This student learning unit introduces the theme of "Friends, Family and Sambalpur". It includes 6 activities related to this theme:
1) Creating a family tree, 2) Solving word puzzles using first letters, 3) Secret coding of words using the next letter of the alphabet, 4) Marking family members' locations on a map, 5) Writing a short biography, 6) Answering questions about a close friend. The document encourages students to enjoy the activities, reflect on what they are learning, and see this as an ongoing process of improvement in English skills.
The document appears to be a collection of symbols and characters with no discernible meaning. As there is no meaningful information, a summary cannot be provided.
The project team would run training sessions for line managers from across the organization, who have each committed to spending at least three days carrying out training. The training would focus on putting managers in simulated emergency situations to improve their response in a more intuitive and empathetic way. The training aims to have at least 80% of line managers complete the training by March 2023.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides teaching activities and guidance for an English teacher support unit on accidents and safety:
- The unit focuses on tapping students' experiences with accidents to help them learn English through role plays, discussions, and writing about accident situations and safety precautions.
- Sample activities include having students write dialogs for accident scenarios, listing dangerous items in the home and related safety measures, and discussing difficulties people may face in winter in the Kulu Valley of India.
- The document advises connecting such activities to textbook lessons and modifying activities as needed based on students' responses to encourage active participation and language learning.
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
The document appears to be a collection of symbols and characters with no discernible meaning. As there is no meaningful information, a summary cannot be provided.
The project team would run training sessions for line managers from across the organization, who have each committed to spending at least three days carrying out training. The training would focus on putting managers in simulated emergency situations to improve their response in a more intuitive and empathetic way. The training aims to have at least 80% of line managers complete the training by March 2023.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides teaching activities and guidance for an English teacher support unit on accidents and safety:
- The unit focuses on tapping students' experiences with accidents to help them learn English through role plays, discussions, and writing about accident situations and safety precautions.
- Sample activities include having students write dialogs for accident scenarios, listing dangerous items in the home and related safety measures, and discussing difficulties people may face in winter in the Kulu Valley of India.
- The document advises connecting such activities to textbook lessons and modifying activities as needed based on students' responses to encourage active participation and language learning.
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
The document provides guidance for an English teacher on conducting classroom activities centered around the theme of clothes, fashion, and beauty, with the aim of improving students' English language skills, including activities where students list names of clothes, ask each other questions about outfits, and solve riddles about items of clothing.
This document provides information about Student Learning Unit 4 on clothes, fashion, and beauty. It outlines 9 activities for students to complete, including designing t-shirts, describing family members and their jobs, coming up with new ideas for a struggling tailor, designing jerseys for the Indian cricket team, describing appropriate clothing for jobs like astronauts and firefighters, listing other uses for cloth besides clothing, designing an outfit for a wedding, explaining how to paint designs and do embroidery on cloth, identifying cosmetic slogans, and creating names and slogans for imaginary beauty products. The activities allow students to demonstrate their understanding of clothing, design, and cultural topics.
Module 2 - Master trainer training - Resource Person handbookkusumafoundation
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
This document provides guidance for English language activities focused on films, TV, music and mobile phones. It includes 3 activities:
1) Students generate English words related to the themes and work in groups to create a master list, surprising the teacher with how many words they know.
2) Students form groups and mime film titles for others to guess, translating titles to practice English.
3) Choosing a film title, students brainstorm related English words which are written on the board, allowing further activities like sentence building.
The activities aim to build on students' familiarity with popular themes through vocabulary development, miming, translation and sentence work to improve English language skills while maintaining student interest.
This document provides guidance for English teachers on unit 4 which focuses on the theme of clothes, fashion, and beauty. It suggests using students' interest in these topics to help improve their English skills. Suggested activities include having students list names of clothes, ask and answer questions about the lists, solve riddles about clothing items, and discuss natural and synthetic materials used to make clothes. The goal is to engage students while developing their speaking, reading, and vocabulary skills.
This document provides guidance for teachers on supporting students with anxieties and fears. It discusses common anxieties teenagers face like academic performance, relationships with friends, and future plans. Teachers are encouraged to understand students' personal lives and challenges to help them learn better. A series of activities are proposed to help students identify and discuss their fears and anxieties, distinguish between anxiety and fear, and overcome fears through exposure. Illusions, delusions and hallucinations are also explained to improve self-awareness of thoughts and perceptions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document is a student learning unit about taking care of others and oneself. It discusses how we feel about and care for people close to us, like family members. It also talks about how we look after our own needs and feelings. The unit has activities on making decisions, solving problems, and learning about how life has changed over the years. One activity asks students to look up definitions for cooking terms in a dictionary. Another activity involves buying vegetables within a budget. The unit aims to teach students how to care for others and themselves.
This document discusses activities teachers can do to help students express and address their anxieties and fears in English. It suggests having students discuss common exam anxieties and ways to overcome them. It also proposes having students come up with unusual phobias and discuss home-based worries. The goal is to help students talk about fears and anxieties in a way that can help them process these emotions and improve their English skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides guidance for English teachers on activities to help students strengthen their English language skills and learn about their local communities. The activities focus on having students use maps of Odisha to learn about different districts, cities, rivers and landmarks. Students work in groups to answer questions about locations and write descriptions that others can identify. The goal is to give students a geographical and locational perspective while developing their English communication abilities.
Chart youth academy training schedules and timesJock Dias
The document reviews training times and games played amongst youth football club academies. It provides details for several top European clubs including Real Madrid, Barcelona, AC Milan, Bayern Munich, and Ajax. Training hours range from 3 to 16 hours per week depending on the club and age group. Game numbers range from 25 to 40 per season. Most clubs have residential provisions starting at age 14 and partnerships with local junior clubs to recruit players.
The article discusses teacher evaluation models that are being adopted across the US to improve student achievement. It notes that the focus on rigorous teacher evaluations is meant to address the perception that too few underperforming teachers are being dismissed each year. The article provides an overview of common components in research-based evaluation models, including measuring teacher skills, instructional practices, student assessment, and classroom culture. It argues that for evaluations to be effective, ineffective teachers must improve or leave to make room for more effective teachers. The article concludes by outlining steps administrators can take to successfully implement new evaluation systems, such as ensuring common understanding of rating criteria, monitoring for rating consistency, tracking teacher performance issues, and collaborating with teachers unions.
The document provides guidance for an English teacher on conducting classroom activities centered around the theme of clothes, fashion, and beauty, with the aim of improving students' English language skills, including activities where students list names of clothes, ask each other questions about outfits, and solve riddles about items of clothing.
This document provides information about Student Learning Unit 4 on clothes, fashion, and beauty. It outlines 9 activities for students to complete, including designing t-shirts, describing family members and their jobs, coming up with new ideas for a struggling tailor, designing jerseys for the Indian cricket team, describing appropriate clothing for jobs like astronauts and firefighters, listing other uses for cloth besides clothing, designing an outfit for a wedding, explaining how to paint designs and do embroidery on cloth, identifying cosmetic slogans, and creating names and slogans for imaginary beauty products. The activities allow students to demonstrate their understanding of clothing, design, and cultural topics.
Module 2 - Master trainer training - Resource Person handbookkusumafoundation
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help alleviate symptoms of mental illness and boost overall mental well-being.
This document provides guidance for English language activities focused on films, TV, music and mobile phones. It includes 3 activities:
1) Students generate English words related to the themes and work in groups to create a master list, surprising the teacher with how many words they know.
2) Students form groups and mime film titles for others to guess, translating titles to practice English.
3) Choosing a film title, students brainstorm related English words which are written on the board, allowing further activities like sentence building.
The activities aim to build on students' familiarity with popular themes through vocabulary development, miming, translation and sentence work to improve English language skills while maintaining student interest.
This document provides guidance for English teachers on unit 4 which focuses on the theme of clothes, fashion, and beauty. It suggests using students' interest in these topics to help improve their English skills. Suggested activities include having students list names of clothes, ask and answer questions about the lists, solve riddles about clothing items, and discuss natural and synthetic materials used to make clothes. The goal is to engage students while developing their speaking, reading, and vocabulary skills.
This document provides guidance for teachers on supporting students with anxieties and fears. It discusses common anxieties teenagers face like academic performance, relationships with friends, and future plans. Teachers are encouraged to understand students' personal lives and challenges to help them learn better. A series of activities are proposed to help students identify and discuss their fears and anxieties, distinguish between anxiety and fear, and overcome fears through exposure. Illusions, delusions and hallucinations are also explained to improve self-awareness of thoughts and perceptions.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow, releases endorphins, and promotes changes in the brain which help enhance one's emotional well-being and mental clarity.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document is a student learning unit about taking care of others and oneself. It discusses how we feel about and care for people close to us, like family members. It also talks about how we look after our own needs and feelings. The unit has activities on making decisions, solving problems, and learning about how life has changed over the years. One activity asks students to look up definitions for cooking terms in a dictionary. Another activity involves buying vegetables within a budget. The unit aims to teach students how to care for others and themselves.
This document discusses activities teachers can do to help students express and address their anxieties and fears in English. It suggests having students discuss common exam anxieties and ways to overcome them. It also proposes having students come up with unusual phobias and discuss home-based worries. The goal is to help students talk about fears and anxieties in a way that can help them process these emotions and improve their English skills.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This document provides suggestions for English language activities focused on family and friends that begin with listening and speaking. The activities:
1) Start with word-level activities where students respond through gestures and words and progress to using simple sentences.
2) Are meant to help students comprehend short statements, respond in short answers, use familiar words in context, and make simple sentences and questions.
3) Include activities like guessing family relationships, identifying names that start with letters, describing relationships, textbook questions, identifying incorrect sentences, a class quiz, describing classmates, and one-word friend descriptions.
4) Suggest involving all students, using L1 when needed, observing students, and handing activities over to students in
This document provides guidance for English teachers on activities to help students strengthen their English language skills and learn about their local communities. The activities focus on having students use maps of Odisha to learn about different districts, cities, rivers and landmarks. Students work in groups to answer questions about locations and write descriptions that others can identify. The goal is to give students a geographical and locational perspective while developing their English communication abilities.
Chart youth academy training schedules and timesJock Dias
The document reviews training times and games played amongst youth football club academies. It provides details for several top European clubs including Real Madrid, Barcelona, AC Milan, Bayern Munich, and Ajax. Training hours range from 3 to 16 hours per week depending on the club and age group. Game numbers range from 25 to 40 per season. Most clubs have residential provisions starting at age 14 and partnerships with local junior clubs to recruit players.
The article discusses teacher evaluation models that are being adopted across the US to improve student achievement. It notes that the focus on rigorous teacher evaluations is meant to address the perception that too few underperforming teachers are being dismissed each year. The article provides an overview of common components in research-based evaluation models, including measuring teacher skills, instructional practices, student assessment, and classroom culture. It argues that for evaluations to be effective, ineffective teachers must improve or leave to make room for more effective teachers. The article concludes by outlining steps administrators can take to successfully implement new evaluation systems, such as ensuring common understanding of rating criteria, monitoring for rating consistency, tracking teacher performance issues, and collaborating with teachers unions.
This document provides activities and instructions for a learning unit about films, TV, and music for students. It includes activities where students write about their favorite movies, rate and review movies, think of ideas for a film set in their local area, and identify dialogues and song lyrics from famous Hindi and Odia films. The activities are designed to be fun while also practicing English language skills. Students are encouraged to discuss the activities with friends and try using both English and their local language in their responses.
The document discusses elliptical sentences (kalimat eliptik) in Indonesian. It provides examples of elliptical sentences and explains the rules for forming them using specific words like "too", "so", "either", and "neither". It also contains exercises for the reader to practice identifying and creating elliptical sentences based on given sentence pairs.
The document contains a series of activities for students. It includes lists of letters, words, and names to be completed by the students. It also notes the name of the school, teacher, and date for each activity. The overall document provides structured literacy exercises for students to practice writing letters, words, and their own names.
The document contains a series of activities for students. It includes lists of letters, words, and names to be completed by the students. It also notes the name of the school, teacher, and date for each activity. The overall document provides materials and instructions for a series of literacy-based exercises for students to practice letters, sounds, and writing.
Kf ssrp foundation camp-student handbook english 23 august 2016kusumafoundation
1. The Secondary School Readiness Programme is being implemented in 52 government secondary schools across 5 districts of Uttar Pradesh with the joint efforts of the Uttar Pradesh Secondary Education Project and the Azim Premji Foundation.
2. The programme aims to assess the learning levels of students entering Class 9 and provide remedial support so they can successfully participate in secondary and higher education. It also includes teacher training.
3. The programme has been successfully run for the past two years in 25 government and government-aided secondary schools across Ghazipur district. It involves assessing the current learning levels of students in Classes 9 and 10 and providing subject-based learning resources developed by the Foundation.
This document contains sample materials from an English language textbook including worksheets, activities, and audio transcripts. The materials cover topics like free time activities, animals, and using verbs in the present simple tense. The document encourages parents to purchase the full textbook if they want more English practice for their children.
This document provides information about the Secondary School Readiness Programme (SSRP) being implemented in government schools of five districts of Uttar Pradesh in collaboration with the Uttar Pradesh Madhyamik Shiksha Abhiyan and Dakshay Foundation. The programme aims to assess the current learning levels of students entering Class 9 and provide remedial support to help them adjust to secondary education. It involves teacher training and development of subject-based learning resources. The workbook contains exercises for students to practice language skills, expand their knowledge and build confidence after the Foundation Camp component of the programme.
This document contains information about the syllabus for a preliminary test and written examination for 15th grade school level students in Bangladesh.
For the preliminary test, the syllabus includes Bengali, English, general mathematics, and general knowledge sections. The written examination will assess students on 25 subjects, including Bengali, English, economics, political science, history, Islamic history and culture, sociology, geography, home economics, business studies, agriculture, computer education, Islamic studies, and various religious studies.
The document also provides sample questions that may be asked on the preliminary test, covering topics in Bengali, English, mathematics, and general knowledge. It outlines the marking scheme and time duration for each section
What is addiction really, how does it happen, what is its basis and how to overcome it has been described by Dadashri. A true understanding of how dangerous addiction is can only change one's perception of addiction and one day free one from it. One of the remedies is the four-step technique. A unique way, in which (1) To make a strong resolve that addiction is wrong, (2) To collect details on how it is wrong and keep in awareness, (3) Despite the decision, as often as addiction occurs again, ask for forgiveness and resolve never to repeat it again (4) Not to protect the mistake even if someone points at our mistake or insults us. The person who has an addiction himself will get many keys from this book, but at the same time, if someone close to him has an addiction, Dadashri's understanding of how to deal with it will also give a new perspective. So that there is no attachment and abhorrence and that person also gets the willingness to come of the addiction.
مذكرة انجليزي + القصة للصف الأول الإعدادي الترم الأول 2017 - موقع ملزمتيملزمتي
The document provides guidance for members of a group in 7 points. It emphasizes acting with humility and kindness towards others according to the teachings of God. It encourages sharing knowledge and skills with less experienced members to help them improve, while also learning from others. Disputes should be avoided and resolved peacefully through respectful dialogue as believers in God.
English school-books-1st-preparatory-1st-term-khawagah-2019-11khawagah
The document provides guidance for proper etiquette and behavior when interacting with others online or through social media. It emphasizes showing respect to all people and avoiding harming or insulting others. It also encourages focusing interactions on positive topics that bring people together and promote peace rather than division.
The document provides instruction on conjugating verbs in the present simple tense in English. It discusses using the correct verb forms for "he/she/it" (third person singular) and includes examples asking questions and negative forms. Links are provided for further exercises on telling time and daily routines.
This document provides information about tenses in the English language from Cambrian College in Bangladesh. It discusses the present continuous tense and its structure. It also discusses rules for adding "-ing" to verbs and provides examples. Students are asked to identify tenses in sentences, answer questions about simple past and present simple tense, and write a paragraph on environmental pollution using correct tenses. The objectives are to identify tenses, understand tense structures, and use tenses correctly in sentences.
For astorlogy, mantra diksha & sadhana guidance email to sumitgirdharwal@yahoo.com or call on 9410030994, 9540674788. For more information visit www.baglamukhi.info or www.yogeshwaranand.org
Magha Gupta Navratri 2015 गुप्त नवरात्री
प्रत्येक वर्ष आने वाले दो नवरात्रों से तो आप सभी लोग परिचित हैं लेकिन इनके अलावा प्रत्येक वर्ष दो और नवरात्री होती हैं जिन्हें गुप्त नवरात्री कहा जाता है। पूर्व काल में इनका ज्ञान केवल उच्च कोटि के साधकों को होता था जो इस समय का उपयोग विशिष्ट साधनाओं को सम्पन्न करने में किया करते थे।
गुप्त नवरात्र में पूजा, उपासना सामान्य नवरात्रों के समान ही होती हैा तान्त्रिक समाज में इन नवरात्रों का बहुत ही महत्व है, जो इस समय की लगातार प्रतिक्षा करतें हैं।
Navratri is celebrated four times a year. They are the Magh Navratri(gupt navratri), the Vasantha/chaitra navratri, Ashad Navratri(gupt navratri) and Ashwin Navaratri. Though Ashwin Navratri and the Vasantha Navratri of the Chaitra are very important and known to everyone, the other two navratra's are known as gupt navratra are equally significant and are meant for sadhaks. Magha navratri puja act as a shield from danger, injury, destruction or damage and person obtains riddhi & siddhi.
2015 Magh Navratri Dates
Magha navratri, also known as Gupt Navratri or shishir Navratri, is a 9-day festival dedicated to Goddess Saraswati Devi. In the year 2015, Magh orshishir navratri will be from 21st jan 2015 to 29th Jan 2015. It is observed in Shukla paksha of Magh month(Jan-Feb 2015). These are very auspicious days for the tantriks, sadhaks for saadhna and also for any other specific tantrik pooja to resolve the materialistic problems.
Tantrik Anusthan on Magh Navratri
During these auspicious days, extensive prayer is offered to request earnestly Goddess Durga for blessings. In the period of Navratri consecrated chants of Durga Saptashati are done which is a part of Markandeya Purana. The mantras in the book narrate how Goddess Durga was empowered and provided with divine weapons by our Trinity of Gods (Brahma, Vishnu and Shiva) to decimate Mahishasura and various other demons. Vamtantra conducts tantrik anusthan of Shri Durgasaptshati, Shrimad-devi Bhagwat, Devi Mahaatmya and other texts invoking Goddess Durga are cited by vamtantra during this
The document provides guidance on developing reading skills in Tamil among students. It includes suggestions for activities to practice letter recognition, sight words, and reading comprehension. Some of the key activities mentioned are:
- Using flashcards to practice identifying letters and their sounds.
- Playing games like filling in sheets or fly swatter games to reinforce sight words.
- Having students take turns reading passages aloud with proper expression.
- Assigning students different character roles when reading stories.
- Encouraging partner or buddy reading between upper and lower grade levels.
The document emphasizes making reading practice engaging for students through interactive games and dramatic reading activities. This aims to help students memorize letters and words and strengthen their reading ability
1. The document discusses a lesson plan for teaching students about current events. It includes activities for students to report on news they read, discuss topics in newspapers and magazines, and learn about the royal family and government.
2. Students would explore daily life activities, the king's responsibilities and projects, and visit palaces in Bangkok and Hua Hin. They would discuss important community news.
3. The lesson also involves students finding and presenting news, discussing daily life rewards, identifying helpful community members, and learning to use newspapers and media for studies. Conservation projects are also included.
The document outlines the aims and objectives of a nature appreciation program for students. It includes slides on various nature-related topics aimed at teaching students to appreciate nature, value conservation, work as a team, and develop self-confidence. Pre- and post-tests of student attitudes show significant improvements in students seeing nature as a teacher, recognizing their ability to learn from nature and achieve goals through teamwork, and committing to preserve nature. The analysis found changes between 32-43% across various measures, indicating the program was successful in positively impacting student attitudes toward nature.
700+ Facebook Bio For Boys & Girls 2022.pdfRahul Kumar
Hello Guys, If you are searching for the best Facebook Bio then you have come to the right place, today in this post I have shared with you 700+ Facebook Bio For Boys & Girls. In this article, I have shared the latest and best collection of Facebook Bio (eg. Attitude, Professional, Business, Royal) in Hindi or English. We have shared with you only Facebook Stylish Bio and if you are a Facebook user then you should try it in your Facebook Bio and your Bio looks cool and stylish. All the Bio that has been given to you are the latest and unique we do not copy from other sites.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
How to Manage Reception Report in Odoo 17Celine George
A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
2. STUDENT LEARNING UNIT 1
1
Friends, Family and Sambalpur
iûw, _eòaûe Gaõ i´f_êe
Before we start @ûe¸ Keòaû _êaðeê
You already know what an SLU is. It contains a number
of interesting activities for you to do, all related to a
theme. In this SLU, the first one, the theme is 'Friends,
Family and Sambalpur'. Why has this been chosen as a
theme? What do you think?
@ûe¸ Keòaû _êaðeê
G Z Zêùc RûYòQ Giþ.Gfþ.dê K’Yö G[ôùe ajêZ MêWÿòG eêPò_ì‰ð
gòlY Kû~ðýûakú @Qò, ~ûjû Zêùc Keò_ûeòa Gaõ G iaê ùKøYiò
[ôc / aòhd ijòZ iõ_KðòZö _â[c GiþGfþdêe [ôc @Qò – “iûw,
_eòaûe Gaõ i´f_êe”ö ZêcKê K’Y fûMêQò, Gjò aòhdKê [ôcþ
bûaùe aQû ~ûA[ôa?
Some things to keep in mind
When starting on an SLU, look at all the pages
before you begin doing the first activity.
• Go from activity to activity in sequence.
(In later SLUs you can choose what you
will do first.)
• Don’t stop at doing only what is given
here.
• Some of the activities may be very easy
for you. Ask yourself. What else can I do
?
• In all the activities it would be best to do
them along with at least one of your
friends. If 3-4 of you can get together to
do these, it would be even better. (But
not more than four !)
• These activities don’t get ‘finished’ – you
can always come back to them and find
something new to do with them.
• If you know Odia, you can do all the
activities here !
cù^ eLôaû _ûAñ KòQò K[û:
Giþ.Gfþ.dê @ûe¸ Keòaû icdùe [ùe iaê _éÂû MêWÿòK IfUûA
ùLôù^aû bfö
gòlY Kû~ðýûakú MêWÿòK Kâc @^êiûùe Keö _eaðú
Giþ.Gfþ.dêùe Zêùc Zêce Kâc aûQò _ûeòaö
~ûjû GVûùe ò@û~ûAQò, ùiZòKò Keò ejò~û@^ûjóö ùKùZK
Kû~ðýûakú Zêc _ûAñ @Zò ijR c¤ ùjûA_ûùe, ^òRKê ^òùR
_Pûe, Gjû QWÿû @ûC K’Y Keò _ûeòaò?
iaê Kû~ðýûakú MêWÿòK Keòaû ùaùk @Zò Kcþùe RùY iûw
ijòZ Keö ~ò 3,4 RY iûw cògò Keò Keò_ûeòa Zûùjùf
@ûjêeò bf ùjaö (Kò«ê 4RYeê @]ôK ^êùjñ)
G Kû~ðýûakú MêWÿòK ùgh ùjûA~ûG ^ûjó – Zêùc _ùe
@ûC[ùe Keò_ûeòa Gaõ ^ìZ^ Xÿwùe Keò _ûeòaö
Zêùc ~ò IWÿò@û RûYòQ Zûùjùf ò@û~ûA[ôaû iaê Kû~ðýûakú
MêWÿòK Keò _ûeòaö
Let us know about your experience of working
with these SLUs. You can get in touch with
IgnusERG through your teachers
@ûi RûYòaû, Gjò Giþ.Gfþ.dêKê Keòaûùe Zêc @^êba ùKcòZò?
Zêce @^êba Zêc gòlKu Reò@ûùe AM^iþ.A@ûeRò _~ðý«
_jAaûKê ùPÁû Keòaö
3. STUDENT LEARNING UNIT 1
2
Activity 1: Family Tree
What you see here is a 'Family Tree'. Take a
moment to look at it carefully. Can you guess why it
is called a 'tree'?
gòlY Kû~ðý-1 aõg aél
^òcÜùe ùMûUòG aõg aél ò@û~ûAQòö KòQò icd ^ò@ Gaõ GjûKê
¤û^ ijòZ ùLö Zêùc K’Y Kjò_ûeòa GjûKê aõg aél Kêjû~ûAQò
KûjóKò?
Can you prepare a family tree for your family, like
the one above?
• Can you name the Odia words for the
relationships?
• Make a list of the names of your relatives.
Write their names in English if possible
Zêùc K’Y Zêc _eòaûee G_eò aõg aél Zò@ûeò Keò _ûeòa?
@fMû @fMû i´§ MêWÿòK _ûAñ IWÿò@û g± Kjò _ûeòa?
Zêc _eòaûee i´§ MêWÿòKe ^ûc ùfLö ù~ùZ ^ûc
AõeûRúùe ùfLô _ûeòa ùfLö
Activity 2: First Letter Fun
Pick out the first letters and find out what the
word is.
gòlY Kû~ðý-2 _â[c @lee cRû
_â[ùc g± gévkûe _â[c @le MêWÿòK ùLö ùi MêWÿòK cògòùf
ùMûUòG ^ì@û g± Zò@ûeò ùjCQòö ùi MêWÿòK PòjÜö
Forest - Advisor - Teacher - Horse - Elephant - Rose = ……………………………………………………..…………
Magical - Outstanding - Talented - Heavenly - Excellent - Radiant = …………………………………….……………….
…………………………………………………………………………………………………………….……………….
Terrific- Energetic-Able -Cheerful- Hardworking - Enthusiastic - Remarkable = ………………………….…………….
Success - Umbrella - .Grateful- Attractive - Rigorous =………………………………………………………………….
4. STUDENT LEARNING UNIT 1
3
Can you do this for your own name?
(Your first name will do)
Do the same for the word 'Friends'
(You can refer to the dictionary to help you select
words. Don't forget to look up their meanings!)
Zêùc K’Y Gjò Kûc Zêc ^ûc ijòZ c¤ Keò_ûeòa?
GjûKê ‘Friend’ g± ijòZ Keò Kò ùLö (g± ùLûRòaû _ûAñ
g±ùKûhe iûjû~ý ù^A_ûeö jñ, Kò«ê ùijò g±e @[ð RûYòaû
_ûAñ bêfòa ^ûjóö )
Activity 3 : Secret Code
Can you read the following words?
Using the previous letter of the given alphabet
Ex- Cup
gòlY Kû~ðý-3 fêKÑûdòZ @le
Zùk ò@û~ûA[ôaû g± MêWÿòK Zêùc _Xÿò _ûeòa? ò@û~ûA[ôaû @le
_ê¬e _ìað @le iaê @ûYò g± MV^ Keö
'Dsjdifu', 'cbu', 'cbmm';
= cricket, cbu = bat, cbmm = ball
How has this been done? If you want to write 'A(
write 'B'; and if you want to write 'B' write 'C', and
so on. You are using the next letter.
• Try writing your name or a familiar word in
this way. Ask your friend to ‘decode’ it.
• Next, can you write ‘Come to the school’
using the ‘next letter’ method.
• Try to write more sentences and ask your
friend to decode them.
• Then agree on a different code (what will
you make this time ?). See if you can read
words or sentences written by each other.
G MêWÿòK Kò_eò Keû~ûAQò? ~ò ZêcKê ‘A’ ùfLôaûe @Qò ùiVûùe
‘B’ ùfL Gaõ ~ò ‘B’ ùfLôaûe @Qò ùiVûùe ‘C’ ùfLö Gjò_eò
iaê @le MêWÿòK ùfLö cûù^ ZêcKê _eaðú @lee _âùdûM Keò
ùfLôaûe @Qòö
Gjò _âYûkúùe ^òR ^ûc ùfL, _êYò Zêùc RûYò[ôaû KòQò g±
ùfLö
Gùa ‘_eaðú @le’ _âYûkúùe Gjò aûKýKê ùfL –
‘come to the school’.
Gjû _ùe @^ý GK ^ìZ^ _âYûkú C_ùe Pò«û Ke (ùKCñ
_âKûee _âYûkú Zò@ûeò Keòa Gùa?) ùL Zêc iûw
ùfLô[ôaû g± Kò´û aûKýKê _Xÿò _ûeêQ Kò ^ûjóö
Activity 4: Mark the Places
Take a map of Sambalpur and Odisha (where
will you find these maps?). If you don't have a
map of Sambalpur, why not make a rough map
for this activity?
• On the map, mark all the places whre
your relatives are living.
• Can you make sentences about these ?
Such
As: ‘My uncle lives in ________.’ It is
gòlY Kû~ðý-4 iÚû^ _eòPd/PòjÜU
i´f_êe Gaõ IWÿògûe cû^PòZâ ^ò@ (ùKCñVò còkòa G
cû^PòZâ?) ~ò i´f_êee cû^PòZâ ^ còùk ùMûUòG cû^PòZâ
Zò@ûeò Keö
cû^PòZâùe iaê RûMûùe PòjÜ ò@, ù~CñVò Zêce _eòaûee
iiý Kò´û iõ_Kðòdcûù^ ejêQ«òö
Zêùc K’Y Zûu C_ùe aûKý Zò@ûeò Keò _ûeòa? ù~_eò .. .
. .. .. . . .. .. . . ..
My Uncle lives in ______ It is _______ km from here.
5. STUDENT LEARNING UNIT 1
4
kilometers from here.’
• What else can you say, using the map
and the places marked ?
cû^PòZâ Gaõ G[ôùe PòjÜòZ Keò[ôaû RûMûKê ùLô Zêùc
@ûC K’Y K’Y Kjò _ûeòa?
Activity 5 : My Biography gòlY Kû~ðý-5 ùcûe Rúa^ú
Fill in the blanks and create your short biography. Try to add as many lines as you can.
^òcÜùe [ôaû gê^ýiÚû^ _ìeY Ke Gaõ ^òRe GK Rúa^ú Zò@ûeò Keö G[ôùe ù~ùZ _ûeêQ aûKý aXÿû@ Gaõ GjûKê @ûMKê ^ò@ö
My name is…………………………My parents are ....................................and ............................................
I live at ...................................................... .
I have ............................................................brothers and ........................................................... sisters.
I come to school by cycle / by bus / on foot. I love music/films/books/cricket .... .
My close friend is
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6. STUDENT LEARNING UNIT 1
5
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
………………………………………………………………………………………….………………………
You can also write in Odia -later, when you have learnt more English, you can come back and write this in
English!
Zêùc IWÿò@ûùe c¤ ùfLô_ûe - _ùe ù~ùZùaùk @ûjêeò AõeûRú gòLô~òa, ù`eò@ûiò AõùeRúùe ùfLôaö
Activity 6: About my Friend gòlY Kû~ðý-6 ùcûe iûw iû[ú
Choose one of your friends and answer the following
Zêce ù~ ùKøYiò ùMûUòG iûw / iû[úKê aûQ Gaõ Zûu C_ùe ^òcÜ fòLôZ _âgÜe Ce ò@ö
Is she/he taller than you? (Yes/No)
Does she/he come from the same place as you? (Yes/No)
Is she/he studying in your class? (Yes/No)
Do you play with your friend? (Yes/No)
………………………………………………………………………………………………
Now can you speak or write about your friend?
Try to say a few sentences more.
Gùa Zêc iûw / iû[ú C_ùe @ûC K’Y Kjò_ûeòa Kò´û ùfLô_ûeòa
ùfLö (AõeûRúùe)ö
Let's stop here for a moment and think.
• Did you enjoy the activities done so
far ?
• Do you think you are learning some
English ? What have you learnt; or
improved till now (both from the
classroom activities done by your
teacher and from this SLU) ?
• This is only the beginning !
KòQò icd GVûùe ej Gaõ Pò«û Keö
aðcû^ _~ðý« Keò[ôaû Kû~ðýûakúùe cRû fûMòfû Kò?
ZêcKê ùKcòZò kûMêQò – KòQò AõeûRú gòLò _ûeêQ?
aðcû^ _~ðý« Zêùc K’Y gòLôf, Kò´û K’Y iõùgû]^
Kf?
(ùgâYúùe ùjC[ôaû Kû~ðýûakú Gaõ Gjò Gi.Gfþ.dê
Cbdùe)
AGZ ùKak @ûe¸ cûZâö
7. STUDENT LEARNING UNIT 1
6
Activity 7:
How many words do you know ? Look at
the pictures below.
• What can you see ?
• Which words can you say related
to the picture ?
Do this with a friend - you say one word and then
ask your friend to say one. If you can, write your
words and look at each other's list when you are
done.
What else can you do in English with these
pictures?
gòlY Kû~ðý-7 ùKùZ g± RûYòQ?
Zùk ò@û~ûA[ôaû PòZâKê flý Keö
K’Y ùLêQ?
PòZâ C_ùe ùKCñ g± AõeûRúùe Kjò _ûeòa?
GjûKê Zêc iûw ijòZ Ke – PòZâ C_ùe ùMûUòG g±
Zêùc Kj, @^ýUò Zêce iûw Kjêö i¸a ùjùf ^òRe g± MêWÿòK
ùfL Gaõ _êeû ùjfû _ùe RùY @^ý RYue ZûfòKûKê ùLö
Zêùc PòZâ C_ùe AõeûRúùe @ûC K’Y Keò_ûeòa?
8. STUDENT LEARNING UNIT 1
7
Activity 8: Talking about Pictures Look
at the picture below.
What can you say about it?
Ask each other questions if possible. You can
ask in Odia and try to include as much English as
possible
gòlY Kû~ðý-8 PòZâ C_ùe K[ûaûðû
Zùk ò@û~ûA[ôaû PòZâKê ùLö Gjû C_ùe Zêùc K’Y
Kjò_ûeòa? i¸a ùjùf RùY @ûC RYuê Gjû C_ùe _âgÜ _Pûeö
Zêùc IWÿò@ûùe _Pûeò _ûe Kò«ê ù~ùZ i¸a AõeûRú aýajûe
Keö
9. STUDENT LEARNING UNIT 1
8
Think of all the words that have a particular
letter in them. (For example, all words related
to the picture which have the letter 'a' in
them.)
Describe what you would do if you were
there.
Gjò PòZâ C_ùe AõeûRúùe Zêùc K’Y Keò_ûeòaö
Gjò PòZâùe [ôaû g± MêWÿòK c¤ùe G_eò g± MêWÿòK ùLûR,
ù~Cñ g± MêWÿòKùe GK ^òŸðòÁ @le [ôaö (CûjeY Êeê_ . .
. . PòZâùe [ôaû iaê g± MêWÿòKùe a @le @Qò)
Kjòf ùLô, Zêùc ~ò ùiVûùe [û’«: K’Y Keò[û«?
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Activity 9 : A Poem on Friendship Read this
poem. Can you understand it?
gòlY Kû~ðý-9 còZâZû C_ùe ùMûUòG KaòZû
Gjò KaòZûKê Zêùc _Xÿö K’Y Zêùc Gjû aêSò_ûeêQ?
A friendship won,
A friendship lost,
A friendship full
Of love and trust,
A friendship gone,
A friendship there,
A friendship that,
We will always share.
10. STUDENT LEARNING UNIT 1
9
• What can you say about your friends
or friendship (any words or sentences
you can write) ?
Zêc iûw Gaõ Zûu còZâZû C_ùe K’Y Kjò_ûeòa? (ù~Cñ
g± Kò´û aûKý Zêùc ùfLô _ûeòa)
Activity 10:
This Happened to my Relative Read the
story below.
gòlY Kû~ðý-10
Gjû ùjfû ùcûe iµKðòdu C_ùe
Zùk ò@û~ûA[ôaû KûjûYúKê _Xÿö
One evening, my uncle was at a tea stall on the
road side. He was having tea, talking with a
friend. A cow was walking by. The cow moved
its tail in the air. The tail hit the cup of tea in
my uncle's hand! He got wet with hot tea all
over him.
We still laugh about it.
Has something funny happened to any
of your relatives ?
Talk about it, and if possible write
some words to remind you or what
happened.
Later; when you know more English,
come back and write it in more detail.
K’Y G bkò@û jiòaû NUYû, Zêce G_eò NUYû ùKøYiò
iµKðòdu ijòZ ùKùa NUòQò Kò?
Gjû C_ùe K[û jê@, i¸a ùjùf KòQò g± ùfL,
ù~_eòKò NUYûUò K’Y ùjfû Zêùc cù^ _KûA _ûeòaö
_ùe ù~ùZùaùk Zêùc AõeûRú RûYò~òa, ù`eò@ûiò Gjû
C_ùe aòÉûe Keò ùfLö
Activity 11:
I call my friend
gòlY Kû~ðý-11
cêñ ùcûe iûwKê .....WÿûùKö
1. She is an interesting person. She always asks questions. Why are you doing this? Or, why doesn't a
cycle fall down even though it has only two wheels? Or, why don't girls play cricket? I call her a
'woman of questions'.
2. He is a reader. He loves stories, and always has a storybook in his bag. I call him a 'book worm'.
3. He takes very good care of his health. He exercises regularly and is careful about eating. He has
11. STUDENT LEARNING UNIT 1
10
become tall and strong. I call him 'a body builder'.
How do you call your friend ?
How do your friends call you ?
Can you think of similar
interesting descriptions for
others you know ?
Zêùc Zêc iûwcû^uêê K’Y Kjò WÿûK?
Zêc iûwcûù^ ZêcKê K’Y Kjò WÿûK«ò?
Zêùc K’Y Gjò bkò cRûkò@û ^ûc @^ý cû^u _ûAñ Pò«û
Keò _ûeòa?
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12. STUDENT LEARNING UNIT 1
11
Activity 12 : My Curious Cousin
You can do this exercise first in Odia and then in
English.
gòlY Kû~ðý-12 ùcûe Ròmûiê bûA(KKû_ê@ bûA)
Gjò @býûi Zêùc IWÿò@ûùe Keò_ûeòa, _ùe AõeûRúùeö
One of my cousins is only three years old. I
really enjoy being with him.
What would you do with this cousin, if
he visited your home ?
Which things would you keep away
from him ? Why ?
Where will you put those ?
Where will you put those things.
Your cousin will want to know many
things.
~ò Zêc KKû _ê@ bûA Zêc NeKê @ûùi Zêùc Zû ijòZ K’Y
K’Y Ke«?
Gjò Rò^òh MêWÿòK Zêùc ùKCñVò eLôa?
Zêc KûKû _ê@ bûA ajêZ KòQò RûYòaûKê AQû Keòaö ùKCñ
bkò@û _âgÜ ZêcKê _Pûeòaû _ûAñ Pûjóa?
Zêùc ZûKê aêùSAaû _ûAñ Kò_eò iûjû~ý Keòaö
PòZâùe ùLû~ûA[ôaû KòQò Rò^òhe ^ûc AõeûRúùe
Kjò_ûeòa?
13. STUDENT LEARNING UNIT 1
12
What kind of questions might be ask
you ? How will you help him
understand ?
Can you name (in English) some of the
things seen in the picture ?
About this SLU :
So how was this unit for you – easy,
medium, difficult ?
What can you do now in English that
you could not do before ?
Can you use the other words you are
learning in the textbook I with these
activities ?
There was only one activity related to
Sambalpur here. Can you work with
your friends and make a few activities
on Sambalpur ? Then do them with
each other !
Gjò GiþGfþdê C_ùe
Gjò @¤ûd Zêc _ûAñ Kò_eò [ôfû – ijR, c¤c Kò´û KVòY?
Zêùc Gùa AõeûRúùe K’Y Keò_ûeêQ, ~ûjûKò _â[ùc Keò
_ûeê ^ [ôf?
Zêc _ûVý _êÉKùe gòLô[ôaû ùKCñ g± MêWÿòK Gjò
Kû~ðýûakúùe _âùdûM Keò_ûeòa?
GVûùe i´f_êe Ròfäû C_ùe ùMûUòG cûZâ gòlY Kû~ðý @Qòö
Zêc iûw ijòZ cògò Gjò Ròfäû_ûAñ @ûC @]ôK KòQò gòlY Kû~ðý
~ò Zò@ûeò Keò _ûeòa, êùjñ cògò Keö