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Marketing: An Introduction (Thirteenth Edition) by Armstrong
Marketing: An Introduction (Thirteenth Edition) by Armstrong
Chapter 46 Biology bookFull description
Marketing: An Introduction (Thirteenth Edition) by Armstrong
it is very good
GURUKUL
Spoken Hindi Lesson Modules and Lesson Plans Ragini Narasimhan
2009
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THE COMPANY ADDRESS]
Table of Contents 1.
How to use this book........................................................................................................... 6 Class Stations ........................................................................................................................ 6 Beginner ............................................................................................................................. 6 Intermediate ........................................................................................................................ 6 Advanced ............................................................................................................................ 6 General guidelines ................................................................................................................. 7 Techniques and nomenclature ............................................................................................... 7 Repetition Drill .................................................................................................................... 8 Backward Build-Up Drill ...................................................................................................... 8 Chain Drill ........................................................................................................................... 8 Single-Slot Substitution Drill................................................................................................ 9 Multiple-Slot Substitution Drill ............................................................................................. 9 Transformation Drill............................................................................................................. 9 Question and Answer Drill ................................................................................................ 10 Use of Minimal Pairs ......................................................................................................... 10 Grammar Game ................................................................................................................ 10 Transliteration rules .............................................................................................................. 11
2.
Introductions, (My/your), (I/you), (yes/No), (This/That), Nouns ......................................... 13 Introductions ......................................................................................................................... 13 यह/ वह and Nouns ................................................................................................................. 13 हाँ/नहीं and practice Nouns ..................................................................................................... 14 इनका- इनकी and उनका -उनकी ................................................................................................... 14
Use masculine nouns in below form. eg. जूता, ताला, िखलौना ............................................. 14 Use feminine nouns in below form. eg. चाबी, कुसीर्, गाडी, घड़ी................................................. 14
His-Her, Relationships ...................................................................................................... 17 Revision ................................................................................................................................ 17 Revision of इनका- इनकी with relationships ............................................................................. 17 Revision of उनका - उनकी with relationships............................................................................. 18
Telling time, time of day, days of the week ....................................................................... 58 Numbers: 1-12. ..................................................................................................................... 58 Telling the hour ..................................................................................................................... 58 सुबह , दोपहर , याम , रात ......................................................................................................... 58
Days of the week (if time permits otherwise skip) ................................................................. 59 7.
Dinner Scenario: Verbs, Vegetables etc ........................................................................... 61 Verbs to be revised/introduced ............................................................................................. 61 Nouns to be introduced......................................................................................................... 61 Tastes to be introduced ........................................................................................................ 61 Time...................................................................................................................................... 61
School Scenario: Verbs, Nouns, Commands etc. ............................................................ 94 Nouns ................................................................................................................................... 94 Verbs: ................................................................................................................................... 94 Commands Respectful only.................................................................................................. 94
10.
म and here/there (यहाँ/वहां) ............................................................................................. 107
Review all nouns to be used with यहाँ/वहां ............................................................................ 107 In (म) (Please use clipart at end of chapter) ..................................................................... 107 Where do you do this task (review verbs as well) ............................................................... 108 STORY for Snack time: ...................................................................................................... 108 Maybe कौवा और घड़ा ............................................................................................................. 108 11.
Past tense .................................................................................................................... 131
17.
More past tense ........................................................................................................... 131
18.
Mixture of past and present .......................................................................................... 131
19.
जब –तब .......................................................................................................................... 131
1.
How to use this book
We have attempted to create lesson modules where each lesson module is only dependent on knowledge of the previous lesson modules so it is better to teach them in succession. However, if you determine that your group of children has already mastered the contents of some of the modules then you can revise quickly and move on to the next set. At the end of each chapter, we have included a set of clipart/flashcards that you can show to a group of children and use it as examples. These clip arts are deliberately large so that you can show them from a distance.
Class Stations We recommend three stations: beginner, intermediate and advanced in EVERY class. Beginner A beginner child has very little vocabulary and almost no grammar patterns. We will however include children who are extremely shy and hardly speak in this group to get their confidence up and later move them. Intermediate An intermediate child has reasonable vocabulary but very little grammar patterns. We need to build up their confidence in making sentences and start communicating. Advanced An advanced child has both reasonable vocabulary and basic grammar patterns however he/she just doesn’t see the point of using Hindi as a language. If he sees a lot of his/her peers using it, they may be encouraged to speak it more often. They may however have specific issues such as plurals, masculine/feminine usage etc.
NOTE: None of the classifications above is based on age of current class level of a child. A beginner in level 4 may be pretty similar to a beginner in level 2 in spoken Hindi.
General guidelines Please speak ONLY in Hindi all the time using 3-4 word sentences as much as possible. We will need to be very careful about using only grammar structures that have been taught so far even when we speak to them. For instance, •
For several lessons (more than 50), only respectful form आप will be used and तुम will not be used at all so please do not use it even while speaking to them casually. Even a 5 year old can be referred to as आप. Similarly only इनका- इनकी and उनका –उनकी will be used as the respectful form.
•
Only present tense will be used in early modules and specifically present continuous tense will be avoided in early modules. Future and past tense will not be used in the early modules so you will have to avoid it in your speech as well.
•
Present tense in the early modules is of the form: म <करता> हूँ. वह करती है वह करता है.
•
Present continuous tense to be AVOIDED in the early modules: म कर रहा हूँ. वह कर रहा है. वह कर रही है.
Please avoid teaching formal grammar. Let them pick up the patterns naturally. Let us pay more attention to the grammar patterns rather than exact Hindi nouns. For instance if the child says “ladkA chair par baiThA hai”, let it go. Do not worry about correcting the chair to kursI. Let us build their confidence in grammar patterns first. We should especially excuse “nouns” and possibly gently remind them verbs/adjectives/adverbs etc. that they forget.
Techniques and nomenclature We can borrow some techniques used in ESL (English as a second language). Many involve drill and practice. It is effective when the instructor becomes a master in setting up and running verbal drills during class. Here are a few of the drills that can be commonly used across all lessons as you see fit in your class:
Repetition Drill The students are asked to repeat what the teacher says. This basic drill is often used to teach the lines of the dialog. Backward Build-Up Drill This drill is used when students are experiencing problems with the dialog. The teacher notices a problem word and works backward through the dialog emphasizing the word until the entire sentence is repeated correctly. For example, if the model sentence is, "She is going to school," and the students are having trouble with the word, "school," the teacher may run the repetition drill as follows: •
T: She is going to school.
•
S: She is going to sool.
•
T: School.
•
S: School.
•
T: Going to school.
•
S: Going to school.
•
T: She is going to school.
•
S: She is going to school.
Chain Drill In this drill the teacher begins by asking a student a question. The student answers the question and then proceeds to ask the next student the same question. The chain continues until everyone in the room has had a chance to ask and answer the question. This drill would obviously work better with smaller classes rather than very large ones. •
T: How are you?
•
S1: I am fine, thank you. (To S2) How are you?
•
S2: I am fine, thank you, (To S3) How are you?
•
S3: I am fine, thank you, (To S4) How are you?
Single-Slot Substitution Drill The teacher says a line from the dialog and then the teacher says another word (known as a "cue"). The students must repeat the line from the dialog, substituting the cue word. The teacher most often would use pictures to help with the meaning of the cue words. •
T: She is going to school.
•
S: She is going to school.
•
T: The store.
•
S: She is going to the store.
•
T: The post office.
•
S: She is going to the post office.
This same substitution can be used for language items other than nouns: •
T: She is going to school.
•
S: She is going to school.
•
T: He.
•
S: He is going to school.
•
T: We.
•
S: We are going to school.
Multiple-Slot Substitution Drill This is the same idea as for Single-slot subsitution drills, but rather than focusing on one single part of the sentence, the instructor prompts different cues, one at a time: •
T: She is going to school.
•
S: She is going to school.
•
T: The store.
•
S: She is going to the store.
•
T: We.
•
S: We are going to the store.
Transformation Drill The students must change the model sentence from one specific form to another. Examples of the transformation drill are as follows:
From affirmative to negative: •
T: He likes to eat carrots.
•
S: He does not like to eat carrots.
From active to passive: •
T: She opened the book.
•
S: The book was opened.
From direct speech to reported speech: •
T: My name is Mary.
•
S: She says her name is Mary.
From a statement to a question: •
T: I like carrots.
•
S: Do you like carrots?
Question and Answer Drill This one is pretty self-explanitory. Students are encouraged to anser questions very quickly and automatically. Use of Minimal Pairs With this drill the instructor uses pairs of words that differ from each other by only one sound. For example, the words "hat" and "hit." The students are asked to auditorily discriminate between the two sounds and then say the two words. It is thought that by comparing the two sounds side by side the students are better able to recognize and give the correct pronunciation. This drill can also be used to make a comparison between the students' native language and the target language. Grammar Game This is a variation of the Chain Drill which has been transformed into a game. In the Grammar Game the students engage in a word game using the alphabet. The teacher begins the game by setting up the particular situation:
•
T: I am going to the supermarket. I need some apples.
•
S1: I am going to the supermarket. He/she needs some apples. I need some bread (bananas, beans, etc.).
•
S2: I am going to the supermarket. He/she needs some apples. He/she needs some bread. I need some coffee.
If you are working with younger students you might not want them to repeat everything everyone has said before them. It might be better to have them repeat only what the person immediately before them said, or not have them repeat at all--they could just add their new item.
Transliteration rules The following English letter groups are used to transliterate to their Hindi equivalents: Vowels: a
A i I u U e ai, o au, .n, .H
Consonants:
(अ आ इ ई उ ऊ ए ऐ, ओ औ , अं , अः )
k kh g gh .n (क ख ग घ) ch chh j jh ~n (च छ ज झ) T Th D Dh N (ट ठ ड ढ ) t th d dh n (त थ द ढ न) p ph b bh m (प फ ब भ म) y r l v sh shh s h (य र ल व श ष स ह) kshh tr GY (क्ष तर् ज्ञ)
Exceptions: ड़
– R, ढ़ - .Dh, ऋ – Rri
2.
Introductions, (My/your), (I/you),
(yes/No), (This/That), Nouns Introductions Teacher says: मेरा नाम < नाम> है. आपका नाम क्या है? Student says मेरा नाम है. Make the children sit in a circle. Child A asks next ChildB : आपका नाम क्या है? ChildB says: मेरा नाम है. Child B asks next childC: आपका नाम क्या है? This way everyone has practiced asking and answering the question.
यह/ वह and Nouns 3.
Use a bunch of real objects or flashcards here. Keep the object/card for close to
you, point to it and say "यह है". Then walk a bit far and keep it there and come back and point to it far away and say "वह है". Practice the nouns with them by asking "यह/वह क्या है?" and insist on getting the Full sentence.
4. Now make ChildA randomly pick cards/object, then place it close or far and ask next person: "यह/वह क्या है?". Next ChildB has to answer FULLY यह/वह है. Then ChildB does the picking and asking and so on.
हाँ/नह and practice Nouns •
Point to a boy and say “यह लड़का है” and similar action with a girl. Do this a few times. Then ask a child क्या आप लड़का ह? The child answers नह , म लड़की हूँ or हाँ म लड़का हूँ and so on. Next, pick up a random flashcard and ask क्या यह है? The child has to answer हाँ यह है or नह यह नह है.
•
Let the children play 5 questions with each other: One child thinks of one of the nouns taught so far at random and tells you. The others ask one at a time: क्या यह है? The first child has to answer हाँ यह है or नह यह नह है. Note: Since the set of nouns taught today are already known, they should ask only based on what they have seen which is why 5 guesses are sufficient. You can rotate who answers.
इनका- इनकी and उनका -उनकी Use masculine nouns in below form. eg. जूता, ताला, िखलौना •
Point to a boy who is sitting close to you and and say (replace name) o यह लड़का है. यह इनका जूता है. o यह राम है. राम लड़का है. यह राम का जूता है.
•
Point to a girl who is sitting close to you and and say (replace name) o यह लड़की है. यह इनका जूता है. o यह लीला है. लीला लड़की है. यह लीला का जूता है.
Use feminine nouns in below form. eg. चाबी, कुसीर्, गाडी, घड़ी •
Point to a boy who is sitting close to you and and say (replace name) o यह लड़का है. यह इनकी चाबी है. o यह राम है. राम लड़का है. यह राम की चाबी है.
•
Point to a girl who is sitting close to you and and say (replace name) o यह लड़की है. यह की चाबी है. o यह लीला है. लीला लड़की है. यह लीला की चाबी है.
Note: Switch back and forth between masculine and feminine. Really EMPHASIZE on the ending sound and its effect on the grammar pattern. For eg. यह इनकी चाबी है. You can say this as yah iskeeee chAbeeeee hai for effect. Similarly, “यह इनका जूता है” can be said as yah iskaaaa jutaaaa hai for effect. For उनका –उनकी do the same thing by pointing to far off boy or girl. Now, hand flashcards to the children ask them to say similar sentences by pointing to each other and saying whose object it is. Other drills from the first chapter can be used as well if you wish.
PROPS/MATERIAL Nouns •
Point to real objects that are around you: kitAb (book), mej(table), kursI (chair), khidkI (window), darwAjA (door), Chitr (picture), kamIj (shirt), jUtA (shoe), ladkA(boy), ladkI (girl), aurat (woman), AdmI (man), ghadI (clock)
•
Flashcards: khilonA (toy), gAdI (car), gilAs (glass), peR (Tree), phUl (flower), chAbI (key), thalA (lock). The next few pages will contain pictures of these nouns that you can point to.
gAdI
khilonA
gilAs peR
phUl
thAlA
chAbI
3.
His-Her, Relationships
Revision Revision of introductions, previous nouns, हाँ/नह etc. Make sure they all get to speak and build up some confidence.
Relationships Please use flashcards at the end of this chapter. Use Neel and Tanya’s family to show भाई, बहन, िपताजी / पापा, माताजी/ माँ, दादा, दादी, नाना, नानी. Once again use the pictures to avoid speaking in English. By pointing they can easily understand. 1. The teacher introduces Neel and Tanya’s family as: यह नील है . नील लड़का है . यह ता या है . तनया लड़की है . नील ता या का भाई है . ता या नील की बहन है . यह नील के पापा ह. यह नील के िपताजी ह. यह ता या के पापा ह. यह तनया के िपताजी ह. यह नील और ता या के पापा ह. यह नील की माँ है . यह नील की माताजी ह. यह ता या की माँ है . यह तनया की माताजी है . यह नील और ता या की माँ है and so on with दादा दादी, etc 2. Question and answer session. The teacher holds the flashcard and asks यह कौन है ? A couple of times and gets answers from children turn by turn and later gets the children to ask each other.
Revision of इनका- इनकी with relationships Please use the same flashcards at the end of this chapter.
यह नील है . यह इनके पापा ह. यह नील है . यह इनकी माँ है . यह ता या है . यह इनके पापा ह. यह ता या है . यह इनकी माँ है . यह कौन है ? (Answer: यह नील/ता या है ?). Next hold up the parent picture and ask यह कौन है ? and get them to say यह इनके पापा ह or यह इनकी माँ है . Next hold up grandparents’ pictures and do the same drill.
Revision of उनका - उनकी with relationships Use a similar drill except keep the flashcards a bit farther and say वह नील है . वे उसके पापा ह. वह नील है . वह उनकी माँ है . वह ता या है . वे उसके पापा ह. वह ता या है . वह उनकी माँ है . and ask them वह कौन है ? And so on.
मेरी - मेरा आपके -आपकी Have the children ask each other about sisters, brothers, dad’s name, mom’s name etc. आपका भाई का नाम क्या है ? मेरा भाई का नाम है . आपकी बहन का नाम क्या है ? मेरी बहन का नाम है . आपके िपताजी/पापा का नाम क्या है ? आपकी माँ का नाम क्या है ?
Homework Listen to the audio snippet about Neel and Tanya’s family. Discuss about it.
bahan/bhAI नील की बहन तान्या है. तान्या का भाई नील है.
mA नील और तान्या की माँ.
Dad’s dad: dAdAjI नील और तान्या के दादाजी.
Dad’s mom: dAdIjI नील और तान्या की दादीजी.
Mom’s mom: nAnIjI नील और तान्या की नानीजी.
Mom’s dad: nAnAjI नील और तान्या के नानाजी.
4.
Verbs, Noun-verb combo
Revision •
Revision हाँ/नह and relationships.
•
Revision of previous nouns and add more
Verbs Please use the flashcards at the end of this chapter. जाना, आना, करना, भागना, उठना, बैठना, सोना, चड़ना, पड़ना, िलखना, खाना, पीना, etc. 3-word noun-verb combo
Alternate between a girl and a boy throughout the exercises. 1. Enacting: Say म लड़का हूँ. Pretend to run and say म भागता हूँ. Now call a child and make her do the same thing and say यह लड़की है . यह भागती है . (Or म लड़की हूँ. म भागती हूँ and यह लड़का है . यह भागता है .) Please stretch the ending sounds as ladkaaa and bhaagtaaaa so that they recognize the pattern and similarly ladkeeee and bhaagteeee. Do this for every verb above by emphatically acting it out and also pronouncing it emphatically but do NOT use English at all. 2. Use flashcards at the end of chapter and ask questions about each one. Even better get the children to do the chain-drill exercise described in the first chapter. यह क्या है या यह कौन है? यह क्या करता/करती है? यह लड़का क्या करता है ? यह लड़की क्या करती है ? (Please NO plurals yet. Again emphatically pronounce the ending sounds.) 3. Play dumb-charades limiting to only above verbs. Whisper into a child’s ear the verb. The child has to enact it. Child has to ask म क्या करता/करती हूँ? Others in the group have to guess what he or she is doing and say TWO complete sentences. a. “राम भागता है or लीला भागती है .” Should be said to the teacher AND b. आप भागते ह to Ram or Leela whoever is the child actor.
khAnA (Eating) लड़की खाना खाती है |
khAnA (Eating) लड़का खाता है | लड़का सेब खाता है |
pInA (To drink) औरत पीती है | औरत चाय पीती है
pInA (To drink) लड़का पीता है. लड़का शरबत पीता है.
baiThnA (To sit) khAnA (To eat) आदमी बैठता है | आदमी खाना खाता है |
bhAgnA (To run) औरत भगती है |
bhAgnA (To run) लड़का भागता है |
bhAgnA (To run) आदमी भागता है |
LikhnA (To write) लड़का िलखता है |
likhnA (To write) लड़की िलखती है |
khelnA (To play) कु ा खेलता है |
khelnA (To play) िबल्ली खेलती है |
Dhonaa (To wash) लड़की धोती है | लड़की प्लेट धोती है
Dhonaa (To wash) आदमी धोता है | आदमी हाथ धोता है
gAnA (To sing) लड़की गाती है | लड़की गाना गाती है
gAnA (To sing) लड़का गाता है | लड़का गाना गाता है |
gAnA (To sing) िचिड़या गाती है | िचिड़या गाना गाती है
gAnA (To sing) िहरण गाता है | िहरण गाना गाता है
sochnA (To think) आदमी सोचता है |
sochnA (To think) औरत सोचती है |
tairnA (To swim) मछली तैरती है
Tairnaa (To swim) दिरयाई घोड़ा तैरता है |
Tairnaa (To swim) लड़का तैरता है |
Tairnaa (To swim) लड़की तैरती है |
nAchnA (To dance) मोर नाचता है |
nAchnA (To dance) िबल्ली नाचती है |
nAchnA (To dance) औरत नाचती है |
nAchnA (To dance) आदमी नाचता है |
5.
Verbs, Commands
Possessive+Noun+Verb stmts Revision 1. Revise the previous lessons verb-noun present tense combos. For eg. कु ा भागता है, िबल्ली भागती है, म भागता हूँ, आप भागते ह, आप भागती ह.
His/Her noun-verb combo For example, इनका कु ा भागता है. इनकी िबल्ली भागती है. उनका कु ा भागता है. उनकी िबल्ली भागती है. 2. Multiple Substitution exercise (use previous chapter’s flashcards): o Teacher holds a िबल्ली flashcard and holds a flashcard showing “भागना”. o Teacher points to a child (Ram/Leela) and says यह राम की (लीला की) िब ली है . इनकी िबल्ली भागती है. o Later says राम की (लीला की) िबल्ली भागती है o Teacher then replaces the िबल्ली flashcard with a कु ा and says इनका कु ा भागता है. o Later says राम का (लीला का) कु ा भागता है. o Teacher uses several verb flashcards with िबल्ली and कु ा and repeats the above exercise. This time however, the children have to say the right sentences. Each child gets several turns. o Now use the relationship flashcards and combine with the verbs. For example, use the brother/sister flashcard instead of िबल्ली and try राम की बहन भागती ह and so on with brother, father, mother, grandparents etc.
My/Your noun-verb combo Eg. मेरा कु ा भागता है. मेरी िबल्ली भागती है. आपका कु ा भागता है. आपकी िबल्ली भागती है. 3. Chain drill with multiple substitution o Teacher gives an animal or relative flashcard to a child A. Depending on the flashcard, the childA says to the next childB: यह आपका कु ा है (Or यह आपकी िब ली है . यह आपका भाई है . यह आपकी बहन है . यह आपके िपताजी ह). o The teacher gives a verb flashcard to the first childA. The child combines the two flashcards and says to the next childB: आपका कु ा भागता है . o The next childB says: मेरा कु ा भागता है . o Now ChildB does the same thing as child A with a different set of flashcards to Child C and so on.
Commands Only respectful Commands: आप भािगए, आप चिढये, 4. Commander and soldiers: o
The teacher shows a verb flashcard to a child. Teachers says “आप भािगए”. The child pretends to run in place and says म भागता हूँ. /म भागती हूँ.
o
The teacher says आप भागते ह. /आप भागती ह.
o
The teacher asks the child to say the same thing to others and they run
o
Keep repeating with various verbs
6.
Telling time, time of day, days of the
week Numbers: 1-12. Revise plain numbers. You can get all the children to sit in a circle. You can point to a child and he/she starts with एक and one on left says दो and so on until you hit बारह. Then the next person says एक and so on. Do this 3-4 times so that the numbers are ingrained.
Telling the hour Please use the paper clocks provided or simply pull down the real clock in your class or draw the clock figure. Remember some of the 5 year olds may not know how to read the clock yet so focus on the hour hand with them and point to the number. The 6+ age group would know and should be able to translate. Please do not use English to translate. 1. Show the clock with random hours and ask the children to say the time. एक बजा है. दो बजे ह... (No half past or quarter past right now) 2. Do the reverse. They ask “िकतने बजे ह?” and you say दो बजे ह and ask the child to set the time. 3. Time game: Play the time game outside if the weather permits. The children have to stand about 12-15 feet away from you and ask “आंटी िकतने बजे ह?”. When you say अब तीन बजे ह, they advance 3 steps, and again they ask and you answer and they advance. When you say “अब बारह बजे ह” you run and try to catch them to “eat them”. They kids squeal with laughter with this game.
सुबह , दोपहर , श्याम , रात 4. When do you do X?: The teacher can explain these times of the day by miming all the actions of sleep and waking up and eating lunch and playing etc. You can also use
flashcards at the end of this chapter. No need to use English anywhere. You can also place the flashcards on the white board to show progression of these times during the day. •
Teachers says “आप कब सोते ह?” The child answers “म रात सोता हूँ.”
•
आप कब उठते ह? : म सब ु ह उठता हूँ.
•
After basic questions to establish the meaning of these words, revise by asking about when they toothbrush, when they take a bath, when they eat breakfast, when they play with friends, when the moon comes out etc.
5. What time do you do X? Do the same except ask them to be more specific about the time. Try this with as many verbs as possible.
आप कब उठते ह? म सात बजे उठता हूँ. आप कब सोते ह? म आठ बजे सोता हूँ.
Days of the week (if time permits otherwise skip) o
आज, अब, कल, परस .
o
subah, dopahar, shyaam, raath
o
आज रिववार है. (Only stick to future tense using है . कल सोमवार है . परस मंगलवार है ).
rAt (night)
subAh (morning)
Dopahar (afternoon)
sham (evening)
7.
Dinner Scenario: Verbs, Vegetables
etc Please use all the techniques used in the earlier chapters to revise the various verbs, nouns and time concepts specific to Dinner time. We have included a lot of flashcards at the end of the chapter to help you.
Verbs to be revised/introduced खाना , पकाना , पीना , धोना , बैठना , उठना , बात करना etc
Nouns to be introduced Vegetable names, Kitchen utensils and dinner ware, Table-chair,
Tastes to be introduced Use the taste flashcards at the end of this chapter.
Time रात , साथ बजे खता हूँ , etc
Commands Respectful only Ask the children to imagine that it is dinner time and do all the things that they normally do. You and eventually other children can “act as a parent” and command “आइये बैिठये. खाना खाईये.” etc. and other children say “ म बैठती हूँ. म खाती हूँ” etc. Use the various lesson plans earlier to talk about above concepts.
khAnA (To Eat) लड़की खाती है.लड़की खा रही है .
khAnA (To Eat) लड़का खाता है. लड़का खा रहा है.
PakAnA(To Cook) औरत पकाती है औरत खाना पकाती है.
PakAnA(To Cook) आदमी पकाता है. आदमी खाना पकाता है
pInA (To Drink) औरत पीती है.औरत कोफी पीती है . (पी रही है(
pInA (To Drink) Santa Claus पीता है. Santa Claus juice पीता है. (पी रहा है(
sAf karnA(To wash) वह साफ़ करता है. वह बतर्न साफ़ करती है .
baiThnA (to sit) आदमी बैठता है आदमी .खाता है. आदमी खाना खाता है .
baingan
bhindI
nimbU
TamaaTar
KakaRi/khiirA
adarak
pattAgobhii/Bandhgobii
maTar
bhuTTaa
laukI
gAjar
phUlgobI
khaTTA
ThandA
garam
namkIn
Ka.DvA
mIThA
TASTES tIkhA
rAt (Night)
8.
Waking up Scenario: Verbs, Nouns,
commands etc. The flashcards included at the end of this chapter show progression in time. For example, it starts off with the night scene, someone sleeping and then seeing a dream, then morning and waking up and then brushing teeth and so on.
Nouns: िब
तर, रजाई, तोिलया, साबुन, नल, पानी
Verbs: जागना /उठाना , सपना दे खना ,
toothbrush करना ,
नान करना , पोचना , पहनना , कंगी
करना .
Time: सबु ह, आठ बजे जागता हूँ, etc Commands Respectful only Ask the children to imagine that it is waking up time and do all the things that they normally do. You and eventually other children can “act as a parent” and command “आप उिठए. Toothbrush कीिजयी etc. and other children say “म उठती हूँ. म करती हूँ” etc. Use the various lesson plans earlier to talk about above concepts.
Once again please rely on interactive techniques from previous lessons to introduce/revise these words and sentences.
bistar
tauliyA
thakiyA
sAbUn
KapaRe kangI
rAt (Night)
sonA (To Sleep) लड़की सोती है.
sonA (To Sleep) लड़का सोता है.
sonA (To Sleep) िबल्ली सोती है.
sonA (To Sleep) कु ा सोता है.
sapnA dekhanA (To Dream)
लड़का सपना देखता है. लड़की सपना देखती है
subah (Morning)
jAgnA (To Wake Up) आदमी जागता है
jAgnA (To Wake Up) औरत जगती है.
dAnth sAf karna लड़का दांत साफ़ करता है. Singular/Masc
dAnth sAf karna लड़का दांत साफ़ करती है
snAn karna/nahAnA लड़का
ान करता है. लड़का नहाता है .
snAn karna/nahAnA लड़की
ान करती है. लड़की नहाती है.
sAbUn lagAnA (rubbing soap)
pochhanA (To wipe) लड़की प छती है .
pehannA (To wear) लड़का पहनता है. लड़की पहनती है. लड़का कपड़े पहनता है. लड़की कपड़े पहनती है.
kangI karnA लड़का कं गी करता है
9.
School Scenario: Verbs, Nouns,
Commands etc. The flashcards included at the end of this chapter show progression in time. For example, it starts off with the night scene, someone sleeping and then seeing a dream, then morning and waking up and then brushing teeth and so on.
Nouns: मेज, कुसीर्, िकताब, मैदान Verbs: पढना,
िलखना, शोर मचाना, चुप रहना, बात करना, खेलना, िचलाना, सन ु ना, रोना, हँ सना, धोना
Time: सबु ह, आठ बजे जाता हूँ, etc Commands Respectful only Ask the children to imagine that it is school time and do all the things that they normally do. You and eventually other children can “act as a teacher” and command “आप उिठए. काम कीिजयी etc. and other children say “म उठती हूँ. म काम करती हूँ” etc. Use the various lesson plans earlier to talk about above concepts.
Once again please rely on interactive techniques from previous lessons to introduce/revise these words and sentences.
School
subah (Morning)
jAnA (To Go) लड़की जाती है. (लड़की स्कू ल जाती है.)
jAnA (To Go) लड़का जाता है
Pa.DhanA (to read) लड़की पढ़ती है। लड़की िकताब पढ़ती है।
sIkhnA (to learn) लड़की सीखती है.
likhnA (To Write) लड़की िलखती है
likhnA (To Write) लड़का िलखता है
chup rahnA (to be silent) लड़का चुप रहता है.
khAnA (To Eat) लड़का खाता है. लड़का खाना खाता है.
khelnA (To Play) लड़का खेलता है.
khelnA (To Play) लड़की खेलती है
10. म and here/there (यहाँ/वहां) Review all nouns to be used with यहाँ/वहां 1. पानी, िगलास, चमच, लेट, घर, पेड़, फूल, म छली, नाव, िकताब, िड बा, •
Material required: water in a glass, plastic spoon, paper plate, book in school bag, pencil box in the bag and a paper boat. Also, please use the flashcards at the end of the chapter
