self-instructional materials · 2020. 5. 5. · self-instructional materials key-stage i and ii...

Self-Instructional Materials

Key-stage I and II Introduction.

The Self-Instructional Materials (SIMs) with the theme ‘Reaching the Unreached’ are developed primarily to facilitate education of the students living in remote places with either limited or no access to BBS and Internet for e-learning lessons. The learning activities in the SIMs packages are developed considering the class-levels and learning potentials of the students. The designs of the learning activities are intended technically to promote self-engagement and independent learning of the students at homes. Supporting Students in Using the Self-Instructional Materials

It is also acknowledged that the students of Primary Schools, especially students of classes Pre-Primary to III, and IV to VI may face certain challenges in using the SIMs. It is possible that certain instructions, content, and the activities may be difficult to understand due to the student’s limited acquaintance with the medium of instructions and certain concepts covered in the learning activities. Therefore, it is imperative for family members and teachers staying in localities to provide necessary guidance to students at homes. The support from the following individuals can be of great help in student’s self-engagement and learning through the use of SIMs. • Parent: can at least spare time to be with the child to monitor and motivate, if possible, help

with the lessons. • Siblings: elder siblings in higher classes may help younger ones. • Teachers: individual teachers in and around the same vicinity may help students in their

learning. • NFE Instructors: may assist parents and students staying nearby. • Family friends: educated family friends may help students living close to their houses. • Student’s friends: the student’s friends in close neighbours can work together.

Our collaborations and joint efforts can make a difference in educating our children.

Published by

Ministry of Education in collaboration with Royal Education Council, Paro

Copyright © Ministry of Education, Bhutan

Advisors

1. Karma Tshering, Officiating Secretary, Ministry of Education 2. Kinga Dakpa, Director General, Royal Education Council, Paro 3. Phuntsho Lhamo, Education Specialist, Advisor to the Department of School Education,

Ministry of Education

SIM Developers

Education Specialist, Advisor to the Department of School Education, MoE (English)

2. Pema Wangchuk, Deputy Chief Programme Officer, School Planning and Coordination Division, DSE, MoE (English)

3. Pelden, Deputy Chief Programme Officer, Non-Formal and Continuing Education Division, DAHE, MoE (English)

4. Pem Dema, Teacher, Jigme Namgyel Lower Secondary School, Thimphu (English) 5. Kinley Dema, Teacher, Rinchen Kuenphen Primary School, Thimphu (Dzongkha) 6. Kinley Wangmo, Teacher, Samtengang Primary School, Wangdiphodrang (Mathematics) 7. Norbu Zam, Teacher, Khuruthang Middle Secondary School, Punakha (Mathematics)

Content Editor 1. Sonam Zangmo, Teacher, Sonamgang Middle Secondary School, Phuentsholing Thromde

(Dzongkha) 2. Tsheringla, Principal, Daga Central School, Dagana ( English) 3. Anthony Joshy, Teacher, Yangchenphug Higher Secondary School (Mathematics)

Layout and Design Chokey Dorji, Teacher, Bjishong Central School, Gasa

Cover DesignSamdrup Tshering, Teacher Lamgong MSS

Content Editors

Self-Instructional Material

1 English-Class I

KEY STAGE-I

Lesson No: 1 Subject: English Class level: I Time: 20 minutes

Learning Area: Phonemic Awareness

Identify the /s/ sound.

S________

__________ ________________

✓ Identify the sound using the pictures.

S

Activity 1


2 English-Class I

KEY STAGE-I

Activity 2

Identify the /b/ sound.

____________ ___________

____________ _____________

___________

b


3 English-Class I

KEY STAGE-I

Activity 3

Identify the /d/ sound.

____________ ___________

____________ __________

____________

d


Mathematics- class I

KEY STAGE-I

Lesson No: 1 Subject: Mathematics Class level: I Time: 25 minutes

Learning Area: Numbers and Operation

Topic: Numbers 11 to 15

Introduction

We are going to count the picture and try reading the numbers from 11-15.

Number Number word

Count the pictures

11 Eleven

12 Twelve

13 Thirteen

14 Fourteen

15 Fifteen

❖ read number words from 11-15.

❖ write the numbers from 11-15.

Operations



KEY STAGE-I




Introduction

We are going to count the picture and try reading the numbers from 11-15.

Number Number word

Count the pictures

11 Eleven

12 Twelve

13 Thirteen

14 Fourteen

15 Fifteen

❖ read number words from 11-15.

❖ write the numbers from 11-15.



KEY STAGE-I

Activity 1

Fill in the missing numbers.

Activity 2

Complete the number word a. E l e _ _ _

b. F i f _ _ _ _

c. T h _ _ t e e n

Self-check for learning

1.Which number comes after 14?

Answer:

Activity 1 Activity 2 12, 13, 14a. E l e v e n b. t e e n c. t h i r t e e n



KEY STAGE-I




Introduction

We will learn how to count numbers from 16 to 20.

There are five fingers in one hand.

❖ Count the numbers from 16-20.

❖ Write numbers from 31-60.

❖ Count numbers in 10s.

16 (Sixteen)

17 (Seventeen)

18 (Eighteen)

19 (Nineteen)

20 (Twenty)

Operations



KEY STAGE-I

Activity 1

Looking at the arrangements of numbers up to 30, write the missing numbers.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 40

50

60

Activity 2

The hundred blocks below show some shaded part. Count the shaded part and write the number below.

___10 _________ __________



KEY STAGE-I


1.Which number comes after 30?

Answer:

2. What is the number word of 20?

Answer:

Activity 1 [32,33,34,35,36,37,38,39] [41,42,43,44,45,46,47,48,49] [51,52,53,54,55,56,57,58,59] Activity 2 20….30 Self-check for learning 1.31 2.Twenty.



KEY STAGE-I



Topic: Addition and Subtraction

Introduction

When we add the number, we should always use the addition sign (+).

When we subtract, we should always use the subtraction sign (-).

Activity 1

Count the dots and write the addition sentence of the picture given.

Example:

+

a.

b.

c.

d.

❖ Write addition sentences.

❖ Write subtraction sentences.

Operations



KEY STAGE-I

Activity 2

Write the subtraction sentence of the picture given.

Example: -

a. - =

__________ _____

b. - = ________ - ____ =


Write the sum and difference for the following. i. 3 + 2 =

ii. 3 – 2 =

2 - 1 = 1

i. 3 + 2 =

3 – 2 =

Activity 1 Activity 2 a. 2+3=5 a.4-2=2 b.6+6=12 b.6-4=2 c.4+2=6 d.4+3=7

Self- checking for learning i.3+2=5 ii.3-2=1

རང་ཉིད་སློབ་སློན་མཁོ་ཆས།

1 རྫོང་ཁ། སྫོབ་རིམ་དང་པ།

གནས་རིམ་ - ༡་པ།

འཆར་གཞི་ཨང་ ༡ ཆོས་ཚན་ རྫོང་ཁ། སྫོབ་རིམ་ དང་པ། དུས་ཚྫོད་ སྐར་མ་༣༠ དྫོན་ཚན་ གསལ་བྱེད་༣༠། ནང་དྫོན་ གསལ་བྱེད་༣༠ འབྲི་ཐངས།

སྫོང་ལཱ་༡ པ། ➢ ཀ་ལས་ཨ་ཚུན་ གོ་རིམ་བསྒྲིགས་ཏེ་བྲིས།

ཀ་ ས་ ག་ ང་ ཅ་ ཇ་ ཏ་ ལ་ ད་ ཟ་ པ་ བ་ ཙ་ ཛ་ འ་ ར་ ཤ་ ཨ་ ཁ་ ཆ་ ཉ་ ཐ་ ན་ ཕ་ མ་

ཚ་ ཝ་ ཞ་ ཡ་ ཧ།

ཀ་ཁ་ག་ང་། ་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་། ་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་། ་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་།

་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་། ་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་། ་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་་། ་་་་་་་་་་་་་་་་་།

ལས་དྫོན། ➢ གསལ་བྱེད་༣༠ མ་འཛྫོལ་བར་ གོ་རིམ་བསྒྲིགས་ཏེ་ བྲི་ཚུགས། ➢ གསལ་བྱེད་དང་ པར་ མཐུན་སྒྲིགས་འབད་ཚུགས།




སྫོང་ལཱ་༢ པ།

➢ འྫོག་གི་ གསལ་བྱེད་དང་ པར་ཚུ་ མཐུན་སྒྲིགས་འབད།

༡) ཀ་

༢) ཉ་

༣) ཐ་

༤) ཕ་

༥༽ ཞ་

༦༽ ལ་

༧༽ ཧ་




རང་ཉིད་དབྱེ་ཞིབ། ➢ འྫོག་ལུ་ གསལ་བྱེད་མ་ཚང་མི་ཚུ་ བྲིས།

ཀ་ -- ག་ -- ། -- ཆ་--ཉ ། ཏ་ --་ --་ -- ། པ་ --་--་ མ།

ཙ་ -- ་-- ་--། ཞ་ -- ་-- ་--། -- ་-- ་-- ས། --་ ཨ།

ལན་གསལ་དཔེ། སྫོང་ལཱ་༡ པ། ཀ་ཁ་ག་ང་། ཅ་ཆ་ཇ་ཉ། ཏ་ཐ་ད་ན། པ་ཕ་བ་མ། ཙ་ཚ་ཛ་ཝ། ཞ་ཟ་འ་ཡ། ར་ལ་ཤ་ས། ཧ༌ཨ།

self-instructional materials · 2020. 5. 5. · self-instructional materials key-stage i and ii...

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