلط ےس ہ ی‬
‫ ‪6 .‬ایس رطح دورسے رگوپ ےک ہبلط بس اافلظ وک رواین ےس ڑپںیھ۔‬
‫وٹک۔‬ ‫م ہبلط وک ہن ی‬‫ ‪7 .‬طلغ ڑپےنھ یک وصرت ی‬
‫م ہبلط یک دمد ےس دریتس ی‬
‫رک�۔‬ ‫ ‪8 .‬دعب ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ‪1 .‬ااتسد‪/‬ااتسین رگوپ “ افل” اور رگوپ “ب” اک اقمہلب‬
‫ک اور وتق ونٹ ی‬
‫رک�۔‬ ‫ہ‬
‫م رواین ےس ڑپےنھ وک ی‬ ‫ا� ٹنم ی‬ ‫ ‪2 .‬رگوپ ‘افل’ ےک یسک اطبل ملع‪/‬اطہبل وک �ی اافلظ ی‬
‫ک اور وتق ونٹ ی‬
‫رک�۔‬ ‫ ‪3 .‬اب رگوپ ‘ب’ ےک اطبل ملع‪/‬اطہبل وک ی ہ� اافلظ رواین ےس ڑپےنھ اک ہ ی‬
‫ت‬
‫م � اافلظ درتس ڑپےھ ئوہ ےلہپ ربمن رپ آےئ اگ۔‬ ‫ی‬ ‫ا� ٹنم ی‬‫ ‪4 .‬سج رگوپ ےن ی‬
‫ل رھب وپر ات یلاں ی‬
‫وجبا�۔‬ ‫ ‪5 .‬ےلہپ ربمن رپ آےن واےل رگوپ ےک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫س ےئگ ہ ی�۔‬
‫ ‪1 .‬ہبلط ذموکرہ اافلظ وک درتس بل وہجہل ےس ڑپانھ ی‬
‫ث‬ ‫ت‬
‫ی‬ ‫ی‬ ‫ہ‬ ‫ی‬ ‫ی‬
‫م� ی‬
‫کرا الامعتسل اافلظ ڑپانھ س ےکچ ی�۔ اور اب ان اافلظ وک ولمجں م یھب اامعتسل رک کس ےگ۔‬ ‫ا� ٹنم ی‬ ‫ ‪ 2 .‬ی‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ ‪1 .‬دنچ ہبلط وک اچرٹ رپ ےھکل وہےئ اافلظ رواین ےس ڑپےنھ اک ہ ی‬
‫ک۔‬
‫ت‬
‫د�۔‬‫اشابش ی‬ ‫ی‬
‫م مک از مک � اافلظ ڑپےنھ رپ‬ ‫ا� ٹنم ی‬ ‫ ‪ 2 .‬ی‬
‫ئ‬
‫ل ات یلاں ی‬
‫اجب�۔‬ ‫ک ہک ان ہبلط ےک ی‬ ‫ ‪3 .‬ابیق ہبلط ےس ہ ی‬

‫قشم‪2 :‬ٹنم‬
‫ہی‬
‫اافلظ ڑپںیھ۔ ئ‬
‫ ‪1 .‬ااتسد‪/‬ااتسین ہبلط ےس ک ہک رھگ اجرک اینپ اُر ُدو یک اتکب ےس ت‬
‫اس�وں وک ی‬
‫اتب�۔‬ ‫م ٓارک ابیق ی‬‫کس رمکا امجتع ی‬ ‫م ےنتج اافلظ ڑپھ ی‬‫ا� ٹنم ی‬‫ ‪ 2 .‬ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪34‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اسدہ اافلظ نُس رک انھکل‬ ‫‪15‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاسدہ اافلظ نُس رک ھکل ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خ‬
‫�دا یک‬‫م ےئن اافلظ نُس رک ےنھکل یک اہمرت یھب پ ی‬‫کا اجےئ ہکلب ان ی‬
‫م ہن رصف ااضہف ی‬ ‫ذ�رہ اافلظ ی‬
‫ ƒادتبایئ امجوتعں ےس یہ ہبلط ےک ی‬
‫اجےئ۔‬
‫کس۔‬ ‫کس اور اافلظ وک درتس ظفلت ےک اسھت ادا رک ےک ھکل ی‬ ‫م وموجد رحوف یک آوازوں وک اچہپن ی‬ ‫ ƒہبلط فلتخم اافلظ وک وتڑ رک ان ی‬
‫کس۔‬ ‫د� اتہک وہ اافلظ نس رک ھکل ی‬
‫رک� اور ہبلط وک ےنھکل اک انمبس وتق ی‬
‫ ƒااسذتہ اافلظ وک واحض اور لمکم ادا ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫غ‬
‫ی‬
‫�‪ :‬چ‪،‬ژ‪،‬ھت‪،‬ڑھ و�رہ۔‬ ‫ ƒہتخت ی‬
‫رحت�ر رپ دنچ رحوف یجہت ںیھکل‪ :‬ج ی‬
‫ی‬
‫ٓاواز� وپںیھچ۔‬ ‫ ƒ ہبلط ےسان رحوف یجہت ےک انم اور‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ی‬
‫اصتو�ر اور اافلظ وت ڑرک ںیھکل۔‬ ‫رحت�ر رپ درج ی‬
‫ذ�‬ ‫ ‪1 .‬ہتخت ی‬

‫آ ‪ +‬م = _________________‬

‫ھپ ‪ +‬و ‪ +‬ل = _________________‬

‫امجتع ا ّول‬ ‫‪35‬‬

 ‫ام ‪ +‬یل = _________________‬

‫ت ت‬
‫ِ�‪ +‬یل = ________________‬

‫ِ‬
‫ک ‪ +‬ات ب = ________________‬
‫ئ‬
‫وصت�ر ےک اسےنم وج رحوف و اراکن وتڑ رک ےھکل ےئگ ہ ی� ان رحوف و اراکن وک اب آواز دنلب ڑپوھا�۔ اافلظ انب‬
‫ی‬ ‫ ‪2 .‬ابری ابری ہبلط وک الب رک رہ ی‬
‫رک� لب ہک درتس ظفلت ےس ادا یھب ی‬
‫رک�۔‬ ‫رک ہن رصف ی‬
‫رحت�ر ی‬
‫رک�۔‬‫وصت�ر یک دمدےسظفل اذخ رکواےن یک وک شش ی‬‫کس وت ی‬ ‫ ‪3 .‬ارگ ہبلط اراکن وک وجڑ رک اافلظ ہن انب ی‬
‫رک�۔‬‫ ‪4 .‬ہبلط یک رہ امنیئ اوروح ہلص ازفایئ ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫اینپ اکیپ اور لسنپ اکنل یل۔‬ ‫ ‪1 .‬ہبلط ےس ہ ی‬
‫ل ئ‬
‫ک ہک االم ےنھکل ےک ی‬
‫ی‬
‫وھکلا�۔ آم‪ ،‬اتکب‪ ،‬اوگنر‪ ،‬وھپل‪ ،‬امیل۔‬ ‫ذ� اافلظ یک االم ہبلط ےس‬ ‫ ‪2 .‬درج ی‬
‫ ‪3 .‬االم لمکم وہےن ےک دعب �ی اافلظ ہتخت ی‬
‫رحت�ر رپ �یکںیھکل۔ ئ‬
‫ک ہک وہ اےنپ ےھکل وہےئ اافلظ د ھ�یں اور ی‬
‫اتب� ہک اوھنں ےن ےنتک اافلظ درتس ےھکل ہ ی�؟‬ ‫ ‪4 .‬ہبلط ےس ہ ی‬
‫ک ہک وہ ہتخت ی‬
‫رحت�ر رپ ےھکل وہےئ اافلظ یک دمد ےس اےنپ اافلظ درتس رک ےک دوابرہ ںیھکل۔‬ ‫ ‪5 .‬ہبلط ےس ہ ی‬
‫ل ‪ ۱۰‬ٹنم اک وتق دراکر ےہ۔‬
‫ ‪6 .‬اس رسرگیم ےک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫رسرگموں یک دمد ےس ہبلط اسدہ اافلظ نُس رک ھجمس اور ھکل ےتکس ہ ی�۔‬
‫ی‬ ‫درج ی‬
‫ذ� ابال‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫تق‬
‫ی‬
‫م� ی‬
‫رک�۔‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ئ‬
‫ی‬
‫ ‪2 .‬اھکسےئ ےئگ وکیئ ےس اچر اافلظ ہب وطر االم وھکلا�۔ االم وھکلاےن ےک دعب �ی اافلظ ہتخت ی‬
‫رحت�ر رپ ںیھکل۔‬
‫ا� دورسے یک االم اک اجزئہ یل۔‬ ‫م وجڑے ی‬ ‫ ‪3 .‬ااتسد‪/‬ااتسین یک رہ امنیئ ی‬
‫رک�۔‬‫ ‪4 .‬اجزئے ےک دوران طلغ اافلظ یک اشنن دیہ ی‬
‫ک ہک طلغ اافلظ وک درتس رک ےک ںیھکل۔‬ ‫م ہبلط ےس ہ ی‬ ‫ ‪ٓ5 .‬ارخ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫وصت�ر ی� یھب ی‬
‫انب�۔‬ ‫م اافلظ وھپل اوریلتت ےنھکل یک قشم ی‬
‫رک� اور ان ےک ی‬ ‫رھگ ی‬

‫‪36‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اپھچیئ ےک �پ�ی� چ�ی�دہ وصترات یک اشندنیہ رکان‬ ‫‪16‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫غ‬
‫ ƒاپھچیئ ےک �پ�ی� چ�ی�دہ وصترات (رحف‪ ،‬ظفل‪ ،‬ہلمج ےحفص اک آاغز‪ ،‬ااتتخم ی‬
‫و�رہ) یک درتس اشنن دیہ رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خت‬
‫�‬
‫م (رحف اور ظفل یک اچہپن‪ ،‬ےلمج یک اچہپن‪ � ،‬مہ اور ی‬
‫وسال العتم یک اچہپن‪،‬‬ ‫ل ےپھچ وہےئ وصترات نج ی‬ ‫ ƒامجتع ا ّول ےک ہبلط ےک ی‬
‫ہ‬
‫)� وصترات اشلم ی�۔‬ ‫ےحفص اکٓااغز‪ ،‬ااتتخم اورہحفص ربمن ج ی‬
‫ئ‬ ‫ن‬
‫ک ہک اتکب یک‬ ‫اتب�۔ ان ےس ہ ی‬
‫�‪ :‬ہبلط وک ڑپاھ ی�ا اجےن واال ونعان ی‬‫�اد رپ ان وصترات یک ابر ابر قشم رکوایئ اجےئ۔ ج ی‬ ‫ ƒروزاہن یک ب ی‬
‫م ےس ہحفص ربمن التش رکےک ی‬
‫وھکل۔‬ ‫رہفتس ی‬
‫ ƒ ونعان التش رکےن ےک دعب ہبلط ےس وپںیھچ۔‬
‫ن‬ ‫رک� ےگ؟‬ ‫ڑپانھ رشوع ی‬
‫ ˜اب ئمہ اہکں ےس ئ‬
‫�اینپ ایلگن ی‬
‫رھک۔ ایس رطح قبس ےک ااتتخم‬ ‫رک� ےگ۔ اور اس ظفل ےک ی چ‬ ‫دا� رطف ےس ڑپانھ رشوع ی‬ ‫اتب� ہک اب مہ ی‬‫ ƒہبلط وک ی ئ‬
‫رپ �اںیھن ی‬
‫اتب� ہک �ی قبس اک ٓارخی ظفل ےہ۔‬
‫ئ‬
‫رکوا�۔‬ ‫ی‬ ‫ربمن رپ ذبمول‬
‫ل ہبلط یک وتہج ےھکل وہےئ ہحفص ئ‬
‫ ˜ہحفص ربمن یک اشنن دیہ ےک ی‬
‫خت‬
‫ی‬
‫وسال اشنن یک رطف یھب وتہج دولا�۔‬ ‫�‬
‫ ˜ ڑپےنھ ےک دوران � مہ اور ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب یک رہفتس‪ ،‬اکذغ‪ ،‬لسنپ‪ ،‬ہتخت ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫رحت�ر رپ ی ن‬
‫� اکرڈ اگل ی�۔‬ ‫ ƒہبلط ےک اسےنم ہتخت ی‬
‫�ی یمرا ملق ےہ۔‬ ‫اشنن‬ ‫ن‬ ‫�‪:‬‬‫جی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ƒہبلط ےس اکرڈ یک دمدےس ’رح ف‘ ظفل اور ےلمج یک اشنن دیہ‬
‫ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ƒدرتس وجاب ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬

‫امجتع ا ّول‬ ‫‪37‬‬

 ‫ن‬
‫د� ےئگ ااشرات رپ‬‫� ی‬ ‫م یچ‬ ‫ ‪2 .‬ااتسد ااتسین‪/‬رہ رگوپ ی‬
‫ئ‬
‫ ƒاس اہکین اک انم ئ اہکں اھکل وہاےہ؟‬ ‫ی‬
‫لمع رکوا�۔‬
‫اتب� ہک اس اہکین وک اہکں ےس ڑپانھ رشوع ی‬
‫رک� ےگ؟‬ ‫ ƒایلگن رھک رک ی‬
‫ئ‬ ‫ا� اطبل ملع‪/‬اطہبل وک اہکین یک اتکب یا� دریس اتکب‬ ‫ ‪3 .‬یسک ی‬
‫ڑکپ� ےگ؟ ƒایلگن رھک رک ی‬ ‫ھ�‬‫چ‬ ‫�‬ ‫ی‬
‫اتب� ہک اس اہکین اک الہپ ظفل اہکں اھکل وہا ےہ؟‬ ‫ئ‬ ‫اہھت م دے رک وپ یں ہک آپ اےس ےسیک ی‬
‫اتب� ہک اس اہکین اک آرخی ظفل اہکں اھکل وہاےہ؟‬ ‫ ƒایلگن رھک رک ی‬ ‫د� ےئگ وساالت وپںیھچ۔‬ ‫م ی‬ ‫ ‪4 .‬ہبلط ےس دجول ی‬
‫ا� وسال‬
‫ا� ی‬ ‫م وموجد امتم ہبلط ےس ی‬ ‫ ‪5 .‬رہ رگوپ ی‬
‫رضور وپںیھچ۔‬
‫ہی‬ ‫ ‪6 .‬رگوپ ‘افل’ ی‬
‫م اکم لمکم رکےن ےک دعب رگوپ ‘ب’ ےک ہبلط ےس � وساالت وپںیھچ۔‬
‫م لمکم ی‬
‫رک�۔‬ ‫ ‪7 .‬دی یئگ رسرگیم وک‪ ۱۰‬ٹنم ی‬

‫رسرگیم ربمن‪:۲‬‬
‫دہا ی�ات‬ ‫ ‪1 .‬ہبلط ےک دوونں رگووپں وک دریس اتکب ی‬
‫د�۔‬
‫رہفتس یک اشنن دیہ ی‬
‫رک�؟‬ ‫م‬‫ƒدریس اتکب ی‬ ‫ ‪2 .‬ہتخت ی‬
‫رحت�ر رپ دی یئگ دہا ی�ات ںیھکل۔‬
‫ئ‬ ‫ ‬
‫ی‬
‫اتب�؟‬
‫ƒقبس ربمن ‪ 7‬اک ونعان ئ‬ ‫ ‬ ‫ ‪3 .‬رگوپ ےک امتم ربممان لم رک دہا ی�ات رپ لمع رکےتوہےئ اکم لمکم ی‬
‫رک�۔‬
‫ی‬
‫اتب�؟‬
‫ƒقبس ربمن ‪ 7‬اک الہپ ظفل ئ‬ ‫ ‬ ‫ل ہبلط وک ‪ ۵‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪4 .‬اس رسرگیم ےک ی‬
‫ƒقبس ربمن ‪ 7‬اک آرخی ظفل ی‬
‫اتب�؟‬ ‫ ‬ ‫ ‪5 .‬دوونں رگووپں ےک ہبلط ےس دو دو وساالت ےک وجاابت وپںیھچ۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫غ‬
‫�‪ :‬رحف‪ ،‬ظفل‪ ،‬ہلمج‪ ،‬ےحفص اک آاغز‪،‬ااتتخم اور ہحفص ربمن ی‬
‫و�رہ۔‬ ‫غ‬ ‫ ƒہبلط اپھچیئ ےک �پ�ی� چ�ی�دہ وصترات یک اشنن د یہ رکےن ےک اقلب وہےئگ ہ ی� ج ی‬
‫ن‬
‫�‪ :‬ہحفص ربمن وپ انھچ‪ ،‬قبس اک ونعان وپانھچ ی‬
‫و�رہ۔‬ ‫ماں رک�و�اےت ہ ی‬
‫ر�۔ ج ی‬ ‫ ƒااسذتہ روزاہن یک ب ی‬
‫�اد رپ ہبلط ےس �ی رسرگ ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک۔‬ ‫ ‪1 .‬امتم ہبلط ےس ہحفص ربمن ‪ ۸۶‬وھکےنل اک ہ ی‬
‫م رہ امنیئ ی‬
‫رک�۔‬ ‫ ‪ 2 .‬ہبلط وکہحفص داھک رکان یک ڈوھڈنےن ی‬
‫وپںیھچ ہک‪:‬‬
‫ئ‬ ‫ ‪3 .‬ہبلط ےس‬
‫� ریھک وہیئ ےہ؟‬‫ک چ ی �ز‬‫دا� اجبن ی ا‬ ‫ ˜ یم�ز ےک ی‬
‫ئ‬
‫ی‬ ‫چ‬ ‫ی‬ ‫ی �ز‬
‫� ریھک وہیئ ےہ؟‬ ‫ک �ز‬ ‫اب� اجبن ی ا‬ ‫ ˜م ےک ن‬
‫�ز‬
‫� ریھک وہیئ ےہ؟‬ ‫ک چ ی �ز‬‫� یا‬ ‫ ˜ یم ےک ی چ‬
‫�ز‬
‫ئ‬ ‫� ی� ریھک وہیئ ہ ی�؟‬ ‫ک چ ی �ز‬‫ ˜ یم ےک اورپ ی ا‬
‫ی‬
‫رکوا�۔‬ ‫ ‪4 .‬ہبلط ےک وجاابت ےک دوران ی‬
‫وصت�ر رپ ایلگن یک دمد ےس اشنن دیہ رضور‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ہبلط ےس ہ ی‬
‫ک ہک قبس ربمن ‪ ۸‬اکونعان اور ہحفص ربمن ھکل رک ی‬
‫ال�۔‬

‫‪38‬‬ ‫امجتع ا ّول‬

‫ہنیہم‬

‫‪5‬‬

‫امجتع ا ّول‬ ‫‪39‬‬

‫‪40‬‬ ‫امجتع ا ّول‬
 ‫ین‬ ‫قبسربمن‬
‫وسال ھجمس رک وجاب د�ا‬ ‫‪17‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫گا وسال ھجمس رک اس اک وجاب دے ی‬
‫کس۔‬ ‫ ƒاُردو یم ی ا‬
‫ک ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ل اسدہ اور آاسن زابن اامعتسل ی‬
‫رک�۔‬ ‫ ƒہبلط وک اس اقلب انبان ےہ ہک وہ وسال نس رک وجاب دے ی‬
‫کس۔وساالت وپےنھچ ےک ی‬
‫ ƒہبلط ےس اینپ ذات اور روز رمہ ومعمالت ےس قلعتم وساالت وپںیھچ۔‬
‫م ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ƒوجاابت اذخ رکواےن ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬اسدہ ولمجں ےک اکرڈز‪ ،،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬دنچ ہبلط ےس درج ی‬
‫ذ� وساالت وپںیھچ اور ہبلط اہھت ڑھکا رکےک وجاب ی‬
‫د�۔‬
‫ ˜آپ اک انم ی ا‬
‫ک ےہ؟‬
‫م ڑپےتھ وہ؟‬‫ ˜آپ سک امجتع ی‬
‫ ˜آپ وک وکن اس رگن دنسپ ےہ؟‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪2 .‬ہبلط وک وج ڑوں ی‬
‫ا� دورسےےس درج ی‬
‫ذ� وساالت وپںیھچ۔‬ ‫م ی‬ ‫ ‪3 .‬وجڑے ٓاسپ ی‬
‫ئ‬
‫ ‪4 .‬اےنپ دنسپ�ی دہ دوتس اک انم ی‬
‫اتب�؟‬ ‫ئ‬
‫ی‬
‫ ‪5 .‬اےنپ دنسپ �ی دہ لھپ اک انم اتب�؟‬
‫ھک دنسپ ےہ؟‬ ‫ ‪ٓ6 .‬اپ وک وکن اس ی‬
‫ل ہی‬
‫ک۔‬ ‫ ‪7 .‬یسک اطبل ملع‪/‬اطہبل وک اسےنم الب رک ان وساالت ےک وجاابت اتب ےن ےک ی‬
‫د�۔‬‫ل وجڑوں وک ‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪8 .‬اس رسرگیم ےک ی‬

‫امجتع ا ّول‬ ‫‪41‬‬

 ‫رسرگیم ربمن ‪:۲‬‬
‫م اجری ی‬
‫رھک ےگ۔‬ ‫ ‪1 .‬ہبلط اانپ اکم وجڑوں ی‬
‫ی �چ‬
‫م وپ ھ�یں ےگ۔‬ ‫ ‪2 .‬ہبلط اےنپ اسیھت ےس دنسپ�ی دہ ولھکےن اکانم‪ ،‬رگن‪ ،‬لکش ےک ابرے‬
‫ا� اسیھت وسال وپےھچ اور دورسا اسیھت وجاب دے۔‬
‫ ‪ 3 .‬ی‬
‫ ‪4 .‬رھپ دورسا اسیھت وسال وپےھچ اور الہپ ئ اسیھت وجاب دے۔‬
‫ی‬
‫رکوا�۔‬ ‫ ‪ 5 .‬امتم وجڑوں ےسدی یئگ رسرگیم‬
‫ا� وجڑے ےس �ی وساالت وپںیھچ‪:‬‬ ‫م یسک ی‬ ‫ ‪ٓ6 .‬ارخ ی‬
‫ھک دنسپ ےہ؟‬ ‫ ˜ آپ وک وکن اس ی‬
‫م ڑپےتھ وہ؟‬ ‫ ˜آپ سک امجتع ی‬
‫ ˜آپ وک وکن اس ومضمن ز ی�ادہ دنسپ ےہ؟‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫د� ےک اقلب وہےئگ ہ ی�۔‬ ‫ی‬
‫رسرگموں ےک دعب ہبلط وساالت ھجمس رک وجاابت ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ھک۔‬‫ ‪1 .‬وساالت اکرڈز رپ ھکل رک یم�ز رپ ااٹلر ی‬
‫ئ‬ ‫ئ‬
‫الب�۔ رہ اطبل ملع‪/‬اطہبل مک ازمک دو اکرڈ ی‬
‫ااھٹ�۔‬ ‫ ‪2 .‬ابری ابری دنچ ہبلط وک ی‬
‫ ‪3 .‬اکرڈز رپ ےھکل وہےئ وساالت اُس اطبل ملع‪/‬اطہبل ےس وپںیھچ۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬ ‫ئ‬
‫اتب�۔‬ ‫ال� اور اےلگ دن اےنپ ی‬
‫اس�وں وک ی‬ ‫اھب�وں ےک انم اکیپ رپ ھکل ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک ٓاپ اےنپ نہب ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪42‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫م ابت رکان‬‫اینپ ذات‪ ،‬رھگ اور اخدنان ےک ابرے ی‬ ‫‪18‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاینپ ذات‪ ،‬رھگ اور اخدنان ےک ابرے یم ابت ی‬
‫رککس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ ƒاس احلص ملعت اک دصقم ہبلط وک اس یک ذات‪ ،‬رھگ اوراخدنان ےک وحاےل ےس آاگیہ دولاانےہ۔‬
‫ت‬ ‫ت‬ ‫چی ت‬
‫م ہن رصف دل یپسچ یل ہ ی�‬ ‫� ی‬ ‫�‪ ،‬اموحل اور روز رمہ زدنیگ ےس اطمتقب ریتھک وہ وت ہبلط رپ اامتعد وہےت ہ ی� اور ابت چ ی‬ ‫ ƒابت‬
‫ہ‬ ‫ی‬
‫لب ہک اس م اشلم یھب وہ اجےت ی�۔‬
‫چی ت‬ ‫م اشلم رکےن ےس ےلہپ �اںیھن وجڑوں اور رگووپں ی‬ ‫چی ت‬
‫� ی‬
‫م ابت � ےک وماعق ی‬
‫د� اتہک ان اک‬ ‫ ƒہبلط وک ارفنادی وطر رپ ابت‬
‫اامتعد احبل وہ ےکس۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ‬ ‫م‪ ،‬یمرا رھگ‪ ،‬یمرا اخدنان‪ ،‬یمرے اکم)‪ ،‬ہتخت ی‬‫اکرڈز ( ی‬

‫اعترف‪5 :‬ٹنم‬
‫غ‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ ƒہبلط ےس درج ی‬
‫ذ� ولعمامت اذخ رکوا�۔ ج ی‬
‫�‪ :‬ان اک انم‪ ،‬العہق اور اخدنان ےک ارفاد و�رہ ‬
‫ ƒونٹ‪ :‬ےلہپ ااتسد‪/‬ااتسین وخد اانپ اعترف رکواےئ۔‬
‫ ˜ یمرا انم ارکم‪/‬ولپہش ےہ۔‬
‫م ےہ۔‬ ‫ ˜ یمرا رھگ وصایب ی‬
‫م اَیّم‪ ،‬اوّب اور نہب اھبیئ ہ ی�۔‬‫ ˜ یمرے اخدنان ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬ ‫ت‬
‫� رگوپ ی‬
‫انب�۔‬ ‫ ‪1 .‬ہبلط ےک ی ن‬
‫م۔ رگوپ ربمن ‪ :2‬رھگ۔ رگوپ ربمن‪ :3‬یمرا اخدنان۔‬‫ ‪2 .‬رگوپ ربمن‪ :1‬ی‬
‫چی ت‬
‫� ی‬
‫رک�۔‬ ‫د� ےئگ ونعاانت ےس ہقلعتم وساالت رپ ابت‬
‫ ‪3 .‬رہ رگوپ ےک امتم ربممان ی‬
‫د�۔‬ ‫ا� اکیپ رپ ھکل رک دے ی‬ ‫ ‪4 .‬رہ رگوپ وک ان ےک ونعان ےس ہقلعتم وساالت ی‬

‫امجتع ا ّول‬ ‫‪43‬‬

 ‫یمرا اخدنان‬ ‫یمرا رھگ‬ ‫م‬ ‫ی‬
‫م وکن وکن راتہ ےہ؟‬ ‫م ےہ؟ ƒٓاپ ےک رھگ ی‬ ‫ ƒٓاپ اک رھگ سک العےق ی‬ ‫کاےہ؟‬‫ƒٓاپ اک لمکم انم ی‬ ‫ ‬
‫ک انم ےہ؟‬ ‫م ےنتک رمکے ہ ی�؟ ƒٓاپ ےک ایّم اور اوّب اک ی ا‬ ‫ ƒٓاپ ےک رھگ ی‬ ‫ƒٓاپ ےک اوّب اک ی‬
‫کا انم ےہ؟‬ ‫ ‬
‫م وکن وکن راتہ ƒٓاپ ےک ےنتک نہب اھبیئ ہ ی�؟‬ ‫ ƒٓاپ ےک رھگ ی‬ ‫ƒٓاپ وک وکن اس لھپ دنسپ ےہ؟‬ ‫ ‬
‫م ےسک بس ےس ذ ی�ادہ دنسپ رکےت‬ ‫ ƒٓاپ رھگ ی‬ ‫ےہ؟‬ ‫ƒٓاپ ےک اپس وکن وکن ےس ولھکےن‬ ‫ ‬
‫ہ ی�؟‬ ‫ک ےہ؟‬ ‫ ƒٓاپ ےک رھگ اک رگن ی ا‬ ‫ہ ی�؟‬
‫چی ت‬
‫ل ہبلط یک رہ امنیئ ی‬
‫رک�۔‬ ‫� ےک دوران ااسذتہ وساالت ڑپےنھ اور وپےنھچ ےک ی‬ ‫‪5‬ابت‬ ‫ ‪.‬‬
‫ل ‪ ۱۰‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪6 .‬ہبلط وک �ی رسرگیم لمکم رکےن ےک ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫ ‪1 .‬ہبلط ےک رگوپ ربرقار ی‬
‫رھک۔‬
‫ا� اطبل ملع‪/‬اطہبل اسےنم ٓارک دورسے رگوپ ےس درج ی‬
‫ذ� وساالت وپںیھچ۔‬ ‫م ےس وکیئ ی‬ ‫ ‪2 .‬اب رہ رگوپ ی‬
‫م رمع ےک احلظ ےس بس ےس ڑبا وک ن ےہ؟‬ ‫ ˜ٓاپ ےک رھگ ی‬
‫م لک ےنتک ارفاد ہ ی�؟‬ ‫ ˜ٓاپ ےک رھگ ی‬
‫م سک ےس بس ےس ذ ی�ادہ پ ی�ار رکےت ہ ی�؟‬ ‫ ˜ٓاپ رھگ ی‬
‫ا� اطبل ملع‪/‬اطہبل اسےنم ٓارک درج ابال وساالت ےک وجاب ی‬
‫د�۔‬ ‫ی‬
‫وکیئ ن ی ئ‬
‫ ‪3 .‬امتم رگووپں م ےس ق‬
‫ت‬
‫� ی‬
‫انب�۔‬ ‫ومشل وک ی ی‬
‫ ‪4 .‬امتم ہبلط یک ی‬
‫رک�۔‬ ‫ ‪5 .‬ہبلط یک وحہلص ازفایئ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫د� ےک اقلب وہ ےئگ ہ ی�۔‬‫م ولعمامت ی‬‫رسرگموں ےک دعب ہبلط اینپ ذات‪ ،‬رھگ اور اخدنان ےک ابرے ی‬
‫ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫تق‬
‫م� ی‬
‫رک�۔‬ ‫ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫م وپںیھچ۔‬‫ا� دو رسے ےس دنسپ�ی دہ لھپ‪ ،‬ولھکےن اور رگن ےک ابرے ی‬ ‫م اسیھت ی‬ ‫ ‪2 .‬رہ وجڑے ی‬
‫م وپںیھچ۔‬ ‫ ‪ 3 .‬دنچ وجڑوں ےس ان یک دنسپ ےک ابرے ی‬

‫قشم‪2 :‬ٹنم‬
‫م وپںیھچ۔‬‫اےنپ رھگ ےک ارفاد ےس ان ےک دنسپ�ی دہ اھکےن ےک ابرے ی‬

‫‪44‬‬ ‫امجتع ا ّول‬

 ‫پش‬ ‫قبسربمن‬
‫� رکان‬‫اانپرصتخم اعترف ی‬ ‫‪19‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت‬
‫ ƒدو ی�ا ی ن‬
‫� ولمجں یم اانپ اعترف امجتع ےک اسےنم رک ی‬
‫اکس۔ (ااتسد یک رہ امنیئ یم)‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫پش‬ ‫ق‬ ‫چی ت‬
‫� رکےن ےک ےئل وخد یلمع اظمرہہ ی‬
‫رک�۔‬ ‫رط� ےس اانپ اعترف ی‬
‫ی‬ ‫� اک آاغز ومعًام اعترف ےس وہات ےہ۔ ہبلط وک درتس‬ ‫ƒابت‬ ‫ ‬
‫رک�۔‬‫�دا ی‬ ‫م وخد اامتعد ی پ ی‬‫ƒہبلط یک وحہلص ازفایئ رکےک ان ی‬ ‫ ‬
‫د� ات ہک ان یک کجھج دوروہ۔‬ ‫ƒہبلط وک وبےنلاک ومعق ی ئ‬ ‫ ‬
‫م وخد اامتعدی پ ی‬
‫�دا وہ۔‬ ‫رکوا� اتہک ان ی‬
‫ی‬ ‫ƒہبلط اانپ اعترف وخد‬ ‫ ‬
‫ل رصف اُردو زابن اامعتسل ی‬
‫رک�۔‬ ‫ ƒاعترف ےک ی‬
‫ ƒومعق ولحم ےک اطمقب انمبس رہ امنیئ ی‬
‫رک�۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬اسدہ ولمجں ےک اکرڈز‪ ،،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫�‬ ‫ی‬
‫م ےلہپ اانپ انم اتب �۔ ج ی‬ ‫ ƒاعترف ی‬
‫ش‬
‫ےہ۔‪/‬مرا انم اعہشئ ےہ۔ یمرے وادل اصبح اک انم دبعاہلل ےہ۔‬
‫ی‬ ‫اصبح اک انم وناز اخن‬ ‫ی‬
‫ےہ۔مرے وادل‬ ‫� اخن‬ ‫ ƒ یمرا انم ی‬
‫ئ‬ ‫ق‬
‫ی‬
‫رکوا�۔‬ ‫رط� ےک اطمقب اعترف‬ ‫ی‬ ‫ ƒہبلط ےس ایس‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک وجڑے ی‬
‫انب�۔‬
‫ئ‬
‫ی‬
‫ا� دورسے وک اانپ انم‪ ،‬اےنپ وادل اک انم اور اےنپ العےق اک انم اتب�۔‬‫ ‪2 .‬ہبلط ی‬
‫ا� اسیھت اانپ اعترف رکواےئ اگ‪/‬یگ۔دورسا اسیھت وغر ےس ےنُس اگ‪/‬یگ‪ ،‬اور رھپ دورسا اسیھت اانپ اعترف رکواےئ‬ ‫م ےس ےلہپ ی‬ ‫ ‪3 .‬وجڑوں ی‬
‫اگ‪/‬یگ۔‬
‫د�۔‬‫ل ہبلط وک ‪ ۵‬ٹنم اک وتق ی‬ ‫ ‪4 .‬رسرگیم لمکم رکےن ےک ی‬

‫امجتع ا ّول‬ ‫‪45‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫پش‬
‫� ی‬
‫رک�۔‬ ‫ ‪1 .‬ہبلط امجتع ےک اسےنم آرک اانپ اانپ اعترف ی‬

‫غ‬ ‫ل ‪ ۲‬ٹنم اک وتق ی‬

‫د�۔‬ ‫رسرگیم ےک ی‬
‫ت‬ ‫ ‪2 .‬اس‬
‫ی ح ن‬ ‫�‬ ‫ف‬
‫۔� اشابش‪ ،‬تہب وخب ی‬
‫و�رہ۔‬ ‫ےس ہبلط یک وحہلص ازفایئ ی‬
‫رک� ج ی‬ ‫ولمجں ئ‬ ‫رعت� و س�ی� واےل‬ ‫ ‪3 .‬‬
‫ت یق ن‬
‫� ی‬
‫انب�۔‬ ‫ومشل وک ی‬
‫ ‪4 .‬امتم ہبلط یک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫نت‬
‫ہ‬ ‫ہ‬ ‫ی‬
‫� م ہبلط اس اقلب وہ ےئگ � ہک وہ اانپ اعترف رک�و�ا ےتکس �۔‬
‫ی‬ ‫ی‬ ‫ی‬
‫رسرگموں یک ی ج‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک۔‬ ‫ ‪1 .‬دنچ ہبلط ےس اانپ اعترف رکواےن اک ہ ی‬
‫ئ‬
‫م اانپ انم‪ ،‬اوکسل اک انم اور امجتع اک انم ی‬
‫اتب�۔‬ ‫ ‪2 .‬اعترف ی‬
‫رک�۔‬ ‫ ‪3 .‬ہبلط یک وحہلص ازفایئ اور انمبس رہ امنیئ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ہبلط رھگ اجرک اےنپ اخدنان واولں ےک اسھت اانپ اعترف‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪46‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اینپ دنسپ وان دنسپ اک ااہظر رکان‬ ‫‪20‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاینپ دنسپ ان دنسپ اک انمبس اافلظ یم ااہظر رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬
‫ی‬ ‫ی‬ ‫ی‬
‫رک� ان یک ابت وغر ےس س اور �اںیھن فلتخم رسرگموں م‬ ‫ل ان یک وحہلص ازفایئ ی‬ ‫�دا رکےن ےک ی‬ ‫م وخد اامتعدی پ ی‬ ‫ƒااسذتہ ہبلط ی‬ ‫ ‬
‫ت‬
‫ن‬ ‫رک�۔‬‫ومشل رکےن یک رطف رابغ ی‬ ‫ی‬
‫ن‬ ‫ن‬ ‫ƒامجتع ا ّول اک ہچب ومعًام ےھچ اسل اک وہاتےہ ارگ ہچ اس یک دنسپ ان دنسپ ز ی�ادہ ہتخپ ہ ی‬
‫�‪ ،‬روگنں ‪،‬‬ ‫� وہات ےہ یل رھپ یھب وہ اھکےن پ ی‬ ‫ ‬
‫م دنسپ ان دنسپ اک ااہظر رکات ےہ۔ ایس ےس اس یک راحج انت ےنھجمس ی‬ ‫ی ن‬
‫اضمم ی‬ ‫ی‬
‫م رہ امنیئ لم یتکس ےہ اور اس ےک‬ ‫ھکوں اور فلتخم ت‬
‫م یھب دمد یتلم ےہ۔‬ ‫ل درتس تمس اک �ع� ی ن� رکےن ی‬ ‫ی‬
‫رھک یکوں ہک �ی ؤمرث ی‬
‫دتر� ی‬ ‫�ال ی‬ ‫خ‬
‫م اعمون اثتب وہیت ےہ۔‬ ‫ƒااسذتہ ہبلط یک وھچیٹ وھچیٹ دنسپ واندنسپ اک ی‬ ‫ ‬
‫ی ت‬ ‫خ‬ ‫ن‬ ‫خ‬
‫ل دوران‬‫�االت ےک ااہظر اک وپرا ومہعق انلم اہن� رضوری ےہ اس ی‬ ‫�ادی قح ےہذٰہلا ہبلط وک وبےنل اک اور اےنپ ی‬ ‫�ال رہ ااسنن اک ب ی‬
‫ƒااہظ ِر ی‬ ‫ ‬
‫دتر� ااسذتہ یک رطف ےس ہبلط یک وحہلص ازفایئ تہب رضوری ےہ۔‬ ‫ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫وصت�ری اکرڈ و ی‬
‫�رہ‬ ‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬فلتخم وقیم ی‬
‫ھکوں ےک ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬نہتختٔ ی‬
‫دساب ہ ی‬ ‫ت‬
‫اصتو�ر انب ےتکس ہ ی�۔‬
‫ی‬ ‫� ہ ی� وت اسدہ اچرٹ رپ‬ ‫ونٹ‪ :‬ارگ ی‬
‫وصت�ری اکرڈ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ی‬
‫ ƒہبلط ےس درج ذ� وساالت وپںیھچ‪ :‬ئ‬
‫ ˜آپ وکیئ ےس دو ولھپں ےک انم ی‬
‫اتب�۔‬
‫ئ‬ ‫ ˜آپ ئ اک دنسپ �ی دہ لھپ وکن اس ےہ؟‬
‫ا� دورسے وک ی‬
‫اتب� ےگ۔‬ ‫م ی‬‫اتب� ہک آج مہ اینپ دنسپ اور ان دنسپ ےک ابرے ی‬
‫ ƒہبلط وک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ذ� ونعاانت ےک تحت فلتخم وساالت وپںیھچ۔‬ ‫م درج ی‬ ‫ ‪1 .‬ہبلط ےس ان یک دنسپ‪ ،‬ان دنسپ ےک ابرے ی‬
‫ونٹ‪ :‬لھپ‪ ،‬زبس ی�اں‪ ،‬ابلس‪ ،‬اھکان‪ ،‬روز رمہ زدنیگ ےک اکم ےس قلعتم وساالت وپےھچ اجےتکس ہ ی�۔‬
‫ ‪2 .‬ہبلط اینپ دنسپ‪ ،‬ان دنسپ اک ااہظر ارفنادی وطر رپ ی‬
‫رک�۔‬

‫امجتع ا ّول‬ ‫‪47‬‬

 ‫رسرگیم ربمن ‪:۲‬‬
‫تق‬
‫رک�۔‬ ‫� ی‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ئ‬
‫ا� دورسے وک ی‬ ‫ھک ) ےک ابرے ی‬ ‫ی ن‬
‫اضمم‪ ،‬ی‬ ‫ ‪2 .‬وجڑوں ی‬
‫اتب� ےگ۔‬ ‫م ی‬ ‫م ہبلط اینپ دنسپ اور ان دنسپ (وممس‪ ،‬رگن‪،‬‬
‫د�۔‬‫ل‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪3 .‬ہبلط وک اس رسرگیم ےک ی‬
‫م ااتسد‪/‬ااتسین دنچ ہبلط ےک اترثات ولعمم ی‬
‫رک�۔‬ ‫ ‪4 .‬آرخ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م ااہظر رک ےتکس ہ ی�۔‬‫رسرگموں ےک دعب ہبلط اینپ دنسپ اور ان دنسپ ےک ابرے ی‬
‫ی‬ ‫در ج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫رک�۔‬ ‫ی‬
‫اصتو�ر واےل اکرڈ اپسچں ی‬ ‫ھکوں ےس قلعتم‬ ‫م ی‬ ‫ ‪1 .‬رمکا امجتع ےک فلتخم وکونں ی‬
‫م اُس اک ئانم وبےل اور اُس اکرڈ ےک اپس الچ اجےئ۔‬ ‫ھک دنسپ وہ وہ اویچن آواز ی‬ ‫ک ہک سج وک وج ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫ھک ےک یسک وہشمر الھکڑی اک انم اتب ی�۔‬ ‫ھک اور اس ی‬ ‫ ‪ 3 .‬ہبلط اینپ دنسپ�ی دہ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬
‫ی‬ ‫ی‬
‫ال� اور رمکا امجتع م اس�وں وک ی‬
‫اتب�۔‬ ‫ہبلط اےنپ دنسپ�ی دہ دو ولھپں ےک انم اینپ پ ی‬
‫اک�وں رپ ھکل رک ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪48‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫“ےہ” “وہں” اور ہ ی‬
‫“�” اک اامعتسل‬ ‫‪21‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫اور”�” اک رفق اجن ی‬
‫کس۔‬ ‫ہی‬ ‫ ƒ“ےہ” “وہں”‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫�‪ :‬یلع وکسل اج ات ےہ۔‬ ‫م “ ےہ” آات ےہ۔ ج ی‬ ‫� اک ذرک وہراہ وہ وت اس ےک آرخ ی‬ ‫ا� صخش یا� چ ی �ز‬ ‫م ی‬ ‫ ƒبج یسک ےلمج ی‬
‫�‪ :‬مہ ڑپےتھ ہ ی�۔‬ ‫م “ ہ ی�” آات ےہ۔ ج ی‬‫��زوں اک ذرک وہ راہ وہ وت اس ےک آرخ ی‬ ‫ا� ےس ز ی�ادہ ولوگں یا� چ ی‬
‫ ƒ ی‬
‫ےہ۔�‪ :‬اوب اجن اتکب ڑپھ رےہ ہ ی�۔‬‫جی‬ ‫ل یھب “ ہ ی�” اک اامعتسل ی ا‬
‫ک اج ات‬ ‫ ƒڑبوں ےک ادب ےک ی‬
‫م یلہپ امجتع اک اطبل ملع وہں”‬ ‫اگ۔�‪ “ :‬ی‬
‫م “وہں” آےئ ئ ج ی‬ ‫م “ ےس ہلمج رشوع وہ وت آرخ ی‬ ‫ ƒبج وکیئ ابت رکے اور “ ی‬
‫ی‬
‫رکوا�۔‬ ‫ ƒاُاتسد‪/‬اُاتسین ہبلط وک ےہ‪ ،‬وہں اور ہ ی� ےک ےلمج اور ان ےک اامعتسل یک قشم‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫م ی‬
‫کا رفق ےہ؟‬ ‫ذ� ےلمج ڑپںیھ اور وپںیھچ ہک ان ولمجں ی‬
‫ل درج ی‬ ‫م دیپسچل ڑباھےن ےک ی‬ ‫ ƒہبلط یک قبس ی‬
‫س ےہ۔‬ ‫ ˜�ی ی ب‬
‫م اُڑرےہ ہ ی�۔‬‫ ˜رپدنے وہا ی‬
‫س اک رگن رُسخ ےہ۔‬ ‫ ˜ ی ب‬
‫س اھکیت وہں۔‬‫مئ ی ب‬ ‫ ˜ ی‬
‫م ڑپںیھ ےگ۔‬ ‫“�” ےک رفق ےک ابرے ی‬ ‫اتب� ہک آج مہ “ےہ” “وہں” اور ہ ی‬ ‫ ƒہبلط وک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک اچر رگووپں ی‬
‫د� ےئگ ےلمج ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪ 2 .‬ی‬
‫ت‬
‫ہی‬
‫ےہ‪/‬وہں‪�/‬‬ ‫م اپین پ ی�ا۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ˜ ی‬
‫ت‬
‫ہی‬
‫ےہ‪/‬وہں‪�/‬‬ ‫ھک۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ˜مہ رکٹک ی‬

‫امجتع ا ّول‬ ‫‪49‬‬

 ‫ہی‬
‫ےہ‪/‬وہں‪�/‬‬ ‫ ˜�ی یمرا رھگ۔۔۔۔۔۔۔۔۔۔۔‬
‫ہی‬
‫ےہ‪/‬وہں‪�/‬‬ ‫ ˜اوب اھکان اھکےت۔۔۔۔۔۔۔۔۔۔۔‬
‫م “ےہ” “وہں” اور ہ ی‬
‫“�” اگل رک ےلمج لمکم ی‬
‫رک�۔‬ ‫ک ہک وہ اخیل وہگجں ی‬ ‫ ‪3 .‬رگووپں ےس ہ ی‬
‫م ںیھکل۔‬ ‫ ‪4 .‬ےلمج لمکم رکےن ےک دعب اینپ اکیپ ی‬
‫رک�۔‬‫ ‪5 .‬ہبلط ےک اکم اک اجزئہ یل اور درتس اکم رپ ہبلط یک وحہلص ازفایئ ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫ئ‬
‫د� ےئگ لمکم ےلمج ڑپ ی‬
‫وھا�۔‬ ‫م ی‬‫ ‪6 .‬رگووپں وک رب رقار رےتھک وہےئ ان ےس رسرگیم ربمن ‪ ۱‬ےک دجول ی‬
‫ئ‬
‫ی‬ ‫ی‬
‫ ‪7 .‬ارگ ہلمج درتس ہن اتب� وت یسک دورسے رگوپ وک ومعق د�۔‬
‫رک�۔‬‫ ‪8 .‬درتس ےلمج اتبےن رپ ان یک وحہلص ازفایئ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م درتس اامعتسل رک ےتکس ہ ی�۔‬‫رسرگموں ےک دعب ہبلط ےہ‪ ،‬وہں اور ہ ی� اک ولمجں ی‬
‫ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪9 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ ‪1 .‬ہتخت ٔ ی‬
‫رحت�ر رپ دنچ ان لمکم ےلمج ںیھکل۔‬
‫ ˜�ی دو ات ےل۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬
‫ا� وھپل۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ˜�ی ی‬
‫م اھکان اھکات۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬‫ ˜ ی‬
‫ ˜�ی یمرے دادا۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬
‫ئ‬ ‫ ˜�ی یمری ڑگ ی�ا۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬
‫ی‬
‫رکوا�۔‬ ‫ہی‬
‫اور”�” اگل رک ےلمج لمکم‬ ‫ ‪2 .‬ہبلط ےس “ےہ” “وہں”‬
‫چ‬ ‫�‬
‫ ‪3 .‬دنچ ہبلط ےس ےلمج زابین وپ ھ�یں۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ک ہک دریس اتکب ےک ہحفص ربمن‪۱۰۱‬رپ دی یئگ وقادع س�یکھ�یں یک رسرگیم اینپ اکیپ ی‬ ‫ہ‬
‫م لمکم رک ےک ی‬
‫ال� اور اےلگ دن‬ ‫ہبلط ےس ی ئ‬
‫امتم ت‬
‫ی‬
‫اےنپاس�وں وک ی‬
‫اتب�۔‬

‫‪50‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫لعف یک اچہپن‬ ‫‪22‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒےلمج یم لعف یک اچہپن رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ ƒلعف وک لمع واےل اافلظ یھب اہک اجات ےہ۔لعف ےس یسک اکم اک وہان ی�ا رکان اظرہ وہات ےہ۔‬
‫ ƒلعف ےس زامےن یک اشنن دیہ وہیت ےہ۔‬
‫م اکم اک وہان ی�ا رکان زامےن ےک اسھت اپ یا� اجےئ۔‬‫ ƒرصتخماً لعف وہ ہملک ےہ سج ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ‬ ‫اصتو�ر‪ ،‬ہتخت ٔ ی‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪،‬‬

‫اعترف‪5 :‬ٹنم‬
‫م یا‬
‫ک اکم رکراہ‬ ‫رک� اور ہبلط ےس وپںیھچ ہک ی‬
‫� اتکب اُاھٹ رک دنلب آواز ےس ڑپانھ رشوع ی‬ ‫م فلتخم اکم ی‬
‫رک� ج ی‬ ‫ ƒاُاتسد‪/‬اُاتسین رمکاامجتع ی‬
‫ک ےگ ہک آپ ڑپھ رےہ ہ ی�۔‬ ‫وہں ی�ا رک ریہ وہں۔ ہبلط ہ ی‬
‫ک ےگ ہک آپ لچ رےہ ہ ی�۔‬ ‫کا اکم رک راہ وہں ی�ا رک ریہ وہں۔ ہبلط ہ ی‬
‫م ی‬‫رک� اور ہبلط ےس وپںیھچ ہک ی‬
‫م انلچ رشوع ی‬ ‫ ƒرمکا امجتع ی‬
‫ک ہک “ڑپانھ” “انلچ” لعف ےہ۔ اس رطح وجیھب اکم مہ رکےت ہ ی� وہ ااعفل ہ ی�۔‬ ‫ ƒہبلط ےس ہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک اچر رگوپ انب ی�۔‬
‫رد�۔‬ ‫ا� ی‬
‫وصت� ی‬ ‫ ‪2 .‬رہ رگوپ وک ی‬

‫ئ‬
‫اتب� ہک ی ا‬
‫ک اکم وہ راہ ئےہ۔‬ ‫وصت�ر ی‬
‫د� رک ی‬ ‫ ‪ 3 .‬ی‬
‫ ‪4 .‬درتس وجاب رپ ہبلط ےس ات یلاں ی‬
‫وجبا�۔‬

‫امجتع ا ّول‬ ‫‪51‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫رھک ےگ۔‬‫م اجری ی‬ ‫‪1‬ہبلط اانپ اکم رگووپں ی‬ ‫ ‪.‬‬
‫م سج لعف یک ی‬
‫وصت�ر وہیگ۔ اس رگوپ اک اطبل ملع‪/‬اطہبل ویہ اکم وخد رکے اگ۔‬ ‫وصت�ر ی‬
‫وصت�ری اکرڈ اُاھٹ ےئ اگ۔ ی‬ ‫ا� ی‬ ‫‪2‬رہ رگوپ ی‬ ‫ ‪.‬‬
‫د� رک داھکےئ اگ‪/‬یگ۔‬‫وصت�ر ی‬
‫�‪ :‬ےنھکل وایل یچب یک ی‬ ‫جی‬
‫ت‬
‫ل یھب وہاگ۔‬
‫رے رگوپ ےک ی‬ ‫� ئ‬ ‫‪ 3‬ی ہ� رط� یقہ اکر دورسے‪ ،‬ق ی‬ ‫ ‪.‬‬
‫ی ن‬
‫� ی‬
‫انب�۔‬ ‫‪4‬امتم رگووپں یک رشتک ی‬ ‫ ‪.‬‬
‫ ‪5 .‬رگووپں یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م لعف یک اچہپن رک ی‬
‫کس ےگ۔‬ ‫ہبلط ےلمج ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫رک�۔‬‫م اشلم ی‬ ‫ھک ی‬ ‫‪1‬وپری امجتع وک اس ی‬ ‫ ‪.‬‬
‫غ‬
‫�‪ :‬اصف رکان‪ ،‬وسان‪ ،‬اجانگ‪ ،‬روان‪ ،‬ی‬
‫و�رہ ںیھکل۔‬ ‫‪ 2‬چی‬
‫رپ�وں رپ لعف ج ی‬ ‫ ‪.‬‬
‫ک ہک رقہع ی‬
‫اکنل۔‬ ‫‪3‬اطبل ملع‪/‬اطہبل ےس ہ ی‬ ‫ ‪.‬‬
‫رحت�ر اصف رکان”‬‫م ےلکن اگ “ہتخت ٔ ی‬‫‪4‬رقہع ی‬ ‫ ‪.‬‬
‫م ےھکل وہےئ ظفل رپ ہبلط اخومش ےس یلمع اظمرہہ ی‬
‫رک�۔‬ ‫ ‪5 .‬رقہع ی‬
‫ ‪ 6 .‬یلمع اظمرہ ہ رکےن ےک دعب اطبل ملع‪/‬اطہبل ےک قلعتم ہبلط ےس وپںیھچ۔‬
‫ ‪7 .‬ہبلط ےک فلتخم وجاابت وہں ےگ۔‬
‫ن‬
‫د� واےل ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪8 .‬درتس وجاب ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬ ‫ت‬
‫ال� اور اےلگ دن اےنپ ی‬
‫اس�وں وک اتب ی�۔‬ ‫ی‬ ‫ن‬
‫م ےس وکیئ ےس ی� ولمجں م لعف یک اشنن دیہ رک ےک ی‬‫رھگ ےس دریس اتکب ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬
‫‪52‬‬ ‫امجتع ا ّول‬
 ‫قبسربمن‬
‫روزّرمہ اُردو وبل اچل‬ ‫‪23‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒروز رمہ اُومر ےک ابرے یم ابت رک ی‬
‫کس۔‬
‫ ƒروز رمہ زدنیگ ےک وااعقت رپ اانپ ردلمع اظرہ رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ƒہبلط یک امدری زابن وکیئ یھب وہ یتکس ےہ۔‬ ‫ ‬
‫�ال رک ی‬‫خ‬ ‫ت‬ ‫رک� اتہک وہ روز رمہ اُومر ےک ابرے ی‬ ‫چی ت‬ ‫ƒہبلط وک اُردو زابن ی‬
‫کس۔‬ ‫� اور ااہظر ی‬ ‫م ابت چ ی‬ ‫� رکےن اک ومعق ت رفامہ ی‬ ‫م ابت‬ ‫ ‬
‫یح�‬ ‫ص‬ ‫�‬ ‫�غ‬
‫۔‬ ‫ی‬
‫رک�‬ ‫ح‬ ‫ربلحم‬ ‫ومعق‬ ‫یک‬ ‫ہبلط‬ ‫رپ‬ ‫وں‬ ‫�‬‫م لط� ی‬ ‫ƒوبل اچل ی‬ ‫ ‬
‫غ‬
‫م ابت رکان ااھچ اتگل ےہ ذٰہلا ہبلط ےک اسھت‬‫و�رہ ےک ابرے ی‬‫ھک وکد ی‬ ‫ƒہبلط وک اےنپ ومعمالت زدنیگ ابلس‪ ،‬وخراک‪ ،‬وساری‪ ،‬اھکان‪ ،‬ی‬ ‫ ‬
‫چی ت‬
‫� ی‬
‫رک�۔‬ ‫د� ےئگ ونعاانت رپ ابت‬ ‫ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ن‬ ‫ن‬
‫ی‬ ‫ی‬ ‫سل�‬ ‫�گ� ی �پ�‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬اسدہ اکذغ‪ ،‬ر ں ں‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬ہبلط ےس درج ی‬
‫ذ� وساالت وپںیھچ۔‬
‫ ˜آج لک وکن اس وممس ےہ؟‬
‫ ˜آپ وک ن اس وممس ااھچ اتگل ےہ؟‬
‫م آپ وک بس ےس ز ی�ادہ وکن ااھچاتگل ےہ؟‬ ‫ ˜رھگ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک دو رگووپں ی‬
‫وپںیھچ۔�‪:‬‬
‫جی‬ ‫م وساالت‬‫ ‪2 .‬ےلہپ رگوپ ےس روز رمہ زدنیگ ےکاُومر ےک ابرے ی‬
‫ ˜آپ وک وکن اس لھپ دنسپ ےہ؟‬
‫ ˜آپ ےک دنسپ �ی دہ لھپ اکرگن یکا ےہ؟‬
‫ ˜آپ وک وکن یس وساری ایھچ یتگل ےہ؟‬

‫امجتع ا ّول‬ ‫‪53‬‬

 ‫ ‪3 .‬وجاب ےنلم رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬
‫�‪:‬‬
‫م وساالت وپںیھچ۔ ج ی‬‫ ‪4 .‬دورسے رگوپ ےس روز رمہ زدنیگ ےک وااعقت ےک ابرے ی‬
‫م ےئگ ہ ی�؟‬ ‫ ˜آپ یھبک یسک اپرک ی‬
‫ک ی‬
‫د�ا؟‬ ‫م آپ ےن ی ا‬ ‫ ˜اپرک ی‬
‫م وکن یس چ ی �ز‬‫ ˜اپرک ی‬
‫� آپ وکایھچ یگل؟ ئ‬
‫ل ات یلاں ی‬
‫وجبا�۔‬ ‫ ‪5 .‬درتس وجاب ےنلم رپ ہبلط ےک ی‬
‫رسرگیم ربمن‪:۲‬‬
‫ ‪1 .‬دوونں رگووپں وک ربرقار ی‬
‫رھک۔ےلہپ رگوپ ےک ہبلط ےس �ی وسال وپںیھچ۔‬
‫ ˜آج آپ سک ےک اسھت وکسل آےئ؟‬
‫ ‪2 .‬دورس ے رگوپ ےک ہبلط ےس وپںیھچ۔‬
‫ ˜لک آپ ےن وکسل ےس رھگ واسپ اجرک بس ےس الہپ وکن اس اکم ی‬
‫کا؟‬
‫ا�۔‬‫ ‪3 .‬ہبلط ےک وجاابت وک رس ہ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫چی ت‬
‫� رک ےتکس ہ ی�۔‬ ‫م ابت‬‫م اسدہ اافلظ اور ولمجں ی‬‫ہبلط روز رمہ زدنیگ ےک وااعقت اور روز رمہ اُومر ےک ابرے ی‬
‫�ئ �‬ ‫ ‪4 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫رحت�ر رپ یسک رپ دنے یک ی‬
‫وصت�ر انب�۔‬ ‫ ‪1 .‬ہتختٔ ی‬
‫ا� ہلمج ہ ی‬
‫ک۔‬ ‫م ی‬ ‫وصت�ر ےک ابرے ی‬
‫ ‪2 .‬ہبلط ابری ابری ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫��زوں ےک انم ھکل رک ی‬
‫ال�۔‬ ‫��زوں اک اشمدہہ رکےک وکیئ یس ی ن‬
‫� چی‬ ‫م چی‬‫اوکسل ےس رھگ اجےت وہےئراےتس ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪54‬‬ ‫امجتع ا ّول‬

 ‫ین‬ ‫قبسربمن‬
‫نتم ڑپھ رک وساالت ےک وجاابت د�ا‬ ‫‪24‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒنتم(امونس اور انامونس) ڑپھ رک وساالت ےک درتس وجاابت دے ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫غ‬
‫ہ‬ ‫ہ‬ ‫ی‬
‫ ƒیسک اتکب‪ ،‬ومضمن و�رہ یک الص ابعرت وک نتم ےتہک ی�۔ نتم رصتخم ابعرت وہیت ی�۔‬
‫ل ن�ا وہات ےہ ی ن‬
‫ےلہپ ڑپےھ ےئگ اافلظ یک دمدےس ہبلط ان امونس نتم‬ ‫ئ‬ ‫ل‬ ‫ ƒامونس نتم ہبلط ےن ڑپاھ وہ ات ےہ اور ان امونس نتم ہبلط ےک ی ی‬
‫ی‬
‫داھک�۔‬ ‫ل رضوری ےہ ہک ےئن اافلظ یک درتس ادایئ رک ےک‬ ‫وک ڑپھ ےتکس ہ ی�۔اس ےک ی‬
‫م ڑپےنھ اک ومعق ی‬
‫د�۔ اور‬ ‫ل وجڑوں ی‬ ‫ ƒہبلط وپری وتہج ےس نتم وک ےننس اور ڑپےنھ ےک وماعق رضور ی‬
‫د�۔ہبلط وک انامونس نتم ےک ی‬
‫اسیھت ےک اسھت لم رک ڑپےنھ )‪ (Buddy Reading‬یک تمکح یلمع رپ لمع ی‬
‫رک�۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ن‬
‫ی‬ ‫�گ� ی ن‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ےتگ اکڈہب‪ ،‬ےتگ ےک اکرڈ‪ ،‬ر � امررک و�رہ‬

‫اعترف‪5 :‬ٹنم‬
‫ت‬
‫ی‬
‫دو � ہبلط ےس درج ذ� وساالت ئوپںیھچ‪:‬‬‫ن‬ ‫ی‬
‫ ‪1 .‬آپ اینپ دنسپ�ی دہ اتکب اک انم ی‬
‫اتب�؟‬
‫ ‪2 .‬ہبلط ےس اتکب یک دنسپ�ی دیگ یک وہج یھب وپںیھچ۔‬
‫ا� ابعرت ڑپںیھ ےگ اور اس ابعرت ےس قلعتم وساالت ےک وجاابت یھب ی‬
‫د� ےگ۔‬ ‫ ‪ 3 .‬ی‬
‫زع��ز ہبلط !آج مہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫م دی یئگ ابعرت ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪4 .‬دجول ی‬
‫ن‬
‫ا� ّیلب وہں۔ یمرا رگن اکال ےہ۔ یمری �� آںیھکن ی� ہ ی�۔‬ ‫م ی‬ ‫ی‬
‫ےھجم ندودھ تہب دنسپ ےہ۔ ےچب ھجم ےس تہب پ ی�ار رکےت ہ ی�۔‬
‫ ˜ےئن اافلظ‪ :‬رگن‪ �� ،‬آںیھکن‪ ،‬ی�‪ ،‬دودھ‪ ،‬پ ی�ار۔‬
‫د� ئےئگ ےئن اافلظ ہبلط ےک اسھت لم رک ڑپںیھ اور ان یک واضتح یھب ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪5 .‬ابعرت ی‬
‫ ‪6 .‬ہبلط ےک وجڑے ی‬
‫انب�۔‬

‫امجتع ا ّول‬ ‫‪55‬‬

 ‫ا� اسیھت ابعرت ڑپےھ اور دورسا ےنُس۔‬ ‫ ‪7 .‬ہبلط ےس ہ ی‬
‫ک ہک ےلہپ ی‬
‫ ‪8 .‬اس ےک دعب دورسا اسیھت ڑپےھ اور الہپ اخومیش ےس ےنُس۔‬
‫ ‪ 9 .‬اب رہ اطبل ملع‪/‬اطہبل ےس ارفنادی وطر رپ ابعرت ڑپےنھ اک ہ ی‬
‫ک۔‬

‫رسرگیم ربمن‪:۲‬‬
‫د� ےئگ وساالت ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫م ی‬ ‫ ‪1 .‬دجول ی‬
‫م ےہ؟‬ ‫ ˜�ی ابعرت سک اجونر ےک ابرے ی‬
‫ک‬
‫ ˜یلب یک �� آںیھکن � یسی ہ ی�؟‬
‫ ˜یلب وک ی‬
‫کا دنسپ ےہ؟‬
‫ک ہک وساالت رپ وغر رکےک ان ےک وجاابت ی‬
‫د�۔‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫د�۔‬ ‫م وساولں ےک وجاب ی‬ ‫ ‪3 .‬ہبلط وجڑوں یک وصرت ی‬
‫م ہبلط یک رہ امنیئ ی‬
‫رک�۔‬ ‫ ‪4 .‬وجاب اذخ رکےن ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫کس ےگ اور اُن ےس قلعتم وپےھچ اجےن واےل وساالت ےک وجاابت دے ی‬
‫کس‬ ‫رسرگموں ےک دعب ہبلط یسک یھب نتم وک ڑپھ رک ھجمس ی‬
‫ی‬ ‫درج ابال‬
‫ےگ۔‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬
‫ڑپوھا� اور اُیس ابعرت ےک قلعتم وساالت وپںیھچ۔‬ ‫ہبلط ےس ان ےک درےج ےک اطمقب وکیئ یھب اسدہ ابعرت‬

‫قشم‪2 :‬ٹنم‬
‫م درج ی‬
‫ذ� وساالت‬ ‫رک� اور اےلگ دن رمکا امجتع ی‬
‫م یسک اابخر‪ ،‬اتکب یا� راسےل ےس اینپ دنسپ�ی دہ اہکین‪ ،‬مظن ی�ا نتم بختنم ی‬ ‫ ‪1 .‬ہبلط رھگ ی‬
‫د�۔‬‫ےک وجاابت ی‬
‫م وکن یس اہکین‪/‬ابعرت ڑپیھ؟‬ ‫ ˜ آپ ےن رھگ ی‬
‫ک س�یکھ�ا؟‬
‫ ˜آپ ےن اِس اہکین‪/‬ابعرت ےس ی ا‬

‫‪56‬‬ ‫امجتع ا ّول‬

‫م‬‫ا� ےس دس کت یتنگ اُردو دنہوسں اور وظفلں ی‬
‫ی‬ ‫قبسربمن‬
‫انھکل‬ ‫‪25‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ا� ےس دس کت یتنگ اُردو دنہوسں اور وظفلں یم ھکل ی‬
‫کس۔‬ ‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬ ‫ن‬
‫ ƒدنہ ےس س�یکھ��ا ی‬
‫ا� ب ی‬
‫�ادی اہمرت ےہ۔‬
‫ل رضوری ےہ یکوں ہک ی ہ� دنہےسزم�ی د ادعاد انبےن ی‬ ‫ن‬
‫م‬ ‫م ھکل رک س�یکھ��ا ہبلط ےک ی‬‫ا� ےس دس کت یتنگ دنہوسں اور وظفلں ی‬ ‫ ƒ ی‬
‫ہ‬
‫کل�ی�دی رک دار ادا رک ےت ی�۔‬
‫م دنہوسں اک اامعتسل رک ےت ہ ی�۔‬‫ ƒہبلط روزرمہ زدنیگ ےک فلتخم اومر ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ‬

‫اعترف‪5 :‬ٹنم‬
‫م وساالت وپںیھچ۔‬ ‫��زوں ےک ابرے ی‬ ‫ ‪1 .‬ہبلط ےس روز رمہ اامعتسل یک چ ی‬
‫م رخ�ی دی ےہ؟‬ ‫ ˜آپ ےن لسنپ ےنتک ی‬
‫ ˜آپ ئےک ےنتک نہب اھبیئ ہ ی�؟‬
‫س�یک‬
‫م انھکل ھ�یں ےگ۔‬‫ا� ےس دس کت یتنگ اُردو دنہوسں اور وظفلں ی‬ ‫ ‪2 .‬ہبلط وک اتب ی� ہک آج مہ ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫م ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ا� ےس دس کت یتنگ دنہوسں اور وظفلں ی‬‫م دی یئگ ی‬‫ ‪1 .‬دجول ی‬
‫م‬‫وظفلں ی‬ ‫م‬ ‫دنہوسں ی‬ ‫م‬ ‫وظفلں ی‬ ‫م‬ ‫دنہوسں ی‬
‫ےھچ‬ ‫‪۶‬‬ ‫ا�‬
‫ی‬ ‫‪۱‬‬
‫است‬ ‫‪۷‬‬ ‫تدو‬ ‫‪۲‬‬
‫آھٹ‬ ‫‪۸‬‬ ‫ین‬
‫�‬ ‫‪۳‬‬
‫ون‬ ‫‪۹‬‬ ‫اچر‬ ‫‪۴‬‬
‫دس‬ ‫‪۱۰‬‬ ‫اپچن‬ ‫‪۵‬‬

‫امجتع ا ّول‬ ‫‪57‬‬

 ‫ک ہک ہتختٔ ی‬
‫رحت�ر رپ یھکل یئگ یتنگ ڑپںیھ۔‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫اک�وں رپ ںیھکل۔‬ ‫ ‪3 .‬ہبلط ےس ہ ی‬
‫ک ہک یتنگ وک اینپ پ ی‬
‫د�۔‬‫ل ہبلط وک ‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪4 .‬رسرگیم ےک ی‬
‫ ‪5 .‬ااسذتہ انمبس رہ امنیئ ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫ا� ان لمکم اکمل ی‬
‫رحت�ر ی‬
‫رک�۔‬ ‫د� ےئگ ومنےن ےک اطمقب ہتختٔ ی‬
‫رحت�ر رپ ی‬ ‫م ی‬ ‫ ‪ 1 .‬دجول ی‬
‫م‬‫وظفلں ی‬ ‫م‬‫دنہوسں ی‬ ‫م‬ ‫وظفلں ی‬ ‫م‬‫دنہوسں ی‬
‫ےھچ‬ ‫‪۱‬‬
‫‪۷‬‬ ‫دو‬
‫آھٹ‬ ‫‪۳‬‬
‫‪۹‬‬ ‫اچر‬
‫دس‬ ‫‪۵‬‬
‫رحت�ر ی‬
‫رک�۔‬ ‫ ‪2 .‬ہبلط اُس وک اےنپ پ ی‬
‫اک�وں رپ ی‬
‫م ھکل رک لمکم ی‬
‫رک�۔‬ ‫م یتنگ دنہوسں اور وظفلں ی‬‫ ‪3 .‬اخیل اخونں ی‬
‫د�۔‬‫رک� اور درتس ےنھکل رپ اشابش یھب ی‬‫ ‪4 .‬ااسذتہ انمبس رہ امنیئ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م ھکل ےتکس ہ ی�۔‬‫ا� ےس دس کت یتنگ دنہوسں اوروظفلں ی‬ ‫ی‬
‫رسرگموں ےک دعب ہبلط ی‬ ‫ان‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ذ� وساالت وپںیھچ‪:‬‬ ‫ ‪1 .‬دنچ ہبلط ےس درج ی‬

‫ئ‬ ‫م ےنتک رمکے ہ ی�؟‬ ‫ ˜آپ ےک رھگ ی‬

‫ن‬
‫ ˜اےنپ دوونں اہوھتں یک ا�گل�ی�وں یک دعتاد ی‬
‫اتب�۔‬
‫م ینتک ب ی‬
‫اتک� ہ ی�؟‬ ‫ ˜ٓاپ ےک ےتسب ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫م ہحفص ربمن ‪ ۱۰۷‬رپ دی یئگ رسرگیم وظفلں اک ی‬
‫ھک لمکم رکےک ی‬
‫ال�۔‬ ‫ہبلط ےس ہ ی‬
‫ک رھگ ےس دریس اتکب ی‬

‫‪58‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫م رفق رکان‬‫وادح اور عمج ی‬ ‫‪26‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒوادح اور عمج یم رفق رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ےہ۔�‪ :‬وھگڑا ےس وھگڑے‪،‬‬
‫جی‬ ‫م “ افل” وہ وت اےس اٹہ رک “ ے” اگل د یا� اجات‬ ‫ƒومع ام ً وادح ےس عمج انب ےت وتق ذمرک اومسں ےک آرخ ی‬
‫غ‬ ‫ ‬
‫رہ۔‬ ‫ی‬
‫وجےتو�‬ ‫وجاتےس‬
‫غ‬
‫کاں ی‬
‫و�رہ۔‬ ‫�‪ :‬ڑلیک ےس ڑل ی‬‫ک اجات غ ہ ی�۔ ج ی‬ ‫م “اں” اک ااضہف ی ا‬ ‫ل آرخ ی‬ ‫م ارگ “ی” وہ نوت عمج انبےن ےک ی‬‫ƒؤمثن اومسں ےک آرخ ی‬ ‫ ‬
‫ت‬
‫رہ۔‬ ‫و�‬‫�‪ :‬یم�ز ےس یم�ز ی� ی‬ ‫ی‬ ‫ج‬ ‫۔‬ ‫�‬‫ی‬ ‫د� ہ‬‫م ئ دبل ی‬‫ا� عمج ی‬‫“�” اک ااضہف رک ےک ہ ی‬ ‫م ی‬ ‫ƒھچک اومسں ی‬
‫غ‬ ‫ئ‬ ‫ ‬
‫�‪ُ :‬داع ےس ُداع ی� ی‬
‫و�رہ۔‬ ‫م “ ی�” اک ااضہف رک ےک اس اک عمج انب یا� اج ات ےہ۔ ج ی‬ ‫م ارگ “افل” وہوتآرخ ی‬ ‫ƒؤمثن امس ےک آرخ ی‬ ‫ ‬
‫ی‬
‫وصترد�۔‬ ‫ ƒااسذتہ اسدہ اافلظ ےس وادح اور عمج اک‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ‬

‫اعترف‪5 :‬ٹنم‬
‫م وہں اُن ےک ی‬
‫ذر�‬ ‫وصت�ر یک وصرت ی‬
‫وصت�ری اچرٹ ےس دمدیل اجےئ۔ وادح اور عمج ی‬
‫ل ی‬ ‫م دل یپسچ ڑباھےن ےک ی‬‫ ƒہبلط یک قبس ی‬
‫وادح‪ ،‬عمج اک وصتر واحض ی‬
‫رک�۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫د� رک�و�ادح اور عمج اگل اگل ی‬
‫رک�۔‬ ‫اصتو�ر ی‬
‫ ‪ 1 .‬ی‬
‫ ‪ 2 .‬درتس وادح اور عمج اگل رکےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫امجتع ا ّول‬ ‫‪59‬‬

 ‫رسرگیم ربمن ‪:۲‬‬
‫ئ‬ ‫ت‬
‫رت� وادح عمج یک اچرٹ ی‬
‫اگل�۔‬ ‫ ‪ 1 .‬ہتختٔ ی‬
‫رحت�ر رپ ےب ی ب‬
‫عمج‬ ‫وادح‬
‫�ب� چ ّ�ی�اں‬ ‫رات‬
‫ت‬
‫اب�‬ ‫ی‬ ‫وھگڑا‬
‫ت‬
‫ی‬
‫را�‬ ‫یّچب‬
‫وھگڑے‬ ‫اتکب‬
‫بی‬
‫اتک�‬ ‫ابت‬
‫عمج ےس المےئ۔‬
‫ا� اطبل ملع‪/‬اطہبل وادح وک اس ےک ئ‬‫ ‪2 .‬وکیئ ی‬
‫ی‬
‫رکوا�‬ ‫ ‪3 .‬ابری ابری ابیق ہبلط ےس �ی رسرگیم لمکم‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫رحت�ر رپ وادح عمج یک ےب ی ب‬
‫رت� اچرٹ اگل�۔‬ ‫ ‪1 .‬ہتخت ٔ ی‬
‫ ‪2 .‬ابری ابری ہبلط وک وادح اور عمج وک اگل اگل رکےن اک ہ ی‬
‫ک۔‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫رحت�ر رپ وادح عمج یک ےب ی ب‬
‫رت� اچرٹ اگل�۔‬ ‫ ‪1 .‬ہتخت ٔ ی‬
‫یکا‬ ‫زمے‬ ‫رکبا‬
‫وچزے‬ ‫ہچبّ‬ ‫ڑلےک‬
‫ ‪2 .‬ابری ابری ہبلط وک وادح اور عمج وک اگل اگل رکےن اک ہ ی‬
‫ک۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ی‬ ‫ی‬
‫اصتو�ر یھب انب� اور امجتع م داھک�۔‬ ‫ہبلط ےس ہ ی‬
‫ک ہک دو وادح اور عمج ںیھکل اور ان یک‬

‫‪60‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫م مظن وطبض اک اظمرہہ رکان‬‫رمکا امجتع ےک اکومں ی‬ ‫‪27‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒرمکا امجتع ےک اکومں یم مظن وطبض اک اظمرہہ رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ل رول امڈل وہات ےہ۔‬
‫ ƒاُاتسد‪/‬اُاتسین ہبلط ےک ی‬
‫ ƒاُاتسد‪/‬اُاتسین وخد مظن وطبض اک اپدنب وہاگ وت اس اک ارث ہبلط رپ یھب وہاگ۔‬
‫م ِدن رات اک آان‪ ،‬وسرج اک رقمرہ وتق رپ ولطع وہان‪ ،‬اچدن اک قڑبانھ اور انٹھگ یھب ایس مظن وطبض ےک اپدنب ہ ی� ارگ مظن وطبض‬ ‫ ƒاکانئت ی‬
‫ل یھب مظن وطبض اک وہان رضور ی ےہ۔‬ ‫رط� انسح الچےن ےک ی‬ ‫ہن وہ وت وپرا اظنم ڑگ ڑب اک اکشر وہاگ۔ اس رطح اِوکسل ےک اُومر وک ہب ی‬
‫دبت� وہان الزیم اومر ہ ی�۔‬
‫ااسذتہ اور ہبلط اک وتق رپ اوکسل آان‪ ،‬وتق رپ یٹنھگ انجب‪ ،‬وتق رپ پ ی�ر�ی �ڈ اک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ہبلط ےس درج ی‬
‫ذ� وساالت وپںیھچ۔‬
‫بک اتلکن ےہ؟‬
‫ ‪1 .‬وسرج ئ‬
‫ا� دن ہن وتق رپ ہن ےلکن وت امتم اظنم درمہ ربمہ وہ اجےئ اگ۔رہ چ ی �ز‬
‫� اور اکم وک ارگ مظن وطبض ےک اسھت ی‬
‫کا‬ ‫اتب� ہک ارگ قوسرج ت ی‬‫ ‪ 2 .‬ہبلط وک ی‬
‫رط� ےس ی‬
‫� وک اتچنہپ ےہ۔‬ ‫ی‬ ‫اجےئ وت وہ رتہب‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬ ‫تق‬
‫ا� یل�ڈر ی‬
‫انب�۔‬ ‫ا� ی‬ ‫� ی‬
‫رک�۔ دوونں رگووپں اک ی‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک دو رگووپں ی‬
‫ک۔‬ ‫م اجےن اک ہ ی‬ ‫مدان ی‬‫م اطقر انب رک اوکسل ےک ی‬‫ ‪2 .‬رمکا امجتع ی‬
‫م ڑھکا ی‬
‫رک�۔‬ ‫‪3‬رگوپ یل�ڈر ہبلط وک اُن ےک دق ےک اطمقب اطقروں ی‬ ‫ ‪.‬‬
‫م ڑھکے وہں ےگ۔‬‫م اور ڑبے دق ےک اطقر ےک ٓارخ ی‬‫مان ی‬
‫ماےن دق ےک در ی‬
‫‪4‬وھچےٹ دق ےکہبلط ےلہپ‪ ،‬در ی‬ ‫ ‪.‬‬
‫پش‬
‫رکے۔‬ ‫ی‬
‫‪5‬دورسا رگوپ ایس رسرگیم وک ایس رطح � ئ‬ ‫ ‪.‬‬
‫م واسپ ی‬
‫ال�۔‬ ‫‪6‬رسرگیم ےک ااتتخم رپ ہبلط وک اطقر ی‬ ‫ ‪.‬‬

‫امجتع ا ّول‬ ‫‪61‬‬

 ‫ئ‬
‫اینپ صتخم وہگجں رپ اھٹب ی�۔‬‫ ‪7 .‬ہبلط وک ئ‬
‫ن‬ ‫اتب� ہک اطقر ی‬
‫ل اہھت ڑھکا رکان‪ ،‬اطقر‬
‫د� ےک ی‬‫م ڑھکا وہان‪ ،‬اینپ ابری اک ااظتنر رکان اینپ ابری رپ ابت رکان‪ ،‬یسک وسال اک وجب ی‬ ‫ ‪8 .‬ہبلط وک ی‬
‫م آان اور اجان مظن وطبض ےہ۔‬‫ی‬

‫رسرگیم ربمن‪:۲‬‬
‫د�۔‬‫م فلتخم ذہم دار ی�اں ی‬ ‫‪1‬ہبلط وک رگووپں ی‬ ‫ ‪.‬‬
‫ک۔‬ ‫م اھٹبےن اک ہ ی‬ ‫ا� اطبل ملع‪/‬اطہبل وک رگووپں ی‬ ‫‪ 2‬ی‬ ‫ ‪.‬‬
‫ت‬ ‫ب‬
‫رت� ےس رےنھک یک ذہم داری ی‬
‫د�۔‬ ‫اک�اں درتس ی ب‬ ‫اتک�‪ ،‬پ ی‬
‫ا� اطبل ملع‪/‬اطہبل وک ی‬ ‫‪ 3‬ی‬ ‫ ‪.‬‬
‫�پھ� ن ن‬
‫م ئی�ک�ے یک ذہم داری ی‬
‫د�۔‬ ‫ا� اطبل ملع‪/‬اطہبل وک ردی اکذغ وک وک ڑا دان ی‬ ‫‪ 4‬ی‬ ‫ ‪.‬‬
‫ت یق ن‬
‫� ی‬
‫انب� اوروحہلص ازفایئ ی‬
‫رک�۔‬ ‫ومشل وک ی‬‫م رہ اطبل ملع‪/‬اطہبل یک ی‬ ‫‪5‬رسرگیم ی‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫م مظن وطبض اک اظمرہہ رکےتکس ہ ی�۔‬‫د� ےک دعب ہبلط اس اقلب وہ ےئگ ہ ی� ہک وہ رمکا امجتع ےک اکومں ی‬‫ماں ااجنم ی‬
‫رسرگ ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ض‬
‫پ‬ ‫ہ‬ ‫ی‬
‫رکوا� اور دنچ ہبلط ےس ی‬ ‫پ‬
‫اک�اں ایھٹک‬
‫�‪ :‬دنچ ہبلط ےس اسری امجتع ےک ی‬ ‫ماں ی‬
‫وفت� ی‬
‫رک�۔ ج ی‬ ‫فلتخم رسرگ ی‬ ‫ی‬
‫اک�اں‬
‫و� ی‬ ‫ہبلط وک ئ‬
‫امجتع م ت ق‬
‫ی‬
‫رکوا�۔‬ ‫م واسپ ی‬
‫�‬ ‫اُن ی‬

‫قشم‪2 :‬ٹنم‬
‫م آرک اتبےئ۔‬‫رک� اور اےلگ دن امجتع ی‬
‫ا� اثمل التش ی‬
‫رہ اطبل ملع‪/‬اطہبل روزّرمہ زدنیگ یا� اموحل ےس قلعتم مظن وطبض یک وکیئ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪62‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اینپ اامعتسل یک چ ی‬
‫��زوں وک اھبنسل رک رانھک‬ ‫‪28‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫غ‬
‫و�رہ )وک اھبنسل رک رھک ی‬
‫کس۔‬ ‫ ƒرھگ اور اوکسل یم اےنپ اامعتسل یک چ ی‬
‫��زوں (اتکوبں اور ولھک ےن ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫� ی�ز� اھبنسل رک ہن ی‬
‫��زوں یک افحتظ وخد رک ی�۔ ہبلط ارگ اینپ چ ی‬ ‫د� ہک وہ اینپ چ ی‬ ‫ب ت‬
‫رھک وت ان ےک مگ وہےن اک ادنہش وہات‬ ‫رت� ی‬‫ ƒہبلط وک ی‬
‫اتک� ٹھپ اجیت ہ ی� اور ولھک ےن وٹٹ اجےت ہ ی�۔‬ ‫ےہ۔ ب ی‬
‫ب ت‬
‫رت� اک دصقم ہبلط ی‬
‫ااسحس ذےمّ داری پ ی‬
‫�دا رکانےہ۔‬ ‫ِ‬ ‫م‬ ‫ ƒ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ب ج ٹ‬
‫� یومری سکب‪ ،‬ملق‪ ،‬لسنپ‪ ،‬ونٹ کب‪ ،‬اکیپ و�رہ‬
‫ی‬ ‫ہتسب‪ ،‬ی‬
‫اتک�‪ ،‬ی‬

‫اعترف‪5 :‬ٹنم‬
‫ہبلط ےسدرج ی‬
‫ذ� وساالت وپںیھچ۔‬
‫� ی�ز� وکن راتھک ےہ؟‬ ‫م آپ یک چ ی‬‫‪1‬بج آپ رھگ ےس وکسل آےت ہ ی� وت ےتسب ی‬ ‫ ‪.‬‬
‫اک�اں وکن اھبنسل رک راتھک ےہ؟‬ ‫‪2‬بج آپ رھگ اک اکم ( وہم ورک ) رکےت ہ ی� وت آپ یک ب ی‬
‫اتک�‪ ،‬پ ی‬ ‫ ‪.‬‬
‫ن‬
‫ےک دعب آپ ےک ولھکےن وکن اھبنسل رک راتھک ےہ؟‬ ‫‪3‬ولھکونں ےس ی ئ‬
‫ھک‬ ‫ ‪.‬‬
‫اتب� ہک اینپ چ ی‬
‫� ی�ز� وخد اھبنسل رک رینھک ہ ی‬
‫اچ�۔‬ ‫م ہبلط وک ی‬‫‪ 4‬آرخ ی‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک دورگوپ ی‬
‫انب� ئ۔‬
‫انب�۔‬ ‫ا� یل�ڈر ی‬‫ ‪2 .‬رہ رگوپ اک ی‬
‫�ز � بھ�ک‬ ‫غ‬
‫م وموجد یم رپ ی�ر‬‫رک� اور رمکا ی‬ ‫(کس )‪ ،‬ملق پ ی ن‬
‫(�) ی‬
‫و�رہ ااھٹک ی‬ ‫(ار��زر) پ ی�اہن ی‬
‫ ‪3 .‬دوونں رگوپ یل�ڈر ہبلط ےس لسنپ‪ ،‬لسنپ رتاش‪ ،‬رڑب ی‬
‫رھک۔‬ ‫رک ی‬
‫ت‬ ‫ ‪4 .‬رگوپ ‘اے’ ےک ہبلط وک ہ ی‬
‫�‪ :‬لسنپ اگل‪ ،‬لسنپ رتاش اگل اور اِس رطح‬ ‫د�۔ ج ی‬ ‫��زوں وک انمبس اور اگل ی ب‬
‫رت� ی‬ ‫ک ہک وہ رھکبی وہیئ چ ی‬
‫ی‬ ‫ت‬
‫� ی�ز� اگل اگل ی ب‬ ‫ابیق امتم چ ی‬
‫تق‬ ‫رت� ےک اسھت رھک۔ ئ‬ ‫ت‬
‫� ی‬
‫رک�۔‬ ‫م واسپ ی‬ ‫��زوں وک ہقلعتم ہبلط ی‬‫اتب� ہک اب وہ ان چ ی‬‫� ےک دعب دورسے رگوپ ےک ہبلط وک ی‬ ‫ ‪5 .‬اکم یک ی‬

‫امجتع ا ّول‬ ‫‪63‬‬

 ‫ت‬ ‫ئ‬
‫ی‬ ‫��زوں وک ی ب‬
‫رت� ےک اسھت رےنھک ےس ان وک التش رکےن م آاسین وہیت ےہ۔‬ ‫چ‬
‫اتب� ہک ی‬
‫ ‪6 .‬رسرگیم ےک ااتتخم رپ ہبلط وک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫رھک۔‬‫ ‪1 .‬ہبلط ےک دوونں رگوپ ربرقار ی‬
‫ت‬
‫اب� وپںیھچ۔‬ ‫ا� رگوپ وک رھگ یک چ ی‬
‫� ی�ز� اور ولھکےن اھبنسل رک رےنھک ےک وحاےل ےس دو ی‬ ‫ ‪ 2 .‬ی‬
‫ن‬
‫ھک ےک دعب ولھکےن اہکں رےنھک اچےئہ؟‬ ‫ ‪ 3 .‬ی‬
‫‪4‬رھگ اجےن ےک دعب اےنپ وجےت اُاتر رک اہکں رےنھک ہ ی‬
‫اچ�؟ ت‬ ‫ ‪.‬‬
‫م دو ی‬
‫اب� وپںیھچ۔‬ ‫��زوں ےک ابرے ی‬ ‫‪5‬دورسے رگوپ ےسا وکسل یک چ ی‬ ‫ ‪.‬‬
‫اک�اں اہکں رینھک اچےئہ؟‬ ‫‪ 6‬رھگ اک اکم لمکم رکےن رپ ب ی‬
‫اتک�غ اور پ ی‬ ‫ ‪.‬‬
‫و�رہ اہکں رےنھک اچےئہ؟‬‫‪7‬لسنپ‪ ،‬لسنپ رتاش‪ ،‬رڑب‪ ،‬پ ی�اہن ی‬ ‫ ‪.‬‬
‫ل ہبلط وک ‪ ۵‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪8 .‬اس ےک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫غ‬ ‫ن‬
‫ی‬ ‫م اےنپ اامعتسل یک چ ی‬
‫��زوں(اتکوبں اور ولھکےن و�رہ) وک‬ ‫د� ےک دعب ہبلط اس اقلب وہ ےئگ ہ ی� ہک وہ اوکسل اور رھگ ی‬‫ماں رسااجنم ی‬
‫رسرگ ی‬
‫ہ‬ ‫ت‬
‫یب‬
‫رت� اور افحتظ ےس رھک ےتکس ی�۔‬
‫�ئ �‬ ‫ ‪9 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ذ� وساالت وپںیھچ۔‬ ‫ ‪1 .‬ہبلط ےس درج ی‬

‫ئ‬ ‫دبت� رک ےک اہک ں رےتھک ہ ی�؟‬ ‫ ˜رھگ اج رک آپ اانپ �ی وین افرم ی‬

‫مری سکب ی‬ ‫ج یٹ‬
‫� ی�ز� رےتھک ہ ی�؟ وکیئ دو ےک انم ی‬
‫اتب�۔‬ ‫م وک ن وکن یس چ ی‬ ‫ ˜آپ ی‬
‫�و‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫چ‬ ‫ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک وہ دو اب� وسچ رک ٓا� ہک رھگ اور اوکسل م اینپ ��زوں یک وخد ےسیک افحتظ ی‬
‫رک� ےگ۔‬ ‫ی‬ ‫ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪64‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫رہفتس اور ونعاانت ی‬
‫د� رک قبس التش رکان‬ ‫‪29‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫د� رک قبس التش رک ی‬
‫کس۔‬ ‫ ƒرہفتس اور ونعاانت ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ئ‬
‫ہ‬ ‫ی‬ ‫ی‬ ‫ی‬
‫ ƒہبلط وک اتب� ہک یسک دریس اتکب م ونعاانت یک رہفتس اس ےک آاغز م دی اجیت ی�۔‬
‫ن‬ ‫ ƒونعاانت یک رہفتس ےنھجمس ےک دعب‪:‬‬
‫یہ‬ ‫ ˜ہبلط اک ونعان التش رکےن ی‬
‫م وتق اضعئ � وہات۔‬
‫م آاسین وہیت ےہ۔‬ ‫ ˜ہحفص ربمن ڈوھڈنےن ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ی‬
‫ ‪1 .‬ہبلط وک اتب� آج مہ آپ یک دریس اتکب اُردو امجتع ا ّول یک رہفتس ونعاانت اور ہحفص ربمن ےک ابرے م ولعمامت احلص ی‬
‫رک� ےگ۔‬
‫س�یک‬
‫ےگ۔‬ ‫ں‬ ‫ ‪2 .‬ولطمہب ولعمامت وک یلمع وطر رپ اامعتسل رکان یھب ھ� ی‬
‫ئ‬
‫ی‬
‫اکنل۔ ااسذتہ ومنےن یک وطر رپ رہفتس اک ہحفص اکنل رک داھک�۔‬‫م دی یئگ رہفتس ی‬ ‫ ‪3 .‬اب ٓاپ اینپ دریس اتکب ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ ‪�1 .‬ی رسرگیم امتم ہبلط ارفنادی وطر رپ ی‬
‫رک�۔‬
‫ ‪2 .‬اتکب یک رہفتس واال ہحفص ی‬
‫وھکل۔‬
‫م وموجد ہ ی�۔‬ ‫ ‪3 .‬وج اتکب ےک آاغز ی‬
‫م ہبلط یک دمد ی‬
‫رک�۔‬ ‫ ‪4 .‬رہفتس اور ونعاانت واال ہحفص اکنےنل ی‬
‫ ‪5 .‬اب مہ رسرگیم اک آاغز رکےت ہ ی�۔ ےلہپ قبس اک انم ‘دمح’ ےہ۔ ‘دمح’ اتکب ےک ہحفص ربمن ‪ ۷۵‬رپ وموجدےہ۔‬
‫رک�۔‬‫رک� اور ونعان ‘دمح’ یک اشنن دیہ ی‬
‫م ہحفص ربمن ‪ ۷۵‬التش ی‬ ‫ ‪6 .‬اتکب ی‬
‫چی ت‬
‫ل وتق ی‬
‫د�۔‬ ‫� ےک آداب” ےہ۔ �ی ونعان ہحفص ربمن ‪ ۱۱۰‬رپ وموجد ےہ۔ ہبلط وک ولطمہب ہحفص اکنےنل ےک ی‬ ‫ ‪ 7 .‬ی‬
‫اسوت� قبس اک انم “ابت‬
‫ل ہحفص ربمن ‪ ۱۵۸‬ی‬
‫وھکل۔‬ ‫ ‪8 .‬اب ٓارخی قبس (قبس ربمن ‪ )۱۵‬التش رکےن ےک ی‬

‫امجتع ا ّول‬ ‫‪65‬‬

 ‫ن‬ ‫ن‬
‫� ونب اور ی� پ ی‬
‫�اؤ‘‘ ےہ۔‬ ‫ ‪ 9 .‬ولطمہب ےحفص رپ مظن ’’ ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ ‪ 1 .‬ہبلط ےک دو رگوپ ی‬
‫انب�۔‬
‫ک۔‬ ‫ ‪2 .‬دوونں رگووپں ےک ہبلط وک اینپ اینپ اتکب ڑکپ ےن اک ہ ی‬
‫م ےس قبس اک انم اکپرے۔‬ ‫ا� اطبل ملع‪/‬اطہبل رہف تس ی‬ ‫م ےس ی‬ ‫ا� رگوپ ی‬ ‫ ‪ 3 .‬ی‬
‫ی‬
‫ڈوھڈن�۔‬ ‫م ولطمہب ہحفص ربمن اور قبس‬‫ ‪4 .‬دورسے رگوپ ےک ہبلط اینپ اتکوبں ی‬
‫م ےس قبس ربمن ‪ ۱۰‬ی‬
‫وبل۔‬ ‫ا� اطبل ملع‪/‬اطہبل اینپ اتکب ی‬ ‫ ‪5 .‬ایس رطح دورسے رگوپ اک ی‬
‫�‪:‬‬ ‫ ‪6 .‬ےلہپ رگوپ ےک ہبلط رہفتس ےس اس اک ہحفص ربمن ی‬
‫وبل ج ی‬ ‫ئ‬
‫ی‬ ‫ ‪7 .‬قبس “آج ی ا‬
‫ک اکپ�” اک ہحفص ربمن‪ ۱۲۷‬ےہ؟‬
‫رک�۔‬‫ ‪8 .‬اُاتسد‪/‬اُاتسین ہبلط یک رسرگیم یک رگناین ی‬
‫ ‪9 .‬درتس وجاب وک رسااہ اجےئ۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫د� ےک دعب ہبلط اس اقلب وہ ےئگ ہ ی� ہک وہ دریس اتکب ےک رہفتس ی‬
‫م ولطم ہب ونعان اور ہحفص ربمن التش رک ےتکس‬ ‫ماں رسا اجنم ی‬
‫رسرگ ی‬
‫ہ ی�۔‬
‫�ئ �‬ ‫ ‪10.‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ ‪1 .‬ہبلط ےس زابین وساالت وپںیھچ۔‬
‫ ˜قبس ربمن ‪:۲‬۔ ’’تعن‘‘ اک ہحفص ربمن ی‬
‫اتب�؟‬
‫ک ےہ؟‬ ‫اہن‘‘ اک ہحفص ربمن ی ا‬
‫ ˜قبس ربمن ‪ ’’۵‬رِکن اک رھگ ئ‬
‫اتب�؟‬‫ ˜’’ےھنن اابقل‘‘ اک ہحفص ربمن ی‬
‫ن‬
‫د� رک قبس وھکےنل اک ہ ی‬
‫ک۔‬ ‫�اد رپ ہبلط وک رہف تس ےس ہحفص ربمن ی‬ ‫ ‪2 .‬اُاتسد‪/‬اُاتسین روزاہن یک ب ی‬

‫قشم‪2 :‬ٹنم‬
‫ٹ‬
‫ک ہک روزاہن ٓاپ ےن اےنپ اسھت �ب� ی�ھے وہےئ اسیھت وک اتبان ےہ ہک ٓاج وکن اس قبس اور وکن ےس ہحفص ربمن ےس ڑپانھ ےہ؟‬
‫ہبلط ےس ہ ی‬

‫‪66‬‬ ‫امجتع ا ّول‬

‫م‬‫م رمکا امجتع ی‬‫رھگ‪ ،‬اِوکسل یا� اموحل ےک ابرے ی‬ ‫قبسربمن‬
‫خ‬
‫اِاہظر ی‬
‫�ال رکان‬ ‫‪30‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ش‬
‫ ƒاےنپ رھگ‪ ،‬اوکسل اور اموحل ےک ابرے یم ولعمامت امجتع ےک اسےنم درتس بل وےجہل اور اامتعد ےک اسھت پ ی� رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫رک� ہک وہ رھگ‪ ،‬اوکسل اور اموحل ےک قلعتم درتس بل وےجہل اور اامتعد ےس ااہظر‬ ‫�دا ی‬‫رحت� پ ی‬
‫م ی‬ ‫ذر� ہبلط ی‬
‫رسرگموں ےک ی‬ ‫ی‬ ‫ ƒفلتخم‬
‫ی‬ ‫خ‬
‫ِ�ال رک کس۔‬ ‫ی‬
‫م ئزگارےت ہ ی�۔ سج ےس وہ امونس وہےت ہ ی�۔‬ ‫ ƒہبلط اعم وطر رپ اانپ ز ی�ادہ رت وتق رھگ اور اوکسل ی‬
‫ن‬
‫� ی�ز� امہرا اموحل الہکیت ہ ی�۔‬
‫اتب� ہک امہرے اردرگد وموجد امتم چ ی‬
‫ل ی�اظفل ےہ۔ ااتسد‪/‬ااتسین ہبلط وک ی‬ ‫ ƒاموحل ہبلط ےک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ‬

‫اعترف‪5 :‬ٹنم‬
‫ہبلط ےس درج ی‬
‫ذ� وساالت وپںیھچ۔‬
‫د�ا؟‬‫ک ی‬
‫م یا‬ ‫‪1‬آپ ےن اوکسل آےت وہےئ راےتس ی‬ ‫ ‪.‬‬
‫ہ‬ ‫ی‬
‫�؟‬ ‫‪2‬آپ ےک رھگ م وکن وکن رےتہ ی ئ‬ ‫ ‪.‬‬
‫ی‬ ‫چی‬ ‫ی‬
‫�زوں ےک انم اتب�۔ ئ‬ ‫‪3‬اوکسل م وموجد � ت‬ ‫ ‪.‬‬
‫��زوں ےک انم ی‬
‫اتب�۔‬ ‫م وموجد ی ن‬
‫� چی‬ ‫‪4‬رمکا امجتع ی‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬ہبلط ےک وجڑے ی‬
‫انب�۔‬
‫مرے اوب‪ ،‬ایم اور دو اھبیئ رےتہ ہ ی�۔‬ ‫ی ی‬ ‫ی‬
‫�‪:‬مرا انم ارکم‪ٰ/‬یملس ےہ اور مرے رھگ م ئ‬
‫رک�۔ ج ی ی‬‫ ‪2 .‬اُاتسد‪/‬اُاتسین وخد اانپ اعترف ی‬
‫ی‬
‫رکوا�۔‬ ‫ا� دورسے ےک اسھت ایس رطح اانپ اور اےنپرھگ اک اعترف‬ ‫م ی‬ ‫ ‪3 .‬اب ہبلط وجڑوں ی‬
‫د�۔‬ ‫م اےنپ رھگ ےک قلعتم اتبےن اک ومعق ی‬ ‫ا� دورسے ےک اسھت دواتسہن اموحل ی‬ ‫ ‪4 .‬اُاتسد‪/‬اُاتسین ہبلط وک ی‬
‫رک�۔‬‫رک� ہک ہبلط امدری زابن یک اجبےئ اُردو ئاک اامعتسل ی‬
‫ ‪5 .‬وکشش ی‬
‫ا� دورسے وک ی‬
‫اتب�۔‬ ‫م ی‬ ‫ ‪6 .‬اپوتل اجونروں ےک ابرے ی‬

‫امجتع ا ّول‬ ‫‪67‬‬

 ‫چی ت‬ ‫��زوں ےک ابرے ی‬‫م وموجد چ ی‬‫ ‪7 .‬رھگ ی‬
‫� ی‬
‫رک�۔‬ ‫م ابت‬ ‫یق ن ئ‬
‫� ی‬
‫انب� اور ان یک کجھج دور ی‬
‫رک�۔‬ ‫ ‪8 .‬امتم ہبلط یک رشتک وک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫رھک۔‬‫ ‪1 .‬وجڑوں وک ربرقار ی‬
‫ئ‬
‫ا� دورسے وک ی‬
‫اتب�۔‬ ‫م ی‬ ‫��زوں ےک ابرے ی‬‫م وموجد چ ی‬ ‫ ‪2 .‬اب ہبلط اِوکسل ی‬
‫ئ‬ ‫ت‬
‫م ی‬
‫اتب�۔‬ ‫��زوں ےک ابرے ی‬
‫م وموجد چ ی‬‫م اوکسل ی‬‫� ہبلط وپرے امجتع ی‬ ‫م دو ی ن‬‫ ‪3 .‬آرخ ی‬
‫ ‪4 .‬اکم لمکم رکےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫�دا وہیت ےہ اور درتس بل وہجہل اور اامتعد ےک اسھت وہ رھگ اوکسل اور‬‫م وخد اامتعدی پ ی‬‫ ‪1 .‬ہبلط وک ابر ابر وبےنل یک قشم رکواےن ےس ہبلط ی‬
‫پش‬
‫� رکےن ےک اقلب وہےت ہ ی�۔‬ ‫ابرےم ولعمامت ی‬ ‫ی‬ ‫اموحل ےک‬
‫خ‬
‫�االت اک ااہظر رک ےتکس ہ ی�۔‬
‫ ‪2 .‬ہبلط درتس بل و ہجہل اور اامتعد ےک اسھت اےنپ ی‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ ‪1 .‬دنچ ہبلط ےس وپںیھچ۔‬
‫ن‬
‫م اامعتسل وہےن وایل ی� چ ی‬
‫��زوں ےک انم ی‬
‫اتب�۔‬ ‫ ˜رمکا امجتع ی‬
‫ئ‬ ‫ت‬
‫��زوں ےک انم ی‬
‫اتب�۔‬ ‫� چی‬ ‫م اامعتسل وہےن وایل ی ن‬‫ ˜اےنپ رھگ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫اھب�وں وک ی‬
‫اتب�۔‬ ‫��زوں ےک انم س�یکھے ہ ی�۔ رھگ اجرک اُن وک ی ن‬
‫وادل� اور نہب ی‬ ‫م نج چ ی‬‫آج آپ ےن اوکسل ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪68‬‬ ‫امجتع ا ّول‬

‫ہنیہم‬

‫‪6‬‬

‫امجتع ا ّول‬ ‫‪69‬‬

‫‪70‬‬ ‫امجتع ا ّول‬
 ‫ش‬ ‫رھگ اور اوکسل ی‬
‫ا�اء یک‬
‫م اامعتسل وہےن وایل اعم ی‬ ‫قبسربمن‬
‫اچہپن‬ ‫‪31‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ش‬
‫ا�ا ےک انم نُس رک اچہپن ی‬
‫کس۔‬ ‫ ƒرھگ اور اوکسل یم اامعتسل وہےن وایل اعم ی‬
‫ق‬
‫رط� ےس ادا رک ی‬
‫کس۔‬ ‫��زوں ےک انم ُدرتس ی‬ ‫ ƒرھگ اور اوکسل یم اامعتسل وہےن وایل چ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫��زوں ےک انم اور ان یک اچہپن ےس اس احلص‬ ‫ل ان ےک اعم اامعتسل یک چ ی‬ ‫��زوں ےک انم اجےتن ہ ی�۔ اس ی‬ ‫ƒامجتع ا ّول ےک ہبلط ارثک چ ی‬ ‫ ‬
‫ےہ۔‬
‫کا اج اتکس ن‬ ‫ملعت وک احلص ی‬
‫ش‬ ‫ت‬ ‫خ‬
‫وہ ےتکس ہ ی�۔‬ ‫یھب‬ ‫�‬
‫ی‬ ‫ج‬ ‫ا�‬ ‫ی‬ ‫م‬ ‫ےہ۔ا�اےک انم وتشپ اور اُر ُدو ی‬
‫ی‬ ‫زابن‬ ‫یک‬ ‫زاب� وبیل اجیت ےہ۔ وتشپ ی‬
‫ارثک�‬ ‫م یئک ی‬ ‫�ر وتخپ ن وخا ی‬‫ب‬ ‫ƒ ی‬ ‫ ‬
‫غ‬ ‫ش‬ ‫غ‬ ‫ٹ‬
‫م اگل‬ ‫و�رہ ی‬
‫م اگل وہےت ہ ی�۔ایس رطح دنہ وک‪ ،‬رتچایل ی‬ ‫م اگل اور اُر ُدو ی‬ ‫ا� ےک انم وتشپ ی‬ ‫و�رہ۔ ضعب ی ا‬ ‫و��ژن‪ ،‬ی‬‫�‪ :‬رکیس‪ ،‬ی� ی‬ ‫ƒ جی‬ ‫ ‬
‫ئ‬ ‫وہےتکس ہ ی�۔‬
‫ش‬ ‫ک‬‫�‬
‫ی ی‬‫س‬
‫م ی‬
‫اتب� وت‬ ‫ا� وک اچہپن رک ان ےک انم امدری زابن ی‬ ‫م ھ�یں۔ ارگ ہبلط ی ا‬ ‫رک� ہبلط ز ی�ادہ ےس ز ی�ادہ اافلظ وقیم زابن اُر ُدو‬‫ƒوکشش ی‬ ‫ ‬
‫د�۔‬‫��زاک انم اتب ی‬ ‫ی‬ ‫ی‬
‫رک� اور �اںیھن دعب م اُر ُدو م یھب اس چ ی‬ ‫ان یک وحہلص ازفایئ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ش‬
‫ی‬ ‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ی‬
‫وصت�ر و �رہ‬ ‫وصت�ری اکرڈز‪ ،‬اچرسٹ‪ ،‬ہتختٔ ی‬‫ا�ا ےک ن ی‬‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬فلتخم ی‬
‫ش‬ ‫وصت�ری اکرڈز وموجد ہ ی‬ ‫ش‬
‫م وموجد چ ی‬
‫��زوں یک رطف‬ ‫اصتو�ر انب یل ی�ا رمکا امجتع ی‬
‫ی‬ ‫� ہ ی� وت اسدہ اچرٹ رپ ان ی ا‬
‫ا� یک‬ ‫غ‬ ‫ا�ا ےک ی‬‫ونٹ‪ :‬ارگ فلتخم ی‬
‫و�رہ۔‬‫�‪:‬رکیس‪ ،‬اھکنپ‪ ،‬یم�ز ی‬
‫ااشرہ یھب رک ےتکس ہ ی� ج ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬ ‫ی ش‬
‫م وپںیھچ۔‬ ‫داھک� اور ان ےک انم اُردو زابن ی‬
‫ی‬ ‫ا�ا ےک ی‬
‫وصت�ری اکرڈز ہبلط وک‬ ‫ی‬ ‫‪1‬اُاتسد‪/‬اُاتسین دنمرہج ذ�‬ ‫ ‪.‬‬
‫ٹ‬
‫ی �ز‬ ‫‪2‬رویٹ‪ ،‬پ ی�ایل‪ ،‬اھکنپ‪ ،‬رکیس‪ ،‬اچر اپیئ‪ ،‬ی� ی‬
‫و��ژن‪ ،‬م۔‬ ‫ ‪.‬‬
‫ک۔‬ ‫م انم اتبےن اک ہ ی‬‫رک� وت اُن یک امدری زابن ی‬
‫م انم اتبےن ہ ی� اچکچہ ٹہ ئ وسحمس ی‬ ‫‪3‬ہبلط ارگ اُر ُدو ی‬ ‫ ‪.‬‬
‫ش‬
‫ا�اےک انم اُر ُدو ی‬
‫ی‬
‫اھکس�۔‬ ‫م‬ ‫‪4‬اُاتسد‪/‬اُاتسین ان ی‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫رک�۔‬‫� ی‬ ‫م ی‬ ‫ ‪1 .‬اُاتسد‪/‬اُاتسین ہبلط وکاچر رگووپں ی‬
‫ش‬ ‫ن‬ ‫ش‬
‫ین‬ ‫ ‪2 .‬ےلہپ دو رگوپ رمکا امجتع ی‬
‫� ی‬
‫رک� ےگ۔‬ ‫ا�اےک انم ذنہ‬
‫م اامعتسل وہےن وایل اعم ی‬

‫امجتع ا ّول‬ ‫‪71‬‬

 ‫ن‬
‫شی ن‬ ‫م وموجد چ ی‬ ‫ ‪3 .‬دورسے دورگوپ رمکا امجتع ےس ابرہ اوکسل ی‬
‫رک� ےگ۔‬ ‫��زوں ےک انومں وک ذنہ � ی‬
‫ئ‬ ‫د�۔‬ ‫ ‪4 .‬امتم رگووپں وک ‪ ۱۰‬ٹنم اک وتق ی‬
‫ا� دورسے وک ی‬
‫اتب� ےگ۔‬ ‫م ی‬ ‫ ‪5 .‬رگوپ اکم متخ رکےن ےک دعب رمکا امجتع ی‬
‫ش‬ ‫ ‪6 .‬ےلہپ دوونں رگووپں ی‬
‫ا� اطبل ملع‪/‬اطہبل اینپ �دیھکی وہیئ ی‬
‫ا�ا ےک انم اتب ےئ اگ۔‬ ‫م ےس ی‬
‫ق‬
‫ا� اطبل ملع‪/‬اطہبل امجتع ےک اسےنم آرک �دیھکی وہیئ چ ی‬
‫��زوں ےک انم اتب ےئ اگ۔‬ ‫رط� ےس دورسے رگووپں ےس ی‬ ‫ی‬ ‫ ‪7 .‬ایس‬

‫رسرگیم ربمن‪:۲‬‬
‫رھک ےگ۔‬‫م اجری ی‬ ‫‪1‬ہبلط اانپ اکم رگووپں ی‬ ‫ ‪.‬‬
‫ت‬
‫د� ہ ی� ان ےک انم ںیھکل۔‬‫م ی‬‫� ی�ز� راےتس ی‬
‫ک ہک آپ رھگ ےس اوکسل آےت وہےئ وج چ ی‬ ‫‪2‬رگووپں ےس ہ ی‬ ‫ ‪.‬‬
‫پش‬
‫� رکے اگ۔‬ ‫‪3‬رہ رگوپ یل�ڈر ہبلط یک رطف ےس ےھکل وہےئ انم ابیق ہبلط ےک اسےنم ی‬ ‫ ‪.‬‬
‫ی‬
‫‪4‬حص انم اتبےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫چ‬ ‫ی‬ ‫ی‬
‫دعب ہبلط اس اقلب وہ اج� ےگ ہک رھگ اورا وکسل م اامعتسل وہےن وایل اعم ��زوں ےک انم نس رک اچہپن ےک‬ ‫رسرگ ی‬
‫ماں لمکم رکےن ےک ق‬
‫ی‬ ‫ی‬
‫رط� ےس ادا رک کس ےگ۔‬ ‫دعب ان ےک انم ُد ُرتس‬
‫ئ�‬ ‫ ‪5 .‬‬
‫اج��زہ‪/‬اجچن‪5 :‬ٹنم‬
‫د�ےئگ وساالت وپںیھچ‪:‬‬ ‫دنچ ہبلط ےس ی‬
‫ک ےہ؟‬ ‫ ˜آپ ےک وجےت اک رگن ی ا‬
‫م ےنتک درواز ے ہ ی�؟‬ ‫ ˜رمکا امجتع ی‬
‫� ےس ےتھکل ہ ی�؟‬
‫رحت�ر رپ سک چ ی �ز‬
‫ ˜ہتخت ٔ ی‬
‫ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫وجاب ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ن‬
‫م دریس اتکب ےک ہحفص ربمن ‪ ۱۱۵‬رپ دی یئگ رسرگیم ‘ھچک ی�ا ںیھکل’ لمکم رک ےک ال� اور اےلگ دن رمکا امجتع‬
‫ی‬ ‫ک ہک وہ رھگ ی‬ ‫ہی‬
‫ئ‬ ‫ہبلط ےس ت‬
‫ی‬
‫وکاتب�۔‬ ‫م آرک ی‬
‫اس�وں‬ ‫ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪72‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫� ےب ٰینعم اافلظ ڑپانھ‬‫م بی‬‫ا� ٹنم ی‬
‫ی‬ ‫‪32‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ا� ٹنم یم مک از مک ب ی� ارتخایع وجہ ں واےل ی�اےب ٰینعم اافلظ ڑپھ ی‬
‫کس۔‬ ‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫غ‬ ‫ن‬
‫ہ‬
‫ ƒارتخایع وجہں واےل ےب ٰینعم اافلظ وہ اافلظ وہےت ہ ی�۔ نج ےک اےنپ وکیئ ٰینعم � وہےت۔ًالثم‪ :‬راات‪ ،‬اتات و�رہ۔‬
‫ی‬ ‫ی‬
‫�دا وہیت ہ ی�۔‬
‫م رواین پ ی‬‫ ƒےب ٰینعم اافلظ ڑپےنھ ےس ہبلط یک ڑپاھیئ ی‬
‫م دمد یتلم ےہ۔‬ ‫ ƒےب ٰینعم اافلظ ڑپےنھ ےس ابٰینعم اافلظ ڑپےنھ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ااٹسپ واچ‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫ہ‬ ‫ی‬
‫ ƒہبلط نوک اتب� ہک آج مہ ارتخ ایع وجہں واےل یا� ےب ٰینعم اافلظ ےک ابرے م ڑپںیھ ےگ۔ �ی وہ اافلظ وہےت � نج ےک اےنپ وکیئ‬
‫ی‬ ‫ی‬
‫ومےب‪ ،‬وشوک‬ ‫ٰینعم ہ ی‬
‫وہےت۔� اتت‪ ،‬ئ‬
‫جی‬ ‫�‬
‫ی‬
‫رکوا�۔‬ ‫ ƒدنچ ہبلط ےس ی‬
‫ا� اافلظ اذخ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫د� وہےئ ےب ینعم اافلظ وک ہتخت ٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪1 .‬دریس اتکب امجتع ا ّول ےک ہحفص ربمن ئ‪ ۱۱۴‬رپ ی‬
‫� اافلظ ڑپےنھ یک وک شش ی‬
‫رک�۔‬ ‫م مک از مک ب ی‬‫ا� ٹنم ی‬ ‫ی‬
‫ڑپوھا� ہک وہ ی‬ ‫ ‪2 .‬ابری ابری دنچہبلط ےس اِس رطح‬
‫ل وتق ونٹ ی‬
‫رک�۔‬ ‫ ‪3 .‬اُاتسد‪/‬اُاتسین رسرگیم ےک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک دو رگووپں ی‬
‫� ےب ٰینعم اافلظ ںیھکل۔‬‫رحت�ر رپ ب ی‬
‫ ‪2 .‬ہتختٔ ی‬

‫امجتع ا ّول‬ ‫‪73‬‬

 ‫ارتخایع‪/‬ےب ٰینعم اافلظ اک اچرٹ‬
‫وھگڑ‬ ‫ڑبتپ‬ ‫اپاک‬ ‫اچت‬ ‫احرذ‬
‫تخ‬ ‫واھک‬ ‫رض‬ ‫ری‬ ‫را‬
‫ور‬ ‫وریس‬ ‫اھکاب‬ ‫وٹات‬ ‫تف‬
‫ٹ‬
‫الغ‬ ‫یو‬
‫ک‬ ‫ڈوھوت‬ ‫کپت‬ ‫وج‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫� ےب ٰینعم اافلظ ڑپےنھ اک اقمہلب‬ ‫م بی‬‫ا� ٹنم ی‬
‫مان ی‬‫ ‪3 .‬دوونں رگووپں ےک در ی‬
‫م ز ی�ادہ اافلظ ڑپےھ اُس یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ا� ٹنم ی‬‫ ‪4 .‬سج رگوپ ےن ی‬
‫رک�۔‬‫ ‪5 .‬ااٹسپ واچ اک دنبوتسب ی‬
‫رش� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪6 .‬امتم ہبلط وک رسرگیم ی‬
‫ا� ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪7 .‬رہ اطبل ملع‪/‬اطہبل وک ی‬
‫آےئ۔‬
‫ئ‬ ‫ل‬‫ا� ٹنم وپرا وہ اجےئ۔ االگ اطبل ملع‪/‬اطہبل اقمےلب ےک ی‬ ‫� یہ ی‬ ‫ ‪ 8 .‬ج ی‬
‫وپز� احلص رکےن واےل ہبلط ےک ب ی ن‬ ‫ش‬
‫ ‪9 .‬دوونں رگوپ ےک یلہپ ی ن‬
‫ی‬
‫رکوا�۔‬ ‫ام� اقمہلب‬
‫تن‬
‫م اقمےلب اک ذجہب ب ی‬
‫�دار وہ۔‬ ‫‪ .10‬ج ی� واےل اطبل ملع‪/‬اطہبل ےک انم اک االعن ی‬
‫رک� اتہک ہبلط ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫� ارتخ ایع اافلظ‪/‬ےب ٰینعم اافلظ ڑپھ ےتکس ہ ی�۔‬‫م مک از مک ب ی‬‫ا� ٹنم ی‬
‫ی‬
‫�ئ �‬ ‫ ‪10.‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک۔‬‫ ‪1 .‬ہبلط ےسمک از مک دس ارتخ ایع‪/‬ےب ٰینعم اافلظ ڑپ ےنھ وک ہ ی‬
‫د� وھنجں ےن ےلہپ رشتک ہن یک وہ۔‬ ‫رک� ہک ی‬
‫ا� ہبلط وک ومعق ی‬ ‫ ‪ 2 .‬وکشش ی‬
‫رک�۔‬‫م ہبلط یک وحہلص ازفایئ ی‬ ‫ ‪3 .‬اافلظ ڑپےنھ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬
‫م ھکل رک ال� اور امجتع ےک اسےنم انس�۔‬‫� ےبٰینعم اافلظ اکیپ ی‬‫ک ہک رھگ ےس وکیئ یھب ب ی‬
‫ہبلط ےس ہ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪74‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫وصت�ر یا� رظنم ی‬
‫د� رک اینپ دنسپ و اندنسپ اک ااہظر رکان‬ ‫ی‬ ‫‪33‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫د� رک اینپ دنسپ ی�ا ان دنسپ اک ااہظررک ی‬
‫کس۔‬ ‫وصت�ر ی�ا رظنم وک ی‬
‫ ƒیسک ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬
‫� اُس ےک قلعتم اجےنن یک وخاشہ پ ی‬
‫�دا وہیت ےہ۔‬ ‫د� رک ہ ی‬‫� وک ی‬ ‫ا� احلص ےہ۔یسک چ ی �ز‬
‫ہی ت‬
‫م اصبرت وک ب ی‬
‫�ادی‬ ‫ƒوصحل ملع ی‬ ‫ ‬
‫ت‬
‫م دل یپسچ یل ہ ی�۔‬ ‫د� رک ان ی‬ ‫وصت� یر� یا� رظنم ی‬
‫ƒہبلط رگن ربیگن ی‬ ‫ ‬
‫ن‬ ‫ت‬
‫ذر� ہ ی�۔‬ ‫حوں وک اھکنرےن اک رتہب ی� ی‬ ‫اصتو�ر اشمدہایت الص ی‬
‫ƒ ی‬ ‫ ‬
‫رک� ات ہک ہبلط اینپ دنسپ اور اندنسپ اک ااہظر رک ی‬ ‫ت‬ ‫م ابت چ ی‬ ‫م ہبلط ےک اسھت دواتسہن اموحل ی‬ ‫ƒاُاتسد‪/‬اُاتسین رمکا امجتع ی‬
‫کس۔‬ ‫� ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬اچک‪/‬امرک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬اہبر ےک وممس اک اچرٹ۔ ی‬
‫و�رہ‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫ی‬
‫ ‪1 .‬ہبلط وک اہبر ےک وممس اک اچرٹ داھک� اور وپںیھچ‪:‬‬
‫م وکن اس وممس رظن ٓاراہ ےہ؟‬ ‫وصت�ر ی‬
‫ ˜ہک اس ی‬
‫ئ‬ ‫ت‬
‫� ی‬
‫�زاتب�۔‬ ‫ا� دنسپ�ی دہ چ ی‬
‫م اینپ ی‬‫د� وہےئ اہبر ےک وممس ےک ابرے ی‬ ‫ ˜اس ی‬
‫وصت�ر وک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫رک�۔‬‫� ی‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫�یک‬
‫د� ےئگ رظنم وک وغر ےس د ھ�یں۔‬
‫ک ہک دریس اتکب امجتع ا ّول ےک ہحفص ربمن ‪ ۹۶‬رپ ی‬ ‫ ‪2 .‬وجڑوں ےس ہ ی‬
‫��زاک انم اےنپ اسیھت ےس ی‬
‫رک�۔‬ ‫ا� ان دنسپ�ی دہ چ ی‬
‫م رظن آےن وایل دو دنسپ�ی دہ اور ی‬ ‫ ‪3 .‬اب رظنم ی‬
‫د�۔‬ ‫ل ‪ ۵‬ٹنم اک وتق ی‬ ‫ ‪ 4 .‬وجڑوں وک رسرگیم لمکم رکےن ےک ی‬
‫م وپںیھچ۔‬‫� ےک ابرے ی‬ ‫ ‪5 .‬رسرگیم لمکم وہےن ےک دعب دنچ وجڑوں ےس دنسپ�ی دہ اور ان دنسپ�ی دہ چ ی �ز‬
‫رسرگیم ربمن‪:۲‬‬
‫م اجری ی‬
‫رھک۔‬ ‫ ‪ 1 .‬ہبلط ےس ہ ی‬
‫ک ہک اانپ اکم وجڑوں ی‬

‫امجتع ا ّول‬ ‫‪75‬‬

 ‫م اینپ‬‫د� ےئگ رظنم وک وغر ےس د�یکھ�یں اور اس رظنم ےک ابرے ی‬
‫ک ہک دریس اتکب امجتع ا ّول ےک ہحفص ربمن ‪ ۹۶‬رپ ی‬ ‫ ‪2 .‬وجڑوں ےس ہ ی‬
‫م ی‬
‫رک�۔‬ ‫دنسپ اور ان دنسپ اک ااہظر زابین ےلمج یک وصرت ی‬
‫د�۔‬ ‫ل ‪ ۵‬ٹنم اک وتق ی‬ ‫ ‪3 .‬وجڑوں وک رسرگیم لمکم رکےن ےک ی‬
‫م وپںیھچ۔‬ ‫م ان یک دنسپ اور ان دنسپ ےک ابرے ی‬‫ ‪4 .‬رسرگیم لمکم وہےن ےک دعب دنچ وجڑوں ےس رظنم ےک ابرے ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫ہ‬ ‫ی‬
‫اصتو�ر اور رظنم ےک ابرے اینپ دنسپ اور اندنسپاک ااہظر رک ےتکس ی�۔‬ ‫ہ‬ ‫ی‬ ‫ی‬
‫رسرگموں یک � ےک دعب ہبلط اس اقلب وہ ےئگ ی� ہک وہ‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ ‪1 .‬ہبلط وک زبس�ی وں اک ی‬
‫وصت�ری اچرٹ دوابرہ داھک�۔‬
‫ ‪2 .‬اینپ دنسپ اور اندنسپ یک زبس ی�اں اگل اگل ںیھکل۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫ال�۔‬ ‫ی‬
‫داھک� اور اینپ دنسپ�ی دہ دو ولھپں اک ااختنب رک ےک رھگ ےس اکیپ رپ ان ےک انم ھکل رک ی‬ ‫ہبلط وک ولھپں اک ی‬
‫وصت�ری اچرٹ‬

‫ونسٹ‬

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‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪76‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫م رفق رکان‬‫ذمرک‪ ،‬ؤمثن ی‬ ‫‪34‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒذمرک اور ؤمثن یم رفق رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ق‬
‫ی‬
‫رط�۔‬ ‫ذ� امہ اکنت انھجمس تہب رضوری ہ ی�۔ ذمرک ؤمثن انبےن ےک آاسن‬ ‫ل درج ی‬ ‫ ƒااسذتہ یک رہ امنیئ ےک ی‬
‫ ƒامتم در ی�اؤں ےک انم (در ی�اےئ اگنگ اور انمج ےک العوہ) ذمرک غ ہ ی�۔‬
‫ ƒامتم زابونں ےک انم ؤمثن وہےت ہ ی�۔ ًالثم اجنپیب‪ ،‬اردو ی‬
‫و�رہ۔‬
‫ ƒامتم امنزوں‪ ،‬اور آامسین اتکوبں ےک انم ؤمثن ہ ی�۔‬
‫ ƒامتم دونں ےک انم ذمرک ہ ی� رصف رعمجات ؤمثن ےہ۔‬
‫ؤمثن یھب وبےتل ہ ی�۔‬ ‫ ƒلبلب وک ذمرکاور ن‬
‫یہ‬
‫ ƒھچک اامس ےک ذمرک � وہےت۔ (یلکپھچ‪ ،‬اہسنگ)‬
‫ن‬
‫۔‬ ‫�‬‫ی‬ ‫ ƒامتم م ہ� ی���وں ےک انم ذمرک ہ‬
‫غ‬
‫و�رہ۔‬ ‫ ƒامتم اہپڑوں ےک انم ذمرک ہ ی�۔ ًالثم ی‬
‫امہل‪ ،‬رقارقم ی‬
‫م ’ا‘ ’ ی�ا‘ ’ہ‘ آےئ اعم وطر رپ اس رطح ےک اافلظ ذمرک وہےت ہ ی�۔‬ ‫ ƒنج اافلظ ےک آرخ ی‬
‫ن‬ ‫�بھ� �ڑ چ ت‬ ‫ہ یش‬
‫ھچم‪ ،‬اول‪،‬الگب‪ ،‬وکچر‪ ،‬دہدہ‪ّ ،‬وکا۔‬ ‫رگم‬ ‫ن�ڈا‪،‬‬
‫گ‬ ‫�ا‪ ،‬وھچب‪ ،‬وھچکا‪ ،‬ی�وال‪ ،‬وگنلر‪ ،‬ی‬‫� ذمرک اامعتسل وہےت ہ ی� ًالثم اژداھ‪ ،‬ی� ی�ا‪ ،‬ی‬ ‫ ƒھچک اجونر‬
‫ن غ‬ ‫ش‬
‫و�رہ۔‬‫�‪ ،‬افہتخ‪ ،‬یما ی‬ ‫چ‬ ‫ہی‬
‫وہےت� ًالثم یلکپھچ‪ ،‬یلتت‪ ،‬ولڑمی‪ ،‬وھچھچدنر‪ ،‬یلھچم‪ ،‬ی‬ ‫� ؤمثن اامعتسل‬ ‫ ƒھچک اجونر ہ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬درج ی‬
‫ذ� اافلظ ہتخت ی‬
‫رحت�ر رپ ںیھکل۔‬
‫رکبی‬ ‫ڑچ ی�ا‬ ‫ومر‬ ‫ڑچا‬
‫رااج‬ ‫ب ی�‬ ‫رکبا‬ ‫ومرین‬
‫راین‬ ‫اگےئ‬
‫م قلعت ی‬
‫وجڑ�۔ ًالثمڑچا۔ ڑچ ی�ا۔‬ ‫ ˜ابری ابری ہبلط اےنپ اسیھت ےک اسھت ان اافلظ وک ڑپںیھ اور ان اافلظ اک آسپ ی‬
‫ی‬
‫ابرےم وپںیھچ۔‬ ‫ ˜دنچ ہبلط ےس اس قلعت ےک‬

‫امجتع ا ّول‬ ‫‪77‬‬

 ‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ؤمثن‬ ‫ذمرک‬
‫رک�۔‬ ‫رحت�ر رپ ی‬
‫رحت�ر ی‬ ‫ذ� اافلظ ہتخت ٔ ی‬‫ ‪2 .‬درج ی‬
‫رمد‬
‫م ںیھکل۔‬‫ک ہک ذمرک ےک ؤمثن اینپ اکیپ ی‬ ‫ ‪3 .‬وجڑوں ےس ہ ی‬
‫رااج‬
‫ل ‪ ۱۰‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪4 .‬ہبلط وک اس رس رگ یم ےک ی‬
‫ولاہر‬
‫البّ‬
‫اہیھت‬
‫وبڑاھ‬
‫اشرع‬

‫رسرگیم ربمن ‪:2‬‬

‫رھک ےگ۔‬‫م اجری ی‬ ‫ ‪1 .‬ہبلط اانپ اکم وجڑوں ی‬
‫ئ‬
‫ ‪2 .‬وجڑوں ےس زابین ان ےک ؤمثن وپںیھچ اور ہتخت ی‬
‫رحت�ر رپ ےتھکل ی‬
‫اج�۔‬
‫ ‪3 .‬ہبلط ےس ہ ی‬
‫ک ہک اےنپ اکم اک اجزئہ یل۔‬
‫رک� اور االصح ی‬
‫رک�۔‬ ‫ ‪4 .‬طلغ ؤمثن یک اشن ن دیہ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫س ےئگ ہ ی�۔‬
‫اس رسرگیم ےک دعب ہبلط ذمرک ؤمثن انبان ی‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ ‪1 .‬ہبلط وک فلتخم ذمرک اور ؤمثن ےک اک ڑ دز الم الج ی‬
‫رکد�۔‬
‫ا� اطبل ملع‪/‬اطہبل ذمرک وبےل اگ اور سج ےکاپس ؤمثن وہ وہ اس ظفل ؤمثن اک وبےلاگ۔‬
‫ ‪ 2 .‬ی‬
‫رک�۔‬‫ ‪3 .‬دنچ ہبلط ےک اسھت رسرگیم لمکم ی‬

‫قشم‪2 :‬ٹنم‬
‫م اس ےک ؤمثن انبےن اک ہ ی‬
‫ک اھبیئ۔ ی‬
‫ماں۔ رپی۔ وپات۔ رہن۔ رمغ۔ دنبہ۔‬ ‫م ین‬
‫وادل� یک رہ امنیئ ی‬ ‫د� اور رھگ ی‬ ‫ہبلط وک درج ی‬
‫ذ� اافلظ ض ی‬
‫رم�۔ ملعم۔‬ ‫ولحایئ۔ ابزی رگ۔ ی‬

‫‪78‬‬ ‫امجتع ا ّول‬

 ‫ق‬ ‫ن‬ ‫ن‬ ‫قبسربمن‬
‫ی‬
‫رط�‬ ‫د� ےک‬ ‫وبل اچل ی‬
‫اورل ی‬ ‫‪35‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫�ال رھک ی‬‫خ‬ ‫ی‬
‫کس۔‬ ‫آداب وگتفگ اک ی‬
‫ ƒوبل اچل م ِ‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫م ذہمب بل‬ ‫د� ی‬‫ل ین‬ ‫م فلتخم مسق ےک ولوگں ےس واہطس ڑپات ےہ اور رضورت ےک اطمقب وبل اچل اور ی ن‬ ‫� روز رمہ زدنیگ ی‬ ‫ ƒہ ی‬
‫ئ‬ ‫وہجہل اانپےن یک رضورت وہیت ےہ۔‬
‫ی‬
‫اھکس�۔‬ ‫م یہ اشہتسئ وگتفگ رکان‬ ‫ ƒاُاتسد‪/‬اُاتس ین وک اچےئہ ہک ہبلط وک ادتبایئ امجوتعں ی‬
‫ل ین‬
‫د� ی‬ ‫ن‬ ‫ی‬
‫م ومعق اور لحم یک انمتبس ےس السم رکان‪ ،‬رکش�ی ‪ ،‬رہمابین‪ ،‬وخش آدم�ی د‪،‬‬ ‫ذر� وبل اچل اور ی ئ‬
‫رسرگموں ےک ی‬ ‫فلتخم‬
‫ ƒہبلط وک ن‬
‫� اافلظ اھکسےئ ی‬
‫اج�۔‬ ‫� اور اعمف ےئجیک ج ی‬ ‫� ییق��ن�اً یکوں ی‬
‫ہ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ن‬ ‫ش‬
‫ن‬
‫ی‬ ‫ٔرحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن ‪,‬فل�ی� اکرڈز ر� ی�‪ ،‬ولسنپں اک سکب‪ ،‬ملق‪ ،‬دو دعد ی ا‬
‫� ےن و�رہ۔‬ ‫پ‬ ‫گ�‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬قبس اک آاغز السم ےس رکےن ےک دعب درج ی‬
‫ذ� وساالت وپںیھچ۔‬
‫رک�۔ �ی لمع رضورت‬ ‫کا انہک اچےئہ؟ (ارگ ہبلط درتس وجاب ہن دے ی‬
‫کس وت ا اُن یک انمبس رہ امنیئ ی‬ ‫ ‪2 .‬یسک ےس ےتلم وتق بس ےس ےلہپ ی‬
‫ےک اطمقب رہ وسال ےک دوران درہا ی�ا اجےئ۔)‬
‫ک انہک اچےئہ؟‬ ‫ ‪3 .‬بج یسک ےس وکیئ چ ی �ز‬
‫� امینگن وہوت ی ا‬
‫ئ‬ ‫ ‪4 .‬بج وکیئ آپ یک دمد رکے وت آپ وک ی ا‬
‫ک انہک اچےئہ؟‬
‫فل� ش‬
‫ی‬
‫داھک� اور ان ےک ظفلت یک‬ ‫رحت�ر رپ ںیھکل ی�ا ان اافلظ ےک ن ی� غاکرڈز ہبلط وک‬
‫ذ� اافلظ ہتخت ٔ ی‬‫م دنمرہج ی‬ ‫ ‪5 .‬اُاتسد‪/‬اُاتسین ہبلط ےک وجاابت ی‬
‫ئ‬
‫ی‬ ‫ی‬ ‫� یق� ن ی ہ‬ ‫عل�یک‬
‫قشم رکوا�۔ اافلظ‪ :‬تاالسلم م‪ ،‬ئرکش�ی ‪ ،‬رہمابین‪ ،‬ت ت‬
‫رباےئ رہمابین اعمف ےئجیک۔ ی��اً‪ ،‬کوں � و�رہ۔‬ ‫ی‬
‫رک�۔‬‫ماں ی‬ ‫ن‬
‫� ی� رسرگ ی‬ ‫ن‬
‫ ‪6 .‬اُاتسد‪/‬اُاتسین ہبلط ےک ی� وجڑے ی‬
‫انب� اور ابرتل ی ب‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ئ‬
‫ی‬
‫ ‪2 .‬ےلہپ وجڑے وک رمکا امجتع ےک اسےنم الب�۔‬
‫م ملق ی‬
‫د�۔‬ ‫ا� اطبل ملع‪/‬اطہبل ےک اہھت ی‬
‫ ‪ 3 .‬ی‬

‫امجتع ا ّول‬ ‫‪79‬‬

 ‫م آپ اک ملق اُداھر ےل اتکس وہں‪/‬ےل یتکس وہں؟‬ ‫کا ی‬
‫ ‪4 .‬دورسا ہچب ملق اُداھر امےگن۔ اطبل ملع‪/‬اطہبل ےہک نرباےئ رہمابین ی‬
‫�۔‬ ‫م ےہک � یق�ی�ن�اً یکوں ہ ی‬‫ ‪5 .‬الہپ اطبل ملع‪/‬اطہبل وجاب ی‬
‫۔آپ اک تہب تہب رکش�ی ۔‬ ‫رک� ن‬‫ ‪6 .‬دورسا اطبل ملع‪/‬اطہبل ملق یل اور رکش�ی ادا ی‬
‫ی ت‬ ‫نن‬ ‫م ہّصح ہن ےل ی‬ ‫ ‪7 .‬ونٹ‪ :‬وج ہبلط رسرگیم ی‬
‫ُ� اخومیش ےس اشمدہہ رکےن اور وتہج ےس ُس یک دہا� ی‬
‫رک�۔‬ ‫کس اُاتسد ا ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫ن‬ ‫ن‬
‫ئ‬ ‫د� یک رسرگیم‪:‬‬‫ ‪1 .‬ےفحت احتفئ یل اور ی‬
‫ ‪2 .‬اُاتسد‪/‬اُاتسین دورسا وجڑا امجتع ےک اسےنم ی‬
‫الب�۔‬
‫ک ہک آپ ےن دورسے اطبل ملع‪/‬اطہبل وک‬ ‫ہی‬ ‫م ولسنپں اک رلک سکب ن ی‬‫ا� اطبل ملع‪/‬اطہبل ےک اہھت ی‬
‫اورسل�اس اطبل ملع‪/‬اطہبل وکل� ئ‬
‫د� ن‬
‫�‬‫پ‬ ‫�‬ ‫ن‬ ‫گ�‬ ‫�‬ ‫ن‬
‫ ‪ 3 .‬ی‬
‫�‬ ‫�‬
‫ج‬ ‫ی‬
‫د�ا ےہ اور�ی اتب ان ےہ ہک یمری رطف ےس �ی ر ی� یں وطبر ہفحت وبقل رک ے۔‬ ‫�ی ہفحت ی‬
‫م ےہک۔‬ ‫ ‪4 .‬دورسا اطبل ملع‪/‬اطہبل رلک سکب ےل رک دنلب آواز ی‬
‫ ‪5 .‬آپ ےک وخوصبرت ےفحت اک تہب تہب رکش�ی ۔‬

‫رسرگیم ربمن ‪:۳‬‬

‫رخ�ی د ورفوتخ یک رسرگیم‪:‬‬
‫ت‬
‫ل ہی‬
‫ک۔‬ ‫�رے وجڑے وک امجتع ےک اسےنم آےن ےک ی‬ ‫ ‪1 .‬اُاتسد‪/‬اُاتسین ی‬
‫ا� اطبل ملع‪/‬اطہبل ےک اپس دو پ ی�اےن ہ ی� ہکبج دورسے اطبل ملع‪/‬اطہبل وک ی‬
‫ا� دعد پ ی�اےن یک‬ ‫د� ہک ی‬ ‫‪2‬اُاتسد‪/‬اُاتسین ہبلط وک دہا ی�ات ی‬ ‫ ‪.‬‬
‫رضورت ےہ۔‬
‫ا� پ ی�اہن رفوتخ ی‬
‫رک�۔‬ ‫ےلہپ اطبل ملع‪/‬اطہبل ےس ےہک ہک رباےئ رہمابین ےھجم ی‬ ‫پ‬
‫‪3‬وہ ی�اہن رخ�ی د ان اچاتہ ےہ وت وہ ن‬ ‫ ‪.‬‬
‫ن‬ ‫‪4‬الہپ اطبل ملع‪/‬اطہبل ےہک یکوں ہ ی‬
‫� � یق�ی��اً �ی ےل۔‬ ‫ ‪.‬‬
‫‪5‬دورسا اطبل ملع‪/‬اطہبل پ ی�اہن رخ�ی د ے اگ اور ےہک اگ آپ اک تہب تہب رکش�ی ۔‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ق‬ ‫م وبل اچل اور ی ن‬
‫ل ین‬
‫م اظمرہہ رک ی‬
‫کس ےگ۔‬ ‫س ی‬
‫کس ےگ اور ان اک یلمع زدنیگ ی‬ ‫رط� ی‬
‫ی‬ ‫د� ےک‬ ‫ہبلط روز رمہ زدنیگ ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫رحت�ر رپ ان لمکم ولمجں واال اچرٹ ی‬
‫اگل�۔‬ ‫ ‪1 .‬ااتسد‪/‬ااتسین ہتختٔ ی‬
‫ت‬
‫د� یہ اہک ___________۔‬ ‫ ˜ادمح ےن اےنپ دوتس وک ی‬
‫م اہک ___________۔‬ ‫ ˜ادمح ےک دوتس ےن وجاب ی‬
‫ ˜اینپ لسنپ اُداھر دے دو۔‬
‫م ہملس ےن اہک ___________۔‬‫ ˜ہملس ےک س�ہ�یلی ےن بج لسنپ د�ی دی وت وجاب ی‬
‫ ˜ادمح ےس اُس ےک دوتس یک لسنپ وٹٹ یئگ وت اُس ےن اےنپ دوتس ےس اہک ___________ ےئجیک۔‬
‫م وکن اس انمبس ظفل آےئ اگ؟‬‫ ‪ 2 .‬اور رہ ہلمج ڑپےنھ ےک دعب ہبلط ےس وپںیھچ ہک اخیل ہگج ی‬
‫عل ک عل ک‬
‫ہنکمم وجاابت‪ :‬االسم و � یم‪ ،‬و � یم االسلم‪ ،‬رباےئ رہمابین‪ ،‬رکش�ی ‪ ،‬اعمف‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫روز رمہ وبل اچل اور ی ن‬
‫ل ین‬
‫د� ےس قلعتم اھکسےئ ےئگ اافلظ قشم ےک وطر رپ اےنپ دووتسں یا� نہب ی‬
‫اھب�وں ےک اسھت ی‬
‫رک�۔‬

‫‪80‬‬ ‫امجتع ا ّول‬

 ‫لط� ی �پ�‬ ‫قبسربمن‬
‫ل‬‫ی‬ ‫�‬‫ہ‬
‫فہ یا� ی نس رک انھجمس اور وبانھج‬ ‫‪36‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ن‬
‫کس ی��زلط�یفہ یا� � پ�ہ�یلی نس رک ھجمس ی‬
‫کس۔‬ ‫ ƒلط�یفہ یا� � پ�ہ�یلی نس رک فطل ادنوز وہ ی‬
‫کس۔‬ ‫ ƒ�پ�ہل�ی�اں وبھج ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫رک�۔‬ ‫ا� دورسے وک انسےن یک رطف املئ ی‬ ‫ƒہبلط وک اُردو یک اسدہ ابعرت‪ ،‬رصمے‪ ،‬رعش‪ ،‬ےفیطل‪� ،‬پ�ہل�ی�اں اور وااعقت انس رک ی‬ ‫ ‬
‫ت‬ ‫ƒہبلط‪ ،‬رُس‪ ،‬ےل‪ ،‬اور لط� یف�وں ی‬
‫ل اُاسذتہ وک ااعشر‪ ،‬ےفیطل ی�اد وہں اور انُس ےن اک نف یھب اجےتن وہں۔‬ ‫م ذ ی�ادہ دیپسچل یل ہ ی� اس ی‬ ‫ ‬
‫ت‬ ‫� پ�‬ ‫ی ت‬
‫� ا وہیت ےہ۔ ہ�یلی وک وُبھج رکہبلط ااسحتسین ک� یف� ی� ےس دو اچر وہےت‬ ‫الصح پ ی د‬ ‫م وسےنچ یک‬ ‫ƒ �پ�ہل�ی�اں ذینہ ورزش ہ ی�۔ اس ےس ہبلط ی‬ ‫ ‬
‫ئ‬ ‫ہ ی�۔‬
‫م ےفیطل انسےن اور �پ�ہل�ی�اں وبےنھج اک اقمہلب وہ۔ ذ ی�ادہ ےفیطل انسےن اور �پ�ہل�ی�اں وبےنھج‬ ‫رکوا� سج ی‬‫ی‬ ‫مان ِ‬
‫زبم ادب اک اقمہلب‬ ‫ƒہبلط ےک در ی‬ ‫ ‬
‫د�۔‬‫واےل ہبلط وک افحت رقار ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ڈرٹس‪/‬اھجڑن‪،‬اصتو�ر و ی‬
‫�رہ۔‬ ‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪،‬‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬ ‫ن‬
‫ی‬ ‫ل‬‫ی‬ ‫�‬‫ہ‬ ‫� پ�‬ ‫ی‬
‫ا� ی انس�۔‬ ‫ ‪1 .‬وبوھج وت اج�۔وچبں وک ی‬
‫ا� اجونر ایلص۔ سج یک ڈہی ہن یلسپ۔ (وجکن)‬ ‫ ˜ ی‬
‫پ�‬ ‫�‬
‫ ‪2 .‬ہبلط وک ہ�یلی وبےنھج اک ومعق رفامہ رک ی�۔‬
‫م ہبلط یک دمد ی‬
‫رک�۔‬ ‫ ‪3 .‬ہن وب ےنھج یک وصرت ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫رحت�ر رپ � پ�ہ�یل�ی�وں واال اچرٹ ی‬
‫اگل�۔‬ ‫ ‪1 .‬ہتخت ی‬
‫ا� زگ اک وطُل‬
‫ی‬ ‫رہی ےہ نم رھبی ےہ‬
‫یھبک یلک یھبک وھپل۔‬ ‫م دو اشہل اُوڑےھ ڑھکی ےہ۔‬ ‫رااج یج ےک ابغ ی‬
‫ان چ ی‬
‫��زوں اک بجع اسفہن‬ ‫ا� اجونر ی ا‬
‫ا�‬ ‫ی‬
‫وخن امہرا اُن اک اھکان۔‬ ‫�۔‬ ‫سج یک دم رپ پ ی‬

‫امجتع ا ّول‬ ‫‪81‬‬

 ‫رااج راین یک اہکین‬
‫م دو رگن اپین۔‬ ‫ا� ڑھگے ی‬‫ی‬
‫ ‪2 .‬ہبلط ےس ابری ابری � پ�ہ�یل�ی�اں وبےنھج اک ہ ی‬
‫ک۔‬
‫رک�۔‬‫ ‪�3 .‬پ�ہل�ی�اں وبےنھج رپ ہبلط یک رہ امنیئ ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫ئ‬ ‫ن‬ ‫ئ‬
‫س اور ی‬
‫انُس� ےگ۔‬ ‫اتب� ہک آج مہ بس اےھچ اےھچ ےفیطل ُ ی‬ ‫ ‪1 .‬ہبلط وک ی‬
‫ئ‬
‫ ‪(2 .‬ااسذتہ داشن دنم ی ےس الص وہفمم ہبلط وک رضور ی‬
‫اتب�)‬ ‫ئ‬
‫ی‬ ‫ہ‬
‫د� ےئگ ےفیطل ڑپےنھ اک ک۔‬ ‫ی‬
‫ ‪3 .‬ہبلط ےک وجڑے انب� اور ی‬
‫ ‪4 .‬ااتسد‪/‬ااتسین ےلہپ ی لط�‬
‫ا� یفہ انسےئ۔ ئ‬
‫ی‬ ‫لط�‬
‫اسیھت وک وکیئ یفہ انس�۔ ئ‬ ‫ ‪5 .‬اب ہبلط اےنپ ئ‬
‫آ� اور ابیق الکس وک ےفیطل ی‬
‫انس�۔‬ ‫ ‪6 .‬دنچ ہبلط اسےنم ی‬
‫ ‪7 .‬ز ی�ادہ ےس ز ی�ادہ ہبلط وک ومعق ی‬
‫د�۔‬
‫ ‪8 .‬اسےنم آےن واےل ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫ل ہ‬ ‫ ‪ �1 .‬پ�ہ�یلی‪/‬لط�یفہ ےننس ی‬
‫ن‬ ‫۔‬ ‫�‬‫ی‬ ‫م ہبلط دیپسچل ی‬
‫ش‬ ‫ش‬
‫وپ�دہ ابت ھجمس ےتکس ہ ی�۔‬ ‫� ہبلط وتہج ےس ی‬
‫س وت ی‬ ‫ا� ابت ی‬
‫وپ�دہ وہیت ےہ ج ی‬ ‫م ی‬ ‫ ‪2 .‬رہ لط�یفہ‪ �/‬پ�ہ�یلی ی‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ہبلط اینپ دنسپ اک لط�یفہ‪/‬اہکین ابیق اس�وں وک انس�۔‬
‫ی‬ ‫ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬
‫اھب�وں وک اینپ دنسپ وک وکیئ � پ�ہ�یلی‪/‬لط�یفہ ی‬
‫انس�۔‬ ‫ہبلط رھگ اجرک اےنپ نہب ی‬

‫‪82‬‬ ‫امجتع ا ّول‬

 ‫ین‬ ‫قبسربمن‬
‫وسال وک انھجمس اور وجاب د�ا‬ ‫‪37‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫گا وسال ھجمس رک اِس اک وجاب دے ی‬
‫کس۔‬ ‫ ƒوپاھچ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬
‫د� ےک اقلب وہں۔‬ ‫ ƒہبلط وک اس اقلب انبان ےہ ہک وہ وسال نُس رک اس اک وجاب ی‬
‫ل اسدہ اور آاسن زابن اامعتسل ی‬
‫رک�۔‬ ‫ ƒوساالت وپےنھچ ےک ی‬
‫ ƒہبلط یک اینپ ذ ات اور روز رمہ ومعمالت ےس قلعتم وساالت ی‬
‫رک�۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫د� ےئگ وساالت ھکل رک ی‬
‫رھک۔‬ ‫ا� اکذغ رپ ی‬
‫ ‪ 1 .‬ی‬
‫ ˜آپ اک انم ی ا‬
‫ک ےہ؟‬
‫ ˜آپ ےک اھبیئ اک انم ی ا‬
‫ک ےہ؟‬
‫م ڑپاتھ ےہ؟‬‫ ˜آپ اک اھبیئ سک امجتع ی‬
‫ ˜آپ وک وکن اسرگن دنسپ ےہ؟‬
‫ ‪2 .‬ابری ابری ہبلط ےس وسال وپںیھچ۔‬
‫رک� اور ارفنادی وطر رپ وجاب ی‬
‫د�۔‬ ‫ ‪3 .‬ہبلط اہھت ڑھکا ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫د� نےئگ وساالت وپںیھچ۔‬
‫ ‪1 .‬ہبلط ےس ی‬
‫ ‪2 .‬ہبلط وتہج ےس ُ ی‬
‫س اور اےنپ اسیھت وک وسال اک وجاب ی‬
‫د�۔‬
‫ت‬
‫ل ہی‬
‫ک۔‬ ‫ ‪3 .‬ااتسد یسک اطبل ملع‪/‬اطہبل وک اسےنم الب رک اس وسال اک وجاب ابیق ی‬
‫اس�وں وک اتبےن ےک ی‬ ‫ئ‬
‫ی‬
‫درہا�۔‬ ‫ل ایس رسرگیم وک‬ ‫ ‪4 .‬ابیق وساالت ےک ی‬

‫امجتع ا ّول‬ ‫‪83‬‬

 ‫رسرگیم ربمن ‪:۲‬‬
‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ا� اطبل ملع‪/‬اطہبل وسال وپےھچ اور دورسا وجاب دے۔‬ ‫ ‪ 2 .‬ی‬
‫ ‪3 .‬ااس ذتہ رہ امنیئ ورگناین ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫د� یک وکشش رک ی� ےگ۔‬ ‫ی‬
‫رسرگموں یک دمد ےس ہبلط وسال وک ھجمس رک اس اک وجاب ی‬ ‫درج ابال‬
‫�ئ �‬ ‫ ‪4 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ ‪1 .‬وساالت وک اکرڈ رپ ھکل رک یم�ز رپ ااٹل ر ی‬
‫ھک۔‬
‫ھک دنسپ ےہ؟‬ ‫ ˜آپ وک وکن اس ی‬
‫م ڑپےتھ ہ ی�؟‬ ‫ ˜آپ سک امجتع ی‬

‫ئ‬ ‫ ˜آپ وک وکن اس ئ ومضمن ز ی�ادہ دنسپ ےہ؟‬

‫ ‪2 .‬ابری ابری ہبلط وک ی‬
‫الب�۔ رہ اطبل ملع‪/‬اطہبل مک ازمک دو اکرڈ ی‬
‫ااھٹ�۔‬
‫ ‪3 .‬ان اکرڈ ز رپ ےھکل وہےئ وساالت ہبلط ےس وپںیھچ۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫اتب�۔‬ ‫م اےنپ ی‬
‫اس�وں وک ی‬ ‫رک� اور اےلگ دن رمکا امجتع ی‬
‫ک اھجمس’ لمکم ی‬
‫رھگ ےس دریس اتکب ےک ہحفص ربمن ‪ ۱۲۲‬رپ دی یئگ رسرگیم ‘ٓاپ ےن ی ا‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪84‬‬ ‫امجتع ا ّول‬
 ‫قبسربمن‬
‫اسدہ ےلمج ُد ُرتس ظفلت اور رواین ےک اسھت ڑپانھ‬ ‫‪38‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاسدہ ولمجں وک درتس ظفلت اور رواین ےس ڑپھ ی‬
‫کس۔‬ ‫ُُ‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ن‬ ‫س�ک ن‬
‫ ƒہبلط اافلظ ڑپانھ یھ�ے ےکرم ےلح ےک دعب ےلمج ڑپےنھ س�یکھ��ا رشوع رکےت ہ ی�۔‬
‫ل �اںیھن دمد اور قشم یک رضورت وہیت‬
‫ ƒولمجں یک استخ وک انھجمس اور ولمجں وک الم رک ابعرت انبےن اور ابعرت اک وہفمم اجےنن ےک ی‬
‫ےہ۔‬
‫ن‬
‫د�۔‬‫م ےس یھب ےلمج ڑپےنھ ےک وماعق ی‬ ‫اہک�وں یک اتکوبں اور وچبں ےک راسولں ی‬‫ ƒہبلط وک دریس بتک ےک العوہ یھب ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬ ‫ش‬
‫وصت�ر‪ ،‬اچرٹ‪ ،‬فل�ی� اکرڈز و �رہ۔‬
‫ی‬ ‫رحت�ر‪ ،‬وٹرکی‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ی‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ی‬
‫وصترد�۔‬ ‫ل ہی‬
‫ک اور ابعرت اک‬ ‫ل ہی‬
‫ک اور رھپ ان ولمجں وک الم رک ڑپےنھ ےک ی‬ ‫ ‪1 .‬ہتخت ی‬
‫رحت�ر رپ ےھکل وہےئ ھچک اسدہ ےلمج ہبلط وک ڑپےنھ ےک ی‬
‫م اُڑیت وہں۔‬‫م وہا ی‬‫ا� ڑچ یا� وہں۔ یمرے دورپ ےہ۔ ی‬ ‫م ی‬ ‫�‪ :‬ی‬‫ ƒ جی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ی‬
‫داھک�۔‬ ‫ا� ی‬
‫وصت�ر‬ ‫ ‪1 .‬ہبلط وک ی‬
‫ت‬ ‫ت‬ ‫وصت�ر ےس قلعتم ےلمج اگل اچرٹ رپ ںیھکل۔ ہبلط وک ہ ی‬
‫رت� ولمجں وک ی ب‬
‫رت� دے رک‬ ‫ک ہک وہ ےب ی ب‬ ‫ ‪ 2 .‬ی‬
‫ا� ابینعم ابعرت نب ےکس۔‬‫ڑپںیھ۔ اتہک ی‬
‫سد ہ ی�۔ �ی امہرا وقیم ڈنھجا ےہ۔ اس ی‬‫ف‬ ‫ ‪3 .‬ےلمج‪:‬اس ی‬
‫م اچدن اور اترا ےہ۔‬ ‫م دو رگن زبساور ی‬
‫رسرگیم ربمن ‪:۲‬‬
‫م ی‬
‫ڈال۔‬ ‫ا� وٹرکی ی‬ ‫ ‪1 .‬دنچ ولمجں رپ لمتشم اک رڈز انب رک ی‬
‫م‬‫ےلمج‪ :‬یمرے رہش اک انم وسات ےہ۔ یمرا رہش تہب وخوصبرت ےہ۔ یمرا انم ادمح ےہ۔ اس ی‬
‫م ڑپاتھ وہں۔‬ ‫م یلہپ امجتع ی‬ ‫رسزبس واشداب اباغت ےہ۔ ی‬
‫ئ‬
‫ی‬
‫ڑپوھا�۔‬ ‫م‬‫م ےس دو اکرڈز اکنل رکان ےس ولمجں وک اویچن آواز ی‬ ‫ ‪2 .‬ہبلط ےس ابری ابری وٹرکی ی‬

‫امجتع ا ّول‬ ‫‪85‬‬

 ‫ئ‬
‫ی‬
‫ڑپوھا�۔‬ ‫م وموجد امتم اکرڈز رپ ےھکل ئےلمج ہبلط ےس‬ ‫‪3‬اس رطح وٹرکی ی‬ ‫ ‪.‬‬
‫ت‬
‫ی‬
‫رکوا� اتہک ابعرت یک وصرت نب اجےئ۔‬ ‫رت� ےس ہتخت ی‬
‫رحت�ر رپ اپسچں‬ ‫‪4‬رھپ ولمجں وک ی ب‬ ‫ ‪.‬‬
‫ک۔‬ ‫م ےلمج ڑپےنھ اک ہ ی‬ ‫‪5‬اب ہبلط وک وجڑوں یک وصرت ی‬ ‫ ‪.‬‬
‫ئ‬
‫ی‬
‫ڑپوھا�۔‬ ‫‪6‬یسک دو ہبلط ےس ےلمج ارفنادی وطر رپ‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫اس رسرگیم ےک دعب ہبلط اسدہ ےلمج درتس ظفلت ےک اسھت ڑپھ ی‬
‫کس ےگ۔‬ ‫ُ‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫رحت�ر رپ اچر ےس اپچن ےلمج ںیھکلئ‬
‫ ‪1 .‬اجچن ےک وطر رپ ہتخت ی‬
‫ی‬
‫ڑپوھا�۔‬ ‫ ‪2 .‬ابری ابری دنچ ہبلط ےس ُد ُرتس ظفلت ےک اسھت‬
‫ل رہ امنیئ ی‬
‫رک�۔‬ ‫ ‪ 3 .‬ااسذتہ ےلمج ڑپےنھ ےک دوران ُدرتس ظفلت ےک ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ی‬
‫ہبلط رھگ ےس دریس ئاتکب ےک ہحفص ربمن ‪ ۱۲۴‬رپ دی یئگ رسرگیم ‘ڑپںیھ’ ےس ابعرت ڑپھ رک ٓا� اوراےلگ دن رمکا امجتع م ُدرتس ظفلت‬
‫ی‬
‫ےک اسھت ڑپھ رک ی‬
‫انس�۔‬

‫ونسٹ‬

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‫‪86‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫ِ‬
‫رحف ااضتف‬ ‫‪39‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫رحف ااضتف (اک‪ ،‬یک‪ ،‬ےک) یک اچہپن رک ی‬
‫کس۔‬ ‫ ƒ ِ‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ ƒ ِ‬
‫رحف ااضتف وہ ہملک ےہ وج ہن یسک اک انم وہا ور ہن یسک اکم وک اظرہ رکے۔‬
‫ا� امس اک قلعت دورسے امس ےک اسھت اظرہ رکےت ہ ی�۔ دو اومسں یا� ااعفل وک المےت ہ ی�۔‬ ‫ا� رحوف ہ ی� وج ہک ی‬ ‫رحف ااضتف ی‬‫ ƒ ِ‬
‫ت‬
‫رحوف ااضتف ہ ی�۔‬
‫ِ‬ ‫اہن� رضوری ہ ی�۔ اک۔ ےک۔ یک‬‫ل ی‬ ‫رحف ااضتف ولمجں وک لمکم رکےن ےک ی‬ ‫ ƒ ِ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫ذ� وساالت ی‬
‫رک�۔‬ ‫ل درج ی‬
‫م دیپسچل ڑباھےن ےک ی‬ ‫ ‪1 .‬ہبلط یک قبس ی‬
‫ک ہک اس ےلمج وک ڑپںیھ۔‬‫رحت�ر رپ ہلمج ںیھکل اور ہبلط ےس ہ ی‬
‫ ‪2 .‬ہتخت ی‬
‫ن‬ ‫ ˜ہلمج‪:‬اپاتسکن اشن رنایل ےہ۔‬
‫ہ‬
‫ک �ی ہلمج لمکم ےہ ارگ ی‬
‫� وت اےس انمبس ہگج رپ اک‪ ،‬یک یا� ےک اگل رک لمکم ی‬
‫رک�۔‬ ‫ ‪3 .‬اب ہبلط ےس وپںیھچ ی ا‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫د� ےئگ ےلمج ہتخت ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪ 1 .‬ی‬
‫ ˜ااتسد۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ادب رکو۔‬
‫س�‬
‫ ˜انح۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ ہ�یلی امہ ےہ۔‬
‫ ˜وبکرت۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔ رپ وٹٹ ےئگ۔‬
‫انسح۔۔۔۔۔۔۔۔۔ دوتس ےہ۔‬
‫تق‬ ‫ ˜یلع‪،‬‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪2 .‬ہبلط وک وجڑوں ی‬
‫ک ہک ان ولمجں وک‪،‬اک‪ ،‬ےک‪ ،‬یک اگل رک لمکم ی‬
‫رک�۔‬ ‫ ‪3 .‬اوروجڑوں ےس ہ ی‬

‫امجتع ا ّول‬ ‫‪87‬‬

 ‫ل وجڑوں وک ‪ ۵‬ئ ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪4 .‬رسرگیم لمکم رکےن ےک ی‬
‫ی‬
‫ڑپوھا�۔‬ ‫م دنچ وجڑوں ےس لمکم ےلمج‬‫ ‪ٓ5 .‬ارخ ی‬

‫رسرگیم ربمن ‪:۲‬‬

‫م اامعتسل ی‬
‫رک�۔‬ ‫ک ہک (اک‪ ،‬یک‪ ،‬ےک) ولمجں ی‬ ‫ ‪1 .‬وجڑوں وک ہ ی‬
‫ ‪2 .‬وجڑوں ےس ہ ی‬
‫ک ہک ےلمج اینپ اکیپ رپ ںیھکل۔‬
‫د�۔‬‫وتق ی‬ ‫ل ‪ ۵‬ٹنم اک ئ‬ ‫ ‪3 .‬رسرگیم لمکم رکےن ےک ی‬
‫ی‬
‫ڑپوھا�۔‬ ‫م دنچ وجڑوں ےس لمکم ےلمج‬ ‫ ‪ٓ4 .‬ارخ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫س ی‬
‫کس ےگ۔‬ ‫م درتس اامعتسل ی‬‫ہبلط رحوف ااضتف (اک‪،‬یک‪،‬ےک) اک ولمجں ی‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ِ‬
‫رحوف ااضتف یک اچہپن‬ ‫م‬‫ ‪1 .‬ہبلط ےس ولمجں ی‬
‫ ˜رہ ن اک رگن اکال ےہ۔‬
‫ ˜رمکے ےک ادنر وکن ےہ؟‬
‫ ˜لک ابص یک اسرگلہ ےہ۔‬
‫ ˜اپاتسکن اک بلطم ی ا‬
‫ک ےہ؟‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ال�۔‬ ‫ن‬
‫رحوف ااضتف (اک‪ ،‬یک‪ ،‬ےک) ےک وخد ےس ی� ےلمج ھکل رک ی‬
‫ِ‬ ‫امتم ہبلط رھگ ےس‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫______________________________________________________________‬

‫‪88‬‬ ‫امجتع ا ّول‬

‫ہنیہم‬

‫‪7‬‬

‫امجتع ا ّول‬ ‫‪89‬‬

‫‪90‬‬ ‫امجتع ا ّول‬
 ‫قبسربمن‬
‫اسدہ ابعرت رواین ےس ڑپانھ‬ ‫‪40‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ا� ٹنم یم مک از مک �پ ی��ن�ت� یال اافلظ رپ لمتشم اسدہ ابعرت رواین ےس ڑپھ ی‬
‫کس۔‬ ‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ ƒیسک یھکل وہیئ ابعرت وک درتس بل وہجہل‪ ،‬انمبس راتفر اور ھجمس رک ڑپےنھ وک رواین ےس ڑپانھ اہک اجات ےہ۔‬
‫خ‬ ‫ی ت‬
‫م ااضہف وہ اگ۔‬ ‫ذ�رہ اافلظ ی‬
‫د� ہک ابعرت وک رواین ےس ڑپںیھ۔ ابعرت رواین ےس ڑپےنھ ےس ہبلط ےک مہف اور ی‬ ‫دہا� ی‬ ‫ ƒہبلط وک‬
‫ئ‬
‫ا�‬
‫د� ہک ی‬ ‫ی‬
‫رکوا� اور ہبلط وک دہا ی�ات ی‬ ‫ل ابعرت ڑپےنھ ےس ےلہپ “ اخص اافلظ” یک ہبلط وک قشم‬ ‫م رتہبی ےک ی‬‫ ƒہبلط یک رواین ی‬
‫رک�۔‬‫م ابعرت وک ڑپےنھ یک وک شش ی‬ ‫ٹنم ی‬
‫ ƒااسذتہ “ااٹسپ واچ”ےک ی‬
‫ذر� وتق رضور ونٹ ی‬
‫رک�۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬ڈرٹس‪ ،‬ااٹسپ واچ و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬دی یئگ ابعرت ہتخت ی‬
‫رحت�ررپ ںیھکل۔‬

‫ن‬ ‫وچ ےہ یک التش‬

‫� آ ی�ا۔وُچاہ ربنت‬‫ل وہ رظن ہ ی‬
‫م سھگ آ یا� ےہ۔ بس وچےہ وک ڈوھڈن رےہ ی ن‬‫ایّم ےن اتب ی�ا ہک وُچاہ رھگ ی‬
‫گا۔‬
‫ل وہ اھبگ ی‬ ‫گا۔ ااچکن اوّب ےن اہک ! ربنت ےک اپس وچاہ ےہ۔ بس ےن دوڑ اگلیئ ی ن‬‫م پھُچ ی‬ ‫ی‬

‫ ‪2 .‬اب ااٹسپ واچ ٓان ی‬

‫رک�۔‬
‫م ڑپےنھ ےک لمع اک اظمرہہ ی‬
‫رک�۔‬ ‫ا� ٹنم ی‬
‫ابعرت وک ی‬
‫ ‪3 .‬ہبلط ےک اسےنم ئ‬
‫ا� ٹنم رپ رک ی‬
‫اج�۔‬ ‫ ‪ 4 .‬ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ ‪1 .‬ہبلط ےک اسےنم اافلظ ڑپںیھ۔‬
‫ ˜اافلظ‪ :‬ایّم‪ ،‬سھگ‪ ،‬ڈوھڈن‪ ،‬پھُچ‪ ،‬ربنت‪ ،‬ااچکن‬

‫امجتع ا ّول‬ ‫‪91‬‬

 ‫ن‬
‫س۔‬ ‫م ابعرت ڑپںیھ اور ہبلط ی‬ ‫‪2‬اویچن آواز ی‬ ‫ ‪.‬‬
‫ئ‬
‫‪3‬ہبلط ےک وجڑے ی‬
‫انب�۔‬ ‫ ‪.‬‬
‫ی ت‬
‫ا� اسیھت اوار رھپ دورسا اسیھت ابعرت رواین ےس ڑپےھ۔‬ ‫دہا� ی‬
‫د� ہک ےلہپ ی‬ ‫‪4‬ہبلط وک‬ ‫ ‪.‬‬
‫غ‬
‫د�۔‬ ‫‪5‬ب یر‬
‫� راہ امنیئ ہبلط وک ابعرت وخد ڑپےنھ اکومعق ی‬ ‫ ‪.‬‬

‫رسرگیم ربمن‪:۲‬‬
‫ ‪1 .‬ہبلط وک اب ارفنادی وطر رپ ابعرت ڑپےنھ اک ہ ی‬
‫ک۔‬
‫ئ‬ ‫د�۔‬‫ا� ٹنم اک وتق ی‬‫ل ی‬ ‫‪2‬ہبلط وک ابعرت ڑپےنھ ےک ی‬ ‫ ‪.‬‬
‫م رےنک اک وبولں۔آپ ےن اہجں کت ڑپاھ ےہ۔ واہں اُیلگن رھک رک ُرک ی‬
‫اج�۔‬ ‫ک بج ی‬ ‫‪3‬ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫ئ‬ ‫‪4‬ااتسد وتق ونٹ ی‬
‫رک�۔‬ ‫ ‪.‬‬
‫اج�” ی‬
‫وبل۔‬ ‫ا� ٹنم وپرا وہےن رپ ہبلط وک “ ُرک ی‬ ‫‪ 5‬ی‬ ‫ ‪.‬‬
‫‪6‬ہبلط اک ارفنادی اجزئہ یل ہک ہبلط ےن اہکں کت ڑپاھ ےہ۔‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫م رتہبی آیئ ےہ اور ہبلط یک � یم ی‬
‫ہ�‬ ‫�‬ ‫ف‬ ‫ی ت‬
‫الصح ی‬ ‫نن‬ ‫ ƒہبلط وک وجڑوں ی‬
‫م ااضہف وہا ےہ۔‬ ‫م اکم رکواےن ےس ہبلط ےک ڑپےنھ اور ُس یک‬
‫م ےنتک اافلظ ڑپھ ےتکس ہ ی�۔‬‫ا� ٹنم ی‬ ‫م یھب اس قشم وک اجری ی‬
‫رھک ہک وہ ی‬ ‫ ƒہبلط ےس ہ ی‬
‫ک ہک وہ رھگ ی‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫د� ےئگ وساالت وپںیھچ۔‬
‫ ‪1 .‬ہبلط ےس ابعرت ےک قلعتم ی‬
‫ ˜ایّم ےن بس وک ی ا‬
‫ک اتب ی�ا؟‬
‫ ˜بس ےن وچےہ وک اہک ں ڈوھڈنا؟‬
‫ ˜وچاہ اہکں اپھچ اھت؟‬
‫م ب ی�ان ی‬
‫رک�۔‬ ‫ک ہک وجاب لمکم ےلمج یک وصرت ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫ ‪3 .‬وجاابت اتبےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫قشم‪2 :‬ٹنم‬
‫م ڑپےنھ یک قشم‬‫ا� ٹنم ی‬
‫راسےل ی�ا اہکین یک اتکب ےس اینپ دنسپ یک وکیئ رصتخم اہکین ڑپھ ی‬
‫ئ‬ ‫م ت یسک اابخر وّچبں ےک‬ ‫ہبلط ےس ہ ی‬
‫ک ہک رھگ ی‬
‫انس�۔‬ ‫م ی‬ ‫اس�وں وک اےنپ اافلظ ی‬
‫رک� اور اےلگ دن ابیق ی‬‫ی‬

‫‪92‬‬ ‫امجتع ا ّول‬

 ‫ت‬ ‫قبسربمن‬
‫ی‬ ‫ن‬
‫دوےس ی� اراکن واےل اافلظ اک ولمجں م اامعتسل‬ ‫‪41‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت‬
‫ ƒدو ےس ی ن‬
‫� اراکن واےل اافلظ اامعتسل رکےت وہےئ آاسن ےلمج ھکل ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ہ‬ ‫ہ‬ ‫ی‬ ‫ی‬
‫�۔‬ ‫ ƒہبلط دریس اتکب ےک ہّصح اول م اراکن اسزی س ےکچ ی�۔ اِن اراکن یک دمد ےس ہبلط اافلظ انبےن یک قشم یھب رک ےکچ ی ت‬
‫رک� وت اراکن ےک اچرسٹ ہبلط ےک اسھت درہا ےتکس ہ ی�۔ اور اِن اراکن وک اامعتسل رکےت وہےئ دواور ی ن‬
‫�‬ ‫ارگ آپ رضورت وسحمس ی‬
‫ت‬ ‫ئ‬ ‫اافلظ یک قشم رکواےتکس ہ ی�۔‬
‫اراکن واےل ئ‬
‫رک�۔‬ ‫آو��زاں ی‬ ‫ن‬
‫اب� اجبن ی� اراکن رپ لمتشم اافلظ اک اچرٹ ی‬ ‫رحت�ر ےک ی‬
‫دا� اجبن دو اراکن رپ لمتشم اافلظ اک اچرٹ بج ہک ی‬ ‫ ƒہتختٔ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬اراکن ےک اچرسٹ ی‬
‫و�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫م وموجد اراکن یک دعتاد اتبین ہ ی� ج ی‬
‫۔�‪“ :‬اباج”‬ ‫ا� ظفل وبولں اگ‪/‬یگ۔ آپ ےن اتیل اجب رک ظفل ی‬
‫ئ‬ ‫اسےنم ی‬ ‫ی‬
‫ک ہک م آپ ےک ئ‬ ‫ ‪1 .‬ہبلط وک ہ ی‬
‫اجب� بج ہک دورسے رنک ‘اج’ رپ دورسی اتیل ی‬
‫اجب�۔‬ ‫ا� اتیل ی‬
‫ا� رنک ‘اب’رپ ی‬ ‫ےک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫ ‪1 .‬اُاتسد‪/‬اُاتسین ہبلط ےک وجڑے ی‬
‫انب�۔‬
‫ذ� اافلظ ںیھکل۔‬ ‫رحت�ر رپ درج ی‬‫ ‪2 .‬ہتخت ٔ ی‬
‫س� ی� ٹ‬
‫‪،‬رکبا‪،‬وخابین‪ ،‬اندان‪ ،‬ی‬ ‫َ‬
‫ئ‬ ‫ر� ت‬‫امٹرٹ‪،‬ک ی‬ ‫ ˜‪ .‬امال ‪ ،‬وجیت‪ ،‬درتخ‪،‬‬
‫انب�۔‬ ‫ن‬
‫اور� اراکن واےل اافلظ ےک دو اکمل ی‬
‫ٔرحت�ر رپ دو اراکن ی‬
‫ ‪3 .‬اب اُاتسد‪/‬اُاتسین ہتخت ی‬
‫ئ‬
‫م ی‬
‫انب�۔‬ ‫ک ہک �ی اکمل اینپ اکیپ ی‬ ‫ ‪4 .‬ہبلط ےس ہ ی‬
‫م ںیھکل۔‬‫م وموجدا راکن یک دعتاد ےک اطمقب �اںیھن انمبس اکمل ی‬ ‫ک ہک اافلظ ی‬ ‫ ‪5 .‬وجڑوں ےس ہ ی‬
‫ل ‪ ۵‬ٹنم اکوتق ی‬
‫د�۔‬ ‫ ‪6 .‬وجڑوںوک رسرگیم لمکم رک ےن ےک ی‬
‫ل اُاتسد‪/‬اُاتسین ہبلط یک رہ امنیئ رکے۔‬‫م ےنھکل ےک ی‬ ‫ ‪7 .‬اکمل ی‬
‫د�۔‬ ‫م ظفل ےنھکل رپ تہبلط وک اشابش ی‬‫ ‪8 .‬انم بس اکمل ی‬
‫ ‪9 .‬دنچ وجڑوں ےس دو اراکن ی ن‬
‫اور� اراکن واےل اافلظ وپںیھچ۔‬

‫امجتع ا ّول‬ ‫‪93‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫م ےس مک ازمک اپچن اافلظ رپ ےلمج انبےن اک ہ ی‬
‫ک۔‬ ‫د� ےئگ اافلظ ی‬
‫م ی‬ ‫ ‪2 .‬رہ وجڑے وک رسرگیم ربمن ‪ 1‬ی‬
‫د�۔‬ ‫ل ‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪3 .‬ہبلط وک ےلمج انبےن ےک ی‬
‫ک۔‬ ‫ہ‬
‫ ‪4 .‬وجڑوں وک انبےئ ےئگ ےلمج انسےن اک ی‬
‫رک� اور اسھت اسھت اُن یک وحہلص ازفایئ یھب ی‬
‫رک�۔‬ ‫م ہبلط یک راہ امنیئ ی‬‫ ‪5 .‬درتس ہلمج انبےن ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫ی‬ ‫ی‬ ‫ن‬
‫ہبلط دو اور � اراکن واےل اافلظ یک اشنن دیہ رکےت وہےئ �اںیھن ولمجں م اامعتسل رککس ےگ۔ ہبلط ےک اسےنم ی‬
‫ا� دہعف رھپ درہا�‬ ‫ی‬
‫م دو اراکن ہ ی�۔ ‘اب’‪‘ ،‬یل’۔‬‫�‪“ :‬ابیل” ی‬
‫م وموجد لمکم آواز وک رنک ےتہک ہ ی� ج ی‬ ‫ہک اافلظ ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ت‬
‫ی‬ ‫چ‬ ‫ن‬
‫م دو اور ی� رینک اافلظ وس�۔‬ ‫ک ہک وجڑوں ی‬‫ ‪1 .‬ہبلط ےس ہ ی‬
‫ی‬
‫ا� ظفل وک ےلمج م اامعتسل رک ےک اتبےئ۔ ئ‬ ‫ ‪2 .‬رہ وجڑا مک از مک ی‬
‫م ی‬
‫انس�۔‬ ‫د�۔ ہک وہ ولمجںوک رمکا امجتع ی‬
‫ ‪3 .‬دنچ وجڑوں وک ومعق ی‬

‫قشم‪2 :‬ٹنم‬
‫ت‬ ‫ت‬ ‫ت‬
‫ن‬ ‫ن‬ ‫پ‬ ‫ن‬
‫م � ا� اافلظ اک�وں رپ ںیھکل نج ےک دو اراکن وہں اور � ا� اافلظ ںیھکل نج ےک � اراکن وہں۔‬
‫ی‬ ‫ی‬ ‫ی‬ ‫ی‬ ‫ی‬ ‫ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک وہ رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪94‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اھت‪ ،‬یھت اور ےھت اک رفق‬ ‫‪42‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاھت‪ ،‬یھت اورےھت اک رفق رک ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ئ‬
‫ل‬ ‫ذر� اتب� ہک ”اھت“ ذمرک�و�ادح‪” ،‬یھت“ ومثن وادح ےک ی‬
‫ل اامعتسل وہات ےہ۔ ہکبج ”ےھت“ عمج ےک ی‬ ‫ی‬ ‫ ƒااسذتہ ہبلط وک اثمولں ےک ی‬
‫اامعتسل وہات ےہ۔‬
‫ن‬
‫م وہا وہ۔‬ ‫ل اامعتسل وہات ےہ۔ � یع�ی وج اکم زگرے وہےئ زامےن ی‬‫ ƒاھت‪،‬یھت‪،‬ےھت زامہنٔ امیض ےک ی‬
‫ ƒہبلط ےس ان ےک زگرے وہےئ دن ےک قلعتم وساالت وپںیھچ ج ی‬
‫�‪:‬‬
‫ ƒلک آپ ےن وکن اس قبس غڑپاھ اھت؟‬
‫کا اھک ی�ا اھت؟ ی‬
‫و�رہ‬ ‫ ƒلک آپ ےن ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬
‫ٔرحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن۔و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ ‪1 .‬ہتختٔ ی‬
‫رحت�ر رپ اھت‪ ،‬یھت اور ےھت واحض رکےک ںیھکل۔‬
‫ا� وطاط۔۔۔۔۔۔۔۔۔۔ یھت۔ اھت۔ ےھت۔‬ ‫� ےک اپس ی‬ ‫ ˜ج ی‬
‫ ˜اعہشئ لک اوکسل یئگ۔۔۔۔۔۔۔۔۔۔ ےھت۔ یھت۔ اھت۔‬
‫یھت۔‬ ‫ےھت۔‬ ‫اھت۔‬ ‫رےہ۔۔۔۔۔۔۔۔۔۔‬ ‫ھک‬ ‫� اور اعہشئ ی‬ ‫ ˜ج ی‬
‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬
‫د� ےئگ ےلمج ڑپھ رک انس� اور ہلمج لمکم رکےن ےس ےلہپ ان ےس وپںیھچ ہک اس ےلمج ےک آرخ م اھت‪ ،‬یھت یا� ےھت اگل�۔‬
‫ی‬ ‫ ‪2 .‬ہبلط وک ی‬
‫ ‪3 .‬اس ےک دعب ہبلط ےس ”اھت‪،‬یھت اور ےھت“ اک رفق امن ی�اں ی‬
‫رک�۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪4 .‬ہبلط وک وجڑوں ی‬
‫ٔرحت�ر رپدرج ی‬
‫ذ� انلمکم ےلمج ںیھکل۔‬ ‫ ‪5 .‬ہتخت ی‬
‫گا۔۔۔۔۔۔۔۔۔۔۔۔(اھت۔ یھت۔ےھت)‬
‫ ˜اعرف اوکسل ی‬

‫امجتع ا ّول‬ ‫‪95‬‬

 ‫سل‬
‫ ˜ مٰی اھکان اکپ ریہ۔۔۔۔۔۔۔۔۔۔۔۔(اھت۔یھت۔ےھت)‬
‫سل‬
‫ ˜ اعرف اور مٰی اشم وک ڑپےتھ۔۔۔۔۔۔۔۔۔۔۔۔ (اھت۔یھت۔ےھت)‬
‫ ‪6 .‬ہبلط ےس ہ ی‬
‫ک ہک اِس وک اینپ اکیپ رپ ھکل رک لمکم ی‬
‫رک�۔‬
‫د�۔‬ ‫ل ‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪7 .‬ہبلط وک رسرگیم لمکم رکےن ےک ی‬
‫ا� ہلمج وپںیھچ۔‬
‫ا� ی‬ ‫ ‪8 .‬اب ہبلط ےس ابری ابری ی‬
‫ ‪9 .‬ااتسد‪/‬ااتسین وہ ہلمج ہتختٔ ی‬
‫رحت�ر رپ ےھکل اور انمبس رہ امنیئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫رسرگموں ےک دعب ہبلط اعم وبل اچل اور ےنھکل ےک دوران اھت‪ ،‬یھت اور ےھت اک درتس اامعتسل رک ی‬
‫کس ےگ۔ ہبلط ےس آج ےک اافلظ‬ ‫ی‬ ‫آج یک‬
‫ئ‬
‫ک۔‬ ‫ا� ہلمج ارفنادی وطر رپ وسےنچ اک ہ ی‬ ‫ی‬
‫ڑپوھا� اور ی‬ ‫اھت۔ یھت اور ےھت‬
‫�ئ �‬ ‫ ‪10.‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫م انمبس ہگج رپ اھت‪ ،‬یھت ی�ا ےھت اگل رک لمکم‬‫رحت�ر رپ وموجد ولمجں ےک آرخ ی‬
‫ ‪1 .‬دنچ ہبلط ےسہتختٔ ی‬
‫ا� اتکب ےہ۔‬ ‫ ˜ یمرے اپس ی‬
‫ ˜احرث وکسل اجات ےہ۔‬
‫م اُڑےت ہ ی�۔‬‫ ˜رپدنے وہا ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫ی‬ ‫پ‬ ‫ی‬ ‫ن‬ ‫ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک رھگ ےس � ےلمج سج م اھت‪ ،‬یھت اورےھتاک اامعتسل وہ اک�وں رپ ھکل رک ال�۔‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪96‬‬ ‫امجتع ا ّول‬

 ‫خ‬ ‫قبسربمن‬
‫�ال رانھک‬
‫تسشن ورب اختس ےک آداب اک ی‬ ‫‪43‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫�ال رھک ی‬‫خ‬
‫کس۔‬ ‫ ƒتسشن ورب اختس (رھگ‪ ،‬اوکسل‪ ،‬ہلحم) ےک آداب اک ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫م ہبلط ڑبوں ےک ارتحام‪ ،‬اُےنھٹ ےنھٹیب ےک آداب اور تفگ وگ ےک آداب ےس وافق وہں۔ اس ےک ی‬
‫ل ااسذتہ وخد یلمع‬ ‫ ƒ رمکا امجتع ی‬
‫خ‬ ‫پش‬
‫�ال ی‬
‫رھک۔‬ ‫رک� اتہک ہبلط �اںیھن اثمیل امن رک ان ٓاداب اک ی‬
‫� ی‬‫ومنہن ی‬
‫ق‬ ‫ن‬
‫رط� ےس ان ٓاداب یک رطف ان یک وتہج دولا ےتکس ہ ی�۔‬
‫ی‬ ‫ ƒاُاتسد‪/‬اُاتسین ہبلط وک وااعقت اور ی‬
‫اہک�وں یک دمد ےس دپسچل‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬اھکےن ےک آداب اک اچرٹ و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫اچ�؟‬ ‫ک رکان ہ ی‬
‫ƒارگ وکیئ ابت رک راہ وہ وت آپ وک ی ا‬ ‫ ‬
‫ƒ یٹھچ ےک ئوتق اِوکسل ےس سک رطح ابرہ اجان ہ ی‬
‫اچ�؟‬ ‫ ‬
‫خ‬ ‫خ‬ ‫اعمرشے ی‬
‫�ال‬ ‫�ال رےنھک واول ں وک زعت یک اگن ہ ےس ی‬
‫د�ا اجات ےہبج ہک آداب اک ی‬ ‫م اُ ےنھٹ ےنھٹیب ےک آداب اک ی‬ ‫ن‬ ‫ƒہبلط وک ی‬
‫اتب� ہک‬ ‫ ‬
‫یہ‬
‫ک اجات۔‬‫ہن رےنھک ئواولں وک دنسپ � ی ا‬
‫ھ�‬ ‫ق س�یک‬
‫رط� یں ےگ۔‬ ‫ی‬ ‫اتب� ہک آج مہ اُےنھٹ ےنھٹیب ےک‬
‫ƒہبلط وک ی‬ ‫ ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫اگل�۔‬‫رحت�ر رپ اھک ےن ےک آداب اک اچرٹ ی‬
‫ ‪1 .‬ااتسد‪/‬ااتسین ہتخت ٔ ی‬
‫یہ‬
‫ک رکان ہ ی‬
‫اچ�؟‬ ‫ ‪2 .‬ہبلط ےس وپںیھچ ہک اھکان اھکےن ےس ئےلہپ � ی ا‬
‫ی‬ ‫چی ت‬
‫رکوا�۔‬ ‫�‬ ‫ ‪3 .‬ہبلط ےس ئان آداب رپ ابت‬
‫خ‬ ‫یہ‬
‫�ال رانھک ہ ی‬
‫اچ�۔‬ ‫اتب� ہک اھکان اھکےت وہےئ � ان ٓاداب اک ی‬‫ ‪4 .‬ہبلط وک ی‬

‫رسرگیم ربمن‪:۲‬‬
‫رحت�ر رپ “ اُےنھٹ‪ ،‬ےنھٹیب ےک آداب” اک ونعان ی‬
‫رحت�ر ی‬
‫رک�۔‬ ‫ ‪1 .‬ااتسد‪/‬اُاتسین ہتختٔ ی‬

‫امجتع ا ّول‬ ‫‪97‬‬

 ‫غ‬
‫اچ� ؟ ی‬
‫و�رہ‬ ‫ک رکان ہ ی‬ ‫� بج یسک ےس ی‬
‫لم وت ےلہپ ی ا‬ ‫ ‪2 .‬ہبلط ےس ابری ابری ان آداب ےس قلعتم وساالت وپںیھچ ج ی‬

‫ئ‬
‫اج�۔‬ ‫رحت�ر رپ ہبلط ےکوجاابت ےتھکل ی‬
‫ ‪3 .‬ااتسد‪/‬ااتسین ہتختٔ ی‬
‫� ی� ٹ‬
‫ ‪ً4 .‬الثم‪ :‬السم رکان‪ ،‬اہجں ہگج ےلم ب� ھان‪ ،‬یسک صخش وک ا غُس یک ہگج ےس ہن اُاھٹان‪،‬‬
‫ ˜ رس وگیش ہن رکان‪ ،‬یسک ےک اسےنم ڑھکاہن وہان۔ ی‬
‫و�رہ۔‬
‫ی خ‬
‫رھک۔‬‫�ال ی‬ ‫م ی‬ ‫ک ہک اِن آداب اک یلمع زدنیگ‬ ‫ ‪5 .‬ہبلط ےس ہ ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ی‬ ‫خ‬ ‫نش ت‬ ‫ی‬
‫رسرگموں ےک دعب ہبلط � ورباختس ےک آداب اک ی‬
‫�ال رھک کس ےگ۔‬ ‫ان‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ ‪1 .‬ہبلط ےس وپںیھچ۔‬
‫� ی� ٹ‬
‫م ٓاےگ ہگج ہن وہ وت اہکں ب� ھان ہ ی‬
‫اچ�؟‬ ‫ ˜ارگ لفحم ی‬
‫ک رکان ہ ی‬
‫اچ�؟‬ ‫� یا‬ ‫ ˜ارگ وکیئ ابت رکراہ وہں وت ہ ی‬
‫� بک وبانل ہ ی‬
‫اچ�؟‬ ‫ ˜ہ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬
‫ی‬
‫ال� اور امجتع م ی‬
‫اس�وں وک ی‬
‫انس�۔‬ ‫م ھکل رک ی‬‫س رک اکیپ ی‬ ‫ک ہک وہ رمکا امجتع ےک آداب ی ن‬
‫وادل� ےس ی‬ ‫ہبلط ےس ہ ی‬

‫‪98‬‬ ‫امجتع ا ّول‬

‫ہنیہم‬

‫‪8‬‬

‫امجتع ا ّول‬ ‫‪99‬‬

‫‪100‬‬ ‫امجتع ا ّول‬
 ‫قبسربمن‬
‫اہکین نُس رک درہاان‬ ‫‪44‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒرصتخم اہکین نُس رک درہا ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خ‬ ‫ ƒاہکین ی‬
‫�ال‬
‫ل اہکین انُسےت وتق آواز ےک ااتر ڑچاھؤ اور انمبس اقمامت رپ وہفق رےنھک اک ی‬
‫م ہبلط یک دل یپسچ رب رقار رےنھک ےک ی‬
‫رھک۔‬‫ی‬
‫ش‬ ‫ن‬ ‫ن‬
‫ین‬ ‫ ƒارگ اہکین دل پسچ ادناز ی‬
‫� رک یل ےگ اور‬ ‫س ےگ اور اہکین ےک رکداروں ےک وااعقت وک ذنہ‬ ‫م انسیئ اجےئ وت ہبلط وغر ےس ی‬
‫م ب ی�ان ی‬
‫رککس ےگ۔‬ ‫�اںیھن اےنپ اافلظ ی‬
‫ئ‬ ‫ن‬ ‫ن‬
‫انُس�۔‬ ‫اہک�اں ںیھنج العاقیئ ی‬
‫اہک�اں یھب اہک اج ات ےہ رضور ی‬ ‫ ƒہبلط وک دریس اتکب ےک العوہ یھب ولک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ن‬
‫ن‬ ‫ک آپ ےن یھبک اہکین ُس ےہ؟‬ ‫‪1‬ہبلط ےس وپںیھچ ی ا‬ ‫ ‪.‬‬
‫س۔‬ ‫ا� ےس رصتخم یس اہکین ی‬ ‫‪2‬دنچ ہبلط ےس وجاابت یل۔ اور یسک ی‬ ‫ ‪.‬‬
‫ئ‬ ‫رک�۔‬ ‫‪3‬ہبلط یک وحہلص ازفایئ ی‬ ‫ ‪.‬‬
‫زر� ی‬
‫انُس�۔‬ ‫م دی یئگ اہکین دنلب وخاین یک تمکح یلمع ےک ی‬ ‫‪4‬ہبلط وک دجول ی‬ ‫ ‪.‬‬
‫ن‬
‫ا� ُ ج�گ��و اِس ےک اپس آ یا� اور اُدایس یک‬
‫ا� ینہٹ رپ اُداس اھٹیب اھت۔ ی‬ ‫ا� ُ� بل�بُل درتخ یک ی‬ ‫ا� دن ی‬ ‫ی‬
‫ی‬ ‫ن‬ ‫ُ‬ ‫ل‬ ‫�‬
‫گا تےہ۔‬‫التش م رھپ اتراہ اور اب ادن ھ�ی�را وہ ی‬
‫�‬ ‫ن‬ ‫� یک‬ ‫وہج وپیھچ۔ ُ ب�بل ےن اہک ہک ِدن رھب ناھکےن پ ی‬
‫م‬ ‫سج یک وہج ےس رھگ اک راہتس داھک یئ ہ ی‬
‫م ہ��یں‬ ‫� دے راہ۔ ُ ج�گ��و ےن اہک یمرے اپس روینش ےہ ی‬
‫ن‬
‫گا۔ اور �ی وں ُ�بل�بُل تہب وخش وہا۔‬ ‫م اُےس رھگ وھچڑ رک آ ی‬ ‫رھگ وھچڑ ےک آات وہں۔ ُ ج�گ��و اینپ روینش ی‬

‫ا� اطبل ملع‪/‬اطہبل ےس اہکین درہاےن اک ہ ی‬

‫ک۔‬ ‫ ‪5 .‬یسک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫م ہحفص ربمن ‪ ۱۱۶‬رپ دی یئگ اہکین “ےھنن اابقل” یک دنلب وخاین ی‬
‫رک�۔‬ ‫ ‪1 .‬دریس اتکب ی‬

‫امجتع ا ّول‬ ‫‪101‬‬

 ‫ت‬
‫ی‬ ‫ہ‬ ‫ن‬
‫ ‪2 .‬دو ی� ہبلط ےس اہکین درہاےن اک ک۔‬
‫ئ‬
‫“رہھٹ� اور ی‬
‫اتب�” واےل وساالت ہبلط ےس وپںیھچ۔‬ ‫ی‬ ‫ ‪3 .‬ااتسد‪/‬ااتسین اہکین انُسےت وہےئ‬
‫ ˜اابقل اہکں اجراہ اھت؟‬
‫ ˜اابقل اوکسل یکوں اجراہ اھت؟‬
‫ ˜رمُع ےک اوب اجن رمع وک اہکں ےل رک ےئگ ےھت؟‬
‫ ˜اگڑی ُریک وت رمع وک ی‬
‫کا رظن آ ی�ا؟‬
‫ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪ 4 .‬وجاابت ی ئ‬
‫ ‪5 .‬اہکین لمکم ی‬
‫انس�۔‬
‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ ‪1 .‬ہبلط ےک وجڑے ی‬
‫انب�۔‬
‫ئ‬
‫م ی‬
‫انس�۔‬ ‫ا� دورسے وک اےنپ اافلظ ی‬‫م قبس “ےھنن اابقل” ی‬ ‫ک ہک وجڑوں ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫رک� رھپ دورسا اسیھت انسےئ۔‬ ‫ا� اسیھت ب ی�ان ی‬ ‫ ‪3 .‬ےلہپ ی‬
‫د�۔‬ ‫ل ‪ ۵‬ٹنم اک وتق ی‬‫م اہکین انسےن ےک ی‬ ‫ ‪4 .‬وجڑوں وک اےنپ اافلظ ی‬
‫ک۔‬ ‫ا� وجڑے وک اہکین انُسےن اک ہ ی‬ ‫ ‪5 .‬یسک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ن‬
‫رسرگموں ےک دعب ہبلط ُس وہیئ اہکین وک درہاےن ےک اقلب وہ ےئگ ہ ی�۔‬
‫ی‬ ‫ان‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬
‫درہا�۔‬ ‫ی‬ ‫ی‬ ‫ہ‬ ‫ن‬
‫ ‪1 .‬دو ی�ا ی� ہبلط ےس ک ہک وہ اہکین وک اےنپ اافلظ م‬
‫رک�۔‬‫م درہاےن رپ ہبلط یک وحہلص ازفایئ ی‬ ‫ ‪2 .‬اہکین وک اےنپ اافلظ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ئ‬ ‫ن‬
‫اھب�وں وک ی‬
‫انس�۔‬ ‫م اےنپ ایّم‪ ،‬اوّب اور نہب ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک آج آپ ےن وج اہکین ُس ےہ رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪102‬‬ ‫امجتع ا ّول‬

 ‫ت‬
‫قبسربمن‬
‫ین‬
‫ی وساالت ےک وجاابت د�ا‬ ‫�ف� ہ ی�م‬ ‫‪45‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت‬
‫ی وساالت ےک درتس وجاابت دے ی‬ ‫�ف� یمہ�‬
‫کس۔‬ ‫ُ‬ ‫ ƒوقیم زابن یم اسدہ اہکین نُس رک‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫نن‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ی‬
‫ƒرحاکت وانکست اور ؤمرث بل وےجہل اک اامعتسل رکےت وہےئ اہکین وک دل پسچ انب� ات ہک ہبلط اہکین ُس م دل یپسچ ل۔‬ ‫ ‬
‫�ال ی‬ ‫خ‬ ‫ت‬
‫رھک۔‬ ‫� اور لسلست اک ی‬ ‫ƒاہکین انُس ےت وہےئ وااعقت یک رت ی ب‬ ‫ ‬
‫پش‬
‫رک�۔‬ ‫� وگیئ ئی‬‫م ی‬ ‫مان اور ااتتخم ےک ابرے ی‬ ‫ƒہبلط وک ومعق ی‬
‫د� ہک اہکین ےک در ی‬ ‫ ‬
‫ƒہبلط وک وچبں ےک راسےل اور اہکین یک اتکوبں ےس دل پسچ اہکین بختنم رکےک ی‬
‫انس� وج ان یک رمع‪ ،‬ذینہ ادعتساد اور درےج ےک اطمقب‬ ‫ ‬
‫ئ‬ ‫ن‬ ‫وہ۔‬
‫ت‬ ‫ن‬ ‫ن‬
‫د� ہک وہ اینپ وکیئ اہکین ی‬
‫انُس�۔‬ ‫� یھب ومعق ی‬‫اہک�اں ُس اور انُسےت ہ ی�۔ ذٰہلا ا ِ ی‬
‫ƒہبلط ڑبے وشق ےس ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ت‬
‫ا� اطبل ملع‪/‬اطہبل اےنپ ی‬
‫اس�وں وک انسےئ۔‬ ‫م ایّم‪ ،‬اوّب ت ی�ا نہب اھبیئ ےس وکیئ اہکین ینس وہ وت وکیئ ی‬‫ ‪1 .‬ہبلط ےس وپںیھچ ہک آپ ےن رھگ ی‬
‫�ف� ہ�‬
‫م ےس وکیئ ےس دو یمی وساالت وپںیھچ۔‬ ‫ ‪2 .‬ہبلط یک انُس یئ وہیئ اہکین ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫رک�) ہحفص ربمن ‪ 93‬ےس ہبلط وک ڑپھ رک ی‬
‫انس�۔‬ ‫م دی یئگ اہکین (آؤ لم رک ن اکم ی‬‫ ‪1 .‬دریس اتکب ی‬
‫ئ‬
‫ُ� وغر ےس اہکین ی‬
‫انُس�۔‬ ‫رک� اُور ا ی‬
‫ ‪2 .‬امتم ہبلط وک اینپ رطف وتمہج ی‬
‫کا آپ ےن یھبک یسک رپدنے اک وھگالسن ی ا‬
‫د� ئ ےہ؟‬ ‫م ہبلط ےس وپںیھچ ہک ی‬ ‫ ‪ 3 .‬اہکین ےک ٓااغز ی‬
‫ی‬
‫رکوا�۔‬ ‫م ہبلط ےس دنچ وھگےلسن انبےن واےل ئرپدنوں ےک انم اذخ‬ ‫ ‪4 .‬وجاب اہں یک وصرت ی‬
‫م ےہ‬‫اتب� ہک آج مہ وج اہکین ڑپںیھ ےگ وہ ڑچ ی�ا ےک وھگےلسن ےک ابرے ی‬
‫وصت�ر داھکےت وہےئ ی‬‫م دی یئگ ی‬ ‫ ‪5 .‬اب ہبلط وکدریس اتکب ی‬

‫ئ‬ ‫اور اہکین اک انم ےہ “آؤ لم رک اکم ی‬

‫رک�”۔‬
‫اتب�” واےل وساالت ہبلط ےس وپںیھچ۔‬ ‫“رہھٹ� اور ی‬
‫ی‬ ‫د� ےئگ‬‫م ی‬ ‫ ‪ 6 .‬اہکین انسےت وہےئ اہکین ی‬

‫امجتع ا ّول‬ ‫‪103‬‬

 ‫ئ‬
‫ ‪7 .‬اہکین وک لمکم ی‬
‫انس�۔‬
‫رسرگیم ربمن‪:۲‬‬
‫د� ےئگ وساالت وپںیھچ۔‬ ‫ ‪1 .‬ہبلط ےس ی‬
‫ ˜رادش وک یکا وممس دنسپ اھت؟‬
‫یش‬
‫رپ�ان یھت؟‬ ‫ ˜ڑچ ی�ا یکوں‬
‫ی ن‬
‫زم رپ ےسیک رگا؟‬ ‫ ˜ڑچ یا� اک وھگالسن‬
‫کا قبس س�یکھ�ا؟‬
‫ ˜اس اہکین ےس آپ ےن ی‬
‫د�۔‬‫ل ‪ ۲‬ٹنم اک ومعقئ ی‬
‫ ‪2 .‬ہبلط ےس وسال وپھچ رک وسےنچ ےک ی‬
‫ین‬
‫ی‬
‫رکوا�۔‬ ‫د�ا اچےتہ ہ ی� ان ےس اہھت ڑھکے‬ ‫ ‪3 .‬وج ہبلط توجاب‬
‫ن‬ ‫ن‬ ‫ ‪4 .‬دو ےس ی ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫د�۔ ُدرتس وجاابت ی‬ ‫د� اک ومعق ی‬‫� ہبلط وک وجاابت ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫ن‬ ‫یم‬ ‫�ف� ہ�‬
‫د� ےک اقلب وہ ےئگ۔‬‫اہک ین وغر ےس ےننس ےک دعب ہبلط ی وساالت ےک درتس وجاابت ی‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ی‬
‫م ےس دل پسچ اہکین انس� اور اُس ےکرکداروں ےک ابرے م وساالت وپںیھچ۔‬‫اُاتسد‪/‬اُاتسین ہبلط وک وچبں ےک راسےل یا� وچبں اک اابخر ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ن‬
‫م ی� وساولں ےک وجاابت ھکل رک ی‬
‫ال�۔‬ ‫م ایّم‪ ،‬اوّب ےس وکیئ اہکین نُس رک اُس ی‬‫رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪104‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫یسک ونعان رپ وخد ےس ےلمج انھکل‬ ‫‪46‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت‬
‫ ƒیسک ونعان رپ وخد ےس ی ن‬
‫� ےس اپچن ےلمج ھکل ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ت‬ ‫ت‬
‫ن‬ ‫ی‬ ‫ ƒہبلط اسدہ اافلظ رپ لمتشم وھچےٹ وھچےٹ ےلمج انب ےتکس ہ ی�۔ ان یک اس اق�بل� ی� وک آےگ ڑباھ ےت وہےئ ی‬
‫ا� یہ ونعان رپ � ےس اپچن‬
‫ےلمج انبےن ےک اقلب انبان ےہ۔‬
‫ ƒیسک یھب ونعان رپ ےلمج انبان ہبلط ےک ادراک وک ڑباھات ےہ۔‬
‫خ‬
‫م دم داگر اثتب وہات ےہ۔‬‫ذ�رہ اافلظ اک انمبس اامعتسل ہبلط ےک مہف وملعت ی‬
‫ ƒ ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫�‪� :‬ی ‪ ،‬وہ‪ ،‬ہ ی�‪ ،‬وہں‪ ،‬ےہ‪ ،‬مہ و�رہ ھکل ل۔‬
‫ی‬ ‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن۔ رصبی اافلظ ج ی‬

‫اعترف‪5 :‬ٹنم‬
‫م چی‬
‫وس�۔‬ ‫م رکےن ےک ابرے ی‬ ‫ک ہک وہ اانپ اعترف لمکم ےلمج ی‬ ‫ ƒہبلط ےس ہ ی‬
‫م یبٹ‬ ‫ش‬
‫م ریتہ وہں۔‬‫م وکاہٹ ی‬‫وہں“‪/‬مرا انم ہصفح ےہ اور ی‬
‫ی‬ ‫م راتہ‬‫ا� آابد ی‬ ‫‪”:‬مرا انم � ہ��ی�ر ادمح ےہ اور ی‬
‫� ی‬ ‫ ƒ جی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ƒدو ہبلط ےس ان اک اعترف‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫ئ‬
‫انب�۔‬ ‫ ‪1 .‬ہبلط ےک اچر رگوپ ی‬
‫ئ‬ ‫فل� ش‬
‫�ز‬
‫�‪ :‬یم‪ ،‬رکیس‪ ،‬دروازہ‪ ،‬اھکنپ‪ ،‬ڑھکیک‪ ،‬د�ی وار‪ ،‬وکڑادان‪ ،‬ہتخت ی‬ ‫��زوں ےک انم ےک ی� اکرڈ ی‬ ‫وموجد چ ی‬ ‫ی‬
‫رحت�ر‪ ،‬وسچئ‬ ‫اگل�۔ ج ی‬ ‫ ‪2 .‬رمکا امجتع م غ‬
‫و�رہ۔‬ ‫وبرڈ‪ ،‬ااملری‪ ،‬بلب ی‬
‫ئ‬
‫انب�۔‬ ‫ا� ہلمج ی‬ ‫ا� ی‬ ‫م ی‬ ‫��زوں ےک ابرے ی‬ ‫م وموجد مک از مک اچر چ ی‬‫ک ہک رمکا امجتع ی‬ ‫ ‪3 .‬رہ رگوپ ےس ہ ی‬
‫�ز‬ ‫�ز‬
‫�‪ :‬یم ڑکلی ےس ینب وہیئ ےہ۔ �ی یم ڑکلی یک ےہ۔‬ ‫ ˜ جی‬
‫ک ہک رہ رگوپ ےک انبےئ اجےن واےل ےلمج اکیپ رپ ںیھکل۔‬ ‫ ‪4 .‬ہبلط ےس ہ ی‬

‫ئ‬ ‫د�۔‬‫ل ہبلط وک ‪ ۱۰‬ٹنم اک وتق ی‬‫ ‪ِ5 .‬اس رسرگیم ےک ی‬

‫ی‬
‫داھک�۔‬ ‫ ‪6 .‬اب رہ رگوپ ےس انبےئ اجےن واےل ےلمج وپںیھچ اور ی‬
‫ا� دورسے وک‬

‫امجتع ا ّول‬ ‫‪105‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫م‬‫ ‪�1 .‬ی رسرگیم ہبلط ےس وجڑوں ی‬
‫ئ‬ ‫ت‬ ‫ن‬
‫د� وہےئ ےلمج ی‬
‫انب�۔‬ ‫� ی�ز� رظن آیت ہ ی� ا ی‬
‫ُ� ی‬ ‫م وج یھب چ ی‬ ‫م ےل اجرک ہ ی‬
‫ک ہک آپ وک اےنپ اوکسل ی‬ ‫مدان ی‬
‫ ‪2 .‬ہبلط وک ا وکسل ےک ی‬
‫ ‪3 .‬ہبلط ےک اکم یک رگناین اور رہ امنیئ ی‬
‫رک�۔‬
‫ ‪4 .‬ہبلط ےس انبےئ اجےن واےل ےلمج وپںیھچ۔‬
‫ک ےئگ اک م رپ ان یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪5 .‬ہبلط ےک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫خ‬
‫ی‬ ‫ی‬
‫ا� ہلمج ونبا ی�ا اجےئ۔ سج ےس اُن ےک ذ�رہ اافلظ م‬
‫ا� ی‬
‫م ارفنادی وطر رپ ی‬‫رصبی اافلظ اک اامعتسل رکےت وہےئ ہبلط ےس رمکا امجتع ی‬
‫کس ےگ۔‬ ‫ااضہف وہاگ اور یسک یھب ونعان رپ ہلمج ھکل ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ک۔‬ ‫ ‪1 .‬ہبلط وک ارفنادی وطر رپ اکم رکےن اک ہ ی‬
‫ ‪2 .‬ونعان “ یمرا دوتس” رپ اچر ےس اپچن ےلمج وھکلاےن اک ہ ی‬
‫ک۔‬
‫ ‪ 3 .‬ہبلط ےس ان ےک انبےئ وہےئ ےلمج وپںیھچ۔‬
‫رک� اُور اُن یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪4 .‬درتس ےلمج انبےن رپ ہبلط یک راہ امنیئ ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫ی‬ ‫پ‬ ‫ن‬
‫م ونعان ’’ یمرا اخدنان‘‘ رپ� ےلمج اک ی�وں رپ ںیھکل اور اےلگ دن امجتع م انس�۔‬
‫ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪106‬‬ ‫امجتع ا ّول‬

 ‫غ‬ ‫قبسربمن‬
‫ی‬
‫�ر االخیق رحاکت واِاشرات‬ ‫‪47‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫غ‬
‫کس۔‬ ‫� االخیق رحاکت واِاشرات ےک ابرے یم ی ن‬
‫وادل� ی�ا ااسذتہ وک اتب ی‬ ‫ ƒیسک یھب صخش یک ی ر‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫رھک ئ ات ہک وہ وکیئ یھب ابت غاُاتسد‪/‬اُاتسین ےس رکےت وہےئ اچکچہٹہ وسحم س ہن ی‬
‫رک�۔‬ ‫م ہبلط ےس دواتسہن اموحل ربرقار ی‬ ‫ƒرمکا امجتع ی‬
‫ن ن‬ ‫ ‬
‫� االخیق ابت وج یسک دوتس یا� ایبنج صخش یک رطف ےس‬‫رکوا� ےگ وت وہ وکیئ یھب ی ر‬ ‫ی‬ ‫�‬‫ƒبج کت آپ نہبلط وک اےنپ آپ ےس ُام�وس ہ ی‬
‫�ش‬ ‫ئ‬ ‫ ‬
‫ےہ۔‬ ‫اتکس‬ ‫وہ‬ ‫ہ‬‫�‬ ‫� اتب ی� ےگ سج ےس �اںیھن اصقنن اک ادن ی‬ ‫وہیگ ااسذتہ وک ہ ی‬
‫غ‬
‫م ین‬
‫وادل�‬ ‫� االخیق رحتک ےک ابرے ی‬ ‫د� ات ہک وہ یسک یھب ی ر‬
‫م ہبلط وک آاگ یہ ی‬ ‫ƒیسک یھب ایبنج صخش یک رحاکت وااشرات ےک ابرے ی‬
‫ئ‬ ‫ ‬
‫ی‬
‫ربوتق اتب�۔‬ ‫اور ااسذتہ وک‬
‫ش‬ ‫غ‬
‫رپ�این ےس چب ےتکس ہ ی�۔‬ ‫ن‬
‫وادل� آدنئہ یک ی‬
‫�ر االخیق رحاکت وااشرات رب وتق اتبےن ےس ہبلط ااسذتہ اور ی‬ ‫ƒیسک یھب صخش یک ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و ی‬
‫�رہ۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ہبلط ےس وپںیھچ‬
‫ ƒآپ ابزار سک ےک اسھت اجےت ہ ی�؟ (ایّم‪ ،‬اوّب‪ ،‬نہب‪ ،‬اھبیئ)‬
‫ئ‬ ‫رک� ےگ سج وک آپ ہن اجےتن وہں؟‬ ‫ا� صخش ےک اسھت اج ان دنسپ ی‬ ‫ک آپ ئیسک ی‬
‫ ƒ یا‬
‫ل وشر ی‬
‫اچم� اور آپ ےن اےنپ اوّب‪ ،‬ایّم ڑبے‬ ‫اتب� ہک ارگ وکیئ ایبنج صخش آپ وک اےنپ اسھت ےل اجےن اک ےہک وت وفری دمد ےک ی‬ ‫ ƒہبلط وک ی‬
‫ی‬
‫اھبیئ یا� ااتسد‪/‬ااتسین وک اس ابرے م رضور اتبان ےہ۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫(دریس اتکب امجتع ا ّول ہحفص ربمن ‪)۱۶۶‬‬ ‫م آپ وک مظن ”ایم اوب وک اتبؤ“ انسؤں اگ‪/‬یگ۔ ‬ ‫ک ہک آج ی‬ ‫‪1‬ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫‪2‬آبواز دنلب‪ ،‬درتس ظفلت اور رُس ےک اسھت لمکم مظن وخاین ی‬
‫رک�۔‬ ‫ ‪.‬‬
‫ڑپںیھ۔ (ااتسد‪/‬ااتسین مظن ڑپےھ ہبلط اس ےک اسھت ڑپںیھ ےگ)‬ ‫ک ہک یمرے اسھت‬ ‫‪3‬اب ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫ئ‬ ‫ت‬
‫ی‬
‫ڑپوھا�۔‬ ‫� ہبلط ےس ارفنادی وطر رپ مظن‬ ‫‪4‬دو ی ن‬ ‫ ‪.‬‬

‫امجتع ا ّول‬ ‫‪107‬‬

 ‫غ‬ ‫ش‬
‫�ام وکھجمس ی‬
‫کس ےگ۔‬ ‫وپ�دہ پ ی‬
‫م وموجدہ ی‬‫ ‪5 .‬ابری ابری ڑپےنھ ےس ہبلط مظن ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ئ‬
‫اصتو�ر ہبلط وک داھک ی� اور وسال ی‬
‫رک�۔‬ ‫ی‬ ‫م وموجد‬‫ ‪1 .‬مظن ی‬
‫م آپ وک ی‬
‫کا رظن آراہ ےہ؟‬ ‫وصت�ر ی‬
‫ ‪2 .‬یلہپ اور دورسی ی‬
‫ئ‬
‫ ‪3 .‬ارگ وکیئ ایبنج صخش آپ وک اٹیف دے رک اکہبےن یک وکشش رکے وت آپ سک وک ی‬
‫اتب� ےگ؟‬
‫ت‬
‫م ہچب ایبنج صخش رپ ہصغ یکوں رک راہ ےہ؟‬ ‫وصت�ر ی‬
‫�ری ی‬ ‫ ‪ 4 .‬ی‬
‫م ایبنج صخش ےچب وک پ ی� یکوں دے راہ ےہ؟‬ ‫وصت�ر ی‬
‫ ‪5 .‬وچیھت ی‬
‫رک� ےگ؟‬‫ک ی‬‫ایبنج صخش ن پ ی� دے وت آپ ی ا‬
‫ ‪6 .‬ارگ آپ وک وکیئ ن‬
‫�ص�ی ت‬ ‫ ‪7 .‬ہبلط ےس وجاابت ُ ی‬
‫س اور ح� ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫غ‬
‫ی‬ ‫ہ‬ ‫ن‬ ‫ی‬ ‫ی‬
‫� االخیق رحاکت وااشرات ےک ابرے م ااسذتہ اور وادل� وک آاگ ہ رک ےتکس �۔‬‫ی‬
‫ہبلط یسک یھب ایبنج صخش یک ر‬
‫�ئ �‬ ‫ ‪8 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫‪:‬‬ ‫ا�‬‫ہبلط ےس ناذخ رک�و� ی‬
‫ئ‬
‫ٹ‬ ‫ ‪1 .‬ارگ ا ی‬
‫ُ� وکیئ ایبنج وعرت ی�ا ایبنج رمد وکیئ اٹیف‪ ،‬اچکل� ی� یا� پ ی� دے رک البےئ یا� اسھت ےل اجان اچےہ وت آپ سک وک اتب� ےگ؟‬
‫ی‬

‫قشم‪2 :‬ٹنم‬
‫ک۔‬ ‫ہبلط ےس ہ ی‬
‫غ‬
‫م ین‬ ‫�ر االخیق رحاکت واِاشرات ہ ی�۔ سج ےک ابرے ی‬
‫ا� وکن وکن یس ی‬ ‫ی‬
‫وادل� ی�ا ااسذتہ وک اتبان اچ ہ ی‬
‫�۔ وکیئ یس دو اینپ اکیپ رپ ھکل رک‬ ‫ ‪ 1 .‬ئ‬
‫ال�۔‬‫ی‬

‫ونسٹ‬

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‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪108‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫م رفق رکان‬‫اگ‪ ،‬یگ‪،‬ےگ ی‬ ‫‪48‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاگ‪ ،‬یگ‪ ،‬ےگ اک رفق اجن ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ئ‬
‫ل ) اامعتسل وہاگ۔‬
‫ل ) اور ےگ (دو یا� دو ےس ز ی�ادہ ولوگں ےک ی‬
‫(وادح ؤمثن ےک ی‬ ‫ی‬
‫ ƒہبلط وک اھجمس� ہک اگ (وادح ذمرک ےک ی‬
‫ل )‪ ،‬یگ ئ‬
‫ ƒاگ‪ ،‬یگ اور ےگ ےک اامعتسل رپ ہبلط ےس ےلمج ونباےئ ی‬
‫اج�۔‬
‫ل اامعتسل وہات ےہ۔‬
‫ ƒاگ‪/‬یگ‪/‬ےگ آےن واےل زامےن ےک ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫ش‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪( ،‬اگ‪،‬یگ‪،‬ےگ) ےک فل�ی� اکرڈز‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬ ‫ش‬
‫‪1‬اگ۔ یگ۔ ےگ ےک فل�ی� اکرڈ ہبلط وک داھک�۔‬
‫ی‬ ‫ ‪.‬‬
‫ش‬
‫ک۔‬ ‫‪2‬ہبلط ےس فل�ی� اکرڈز رپ ےھکل ےئگ ظفل ڑپےنھ اک ہ ی‬ ‫ ‪.‬‬
‫ئ‬
‫رحت�ر رپ اگ۔ یگ۔ ےگ ںیھکل اور ہبلط وک اتب� ہک اگ‪ ،‬یگ اور ےگ اک اامعتسل آےن واےلزامےن غ‬
‫ل وہات ےہ۔‬
‫ےک ی‬ ‫ی‬ ‫‪3‬ہتختٔ ی‬ ‫ ‪.‬‬
‫اعہشئ اکم رکے یگ۔ ی‬
‫و�رہ‬ ‫ںیھکل ےگ۔ ‬‫مہ طخ ‬ ‫اجےئ اگ۔ ‬ ‫ƒًالثم‪ :‬ادس وکسل ‬ ‫ ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬ ‫ت‬
‫ی‬ ‫ی‬ ‫ن‬ ‫ی‬
‫ ‪1 .‬ہبلط وک � رگووپں م � ت ی‬
‫رک� ےگ۔ ئ‬
‫م اگ‪ ،‬یگ‪ ،‬ےگ اک اامعتسل وہ۔‬‫انب� نج ی‬ ‫ن‬
‫م ی� ےلمج ی‬ ‫ ‪2 .‬ہبلط ےس ہ ی‬
‫ک ہک وہ رگوپ ی‬
‫ ‪3 .‬ہبلط ےک اکم یک رگناین ی‬
‫رک�۔‬
‫د�۔ ئ‬‫ل ‪ ۱۰‬ٹنم اک وتق ی‬‫ ‪4 .‬رسرگیم لمکم رکےن ےک ی‬
‫ک ہک ےھکل وہےئ ےلمج امجتع ےک اسےنم ی‬
‫انُس�۔‬ ‫ ‪5 .‬ہبلط ےس ہ ی‬
‫ ‪6 .‬ےلمج انبےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫امجتع ا ّول‬ ‫‪109‬‬

 ‫رسرگیم ربمن‪:۲‬‬
‫د� ےئگ ےلمج ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬ ‫ ‪ 1 .‬ی‬
‫ ˜یلع ابزار اجےئ۔۔۔۔۔ (اگ‪ ،‬یگ‪ ،‬ےگ)‬
‫اھکےئ۔۔۔۔۔ (اگ‪ ،‬یگ‪ ،‬ےگ)‬
‫ ˜افہمط اھکان ئ‬
‫ ˜مہ اوکسل ی‬
‫اج�۔۔۔۔۔ (اگ‪ ،‬یگ‪ ،‬ےگ) ‬
‫م اگ‪ ،‬یگ اور ےگ اک اامعتسل رکےک ےلمج لمکم ی‬
‫رک�۔‬ ‫ک ہک ان ولمجں ی‬ ‫ ‪2 .‬رہرگوپ ےس ہ ی‬
‫ا� اطبل ملع‪/‬اطہبل ڑھکا وہ رک اےنپ ےلمج ڑپےھ اگ۔‬
‫ ‪3 .‬رہ رگوپ اک ی‬
‫ ‪4 .‬ابیق رگوپ اےنپ ُج�وں اک ازوخد اجزئہ یل ےگ۔‬
‫ ‪5 .‬اگ‪ ،‬یگ‪ ،‬ےگ ےک درتس اامعتسل رپ ہبلط یک وحہلص ازفایئ یک اجےئ۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫م انمبس اامعتسل رک ی‬
‫کس ےگ۔‬ ‫م رفق اور ولمجں ی‬‫ہبلط اگ‪ ،‬یگ‪ ،‬ےگ ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫م اگ‪ ،‬یگ اورےگ اک اامعتسل رکان ےہ۔‬‫م دنچ ےلمج وبولں اگ اور آپ ےن اُن ی‬‫ک ہک ی‬ ‫ ‪1 .‬ہبلط ےس ہ ی‬
‫م اکم رکوں۔۔۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ˜ ی‬
‫ن‬
‫اجےئ۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫ھک ئ‬‫ ˜اعہشئ ی‬
‫اج�۔۔۔۔۔۔۔۔۔۔۔۔۔‬ ‫ ˜مہ وھگےنم ی‬
‫ ˜احرث ابزار اجےئ۔۔۔۔۔۔۔۔۔۔۔۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬ ‫ئ‬ ‫ت‬
‫انُس�۔‬ ‫م اگ‪ ،‬یگ اورےگ اک اامعتسل وہ اور اےلگ دن اےنپ ی‬
‫اس�وں وک ی‬ ‫ال� نج ی‬ ‫ک ہک رھگ ےس اکیپ رپ ی ن‬
‫� ےلمج ھکل رک ی‬ ‫ہبلط ےس ہ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪110‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫ّرحم رہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ ی‬
‫د� رک انھجمس‬ ‫‪49‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒّرحم رہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ ی‬
‫د� رک ھجمس ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ل ےھکل اور بصن وہےت ہ ی�۔‬ ‫ ƒّرحم رہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ یسک امہ ہگج ی�ا امعرت یک اشنن دیہ ےک ی‬
‫رپرٹ� یک رہ امنیئ اور احداثت ےس اچبان ےہ۔ ہبلط ی‬‫ف‬ ‫ف‬
‫م ادتبایہ ےس ان یک آاگیہ پ ی‬
‫�دا رکان زدنیگ‬ ‫رٹ� لنگس اک دصقم ومعًام ڑسوکں ی‬ ‫ ƒ ی‬
‫ی‬
‫یک امہ اہمروتں م امشر وہاتےہ۔‬
‫د� رکرہ امنیئ احلص رک‬ ‫�دا وہ ات ےہ اور ہبلط ان ّرحم رہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ ی‬
‫م اامتعد پ ی‬‫ ƒزدنیگ یک اہمروتں ےس ہبلط ی‬
‫ےتکس ہ ی�۔‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫ی‬
‫اصتو�ر‪ ،‬ےتگّ اک اخیل ڈہب۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬
‫ٔرحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن‪ ،‬اسدہ اکذغ‪ ،‬اسنئ وبرڈ یک‬

‫اعترف‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ی‬
‫اصتو�ر رمکا امجتع یک د�ی واروں رپ اگل�۔‬ ‫ذ� اسنئ وبرڈ یک‬ ‫ƒاُاتسد‪/‬اُاتسین درج ی‬ ‫ ‬
‫� رظن آریہ ےہ؟‬ ‫کا یئن چ ی �ز‬
‫م ی‬ ‫ک ہک آپ وک آج الکس ی‬ ‫ƒہبلط ےس ہ ی‬ ‫ ‬
‫کا رظن آراہ ےہ؟‬ ‫م ی‬ ‫وصت�روں ی‬
‫ ˜ ان ی‬
‫ک اور یھب �دیھکی ہ ی�؟‬ ‫وصت� یر� آپ ےن ہ ی‬
‫ی‬ ‫ ˜�ی‬
‫ئ‬
‫اصتو�ر وک اسنئ وبرڈ اہک اج ات ےہ۔‬ ‫ی‬
‫وکاتب� ہک ان غ ی‬ ‫ƒاُاتسد‪/‬اُاتسین ہبلط‬ ‫ ‬
‫و�رہ۔)‬ ‫اصتو�ر‪( :‬اوکسل‪ ،‬دجسم‪ ،‬گنس م�یل ی‬ ‫ƒ ی‬ ‫ ‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫م ہبلط وک ولعمامت رفامہ ی‬
‫رک�۔‬ ‫وصت�ر ےک ابرے ی‬
‫رک� اور رہ ی‬ ‫وصت�ر ہتخت ٔ ی‬
‫رحت�ر رپ اپسچں ی‬ ‫ا� رکےک اسنئ وبرڈز یک ی‬
‫ا� ی‬
‫ ‪1 .‬اُاتسد‪/‬اُاتسین ی‬

‫امجتع ا ّول‬ ‫‪111‬‬

 ‫ئ‬
‫ہ‬ ‫ی‬
‫اصتو�ر ےک وبرڈ امہری رہ امنیئ ےک ےئل اگلےئ اجےت ی�۔‬ ‫ ‪2 .‬اُاتسد‪/‬اُاتسین واضتح رکےت وہےئ ی‬
‫اتب� ہک اس رطح یک‬
‫�‪ :‬افشاخہن‪ ،‬اوکسل‪ ،‬اور دجسم کت انچنہپ آاسن وہ اجات ےہ۔ اخص وطر رپ بج مہ یسک یئن ہگج‬
‫ان یک دمد ےس امہرے ےئل فلتخم وہگجں ج ی‬
‫ ‪ 3 .‬ئ‬
‫ی‬
‫اج�۔‬
‫رسرگیم ربمن ‪:۲‬‬
‫تن‬ ‫ت‬ ‫ت‬
‫م ی‬
‫کا رفق ےہ؟‬ ‫وصت�روں ی‬
‫م ی�ر اک اشنن یکوں ےہ؟ ی�وں ی‬ ‫� اسنئ وبرڈ داھک رک وپاھچ اجےئ ہک ان ی‬ ‫ذ� ی ن‬ ‫ ‪1 .‬ہبلط وک درج ی‬
‫ئ‬ ‫ئ‬ ‫ئ‬
‫ی‬ ‫ی‬ ‫ڑم�‪ ،‬ی‬ ‫ی‬
‫ڑم�‪ ،‬اب� اجبن ی‬ ‫ی‬
‫اصتو�ر‪( :‬دا� اجبن ی‬ ‫ ‪ 2 .‬ی‬
‫سدےھ اج�)۔ اُاتسد‪/‬اُاتسین ہبلط وک النئ م ڑھکا ی ئ‬
‫رک�۔‬
‫دہا� یک اجےئ ہک وج ئاسنئ وبرڈ داھک ی�ا اجےئ اس ےک اطمقب اُوھنں ےن ڑمان ےہ۔ ًالثم‪ :‬ی‬ ‫ت‬ ‫ ‪3 .‬ہبلط وک ی‬
‫دا�‬
‫م اجےن لگ�یں۔ اُاتسد‪/‬اُاتسین اُن ہبلط یک رہ امنیئ‬ ‫داھک�۔ وجہبلط طلغ تمس ی‬ ‫ی‬ ‫اجبن ڑم ےن اک ت اسنئ وبرڈ‬
‫ن‬
‫اجےئ۔‬ ‫�‬
‫ا‬ ‫ی‬ ‫درہا‬ ‫اسھت‬ ‫ےک‬ ‫وبرڈز‬ ‫اسنئ‬ ‫وں‬ ‫�‬ ‫رک�۔ �ی لمع ی‬ ‫ی‬
‫ئ‬
‫اج� ےگ لب ہک فلتخم وتمسں یک ھجمس وبھج یھب‬ ‫ ‪4 .‬اس رطح ہبلط ہن رصف ان اسنئ وبرڈز ےس وافق وہ ی‬
‫�دا وہیگ۔‬ ‫پی‬

‫رسرگیم ربمن‪:۳‬‬
‫ئ‬ ‫ئ‬
‫ا� رپ اھکل وہ‪ ،‬ی‬ ‫اھک� نج ی‬
‫ا� دو اسنئ وبرڈ ہبلط وکد ی‬
‫دا� ڑمان عنم ےہ اور اس رپ اکےٹ اک اشنن اگل وہ‬ ‫م ےس ی‬ ‫ ‪1 .‬اب اُاتسد‪/‬اُاتسین ی ئ‬
‫�‪:‬‬ ‫اب� ڑمان عنم ےہ اور اکےٹ اک اشنن وہ۔ ج ی‬‫دورسے رپ اھکل وہ ی‬
‫چ‬ ‫�‬
‫ئ‬ ‫ئ‬ ‫� ہ ی� یا� فلتخم ہ ی�؟‬ ‫ ‪2 .‬اُاتسد‪/‬اُاتسین ہبلط ےس وپ ھ�یں ی‬
‫کا�ی اسنئ وبرڈ ےلھچپ اسنئ وبرڈ ج ی‬
‫اب� اجبن ڑمےن ےس عنم رکےت‬ ‫� ی‬
‫دا� ی�ا ی‬ ‫رک� ہک اس رطح ےک اسنئ وبرڈ ہ ی‬ ‫ ‪3 .‬اُاتسد‪/‬اُاتسین ہبلط ےک وجاابت ےننس ےک دعب واضتح ی‬
‫ہ ی�۔‬
‫ ‪ 4 .‬ہبلط ےس یلھچپ رسرگیم یک رطح ان اسنئ وبرڈز ےک اامعتسل یک قشم رکوایئ اجےئ۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ی ہی ت‬
‫ا� ےس وافق وہ ےکچ ہ ی�۔‬ ‫ ‪1 .‬ہبلط ّرحمرہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ یک روز رمہ زدنیگ م‬
‫م اج ان ہ ی‬
‫اچ� اور سک تمس‬ ‫� سک تمس ی‬ ‫ ‪2 .‬ہبلط ھجمس ےئگ ہ ی� ہک ّرحمرہ اشنانت‪ ،‬گنس م�یل اور اسنئ وبرڈ امہری رہ امنیئ رکےت ہ ی� ہک ہ ی‬
‫م اجان عنم ےہ۔‬ ‫ی‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ت‬
‫گ ےک ڈےب ی‬
‫ڈال۔‬ ‫وصت�ر یک چ ی‬
‫رپ�اں ی‬ ‫م دنچ اسنئ وبرڈ یک ی‬ ‫ ‪1 .‬اُاتسد‪/‬اُاتسین ّ‬
‫ا� رپ یچ اُاھٹےئ۔‬
‫ ‪2 .‬رہ اطبل ملع ےس اہک اجےئ ہک وہ ی‬
‫ ‪3 .‬اینپ رپیچ وک ااھٹ رکرمکا امجتع ےک اسےنم آرک اتبےئ ہک اِس اسنئ وبرڈ اک ی‬
‫کا بلطم ےہ؟‬
‫ ‪ 4 .‬اُاتسد‪/‬اُاتسین ہبلط اک اکم رمکا امجتع ےک د�ی واروں رپ ی‬
‫آو��زاں رکے۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫ت‬
‫ی‬ ‫ی‬ ‫م ٓاےن واےل ےک وکیئ ےس دو اسنئ وبرڈ یک ی‬
‫وصت� یر� انب رک الےئ اور اےلگ دن اےنپ اس�وں وک داھک�۔‬ ‫رہ ہبلط اےنپ راےتس ی‬

‫‪112‬‬ ‫امجتع ا ّول‬

 ‫خت‬ ‫قبسربمن‬
‫��مہ اور ی‬
‫وسال اشنن اک اامعتسل‬ ‫‪50‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫خت‬
‫وسال اشنن یک اچہپن رک ی‬
‫کس۔‬ ‫ ƒ��مہ اور ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ ƒرومز “رزم” یک عمج ےہ سج اک بلطم ےہ العتم یا� ااشرہ۔‬
‫ƒہکبج اواقف‪ ،‬وفق یک عمج ےہ سج ےک ینعم رہھٹ ےن یا� رےنک ےک ہ ی�۔‬ ‫ ‬
‫ن‬
‫لعدہ رکےن‬ ‫ا� ےصح وک اس ےک ابیق وصحں ےس ی‬ ‫ا� ےلمج ےک ی‬ ‫ƒ� یع�ی رومز اواقف اُن العامت یا� ااشروں وک ےتہک ہ ی� وج یسک ابعرت ےک ی‬ ‫ ‬
‫م )‪ (Punctuation‬یھب ےتہک ہ ی�۔‬ ‫ارگن��زی زابن ی‬
‫ل اامعتسل یک اجیت ہ ی�۔ اس وک ی‬ ‫ےک ی‬
‫خت‬ ‫ت‬
‫ےہ۔وسال‪( :‬؟) �ی‬
‫ی‬ ‫ےہ۔�‪�� :‬مہ‪/‬وفق (۔) �ی العتم ےلمج ےک ااتتخم اک اظرہ رکیت‬ ‫جی‬ ‫ا� احلص‬ ‫م رومز اواقف وک تہب ہ ی‬ ‫ƒوقادع ی‬ ‫ ‬
‫اظرہ رکیت ےہ۔‬ ‫ی‬ ‫العتم ےلمج ےک آرخ ی‬
‫وسال ادناز م ئ‬‫م اگلیئ اجیت ےہ وج ہک ےلمج وک ی‬
‫خت‬
‫ی‬
‫اھکس�۔‬ ‫وسال اک درتس اامعتسل‬‫م ��مہ اور ی‬ ‫ƒاُاتسد‪/‬اُاتسین ہبلط وک اسدہ ولمجں ی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫ش‬ ‫خت‬
‫وسال اشنن ےک ااکشل‪ ،‬فل�ی� اکرڈز‪،‬‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجرن‪ ،‬ےتگ ےس انبےئ ےئگ ��مہ اور ی‬
‫اتکب رباےئ امجتع اول‪ ،‬ہتختٔ ی‬
‫دریس غ‬
‫اچرٹ ی‬
‫و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫غ‬ ‫خت‬
‫وسال ےک اامعتسل ےک ب ی‬
‫�ر ھچک ےلمج ہتخت ی‬
‫رحت�ر رپ ےھکل۔‬ ‫ ‪ 1 .‬اُاتسد‪/‬اُاتسین ��مہ اور ی‬
‫�آپ اک ی ا‬
‫ک انم ےہ‬ ‫ ˜ جی‬
‫ ˜�ی یمری اردو یک اتکب ےہ‬
‫ک �ی ےلمج درتس ےھکل وہےئ ہ ی�۔‬
‫‪2‬اب ہبلط ےس وپںیھچ ہک ی ا‬ ‫ ‪.‬‬
‫تخ‬
‫م ااتسد‪/‬ااتسین وخدان ولمجں ےک آےگ ��مہ اور ی‬
‫وسال اک اشنن اگل رک ان وک لمکم ی‬
‫رک�۔‬ ‫‪3‬ہبلط ےک وجاابت آےن ی�اہن آےن یک وصرت ی‬ ‫ ‪.‬‬
‫غ‬ ‫خت‬
‫ہ‬
‫� ےلمج ادوھر ے رےتہ ی�۔‬ ‫ی‬ ‫ب‬
‫وسال اشنن ےک ر‬ ‫�‬
‫رک� ہک � مہ اور ی‬‫‪4‬ہبلط وک واحض ی‬ ‫ ‪.‬‬
‫ن‬ ‫ئ ہ خت‬
‫ئ‬ ‫� ��مہ اور ی‬
‫وسال اشنن اک اہسرا ئ یلا ڑپات ےہ۔‬ ‫‪5‬ولمجں وک لمکم رکےن یک ی‬ ‫ ‪.‬‬
‫خت‬
‫ی‬
‫اھکس�۔‬ ‫ی‬
‫داھک� اور ان اک اامعتسل‬ ‫‪6‬ہبلط وک ےتگ ےس انبیئ یئگ ��مہ اور ی‬
‫وسال اشنن ےک ااکشل‬ ‫ ‪.‬‬

‫امجتع ا ّول‬ ‫‪113‬‬

 ‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫غ خت‬ ‫ش‬
‫د� ےئگ ےلمج ںیھکل۔‬
‫وسال اشنن ےک ی‬ ‫ ‪1 .‬فل�ی� اکرڈز رپ ب ی ر‬
‫� ��مہ اور ی‬
‫ ˜�ی یمرا رھگ ےہ‬
‫ک وہ یمری اتکب ےہ‬ ‫ ˜ یا‬
‫ ˜�ی یمری اتکب ےہ‬
‫ ˜ادمح اوکسل یکوں تاج ق راہ ےہ‬
‫ش‬
‫رک�۔‬ ‫� ی‬ ‫م ی‬ ‫‪2‬فل�ی� اکرڈز ہبلط ی‬ ‫ ‪.‬‬
‫ی ت‬ ‫خت‬
‫�‪:‬‬ ‫ی‬
‫وسال اشنن اگلےن یک دہا� رک� ج ی‬ ‫�‬
‫‪3‬ہبلط وک ہلمج ڑپھ رک � مہ اور ی‬ ‫ ‪.‬‬
‫ ˜�ی یمرا وکسل ےہ‬
‫ک رکےت ہ ی�‬ ‫ ˜آپ ےک وادل ی ا‬
‫خت‬
‫م انمبس رہ امنیئ ی‬
‫رک�۔‬ ‫وسال اشنن اگلےن ی‬‫‪4‬اُاتسد‪/‬اُاتسین ہبلط یک ��مہ اور ی‬ ‫ ‪.‬‬
‫رک�۔‬ ‫‪5‬اُاتسد‪/‬اُاتسین ولمجں رپ ینبم اچرٹ ہتخت ٔ رحت ی�ر رپ ی‬
‫آو��زاں ی‬ ‫ ‪.‬‬
‫ی ت‬ ‫خت‬
‫وسال اشنن اگلےن یک دہا� ی‬
‫رک�۔‬ ‫م ��مہ اور ی‬ ‫‪6‬ابری ابری ہبلط وک البےئ اور ولمجں ی‬ ‫ ‪.‬‬
‫ ‪7 .‬اکم ےکدوران اُاتسد‪/‬اُاتسین ہبلط یک رہ امنیئ اور وحہلص ازفایئ یھب ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫تق‬
‫رک�۔‬‫� ی‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫ئ‬ ‫خت‬
‫وسال اشنن ی‬
‫اگل�۔‬ ‫م ی‬ ‫م ��مہ اور دورسے ےلمج ی‬‫ا� سج ی‬
‫ک ہک اینپ اکیپ رپ دو ےلمج ںیھکل ی‬‫ ‪2 .‬رہ وجڑے وک ہ ی‬

‫ئ‬ ‫د�۔‬‫ل ‪ ۵‬ٹنم اک وتق ی‬

‫ ‪3 .‬ہبلط وک رسرگیم لمکم رکےن ےک ی‬
‫ی‬
‫وھکلا�۔‬ ‫ ‪4 .‬رسرگیم لمکم رکےن ےک دعب دنچ وجڑوں ےس ےلمج ہتخت ی‬
‫رحت�ر رپ‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫خت‬
‫م درتس اامعتسل رک ےتکس ہ ی�۔‬‫وسال العتم (؟) ولمجں ی‬
‫ہبلط ��مہ‪/‬وتق یک العتم (‪ )-‬اور ی‬
‫�ئ �‬ ‫ ‪5 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫خت‬
‫م درتس ��مہ اور ی‬
‫وسال اشنن اک اامعتسل رکےک دوابرہ ںیھکل۔‬ ‫ذ� ےک ےلمج ںیھکل اور ہبلط ےس ہ ی‬
‫ک ہک ےلمج ی‬ ‫رحت�ر رپ ی‬
‫ ‪1 .‬ہتخت ٔ ی‬
‫ ˜آپ ےک وادل اک ی ا‬
‫ک انم ےہ۔‬
‫ ˜�ی یمری ڑگ یا� ےہ؟‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬ ‫خت‬
‫ی‬ ‫ی‬ ‫�‬ ‫ہبلط وک ہ ی‬
‫ک ہک � مہ اور ی‬
‫وسال اشنن اک اامعتسل رکےک دو ےلمج اینپ اکیپ م ھکل رک ال�۔‬

‫‪114‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫اموحل ےس قلعتم یسک ونعان رپ ےلمج انھکل‬ ‫‪51‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ ƒاُاتسد یک دمد ےس اموحل ےس قلعتم یسک ونعان رپ اپچن ےلمج ھکل ی‬
‫کس۔‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫ئ‬ ‫� ی� امہرا اموحل الہکیت ہ ی�۔‬‫ƒہبلط وک اتبان رضوری ےہ ہک امہرے اردرگد اپیئ اجےن وایل چ ی �ز‬ ‫ ‬
‫خ‬
‫ی‬
‫وھکلا�۔‬ ‫ےلمج‬ ‫وھچےٹ‬ ‫وھچےٹ‬ ‫رپ‬ ‫ونعان‬ ‫قلعتم‬ ‫ےس‬ ‫زدنیگ‬ ‫ذایت‬ ‫یک‬ ‫ہبلط‬ ‫ل‬‫ی‬ ‫ےک‬ ‫رکےن‬ ‫ااضہف‬ ‫م‬ ‫ذ�رہ اافلظ ی‬
‫ƒہبلط ےک ی‬ ‫ ‬
‫غ‬
‫ی‬
‫�‪ :‬یمرا رھگ‪ ،‬یمرا اخدنان‪ ،‬یمرا دوتس‪ ،‬یمرا اگؤں‪ ،‬افصیئ‪ ،‬دروتخں ےک افدئے و�رہ۔‬ ‫ƒاموحل ےس قلعتم ونعاانت ج ی‬ ‫ ‬
‫ک۔‬ ‫ل ہی‬‫ل رپ دنچ ےلمج ےنھکل ئےک ی‬ ‫�دا رکےن ےک ی‬ ‫رحت� پ ی‬
‫م ی‬ ‫ƒہبلط ی‬ ‫ ‬
‫خ‬ ‫ن‬ ‫ن‬
‫م ااضہف وہ۔‬‫ذ�رہ اافلظ ی‬
‫اھکس� ات ہک ہبلط ےک ی‬ ‫ی‬ ‫ا� ی�اظفل‪/‬ینعم ےک اسھت رضور‬ ‫�اد رپ ی‬ ‫ƒروزاہن یک ب ی‬ ‫ ‬
‫م یھب ہبلط ےلمج‬‫م یل اتہک اعم وبل اچل ی‬ ‫رک� اور وجاب یھب لمکم ےلمج یک وصرت ی‬ ‫م ی‬ ‫ƒہبلط ےس وسال لمکم ےلمج یک وصرت ی‬ ‫ ‬
‫م یہ اینپ ابت لمکم ی‬
‫رک�۔‬ ‫یک وصرت ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬ڈرٹس‪/‬اھجڑن و�رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫م وپدے ہ ی�؟‬ ‫ ‪1 .‬ہبلط ےس وپںیھچ ہک ان ےک رھگ ی‬
‫خ‬
‫�ال ےسیک رےتھک ہ ی�؟‬
‫د� ان ےس وپںیھچ ہک وہ ان اک ی‬ ‫ی‬
‫اہںم وجاب ی‬ ‫ ‪2 .‬وج ہبلط‬
‫ ‪3 .‬دو ہبلط ےس وجاابت یل۔‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫درتخ اگلان” ںیھکل۔‬ ‫ ‪1 .‬ہتختٔ ی‬
‫رحت�ر رپ ونعان “ ئ‬
‫م اھٹب ی�۔‬‫ ‪2 .‬ہبلط وک وجڑوں ی‬
‫ئ‬
‫ا� ہلمج اتب ی�۔‬
‫رک� ہک وہ “درتخ اگلان” ےک ونعان رپ مک ازمک ی‬‫ ‪3 .‬ہبلط یک وحہلص ازفایئ ی‬
‫ ‪4 .‬ہبلط یک رطف ےس اتبےئ اجےن واےل ےلمج ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬
‫ل ہبلط وک ‪ ۵‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪5 .‬رسرگیم ےک ی‬

‫امجتع ا ّول‬ ‫‪115‬‬

 ‫ی‬
‫ ‪6 .‬حص ےلمج اتبےن واےل ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫رسرگیم ربمن‪:۲‬‬
‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک اچر رگووپں ی‬
‫ا� یہ ونعان ی‬
‫د�۔ (دروتخں ےک وفادئ)‬ ‫ ‪2 .‬امتم رگووپں وک ی‬
‫د� ےئگ ونعان رپ اپچن‪ ،‬ئ اپچن ےلمج ںیھکل۔‬
‫‪3‬امتم رگوپ ی‬ ‫ ‪.‬‬
‫ک ہک وہ ےلمج ڑپھ رک ی‬
‫انس�۔‬ ‫‪4‬ہبلط ےس ہ ی‬ ‫ ‪.‬‬
‫ی‬
‫رک� اور حص اکم رپ وحہلص ازفایئ ی‬
‫رک�۔‬ ‫‪5‬ااتسد‪/‬ااتسین ہبلط یک انمبس رہ امنیئ ی‬ ‫ ‪.‬‬
‫د�۔‬‫ل ہبلط وک ‪۱۰‬ٹنم اک وتق ی‬ ‫‪6‬رسرگیم ےک ی‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫ہبلط یسک یھب ونعان رپ وخد ےس ی ن‬
‫� ےس اپچن ےلمج ےنھکل ےک اقلب وہ ےئگ ہ ی�۔‬
‫�ئ �‬ ‫ ‪7 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫رحت�ر رپ ونعان “ یمرا رھگ”ںیھکل۔‬
‫ ‪1 .‬ہتختٔ ی‬
‫ا� ہلمج ی‬
‫اتب�۔‬ ‫ا� ی‬ ‫م ےس ہبلط ی‬ ‫ ‪2 .‬امتم رگووپں ی‬
‫ ‪3 .‬ہبلط یک رط ف ےس اتب ی�ا اجےن واال ہلمج ہتختٔ ی‬
‫رحت�ر رپ ںیھکل۔‬
‫ی‬
‫ ‪4 .‬حص ہلمج اتبےن رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ی‬
‫رکال�۔‬ ‫امتم ہبلط ونعان “افصیئ” رپ رھگ ےس اپچن ےلمج ھکل‬

‫ونسٹ‬

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‫‪116‬‬ ‫امجتع ا ّول‬

 ‫ین‬ ‫قبسربمن‬
‫رو ز رمہ اُومر ےک قلعتم وساالت ےک وجاابت د�ا‬ ‫‪52‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫پش‬
‫و� ےس قلعتم روز رمہ اُومر ےک ابرے یم وپےھچ ےئگ وساالت ےک وجاابت دے ی‬
‫کس۔‬ ‫ ƒاےنپ اور اےنپ رگد ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خ‬ ‫ہی ت‬
‫�االت اور ااسحاست دورسوں کت اچنہپےت ہ ی�‬ ‫ی‬
‫ےکذر� ےچب اےنپ ی‬ ‫ا� وہیت ےہ۔اس‬ ‫م اردو وبل اچل یک تہب‬ ‫ ƒروز رمہ زدنیگ ی‬
‫اوراینپ دنسپ اور ان دنسپ اک ااہظر رکےت ہ ی�۔‬
‫م اتب ےتکس ہ ی�۔‬‫ابرےم اتب ےتکس ہ ی�۔اےنپ رھگ‪ ،‬دووتسں اور اوکسل ےک ابرے ی‬
‫ی‬ ‫ ƒاےنپ روز رمہ اومر ےک‬
‫ت‬ ‫ن‬ ‫ ƒوچبں ی‬
‫الصح پ ی‬
‫�د ا وہیت ےہ اور ان یک کجھج دور وہیت ےہ۔‬ ‫ی‬ ‫د� یک‬‫م وساالت وپےنھچ اور وساالت ےک وجاابت ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫غ‬
‫ی‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتختٔ ی‬
‫رحت�ر‪ ،‬امررک‪/‬اچک‪ ،‬ڈرٹس‪/‬اھجڑن و �رہ۔‬

‫اعترف‪5 :‬ٹنم‬
‫‪1‬ہبلط ےس وپںیھچ ہک آپ ےک اوکسل اک ی ا‬
‫ک انم ےہ؟‬ ‫ ‪.‬‬
‫ن‬
‫ک۔‬ ‫ل ہبلط ےس اہھت ڑھکا رکےن اک ہ ی‬‫د� ےک ی‬ ‫‪2‬وجاب ی‬ ‫ ‪.‬‬
‫م وکن وکن ےس اکم رکےت ہ ی�؟‬ ‫‪3‬وکیئ ےس دو ہبلط ےس وپںیھچ ہک مہ ا ِ وکسل ی‬ ‫ ‪.‬‬
‫ک وہ یھب �ی اکم رکےت ہ ی�؟‬
‫م ابیق ہبلط ےس وپںیھچ‪ ،‬ہک ی ا‬ ‫‪4‬اتبےئ ےئگ اکومں ےک ابرے ی‬ ‫ ‪.‬‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک وجڑوں ی‬
‫د� ےئگ وساالت وپںیھچ۔‬
‫ا� اطبل ملع‪/‬اطہبل ےس ی‬ ‫ ‪2 .‬ومنےن ےک وطر رپ یسک ی‬
‫ ˜آپ ےک ےنتک نہب اھبیئ ہ ی�؟‬
‫ک رکےت ہ ی�؟‬‫ ˜آپ ےک وادل ی ا‬
‫م وکن وکن ےس اکم رکےت ہ ی�؟‬ ‫ ˜آ پ رھگ ی‬
‫م ایّم‪ ،‬اوّب اک اہھت ےسیک اٹبےت ہ ی�؟‬‫ ˜آپ رھگ ی‬
‫ا� دورسے ےس وپںیھچ۔‬ ‫م ی‬ ‫ ‪ 3 .‬ی ہ� وساالت ہبلط وجڑوں ی‬

‫امجتع ا ّول‬ ‫‪117‬‬

 ‫رک� اور وبتقِ رضورت ہبلط یک اعموتن ی‬
‫رک�۔‬ ‫ ‪4 .‬اُاتسد‪/‬اُاتسین رگناین ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ن‬
‫ل اہھت ڑھکا رکےن اک ہ ی‬
‫ک۔‬ ‫د� ےک ی‬ ‫ذ� وساالت وپںیھچ اور وجاب ی‬ ‫‪1‬ہبلط ےس درج ی‬ ‫ ‪.‬‬
‫‪2‬آپ رھگ ےس ا ِ وکسل آےت وہےئ وکن وکن ےس اکم رکےت ہ ی�؟‬ ‫ ‪.‬‬
‫م ایمّ اور اّوب یک دمد ےسیک رکےت ہ ی�؟‬‫‪3‬آپ رھگ ی‬ ‫ ‪.‬‬
‫ت‬
‫ھک ہ ی�؟‬‫م سک وتق ی‬ ‫‪ٓ4‬اپ دن ی‬ ‫ ‪.‬‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫چی ت‬ ‫پش‬
‫� رکےن‬ ‫م ابت‬‫م وساالت وک ےنھجمس اور اس ےک ابرے ی‬‫رگدو� اور روز رمہ زدنیگ ےس قلعتم وپےھچ ےئگ وساالت ےس ہبلط ی‬
‫ی‬ ‫ ‪1 .‬اےنپ‬
‫�دا وہات ےہ۔‬ ‫اک اامتعد پ ی‬
‫د�۔‬‫ا� ومعق رضور ی‬ ‫ ‪2 .‬ہبلط وک وًاتق وفًاتق ی‬
‫�ئ �‬ ‫ ‪3 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬ ‫ن‬
‫ی‬ ‫ہ‬ ‫م ین‬ ‫ ‪1 .‬ارگ ٓاپ اک وکیئ اسیھت رھگ ےک اکومں ی‬
‫وادل� یک دمد � رکات ی�ا رکیت وت ٓاپ اُےس ےسیک اھجمس� ےگ؟‬
‫ی‬
‫ت‬
‫ی‬ ‫ن‬
‫ ‪2 .‬دو ی�ا ی� ہبلط ےس وجاابت ل۔‬
‫ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ‪3 .‬وجاابت ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ی‬
‫داھک�۔‬ ‫م آرک‬‫اک�وں رپ ںیھکل اور لک امجتع ی‬
‫ک اجےن واےل اک ومں یک رہف تس اینپ پ ی‬
‫م ی‬ ‫ہبلط ےس ہ ی‬
‫ک ہک آج رھگ ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

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‫‪118‬‬ ‫امجتع ا ّول‬

 ‫قبسربمن‬
‫وصت�ر یا� امڈل ی‬
‫د� رک ےلمج انھکل‬ ‫ی‬ ‫‪53‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫خ‬ ‫ت‬
‫رحت�ری ااہظر رک ی‬
‫کس۔‬ ‫�االت اک ی‬ ‫د� رک ی ن‬
‫� ےس اپچن ولمجں یم اےنپ ی‬ ‫وصت�ر‪/‬امڈل ی‬
‫ ƒ ی‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫خ‬ ‫ن‬
‫�االت ورظن ی�ات اور عمطم رظن اک االبغ یھب ہ ی�۔‬ ‫ا� دصقم اےنپ ی‬ ‫م ےس ی‬ ‫ƒزابن س�یکھ�ے ےک اقمدص ی‬ ‫ ‬
‫م اشلم ہ ی�۔‬ ‫رحت�ر ی ااہظر زابین اہمروتں ی‬
‫ƒ ی‬ ‫ ‬
‫ک‬ ‫س‬
‫ذر� اس نف وک � یھ�ا اج اتکس ہ ی�۔‬ ‫ƒقشم اور ااعدہ ےک ی‬ ‫ ‬
‫ن‬
‫رت� ےلمج وھکلاےن یک قشم رکایئ اجےئ۔‬
‫م ہبلط ےس اسدہ ی‬ ‫د� رک اس ےک ابر ے ی‬ ‫امڈ خل وک ی‬ ‫ی‬ ‫ƒادتبایئ امجوتعں ی‬
‫اصتو�ر ی�ا ت‬ ‫م‬ ‫ ‬
‫ت‬ ‫�‬
‫ی‬
‫الصحوں وک ِ ج�ا یتشخب ےہ۔‬ ‫ƒ �ی اہمرت ہبلط یک اشمدہایت اور �ل�یقی‬ ‫ ‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ٔ ی‬
‫رحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬اچرٹ۔‬

‫اعترف‪5 :‬ٹنم‬
‫ک اجےتن ہ ی�؟‬
‫م آپ ی ا‬‫رھک اور ہبلط ےس وپںیھچ ہک اِس رپمچ ےک ابرے ی‬
‫وصت�ر ی‬
‫ ‪1 .‬ہبلط ےک اسےنم “ وقیم رپمچ” یک ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪1 .‬ہبلط وک اچر رگووپں ی‬
‫ض‬
‫وصت�ر ی‬
‫وفت� ی‬
‫رک�۔‬ ‫ا� ی‬ ‫م ےس ی‬‫وصت�روں ی‬
‫ہحفص تربمن ‪ ۱۲۵‬رپ دی یئگ اچر ی‬
‫‪2‬رگووپں وک دریس اتکب ےک ت‬ ‫ ‪.‬‬
‫ہ‬ ‫ن‬ ‫ن‬
‫وصت�ر رپ ی� ی� ےلمج ےنھکل وک ی‬
‫ک۔‬ ‫‪3‬رہ رگوپ وک دی یئگ ی‬ ‫ ‪.‬‬
‫وصت�ر ی‬
‫د� رک ےلمج اینپ اکیپ رپ ںیھکل۔‬ ‫‪4‬ہبلط ی‬ ‫ ‪.‬‬
‫ئ‬
‫د�۔‬ ‫‪5‬اِس رسرگیم یک ہبلط وک ‪ ۱۰‬ٹنم اک وتق ی‬ ‫ ‪.‬‬

‫رسرگیم ربمن‪:۲‬‬
‫ل ویہ رگوپ ربرقار ی‬
‫رھک۔‬ ‫ ‪1 .‬رسرگیم ربمن ‪ ۲‬ےک ی‬
‫ ‪2 .‬رہ رگوپ یل�ڈ ر رمکا امجتع ےک اسےنم آرک دی اجےن وایل ی‬
‫وصت�ر ابیق ہبلط وک داھکےئ۔‬

‫امجتع ا ّول‬ ‫‪119‬‬

 ‫ت‬
‫ن‬
‫وصت�ر رپ ےھکل اجےن واےل ی� ےلمج ابیق ہبلط وک ڑپھ رک انسےئ۔‬
‫ ‪3 .‬رگوپ یل�ڈر ی‬
‫رک�۔‬‫ ‪ 4 .‬اکم لمکم رکےن رپ رہ رگوپ یک وحہلص ازفایئ ی‬
‫ل رہ رگوپ وک‪۲‬ٹنم ی‬
‫د�۔‬ ‫ ‪5 .‬اس رسرگیم ےک ی‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬ ‫�ت خ‬
‫م ی‬ ‫ح‬
‫وصت�ر رپ وغر رکواےن اور ابر ابر قشم رکواےن ےس اُن یک �ل�یقی الص ��یں ڑبیتھ ہ ی� ِ ج� ےس اُن ی‬
‫ ƒہبلط وک ی‬
‫وصت�ر رپ ےلمج ےنھکل یک‬
‫ت‬
‫�دا وہیت ےہ۔‬‫اق�بل� ی� پ ی‬
‫خ‬
‫رحت�ر ی ااہظر رک ےتکس ہ ی�۔‬
‫�االت اک ی‬ ‫وصت�ر‪/‬امڈل ی‬
‫د� رک اےنپ ی‬ ‫ ƒہبلط ی‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫ی‬
‫اصتو�ر داھک� اور وساالت وپںیھچ۔ ج ی‬
‫�‪:‬‬ ‫ ƒہبلط وک دریس اتکب ےک ہحفص ربمن ‪ ۱۵۶‬رپ دی یئگ‬
‫م ز ی�ادہ پ ی�اس یکوں یتگل ےہ؟‬‫ ˜وممس رگام ی‬
‫م ربف ابری وہیت ےہ؟‬ ‫م نک العوقں ی‬ ‫ ˜رسد�ی وں ی‬
‫م دروتخں ےس ےّتپ ڑھجےت ہ ی�؟‬ ‫ ˜سک وممس ی‬
‫م ےئن وھپل ےتلھک ہ ی�؟‬‫ ˜سک وممس ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫م ےلمج ھکل رک ی‬
‫ال� ےگ۔‬ ‫م درتخ وہات “ےک ابرے ی‬‫م “ارگ ی‬‫ہبلط رھگ ےس دریس اتکب ےک ہحفص ربمن ‪ ۱۷۰‬رپ دی یئگ رسرگیم انھکل ی‬

‫ونسٹ‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫______________________________________________________________‬

‫‪120‬‬ ‫امجتع ا ّول‬

 ‫ت‬
‫قبسربمن‬
‫ی وساالت ےک وجاابت انھکل‬ ‫�ف� ہ ی�م‬ ‫‪54‬‬
‫ت‬
‫ِ �عل ّ‬
‫ہبلطےکاحالصت م‬
‫ت‬
‫نتم‪/‬وصت�ر ےس قلعتم � یمی وساالت ےک درتس وجاابت ھکل ی‬
‫کس۔‬
‫ہ�‬ ‫�‬‫ف‬
‫ی‬ ‫ ƒ‬
‫ُ‬
‫ت�‬ ‫ت‬
‫ولعمام� �ب�ر�اےئ �اس�ا��ذہ‬
‫کس۔‬‫وصت�ر ےس قلعتم وساالت ےک وجاابت دے ی‬ ‫ےک دعب ی‬ ‫د� ات ہک وہ ی‬ ‫وصت�ر رپ وغر رکےن اک ومعق ی‬ ‫ƒہبلط وک ی‬
‫وصت�ر اک اشمدہہ رکےن ئ‬ ‫ ‬
‫ی‬
‫رکوا�۔‬ ‫اصتو�ر اور نتم ےس قلعتم وساالت وپںیھچ اور وجاابت اذخ‬ ‫ی‬ ‫ƒہبلط ےس‬ ‫ ‬
‫ت‬ ‫ن‬
‫د� وہےئ اُس ےک قلعتم ےلمج ےنھکل ےک اقلب‬ ‫د� ات ہک وہ یسک یھب ی‬
‫وصت�ر وک ی‬ ‫اور نتم ڑپھ رک وسےنچ اک ومعق ی‬ ‫اہک�اں ت‬ ‫ی‬
‫وکوصت�ری ی‬ ‫ƒہبلط‬ ‫ ‬
‫ی‬ ‫یم‬ ‫ہ�‬ ‫�‬ ‫ف‬ ‫�‬
‫وجاابت دے کس ےگ۔‬ ‫ئ‬ ‫وہں۔ نتم ڑپھ رک ہبلط ی وساالت ےک‬
‫رکوا� وج ہبلط ےک اکم ی‬ ‫ی‬
‫رک�۔‬ ‫م دیپسچل پ ی‬
‫�دا ی‬ ‫ی‬ ‫ی‬
‫اصتو�ر رپ ہبلط ےس اکم‬ ‫ƒقشم ےک وطر رپ ا�‬ ‫ ‬
‫ی‬
‫اصتو�ر رپ ہبلط ےس اشمدہہ‬ ‫م اامعتسل دشہ ڈوبں اور ڑس وکں رپ ےگل فلتخم وپڑس یا� ولعمامت یک‬ ‫ƒہبلط ےک راسےل یا� روزّرمہ زدنیگ ی‬
‫ت‬ ‫ئ‬ ‫ ‬
‫ی‬ ‫ی‬
‫رکوا�۔ اتہک ان یک اشمدہایت الصحوں م ااضہف وہ۔‬ ‫ی‬

‫دوراہین‪35 :‬ٹنم‪/‬اکیریپڈی‬

‫واسلئ‪/‬ذراعئ‬
‫ٔرحت�ر‪ ،‬اچک‪/‬امررک‪ ،‬اچرٹ رپ ینب وہیئ ی‬
‫وصت�ر۔‬ ‫دریس اتکب رباےئ امجتع ا ّول‪ ،‬ہتخت ی‬

‫اعترف‪5 :‬ٹنم‬
‫م ہحفص ربمن ‪ ۱۱۸‬رپدی یئگ ی‬
‫وصت�ر ےس قلعتم زاب ین وساالت وپںیھچ۔‬ ‫ ‪1 .‬ہبلط وک دریس اتکب ی‬

‫ئ‬ ‫ی‬
‫وصت�ر سک ہگج یک ےہ؟‬ ‫ ˜�ی‬
‫اتب�۔‬‫م ی‬ ‫ ƒارگ ہبلط وجاب ہن دے ی‬
‫کس وت �اںیھن اپرک ےک ابرے ی‬

‫وصت�ر یک یگتخپ‪20 :‬ٹنم‬

‫رسرگیم ربمن ‪:۱‬‬

‫تق‬
‫� ی‬
‫رک�۔‬ ‫م ی‬ ‫ ‪ 1 .‬ہبلط وک وجڑوں ی‬
‫م ی‬
‫ٓاو��زاں ی‬
‫رک�۔‬ ‫وصت�ر اک اچرٹ رمکا امجتع ی‬
‫م دی یئگ ی‬‫ ‪ 2 .‬اعترف ی‬

‫د� ےئگ وساالت ےک وجاابت ںیھکل۔‬‫ی‬

‫ھک رےہ ہ ی�؟‬
‫ک ی‬‫م ےّچب ی ا‬ ‫وصت�ر ی‬
‫ی‬ ‫‪.1‬‬
‫وجاب‪:‬‬

‫امجتع ا ّول‬ ‫‪121‬‬

 ‫م �ب�چّ�ی�اں سک ےس ی‬
‫ھک ریہ ہ ی�؟‬ ‫وصت�ر ی‬
‫ی‬ ‫‪.2‬‬
‫وجاب‪:‬‬
‫م سک رگن ےک وھُپل رظن آرےہ ہ ی�؟‬‫وصت�ر ی‬
‫ی‬ ‫‪.3‬‬
‫وجاب‪:‬‬
‫ک‬
‫�ی‬
‫م ںیھکل۔‬ ‫وصت�ر وک وغر ےس د ھ�یں اور ی‬
‫د� ےئگ وساالت ےک وجاابت اینپ اکیپ ی‬ ‫د� ہک ی‬ ‫ ‪3 .‬وجڑوں وک دہا ی�ات ی‬
‫د�۔‬‫وتق ی‬ ‫ل ہبلط وک‪ ۱۰‬ٹنم اک ئ‬‫رسرگیم ےک ی‬
‫ت‬ ‫ ‪4 .‬اس‬
‫ی‬
‫رکوا�۔‬ ‫� وجڑوں ےس وجاابت اذخ‬ ‫م ین‬ ‫ ‪ٓ5 .‬ارخ ی‬

‫رسرگیم ربمن‪:۲‬‬
‫ک۔‬‫ ‪1 .‬وجڑوں وک نتم وغر ےس ڑپےنھ اک ہ ی‬
‫رطف زبسہ یہ زبسہ اور ےنھگ‬
‫د� ہک رہ ت‬‫س رکےن اینپ اگڑی رپ ےلکن۔ بج مہ لگنج ےچنہپ وت مہ ےن ی ا‬‫م‪ ،‬ایمّ اور امرئہ لگنج یک ی ر‬ ‫ا� دن ی‬‫ی‬
‫ٹ‬
‫وُب�اں یھب ی‬ ‫د�ا۔ لگنج ی‬
‫درتخ ہ ی�۔ مہ ےن واہں اہیھت‪ ،‬ابرہ اھگنس‪ ،‬رہن‪ ،‬رخوگش اور دنبر ی‬
‫س ےس مہ‬ ‫�۔ لگنج یک ی ر‬ ‫م وھپل اور ڑجی ی‬
‫بس وک تہب زمہ آ ی�ا۔‬
‫ ˜ےچب یسر رکےن اہکں ےئگ؟‬
‫�یک‬ ‫ ˜وچبں ےن لگنج ی‬
‫م وکن وکن ےس اجونر د ھے؟‬
‫م دمد ی‬
‫رک�۔‬ ‫ ‪2 .‬ہبلط یک ےئن اافلظ ڑپےنھ ی‬
‫م ںیھکل۔‬‫د� ےئگ وساالت ےک وجاابت اینپ اکیپ ی‬
‫د� ہک نتم وغر ےس ڑپںیھ اور ی‬ ‫ ‪3 .‬ہبلط وک دہا ی�ات ی‬
‫ل ہبلط وک‪ ۱۰‬ٹنم اک وتق ی‬
‫د�۔‬ ‫ ‪4 .‬اس رسرگیم ےک ی‬
‫ی‬
‫ ‪5 .‬حص وجاابت ےنھکل رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬

‫ہجیتن‪/‬الخہص‪3 :‬ٹنم‬
‫ت‬
‫�ف� یمہ�‬ ‫ن‬
‫ی وساالت‬ ‫اہک�وں رپ اکم رکواےن اور ی‬
‫وصت�ر رپ وغر رکواےن ےس ہبلط ےک اشمدہات اور مہف رتہبی آیت ےہ اور نتم ڑپےنھ ےس ہبلط‬ ‫ی‬
‫وصت�ری ی‬
‫ہ‬ ‫ی‬
‫ےک وجاابت ےنھجمس اور ےنھکل م آاسین وسحمس رکےت ی�۔‬
‫�ئ �‬ ‫ ‪6 .‬‬
‫اج �زہ‪/‬اجچن‪5 :‬ٹنم‬
‫م ابعرت ڑپےنھ اک ہ ی‬
‫ک۔‬ ‫ ƒہبلط وک دریس اتکب ےک ہحفص ربمن ‪ ۱۶۳‬رپ دی یئگ رسرگیم ‘ڑپںیھ’ ی‬
‫ئ‬
‫ی‬
‫رکوا�۔‬ ‫ ƒاس نتم ےس قلعتم مک ازمک دو وساالت ےک وجاابت اذخ‬
‫ن‬
‫د� رپ ہبلط یک وحہلص ازفایئ ی‬
‫رک�۔‬ ‫ ƒدرتس وجاب ی‬

‫قشم‪2 :‬ٹنم‬
‫ئ‬
‫ی‬ ‫وصت� یر� ی‬
‫د� رک اہکین لمکم ی‬
‫رک� اور اےلگدن امجتع وک انُس �۔‬ ‫ہبلط رھگ ےس دریس اتکب ےک ہحفص ربمن ‪ ۱۶۴‬ات ‪ ۱۶۳‬رپ دی یئگ ی‬

‫‪122‬‬ ‫امجتع ا ّول‬