Thisaimaani -August 2015 - Azim Premji Foundation | Azim Premji

Transcript

PDF compression, OCR, web optimization using a watermarked evaluation copy of CVISION PDFCompressor
î¬ôòƒè‹
“Cø‰î ÝCKò˜èœ, ÜP¾, Ý˜õ‹, è¼¬í ÝAòõŸP¡ ªñ£ˆî õ®õñ£èˆ Fè›A¡øù˜.
«ñ½‹, Üõ˜èœ ñ£íõ˜èO¡ G¬ô¬ò «ñ‹ð´ˆ¶õ«î£´, C‰î¬ù âÂ‹ ãEJ¡ à„êˆFŸ°
Ü¬öˆ¶„ ªê™A¡øù˜.”
-ã.H.«û.ÜŠ¶™ èô£‹
ï£†®¡ î¬ôCø‰î °®òó²ˆ î¬ôõ˜èÀœ å¼õó£ù èô£º‚°Š ð£óîˆî£Œ îù¶ èùˆî
Þîòˆ«î£´ M¬ìòOˆF¼‚Aø£œ. õ£›M¡ ÞÁF GIìƒèO™ Ãì î£¡ M¼‹Hò¶ «ð£ô«õ,
Üõ˜ ÝCKòó£è à¬óò£ŸP‚ ªè£‡®¼‚°‹«ð£«î Üõó¶ àJ˜ HK‰î¶. Þî¡ Íô‹ ñèˆî£ù
å¼ è¼ˆ¬î ïñ‚ªè™ô£‹ M†´„ ªê¡Áœ÷£˜. î‹ èù¾èœ Íôº‹ ªêò™èœ Íôº‹
Üõó¶ â‡íƒèÀ‚° àJ˜ ªè£´‚è àÁFÌ‡ì Þô†ê‚èí‚è£ù Þ‰Fò˜è«÷£´, «îêˆ¬î
º¡«ùŸø¾‹ ðôŠð´ˆî¾‹ Ü®ˆî÷ñ£è Ü¬ñA¡ø è™MŠðEJ™ ðƒªè´ˆ¶œ÷ F¬êñ£Q»‹
Þ¬íAø¶.
F¬êñ£QJ¡ ÞŠðFŠH¡ õ£Jô£èŠ, ¹¶„«êK ÝCKò˜ õ†ìˆF¡ ðòíˆF¡ Þó‡ì£õ¶
G¬ô¬ò àƒèÀì¡ ðA˜‰¶ªè£œA«ø£‹. Þšõ†ìˆF¡ ÝCKò˜èœ èì‰î ñ£î‹ î£ƒèœ
à¼õ£‚Aò ð£ìˆF†ìƒè¬÷»‹, èŸø™ è¼Mè¬÷»‹ îˆî‹ õ°Šð¬øJ™ ðò¡ð´ˆFò H¡,
Üõ˜è÷¶ â‡íƒè¬÷»‹ ÜÂðõƒè¬÷»‹ ÞšMîN™ â¿F»œ÷ù˜. Þ‰î Þî›, õ°Šð¬ø
Gè›¾è¬÷»‹ ñ£íõ˜èO¡ ð¬ìŠ¹èœ CôõŸ¬ø»‹ ÝCKò˜èO¡ èŸHˆî¬ô»‹ Üî¡
HóFðLŠ¹è¬÷»‹ ã‰F õ¼A¡ø¶.
èEîˆ¬î„ ªêò™õN‚ èŸHˆî™, î¡ C‰î¬ùè¬÷„ êKò£è ªõOŠð´ˆ¶‹ Fø¬ù
õ÷˜‚°‹ ªñ£Nõ°Š¹, FùêK õ£›M¡ Íô‹ ÜPMò™ C‰î¬ù¬ò õ÷˜ˆî™ «ð£¡ø õ°Šð¬ø
ÜÂðõƒè¬÷ ÞF™ è£íô£‹. õóô£ŸÁ ÝCKò˜èœ °¿ «ê£ö˜èœ è£ô ñ‚èO¡ G¬ô¬ò
Ý›‰¶ ¹K‰¶ªè£œ÷ î£ó£²ó‹ «è£M½‚°„ ªê¡Á, Ýî£óƒè¬÷‚ ªè£‡´ õóô£ŸÁ ÜP¬õ
õ÷˜ˆ¶‚ ªè£‡ì å˜ ÞQ¬ñò£ù ÜÂðõˆ¬î Þƒ° ðA˜‰¶ ªè£‡´œ÷ù˜. Þ¬õñ†´ñ¡P,
¹ˆîèˆ¬î‚ èì‰¶, ÞòŸ¬è«ò£´ Þ¬í‰¶, î£õóƒè¬÷ õ¬èŠð´ˆ¶‹ å¼ èô‰¶¬óò£ì½‹
ÞF™ Þì‹ ªðŸÁœ÷¶.
F¬êñ£Q â¡ø Ã†ì¬ñŠ¹ õ÷˜‰¶ªè£‡«ì Þ¼‚A¡ø¶; Üî¡ ðòí‹ «ñ¡«ñ½‹
àŸê£èñO‚°‹ Mîñ£Œ Þ¼‚Aø¶. Þˆî° Mõ£îƒèO™ cƒèœ èô‰¶ ªè£‡®¼‚Al˜è÷£?
àƒè÷¶ ð¬ìŠ¹è¬÷»‹ èŸHˆî™ ÜÂðõƒè¬÷»‹ ñ†´ñ™ô£¶, îƒèO¡ «ñô£ù
Ý«ô£ê¬ùè¬÷»‹ Þ‰î ÞîN™ cƒèœ ðA˜‰¶ ªè£œ÷ô£‹. àƒèO¡ è¼ˆ¶‚è¬÷„ ªêMñ´‚è
I‚è Ý˜õˆ¶ì¡ è£ˆ¶‚ªè£‡®¼‚A«ø£‹.
Ü´ˆî ÞîN™ ê‰F‚°‹ õ¬ó,
Ýù‰îñ£Œ õ£CŠ«ð£‹, Ý›‰î ¹Kî½ì¡ èŸHŠ«ð£‹!
F¬êñ£Q‚ °¿
àœ÷ì‚è‹
õ£êè˜èO¡ H¡Û†ìƒèœ
5
õ°Šð¬ø ï£†°PŠ¹èœ
ð£ìˆF†ìƒèœ:
Þ‰îŠ
ð°F
º¿õ¶‹
¹¶„«êK
ÝCKò˜
õ†ìˆF¡ àÁŠHù˜è÷£™ à¼õ£‚èŠð†ì ð£ìˆ
F†ìƒèÀ‹
ÜõŸPŸè£ù
õ÷ƒèÀ‹
Þì‹
ªðŸÁœ÷ù.
ð£ìˆF†ìƒèœ
Ü¬ùˆ¶‹
5E
è†ì¬ñŠH¡ Ü®Šð¬ìJ™ à¼õ£‚èŠð†´œ÷ù.
ÞŠð£ìˆF†ìƒèœ, ñ£íõ˜èO¡ Ý›‰î ¹Kî™, ²ò
C‰î¬ù, èŸø¬ô õ£›‚¬è«ò£´ ªî£ì˜¹ð´ˆ¶î™
«ð£¡øõŸ¬ø
õ÷˜‚è
ã¶õ£ù
õ¬èJ™
Ü¬ñ‚èŠð†´œ÷ù.
Þ‰îŠ ð°FJ™ ÝCKò˜èœ îƒèœ õ°Šð¬ø
Gè›¾è¬÷Š ðA˜‰¶œ÷ù˜.
õ°Š¹ 1
õ°Š¹ 2
ÝƒAô‹ - æ¼ CPò
Ì¬ù‚°†®
55
èEî‹ - õ®õ¬ñŠ¹èœ
59
îI› - ð²¾‹ è¡Á‹
64
îI› - i´ âƒ«è...
68
ÝƒAô‹ - ðø¬õ «ð„²
71
îI› - M†´‚ªè£´
77
õ°Š¹ 1
îI› - ªê™ô‚°†®
õ°Š¹ 2
õ°Š¹ 3
7
èEî‹ - °¿‚è÷£è â‡µî™ 11
ÝƒAô‹ - CP¶ CPî£è...
14
ÝƒAô‹ - ªðKò ºœ÷ƒA
20
èEî‹ - ªè£´‚è™ õ£ƒè™
24
Å›G¬ôJò™ - ï£‹ à‡µ‹
27
àí¾èœ
M¼Šðˆ¶ì¡
õ°Š¹ 4
èEî‹ - ®‚ ®‚ ®‚....
83
îI› - ªð£‹¬ñ àôè‹
86
õ°Š¹ 5
ÝƒAô‹ - å¡ø£Œ ðøŠ«ð£‹ 91
îI› - F¼‚°øœ
õ°Š¹ 4
õ°Š¹ 5
õ°Š¹ 3
Å›G¬ôJò™ - æñù£M¡
ðòí‹
29
Å›G¬ôJò™ - î‡aK™
31
«ñŸ«è£œ ð°F
ðK«ê£î¬ùèœ
î£ó£²ó‹ - è÷ŠðòíˆF¡
98
HóFðLŠ¹
îI› - ªï…¬ê ÜœÀ‹
î…¬êŠ ªðKò«è£J™
94
36
î£Ã˜ - ¹ˆîè Mñ˜êù‹
106
õ°Š¹ 7
ÜPMò™ - Þò‚è‹ - «õè‹,
39
F¬ê«õè‹, º´‚è‹
õ°Š¹ 8
ÜPMò™ - îQñƒèÀ‹
45
«ê˜ñƒèÀ‹
ÜPMò™ - î£õó àôè‹
49
Editorial
Great teachers emanate out of knowledge, passion and compassion…empower the students
and put them into the higher ladders of thinking
A.P.J ABDUL KALAM
With a heavy heart, the nation bid adieu to one of its most popular Presidents. As in life, he
left a message for us in his death – spending his last moments being what he wanted to be
known as…a Teacher. Thisaimaani joins millions of Indians in their resolve to keep the spirit
alive through our dreams and actions. Renewing our commitment to education that inspires,
empowers and builds the nation.
In this issue of Thisaimaani, we share with you the second step in the journey of the Puducherry
Teachers’ Circle. The Teachers’ Circle has tried out the ideas and resources developed last month
and reflected on their experiences as a group. This issue carries narratives of the classroom
transaction, snapshots of stu dents’ work and teachers’ reflections on their own teaching. You
will find experiences in teaching math through hands-on activities, nurturing self-expression in
the language class and using everyday life to build scientific temper. A group of teachers visited
the Darasuram temple to get a glimpse of life during the Chola period Kingdom and has come
back with an interesting example of constructing history through evidence. You will also find
an additional resource on taking the discussion on taxonomy beyond the textbook and closer to
nature.
The Thisaimaani community is growing and the journey is getting more exciting. Have you
joined the discussion? You can contribute resources, share your teaching experiences or send us
your suggestions on this issue. We are eagerly waiting to hear from you.
Till next time,
Happy Reading, Happy Teaching!
Team Thisaimaani
Table of Content
Readers’ Feedback
5
Classroom diaries
In this session teachers share their classroom
experiences.
Lesson Ideas
This section is an array of classroom ideas
and lesson plans created by the Puducherry
Teachers’ Circle. They have been created using
the 5E framework to encourage independent
thinking, conceptual understanding and real life
application of classroom learning.
Grade 1
7
Maths - Patterns
Tamil - Pasuvum Kandrum
Tamil - Veedu Enge….
59
64
68
Grade 3
English - Bird Talk
71
Tamil - Vittukodu Virupathudan 77
Grade 2
Grade 3
55
Grade 2
Grade 1
Tamil - Chellakutty
English - One little Kitten
Maths - Counting in Groups
11
English - Little by little
14
English - The enormous
20
Grade 4
Maths - Tick Tick Tick
Tamil - Bommai Ulagam
83
86
English - Flying together
Tamil - Thirukural
91
94
turnip
Maths - Give and Take
24
EVS - Foods we eat
27
EVS - Omana's Journey
29
Grade 4
Grade 5
EVS - Experiment with
31
Water
Tamil - Nenjai Allum
36
Thanjai Periya Koil
Grade 5
Reference corner
Reflection on Field Trip- Dharasuram 98
Tagore- Book review
Grade7
Grade8
106
Science - Motion - Speed, 39
velocity, Acceleration
Science - Elements and
45
Compounds
Science - Pictorial features 49
of plant kingdom
Readers’
Feedback
õ£êè˜èO¡ H¡Û†ìƒèœ
«ê˜‰F¼‰î£œ. â¬î„ ªê£¡ù£½‹ ""à¡¬ùŠ
H®‚èM™¬ô «ð£” â¡ð¶î£¡ Üõ÷¶
ðFô£è Þ¼‰î¶.
Þ‰î Ý‡´ âù‚° ºî™ õ°Š¬ð õN
ïìˆî «õ‡®ò ªð£ÁŠ¹ õöƒèŠ ð†ì¶. 11
Ý‡´è£ô ÝCKò ÜÂðõˆF™ å¼ Ý‡´
Ãì ºî™ õ°Š¹ ÝCKòó£è Þ¼‰îF™¬ô.
ÞŠªð£ÁŠ«ðŸø â¡¬ù àŸê£èŠð´ˆ¶‹
õ¬èJ™ «è£ñF Üõ˜èœ F¬êñ£QJ½œ÷
îù«ñK Üõ˜è÷¶ “¯„ê˜ Þ™ô vÃ™ Ü‹ñ£
«ì£Œ” ñŸÁ‹ ï™. è¼í£GF Üõ˜èÀ¬ìò
“õ£Cˆ¶ ñA›‰î£˜èœ! ð£˜ˆ¶ ñA›‰«î¡!”
ÝAò è†´¬óè¬÷Š ð®‚°‹ ð® ªè£´ˆ¶,
âù‚° ¹ˆ¶í˜¾‹ ¹¶ˆ ªîO¾‹ î‰î¶
«ð£L¼‰î¶. ð®ˆî¬î„ ªêŒ¶ ð£˜‚è
õ°Šð¬ø Þ¼‰î¶.
ÞŠðœOJ«ô«ò â™.«è. S, Î.«è.S ð®ˆî
ñ£íõ˜èœ Ü‰î ÝCKò¼ì¡ Þ¼‚è«õ
M¼‹Hù˜. Üõ˜è¬÷ â¡Âì¡ Ü¬öˆ¶„
ªê™ô‚ è†´¬óJ™ ð®ˆî I†ì£Œ ÜÂðõ‹
G¬ùMŸ° õ‰î¶. ô£LðŠ õ£ƒ°õî£ «õÁ
ã«îÂ‹ «õ‡´ñ£ â¡Á Üõ˜èOì«ñ
«è†«ì¡.
â¡Âì¡
Ü¬öˆ¶„ªê™ô
àîMò£è Þ¼‰î¶. Ü´ˆ¶ Üõ˜èœ â¡ù
ªê£™L»œ÷£˜èœ â¡øPò Ü´ˆî´ˆ¶
F¬êñ£Q¬òŠ ð£˜Š«ð¡. â™«ô£˜ õ°ŠH½«ñ
ï‹ Fø¬ñ¬ò„ «ê£F‚°‹ Gè›¾èœ ïì‰¶
ªè£‡«ì Þ¼‚°‹. Üƒè¡õ£®‚°‚ Ãì„
ªê™ô£î å¼ °ö‰¬î îIöèˆFL¼‰¶ õ‰¶
“à¡ «ñ™ Ü¡¹ ªêŒAøõ˜è¬÷ «ïC;
à¡ e¶ «è£ð‹ ªè£œAøõ˜è¬÷ Ü¬îMì
ÜFèñ£è «ïC” â¡ø Ü¡¬ù ªîóê£M¡
õ£˜ˆ¬îèœ Ü®‚è® â¡Âœ õ‰¶ ªê¡øù.
«è£ðŠðì£ñ™ Ü‚°ö‰¬î¬ò Üóõ¬í‚èˆ
¶õƒA«ù¡. °ö‰¬îJì‹ G¬øòñ£Ÿøƒè¬÷‚
è£í º®Aø¶. °ö‰¬îèO¡ ñKò£¬î¬òŠ
ªðø, Üõ˜è¬÷ ÝŸÁŠ ð´ˆî îù«ñKJ¡
è†´¬ó ðò¡ ð†ì¶. Ü¶ âŠð®Š «ð£¶‹.
ð£ìˆFŸ°œ
ðòE‚è
«õ‡ì£ñ£?
""õ£Cˆ¶ ñA›‰î£˜èœ, ð£˜ˆ¶ ñA›‰«î¡!''
è†´¬ø¬òŠ ð®ˆî¶‹ Üƒèô£Œˆ¶M†«ì¡.
ï‹I™ Þšõ÷¾ Üöè£è‚ è™M¬ò‚ ªè£‡´
ªê™½‹ ÝCKò˜ â¡ø ªð¼Iî‹ âù‚°œ
ãŸð†ì¶. ºî™ õ°ŠHŸ° ãŸøõ˜èœ ªð‡èœ
â¡ø è¼ˆ¬î à¬ìˆªîP‰¶œ÷£˜ ÝCKò˜,
è¼í£GF. Ü¶ñ†´ñ™ô ï‹ °P‚«è£÷£ù
è™M„ªêò™ð£†®™ è‡µ‹ è¼ˆ¶ñ£è
Þ¼‰F¼‚Aø£˜.
F†ìIì™, ªð£Á¬ñ
Þó‡´«ñ èŸHˆîL¡ ÜˆFò£õCòñ£ù
¸†ðƒèœ â¡ð¶ H®ð†ì¶. Þšõ£‡®Ÿè£ù
â¡
ªêò™ð£´è¬÷ˆ
F†ìIìˆ¶õƒA
M†«ì¡. è†´Šð£´, èQ¾, èŸø™ èŸHˆî™
¸†ðƒèÀìù£ù ªêò™ð£´èœ ÝAòõŸ¬ø
å¡«ø£´
å¡Á
«è£˜‚°‹ªð£¿¶
°ö‰¬î º¿ Ü® â´ˆ¶¬õ‚èº®Aø¶.
è¼‹ðô¬èJ™ â¿¶î™ â¡P¼‰î â¡
õö‚èñ£ù ªêò™ð£´è¬÷‚ èì‚è àîMò¶.
å¼ â¿ˆ¬î ÜPºèŠ ð´ˆî, î¬ó,
Ü†¬ì, I¡ùô†¬ì, õ¬óðìˆî£œ âù
ðòEˆ¶‚ ªè£‡®¼‚A«ø¡. Þ„ªêò™ð£´èœ
°ö‰¬îèO¡
èŸø¬ô
«ñ‹ð´ˆ¶‹
Mîˆ¬îŠ ð£˜‚è MòŠð£è Þ¼‚Aø¶.
F¬êñ£Q
Ýèv† 2015
5
°ö‰¬îè¬÷‚
è¬î
ªê£™ô¬õˆî™,
i†®L¼‰¶ ¹Fò è¬îè¬÷„ «êèKˆ¶ õ¼î™,
ðì‚ è¬îè¬÷‚ è£†®„ ªê£™ô¬õˆî™
â¡ø gFJ™ õ°Šð¬ø °Éèôñ£è Þ¼‚Aø¶.
è¼í£GF Üõ˜èœ Í¡Á ñ£îƒèœ ªêŒî
ºòŸC¬òŠ «ð£™ â¡ õ°ŠH½‹ ¹Fî£è
â¬î«òÂ‹ ªêò™ð´ˆFŠ ð£˜Šð¶ â¡ø
â‡í‹ â¡Âœ â¿‰¶œ÷¶. ÝCKòK¡
Ý˜õ‹, F†ìIì™, ºòŸC, èŸø™ è¼Mèœ,
ñ£íõ˜è¬÷
å¼ƒA¬íˆî™
«ð£¡ø
¸†ðƒèO¡ Íô‹ ñ£íõ˜èœ Ü¬ìò
«õ‡®ò èŸø™ Ü¬ì¾è¬÷ â†ì º®»‹.
Þ‰ï‹H‚¬è â¡ ºòŸC‚° àŸê£èˆ¬î
ÜOˆ¶œ÷¶.
û£LQ, ªî£.ð.Ý, êõKó£ò½
Üó² ªî£ì‚èŠ ðœO.
ð£ìˆF†ìˆFŸè£ù ä‰¶
5E ÜìƒAò
ï£œðJŸC èì‰î è™Mò£‡®¡ ÞÁFJ™
è™Mˆ¶¬øò£™ âƒèÀ‚° õöƒèŠ ªðŸø¶.
Þ‹º¬ø(5E) è®ùñ£ù å¡Á â¡ø â‡íˆF™
Þ¼‰«î¡. Þš«õ¬÷J™ F¬êñ£QJ™
ªõOõ‰î
ð£ìˆF†ìƒè¬÷
õ£C‚°‹
õ£ŒŠ¹ A¬ìˆî¶. ”5E ð£ìˆF†ìñ£! Ü¶
è®ùñ£ù æ¡Á” âù â‡E Þ¶ õ¬óJ½‹
ð£ìˆF†ì‹ â¿î º¡õó£î â‹ «ð£¡ø
ÝCKò˜èÀ‹ Þ¼‚èˆî£¡ ªêŒA¡«ø£‹.
Ýù£™ î¡ ºòŸCJ™ ð£ìˆF†ì‹ îò£Kˆ¶
õöƒA»œ÷ ÝCKò ê«è£îó, ê«è£îKèÀ‚°
ï¡P¬òˆ ªîKMˆ¶‚ ªè£œA¡«ø¡.
âù‚° Þø‚¬èèœ º¬÷ˆî£™...! ä‰î£‹
õ°Š¹ - îI› ð£ìˆF¡ ð£ìˆF†ìˆ¬îŠ
ðò¡ð´ˆFò¶ ï™ô ÜÂðõñ£è Þ¼‰î¶.
ÜŠð£ì‹ å¼ èŸð¬ùˆFø¡ ñ†´«ñ õ÷˜‚è
ãŸø ð£ìñ£Œ Þ¼‚°‹ âù G¬ùˆF¼‰î âù‚°,
Þ™¬ôJ™¬ô - ÞF™ «ð„², ï®Š¹, Þ¬íˆ¶
ð£˜ˆî™, ªî£ì˜¹ ð´ˆ¶î™, ¹¶ õ£˜ˆ¬îèœ
à¼õ£‚°î™ ªð£¼÷Pî™, èô‰¶¬óò£ì™,
MõKˆî™, â´ˆ¶¬óˆî™, ÜÂðõ‹ðŸP
«ð²î™, õ£Cˆî™, ªî£°ˆîOˆî™, èõQˆî™,
¹Fò õ£˜ˆ¬îè¬÷ Þùƒè£í™, «î´î™,
â¿¶î™, ð£ó£†´î™...âù 30-‚°‹ «ñŸð†ì
Fø¡è¬÷ ñ£íõ˜èOìˆF™ å¼ ð£ìˆF¡
õ£Jô£è«õ ªõO‚ªè£íó º®»‹ â¡ð¬î
GÏHˆF¼‚Aø£˜èœ â¡ø£™, ñŸø ð£ìƒèO¡
õ£Jô£è âšõ÷¾ Fø¡è¬÷ ªõO‚ªè£íó
º®»‹ â¡ð¬î àíÃ«ø¡.
ÞŠð£ìˆF†ìˆ¬îŠ ðò¡ð´ˆ¶‹ ªð£¿¶
ï£Â‹
â¡
ñ£íõ˜èÀ‹
Þ¬í‰¶
èŸøL™ Gè›‰îõŸ¬ø Þƒ° ðA˜‰¶œ«÷¡.
âù¶ õ°ŠH™ ²ŸÁÅö™ ñ£²ð´õîŸè£ù
è£óíƒè¬÷
Ýó£Œ‰¶
Üî¬ù‚
è¬÷õîŸè£ù è£óíƒè¬÷»‹ è‡ìP‰«î£‹.
▶ ªïANŠ ªð£¼†è÷£™ ÌI ñ£²ðÁø¶
âù«õ ªïANŠ ªð£¼†è¬÷ ¸è˜«õ£ó£ù
ï£‹ ÞQ ðò¡ð´ˆ¶õF™¬ô âù àÁF
â´ˆ¶œ«÷£‹. «ñ½‹, ªïANŠ ¬ðè¬÷ˆ
îM˜ˆ¶ ¶EŠ ¬ðè¬÷ ñ†´«ñ ðò¡ð´ˆî
«õ‡´‹ â¡Á‹ àÁF â´ˆ¶œ«÷£‹.
▶ «ñ½‹ âƒèœ ñ£íõ˜èO¡ Hø‰î
ï£÷¡Á å¼ ñó‚è¡¬øò£õ¶ i†®½‹
ðœOJ½‹ ï´î™ âù º®ªõ´ˆ«î£‹.
▶ c˜ ñ£²ð´î™ / c˜ ðŸø£‚°¬ø¬òˆ
îM˜‚°‹ »ˆFè¬÷Š ðŸP èô‰î£Œ¾
ïìˆF«ù£‹. ñ¬ö c˜ «êèKŠ¹ ðŸPò
à¬óò£ì½‹ õ°Šð¬øJ™ ï¬ì ªðŸø¶.
Þšõ£CKò˜è«÷
îò£Kˆî
I¡ù™
Ü†¬ìèœ, «ð£vì˜èœ âù‚°‚ A¬ìˆî¶.
ÜõŸ¬ø‚ ªè£‡´ ñ£íõ˜èO¬ì«ò °¿
à¬óò£ì¬ô„ ªê‹¬ñò£è ïìˆî º®‰î¶.
ï£Â‹ â¡ ñ£íõ˜èÀ‹ Þ¡Â‹ ªï¼‚èñ£è
Ü¶ àîMò£è Þ¼‰î¶. Ü´ˆî º¬ø
5Eð£ìˆF†ì‹ A¬ìˆî£™ Ü¬î Þ¡Â‹
ªê¿¬ñò£è„ ªêò™ð´ˆî º®»‹ â¡ø
ï‹H‚¬è à¼õ£A»œ÷¶.
«ñèô£, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO,
â™¬ôHœ¬÷„ê£õ®
Ýèv† 2015
F¬êñ£Q
6
Lesson
ldeas
ð£ì‹: ªê™ô‚°†® (ð£ì™)
êñ„Y˜ è™M, îI›, õ°Š¹ 1, ð£ì‹ 3
ð£˜Š«ð£‹, «è†«ð£‹, ¹Kî«ô£´ èŸ«ð£‹....
õ÷˜‚èŠð´‹ Fø¡èœ:
·
æ¬ê ïòI‚è °ö‰¬îŠ ð£ì™è¬÷‚
«è†ì™.
·
ðìˆ¬îŠ ð£˜ˆ¶Š ªðò˜ ªê£™½î™
·
«ï˜‚«è£´, õ¬÷«è£´ Íô‹
â¿ˆ¶‚è¬÷ â¿¶î™
·
åˆî æ¬ê»¬ìò ªê£Ÿè¬÷
Þùƒè£µî™
èŸø™ - èŸHˆî™ ¶¬í‚è¼Mèœ:
·
I¡ù†¬ìèœ
·
ªð£¼ˆ¶‚ è®è£ó‹
·
ðEˆî£œèœ
·
ªê£™î†´
·
åˆî æ¬ê»¬ìò ªê£Ÿèœ
3.
àƒèœ i†®™ â¡ù Môƒ°è¬÷
õ÷˜‚è Ý¬êŠðÁø£˜èœ? ã¡?
4.
ò£˜ i†®™ â™ô£‹ ï£Œ Þ¼‚Aø¶?
ÞŠ«ð£¶ ï£¬òŠðŸP å¼ ð£ì™
ð£´«õ£‹.
ñ£íõ˜ ªêò™ð£´:
ñ£íõ˜èœ ï£Œ, Ì¬ù, Ý´, ñ£´, «è£N
«ð£¡ø ðF™è¬÷‚ ÃÁî™
ñ£íõ˜èœ îƒèÀ‚°ŠH®ˆîñ£ù MôƒA¡
ªðò˜è¬÷„ ªê£™½î™
ñFŠd´: ñ£íõ˜èO¡ ðF™è¬÷ ÝCKò˜
ãŸÁ‚ ªè£œÀî™, ñŸÁ‹ «èœMè¬÷Š ¹K‰¶
ÜîŸ«èŸø£˜ «ð£™ ðF™è¬÷ˆ î¼A¡øùó£
â¡Á «ï£‚°î™.
Ýó£Œî™
ÝCKò˜ ªêò™ð£´: ÝCKò˜ ñ£íõ˜èOì‹
ð£ìŠ ¹ˆîèˆF½œ÷ ðìˆ¬î‚ è£‡Hˆ¶Š
ðìˆF™ àœ÷¬õŠ ðŸP °ö‰¬îè¬÷Š «ðê„
ªê£™½î™
ß´ð´î™:
ÝCKò˜ ªêò™ð£´:
ÝCKò˜
ñ£íõ˜èOì‹
Mù£‚è¬÷‚ «è†ìPî™.
Ü.îù«ñK
î. èüô†²I
ã. «ýñ£
W›è£µ‹
1.
àƒèœ i†®™ â¡ªù¡ù
ªê™ôŠHó£Eè¬÷ õ÷˜‚Al˜èœ?
2.
àƒèÀ‚°Š H®ˆî i†´ Môƒ° â¶?
°ö‰¬îèÀ‚°ˆ ªîK‰î è, ê, î, ï
â¿ˆ¶èO™
ªî£ìƒ°‹
ªð£¼œèO¡
ªðò˜è¬÷»‹ °ö‰¬îèO¡ ªðò˜è¬÷»‹
Ãø„ªê£™½î™
ñ£íõ˜ ªêò™ð£´: ñ£íõ˜èœ è™,
è‡í¡, î£ñ¬ó, ïˆ¬î «ð£¡ø ªê£Ÿè¬÷‚
Ãø™
F¬êñ£Q
Ýèv† 2015
7
ñFŠd´: ñ£íõ˜è¬÷ á‚°Mˆ¶ «ñ½‹
Cô õ£˜ˆ¬îè¬÷‚ Ãø„ ªêŒî™
ÝCKò˜ ºîL™ è¼‹ðô¬èJ™ ‘ê’ â¡Â‹
õKõ®õˆ¬î â¿F Üî¡ «ñ™ ñ£íõ˜èœ
åšªõ£¼õ¬ó»‹ Móô£™ â¿î„ ªê£™½î™
ñ£íõ˜
ªêò™ð£´:
Üšõ£«ø
ñ£íõ˜èÀ‹ è¼‹ðô¬èJ™ â¿FŠ ðö°î™
ñFŠd´: ÝCKò˜ ñ£íõ˜èœ ªêŒõ¬î
àŸÁ«ï£‚A ñFŠH´î™
Hø° ñ£íõ˜è¬÷ˆ î¬óJ™ õ†ìñ£è
Üñó ¬õˆ¶„ ‘ê’ â¿ˆ¬îŠ ð®Šð®ò£è
ÝCKò˜ â¿ˆî™.
M÷‚°î™:
ÝCKò˜ å¼ ‘ñ£FK’ èóèˆ¬îˆ î¬ôJ™
¬õˆ¶‚ ªè£‡´ Ý®‚ è£†® èóè‹ â¡ø
õ£˜ˆ¬î¬ò ÜPºèŠð´ˆ¶î™
ñ£íõ˜
ªêò™ð£´:
ñA›„Cò£è èŸø™.
ñ£íõ˜èœ
ÝCKò˜
åšªõ£¼
â¿ˆî£è‚
è¼‹ðô¬èJ™ â¿î ñ£íõ˜èœ Üî¡ åL
õ®õˆ¬î Ãø„ ªêŒî™
è ó è ‹
Üî¡ H¡ ÝCKò˜ ñ£íõ˜èOì‹
ñí¬ô‚ ªè£´ˆ¶ Üšõ®õˆF¡ «ñ«ô
â¿î„ ªêŒî™.
ñ£íõ˜ ªêò™ð£´: ñ£íõ˜èœ åšªõ£¼
â¿ˆF¡ åL õ®õˆ¬î»‹ ªê£™½î™
ñ£íõ˜ ªêò™ð£´: ñ£íõ˜èœ Ý˜õñ£è
ñí¬ô‚ ªè£‡´ â¿¶î™
ñFŠd´: ÝCKò˜ Üõ˜èœ ªê£™õ¬î
ñFŠH´î™
ñFŠd´: ñ£íõ˜èœ êKò£è â¿¶A¡øùó£
â¡Á ñFŠH´î™
Ü´ˆîî£è,
è£è‹
â¡ø
ªê£™¬ô
ÜPºèŠð´ˆî å¼ ð£ì¬ôŠ ð£´î™.
Þšõ£Á
ñ£íõ˜èÀ‚°
â¿ˆ¶‚è¬÷»‹ ðJŸCòOˆî™
ñŸø
è
‚
è£
î
ˆ
î£
ï
‰
ï£
é
ƒ
ï£
ø
Ÿ
ø£
ñ£íõ˜èœ Ý˜õñ£è ñí¬ô‚ ªè£‡´
â¿¶î™.
ñFŠd´: ñ£íõ˜èœ êKò£è â¿¶A¡øùó£
â¡Á
ñFŠH´î™,
åšªõ£¼
ð®ò£è
ñ£íõ˜è¬÷ ñFŠH´î™
‘î£è‹ àœ÷ è£è‹ å¡Á
²ŸP„ ²ŸP õ‰î¶;
°®‚èˆ î‡a˜ A¬ì‚è£ñ™
Iè¾‹ èwìŠ ð†ì¶;
â¡ù ªêŒî¶? â¡ù ªêŒî¶?
Hø° å¼ û£®¬ò
i†®¡ º¡«ù è‡ì¶;
â†® â†® ð£˜ˆî¶
â†ìM™¬ô î‡a˜;
â¡ù ªêŒî¶? Ü¶ â¡ù ªêŒî¶?
CPò èŸè¬÷‚ ªè£‡´ õ‰¶
Ü‰î û£®J¡ àœ«÷ «ð£†ì¶;
Ýèv† 2015
F¬êñ£Q
8
î‡a˜ «ñ«ô õ‰î¶;
ðì…ðì…ðø¬õ Cøè®‚°‹
î£è‹ bó‚ °®ˆî¶,
ñì..ñì…ñó‹ ºP‰¶ M¿‹
ê‰«î£üñ£Œ ðø‰î¶;
îì…îì.. ¹¬èõ‡® æ´‹
Ý¬èò£«ô ï£º«ñ
ºòŸC ªêŒò «õ‡´«ñ!
Þšõ£Á åšªõ£¼ ªê£™¬ô»‹ èóè‹, è£è‹,
î„ê˜, ê‚èó‹, î£ˆî£, ïè‹, ï£Œ, ð£èŸè£Œ,
è‹ð‹, ò£›, ñ£î‹, î‰î‹, ê£ò‹, îƒè‹, è£ò‹
ê‹ðõƒè÷£è«õ£, ð£ìô£è«õ£, è¬îò£è«õ£
ÃPŠªð£¼œ M÷ƒè‚ èŸHˆî™.
ñ£íõ˜
ªêò™ð£´:
ñ£íõ˜èœ
Ý˜õˆ¶ìÂ‹ ñA›„C»ìÂ‹ ÝCKò¬óˆ
ªî£ì˜‰¶ ð£õ¬ùèÀì¡ ð£´î™.
ñFŠd´: ÝCKò˜ ñ£íõ˜èO¡ ñA›„C¬ò
ÜÂðMˆî™. â™«ô£¼‹ ðƒ«èŸAø£˜è÷£
â¡Á èõQˆî™.
MKõ£‚°î™:
ÝCKò˜
ªêò™ð£´:
ÝCKò˜
ñ£íõ˜èOì‹ Üõ˜èœ i†®™ àœ÷ ð¬öòŠ
ð£ìŠ¹ˆîèƒèœ, õ£ó Þî›èœ ÞõŸP™
Üõ˜èÀ‚°ˆ ªîK‰î â¿ˆ¶‚è¬÷ ªõ†®
ªê£Ÿè¬÷ Ü¬ñˆ¶ â´ˆ¶ õó„ ªêŒòô£‹.
ñ£íõ˜èœ
Üõ˜èÀ‚°ˆ
â¿ˆ¶‚è¬÷ ªõ†® õ¼î™
ªîK‰î
ñFŠd´:
ñ£íõ˜èœ
åšªõ£¼õ¼‹
Ý˜õˆ¶ì¡ ªêŒ¶ õ‰î¬î ñFŠH´î™
Ü¡ø£ì
õ£›‚¬èJ™
ñ£íõ˜èœ
ÜÂðMˆî åLè¬÷Š ð£ìô£èŠ ð£® Ü‰î
åLèœ ãŸð´‹ Gè›¾è¬÷Š ðŸP «ðê
¬õˆî™.
ð†…ð†…ð†ì£² ªõ®‚°‹
ð£ì¬ôŠ
ð£®ò
Hø°
ÝCKò˜
åL¬ò‚ Ãø ñ£íõ˜èœ Gè›¬õ Ãø,
ÝCKò˜ Gè›¬õ‚ Ãø™, ñ£íõ˜ åL¬ò‚
Ãøô£‹
ð†….ð†… -- ð†ì£² ªõ®‚°‹
ì‹…ì‹… -- ìñ£ó‹ Ü®‚°‹
ñ£íõ˜ àŸê£èˆ¶ì¡ ð£ì¬ôŠ ð£´î™
ñFŠd´:
H¡ õ¼‹ ðJŸCˆ î£O¡ Íô‹ ñFŠH´î™
ñFŠH´î™:
ÝCKò˜
ªêò™ð£´:
ÝCKò˜
ð£ìŠ¹ˆîèˆF™ àœ÷ ðJŸCè¬÷„ ªêŒò
¬õˆî™.
ªê£™ î†´:
ÝCKò˜ ñ£íõ˜èOì‹ ªê£™ î†®¬ù‚
ªè£´ˆ¶„ ªê£Ÿè¬÷ à¼õ£‚è„ ªêŒî™.
ñ£íõ˜
ªêò™ð£´:
ñ£íõ˜èœ
Ý˜õºì¡ ªê£Ÿè¬÷ à¼õ£‚°î™
ñFŠd´: ñ£íõ˜èœ à¼õ£‚Aò ªê£Ÿè¬÷
ñFŠH´î™.
ÝCKò˜ ªêò™ð£´ : ñ£íõ˜è¬÷‚
°¿‚è÷£èŠ HKˆ¶ åšªõ£¼ °¿MŸ°‹
ðìƒè¬÷»‹, ðìƒèÀ‚°Kò ªê£Ÿè¬÷»‹
îQˆîQ â¿ˆ¶‚è÷£è ªõ†® ¬õˆF¼‚°‹
ªð†®¬ò ñ£íõ˜èOì‹ ªè£´ˆ¶Š ðìˆFŸ°
ãŸø ªê£Ÿè¬÷„ «ê˜‚è„ ªê£™½î™
ñ£íõ˜
ªêò™ð£´:
ñ£íõ˜èœ
Ý˜õºì¡ ªê£Ÿè¬÷ à¼õ£‚°î™
ì‹…ì‹…ì‹..ìñ£ó‹ Ü®‚°‹
F¬êñ£Q
Ýèv† 2015
9
ÝCKò˜ ªêò™ð£´: ïè¼‹ â¿ˆ¶
ÝCKò˜ H¡õ¼‹ ïè¼‹ è†ìˆ¬î‚
ªè£´ˆ¶Š ¹Fò ªê£Ÿè¬÷ à¼õ£‚è„ ªêŒî™
ñ£íõ˜ ªêò™ð£´: ñ£íõ˜èœ ïè¼‹
è†ìˆ¬î ¬õˆ¶ ¹Fò ªê£Ÿè¬÷ à¼õ£‚°î™
ð
ñ
ê
è
†
†
†
†
ì
ì
ì
ì
‹
‹
‹
‹
ñFŠd´: ñ£íõ˜èœ à¼õ£‚Aò ªê£Ÿè¬÷
ñFŠH´î™
Ü.îù«ñK, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, î†ì£…ê£õ®
î. èüô†²I, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, î£í£‹ð£¬÷ò‹
ã. «ýñ£, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, î£í£‹ð£¬÷ò‹
Ýèv† 2015
F¬êñ£Q
10
Lesson
ldeas
COUNTING IN GROUPS
CBSE, Mathematics, Class – II, Unit – 2
A. Valliammai
Break it – ten is a group and find remaining….
N. Rajam
Prior Knowledge: Counting till 20
Learning Objectives: Students will be able to:
•
Count the objects in groups
•
Identify ordinal numbers
•
Understand the concept of ‘more’ or ‘less’,
begin to understand ‘before and after
numbers’
Learning Resources: Worksheet, Posters,
Activity sheet, video clips, card board models,
pen, pencil etc.
ENGAGE
•
•
•
from the students and group them in
separate boxes on the classroom floor.
Children group them as shown in the
picure.
Students have to group their objects as 2
numbers in boxes and write the total in a
given box.
Teacher can change the number from 2 to
3 or 4 and continue the game.
The teacher needs to guide them and provide
2
Pens
2
Pencils
2
Erasers
Play the counting songs from the following
U R L . / / h t t p s : / / w w w. y o u t u b e . c o m /
watch?v=gOdpzpK1EBQ//. The students sing
and count using their fingers with actions.
Assessment: The teacher ensures that all the
students are participating and teacher asks a
few questions about this video E.g. What birds
and animals did you see in this song? How many
ducks did you see? How many birds and animals
are there in this song?
Concept 1- Group Counting
EXPLORE
Activity 1: Forming groups
The teacher forms multiple groups of students
in the class and asks them to play a game:
•
Teacher collects pencils, pens, erasers
enough space for students to move around and
carry out the activity.
Assessment: The teacher assesses students’
involvement, grouping the items and group
counting
Activity 2: Counting and coloring
The teacher provides the activity sheet to
students and asks them to color the picture
and also write total number of pictures they
have colored in every row. They have to do total
F¬êñ£Q
Ýèv† 2015
11
counting also in the table in the same activity
sheet.
Colour the animals and write the number of animals
in each row.
a ball. Others will count the number of times the
student hits the target.
1)
How many students in a group did not hit
even once --------------
3)
How many students in a group hit 2
times --------------
2)
4)
5)
6)
How many groups
have 2 animals
How many groups
have 3 animals
How many groups
have single animal
How many students in a group hit once
-------------
times --------------
times --------------
times --------------
Assessment: Students will be asked to explain
how they completed the worksheet.
Concept 2- Ordinality
EXPLORE – Number puzzle
In total, how many birds and animals are to be coloured__?
Activity sheet
Assessment: The teacher assesses students
participation, completion of the activity sheet
and counting.
EXPLAIN
The teacher may provide the number flash
cards to students and ask them to stand in
order. The teacher may ask the student holding
numbers 7 and 9 to step forward. She can then
raise some questions.
The teacher asks students about their
understanding of the previous activity and how
they did it. Then some more activities are given
to students for understanding the concept.
Activity 1: Hitting the target
ard
k bo
Blac
She may change the number card of a few
students and ask them to re-arrange themselves
in the right order.
Assessment: Student’s ability to find the
mismatches in their arrangement and correct
their formation based on ordinality.
ELABORATE
Teacher draws a target circle on the black
board. Forms two groups of students and gives
5 chances to each student to hit the target with
Teacher divides the students into small groups
and provides a list of items for each group.
Students discuss among themselves and answer
the questions. In this worksheet, students
need to fill the number of these objects in their
respective houses and as a group.
Ýèv† 2015
F¬êñ£Q
12
In your group members'
home
In Your home
2.
Glasses
Mark ‘X’ in the square under correct
object:
Which is the fourth object? Mark ‘X’ _____
Plates
3.
Refrigerators
Color the caterpillar
Color the third place on the caterpillar in
green colour.
TVs
cycles
Assessment: The ability to count in groups.
EVALUATE
4.
Answers the questions based on the these
pictures
The teacher provides a work sheet to complete
•
Which is the first animal?
•
Which animal is placed after monkey?
•
•
the exercise.
5.
1.
Count and write the objects
Which animal is in second place?
Which animal comes before bear?
Redraw the object in the correct ordinal
order
Evaluation is carried out using the worksheet.
A. Valliammai PST, GMS, Ponbetty
N. Rajam PST, Keezhaodutturai
F¬êñ£Q
Ýèv† 2015
13
Lesson
ldeas
Little by little
CBSE, English, Class – III, Unit – 3
Great oaks from little acorns grow…
Prior Knowledge:
Students have a basic understanding about the
parts of plants/trees, how they grow from a tiny
seed and their uses.
P. Lakshmi
ENGAGE
Teacher’s Initiative
The teacher shows some picture cards related
to the factors necessary for a plant to grow.
Key Concepts
·
Plants, Trees, Vegetables
·
Importance of trees and plants in our
lives
Learning Objectives:
·
·
To develop students’ listening, speaking
and writing skills.
To appreciate words and phrases that
create the rhythm and rhyme of the poem.
·
To enrich learners’ vocabulary.
·
To develop an ability to appreciate nature.
·
To introduce the concept of describing
words - 'adjectives' to students.
Teacher then poses some questions on how a
plant grows.
E.g.
1. What do you see in
these pictures? Name
them one by one.
2. What do these
pictures indicate?
3. Name some parts
of the plants/trees you
know.
After the initial discussion, teacher shows a
picture of how an acorn grows into a big tree.
Learning Resources:
·
Flash Cards/ Word Cards
·
Picture Cue Cards
·
Worksheets (3 nos.)
·
Textbook
Students observe the pictures and name them
one by one. They discuss among their peers and
Ýèv† 2015
F¬êñ£Q
14
give the relevant answers to the questions posed
by the teacher.
Assessment
Teacher assesses the students’ prior knowledge
and speaking skills
EXPLORE
Activity 1 – Matching picture and word
cards
The teacher divides the class into two groups.
Each group is given some word cards and picture
cards that has different parts of the tree.
Teacher asks students to match the pictures
with the words and then explains that these
words describe parts of a tree.
Students do the activity in their respective
forward to pick the word, read it aloud to the class
and paste it appropriately on the cardboard. This
helps them learn the right pronunciation and the
correct way of articulating the word. Initially this
can be done bilingually.
Follow up: Children can look at the picture
displayed in the class and the teacher can give
them an entire week to practice writing the
words.
Students paste the words appropriately
and the teachers can support them wherever
required.
Assessment
The students are assessed on their
understanding of the parts of the tree, their
spoken skills and their participation and
involvement in the activity (co scholastic area).
EXPLAIN
Activity 1 - Experiential learning
Teacher takes the students to the school
garden and shows them plants and trees and
describes their parts. Children touch, feel and
observe the plants and trees around them under
the guidance of the teacher.
In class:
groups.
Assessment
Teacher assesses student’s ability to read the
words and match it correctly with the picture.
Activity 2 - Identifying words
The teacher displays a huge picture of a tree
on the board. Words denoting the various parts
of the tree are kept in a bowl in front of the
class. Children are asked to take turns in coming
Teacher reads the poem loudly and clearly
with proper stress on pronunciation, pause
and intonation wherever necessary. New words
such as ACORN, SLENDER, PRIDE, DOWNWARD,
SHOOT etc. can be read aloud and explained
using a bilingual approach.
Activity 2 - Picture dictionary
Teacher uses a picture dictionary where
the new words and their meaning are placed
alongside the picture.
Students are asked to list three things that
F¬êñ£Q
Ýèv† 2015
15
trees give us and how we harm them.
E.g.:
Here, a discussion on the importance and
plants and trees can be initiated among children.
Teacher places an emphasis on how plants keep
the air fresh and clean.
Downward
Activity 3 - Describing word activity
Teacher Initiative
Teacher uses materials like water bottles,
chalk pieces, pencils, pencil boxes to initiate a
discussion on various sizes - long and short, big
and small, tall and short etc.
Writing Activity I : Teacher gives a worksheet
with sentences that have blanks spaces. Some
words like - tall, short, roots, leaves, rain and
water are provided. Students have to pick the
words and fill the appropriate blanks in the
sentences.
Writing Activity II: Teacher divides the class
into groups and gives each group a set of short
sentences in random order. Students have to
read and arrange them in a meaningful manner
to create a story. Once they arrange the story,
they should read it aloud to the class and write it
in their notebooks. Their work can be compiled
to be made into a story book and given to them.
They can draw suitable illustrations and colour
them as an additional activity.
Assessment
Reading and speaking skills are evaluated.
Students written work on the importance of
trees can be used to evaluate their writing skills.
Environmental awareness is evaluated based on
their reading/oral/written assignments.
ELABORATE
Activity – Reinforcing new vocabulary
The teacher writes certain words on the
blackboard and asks the pupils to match them
with the opposites.
Slow
Little
- Weak
- Night
- Upward
Slender
- Fast
Day
- Big
Mighty
- Fat
New words like ‘pride’ can be used in sentences
to reinforce the meaning of the word. An example
can be as follows:
•
I am proud to be an Indian
•
We are proud that Dr.A.P.J. Abdul Kalam
from Tamil Nadu became the President
of India.
•
I feel proud when I see our national flag.
Students are asked to underline/ highlight the
describing words (adjectives) from the poem.
Rhyming words are read aloud with a stress on
the pronunciation.
Assessment
Teacher assesses the students understanding
of opposites, ability to identify adjectives in the
poem and frame sentences using them.
EVALUATE
Teacher gives students a worksheet on rhyming
words and asks them to find its pair. This can be
given as an individual activity.
YEAR
DEW
WIDE
SHOOT
ROOT
APPEAR
DAY
BED
SAID
AWAY
Ýèv† 2015
F¬êñ£Q
16
GREW
PRIDE
Another worksheet is used to evaluate their
understanding of parts of a tree.
Refer Annexure-1.
Students are asked to recite poem individually
and in groups. Students are encouraged and
guided to grow a plant in a pot. This can be
assigned as a project work.
Students are shown a picture with 3-4 scenarios
and are asked to write a story along them with a
catchy title. This can be done in stages.
Students can be asked to draw a picture
relevant to the text as suggested by the teacher
in their groups and colour it in a chart paper.
Students are asked to create a word web based
on a picture (E.g. Tree: branch, leaf, leaves, tall,
short, this, strong). They are encouraged to
write short phrases and these phrases can be
combined to form a story sequence. The students
are guided throughout this process. The final
story of each group can be displayed on the walls.
Refer to Annexure 2.
Students interpret the pictures based on their
imagination and come up with different versions
of the story. They write the story and put them
up on the walls of the classroom.
Assessment
Students’ creativity, reading, writing, reciting
skills are assessed.
P. Lakshmi PST, GPS, Narimedu
F¬êñ£Q
Ýèv† 2015
17
ANNEXURE 1: Write the given words appropriately in the boxes given
Ýèv† 2015
F¬êñ£Q
18
ANNEXURE 2: PICTURE STORY- WRITING
F¬êñ£Q
Ýèv† 2015
19
Lesson
ldeas
The Enormous Turnip
CBSE, English, Class – III, Unit – 3
A market inside the class…
Prior Knowledge: Students know the names
of vegetables in their mother tongue and some
names in English.
1.
Develop students’ listening skills through
model reading and asking simple
questions based on it.
2.
Develop their speaking skills by narrating
a story in their own words, taking part in
group activities and role play.
3.
Develop learners’ writing skills through
simple guided activities.
4.
Develop learners’ reading skills and their
vocabulary.
Major Concepts: To know about plants and
vegetables; importance of plants and vegetables
in our lives
Learning Resources: Story chart, activity
sheets, flash cards and finger puppets,
vegetables like turnips, carrots,
onions etc. and text book.
ENGAGE
Activity
vegetables
1:
Identifying
The teacher asks each
student to bring a vegetable
that is easily available
N. Gopinath
in their homes. Students could be intimated
the previous day itself. The teacher can bring
some vegetables that aren’t so easily available vegetables that students may not have seen like
turnip, capsicum, beans and spring onions. In
class, they can discuss the size, colour, shape and
taste of the vegetables. If multiple students bring
the same vegetable, it can be used to introduce
the concept of singular and plural.
Assessment: Prior knowledge, readiness to
participate and speaking skills are assessed by
the teacher. (Note: Initially, the students may
not be able to say the names of the vegetables
in English. In that case, they can do it in their
mother tongue.)
Activity 2 – Discussion on vegetables:
The teacher poses some questions related to
vegetables’.
1.
What is your favourite vegetable?
2.
Name the vegetables that your mother
often cooks.
3.
Have you eaten raw vegetables? Which
vegetables have you eaten raw?
4.
Have you seen a Turnip?
Students recall their prior knowledge about
vegetables and orally answer the questions
asked by the teacher.
Ýèv† 2015
F¬êñ£Q
20
Assessment: The students’ prior knowledge,
readiness to participate and speaking skills are
assessed by the teacher.
EXPLORE
Activity 1 – Unity is strength:
The teacher brings a set of small sticks and
asks one of the students to break it. When the
student finds it difficult to do it alone, he may ask
the other students to help him break it. Now the
students will be able to break the sticks easily.
The teacher then explains the theme of the story
– Unity is strength. An alternative to using sticks
would be to use newspapers for this activity.
Activity 2 – Visualizing the story:
The teacher asks the students to look at the
pictures given in the text book and visualise the
story with the help of the colourful pictures in
the book.
Assessment: The teacher assesses the
students' speaking skill, cognitive thinking, and
group participation.
EXPLAIN
Activity 1 – Model reading:
The teacher reads the story with correct pause,
stress and intonation. The students are asked to
repeat along with the teacher. Students may also
be given chance to read in random order. New
words like turnip, enormous, etc. can be written
on the board and students can write them down
to learn the spellings.
Assessment: The teacher assesses the reading,
listening and writing skills of the students.
Activity 2 – Story poster:
The teacher gives a picture chart or poster of
the story to the students. The teacher also gives
sheets containing the dialogues. Teacher asks
students to paste the respective dialogues in the
picture chart or poster.
Assessment:
The
teacher assesses the
students through their
participation in the
activity and ability to
identify the dialogues and
paste them in proper
sequence.
Activity 3 – Role
Play
Teacher can involve
the students in a role
play with different vegetables
like carrot, potato, turnip,
tomato, drum stick as
characters. The script can be a dialogue
between the vegetables where each describes
their appearance and the qualities they possess.
It could also include the last time it visited the
school for mid-day meal. The script can be made
humorous and entertaining for the audience so
that even students are excited about performing
the play. Teacher can support the students in
their dialogue delivery. Chart papers can be used
to draw and design the mask of vegetables to use
it in the play. The setting can be that of a market
place, school, farm or even a dish.
The teacher can also encourage students
to first write their own dialogues in Tamil and
support them in translating it into English. To
make it more contextually relevant, the script can
include the nutritional value of every vegetable.
Dramatize the story by using masks and
perform it in the class as well as in the morning
assembly for other students.
Assessment: The teacher assess the students’
speaking skill and their ability to reproduce the
story and its details through role play.
Activity 4: Let’s Write (Text book Activity)
Teacher gives a worksheet to the students
that contains the names of various vegetables.
F¬êñ£Q
Ýèv† 2015
21
Teacher asks students whether they like the
vegetable and prefer to it eat it raw or cooked.
Assessment: Reading and speaking skills.
Note: Before starting this exercise, teacher
has to guide the students to understand the
difference between raw and cooked vegetables.
Students read the names of the vegetables and
VEGETABLES
RAW
COOKED
Turnip
Carrot
Onion
Activity 2 - A Game of Opposites (Text book
activity)
Teacher divides the class into two groups,
where one group says the word and the second
group says its opposite and vice-versa (Words
can also be taken from the previous grades).
Example:
Tomato
Assessment: Teacher assesses the students’
Potato
GROUP1
GROUP2
Pull
Push
Black
White
True
False
Right
Left
participation, their vocabulary, active listening
and speaking skills
selects the appropriate box.
Assessment: Reading and listening skills.
The teacher also assess the students’ ability
to identify the vegetables and understand the
difference between raw and cooked vegetables.
ELABORATE
Activity 1 – Match the sentences:
The teacher gives a worksheet containing
a set of sentences or dialogues taken from the
story. These sentences or dialogues are given in
the form of match the following. The teacher asks
the students to match the correct sentences.
Match the following exercise:
Activity 3 - Singular – Plural:
The teacher divides the class into groups
depending on the class strength. The teacher gives
flash cards containing singular
and plural
names of the vegetables to each
group.
The groups are supposed to
m a t c h
the pairs and the group that
gets the
maximum right answers in
t h e
shortest time will be the
winner.
Examples:
•
Carrot – carrots
•
Onion- onions
•
Turnip- turnips
Ýèv† 2015
F¬êñ£Q
22
•
•
Potato- potatoes
Tomato-tomatoes
The students work as a team and matches the
singular-plural names of the vegetables.
Assessment: The teacher also assesses the
students' ability to match the singular words to
its plurals, their listening and reading skills.
Teacher gives a work sheet containing a
maze to all the students. The teacher shows the
pictures of various vegetables one by one and the
students are asked to find and circle them in the
maze.
Activity 3 - Salad Recipe
EVALUATE
The teacher gives a worksheet containing
multiple choice questions to all the students.
The teacher asks the students to read them and
choose the correct answers.
Examples:
1. What is the plural form of ‘turnip’?
(a) Carrots (b) turnips (c) onions
2. Which of these vegetables can be taken raw?
(a) Carrot (b) beetroot (c) turnip
3. What is the opposite of pull?
(a) Left (b) push (c) dark
4. Find the odd one out?
(a) Cat (b) dog (c) turnip
5. Draw your favourite vegetable and name it
in Tamil and English.
The teacher divides the students into various
groups. The teacher cuts the vegetables brought
by the students and makes vegetable salad. The
teacher gives each group one cup of salad and
asks them to write the names of the vegetables
found in the salad in the given worksheet.
Project
The class can plant one or two vegetables
in the school ground, tend to it and see it yield
vegetables.
Activity 2 – Maze worksheet
N. Gopinath, P.S.T, G.H.S. Varichikudy, Karaikal
F¬êñ£Q
Ýèv† 2015
23
Lesson
ldeas
Give and Take
CBSE, Maths, Class – III, Unit – 3
'X' lots of 'Y' nothing but repeated addition….
Prior knowledge: Addition and subtraction of
two digit numbers with and without regrouping
as tens.
Major Concepts: Addition and Subtraction
Learning objectives: Students will be able to
do the following:
•
Add and subtract numbers by writing
them vertically and horizontally with and
without regrouping.
•
Frame problems for addition and subtrac
tion.
•
Expand a number using the concept of
place value.
Learning Resources: Textbook, blackboard,
worksheet, beads and YouTube videos.
ENGAGE
Activity 1: Watching a video
The teacher plays a video on addition from
youtube.com. Children enjoy and learn the song.
h t t p s : / / w w w. y o u t u b e . c o m /
watch?v=Mn7fmBOmrQ8
h t t p s : / / w w w. y o u t u b e . c o m /
watch?v=JFjHid8Hgek
Assessment: Teacher asks a few questions
about this video to check their understanding.
P. Poornima
D. Sankaradevi
Activity 2 – ‘Snakes and Ladders’
The teacher forms groups of 4 students
and asks them to play the game of snakes and
ladders. While playing the game, she relates the
forward move (ladder) to addition and backward
move (snake) to subtraction.
Assessment: Teacher visits the groups at
random and asks children to explain one or two
moves using dices.
EXPLORE
Activity 1 - Grouping the dots:
Teacher gives an activity to children to group
the dots into tens. After the activity teacher could
ask a few questions such as 1) How many groups
of 10 are there and how many ones are remaining
2) Has anyone formed more than 2 groups? etc.
Assessment:
worksheet.
Teacher
reviews
students’
Activity 2 - Number line:
Using the number line worksheet which
has numbers 1- 100 (or number gird 1-100 in
vertical format) the teacher asks students to
Ýèv† 2015
F¬êñ£Q
24
select any number and jump 10 or 5. They
could jump 2 or 3 also because it will help them
understand it more easily. For that, the
teacher could create a new number line
worksheet. Teacher should ask students to mark
five small lines in-between the two numbers (e.g.
between 5 and 10) so that if students choose
22 or 44, it will help them to understand from
where to start.
Skip counting (jump up) in 10s using the table
below.
Number grid
For example
•
22+30 = 22+ 30 skip count (jump up) in
•
8 less than 50
EXPLAIN
The teacher asks the students to explain what
they have understood in each activity performed
so far. The teacher also explains the concepts
wherever required.
Assessment: Teacher asks questions, gives
some more activities to repeat or gives a few
sums based on the concepts.
ELABORATE
Activity 1 – Decomposing numbers:
Teacher gives an activity to the children to
decompose the numbers. In this activity
students could choose any number and
decompose it as groups of 10 and mention
the remaining remainder. For example if
student takes 33, 33 = 10+10+10 +3 if student
takes 38, 38 = 10+10+10+8
Assessment: Students ability to decompose
numbers.
Activity 2 - Puzzle game:
Teacher gives jumbled puzzles to the
students. They have to assemble it using
decomposition of numbers. Teacher could give
any number and ask students to match as many
combinations as possible using this chart and
also write it in their note books. (Teacher should
prepare a few more cards like this.)
Assessment: Teacher observes students
the table and find the number=52
•
34+10
•
20 more than 31
•
44+20
And also using the same procedure for back
ward jump.
•
53-20
F¬êñ£Q
Ýèv† 2015
25
while performing the activity and also checks
their notebooks.
Teacher gives a worksheet and asks students
EVALUATE
Activity 1 – Addition puzzle:
Students solve a collection of puzzles in which
they add, subtract, and use logical reasoning to
find missing numbers in a 3 × 3 grid. Through
multiple random challenges, students work
to improve their strategies and scores. The
activity concludes with students identifying the
strategies they used to solve the puzzles.
Addition puzzle game: Fill in the grids:
Number Decompose into three numbers
50
10
20
20
23
10
10
3
70
10
50
10
to do the following:
•
•
Add the given numbers
Decompose the second number in such a
manner that the first number becomes 10
(eg., 6+8 = 14; 8 must be decomposed to
4+4 so that it becomes 10+4)
Note: Teacher could extend the worksheet as
required.
Assessment: Teacher checks the worksheet
completed by the students.
Number Decompose into three numbers,
add and verify
34
4
26
6
45
10
Activity 2 - Decomposition worksheet:
P. Poornima, P.S.T, G.P.S, Pillayarkuppam
D. Sankaradevi, P.S.T, G.M.S, Adingapet
Ýèv† 2015
F¬êñ£Q
26
Lesson
ldeas
Foods We Eat
CBSE, EVS, Class – III, Unit – 6
Appreciate the culture diversity of food….
B. Surendhar
EXPLORE
Learning Objectives
● To appreciate the cultural diversity in
food and identify relationships between
the natural, social and cultural
environments.
● To appreciate individual preferences and
different eating practices in the family.
● To learn
how
age
consumption of food.
affects the
Prior Knowledge: Names of various food
items.
Learning Resources: Pictures of food items
and Puppets for performing puppets show.
ENGAGE
Teacher initiates a discussion on food with
children. Children can be asked to talk about the
food they’ve eaten at home, at school or outside
in the last three days. Teacher lists them on the
board.
Assessment
Teacher assesses
the student’s prior
knowledge
on
different food items.
Teacher asks children to collect the list of
food items consumed by their family members
viz. infants, kids, adolescents, adults and elderly
people. The teacher now asks students to read
the text book lesson ‘Foods we eat’ page no. 36 to
41 without discussing the questions in the text.
Teacher helps children read the chapter.
After reading the textbook, a discussion is
initiated among students. Some of the discussion
pointers can be - Why do people eat different
food items? Why does a mother feed her child
frequently? What have you observed from your
family members’ food habits?
Through both these activities, children are
made to explore and appreciate the cultural
diversity in food, different eating practices in the
family, amount of food that varies from person to
person and significance of milk for the baby.
Assessment
Teacher assesses each student by their
involvement in the discussions and the
homework assigned to them.
EXPLAIN
Teacher encourages the students to share
F¬êñ£Q
Ýèv† 2015
27
their understanding on cultural diversity of food
and on why age affects the consumption of food.
The teacher divides the class into groups
and asks them to prepare a chart depicting the
various food items that can be prepared from
rice/wheat/vegetables/fruits/meat etc. Children
write theirs as well as their family members
preferences.
Assessment
Teacher assesses the charts, student drawings
and preferences mentioned by them.
ELABORATE
Teacher poses the following questions for a
discussion. Some of these are textbook questions.
Why do we need to eat food?
Has it ever happened to you that one day you
were very hungry but there was nothing to eat?
If yes, why?
There was no food cooked in a child’s house.
What could be the reason?
How do you know that you are hungry? How
do you feel when you are hungry? What would
you do when your favorite food is not available?
Teacher asks children to list down food that
can be eaten raw. Teacher can use the food map
of India to show the diversity of food available in
the country.
Assessments
Teacher evaluates students' ability to relate
eating and food preference to various factors
such as customs and traditions, availability of
food, nutritional value, affordability, age etc.
EVALUATE
Teacher asks the students to observe the
textbook pictures and make a list of the things
that can be eaten (P.no.42 – Individual Activity).
Then they are asked to draw the food items that
they have never eaten before but they wish to
eat. (Individual Activity). Finally they are asked
to prepare a food plan for their family members
for 2 days.
Assessments
The teacher ensures that all the students
complete the activities.
B. Surendhar, P.S.T, Government Primary School, Meenachipet
Ýèv† 2015
F¬êñ£Q
28
Lesson
ldeas
Omana’s Journey
CBSE, EVS, Class IV, Unit 6
A journey to explore....
● To
familiarize
EXPLORE
students
with
the
impor tance of travel plan.
Teachers Initiative
The teacher divides
● To appreciate the diversity that exists in
the children into groups
● To
video to initiate a group
language, food & clothes in various places.
know
the
different
modes
of
transpor tation.
Knowledge:
and shows them a
discussion. The teacher ensures that in each of
the group, at least one student will have had travel
● To be able to read a map.
Prior
K. Bhuvaneswari
D. Priya
Local
modes
of
transportation
experience.
Video Link: https://www.youtube.com/watch?
v=4NfunnWcGcc
ENGAGE
Guiding questions for discussion:
Teachers Initiative:
What was the purpose of the travel? What are the
The teacher starts the session by playing the
‘Train Game’, which is popular among the children.
Teacher asks children to talk about the places
they have visited and the different modes of
transportation they have used. Teacher encourages
students to share their experiences and facilitates
the discussion.
The students talk about the places they have
visited and the different modes of transportation
they have used.
Assessment: Teachers assess the students’
prior knowledge.
things you packed for the journey? Where did you
start your journey from? How did you travel (bus/
train/car/flight/multimode?) Did you have to book
tickets in advance? When you travelled, what are
the different stations/places you saw? How many
stops were there before your destination? What
are the different shops you saw in the new place?
What language did people speak there? Were they
dressed differently? What were they wearing?
Students share their travel experience with the
group and each group writes a summary.
Assessment: Teacher assess the students’
F¬êñ£Q
Ýèv† 2015
29
works and each individual’s contribution in writing
ticket reservations, the local cuisine they will eat
the summary.
and their return journey. The students can also plot
the places they will visit on a map.
EXPLAIN
They will then prepare a travel album by pasting
Teacher asks students to read the textbook
lesson and explain Omana’s travel experience and
their observations of her travel. At this stage maps
can be introduced to students.
A map of India is shown and
children are asked to plot the
different states and places from
Ahmedabad to Kozhikode.
Children explain Omana’s travel experience and
their observations of her travel. They look at the
map and observe the route from Ahmedabad to
Kozhikode and plot the different States and Places
(Stations) on route.
Assessment:
Teacher
assesses
students’
understanding of the lesson and ability to read a
map.
pictures of the place.
Assessment:
Teacher
assesses
whether
students can visualize the travel plan and write a
detailed plan.
EVALUATE
Teacher asks students to share their travel plan
group wise.
Following are some of questions for written test:
• Have you ever travelled in a train? When?
• What does the ticket-examiner do?
• How will you recognize the ticket examiner?
• What are some of the things that are sold at
the railway station?
ELABORATE
Teacher asks students to prepare a travel plan
and this can be given as a group activity.
Each group has to select a place they wish
to visit and prepare a detailed travel plan. Each
group’s plan must include the places they will visit,
the mode of transport they will choose, advance
Assessment: Teacher assesses each student
through written test, their contribution in
preparing the travel plan and the final presentation
of the travel plan.
Video
Link:
https://www.youtube.com/
watch?v=YfHQ6jEvPj4 - This video is a cartoon
version of Omana’s Journey, created by Toonmasti.
It can be used to reinforce the lesson.
K. Bhuvaneswari, Head Teacher, G.P.S. Madukarai
D. Priya, T.G.T, Our Lady of Victory Hr. Sec. School, Bahour
Ýèv† 2015
F¬êñ£Q
30
CBSE, E.V.S. Class – V, Unit – 7
Mystery of floating and sinking…
1.
Identify the objects that float and sink in
water.
2.
Experiment and classify the objects that
are soluble and insoluble in water.
3.
Understand
the
similarities
and
differences
between
water,
oil,
milk,
cold
drinks
etc.
4.
Understand the concept of evaporation.
Major Concepts: Floating and Solubility in
water
Previous Knowledge: Sources and uses of
water
Learning Resources:
1.
Worksheets
2.
Video clips
3.
Tub/bucket
4.
Glass tumbler
5.
Story cards
ENGAGE
Activity 1 - Story
The teacher narrates the story of the donkey
and the cotton bag using story cards. Students
Lesson
ldeas
Experiments with water
M. Ramakrishnan
listen to the story.
Activity 2 - Magic lemon
Two glasses of water will be kept in front of
the students. One of the glasses will have salt in
it (children need not know this). Drop a lemon
into the glass of plain water and ask students
to predict the outcome. The lemon sinks. Next,
drop the lemon into the salt water and students
will be surprised to see that the lemon floats. The
teacher needs to build the excitement by asking
questions and encouraging students to find out
answers.
Activity 3 – Paper boats
Teacher asks the students to make a colour
paper boat and put it in water. It floats. Now
place a chalk piece in the boat. The paper boat
continues to float. Add chalk pieces one by one
until the paper boat sinks. Ask students to guess
the reason behind this.
Students can be asked certain to share their
views on why certain objects float on water while
others sink. What would happen to a steel vessel
when it is put in water? Students observe, think
and answer these questions.
EXPLORE
Some of the hands on activities mentioned
below will help children explore concepts like
sinking and floating, solubility and insolubility,
viscosity and evaporation. Worksheets are also
F¬êñ£Q
Ýèv† 2015
31
included.
Activity 1: What floats and sinks
The teacher forms groups of four students.
Each group will require a big bucket filled with
water and some materials. (Refer textbook page
62) Students are asked to drop the material
one by one into the bucket and observe what
happens. Their observations can be recorded in
the worksheet given in the text book.
b)
Was there any difference between the
wa ter glasses that had salt and chalk
power?
c)
Which of the two would you be able to
filter using a cloth – salt or chalk powder?
Students carry out the experiment, note
their observations and answer the questions.
Activity 4: Which fluid flows faster?
(Hint: Teacher instructs the students in
advance to bring the materials for the activity.)
Teacher can ask one student to do this activity
and the others to observe it.
Activity 2: Lemon
in salt water
Put two drops of oil on the lid of the tiffin box.
Put two drops of water and two drops of sugar
solution adjacent to it. Then tilt the lid to notice
some drops slide down quickly.
One group can
be asked to do this
experiment
while
the others observe.
Take a glass of water
and put a lemon in
it. Now keep adding
salt in the water, halfa-spoon at a time. What happens?
Teacher probes further by asking them the
following questions. Why does the lemon float in
salt water? Why doesn’t it float in plain water?
Students observe the experiment and note down
the observation in their books.
Which of the droplets slide down faster? Why?
Students share their explanations.
EXPLAIN
The teachers asks students to give their
explanation for the
following questions.
1. The aluminum foil
_________in water when
it was spread into
a sheet and __________
when it was made
into a ball.
Activity 3: Soluble and insoluble substances
The class is divided into groups of four
students to perform this experiment. The
activity requires 4 – 5 glasses or bowls, spoons,
water and some materials - (Refer page 64 in the
textbook.) Take some water in each glass and try
to dissolve one item in one glass. Observe and
record what happens. This can be made more
exciting for children if they are allowed to try it
with materials of their choice.
Teacher then asks them question like:
a)
Could you see the salt after it dissolved in
water? Why?
water
3.
_____________________
2.
floats
The
in
lemon
salted
because
Do you think oil gets dissolved in the
water? Why do you think so?
Why do materials float or sink?
The simple answer is due to buoyancy. Any
material that floats on water has more buoyancy ,
because the upward thrust of the water is greater
than the downward thrust of the material.
Ýèv† 2015
F¬êñ£Q
32
Initially, children may come up with various
explanations for an experiment; the nail is small,
the soap is big, the pin is heavy, the match stick
is lighter, there is more water, the glass is small
etc. Teachers should not dismiss their answers
as wrong. Instead, they could probe further until
students arrive at the correct explanation. The
teacher can then summarize that floating of an
object will depend on its weight, shape, thickness
and density.
Dead Sea and humans will appear as if they are
lying down on water. This can be connected with
Solubility - It is the ability of any substance to
dissolve in a liquid. Water is a universal solvent
and it dissolves more materials than any other
liquid.
Some real like scenarios can be given to
students to apply their understanding of the
concept
Fluid flow – Viscosity of a liquid determines
its flow. Viscosity is the resistance caused due to
the frictional movement of the molecules within
the fluid. The objective of activity - 4 was to help
students explore the behavior of different fluids.
ELABORATE
Activity 1- Objects floating in Dead Sea
The teacher screens the video of a man floating
in Dead Sea. There are plenty of videos available
online. It is ideal to choose a short video, not
longer than a minute. After watching the video,
teacher explains that most objects will float in
the lemon in salt water experiment.
As an additional activity, teacher can show
them the video of salt formation in the seashore
and talk about Gandhiji’s Dandi march. The class
discusses why this was important, how such a
simple idea brought people together and what
does it mean to have freedom.
a)
You have washed your handkerchief and
you want to dry it quickly. What will you
do?
b)
What do you put in water to make tea?
Which of those dissolve in water?
c)
You have been given some lumps of
sugar. Suggest some ways to quickly
dissolve it.
EVALUATE
Teacher gives the worksheet to each children
and asks them to fill it.
1.
Worksheet - 1
M. Ramakrishnan, P.S.T, G.P.S, Vadamangalam
F¬êñ£Q
Ýèv† 2015
33
Ýèv† 2015
F¬êñ£Q
34
Worksheet II
1. Tabulate the below things that dissolve and does not dissolve in water
Salt, soil, chalk powder, milk, rice, sugar, kerosene, coffee powder, small pieces of ice
cubes, oil, stones, iron pieces, paper, scks, hair clip, leaves, rice etc
Does not dissolve in water
Dissolve in water
2. Circle the correct answer:a. When you mix oil with water, what do you find on the surface?
Oil
water
b. When we pour kerosene into water what will happen ?
Float on top
sink to boom
don’t know
F¬êñ£Q
Ýèv† 2015
35
Lesson
ldeas
ªï…¬ê ÜœÀ‹ î…¬êŠ ªðKò«è£M™
êñ„Y˜ è™M, îI›, õ°Š¹ 5, ð£ì‹ 4
Þšõ÷¾ ªðKò è™¬ô Üšõ÷¾ àòóˆFŸ° ...
º. ê£‰î°ñ£K
Þó£. ï«ìê¡ õê‰F
è£˜ˆF«èò¡
ï™.è¼í£GF
õ£. ióŠð¡
². èMî£
«ï£‚è‹:
· ðˆF¬òŠ
M¬ìòOˆî™
· Þ¬íŠ¹„
ðò¡ð´ˆ¶î™
ð®ˆ¶
Mù£‚èÀ‚°
ªê£Ÿè¬÷
ÜP‰¶
· àø¾ º¬ø‚ è®î‹ ñŸÁ‹ ï£†°PŠ¹
â¿¶î™
ß´ð´î™ :
W› è‡ì Mù£MŸ° M¬ìªò¿F Ü¬îŠ
ªð£¶M™ õ£C‚è ¬õˆî™.
·
·
àù‚°„ ²ŸÁô£ «ð£°‹ õ£ŒŠ¹
A¬ìˆî£™ âƒ° ªê™ô M¼‹¹i˜èœ?
ã¡?
MNˆî¶ ºî™ àøƒ°õ¶
â¡ªù¡ù ªêŒi˜èœ?
õ¬ó
õK¬êŠð´ˆF„ ªê£™½î™.
ñ£íõ˜èœ
â¿Fò
Mù£‚èÀ‚è£ù
M¬ì¬ò Üõ˜è«÷ õ£C‚è£ñ™ ñŸø
ñ£íõ˜èÀ‚°Š HKˆ¶‚ ªè£´ˆ¶ ñŸøõ˜
õ£C‚°‹ð® ªêŒî™ «õ‡´‹. Þî¡ Íô‹
ñŸøõ˜èœ ÜŠðˆF¬òŠ ð®‚è º®Aøî£
â¡ð¬î»‹ «èœM¬òŠ ¹K‰¶ â¿î º®Aøî£
â¡ð¬î»‹ èõQ‚è «õ‡´‹.
ñ£íõ˜èœ å¼ ï£O¡ Gè›¬õŠ ðŸP
«ð²‹ªð£¿¶
Üõ˜èÀ‚°
ï£†°PŠH¡
ÜõCòˆ¬î‚ ÃP, Üõ˜è¬÷ â¿îˆ
É‡ìô£‹.
Ýó£Œî™:
· î…¬êŠ ªðKò«è£M™
i®«ò£ «ð£†´‚ è£†´î™.
ªî£ì˜ð£ù
· î…¬êŠ ªðKò«è£M™ ¹¬èŠðìƒè¬÷
ñ£íõ˜èOì‹
ªè£´ˆ¶‚
°¿M™
èô‰¶¬óò£ì„ ªêŒî™.
· Üõ˜èœ áK™ àœ÷ «è£M™/ñÅF/
ê˜„ ÝAòõŸ¬øŠ ð£˜ˆ¶, ð£˜ˆî¬îŠ ðŸPŠ
â¿F»‹, õ¬ó‰¶‹ õóô£‹ Ü™ô¶ i®«ò£
Ýèv† 2015
F¬êñ£Q
36
ð£˜ˆ¶
º®ˆî¶‹,
Ü¶
ªî£ì˜ð£ù
à¬óò£ì™è¬÷
«ñŸªè£œ÷ô£‹,
¹¬èŠðì à¬óò£ìL™
"ñ£íõ˜èœ Üõ˜èÀ‚° õöƒèŠð†ì
åšªõ£¼õ¬ó»‹ ð ì ˆ F Ÿ « è Ÿ ø
«èœMè¬÷‚ ªè£´ˆ¶
îƒèÀ¬ìò
ðF¬ôŠ
ðòí‹ ðŸP‚ ÜîŸè£ù
ªð£¶M™
ðA˜î™
è®î‹ â¿î
¬õ‚è «õ‡´‹. «õ‡´‹.
Üõ˜èœ â¿Fò
Ü õ ˜ è œ
è®îˆ¬îˆ
â ¿ ¶ ‹ ª ð £ ¿ « î
îð£ô†¬ìJ™ ðˆFè÷£èŠ
HKˆ¶
â¿FŠ ðœO
â¿¶õ¶ ðŸP â´ˆ¶‚
ºèõK â¿Fˆ Ãø «õ‡´‹. ñ£íõ˜èœ
îð£™ ªð†®J™ ð£˜ˆ¶, â¿F õ‰îõŸ¬ø
«ð£ì«õ‡´‹". õ£C‚è ¬õˆ¶ H¡
ÜõŸ¬ø„
²õŸP™
è£†CŠð´ˆî «õ‡´‹.
M÷‚°î™:
ð£ìˆ¬î
°ö‰¬î»‹
åšªõ£¼
å¼ ðˆF
â¡ø õ¬èJ™ õ£C‚è ¬õ‚è «õ‡´‹.
Þó‡ì£õ¶ º¬ø»‹ ÜŠð®«ò ªêŒò
¬õ‚èô£‹. ÜŠð®„ ªêŒ»‹ªð£¿¶ åšªõ£¼
ðˆF¬ò õ£Cˆ¶ ÜŠðˆF ªî£ì˜ð£ù
«èœMè¬÷ˆ îò£˜ ªêŒ¶ «èœMèœ
«è†è «õ‡´‹. (à.‹) ðˆF¬ò õ£Cˆî¶‹,
«è†ðîŸè£ù «èœMèœ. «èœM «è†ðîŸ°
º¡ â‰î‚ °ö‰¬î‚è£ù «èœM â¡ð¬î‚
°PŠH†´Š H¡ «è†ð¶ ï™ô¶.
1.
è®î‹ â¿Fò¶ ò£˜?
2.
è£ô£‡´
ªê¡ø£˜èœ?
3.
î…ê£×K™ æ´‹ ÝP¡ ªðò˜ â¡ù?
M´º¬øJ™
âƒ°
· Þ¬íŠ¹„
ªê£Ÿèœ
ðŸP
ñ£íõ˜èÀ‚° M÷‚è «õ‡´‹. ÜîŸ°ˆ
«î¬õò£ù ðìƒèœ ñŸÁ‹ ñ£FKè¬÷ˆ
îò£Kˆ¶ ¬õˆF¼ˆî™ ï™ô¶. Þ¬íŠ¹„
ªê£™L¡ õ¬èè¬÷ ñ£íõ˜èÀ‚°Š ¹K»‹
õ‡í‹ M÷‚è «õ‡´‹. ÞîŸ° Þ¬íŠ¹„
ªê£Ÿè¬÷ Ü†¬ìJ™ îò£Kˆ¶ ¬õˆF¼ˆî™
ï™ô¶.
MKõ£‚°î™:
· ñ£íõ˜èœ
åšªõ£¼õ¬ó»‹
îƒèÀ¬ìò ðòí‹ ðŸP‚ è®î‹ â¿î
¬õ‚è «õ‡´‹.
Üõ˜èœ â¿Fò
è®îˆ¬îˆ îð£ô†¬ìJ™ â¿FŠ ðœO
ºèõK â¿Fˆ îð£™ ªð†®J™ «ð£ì«õ‡´‹.
Þ‚è®îˆ¬î õ°ŠH™ àœ÷ êèñ£íõ˜èO™,
Üõóõ¼‚°Š H®ˆî ò£«óÂ‹ å¼õ¼‚°
ÜÂŠðô£‹.
· Í¡Á
ïð˜èœ
àœ÷
°¿
Ü¬ñ‚è «õ‡´‹. åšªõ£¼ °¿¾‚°‹
W›‚è‡ì
ðìƒè¬÷‚
ªè£´‚è
«õ‡´‹.
ÜŠðìƒèO½œ÷ Þ¬íŠ¹„
ªê£Ÿè¬÷‚ è‡´H®ˆ¶ â¿î «õ‡´‹.
F¬êñ£Q
Ýèv† 2015
37
è‡´H®ˆî Þ¬íŠ¹„ ªê£Ÿè¬÷ õK¬êŠ
ð´ˆF
õ°Šð¬øJ™ ðA˜‰¶ ªè£œ÷
«õ‡´‹.
·
ªõ® ªõ®Šð¶ «ð£¡ø è£†C!
·
°ö‰¬îèœ M¬÷ò£´‹ è£†C!
·
Ü¿‹ ñŸÁ‹
àœ÷ ðì‹
CK‚°‹
°ö‰¬îèœ
ñFŠH´î™:
·
ð£ìŠ ¹ˆîèˆF½œ÷ ðJŸCèœ
·
Þ¬íŠ¹„ ªê£ŸèÀ‚è£ù ðJŸCˆî£œ.
ªõœ¬÷-------------·
õ£˜ˆ¬îè¬÷‚ ªè£´ˆ¶ õ£‚Aòƒè¬÷
\ðˆFè¬÷ à¼õ£‚è„ ªê£™½î™.
1.
ªõŸP «î£™M
2.
è‡µ‹ è¼ˆ¶‹
3.
º¡Â‹ H¡Â‹
4.
ªñ¶õ£Œ ªð£Á¬ñò£Œ
· ðˆFè¬÷ˆ «î˜¾ ªêŒ¶ «èœMèÀì¡
õöƒè «õ‡´‹. Mù£‚èÀ‚°‚ °¿M™
ðF™ â¿î «õ‡´‹.
æƒA--------------Yó£†®-----------------
º. ê£‰î°ñ£K, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, º¼ƒèŠð£‚è‹
Þó£.ï«ìê¡ õê‰F, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, èK‚èô£‹ð£‚è‹
è£˜ˆF«èò¡, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, è¬óò£‹¹ˆÉ˜
ï™.è¼í£GF, ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, ã‹ðô‹
õ£. ióŠð¡, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, äòƒ°†®Šð£¬÷ò‹
². èMî£, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, ñíªõO (Ü)
Ýèv† 2015
F¬êñ£Q
38
Samacheer, Science, Class – VII Unit – 7
Lesson
ldeas
Motion - Speed, velocity, acceleration
V. Jayasundhar
Fast! Faster!! Fastest!!!
Learning objectives:
The learners will be able to
•
Understand the concept of speed,
displacement, velocity and acceleration.
•
Calculate speed, average speed, velocity
and acceleration of moving objects using
appropriate units.
•
Compare objects moving at constant
velocity to those that are accelerating.
•
Understand the significance of graphs,
plot and interpret distance/time graphs.
Skills:
•
Observation,
recording,
numerical
ability,
graphical
representation,
analyzing, inferring and drawing
conclusions based on evidence.
Pre-requisite knowledge & skills:
•
Knowledge of measuring time and
distance (length)
•
Knowledge of fundamental units: Time
second(s); Length – meter (m).
•
Difference between rest and motion.
•
Motion is relative to time and point of
reference.
•
Different types of motion – slow and fast;
uniform and non-uniform.
•
M. Sengode Tevan
Objects travel in different directions and
different speeds.
ENGAGE
The teacher places a car on a table and asks
students the following questions:
Is this car moving?
What is the state of car?
The class shall be divided into groups and
each group will be given a ball, a car, charts
and markers. Students are asked to follow the
instructions and answer the questions.
Instructions
Questions
Place the ball and car Does the position of the
on a table
ball change with respect
to the position of the car?
Does the car remain in
the same position with
respect to the position of
the ball?
Now move the ball
What is the state of ball
with respect to the car?
What is the state of car
with respect to the ball?
The groups will present their findings to the
entire class.
Some real life situations can be given to
students to draw their attention to this concept.
Q. Are we in rest or in motion while sitting in
F¬êñ£Q
Ýèv† 2015
39
the class?
Q. Would we appear to be in rest or in motion
to someone who observes us from the moon?
The motion of an object is its relative change
in position with time. It is measured with
respect to a point of reference by an observer.
EXPLORE
Objective: Calculating speed using
appropriate unit.
Activity: Draw a straight line on the ground
with chalk powder. Ask a student to roll the ball
gently in a straight line perpendicular to the line
drawn. Note the time when the ball touches the
line and when it comes to rest using a stopwatch.
The distance between the two points (point
at which the ball crosses the line and the point
where it comes to rest) is measured using a ruler
or a measuring tape. All these observations are
recorded in the table below. The speed of the ball
in each case is calculated.
on the track – the start (0m), midpoint (5m) and
endpoint (10m).
Each team member will be asked to perform
the following tasks: hopping, walking backwards,
walking at a normal pace, speed walking etc. Each
team will note the time at the 5 meter and 10
meter points. Time taken to perform each task is
also noted and recorded in the table. The activity
can be modified as per the teacher’s convenience.
The activity is repeated on circular, oval
and rectangular tracks to show the difference
between distance and displacement.
Students are then asked to record their data
and use this information to calculate speed and
velocity for each task.
The teacher explains the terms distance,
speed, displacement and velocity to students and
clarifies any misconceptions that arises.
Table-1- To calculate the speed of a moving
ball.
Name
of the
group
Distance
moved by
the ball (m)
Time
taken
(s)
Speed= Distance/time
taken (m/s)
Table: To calculate speed and Velocity.
Task
Distance
Time(s)
(m)
Speed is the distance travelled by a moving
body in one unit of time. (Unit can be one second,
one minute or one hour)
Activity 02: Speed Challenge
Students are asked to do the following
activities to collect the data relating to distance
and time. Each team is given a timer, measuring
tape/ ruler, marker etc. A straight race track of
10m length is formed. Three points are marked
Hopping
Walking
backwards
Walking
regular
Speed walking
5m
10 m
5m
10 m
5m
10 m
5m
10 m
Ýèv† 2015
F¬êñ£Q
40
Based on their findings, students have to
answer the following questions.
1.
Which task resulted in the fastest speed?
Task
Distance
Speed
2.
= ____________
= ____________
= ____________
Which track and displacement resulted in
the highest velocity?
Task
Displacement
Velocity
3.
= ____________
= ____________
= ____________
Displacement
Velocity
Distance
Speed
4.
= ____________
= ____________
= ____________
Which track and displacement resulted in
the lowest velocity?
Task
Speed
[=distance /
time]
(m/s)
= ____________
Displacement (m)
Velocity
[=Displacement/ time]
(m/s)
= ____________
5.
How far could you walk in 10 minutes
based on your speed for the 10 meter
trial?
6.
How long would it take you to hop 30
meters based on your speed for the 5
meter trial?
7.
How far could you travel walking
backwards in 15 minutes based on your
results for the 5 meter trial?
8.
How long would it take you to walk (regu
lar rate) 1 kilometer (or 1,000 m) based
on your speed for the 10 meter trial?
9.
Are your results accurate? Why or why
not?
Which task resulted in the slowest speed?
Task
= ____________
10. In which activity were they able to move
faster? What does fast/ ‘higher speed’
mean?
11. How can we find out, which of the two or
more objects is moving faster?
Teachers can discuss the variables (keeping
time constant), how changing its direction would
affect their experiment and determine if the
results are accurate and reliable.
Graphs for motion:
The teacher introduces the graph sheet and
demonstrates how to plot a graph using the data
from the students. Age and height of children in
the class, time taken to reach school from home,
savings per month, etc. could be used for plotting
the graph.
The students are then made to plot a graph
using data from the previous activities.
F¬êñ£Q
Ýèv† 2015
41
An example data set and the instructions are
given below
S. No.
1
2
3
4
5
Time (minutes)
3
6
9
12
15
Distance(km)
3
6
9
12
15
Instructions to make a graph
The students are asked to
•
•
•
Draw two perpendicular lines to
represent the two axes and mark them as
OX and OY
Decide the variable that will be denoted
along the X- axis Y-axis. In this case, we
denote time along the X-axis and distance
along the Y-axis.
Choose a scale to represent the distance
and another to represent the time on the
graph. For the motion of the car scales
could be time: 1 min= 1cm; Distance:
1km = 1 cm
•
Mark values for the time and the distance
on the respective axes according to the
chosen scale.
•
Now mark the points on the graph paper
to represent each set of values for
distance and time. Mark the points
corresponding to different sets of values.
Teachers have to make children draw graphs
each for uniform motion and non-uniform
motion using different sets of data.
Speedometer and odometer:
Speedometer fitted on the top of the scooter
or a motor cycle, dashboards of cars, buses and
other vehicles records the speed directly in km/h.
Odometer shows the total distance travelled by
the vehicle.
Variable Speed and Uniform speed: Children
can be asked to note the reading in the odometer
after every 10 minutes on their way to school.
Using these values, they can be asked to calculate
the speed of the vehicle.
Time (am)
Odometer
reading
Distance
from the
starting
point
09:00
09:10
09:20
09:30
09:40
Acceleration:
Activity:
To calculate acceleration over a 20 m run and
then plot the result in the graph.
Students are asked to run 20 m from the start
line and accelerate as fast as they can. At 5 meter
intervals, their time will be recorded by the time
keepers. On the data table, record their times
under the distance they traveled. From this data,
calculate their velocity at each point.
Table: To calculate acceleration
D i s - 0m
tance
(m)
Time
(s)
Velocity
(m/s)
5m
10m
15 m
20 m
Calculations:
1. Calculate your acceleration from the 0m
to the 10m point. Are you accelerating over this
distance?
Initial Velocity = Velocity at 0 meters. Final
Velocity = Velocity at 10 meters. Use time at 10
Ýèv† 2015
F¬êñ£Q
42
meters.
2. Calculate your acceleration from the 10m
to 20m point. Are you accelerating over this
distance?
4. Which of the distance-time graph shows a
truck moving with speed which is not a constant?
Initial Velocity = Velocity at 10 meters. Final
Velocity = Velocity at 20 meters. Use time from
10 meters to 20 meters
Questions:
1. Did you see an upward curve on your
graph? If so, what does that tell you about your
acceleration?
2. On your graph, did you see the line flatten
out to horizontal? What does that tell you about
your acceleration?
EXPLAIN
The students are asked to summarize their
learning from the activities in a sequence. The
tables, worksheets, observations & notes taken
by children can be used to help them summarize.
The teacher asks the following questions to
ensure understanding of the concepts.
1. Salma takes 15 minutes from her house to
reach her school on a bicycle. If the bicycle has
a speed of 2m/s calculate the distance between
her house and school.
2. Show the shape of the distance-time
graph for the motion in the following cases:
a.
b.
3.
A car moving with a constant
speed.
A car parked on a side road.
The basic unit of speed is:
a.
Km/min
b.
m/min
c.
km/h
d.
m/s
The teacher can also show a set of videos to
enhance students' understanding.
1. What is the difference between speed and
velocity?
watch?v=mDcaeO0WxBI
2. What is the difference between Speed,
Velocity and Acceleration?
watch?v=b7VLGweUuzo
3.
clips
Measuring velocity of objects using video
http://serc.carleton.edu/sp/compadre/
teachingwdata/examples/48876.html
ELABORATE
The students can be asked to record the time
and distance travelled when they go out and plot
a graph using the same.
They are asked to calculate the acceleration
of the vehicle every time they reduce/ increase
speed or change their direction.
F¬êñ£Q
Ýèv† 2015
43
EVALUATE
1. Define the following terms.
a.
Speed:
b.
Velocity:
c.
Distance:
4. A fighter jet is moving at a constant speed
of 500 miles per hour in a straight line. Is it
accelerating or not?
5. A race car is rounding a corner at a constant
speed of 200 miles per hour. Is it accelerating or
not?
6. Draw a graph for the following data.
d.
Displacement:
e.
Acceleration:
Time (s)
2. Give the formula for speed, velocity and
acceleration with appropriate units.
3. If you walk 15 miles north, six miles south,
four miles north and three miles south, what is
the total distance you would have walked and
what is your displacement? If this trip took you
40 seconds, what is your speed and velocity?
Label all quantities.
0
2
4
6
8
Distance from start
(m)
0
20
40
60
80
V. Jayasundhar, T.G.T, G.H.S.S, Karayambuthur
M. Sengode Tevan , T.G.T, P.B.G.H.S.S, P.S. Palayam
Ýèv† 2015
F¬êñ£Q
44
Samacheer, Science, Class – VIII Unit – 5
Just a hundred elements yet more than a million
substances!
Learning objectives:
Learners will be able to:
•
Classify matter into pure substances and
mixtures
•
Understand the concept of pure substance
from a chemistry standpoint
•
Differentiate the types of pure substances
elements and compounds.
•
Appreciate the occurrence of elements in
Lesson
ldeas
Elements and Compounds Around us
P. Baskaran
V. Kannan
N. Mathiazhagan
R. Rajasekaran
nature and our body.
•
Classify elements and compounds based
on their state & properties.
•
Understand the need for symbols and the
nomenclature of Elements.
Pre-requisite knowledge:
•
Knowledge of existence of different types
of materials and an understanding that
some are useful, not useful, harmful,
mixtures etc. and methods of separation.
F¬êñ£Q
Ýèv† 2015
45
•
Particulate nature and characteristics of
particles, three states of matter and its
properties.
•
Physical and chemical changes that
substances undergo.
Activity 1:
Objective: Students will be able to distinguish
between pure substances and mixtures.
Students are asked to look around their
surroundings and collect different kinds of
materials - both solids and liquids. They are
then asked to categorize the substances into
pure substances and mixtures based on their
experiences and state the reason(s) behind it.
Material
Tap water
Pure
(or) Reason (S)
Mixture
Mixture
different salts
and H2O
The teacher can assess the students’
general understanding of a pure substance and
mixture and clarify wherever gaps are found.
Depending on the level of children, the teachers
can ask them questions that further challenge
their understanding. They can be given a set of
substances that appear pure but are actually not.
E.g.:-Milk, drinking water, iodized salt, carbon
dioxide. Teachers can use the examples to guide
students to understand the chemistry point
of view to differentiate pure substances and
mixtures.
Further clarifications on the concept can be
given at this stage.
Chemically, any sample of matter is considered as
a pure substance only when all of the particles
in the sample are identical and cannot be
broken down into simpler components. Whereas
in the general context, any unadulterated material
is called a pure substance. E.g. pure milk, pure air
etc… Chemically, a sample of matter is classified
as a mixture if there are different types of
particles present in the sample. They can be
separated into its components by physical means
and the properties of the individual components
are retained in the mixture.
Now the teacher asks the students to classify
again keeping in mind the component particles.
Pure Substances - Elements and Compounds:
Teacher initiates a discussion for students to
understand the difference between elements and
compounds. The discussion can revolve around
students’ day to day observations. They can be
given a set of materials like copper wires, iron
rods, water and salt to observe. Some guiding
questions can be as follows:
•
What is the difference between water,
salt, pure gold, copper and iron?
•
What is drinking water and table salt
made up of? How do you know?
•
Is copper wire made of one type of
particle only? How do you know?
After eliciting students’ ideas, teacher can
provide explanation to the students. Pure
substances can be elements or compounds.
Elements are defined as pure substances made
up of only one type of atom. It cannot be broken
down by chemical means.
Compounds are defined as pure substances
made up of two or more types of atoms
(elements) in definite proportions
Activity 2:
Objective: Students are able to visualize that a
compound is made up of two or more elements
using mercuric oxide as an example.
Ýèv† 2015
F¬êñ£Q
46
Instructions
Take some
mercuric oxide
in a test tube
and heat it.
Questions
-What happens in the process?
-What do you infer from this
experiment
The teacher brings the attention of the class
towards the mercury globules that are formed
and discusses the presence of elements in a
compound. Mercuric oxide is split into mercury
and oxygen by heating. Similarly other examples
like water, salt and other commonly found
compounds can be discussed.
Classification of elements based on their
properties:
The teacher begins the discussion with
questions that probes students to think of
specific properties of materials. For e.g.: Why a
tumbler is not made with a piece of cloth? This
discussion will revolve around the idea that a
material is chosen to make an object, depending
on its properties and the purpose for which the
object is to be used.
What are the common properties of elements?
How do we study and identify certain common
properties of substances?
•
Malleability: can be flattened and made
into thin sheets
•
Ductility: drawn into a wire
•
Conductivity: allows heat and electricity
to pass through
•
Sonority: Produces sound
•
•
Appearance - Lustrous(shining)
Hardness
Activity 3:
Objective: Students classify elements based on
the properties.
Students are given some materials like iron,
copper wires, lead pipes, aluminium sheets,
mercury, coal, graphite, silica etc. They are asked
to categorize these into groups based on the
above mentioned properties.
Students have to observe, tinker with the
materials and fill the table.
Based on their findings, students have to
classify the above materials into metals, nonmetals and metalloids. From here, the teacher
discusses the properties and uses of metals, nonmetals and metalloids. Teacher further discusses
the classification of elements based on their state
– solids, liquids and gases.
Symbols
There are 118 elements that have been
discovered. Scientists started using symbols for
convenient representation of elements while
writing chemical equations. Teacher can discuss
the evolution of symbols from ancient to modern
times and the need for symbols.
Element Appearance
Hardness Malleability
Ductility
Sonority Conductivity
Copper
Hard
Yes
Yes
Shiny
Yes
Yes
Activity 4:
Objective: To familiarize students with the
symbol of elements.
Students are given element cards. One card has
the symbol of the element along with its atomic
mass and atomic number. The other card has the
name of the element. These cards are randomly
distributed among the children. Students have
to find the corresponding name/symbol of the
element and pair up with each other. After this
activity, students can be involved in a discussion
regarding the properties and uses of elements.
F¬êñ£Q
Ýèv† 2015
47
Cannot be separated by physical
means
Maer
Can be separated by physical means
Pure Substance
Mixture E.g. Milk
Made of only one
type of atom
Made of two or more type
of atoms
Elements
Compounds
Gold, Copper, Iron
Water (H2O) Salt (NaCl)
P. Baskaran, T.G.T, G.H.S.S, Sandhaipudukupam
V. Kannan, T.G.T, G.H.S.S, Sorapet
N. Mathiazhagan, T.G.T, G.H.S, Muthialpet
R. Rajasekaran, T.G.T, G.H.S.S, Sellipet
Ýèv† 2015
F¬êñ£Q
48
Samacheer, Science, Class – VIII Unit – 3
“Classification makes simplification”
Learning Outcomes:
• To know about the purpose of classification.
• To
understand
the
morphological
features of plant kingdom by observation
method.
• To understand about new concepts which
could be applied in the real life situation.
Prior Knowledge:
• Living things are classified in to 5 kingdoms
• Knowledge about the members of the different
kingdoms.
ENGAGE
Lesson
ldeas
Pictorial Features of Plant kingdom
P.Ravi Kumar
S.Ramesh
Groups of students are asked to observe the
fungus affected vegetable and fruit using a hand
lens (tomato or mango) which will be placed on
a small plastic plate.
•
What colored growth do you see on the
tomato?
•
What is its texture?
•
What is the cottony or spongy growth
on certain food items that you have
taken for your experiments ?
Activity 2 – Studying the growth of mould
on bread:
Students can be engaged in a discussion to
assess their prior knowledge. Some discussion
points can be questions like:
Teacher asks the students to bring a piece of
bread, keep it in a glass plate, apply little bit
of water to it and keep it in one corner of the
room for 2 to 3 days. After that observe the
bread with the help of a hand lens.
• What are the different plants you have seen in
the garden?
•
Students will observe the growth of fun
gus namely bread mould (mucor).
•
Ask the students to make note of what
they have seen in the rough note.
•
Students are asked to set the microscope
and observe the spores produced by the
fungi by placing the dust like substance
on the slide under compound microscope.
•
Students understand how the spore
slook like when they are under micro
scope.
• Do all the plants look the same or differ
ent? Give reasons.
Students are asked to collect certain specimens
like fallen leaves, flowers and fruits. This can be
used to introduce the topic by asking them to
classify it into groups based on the similarities
and differences between the species.
EXPLORE
Activity 1 - Observation of Fungi:
F¬êñ£Q
Ýèv† 2015
49
Activity 3 – Observing mushrooms:
Show some pictures of mushroom or ask the
students to bring different kinds of mushrooms
which they see in their surroundings. To enhance
the understanding of the children teacher can
ask some questions, like.
• Have you ever noticed the umbrella shaped
growth of plant soon after heavy rain fall?
• Are all mushrooms of same color and same
size?
• Where and when do we see the growth of
mushrooms?
• Can you consume the mushrooms which are
usually brightly coloured?
Activity: 4 - Observation of Algae
• Collect samples of pond water which has
algae present in it.
• From the collected samples, place a drop
of the water on to a microscope slide and
carefully lower a cover slip on to it.
• Do not put a large amount of water on the
slide because smaller fragments are much
easier to view under a microscope.
• After observing the specimens, students can
be asked to compare their observation with
the characteristics of algae they’ve previously
learnt and identify the types of algae present
in the pond water.
EXPLAIN
Debriefing from the explore activity:
The class is divided into four groups and each
group will present their findings on each activity.
They have to explain the process step by step and
share their learnings from the activity.
Teacher explains the basis of classification
of fungi, its characteristics and uses (food,
antibiotics and Vitamins)
Teacher explains the parts of Flowering and
non -flowering plants and their uses
Emphasis should be placed on the classification
of Kingdom Plantae. The classification of Algae,
bryophytes, Pteridophytes, gymnosperms and
angiosperms involves a lot of technical terms.
Hence, it would be good to simplify it for
students to learn eg., (i. Thallophyta (thallus =
undifferentiated; phyta = plant) ii. Bryophyta
(Bryo = moss; phyta = plant) iii. Pteridophyta
(first land plants with vascular bundles)
iv.Gymnosperms (Gymnos = naked; sperms =
seed)
v. Angiosperms (angio = enclosed ; sperma
= seed). This can be followed by explanation
on their uses in various fields. Teacher also
explains salient features of gymnosperms and
angiosperms based on morphological differences.
Teaching the concept:
Debrief from the explore activities helps to set
the background for teaching this concept. The
teacher should explain the concept, its purpose
Ýèv† 2015
F¬êñ£Q
50
and how the internal structure of dicot root, stem
and leaf helps in classification.
ELABORATE
When a piece of bread is kept in
an
open
place,
fungus
is
formed.
Students should be able to relate the factors
responsible for this. In case of difficulty teacher
should help the students by adding few points to
the discussion to arrive at the conclusion to find
out the reasons.
When they observe the fungus under
microscope the teacher should create an
atmosphere where they should get excited about
the process and further it should provide room
for further discussion on the topic.
In plant classification, students should see the
similarities and differences between the monocot
and dicots and also the features responsible for
the classification of plants and the importance of
classification.
In order to evaluate the students’
understanding, few questions can be asked. Based
on the answers from the children, the teacher
understands the students’ understanding and
can plan for remedial teaching if need be.
a) Cryptogams are non-flowering plants which
have three sub groups. Name the sub groups?
b) How are plants classified based on features
like cotyledon and venation?
c) The type of vascular bundle arrangement
present in Dicot root is.
d) Are all mushrooms edible?
e) Why are certain non-flowering plants are
considered very important?
f) How can you classify algae?
g) How many types of plants are classified based
on the number of seed leaves?
To understand the internal structures
better, students can be given an opportunity
to prepare the temporary slides of the internal
structures of stem, root and leaf and view under
compound microscope. Ask the students to
draw the structure as seen under compound
microscope
Then they can try to find the
meaning for the technical terms referring the
text book and also other reading materials.
EVALUATE
F¬êñ£Q
Ýèv† 2015
51
Worksheet 1 – Observation of Fungi
P.Ravi Kumar, T.G.T, G.H.S.S, Karikalampakkam
S.Ramesh, T.G.T, G.H.S.S, Karikalampakkam
Ýèv† 2015
F¬êñ£Q
52
Additional Resource
Classification of Angiosperms - Flowering
Plants
Learning classification and studying the details
of the characteristic features of various groups of
plant is one of the major challenges for students.
Here is an activity to engage students in handson investigation in science.
Activity 1 – Classification of plants
Bring different types of plants/pictures of
the whole plant. These plants should include
sufficient varieties of monocot vs. dicot plants,
seasonal vs. perennials, different leaf types
– parallel vs. reticulate venation, taproots vs
fibrous roots.
(A photo album of Angiosperms is available
as an additional resource with this issue of
Thisaimaani. Teachers could use this for the
classroom activity if obtaining specimens of
whole plants is difficult.)
Students could be divided into groups of 4-5.
Each group is given a bunch of plants.
• Divide the students in to 4 – 5 groups
depending upon the number of students.
• Give them a bunch of plants Eg. Calotropis,
Common Grass, Hibiscus, Mint, banana,
Sugarcane, Paddy, Hydrilla, Neem, Jasmine,
Citrus plant, Maize plant, Bougainvilla.
• Ask the students to observe their parts – and
group them based on their similarities and
differences. They also need to note down
their reasons for grouping.
• They can take 10 minutes to complete the
task.
After 10 minutes, the teacher brings the
attention of the class to the following
distinguishing features of angiosperms
1. Type of roots – tap root / fibrous roots
2. Type of venation – reticulate/parallel
3. Arrangement of petals – multiplies of 4 or 5 /
Multiplies of 3 (Picture cards – will have clear
images of all the parts of the plants including
the cross section of stem) and regroup them.
The students are asked to note down the
reasons for regrouping in about 10 minutes.
(Please refer to worksheet – Classification of
Angiosperms)
Group presentation:
The teacher encourages the students to present
their observations.
1. Total number of plant groups you made before
and after the criteria?
2. If there is a change in the plant grouping, what
made you to regroup?
3. Are you sure about your grouping? Why or
why not?
4. Can you name those groups?
F¬êñ£Q
Ýèv† 2015
53
Ýèv† 2015
F¬êñ£Q
54
Classroom
dianies
One Little Kitten
CBSE, English, Class – I Unit – 3
Cat, Cat find your Hat
Prior Knowledge: Names of different animals
that are found in their surroundings.
R. Kuppusamy
R. Rajesh
C. Sasikumar
EXPLORE
Activity 1 - Animal Show:
Major Concepts: To learn about animals;
numbers in English from 1 to 20
•
Listening: Listen to the poem with ac
tions and gestures.
•
Speaking: Reciting the poem with actions
and gestures.
•
Reading: Learn new words and numbers
from one to twenty.
•
Writing: Write numbers in English from
one to twenty.
ENGAGE
Activity 1 - Animal song:
Teacher sings a song on animals or numbers
(E.g. Old Mac Donald..../One two buckle my
shoes). The student sings along using actions.
The teacher assesses the students’ listening and
singing skills.
Activity 2 - Worksheet on identifying known
animals:
Teacher gives students a worksheet with
images of various animals and asks them to
circle the animals that they have seen. Teacher
assesses the students using this worksheet.
Animal masks are made and given to students.
They are asked to choose and enact their favourite
animal and say a few lines about the animal. This
can be done as a role play with jungle/farm as
the theme.
Teacher assesses students’ imagination skills
and their understanding of animals.
Activity 2 – Counting:
Teacher divides the class into two or three
groups. Each group is given pictures of different
animals
like
cats,
rats, dogs, fishes,
donkeys
etc.
Alongside,
they
have to pick a number
chit from a separate
bowl. According to
the number that
they have picked,
they have to paste the
corresponding
number
of animal pictures in the
activity sheet.
From the activity sheet, the teacher assesses
the students understanding of numbers from
one to ten.
Activity 3 – Counting worksheet:
F¬êñ£Q
Ýèv† 2015
55
The teacher gives an activity sheet that has
pictures of various objects. Through this activity,
students are required to identify and colour the
different number of objects in the sheet. For e.g.:
2 leaves, 3 balls etc. The teacher assesses the
students understanding of names of objects and
numbers.
EXPLAIN
Activity 1 – Singing the poem / Video:
The teacher sings the poem with the right
stress, pause, intonation, in tune and with
actions. Teacher also plays the video of the poem
using ICT. Students sing with actions along with
the teacher. Teacher assesses students speaking
and comprehension skills by asking certain
questions like:
1.
How many different kinds of animals are
there in the poem?
2.
Where do the fishes live?
3.
Which animals have you seen before?
Activity 2 – Picture cards:
Teacher gives picture cards of vowels (a, e, i,
o, u) and asks students to read the letters. The
students have to read the letters until they are
familiar with the sounds of each vowels. This is
followed by a worksheet, where in, the student
has to identify the vowels in each of the words
representing the pictures (E.g. bat, cat, duck, pig,
rat, dog, hen etc.)
Child identifies ‘a’ in the word “bat”
Or ‘e’ in “hen”
The teacher assesses the students’ ability to
identify vowels and use it appropriately.
Activity 3 - Tracing:
The teacher divides the class into two or three
groups and gives an activity sheet. The activity
sheet has the first ten lines of the poem and
images of animals for a tracing activity.
The students have to underline the name of
the animals in the poem and trace the animals in
the activity sheet.
ELABORATE
Activity 1: Emotions
The teacher asks the students to draw different
smiley faces (sad, brave, nervous, happy, worried
etc.) and asks them to enact the emotions.
Teacher then frames a sentence using these
adjectives and helps students frame some more
sentences.
•
I am happy now.
•
He/ She is sad.
•
I am a brave boy/girl.
The students have to draw the smiley faces and
enact it according to the teacher’s instructions.
Students frame few sentences using these
adjectives and the rest of the class repeats it. The
teacher assesses the students understanding of
these words and ability to frame sentences using
it.
Activity 2 – Number vocabulary:
The teacher writes the numbers (1-20) and
names (one-twenty) in 20 chits. These chits
are to be folded and kept in a bowl. The teacher
prepares a chart with 20 words in it and marks
the numbers 1 to 20 adjacent to it. (10 two letters
words and 10 three letter words).
Each student picks a number chit from the
bowl, looks at the chart, finds the number in it
and reads the corresponding word from the
chart. The teacher guides the student through
this entire process.
The teacher tests the reading ability of the
Ýèv† 2015
F¬êñ£Q
56
students.
Activity 3 – Animal video:
Teacher plays a video using ICT, to make
students understand about domestic and wild
animals.
(Domestic and Wild Animals from You - Tubehttps://youtu.be/xGQiV6Ykl4U)
Students watch the video and learn about
domestic and wild animals.
The teacher assesses students by asking
questions like:
I showed my students a video of the rhyme
called Old Macdonald’s Farm to excite the
children. While I managed to get them excited,
I realised that they were not able to follow the
words in the poem except the chorus eiya eiya yo.
So I have decided to use poems that are simpler
and more relevant to their environment. We
can do so by modifying
the existing poem and
rewriting it to suit our
needs. For example:
Hen, Hen, Count To Ten,
Hen, hen, count to ten;
Goat, goat, get your coat;
1.
Name some wild animals.
2.
Name some domestic animals.
3.
Are dogs wild or domestic animals?
Pig, pig, dance a jig.
Mouse, mouse, build a house;
Chick, chick, make it quick;
Cat, cat, find your hat.
EVALUATE
Bear, bear, go upstairs,
The teacher provides a worksheet for students
to match the number name with the animals
count.
The students are made to read two or three
letter words with the help of the picture cards.
Through both these activities,
learning process can be assessed.
students
Mite, mite, say good night;
One 1, two 2, three 3, four 4, five 5,
Once I caught a fish alive.
Six 6, seven 7, eight 8, nine 9,
ten 10,
Then I let it go again.
Why did I let it go?
Reflections:
Because it bit my finger so.
I am teaching only English for class 1 and there
are six students in my class. Three of them have
joined school in class 1 and have not been to KG
classes. Since this is their first school experience,
they are slowly getting used to a classroom
environment. Students have just begun writing
Tamil in class 1 and we are simultaneously
introducing English language to them. Hence
the challenge is greater as they are not exposed
to the language outside the classroom. I have to
ensure they get excited to learn the language and
hence it needs to be taught in a manner that is
meaningful and familiar to children.
Which finger did it bite?
The little finger on my right.
The objective of the lesson is to teach about
animals and numbers from one to twenty in
English. Since children may not know the English
names of many of the animals, they will be trying
to acquire a new vocabulary of 101 5
animal names. To aid recall
and reinforce this vocabulary,
it helps if the worksheets
have the same set of animals.
The pictures should also have
the names of the animals so
F¬êñ£Q
Ýèv† 2015
57
that they slowly get familiar with identifying and
reading the names of the animals. The starting
latter of each animal name can be highlighted for
easy recognition.
The animal show can be made exciting for
students by asking them to color the masks
of their favorite animal and say a few lines
about the animal initially in Tamil. E.g.: I like
cats, they eat rats. I like rabbit and rabbit eats
carrots, I like dogs, I have a dog at home. This
will create opportunities for them to express
their ideas. The teacher can then guide them to
speak those lines in English. This can also be
used as an opportunity to introduce children
to new vocabulary while reinforcing the
words they have already learnt in the lesson.
We can then convert in it the form of a small role
play with jungle or farm as the theme of the play.
The play can be made lively if students are made
to act like their favourite animal.
As we are teaching students a foreign language,
it is good to begin from the known to the unknown,
from the familiar to the unfamiliar. All the
activities can be aligned such that students retain
the newly acquired vocabulary. Opportunities for
students to express themselves, their thoughts
and imagination also plays an important role
in language learning. Creating such spaces will
also help eliminate students’ anxieties towards
learning English language.
R. Kuppusamy, PST, GHS, Varichikudy, Karaikal
R. Rajesh, PST, GPS, Padutharkollai, Karaikal
C. Sasikumar, GMS, Vadamattam, Karaikal
Ýèv† 2015
F¬êñ£Q
58
Classroom
Diaries
Patterns
CBSE, Mathematics, Class – II Unit – 5
Learn to create patterns
Prior Knowledge:
•
Draw various shapes like circle, square,
etc.
•
Identify simple designs in real life
•
Extend the sequence of a simple pattern
with or without numbers
Objectives:
Students should be able to:
•
Identify pattern and understand the rule
behind its construction.
•
Extend a pattern and also construct a new
pattern using various objects.
•
Create block patterns by stamping thumb
prints, leaf prints, vegetable prints, etc.
•
Understand the presence of patterns in
day-to-day life.
•
Understand and
number patterns.
construct
simple
ENGAGE
Activity 1: Teacher conducts a game where
students are asked to sit and stand alternately.
Students play the game according to the
instructions.
C. Sasikumar
K. Karthi
Activity 2: Teacher asks the students to take a
sheet of paper and fold it twice. They are then
asked to tear a piece from any corner of the sheet,
open and observe the paper. Again students have
to fold the paper twice and tear a piece from
another corner. They have to open the sheet,
observe and say something about what they see.
Students perform the activities as instructed,
look at the unfolded paper and talk about what
they have created.
The teacher assesses the students by seeing the
patterns created by each of them.
EXPLORE
Activity 1: Teacher asks students to colour
alternate shapes/objects with two different
colors of their choice. (Outline of shapes/objects
are given to students in an activity sheet.)
Students colour the shapes/objects appropriately.
Teacher assesses the students by reviewing the
completed activity sheets.
Teacher assesses whether students have colored
all the objects and used the same set of colors
throughout.
Activity 2: Teacher asks students to stick leaves
up and down on a chart / paper.
Students stick the leaves in the given chart
appropriately.
Teacher assesses the students by observing those
who follow the instructions.
F¬êñ£Q
Ýèv† 2015
59
Teacher assesses the students by reviewing the
completed charts.
Activity 3: Teacher gives ice-cream sticks covered
with white paper and three sets of different
colour sheets cut in the shape of a rectangle. The
teacher asks students to roll the colour papers
on top of the ice-cream sticks with some space
in-between the colour paper and the white paper
Students roll the colour paper over ice-cream
stick and forms pattern.
Teacher assesses students by observing their
activity.
EXPLAIN
Activity 1: Teacher divides the class into 2 or 3
groups. each group is given different colours of
tiles/beads/bells and they are asked to arrange
the given objects in an order to form a pattern.
After the activity, teacher asks students to explain
their construction.
Students arrange items in any order and give an
appropriate explanation.
The teacher assesses students by their
engagement level, nature of the patterns formed
and explanations offered.
Activity 2: Teacher gives a stamp pad to each
group and asks the students to make a pattern
using their thumb and other finger impressions.
The students form various patterns using their
fingers/thumb impression.
engagement level and the nature of the patterns
formed.
Activity 3: Teacher gives paper cups with
numbers written in the cups to each group [like
2,4,6,….20/ 5,10, 15,……50/ 10, 20, 30,….100].
Teacher instructs that they have to form a
pyramid with the cups in the correct order of
numbers.
Students have to arrange the cups in the shape
of a pyramid in the increasing order of numbers.
engagement level and the patterns formed.
Activity 4: Teacher shows a video on patterns to
students
https://www.youtube.com/watch?v=4xK_1svTdY
ELABORATE
Activity 1: Teacher asks the students to look
around the classroom, identify various patterns
that are present and explain what they see.
Teacher could also ask students to draw and
colour what they see.
Students look around the class, identify various
patterns and provide an appropriate explanation.
Teacher assesses the students based on their
explanation and their drawing and colouring
work.
Activity 2: Teacher prepares a Kaleidoscope
with beads/bangle pieces and asks the students
to look at it one by one.
Students will be able to see various patterns
made by the Kaleidoscope.
The teacher assesses the students by asking
different questions like:
Have you seen any of these patterns in your dayto-day life?
Which pattern do you like the most? Why?
EVALUATE
Evaluation is carried out with the help of a given
worksheet.
Ýèv† 2015
F¬êñ£Q
60
Classroom try-out and reflection
C. Sasikumar
Objective:
•
To introduce patterns in an easy and
interesting manner to students and involve them
with hands on activities.
•
To introduce number patterns as an
extension of what they have learnt in class I and
relate them to their daily life.
ENGAGE
Activity 1 - Sit/Stand Game
I started the lesson by playing the Sit/Stand
game. Students were split into two groups. When
I gave one group an instruction to sit, the other
group had to stand. I kept alternating between
the sit/stand commands.
Through this game, students were introduced
scissors to help them. Finally, when they opened
the paper, they were amused to see the patterns
that were formed.
One of the students counted the diamond
shapes in his paper and exclaimed that he had 4
diamonds. This excited the other students and
they followed him by counting their diamond
shapes.
EXPLORE
Activity 1 - Creating patterns using shapes
Students were asked to name a few shapes that
they knew about. Most of their responses were
round (circle) and triangle. I drew a circle,
triangle, square, rectangle and star on the board.
Students were asked to pick any two shapes of
their choice and draw it in their notebooks and
repeat it to form a pattern. Additionally, they
were asked to fill the shapes using different
colors. They repeated this process with three
different sets of shapes.
Outcome:
Even though students knew some shapes, they
initially struggled to draw it on their own. They
had to be instructed and guided the first few
times. Thereafter, students were able to do it
themselves.
Activity 2 - Learning pattern using leaves
to the idea of patterns and at the same time
enjoyed themselves.
Activity 2 - Creating patterns in paper
All the students were given an A4 sheet
and asked to fold it twice equally. Some of the
students found it difficult to fold the paper but
once it was shown to them they were able to do
it on their own. They were then asked to tear a
piece of paper from the corner of the sheet. This
process was followed by asking them to fold the
paper multiple times. When they were not able to
cut the corner of the paper on their own, I used
Ten Neem leaves were given to each student and
they were asked to create any pattern or design
using it. Their first response was to simply pile
up the leaves. After I showed them a sample,
one student was able to create a pattern and the
others followed him and arranged it in different
ways.
Challenge:
Initally the students were confused with front,
back and the sides of the leaves. However, with
guidance they were able to understand the
F¬êñ£Q
Ýèv† 2015
61
concept.
Outcome:
While most of them were following my example,
one student did it differently in a creative manner.
EXPLAIN
Activity 1 - Creating patterns with thumb and
finger impression
Students were given a white sheet with a stamp
pad and were asked to form any pattern on their
own.
Challenge:
When I gave the paper and stamp pad, they
made thumb impressions without any particular
pattern. One student framed a pattern like 5’s
and then the others started forming patterns like
2’s and 3’s. Most of the time, students observed
and followed their peers.
were only 6 students on that day, I divided the
class into 3 groups and asked them to form
patterns with them.
When this activity was given, students started
fighting over the beads, sticks and bells. So I gave
each student a set of materials to work with.
However, this might not be possible in a large
class. A different grouping method should be
thought through and tried out.
Challenge:
Using the materials given to them, students were
asked to form a pattern with two colors. Students
were asked to spend time and observe the pattern
they had created. This enabled some of them to
rectify the mistakes they had made originally. To
my surprise, I found a student forming a pattern
with three different colors.
Outcome:
Outcome:
Students became familiar with two/three
colour pattern.
Activity 3 - Introducing patterns with
numbers
They understood that a fixed set of thumb
impressions could also form a pattern
Activity 2 - Creating patterns with multiple
objects – beads, sticks and bells.
I used the school’s Math kit which had beads,
sticks and bells of different colors. Since they
In this activity, I introduced them to number
patterns. I wrote a pattern on the board and
asked them to observe carefully and answer
it in their notebooks. It was easier for them to
grasp the patterns in increasing order than the
decreasing order.
e.g.
Ýèv† 2015
F¬êñ£Q
62
1, 2, 3, ….., ….., ……
2, 4, 6, …… , ……, ……
10, 20, 30, ……, …….., …….
25, 20, 15, ……, ….., ……
ELABORATE
Activity 1 - Recognizing the patterns in a
Kaleidoscope
As an extension of the concept, I gave them a
Kaleidoscope and asked them to look at the
different patterns. I asked them what they saw
and whether they liked it. They said they noticed
patterns that resemble flowers, diamonds etc.
They also drew imaginary patterns in the air.
Overall reflection
•
Students enjoy learning mathematics
through activities and they expect new activities
every day. I have realized the need to engage
students with interesting activities to teach key
concepts in mathematics.
•
These activities have helped students
understand patterns with shapes and colors.
Students were able to do the textbook exercises.
C. Sasikumar, GMS, Vadamattam, Karaikal
K. Karthi, GPS Keezhaiyur, Karaikal
F¬êñ£Q
Ýèv† 2015
63
Classroom
diaries
ð²¾‹ è¡Á‹
êñ„Y˜ è™M, îI›, õ°Š¹ 2, ð£ì‹ 1
ð£ì¬ôŠ ð£® ñA›è...
è. ²ð£SQ
Þó‡ì£‹
õ°Š¹Š
ð£ìˆFŸ°
5E
º¬øJ™ ñ£íõ˜èœ º¿¬ñò£ù èŸøL™
ß´ð´õîŸè£ù ð£ìˆF†ì‹ îò£KˆF¼‰«î£‹.
ÜˆF†ìˆ¬î„ ªêò™ð´ˆFò ÜÂðõˆ¬î
Þƒ° ðA˜‰¶œ«÷¡.
ß´ð´î™:
ï£Œ°†®Š
ð£ì¬ôŠ
ñ£íõ˜èœ ð£´õ¶ âù F†ìI¼‰î¶. Ýù£™
Üõ˜èÀ‚° ÜŠð£ì™ ªîK‰F¼‚èM™¬ô.
âù«õ ”è£‚è£ Ü‰îŠð‚è‹” ð£ì¬ôŠ
ð£ì„ ªêŒ«î¡. ñ£íõ˜èœ Ü¬ùõ¼‹
I°‰î àŸê£èˆ«î£´ ð£®ù£˜èœ. ºîL™
Ü¬ùõ¼‹
«ê˜‰¶
ð£®«ù£‹.
Hø°
ñ£íõ˜èœ åšªõ£¼õó£èŠ ð£®ù˜. å¼
ñ£íõ¡ ñ†´‹ ºîL™ ð£ìˆ îòƒAù£¡.
ñŸø ñ£íõ˜èœ ð£® º®ˆî¾ì¡ high
ive «ð£†´ àŸê£èŠ ð´ˆF«ù¡. àì«ù
ÜõÂ‹, ""ï£Â‹ ð£´«õ¡ Iv'' â¡ø£¡.
ð£ó£†´èœ Ü‰î CÁõ˜èÀ‚°ˆ «î¬õŠ
ðÁ¡øù. Üõ¡ ð£® º®ˆî¾ì¡ ÜõÂ‚°‹
high ive «ð£†´Š ð£® º®ˆ«î£‹. ÞîŸ° 20
GIìƒèœ â´ˆî¶.
Þ‰îŠ ð£ìL™ â¡ªù¡ù Môƒ°èœ õ‰îù
âù‚ «è†«ì¡. ñ£íõ˜èœ õK¬êò£è‚
è£‚è£, AO, °J™, «è£N, ð², ï£Œ, Ý´, Ì¬ù,
â¡øù˜. Üõ˜èœ ªðò˜è¬÷„ ªê£™ô„
ªê£™ô ï£¡ è¼‹ðô¬èJ™ â¿F«ù¡.
Üõ˜èœ ªê£™õ¬î ï£¡ â¿¶‹ªð£¿¶,
Üõ˜èÀ‚° I°‰î ñA›„C ÜOŠðî£è
Þ¼‰î¶. Ü¶ Üõ˜èO¡ ºèˆF™ ªîK‰î¶.
â¡Â¬ìò Ü´ˆî «èœM, Þ‰î Môƒ°èO™
àù‚°Š H®ˆî Môƒ° â¶ â¡Á «è†ì¾ì¡
«ð£†®«ð£†´‚ ªè£‡´ ðF™ õ‰î¶.
(ºîL«ô«ò ï£¡ classroom rule set ªêŒF¼‚è
«õ‡´‹) Hø° ï£¡ åšªõ£¼õó£è„
ªê£™ô «õ‡´‹ âù‚ ÃP«ù¡. H¡ù˜
îƒèÀ‚°Š H®ˆî Môƒ° â¶ â¡ð¬î»‹,
ã¡ Ü¬õ H®ˆîù â¡ð¬î»‹ Üõ˜èœ
ÃPù˜.
Þ‰î «èœM‚° ñ£íõ˜èœ ÜOˆî ðF™
Iè¾‹ MòŠð£è Þ¼‰î¶.
""Üˆ¬î i†®™ ð£˜ˆî ªðKò Ý´ ðòŠðìô.
Ýèv† 2015
F¬êñ£Q
64
C¡ù Ý´ ðò‰¶ æ®®„². ðòŠðì£î
Ü‰î ªðKò Ý´î£¡ âù‚° H®‚°‹'',
âù °ñ£˜ ÃPù£¡. ""Ü‹ñ£¾‚°Š ð„¬ê
ªó£‹ðŠ H®‚°‹ Üîù£ô ð„¬ê‚ AO
âù‚° H®‚°‹” âù îóE ÃPù£œ. ”âƒè
i†®ô ï£Œ õ÷‚°«ø£‹. Ü¶ °†® «ð£†ì£
âù‚° ªó£‹ð H®‚°‹” âù„ ê£ó£¾‹ ”ñJ™
ªó£‹ð Üö° Üîù£ô âù‚° ñJ™ H®‚°‹”
âù„ CKw‹ ÃPù£˜èœ.
(°ö‰¬îèO¡ óê¬ù âšõ÷¾ Üö°. î£¡
ê£˜‰î Åö¬ô, ÞòŸ¬è¬ò Üõ˜èœ Ã˜‰¶
èõQˆ¶‚ ªè£‡«ì î£¡ Þ¼‚A¡øù˜)
ÞõŸP¡ °†®è¬÷ âšõ£Á Ü¬öŠð£Œ
â¡ø «èœM‚° ï£Œ-ï£Œ‚°†®; ñJ™
-ñJ™°†®; «è£N- «è£N‚°…²; AO AO‚°†® âù ðF™ ÜOˆîù˜. (ñJ™
°†®«ð£´ñ£ âù„ CKw «è†è, ñJ™ °†®
«ð£ìôù£, ñJ™ º†¬ì «ð£´ñ£ âù óM
âF˜«èœM «è†è, ñJ™ º†¬ì «ð£´‹
â¡Á ÃP„ ê£ó£ Þõ˜èO¡ Mõ£îˆ¬î
º®ˆ¶¬õˆî£œ)
(«èœM «è†ð¶ â¡ð¶ ÜP¾ˆ «îì™)
Ýó£Œî™:
Þ‰G¬ôJ¡ ºî™ ªêò™ð£ì£è àœ÷
°¿ ªêò™ð£†¬ì ªõÁ‹ 5 ñ£íõ˜è¬÷‚
ªè£‡ì â¡ õ°ŠH™ ªêò™ð´ˆî Þòô£ñ™
«ð£ù¶. Üîù£™ Ü¬î «õÁñ£FK„ ªêŒ«î¡.
“ð², «è£N, ï£Œ, Ì¬ù, Ý´” âù â¿îŠð†ì
Ü†¬ìè¬÷ å¼ ªð†®J™ «ð£†´ ï´M™
¬õˆ«î¡. ñ£íõ˜èœ åšªõ£¼õ¼‹ å¼
Ü†¬ì¬ò â´ˆ¶‚ ªè£‡ì¶‹, ÜF™
àœ÷
Môƒ¬èŠðŸP
ñŸøõ˜èÀ‚°‚
ÃÁƒèœ âù‚ ÃP«ù¡. Üõ˜èœ îƒèÀ‚°
ªè£´‚èŠð†ì Môƒ° â¬î à‡µ‹, âƒ°
õ£¿‹ âšõ£Á î¡ °†®¬òŠ ð£¶è£‚°‹
âù ñŸø ñ£íõ˜èÀ‚° M÷‚Aù˜.
«è£N, î¡ °…²è¬÷‚ è¿AìI¼‰¶
ðˆFóñ£èŠ ð£¶è£‚°‹ â¡ø£œ ê£ó£. Ý´
°†®‚°Š ð£™ ªè£´‚°‹. Ì¬ù, ï£Œ, ð£™
°®‚°‹, i†®ô õ÷˜Šð£ƒè - ÞŠð® ðF™èœ
õ‰îù.
(î¡ ÅöL™ è£íŠð´‹ Môƒ°èO¡
Þò™¹è¬÷
ñ£íõ˜èœ
ï¡°
ÜP‰F¼A¡øù˜)
• Ü´ˆî
ªêò™ð£´,
ÞîŸè£èˆ
îò£K‚èŠð†ì ðì Ü†¬ì¬ò‚ è£†®
Gè›¬õ‚ Ãø„ ªêŒî™. ðì Ü†¬ì¬òŠ
ð£˜ˆî¾ì¡ ¬èî†® îƒèœ ñA›„C¬ò
ªõOŠð´ˆFù˜.
åšªõ£¼ Ü†¬ìJ½‹ àœ÷ Gè›¬õ‚
Ãø„ ªêŒ«î¡. ñ£íõ˜èœ ªê£™ô„ ªê£™ô
ï£¡ è¼‹ðô¬èJ™ â¿F«ù¡.
•
ñ£´«î£†ìˆF™¹™F¡Â¶
•
è¡Á‚°†®Ü‹ñ£A†ìæ´¶
•
ð²è¡Á‚°†®òð£˜‚°¶
•
ð²è¡Á‚°†®òï£‚è£ôï‚°¶
•
è¡Á‚°†®ð£™°®‚°¶.
(âŠð® æ´¶ âù‚ «è†ì¶‹ ¶œO
æ´¶; ð£Œ‰¶ æ´¶ âù ðF™èœ õ‰îù)
”ºˆî‹ ªè£´‚°¶” â¡ø ªêò¬ôŠ
ðìˆ¬îŠ ð£˜ˆ¶ Üõ˜è÷£™ Ãø º®òM™¬ô.
à¡Â¬ìò Ü‹ñ£/ÜŠð£ àƒè¬÷Š ð£êñ£
Ü¬íŠð£ƒè÷£? â¡Á «è†ì¾ì¡ âƒè
Ü‹ñ£ âù‚° ºˆî‹ ªè£´Šð¶ «ð£ô£?
â¡Á «è†´Š H¡ ¹K‰¶ ªè£‡ìù˜.
M÷‚°î™:
ð£ì¬ô„ ê£˜†®™ â¿F‚ è¼‹ðô¬èJ™
å†®«ù¡. ð£ì¬ô åL‚è„ªêŒ«î¡. ð£ì™
åLŠð¬î‚ «è†´‚ªè£‡«ì «ð£vìK™ Mó™
¬õŠð¬î‚ èõQˆîù˜. Þ‰î„ ªêò™ð£´ 3 &
4 º¬øèÀ‚° «ñ™ ªî£ì˜‰î¶. ºîL™ ï£Â‹
H¡ù˜ ñ£íõ˜èœ å¼õ˜ H¡ ñŸªø£¼õó£è
Mó™ ¬õˆ¶ õ£Cˆîù˜. «è†´‚ ªè£‡«ì
õ£Cˆî¶ ï™ô ÜÂðõñ£è Þ¼‰î¶.
ñ£íõ˜èOì‹ ï£ƒèœ îò£Kˆ¶ ¬õˆF¼‰î
ªðKò ¹ˆîèˆ¬î‚ (Big book) ªè£´ˆ¶Š ð®‚è„
F¬êñ£Q
Ýèv† 2015
65
ªêŒ«î¡. õ‡íŠ ðìƒèÀì¡ Ã®ò ªðKò
Ü÷M™ â¿îŠð†ì õKè¬÷Š ð®‚è Ý˜õ‹
è£†®ù˜. ðìˆ¬î‚ Ã˜‰¶ èõQˆîù˜.
ðìˆ¬î õ£˜ˆ¬îè«÷£´ ªî£ì˜¹ ð´ˆFŠ
ªð£¼œ ¹K‰¶ ªè£‡ìù˜.
â¿F«ù¡.
1.
Ý´ - Ý†´‚°†®
2.
Ì¬ù-Ì¬ù‚°†®
3.
ï£Œ-ï£Œ‚°†®
• ð£ì™
õKè¬÷
ñ£íõ˜èOì‹
ªè£´ˆ¶Š ðˆFè÷£è (stanza) à¼õ£‚è„
ªêŒî™ ªêò™ð£†®™ õ£C‚èˆ ªîK‰î
°ö‰¬îèœ âO¬ñò£è Ü„ªêò™ð£†¬ì
º®ˆîù˜. õ£CˆîL™ H¡ îƒAJ¼‰î
Hœ¬÷èÀ‚°
Þ„ªêò™ð£´
Cóññ£è
Þ¼‰î¶. ãŸèù«õ ð£ì™ õKèœ â¿îŠð†´‚
4. âL-âL‚°…² (ðô¼‹ âL‚°†® âù‚
Ãø «óQw ñ†´‹ âL‚°…² âù ÃPù£¡.
Üõ¬ù‚ ¬èî†® ð£ó£†®«ù£‹)
5.
«è£N - «è£N‚°…²
6. Cƒè‹ - °Á¬÷ (Cƒè‹ âù î£óQ
ÃPù£œ. °Á¬÷ â¡Á ï£¡ M÷‚A«ù¡)
è¼‹ð¬ô¬èJ™ å†® ¬õ‚èŠ ð†´œ÷¶.
ÜõŸ¬øŠ ð£˜ˆ¶ Ü†¬ìJ™ àœ÷ ð£ì™
õKè¬÷Š ðˆFò£è à¼õ£‚è„ ªêŒ«î¡.
°¿õ£è„ ªêŒò «õ‡®ò Þ„ªêò™ð£†¬ì,
â¡ õ°Šð¬øJ½œ÷ 5 ñ£íõ˜è¬÷»‹
îQˆîQò£è„ ªêŒ»‹ð® ñ£ŸPò¬ñˆ«î¡.
Üîù£™ åšªõ£¼õó£è Ü´‚Aù˜.
• ñ£íõ˜èÀ‚° Þ÷¬ñŠ ªðò˜è¬÷
ÜPò„ ªêŒò õ£Œªñ£Nò£è å¼õ˜ MôƒA¡
ªðò˜ Ãø, Üî¡ °†®/°…²/ ªðò¬ó ñŸø
ñ£íõ˜èœ Ãø«õ‡´‹ âù‚ ÃP«ù¡.
Üõ˜èœ ÃÁõ¬î ï£¡ è¼‹ðô¬èJ™
• «ñ»¶ â¡ø ªê£™½‚° “°ö‰¬î
«ñ»‹” âù Ü¬ùˆ¶ ñ£íõ˜èÀ‹ ÃPù˜.
°ö‰¬î îõ›î¬ô ‘«ñŒî™’ âù Üõ˜èœ
ÅöL™ ðò¡ð´ˆ¶õ¬îˆ ªîK‰¶ªè£‡«ì¡.
«î£†ìˆF™
ð²
â¡ù
ªêŒF¼‚°‹?
"¹™
F¡Â‹'
Þ‰îŠ
ðF™
âOF™
Üõ˜èOìI¼‰¶ õóM™¬ô. W›‚è‡ìõ£Á
à¬óò£®«ù£‹.
Ý: °ö‰¬î ã¡ ð² «ð£ô «ñŒAø¶?
ñ£: Ü¶ Üƒè Þƒè¡Â M¬÷ò£´‹
Ý: ÜŠ«ð£ ð² «î£†ìˆF™ M¬÷ò£´ñ£?
ñ£: ð² «î£†ìˆF™ ¹™ F¡Â‹ â¡øù˜.
ï£õ£™ â¡ø ªê£™¬ô “ ï£‚è£™ ï‚°‹”
âù‚ Ãø º®‰î¶.
à¡ Ü‡¬ìJ™ à†è£˜‰F¼Šð¶ ò£˜
âù‚ «è†°‹ «ð£¶ Ü‡¬ìJ™ ‘ð‚èˆF™’
Ýèv† 2015
F¬êñ£Q
66
‘Ü¼A™’ âù ¹K‰¶ ªè£‡ìù˜.
• ‘¶’âùº®»‹ªê£Ÿè¬÷Ü¬ìò£÷ƒ
è£µî™. «ñ»¶, °F‚°¶, â¡°¶, ï‚°¶,
°®‚°¶, ªè£´‚°¶ âù„ ²†®‚è£†®ù˜.
å¼ ñ£íM(Sarumitha) ñ†´‹ ‘¶œO’ ¶ õ¼¶
â¡ø£œ. H¡ù˜ ï£¡ ¶ âù º®ò «õ‡´‹
"¶œO’ J™ "¶' ºî™ â¿ˆî£, è¬ìC
â¿ˆî£ âù‚ «è†ì¾ì¡ Üõœ Ü¬î„
êKò£èŠ ¹K‰¶ ªè£‡ì£œ.
â¿Fù£œ. (ï£Œ âù‚°Š H®‚°‹. ï£Œ ð£™
°®‚°‹ âù â¿FJ¼‰î£œ)
å¼ ñ£íõ¡ ÜõÂ‚° ªîK‰î Ü¬ùˆ¶
MKõ£‚°î™:
1. Mó™ Ü„C™ MôƒA¡ à¼õƒèœ
ªêŒî™ ñŸÁ‹ ÜõŸP¡ ªðò˜ â¿¶î™ : â¿î„
CóñŠð†ì ñ£íõ˜èÀ‚°‚ è¼‹ðô¬èJ™
â¿F‚è£†®«ù¡.
Üõ˜èœ
Ü¬î
ÜŠð®«ò„
ªêŒîù˜.
Þ„ªêò™ð£´
Üõ˜èÀ‚° Iè¾‹ H®ˆF¼‰î¶. Üõ˜èœ
MôƒA¡ ªðò¬ó â¿î Ý˜õ‹ è£†®ù˜.
(Þ‰î„ ªêò™ð£†®¡ «ð£¶ Mó™ Ü„C™
à¼õƒèœ ªêŒòŠð†ì å¼ ñ£FKŠ ðìˆ¬î
ï£¡ è†®«ù¡. ñ£íõ˜èœ Ü¬î àŸÁ«ï£‚A
H¡ù˜ Üõ˜è«÷„ ªêŒîù˜.)
• ñ®Š¹Š ¹ˆîè‹: MôƒA¬ù âOF™
õ¬ó‰îù˜. Ýù£™ â¿¶õF™ I°‰î Cóñ‹
Þ¼‰î¶. ê£¼Iî£ â¡ø ñ£íM Ü¼¬ñò£è
MôƒA¬ù»‹ õ¬ó‰¶ ªè£´ˆî£¡. ñŸø
Íõ¼‚°‹ Üõ˜èœ â¿î M¼‹Hò¬î
õ£ò£™ Ãø ï£¡ è¼‹ðô¬èJ™ â¿F«ù¡;
ð£˜ˆ¶ â¿Fù˜.
ñFŠH´î™
• Ã´î™ªêò™ð£ì£èÞòŸ¬è‚ê£˜‰î
ð£ì™è¬÷ˆ ªîK‰¶ õó„ ªê£¡«ù¡
""ªè£¿‚è†¬ì«ò ªè£¿‚è†¬ì«ò
«õèô'' ð£ì¬ô ð£®ù˜.
ã¡
ÞŠð£ìˆFŸ°ˆ
F¬êñ£QJ™
ªõOõ‰î ð£ìˆF†ìˆ¬îŠ ðò¡ð´ˆF«ù¡.
Ü¼¬ñò£ù
ÜÂðõˆ¬î
àƒèÀì¡
ðA˜‰¶ªè£œ÷ õ£ŒŠ¹ A¬ìˆî¶; ªð¼
ñA›„Cò£è àœ÷¶.
è. ²ð£SQ ªî£.ð.Ý, Üó² ªî£ì‚èŠ ðœO, ïó‹¬ð
F¬êñ£Q
Ýèv† 2015
67
Classroom
diaries
i´ ãƒ«è?
êñ„Y˜ è™M, îI›, õ°Š¹ 2, ð£ì‹ 6
è. ²ð£SQ
ðœO âîŸ°? ð£ì‹ ð®‚è!
«ï£‚è‹:
· i´ âƒ«è ð£ìL¡ Íô‹ C‰î¬ù¬òˆ
É‡´‹ Mù£‚è¬÷‚ «è†è¾‹ , Mù£‚èÀ‚°
M¬ìòO‚è¾‹ º®Aøî£ â¡ð¬î ÜPî™.
· ð£ì™ àí˜ˆ¶‹ è¼ˆF¬ù ÜPò
º®î™ ñŸÁ‹ Cô è¬îèœ Íôº‹ è¼ˆ¬îˆ
ªîKMˆî™.
ß´ð´î™ :
ð°FJ™ «èœM ðFôìƒAò
ð£ì™ å¡¬øŠ ð£´î™. ðô¼‹ ÜP‰î
M¬÷ò£†ì£èŠ ð£´‹ ð£ìô£ù,
î£ˆî£ î£ˆî£ ñE âˆîù? ï£½!
èˆF âîŸ°? è£Œ ïÁ‚è!
è£Œ âîŸ°? ê£‹ð£˜ ¬õ‚è!
ê£‹ð£˜ â¶‚°? õJˆî ªó£Šð!
õJÁ â¶‚°? c õ÷ó!
Þ¬îŠ «ð£ô«õ Þ¡ªù£¼ ð£ì¬ô»‹
ð£®«ù£‹
-è™ è™
â¡ù è™ ?
-F‡´‚è™
â¡ù F‡´ ?
-ñóˆF‡´
â¡ù ñó‹ ?
-ñ£ ñó‹
â¡ù ñ£¡?
-¹œOñ£¡
â¡ù ¹œO?
- è¼‹¹œO!
Þƒ°œ÷ ñ£íõ˜èÀ‚°Š ð£ì™ ¹Fî£è
Þ¼‰î¶. ñA›„Cò£èŠ ð£®ù£˜èœ. Ü´ˆî
ï£À‹ Þ¬îˆ ªî£ì˜‰¶ Cô «èœM ðF™
ð£ì™è¬÷Š ð£®«ù£‹.
ðœO âîŸ°? ð£ì‹ ð®‚è!
ð£ì‹ âîŸ°? ÜP¾ õ÷ó!
ÜP¾ â¶‚°? «õ¬ô ªêŒò!
«õ¬ô â¶‚°? ï™ô£ õ£ö!
ÞŠð®
Þó‡´
ð£®«ù£‹.
Í¡Á
ð£ì™è¬÷Š
· «î£¬ê, ºÁ‚°, ªõ™ô‹, ÜŠð÷‹,
«ð£¡ø àí¾Š ªð£¼œè¬÷‚ ªè£‡´
i´è†ìô£‹ âù õ°Šð¬øJ™ «ðC º®¾
ªêŒ«î£‹. ò£˜ ò£˜ â¡ªù¡ù â´ˆ¶õ¼õ¶
â¡Á‹ «ðC«ù£‹. Ýù£™ å¼ Cô˜
ñ†´‹î£¡ â´ˆ¶ õ‰îù˜. Üîù£™ Ü¬î„
ªêŒò º®ò£ñ™ «ð£ù¶.
Ýó£Œî™
ð°FJ¡ ªêò™ð£ìè ºèÍ® ÜE‰¶
àí¾Šªð£¼œè¬÷ˆ
«î˜‰ªî´ˆî™
ªêò™ð£´ ï¬ìªðŸø¶. Þ„ªêò™ð£†®™
ñ£íõ˜èÀ‚° Môƒ°èœ ºèÍ® ÜEMˆ¶
Üõ˜èœ
ÜE‰¶œ÷
MôƒAŸè£ù
àí¬õˆ «î˜‰ªî´‚è «õ‡´‹. Ýù£™
Ýèv† 2015
F¬êñ£Q
68
°ö‰¬îèœ àí¾Šªð£¼†èœ â´ˆ¶õ¼õ¶
î£ñîñ£A‚ªè£‡«ì
Þ¼‰îî£™
W›‚è‡ìõ£Á ªêŒ¶ º®ˆ«î¡.
àí¾Š ªð£¼†èœ ªðò˜èœ â¿îŠð†ì
I¡ùô†¬ìèœ îò£˜ ªêŒò «õ‡´‹. “
""ð£™, «î£¬ê, ºÁ‚°, ªõ™ô‹, ÜŠð÷‹”
«ð£¡ø ªê£Ÿè¬÷ â¿F «ñ¬êe¶ MKˆ¶
Þ¼‚°‹. Ü¬ùõ¬ó»‹ ºèÍ® ÜEò
ªêŒò «õ‡´‹. Ì¬ù ºè Í® ÜE‰îõ˜
ð£¬ôˆ «î˜‰ªî´Šð¶..... F†ìI†«ì¡.
ªêŒî ªð£¿¶ ï¡ø£è Þ¼‰î¶. âL
º¼‚¬è â´ˆî¶. Ýù£™ î£óQ ”ï£¡
Ì¬ù â¡ Ü¼A™ âL ºèÍ® «ð£†®¼‚°‹
ê£ó£¬õˆî£¡ âù‚°Š H®‚°‹” â¡ø£œ.
ÞŠð®Š ðô à¬óò£ì™èÀì¡ èŸøù˜.
ñA›„Cò£è M¬÷ò£®‚ èŸ«ø£‹.
àí¾Šªð£¼¬÷ ¬õˆF¼‚è «õ‡´‹
Ýù£™ Ü¬î ªêŒò º®ò£îî£™ ÞŠð®
ñ£ŸPò¬ñˆ«î¡. Þî¡ Íô‹ °ö‰¬îèO¡
õ£CŠHŸ°‹ ÞF™ ÞìI¼‰î¶.
· ðìˆ¬î àŸÁ «ï£‚A «èœMè¬÷‚
«è†ì™:
«è†«ì¡. «èœMèÀ‚° M¬ì Ãøº®‰î£½‹
«èœM «è†ð¶ â¡ð¶ Cóññ£è Þ¼‰î¶.
Þ¬îˆ ªî£ì˜‰¶ ªêò™ð´ˆî «õ‡´‹ âù
º®¾ ªêŒ¶ ªè£‡«ì¡.
M÷‚°î™
ð°FJ™ ""i´ âƒ«è'' ð£ì¬ôŠ ð£ì„
ªê£™½î™. Í¡ø£õ¶ º¬ø ð£®ò ªð£¿¶
ð£ì™ ªî£ì˜ð£ù «èœMè¬÷‚ «è†´
Üõ˜èœ ðF™ ªê£™½‹ð® ªêŒ«î¡.
Ý -i´ è†®ò¶ ò£˜?
ñ£ - °óƒ°
Ý - â‰î‚ °óƒ°?
ñ£- °†®‚°óƒ°.
MKõ£‚°î™,
è£AîˆF™ M´è¬î
â¿F
ñ®ˆF¼‚°‹.
ÜîŸè£ù
M¬ì
ðìƒè÷£è‚ è£†CŠ ð´ˆî «õ‡´‹.
ñ£íõ˜èœ, ñ®ˆ¶œ÷ M´è¬îè¬÷Š
HKˆ¶Š ð®ˆ¶ ÜîŸ°Š ðF™ ðìˆF™ è£†ì
ñ£íõ˜èÀ‚° õöƒèŠð†ì ðìˆ¬î‚
ªè£‡´ Ü¶ ªî£ì˜ð£ù «èœMè¬÷
ñŸøõ˜èOì‹ «è†è «õ‡´‹. ºî™ ñ£íõ˜,
ñ£¡ ðìˆ¬î‚ è£†® âˆî¬ù ñ£¡ â¡ø£¡.
â™«ô£¼‹ ðF™ ÃPù˜.
Ü´ˆ¶ õ‰î ñ£íõ¼‹, âˆî¬ù ò£¬ù
â¡Á «è†ì£œ.
Ü¬î àŸÁ ð£˜ˆî
ªð£¿¶î£¡ ªîK‰î¶ ñŸø «èœMè÷£ù ã¡.
âîŸ°, âƒ«è... «ð£¡ø¬õ ñ£íõ˜èÀ‚°ˆ
ªîKòM™¬ô.
Ü¬õ
Üõ˜èÀ‚°
«ð²‹ªð£¿¶ ¹KAø Ü÷¾ «èœM â¡ø
Ü÷¾«è£O™ ¹KòM™¬ô.
c ã¡ èì½‚° ªê™õ£Œ?
ò£¬ù ã¡ °÷ˆFŸ° ªê¡ø¶?
â¡ð¶
«ð£¡ø
«èœMè¬÷ˆ
Fù
õ£›ML¼‰¶‹ ï£¡ ÃPò è¬îèOL¼‰¶‹
F¬êñ£Q
Ýèv† 2015
69
«õ‡´‹. êKò£ù M¬ì¬ò‚ Ãø„ ªêŒî™.
å¼ Cô °ö‰¬îè÷£™ ñ†´‹ CøŠð£è„ ªêŒò
º®‰î¶. Üõ˜èœ Ü´ˆîï£œ i†®L¼‰¶
M´è¬î¬ò„ «êèKˆ¶ õ‰îù˜. Ýù£½‹
Ü¬ùõ¼‚°‹ ãŸø õ¬èJ™ ÜõŸ¬ø ñ£Ÿø
Þ¡Â‹ ºòŸCèœ â´‚è «õ‡´‹.
ñFŠH´î™
1.
º‚Aò õ£˜ˆ¬îè¬÷ ÜPî™.
2.
ÜèóºîL ÜPî™
3.
åˆî æ¬ê`»¬ìò ªê£Ÿè¬÷ ÜPî™
ÝAò õŸPŸ° îQ ðJŸC»‹ ðJŸCˆî£À‹
ÜOˆ«î¡. Ü¬îŠ «ð£ô«õ ÜõŸ¬ø‚ °Pˆ¶
Üõ˜èœ ÃÁ‹ Müòƒè¬÷»‹ «è†«ì¡.
ï£ƒèœ â™«ô£¼‹ “i´ âƒ«è”
«ê˜‰¶ ð£®Š ð£ìˆ¬î º®ˆ«î£‹.
ð£ì¬ô
è. ²ð£SQ ªî£.ð.Ý, Üó² ªî£†ì‚è ðœO, ïó‹¬ð
Ýèv† 2015
F¬êñ£Q
70
Classroom
diaries
BIRD TALK
CBSE, English, Class – III Unit – 2
Enjoy the nature ..... Praise the nature
ENGAGE
Actvity 1: “We fly”…. Game show
(Listening and Recognition of names of birds)
As the poem was about birds, we played the
popular game “kokku para para….kozhi para
para, in English. The activity required that when
I called out the name of a bird, for instance, crow
/ crane, children had to respond by flapping their
hands, as an indication of their association of the
bird with its movement. As they did this, they
were required to say, “Crows fly fly, Cranes fly fly”.
With the names of other animals or things, they
had to stand still. Through this, I assessed their
listening skills and prior knowledge, i.e. their
ability to recognize the names of birds. I gradually increased the speed of the game to add to the
fun and vigor. Children who were otherwise passive, participated in the activity with interest
I observed that four children who were new
comers could not differentiate between the flying creatures from animals. To address this, I
showed them picture cards along with the names
of the birds. This helped them understand and
they participated in the game. As a token of appreciation, the two winners were applauded
with a “bird clap” (i.e.) clapping and miming the
sounds of birds by others.
Actvity 2: “Birds on Paper”… Art show
(Drawing and speaking about birds)
R. Anitha
Each student was given a white paper and
asked to draw any bird they liked or could draw.
Some children drew and colored on their own
while others used the bird chart displayed on the
classroom wall.
Of the 22 students who participated, 18 wrote
the names of the birds in English, while the rest
wrote them in Tamizh. Their spellings were gently corrected.
The children were then divided into groups
and asked to talk about the birds they had drawn.
E.g. I draw (drew a) Peacock.
Peacock is beautiful.
Peacock (has) many feathers.
I appreciated their work and gently corrected
the grammar mistakes. An interesting incident
that is worth mentioning is about one of my student who drew an Owl. As we had read the word
‘wide awake’ in the good morning poem 1, she
spoke about the bird this way,
This is owl.
Owl (is) brown (in) color.
Owl (is) wide awake (at) night.
I was satisfied that the children were able to
apply their prior knowledge in framing sentences in subsequent classes. Through this activity, I
was able to assess their speaking skills and I also
F¬êñ£Q
Ýèv† 2015
71
noticed that children were learning by observing
their peers.
To strengthen their speaking skills, I asked
them to exchange their drawings among their
group members and speak about the birds drawn
by their friends. After completing their sentences, they mimed the sounds made by birds. While
miming, the whole class was just like a “bird
sanctuary”. Through this, the textbook activity in
Pg. 13 got completed.
Parrot-kee..kee..
Crow-Kaw..kaw..
In addition, children were asked to draw
any 5 birds with names in their notebook. They
drew the pictures and shared the drawings with
their friends. Here I could assess the integrity in
groups. (Co-scholastic skill)
answer the questions I posed. They uttered the
following words orally and I wrote the words in
the cards for future reference. (Mind map)
Nest-tree-fly-egg-wing-worm-air.
In their notebooks, they were asked to write
the body parts of the birds. I assessed the words
used by them in the mind map and made them
say the sentences that they had written. Here I
introduced the two birds in the poem Robin and
Jay. One of my student noted that the Jay is called
Kondaikuruvi in Thamizh as the others nodded
their heads in acknowledgement. I showed them
the picture-cum-word chart and assessed their
reading.
Actvity 2: “Fix it”
(Reading the sentences and matching them)
EXPLORE
Actvity 1 : “Bird Watch”- A Nature Walk:
(Exploring the bird related words)
By the end of June, we went to a nearby Siva
Temple at Thiruvandarkoil for an EVS lesson. I had
asked children to observe the birds, their sounds,
places they perched, things they ate, their body
structure and parts. These observations helped
them during the lesson as they could recall and
The class was divided into five groups and I
gave two sentence strips to each group. The children had to read the sentences in their groups
first and then aloud to the whole class. If a child
from a group read a sentence others in the class
would have to repeat it. Then, I displayed a cardboard with a bird picture on one side and a human on the other.
In their groups the children had to fix the sentence under the apt picture. Thus an Illustration
board (TLM) was made by the children. They un-
Ýèv† 2015
F¬êñ£Q
72
derstood the difference between birds and people by reading those sentences.
the poem independently without spelling mis-
I assessed their reading abilities and their accuracy in fixing the sentences on the board. Children also wrote the sentences in their note notebooks.
Actvity 3: “Poem Singing”
Listen and Sing:
I read the poem several times. First I read
the text and children followed it with their text
books. Then I sang it rhythmically using a “poem
chart”. I had displayed and then played the audio of the poem from NCERT sakshat. Then the
whole class was divided into two groups and
I made them practice it with action. Here one
group would sing a line while the opposite group
will mime the action and vice versa.
I assessed their listening and reading skills at
the same time. By repeating the task every day,
children became familiar with the poem and
were able to recite it on their own. They also began to enjoy the rhythm and rhyme of the poem.
takes, while 5 to 7 children could write with minor spelling mistakes. All the 23 children were
able sing the poem.
EXPLAIN
Actvity 1: “Mind Map”-Writing word web:
By now, children were familiar with the words
in the poem. I asked them to write the words and
create a mind map related to birds. I also added
some words given in the text exercise in pg-13.
After telling them the sentences they wrote it in
their notebooks.
A readymade template of a mind map activity sheet was given as a frame work to write the
The sakshat by NCERT helped children enjoy
learning the poem.
To help the children get familiar with the
words and to enhance their reading skills, I pasted the photocopy of the poem in an A4 paper on
each child’s desk. About 8 children could write
F¬êñ£Q
Ýèv† 2015
73
sentences. The same writing task was carried out
in their fair notebook to reinforce their writing
skills.
Actvity 2: “Rewrite and Differentiate:”
(Writing sentences using the contraction
don’t)
At the beginning of this session I asked the
class a few yes or no questions. Initially their answers remained ‘yes’ or ‘no’, but later they started saying ‘yes they have’ and ‘no they don’t’.
E.g.
Do birds have wings?
Do people have wings?
Do birds eat beetles?
Do people eat beetles?
Speaking skills could be assessed through
their answers
The “Differentiation Template sheet” was given
to each student asking them to rewrite the sentence for people using the contraction ‘don’t’. As
a next level activity, another set of questions were
given and the students were asked to fill up the
blanks to the questions provided using “have”
or “don’t have”. Hence both reading and writing
skill could be assessed here.
Actvity 3: “Elephant talk”-Role Play:
To develop their creativity I asked questions
about elephant and wrote some words related to elephants on the board. Then I displayed
the poem chart and two volunteers were given
masks of elephants. They were asked to change
the lyrics of the poem using the words written
on the board.
Here I encountered a problem as the students
did not know which of the words to replace. Then
I wrote the poem on the board underlining the
words to be altered.
Ýèv† 2015
F¬êñ£Q
74
Children were asked to write the poem “Elephant Talk” by replacing it with other animals
and they were proud to be “Young Poets”.
I assessed the way they expressed themselves
as elephants i.e. walking and swinging their
hands like elephants and the vocabulary they
used in the poem.
ELABORATE
(Speaking and Discussing)
Actvity 1: “Come come birds”- Love and care
for birds.
Students were asked to say the various ways
to invite their “feathered friends” to their house.
This activity was to extend what they had learnt
in the previous classes to other related instances.
·
By making the sound kaw..kaw.. to call the
crows and feed them.
·
Bymakingahole in a smallpotandhangingit
in the gate/door with some grains
inside it.
·
By putting kolams in front of their house
so that the birds can come to eat the rice
powder.
·
Using a bird bath, by placing a trough of
water for birds to quench their thirst.
·
“In magic garden children gave bread to the
birds, like that we could also give bread to
the
birds”
said
a
children
calling
and
applying
what
she had learnt in the previous
lesson. Children were able to apply what
they learn in class to their real life
·
“We can climb the trees and keep food in
the
birds
nest”
said
a
student
which
amused
all
the
others in the class.
Actvity 2: “Praise the nature”-Everybody is
unique and special”:
To help the children appreciate the good
qualities and uniqueness in others, I asked each
one to say something special about one of their
friends. This got them interested and everybody
was interested in talking and appreciating each
other.
EVALUATE
Actvity 1: “Puppet play”- Do and learn:
The extent to which the lesson attracted
the children was visible in the last activity I
gave them. I distributed old invitation cards to
children and asked them to draw a small picture
of any bird and cut them out. I then gave each
child a strip of paper and double sided tape to
stick the cut out in the strip so that they could
insert it on their fingers to resemble “finger
puppet”.
In pairs the children were asked to sing the
poem” bird talk” as per the bird puppets they had
on their fingers while I assessed the way they
recited the poem.The activity was so effective
that the children imagined themselves as birds,
so much so that when a child named Jegadeswari
(who mimed a parrot) asked for water, her pair
Dharshini (smiled) and said, “Miss, Parrot is
thirsty, parrot is drinking water”.
Everybody was running around the class flapping their arms as birds and miming the sounds
of birds. They wanted to know what sounds peacocks, owls, jays and robins produced. This needed audio support and I used the audio video of
birds’ sounds in our school computer. I evaluated
them here by asking them to name the bird by
playing the audio alone.
Actvity 2: “Same sounding words”-Rhyming words:
In my next level of evaluation, I wrote some
words from the poem and asked them to say the
F¬êñ£Q
Ýèv† 2015
75
rhyming words and write them in notebook. In
their book they highlighted the rhyming words
using colours.
For further reinforcement I gave word cards to
them to play the “Memory Match” game by placing the cards upside down and taking two cards
at a time and matching the rhyming words.
To make the learning of rhyming words interesting and easy, I used a clean trash bin and
a ball. I divided the children into two groups.
When I say a word one group has to say a rhyming word to match mine. If the group answered it
right, then they will get a point and a chance to
throw the ball into the bin. If the ball fell into the
bin the group got an extra point. This made the
evaluation more enjoyable.
Extended Follow Up activity:
·
Collection of picture of birds.
·
Cuttings from the newspaper.
·
Knowing the State birds.
·
Feeding birds whenever possible.
·
Writing sentence using can and cannot.
·
Playing hop-scotch game (paandi in
tamizh) writing rhyming words in the
boxes.
·
Bird watching whenever possible.
Conclusion: “It’s not an end”…
The period allotted for this poem was 12.
My children and I enjoyed the entire lesson. Planning and executing the lesson through 5E model
has definitely helped children develop their language skills.
R. Anitha, P.S.T Government Primary School, T.V. Koil
Ýèv† 2015
F¬êñ£Q
76
Lesson
ldeas
M†´‚ªè£´ M¼Šðˆ¶ì¡
êñ„Y˜ è™M, îI›, õ°Š¹ 3 , ð£ì‹ 5
ñFŠ«ð£‹
ñŸøõ˜
àí˜¬õ,
«ñ‹ð´ˆ¶«õ£‹ ïñ¶ ñFŠ¹í˜¬õ...
ð£ìˆF†ì‹ îò£Kˆî
ÝCKò˜èœ:
Þó£. ï£è‹ñ£
Þó£. ¹wðõ™L
². G˜ñô£
õ. ²ñF
².îIöóC
ð£ìˆF†ìˆF¡
HóFðLŠ¹:
õ. ²ñF
Þó£. ï£è‹ñ£
². îIöóC
«ï£‚è‹ :
ÃP«ù¡.
·
M†´‚ªè£´‚°‹ ð‡¬ð õ÷˜ˆî™
·
C‰î¬ù¬òˆ
«è†ìPî™
·
îƒ° î¬ìJ¡P„ êó÷ñ£èŠ «ð²î™
·
è¬îè¬÷ àKò åLŠ¹ìÂ‹ ãŸøˆ
î£›¾ ñŸÁ‹ ¹Kî½ìÂ‹ ð®ˆî™
ºîL™ ñ£íõ˜èÀ‚° Þ‰î M¬÷ò£†´Š
¹KòM™¬ô. Üõ˜èœ î£Áñ£ø£è è£¬ô
â´ˆ¶ ¬õˆîù˜. Hø° Ü¬î Üšõ£Á ªêŒò‚
Ãì£¶ â¡Á ÃP ð‚èõ£†®™ Þ¼õ¼‹ å«ó
êñòˆF™ è£™è¬÷ ¬õ‚è «õ‡´‹ â¡Á
ÃPò¾ì¡ Üõ˜èÀ‹ Ü¬î ¹K‰¶ ªè£‡´
Üšõ£«ø ªêŒ¶ M¬÷ò£®ù£˜èœ. Þ‰î
M¬÷ò£†´ Iè¾‹ ñA›„Cò£è (ü£Lò£è)
Þ¼‚Aø¶ â¡Á ÃPù£˜èœ. Þ¼‰î£½‹
âƒ«è W«ö M¿‰¶M´«ñ£ â¡Á‹ ÞóŠð˜
õ¬÷ò‹ ÜÁ‰¶ M´«ñ£ â¡Á‹ ªè£…ê‹
ðòñ£è Þ¼‚Aø¶ â¡Á ÃPù£˜èœ.
É‡´‹
è¬îè¬÷‚
ß´ð´î™:
ÞóŠð˜ õ¬÷ò‹ M¬÷ò£†´ M¬÷ò£ì
¬õˆî™.
ÝCKò˜ 1. î¬óJ™ ªî£ì˜ õ†ì‹
ªðK¶ ªðKî£è õ¬ó‰¶ ªè£‡«ì¡. H¡
°ö‰¬îèœ åšªõ£¼õ¬ó»‹ å«óŠ ð‚è‹
ð£˜ˆ¶ GŸ°‹ð®„ ªêŒ«î¡. õK¬êò£è
GŸ°‹ °ö‰¬îèO™ Þó‡´ Þó‡´
°ö‰¬îèO¡ è£™èœ Þ¬í»‹ð® ÞóŠð˜
õ¬÷òˆî£™ Þ¬íˆ«î¡. å¼ °ö‰¬îJ¡
õô¶ è£¬ô»‹, ñŸªø£¼ °ö‰¬îJ¡ Þì¶
è£¬ô»‹ Þ¬í»‹ð® ð£˜ˆ¶‚ ªè£‡«ì¡.
º®‰î¾ì¡
åšªõ£¼õ¼‹
ð‚èˆF™
àœ÷õ˜èO¡ «î£œð†¬ìJ™ ¬è ¬õˆ¶
GŸè ¬õˆ«î¡. ÞÁFò£è °ö‰¬îèOì‹
è£L™ àœ÷ ÞóŠð˜ õ¬÷ò‹ ÜÁðì£ñ™
õ†ìˆ¬î‚ èì‰¶ ªê™ô «õ‡´‹ â¡Á
Mù£‚èœ «è†ì™:
·
Þ‰î
M¬÷ò£†´
H®ˆF¼‰îî£?
àƒèÀ‚°
·
Þ‰î M¬÷ò£†´ M¬÷ò£´‹ªð£¿¶
àƒèÀ‚° âŠð® Þ¼‰î¶?
·
Þ‰î M¬÷ò£†´ Íô‹ cƒèœ ÜP‰¶
ªè£œõ¶ â¡ù?
ÞîŸ° ñ£íõ˜èœ M¬÷ò£†´ ï¡ø£è
Þ¼‰î¶ â¡Á‹, M¬÷ò£†´ M¬÷ò£´‹
ªð£¿¶ ÞóŠð˜ õ¬÷ò‹ ÜÁ‰¶ M´«ñ£
â¡ø ðò‹ Þ¼‰îî£è¾‹, Þ‰î M¬÷ò£†´
Íô‹ åŸÁ¬ñò£è Þ¼‚è «õ‡´‹ â¡ð¬î
F¬êñ£Q
Ýèv† 2015
77
ÜP‰î£˜èœ â¡Á‹ ÃPù˜.
ÝCKò˜ 2: Þ‰î M¬÷ò£†´ º®‰î H¡
¬èŠ«ðCJ™ ðF¾ ªêŒî ï£¡° â¼¶èÀ‹
å¼ Cƒèº‹ è¬î¬ò åL‚è„ ªêŒ¶
Ü¬î ñ£íõ˜è¬÷‚ «è†è„ ªêŒî ªð£¿¶
ñ£íõ˜èœ èõùˆ¬î â¡
ð£™ ß˜‚è
º®‰î¶.
ÝCKò˜ 3: ÞóŠð˜ M¬÷ò£†®¡ «ð£¶,
ð‚èˆF™ Þ¼‚°‹ ñ£íõ˜ Üõ˜ è£™ «ñ™
è£¬ô ¬õˆî£½‹ ªð£¼†ð´ˆîM™¬ô.
ªð£¶õ£èˆ ªîKò£ñ™ î¡ «ñ™ è£™ ð†ì£«ô
ê‡¬ì‚°Š «ð£°‹ ñ£íõ˜èœ, Ü‰î
M¬÷ò£†¬ì M¬÷ò£´‹ º‹ñóˆF™ å¡Á
«ê˜‰¶ M¬÷ò£®ò¶ Iè¾‹ Ý„êKòñ£è
Þ¼‰î¶.
Þ¼ è¬îèO¡ Ü†¬ìè¬÷»‹ ÞŠªð£¿¶
ªî£ì˜¹ ð´ˆF õK¬êò£è Ü´‚Aù£˜èœ
ÝŸP¡ °Á‚«è °ÁAò ð£ô‹
å¡Á Þ¼‰î¶.
Þ¼ Ý´èœ ð£ôˆF¡ ï´«õ
õ‰îù
Þ¼ Ý´èÀ‚°œ ò£˜ ºîL™
ªê™õ¶ â¡ø ê‡¬ì õ‰î¶
Þ¼ Ý´èÀ‹ º†® «ñ£F‚
ªè£‡ìù
Ýó£Œî™
Ý´èœ è¬î ÝŸP™ M¿î™
è¬î¬ò º¬øò£è‚ ÃP«ù¡. Üõ˜è¬÷ˆ
F¼‹ð„ ªê£™ô„ ªêŒ«î¡. ÞŠ«ð£¶ è¬î¬ò
å¿ƒè£è‚ ÃPù£˜èœ.
1. Þ¼ Ý´èœ «ñ£F
2. M†´‚ ªè£´ˆ¶„ ªê™½î™
ÝCKò˜ 1. ºîL™ Gè›¾‚ è¬îè¬÷
Ü†¬ìè÷£èˆ îò£Kˆ¶ ñ£íõ˜èOì‹
ªè£´ˆ«î¡. Þ¼ è¬îèO¡ ðìƒè¬÷ å†®
èô‰¶ ªè£´ˆ¶ õK¬êŠ ð´ˆî„ ªê£¡«ù¡.
Üõ˜èÀ‚° Ü¬î å¿ƒè£è õK¬êŠ
ð´ˆîˆ ªîKòM™¬ô. Þó‡´ è¬îèO¡
Ü†¬ìè¬÷‚ èô‰¶ îõø£è õK¬êŠ
ð´ˆFù£˜èœ. ñ£íõ˜è¬÷ Ü†¬ì¬òŠ
ð£˜ˆ¶
è¬î¬ò‚
Ãø„
ªê£¡«ù¡.
Üõ˜èÀ‹ Üõ˜èÀ¬ìò ªê£‰î ï¬ìJ™
è¬î¬ò‚ ÃPù£˜èœ. ï£¡ Hø° Ü‰î‚
ÞÁFJ™
Þ¼
ÝŸP™ M¿‰îù
Ý´èÀ‹
(à.ñ.) M†´‚ ªè£´ˆ¶„ ªê™½‹ è¬î
ÝŸP¡ °Á‚«è °ÁAò ð£ô‹
å¡Á Þ¼‰î¶
å¼ ð‚è‹ ªõœ¬÷ Ý´‹ ñŸªø£¼
ð‚è‹ è¼Š¹ Ý´‹ Þ¼‰î¶
Þó‡´
Ý´èÀ‹
âšõ£Á
ð£ôˆ¬î‚ èìŠð¶ â¡Á «ò£Cˆîù
Ýèv† 2015
F¬êñ£Q
78
ªõœ÷£´,
“ï£¡
º†®Š«ð£†´
à†è£˜‰¶ ªè£œA«ø¡. c â¡¬ù
î£‡® «ð£”, â¡Á è¼Šð£†®ì‹ ÃPò¶.
Üšõ£«ø
ªê¡ø¶.
è¼Šð£´‹
î£‡®„
Þ¼
Ý´èÀ‹
ð£¶è£Šð£è
ÝŸ¬ø‚ èì‰¶ ªê¡øù
æK¼ õKèœ â¿Fò Ü†¬ì¬ò‚ ªè£´ˆ¶
ð®‚è„ ªê£¡«ù¡.
(à.‹.) Þ¼ Ý´èœ «ñ£F ÝŸP™ M¿î™
ÝCKò˜ 2: ï£¡ åšªõ£¼ Ü†¬ìJ½‹
è¬îJ™ ïì‚°‹ ê‹ðõˆ¬î æK¼ õKèœ
â¿F, ñ£íõ˜èOì‹ ªè£´ˆ¶ õK¬êŠ
ð´ˆî‚ ÃPò «ð£¶, CP¶ «ïó‹ ðìƒè¬÷Š
¹K‰¶ ªè£œ÷‚ °öŠH‚ ªè£‡ìù˜. ÜŠ«ð£¶
ï£¡ CÁ CÁ «èœMèœ â¿ŠH M¬ìè¬÷
õóõ¬öˆ«î¡. à.‹. (Þó‡´ Ý´èÀ‹
â¡ù ªêŒA¡øù? âî¡ «ñ™ ïì‚Aø¶?)
ÞŠªð£¿¶ ñ£íõ˜èœ Ü†¬ìè¬÷ õK¬êŠ
ð´ˆF, åšªõ£¼ ðì Ü†¬ìJ½‹ Gè¿‹
Gè›¾è¬÷Š ð£˜ˆ¶‚ è¬î¬ò‚ ÃPù˜. Hø°
â¡Â¬ìò àîM«ò£´ ð®ˆî£˜èœ. ð®ˆîH¡,
õK¬êŠ ð´ˆFù˜.
W›‚è£µ‹
â¿ŠH«ù¡:
Mù£‚è¬÷
ñ£íõ˜èOì‹
ºî™ è¬îJ™ Ý´èœ â¡ù ªêŒîù?
Üîù£™ â¡ù ïì‰î¶?
Þó‡ì£‹ è¬îJ™ Ý´èœ â¡ù ªêŒîù?
Üîù£™ â¡ù ïì‰î¶?
ÞîŸ° ñ£íõ˜èœ, ºî™ è¬îJ™ Þó‡´
Ý´èÀ‹ M†´‚ ªè£´‚è£ñ™ ê‡¬ìŠ
«ð£†ìù â¡Á‹
ê‡¬ìJ†ì Ý´èœ
î‡aK™ M¿‰îù, M¿‰¶ Í›Aù â¡Á‹
ÃPù˜. Þó‡ì£‹ «èœM‚°, Þ‰î‚ è¬îJ™
Ý´èœ M†´‚ ªè£´ˆîî£™ î‡aK™
M¿‰¶ Þø‚è£ñ™ ÝðˆF™ Þ¼‰¶ îŠHˆîù
â¡Á ñ£íõ˜èœ ÃPù˜.
ÝCKò˜ 3: ðì Ü†¬ìè¬÷‚ ªè£´ˆî
ªð£¿¶ «ðê M¼ŠðŠ ðì£î ñ£íõ˜èÀ‹
Ýõ«ô£´ «ðCù˜. Þó‡ì£õ¶ ðì‚
è¬îJ™ å¼ Ý´ ñŸªø£¡¬øˆ î£‡®Š
«ð£°‹ ðì‹ ªîOõ£è Þ™ô£îî£™ CP¶
î´ñ£Pù˜. ðì Ü†¬ìè¬÷ Ü´‚°‹ ªð£¿¶
Üõ˜èÀ‚°œ«÷«ò F¼ˆîƒèœ ªêŒîù˜.
ñ£íõ˜èœ ºî™ è¬îJ½‹ Ý´èœ Í›A
ÞøŠð¬î M¼‹ðM™¬ô. Üîù£™ Üõ˜èœ,
Ý´èœ î‡aK™ M¿‰î«ð£¶ c„ê™
Ü®ˆ¶‚ è¬ó‚° ªê¡øù â¡«ø ÃPù˜
ï®ˆ¶‚ è£†ì„ ªêŒî™:
ÝCKò˜ 1. Þ¼ ñ£íõ˜è¬÷ Ü¬öˆ¶
å¼õ¬ó
ªõœ÷£ì£è¾‹
ñŸªø£¼õ¬ó
è¼Šð£ì£è¾‹ G¬ùˆ¶ Þ‰î‚ è¬î¬ò
ï®ˆ¶‚ è£†ì„ ªê£¡«ù¡. Üõ˜èÀ‹
Þ‰î‚ è¬î¬ò Iè¾‹ ÞQ¬ñò£è¾‹,
ñA›„Cò£è¾‹
ï®ˆ¶‚
è£†®ù£˜èœ.
Üõ˜èÀ¬ìò ñA›„C‚° â™¬ô«ò Þ™¬ô.
F¬êñ£Q
Ýèv† 2015
79
M÷‚°î™:
ÝCKò˜ 1.
ð£ìŠ ð°FJ™ àœ÷
è¬î¬òŠ ÝCKò˜ ð£F‚ ÃP eF‚ è¬î¬ò
H‚ ¹‚ (BIG BOOK)
Ýèˆ îò£˜ ªêŒ¶
ñ£íõ˜èOì‹ ÜOˆî™.
è¬îJ¡ º®¬õ‚ èô‰¶¬óò£ì™ Íô‹
«è†ì™.
è¬îJ¡ Íô‹ ñ£íõ˜èœ ÜP‰î cF
ªïPŠ ð‡¬ð‚ Ãø„ ªêŒî™.
H‚ ¹‚ îò£˜ ªêŒ¶ ªè£´ˆ¶ W«ö
àœ÷ õKè¬÷Š ð®‚è„ ªêŒî™. Üõ˜èœ
ð®ˆî¬î‚ è¬îò£è„ ªê£‰î ï¬ìJ™ Ãø„
ªêŒî™.
ñ£íõ˜èœ H‚ ¹‚ ä Iè¾‹ ê‰«î£üñ£è
õ£ƒAŠ
ð£˜ˆî£˜èœ.
Hø°
ÜF™
â¿FJ¼‚°‹ õKè¬÷ â¿ˆ¶‚ Ã†®
õ£Cˆî£˜èœ. Hø° ðìƒèO¡ ªðò˜è¬÷„
ªê£™L
õK
õ®õƒè«÷£´
åŠH†´Š
ð£˜ˆî£˜èœ. Þšõ£Á ðôº¬ø õ£Cˆî
Hø°, Üõ˜è¬÷ Ü‰î‚ è¬î¬ò„ ªê£‰î
ï¬ìJ™ Ãø ¬õ‚°‹ ªð£¿¶ Üõ˜èœ
Iè¾‹ ñA›„Cò£è‚ è¬î¬ò‚ ÃPù£˜èœ.
õ£C‚è«õ ªîKò£î ñ£íõ˜èœ Ãì õ£C‚è
º¬ù‰î£˜èœ. Üõ˜èÀ‚°‹ Þ‰î H‚ ¹‚
Iè¾‹ H®ˆF¼‰î¶.
ÜŠ¹ˆîè‹ â¡ ï£¡° ñ£íõ˜èÀ‹ «ê˜‰¶
õ£CŠðîŸ° õêFò£è Þ¼‰î¶. ÜŠ¹ˆîèˆF¡
Íô‹ ð®‚è Þòô£î ñ£íõ˜èÀ‹ ðìˆ¬îŠ
ð£˜ˆ¶ ºòŸC ªêŒ¶Š ð®ˆîù˜. º®¬õ»‹
Üõ˜è«÷ ÃPù˜. Þ‰îŠ H‚ ¹‚ ä Üõ˜èœ
Üõ˜èÀ‚° «ïó‹ A¬ì‚°‹ «ð£ªî™ô£‹
õ£C‚Aø£˜èœ. Þ¶ âù‚° I‚è ñA›„C¬òˆ
î¼Aø¶.
ÝCKò˜ 3: ï£¡ Þ‰î H‚ ¹‚ ä îò£Kˆ¶
ñ£íõ˜è¬÷ õ£C‚è ¬õ‚°‹«ð£¶ ñŸø
õ°Š¹ ñ£íõ˜èÀ‹ Ü¬î õ£C‚è Ý¬êŠ
ð†ì£˜èœ. H‚ ¹‚ è£óíñ£è ð®‚°‹ Ý˜õ‹
Üõ˜èÀ‚°œ â¿‰î¶ ñùFŸ° G¬ø¾
î‰î¶.
ÝCKò˜ 1. ð£ìˆF™ õ¼‹ õ£˜ˆ¬îè¬÷Š
ðò¡ð´ˆF ¹Fò ªê£Ÿèœ à¼õ£‚è„ ªêŒî™.
(â.è£) ªð¼…ê‡¬ì - ê‡¬ì, ê¬ì, ªð‡.
M†´‚ ªè£´ˆ¶ - M´, ªè£´, ªè£ˆ¶,
Mˆ¶
õ£Œ„ê‡¬ì - õ£Œ, ê‡¬ì, õ£¬ì, ê¬ì
ÝCKò˜ 2: ð£ìˆF™ õ¼‹ ¹Fò
ªê£Ÿè¬÷Š ðò¡ð´ˆFŠ ¹Fò ªê£Ÿè¬÷
à¼õ£‚°î™ ªêòL™ CP¶ CóñŠð†´ ¹¶Š
¹¶ õ£˜ˆ¬îè¬÷ ñ£íõ˜èœ à¼õ£‚Aù˜.
ÝCKò˜ 3: ¹Fò ªê£Ÿè¬÷Š ðò¡ð´ˆFŠ
ðô ¹Fò ªê£Ÿèœ à¼õ£‚°õF™ îõÁèœ
ªêŒîù˜. Üõ˜èœ ðô ªð£¼÷Ÿø ªê£Ÿè¬÷
à¼õ£‚Aù˜. Hø° F¼ˆF‚ ªè£‡ìù˜.
MKõ£‚°î™
è¬îè¬÷‚ ÃP ï®‚è„ ªêŒî™
""H‚ ¹‚¬è'' Ý˜õºì¡ õ£Cˆî™
ÝCKò˜ 2: ï£¡ ð£F‚ è¬î¬ò‚ ÃPò
H¡ eF‚ è¬î¬ò ñ£íõ˜èOì‹ H‚
¹‚
ä‚ ªè£´ˆ¶ õ£C‚è‚ ÃPò«ð£¶,
ÝCKò˜ 1:
1. °óƒ°,
Ì¬ù
è¬î¬ò‚
ÃP
ñ£íõ˜è¬÷
Ü‰î‚
èî£ð£ˆFóƒè÷£è
G¬ùˆ¶ ï®ˆ¶‚ è£†ì„ ªêŒî™. Þ¬î
ªð£‹ñô£†ì‹ Íôñ£è¾‹ ï£‹ M÷‚A‚
Ãøô£‹. Üšõ£Á ªêŒ»‹ªð£¿¶ ñ£íõ˜èœ
Ýèv† 2015
F¬êñ£Q
80
I°‰î ñA›„C Ü¬ìõ£˜èœ.
2. å¼ Ü‹ñ£MŸ°‚ °ö‰¬î å¡Á
Þ¼‰î¶. Üõ˜èœ õÁ¬ñJ¡ è£óíñ£è
«õÁ
å¼õ¼‚° Ü‰î‚ °ö‰¬î¬ò‚
ªè£´ˆ¶ õ÷˜‚è„ ªê£¡ù£˜èœ. F¯ªó¡Á
°ö‰¬î¬òŠ ªðŸø Ü‹ñ£MŸ°Š ð£ê‹ õ‰¶
î¡ Hœ¬÷¬òˆ F¼‹ð‚ ªè£´‚è„ ªê£¡ù£˜.
ÜîŸ° õ÷˜ˆî Ü‹ñ£ ê‹ñF‚èM™¬ô.
Þ¼õ¼‹ °ö‰¬î‚è£è„ ê‡¬ì «ð£†´‚
ªè£‡ìù˜. Üõ˜èœ Þ¼õ¼‹ Ü‰î ï£†´
ÜóêKì‹ ªê¡Á º¬øJÁø£˜èœ. ÜîŸ°
Ü‰î Üóê˜ °ö‰¬î¬ò Þ¼õ¼‹ êññ£è
ªõ†® â´ˆî‚ ªè£œÀƒèœ â¡Aø£˜.
õ÷˜ˆî Ü‹ñ£ ê‹ñFˆî£½‹, ÜîŸ°Š
ªðŸø Ü‹ñ£ ê‹ñF‚èM™¬ô. °ö‰¬î¬ò
õ÷˜ˆîõ¼‚«è M†´‚ ªè£´‚Aø£˜. Üóê˜
ÝCKò˜ 2: Þó‡´ è¬îè¬÷»‹ ï£¡
ºîL™ ÃP«ù¡. H¡ Þó‡´ è¬îèO½‹
õ¼‹ èî£ð£ˆFóƒè¬÷ ñ£íõ˜è¬÷ ãŸÁ
ï®‚è„ ªê£¡«ù¡. Ü‰î‚ è¬î‚° Üõ˜è«÷
õêù‹ Ü¬ñˆ¶ ï®ˆî£˜èœ. Üõ˜è÷£™
Üšõ÷¾ Üöè£è ï®‚è º®»‹ â¡ð«î
Ü¡Á î£¡ âù‚°ˆ ªîKò õ‰î¶.
3. 4 â¼¶èÀ‹ Cƒèº‹ è¬î¬ò
Ý®«ò£ (Audio) Íô‹ «è†è ¬õˆ¶, «èœM
«è†´, ðF™ Ãø„ ªêŒî™.
(à.‹)
Þ‰î‚ è¬îJ™ âˆî¬ùŠ â¼¶èœ àœ÷ù?
Cƒè‹ â¡ù ªêŒî¶?
Cƒè‹ ã¡ â¼¶è¬÷Š HK‚è G¬ùˆî¶?
Þ‰î‚ è¬î àí˜ˆ¶‹ cF ò£¶?
ªðŸø Ü‹ñ£MŸ«è °ö‰¬î¬ò ªè£´‚è„
ªê£™Aø£˜.
Þ‰î‚ è¬î¬ò ï£ìèñ£è õ°Šð¬øJ™
ï®ˆ¶‚
è£†ì„
ªêŒ»‹
ªð£¿¶
Üõ˜èÀ‚°‚ è¬î»‹ àì«ù ¹K»‹. «ñ½‹,
Ü‰î‚ èî£ð£ˆFóˆF¡ î¡¬ñ¬ò àí˜‰¶
¹K‰¶ ªè£œ÷ º®»‹.
(°óƒ° ñŸÁ‹ Ì¬ù»‹ è¬î ï£ìè‹)
ï£ìèñ£è ï®‚°‹ ªð£¿¶ êKò£ù °ó™
åLŠ¹ º¬øè¬÷„ êKò£ù à„êKŠ¹ì¡
«ð²õîŸ°‹ ðJŸC ãŸðÁø¶. Þ‰î‚
è¬îJ¡ º®¾ Íô‹ M†´‚ ªè£´‚°‹
ð‡¬ð õ÷˜ˆ¶ ªè£œ÷¾‹ º®Aø¶.
ÝCKò˜ 3 è¬îJ¡ ¬ñò‚ è¼ˆ¬î
õ£›‚¬è«ò£´ ªî£ì˜¹ ð´ˆ¶‹ «ï£‚èˆ¶ì¡
ï£¡ ñ£íõ˜è¬÷ Üõ˜èœ õ£›‚¬èJ™ âƒ°
M†´‚ ªè£´ˆ¶ «ð£Aø£˜èœ, âƒªè™ô£‹
M†´‚ ªè£´ŠðF™¬ô â¡ð¬îŠ ðŸP
à¬óò£®«ù¡. ÜŠªð£¿¶ êó÷ñ£è Üõ˜èœ
Üõ˜èœ îƒèO¡ õ£›‚¬è„ ê‹ðõƒè¬÷
â¡Âì¡ ðA˜‰¶ ªè£‡ìù˜. H®õ£îñ£Œ
î¡ îƒ¬è î‹H»ì¡ ê‡¬ì «ð£†ì¶,
Üî¡ H¡ M¬÷õ£Œ Þó‡´ «ð¼‚°‹
Ü‰î ªð£¼œ A¬ì‚è£¶ «ð£ù¶, Cô «ïó‹
M†´‚ ªè£´ŠðF¡ è£óíñ£Œ õ¼‹ ñA›„C,
â¡ªø™ô£‹ ðA˜‰¶ ªè£‡ìù˜.
ñFŠH´î™
1. ð£ìŠ ðJŸCJ™ õ¼‹ è¬î¬ò‚ ÃP
eF‚ è¬î¬ò‚ Ãø„ ªêŒî™.
ÝCKò˜ 1(à.‹) ñE, ñ£îõ¡ Þ¼õ¼‹
ï‡ð˜èœ. Ü¡Á Üõ˜èÀ‚°Š ðœO
M´º¬ø.
Þ¼õ¼‹
è£ŒèP
õ£ƒè„
ê‰¬î‚°„ ªê¡øù˜. õNJ™ ï£Œ å¡Á
ðC»ì¡ Þ¼‰î¬îŠ ð£˜ˆîù˜. ñE ï£Œ‚°
àîõ â‡E.........
F¬êñ£Q
Ýèv† 2015
81
ñ£íõ˜èœ ÜîŸ°, ï£Œ‚° Hvªè†
õ£ƒAˆ î¼õ£¡ â¡Á‹, ÜîÂ¬ìò
ºîô£O¬ò‚ è‡´ H®ˆ¶ˆ î¼õ£¡ â¡Á‹,
è£õ™ G¬ôòˆF™ îèõ™ ªè£´Šð£¡ â¡Á‹
ÃPù˜.
(Þ‰î‚
è¬î¬ò
Üõ˜è¬÷
â¿î„
ªê£¡ù£™
Üõ˜èO¡
C‰î¬ùèO¡
ªõOŠð£´ ªîKò õ¼‹.)
2. °´‹ð àÁŠHù˜èO¡ ªðò˜è¬÷
â¿F
õó„
ªêŒî™.
â¿F
õ‰î
ªðò˜è¬÷‚ è¼‹ðô¬èJ™ â¿F, ðô ¹Fò
ªê£Ÿè¬÷ à¼õ£‚è„ ªêŒî™.
3. CÁõ˜ ñôK™ Þì‹ ªðÁ‹ CÁè¬îèœ
ñŸÁ‹
¶µ‚°è¬÷
àKò
åLŠ¹ì¡
ð®ŠðîŸ°Š ðJŸC ÜOˆî™.
Þó£. ï£è‹ñ£, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, åFò‹«ð†
Þó£. ¹wðõ™L, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, ªï†ìŠð£‚è‹
². G˜ñô£, ªî£.ð.Ý., Üó² ªî£ì‚èŠ ðœO, ªð¼ƒèÀ˜
õ. ²ñF, ªî£.ð.Ý, Üó² ªî£†ì‚è ðœO, ÜKò£ƒ°Šð‹ «ð†
².îIöóC, ªî£.ð.Ý., Üó²ˆ ªî£ì‚èŠ ðœO, ¹¶‚°Šð‹
Ýèv† 2015
F¬êñ£Q
82
Classroom
diaries
Tick-Tick-Tick
CBSE, Maths , Class – IV, Unit – 4
Sun sets and moon rises at the same but still there is different
Prior Knowledge:
•
Difference in the duration of any activity –
long/short
•
Sequence of events during the day
•
Kayalvizhi
EXPLORE
Teacher hangs a chart with the picture of a
clock and asks the children to fill the time. The
students can draw the same in their notebooks.
Find a particular day/date on the
calendar
Students will be able to:
•
Read a clock to the nearest hours and
minute.
•
Denote time using ‘a.m.’ and ‘p.m.’
•
Estimate the duration of an event and the
approximate time elapsed.
ENGAGE
Teacher sticks the picture of the sun and moon
on the blackboard. She gives the pictures of
various activities of their daily routine (waking
up, brushing, bathing, going to school, assembly,
lunch, play time, dinner and bedtime) and asks
the students to paste it appropriately under the
sun or moon.
Teacher plays a rhyme on hours and
minutes.
watch?v=IVLb2jQe4q4
Students are given time in the digital form and
are asked to shade it on the clock. (E.g., 7.30, 2.20
etc.)
Time chart
Picture after the shade
Images of different times are shown to students
and they are asked to guess the time and write it
in their notebooks.
EXPLAIN
Teacher gives flash cards of analog time to one
F¬êñ£Q
Ýèv† 2015
83
group and digital time to another group and asks
them to find the right pair.
Teacher asks the students to read the time
they have written for the photos and guides a
discussion on A.M. & P.M.
Teacher asks the children to set the clock for a
given time.
ELABORATE
Teacher gives students a worksheet to fill in
their daily activities from one morning to the
next and asked them to calculate the time taken
to complete each activity.
EVALUATE
Evaluation is carried out using the worksheet
given below.
Since most of the children were familiar with
clocks, they were able to do this activity without
much difficulty. When they were asked what the
two hands of the clock represent, they knew that
the short hand represents hour and the long
hand represents minutes. Children were given
further practice to tell the time using the clock in
the classroom as well as using flashcards. By the
end of the activity, students were able to tell that
that time is 2 hours and 20 min etc.
Activity 2 – Shading the time.
In this activity, students were given a time and
asked to shade it on the clock. Some students
found it confusing and made errors while doing
this activity. In question 2, they made the mistake
of shading the minute reading (For example, 25
minutes instead of 35 minutes). On prompting
and asking them questions like where to begin
and end the shading, they were able to rectify
their mistakes.
Explain
Activity 1 – Introducing A.M and P.M
Try out Reflections
Explore
In this activity, students were asked to write
the time as per the pictures given. I found that all
of them wrote the time only in hours and missed
the minutes part. They also did not mention
A.M and P.M. So they were shown the day/
night pictures once again and asked to find the
difference. Hence they understood the concept
of day and night after which I explained A.M and
P.M to them. They were then shown flash cards to
identify time. Most of them were able to give the
correct answers using A.M and P.M.
Activity 1 – Using flash cards
All the children were given flash cards of
clocks, asked to mark the time on it and tell the
time it represents. This was done in two stages;
first with the short hand and then long hand.
Ýèv† 2015
F¬êñ£Q
84
ELABORATE
Activity 1 – Time chart
In this activity, students were given a time chart
to mark their daily routines from one morning
studying at home etc., Most of them were able
to calculate the time correctly as the chart was
marked only in hours. They were then asked to
compare it with actual time they had spent. This
activity can be elaborated further by adding the
minutes part.
EVALUATE
Students were given a worksheet with clocks
that displayed different times and asked to
write the time it represented. They also had to
calculate the time difference between two clocks.
For example, they were asked to calculate the
time taken by the minute hand from 4 o’clock to
4.40. Here some students counted the movement
of the minute hand from 4-8 instead of 12-8.
The various activities have developed the
students’ ability to read a clock and tell the time
to the next. I asked them to write the time they
would spend on various activities like sleeping,
and differentiate between a.m. and p.m.
Kayalvizhi, P.S.T GPS, Alamkuppam
F¬êñ£Q
Ýèv† 2015
85
Classroom
diaries
ªð£‹¬ñ àôè‹
êñ„Y˜ è™M, îI›, õ°Š¹ 4, ð£ì‹ 7
ªð£‹¬ñ»‹ ï£Â‹
«ï£‚èƒèœ:
·
GÁˆîŸ°Pè¬÷‚ èõQˆ¶Š, ðˆF¬òŠ
ð®ˆ¶Š ªð£¼÷Pî™
·
ÜèóºîL¬òŠ ðò¡ð´ˆ¶î™
·
ªð£‹¬ñèO¡
õ¬èè¬÷»‹
º‚Aòˆ¶õˆ¬î»‹ ÜPî™
ß´ð´î™:
ÝCKò˜ 1: ñ£íõ˜èO¡ â‡E‚¬è‚°
ãŸð, å¼ Ü†¬ìŠªð†®J™ ðìƒè¬÷Š
«ð£†´ ¬õˆ«î¡. åšªõ£¼õ¼‹ å¼
ðìˆ¬î â´ˆ¶, H¡ Ü¬îŠðŸP 3 õKèœ
«ð²ñ£Á ÃP«ù¡. ñ£íõ˜èœ ðìƒè¬÷
â´ˆ¶ ð£˜ˆî«ð£¶ Iè¾‹ ñA›‰îù˜.
å¼õ˜ H¡ å¼õó£è‚ Ãø Ýó‹Hˆîù˜.
ÜõŸP™ â¡¬ù Ý„êKòˆF™ Ý›ˆFò Cô
è¼ˆ¶‚è¬÷ ñ†´‹ Þƒ«è ðF¾ªêŒA«ø¡.
ñ£íõ˜ 1- î£ñ¬ó¬òŠ ðŸP ÃÁ‹«ð£¶,
Ü¶ å¼ «îCòŠÌ â¡Á ÃPù£œ.
ñ£íõ˜ 2- e¬ùŠ ðŸP ÃÁ‹«ð£¶,
Ü¬õèÀ‚° Þ¬ñèœ A¬ìò£¶ â¡Á
ÃPù£œ.
ñ£íõ˜ 3- AO¬òŠ ðŸP ÃÁ‹«ð£¶, Ü¶
ñQî˜è¬÷Š«ð£ô â¡Á ÃPù£œ.
ð£ìˆF†ì‹ îò£Kˆî
ÝCKò˜èœ
ê. °íªê™M
ð. Þ‰¶ñF
². «ñ£èù£‹ð£œ
². èMî£
ð£ìˆF†ìˆF¡
HóFðLŠ¹:
ê. °íªê™M
². èMî£
«ñ½‹, è¿¬î ªð£‹¬ñJ¡ ðìˆ¬î â´ˆî
å¼ ñ£íõ¡,
“Þ¶ è¿¬î ªð£‹¬ñ; Þ¬î ï£¡ âƒ°
«õ‡´ñ£ù£½‹ â´ˆ¶„ ªê™«õ¡; ¶E
¬îŠðõKìI¼‰¶ ¶‡´ˆ¶Eè¬÷„ «êèKˆ¶,
å¼ Í†¬ì ªêŒ¶ è¿¬î ªð£‹¬ñJ¡ e¶
¬õŠ«ð¡; è¿¬î‚° â¡ i†´ˆ «î£†ìˆF™
å¼ i´ è†´«õ¡.” â¡Á ÃPù£¡.
åšªõ£¼ ñ£íõÂ‹ åšªõ£¼ Mîñ£èˆ
îƒèœ è¼ˆ¶‚è¬÷ â´ˆ¶¬óˆîù˜. Cô˜
ðìƒè¬÷ŠðŸP»‹, å¼ Cô˜ Ü¶ â¡ù
ªêŒ»‹ â¡ð¬îŠ ðŸP»‹, «õÁ Cô˜
Üî¡ CøŠ¹è¬÷»‹ ÃPù˜. Ýù£™
ªð£‹¬ñŠ ðìˆ¬î â´ˆî ñ£íõ¡, Ü‰î
ªð£‹¬ñ¬ò ¬õˆ¶‚ªè£‡´ î£¡ â¡ù
ªêŒ«õ¡ â¡Á ÃPù£¡. Þ„ªêò™ð£†®™,
å¼ Cô ñ£íõ˜èÀ‚° â¡Â¬ìò àîM
«î¬õŠð†ì¶.
ÝCKò˜ 2: âù¶ õ°ŠH™ ÜFè ñ£íõ˜èœ
Þ¼‰îî£™ Þ¶ °¿ªêò™ð£ì£è Þ¼‰î¶.
ñ£íõ˜èœ I°‰î ñA›„C»ì¡ Þ¼‰îù˜.
Ü¬ùõ¼‹ ðìƒè¬÷ â´‚è M¼‹Hù˜.
Ýù£™ Üõ˜è«÷, °¿ˆî¬ôõKì‹ Ü‰î
ªð£ÁŠ¬ð åŠð¬ìˆîù˜. Üõ˜èœ °¿¾‚°œ
Mõ£Fˆ¶Š, H¡ ñŸøõ˜è«÷£´ ðA˜‰¶
ªè£œÀ‹ «ð£¶, ªð¼‹ð£½‹ «ð„² õö‚A™
Þ™ô£ñ™ â¿ˆ¶ õ®õñ£è«õ Þ¼‰î¶.
Ýèv† 2015
F¬êñ£Q
86
Ü„êñò‹ Üõ˜èœ, î‹ Í¡ø£‹ õ°ŠH™
ð®ˆî¬î»‹, Å›G¬ôJòL™ èŸø¬î»‹
ñ†´ñ™ô£¶ ñŸø ð£ìƒèO™ èŸøõŸ¬ø
G¬ù¾‚°‚
ªè£‡´õ‰¶
îƒèO¡
ªêò™ð£†«ì£´ Þ¬íˆ¶‚ ªè£‡ìù˜.
ðA˜M¡«ð£¶, °¿M™ Þ¼‰î Ü¬ùõ¼‹
õ£ŒŠ¬ðŠ ðò¡ð´ˆF‚ ªè£‡ìù˜. Þ„ªêò™,
ñ£íõ˜è¬÷ ï£¡ êKò£ù ð£¬îJ™ ªè£‡´
ªê™A«ø¡ â¡ð¬î àÁFŠð´ˆFò¶.
Ýó£Œî™:
1. ªð£‹¬ñèO¡ õ¬èè¬÷ ÜPò„ªêŒî™
ÝCKò˜ 1: õ°ŠH™ àœ÷ ñ£íõ˜è¬÷„ CÁ
°¿‚è÷£èŠ HKˆ¶, åšªõ£¼ °¿¾‚°‹, å¼
ªð£‹¬ñ¬ò‚ ªè£´ˆî™. Þ‰îŠ ªð£‹¬ñ¬ò„
ªêŒòˆ «î¬õò£ù ªð£¼†èœ, Þî¡
CøŠ¹èœ, ðò¡ð£´ «ð£¡øõŸ¬øˆ îˆî‹
°¿M™ Mõ£Fˆîù˜. H¡¹ ªè£´‚èŠð†ì
ªêò™ð£†´ˆî£¬÷‚
°¿õ£è
Üñ˜‰¶
GóŠHù˜.
ñ£íõ˜èœ, ÝCKò˜ àîMJ¡Pˆ î£ù£è„
C‰Fˆ¶„ ªêò™ð†ìù˜. ÞîŸ° º¡¹õ¬ó,
ñ£íõ˜èœ î£ñ£è„ C‰Fˆ¶ â¿¶õ¶ â¡ð¶
ÜKî£è«õ Þ¼‰î¶. ªð£¶õ£è Üõ˜èœ,
«èœM‚è£ù ðF™è¬÷ ñùŠð£ì‹ ªêŒ¶
â¿¶õ¬î«ò õö‚èñ£è‚ ªè£‡®¼‰îù˜.
Ýù£™ Þ¡Á Üõ˜è«÷ â¿Fò¶ âù‚°Š
«ðó£ù‰îˆ¬îˆ î‰î¶. Üõ˜èO¡ õKèœ
«ð„² õ®M«ô«ò Þ¼‰îù. «ñ½‹, â¿ˆ¶Š
H¬öèÀ‹ ÜFèñ£è«õ Þ¼‰îù.
ÝCKò˜
2 :
ñ£íõ˜èœ îƒèœ
ªð£‹¬ñèÀ‚°Š
ªðò˜
Å†®ù˜.
«èœMèÀ‚°Š ðFôOˆî H¡, ªð£‹¬ñè¬÷Š
ðŸP‚ è¬î«ðêˆ ªî£ìƒAM†ìù˜. °¿‚èO¡
ðA˜M¡ º®M™ âF˜ð£˜ˆî ð£ìŠªð£¼†èœ
Ü¬ùˆ¬î»‹ ÃPM†ìù˜.
2.
ð£ìˆ¬îŠ ð®ˆ¶Š ªð£¼÷Pî™
ñ£íõ˜èœ åšªõ£¼õ¼‚°‹ åšªõ£¼
ðˆF¬òŠ HKˆ¶‚ ªè£´ˆ«î¡. Üõ˜èœ
îQˆîQò£è Üñ˜‰¶ õ£Cˆîù˜. ¹Fò
õ£˜ˆ¬îèÀ‚°
Üèó£F¬ò‚
ªè£‡´
ªð£¼œ ¹K‰¶ ªè£‡ìù˜. ðœOJ™ îI›
Üèó£F
Þ™ô£îî£™,
ð£ìŠ¹ˆîèˆF¡
ÞÁFJ™ àœ÷ ð‚èˆF™ ªè£´‚èŠð†´œ÷
ð†®ò¬ôŠ
ðò¡ð´ˆF‚
ªè£‡ìù˜.
åšªõ£¼õKìº‹
Üõ˜èœ
õ£Cˆî
ðˆFJL¼‰¶ å¼ Mù£¬õ‚ «è†«ì¡. å¼
Cô ñ£íõ˜èœ êKò£ù ðF¬ô ÜOˆîù˜.
õ£C‚°‹«ð£¶
åšªõ£¼
ñ£íõÂ‹
åšªõ£¼ G¬ôJ™ Þ¼‰î£¡. «õèñ£è¾‹
êKò£è¾‹ õ£Cˆî ñ£íõ˜è÷£™ ñ†´«ñ
«èœMèÀ‚°„ êKò£ù ðFôO‚è º®‰î¶.
õ£CŠðîŸ«è CóñŠð†ì ñ£íõ˜èÀ‚° ¹Kî™
â¡ð¶ Iè‚ °¬øõ£è«õ Þ¼‰î¶. ðˆFèœ
ªðKòùõ£è Þ¼‰îî£™, ï£¡ G¬ùˆî¬î Mì
Þ„ªêò™ð£†®Ÿ° ÜFè «ïó‹ «î¬õŠð†ì¶.
¹Fò ªê£Ÿèœ °¬øõ£è«õ Þ¼‰î£½‹,
ªê£ŸèO¡ Ü÷¾ ªðKò¶, à.‹. ªð£¼†è£†C,
ÜPMŠ¹Šðô¬è, G¬ø‰F¼‰îù, à¬óò£´õ¶.
Þˆî¬èò ªê£Ÿèœ êó£êKò£è õ£C‚°‹
ñ£íõ˜è¬÷»‹ Ió÷ ¬õˆîù.
GÁˆîŸ°Pèœ ÜFèñ£è àœ÷ ðˆF¬òˆ
«î˜¾ªêŒ¶
ñ£íõ˜èÀ‚°
õ£Cˆ¶‚
è£†®«ù¡. ï£¡ õ£C‚°‹ «ð£¶ ñ£íõ˜èœ
¹ˆîèˆF™ Mó™ ¬õˆ¶ ï£¡ õ£CŠð¶
«ð£ô«õ F¼‹ð‚ ÃPù˜. Hø° Üõ˜è¬÷»‹
Üšõ£«ø õ£C‚è„ ªêŒ«î¡. 2 ñ£íõ˜èœ
ñ†´«ñ
GÁˆîŸ°PèÀ‚«èŸð
ãŸø
Þø‚èˆ¶ì¡ õ£Cˆîù˜. å¼ Cô˜ ‘.’ ñŸÁ‹
‘?’
ÝAòõŸPŸ°‚ èõù‹ ªê½ˆFù˜.
â¿ˆ¶‚Ã†® õ£˜ˆ¬îè¬÷ õ£CŠðF«ô
ÜFè «ïóˆ¬î„ ªêôM†ì ñ£íõ˜è÷£™
GÁˆîŸ°PèÀ‚«èŸð õ£C‚è ÞòôM™¬ô.
ÝCKò˜ 2: eˆFø¡ I‚è ñ£íõ˜èœ
ªðKò
õ£˜ˆ¬îè¬÷‚Ãì
êó÷ñ£è
õ£Cˆîù˜. êó£êKò£è õ£C‚°‹ ñ£íõ˜èœ
ºî™ º¬ø îòƒA»‹ Þó‡ì£‹ º¬ø
êKò£è¾‹ õ£Cˆîù˜. Ü´ˆî G¬ôJ™
àœ÷ ñ£íõ˜èÀ‚° â¿ˆ¶Ãì ªîKò£î¶
õ¼ˆîˆ¬î ÜOˆî¶. ð£ìˆ¬îŠ ð®ˆîH¡
«è†èŠð†ì «èœM‚° Üöè£èŠ ðFôOˆîù˜.
Cô «èœMèÀ‚° e‡´‹ ð®ˆ¶Š ðF™
F¬êñ£Q
Ýèv† 2015
87
Mõ£Fˆ«î£‹.
ÃPù˜. ‘²ò àîM‚ °¿’ â¡ø Ü¬ñŠ¬ðŠ
ðŸP ÜP‰F¼‰î£½‹ Ü‰î Ü¬ñŠH¡
ªðò¬ó
Üõ˜èœ
ÜP‰F¼‚èM™¬ô.
ñ£íõ˜èœ õ£C‚°‹ «ð£¶ GÁˆîŸ°PèÀ‚°
ãŸð õ£C‚èM™¬ô.
M÷‚°î™:
ÝCKò˜ 1: ñ£íõ˜èœ îƒèœ °¿M™
Mõ£Fˆî¬î ñŸø °¿‚è«÷£´ ðA˜‰¶
ªè£‡ìù˜. Üõ˜èœ â¿Fò M¬ìè¬÷»‹
õ£Cˆ¶‚ è£†®ù˜. ñ£íõ˜èœ °¿¾‚°‚
ªè£´‚èŠð†ì ªð£‹¬ñè¬÷‚ ¬èJ«ô‰F,
è¼ˆ¶‚è¬÷Š
ðA¼‹«ð£¶
Üõ˜èœ
ºè‹ ñA›„CJ™ Í›AJ¼‰î¶. Üõ˜èœ
â¿FòF™ H¬öèœ Þ¼‰î«ð£¶‹, êKò£è
õ£Cˆîù˜. Üõ˜èÀ‚°ˆ ªîK‰î «õÁCô
ªð£‹¬ñè¬÷‚ ÃÁ‹«ð£¶, ï£¡ âF˜ð£ó£î
ðF™èÀ‹ õ‰îù.
î£ƒèœ õ£Cˆî ðˆF¬ò ñŸøõ˜èÀ‚°
õ£Cˆ¶‚è£†®
Üî¡
ªð£¼¬÷»‹
MõKˆîù˜.
¹Fò
ªê£ŸèÀ‚è£ù
ªð£¼¬÷»‹
ÜP‰F¼‰îù˜.
«ñ½‹,
Mù£‚èÀ‚°Š ªð¼‹ð£ô£ù ñ£íõ˜èœ
ðFôOˆîù˜. ‘ÝŸø™’ â¡ø ªê£™¬ô
ñ£íõ˜èœ îõø£è«õ à„êKˆîù˜. ªðKò
õ£˜ˆ¬îè¬÷ âšõ£Á HKˆ¶ ð®Šð¶ â¡Á
ñ£íõ˜èÀ‚° M÷‚A«ù¡. Ýù£™ ‘ÝŸø™’
â¡ø ªê£™¬ô ï£¡ ÃÁ‹«ð£¶ ñ†´«ñ
êKò£è à„êK‚A¡øù˜. êŸÁ «ïó‹ èNˆ¶
«è†°‹«ð£¶ îõø£è«õ à„êK‚A¡øù˜.
GÁˆîŸ°PèÀ‚°
ãŸð
õ£C‚°‹«ð£¶,
å¼ Cô ñ£íõ˜èœ â¡¬ùŠ «ð£ô«õ
õ£Cˆîù˜. ñŸøõ˜èœ ÜîŸè£è ºò¡øù˜.
Ü¬ùˆ¶ ñ£íõ˜èÀ‹ ãŸø Þø‚èˆ¶ìÂ‹
àKò àí˜¾ìÂ‹ õ£C‚è, GÁˆîŸ°PèO¡
º‚Aòˆ¶õˆ¬î M÷‚A«ù¡. «ñ½‹ Ü¬õ
Þ™¬ôªò¡ø£™, õ£Cˆî¬îŠ ¹K‰¶ªè£œõ¶
âšõ÷¾ è®ù‹ â¡ð¬î„ ªêŒ¶ è£†®«ù¡.
«ñ½‹ ïñ¶ «ð„C™ ãŸø Þø‚è‹, àí˜¾
«ð£¡ø¬õ Þ™ô£M®™, ï£‹ ªîKM‚è
M¬ö»‹ è¼ˆ¶‹ Ü‚è¼ˆF¡ º‚Aòˆ¶õº‹
º¿¬ñò£è„ ªê¡ø¬ìò£¶ â¡ð¬î»‹
ªêŒ¶ è£†®«ù¡.
ÝCKò˜ 2: ‘ñ£FK’ õ£CŠHŸ°Š Hø°‹
ñ£íõ˜è÷£™ GÁˆîŸ°PèÀ‚«èŸð õ£C‚è
ÞòôM™¬ô. ÞF™ Üõ˜èÀ‚°Š ðJŸC
«î¬õ â¡ð¬îŠ ¹K‰¶ ªè£‡«ì¡.
Ü¼A™
àœ÷
Üó²Š
ðœOJL¼‰¶
¬èM¬ù ÝCK¬ò å¼õ¬ó õóõ¬öˆ«î¡.
â¡¬ùMì Üˆ¶¬ø¬ò «ê˜‰î å¼ õ™½ï˜
ðJŸÁM‚°‹«ð£¶ èŸø™ âO¬ñò£è¾‹
M¬óõ£è¾‹ Gè¿‹ â¡Á â‡E«ù¡;
Ü‰î â‡í‹ Güñ£ù¶. Ü‰î ÝCK¬ò
º¬øò£è‚
èŸH‚è,
â¡
ñ£íõ˜èœ
ñA›„Cò£è‚ èŸøù˜. Üõ˜ å¡PŸ°
«ñŸð†ì ªð£‹¬ñè¬÷„ ªêŒò‚ èŸHˆîî£™,
ñ£íõ˜èÀ‹
Üõóõ˜èÀ‚°Š
H®ˆî
ªð£‹¬ñèœ ðôõŸ¬ø„ ªêŒ¶ º®ˆîù˜.
H¡ ï£ƒèœ Ü¬ùõ¼‹ å¡ø£è„ «ê˜‰¶
ð£ìˆF¡ ªð£¼¬÷»‹, Cô àî£óíƒè¬÷»‹,
Üõ˜è¬÷„ ²ŸP Gè¿‹ F¼Mö£‚èœ ñŸÁ‹
ð‡®¬èèO™ ªð£‹¬ñèO¡ ðò¡ð£†¬ì»‹
Ýèv† 2015
F¬êñ£Q
88
MõKˆî™:
ã¡ îù‚°Š H®‚°‹ â¡ð¬î»‹ ÃPù˜.
ÝCKò˜ 1: ð£ìŠ¹ˆîèˆF™ 28Ý‹ ð‚èˆF™
ªè£´‚èŠð†´œ÷
ðJŸC¬ò„
ªêŒò
Ü¬ùˆ¶ ñ£íõ˜èÀ‚°‹ ðJŸCˆî£œ
å¡¬ø‚ ªè£´ˆ«î¡. Þ¬î„ ªêŒ»‹«ð£¶,
ñ£íõ˜èœ
î£ƒèœ
â¿¶‹
ªê£Ÿèœ
ªð£¼À¬ìòùõ£ â¡ð¬î àÁFŠð´ˆF‚
ªè£‡ìù˜. Þ„ªê£ŸèO½‹ â¿ˆ¶Š H¬öèœ
Þ¼‰î¬î‚ èõQˆ«î¡.
ðô ð‡®¬èèœ ñŸÁ‹ F¼Mö£‚èO¡
ðìƒè¬÷ ñ£íõ˜èÀ‚°‚ è£†®, Þ¶«ð£¡ø
«ïóƒèO™
Üõ˜èO¡
ÜÂðõƒè¬÷Š
ðA˜‰¶ ªè£œÀñ£Á ÃP«ù¡. ÜŠ«ð£¶
Üõ˜èœ
ð¬öò
Gè›¾è¬÷
G¬ù¾
Ã˜‰îù˜. äòù£˜ C¬ô, °F¬ó ªð£‹¬ñ
«ð£¡ø¬õ ñ†´ñ™ô£¶, ªè£½, A¼v¶ñv,
Üöè˜ F¼Mö£, °ö‰¬î õó‹ «õ‡®
«ï˜ˆF‚èì¡
ªê½ˆ¶õ¶,
«è£M™
F¼Mö£‚èO™ ªð£‹¬ñè¬÷ õ£ƒ°õ¶
â¡Á ð†®òL†´‚ªè£‡«ì ªê¡øù˜.
ªð£‹¬ñèœ ªêŒòˆ «î¬õò£ù ªð£¼†è¬÷
õ°Šð¬øJ¡
¬ñòˆF™
¬õˆ«î¡.
ñ£íõ˜è¬÷ Üõóõ˜‚°Š H®ˆî Ü™ô¶
ªîK‰î ªð£‹¬ñè¬÷„ ªêŒ»ñ£Á ÃP«ù¡.
â¡Â¬ìò
àîMJ¡P‚,
°¿õ£è¾‹,
îQò£è¾‹
ªêò™ðìˆ
ªî£ìƒAù˜.
A†ìˆî†ì 20 ªð£‹¬ñè¬÷„ ªêŒF¼‰îù˜.
ï£¡ «ñŸð£˜¬õ ñ†´«ñ ªêŒF¼‰«î¡.
ªêŒòŠð†ì ªð£‹¬ñè¬÷ å¼ «ñ¬êJ¡
e¶ Ü´‚A¬õˆ«î£‹. Üõóõ˜ ªêŒî
ªð£‹¬ñè¬÷ Üõ˜è«÷ M÷‚Aò Mî‹
â¡¬ù MòŠHô£›ˆFò¶.
ÝCKò˜ 2: èEQJ™ «è£M™èO™
ªð£‹¬ñèO¡
ðò¡ð£´
ðŸPò
¹¬èŠðìƒè¬÷‚ è£†®ò«ð£¶, ñ£íõ˜èœ
Üõ˜èO¡ õ£NìƒèO™ àœ÷ «è£M™è¬÷Š
ðŸP «ðC‚ªè£‡«ì Þ¼‰îù˜. âù«õ,
ðœO‚° Ü¼è£¬ñJ™ àœ÷ å¼ äòù£˜
«è£M½‚° Üõ˜è¬÷ Ü¬öˆ¶„ ªê¡«ø¡.
õö‚èñ£è Üõ˜èœ èì‰¶ ªê™½‹ «è£Mô£è
Þ¼‰î«ð£F½‹,
Ü¡Á
Ü„C¬ôè¬÷
Ý„êKòñ£èŠ ð£˜ˆîù˜. ÜõŸ¬ø„ ²ŸP„²ŸP
õ‰îù˜; ªî£†´ˆªî£†´Š ð£˜ˆîù˜. “ãŒ!
ï‹ñ ¹‚°÷ Þ‰î ªêôò ðˆF ð®„«ê£‹
ì£!” â¡Á Üõ˜èÀ‚°œ «ðC‚ªè£‡ìù˜.
Þ‰î‚ è÷Šðòí‹ ñ£íõ˜èÀ‚° å¼
àŸê£èˆ¬î‚ ªè£´ˆî¶. ï£¡ ò£¬ó»‹ ê£I
°‹H´, MÌF, °ƒ°ñ‹ ¬õˆ¶‚ªè£œ â¡Á
ÃøM™¬ô. Üîù£™ Høñî ñ£íõ˜èÀ‚°‚
«è£M½‚°œ ¸¬öõF™ â‰îˆ îò‚èº‹
ãŸðìM™¬ô.
«ñ½‹ Üõ˜èœ, îù‚°Š H®ˆî, ñŸøõ˜èœ
ªêŒî ªð£‹¬ñè¬÷Š ðŸP»‹, ÜŠªð£‹¬ñ
F¬êñ£Q
Ýèv† 2015
89
ñFŠH´î™:
ñ£íõ˜è¬÷
Üõ˜èÀ‚°Š
H®ˆî
ªð£‹¬ñ¬ò õ¬ó‰¶, Ü¬îðŸP è¬î å¡¬ø
â¿¶ñ£Á ÃP«ù¡. Ýù£™ ñ£íõ˜èœ,
îƒèÀ‚°Š H®ˆî Cô ªð£‹¬ñè¬÷
õ¬ó‰¶ è¬îè¬÷ â¿F‚, è¬îŠ¹ˆîèˆ¬î
à¼õ£‚Aù˜.
Ü¬ùˆ¶
ñ£íõ˜èÀ‹
ðìƒè¬÷ ï¡ø£è õ¬ó‰F¼‰îù˜. CôK¡
è¬î
õKèœ
«è£˜¬õò£è
Þ¼‰îù.
è¬îèO¡
«ð£‚°‹
º®¾‹
CøŠð£è
Þ¼‰îù. Cô ñ£íõ˜èO¡ õ£‚AòƒèO¡
ªî£ì˜¹ ªî£¬ô‰F¼‰î¶. â¿ˆ¶Š H¬öèœ
G¬ø‰F¼‰îù. è¬î¬ò åšªõ£¼õ¼‹
îQˆîQò£è„ C‰Fˆ¶, â¿Fˆ î£ù£è«õ
êKð£˜ˆîù˜.
Üîù£™
Üõ˜èO¡
ð¬ìŠð£Ÿø¬ôŠ
ð£˜ˆ«î«ù
Ü¡P,
Üõ˜èO¡ H¬öè¬÷Š ªð£¼†ð´ˆîM™¬ô.
ñ£íõ˜èO¡
â¿ˆ¶‚èœ
Üõ˜èO¡
ðìƒè¬÷ å†® Þ¼‰îù«õ Ü¡P ÜõŸ¬øˆ
î£‡® Üõ˜è÷£™ C‰F‚è ÞòôM™¬ô.
ê. °íªê™M ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, ªê‹Hòð¬÷ò‹
ð. Þ‰¶ñF ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, «õ™ó£‹«ð†
². «ñ£èù£‹ð£œ ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, èK‚èô£‹ð£‚è‹
². èMî£ ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, ñíªõO (Ü)
Ýèv† 2015
F¬êñ£Q
90
Classroom
diaries
Flying Together
CBSE, English, Class – V, Unit – 2
A team work…
ENGAGE
Activity 1 - Initiating a discussion
The lesson is a story on how a group of birds
stay united and escape a trap by acting together in a timely fashion. Hence I began the lesson
with a discussion on the day to day activities, I
asked them, “What are some of the things they
are asked to do on time by their parents and
teachers?” Students’ answers were on these lines.
K. Adirai
and built the story in their own language. Then I
helped them narrate their story in English.
They didn’t know the name of the bird in the
picture. I usually teach new vocabulary by asking
them to draw the images. Students drew geese
and wrote its name. One student, who is good at
drawing took the initiative and the others then
followed her lead and colored the images. This
was a sign of peer learning.
Images of geese drawn by children
Get up in the morning
Do the home work
Pack your school bag
I gradually discussed what will happen when
we don’t do our work on time. The discussion
became very interesting and students responded with multiple answers. One response that
stood out was, “during a relay race, if one of us
fail to pass the baton on time, we might lose the
race’.
This
helped
me
assess
their
understanding on the importance of doing things
in a timely fashion.
Activity 2 – Introducing the comic book
EXPLORE
Activity 1 – Reading the comic book
The lesson was a long prose and it could be
overwhelming for the children. So I converted
Then I showed the comic story along with
it in the form of a short comic story with picsentences to make them read. To make it simple
tures and dialogues to make it simpler, readable,
for the students, I created dialogues in bubbles
interesting and exciting for the children. I initialand made them correlate it with what they had
ly showed them just the pictures and asked them
imagined at the engage stage.
to guess the story. They were very imaginative
F¬êñ£Q
Ýèv† 2015
91
Comic book made by children
This helped enthuse them to read and reduced
Activity 3 – Reinforcing key vocabulary
through pictures.
Students wrote new words around the picture
in the work book
EXPLAIN
Activity 1 – Using ‘Wh’ questions:
I distributed picture cards of some other
stories and elicited the story from them by
asking ‘Wh’ questions.
E.g.: Where is the crow? Where is your house?
What happened then?
their anxiety in having to read a long prose.
Activity 2 - Guided Reading
Then I read the with given in the text and made
them link it what they read in the comic book.
They could easily understand the story and enjoyed listening to it. They listened, read and repeated the folklore in chorus after me. We discussed the points that were there in the text but
was missing in the comic book.
A few students were struggling to read and
had to be given individual attention to make
them read. Even though children were attracted by the comic strip, while narrating the story
they could not go beyond those sentences in
the bubbles and I had to help them narrate the
story. When the children started reading the
comic books, I was very thrilled as I achieved the
objective I set out with. Children read about 16
sentences. Reading the whole prose might not be
difficult for them now. Reading was an area the
children were struggling with, this effort helped
them and I intend to follow it in future too.
I encouraged them to converse in
English by providing them with clues. This made
it simpler for them to narrate the story. This
activity helped develop their communication and
narration skills. Later I guided them to frame ‘Wh’
questions and use them regularly in conversations.
Activity 2: Using ‘Wh’ questions for simple
conversation.
As an extension of the previous activity, I used
real life scenarios to frame the ‘wh’ questions and
helped them with some simple examples. Some
of the questions I asked are as follows
What did you eat for breakfast?
When did you get up in the morning?
Where is your house?
Who is your best friend?
Why are you late for school?
Initially they struggled to answer the
questions. Their replies were all in one
word and they could not frame structured
sentences in English. So I helped them frame
answers. Then I showed them a chart that explained
when to use a particular word and that aided them
understand the usage of a particular word.
I also showed them a video that aided as a
Ýèv† 2015
F¬êñ£Q
92
conversation
starter.
They
started talking about what they saw in the
video using the same slang and I used that as an
opportunity to correct their pronunciation.
ELABORATE
Activity 1 – Teaching prepositions
I used a box and ball to teach prepositions
by placing it in different ways. My children
also used the box and ball to use prepositions
and it was easier for them to understand. I was
happy that every child could involve in the activity.
To reinforce what they have learnt about
prepositions, I drew a ‘preposition mountain’ on
board and made them draw and write in their
note book. I realized that using pictures creates
a stronger impression and it lasts longer in the
memory. I also showed a video on preposition.
Conclusion: I usually ensure that children do
all the work in the class and do not carry much
work home. I spend sufficient time with my
children in class and that allows me to have more
discussions with them. I usually engage
children by doing role plays, masks or puppets
for a prose lesson to develop communication
skills. This time I tried a different technique
and created a comic book. That proved to be an
interesting strategy to engage children and
remove their inhibitions towards English language.
FA (b)
1. Drawing for Vocabulary
2. Comic books for conversation,
reading
3. Prepositions (learning by doing)
4. Picture comprehension
5.Roleplayusingingerpuppets
FA (a)
1.Worksheets
2.Preposition mountain
3.Questioning words
4.New words Note book exercises
5.Text book exercises
6.Sentence formation
7.Mind mapping
K. Adirai PST Kirumambakkam
F¬êñ£Q
Ýèv† 2015
93
Classroom
diaries
F¼‚°øœ
êñ„Y˜ è™M, îI›, õ°Š¹ 5
ï™.è¼í£GF
M¼‰«î£‹ð¬ô M¼‹H‚ èŸèô£‹...
F¼‚°øœ
åšªõ£¡Á‹
ñ‚èÀ‚°
å¼ è¼ˆ¬î, å¿‚èˆ¬î, ÝÀ¬ñ¬ò,
õNè£†´î¬ôˆ îó‚Ã®òî£è Þ¼‚Aø¶.
Ü¬î ñ£íõ˜èœ àœõ£ƒ°‹ õ¬èJ™
F†ìIì
«õ‡®ò¶
ÜõCòñ£è¾œ÷¶.
F¼‚°øœ
ð£ìˆFŸè£ù
ð£ìˆF†ìˆ¬î
4
ÝCKò˜èœ
Þ¬í‰¶ˆ
ªêŒ«î£‹.
W›è‡ì «ï£‚èˆ¬î º¡¬õˆ¶ îò£Kˆî
ð£ìˆ F†ìˆ¬î õ°Šð¬øJ™ ðò¡ð´ˆFò
ÜÂðõˆ¬î Þƒ° ðA˜‰¶œ«÷¡.
«ð²õ¶ «ð£™ ðì‹ º®‰î¶.”
è£ªí£O‚ è£†CJ™ Üõ˜èœ ð£˜ˆî,
ÝÀ¬ñ¬ò õ÷˜‚°‹ Fø¬ù‚ °Pˆ¶
à¬óò£ì™ ïì‰î¶. ÜF™ CôõŸ¬ø‚
W«ö‚
ªè£´ˆ¶œ«÷¡.
Þši®«ò£
Üõ˜è¬÷Š
ªð¼ñA›„C‚°œ÷£‚Aò¶.
Üõ˜èœ è¼ˆ¶‚èO™ Cô,
ï‡«ð‡ì£! ï™ô ï‡ð¡! «î£ö¡! ï†¹!
õó«õŸø™!
«ï£‚è‹:
«ê˜‰F¼ˆî™!
·
M¼‰Fù˜è¬÷ àðêK‚°‹ º¬øè¬÷
ÜPî™.
«õÁð£®¡¬ñ! (ð®ˆîõ¡, ð®‚è£îõ¡)
·
êÍèˆ«î£´
Þ¬í‰î
ªïPè¬÷ «ñ‹ð´ˆ¶î™.
·
ÝÀ¬ñˆFø¡ õ÷˜ˆî™.
îQñQî
ß´ð´î™
· °øœ ªê£™½‹ å¿‚è ªïP¬ò
ºî¡¬ñ ð´ˆFò i®«ò£ è£†Cè¬÷‚
è£‡HŠðîŸè£è ï£ƒèœ «î˜‰ªî´ˆî i®«ò£
è£†Cè¬÷ˆ F¬óJ†«ì¡.
”ðœOJ™ ð®ˆ¶ º®ˆî å¼õ¡ è™ÖK‚°„
ªê™Aø£¡.
M´º¬ø‚°
õ¼‹ªð£¿¶
ï‡ð¬ù„ ê‰F‚è Üõ¡ á¼‚°„ ªê™Aø£¡.
Þ¼õ¼‹ å¼õ¬ó å¼õ˜ è†®ˆî¿¾A¡øù˜.
H¡ ï‡ð¬ù à†è£ó¬õ‚Aø£¡. Þ¼õ¼‹
õö‚èˆFŸ°
ñ£ø£è
ñ£íõ˜èœ
°Éèôˆ¶ìÂ‹
i®«ò£M™
è£‡Hˆî
è¼ˆ¶‚è¬÷Š
ðŸP
¹Kî½ìÂ‹,
ÜÂðõˆ¶ìÂ‹ ªõOŠð´ˆFù˜.
Ýó£Œî™
· “õó«õŸ¹, HKò‚Ãì£¶, «ê˜‰F¼‚èÂ‹,
àðêKŠ¹, àøMù˜ õ¼¬è, ñKò£¬î»ì¡
ïìˆî™, ðE¾ì¡ «ð²î™, Hø¼‚° àîM
ªêŒî™,
«êîŠ ð´ˆ¶î™, ñ¡Qˆî™...”
«ð£¡ø °íƒè¬÷ â¿FŠ ªð†®J™ ¬õˆ¶
åšªõ£¼ ñ£íõ¼‹ î£¡ «î˜‰ªî´ˆî
î¬ôŠ¹ °Pˆ¶ Í¡Á GIìƒèœ à¬óò£´‹ð®
«è†´‚ªè£‡«ì¡.
ÜóCò™
«ñ¬ìJ™
«ð²õ¶
«ð£ô
Ýèv† 2015
F¬êñ£Q
94
«ðCù£˜èœ. «ð²õ¬î«ò «ðCò àí˜¾
Þ¼‰î¶. Þ¼‰î£½‹ å¡¬ø ñ†´‹ ðA˜‰¶
ªè£œA«ø¡.
“ÜPë˜ ªð¼ñ‚èœ Ü¬ùõ¼‚°‹
õí‚è‹. ï£¡ â´ˆ¶‚ªè£‡ì î¬ôŠ¹,
“ðE¾ì¡ «ð²î™” ÝCKòKì‹ ï£‹ ¬è
è†® «ð²«õ£«ñ Ü¶î£¡ ðE¾. ÜŠð® ï£‹
«ðCù£™ Üõ˜èœ ï‹¬ñ ï™ô Hœ¬÷ â¡Á
ªê£™õ£˜èœ. àƒè¬÷»‹ ÜŠð® Þ¼‚°‹ð®
«è†´‚ªè£œA«ø¡.
Þ¶ «ð£™ Üõ˜èœ Þò™ð£èŠ «ðCòõŸP™
ðô Müòƒè¬÷Š ð£˜‚è º®‰î¶.
· Üõ˜èÀ‚°ˆ ªîK‰î ÝˆF„Å®,
F¼‚°øœ, ªêŒ»œ ã«îÂ‹ å¡¬ø‚ Ãø„
ªêŒ«î¡. ãø‚°¬øò â™ô£ ñ£íõ˜èÀ‚°‹
ªîK‰F¼‰î¶.
·
Üø‹ ªêò M¼‹¹...
·
ñó‹ ð¿ˆî£™ õšõ£¬ô...
· ""ï¡P‚°
Mˆî£°‹....''
ï£¡¬è‰¶
ñ£íõ˜èœ î£ƒèœ ªê¡ø Ý‡´ ð®ˆî
°ø¬÷ ñùŠð£ìñ£è åŠHˆîù˜.
M÷‚°î™
· ÜõŸP™ Üõ˜èœ ªîK‰¶ªè£‡ì¶
â¡ù? Üõ˜èœ Ü¬î âŠð® G¬ùM™
¬õˆF¼‰îù˜
«ð£¡ø
à¬óò£ì™èœ
ïì‰î¶. ïì‰¶ º®‰î¶‹ Þ¡Á å¼
°ø¬÷Š ð®Š«ð£ñ£? å«ó å¼ °ø¬÷
ñ†´‹î£¡ ð®‚èŠ «ð£A«ø£‹ â¡Á àÁF
ÃP«ù¡. ÜîŸè£ù îò£KŠ¬ð»‹ ªêŒ«î¡
· °øO¬ù»‹
°øÀ‚è£ù
Üèó
ºîL¬ò»‹ ªðKò â¿ˆ¶èO™ ïè™ â´ˆ¶
²õK™ å†®¬õˆF¼‰«î¡. F¼‚°ø¬÷
õ£Cˆ«î¡. ò£¼‚è£õ¶ ¹KAøî£ â¡«ø¡.
ªîKòM™¬ô â¡Á Üöè£è„ êˆîñ£è„
ªê£¡ù£˜èœ.
õ£Cˆ¶ º®‰î¶‹ F¼‚°øO½œ÷
õ£˜ˆ¬îèÀ‚°
M÷‚è‹
ªê£¡«ù¡.
è¼‹ðô¬èJ½‹ â¿F«ù¡.
""õ¼M¼‰¶ ¬õî½‹ æ‹¹õ£¡ õ£›‚¬è
ð¼õ‰¶ ð£›ð´î™ Þ¡Á.''
õ¼M¼‰¶- õ¼A¡ø M¼‰¶(¬î)
¬õè½‹ - ï£œ«î£Á‹
æ‹¹õ£¡ -ð£¶è£Šðõ (Q)¡
õ£›‚¬è- õ£›¾
ð¼õ‰¶ - ¶¡¹ŸÁ
ð£›ð´î™ - ií£õ¶
Þ¡Á - Þ™¬ô
è¼‹ ðô¬èJ™ åšªõ£¼ õ£˜ˆ¬î¬ò»‹
Üî¡ Ü˜ˆîˆ¶ì¡ îQˆîQò£è ð®ˆîù˜.
·
Þ‚°øœ â¡ù ªê£™Aø¶ â¡ø
M÷‚èˆ¬î‚ ÃP Ü¬î Üõ˜èœ
ÃÁ‹ð®„ ªê£¡«ù¡.
·
°øO¡ õ£˜ˆ¬îè¬÷ˆ îQò£è¾‹
M÷‚èˆ¬îˆ îQò£è¾‹ õ£C‚è„
ªê£¡«ù¡.
·
Üî¡ H¡ Üõ˜èœ Ü¬î õ£C‚°‹ð®
«è†´‚ªè£‡«ì¡.
·
H¡ ¹ˆîèˆ¬î Í® ¬õˆ¶M†´
°ø¬÷„ ªê£™LŠ ð£˜‚°‹ð® ÃP«ù¡.
·
F¼‹ð å¼º¬ø ¹ˆîèˆ¬îŠ ð£˜ˆ¶Š
ð®ˆ¶Š H¡ Í®M†´„ ªê£™½‹ð®„
ªê£¡«ù¡.
ÞŠð® åšªõ£¼ °ø÷£èŠ ðòEŠð¶
«ïóˆ¬îˆ F¡ø¶ â¡ø£½‹ ñù¶‚°
ñA›„Cò£è Þ¼‰î¶. Í¡Á °øœè¬÷
Þ‹º¬øJ™ ïìˆFM†´, Üõ˜èÀ‚° Ü¶
ðöAJ¼‰îî£™ ñŸø¬î M¬ó‰¶ ïìˆF
º®ˆ«î¡.
Ü¬ùˆ¶
ñ£íõ˜èÀ‚°‹
F¼‚°øœ èŸHˆî àí˜M¼‰î¶.
MKõ£‚°î™
· àƒèœ i†®Ÿ°
M¼‰î£Oèœ
õ‰¶œ÷£˜è÷£ Ü¡Á i†®™ â¡ùªõ™ô£‹
F¬êñ£Q
Ýèv† 2015
95
"¹¶ ðœO, ¹¶ õ°Šð¬ø ï£ƒèœ F†ìI†®¼‰î ð£ìˆ¬î ïìˆ¶õ¶
â¡ð¶ ªðKò êõ£ô£è Þ¼‰î¶. «ð²î™, Ý´î™, F¼‚°ø¬÷ ð®ˆî™....."
ïì‰î¶ â¡ð¬î â¿F õ¼‹ð® ÃP«ù¡.
«èœM‚°Š ðF™ â¿F‚ªè£‡´ õ¼õ¶
«ð£™ Þó‡´ õKJ™ â¿FJ¼‰î£˜èœ.
Ü¬î MKõ£è â¿¶õîŸ°‹ ÜÂðõñ£è
â¿¶õîŸ°‹ ðJŸC «î¬õŠ ðÁø¶.
ð£ì™è¬÷ «ê˜‰¶ à¼õ£‚A«ù£‹.
1.
á¼‚° «ð£«ù£‹ - ï£ƒè
á¼‚° «ð£«ù£‹
CˆîŠð£õ ð£‚è - ï£ƒè
ï£ìè‹:
á¼‚° «ð£«ù£‹
Üºî¡ î¡ ï‡ð˜èœ Þ¼õ¬ó Fùº‹
i†®Ÿ° Ü¬öˆ¶Š «ð£°‹ ðö‚èºœ÷õ¡.
ÜºîQ¡
ªðŸ«ø£˜èœ
õÁ¬ñJ™
Þ¼‰î£½‹
ÜºîQ¡
ï‡ð˜èOì‹
â‰îŠ ð£°ð£´‹ è£†ì ñ£†ì£˜èœ. î‹ ñè¬ùŠ
«ð£ô«õ Üõ˜è¬÷»‹ àðêKŠð£˜èœ. Cô
ï£†è÷£è Üºî¡ õ°ŠH™ Þò™ð£è Þ™¬ô
â¡ð¬î àí˜‰î ï‡ð˜èœ, è£óíˆ¬î ÜPò
ºò¡øù˜. ÜºîQ¡ Ü‹ñ£M¡ àì™G¬ô
êKJ™¬ô. ñ¼ˆ¶õ„ ªêôMŸ°Š ðí‹ «î®ˆ
î‰¬î Ü¬ôAø£˜ âù ÜP‰îù˜. ï‡ð˜èœ
Ü¬ùõ¼‹ ºòŸC ªêŒ¶ ºò¡ø Ü÷¾
àîM ªêŒîù˜.
¹¶ ê†¬ì «ð£†´ - ï£ƒè
Þ‰ï£ìèˆ¬î ñ£íõ˜èOì‹ è¬îò£è„
ªê£™L 5 °¿‚è÷£èŠ HKˆ¶ ï£ìèñ£è
ï®‚è„ ªê£¡«ù¡. Üöè£è ï®ˆîù˜.
Üõ˜è÷¶ ªñ£Nò£À¬ñ»‹, è¼ˆ¶‚è¬÷
ªõOŠð´ˆFò Mîº‹, °¿„ ªêò™ð£´‹
ÜŸ¹îñ£è Þ¼‰î¶. Þ¬îŠðŸP Üõ˜èÀì¡
à¬óò£®«ù¡.
ñFŠH´î™
1.
Þ‰î‚è¬îJ¡ Íô‹ cƒèœ ªîK‰¶
ªè£œõ¶ â¡ù?
2.
cƒèœ Þ¶«ð£™ àîM ªêŒ¶œk˜è÷£?
· M¼‰¶ ªî£ì˜ð£ù ð£ì™ â¿F ð£´î™.
Üõ˜èœ
â¿¶õîŸè£ù
ñ£FKŠð£ì¬ô
è¼‹ðô¬èJ™
Üõ˜èÀì¡
«ê˜‰¶
â¿F«ù£‹. «õÁ å¼ ð£ì¬ô ó£èñ£èŠ
ð£®M†´ H¡ Ü‰î ó£èˆF™ W› è‡ì
Ì ðö‹ õ£ƒAA†´
á¼‚° «ð£«ù£‹ - ï£ƒè
á¼‚° «ð£«ù£‹
2.
M¼‰¶ ï™ô M¼‰¶
è£¶ °ˆ¶ M¼‰¶
ñ£ñ£ ð£†® î£ˆî£
«ê˜‰¶ õ‰î M¼‰¶
Üî¡ H¡ Üõ˜èœ °¿Šð£ì¬ô â¿FŠ
ð£®ù˜.
· ï£ù£èˆ îò£Kˆî «èœMè¬÷»‹
¹ˆîèˆF½œ÷ «èœMè¬÷»‹ ñ£íõ˜èœ
¹K‰¶ ðFôO‚è¾‹, â¿î¾‹ ðJŸCòOˆ«î¡.
ð£ìˆF†ìˆ¬î„ ªêò™ ð´ˆ¶‹ªð£¿¶ â¡
àí˜î™:
· ¹¶ ðœO, ¹¶ õ°Šð¬ø ï£ƒèœ
F†ìI†®¼‰î ð£ìˆ¬î ïìˆ¶õ¶ â¡ð¶
ªðKò êõ£ô£è Þ¼‰î¶. «ð²î™, Ý´î™,
F¼‚°ø¬÷ ð®ˆî™, ¹K‰¶ ªè£œÀî™,
ñùŠð£ì‹ ªêŒî™ â¡ð¬î„ ªêŒò º®‰î¶.
õ£Cˆî™ â¿¶îL™ ï£¡ âF˜ð£˜ˆî
Ü™ô¶
F†ìI†ì„
ªêò™ð£´è¬÷
ªêŒòº®òM™¬ô.
ÜõŸ¬ø„
C¡ù„
C¡ùî£è ñ£ŸP ªêŒ«î¡.
·
â¡
õ°Šð¬øJ™
28
ñ£íõ˜èœ
Ýèv† 2015
F¬êñ£Q
96
Þ¼‚A¡øù˜. ï¡ø£èŠ ð®‚°‹ ñ£íõK¡
ÜÂðõ‹ «õø£è¾‹ ð®‚èº®ò£î ñ£íõK¡
ÜÂðõ‹ «õø£è¾‹ Þ¼‚Aø¶.
· Cô˜ °ø¬÷ å¼ H¬ö Ãì Þ™ô£ñ™
â¿¶õ¶‹ - ñŸÁ‹ Cô˜ å¼ õ£˜ˆ¬î
Ãì ð®‚èº®ò£ñ™ Fí¼õ¶‹ ªîK‰î¶.
ÜîŸè£è MˆFò£êñ£ù ¸†ðƒè¬÷ «ò£Cˆ¶‚
ªè£‡´œ«÷¡.
· F†ìI´‹ ªð£¿¶ â¿Fò
ªêò™ð£´è¬÷„ ªêŒò º®òM™¬ô.
Cô
· ”°¿õ£èŠ HKˆî£™ ÝÁ °¿ ªð£¶õ£ù
õ°Šð¬øªò¡ø£™ 28 «ð˜” -ðK«ê£î¬ù‚°
ãŸøî£è Ü¶ Þ™¬ô. 15 Ü™ô¶ 20 ‚°‚
°¬øõ£ù °ö‰¬îèÀœ÷ õ°Šð¬øò£è
Þ¼‰î£™, Þ¡Â‹ ñA›„Cò£è„ ªêò™ðì
º®»‹.
· ºî™ Í¡Á °øÀ‚° «ïó‹ ªêôõNˆî¶
«ð£™ â™ô£ °øÀ‚°‹ º®òM™¬ô.
ï™.è¼í£GF, ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, ã‹ðô‹
F¬êñ£Q
Ýèv† 2015
97
Reference
corner
î£ó£²ó‹ - æ¼ H¡«ù£‚Aò ðòí‹.
õ£›‚¬èŠ
ðòíˆF¡
â™¬ôòŸø
õ÷˜„CJ¡
åšªõ£¼
ð®G¬ôJ½‹
ðöƒè£ôˆF¡ ²õ´è«÷ ¹Fò õNˆîìƒè¬÷
à¼õ£‚°A¡øù.
îIöè‚ «è£J™èœ
î¡ùèˆ«î è¬ô, Þô‚Aò‹, êÍèáì£†ì‹,
îˆ¶õ‹, Þ¶ «ð£¡ø Þ¡Â‹ è‡´H®‚è
Þòô£î ðô ÞóèCòƒè¬÷‚ ªè£‡´œ÷ù.
Ü¬õ Ë™ G¬ôòñ£è, õKõÅL‚°‹
Þìñ£è,
ÍL¬èèO¡ «î£†ìñ£è,
á˜ñ‚èO¡
Ýõíƒè¬÷»‹,
ÜEèô¡è¬÷»‹ ð£¶è£‚°‹ è¼×ôñ£è,
G¬ôŠð¬ìèœ îƒAJ¼‰î Þìñ£è, ðô¼‚°‹
¹èLìñ£è
Þ¼‰F¼‚A¡øù.
Þˆî¬èò
CøŠ¹ªðŸø «è£J™è¬÷ õNð£†´ˆîôƒè÷£è
ñ†´«ñ ð£M‚Aø ï‹ ñ‚èO¡ ñùƒèO™
«è£J™èO¡ «õÁ ðKñ£íƒè¬÷‚ ªè£‡´
«ê˜Šð¶ Þ¡Pò¬ñò£îî£°‹. «è£J™è¬÷
õóô£ŸÁ gFJ™ è£‡ðîŸ°‹ «è£J™ õN«ò
ð‡¬ìò ð‡ð£†´Š H¡¹ôƒè¬÷ ÜP‰¶
ªè£œ÷¾‹ î£ó£²ó‹ äó£õbvõó˜ «è£J½‚°
õóô£ŸÁŠðòí‹ «ñŸªè£‡«ì£‹.
äó£õbvõó˜ «è£J™
î…¬ê
ñ£õ†ìˆF½œ÷
î£ó£²ó‹
äó£õbvõó˜ «è£J™ Þó‡ì£‹ Þó£ûó£û
«ê£öù£™
A.H
1167Þ™
è†ìŠð†ì¶.
Þ‚«è£JL¡
CøŠð£ù¶
«ê‚Aö£˜
ÞòŸPò ªðKò¹ó£íˆF™ CøŠH‚èŠð´‹
ÜÁðˆ¶Í¡Á ï£ò¡ñ£˜è¬÷„ CŸðƒè÷£è„
ªê¶‚A ¬õˆ¶œ÷«î Ý°‹. Üïð£ò„«ê£ö¡
â¡Á Ü¬ö‚èŠð´‹ Þó‡ì£‹ °«ô£ˆ¶ƒè„
«ê£ö¡ «ê‚Aö£¬ó‚ ªè£‡´ ÜÁðˆ¶Í¡Á
ï£ò¡ñ£˜èO¡
õ£›‚¬è
õóô£Ÿ¬ø
M÷‚°‹
ªðKò¹ó£íˆ¬î
ÞòŸPù£˜.
Üõó¶ ¬ñ‰îù£ù Þó‡ì£‹ Þó£ûó£û
«ê£ö¡ Üõ˜è¬÷„ CŸðƒè÷£è Þ‚«è£JL™
ªê¶‚A¬õˆ¶œ÷£˜.
Þ‚«è£J™ Ü˜ˆî ñ‡ìð‹, ºèñ‡ìð‹,
Þó£ûè‹dó ñ‡ìð‹, è¼õ¬ø ñ‡ìð‹ âÂ‹
ï£¡° ñ‡ìðƒè¬÷‚ ªè£‡ì¶. Ü®Šð°F,
É‡èœ ñŸÁ‹ Mî£ùƒèO™ Í¡Á ð°Fè÷£è„
CŸðƒèœ G¬ø‰¶ è£íŠðÁ¡øù. ÜõŸP™
Ýèv† 2015
F¬êñ£Q
98
ïìù‚è£†Cèœ, «ð£˜‚è£†Cèœ, ñîGè›¾èœ,
KTèœ, Môƒ°èœ, èŸð¬ù à¼õƒèœ
ªê¶‚èŠð†´œ÷ù. è¼õ¬ø ñ‡ìðˆF¡
ªõO¹ø„
²õ˜èO™.WN¼‰¶
«ñŸ¹ø‹
õ¬ó CŸðƒèœ G¬ø‰¶ è£íŠðÁ¡øù.
ÜõŸP¡ ï´Šð°FJ«ô«ò ÞšõÁðˆ¶Í¡Á
ï£ò¡ñ£˜èO¡
CŸðˆªî£°Fèœ
è£íŠðÁ¡øù.
ï£ò¡ñ£˜èœ
îIöèˆF™ ð™ôõ˜èœ ñŸÁ‹ ð£‡®ò˜
Ý†Cè£ôˆF™
¬êõêñò‹
â¿„C
ªðŸø¶. Ü«î êñòˆF™ ¬õíõ‹, êñí‹,
ªð÷ˆî êñòƒèÀ‹ Þ¼‰îù. ¬êõêñò
â¿„C‚° ï£ò¡ñ£˜è«÷ è£óíñ£J¼‰îù˜.
ð£ì™èœ
ð£®»‹,
F¼‚«è£JŸðEèœ
ªêŒ¶‹, F¼ŠðòíƒèO™ «è£J™è¬÷„
CøŠHˆ¶Š ð£®»‹ ¬êõêñòˆFŸ° ñ‚è¬÷
ÝŸÁŠð´ˆFù˜. Þ„ªêò™„ ð£´èOù£™
ãŸèù«õ CøŠ¹ŸP¼‰î êñí, ªð÷ˆî
êñòƒèœ î£›¾Ÿøù.
«ê£ö Üóê˜èœ
ÜOˆî ÝîóMù£™ ¬êõêñò‹ êÍèˆF™
I°‰î CøŠH¬ù Ü¬ì‰î¶. «îõ£óÍõ˜
âù
Ü¬ö‚èŠð´‹
F¼ë£ùê‹ð‰î˜,
F¼ï£¾‚èóê˜, ²‰îó˜ ñŸÁ‹ F¼õ£êèˆ¬îŠ
ð£®ò
ñ£E‚èõ£êè˜
ï£ò¡ñ£˜èO™
CøŠ¹ŸP¼‰îù˜.
îIöè„
¬êõ‚
«è£J™èO™
î£ó£²óˆF™
ñ†´«ñ
ÜÁðˆ¶Í¡Á
ï£ò¡ñ£˜èO¡ CŸðƒèœ º¿ˆªî£°Šð£è
è£íŠðÁ¡øù. è¼ñ‡ìðˆF¡ «ñŸ¹øˆF™
ÞšõÁðˆ¶Í¡Á ï£ò¡ñ£˜èO¡ CŸðƒèœ
Þì‹ªðÁA¡øù. Þ„CŸðƒèœ è¼ñ‡ìðˆF¡
õ£JL™ F™¬ôõ£› Ü‰îí˜ ªî£ìƒA
è®è£óºœ F¬êJ™ ÜMù£CLƒè ï£òù£˜
õ£›‚¬è¬ò M÷‚°‹ Gè›M™ º®õ¬ìAø¶.
ï£ò¡ñ£˜èœ ñ‚èœ Ã†ìˆ¬î ß˜ŠðîŸ°
Þ¬ê¬ò å¼ è¼Mò£èŠ ðò¡ð´ˆFù˜.
«îõ£óº‹ F¼õ£êèº‹ ñ‚èœ ñùF™
Þ¬êŠð£ì™è÷£è„
ªê¡Á
ð‚F¬ò
ãŸð´ˆFù. ï£ò¡ñ£˜èœ è£™ï¬ìò£è‚
«è£J™èÀ‚°„
ªê¡Á
Ü‚«è£JL¡
CøŠ¹è¬÷Šð£®ù˜.
Ü‚«è£J™èœ
ð£ì™ªðŸøˆî÷ƒè÷£Jù. êÍèŠ ð®G¬ôèO™
ãŸøˆî£›M¡P Cõð‚FJ™ Cø‰îõ˜è¬÷
ï£ò¡ñ£˜è÷£è„ ¬êõ‹ ãŸÁ‚ªè£‡ì¶.
ªð‡í£Aò
è£¬ó‚è£™
Ü‹¬ñò£¼‹
î£›ˆîŠð†ì õ°Š¬ð„ «ê˜‰î ï‰îù£¼‹
ÜÁðˆ¶Íõ¼œ àœ÷ù˜.
è£¬ó‚è£™ Ü‹¬ñò£˜
Þšõ£Á
êÍè
å¼ƒA¬íŠHù£™
¬êõ êñò‹ õ÷˜„Cò¬ì‰î¶. W›è‡ì
ªêò™ð£´èOù£™ ¬êõêñò‹ CøŠ¹ ªðŸø¶:
· «è£J™è¬÷‚ è†® êÍè ªêò™ð£†´
¬ñòƒè÷£è ñ£ŸPù˜.
ï£ò¡ñ£˜èO¡ CŸðƒèœ
· ªïPº¬øèÀ‹,
ÜP¾¬øèÀ‹
ñ‚èOì‹
ðóMù.
Ü®ò£˜èÀ‚°„
ªêŒ»‹ ªî£‡´ èì¾À‚°„ ªêŒ»‹
F¬êñ£Q
Ýèv† 2015
99
ªî£‡ì£è‚ è¼îŠð†ì¶. Ýè«õ ñ‚èO¡
Ü¡ø£ì„ªêò™èO™ ð‚F„ ªêò™ð£´èœ
Þ¬í‰¶ ªè£‡ìù.
õNð´‹ ñ‚èœ, èì¾O¡ è¬îèœ, ñ‚èO¡
õ£›‚¬èº¬ø, èô£„ê£ó‹, ñô˜èœ, Môƒ°èœ,
ò£Nèœ âù ðôõŸ¬ø ï£‹ è£íº®Aø¶.
· ï£ò¡ñ£˜èOì‹
ªîŒiè
ê‚F
Þ¼Šðî£è
ñ‚èœ
ï‹Hù˜.
â´ˆ¶‚è£†ì£è, ²‰îó˜ ºî¬ô à‡ìõ¬ù
e†ì¬îŠ ªðKò¹ó£í‹ ÃÁAø¶.
ó£û è‹dó ñ‡ìðˆFŸ°‚ Aö‚°Š ð‚è‹
àœ÷ ð®‚è†®™ ãPù£™, 2-õ¶ õK¬êJ™
3-õ¶ ÉE™ Cõªð¼ñ£¡ ñ¡ñî¬ù
âK‚°‹ è¬î CˆîK‚èŠð†´œ÷¶. å¼¹ø‹
Cõ¡ îõI¼Šð¶ «ð£¡ø è£†C, ñÁ¹ø‹
ñ¡ñî¡ Ü‹¹ âŒ¶‹ è£†C, Þ¡ªù£¼¹ø‹
ñîÂ‹ óF»‹ Cõ¬ù õíƒ°‹ è£†C
CˆîK‚èŠð†´œ÷¶.
èJô£òˆF«ô Cõ¡
îõˆF™ Üñ˜‰¶ MÁø£˜. Þîù£™ àôA™
àJ˜èœ Hø‚èM™¬ô - àôè‹ Þòƒè£ñ™
«ð£Aø¶.
âù«õ
ºQõ˜èœ
CõQ¡
îõˆ¬î‚ è¬ô‚è ºò™Aø£˜èœ. CõÂ‹
ê‚F»‹ Þ¬í‰¶ Þ¼‰î£™î£¡ àôè‹
Þòƒ°‹ â¡ðî£™, CõQ¡ îõˆ¬î‚ è¬ô‚è
ñ¡ñî¬ù ã¾Aø£˜èœ. ñ¡ñîÂ‹ Cõ¡
«ñ™ ñô˜Ü‹¹ ªî£´‚Aø£¡. Cõªð¼ñ£¡
è‡è¬÷ˆ Fø‰î¾ì¡ Þˆî¬ù Ý‡´è£ô
îõˆF¡ õL¬ñò£™ è‡èO™ à‡ì£ù
bŠªð£P ñ¡ñî¬ù âKˆ¶MÁø¶. ñ¡ñî¡
Ü‹¹M†ì Þì‹î£¡ F¼‚ªè£Á‚¬è â¡Á‹
Üõ¡ âK‰¶ M¿‰î Þì‹ MÌF‚°†¬ì
â¡Á‹ F¼‚ªè£Á‚¬è îôõóô£Á ïñ‚°ˆ
ªîKM‚Aø¶. F¼‚ªè£Á‚¬èJL¼‰¶ ²ñ£˜
1 A.e. ªî£¬ôM™ Þ‰î MÌF‚°†¬ì
â¡ø á˜ Ü¬ñ‰¶œ÷¶. Þ¡Á‹ Þ‰î
áK™ â‰î‚ °†¬ìJ™ Þ¼‰¶ ñ‡¬í
ÜœOŠð£˜ˆî£½‹ Ü¶ MÌF «ð£¡«ø
Þ¼Šðî£è‚ ÃÁAø£˜èœ.
ªðKò Cõ£ôòƒè¬÷‚ è†´‹ ñóð£ù¶
Þó£ûó£û «ê£ö¡ è£ôˆF™ ªî£ìƒA
Þó‡ì£‹
Þó£ûó£û¡
è£ôˆF™
G¬øõ¬ìAø¶. Þ‚è£ôè†ìƒèO™ ¬êõêñò
õ÷˜„C¬ò ï¡° è£íº®Aø¶. ºŸè£ô
Cõ£ôòƒèO™
èì¾O¡
õ®õƒè«÷
Þ¼‰îù.
«ê£ö˜è£ôˆF™
èì¾Àì¡
ï£ò¡ñ£˜èÀ‹ CøŠHì‹ ªðŸøù˜. Üõ˜èœ
ñ‚è÷£™ õNð´‹ G¬ô‚° àò˜‰îù˜. Þî¡
ªî£ì˜„Cò£è åšªõ£¼ ãŠó™ ñ£îˆF½‹
ªê¡¬ù ñJô£ŠÌK™ “ÜÁðˆ¶Íõ˜” F¼Mö£
ï¬ìªðÁõ¬î‚ è£íô£‹. ï£ò¡ñ£˜èO¡
î£‚è‹ «ê£ö˜è£ôˆF™ ¬êõˆ îˆ¶õƒèO½‹,
è¬ô, õNð£´, Þ¬êŠð£ì™èœ, ÜóCò™
«ð£¡øõŸP™
ñ£Ÿøˆ¬î
ãŸð´ˆFò¬î
ÜP‰¶ªè£œ÷ º®Aø¶.
C¬ô ªê£™½‹ è¬î
“î£ó£²ó‹” - îIöQ¡ è¬ô, èô£„ê£ó‹,
ð‡ð£†®¬ùŠ
ð¬øê£ŸÁ‹
âˆîù«ò£
C¡ùƒèO™ Þ¶¾‹ å¡Á. Þ‚«è£ML¡
CøŠð‹ê«ñ, è¼ñ‡ìðˆF¡ ªõOŠ¹ø„ ²õK¡
Ü®Šð£èˆF™ 63 ï£ò¡ñ£˜èO¡ è¬îè¬÷
95 èŸèO™,
ªê¶‚A
¬õˆF¼Šð¶î£¡.
²‰îóÍ˜ˆF ï£òù£ó¶ õ£›M™ Þ¬øõ¡
Gè›ˆFò å¼ ÜŸ¹îˆ¬î ñ†´‹ ï£¡
â´ˆ¶‚ ªè£‡«ì£‹. Ü«î£´ Ãì, ï£ƒèœ
óCˆî ó£ûè‹dó ñ‡ìðˆ É‡èO™ àœ÷
CŸðƒèO™ è£íŠð´‹ è¬îè¬÷»‹ «ê˜ˆ¶
Þƒ° àƒèœ º¡ ð¬ì‚A¡«ø£‹!.
ó£ûè‹dó
ñ‡ìð‹!
Þ‹ñ‡ìðˆF™
A†ìˆî†ì 120 É‡èœ àœ÷ù. ÞˆÉ‡èœ
12 Ü® àòó‹ Þ¼‚èô£‹. ÞˆÉ‡èO™,
ðô èì¾œèO¡ õ®õƒèœ, ºQõ˜èœ,
ñ¡ñî¡ Cõªð¼ñ£¡ e¶ ñô˜ Ü‹¹ âŒ¶‹ è£†C.
F¬êñ£Q
100 Ýèv† 2015
Ü´ˆîî£è‚, Aö‚°Šð‚è‹ Þ¼‰¶ ï£‹ ó£û
è‹dó ñ‡ìðˆF™ ãPù£™ 2-õ¶ õK¬êJ™
2-õ¶ ÉE™ ßê¡ FK¹ó‹ âKˆî è¬î¬ò„
CøŠð£è„ ªêF‚A»œ÷£˜èœ. Ü´ˆîî£è,
Í¡ø£õ¶ õK¬êJ™ Í¡ø£õ¶ ÉE™
º¼è¡-õœO F¼ñí‹, º¼è¡-ªîŒõ£¬ù
F¼ñí‚ è£†Cèœ àœ÷ù.
õœO
F¼ñí‚ è£†C¬ò„ êŸ«ø àŸÁ «ï£‚Aù£™,
õœO¬ò º¼èÂ‚°ˆ î£¬óõ£˜Šð¶ «ð£ô
CŸðƒè¬÷
õ®õ¬ñˆ¶œ÷ù˜. Ýù£™
ªîŒõ£¬ù F¼ñí‚ è£†CJ™ º¼è¡
ªîŒõ£¬ù‚°ˆ
î£Lè†´õ¶
«ð£ô„
CŸðƒè¬÷ Ü¬ñˆ¶œ÷ù˜. õœOˆ F¼ñí‹,
ªîŒõò£¬ù
F¼ñí‹
«ð£¡øõŸ¬ø
ï‚Wó˜
â¿Fò
F¼º¼è£ŸÁŠð¬ì»‹,
è„CòŠð
Cõ£„ê£Kò£K¡
è‰î¹ó£íº‹
HóFðL‚A¡øù.
Þ¡Á‹
ï‹º¬ìò
F¼ñíˆF™, î£¬ó õ£˜Š¹‹, î£L è†´‹
êìƒ°‹ Þ¼Šð¬î ï‹ñ£™ åŠH†´Šð£˜‚è£ñ™
Þ¼‚èº®òM™¬ô. è¬ìCò£è, «è£M¬ô„
²ŸP õ¼‹«ð£¶,
¶˜‚¬è ê¡ùF‚°
ÞìŠð‚èˆF™ ð®‚è†®Ÿ°Š ð‚èˆF™ ²‰îó˜
Cõ¬ù«õ‡ì, ÝÁ õNM´‹ è£†C å¡¬ø
ÜŸ¹îñ£è„
ªêF‚A»œ÷ù˜.
²‰îó¼‹,
«êóñ£¡ ªð¼ñ£À‹ F¼‚è‡®ÎK™ Cõ¬ù
õNð†´M†´ F¼¬õò£Á Cõ¬ù õNðì„
ªê™½‹«ð£¶ ï´M™ è£«õK ÝÁ ªõœ÷‹
ªð¼‚ªè´ˆ¶ æÁø¶. ÜŠ«ð£¶ ²‰îó˜
“H¬öˆî H¬ö å¡Á ÜP«ò¡ ï£¡” âùˆ
ªî£ìƒ°‹ «îõ£óŠ ð£ì¬ôŠ ð£ì, è£«õK
ÝÁ MôA õNM†ìî£è„ ²‰îó˜ õóô£Á
ïñ‚° è£†Áø¶.
«ê£ö˜èœ ïñ¶ êñò‹, ð‡ð£´, èô£„ê£ó‹
Ü¬ùˆ¬î»‹ õ¼ƒè£ô„ ê‰îFJù¼‚°‚
ªè£‡´ ªê™½‹ «ï£‚èˆF«ô«ò Þî¬ù‚
è†®J¼Šð£˜èœ â¡ð¬î ÜPò º®Aø¶.
Þ¬ê, ïìù‹, ñŸÁ‹ ªð£¿¶ «ð£‚°:
«ê£ö˜è£ôˆF™ ÜFè Ü÷M™ «è£J™èœ
è†ìŠð†ìù. Üîù£™ è¬ô»‹ èô£„ê£óº‹
CøŠð¬ì‰î¶. Ü‚«è£J™èO™ Þ¬ê‚°‹,
ïìùˆFŸ°‹ CøŠHì‹ ÜO‚èŠð†ì¶. Ýè«õ
Þ¬ê»‹ ïìùº‹ Ýöñ£è «õÏ¡P ¬êõêñò
ð‚F„ ªêò™ð£†®¡ å¼ƒA¬í‰î ð°Fò£è
Ü¬ñ‰î¶, Þ‚«è£JL™ ïìù‹, Þ¬ê, ñŸÁ‹
ªð£¿¶«ð£‚°è¬÷ ªõOŠð´ˆ¶‹ ð™«õÁ
CŸðƒèœ Ü¬ñ‰¶œ÷ù.
«è£JL¡ ¸¬öõ£JL™ ï‰F C¬ô‚°
º¡ Þ¬êŠð®‚è†´èœ è£íŠðÁ¡øù.
Ü‚è£ôˆF™ â¿ˆîPM™ô£î ñ‚è¬÷»‹
¬êõˆF™
å¡Áð´ˆî
Þ¬ê¬ò
å¼è¼Mò£èŠ ðò¡ð´ˆFù˜. ñ‚èOì‹
ªï¼ƒAò
ªî£ì˜¹¬ìòùõ£ù
ñA›„C,
¶‚è‹, «èO‚¬è, ð‚F âÂ‹ ÜèõòŠð†ì
Ü¬ùˆ¶„
ªêò™ð£´èO½‹
Þ¬ê»‹
ïìùº‹ å¡ø£è‚ èô‰F¼‰îù.
ïìù‚ è£†Cèœ
êƒèè£ôˆF™ îIöè‹ ä‰¶ ªð¼‹ HK¾è÷£èŠ
ð°‚èŠð†®¼‰î¶. ñ¬ôŠð°F °P…C â¡Á‹,
è£†´Šð°F º™¬ô â¡Á‹, õòŸð°F ñ¼î‹
â¡Á‹, èì™ ð°F ªïŒî™ â¡Á‹ õø‡ì
ð°F ð£¬ô â¡Á‹ Ü¬ö‚èŠð†ìù. Ü¬õ
ªõÁ‹ GôŠð°Š¹èœ ñ†Í¡P åšªõ£¼
GôˆFŸè£ù
Þ¬ê»‹
Þ¬ê‚è¼MèÀ‹
àœ÷ì‚Aò¬õò£°‹.
°P…C
GôˆF™
°P…Cò£¿‹ °P…CŠð‡µ‹
Þ¼‰îù.
Ü¬îŠ«ð£¡«ø åšªõ£¼ GôˆFŸ°‹ ð£ì½‹
Þ¬ê‚è¼MèÀ‹ Þ¼‰îù. Ü‚è£ôˆF™
²‰îó˜ ñŸÁ‹ «êóñ£¡ è£«õK ÝŸ¬ø‚ èì‚°‹
è£†C
F¬êñ£Q
Ýèv† 2015 101
ð£ì™ ð£´«õ£˜ ð£í˜è÷£õ˜. Üõ˜èœ
Üóê˜èOìº‹ ªê™õ‰î˜èOìº‹ ò£N¬êˆ¶
Üõ˜è¬÷Š
¹è›‰¶
ð£ì™è¬÷Šð£®Š
ðK²è¬÷Š ªðÁõ˜.
ªð£¿«ð£‚° Gè›¾èœ
«ê£ö˜ è£ôˆF™ ªð‡èO¡ G¬ô
ð£í˜èœ Þ¬ê‚è¼Mè¬÷ e†´‹ è£†C
ÞŠð£í˜èœ Þ¬ê‚è¼Mèœ Þ¬êŠð¶
«ð£¡ø CŸðƒèœ Þ‚«è£JL™ ÜFè ÞìƒèO™
è£íŠðÁ¡øù. Þ¬ê‚è¼Mè÷£ù à´‚¬è,
«ñ÷‹, ¹™ô£ƒ°ö™, CÁð£‡, ò£› «ð£¡ø¬õ
«ð£˜èO™, F¼ñíƒèO™, ÞøŠ¹ Gè›¾èO™,
F¼Mö£‚èO™
Þ¬ê‚°‹
CŸðƒèœ
è£íŠðÁ¡øù. «ê£ö˜è£ôˆF™ «è£J™èO™
ð£ì™ ð£ì¾‹, ïìùñ£ì¾‹, Þ¬ê‚è¼Mèœ
Þ¬ê‚è¾‹ è¬ôë˜èœ GòI‚èŠð†ì¬î‚
è™ªõ†´èœ ÃÁA¡øù. ï£ò¡ñ£˜èO¡
«îõ£óˆ F¼õ£êèŠ ð£ì™è¬÷‚ «è£J™èO™
ð£´õîŸ° æ¶õ£˜èœ GòI‚èŠð†®¼‰îù˜.
«è£JL¡ õì«ñŸ° ð°FJ™ ïìùñ£´‹
CŸðƒèœ è£íŠð´¡øù. ÜõŸP™ ï£†´¹ø
ïìùñ£ù èóè£†ì‹ ñŸÁ‹ ªêšMò™
ïìùñ£ù ðóîï£†®ò‹ Ý´‹ ªð‡èO¡
CŸðƒèœ è£íŠðÁøù. «ñ½‹ ªð£¿¶«ð£‚°
ñŸÁ‹
«ð£˜‚è¬ôè÷£ù
Ý´-ê‡¬ì,
ñ™»ˆî‹ «ð£¡ø¬õèÀ‹ è£íŠðÁ¡øù.
ï£ò¡ñ£˜èOL¼‰¶ ªî£ìƒ°‹ èì¾¬÷Š
¹è›‰¶ð£´‹ Þ¬êŠð£ì™ ñóð£ù¶ îŸè£ôˆF™
æ¶õ£˜èOìº‹,
Þ¬ê«õ÷£÷˜èOìº‹
è£íŠðÁ¡ø¶. îIöèˆF¡ Í«õ‰î˜è÷£ù
«êó, «ê£ö, ð£‡®ò˜ Þ¬ê‚°‹, ïìùˆFŸ°‹
Cø‰î ÝîóõOˆîù˜ â¡ð¬î„ CŸðƒèÀ‹,
è™ªõ†´èÀ‹ ÃÁA¡øù.
«ê£ö˜è£ôˆF™ ªð‡èO¡ G¬ô âšõ£Á
Þ¼‰î¶ â¡ð¬î ÜP‰¶ ªè£œõ¶ Iè¾‹
²õó£vòñ£ùî£°‹. ªð‡èœ êÍèˆF™
«ïó®ò£ù ðƒèOŠ¬ð ÝŸPù˜. êÍèˆF¡
Ü®ˆî†´Š ªð‡èœ ºî™ Üóê ªð‡èœ
õ¬ó êÍèŠ ªð£¼÷£î£ó ÜóCò™ ñŸÁ‹
èô£„ê£ó ðƒèOŠ¬ð ÝŸPù˜. äó£õbvõó˜
«è£JL™ ªð‡èO¡ êÍèG¬ô¬ò‚ è£†´‹
î£Œñ£˜èœ, ñ¬ùMò˜, Þ¬ê‚è¼Mè¬÷
Þ¬ê‚°‹
ªð‡èœ,
ïìù
ñ£î˜èœ,
ªð‡¶øMò˜, Üóê°ôŠ ªð‡èœ, «ð£K´‹
ióŠªð‡èœ «ð£¡ø ªð‡èO¡ CŸðƒèœ
Þó£ûè‹dó ñ‡ìðˆF¡ «ñŸð°FJ™ àœ÷ù.
ï£†®òˆF™ Cø‰î «î˜„C ªðŸø Ýì™ ñèO˜
ïìùºˆF¬óèÀì¡ ïìùñ£´‹ CŸðƒèÀ‹
è£íŠðÁ¡øù. «îõî£C âùŠ ªð£¶õ£è
Ü¬ö‚èŠð´‹ Ýì™ñèO˜ Ü‚è£ôˆF™
CøŠ¹ìÂ‹ ªð¼¬ñ»ìÂ‹ õ£›‰F¼‰î¬î
Þƒ°œ÷ CŸðƒèœ è£†Á¡øù.
Hóêõ‹ ñŸÁ‹ ªð‡èœ «ð£K´‹ è£†C
ªè£¬ì
CøŠ¹
I‚è
Üóê°ôŠ
ªð‡èœ
ñ‚èÀ‚è£è
êˆFóƒèœ,
ñ¼ˆ¶õñ¬ùèœ, ñìƒèœ, ðœOè¬÷‚ è†®
ªè£´ˆF¼‚A¡øù˜. «ê£ö Üóê˜èœ ÜóCò™
è£óíƒèÀ‚è£èŠ ð™«õÁ Üó²èÀì¡
F¼ñí àø¬õ ãŸð´ˆF‚ ªè£‡ìù˜.
Þîù£™ «ê£ö˜èœ è£ôˆF™ ñ£Áð†ì
F¬êñ£Q
102 Ýèv† 2015
èô£„ê£ó åŸÁ¬ñ è£íŠð†ì¶. Þƒ°
è£íŠð´‹ CŸðƒèO™ °ö‰¬î HøŠ¹, ê¬ñò™
ªêŒî™, ð™«õÁð†ì ªî£N™èO™ ß´ð´‹
ªð‡èœ è£íŠðÁ¡øù˜. «ñ½‹ ¸‡Eò
«õ¬ôð£´èœ Ü¬ñ‰î ÜEèô¡è¬÷»‹
àò˜‰î Ý¬ìè¬÷»‹ ÜE‰î ªð‡èO¡
CŸðƒèÀ‹ àœ÷ù. Þ„CŸðƒèO¡ õNò£è„
«ê£ö˜è£ôˆF™ ªð‡èœ êÍèˆF™ º‚Aò
ðƒè£ŸPò¬î ÜPòº®Aø¶. Þ¼ŠHÂ‹
Cô °PŠH†ì àò˜°ôŠªð‡èœ ñ†´«ñ
êÍèˆF™ ÜFè£óˆ¬î ÜÂðMŠðõ˜è÷£è
Þ¼‰î¬î‚ è£íô£‹. èíõ¬ù Þö‰î
¬è‹ªð‡èœ êF âÂ‹ àì¡è†¬ì ãÁ‹
ªè£®ò ï¬ìº¬ø»‹ Þ¼‰î¶.
ªè£‡´ «ð£˜‚è÷ˆF™ æ´õ¬îŠ «ð£ô
õ®õ¬ñ‚èŠð†´œ÷¶. Þ‰î ò£¬ù CŸðƒèœ
«ê£ö˜ è£ôˆ¶ ò£¬ù„ CŸðƒèœ
«ñ½‹ Þó£ûè‹dó ñ‡ìðˆF¡ Aö‚°
¸¬ö¾ õ£J½‚è¼A™ å¼ ªð‡ñE
å¼ ò£¬ù¬òˆ ¶óˆ¶õ¶«ð£™ CŸð‹
Ü¬ñ‚èŠð†´œ÷¶.,
Hó‹ñ£‡ìˆF¡
à¼õ£Œ, ð‚FJ¡ C¡ùñ£Œ, ióˆF¡
M¬÷Gôñ£Œ ðô ËŸø£‡´è÷£Œ M÷ƒAò
ò£¬ùJ¡ Þ¡¬øò G¬ô ï‹¬ñ„ C‰F‚èˆ
É‡Áø¶. àò˜ G¬ôJ™ M÷ƒAò ò£¬ù
Þ¡Á ªî¼‚èO½‹, ÝôòƒèO½‹, H„¬ê
â´‚A¡øù. ê˜‚èv Ãì£óˆF™ «èO‚¬èèœ
ªêŒA¡øù. âƒ«è «ð£Jù Üî¡ ió‹,
è‹dó‹, ð‚FG¬ô? è£ô ªõœ÷ˆF™ è¬ó‰¶
«ð£ŒM†ìù!!
«ê£ö˜èœ õL¬ñ õ£Œ‰î °F¬óŠð¬ì,
ò£¬ùŠð¬ì, «î˜Šð¬ì, èŠðŸð¬ìè¬÷‚
ªè£‡®¼‰îù˜.
ò£¬ùèœ
«ð£˜èO™
º‚Aò ðƒ° õAˆîù. 1178 Þ™ îIöèˆFŸ°
õ¼¬è ¹K‰î YùŠðòE ê£š ü¨ è£
(Chau
Ju-Kua)
«ê£ö˜èœ
60.000
ò£¬ùè¬÷‚ ªè£‡ì ò£¬ùŠð¬ì¬ò‚
ªè£‡®¼‰îî£è¾‹, ò£¬ùeF¼‰¶ ió˜èœ
Ü‹ªðŒFŠ «ð£˜ ªêŒîî£è¾‹, CøŠ¹ì¡
«ð£K†ì
ò£¬ùèÀ‚°„
CøŠ¹Šªðò˜
Å†ìð†ìî£è¾‹ °PŠHÁø£˜.
Þ‰î äó£õbvõó˜ Ýôò‹, äó£õî‹
â¡ø
Þ‰FóQ¡
ò£¬ùJ¡
ªðò¬ó
Ü®Šð¬ìò£è‚ ªè£‡´œ÷¶. ò£¬ù â¡ð¶
Hó‹ñ£‡ìˆF¡
Ü¬ìò£÷‹;
ð‚FJ¡
C¡ù‹; âFKè¬÷ Ió†C‚° àœ÷£‚è‚Ã®ò
ªðKò à¼õ‹; Ý¬èò£™ Þšõ£ôòˆF½œ÷
CŸð «õ¬ôŠð£´èÀœ ò£¬ù„ CŸðƒèœ
CøŠ¹ì¡ Ýƒè£ƒ«è Ü¬ñòŠ ªðŸÁœ÷ù.
Þó£ûè‹dó ñ‡ìðˆF¡ Aö‚° ñŸÁ‹
«ñŸ° F¬êèO™ àœ÷ ð®èO¡ Þó‡´
ð‚èƒèO½‹ Þó‡´ ò£¬ùèO¡ CŸðƒèœ
Ü¬ñ‚èŠð†´œ÷ù. Þ‰î ò£¬ù„ CŸðƒèœ
«î¬ó Þ¿ˆîð® «õèñ£Œ ªê™õ¬îŠ«ð£™
Ü¬ñ‚èŠð†´œ÷¶.
ñŸªø£¼
ò£¬ù„
CŸð‹
YŸøˆ¶ì¡
õ£¬ô
É‚A‚
ò£¬ù„ C¬ôèœ
«ê£ö˜è£ôˆF¡
ªê™õ„
ªêNŠH¬ù»‹,
«ð£˜‚è÷ˆF™
ò£¬ùèœ
¹K‰î
ió„
ªêò™è¬÷ ï‹ è‡º¡«ù è£†´õùõ£è
Ü¬ñ‰¶œ÷¶.
ðòí M¬÷¾èœ
º¡¹ «è£M½‚°„ ªê¡ø£™ CŸðƒè¬÷Š
ð£˜ˆ¶, Üî¡ Üö¬è óCˆ¶, «è£M¬ôŠ
ð‚FJ¡ Þìñ£è ñ†´«ñ ð£˜ˆ¶ õ‰î
è£ô‹ «ð£è Þ‰î‚ è÷Š ðòíˆFŸ°Š
Hø° õóô£ŸÁ Ýî£óƒèœ °M‰¶œ÷
Þì‹ â¡Á âƒèœ â‡í‹ «õÁ F¬êJ™
ðòE‚èˆªî£ìƒA»œ÷¶. CŸHJ¡ è¬ô
¸µ‚èˆ¬î ñ†´«ñ ð£˜ˆ¶ Mò‰î ï£ƒèœ
ÜF™ Ü‚è£ô õóô£Á‹ àœ÷ìƒA»œ÷¶
â¡ð¶
Þ‰î‚
è÷ŠðòíˆF¡
Íô‹
èŸÁ‚ªè£‡«ì£‹. Þ¬î ñ£íõ˜èÀ‚°‹
â´ˆ¶‚ÃP «è£ML™ àœ÷ C¬ôè¬÷
Üµ°‹ º¬ø¬ò‚ èŸH‚è «õ‡´ªñ¡ø
F¬êñ£Q
Ýèv† 2015 103
â‡í‹ à¼õ£A»œ÷¶. Þ‰î‚ è÷Š
ðòíˆFŸ°Š Hø°, Üóê˜è¬÷Š ðŸP èŸH‚°‹
«ð£¶ Ü™ô¶ ð®‚°‹ «ð£¶ Üõ˜èœ «è£M™
è†®òîŸè£ù è£óíˆ¬î ÜPò «è£M¬ô
õóô£ŸÁ «è£íˆF½‹ ð£˜‚è «õ‡´‹
âùˆ «î£¡ÁAø¶. ªð£¶õ£è õóô£Á â¡ð¶
Üóê¡ Ý†Cº¬ø¬ò ¬ñòñ£è ¬õˆ¶
â¿îŠðÁø¶. Ýù£™ Þ‰î‚ è÷Šðòí‹
«ñŸªè£‡ì Hø° Üóê¡ Ý†Cº¬ø
ñ†´«ñ õóô£Á Ü™ô â¡ð¶‹ ÞõŸPŸ°
Ü®Šð¬ìò£ù¶ ð‡ð£´‹ èô£„ê£óº‹
Ý°‹ â¡Á M÷ƒ°A¡ø¶. õóô£Á,
ð‡ð£´, èô£„ê£óˆF¡ H¡ùQJ«ô«ò
â¿îŠðì «õ‡´‹, èŸH‚èŠðì «õ‡´‹
â¡Á G¬ù‚A«ø£‹. âù«õ Üóê¡, Ý†C
ÝAòõŸP¡ õNò£è‚ èŸH‚èŠð´‹ õóô£Á
º¿¬ñò¬ì‰î õóô£ø£è Þ¼‚è£¶. eîºœ÷
õ£›Mò™ ÃÁèô£ù è¬ô, Þô‚Aò‹,
êñò‹, õ£Eð‹ ÝAòõŸ¬ø àœ÷ì‚Aò
õóô£«ø º¿¬ñò¬ì‰î õóô£ø£è Þ¼‚è
º®»‹.
îIöè‚
«è£M™è¬÷
«ñ½‹
Ýó£Œ‰î£™ M´ð†´«ð£J¼‚°‹ îIöè
õóô£Ÿ¬ø G¬ø¾ªðø„ ªêŒòº®»‹. «ê£ö˜
Ý†CJ™ ñ‚èœ ñA›õ£è,
Ü¬ñFò£è
õ£›‰îù˜
â¡ð¬î
ÜPòº®Aø¶.
«ê£ö˜è£ô «è£M™èO™ Üõ˜èœ è‹dóˆ¬î,
Ý†Cº¬ø¬ò,
õ£›‰î
è£ôˆ¬î,
ð¬ìðôˆ¬î, õL¬ñ¬ò CŸðƒèœ Íôñ£è
ÜPòô£‹ â¡Á ªîK‰¶ ªè£‡«ì£‹. ÞŠ«ð£¶
â‰î «è£M½‚°„ ªê¡ø£½‹ Þ¶ «ð£¡ø
CŸðƒèœ, æMòƒèœ «è£ML™ Þ¼‚Aøî£
âù ÜPò ºòŸC ªêŒA«ø£‹, Þ‰î Gè›¬õ
Þ‚è£ôˆ¶ì¡ åŠH†´ ÜPò ºòŸC‚A«ø£‹.
ð„¬êò‹ñ£œ, ð.ð.Ý, Ü.«ñ.G.ð. A¼ñ£‹ð£‚è‹
º¬ùõ˜ F. Üñ«ô£˜, ð.ð.Ý, F¼.M.è. Ü.à.ð. ¹¶„«êK.
ã.²°ñ£ø¡, ð.ð.Ý, Ü. ï. ð, ð‡ì«ê£ö ï™Ö˜.
°ñó«õ™, ð.ð.Ý Ü. ï. ð, ñíLªð†
¹Qî£, MK¾¬óò£÷˜,
DIET ¹¶„«êK.
F¬êñ£Q
104 Ýèv† 2015
ê‡ºè²‰îK, ð.ð.Ý, Ü.«ñ.G.ð, Þ‰Fó£ ïè˜.
Ü. è™ò£í²‰îó‹, ð.ð.Ý, Ü.à.G.ð., «êLò«ñ´
õœOò‹¬ñ, Ü.ï.ð., ªð£¡ªð†®, è£¬ó‚è£™
âN™«õ‰î¡, ð.ð.Ý, Ü.à.ð.; F¼‚èÛ˜
êC°ñ£˜, Ü.ï.ð. õìñ†ì‹, è£¬ó‚è£™
F¬êñ£Q
Ýèv† 2015 105
Reference
corner
î£Ã˜- õ£›Mò™ ð£ì‹
è£˜ˆF«èò¡
èŸø™ â¡ð¶ Gè›‰¶ªè£‡«ì Þ¼‚°‹
å¡ø£è Þ¼‚Aø¶. è™M‚è£ù õ¬óò¬øèœ
ïñ‚° ªî£ì˜‰¶ õöƒèŠð†´ õ¼Aø¶.
Üšõ¬óò¬øèœ ïñ‚° ªõš«õÁõ¬èò£ù
è™M ðŸPò è‡«í£†ìƒè¬÷ õöƒ°Aø¶.
Ü¬îŠ ðŸPò à¬óò£ì™èœ, Mõ£îƒèœ
Gè›A¡øù. Cô õ¬óò¬øèœ îõªø¡Á
ªîK‰«î ï£‹ ¬èMì£ñ™ ¬õˆF¼‚A«ø£‹.
Cô Müòƒèœ «ñ¡¬ñò£ù¶ â¡Á
ªîK‰¶‹Ãì ÜõŸ¬øŠ ªð£¶¬ñŠ ð´ˆî£ñ™
M†´MÁ«ø£‹.
è£ôˆF¡
è†ì£òˆF™
è¬ìH®‚è «õ‡®ò ÜõCòˆ¬î àí¼‹
Mîñ£èˆ î£ÃK¡ è™MðŸPò C‰î¬ù»‹
ªêò™ð£´‹ Þ¼‚A¡øù.
¹ˆîè ÜPºè‹:
åšªõ£¼ ñQî¡ õ£›M½‹ è¼õ¬ó
ªî£ìƒA è™ô¬óõ¬ó ïì‚°‹ à¡ùî
Gè›«õ èŸø™. ²õ£C‚è, ïì‚è, ð£ì, ðöè,
â¿î, Ü¡¹ ªêŒò, Üö° ð´ˆî âù
Üî¡ ðKñ£íƒèœ MKõ¬ìA¡ø¶. è™M
õ£ö‚èŸÁ‚ ªè£´‚Aø¶ â¡ø G¬ô ñ£P
H¬ö‚è‚ èŸø™ â¡ø£AM†ì¶. Þ„ÅöL™
ÝCKòó£è õ£¿‹ ï‹ åšªõ£¼õ¼‚°ñ£ù
è™M
ê£˜‰î
è‡«í£†ìƒè¬÷„
²òðK«ê£î¬ù ªêŒ¶ªè£œ÷ «õ‡®ò¶
Þ¡Pò¬ñò£î¶.îQñQî ð£˜¬õJ™ èŸø™..
èŸHˆî½‚è£ù õ¬óò¬ø ñ£Áð†®¼‰î£½‹
êÍè
ñ£ŸøˆF¡
Ü®Šð¬ìˆ
«î¬õò£ù è™M¬ò ¬ñòñ£è‚ ªè£‡´
ªõOJìŠð†´œ÷¶, î£Ã˜-õ£›Mò™ ð£ì‹
â¡ø ¹ˆîè‹. ÞŠ¹ˆîèˆ¬î ÜC‹ Š«ó‹S
Üø‚è†ì¬÷
ªõOJ†´œ÷¶.
âOò
ÝƒAôˆF™ õ‡íŠðìƒè«÷£´ îóñ£ù
î£œèO™
«ï˜ˆFò£è
õ®õ¬ñ‚èŠð†´
Ü„CìŠð†´œ÷¶.
îóñ£ù ÞŠ¹ˆîèˆ¬î
Üó²ŠðœO ÝCKò˜èœ ðò¡ð´ˆ¶õîŸè£ù
M¬ôJ™ô£ ¹ˆîèñ£è ªõOJìŠ ð†´œ÷¶.
74 ð‚èƒè¬÷‚ ªè£‡´œ÷¶ ÞŠ¹ˆîè‹.
ÜC‹ Šªó‹S ðôè¬ô‚èöèˆ¬î„ «ê˜‰î
ªûòÿ ï£ò˜ ñŸÁ‹ Ivó£ ÝA«ò£K¡
F¬êñ£Q
106 Ýèv† 2015
â¿ˆ¶‹ HwõSˆ ñEñ£ø¡ Üõ˜è÷£™
õ¬óòŠ ð†ì æMòƒèÀ‹ ¹ˆîèˆ¬î„
ªê¿¬ñŠð´F»œ÷ù. â¿ˆî£, æMòñ£,
î£ÃK¡ õ£›õ£ â¡Á HKˆîPò£îð®
å¡Áì¡ å¡Á H‡EŠ H¬í‰¶œ÷¬îŠ
ð£˜‚èº®Aø¶. ÞŠ¹ˆîè‹ î£Ã˜ ðŸPò
Ü¬ùˆ¶„ ªêŒFèÀ‹ â¡ð¬î‚ èì‰¶
ÝCKò¼‚° õ°Šð¬ø ñŸÁ‹ õ°Šð¬ø
èì‰î èŸø™ - èŸHˆî™ ÜÂðõƒèœ è™M ðŸPò C‰î¬ùèœ ºî¡¬ñŠ ð´ˆ¶‹
Müòƒè¬÷‚ ªè£‡´œ÷¶.
î£Ã˜- õ£›Mò™ ð£ì‹:
²î‰FóˆFŸ° º‰¬îò è£ô‚è†ì ñ‚èO¡
êÍè õ£›Mò™ Å›G¬ô¬ò M÷‚°õF™
ªî£ìƒ°‹ è¬î, î£ÃK¡ CÁõò¶ ðŸPòˆ
îèõ™è¬÷ˆ
î¼Aø¶.
CÁõòFL¼‰«î
î£Ã¼‚°Š
¹ˆîè‚
è™MJ½‹,
è™Mº¬øJ½‹ Ý˜õI¡PŠ «ð£ùî£™
õ°Šð¬ø¬òˆ îM˜ˆ¶M´õ¬î Üõó¶
ªõš«õÁ õ¬èò£ù «õ®‚¬è„ ªêò™èœ
â´ˆ¶‚ è£†Á¡øù. C¡ù õòF™ ê¡ù™
õNò£èŠ ð£˜ˆî ê£ñ£Qò ñQî˜èO¡
õ£›¾‹
à¬öŠ¹‹
Üõ¼‚°
G¬øò
MòŠ¬ð»‹ Mù£‚è¬÷»‹ ãŸð´ˆ¶õ¬îŠ
¹ˆîè‹ °PŠH†´‚ è£†Áø¶. ð‹ðó‹ M´‹
CÁõ˜èœ, c˜ ²ñ‚°‹ ªð‡èœ, ê£¬ô«ò£ó
H„¬ê‚è£ó˜èœ,
Ýðˆ¶
ÜPò£ñ™
M¬÷ò£´‹ CÁõ˜èœ, èó® Mˆ¬î‚è£†´‹
î£ˆî£ «ð£¡Á ²ŸPJ¼‰î ñQî˜èœ
«ñ™ Þ¼‰î ß˜Š¹‹ Ý˜õº‹ èEî‹,
êñvA¼î‹ ÝAòõŸP™ Þ™ô£ñ«ô «ð£õ¶
«ð£¡øõŸ¬ø õ£˜ˆ¬îèÀ‹ æMòƒèÀ‹
ñ£P ñ£P‚ è£†Á¡øù. Ü«î£´ ñ‚èO¡
õ£›Mò™ ÜÂðõƒèœ ¹ˆîèˆ¬î‚ è£†®½‹
º‚AòŠ ð£ìñ£èˆ «î£¡Pò¶.
F«ð‰Fóï£ˆ î£Ãó£ù î£ÃK¡ î‰¬î
Üõ¬óˆ î¡Âì¡ ð™«õÁ ðòíƒèÀ‚°
Ü¬öˆ¶„ ªê™Aø£˜. Þõ˜è÷¶ Þñòñ¬ôŠ
ðòí‹ Üõ˜ i†¬ì‚ èì‰¶ ªê¡ø ºî™
ðòí‹ ñ†´ñ™ô£ñ™ Üõó¶ õ£›M¡ F¼Š¹
º¬ùò£è¾‹ Ü¬ñ‰î¶. óJ™ ðòíˆF™
õ£ù‹, M¬ó‰¶ ðòEˆî ñóƒèœ, M¡¬íˆ
ªî£´‹ ñ¬ôèœ, ñ¬ôèO™ M¿‹ Ü¼Mèœ,
á˜‰¶ ªê™½‹ ïFèœ, ïFèO™ e¡H®‚°‹
ñQî˜èœ... âù Ü¬ùˆ¶‹ ÝJóñ£Jó‹
ð£ìƒèœ
èŸHˆîùõ£‹.
ÞŠðòíƒèœ
î£Ã¼‚° Þò™H«ô«ò Þ¼‰î ÞòŸ¬èeî£ù
Ý˜õˆ¬î ÜFèK‚è„ ªêŒî«î£´ H¡ ï£O™
Üõ˜ ªè£‡ì è™Mº¬ø‚° Mˆî£è¾‹
Ü¬ñ‰î¶.
è†´Šð£®™ô£î Åö½‹ á‚°MŠ¹«ñ
èŸø½‚° ªð¼‹ ¶¬í â¡ð¬î ²†®‚è£†´‹
Gè›¾è¬÷ Þƒ° °PŠHìô£‹.
î£ÃK¡
î‰¬î ðòíƒèO¡ «ð£¶ ïì‰¶ªè£‡ì
Mîƒèœ ñŸÁ‹ î£Ã˜ â¿Fò ºî™
èM¬î‚°‚ è£«ê£¬ô¬ò ðKê£è‚ªè£´‚°‹
Gè›¾è¬÷‚
°PŠHìô£‹.
°ö‰¬îèœ
ï‹ ªê£Ÿè¬÷Š H¡ðŸÁõF™¬ô. ï‹
ªêò™è¬÷Š ð£˜ˆ«î èŸA¡øù˜. î£Ã˜ î¡
î‰¬î¬òŠ ð£˜ˆ¶Š ðöAò Müòƒèœ Üõó¶
ªêò™èO™ ªõOŠð´õîŸ°„ ê£¡ø£è Üõó¶
ÝÀ¬è‚°†ð†ì ûI‰î£Kò ÞìˆF™ Üõó¶
ªêò™ð£´è¬÷‚ °PŠHìô£‹. Üšõ£À¬è‚
°†ð†ì ð°F ñ‚èœ ²òê£˜¹ì¡ õ£ö õN
F¬êñ£Q
Ýèv† 2015 107
ªêŒîî£è‚ °PŠH´‹ ÜÂðõ‹ ðCˆîõÂ‚°
e¬ù‚ ªè£´ŠðîŸ° ñ£ø£è e¡ H®‚è‚
èŸÁ‚ªè£´ â¡ø YùŠ ðöªñ£N¬òŠ
H¡ðŸPò¬î G¬ù¾ ð´ˆFò¶. ñ‚èœ îƒèœ
õ£›¬õˆ î£«ñ àò˜ˆF‚ªè£œ÷ Üõ˜
àÁ¶¬íò£è Þ¼‰¶œ÷¬î ÞŠ¹ˆîè‹
Üöè£è‚ °PŠHÁø¶. ÜF½‹ Üõ˜è÷¶
Ü®Šð¬ìˆ «î¬õè÷£ù AíÁ, ê£¬ôè¬÷
Üõ˜è«÷ Ü¬ñˆ¶‚ ªè£œ÷ ¶¬í G¡ø£˜.
ÞšõÂðõˆ¬î Motivation makes many things
â¡ðîŸ° ê£¡ø£è‚ ªè£œ÷ô£‹.
º¿¬ñ
ªðø£î
è™Mò£ù
õ°Šð¬ø¬ò
¹ˆîèƒè¬÷‚
èìŠðîŸ°
ñ£ŸÁ„ªêò™ð£´èO™ ÞøƒAù£˜. è™MJ¡
à‡¬ñò£ù
«ï£‚è‹
”ÞòŸ¬è¬ò»‹
èô£„ê£óˆ¬î»‹
èŸÁ
Ü¬î
Ü´ˆî
î¬ôº¬ø‚° Þ†´„ªê™õ«î” â¡Á è¼Fò
î£Ã˜ ÞòŸ¬è„ ÅöL™ î£‹ èŸè G¬ùˆî
èù¾Š ðœO¬ò à¼õ£‚Aù£˜. ÞòŸ¬è«ò
ñù¬îˆ ªî£´‹ â¡Á ï‹Hò î£Ã˜ ñó‹
ãÁõ¶ ªî£ìƒA ñ£íõ˜èœ ÞòŸ¬è«ò£´
Þó‡ìø èô‚°‹ â™ô£„ ªêò™ð£´èÀ«ñ
èŸø™ âù â‡Eù£˜. è¬ô»‹ ÞòŸ¬è»‹
ñQî¬ù õ÷Šð´ˆ¶‹ â¡ð¶ î£ÃK¡
â‡í‹. Ü¬î Üõ˜ ê£‰FG«èî¡ ðœOJ¡
Íô‹ ïùõ£‚Aù£˜.
õ°Šð¬øèœ ñ£íõ˜èÀ‚° ÞòŸ¬èò£ù
ÅöL™,
ð£¶è£Š¹í˜«õ£´,
Üõ˜èO¡
è¼ˆ¶‚èÀ‚° ñFŠðO‚°‹ð®ò£è Þ¼ˆî™
«õ‡´‹ âù M¼‹Hù£˜. ðö¬ñò£ù
õ¬óòÁ‚èŠð†ì
õ°Šð¬ø„Åö¬ô
à¬ìˆªîP‰î¬î Üöè£è‚ è£†®»œ÷¶. “Darkness never root out darkness only light.” â¡ø ñ£˜†®¡
ÖîÃƒ-¡
õ£˜ˆ¬î¬òŠ
«ð£ô«õ,
î‡ì¬ùèœ
å¼«ð£¶‹
ñQî¬ù
ªïPŠð´ˆî£¶
â¡ðF™
àÁFò£Œ
Þ¼‰î£˜. ²ò å¿‚è«ñ Cø‰î¶ â¡ðF™
ï‹H‚¬è ªè£‡ìõó£è Þ¼‰î£˜. ²òˆ¬î
à¼õ£‚°õ«î è™M âù ï‹Hò î£Ã˜ î‹
ðœOJ™ ñ£íõ˜èœ î£ƒèœ M¼‹¹‹
ð£ìƒè¬÷ å¿ƒ° º¬øè¬÷Š ¹Fò
C‰î¬ùè¬÷ î£ƒè«÷ à¼õ£‚A H¡ðŸø
F¬êñ£Q
108 Ýèv† 2015
àîMù£˜. ²òˆ¬î G˜õA‚è ñ£íõ˜èÀ‚°
õ£ŒŠðO‚èŠ ð†ì¶.
·
Þò™ð£ù ²î‰Fóñ£ù õ°Šð¬ø„Åö¬ô
à¼õ£‚°î™.
î£ÃK¡
ðœOJ™
Mõê£ò‹
èŸH‚èŠ
ð†ì¶
°PŠHìˆî‚è¶.
ï‹
õ£›‚¬èJ¡, èô£„ê£óˆF¡ ÝE«õó£ù
Mõê£ò‹ Ü¬ùõ¼‹ H¡ðŸÁõîŸè£ùî£è
Þ¼‚è«õ‡´ªñ¡ð¶ Üõó¶ M¼Šðñ£è
Þ¼‰F¼‚è‚ Ã´‹.
·
ñ£íõ˜èO¡
è¼ˆ¬î
ñFˆ¶
Ü‚è¼ˆF¬ùŠ ðŸPò à¬óò£ì™,
Ü¬î Ü´ˆî´ˆî G¬ô‚° Ü¬öˆ¶„
ªê™ô™... âùˆ ªî£ì¼î™.
·
ÞòŸ¬è
ñŸÁ‹
è¬ôŠ
ð‡ð£†´ªõOJ™ ñ£íõ˜èœ ê…
êKŠðîŸè£ù
õ£ŒŠ¬ð»‹
á‚°MŠ¬ð»‹ õöƒ°î™.
·
è ™ M ¬ ò » ‹ è ¬ ô ¬ ò » ‹
HK‚èº®ò£îî£è Ý‚°î™.
ÝCKòù£è ï£¡ èŸø¬õ:
·
Þ¡Á
è™MJ™
º¡õK¬êJ½œ÷
ï£´èœ èô£„ê£ó¬î»‹ î£Œªñ£N¬ò»‹
ºî¡¬ñŠð´ˆF»œ÷¬î ï£‹ ÜP«õ£‹.
Ü¬î
Ëø£‡´èÀ‚°
º¡«ð
ï¬ìº¬øŠð´ˆFò«î£´
ÜîŸè£ù
õ¬óòøè¬÷»‹ ïñ‚° õöƒA»œ÷£˜ î£Ã˜.
ðòíˆ¬î «ñŸªè£œ÷¾‹ ñ‚èO¡
ÜÂðõˆ¬îàŸÁ«ï£‚è¾‹
ñ£íõ˜èÀ‚°Š ðö‚èŠð´ˆ¶î™.
ÞŠð®„ ªê£™L‚ªè£‡«ì «ð£èô£‹
î£ÃK¡
õ£›¾‹
ÜÂðõº‹
Üõ˜
à¼õ£‚Aò
ê£‰FG«èˆîÂ‹
Þ¡¬øò
ÝCKò˜èÀ‚° ï™ô ð£ì‹. ÞŠ¹ˆîèˆ¬îŠ
ð®ˆî ÝCKòù£Aò ï£¡ èŸøõŸ¬ø W«ö
õK¬êŠ ð´ˆîô£‹ âù â‡µA«ø¡.
·
è™M¬òˆ
b˜ñ£QŠð¶
º¿
ÝÀ¬ñ
õ÷˜„C«ò
Ü¡P
ñFŠªð‡µ‹
«õ¬ôõ£ŒŠ¹‹
ñ†´ñ™ô.
·
¹ˆîè‚ èŸø¬ôMì ²ò à¼õ£‚è«ñ
Þ¡Pò¬ñò£î¶.
·
ñ£íõ˜èœ ïñ‚° Þ¬íò£ùõ˜èœ;
Üõ˜èÀì¡ Þ¬í‰¶ ªêò™ð´õ«î
ï‹ èì¬ñ.
·
è † ´ Š ð £ † ¬ ì ‚ è £ † ® ½ ‹
²î‰FóªõOJ™ àí˜‰¶ à¼õ£‚°‹
²ò å¿‚è«ñ «ñô£ù¶.
·
î‡ì¬ùè¬÷ˆ îM˜ˆ¶, ð£ó£†´‹
á‚°MŠ¹‹ õöƒè™? ï¡¬ñ ðò‚°‹
õ£ù‹ ð£˜ˆ¶ õ‡í‹ èŸ«ø¡!
ñ¬ôèO™ ãP ñù õ÷‹ ªðŸ«ø¡!
ðø¬õèœ åLJ™ ªñ£N¬ò ÜP‰«î¡!
ðöƒè¬÷ â‡E èEî‹ èŸ«ø¡!
MôƒA™ ñQîQ™ Ü¡¬ð àí˜‰«î¡!
Þ¬õ ò£¾‹ àí˜ˆî Ýê£¡ «õ‡´«ñ£!
ÝCKòù£ù â¡ ÝÀ¬ñ‚° õ½
«ê˜Šðî£è
Þ¼‰î¶
”î£Ã˜-õ£›Mò™”
ð£ì¹ˆîè‹. â¡ õ°Šð¬ø¬ò„ ê£‰FQ
«èˆîù£è
àí¼‹ð®ò£ù
ªêò™ð£†´
Ý«ô£ê¬ù¬ò
õöƒAò¶
â¡ø£™
I¬èò£è£¶.
îIN™ õó «õ‡´‹.
ê£‰F«èˆîÂ‚° «ïK™ªê¡Á õó«õ‡´ªñ¡ø
âF˜è£ô F†ìˆ¬î»‹ ÞŠ¹ˆîè‹ î‰¶œ÷¶.
è£˜ˆF«èò¡ ªî£.ð.Ý, Üó² ªî£ì‚è ðœO, è¬óò£‹¹ˆÉ˜
F¬êñ£Q
Ýèv† 2015 109
Event and Updates
Puducherry Teacher Circle (PTC) Resource
Release: Release of June issue of Thisaimaani
and the first issue of resources developed by the
Puducherry Teachers’ Circle. Members of the
Teachers’ Circle shared experiences from their
first round of working together and reflections
on the way forward.
Workshop for Mathematics Teachers: Workshop
on “Combined Figures and their Measurements”
for Upper Primary Mathematics Teachers.
TGT Induction: Five day induction program
for newly appointed Block Resource Teachers
(BRTs). Discussion on topics like aims
of education, how children learn, nature
of subjects, teaching methodologies and
assessment.
Lawspet reading group: Meeting of teachers’
reading group - “Vaasippu Kuzhumam” to
discuss topics like development of society
through government schools, the role of
education beyond teaching and testing, etc.
F¬êñ£Q
110 Ýèv† 2015
Teaching resources for August issue: Multiple
sittings of Puducherry Teachers’ Circle for the
development of teaching resources for lessons
coming up in August.
Classroom try-outs and reflection: Subject-wise
meetings of Puducherry Teachers’ Circle to share
the experiences of trying out the june resources
in the classroom. Teachers shared snapshots of
their students work followed by a peer reflection
discussion.
F¬êñ£Q
Ýèv† 2015 111
Notes :
F¬êñ£Q
112 Ýèv† 2015

Thisaimaani -August 2015 - Azim Premji Foundation | Azim Premji

Transcript

Documenti analoghi

Location and topology design problems in telecommunication

Technical Underwear base layers shorts Original

scudovaris

Preface by Alan N. Shapiro 9 Introduction 19 CHAPTER 1 NATURE

An open-source framework for multi-physics - HPC-Forge

Experimental study on the determination of strength of masonry walls

Phenology Trends Observed in Selected Species

You are to convert from one metric prefix to another metric prefix

Target Strategy: a practical application to ETFs and ETCs

Composed Upon Westminster Bridge (Scritta sul ponte di