GURUKUL

Spoken Hindi
Lesson Modules and Lesson
Plans
Ragini Narasimhan

2009

[TYPE

THE COMPANY ADDRESS]

Table of Contents
1.

How to use this book........................................................................................................... 6

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

2.

Introductions, (My/your), (I/you), (yes/No), (This/That), Nouns ......................................... 13

Introductions ......................................................................................................................... 13
/ and Nouns ................................................................................................................. 13
/ and practice Nouns ..................................................................................................... 14
- and - ................................................................................................... 14

Use masculine nouns in below form. eg. , , ............................................. 14

Use feminine nouns in below form. eg. , , , ................................................. 14

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

His-Her, Relationships ...................................................................................................... 17

Revision ................................................................................................................................ 17
Revision of - with relationships ............................................................................. 17
Revision of - with relationships............................................................................. 18

4.

Verbs, Noun-verb combo .................................................................................................. 27

Revision ................................................................................................................................ 27
Verbs .................................................................................................................................... 27
3-word noun-verb combo .................................................................................................. 27

5.

Verbs, Commands Possessive+Noun+Verb stmts............................................................ 56

Revision ................................................................................................................................ 56
His/Her noun-verb combo ..................................................................................................... 56
My/Your noun-verb combo ................................................................................................... 57
Commands ........................................................................................................................... 57

6.

Telling time, time of day, days of the week ....................................................................... 58

Numbers: 1-12. ..................................................................................................................... 58
Telling the hour ..................................................................................................................... 58
, , , ......................................................................................................... 58

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

7.

Dinner Scenario: Verbs, Vegetables etc ........................................................................... 61

Verbs to be revised/introduced ............................................................................................. 61
Nouns to be introduced......................................................................................................... 61
Tastes to be introduced ........................................................................................................ 61
Time...................................................................................................................................... 61

Commands Respectful only.................................................................................................. 61

8.

Waking up Scenario: Verbs, Nouns, commands etc. ........................................................ 74

Nouns ................................................................................................................................... 74
Verbs: ................................................................................................................................... 74
Time: .................................................................................................................................... 74
Commands Respectful only.................................................................................................. 74

9.

School Scenario: Verbs, Nouns, Commands etc. ............................................................ 94

Nouns ................................................................................................................................... 94
Verbs: ................................................................................................................................... 94
Commands Respectful only.................................................................................................. 94

10.

and here/there (/) ............................................................................................. 107

Review all nouns to be used with / ............................................................................ 107

In () (Please use clipart at end of chapter) ..................................................................... 107
Where do you do this task (review verbs as well) ............................................................... 108
STORY for Snack time: ...................................................................................................... 108
Maybe ............................................................................................................. 108
11.

Plurals, ................................................................................................................ 123

12.

Prepositions: On/, left/, right/, front/, behind/ , near/, . ............... 130

13.

Adjectives (, , ) .......................................................................................... 130

14.

"And/ ", But/

Also/ and More Adjectives (, , , , , , ,

, , , ,
, ,
, ) ............................................................................. 131

15.

Adverbs ........................................................................................................................ 131

16.

Past tense .................................................................................................................... 131

17.

More past tense ........................................................................................................... 131

18.

Mixture of past and present .......................................................................................... 131

19.

.......................................................................................................................... 131

1.

How to use this book

We have attempted to create lesson modules where each lesson module is only dependent on
knowledge of the previous lesson modules so it is better to teach them in succession.
However, if you determine that your group of children has already mastered the contents of
some of the modules then you can revise quickly and move on to the next set. At the end of
each chapter, we have included a set of clipart/flashcards that you can show to a group of
children and use it as examples. These clip arts are deliberately large so that you can show
them from a distance.

Class Stations
We recommend three stations: beginner, intermediate and advanced in EVERY class.
Beginner
A beginner child has very little vocabulary and almost no grammar patterns. We will however
include children who are extremely shy and hardly speak in this group to get their confidence
up and later move them.
Intermediate
An intermediate child has reasonable vocabulary but very little grammar patterns. We need to
build up their confidence in making sentences and start communicating.
Advanced
An advanced child has both reasonable vocabulary and basic grammar patterns however
he/she just doesnt see the point of using Hindi as a language. If he sees a lot of his/her
peers using it, they may be encouraged to speak it more often. They may however have
specific issues such as plurals, masculine/feminine usage etc.

NOTE: None of the classifications above is based on age of current class level of a child. A
beginner in level 4 may be pretty similar to a beginner in level 2 in spoken Hindi.

General guidelines
Please speak ONLY in Hindi all the time using 3-4 word sentences as much as possible. We
will need to be very careful about using only grammar structures that have been taught so far
even when we speak to them. For instance,

For several lessons (more than 50), only respectful form will be used and will
not be used at all so please do not use it even while speaking to them casually. Even a
5 year old can be referred to as . Similarly only - and will be
used as the respectful form.

Only present tense will be used in early modules and specifically present continuous
tense will be avoided in early modules. Future and past tense will not be used in the
early modules so you will have to avoid it in your speech as well.

Present tense in the early modules is of the form: <> . .

Present continuous tense to be AVOIDED in the early modules: .

. .

Please avoid teaching formal grammar. Let them pick up the patterns naturally.
Let us pay more attention to the grammar patterns rather than exact Hindi nouns. For instance
if the child says ladkA chair par baiThA hai, let it go. Do not worry about correcting the chair
to kursI. Let us build their confidence in grammar patterns first. We should especially excuse
nouns and possibly gently remind them verbs/adjectives/adverbs etc. that they forget.

Techniques and nomenclature

We can borrow some techniques used in ESL (English as a second language). Many involve
drill and practice. It is effective when the instructor becomes a master in setting up and running
verbal drills during class. Here are a few of the drills that can be commonly used across all
lessons as you see fit in your class:

Repetition Drill
The students are asked to repeat what the teacher says. This basic drill is often used to teach
the lines of the dialog.
Backward Build-Up Drill
This drill is used when students are experiencing problems with the dialog. The teacher notices
a problem word and works backward through the dialog emphasizing the word until the entire
sentence is repeated correctly. For example, if the model sentence is, "She is going to school,"
and the students are having trouble with the word, "school," the teacher may run the repetition
drill as follows:

T: She is going to school.

S: She is going to sool.

T: School.

S: School.

T: Going to school.

S: Going to school.

T: She is going to school.

S: She is going to school.

Chain Drill
In this drill the teacher begins by asking a student a question. The student answers the
question and then proceeds to ask the next student the same question. The chain continues
until everyone in the room has had a chance to ask and answer the question. This drill would
obviously work better with smaller classes rather than very large ones.

T: How are you?

S1: I am fine, thank you. (To S2) How are you?

S2: I am fine, thank you, (To S3) How are you?

S3: I am fine, thank you, (To S4) How are you?

Single-Slot Substitution Drill

The teacher says a line from the dialog and then the teacher says another word (known as a
"cue"). The students must repeat the line from the dialog, substituting the cue word. The
teacher most often would use pictures to help with the meaning of the cue words.

T: She is going to school.

S: She is going to school.

T: The store.

S: She is going to the store.

T: The post office.

S: She is going to the post office.

This same substitution can be used for language items other than nouns:

T: She is going to school.

S: She is going to school.

T: He.

S: He is going to school.

T: We.

S: We are going to school.

Multiple-Slot Substitution Drill

This is the same idea as for Single-slot subsitution drills, but rather than focusing on one single
part of the sentence, the instructor prompts different cues, one at a time:

T: She is going to school.

S: She is going to school.

T: The store.

S: She is going to the store.

T: We.

S: We are going to the store.

Transformation Drill
The students must change the model sentence from one specific form to another. Examples of
the transformation drill are as follows:

From affirmative to negative:

T: He likes to eat carrots.

S: He does not like to eat carrots.

From active to passive:

T: She opened the book.

S: The book was opened.

From direct speech to reported speech:

T: My name is Mary.

S: She says her name is Mary.

From a statement to a question:

T: I like carrots.

S: Do you like carrots?

Question and Answer Drill

This one is pretty self-explanitory. Students are encouraged to anser questions very quickly
and automatically.
Use of Minimal Pairs
With this drill the instructor uses pairs of words that differ from each other by only one sound.
For example, the words "hat" and "hit." The students are asked to auditorily discriminate
between the two sounds and then say the two words. It is thought that by comparing the two
sounds side by side the students are better able to recognize and give the correct
pronunciation. This drill can also be used to make a comparison between the students' native
language and the target language.
Grammar Game
This is a variation of the Chain Drill which has been transformed into a game. In the Grammar
Game the students engage in a word game using the alphabet. The teacher begins the game
by setting up the particular situation:

T: I am going to the supermarket. I need some apples.

S1: I am going to the supermarket. He/she needs some apples. I need some bread
(bananas, beans, etc.).

S2: I am going to the supermarket. He/she needs some apples. He/she needs some
bread. I need some coffee.

If you are working with younger students you might not want them to repeat everything
everyone has said before them. It might be better to have them repeat only what the person
immediately before them said, or not have them repeat at all--they could just add their new
item.

Transliteration rules
The following English letter groups are used to transliterate to their Hindi equivalents:
Vowels: a

A i I u U e ai, o au, .n, .H

Consonants:

( , , , )

k kh g gh .n ( )
ch chh j jh ~n ( )
T Th D Dh N ( )
t th d dh n ( )
p ph b bh m ( )
y r l v sh shh s h ( )
kshh tr GY ( )

Exceptions:

R, - .Dh, Rri

2.

Introductions, (My/your), (I/you),

(yes/No), (This/That), Nouns

Introductions
Teacher says: < > . ? Student says <student
name> .
Make the children sit in a circle.
Child A asks next ChildB : ?
ChildB says: <student name B> .
Child B asks next childC: ?
This way everyone has practiced asking and answering the question.

/ and Nouns
3.

Use a bunch of real objects or flashcards here. Keep the object/card for <noun> close to

you, point to it and say " <noun> ". Then walk a bit far and keep it there and come back
and point to it far away and say " <noun> ". Practice the nouns with them by asking "/
?" and insist on getting the Full sentence.

4. Now make ChildA randomly pick cards/object, then place it close or far and ask next
person: "/ ?". Next ChildB has to answer FULLY / <noun> . Then ChildB
does the picking and asking and so on.

/ and practice Nouns

Point to a boy and say and similar action with a girl. Do this a few times.
Then ask a child ? The child answers , or and
so on. Next, pick up a random flashcard and ask <noun> ? The child has to
answer <noun> or <noun> .

Let the children play 5 questions with each other: One child thinks of one of the nouns
taught so far at random and tells you. The others ask one at a time: <noun> ?
The first child has to answer <noun> or <noun> . Note: Since the
set of nouns taught today are already known, they should ask only based on what they
have seen which is why 5 guesses are sufficient. You can rotate who answers.

- and -
Use masculine nouns in below form. eg. , ,

Point to a boy who is sitting close to you and and say (replace name)
o . .
o . . .

Point to a girl who is sitting close to you and and say (replace name)
o . .
o . . .

Use feminine nouns in below form. eg. , , ,

Point to a boy who is sitting close to you and and say (replace name)
o . .
o . . .

Point to a girl who is sitting close to you and and say (replace name)
o . .
o . . .

Note: Switch back and forth between masculine and feminine. Really EMPHASIZE on the
ending sound and its effect on the grammar pattern. For eg. . You can say
this as yah iskeeee chAbeeeee hai for effect. Similarly, can be said as yah
iskaaaa jutaaaa hai for effect.
For do the same thing by pointing to far off boy or girl.
Now, hand flashcards to the children ask them to say similar sentences by pointing to each
other and saying whose object it is.
Other drills from the first chapter can be used as well if you wish.

PROPS/MATERIAL
Nouns

Point to real objects that are around you: kitAb (book), mej(table), kursI (chair), khidkI
(window), darwAjA (door), Chitr (picture), kamIj (shirt), jUtA (shoe), ladkA(boy), ladkI
(girl), aurat (woman), AdmI (man), ghadI (clock)

Flashcards: khilonA (toy), gAdI (car), gilAs (glass), peR (Tree), phUl (flower), chAbI
(key), thalA (lock). The next few pages will contain pictures of these nouns that you can
point to.

gAdI

khilonA

gilAs
peR

phUl

thAlA

chAbI

3.

His-Her, Relationships

Revision
Revision of introductions, previous nouns, / etc. Make sure they all get to speak and
build up some confidence.

Relationships
Please use flashcards at the end of this chapter. Use Neel and Tanyas family to show
, , / , / , , , , . Once again use the pictures to
avoid speaking in English. By pointing they can easily understand.
1. The teacher introduces Neel and Tanyas family as:
. .
. .
.
.
. .
. .
.
. .
. .
and so on with , etc
2. Question and answer session. The teacher holds the flashcard and asks ? A
couple of times and gets answers from children turn by turn and later gets the children
to ask each other.

Revision of - with relationships

Please use the same flashcards at the end of this chapter.

 . .
. .
. .
. .
? (Answer: / ?).
Next hold up the parent picture and ask ? and get them to say or
.
Next hold up grandparents pictures and do the same drill.

Revision of - with relationships

Use a similar drill except keep the flashcards a bit farther and say . .
. .
. .
. .
and ask them ? And so on.

- -
Have the children ask each other about sisters, brothers, dads name, moms name etc.
?
<??> .
?
<??> .
/ ?
?

Homework
Listen to the audio snippet about Neel and Tanyas family. Discuss about it.

ParivAr (Family)

Neel, Tanya, pApA

aur mA

pithAjI/pApA
. / . /

bahan/bhAI
. .

mA
.

Dads dad: dAdAjI

.

Dads mom: dAdIjI

.

Moms mom: nAnIjI

.

Moms dad: nAnAjI

.

4.

Verbs, Noun-verb combo

Revision

Revision / and relationships.

Revision of previous nouns and add more

Verbs
Please use the flashcards at the end of this chapter.
, , , , , , , , , , , , etc.
3-word noun-verb combo

Alternate between a girl and a boy throughout the exercises.

1. Enacting: Say . Pretend to run and say . Now call a child and
make her do the same thing and say . . (Or .
and . .) Please stretch the ending sounds as ladkaaa
and bhaagtaaaa so that they recognize the pattern and similarly ladkeeee and
bhaagteeee. Do this for every verb above by emphatically acting it out and also
pronouncing it emphatically but do NOT use English at all.
2. Use flashcards at the end of chapter and ask questions about each one. Even better
get the children to do the chain-drill exercise described in the first chapter.
?
/ ?
? ?
(Please NO plurals yet. Again emphatically pronounce the ending sounds.)
3. Play dumb-charades limiting to only above verbs. Whisper into a childs ear the verb.
The child has to enact it. Child has to ask / ? Others in the group
have to guess what he or she is doing and say TWO complete sentences.
a. or . Should be said to the teacher AND
b. to Ram or Leela whoever is the child actor.

khAnA (Eating)
|

khAnA (Eating)
| |

pInA (To drink)

|

pInA (To drink)

. .

baiThnA (To sit)

khAnA (To eat)
| |

bhAgnA (To run)

|

bhAgnA (To run)

|

bhAgnA (To run)

|

LikhnA (To write)

|

likhnA (To write)

|

khelnA (To play)

|

khelnA (To play)

|

Dhonaa (To wash)

|

Dhonaa (To wash)

|

gAnA (To sing)

|

gAnA (To sing)

| |

gAnA (To sing)

|

gAnA (To sing)

|

sochnA (To think)

|

sochnA (To think)

|

tairnA (To swim)

Tairnaa (To swim)

|

Tairnaa (To swim)

|

Tairnaa (To swim)

|

nAchnA (To dance)

|

nAchnA (To dance)

|

nAchnA (To dance)

|

nAchnA (To dance)

|

5.

Verbs, Commands

Possessive+Noun+Verb stmts
Revision
1. Revise the previous lessons verb-noun present tense combos. For eg. ,
, , , .

His/Her noun-verb combo

For example, . . . .
2. Multiple Substitution exercise (use previous chapters flashcards):
o Teacher holds a flashcard and holds a flashcard showing .
o Teacher points to a child (Ram/Leela) and says ( ) .
.
o Later says ( )
o Teacher then replaces the flashcard with a and says .
o Later says ( ) .
o Teacher uses several verb flashcards with and and repeats the above
exercise. This time however, the children have to say the right sentences. Each
child gets several turns.
o Now use the relationship flashcards and combine with the verbs. For example,
use the brother/sister flashcard instead of and try and
so on with brother, father, mother, grandparents etc.

My/Your noun-verb combo

Eg. . . . .
3. Chain drill with multiple substitution
o Teacher gives an animal or relative flashcard to a child A. Depending on the
flashcard, the childA says to the next childB: (Or
. . . ).
o The teacher gives a verb flashcard to the first childA. The child combines the two
flashcards and says to the next childB: .
o The next childB says: .
o Now ChildB does the same thing as child A with a different set of flashcards to
Child C and so on.

Commands
Only respectful Commands: , ,
4. Commander and soldiers:
o

The teacher shows a verb flashcard to a child. Teachers says . The

child pretends to run in place and says . / .

The teacher says . / .

The teacher asks the child to say the same thing to others and they run

Keep repeating with various verbs

6.

Telling time, time of day, days of the

week
Numbers: 1-12.
Revise plain numbers. You can get all the children to sit in a circle. You can point to a child
and he/she starts with and one on left says and so on until you hit . Then the next
person says and so on. Do this 3-4 times so that the numbers are ingrained.

Telling the hour

Please use the paper clocks provided or simply pull down the real clock in your class or draw
the clock figure. Remember some of the 5 year olds may not know how to read the clock yet
so focus on the hour hand with them and point to the number. The 6+ age group would know
and should be able to translate. Please do not use English to translate.
1. Show the clock with random hours and ask the children to say the time. .
... (No half past or quarter past right now)
2. Do the reverse. They ask ? and you say and ask the child to set the
time.
3. Time game: Play the time game outside if the weather permits. The children have to
stand about 12-15 feet away from you and ask ?. When you say
, they advance 3 steps, and again they ask and you answer and they advance.
When you say you run and try to catch them to eat them. They kids
squeal with laughter with this game.

, , ,
4. When do you do X?: The teacher can explain these times of the day by miming all the
actions of sleep and waking up and eating lunch and playing etc. You can also use

flashcards at the end of this chapter. No need to use English anywhere. You can also
place the flashcards on the white board to show progression of these times during the
day.

Teachers says ? The child answers .

? :
.

After basic questions to establish the meaning of these words, revise by asking about
when they toothbrush, when they take a bath, when they eat breakfast, when they play
with friends, when the moon comes out etc.

5. What time do you do X? Do the same except ask them to be more specific about the
time. Try this with as many verbs as possible.

? .
? .

Days of the week (if time permits otherwise skip)

o

, , , .

subah, dopahar, shyaam, raath

. (Only stick to future tense using . .

).

rAt (night)

subAh (morning)

Dopahar (afternoon)

sham (evening)

7.

Dinner Scenario: Verbs, Vegetables

etc
Please use all the techniques used in the earlier chapters to revise the various verbs, nouns
and time concepts specific to Dinner time. We have included a lot of flashcards at the end of
the chapter to help you.

Verbs to be revised/introduced
, , , , , , etc

Nouns to be introduced
Vegetable names, Kitchen utensils and dinner ware, Table-chair,

Tastes to be introduced
Use the taste flashcards at the end of this chapter.

Time
, , etc

Commands Respectful only

Ask the children to imagine that it is dinner time and do all the things that they normally do.
You and eventually other children can act as a parent and command .
. etc. and other children say . etc. Use the various lesson plans
earlier to talk about above concepts.

khAnA (To Eat)

. .

khAnA (To Eat)

. .

PakAnA(To Cook)
.

PakAnA(To Cook)
.

pInA (To Drink)

. . ( (

pInA (To Drink)

Santa Claus . Santa Claus juice . ( (

sAf karnA(To wash)

. .

baiThnA (to sit)

. . .

baingan

bhindI

nimbU

TamaaTar

KakaRi/khiirA

adarak

pattAgobhii/Bandhgobii

maTar

bhuTTaa

laukI

gAjar

phUlgobI

khaTTA

ThandA

garam

namkIn

Ka.DvA

mIThA

TASTES
tIkhA

rAt (Night)

8.

Waking up Scenario: Verbs, Nouns,

commands etc.
The flashcards included at the end of this chapter show progression in time. For example, it
starts off with the night scene, someone sleeping and then seeing a dream, then morning and
waking up and then brushing teeth and so on.

Nouns:

, , , , ,

Verbs: / , ,

toothbrush ,

, , ,

Time: , , etc
Commands Respectful only
Ask the children to imagine that it is waking up time and do all the things that they normally do.
You and eventually other children can act as a parent and command . Toothbrush
etc. and other children say . etc. Use the various lesson plans
earlier to talk about above concepts.

Once again please rely on interactive techniques from previous lessons to introduce/revise
these words and sentences.

bistar

tauliyA

thakiyA

sAbUn

KapaRe
kangI

rAt (Night)

sonA (To Sleep)

.

sonA (To Sleep)

.

sonA (To Sleep)

.

sonA (To Sleep)

.

sapnA dekhanA (To

Dream)

subah (Morning)

jAgnA (To Wake Up)

jAgnA (To Wake Up)

.

dAnth sAf karna

. Singular/Masc

dAnth sAf karna

snAn karna/nahAnA

. .

snAn karna/nahAnA

. .

sAbUn lagAnA
(rubbing soap)

pochhanA (To wipe)

.

pehannA (To wear)

. . . .

kangI karnA

9.

School Scenario: Verbs, Nouns,

Commands etc.
The flashcards included at the end of this chapter show progression in time. For example, it
starts off with the night scene, someone sleeping and then seeing a dream, then morning and
waking up and then brushing teeth and so on.

Nouns: , , ,
Verbs: ,

, , , , , ,
, , ,

Time: , , etc
Commands Respectful only
Ask the children to imagine that it is school time and do all the things that they normally do.
You and eventually other children can act as a teacher and command .
etc. and other children say . etc. Use the various lesson
plans earlier to talk about above concepts.

Once again please rely on interactive techniques from previous lessons to introduce/revise
these words and sentences.

School

subah (Morning)

jAnA (To Go)

. ( .)

jAnA (To Go)

Pa.DhanA (to read)

sIkhnA (to learn)

.

likhnA (To Write)

likhnA (To Write)

chup rahnA (to be silent)

.

khAnA (To Eat)

. .

khelnA (To Play)

.

khelnA (To Play)

10. and here/there (/)

Review all nouns to be used with /
1. , , , , , , , , , , ,

Material required: water in a glass, plastic spoon, paper plate, book in school bag,
pencil box in the bag and a paper boat. Also, please use the flashcards at the end of
the chapter

Place the object close and say <object> . Later move it far and say <object>
.

In () (Please use clipart at end of chapter)

2. Teacher shows several examples first.
o

. ? . .

? . ? .

? .

? . .
o Maybe a lame idea but maybe fun: Create a song with tune from Anuraag movie.
Wah kya hai: Ek Thaali hai.
Us thaali mein? : Ek chamach hai etc.
o

2. The teacher then puts an object in another and asks questions

o

? : Child has to answer .

Bag ? : Bag .

Remove the book and ask again to next child Bag ? : Bag (Box) .

? : pencils .

3. Now teacher puts a paper boat in the glass of water. Put the glass on the plate. Do the chain drill
exercise. Note how it changes a bit from to midway. (You can try variations with
different objects.)
o

Child A: . Child B: .

Child B: . Child C: .

Child C: ? Child D: .

Child D: ? Child E: .

Child F: ? ChildA: .

ChildA: ? ChildB: .

4. If you have the series of boxes one inside another with various colors, you can use it to
show the same concept.

Where do you do this task (review verbs as well)

Eg. ? playground .
5. Review verbs: , , , (),
6. Now teacher discusses several questions about where these tasks are done
o ? playground .
o
o

? . dining room

? office .

.
o
o

. .

STORY for Snack time:

Maybe
Use all previously learnt concepts and do not add any other concept. Story to be added below.

dUdh (milk), gilAs (glass)

biskuT (biscuits), plate
| |

kaTorI (small bowl),

chamach (spoon)
|

chamach (spoon),
jHaaj (ship), paanii (water)
? |
? |

Haath (hand), guitar

? |

AsmAn (sky),
havAI jhAj (airplane)
? - |

pAnI (water), laDkI (girl)

? |

ja.Ngal, hAThI (elephant)

? |

Kai.NchI(scissors), hAth (hand)

? |

RibA (box), a.NgUThI (ring)

?

pAnI (water), kamal (lotus)

? |

botal (bottle), dUdh (milk)

? |

ThAlI (plate), phal (fruits)

? |

ghoslA (nest), a.NdA (egg)

? |
? |


? |
? |
? |
? |
? |
| |

, !

11. Plurals,
o

. .

. .

. . . .

. .

. . .

? .

SECOND STORY GOES HERE: Monkey and caps would be perfect for plurals and
earlier stuff

ghoslA (nest), a.NdA (egg)

? |
? |

sitArA (star), AsmAn (sky)

? |
? |

tAlAb (pond), machhalI (fish)

? |
? |

maidAn (playground),
bache (children)
? |
? |

gARI (car), log (people)

?

parivAr(family), log (people)

?
?

12. Prepositions: On/, left/,

right/, front/, behind/,
near/, .
7. Note: No because we do not want to use " " yet.
o Review all the nouns by placing objects in relative positions to practice prepositions.
o .
o

13. Adjectives (, , )
o

, , , , , , , , , , , , )

Review prepositions with Adjectives

STORY 3: Ulta-pulta Jungle: I have the story.

14. "And/ ", But/ Also/ and

More Adjectives (, , , ,
, , , , , , ,
, , , )

15. Adverbs
16. Past tense
17. More past tense
18. Mixture of past and present
19.