Shumaila Naz

Roll No. D20898

PMC

Assignment

Module 2

EXERCISES OF PRACTICAL LIFE (EPL)

SHUMAILA NAZ

Roll No. D20898

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Question No. 1

Write a comprehensive note on the importance of practical life exercises.

Answer:

The initial activities for young children are the practical life exercises. These exercises enhance

concentration, hand-eye coordination, and motor control. The many practical life exercises are eating,

dining, personal care, and environmental preservation. Youngsters enjoy these practical life exercises and

learn good work habits by being urged to finish the entire assignment. Children are equipped for

successful citizenship and professions by being taught to consider the rights of other children. The

development of the whole person with inner discipline, self-direction, and a high level of focus is greatly

aided by practical life exercises. Practical life exercises are activities designed to teach children how to

live their lives with purpose and meaning.

Importance of Practical Life Exercises:

1. Independence

From birth to age six, children undergo significant physical, cognitive, and emotional

development. His mental habits are being corrected, and his personality is evolving; by the time he is six

or seven years old, it is nearly set. Being dependent or independent in day-to-day living is also a

personality attribute that is only identified in early infancy. For example, the primary source of male

dependence in our culture is the unnecessary assistance that was provided to them throughout their early

years. Instead of assisting them in doing things on their own, things are done for them.

However, as they get older and the time to internalise practical life exercises is gone, the pressure

from the family to take care of the home increases. In this perspective, women continue to receive

assistance from their mothers and other family members when the time is right. When they get married,

the pressure is far greater. The end effect is that they are forced to perform all of this against their will and

with dissatisfaction. The physics principle that “pressure creates resistance” also applies to human

circumstances.
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Independence becomes a lifetime personality attribute if practical life exercises are initiated at the

appropriate time, and we assist youngsters in doing things on their own instead of doing them for them.

They not only carry on with their daily activities for the benefit of others and themselves, but they do it

with joy.

2. For developing a love for work

The purpose of EPL is to teach children about their surroundings and how they function. EPL

also fosters the child’s passion for work, and he takes pleasure in the tasks that keep him and the

surroundings livable. The child gains a sense of importance and strong self-esteem as a result of all this

work.

3. For happiness, self-satisfaction and respect

It must be demonstrated to the child that he must be helpful to everyone when work habits are

created. Not for himself alone. Every activity that is taught needs to be taken extremely seriously.

Between the ages of 0 and 3, the youngster enjoys learning and working at home. The youngster will be

well-prepared to manage the house in his older years, which in the present era requires a lot of dexterity,

if this period is spent appropriately and all activities are taught seriously. High IQ and skill levels are

necessary for all of this activity. We should be generous in our sport and give the child praise when we

teach him this exercise because, at this age, he works hard, fervently, and passionately.

To make him feel significant, we ought to express our enjoyment and attention. Things like “oh!

look at that neat and tidy bed… well done!” or “it is so nice that you are helping me today.” The

youngster will not develop if we prevent him from working. Phrases such as “Go away and play” convey

the idea that you are unworthy and unfit for anything. Since nothing genuine or meaningful can be

delivered to you—it’s all for me—take a toy and play with it.

4. For making the world a better-organised and tidier place

“There is a place for everything, and everything has a place.” If we clean up any mess we make

while working and practice putting things away in the proper locations at home or school when we are old

enough, we can internalise this guideline. For a child to develop autonomy, shelves and cupboards must
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be kid-sized and accessible to them both at home and school. In this way, the kids also learn how to help

one another, and the child who receives help first will be the first to aid others. When assigning a

youngster a job, only well-made, well-designed, and valuable jobs should be given.

5. For learning to give and Take Help Gracefully

Many of us lack the grace to offer or request assistance. Learning how to accept and provide aid

to younger and older children voluntarily and joyfully at home or school is greatly aided by actual-life

exercises. “Let's all clean the guest room today” should be the new standard, rather than “go and clean

your room.” Your room and the kitchen will be ready tomorrow. As a result, the child learns how to do all

types of work correctly. This practice also helps children develop positive work habits, enjoy helping one

another, and eventually offer assistance with household chores as adults, “knowing that all have to

participate to run the home, which belongs to the whole family.”

6. For Passing on Good Work Habits to the Next Generations

In this stage, the youngster complains about his work and, as an adult, avoids all forms of labour.

Only if our children today become wonderful role models with excellent work habits for the next

generation to follow can this transmission of negative attitudes and behaviours be stopped.

7. For the perfection of movements

The child is naturally inclined to be active all the time. Therefore, a child’s tools of will motion

are more obedient the more developed he is. Exercises that work the entire body, build muscles, and

improve movement include rolling up a carpet, polishing shoes, cleaning the floor or basin, setting the

table, opening and closing boxes, doors, and windows, organising a room, arranging chairs, drawing

curtains, moving furniture, etc. The youngster gains greater muscle strength through common hand and

arm movements, developed through healthy work habits, than through typical gymnastic exercises. A

youngster can have greater freedom the more control he gains over his movements because an adult won’t

be preventing him from moving because of fear of harming himself or the environment.

8. For normalisation of the child

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The child must complete the necessary tasks during the sensitive periods for practical life

exercise, which only last from 0 to 7 years of age. Youngsters have pleasure in doing commonplace

functions like cooking, cleaning, chopping, and washing. When a child’s inner desires are satisfied, they

become normal, which is the spiritual aim of practising practical life.

9. For developing a love of the universe

Through practising self-care, environmental conservation, caring for living things, and showing

grace and kindness, the child will develop a love for the cosmos and all living things. Who, as “CARE,,"

gets ingrained in his character, cares about nearly everything.

10. To avoid a personality disorder

In fact, during the learning phase, people reject and turn down children who are shy and lack

confidence. According to Dr. Montessori, “sensitive periods” are the most opportune times for a person to

learn something due to their natural surroundings. This moment is fleeting, and once it is gone, it cannot

be recovered. A youngster is in a sensitive learning period if they are consistently observed engaging in a

particular activity. The child should have as many opportunities as possible at this stage to maximise

learning and development.

This grouping is advantageous because it makes sure that every aspect of daily life—from the

environment to the self—is addressed. They might also help determine a child’s requirements, such as

which area they struggle with the most and require further support in. On the other hand, it might help

determine their strongest suit and areas of enjoyment. Their interests and temperament can be used to

develop further activities based on the child’s assessment, which helps create well-rounded individuals

who can try a variety of things.

Question No. 2

Explain the different groups of exercises of practical life. How do you think grouping is helpful?

Answer:
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A child develops focus, coordination, independence, and order through Exercises of Practical Life

(EPL), but they also learn how to connect with others and develop an appreciation for the environment.

The youngster learns to treat himself and others with dignity and respect as he starts to create himself

from the inside out. In the end, these insights equip the youngster for socialisation and a lifetime of self-

worth and dignity. The EPL ultimately provides the basis for success in all facets of life. The

development of the child is directly tied to the prepared environment. The classroom is a specially created

space set up just for the kids. Every task should be carried out with discipline, and there should be a range

of movement and activity. Children react favourably to environments that are beautiful, well-organised,

and of high quality.

In order for the kid to realize himself in accordance with the inner drive of self-development and

its creative principles, he has a right to our support in four different categories of practical life activities.

They are the ones who focus his particular attention on these pursuits. They are the ones who allow him

to identify an answer to his needs in these activities, and as a result, they are the ones that drive him to

pursue them despite miscommunication and resistance from those around him (adults and elders).

1. Elementary Exercises

a. Basic Elementary Exercises

b. Elementary Exercises

c. Higher Elementary Exercises

2. Exercises of Personal Care

3. Grace and Courtesy Exercises

4. Care of the Environment Exercises

1. Elementary Exercises

These exercises are prerequisites for other activities and help establish routine and order in the

surroundings. It is subdivided into three categories:

a. Basic Elementary Exercises

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These exercises primarily focus on holding and placing things and require relatively simple

motions. They are finished quickly, such as how to maintain, carry, or set the jug, among other things.

b. Elementary Exercises

The movements in this category are slightly more challenging than simple primary exercises, but

they are still completed quickly and efficiently. Examples include rolling and unrolling mats, opening and

closing bottle taps, and more.

c. Higher Elementary Exercises

Although the working conditions are the same, they are more complex and require a significant

amount of time to cover. For example, using a dropper or spooning beads into a container.

2. Exercises of Personal Care

This group of EPL exercises focuses on a child’s hygiene and grooming. Under the teacher’s

supervision, he learns self-care techniques in this group. He becomes more self-assured and presents

himself in a friendly, stylish, and polite manner. For instance, brushing teeth, combing hair, putting on

frames, and many more tasks.

Children learn how to take care of themselves through the activities in this group. They introduce

items that are primarily relevant to personal hygiene and care, such as brushes, toothpaste, tissue paper,

soap, combs, mirrors, and dustbins, among others. The teacher helps the youngster learn the daily routine

of personal care by modeling the appropriate tasks for him beforehand. These activities are essential

because they enable the youngster to become self-sufficient in caring for himself.

3. Grace and Courtesy Exercises

Exercises in this group teach children how to behave politely, employ fundamental manners, and

navigate society with grace. Examples include table manners, chair-carrying techniques, knocking on

doors, remaining silent, and using expressions such as “thank you,” “please,” and “sorry.”

These EPL exercises teach students how to stand and sit appropriately, greet others with dignity,

interrupt others when necessary, hand over objects correctly, use polite language, maintain a formal tone,
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be gracious, and exhibit good manners, among other things. Through these activities, the youngster

develops into a well-behaved and polite member of society.

4. Care of the Environment Exercises

The primary element of this group is the environment. A youngster learns how to maintain and

restore appropriate living conditions, as well as how to take care of his surroundings and keep them clean.

This group offers both indoor and outdoor workouts. Dusting, dishwashing, flower arrangement, and

polishing brass are examples of indoor workouts. Exercises that can be done outside include watering

plants and gathering dry leaves.

The child gains self-confidence and a sense of environmental responsibility from these activities.

These activities form an essential component of the child’s personality when they are taught to them at an

early age. These activities include cleaning the floor, tending to the animals, watering the plants, and

collecting dried leaves, among other tasks. By carrying out such duties, he develops into a well-mannered

individual who values cleanliness and is conscious of his surroundings.

The following are some benefits of the grouping: a youngster can benefit greatly from simple

primary exercises. They make his motions flawless and aid in his coordination and balance. They learn

how to grip and carry various objects correctly. It also aids in precision and accuracy. Geometry is

indirectly taught to Montessori pupils through simple exercises. They assist students in becoming self-

sufficient. Additionally, they assist children with writing, hand exercises, and movement coordination.

These activities improve the child's ability to focus. The child's focus and motor coordination are

improved by other groups. He can work on those two areas more effectively by grouping them. It

indirectly teaches kids how to divide and utilize scissors. Children benefit from the self-care activities. All

of the personal care supplies are introduced in these exercises, including soap, combs, tissue paper,

mirrors, dustbins, tooth paste, brushes, and more. The teacher engages in activities that teach students

about personal hygiene and everyday routines. This program teaches kids how to correctly stand and sit,

greet others, use titles of respect, and more. Children benefit from these kind of activities by learning how

to behave politely in public. Children who are grouped gain self-confidence and take better care of their
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surroundings. The youngster develops the habit of performing these actions correctly when he learns them

at a very young age. For instance, he is a well-mannered individual who loves cleanliness and is

conscious of his surroundings because he picks up dried leaves, waters plants, takes good care of the

garden, and cleans the floor.

In conclusion, children gain a great deal from real-life activities, as they help them develop into

better individuals. They support kids in creating a sense of accountability and self-worth. “Never help a

child with a task at which he feels he can succeed,” as Montessori once stated.

Question No. 3

What are the essential points that we should keep in mind while presenting EPL?

Answer:

Children are naturally drawn to activities they observe others engaging in, particularly adults.

Therefore, it is the teacher’s responsibility to demonstrate how to complete these activities correctly so

that the student can appropriately watch, assimilate, and assess what they have observed. To guarantee an

effective EPL, several crucial elements must be examined:

Choosing Activities

1. First and foremost, using the right supplies is essential for any job. It is necessary to select non-

toxic cleaners and high-quality materials that are safe for children. Sprays are harmful to

children’s skin and eyes, so they should be avoided.

2. Use of high-quality tools is recommended.

3. Child-sized tools, such as knives and scissors, should not be sharp.

4. There should be as few tools as possible, just those needed for the task.

5. Every cleaning instrument needs to be thoroughly cleaned.

6. The EPL needs to be conducted realistically, such as at home. For example, utensils should be

stored in drawers, gloves and aprons should be hanging beneath the table, etc.
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7. Before the activity, the teacher gathers the materials, shows them to the children, and assists them

in returning them to their proper locations after the activity.

8. If the child wants to participate in any activity in an EPL, they must be able to choose and

remember which materials or cleaners are used. The child acts intelligently while doing this, and

the adult’s actions will make the child smarter.

Setting Up

1. Everything in the EPL must be within children’s reach.

2. Since many activities require water, the EPL area should be close to a sink or other water facility.

3. To help children learn how to work and clean various surfaces, choose furniture that has multiple

surfaces, such as polished wood, plastic, or varnished wood.

4. The child must also be able to wash other items of clothing, such as towels and dusters.

5. Teachers and students are required to wear aprons when participating in water or colored

activities.

6. Use aprons and clean towels when cooking to prevent spills and maintain a clean workspace.

7. When engaging in liquid-based activities, the youngster should stand close to the sink. The child

must be encouraged to clean up any spills after finishing the activity. Cleaning should be taught

with joy rather than coercion.

8. Children enjoy organising things. The child’s attempt to learn the location of items and maintain

order there should be supported.

Presenting Activity Guidelines

1. Upon the child’s admission to the Montessori school. He should be instructed progressively, from

simpler concepts to more sophisticated ones. Each phase of the activity must be executed with

clarity and precision before proceeding to the next level.

2. The teacher must understand the appropriate method for executing the activity. She demonstrates

first and then allows the students to perform independently.

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3. Children communicate with adults, indicating that they must derive enjoyment from their

activities.

4. This notification helps the youngster achieve independence.

5. The teacher reviewed the directions for the cleaners, particularly those marked in red, before the

children used them.

6. Rehearse the subject extensively before each presentation.

7. The teacher should refrain from employing complex vocabulary during activity time, as children

at this age can concentrate on only one task at a time.

8. Consistently provide lessons in a joyful, calm, and compassionate manner.

9. Maintain the lecture as concise and comprehensible.

10. Obtain the children’s consent and provide them with a summary of your presentation.

11. After the activity, return the materials with the child’s assistance.

12. After the session, instruct youngsters to utilise the materials at their discretion.

13. While using tools, ensure the child is aware of their sharp edges.

14. Articulate the directions vocally with the children.

15. Continue to observe the children and pose inquiries to them.

16. Activities that are no longer utilised should be stored away.

17. If a presentation requires repetition, deliver it again.

18. Many children require more than one demonstration occasionally.

19. The teacher must refrain from interrupting the child. The interruption disappointed the child.

Please show this again in a neutral manner and a comfortable tone.

20. Teachers should express appreciation for the execution of activities, especially those that are very

simple.

So, their developmental potential is "unlocked" by analyzing the movements made by the adult

presenting these activities. Under the guidance of his intelligence and encouraged by his will to train his

movements and fulfill their executive function, the child finds the exercise that involves movement
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analysis to be "transparent" and helps him "understand" it both as a whole and in its components. As a

result, he is able to "will" and perform it himself in an effort to fully and perfectly master it. As a result,

these pursuits turn into genuinely human endeavors where will, intelligence, and movement all function

together in perfect harmony. As a result, the youngster develops his integrated personality and establishes

a solid and essential basis for it. Thus, the infant develops what is known as "coordination of

movements," which is the organized (and hierarchically ordered) cooperation of movements, intelligence,

and will, their orderly working together in the service of the one and only human being to which they

belong. Group presentations, individual presentations, and collective presentations are the three categories

of presentations. The following determines whether presentation format should be used: The needs of the

child must be noted and addressed. These could be specific requirements, common to some children

exclusively, or shared by all members of a community (or a community inside a community, such as

those just accepted). As a result, presentations must be made individually, in groups, or collectively.

Collective presentations will naturally predominate in the beginning because all newly admitted children

have common needs, which are not so much individual activities as those that help them become

accustomed to their surroundings, gain confidence in adults and other kids, and become independent,

especially when it comes to basic and elementary movements and equally basic social relations. They are

also not initially prepared to receive one-on-one talks.

Since each child prefers to "keep distance," the other kids who aren't yet ready to make their own

decisions must also be included. Group presentations will eventually be required, and eventually,

individual presentations will be more common. The characteristics of the activity and the presentation.

When some or all youngsters are to watch a presentation, it is impossible to follow it well from a distance.

As a result, these need to be presented individually. Additionally, there are practical life exercises that, by

definition, call for some or all pupils to participate. As a result, these must be presented individually or

collectively to a group. Activities that lend themselves to a group presentation (and do not pertain to a

collective activity) can, in general, be assigned to both a group and a single child. Activities that are

appropriate for a group but do not pertain to group activities can be assigned to a single child, but not to
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all of them at once. Naturally, there is no other way to deliver activities that call for a personalized

presentation.

Question No. 4

Try to explain “Formal setting of a Table” and “Making a Chicken Spread Sandwich” in

the same way EPL have been explained in the book.

Answer:

(a) Formal setting of a Table:

● Material

● A Table Placemat

● A Plate

● A Napkin

● A Spoon

● A Fork

● An Knife

● A Glass

● Presentation

For the presentation, set up a kid-sized table and set a chair in front of it. Asking the

youngster whether he wants to learn how to properly set a table is a good way to invite him.

Then, with the child's assistance, arrange all of the necessary materials in a tray and carry them

to the table. The content needs to be positioned at the eye level of the child. Give the child a step-

by-step demonstration of the formal table setup procedure.

1. First, take the placemat out of the tray by grasping it with your right thumb and index

finger in the upper right corner and your left thumb and index finger in the upper left
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corner. Lay the placemat on the table in front of the chair. Use your hands to flatten it so

that there are no wrinkles.

2. Holding the plate by its rims with both hands, pick it up such that the thumbs are on the

top side and the fingers are underneath the plate for support. Without making a sound,

raise the plate and position it in the center of the table mat, toward the bottom.

3. Position your thumb on the lower side of the napkin and your fingers on the upper side as

you pick it up. Place the napkin on the left side of the plate after lifting it. Holding the

napkin's corners with your thumb and index fingers, raise them slightly if it has to be

folded. Place them on the corners that are opposite. Double fold from left to right if

necessary. Smooth out the crease once it has been folded.

Please take note that there are several variants in the napkin's position. For the simplicity

of the youngster learning to set the table for the first time, the most basic napkin position

is utilized in this presentation.) To make it appear balanced, keep the napkin aligned with

the dish.

4. Using your thumb and index finger, pick up the fork such that the thumb is on the top and

the index finger is on the bottom of the fork's handle. On top of the napkin, gently place

the fork on the left side of the dish. Verify that the fork and plate are aligned.

5. As with the fork, pick up the knife in the same way. The knife's sharp edge should be

facing the plate when you place it on the right side of the plate. It is important that the

knife, plate, and fork are all balanced and in line.

6. Place the spoon on the knife's right side after picking it up. Make sure it stays in line with

the knife.
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7. Holding the glass with the thumb of your right hand on your side and the four fingers on

the other, you can use your left hand's palm to support the glass. Silently place it on the

right side of the table mat, directly over the spoon and knife.

8. If the place setting is going to be utilized, take out the tray. If not, put the things back on

the tray. Allow the youngster to practice the task on his own using the provided materials.

● Points of Interest

Students will be able to assist with lunch setup and learn how to arrange the table.

● Control of Error

● You may tape a place-setting diagram inside the tray.

● For smaller children, a special placemat with the used items stitched or sketched on it

could be utilized.

● Age Group

● 3 to 5

● Variations and Extensions

● Ideally, some of the kids will take over lunch table arrangements after they've had this

lesson.

● One could teach elegant napkin folding techniques. After that, the napkin would be

positioned on the plate rather than beneath the fork.

● You could use a napkin ring instead. After that, the napkin would be positioned on the

plate rather than beneath the fork.

● You may add a bread platter. It would move to the plate's upper left corner.

(b) Making a Chicken Spread Sandwich:

● Material
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● Boiled Chicken (2 pieces), placed in a bowl

● Mayonnaise

● Salt

● Pepper

● Garlic Paste

● Sauce, as per choice

● 2 slices of Bread, placed in a plate

● Sliced Cucumber/ Lettuce

● A Spoon

● A Knife

● Presentation

With the child's assistance, place all the materials in a tray and carry them to the preparation area

(a table or kitchen counter). Ask the child if he wants to learn how to make a sandwich with

chicken spread as an invitation. The content needs to be positioned at the eye level of the child.

Next, walk the youngster through the sandwich-making process step-by-step.

1. First, remove the bowl from the tray by lifting it with your right hand so that your thumb

rests on the rim and your finger rests at the bowl's base. The bowl for shredding the

chicken should be placed in front of you.

2. Now, use your right hand to raise the chicken piece, and then use both hands' fingers to

shred it into little pieces. For the second piece, do the same.

3. Spoon two tablespoons of mayonnaise into the bowl using a spoon. To scoop the amount,

rotate the spoon clockwise from the handle while holding it in your right hand.
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4. Use your right hand to lift the salt shaker, making sure that the thumb is on your side and

the other four fingers are on the other. Shake the shaker up and down after turning it

upside down. Once the desired quantity has been applied, stop and return the salt to the

tray. For the pepper, do the same thing. Adjust the amount of salt and pepper to your

preference.

5. Spoon ½ table spoons of garlic paste into the bowl using a spoon. To scoop the amount,

rotate the spoon clockwise from the handle while holding it in your right hand.

6. Using your right hand, lift the bottle of flavored sauce you want, making sure the thumb

is on your side and the other four fingers are on the other side. Using your left hand, open

the cap by rotating your fingers counterclockwise while gripping the cap rim. Put the cap

down with your left hand after it has opened. Now, using your right hand, turn the bottle

upside down and shake it up and down. Once the required amount has been added, stop

and replace the bottle in the tray with its lid on top. Feel free to add more sauce if desired.

7. Using the spoon once more, whisk all the ingredients together while holding it by the

handle with your right hand. To achieve a thick consistency, move the spoon in a

clockwise direction until all the ingredients are well combined.

8. Now, remove the plate from the tray by grasping it by the rims with both hands so that

the thumbs are held on the top side and the fingers are supporting the plate underneath.

Place the plate in front of you after lifting it.

9. To remove the chicken mixture from the bowl, grasp the spoon by its handle with your

right hand and turn it clockwise. Using a back-and-forth motion with the spoon, evenly

distribute it across one slice on the dish.

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10. Using the thumb and index finger of your right hand, select the salad items from the tray.

Arrange the cucumber and lettuce pieces in a uniform layer on the slice that has been

covered with chicken spread. As much salad as you like can be used.

11. Using your thumb and index finger on your right hand, pick up the other slice of bread

and place it on top of the first. Gently press it down to create a sandwich by bringing the

two slices together.

12. Using the fingers and thumb of your right hand, pick up the knife such that the fingers are

curled down on the lower side of the holding section (handle) and the thumb is on the

upper side. At the desired sandwich cutting location, position the knife in the same

manner. With a little downward push, slide the knife from the sandwich's unique corner

in your direction. Make two equal cuts in the sandwich.

13. Take the tray and all of the contents to their designated storage location. Additionally, if

the exercise time is over, clean up any meal fragments or bread crumbs that may have

been left on the table. If not, put everything back on the tray and let the youngster

perform the task on his own using the materials.

● Points of Interest

● The ability to prepare a tasty and quick snack for themselves will be taught to the

students.

● Control of Error

● It is possible to tape a step-by-step diagram inside the tray.

● Age Group

● 3 to 5 Years

● Variations and Extensions

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● Slices of bread could be buttered.

● You could even top it with a slice of cheese.

● The components of a salad might be altered or left out entirely.

● You can also use pickles.

● Depending on personal preference, any ingredient may be substituted or left out.

Question No. 5

Write just the names of as many EPL as possible which are not mentioned in this book.

Answer:

1. Drying oneself and the different washed parts.

2. Washing dishes in a child-sized sink or you can use a Toddler Tower to get your child to

your adult sink.

3. Taking bath (under shower and with mug) using soap

4. Cleaning of ears (with cotton-wool).

5. Painting of the foot-soles (for dancing, ceremonial occasions, etc.)

6. Folding of clothes (unfolding). How to keep shoes, sandals when not in use.

7. Brushing of clothes.

8. Removing spots from clothes.

9. Removing mud from shoes, scrubbing of rubber sandals

10. Whitening of white shoes (with powder, paste)

11. Use of doormat, shoe-scraper.

12. How to hang clothes on clothes-hangers.

13. How to wind plaits around the head.

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14. How to put on, take off, fold and clean spectacles and goggles.

15. How to pull up and fold sleeves, trouser-legs

16. Washing, drying and ironing of clothes

17. How to borrow (what can and what cannot be borrowed)

18. How to take leave.

19. How to perform religious gestures

20. How to greet elders on ceremonial occasions.

21. How to ask for something (waiting quietly until attention can be given).

22. How to thank

23. How to wish (different occasions, persons).

24. How to apologize, excuse oneself.

25. How to knock at doors and wait for permission to enter.

26. How to take leave.

27. How to leave after a meal (washing hands)

28. How to offer and accept things (different ways according to different things).

29. Preparing their own snacks

30. Tonging and scooping objects into small containers or bowls

31. Pouring liquids or dry items

32. Completing cooking projects following sequenced cards or steps in a recipe

33. Planting seeds or flowers in the garden, pulling weeds, raking or shoveling dirt

34. Cutting flowers and completing flower arranging work

35. Polishing silver or rocks

36. Offering help

 Shumaila Naz
Roll No. D20898
37. Expressing admiration

38. How to yawn

39. How to cough

40. How to cross a road

41. Demonstrate traffic rules

42. How to talk on the road and in public places.

43. How to use and leave public conveniences.

44. How to remedy: Picking up things thrown on the street, setting up things (bicycles, etc.)

fallen down, returning objects lost or dropped, etc.

45. How to show the way, how to ask for the way

46. How to help people in need.

47. How to avoid waste of public utilities (close taps

48. left open, etc.)

49. To use public services (waste-paper baskets etc.).

50. How to hail rickshaws, taxis.

51. How to halt trams and buses, how to wait in queue, how to get in, get out, indicate that

one wants to get out, take and accept tickets.

52. How to behave in stations and trains with due regard for fellow-passengers also in

waiting-rooms.

53. How to behave in restaurants, cinema’s, theatres, etc.