GURUKUL

Spoken Hindi
Lesson Modules and Lesson
Plans
Ragini Narasimhan

2009

[TYPE

THE COMPANY ADDRESS]

Table of Contents
1.

How to use this book........................................................................................................... 6
Class Stations ........................................................................................................................ 6
Beginner ............................................................................................................................. 6
Intermediate ........................................................................................................................ 6
Advanced ............................................................................................................................ 6
General guidelines ................................................................................................................. 7
Techniques and nomenclature ............................................................................................... 7
Repetition Drill .................................................................................................................... 8
Backward Build-Up Drill ...................................................................................................... 8
Chain Drill ........................................................................................................................... 8
Single-Slot Substitution Drill................................................................................................ 9
Multiple-Slot Substitution Drill ............................................................................................. 9
Transformation Drill............................................................................................................. 9
Question and Answer Drill ................................................................................................ 10
Use of Minimal Pairs ......................................................................................................... 10
Grammar Game ................................................................................................................ 10
Transliteration rules .............................................................................................................. 11

2.

Introductions, (My/your), (I/you), (yes/No), (This/That), Nouns ......................................... 13
Introductions ......................................................................................................................... 13
यह/ वह and Nouns ................................................................................................................. 13
हाँ/नहीं and practice Nouns ..................................................................................................... 14
इनका- इनकी and उनका -उनकी ................................................................................................... 14

Use masculine nouns in below form. eg. जूता, ताला, िखलौना ............................................. 14
Use feminine nouns in below form. eg. चाबी, कुसीर्, गाडी, घड़ी................................................. 14

PROPS/MATERIAL .............................................................................................................. 15
Nouns ................................................................................................................................ 15
3.

His-Her, Relationships ...................................................................................................... 17
Revision ................................................................................................................................ 17
Revision of इनका- इनकी with relationships ............................................................................. 17
Revision of उनका - उनकी 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
सुबह , दोपहर , याम , रात ......................................................................................................... 58

Days of the week (if time permits otherwise skip) ................................................................. 59
7.

Dinner Scenario: Verbs, Vegetables etc ........................................................................... 61
Verbs to be revised/introduced ............................................................................................. 61
Nouns to be introduced......................................................................................................... 61
Tastes to be introduced ........................................................................................................ 61
Time...................................................................................................................................... 61

............................................................................................................ 131 15........................... 61 8................. नीचे.... 107 Where do you do this task (review verbs as well) ......................................... Past tense ................................ ह का......................................................... ................................................ 94 Verbs: ..................................... Plurals............................................................................................................ 131 17................. 74 Verbs: ................. 74 Time: ......... 131 18..................... बदसरू त................................................ near/पास................... 74 Nouns .... "And/ और ".................... म and here/there (यहाँ/वहां) ................. Waking up Scenario: Verbs... School Scenario: Verbs.................... behind/पीछे ........................ 131 ................... 94 Nouns .............................................................................................. 130 13....................................................... नाटा............................................................... मख ू ......... ............... 108 Maybe कौवा और घड़ा .................................................................................................................................... पतला......... Adverbs ....Commands Respectful only......................................................... 108 STORY for Snack time: ............................................. 130 14................................................................ right/दाय....................... परु ाना................ commands etc................................................. left/बाएं................... 94 Commands Respectful only.............................................. 74 Commands Respectful only........................................ But/पर Also/भी and More Adjectives (छोटा...................................................... Adjectives (बडा.... दब ु ला.......... 123 12.................................................................................. 131 16................................................... 94 10................................................................... सूखा. 108 11......... िकतने ........ ठं डा........................................................................................................................... Commands etc.............................. ऊपर.. 74 9..................................... 107 Review all nouns to be used with यहाँ/वहां ...................... भीगा…) ................ More past tense . Prepositions: On/पर.............. Nouns....................................................................... Mixture of past and present ..................... अ छा......................... Nouns..........र् साफ) ................................. भारी.............. 107 In (म) (Please use clipart at end of chapter) ...... front/सामने..................... स ता.................................... .......... करीब.................................................................................................................

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

Class Stations We recommend three stations: beginner. They may however have specific issues such as plurals. intermediate and advanced in EVERY class. These clip arts are deliberately large so that you can show them from a distance. they may be encouraged to speak it more often. At the end of each chapter. If he sees a lot of his/her peers using it. We need to build up their confidence in making sentences and start communicating. if you determine that your group of children has already mastered the contents of some of the modules then you can revise quickly and move on to the next set. However. Intermediate An intermediate child has reasonable vocabulary but very little grammar patterns. we have included a set of clipart/flashcards that you can show to a group of children and use it as examples. masculine/feminine usage etc.1. 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. . We will however include children who are extremely shy and hardly speak in this group to get their confidence up and later move them. Beginner A beginner child has very little vocabulary and almost no grammar patterns. 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. NOTE: None of the classifications above is based on age of current class level of a child. A beginner in level 4 may be pretty similar to a beginner in level 2 in spoken Hindi.

We will need to be very careful about using only grammar structures that have been taught so far even when we speak to them. Here are a few of the drills that can be commonly used across all lessons as you see fit in your class: . Let us build their confidence in grammar patterns first. Do not worry about correcting the chair to kursI. Many involve drill and practice. Even a 5 year old can be referred to as आप. Similarly only इनका.General guidelines Please speak ONLY in Hindi all the time using 3-4 word sentences as much as possible. only respectful form आप will be used and तुम will not be used at all so please do not use it even while speaking to them casually. • Only present tense will be used in early modules and specifically present continuous tense will be avoided in early modules. For instance. Let them pick up the patterns naturally. वह कर रहा है. let it go. • Present tense in the early modules is of the form: म <करता> हूँ. It is effective when the instructor becomes a master in setting up and running verbal drills during class. Techniques and nomenclature We can borrow some techniques used in ESL (English as a second language). Future and past tense will not be used in the early modules so you will have to avoid it in your speech as well. that they forget. Please avoid teaching formal grammar. वह करती है वह करता है. We should especially excuse “nouns” and possibly gently remind them verbs/adjectives/adverbs etc. For instance if the child says “ladkA chair par baiThA hai”. Let us pay more attention to the grammar patterns rather than exact Hindi nouns. • Present continuous tense to be AVOIDED in the early modules: म कर रहा हूँ. • For several lessons (more than 50). वह कर रही है.इनकी and उनका –उनकी will be used as the respectful form.

The student answers the question and then proceeds to ask the next student the same question. • T: How are you? • S1: I am fine. thank you. • S: She is going to sool. thank you. The teacher notices a problem word and works backward through the dialog emphasizing the word until the entire sentence is repeated correctly. Chain Drill In this drill the teacher begins by asking a student a question. • T: School. • T: She is going to school." and the students are having trouble with the word. For example.Repetition Drill The students are asked to repeat what the teacher says." the teacher may run the repetition drill as follows: • T: She is going to school. "school. (To S3) How are you? • S3: I am fine. if the model sentence is. The chain continues until everyone in the room has had a chance to ask and answer the question. Backward Build-Up Drill This drill is used when students are experiencing problems with the dialog. "She is going to school. • S: School. • T: Going to school. (To S2) How are you? • S2: I am fine. • S: Going to school. This basic drill is often used to teach the lines of the dialog. This drill would obviously work better with smaller classes rather than very large ones. • S: She is going to school. thank you. (To S4) How are you? .

Single-Slot Substitution Drill The teacher says a line from the dialog and then the teacher says another word (known as a "cue"). • S: She is going to school. The teacher most often would use pictures to help with the meaning of the cue words. • T: The store. Examples of the transformation drill are as follows: . Multiple-Slot Substitution Drill This is the same idea as for Single-slot subsitution drills. • T: We. but rather than focusing on one single part of the sentence. • S: We are going to school. Transformation Drill The students must change the model sentence from one specific form to another. • S: She is going to the store. • S: We are going to the store. • S: She is going to school. one at a time: • T: She is going to school. The students must repeat the line from the dialog. • S: She is going to the store. • S: She is going to school. the instructor prompts different cues. • S: She is going to the post office. • S: He is going to school. This same substitution can be used for language items other than nouns: • T: She is going to school. • T: The store. substituting the cue word. • T: We. • T: The post office. • T: She is going to school. • T: He.

" The students are asked to auditorily discriminate between the two sounds and then say the two words. • S: She says her name is Mary. This drill can also be used to make a comparison between the students' native language and the target language. 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. • S: The book was opened. • S: He does not like to eat carrots. Grammar Game This is a variation of the Chain Drill which has been transformed into a game. From direct speech to reported speech: • T: My name is Mary. For example. In the Grammar Game the students engage in a word game using the alphabet. Students are encouraged to anser questions very quickly and automatically. the words "hat" and "hit. Use of Minimal Pairs With this drill the instructor uses pairs of words that differ from each other by only one sound. It is thought that by comparing the two sounds side by side the students are better able to recognize and give the correct pronunciation. The teacher begins the game by setting up the particular situation: .From affirmative to negative: • T: He likes to eat carrots. From active to passive: • T: She opened the book.

• S1: I am going to the supermarket. or not have them repeat at all--they could just add their new item. o au.• T: I am going to the supermarket. अं .Dh. Transliteration rules The following English letter groups are used to transliterate to their Hindi equivalents: Vowels: a A i I u U e ai. He/she needs some bread. etc. अः ) k kh g gh . I need some apples. ओ औ . He/she needs some apples. I need some bread (bananas. . beans.). If you are working with younger students you might not want them to repeat everything everyone has said before them.H Consonants: (अ आ इ ई उ ऊ ए ऐ. It might be better to have them repeat only what the person immediately before them said. • S2: I am going to the supermarket.. He/she needs some apples. I need some coffee. ऋ – Rri .n (क ख ग घ) ch chh j jh ~n (च छ ज झ) T Th D Dh N (ट ठ ड ढ ) t th d dh n (त थ द ढ न) p ph b bh m (प फ ब भ म) y r l v sh shh s h (य र ल व श ष स ह) kshh tr GY (क्ष तर् ज्ञ) Exceptions: ड़ – R. .n. ढ़ .

.

Child B asks next childC: आपका नाम क्या है? This way everyone has practiced asking and answering the question. Practice the nouns with them by asking "यह/वह क्या है?" and insist on getting the Full sentence. Introductions. 4. Use a bunch of real objects or flashcards here. then place it close or far and ask next person: "यह/वह क्या है?". . आपका नाम क्या है? Student says मेरा नाम <student name> है. Next ChildB has to answer FULLY यह/वह <noun> है. Now make ChildA randomly pick cards/object. Make the children sit in a circle. point to it and say "यह <noun> है". (I/you). Child A asks next ChildB : आपका नाम क्या है? ChildB says: मेरा नाम <student name B> है. (My/your). Then walk a bit far and keep it there and come back and point to it far away and say "वह <noun> है". Keep the object/card for <noun> close to you. Nouns Introductions Teacher says: मेरा नाम < नाम> है.2. Then ChildB does the picking and asking and so on. (yes/No). यह/ वह and Nouns 3. (This/That).

यह इनकी चाबी है. eg. यह राम की चाबी है. यह इनका जूता है. यह लीला की चाबी है. जूता. कुसीर्. The others ask one at a time: क्या यह <noun> है? The first child has to answer हाँ यह <noun> है or नह यह <noun> नह है. Use feminine nouns in below form. लीला लड़की है. Do this a few times. राम लड़का है.हाँ/नह and practice Nouns • Point to a boy and say “यह लड़का है” and similar action with a girl. यह लीला का जूता है. Note: Since the set of nouns taught today are already known. यह की चाबी है. चाबी. o यह लीला है. राम लड़का है. लीला लड़की है. म लड़की हूँ or हाँ म लड़का हूँ and so on. • Point to a girl who is sitting close to you and and say (replace name) o यह लड़की है. You can rotate who answers. eg. • Point to a girl who is sitting close to you and and say (replace name) o यह लड़की है. यह राम का जूता है. घड़ी • Point to a boy who is sitting close to you and and say (replace name) o यह लड़का है. Next. Then ask a child क्या आप लड़का ह? The child answers नह . यह इनका जूता है. o यह राम 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. o यह राम है. o यह लीला है. गाडी. इनका. ताला. they should ask only based on what they have seen which is why 5 guesses are sufficient. .इनकी and उनका -उनकी Use masculine nouns in below form. िखलौना • Point to a boy who is sitting close to you and and say (replace name) o यह लड़का है. pick up a random flashcard and ask क्या यह <noun> है? The child has to answer हाँ यह <noun> है or नह यह <noun> नह है.

gAdI (car). Now. kamIj (shirt). “यह इनका जूता है” can be said as yah iskaaaa jutaaaa hai for effect. chAbI (key). Really EMPHASIZE on the ending sound and its effect on the grammar pattern. Other drills from the first chapter can be used as well if you wish. You can say this as yah iskeeee chAbeeeee hai for effect. Chitr (picture). ladkA(boy). ghadI (clock) • Flashcards: khilonA (toy). jUtA (shoe). mej(table). phUl (flower). ladkI (girl). For eg. . thalA (lock). hand flashcards to the children ask them to say similar sentences by pointing to each other and saying whose object it is. darwAjA (door). khidkI (window). gilAs (glass). The next few pages will contain pictures of these nouns that you can point to. PROPS/MATERIAL Nouns • Point to real objects that are around you: kitAb (book).Note: Switch back and forth between masculine and feminine. For उनका –उनकी do the same thing by pointing to far off boy or girl. Similarly. यह इनकी चाबी है. peR (Tree). kursI (chair). AdmI (man). aurat (woman).

gAdI khilonA gilAs peR phUl thAlA chAbI .

By pointing they can easily understand. तनया लड़की है . दादा. Once again use the pictures to avoid speaking in English. यह नील की माताजी ह. Use Neel and Tanya’s family to show भाई. यह नील की माँ है . यह ता या की माँ है . माताजी/ माँ. The teacher introduces Neel and Tanya’s family as: यह नील है .इनकी with relationships Please use the same flashcards at the end of this chapter. यह तनया की माताजी है . etc 2. यह नील के िपताजी ह. यह नील और ता या के पापा ह. ता या नील की बहन है . नानी.3. हाँ/नह etc. Make sure they all get to speak and build up some confidence. previous nouns. यह तनया के िपताजी ह. Question and answer session. . Revision of इनका. दादी. नील ता या का भाई है . नील लड़का है . The teacher holds the flashcard and asks यह कौन है ? A couple of times and gets answers from children turn by turn and later gets the children to ask each other. यह ता या है . यह ता या के पापा ह. His-Her. नाना. Relationships Please use flashcards at the end of this chapter. यह नील के पापा ह. िपताजी / पापा. 1. यह नील और ता या की माँ है and so on with दादा दादी. Relationships Revision Revision of introductions. बहन.

Revision of उनका . वह नील है . dad’s name. वे उसके पापा ह.मेरा आपके -आपकी Have the children ask each other about sisters. मेरी . Next hold up grandparents’ pictures and do the same drill. वह ता या है . Next hold up the parent picture and ask यह कौन है ? and get them to say यह इनके पापा ह or यह इनकी माँ है . . आपका भाई का नाम क्या है ? मेरा भाई का नाम <??> है . यह नील है .उनकी with relationships Use a similar drill except keep the flashcards a bit farther and say वह नील है . वे उसके पापा ह. यह कौन है ? (Answer: यह नील/ता या है ?). Discuss about it. यह इनके पापा ह. यह इनके पापा ह. आपके िपताजी/पापा का नाम क्या है ? आपकी माँ का नाम क्या है ? Homework Listen to the audio snippet about Neel and Tanya’s family. यह ता या है . यह इनकी माँ है . वह उनकी माँ है . वह उनकी माँ है . आपकी बहन का नाम क्या है ? मेरी बहन का नाम <??> है . brothers. यह ता या है . mom’s name etc. यह इनकी माँ है .यह नील है . and ask them वह कौन है ? And so on. वह ता या है .

Tanya. pApA aur mA .ParivAr (Family) Neel.

िपताजी / तान्याके पापा.pithAjI/pApA नीलके पापा.िपताजी / .

bahan/bhAI नील की बहन तान्या है. . तान्या का भाई नील है.

.mA नील और तान्या की माँ.

.Dad’s dad: dAdAjI नील और तान्या के दादाजी.

Dad’s mom: dAdIjI नील और तान्या की दादीजी. .

.Mom’s mom: nAnIjI नील और तान्या की नानीजी.

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

Again emphatically pronounce the ending sounds. 3-word noun-verb combo Alternate between a girl and a boy throughout the exercises. Enacting: Say म लड़का हूँ. 1. यह क्या है या यह कौन है? यह क्या करता/करती है? यह लड़का क्या करता है ? यह लड़की क्या करती है ? (Please NO plurals yet. Even better get the children to do the chain-drill exercise described in the first chapter. Use flashcards at the end of chapter and ask questions about each one. यह भागता है . etc. आना.) Please stretch the ending sounds as ladkaaa and bhaagtaaaa so that they recognize the pattern and similarly ladkeeee and bhaagteeee. िलखना.4. Whisper into a child’s ear the verb. Now call a child and make her do the same thing and say यह लड़की है . The child has to enact it. . म भागती हूँ and यह लड़का है . आप भागते ह to Ram or Leela whoever is the child actor. पीना. सोना. उठना. Child has to ask म क्या करता/करती हूँ? Others in the group have to guess what he or she is doing and say TWO complete sentences. Pretend to run and say म भागता हूँ. (Or म लड़की हूँ. • Revision of previous nouns and add more Verbs Please use the flashcards at the end of this chapter. पड़ना. बैठना. यह भागती है . Verbs. “राम भागता है or लीला भागती है . खाना. जाना. 2.” Should be said to the teacher AND b.) 3. a. Do this for every verb above by emphatically acting it out and also pronouncing it emphatically but do NOT use English at all. भागना. करना. Play dumb-charades limiting to only above verbs. चड़ना. Noun-verb combo Revision • Revision हाँ/नह and relationships.

khAnA (Eating) लड़की खाना खाती है | .

khAnA (Eating) लड़का खाता है | लड़का सेब खाता है | .

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

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

baiThnA (To sit) khAnA (To eat) आदमी बैठता है | आदमी खाना खाता है | .

bhAgnA (To run) औरत भगती है | .

bhAgnA (To run) लड़का भागता है | .

bhAgnA (To run) आदमी भागता है | .

LikhnA (To write) लड़का िलखता है | .

likhnA (To write) लड़की िलखती है | .

khelnA (To play) कु ा खेलता है | .

khelnA (To play) िबल्ली खेलती है | .

Dhonaa (To wash) लड़की धोती है | लड़की प्लेट धोती है .

Dhonaa (To wash) आदमी धोता है | आदमी हाथ धोता है .

gAnA (To sing) लड़की गाती है | लड़की गाना गाती है .

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

gAnA (To sing) िचिड़या गाती है | िचिड़या गाना गाती है .

gAnA (To sing) िहरण गाता है | िहरण गाना गाता है .

sochnA (To think) आदमी सोचता है | .

sochnA (To think) औरत सोचती है | .

tairnA (To swim) मछली तैरती है .

Tairnaa (To swim) दिरयाई घोड़ा तैरता है | .

Tairnaa (To swim) लड़का तैरता है | .

Tairnaa (To swim) लड़की तैरती है | .

nAchnA (To dance) मोर नाचता है | .

nAchnA (To dance) िबल्ली नाचती है | .

nAchnA (To dance) औरत नाचती है | .

nAchnA (To dance) आदमी नाचता है | .

उनकी िबल्ली भागती है. Multiple Substitution exercise (use previous chapter’s flashcards): o Teacher holds a िबल्ली flashcard and holds a flashcard showing “भागना”. grandparents etc. इनकी िबल्ली भागती है. Revise the previous lessons verb-noun present tense combos. the children have to say the right sentences. o Later says राम की (लीला की) िबल्ली भागती है o Teacher then replaces the िबल्ली flashcard with a कु ा and says इनका कु ा भागता है. o Later says राम का (लीला का) कु ा भागता है. Commands Possessive+Noun+Verb stmts Revision 1. उनका कु ा भागता है. Verbs. . mother. Each child gets several turns. इनका कु ा भागता है. o Teacher points to a child (Ram/Leela) and says यह राम की (लीला की) िब ली है . For example. आप भागती ह. िबल्ली भागती है. म भागता हूँ. This time however. इनकी िबल्ली भागती है. कु ा भागता है. His/Her noun-verb combo For example. आप भागते ह.5. o Now use the relationship flashcards and combine with the verbs. o Teacher uses several verb flashcards with िबल्ली and कु ा and repeats the above exercise. 2. use the brother/sister flashcard instead of िबल्ली and try राम की बहन भागती ह and so on with brother. For eg. father.

आपकी िबल्ली भागती है. o The next childB says: मेरा कु ा भागता है . The child combines the two flashcards and says to the next childB: आपका कु ा भागता है . यह आपके िपताजी ह). आपका कु ा भागता है. Chain drill with multiple substitution o Teacher gives an animal or relative flashcard to a child A. 4. /आप भागती ह. o Now ChildB does the same thing as child A with a different set of flashcards to Child C and so on. The child pretends to run in place and says म भागता हूँ. यह आपकी बहन है . मेरा कु ा भागता है. मेरी िबल्ली भागती है. Teachers says “आप भािगए”. आप चिढये. o The teacher says आप भागते ह.My/Your noun-verb combo Eg. o The teacher asks the child to say the same thing to others and they run o Keep repeating with various verbs . Commander and soldiers: o The teacher shows a verb flashcard to a child. यह आपका भाई है . 3. the childA says to the next childB: यह आपका कु ा है (Or यह आपकी िब ली है . /म भागती हूँ. Commands Only respectful Commands: आप भािगए. o The teacher gives a verb flashcard to the first childA. Depending on the flashcard.

Please do not use English to translate. They ask “िकतने बजे ह?” and you say दो बजे ह and ask the child to set the time. and again they ask and you answer and they advance. They kids squeal with laughter with this game. Time game: Play the time game outside if the weather permits.6. 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. When you say “अब बारह बजे ह” you run and try to catch them to “eat them”. The children have to stand about 12-15 feet away from you and ask “आंटी िकतने बजे ह?”. श्याम . The 6+ age group would know and should be able to translate. Telling the hour Please use the paper clocks provided or simply pull down the real clock in your class or draw the clock figure.. 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. एक बजा है. they advance 3 steps. रात 4. days of the week Numbers: 1-12. 1. Do this 3-4 times so that the numbers are ingrained. Revise plain numbers. Telling time. दोपहर . दो बजे ह. 3. Then the next person says एक and so on. You can point to a child and he/she starts with एक and one on left says दो and so on until you hit बारह. Do the reverse. You can also use .. You can get all the children to sit in a circle. सुबह . (No half past or quarter past right now) 2. Show the clock with random hours and ask the children to say the time. When you say अब तीन बजे ह. time of day.

dopahar. Days of the week (if time permits otherwise skip) o आज. कल सोमवार है . What time do you do X? Do the same except ask them to be more specific about the time. (Only stick to future tense using है . You can also place the flashcards on the white board to show progression of these times during the day. • Teachers says “आप कब सोते ह?” The child answers “म रात सोता हूँ. 5. आप कब सोते ह? म आठ बजे सोता हूँ. परस मंगलवार है ). when they play with friends. when the moon comes out etc.flashcards at the end of this chapter. when they eat breakfast. • After basic questions to establish the meaning of these words. raath o आज रिववार है. No need to use English anywhere. when they take a bath. . कल. revise by asking about when they toothbrush.” • आप कब उठते ह? : म सब ु ह उठता हूँ. Try this with as many verbs as possible. अब. o subah. shyaam. परस . ƒ ƒ आप कब उठते ह? म सात बजे उठता हूँ.

rAt (night) subAh (morning) Dopahar (afternoon) sham (evening) .

साथ बजे खता हूँ . Dinner Scenario: Verbs. and other children say “ म बैठती हूँ. पीना . Use the various lesson plans earlier to talk about above concepts. म खाती हूँ” etc. Table-chair. . बात करना etc Nouns to be introduced Vegetable names. Tastes to be introduced Use the taste flashcards at the end of this chapter. Kitchen utensils and dinner ware. Time रात . पकाना . etc Commands Respectful only Ask the children to imagine that it is dinner time and do all the things that they normally do. nouns and time concepts specific to Dinner time. Vegetables etc Please use all the techniques used in the earlier chapters to revise the various verbs. Verbs to be revised/introduced खाना . We have included a lot of flashcards at the end of the chapter to help you.” etc. खाना खाईये. बैठना . उठना .7. You and eventually other children can “act as a parent” and command “आइये बैिठये. धोना .

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

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

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

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

(पी रही है( .pInA (To Drink) औरत पीती है.औरत कोफी पीती है .

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

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

आदमी खाना खाता है .खाता है.baiThnA (to sit) आदमी बैठता है आदमी . .

baingan bhindI nimbU TamaaTar KakaRi/khiirA adarak .

pattAgobhii/Bandhgobii maTar bhuTTaa laukI gAjar phUlgobI .

DvA mIThA TASTES tIkhA .khaTTA ThandA garam namkIn Ka.

rAt (Night) .

8. तोिलया. etc Commands Respectful only Ask the children to imagine that it is waking up time and do all the things that they normally do. . Nouns: िब तर. आठ बजे जागता हूँ. नान करना . then morning and waking up and then brushing teeth and so on. Use the various lesson plans earlier to talk about above concepts. कंगी करना . नल. Time: सबु ह. and other children say “म उठती हूँ. Once again please rely on interactive techniques from previous lessons to introduce/revise these words and sentences. पोचना . someone sleeping and then seeing a dream. पहनना . Nouns. साबुन. म करती हूँ” etc. Toothbrush कीिजयी etc. Waking up Scenario: Verbs. For example. पानी Verbs: जागना /उठाना . it starts off with the night scene. You and eventually other children can “act as a parent” and command “आप उिठए. commands etc. The flashcards included at the end of this chapter show progression in time. toothbrush करना . सपना दे खना . रजाई.

bistar tauliyA thakiyA sAbUn KapaRe kangI .

rAt (Night) .

.sonA (To Sleep) लड़की सोती है.

.sonA (To Sleep) लड़का सोता है.

.sonA (To Sleep) िबल्ली सोती है.

sonA (To Sleep)
कु ा सोता है.

sapnA dekhanA (To
Dream)

लड़का सपना देखता है. लड़की सपना देखती है

subah (Morning)

jAgnA (To Wake Up) आदमी जागता है .

.jAgnA (To Wake Up) औरत जगती है.

Singular/Masc .dAnth sAf karna लड़का दांत साफ़ करता है.

dAnth sAf karna लड़का दांत साफ़ करती है .

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

. लड़की नहाती है.snAn karna/nahAnA लड़की ान करती है.

sAbUn lagAnA (rubbing soap) .

pochhanA (To wipe) लड़की प छती है . .

.

लड़की पहनती है. . लड़का कपड़े पहनता है.pehannA (To wear) लड़का पहनता है. लड़की कपड़े पहनती है.

kangI karnA लड़का कं गी करता है .

चुप रहना. हँ सना. someone sleeping and then seeing a dream. Commands etc. िकताब. For example. बात करना. काम कीिजयी etc. मैदान Verbs: पढना. म काम करती हूँ” etc. सन ु ना. School Scenario: Verbs. The flashcards included at the end of this chapter show progression in time. then morning and waking up and then brushing teeth and so on. Nouns: मेज.9. Once again please rely on interactive techniques from previous lessons to introduce/revise these words and sentences. शोर मचाना. कुसीर्. रोना. खेलना. आठ बजे जाता हूँ. Nouns. िचलाना. . Use the various lesson plans earlier to talk about above concepts. etc Commands Respectful only Ask the children to imagine that it is school time and do all the things that they normally do. and other children say “म उठती हूँ. धोना Time: सबु ह. it starts off with the night scene. You and eventually other children can “act as a teacher” and command “आप उिठए. िलखना.

School .

subah (Morning) .

jAnA (To Go) लड़की जाती है.) . (लड़की स्कू ल जाती है.

jAnA (To Go)
लड़का जाता है

Pa.DhanA (to read)
लड़की पढ़ती है। लड़की िकताब पढ़ती है।

sIkhnA (to learn)
लड़की सीखती है.

likhnA (To Write) लड़की िलखती है .

likhnA (To Write) लड़का िलखता है .

chup rahnA (to be silent) लड़का चुप रहता है. .

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

.khelnA (To Play) लड़का खेलता है.

khelnA (To Play) लड़की खेलती है .

o चमच कहाँ है ? चमच लेट म है . The teacher then puts an object in another and asks questions o िगलास म क्या है ? : Child has to answer िगलास म पानी है . पानी. o Bag म क्या है ? : Bag म िकताब है . पेड़. िगलास म क्या है ? िगलास म पानी है . घर. 3. • Material required: water in a glass. please use the flashcards at the end of the chapter • Place the object close and say <object> यहाँ है . o Maybe a lame idea but maybe fun: Create a song with tune from Anuraag movie. ƒ Us thaali mein? : Ek chamach hai etc.) o Child A: इस लेट म क्या है . Teacher shows several examples first. pencil box in the bag and a paper boat. ƒ Wah kya hai: Ek Thaali hai. (You can try variations with different objects. लेट म क्या है ? लेट म चमच है . Do the chain drill exercise. पानी िगलास म है . म and here/there (यहाँ/वहां) Review all nouns to be used with यहाँ/वहां 1. Later move it far and say <object> वहाँ है . Put the glass on the plate. o राम कहाँ है ? राम o राम के पापा कहाँ ह? राम के पापा घर म ह.10. िकताब. म कूल म हूँ. plastic spoon. Child B: लेट म िगलास है . Now teacher puts a paper boat in the glass of water. फूल. o पानी िगलास म है . चमच. नाव. In (म) (Please use clipart at end of chapter) 2. लेट. o 2. िड बा. कूल म है . . राम की माँ कहाँ है ? राम की माँ गाडी म है . book in school bag. paper plate. म छली. o िड बे म क्या है ? : िड बे म pencils ह. Note how it changes a bit from क्या to कहाँ midway. Also. o Remove the book and ask again to next child Bag म क्या है ? : Bag म िड बा (Box) है . िगलास.

खाना. o ChildA: िगलास कहाँ है ? ChildB: िगलास लेट म है . Story to be added below. o Child D: म छली कहाँ है ? Child E: म छली पानी म है . Now teacher discusses several questions about where these tasks are done o आप कहाँ खेलते ह? म playground म खेलता हूँ. Child C: िगलास म पानी है . म िकताब म िलखती हूँ. आप कहाँ सोते ह. Review verbs: खेलना. . म dining room म खाता हूँ आपके िपताजी कहाँ काम करते ह? मेरे पापा office म काम करते ह. म कूल म िलखती हूँ. नान करना (नहाना). If you have the series of boxes one inside another with various colors. STORY for Snack time: Maybe कौवा और घड़ा Use all previously learnt concepts and do not add any other concept. म म सोती हूँ o आप कहाँ नहाते ह म म नहाती हूँ o o आप कहाँ िलखती हूँ. o o आप कहाँ खाते ह? म घर म खाता हूँ. o Child F: पानी कहाँ है ? ChildA: पानी िगलास म है . राम कहाँ खेलता है ? राम playground म खेलता है . 4.o Child B: इस िगलास म क्या है . Where do you do this task (review verbs as well) Eg. िलखना 6. you can use it to show the same concept. 5. o Child C: पानी म क्या है ? Child D: पानी म म छली है . काम करना.

plate िगलास म दूध है | प्लेट म िबस्कु ट है | .dUdh (milk). gilAs (glass) biskuT (biscuits).

chamach (spoon) कटोरी म चमच है | .kaTorI (small bowl).

jHaaj (ship).chamach (spoon). paanii (water) चमच म क्या है ? चमच म पानी है | पानी म क्या है ? पानी म जहाज है | .

Haath (hand). guitar लड़की के हाथ म क्या है ? लड़की के हाथ म िगटार है | .

AsmAn (sky). havAI jhAj (airplane) आसमान म क्या है ? आसमान म हवाई-जहाज है | .

laDkI (girl) पानी म कौन है ? पानी म लड़की है | .pAnI (water).

hAThI (elephant) जंगल म कौन है ? जंगल म हाथी है | .Ngal.ja.

NchI(scissors).Kai. hAth (hand) हाथ म क्या है ? हाथ म कची है | .

RibA (box). a.NgUThI (ring) िडब्बे म क्या है? िडब्बे म अंगठ ू ी है .

kamal (lotus) पानी म क्या है ? पानी म कमल है | .pAnI (water).

botal (bottle), dUdh (milk)
बोतल म क्या है ? बोतल म दूध है |

ThAlI (plate), phal (fruits)
थाली म क्या है ? थाली म फल है |

ghoslA (nest), a.NdA (egg)
घ सले म क्या है ? घ सले म अंड़े ह |
घ सले म िकतने अंडे ह ? घ सले म तीन अंड़े ह |

चूहा हो गया ठं डा ! .गाना… यह क्या है ? एक थाली है | इस थाली मे ? एक चमच है | इस चमच मे ? पानी है | पानी मे ? एक जहाज है | इस जहाज मे ? एक चूहा है | चूहा गया िदल्ली | िदल्ली मे िमली िबल्ली | िबल्ली ने मारा डंडा.

वहां िबि लयाँ ह. यहाँ एक िब ली है . o यहाँ िब ली है . o वह िब ली है . दो िबि लयाँ रोती ह. यहाँ िबि लयाँ ह. िकतने o यह कु ा है . ये कु े ह. o एक िब ली रोती है .11. Plurals. वे िबि लयाँ ह. एक कु ा चढ़ता है . o वहां िब ली है . SECOND STORY GOES HERE: Monkey and caps would be perfect for plurals and earlier stuff . वहां दो िबि लयाँ है . तीन कु े चढ़ते ह o िकतने कु े ह? तीन कु े ह.

ghoslA (nest). a.NdA (egg) घ सले म क्या है ? घ सले म अंड़े ह | घ सले म िकतने अंडे ह ? घ सले म तीन अंड़े ह | .

AsmAn (sky) आसमान म क्या है ? आसमान म तारे ह | आसमान म िकतने तारे ह ? आसमान म तीन तारे ह | .sitArA (star).

tAlAb (pond). machhalI (fish) तालाब म क्या है ? तालाब म मछिलयॉ ह | तालाब म िकतने ह ? तालाब म दो मछिलयॉ ह | .

bache (children) मैदान म कौन है ? मैदान म बच्चे ह | मैदान म िकतने बच्चे ह ? मैदान म तीन बच्चे ह | .maidAn (playground).

log (people) गाड़ी म िकतने लोग ह ? गाड़ी म दो लोग ह .gARI (car).

log (people) इस पिरवार म िकतने लोग ह ? इस पिरवार म तीन लोग ह तुम्हारे पिरवार म िकतने लोग ह ? .parivAr(family).

बुरा. o टे बल कुसीर् के दाय है . Note: No दरू because we do not want to use "से दरू " yet. 13. o िकताब टे बल पर है . लम्बा. खराब. भीगा…) o गीला.12. front/सामने. आलसी. मोटा. near/पास. behind/पीछे. o कुसीर् लड़के के सामने है . o आंटी दरवाज़े के पास है . o लड़की आंटी के पीछे है . left/बाएं. गंदा) o Review prepositions with Adjectives ƒ एक बड़ा िकताब टे बल पर है . काला. STORY 3: Ulta-pulta Jungle: I have the story. नीचे. 7. सुन्दर. ƒ एक छोटा पिसल टे बल के नीचे है . नया. right/दाय. o लड़का लड़की के बाएं है . नीचे. हल्का. Prepositions: On/पर. o पिसल टे बल के नीचे है . चतुर. Adjectives (बडा. o Review all the nouns by placing objects in relative positions to practice prepositions. गरम. .

नाटा. ठं डा. करीब. Adverbs 16. अच्छा. More past tense 18. बदसूरत. But/पर Also/भी and More Adjectives (छोटा. "And/ और ". दुबला. सूखा. ऊपर. साफ) 15. Past tense 17.14. जब –तब . भारी. सस्ता. पुराना. मूखर्. पतला. Mixture of past and present 19.

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