izkjfEHkd f'k{kk foHkkx&jktLFkku ljdkj
lrr ,oa O;kid vkdyu ;kstuk
rFkk
uohu ikB~;Øe ,oa ikB~;iqLrdksa ij mUeq[khdj.k gsrq
f'k{kd izf'k{k.k ekWM~;wy
fo"k; & vaxzsth
ebZ 2014
*lrr ,oa O;kid ewY;kadu Ldhe* ds fodkl ,oa dk;kZUo;u esa lgHkkxh laLFkk,¡
vdknfed ,oa rduhdh leFkZu % cks/k f'k{kk lfefr] t;iqj
vuqØef.kdk
f'k{kd izf’k{k.k ekWM~;wy % vuqØef.kdk
Ø-
fo"k;oLrq@l=
izf’k{kdksa ds fy,
1&2
izf'k{k.k gsrq lkekU; n`f"V ,oa dk;Zfof/k
2&3
le;&lkj.kh
4
izFke fnol % lkekU; l=
5
1-1
ifjp; ,oa izf'k{k.k ds mn~ns';
6&8
1-2
lrr ,oa O;kid vkdyu dh lkekU; le>] izLrqfrdj.k
9&24
Fourth day : English
25
7-1
CCE in Rajasthan in the context of English
26
7-2
Nature of language (Language Acquisition, Challenges faced in
English teaching)- 2 Sessions
7-3
Curriculum (Primary Level), Textbooks, Assessment Indicators &
Core Competencies - 2 Sessions
38&39
7-4
Planning & Implementation: Continuous Assessment in Teaching
Learning Process (Exemplar)
40&50
7-5
Planning in Subgroups
51
Sixth day : English
52
7-6
Consolidation & Revision of Subjectwise Sessions
"k"Be~ fnol % lesdu ,oa vkxkeh ;kstuk
53&54
55
vuqyXud 1 ls 3 ¼dkWeu l=½
56&66
vuqyXud 4 o 5 ¼fo"k;xr l=½
57&73
F×G 27&36
37
Fifth day : English
i`"B la-
izf'k{kdksa ds fy,
izf'k{kd lkfFk;ksa]
lrr ,oa O;kid ewY;kadu ij izf’k{k.k esa ,d izf’k{kd ds rkSj ij vkidk Lokxr gSA
lc cPpksa ds fy, izkjfEHkd f’k{kk miyC/k djkus ds cM+s mn~ns’; dks iwjk djus ds fy, gj rjQ dksf’k’k dh
tk jgh gSA f’k{kk dk vf/kdkj vf/kfu;e 2009 us bu dksf’k’kksa dks Bksl vk/kkj fn;k gSA bu dksf’k’kksa esa ls
,d egÙoiw.kZ dksf’k’k gS izkjfEHkd Lrjh; f’k{kk esa d{kk esa lh[kus&fl[kkus dh xfrfof/k;ksa esa cnyko djuk
vkSj cPpksa ds lh[kus dh fLFkfr dks tkuus ds fy, ,slh vkdyu izfØ;k ykxw djuk tks f’k{kk ds mn~ns’;ksa
dks ikus esa ennxkj gksA
jkT; ljdkj ds bl iz;kl esa vki egÙoiw.kZ dM+h gSa D;ksafd vki lh/ks mu f’k{kdksa ls laokn djsaxs tks fd
lrr ,oa O;kid ewY;kadu ij Ldwyksa esa dk;Z djsaxs vkSj cPpksa ds lh[kus dks lqfuf’pr djsaxsA blfy, ;g
vko’;d gS fd vkils bl ij ckrphr gks fd f’k{kd izf’k{k.k esa vki f’k{kdksa ds lkFk fdl izdkj dke
djsaxsA dqN lq>ko gaS bl izf’k{k.k dks ysdjA vkils vuqjks/k gS fd vki izLrqr ekWM~;wy ij dke djus ds
nkSjku fuEukafdr ckrksa dk /;ku j[ksa%&
• ;g izf’k{k.k egt ewY;kadu izfØ;k esa cnyko dk izf’k{k.k ugha gSA ;g izf’k{k.k gS ,d O;kid
cnyko dkA ;fn ge cPpksa ds ewY;kadu esa O;kidrk vkSj lrrrk ykuk pkgrs gSa rks gesa d{kk esa
gksus okyh lh[kus fl[kkus dh xfrfof/k;ksa esa Hkh lrrrk ,oa O;kidrk ykuh gksxh bl gsrq gesa d{kk
d{k esa lh[kus fl[kkus dh izfØ;kvksa esa cnyko djuk gksxkA vr% bl izf’k{k.k esa t+ksj ;g le>us
ij jgs fd lh[kus fl[kkus dh xfrfof/k;ksa dks ;k lh/ks ls dgsa rks f’k{k.k ;kstuk dks lrr ,oa
O;kid dSls cuk;k tk, \ rkfd lrr ,oa O;kid vkdyu vkSj lh[kus&fl[kkus esa xq.kkRed lq/kkj
fd;k tk ldsA
• izf'k{k.k ds nkSjku f’k{kdksa dks vius f’k{k.k vuqHko ckaVus ds fy, izsfjr djsaA mUgsa bl ckr dk
,glkl djk,a fd mudk fd;k gqvk dke egÙoiw.kZ gSA tc f’k{kd vius vuqHko ls izf’k{k.k dks
tksM+saxs rks oks izf’k{k.k dh mi;ksfxrk dks le>saxsA
• izf’k{k.k ds nkSjku vki vius l=ksa esa ;g iz;kl djsa fd f’k{kd ikB~;p;kZ ds pkjksa i{kksa( ;Fkk&
f’k{kk ds mn~ns’;] fo"k;oLrq] lh[kus fl[kkus dh izfØ;k ¼iSMkxkWth½ vkSj lrr ,oa O;kid vkdyu
ij ppkZ djsa vkSj vPNh le> cuk ysaA
• lrr ,oa O;kid vkdyu ij f’k{kdksa dh enn ds fy, fo"k;okj nks ¼1- fgUnh] i;kZoj.k ,oa dyk
f’k{kk rFkk 2- xf.kr ,oa vaxzsth ½ lzksr iqfLrdk cukbZ gSA l=ksa dks Hkh bl izdkj rS;kj fd;k x;k
gS fd mlesa lzksr iqfLrdkvksa ls lacaf/kr v/;k;ksa dk Hkh iz;ksx gksA vkils vuqjks/k gS fd vki ;g
dksf’k’k djsa fd f’k{kd bl izf’k{k.k ds nkSjku lacaf/kr v/;;u lkexzh dk v/;;u dj mu ij
viuh le> cuk ysa vkSj mlds iz;ksx ds rjhds lh[k tk,aA
• lrr ,oa O;kid vkdyu izfØ;k dks csgrj rjhds ls fØ;kfUor djus ds fy, ;g vko’;d gS fd
lHkh laHkkxh f’k{kd bl gsrq rS;kj fd, x, nLrkostk+ sa ls Hkyh Hkk¡afr ifjfpr gks tk,¡A ;s nLrkost+
gSa%&
1- v/;kid ;kstuk Mk;jhA ¼fo"k; ls lacaf/kr ikB~;Øe]VeZ okj ikB~;Øe.kh; vf/kxe mn~ns’;]
dk;Z ;kstuk&leh{kk ,o lrr ,oa O;kid jpukRed vkdyu pSdfyLV½
2- lrr ,oa O;kid vkdyu vfHkys[k iaftdkA
3- fon~;kFkhZ okf"kZd izxfr izfrosnuA
1 • izf’k{k.k ds nkSjku NksVs lewg esa gksus okyh ppkZvksa dks xEHkhjrk ds lkFk fd;k tkuk t+:jh gSA cM+s
lewg esa dh tkus okyh izLrqfr ds leku gh NksVs lewg esa dh tkus okyh ppkZ egRoiw.kZ gSA NksVs
lewg esa laHkkfx;ksa dh vkilh ppkZ ls le> cuus ds volj T;knk gksrs gSaA vf/kdrj laHkkxh NksVs
lewg esa viuh ckr dgus] iz’u iwNus vkSj izfrfØ;k nsus esa lgt eglwl djrs gSaA cM+s lewg esa
vf/kdrj laHkkxh lgHkkfxrk fuHkkus esa f>>drs gSaA vki l= ds nkSjku NksVs lewg esa laHkkfx;ksa dks
ppkZ esa Hkkx ysus ds fy, izsfjr djsa vkSj mudh le> cukus esa lg;ksx djsaA
• ftl rjg lrr ,oa O;kid vkdyu ls cPpksa dh izxfr ds ckjs esa tkudkjh gkfly dj ge viuh
f’k{k.k vkdyu ;kstuk esa cnyko djrs gSa mlh izdkj vki ,d izf’k{kd ds :i esa laHkkxh f’k{kdksa
dh izxfr dk fu;fer vkdyu djrs jgsa vkSj viuh izf’k{k.k ;kstuk esa cnyko djrs jgsaA bldk
lh/kk lk vFkZ gS fd tks laHkkxh f’k{kd vkidh ut+j esa csgrj izxfr dj jgs gSa mUgsa l=ksa ds
lapkyu esa lg;ksx djus ds fy, izsfjr djsa rFkk tks laHkkxh pqukSrh eglwl dj jgs gSa muds lkFk
vki vf/kd le; nsdj muds lh[kus le>us dks lqfuf’pr djsaA bl izdkj vki f’k{kdksa ds lkFk
Hkh lrr~ ,oa O;kid vkdyu djsaA blds fy, izf’k{k.k esa fu;fer :i ls dksj xzqi cSBd djsa vkSj
izfr fnu nks ;k rhu laHkkfx;ksa dks dksj cSBd esa 'kkfey djsaA
• izf’k{k.k ds nkSjku vkus okyh vdknfed pqukSfr;ksa dks uksV djrs jgsaA lh lh bZ ij ;g ,d cM+k
iz;kl gS fuf’pr :i ls pqukSfr;ka vk,axh exj vki yksxksa ds lrr~ iz;kl ls bu pqukSfr;ksa dks nwj
fd;k tk ldrk gSA vki vius vuqHkoksa dks fy[kdj ifj"kn~ dks HkstsaA
• ,d pqUkkSrh gS fd f’k{kd 'kk;n bl cnyko ds lanHkZ esa lgt eglwl uk djsaA vkidh Hkwfedk gS
f’k{kdksa esa ;g fo’okl txkus dh fd ;g laHko gS vkSj fd;k tk ldrk gS D;ksafd cPpksa ds vf/kdkj
ds ifjizs{; esa bldh egrh vko’;drk gSA iz;kl djrs jgas f’k{kd lgt eglwl djsaA
• ;g ekWM~;wy vkids lg;ksx ds fy, gS ;fn vki blesa fdlh rjg dk ifjorZu@tqM+ko djuk pkgrs
gSa rks vki Lora= gSa ysfdu ;g /;ku j[ksa fd ml cnyko ls ml l= ds mn~ns’; tqM+s gksaA
vki lHkh dks ,d lQy izf’k{k.k ds fy, 'kqHkdkeuk,¡aA
izf'k{k.k gsrq lkekU; n`f"V ,oa dk;Zfof/k
izf'k{k.k ds lanHkZ esa dqN ,sls vko';d ewY; gSa tks fd izf'k{k.k ds izHkko dks fu/kkZfjr djrs gSaA ;g ewY;
izf'k{k.k dh 'kSyh ,oa izfØ;kvksa esa ifjyf{kr gksrs gSa o muds p;u ds vk/kkj Hkh gksrs gSaA bUgsa ,d izf'k{k.k
ds lanHkZ esa ,d izfØ;kRed n`f"Vdks.k ds :i esa Hkh ns[kk tk ldrk gS tks fd izf'k{k.k dks izHkkoh vkSj
lkFkZd cukus ds fy, vR;ar egÙoiw.kZ gSaA bl n`f"Vdks.k ,oa mlds vUrxZr vkus okyh izfØ;kvksa dks
fuEufyf[kr :i esa le>k tk ldrk gSA
• lgHkkfxrk ,d lalk/ku ds :i esa & laHkkxh tks Hkh Kku o {kerk,a yssdj izf'k{k.k esa vkrs gSa mls
,d lalk/ku ds :i esa ns[kk tkuk pkfg,A bldk vFkZ ;g gS fd izf'k{kd laHkkfx;ksa ds vuqHko ,oa
Kku dks vk/kkj cuk dj viuh ckr dks dg ldrs gSaA
• izf'k{kd lgk;d (facilitator) ds :i esa & izf'k{kd dks ,d lgk;d ds :i esa ns[ks tkus dh
t+:jr gSA izf'k{kd dks ek= funsZ'k nsus okys dh ctk; laHkkxh dh viuh Kku fuekZ.k dh izfØ;k esa
lg;ksxh ds :i esa ns[kuk vko';d gSA bldk vFkZ ;g gS fd izf'k{kd laHkkfx;ksa ds lh[kus ds
rjhdksa vkSj Lrjksa dks Bhd ls le>sa vkSj mlh ds vuq:i viuh dk;Z ;kstuk dk fuekZ.k djsaA
2 • yphyh ;kstuk & mijksDr fn, x, dkj.kksa dks /;ku esa j[krs gq, ;g le>uk t:jh gS fd
dk;Z;kstuk esa ,d Lrj dk yphykiu (falaxibility) j[kk tkuk pkfg,A loZizFke laHkkfx;ksa dh
{kerkvksa vkSj iwoZ Kku dks /;ku esa j[kdj ;kstuk cnyh tk ldrh gSaA nwljk bls Hkh /;ku j[kk
tkuk pkfg, fd D;k laHkkxh lfØ; :i ls xfrfof/k;ksa esa Hkkx ys ik jgs gSa ;k dqN cnyko ykus
dh t+:jr gSA rhljk laHkkfx;ksa ls ;g tkuus dh dksf'k'k djsa fd mUgsa D;k yx jgk gS vkSj muds
vuqlkj D;k cnyko ykus dh t+:jr gSA laHkkfx;ksa }kjk fn, x, lq>koksa ij fopkj djsa vkSj
mn~ns';ksa dks /;ku esa j[krs gq, viuh dk;Z ;kstuk esa cnyko yk,aA
• xfrfof/k vk/kkfjr & xfrfof/k ubZ vo/kkj.kkvksa dks le>us dk ,d izHkkoh rjhdk gSA xfrfof/k ds
t+fj, lHkh laHkkfx;ksa dh lgHkkfxrk dks lqfuf'pr Hkh fd;k tk ldrk gS vkSj bls Bhd ls le>k
Hkh tk ldrk gSA xfrfof/k;ksa ds nkSjku izf'k{kd dh cgqr vge Hkwfedk curh gS fd og ;g
lqfuf'pr djsa fd lHkh lewg lgh fn'kk dh vksj c<+ jgs gSa vkSj muds lkFk ,d lkFkZd okrkZyki
cuk jgsA
• Mk;jh ys[ku & Mk;jh ys[ku vius vki esa laHkkfx;ksa vkSj izf'k{kdksa ds fy, lh[kus dh izfØ;k gS
,d vkSj ckr] ;gka¡ lEHkkfx;ksa ds fy, Mk;jh ys[ku vius vuqHkoksa] 'kadkvksa] vftZr Kku vkSj lq>koksa
dks O;oLFkk nsrk gS vkSj vius fopkjksa ds izfr ltxrk c<+krk gS ogha nwljh vksj Mk;jh ys[ku
izf'k{kd ds fy, Hkh izfriqf"V dk lk/ku gS ftlds vk/kkj ij og ;g tku ldrs gSa fd laHkkxh
fdl izdkj vkSj fdruk le> ik jgs gSa vkSj mlds vuq:i vkSj D;k&D;k dk;Z djok, tkus
pkfg,A
3 le; lkj.kh
izFke fnol
10%00&11%00
jftLVsª'ku ,oa lkexzh forj.k
11%00&11%30
psruk xhr ,oa ifjp; l=
11%30&11%45
pk;
11%45&01%00
mn~?kkVu l= % izf'k{k.k dk ifjp;] mn~ns';] lkekU; ;kstuk dk Lo:i] lkekU; fu;e]
laHkkfx;ksa ls vis{kk,a bR;kfnA
01%00&02%00
Hkkstukodk'k
02%00&03%30
lEiw.kZ CykWd j.kuhfr dk mYys[k ,oa izFke lS)kafrd l= % jktLFkku esa lrr ,oa O;kid
ewY;kadu ifj;kstuk rFkk Ldhe ij izLrqfrdj.k ,oa ppkZ
03%30&04%00
fo"k;okj milewghdj.k ,oa fo"k;xr ;kstuk dh 'ks;fjax
04%00&04%15
pk;
04%15&05%00
fo"k; l= & 1
lkekU; nSfud le; lkj.kh
¼nks fo"k;ksa ds lekukUrj lewg esa½
f}rh; fnol ls iape~ fnol
09%15&09%30
psruk xhr
09%30&10%00
foxr fnol dh leh{kk ,oa vkxkeh ;kstuk ij ppkZ
10%00&11%30
fo"k; l= & 1 ¼f}rh;] r`rh; fnol&[email protected]½
¼prqFkZ] iape~ fnol& vaxzsth ,oa i;kZoj.k v/;;u½
11%30&11%45
pk;
11%45&01%00
fo"k; l= & 2 ¼f}rh;] r`rh; fnol&[email protected]½
¼prqFkZ] iape~ fnol& vaxzsth ,oa i;kZoj.k v/;;u½
01%00&02%00
Hkkstukodk'k
02%00&03%15
laxhr ¼f}rh;] r`rh; fnol½ ,oa dyk ¼prqFkZ] iape~ fnol½
03%15&03&30 pk;
03%30&05%00
fo"k; l= & 3 ¼f}rh;] r`rh; fnol&[email protected]½
¼prqFkZ] iape~ fnol& vaxzsth ,oa i;kZoj.k v/;;u½
vafre "k"Ve~ fnol
09%15&09%30
psruk xhr
09%30&10%30
fo"k;xr l=ksa dk lesdu
10%30&12%00
vkxkeh ;kstuk dk Lo:i r; djuk rFkk CykWd vizksp ds Lo:i ij ppkZ
12%00&01%00
izf'k{k.k dk lesdu
01%00&02%00
QhMcSd l=
02%00&03%00
lekiu l= ¼foHkkxh; vf/kdkfj;ksa }kjk fn'kk funsZ'k½
4 izFke fnol
vuqØe
Ø-la1-1
1-2
fo"k;
ifjp; ,oa izf'k{k.k ds mn~ns';
lrr ,oa O;kid vkdyu dh lkekU; le>
izLrqfrdj.k
5 1
1.1
ifjp; ,oa izf’k{k.k ds mn~ns’; mn~ns’;
• laHkkxh ,d nwljs ls ifjfpr gks ldsaxsA
• izf’k{k.k ds mn~ns’; le> ldsaxsA
• izf’k{k.k ds lQy lapkyu ds fy, fu;e ij lgefr cuk ldsaxsA
ppkZ ds fcanq
• laHkkfx;ksa dk ifjp;
• izf’k{k.k ds mn~ns’;
• izf’k{k.k ds lQy fØ;kUo;u ds fy, fu;ekoyh
iwoZ rS;kjh
• izf’k{kd Lo;a izf’k{k.k ds mn~ns’;ksa ij le> dks ,d ist esa fy[k yasA
• izf’k{k.k ds lQy fØ;kUo;u ds fy, fu;ekoyh iwoZ esa gh rS;kj dj yasA
fo/kk,¡
czsu LVkWfeZax] lewg dk;Z ,oa [kqyh ppkZ
xfrfof/k
pj.k 1
izf’k{kd laHkkfx;ksa ls dgsa fd ge lHkh ,d /kqu ij bl izf’k{k.k d{k esa pgydneh djsaxsA pgydneh djrs
gq, ,sls O;fDr dks <wa¡<saxs ftuds uke vaxzsth dh o.kZekyk ds v{kjksa ih]vkj] Mh] ,Q] ,u vkSj , esa ls fdlh
v{kj ls 'kq: gksrs gksaA vki ftu O;fDr;ksa ls feysa muls fuEukafdr iz’u djsaxs%&
• vkidk uke
• ilanhnk fo"k; tks i<+kus esa vkuan vkrk gSA ;s Hkh crk,a fd vkuan D;ksa vkrk gS\
• bl izf’k{k.k ls vkidh D;k vis{kk,¡ gSa\
• vkidh euilan iqLrd dkSulh gS\ vkSj D;ksa\
uksV %& /kqu ds fy, rkyh ctk ldrs gSa] MLVj ls Vsfcy] njoktk ctk ldrs gSaA /kqu ctkrs le; ;g
/;ku j[ksa fd vkokt+ cgqr rst+ uk gks vkSj laHkkfx;ksa dks vkil esa ckr djus esa fnDdr uk gksA
bl xfrfof/k ds fy, yxHkx 5 feuV dk le; nsaA laHkkxh lkFkh laHkkfx;ksa }kjk fn, x, iz’uksa ds tokc
uksV djsaA
6 tc rd /kqu ctsxh ;g dke pyrk jgsxkA /kqu jksdus ij laHkkxh crk,axs fd oks fdl&fdlls feys] ialnhnk
fo"k; dkSulk vkSj D;ksa \ izf’k{k.k ls vis{kk,a vkSj euialn iqLrd dkSulh gS \ izf’k{kd vkus okys tokcksa
dks ¼uke ds vfrfjDr½ CySdcksMZ ij fy[ksaA fy[krs le; CySdcksMZ ij rhu dkWye cuk ysa% ilanhnk fo"k;]
izf’k{k.k ls vis{kk,¡a vkSj ilanhnk iqLrdA
;g xfrfof/k ch]ds],y]th vkSj oh v{kjksa ds lkFk nksgjk,a vkSj fQj ls vk, tokcksa dks CySdcksMZ ij fy[ksaA
blds i'pkr~ cps gq, laHkkfx;ksa ls Lo;a viuk ifjp; mu pkj lokyksa ds vk/kkj ij nsus dks dgsaA
izf'k{kd laHkkfx;ksa dh izLrqfr ysrs le; ;g /;ku j[ksa fd laHkkxh ifjp; nsrs le; rhuksa pkjksa fo"k;ksa ij
yach ckrsa uk dgsaA
izf’k{kd laHkkfx;ksa }kjk crkbZ xbZ vis{kkvksa ij ppkZ dj mUgsa fo’ysf"kr dj oxhZd`r djsa vkSj bl izf’k{k.k
ds lanHkZ esa mn~ns’;ksa ds :i esa fpfg~ur djsA izf’k{k.k ds mn~ns’; bl izdkj gSa%&
• f’k{kk dk vf/kdkj vf/kfuf;e 2009 vkSj f’k{kk dh xq.koÙkk ds igyw ij le> cukukA
• jk"Vªh; ikB~;p;kZ dh :ijs[kk 2005 ds izeq[k fl)karksa ij le> cukukA
• f’k{kk ds mn~ns’; vkSj ewY;kadu ds varlZaca/k ij le> cukukA
• fofHkUu fo"k;ksa ds d{kkokj ikB~;Øe vkSj vf/kxe mís';ksa ij le> cukukA
• lrr~ ,oa O;kid vkdyu dh vo/kkj.kk ij le> cukukA
• lrr~ ,oa O;kid vkdyu djus ds midj.kksa vkSj rduhdksa ij le> cukukA
• lrr~ ,oa O;kid vkdyu ds ifjisz{; esa d{kk izfØ;k ij le> cukukA
• lrr~ ,oa O;kid vkdyu ds ifjisz{; esa leqnk; ,oa Ldwy dh Hkwfedk ij le> cukukA
pj.k 2
izf’k{kd laHkkfx;ksa ls iz’u djsa fd ;fn izf’k{k.k esa bu mn~ns’;ksa dks izkIr djuk gS rks izf’k{k.k ds nkSjku
gekjh Hkwfedk vkSj izf’k{k.k dh fu;ekoyh D;k gksuh pkfg,] laHkkfx;ksa ls Lo;a fu;e cukus dks dgsa vkSj pkj
ikap laHkkfx;ksa ds ckn iwoZ esa rS;kj fu;ekoyh dks i<+dj lquk nh tk,A iwjh fu;ekoyh ,d dkxt+ ij
fy[kdj izf’k{k.k d{k esa pLik dj nsaA izf’k{k.k ds nkSjku leL;k vkus ij le;&le; ij bl fu;ekoyh
dh vksj /;ku fnykrs jgsaA
iwoZ esa rS;kj fu;ekoyh
1-
izf’k{k.k ds nkSjku O;oLFkkxr eqn~nksa ij dksbZ ppkZ ugha dh tk,xhA
2-
tc izf’k{kd dgsa rc gh cksysaA
3-
viuh ckr dgus ds fy, vf/kd le; uk ysaA
4-
;fn fdlh iz’u dk tokc uk feys rks mls ,d iphZ ij fy[kdj izf’k{kd dks nsaA ;k izf’k{k.k LFky
ij cuk, x, iz’u ckWDl esa Mky nsa ;k iz’u pkVZ 'khV ij fy[k nsaA
5-
izR;sd fnu lqcg 30 fefuV xr fnol ij izfrfØ;k ,oa lq>ko dk le; gksxkA ml le; dk
lnqi;ksx djsa vkSj laf{kIr esa viuh ckr dgsaA
6-
izf’k{k.k ds nkSjku viuk eksckby lkbysaV eksM ij j[ksaA l= ds nkSjku vfrvko’;d gksus ij gh
eksckby ij ckr djus ckgj tk,aA izf’k{k.k d{k esa eksckby ij ckr uk djsaA
7 7-
;fn dksbZ laHkkxh r; le; lhek ls vf/kd ;k vuko’;d :i ls ckj&ckj cksysxk@cksysxh rks mls
izf’k{kd }kjk dqN le; ds fy, uk cksyus ds fy, ikcan fd;k tk ldrk gSA
8-
izf'k{k.k ds nkSjku fdlh Hkh izdkj ds v’kksHkuh; 'kCn ;k b’kkjs ;k fVIi.kh dk iz;ksx ugha fd;k
tk,xkA
9-
izf’k{k.k ds nkSjku l=ksa ds fy, r; le; lhek dk ikyu djsaxsA
10-
pk; ds nkSjku vkSj fdlh Hkh izdkj ds czsd ds nkSjku le; ij okil izf’k{k.k esa ykSV dj vk,aA
11-
izfrfnu dksbZ rhu laHkkxh 'kke dks gksus okyh dksj xzqi cSBd esa 'kkfey gksaxsA
12-
izf’k{k.k ds nkSjku nh xbZ v/;;u lkexzh dk /;kuiwoZd v/;;u dj viuh izfrfØ;k,a nsaxsA
13-
izf’k{k.k ds nkSjku ,d nwljs dk lg;ksx djds lcdh le> cukus dk iz;kl djsaxsA
14-
izf’k{k.k esa izf’k{k.k dh fo"k;oLrq ds vfrfjDr fdlh vkSj eqn~ns ij vius lkFkh laHkkxh ls ckr uk
djsaA
15-
izf’k{k.k ds nkSjku rqjar viuh izfrfØ;k uk nsaA
16-
-------------------------
17-
------------------------------
18-
-----------------------------------
19-
----------------------------------
vxj laHkkxh dqN tksM+uk pkgsa rks vo’; tksM+saA
8 1.2 lrr ,oa O;kid vkdyu dh lkekU; le>
mn~ns’;
• jktLFkku esa lrr ,oa O;kid vkdyu dks ykxw djus gsrq vc rd fd, x, iz;klksa vkSj vuqHkoksa
dks le> ldsaxsA
• vkjVhbZ esa lrr ,oa O;kid ewY;kadu vkSj f'k{kkØe rFkk f'k{kk'kkL= ls lEcfU/kr izko/kkuksa dks
le> ldsaxsA
• lrr ,oa O;kid vkdyu ds lS)kfUrd vk/kkjksa] bldh izfØ;k vkSj rduhdh rFkk lEcfU/kr
'kCnkoyh dks le> ldsaxsA
ppkZ ds fcUnq
• jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005 dh vis{kkvksa dks lrr ,oa O;kid vkdyu ds ek/;e ls fdl
izdkj ls iwjk fd;k tk ldrk gS \
• vkjVhbZ esa lh[kus&fl[kkus dh izfØ;k vkSj ewY;kadu fof/k ds ckjs esa fd, x, izko/kkuksa dk ewy
vk'k; D;k gS \
• ewY;kadu dh iwoZ izpfyr fof/k;ksa ds lkis{k vc D;k ewyHkwr cnyko djus gksaxs vFkkZr~ vkdyu
izfØ;k fdl izdkj ls lh[kus&fl[kkus dh izfØ;k dk vfHkUu vax gksxh vkSj lh[kus dks izHkko'kkyh
cuk,xh \
• orZeku esa fo|kfFkZ;ksa dk ewY;kadu dc&dc o fdl izdkj ls fd;k tkrk gS \ vFkkZr D;k&D;k
rjhds@fof/k;ka viukbZ tkrh gSa \
iwoZ rS;kjh
• izf'k{kd] ,ulh,Q&2005 ,oa vkjVhbZ ls lEcfU/kr vuqyXudksa dk Hkyh&Hkk¡fr v/;;u dj ysaA
• Ikzf’k{kd] lhlhbZ ls lEcfU/kr izLrqfrdj.k dk v/;;u ,oa vH;kl iwoZ esa gh dj ysaA
• izLrqfrdj.k dh QksVks izfrfyfi izR;sd laHkkxh dks miyC/k djok,a ftlls izkstsDVj dh vuqiyC/krk
dh fLFkfr esa LykbMokj ppkZ dh tk ldsA
• ,ulh,Q ,oa vkjVhbZ ls lEcfU/kr vuqyXudksa dh izfrfyfi izR;sd laHkkxh ds v/;;u gsrq miyC/k
djokuk Js;"dj gksxkA (vuqyXud - 1 to 3)
fo/kk,a
• lhlhbZ ij iwoZ fufeZr izLrqfrdj.k djuk rFkk lkFk&lkFk lEHkkfx;ksa dh ftKklkvksa ,oa iz'uksa ds
Hkh tokc nsukA izLrqfrdj.k ds mijkUr Hkh iwjs izLrqfrdj.k ij iz'uksÙkj ds tfj, ppkZ vk;ksftr
djukA
xfrfof/k;ka
pj.k 1
• laHkkfx;ksa dks nh xbZ vuqyXud 1 ls 3 dh izfr dk O;fDrxr Lrj ij v/;;u djus nsaA bl dk;Z
gsrq 10 feuV dk le; lewg dks nsaA
• iwjs lewg ds le{k lhlhbZ dk izLrqfrdj.k djuk ,oa lkFk&lkFk izR;sd LykbM ij lokyksa ds tokc
nsukA
pj.k 2
• izLrqfrdj.k esa vk, eqn~nksa ij iwjs lewg esa iz'uksÙkj ds tfj, ppkZ djukA
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 izLrqfrdj.k ds ppkZ ds fcUnq
LykbM ua-&3
vkjVhbZ&2009 f'k{kk dks O;kid vFkksZa esa dkuwu ds nk;js esa ysdj vkrk gS vkSj f'k{kkØe] f'k{kk'kkL= ,oa
f'k{k.k dh n`f"V rFkk ewY;kadu@vkdyu dh n`f"V gsrq fn'kk&funsZ'k nsrk gSA fofnr ;g fd izFke ckj dksbZ
loksZP; dkuwu mijksDr ekeyks esa vkxs c<+dj funsZf'kr vkSj lqfuf'pr djus dk iz;kl dj jgk gS tks dh
,d ,sfrgkfld dne gSA
LykbM ua-&5
ppkZ djsa fd D;ksa ;fn lajpukoknh (constructivist) vkSj vkykspukRed (critical) f'k{kk'kkL= vk/kkfjr
lh[kus&fl[kkus dh izfØ;k,¡ ugha gksxh rks lhlhbZ gsrq vko';d cgqr ls i{kksa dks lrr :i ls ugha ns[kk tk
ldsxk vkSj d{kk&d{kh; izfØ;kvksa rFkk vkdyu ds e/; LokHkkfod tqM+ko Hkh rHkh cu ik,xkA bls bl :i
ls Hkh ns[kk tk ldrk gS fd lh-lh-bZ- esa fufgr izfØ;k ,oa lwpdksa }kjk lh[kus&fl[kkus dh izfØ;k esa
mijksDr fl)karksa ds vk/kkj ij cnyko dh :ijs[kk iznku djrk gSA
LykbM ua-&6
vkdyu dk ,d eq[; mn~ns'; ;g gS fd lh[kus&fl[kkus dh izfØ;k esa izR;{k 'kkfey leLr ?kVdksa vFkkZr~
fo|ky;] f'k{kd vkSj cPpksa dk lrr lh[kuk lqfuf'pr fd;k tk ldsA vkdyu dh izfØ;k vkSj VwYl Hkh
vius vki esa ,d lh[kus dk volj miyC/k djokrs gS vkSj vkxs lh[kus ds fy, ;kstuk Hkh lq>krs gSA iwoZ
izpfyr ijEijk lh[ks gq, dk ewY;kadu Hkh vc blfy, ugha fd;k tkuk gS D;ksafd dsoy fu.kZ; lquk;k tkuk
cPpksa ds lh[kus dh ;kstuk ugha nsrkA tcfd vkdyu f'k{k.k ;kstuk gsrq fu.kZ; ds fy, gksrk gSA cfYd ;g
Hkh dsoy ;kstuk gsrq fu.kZ; djus ds fy, gh fd;k tkrk gSA
LykbM ua-&12
lhlhbZ vly esa iwoZ dh ekU;rkvksa ds foijhr] ewY;kadu esa ,d fof'k"V f'k{kk'kkL=h; cnyko dh ek¡x djrk
gS ftlesa ;g dsoy ewY;kadudrkZ ds :i esa f'k{kd vkSj ewY;kafdr gksus okys ik= ds :i esa fo|kFkhZ rd
lhfer ugha jgrkA fo|kFkhZ dh vko';drk dks fpfg~ur djus ds fy;s lhlhbZ dh izfØ;k lHkh lEcfU/kr
?kVdksa dks ftEesnkjh nsrh gSA fo|ky;] leqnk;] f'k{kd lewg ,oa fo|kFkhZ] leLr i{kksa dks bl izfØ;k esa
okafNr ijh.kkeksa dks izkIr djus gsrq ftEesnkjh esa lgHkkxh cuk;k tkrk gSA
LykbM ua-&14
bl LykbM esa iwoZ esa ykxw dh tk jgh lh-lh-bZ- Ldhe ¼2013&2014½ ds lanHkZ esa vkbZ eq[; pqukSfr;k¡ ,oa
muds vk/kkj ij fd, x, izeq[k ifjorZuksa dk mYys[k fd;k x;k gSA bls izLrqr djus ls iwoZ ;g t+:j
bafxr djs fd ;g tkudkjh dsoy iwoZ esa lh-lh-bZ- lapkfyr fo|ky;ksa ds f'k{kdksa ds fy, gh gSA
LykbM ua-&18
O;ksxksRLdh ds vuqlkj izR;sd cPps ds lh[kus dh laHkkoukvksa dk vFkok fodkl dk ,d fof'k"V fudVLFk {ks=
gksrk gS tks fd Kku ds ml Lrj ds Bhd ckn esa gksrk gS tgk¡ og igys ls gSA cPps dk lh[kus dk VkLd
og gksuk pkfg;s tks mls u;s Kku ds :i esa le>uk gS vkSj ftlds fy;s mls fdlh tkudkj ds lg;ksx
dh vko';drk gksrh gS tks fd mls ogk¡ igq¡pus vkSj mlesa vkRefuHkZj gksus esa enn djsxkA lhlhbZ izfØ;k esa
rhuksa xzsM A, B o C blh :i esa gaSA
24 Fourth day
Subject - English
Index
S.No.
7.1
7.2
Topic
CCE in Rajasthan in the context of English
Nature of language (Language Acquisition, Challenges
faced in English teaching)- 2 Sessions
25 7
CCE in Rajasthan in the context of English
7.1 Learning Objectives:•
•
To understand the CCE scheme in Rajasthan, in which its need, the work done till
now, the effect in the children's learning levels, the learning and assessment are all
given prime importance
To understand how continuous and comprehensive assessment is done in context of
English
Methodology
There will be a discussion on the following points:
•
What do we know about the CCE scheme which is currently being implemented in the
state of Rajasthan?
Preparation
•
•
Note on CCE in Rajasthan
Overall CCE scheme related documents (Teachers Planning Diary, Continuous and
Comprehensive Cummulative Record, Student Report Card)
Process:
Session 1
The facilitator will have an open discussion on the the CCE scheme which is currently being
implemented in the state of Rajasthan. During the session, the work done on CCE till now,
any information regarding the scheme, doubts regarding the scheme will be discussed and
clarified. The entire discussion will detail around the points, queries and doubts raised by the
participants themselves.
Session 2
The facilitator will then introduce the scheme related materials to the group (Teachers
Planning Diary, Continuous and Comprehensive Cumulative Record and the Student Report
Card) and explain in detail how CCE is to be done with regard to the English language. Any
queries and doubts regarding the same will be noted down. After the entire group comes up
with their queries and doubts, the facilitator will then have a detailed discussion on the same.
Consolidation
At the end of the session, there will be another round of further clarification, just to
understand whether the participants have understood the use of the material or not. If there is
a need, the facilitator can use this opportunity to explain the use of the materials once again.
26 Nature of Language (Language Acquisition)
7.2 Part-1
Session-1
Language Acquisition- How? What are the goals of teaching English? What are the basic
principles of teaching English as put forth by NCF 05?
Learning Objectives
•
To introduce the participants to the different kinds of language pedagogy
•
To differentiate between the types of language pedagogy
•
To facilitate an understanding of language acquisition as a phenomenon and get
introduced to the basic debate related to the same.
•
To understand how the nature of language and its acquisition phenomenon guides the
pedagogy that should be practiced to ensure the same.
•
To give insights into NCF's stand points related to second language teaching and
learning
Methodology
Discussion in the larger group and personal reflection
Preparation
Hand outs on stages/main theories of first language acquisition, NCF stand points on
language acquisition and the main goals related to the same.
Process
Step 1 : Sharing of the agenda of the session and major areas of consideration
Step 2 : Start a discussion on the Language acquisition process by asking the participants to
give their feedback on the two cases mentioned belowi.
The facilitator poses a question to the participants, "What were you doing last
evening?" The participants are encouraged to speak in English and respond to the
given question in turn.
ii. The participants will speak their responses out loud in English and the facilitator will
encourage them to respond in English.
27 The above mentioned activity will take the discussion towards the nature vs.
nurture discourse and the facilitator would first put forth both the theories and will
then discuss that NCF 05 takes the nativist stand and says that every child is born
with the innate ability to learn the language.
The handout Nature versus Nurture could be used to discuss the nature vs. nurture
debate.
Step 3 : If children are born with the innate faculty to learn a language, how they do it?
What are the steps of language acquisition in the children?
Discuss with the help of handout –Stages of Language Acquisition. Link it directly
with how it decides the pedagogy that needs to be adopted by the schools.
Step 4:
From here, the discussion can then to be taken towards the following points•
We discussed about how children learn a language and also about the
perspective NCF 05 endorses, link this with the main principles related to
Language learning, as put forth by NCF 05. Use the handout 4- Principles on
NCF 05 on language teaching and learning.
Step 5 : The step 4 can be followed with discussion regarding the goals of English
Language acquisition as put forth by NCF 05 (for classes 1 to 8). Refer the handout
4 for the same.
Nature vs. Nurture
A brief note
The study of language development, one of the most fascinating human achievements, has a
long and rich history, extending over thousands of years. As the nature-versus-nurture
argument is bound to arise whenever human behaviours are discussed, it is not surprising that
language experts have debated the relative influences of genetics and the environment on
language development. Among the various proposals concerning the mechanisms involved in
acquiring a language, two opposing theoretical positions, the behaviourist and the nativist, are
the most prominent and influential ones (Ayoun, 2003; Garton & Pratt, 1998; Owens, 2001).
Due to the indefinite explanation of the exact process, the continuous interest of the inquiring
people, and the sheer significance of the precise result, the controversy remains ongoing and
popular.
Limitations of the behaviourist interpretation
As the name implies, behaviourism focuses on people's behaviours, which are directly
observable, rather than on the mental systems underlying these behaviours. Language is
28 viewed as a kind of verbal behaviour and it is proposed that children learn language through
imitation, reinforcement, analogy, and structured input.
Do children learn language through imitation?
Imitation is involved to some extent, of course, but the early words and sentences that
children produce show that they are not simply imitating adult speech. Since there is an
infinite number of potential sentences implied, children's complex and creative utterances
cannot be explained by a passive response to the language of the environment. In addition,
imitation cannot account for the errors children make while acquiring the language and also
not the fact that they create a lot of new sentences on their own.
Another point of critique is that there are a infinite number of sentences in a language and all
these sentences cannot be learnt by imitation. Children acquire language correctly even
when the adults don’t consciously correct them.
Nativist point of viewThe main proponent of the view that biological influences bring about language development
is the well-known linguist Noam Chomsky. Chomsky argues that human brains have a
language acquisition device (LAD), an innate mechanism or process that allows children to
develop language skills. According to this view, all children are born with a universal
grammar, which makes them receptive to the common features of all languages. Because of
this hard-wired background in grammar, children easily pick up a language when they are
exposed to its particular grammar.
Evidence for an innate human capacity to acquire language skills comes from the following
observations:
•
The stages of language development occur at about the same ages in most children,
even though different children experience very different environments
•
Children’s language development follows a similar pattern across cultures.
•
Children generally acquire language skills quickly and effortlessly.
•
Deaf children who have not been exposed to a language may make up their own
language. These new languages resemble each other in sentence structure, even when
they are created in different cultures
NCF 05 has endorsed the nativist school of thought i.e children are born with the innate
faculty to learn a language.
Stages of Language Acquisition
1.
Pre speech – Children start responding to language and speech even before speaking
his/her first word. Infants learn to pay attention to speech,pays attention to intonation and
the rhythm of speech long before they begin to speak.
29 Infants respond to speech more keenly than to other sounds. Speech elicits greater
electrical activity in the left side of the 2 month old infant's brain than do other
sounds. Experiments have shown that children respond to speech a lot more than music.
Child learn to recognize the distinctive sounds, the phonemes of the language they hear
from birth long before they are able to pronounce them
2.
Babbling stage-Begins at several months of age. Characterized by indiscriminate
utterance of speech sounds-- many of which may not be used in the given language but
are found in other languages-- clicks. Generally repeated syllables are spoken.
3.
One word stage- Infants may utter their first word as early as nine months: usually
mama, dada (these words resemble babbling). Deaf babies whose parents use sign
language begin making their first word/gestures around eight months. This stage is
characterized by the production of actual speech signs. Often the words are simplified:
"du" for duck, "ba" for bottle. When the child has acquired about 50 words he develops
regular pronunciation patterns.. Incorrect pronunciations are systematic at this time.
The first 50 words tend to be names of important persons, greetings, foods, highlights of
the daily routine such as baths, ability to change their environment-give, take, go, up,
down, open.
4.
Combining words-18 mo--2 years. By two and a half years most children speak in
sentences of several words--but their grammar is far from complete. This stage rapidly
progresses into what has been termed a fifth and final stage of language acquisition,. By
six the child's grammar approximates that of adults.
Children learning any language seem to encode the same limited set of meanings in their
first sentences:
ownership-- Daddy's shoes; describing
dog; locational relations-- toy in box.
events--
Me
fall; labeling--
That
Sentences are usually of two words.
5.
The rest of the acquisition of grammar is different for different children-- some
children repeat more, others create more. Some children produce a great number of
words before beginning to combine them into sentences. Others immediately begin to
make sentences. There may be several individual routes to mastering one's native
language.
Standpoints of NCF-05 on Language Learning
Goals for Language learning
Imagine yourself being in an absolutely new place, where everything you see, touch, taste,
hear and feel is for the first time! There will be so many thoughts and ideas running through
your mind. What would you want to do after this experience? Most of us would want to share
30 this experience with our family and friends. To do so, you will need to know a language that
will help you express your thoughts, ideas and new knowledge. A child is also seeing,
touching, tasting, hearing and feeling new things in this world every day and therefore needs
to learn a language to express him/her.
Language is not only important for understanding the world, its vast history and nuanced
cultures, but also because it gives us a medium to define ourselves. Along with arts, it is one
of the best ways for human beings to communicate with each other and express ourselves
fully. There is a very close relationship between language, mind, society and knowledge.
Children come to school already knowing at least one language and have the potential to
learn several more.
Now, imagine a child in your class who is taking down notes during a science lesson. He is
also listening, asking and answering questions, reading from the blackboard and writing in
his notebook. Most of the real life situations involve the use of language in a holistic sense
rather than in separate units. Our children must be able to apply all these skills together to
carry out communication in their daily lives.
Goals for Language Learning (Ref: NCERT Sourcebook for Assessment) 1. Attainment of basic proficiency in Language 2. Development of language into an instrument for abstract thought and knowledge acquisition The above goals for learning the English language translate into bridging the gap between
English and other subjects, as well as English and other languages. Higher-order skills extend
across languages. Reading is a transferable skill; improving it in one language improves it in
others, while reading failure in one’s own language adversely affects second-language
reading.
For learning any language (especially English) children need an input rich environment in
schools and classrooms. Inputs here mean textbooks, texts chosen by children themselves,
school libraries, newspapers, or magazine.
Language Education
As per the National Curriculum Framework – 2005, children are born with an innate
language faculty. We know from our everyday experiences that most children, even before
they start their schooling, internalize an extremely complex and rule-governed system called
language, and possess full linguistic capabilities. In many cases, children come to school with
two or three languages already at the oral level. They are able to use these languages not only
accurately but also appropriately. Children receive multilingual education from the outset.
The three-language formula needs to be implemented in its spirit, promoting multilingual
31 communicative abilities for a multilingual country. Stories, poems, songs and dramas link the
children to their cultural heritage, and also give them an opportunity to understand their own
experiences and develop sensitivity to others. We may also point out that children may
effortlessly extract more grammar from such activities than through boring grammar lessons.
a) Beginning Literacy- In case of second and third, or classical or foreign languages, all the
skills, including communicative competence, become important. Children appear to learn
much better in holistic situations that make sense to them rather than in a linear and
addictive way that has no meaning.
• Oracy- Oracy (listening and speaking) along with print is one important route to
literacy. A two-way approach of teaching whole word chunks as shapes and teaching
sounds of individual letters must be used for reading. Pre-literacy oral activities can
develop the child’s ability to relate spoken and written language codes through
rhymes, stories, etc.
• Print rich environment–The classroom must display signs, charts, and notices that
organise its work. The teacher can also bring real-life sign boards to classrooms – like
labels, signboards, notices, etc.
b) Higher order skills in English- Literature, Reading, and Vocabulary
Children learn vocabulary by connecting actions and pictures to words. A child keeps
learning vocabulary words throughout his lifetime. The foundation for vocabulary
development and writing at later levels is through reading with comprehension and
interest.
For reading, children must be exposed to a variety of texts like stories, poems,
conversations, dialogues, descriptions and role-plays.
The child’s introduction to writing should be through real-life tasks like writing letters for
people in their community, to other children, etc. Children must be encouraged to express
their own thoughts and feelings rather than emphasizing on writing correctly. Demand for
a mechanical way of writing blocks is a child's urge to use writing to convey his ideas.
Formal grammar instruction can begin once basic language skills are in place. Grammar
is no longer considered a route for developing knowledge of language but as a tool to
enrich the understanding of language.
Development of life skills such as critical thinking skills, interpersonal communication
skills, negotiation/refusal skills, decision making/ problem-solving skills and selfmanagement skill are also very critical for dealing with the demands and challenges of
everyday life.
32 Integration of language with other subject areas at the primary level
Listening, speaking, reading and writing, are all generalised skills, and the mastery of
children over them becomes the key factor affecting success at school. In many situations, all
of these skills need to be used together. This is why it is important to view language
education as everybody’s concern at school and not as a responsibility of the language
teacher alone. There is a common saying that every teacher is in some sense a language
teacher. This is of great advantage because the assessment of language skills can be carried
out while the child is learning other subjects.
During elementary schooling, it is necessary that English language be seen in relation to other
subjects being taught. This is of particular relevance to primary education, and at later stages
of education all teaching is in a sense language teaching. Another important fact is that
language education is not confined to the language classroom itself. An EVS / Social Science,
Maths or Art class is also a language class, because all communication with the children is
through language.
Attitudes to be nurtured among children and teachers
Attitudes and motivation of learners and teachers play an important role in all learning,
including language learning. When the teacher is positively inclined towards pupils of diverse
linguistic, ethnic and socio-cultural backgrounds, children will also tend to get positively
motivated and involved in the teaching-learning process. It is extremely important that
teachers begin to appreciate the fact that all languages represented in their multilingual
classrooms are equally scientific and should receive equal respect from the teacher and the
taught. The teacher should also begin to use the multilingual classroom as a resource.
Languages flourish in each other’s company. They die when they are isolated as ‘pure
objects.’ Languages which have become powerful in the modern world have gone through a
process of constant borrowing at all levels from other languages and they have still not closed
their doors.
a)
Use of Language – Grammar, Vocabulary, and Expression– the purpose of
teaching these skills is to enable the children to communicate effectively. The
children must be able to express themselves through speaking or writing – with
imagination, confidence, and by the usage of correct grammar and vocabulary words.
b)
Language Learning
In the context of Rajasthan, learning English as a second language starts from class 1
onwards. The curriculum proposed by the National Curriculum Framework 2005
suggests learning English in the acquisition mode. Therefore, it is necessary to
understand first HOW a language is acquired and learned.
As mentioned previously, language learning is not just a matter of acquiring skills of
listening, speaking, reading and writing but it also consists of developing
communicative competence where these skills are often used in an integrated manner
33 with other abilities to help conduct a dialogue. To facilitate better learning of
language it will be helpful to know these important points:¾
¾
¾
¾
Every child is born with an ability to learn languages
Children learn a great deal from the teachers and peer interactions
Children can learn more than one language at a time
Children learn language progressively, by learning simpler sentences first and then
moving to complex
¾ While learning a language, children give ‘incorrect’ responses; this is a very
important stage in process of learning language. Children must be encouraged to
use more and more of what they are learning even if it is incorrect, as it builds their
Part-2
Nature of Language - Challenges of English Teaching in Rajasthan
SESSION 2- Challenges of English teaching and how a collective plan can be evolved
which addresses the problems which are urgent and can definitely be addressed in a short
duration of time.
Learning Objectives
•
•
•
To understand the expectations of the participants from the training as a result of
discussion regarding the challenges related to English Teaching and its outcomes in
the state.
To evolve a collective plan regarding what all be can be discussed during the training.
To help the participants to reflect on actual challenges with the English teaching
programmes, to prioritize them in respect to mitigation strategies and to evolve a
rough plan as to how it can be done.
Methodology
Personal reflection, discussion, self reading.
Materials used
Post its/small pieces of papers, charts/boards to display on
Expected time for the activity
1.5 to 2 hours
Process
After couple of ice breaking activities (say couple of rhymes) and introductions (some
interesting activity for the same), the activity related to contemplation on present challenges
with the English teaching programme would begin.
34 Step 1: The facilitator would ask each participant to think about one challenge related to
teaching English and ask them to write them on a blank note/small piece of paper
and post it on the board.
Step 2: After that, the facilitator would ask three of the participants to read them aloud.
Step 3 : The facilitator would then ask the participants to categorize the presented challenges
in three broad categoriesTeacher centric challenges
Student/Context centric challenges
System centric challenges
Others
After organizing the given points in the abovementioned four categories, the facilitator would
then distribute the reading material no. 1 and would ask some participants to read it aloud.
The reading material-1 would have a small write-up on the present challenges faced by the
nation in teaching English in schools. The hand out would help in including some points
which might not have come out during the discussion. After this the facilitator would further
explain about how we can arrange the points in respect to their priorities, i.e which ones
should be addressed first and which can be addressed on long term.
The following points would give help in the same1.
2.
3.
4.
Important and achievable
Important but not achievable in short term
Not very important but achievable
Not very important and non achievable in short duration of time
The final output of the activity would continue to be displayed until the end of the training
and would be revisited several times while discussing on the issues of teaching capacities,
pedagogical underpinnings and assessment methodologies.
The teacher will then ask the participants to discuss their expectations from the training and
will discuss the broad plan of the training. The sharing of plan would mainly include getting
their feedback on the plan and ensuring that the group knows what all is going to be included
in the training and can be mentally prepared for the same.
The facilitator is expected to display the plan and the flow chart of the challenges put forth by
the participants on the display board.
35 Please see a sample of the flow chart for the same-
The objective of this activity would be met only if the facilitator can explain how we can
address the problems stated in the first column with an urgency and can continue to work on
the challenges written in the second column. It needs to be ensured that the problems will be
discussed by the end of the training.
36 Fifth day
Subject - English
Index
S.No.
7.3
7.4
Topic
Curriculum (Primary Level), Textbooks, Assessment
Indicators & Core Competencies - 2 Sessions
Planning
&
Assessment
in
Implementation:
Teaching
Continuous
Learning
Process
(Exemplar)
7.5
Planning in Subgroups
Handouts for reading
SIERT syllabus, Textbooks, Assessment
1.
Indicators/ Curricular Objectives and Core
Competencies
37 7.3 Curriculum (Primary Level), Textbooks, Assessment
Indicators and Core Competencies - 2 Sessions
Part-1
Session-2
Syllabus of classes I to V as prescribed by SIERT and discussion on the assesment indicators given
in the teachers planning diary. Understanding the relationship between syllabus and assessment
indicators. To give the participants a basic understanding of what core competencies mean and
how they can be used to accelerate the level of the students who have low learning levels.
Understanding how to work on a multigrade situation with a structured plan and implementation
and at the same time doing ongoing assessment.
Learning Objectives
•
•
•
•
•
To facilitate the group to understand the SIERT syllabus for grades I to V
To facilitate the group to understand the assessment indicators and how they are directly
linked with the curricular objectives prescribed by the NCF 05/state curriculum
To understand the notion of core competencies and how they provide a scope for accelerated
learning
To get insights into multi grade teaching and how planning as well as ongoing assesment can
support the same
To support the group to understand the practical aspects related to CCA in regard to evolving
plans, recording observations in the checklist and keeping a stock of how children are
responding to the plan
Methodology
Discussion in small subgroups for understanding the syllabus, assessment indicators and core
competencies, giving insights to teachers on multi level teaching.
Preparation
Handouts on SIERT syllabus, the assessment indicators and the core competencies for grades I to V.
Process
Step 1: The facilitator will first explain how the assessment indicators are linked to the syllabus, then
go on to explain how the curricular objectives have been separated termwise and chapterwise for
every textbook.
Step 2: Divide the group in 5 subgroups so that every group has a different class and distribute the
syllabus and the teacher planning diaries for the respective classes. The facilitator will then rotate in
subgroups to support the discussion.
Step 3: The facilitator will then discuss briefly what the core competencies are why these are required
when dealing with a mutli grade class. The facilitator will then draw focus onto the teacher planning
diaries and the plan where they need to make plans for students who are below the learning level and
how these core competencies for different grades will help in accelerated learning.
38 Part-2
Textbook Analysis
To facilitate the group to go through the new textbooks and discuss their queries, questions and
challenges they think they face in the implementing the same.
Learning Objectives
•
•
To facilitate the group to critically analyze the new textbooks and its approach
To discuss in depth the approach of the books, how they are different from the old textbooks
and how the challenges related to the implementation can be minimized
Methodology
To go through the textbooks in small subgroups and pay close attention to the changes in the
textbooks like the methodology, the activities which provide more opportunities for children to work
on their creativity, imagination and to share their personal experiences.
Preparation
Multiple sets of textbooks
Process
Step 1: Discuss briefly the approach of the books, why they have been made the way they have been,
what could be the additions and improvements and in what spirit they should be conceived
Step 2: Divide the groups into 4 subgroups and give them the classes 2 and 4 textbooks to read and
understand. One group can be asked to go through the first 3 units (Terms 1 and 2) and the second
group can be made to go through the next 2 units (Terms 3 and 4) of one textbook. The other two
groups can be divided accordingly.
Step 3: They are now made to read the preface and the teachers page of their given textbooks and
note down the important points. Along with this, they can also be made to go through the syllabus
given for these classes and see whether the preface and teachers page cover any similar points.
Step 4: The groups are made to then discuss their textbooks based on the following questions posed to
them. They will support their answers with taking examples from the given textbooks.
1. Have the new textbooks given scope for children to share their opinions?
2. Do the textbooks have some content which is there in the previous class and the next class?
3. Have the textbooks given opportunities to assess the oral and written skills, drama and other such
areas where the child can express oneself creatively?
4. Do the children have scope for imagination in these textbooks?
5. Have the textbooks brought more contextual surroundings, culture and traditions to the forefront?
6. Have the textbooks provided more activities which help assessment?
39 7.4 Planning & Implementation: Continuous Assessment
in Teaching Learning Process (Exemplar)
Learning Objectives1.
To facilitate the group to understand how they can evolve comprehensive plans
and implement them.
2.
To understand how assessment is an in built part of teaching and learning.
3.
To facilitate the group to be able to look at curriculum, teaching and assessment as
an organic whole.
Discussion Points1.
How can we make an effective plan? A plan which is comprehensive in terms of
both curricular objectives and pedagogy.
2.
How assessment can be done during the teaching learning process?
3.
How to assess at the end of the chapter or a particular content?
Preparation
1.
The facilitator should be ready with the materials required to discuss the prepared
plan.
2.
Plan of any one chapter of the book should be already prepared.
Implementation
Step-1: Discuss which chapter are you talking about and share its prepared plan.
Sample Teaching Plan (Class‐5) ;kstuk Øekad % --------- I. lEiw.kZ d{kk ds fy, f'k{k.k&vkdyu
fnukad % 1 ls 15 vizSy rd
;kstuk
ikB@bdkbZ % Unit I vo/kkj.kk@Fkhe % Festivals - Our National Festivals
• lEiw.kZ d{kk lewg ds fy, vf/kxe mís'; : 1. To be able to understand the text and identify the
main idea of the story with less dependency on translation 2.To be able to read and understand the
story well enough and solve the given exercises 3. To be able to use the present form of verbs in
sentences using is, am, are 4. To be able to discuss about various topics in pairs and share the same
with the rest of the class 5. To be able to write a notice on a particular topic
Teaching plan for the whole class
1. Group work 2. Subgroup work 3. Individual work
Warm up Activity
1. The teacher can write the words of the song/ rhyme on the board/
ask them to copy the same in their notebooks and teach the
children the tune so that they can follow the teacher while
singing.
40 Assessment Plan
To check whether the students have
correct pronunciation while singing the
song, the participation of the students.
To feel in the observations in an
observation diary.
2. The teacher can also do small drills with them when asking them
to stand up, sit down, clap your hands, snap your fingers, close
the door, turn on the fan, open the window, take your book from
your bag etc. These can also be repeated on a daily basis.
Whole Group Work
1. The teacher asks the students to finger read as he/she reads the
story slowly and loudly, trying to make the students guess what
the main idea of the story is from what they have heard and
understood.
2. During the finger reading, the teacher will keep asking questions
to make sure that they have comprehended the chapter. The
students can also be made to read on their own loudly and then
the teacher can encourage them to solve the exercises given at the
end of the chapter.
Group Work
1. The students can be given an exercise as to gathering up
information about Republic Day, Gandhi Jayanti and
Independence Day and write a small note on the same.
2. As part of the reading exercises, you can give a small paragraph
from the lesson with a few missing words, in the form of a
worksheet, asking them to fill in the blanks as they sit and discuss
the same in groups.
3. You can make small groups of students, including the students
who can read and write sentences and play this game, when every
student will give one word to help make a sentence about a given
picture. The students who can make sentences can guide the
students who can't make sentences in this exercise. For example:
She went to the fair. It was hot outside. etc.
Individual Work
1. The students can be made to prepare a notice for their school
notice board about the Republic Day celebrations.
To check whether the students
understand the simple instructions in
English. To mark the observations in
the formative checklist.
To check fluency while reading,
comprehension of the lesson and to
mark the observations in the formative
checklist.
To have the students assess each other
on participation, accuracy of
information brought and presentation
of thne same in the form of a note. To
check the students ability to write
simple sentences in English.
To check the comprehension of the
lesson and answer based on text. The
teacher will mark the observations in
the formative checklist. To note - coordination with other group members
and leading qualities
To check confidence, vocabulary
building and the ability to connect
words to make sensible sentences.
Teacher's observations in the checklist.
To note - creativity, presentation,
accuracy of information.
milewg&,d ds fy, {kerk lao/kZu gsrq ;kstuk
Whole Group Work
1. All the new and difficult words in the chapter will
be put up on display so that the children can keep
reading the words and learning their spellings and
pronunciation. They can be made to write it once
they can speak the words.
2. Dictation can be taken for all the difficult words
covered in the lesson to check whether they can
relate sounds to words.
41 The teacher will check the students notebooks for
correct spellings. Worksheets
Group Work
1.
The students can have a reading round in their
small groups and you can have a quiz on the
information covered in the lesson.
To check the comprehension of the lesson based on
text and to mark the observations in the formative
checklist.
2.
Question no. 5 on Page 5 can also be made to
solve in groups where they have to fill in the
right form of the verb 'be'.
The activity given in the textbook.
Individual Work
1.
The students can be asked to make sentences
with the new words learnt in the chapter.
The teacher will check the students notebooks for
correct sentence structure and spellings.
-
Whole Group
Activity 1 - Teaching children to given introduction
Reading: Our National Festivals (Narrative)
Warm up Activity: Discussion about cultural festivals and national festivals and the
difference between the two. Then talk about Independence Day and Republic Day.
Teacher
:
Hello, children! Today, we will learn about different days of national
importance. Do you know about Republic Day? When is it celebrated and
how is it celebrated?
Students
:
No, didi.
Teacher
:
Okay! Do you know about Ganantantra Diwas?
Students
:
Yes, didi.
Teacher
:
When is Ganantantra Diwas?
Students
:
26 Janvary.
Teacher
:
Very good.
(As the students know 26 January then we can begin by reading or telling them what it is
called in English)
Teacher
:
Ganatantra Diwas is called Republic Day in English. Ganatantra means
Republic and Diwas mean Day.
Students
:
Republic Day.
Teacher
:
Good. Now we will read the first paragraph of the chapter.
(If the students can read then make them read a few lines each. If they struggle, then you read
the paragraph line by line and keep on explaining the meaning. Write the difficult words on
the board with their meanings in Hindi)
42 Word
Republic Day
hoisting
capital
wreath
lay
constitution
anthem
celebrate
Teacher
Meaning
ganatantra diwas
jhanda rohan
rajdhani
fulon ka chakra
rakhna
sanvidhan
gaan (Jana-Gana-Mana)
manana
:
Republic Day is celebrated on 26 January every year. i.e. Ganatantra diwas
har saal 26 janvary ko manaya jata hai. When is Republic Day celebrated?
Students : 26 January (notice earlier they were pronouncing it as Janvary but now after
the teacher has spoken it 2-3 times they are speaking it as January with
correct pronunciation)
Teacher : Good. It is the day our constitution came into force.
Sangeeta : Didi, constitution kya hota hai. (Student has spoken the word correctly after
listening to the teacher)
Teacher : Constitution means sanvidhan.
Students : Haan uska pehla page hamari book mein hai.
(Students have an understanding of the Constitution)
Teacher : On this day, flag hoisting ceremonies and parades by the armed forces and
school children are held in different parts of the country.
Sangeeta : Didi, hosting kya hota hai. (She cannot pronounce it properly)
Teacher : Hoisting ka matlab hota hai jhanda rohan. Now say again hoisting.
Students : Hoisting (pronounced correctly this time)
Teacher : Is din janhda rohan hota hai aur apni senai aur school ke bacche programs
karte hain. So what is the main ceremony this day?
Students : Hoisting
Teacher : Good. But say flag hoisting. O.k. we’ll read further. In the national capital,
New Delhi, the Republic Day parade starts from Rashtrapati Bhavan and
passes through India Gate to end at the Red Fort.
Ritesh
: Didi, capital kya hota hai.
Teacher : Capital ka matlab hota hai rajdhani. India ki rajdhani kya hai?
Students : Dilli.
Teacher : Good. New Delhi is the capital of India. Where does the parade start from?
Monu
: Rashtrapati Bhavan.
Teacher : Who will tell me what is the next place it goes to?
Rajendra : India Gate
Teacher : Very good. Where does it end?
Students : Red kila.
43 Teacher
Students
Teacher
:
:
:
Sangeeta
Teacher
:
:
Students
Teacher
Students
Teacher
:
:
:
:
Anchal
Teacher
Kiran
:
:
:
Teacher
:
Students
:
Very good. Kila is called fort in English. So it will be……………
Red fort
However before the parade begins, the Prime Minister lays a wreath at the
Amar Jawan Jyoti (‘the flame of the immortal soldier’); the Indian Army’s
site for the Tomb of the Unknown Soldier at India Gate.
Didi, wreath kya hota hai?
Wreath flowers ka arrangement hota hai ek gole mein. (Draws it on the
board). So what does the Prime Minister do?
Wreath rakhta hai.
Where?
Amar Jawan Jyoti.
Good. Now let’s read further. This is followed by the hoisting of the national
flag by the President, accompanied by a 21-gun salute and the singing of the
National Anthem. What does the president do?
President hoist national flag. Give salute and sing national anthem.
Good. Who can tell me the summary of what we read today?
Republic Day ko flag hoist karte hain. Amar jawan jyoti par wreath rakhte
hain. President ko 21 gun salute dete hain. 26 January ko celebrate karte
hain aur us din sanvidhan lagoo hua tha.
Very good kiran. She told most of it correctly and used the main word in
English. Tomorrow we will read the next paragraph.
Okay, didi.
Assessment during Teaching : Observations were made in observation diary during
teaching and by asking in between comprehension questions •
Sangeeta is a very curious and inquisitive girl. She pronounces the words correctly
and asks the difficult words in between. Shows that she pays attention.
•
Kiran is also very attentive and gave more of the questions correctly. But she still
needs to learn to speak whole sentences in English
•
Monu, Rajendra and Ritesh were listening attentively but were generally quiet. Seems
they had difficulty in speaking in English and were hesitant fearing they would make
mistakes.
•
Most of them could understand the text and comprehension questions asked.
In-between comprehension questions asked:
1. What is celebrated on 26 January?
2. Where does the celebration take place?
44 3. Where does the parade start from?
4. Where does it pass through?
5. The parade ends at?
6. What does the Prime Minister do?
7. Where does he lay the wreath?
8. Who hoists the flag?
9. What happens then?
10. What do we sing in the end?
Group Work
Activity 2
The students were divided into 3 groups and they were given different topics to work on like,
Republic Day, Independence Day and Gandhi Jayanti. The students in the first group tried to
organize the information with the structure given in the textbook on Page 5 asking the
following questions:
1.
When and why is it celebrated?
2.
Where is it celebrated?
3.
How is it celebrated all over the country?
4.
Why is it celebrated as a national festival and why is it a national holiday?
The students in the second group decided to first collect all the information they had on
Independence Day and then form a structure for their note like:
Independence Day is celebrated on 15th August every year.
The day marks our independence form the British rule.
We hoist the national flag on this day.
It is celebrated by parades, cultural events and distributing sweets all over the country.
The students each gave one point and they put it altogether to form a note.
The third group decided to make a chart on Republic Day, showing the different information
they had gathered through pictures. They asked for a little more time but they made a very
good chart.
In the meantime, the other children also asked whether they could make charts and they all
made charts on their respective topics and displayed them in their classroom.
Assessment During the Activity
As the students were divided in groups, I noticed that Jyoti and Manisha couldn't frame
sentences on their own. They were also struggling with reading the sentences from the
textbook. I realized that these two students need to be given more help in writing.
45 During the peer assessment, Chetna was found to show leadership qualities and she made
sure that everyone in the group was given a chance to do something and do it well. She
mentioned in her assessment what every child had contributed and those who had worked
less.
In group 2, Manju mentioned in her self assessment that she had worked the least as she was
struggling with framing sentences in English. Their group leader also mentioned that Nagma
also struggled with writing sentences in English.
In group 3, they worked as a team and everyone worked diligently as they first got the
sentences together and decided how to display them through pictures.
Activity 3
Creating Sentences
The students are sitting in a group of 5 each and this is an example of how this game is to be
played in the class with a mixture of weak students and those who need help.
Manju
: I shall start talking about the picture. My word is "Two"
Kiran
: Two girls
Manisha : Two girls is
Kiran
: Manisha, we use is when there is just one person and when there is more than
one, we use are. So, the correct word would be "are… Two girls are…
Manisha : Oh, I understand now. Two girls are
Jyoti
: Two girls are going
Daisy
: Two girls are going to
Manju
: Two girls are going to school.
All the students say the sentence together and then they continue the round with Kiran
saying…
Kiran
: Two girls are going to school. Children
Manisha : Two girls are going to school. Children… is… no… Children are
46 Jyoti
: Two girls are going to school. Children are in
Daisy
: Two girls are going to school. Children are in the
Manju
: Two girls are going to school. Children are in the bus.
The children will continue with the round, with the students correcting each other when they
go wrong. Peer learning is a good way to encourage weak learners to pick up concepts much
faster.
Assessment for the group during the activity
They used simple words to make sentences. The weaker students like Manisha and Jyoti
learnt how to work as a group and learn from their mistakes. They learnt where to use is
and are. They learnt how to speak out the words confidently as it was a small group and
they tried connecting the words together to form sentences on their own. They also
improved their vocabulary by using new words like shopkeeper and customers. There is a
shopkeeper selling ice cream. He is waiting for customers.
Individual Work
Activity 2
The students are made to prepare a notice for their school notice board for Reupblic Day
celebrations. Looking at the points given in the chapter already, the students will each prepare
a notice keeping in mind the name of the school, the date of the notice, the title, the content,
programme details and signing authority. The students will also keep in mind that they need
to make it attractive so the aesthetic and the creativity angle must be taken care of.
Assessment during the activity
While making the poster, I noticed that there were certain students who needed help with
vocabulary and asked them to refer the word wall in the class so that they could be assisted
by the same.
The students made efforts to explore the different ways of making a poster by going online,
looking at the newspaper and researching on different brochures and pamphlets are designed.
Sample Checklist
Month
Work done
Monu
Rajendra
Kiran
Ritesh
Anchal
I
9
A
A
A
A
A
9
A
A
A
A
A
9
B
B
A
B
A
Listening with Understanding
Can identify the main idea
of the poem, story, notice
Can listen to poems,
stories, dialogues read out
attentively
Can participate in group
discussions
II
I
II
I
II
47 I noted down the grades for the following children after working with them for 2 weeks
instead of waiting for a month and graded them accordingly. I put a tick against the month I
had worked with them in. Monu, Rajendra and Ritesh didn't participate in the group
discussions on their own, even though they listened attentively but when I asked questions,
they answered so I gave them the grade B. Kiran and Anchal listened attentively and actively
participated in group discussions so I gave them both the grade A.
II. lewg&2 ds fy, vko';drkuqlkj vfrfjDr f'k{k.k&vkdyu ;kstuk
lewg&2 ds fy, fo'ks"k vf/kxe mís'; % 1. Can read simple sentences without
2. Can look at pictures and write simple sentences 3. Can write simple sentences without looking at pictures
Teaching plan for the Second Group
1. Whole Group Work 2. Group Work 3. Individual Work
Whole Group Work
1. The teacher will give some simple/ short story books from the class/ school
library and ask about the story in simple sentences in English
2. The teacher will give jumbled sentences to write in the correct order. (at
least 5-6 lines)
3. The teacher will give some picture cards to the students and ask them to
discuss about the same in English.
Group Work
1. The teacher can create flash cards of different words of a sentence and
encourage the groups to form sentences of their own using those words.
2. The teacher can give a worksheet of sentences with wrong structure for the
students to identify and correct.
Individual Work
1. The students can be encouraged to write about themselves (at least 4-5 lines)
2. The students can be encouraged to read out simple sentences correctly in
English
pictures
Assessment Plan
The teacher can mark their
observations and sentences in their
teacher diaries.
The teacher can check the
sequence and correct it if it is
wrong.
To check the students ability to
frame sentences looking at
pictures. The teacher will mark the
observations in the formative
checklist.
To check the students ability to
make various sentence structures
using different words.
Worksheets
To check the students ability to
frame sentences and to mark the
observations in the checklist.
-
Whole Group
Activity 2
Rearrange the jumbled sentences in the correct order
The following sentences can be given to the students for them to discuss as a group and put
them in the correct order. These sentences are easy to comprehend and you can take a simple
story which they already know also and write in down in steps.
The tree gives lots of mangoes and the boys are happy.
Two boys are sitting on the wall.
They jump down and start plucking the mangoes.
The plants grow and become trees.
48 They put the mangoes into a basket.
The farmer catches them.
They look over the wall and see a mango tree.
The farmer gives them both a plant each.
First, identify the characters in the story and then concentrate on the words that repeat.You
can then make them underline the verbs/ action words for them to understand the meaning of
the words and for them to form a story in their head. After explaining what these words
mean, try asking them to figure out what happened on their own. You can then explain how
the characters are introduced in the beginning and then the setting and lastly, the happenings.
Two boys are sitting on the wall.
They look over the wall and see a mango tree.
They jump down and start plucking the mangoes.
They put the mangoes into a basket.
The farmer catches them.
The farmer gives them both a plant each.
The plants grow and become trees.
The tree gives lots of mangoes and the boys are happy.
cPpksa ds lh[kus dh izfØ;k ,oa miyfC/k ds lUnHkZ esa f'k{k.k ;kstuk dh leh{kk
izFke lIrkg % le;kUrjky 1 ls 7 vizSy rd
f}rh; lIrkg % le;kUrjky 8 ls 15 vizSy rd
1- dk;Z ds nkSjku cPpksa dh lgHkkfxrk dh fLFkfr 1- dk;Z ds nkSjku cPpksa dh lgHkkfxrk dh fLFkfr ds
ds ckjs esa %& Majority of the children
ckjs esa %& Kiran and Payal need more help with
understood the lesson and could read the
sentences on their own, by breaking the
words into smaller parts. Manju, Nagma,
Jyoti and Manisha struggled with reading
and writing sentences and were given help in
the same.
writing otherwise the rest of the students could
answer the questions on their own. Manju,
Nagma, Jyoti and Manisha have begun to read
sentences now but still take time to get the
pronunciation right. Their writing is still in
progress. 2- cPpksa dks vk jgh dfBukbZ ds ckjs esa %& 2- cPpksa dks vk jgh dfBukbZ ds ckjs esa %& Monu,
Pronunciation and pausing where there are
punctuations is an area where the whole
class struggles except for Chetna and
Simran. Monu, Rajendra and Ritesh need to
be prodded to answer questions. They are
shy and won't answer on their own accord.
3- ;kstuk esa fd, x, cnyko ds ckjs esa %& I must speak to them more in English and
create an environment where they speak
only in English in the class. Another area
which needs a lot of help is with reading
with correct pronunciation and writing
Rajendra and Ritesh have become more
confident and volunteer to answer questions on
their own now. Pronunciation and pausing has
also improved but still needs more practice.
Chetna and Simran help the weaker students and
correct them when they go wrong. 3- cPpksa ds vf/kxe miyfC/k ds ckjs esa %& After
taking dictation for a few days, their spellings
have improved and their reading is still under
progress but as we have a reading session
everyday, their fluency has also improved and
they make note to pause at the given
49 without spelling mistakes. pronunciations.
4- vuqHko ,oa Lovkdyu %& I need to spend 4- vuqHko ,oa Lovkdyu %& Dictation has helped
more time with the lower level group in the
next week as I have given them less time this
week. Manju, Manisha, Jyoti and Nagma
need to be given a lot of individual attention
to cover up the levels faster. They make
small errors in sentence structure.
Explaining sentence structure to the entire
class might be a good exercise for simple
sentences like SUBJECT + VERB +
OBJECT the students improve their spellings. Making a
mixed group of weak and students at the level
has led to students picking up the sentence
structure must faster. They work as a team and
finish their work much faster. They have
understood the basic sentence structure now.
Maybe I can give them more examples and tell
them how to make more sentences. --
Discuss the following points after the presentation
1. Teachers planning and preparation is pre-requisite for managing a class which has multiple
groups.
2. Teachers are supposed to fill their fifteen day plans in the teacher planning diary, using the
curricular objectives already given per chapter, per term in the same document. They are
advised to write their daily plans and observations made on a daily basis in a separate
observation diary.
3. A plan addresses three different types of activities, for the entire group, small groups and
individuals
4. For the students who are below the enrolled class level, the core competencies which are
also provided in the same document can be used to make plans for the three different types
of activities.
5. The teacher would evolve a plan keeping a mind that one has to spend more time with one
group and the rest will get less time from the teacher. In this case, enough practice or
assessment material should be given to the children which can engage them meaningfully.
6. They don't always have to be homogenous, as for some activities, groups can be evolved
keeping in mind that each subgroup has children of different learning levels and are helping
each other to move ahead.
7. The plan doesn't always have to be different for all groups, as sometimes, the same concept
can first be introduced by the teacher and work can be planned in a manner as to give
different levels of tasks of the same content, to different subgroups.
8. The teacher has to always keep reviewing that all the groups are moving ahead with the
required pace.
9. The children can take some time to get used to this kind of arrangement. Places where this
hasn't happened in the past, proper dialogue needs to be established with the children to get
them used to it and enjoy it as well.
10. Traditional methods of teaching will not be able to address the situation of multi-grade
classrooms. So, the teachers have to continuously engage in building their own capacities
and practice activity based learning for ensuring that such situations are addressed
meaningfully.
50 Planning in Subgroups & Presentation of Plans
7.5 Learning Objectives•
To facilitate the group to evolve lesson plans and in the process evolve
understanding to relate textbooks, assessment and teaching learning process.
•
To facilitate the participants to present a plan looking at the curriculum, teaching
and assessment as an organic whole
Discussion Points1.
How to evolve plans based on the new textbooks and ensure that the relation
between pedagogy and assessment is ensured.
Implementation
Step-1: Divide the group in sub-groups and give one class to each. Ask them to evolve
lesson plan for any one chapter.
Step-2 : Move around across the groups to discuss and gauge how the groups are moving.
Step-3 : The groups will present their plans in fornt of the larger group followed with a
discussion and consolidation.
Step-4 : Ask the group if they are clear regarding how it is to be done.
Step-5 : Ask the group to summarize the learning and take down the points on the board.
51 Sixth day
Subject - English
Index
S.No.
7.6
Topic
Consolidation & Revision of Subjectwise Sessions
52 7.6 Consolidation & Revision of Subjectwise
Sessions
Objectives1.
To revise all the concepts and processes of the English language covered in
the sessions over the previous 2 days.
2.
To find out what areas the participants still need help in
Discussion Points1.
What are the important points which were discussed over the previous two
days?
2.
Which areas do you still have a lot of queries in?
3.
What are the areas in the continuous formative assessment and classroom
processes which you still need help in?
Session 1
The facilitator will first revise the points already covered in the previous sessions. Through
this discussion, the facilitator will try and understand the following points:
1.
Which are the different parts of the nature of language which have been covered?
2.
What are the documents included in the continuous and comprehensive assessment
scheme?
3.
How does one see himself as a teacher?
4.
What are the areas of the scheme where you still need some clarity?
Session 2
As a continuation of the same session, a feedback form is given to the participants where they
will be asked to note down their experiences and views about the training session. They can
use this as an opportunity to talk about the areas which they didn't understand and still need
help with or to give qualitative feedback about the sessions.
53 List of Rhymes and Songs
Boogie Woogie
Out in the garden each fine day
Put your right hand in, put your right hand out
Out in the garden each fine day
Put your right hand in and shak it all about
With my ball I like to play
Do the boogie woogie (2)
I bounce my ball, each fine day (2)
That's what it’s all about!
Out in the garden each fine day.
Put your left hand in, put your left hand out
Out in the garden each fine day
Put your left hand in and shake it all about
With my top I like to play
Do the boogie woogie (2)
I spin my ball, each fine day (2)
That's what it’s all about!
Out in the garden each fine day.
Put your right leg in…
Out in the garden each fine day
Put your left leg in…
With my kite I like to play
Put your whole self in…
I fly my kite, each fine day (2)
If you’re happy and you know it
Out in the garden each fine day.
If you're happy and you know it, clap your hands (clap clap)
Five little monkeys jumping on the
bed
If you're happy and you know it, clap your hands (clap clap)
If you're happy and you know it and you really want to show
it
Five little monkeys jumping on the bed
If you’re happy and you know it, clap your hands (clap clap)
Mama called the doctor and the doctor said
If you’re happy and you know it, stamp your feet (stamp
stamp)
No more monkeys jumping on the bed.
If you're happy and you know it, snap your fingers (snap
snap)
One fell down and broke his head
If you're happy and you know it, turn around (turn around)
If you're happy and you know it, say "Ha ha!" (ha ha)
One fell down and broke his head
Four little monkeys jumping on the bed
Mama called the doctor and the doctor said
No more monkeys jumping on the bed.
Three little monkeys jumping on the bed
The wheels on the bus
One fell down and broke his heaf
The wheels on the bus go round and round, round and round,
round and round,
The wheels on the bus go round and round, all day long.
The wiper on the bus goes swish swish swish, swish
swish swish, swish swish swish,
The wiper on the bus goes swish swish swish, all
day long.
Mama called the doctor and the doctor said
No more monkeys jumping on the bed.
Two little monkeys jumping on the bed
One fell down and broke his head
Mama called the doctor and the doctor said
No more m
The doors on the bus go open and shut, open and shut, open
and shut,
One little monkey jumping on the bed
The doors on the bus go open and shut, all day long.
Mama called the doctor and the doctor said
One fell down and broke his head
No more monkeys jumping on the bed.
The baby on the bus goes wah wah wah….
The motor on the bus goes vroom vroom vroom…
54 "k"Be~ fnol
lesdu ,oa vkxkeh ;kstuk
1- N% fnolh; izf'k{k.k dk fcUnqokj lesdu &
• lhlhbZ ds ek;us] lhlhbZ dh izfØ;k] lhlhbZ dh Ldhe ,oa rduhd rFkk ikfjHkkf"kd
'kCnkoyhA
• fo"k;okj l=ksa ds egRoiw.kZ i{kksa dk lesduA
2- lEiw.kZ CykWd j.kuhfr ds ckjs esa tkudkjh ,oa le> cukukA
3- lhlhbZ ls lEcfU/kr izfØ;k dh lkexzh dks le>uk ,oa vkxkeh ;kstuk cukukA
4- izf'k{k.k ls lEcfU/kr QhMcSd nsukA
55 vuqyXud&1
fu%'kqYd ,oa vfuok;Z cky f'k{kk dk vf/kdkjh vf/kfu;e
ifjp;
mn~ns'; ,oa dkj.kksa dk dFku
1-
2-
3-
gekjs x.kjkT; dh LFkkiuk ds le; gh ;g ckr Lohdkj dj yh xbZ Fkh fd lcdks leku
volj iznku djds gh yksdra= ds lkekftd rkus&ckus dks etcwr fd;k tk ldrk gSA bl
dk;Z esas lkoZHkkSfed izkjafHkd f'k{kk dh Hkwfedk fu.kkZ;d ekurs gq, gekjs lafo/kku esa jkT; ds
uhfr funsZ'kd fl)kUrksa esa] jkT; }kjk N% ls pkSng o"kZ rd ds lHkh cPpksa ds fy, fu%'kqYd ,oa
vfuok;Z f'k{kk iznku djus ds fy, iz;kl djus dk izko/kku j[kk x;kA xqtjs o"kksZa esa izkjafHkd
fo|ky;ksa dk Hkkjh LFkkfud ,oa la[;kRed foLrkj gqvk gS] fQj Hkh izkjafHkd f'k{kk ds
lkoZtuhdj.k dk y{; gekjs fy, vHkh Hkh efjfpdk cuk gqvk gSA ,sls cPpksa dh la[;k] tks
izkjafHkd f'k{kk iwjh gksus ls iwoZ gh fo|ky; R;kx nsrs gS] vHkh Hkh dkQh cM+h gSA buesa fo'ks"kr%
vHkkoxzLr lewgksa ,oa oafpr oxZ ds cPps 'kkfey gaSA blds vfrfjDr tks cPps izkjafHkd f'k{kk
iwjh djrs gSa mudh vf/kxe miyfC/k ges'kk iwjh rjg larks"ktud ugha gksrh gSA
lafo/kku ds 86osa la'kks/ku ,DV ¼2002½ ds }kjk izfrLFkkfir vuqPNsn 21‐A 6 ls 14 o"kZ dh vk;q
lewg ds lHkh cPpksa dks fu%'kqYd ,oa vfuok;Z izkjafHkd f'k{kk dk ekSfyd vf/kdkj iznku djrk
gSA
ifj.kkeLo:i fu%'kqYd ,oa vfuok;Z cky f'k{kk fo/ks;d ¼2008½ vf/kfu;e gsrq izLrkfor gS] tks
fuEu fcUnqvksa dks iznku djus gsrq vk'kf;r gS(
v- ;g fd gj ckyd dks ,sls vkSipkfjd fo|ky;] tks fu/kkZfjr ekin.Mksa dks larq"V djrk gS] esa
larks"ktud ,oa lerqY; xq.koÙkk dh iw.kZ dkfyd izkjafHkd f'k{kk izkIr djus dk vf/kdkj gSA
c- vfuok;Z f'k{kk & leqfpr ljdkj ij izkjafHkd f'k{kk dh O;oLFkk djus rFkk izos'k] mifLFkfr
rFkk iwjh djus dks lqfuf'pr djus dk nkf;Ro nsrh gSA
fu%'kqYd vkSj vfuok;Z f'k{kk dk vf/kdkj ¼2009½ % lacaf/kr ?kkjk,¡
3- fu%'kqYd vkSj vfuok;Z f'k{kk dk ckyd dk vf/kdj & ¼1½ Ng o"kZ ls pkSng o"kZ rd dh vk;q ds
izR;sd ckyd dks] ftlesa /kkjk 2 ds [kaM ¼?k½ ;k [kaM ¼M-½ esa fufnZ"V ckyd lfEefyr gS] mldh
izkjafHkd f'k{kk iwjh gksus rd fdlh vklikl ds fo|ky; esa fu%'kqYd vkSj vfuok;Z f'k{kk dk vf/kdkj
gksxkA
¼2½ mi/kkjk ¼1½ ds iz;kstu ds fy,] dksbZ ckyd fdlh izdkj dh Qhl ;k izHkkj ;k O;; dk lank;
djus dk nk;h ugha gksxk tks izkjafHkd f'k{kk ysus vkSj iwjh djus ls mls fuokfjr djsA
4- izos'k u fn, x, ckydksa ;k ftUgksaus izkjafHkd f'k{kk iwjh ugha dh gS] ds fy, fo'ks"k mica/k &
tgk¡] Ng o"kZ ls vf/kd dh vk;q ds fdlh ckyd dks fdlh fo|ky; esa izos'k ugha fn;k x;k gS ;k
izos'k rks fn;k x;k gS ij mlus viuh izkjafHkd f'k{kk iwjh ugha dh gS] rks mls mldh vk;q ds
vuqlkj leqfpr d{kk esa izos'k fn;k tk, %
56 ijUrq tgk¡ fdlh ckyd dks] mldh vk;q ds vuqlkj fdlh d{kk esa izR;{kr% (directly) izos'k
fn;k tkrk gS] ogk¡ mls vU; ckydksa ds leku] jgus ds fy, ,slh jhfr esa vkSj ,slh le;&lhek
ds Hkhrj] tks fofgr dh tk, fo'ks"k izf'k{k.k izkIr djus dk vf/kdkj gksxkA
• ijUrq ;g vkSj fd izkjafHkd f'k{kk ds fy, bl izdkj izfo"V fd;k x;k dksbZ ckyd] pkSng o"kZ
dh vk;q ds i'pkr~ Hkh izkjafHkd f'k{kk iwjh djus rd fu%'kqYd f'k{kk dk gdnkj gksxkA
16 % jksdus vkSj fu"dklu dk izfr"ks/k & fdlh fo|ky; esa izfo"V ckyd dks fdlh d{kk esa ugha
jksdk tk,xk ;k fo|ky; ls izkFkfed f'k{kk ds iwjk fd, tkus rd fu"dkflr ugha fd;k tk,xkA
24 % f'k{kdksa ds drZO; vkSj f'kdk;rksa dks nwj djuk & ¼1½ /kkjk&23 dh mi/kkjk ¼1½ ds v/khu
fu;qDr f'k{kd fuEufyf[kr drZO;ksa dk ikyu djsxk] vFkkZr~ &
¼d½ fo|ky; esa mifLFkr gksus esa fu;ferrk vkSj le; ikyu(
¼[k½ /kkjk&29 dh mi/kkjk ¼2½ ds mica/kksa ds vuqlkj ikB~;Øe lapkfyr djuk vkSj mls iwjk
djuk(
¼x½
fofufnZ"V le; ds Hkhrj laiw.kZ ikB~;Øe iwjk djuk(
¼?k½
izR;sd ckyd dh f'k{kk xzg.k djus ds lkeF;Z dk fu/kkZj.k djuk vkSj rnuqlkj ;Fkk visf{kr
vfrfjDr f'k{k.k] ;fn dksbZ gks] tksM+uk (
¼M+½
ekrk&firk vkSj laj{kdksa ds lkFk fu;fer cSBdsa djuk vkSj ckyd ds ckjs esa mifLFkfr esa
fu;ferrk] f'k{kk xzg.k djus dk lkeF;Z] f'k{k.k esa dh xbZ izxfr vkSj fdlh vU; lqlaxr
tkudkjh ds ckjsa esa mUgsa voxr djkuk(
¼p½
,sls vU; drZO;ksa dk ikyu djuk] tks fofgr fd, tk,a A
¼2½ mi/kkjk ¼1½ esa fofufVZ"V drZO;ksa ds ikyu esa O;frØe djus okyk@okyh dksbZ f'k{kd@f'kf{kdk]
mls ykxw lsok fu;eksa ds v/khu vuq'kklfud dkjZokbZ ds fy, nk;h gksxk@gksxh %
29 ikB~;Øe vkSj ewY;kadu izfØ;k & ¼1½ izkjfEHkd f'k{kk ds fy, ikB~;Øe vkSj mldh ewY;kadu
izfØ;k leqfpr ljdkj }kjk vf/klwpuk }kjk] fofufnZ"V fd, tkus okys vdknfed izkf/kdj.k }kjk
vf/kdfFkr dh tk,xhA
¼2½ vdknfed izkf/kdj.k mi/kkjk ¼1½ ds v/khu ikB~;Øe vkSj ewY;kadu izfØ;k vf/kdfFkr djrs
le; fuEufyf[kr ckrksa dk /;ku esa j[ksxk &
¼d½ lafo/kku esa izfr"Bkfir ewY;ksa ls vuq:irk(
¼[k½ ckyd dk lokZaxh.k fodkl(
¼x½
ckyd ds Kku] vUr%'kfDr] ;ksX;rk dk fuekZ.k djuk(
¼?k½
iw.kZre ek=k rd 'kkjhfjd vkSj ekufld ;ksX;rkvksa dk fodkl(
¼M+½
cky vuqdwy vkSj ckydsfUnzr jhfr esa fØ;kdykiksa] izdVhdj.k vkSj [kkst ds }kjk f'k{k.k(
¼p½
f'k{kk dk ek/;e tgk¡ rd lk/; gks ckyd dh ekr`Hkk"kk esa gksxk (
¼N½ ckyd dks Hk;] ekufld vfHk?kkr vkSj fpUrkeqDr cukuk vkSj ckyd dks Lora= :i ls er
O;Dr djus esa lgk;rk djuk(
¼t½ ckyd ds le>us dh 'kfDr vkSj mls mi;ksx djus dh mldh ;ksX;rk dk O;kid vkSj lrr~
ewY;kadu
30 ijh{kk vkSj lekiu izek.ki= &
¼1½ fdlh ckyd ls izkajfHkd f'k{kk lekIr gksus rd dksbZ cksMZ ijh{kk mÙkh.kZ djus dh vis{kk ugha
dh tk,xhA
•
57 ¼2½ izR;sd ckyd dks] ftlus viuh izkjafHkd f'k{kk iwjh dj yh gS] ,sls izk:i vkSj ,slh jhfr esa
,d izek.ki= fn;k tk,xk] tks fofgr dh tk,A
vuqyXud&2
jk"Vªh; ikB~;p;kZ dh :ijs[kk&2005
vkdyu ,oa ewY;kadu
vkdyu dk ;g izk;kstu ugha gS %
• cPpksa dks Mj ds ncko esa vè;;u ds fy, izsfjr djuk
• cPpksa dks uke nsuk tSls ^èkheh xfr ls lh[kus okyk*] ^gksf'k;kj*] ^leL;kRed fo|kFkhZA ,sls foHkktu
vfèkxe dh lkjh ftEesnkjh fo|kFkhZ ij Mky nsrs gSa o f'k{kk'kkL= dh Hkwfedk ij ls /;ku gVk nsrs gaSA
• mu cPpksa dks igpkuuk ftUgsa mipkjkRed f'k{k.k dh vko';drk gS ¼blesa vkSipkfjd vkdyu dh
izfr{kk fd, fcuk f'k{kd] f'k{k.k ds nkSjku gh f'k{kk'kkL=h; ;kstuk vkSj O;fDrxr è;ku nsdj ;g dj
ldrk gS½A
• vf/kxe dh dfBukb;ksa vkSj leL;k {ks=ksa dh igpku djuk & vo/kkj.kkRed dfBukb;ksa ds O;kid
lwpd vkdyu vkSj ijh{kk ls irk fd, tk ldrs gSaA funku ds fy, ijh{kk ds fo'ks"k vkStkjksa dh vkSj
izf'k{k.k dh t+:jr gksrh gSA ;g t+:jr lk{kjrk vkSj la[;kvksa ds vk/kkjHkwr {ks=ksa ds fy, gS u fd
fo"k;ksa ds fy,A
vkdyu vkSj ewY;kadu
Hkkjrh; f'k{kk esa ewY;kadu 'kCn ijh{kk] ruko vkSj nqf'aprk ls tqM+k gqvk gSA ikB~;p;kZ dh ifjHkk"kk vkSj
uohuhdj.k ds lHkh iz;kl foQy gks tkrs gSa] vxj os Ldwyh f'k{kk iz.kkyh esa tMsa tek, ewY;kadu vkSj
ijh{kk ra= ds vojks/k ls ugha tw> ldrsA gesa ijh{kk ds mu nq"izHkkoksa dh fpark gS tks lh[kus&fl[kkus dh
izfØ;k dks lkFkZd cukus vkSj cPpksa ds fy, vkuannk;h cukus ds iz;klksa ij iM+rs gSaA orZeku esa cksMZ dh
ijh{kk,¡ Ldwyh o"kksZa esa gksus okys gj vkdyu vkSj gj rjg ds ijh{k.k dks udkjkRed :i ls gh izHkkfor
djrh gaSA blesa 'kkyk iwoZ&Lrj esa gksus okyk vkdyu vkSj ijh{k.k Hkh 'kkfey gSA
,d vPNh ewY;kadu vkSj ijh{kk i)fr lh[kus dh izfØ;k dk vfHkUu vax cu ldrh gS ftlesa f'k{kkFkhZ vkSj
f'k{kk ra= nksuksa dks gh foospukRed vkSj vkykspukRed izfriqf"V ls Qk;nk gks ldrk gSA ;g Hkkx ewY;kadu
vkSj vkdyu dks lacksf/kr djrs gq, 'kq: gksrk gS D;ksafd ;s lh[kus&fl[kkus dh izfØ;k ds fy, ikB~;p;kZ ds
Hkkx dh rjg izklafxd gksrs gSaA ijh{kk ra= vkSj [kkldj cksMZ dh ijh{kkvksa ls tqM+s eqíksa dks vuqyXud&5 esa
vyx ls lacksf/kr fd;k x;k gSA
vkdyu dk mís';
f'k{kk dk ljksdkj ,d lkFkZd o mRiknd thou dh rS;kjh ls gksrk gS vkSj ewY;kadu vkykspukRed izfriqf"V
nsus dk rjhdk gksuk pkfg,A ;g izfriqf"V bl ckr dh gksrh gS fd ge ,slh f'k{kk ykxw djus esa fdl gn
rd lQyrk izkIr dj ik,¡A bl ifjizs{; ls ns[ksa rks orZeku esa py jgh ewY;kadu dh izfØ;k,¡ tks dsoy
dqN gh ;ksX;rkvksa dks ekirh vkSj vkdfyr djrh gSa fcYkdqy gh vi;kZIr gaS vkSj f'k{kk ds mís';ksa dh vksj
izxfr dh laiw.kZ rLohj ugha [khaprh gSaA
ysfdu ewY;kadu dk ;g lhfer izk;kstu Hkh] vdknfed vkSj 'kSf{kd fodkl ij izfriqf"V nsus okyk] rHkh cu
ldrk gS tc f'k{kd i<+kus ls igys gh u dsoy vkdyu ds rjhdksa dh rS;kjh djsa cfYd ewY;kadu ds
ekudksa vkSj mlds fy, iz;qDr gksus okys vkStkjksa dh Hkh rS;kjh djsaA fo|kfFkZ;ksa dh miyfC/k dh xq.koŸkk dh
58 tk¡p ds vykok ,d v/;kid dks fofHkUu fo"k;ksa esa mudh miyfC/k dh tkudkjh bdV~Bk dj] mldk
fo'ys"k.k dj vkSj mldh O;k[;k djuh gksxhA rHkh vè;kid fofHkUu {ks=ksa esa fo|kfFkZ;ksa ds vf/kxe dh lhek
dh ,d le> cuk ik,¡xsA vkdyu dk izk;kstu fu'p; gh lh[kus&fl[kkus dh izfØ;kvksa ,oa lkexzh dk
lq/kkj djuk gS vkSj mu y{;ksa ij iqufoZpkj djuk gS tks Ldwy ds fofHkUu pj.kksa ds fy, r; fd, x, gSaA
;g iqufoZpkj vkSj lq/kkj bl vk/kkj ij fd;k tk ldrk gS fd f'k{kkfFkZ;ksa dh {kerk fdl gn rd fodflr
gqbZA ;g dgus dh t+:jr ugha gksuh pkfg, fd ;gk¡ bl vkdyu dk eryc fo|kfFkZ;ksa dk fu;fer ijh{k.k
drbZ ugha gSA cfYd] nSfud xfrfof/k;k¡ vkSj vH;kl ds mi;ksx ls vf/kxe dk cgqr gh vPNk vkdyu gks
ldrk gSA
lqfu;ksftr vkdyu vkSj fu;fer izxfr jiV f'k{kkfFkZ;ksa dks muds dke dh izfriqf"V nsrs gSa vkSj lkFk gh os
ekud Hkh LFkkfir djrs gSa ftudks ikus ds fy, fo|kFkhZ iz;kljr jgrs gSaA os vfHkHkkodksa dks muds cPpksa ds
vf/kxe dh xq.koŸkk vkSj muds fodkl ds ckjs esa Hkh tkudkjh nsrs gSaA
,slk vkdyu izfr;ksfxrk dks izksRlkgu nsus dk rjhdk fcYkdqy ugha gS( vxj dksbZ f'k{kk esa xq.koŸkk pkgrk
gS rks cPpksa dk foHkktu dj mUgsa ,slh Jsf.k;ksa esa Mkyuk ftlls muesa ghu Hkkouk vk tk, rks fcYkdqy ugha
gksuk pkfg,A vafre fcanq gS fd fo'oluh; vkdyu ,d jiV nsrk gS] ;k v/;kiu ds ,d dkslZ ds [kRe
gksus dk izek.k nsrk gS ;k ftlls nwljs Ldwyksa] 'kSf{kd laLFkkuksa] leqnk; vkSj Hkkoh ekfydksa ¼jkst+xkj nsus
okyksa½ dks vf/kxe dh xq.koŸkk vkSj lhek ds ckjs esa tkudkjh fey tkrh gSA
n{krk,¡
n{krk,¡ f'k{k.k vkSj mlls lacafèkr vkdyu dk /;ku ikB~;iqLrd ,oa rF;;qDr fo"k;oLrq ls nwj ys tkus dk
,d iz;kl gSA ijUrq vfèkxe ds U;wure Lrj ds mikxe esa n{krkvksa dks foLr`r mi&n{krkvksa vkSj
mi&dkS'kyksa esa rksM+k x;k gS] ;g ekudj fd budk dqy ;ksx n{krk gSA ijUrq vDlj O;ogkj vkSj izLrqfr
ij /;ku nsus ls vo/kkj.kkvksa ds fy, rks txg gh ugha cprhA mi&dkS'kyksa ds bl rkfdZd] ysfdu ;kaf=d
lwphdj.k ls vkSj mudh miyfC/k ds fy, cukbZ xbZ l[r le;&lkj.kh ls] dgha Hkh u ;g >ydrk gS fd
vf/kxe ,oa n{krkvksa ds mi;ksx esa [kqn esa gh yphykiu gks ldrk gS] vkSj u gh ;g >ydrk gS fd ftl
pØ esa n{krk,¡ lh[kh tkrh gSa] t+:jh ugha gS fd os fu/kkZfjr le; vkSj xfr ds vuqlkj ls gh lh[kh
tk;saxhA ;g ljksdkj Hkh dgha izfrfcafcr ugha gksrk fd lexz] njvly fofHkUu Hkkxksa ds tksM+ ls T;knk Hkh
gks ldrk gSA bl foLr`r lwph ds fy, vf/kxe vkSj ijh{k.k ds fo"k;ksa dh lwph cukuk vkSj iwoZ fu/kkZfjr
vf/kxe ds ifj.kkeksa ds fy, i<+kuk fcydqy gh vO;kogkfjd gS o f'k{kk'kkL=h; ut+j ls vfo'oluh; Hkh gSA
;g /kkj.kk izpfyr gS fd ewY;kadu ls mu t+:jrksa dks igpkuus esa enn feyrh gS] ftu t+:jrksa dks
mipkjkRed f'k{k.k ls iwjk fd;k tkrk gSA bl /kkj.kk us ikB~;p;kZ dh ;kstuk cukus esa cM+h leL;k,¡ iSnk
dh gSaA bl ^mipkjkRed* 'kCn dks mu fof'k"V@fo'ks"k dk;ZØeksa rd lhfer j[kus dh t+:jr gS tks mu
cPpksa dh {kerk fodkl esa enn djrs gSa ftudks iBu@lk{kjrk ¼iBu esa vlQyrk ftlls ckn esa cks/k ij
QdZ iM+rk gS½ ;k vadKku ¼[kkldj xf.kr ds ladsrksa okys igyw] LFkkuh; eku vkSj lax.kuk laca/kh½ esa
leL;k,¡ vkrh gSaA f'k{kdksa dks vPNs funkudkjh ijh{k.kksa ds fy, fof'k"V izf'k{k.k dh t+:jr gS] tks mUgsa
mipkj ds iz;klksa esa enn djsxkA Bhd blh rjg] funkukRed dk;Z ds fy, Hkh fof'k"V :i ls fodflr
lkexzh vkSj fu;kstu dh t+:jr gS rkfd f'k{kd izR;sd cPps ds lkFk vyx ls dke dj ik,¡A bl
mipkjkRed dke dh 'kq#vkr mu pht+ksa ls gksxh tks cPps dks igys ls vkrh gSa vkSj mu pht+ksa rd tk,xh
ftUgas cPps dks lh[kus dh t+:jr gSA ;g vkdyu vkSj lrdZ voyksdu dh lrr izfØ;k ds }kjk gh laHko
gSA 'kCnksa dk fcuk lksps&fopkjs fd;k x;k mi;ksx] izHkko'kkyh f'k{kk'kkL= dh vke leL;kvksa ls gekjk /;ku
gVk nsrk gS vkSj vf/kxe ,oa vlQyrk dh ft+Eesnkjh iwjh rjg ls cPps ij Mky nsrk gSA
59 f'k{kkfFkZ;ksa dk vkdyu
cPps dh vf/kxe dh xq.koŸkk vkSj foLrkj ij fy[kh xbZ ,d lkFkZd jiV dks lekos'kh gksuk pkfg,A gesa ,d
,slh ikB~;p;kZ dh vko';drk ftlesa l`tukRedrk] uoizorZdrk vkSj ckyd dk laiw.kZ fodkl gksA rks ,sls
esa ikB~;iqLrd vk/kkfjr vf/kxe vkSj jVs gq, rF;ksa dks tk¡pus okys ijh{k.k] nksuksa gh csdkj gaSA gesa ewY;kadu
vkSj izfriqf"V dks iqu% ifjHkkf"kr djus vkSj muds u, ekud <w¡<+us dh t+:jr gSA fof'k"V fo"k;ksa esa
f'k{kkfFkZ;ksa dh miyfC/k dk cM+s vkjke ls ijh{k.k gks tkrk gSA mlds vykok gesa vkdyu esa lh[kus ds izfr
vfHko`fÙk;ksa] #fp vkSj Lo;a lh[kus dh {kerk dks Hkh 'kkfey djuk gksxkA
f'k{k.k ds Øe esa vkdyu
izxfr&i= ¼fjiksVZ dkMZ½ rS;kj djus ls f'k{kd dks vius izR;sd fo|kFkhZ ds ckjs esa ;g lkspus dk ekSdk
feyrk gS fd mlus l= ds nkSjku D;k lh[kk vkSj fdl {ks= esa mldks T;knk esgur djus dh t+:jr gSA
,sls fjiksVZ dkMZ dks fy[k ikus ds fy, f'k{kd dks izR;sd fo|kFkhZ ds ckjs esa lkspuk gksxk vkSj blhfy,
jkst+ejkZ ds f'k{k.k ds nkSjku ml ij /;ku nsuk gksxkA blds fy, fof'k"V ijh{kkvksa dh t+:jr ugha gSA Lo;a
lh[kus okyh xfrfof/k;k¡ cPpksa ds fujarj pyus okys voyksdukRed ,oa xq.kkRed vkdyu dk vk/kkj curh
gSaA voyksdu ds vk/kkj ij jkst+ dh nSuafnuh j[kus ls fujarj] lrr ,oa O;kid ewY;kadu esa enn feyrh
gSA ,d f'k{kd dh lkIrkfgd Mk;jh ls fy;k x;k va'k & ^^fdj.k dks vius dke eas et+k vk;kA mldks os
fdrkcsa QkSju ilan vkbZa tks NksVh Fkha vkSj ftuesa tkudkjh FkhA og dgrk gS fd mls lkQ vkSj lknh Hkk"kk
ilan gSA rF;ksa dks fy[krs gq, og vDlj laf{kIr mŸkj fy[krk gSA mldk dguk gS fd blls og pht+ksa dks
vklkuh ls le> ikrk gSA mls O;kogkfjd rjhdk ilan gS**A blh rjg fofHkUu Lrj ij cPpksa ds dke vkSj
muds ckjs esa fy[kus ls f'k{kkFkhZ o f'k{kd dks mlds vf/kxe dh izxfr dk O;ofLFkr fjdkWMZ fey tkrk gSA
;g fo'okl fd vkdyu ls lh[kus esa vkus okyh dfBukb;ksa dk irk yxuk gh pkfg, rkfd mudk mipkj
gks lds vDlj cgqr gh vO;kogkfjd gks tkrk gS vkSj ;g f'k{kk'kkL=h; iz;kl dh Bksl le> ij vk/kkfjr
ugha gksrkA vo/kkj.kkRed fodkl ls tqM+h leL;k,¡ igpkus tkus ds fy, vkSipkfjd ijh{k.k dk bart+kj ugha
dj ldrhaA i<+kus ds Øe ds nkSjku gh ,d f'k{kd ,slh leL;kvksa ls voxr gks ldrk gSA
ikB~;p;kZ ds os {ks= tks vadksa ds fy, tk¡ps ugha tk ldrs
ikB~;p;kZ ds lHkh fo"k; ijh{kk }kjk ugha tk¡ps tk ldrs( cfYd ,slk djuk rks ikB;~ p;kZ ds mu {ks=ksa ds
lh[kus dh izd`fr ds foijhr gksxkA buesa dke] LokLF;] ;ksx] 'kkjhfjd f'k{kk] laxhr ,oa dyk 'kkfey gSaA
;|fi 'kkjhfjd f'k{kk vkSj ;ksx ds dkS'ky vkèkkfjr i{kksa dk ijh{k.k fd;k tk ldrk gS ijUrq LokLF; ls
tqM+s i{kksa dks lrr vkSj xq.kkRed vkdyu dh t+:jr gksrh gSA orZeku esa bUgsa ikB~;p;kZ esa de egRo nsus
dk pyu gSA bu {ks=ksa ds fy, u rks i;kZIr lkexzh miyC/k djokbZ tkrh gS] vkSj u gh ikB~;p;kZ ds fy,
<ax ls ;kstuk cukbZ tkrh gS vkSj vkxs c<+sa rks bu fo"k;ksa dks fn, x, le; dks ^fo'ks"k i<+kbZ* ds fy,
ges'kk cfynku dj fn;k tkrk gSA ikB~;p;kZ ds bu Hkkxksa ds lkFk ;g cgqr gh cM+k le>kSrk gS] tcfd bu
Hkkxksa dh xgjh 'kSf{kd egŸkk vkSj laHkkouk,¡ gksrh gSaA
^vad* fcuk fn, Hkh cPpksa dk bu {ks=ksa esa fodkl ds fy, vkdyu fd;k tk ldrk gSA Hkkxhnkjh] #fp] vkSj
tqM+ko rFkk ftl Lrj rd {kerkvksa ,oa dkS'kyksa dk fodkl gqvk] ;s dqN lwpd gSa ftuds vk/kkj ij f'k{kd
;g le> cuk ldrs gSa fd cPpksa dks bu xfrfof/k;ksa ls fdruk Qk;nk gqvk gSA cPpksa dks vxj vius
vf/kxe ds ckjs esa [kqn crkus ds fy, dgk tk, rks mlls Hkh f'k{kdksa esa cPpksa dh 'kSf{kd mUufr laca/kh
varnZ`f"V fodflr gksxh vkSj ikB~;p;kZ ,oa f'k{kk'kkL=h; lq/kkj djus ds vk/kkj feysaxsA
vkdyu dh :ijs[kk vkSj mldk lapkyu
vkdyu vkSj ijh{kkvksa dks fo'oluh; ,oa vf/kxe dks ekius ds oS/k rjhdksa ij vk/kkfjr gksuk pkfg,A
60 tc rd ijh{kk,¡ cPpksa dh ikB~;iqLrdh; Kku dks ;kn djus dh {kerkvksa dk ijh{k.k djrh jgsaxh] rc rd
ikB~;p;kZ dks lh[kus dh rjQ eksM+us ds lHkh iz;kl foQy gksrs jgsaxsA igyk fcanq ;g gS fd Kku&vk/kkfjr
fo"k; {ks=ksa esa ijh{kk,¡ ;s le> ik,¡ fd cPpksa us D;k lh[kk vkSj ml Kku dks leL;k lqy>kus vkSj O;ogkj
esa ykus dh mudh {kerk dks tk¡p ik,¡A blds vykok] ijh{kk,¡ ;g Hkh tk¡pus esa l{ke gksuh pkfg, fd
fo|kfFkZ;ksa dh lkspus dh izfØ;k,¡ dSlh gSa rFkk ;g irk yxk ik,¡ fd D;k f'k{kkFkhZ us ;g lh[kk fd
tkudkjh dgk¡ feyrh gS] ml tkudkjh dk bLrseky dSls djrs gSa vkSj mldk fo'ys"k.k vkSj ewY;kadu dSls
djrs gSaA
vkdyu ds fy, tks iz'u fu/kkZfjr fd, tkrs gSa mUgsa fdrkc esa nh xbZ tkudkjh ls vkxs c<+kus dh t+:jr
gSA fdruh gh ckj cPpksa dk vfÄxe blfy, cgqr gh lhfer jg tkrk gS D;ksafd f'k{kd mu mÙkjksa dks
Lohdkj ugha djrs tks dqaft;ksa esa fn, x, mŸkjksa ls fHkUu gksrs gSaA
,sls iz'uksa dks Hkh bLrseky djuk pkfg, ftudk dksbZ ,d mŸkj ugha gksrk vkSj tks cPpksa ds lkeus pqukSrh
is'k djrs gSaA vPNs iz'u vkSj ijh{kk&i= cukuk Hkh ,d dyk gS vkSj f'k{kdksa dks ,sls iz'u cukus ij cy
nsus dh t+:jr gSA f'k{kdksa dh vPNs iz'u cukus dh {kerk vkSj #fp dks c<+kok nsus ds fy, ft+yk ;k jkT;
ds Lrj ij izfr;ksfxrk,¡ dh tk ldrh gaSA lkjs iz'u&i= dfBukbZ dh ,slh :ijs[kk fy, gq, gksus pkfg,
fd lHkh cPps lQyrk ds Lrj dks vuqHko dj ik,¡ vkSj mŸkj nsus ,oa leL;k lqy>kus dh {kerk esa
vkRefo'okl fodflr dj ik,¡A
iz'u mBuk
• ,d ykSg izxyu IykaV vkjaHk djus ls igys dkSulh pkj ckrsa è;ku esa j[kus dh t+:jr gksrh gS \
• ds LFkku ij
• ;fn ,d m|ksxifr ,d ykSg izxyu IykaV yxkuk pkgrk gS rks og fdl LFkku dk pquko djs vkSj D;ksa
\
• fpfM+;k dh pksap dk vkdkj vuqdwyu esa fdl izdkj ls lgk;rk nsrk gSA
• ds LFkku ij
• vius iM+ksl esa fn[kus okyh lkèkkj.k fpfM+;k dh pksap dk fp= cukvksA mldh pksap ds vkèkkj ij
• of.kZr djks fd mldh Hkkstu dh vknrsa D;k gksaxh vkSj rqEgkjs iM+ksl esa mls oSlk Hkkstu dgk¡ fey
ik,xk\
[kqyh&iqLrd ijh{kk&i= cukuk Hkh ,d pqukSrh gS ftls Ldwy ds izR;sd Lrj ds ikB~;p;kZ iz;klksa esa 'kkfey
djuk pkfg,A ysfdu ,slk djus ds fy, v/;kidksa vkSj iz'u&i= cukus okyksa ls ;g vis{kk gksxh fd os
O;k[;k djus vkSj vf/kxe ds O;ogkjh; igyw ij T;knk t+ksj nsa u fd fdrkc esa fn, x, rdZ vkSj rF;ksa
ijA bl rjg ds dbZ lQy mnkgj.k gekjs ikl ekStwn gaS fd ,slh ijh{kk,¡ cM+s Lrj ij vk;ksftr dh tk
ldrh gaS vkSj f'k{kd [kqn ,slh ijh{kkvksa ds ifj.kkeksa dk fu;eu dj ldrs gSa vkSj mu ij ,sls fu;eu ds
fy, Hkjkslk fd;k tk ldrk gSA blhfy,] ifj;kstukvksa vkSj iz;ksx'kkyk ds dke ds vkdyu dks Hkh vkSj
fo'oluh; vkSj iq[rk cuk;k tk ldrk gSA
;g t+:jh gS fd tk¡ps x, mŸkj okfil feyus ij cPps vius mŸkjksa dks nksckjk fy[ksa vkSj f'k{kd mu ij
iqufoZpkj djsa rkfd ;g lqfuf'pr fd;k tk lds fd cPpksa us dqN lh[kk vkSj ,slh dfBu ijh{kk nsus ls
mUgsa dksbZ ykHk gqvkA
Li/kkZ izksRlkgu rks nsrh gS ysfdu og izsj.kk dk vkarfjd :i u gksdj cká :i gh gksrk gSA fu'p; gh bls
LFkkfir djuk vkSj lapkfyr djuk cM+k vklku gksrk gS blhfy, f'k{kd vkSj Ldwyh O;oLFkk,¡ mRÑ"Vrk dh
izsj.kk dks iks"k.k nsus ds fy, vDlj bldk lgkjk ys ysrh gSaA Ldwy iwoZ&izkFkfed Lrj ls gh cPpksa dks
izFke] f}rh; dh Jsf.k;ksa esa ck¡Vus yxrs gSa] ftlls muesa Li/kkZ dh Hkkouk vkRelkr gksA bl rjg dh
61 izfr;ksxh izsj.kk ds vf/kxe ij dbZ udkjkRed izHkko gks ldrs gSa( vDlj izHkko cukus ds fy, lrgh Lrj
ij lh[kuk Hkj i;kZIr gksrk gSA le; ds lkFk&lkFk cPps viuh #fp ds vuqlkj igy djus dh {kerk [kks
nsrs gSa vkSj bl izfØ;k esa os {ks= ftuesas ikB~;p;kZ esa ^vad* ugha fn, tkrs misf{kr gks tkrs gSaA bldk d{kk
dh laLÑfr ij cgqr gh cqjk izHkko iM+rk gS] D;ksafd cPps O;fDroknh curs gSa vkSj lkewfgd dk;Z djus dh
{kerk [kks cSBrs gSaA ^ijh{kk* dks fcydqy vlaxr egRo fn;k tkrk gS vkSj mu ij vuko';d /;ku dsafnzr
fd;k tkrk gS] ftlesa vDlj xksiuh;rk vkSj fujh{k.k dh l[r O;oLFkk dh tkrh gSA ek/;fed d{kkvksa rd
rks buds 'kkjhfjd vkSj euksoSKkfud izHkko vklkuh ls ugha fn[krs gSa ysfdu ;g cPpksa esa csgn ruko dks
tUe nsrk gS ftlls og cgqr tYnh mŸksftr gksus dh gkyr esa igqap tkrs gSaA Ldwy vkSj f'k{kdksa dks vius
vki ls iwNus dh t+:jr gS fd D;k bl rjg ds O;ogkjksa ls lp esa cgqr T;knk ykHk gksrk gS vkSj vf/kxe
dks njvly fdl gn rd vad nsus vkSj Js.khÑr djus dh t+:jr gSA
Lo&vkdyu vkSj izfriqf"V
vkdyu dh Hkwfedk ml izxfr dks le>us dh gksrh gS tks f'k{kkFkhZ vkSj f'k{kd fu/kkZfjr y{;ksa dh fn'kk esa
djrs gSaA vkSj bl izfØ;k dks csgrj cukus ds fy, mldh leh{kk Hkh djrs gSaA izfriqf"V ikus ds ,sls volj
ges'kk miyC/k gksus pkfg, tks izn'kZu dks nksgjkus o lq/kkjus dh fn'kk esa ys tk,¡] ijh{kkvksa o ewY;kadu ds
Hk; dk bLrseky fd, fcuk i<+us dh fn'kk esa izsfjr djsaA
fo|kfFkZ;ksa dh ekStwnxh esa dh xbZ tk¡p o lq/kkj dk;Z mUgsa bl rjg dh izfriqf"V nsrs gSa fd mUgksaus D;k
lgh fd;k] D;k xyr vkSj D;ksa\ cPpksa ls bl ckjs esa tkudkjh ysuk fd mUgksaus dksbZ mŸkj D;ksa fn;k]
f'k{kd dks fyf[kr mŸkj ls vkxs tkus esa enn nsrk gS vkSj cPpksa dh lksp ls tqM+us dk ekSdk nsrk gSA ,slh
izfØ;k,¡ ijh{kkvksa ds Mjkous vkSj fu.kkZ;d xq.k dks Hkh nwj dj nsrh gSa vkSj cPpksa dks l{ke cukrh gaS fd og
viuh xyfr;ksa dks le>sa] mu ij /;ku nsa vkSj muls lh[ksaA dHkh&dHkh iz/kkuk/;kid ;g dg dj ,rjkt
mBkrs gaS fd cPpksa dh ekStw+nxh esa dh xbZ tk¡p esa oLrqijdrk ugha vk ikrhA oLrqijdrk ds fy, ;g
ljksdkj fcydqy vuqfpr gS tks izfr;ksxh O;oLFkk ls mitrk gS vkSj tks cPpksa ds ijh{k.k esa fo'okl j[krk
gSA oLrqijdrk dh n`f"V ls ;g ljksdkj ml ewY;kadu ds fy, Hkh vuqfpr gS tks 'kSf{kd y{;ksa ls lqlaxr
gksA
u dsoy vf/kxe ds ifj.kke cfYd vf/kxe ds vuqHkoksa dk Hkh ewY;kadu gksuk pkfg,A f'k{kkFkhZ cgqr [kq'kh ls
vius vuqHkoksa dh laiw.kZrk ij fVIi.kh nsrs gaSA O;fDrxr vkSj lkewfgd nksuksa Lrj ds ,sls vH;kl cuk, tk
ldrs gSa ftuls cPps vius vf/kxe dk vkdyu djus vkSj ml ij fparu djus esa l{ke gks ik,¡A bl rjg
ds vuqHko mUgsa Lo&fu;keu dh {kerk,¡ Hkh nsrs gSa tks ^lh[kus ds fy, lh[kus* dh [kkfrj t+:jh gksrh gSaA
,slh tkudkjh f'k{kd ds fy, Hkh cgqr ewY;oku izfriqf"V gksrh gS ftldk mi;ksx vf/kxe dh iwjh O;oLFkk
dks csgrj cukus esa fd;k tk ldrk gSA
cPpksa ds lkFk dh xbZ izR;sd d{kk;h var%fØ;k dh ek¡x gksxh fd cPps vius dke dk [kqn ewY;kadu djsa
vkSj muls ;g ppkZ Hkh gks fd fdldk ijh{k.k fd;k tkuk pkfg, vkSj ;g irk djus ds D;k rjhds gSa fd
{kerkvksa dk fodkl njvly gqvk fd ughaA cgqr NksVs cPps Hkh bldk lgh vkdyu dj ldrs gSa fd dkSu
ls dke os dj ikrs gSa vkSj dkSu ls ughaA
v/;kid dh Hkwfedk ;g gS fd og izR;sd cPps dks mldh {kerk ds vuqlkj lh[kus ds loZJs"B ekSds ns vkSj
bl rjg ds vuqHko ns fd ftlls laKkukRed xq.kksa dk fodkl gks] 'kkjhfjd dq'ky{kse lqfuf'pr gks]
[ksy&dwn laca/kh xq.kksa dk Hkh fodkl gks vkSj lkSan;Zcks/k vkSj HkkoukRedrk Hkh fodflr gksA
;g t+:jh gS fd jiV dkMZ cPpksa vkSj ekrk firk ds lkeus cPpksa ds dbZ {ks=ksa esa fodkl ij ,d lekos'kh
vkSj lexz n`f"Vdks.k izLrqr djsA f'k{kd izR;sd cPps ds ckjs esa ,slh ckrsa dg ik,¡ tks crk,¡ fd ml
ckyd@f'k{kkFkhZ ij O;fDrxr /;ku fn;k x;k gS] ,d ldkjkRed vkRe Nfo dks etcwr djrh gks vkSj
muds lkeus ,sls O;fDrxr mÌs'; j[k ikrh gks ftudks y{; djrs gq, os dke djsaA pkgs vadksa dh lwpuk
62 nh tk jgh gks ;k Jsf.k;ksa dh] f'k{kd ds }kjk fn;k xq.kkRed dFku vkdyu ds leFkZu ds fy, cgqr t+:jh
gSA dsoy blh rjg dk fj'rk cukus ds ckn ,d f'k{kd fo|kfFkZ;ksa dks izHkkfor dj ldrk gS vkSj muds
vf/kxe eas ;ksxnku ns ldrk gSA f'k{kk izR;sd cPps dk vkdyu djs] blds vykok izR;sd cPpk Lo;a dk Hkh
vkdyu dj ldrk gS vkSj ml Lo&vkdyu dks fjiksVZ dkMZ esa 'kkfey djuk pkfg,A
orZeku esa] dbZ fjiksVZ dkMksZa esa fo"k; {ks=ksa ij tkudkjh gksrh gS ysfdu cPps ds fodkl ds nwljs igyqvksa ij
crkus ds fy, dqN ugha gksrk gS( tSls & LokLF;] 'kkjhfjd dq'kyrk] [ksyksa esa n{krk] lkekftd dkS’ky] dyk
vkSj gLrdyk esa n{krkA cPpksa dh f'k{kk vkSj muds fodkl ds bu igyqvksa ij fn, x, xq.kkRed dFku
'kSf{kd ljksdkjksa dk ,d lexz vkdyu ns ldsaxsA
os {ks= ftuds ckjs esa u, fljs ls lkspus dh t+:jr gS
ikB~;p;kZ ds ,sls dbZ {ks= gSa ftudk vkdyu fd;k tk ldrk gS ij ftuds fy, gekjs ikl fo'oluh;
vkSj izHkkoh midj.k ugha gSaA blesa og vf/kxe Hkh 'kkfey gS ftlds fy, lewgksa esa dke gksrk gS vkSj ukV~;]
dke vkSj gLrdyk ds {ks=ksa dk vf/kxe Hkh 'kkfey gS tgk¡ dkS'ky ,oa n{krk,¡ yacs le; esa fodflr gks
ikrh gaS vkSj ftUgsa cgqr lko/kkuh ls fd, x, voyksdu dh t+:jr gksrh gSA
lrr o lekos'kh ewY;kadu dks gh ,d lkFkZd ewY;kadu ekuk x;k gSA gkykafd bl ij Hkh lko/kkuhiwoZd
fopkj djus dh t+:jr gS fd bldk izHkkoh mi;ksx djus ds fy, dc ykxw djuk gSA vxj ewY;kadu dks
lkFkZd :i ls ykxw djuk gS vkSj mlds vkdyu dh fo'oluh;rk j[kuh gS rks ,slk ewY;kadu f'k{kdksa ls
cgqr T;knk le; nsus dh ekax djrk gS rFkk ;g ekax Hkh djrk gS fd og lko/kkuh vkSj dq'kyrk ls fjdkWMZ
j[ksA vxj ;g izfØ;k egt cPpksa ds cks> dks c<+k, vkSj lkjh xfrfof/k;ksa dks vkdyu dk t+fj;k cuk ns
vkSj mUgsa f'k{kd dh rkdr dk vuqHko djkrh jgs rks og f'k{kk ds iz;kstu dks gh foQy dj nsrh gSA tc
rd O;oLFkk ,sls vkdyu ds fy, i;kZIr :i ls rS;kj ugha gS rc rd f'k{kdksa ds fy, ;gh csgrj gS fd os
vkdyu ds lhfer :iksa dk gh mi;ksx djsaA ysfdu mlesa os vk;ke 'kkfey dj ysa ftuls vkdyu lh[kus
ds ,d lkFkZd nLrkost+ ds :i esa mHkj ik,A
varr% vkdyu esa fo'oluh;rk dks fodflr djus vkSj cuk, j[kus dh t+:jr gS ftlls os izfriqf"Vdj.k
dh Hkwfedk dks lkFkZd :i ls fuHkkrs jgsaA
fofHkUu pj.kksa esa vkdyu
iwoZ izkFkfed f'k{kk vkSj izkFkfed pj.k dh d{kk 1 ,oa 2 : bl Lrj ij vkdyu esa fofHkUu {ks=ksa esa cPPkksa
dh xfrfof/k;ksa ij fn, x, xq.kkRed dFku gksus pkfg, vkSj muds LokLF; vkSj 'kkjhfjd fodkl dk
vkdyu gksuk pkfg,A ;g vkdyu jkst+ejkZ dh var%fØ;kvksa ds nkSjku fd, x, voyksduksa ij vk/kkfjr gksus
pkfg,A fdlh Hkh dkj.ko'k cPpksa dh fyf[kr ;k ekSf[kd ijh{kk ugha gksuh pkfg,A
izkFkfed pj.k dh d{kk 3 ls 8 rd % ;gk¡ dbZ rjhdksa dk bLrseky fd;k tk ldrk gS ftlesa ekSf[kd ,oa
fyf[kr ijh{kk vkSj voyksdu 'kkfey gSaA cPpksa dks ;g irk gksuk pkfg, fd mudk vkdyu fd;k tk jgk
gS ij mldks mudh 'kS{kf.kd izfØ;k ds Hkkx dh rjg izLrqr djuk pkfg, u fd Mjkouh /kedh dh rjgA
bl pj.k ij miyfC/k ds fy, fn, x, vad vkSj xq.kkRed dFku mu {ks=ksa ds fy, cgqr t+:jh gSa ftu ij
T;knk /;ku nsus dh t+:jr gSA d{kk 5 ls cPpksa ds Lo&ewY;kadu dks fjiksVZ dkMZ esa 'kkfey fd;k tk
ldrk gSA cM+h&cM+h ekfld vkSj okf"kZd ijh{kkvksa dh txg le;&le;&ij NksVh&NksVh ijh{kk,¡ gksuh
pkfg,A ,slh ijh{kk,¡ ftuesa ijh{k.k dk vk/kkj ekin.M gksA d{kk 7 ls l=h; ijh{kk,¡ 'kq: gksuh pkfg,A
tc cPps T;knk cM+s fgLls i<+us ds fy, euksoSKkfud :i ls rS;kj gksa vkSj mŸkjksa ij dke djrs gq, ijh{kk
esa lp esa] cPpksa ij bl rjg cks> c<+kuk cgqr gh Øwjrk gSA eq>s vius csVs dh enn ds fy, bl yM+ds dks
ukSdjh ij j[kuk iM+k! ¼lkHkkj% vkj-ds- y{e.k] VkbEl vkWQ bafM;k½ dqN ?kaVs fcrkus yk;d gks tk,¡A fjiksVZ
63 dkMZ esa fQj ls LokLF; vkSj iks"k.k ij lkekU; fVIif.k;k¡ nsus ds lkFk&lkFk f'k{kkFkhZ ds lexz fodkl ij
fof’k"V fVIif.k;k¡ gksa vkSj ekrk&firk ds fy, lq>ko gksaA
ek/;fed rFkk mPp ek/;fed pj.kksa esa d{kk 9 ls 12 % ikB~;p;kZ ds Kku vk/kkfjr {ks=ksa ds fy, vkdyu]
ijh{kkvksa] ifj;kstukvksa dh fjiksVZ ij vk/kkfjr gks ldrk gS vkSj lkFk esa f'k{kkFkhZ dk Lo&vkdyu Hkh 'kkfey
gksA ckdh fo"k;ksa dk vkdyu] voyksdu ,oa Lo&ewY;kadu }kjk fd;k tkuk pkfg,A
fjiksVZ esa fo|kfFkZ;ksa ds fofHkUu dkS'kyksa@Kku ds {ks=ksa vkSj izfr'krkadksa ds ckjs esa vf/kd fo'ys"k.k gksA ;g
cPpksa dks mu fo"k;ksa dks le>us esa enn djsxk ftu ij mUgsa /;ku nsuk pkfg, vkSj muds vkxs ds fodYi
p;u dh izfØ;k ds fy, ,d vk/kkj Hkh nsxkA
vuqyXud&3
jktLFkku ds lanHkZ esa lrr ,oa O;kid ewY;kadu izfØ;k l= 2010 & 2011 es jktLFkku izkjafHkd f’k{kk ifj"kn] ;wfulsQ ,oa cks/k f’k{kk lfefr ds lg;ksx ls jk"Vªh;
ikB~;p;kZ dh :ijs[kk & 2005 ,oa vkj-Vh-bZ-& 2009 ds lanHkZ esa] lh[kus&fl[kkus ,oa vkdyu dh
ifj;kstuk t;iqj ,oa vyoj ds 60 jktdh; fo|ky;ksa esa d{kk 1 ls 4 ds fy, izkjaHk dh xbZA
ik;ysV ifj;kstuk ds f}rh; pj.k esa ;kfu fd l= 2011&2012 esa bUgha 60 jktdh; fo|ky;ksa esa d{kk 5 ls
8 ds fy, Hkh lrr ,oa O;kid vkdyu dh ifj;kstuk dks c<+k;k x;kA
jktLFkku esa lrr ,oa O;kid vkdyu ds Ldsy&vi ds izFke pj.k ds fy, ik;ysV ifj;kstuk ls tqM+s gq,
jktdh; f’k{kd] cks/k lanHkZ f’k{kd] ,lvkbZbZvkjVh] jktLFkku izkjafHkd f’k{kk foHkkx] ;wfulsQ ,oa cks/k
bZvkjlh ds izfrfuf/k;ksa }kjk fn, x, QhMcSd ,oa vuqHkoksa dks /;ku esa j[kdj yxHkx 3059 jktdh;
fo|ky;ksa ds fy, lrr ,oa O;kid vkdyu gsrq fufeZr izfØ;k dks l= 2012&2013 ls ykxw fd;k x;kA
Ldsy&vi ds f}rh; pj.k esa lEiw.kZ CykWd dh vizksp ij jktLFkku ds 8 CykWd ds yxHkx 2000 vkSj
jktdh; fo|ky;ksa esa blh fufeZr izfØ;k dks l= 2013&2014 ls ykxw fd;k x;k gSA
o"kZ 2014&2015 esa iw.kZ CykWd ekWMy ds rgr gh lhlhbZ dks jkT; ds yxHkx 20 gtkj Ldwy ¼lHkh ftyksa
ds nks&nks iw.kZ CykWd½ ysrs gq, ykxw fd;k tkuk gSA
jktLFkku lhlhbZ Ldhe fooj.k
jktLFkku esa lapkfyr lhlhbZ Ldhe ds varxZr fuEufyf[kr izfØ;k,¡ ,oa nLrkost+ lfEefyr gSa &
vk/kkj js[kk vkdyu %
D;k % l= ds izkjaHk esa cPpksa ds ’kSf{kd Lrj dks tkuus ds fy, fd;k tkus okyk ijh{k.k ^vk/kkj js[kk
vkdyu* dgykrk gSA
vko’;drk D;ksa % vk/kkj js[kk vkdyu ¼d{kk 2 ls izkjaHk djrs gq, ½ fdlh Hkh d{kk esa v/;;ujr cPpksa ds
okLrfod ’kSf{kd Lrj dks tkuus ds fy, vko’;d gS] ftlls fd cPpksa dks muds ’kSf{kd Lrj ds vk/kkj ij
mfpr ;kstuk cukdj dk;Z djok;k tk ldsA ftu fon~;ky;ksa esa iwoZ ls gh lhlhbZ lapkkfyr gS] ogk¡ cPpksa
ds vfUre ;ksxkRed vkdyu dks vk/kkj ekuk tkrk gSA bl fLFkfr esa ge bls ’kSf{kd Lrj ds vk/kkj ij
IyslesaV Hkh dg ldrs gSaA bu fon~;ky;ksa esa d{kk 1 dks NksM+dj vU; d{kkvksa esa uohu izos’k ysus okys
fon~;kfFkZ;ksa dk vk/kkj js[kk vkdyu ysuk vko’;d gSA ysfdu ftu fon~;ky;ksa esa igyh ckj lhlhbZ
lapkfyr fd;k tkuk gS] ogk¡ ij d{kk 2 ls 5oha rd dh lHkh d{kkvksa ds cPpksa dk vk/kkj js[kk vkdyu
muds ’kSf{kd Lrj dh tk¡p djuk vko’;d gSA
64 dSls % vk/kkj js[kk vkdyu gsrq l= ds izkjaHk esa 15&20 fnu cPpksa ds lkFk iwoZ dh d{kk ds dk;ksZa dk
nksgjku djk ysus ds i'pkr ,d vk/kkj js[kk izi= ¼Vwy½ }kjk cPpksa dk vkdyu fd;k tk,xkA bl
izi=@Vwy esa ekStwnk Lrj ls iwoZ dh 1 ls 3 d{kkvksa ds Lrj dh eq[; {kerkvksa ij vk/kkfjr iz'u gksus
pkfg,A blds fy, lanfHkZr uewuk lzksr iqfLrdk esa fn;k x;k gSA vk/kkj js[kk vkdyu@IyslesaV Vwy ds
uewus fo"k;okj vuqyaXudksa esa fn, x, gSA
dgk¡ nt+Z djsa \ vk/kkj js[kk }kjk izkIr ’kSf{kd Lrj ^v/;kid ;kstuk Mk;jh* ds i`"B la[;k 6 ij fn, x,
izk:i ij ntZz djsaA
uksV % vk/kkj js[kk vkdyu fgUnh ]xf.kr ,oa vaxzsth fo"k;ksa esa gh fd;k tkuk gSA
v/;kid ;kstuk Mk;jh ¼jpukRed vkdyu½
D;k % v/;kid ;kstuk Mk;jh ,d ,slk nLrkost+ gS ftlds varxZr izR;sd d{kk ls lacaf/kr fo"k; dk
ikB~;Øe ,oa ,d l= ds fy, fu/kkZfjr ikB~;Øe.kh; vf/kxe mn~ns';ksa dks pkj VeZ esa O;ofLFkr fd;k x;k
gSA blesa izR;sd d{kk ls lEcfU/kr fo"k; ds fy, f’k{k.k&vkdyu dk;Z ;kstuk] leh{kk ,oa jpukRed
vkdyu izi=ksa dks lfEefyr fd;k x;k gSA izR;sd l= ds fy, ,d v/;kid ;kstuk Mk;jh dk izko/kku
j[kk x;k gSA
D;kas % lh[kus&fl[kkus dh izfØ;k esa ;kstuk ,oa rS;kjh ,d egÙoiw.kZ i{k gSA f'k{kd ds ikl iwoZ ls gh
o"kZHkj ds fy, ,d fu/kkZfjr ikB~;Øe ,oa mlds vuq:i rS;kj dh xbZ ikB~;iqLrd miyC/k gksrh gSA ysfdu
bl y{; dks izkIr djus gsrq cPpksa ds Lrjkuq:i d{kk esa lh[kus& fl[kkus dh izfØ;k lqxe ,oa xq.koÙkkiw.kZ
cukus ds fy, ;kstuk dh vko';drk gksrh gSA ftlls cPpksa dh lh[kus dh fLFkfr;ksa ij fujarj /;ku j[kuk
,oa mudh vko’;drk ds vuq:i ;kstuk esa cnyko djrs gq, mfpr i`"Biks"k.k nsuk jpukRed vkdyu ds
rgr vkrk gSA
dSls % fon~;ky; le; lkj.kh ds vuqlkj vkoafVr fo"k; ds vuq:i lacaf/kr d{kkvksa dh Mk;jh fon~;ky; ds
izR;sd f’k{kd ds ikl gksxh ftls muds }kjk la/kkfjr fd;k tk,xkA la/kkj.k dk eq[; vk/kkj fo"k; ds lanHkZ
esa fn, x, vf/kxe mn~ns’;ksa ds lkis{k f’k{k.k ;kstuk rS;kj djuk] mldk d{kk&d{k esa fØ;kUo;u djuk
rFkk ;kstuk ij dk;Z djokrs gq, e/;kof/k esa ’kSf{kd ;kstuk dh leh{kk djuk gSA bl izdkj dk;Z djokrs
gq, izR;sd ekg esa cPpksa dh izxfr dks jpukRed vkdyu pSdfyLV esa nt+Z djrs jguk gSA v/;kid ;kstuk
Mk;jh esa fufgr lkexzh vkxkeh i`"B ij nh xbZ gSA
65 lrr ,oa O;kid vkdyu vfHkys[k ¼;ksxkRed vkdyu½
D;k % izR;sd VeZ esa foHkkftr ikB~;Øeh; y{;ksa ds lkis{k miyfC/k ds Lrj ds vkdyu dks ;ksxkRed
vkdyu dgk x;k gSA bl vfHkys[k dks ,d jftLVj ds :i esa rS;kj fd;k x;k gSA blesa izR;sd fon~;kFkhZ
ls lacaf/kr pkjksa VeksaZ dk fooj.k nt+Z fd;k tkuk gSA bl izdkj bl jftLVj esa yxHkx 50 fon~;kfFkZ;ksa dh
izxfr dks nt+Z fd;k tk ldrk gSA
D;ksa % cPpksa dh izxfr dks lkyHkj esa ,d ckj ns[kus ls okLrfod :i esa muds lh[kus dh xfr] lh[kus esa
vk jgh leL;kvksa ,oa izxfr vkfn dks Bhd ls ugha vkadk tk ldrk gSA vr% lkyHkj esa de ls de
rhu&pkj ckj chp esa Bgj dj ns[krs jgus ls Lo;a dh dke dh leh{kk ds lkFk&lkFk cPpksa dh izxfr dks
ns[krs jgus ls mUgsa mfpr izfriqf"V feyrh jgrh gSA tks fd lh[kus&fl[kkus esa ennxkj gksrh gSA
dSls % izR;sd fo"k; ds fy, vf/kxe mn~ns’;ksa ls lacaf/kr fof'k"V fVIif.k;k¡ iwoZ ls gh izi= esa fy[k nh xbZ
gaS ftuds lkis{k xzsM ntZ+ djus dk fu.kZ; ekfld lesfdr jpukRed vkdyu pSdfyLV ds vk/kkj ij
¼jpukRed vkdyuksa ls izkIr lwpukvksa] d{kk dk;Z] x`gdk;Z rFkk iksVZQksfy;ks esa ladfyr fofHkUu dk;Zi=dksa
esa dh xbZ f’k{kd fVIif.k;ksa vkfn lkexzh ½ fd;k tk,xkA blesa izR;sd VeZ ds var esa fu/kkZfjr vof/k ij
cPpksa dh izxfr dks nt+Z fd;k tkuk gSA lrr ,oa O;kid vkdyu vfHkys[k dk izi= uhps fn;k x;k gSA
fon~;kFkhZ okf"kZd vkdyu izfrosnu %
D;k % fon~;kFkhZ okf"kZd vkdyu izfrosnu fon~;kFkhZ dks l= mijkar iznku fd;k tk,xkA bl izi= esa
fon~;kFkhZ ls lacaf/kr O;fDrxr lwpuk,¡ ,oa lHkh fo"k;ksa ¼laKkukRed ,oa lg laKkukRed {ks=ksa½ ij jgh
miyfC/k dk fooj.k xzsM o lesfdr fVIi.kh lfgr mYys[k fd;k tk,xkA
dSls % fon~;kFkhZ okf"kZd izfrosnu rS;kj djus gsrq *lrr ,oa O;kid vfHkys[k** esa la/kkfjr lwpukvksa dks
lesfdr djrs gq, fy[kk tk,xkA ftldk izi= bl izdkj j[kk x;k gS &
iksVZQksfy;ks %
D;k % iksVZQksfy;ks ,d ,slh Qkby gS ftlesa fo|kFkhZ }kjk fd, x, dk;Z ds izfrfuf/k uewuksa dks O;ofLFkr
dj yxk;k tkrk gSA ;g izR;sd fo|kFkhZ dh vyx&vyx Qkby gksrh gSA
D;ksa % izR;sd fo|kFkhZ ds lh[kus esa gks jgs ifjorZuksa dks vFkok izxfr dks f’k{kd] vfHkHkkod ,oa cPpksa dks
Lo;a ns[kus o le>us ds fy, iksVZQksfy;ks dks la/kkfjr fd;k tkuk vko’;d gSA
dSls % izR;sd cPps ds }kjk fd, tkus okys fo"k;&{ks=okj dk;ksaZ ds uewuksa dks oxhZÑr djds yxk;k tk,xk
blesa yxk;k tkus okyk izR;sd uewuk&i=d f'k{kd }kjk mís';ksa ds lkis{k fo'ysf"kr djrs gq, xq.kkRed
fVIi.kh fy[kdj yxk;k tk,xkA bldks d{kk&d{k esa lqjf{kr LFkku ij j[kk tk,] buds la/kkj.k esa cppksa
dh enn yh tk,A
f'k{kd] fo|kFkhZ ,oa vfHkHkkod 'ks;fjax cSBd ds nkSjku i`"Biks"k.k
cPps dh lh[kus dh fLFkfr dks vfHkHkkod ds lkFk 'ks;j djuk] muls cPps ds lh[kus ds ckjs esa rFkk
fon~;ky; dh dk;Z izfØ;k ds ckjs esa jpukRed lq>ko izkIr djuk bl izfØ;k dk ,d egÙoiw.kZ ?kVd gSA
dc djsa \ lhlhbZ Ldhe ds rgr ,d l= esa nks ckj ;kfu f}rh; ;ksxkRed vkSj prqFkZ ;ksxkRed vkdyu
dh 'ks;fjax ds le; bl cSBd dks fd;k tkuk gSA muds }kjk nh xbZ izfriqf"V dks lrr ,oa O;kid
vkdyu vfHkys[k esa fu;r LFkku ij nt+Z fd;k tk,xkA
66 vuqyXud&4
Curriculum
Curriculum : Class 1 to 2 (Themes and Content)
1.
Self, family, home, friends and animals, birds, etc.
2.
Colour, time, seasons, utensils, vegetables, fruit, flowers, etc.
3.
Neighbourhod and Community at large (My neighbours, My street, Market/bazaar/
sabjimandi/haat/school, etc.)
4.
My Rajasthan (The state and its rich heritage (myths/legends/folktales)
5.
The Nation - its diversity (socio-cultural, religious and ethnic, as well as linguistic)
6.
Travel and Tourism, Knowing traffic rules.
7.
Adventure and Imagination.
8.
Sports.
9.
Art and Culture.
10.
Personal hygiene.
11.
Advertisements.
General Objectives at Key Stage - 1
1.
To familiarize children with the language primarily through spoken inputs in
meaningful situations (mostly through teachers’ talk, recorded materials, listening to
radio and television news, if possible)
2.
To provide spoken and spoken-and-written inputs (through various means: mother
tongue, gestures, visuals, pictures, signs, sketches, single word questions/answers).
3.
To help learners build a vocabulary of here-and-now words (also phrases, chunks of
utterances, formulaic expressions such as ‘ May I come in?’, ‘Close the door’. )
4.
To help learners build a working proficiency in the language, both listening with
understanding and basic oral production.
5.
To recite and sing rhymes and songs and enact small plays/skills.
6.
To use drawing, painting and other such activities as precursors to writing.
7.
To enable children to learn to write the letters of the English alphabet by using strokes
and by understanding the mechanics of writing English. (letters of the alphabet are to be
introduced through the teaching of mechanics of writing, not necessarily in sequence).
8.
To become visually familiar with English text (to notice a ‘word’, what it means, and to
notice its constituent letters and the sounds).
9.
To associate meaning with written/printed language.
10.
To be able to read with understanding words/phrases, short sentences in context.
67 Stage – I (Class 1 & 2)
Learning Process and Outcomes
Listening
The child should be able
• To understand verbal instructions, requests and questions, and respond to them. (The
child should be able to understand instructions/tasks which demand visible physical
action in a here-and –now situation and respond to them, example ‘ open your bag and
take out the English notebook.’ Also, the child should be able to understand
instructions/tasks that demand mental or linguistic action suitable to her age and
demonstrate this fact, e.g. tell your friends to meet me).
• To understand a question intended for her and demonstrate the fact by answering/
responding to it.
¾ Which toy/book/shirt will you choose? This one with a cat or this one with a cricket
bat? (intentions, interests or preferences)
¾ Where did you go last Sunday? (past or present actions)
¾ Rahul, are you happy? Rahim, have you hurt yourself? (feelings, moods)
¾ Peter, where is the green bag? (situations, acts or objects in the concrete environment)
• To understand a bilingual verbal account of picture sequences, stories suitable for the age
group. (The child should be able to follow and understand a story suitable for the age
group by acting it out while the teacher narrates it, telling it again in her mother tongue or
in English or drawing pictures based on the story).
• At the morphological (lexical) level, children should be able to understand and use the
difference between singular and plural forms (girl-girls, boy-boys, book-books, (we may
also include man-men, woman-women)) and understand elementary verbal conjugations
(e.g. the difference between present and past forms and negations: such as , ‘I am a
singer. I am not a teacher’.)
• At the sentence level the child should be exposed to and understand (i) short simple
sentences, (ii) interrogatory sentences (how, why, when, how many, how much), (iii)
Constructions that indicate tasks and instruction which require action from the child
(‘Open the door.’ ‘Bring your notebook.’ ‘Tell your friend, Ravi, to meet me. ),negation
(none, nothing, am/am not… ).
• At the phonological level, the child should be able to understand the significant
differences in sound (e.g. contrastive pairs: pen-pin, tap-top).
Speaking
The child should be able to
• Answer questions/ queries about her own life in the context of here-and-now (e.g. ‘what
are the things you have in your pencil box? Two pencils, an eraser, a sharpener’).
• Answer questions/ queries about her own life outside the context of here-and-now (e.g.
‘where did you go last week? I went to my uncle’s place.’ ‘What did you do last evening?
I played cricket.’)
• Answer questions about her feelings, intentions and interests (e.g. ‘what do you like to
eat? Apple or mango? Mango.’)
• Answer with the help of gestures and line, curved and isolated figures to give a
description of an event in her/his own life. (e.g. 'What happened to your leg? I was
jumping from the wall and fell down. I got a fracture.')
68 •
Talk about themselves, members of the family and the people and things in their
surroundings.
• Enjoy doing tasks (including singing a rhyme or identifying a person, objects, or things)
in English.
Reading
The child should be able to
• Understand and apply/use the conventions relating to eye movement in reading a book.
(How to hold the book and change eye directions - from left to right, top to bottom,
looking at and appreciating the visuals, pictures, reading a picture sequence, etc.)
• Understanding the basic relationship between the formal aspects of spoken and written
language (associating/ linking sounds and letters)
• Recognize whole words or chunks of language.
• Recognize small and capital letters of the alphabet both in context and in isolation.
• Read simple words/short sentences with the help of pictures and understand them.
• Read with interest or feel happy about reading words/short sentences.
• 'Read', understand and appreciate picture books and cartoon strips.
At the end of Class II, children may not be able to read words which require prior familiarity
with sound-letter connection or reading words or sentences.(e.g. some children may not be
able to read 'know' as 'no'). This can be overcome by providing cyclical activities.
It is important that children (i) discover/understand that words are made up of letters and (ii)
letters represent distinct sounds (phonemes).
Writing
The child will be able to
• Set down or record her own messages )with the help of teachers) in a 'primitive written'
version (drawing a scene she has seen, visited, or drawing animals, people, etc.).
• Understand the strokes of letters (pre-writing) and hold the pencil/chalk without much
pressure.
• Learn to write the letters of the alphabet, not necessarily in isolation (the child should
know how to hold the pencil/chalk and also how each letter of the alphabet is to be
written).
• Write the missing letter in a word - (This will enable them to understand letters as sound
sequences.)
• Write simple words/phrase/short sentences (looking at/or not looking at the printed text).
• Learn to make guesses and write the word as they hear it (guessing may result in making
mistakes, which is acceptable).
• Recognize the sound patterns (sounds in rhyming words, repetition of words etc.)
Methods and Strategies
1.
An oral-aural approach (with limited focus on reading and writing)
2.
Learner-centred, activity-based approach including a bilingual approach.
3.
Pictures, illustrations, cartoons and toys to be used to arouse the interest of children.
4.
Storytelling, retelling and bilingual story telling as a strategy. (This is different from
teaching a story.)
5.
Wall magazines and charts to present pictorial and linguistic aspects to draw the
attention of learners to meaning and form of language.
69 6.
Creating collocations (word clusters),
acquiring vocabulary.
picture dictionaries as group activity for
Curriculum : Class – 3 to 5 (Themes and Content)
1.
Self, family, home, friends and pet animals.
2.
Neighbourhood and community (My neighbours, My street, Market/bazaar/sabzimandi/
haat/school, etc.)
3.
My state Rajasthan (its rich heritage - food, dress, myths/legends/folktales).
4.
The Nation - its diversity (socio-cultural, religious and ethnic, linguistic).
5.
Travel and tourism.
6.
The word - India['s neighbours and other countries.
7.
Adventure and Imagination.
8.
Sports.
9.
Child rights (My rights).
10. Issues relating to Right to Education.
11. Science and technology.
12. Peace and harmony.
13. Mass media.
14. Popular culture.
15. Health and Hygiene.
General Objectives at Key Stage - 2
1.
To familiarize the learner with the "feel" of the Englsih language (through rhymes,
story telling, exposure to the use of formulaic expressions in contexts)
2.
To ready the learner to read, i.e. reading readiness
3.
To promote the learner's conceptualisation of printed texts in terms of heading,
paragraphs and horizontal lines
4.
To enrich the learner's vocabulary through (i) telling, retelling and reading aloud of
stories and folktales in English as well as in the mother tongue and (ii) using mind
mapping techniques i.e. clustering of words related to one them/idea For example:
group the words related to 'play'
5.
To familiarise the learner with the basic processes of writing
Stage – II (Class 3, 4 & 5)
Learning Process and Outcomes
Listening
The child should be able
• To comprehend and respond to instructions given
• To understand and respond to formulaic expressions
• To understand informative statements about concrete events and facts in the context of
the here-and-now (for example: The cow is in the shed./ Ramu is playing under the
mango tree.) also, outside the context of here-and-now (for example: Next week we are
all going to watch a magic show./Next week we are al going for a mela.)
• To enjoy listening to rhymes, poems, stories in English and be able to say something
about them in the mother tongue or in English
• To listen to one's peers with understanding and respond appropriately
70 Speaking
The child should be able to
• To narrate simple experiences and incidents in English
• To exchange ideas with one's peers
• To carry out a brief conversation involving seeking/giving information with peers
• To describe a picture orally
• To answer questions asked in a formal quiz or interview-like situation
• To recite a poem or make a prepared speech (with the help of teachers) in the morning
assembly or to the class
• To read our a text aloud intelligibly
• To ask for help independently (May I come in, sir?/ Can I have your pen for a minute?),
or for information. (Where is the toilet?)
• To take part in group activity, role play and dramatisation
Reading
The child should be able to
• To understand and interpret visual language (pictures and signs) suitable for the age
group
• To understand different types of texts like poems, short passages (prose), letters, notices,
advertisements, graffiti (wall graffiti, T-shirt graffiti), sign boards
• To read cartoon strips
• At the sentence level, to read with comprehension, short as well as complex sentences
(for example: if clause, when/while clause)
Writing
The child will be able to
• To practise writing of letters of the alphabet, words and short sentences in the practice
book
• To practise copy writing from the blackboard and textbook and dictation of simple
sentences
• To write a short description of a person, thing, place
• To learn to use common punctuation marks
• To write a short message for someone
• To write a short composition based on pictures
Methods and Strategies
1.
An oral-aural approach (with limited focus on reading and writing depending on the
level)
2.
Learner-centred, activity-based approach including a bilingual approach, non-verbal
cues
3.
Pictures, illustrations, cartoons and toys to be used to arouse the interest of children.
4.
Storytelling, retelling and bilingual story telling as a strategy. (This is different from
teaching a story.)
5.
Wall magazines and charts to present pictorial and linguistic aspects to draw the
attention of learners to meaning and form of language.
6.
Creating group activities relating to collocations (word clusters), dictionaries for
acquiring vocabulary.
7.
Multilingualism (using the languagees of children) as a strategy for learning English.
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