1. family and parenting
2. children

SAMPLE QUESTION PAPERS
in
English, Hindi
and
Sanskrit
For Class - XII
Effective from March 2007 Examinations
CENTRAL BOARD OF SECONDARY EDUCATION
PREET VIHAR, DELHI – 110 092
July, 2006
10,000 Copies
© CBSE
Price :
Published by :
The Secretary, Central Board of Secondary Education, 2, Community Centre, Preet Vihar,
Delhi-110092
Printed at :
R.R. Enterprises, Delhi–51
(ii)
FOREWORD
Examinations are not merely means of certification but act as tools of quality control in the teaching
learning process. The examination paper is based on the examination specifications which are brought out
in the curriculum document for each year. Keeping in view the unavoidable character of examinations it is
imperative that students and teachers familiarize themselves with the main features of question papers which
form the basis of the written examination.
There has been felt a need to produce Sample Question Papers in English and in Hindi in the last
few years. The Committee of Courses in the subjects alongwith practicing teachers have helped to design
the Sample Question Papers. The sample paper is a useful device in the hands of teachers and learners. It
broadly reflects the pattern of the question paper that may appear in the annual examination. This pattern
reflects the weightage assigned to different components of testing and types of questions represented by the
design of the question paper. It also reveals the general nature of the questions, their style, their depth, their
expanse, which also play a significant role in influencing the performance of students. The different kinds of
questions such as long questions, short questions and very short questions also form a part of the sample
paper.
The English question papers are divided into sections, which test the skills of reading comprehension,
writing and appreciation of literature. There are two sets of question papers in English Core and Functional
English. There are also two sets for Hindi Core and Hindi Elective and two for Sanskrit Core and Sanskrit
Elective.
I take this opportunity to thank the committee of courses and practicing teachers who participated in
the workshops to prepare the Sample Question Papers in English, Hindi and Sanskrit. I also take this
opportunity to thank the former Director (Academic), Sh. G. Balasubramanian and Dr. Sadhana Parashar,
Education Officer for bringing out this document.
It is hoped that this document will help students and teachers to prepare for the Board Examination.
Comments and suggestions for further improvement are most welcome.
Ashok Ganguly
Chairman
(iii)
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(iv)
THE CONSTITUTION OF INDIA
Preamble
We, The people of India, having solemnly resolved to constitute India into a1 (Sovereign
Socialist Secular democratic republic) and to secure to all its citizens :
Justice, Social, Economic and Politicial;
Liberty of thought, expression, belief, faith and worship;
Equiality of status and of opportunity; and to promote among them all
Fraternity assuring the dignity of the individual and the2 (unity and integrity of the Nation);
In our Constitutent Assembly this twenty-sixth day of November, 1949, do hereby adopt, enact
and give to ourselves this constitution.
1.
Subs. by the Constitution (Forty-second Amendment) Act, 1976, sec. 2, for "Sovereign
Democratic Republic (w.e.f. 3.1.1977)".
2.
Subs. by the Constitution (Forty-second Amendment) Act, 1976, sec. 2, for "Unity of the
Nation (w.e.f. 3.1.1977)".
THE CONSTITUTION OF INDIA
Chapter IV A
Fundamental Duties
Article 51-A
Fundamental Duties– It shall be the duty of every citizen of India(a)
to abide the Constitution and respect its ideals and institutions, the National Flag and the
National Anthem;
(b)
to cherish and follow the noble ideals which inspired our national struggle for freedom;
(c)
to uphold and protect the sovereignty, unity and integrity of India;
(d)
to defend the countlry and render national service when called upon to do so;
(e)
to promote harmony and the spirit of common brotherhood amongst all the people of India
transcending religious, linguistic and regional or sectional diversities; to renounce practices
derogatory to the dignity of women;
(f)
to value and preserve the rich heritage of our composite culture;
(g)
to protect and improve the rich natural environment including forests, lakes, rivers, wild life
and to have compassion for living creatures;
(h)
to develop the specific temper, humanism and the spirit of inquiry and reform;
(i)
to safeguard public property and to abjure violence;
(j)
to strive towards excellence in all spheres of individual and collective activity so that the
national constantly rises to higher levels of endeavour and achievement.
(v)
CONTENTS
English Core
Subject Code : 301
Sample Question Paper–I
1
Sample Question Paper–II
13
Functional English
Subject Code : 101
Sample Question Paper–I
25
Sample Question Paper–II
39
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53
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83
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izfrn'kZ iz'ui=&2
102
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146
64
91
123
163
(vi)
ENGLISH CORE
CODE NO. : 301
Class – XII
Sample Question Paper – I
Section A : Reading
1.
Max. Marks : 20
Read the passage given below and then answer the questions which follow :
12
1.
Concern about the effects of television on children has centered exclusively upon the contents
of the programmes which children watch. Social scientists and researchers do complex and
ingenious experiments to find out whether watching violent programmes makes children behave
aggressively. But it is easy to overlook the simple fact that one is always just watching television
when sitting in front of the screen rather than having any other experience.
2.
Parents who are deeply troubled about the effects of television upon their children have centred
their concern on the subject matter of the programmes. A group called Action For Children's
Television (ACT) was formed in the US not only to reduce the amount of violence in programmes
but also to protest against incessant commercial breaks which encouraged children to crave for
fashionable toys and unhealthy foods. One of its founders described its aims ".....parents have
the right to ask that programmes aimed at the young should meet the specific needs of children.....".
But is it the needs of children which are at stake when parents demand better programmes?
Surely the fact that young children watch so much television reflects the needs of parents to find
a convenient source of amusement for their offspring and a period of quiet for themselves. Their
anxieties about the possible ill effects of those hours of passive, quiet viewing are lessened if
the time spent at least seems to be educational.
3.
The real needs of young children are quite different. They need to develop initiative and to find
out things for themselves; television provides answers too easily. Children need to acquire
fundamental skills of communication; television retards verbal development because the child
is silent while watching it. Television discourages the sort of games that enable the young to
discover their strengths and weaknesses, with the result that as adults they will be less fulfilled.
Their need for fantasy is gratified far better by their own make-believe activities than by the
adult-made fantasies offered on television. Intellectual stimulation is provided more completely
by manipulating, touching and doing than by passively watching and listening.
4.
Oddly enough, the television industry, though often cynical and self-serving in its exploitation
of children, sometimes unknowingly serves their best interests. Because television offers cheap
junk programmes, conscientious parents do in fact limit their children's viewing when such
undesirable programmes are the only ones available. Unfortunately, if organization like ACT
succeed in improving the quality of programmes significantly, the, effects on young children
will be more harmful because their permitted viewing time will increase and no matter how
good their content, TV programmes are always a poor substitute for other activities.
5.
There are a number of fallacies that have misled parents into thinking that the problem of
television will be solved by improving its quality. It is suggested, for example, that a youngster
unfamiliar with TV programmes will find making friends difficult and will be labelled as an
1
outsider. On the contrary, other children will usually respect their independence and recognize
-even envy - the richness of their alternative activities. More subtle is the mistaken belief that
the experience that children gain from watching television is the same as when the adults watch
television, their own past and present experiences come into play, so that they can test the view
of the world presented on the small screen against their knowledge of real life. But young
children have very few real-life experiences to set against their viewing, so that for them TV is
primary source of experience; their formative years are spent largely in an unreal, unnatural,
second-hand world.
6.
It is also universally assumed that TV is an important source of learning. Like an animated
picture book it presents in an easily digested and entertaining way a great deal of information
about the natural world, history, current affairs, other countries and so on. But the 'knowledge'
of today's television-educated children, spouting words and ideas they do not fully understand
and 'facts' whose accuracy they cannot judge from their limited experience, cannot compare
with the knowledge acquired by reading or activity. It is then that children use their minds and
their bodies, their imaginative and reasoning power, to enrich their lives.
7.
Only when parents begin to question the nature of television itself and its effects on their children
and on themselves as parents will they begin to realize that it is not the programme but television
itself and especially the good programmes – which poses the greater threat to their children's
well-being. (Adapted from Plug-in Durg by Marie Winn)
a)
On the basis of your reading the passage answer the questions given below:
9
(i)
Why is the ACT against frequent commercial breaks on the small screen.
2
(ii)
What are three reasons given by the author to justify the harmful effect
3
TV has on the children ?
(iii) How are adults able to relate to the programme on TV ?
1
(iv)
What do you understand by the phrase second-hand world ?
1
(v)
How does the author differentiate between the knowledge gained by
2
watching TV programmes and that gained by reading ?
b)
Pick out the words from the passage which mean
3
(i)
continuous (para 2)
1
(ii)
tendency to have a low opinion of people's reasons for doing things (para 4)
1
(iii) pour out in a stream (para 6)
2.
1
Read the passage given below :
8
In the democratic countries, intelligence is still free to ask whatever questions it chooses. This freedom,
it is almost certain, will not survive another war. Educationists should, therefore, do all they can,
while there is yet time, to build up, the men and women of the next generation who will otherwise be
at the mercy of that skilful propagandist who contrives to seize the instruments of information and
persuasion. Resistance to suggestion can be built up in two ways. First, children can be taught to rely
on their own internal resources and not to depend on incessant stimulation from without. This is
doubly important. Reliance on external stimulation is bad for the character. Moreover, such stimulation
is the stuff with which propagandists bait their books, the jam in which dictators conceal their ideological
pills. An individual who relies on external stimulations thereby exposes himself to the full force of
whatever propaganda is being made in his neighborhood. For a majority of people in the West,
2
purposeless reading, purposeless listening-in, purposeless listening to radios, purposeless looking at
films have become addictions, psychological equivalents of alcoholism and morphinism. Things have
come to such a pitch that there are many millions of men and women who suffer real distress if they
are cut off for a few days or even a few hours from a newspaper, radio, music or moving pictures. Like
the addict to a drug, they have to indulge their vice, not because the indulgence gives them any real
pleasure, but because, unless they indulge, they feel painfully subnormal and incomplete. Even by
intelligent people, it is now taken' for granted that such psychological addictions are inevitable and
even desirable, that there is nothing to be alarmed at in that fact that the majority of civilized men and
women are now incapable of living on their own spiritual resources, but have become abjectly dependent
on incessant stimulation from without.
How can children be taught to rely upon their own spiritual resources and resist the temptation to
become reading addicts, hearing addicts, seeing addicts ? First of all, they can be taught how to
entertain themselves by making things, by playing musical instruments, by purposeful study, by scientific
observation, by the practice of some art and so on. But such education of the hand and the intellect is
not enough. Psychology has its Gresham's Law, it is bad money that drives out the good. Most people
tend to perform the actions that require least efforts to think the thoughts that are easiest to feel. And
they will tend to do this even if they possess the knowledge and skill to do otherwise. Along with the
necessary knowledge and skill must be given the will to use them even under the pressure of incessant
temptation to take the line of least resistance and become an addict to psychological drugs. Most
people will not wish to resist these temptations unless they have a coherent philosophy of life, which
makes it reasonable and right for them to do so. The other method of heightening resistance to suggestion
is purely intellectual and consists in training young people to subject the diverse devices of the
propagandists to critical analysis. The first thing that educators must do is to analyze the words currently
used in newspapers, on platforms by preachers and broadcasters. Their critical analysis and constructive
criticism should reach out to the children and the youth with such a clarity that they learn to react to
forceful suggestions the right way at the right time.
(a)
On the basis of your reading of the above passage make notes on it using
5 Marks
headings and sub-headings. Use recognizable abbreviations wherever necessary
(b)
Write a summary of the above passage in 80 words, using the notes made
and also suggest a suitable title.
Section B : Advanced Writing Skills
3.
4.
3 Marks
Max. Marks : 35
On the occasion of World Heritage Day design a poster highlighting the need
to preserve the monuments of our country. You are Aman/Amina, the President of the
Social Science Club. (Word limit 50)
OR
You want to sell off your old computer as you have purchased a new one. Draft an
advertisement to be published in the Times of India under classified columns giving
its details & the expected price. You are Shan of C5 Saket, New Delhi (word limit 50)
You participated in a career counselling programme organized by 'Careers India'
You had the opportunity of listening to professionals from various fields like food
technology, fashion technology, media management etc. Write a report of the
programme for Career Times. You are Alok/Anita (100-125 words)
OR
3
5 Marks
10 Marks
You were shopping in a busy and crowded market when you saw two terrorists being
shot at by the police. Describe in about 100-125 words the panic created amongst
people by the gun shots and the scuffle that look place between the police and the
terrorists before they fell down.
5.
Write a letter to the Editor of a national daily on the mushrooming of various coaching
centres and how extra tuitions have become a common feature in a student's life. You
are Vineet/Veena.
10 Marks
OR
During summer months after your exams are over, you want to utilize your time by
working for the summer in a leading chain of restaurants. You are Sanjay/Geeta.
Write an application for the post of a supervisor giving your complete bio-data to the
HR Manager Subways, GK Part II, New Delhi.
6.
In today's world of instant communication the art of writing letter to friends, parents,
cousins is long forgotten. Write an article on the joyful experience of penning letters
packed with emotions and personal triumph. You are Arun/Amita (Word limit 150-200)
10 Marks
OR
You are Amit/Gouri. You strongly feel that education about life-skills should be made
a compulsory part of school curriculum. Write a speech of about 150-200 words to be
given in the school assembly explaining life skills education and its implication in a
student's life.
Section C : Literature
7.
(a)
Max. Marks : 45
Choose any one of the following extracts and answer the question given
4 Marks
below it :
Then he arose and walked straightway across the court,
And entered where they wrangled of their deed of love
Before the priests.
A while he listened sadly; then
Had turned away
(i)
Who is 'he' in the extract ?
1 Mark
(ii)
Who are 'they' and what were they wrangling about ?
(iii) Why is he sad ?
2 Marks
1 Mark
OR
So I have learnt many things, son,
I have learned to wear many faces
like dresses-homeface,
officeface, streetface, hostface,
cocktailface with all their conforming smiles
like a fixed portrait smile.
(i)
Mention two things that the poet had learnt.
4
2 Marks
(ii)
Explain : like a fixed portrait smile.
1 Mark
(iii) Is the poet happy about what he had learnt ? Give reasons for your answer.
(b)
8.
9.
Answer three of the following questions in about 30-40 words each.
1 Mark
6 Marks
(i)
Why does Ben Jonson want to be like a lily and not an oak tree ?
2 Marks
(ii)
What do you learn about Hardy's views on war in the poem
'The Man He Killed ?'
2 Marks
(iii) What is "dwelling in a puppet's world" according to Tagore ?
2 Marks
(iv)
2 Marks
Did the pilgrims empathise with the beggars ? Why did they give alms ?
Answer the following questions in about 30-40 words each.
10 Marks
(a)
What plan did Maggie devise to cure her mother of her illness ?
2 Marks
(b)
Where did Ernest live and why did he come to town ?
2 Marks
(c)
Why does Max Mueller say that India is a good place to study the science
of languages ?
2 Marks
(d)
When convicts were first taken to the Andaman Island, all of them died
without exception. Give two reasons for the same.
2 Marks
(e)
It is assumed that the possession of material commodities make people happy.
Does Bertrand Russell agree ? Why / Why not ?
2 Marks
Answer any one of the following in about 125-150 words.
10 Marks
"The British could chain the prisoners but not their spirit". Illustrate the truth of the statement with
examples from 'The Andaman Islands'
OR
"Some of the most valuable and most instructive materials in the history of man are treasured up in
India only" says Max Mueller. Elaborate the statement.
10.
Answer any one of the following in about 125-150 words.
7 Marks
"Money has a corrupting influence on people". Discuss with reference to "The Hour of Truth"
OR
What are the dimensions with which our youth should equip themselves according to Dr. Karan Singh
in the lessons 'Youth and the Tasks Ahead' ?
11.
Answer the following briefly (30-40 words)
8 Marks
(1)
Where did the narrator find the man he was looking for ? (The Face on the Wall)
(2)
What was Gandhiji's idea about a "True text book" ? (Gandhiji as a Schoolmaster)
(3)
What was Mrs. Wang's idea of resolving the issues concerning wars and disputes ?
(The Old Demon)
(4)
How can parents of handicapped children make them happy ?
(The Future is Now : A Zest for Living)
5
2×4 = 8 Marks
ENGLISH CORE
Class – XII
Sample Question Paper – I
Marking Scheme
Section A : Reading
Max. Marks : 20
Answer Key
1.
(i)
The ACT is against frequent commercial breaks because they lure the children
to long for fashionable toys and unhealthy foods.
(ii)
(iii)
(iv)
(v)
1.2
The child glued to the T.V. does not have the opportunity to develop his
communicative skill, he does not play games which ultimately makes him
a less fulfilled individual and his intellectual stimulation is curbed.
1+1 Marks
1+1+1 Marks
Adults are able to compare their past and present experiences with what
they see on the small screen.
1 Mark
Children have very few real-life experiences. What they see on the TV is
a world created by the adult and passed on to them.
1 Mark
The knowledge acquired by watching TV is merely accumulation of facts
where as the knowledge acquired by reading helps the children use their
mind, imaginative and reasoning powers.
2 Marks
incessant
cynical
spouting
(Para-2)
(Para-4)
(Para-6)
–
–
–
1
1
1
}
3 Marks
Total : 12 Marks
2.
(a)
Note-making
Title – Developing Resistance to Suggestion
1.
Resistance to suggestion can be built upon in two ways
(a) Childr. rely on themselves
(b) Not on external stimulatn.
(c) Ext. stimulatn.
(i)
bad for character
(ii) propagandists use it
(iii) distators use it
(iv) gets addictive
(v) dep. on spiritual help
2.
How sh. childr. be taught to rely on themselves.
(a) self entertainment
(b) musical instruments
(c) scientific observation.
6
1 Mark
3.
Ed. not to take the line of least defence
(a)
critically analyses
(b)
react to suggestions right way-right time
3 Marks
Key to Abbreviations used
(b)
Childr.
–
children
Stimulatn.
–
stimulation
Dep.
–
depends
Sh.
–
should
Ed.
–
education
Summary
The summary should include all the important points given in the notes. Marks to be awarded
with the following considerations in view.
3 Marks
Content
2 Marks
Expression
1 Mark
Marks for the title be awarded either in the notes or the summary.
Section B : Writing
3.
2 + 1 = 3 Marks
Max. Marks : 35
Poster
Caption
–
World Heritage Day
Presentation (Content)
1 Mark
3 Marks
slogan highlighting the need to preserve the monuments.
e.g.
Let's preserve the country's architectural heritage.
Our monuments, Our heritage Let's preserve them.
Expression
1 Mark
OR
Advertisement
Title
:
For Sale
Content
:
Details of computer
•
Size of screen/monitor
•
RAM–Floppy drive
•
UPS etc.
•
Windows 98 or XP etc.
•
Expected price
•
Contact No.
Expression
1 Mark
7
4.
Report
Format
–
Title name of the writer/reporter
Place, date
½ + ½ Mark
Title
–
Careers Fair/Career Counseling Seminar
Content
–
•
When ?
•
Where ?
•
Who organized it ?
•
speakers
•
highlights of the speakers' message
•
any other relevant information
Expression
–
4 Marks
Spelling, grammatical accuracy
Coherence, relevance
2½ Marks
2½ Marks
OR
Factual Description
Content
Expression
Value points
4 Marks
–
–
coherence and relevance
3 Marks
spelling and grammatical accuracy
3 Marks
•
description of market & context of shopping
•
description of terrorists
•
panic among people
•
scuffle with police
1×4=4
Total : 10 Marks
Formal Letter
Format
–
Writer's address, receiver's address, date,
2 Marks
Salutation, subject, complimentary close
Content
Expression
–
–
•
increasing number of coaching centers
•
tuitions-a status symbol now
•
students compelled to join tuition groups
•
parental and peer pressure
•
no time for relaxation
•
any other relevant point e.g. money involved
3 Marks
Spellings and grammatical accuracy
2½ Marks
Coherence and relevance
2½ Marks
OR
Job Application
Format
–
Writer's address, receiver's address, date, subject salutation
and complimentary close
8
2 Marks
Content
Expression
–
–
•
Covering Letter
•
Reference to advertisement
•
brief profile of self
•
submission of application
•
Resume/bio-data separately as enclosure
3 Marks
Spellings, grammatical accuracy
2½ Marks
Coherence and relevance
2½ Marks
Total : 10 Marks
Article
Title
–
The Art of Writing letters
Writer's Name
Content
Expression
–
–
•
instant communication due to technological advancements e.g. E-mails,
telephones, mobile etc.
•
letter writing – dying art
•
forgotten writing letters expressing our feelings and emotions
•
letters – personal, use of language
•
eager wait for postman missing
4 Marks
•
any other appropriate / relevant idea
2 Marks
•
Spellings, grammatical accuracy
2 Marks
•
Coherence, relevance
3 Marks
Total : 10 Marks
OR
Speech
Style/Format
–
Address and name of the speaker at the end
Content
–
•
Life skills & their explanations
•
Why is it necessary to impart education of life skills
•
How does it affect a student's personality
•
Its positive results and advantages
Expression
1 Mark
4 Marks
–
Spellings, grammatical accuracy
2½ Marks
–
coherence, relevance
2½ Marks
Total : 10 Marks
9
Section C : Literature
7.
(a)
Max. Marks : 45
Objectives: to test the students' comprehension of the poem, their ability to interpret, evaluate
and respond to the lines of the poem.
Option–1
Value Points :
(i)
the peasant
1 Mark
(ii)
'they' are various claimants to the plate of gold like nobles, munshis
and hermits.
1 Mark
they are fighting about their relative worhiness to be recipients of the plate
of gold
1 Mark
(iii) he is saddened by the hollowness of their claims as none of them had
sincerely reached out to the poor and needy for pure and unselfish
reasons.
1 Mark
Option–2
Value Points :
(i)
(ii)
7.
(b)
•
to shake hands without genuine warmth
•
to speak pleasant words without sincerity
•
to wear expressions on his face which mask his true feelings
(any 2 points)
2 Marks
like a smile on a face in a portrait, it appears fixed and lifeless.
1 Mark
(iii) the poet is unhappy about these changes because they have made him
insincere and false and taken away his spontaneity.
1 Mark
Questions are to be answered in 30-40 words each.
Objectives
:
to test students' ability to interpret evaluate and respond to
the poems.
Distribution of Marks :
Content
:
1 Mark
Expression
:
1 Mark
(deduct ½ mark for exceeding 50 words)
Value points :
(i)
unlike the oak which does not bring beauty and light into people's lives although it lives
long, the lily lives only for a day but brings light into our lives because of its perfection
and beauty.
(ii)
Hardy is saddened by / disapproves of war which forces people into regarding fellow
human beings as enemies whom they would have befriended in other circumstances.
(iii) Behaving like brainless puppets/objects who are manipulated by the desires and whims
of the rulers who command and shape their lives.
10
(iv)
8.
No, the pilgrims did not empathise with the beggars. They gave them alms
because they wanted to do good deeds and achieve the lord's blessings.
Objectives: to test the students' ability for local comprehension of the prose texts. Questions are to be
answered in 30-40 words.
Distribution of Marks :
Content
:
1 mark
Expression
:
1 mark
(deduct ½ mark for exceeding 50 words)
Value points :
(a)
requests Mr. Gupta to gaze into the crystal in the ring and reassure her mother that her son was
alive and well.
(b)
Ernest lived in Shropshire and has come to town to propose to Gwendolen.
(c)
•
One can study the growth and decay of dialects
•
One can study the possible mixture of languages with regard to words and grammatical
elements by studying the many languages of India and their contact with various invaders
and conquerors.
•
the original inhabitants shot them down, regarding them as enemies.
•
climate inhospitable – heavy rains and immense heat-causing tropical diseases that
proved fatal.
(d)
(e)
9.
No, he does not. According to him, it is admiration and respect which makes people happy. In
some societies this is achieved through material possessions but not in others.
Objectives: To test global comprehension of prose texts
Marking Scheme :
Content
:
6 marks
Fluency and Expression
:
4 mark
(deduct ½ mark for exceeding word limit by 20 words; 1 mark for exceeding by more than 20
words.)
Value points :
Option–1
•
Kartar Singh refused to appeal against death sentence and was executed.
•
Pingale ascended the gallows bravely, seeking God's help for the sacred cause.
•
Bhai Parmanand and sixteen others sing songs and remain in good spirits throughout the
journey to Calcutta in spite of fetters and handcuffs and in the barracks there and during
the sea voyage in the lowest hold of the ship.
•
They cope courageously with the cruelty of the notorious jail keeper Mr. Berrie.
Option–2
•
Exclusive study of Jew, Greek and Roman thought not enough as India has a wealth of
philosophy and thought.
11
10.
•
Fields such as geology, botany, ethnology, archaeology and vedic mythology provide vast
stores of knowledge.
•
Study of fables of India can lead to research on place of origin as many tales common to
India and the West.
•
Sanskrit study will yield valuable insights into its language and a literature which delves
into the inner world of mind and spirit.
•
Growth and influences on languages and various religions can be studied extensively in
India.
Objectives
:
To be able to comprehend incidents and evaluate it.
Marking
:
1 mark each for the value points given below
4
3 marks for expression. (½ + ½) fluency and accuracy
Value points :
•
temptation to get easy money is quite difficult to resist
•
materialistic attitude of Baldwin's wife Martha, son John and daughter Evie
•
reaction of Martha – she weeps when she finds her husband unwilling to give up his
honesty.
•
regards misappropriation of money as a technicality.
OR
11.
•
youth must attain physical strength / fitness by undertaking physical training
•
intellectual development, youth must have academic ability of the highest order.
•
patriotism-youth should have urged for unity and progress of nation
•
spiritualism-youth of today should cut across all narrow barriers and distinctions.
Objectives
:
To be able to understand and interpret the ideas contained in the lessons.
Marking
:
1 Mark for one value point
1 Mark for expression.
2 × 4 = 8 Marks
Value points :
•
On way to Folkstone, on the companion way-for the upper deck of the ship.
•
Gandhiji felt that the true text book for the pupil is his teacher
•
through dialogue
•
by allowing them to define happiness themselves.
12
ENGLISH CORE
CODE NO. : 301
Class – XII
Sample Question Paper – II
Section A : Reading
1.
Max. Marks : 20
Read the passage given below and then answer the questions which follow :
12 Marks
1.
From the moment a baby first opens its eyes, it is learning. Sight and sensation spark of a
learning process which will determine in large measure the sort of person it will become. Language
stands head and shoulders over all other tools as an instrument of learning. It is language that
gives man his lead in intelligence over all other creatures. No other creature can assemble a list
of ideas, consider them, draw conclusions and then explain his reasoning. Man can do all this
because he possesses language. And if thought depends on language, clearly the quality of an
individual's thought will depend on that person's language-rudimentary or sophisticated, precise
or approximate, stereotyped or original.
2.
Very young babies are soothed by human voice uttering comforting words close to them. This
essentially emotional response provides early evidence that feeling is an important component
of language learning. Children learn to use language in interaction with other human beings and
this learning proceeds best against a background of affectionate feedback from the person who
is closest to them. This is seen to perfection in the interaction between parent and baby : eyes
locked together, the adult almost physically drawing 'verbal' response from the baby, both engulfed
by that unique experience of intimate and joyful 'connecting' which sets the pattern of relationships
between two people.
3.
Thus, long before they can speak, children are involved in a two-way process of communication
which is steadily building a foundation on which their later use of language will be based.
Constantly surrounded by language, they are unconsciously building structures in their minds
into which their speech and reading will later fit-grammatical constructions, tense sequences
and so on. The forms of these structures will depend on the amount and complexity of speech
they hear. The fortunate children are those who listen to articulate adults expressing ideas and
defending opinions. They will know, long before they can contribute themselves that relationships
are forged through this process of speaking and listening; that warmth and humour have a place
in the process, as have all other human emotions.
4.
Using books is the most important means of ensuring a child's adequate language development.
None of us can endlessly initiate and maintain speech with very small children; we run out of
ideas or just get plain sick of it. Their lives are limited and the experience just isn't there to
provide the raw material for constant verbal interaction, without inevitable boredom on the
child's part and desperation on the adult's...
5.
Parents and children who share books share the same frame of reference. Incidents in every day
life constantly remind one or the other of a situation, a character, an action, from a jointly
enjoyed book, with all the generation of warmth and well being that is attendant upon such
sharing. All too often, there is a breakdown of communication between parents and children
when the problems of adolescence arise. In most cases this is most acute when the give-and-take
13
of shared opinion and ideas has not been constantly practised throughout childhood. Books can
play a major part in the establishment of this verbal give-and-take, because they are rooted in
language.
6.
Young children's understanding greatly outruns their capacity for expression as their speech
strains to encompass their awareness, to represent reality as they see it. Shades of meaning
which may be quite unavailable to the child of limited verbal experience are startlingly talkedto toddler. All the wonderful modifying words-later, nearly, tommorrow, almost, wait, half,
lend, begin to steer the child away from the simple extremes of "Yes" and "No" towards the
adult word of compromise; from the child's black and white world to the subtle shades and tints
of the real world. The range of imaginative experience opened up by books expands the inevitably
limited horizons of children's surroundings and allowed them to make joyful, intrigued, awestruck acquaintance with countless people, animals, objects and ideas in their first years of life,
to their incalculable advantage.
7.
Books also help children to see things from other points of view besides their own as they
unconsciously put themselves into other people's places- 'if that could happen to him, it could
happen to me.' This imaginative self-awareness brings apprehensions and fears as well as
heightened hopes and joys.
8.
In books children can experience language which is subtle, resourceful, exhilarating and
harmonious; languages which provides the human ear (and understanding) with a pointed and
precise pleasure, the searing illuminating impact of good and true words.
(Adapted from Babies Need Books by Dorothy Butler)
List three things that a baby can do from the moment that it is born that
enable it to learn about the world around it.
(2)
How does the range of language affect a person's thinking ?
(3)
What advantages do children who listen to articulate adults enjoy in
comparison with the others ?
2 Marks
(4)
Why according to the writer is talking alone an inadequate base for
language development ?
1 Mark
(5)
What is the role of books in maintaining good relationships ? Explain.
2 Marks
(6)
Pick out two other advantages of books mentioned in the passage.
2 Marks
(7)
Find words from the passage that mean :
3 Marks
(a)
(b)
(c)
2.
9 Marks
1 Mark
(1)
1 Mark
Pronounce distinctly (para 3)
accompany (para 5)
give and take (para 6)
Read the passage given below :
8 Marks
If you wish to pursue higher studies without taxing your parents with education debts, it's time to act
now. As education costs escalate every year, it is not feasible for parents to spend the lion's share of
their savings on your higher education. However, with a number of scholarship programmes available
these days, you can fund your own studies, at least in part. All that you need is a sound academic
record and the ability to complete with other candidates. If you are not meritorious, look out for loans,
which can be repaid once you have finished your degree.
14
Scholarships
One of the first avenues that students must explore is the National Science Talent Search (NSTS),
which is available to students of class V to XII. If you have an interest in Science and can make a good
science project, apply to the NSTS. "After school, fellowships are available for different levels of
study that include science, arts and social science. There are also scholarships available for research
abroad, the information for which is posted to colleges and university departments directly."
For scholarships in the US, enquire at the office of the United States Educational Foundation in India
(USEFI) which has an office in New Delhi, Mumbai, Chennai and Kolkata. Similarly, if you wish to
pursue higher studies in the UK, drop in at The British Council, which has branches all over the
country. The British Chevening Scholarship is awarded to gifted studies in various disciplines in the
U.K. Similarly, Fulbright is a distinguished US fellowship programme for research scholars.
There are also a number of exchange programmes with different countries, provided by the Government
of India. The German Academic Exchange fellowship invites PG students in bio-engineering, biopharmacology, metallurgy, environment science, agronomy, veterinary science, horticulture and animal
husbandry, with two years of teaching or research experience.
Loans
Alternately, you can look for loans, which can be repaid once you start earning. In India, such loans
are available from commercial banks and the Life Insurance Corporation of India (LIC), but both
require security. "In banks, some security in the form of immovable property or jewellery may have to
be mortgaged, while in the case of LIC, you should have a life insurance policy with premium having
been paid for a certain number of years."
If you seek loans to study abroad, such as in the US, you must have a US citizen co-signer and you
should have already taken admission in US university. The whole process requires a lot of hard work,
merit and self-motivation, but once you complete your degree, self-funding can be extremely rewarding.
(a)
On the basis of your reading of the above passage make notes on it using
headings and sub headings. Use recognizable abbreviations wherever
necessary
5 Marks
(b)
Write a summary of the above passage using the notes in 80 words. Also
suggest a title.
3 Marks
Section B : Advanced Writing Skills
3.
Max. Marks : 35
You are Anil/Anita, the school captain of Orchids International School. You wish to
call a meeting of the Students' Council to discuss the measures to be taken to check
the explosion of crackers in the school premises during Diwali time. Draft the Notice
in not more than 50 words.
5 Marks
OR
You are Ankit/Aditi School Captain of Pratibha Vikas Vidyalaya. You have decided to
celebrate "The Grand Parents Day" in school. Draft a formal invitation to be sent to
the grandparents of students of your school giving details of the programme, day date
and time etc. (50 words)
4.
You attended a seminar conducted by Swami Krishnanada. The seminar was on the
benefits of Yoga for heart ailments and the need to practise it for good health. Write a
report about it for your newspaper. (100–125 words)
15
10 Marks
OR
You have been going for morning walks in a nearby park. A number of people of all
ages come to the park for jogging, meditation, yoga and morning walks. Describe the
scene of the park in about 100-125 words.
5.
You saw the following advertisement in the Times of India. You think you are eligible
to apply for the post mentioned. Write an application in response to the advertisement.
10 Marks
Applications are invited by Sundaram Business Services a division of Sundaram
Finance Limited. For the post of HEAD-HR, a middle management position,
reporting to the Head of the Division, in Chennai.
Applicant should be around 35 years of age with postgraduate qualification in HR
from a reputed institution, should have minimum five years experience in HR
functions. Should be conversant with the best HR practices in the industry and
should have implemented robust performance monitoring/appraisal system and
productivity linked incentive schemes.
Apply with full particulars and the emoluments expected, within a week to chief
HR Manager, Sundaram Business Services, No.-05, Shanti Colony, Arya Nagar,
Chennai-04
OR
Write a letter to the Editor of 'The Hindustan Times' drawing attention of the concerned
authorities towards the ill maintained bus-stands in your area. Give your suggestions.
You are Juli/Jalaj of B-II Vasant Kunj, Lucknow.
6.
Tourism as in industry is flourishing at the global level yet in our homes we do not
have time to entertain our guests with warmth and true hospitality. Guests are no
longer the goods as they were thought to be in earlier times. Write an article, discussing
the present day preoccupations of the people with themselves (for your school
magazine) (150-200 words).
OR
10 Marks
Children usually come to school without taking breakfast in the morning. This habit
affects adversely the performance of students in academics and sports. Write a speech
in about 150–200 words to be given in your school assembly giving the benefits of
taking breakfast.
Section C : Literature
7.
(a)
Max. Marks : 45
Choose any one of the following extracts and answer the question given
below it :
4 Marks
To her fair works did Nature link
The human soul that through me ran;
And much it grieves my heart to think
What man has made of man.
(i)
What does the poet describe as Nature's 'fair works' ?
1 Mark
(ii)
Explain Wordsworth's concept of nature as described in these lines.
1 Mark
(iii) What is the reason for his grief ?
2 Marks
16
OR
But ranged as infantry
And staring face to face
I shot at him as he at me
And killed him in his place
(i)
Who are 'I' and 'him' in this extract ?
(ii)
Where were they and in what circumstances had they met ?
(iii) What might have they done if they had met in different circumstances ?
(b)
Answer three out of the following questions in about 30-40 words each.
1 Mark
6 Marks
What does the poet of 'Once upon a Time' want to relearn ? Why ?
2 Marks
(ii)
How, according to Rabindranath Tagore, are the 'shackles of slumber'
preventing people from becoming free ?
2 Marks
(iv)
9.
2 Marks
(i)
(iii) Bring out the contrast between the peasant and the other claimants to the
plate of gold in Leigh Hunt's poem.
8.
1 Mark
2 Marks
What kind of balance does the poet advocate in the poem 'Once upon a time'? 2 Marks
Answer the following questions in about 30-40 words each.
(a)
Why does Bertrand Russell hold machines responsible for the greater ferocity
of war ? Give two reasons.
(b)
What impressions did Alice's mother have about India ?
(c)
What was the effect of the Brahmo Samaj on the movement of the emancipation
of women ?
(d)
What was Lady Bracknell's observation after her visit to Lady Harbery ?
(The Importance of Being Ernest)
(e)
When does the blind man realize that he has been recognized ?
(A Man Who Had No Eyes)
Answer any one of the following in about 125-150 words.
10 Marks
10 Marks
Describe the contributions made by women to the creation of modern India and the
reforms that have helped in improving their status.
(The Awakening of Women)
OR
Parsons and Markwardt have completely different outlooks towards life. Describe the
difference in the outlook.
(A Man who had no Eyes)
10.
Answer any one of the following in about 125-150 words.
7 Marks
In "The Bet" who emerges as a better human being-the lawyer or the banker ?
OR
How does the Yellow river play a significant role in the life of Mrs. Wang ?
11.
Answer the following briefly (30-40 words)
8 Marks
(1)
Why did Gandhiji hit the boy when he was in the Tolstoy farm ? What impact did it have on Gandhiji?
(2)
Why is there a need for the youth in this nuclear age to be academically inclined ?
(3)
How did Mr. Baldwin manage to be loyal to Mr. Gresham without sacrificing his principles ?
(4)
Give a reason to show how Barin was conscious of his public image.
17
ENGLISH CORE
Class – XII
Sample Question Paper – II
Marking Scheme
Section A : Reading
Max. Marks : 20
Answer Key
1.
(1) Sight, sound and sensation
(2)
(3)
•
•
•
•
helps assemble a list of ideas
consider these ideas
draw conclusions based on these ideas
explain his reasoning
•
•
•
learn to use lang. for interaction with other human beings
lang. becomes a unique experience of joy
helps build relationship with other people
½+½ Marks (Any two)
2 Marks (Any two)
(4)
Talking alone is inadequate because
•
child is not always exposed to a complexity of speech if the adult is not articulate. (1)
(5)
Parents and children who share books
•
share situations
•
share characters
•
share action
This fosters a good relationship that will grow into adolescence.
(6)
•
•
•
•
Children are exposed to a range of vocabulary
imaginative experience expanded
see/things from other points of view
creates self awareness.
(Any two advantages)
(a)
(b)
(c)
Pronounce distinctly (para 3) articulate
accompanies (para 5) - attendant
givke and take (para 6) - compromise
(7)
2.
1 Mark
(All three to be included)
Title : No Longer a Burden
Notes
(1)
Scholarships available
(a)
sound academic record
(b)
ability to compete
(c)
some loans repayable after degree
18
(2)
3 Marks
(2)
(3)
(4)
Scholarship lists
(a) NSTS
(i)
Class V-XII
(b) Res. abroad
Scholarships abroad
(a) U S E F I
(b) B C
(c) Fulbright
(d) Commonwealth
(e) Paul foundation
Exchange programmes
(a)
For. exchange
(i)
Bio.-eng.
(ii)
Bio. pharm.
(iii) Met.
(5)
Loans
(a)
LIC
(b)
Banks
Key to Abbreviations used
3.
NSTS
–
National Science Talent Scholarship
Res.
–
Research
USEFI
–
United State Educational Foundation in India
BC
–
British Council
For.
–
Foreign
Bio.eng.
–
Bio Engineering
Bio-Pharm
–
Bio Pharmacology
LIC
–
Life Insurance Corporation of India
Met.
–
Metallurgy
Format
–
Title, Date, Signature with designation
Content
–
(a)
Where ?
(b)
When ?
(c)
For whom the meeting is being held
(d)
Agenda
(Word limit – 50)
Notice
Expression
–
coherence, relevance
spellings, grammatical accuracy
19
1 Mark
2 Marks
1 Mark
1 Mark
Title
:
The Grand Parents Day
Content
:
•
issue invitation
•
day, date, time
•
venue
•
programme
•
special invites
Expression
:
cohernce, relevance, spellings, grammatical accuracy
Total : 10 Marks
4.
Report
Format
–
Title, writer's name (place and date optional)
Content
–
•
seminar
•
where
•
when
•
duration
•
organized by whom
•
benefits for heart problems
•
why we need to practise it
Expression
–
1 Mark
4 Marks
coherence, relevance, spellings, grammatical accuracy
2½ Marks
2½ Marks
OR
Factual Description
Value Points :
Content
Expression
–
–
•
park - its situation, morning scene, cool breeze, greenery etc.
•
variety & no. of people.
•
various activities in the park
•
over all impact of morning walk
coherence, relevance, spellings, grammatical accuracy
6 Marks
4 Marks
Total : 10 Marks
5.
Letter
Format
Content
Expression
–
–
–
writer's address, receiver's address, date, subject, salutation and
complementary close.
•
covering letter
•
reference to advertisement
•
brief profile of self
•
submission of application
•
resume / bio-data separately as enclosure.
spellings, grammatical accuracy, relevance
coherence, cohesion
20
2 Marks
3 Marks
2½ Marks
2½ Marks
OR
Format
–
Writer's address, receiver's address, date, subject
2 Marks
salutation and complimentary close, subscription
Contents
Expression
–
–
•
bus stands-their pathetic condition littered, broken
dilapidated, hot, no shelter from sur or rain.
2 Marks
•
proper sheltered bus stands, water arrangements,
dustbins-if possible telephone booth.
3 Marks
spellings, grammitcally accuracy coherence, relevance
2½ Marks
Article
Format
–
Title, writer's name
Content
–
•
attitude towards guests in earlier times
•
present day scenario - fast paced, nuclear families, busy
schedules and hence practically no time for guests...
•
growing self-centeredness
•
Tourism - growing industry; economic gains
•
Contrast in the two attitudes.
•
any other relevant idea
Expression
–
Coherence, relevance
spellings, grammatical, accuracy
4 Marks
2½ Marks
2½ Marks
OR
Speech
Style/Format
–
Address and name of the speaker at the end or beginning
Content –
(1) •
1 Mark
Description of students who do not have breakfast
in the morning
•
fall down on ground in assembly
•
can't stand for a long time
•
feel tired after playing or mass physical exercise.
•
sleepy and drowsy during morning hours
•
cannot concentrate on studies.
(2) Compare with students who have breakfast
Expression
•
Active throughout
•
more energetic
•
can concentrate more etc.
4 Marks
–
spellings, grammatical accuracy
2½ Marks
–
coherence, relevance
2½ Marks
21
7.
(a)
Objectives: To test the students' comprehension of the poem, their ability to interpret, evaluate
and respond to the lines of the poem.
Option–1
Value Points :
(i)
To the flora and fauna around
1 Mark
(ii)
Nature has established her link with Man through her beautiful
1 Mark
creations. Man must learn to commune with Nature and appreciate
the wornders of Nature.
(iii)
The poet grieves because Man has failed to understand the link
with Nature. He, in the name of progress, dissatisfies Nature by
destroying the beauty around.
2 Marks
Option–2
Value Points :
(i)
Two mercenary soldiers on opposite siders in a war.
1 Mark
(ii)
They are at a war front fighting for their countries.
2 Marks
(iii) If they had met elsewhere they would have exchanged pleasantries,
got one another a drink.
1 Mark
(iv) The poet says that life is full of both joy and sorrows. The balance
between the good moments and the painful ones needs to be
constantly maintained.
(b)
Questions are to be answered in 30-40 words each.
Objectives
:
To test students' ability to interpret, evaluate and respond to
the poems.
Distribution of Marks :
Content
:
1 mark
Expression
:
1 mark
(deduct ½ mark for exceeding 50 words)
Value points :
(i)
The poet wants to relearn to smile with genuine warmth at people, because he has become
hypocritical. He pretends to have feelings which he doesn't have.
(ii)
Chained to ignorance and unwilling to take the risks and forge ahead, the people are
prevented from becoming free-free to act, to surge ahead.
(iii) Peasant - genuine compassion, loves humanity. No greed for money. Other claimantsgreed for money makes them pretend to be compassionate.
8.
Objectives :
To test the students' ability for local comprehension of the prose texts.
Distribution of Marks :
Content
:
1 mark
22
Expression
:
1 mark
(deduct ½ mark for exceeding 50 words)
Value points :
(a)
9.
machines make larger armies possible
•
they facilitate a cheap press which fans people's emotions for war
•
they starve the anarchic, spontaneous side of human nature which then
find an outlet in war (any two)
2 Marks
(b)
that India is full of dangers in the form of tigers and snaskes or diseases
like cholera and malaria.
2 Marks
(c)
limited impact on some sections only - women broke rules of purdah
and moved freely in society.
2 Marks
(d)
Lady Bracknell's observations is that Lady Harbury seems to be living entirely
for pleasure.
2 Marks
(e)
When Parasons tells him that the story was the other way round and calls
Markwardt by his name.
2 Marks
Objectives
:
To test global comprehension of prose texts
Marking Scheme :
Content
:
6 Marks
Fluency and Expression
:
4 Marks
(deduct ½ mark for exceeding word limit by 20 words; 1 mark for exceeding word limit by
more than 20 words.)
Value points :
Option–1
•
Women participated actively in non-cooperation movement-picketed
liquor shops, enforced boycott of foreign cloth, undertook civil
disobedience.
•
equal participation in freedom struggle gave them the position of equality
and released them from social bondage.
•
Women were appointed to high posts in independent India and served
as governors, ambassadors etc.
legislative reforms have further enhanced their status - e.g. right to
independent property, freedom of marriage, right to education and
employment, raising of age of consent for marriage, prevention of
dedication of women to temple services etc.
Option–2
3 Marks
•
Parson's outlook
•
positive, optimistic
•
overcomes his handicap by working hard
23
3 Marks
10.
•
does not indulge in self pity
•
self sufficient & independent
•
Mardwardt's outlook
•
pessimist
•
does not try to overcome his handicap
•
exploits his handicap and indulges in self pity
•
becomes a parasite
Objectives
:
To be able to comprehend incidents and evaluate it.
Marking
:
1 Mark for each value point (4 points)
3 Marks for expression. (1½ + 1½ accuracy and fluency)
Value points
:
Lawyer
reasons
:
•
desire for money vanishes
•
magnanimous in allowing the banker to declare himself the winner
by leaving the place five minutes in advance.
•
reading a lot of books had transformed him
OR
Value Points
:
Association with the river—
11.
•
spends evening with her husband besides river bank
•
river responsible for her husband's death
•
river causes havoc in the village
•
she guards her village with the help of the river to ward off the Japanese.
Objectives
:
To be able to interpret, infer the incidents in the stories.
Marking
:
1 Mark for one value point
1 Mark for expression.
Value points : (1)
•
Gandhiji became angry and exasperated
½ Mark
•
he repented for his act.
½ Mark
(2)
to repay their debt to society,
(3)
he didn't succumb to temptation
(4)
though he desperately wanted to confess to Pulak he didn't because he thought
of his fans and admirers.
24
FUNCTIONAL ENGLISH
CODE NO. : 101
Class – XII
Sample Question Paper – I
Section A : Reading
1.
Max. Marks : 20
Read the following passage :
1.
I had submitted across an article 'Reforming our education system' recently wherein the need
for our educational system to shift its focus from insisting upon remembering to emphasizing or
understanding was stressed upon.
2.
This article brought back the memory of an interesting conversation between my daughter and
myself in the recent times wherein I had learnt that Economics and Physics were a few of the
most difficult subjects for her as she had to mug up the answers. Though I offered to help her out
with the immediate problem on hand, I learnt subsequently that many a time it pays to mug up
the answer properly, because the teachers find it easier to evaluate that way. It seems the more
deviation there is from the way the sentences are framed in the textbook, the more risk one runs
of losing marks on that count many a time.
3.
This reminded me of a training session I had attended at work wherein we were required to
carry out an exercise of joining the dots that were drawn in rows of three without lifting the pen
and without crossing the trodden path more than once. Thouse the exercise seemed quite simple
almost 95 percent of us failed to achieve the required result, no matter how hard we tried. The
instructor then informed us cheerily that it happned all the time, because the dots that appeared
to fit into a box like formation do not allow us to think out of the box. That was when I realized
that all of us carry these imaginary boxes in our minds thanks to our stereotyped upbringing that
forces our thinking to conform to a set pattern.
4.
"What is the harm in conforming as long as it is towards setting up a good practice". Someone
might want to ask. Perhaps, no harm done to others but to the person being confined to "think by
rote". It may mean being deprived of rising to the heights he/she is capable of rising to, even
without the person being aware of the same.
5.
If we instill too much of fear of failure in the children right from the young age, the urge to
conform and play safe starts stifling the creative urge which dares to explore, err and explore
again. As we know, most of the great inventions were initially considered to be most outrageous
and highly impractical. It is because the persons inventing the same were not bothered about
being ridiculed and were brave enough to think of the unthinkable these inventions came into
being.
6.
For many children studies are the most boring aspect of their lives. Learning instead of becoming
fun, is being considered the most mundane and avoidable activity thanks to the propagators of
an educational system that is more information oriented than knowledge oriented. Too much of
syllabus, too many students per teacher, lack of enough hands on exercises, teaching as a routine
with the aim of completing the syllabus in time rather than with a goal of imparting knowledge,
the curriculum more often than not designed keeping in view the most intelligent student rather
than the average student. The peer pressure, great expectations of the parents in an extremely
25
competitive environment, the multitude of distractions in an era of technological revolution are
adding further to the burden on the young minds.
7.
For a change, can we have some English/Hindi poems ickle, tickle and pickle the young minds
and send them on a wild goose chase for the pot of gold at the end of a rainbow ? Can we have
lessons in History that make the child feel proud of his heritage instead of asking him to mug up
the years of the events ? Can the physics and chemistry lessons be taught more in the laboratories
than in the classrooms ? Can a system be devised so as to make the educational excursions
compulsory in schools so that visits to historical/botanical places are ensured without fail ? Can
the educational institutes start off inter school projects on the Internet, the way the schools
abroad do, so as to encourage the child to explore on her own and sum up her findings in the
form of a report ?
8.
Finally, can we make the wonder of the childhood last and get carried forward into the adulthood
instead of forcing pre-mature adulthood on children ? I, for one, have realized that it is worth
doing so, hence I have asked my child to go ahead by choosing to write the answers on her own,
in her own language by giving vent to her most fanciful imagination!
Source : The Hindu
1.1
1.2
2.
On the basis of your understanding of the passage answer the following :
8 Marks
(a)
What does the article "Reforming our Education System" emphasise ?
1 Mark
(b)
What exercise was the author given in her training session ?
1 Mark
(c)
What are the "imaginary boxes" that are referred to here ?
1 Mark
(d)
What is the likely harm that may occur if a person is taught to always
think by rote ?
1 Mark
(e)
List the factors that have made learning a very boring process ?
2 Marks
(f)
Give at least four suggestions the author gives for making schooling
interesting.
2 Marks
Pick out the words from the passage which mean the following :
(a)
Later (para 2)
(b)
Conservative (para 3)
(c)
In the beginning (para 5)
(iv)
Ordinary (para 6)
4 Marks
Read the passage given below :
How do we build a peaceful world ? This question demands an answer. The causes of war are many :
economic, political, social, thnic and religious causes. But most people would not include television
to be among them. Let us look at the entertainment industry, movies and television in particular and
notice the amount of violence that is offered as entertainment. If the general public watches violence
night after night, year after year, the world will be a violent place.
In order to understand the connection it is important to review the nature of the mind. The mind of man
is like a computer; what you put in is what you get out, "Energy follows thought". You may believe
that you are responsible for what you do but not for what you think. The reality is that you are responsible
for what you think because what you think determines what you are. You cannot change yourself by
changing your behaviour and keeping your old thoughts. But you can change your mind; and this is
where real change comes from. Your mental world is the only thing over which you have complete
26
control.
Thoughts are a subtle form of matter. The problem with violent images on television is that they
combine thought and emotion, which gives the image more power. Listen to a violent TV programme
from the next room and notice the role of music in controlling your emotions. The audience is played
with like a puppet on a string. Do you find that honourable ? When the TV show is over and you turn
it off, these thoughts are still with you. Did the experience make you a better person ? How many
years will you carry the memory of those images around with you ?
It is an old saying that the hand that rocks the cradle controls the destiny. If television is the modern
day babysitter, then the quality of the images determines man's destiny. Should we be teaching our
children that violence is an acceptable solution to the problems of life ? The subconscious mind
accepts whatever is offered to it if impressed with repetition and intense emotion. "As a man thinketh
in his heart, so is he".
Mankind is halfway between an animal and a God. Violence is a part of the animal world and therefore
an integral part of man's past. War was the constant state of primitive man; peace is the measure of the
advancement of civilization. Freewill, or the ability to choose, is humanity's most precious possession.
When you choose to be entertained by violence you are strengthening the animal nature within you.
When you refuse to be entertained by violence you are treading the part of discipleship. A disciple is
someone who consciously works on himself. The pat of discipleship is also called the path of purification.
At some point in the evolution of consciousness the individual chooses to weed out the elements of the
animal nature like anger and fear and begins to build into his consciousness the divine qualities like
harmlessness and compassion. The journey from seaweed to divinity is inevitable. You cannot change
the destination; but you can choose to go quickly or slowly, to go forward or back. Divine consciousness
is your inheritance, but to make the journey you must leave the animal nature behind.
Habit is one tool that humanity can use for advantage. Everyone who has learnt to play a musical
instrument or a sport knows the value of practice and more practice. If you make it a habit to practice
your music one-hour a day you will improve. If you watch violence every day you are tuning your
instrument to resonate with violence. Is this what you want ? Discipleship is hard work because it is
becoming conscious in areas of life that previously were unconscious. Habit can be consciously used
to speed us along toward our goal. Be a disciple, turn off the T.V.
By Michale Virat
(a)
On the basis of your reading of the above passage make notes on it using
headings and sub headings. Use recognizable abbreviations wherever
necessary
5 Marks
(b)
Write a summary of the above in 80 words using the notes.
Suggest a title for your notes.
3 Marks
Section B : Advanced Writing Skills
3.
Max. Marks : 25
Design an advertisement for a newly launched health drink manufactured by Health
Care Pvt. Ltd. (50 Words)
OR
The Dramatics Club in your school is staging the play "Teacher, Teacher" ? Design a
poster for the school display board.
27
5 Marks
4.
You are Aditya/Alka. Write a letter to KCG Infotech, Pune asking for details regarding
a summer course in Multimedia offered by them. (80-100 words)
10 Marks
OR
Write a letter to the Editor of a National daily on the increasing beggar menace at
important tourist spots. Suggest suitable measures to curb this problem (125-150 words)
5.
Based on the poll findings published in a daily write an article on what you consider
is true success for Teen views a monthly magazine. You are Vikram / Vaishali (200
words)
Metro Monitor
10 Marks
How important is success in life ?
What are the important signs of success ?
Owning expensive car
7%
Travelling on holiday frequently
1%
Being satisfied with life / happy with who you are
10%
Shopping at expensive / prestigious stores
2%
Having latest appliances and kitlchen equipment
0%
Making the important decisions of your life
10%
Having a successful career of your own
25%
Wearing expensive clothes
2%
Giving large contributions to charity
4%
Being knowledgeable about current events
3%
Owning a lot of jewellery
6%
Owning a home
12%
Being a well-known personality
6%
Having a successful spouse
7%
Having successful children
5%
As the reporter of Daily Mirror write a report on the DEAR (Drop Everything And
Read) Programme launched in all the Government and Public Schools to revive the
reading habit among students. (200 Words)
Section C : Grammar
6.
10 Marks
Max. Marks : 20
Rearrange the following sentences sequentially to make complete sense.
5 Marks
(a)
That day there were seven radio warnings about ice but the Titanic did not slow down.
(b)
The White Star Shipping Company was proud to tell the world in 1912 that the world had never
seen a ship as large and safe as its new Titanic.
(c)
By the time the crew saw a large iceberg straight ahead, it was too late to avoid it completely.
(d)
By the end of the fifth day, the ship made good progress and it was not far from the coast of America.
(e)
After it left Southampton, it sailed first to Ireland and then to America.
28
7.
The following passage has ten errors. Identify the errors in each line and
write them along with the corrections as shown in the example.
Summer internships were earlier confined with / to
(a) only all disciplines and taken up--------------------------------------------(b) to reinforce that students learnt ---------------------------------------------( c) in his regular curriculum. Colleges-----------------------------------------(d) now encourages students of arts and ---------------------------------------(e) humanities to take up smaller jobs -----------------------------------------(f) in fitting environments to motivating --------------------------------------(g) them into learn more about their -------------------------------------------(h) subject for study. Sometimes the -------------------------------------------(i) experience must turn out to -------------------------------------------------(j) being lucrative too. ------------------------------------------------------------
8.
The National Trust was set up in 1895. It was established to save places of beauty or
special interest for the British public to see and enjoy. It has been doing this now for over
a hundred years and during that time, it has become the owner and protector of 4,00,000
hectares of a beautiful landscape alongwith a third of Britain’s coast. In addition, many
of the country’s best old country houses and gardens have been given by their owner to
the National Trust for protection.
Imagine you are a journalist who is about to interview the Director of the National Trust.
Frame ten questions for your interview.
5 Marks
For example: When was the National Trust set up?
(Begin your question with any of the following : why, how what, are; is ,do, does, when ... )
9.
The gardener tells Dev/Devina about planting a sunflower. Use the information given below
to construct a dialogue between the two.
Make five sets of exchanges.
1.
Want to plant sunflower - can you help
Sure-fill small plant pot with compost
2.
What to do next
Press sunflower seed
3.
What after that
Water plant
4.
How often to water it ?
Daily and keep in sun,
5
How long to flower
Take about a month
5 Marks
5 Marks
29
Section D : Literature
10.
Max. Marks : 35
Read the following extract and answer the questions that follow:
But her hands are a wet eagle's
two black pink-crinkled feet,
one talon crippled in a garden trap
set for a mouse.
(a)
(b)
(c)
(d)
Whose hands are described here?
What are talons? In this context what does talon refer to?
How did ‘the talon’ get crippled?
Identify the figure of speech in the first line and explain
7 Marks
1 Mark
2 Marks
2 Marks
2 Marks
OR
When he beats his bars and would be free. It is not a carol of joy or glee;
But a prayer that he sends from his hearts deep core.
7 Marks
(a)
(b)
(c)
(d)
(e)
1 Mark
2 Marks
1 Mark
2 Marks
1 Mark
Name the poem and the poet.
Identify 'he'. What does 'he' symbolize?
Why doesn’t 'he' sing a joyful song?
What is his prayer?
What is a carol?
11.
Answer any two of the following in about 50 words each:
4 × 2 = 8 Marks
(a) In the poem Survivors how does the poet bring out the brutality of war? Cite any three vivid
examples.
(b) Bring out the significance of the title ‘Curtain’ written by Helen Spalding.
(c) In the poem Ars Poetica MacLeish says 'A poem should be palpable and mute as a globed fruit'.
Identify the figure of speech and explain.
12.
Answer any one of the following in about 80 to 100 words.
5 Marks
In ‘An Adventure Story’ the Queen Mother talks of the devil in Alexander that wouldn’t let him rest.
What does she mean by this and how does her assessment of Alexander come true?
OR
What did Mr. White wish for while holding the monkey’s - paw? Did his wish come true? Comment
on the uncanny coincidence.
13.
Answer any two of the following in about 50 words each
(a)
(b)
(c)
14.
4 × 2 = 8 Marks
How did Robichon enthrall the audience at Appeville-Sous-Bois?
When she reached her house, Mrs. Malik did not want to get down from the car. Bring out the
irony in this situation?
How does Einstein define a truly successful person?
Answer any one of the following in 100-125 words
7 Marks
Lisa Belagorskaya sits down to write her diary after she had received the letter informing her of the
death of Major Doronin. Going over the events of her life, she was struck by the fact that play acting
was her destiny on and off the stage. Write her diary entry.
OR
The narrator of ‘What’s your Dream’? is a successful writer today. Speaking at the launch of his new
novel he recalls the advice given to him by the old beggar. Write his speech.
30
FUNCTIONAL ENGLISH
Class – XII
Sample Question Paper – I
Marking Scheme
Section A : Reading
1.
Objectives
•
to understand the writers attitude and bias
•
to develop the ability to comprehend language as required in related fields (education)
•
to develop the ability to form opinions
1.1
(a)
It had emphasized the need for shifting education from remembering to understanding.
(b)
They had to join dots that were drawn in rows of three without lifting the pen and without
erasing the same path.
(c)
These are ways of thinking that we cannot change.
(d)
There is the likelihood that such a person may never rise in his ability to think.
(e)
Too much syllabus
(f)
•
Too many students per teacher
•
No hands on exercise
•
Curriculum designed for the bright child only
Funny poems
(i)
(ii)
•
Science involving words
•
History as stones.
•
More lab-work
•
More excursions
•
lnterschool projects on internet.
subsequently iii. initially
stereotyped iv. mundane
1.2
2.
Max. Marks : 20
Objectives
•
•
to develop the skill of taking down notes from talks and lectures
to develop the extracted ideas into sustained pieces of writing.
31
(a)
Note: Building a Peaceful World
(1)
Causes of war
(a)
(b)
(c)
(d)
(e)
(2)
(3)
(4)
(5)
eco.
pol.
soc.
ethnic
rel.
Nature of the Mind
(a)
like a computer input and output
(b)
man resp. for what you do
(c)
what you do result of what you think.
Violence on T.V.
(a)
emotion and thought exploited
(b)
Resides in the memory
(c)
T.V. modern day baby sitter
Man and Animal
(a)
Primitive man ass. with war
(b)
Violence that entertains exploits animal in man
(c)
Man who weeds out violence moves towards discipleship.
Habit a tool
(a)
habit is practice
(b)
choose what to practice
(i)
violence
(ii)
discipleship
Key to abbreviations used
Eco
–
economics
Resp.
–
responsible
Pol.
–
political
Rel.
–
religions
Soc.
–
society
T.V.
–
television
Cons.
–
concedes
Ass.
–
associated
Marking :
Title
–
1 mark Abbreviations/symbols (any 4)
Content
–
(minimum 2 subheadings with proper indentation and notes)
(a) cons. practice.
(b) the notes shown be used to make the summary.
32
1 Mark
3 Marks
3 Marks
Marking :
Content
Expression
2 marks
1 mark
Section B : Advanced Writing Skills Max. Marks : 25
3.
Option–l
Objectives :
To design a display advertisement in an effective and attractive style.
Marking
:
5 Marks
:
•
Any four points carry ½ mark each.
•
name of drink
•
type of drink
•
name of manufacturer
•
unique selling point of drink
•
launch from where, price (optional)
Content
Expression :
3 Marks
Note: Credit should be given for creativity in presenting ideas, coherently and clearly
OR
Option–2
Objective :
Marking
:
To use an appropriate style to draft a poster.
2 Marks for content
3 Marks for expression
Note: Credit should be given for creativity in presenting ideas coherently and clearly.
Content
4.
:
The following points carry ½ a mark each
•
•
•
•
•
name of play, playwright
when (date, time)
where (venue)
who (participation)
highlights (optional)
•
to write a formal letter using the appropriate style and format
•
write a letter seeking information
Option–l
Objectives :
Marking
Format
:
:
Writer’s address, receiver’s address, date, subject,
salutation and complementary close.
Content
:
•
introducing oneself
33
2 Marks
•
details of information required
•
reasons for seeking information
•
how is information to be sent and where
3 Marks
Fluency
2½ Marks
Accuracy
2½ Marks
OR
Option-2
10 Marks
Objectives :
Marking
Format
•
to write a formal letter
•
to articulate one’s views on a social issue.
:
:
writer’s address, receiver’s address, date, subject, salutation and
complementary close.
Content
5.
:
Option–l
Objectives :
2 Marks
•
increasing number of beggars at places of tourist interest
•
effects - poor impression of country on foreign visitors
•
spoil the beauty of the place
•
lead to crimes and increase in number of criminals
•
suggestions for removal of beggars e.g.
•
providing homes and employments
•
taking stem action against beggars found begging
•
any other relevant idea
Fluency
Accuracy
3 Marks
2½ Marks
2½ Marks
•
•
to write in an appropriate style
to plan, organize and present ideas coherently
10 Marks
•
to transact information from visual to verbal form
•
to analyze given information and arrive at conclusions
Marking:
Format
Content
:
:
Title and Writer’s name
1 Mark
Credit should be given for the candidate’s creativity in presenting his/her ideas.
However the following points should be included :
•
definition of true success
•
instances, examples of persons who have achieved true success
•
refer to survey conducted
•
interpretation and discussion of information given
•
compare with actual measure of success
4 Marks
Fluency
2½ marks
Accuracy
2½ marks
34
OR
Option–2
Objectives
Marking
Format
Content
:
•
•
to write in an appropriate style
to plan, organize and present ideas coherently
•
to transcode information from visual to verbal form
•
to analyze given information and arrive at conclusions
:
:
:
Heading, writer’s name; date and place (optional)
•
details of project
•
when held
•
where
•
why / purpose
•
who organized it ?
•
highlights of the programme
•
chief guest if any
•
any other relevant idea
2½ Marks
Accuracy
2 ½ Marks
Max. Marks : 20
Objective
:
to be able to present ideas in grammatically correct sequence.
Marking
:
1 mark for every correct answer.
:
1.
The White Star Shipping Company was proud to tell the world in 1912
that the world had never seen a ship as large and safe as its new Titanic.
2.
After it left Southampton on its first and only trip, it sailed first to Ireland
and then to America.
3.
By the end of the fifth day, the ship made good progress and it was not
far from the coast of America.
4.
That day there were seven radio warnings about ice but Titanic did not
slow down.
5.
By the time, the crew saw a large iceberg straight ahead; it was too late to
avoid it completely.
Answer
7.
4 Marks
Fluency
Section C : Grammar
6.
1 Mark
Objective
:
to use grammatical items appropriately.
Error Correction
(a) all–some / certain
(b) that–what
(c) his–their
35
5 Marks
5 Marks
8.
Marking
:
(d) encourages-encourage
(e) smaller..small
(f) motivating-motivate
(g) learn–learning
(h) for–of
(i) must–can
(j) being~be
½ Mark each
Objectives
:
to understand the context and frame relevant and appropriate questions.
Marking
:
½ mark for every accurate question framed.
5 Marks
No marks to be awarded if there is any inaccuracy.
Sample Questions :
Example
:
(1) When was the National Trust set up?
(2) Why was it established?
(3) How many hectares of land does it protect?
(4) What sort of monuments does it protect?
(5) Are all the monuments owned by the government?
(6) Do other orgfu1izations of this type exist in Britain?
(7) Do you charge any fee from the visitors?
(8) Are you funded by the British government?
(9) What are your plans for the future?
(10) Are there any plans for setting up other such Trusts?
9. Objective
:
to be able to extend a situation into a meaningful dialogue
Dev
:
:
5 Marks
Gardener :
Sure, fill a small pot with compost first. Dev, What do I do
next?
Gardener :
You should press a sunflower seed into it.
Dev
What should I do after that?
:
Gardener :
You should water the seed.
Dev
How often should I water it?
:
Gardener :
You should water the plant daily and keep it in the sun.
Dev
How long will it take for the plant to flower?
:
Gardener :
Marking
I want to plant sunflowers. Can you help me?
It will take about a month for it to flower.
½ mark for each correct dialogue provided it is accurately and appropriately
expressed.
36
Section D : Literature
10.
Objective
:
Max. Marks : 35
to test students’ comprehension of poetry local, global, interpretative,
inferential, and evaluative.
7 Marks
Option–I
(a) The poet’s mother’s hands are described here.
(b) Talons are the claws of birds of prey like the eagle.
1 Mark
1+1 Mark
In this context talon refers to mother’s fingers.
(c) In a garden trap set for mouse.
(d) metaphor mother’s hands are a wet eagle’s pink- crinkled feet.
Option-II
2 Marks
1+1 Mark
7 marks
(a) Sympathy by Paul Laurence Dunbar.
1 Mark
(b) ‘he’ refers to the caged bird.
He symbolizes man in bondage.
(c) The bird is not happy being behind bars.
11.
2 Marks
1 Mark
(d) His prayer is a plea to God seeking freedom.
1+1 Mark
(e) A carol is a religious song of joy and praise.
1 Mark
Objective
:
to test students’ comprehension of poetry - local and global.
Marking
:
Content
:
3 marks
Expression
:
1 mark
(a) Scared faces/dreams drip with murder/shock has caused stammering
(b) The poem vividly draws the curtain of separation between two young
lovers. The lady bids goodbye yet is unable to overcome the grief of
separation. However the separation has happened and she has realized it
is time to draw the curtains. Hence the title is apt.
(c) Simile/The poet compares a poem to a globed fruit. Like a fruit that is
tasty and delicious a poem must be appealing to the senses. The reader
must understand the meaning of the poem, readily. The poem must be as
delectable as a fruit.
12.
Objective
:
to test the students’ ability to comprehend plays, understand character,
evaluation and interpret character’s state of mind at different moments.
Marking
:
Content
:
3 marks
Expression
:
2 mark
Option–I
:
The Queen Mother refers to the lust for power in Alexander as the devil. Her
assessment of him is quite true. Even when she says ‘the devil will conquer
you’ Alexander is unfazed. He replies that it wouldn’t matter if the devil
conquered him because he would conquer the world. He expressed his desire
to conquer India and told the Queen that to him it was action that was important.
It was ‘doing’ that mattered to him in this world.
37
13.
Option–II
:
Mr. White wished for two hundred pounds. He did get two hundred pounds.
The uncanny coincidence was that the very same night Herbert dies at his
work spot and the company offers a compensation of 200 pounds.
Objective
:
to test students’ ability to comprehend, interpret and evaluate prose texts
Marking
:
Content
:
2 marks
Expression
:
1 mark
(a) by impersonating Jacques Roux- Robichon entertained the audience with
his hideous anecdotes. He elaborated on the agonies of the condemned
and mirrored the last moments of the guilty. His remorseful speech left
the audience spell bound.
(b) All her life Mrs. Malik was eager to live in her house but when the actual
moment arrived she was hesitant.
(c) A truly successful man is one who gives as much as he receives.
14.
Objective
:
•
to test students’ ability to comprehend prose texts globally, interpret and
evaluate them.
•
to test students’ ability to extrapolate.
Option–l
Lisa’s diary entry Value Points
Option–II
:
7 Marks
•
worshipped acting
•
proposal and rejection
•
meets Major Doronin
•
her letter and his reply
•
confesses her love
•
after the news of his death performs on stage
•
is applauded
•
realizes that play-acting is her destiny
•
Speech
•
Value points
•
advice given by the beggar
•
have a dream
•
work for your dream
•
move towards it all the time
•
don’t take other people’s dream
•
don’t aspire for more
•
avoid greed
38
FUNCTIONAL ENGLISH
CODE NO. : 101
Class – XII
Sample Question Paper – II
Section A : Reading
1.
Max. Marks : 20
Read the following passage :
1.
MARIA AURORA COUTO’s Goa: A Daughter’s Story is an extraordinary narrative that weaves
together autobiography and collective history, bringing to light a rich social and cultural tapestry
little known outside its locus. Couto takes, as her demanding subject, the complex story of the
Goan identity as a product of the colonial encounter between the Indic and Iberian cultures,
launched by this circumstance on a trajectory distinct from his neighbours in British ruled
India. Goa and its people have long had to suffer the foolish stereotypes imposed upon them by
Hindi cinema, charter tourism, and fanatical Indianisers: the pernicious myths of the easy going Goan drunkard, Goa as a kingdom of sun and sand, Goan culture as a European aberration
in an Indian environment, are all dispelled by Couto’s treatment, which is distinguished by an
elegance and sensitivity, a felicity of touch that masks the labour of archival research and
fieldwork.
2.
Couto’s inquiry leads her into the records of the Portuguese colonial administration, the
reminiscences of the fast-vanishing generation of mandarins, scholars and activists who grew
up in colonial Goa. She re-creates vividly for us the lives of thinkers inspired by the drama that
was the European Enlightenment. She imparts a flesh-and-blood reality to the generic bugaboo
of “conversion”, attesting to the strategic, yet traumatic, choices made by communities faced
with the Hobsonian inquisitor’s choice between preservation of religious identity and loss of
social and economic prestige.
3.
The title of Couto’s book holds its key gesture; the author speaks as the inheritor of various
legacies, heirloom dilemmas, family tragedies, and sources of hope and regeneration. It is both
a meditation on the persistence and lacunae of collective memory, and also a compelling account
of the development of a private self through the momentous passage from colonialism to the
post-colonial period. As her father’s daughter, Couto paints a moving portrait of her father, a
man devoted to the refinement of sensibility, but at odds with conventional society; she
memorializes the graceful, vanished milieu of cultivated intellectuals and gifted artists in Goa
and Dharwar, where she grew up during the 1950s. As the daughter of a particular community,
whose way of life was forever altered by the arrival ofthe Portuguese in 1510 A.D., Couto
reflects on the Saraswat Brahmins of Goa, descendants of Kashmiri scholar-priests who became
influential landowners and mandarins, and were locked into a complicated sequence of
negotiations with the Portuguese colonialists.
4.
By contrast to the simple-minded tale of ruthless conquistadors thrusting sword and cross upon
hapless locals, Couto unfolds an intricate fabric of social and religious transactions,
demonstrating how concessions alternated with impositions, force was succeeded by relative
tolerance; and if conversion to Catholicism was used as a basis to divide Hindu families by the
colonial administration, through differentials of property transfer, those who remained
unconverted and marginalized staged a comeback through the espousal of trade. One lasting
39
result of this uneven rhythm of upheaval and tranquility was that, between the 16th and 18th
Centuries, one section of Goa’s elite converted to the Catholic faith, while others crossed the
river into North and South Kanara, or sailed to Kerala, or migrated to the Maratha territories, to
preserve their religious freedom in exile.
5.
Sharing Couto’s ethnic background as I do (her ancestors remained behind and were baptized;
my ancestors crossed the river with their gods), I am amazed at the honesty and courage with
which she has chosen to address the theme of conversion, in a public sphere dominated by the
forces of aggressive majoritarianism. Living at the cusp of cultural narratives, couto investigates
the processes of self-definition and self-renewal, in response to the historical crises of migration,
invasion, conversion and flight. With her, we trace the gradual assimilation of the majority into
the Portuguese language and European world-view; a slower entry, shadowed by insecurity,
into that world; the changing positions of the Portuguese as the notion of divinely sanctioned
kingship yielded before a humanist conception of the body politic. And so we come to an
appreciation of the distinctive character of Goan culture, in which the major divides are also
the most enduring bridges.
1.1
1.2
2.
On the basis of your understanding answer the following.
8 Marks
1.
Why is “Goa : A Daughter’s Story” called an extraordinary narrative?
2.
What are the usual impressions one has of Goa?
2 Marks
3.
Mention two aspects of Goa that Couto tries to reveal to us?
2 Marks
4.
How did Goa’s elite save themselves from being converted to
Christianity?
2 Marks
5.
Explain the statement “Living at the cusp of cultural narratives”
Find words that are similar in meaning to the following:
1.
fabric (para 1)
2.
regard as an example of a fixed type (para 1)
3.
recollection of the past (para 2)
4.
forced upon (para 4)
1 Mark
1 Mark
4 Marks
Read the following passage:
STRESS is arguably the greatest killer in the world today. Stress per se does not kill but it leads to
several other medical conditions that are killers such as diabetes, hypertension, heart problems, and
ulcers. It is important to understand that stress does not occur overnight. It builds up over a period of
time. Second, stress knows no gender bias. It affects both men and women. Third, stress has begun to
strike early. Youngsters and school students also fall prey early and this affects them for a very long
time. Fourth, stress also has no industry bias. Last stress has begun to take its toll even in areas like
sports earlier considered stress busters.
Stress is a mental condition, not one of the body. From a behavioural disease in the past, it has now
become pathological since it causes stress changes in the normal physiology of the body.
Regardless of how stress is viewed in other systems of medicine, acupuncture tends to classify stress
in three ways. First are what can be called over-anticipators - perfectionists and workaholics. These
are inveterate chasers of work and when they do not have anything to do, they start worrying. The
second category is hyperactive people, either children or adults. The third can be called the “doubting
Thomases”. They are among the high-risk category of the stress-prone people.
40
All systems of medicine say the thinking, memory and ‘mind’ are seated in the brain. But in acupuncture,
the mind is situated in the Heart Meridian. The heart houses the mind. So anything concerned with
behavioural problems, that too in a stressed stage, will see the Heart Meridian being hyperactive,
which naturally leads to a stressed state in the brain. For, such people, either adults or children, the
Heart Meridian is stimulated for 15 days (30 minutes a day). After a gap of two to eight days, the
procedure has to be repeated. After about 90 days, the patient generally becomes normal.
Over-anticipators remain mentally active during nights leading to insomnia. Stimulation of their
Pericardium Meridian along their Heart Meridian eases their mind and they get a good night’s sleep
after 60 sittings. Sometimes over anxiety leads to nightmares and dreams. Disturbance in the Liver
Meridian may cause this. This problem is also solved by a 60-day session.
Acupuncture says that when the Gall Bladder Meridian is not working properly, the person will
become indecisive. The more they are indecisive, the more confused they become and they go into a
state of unidentified stress. For such patients, the Gall Bladder Meridian will be stimulated for 15
days and after a gap of 2-8 days, the procedure will be repeated. A total of 60 days treatment will be
required.
Most medical systems work at how to “manage” stress. Consequently it is kept at minimal levels
without it being eliminated. However, in Acupuncture, because of superior aetiology, causes for the
conditions are known. Thus, for these vulnerable groups, Acupuncture is a pure definitive and time
bound system.
Source: The Hindu
2.1 Make notes on the main points using recognizable abbreviations.
Suggest a suitable title.
5 Marks
2.2 Make a summary of the above passage using the notes in not more than 80 words. 3 Marks
Section B : Advanced Writing Skills
3.
Max. Marks : 25
You are the Secretary of your school’s sports club. You are planning to start ‘Joggers' Club’
for your school students during summer vacation. Draft a notice for the school display board
inviting students to join the club. Give all relevant details. You may mention any offers for
early birds.(word limit 50-80)
5 Marks
OR
You are Ajay Chandran, the Secretary of your school “Painting Club”. You have received an
invitation from the nearby Kendriya Vidyalaya to participate in the activities of the Painting
Club during autumn break. Write a reply declining the offer and giving a valid reason. (word
limit 50-80)
5 Marks
4.
You are Pooja Sharma, a citizen of Delhi. You feel deeply concerned about the growing apathy
of people towards eve-teasing in local buses. Write a letter to the editor of a newspaper
expressing your deep concern about the problem and suggest ways in which women can all
ensure their own, safety. (word limit 125-150)
10 Marks
OR
You are Malvika the head girl of your school. On the occasion of farewell function to Class
XII your class has decided to give a gift of Children’s Encyclopedia for the school library.
41
5.
Write a letter to Messrs. Galgotia & Sons, Connaught Place, New Delhi, placing an order for
the same mentioning the discount. (word limit 125 150)
10 Marks
OR
The use of computers is becoming very popular in every sphere of life in India. On the basis of
reading the news item given below, write a speech in about 200 words emphasizing the
advantages of using computers in everyday life.
10 marks
Computer sales in Asia rise 16% in QI : Computer sales in Asia, including India,
rose 16% to 7.4 million units in the March quarter compared with the previous year.
Sales were slightly higher than expected, including in the key markets of Australia
and India, IDC said. Compared with the previous quarter, however, sales dipped 5%
due to seasonal trends. “The Asia Pacific region’s PC market got off to a solid start
in 2004”, said IDC analyst Bryan Ma.
OR
The following newspaper headlines relate to an earthquake in your city. Read these
headlines and write an article for your school magazine suggesting ways to manage the
disaster. (about 200 words)
10 Marks
4000 feared dead in the earthquake
multi-storeyed buildings collapse
Builders mafia violate certification
NGOs come to rescue
Disaster management techniques help children escape the calamity.
Section C : Grammar
6.
Max. Marks : 20
Rearrange the following words to form meaningful sentences.
One has been done for you.
5 Marks
(i)
were created / a thousand years ago / in / the sea / the foundations for / a whole city /
(ii)
oil / much more / was found / in the 1960s / North seal recently / the / under
(iii)
designed / as a result / very differently / those / the new rigs / from / In calmer waters / were
(iv)
all around / hundreds / 1967 and 1985 / between / of / the new rigs / were built / in / the North
Sea / Shipyards
(v)
170 Eiffel Towers / enough steel / than / in building / them / for more / was used
Example
* A thousand years ago, the foundations for a whole city in the city were created.
7.
The following passage has ten errors. Identify the errors and write them along with the corresponding
corrections as shown in the example.
5 marks
The forests is inexhaustible reserves
is
are
(a)
Providing subsistence to a growing millions ---------------------------
----------------------------
(b)
and are not only essentials for the ----------------------------------------
----------------------------
42
8.
(c)
conservation of soil, forest, grasslands and -----------------------------
----------------------------
(d)
water, also our very life depend on --------------------------------------
----------------------------
(e)
them. The oxygen which we breathe are --------------------------------
----------------------------
(f)
emit from trees and the water we -----------------------------------------
----------------------------
(g)
drink is in many way dependent ------------------------------------------
----------------------------
(h)
from trees and plants. Alongwith beautifying the palace -------------
----------------------------
(i)
the trees provides us shade and timber and keep a check ------------
----------------------------
(j)
of soil erosion which avoid natural disasters like floods. ------------
----------------------------
You are the editor of the school magazine. You have been asked to collect information about the
reading habits of the students of the middle school. You need to collect data about the types of
books that students enjoy the kind of books they possess and the magazines and newspapers
they read. You would also want to know if they visit book fairs and book shops. Frame a
questionnaire to conduct the above survey by adding eight more questions to the one given
below.
5 Marks
Questionnaire
1.
9.
How many hours a week do you spend in reading for pleasure?
(Begin your questions using any of the following words - would, do, what, which, have, can,
how, where, when).
Amit I Amita has to appear for an interview on 10th March for the post of a teacher. She wants
the directions to the address. Use the information given in the box and construct a dialogue.
The first one has been done for you.
5 Marks
1.
Where’s your residence
Vasant Vihar
2.
Take the road on the right
Will that lead to Kay Tee Placement
3.
We come to T point and take a right there near Jaypee Palace
Now, I know- Kay tee Placement is right across.
4.
How long will you take ?
About an hour
5.
How will you come ?
By car
Section D : Literature
10.
Max. Marks : 35
Read the following extract and answer the questions that follow:
7 Marks
“They’ll soon forget their haunted; their cowed
Subjection to the ghosts of friends who died,
Their dreams that drip with murder; and they’ll be proud
of glorious war that shattered all their pride.”
(i)
Who are the “they” in the above lines?
(ii)
What will they forget soon?
1 Mark
2 Marks
43
(iii)
Explain - “Their dreams that drip with murder”,
2 Marks
(iv)
What is the contradiction in the last line?
2 Marks
OR
“Where are the songs of Spring! Ay, where are they?
Think not of them, thou hast thy music too,
While barred clouds bloom the soft-dying day,
And touch the stubble plains’ with rosy hue.”,
11.
12.
(i)
Name the poet and the poem.
2 Marks
(ii)
Who is referred to as, “thou”?
1 Mark
(iii)
What does the poet mean when he says “songs of spring”?
2 Marks
(iv)
What image is conjured up with “stubbled plains”?
2 Marks
Answer any two of the following in 50 words each:
4 × 2 = 8 Marks
(i)
What is a poem according to Archibald Macleish?
(ii)
What are the images used by Ramanujan to describe his mother as a young woman?
(iii)
Cite two instances of irony from the poem “Curtain”.
Answer any one of the following (80 to 100 words):
.
5 Marks
Alexander is a wiser man at the end. How has he changed?What would you attribute these changes to?
OR
Seargeant Morris was very apprehensive about handing over the paw to anyone else. That night he
writes a diary entry expressing his feelings and why he is apprehensive. Write his diary entry.
13.
14.
Answer any two in 50 words each:
4 × 2 = 8 Marks
(i)
“I remained in the litchi tree, pondering over his wisdom ....” says the narrator of ‘What’s
YourDream?’ What was the wisdom?
(ii)
Why does Robert Lynd say, “ .... the bee is morally far higher in the scale than the mosquito”?
(iii)
How was Doronin’s attitude towards the love they felt for each other different from Lisa’s?
Answer any one in 100–125 words :
(i)
7 Marks
It is said that man proposes and god disposes. Bring out the truth of this statement with reference
to the story “A Room 10’ × 8".
OR
(ii)
“1 have known children who preferred school time to vacation” What are the suggestions made
by Einstein to make school an enjoyable place for children?
44
FUNCTIONAL ENGLISH
Class – XII
Sample Question Paper – II
Marking Scheme
Section A : Reading
1.
Max. Marks : 20
Objectives (Goa)
•
to read and comprehend the given text
•
to understand the writers attitude and bias
•
to infer
•
to differentiate between claims and realities.
Answers
1.1.
She has been able to link up autobiography and the collective history of Goa.
1.2.
•
easy going Goan drunkard
•
sun and sand kingdom
•
Goan culture seen as Europian India (Any 2)
•
lives of thinkers in Goa
•
the pictures of conversion'
•
they fought the conversion'
•
they went away to Kerala
1.3.
1.4.
2.
1 Mark
2 Marks
2 Marks
1 Mark
1.5.
Two cultures Indian and European.
2 Marks
2.
(1)
tapestry
4 Marks
(2)
stereotypes
(3)
reminiscences
(4)
imposition
Objectives (Stress)
•
to make notes from various resources
•
to develop the extracted ideas into sustained pieces of writing.
Answers
Title: Free of Stress/ Acupuncture and Stress
(any other suitable title)
I.
II.
Medical conditions - result of stress
(a)
diabetes
(b)
B.P.
(c)
heart problems
(d)
ulcers
Facts about Stress
45
III.
(a)
builds over time
(b)
no gender bias
(c)
strikes early
(d)
no part. prof.
(e)
sports persons also
(f)
mental condition affecting pathological and physiology changes
Stress as classified by Acupuncture
(a)
IV.
over anticipators
(i)
perfectionists
(ii)
workaholics
(b)
hyperactive
(c)
doubting Thomases - high risk category
Acupuncture beliefs
(a)
mind in the heart meridian
(i)
needs stimulation
(b)
overanticipatois
.
(i) stimulate pericardium prevents insomnia
(ii) 60 sittings
(c)
gall bladder meridian
(i) makes patient indecisive
(ii) stimulation for 15 days.
Key to Abbreviations used
Marking
:
B.P.
–
Blood Pressure
Path.
–
Pathalogical
BIds.
–
builds
Phys.
–
Physical - physiological
Part.
–
Particular
Prof.
–
Profession
Title : 1 Mark
Abbreviations / symbols (only four) : 1 Mark
Content (minimum 2 sub-headings proper indentation)
2.2
Summary :
The notes made may be used to write summary
Content : 2 marks
Expression : 1 mark
46
Section B : Advanced Writing Skills
3.
Max. Marks : 25
Option–l
Objective :
To use an appropriate style to draft a notice.
Marking
2 marks for content. ½ for each point and credit should be given for ideas coherently
and clearly.
:
The following four points carry ½ mark each:
•
title (what)
•
venue, time, date (when)
•
participation (who)
•
salient features (How)
Format : 1 Mark.
Fluency : 1 Mark
Accuracy : 1 Mark
OR
Option–2
Objective :
To use an appropriate style to express inability / decline an invitation.
Marking
2 marks for content ½ for each point and 3 marks for expression.
:
The following four points carry ½ marks each:
4.
•
thanking for the invitation
•
inability to accept offer
•
reason for the same
•
wishing them success
2 + 3 = 5 Marks
Option–l
Objective :
To use an appropriate style to write a formal letter. To plan, organize and present
ideas coherently.
Marking
2 marks for format.
:
(format clues the following points : Sender’s address, Addressee’s address, date,
subject, salutation, subscription and complimentary close)
3 marks for the body / content of the letter and 5 marks for expression (2½ for
fluency and 2½marks for accuracy)
Content may include the following value points
•
introduction/elaboration ofthe problem of eve-teasing in local buses
1 Mark
•
expression of concern
1 Mark
•
suggestions to women for their own safety
1 Mark
try in judo-:karate / self defence
carrying chilli powder
shouting for help
47
not to move alone as far as possible in lonely lanes and streets etc.
(Any two of the above) ½ for each point
½ × 2 = 1 Mark
Total : 2+3+5 = 10 Marks
OR
Option–2
•
•
statement of order in clear words giving name, number, edition and
publication
2 Marks
terms and condition of delivery of encyclopedia
1 Mark
Total : 2+3+5 = 10 Marks
5.
Option–l
Objective :
To write in a style appropriate to the given situation. To plan, organize and present
ideas coherently.
Marking
1 mark for format (introduction of speech and appropriate ending) 4 marks for
content and 5 for expression (2½ for fluency and 2½ for accuracy) 1 mark each for
the following value points:
:
•
by use of computer - updated data
•
the fastest means of communication
•
knowledge/information accessed easily
•
various applications available for different things
OR
Option–2 :
One mark for the format + title and name of the writer).
1 mark each for the following value points.
•
consequences of the earthquake - extent of disaster
•
certification by the MCD / local body on the safety of the buildings
•
•
training people in safety measures / disaster management techniques
empowerment of NGOs
Section C : Grammar
6.
Max. Marks : 20
Objective :
to read and arrange words to form logical, grammatically accurate sentences.
Marking
1 mark for each meaningful sentence.
:
No marks be awarded in case of any grammatical inaccuracy.
(1)
Much more recently, in the 1960s, oil was found under the North Sea.
(2)
As a result, the new rigs were designed very differently from those in calmer
waters.
(3)
Between 1967 and 1985, hundreds of new rigs were built in shipyards all
around the North Sea.
(4)
In building them, enough steel for more than 170 Eiffel Towers was used.
(5)
And with these rigs in position, more than 30 new oil and gas fields were
opened up.
48
7.
Objective :
To use grammatical items accurately and appropriately
Marking
½ mark for each correct answer.
:
Error Correction
8.
(a)
a-the
(b)
essentials-essential
(c)
forest-forests
(d)
depend-depends
(e)
are-is
(f)
emit-emitted
(g)
way- ways
(h)
from-on
(i)
provides-provide
(j)
keeping- keep
(k)
of-on
Objectives :
To understand the purpose of the survey. Identify the target sample to be surveyed
and frame suitable, relevant questions for the survey.
Marking
½ mark for each correct answer provided that it is clearly and accurately
expressed.No mark is to be awarded if there is any inaccuracy in an answer.
:
Sample Questions
(1)
I am collecting data on the reading habits of school children. Would you
please answer the questions below?
(2)
Do you like reading?
(3)
What type of books do you read?
(4)
Which books form a part of your personal library?
(5)
Do you enjoy reading magazines and newspapers?
(6)
Have you ever visited book fairs and bookshops?
(7)
Can you name any popular bookshops in your city?
(8)
How many magazines do you subscribe to?
(9)
Which was the last book you read?
(10) Who is your favourite writer?
9.
Objective :
to be able to extend a situation into a meaningful dialogue.
Marking
½ mark for each correct dialogue provided that it is accurately and appropriately
expressed. No mark is to be awarded if there is any inaccuracy. This includes
inaccuracies in grammar, spelling or punctuation.
:
Receptionist
:
Where is your residence?
Amita
:
I live in Vasant Vihar.
Receptionist
:
In that case, you should take the road on the right.
Amita
:
Will the road lead to Kay Tee Placement?
49
Receptionist
:
No you have to come to T point and take a right near Jaypee
Palace.
Amita
:
Now I think I’know the place. Kay Tee Placement is right
across the Palace .
Receptionist
:
How long will it take you to reach this plase ?
Amita
:
It will take me about an hour
Receptionist
:
How will you come here ?
Amita
:
I will come by car.
Section D : Literature
10.
Objectives :
Max. Marks : 35
to test students’ comprehension of poetry-local, global, interpretative, inferential
and evaluative.
Option–l
Value points
(i)
they are survivors of the war
(ii)
unpleasant memories of their friends who died in the battle
which had been haunting them and oppressing them.
1 Mark
2 Marks
(iii) they dream of hatred and acts of violence against the enemy.
2 Marks
(iv) On the one hand, war is regarded as a glorious activity for the
motherland. On the other hand war has demoralized them and
destroyed their pride in their actions.
2 Mark
Option-2
Value Points
11.
Objectives :
(i)
poet - John Keats poem Ode to Autumn.
(ii)
autumn
2 Marks
1 Mark
(iii) the joy and exuberance of spring season
2 Marks
(iv) the grain had been harvested and only the short, dry stalks
remain like the stubble of hair on the face.
2 Marks
to test students’ comprehension of poetry - local and global.
Marking Scheme
Content : 3 Marks
Expression : 1 Mark
(i)
A poem is not a stringing together of words and lines but a complete entity in
which language and meaning are inseparable.
(ii)
Silk and white petals of the blackbone tree, a wet eagle’s two black pink
crinkled feet with one of its talons crippled.
(iii) Parting is very painful but the two people seem to loosen their laced fingers
and hardly utter any words to each other. This makes it seem that parting is
very easy.
12.
Objectives :
to test the students’ ability to comprehend plays, understand character evolution
and interpret characters’ state of mind at different moments.
50
Marking Scheme
Content : 3 marks
Expression : 2 marks
Option–1
Value Points
Option-2
13.
Objectives :
•
Alexander was earlier very ambitious and had grand ideas of conquering the
world with total support from his soldiers.
•
Alexander, on his death bed, is wiser and sadder. Knows that his ambitions
are regarded as those of a mad man, that ‘the master of the world’ is not a
glorious title but condemnation to death, his life was merely an adventure
which was nearing its end.
•
Life / experiences and age had made him wiser. His soldiers refused to
cooperate willingly.
•
recollects what had happened to the previous owner of the monkey’s paw
and to himself when they expressed their three wishes
•
worries that Mr. and Mrs. White might become foolhardy in their curiosity
and ruin themselves
•
a sense of regret / conflict in his mind about having parted with the paw and
giving it to them
•
hope that they will take his words of caution seriously.
to test students’ ability to comprehend, interpret and evaluate prose texts.
Marking Scheme
Content : 3 marks
Expression : 1 mark
Value Points
(i)
(ii)
14.
Objectives :
•
work persistently to achieve your goal, discarding all things that come
in the way
•
not to lose what you have gained through greed, carelessness or taking
things for granted.
Unlike the mosquito which attacks you unprovoked in cold blood, the bee
•
helps strawberries and apples to multiply
•
provides honey
•
attacks only when annoyed.
(iii) •
Doronin was a realist, believed that after the war, Lisa may not find him
attractive anymore
•
Lisa was a romantic and felt that she could not live without him and was
willing to sacrifice her career for love.
to test students’ ability to comprehend prose texts globally, interpret and evaluate
them.
Marking Scheme
Content : 4 marks
Expression : 3 marks
51
Option–l
Option–2
(i)
Man proposes - Mrs. Malik had planned the layout of her house, supervised
every detail of its construction and eagerly awaited the time when she could
live in the house.
(ii)
God disposes - events took a different turn.
•
•
the house was requisitioned by the govt.
•
her husband passed away
•
her daughter - in - law took charge of the house and relegated
her to the l0' × 8' room which she had designed for her mother
-in-law.
7 Marks
focus on development of students’ individual personalities, not merely on
transferring knowledge
•
allow students to develop their individuality
•
make students perform due to interest in subject, curiosity and desire for
truth, not out of fear and compulsion.
•
not over emphasize individual ambition such that it becomes a race for
survival
•
let all activities be governed by pleasure motive
•
develop childlike inclinations and desires for recognition
of students.
Option-1
7 Marks
(i)
Man proposes - Mrs. Malik had planned the layout of her house, supervised
every detail of its construction and eagerly awaited the time when she could
live in the house.
(ii)
God disposes - events took a different turn.
•
the house was requisitioned by the govt.
•
her husband passed away
•
her daughter-in-law took charge of the house and
relegated her to the l0' × 8' room which she had designed
for her mother-in-law.
Option-2
•
focus on development of students’ individual personalities,
not merely on transferring knowledge
•
allow students to develop their individuality
•
make students perform due to interest in subject, curiosity
and desire for truth not out of fear and compulsion.
•
not over emphasize individual ambition such that it becomes
a race for survival
•
let all-activities be governed by pleasure motive
•
develop childlike inclination and desire for recognition of
students. (any four)
6 Marks
6 Marks
52
fganh ¼dsafnzd½
d{kk&12
izfrn'kZ iz'ui=&I
le; % 3 ?kaVs
1-
iw.kk±d % 100
fuEufyf[kr dkO;ka'k dh lizlax O;k[;k dhft, %
gekjh ;'k&xa/k nwj&nwj rd QSyh gS]
Hkzejksa us vkdj gekjs xq.k xk, gS]a
ge ij ckSjk, gSAa
lc dh lqu ikbZ gS
tM+ eqLdkbZ gS!
5
vFkok
nksLr dfBu gS ;gka fdlh dks Hkh
viuh ihM+k le>kukA
nnZ mBs rks] lwus iFk ij
ikao c<+kuk pyrs tkukA
2-
fuEufyf[kr dkO;ka'kksa esa fdUgha nks dk dkO;&lkSan;Z Li"V dhft, %
¼i½ tgka rqEgkjs pj.k ogha ij
in&jt cuh iM+h gw¡ eSAa
esjk fuf'pr ekxZ ;gh gS
/kqoz &lh vVy [kM+h gw¡ eSAa
¼ii½
,sls vkvks
tSls fxfj ds Ük`x
a 'kh'k ij
jax :i dk ØhV yxk,
ckny vk,A
53
3$3¾6
¼iii½
3-
4-
bZ";kZ] vga] LokFkZ] ?k`.kk vfo'oklyhu
la[;krhr 'ka[k&lh nhokjsa mBkrk gS
vius dks nwts dk Lokeh crkrk gS
ns'k dh dkSu dgs
,d dejs esa
nks nqfu;k jpkrk gS
fdUgha nks iz'uksa ds laf{kIr mÙkj nhft, %
¼i½ ek[kuyky prqoZns h us fdlku dh Hkqtkvksa ij lkS&lkS ;qx] lkS&lkS fgeky; vkSj
lkS&lkS xaxk U;ksNkoj djus dh dkeuk D;ksa dh gS\
¼ii½
rqylhnkl eu] deZ vkSj opu ls fdl fu;e dk ikyu djuk pkgrs gSa vkSj D;ks\a
¼iii½
f'koeaxy flag ^lqeu* us feV~Vh dks ^^cPpksa dh xqfM+;k&lh** D;ksa dgk gS \
2$2¾4
fuEufyf[kr x|ka'k dks i<+dj rRlaca/kh iz'uksa ds mÙkj nhft, %
Hkhrj ls dqN&dqN cVk gqvk vkSj ckgj ls fcYdqy ,d] Hkkjr dh ;g fo'ks"krk cgqr iqjkuh
gSA ;g Bhd gS fd izkra h;rk ds tks'k esa vkdj dksb&
Z dksbZ {ks= jk"Vª dh ,drk ls vyx gksdj
viuk Lora= vfLrRo dk;e djus ds fy, tc&rc dksf'k'k djrs jgs gS]a exj ;g Hkh Bhd
gS fd lkjs ns'k dks ,dN= 'kklu ¼pØorhZ jkT;½ ds vanj ykus dk liuk Hkh ;gk¡ cjkcj
ekStnw jgk gSA ns'k dh bl ekSfyd ,drk ds Hkko us izkra h;rk ds lkeus dHkh Hkh gkj ugha
ekuhA
¼i½
Hkkjr dh iqjkuh fo'ks"krk D;k jgh gS \ bls vkt ds lanHkZ esa vki fdruk mi;qDr
le>rs gSa \
2
¼ii½
izkra h;rk ds lkeus gkj u ekuus okyh ekSfyd ,drk dh Hkkouk dks Li"V dhft,A
2
¼iii½
mi;qDZ r vorj.k ikB esa fdl lanHkZ esa dgk x;k gS \
2
vFkok
nwj varj esa dqN Li'kZ gqvk] ij og Li'kZ lw{e Fkk] ;w¡ gh ladrs &lkA 'kCn pDdj dkVrs
jgs&u fgyuk] u >qduk vkSj rc vk;k ;g okD;&u fgyuk] u >qduk thou dh fLFkjrk dk]
n`<r+ k dk fpà gS vkSj og ohj iq#"k gS tks u fgyrk gS] u >qdrk gSA
5-
¼i½
ys[kd dks dSls Li'kZ dk vuqHko gqvk \ og Li'kZ fdl ckr dk ladrs d Fkk \
2
¼ii½
ys[kd us D;ksa dgk] ^og ohj iq#"k gS tks u fgyrk gS] u >qdrk gS*
2
¼iii½
mi;qZDr vorj.k ikB esa fdl lanHkZ esa dgk x;k gS\
2
fdUgha rhu iz'uksa ds mÙkj nhft, %
¼i½
3$3$3¾9
tSunas z us ^rRlr* dgkuh esa va'k vkSj lai.w kZ ds lac/a k dk fdl izdkj Li"Vhdj.k fd;k
gS \
54
¼ii½
^fp=* ikB esa fdlus vkSj D;ksa dgk&^gekjs galksa esa dkSvk utj vkrk gS \*
¼iii½
Hkxorh 'kj.k flag us D;ksa dgk fd Hkkjr dh ufn;ka eks{knkf;uh ugha jgha \
¼iv½ egknsoh oekZ ds vuqlkj uhyw ds LoHkko dh dkSu&lh fo'ks"krk,¡ mls vU; dqÙkksa ls
vyx djrh gSa \
6-
^fofo/kk* Hkkx &2 ds vk/kkj ij fdUgha rhu iz'uksa ds laf{kIr mÙkj nsaA
¼i½
v:eqxe dks ^ohj&pØ* D;ksa iznku fd;k x;k \
¼ii½
n¶rj ds deZpkjh] QkSth vQljksa vkSj VaMu th dh ckrphr f[kM+dh ds ikl [kM+s
gksdj D;ksa lqu jgs Fks \
¼iii½
xw¡xk xk¡o NksMd
+ j D;ksa pyk x;k \
2$2$2¾6
¼iv½ /keZohj Hkkjrh dks i= D;ksa fy[kuk iM+k \
7-
^lR; fdj.k* ,dkadh esa vk/kqfud lkfgR;dkj] iqfyl&vf/kdkjh] lekt&lsfodk vkSj
oSKkfudksa dh fdu varfoZjks/kh izo`fÙk;ksa dk irk pyrk gS \ Li"V dhft,
4
vFkok
^jeu dk okRlY;* izsjd izlax esa ys[kd us panz'ks[kj osadVjeu ds fdu xq.kksa dk mYys[k
fd;k gS\ Li"V dhft,A
8-
9-
^fojkVk dh ifùuh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj nhft, %
¼i½ dkyih ds uokc vyhenkZu dh lokZf/kd mYys[kuh; fo'ks"krk D;k gS \ lksnkgj.k
Li"V dhft, \
¼ii½
fojkVk ds iru ds ckn vyhenkZu }kjk ihNk fd, tkus ij dqenq us D;k fd;k vkSj
D;ksa \
¼iii½
nsoh flag us dQuflag cqna y
s k ds :i esa ;q) ds nkSjku D;k Hkwfedk fuHkkbZ \
^fojkVk dh ifùuh* miU;kl ds ik= dqeqn dh fdUgha pkj fo'ks"krkvksa dk lksnkgj.k
mYys[k dhft,A
3$3¾6
4
vFkok
^fojkVk dh ifùuh* dk mn~ns'; Li"V dhft,A
10-
js[kkafdr inksa dk in&ifjp; nhft, %
HkkbZ us eq>ls iwNk] dksbZ rqEgkjs lkFk vk;k gS \
3
11-
funsZ'kkuqlkj okP;&ifjorZu dhft,A
¼i½ jko.k }kjk lhrk dk gj.k fd;k x;kA
3
¼dr`oZ kP; es½a
55
12-
¼ii½
chekj ;k=h Å¡ps ioZr ij p<+ u ldkA
¼HkkookP; es½a
¼iii½
lqHkk"k panz cksl ds vkºoku ij ;qodksa us jDrnku fd;kA
¼deZokP; es½a
fuEufyf[kr esa ls fdUgha nks dk lekl&foxzg dhft, vkSj leklksa ds uke Hkh fyf[k, %
2$2¾4
iFkHkz"V] dj&dey] pØ/kj] f=yksdhA
13-
14-
fuEufyf[kr v'kq) okD;ksa dks 'kq) dhft, %
1$1$1¾3
¼i½
iq= us firkth ds pj.kksa ds fy, flj >qdk fn;kA
¼ii½
geus bldks fopkj&foe'kZ fd;kA
¼iii½
esjs dks xq#th us D;ksa cqyk;k gS \
funsZ'kkuqlkj okD;&:ikarj.k dhft, %
1$1$1$1¾4
¼i½
fo|kFkhZ iqLrd [kjhnus cktkj x;kA ¼fefJr okD; es½a
¼ii½
tks O;fDr iq#"kkFkhZ gksrk gS] mlds fy, dksbZ dk;Z dfBu ugha gksrkA ¼ljy okD; es½a
¼iii½
og fo|ky; esa vk;k] tgk¡ mlus dgkuh lqukbZA ¼la;qDr okD; es½a
¼iv½ chekjh ds dkj.k Lusgyrk us ijh{kk ugha nhA ¼iz'uokpd okD; es½a
15-
¼i½
fuEufyf[kr okD; dk fo'ys"k.k dhft, %
2
eerk dh csVh lq/kk jkst fØdsV [ksyrh gSA
¼ii½
fuEufyf[kr okD;ksa dk ,d okD; esa la'ys"k.k dhft, %
2
xk; dk jax dkyk FkkA [ksr esa xsg¡w dh gjh Qly [kM+h Fkh
xk; us Qly dks pjuk 'kq: dj fn;kA
16-
¼d½ fuEufyf[kr yksdksfDr;ksa esa ls fdUgha nks dk okD;ksa esa bl izdkj iz;ksx dhft, fd
muds vFkZ Li"V gks tk,¡ %
¼i½
v/kty xxjh Nydr tk,A
¼ii½
vk cSy eq>s ekjA
¼iii½
,d gkFk ls rkyh ugha ctrhA
¼[k½ fuEufyf[kr eqgkojksa esa ls fdUgha nks dk okD;ksa esa bl izdkj iz;ksx dhft, fd muds
vFkZ Li"V gks tk,¡ %
¼i½
b±V dk tokc iRFkj ls nsukA
¼ii½
vk¡[ksa fcNkukA
¼iii½
dku ij tw¡ u jsx
a ukA
56
1$1¾2
1$1¾2
17-
fuEufyf[kr x|ka'k dks /;ku ls if<+, vkSj rRlaca/kh iz'uksa ds mÙkj nhft, %
izÑfr vkSj O;fDr ds lac/a kksa esa fodkj vk jgk gSA O;fDr izÑfr ls nwj gks x;k gSA
tula[;k&foLQksV ls rFkk izn"w k.k ds dqizHkko ls izÑfr dh 'kksHkk ij ladV ds ckny eaMjkus
yxs gSAa ,slh foijhr fLFkfr esa Hkh izÑfr dk lkSna ;Z olar ds vkxeu ij f[ky mBrk gSA
foLe; gksrk gS fd vktdy yksxksa dks olar ds vkxeu dk Hkh vkHkkl ugha gksrkA iq"i
okfVdkvksa esa jax&fcjaxs Qwyksa dh pV[k vkSj egd ls oklarh iou >we mBrk gSA iq"i
ia[kqfM+;ksa ij frrfy;ksa ds u`R; eu eksg ysrs gSAa Hkzejksa dk e/kqj xqt
a u vkuan dh o`f"V djrk
gSA _rqjkt ds Lokxr esa vke dh Mky ij dksfdyk Hkh e/kqj rkusa NsMr+ h gSA eksjfu;ksa ds >qM
a
ls f?kjk eksj eLrh esa ukprk gSA
izÑfr dh ;g NVk yksxksa dks ulhc ugha gksrh D;ksfa d muds eu esa izÑfr&izes 'ks"k ugha jgkA
O;fDr izÑfr&izes ds vHkko esa ekufld nckoksa esa th jgk gSA vr% olar ds vkxeu ij izR;sd
O;fDr ds eu esa mldk Lokxr djus dh Hkkouk tkxuh pkfg,A
18-
¼i½
izÑfr dh 'kksHkkJh ij ladV ds ckny D;ksa eaMjk jgs gSa \
1
¼ii½
foijhr ifjfLFkfr esa Hkh izÑfr dh fo'ks"krk D;k gS \
1
¼iii½
ys[kd dks foLe; D;ksa gksrk gS \
1
¼iv½ izÑfr dh dkSu&lh NVk yksxksa dks ulhc ugha gksrh \
1
¼v½
1
ekufld nckoksa ls NqVdkjk ikus dh nok D;k gS \
fuEufyf[kr dkO;ka'k dks /;ku ls if<+, vkSj rRlaca/kh iz'uksa ds mÙkj nhft, %
Fkdk&gkjk lksprk eu&lksprk euA
my>rh gh tk jgh gS ,d my>u
va/ksjs esa va/ksjs ls dc ryd yM+rs jgsa
lkeus tks fn[k jgk gS] og lpkbZ Hkh dgsAa
HkhM+ va/kksa dh [kM+h [kq'k jsoM+h [kkrh
va/ksjs ds b'kkjksa ij ukprh&xkrhA
Fkdk gkjk lksprk eu&lksprk euA
Hkw[kh I;klh dkukQwlh ns mBh nLrd
va/k cu tk >qdk ns re&}kj ij eLrd
jsoM+h dh ck¡V esa rw jsoM+h cu tk
frfej ds njckj esa njcku&lk ru tkA
Fkdk gkjk] mBk xnZu&tw>rk eu
nwj my>u! nwj] my>u! nwj my>u!
57
py [kM+k gks iSj esa ;fn yx xbZ Bksdj
[kM+k gks la?k"kZ esa fQj jks'kuh gksdj
e`R;q Hkh ojnku gS la?k"kZ esa I;kjs
lR; ds la?k"kZ esa D;ksa jks'kuh gkjsA
ns[krs gh ns[krs re rksMr+ k gS ne
vkSj lwjt dh rjg ge Bksd
a rs gSa [keA
19-
¼i½
Fkds gkjs eu dh my>u D;k gS \
1
¼ii½
va/ksjs esa va/kksa dh HkhM+ [kq'k D;ksa gS \
1
¼iii½
Hkw[k&I;kl dh foo'krk dk D;k ijke'kZ gS \
1
¼iv½ tq>k: eu us lq>ko D;ksa ugha ekuk \
1
¼v½
1
la?k"kZ esa fot; fdls feyrh gS \
vkids iM+ksl esa dksbZ vkradoknh jg jgk gSA vkius ml edku esa dqN vkradoknh
xfrfofèk;k¡ ns[kh gSaA vki vius uxj ds mPp iqfyl vf/kdkjh dks i= fy[kdj bldh iw.kZ
tkudkjh nhft, rkfd fdlh nq?kZVuk ls iwoZ gh mfpr dkjZokbZ gks ldsA
5
vFkok
?kk;y lqj{kkdehZ dks ,d i= fyf[k,] tks vkidk ifjfpr] laca/kh ;k fj'rs dk HkkbZ gSA
20-
fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 250 'kCnksa esa fuca/k fyf[k, %
¼i½
fofo/krk esa ,drk&Hkkjr dh fo'ks"krk
¼ii½
eaxy xzg dh ;k=k
¼iii½
cky etnwjh&,d vfHk'kki
¼iv½ yksdra= esa pquko
¼v½
ijfgr lfjl /kje ufga HkkbZA
58
10
fganh ¼dsafnzd½
d{kk&12
izfrn'kZ iz'ui=&I
vad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq
vad&fooj.k
1-
fdlh ,d dkO;ka'k dh lizlax O;k[;k visf{kr gSA
¼i½ jpuk vkSj jpukdkj dk ukeksYys[k
½+½ ¾ 1
a &iwokZij lac/a k&dFku
¼ii½ izlx
1
¼iii½ O;k[;k
2½
¼iv½ 'kq) Hkk"kk&lai"zs k.k
½
dqy vad % 5
¼i½
^tM+ dh eqLdku*] gfjoa'k jk; cPpu
¼ii½
izxfr djus ij vius ewyk/kkj dks Hkwy tkus okys dks muds ewyk/kkj dk egÙo le>kus
ds fy, o`{k ds ek/;e ls tM+ dh eqLdku Li"V djrh gSA
¼iii½
rus ds fodkl esa Mkfy;ks]a Vgfu;ksa vkSj ifÙk;ksa ds ckn dyh vkSj iq"i viuh&viuh
'ks[kh c?kkjrs gSAa Mkfy;ka rus dh] Vguh Mkyksa dh] ifÙk;k¡ Vguh dh] dyh ifÙk;ksa dh
vkSj iq"i dyh dh mis{kk djrs gSAa iq"i dks xa/k vkSj :i ij xoZ gSA rHkh nwj&nwj rd
gok egd jgh gSA Hkzej Hkh mldk xq.kxku dj jgs gS]a iq"i dh xohZyh ok.kh ij tM+
eqLdjkrh gS vkSj jgL; crkrh gSA o`{k dk fodkl vkSj vfLrRo tM+ ij vk/kkfjr gSA
tM+ futhZo ugha] ltho gSA
vFkok
¼i½
^g¡lk tksj ls* losZ'oj n;ky lDlsukA
¼ii½
nqfu;k dks O;fDr dk lq[k vkSj nq[k QwVh vk¡[k ugha HkkrkA yksx mlds 'kksd] xe vkSj
vkuan esa Hkkxhnkjh ugha fuHkkrsA tks yksx nqfu;k ds lkFk viuk lq[k&nq[k ck¡Vuk
pkgrs gS]a mu yksxksa dks dfo lykg nsrk gSA
59
¼iii½
bl fofp= nqfu;k dks viuh ihM+k le>kuk vR;ar dfBu dk;Z gSA blfy, blds
lkeus viuh nnZ&dFkk ij le; u"V er dhft,A gk¡] nnZ rks xnZu mBk,xk vkSj
pkgsxk fd nqfu;k dks lqukš] dksbZ u dksbZ lqux
s k] vo'; lqux
s kA dfo dk lPpk
ijke'kZ gS fd ,slh fLFkfr esa futZu iFk ij dne c<+krk py] xfr esa gh izxfr gS]
izxfr esa ihM+k dk funku gS] thou dh bl izxfr'khy dnerky esa nq[k ds fnu chr
tk,axAs lq[k feysxkA jghe dfo us Hkh lekukarj iafDr;ksa esa dgk gS %
^^jfgeu fut eu dh O;Fkk] eu gh jk[kks xks;
lqfu vfB ySga Sa yksx lc] ckaV u ySga Sa dks;A**
2-
fdUgha nks dkO;ka'kksa ds Hkko&lkSan;Z vkSj f'kYi&lkSan;Z dh izLrqfr visf{kr gSµ
¼d½ •
•
•
¼[k½ •
•
•
3-
4-
3$3¾6
ifr&iRuh ds vVy nkEiR; thou dk dFku
^in&jt* vkSj ^/kqoz &lh* ^vVy* esa :id vkSj miek vyadkj dk lkSna ;Z izdV
gqvk gSA
^in&jt* esa lukru lac/a k vfHkO;Dr gqvk gS rks ^/kqoz &lh* esa miek ds }kjk
,dfu"Brk O;Dr gqbZ gSA
ru eu ds LoPN vkSj mTToy thou ds vkºoku dk dFkuA
^Ük`x
a 'kh'k* esa vuqikz l vkSj :id vyadkj] ^jax:i dk ØhV* esa Hkh :id vyadkj
vkxeu dk ckny tSlk jaxhu :i] fgefxfj ds f'k[kj ij 'kksHkk;eku lkSna ;Z dk
dFkuA ¼Hkko&lkSna ; 1½] f'kYi&lkSna ;Z 1½½
fdUgha nks iz'uksa ds laf{kIr mÙkj nhft, %
¼i½ fdlku dh Hkqtk,¡ Je djds vUu dk mRiknu djrh gSAa ;gh dkj.k gS fd dfo us
mldh Hkqtkvksa ij lkS&lkS ;qx] lkS&lkS fgeky; vkSj lkS&lkS xaxk U;ksNkoj djus dh
dkeuk dh gSA
¼ii½ og fdlh ls dqN u ekax]s fujarj ijksidkj djrk jgs] mldh dFkuh&djuh esa varj
u gks] dVq opu lqudj Hkh mls Øks/k u vk,] lq[k&nq[k mls fopfyr u djsa og
fu;eksa dk iyuk djuk pkgrk gS rkfd LFkk;h :i esa jke dh HkfDr izkIr gksA
2$2¾4
¼iii½
cPpksa dh xqfM+;k&lh Hkksyh feV~Vh dk vfLrRo D;k gS\ gok mls mM+k nsrh gS vkSj ikuh
mls xyk nsrk gSA
¼i½
vusdrk esa ,drk dh Hkkouk Hkkjr dh iqjkuh lkaLÑfrd fo'ks"krk jgh gSA vkt ds
lanHkZ esa Hkh ;g izklafxd gS D;ksfa d gekjs ns'k dh fofo/krk gh bldh fo'ks"krk gSA
2
Hkkjr esa izkra &fo'ks"k ds yksx vius vyx vfLrRo ds fy, vkanksyu djrs jgs gSAa mlh
ds lkFk ns'kokfl;ksa dh ;g Hkkouk Hkh cyorh jgh fd ge ,d jk"Vª ds :i esa
x.krkaf=d 'kklu esa jgsAa pØorhZ jkT; dk ladYi bldk lk{; gSA bl ekSfyd
,drk us izkra h;rk dks iuius ugha fn;kA
2
ys[kd ikB esa Hkkjr dh fo'ks"krkvksa dh ppkZ djrs gq, mldh fHkUurkvksa dk mYys[k
djrk gS vkSj mls yxrk gS fd Hkkjr pkgs Hkhrj ls dVk&QVk lk yxrk gks ij og
,d gh ns'k gSA
2
¼ii½
¼iii½
60
vFkok
¼i½
¼ii½
¼iii½
5-
ys[kd gjs&Hkjs isM+ vkSj ,d BwBa ij gok dk izHkko ns[krs&ns[krs bl urhts ij igq¡pk
fd Bw¡B ij bldk dksbZ vlj ugha gksrkA ^u fgyuk*] ^u >qduk* 'kCn gh mlds
varjeu esa dkS/a krk jgs tks ladrs ns jgs Fks fd euq"; dk O;fDrRo dSlk gksuk pkfg,A
2
ys[kd mls ohj iq#"k ekurk gS] ftlds thou esa fLFkjrk gSA og vius fu'p; ij
vVy jgrk gSA og vius y{; ls b/kj&m/kj ugha gksrkA fgyrk rd ugha gSA n`<+
jgrk gSA foijhr ifjfLFkfr gks ;k vklqjh 'kfDr] og muds lkeus ur&eLrd ugha
gksrkA
2
gjs&Hkjs isM+ vkSj futhZo BwBa ds ek/;e ls euq"; ds LoHkko dh fo'ks"krk crkus ds lanHkZ esa
2
dsoy rhu iz'uksa ds mÙkj nsuk visf{kr gSAa izR;sd mÙkj esa nks ewy fcanv
q ksa dh vfHkO;fDr
gksA
dF; 3$3$3¾9
¼i½
va'k vkSj lai.w kZ dk lac/a k isM&
+ ikS/kksa vkSj i'kqvksa ds mnkgj.k nsdj ou dh lexzrk dk
Li"Vhdj.k visf{krA
¼ii½
'kadjkpk;Z us fp=dkj ls dgk fd gal dk fp= geus Hkh cuk;k Fkk ysfdu yksdra=
esa gekjs gal esa dkSvk utj vkrk gSA gekjh dwfp;ksa esa lkainz kf;drk ds jax crk, tkrs
gSAa vc yksdra= esa yksd ds gkFkksa gal dk fp= cuus nksA
¼iii½
tula[;k vkSj tu dqÑR;ksa ds fooj.k ds lkFk egkufn;ksa ds iznfw "kr ty ds
Li"Vhdj.k ls ufn;ksa dh eks{knkf;uh 'kfDr dk fouk'k crkuk gSA
¼iv½ uhyw dh lgt psruk] lai"sz k.kfiz; O;ogkj] vkRe lEeku] LokfeHkfDr vkSj vfgald
ln~O;ogkj ds mnkgj.kksa ls mfDr fl) dh xbZ gksA
6-
fofo/krk ds vk/kkj ij dsoy rhu iz'uksa ds mÙkj dkj.k vkSj dk;Z ds Li"Vhdj.k&lfgr
visf{kr %
dF; 2$2$2¾6
¼i½
v:eqxe ds 'kkS;Zi.w kZ cfynku ds dkj.k dk mYys[k v'kksd pØ ds fy, fd;k gksA
¼ii½
os VaMu th dh /khjrk] n`<r+ k vkSj vaxt
zs QkSth vQljksa ds lkeus mudh 'kkar
fuHkhZdrk ns[k&lqu jgs FksA
¼iii½
xwx
a k viuh rSjkdh vFkok dyk&cy ls ml cPps dks rqjra u fudky ldkA rhu
iz;klksa esa futhZo&lh lQyrk ds dkj.k ;k vU; dkj.k( rdZ&lfgr visf{krA
¼iv½ fdlh 'kks/k djus okys us Hkkjrh th ls muds lkfgR;&ifjp; ds fy, vuqjks/k fd;k
FkkA vr% mUgksua s i= fy[kkA
7-
^lR; fdj.k* ,dkadh ds ik=ksa dh varfoZjks/kh izo`fÙk;ksa dk laf{kIr ifjp; visf{krA
dF; 3$ vfHkO;fDr 1¾4
vFkok
^jeu dk okRlY;* izsjd izlax ds vk/kkj ij jeu ds rhu xq.kksa dk mYys[k visf{krA
61
8-
9-
^fojkVk dh ifùuh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj visf{kr gSaA
dF; 2$ Hkk"kk 1 ¼2×3¾6½
¼i½
vyhenkZu dh lokZf/kd mYys[kuh; fo'ks"krk ;g gS fd og fganqvksa dh /kkfeZd Hkkoukvksa
ij vk?kkr ugha djrkA nqxkZ eafnj ij mlus rksi ls vkØe.k ugha fd;k&nsohflag us
fd;k] mÙkj esa ;g Li"V fd;k x;k gksA
¼ii½
dqenq csrok unh dh <kyw pV~Vku ds Nksj rd igq¡p xbZA mlus ^efyfu;k Qqyok
ykvks uanu cu ds* yksdxhr xk;k vkSj csrok unh esa Nykax yxk nhA vius izes h ds
fo;ksx esa vkRe&fcynku fn;k vkSj 'k=q ls Lo;a dks cpk;kA
¼iii½
nsohflag Nn~e os'k esa dQuflag cqna y
s k ds :i esa jkeuxj x<+ ds }kj ij fpYyk;kA
izgjh vk x, rFkk ykspuflag vkSj mlds lkfFk;ksa us x<+ fot; dj fy;kA
dqenq dk ifjp;&vuU; lqna jh] yksxksa dh vkLFkk dk dsna ]z nsoh dk vorkj] lR;orh] xq.korh]
vuU; izfs edk] fuHkhZd vkSj ifo= ukjh&vkfn esa ls fdUgha pkj fo'ks"krkvksa dk mYys[k
lksnkgj.k visf{krA
1$1$1$1¾4
vFkok
miU;kl dk izeq[k mn~n's ; Hkkjr ds izkphu bfrgkl ds xkSjo'kkyh iUuksa dk izn'kZu dj ubZ ih<+h esa ns'kizes ]
cfynku Hkkouk vkSj vkn'kZ Hkkouk dk lapkj djuk gSA
10-
HkkbZ us&tkfrokpd laKk] iqfYyax] ,d opu] drkZdkjd] ^iwNk* fØ;k dk drkZA
iwNk&ldeZd fØ;k] iqfYyax] ,d opu] Hkwrdky] dr`oZ kP;] iw.kZ i{kA
dksbZ&vfu'p;okpd loZuke] iq-] ,d opu] drkZ dkjd] ^vk;k gS*] fØ;k dk drkZA
1
1
1
11-
¼i½
jko.k us lhrk dk gj.k fd;kA
1
¼ii½
chekj ;k=h ls Åaps ioZr ij p<+k ugha x;kA
1
¼iii½
lqHkk"kpanz cksl ds vkºoku ij ;qodksa }kjk jDrnku fd;k x;kA
1
12-
fdUgha nks leklksa dk foxzg vkSj ukeksYys[k visf{kr gS&
iFkHkz"V
dj&dey
pØ/kj
f=yksdh
&
&
&
&
iFk ls Hkz"V
dey ds leku dj
pØ dks /kkj.k djrk gS tks ¼JhÑ".k vFkok fo".kq½
rhu yksdksa dk lewg
2$2¾4
&rRiq#"k
&deZ/kkj;
&cgqczhfg
&f}xq
13-
¼i½
¼ii½
¼iii½
iq= us firk ds pj.kksa esa flj >qdk fn;kA
geus bl ij fopkj&foe'kZ fd;kA
eq>s xq#th us D;ksa cqyk;k gS \
14-
¼i½
pw¡fd fo|kFkhZ dks iqLrd [kjhnuh Fkh blfy, og cktkj x;kA
1
¼ii½
iq#"kkFkhZ O;fDr ds fy, dksbZ dk;Z dfBu ugha gksrkA
1
62
¼iii½
og fo|ky; esa vk;k vkSj mlus dgkuh lqukbZA
1
¼iv½ D;k chekjh ds dkj.k Lusgyrk us ijh{kk ugha nh \
15-
¼i½
¼ii½
16-
mís';
1
fo/ks;
drkZ dk foLrkj
drkZ
deZ
fØ;k
foLrkj
eerk dh csVh
lq/kk
fØdsV
[ksyrh gS
jkst
dkyh xk; us [ksr esa [kM+h gjh Qly dks pjuk 'kq: dj fn;kA
¼d½ fdUgha nks yksdksfDr;ksa ds lkFkZd iz;ksx ij vad fn, tk,a %
¼i½
¼ii½
¼iii½
17-
¼i½
¼ii½
¼iii½
¼iv½
1$1¾2
FkksMh+ fo|k ;k /ku ls ?keaM esa vkuk&vFkZ ij /;ku nsAa
tkucw>dj eqlhcr eksy ysuk&vFkZ ij /;ku nsAa
la?k"kZ nksuksa i{kksa dh Hkwy ls gksrk gS&vFkZ ij /;ku nsAa
¼[k½ fdUgha nks eqgkojksa ds lkFkZd iz;ksx ij vad fn, tk,aA
¼i½
¼ii½
¼iii½
2
1$1¾2
nq"V ls nq"Vrk dk O;ogkj djukA&vFkZ ij /;ku nsAa
vknj lRdkj djukA&vFkZ ij /;ku nsAa
dqN Hkh izHkko u gksukA&vFkZ ij /;ku nsAa
1
1
1
1
¼v½
tula[;k&foLQksV vkSj izn"w k.k ds dkj.k izÑfr dh 'kksHkk ij ladV gSA
izÑfr dk lkSna ;Z f[ky mBrk gSA
yksxksa dks vktdy olar ds vkxeu dk Hkh vkHkkl ugha gksrkA
iq"iksa dk lkSna ;Z dksfdyk ds xhr] eksj ds u`R; vkSj Hkzejksa ds e/kqj xqt
a u dh NVk
yksxksa dks ulhc ugha gksrhA
izÑfr&izes ekufld nckoksa ls eqfDr fnyk ldrk gSA
18-
¼i½
¼ii½
¼iii½
¼iv½
¼v½
va/ksjs ls la?k"kZ tkjh j[ksa ;k ugha] my>u FkhA
va/ksjs ds b'kkjksa ij ukp&xkdj jsoM+h [kkdj [kq'k FkhA
ijke'kZ Fkk va/ksjs ds v/khu gks tkA
lR; ls la?k"kZ esa >qduk vfHk'kki gS] ej tkuk ojnku gSA
tks lR; ds la?k"kZ esa iz;kljr jgrk gS] mls fot; feyrh gSA
1
1
1
1
1
19-
i= ys[ku
20-
fuca/k ys[ku
izLrkouk
fo"k;&
izfriknu ¼4 fcanqvksa dk foospu½
milagkj
Hkk"kk&'kSyhxr ekSfydrk
i= dh vkSipkfjdrk,a
i= dk o`Ùkkar&fooj.k
1
2
3¾5
1
6
1
2¾ 10
63
fganh ¼dsafnzd½
d{kk&12
izfrn'kZ iz'ui=&II
le; % 3 ?kaVs
1-
iw.kk±d % 100
fuEufyf[kr dkO;ka'k dh lizlax O;k[;k dhft, %
flagh dh xksn ls Nhurk gS f'k'kq dkSu
ekSu Hkh D;k jgrh og jgrs izk.k \
js vtku
,d es"k ekrk gh
jgrh gS fufeZe"s k&
nqcy
Z og&
fNurh larku tc]
tUe ij vius vfHk'kIr
rIr vkalw cgkrh gSA
fdarq D;k \
;ksX; tu thrk gS]
if'pe dh mfDr ugha]
xhrk gS] xhrk gS]
Lej.k djks ckj&ckj
tkxks fQj ,d ckjA
vFkok
dkgs js cu [kkstu tkbZ
loZ fuoklh lnk vysik rksfg lax lekbZAA
iqgiq e/; T;ksa ckl clr gS] eqdjq ekafg tl NkabZ
tSls gh gfj clS fujarj ?kV gh [kkstks HkkbZAA
64
5
ckgj Hkhrj ,dS tkuks ;g xq# Kku crkbZA
Hku ^ukud* fcu vkik phUgs feVs u Hkze dh dkbZAA
2-
fuEufyf[kr dkO;ka'kksa esa fdUgha nks dk dkO;&lkSan;Z Li"V dhft, %
3$3¾6
¼d½ fojps f'ko] fo".kq] fojafp foiqy
vxf.kr czãkaM fgyk, gS
iyus esa izy; >qyk;k gS
xksnh esa dYi f[kyk, gSAa
¼[k½ eSua s mldks
tc tc ns[kk
yksgk ns[kk
yksgs tSls
rirs ns[kk
xyrs ns[kk
<yrs ns[kk
eSua s mldks
xksyh tSlk
pyrs ns[kkA
¼x½
3-
ij u tkus D;ks&
a
ijkt; us eq>s 'khry fd;k]
vkSj gj HkVdko us xfr nh
ugha dksbZ Fkk
blh ls lc gks x, esjs
eSa Lo;a dks ckaVrh gh fQjh
fdlh us eq>dks ugha ;fr nhA
fuEufyf[kr esa ls fdUgha nks iz'uksa ds laf{kIr mÙkj nhft, %
¼i½
^;s vukt dh iwyas rsjs dka/ks >wy*as dfork esa dfo us ok;q dks fdlku dh mTToy xkFkk
vkSj lw;Z dks mldk jFk D;ksa crk;k gS \
¼ii½
^ohjkaxuk* dfork esa Hkkjrh; ukjh dh fdu&fdu fo'ks"krkvksa dks n'kkZ;k x;k gS \
¼iii½
dfo DydZ&thou dh fdu&fdu tfVyrkvksa dks thus ds fy, ck/; gS\ ^eSa vkSj esjk
fiV~B*w uked dfork ds vk/kkj ij Li"V dhft,A
65
2$2¾4
4-
fuEufyf[kr x|ka'k dks i<+dj rRlaca/kh iz'uksa ds mÙkj nhft, %
thou esa nsg gS] thou esa vkRek gSA nsg gS uk'k'khy vkSj vkRek gS 'kk'or] rks vkRek dks
fgyuk&>qduk ugha vkSj nsg dks fujarj fgyuk&>qduk gh gS( ugha rks ge gks tk,axs jkeyhyk
ds jko.k dh rjg] tks ckal dh [kifPp;ksa ij [kM+k jgrk gS&u fgyrk gS] u >qdrk gSA gekjs
fopkj yphys gks]a ifjfLFkfr;ksa ds lkFk os leUo; lk/krs pys]a ij gekjs vkn'kZ fLFkj gksAa gekjs
iSjksa esa thou ds ekspZs ij MVs jgus dh Hkh 'kfDr gks vkSj Lo;a eqMd
+ j gesa mBus&cSBus&ysVus
esa enn nsus dh HkhA la{ksi esa thou dh ÑrkFkZrk ;g gS fd og n`<+ gks] ij vfM+;y u gksA
¼i½
¼ii½
¼iii½
fdl fLFkfr esa ge jkeyhyk ds jko.k dh rjg gks ldrs gSa \
thou dh ÑrkFkZrk vfM+;y gksus dh vis{kk n`<r+ k esa D;ksa gS \
gekjs fopkj yphys D;ksa gksus pkfg,] Li"V dhft,A
2
2
2
vFkok
vkneh dh ftanxh vius&vki esa cgqr gh vdsyh vkSj uhjl gksrh gSA vkneh&vkneh ds
fj'rs&&ukrs cgqr nwj rd lkFk ugha nsrAs ij tc og buls vkxs c<+dj ,d O;kid lacèa k
dk;e djus dh dksf'k'k djrk gS rks mlds lkFk ou] ioZr] unh vkfn lc py iM+rs gSAa rc
og vdsyk ugha jg tkrkA vkt og ouLifr;ksa vkSj ikuh ds fj'rs dks Hkwydj vius dks Hkh
vdsyk cuk jgk gS vkSj muls vkilh lac/a kksa dk Hkh foPNsn djrk tk jgk gSA xaxk] ;equk]
xksnkojh] ueZjk vkSj dkosjh vkt Hkh Hkkjr esa cg jgh gSAa ij vc os eks{knk;uh ugha jg xbZ gSAa
¼i½
¼ii½
¼iii½
5-
ys[kd vkneh dh ftanxh dks vius vki esa uhjl vkSj vdsyh D;ksa dg jgk gS \
vkt dk euq"; ouLifr vkSj ikuh ds fj'rs dks Hkwydj vius vki dks vdsyk
dSls cuk jgk gS \
ys[kd ,slk D;ksa dgrk gS fd Hkkjr dh ufn;k¡ vc eks{knkf;uh ugha jg xbZ gSa \
fdUgha rhu iz'uksa ds mÙkj nhft, %
2
2
2
3$3$3¾9
¼i½
^;g ns'k ,d gS* ikB ds vk/kkj ij fl) dhft, fd Hkkjr esa fofo/krk ds Hkhrj gh
,drk ds xq.k fo|eku gSAa
¼ii½
dksfdy ds Hkhrj rksrs dk jguk orZeku lekt dh fdl ekufldrk dh vksj ladrs
djrk gS \ ^fp=* ikB ds vk/kkj ij Li"V dhft,A
¼iii½
ou dh ladYiuk dks isM&
+ ikS/ks vkSj i'kq Lohdkj D;ksa ugha dj ik jgs Fks \ ^rRlr*
dgkuh ds vk/kkj ij mÙkj nhft,A
¼iv½ ^esjs fy, Hkkjrh; gksus dk vFkZ* ikB esa ys[kd iqf'du ds i= dks mn~/k`r djds gesa D;k
crkuk pkgrk gS \
6-
^fofo/kk* Hkkx &2 ds vk/kkj ij fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj yxHkx 25&30
'kCnksa esa nhft,
¼d½ jktf"kZ iq#"kksÙke nkl VaMu ds O;fDrRo dh D;k fo'ks"krk,a Fkh \ ^VaMu th vfMx jgs*
ikB ds vk/kkj ij crkb,A
66
2$2$2¾6
¼[k½ ^bafnz;fyIlq thou ugha gSA* ^ew¡xk xwx
a k* dgkuh ds vk/kkj ij Li"V dhft,A
7-
¼x½
johanzukFk Bkdqj us Hkfxuh fuosfnrk dh lsok dks ^fny dh lsok* D;ksa dgk Fkk \
¼?k½
ys[kd ds firk ds thou dh dkSu&lh ?kVuk,¡ mudh fonzkgs h izo`fÙk ij izdk'k Mkyrh
gSa \ ^,d i=* ikB ds vk/kkj ij crkb,A
fuEufyf[kr iz'u dk mÙkj yxHkx 50&60 'kCnksa esa fyf[k, %
4
^^dke iwjk gksus ls igys ugha e:axk lkgc**A ^ek¡ tkurh gS* ikB esa v:eqxe ds fdu dk;ks±
ls mlds bl dFku dh iqf"V gksrh gS \
vFkok
iafMr fo".kq fnxacj iyqLdj ds pfj= dh fdu&fdu fo'ks"krkvksa us vkidks lokZf/kd izHkkfor
fd;k vkSj D;ksa \
8-
9-
^fojkVk dh ifùuh* ds vk/kkj ij fdUgha nks iz'uksa ds mÙkj yxHkx 40&50 'kCnksa esa nhft, %
¼i½
cqna y
s [kaM dk iapunk dkSu&lk LFkku dgykrk gS \ ;g LFkku D;ksa izfl) gS \ ogka
dkSu tkdj Bgjs Fks \
¼ii½
vyhenkZu ds flagx<+ vkus ls dqt
a jflag izlUu D;ksa ugha Fkk \
¼iii½
nsohflag us var esa nkaxh ohjksa dks fdu 'kCnksa esa J)katfy nh \ fojkVk dh tkxhj ds
fy, D;k fu.kZ; fd;k \
3$3¾6
^fojkVk dh ifùuh* miU;kl ds vk/kkj ij dqt
a j flag dh pkfjf=d fo'ks"krk,a Li"V dhft,
4
vFkok
^fojkVk dh ifùuh* dk mn~ns'; ubZ ih<+h dks Hkkjr ds izkphu xkSjo ls ifjfpr djkuk
gS&bl dFku dk foospu dhft,A
10-
js[kkafdr inksa dk O;kdjf.kd ifjp; nhft, %
3
'khr _rq esa fgeky; dk {ks= iw.kZr;k cQZ ls <d tkrk gS vkSj ogka dk tu&thou
vLr&O;Lr gks tkrk gSA
11-
funsZ'kkuqlkj okP;&ifjorZu dhft,A
3
¼i½
v/;kid fo|ky; esa f'k{kk nsrs gSAa ¼deZokP; es½a
¼ii½
ck<+ ihfM+rksa dh lgk;rk ds fy, ljdkj }kjk djksMk+ as #i, [kpZ fd, tkrs gSAa ¼dr`Z okP; es½a
¼iii½
eSa bl xehZ esa lks ugha ldrkA ¼Hkko okP; es½a
67
12-
¼d½ leLr inksa dk foxzg djds lekl dk uke Hkh fyf[k, %
2
gFkksga kFk] xtkuuA
¼[k½ leLr in cukb, vkSj lekl dk uke Hkh fyf[k, %
2
xaxk vkSj ;equk] gkFk ls fyf[krA
13-
14-
fuEufyf[kr v'kq) okD;ksa dks 'kq) djds fyf[k, %
¼i½
Ñi;k nks fnu dk vodk'k iznku djus dh Ñik djsAa
¼ii½
'ksj dks lkeus ns[kdj esjs rks izk.k gh lw[k x;kA
¼iii½
eq>s dsoy ek= ikap #i, pkfg,A
vFkZ ds vk/kkj ij fuEufyf[kr okD;ksa ds Hksn crkb, %
¼i½
os yksx dgka jgrs gSa \
¼ii½
vkidh ;k=k 'kqHk gksA
¼iii½
mldh iRuh cgqr chekj FkhA
3
2
¼iv½ vxj os vk tkrs rks esjk dke cu tkrkA
15-
funsZ'kkuqlkj okD;ksa esa ifjorZu dhft, %
2
¼d½ ykykth FkSyk mBkdj nqdku dh vksj pysA ¼la;Dq r okD; es½a
¼[k½ o"kkZ gksus ij eksj ukpus yxrs gSAa ¼fefJr okD; es½a
16-
¼d½ fuEufyf[kr okD; dk fo'ys"k.k dhft, %
2
¼i½
rstLoh pk.kD; us ohj panx
z Iq r dks ex/k dk lezkV cuk fn;kA
¼ii½
iouiq= guqeku us ns[krs gh ns[krs lksus dh yadk tyk nhA
¼[k½ fuEufyf[kr okD;ksa dk la'ys"k.k dhft, %
17-
¼i½
gksjh ,d fdlku FkkA og cgqr xjhc FkkA og cgqr ifjJe djrk FkkA
¼ii½
'khyk esjh cgu gSA og eqca bZ ls dy vk,xhA ge nks fnu rd ekSt&eLrh djsx
a As
¼d½ mi;qDr yksdksfDr;ksa ls fjDr LFkkuksa dh iwfrZ dhft, %
¼i½
jke us dgk fd esjh vkfFkZd nqnZ'kk esa rqEgkjh FkksMh+ &lh lgk;rk esjs fy,---------------------------------------------------------------cu tk,xhA
¼ii½
eSa tYnckth esa iqjkuh ukSdjh ls bLrhQk ns vk;k vkSj ubZ ukSdjh feyh ughaA
esjh n'kk rks ,slh gks xbZ tSl-s ----------------------------------------------------------------------------------A
68
2
2
¼[k½ fuEufyf[kr eqgkojksa esa ls fdUgha nks dk okD;ksa esa bl izdkj iz;ksx dhft, fd muds
vFkZ Li"V gks tk,¡ %
18-
¼i½
xk¡B ck¡/k ysuk
¼ii½
flj gFksyh ij j[kuk
¼iii½
pkj pk¡n yxkuk
2
fuEufyf[kr x|ka'k dks i<+dj uhps fn, x, iz'uksa ds mÙkj nhft,A
¼d½ eSa ftl lekt dh dYiuk djrk gw]a mlesa x`gLFk lU;klh vkSj lU;klh x`gLFk gksx
a s
vFkkZr lU;kl vkSj x`gLFk ds chp og nwjh ugha jgsxh tks ijaijk ls pyrh vk jgh gSA
lU;klh mÙke dksfV dk euq"; gksrk gS] D;ksfa d mlesa lap; dh o`fÙk ugha gksrh] yksHk
vkSj LokFkZ ugha gksrkA ;gh xq.k x`gLFk esa Hkh gksuk pkfg,A lU;klh Hkh ogh Js"B gS tks
lekt ds fy, dqN dke djsA Kku vkSj deZ dks fHkUu djksxs rks lekt esa fo"kerk
mRiUu gksxh ghA eq[k esa dfork vkSj dj?ks ij gkFk] ;g vkn'kZ eq>s ilan FkkA blh
dh f'k{kk eSa nwljksa dks Hkh nsrk gwa vkSj rqeus lquk gS ;k ugha fd ukud us ,d vehj
yM+ds ds gkFk ls ikuh ihuk vLohdkj dj fn;k FkkA yksxksa us dgk] ^^xq#th ;g yM+dk
rks vR;ar laHkzka r oa'k dk gS] blds gkFk dk ikuh ihus esa D;k nks"k gS \** ukud cksy]s
^^bldh gFksyh esa esgur&etnwjh ds fu'kku ugha gSAa ftlds gkFk esa esgur ds Bsys ugha
gksr]s mlds gkFk dk ikuh ihus esa eSa nks"k ekurk gw¡A** ukud Bhd FksA Js"B lekt og
gS] ftlds lnL; th [kksydj Je djrs gSa vkSj] rc Hkh t:jr ls vfèkd /ku ij vf/
kdkj tekus dh mudh bPNk ugha gksrhA
¼i½
¼ii½
¼iii½
¼iv½
¼v½
^x`gLFk lU;klh vkSj lU;klh x`gLFk gksx
a *s ls ys[kd dk D;k vk'k; gS \
lU;klh mÙke dksfV dk euq"; D;ksa ekuk x;k gS \
lekt esa fo"kerk dc mRiUu gksrh gS \
Js"B lekt dkSu&lk gS \
^fo"kerk* 'kCn dk foykse fy[kdj blesa iz;Dq r izR;; vyx dhft,A
¼[k½ uhps fn, x, dkO;ka'k dks i<+dj iwNs&x, iz'uksa ds mÙkj nhft, %
[kqc x,
nwf/k;k fuxkgksa esa
QVh fcokb;ksa okys [kqjnjs iSj
/kal x,
dqlqe dksey eu esa
xqV~By ?kV~Bksa okys dqfy'k dBksj iSj
ns jgs Fks xfr
jcM+ foghu BwBa iSMyksa dks
pyk jgs Fks
69
1
1
1
1
1
,d ugha] nks ugha] rhu&rhu pØ
dj jgs Fks ek= f=foØe okeu ds iqjkus iSjksa dks
uki jgs Fks /kjrh dk vugn Qklyk
?kaVksa ds fglkc ls <ks, tk jgs Fks!
nsj rd Vdjk,
ml fnu bu vka[kksa ls os iSj
Hkwy ugha ikÅaxk QVh fcokb;ka
[kqc xbZ nqf/k;k fuxkgksa esa
/kal xbZ
dqlqe dksey eu esAa
19-
¼i½
fjD'kk pkyd ds iSjksa esa fcokb;ka vkSj xk¡Bksa ls Hkjs ?kV~Bs D;ksa iM+ x, Fks \
1
¼ii½
dfo us fjD'kk pkyd ds iSjksa dh rqyuk fdlds iSjksa ls dh gS \
1
¼iii½
dfo us vius eu vkSj n`f"V ds fy, fdu miekuksa dk iz;ksx fd;k gS vkSj D;ksa \
1
¼iv½ ^?kaVksa ds fglkc ls <ks, tk jgs Fks* ls dfo fdl dVq lR; dh vksj ladrs djrk gS \
1
¼v½
1
dfo dks D;ksa yxrk gS fd og fjD'kk pkyd ds ^fcokbZ&iM+s iSjks*a dks Hkwy ugha ik,xk \
fo|ky; ds okf"kZd mRlo dk o.kZu djrs gq, iqjLdkj izkfIr dh izlUurk O;Dr djrs gq,
jkgqy dh vksj ls firkth dks ,d i= fyf[k,A
5
vFkok
nSfud lekpkj&i= ds laiknd dks fnO;k dh vksj ls ,d i= fyf[k,] ftlesa dk;kZy;ksa
esa c<+rs Hkz"Vkpkj dh vksj ljdkj dk /;ku vkdf"kZr djk;k x;k gksA
20-
fdlh ,d fo"k; ij yxHkx 250 'kCnksa esa fuca/k fyf[k, %
¼d½ bDdhloha lnh dk Hkkjr
¼[k½ c<+rh vkcknh vkSj fleVrs lk/ku
¼x½
deZ gh iwtk gSA
¼?k½
lapkj Økafr vkSj Hkkjr
¼³½ eu ds gkjs gkj gS] eu ds thrs thrA
70
10
fganh ¼dsafnzd½
d{kk&12
izfrn'kZ iz'ui=&II
vad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq
izŒlaŒ
1-
visf{kr mÙkj&ladsr@ewY; fcanq
vad&fooj.k@;ksx
¼dsoy ,d dkO;ka'k dh lizlx
a O;k[;k visf{kr½
vad foHkktu&
¼i½
¼ii½
¼iii½
¼iv½
dfo vkSj dfork dk ukeksYys[k
izlx
a ¼iwokZij lacèa k fuokZg½
O;k[;k % izeq[k Hkko&fcanqvksa dk Li"Vhdj.k visf{kr
vfHkO;fDr&dkS'ky] Hkkf"kd&dq'kyrk
½+½ ¾ 1
1
2½
½
dqy vad % 5
izlax % izLrqr dkO;ka'k lw;d
Z kar f=ikBh ^fujkyk* dh dfork ^tkxks fQj ,d ckj* ls fy;k
x;k gSA
Hkkjrh; ohjksa dks 'k=qvksa ds fo#)] izkRs lkfgr djrs gq, dgk x;k gS fd ohjksa ds vfèkdkj&guu
dk dksbZ lkgl ugha dj ldrkA
O;k[;k&fcanq % gs Hkkjroklh! tks HksM+ ds leku dk;j gksrs gS]a os vius vfèkdkj fNurs ns[k
fojksèk ugha djrs] ifj.kker% thou&i;±r vkalw cgkrs gSAa MkfoZu ls iwoZ Hkkjr esa JhÑ".k us
xhrk esa vU;k; ds fo#) 'kL= mBkus dh izjs .kk nh Fkh D;ksfa d leFkZ gh thfor jgus dk
vfèkdkjh gSA
fo'ks"k % Hkk"kk&rRle 'kCn&iz/kku 'kCnkoyh ls ;qDr] eqDr Nan] vkst xq.k] izrhdkRedrk dk
xq.kA
vFkok
izlax % izLrqr in ^larok.kh* 'kh"kZd ds varxZr ladfyr xq# ukud }kjk jfpr gSA bZ'oj dks
fdlh fo'ks"k LFkku ij [kkstk ugha tk ldrk D;ksfa d og rks loZ&O;kid gSA
O;k[;k&fcanq % bZ'oj loZ&O;kid gS] blfy, mls ou vkfn esa [kkstus dh vko';drk ugha
gSA ftl izdkj iq"i esa xaèk vkSj niZ.k esa ijNkbZ lekbZ gS] mlh izdkj euq"; ds ân; esa og
ijekRek lek;k gSA mls ân; esa gh [kkstuk gksxkA xq# ds Kku ds Hkhrj&ckgj ¼loZ=½ O;kIr
bZ'oj dk vuqHko fd;k tk ldrk gSA vr% Hkze nwj gksus ij gh Lo;a dks tkuk tk ldrk gSA
fo'ks"k % Hkk"kk esa vke cksypky ds 'kCn] miek] n`"Vkar vyadkj] Hkk"kk esa fp=kRedrk dk xq.k
gSA
71
2-
fdUgha nks dkO;ka'kksa dk dkO;&lkSan;Z Li"V djuk visf{kr
3$3¾6
vad&foHkktu %
¼i½ Hkko&lkSan;Z
1½
¼ii½ f'kYi&lkSan;Z
1½
dqy vad % 3
¼d½ Hkko lkSan;Z % f'ko eaxy flag lqeu us ^feV~Vh dh efgek* uked dfork dh bu
iafDr;ksa esa feV~Vh dks lokZfèkd izkphu vkSj czãk] fo".kq rFkk egs'k dh tUenk=h ds :i
esa fpf=r fd;k x;k gSA
f'kYi&lkSan;Z % Hkk"kk ljy] ljl ,oa izokgiw.kZ [kM+h cksyh gSA feV~Vh ij ekuoh; Hkkoksa
dk vkjksi.k gSA ekuohdj.k o vuqizkl vyadkj dk iz;ksx gSA
¼[k½ Hkko&lkSan;Z % dsnkjukFk vxzoky us ^ohjkaxuk* dfork esa ukjh dks ohjkaxuk&:i esa
fpf=r dj mls 'kfDr&Lo:ik ekuk gSA og fo"ke ifjfLFkfr;ksa esa n`<+ jgrs gq, nwljksa
ds dY;k.k&gsrq fHkUu&fHkUu :iksa esa <yrh gSA
f'kYi&lkSan;Z % ukjh ds dksey ,oa n`<+ :iksa dk l'kDr ,oa uohu <ax ls fp=.k fd;k
x;k gSA dfork esa izlkn xq.k gSA Hkk"kk lgt ,oa izokgiw.kZ [kM+h cksyh gSA vuqizkl ,oa
miek vyadkjksa dh NVk nz"VO; gSA dfork esa lgt Nan&izokg gSA ;g y?kq dfork
dk ,d lqna j mnkgj.k gSA
¼x½
Hkko&lkSan;Z % thou ds izfr vk'kkoknh n`f"Vdks.kA lcds izfrizes vkSj lgkuqHkwfr]
lekt esa ,d O;fDr dh Hkh O;fDrxr egÙkkA
f'kYi&lkSan;Z % vke cksypky ds 'kCnksa ls ;qDr [kM+h cksyh dh Hkkoe;h dfork gSA
fojksèkkHkkl vkSj ekuohdj.k vyadkj dh izèkkurk gSA
3-
fdUgha nks iz'uksa ds mÙkj visf{kr gSa
2$2¾4
vad&foHkktu %
¼i½ dF;
1½
¼ii½ Hkk"kk&'kq)rk
½
dqy vad % 2
¼d½ ok;q dks fdlku dh mTToy xkFkk blfy, dgk x;k gS] D;ksfa d Je dk ;'k ok;q dh
rjg lc txg O;kIr gSA lw;Z dks fdlku dk jFk blfy, dgk x;k gS] D;ksfa d lwjt
dh Å"ek ds cy ij Qlysa rS;kj gksrh gSAa
¼[k½ Hkkjrh; ukjh izkphu dky ls gh vkRefo'oklh] lPph izfs edk] ifrozrk] foijhr
ifjfLFkfr;ksa esa vfMx jgus okyh] LQwfrZe;h] ifr ds lq[k&nq[k dh lkfFku] vk'kk ,oa
fo'okl ls Hkkjh gSA
72
4-
¼x½
dfo dks DydZ ds :i esa fujarj thou dh tfVyrkvksa dks >syuk iM+rk gSA vkfFkZd
raxh dks lguk iM+rk gSA izfrfnu thou esa loZ= la?k"kZ djuk iM+rk gSA
¼i½
;fn ge ifjfLFkfr ds vuqlkj yphys ;k n`<+ ugha gksrs rks ge jkeyhyk ds jko.k dh
Hkkafr gks tk,axs tks u fgyrk gS u >qdrk gSA
2
thou dh ÑrkFkZrk vfM+;y gksus dh vis{kk n`<r+ k esa gSa D;ksfa d gesa vius vkn'kks± dk
ikyu n`<r+ k ls djuk pkfg,A fcuk mfpr&vuqfpr dk fopkj fd, vfM+;y cus jgus
ls thou ÑrkFkZ ugha gksrkA
2
gekjs fopkjksa esa yphykiu gS rks ge lgt gh ifjfLFkfr;ksa ds lkFk lkeatL; LFkkfir
dj ldrs gSAa gekjs vkn'kZ fLFkj gksa vkSj fopkjksa esa yphykiu gks rks ge thou ds ekspZs
ij MVs jg ldrs gS(a tSls ckal dk gjk&Hkjk isM+ gok ds lkFk fgyrk gS] >qdrk
gS] fQj lhèkk [kM+k gks tkrk gSA
vFkok
euq"; dk izÑfr ls n`<+ ukrk gSA ou] ioZr] unh ds fcuk mldk thou vdsyk vkSj
uhjl gks tkrk gSA
2
vkt euq"; ouLifr vkSj ty ls viuk ukrk rksM+ jgk gS ftlds dkj.k mldk thou
uhjl vkSj vdsyk gksrk tk jgk gSA ouLifr vkSj ikuh dk fj'rk vVwV vkSj vuar gS]
euq"; dk ukrk buls vVwV gSA vkt euq"; dks vius LokFkZ vkSj O;Lrrk R;kxdj
ÁÑfr dh gfj;kyh o ty dh ifo=rk dks cuk, j[kuk pkfg,A
2
vkt uxj o dkj[kkuksa dh xanxh ls Hkh ufn;ksa dk ty iznfw "kr gks x;k gSA tks ufn;ka
thou o laLÑfr dk lzkrs gSa o vkt c<+rs ty&izn"w k.k ds dkj.k viuk egRo [kks jgh
gSAa
2
¼ii½
¼iii½
¼i½
¼ii½
¼iii½
5-
fdUgha rhu iz'uksa ds mÙkj visf{kr
3$3$3¾9
vad foHkktu %
¼i½ dF;
2
¼ii½ izLrqfr
1
dqy vad % 3
¼d½ Hkk"kk] èkeZ] [kkuiku o os'kHkw"kk vkfn dh n`f"V ls ge esa fofoèkrk Hkys gh gks] ij
lkfgfR;d] nk'kZfud ,oa lkaLÑfrd n`f"V ls ge esa ,drk dh Hkkouk fo|eku gSA lHkh
Hkk"kkvksa o èkeks± ds lkfgR; esa Hkkoukxr lkE; feyrk gSA lHkh {ks=ksa esa lR;] vfgalk]
R;kx] ijksidkj ,oa U;k; vkfn ekuoh; Hkkoukvksa ds izfr lEeku dh Hkkouk gSA
¼[k½ dksfdy ds Hkhrj rksrs dk jguk bl ekufldrk dh vksj ladrs djrk gS fd Lora= :i
ls cksyus okys O;fDr vius Hkk"kk vkSj Hkko vius ekfyd ds ladrs ij cny jgs gSAa os
ogh nksgjkrs gSa tks mUgsa muds vkdk dgrs gSAa ckgj ls dksfdy vFkkZr Lora= gksus dk
<ksx
a djrs gSa ij vanj dh ekufldrk lq[k&Hkksx vkSj ijkèkhurk dh gSA
73
6-
¼x½
isM&
+ ikSèks vkSj i'kq lHkh viuk i`Fkd vfLrRo le>rs FksA os lcds lexz :i ou ls
vutku FksA vKku ds dkj.k viuh&viuh <iyh viuk&viuk jkx vykirs FksA mUgsa
;g Kku gh ugha Fkk fd os lc feydj ou gSAa os lc ou ds va'k gS]a bls os ugha ekurs
Fks] ugha tkurs FksA
¼?k½
ns'k esa O;kIr vlarqyu ds ckotwn ftl izdkj iqf'du viuk ns'k fdlh vU; ns'k ls
cnyuk ugha pkgrk mlh izdkj vusd leL;kvks]a dfBukb;ksa ls tw>rs gq, Hkh ys[kd
ds eu esa blds izfr xgjk izes gSA ns'k orZeku esa gh ugha gksrkA mldh tM+ vrhr
dh xgjkb;ksa rd QSyh gksrh gSA gj Hkkjrh; dh lPph igpku mu yksxksa ls gS tks
vrhr esa Fks] ftudh feV~Vh bl èkjrh esa nch gSA
fdUgha rhu iz'uksa ds mÙkj visf{kr
2$2$2¾6
vad foHkktu %
¼i½ dF;
1½
¼ii½ Hkk"kk&'kq)rk
½
dqy vad % 2
¼d½ jktf"kZ iq#"kksÙke nkl VaMu ds O;fDrRo dh fo'ks"krk,a % Hkkjrh; Lora=rk lsukuh] fganh
dks jktHkk"kk ds :i esa lEeku fnykus okys] fu"dyad Nfo] dkaxl
zs ds lefiZr usrk]
fuHkhZd] fl)karksa ds izfr fu"Bk vkfnA
¼[k½ ewx
a k xwx
a k ckr&ckr ij viekfur gksrk FkkA ekaxdj [kkuk mls mfpr ugha yxrk FkkA
bafnz; lq[k rd thou dks lhfer ugha j[kuk pkfg,A bafnz; lq[k ls Åij mBdj
thou dks mRlkgiwoZd thus esa thou dk okLrfod vkuan gSA
7-
¼x½
os lPps vFkks± esa fny ls lsok djus okyh lekt&lsoh FkhaA os ru vkSj èku ls ugha]
lPps fny ls] fu%LokFkZ Hkkouk ls vdky] ck<+ o Iysx&ihfM+rksa dh lsodk FkhaA
¼?k½
mUgksua s firk ds }kjk yxku&olwyh vkSj ysu&nsu ds dk;Z dk fojksèk fd;kA os ?kj
NksMd
+ j cjsyh pys x,A os ys[kd dh ekrk ds fojksèk ij Hkh gj rjg dh fdrkcsa mUgsa
i<+us dks nsrAs ?kj esa laifÙk ds caVokjs ij Hkkb;ksa ls [kwc >xM+k gqvkA
v#eqxe ftl dke dks Hkh gkFk esa ysrk Fkk] mls iwjk djrk Fkk] mlus vius dPps ?kj dks
iDds ?kj esa cnyk] Hkkath dh 'kknh djus dk opu iwjk fd;k rFkk 'k=q ds tsV dks fxjk, fcuk
mlus ne ugha rksMk+ A ¼mÙkj 50&60 'kCnksa esa visf{kr½
vFkok
iafMr fo".kq fnxacj iyqLdj ds LokfHkekuh pfj=] vuq'kklu&fiz;rk] laxhr ds izfr yxko
vkSj ykypghu LoHkko us gesa izHkkfor fd;kA xq.kksa ij i;kZIr izdk'k Mkyk x;k gksA
74
4
8-
fdUgha nks iz'uksa ds mÙkj visf{krA
vad foHkktu %
¼i½ dF;
¼ii½ izLrqfr&vfHkO;fDr
3$3¾6
2
1
dqy vad % 3
¼d½ iapunk cqna y
s [kaM dk ,d fo'ks"k LFkku gS tgka ;equk] flaèkq] ikgqt vkSj dqekjh&;s
ufn;ka ,d LFkku ij feyrh gSAa ckyw( ikuh vkSj gfj;kyh dk ;g oSHko fofp= feJ.k
dh jpuk djrk gSA bl laxe ds djhc ,d x<+h esa jktk uk;d flag ny ds lkFk
vkdj Bgjs FksA
¼[k½ flagx<+ esa dqt
a j flag NksVh jkuh ls ckrphr ds nkSjku Li"V dgrk gS fd mUgsa vyhenkZu
dks lgk;rk ds fy, ugha cqykuk pkfg, FkkA jkuh nyhi uxj dh izkfIr ds fy,
vyhenkZu dk lg;ksx vko';d ekurh gSa vkSj bl mís'; ls gh mlus vyhenkZu dks
jk[kh fHktokbZ FkhA dqt
a j flag tkurk Fkk fd vyhenkZu dh bl lgk;rk ds ihNs nwljk
gh earO; gS] D;ksfa d og rks ikyj dh nsoh dks ikus vkSj eafnj dks u"V djus vk;k gSA
¼x½
9-
nsoh flag us nkaxh ohjksa ds 'koksa dks flj uokdj iz.kke fd;kA lHkh lSfudksa us Hkh ur
eLrd gksdj ueLdkj fd;kA nsoh flag us #) xys ls dgk ^^viuh cku ij vM+s Fks(
viuh cku ij] fu'p; ds lkFk esAa bUgsa ejus esa tSlk lq[k feyk gksxk] gesa dnkfpr
thou esa Hkh u feysxkA cgqr lekjksg ds lkFk budh nkg&fØ;k dh tkuh pkfg,A**
fojkVk dh tkxhj ds fy, mlus fu.kZ; fy;k fd fojkVk dk xkao fdlh vU; dks
tkxhj esa ugha fn;k tk,xkA nkafx;ksa esa tks cpsxk mlh ds gkFk esa ;g xkao jgsxkA
dqt
a jflag dh pkj pkfjf=d fo'ks"krk,a visf{kr ¼miU;kl dh ?kVukvksa ds vkyksd esa fo'ks"krkvksa
dk Li"Vhdj.k visf{kr½
vad foHkktu %
¼i½ dF;
¼ii½ Hkk"kk&'kq)rk] vfHkO;fDr
3
1
dqy vad % 4
dqatj flag % miU;kl dk ize[q k iq#"k ik=] fuLokFkZ Hkko ls jktk ds izfr lefiZr] vius
vfèkdkjksa ds fy, yM+us okyk] ohjrk ,oa lkgl dh izfrewfrZ] drZO;fu"B ,oa ohj ;ks)k]
rksi&lapkyu esa fuiq.k] vkn'kZ izes h] opu ij vfMx jgus okyk vkSj èkeZ&j{kd vkfnA
vFkok
dFku ds leFkZu esa fdUgha rhu fcanqvksa dk mYys[k visf{krA
10-
'khr % xq.kokpd fo'ks"k.k] fo'ks"; gS ^_rq* ¼fyax] opu vkSj dkjd fo'ks"; ds vuqlkj½
fgeky; dk % O;fDrokpd laKk] iq-] ,dopu] lacèa kdkjd] lacèa kh 'kCn ^{ks=*
gks tkrk gS % vdeZd fØ;k] iq-] ,dopu] fu'p;kFkZ] orZeku] dr`oZ kP;] drZfj iz;ksxA
75
1
1
1
11-
12-
13-
14-
15-
16-
¼d½ vè;kidksa }kjk fo|ky; esa f'k{kk nh tkrh gSA
1
¼[k½ ck<+ ihfM+rksa dh lgk;rk ds fy, ljdkj us djksMk+ as #i, [kpZ fd,A
1
¼x½
1
eq>ls bl xehZ esa lks;k ugha tk ldrkA
¼d½ gkFk gh gkFk esa & vO;;h Hkko lekl
xt ds leku vkuu gS ftldk ¼x.ks'k½ & cgqchz fg lekl
1
1
¼[k½ xaxk&;equk & }a} lekl
gLrfyf[kr & rRiq#"k lekl
1
1
¼d½ Ñi;k nks fnu dk vodk'k iznku djsAa
1
¼[k½ 'ksj dks lkeus ns[kdj rks esjs izk.k gh lw[k x,A
1
¼x½
1
eq>s ek= ikap :i, pkfg,A
¼d½ iz'uokpd okD;
½
¼[k½ bPNkokpd okD;
½
¼x½
foèkkuokpd okD;
½
¼?k½
ladrs okpd okD;
½
¼d½ ykykth us FkSyk mBk;k vkSj nqdku dh vksj pys x,A
1
¼[k½ tc o"kkZ gksrh gS] eksj ukpus yxrs gSAa
1
¼d½ ¼i½
1
¼ii½
¼[k½ ¼i½
¼ii½
drkZ
&
pk.kD; us
drkZ foLrkj
&
rstLoh
deZ
&
panx
z Iq r dks
deZ foLrkj
&
ohj
fØ;k in
&
cuk fn;k
iwjd
&
exèk dk lezkV
drkZ
&
guqeku us
drkZ foLrkj
&
iou iq=
deZ
&
yadk
1
deZ dk foLrkj &
lksus dh
fØ;k in
&
tyk nh
fØ;k fo'ks"k.k
&
ns[krs gh ns[krs
gksjh ,d xjhc vkSj ifjJeh fdlku FkkA
1
esjh cgu 'khyk ds dy eqca bZ ls vkus ij ge nks fnu rd ekSt&eLrh djsx
a As
1
76
17-
18-
¼d½ ¼i½
¼ii½
Mwcrs dks fruds dk lgkjk
èkksch dk dqÙkk] ?kj dk u ?kkV dk
¼[k½ mi;qDr iz;ksx ij iwjs vad nsAa
¼d½ ¼i½ x`gLFk lU;klh vkSj lU;klh x`gLFkh ls vk'k; gS&x`gLFk esa jgdj lU;klh
tSlk lknk thou thukA nksuksa esa lary
q u cukuk gh lU;klh x`gLFk thou gSA
¼ii½ D;ksfa d mlesa lap; dh o`fÙk ugha gksrhA og yksHk vkSj LokFkZ ls ijs jgrk gS
rFkk lekt&lsok dk dk;Z djrk gSA
¼iii½ Kku vkSj deZ esa fHkUurk djus ls ;k nksuksa esa leUo; u gksus ls lekt esa]
fo"kerk mRiUu gksrh gSA
¼iv½ ftlds lnL; Kku vkSj deZ dks cjkcj egRo nsrs gS]a os th [kksydj ifjJe
djrs gSa vkSj t:jr ls vfèkd èku ij vfèkdkj ugha tekrsA
¼v½ lerk] izR;;& ^rk*
¼[k½ ¼i½
fjD'kkpkyd izfrfnu ?kaVksa rd jcM+&foghu l[r iSMyksa dks iSjksa ls tksj
yxkdj pykrk FkkA
2
2
dqy vad % 4
1$1¾2
1
1
1
1
1
1
¼ii½
fjD'kkpkyd ds iSjksa dh rqyuk okeu vorkj èkkj.k djus okys Hkxoku fo".kq
ds rhu yksd ukius okys iSjksa ls dh xbZ gSA
¼iii½ dfo us vius eu vkSj n`f"V ds fy, Qwy vkSj nwèk miekuksa dk iz;ksx fd;k]
D;ksfa d eu Qwy&lk dksey vkSj Hkkoqd gS] n`f"V nwèk&lh èkoy ,oa laons uk
ls ;qDr gS] ftlls os [kqjnjs iSjksa dh pqHku eglwl dj ldrs gSAa
¼iv½ fjD'kkpkyd ?kaVksa ds fglkc ls fjD'ks ds ekfyd dks fdjk;k nsrs gSAa viuh
esgur dh dekbZ dk ,d cM+k fgLlk fdjk, ds :i esa nsrs gSAa
¼v½ fjD'kkpkyd ds thou&la?k"kZ dks dfo us ân; dh xgjkbZ ls eglwl fd;k
gS( blfy, ;g xgjh laosnuk fjD'kkpkyd ds fcokbZ&iM+s iSjksa dh Le`fr
cuk, j[ksxhA1
19-
i= ys[ku
vkSipkfjdrk,a
fo"k;&lkexzh@izfriknu vkSj vfHkO;fDr
1
1
1
2
3
dqy vad % 5
20-
fucaèk ys[ku
izLrkouk
fo"k;&lkexzh vkSj izLrqfr
milagkj
Hkk"kk&'kq)rk@vfHkO;fDr
1
6
1
2
dqy vad % 10
77
fganh ¼,sfPNd½
d{kk&12
izfrn'kZ iz'ui=&I
le; % 3 ?kaVs
1-
iw.kk±d % 100
fuEufyf[kr x|ka'kksa esa ls fdlh ,d dh lizlax O;k[;k dhft, %
10
¼d½ oSj Øks/k dk vpkj ;k eqjCck gSA ftlls gesa nq%[k igqp
a k gS] ml ij ;fn geus Øksèk
fd;k vkSj ;g Øks/k gekjs ân; esa cgqr fnuksa rd fVdk jgk rks og oSj dgykrk gSA
bl LFkk;h :i esa fVd tkus ds dkj.k Øks/k dk osx vkSj mezrk rks /kheh iM+ tkrh gS]
ij y{; dks ihfM+r djus dh izjs .kk cjkcj cgqr dky rd gqvk djrh gSA Øks/k viuk
cpko djrs gq, 'k=kq dks ihfM+r djus dh ;qfDr vkfn lkspus dk le; izk;% ugha nsrkA
¼[k½ bruk lp tku iM+rk gS fd Hkh"e ds drZO;&vdrZO; ds fu.kZ; esa dgha dksbZ detksjh
FkhA og mfpr volj ij mfpr fu.kZ; ugha ys ikrs FksA ;|fi og tkurs cgqr Fks]
rFkkfir dqN fu.kZ; ugha ys ikrs FksA mUgsa vorkj u ekuuk Bhd gh gqvkA vktdky
Hkh ,sls fo}ku fey tk,ax]s tks tkurs cgqr gS]a djrs dqN Hkh ughaA djus okyk
bfrgkl&fuekZrk gksrk gS] flQZ lkspus okyk bfrgkl ds Hk;adj jFk&pØ ds uhps fil
tkrk gSA bfrgkl dk jFk og gkadrk gS tks lksprk gS vkSj lksps dks djrk Hkh gSA
2-
fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mRrj yxHkx 40&50 'kCnksa esa nhft, %
¼d½ ^vFkkrks ?kqeDdM+ ftKklk* ikB ds ys[kd ;qokvksa dks ?kqeDdM+&/keZ xzg.k djus dk
ijke'kZ D;ksa nsrs gSa \
¼[k½ ^O;fDr dh ,d >yd* ikB esa ys[kd us izlkn ds O;fDrRo ds cká vkSj Hkhrjh Lo:i
dh fdu fo'ks"krkvksa dk mYys[k fd;k gS \
¼x½
fe'kujh Hkko dh fuank vkSj bZ";kZ&}s"k ls izfs jr fuank esa D;k varj gS \ ^fuank jl* ikB
ds vk/kkj ij Li"V dhft,A
¼?k½
^esjh thou ;k=kk% nks fp=* ikB ds vk/kkj ij fVIi.kh dhft, fd ys[kd ds thou ds
;s nks fp=k cnyrh lkekftd ekufldrk ds ifjpk;d gSAa
78
4$4$4¾12
3-
fuEufyf[kr iz'uksa esa ls fdlh ,d dk mÙkj 40&50 'kCnksa esa nhft, %
3
¼d½ i;kZoj.k ;k fodkl vkSj vfLrRo ;k fouk'k fuca/k ds ek/;e ls ys[kd us vkt ds
jk"Vªh; vkSj lekftd thou ds lanHkZ esa dkSu&dkSu lh leL;k,a mBkbZ gSa \
¼[k½ ^^ftlus dHkh ryokj ugha pykbZ] og bjknk djus ij Hkh ryokj ugha pyk ldrkA**
^ea=k* dgkuh ds vk/kkj ij bl dFku dh leh{kk dhft,A
4-
fuEufyf[kr dkO;ka'kksa esa ls fdlh ,d dh lizlx
a O;k[;k dhft, vkSj mlds dkO; lkSna ;Z
ij Hkh izdk'k Mkfy,A
5$5¾10
eksfg ew<+ eu cgqr fcxks;ksA
;kds fy, lqugq d:uke; eSa tx tufe&tufe nq[k jks;ksAA
lhry e/kqj ih;w"k lgt lq[k fudVfga jgr] nwj tuq [kks;ksAA
cgq Hkkafru lze djr eksg cl c`Fkfga eanefr ckfj fcyks;ksAA
dje&dhp ft;] tkfu] lkfu fpr] pkgr dqfVy eyfgey /kks;ksA
r`"kkoar lqjlfj fcgk; lB] fQfj&fQfj fcdy vdkl fupks;ksAA
rqylhnkl izHkq d`ik djgq vc] eSa fut nks"k dNw ufga xks;ksA
Mklr gh xbZ chfr fulk lc] dcgq¡ u ukFk uhan Hkfj lks;ksA
vFkok
Hkkjr ugha LFkku dk okpd xq.k&fo'ks"k uj dk gS]
,d ns'k dk ugha 'khy ;g Hkw&eaMy ij dk gSA
tgk¡ dgha ,drk v[kafMr tgka izes dk Loj gS]
ns'k&ns'k esa ogk¡ [kM+k Hkkjr thfor HkkLoj gSA
fuf[ky fo'o dh tUeHkwfe oanu dks ueu d:¡ eSAa
fdldks ueu d:¡ eSa Hkkjr! fdldks ueu d:¡ eSa \
5-
fuEufyf[kr esa ls fdUgha rhu iz'uksa ds mÙkj nhft, %
¼i½
^vks esjs eu* dfork esa ^dukr*] ^fcLrj* vkSj ^Vsfj;j dqÙks* izrhd dSls O;fDr;ksa ds fy,
iz;qDr fd, x, gSa \
¼ii½
^^ySia iksLV rks eSa Hkh tyk ldrk gw¡** ^igpku* dfork ds bl dFku ds lanHkZ esa
cqf)thoh oxZ dh Hkwfedk Li"V dhft,A
¼iii½
^vuq[ku ek/ko&ek/ko lqfejbrs] lqna fj Hksfy e/kkbZ*&dFku dk lkSna ;Z Li"V dhft,A
¼iv½ ^^;g egk naHk dk nkuo
ihdj vuax dk vklo
dj pqdk egk Hkh"k.k jo
lq[k ns izk.kh dks ekuo]
79
3$3$3¾9
rt fot;&ijkt; dk dq<x
a A**
mi;qDZ r iafDr;ksa dk Hkko&lkSna ;Z Li"V dhft,A
6-
rqylhnkl vFkok jke/kkjh flag ^fnudj* ds thou] jpukvksa vkSj dkO;xr fo'ks"krkvksa
ij izdk'k Mkfy,A
6
7-
^jaxHkwfe* miU;kl ds dFkkud dh izeq[k fo'ks"krkvksa ij izdk'k Mkfy,A
5
vFkok
^^jaxHkwfe tu&tkxj.k dk miU;kl gS**&bl dFku ls vki dgk¡ rd lger gSa \
rdZ&lEer mRrj nhft,A
8-
^^lwjnkl xka/khoknh fopkjksa ds okgd] ekuoh; xq.k&nks"kksa ls ;qDr iq#"k gSaA** bl dFku ds
ifjizs{; esa lwjnkl dk pfj= fp=.k dhft,A
5
vFkok
^^izHkq lsod vkRelsoh ls gh tu&lsoh cuus okyk fodkl'khy ik= gS**&bl dFku ds
vkyksd esa izHkq lsod ds pfj= ij izdk'k Mkfy,A
9-
^jaxHkwfe Hkkjrh; Lora=rk&laxzke dh egkxkFkk gSA*&bl mfDr ds vk/kkj ij ^jaxHkwfe*
miU;kl dh ns'kdky vkSj okrkoj.k&;kstuk ij izdk'k Mkfy,A
5
vFkok
^^Hkk"kk&'kSyh dh n`f"V ls ^jaxHkwfe* ,d mRd`"V vkSiU;kfld d`fr gSA**&bl dFku dk
;qfDr ;qDr foospu dhft,A
10-
^^jhfrdkyhu dfork dk iz/kku Loj Ük`x
a kjijd gSA**&bl dFku dh iqf"V djrs gq, jhfr&
dkyhu lkfgR; dh rhu izeq[k izo`fRr;ksa ij izdk'k Mkfy,A
4
vFkok
lar dkO; dh fdUgha rhu izo`fRr;ksa dks Li"V djrs gq, bl dky ds nks izeq[k dfo;ksa ds
uke Hkh fyf[k,A
11-
Nk;kokn dks ^^LFkwy ds izfr lw{e dk fonzksg** D;ksa dgk tkrk gS \ Nk;koknh dkO; dh
pkj izeq[k fo'ks"krkvksa dks Hkh Li"V dhft,A
5
vFkok
izxfroknh dkO; dh pkj izeq[k fo'ks"krkvksa dks Li"V djrs gq, bl dky ds nks dfo;ksa dk
ukeksYys[k dhft,A
12-
izsepan&;qxhu fganh&miU;kl lkfgR; ij izdk'k Mkfy,A
vFkok
izlkn ;qxhu fganh&ukVd lkfgR; dk laf{kIr ifjp; nhft,A
80
4
13-
fuEufyf[kr esa ls fdlh ,d fo"k; ij yxHkx 300 'kCnksa esa fuca/k fyf[k, %
14-
¼d½ fo'o esa c<+rk vkradokn
¼[k½ daI;wVj&vkt dh vko';drk
¼x½ lcls U;kjk ns'k gekjk
¼?k½ uj gks u fujk'k djks eu dks
¼³½ jk"Vª&fuekZ.k esa lkfgR; dk ;ksxnkuA
fuEufyf[kr x|ka'k dks i<+dj uhps fn, x, iz'uksa ds mRrj nhft, %
12
vko';drkuq:i izR;sd dks dk;Z djuk iM+rk gSA deZ ls dksbZ eqDr ugha gSA ,d vR;ar
mPpLrjh; vk/;kfRed iq#"k vFkok mlds foijhr oSpkfjd {kerk ls ghu O;fDr gh fcuk deZ
ds jg ldrk gSA bu nksuksa Jsf.k;ksa ds e/;orhZ yksxksa dks dk;Z djuk iM+rk gSA xhrk dgrh
gS&;fn rqe LosPNk ls dk;Z ugha djksxs rks izdf` r rqe ls cykr~ deZ djk,xh vkSj lgh Hkkouk
ls vuqf"Br deZ /kkfeZd gks tkrk gSA bl n`f"V ls tks jktuhfr ds ek/;e ls ekuork dh lsok
djuk pkgrs gSa mUgsa misf{kr ugha fd;k tk ldrkA ;fn os mfpr Hkkouk ls dk;Z djsa rks os
vius dk;ks± dks vk/;kfRed Lrj rd mBk ldrs gSAa ;g le; dh iqdkj gSA tks jktuhfr
esa izo's k ikuk pkgrs gS]a os ;g dk;Z ,d vk/;kfRed n`f"Vdks.k ysdj] ijksidkfjrk dk mPp
Hkko ysdj djsa vkSj fnu&izfrfnu vkRefo'ys"k.k] varn`fZ "V] lrdZrk vkSj lko/kkuh ds Hkko
ysdj vius vki dk ijh{k.k djs]a ftlls os lUekxZ ls P;qr u gksus ik,¡A
15-
¼i½
deZ ls eqfDr laHko D;ksa ugha gS \
1
¼ii½
deZ vk/;kfRed lk/kuk dSls cu ldrk gS \
1
¼iii½
lgh Hkkouk ls deZ D;ksa djuk pkfg, \
1
¼iv½ jktuhfr esa izo's k djus ds bPNqd O;fDr;ksa dks vius deZ fdl izdkj djus pkfg,A
1
¼v½
1
mi;qZDr x|ka'k ds fy, ,d mi;qDr 'kh"kZd nhft,A
fuEufyf[kr dkO;ka'k dks i<+dj uhps fn, x, iz'uksa ds mRrj nhft, %
,d fnu lglk
lwjt fudyk
vkSj f{kfrt ij ugha]
uxj ds pkSd
/kwi cjlh
ij varfj{k ls ugha
QVh feV~Vh lsA
81
Nk;k,a ekuo tu dh
fn'kkghu
lc vksj iM+h&
a og lwjt
ugha mxk Fjkk iwjc es]a og
cjlk lglk
chpks&chp uxj ds
dky&lw;Z ds jFk ds
ifg;ksa ds T;ksa vjs VwVdj
fc[kj x, gksa
nlksa fn'kk esa
dqN {k.k dk og mn;&vLrA
dsoy ,d izTofyr {k.k dh
n`'; lks[k ysus okyh nksigjh
fQj \
Nk;k,¡ ekuo&tu dh
ugha feVh yach gks&gksdj
ekuo gh lc Hkki gks x,A
Nk;k,a rks vHkh fy[kh gSAa
>qyls gq, iRFkjksa ij
mtM+h lM+dksa dh xp ijA
¼i½
f{kfrt ls u mxdj uxj ds chpks&
a chp cjlus okyk ^og lwjt* D;k Fkk \
1
¼ii½
og nq?kZVuk dc dgk¡] ?kVh Fkh \
1
¼iii½
mls ^dqN {k.k dk mn;&vLr* D;ksa dgk x;k gS \
1
¼iv½ ^ekuo gh] lc Hkki gks x,* dFku dk D;k vk'k; gS \
1
¼v½
1
bl ?kVuk ds izek.k vkt fdl :i esa izkIr gksrs gSa \
82
fganh ¼,sfPNd½
d{kk&12
izfrn'kZ iz'ui=&I
vad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq
izŒlaŒ
1-
visf{kr mÙkj&ladsr@ewY; fcanq
vad&fooj.k@;ksx
¼dsoy ,d x|ka'k dh lizlx
a O;k[;k visf{kr½
10
vad foHkktu&
¼i½
¼ii½
¼iii½
¼iv½
¼i½
ys[kd rFkk ikB dk ukeksYys[k
izlx
a ¼iwokZij lac/a k fuokZg½
O;k[;k ¼izeq[k fcanqvksa dk Li"Vhdj.k½
Hkk"kk&'kSyh ij fVIi.kh
½+½ ¾ 1
1
5
3
dqy vad % 10
izlax % izLrqr x|ka'k vkpk;Z jkepanz 'kqDy }kjk jfpr ^Øks/k* uked fuca/k ls vorfjr
gSA bl x|ka'k esa Øks/k vkSj cSj euksHkkoksa ds Lo:i dks crkrs gq, nksuksa ds varj dks
Li"V fd;k x;k gSA
O;k[;k&fcanq % eu esa cgqr fnuksa rd jgus ij Øks/k cSj esa cny tkrk gSA Øks/k dk
LFkk;h vkSj ifjiDo :i gh cSj gSA le; ds varjky ds lkFk Øks/k dh xfr ean gks
tkrh gSA Øks/k esa 'k=kq ls cpko dk miko ugha lw>rkA
fo'ks"k % fo'ys"k.kkRed] fopkjkRed vkSj lw=kRed 'kSyhA rRle cgqy] fdarq lgt ,oa
izokg&iw.kZ Hkk"kk dk iz;ksxA
¼ii½
izlax % izLrqr iafDr;ka vkpk;Z gtkjh izlkn f}osnh&d`r ^Hkh"e dks {kek ugha fd;k
x;k* uked fuca/k ls yh xbZ gSAa Hkh"e dh pkfjf=d nqcZyrk dk o.kZ djrs gq, dgk
x;k gS fd dsoy fparu djus dh vis{kk deZ djus okyk gh bfrgkl esa vej gksrk gSA
O;k[;k&fcanq % Hkh"k esa le; ij fu.kZ; ys ikus dh {kerk u FkhA Kku dk O;kogkfjd i{k
vf/kd egRoiw.kZ gS] fopkj vkSj deZ dk lac/a k j[kus okyk O;fDr gh bfrgkl jprk gSA
fo'ks"k % fopkjkRed 'kSyh] lwfDre;rk] rRle iz/kku lkfgfR;d Hkk"kk dk iz;ksxA
2-
fdUgha rhu iz'uksa ds mRrj yxHkx 40&50 'kCnksa esa visf{kr gS %
vad&foHkktu %
¼i½ dF;
¼ii½ Hkk"kk&'kq)rk
83
4$4$4¾12
3
1
dqy vad % 4
¼i½
;qokoLFkk gh ?kweus ds fy, mi;qDr gS] ?kqeDdM+h ls Kku esa o`f) gksrh gS] la?k"kZ djus
dh {kerk c<+rh gS] O;fDrRo esa fu[kkj vkrk gS vkSj u,&u, vuqHko izkIr gksrs gSAa
¼ii½
izlkn dk lai.w kZ O;fDrRo fnO; ,oa eksgd FkkA e`nqy eqLdku ls ;qDr] /kS;Ziow Zd ckrsa
djuk] lPps fe=] eLrekSyk vkSj O;ogkj dq'ky&mudk vkarfjd Lo:i&vkuanoknh]
uke o ;'k dh vkdka{kk ls ijs] lHkh leh{kkvksa ij rVLFk cus jguk vkfnA
¼iii½
fe'kujh Hkko dh fuank cSj vkSj }s"k&jfgr] HksnHkko&jfgr] fufyZIr rFkk ifo=k Hkko ls]
fcuk fdlh dk vfgr pkgs] flQZ vkuan izkfIr ds fy, gksrh gSA ;g fuandksa ds fy,
VkWfud gksrh gSA bZ";kZ&}s"k ls izfs jr fuankghurk vkSj detksjh fNikus ds fy, rFkk vga
dh rqf"V ds fy, gksrh gSA fuand bZ";kZ dh vkx esa tyrk jgrk gS vkSj mlesa nwljksa
ds vfgr dk Hkko fNik gksrk gSA
¼iv½ igyk fp= ys[kd ds cpiu dk gS] ftlesa :f<+oknh lkearh ekufldrk ds dkj.k yksx
;gLohdkj ugha dj ikrs fd ,d nfyr ckyd Hhk i<+kbZ dk vf/kdkjh gSA nwljk fp=
mudh fd’kksj voLFkk dk gS] tc os tcyiqj izf’k{k.k&laLFkku esa v/;;u dj jgs FksA
ogka mUgsa lHkh tkfr vkSj oxZ ds yksxksa ls lg;ksx vkSj lEeku feykA
3-
4-
fdUgh nks iz’uksa ds mÙkj yxHkhx 40&50 ’kCnksa esa vif{kr gSA rhu fcanqvksa esa iz’u dk
mÙkj lekfgr gksA
¼i½
LeL;k,¡ % i;kZoj.k&izn"w k.k esa o`f) dh leL;k] izkdqfrd lalk/kuksa dh deh] tSfod
fofo/krk dk àkl] xjhc vkSj vehj ds chp dh [kkbZ] yksxksa ds mtM+us dh leL;k]
LokLF; dh leL;k vkfnA
¼ii½
Hkxr dk LoHkko % n;kyq ,oa ijksidkjh FkkA muds LoHkko esa Fkk fu"dke Hkko ls
yksd&dY;k.k djuk] fdlh dk vfgr u djukA Mk- pM~<k+ ds izfr Øks/k ,oa izfrdkj
dh Hkkouk ds ckotwn og mlds iq= dh izk.k&j{kk ds fy, igqp
a tkrs gSAa
,d dkO;ka'kks dh lizlax O;k[;k visf{kr gS %
3
10
vad foHkktu
¼i½
dfo] dfork dk uke
½+½
¼ii½
izlx
a ¼iwokZij lac/a k&fuokZg½
1
¼iii½
O;k[;k ¼izeq[k Hkko&fcanqvksa dk Li"Vhdj.k½
3
¼iv½ dkO; lkSna ;Z
5
dqy vad % 10
izlax % egkdfo rqylhnkl }kjk jfpr izLrqr in esa lalkj esa vklfDr ds dkj.k HkfDr ls
fojfDr dk o.kZu djrs gq, dfo }kjk vius i'p;krki&cks/k dk izHkq ds le{k fuosnu fd;k
x;k gSA
84
O;k[;k&fcanq % ew[kZ eu }kjk HkVdk, tkus ds dkj.k gh thokRek tUe&ej.k dk nq%[k Hkksx
jgh gS rFkk eu ds dkj.k gh ve`r ds leku 'khry] e/kqj HkfDr dk vkuan ikus ls og oafpr
gSA lq[k&izkfIr&gsrq eksgo'k fd;k x;k ifjJe ikuh dks eFkdj ?kh fudkyus tSlk O;FkZ gSA
thou&Hkj lq[kksa dks izkIr djus dk iz;Ru ,slk gS] tSls fcLrj fcNkrs&fcNkrs jkr chr tk,
vkSj lq[k dh uhan izkIr u gksA
dkO; lkSan;Z % ''kq) lkfgfR;d czt Hkk"kk dk iz;ksxA vyadkj&vuqikz l] iqu:fDr izdk'k]
n`"Vkar] leklksfDr vkfn in Nan ,oa jl&^'kkar* vkfn ij vk/kkfjr foLr`r fVIi.kh viksf{krA
vFkok
izlx
a % dfodj jke/kkjh flag ^fnudj* dh dfork ^fdldks ueu d:a eS*a dh bu iafDr;ksa esa izes
vkSj lnkpkj dh f'k{kk nsus ds dkj.k Hkkjr dks lai.w kZ fo'o ds fy, oanuh; ekuk x;k gSA
O;k[;k&fcanq % Hkkjr dks fdlh HkkSxksfyd lhek esa ugha cka/kk tk ldrkA og rks ,d fo'ks"k
xq.k vkSj Hkkouk dkuke gSA Hkkjr dk 'khy o lnkpkj fo'o ds fy, vuqdj.kh; jgk gSA Hkkjr
us fo'o dks ,drk] v[kaMrk vkSj izes dk lan's k fn;k gS] og lcds ds fy, oanuh; gSA
fo'ks"k % Hkkjr ds txn~x#
q xkSjo dk o.kzu fd;k x;k gSA Hkk"kk rRle 'kCnkoyh;qDr [kM+h
cksyh gSA Hkk"kk esa vkst xq.k gSA vuqikz l rFkk iqu#fDr izdk'k vyadkj dk iz;ksxA
5-
fdUgha rhu iz'uksa ds mRrj visf{krA
3$3$3¾9
¼d½ dukr % ikikpkj&nqjkpkj djus okyksa dks ekSu gksdj ns[kus rFkk muds dkys dkjukeksa
ij inkZ Mkyus okysA
fcLrj % dqdeZ djus okys yksxksa dks lg;ksx nsus okysA
Vsfj;kj dqÙks % vius Lokeh ds LokFkZ&fl) djus esa fgald <ax ls lg;ksx nsus okysA
¼[k½ ySai iksLV tykus dk izrhdkFkZ gS&psruk tkxzr djuk&cqf)thoh oxZ viuh fopkj
'kfDr ls] Kku ds izdk'k ls] vkSj ys[kuh dh rkdr ls lkekU; tu esa psruk yk ldrk
gS] lekt esa QSys vU;k;&vR;kpkj dk fojks/k dj ldrk gSAa
¼x½
fo|kifr }kjk jfpr ^inkoyh* dh bu iafDr;ksa esa jk/kk dh fojgkoLFkk dk vR;ar
ekfeZd fp=.k fd;k x;k gsA jk/kk ek/ko&ek/ko djrh gqbZ ek/koe; gks xbZ gSA Lo;a
dks Hkwy xbZ gSA jk/kk ek/ko ds :i esa vius gh xq.kksa ij eksfgr gksus yxh gSA l?ku
izes kuqHkwfr vkSj fojg dh pje voLFkk dk ekfeZd fp=.k fd;k x;k gSA
¼?k½
Hkko&lkSan;Z % t; 'kadj izlkn }kjk jfpr dfork ^v'kksd dh fpark* dh bu iafDr;ksa
esa dfo us fot;h v'kksd ds var}Z}a }kjk fot; dh fujFkZdrk vkSj ekuork dh
mi;ksfxrk dk lan's k fn;k gSA ;q) ;k fgalk NksMd
+ j gesa lcds dy;k.k&gsrq deZ
djus pkfg,A HkkokuqHkwfr dh l?kurk vkSj O;kidrk dk ekfeZd fp=.kA
85
6-
fdlh ,d dfo dk thou&ifjp; visf{kr gS %
vad&foHkktu %
¼1½
thou&ifjp;
2
¼2½
jpuk,a o lkfgfR;d dk;Z
2
¼3½
dkO;xr fo'ks"krk,a
2
dqy vad % 6
rqylhnkl dk tUe lu~ 1532 bZ- esa ckank ftys ¼m- iz-½ ds jktkiqj uked xkao esa gqvk FkkA
firk vkRekjke nwcs vkSj ekrk gqylh FkhA ckck ujgfjnkl us mudk ikyu&iks"k.k fd;k rFkk
mUgs f'k{kk&nh{kk iznku dhA
jpuk,a % ^jkepfjrekul* ^ikoZrh eaxy]* ^fou; if=dk* ^dforkorh]* ^nksgkoyh]* ^Jhd`".k
xhrkoyh]* ^jkeyyk ugNw*a
dkO;xr fo'ks"krk,a % vo/kh ,oa czt&nksuksa Hkk"kkvksa ij leku vf/kdkjA izc/a k ,oa eqDrd&
nksuksa dkO;&'kSfy;ksa esa leku n{krk ls jpuk,a dhA nksgk] pkSikbZ] dfoÙk loZ;k] NIi; vkfn
Nanksa dk iz;ksx fd;kA J`x
a kj] ohj] okRlY;] 'kkar vkfn lHkh jlksa dk lqna j iz;ksx budh
jpukvksa esa gSA miek] :id] mRiz{s kk vkfn vyadkjksa dk lgt iz;ksxA
vFkok
jke/kkjh flag ^fnudj* dk tUe fcgkj jkT; ds eqx
a js ftys esa flefj;k uked xkao esa 1908
bZ- esa gqvk FkkA iVuk fo'fo|ky; ls ch-,- ¼vkWulZ½ ds ckn mPp fo|ky; esa iz/kkukpk;Z ds
in ij dk;Z fd;kA 1952 bZ- esa laln lnL; euksuhr gq,A Hkkxyiqj fo'ofo|ky; ds
midqyifr vkSj Hkkjr ljdkj ds fganh lykgdkj jgsA
jpuk,a ¼dkO;½ % ^js.kqdk*] ^gqd
a kj*] ^dq:{ks=*] ^jf'ejFkh*] ^ij'kqjke dh izrh{kk*] ^lke/ksuh* vkSj
^moZ'kh*A ^moZ'kh* KkuihN iqjLdkj ls lEekfur dkO; gsa
x| % ^laLd`fr ds pkj v/;k;*] ^feV~Vh dh vksj*] ^'kq) dfork dh [kkst*] ^v/kZukjh'oj*]
^dkO; dh Hkwfedk*a
dkO;xr&fo'ks"krk,a % buds dkO; esa lkSna ;Z] izes vkSj ekuoh; laons uvksa dk ekfeZd vadu
fd;k x;k gSA Hkk"kk esa vkst vkSj izokg gS% O;aX;kRedrk vkSj laoknkRedrk budh Hkk"kk dh
vU; fo'ks"krk,a gSAa
7-
vad & foHkktu %
¼1½
dF;
4
¼2½
Hkk"kk&'kq)rk
1
dqy vad % 5
86
^jax Hkwfe* ds dFkkud dh izeq[k fo'ks"krk,a % dFkkud vR;ar ekSfyd gSA blesa xBu gSA dFkk
dh lHkh ?kVuk,a Øec() o xqfa Qr gSa ,oa muesa jkspdrk vkSj ftKklk var rd cuh jgrh gSA
miU;kl vius mís'; dks Li"V djus esa iw.kZr;k lQy gSA eq[; dFkk vkSj izklafxd dFkk,a
lgtrk ls tqMh+ gqbZ gSAa ik=kksa ds ekufld var}Z}a dks izHkkoh <ax
+ ls vfHkO;Dr djus esa
dFkkoLrq iw.kZ l{ke gSA dFkkf'kYi ;k dFkkud mís';iw.kZ gSA dFkkud dh n`f"V ls ^jaxHkwfe*
,d lQy jpuk gSA
vFkok
^jaxHkwfe* tu&tkxj.k dk miU;kl gsA lwjnkl dk vU;k; ds fo:) vihy djuk] iwt
a hoknh
O;oLFkk dh LokFkZijrk vkSj 'kks"k.k ds fo:) tkx`fr ykuk] dq¡vj lkgc] jkuh tkg~uoh] MkWŒ
xkaxy
q h] bannz Ùk] fou;] lksfQ;k vkfn ds mnkgj.k }kjk lfefr ds fofHkUu dk;ksaZ dk myys[k
djrs gq, tu&tkxj.k vksj ekuo&lsok ds mPp vkn'kksaZ dk L"Vhdj.k visf{kr gSA
8-
lwjnkl ds ek/;e ls ys[kd us lexz xka/khokn dks gh ugha oju~ Lo;a xka/kh dks lkdkj dj
fn;k gSA lwjnkl xka/khoknh fopkjksa ds okgd gSAa vfgalk] lR;] R;kx vkSj /keZ dk tks lqna j
leUo; lwjnkl ds pfj= esa gqvk gS] og foy{k.k gSA bu ekuosrj xq.kksa ds lkFk&lkFkk lgt
ekuoh; xq.k&nks"k Hkh mlds O;fDrRo esa ik, tkrs gSAa ¼tSl&
s ?khlw }kjk rax djus ds izfr
yxko] >ksia M+h esa vkx yxus ij iSlksa dh FkSyh dks ryk'kuk vkfn mnkgj.kksa ls lgt ekuoh;
xq.k&nks"kksa dk Li"Vhdj.k½ lân;rk dh Hkkouk] vU;k; ds fo#) vkokt mBkuk] lkglh o
fuHkhZd] vkS|ksxhdj.k o iwt
a hoknh O;oLFkk dk rhoz fojks/kh rFkk {kek'khyrk vkfn xq.k mlesa
fo|eku gSAa
4$1¾5
vFkok
izHkq lsod dh pkfjf=d fo'ks"krk,a&lân;rk dh Hkkouk] yksHk&ykylk ls eqDr] lkSna ;Zoknh o
vkuanoknh] v{Nk dfo] mRlkgh vkSj lkglh] vkn'kZoknh] LokfHkekuh] la;e o R;kx dh
Hkkouk] ekuork dk iqtkjh] fo"kerkvksa ls u ?kcjkus okyk vkfnA miU;kl dh ?kVukvksa ds
vkyksd esa bu fo'ks"krkvksa dk Li"Vhdj.k visf{kr gSA
9-
^jaxHkwfe* miU;kl Hkkjrh; Lora=rk laxke dh egkxkFkk gSA ^jaxHkwfe* ml le; ds jktuhfrd
la?k"kZ dks ikBdksa ds le{k cM+h ;FkkFkZrk ls izLrqr djrk gsA blds lkFk gh xzkeh.k rFkk xj
laLd`fr;ksa dk la?k"kZ Hkh ;gka fpf=r gqvk gSA bl mi:kl esa ns'kh ujs'kksa ds vR;kpkj vkSj
iwt
a hoknh nks"kksa dk Hkh àn;gkjh fp=.k feyrk gSA ;g miU;kl rRdkyhu ns'kdky vkSj
okrkoj.k dh ;FkkFkZrk dks Lokhkkfod :i esa fpf=r djrk gSA ml le; dk lkekftd]
jktuhfrd rFkk lkaLd`frd ifjos'k ikBdksa ds le{k lkdkj gks mBrk gSA ¼miU;kl ds vusd
mnkgj.kksa ds vkyksd esa bu fcanqvksa dk Li"Vhdj.k visf{kr gSA½
vFkok
izes pan dh Hkk"kk esa vke cksypky ds 'kCnksa ds lkFk vaxt
zs h rFkk mnwZ ds 'kCnksa dk iz;ksx Hkh
feyrk gSA budh Hkk"kk lgt] LokHkkfod] jkspd] izokge;h] ik=kuqdy
w vkSj izlx
a kuqdy
w ,oa
87
5
HkkokfHkO;fDr esa iw.kZr% l{ke gSA eqgkojs ,oa yksdksfDr;ksa dk lgt iz;ksx feyrk gSA
O;aX;kRedrk] fp=kkRedrk o l`tukRedrk dk xq.k budh Hkk"kk&'kSyh esa ik;k tkrk gSA ¼bu
fcUnqvksa ij mnkgj.k&lfgr izdk'k visf{kr gSA½
10-
jhfrdkyhu dkO; jkt&njckjksa esa fy[kk x;k% bfly, blesa J`x
a kfjdrk dk vkuk LokHkkfod
FkkA J`x
a kj dh iz/kkurk ds dkj.k( bls ßJ`x
a kj dkyÞ uke fn;k x;kA
jhfrdkyhu dfork dh dksbZ rhu izo`fÙk;ka % y{k.k xazFkksa dk fuekZ.k] Jazxkfjdrk] HkfDr vkSj
uhfr] ukjh ds izfr foykflrkiw.kZ n`f"Vdks.k] izd`fr dk m|hiu :i esa fp=.k] vkJ;nkrkvksa
dh iz'kalk vkfnA ¼rhu izo`fÙk;ksa dk mnkgj.k&lfgr Li"Vhdj.k visf{kr gSAa ½
1$3¾4
vFkok
lar dkO; dh rhu izo`fÙk;k¡ %
nks dfo;ks ds uke & ¼;gk nks lar dfo;ksa ds ukeksa dk mYys[k visf{kr½
izo`fÙk;ka % ,ds'ojokn ij cy] fuxq.kZ o fujkdkj bZ'oj ij fo'okl] :f<+;ksa vkSj vkMacjksa dk
fojks/k] xq# dk egÙkk] jgL;&Hkkouk vkfnA
izeq[k dfo % 1- dchjnkl] 2- xq# ukud nso
11-
^LFkwy ds izfr lq{e dk fonzkgs * Li"Vhdj.k visf{kr &
1
pkj izeq[k fo'ks"krk,a
4
Nk;kokn dks LFkwy ds izfr lq{e dk fonzkgs dgus dk rkRi;Z gS&LFkwy ykSfddrk ds fo:)
vkSj tM+rk&jfgr lw{e vykSfdd osnuk dk fp=.kA bl O;kid vykSfdd osnuk dks uohu
vk/;kfRed psruk vkSj lw{e vuqHkwfr dh uohu Hkfxek ds lkFk ubZ 'kSyh esa O;Dr djukA
izeq[k fo'ks"krk,a % oS;fDrd vuqHkwfr;ksa dh vfHkO;fDr] osnuk ,oa d#.kk dh Hkkouk] izes vkSj
lkSna ;Z dk o.kZu] jk"Vªh; Hkkouk] yk{kf.kdrk ,oa fp=kRdrk] izdf` r dk ekuohdj.k] ekuorkokn]
xhr 'kSyh dk iz;ksx vkfnA
vFkok
izxfroknh dkO; dh pkj fo'ks"krk,a %
nks izeq[k dfo;ksa ds uke
izeq[k fo'ks"krk,a % 'kksf"krksa ds izfr lgkuqHkwfr] 'kks"kdksa ds izfr fonzkgs ] vkØks'k ,oa ?k`.kk] Økafr
;FkkFkZoknh n`f"V] ekuorkoknh n`f"Vdks.k vkfnA
dfo;ksa ds uke % jke/kkjh flag fnudj ckyd`".k 'kekZ ^uohu*] dsnkjukFk vxzoky] f'koeaxy
flag] lqeu] ujsna z 'kekZ vkfnA
88
12-
izsepan ;qxhu miU;kl&bl ;qx ds miU;kldkjksa us;qx&thou dks ok.kh iznku dhA izes pan
us jktuhfrd o lkekftd fLFkfr dk ;FkkFkZ vadu djrs gq, vkn'kZoknh lek/kku izLrqr
fd,A ^lsoklnu*] ^jaxHkwfe*] ^deZHkwfe*] ^xksnku* buds izeq[k miU;kl gSAa t;'kadj izlkn us
vius miU;klksa esa lekt dh vusd leL;kvksa vkSj iz'uksa dks mHkkjk gSA o`na kouyky oekZ us
,sfrgkld ?kVukvksa ij izes &dFkk,a izLrqr dhA ^mxz* us miU;klksa esa lkekftd /kjkry dks
vk/kkj cuk;k] Hkorh pj.k oekZ us ^fp=ys[kk* esa iki vkSj iq.; dh uohu O;k[;k rFkk
iquewZY;kadu dk LrqR; i;kl fd;k gSA tSuns z dqekj us euq"; ds vareZu rFkk vopsru eu
dh Nkuchu ds }kjk ekuo fØ;kdykiksa ds lkFk laca/k LFkkfir fd;kA vU; izeq[k
miU;kldkj&izlkn o`na kouyky oekZ] paMhizlkn àn;s'k] fo'oahkjukFk 'kekZ] mxz] fujkyk
vkfnA
vFkok
izlkn ;qxhu fganh&ukVd % ;g ;qx fganh ukVd&lkfgR; dk ^Lo.kZ ;qx* ;k mRFkku dky gSA
izlkn th us vius ukVdksa esa Hkkjrh; bfrgkl dh Hkwyh&fcljh dfM+;ksa dks tksMus dk iz;kl
fd;k gSA buds ukVdksa esa izkphu Hkkjrh; bfrgkl dh xkSjo'kkyh laLd`fr dk fp=.k gqvk gSA
buds ukVdksa esa ukVdh; lkSna ;Z dk iwjk mRd"kZ gS] ik=kksa ds pfj=kadu ,oaokrkoj.k ds fp=.k
esa bUgsa fo'ks"k lQyrk feyh gSA bl ;qx esa ik¡p izdkj ds ukVdksa dh jpuk
gqb&
Z ,sfrgkfld&ikSjkf.kd ukVd] lkekftd ukVd] izrhdkRed ukVd] gkL;&O;ax;iz/kku
ukVd] jaxeap ls izHkkfor ukVdA
izlkn;qxhu ukVddkj % loZ Jh y{ehukjk;.k feJ] gfjd`".k izes h rFkk xksfoan cYyHk iar ds
uke mYys[kuh; gSAa
13-
fuca/k&ys[ku %
¼i½
izLrkouk
1
¼ii½
dF;&fu:i.k vkSj izLrqfr
6
¼iii½
milagkj@ fu"d"kZ
2
¼iv½ Hkk"kk&'kq)rk vkSj 'kSyh
3
dqy vad % 12
14-
¼i½
¼ii½
vR;ar mPp Lrjh; ;v/;kfRed iq#"k vkSj oSpkfjd {kerk ls foghu O;fDr gh fcuk
deZ ds jg ldrs gSA
xhrk dgrh gS& ;fn rqe LosPNk ls dk;Z ugha djksxs rks izdf` r rqels cyiwod
Z deZ
djk,xhA
1
;fn lgh Hkkouk ls dk;Z fd;k tk, rks og /kkfeZd vFkkZr vk/;kfRed lk/kuk dk
Lo:i cu tkrk gSA
1
89
¼iii½
lgh Hkkouk ls fd;k x;k deZ /kkfeZd gks tkrk gSA
¼iv½ jktuhfr esa izos'k ds bPNqd O;fDr;ksa dks vius dk;Z vk/;kfRed n`f"Vdks.k ysdj]
ijksidkfjrk dk mPpHkko ysdj djus pkfg,A
1
1
lUekxz ij pyrs jgus ds fy, ijksidkfjrk ds Hkko ds lkFk dk;Z djrs jguk pkfg,
vkSj izfrfnu vkRefo'ys"k.k] vUrn`fZ "V vkSj lrdZrk ls viuk ijh{k.k djrs jguk
pkfg,A
15-
¼v½
fdlh Hkh mi;qDr 'kh"kZd ij 'kr&izfr'kr vad ;kuh 1 vad fn;k tk ldrk gSA
1
¼i½
vesfjdk }kjk tkiku ij fxjk;k x;k v.kqceA
1
¼ii½
f}rh; fo'o ;q) ds var esa tkiku ds fgjksf'kek uxj ijA
1
¼iii½
ce&foLQksV vpkud gqvk Fkk vkSj dqN gh {k.kksa esa lc&dqN u"V gks x;k FkkA
1
¼iv½ izpM
a xehZ ds dkj.k euq"; u"V gks x,] jk[k cu x,A
1
¼v½
1
>qyls gq, iRFkjksa vkSj mtM+h lM+dksa ds :i esAa
90
fganh ¼,sfPNd½
d{kk&12
izfrn'kZ iz'ui=&II
le; % 3 ?kaVs
1-
2-
iw.kk±d % 100
vèkksfyf[kr x|ka'kksa esa ls fdlh ,d dh lizlax O;k[;k dhft, %
¼i½
blh ls èkeZ] uhfr vkSj f'k"Vkpkj rhuksa esa Øksèk ds fujksèk dk mins'k ik;k tkrk gSA lar
yksx rks [kyks ds opu lgrs gh gS]a nqfu;knkj yksx Hkh u tkus fdruh Åaph&uhph
ipkrs jgrs gSAa lH;rk ds O;ogkj esa Hkh Øksèk ugha rks Øksèk ds fpâ nck, tkrs gSAa bl
izdkj dk izfrcaèk lekt dh lq[k&'kkafr ds fy, cgqr vko';d gSA ij bl izfrcaèk
dh Hkh lhek gSA ;g ija&ihM+dksUeq[k rd ugha igqp
a rkA
¼i½
vktdy Hkh ,sls fo}ku fey tk,axs tks tkurs cgqr gS]a djrs dqN Hkh ughaA djus okyk
bfrgkl&fuekZrk gksrk gS] flQZ lksprs jgus okyk bfrgkl ds Hka;dj jFkpØ ds uhps fil
tkrk gSA bfrgkl dk jFk og gkdrk gS tks lksprk gS vkSj lksps gq, dks djrk Hkh gSA
fuEufyf[kr iz'uksa ds laf{kIr mÙkj nhft, %
10
4$4$4¾12
¼i½
Hkkjr vkSj phu vkLVªfs y;k dh vikj laifÙk vkSj vfer Hkwfe ls oafpr D;ksa jg x,\
jkgqy lkadR` ;k;u ds fopkjkuqlkj dkj.k crkb,A
¼ii½
^ea=* dgkuh ds vkèkkj ij crkb, fd dSyk'k us e`.kkfyuh ds fdl vkxzg dks varr%
Lohdkj dj fy;k vkSj D;ks\a
¼iii½
^O;fDr dh ,d >yd* ds vuqlkj t;'kadj izlkn vkSj izes pan fdl izdkj ,d nwljs
ds iwjd gS\a
¼iv½ ^fny ls x, fnYyh es*a ds vkèkkj ij Li"V dhft, fd gkf'k, esa fVds ys[k fdUgsa dgk
x;k gS\ os tM+kas ls viuk er dSls cuk, j[krs gS\a
3-
fuEufyf[kr esa ls fdlh ,d iz'u dk mÙkj thou&ewY;ksa ds izdk'k esa nhft, %
¼i½
i;kZoj.k&j{k.k ds vkanksyu dh ppkZ djrs gq, lanq jyky cgqxkz.kk miHkksDrk laLd`fr
vkSj lÙkklhu yksxksa dks i;kZoj.k&fouk'k ds fy, ftEesnkj d;ksa Bgjkrs gS\a
91
3
¼ii½
4-
^esjh thou ;k=k % nks fp=* ds vkèkkj ij crkb, fd ys[kd us igys fp= esa vè;;u
dky dh fdl vlá ihM+k dk o.kZu fd;k gS\
fuEufyf[kr dkO;ka'kksa dh lizlax O;k[;k dhft, vkSj mlds dkdlkSan;Z ij Hkh izdk'k
nhft, %
5$5¾10
tequk ds rhj cgS lhry lehj tgka
eèkqdj djr eèkqj ean lksj gSAa
dfo efrjke rgka Nfo lkSa Nchyh cSBh
vkaxu rSa QSyr lqxèa k ds >dksj gSa
ihre fcgkjh dh fugkfjcs dks ckV ,slh
pgqa vksj nhj?k n`xu dfj nkSj gSAa
,d vksj ehu euksa ,d vksj datiqt
a
,d vksj [katu pdksj ,d vksj gSAa
vFkok
vHkh iM+k gS vkxs lkjk ;kSou
Lo.kZ&fdj.k dYyksyksa ij cgrk js ;g ckyd eu
esjs gh vfodflr jkx ls
fodflr gksxk caèkq fnxar
dHkh u gksxk esjk varA
5-
fuEufyf[kr iz'uksa esa ls fdUgha rhu ds mÙkj nhft, %
¼i½
xksjh lksos lst ij] eq[k ij Mkjs dsl
py [kqljks ?kj vkius jSu HkbZ pgq¡ nslA
vehj [kqljks ds mDr nksgs dk vizLrqr vFkZ Li"V dhft,A
¼ii½
^vks esjs eu* dfork esa thou ds izfr dfo ds {kksHk dk D;k dkj.k gS\
¼iii½
ß;s {kf.kd py jgk jkx&jax
tyrk gS ;g thou iraxÞ
mi;qZDr iafDr;ksa dk vk'k; Li"V dhft,A
¼iv½ yks dc dh lqfèk;ka txhz] vkg
f'k'kq ?ku&dqjx
a
iqjok flgdh fQj nh[k x,
f'k'kq ?ku&dqjx
a
92
3$3$3¾9
'kf'k ls 'kjekuk lh[k x,
f'k'kq ?ku&dqjx
a
mi;qDr iafDr;ksa dk Hkko vkSj f'ky; lkSna ;Z Li"V dhft,A
6-
xtkuu ekèko eqfDrcksèk vFkok efyd eqgEen tk;lh dk thou&ifjp; nsrs gq, mudh
jpukvksa vkSj dkO;&f'kY; dh fo'ks"krkvksa dk mYys[k dhft,A
6
7-
^jaxHkwfe* miU;kl vkt ds lanHkZ esa Hkh izklafxd gSA dFkkud ds vkèkkj ij fVIi.kh dhft,A
5
8-
^jaxHkwfe* ds dFkkud dh pkj fo'ks"krkvksa ij izdk'k Mkfy,A
5
9-
^jaxHkwfe* miU;kl ds mís'; ij izdk'k Mkfy,A
5
vFkok
^jaxHkwfe* miU;kl dh Hkk"kk vkSj 'kSyh dh nks&nks fo'ks"krkvksa dk lknkgj.k mYys[k
dhft,A
10-
Kku&ekxhZ rFkk izes &ekxhZ fuxq.Z k HkfDr&dkO; dk varj Li"V djrs gq, izes &ekxhZ fuxq.Z k
HkfDr dh fdUgh rhu fo'ks"krkvksa dk mYys[k dhft,A
4
izxfrokn vFkok ubZ dfork dh pkj ize[q k izof~ Ùk;ksa dk foospu dhft,A fdUgh nks dfo;ksa
dk mYys[k djuk vko';d gSA
5
12-
Lokra=;ksÙkj fganh&fucaèk vFkok fganh&ukVd ds fodkl dk o.kZu dhft,A
4
13-
fuEufyf[kr esa ls fdlh ,d fo"k; ij yXkHkx rhu lkS 'kCnks esa fucaèk fyf[k, %
11-
¼d½ yksdra= esa pquko
¼[k½ gekjh laLd`fr ds ifjpk;d gekjs ioZ&R;ksgkj
¼x½
fu%LokFkZ lsok
¼?k½
yksHkh vkSj ykyph eu
¼³½ fganh&lkfgR; % ikBdksa dk vHkko
14-
vorj.k dks è;ku ls if<+, vkSj rRlacaèkh iz'uksa ds mÙkj nhft, %
fganh jaxeap dh xfrfofèk;ka c<+ jgh gSAa jax&egksRlo ds volj ij jaxeap ij ukVkdsa dk
izn'kZu gksrk gSA fganh&jaxeap ls vusd vuwfnr uk~; jpuk,a izLrq dh tk jgh gSA fganh esa
ekSfyd jax&ukVdksa dk vkHkko gSA jaxeap dh ekax ij fganh&ys[kdksa us Hkh fy[kuk 'kq: fd;k
gSA vfèkdka'k ys[kd&dgkuhdkj tc ukVd dh jpuk djrs gSa rks dbZ ckj foèkxr Hksn Hkqyk
nsrs gSAa dgkuh dh oLrq dks ik=kksa ds likV laoknksa esa dg nsus ls og dFkkoLrq ukVd ugha
cu tkrhA dfork ;k laxhr vkfn ds ekè;e ls dkO; dks laokn&'kSyh esa izLrqr djus ij Hkh
dkbZ jpuk ukVd ugha gks tkrhA jax ukVd ogh gksrk gS] ftls eap ij Hkyh&Hkkafr [ksyk tk
ldsA
93
12
ukVd dk viuk foèkkxr Lo:i gksrk gSA ;g dgkuh vFkok dfork ds Lo:i ls fHkUu gksrk
gSA vfHku;&izn'kZu] eap&lTt;k vkSj ukVdh; dk;Z&O;kikj dh izLrqfr ls jax&ukVd
f[kyrk gSA vr% jax&ukVd dh jpuk dks jax&oLrq dh vis{kkvksa ds :i esa gh tkuk&igpkuk
tk ldrk gSA dgkuh dk :ikarj.k gks ;k ekSfyd jpuk&ukVd vius :i vkSj jax ls ns'k
esa vyx lkfgfR;d lÙkk j[krk gSA
15-
¼i½
fganh&jaxeap ij vuwfnr ukVdksa dh izLrqfr dk D;k dkj.k gS\
1
¼ii½
dgkuh ds ik=ksa ds likV laoknksa ls jax&ukVd D;ksa ugha curk\
1
¼iii½
jax&ukVd dk rkRi;Z D;k gS\
1
¼iv½ jax&ukVd fdl izdkj f[kyrk gS\
1
¼v½
1
jax&ukVd dh oLrq dks dsls ij[k&igpkuk tk ldrk gS\
vèkksfyf[kr dkO;ka'k dks è;ku ls if<+, rFkk rRlacaèkh iz'uksa ds mÙkj nhft, %
dye vkt mudh t; cksy
ihdj ftudh yky f'k[kk,¡
mxy jgha yw yiV fn'kk,¡
ftuds flagukn~ ls lgeh
èkjrh jgh vHkh rd MksyA
dye vkt mudh t; cksyAA
vaèk pdkpkSèa k dk ekjk]
D;k tkus bfrgkl fcpkjkA
lk{kh gSa ftudh efgek ds&
lw;Z] panz] Hkwxksy] [kxksyA
dye vkt mudh t; cksyA
¼i½
Lokèkhurk laxzke ds 'kghnksa ds flagukn ls vkt Hkh èkjrh D;ksa Mksy tkrh gS\
1
¼ii½
^D;k tkus bfrgkl fcpkjk* dgdj dfo bfrgkl dks ;qx dk ni.kZ D;ksa ugha ekurk\
1
¼iii½
Lokèkhurk ds ohj cfynkfu;ksa dh efgek ds lk{kh lw;]Z pan]z Hkwxksy] [kxksy D;ks crk,
x, gS\a
1
¼iv½ dye ls fdudh t; cksyus dk vkxzg fd;k x;k gS vkSj D;ksa \
1
¼v½
1
dkO;ka'k ds 'kSyh&lkSna ;Z ij fVIi.kh dhft,A
94
fganh ¼,sfPNd½
d{kk&12
izfrn'kZ iz'ui=&II
vad&;kstuk mÙkj&ladsr vkSj ewY;&fcanq
izŒlaŒ
1-
visf{kr mÙkj&ladsr@ewY; fcanq
vad&fooj.k@;ksx
¼dsoy ,d x|ka'k dh lizlx
a O;k[;k visf{kr½
vad foHkktu&
¼i½ lanHkZ&dFku] jpukdkj vkSj jpuk dk mYys[k
½+½ ¾ 1
¼ii½ iwokZij lacèa k@izlx
a &dFku
1
¼iii½ leqfpr Li"V O;k[;k
5
¼iv½ Hkk"kk&'kSyh ij fVIi.kh
3
dqy vad % 10
¼d½ ¼i½
jkepan 'kqDy&^Øksèk*
¼ii½
ys[kd Øksèk ds Lo:i rFkk mlds vU; euksfodkjka ls lacèa k dk fo'ys"k.k djrs gq,
yksd&dY;k.k dh n`f"V ls Øksèk dh lkFkZdrk vkSj mi;ksfxrk ij izdk'k Mkyrs gS]a
d;ksfa d Øksèk dks 'kkafr Hkax djusokyk euksfodkj ekuk x;k gSA
¼iii½
'kqDy th ekurs gSa fd èkeZ] uhfr vkSj f'k"Vkpkj ds varxZr Øksèk ds fujksèk dk vkns'k
gSA lar LoHkko ds yksx nq"Vksa ds nqO;Zogkj dks lg ysrs gSA le>nkj lkalkfjd yksx
Hkh ,sls O;ogkj ij vkx ugha mxyrsA lh;rk dk rdktk gS fd Øksèk dk izn'kZu u
djsAa lekt esa bl izdkj dh ikcanh ls veu&pSu jgrk gSa ;g fLfkfr lekt ds fy,
t:jh gSA 'kqDy th bl ikcanh dh Hkh ,d lhek ekurs gSAa bldk ykHk ;g gS fd ;g
nwljksa esa Øksèk ugha HkM+dkrhA mUgsa d"V ugha nsrhA
fo'ks"k&fVIi.kh % rRle 'kCn&izèkku 'kSyh fo"k;kuqdy
w gS( lkjxfHkZr okD;ksa dk iz;ksx
fucaèk esa laf{kIrrk ykrk gS] ^fdruh Åaph&uhph ipkrs gs]a esa iwohZ fganh dk iz;ksxA
¼[k½ ¼i½
¼ii½
gtkjh izlkn f}osnh] ^Hkh"e dks {kek ugha fd;k x;k*a
O;fDrRo O;atd vkSj vkReijd 'kSyh esa f}osnh th Hkh"e firkeg ds pfj.k&fo'ys"k.k
ls bfrgkl ds ,d fl)kar& fo'ks"k dh LFkkiuk djrs gSa
egkHkkjr dky dh ckr NksfM+,] vktdy Hkh cgqr ls lwpuk&laiUu Kkuh vkSj fo}ku
fey tkrs gSAa ;s yksx lksprs cgqr&dqN gS]a ysfdu djrs dqN Hkh ughaA bfrgkl&fuekZrk
95
dk y{k.k ;g gS fd og djrk gS] flQZ lksprk ughaA bfrgkl dk fuekZrk vkSj
lapkyd ogh gksrk gS tks vPNh rjg fopkj djrk gS vkSj fopkj fd, gq, dks djrk
Hkh gSA fopkj dks deZ ls tksMd
+ j pyrk gSA bfrgkl dk jFk dsoy ogh [khaprk gSA
fopkj&fo|k vkSj Kku dk vikj HkaMkj j[kus okyk ;fn dqN djrk ugha gS rks bfrgkl
ds ifg, ds uhps dqpy fn;k tkrk gSA Hkh"e& esa vikj fo|k vkSj Kku Fkk] ysfdu
d`frRo ls tqMk+ o u gksus ds dkj.k os bfrgkl&fuekZrk u cu ldsA
fo'ks"k&fVIi.kh % ^le; dh f'kyk*] ^jFk vkSj jFkpØ* 'kCnksa ds ekè;e ls vfHkO;fDr&dkS'ky
ped mBk gSA ^jFkpØ ds uhps fil tkuk* vkfn O;atukijd vfHkO;fDr gSAa vktdy
ds ladV esa egkHkkjr ds bl pfj= us le&lkef;d vkSfpR; iznku fd;k gsA ;g
Hkk"kk&'kSyh dk u;k :i gS rdZ&izèkku] fo'ys"k.kijd 'kSyh gSA
rhuksa iz'uksa ds mÙkj visf{kr gSa %
4$4$4¾12
¼i½
Hkkjr vkSj phu vkLVªfs y;k dh vikj laifÙk vkSj vfer Hkwfe ls blfy, oafpr jg x,]
D;ksfa d os ?kqeDdM+h èkeZ NksM+ cSBs vkSj Hkwy x, fd muds ikl fdruk laiUu {ks=k
[kkyh iM+k gsA Hkkjr vkSj phu ;wjksih;ksa dh vis{kk vkLVsfy;k ds fudV Fks] fdUrq
LoHkko ls ?kqeDdM+ ;wjksih;ksa us vkLVªfs y;k dks gfFk;k fy;k vkSj Hkkjr&phu vius esa
gh fleVs jgsA
¼ii½
dSyk'k liZ&izn'kZu&dyk dk ekfgj dykdkj FkkA mlus fdrus gh liZ iky j[ks Fks
e`.kkfyuh mlls vdlj vkxg djrh&rqEgkjs lkai dgka gS\a tjk eq>s fn[kk nksA og
dy fn[kkus dk lq>kko nsdj Vky nsrk FkkA ,d fnu dbZ fe=ksa dh mifLFkfr esa mlus
vkxzg fd;k rks dSyk'k us Vky fn;kA e`.kkfyuh dh >sia h gqbZ lwjr ns[kdj mls yxk
fd e`.kkfyuh dks mldk badkj cqjk yxk gSA dSyk'k us e`.kkfyuh vkSj vU; fe=ksa ds
lkeus liZ&dyk&izn'kZu dk ifjp; fn;kA
¼iii½
izes pan dk lkfgR; nq%[k ds vkèkkj ij fLFkr gSA izes pan us vkuan ds jpukRed i{k ij
vfèkd è;ku ugha fn;kA blds foijhr izlkn lqlLa d`r] LOLFk ukjh vkSj iq#"k&'kfDr
dk jgL; izdV djrs gSAa blfy, izlkn 'kfDr ds lkèkd gsAa bl izdkj izlkn vkSj
izes pan ,d nwljs ds iwjd gSa
¼iv½ tks yksx ckgj xk¡o&nsgkr ls vkdj fnYyh esa dke dj vthfodk dekrs gSa mUgsa
gkf'k, esa fVds yksx dgk x;k gSA os lky esa ,d ckj Qly dkVus ds cgkus ¼pkgs og
Qly viuh u gks½ viuh t+ehj rd tkrs gSa vkSj rjksrkt+k gksdj ykSVrs gSAa
3-
iz'u ds mÙkj esa Øe ls 3 fcanv
q ksa dk mYys[k vko';d gSA izR;sd fcanq ij ,d&,d vadA
¼i½
miHkksDrk laLd`fr ds fy, ubZ oLrqvksa dk mRiknu gks jgk gSA mUgsa ,u vkd"kZd iSdVs ksa
esa cspk tkrk gSA blls u,&u, dkj[kkus [kqy jgs gSa vkSj okrkoj.k esa fo"k ?kqy jgk
gSA lÙkk ls tqMs+ yksx iwjh ra= ij gkoh gsA muds gkFk esa jktuhfrd] vkfFkZd 'kfDr;ka
gS]a os fodkl ds uke ij i;kZoj.k&fouk'k ij rqys gSAa
96
1$1$1¾3
¼ii½
4-
uhph tkfr ds cPpksa dks i<+us ij Hkh vieku dh vlá ihM+k ls xqtjuk iM+rk gSA
f'k{kk vkSj tkx:drk }kjk gh blls eqfDr ikbZ tk ldrh gSA
fdlh ,d dkO;ka'kksa dh lizlax O;k[;k visf{kr gS %
vad&foHkktu bl izdkj gS %
¼i½ jpukdkj vkSj jpuk dk mYys[k
½+½¾1
¼ii½ iwokZij lacèa k@ izlx
a &dFku
1
¼iii½ dkO;ka'k dh O;k[;k
3
¼iv½ Hkk"kk&'kSyh vkSj dkO;&lkSna ;Z ij fVIi.kh
5
dqy vad % 10
¼i½
efrjke % ^lkSna ;Z vkSj Ük`x
a kj*
¼ii½
;equk ds fdukjs vius fiz;re ¼d`".k½ dh izrh{kk esa cSBh ukf;dk jkèkk ds vkdqy us=ksa
dh papyrk dk fp=.k egkdfo efrjke djrs gSa
¼iii½
;equk rV ij 'khry&ean lehj cg jgk gSA eèkqdj vius vèkqj 'ksj ls okrkoj.k dks
eèkqj cuk jgs gSAa efrjke dfo dgrs gSa fd ,sls lq[kn le; esa viuh lai.w kZ lqna jrk
ds lkFk lkSna ;ZJh jkèkk cSbh gSAa muds vaxksa ls lqxzèk ds >ksd
a s QSy jgs gSAa jkèkk th
vius fiz;re czt&fcgkjh Jhd`".k dk n'kzu ikus ds fy, vius cM+&
s cM+s us=ksa dks
bèkj&mèkj nkSMk+ jgh gSAa muds papy us= dHh papyrk ds dkj.k eNyh tSl]s dhkh
lanjrk ds dkj.k dey tSl]s dHkh dkfyek ds dkj.k [katu tSl]s rks dhkh ,dkxzrk
ds dkj.k pdksj tSls n`f"Vxkspj gksrs gSAa
fo'ks"k % dfoÙk Nan vuqie gSA vuqizkl vyadkj dk izHkko loZ= gSA vafre iafDr;ksa esa
mRiz{s kk vyadkj dk iz;ksx gSA
vFkok
¼i½
lw;d
Z kar f=ikBh ^fujkyk* & ^èofu* dfork
¼ii½
fujkyk vius thou esa fujk'kk vkSj dfBukbZ;ksa ls tw>rs jgsA muds bl thou ij
yksxksa us uqDrkphuh dhA fujkyk vius lkfgfR;d [ksy dh ikjh lekIr dj pqds FksA
fdUrq dfo vius thou dk bls izFke pj.k ekurs gSAa os ugha ekurs fd ;gka e`R;q dh
mifLFkfr gSA
vHkh vkxs la.w kZ thou iM+k gsA lqfoèkk&vlqfoèkk] vk'kk&fujk'kk] lq[k&nq%[k dh fpark
fd, fcuk esjk ;g ckyd&eu dud fdj.kksa ls [ksyrk jgrk gSA fn'kk,¡ esjs gh
vfodflr jkx ls fodflr gksx
a hA dfo dk jpukèkehZ d`frro gh fodkl dk 'ka[kukn
djsxkA mlls nlksa fn'kk,a xwt
a x
as hA tks le> jgs gSa fd esjk var fudV gS]a os le>
ysfa d esjk var vHkh D;k] dHkh ugha gksxkA
97
fo'ks"k % ^Lo.kZ* fdj.kksa ls [ksyrk ckyd eu* dfo ds fojkV O;fDrRo dh O;atuk djrk
gSA dfo vius iz;Ru ls lalkj esa uo thou dk lapkj djus dk vkre fo'okl izdV
djrk gSA uo xhr dh 'kSyh esa jfpr ;g xh laxhrkRedrk fy, gSA rRle 'kCnkoyh
dk BkB cjkcj cuk gqvk gSA
5-
fdUgha rhu dk mÙkj visf{kr
3$3$3¾9
¼i½
izLrqr nksgk vehj [kqljksa us vius xq# ihj futkeqíhu vkSfy;k ds fuèku ij dgk FkkA
lwQh lar Hkh ihj dks iSxca j dk ntkZ nsrs gSAa vè;kRe esa xkSjh czã Lo:i gS tks tx
ds izf.k;ksa ls vks>y gSA psruk ij vkoj.k iM+ x;k gSA ,sls esa [kqljksa vius ?kj ykSVus
dh ckr Hkh vè;kRe Lrj ij dgrs gSA xq# x, rks izdk'k x;kA vc rks pkjksa vksj
vaèkdkj gh gSA vr% [kqljks ds thou dk vc dksbZ vkSfpR; ugha jgkA
¼ii½
{kksHk ds vusd dkj.k gSAa thou LokFkhZ gks x;kA ge laons ughu gks x, gSAa ijksidkj
ls eqga eksMu+ s yxs gSAa yksd&fgr ;k d:.kk dks vius&vius thou ls geus fudky
fn;k gSA rdZ ds lkFk fopkj djuk NksM+ fn;k gSA
¼iii½
lalkj dh u'ojrk vkSj {kf.kdrk dk mYys[k@lkalkfjd lq[kksa dks {kf.kd crk;k x;k
gSA thou iraxs dh Hkkafr lalkj ds lq[kksa dh vkap esa >qyl dj lekIr gks tkrk gSA
¼iv½ ^yks dc dh lqfèk;ka-----------------------f'k'kq?ku dqjx
a A
Hkko&lkSan;Z % ;gk cknyksa dks papy fgj.k&'kkod ekuk x;k gSA ckny iwokZ ds dkj.k
yqd&fNi jgs gSa vkSj fofHkUu :iksa esa fn[kkbZ iM+ jgs gSAa
f'kYi&lkSan;Z % vuqikz l vkSj :id vyadkjA
lqfèk;ksa ls rqyuk % vizLrqr ls izLrqr dh rqyukA
cknyksa ds cnyrs :iksa vkSj mudh papyrk dk lgt fp=.kA
6-
fdlh ,d dfo dk lkfgfR;d ifjp; visf{kr gSA
vad&foHkktu bl izdkj gS %
lkekU; thou&ifjp;
2
jpukvksa dk mYys[k2
dkO; f'kYi&foospu
2
dqy vad % 6
xtkuu ekèko eqfDrcksèk
¼i½
eè;izn's k] xokfy;j tuin ds ';ksiqj xkao esa 1917 esa tUes]a firk iqfyl lc
baLisDVjA rcknyksa ds dkj.k i<+kbZ VwVrh&twMr+ h jghA 1954 esa ukxiqj fo'ofo|ky;
ls ,e- ,- fganhA firkth ls bZekunkjh] U;k;fiz;rk vkSj bPNk'kfDr dh izjs .kkA ^u;k
98
[kwu* if=dk dk laiknuA fnfXot; egkfo|ky; jktukanxkao] eè;izn's k esa vè;kiuA
fganh&foHkkx ds vè;{kA 1964 esa e`r;qA
¼ii½
^pkan dk eqga Vs<k+ gS] ^Hkwjh&Hkwjh [kkd èkwy* rFkk Ng [kaMksa esa ^izdkf'kr&eqfDrcksèk jpukoyhA*
¼iii½
ubZ dfork dk izeq[k dfo] fof'k"V dkO;&f'kYi] csgrj lekt&fuekZ.k dh vkdka{kk] fcac vkSj izrhdksa dk
dfork esa iz;ksx] QSVa l
s h ds f'kYi&foLe; dk iz;ksxA yach dfork jpuk ds tudA foMacukvksa vkSj
fcnwirkvksa dk fp=.kA
vFkok
efyd eqgEen tk;lh
¼1482&1542½ mÙkjizn's k] vesBh ds fudV tk;l ds jgus okysA igqp
a s gq, Qdhj
lS;n v'kjQ vkSj 'ks[k cqjgku ds f'k";A lwQh&ekxhZ dkO; ds loZJ"s B dfoA
jpuk,a % ^inekor~* ^v[kjkoV* vkSj ^ vkf[kjh dyke*A
Qkjlh vkSj laLd`r 'kCnksa ls ;qDr xzkeh.k voèkh Hkk"kk] eluoh 'kSyh] nksgk&pkSikbZ Nan]
yksd&thou dh O;kid iSB gSA miek] :id] yksdksfDr vkSj eqgkojksa dk Hkjiwj iz;ksxA
dkO;&Hkk"kk ij yksd&laLd`fr dk izhkkoA ^inekor* izes dkO;&ijaijk dk loZJ"s B
izcèa k dkC; gSA
7-
8-
jaxHkwfe vkt ds lanHkZ esa Hkh izkl
a fxd gSA vkSn~;ksxhdj.k c<+rk tk jgk gS vkSj mlds fy,
fdlkuksa dh Hkwfe ys yh tkrh gSA fdlkuksa dk fojksèk vulquk jg tkrk gSA 'kfDr laiUu yksx
gFkdaMs viukdj fojksèk dks nck nsrs gSAa ¼dqy pkj fcanq 4 vad $ Hkk"kk 1 vad½
5
lwjnkl dk pfj=&fp=.k % fuEufyf[kr esa ls fdUgh pkj fo'ks"krkvksa dk lksnkgj.k
mYys[k %
4$1¾5
^jaxHkwfe* dk izeq[k ik= gS & lwjnkl
¼i½
{kh.k&dk; vaèkk fHk[kkjh
¼ii½
fookg ds izfr mnklhu
¼iii½
iq'rSuh tehu ds izfr vlhe eksg
¼iv½ vkS|kksxhdj.k dk fojksèkh
¼v½
Hkrhts feBqvk ds izfr vlhe I;kj dk Hkko
fdUgha pkj fo'ks"krkvksa ij izdk'k Mkyuk visf{krA
vFkok
jkuh tkg~uoh dh fdUgha pkj fo'ks"krkvksa dk mYys[kA
¼i½
,d vkn'kZ ik= gSA cukjl ds èkuh {kf=; tehankj dh vèkkZfa xuhA
99
¼ii½
izn'kZu&fiz;
¼iii½
ifr&ijk;.kk
¼iv½ vfr'k; egRokdka{kh
¼v½
fujarj lfØ;
¼vi½ LokLF;&fuekZ.k esa l{ke
¼vii½ lkSna ;Z] 'khy vkSj Hkkoe;] vkd"kZd O;fDrRo vkfn esa ls fdUgha pkj fo'ks"krkvksa ij
izdk'kA
9-
¼d½ ^jaxHkwfe* lksn~ns'; jfpr miU;kl gSA fuEufyf[kr esa ls fdUgha nks dk mYys[k
visf{kr %
¼i½
thou dks [ksy le>us dh èkkj.kk dks izfrf"Br djukA
¼ii½
ns'kks)kj gsrq tu&tkxzfr iSnk djukA
¼iii½
xkaèkhokn ds lefkZu rFkk Økafrdkfj;ksa dh xfrfofèk;ksa ds fp=.k vkfn ij izdkj
4$1¾5
¼[k½ ^jaxHkwfe* dh Hkk"kk dh 4 fo'ks"krk,a %
'kSyh dh nks fo'ks"krk,a
Hkk"kk % 'kCnkoyh ds iz;ksx dh n`f"V ls rRle] rn~Hko] ns'kt] mnwZ&Qkjlh] vaxzth 'kCnksa dk iz;ksx]
eqgkojs] yksdksfDr rFkk lwfDr;ksa ds iz;ksxA
fp=kRed Hkk"kk] ik=kkuqdy
w ] vyadkfjd Hkk"kk vkfn fo'ks"krkvksa esa pkj dk mYys[kA
'kSyh % ltho] izokgiw.kZ] Hkkoiw.kZ] vkfn esa fdUgh nks dk mYys[k visf{krA
10-
11-
¼i½
Kku ekxhZ vkSj izes ekxhZ fuxZ.q k HkfDr ds varj dk Li"Vhdj.k visf{krA
1
¼ii½
Kku ekxhZ vFkok izes ekxhZ HkfDr dh fo'ks"krkvks@
a izo`fÙk;ksa esa ls fdUgh 3 dk mYys[kA
3
¼i½
izxfrokn dh fdUgh pkj izeq[k izo`fÙk;ksa dh foospuk rFkk nks dfo;ksa dk mYys[k %
4
¼ii½
foospu dh Hkk"kk&'kSyh
1
vFkok
12-
¼i½
^ubZ dfork* dh pkj izeq[k izo`fÙk;ksa dh foospuk rFkk nks dfo;ksa dk mYys[k %
¼ii½
foospu dh Hkk"kk&'kSyh
¼i½
Lokra«;ksÙkj fganh&fucaèk dh fodkl&;k=k dk o.kZu &
3
¼ii½
o.kZu dh Hkk"kk 'kSyh &
1
100
13-
yxHkx 300 'kCnksa esa fucaèk&ys[ku visf{kr gSA
vad & foHkktu bl izdkj gS%
¼i½
Hkwfedk
1
¼ii½
fo"k;&izfriknu ¼de ls de pkj fcanv
q ksa dk rdZ&laxr izfriknu½
8
¼iii½
milagkj
1
¼iv½ fo"k;&izfriknu 'kSyh@lexz izHkko
1
¼v½
1
'kq) Hkk"kk
dqy vad % 12
14-
izR;sd iz'u ds lgh mÙkj ij 1 vad nsa
dqy vad % 5
¼i½
fganh jaxeaph; ukVdksa esa ekSfyd ukVdksa dh dehA
¼ii½
jax ukVd laokn ds vfHku; izn'kZu ls curk gSA dFkk&laokn dgus dh dyk&ek=
gksrs gSAa
¼iii½
jax&ukVd og dgykrk gS] ftls eap ij [ksyk tk ldsA
¼iv½ jax&ukVd vfHku;] eap&lTtk] rFkk ukVdh; dk;Z&O;ogkj dh izLrqfr ls f[kyrk
gSA
¼v½
15-
jax&ukVd dh oLrq dks jaxoLrq dh vis{kkvksa ds :i esa ij[kk&igpkuk tk ldrk gSA
izR;sd mÙkj ds fy, ,d&,d vadA
dqy vad % 5
¼i½
vkt Hkh Lokèkhurk ds 'kghnksa dh ohjxkFkk jksekafpr dj nsrh gSA muds flagukn ls
vkt Hkh i`Foh dki tkrh gSA fons'kh lÙkk mldk rki ugha lg ikbZa
¼ii½
dfo dh ekU;rk gS fd bfrgkl esa LokFkZ&izfs jr dqNd
s yksxksa dk o.kZu feyrk gSA lPps
ohjksa ds o`Ùkkar bfrgkl esa ugha feyrsA bfrgkl ;qx dk ni.kZ ugha gSA blhfy,
bfrgkl dks cspkjk o vutkuk dgk gSA
¼iii½
Lora=rk ds 'kghnksa ds p'enhn xokg lwjt] pkan] tehu vkSj vkdk'k blfy, crk,
gS]a D;ksfa d mUgksua s lR; ns[kk gS vkSj os bfrgkl dh Hkkafr vaèks ugha gSAa
¼iv½ dfo pkgrk gS fd ys[kuh mu cfynkuh ohjksa dh t;&t;dkj djs] ftUgksua s Lora=rk
dh cfyosnh ij izk.k fuNkoj dj fn, vkSj muds cfynku dh vkx ls vkt Hkh vaxt
sz h
lÙkk FkjkZrh gSA
¼v½
bl vkst xq.k laiUu dkO;ka'k esa y{k.kk 'kCn'kfDr dk izHkkoh iz;ksx gqvk gSA rRle
'kCnksa dk i;kZIr iz;ksxA Hkk"kk izokgiw.kZA ns'k&izes dh Hkkouk ds fp=.k esa Hkk"kk&'kSyh
lQy gqbZ gSA
101