PDD Session Plans 2021-22

PDD 8

PROFESSIONAL DEVELOPMENT DAY 8

AGENDA
TIME SESSION/ ACTIVITY Min.
08:00 - 08:10 Attendance 10
08:10 - 08:15 Recitation 5
08:15 - 09:45 Mathematics 90
09:45 - 11:15 General Science 90
11:15 - 11:35 Break 20
11:35 - 01:05 English 90
01:05 - 01:55 Urdu 50
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PDD Session Plans - 2021-22

MATHEMATICS

TOPICS 2-Dimensional and 3-Dimensional Objects and Figures

Material Required
Charts, Markers, writing board, and textbook Mathematics Grade 2, 3, 4 and 5. Geometry Box, Color flash card.

Feedback of Previous PDD 10 min

1. Ask the following questions from the participants and take a few responses:
a. Who would like to share a few points about the usefulness of the previous PDD?
b. How did you implement the learning of the previous PDD in your classroom? Give some examples.
2. Draw the following table on the writing board.
Satisfactory (1-3) Good (4-7) Very Good (8-10)

3. Ask participants to rate the effectiveness of previous PDD on a scale from 1 to 10?
4. Ask participants to raise their hands if they rate it satisfactory (1-3) and write the total number on the
writing board. Repeat the same for the next two columns.
5. Ask participants the reasons for their ratings.
6. Note down their comments to be incorporated in the next PDD.
7. Take a few responses and write on the writing board.
8. Appreciate participants for their feedbacks.

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 PDD Session Plans 2021-22

Topic 1: 2-Dimensional and 3-Dimensional Figures 80 Min

Objectives: By the end of this session, participants will be able to:
a. Recognize and name 3-D objects (Cube, Cuboid, Sphere, Cylinder, Pyramid and Cone)
b. Compare and sort 3-D Objects (Cube, Cuboid, Cylinder, Cone, Pyramid and Square)
c. Identify right angle in 2-D figure.
d. Find the perimeter of a 2-D figure on a square grid.
e. Describe and make 3-D objects.
Activity 1.1: Compare and Sort 2-D and 3-D Figures (20 min)
1. Draw the following figures on the writing board.

2. Ask participants:
a. What are the names of these figures?
• Note responses on the writing board and discuss the structure of 2-D and 3-D figures.
b. What is the difference between 2-D and 3-D shape?”
• Take responses from the participants and explain these figures.
3. Now make pairs of the participants.
4. Refer them to the Mathematics Textbook Grade 3 page 148-151 and Grade 4 page 154-156.
5. Ask pairs to discuss these concepts and complete exercise given in Mathematics textbook Grade 4 page 157.
6. Invite any pair to share their work with the participants.
7. Facilitate where necessary and conclude the activity.
Facilitator’s Input:

• 2-D shapes are shapes with two dimensions, such as width and height. An example of a 2-D
shape is a rectangle or a circle. 2-D shapes are flat and cannot be physically hold because they
have no depth; a 2-D shape is completely flat.
• 3-D shapes are shapes with three dimensions of an object having width, height, and depth. An
example of a 3-D shape is a prism or a sphere. These are multidimensional and can be physically
hold. All 3-D shapes are made by combining 2-D shapes.
Grade 3 page 148-151 and Grade 4 page 154-156.

Activity 1.2: Identify Right Angle in 2-D figures (20 min)

1. Make six groups of participants and ask each group to construct a 2-D figure as per assigned measurements:
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Group-B Group-C Group-D Group-E Group-F
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6cm length and Tolength
7cm My and
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5cm length and 10cm length and 6cm length and
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PDD Session Plans - 2021-22

3cm width 3cm width 4cm width 2.5cm width 10cm width 6cm width

2. Facilitate and monitor the groups during their assigned task.

3. Randomly invite a group to present their work and explain each step of construction and measurement of angle.
4. Extend the activity to net of 3-D shapes (refer to textbook of Grade 5 Mathematics page 141-44.
5. Appreciate the groups’ work and give your input from Mathematics textbook of Grade 4 page 141 (if
required).

Activity 1.3: Perimeter of 2-D figure (40 min)

1. Ask participants, what is perimeter?
Expected answer: The total length of the boundary of a closed region is called perimeter.
2. Now ask, how can we measure the perimeter of 2-D shapes?
Expected answer: It can be measured by adding the lengths of all sides of a closed region.
3. Now divide participants into six groups.
4. Ask groups to read and discuss the concepts as assigned below:
Group A and B Group C and D Group E and F
Grade-5 page 151-153 Grade-3 page 151-153 Grade-4 page 146-147
5. Facilitate them during group work.
6. Now assign them one question from the above mentioned grades textbook.
Group A and B Group C and D Group E and F
Grade-5 page 154, Exercise 1 Grade-3 page 156, Exercise 2 Grade-4 page 162,
Question 3 and 4 respectively Question 2 (part 1) and 2 (part 3) Review Exercise
respectively Question 6 (part b) and 6 (part c) respectively

7. Ask groups to solve questions on charts to present their work.

8. Ask questions (for clarity) from other groups after each groups’ presentation.
9. Summarize the activity by asking, why do we need to find the perimeter of a closed region?
“We need measurement of perimeter of any closed region to estimate any fence, boundary wall, or for
any other demarcation of the boundary.”

What we have learnt today?

• Use the following statements to highlight the key learning(s) points of the session:
i. Recognition, comparison, sorting, and making of 3-D objects (Cube, Cuboid,
Sphere, Cylinder, Pyramid and Cone)
ii.
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Identification of right angle in 2-D figure.
iii.
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Perimeter of a 2-D figure.
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 PDD Session Plans 2021-22

GENERAL SCIENCE

TOPICS Space Technology

Feedback of Previous PDD (5 min)

1. Ask the following questions from the participants and take a few responses:
a. Who would like to share a few points about the usefulness of the previous PDD?
b. How did you implement the learning of the previous PDD in your classroom? Give some examples.
2. Draw the following table on the writing board.
Satisfactory (1-3) Good (4-7) Very Good (8-10)

3. Ask participants to rate the effectiveness of previous PDD on a scale from 1 to 10?
4. Ask participants to raise their hands if they rate it Satisfactory (1-3) and write the total number on the
writing board. Repeat the same for the next two columns.
5. Ask participants the reasons for their ratings.
6. Note down their comments to be incorporated in the next PDD.
7. Take a few responses and write on the writing board.
8. Appreciate participants for their feedbacks.

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PDD Session Plans - 2021-22

Topic 1: Space Technology 80 min

Objectives: At the end of this session, participants will be able to:

a. Recognize the key milestones in space technology.
b. Recognize the role of NASA (National Aeronautics and Space Administration) in space exploration.
c. Define artificial satellites and explain their importance in exploring the Earth and space.
d. Describe the uses of various satellites i.e., geostationary, weather, communication, and Global
Positioning System (GPS).
Materials required: Charts, markers, writing board, General Science Grade 5 KP TBB textbook

Activity 1.1: Brainstorming (5 min)

1. Ask participants,
Which country launched the first satellite in space?
Expected answer: The Soviet Union launched the first-ever satellite Sputnik-1.
2. Who first landed on the Moon?
Expected answer: Neil Armstrong was the first man who landed on the Moon.
3. For which mission did Neil Armstrong go into the space?
Expected answer: The Apollo-11 mission.
4. What does the GPS stand for?
Expected answer: GPS stands for Global Positioning System.
5. Conclude the activity by sharing:
a. Different innovations (launching of first satellite, landing on the Moon, development of GPS) are being
made at different times.
b. Certain technological advancements occurred in space technology.

Activity 1.2: Satellites (15 min)

1. Ask participants,
What is a satellite?
Expected answer: An object moving around a very big heavenly body due to its gravity is called satellite.
Or a celestial body orbiting the earth or any other planet.
2. What is an artificial satellite?
Expected answer: The man-made spaceships to revolve around the Earth are called artificial satellites.
3. What is a natural satellite?
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Expected answer: The Moon is the only type of natural satellite.
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4. Summarize the discussion by sharing To My Channel
the following points:
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a. Natural satellite is an astronomical body that orbits the planet.
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 PDD Session Plans 2021-22

b. The Earth's Moon is one of the examples of natural satellites.

c. Artificial satellites are made by humans, like communication satellites. However, artificial satellites
are built on Earth and then taken into orbit by rockets or released by a space station.
5. Now, make pairs of the participants.
6. Assign each pair to read artificial satellite at page 127-128 of Grade 5 General Science KP TBB textbook.
7. Ask participants to write two or three points about artificial satellites with examples.
8. Collect responses from a few pairs.
9. Conclude the activity by sharing the following points:
a. Artificial satellites are human-built objects orbiting the Earth and other planets in the Solar System.
b. Artificial satellites are different from the natural satellites (moons), that orbiting planets, dwarf planets,
and even asteroids.
c. The first artificial satellite was the Sputnik 1 mission, launched in 1957 by Soviet Union.

Activity 1.3: Space Exploration (45) min

1. Divide the participants into six groups and assign tasks as mentioned below:
Group 1 and 2 Group 3 and 4 Group 5 and 6
Role of NASA Moon of other Planets Uses of Satellites
G.Sc. Textbook page 125 G.Sc. Textbook page 127 G.Sc. Textbook page 128-129
Task: Describe three main Task: List the number of moons for Task: Narrate two uses of natural
roles of NASA different planets. and artificial sattelites.
NOTE: In addition to the assiged tasks, encourage participants to discuss and bring more ideas related
to the topics.

2. Ask each group to carefully read and discuss the assigned task.
3. Invite a member from groups 2, 4, and 6 to present their assigned task.
4. Encourage other groups to ask questions on the presentations and facilitate where necessary.
5. Conclude the activity by sharing the following points:
i. National Aeronautics and Space Administration (NASA) is an American agency. It is responsible for
space exploration and aviation.
ii. The Soviet Union sent Sputnik 2 in space on November 3,
1957 that carried the first living thing, a dog.
iii. The Moons of other planets were explored with time.
Tell teachers to encourage
6. Ask participants how will you teach this concept in your class?
students to explore concepts
7. Take responses fromwww.facebook.com/KhalidRazaNaiyar
a few participants and share the given in addition to the textbook.
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PDD Session Plans - 2021-22

Activity 1.4: Key milestones in space technology (15 min)

1. Ask participants to read the contents (also given below) at page 130 of Grade 5 General Science textbook
and take notes of major developments in space technology.
S.No. Dates Originated by
1 October 4, 1957 Soviet Union launches 1st ever Sputnik 1.
January 31, 1958 United States of America launched the Explorer 1 to explore Van Allen
2
radiation belt.
April 12, 1961 Soviet Cosmonaut Yuri Gagarin becomes the first human to enter space
3
and returned safely.
July 20, 1969 Neil Armstrong became the first man to walk on the moon in Apollo-11
4
mission.
5 March 1994 Completion of GPS.
6 November 20, 1998 First piece of International Space Station is launched.
Unmanned spacecraft, a robotic rover “Curiosity” landed on Mars. It was
7 August 6, 2012
launched on November 20, 2011, to explore the environment of mars
2. Ask participants:
a. What is the name of unmanned space craft?
b. In which year Soviet’s reached in space?
c. Where and when the unmanned space craft did land?
d. Which country released the first ever satellite in space?
e. When was Explorer-1 launched?
f. How many persons travelled to space in robotic rover in 2012?
g. Who was the first human being who landed on the moon?
h. Which space station was launched in 1998?
i. When was Global Positioning System completed?
3. Conclude the activity by sharing major discoveries in space technology:
• Sputnik 1
• Explorer 1
• Soviet Cosmonaut
• Global Positioning System (GPS)
• Robotic Rover
What we have learnt today? (take responses from 2-3 participants)
• Use the following statements to highlight the key learning(s) points of the session:
i. Basics of space technology with role of NASA.
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ii. Types of satellites and their uses.
iii.
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 PDD Session Plans 2021-22

ENGLISH

TOPICS Punctuation marks and Expository Paragraph Writing

Feedback of Previous PDD 10 min

1. Ask the following questions from the participants and take a few responses:
a. Who would like to share a few points about the usefulness of the previous PDD?
b. How did you implement the learning of the previous PDD in your classroom? Give some examples.
2. Draw the following table on the writing board.
Satisfactory (1-3) Good (4-7) Very Good (8-10)

3. Ask participants to rate the effectiveness of previous PDD on a scale from 1 to 10?
4. Ask participants to raise their hands if they rate it Satisfactory (1-3) and write the total number on the
writing board. Repeat the same for the next two columns.
5. Ask participants the reasons for their ratings.
6. Note down their comments to be incorporated in the next PDD.
7. Take a few responses and write on the writing board.
8. Appreciate participants for their feedbacks.

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PDD Session Plans - 2021-22

Topic 1: Punctuation Marks 30 Min

Objectives: At the end of this session, participants will be able to:
a. Identify punctuation marks in sentence (e.g., Capitalization, comma, full stop, question mark)
b. Recognize that a sentence ends with some form of punctuation, i.e., full stop, or question mark, or
exclamation mark.
c. Use punctuation according to the rules learnt earlier.
d. Apply punctuation rules to assist in developing accuracy and fluency through reading aloud.

Activity 1.1: Use of punctuation marks (30 min)

1. Put a full stop (.), a comma (,), inverted commas (“ ”), a question mark (?), exclamation mark (!), and an
apostrophe (') on the writing board and with a reasonable space among them.
2. Ask participants the name of each symbol.
3. If they are not comfortable with the names, name all the symbols loudly.
4. Explain all punctuation marks one by one with relevant examples.
Facilitators’ Input
Classification and Rules of Punctuation Marks
Punctuation is the use of sign and symbols that make the text meaningful.
To end a sentence
1. Full stop (.) is the most common form of punctuation mark used to end a sentence in English
language.
e.g., The baby is crying.
Tell participants that after every full stop next word always starts with Capital letter. Moreover, all
names, days, months etc., also start with capital letter.
2. A question mark (?) is used at the end of a sentence when a question is asked.
e.g., Where are you going?
To separate phrases or items
3. A comma (,) is used to show a pause in the sentences, or when naming a list of items. Take a short
pause or little breath when comma comes in a sentence.
e.g., Shazia, Kalsoom, and Alia are sisters.
To quote or indicate a title
4. Inverted commas (“ ”) show that the enclosed words are the actual words of the speaker.
e.g., Quaid said, “work, work and work.”
Some commonly used punctuations
5. An Apostrophe (’) show possession of an item belongs to someone. e.g., This is Ali’s book.
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contraction. e.g., cannot - can’t , we are – we’re etc.,
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 PDD Session Plans 2021-22

6. An Exclamation mark (!) is used to show feelings.

e.g., Hurrah! We’ve won the match. Or May you live long!

5. Make pairs of the participants and ask them to complete the sentences given at English textbooks pages
mentioned below.
Grade 2 page 93 Grade 2 page 106 Grade 4 page 53
• Wow you are looking pretty • Monkey giraffes and lions are • The customers trolly
• Islamabad is the capital of animals • Students notebook
Pakistan • It is a juicy big round and red • Hurrah we have won the
• The sun is shining apple
match
• • Yes I will help you
What is on the table • My daughters hat
• Alas her uncles car broke • What an amazing car
down

6. Ask pairs to share their responses with each other.

7. Randomly take responses from three pairs and provide them
feedback (if required).

8. Conclude the activity by sharing the given teaching tip .

Motivate teachers to use pair work
for better learning.

Topic 2: Expository Paragraph Writing 50 min

Objectives: At the end of this session, participants will be able to:
• Use appropriate vocabulary and tense to write a simple paragraph by writing an expository
paragraph explaining a process or procedure.
Materials: Writing board, Charts, English Textbooks 5, readymade chart of expository paragraph

Activity 2.1: Writing expository paragraph (50 min)

1. What are the types of paragraphs?

Expected Answer: Narrative, descriptive, illustration, persuasive, and expository
2. What is an expository paragraph?
3. Take responses from the participants and share the following definition with examples on a chart:
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Expository paragraph explains and analyses a topic giving us information, explanation, facts or
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PDD Session Plans - 2021-22

• Khyber Pakhtunkhwa is the third largest province of Pakistan.

• The provincial capital of Khyber Pakhtunkhwa is Peshawar.
• Peshawar is the sixth-largest city in Pakistan. It is situated in the broad Valley of Peshawar east of
the historic Khyber Pass, close to the border with Afghanistan.
• Peshawar is known for its hospitality, rich culture, and tasty food. Qissa Khawani Bazar is famous
for local cuisine i.e., Dunba Karahi, Patta Tikka, Chapli Kebab.

4. Ask participants, “what title would you like to give to these sentences?”
5. Take responses from the participants.
6. Tell participants that the sentences written on the chart make an expository paragraph as they give
information, explanation, facts, and illustration about Peshawar.
7. Now, make pairs of the participants.
8. Ask pairs to refer to English Grade 5 textbook page 126 and write an expository paragraph on the “National
Bird of Pakistan” in their notebook keeping the following questions in mind:
• Name of National Bird of Pakistan?
• Prominent features of the bird”?
• Area where it is found in?
• List a few reasons why it is endangered.
9. Invite a pair to share their work with class.
10. Conclude the activity by giving your input where needed.
Facilitator’s Input:

Expository Paragraph:
Partridge (Chakor) is the national bird of Pakistan. The Chakor is a 34-38 cm long round-shaped
long bird. It has light brown back, grey breast and buffed belly. Its beak and feet are mostly red in
colour. If it faces any threat, it prefers to run rather than fly. It eats seed and insects. Pakistan
where they can be found at elevation of 2000 ft. in Northwestern side of the country. Chakor
doesn’t stay in humidity or rainfall and prefer hot weathers. They are never found too far from
water. It is highly endangered species due to excessive hunting.

Sum Up
What we have learnt today?
• Use the following statements to highlight the key learning(s) points of the session:
i. Punctuation marks (full stop, comma, inverted commas, question mark,
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exclamation mark, and apostrophe).
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ii. Writing To My
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an expository paragraph.
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 ‫‪PDD Session Plans 2021-22‬‬

‫‪URDU‬‬

‫نم ر‬
‫‪50‬ر ر‬ ‫فر‬
‫بمن‪ :8‬ررومزاواق ر‬
‫نشیس ر‬
‫ر‬

‫دتریسی اقمدص‪:‬ر راس نشیس ےک دعب رشاکء اس اقلب وہاجںیئ ےگ ہک وہ‪:‬ر ر‬

‫• رومز اواقفر(و ہفق‪ ،‬خ ت مہ‪ ،‬تکس ‪ ،‬ا اہفتسہیم‪ ،‬وقنیس‪ ،‬ا و ر و ا و نی) اک ا امعتسل کںیکس۔ر ر‬
‫ر‬

‫اجزئے ےکراتنئر‪:‬ر ر‪36%‬ر‬

‫رانرر ندرو یک دریس اتکب ربارےئرمجنپ‪،‬راچرٹر‪،‬رامرک ۔ر ر‬ ‫دراکر وماد‪:‬ر‬

‫ر‬

‫رشاکء وک اتبںیئ ہکر‪:‬‬

‫‪ .1‬رومز اواقف ان ااشروں ای العوتمں وک ےتہک ںی نج ےس ولعمم وہاترےہ ہک ابعرت ںیمراہکں رپ وفقرکانرےہ۔ر‬
‫‪ .2‬ااہفتسہیم ےس رمادروہر ل نمُجرےہر سج ںیم وکئ وسال وپاھچ اجےئ۔ ااہفتسہیم ای وساہیل ہلمج اہجں متخ وہ راہروہرواہںروسراہیلراشنن (؟) اگلای اجات ےہ۔ر‬
‫‪ .3‬بج یسک صخش یک یہک نہ وئ ابت اس ےک اےنپ اافلظ ںیم ایبن کین وہ وتر‪،‬راہجں ےس ہقلعتم ہلمجر‪،‬راہکوت‪ ،‬وقلرایرابعرت رشوع وہیت ےہ واہں ہی اشنن (’’)ر‬
‫اگلرےئ اجےترںی اور اہجں ابت لمکم وہراجیت ےہ واہں ایس رطح ےک اشنن (‘‘) اگلےت ںی۔راںیھنرواونی ای العتمراابتقس ےتہک ںی۔ر‬

‫‪5‬نمر ر‬ ‫رسرگیم بمنر‪:1‬ر ر‬

‫ر‬ ‫‪ .1‬رشاکء ےسروپںیھچرہک رومز اواقف ےس ایک رماد ےہ؟ر‬

‫‪ .2‬رشاکء وک وسرےنچرےک ےیلراکیرنم اک وتق دںی۔ر‬
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‫رشاکء ےک وجاابت وک ابری ابری ںینسر۔ر‬ ‫‪.3‬‬
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‫‪PDD Session Plans - 2021-22‬‬

‫رتتیب اکررےک ےیل دتریسی ومادر ر‬

‫رومز ہراروراقفر ‪ :‬رومز ’’ رزم‘‘ یک عمج ےہ سج ےک ینعم ںی العتم‪ /‬اشنین اواقفر'روفقر'ریک عمج ےہ سج ےک ینعم ںی نر انک‪/‬ہھٹرانر۔ر ر‬
‫رعتفی‪ :‬نرےنک ای ہھٹرےن یکرالعںیتم‪/‬اشناینں رومز اواقف الہکیت ںی۔ر ر‬

‫ر‬

‫‪15‬ر نمر ر‬ ‫رسرگیم بمنر‪:2‬ر ر‬

‫رر‬ ‫ر‬ ‫ر‬ ‫رشاکءروک اچرررگووپں ںیم میسقت کںی۔ر‬

‫رگوپ بمنر ‪1‬ےس ںیہک ہک وہ‪:‬ر ر‬

‫‪ .1‬ہتکس (ر‘ر) وفق (ر؛ر)راوررراہطب (‪):‬وک دےیرےئگرولمجں ںیم انمبس رتبیت ےس اامعتسل کںی۔ر‬
‫‪ .2‬املس اکم ادجم اور کمی امنز ڑپھررےہ ںیر ر‬
‫‪ .3‬دہش تحص شخب ذغا ےہ ہی ذلذی اور وخوبش دار وہات ےہر‬
‫‪ .4‬یلعراالسلم نرکیلعر‬
‫‪ .5‬وھپولں یک فلتخم ںیمسق اپئ اجیت ںیےسیج الگب دنیگا ومایت وریغہر‬
‫رگوپ بمنر‪2‬رےس ںیہک ہک وہ‪:‬ر‬
‫تے‬
‫رخ ت مہ (ر‪)-‬وساہیل (؟)راور ہیلیصفت(‪:‬ر۔ر)روک دےیےئگرولمجں ںیم اامعتسل کںی ‪:‬ر ر‬
‫‪ .1‬ںیم ےن اکم لمکم ک یلر ر‬
‫‪ .2‬آپ ےک زماج ےسیک ںیر‬
‫‪ .3‬اپر اتسکن ےک اچر وصےب ںی وتخپن وخا‪ ،‬اجنپب‪ ،‬دنسھ اور ولباتسچنر‬
‫رگوپ بمنر‪3‬رےس ںیہک ہک وہ‪:‬ر‬
‫روقنیس (رر)ر‪،‬رواونی(’’ ‘‘)ر‪،‬ردناہیئ (!)راور اجفہیئ(!) وک دےی ےئگر ولمجں ںیم اامعتسرل کںی۔ر ر‬
‫‪ .1‬انجب اعلر ر‬
‫‪ .2‬زعمز وخانیت و رضحاتر‬
‫‪ .3‬واہرایک وخوصبرت اظنرہ ےہر‬
‫‪ .4‬اقئرامظع ےن رفامای اکم اکم اور اکمر‬
‫‪ .5‬اشرع رشمق العہم اابقل ےن ںیمہ وخدی اک بس دایر‬
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 ‫‪PDD Session Plans 2021-22‬‬

‫رگوپ بمنر‪4‬رےس ںیہک ہک وہ‪:‬ر ر‬

‫گرولمجں ںیم اامعتسل کںی۔ر ر‬
‫) وک دےیر ی‬ ‫رطخ ‪/‬ریکل(ر___) ‪ ،‬العتم حرف(ر…)العتم احہیش ےہ (ر ؂ر) العتم صلخت(ر‬
‫‪ .1‬ںیم آان اچاتہ اھت ااسی ہن وہ اکس تمسق وک اور یہ وظنمر اھتر‬
‫‪ .2‬مت ابز آاجؤ ورہنر‬
‫‪ .3‬ومالان احل یکرسمرس امہ االصیح مظن ےہر‬
‫‪ .4‬رمزا اغبل دنہواتسن ےکروہشمر اشرع ںیر ر‬

‫❖ رسرگیم لمکم کےن ےک دعب امتم رگووپںروکرابری ابریراینپررسرگیم شیپ کےن اک ںیہک۔ر‬
‫❖ رشاکء ےکر اکم یک وحہلص ازفائ کںی۔ اہجں رضورت وہ انمبس دہاایت دںی۔ر‬
‫ر(ر‪20‬رنم)ر‬ ‫❖ رشاکء ےک اسھت رومز اواقف ےک درج ذلی اکنتراک ابتدہلرکںیر‪:‬رر‬

‫راملس ‪ ،‬اکم ‪ ،‬اور اکرمانر‬ ‫‪ .1‬ہتکس (ر‪،‬ر) رصتخم رتنی ہھٹاؤر‬

‫دہش تحص شخب ذغا ےہر؛رہی ذلذی اور اھٹیم وہ ات ےہ۔ر ر‬ ‫ر‬ ‫‪ .2‬وفق (ر؛ر) رصتخمرہھٹارؤرر‬
‫راملس‪ :‬االسلم کیلعر ر‬ ‫‪ .3‬راہطب (‪):‬ہھٹراؤ‪/‬وفقہرالزمر‬
‫‪ .4‬ہیلیصفت(‪:‬۔) اکی ہلمج یک لیصفت دورسے ہلمج ںیمر راپاتسکنرےکراچر وصےبرںی‪:‬ر‪-‬بیخروتخپروخنا ‪ ،‬دنسھ۔۔۔۔۔۔۔ر ر‬
‫تے‬
‫رںیم ےن اکم لمکم ک یل۔ر ر‬ ‫‪ .5‬خ ت مہ (ر۔ر) لمکم ہھٹراؤ ہلمج ےک ااتتخم رپر ر‬
‫رآپ ےک زماج ےسیک ںی؟ر ر‬ ‫‪ .6‬وساہیل (؟) ااہفتسہیم ولعمم کانر‬
‫انجب اعل!رازراہہ کمر ر‬ ‫‪ .7‬دناہیئ ! یسک وک اکپرانر ر‬
‫واہ!ر ر‬ ‫ر‬ ‫‪ .8‬اجفہیئ ! ذجابت ااسحاستر‬
‫راقئرامظع ےن رفامایر‪،‬ر’’ اکم اکم اور اکم‘‘ر ر‬ ‫‪ .9‬واونی (’’ ‘‘) یسک ےک اابتقرسروک لقن کانر ر‬
‫راشرع رشمق (العہم اابقل) ےنرںیمہر وخدی اک اغیپم دای۔ر‬ ‫‪ .10‬وقنیس (رر) ہلمج ںیم ااضیف واضتحر‬
‫رںیم آان اچاتہ اھت ۔ ااسی ہن وہ اکس۔ تمسق وک اور یہ وظنمر اھت۔ر‬ ‫‪ .11‬طخر‪/‬رریکل(ر___) ےلمجرںیم ااچکن دبتلیر ر‬
‫‪ .12‬ر رالعتم احہیش (ر ؂ ر) بج ااضیف رشتحیرابعررت ےس ےچین دی یئگ وہر۔ر‬
‫ر) اشرع اک ادیب انم رمزا اغبلبر ر‬ ‫‪ .13‬ر العتم صلخت (ر‬

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‫‪CONTINUING PROFESSIONAL DEVELOPMENT PROGRAMME‬‬ ‫‪53 | P a g e‬‬