55077034-spoken-hindi-chapter-book.pdf

8/18/2019 55077034-Spoken-Hindi-Chapter-Book.pdf

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GURUKUL

2009

Spoken Hindi

Lesson Modules and Lesson

Plans

Ragini Narasimhan

[ T Y P E T H E C O M P A N Y A D D R E S S ]


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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/नह ंand practice Nouns ..................................................................................................... 14

इनका - इनक and उनका -उनक ................................................................................................... 14

Use masculine nouns in below form. eg. ज तूा , ताला , खलौना ............................................. 14

Use feminine nouns in below form. eg. चाबी , क ु स , गाडी , घड़ी ................................................. 14


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PROPS/MATERIAL .............................................................................................................. 15

Nouns ................................................................................................................................ 15

3. His-Her, Relationships ...................................................................................................... 17

Revision ................................................................................................................................ 17

Revision of इनका - इनक with relationships ............................................................................. 17

Revision of उनका - उनक with relationships............................................................................. 18

4. Verbs, Noun-verb combo .................................................................................................. 27

Revision ................................................................................................................................ 27

Verbs .................................................................................................................................... 27

3-word noun-verb combo .................................................................................................. 27

5. Verbs, Commands Possessive+Noun+Verb stmts ............................................................ 56

Revision ................................................................................................................................ 56

His/Her noun-verb combo ..................................................................................................... 56

My/Your noun-verb combo ................................................................................................... 57

Commands ........................................................................................................................... 57

6. Telling time, time of day, days of the week ....................................................................... 58

Numbers: 1-12. ..................................................................................................................... 58

Telling the hour ..................................................................................................................... 58

स बुह , दोपह , याम , ात ......................................................................................................... 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


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Commands Respectful only .................................................................................................. 61

8. Waking up Scenario: Verbs, Nouns, commands etc. ........................................................ 74

Nouns ................................................................................................................................... 74

Verbs: ................................................................................................................................... 74

Time: .................................................................................................................................... 74


9. School Scenario: Verbs, Nouns, Commands etc. ............................................................ 94

Nouns ................................................................................................................................... 94

Verbs: ................................................................................................................................... 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 औ घड़ा ............................................................................................................. 108

11. Plurals, कतने ................................................................................................................ 123

12. Prepositions: On/प , left/बाए,ं right/दाय , front/सामन,े behind/पीछे, near/पास , नीचे. ............... 130

13. Adjectives (बडा , हका , भीगा …) .......................................................................................... 130

14. "And/ औ ", But/प Also/भी and More Adjectives (छोटा , कब , सता , भा , स खूा , ऊप , अछा ,

प ुाना , नाटा , ठंडा , पतला , द बुला , बदस ूत , म खूर, साफ ) ............................................................................. 131

15. Adverbs ........................................................................................................................ 131

16. Past tense .................................................................................................................... 131

17. More past tense ........................................................................................................... 131

18. Mixture of past and present .......................................................................................... 131


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19. जब – तब .......................................................................................................................... 131


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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 ofsome 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 H indi.


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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 त ुम 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- इनक and उनका –उनक 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 .ँ वह करती ह ैवह करता ह.ै

• Present continuous tense to be AVOIDED in the early modules: म कर रहा ँ. 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 involvedrill 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:


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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?


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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' nativelanguage 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:


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• 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 (अ आ इ ई उ ऊ ए ऐ, ओ औ , अं , अः )

Consonants

: 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 ल व श ष स ह )

kshh tr GY ( )

Exceptions: ड़ – R, ढ़ - .Dh, ऋ – Rri


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2. Introductions, (My/your), (I/you),

(yes/No), (This/That), Nouns

Introductions

Teacher says: मे रा नाम < नाम> ह.ै आपका नाम या ह?ै Student says मे रा नाम ह.ै

Make the children sit in a circle.

Child A asks next ChildB : आपका नाम या ह?ै

ChildB says: मे रा नाम ह.ै

Child B asks next childC: आपका नाम या ह?ै

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

या 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 या ह?ै". Next ChildB has to answer FULLY यह/वह ह.ै Then ChildB

does the picking and asking and so on.


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हा/ँ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 या आप लड़का ह? The child answers नह, म लड़क ँor हाँ म लड़का ँand

so on. Next, pick up a random flashcard and ask या यह ह?ै The child has to

answer हा ँयह ह ै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: या यह ह?ै

The first child has to answer हाँ यह ह ै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- इनक and उनका -उनक

Use masculine nouns in below form. eg.ज

ू

ता

,ताला

,ि लौना

• Point to a boy who is sitting close to you and and say (replace name)

o यह लड़का ह.ै यह इनका जू ता ह.ै

o

यह राम है. राम लड़का ह.ै यह राम का जू ता ह.ै

• Point to a girl who is sitting close to you and and say (replace name)

o यह लड़क ह.ै यह इनका जू ता ह.ै

o यह लीला है. लीला लड़क ह.ै यह लीला का जू ता ह.ै

Use feminine nouns in below form. eg.चाबी

,स

,गाडी

,घड़ी

• Point to a boy who is sitting close to you and and say (replace name)

o

यह लड़का ह.ै यह इनक चाबी है.

o यह राम है. राम लड़का ह.ै यह राम क चाबी है.

• Point to a girl who is sitting close to you and and say (replace name)

o

यह लड़क ह.ै यह क चाबी है.o यह लीला है. लीला लड़क ह.ै यह लीला क चाबी ह.ै


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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 चा बी 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 –उनक 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.


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khilonA

gAdI

gilAs

peR

phUlchAbI

thAlA


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3. His-Her, Relationships

Revision

Revision of introductions, previous nouns, हाँ/नह etc. Make sure they all get to speak andbuild 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 / मा,ँ दादा , दाद , 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 ह.ै नील लड़का ह.ै

यह ताया ह.ै तनया लड़क ह.ै

नील ताया का भाई ह.ै

ताया नील क बहन ह.ै

यह नील के पापा ह . यह नील के पताजी ह .

यह ताया के पापा ह . यह तनया के पताजी ह .

यह नील औ ताया के पापा ह .

यह नील क मा ँह.ै यह नील क माताजी ह .

यह ताया क मा ँह.ै यह तनया क माताजी ह.ै

यह नील औ ताया क मा ँह ैand so on with दादा दाद , etc

2.

Question and answer session. The teacher holds the flashcard and asks यह कौन ह?ै Acouple of times and gets answers from children turn by turn and later gets the children

to ask each other.

Revision of इनका- इनक with relationships

Please use the same flashcards at the end of this chapter.


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यह नील ह.ै यह इनके पापा ह .

यह नील ह.ै यह इनक मा ँह.ै

यह ताया ह.ै यह इनके पापा ह .

यह ताया ह.ै यह इनक मा ँह.ै

यह कौन ह?ै (Answer: यह नील /ताया ह?ै).

Next hold up the parent picture and ask यह कौन ह?ै and get them to say यह इनके पापा ह or

यह इनक मा ँह.ै

Next hold up grandparents’ pictures and do the same drill.

Revision of उनका - उनक with relationshipsUse a similar drill except keep the flashcards a bit farther and say वह नील ह.ै व ेउसके पापा ह .

वह नील ह.ै वह उनक मा ँह.ै

वह ताया ह.ै व ेउसके पापा ह .

वह ताया ह.ै वह उनक मा ँह.ै

and ask them वह कौन ह?ै And so on.

मरेी - मरेा आपक-आपक

Have the children ask each other about sisters, brothers, dad’s name, mom’s name etc.

आपका भाई का नाम या ह?ै

मेा भाई का नाम ह.ै

आपक बहन का नाम या ह?ै

मे बहन का नाम ह.ै

आपके पताजी /पापा का नाम या ह?ै

आपक मा ँका नाम या ह?ै

Homework

Listen to the audio snippet about Neel and Tanya’s family. Discuss about it.


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ParivAr (Family)

Neel, Tanya, pApA

aur mA


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pithAjI/pApA नीलके पापा /ि पताजी . तायाके पापा /ि पताजी .


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bahan/bhAI नील क बहन ताया ह.ै ताया का भाई नील ह.ै


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mA नील और ताया क मा.ँ


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Dad’s mom: dAdIjI नील और ताया क दादीजी.


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Mom’s mom: nAnIjI नील और ताया क नानीजी.


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Mom’s dad: nAnAjI नील और ताया के नानाजी.


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4. Verbs, Noun-verb combo

Revision

•

Revision हा/ँनह and relationships.• Revision of previous nouns and add more

Verbs

Please use the flashcards at the end of this chapter.

जाना , आना , कना , भागना , उठना , बठैना , सोना , चड़ना , पड़ना , लखना , खाना , पीना , etc.

3-word noun-verb comboAlternate between a girl and a boy throughout the exercises .

1. Enacting:

Say म लड़का ह ू ँ. Pretend to run and say म भागता ह ू ँ. Now call a child and

make her do the same thing and say यह लड़क ह.ै यह भागती ह.ै (Or म लड़क ह ू ँ. म

भागती ह ू ँ and यह लड़का ह.ै यह भागता ह.ै) 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 या है या यह कौन ह?ै

यह या करता/करती ह?ै

यह लड़का या कता ह?ै यह लड़क या कती ह?ै

(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 या कता /कती ह ू ँ? Others in the group

have to guess what he or she is doing and say TWO complete sentences.

a. “ ाम भागता ह ैor लला भागती ह.ै” Should be said to the teacher AND

b.

आप भागत े ह to Ram or Leela whoever is the child actor.


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khAnA (Eating) लड़क खाना खाती ह ै|


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khAnA (Eating) लड़का खाता ह ै| लड़का से ब खाता ह ै|


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pInA (To drink)औरत पीती ह ै| औरत चाय पीती है


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pInA (To drink) लड़का पीता ह.ै लड़का शरबत पीता ह.ै


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baiThnA (To sit)

khAnA (To eat)आदमी बै ठता ह ै| आदमी खाना खाता है |


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bhAgnA (To run)औरत भगती ह ै|


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bhAgnA (To run) लड़का भागता ह ै|


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bhAgnA (To run)आदमी भागता ह ै|


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LikhnA (To write) लड़का िलखता ह ै|


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likhnA (To write) लड़क िलखती ह ै|


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khelnA (To play) कुा खे लता ह ै|


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khelnA (To play)ि बली खेलती ह ै|


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Dhonaa (To wash)आदमी धोता ह ै| आदमी हाथ धोता ह ै


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gAnA (To sing) लड़क गाती ह ै | लड़क गाना गाती ह ै


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gAnA (To sing) लड़का गाता ह ै| लड़का गाना गाता है |


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gAnA (To sing)ि िचड़या गाती ह ै| ििचड़या गाना गाती है


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gAnA (To sing)ि हरण गाता ह ै| िहरण गाना गाता ह ै


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sochnA (To think)आदमी सोचता ह ै|


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sochnA (To think)औरत सोचती ह ै|


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tairnA (To swim) मछली तै रती ह ै


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Tairnaa (To swim) दरयाई घोड़ा तै रता ह ै|


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Tairnaa (To swim) लड़का तैरता ह ै|


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Tairnaa (To swim) लड़क तैरती ह ै|


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nAchnA (To dance) मोर नाचता ह ै|


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nAchnA (To dance)ि बली नाचती ह ै|


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nAchnA (To dance)औरत नाचती ह ै|


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nAchnA (To dance)आदमी नाचता ह ै|


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5. Verbs, Commands

Possessive+Noun+Verb stmts

Revision

1. Revise the previous lessons verb-noun present tense combos. For eg. कुा भागता ह,ै

ि बली भागती ह,ै म भागता ,ँ आप भागत ेह, आप भागती ह.

His/Her noun-verb combo

For example, इनका कुा भागता है. इनक िबली भागती ह.ै उनका कुा भागता है. उनक िबली भागती है.

2.

Multiple Substitution exercise (use previous chapter’s flashcards :

o Teacher holds a िबली flashcard and holds a flashcard showing “भागना ”.

o Teacher points to a child (Ram/Leela) and says यह ाम क (लला क ) बल ह.ै

इनक िबली भागती ह.ै

o Later says ाम क (लला क ) िबली भागती ह ै

o

Teacher then replaces the िबली flashcard with a कुा and says इनका कुा भागता है .o Later says ाम का (लला का ) कुा भागता ह.ै

o Teacher uses several verb flashcards with िबली and कुा 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 िबली and try ाम क बहन भागती ह and

so on with brother, father, mother, grandparents etc.


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My/Your noun-verb combo

Eg. मे रा कुा भागता ह.ै मे री िबली भागती ह.ै आपका कुा भागता ह.ै आपक िबली 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 क ु ा ह ै(Or यह आपक

बल ह.ै यह आपका भाई ह.ै यह आपक बहन ह.ै 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 क ु ा भागता ह.ै

o The next childB says: मेा क ु ा भागता ह.ै

o

Now ChildB does the same thing as child A with a different set of flashcards toChild C and so on.

Commands

Only respectful Commands: आप िभागए, आप चढय,े

4.

Commander and soldiers:

o The teacher shows a verb flashcard to a child. Teachers says “आप भागए ”. The

child pretends to run in place and says म भागता .ँ /म भागती .ँ

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


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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 बाह . 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 ह.ै दो बज ेह... (No half past or quarter past right now)

2. Do the reverse

. They ask “कतन ेबज े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 “आ ंटी कतन ेबज ेह?”. When you say अब

तीन बज े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.

सबुह , दोपहर , शयाम , 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


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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 सोत ेह ?” The child answers “म ात सोता ह ू ँ.”

• आप कब उठत ेह ? : म स बुह उठता ह ू ँ.

• 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 उठत ेह ? म सात बज ेउठता ह ू ँ.

आप कब सोत ेह ? म आठ बज ेसोता ह ू ँ.

Days of the week (if time permits otherwise skip)

o आज, अब, कल, परस.

o subah, dopahar, shyaam, raath

o आज िरववार ह.ै (Only stick to future tense using ह.ै कल सोमवा ह.ै पस मगंलवा

ह)ै.


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rAt (night) subAh (morning)

Dopahar (afternoon) sham (evening)


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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 , बठैना , उठना , बात कना 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

ात , साथ बज े खता ह ू ँ , 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 बिैठये. खाना

खाईय.े” etc. and other children say “ म बठैती ह ू ँ. म खाती ह ू ँ” etc. Use the various lesson plans

earlier to talk about above concepts.


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khAnA (To Eat) लड़क खाती है . लड़क खा रही है.


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khAnA (To Eat) लड़का खाता ह.ै लड़का खा रहा ह.ै


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PakAnA(To Cook)औरत पकाती है औरत खाना पकाती है.


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PakAnA(To Cook)आदमी पकाता ह.ै आदमी खाना पकाता है


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pInA (To Drink)औरत पीती है .औरत कोफ पीती है. (पी रही ह(ै


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pInA (To Drink)Santa Claus पीता ह.ै Santa Claus juice पीता ह.ै (पी रहा है(


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sAf karnA(To wash) वह साफ़ करता ह.ै वह बतरन साफ़ करती है .


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bainganTamaaTar

bhindI

KakaRi/khiirA

nimbU

adarak


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khaTTA namkIn

ThandA Ka.DvA

garam mIThA

tIkhA

TASTES


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rAt (Night)


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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: बत , जाई , तोलया , साब नु , नल , पानी

Verbs: जागना /उठाना , सपना देखना , toothbrush कना , नान कना , पोचना , पहनना , कंगी

कना .

Time: स बुह , आठ बज ेजागता ह ू ँ, etc


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 िउठए . Toothbrush

कजयी etc. and other children say “म उठती ह ू ँ. म कती ह ू ँ” 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.


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bistarthakiyA

tauliyA sAbUn

KapaRe kangI


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rAt (Night)


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sonA (To Sleep) लड़क सोती ह.ै


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sonA (To Sleep) लड़का सोता ह.ै


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sonA (To Sleep)ि बली सोती ह.ै


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sonA (To Sleep) कुा सोता ह.ै


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sapnA dekhanA (ToDream) लड़का सपना दे खता ह.ै लड़क सपना दे खती ह ै


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subah (Morning)


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jAgnA (To Wake Up)आदमी जागता ह ै


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jAgnA (To Wake Up)औरत जगती ह.ै


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dAnth sAf karna लड़का दां त साफ़ करता ह.ै Singular/Masc


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dAnth sAf karna लड़का दां त साफ़ करती ह ै


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snAn karna/nahAnA लड़का ान करता ह.ै लड़का नहाता ह.ै


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snAn karna/nahAnA लड़क ान करती ह.ै लड़क नहाती ह.ै


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sAbUn lagAnA(rubbing soap)


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pochhanA (To wipe)लड़क पछती ह.ै


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pehannA (To wear) लड़का पहनता ह.ै लड़क पहनती ह.ै लड़का कपड़ ेपहनता ह.ै लड़क कपड़े पहनती ह.ै


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kangI karnA लड़का कंगी करता ह ै


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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 , क ु स , कताब , मदैान

Verbs: पढना , लखना , शो मचाना , च पु हना , बात कना , खेलना , चलाना , स नुना , ोना , ह ँसना , धोना

Time: स बुह , आठ बज ेजाता ह ू ँ, etc


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 िउठए . काम

कजयी etc. and other children say “म उठती ह ू ँ. म काम कती ह ू ँ” 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.


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School


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subah (Morning)


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jAnA (To Go) लड़क जाती ह.ै (लड़क कूल जाती ह.ै)


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jAnA (To Go) लड़का जाता ह ै


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Pa.DhanA (to read) लड़क पढ़ती ह।ै लड़क कताब पढ़ती है।


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likhnA (To Write) लड़क िलखती ह ै


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chup rahnA (to be silent) लड़का चु प रहता ह.ै


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khAnA (To Eat) लड़का खाता ह.ै लड़का खाना खाता ह.ै


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khelnA (To Play) लड़का खे लता ह.ै


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10. म and here/there (यहा/ँवहा)ं

Review all nouns to be used with यहाँ/वहा ं

1. पानी , गलास , चमच , लटे , घ , पेड़ , फ ूल , मछल , नाव , कताब , डबा ,

• 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 theflashcards

at the end of

the chapter

• Place the object close and say यहाँ ह.ै Later move it far and say वहा ँ

ह.ै

In (म) (Please use clipart at end of chapter)

2.

Teacher shows several examples first.

o पानी गलास म ह.ै गलास म या ह?ै गलास म पानी ह.ै पानी गलास म ह.ै

o चमच कहा ँह?ै चमच लटे म ह.ै लटे म या ह?ै लटे म चमच ह.ै

o ाम कहा ँह?ै ाम क ूल म ह.ै

o ाम के पापा कहा ँह ? ाम के पापा घ म ह .

o ाम क मा ँकहा ँह?ै ाम क मा ँगाडी म ह.ै म क ूल म ह ू ँ. o Maybe a lame idea but maybe fun: Create a song with tune from Anuraag movie.

Wah kya hai: Ek Thaali hai.

Us thaali mein? : Ek chamach hai etc.

2. The teacher then puts an object in another and asks questions

o गलास म या ह?ै : Child has to answer गलास म पानी ह.ै

o Bag म या ह?ै : Bag म कताब ह.ै

o

Remove the book and ask again to next child Bag म या ह?ै : Bag म डबा (Box) ह.ै o डब ेम या ह?ै : डब ेम pencils ह .

3. Now teacher puts a paper boat in the glass of water. Put the glass on the plate. Do the chain drill

exercise. Note how it changes a bit from या to कहा ँmidway. (You can try variations with

different objects.)

o Child A: इस लटे म या ह.ै Child B: लटे म गलास ह.ै


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o Child B: इस गलास म या ह.ै Child C: गलास म पानी ह.ै

o Child C: पानी म या ह?ै Child D: पानी म मछल ह.ै

o Child D: मछल कहा ँह?ै Child E: मछल पानी म ह.ै

o Child F: पानी कहा ँह?ै ChildA: पानी गलास म ह.ै

o ChildA: गलास कहा ँह?ै ChildB: गलास लटे म ह.ै

4. If you have the series of boxes one inside another with various colors, you can use it to

show the same concept.

Where do you do this task (review verbs as well)

Eg. ाम कहा ँखेलता ह?ै ाम playground म खेलता ह.ै

5.

Review verbs: खेलना , खाना , काम कना , नान कना (नहाना ), लखना 6. Now teacher discusses several questions about where these tasks are done

o आप कहा ँखेलत ेह ? म playground म खलेता ह ू ँ.

o आप कहा ँखात ेह ? म घ म खाता ह ू ँ. म dining room म खाता ह ू ँ

o आपके पताजी कहा ँ काम कत े ह ? मेे पापा office म काम कत ेह .

o आप कहा ँसोत ेह . म म सोती ह ू ँ

o आप कहा ँनहात ेह म म नहाती ह ू ँ

o आप कहा ँलखती ह ू ँ. म कताब म लखती ह

ू ँ. म क ूल म लखती ह

ू ँ.

STORY for Snack time:

Maybe कौवा और घड़ा

Use all previously learnt concepts and do not add any other concept. Story to be added below.


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dUdh (milk), gilAs (glass)

biskuT (biscuits), plate

ि गलास म दू ध ह ै | ले ट मि बकुट ह ै|


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kaTorI (small bowl),

chamach (spoon)

कटोरी म चमच ह ै|


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chamach (spoon),

jHaaj (ship), paanii (water)

चमच म या ह ै? चमच म पानी ह ै|

पानी म या ह ै? पानी म जहाज ह ै|


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Haath (hand), guitar

लड़क के हाथ म या है ? लड़क के हाथ मि गटार है |


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AsmAn (sky),

havAI jhAj (airplane)

आसमान म या ह ै? आसमान म हवाई-जहाज ह ै|


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pAnI (water), laDkI (girl)

पानी म कौन ह ै? पानी म लड़क ह ै|


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ja.Ngal, hAThI (elephant)

जं गल म कौन ह ै? जं गल म हाथी ह ै|


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Kai.NchI(scissors), hAth (hand)

हाथ म या ह ै? हाथ म कची ह ै|


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pAnI (water), kamal (lotus)

पानी म या ह ै? पानी म कमल ह ै|


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ThAlI (plate), phal (fruits)

थाली म या ह ै? थाली म फल ह ै|


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ghoslA (nest), a.NdA (egg)

घसले म या है ? घसले म अं ड़ ेह |

घसल ेम कतन ेअं ड ेह ? घसल ेम तीन अं ड़ ेह |


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11. Plurals, िकतन े

o यह क ु ा ह.ै य ेक ु ेह .

o वह बल ह.ै व ेबलया ँह .

o यहा ँबल ह.ै यहा ँबलया ँह . यहा ँएक बल ह.ै वहा ंदो बलया ँह.ै o वहा ंबल ह.ै वहा ंबलया ँह .

o एक बल ोती ह.ै दो बलया ँोती ह . एक क ु ा चढ़ता ह.ै तीन क ु ेचढ़ते ह

o कतन ेक ु ेह ? तीन क ु ेह .

SECOND STORY GOES HERE: Monkey and caps would be perfect for plurals and

earlier stuff


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ghoslA (nest), a.NdA (egg)

घसले म या ह ै? घसल ेम अंड़ ेह |

घसल ेम कतने अं ड ेह ? घसले म तीन अं ड़ ेह |


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sitArA (star), AsmAn (sky)

आसमान म या ह ै? आसमान म तारे ह |आसमान म कतन ेतारे ह ? आसमान म तीन तारे ह |


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tAlAb (pond), machhalI (fish)

तालाब म या है ? तालाब म मिछलयॉ ह | तालाब म कतने ह ? तालाब म दो मिछलयॉ ह |


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maidAn (playground),

bache (children)

मै दान म कौन ह ै? मै दान म ब ेह |

मै दान म कतने ब ेह ? मै दान म तीन बे ह |


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gARI (car), log (people) गाड़ी म कतन ेलोग ह ? गाड़ी म दो लोग ह


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parivAr(family), log (people)

इस परवार म कतन ेलोग ह ? इस परवार म तीन लोग ह

तु हारे परवार म कतन ेलोग ह ?


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12. Prepositions: On/पर, left/बाए,

right/दाय, front/सामन,े behind/पीछ,

near/पास, नीच.े

7. Note: Noद

ू

र

because we do not want to use "स

द

ू

र

" yet.

o Review all the nouns by placing objects in relative positions to practice prepositions.

o कताब टेबल प ह.ै

o प सल टेबल के नीच ेह.ै

o टेबल क ु स के दाय ह.ै

o क ु स लड़के के सामन ेह.ै

o लड़का लड़क के बाए ंह.ै

o लड़क आटं के पीछे ह.ै

o आटं दवाज़ ेके पास ह.ै

13.

Adjectives (बडा, हका, भीगा…)

o गीला, नीच,े बु रा, खराब, काला, नया, लबा, गरम, आलसी, मोटा, सु दर, चतु र, गं दा)

o Review prepositions with Adjectives

एक बड़ा कताब टेबल प ह.ै

एक छोटा प सल टेबल के नीच ेह.ै

STORY 3: Ulta-pulta Jungle: I have the story.


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14. "And/ और , But/ पर Also/ भी and

More Adjectives (छोटा, करीब, सता, भारी,

सूखा, ऊपर, अछा, परुाना, नाटा, ठडा, पतला,

दबुला, बदसरूत, मखू, साफ)

15.

Adverbs

16. Past tense

55077034-spoken-hindi-chapter-book.pdf

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