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11 June 2022

Varshik Path Aayojan

 





Is.  We suggest in this book that conversations, smileys, special expressions, dialogues and real experiences of the student get space in the classroom.  Language that creates and expresses value is fluid and exciting.  The teaching of price sentiment has also been one of our important objectives during the tenure of the Minister of Technology.  ‘Grammar’ is in this book but we have to stay away from ‘label’ or ‘naming’.  If a student instinctively uses pronouns, adjectives, prepositions, etc. in writing or speaking (we all speak grammar without a grammar label - we write, the same thing) then he is considered to know grammar.  The confluence of the language intentionally served in the textbook and the language adopted by the students from home-family-street-mahalla-party takes place in the classroom, in the school and finally in the brain of the student so we all have to keep meditating!  The structure of this textbook is guided by some theories and principles.  This is aimed at eight year old children and Gujarati - Indian, rural - urban environment and general - bright class scholars.  The theory of the correlation of language and mental development The theory of oral language formation as well as the theory of language acquisition Physical activity The brain that teaches the brain where Piaget and Love Vygosky's social cognition - structural theory endeavor - to make maximum study possible in error and fearless environment.  The theory that the learning is enhanced by the possibility of learning the theory itself The theory of the interrelationship between the subject matter (what) and the class work (How) The success of a textbook called 'What' is achieved by a class work called 'How' as an idea.  Made of 'see and do' type.  This book, like the Learning Manual, can be turned into an active teacher by any alert teacher.  Mandatory activity in the language class:



STD 3 TO 8 AAYOJAN


STD 3    CLICK HERE

STD 4    CLICK HERE

STD 5    CLICK HERE


Introduction Children who grow up with a body also grow up through language.  Formal language learning is about turning language into language development.  Humans only use language to store their experiences.  This also means that those whose language is rich can further their own experiences (living, thinking).  The funny thing is that kids up to the age of 10 are becoming more powerful with brain language wiring.  Language-nutrition and efforts are essential for such children up to Std.  Telling teachers and parents about this textbook is a fun way to have fun.  Pure - impure or true - false should be avoided while learning the language, because even linguistic skills come from continuing to try by making mistakes, rather than practicing cooking.  Singing, defying, telling stories, gossiping, talking on various topics, writing and reading later.  It is convenient to live in a community, group or pair to learn a language.  When two or more human beings come together and begin to understand a language, there are many pairs of activities in this book.  When a challenging situation arises in front of the students, they have to talk alone or in a few words, which also leads to the creation of words and sentences.  There are a lot of questions and situations in which children will have to think, talk, present and then roar in class;






STD 3 TO 8 AAYOJAN


STD 6    CLICK HERE

STD 7    CLICK HERE

STD 8    CLICK HERE




Short Guide to Activities Guide: Lyric Each unit is started with a short song (song).  The unit has also been c in between.  The teacher has to sing the song in his favorite raga slope and then the students have to perform in the group if possible.  Students are not to be asked questions on the basis of lyricism.  The teacher is not a lyricist.  Even if the students understand the song by singing it over and over again.  Gitada songs make students more eager to learn and increase their concentration.  Conversation: Questions for conversation based on story, prose and poetry in each unit - Conversation is helpful in any given category.  During the conversation students come up with text-based wigs.  Even if it is not in the textbook, one has to think of something based on one's own foreknowledge.  Speaking in conjunction with other information.  All of this requires patience on the part of the teacher.  The purpose of the conversation is not to give the correct answer, the real purpose is for all the students to participate in the discussion, to be the logic behind what they are saying.  What if not a single student can answer a conversation question?  Even if the answer is not the teacher, the teacher can ask sub-questions for the students to reach an answer.  Through the conversation, the learning process and the subject are connected to the student's experience, so the student feels the subject and the class itself.  Remember, if the teacher gives the answer to the first student, then the opportunity of ion is taken away from the student. Are going.  To prevent this from happening, we must read the parable of the story.


STD 3 TO 8 AAYOJAN


CLICK HERE


The idiom used in the story requires that the teacher use the story and other prose passages for the students to understand the specific use of the sentences.  Loud Reading: A story that comes as a textbook or other prose should be read frequently by the students under the supervision of the teacher.  The teacher has to class the whole story once before giving the individual reading to the students.  Then ask the students to read.  One by one the students get up and read one of the units i.e. the process of recitation is very necessary for reading education.  For example, a textbook has two stories.  All the students have that story.  The teacher should stand up and tell the story aloud to one of the students.  At that time the rest of the students will also continue reading silently along with the reading student.  After standing up and reading four sentences, the teacher will ask another student to read further.  By doing this it is possible to read E two - three times in the class.  Reading in this way will have two benefits: one is for the students to read and it will happen, in which the student's mistake can also be corrected if necessary.  Secondly, by listening to and reading two-three of these textbooks, the words, phrases, etc. that come in them will become fixed in the mind of the student.  Text details will also be memorized automatically.  Silence is not successful if it is not read aloud.  Independent Writing: Writing skills are also important in formal language learning.  Reasonable expectation of parents and society



Ujasbhani Aheval

26 January Vali Samelan File

SDP FILE

BALSANSAD FILE

NIPUN BHARAT FILE



It is a conscious effort to teach constitutional issues.  The more the student learns the language, the more the language is rehearsed. Sentences, spaces, pairs, compartments. Activities are given. Values: The values   are intertwined in the textbook reading.  Disclosure and promotion of values   has been banned for decades.  Values   are caught, not taught.  Values   cannot be taught.  This statement warns us that the teacher should not do value-teaching, value-telling, value-placement.  In the context of the lesson, take examples of student, family and community practices and ask them, "What kind of behavior can lead to what kind of results?"  ”Is to be discussed.  Attendance of any value - Absence should make the show students think, giving examples.  The teacher should not impose certain values   on his students.  In this textbook, many value-oriented ideas-questions-statements are indirectly placed according to the value.  In connection with all these matters, the issues of teaching in Gujarati second language are given below:







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