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This document provides details of a lesson plan taught by Maya S D on the topic of "Khâsaâ v" or judiciary in Social Science class for 8th standard students. The lesson plan outlines the curriculum statement, content analysis, curricular objectives and expected behavioral outcomes. It describes the classroom interaction procedure involving entry level learning experiences, activities and consolidation sessions to help students understand the different branches of the judiciary like the legislature, executive and judiciary present in India. Formative evaluation and enrichment activities are also included to assess student learning.
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![LESSON TEMPLATE
Name of the Teacher : MAYA S D STD : VIII
Name of the School: SVMM HSS, Vendar Divi:A
Subject : Social Science Strength : 28/28
Unit : ½psS Kh¬saâ v Duration : 40 minites
Topic : Kh¬saâ v Date : 21.07.2015
CURRICULAM STATEMENT
NÀ¨, nco-£-Ww, A]-{K-Yw XpS-§nb {]hÀ¯--§-fn-eqsS {]iv-§-sf-]än Nn´-
IÄ hnI-kn-¸n¨v ]cn-lmcw nÀt±-in-¡p-¶Xp hgn ]pXnb ]T-m-i-b-§Ä cq]o-I-
cn¨v qX Ah-k-c-§-fn {]tbm-Kn-¡p-Ibpw Ap-Iqe atm-`mhw hnI-kn-¸n-¡p-
Ibpw sN¿p-¶p.
CONTENT ANALYSIS
TERMS : nb-a-nÀamW hn`m-Kw, Imcy nÀÆ-lW hn`m-Kw
oXn-ymb hn`mKw.
FACTS : FÃm Pm-[n-]Xy cmPy-§-fnepw Kh¬saânv nb-a-nÀ½mW
hn`mKw, Imcy-nÀÆ-lW hn`m-Kw, oXn-ymb hn`mKw F¶o
aq¶v LS-I-§-fp-Âv.
C´y-bpsS nb-a-nÀ½mW k` kt½-fn-¡p-¶Xv
]mÀe-saânemWv .
Imcy-nÀh-lW hn`m-K-¯nsâ `mK-amWv cmjv{S-]-Xn-bpsS
HutZym-KnI hkXn
oXn-ymb hyh-Ø-bpsS ]c-tam-¶X Øm]--amWv
kp{]ow-tIm-S-Xn.
nb-a-nÀ½m-W-k` nb-a-§Ä nÀ½n-¡p¶p
oXn-ymb hn`mKw nb-a-§Ä hymJym-n-¡p-¶p.
Imcy-nÀÆ-lW hn`mKw nb-a-§Ä S-¸n-em-¡p-¶p.
CONCEPT : Pm-[n-]Xy cmPy-§-fnepw Kh¬saânv nb-a-nÀamW hn`m-Kw, Imcy-
nÀh-lW hn`m-Kw, oXn-ymb hn`mKw F¶o aq¶v LS-I-§-fp-Âv.](https://image.slidesharecdn.com/lesson-151006072807-lva1-app6892/85/Lesson-pmd-2-320.jpg)
![CURRICULAR OBJECTIVE AND BEHAVIOURAL OUTCOME
1. Ip«n-IÄ¡v ta¸-dª ]Z-§Ä, Bi-b-§Ä, hkvXp-X-IÄ F¶n-h-sb-¡p-dn¨v
Adnhv e`n-¨p,
a. Kh¬saânsâ hnhn[ LS-I-§sf Ipdn¨v Ip«n-IÄ a-Ên-em-¡p-¶p.
b. LS-I-§-fpsS IS-a-IÄ GsXÃmw F¶v a-Ên-em-¡p-¶p.
2. Ip«n-I-fpsS {]hÀ¯--^-e-ambn nco-£-Ww, hÀ¤o-I-cWw XpS-§nb ss]pWy-
§-fn Ignhv tSp-¶p.
a. Kh¬saânsâ IS-a-Isf nco-jn-¡p-Ibpw Ahsb hÀ¤o-I-cn-¡p-Ibpw sN¿p-¶p.
3. Ip«n-IÄ Ap-tbm-Py-amb kµÀ`-§-fn Adnhv {]tbm-Kn-¡p-¶p.
a. Kh¬saânsâ hnhn[ {]hÀ¯ taJ-e-I-fn GsXÃmw F¶v Xncn-¨-dnªv
{]hÀ¯n-¡p-¶p.
ENTRY BEHAVIOUR : Kh¬saânsâ hnhn[ taJ-e-Isf Ipdn¨v
Ip«n-IÄ¡v ap³ Adnhv DÂv.
LEARNING MATERIAL : Pictures, Chart
LEARNING STRATEGY : kwL-Nˬ hni-I-ew
ISSUE : Kh¬saân-sâ Npa-X-e-Isf Ipdn¨v
]qÀ-W-am-b [mcW-bn-Ãm-bva.
SUB ISSUE : Kh¬saânsâ LS-I-§sf Ipdn-¨pÅ
Adn-hn-Ãm-bva.](https://image.slidesharecdn.com/lesson-151006072807-lva1-app6892/85/Lesson-pmd-3-320.jpg)
![Classroom Intraction Procedure Expected Response
ENTRYLEVELLEARNINGEXPERIENCE
Activity I
Nph-sS-bpÅ Nn{X-§Ä Xncn-¨-dnªv
Ah GsXÃmwsa¶v IsÂ-¯p-I.
CONSOLIDATION
1. ]mÀe-saâ v aµncw
2. cmjv{S-]-Xn-bpsS HutZym-KnI hkXn
3. kp{]ow-tIm-SXn
ACTIVITY - 2 (Group Disscussion)
X¶n-cn-¡p¶ Nn{X-¯nsâ klm-b-§Ä
Kh¬saânsâ [À½-§Ä GsXÃmw
F¶v NÀ¨ sN¿p-I.
Nn{X-§Ä Ip«n-IÄ
Xncn-¨-dn-bp¶p](https://image.slidesharecdn.com/lesson-151006072807-lva1-app6892/85/Lesson-pmd-4-320.jpg)
![nb-a-§Ä S-¸n-em-
¡p¶p
Imcy-nÀÆW hn`mKw
Kh¬saâ v
oXn-ymb hn`mKw
nb-a-§Ä hymJym-n-¡p¶p
nb-½-§Ä nÀ½n-¡p¶p
nb-a-nÀ½mW hn`mKw
CONSOLIDATION
FÃm Pm-[n-]-X-y -cm-Py-§-fnepw
Kh¬saânv nb-a-nÀ½mW hn`m-Kw,
Imcy-nÀÆ-lW hn`m-Kw, oXn-ymb hn`mKw
F¶o aq¶v LS-I-§Ä DÂv. CXn nba
nÀ½mW hn`mKw nb-a-§Ä nÀ½n-¡p-Ibpw
oXn-ymb hn`mKw nb-a-§Ä
hymJym-n-¡p-Ibpw Imcy-nÀÆ-lW hn`mKw
AXv S-¸n-em-¡p-Ibpw sN¿p-¶p.
ACTIVITY - 3 (Text Book)
]mT ]pkvX-I-¯nsâ klm-b-t¯msS
C´y-bnse Kh¬saânsâ LS-I-§sf
kw_-Ôn-¡p¶ ]«nI ]qÀ¯n-bm-¡p-I.
Ip«n-IÄ D¯-c-§Ä IsÂ-
¯p-¶p.
Ip«n-IÄ D¯-c-§Ä
IsÂ-¯p-¶p.
nb-a-
nÀ½mW
hn`mKw
oXn-ymb
hn`mKw
cmjv{S-]Xn
.....................
cmPy-k`
kp{]ow tImSXn
sslt¡m-SXn
.....................
k_v tImS-Xn-IÄ
.....................................
.....................................
cmjv{S-]Xn
D]-cm-jv{S-]Xn
{][m--a{´n
a{´n-k`
DtZym-K-Ø-
hyµw
C´y-bnse Kh¬saâ v](https://image.slidesharecdn.com/lesson-151006072807-lva1-app6892/85/Lesson-pmd-5-320.jpg)
![nb-a-
nÀ½mW
hn`mKw
oXn-ymb
hn`mKw
cmjv{S-]Xn
temI-k`
cmPy-k`
kp{]ow tImSXn
sslt¡m-SXn
PnÃm tImSXn
k_v tImS-Xn-IÄ
ap³kn^v tImSXn
aPn-kvt{Säv
tImSXn
cmjv{S-]Xn
D]-cm-jv{S-]Xn
{][m--a{´n
a{´n-k`
DtZym-K-Ø-
hyµw
CONSOLIDATION
Imcy-nÀÆ-
lW hn`mKw
FORMATIVE EVALUATION
X¶n-cn-¡p¶ Nn{X-¯nsâ klm-b-¯m Kh¬saânsâ LS-I-§-fpsS FÃm Npa-
X-e-Isf Ipdn¨pw eLp Ipdn¸v X¿m-dm-¡p-I.
ENRICHMENT ACTIVITY
C´y-bnse Kh¬saânsâ aq¶v LS-I-§-fp-ambn _Ô-s¸« hmÀ¯-Ifpw Nn{X-
§fpw tiJ-cn¨v Ah Kh¬saânsâ GXp LS-I-hp-ambn _Ô-s¸-«n-cn-¡p¶p F¶v
Ipdn-¡p-I.
C´y-bnse Kh¬saâ v](https://image.slidesharecdn.com/lesson-151006072807-lva1-app6892/85/Lesson-pmd-6-320.jpg)
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This document provides a lesson plan on the topic of "Structure of the Earth" taught to 8th standard students. It includes the name of the teacher, school, subject taught, number of students, unit, topic, and date of the class. The content analysis section defines key terms related to the structure of the Earth like crust, mantle, core, etc. It also provides facts about the different layers of the Earth - the crust, mantle, inner core, and outer core. The concept part explains that the structure of the Earth shows significant changes from the surface to the deeper layers. The curriculum objectives are to help students understand the different layers of the Earth and how much each layer constitutes the Earth. Assessment activities include identifying theLesson plan.pmd
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This document provides an overview of a social science lesson on the structure of the earth taught to 8th standard students. It includes the name and details of the teacher, school, subject, class strength and duration of the lesson. There is an analysis of key terms related to the structure of the earth like crust, mantle, core etc. It also outlines the expected behavioral outcomes of students which are to understand and explain the different layers of the earth based on facts provided and participate in classroom activities and discussions. The lesson aims to help students gain a conceptual understanding of the earth's structure as a representation of geological plates.Lesson plan.pmd
Lesson plan.pmdManu Chandran
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This document provides details about a social science lesson on the structure of the earth taught to 8th standard students. It includes the name of the teacher, school, subject, class strength, unit, topic, and date of the lesson. It then provides a curriculum statement and content analysis covering key terms and facts about the layers of the earth like the crust, mantle, inner core, and outer core. Concepts covered include how the earth's layers provide important insights into the planet. Curricular objectives aimed to help students understand and discuss the different layers and how much of the earth they comprise. Learning activities included classroom discussions and exercises to help consolidate knowledge about the structure and composition of the earth's layers.Innovative teaching manual
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The document provides details about the innovative teaching manual prepared by Shahina.S for teaching Social Science to Class VIII students. It describes the CuPn-]vjy3 (Russian) culture of the early 20th century through various activities and resources. The key aspects of Russian culture discussed include traditional dress, communal living, religion, and occupations like farming. Students would learn about the lives of peasants under Czar Nicholas II and aspects of daily life through images, readings and class discussions.Innovative teaching mannual
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lrZbw F¶ Bibw \¶mbn a\-Ên-emtbm F¶v ]cn-tim-[n-¡p-hm3 th−n. Hcp ]{X-hmÀ ̄ Dds¡ hmbn-¡p-¶p. tijw Xmsg- ̧-d-bp-¶-hbv¡v D ̄cw \ÂIm3 Bh-iy-s ̧-Sp-¶p.
The document provides an innovative teaching manual on the human heart. It includes new terms, facts, concepts and the major concept that the heart plays a very important role in circulating blood to different parts of the bodyInnovative Lesson Plan
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The document outlines an innovative lesson plan for teaching physics to 9th standard students. It includes the objectives to help students understand transverse waves and their specific characteristics. The teacher will use group activities, discussions and questioning to develop students' knowledge, process skills, application ability, and creativity regarding transverse waves. Students will observe and discuss a demonstration of transverse wave motion using a slinky toy to visualize characteristics like wavelength and amplitude.Lesson template
Lesson templateantonyge68
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1. This document outlines a lesson plan for teaching 9th standard biology students about blood. It provides details of the topic, learning objectives, content that will be covered, teaching methods and an outline of the classroom activities.
2. The key points that will be covered include the composition and functions of blood such as plasma, red blood cells, white blood cells and platelets. Students will develop an understanding of the concepts and importance of blood through discussion and activities.
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The teacher taught students about the classification of human life into four stages by the scholar Tamlu Jamalu.
The document defined key terms and provided facts about each stage: hunter-gatherers (samood), pastoralists (t{]m«n-Ì), village dwellers (^wssP) and settled people (1mtâ).
The lesson engaged students in activities to reinforce the four stages of human life classified in Tamlu Jamalu's work, aiming to help students understand human life and development through history in a fun way.Name of teacher salu
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This document summarizes a teacher's lesson on classifying human life into five stages. It introduces the topic, defines key terms, lists facts about each stage, and outlines the learning outcomes. The teacher used activities and discussion to help students understand how human lives can be categorized into five stages of development: childhood, youth, adulthood, old age, and elderly. The lesson aimed to explain the concept of classifying human life through this framework and facilitate students' comprehension of lifespan development.Name of te
Name of teANJANA VIDHYADHARAN
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The teacher taught students about the classification of human life into four stages by the scholar Tamlu Jamalu.
The document defined key terms and provided facts about each stage: hunter-gatherers (samood), pastoralists (t{]m«n-Ì), village dwellers (^wssP) and settled people (1mtâ).
Students learned about how human lives have been categorized into stages of development through activities and discussion. They demonstrated understanding of how different types of lives are represented in the four stages of classification.Lesson Plan
Lesson Planshijinsocialscience
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1. The lesson plan discusses Mesopotamian civilization and Chinese civilization. It provides terms, facts, and concepts related to these civilizations.
2. Mesopotamian civilization first developed in the Tigris-Euphrates river valley region of modern Iraq. Major cities included Uruk, Akkad, Babylon, and Assyria. Chinese civilization originated in the Yellow River valley.
3. Both civilizations made important contributions such as systems of writing, advances in science and mathematics, and forms of government. Mesopotamian civilization featured kings like Hammurabi and the Code of Hammurabi. Chinese civilization was based on the principles of Confucianism and DAswathy 01
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The document provides details of an innovative lesson template for teaching students about teeth. It includes the name of the teacher, school, subject, unit, topic, and duration of the lesson. It then outlines the curricular statement, content analysis, pre-requisite knowledge, teaching-learning resources, classroom interaction procedures, expected student responses, and a blackboard summary. The content analysis describes the different types of teeth, their functions, and facts about teeth. The lesson involves students examining models of teeth, discussing teeth in different contexts, and noting the important teeth for different purposes.Shyni itm
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1. The lesson plan aims to provide students with an understanding of culture and socialization through activities like discussion, cooperation, and role-playing.
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1. The lesson plan aims to provide students with an understanding of culture and socialization through activities like discussion, cooperation, and role-playing.
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3. Various activities and questions are used to discuss topics like the cultural aspects of different communities, the role of culture in shaping identity and lifestyle, and ensuring students understand the relationship between culture and socialization.Name of the teacher saranya km
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This teaching manual provides details for a lesson on the structure of Earth. It includes the name of the teacher, school, subject, unit, and date. The content analysis defines key terms and lists facts about Earth's formation and early atmosphere. The classroom activities involve students examining images of Earth's structure, discussing early conditions and chemical reactions, and presenting their understanding of topics like Earth's early atmosphere and oceans. The goal is for students to understand how Earth became suitable for life through geological and chemical processes.Name of the teacher saranya km
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This teaching manual provides details for a lesson on the structure of Earth. It includes the name and details of the teacher, school, subject, unit, and lesson. The content analysis section defines key terms and lists facts about Earth's formation and early atmosphere. The classroom activities involve students examining images of Earth's structure, discussing its early conditions and the emergence of life. They role-play as early life forms and analyze Earth's internal chemical activities that were crucial to the origin and evolution of living things. The lesson aims to develop students' understanding of Earth's composition and the factors that enabled life to develop.Lesson Template
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This lesson plan summarizes the key impacts of flooding. Flooding occurs when rainfall causes disruption in certain areas of a river. This disruption can lead to flooding if it severely impacts drainage in some locations. The main cause of flooding is the river's overflowing banks. Flooding can cause problems like landslides, damage to crops and property, and disrupt transportation. Some ways to mitigate flooding impacts include flood control projects and providing timely information to communities about flood risk.INNOVATIVE LESSON PLAN
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Lesson.pmd
- 1. SRI VIDYADHIRAJAMODELCOLLEGE OFTEACHER EDUCATION VENDAR, KOTTARAKKARA B.Ed Course 2014-2015 Record of Practical work LESSON TEMPLATE Certified Bonafied Record of Name : MAYA S D Reg. No. 16914384007 Optional Subject : Social Science
- 2. LESSON TEMPLATE Name of the Teacher : MAYA S D STD : VIII Name of the School: SVMM HSS, Vendar Divi:A Subject : Social Science Strength : 28/28 Unit : ½psS Kh¬saâ v Duration : 40 minites Topic : Kh¬saâ v Date : 21.07.2015 CURRICULAM STATEMENT Nˬ, nco-£-Ww, A]-{K-Yw XpS-§nb {]hÀ¯--§-fn-eqsS {]iv-§-sf-]än Nn´- IÄ hnI-kn-¸n¨v ]cn-lmcw nÀt±-in-¡p-¶Xp hgn ]pXnb ]T-m-i-b-§Ä cq]o-I- cn¨v qX Ah-k-c-§-fn {]tbm-Kn-¡p-Ibpw Ap-Iqe atm-`mhw hnI-kn-¸n-¡p- Ibpw sN¿p-¶p. CONTENT ANALYSIS TERMS : nb-a-nÀamW hn`m-Kw, Imcy nÀÆ-lW hn`m-Kw oXn-ymb hn`mKw. FACTS : FÃm Pm-[n-]Xy cmPy-§-fnepw Kh¬saânv nb-a-nÀ½mW hn`mKw, Imcy-nÀÆ-lW hn`m-Kw, oXn-ymb hn`mKw F¶o aq¶v LS-I-§-fp-Âv. C´y-bpsS nb-a-nÀ½mW k` kt½-fn-¡p-¶Xv ]mÀe-saânemWv . Imcy-nÀh-lW hn`m-K-¯nsâ `mK-amWv cmjv{S-]-Xn-bpsS HutZym-KnI hkXn oXn-ymb hyh-Ø-bpsS ]c-tam-¶X Øm]--amWv kp{]ow-tIm-S-Xn. nb-a-nÀ½m-W-k` nb-a-§Ä nÀ½n-¡p¶p oXn-ymb hn`mKw nb-a-§Ä hymJym-n-¡p-¶p. Imcy-nÀÆ-lW hn`mKw nb-a-§Ä S-¸n-em-¡p-¶p. CONCEPT : Pm-[n-]Xy cmPy-§-fnepw Kh¬saânv nb-a-nÀamW hn`m-Kw, Imcy- nÀh-lW hn`m-Kw, oXn-ymb hn`mKw F¶o aq¶v LS-I-§-fp-Âv.
- 3. CURRICULAR OBJECTIVE AND BEHAVIOURAL OUTCOME 1. Ip«n-IÄ¡v ta¸-dª ]Z-§Ä, Bi-b-§Ä, hkvXp-X-IÄ F¶n-h-sb-¡p-dn¨v Adnhv e`n-¨p, a. Kh¬saânsâ hnhn[ LS-I-§sf Ipdn¨v Ip«n-IÄ a-Ên-em-¡p-¶p. b. LS-I-§-fpsS IS-a-IÄ GsXÃmw F¶v a-Ên-em-¡p-¶p. 2. Ip«n-I-fpsS {]hÀ¯--^-e-ambn nco-£-Ww, hÀ¤o-I-cWw XpS-§nb ss]pWy- §-fn Ignhv tSp-¶p. a. Kh¬saânsâ IS-a-Isf nco-jn-¡p-Ibpw Ahsb hÀ¤o-I-cn-¡p-Ibpw sN¿p-¶p. 3. Ip«n-IÄ Ap-tbm-Py-amb kµÀ`-§-fn Adnhv {]tbm-Kn-¡p-¶p. a. Kh¬saânsâ hnhn[ {]hÀ¯ taJ-e-I-fn GsXÃmw F¶v Xncn-¨-dnªv {]hÀ¯n-¡p-¶p. ENTRY BEHAVIOUR : Kh¬saânsâ hnhn[ taJ-e-Isf Ipdn¨v Ip«n-IÄ¡v ap³ Adnhv DÂv. LEARNING MATERIAL : Pictures, Chart LEARNING STRATEGY : kwL-Nˬ hni-I-ew ISSUE : Kh¬saân-sâ Npa-X-e-Isf Ipdn¨v ]qÀ-W-am-b [mcW-bn-Ãm-bva. SUB ISSUE : Kh¬saânsâ LS-I-§sf Ipdn-¨pÃ… Adn-hn-Ãm-bva.
- 4. Classroom Intraction Procedure Expected Response ENTRYLEVELLEARNINGEXPERIENCE Activity I Nph-sS-bpÃ… Nn{X-§Ä Xncn-¨-dnªv Ah GsXÃmwsa¶v IsÂ-¯p-I. CONSOLIDATION 1. ]mÀe-saâ v aµncw 2. cmjv{S-]-Xn-bpsS HutZym-KnI hkXn 3. kp{]ow-tIm-SXn ACTIVITY - 2 (Group Disscussion) X¶n-cn-¡p¶ Nn{X-¯nsâ klm-b-§Ä Kh¬saânsâ [À½-§Ä GsXÃmw F¶v Nˬ sN¿p-I. Nn{X-§Ä Ip«n-IÄ Xncn-¨-dn-bp¶p
- 5. nb-a-§Ä S-¸n-em- ¡p¶p Imcy-nÀÆW hn`mKw Kh¬saâ v oXn-ymb hn`mKw nb-a-§Ä hymJym-n-¡p¶p nb-½-§Ä nÀ½n-¡p¶p nb-a-nÀ½mW hn`mKw CONSOLIDATION FÃm Pm-[n-]-X-y -cm-Py-§-fnepw Kh¬saânv nb-a-nÀ½mW hn`m-Kw, Imcy-nÀÆ-lW hn`m-Kw, oXn-ymb hn`mKw F¶o aq¶v LS-I-§Ä DÂv. CXn nba nÀ½mW hn`mKw nb-a-§Ä nÀ½n-¡p-Ibpw oXn-ymb hn`mKw nb-a-§Ä hymJym-n-¡p-Ibpw Imcy-nÀÆ-lW hn`mKw AXv S-¸n-em-¡p-Ibpw sN¿p-¶p. ACTIVITY - 3 (Text Book) ]mT ]pkvX-I-¯nsâ klm-b-t¯msS C´y-bnse Kh¬saânsâ LS-I-§sf kw_-Ôn-¡p¶ ]«nI ]qÀ¯n-bm-¡p-I. Ip«n-IÄ D¯-c-§Ä IsÂ- ¯p-¶p. Ip«n-IÄ D¯-c-§Ä IsÂ-¯p-¶p. nb-a- nÀ½mW hn`mKw oXn-ymb hn`mKw cmjv{S-]Xn ..................... cmPy-k` kp{]ow tImSXn sslt¡m-SXn ..................... k_v tImS-Xn-IÄ ..................................... ..................................... cmjv{S-]Xn D]-cm-jv{S-]Xn {][m--a{´n a{´n-k` DtZym-K-Ø- hyµw C´y-bnse Kh¬saâ v
- 6. nb-a- nÀ½mW hn`mKw oXn-ymb hn`mKw cmjv{S-]Xn temI-k` cmPy-k` kp{]ow tImSXn sslt¡m-SXn PnÃm tImSXn k_v tImS-Xn-IÄ ap³kn^v tImSXn aPn-kvt{Säv tImSXn cmjv{S-]Xn D]-cm-jv{S-]Xn {][m--a{´n a{´n-k` DtZym-K-Ø- hyµw CONSOLIDATION Imcy-nÀÆ- lW hn`mKw FORMATIVE EVALUATION X¶n-cn-¡p¶ Nn{X-¯nsâ klm-b-¯m Kh¬saânsâ LS-I-§-fpsS FÃm Npa- X-e-Isf Ipdn¨pw eLp Ipdn¸v X¿m-dm-¡p-I. ENRICHMENT ACTIVITY C´y-bnse Kh¬saânsâ aq¶v LS-I-§-fp-ambn _Ô-s¸« hmÀ¯-Ifpw Nn{X- §fpw tiJ-cn¨v Ah Kh¬saânsâ GXp LS-I-hp-ambn _Ô-s¸-«n-cn-¡p¶p F¶v Ipdn-¡p-I. C´y-bnse Kh¬saâ v