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Hindi presentation
- 2. Hindi is theofficial language spoken in India. Can you find India on the map? Photographs of India
- 3. Hindi Hello Namaste Goodbye Namaste Thankyou dhanyavād) My name is … merā nām ... hai) How are you? ? (āp kaise haiṅ?) I am fine thanks. And you? maiṁ acchā hūṁ, dhanyavād. COLOURS! aur āp? Sorry kṣama kījiye
- 4.
- 5. There are manydifferent types of dance in India. One of these is known as Bollywood dancing.. Bollywood dancing
- 6. Kameez Kurta Sari Dhoti Salwar Dupatta
- 7. This is Gandhi.He is from India and was a very important leader in his country. He spent his life trying to help the people India and died in 1948. Story of Gandhi.
- 8. Bibliography. • http://mens-catalog.blogspot.co.uk/2009/03/dhoti-kurta.html • http://www.indiafashionexpo.com/indian_clothes.html • http://www.cambridgeeducationaltoys.com/index.php?main_page=index&cPath=173_64_69 • https://www.cia.gov/library/publications/the-world-factbook/geos/in.html • http://www.state.gov/r/pa/ei/bgn/3454.htm • http://www.youtube.com/watch?v=s5rZs2ffWUw&feature=relmfu • http://www.thefamouspeople.com/profiles/mahatma-gandhi-55.php • http://www.omniglot.com/language/phrases/hindi.php • http://dancingclub.org/tag/indian-classical-dance • http://dances.iloveindia.com/dance-festivals/index.html • http://www.amazon.co.uk/Gandhi-Famous-People- Lives/dp/0749643544/ref=sr_1_4?s=books&ie=UTF8&qid=1354621012&sr=1-4#_ • http://www.bbc.co.uk/learningzone/clips/bollywood-dancing/12325.html • http://travel.nationalgeographic.co.uk/travel/countries/india-photos/
Editor's Notes
- #2 Teacher notesThis slide could be used as a starter showing children the flag of India. The bottom image is ‘Hindi’ in the Hindi language.Firstly ask them if they know what the background image may be. Ask how did they know it was a flag? Is it very different to our flag? What does our flag look like? Why are the flags different? Do you know what any other flags look like?Ask children to then create their own flag, they can create a flag of an existing country or even create a flag for their own house. Gather together to show some flags at the end of the lesson and the children can explain what they have created.Links to Art and Design:1b. ask and answer questions about the starting points for their work, and develop their ideas
- #3 Teacher notes.This slide could be used to teach children the locations of England and India on a world map and act as a starter for learning about the differences and similarities between the two countries. Click on the globe for a link to a world map on Google maps.Does anyone know where England is on the map?Does anyone know where India is?What do you notice about the two countries on the map?Children can discuss the size difference of the countries, how England is higher and what this means, talk about the temperatures of the countries.The ‘photographs of India’ links a national geographic page of photographs of india, these can be looked at as a class and discussed on the carpet, going through what the children notice and see. They can then have some images printed and put on their tables as well as photos of their local area and discuss the differences and similarities between them.Links with Geography: 1. In undertaking geographical enquiry, pupils should be taught to: a. ask geographical questions3b. identify and describe where places are3d. recognise how places compare with other places
- #4 Teacher notesThis page can be used to introduce children to some of the words and phrases in the Hindi language. At this young age I would not expect them to start learning this language in school, but to experience words in a different language.You begin by asking the children if they know any words in Hindi. If so, these children could be useful in assisting with pronunciation. You could then listen to each of the words in Hindi from the clips, and then repeat them with the children. After some practise you can begin to have a conversation between you and the class, and afterwards have the children get in pairs and have a conversation. This conversation could be audio recorded.The numbers could be used in the same way. Learn them as a class by repeating the audio clip. There could then be an activity where children listen to a random number clip or the teacher saying a number in Hindi, and then have to put the correct number on an empty number line.The colours link goes to a game featuring the colours. You learn the colours in Hindi first and then go on to the game. I would recommend doing this as a class and then if appropriate children can play the game independently on computers among others on the site.This could also be an opportunity to discuss other different languages in the class, whether anyone speaks any other languages, and these can be shared.
- #5 Teacher notes.This slide can be used a carpet story session to give children further experience with the Hindi language in the context of a story they are familiar with.Show the book to the children. It is one that most will recognise. Read through the story or have the children help you to retell the story.Explain to the children they will now be hearing the story in Hindi and click on the link to play the clip. You could then have a discussion with children asking things like:Did you still understand the story in Hindi? How?Do you think you would understand a story read in Hindi if you had never heard it before?An extension could then be to get hold of a hard copy of the story in Hindi and look at the text. Ask children what they notice about it and how it differs to the English text.
- #6 Teacher notes.This slide can be used to teach about the differences and similarities between the children’s dancing and Indian dancing.Ask children what they notice about the pictures of Indian dancers – clothing, bright colours, jewellery etc. Ask if they know anything about Bollywood dancing.You could start the lesson by playing musical bumps or playing music and asking children to dance in groups and have the rest watch. Get them to identify some of the specific moves that they all do. Where did you learn these dances? Show the clip of Indian dancing linked above. Ask children what they noticed, liked and disliked.What differences/similarities did you notice between these dance moves and your own? What are the reasons for this?Ask children in small groups to make up their own dances with a mixture of their own and Bollywood dance moves. These could be recorded with cameras and uploaded to a computer where the children could watch themselves and the dances of other groups. Children can discuss the dances, which moves they used and which they would say are Indian dance moves.Ask children - Would you do any of these moves when dancing in the future? Why/not?Extension – Children could do a performance of their Indian dances. They could make their own costumes referring back to the photographs of Indian dancers and thinking about the clothing and jewellery.Links with P.E -6c. create and perform dances using simple movement patterns, including those from different times and cultures
- #7 Teacher notes.This slide is to be used for the consolidation of children’s learning about Indian clothing.Teach the children about the different items of clothing that are worn in India. This could be by dressing members of the class in the real items of clothing if they are accessible. Bring a boy and girl to the front of the class and dress them up, explaining about the different parts of clothing, using their names and showing how they are worn. Split the children into smaller groups and have them explore the clothing and dress eachother up while listening out for their use of the names of the clothes.Bring children back together and ask-What did you like/dislike about the clothes?Were they easy to put on? Why/not?Another way to teach this is through the use of multicultural dolls/puppets that are dressed in this way to explain the different parts to the children, or pictures and videos displaying the same information.After this is taught, this slide can be used to assess children’s knowledge of the names of each item of clothing. Starting from the Kurta and continuing clockwise, as the children which piece of clothing each label represents. Children can come up and touch the board to see if the arrow shows they have the correct answer.
- #8 Teacher notes.This slide can be used to introduce the children to the story of Gandhi.You could show children the picture and ask, does anybody recognise this man? Do you know what he is famous for?You could then briefly tell children his name and where he is from before asking what else the children would like to know about him. Make a list of all of their questions before showing them the clip on the link. After watching ask children what they learned from watching the clip and write down some facts about Gandhi as a class.If any of the children’s questions were unanswered by the clip, they could go on to use other sources to find these out (books, internet etc).Children could then move to their tables and pick their favourite facts about Gandhi and write these down. Some of these could be shared in the plenery. The top link shows books that could be useful in this lesson. 2. Pupils should be taught to: a. recognise why people did things, why events happened and what happened as a result1d. use secondary sources of information