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Hindi Syllabus G 1- 6 Flipbook PDF
Hindi Syllabus G 1- 6
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Hindi
Teaching and Learning Syllabus
Grades 1 to 6
Mauritius Institute of Education & Mahatma Gandhi Institute under the aegis of Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Teaching and Learning Syllabus Hindi
The Teaching and Learning Syllabus refers to the content of what is to be taught, and to the knowledge, skills, competencies, attitudes and values that are to be developed. It articulates concisely the specific learning outcomes for each grade as per the NCF 2015 and features achievable learning outcomes that represent a Teaching and Learning road map. • The focus of the TLS Clear Statements of what Learners must Achieve
Achievement Criteria and Levels
FOCUS OF THE TEACHING AND LEARNING SYLLABUS
Progression and Sequence of Topics across Grades
Currency and Relevancy in Content
Detailed Content/Topics to be Covered and Skills to be Developed
• Clear statements of what learners must achieve The TLS spells out the specific learning outcomes that learners are expected to achieve progressively in terms of knowledge, understanding, skills, 21st Century Competencies, attitudes and values during each year of schooling, from Grades 1 to 6.
• Currency and relevancy in content The TLS ensures currency and relevance of content and acquisition of developmentally-appropriate concepts and skills.
• Detailed content/topics to be covered and skills to be developed The TLS details the content and topics to be covered as well as the skills to be developed for each grade while addressing the problem of curriculum overload and stress.
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• Progression and sequence of topics across grades The TLS outlines the scope and sequence of the specific learning outcomes for each grade. It indicates the grade in which knowledge, concepts, skills and processes related to the learning outcomes are introduced, based on a spiral curriculum. The learning outcomes are progressively sequenced across grades.
• Achievement criteria and levels The TLS defines assessment criteria that are scaffolded and represent clear measurable outcomes. The levels reflect the competencies in terms of knowledge, skills, values and attitudes expected to have been acquired by learners. The development of achievement levels are meant to assist in the differentiation of teaching, learning and assessment so that the curriculum is accessible to all learners.
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Contents Rationale
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The Development of 21st Century Competencies and Hindi Expected Learning Outcomes for Hindi
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Scope and Sequence of Content Areas for Hindi
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 1
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 2
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 3
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 4
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 5
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Generic Learning Competencies, Topics and Specific Learning Outcomes of Hindi for Grade 6
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Annex: Transliteration Comparison
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RATIONALE The Hindi Teaching and Learning Syllabus states the necessary language competencies the primary school learners are expected to acquire at theend of each grade. Hindi language is taught as a second language in Mauritius. The learning content takes into consideration all the factors of L2 acquisition with due importance to the pedagogical as well as the socio‐politico‐economic and cultural aspects of Mauritius specifically, and the global context generally. Competencies for each skill have been developed in conformity with the teaching maxim ‘simple to complex’ in a sequential and graded manner for the smooth internalisation of the different concepts by the learners. The presentation of content in a continuum will also enhance the teaching and learning process by allowing for the planning and assessment of learning by educators. The document will also prove to be a very effective tool for textbook writers, examiners, evaluators, parents and other stakeholders.
THE DEVELOPMENT OF 21ST CENTURY SKILLS AND HINDI Hindi is one of the most widely spoken languages of the world. It is a very important medium of instruction, is used in academic research, culture and business. Today we witness an increasing degree of digitalisation of the language. Competencies in Hindi related to the soft and hard skills are capable of promoting effective and functional citizenry both in the local and global contexts. Thus, socio‐politico‐economic advancement and stability can be ensured, eventually leading to a positive impact on the quality of life, while the development of key competencies can contribute towards nation building and social justice.
Civic Skills
Learning Skills
21st CENTURY COMPETENCIES FOR ALL LEARNERS
Information and Communication Skills
Critical, Creative and Innovative Thinking Skills
Personal and Social Skills
Figure 1: 21st Century Competencies for All Learners 5
EXPECTED LEARNING OUTCOMES FOR HINDI
At the end of Grade 6 learners should be able to
• Listen with understanding to familiar aural texts/messages • Express their ideas with clarity, with emphasis on tone, pitch and pronunciation, when spoken in a variety of situations • To read loudly with understanding and reasonable fluency age-appropriate texts by varying pitch and tone, and with correct pronunciation • To read silently meaningfully age-appropriate texts with relative fluency • To express their ideas on familiar topics of interest in writing correctly and legibly with relative fluency • To acquire knowledge of his own culture together with that of others • To access information from different media • To participate effectively in group activities and community programmes • To develop a critical, creative and innovative thinking in the language
The expected learning outcomes for Hindi are spelt out below. The table represents the scope and sequence of the specific learning outcomes at each grade level with respect to the expected learning outcomes to be attained at the end of Grade 6. Grades
Expected Learning Outcomes Listening with understanding
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Listen to familiar oral text/messages with understanding in the language
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Listen and distinguish various sounds of consonants/vowels Listen and distinguish some taught words Listen and enjoy nursery rhymes, poems and stories Speaking
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Practice oral courtesies; greet and seek permission properly
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Pronounce correctly and use appropriate intonation patterns for the language
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Speak in classroom and cultural gatherings, at home, and with native as well as diasporic speakers
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Express their ideas on familiar topics and topics of interest orally
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Vary intonation patterns, pitch and tone, and pronounce correctly with proper stress while speaking and reading aloud
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Use the language effectively for the purpose of practical communication with peers, family and others in a variety of situations
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Reading with understanding
Read with understanding words, sentences and texts written in the languages
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Read fluently and derive meaning from a range of age‐appropriate texts
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Recognise new words, identify main points of texts, understand, recall, rearrange or infer ideas from texts
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Writing
Write short and appropriate texts/ or sentences on a variety of themes related to authentic life experiences accurately
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Write simple narrative and descriptive compositions about given topics, events, stories using accurate spelling, syntax and grammar
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Use the language to express ideas and thoughts effectively and in a logical sequence
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Grammar, Vocabulary and Sentence Structure
Acquire and use a wide range of vocabulary in real life situations and in cultural settings
Acquire ability to write phrases using acquired vocabulary
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Acquire ability to write simple sentences with acquired vocabulary and with proper use of grammar
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Values and Appreciation of the Language
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Demonstrate essential values in daily life
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Acquire ability to write complex sentences with confidence Use of ICT Access information from common forms of media Able to use basic tools related to ICT Able to drag and drop in appropriate place Able to understand the instruction given in the multimedia CD Demonstrate the ability to do the exercises without support Type alphabets, words and sentences
• Scope and Sequence of Content Areas for Hindi The table indicates the grade at which content areas related to the expected learning outcomes are introduced and sequenced and the grade levels at which they are progressively developed. Show an interest in and an appreciation for learning the language
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SCOPE AND SEQUENCE OF CONTENT AREAS FOR HINDI The table indicates the grade at which content areas related to the expected learning outcomes are introduced and sequenced and the grade levels at which they are progressively developed.
Grades
Content Areas
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Verbs – Finite Infinite Relative participle Verbal participle Affirmative Verb Negative verb Direct Verb Indirect Verb Transitive Verb (present tense) Transitive verb (past tense) Intransitive verb (present tense) Intransitive verb (past tense) Adverb – Place Manner (positive degree) Interrogative Time Frequency Certainty Post‐positions
Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral Oral
Oral Oral Oral • • • • • Oral Oral Oral Oral •
Case‐markers Nominative Accusative Instrumental Dative Ablative Genetive Locative Vocative Vocabulary – Synonym Antonym Singular – Plural Gender – Masculine/Feminine Adjective – Quality, Positive degree Quantity Demonstrative Distributive
Oral Oral Oral Oral Oral Oral
Oral Oral Oral Oral
Comparison of Adjective: Comparative degree and Superlative degree, adjective number
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Noun – Noun of things Noun of place Noun of time Honorific singular noun Verbal Noun
• Oral ‐ Oral
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‐ Oral
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Singular – Plural Gender – Masculine/Feminine Adjective – Quality, Positive degree Quantity Demonstrative Distributive
Oral Oral Oral
Comparison of Adjective: Comparative degree and Superlative degree, adjective number
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Noun – Noun of things Noun of place Noun of time Honorific singular noun Verbal Noun Participle Noun Pronoun – Interrogative, Personal Demonstrative, Possessive Distributive Emphatic Reciprocal Tenses – Simple Present Present Continuous Present Perfect Simple Past Past continuous Past Perfect Future tense Future perfect tense
• Oral ‐ Oral
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Oral Oral Oral Oral
‐ Oral Oral Oral Oral Oral 7
Conjunctions Postpositions Numerals (1‐10 including 0) Numerals (11‐ 30) Numerals (31 – 50) Numerals (51 ‐ 70) Numerals (71‐ 100 ) Numerals ( 101 ‐ 500, 501‐1000, 10 000, 100 000, 1000 000 ) Sentence structures: Simple sentence Imperative Optative Declarative Interrogative Affirmative Negative Complex Compound Active Passive
Oral • • •
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Oral Oral Oral Oral Oral Oral Oral Oral
Oral Oral Oral • Oral • Oral •
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GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF HINDI FOR GRADE 1 Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 1 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 1, learners should be able to: 1.1.1 Identify sounds of some consonants and/or vowels. Listening with Sounds/phonetics E.g. Vowels: a, A, e Understanding Vowels, consonants Vowel marks: A, i, I, u, U, ai Identification of some common words Consonants: ka, ga, gha, Ta, ta, na, pa, pha, ma, ba, bha, ra, la Nursery Rhymes, Songs and Poems Numerals 1to 10 1.1.2 Identify syllabic sounds. E.g. ka KA KI Ku KU KAI etc. Topics Self‐introduction 1.1.3 Identify sounds of some common words used daily. My Class E.g. nAm, ghar, laRkA, laRkI, sir, pustak, gulAb, Am, kuttA, bulbul etc. Body Parts Body Parts ‐ Functions 1.1.4 Understand meaning of phrases and sentences. Tap E.g. barA seb, nal kA pAni sAf hai House Family 1.1.5 Enjoy listening to short and simple rhymes, poems and songs. Fruits E.g. Poems – tawA, jIwan hai pAnI Flowers Songs – phar phar uRtI jAe patang Clothings Rhyme – candA mAmA (integrated from Bhojpuri) Ornaments Vegetables 1.1.6 Begin to understand how the language is spoken through small aural Foods texts (poems, songs and stories). Sports/Games E.g. Song – pAyal baje chamcham Toys Story – kachuA aur khargosh Animals Birds 1.1.7 Follow simple instructions (e.g. Come in, open the door) orally. Picture‐based story ‐ The Tortoise and The E.g. Andar Ao ! darwAzA kholo ! Hare kakshA ke Age Ao! pIche jAo! etc. Integration of Bhojpuri (multimedia) Demonstrate the ability to understand and to respond to simple Rhymes, poems, songs and cartoons 1.1.8 (multimedia) 1.1.8 Demonstrate the ability to understand and to respond to simple statements, questions and comments. statements, questions and comments. E.g. gulAb ek phool hai. E.g. gulAb ek phool hai. 9 bakrI ek pashu hai. bakrI ek pashu hai. rasoIghar mein kyA hai. rasoIghar mein kyA hai. yaha kamal sundar hai. yaha kamal sundar hai.
Speaking Speaking
Phonetics/sounds Phonetics/sounds Vowels, consonants, syllabics Vowels, consonants, syllabics Poems, songs, stories Poems, songs, stories Common words related to daily usage Common words related to daily usage Numerals ‐ 1 to 10 Numerals ‐ 1 to 10 Greetings Greetings
Reading with Pronunciation understanding 10 Reading of sentences, phrases, words (with picture support)
2.1.1 Pronounce clearly some consonants and/or vowels (as per 1.1.1). 2.1.1 Pronounce clearly some consonants and/or vowels (as per 1.1.1). 2.1.2 Pronounce clearly some syllabic sounds (as per 1.1.2). 2.1.2 Pronounce clearly some syllabic sounds (as per 1.1.2). 2.1.3 Pronounce clearly some sounds of some common words used daily (as 2.1.3 Pronounce clearly some sounds of some common words used daily (as per 1.1.2). per 1.1.2). 2.1.4 Participate in recitation of rhymes, poems and singings (as per 1.1.3). 2.1.4 Participate in recitation of rhymes, poems and singings (as per 1.1.3). 2.1.5 Begin to engage in simple and oral activities (e.g. greeting, gratitudes). 2.1.5 Begin to engage in simple and oral activities (e.g. greeting, gratitudes). E.g. namaste, pranAm, namaskAr, dhanyavAd Ravi etc. E.g. namaste, pranAm, namaskAr, dhanyavAd Ravi etc. 2.1.6 Speak clearly about self (eg. name, age). 2.1.6 Speak clearly about self (eg. name, age). E.g. merA nAm ‐‐‐‐‐‐‐ hai. main cAr sAl kA hUM. E.g. merA nAm ‐‐‐‐‐‐‐ hai. main cAr sAl kA hUM. main pahlI kakshA mein hUM. main pahlI kakshA mein hUM. main ‐‐‐‐‐‐‐ rahtA hUM. etc. main ‐‐‐‐‐‐‐ rahtA hUM. etc. 2.1.7 Ask and answer questions about pictures with support. 2.1.7 Ask and answer questions about pictures with support. E.g. Picture – Children playing in schoolyard E.g. Picture – Children playing in schoolyard Questions – bacce kahaM hain? bacce kyA kar rahe hain ? Questions – bacce kahaM hain? bacce kyA kar rahe hain ? yaha larkI kyA kar rahi hai ? etc. yaha larkI kyA kar rahi hai ? etc. 2.1.8 Ask for permission. 2.1.8 Ask for permission. E.g. Main andar A saktA hUM? E.g. Main andar A saktA hUM? main bAhar jA SaktA hUM? main bAhar jA SaktA hUM? kripayA mujhe AjyAn dIjiye! kripayA mujhe AjyAn dIjiye! 2.1.9 Can say 'yes' or 'no' depending upon situations. E.g. hAM, nahin, jI hAM gurujI, nahin Ravi etc. 3.1.1 Show interest in pre‐reading exercises. 10 10 E.g. yaha pustak hai (supported by picture) 3.1.2 Adopt good posture while reading. E.g. sIdhe baiTho, ThIK se baiTho Age dekho etc.
Reading with Pronunciation understanding Reading of sentences, phrases, words (with picture support) Introduction of letters/syllabics Picture reading Numerals
Writing
Grammar, Vocabulary Sentence Structure
Pre‐writing, step‐by‐step writing of alphabets Copy words, phrases and simple sentences Draw pictures, colouring, collage Matching picture‐picture, picture‐word, word‐word, picture‐phrase, picture‐ sentence Fill missing vowel/consonant in words with picture support Fill missing word in sentence with piture support Counting 1 to 10
Introduction of some common words and nouns, pronouns, funtional verbs, adjectives, adverbs, case markers (post‐ positions) Common sentences in present tense Counting 1 to 10
2.1.9 Can say 'yes' or 'no' depending upon situations. E.g. hAM, nahin, jI hAM gurujI, nahin Ravi etc. 3.1.1 Show interest in pre‐reading exercises. E.g. yaha pustak hai (supported by picture) 3.1.2 Adopt good posture while reading. E.g. sIdhe baiTho, ThIK se baiTho Age dekho etc. 3.1.3 Recognise and name some consonants and/ or vowels (as per 1.1.1). 3.1.4 Match sounds to their corresponding consonants and/or vowels (as per 1.1.1). 3.1.5 Match sounds to their corresponding syllables (as per 1.1.2). 3.1.6 Begin to use simple strategies (eg. Decoding cues, word spacing) to read printed words. E.g. paRho: yaha ghar hai. 3.1.7 Derive meaning from pictures using visual cues (e.g. actions, gestures). E.g. paRho aur samjho: amal pAnI pItA hai. 3.1.8 Read aloud level‐appropriate short texts with support. E.g. yaha anAr hai. anAr ek phal hai. latA amal ko anAr detI hai. amal anAr khAtA hai. amal anAr khAtA hai. 4.1.1 Show awareness of basic writing mechanics through drawings (e.g. paper position, posture, hand grip). Pre‐writing (to join dotted vertical, horizontal and diagonal lines; to draw different lines, triangles, rectangles, semi‐circles, circles etc.) 4.1.2 Demonstrate the ability to recognize, discriminate visually and match various shapes. Matching – picture/picture, word/word, picture/word etc. 4.1.3 Express ideas through drawing (e.g. colouring and labeling of a mango; labelling of body parts etc.). 11 4.1.4 Step‐by‐step writing of learnt alphabets. 4.1.5 Recognise and write some consonants and/ or vowels (as per 1.1.1). 4.1.6 Join two letters/alphabets together to form small words. E.g. na la nala, A ma A ma, ka ma la kamala ....... 4.1.7 Complete given words with one consonant or vowel. 4.1.8 Complete counting with the correct number. E.g. ६............८...........१० 4.1.9 Copy a few familiar words and simple sentences correctly. E.g. pAtI, Kalam, papItA ek phal hai. ........ 4.1.10 Match simple sentences with the correct pictures. E.g. main dauRtA hUM. (Picture with a boy saying ‐ main dauRtA hUM) 5.1.1 Use demonstrative, personal, possessive pronouns and pronominal adjectives. E.g. yaha, ye, waha, main, merA, merI, etc. E.g. pronominal adjectives ‐ yaha merA bastA hai possessive pronouns ‐ yaha bastA merA hai 5.1.2 Use some common adjectives. E.g. barA/barI, choTA, choTI, sAf/mailA, sundar, garam/ThandA etc. 5.1.3 Use simple case markers. E.g. mein, par, ko, kA/kI and se 12 5.1.4 Use adverbs. E.g. Yahan, wahan, ke Age/ke pIche, bhi, ke andar, ke bAhar ....... 5.1.5 Use conjunction ‘aur’. 5.1.6 Use imperative mood. E.g. Ao/jAo, uTho/baiTho etc. 5.1.7 Use simple present tense. E.g. Verbs ‘to be’ – main houn, tum ho/ tu hai/ Ap hain ,AtA 11 hai/jAtA hai, dauRtA hai/ dauRtI hai 5.1.8 Name body parts. E.g. sir, kAn, AMkh, nAk, MUMh, dAMt .......
Use of ICT Use of ICT
5.1.4 Use adverbs. E.g. Yahan, wahan, ke Age/ke pIche, bhi, ke andar, ke bAhar ....... 5.1.5 Use conjunction ‘aur’. 5.1.6 Use imperative mood. E.g. Ao/jAo, uTho/baiTho etc. 5.1.7 Use simple present tense. E.g. Verbs ‘to be’ – main houn, tum ho/ tu hai/ Ap hain ,AtA hai/jAtA hai, dauRtA hai/ dauRtI hai 5.1.8 Name body parts. E.g. sir, kAn, AMkh, nAk, MUMh, dAMt ....... 5.1.9 Name some water sources. E.g. nal, nadi,tAlAb ........ 5.1.10 Name different parts of the house. E.g. baiThak, snAnghar, rasoIghar ........ 5.1.11 Name different parts of a house/classroom. E.g. farsh, chat, dIwAl, darwAzA, khIRkI, ...... 5.1.12 Name some classroom objects. E.g. kursI, mez, shyAmpaT/shwetpaT, almArI, pankhA, kURAdAN, khaRI, shwetpaT lekhnI, jhAran ........ 5.1.13 Name some personal belongings. E.g. kApI, pustak, kalam, kalamdAn, rabaR, rUmAl, mug, botal, TokrI ....... 5.1. 14 Name some foods and beverages he/she takes in his/her daily life. 5.1. 14 Name some foods and beverages he/she takes in his/her daily life. E.g. Milk, tea, juice , roTI, bhAt, cAwal, dAl, tarkArI, paNIr, makkhan E.g. Milk, tea, juice , roTI, bhAt, cAwal, dAl, tarkArI, paNIr, makkhan
5.1.15 Name some common clothings, dresses and ornaments. 5.1.15 Name some common clothings, dresses and ornaments. 13 E.g. jhaglA, patlUn, kamiZ, bAlI, cURI etc. E.g. jhaglA, patlUn, kamiZ, bAlI, cURI etc. 5.1.16 Name some common fruits(phal). 5.1.16 Name some common fruits(phal). E.g. seb, nArangI, Am, anAr, papItA, kelA, nAshPaTI ...... E.g. seb, nArangI, Am, anAr, papItA, kelA, nAshPaTI ...... 5.1.17 Name some vegetables (sabziyAm). 5.1.17 Name some vegetables (sabziyAm). E.g. AlU, TamATar, gobhI, phUlgobhI, karelA, bhiNDI, maTar E.g. AlU, TamATar, gobhI, phUlgobhI, karelA, bhiNDI, maTar 5.1.18 Name some flowers (phUl). 5.1.18 Name some flowers (phUl). E.g. gulAb, gendA, kamal, sUrajmukhI, amaltAs, gulaicI E.g. gulAb, gendA, kamal, sUrajmukhI, amaltAs, gulaicI 5.1.19 Name some common sports and games. 5.1.19 Name some common sports and games. E.g. gend, golI, patang ..... E.g. gend, golI, patang ..... 5.1.20 Count 1 to 10 5.1.20 Count 1 to 10 Script Teaching Script Teaching Introduction to the use of ICT tools Introduction to the use of ICT tools 6.1.1 Click on the button to view the writing (alphabets and syllabics as 6.1.1 Click on the button to view the writing (alphabets and syllabics as per 1.1.1 & 1.1.2). per 1.1.1 & 1.1.2). Age‐appropriate multimedia materials as Age‐appropriate multimedia materials as 6.1.2 Click on the correct letter for the sounds he/she hears. 6.1.2 Click on the correct letter for the sounds he/she hears. per pupil's workbook per pupil's workbook E.g. na, nA, ni, nI, nu, nU, nai E.g. na, nA, ni, nI, nu, nU, nai 6.1.3 Click on the word for the picture. 6.1.3 Click on the word for the picture. E.g. hAth, darWAzA E.g. hAth, darWAzA Vocabulary Development Vocabulary Development 6.1.4 Click on the animals/birds to learn the word. 6.1.4 Click on the animals/birds to learn the word. E.g. sinh, bAgh, gAy, kuttA, murgA, kabUtar E.g. sinh, bAgh, gAy, kuttA, murgA, kabUtar 6.1.5 Drag and drop the fruits/vegetables/ flowers in their baskets. E.g. Am, anrUd, TamATar, gobhI, gulAb, gendA. School Related Words 14 14 6.1.6 Drag and drop the words heard. E.g. skUl/ pAThshAlA, kakshA, jhaNdA, kur Numerals 6.1.7 Drag and drop the numeral word heard on the number box Colours 6.1.8 Drag and drop the word heard on the colour box. E.g. pIlA, lAl, nIlA etc.
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 2 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 2, learners should be able to: 12Listening with Poems, songs, rhymes, stories with 1.2.1 Discriminate between sounds of consonants and/or vowels. Understanding support of pictures Vowels इ( i) ई( I) उ( u) ऊ( U) ए(e) ओ( o) औ( au) अं (an) Vowel marks e ai o au an Numerals 1 to 30 Consonants kha ca cha ja jha Tha
E.g. skUl/ pAThshAlA, kakshA, jhaNdA, kur Numerals 6.1.7 Drag and drop the numeral word heard on the number box Colours 6.1.8 Drag and drop the word heard on the colour box. E.g. pIlA, lAl, nIlA etc.
GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF HINDI FOR GRADE 2
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 2 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 2, learners should be able to: 1.2.1 Discriminate between sounds of consonants and/or vowels. Listening with Poems, songs, rhymes, stories with Understanding support of pictures Vowels इ( i) ई( I) उ( u) ऊ( U) ए(e) ओ( o) औ( au) अं (an) Vowel marks e ai o au an Numerals 1 to 30 Consonants kha ca cha ja jha Tha Da Dha Na tha da dha Greetings ya wa sha sa ha Ra Rha za Follow instructions 1.2.2 Discriminate among different syllabic sounds. Topics ja jA ji jI ju jU je jai jo jau jan Tamarind za zA zi zI zu zU ze zai zo zau zan etc. Carrot Bus Road Holi (Festival) Weather 1.2.3 Develop further understanding of how the language is spoken through aural texts. The Fruitseller 15 E.g. poems ‐ dUdh, indradhanush Milk songs ‐ holi, phal Lid (utensil) stories ‐ pyAsA kauwa, bandar aur topIvAlA Tools Wool 1.2.4 Recognise words, phrases and simple sentences in spoken language. Drawing Room E.g. imlI pakkI imlI Forest peR par pakkI imlI hai. Frock Sugacane 1.2.5 Follow simple instructions (e.g. colour, draw, write, read and match) Tambourine E.g. shabd ko citra se milAo. Rainbow citra banAo Hands rang bharo aur vAkya likho. Sparrow 1.2.6 Show understanding of simple words and sentences through story telling Stories The Monkeys and the Hatseller (e.g. stories as per 1.2.3). The Thirsty Crow Picture Reading with five sentences A Parrot Windy Weather A Tomato Field Grand‐Mother's Birthday 2.2.1 Pronounce clearly and accurately some consonants and/or vowels (as per Speaking Integration of bhojpuri 1.2.1). Songs, Poems 2.2.2 Pronounce clearly and accurately some syllabic sounds (as per 1.2.2). Riddles 2.2.3 Pronounce clearly and accurately sounds of some common words used Cartoons daily. (The Clever Hare) E.g. phal dUdh bas mausam jhaglA Ikh gauraiyA bIllI dukAn ........ 2.2.4 Begin to demonstrate awareness of how meaning is conveyed through voice qualities. E.g. stress, tone, volume through reciting poems and rhymes E.g. poems ‐ saRak banI hai lambI cauRi ......., dUdh 16 2.2.5 Begin to engage in simple oral activities spontaneously (e.g. welcome, introducing self). E.g. main rAj hUm. tumhArA nA m kyA hai? tumhAra swAgat hai. 2.2.6 Begin to engage in oral activities and simple communication using basic words related to common colours, family, school items, body parts, animals, birds, fruits, vegetables and lowers (e.g. what colour is your hair?). E.g. tumhAre bAlon kA rang kaisA hai? tumhAre bAl kaise hain ? tumhAre pitAjI kA nAM kyA hai? tum hAth se kyA karte ho ? ek jAnwar/pakS I kA nAm lo? mAM kahAM se sabzI kharIdtI hai? 13 2.2.7 Use known words in the language to interact with simple aural text. E.g. laRkA paTrI par caltA hai. 2.2.8 Ask and answer questions about pictures.
birds, fruits, vegetables and lowers (e.g. what colour is your hair?). E.g. tumhAre bAlon kA rang kaisA hai? tumhAre bAl kaise hain ? tumhAre pitAjI kA nAM kyA hai? tum hAth se kyA karte ho ? ek jAnwar/pakS I kA nAm lo? mAM kahAM se sabzI kharIdtI hai? 2.2.7 Use known words in the language to interact with simple aural text. E.g. laRkA paTrI par caltA hai. 2.2.8 Ask and answer questions about pictures. E.g. Pictures with sentences patang uRAnA, dAdIjI kA janmadin, jangal, Ikh kI khetI Reading with 3.2.1 Show interest in reading activities. understanding 3.2.2 Adopt good posture and position while reading. 3.2.3 Recognise and name common alphabets (as per 1.2.1). 3.2.4 Recognise and read some syllables (as per 1.2.2). 3.2.5 Match sounds with their corresponding consonants/or vowels. 3.2.6 Match numbers with number words. 3.2.7 Use simple strategies (e.g decoding, cues, word spelling) to read printed words. E.g. dUdh se dahI BantA hai. dUdha dU dha 3.2.8 Use sight vocabulary to read words and simple sentences. 17 E.g. AnjU angUr kharIdtI hai (with picture) 3.2.9 Read and name the days of the week. 3.2.10 Derive meaning from illustrations, visuals, graphics with support 3.2.11 Derive understanding from written texts drawing or visual support (actions, gestures). E.g. Bacce rang se khelte hain. (with picture) 3.2.12 Read aloud level‐ appropriate short texts with support. E.g. Picture reading with sentences ‐ TamATar kA khet Writing Step‐by‐step writing of introduced 4.2.1 Demonstrate use of appropriate strategies to engage in writing tasks (e.g. letters (consonants & vowels). posture, hand grip). 4.2.2 Show basic writing mechanics (e.g. directional spacing) and write all Copy words, phrases and simple common alphabets: step‐by‐step writing. sentences. 4.2.3 Show increasing use of simple writing strategies. 4.2.4 Form words from cluster of letters and copy words and phrases. Matching. E.g. Dha pa nI DhapnI Filling of words with correct letters. mAM DhapnI mAMjtI hai. Filling of sentences with correct words. 4.2.5 Write accurately age‐ appropriate words using spelling strategies (e.g. matching sounds). Drawing, colouring and collage. E.g. uMglI (picture of a finger) 4.2.7 Complete simple sentences using given words. kalAI (picture of wrist) E.g. laRkA phal .......... (kATTA hai , kATTI hai) ........ pat lUn sItA hai Numerals 1 to 30. (darjI , nAI) 4.2.6 Complete words with appropriate letters. ba ... picture of a bus ... van picture of a building r...TI picture of a loaf bread 4.2.7 Complete simple sentences using given words. E.g. laRkA phal .......... (kATTA hai , kATTI hai) ........ pat lUn sItA hai (darjI , nAI) 18 5.2.1 Demonstrate use of some commonly pronouns in familiar contexts. Functional and notional words. Grammar, (E.g. main, hum, waha, tu, tum, Ap) Vocabulary and Simple sentences in simple present Sentence 5.2.2 Demonstrate use of some common possessive adjectives. tense. Structure E.g. mera /merI/ mere, tera / terI/tere, tumhara/ tumharI/tumhare. Yaha merI kalam hai. Numerals 1 to 30. mere pitAjI kAm karte hain. Grammar, Functional and notional words. 5.2.1 Demonstrate use of some commonly pronouns in familiar contexts. 5.2.3 Demonstrate use of some common possessive pronouns. Vocabulary and (E.g. main, hum, waha, tu, tum, Ap) Yaha kalam merI hai. Sentence Simple sentences in simple present waha bastA terA hai. Structure tense. 5.2.2 Demonstrate use of some common possessive adjectives. E.g. mera /merI/ mere, tera / terI/tere, tumhara/ tumharI/tumhare. 5.2.4 Use conjunction aur. Numerals 1 to 30. Yaha merI kalam hai. 5.2.5 Demonstrate understanding of common action verbs (e.g. come, go) mere pitAjI kAm karte hain. through picture recognition. 5.2.5 Demonstrate use of some common verbs in simple present tense and 5.2.3 Demonstrate use of some common possessive pronouns. present continuous tense in agreement with number and gender. Yaha kalam merI hai. E.g. Main imlI khata huM. waha bastA terA hai. UmA bas mein caRhatI hai. 14 LaRki saRak par calti hai. 5.2.4 Use conjunction aur. main gIt gA rahA houn. 5.2.5 Demonstrate understanding of common action verbs (e.g. come, go) laRkA dauR rahA hai. through picture recognition.
Numerals 1 to 30.
Use of ICT
Use of ICT
E.g. mera /merI/ mere, tera / terI/tere, tumhara/ tumharI/tumhare. Yaha merI kalam hai. mere pitAjI kAm karte hain. 5.2.3 Demonstrate use of some common possessive pronouns. Yaha kalam merI hai. waha bastA terA hai. 5.2.4 Use conjunction aur. 5.2.5 Demonstrate understanding of common action verbs (e.g. come, go) through picture recognition. 5.2.5 Demonstrate use of some common verbs in simple present tense and present continuous tense in agreement with number and gender. E.g. Main imlI khata huM. UmA bas mein caRhatI hai. LaRki saRak par calti hai. main gIt gA rahA houn. laRkA dauR rahA hai. mausIjI lauT rahI hain. etc. 5.2.6 Demonstrate use of qualitative adjectives. 19 E.g. harI, lambA/ lambI, chotA / chotI, mIThA/ mIThI, maTiyAlA/ maTiyAlI, kaccA/ kaccI, cauRA/ cauRI. maTiyAlI imlI, lambI bas 5.2.7 Demonstrate use of case markers ‐ par, main, se, ko, ke liye. E.g. laRkA shAm ...... AtA hai. (ko, kA) rachnA saRak par ...... calTI hai. (par) sacin bas ...... utartA hai. (se) peR ..... Am girtA hai. (se) ablative main kalam ....... likhtA hUm. (se) reinforcement of instrumental ratan bulbul ....... dAne kharIDtA hai. (ke liye) etc. 5.2.8 Demonstrate use of adverbs. Reinforcement of already learnt adverbs + ke kinAre 5.2.10 Demonstrate understanding of vocabulary by matching words with pictures, sentences with pictures, singular and plurals, masculine and feminine. E.g. match words with pictures ‐ pankhA picture of a pair of spectacles ‐ ainak Match sentences with pictures. E.g. mainA ek pakSI hai/picture of a parrot totA ek pakSI hai/picture of a mainA Singular and plurals E.g. yaha hAth hai. ye hAth hain. 5.2.13 Use words to complete simple sentences. E.g. nAnAjI maTar ...... (kharIdre hain, kharIdtI hain) 5.2.16 Use of suffix jI denoting respect to elders ‐ pitAjI, nAnAjI, phUphUjI. 5.2.14 Rearrange words to make simple sentences. 5.2.15 Give antonyms of some words. E.g. sAf, subah, garam, baRA, bAein, dhUp ..... 5.2.16 Use of suffix jI denoting respect to elders ‐ pitAjI, nAnAjI, phUphUjI.
Age‐appropriate multimedia as per 20 pupil's work book. Vocabulary Development 6.2.5 Drag and drop the names of different professionals in the appropriate boxes with pictures of professionals at work. Age‐appropriate multimedia as per E.g darji, baRhaI (a tailor at work, a cabinet‐maker at work) . pupil's work book. Vocabulary Development 6.2.5 Drag and drop the names of different professionals in the appropriate 6.2.6 Click on the scenes to learn the word. boxes with pictures of professionals at work. E.g bAzAr, gAjar kA khet, kapRe ki dukAn E.g darji, baRhaI (a tailor at work, a cabinet‐maker at work) . 6.2.7 Drag and drop the names of the means of transport in their baskets. 6.2.6 Click on the scenes to learn the word. E.g. bas, lorry, kAr, sAikil E.g bAzAr, gAjar kA khet, kapRe ki dukAn 6.2.8 Numerals: Drag and drop the numeral words he hears on the number box 6.2.7 Drag and drop the names of the means of transport in their baskets. 1 to 30. E.g. bas, lorry, kAr, sAikil 6.2.9 Colours: Paint objects with different colours. 6.2.10 Reading: Click and print the words in order to write the correct sentence 6.2.8 Numerals: Drag and drop the numeral words he hears on the number box and read sentences with accompaning picture. 1 to 30. 6.2.11 Appreciate cartoons (stories) with ten accompanying sentences. 6.2.9 Colours: Paint objects with different colours. E.g PyAsA kauwA. The Thirsty Crow, The Hatseller and the Monkeys. 6.2.10 Reading: Click and print the words in order to write the correct sentence and read sentences with accompaning picture. 6.2.12 Songs 6.2.11 Appreciate cartoons (stories) with ten accompanying sentences. Appreciate songs E.g PyAsA kauwA. The Thirsty Crow, The Hatseller and the Monkeys. E.g. le lo nAshtA , sabzI…….. 6.2.12 Songs Appreciate songs E.g. le lo nAshtA , sabzI…….. 15
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 3 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 3, learners should be able to: 1.3.1 Discriminate between sounds of consonants and/or vowels. Listening with Poems, songs, stories, Vowel RR(c) Understanding conversations/dialogues. Conjunct consonants: kSha tra jyan shra pra kka nna dhya etc. Topics My Mother 1.3.2 Show a positive attitude towards listening for enjoyment. My Friend 1.3.3 Listen with appreciation to a range of aural texts. Banana E.g. Conversation ‐ Lessons ‐ Phone par bAT, kapRe kI dukAn, macchar The Sage Short stories ‐ kaBUtar aur cinTI, JhUThA carwAhA Conversation on Phone On the Road 1.3.5 Follow simple commands (student ‐ student, teacher ‐ teacher in classroom Our Flag Situations. Vimal's Field E.g. KaksA ke SAmne Ao. The Pigeon and the Ant kAksA ke pIchE jAo. Sia's Cat apnI hindI kI pustak kholo. Raksha Bandhan (Festival) ShyAmpaT ke pAs jAo. Cloth Shop SIdhe/ThIk se baitho etc. Yash's Birthday Computer 1.3.6 Listen to simple conversations on our national heritage. Mosquitoes A Sea Trip E.g. morIshas kA jhanDA kaisA hai. jhaNde mein kitne rang hain. Stories The Liar Shepherd 22 The Crane and the Crab The Fox and the Crow Rajiv's Flower Garden Integration of Bhojpuri Poems, songs and cartoons Numerals 1 to 50. Speaking Poems, songs, stories, picture reading and 2.3.1 Pronounce clearly and accurately consonants and vowels. rhymes. 2..3.2 Recite poetry and sing songs with appropriate voice qualities (e.g. tone,volume,stress). Numerals 1 to 50. 2.3.3 Give one word answers. E.g. Kela kahAM lagtA hai? paudhe par rakshA bandhan kyA hai? tyohAr 2.3.4 Give answers in full sentence. E.g. Aditya aur lakSmI mAM ke sAth kahAM hain? Aditya aur lakSmI mAM ke sAth dukAn mein hain. 2.3.5 Use right phrases for greetings and politeness. E.g. badhAI ho ! , shubh kAmnAein ! , janma din mangalmay ho! kripayA andar Aiye, kShamA karo/ kIjiye etc. 2.3.6 Ask simple questions when listening to small stories, poems, songs. E.g. Stories ‐ kabUtar aur cinTI ‐ baheliyA kyA kartA hai ? lomRI aur kauwA ‐ lomRI kaisA jAnwar hai ? jhUThA carwAhA ‐ carwAhA kab bheRon ko carAtA hai ? bagulA aur kekRA ‐ bagulA kahAM rahtA hai ? Poems ‐ billI mausI, rAkhI Song ‐ samudra 23 2.3.7 Engage in oral activities/conversations using age‐appropriate vocabulary. E.g. Lesson ‐ merA mitra, fon par bAt, song‐ morishas hai desh hamArA. 2.3.8 Derive meaning from simple conversations, discussions in both everyday life and classroom situations. E.g. Lesson ‐ kapRe kI dukAn, macchar, samudra bhramaN 2.3.9 Participate in classroom discussions following turn‐taking conventions. 16
GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF ARABIC FOR GRADE 3
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lomRI aur kauwA ‐ lomRI kaisA jAnwar hai ? jhUThA carwAhA ‐ carwAhA kab bheRon ko carAtA hai ? bagulA aur kekRA ‐ bagulA kahAM rahtA hai ? Poems ‐ billI mausI, rAkhI Song ‐ samudra 2.3.7 Engage in oral activities/conversations using age‐appropriate vocabulary. E.g. Lesson ‐ merA mitra, fon par bAt, song‐ morishas hai desh hamArA. 2.3.8 Derive meaning from simple conversations, discussions in both everyday life and classroom situations. E.g. Lesson ‐ kapRe kI dukAn, macchar, samudra bhramaN 2.3.9 Participate in classroom discussions following turn‐taking conventions. 2.3.10 Narrate an event or story based on pictures followed by ten or so sentences. 24 E.g. Story ‐ bagulA aur kekRA, lomri aur kauwA.
2.3.11 Answer questions related to their daily lives using appropriate vocabulary. E.g. saRak par, computer, merI mAM, merA mitra, saRak par etc. 3.3.1 Recognise and name alphabets ( as per 1.1.1, 1.2.1 and 1.3.1 ) on Reading with Sound of words Black/whiteboard and in exercise books. understanding Words Picture reading 3.3.2 Recognise syllables in words. E.g. Syllabic segmentation of words containing consonants and vowels ‐ Reading of simple and compound कक्षा,शत्र,ु ज्ञानी,िप्रया, िक्रया,etc. sentences with emphasis on conjuncts (with relative fluency). 3.3.3 Read handwriting on black/whiteboard and in exercise books. 3.3.4 Analyse words into sounds and letters. Numerals 1 to 50 (counting). E.g. pyArI pyA rI, nAshtA nAsh tA, mitra mi tra, pakkA pak kA, KaccA kac cA etc. 3.3.5 Engage in wide range of reading activities with pleasure and understanding. 3.3.6 Derive understanding from written texts drawing on visual support and text features. 3.3.7 Read, understand and infer simple information from text. E.g. ReshmA ki maM kaisI ha? saRak par kahAM calnA cAhie etc.) 3.3.8 Read aloud level‐appropriate short texts. Writing Exercises related to words that were 4.3.1 Recognise and write all alphabets correctly (with emphasis on conjunct taught: consonants and vowel mark Ri ) Drawing 4.3.2 Words, phrases and simple sentences with proper spacing and order. Matching 4.3.3 Rearrange simple sentences with jumbled words. Collage E.g. cUstA hai khUn macchar, Puzzles Macchar khUn cUstA hai 4.3.4 Begin to use appropriate vocabulary and attend to spelling strategies through a range of strategies. 4.3.5 Write simple words and small sentences through dictation. 25 E.g. Meri mAM, ram merA mitra hai.etc 4.3.6 Write accurately age appropriate words using spelling strategies (e.g. matching sounds) and word recognition. 4.3.7 Check spelling accuracy (e.g. using a dictionary). 4.3.8 Demonstrate use of simple punctuations, simple action verbs, adjectives and 26 prepositions in simple sentences. Punctuations E.g. yaha vimalji kA khet hai. Dada‐dadI, mAM‐bAp aur bhaI‐bahan baiThak men hain. etc. Simple action verbs E.g. mein saRak pAr kartA houn. Vaha anuj kI ArtI utArtI hai. Adjectives (possessive) E.g. merA bhAI kheltA hai. terI kamIz harI hai. tumhAre dAdA jI ainak lagAte hain. hamArA bagIcA harA‐bharA hai. hamAre gurujI kahAnI sunAte hain. hamArI almArI baRI hai. Prepositions E.g. bel par kumhaRA lagtA hai. Macchar se bachkar raho. 17 Yaha RishijI kA Ashram hai. mAM kI bahan jatI hai. Abhay ke chAchAjI ache hain.
Grammar, Vocabulary Sentence Structure
18
Introduction of some common words and Notion words Function words Simple and compound sentences Tenses
Adjectives (possessive) E.g. merA bhAI kheltA hai. terI kamIz harI hai. tumhAre dAdA jI ainak lagAte hain. hamArA bagIcA harA‐bharA hai. hamAre gurujI kahAnI sunAte hain. hamArI almArI baRI hai. Prepositions E.g. bel par kumhaRA lagtA hai. Macchar se bachkar raho. Yaha RishijI kA Ashram hai. mAM kI bahan jatI hai. Abhay ke chAchAjI ache hain. Keshav apne bhAI ko paise detA hai. 5.3.1 Use different types of nouns ( both countables and un countables ) ‐ Proper, Common and Abstracts 5.3.2 Use verbal nouns (gerunds). E.g. TairnA sehat ke lie acchA hai. 5.3.3 Name all the twelve months. 5.3.3 Use different types of pronouns. E.g. personal ‐ main and mujhe (main + ko ) 27 possessive ‐ yaha kalam merI hai. yaha paimAnA terA hai. ye paise tere hain waha pAThshAlA haMArI hai. yaha desh hamArA hai. we phUl hamAre hain. interrogative ‐ kaun tisrI kakSa mein hai ? kaun hindi paRhatA hai ? kaun ashram mein yajyan kartA hai ? SIyA ki billI kyA pItI hai ? kab kahAm kisne/kisko/kiskA/kiskI kyon 5.3.2 Use all case markers. 5.3.3 Show understanding of further notions of time using appropriate verb forms (transitive and intransitive) in present, past, present/past continuous and future tenses. E.g. Simple present tense ‐ merI mAM nAshtA detI hai. Present continuous tense ‐ dhUp camak rahI hai. RaJ dukAn jA rahA hai. Present perfect tense ‐ pitAjI ne ek kAr kharIdI hai. (transitive verb) pitAjI ghar lauTe hain. (intransitive verb) Simple past tense ‐ nadI ke kinAre ek peR thA. ‐mehmAn panDAl mein baithe. (intransitive verb) 28 ‐baheliye ne dhanuS par bAN caRhAyA. (transitive verb) Past continuous tense ‐ Vimal jI khet mein jAte the. mausI jI dukAn jA rahI thIn. Future tense ‐ main nIlI sARI kharIdUMgI. main shahar jAUMgA. 5.3.4 Use days of the week in simple sentences ‐ somvAr, mangalvAr, budhvAr 5.3.5 Use some words denoting tenses. Aj, kal, gat, pIchle shanivAr, gat somvAr, AgAmI manglvAr, agle saptAh etc. 5.3.6 Say time by looking at the clock/watch. E.g. das baje, paune das baje, sawA das baje, sARhe das baje ...... 5.3.7 Complete sentences using nouns, verbs of different tenses, singular/plural, masculine/feminine, adjectives, adverbs,personal, possessive, demonstrative, interrogative pronouns and prepositions with correct punctuation. E.g. Kutta bhonk rahA hai. DhUp camak rahI hai. pakshI apne ghonsale se nikal rahe hain. pitAjI saRak pAr karne se pahale kyA karnA cahiye ? jahAn saRak sIdhI hotI hai, vahAn donon aur dikhAI detA hai. Bahut acchA, ab saRak pAr karo. 5.3.8 Expand a simple sentence. E.g. main janmadin manAtA hUM main apnA janmadin manAtA hUM. main har sAl apnA janmadin manAta hUm.
Use of ICT
Age‐appropriate multimedia materials
interrogative pronouns and prepositions with correct punctuation. E.g. Kutta bhonk rahA hai. DhUp camak rahI hai. pakshI apne ghonsale se nikal rahe hain. pitAjI saRak pAr karne se pahale kyA karnA cahiye ? jahAn saRak sIdhI hotI hai, vahAn donon aur dikhAI detA hai. Bahut acchA, ab saRak pAr karo. 5.3.8 Expand a simple sentence. E.g. main janmadin manAtA hUM main apnA janmadin manAtA hUM. main har sAl apnA janmadin manAta hUm. main har sAl nau agast ko apnA janmadin manAtA hUM. 5.3.9 Use some adverbs. E.g. dhIre‐dhIre, jaldI‐jaldI, tez, tezI se, sadA, bhI, hI, yahIn, vahIn, bahut, kam, 29 fir, nahIn, jab, tab, kab, abhI, savere, pahale, pIche, aise, vaise, kaise, uThakar, dauRakar, dinbhar etc. 5.3.10 Re‐arrange jumbled words to make meaningful simple sentences. E.g. par phool baiThI hai titlI. Nikal sUraj rahA hai. nilA hai Aaj Asman etc. 5.3.11 Give plural forms of some nouns with and without case markers. E.g. kelA ‐ kele, kele ko ‐ kelon ko, ek phUl ‐ anek phUl, ek phUl ko – anek/bahut phUlon ko, bahan ‐ bahanein, bahan ne ‐ bahanon ne, kursI‐ kursiyan, kursI par ‐ kursiyon par, billI ‐ billiyAM, billI se ‐ billiyon se ..... 5.3.12 Give feminines of some masculine nouns. E.g. bakrA ‐ bakrI, nAnA ‐ nAnI, bail ‐ gAy, bAp – mAM 5.3.13 Use conjunctions. E.g. jab......tab..... , jahAM....tahAM......., phir, aur 5.3.14 Write simple sentences on a familiar topic. E.g. Write five sentences on: merA janmadin, Holi, merI billI, rakshA bundhan 5.3.15 Count 1 to 50. 6.3.1 Click on the button to view the writing. Vowel Ri and conjunct consonants as per 1.3.1 6.3.2 Click on the correct conjunct consonants as per 6.3.1. 6.3.3 Drag and drop the correct words to fill in the blanks. E.g. sahI sabd cunkar khalI sthanon mein bharo. (Par, ke Upar) (Ka). chAchAjI ke sir……………… Topi hai. (kha). bhanrA kamal ………………….. uRa rahA hai.etc. 6.3.4 Drag and place the jumbled words in the right order to write the correct sentence. E.g. nikal sUraj hai rahA. Hai macchar hamArA shatru. 30 akshay hai mitra merA etc. 6.3.5 Drag and drop to match the numerals and the numeral words. E.g. ३१ ...... cAlIs.
४० ..... untAlIs
३९ ...... uncAs
४९ ...........iktIs
6.3.6 Click and match the sentences with the correct pictures. E.g. Hum holi ke din rang se khelte hain. Hum shivrAtree ke din gangA jal cRhAte hain 6.3.7 Drag to expand a three word sentence to longer sentences. E.g. pILA lagtA hai kelA pIlA hai. pIlA kelA pakkA hai. pakkA kelA mIThA lagtA hai. 6.3.8 Appreciate cartoons (stories) accompanied by ten simple sentences. E.g. bagulA aur kekRa (The Crane and the Crab) jhUThA carwAhA (The Liar Shepherd) 6.3.9 Appreciate songs E.g. acche bacce, samudra.... 31
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GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF ARABIC FOR GRADE 4
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 4 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 4, learners should be able to: Listening with Songs, poems and stories. 1.4.1 Discriminate similar and different sounds of some further letters. Understanding E.g. Conjunct consonants Topics Before Going to School क्ष कक्षा (kakSA), त्र यात्रा (yAtrA), ज्ञ ज्ञानी (jyAnI) Trees and Plants ड्र ड्राइवर (DrAivar), �य �व�या (vidyA) , �� ���न (bandhan), र् पवर् (parv) Isha's House �य ��यापक (adhyApak) My Dog 12th March Vowel c गह ृ Ri (kRipayA, vRikSa, gRih .... ) A Good Girl Borrowed sounds ‐ ख़ khah, ज़ za, फ़ fa Our Fruits Music Day sound : (aha) as in प्रातःकाल, शांितः, प्रायः, �वः, दःु ख ....... The Market Our Mountains 1.4.2 Show a positive attitude towards listening for understanding. Belle Mare Seaside 1.4.3 Listen with pleasure and understanding to a wider range of spoken and audio Our Earth texts. A Morning Walk E.g. Conversations ‐ peR‐paudhe, hamAre pahAR ...... Divali (Festival) Narrating an experience ‐ belMAr samudra‐taT, bArah mArc, bAzAr ..... Electricity 1.4.4 Extend vocabulary from various aural activities. 1.4.5 Listen and carry out instructions in school setting. 1.4.6 Listen to peers during classroom discussion. Stories 1.4.7 Identify and respond to key words, phrases, and simple sentences. The Farmer and the Donkey E.g. samajhdAr, samajhdAr aur swAmibhakt, mIlU ek smajhdAr aur swAmibhakt The Loyal Dog 1.4.8 Understand the names of objects related to his immediate environment. kuttA hai. E.g. ghaRI, sAbun, AInA, kanghI, frij, paTTA, shIshI, DIbbA, bAjA ...... 33 Speaking Dialogues 2.4.1 Pronounce clearly and accurately words having more difficult sound. Story‐telling gRihkArya (गह ृ कायर्), bhojankakS (भोजनकक्ष), peRpaudhe (पेड़-पौधे), Role play paryAvaraN (पयार्वरण), swatantratA (�वत��ता) rASTrIy (रा���य), Poems swAdiST (�वा�द�ट), paryaTak (पयर् टक), samudra‐taT (समद्र Songs ु -तट), prithvI (प� ृ व�), prAtahkAl (प्रातःकाल), shakkarkand (शक्करकंद), AvashyaktA (�व�यकता)......
2.4.2 Show greater confidence and enjoyment while participating in oral activities. 2.4.3 Retell stories and recount events. 2.4.4 Use familiar language to share information and convey messages correctly. 2.4.5 Narrate familiar events. 2.4.6 Participate in classroom discussions. 2.4.7 Interprete more complex picture stories. E.g. story of the lion mountain(sinh parvat) based on six pictures 2.4.8 Respond to questions based on daily life. E.g. pAthshAlA jAne se pahle tum kyA karte ho ? divAlI kaisA tyohAr hai ? hamArI pRithvI ko grah kyon kahte hain ? 2.4.9 Speak clearly and fluently using appropriate tone, stress, and pronunciation.
Reading with Longer poems and songs understanding Dialogue Stories Picture reading
20 Writing
Simple and compound sentences
3.4.1 Read different handwritings and printed material of various sizes. 3.4.2 Read attentively for a sustained period. 3.4.3 Read texts fluently with proper diction, stress, intonation, and correct pronunciation. 3.4.4 Identify and respond to key words, phrases and simple sentences in context. 3.4.5 Interact meaningfully with the text and infer simple information. 3.4.6 Answer questions in complete sentences based on the reading of a passage. E.g. keshav kA ghar kis rang kA hai ? morIshas kab swatantra huA? ... 34 3.4.7 Read instructions from other supplementary materials (e.g. bulletin board, sign board) and answer questions. 3.4.8 Read aloud age‐appropriate texts. 3.4.9 Read aloud longer poems with appropriate body language. 4.4.1 Write longer simple sentences with known words correctly, neatly, and legibly. E.g. mere dAdAjI phulwArI mein gulAb kA paudhA ropte hain.
Picture reading
Writing
pronunciation. 3.4.4 Identify and respond to key words, phrases and simple sentences in context. 3.4.5 Interact meaningfully with the text and infer simple information. 3.4.6 Answer questions in complete sentences based on the reading of a passage. E.g. keshav kA ghar kis rang kA hai ? morIshas kab swatantra huA? ... 3.4.7 Read instructions from other supplementary materials (e.g. bulletin board, sign board) and answer questions. 3.4.8 Read aloud age‐appropriate texts. 3.4.9 Read aloud longer poems with appropriate body language. Simple and compound sentences 4.4.1 Write longer simple sentences with known words correctly, neatly, and legibly. E.g. mere dAdAjI phulwArI mein gulAb kA paudhA ropte hain. Exercises based on notion and 4.4.2 Expand a simple sentences. function words E.g. dIpikA kakSA mein hai. dIpikA apnI kakSA mein hai. dIpikA apnI kakSa mein paRh rahI hai. dIpikA apnI kakSA mein pustak paRh rahI hai. in dIpikA apnI kaSA mein hindI kI pustak paRh rahI hai. 4.4.3 Change tenses of simple sentences. E.g. vAkya ko bhUtkAl mein badlo : we pashu‐pakSI kA shikAr karte hain. bURhA sinh cal nahin saktA hai. 4.4.4 Show ability to correct spelling in a given text. E.g. ����ी सय ु र् का चकर लगाती है I (wrong)
Grammar, Vocabulary Sentence Structure
More notion and function words and Simple and compound sentences
प� ृ �ी सूयर् का चक्कर लगाती है I (correct) 4.4.5 Write accurately age‐appropriate words using spelling strategies(e.g. matching sounds) and word recognition. E.g. words as per 1.4.1 35 4.4.6 Transcribe with speed and neatness. 4.4.7 Narrate simple experiences. E.g. mainne samudra‐taT par kaise ek din bitAyA? 4.4.8 Develop a story by writing sentences in order. E.g. lobhI kuttA (The Greedy Dog in seven jumbled sentences) 5.4.1.1 Use different types of nouns. E.g. Proper nouns ‐ Adarsh, dIpikA, mIlU, mokA, morIshas, shivsAgar, muRiyA pahAR, bel‐mAr, divAlI, hindI, kArtik, somvAr, jUn, prithvI Common nouns (both countables and uncountables) E.g. pillA, parvat, bAlU, kauRI, paRosI, mantrI, AtishbAzI, acAr, rishtedAr, phATak, TApU, pravAl, istarI, mashIn, bijlI‐battI, kisAn, adhyApak, gadhA, cakotrA, AlucA, jAmun, prithvI, pey, anAj Abstract nouns E.g. AjynA, safAI, swatantratA, AvashyaktA, umang, shubhkAmnA, rakhwAlI, bacat 5.4.1.2 Use further plural forms of nouns with and without case‐markers. E.g. miThAI ‐ miThAiyan, miThAI ko ‐ miThAiyon ko; ciRiyA ‐ ciRiyan, ciRiyA kA ‐ ciRiyon kA; kiraN ‐ kiraNein , kiraN ki ‐ kiraNon kI, pashu ‐ pashu, pashu ne ‐ pashuon ne, machuA ‐ machue, machue ke liye machuon ke liye 5.4.1.3 Use more gendered nouns. E.g. adhyApak ‐ adhyApikA, siMh ‐ siMhnI, mAlik ‐ mAlkin, mAlI ‐ mAlin, nAI ‐ nAIn, kuttA ‐ kutiyA, panDit ‐ panDItAin, bURhA ‐ bURhiyA, pati – patnI 5.4.1.4 Give synonyms of some nouns. E.g. parvat ‐ pahAR, varSha ‐ sAl, vAyu ‐ hawA, parva ‐ tyohAr 5.4.1.5 Give antonyms of some nouns.
E.g. dukh ‐ sukh, prasanntA ‐ khushI, praSanshA ‐ baRAI, swatantratA ‐ AzAdI, AvashyaktA ‐ zarUrat ....., 36 5.4.2 Use cardinal directions ‐ pUrv, pashcim, dakshiN, uttar. 5.4.2 Use words pertaining to money. E.g. paisA, rupyA, sikkA( ek rupye kA sikkA....), noT(pacAs rupye kA noT), cawannI, aThanni, 5.4.3 Use words pertaining to measure. E.g. AdhA, ek tihAI, do tihAI, ek cauthAI, pAv, ser, grAm, kilogrAm, miTar, kilomiTar 5.4.4 Use more pronouns. E.g. personal pronouns with case markers ‐ mujhe(mujhko), tujhe(tujhko), use(usko), tumhein(tumko), hamein(hamko), ise, isko, inko, inhein ..... possessive pronouns ‐ merA/merI/mere, tumhArA/tumhArI/tumhArI .... interrogatives ‐ kaun, kahAM, kyA .... 21 5.4.5 Use more adjectives. E.g. pyArA/pyArI/pyAre, moTA/moTI/moTe, UMcA/UMcI/UMce ..... lambe‐lambe/lambI‐lambI, baRe‐baRe/baRI‐baRI ..... janglI, filmI, dikhU, sarkArI, samudrI, dakSiNI, mehnatI, upyogI ....
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5.4.2 Use words pertaining to money. E.g. paisA, rupyA, sikkA( ek rupye kA sikkA....), noT(pacAs rupye kA noT), cawannI, aThanni, 5.4.3 Use words pertaining to measure. E.g. AdhA, ek tihAI, do tihAI, ek cauthAI, pAv, ser, grAm, kilogrAm, miTar, kilomiTar 5.4.4 Use more pronouns. E.g. personal pronouns with case markers ‐ mujhe(mujhko), tujhe(tujhko), use(usko), tumhein(tumko), hamein(hamko), ise, isko, inko, inhein ..... possessive pronouns ‐ merA/merI/mere, tumhArA/tumhArI/tumhArI .... interrogatives ‐ kaun, kahAM, kyA .... 5.4.5 Use more adjectives. E.g. pyArA/pyArI/pyAre, moTA/moTI/moTe, UMcA/UMcI/UMce ..... lambe‐lambe/lambI‐lambI, baRe‐baRe/baRI‐baRI ..... janglI, filmI, dikhU, sarkArI, samudrI, dakSiNI, mehnatI, upyogI .... pahlA, dusrA, tIsrA ..... DeRh, DhAI, pURA, pAv, AdhA ...... yahI, wahI sab, sabhI, anek, bahut, anya, bAkI ..... swAdiSt, swasth, bImAr, garIb, mUrkh, rASTRiy ..... TimTimAte(dIP), camcamAtI (sARI) ...... Antonyms of some adjectives E.g. ThoRA, moTA, bhArI, dukhI, swAdiST, prakAsh, garIb ..... 5.4.6 Use further adverbs. E.g. dhIre‐dhIre, jaldI‐jaldI, tezI se, dhIre se, jaldI se, zor se, zor‐zor se .....
5.4. 7 Show understanding of further notions of time using appropriate words. E.g. bahut samay pahle, sAmne ravivAr ko, Aj ShAm ko, kal, dopahar ko .... 37 5.4.8 Make agreement of person, number and gender. E.g. laRkA gIt gAtA hai. laRkI gIt gAtI hai. laRke gIT gAte hain. laRkiyAM gIt gAtI hain. nItA aur rAkesh gIt gAte hain. nItA aur UmA gIt gAtI hain. phUphAjI gIt gAte hain. log gIt gAte hain. 5.4.9 Use further conjunctions. E.g. kyonki, isIliye, KI, phir, phir bhI, to ..... 5.4.10 Use punctuation marks ‐ question mark, exclamation mark, coma. 5.4.11 Use a different sentence structures. E.g. Simple: main phal khAtA hUM. Affirmative: bacce khush hain. Negative: bacce khush nahIM hain. Interrogative: kyA we khush hain ? we khush hain na ? Imperative: shweTpaT ke pAs jAo. Exclamation: vAh, yaha bagIcA kitnA harA‐ bharA hai! Compound using aur and lekin: Adarsh paRosI ke yahAM gayA aur usne miThAI dI. 5.4.12 Use modals ‐ use of verb saknA to ask for permission. E.g. kyA main shaucalay jA saktA hUM. 5.4.13 Identify verb forms in present, past, present/past continuous and future tense. 5.4.13.1 Use verb forms in simple present/present continuous tense. 5.4.13.2 Use verb forms in present perfect/simple past tense/past continuous (both
transitive and intransitive) and future tense. 38 5.4.13.3 Use verb forms in past perfect tense (both transitive and intransitive). E.g. gat ravivAr ko main apne nAnA‐nAnI ke yahAM gaYA thA. rAj ne bAzAr se pakke kele kharIde the. 5.4.13.4 Use further verb forms in future tense. E.g. denA, lenA. karnA, PinA, sInA 5.4.14 Complete sentences using nouns, verbs, verbs of different tences, singular/plural, masculine/feminine, adjectives, personal/possessive pronouns and prepositions/case markers. 5.4.15 Re‐arrange words to make meaningful sentences. 5.4.16 Show understanding of the role of different prepositions/case markers. E.g. mazdUr garAse se Ikh kATtA hai. mazdUr lorI se TokRiyAM nikAltA hai. kisAn mazdUr ko paisA detA hai. mazdUr shanivAr ko khet mein jAta hai. baste mein ‐ baston mein; sARI ‐ sARiyAm, sARI ko – sARiyon ko kachue ne ‐ kachuon ne ; pashu ka ‐ pashuon kA 5.4.17 Demonstrate understanding of the role of relationship between words (noun/verb, noun/adjective) E.g. noun/verb
Use of ICT
Age‐appropriate multimedia materials
5.4.13.4 Use further verb forms in future tense. E.g. denA, lenA. karnA, PinA, sInA 5.4.14 Complete sentences using nouns, verbs, verbs of different tences, singular/plural, masculine/feminine, adjectives, personal/possessive pronouns and prepositions/case markers. 5.4.15 Re‐arrange words to make meaningful sentences. 5.4.16 Show understanding of the role of different prepositions/case markers. E.g. mazdUr garAse se Ikh kATtA hai. mazdUr lorI se TokRiyAM nikAltA hai. kisAn mazdUr ko paisA detA hai. mazdUr shanivAr ko khet mein jAta hai. baste mein ‐ baston mein; sARI ‐ sARiyAm, sARI ko – sARiyon ko kachue ne ‐ kachuon ne ; pashu ka ‐ pashuon kA 5.4.17 Demonstrate understanding of the role of relationship between words (noun/verb, noun/adjective) E.g. noun/verb ‐ laRkA/laRkI/laRke/larkiyAm mandir se lauT rahA/rahI/rahe/rahI hai/hain. E.g. noun/adjective ‐ acchA/acchI/acche baccA/baccI/bacce/bacciyAM mAtA‐pitA kI bAt mAntA hai/mAntI hai/mante hain/mAntI hain. 5.4.18 Count 51 to 70 6.4.1 Click and drag the correct words (nouns, pronouns, adjectives, verbs, case‐markers etc.) to fill in the blank (cloze test). 39 6.4.2 Click the appropriate conjunct consonants to read the words (supported by picture). 6.4.3 Click to re‐arrange the words to write the correct sentence. 6.4.4 Click to re‐arrange jumbled sentences (seven) to write a small story. 6.4.5 Click to match the numerals (51 to 60) with correct numeral words. 6.4.6 Appreciate cartoons based on moral stories.
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 5 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 5, learners should be able to: Listening with Longer poems songs and stories 1.5.1 Discriminate sounds in both simple and compound sentences. Understanding 1.5.2 Demonstrate the ability to listen for a sustained period. Topics E.g. a film on ApravAsI ghAt Our Seasons a small talk on santulit bhojan Makar Sankranti (Festival) a speech on sar shivsAgar rAmgulAm Story ‐ The Greedy Parrot Cleanliness 1.5.3 Identify key ideas from spoken and audio texts in familiar contexts. Balanced Diet E.g. lesson ‐ hamArI Rituein Story ‐ The Brave Hare 1.5.4 Ask and answer questions related to stories, passages and poems. Pamplemousses Garden E.g. story ‐ lAlcI totA ‐ hIrA kaisA totA thA? A Visit to The Airport hIrA Age kyon nahin uR saktA thA? Beneficent Bee yadi hirA bahut phal nahin khAtA to kyA hotA? Midlands Dam Mahatma Gandhi 1.5.5 Listen to fables and folk tales and infer the moral of these stories. Caudan Waterfront E.g. fable ‐ TiDDI aur cInTI
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6.4.4 Click to re‐arrange jumbled sentences (seven) to write a small story. 6.4.5 Click to match the numerals (51 to 60) with correct numeral words. 6.4.6 Appreciate cartoons based on moral stories.
GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF ARABIC FOR GRADE 5
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 5 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 5, learners should be able to: 1.5.1 Discriminate sounds in both simple and compound sentences. Listening with Longer poems songs and stories 1.5.2 Demonstrate the ability to listen for a sustained period. Understanding E.g. a film on ApravAsI ghAt Topics a small talk on santulit bhojan Our Seasons a speech on sar shivsAgar rAmgulAm Makar Sankranti (Festival) Story ‐ The Greedy Parrot 1.5.3 Identify key ideas from spoken and audio texts in familiar contexts. Cleanliness E.g. lesson ‐ hamArI Rituein Balanced Diet 1.5.4 Ask and answer questions related to stories, passages and poems. Story ‐ The Brave Hare E.g. story ‐ lAlcI totA ‐ hIrA kaisA totA thA? Pamplemousses Garden hIrA Age kyon nahin uR saktA thA? A Visit to The Airport yadi hirA bahut phal nahin khAtA to kyA hotA? Beneficent Bee Midlands Dam 1.5.5 Listen to fables and folk tales and infer the moral of these stories. Mahatma Gandhi Caudan Waterfront E.g. fable ‐ TiDDI aur cInTI folk tale ‐ muRiyA ki kahAnI Sir Seewoosagar Ramgoolam 40 1.5.6 Listen to interesting facts of Asian culture. Story ‐ Education for All E.g. makar sankrAnti The Jewellers Shop 1.5.7 Listen to longer poems. Apravasi Ghat The Story of Pieter Both The Grasshopper and the Ant
Speaking
Longer Poems, Songs, Stories, dialogues Conversation with friends Expression of personal experiences and feelings Free expression on pictures Counting 71 to 100
2.5.1 Speak with correct pronunciation with emphasis on proper stress and intonation. 2.5.2 Show greater confidence and fluency while participating in oral activities. 2.5.5 Engage in oral activities/conversations using age‐appropriate vovabulary. E.g. conversation on the topic safAI 2.5.6 Narrate experiences and familiar events. E.g. A visit to the Caudant Waterfront 2.5.7 Use familiar language to express opinions, feelings and thought. E.g. Bidding farewell to a close relative at the airport 2.5.8 Ask questions for clarifications and understanding. E.g. sankrAnti ke din sUrya kI pUjA kyon karte hain ? ... 2.5.9 Interpret more complex pictures. E.g. Picture Caudant Waterfront 2.5.10 Answer questions based on daily life using more extensive vocabulary. E.g. safAI, santulit bhojan Reading with 3.5.1 Read for pleasure and for learning. understanding Longer texts made up of both simple and 3.5.2 Read texts with accuracy and speed. compound sentences 3.5.3 Show interests in reading a variety of genres (e.g. passages, poems, dialogues, stories and newspapers). Locate the answers to questions 3.5.4 Read fluently different types of texts with proper diction, stress, intonation and correct pronunciation. Capture the gist of learning areas 3.5.5 Answer questions related to reading material. 3.5.6 Read instructions and derive information from advertisement, captions, Capture the gist of the text labels, and signboards. 3.5.7 Construct meaning from different types of visual texts (e.g. pictures, diagrams, 41 Picture‐based sentences tables) more effectively and confidently. 3.5.8 Infer information and make predictions based on various cues. 3.5.9 Listen to stories, passages, and answer questions relating to details about characters, a main idea, sequence of events in a logical order and other key information. 3.5.10 Read aloud age‐appropriate texts.
Writing
Exercises based on learning points of given topics Picture‐based compositions Compositions based on clues/canvas Letter Writing
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4.5.1 Write and punctuate sentences and small passages through dictation. including punctuations [full stop(I), coma, question mark, exclamation mark and double inverted comas]. 4.5.2 Use a range of vocabulary appropriate to the situation/context and topic, and write grammatically correct sentences. Vocabulary related to seasons, sankranti, cleanliness, balanced diet, Pamplemousses Botanical Garden, bee, dam, Apravaasi Ghat 4.5.3 Demonstrate the ability to develop a story with the help of a series of picture prompts. E.g. ek ImAndAr bAlak ( four pictures, each followed by two or three prompts) 4.5.5 Revise and proofread to improve writing with support.
Writing
Picture‐based sentences
tables) more effectively and confidently. 3.5.8 Infer information and make predictions based on various cues. 3.5.9 Listen to stories, passages, and answer questions relating to details about characters, a main idea, sequence of events in a logical order and other key information. 3.5.10 Read aloud age‐appropriate texts.
Exercises based on learning points of given topics Picture‐based compositions Compositions based on clues/canvas Letter Writing
4.5.1 Write and punctuate sentences and small passages through dictation. including punctuations [full stop(I), coma, question mark, exclamation mark and double inverted comas]. 4.5.2 Use a range of vocabulary appropriate to the situation/context and topic, and write grammatically correct sentences. Vocabulary related to seasons, sankranti, cleanliness, balanced diet, Pamplemousses Botanical Garden, bee, dam, Apravaasi Ghat 4.5.3 Demonstrate the ability to develop a story with the help of a series of picture prompts. E.g. ek ImAndAr bAlak ( four pictures, each followed by two or three prompts) 4.5.5 Revise and proofread to improve writing with support. 4.5.6 Generate and select ideas for writing with support. 4.5.7 Develop, organise and express ideas coherently in writing. 4.5.8 Demonstrate the ability to develop a story or passage by filling in missing sentences. 4.5.9 Show awareness of basic writing conventions (e.g. letter writing to friends and relatives). 42 4.5.10 Produce small and simple texts with support. 4.5.11 Develop a story with the help of clues. E.g. canvas of seven to eight phrases
Grammar, Vocabulary Sentence Structure
Notion Words and Function Words Longer simple sentences and compound sentences
5.5.1 Use all the three types of nouns (both countables and uncountables) ‐ proper, common, and abstract. Antonyms E.g. swAd ‐ beswAd, rogI ‐ nirog, balwAn ‐ nirbal, ucit ‐ anucit, swadesh ‐ videsh, swatantra ‐ partantra, sadupyog ‐ durupyog ....... Gendered Nouns E.g. vidyArthI ‐vidyArthinI, hAthI ‐ hathinI Plurals E.g. RiSi ‐ RiSi, RiSi ne ‐ RiSiyon ne ; AdmI ‐ AdmI, AdmI ko ‐ Admiyon ko, Ritu ‐ Rituein, Ritu mein ‐ Rituon mein 5.5.2 Use more cardinal directions. 5.5.3 Use words pertaining to money. 5.5.4 Use words pertaining to measure. 5.5.5 Use further pronouns. E.g. Reflexive ‐ Ap, apnA, apne, swayam, khud Relative ‐ jo ....so....., jismein, jinmein Indefinite ‐ koI, kuch Interrogative ‐ kyA‐kyA, kaun‐kaun, kaun‐sA, kaun‐sI 5.5.6 Use further adjectives. Adjectives of Number (with countable nouns) E.g. donon, tInon, cAron, pAMcon ..... sab, kuch, bahut, adhik, zyAdA, kam ..... Adjectives of quantity ( with uncountale nouns) E.g. bahut, thoRA, sArA, sArI, sAre, adhik, zyAdA Pronominal Adjectives 43 E.g. itnA, utnA, kitnA, jitnA aisA, kaisA, vaisA, jaisA 5.5.7 Use further adverbs. E.g. dinbhar, sAlbhar ...... rAt tak, somvAr tak, agle mahIne tak , der tak .... idhar, jidhar, udhar, kidhar kyon bhUl se, itne mein, cupke se calte‐calte, dauRte‐dauRte, khAte hue .... abhI, kabhI, yahin, wahin, kahin, tabhI, jabhI rAt‐din, subah‐shAm, andar‐bAhar, desh‐videsh ... lagbhag, bilkul, kewal acAnak, ekAek avashya, zarUr, sacmuc 5.5.8 Use degrees of comparison. E.g. yaha saRak cauRi hai. waha saRak isse cauRI hai/zyAdA cauRI hai, yaha saRak sase zyAdA cauRI hai ........ 5.5.9 Use further conjunctions. E.g. yA, na, par, prantu, lekin, balki, magar, isliye, jo....to..., yadi.....to... 5.5.10 Complete sentences using nouns, verbs of different tenses, singular/plural, 25 masculine/feminine, adjectives, adverbs, personal/possessive pronouns, prepositions, conjunctions, antonyms. 5.5.11 Use more verb forms in present perfect tense, simple past tense ,and past
kyon bhUl se, itne mein, cupke se calte‐calte, dauRte‐dauRte, khAte hue .... abhI, kabhI, yahin, wahin, kahin, tabhI, jabhI rAt‐din, subah‐shAm, andar‐bAhar, desh‐videsh ... lagbhag, bilkul, kewal acAnak, ekAek avashya, zarUr, sacmuc 5.5.8 Use degrees of comparison. E.g. yaha saRak cauRi hai. waha saRak isse cauRI hai/zyAdA cauRI hai, yaha saRak sase zyAdA cauRI hai ........ 5.5.9 Use further conjunctions. E.g. yA, na, par, prantu, lekin, balki, magar, isliye, jo....to..., yadi.....to... 5.5.10 Complete sentences using nouns, verbs of different tenses, singular/plural, masculine/feminine, adjectives, adverbs, personal/possessive pronouns, prepositions, conjunctions, antonyms. 5.5.11 Use more verb forms in present perfect tense, simple past tense ,and past perfect tense and past continuous tense (both transitive and intransitive). E.g. Simple Past Tense E.g. verb honA ‐ kal ghar kI safAI huI. das baje yajna pUrA huA. mandir mein 44 prArthnAein huIn. mausA jI bAg dekhkar khush hue. ........ laRkA/laRkI/laRke/laRkiyan maidAn mein dauRa/dauRI/dauRe/dauRIn. .... Past Perfect Tense E.g. huA thA, huI thI, huI thI, huIn thIn Past Continuous Tense E.g. ....karne lagA, ..... dauRne lagA, ....khAne lagA 5.5.12 Use more verb forms in future tense. E.g. pilAnA, cAlAnA, girAnA, likhAnA ...... 5.5.13 Use conditional forms. E.g. yadi mausam suhAnA hoTA to ham samudra‐taT jAte agar main bAzAR jAtA to ek anAR kharIdtA. ..... 5.5.14 Change negative sentences into affirmative and/or interrogative form and vice versa. E.g. tU subah nAshtA nahIn letA hai. tU subah nAshtA letA hai. KyA tU subah nAshtA letA hai? ...... 5.5.15 Use words to complete small paragraphs on a given topic. 5.5.16 Use varied vocabulary and basic grammatical structures. 5.5.17 Demonstrate understanding of relationships between words. E.g. noun/adjective ‐ haMarI Rituein, suhAnA mausam, baRe‐baRe makAn ..... noun/verb ‐ main apne parivAr ke sAth hawAI‐ aDDe kI sair kartA hUM. 5.5.18 Write simple sentences on a famliar topic. E.g. santulit bhojan 5.5.19 Use more extensive vocabulary and basic grammatical structures correctly. 5.5.20 Show ability to enrich sentences with link words, expressions, proverbs. E.g. mUMh mein pAnI bhar AnA, peT mein cUhe kUdnA, 45 phUlA na samAnA, cAr cAD lagnA , hAth baMTAnA,
Use of ICT
26
Appreciate age‐appropriate multimedia materials
nau do gyArah honA, bAl‐bAl bacnA etc. 5.5.21 Count 71 to 100 6.5.1 Click and re‐arrange seven jumbled sentences in order to complete the story. The first two sentences are in order. 6.5.2 Click and drag the correct words tofill in the blanks. 6.5.3 Click and drag the correct words to fill in the blanks of the letter ‐ the addresser/addressee parts, the salutations part and the end parts. 6.5.4 Appreciate cartoon (moral stories) accompanied by five sentences, and to add five more sentences to complete the story. 6.5.5 The verbs of the essay 'My Birthday ' are in infinitive forms. Click to replace them by the correct forms of the verbs. 6.5.6 Twenty sentences based on grammar items. Click and drag the correct answer.
GENERIC LEARNING OUTCOMES, TOPICS AND SPECIFIC LEARNING OUTCOMES OF ARABIC FOR GRADE 6
Generic Language Competencies, Topics/Subtopics and Specific Learning Outcomes of Hindi for Grade 6 Generic Language Topics/Subtopics Specific Learning Outcomes Competencies By the end of Grade 6, learners should be able to: Listening with Longer poems, songs and stories. 1.6.1 Enjoy listening to a diversity of texts for a sustained period. Understanding 1.6.2 Identify the main and key ideas and supporting details in spoken/audio Topics texts. Our country 1.6.3 Respond to aural texts in familiar contexts. Indentured labourers in Mauritius E.g. Guruji kya Aap apna nAm batA sakte hain? Mahashivratri (festival) Kya Aaj Aap mujhe savere jane ki chuttI denge? An ideal teacher Holi (festival) 1.6.4 Draw conclusion from the main and key ideas and supporting detail in Le Pouce Mountain spoken/ audio texts. A Violent Cyclone 1.6.5 Construct meaning more confidently from a diversity of aural texts. Means of Communications 1.6.6 Follow instructions to follow group activities. The Laborious Farmer 1.6.7 Understand the description of religious and cultural ceremonies. Maharshi Dayanand E.g. mahAshivrAtri, sKul mein sangIt divas Our Tourism Industry Our Agricultural Industry A Fire Post Office Capital of Mauritius Tsunami Speaking Longer poems, songs, stories, and 2.6.1 Speak about specific daily activities with proper pronunciation and articulation. conversations E.g. Guruji kya Aaj hum ek nayA pATha paRhenge? Kaun‐ sA pRRST kholin? Express personal feelings and experiences more clearly and with 2.6.2 Demonstrate ability to establish and maintain conversation in familiar situations. relative fluency 2.6.3 Express themselves more confidently in a variety of situations, drawing on a range of features, forms and functions of the language. Interact with peers, teachers and others in different situations 2.6.4 Engage in oral activities/ conversations using age appropriate vocabulary. 2.6.5 Participate actively in classroom conversations by responding to questions. Count from 1 to 500 and name 1000, 2.6.6 Present ideas, opinions, thoughts and experiences clearly and accurately in 47 class interactions. 10 000, 100 000, 1000 000 2.6.7 Discuss with peers and teacher to do a task (e.g. group work). 2.6.8 Narrate stories heard with relevant details (e.g. angUThA parvat). 2.6.9 Recite longer poems with appropriate feelings and body language. Reading with Longer texts having simple, compound 3.6.1 Read textbooks and supplementary readings at normal speed with understanding and complex sentences with relative accuracy, correct intonation, stress and modulation. fluency 3.6.2 Demonstrate an awareness of the structure of texts. E.g. introduction, body, conclusion. Capture the gist of the learning areas 3.6.3 Show greater awareness of the importance of reading a variety of genres to enhance communication (e.g. stories, conversations, drama, articles from Grasp the gist of the text as a whole newspapers and magazines, publicity, advertisements). from a variety of sources 3.6.4 Demonstrate understanding of the main ideas and supporting detail in simple unseen texts and respond appropriately. 3.6.5 Find and note main ideas and key details about the selected readings. 3.6.6 Respond to the text critically and with appreciation. 3.6.7 Demonstrate the ability to understand proverbs and sayings in the context of articles and stories. E.g. maurishas ko hind mahasagar ka Kaha jata hai. (ka) moti taThA tArA (kha) tArA taThA indraDhanush (ga) phUl taThA kapAs (Gha) cattAn taThA maidAn 3.6.8 Demonstrate ability to use context to understand meaning. 3.6.9 Read aloud level‐ appropriate texts confidently and fluently.
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Writing
Grammar, Vocabulary Sentence Structure
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Exercises based on more grammatical points Types of Compositions 1. Picture‐based 2. Picture‐based with few phrases 3. Outline‐based 4. Free Story and Letter writing
More grammatical points and Increased vocabulary pertaining to the topics Longer simple sentences, compound and complex sentences
4.6.1 Use accurate and consistent spelling. 4.6.2 Generate and select ideas for writing. 4.6.3 Use a range of vocabulary appropriate to the situation / context and topic, and write grammatically correct sentences. 4.6.4 Write greetings related to some festivals and special occasions. E.g. holI mangalmay ho !, nUtan varSa abhinandan ho ! .. 4.6.5 Take dictation of simple unseen passages. 4.6.6 Write a story/an incident by putting jumbled sentences in order. 4.6.6 Show awareness of basic writing conventions (e.g letter writing) and write simple letters with proper punctuation to friends, teachers and relatives. 4.6.7 Demonstrate the ability to develop a story with the help of a series of picture prompts and also on given outlines. E.g. Lesson1 dhartI ka swarg : maurishas & Lesson2 hamare purvaj 4.6.8 Write picture‐based compositions, each picture followed by an appropriate phrase. 4.6.9 Write compositions based on clues. 4.6.10 Demonstrate the ability to express thoughts, feelings, opinions and experiences using appropriate vocabulary. 4.6.11 Revise and proofread to improve writing. 4.6.12 Write accurately using knowledge of grammar, vocabulary and word recognition. 4.6.13 Apply a range of sentence structures to express own ideas in writing with growing confidence. 4.6.14 Use a range of vocabulary appropriate to the situation and topic. 4.6.15 Write a variety of texts for different purposes following the stages of process writing. 4.6.16 Demonstrate ability to maintain coherence and logical sequence in narrating a story. 5.6.1 Use all the three types of nouns both countables and un countables. Proper ‐ ramesh, vinay, sandIp, prahlAD, holikA, pallavI, karInA , bhArat, bihAr, mumbaI, AtlAs, Adolf de plevitz, maNilal, mahAtmA gAndhI, mokA, gangA‐ tAlAb, mahAshivrAtri, maharSi dayAnand, angUThA parvat, kArol, porT‐luI, hindU, muslim, rAmAyaN ..... 49 Common ‐ dwIp, mahAsAgar, pravAl‐rekhA, ghATI, aspatAl, pUrvaj, kAMvar, tIrthasthAn, mandir,adhyApak, mAs,pakwAn, tUfAn, ilAkA, paryaTak, kRiSi, DAKghar, rAjdhAnI ....... Abstract ‐ chaTA, sewA, sahAytA, durdashA, parishram, pUjA, shradhA, bhakti, ghoSNA, thakAwaT, kaSTa, Adar, gRihasthI, sthAPnA ..... 5.6.1. Use all pronouns with emphasis on pronouns with case markers. E.g. mujhe, usne, isne, unhonne, inhonne, tumhAre liye, hamAre liye, uske liye, unke liye . 5.6.2. Use degrees of comparison. E.g. yaha Am mIThA hai. yaha Am usse mIThA hai. yaha Am adhik hai. yaha Am sabse mIThA hai. ..... Some other words for similar comparison are ‐ zyAdA, kam, bahut kam, sabse kam Other forms of comparison ‐ adhik, adhiktar, adhiktam; navIn, navIntar,navintam 5.6.3. Use singular and plural of different kinds of nouns. 5.6.4. Make agreement of adjectives with nouns in gender and number. E.g. choTI lorI, kaRi mehnat, baRA beTA, rang‐birange pakSiyon ko, hamArA jalvAyu, apne‐apne kShetra mein, purANA makAn, naI vyavasthA 5.6.5. Make agreements of person, number and gender. E.g. holikA prahlAd ko lekar Ag mein baiThI. morIshas mein anek darshanIy sthal hain jahAM paryaTak bhramaN karte hain. sonAlAl jI apne lahlahAte khet ko dekhkar apnI thakAn bhUl jAte the. 50
Use of ICT
Use age‐appropriate materials
multimedia
5.6.6 Use further adverbs. E.g. AnandpUrvak, prasanntApUrvak, shradhApUrvak, shAntipUrvak, utsAhpUrvak 5.6.7 Use all learnt case markers and the introduced vocative case marker. E.g. he Ishwar!, O ravi! ..... 5.6.8 Use present, past and future perfect tenses correctly (both transitive and intransitive verbs). Future Perfect Tense E.g. main kal apnA kAm kar cukA hUMgA. jA cukA hogA, A cukI hogI, khA cuke honge. 5.6.9 Use simple present tense, simple past tense and past perfect tense (transitive verbs). 5.6.9 Use an increased range of vocabulary, sentence structures and textual conventions. 5.6.10 Form various types of simple sentence structures (e.g. affirmative, negative, interrogative) 5.6.11 Use different types of connectors to make longer sentences. Compound sentence E.g. vinay jI prAyaha kamzor chAtron ke mAtA‐pitA se milte hain aur unhein salAh dete hein. Complex sentence E.g. bacce gharanwdA banA rahe the ki acAnak ek tez lahar AI aur use bahA le gaI. 5.6.12 Show ability to construct and enrich sentences with vocabulary, link words, expressions and proverbs. 5.6.13 Count 101 to 500, 501 to 1000, 10 000, 100 000, 1000 000 6.6.1 Click and re‐arrange the jumbled sentences in order to complete the story. The first and second sentences are in order. 6.6.2 Click and drag the correct words to fill in the blanks. (Cloze Test) 6.6.3 Click and drag the correct words to fill in the blanks of the letter with the 51 Addresser/Addressee parts, Salutation parts and the end parts. 6.6.4 Appreciate cartoon (moral story) accompnied by five sentences. To add five more sentences to complete the story. E.g. The Goat And The Fox 6.6.5 The verbs of the essay are in infinitive. Click to replace them with the correct words. 6.6.5 Multiple Choice questions (1 to 20) based on grammar. Click and drag the correct answer.
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ANNEX: TRANSLITERATION COMPARISON Annex: Transliteration Comparison The following is a comparison of the major transliteration methods used for Devanāgarī.
Vowels Devanāgarī IAST Harvard‐Kyoto ITRANS Velthuis SLP1
अ
a
a
a
a
a
आ
ā
A
A/aa
aa
A
इ
i
i
i
i
i
ई
ī
I
I/ii
ii
I
उ
u
u
u
u
u
ऊ
ū
U
U/uu
uu
U
ए
e
e
e
e
e
ऐ
ai
ai
ai
ai
E
ओ
o
o
o
o
o
औ
au au
au
au
O
ऋ
ṛ
R
RRi/R^i .r
f
ṝ
RR
RRI/R^I .rr
F
ḷ
lR
LLi/L^i .l
x
ॡ
ḹ
lRR
LLI/L^I .ll
X
अं
ṃ
M
M/.n/.m .m
M
ḥ
H
H
.h
H
.N
~
ॠ ऌ
अः अँ
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Consonants
The Devanāgarī consonant letters include an implicit 'a' sound. In all of the transliteration systems, that 'a' represented explicitly. Devanāgarī IAST Harvard‐Kyoto ITRANS Velthuis SLP1
30
क
ka ka
ka
ka
ka
ख
kha kha
kha
kha
Ka
ग
ga ga
ga
ga
ga
घ
gha gha
gha
gha
Ga
अं
ṃ
M
M/.n/.m .m
M
अः
ḥ
H
H
.h
H
अँ
.N
~
Consonants The Devanāgarī consonant letters include an implicit 'a' sound. In all of the transliteration systems, that 'a' sound must be represented explicitly. Devanāgarī IAST Harvard‐Kyoto ITRANS Velthuis SLP1
क
ka ka
ka
ka
ka
ख
kha kha
kha
kha
Ka
ग
ga ga
ga
ga
ga
घ
gha gha
gha
gha
Ga
ङ
ṅa Ga
~Na
"na
Na
च
ca ca
cha
ca
ca
छ
cha cha
Cha
cha
Ca
ज
ja
ja
ja
ja
झ
jha jha
jha
jha
Ja
ña Ja
~na
~na
Ya
ṭa
Ta
.ta
wa
ञ
ट
ja
Ta
ठ
ṭha Tha
Tha
.tha
Wa
ड
ḍa Da
Da
.da
qa
ḍha Dha
Dha
.dha
Qa
ण
ṇa Na
Na
.na
Ra
त
ta
ta
ta
ta
थ
tha tha
tha
tha
Ta
द
da da
da
da
da
ध
dha dha
dha
dha
Da
न
na na
na
na
na
प
pa pa
pa
pa
pa
फ
pha pha
pha
pha
Pa
ब
ba ba
ba
ba
ba
भ
bha bha
bha
bha
Ba
म
ma ma
ma
ma
ma
य
ya ya
ya
ya
ya
र
ra
ra
ra
ra
ra
ल
la
la
la
la
la
व
va va
va/wa va
va
श
śa za
sha
"sa
Sa
ष
ṣa Sa
Sha
.sa
za
ढ
ta
54
55
31
स
sa sa
sa
sa
sa
ह
ha ha
ha
ha
ha
Irregular Consonant Clusters Devanāgarī ISO 15919 Harvard‐Kyoto
ITRANS
Velthuis SLP1
क्ष
kṣa
kSa
kSa/kSha/xa k.sa
kza
त्र
tra
tra
tra
tra
tra
ज्ञ
jña
jJa
GYa/j~na
j~na
jYa
�
śra
zra
shra
"sra
Sra
Other Consonants Devanāgarī ISO 15919 ITRANS
क़
qa
qa
ख़
kh ͟ a
Kha
ग़
ġa
Ga
ज़
za
za
फ़
fa
fa
ड़
ṛa
.Da/Ra
ढ़
ṛha
.Dha/Rha
32
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Primary Hindi Panel Mahatma Gandhi Institute
Dr Hemraj SOONDER Ms Anjalee CHINTAMUNNEE
Ph.D, D.Litt - Senior Lecturer (Panel Coordinator) Lecturer
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Pardooman SUMMUN Mr Yantoodev BUDHU Mr Laldhun SEEBOOA Mr Chandradeo AUBEELUCK
Hindi Senior Supervisor Deputy Head Teacher Teacher/Senior Teacher Teacher/Senior Teacher
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www.mie.ac.mu December 2015