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Elaboration (2) ACLHIC002

using appropriate phrases and expressions when taking turns in games such as साँप और सीढ़ी; कैरम बोर्ड, for example, तुम्हारी बारी; अब मैं पासा फेंकता हूँ; गोटियाँ चलो।

Elaboration (2) ACLHIC003

following instructions in learning activities, for example, किताब में लिखो; बारी बारी पढ़ो; चार का समूह बनाओ; गोल घेरा बनाओ और बैठ जाओ; बैग ज़मीन पर रखो; कृपया खड़े हो जाओ

participating in shared readings of Big Book stories about familiar events or contexts, for example, पंचतन्त्र की कहानियाँ, using pictures, punctuation, intonation and contextual clues to predict meaning, and recording words associated with main characters …

Elaboration (2) ACLHIC005

using simple sentence structures, familiar vocabulary and supporting gestures to talk about themselves and their immediate environment, for example, मेरे पास एक लाल गाड़ी है। मैं प्रार्थना करने मंदिर / मस्जिद / गुरुद्वारे / गिरिजाघर जाता हूँ l

Elaboration (2) ACLHIC006

responding to stories, rhymes, puppet shows and songs, such as कछुआ और खरगोश; चंदा मामा दूर के, गाँधी जी के तीन बंदर through drawing or painting, facial expression or movement

Elaboration (2) ACLHIC007

creating and presenting own Big Books, story boards or digital texts based on selected characters or elements of favourite texts

Elaboration (2) ACLHIC008

translating simple classroom texts, such as captions, signs, word lists, charts

Elaboration (2) ACLHIC009

creating sets of matching vocabulary cards in Hindi and English and playing Matching Pairs or Memory

Elaboration (2) ACLHIC010

noticing aspects of Hindi that relate to culture, such as using terms like दीदी when speaking to a woman who is older but not yet old enough to be addressed as माताजी

Elaboration (2) ACLHIC011

discussing the role of Hindi in their lives, for example, in family relationships, in special events or things they like to do

Elaboration (2) ACLHIU012

learning how the Hindi sound system is conventionally represented in the Devanagari system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)

Elaboration (2) ACLHIU013

exploring how to use singular and plural forms, such as मैं, हम, मेरा, तुम्हारा

Elaboration (2) ACLHIU014

using metalanguage to talk about texts, for example, by naming different genres, such as lullabies, stories, rhymes, tongue twisters, and by describing typical features, for example, ‘कहानियों की शुरुआत …’, ‘गाने अक्सर …’,

Elaboration (2) ACLHIU015

understanding that different forms of address are used to greet different people, for example, addressing elders as आप, equal or younger people as तुम and being addressed by older relatives as जीते रहो

Elaboration (2) ACLHIU016

finding examples of Hindi words that are used in other languages, for example, ‘yoga’ (योग), ‘sari’ (साड़ी), ‘khaki’ (खाकी), ‘pyjama’ (पायजामा)

Elaboration (2) ACLHIU017

identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language

Elaboration (2) ACLHIU018

noticing similarities and differences in how they communicate in Hindi in the classroom and in their homes, for example, बेटा, बेटी; being called मुन्ना, मुन्नी

Elaboration (2) ACLHIC019

asking each other about recent events or significant occasions, using language associated with time, location and frequency, for example, तुम ननिहाल कब जाते हो? मैं हर साल गर्मी की छुट्टियों में ननिहाल जाता हूँ; आप क्रिसमस कैसे मनाते हैं?; होली के त्योहार …

Elaboration (2) ACLHIC020

following procedures/giving instructions for activities such as cooking, craft activities or science experiments, using language forms such as imperative verbs and measurement terms, for example, 100 ग्राम आटा, सबसे पहले पानी मिलाओ; कढ़ाई में तेल गरम करो; …

Elaboration (2) ACLHIC021

responding to directions when playing games, completing work or getting ready for class, for example, मुझे एक बार फिर से दिखाएँ। ज़ोर से गाओ। वाक्य लिखो। इसे ध्यान से सुनो। इन चित्रों को देखो। एक सीधी पंक्ति में खड़े हो जाइए।

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Curriculum Elements Types

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