These NCERT Solutions for Class 9 of Social Science Geography subject includes detailed. Answer The Ganga Basin is the largest river basin in India.
A textbook in English for Class IX, is based on the new syllabus in English which was prepared as a follow-up to the National Curriculum Framework, 2005. The curriculum calls for an approach that is rich in comprehensible input and adopts a language-across-the-curriculum, multilingual perspective. This reader aims at helping the child to read for meaning, and to learn to communicate in English with confidence and accuracy. Care has been taken to give a central place to the learner in the process of teaching and learning. Learner-friendly language has been used in the instructions, and the exercises and activities are addressed to the child. In this process the teacher is a facilitator or a co-learner.
A rich variety of reading material has been provided to include the literary, cultural and sociological dimensions of texts. The themes range from childhood and adolescence, to disability, talent and achievement, to music, science, and contemporary social and environmental concerns.
The range is as inclusive as possible, keeping in view the interest and cognitive development of the learners. The book draws on different genres such as story, biography and autobiography; science fiction; humour; travelogue; and the one-act play.
The number of poems has been increased to help learners explore this great source of language, derive the joy of learning through poetry, and understand the music of words. An attempt has been made to include different types of poems such as the lyric, the ballad and the humorous poem.
The poems have been chosen for t heir simplicity and suitability in ter ms of language and thought. We need not talk about the poet or the backg round to the poem, unless the poem seem s to deman d it.
Nor should we attempt to exhaust all the possibilities of a poem; we should encourage the students to begin to see some of the possibilities. They should be guided to apprehend the poem through the visual, the a uditory, the tactile, the intellectual, or the emotional channels, and to understand the suggestiveness of the images. An at te mpt ha s be en ma de to he lp th e le ar ne r de ve lop th e sk ill of predicting and anticipating what follows. Every good reader should guess what is coming next. The task ‘Before You Read’ given at the beginning.
Attention has been drawn to grammar -in-context that emerges out of the reading text, e.g. The use of the tenses and voice, reported speech, conditional and subordinate clauses or phrases, and adverbs. The comm unic ati ve skil ls have been exer cise d by tas ks on Spea king and Writing. The Speaking tasks call for learners to work in pairs or groups, (for example) to present an argument, express a viewpoint, express contrasts, seek or give an opinion, introduce a speaker, tell a story, enact or read out a play in parts, etc. There are a variety of writing tasks: help writing newspaper report, an article for a school magazine, argumentative writing, narration, description, and picture interpretation. A small at tempt has been made to r elate speech and writing by pointing out similarities and differences. Opportunities for writing in groups and pairs are provided to get into the task.
We ha ve in tr od uc ed th e ol d ex er ci se of dic ta ti on ag ai n bu t fr om a completely different perspective. Dictation has been introduced in its current, updated form as a variety of activities designed to integrate the language skills of listening, prior reading, language processing and recall, and writing, including the appropriate use of punctuation in meaningful contexts. Some exercises also allow scope for the learners’ languages to support one another’s by asking for reflection on relevant words, or poems or stories in other languages; and attempt (preliminary as they may be) to attend to the process of translation. Idm full crack ziddu.
Activities have been suggested to bring out the relatedness of the learners’ school subjects.
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