Self-Instructional Materials€¦ · Sangay Pelmo, Dewathang PS, Samdrup Jongkhar (Dzongkha) 7. ... example, if you are writing an acrostic poem using the name ‘Jigme’ the title

Self-Instructional Materials

Key-stage II

Introduction.

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

developed primarily to facilitate education of the students living in remote places with either

limited or no access to BBS and Internet for e-learning lessons. The learning activities in the

SIMs packages are developed considering the class-levels and learning potentials of the

students. The designs of the learning activities are intended technically to promote self-

engagement and independent learning of the students at home.

Supporting Students in Using the Self-Instructional Materials

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

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

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

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

learning activities.

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

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

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

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

help with the lessons.

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

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

learning.

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

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

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

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

Published by

Ministry of Education in collaboration with Royal Education Council, Paro

Copyright @ Ministry of Education, Bhutan

Advisors

1. Karma Tshering, Officiating Secretary, Ministry of Education

2. Kinga Dakpa, Director General, Royal Education Council

3. Phuntsho Lhamo, Education Specialist, Advisor to DSE, Ministry of Education

Developers

1. Leki Phuntsho, Dy. Chief HRO, TPSD, DSE, MoE(Key-stage facilitator)

2. Damcho Wezer, Dy. Chief Sports Coordinator, GSD, DYS, MoE(Key-stage facilitator)

3. Passang Wangmo, Teacher, Zilukha MSS, Thimphu Thromde (English)

4. Ngawang Yangchen, Teacher, Zilukha MSS, Thimphu Thromde (English)

5. Tshering Wangmo, Teacher, Changangkha MSS, Thimphu Thromde (Dzongkha)

6. Sangay Pelmo, Dewathang PS, Samdrup Jongkhar (Dzongkha)

7. Wangchuk Norbu, Teacher, Laptsakha PS, Punakha (Mathematics)

8. Dorji Dolma, Teacher, Bjimina PS, Thimphu (Mathematics)

Content Editors

1. Tsheringla, Principal, Daga CS, Dagana(English)

2. Kelzang Lhadon, Cluster Lead Teacher, Shari HSS, Paro (English)

2. Tshombu Lhamo, Teacher, Yangchen Gatshel MSS, Thimphu (Dzongkha)

3. Anthony Joshy, Teacher, Yangchenphug HSS, Thimphu Thromde, (Mathematics)

Layout and Design

1. Leki Phuntsho, Dy. Chief HRO, TPSD, DSE, MoE

2. Damcho Wezer, Dy. Chief Sports Coordinator, GSD, DYS, MoE

Cover Design

Samdrup Tshering, Teacher, Lamgong MSS, Paro

Overall coordinator

Phuntsho Lhamo, Education Specialist, Advisor to DSE, Ministry of Education

TABLE OF CONTENT

English

1. Creative writing ……………………..………….………………………...……. 1

2. Elements of Short Stories …………………………..……………………. 9

3. Direct Speech and Indirect Speech ……………………………………….. 18

4. Personal Narrative writing ……………………………………………….. 25

Mathematics

5. Isometric Drawings …………………………………………….……….…......... 34

6. Double Bar Graph, ………………………………………………………… 40

7. Using Fractions to Describe Probability……………………………….…… 46

Dzongkha

8. ཡི༌གུའི༌སྦྱོར༌བ། མིང༌འགྲུབ༌ཚུལ།……………………………………………...…... 50

9. ཡི་གུའི་སྦྱོར་བ། ལ་དྦྱོན། ……………………………………………………….. 54

Self-Instructional Material

1 English – Class IV

KEY STAGE-II

Lesson No: 1 Subject: English Class level: IV Time: 40 minutes

Learning Area: Writing

Topic: Creative Writing

Introduction

We write

to know ourselves and

our lives better

when we are bored

to encourage our daily

progress in writing

to relieve our

stress

for fun

to remind

ourselves

to cultivate creativity

to keep our mind sharp

• Create an acrostic poem.

• Use story map to brainstorm ideas and thoughts.

• Write a story using a story map.

Think Time

Do you have the habit of writing? What do you write and why do you write?



KEY STAGE-II

For example, if we have an important work to do, we can just note on a paper

and paste it on a wall where we can see it. This will help to remind us about the

work.

If something worries us and we can’t eat well, sleep well or do the works

well, we just write our thoughts and feelings so that it makes us relieved.

When we write again and again, we come to learn that the writing

skills become better. So, when it becomes better, we are encouraged

to write more.

When we have lots of work to do, we tend to forget some of the things.

But if we write down what we want to do and list all the goals that we

want to achieve, it will remind us and make our lives better.

“Simply jotting note will spark your creativity.”

- Gretchen Rubin

Writing helps to generate ideas and see details which would help to

develop creativity.

We write down to relieve our stress.

We write to encourage our daily progress in writing.

We write to know our self and our lives better.

We write to cultivate creativity.

We write to remind ourselves.

Source: Google Image






KEY STAGE-II


It is said that the best way to remember information is to write

them down so that our mind becomes sharp and helps to

remember better.

Sometimes, we write for fun. When we are bored, we write to

keep ourselves busy or engaged.

We write for many reasons. In this lesson, we will look at creative writing.

Creative writing helps to speak out our thoughts and ideas to the world. To write, we need to create

our thoughts and ideas in many forms.

Creative writing can be in different types and forms:

• Stories

• Poems

• Novels

• Plays

• Diaries

• Screenplays

• Journals

• Songs and many more

We write to keep our mind sharp.

We also write when we are bored.





KEY STAGE-II

Writing poems is one form of creative writing. Firstly, let us look at writing an acrostic poem.

An acrostic poem is a type of poem that uses the letters of the word to form a word, phrase or a

message. The following examples will help you see how you can create an acrostic poem. For

example, if you are writing an acrostic poem using the name ‘Jigme’ the title would be JIGME and

each line of the poem would start with one of the letters in the word.

Example 1:

JIGME

Joyous

Intelligent

Gentle

Mild

Even-tempered

Example 2:

FALL

Fresh

Apples

Lots of colours

Leaves falling down

Example 3:

HOUSE

Home

Open and inviting

Universal

Safe and warm

Everything



http://www.yourdictionary.com/acrostic



KEY STAGE-II

Now let us look at how to create a story map to write a story.

Story Map

A story map is a strategy that uses a graphic organizer to help us learn the elements of a story. The

story map will help to identify or list the characters, plot, setting, problem and solution in the story.

Instruction: Create an acrostic poem using any word in your notebook.

Activity 1




KEY STAGE-II

We will use the following story map to write an interesting story.

Story Map

Setting

In the field

Important Events

1. The birds ate the farmer’s crop.

2. A farmer set a trap.

3. The farmer caught the bird.

Solution

The farmer caught the birds along with a crane in

the net.

Theme

It is dangerous to be among bad friends.

Title

The Farmer and the Crane

Characters

- Farmer

- Crane

Problem

Crop was eaten by the birds.

Picture source: Google Image



KEY STAGE-II

Instruction: Using the story map given above, let us now write a story.

The Farmer and the Crane

A farmer was very worried about his crop being eaten by the birds.

So, he put a trap for the birds.

The next day he managed to

catch a group of birds. A crane

also got trapped in the net. The

crane begged the farmer to set

him free.

The farmer said, “You have been found with these birds

who were eating my seeds. So, I will not spare you.”

Instruction: Use the following template and make a story map to write a story.

Theme: ……………………………………………………………………….

Activity 2

Map Title





KEY STAGE-II

Summary

• We write for many reasons such as to remind ourselves, to relieve our stress, to encourage

our daily writing progress, to save boredom, to keep our mind sharp and to cultivate

creativity.

• Creative writings are of different types. They are stories, poems, plays, novels, diaries,

screenplays, journals, songs, etc.

• We can use story maps to plan our writing. This will help to organize our ideas and

thoughts.

1. Create an acrostic poem using your name.

2. Write a story by creating a story map on your own.

Activity 1

Student’s independent work.

Activity 2

Student’s independent work.

Self-check for Learning

1. Student’s independent work (own creation).

2. Student’s independent work (own creation).




KEY STAGE-II

Lesson No: 2 Subject: English Class level: IV Time:40 minutes

Learning Area: Reading and Writing Topic: Elements of Short Stories

Introduction

We all love reading and listening to stories. Telling stories and singing songs and rhymes together

are also great activities to have a lot of fun. You might also like to make up your own stories or share

family stories. Reading and writing stories help to learn new words and develop language skills. You

have already read a number of folktales, fables and short stories in the previous lessons.

What is a short story?

A short story is a form of writing about imagined events and characters. It can be based on true

events (non-fiction) or made-up story with imagined characters (Fiction).

A short story is usually made up of six key elements namely:

1. Characters

2. Setting

3. Plot

4. Conflict

5. Theme

6. Point of view

• List down the elements of a short story.

• Identify the six elements of a short story in a given story.

Think Time

Do you have a favourite short story to share?

Source:www.pinterest.com.au/

http://www.pinterest.com.au/



KEY STAGE-II

1. Characters

A character is a person, or sometimes even an animal, who takes part in the action of a short story.

Writers use characters to perform actions and speak dialogues moving the story along a plot line.

Major Characters

The major character, which sometimes is called a protagonist, is the main character who has an

important role to play in the story.

Minor Characters

The minor characters are the other characters supporting the major character in the story.

2. Setting

The setting of a short story is the time and place in which it happens. Authors often use descriptions

of landscape, scenery, buildings, seasons or weather.

Source: https://www.pinterest.com.au/


https://www.pinterest.com.au/




KEY STAGE-II

3. Plot

A plot is a series of events and actions in the story. These series of events in the story has a clear

beginning, middle and ending.

4. Conflict

The conflict or the problem in a story is a struggle between two people or some other things. The

main character usually struggles against another important character, against the forces of nature,

against society, or even against something inside himself or herself (feelings, emotions, illness).







KEY STAGE-II

5. Theme

The theme is the main idea, moral or the central belief of the story.

6. Point of View

The point of view refers to who is telling or narrating a story. A story can be told in three different

ways: first person, second person, and third person.

First Person Point of View

You will see the pronouns ‘I’, ‘me’, or ‘we’ in first person

point of view.

Second Person Point of View

The writer has a narrator speaking to the reader.

The words ‘You’, ‘your’, and ‘yours’ are used in this

point of view.

Third Person Point of View

Third person point of view has an external narrator telling

the story.

The words ‘he’, ‘she’, ‘it’, or ‘they’ are used in this point

of view.





KEY STAGE-II

Instruction: Read the story carefully and then go through the elements given in the table.

The Honest Woodcutter

Aesop’s Fable

Long ago, there lived a woodcutter in a small village. He was

sincere and very honest. Every day, he set out into the nearby

forest to cut trees. He brought the woods back into the village

and sold them out to a merchant and earned his money. He

earned just about enough to make a living, but he was satisfied

with his simple living.

One day, while cutting a tree near a river, his axe slipped out of his

hand and fell into the river. The river was so deep, he could not even

think to retrieve it on his own. He only had one axe which was gone

into the river. He became a very worried thinking how he will be able

to earn his living now! He was very sad and prayed to the God. He

prayed sincerely so the God appeared in front of him and asked, “What is the problem, my son?”

The woodcutter explained the problem and requested the God to get his axe back.

The God put her hand deep into the river and took out a silver axe

and asked, “Is this your axe?” The Woodcutter looked at the axe

and said “No”. So, the God put her hand back deep into the water

again and showed a golden axe and asked, “Is this your axe?” The

woodcutter looked at the axe and said “No”. The God said, “Take a

look again son, this is a very valuable golden axe, are you sure this

is not yours?” The woodcutter said, “No, It’s not mine. I can’t cut the trees with a golden axe.

It’s not useful for me”.

The God smiled and finally put her hand into the water again and took out his iron axe and asked,

“Is this your axe?” To this, the woodcutter said, “Yes! This is mine! Thank you!” The God was

very impressed with his honesty so she gave him his iron axe and also other two axes as a reward

for his honesty.

Moral: Always be honest. Honesty is always rewarded.

Activity 1

Source: https://www.moralstories.org/the-woodcutter-and-the-axe/

https://www.moralstories.org/the-woodcutter-and-the-axe/



KEY STAGE-II

Elements of the Short Story

Title: The Honest Woodcutter

Author: Aesop

1. Character (s)

i. The honest woodcutter

ii. The God of the water

2. Setting

Bank of a river

3. Plot

i. Woodcutter was cutting a tree.

ii. His axe fell into the river, so he cried.

iii. The God of water appeared and asked him why he cried.

iv. After telling the reason, she brought him a golden axe. Then a silver axe. But he

refused. She brought an iron axe. He happily took it. The God appreciated his honesty

and gave him the other two axes.

4. Conflict

The woodcutter’s axe fell into the river.

5. Theme

Honesty is the best quality.

6. Point of view

We can see pronoun he, she, it. So, it is a 3rd Person point of view.



KEY STAGE-II

Instruction: Read the story given below and identify the elements of a short story.

The Ant and the Dove

Aesop’s Fable

On a hot day of summer, an ant was searching for some water.

After walking around for some time, she came near the river. To

drink the water, she climbed up on a small rock. While trying to

drink water, she slipped and fell into the river.

There was a dove sitting on a

branch of a tree who saw the

ant falling into the river. The dove quickly plucked a leaf and

dropped it into the river near the struggling ant. The ant moved

towards the leaf and climbed up onto it. Soon, the leaf drifted

to dry ground, and the ant jumped out. She looked up to the tree

and thanked the dove.

Later, the same day, a bird catcher nearby was about to throw

his net over the dove hoping to trap it. An ant saw him and

guessed what he was about to do. The dove was resting and he

had no idea about the

bird catcher. The ant

quickly bit him on the

foot. Feeling the pain,

the bird catcher dropped his net and let out a light scream.

The dove noticed it and quickly flew away.

Moral: If you do good, others will do good to you. One good turn deserves another.

Activity 2

Source: https://www.moralstories.org/the-ant-and-the-dove



KEY STAGE-II

Summary

A short story is a form of writing about imagined events and characters. It has six elements namely

characters, setting, plot, conflict, theme and point of view.

1. Name the six elements of a short story.

2. Read another story from your textbook or any other books and identify the six elements.

Instruction: Copy the template given below in your notebook and write down the elements of

the short story.

Elements of the Short Story

Title: …………………………………………………………………………………………

Author: ………………………………………………………………………………………

1. Character: ………………………………………………………………………………

2. Setting: …………………………………………………………………………………

3. Plot: …………………………………………………………………………………..

i. ……………………………………………………………………………………………..

ii. ……………………………………………………………………………………………..

iii. ……………………………………………………………………………………………..

4. Conflict ……………………………………………………………………………….

5. Theme…………………………………………………………………………………

Point of view…………………………………………………………………………..




KEY STAGE-II

Activity 1

Students’ independent work.

Activity 2

Title: The Ant and the Dove

Author: Aesop

Characters: Ant, dove, the bird catcher

Setting: Nearby a river

Plot: i. The ant was thirsty.

ii. It fell in the river while drinking water.

iii. The dove helped the ant to get out of the river.

iv. One day the ant saw a bird catcher who was about to shoot the dove. The ant

bit the leg of the bird catcher who screamed out loudly that the dove noticed

and flew away.

Conflict: The ant fell into the river.

Theme: If you do good to others, others will do good to you.

Point of view: Third person point of view because we can see the use of ‘it’, ‘she’,

‘him’.


1.The six elements of the short story are characters, setting, plot, conflict, theme,

Point of view.

2.Students’ independent work.



KEY STAGE-II


Learning Area: Grammar Topic: Direct and Indirect Speech

Introduction

Source: google image

• Define direct and indirect speech.

• Distinguish between direct and indirect speech.

• Edit the sentences into correct form of speech.

We like to go to school.

1. Namgay and Dema said,

“We like to go to school.”

2. Namgay and Dema said that

they liked to go to school.

Namgay

Dema

What did Namgay

and Dema say?

Pema Sonam Lhendup



KEY STAGE-II

Sentence 1 is a direct speech and sentence 2 is an indirect speech.

Direct Speech

When we repeat the actual words said by the speaker as they are, it is said to be in direct speech.

Direct speech is always written within quotation marks (“….”).

Think Time

Read what Pema said to Sonam and Lhendup. What differences do you see

between sentences 1 and 2?

Direct Speech 1 Indirect Speech 2

Namgay and Dema said,

“We like to go to

school.”

Namgay and Dema said

that they liked to go to

school.



KEY STAGE-II

We can also begin the sentence with the exact words of the speaker and end it with the speaker’s

name:

Indirect Speech

Namgay and Dema said that they liked to go to school.

When we do not repeat the exact words said by the speaker but keep the meaning same, it is said to

be in indirect speech. Indirect speech is not written within quotation marks. (“….”)

Direct speech Indirect speech

1. Sangay said, “I am hungry.” 1. Sangay said that he was hungry.

2. Mrs Dechen said, “I am going home.” 2. Mrs Dechen said that she was going home.

3. The teacher asked, “Where are your

books?”

3. The teacher asked where were my books.

4. Dorji said, “I lost my way.” 4. Dorji said that he had lost his way.

5. My father said, “The windows are not

locked.”

5. My father said that the windows were not

locked.”

The exact words said by the speaker are not used



KEY STAGE-II

Differences between direct speech and indirect speech

Instruction: Copy the following sentences in your notebook and state whether the sentences are

direct or indirect speeches. An example is done for you.

1. He says, “I am sick.” Direct speech

2. Deki said that she sang a song.

3. “Please help me carry my books,” said my brother.

4. They said that they were playing football every day

5. My parents said, “We will be home soon.”

6. The teacher said the Kinley was at the hospital.

7. The girl said, “I have already seen the movie.”

8. My friend said that she visited the park last Sunday.

9. Yangchen said, “I am going home.”

10. My mother said that she had prepared the dinner.

Activity 1

Source: https://www.pinterest.com.au/

https://www.pinterest.com.au/



KEY STAGE-II

Instruction: Read the following story. Identify and write down three direct and three indirect

speeches in your notebook. An example is done for you.

The Wolf and the Crane

The Wolf was having fish for lunch, when suddenly a tiny

bone got stuck in his throat. The Wolf tried to swallow it

but he couldn’t. It started hurting so terribly that the wolf

couldn’t bear the pain any longer. He ran out to look for

help. First, he met a Bear. “I would give you anything if

you help me take out the bone”, the wolf said. But the bear

said that he had a big paw. Then, the Wolf saw his friend

Fox. “Please, Fox, I’m in a great pain. If you help me take the bone out, I will give you whatever

you want.” The Fox told the Wolf that he could not reach it. Next, the Wolf met a Crane. “Crane,

my friend, I would give you anything if you took out the

bone that is stuck in my throat.” The Crane made the

Wolf open his mouth as wide as he could and quickly

took out the bone from inside the Wolf’s throat. “You

promised to give me anything if I helped you”, said the

Crane but the Wolf just grinned and said that you had

received your gift already. The wolf said that you should

thank me for being alive after putting your head inside a

Wolf’s mouth.

Source: http://taleswithgigi.com/tale/34/


1. “I would give you anything if you help me

take out the bone”, the wolf said.

1. But the bear said that he had a big paw.

2. 2.

3. 3.

Activity 2

http://taleswithgigi.com/tale/34/



KEY STAGE-II

Instruction: Copy the following sentences in your notebook and correct the wrong sentences.

i. She said that “she was watching TV.”

ii. “I will buy a new car Dorji said.”

iii. He said, Let’s watch the movie together.

iv. His father told him that “He had to take good care of his sisters.”

v. “The doctor told him,” that he needs to rest.

Summary

• In direct speech, the exact words of a speaker are repeated. These words are placed between

quotation marks at the beginning and at the end.

• In indirect speech, we do not repeat the exact words of the speaker but report in our own

words without changing the meaning of the speaker’s words. The words do not need to be

put within quotation marks.

1. Define direct and indirect speech. Give an example each.

2. Say whether the following sentences are direct or indirect speech.

a. Sonam said, “I have lost my umbrella.”

b. The teacher said that the sun is a big star.

c. My father said, “I am free these days.”

d. The man said that the shop would be closed on Sunday.

e. My mother said that she had bought a new dress for me.

f. “The house is very small,” said the woman.

Activity 3




KEY STAGE-II

Activity 1

1.Direct speech 2. Indirect speech 3. Direct speech 4. Indirect speech

5.Direct speech 6. Indirect speech 7. Direct speech 8. Indirect speech

9.Direct speech 10. Indirect speech

Activity 2


1.“I would give you anything if you help

me take out the bone”, the wolf said.

1. But the bear said that he had a big

paw. 2.“Please, Fox, I’m in a great pain. If you

help me take the bone out, I will give

you whatever you want.”

2.The Fox told the Wolf that he could

not reach it.

3. “You promised to give me anything if I

helped you”, said the Crane. 3. The wolf said that you should thank me

for being alive after putting your head

inside a Wolf’s mouth.

Activity 3

i. She said that she was watching TV.

ii.“I will buy a new car,” Dorji said.

iii.He said, “Let’s watch the movie together.”

iv.His father told him that he had to take good care of his sisters.

v.The doctor told him that he needs to rest.


1.Direct speech is reporting of speech by repeating the exact words of the speaker.

Example: She said, “I am going home.”

Indirect speech is which tells you what someone said, but does not use the person’s

exact words. Example; She said that she was going home.

2.a. Direct speech b. Indirect speech c. Direct speech d. Indirect speech

e. Indirect speech f. Direct speech


25 English- Class IV

KEY STAGE-II


Learning Area: Writing

Topic: Personal Narrative Writing

Introduction

A Birthday to Remember

Last week I had the best day ever. I had been waiting anxiously for weeks for my 9th

birthday party and the day was finally there.

Before everyone arrived, I waited at the door to greet each guest. One by one, all of my

favourite people arrived at my house. I was so excited to get the party started.

First, my cousins, friends and I played in the background. We played all kinds of games

my parents had set up. After that, my parents told that it was time to eat. My dad cooked

all of my favourite foods.

My birthday party was all that I was hoping it would be. I felt so lucky to have such great

friends and family.

source: teacherspayteachers.com (pinterest.com)

• Define personal narrative in your own words.

• Explain the process of writing narrative essay.

• Write a narrative essay with correct process.

Think Time

Read the above essay. What is the essay about?



KEY STAGE-II

The above essay is about a birthday party. The boy is narrating how he celebrated his 9th birthday.

He wrote about how his birthday started and ended. He is sharing his story.

Do you like telling stories?

We all love reading and listening to stories. Telling stories is also a great activity to have a lot of

fun. You might also like to make up your own stories or share family stories. You are already

telling stories every day.

You talk about things you did yesterday with your friends. Sometimes you sit at lunch with your

friends and describe about your weekend. Without even thinking about it, you begin sentences

with “Yesterday when I was cleaning my room, I saw a…….” and you narrate your own story.

You all are natural storytellers. Writing stories help to learn new words and develop language

skills. It also connects people and inspires the readers.

What is a personal narrative?

• Personal - about oneself.

• Narrative - telling a story.

A Personal Narrative is a type of essay in which a person writes about his/her own experiences.

It is the true story about your life. You write about something that has happened to you.

A personal Narrative ….

❖ is a story about the writer.

❖ is written in first person [using the pronouns-I, me and my]

❖ has a beginning, middle and an end.

❖ presents events in a clear order or sequence.

❖ uses details to help readers see people, places and events.

❖ shows how the writer feels about the experiences and why it is meaningful to him or her.



KEY STAGE-II

Where do writers get their ideas from?

Picture source: pinterest.com

Why is narrative writing important?

• It helps us express ourselves as individuals.

• We can share our lives and ideas with our readers.

• Readers can relate to and enjoy our personal stories.

Now that you know what a personal narrative essay is, we will look into the process of writing a

narrative essay.

Process of Writing Narrative Essays

There are 5 steps involved in writing a narrative essay.

Writers get ideas from their lives.

Funny things that

have happened.

Unusual things that

have happened.

Things they

have learnt. Exciting things that

have happened.

Prewriting Publishing Editing Revising Drafting



KEY STAGE-II

1. Prewriting

It is the planning part. You need to think about what to write in the essay. You need to think about

the following areas:

2. Drafting

Here you have to write the whole essay.

An essay should have an introduction, a body and a conclusion.

Characters

Setting

Focus of the

event Central Idea

Title



KEY STAGE-II

Introduction

Generally introduction is written in one paragraph. It should be short and clear. You can write

introduction in different ways. Let us discuss some ways:

a) Hook

It is the statement that grabs the reader’s attention.

Therefore, it must be attractive, enjoyable, and clear to encourage readers to read the whole essay.

You can either ask questions to begin the essay or write appropriate quotations to grab the reader’s

attention.

b) Setting (when and where)

It is the place and time where a events take place.

You can write about the place, time and even weather conditions in the introduction of your essay.

Example 1: “The moment my sister got married, I was on the other side of the world.

We hadn’t spoken in three years, and no one bothered to tell me...”

Example 2: “School is a path to adulthood, where children gain essential knowledge

and experience. School years present challenges that contribute to the development of

the personality...”

Example 3: “It was the best night of my life; it was the worst night of my life!”

Example:

Source: google.com



KEY STAGE-II

c) Describe the important character

Sometimes, you can describe the important people in your introduction.

Body

In the body part of the essay, we write about three or more paragraphs. The first paragraph is the

beginning, the second paragraph is the middle and the third paragraph is the end.

Conclusion

After you have finished writing introduction and body paragraphs, you write the conclusion. It

should be about a paragraph.

In the conclusion you can write about what you have learnt or summarize the main points of your

essay.

Example:

Ap Bokto appeared in front of me

out of nowhere. He was wearing

the same old torn gho. He looked

curious and excited with his

mouth wide opened.

Body

Beginning Here we write what happened in the first incident.

Middle Here we write what

happened after the

beginning of the incident.

End Here we finally write what

happened at the end.



KEY STAGE-II

3. Revising

After you have written the essay, you should review and modify the essay. Through revision you

will make the essay better. When you revise the essay, you can think of ARMS.

ARMS

A = Add words or sentences

R= Remove unnecessary words/sentences.

M = Move words or sentences

S = Substitute words or sentences

4. Editing

After revising the essay, you need to proofread it. Here you check your grammar, punctuation

marks and spelling errors, and edit to improve it. To edit the essay, you can think of CUPS.

CUPS

C= Capitalization (names, places, months, I, titles)

U= Usage (match nouns and verbs correctly- subject verb

agreement)

P =Punctuation (full-stop, comma, question mark, exclamation

mark, etc)

S = Spelling (check all words, use dictionary if needed or ask someone).

5. Publishing

You have finished writing an essay and you have even done the

correction, now it is time to share with others.

In the publishing process, you share your narrative essay with the rest

of the class or even with friends and family. After sharing, you get

the feedbacks and use those feedbacks to make the next essay even

better.

Source:clipartion.com

Source: google.com



KEY STAGE-II

Instruction: Write a narrative essay of about 100 – 150 words on ONE of the topics given

below in your note book.

1. My favourite summer vacation.

2. The most unforgettable moment of my life.

3. The day when I laughed a lot.

Summary

• A personal narrative is a type of essay in which a person writes about his/her own

experiences.

• There are 5 steps involved in writing a narrative essay namely prewriting, drafting, revising,

editing and publishing.

• Narrative writing helps us express ourselves as individuals and helps the readers relate their

personal experience.

1. What is a personal narrative essay? Define in your own words.

2. Why is writing personal narrative essay important?

3. What are the steps involved in writing a narrative essay?

Activity 1




KEY STAGE-II

Activity 1

Students’ independent work

Self-check for learning

1.A personal narrative is a type of essay in which a person writes about his/her

own experiences.

2.Narrative writing is important because;

✓Helps us express ourselves as individuals.

✓Share our lives and ideas with our readers.

✓Readers can relate to and enjoy our personal stories.

3.There are 5 steps involved in writing a narrative essay namely prewriting,

drafting, revising, editing and publishing.


34 Mathematics – Class IV

KEY STAGE-II

Lesson No: 1 Subject: Mathematics Class level: IV Time: 40 minutes

Learning Area: Geometry

Topic: Isometric and Orthographic Drawings Sub Topic: Isometric Drawings

Introduction

Look at the given structures below. How many cubes are there in each structure?

There are 12 cubes in the first structure, 10 cubes in structure B and 20 cubes in structure C. Now,

you will draw these cube structures in the isometric dot.

• Draw the cube structure on the isometric dot.

• Match the 3-D structure with the isometric drawings.

Structure A Structure B Structure C



KEY STAGE-II

Isometric Drawings

An isometric drawing is a picture of a 3-D shape that is drawn on 2-D surface. The special dot

paper is used to help the drawing look like 3-D, even though the picture is flat. This dot paper is

called isometric dot paper.

These are isometric drawing of some cube structures. When you draw a structure, you always need

to view the structure from the corner.

This is the isometric dot

1

2 3 3

1

2



KEY STAGE-II

Actually, you have learned how to draw isometric drawings when you were small. Look at the

drawings given below. They are examples of isometric drawings that you have drawn when you

were in lower classes.

Instruction: Copy the question in your notebook and write the answers.

1. Which of the isometric drawings match the given structure?

2. Create an isometric drawing for each cube structure given below.

a. b.

An isometric drawing of a table. An isometric drawing of a book.

A B C

Activity 1

Book



KEY STAGE-II

Summary

Isometric drawing is a 3-D representation of a 3-D object on a flat surface. For an isometric drawing,

we view the object from a corner. The isometric dot paper helps the drawing look 3-D, even though

the picture is flat.

Instruction: Copy the questions in your notebook and write the answers.

1. How many cubes are there in each structure?

a. b.

2. Create an isometric drawing of the cube structure.




KEY STAGE-II

Activity 1 1.

2. a. b.

Self-check for Learning 1. a. 8 cubes b. 7 cubes

2.



KEY STAGE-II

Isometric Dot Paper (1 cm)



KEY STAGE-II


Learning Area: Data Management and Probability

Topic: Graphing Data Sub Topic: Pictograph and Bar Graph

Introduction

Look at the letter given below. It is letter ‘M’. The letter is made up of counters with different

colours.

The above letter is made up of counters with the following colours.

• Red, Blue, Yellow and Green.

There are 15 counters in total.

The data for this can be recorded as follows.

Colours Number

Red 6

Green 2

Blue 4

Yellow 3

Now let us learn to create a pictograph and bar graph with this data.

• Create pictograph and bar graph.

• Interpret pictograph and bar graph.



KEY STAGE-II

Pictograph

A pictograph is a way to show the number of data values that are in different groups or categories.

A pictograph uses pictures or symbols to show the numbers. The symbol could be a simple shape,

like a circle or square.

The data above is used to create this pictograph.

The pictograph should have a title, labels, scale and symbol. The title tells what the graph is about.

The labels tell the category of data and the number of times the data items are repeated. The symbol

represents the data items.

The scale tells how many of the data items are represented by 1 symbol. For example, in the graph

above, 1 represents 2 counters. So, the scale is = 2 counters. You should choose

a scale depending upon the number of data items.

Red Green Blue Yellow

Colours in letter ‘M’

Each means 2 counters

Title

Colours

Nu

mb

er o

f co

un

ters

Labels

Scale

Symbol



KEY STAGE-II

Interpreting the Pictograph

Looking at the pictograph, following conclusions can be made.

• The highest counters used is red.

• Two more blue counters are used than the green to create letter ‘M’.

• There are 15 counters used to create letter ‘M’.

• Green counter is the least counter used in the letter.

Bar graph

A bar graph uses bars to show and compare the numbers in different categories of information in a

data set. A bar graph is like a pictograph because it shows in a picture form how many data values

are there in each category.

The interpretation of the graph is same as in pictograph because same data is used.

You can tell that the maximum data value is 6 by looking at the longest bar and that the minimum

value is 2 by looking at the shortest bar. You should remember the following points while creating

a bar graph.

• A bar graph should have a title, labels, and a scale.

• All the bars should start from the same baseline.

• The spaces between the bars should be the same.

• The bars could be either horizontal or vertical.

0

1

2

3

4

5

6

7

Red Green Blue YellowNu

bm

ers

of

cou

nte

rs

Colours

Colours in letter 'M'Title

Labels

Bars

Scale



KEY STAGE-II

Instruction: Copy the questions in your notebook and write the answers.

1. Given below is the age group of Class IV students.

Age Number of students

9 years 14

10 years 25

11 years 11

a. Make a pictograph of this data set.

b. Make a bar graph using this data set.

Summary

A pictograph is a way to show the number of data values that are in different groups or categories.

A pictograph uses pictures or symbols to show the numbers. A pictograph should have a title, labels,

scale and a symbol.

A bar graph uses bars to show and compare the numbers in different categories of information in a

data set. A bar graph should have a title, labels, and a scale.

Activity 1



KEY STAGE-II

Instruction: Study the graph given below and answers the question that follows.

1.

a) As per the graph, how many children are there altogether?

b) What else does the graph tell you? Write THREE information from the graph.

2.

a) Write two conclusions about the data in the graph.

0 2 4 6 8 10 12 14 16

Mongar

Trashigang

Thimphu

Samtse

Wangdue

Temperature (°C)

Pla

ces

Temperature in Five Places

Spring Summer Autumn Winter

Each means 2 children.

Our Birthday Seasons




KEY STAGE-II

Activity 1

1.a. Students can create their own pictograph with all the labels.

b. Students can create their own bar graph with all the labels.


1.a. The graph tells about 21 children.

b. i) 5 children were born in the spring.

ii) The same number of children were born in the summer as in autumn.

iii) The least number of children were born in the winter.

2.i) Samtse is the warmest of the five places. It is 3°C warmer than Trashigang.

ii) Thimphu is the coldest place. It is 3°C colder than Wangdue.



KEY STAGE-II


Learning Area: Data and Probability

Topic: Probability Sub Topic: Using Fractions to Describe Probability

Introduction

Probability is about describing or predicting an event that is likely or unlikely to happen. In lower

classes you have learned about describing the event using the probability words.

Following terms are used to describe the probability.

• Likely

• Unlikely

• Certain

• Impossible

Instruction: Choose the correct probability word from the bracket and write it against each

sentence. First question is done for you. (likely, unlikely, certain, impossible)

1. A stone sinks in the water. Certain

2. Boys are taller than girls. ……………………

3. Everybody eat bread and egg in the breakfast. ……………………

4. A cat will be a student next year. …………………

• Use fractions to describe probability.

• Use the probability words to describe each event.

Activity 1



KEY STAGE-II

Every probability can be written as a fraction from 0 to 1

• If something never happens, the probability is 0.

• If it always happens, the probability is 1.

• If it happens as often as it does not happen, the probability is 𝟏

𝟐

Let us learn to use the fraction to describe probability.

Sonam used this coin and tossed it 10 times. He recorded the result as follows.

Khorlo Khorlo Tashi-Tagye Khorlo Tashi-Tagye

Tashi-Tagye Khorlo Khorlo Tashi-Tagye Khorlo

Total Khorlo tossed: 6, Total Tashi-Tagye tossed: 4

The probability of getting a Khorlo as a fraction is 6

10. Similarly, the probability of getting a Tashi-

Tagye as a fraction is 4

10. Let us put this on a probability line.

Since, Sonam tossed 10 times, the half of 10 is 5. So, 1

2 is equal to

5

10.

4

10 is less than

1

2 and

6

10 is

more 1

2.

1

Impossible (never happens) Certain (always happens)

0 𝟏

𝟐

Khorlo Tashi-Tagye



KEY STAGE-II

Now, let us use the probability words to describe each event.

• If the probability of an event is at 0, it is impossible/never happens.

• If the probability of an event is closer to 0, it is very unlikely.

• If it is closer to 1

2 but less, it is unlikely.

• If it is exactly on half, it is as likely to happen as not to happen.

• If it is closer to 1

2 but more, it is likely.

• If it is closer to 1, it is very likely.

• If the probability of an event is at 1, it is certain/always happens.

In the above probability, the probability of tossing a Khorlo is 𝟔

𝟏𝟎. It is little more than

1

2. So, it is

‘likely’. Similarly, the probability of tossing a Khorlo is 𝟒

𝟏𝟎. It is also closer to

1

2 but less. So, it is

‘unlikely’.

Instruction: Copy the questions given below in your notebook and write the answer.

1. Choki flipped a Nu 1 coin many times. She wrote a K for each Khorlo she got. She wrote a

T for each Tashi-Tagye she got.

K T T T K K K T T K T T

a. Write the probability of getting a Khorlo as a fraction. Is it closer to 0, to 1

2, or to 1?

b. How likely is it to get a Khorlo?

𝟓

𝟏𝟎

1 0 𝟏

𝟐 𝟒

𝟏𝟎

𝟔

𝟏𝟎

Khorlo Tashi-Tagye

Very unlikely Unlikely Likely Very likely

Activity 2



KEY STAGE-II

Summary

You learnt that ‘Probability’ is about describing how likely or unlikely an event will happen.

Likely, unlikely, certain, possible and impossible are special words used to describe the probability

of the situations.

We also use fractions to describe the probability.

Instruction: Copy the questions below and write the answers in your notebook.

1. Pelzang rolled a die 12 times. He got these results:

3 2 1 4 2 1 2 6 3 4 5 1

a. Write a fraction to describe the probability of rolling each.

i. a 3 ii. an even number iii. Number less than 5

b. Write if each is closer to 0, to 1

2 or to 1.

c. Use words to describe how likely it is.

Activity 1 2. Likely 3. Unlikely 4. Impossible

Activity 2

1.a. 𝟓

𝟏𝟐. It is closer to ½ but less.

b. Unlikely


1.a. i. 𝟐

𝟏𝟐 ii.

𝟓

𝟏𝟐 iii.

𝟏𝟎

𝟏𝟐

b. i. It is closer to 0. ii. It is closer to 1

2. iii. It is closer to 1.

c. i. very unlikely ii. unlikely iii. Very likely.


རང་ཉིད་སྦྱོབ་སྦྱོན་མཁོ་ཆས།

50 རྦྱོང་ཁ། སྦྱོབ་རིམ་ ༤པ།

གནས་རིམ་ ༢ པ།

འཆར་གཞི་ཨང་ ༡ ཆོས་ཚན་ རྦྱོང་ཁ། སྦྱོབ་རིམ་ བཞི་པ། དུས་ཡུན་ སྐར་མ་ ༤༠ དྦྱོན་ཚན་ ཡི༌གུའི༌སྦྱོར༌བ། ནང་གསེས་དྦྱོན་ཚན་ མིང༌འགྲུབ༌ཚུལ།

ངོ་སྦྱོད།

མིང་ཟེར་མི་འདི་ གང་ཟག་དང་དངོས་པྦྱོ་ ག་ཅི་ར་ཨིན་རུང་ དེ་ཚུ་གི་ལཱ་དང་བྱ་བ་ བཟྦྱོ་རྣམ་དང་ཁྱད་པར་ཚུ་ ག་ནི་ཡང་མ་སྦྱོན་པར་ དྦྱོན་གྱི་ངོ་བྦྱོ་ཙམ་སྦྱོན་མི་ལུ་སབ་ཨིན། དཔེར་ན། རྦྱོ་རྗེ། མཚྦྱོ། མེ། ཐང་། ལྷ། མི། ཟེར་མི་བཟུམ་ཨིན།

སྦྱོང་ལཱ་ ༡ པ། བ ད་ ། འྦྱོག་ ་བ ད་ ་ཡྦྱོད་པ ་ མིང་གི་དབྱེ་བ་དང་ དཔེ་ཚུ་ལེགས་ཤྦྱོམ་འབད་ལྷག། མིང་གི་དབྱེ་བ། མིང་ལུ་ དབྱེ་བ་བཞི་ཡྦྱོད། དེ་ཡང་

༡༽ མིང་རྐྱང་། ༢༽ མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ༣༽ མིང་གི་ཤུལ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ༤༽ བྱ་ཚིག་གཉིས་བརྩེགས་ལས་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ཚུ་ཨིན།

• མིང༌གི༌གོ༌དྦྱོན༌ ལེགས་ཤྦྱོམ་འབད་ སབ་ཚུགས། • མིང་གི་དབྱེ་བ་དང་དཔེ་ཚུ་ ལེགས་ཤྦྱོམ་འབད་ ལྷག་ཚུགས།

མིང་འགྲུབ་ཐངས་ཀྱི་དབྱེ་བ་ ག་ཅི་ར་ཨིན་ན?

སྐར་ཆ་ ༥

མནྦྱོ་ཡུན།




༡༽ མིང་རྐྱང་། མིང་རྐྱང་ཟེར་མི་འདི་ མིང་རྐྱངམ་ཅིག་མ་གཏྦྱོགས་ ཚིག་ཁ་སྐོང་ག་ནི་ཡང་ བཀལ་མ་དགོ་མི་འདི་ལུ་ སབ་ཨིན། དཔེར་ན། པདྨ། ལགཔ། ཉིམ། ཅོག་ཙེ། ཨེན་ཏ། དབང་མྦྱོ། སྒྲོམ། ཁྱིམ། འབུཔ། ཏྦྱོག་ཙེ། ཧྦྱོན་ཚྦྱོད། དུང་། ལུག། རྦྱོལམྦྱོ། ཚེར་སྔོན་མེ་ཏྦྱོག། ཟེར་མི་བཟུམ་ཨིན།

༢༽ མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ཧེ་མ་བྱ་ཚིག་ཅིག་དང་ ཤུལ་མ་མིང་ཅིག་ གཅིག་ཁར་བསྦྱོམས་སྦེ་འྦྱོངམ་ད་ ད་རུང་ མིང་སྦྱོ་སྦྱོ་ཅིག་སྦྱོན་མི་འདི་ལུ་ མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི་ཟེར་སབ་ཨིན། དཔེར་ན། འཐུང་ཆུ། བཞེས་ཆུམ། ཟ་ཁང་། ལྷག་དེབ། འབྲི་དེབ། སྒྲིག་ལམ། ཟེར་དྦྱོ་བཟུམ་ཨིན།

༣༽ མིང་གི་ཤུལ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ཧེ་མ་མིང་ཅིག་དང་ ཤུལ་མ་བྱ་ཚིག་ཅིག་ གཅིག་ཁར་བསྦྱོམས་སྦེ་ འྦྱོང་པའི་སྐབས་ མིང་སྦྱོ་སྦྱོ་ཅིག་སྦྱོན་མི་འདི་ལུ་ མིང་གི་ཤུལ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི་ཟེར་སབ་ཨིན། དཔེར་ན། ཕྱག་འབྲི། གཏམ་རྒྱུད། ལམ་སེལ། ལག་ལེན། ཟེར་དྦྱོ་བཟུམ་ཨིན།




༤༽ བྱ་ཚིག་གཉིས་བརྩེགས་ལས་བརྟེན་ཏེ་ མིང་འགྲུབ་མི།

བྱ་ཚིག་གཉིས་ གཅིག་ཁར་བསྦྱོམས་སྦེ་ འྦྱོང་པའི་སྐབས་ མིང་སྦྱོ་སྦྱོ་ཅིག་སྦྱོན་མི་ལུ་ བྱ་ཚིག་གཉིས་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི་ཟེར་སབ་ཨིན། དཔེར་ན། རྦྱོམ་སྒྲིག། སྒྲིག་བཀོད། འབྲི་ལྷག། ལྷབ་སང་། ཟེར་དྦྱོ་བཟུམ་ཨིན།

སྦྱོང་ལཱ་ ༢ པ།

བཅུད་བསྡུས། མིང་ཟེར་མི་འདི་ གང་ཟག་དང་དངོས་པྦྱོ་ག་ཅི་ར་ཨིན་རུང་ དེ་ཚུ་གི་ ལཱ་དང་བྱ་བ་ བཟྦྱོ་རྣམ་དང་ཁྱད་པར་ཚུ་ ག་ནི་ཡང་མ་སྦྱོན་པར་ དྦྱོན་གྱི་ངོ་བྦྱོ་ཙམ་སྦྱོན་མི་ལུ་སབ་ཨིན། དཔེར་ན། རྦྱོ་རྗེ། མཚྦྱོ། མེ། ཐང་། ལྷ། མི། ཟེར་མི་ཚུ་བཟུམ་ཨིན། མིང་ལུ་ དབྱེ་བ་བཞི་ཡྦྱོད། དེ་ཡང་ མིང་རྐྱང་། མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། མིང་གི་ཤུལ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། བྱ་ཚིག་གཉིས་བརྩེགས་ལས་བརྟེན་ཏེ་ མིང་འགྲུབ་མི། ཟེར་བཞི་ཡྦྱོདཔ་ཨིན།

དཔེར་ན།

དཔེར་ན།

བཀོད་རྒྱ། མིང་རྐྱང་ལས་འགྲུབ་པའི་མིང་ ༡༠ བྲིས།




རང་ཉིད་དབྱེ་ཞིབ།

༡༽ མིང་རྐྱང་ཟེར་མི་འདི་ ག་དེམ་ཅིག་ལུ་ སབ་སྦྱོ? ༢༽ མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་པའི་ དཔེ་གཉིས་བྲིས།

སྦྱོང་ལཱ་ ༡ པ། མིང་གི་དབྱེ་བ་དང་ དཔེ་ཚུ་ལེགས་ཤྦྱོམ་འབད་ལྷག་དགོཔ་ཨིན།

སྦྱོང་ལཱ་ ༢ པ། མིང་རྐྱང་ལས་འགྲུབ་པའི་མིང་ ༡༠ བྲི་དགོཔ་ཨིན།

རང་ཉིད་དབྱེ་ཞིབ་ཀྱི་ལན། ༡༽ མིང་རྐྱང་ཟེར་མི་འདི་ མིང་རྐྱངམ་ཅིག་མ་གཏྦྱོགས་ ཚིག་ཁ་སྐོང་ག་ནི་ཡང་ བཀལ་མ་དགོ་མི་འདི་ ལུ་ མིང་རྐྱང་ཟེར་སབ་ཨིན། ༢༽ མིང་གི་ཧེ་མ་ བྱ་ཚིག་ཅིག་ལུ་བརྟེན་ཏེ་ མིང་འགྲུབ་པའི་དཔེ། འཛུལ་སྒོ། ལྷག་དེབ། བཟུམ་ཨིན།




འཆར་གཞི་ཨང་ ༢ ཆོས་ཚན་ རྦྱོང་ཁ། སྦྱོབ་རིམ་ བཞི་པ། དུས་ཡུན་ སྐར་མ་ ༤༠ དྦྱོན་ཚན་ ཡི་གུའི་སྦྱོར་བ། ནང་གསེས་དྦྱོན་ཚན་ ལ་དྦྱོན། ངོ་སྦྱོད། སུམ་རྟགས་ནང་ལས་འབད་བ་ཅིན་ ལ་དྦྱོན་ཟེར་མི་འདི་ ལ་དྦྱོན་གྱི་ཕྲད་ ༼སུ། ར། རུ། དུ། ན། ལ། ཏུ།༽ ཟེར་བདུན་ཡྦྱོད་ས་ལས་ ཕྲད་ཚུ་གི་ཚབ་སྦེ་ མང་ཤྦྱོས་ར་ ཕྲད་ལ་འདི་འགྱོ་བཏུབ་ནི་འདི་གིས་ མིང་ཡང་ ལ་དྦྱོན་ཟེར་སབ་ཨིན། ལ་དྦྱོན་གྱི་ཕྲད་ཚུ་ རྗེས་འཇུག་བཅུ་དང་ འཁྲིལ་མ་དགོ་པར་ རྗེས་འཇུག་ག་ར་གི་མཐའ་མར་ དབྱེ་བ་མེད་པར་འཇུག་མི་ཅིག་ལུ་སབ་ཨིན།

ལ་དྦྱོན་གྱི་ཕྲད་ བཞི་ཡྦྱོདཔ་ཨིན།

གུ། ལུ། ར་ ན་

• ལ་དྦྱོན་གྱི་གོ་དྦྱོན་ སབ་ཚུགས། • ལ་དྦྱོན་གྱི་ཕྲད་ངོས་འཛིན་འབད་དེ་ དཔེ་བྲི་ཚུགས།

•

ལ་དྦྱོན་གྱི་ཕྲད་ག་ཅི་ར་ཨིན་ན? སྐར་ཆ་ ༥

མནྦྱོ་ཡུན།




སྦྱོང་ལཱ་ ༡ པ། བཀོད་རྒྱ། ལ་དྦྱོན་གྱི་ཕྲད་ལག་ལེན་འཐབ་སྟེ་ འྦྱོག་གི་ས་སྦྱོང་བསུབ།

དཔེར་ན། ལག་པར་སྦྱོད།

༡༽ ལམ་གྱི་འྦྱོག་་་་་་་་་་་་་་་་་་་་་་་་ཤིང་སྦྱོམ་ཅིག་འདུག།

༢༽ ཁྱིམ་ཐྦྱོག་་་་་་་་་་་་་་་་་་་་་་་་་་་་ དར་ཤིང་འདུག

༣༽ ཆུ་་་་་་་་་་་་་་་་་་་་་་་་་་་་ཉ།

༤༽ རྒྱབ་་་་་་་་་་་་་་་་་་་་་ལྟ།

ལ་དྦྱོན་གྱི་ཕྲད་དང་ དཔེ།

ལ་དྦྱོན་གྱི་དཔེ། ཕྲད་ ཐང་ན་སྦྱོད། སྤང་ན་སྦྱོད། ན་

ལ་དྦྱོན་གྱི་དཔེ།



ཕྲད་

ཕྲད་

ཕྲད་

ར་

ལུ་

གུ་

ས་ཁར་བཞག།

བྦྱོད་ལུ་སྦྱོང་།

འབྲི་ཁྲི་གུ་དཔེ་དེབ།

གདྦྱོང་ཁར་སྦྱོང་།

ཨའི་ལུ་སབ།

ཤིང་གུ་བྱ།




སྦྱོང་ལཱ་ ༢ པ།

བཀོད་རྒྱ། འྦྱོག་གི་ཕྲད་ཚུ་ ལག་ལེན་འཐབ་སྟེ་ དཔེ་རེ་རེ་བྲིས། ཕྲད། དཔེར་ན། རམ་ནང་ན་ ཚྦྱོདམ་ཡྦྱོད། ལགཔ་ཁར་ པི་སི་འདུག། ཁོ་ལུ་ཏི་རུ་འདུག། རྐང་ཁྲི་གུ་བཞག།

ན ར ལུ གུ

བཅུད་བསྡུས། སུམ་རྟགས་ནང་ལས་འབད་བ་ཅིན་ ལ་དྦྱོན་ཟེར་མི་འདི་ ལ་དྦྱོན་གྱི་ཕྲད་ ༼སུ། ར། རུ། དུ། ན། ལ། ཏུ།༽ ཟེར་བདུན་ཡྦྱོད་ས་ལས་ ཕྲད་ཚུ་གི་ཚབ་སྦེ་ མང་ཤྦྱོས་ར་ ཕྲད་ལ་འདི་འགྱོ་བཏུབ་ནི་འདི་གིས་ མིང་ཡང་ ལ་དྦྱོན་ཟེར་སབ་ཨིན།

ལ་དྦྱོན་གྱི་ཕྲད་ཚུ་ རྗེས་འཇུག་བཅུ་དང་ འཁྲིལ་མ་དགོ་པར་ རྗེས་འཇུག་ག་ར་གི་མཐའ་མར་ འཇུག་མི་ཅིག་ལུ་སབ་ཨིན། རང་ཉིད་དབྱེ་ཞིབ།

༡༽ ཚུར་ཤྦྱོག། ཟེར་བའི་སྐབས་ ལ་དྦྱོན་གྱི་ཕྲད་ག་ཅི་འདུག?

༢༽ ལ་དྦྱོན་གྱི་ཕྲད་ ག་ཅི་ར་སྦྱོ?




སྦྱོང་ལཱ་ ༡ པ། དཔེར་ན། ལག་པར་སྦྱོད། ༡༽ ལམ་གྱི་འྦྱོག་་་་་་་ལུ་་་་་་་་་་་་་་་་་ཤིང་སྦྱོམ་ཅིག་འདུག། ༢༽ ཁྱིམ་ཐྦྱོག་་་་་་་་་་་་་་གུ་་་་་་་་་་་་་་ དར་ཤིང་འདུག

༣༽ ཆུ་་་་་་་་་་་་ན་་་་་་་་་་་་་་་་་ཉ། ༤༽ རྒྱབ་་་་་་་་་་ཁར་་་་་་་་་་་ལྟ།

སྦྱོང་ལཱ་ ༢ པ། ༼དཔེ་ཚུ་ ཨ་ལྦྱོ་གིས་ བྲི་དགོཔ་ཨིན།༽ ཕྲད། དཔེ། ན ར ལུ གུ

རང་ཉིད་དབྱེ་ཞིབ་ཀྱི་ལན་གསལ་དཔེ།

༡༽ ཚུར་ཤྦྱོག། ཟེར་མིའི་ནང་ ལ་དྦྱོན་གྱི་ཕྲད་ ༼ར༽ འདུག། ༢༽ ལ་དྦྱོན་གྱི་ཕྲད་ ན། ར། ལུ། གུ། བཞི་ཨིན།

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Self-Instructional Materials€¦ · Sangay Pelmo, Dewathang PS, Samdrup Jongkhar (Dzongkha) 7. ... example, if you are writing an acrostic poem using the name ‘Jigme’ the title